LB J576 JF7 UC-NRLF ^B 73 072 GIFT OF IGV'S COURSE OF STUDY IN ENGLISH PUBLIC SCHOOLS ROCHESTER NEW YORK 1914 Digitized by the Internet Archive in 2007 with funding from Microsoft Corporation http://wwvy.archive.org/details/courseofstudyineOOrochrich ^^^^^^^i_^^ . jU-i^^^ c^ .c^^^cxc:.. COURSE OF STUDY IN ENGLISH PUBLIC SCHOOLS ROCHESTER NEW YORK 1914 R 1 UNION & ADVERTISER Rochester, N. Y. Table of Contents PAGE 1: General Outline 7 2. General Digest 8 3. Reference List of Poems and Stories 23 4. Syllabus : •First Grade B 26 First Grade A 34 Second Grade B 42 Second Grade A 52 Third Grade B 62 Third Grade A 77 Fourth Grade (A and B) 93 Fifth Grade (A and B) 118 Sixth Grade (A and B) 146 Seventh Grade (A and B) 178 Eighth Grade (A and B) 213 5. Supplementary Book List 249 GENERAL OUTLINE: : L. " ' 'V J V -J J English The Course of Study in English provides for: (1) A general outline for all grades; (2) A general digest of the course in all grades; (3) A syllabus for each grade. GENERAL OUTLINE This general outline gives the theory and forms the basis of the course in each of the eight grades. ^^A". SOURCES OF THOUGHT MATERIAL— IMPRESSION. I. Experiences of the Child's Life. 1. Personal. A. Home Life. B. School Activities. C. Street Incidents. D. Child's Knowledge and Observ^ation of Nature. 2. Social — Child's Environment and Relation to Society and Humanity. 3. Industrial — Child's Knowledge and Observation of In- dustries. 4. Civic — Child 's Knowledge and Observation of Civic Life. II. Literature. 1. Poetry — Poems to be memorized or read. 2. Prose — Stories and selections from literature. 3. Grade Libraries. III. Pictures. rV. Other Subjects of the Grade. 7 . ETNGLISH ''B'\ EE ACTION FROM THOUGHT MATEEIAL— EXPRESSION. I. ExpBEssiON Through Color, Ink and Scissors. II. Expression Through Dramatization. III. Oral Expression. 1. Conversation. 2. Reproduction. 3. Invention. IV. Written Expression. 1. Reproduction. 2. Invention. 3. Letter writing. ''C'\ TECHNICALITIES OF EXPRESSION. I. Arrangement. II. Technical Langijage and Grammar. III. Copying, Dictation and Writing from Memory. IV. Correct Use. GENERAL DIGEST *^The work of each grade must be done in tlie light of the course as a whole.'' Percival Chubb — ** Teaching of English.'' In order to get the relation of each grade to preceding and succeeding grades, the teacher should remember that while each grade must review and extend the work of earlier grades, in the main only the new or advance work for any one grade is given in this digest. **A.'' SOURCES OF THOUGHT MATERIAL- IMPRESSION. Grades IB and 8A inclusive — See General Outline and Grade Syllabi. 8 GENERAL DIGEST **B." REACTIONS FROM THOUGHT MATERIAL- EXPRESSION. I. ExPKESSiON Through Color, Ink and Scissors. II. Expression Through Dramatization. III. Oral Expression. 1. Conversation: Reactions from ^^A'^ I and IV. IB. Answer teacher ^s questions — Correct sentences. Encourage observation — Coherence. lA. Topics from child's experience, observation and knowledge. 2B. First grade continued and extended. 2A. Train for coherence and sequence of time and event. Keep to the topic ; teacher merely to guide the conversation. 3B. Fewer topics and more thorough treatment. Great- er accuracy in observation. Teacher's plan of questions to direct conversation. 3A. Few topics fully developed. Begin investigation of new and unfamiliar topics. One topic extended over several lessons. 4A-B. Conversation is oral preparation for oral inven- tion. Recitations in History and Geography are drills in conversation. Begin speaking before others. Aim for habits of clear expression and correct use in all recitations. List errors for atten- tion in language period. 5A-B. Report and discussion following investigation. Elaboration of topic to maintain interest. Definite assignments to individuals for investigation. Top- ical recitations in other subjects. Correct habits of expression in all recitations. 6A-B. Two purposes — 1. An oral preparation of sub- ject matter for the purpose of oral inventive ex- ENGLISH pression. 2. To emphasize the natural relation of expression in other recitations to expression in language. Limit the topic. Begin reference studies. 7A-B. Conversation — The first approach to a new topic. Encourage pupils to take initiative. Elab- orate topics in other subjects. Reference studies in History and Geography. Recitation — Correct habits of expression in all recitations. Encourage independent preparation and recitation of lessons. 8A-B. Recitation — Drill for correct use. Pupils held responsible for all recitations. Extend topics from other subjects. Reference studies. Dissertation — Topics developed in class room or assigned for home study. Biographical topics preferable. Teacher passive ; pupils active. 2. Oral Reproduction: Reaction from '^A'' II and IV. IB. Introduced late in term. Stories involving repe- tition and having clear beginning, related middle, and definite close. lA. Orderly arrangement of beginning, middle, and end, a means of giving first conception of oral par- agraphing. 2B. Stories short and simple. Follow sequence of events. First co-operatively and later by individ- uals. 2A. Gradual increase in number of events. Logical, or- derly reproduction as a conscious step toward oral paragraphing. 3B. Reproduce only a few of best stories given. Teacher reproduces the less interesting parts. Questions or groups of guide words to insure logi- cal sequence or to indicate paragraphing. Oc- casional independent reproduction. 10 GENERAL DIGEST 3A. Continue 3B with enlarged vocabulary. 4A-B. Stories with easily distinguishable parts. Char- acter portrayal from stories. Repeat for correc- tion of language forms. Pupils give suggestions for improvement. In 4B guide words gradually replaced by topics and sub-topics which lead to the co-operative outline in 4A. 5A-B. Character portrayal emphasized. Co-operative outlines, an aid to independent reproduction. Self help stimulated by criticism of another's work. 6A-B. Gradually introduce longer selections from liter- ature. Topics assigned from other subjects. Selec- tion read or told in one lesson, discussed in second and reproduced in third. Short reproductions for concentration, narration, description, exposition. 7A-B. Gradual reduction of reproduction in favor of more invention. Immediate reproduction of short stories with definite plots or clear character por- trayal. Include narration, description, and exposi- tion. Develop power for independent outlines which are required for reproduction of selections from literature. 8A-B. Proportion of reproduction decreased. Repro- duce an occasional short story. Reproduce selec- tions from literature. Encourage declamation. Pupils criticize one another's reproduction. Limited practice in argumentation. Oral Invention: jgeactions from "A" I III and IV. /Resultant of conversation. Inventive expression is not a creation of ideas, but rather invention of expression and development of personality. IB. Short sentences given by the children. lA. Pictures to stimulate original sentences. 2B. Children dictate sentences; after co-operative al- terations teacher writes them oh blackboard. En- 11 ENGLISH courage originality for free, spontaneous self-ex- pression. 2A. Copy from blackboard sentences developed as in 2B. Free use of pictures. Suggestive words or phrases as an aid in making mental pictures. 3B. Use topics developed in conversation for more sus- tained efforts in oral invention and speaking before others. 3A. Extension of 3B. 4A-B. Work based upon conversation. Completing an unfinished story. Original stories. Original sen- tences concerning a given topic studied for logical order and paragraph. 5A-B. Speaking before class for self-control, self-re- spect and forcible style. Elaboration of topic sen- tence. Expect greater spontaneity than in repro- duction. 6A-B. KevieAv well prepared topics for drill in speak- ing before others. Pupils add to stories previously reproduced. Amplify a proverb, fable or news- paper heading. 7A-B. Pupils speak without previous preparation from knowledge already acquired. Eeview well prepared topics for longer and more sustained efforts. Aim for self-possession, self-poise, and self-respect through connected and independent discussion of a given topic. Practice expanding a topic sentence. Translate pictures into language story. Give men- tal pictures from suggestive phrases. Amplify proverbs. Elaborate topics from History, Geog- raphy, Nature Study, etc. 8A-B. Dissertation: Prepare to meet increasing de- mands of Eighth Grade and High School. En- courage impromptu dissertation. Class debates. Eeports on current events. General independent thinking and self-expression. 12 GENERAL. DIGEST IV. Written Expression. (No subdivisions until third grade.) The proportion of written to oral expression by grades is as follows : First Grade Second * * Third '* Fourth '' Fifth '' Sixth '' Seventh '' Eighth '' 2B. no written one-fifth written one-fifth one-fourth one-third one-third one-half one-half all oral four-fifths oral four-tifths three-fourths tw^ -thirds two-thirds one-half one-half Copy from blackboard one to three sentences pre- viously developed by reproduction and invention. Write sentences in co-operation with teacher. Orig- inal sentences to contain given words related in thought. 2A. Four or ^ve sentences the maximum. Use of guide words related in thought and logical in order. ■,,7 -D (Reactions from ^* A'' II and IV. Written Eeproduction < -r, li x j? /^ 1 t> j j.- / Resultant of Oral Reproduction. 3B. Only a few of the oral reproductions written. Copy one (later two) paragraphs written as a result of oral reproduction. Dictation of one (later two) paragraphs previously developed orally. Inde- pendent reproduction of simple stories. Guide words grouped to indicate paragraphs, one at first, later two. 3A. New words learned or placed on board before work begins. Encourage appropriation of words and phrases of the author for enrichment of vocabu- lary. Divide longer stories into parts. Number of paragraphs increased to two or three. 4B. Co-operative paragraphing. Continue relation of sentences in a paragraph. Study the relation of 13 ENGLISH paragraphs in a selection as suggested in the devel- opment of topics and sub-topics. Increasing use of co-operative outlines in longer reproductions stud- ied in parts . 4A. Gradually lead up to independent paragraphing. Continue relations of sentences and paragraphs. Comparison of pupiPs work with standards devel- oped. Reproductions written as a whole. Best work read to class as a model. Extended use of co- operative outlines. Avoid slavish following of ex- act words and phrases of author. Short reproduc- tions without outline. Topic or opening sentence noted for central thought of paragraph. 5A-B. Independent paragraphing. Expect proper use of related sentences in a paragraph, related para- graphs in written papers, and use of topic or open- ing sentences. Co-operative outline limited to two or three main topics. Three or four paragraphs in written papers. Pupils correct their own papers before handing to teacher. 6A-B. Pupils gradually prepare most of co-operative outlines. Frequent short reproductions. One longer, complete reproduction, every four or five weeks. One period a week to individual help. Spe- cial aim for correct form jai each lesson. Attention to sentence structure. A class room standard es- tablished. 7A-B. Aim constantly for clearness, coherence and conciseness of expression. Moderate use of para- phrase to test comprehension of original. Frequent use of analysis, condensation, summary, newspaper headlines, telegrams, etc., as aids to right habits of study. Eeproductions from literature always fol- low oral reproduction of same topic. 8A-B. Continue work of seventh grade. No oral prep- aration required. Aim to develop judgment, habits of analytical study and discrimination. 14 GENERAL DIGEST ^ ^^^ -r (Eeactionfrom^^A''!, IllandlV. 2. Wkitten Invention: 3 ^^^^j^^^^ ^^ ^^^^ Invention. See note under IV, Written Expression. 3B. Copy from blackboard original sentences pre- viously developed orally, and written, after cor- rection, by the teacher. Write a paragraph of original sentences from guide words. First one, later two paragraphs. 3A. Extend 3B. Use pictures to stimulate original expression. 4A-B. Co-operative outlines the basis of written inven- tion. Work done one or two paragraphs at a time. Later, complete reproduction not exceeding four or five paragraphs. Best papers discussed by class. Original stories. Completing unfinished stories. Narration and description based on pictures. Pupils criticize own work before it goes to the teacher. 5A-B. All oral and other written work to contribute to written invention. Daily practice in original writ- ing of one or two short paragraphs. A few longer formal papers during term. Elaboration of topic sentence into a paragraph. Occasional impromptu writing on familiar topics. Utilize outlines devel- oped under oral inventive work. Encourage habit of giving time and thought to a subject. Preserva- tion of papers through term to show progress. 6A-B. Invention increases in proportion to reproduc- tion. Teacher writing with pupils on same topic. Teacher's judgments kept in background. Daily practice on short papers and on sub-topics of co- operative outlines. A long formal paper every five weeks. Continue pupiPs criticism of own work. Constant aim for correct form. 7A-B. Invention has precedence over reproduction. En- courage originality. Daily practice in short papers 15 ENGLISH and in sub-topics of a subject continued over sev- eral lessons. Impromptu writing. Original stor- ies, using introduction read by teacher. Additions to stories reproduced. Monthly or bi-monthly long paper. 8A-B. Invention the chief medium in written expres- sion. Daily practice. Monthly or bi-monthly long paper. Give individual tastes and enthusiasms free expression. 3. Letteb Writing. 3A. Friendly letters of simplest form. Heading, Salu- tation and Conclusion. Copying complete letters. Copying body of letters and supplying headings, etc. Develop content orally before writing original letter. 4A-B. Eeview and extend 3A. Eead to children letters from literature — imaginative letters. Discuss mo- tives for letter writing. 5A-B. Continue previous work. B. Answer to adver- tisements. A. Simple business letters. Emphasize necessity for accuracy and neatness. 6A-B. Continue work of fifth^grade. Some work in let- ters of friendship. Special emphasis on business correspondence. 7A-B. Social correspondence* Review previous grades. Motives and suggestions for business correspond- ence. Demand accuracy and neatness. 8A-B. Comprehensive review of all previous work. Business correspondence, with emphasis on brev- ity, pointed and exact statement. Social corre- spondence, including both formal and informal notes, invitations, regrets, and other conventional and accepted forms. 16 GENERAL. DIGEST ^^C'^ TECHNICALITIES OF EXPRESSION. Arkangement. IB. Writing sentences on blackboard. lA. Writing sentences on paper. 2B. Margin at left in written sentences. Heading of written paper — grade — date — subject. 2A. Margins at left and right of paper. Descriptive title for written papers. 3B. Simple sentences only. Avoid excessive use of *'and" and '^but." Indentation in paragraphs — copying and dictation. Indentation applied to all written work. 3A. Simple sentences with modifying phrases. Inden- tation in paragraphs required. Review use of headings and margins. 4B. Distinguish between statement and question. Co- operative paragraph with guide words and out- lines. 4A. Statements, questions, commands, exclamations. Some independent paragraphing. Topic sentence. Co-operative outline. Superscription on envelopes. Review and application of margins and headings. 5B. Recognize sentences as declarative, interrogative, imperative, exclamatory. Gradual introduction of use of complex sentence. (No attempt at analy- sis.) Modifying phrases expanded into clauses. Independent use of paragraphs. Selection of topic sentences from printed paragraphs. Co-operative outlines — two or three main topics. Impromptu oral and written work. Review friendship letters. Answers to advertisements. 5A. Review and extension of work of 5B. Two parts of sentence — subject and predicate. Extend co- 17 ENGLISH operative outlines to four main topics. Simple business letters. 6B. Simple subject, simple predicate; complete subject, complete predicate. Unity of sentences, relation of paragraphs; a standard established, the practice not rigorously enforced. Pupils gradually taking greater share in co-operative outlines. Need of caution in too extensive use of outlines. Business correspondence. 6A. Gradual introduction of compound sentence. Eec- ognition of sentences as simple, complex and com- pound. Exercises in combining, condensing and transforming sentences. Some simple outlines made by pupils unaided. 7A-B. Continued practice in use (not analysis) of com- plex and compound sentences. Combination of short related simple sentences into one longer com- plex and compound sentence and vice versa. Con- tinued attention to paragraphing. Independent outlines. 8A-B. More definite study of the use of complex and compound sentences through analysis. Study par- agraphing, using selections of literature as models. Extended work in independent outlining. General review. II. Technicalities of Language and Gkammar. IB. 1. Capitals — Beginning of sentence, pupiPs name, 2. Punctuation — Period at end of sentence. 3. Preparation for dictionar}^ Phonics. lA. 1. Capitals — Proper names in reader. 2. Punctuation — Question mark at end of sentence. 3. Dictionary Work — Learn the Alphabet. Phonics. • 2B. 1. Capitals— ^^0," first word of each line of po- etry, months, days. » 18 GENERAL DIGEST 2. Punctuation — Period after abbreviations. Pe- riod and comma in dates on written paper. 3. Abbreviations — Mr., Mrs., Months, Days. 4. Dictionary Work — Master Alphabet. Phonics. 2A. 1. Capitals — State, City and Street. 2. Punctuation — Eeview. 3. Abbreviations— N. Y., St., Ave.,. P. 0. 4. Dictionary Work — Arrangement in alphabetical order of familiar words with different initials. Phonics. 3B. 1. Capitals — Eeview previous work. Initials. 2. Punctuation — Period with abbreviations in number work and with initials. Hyphen in com- pound word and at end of line to show separa- tion of syllables. 3. Abbreviations — Those used in number work. 4. Dictionary Work — Eeview. Phonics. 3 A. 1. Capitals — First word of simple direct quota- tion. Heading, salutation and conclusion of a simple letter. 2. Punctuation — Quotation marks in simple direct quotation. Punctuation of heading, salutation and conclusion of simple letter. Apostrophe in singular possessive and in contractions. 3. Abbreviations — Supt., Prin., Dr., Pres., Eev. 4. Dictionary Work — ^Accent mark. Phonics and diacritical marks. 4B. 1. Capitals — Superscription on an envelope. 2. Punctuation — In superscription on an envelope. Interrogation Marks — ^Apostrophe in plural pos- sessives and contractions. Comma preceding quotation. 3. Abbreviations — Eeview. 19 ENGLISH 4. Dictionary Work — Arrangement in alphabetical order of familiar words having initials only alike. Phonics and diacritical marks. 4A. 1. Capitals — Titles and places; names of Deity; proper names. 2. Punctuation — ^Exclamation mark. Comma fol- lowing ^'yes'' and ^^no'' when used with name of person addressed. 3. Abbreviations — Those in arithmetic and geog- raphy, Gov., Gen., Capt., Sec. 4. Dictionary Work — Review. 5B. 1. Capitals — Proper names in geography and his- tory. 2. Punctuation — Comma to set off clause or phrase out of natural order. 3. Abbreviations— P. S., A. M., P. M., M. D., D. D., and other common degrees. 4. Dictionary Work — Arrangement in alphabetical order of familiar words having unlike initials. 5 A. 1. Capitals — ^Review\ 2. Punctuation — Comma in series of words. 3. Abbreviations— IT. S. A. For the States. 4. Dictionary Work — Review. 6B. 1. Capitals — Proper use required in all papers. 2. Punctuation — Comma separating person ad- dressed. Quotation marks in broken quotations. 3. Abbreviations— 0. K., C. 0. D., f. o. b., inst., ult., etc. 4. Dictionary Work— Words at top of dictionary page. Diacritical key. 20 GENERAL DIGEST 5. Grammar — Kinds of sentences as to use. Simple subject and predicate; complete subject and predicate. 6A. 1. Capitals— See 6B. 2. Punctuation — Caution against quotation marks in indirect quotation. 3. Abbreviations — i. e., e. g., viz., anon., mdse^ Messrs. 4. Dictionary Work — ^Abbreviations in defining words: n., a., v., adv., pron., sing., pi. 5. Grammar — Kinds of sentences as to form, Eecognition of parts of speech — nouns, pro- nouns, verbs, adjectives and adverbs. 7B. 1. Capitals — Proper use of all capitals. 2. Punctuation — Require all punctuation marks taught in grades below. Teach comma to set off introductory connecting adverbs. 3. Abbreviations — Classify in review all abbrevia- tions of lower grades. 4. Dictionary Work — Review previous work. Drill in opening promptly to given letter or word and in getting pronunciation, spelling and definition. Use index in all texts. 5. Grammar — Review Sixth Grade. Recognition of prepositions, interjections and conjunctions. Nouns : Classification, properties, declension, use in sentence. Parsing pronouns. 7A. 1. Capitals— See 7B. 2. Punctuation — See 7B. 3. Abbreviations — See 7B. 4. Dictionary Work — Repeat 7B. 5. Grammar — Adjectives: Classification, com- parison, use in sentence, parsing. Prepositions: 21 ENGLISH List of common ones; use. Interjections: Rec- ognition and use. Analysis and diagraming simple sentences. 8B. 1. Capitals — See Seventh Grade. 2. Punctuation — Review all previous work. Com- ma after introductory words, phrases and clauses. Dash and parenthesis. 3. Abbreviation — See Seventh Grade. 4. Dictionary Work — Drill in finding punctuation, accent, spelling, definitions. Frequent reference to index in all texts. General use of works of reference. 5. Grammar — Verbs : Classification, properties, principal parts, inflection, parsing. Analysis and diagraming of compound sentence. 8A. 1. Capitals — See Seventh Grade. 2. Punctuation — See seventh grades. Comma be- 1 fore additional clause ; semi-colon and colon. 3. Abbreviation — See Seventh Grade. 4. Dictionary Work — Daily use of dictionary. Use of index in all texts. Frequent use of encyclo- pedia and other works of reference. 5. Grammar — Thorough review and more inten- sive study of grammar. Conjunctions. Clauses. Phrases. Analysis and diagraming of complex and compound sentences. m. Copying, DiCTATioisr and Writing from Memory. IB. Copying — Short sentences on blackboard. lA. Copjdng — Short sentences on blackboard and paper. 2B. Copying — From board, readers, etc. Dictation — Short sentences previously studied. Mejnory Writ- ing — Occasional short poem s or stanzas 22 GENERAL DIGEST 2 A. Copying — Model language, number or spelling les- son. Dictation — Short sentences. Memory Writ- ing — Occasional short poems or stanzas. 3B. Copying — Models of indentation, headings, titles and margins. Dictation (do not repeat) — Follow- ing copying exercise. Memory Writing — Short poems. 3A. Copying — Limited amount of review. Dictation (do not repeat) — For concentration of attention and correct use of language forms. Memory Writ- ing — Short poems. 4A-B. Copying — Gradually replaced by dictation. Dic- tation (do not repeat) — For concentration and cor- rect language forms. Memory Writing — Short poems, memory gems, etc. 5A-B. Dictation (do not repeat) — As a test in use of technicalities. Memory Writing — Poems, quota- tions, etc. 6A-B. Dictation — To create power of sustained atten- tion. Memory Writing — Poems, quotations, etc. 7A-B. Dictation — To furnish models in complex and compound sentence structure and in all other forms which the class may be studying. To create power of sustained attention and concentration. Writing from Memory — To give practice in use of capitals and marks of punctuation, and to fix iirmly in mind selection learned. 8A-B. See seventh grades. IV. CoERECT Use. (In course of preparation). EEFEEENCE LIST OF POEMS AND STOEIES. The following books, referred to as the English Library, are to be found in each school. Each book is referred to by the 23 ENGLISH number it bears in this list. For example, ^^Bees, Sherman, 4-112/' refers to a poem Bees, by Sherman, found in book 4 (Little Folk Lyrics) on page 112. 1. Land of Song, Vol. I. II. III. 2. 3. 4. 5. 6. 7. 8. 9. 10. IL 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. a a a y^j a a a Y^l Little Folk Lyrics. Eugene Field Book. In the Child's World. Longfellow's Complete Poems (Houghton, Miffin Co.) Open Sesame Vol. I. Vol. IL '' ■ '' Vol. in. Lovejoy's Nature in Verse. For the Children's Hour — Bailey and Lewis. Holton Primer. Child's Garden of Verses. Mother Goose Rhymes — Charles Welch . Golden Numbers — Wiggins and Smith. The Posy Ring. " '' '' Stories to Tell Children — Bryant. How to Tell Stories to Children — Bryant. The Fables of Aesop— MacMillan Co. The Silver Crown — Richards. The Golden Windows — Richards . Norse Stories — Mabie. The Story Hour — ^Wiggins and Smith. The Nursery Rhyme Book — ^Lang. Stepping Stones to Literature Book I. IL (( IIL IV. V. VI. vn. 24 I GENERAL DIGEST 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. Poems by Grades- Heart of Oak Books No. 1. No. 2. No. 3. No. 4. No. 5. No. 6. -Harris and Gilbert No. 1. a (I a a n n >t^ o Hellenic Tales. Guide Books to English — Harris and Gilbert No. 1. a a It it n n a -nt^ o The Pig Brother — Eichards. Smoky Day^s Wigwam Evenings — Eastman. Old Mother West Wind — Burgess. Merry Animal Tales — Bingham. Fifty Famous Stories — Baldwin. Hans Andersen's Fairy Tales — Stickney. Lowell's Complete Poems (Houghton, Mifflin & Co.) Cary's Poetical Works '' '' ** " Whittier's Complete Poems '' '' '' '' The Book of Legends — ^Scudder. 25 ENGLISH SYLLABUS First Grade B A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. 1. Personal. A. Home Life — Central thought, ''My Mother.'^ 1. Care of home — father and children — sewing, cook- ing, preserving for winter. Occupations of the day of week. Why I like to make gifts for mother. Relate study of mother's care to other studies of child life. 2. Occupations directly related to home — a. .Milkman or b. Grocer or c. Meatman or d. Shoemaker or e. Storekeeper. B. School Activities — 1. Holidays. 2. Relate conversations to manual training, physiology and physical training outlines. 3. Visit Kindergarten. 4. Going to School. Every day on time — the clock (telling time). Birthday party for ' ' November children, ' ^ etc. 26 FIRST GRADE B A pet of some kind — animal — fish, etc., should be kept for a time as it furnishes an interest on which language and reading lessons can be built. 5. Class walks and excursions. There should be at least two each month in pleas- ant months. C. Street Incidents — 1. Directly home from school — directly to school from home. 2. Processions. 3. Accidents — necessity for care at crossings, etc. 4. Observations for Nature Study. J), Child's Knowledge and Observation of Nature — See Nature Study outline. 2. Social. A. Child's Environment and Relation to Society and Humanity — Topics under social experiences are associated with personal experiences. 3. Industrial. A. Child's Knowledge and Observation of Industries — See Manual Training outline and topic Home Occupa- tions under personal experiences. 4. Civic. See outline in civics and the fire drill outline. II. LITERATURE 1. Poetry. Poems to be memorized (a minimum of three each term). Do not use poems assigned to a higher grade. I Love Little Pussy (Taylor) 1-36 If Ever I See (Child) 11-30 27 ENGLISH Mary's Lamb (Hale) 1-27, 26-85 Pussy Willow .13-83 Twinkle, Tmnkle Little Star (Taylor) 1-24 The Frog's Good-bv 11-221 A Nut 13-27 The Little Angel (Prentiss) 8-291 Little Kitty 8-297 A Visit from St. Nicholas (Moore) 1-73 The Baby (MacDonald) 1-15, 8-293 My Shadow (Stevenson) 35-9, 14-32 Daisies ( Sherman) 4-19 Sleep, Baby, Sleep (From the German) 1-48, 8-803 Leaves at Play (Sherman). 4-81 Little Birdie (Tennyson) 26-127, 1-13 Hiawatha's Childhood (Longfellow) .7-147 Poems to be read by the Children. In this grade the children should read Mother Goose and other nursery rhymes w^hich may be found in the grade library or written on the blackboard. • Sec Book 15 English Library). ( '' '' 33 '* '' ), Poems to be read to the Children. Read and interpret all poems in the list to be memorized and as many as possible of the following: The Squirrel's Home 13-33 The Bird's Farewell 13-39 Come Little Leaves 11-203 The Busy Bee (Watt) 1-30 Cock Rokn's Death 1-28 Spring (Thaxter) 1-70 The Tree (Bjornsen) 1-89 Little Bo-Peep (Mother Goose) 1-21 The Shadows (Sherman) 4-66 The Rock-a-By Lady (Field) 5-2 Norse Lullaby (Field) 5-42 Bees (Sherman) 4-112 28 FIRST GRADE B 2. Peose. Stories — A nrinimTim of three each term. Little Gingerbread Man 18-8 Little Red Hen .12-293, 18-7 Three Bears 19-37, 12-303 The First Thanksgiving. 24-107 Little Half Chick 18-33, 12-152 The Three Pigs 19-32, 12-306 The Sheep and the Pig 12-50 The Wind and the Sun 20-140, 18-71 Little Red Riding Hood. 34-16 The Boy who Cried Wolf 33-62, 18-68 The Crow and the Pitcher 20-129 The Fox and the Grapes 20-76 The Lion and Mouse 33-68, 20-26 The Ant and the Grass-hopper 20-86 The Cat, the Ape and the Nuts 33-73 The Cake 21-56 3. Gkade Librakies. Encourage the children to use the grade library books. Arouse their self-activity by calling attention to the pic- tures, the most attractive pages, and by reading the interest- ing portions. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. Use the material gained in the reading for language pur- poses. B. Reactions from Thought Material — Expression L EXPRESSION THROUGH COLOR, INK AND SCISSORS. Occupation work through these media is a valuable factor in self-expression, if, and only if, it expresses the child's own 29 ENGLISH thought. To the child, color, ink and scissors are natural and spontaneous forms of self-expression. The chief value of these media of expression lies in the freedom allowed the child, and consequently it cannot be considered or criticized from an ar- tistic standpoint. This occupation work is therefore recommended in the pri- mary grades as a medium of self-expression, with the distinct provision that it shall be used only for language purposes. Al- ways allow the child to express his own thought, and to express it unhindered by too exacting artistic limitations. II. EXPRESSION THROUGH DRAMATIZATION. Dramatic imitation is a spontaneous instinct in a child's nature. Thought in the child's mind tends to express itself in action. Dramatization is the activity side of language work and should therefore be freely used in the primary grades. The aims in dramatization should be: 1. To afford the child this natural medium of self- expression. 2. To cultivate the imagination, leading to the power \ of constructive imagination. When a child enters the world of imagination so completely as to lose account of his own personality and all reality, he enters a new and wonderfully rich experience ; his constructive imag- ination brings to him an expansion of his own personality. A few children have dramatic talent, but all children have dramatic instinct. Dramatization in any grade should never serve the few with dramatic talent, but stimulate the dramatic instinct of all. Unimaginative and unexpressive children most need this form of self-expression. The selections for dramatization in the class room should always be simple; never the ornate, costumed exhibition justi- fiable only for a special school entertainment. In the first grade, dramatization takes the form of action reading. Here the child's interest is in words which express ac- 30 FIRST GRADE B tion ; let the action accompany the word. Later in the first grade very short stories full of action should be dramatized. In the second grade, dramatization should be confined to short stories or dialogues. In the third grade, longer units may be used, involving more children. Whenever a story, or scene, has been played- several times and ceases to arouse spontaneous response it has served its pur- pose and new material should be found. The purpose of this form of self-expression is defeated if the dramatization is re- peated until it approximates a form suitable for public exhibi- tion. Freedom and spontaneity of expression are its only justi- fication for use in a school room. III. OEAL EXPRESSION. 1. CoNVERSATiox : Reactions from **A'' I. Outline. 1. Conversation lessons the beginning of language work — Need of spontaneous self-expression. 2. Coherence and correct use in sentences. 3. Topics from child ^s personal experience followed by topics from his knowledge and observation — Children ' supply topics. Syllabus. 1. Conversation based upon the personal experiences of the child's life is the beginning of oral expression. It is then imperative that the children express their thoughts with perfect freedom. 2. Pupils can be trained to answer questions in correct sentences; to keep to the subject; to form good habits of observation, thought and speech. 3. Topics relating solely to the child's own life may be used at first: gradually he may be led to conversation on topics relating to his observation and knowledge. Frequently, children will suggest topics which are suit- able for good conversation lessons. 31 ENGLISH 2. Oral Eeproduction : Eeactions from ''A" II and IV. Outline. 1. Oral reproduction introduced late in term — Short, simple stories. 2. Stories involving repetition. Syllabus. 1. Oral reproduction of stories and poems may be intro- duced into the language work later in the term. Not every story is suitable for reproduction. The short, simple story with a clear beginning, a related middle and a definite close is best for reproduction. 2. Stories involving repetition, e. g., ^ ^ Little Gringerbread Boj'\ ^^The Cat and the Mouse'', ^'Chicken Little", etc., develop the power of logical order and maintain the interest by the successive additions to the repro- ductions. 3. Oral Invention: Eeactions from ^*A" I and III. Outline. 1. Short spontaneous sentences. Syllabus. 1. If the children show a tendency to give short original sentences, the opportunity should be found for this in- ventive work. IV. WEITTEN EXPEESSION. The Expression work of the First B should be entirely oral, with the exception of the writing on the black- board, incidental to the technicalities. 32 FIRST GRADE B C. Technicalities of Expression I. AERANGEMENT. Writing sentences on blackboard. II. TECHNICALITIES OF LANGUAGE. 1. Capitals — Beginning of sentences, name of pupil, the word '^L'' 2. Punctuation — Period at end of sentence. 3. Preparation for Dictionary Work — Teach phonetic value of letters in connection with reading. IIL COPYING. The teacher's blackboard sentences serve the purpose of copying and may be used to test the correct use of capitals and the period. IV. CORRECT USE. (In course of preparation.) 33 ENGLISH First Grade A A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. 1. Peksonal. A. Home Life — Emphasis of thought upon '' My Father.'' 1. Provider of house we live in — shelter, food, clothing. 2. House building — materials — wood, brick — builders — carpenter, mason. 3. Visit a house being built — Plan a room or make a house on sand table — Plan a garden, Nature study — Furnish it, manual training — lighting — heating. Father's work about home. 4. Indicate the relationship of father in family to child life of other lands when studied. B. School Activities. 1. Relate three conversations to physiology, nature study, physical training. 2. Holidays. 3. Birthdays. 4. Why I like to make gifts for father. 5. Care of clothing at school — coats, rubbers, etc. Care of cloak room. C. Street Incidents, 1. Processions. 2. Class walks and excursions. 3. Observations for Nature Study. 34 I FIRST GRADE A 4. Popcorn man. D. CMUrs Knowledge and Observation of Nature. See Nature Study Outline. 2. Social. A. Child's Environment and Relation to Society and Humanity. Topics under social experiences are associated with personal experiepces. 3. Industrial. A. Child's Knowledge and Observation of Industries. See Manual Training Outline. 4. Civic. See outline in civics and fire drill outline. 11. LITERATURE. 1. Poetry. Poems to be Memorized. (A minimum of three each term.) Do not use poems assigned to a higher grade. Little Boy Blue (Field) 5-1 The Swing (Stevenson) 14-62 The Wind (Stevenson) 14-45 They didn't Think (Carey) 11-295 Over in the Meadow (Wads worth) 1-16 Little Things (Selected) 8-293 Shadow Town Ferry (Rice) 8-315 The Cow (Stevenson) 14-42 The Land of Counterpane (Stevenson) 14-27 Thanksgiving Day (Child) 8-230 Singing (Stevenson) 14-20 Where Go the Boats (Stevenson) 14-24 Lady Moon (Houghton) 1-14 Nursery Song (Carter) 1-25 The Sunbeams (Poulsson) 6-398 The Children's Hour (Longfellow) • 7-247 35 ENGLISH - Poems to be Eead by the Children. In this grade the children should read Mother Goose and other nursery rhymes which may be found in the grade library or written on the blackboard. (See Books 15-33 English Library). Poems to be Eead to the Children. Eead and interpret all poems in the list to be memorized and as many as possible of the following : The Shadows (F. D. Sherman) 4-66 The Eock-a-by Lady (Field) 5-2 Norse Lullaby 5^2 Bees (F. D. Sherman) 4-112 A Eeal Santa CDlaus (F. D. Sherman) 4-53 Jack Frost (Selected) 11-258 The Fox and the Crow (Taylor) 8-273 Queen Mab (Hood) 8-253 What Are You Good For? (Miller) 8-140 Piccola (Thaxter) 6-129 Good and Bad Children (Stevenson) 14-49 Santa Claus and the Mouse (Poulsson) 6-122 The Mouse ^s Thanksgiving (Holmes) 13-54 The Snow Bird (Sherman) 4-120 A Good Boy (Stevenson) 14-36 Apple-Seed John (Child) 6-59 The Constant Dove (Thaxter) 6-80 The New Moon (Follen) 1-48 The Silk Worm (Howitt) The Duel (Field) 5-3 2. Prose. Stories — A minimum of three each term. The Straw, the Coal and the Bean 4-24 Old Woman and her Pig 33-83, 12-89, 19-43 Babes in the Woods 24-96 The Elves and the Shoemaker 18-109 How Eobin got his Eed Breast 12-179 Legend of the Wood-pecker 12-177 36 I FIRST GRADE A Mr. Easter Hare 12-281 The Good Shepherd ; 12-231 Mrs. Santa Clans 12-251 Jack and the Bean Stalk 34-62 The Frog and the Ox 19-167, 33-77, 20-57 How Brother Eabbit Fooled the Whale 18-29 Cinderella 34-82 The House that Jack Built 33-34. The Hare and the Tortoise 33-72 Henny-Penny 13-97, 12-297, 33-79 The Dog and the Shadow 33-59 The Feast 21-33 The Boots 21-37 The Sailor Man. 22-66 The Hill 22-39 3. Grade Libraries. The children should be encouraged to use the grade library books. Their self -activity should be aroused by calling their attention to the pictures and to the most attractive pages, and by reading the interesting portions of the book. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. Use the material gained in the reading for language pur- poses. B. Reactions from Thought Material — Expression I. EXPRESSION THROUGH COLOR, INK AND SCISSORS. Occupation work through these media is a valuable factor in self-expression if, and only if, it expresses the child *s own thought. To the child, color, ink and scissors are natural and spontaneous forms of self-expression. The chief value of these 37 ENGLISH media of expression lies in the freedom allowed the child, and consequently it cannot be considered or criticized from an artistic standpoint. This occupation work is therefore recommended in the pri- mary grade as a medium of self-expression, with the distinct provision that it shall be used only for language purposes. Always allow the child to express his own thought; and to ex- press it unhindered by too exacting artistic limitations. II. EXPRESSION THROUGH DRAMATIZATION. Dramatic imitation is a spontaneous instinct in a child's nature. Thought in the child's mind tends to express itself in action. Dramatization is the activity side of language work and should therefore be freely used in the primary grades. The aims in dramatization should be: 1. To afford the child this natural medium of self-expres- sion. 2. To cultivate the imagination, leading to the power of constructive imagination. When a child enters the world of imagination so completely as to lose account of his own personality and all reality, he enters a new and wonderfully rich experience ; his constructive imagination brings to him an expansion of his own personality. A few children have dramatic talent but all children have dramatic instinct. Dramatization in any grade should never serve the few with dramatic talent but stimulate the dramatic instinct of all. Unimaginative and unexpressive children most need this form of self-expression. The selections for dramatization in the class room should always be simple ; never the ornate, costumed exhibition justifi- able only for a special school entertainment. In the first grade, dramatization takes the form of action reading. Here the child's interest is in words which express action; let the action accompany the word. Later in the first grade very short stories full of action should be dramatized. 38 FIRST GRADE A In the second grade, dramatization should b*e confined to short stories or dialogues. In the tjiird grade, longer units may be used, involving more children. Whenever a story or scene has been played several times and ceases to arouse spontaneous response, it has served its pur- pose and new material should be found. The purpose of this form of self-expression is defeated if the dramatization is re- peated until it approximates a form suitable for public exhibi- tion. Freedom and spontaneity of expression are its only justification for use in a school room. III. ORAL EXPRESSION. L Conversation: Reactions from **A^^ I. Outline. 1. Conversation of First B continued and extended. Chil- dren furnish topics. 2. Spontaneous self-expression; but maintain coherence. Close observation developed. Syllabus. 1. Conversation work of First B continued. To a greater degree than in the First B, the child's observation and knowledge may be drawn upon for topics in con- versation. 2. The children should have perfect freedom of self-ex- pression; but they should be trained to keep to the topic, and to use correct sentences. Their power of close observation will develop as this training is given. 2. Oral Reproduction: Reactions from ^^A'' II and IV. Outline. 1. Oral reproduction continued from First B. Short simple stories. 2. Organization of reproduction into beginning, middle and end gives first conception of oral paragraphing. 39 ENGLISH Syllabus. 1. Oral reproduction of stories and poems may be taken np at the beginning of the First A. The short simple stories which bring out clearly the beginning, middle and end are the best adapted to reproduction. 2. The first conception of oral paragraphing, or an orderly arrangement of sentences, will come unconsciously to the children by developing these three divisions in their reproduction. 3. Oral Invention: Reactions from ^^A'^ I and III. Outline.* 1. Original sentences must be spontaneous. 2. Translating a picture story into a language story. Syllabus. 1. The children may be encouraged but not urged to give, in their conversation and oral expression work, some short original or inventive sentences. 2. Pictures, full of action and life, will serve this purp6se ; the children translate, in their own words, the picture story into a language story. IV. WRITTEN EXPRESSION. Outline. 1. Work of First A almost exclusively oral; later in term an occasional written sentence. Syllabus. 1. The work of the First A should be almost exclusively oral. Occasionally, later in the term, the children may make original sentences with the word cards; write them on the blackboard or on the First A writing paper. 40 FIRST GRADE A C. Technicalities of Expression I. AERANGEMENT. Writing sentences on First A writing paper. II. TECHNICALITIES OF LANGUAGE. 1. Capitals: Proper names in readers. 2. Punctuation : Question mark at end of sentence. 3. Preparation for Dictionary work: Toward the close of the First A pupils should know the alphabet. III. COPYING. The teacher's blackboard sentences serve the purpose of copying and may be used to test the correct use of capitals and the period and question mark. IV. . CORRECT USE. In course of preparation. 41 ENGLISH Second Grade B A. Sources of Thought Material- Impression I. EXPERIENCES OF THE CHILD'S LIFE. 1. Personal. A. Home Life, 1. The family — our relation to each member. 2. Processes related to home. a. Butter making Milling Lumbering Cotton Woolen (cloth making) 3. Games I play at home. 4. How children have spent vacations and holidays at home. B. School Activities. 1. Holidays. 2. Relate to physiology, nature study and physical training. 3. Care of class room, aisles, desks, boards, (relate incidentally to school grounds and neighborhood). 4. What I like best to do at recess. 5. Any new equipment of school — pictures — victrola, etc. should be talked about and as fully as pos- sible explained to children. This should be carried through all grades. 42 SECOND GRADE B C. Street Incidents, 1. Ice cream man — better to eat cream at home. 2. Observations for nature study. 3. Circus day and processions. 4. Balloon man. D. Child's Knoivledge and Observation of Nature. See Nature Study Outline. ' 2. Social. A. Child's Environment and Relation to Society and^ Humanity. Topics under social experiences are associated with personal experiences. 3. Industrial. A. Child's Knowledge and Observation of Industries. See Manual Training Outline. 4. Civic. See outline in Civics and Fire Drill Outline. II. LITERATURE. 1. Poetry. Poems to be memorized. (A minimum of three each term). Do not use poems assigned to a higher grade. The Autumn Fires (R. L. Stevenson) 14-117 Swinging (R. L. Stevenson) .• 14-20 Milking Time (Roseth) 17-113 Thanksgiving Day (Child) 17-196 Why Do Bells for Christmas Ring! (Ward) 17-261 Obedience (Carey) 39-95 Bed in Summer (Stevenson) 14-3 The Lamplighter (Stevenson) 14-55 The New Moon (Follen) 1-48 Little Snow-Flakes (Selected) 11-264 43 ENGLISH Forget-me-nots (Selected) 11-128 Lady Moon (Rosetti) 17-30 Poems to he read by the Children, or to the Children . Read and interpret all poems in the list to be memorized and as many as possible of the following : The Hayloft (Stevenson) 14-72 Winter Time (Stevenson) 14-70 Little Gnstava (Thaxter) 17-152 ^he Plum Tree (Field) 5-12 Waiting to Grow (Selected) 11-274 The Little Lazy Cloud (Selected) 11-32 2. Prose. Stories — (A minimum of three required each term). Androclus and the Lion 20-60 The Dog and his Image 20-7 Epaminondas and his Auntie 18-63 The Dog and the Manger 20-97 The Field Mouse and The Town Mouse 34-26, 20-15 The Fox and the Crow 20-19 The Ginger-bread Man 18-8 Little Half Chick 18-33 The Lark and the Farmer 18-80, 34-49 The Wolf and the Lamb 34-8, 20-4 Raggy Lug 19-130 The Burning of the Rice Fields 19-179 The Story of Wylie 19-182 The Wheat Field 14-21, 22-9 The Pig Brother 44-1, 22-35 The Stars 44-46, 22-92 The Sick Child 21-44 The Tangle Skein 44-119 3. Grade Libraries. The Children should be encouraged to read the Grade Library books. They should be taught to enjoy spare time with good books. Pupils first completing the day's work may be given the privilege of using the Grade Library. 44 SECOND GRADE B III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. The stories and poems of the grade readers are the most available material for language purposes. A conversation or reproduction lesson may be based on a reading lesson provided care is taken in the story selected. Oral reproduction of a reading lesson is an actual language lesson and may be considered as such in the time allotment of the daily program. The reading period is thus extended and the extra time considered as part of the day's language period. B. Reactions from Thought Material- Expression I. EXPRESSION THROUGH COLOR, INK AND SCISSORS Occupation work through these media is a valuable factor in self-expression, if, and only if, it expresses the child's own thought. To the child, color, ink and scissors are natural and spontaneous forms of self-expression. The chief value of this medium of expression lies in the freedom allowed the child, and consequently it cannot be considered or criticized from an artistic standpoint. This occupation work is therefore recommended in the primary grades as a medium of self-expression, with the dis- tinct provision that it shall be used only for language purposes. Always allow the child to express his own thought, and to ex- press it unhindered by too exacting artistic limitations. II. EXPRESSION THROUGH DRAMATIZATION. Dramatic imitation is a spontaneous instinct in a child's nature. Thought in the child's mind tends to express itself in action. Dramatization is the activity side of language work and should therefore be freely used in the primary grades. 45 ENGLISH The aims in dramatization should be: 1. To afford the child this natural medium of self-expres- sion. 2. To cultivate the imagination, leading to the power of constructive imagination. When a child enters the world of imagination so completely as to lose account of his own personality and all reality, he en- ters a new and wonderfully rich experience; his constructive imagination brings to him an expansion of his OAvn personality. A few children have dramatic talent ; but all children have dramatic instinct. Dramatization in any grade should never serve the few with dramatic talent but stimulate the dramatic instinct of all. Unimaginative and unexpressive children most need this form of self-expression. The selections for dramatization in the class room should always be simple ; never the ornate, costumed exhibition justifi- able only for a special school entertainment. In the first grade, dramatization takes the form of action reading. Here the child's interest is in words which express action; let the action accompany the word. Later in the first grade very short stories full of action should be dramatized. In the second grade, dramatization should be confined to short stories or dialogues. In the third grade, longer units may be used, involving more children. Whenever a story or scene has been played several times and ceases to arouse spontaneous response, it has served its purpose and new material should be found. The purpose of this form of self-expression is defeated if the dramatization is repeated until it approximates a form suitable for public exhibition. Freedom and spontaneity of expression are its only justification for use in a school room. III. ORAL EXPEESSION. L CoNVEKSATiON : Reactious from ''A'^ I. 46 SECOND GRADE B Outline. 1. Sources of topics; narrative form in conversation. 2. Coherence and close observation; a cantion. 3. Appropriating vocabulary of original stories and poems. Syllabus. 1. The whole range of the child ^s expetience, observation and knowledge should be rich in topics for conver-, sation lessons. The conversation should take the narrative form most frequently; occasionally the con- versation lesson will involve the descriptive form when the children tell what they have seen. Descrip- tion is, however, comparatively more difficult for small children. 2. The children should be trained to keep to the topic; to use correct sentences; to exercise their powers of ob- servation. The desire for accuracy and form should never be allowed to check freedom of self-expression. 3. These exercises will increase the children's vocabularies, if opportunities are afforded them to use the language of their stories and poems. Obal Reproduction : Reactions from ^*A'' II and IV. Outline. 1. Selection of stories suitable for reproduction. 2. Suggested steps in reproduction for the beginning of term and later in term. 3. Oral paragraphing cooperatively with teacher. 4. Independent organization in reproduction. Syllabus. 1. The stories and poems assigned as the language ma- terial, and the stories from the reading lessons which are used for reproductions, should be short and simple. 2. At the beginning of the term, stories which bring out clearly the beginning, the middle, and the close may 47 ENGLISH be used. Later in the term, the children will be able to reproduce larger units if they are helped to observe what happened first, what next, and so forth. Events may be told in turn by different children, and finally the whole story reproduced by one child. 3. The teacher should bear in mind that she is thus laying the foundation for later work in oral and written paragraphing. In this grade the work is oral para- graphing with the teacher in cooperation with the class. 4. Gradually the children will grow independent of co- operation and later in the term should be allowed to arrange their reproductions in orderly arrangement without assistance. o. Okal Invention: Eeaction from ^*A" I and III. Outline. 1. Original sentences should be spontaneous; writing on blackboard original sentences after cooperative sug- gestions for improvement. 2. Translating the picture story into a language story. 3. Oral inventive expression a vital part of language work; the teacher ^s appreciation of child ^s originality. 4. Development of personality in self-expression brings ready response in language work. 5. Inventive oral expression should always precede invent- ive written expression. Syllabus. 1. Children encouraged but not urged to give original or inventive sentences in their conversation and oral work. Pupils dictate the sentences; before the teacher has written them on the blackboard the class should be asked to offer suggestions as to how the sentences may be improved. 48 SECOND GRADE B 2. Pictures will admirably serve the teacher's purpose in this oral inventive work. Pictures selected should te full of life and action. The pupils translate the pic- ture story into a language story. 3. This beginning of original expression in an oral form is the most vital language work the teacher can under- take. Keen appreciation of every evidence of the pupiPs originality will do much to cultivate free, spontaneous self-expression. Every opportunity and incentive should be used to develop the child's self- reliance. He should be given the pleasure of doing things for himself. 4. When his own personality is afforded the chance of self-expression, there can be no question of the re- sponse he will make to language work. The lack of appreciation by the teacher and the failure to make the exercise spirited and animated, may often produce a mechanical and lifeless language lesson. 5. Inventive oral expression should always precede any effort to secure inventive written expression. IV. WRITTEN EXPEESSION. Outline. 1. Proportion of one written lesson to four oral. 2. Oral expression better adapted to development of language power. 3. Written work extended from one to two or three sentences; copying original sentences as written on blackboard the first step. 4. Written work on blackboard, or at seats, co-operatively with teacher; later in term independently; use of guide words. 5. Written work always an outgrowth of previous oral expres- sion. Syllabus. 1. The work of the Second B should be largely oral expres- sion; at least in the proportion of four oral lessons to one 49 ENGLISH written lesson. (Note — In proportion only; oral expression every day and the written work divided among two or three language lessons a week). 2. The main purpose is to develop language power; the greater freedom possible in oral expression will therefore advance the development, where too great reliance on written ex- pression may seriously retard it. 3. The written expression begun in the First A should be con- tinued and gradually extended from one sentence to two or three sentences. The original or inventive sentences as developed on the blackboard in the oral inventive work could be copied by the children as the first step in written expression; also, copy other exercises arranged by the teacher. 4. Later the children may undertake written work on the black- board and at the desks, but always with the close co-opera- tion of the teacher. Toward the end of the term the class should be able to write, without the teacher's co-operation, two or three related sentences on some given topic. Chil- dren should occasionally write original sentences containing given words, related in thought. 5. All written work should be the outgrowth of previous oral work. C. Technicalities of Expression I. ARRANGEMENT. 1. Margin at the left in writing sentences. Call attention, in readers, etc., to indentation at left of groups of sentences constituting a paragraph. Oral para- graphing is referred to in preceding sections under Ex- pression. 2. Headings of written papers: at upper right hand corner — Grade and Date on separate lines. 3. Title for paper, e. g.^ Language, in center of page below lines for Grade and Date. 50 SECOND GRADE B 11. TECHNICALITIES OF LANGUAGE. 1. Capitals: Proper names and word **0/* first word of line of poetry, months, days of week. 2. Punctuation : Period and question mark at end of sentences. Period after abbreviations. Periods and commas in dates on written papers. 3. Abbreviations : Mr., Mrs., Months, Days of week. 4. Preparation for Dictionary work. a. Mastering of alphabet. b. Further phonetic values. III. COPYING, DICTATION AND WRITING FROM MEMORY. Pupils' practice in capitalization, punctuation, and spelling can be secured by copying selections from readers, blackboard, etc. The children's attention should be called to the uses of capitals and punctuation marks assigned to Second B and previous grades. Short sentences, dictated, which have been previously studied from reader or blackboard, studied for spelling, capi- tals and punctuation ; dictated only once. Pupils examine work for mistakes, correcting their own papers or exchanging papers. Later, same exercise repeated to see what improvement is made. Occasionally short sentences dictated without prepara- tion, but words should he hnoivn or he prepared. Occasionally children write short poems which they have memorized. IV. CORRECT USE. (In course of preparation.) 51 ENGLISH Second Grade A A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. 1. Personal. A. Home Life. 1. Choose a home occupation not used in Second B. 2. Home Pets. 3. How I help at home. 4. Any topics suggested in lower grades may be applied to this one. B. School Activities. 1. Holidays. 2. Party, valentine, etc. 3. Relate to physiology, manual training and nature study. 4. School room pets. 5. Our school library. C. Street Incidents. 1. Scissors grinder. 2. Circus day and street parades. 3. Observations for nature study. 2. Social. A. Child's Environment and Relation to Society and Humanity. Topics under social experiences are associated with per- sonal experiences. 52 I SECOND GRADE A 3. Industkial. A. Child's Knowledge and Observation of Industries. See Manual Training Outline. 4. Civic. See outline in civics and fire drill outline. II. LITERATURE. 1. POETKY. Poems to be memorized. (A minimum of three eacli term). Do not use poems assigned to a higher grade. Farewell to the Farm (Stevenson) 14-74 Foreign Children (Stevenson) 14-51 Windy Nights (Stevenson). . . .^ 14-15 How the Leaves came down (Cooledge) 39-87 Who Stole the Bird's Nest (Child) 42-26, 1-37 Robin Redbreast (Allingham) 17-54 Wynken, Blynken and Nod (Field) 17-222, 5-67 All Things Bright and Beautiful (Keble) 39-77 The Dandelion (Garabrant) 39-103 Piccola (Thaxter) ^129 Discontent ( Jewett) 17-193 October's Party (Song Stories for Litle Folks) 11-208 The Lost Doll (Kingsley) 17-166 The Violet (Taylor) 34-107 Poems to be Read by the Children or to the Children. Read and interpret all poems in the list to be memorized and as many as possible of the following: The Duel (Eugene Field) 5-3 The Land of Story Books (Stevenson) 14-93 Seven Times One (Ingelow) ." 1-86 The Chicken's Mistake (Carey) 11-70 A Visit from St. Nicholas (Moore) .1-73 The Sandman ( Vandegrift) 17-228 The Child and the World ( Wiggin) 24-165 So, so, Rock-a-by, So (Field) 5-29 53 ENGLISH The Eock-a-by Lady (Field) 5-2 The Owl and the Pussy Cat (Lear) 1-121 The Chestnut Burr (Anonymous) 39-100 2. Peose. Stories — (A minimum of three required each term). Dick Whittington and His Cat .34-122 Goody Two Shoes 34-138 The Nightingale 18-134 The Story of Joseph Bible Daniel in the Lion's Den Bible Puss in Boots 34-111 The Pied Piper of Hamlin Town 19-145 Rumple-Stilts-kin 35-48 The Cat and the Parrot 19-159 The Rat Princess 19-163 The Fire Bringer 19-168 Fulfilled— A Legend of Christmas Eve 19-172 The Golden Windows (Richards) 44-5, 22-1 The History of Tom Thumb 34-34 Saint Valentine 42-76 New Year 44-67 Babes in the Woods 24-96 S. Grade Ltbrakies See directions for Second B. The children should know the enjoyment in store for them in Grade Library Books. The habit of using books for the employment of spare minutes can be cultivated in the early grades. Here is the teacher's opportunity of developing a read- ing habit. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. The stories and poems of the grade readers and some of the drawing lessons are available for lessons in conversation or reproduction. 54 SECOND GRADE A Oral reproduction of a reading lesson, if the reading period is lengthened to secure reproduction, may be considered as part of the day's language period in the daily program. The class benefits by the keener interest while the story is fresh in their minds. B. Reactions from Thought Material — Expression I. EXPEESSION THEOUGH COLOR, INK AND SCISSORS. Occupation Avork through these media is a valuable factor in self- expression, if, and only if, it expresses the child's own thought. To the child, color, ink and scissors are natural and spontaneous forms of self-expression. The chief value of these media of expression lies in the freedom allowed the child, and consequently it cannot be considered or criticized from an artistic standpoint. This occupation work is therefore recommended in the pri- nary grades as a medium of self-expression, with the distinct provision that it shall be used only for language purposes. Always allow the child to express his own thought, and to ex- press it unhindered by too exacting artistic limitations. II. EXPRESSION THROUGH DRAMATIZATION. Dramatic imitation is a spontaneous instinct in a child's nature. Thought in the child's mind tends to express itself in action. Dramatization is the activity side of language work and should therefore be freely used in the primary grades. The aims in dramatization should be: 1. To afford the child this natural medium of self-expres- sion. 2. To cultivate the imagination, leading to the power of constructive imagination. ENGLISH When a child enters the world of imagination so com- pletely as to lose account of his own personality and all reality, he enters a new and wonderfully rich experience ; his construct- ive imagination brings to him an expansion of his own per- sonality. A few children have dramatic talent but all children have dramatic instinct. Dramatization in any grade should never serve the few wHh dramatic talent but stimulate the dramatic instinct of all. Unimaginative and unexpressive children most need this form of self-expression. The selections for dramatization in the class room should always be simple ; never the ornate, costumed exhibition justifi- able only for a special school entertainment. In the first grade, dramatization takes the form of action reading. Here the child's interest is in words which express action; let the action accompany the word. Later in the first grade very short stories full of action should be dramatized. In the second grade, dramatization should be confined to short stories or dialogues. In the third grade, longer units may be used, involving more children. Whenever a story or scene has been played several times and ceases to arouse spontaneous response, it has served its purpose and new material should be found. The purpose of this form of self-expression is defeated, if the dramatization is repeated until it approximates a form suitable for public ex- hibition. Freedom and spontaneity of expression are its only Justification for use in a school room. III. ORAL EXPRESSION. 1. Conversation: Reactions from ^^A*' I. Outline. 1. Sources of topics. 56 SECOND GRADE A 2. Coherence and sequence in conversation; pupils take the larger share in conversation. 3. Teacher's plan of questions to add vitality and to pre- vent aimless wandering from topics. Syllabus. 1. The topics for conversation should be practically inex- haustible, if the whole range of the children's exper- ience, observation and knowledge is drawn upon. Fre- quently the class will themselves suggest topics which will develop into good conversation lessons. 2. To a greater degree than in previous grades, children should be coherent; keep to the topic; maintain the sequence of time and event; and observe closely. The desire for form should never, however, check free, spontaneous expression. As far as possible, let the children do all the talking; the teacher taking the role of sympathetic audience, inspiring the speakers to their best efforts by words of appreciation and timely assistance. 3. The conversation lesson should never be allowed aim- lessly to drag along to no destination. A definite plan of questions to keep the conversation to the topic will produce a lesson full of life and ready response from the children. As soon as the interest begins to fail, the topic has served its purpose and another topie should be taken. 2. Okal Eepkoduction: Eeactions from *'A" II and IV. Outline. 1. Progressive steps in reproduction. 2. Organization of parts of a reproduction the first step in oral paragraphing. Syllabus. 1. Eeproduction should proceed event by event. One pupil may give one or two events, then another the next 57 ENGLISH one or two events in order, and so forth. Finally, the whole reproduction, if not too long, should be given by- one pupil. Later in the term, pupils give several events or steps of the reproduction, thus increasing ; their power of connected and logical reproduction. 2. When a pupil is organizing, in logical order, the parts ' of a story or his fund of facts upon a given topic, he is taking the first conscious steps toward paragraph- ing. 3. Oral Invention: Eeactions from *'A'' I and III. Outline. 1. Teacher's appreciation of every evidence of the chil- } dren's originality of expression. 2. Original sentences dictated by class written by teacher on blackboard. 3. Use of pictures. 4. Mental pictures from suggestive phrases given by teacher. Syllabus. 1. Every indication of the child's originality should re- ceive the teacher's keenest appreciation. The orig- inal or inventive oral expression lessons will be full of interest and enthusiasm if the children's personalities have the opportunity to express themselves freely and spontaneously. 2. Original sentences, dictated by the children, after they are discussed and criticized by the children coopera- tively with the teacher, may be written by the teacher on the blackboard. The class, in cooperation with the teacher, suggest further improvement in the sentences and the proper arrangement of the sentences to express a logical order of thought. The sentences as finally developed, with happy, original expressions, pleasing fancies, accurately expressed thought, all in proper 58 I SECOND GRADE A order and sequence, may be used as a cop\dng exercise for the entire class. 3. Pictures furnish the best material for inventive expres- sion and for imaginative language work. To translate the picture story into a language story develops power of analysis. 4. The children wdll also readily respond to the productioa of a mental picture, through a synthetic process, by suggestive words or phrases from the teacher, e. g., the teacher writes on blackboard : — dog — running along dusty road — tongue hanging out — ^boy — barefooted — pail of berries. From these suggestions, the pupils develop a story and as a last step find a subject for their mental picture, e. g., **A Hot Summer's Day." IV. WRITTEN EXPRESSION. Outline. 1. Proportion of one written lesson to four oral. 2. Written work an outgrowth of oral. 3. Late in term independent written work in reproduction and original expression. 4. Sequence of expression; indentation. 5. Use of guide words. Syllabus. 1. The work of the Second A should be largely oral; at least in the proportion of four oral to one written lesson. (Note — in proportion only; oral expression every day and the written work divided among two or more language periods a week). This proportion may be slightly in- creased later in the term at the teacher's discretion. 2. The written work should always be the culmination of previous oral expression. As a first step, children copy from the blackboard their own original sentences developed in Oral Invention, or copy other exercises arranged by the teacher. 59 ENGLISH 3. Later, children write a few sentences of their own in repro- duction and finally independent original sentences on a topic previously developed in oral work. For the written work, four or five sentences should be the maximum re- quirement. 4. The same sequence of thought and development of topic in proper order should be obtained as in oral expression. Indentation at the left of groups of sentences constituting a paragraph is part of the technical work of the Second A and should be applied in the written exercises. 5. Guide words may be used late in the term for written ex- pression, but such words should be carefully related in thought and logical in order; e. g., farmer — ^horse — wagon — load — market. C. Technicalities of Expression I. ARRANGEMENT. The work in indentation and headings of written papers continued from Second B. The children should have clear, bold spacing and arrangement in their written work. Let margins be carefully kept : 1. Quarter-inch margin on right of page. 2. Inch margin on left of page. Each written paper should have a concise but accurately descriptive title. 11. TECHNICALITIES OF LANGUAGE. 1. Capitals; review First Grade and Second B — State, city, streets. 2. . Punctuation ; review Second B. 3. Abbreviations : N. Y., St., Ave., P. 0., Months, Days of week. 4. Preparation for Dictionary work. 60 SECOND GRADE A a. Review Alphabet. b. Arrangement in alphabetical order of familiar words having different initial letters. ni. COPYING, DICTATION, AND WRITING FROM MEMORY. All the work of the Second B continued. The children should copy a model language, number, or spelling lesson from blackboard to practice headings and mar- gins. Copy other selections to fix habits of proper margins. Short poems may occasionally be written from memory. IV. CORRECT USE. (In course of preparation). Gl ENGLISH Third Grade B A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. Introduction. The development of every healthy normal child shows that the experience of a child at a given age is fundamentally the ex- perience of every other normal child at that age. Any attempt to force a child to stay in a given circle of experience after he has outgrown it, or to force him into experiences for which he is physically and mentally not ready, is to court dis- couragement and waste valuable time and effort both for teacher and child. At the age of 8 or 9 years children of the third grade are full of desire for self-expression. Their days are one round of some form of activity, whether at home, on the street or at school. Here, however, we find the children regarding their work and play with a more critical eye than before. They real- ize their own power. Their work must be a more finished pro- duct than in the second grade. With this realization comes a growth in individual responsibility and self-control. They de- light in orderly ways and in co-operating with pupils and teach- er. We hear ^^our room'' now substituted for '^my room" of the past. The social instinct is growing. There is joy in work- ing together. Note: — Because of the great differences in the home envi- ronment of the various localities in our city, the experiences of the children are naturally varied. Each locality, therefore, sug- gests topics which another locality would not use. ' 62 THIRD GRADE B 1. Personal. A. Home Life — (Special emphasis upon co-operation). Helpfulness in the home. 1. How can I help mother! 2. How can I help father? 3. How can I help sister and brother? 4. Care of the home. 5. Care of the garden and yard. 6. Baby's birthday or mother's birthday. 7. The physiology outline presents opportunity for talks about what we should do at home to properly prepare for school— care of hair, bath, etc. 8. Care of a home pet. 9. Rainy days at home. B. School Activities — 1. Description of games. (See physical training out- line). 2. Care of our room : 1. My desk. 2. My books. 3. Our aisle. 4. My blackboard work. 5. Our occupation table. 6. Our blackboard. 7. Our plants (see nature study). 8. Our canary bird or gold fish. 3. Whsii can we do to help the janitor? 4. ^^Many hands make light work." 5. Holidays. 6. A class party where parents are invited, or another 63 ENGLISH class entertained, gives excellent material for con- versation. C. Street Incidents, 1. Eelate to Geography and Nature Study. a. Weather. b. Weather vane. c. Wind. d. Protection of birds. 2. A talk about the Humane Society, leading up to '^What shall we do for unfortunate animals found on the street r' (cat, dog). 3. What games we like to play. 4. How can we help make our street clean? D. See Course in Nature Study. 2. Social. The topics under social experiences are combined with the personal in this grade. 3. Industbial. See Manual Training and Geography outlines. 4. Civic. See outline in Civics, and Fire Drill outline. II. LITEEATUEE. 1. POETKY. Poems to be memorized (a minimum of three each term). Do not use poems assigned to a higher grade. Answet to a Child's Question (Coleridge) 1-65 Little Dandelion (Bostwick) 1-83 Marjory's Almanac (Aldrich) 42-68, 17-3 My Bed is a Boat (Stevenson) 14-57 One, Two, Three (Bunner) 28-48, 39-96 The Snow Drop (Tennyson) 1-105, 39-162 The Spider and the Fly (Howitt) 34-58, 39-163 64 THIRD GRADE B Young Night Thoughts (Stevenson) 14-7 Where Go the Boats (Stevenson) 14-24 • The Wind (Stevenson) 42-84, 14-45 October's Bright Blue Weather (Jackson) 39-265 Good Night and Good Morning (Houghton) 17-136 Seven Times One (Ingelow) 17-133 September (Jackson) 39-257 The Dandelion (Garabrant) 39-103 Windy Nights (Stevenson) 14-15 What the Winds Bring (Stedman) 17-29 My Shadow (Stevenson) 14-32 The Swing (Stevenson) 14-62 Pippa Passes (Browning) 28-16, 17-29 Poems to be read by the children, or to the children. Bead and interpret all poems in the list to be memorized and as manv as possible of the following: A Boy's Son^ (Hogg) 1-85 The Wise Fairy (Gary) 28-78 Little Gustava (Thaxter) 28-35 Discontent ( Jewett) 1-123 2. Pkose. Stories. (A minimum of three required each term.) The Burning of the Eice Fields 19-179 The Cat, the Monkey and the Chestnuts 47-148 The Countrv Maid and Her Milk Pail 20-183 The Fire Bringer 19-168 The Gold in the Orchard 18-194 The Little Hero of Harlem 19-239 Pandora's Curiosity 41-223 The Story of David Bible The Talkative Tortoise 18-165 The Wolf and the Crane 20-10 The Sailor Man 19-201 The Story of Jairus's Daughter 19-203 The Frog Prince 35-12 The Brave Tin Soldier 35-16 The Golden Goose 35-21 , 65 ENGLISH Mrs. Eed Wing's Speckled Egg 46-4 How Reddy Fox Was Surprised 46-21 Reddy Fox Goes Fishing 46-55 Billy Mink's Swimming Party 46-75 The Tale of Tommy Trout 46-149 . Mr. Fox and the Turkey Tree 47-139 The Story of Christmas 24-101 Little George Washington 24-115 3. Grade Libraries. The teacher should emphasize high ideals of character, not by preaching but by questions and discussions with the pupils. Children will tell about the characters they like best and the lines of action they think good. Certain qualities of fine character may be noted, and the results of action good and bad discussed. Children should be encouraged to draw books for home use and to employ spare minutes in school in reading. The en- joyment in store for children who employ reading to fill in unoccupied time will be appreciated by them. The value of forming a reading habit will not be evident until later in life. Many a boy or girl who has formed the habit of good reading will thus escape the dangers that often lurk in various forms of amusement and recreation. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. The stories and poems of the grade readers and the stories of local Geography and History are available for lessons in con- versation or reproduction. The topics selected from these sub- jects for expression work should be limited to some particular item, e. g., The first school in Rochester, the Upper Genesee Falls, the Indian Trail, etc. In the language lesson, the topic may be extended beyond the limits set during the other recita- CG THIRD GRADE B tion, to include all items of information and points of interest which the children can gather. The introduction of new infor- mation will add fresh interest. Oral reproduction of a reading lesson, if the reading period is lengthened to secure the reproduction, may be considered as part of the day's language period in the daily program. The class benefits by the keener interest, while the story is fresh in their minds. B. Reactions from Thought Material — Expression I. EXPEESSION THROUGH COLOE, INK AND SCISSOES. II. EXPRESSION THROUGH DRAMATIZATION. Selections for dramatization should be simple and easily adapted to dramatization. Not even in the Third Grade should dramatization approximate a finished production. Frequent dramatizations of a variety of selections mil do more to promote the pupil's power of self-expression and to stimulate the latent dramatic instinct of unimaginative children than continued drill upon one selection. Drill in dramatization is justifiable for one purpose only — a school entertainment. III. ORAL EXPRESSION. 1. Conversation: Reactions from **A'' I. Outline, 1. Greater accuracy in conversation. 2. Fewer topics more thoroughly treated — Extended be- yond pupil's present information. 3. Coherence and logical order. 4. Children, the active participants — The teacher, the guide in control of conversation. 67 ENGLISH Syllabus. 1. The children should continue their conversation exer- cises. The conversation lessons of the First and Sec- ond Grades will have trained, in some degree, the chil- dren's power of observation. The teacher of the Third Grade has the opportunity to develop in her class greater accuracy in observation. 2. Fewer topics, more thoroughly treated, should be the aim of the Third Grade. Children should be led to see that a few evident observations do not dispose of the given topic; that superficial observations do not reveal the greater possibilities and the richer treas- ures in the topic under discussion. A definite plan of questions will lead the class into unexplored fields, yet dir^ectly related to their lives. 3. The children should be not only thorough and accurate in their conversation lessons but also coherent; they should keep to the topic, maintain the sequence of time and event and arrange their facts in logical order. 4. Except by questions to prevent wandering from the topic, the teacher will merely guide the conversation by timely assistance and words of appreciation to in- spire the children to their best efforts. This will assure that the children do the talking. They will grow in the power of self-expression through active partici- pation in the conversation. 2. Okal Repkodxjction : Reactions from **A'' II and IV. Outline. 1. Reproduction of a few only of stories read or told. 2. Stories studied for plot and order of events. 3. Teacher and pupils alternately reproduce. 4. Questions to guide reproduction. 5. Independent reproduction of short stories. 6. Proper sequence — a preparation for later paragraphing. THIRD GRADE B 7. Interval of day between reading or telling of story and its reproduction. Discussion of story prior to repro- duction. 8. Guide words in groups. Syllabus, 1. Short, simple stories, read by the children or told by the teacher, are suitable for reproduction. To derive the greatest benefit from the stories, the child must be eager for the story itself. If he feels that every story, read by himself or told by the teacher, must be repro- duced, it will destroy his pleasure in the thought and imagery, because his mind is concentrated on the form and the plot. 2. Only such stories should be chosen for reproduction as are plainly adapted for reproduction; which the chil- dren have shown a particular fondness for ; and which they would enjoy reproducing because of their pleasure in the story. Preceding the reproduction the stories should be carefully worked over for plot and order of events. 3. Frequently in reproduction the teacher may begin the story, leading up to a point of interest ; a child tells an interesting event and then the teacher resumes the reproduction to another point of interest; another child tells this event and so forth through the story. The children will clearly see the logical sequence of events and will be able later to reproduce the entire story flu- ently and in proper order. 4. The teacher may ask questions which bring out the story in logical order. Occasionally some child may ask the questions of the class; this assures concentration and clear thinking. 5. If the story is short and well known by the children, they can tell the story freely and without suggestion or di- rection ; each child gives two or more events so long as he reproduces the logical order of the story and keeps 69 ENGLISH to the facts ; the other children interrupt only when the reproduction wanders from the fact or logical sequence of events. 6. When the class are thus organizing in proper sequence the parts of a story or their fund of facts upon a given topic in conversation, they are laying the foundation for later paragraphing in written expression. 7. It is usually advisable to allow a day to elapse between the first reading or telling of a story and the reproduc- tion, during which time the story should be discussed and definitely fixed in the pupils' minds. 8. Guide words may frequently be placed on the blackboard to guide the children in their reproduction. These should be arranged in groups ; the guide words of each group relating to one event. This will indicate sequence in reproduction and develop a proper sense of paragraph- ing. o r\ T ( Eeactions from **A'' I and III. 3. Okal Invention: < t. ^j. . n m j.- I Eesultant of Conversation. Outline. 1. Material developed in conversation available for sus- tained oral expression in presence of others. 2. Appreciation of children's originality. 3. Original sentences dictated by pupils and written on blackboard by teacher. 4. Use of pictures — ^mental pictures. 5. Inventive expression — not an invention of ideas — but in- ventiveness of self-expression. .6. Growth of power, first through reproduction, second through inventive expression. 7. Greater interest, an inherent quality of inventive ex- pression. Syllabus. 1. Topics orally discussed and developed in the conversation exercises furnish material already prepared for the 70 THIRD GRADE B more sustained and longer efforts in oral invention and for training in speaking in the presence of others. Top- ics other than those used in conversation should, how- ever, frequently be chosen for the greater interest in new material which new topics will offer. 2. The teacher should show keen appreciation of each child's originality. 3. The original sefitences dictated by the children, discussed and criticized by the class in co-operation with the teacher, and written by the teacher on the blackboard, furnish the foundation for the Third Grade B. 4. Pictures supply excellent material for original, inventive expression. The mental pictures developed from sug- gestive phrases given by the teacher on the blackboard will arouse intense interest, e. g., the teacher writes on the blackboard : An old man — heavy bundles — a crowd- ed street — one kind-hearted boy — the old man helped across the street — his thankfulness. From these sug- gestions the children develop a story and select a name for their completed mental picture. 5. The act of inventive expression, in the early grades, is merely the process of putting together, in a new way, ideas which the child's mind has previously received. The child's ideas have their origin in his own exper- ience or in another's suggestion; his vocabulary has been previously determined by his reading, reproduc- tion of stories and his environment; his inventiveness shows itself in the form of original expression. His creative or inventive effort lies in giving expression to his own personality or his own personal, individual ways of expressing ideas already received. His creat- ive effort, therefore, based upon little experience, must be weak and ineffective. 6. The child's power of expression should first be developed by oral reproduction based upon poems, stories and other thought material. Then will come, second in 71 ENGLISH order, expression based upon the child's own experience with persons and things. 7. The second form of expression will he more spontane- ous than that based upon ideas which come to the child indirectly. When children are telling something in which they have had an active part, the teacher is se- curing real self-activity and real inventiveness in self- expression. IV. WRITTEN EXPRESSION. The work of Third B should be largely oral. The propor- tion between written and oral expression should be only slightly in excess of one written lesson to four oral. (Note — in proportion only). Oral expression should be part of every day's language lesson and written ex- pression divided among two or three language lessons a week and then for a brief portion of the period. Writte R T.i Reactions from **A'' II and IV. *j Resultant of Oral Reproduction. Outline, 1. A few only of stories orally reproduced written. 2. Copying exercise of one and later two paragraphs of story orally reproduced and written by teacher on blackboard. 3. Dictation of oral reproduction in one and two para- graphs. 4. Independent reproduction of short and simple story. 5. Use of guide words in groups preparatory to para- graphing. 6. In written reproduction, one paragraph required at first, two paragraphs toward end of term. Syllabus. 1. Written reproduction should be the outgrowth of oral reproduction. An attempt to reproduce in written 72 THIRD GRADE B form every story orally reproduced would be disaster for the child's love of oral reproduction, if not for all other forms of expression. 2. The first step may be a copying exercise from the blackboard of one paragraph, based upon a group of words, written by the teacher as the children give the oral reproduction; then, copying of two related para- graphs, similarly reproduced. 3. Dictation of first one paragraph, then of two related par- agraphs, also based on oral reproduction, should follow^ the copying exercises. 4. Later, a story, short and simple, in which much interest has been manifested, and which has been carefully re- produced orally, may be attempted for written repro- duction. 5. The use of guide words will assure a logical order of thought; grouping these guide words will naturally suggest paragraphing. Instructions in the form of paragraphing will first be given in the Third Grade B. Pupils have been prepared for such instruction pre- viously by oral paragraphing and by indentation at the left of groups of sentences. 6. At the beginning of the term one paragraph only should be required in a written reproduction. If a re- production involves more than one paragraph the sep- arate paragraphs should be assigned to different groups of children. For this written work four or five sentences should be the maximum requirement. To- ward the end of the term two paragraphs may be re- quired, with two groups of guide words to suggest the two paragraphs and the proper sequence of sentences in each paragraph. ^ ^^r T ( Reactions from ^^A'' I and III. 2. Written Invention : .' t^ ^J. j. xf r\ i t j.- ] Resultant of Oral Invention. 73 ENGLISH Outline. 1. Copying' of original sentences, dictated and written on blackboard. 2. Writing of one and later of two paragraphs on topic de- veloped in conversation and reproduction. Spllahus. 1. Occasionally the children should copy from the black- board the sentences dictated by them and writtv3n on the blackboard by the teacher after co-operative cor- rections and alterations during the oral development of the topic. 2. The written inventive paragraph should be the outgrowth of previous oral work. After copying their original sentences from the blackboard the children should write an original paragraph, based upon guide words, or a topic already familiar through oral development. The same procedure should be followed as in written reproduction, — one paragraph followed later by two, based upon groups of guide words. C. Technicalities of Expression I. AREANGEMENT. 1. The sentence should be restricted, except where unavoid- able, to the simple form of sentence. The complex and * compound sentences are too involved for this grade. The excessive use of ^'and'^ and **but'' should be avoided. 2. Indentation in paragraphs in written work should consist of attention to paragraphs in readers, etc. Children may then copy short paragraphs, and, following this, take short paragraphs by dictation. New words should be placed on the blackboard or, prior to the dictation, the spelling should be studied. After models are thus placed before the class, indentation of paragraphs should be applied in all written papers. 74 THIRD GRADE B 3. Occasionally guide words arranged in groups should be used to indicate sequence of sentences and paragraphs. 4. The headings and margins in the Second Grade have included : a. Grade and date on separate lines. b. An accurately descriptive title, which should be centered on the page in the line next to the date. c. Inch margin on left of page. d. Quarter inch margin on right of page. The Third Grade should extend this work to include: a. One blank line between the title and the first written line of the paper to assure the clear, bold spacing which is always attractive. b. Half -inch margin at the bottom of the page. c. Indentation of paragraphs. II. TECHNICALITIES OF LANGUAGE. 1. Capitals. a. Review of proper names, first word of line of poetry, months, days of week, state, city, streets. b. Initials. 2. Punctuation. a. Period with abbreviations in number work and with initials. b. Hyphen in compound words and at end of the line to show separation of syllables. 3. Abbreviations. a. Review^ of Second Grade. b. Abbreviations in number work. 4. Preparation for Dictionary Work. a. Review and continuation of previous work. 75 ENGLISH HI. COPYING, DICTATION AND WRITING FROM MEMORY. Copying" continued to furnish models in paragraph indenta- tion, in headings, title margins of written papers and in the new work of technicalities. Dictation exercises should be frequently used, placing on the blackboard words which the children cannot spell. Dictation is an invaluable aid in acquiring the ability to use language forms readily and correctly and in testing accuracy in technicalities. It should follow a copying exercise. Its value lies chiefly in the fact that it releases the child's mind from attention to the con- tent and enables him to concentrate on the technical forms. When proper forms are fixed by copying and dictation they should be applied in all written papers. Short poems may occasionally be written from memory for practice in capitals and punctuation. IV. CORRECT USE. (In course of preparation.) 76 THIRD GRADE A Third Grade A A. Sources of Thought Material— Impression I. EXPERIENCES OF THE CHILD'S LIFE. Introduction, The development of every healthy normal child shows that the experience of a child at a given age is fundamentally the ex- perience of every other normal child at that age. Any attempt to force a child to stay in a given circle of experience after he has outgrown it ,or to force him into experiences for which he is physically and mentally not ready, is to court discouragement and waste valuable time and effort both for teacher and child. At the age of 8 or 9 years children of the third grade are full of desire for self-expression. Their days are one round of some form of activity, whether at home, on the street or at school. Here, however, we find the children regarding their work and play with a more critical eye than before. They real- ize their own power. Their work must be a more finished pro- duct than in the second grade. With this realization comes a growth in individual responsibility and self-control. They de- light in orderly ways and in co-operating with pupils and teach- er. We hear ^*our room'' now substituted for *^my room'' of the past. The social instinct is growing. There is joy in work- ing together. Note : — Because of the great' differences in the home envi- ronment of the various localities in our city, the experiences of the children are naturally varied. Each locality, therefore, sugj gests topics which another locality would not use. 77 ENGLISH 1. Personal. A. Home Life. (Special emphasis upon co-operation.) Helpfulness in the nome. 1. How can I help mother? 2. How can I help father! 3. How can I help sister and brother? 4. Care of the home. 5. Care of the garden and yard. 6. Baby's birthday or mother's birthday. 7. The physiology outline presents opportunity for talks about what we should do at home to properly prepare for school — Care of hair, bath, etc. 8. Care of a home pet. 9. Eainy days at home. B. School Activities, 1. Description of games. (See physical training outline.) 2. Care of our room. 1. My desk. 2. My books. 3. Our aisle. 4. My blackboard work. 5. Our occupation table. 6. Our blackboard. 7. Our plants. (See Nature Study) 8. Our canary bird or gold fish. 3. What can we do to help the janitor? 4. ^^Many hands make light work." 5. Holidays. • 6. A class xjarty where parents are invited, or another ^ class entertained, gives excellent material for con- versation. 78 THIRD GRADE A C. Street Incidents. ] . Relate to Geography and Nature Study. a. Weather. b. Weather vane. c. Wind. d. Protection of birds. 2. A talk about the Humane Society leading up to * ' What shall we do for unfortunate animals found on the . street? '' (Cat, dog.) 3. What games do we like to play? 4. How can we help make our streets clean? D. (See Course in Nature Study.) 2. Social. The topics under social experiences are combined with the personal in this grade. 3. Industkial. See Manual Training and Geography outlines. 4. Civic. ^ See outline in Civics and Fire Drill outline. II. LITERATURE. 1. Poetry. Poems to be memorized. (A minimum of three each term.) Do not use Poems assigned to a higher grade. AriePs Song (Shakespeare) 35-137, 39-78 Fern Song (Tabb) ...17-90 Hiawatha — Selections (Longfellow) 7-140 The Kitten and the Falling Leaves (Wadsworth) . .17-121 Norse Lullaby (Field) 5-42, 39-139 Sweet and Low (Tennyson) 11-302, 39-145, 17-227 The Brook (Tennyson) 39-235 Robert of Lincoln (Bryant) 35-25, 39-207 The Villa2:e Blacksmith (Longfellow) 39-227 The Wonderful World (Rands) 17-27 70 ENGLISH The Owl and the Pussy Cat (Lear) 17-201 The Eock-a-By Lady (Field) '.5-2 To a Butterfly (Wordsworth) 1-88, 39-146 The Tree (Bjornsen) 39-181, 1-89, 17-102, 11-26 A Visit from St. Nicholas (Moore) 1-73, 39-127 The Voice of the Grass (Howitt) 11-22, 39-229 Wishing (Allingham) 39-187, 1-82, 17-127 Poems to be read by the children, or to the children. Eead and interpret all poems in the list to be memorized and as many as possible of the following: Fairies of the Caldon Low (Howitt) 39-148, 17-209 Foreign Lands (Stevenson) 39-85, 14-13 The Sandman (Vandegrift) 17-228 A Child's Thought of God (Browning) .39-126 The Barefoot Boy ( Whittier) 39-211 AVliat the Burdock Was Good For (Anon) 39-185 A Night With the Wolf (Taylor) 28-113 Hiawatha Sailing (Longfellow) 28-132 The Good Little Sister (Cary) 28-123 Spring Time (Dayre) 42-88 2. Prose. Stories. (A minimum of three required each term.) The Ugly Duckling 35-36, 28-140 Aladdin and His Wonderful Lamp 35-117 Cupid and Psvche 41-1] 3 Fulfilled . . . .' 19-172 The Gulls of Salt Lake 18-129 The Pied Piper of Hamelin 19-145 The Story of Samuel Bible Little Daylight 19-186 Hokey Pokey 44-106 The Naughty Comet 44-137 How Sammy Jay Was Found Out 46-97 The Gray Cat's Tricks 47-31 The Circus Parade 47-78 The Wax House 47-103 80 THIRD GRADE A Moufflon 24-59 Great George Washington 24-123 3. Grade Libeaeies. In the use of the Third A Grade Library the teacher should aim toward the high ideals of character and the habit of good reading mentioned in Third B. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. See Third Grade B Outline, substituting for the stories from local Geography and History material selected from the Geography and History of New York State. B. Reactions from Thought Material — Expression I. EXPRESSION THROUGH COLOR, INK AND SCISSORS. II. EXPRESSION THROUGH DRAMATIZATION. See Suggestions in Third Grade B. Selections for dramatization should be longer than in pre- vious grades, involving more children in this activity side of language work. The same effort should be continued in Third A as in Third B to arouse unimaginative children and to stimulate the dramatic instinct of all children. Repetition of the same dramatization soon ceases to appeal to the imagination and becomes a painstaking effort to perfect the dramatization. When a story or scene has been played sev- eral times it has served its purpose. A new story will make a fresh appeal to the children's imagination. Dramatization in the Third A may gradually take the form of reading of ** parts '* in selections from the readers and appropriate books of short plays. SI ENGLISH A single dramatization may be given by members of the class in another grade room. This should not, however, be per- fected for public exhibition, but may be repeated as given in pupils' own grade room. III. ORAL EXPRESSION. 1. Conversation: Reactions from ^^A'^ I. Outline. 1. Few topics fully developed. 2. Investigating a topic beyond the pupils' present know- ledge is an important factor in their training. 3. Conversation on separate topics continued over succes- sive lessons. Syllabus. 1. The children of the Third A will be as eager to talk with their teacher about their experiences and topics related to their direct observation and knowledge as in former grades. Each topic, assigned by the teacher or suggested by the children for conversation, deserves now to be more fully treated, because the children are growing in experience, in knowledge of the life about them and in the power of close observation. 2. Superficiality in treating a topic, of which their minds are eager to know fully, will lead directly to superficial habits of mind. A few topics thoroughly treated should be the aim of Third A. Questions from the teacher, extending to the limitations of the topics, fixed by the children's experience, will arouse their curiosity to know more and develop a habit of thoroughness. Arousing in the child's mind a desire to look carefully and fully into the topic of conversation Avill ultimately prove to be an invaluable contribution to his proper mental training. Every child will take positive joy 82 THIRD GRADE A in the revelation of new meanings in familiar subjects, and Ms interest is assured because the appeal is made to his unquenchable curiosity. 3. It may frequently be advisable to continue the conversa- tion through several short periods on successive days; meanwhile the children are asking questions and have the added pleasure of making new contributions to the gradual development of the topic under conversation. 2. Oral Repeoduction : Reactions from *'A" II and IV. Outline. 1. Short stories easily analyzed selected for reproduction. 2. Teacher and pupils reproduce alternately. 3. Use of questions to guide reproduction; independent reproduction by pupils cooperatively with one another. 4. Occasional use of guide words in groups. 5. Appropriation of words of original story to enlarge vocabularies. Syllabus. 1. The stories chosen for reproduction should be short, with successive steps or events easily distinguishable by the children. Only a few of the stories, read by the pupils or told by the teacher, should be selected for oral repro- duction. 2. The teacher may lead the reproduction to a point of in- terest, particularly in the longer story, allowing some child to reproduce the event, then resume the reproduc- tion to another interesting event of the story which another child reproduces, and so forth through the story. The children will see the logical sequence of events and are better able later to reproduce the story unaided. 3. Frequently questions by the teacher or one or two chil- dren will develop the reproduction in the proper order of events. When the children are thoroughly familiar 83 ENGLISH with the story, the teacher will prefer to merely guide the reproduction, allowing the children to correct one another in statement of fact and order of events. Such active participation by the children in oral reproduc- tion affords the richest opportunity to train them to concentration and self-reliance. 4. When guide words are used in oral reproduction, they should be grouped to indicate the proper sequence of time and event in the sentences, and to show the proper oral paragraphing. Guide words, however, should not invariably be used; they are means of help which, if always used, would suppress independent reproduction. 5. New words, used by the children in reproduction, should be 'added to their vocabulary by study of spelling, pro- nunciation and meaning. The more apt words and the nicer phrases of the original stories should be called to the children's attention and appropriated by them in their efforts to express ideas which the story has developed. n r\ T f Reactions from ^M'' I and III. 3. Oral Invention: ^ Resultant of Conversation. Outline. 1. Topics of conversation lessons used in oral invention. 2. Original sentences placed on blackboard after co-oper- ative corrections have been made. 3. Use of pictures for oral invention. 4. Suggested plan for mental pictures. 5. Purpose of inventive expression. 6. Reproduction and invention distinguished. 7. Ultimate aim in invention is the developnuent of the child's personality. Syllabus. 1. The topics developed in the conversation lessons may be used for the longer and more sustained effort in oral in- 84 THIRD GRADE A vention and for training in individual power to speak in the presence of others. New topics, not treated in a conversation period, will introduce fresh interest in the oral inventive work. 2. The best original sentences given by the children, in tTie topics developed in conversation or in the new topics chosen for oral invention, may be placed on the board by the teacher after corrections and alterations are made co-operatively by teacher and class. A sentence should not be written on the blackboard until super- fluous words are omitted and other evident violations of sentence structure have been corrected. These sen- tences should then be studied for order in thought and arrangement into paragraphs, and finally copied as the first step in inventive written expression. 3. Pictures should be freely used in oral inventive expres- sion. The power of analysis developed by the use of pictures is an important corollary to the work of orig- inal expression. As in conversation, the translation of the picture story into a language story should be thor- oughly made in order to prevent a superficial attitude of mind. 4. The Mental Picture developed by suggestive words and phrases written on the blackboard affords an excellent method of creating interest in inventiveness of expres- sion, e. g., the children develop a story and finally name the mental picture suggested by the following : a farm- er 's field — harvesting the crops — the many colored leaves — open chestnut burrs — squirrels gathering nuts. 5. In oral inventive expression of this grade the purpose is not to create new ideas but to embody an idea, al- ready received in the child's mind, in original sen- tences. By this means the child's power of self-expres- sion is given an opportunity to expand, and his indi- viduality of thought and expression is afforded a chance to grow. 85 ENGLISH u. He grows in the use of vocabulary and correct language more rapidly in reproduction; but his self-expression and his interest would be dwarfed by exclusive re- production. The child's natural interest is greater in inventive expression. If he is telling something which has not been told before and in which he had an active part, his self-activity and self-expression induce a pleasure and satisfaction which reproduction can never give him. 7. His inventive expression will be full of inaccuracies, judiciously eliminated by his teacher ; his efforts in oral expression will be comparatively weak and ineffective, which his teacher accounts for by his age and inex- perience ; and criticism upon criticism could be heaped upon his best endeavors, which his teacher, in sympa- thetic understanding, does not offer except in encour- aging suggestion. But the child's inherent desire to express himself is granted him; his self-reliance in his own power of self-expression is established; and his perfectly natural wish to reveal his own personality is fulfilled. IV. WRITTEN EXPRESSION. The emphasis in expression work of the Third G-rade A, as in the previous grade, should be on oral expression. The pro- portion of four oral lessons to one written should be maintained unless, in the teacher's judgment, the children show evidence of ,a strong language power in written expression. Oral ex- pression may be part of each day's language lesson, and the written expression may be divided among two or three language periods a week for a short portion of each period. ^ ^TT T> f Reactions from *^ A" II and IV 1. v\ RiTTEiq' Reproduction : < -r> ix x i?/^ i-n t .• ( Resultant of Oral Reproduction Outline. 1 . AVritten reproduction an outgrowth of oral reproduction. 86 THIRD GRADE A 2. Appropriating words and phrases of the original. 3. Reproduction of longer stories divided among groups of the class. 4. Use of guide words in groups. 5. Suggestive plans. a. Copying exercise. b. Dictation exercise. c. Repetition of copying and dictation. d. Independent reproduction of short stories. e. Reproduction of stories of former grades reviewed. Syllabus. 1. Written reproduction of a story or poem naturally fol- lows the oral reproduction of the same story. Not every story read or told in class should be orally reproduced and only those in which the children have taken eager interest should be reproduced on paper. 2. In every instance new words should be learned by the children or written on the blackboard. They should be urged to appropriate the words and phrases of the original, thus augmenting their vocabularies and de- veloping a power of expression through imitation of good models. 3. If the story orally reproduced involves too much written work for written reproduction it may be divided into sections among different groups of the class; each group will contribute its share toward the whole repro- duction, incidentally involving the groups of the class in comparative excellence; at a second writing each group may write upon a section reproduced by another group at the first writing. 4. Guide words in groups should be employed, particularly in the longer reproductions, to direct the children in logical sequence of sentences and division into para- graphs. 87 ENGLISH 5. The following plans may be found helpful : a. Copying exercise of one or two paragraphs based upon groups of guide words if the teacher finds the guide words necessary; these paragraphs should be written upon the blackboard as the children give the oral reproduction and then copied by the class. b. Dictation of one or two paragraphs in language of the original story. Dictation of a reproduction pre- pared by some child and corrected by the teacher independently of the rest of the class. c. The same exercises of copying and dictation re- peated, increasing the length of the reproduction to three or four paragraphs. d. Eeproduction of a short and simple story which has been easily reproduced orally by all the class. e. Reproduction of stories of former grades which are first reviewed in oral reproduction. cf ^jr T ( Reactions from *^ A'' I and III. 2. Written Invention : \^ ij. j. n ,^ -. t (Resultant of Oral Invention. Outline. 1 . First step is copying of original sentences of oral inven- tion. 2. Independent written work on topics developed in an oral lesson. 3. Use of pictures in inventive writing. 4. Value of original expression. Syllabus. 1. The first step in written original expression is indicated under invention in oral expression — copying from the blackboard the sentences dictated by the class in oral inventive work, after the co-operative corrections have been made and the sentences have been arranged in sequence and paragraph form. THIRD GRADE A 2. When the children have developed a topic in conversa- tion or oral invention they may give their contribu- tions to the topic in written form. The teacher may want to use groups of guide words to indicate the order of sentences and division into paragraphs. 3. The language stories produced orally from pictures (either by analysis of actual pictures or by synthesis of a mental picture from suggestive words and phrases) are well adapted to written inventive expres- sion. 4. The child's consciousness of growth in self-expression will be deepened into self-reliance in the power of original expression by occasionally giving him the sat- isfaction of seeing, in a written form, what he has pre- viously expressed in the oral lesson. 3. Lettek- Writing. Outline. 1. Foundation work developed in former grades; first formal parts of a letter assigned to Third A. 2. Copying letters the first step; content of letters orally developed; use of guide words in letter of more than one paragraph. 3. Incentives for letter-writing. Syllabus, 1. The beginning of letter-writing is made in Third Grade A. The forms necessary in the body of the letter — sentence structure, paragraphs, simple uses of*capitals and punctuation — have been given in previous grades and reviewed and extended in this grade. The head- ing, salutation and conclusion of friendly letters, in the simplest form, are part of the formal work of. the Third A. 2. As the first step the children should copy complete but short letters. Then the body of the letter may be 89 ENGLISH copied, the class supplying the heading, salutation and conclusion. When the class attempts the whole letter, the content of the letter should be orally developed and the order of sentences and paragraphs indicated by well grouped guide words, if the letter exceeds one paragraph. 3. The letters should be made real: written to another pupil and answered by that pupil; written to pupils of another grade or school and answered; to another pupil in a distant city ; to friends and relatives ; to the teacher in reply to a letter from her. The interest in the work of letter-writing is greater if the letters are given a motive. 1 .. . [ C. Technicalities of Expression Approximately one. period a week given to technical work. Instruction and practice given incidentally as needed and when directly applied. I. AEEANGEMENT. 1. The sentence should be largely restricted to the simple form, enlarged by modifying phrases but not involving clauses except where they cannot be avoided. The complex and rom pound sentences are too involved for proper use in this grade. The excessive use of **and'' and *^but" should be voided. 2. Indentation of paragraphs should now be required in all wriflben papers. It may often be necessary, however, for the children to study paragraph structure by copying short model paragraphs and to take short paragraphs by dicta- tion. In the latter case difficult words beyond the children's vocabulary should be written on the blackboard. 3. Occasionally guide words arranged in groups should be used a ■ means of guiding pupils and as an indication of sequence of renterces and paragraphs. 90 THIRD GRA.de a 4. Review and continued practice of headings and margins on written papers. a. Grade and date on separate lines at upper right-hand corner. b. Title on next line in center of page. It should be con- cise, definite and accurately descriptive. c. One blank line between title and first written line of paper to assure clear, definite spacing. d. Indentation of paragraphs. e. Inch margin to left of page. f. Quarter-inch margin to right of page. g. Half -inch margin at bottom of page. 5. Instruction in parts of a letter of simplest form in heading, salutation and conclusion. II. TECHNICALITIES OF LANGUAGE. 1. Capitals. a. Review of all former grades. b. First word of simple direct quotation. c. Heading, salutation and conclusion of a simple letter. 2. Punctuation. a. Review of all preceding grades. b. Quotation marks in simple direct quotation. c. Punctuation marks in heading, salutation and conclusion of a letter. d. Apostrophe to show possession in singular possessive case; also to show contraction in — don't, doesn't, can't, won't, hasn't, haven't, isn't, aren't and I'll. 3. Abbreviations. a. Abbreviations in number work, b. Supt., Prin., Dr., Pres., Rev. 4. Preparation for Dictionary Work. a. Review of previous work, particularly the diacritical 91 ENGLISH marks in phonics and the arrangement in alphabetical order of familiar words having different initial letters, b. Use of accent mark. III. COPYING, DICTATION AND WRITING FROM MEMORY. A small amount of copying continued to furnish models in paragraph structure, in headings and margins, in written papers, in simple letters, and in the new work of technicalities. Dictation exercises following the exercises in copying are for the purpose of acquiring ability to use language form readily and accurately, to furnish practice and to test accuracy. The children should give close concentration to dictation ; repetition of the dictation will result in inattention. The dictation fur- nishes the thought content of the sentence and thus enables the child to give undivided attention to technical form. Difficult words may be placed on the blackboard. Short poems written from memory will give good drill in capitals and punctuation and will also fix the poem in the mem- ory. IV. CORRECT USE. (In course of preparation). 92 FOURTH GRADE Fourth Grade Be^2:inning with the Fourth Grade, the outlines are given for the entire grade, both B and A classes. When distinctions between the work in the B and A classes are necessary they will be indicated by separate paragraphs, headed by the captions Fourth B or Fourth A. A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. 1. Peksonal. A. Home Life. 1. What really makes a good home! 2. My home duties. 3. 'Whj I should have a garden at home — What it has taught me. 4. Saturdays — How I like to spend them best. 5. A walk Sunday afternoon. 6. My earnings, savings and my spendings. B. School Activities. 1. My walk to school. 2. Describe a game that helps in arithmetic — geog- raphy. 3. A game that trains me to be quick. 4. My favorite subject. 5. Assembly — ^What it means to us. 6. Plan dialogue or play based on Literature or Read- ing. 93 ENGLISH 7. Note outlines — Physiology — Nature Study — Manual Training. 8. Good ways to earn money for our school. 9. A spelling match. C. Street Incidents. 1. The paper boy. 2. The auto versus the horse. See Civics outline. 3. Marbles— Kite flying. D. Child's Knowledge and' Observation of Nature, See Nature Study outline. 2. Social. A. Child's Environment and Relation to Society and Hu- manity. Topics under social experiences are associated with personal experiences. 3. Industkial. A. Child's Knowledge and Observation of Industries. See Manual Training and Geography outline. 4. Civic. See outline in Civics. II. LITERATURE. 1. POETKY. Fourth Grade B. Poems to be memorized. (A minimum of three to each term.) Do not use poems assigned to a higher grade. Daisies (Sherman) 4-19 Daybreak (Longfellow) 7-244 October's Bright Blue Weather (Jackson) 16-16, 11-206, 39-257 Among the Nuts 42-123 A Child's Thought of God (Browning) 39-126, 1-153 94 I FOURTH GRADE The Mountain and the Squirrel (Emerson) 1-118 The Twenty-third Psalm Bible The Village Blacksmith (Longfellow) 1-106, 39-227 Golden Rod (Lovejoy) 11-193 The Little Artist 11-257 What the Burdock Was Good For 11-122 Thanksgiving Day (Child) 11-236 All Things Bright and Beautiful (Alexander) 17-237 The Birds in Summer (Howitt) 17-65 Poems to be read by the children, or to the children. Eead and interpret all poems in the list to be memorized and as many as possible of the following: The Children's Hour (Longfellow) 7-247 Evening at the Farm (Trowbridge) 39-132 Jack Frost (Gould) ' 39-200 Little Bell (West Wood) 1-61 Eobert of Lincoln (Bryant) 1-113 Fox and Crow (Taylor) 42-128 Three Bugs (Cary) .- 42-115 Fourth Grade A. Poems to be memorized. (A minimum of three each term.) Do not use poems assigned to a higher grade. The Daffodils (W^ordsworth) 39-217 The Windmill (Longfellow) 7-452 Abou ben Adhem (Hunt) 1-127 The Sandpiper (Thaxter) 39-160, 1-152 The Captain's Daughter (Fields) 1-98 The Three Bells (Whittier) 1-94 Winter (Tennyson) 39-269 In March (Wordsworth) 39-285 America ( Smith) The Arrow and the Song (Longfellow) .7-84 Babby Corn 17-93 The Seasons (Ricker) 39-253 Little by Little (Anon) 39-203 Over and Over Again (Anon) 39-205 The Blue Bird (Miller) 17-68 95 ENGLISH Poems to be read to the Children or by the Children. Eead and interpret all poems in the list to be memorized and as many as possible of the following: Old Christmas (Howitt) 39-204, 16-652 Alec Yeaton^s Son (Aldrich) 1-150 Jack in the Pulpit (Smith) 11-44 The Song of the Brook (Tennyson) 39-235, 1-110 The Wreck of the Hesperus (Longfellow) 1-179 The Barefoot Boy ( Whittier) 39-211 Paul Revere 's Ride (Longfellow) 7-255 Tubal Cain (McKay) 29-304 The Child's World. 39-231 2. Pkose. Fourth Grade B. Stories (A minimum of three required each term). Ali Baba and the Forty Robbers .35-102 The Goose that Laid the Golden Egg 20-134 The Story of Ruth Bible The Buckwheat 19-212 Why the Sea is Salt 19-216 The Buffalo and the Field Mouse 45-1 The Eagle and the Beaver 45-19 The Badger and the Bear 45-47 The Adventures of Ulysses 36-113 Buttercup Gold 44-48 Margaret of New Orleans 18-195 David and Goliath 18-224 The Nightingale 18-134 A Fortune 22-90 Jack the Giant Killer 35-80 The Elves and the Shoemaker 18-109 New Year 44-67 The Wheat Field 22-9 Fourth Grade A. Stories (A minimum of three required each term). The Hare and the Tortoise 20-162 96 FOURTH GRADE The Eaccoon and the Bee Tree 45-37 ' The Golden Bird : 35-148 The Three Remarks 44-93 Oh, Dear 44-75 The Bell of Atri 48-69 The Story of William Tell 48-64 Bruce and the Spider 48-33 Grace Darling 48-61 Antonio Canova 48-156 Sir Philip Sydney 48-49 The Hidden Servants 18-234 The Inch-Cape Rock 48-137 The Apron String 22-55 The Strong Child 22-96 3. Gkade Librakies. See Third Grade A Outline for use of biography in Grade Library books and training to a habit of good reading. The intelligent use of Grade Library books on the part of the children presupposes that the teacher knows the books. The teacher should read to the class selections in prose and poetry. The teacher *s enthusiasm will be contagious. It will be valuable to set aside a period occasionally for talk- ing over with the children what they have read, when the teacher may learn the interests of the pupils and more effectively direct further reading. Books outside the Grade Library should be recommended for the children's reading. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. The subject matter of other subjects of this grade is now widening far beyond the limits of the Third Grade, particularly in Geography and History. It will be of decided advantage if more of the topics are handled in language lessons. It is an undoubted economy of time if the language lessons thus employ material already developed. Topics selected from these sources for 97 ENGLISH language purposes should be freshly elaborated in the language lesson to add the interest which is essential to fluency in expres- sion. If langTiage lessons elaborate the topics of other studies, they relieve the teacher from the necessity of hunting up and preparing special topics for language. B. Reactions from Thought Material— Expression ' Introduction. The Fourth Grade teachers will need to recognize the fol- lowing natural change in the growth of their pupils. The Fourth Grade is a period of readjustment. The spontaneity of the earlier grades now becomes checked by a critical attitude of mind on the part of' the children toward their own work. They begin to question and reason ; they become self-conscious in their work; they see the crudeness of much of their best efforts; they realize their limitations in expressing themselves and, unless the right help is given, they will now grow to dislike all forms of self-expression. On the other hand the children take delight in the drill nec- essary to acquire proficiency in the use of the technical principles and aids in the art of self expression. They prefer to use simple outlines rather than to express themselves without plan as in earlier grades. Both the oral and written forms of expression can now be worked over in detail to secure the accuracy which they enjoy in spelling, sentence structure, paragraphing, use of capitals and marks of punctuation. A few of the simple signs of correction may be used in the revision of their papers. The children will gladly do the work of correcting and improv- ing, something their nascent critical tendency now craves. I. EXPRESSION THROUGH COLOR. As an incentive to well prepared written papers teachers may occasionally want to use this form of expression in increas- ing the attractiveness of the written work. 98 FOURTH GRADE II. EXPRESSION THROUGH DRAMATIZATION. The pupils may arrange the ' ' properties ' ' of the improvised scenes and dramatize as they read the ^^ parts'' from selections in their readers and supplementary books. Dramatization will form an interesting variation from the more formal reading les- son and become, at the same time, a valuable exercise in self- expression. For other suggestions, see the syllabi of Third Grade A and B. III. ORAL EXPRESSION. • CoNVEESATiox : Rcactious from *^A" I and TV. Outline. 1. Conversation preparatory to oral invention; sources of topics. 2. Three classes of topics. a. Topics entirely within pupil's experiences. b. Topics requiring partial development by questions and investigation. Suggestions for pupils' investi- gations. c. Topics which must be developed wholly by the teacher. 3. Caution against superficial treatment of topics. 4. Interrelation of language and other studies. 5. Habit of good expression continued in recitations of other subjects. 6. Time and place for corrections of violations of good English in other recitations. Syllabus. 1. After the Third Grade the conversation lessons become largely a preparation for the longer and more sus- tained efforts in oral invention which, in turn, is the basis for the work in written original expression. The subject matter will be either the topics under ^*A" I, 99 ENGLISH developed and treated as in the primary grades, or topics selected from the widening range in other sub- jects of the course of study. In the latter case, the conversation lesson of the language period is replaced by the recitation in Geography and the biographical work in History. Such recitations become an inter- change of ideas and information between the teacher and pupils . The lesson is guided by the teacher's questions, or it may partake of the nature of report and discussion. 2. a. There will be three classes of topics selected : First, topics which come directly under the children's experience, observation and knowledge which will not require development. b. Second, topics which will require partial develop- ment. Usually the richer portions of the topic will need development which can* be done through the teacher's questions. The pupils may answer these questions at once or later when they have had the opportunity to investigate the topic and secure the needed information. The pupils \vill then make the contributions to the development of the topic. Their investigations should be as thorough as their opportunities to secure information will per- mit. Definite assignments for investigation should be made; such assignments, however, should be kept within their power to investigate at home with parents, relatives or friends, or by ref- erence to supplementary books in the grade. This work will necessarily be very limited and the children's contributions will be crude, often unes- sential. But by affording the opportunity the teacher appeals to the love of the child to do things for himself, lays the foundation for independent investigation and independent thinking in later grades and creates the power of self-reliance. 100 FOURTH GRADE a c. A third class of topics will include those which re- quire development by the teacher alone. Such topics should be chosen for the enrichment they bring to the pupils' lives. Provided these topics have a relation to their lives the teacher has the assurance of the keen interest of the class. Ex- ploration in undiscovered fields is an absorbing undertaking for Fourth Grade children. 3. Pupils of this grade are leaving the limitations of child- hood and are stretching forth to know their actual and real relations to the world about them. Superficial and casual treatment of topics will not content them. It is not sufficient that they tell what has already come within their experience, because their rapidly widening lives demand fuller knowledge of what they already understand. Children of the Fourth Grade will delight in the observation of relations where before they only * knew facts. Stilted personalities and superficial atti- tudes of mind will result from superficial treatment of topics in the Fourth and Fifth Grades. 4. Thought and language are so intimately related that one cannot be considered to the exclusion of the other. Language is so vitally close to other studies that the interrelation must be recognized and employed as a source of thought material for language lessons. 5. During the recitation periods of other subjects of the course of study, the habit of care in the use of language must be constantly stimulated. Pupils should not be allowed in the recitation periods of other studies to sacrifice right habits of expression established in the language period. The theor^^ and practice of correct habits in oral or written expression may be ideally realized in the language lesson, only to be entirely lost in careless expression during other recitations. Lan- guage work finds then its application in all lessons, both oral and written, in every subject of the daily program. • 101 ENGLISH 6. The language side of other studies, however, should not sacrifice the continuity of thought and development of the lesson or divert the attention from the content of the lesson. Corrections and suggestions in the right use of language should be made incidentally when oc- casion demands or marked for attention in the lan- guage lesson proper. The point is — violations of good English should not go entirely unnoticed during reci- tations in other studies. 2. Oral Reproduction: Reactions from ^^A'' II and IV. Outline. 1. Few only of stories read or told required for reproduc- tion. 2. Stories chosen for definite parts easily distinguished and for character portrayals. 3. Plan for reproduction in character portrayal. 4. Plans for reproductions. 5. Fourth B : Guide words gradually replaced by topics and sub-topics. 6. Fourth A: Beginning of co-operative outlines; value of outlines ; caution against their exclusive use. 7. Reproductions alternately given by teacher and pupils. 8. Use of questions in reproductions. 9. Independent reproduction of short stories and other stories when reviewed. 10. Appropriation of vocabulary and style of original! story. 11. Corrections and suggestions from the pupils. Syllabus. 1. To derive the greatest benefit from stories pupils must be eager for the story itself. They should not there- fore feel that every story read or told must be repro- duced. A few only of the large number of stories read by the pupils or told by the teacher should be selected for oral reproduction. 102 FOURTH GRADE 2. Stories chosen for reproduction should contain definite and related parts easily distinguishable by the chil- dren. Pupils in the Fourth Grade will be interested not only in the story or plot but also in the characters. 3. In studying the characters of a story pupils should tell how the character looks, what he does, what he say? and what are his ideals. Children will thus see that they are reading stories not for the plot alone but for the portrayal of character. A high standard of ideal- ism in character will gradually result from this char- acter study. This form of reproduction, at the begin- ning of its introduction in language work, should be shaped by questions from the teacher. It should not be confused with the reproduction of the story or plot but follow it as a distinct form of reproduction. Only one of the tvvo should be attempted at a time. 4. The story may be read or told at one lesson, repeated or discussed at another, and, when it is clearly before all members of the class, reproduced by several pupils and finally the whole story by one pupil. The teacher may wish to have such a story reproduced in its en- tirety by other pupils at subsequent lessons. The opportunity thus afforded to review work carefully prepared is good training in oral expression, because the content is familiar and greater attention than in the first reproduction can be given to correct forms and language. 5. Fourth B : The use of guide words to show sequence in sentences and division into paragraphs should be con- tinued from the Third Grade. Gradually the guide words should be replaced by topics and sub-topics, at first only in the shortest reproductions but finally in the longer reproductions. Guide words should cease to be employed by the end of the Fourth B. The introduction of topics and sub-topics to replace guide words is the first step toward the use of co-operative outlines. 103 ENGLISH 6. Fourth A : Frequently, in the longer reproductions, an outline co-operatively developed by teacher and class will be an effective method of securing an orderly and thorough rejjroduction. The outline will involve the use of topics and sub-topics. Outlines should not now be independently developed by the children but only under the direction and guidance of the teacher as co- operative work. The outline should be short, not in- volving more than two or three main topics with one or two sub-topics under each main topic. Children reproduce their stories with these outlines as guides, thus assuring the assistance which the pupils require and freeing them from too much yiependence upon the teacher during the reproduction. A beginning is thus made for a greater degree of independent work which in later grades must be the rule, if the pupils are to grow in their power of self-expression. Outlines should be cautiously used; not every story reproduced requires an outline, only those too involved for the pupils to see clearly the sequence of events. 7. When guide words or an outline are not used the teacher may give the reproduction to a point of interest which is given by a pupil; then the teacher resumes the reproduction to another point of interest which is reproduced by another pupil, and so on through the reproduction. The sequence of sentences and para- graphs is thus made evident and later the children can reproduce the story unaided. 8. Questions from the teacher or from one or two pupils will guide the reproduction in proper arrangement of time and event. Later the story may be reproduced without the questions. 9. A short story well known by the pupils will easily be reproduced without more than an occasional sugges- tion from the teacher. This will also be true of repro- duction when reviewed after being reproduced in other ways. Stories reproduced in former grades may be referred to and retold. 104 FOURTH GRADE • 10. Eeproductions should involve the appropriation of the words and phrases of the original story. The pupiPs growth in vocabulary, in power of expression and cor- rect use is still dependent upon the imitation of good models and particularly the model set by the teacher. 11. Pupils should be encouraged to criticize one another's work by correction or suggestion of improvement. o ^ T ( Eeactions from **A'' I, III and IV. 3. Okal Invention: ^ -d i^ . n J I Kesultant oi conversation. Outline. 1. Beginning of training in speaking to an audience. 2. Original stories by the pupils. 3. Filling-in of a story from one or more introductory paragraphs. 4. Stories based upon pictures; use of outlines. 5. Mental pictures through a synthetic process. 6. Writing on blackboard by teacher the original sentences given by pupils. 7. Comparative value of oral inventive expression and re- production. Syllabus. 1. Frequently in review of a subject already developed a topic may be assigned which the pupil reports upon and discusses. Pupils need to learn to put a matter of experience, observation or knowledge clearly and effectively before the class. Training in speak- ing on one's feet can hardly begin too early and these first efforts, crude though they be, are funda- mental if pupils ultimately acquire a composed, pleas- ing and forcible manner of speaking. Impromptu ex- ercises based upon familiar topics will be especially helpful in this training. 2. The children should be encouraged to tell original stories, suggested by a story already read, by the life in other lands, by an imaginary trip and by an imag- 105 ENGLISH inary biography of some character in their geography, history or reading. Assistance in the development of an original story will usually be necessary bn the part of the teacher, either in the way of suggestion or of taking up the story when it shows evidence of drifting away from the subject, or when brought by the pupils to too abrupt a close. 3. Occasionally the filling-in or completion of a story, of which one or more introductory paragraphs have been read, should be assigned for oral inventive expression. 4. Pictures are excellent sources of suggestion for inventive oral expression. Frequently the pupils should develop co-operatively with the teacher an outline based upon the situation or scene of a picture. The class should then narrate the story or describe the scene, guided by the outline. Such an outline may take the form of sug gestive words or phrases in place of topics and sub- topics. 5. Equally interesting is the converse of this analysis of a picture — the synthetic process of creating a mental pic- ture from suggestive words and phrases written by the teacher on the blackboard, e. g., a crowd of children — people in doorways and open windows — the hurdy- gurdy man — the monkey carrying a basket — a dog ap- pears ; the children tell the story and finally name their mental picture of the scene. 6. The practice of former grades should occasionally be continued, of writing on the blackboard the best sen- tences given by the children in their oral work, after changes in form and content have been made by pupils and teacher. These sentences should be studied for logical order in the same paragraph and the relation of paragraphs to each other should be noted. Finally the whole may be copied as the first step. in written original expression. Fourth Grade B : Guide words, later in the term followed by topics and sub-topics, should occasionally be used as 106 FOURTH GRADE guides in the oral inventive work. See suggestions in oral reproduction. Fourth A: In all forms of oral inventive expression the teacher may frequently find the co-operative outline a valuable assistance in development of content and in securing an orderly sequence; the outline is practi- cally essential in the longer units of original work, par- ticularly when the topic is continued over two or more recitation periods. See suggestions in the use of an outline in oral reproduction. 7. Oral inventive expression affords the child the oppor- tunity for self-expression which his growing personality demands. The element of pleasure and satisfaction for the pupils is much greater in inventive expression than in reproduction. Their interest is directly appealed to when the assignment for oral expression brings forth their own individual contributions to the topic. As the pupils advance through the grades they should be given more inventive expression and proportionately less reproduction. IV. WRITTEN EXPRESSION. Written expression in the Fourth Grade should not exceed the proportion of one written lesson to three oral lessons, but the proportion must be determined by the children's growth in language power .and in their proficiency to use correctly stand- ard forms of expression. Oral expression should be part of each day's language les- son; written expression should be restricted to short portions of three or more language periods a week. ^ ^^r T^ ( Reactions from ^^A" II and IV. 1. Written Repeoduction : < -d i± j. x> r\ ^ -n j j.- I Resultant of Oral Reproduction. Outline. Fourth B. 1. Relation of sentences in a paragraph and relation of paragraphs. 107 ENGLISH £ 2. Observation and cooperative practice of related sentences and paragraphs. Fourth A. 1. Pupils gradually brought to independent paragraphing. 2. Observation of relation of sentences and paragraphs.- 3. Topic sentence noted for central thought of paragraph. 4. Cooperative outlines ; practice in short papers of related sentences and paragraphs. A and B Grades. 1. Written reproductions based upon oral work. A few only of oral reproductions used. 2. Preparatory work to written reproductions. 3. Dividing the reproduction among several groups of pupils or over several days. 4. Final recognition due complete reproductions. 5. A pupiPs model reproduction taken as a standard for the class. 6. Appropriating vocabulary and style of original story; a caution. 7. Short reproductions completed in one lesson. Stjllahus. Fourth B. 1. The relation of sentences in forming a paragraph has been studied in earlier grades and should be continued. Two, three and occasionally four paragraphs have been reproduced in oral and written forms in the Third Grade. Children should now be taught to observe the relation of paragraphs, first in the printed form, then in their oral reproductions and lastly in their written reproductions. The logical sequence of time and event in the sentences of a paragraph will help the pupils to see the necessity for the same relation of paragraphs to each other. This relation of paragraphs will be sug- gested in the cooperative outlines made by teacher and 108 I FOURTH GRADE pupils in the transition from guide words to topics and sub-topics. 2. Pupils cannot relate their own paragraphs or even sen- tences unaided; the work must be cooperative, if not entirely done under the suggestion and direction of the teacher. Pupils cannot yet paragraph independently; but they should be encouraged to attempt it. Observa- tion of relation of sentences and paragraphs, in sources other than their own writing, is fundamental to later cooperative and finally independent practice. Fourth A. 1. Pupils should be guided gradually to the independent use of the paragraph. Cooperative work between the teach- er and some individual pupils will be necessary, but by the close of the term pupils should not require assist- ance. 2. The work of observing the relation of sentences in each paragraph and of paragraphs to each other should be continued. Printed paragraphs, oral reproductions and the cooperative outlines are available sources for this work in observation. 3. The topic or opening sentence should now be noted for the central thought of the paragraph. A new para- graph means a change from one thought or idea to another. The topic sentence introduces the new thought or idea. 4. The co-operative outlines suggest the proper order of paragraphs and the children should understand this ad- ditional value of an outline. Finally the children's own written papers should be corrected for the proper rela- tion of sentences and paragraphs. This should not in- volve long or formal written papers, but the relation of two, three or at the most four x)aragraphs must necessarily be established before the longer units in later grades are attempted. 109 ENGLISH A and B Grades. 1. Written reproductions should follow and be based upon oral reproductions carefully worked out to the degree that the content is perfectly familiar to the pupils. Only a few of the reproductions given orally should be required in the written form. 2. The children should be asked to reproduce a story in the written form after oral discussion, placing the simple outlines of guide words or topics and sub-topics and new or difficult words on the blackboard, and after oral reproduction one or more times repeated. 3. It may often be advisable to ask each child to write only part of the reproduction; several groups of children thus contributing each a part; or the reproduction may be continued over several days, when an outline is usually ^necessary ; finally, if the interest is still keen, each child will reproduce the whole story. 4. Some of the best complete reproductions should be read to the class to give the recognition which pupils expect after a prolonged effort. This will stimulate all to bet- ter work next time. One reproduction carefully worked out will bring more pleasure and satisfaction and in- spire more eagerness to improve than several repro- ductions carelessly undertaken. 5. A model reproduction, written independently by one pupil, corrected by the teacher and read to the class, will set a standard within the power of the other pupils because prepared by one of their own number. Oc- casionally a reproduction by some pupil, selected for its excellence and written in common with the class, may be dictated for a written lesson, or a few short paragraphs of the original story may be dictated. 6. Pupils should be allowed to appropriate the words and phrases of the original stories, thus assuring a growth in their vocabularies and power of expression through imitation of good models. The habit of appropriating 110 FOURTH GRADE Y. Ixole sentences should be discouraged to prevent this appropriation being carried to a dangerous extreme. 7. Short, simple stories, already orally reproduced, should be written for the purpose of completing a reproduction at one lesson. If an outline is not used it may be well for the teacher to keep the written lesson under her close guidance. ^^r T i Eeactions from *^A'' I and III. W BITTEN Invention : ^-r» ^4. 4. 4* r\ i t x- ( Kesultant 01 Oral Invention. Outline. 1. Copying original sentences from blackboard first step in written invention. 2. Topics previously developed and outlined now assigned for written invention. 3. Plans for keeping w^ritten papers brief. 4. Recognition of complete papers. 5. Original stories, filling in of a story, pictures and mental pictures — sources of material. 6. Value of written inventive expression. 7. Pupils ' criticism of their own papers ; corrections satisfy the desire of pupils to excel their work of former grades. Syllabus. 1. The first step in written invention has been indicated in oral invention — copying from the blackboard the best original sentences dictated by the pupils, after the cor- rections have been made by teacher and pupils and the arrangement of sentences has been studied. 2. Following this exercise other topics, developed in oral inventive work, discussed for arrangement of sentences and relation of paragraphs and outlined, if necessary, by guide words or topics and sub-topics, may be as- signed for written work. 3. The topic may be written one or two paragraphs at a time, or partly by one group of pupils and partly by a 111 ENGLISH second and so on. The assignment should never over- tax the pnpils to the point of sacrificing their inter- est. The complete unit should also be short, gradually extended but not to exceed four or five short para- graphs. 4. The best papers of those written by all the class should be read to the class, and a model paper worked out inde- pendently by one pupil may be discussed by the other pupils. Either assures the recognition which the pupils' efforts have merited. 5. The original stories, the filling-in of a story suggested by one or more introductory paragraphs, the narrations or descriptions based upon pictures and the story de- rived from a mental picture are available sources, al- ready developed, for written inventive expression. 6. Pupils wdll grow in power of inventive expression as the opportunity is afforded to express themselves freely and spontaneously in the oral and written forms. Their pleasure in original expression will be enhanced by the personal satisfaction of occasionally seeing in the writ- . . ten forms what they have already produced in the oral lesson. 7. The pupils should criticize their own written work before submitting it. Correction of errors common in all papers as a class exercise, and criticism of individual peculiarities, will emphasize the need and value of alter- ations in the first efforts. This work of improvement in written papers will also satisfy the growing tendency of fourth grade pupils to place themselves in a critical attitude of mind toward their own work and fulfill their desire to excel the efforts of former grades. This last paragraph applies with equal force to written re- production and letter writing. 3. Letter- WETTING. Outline. 1. Model letters of friendship copied and dictated. 112 FOURTH GRADE 2. Content of letters orally developed. 3. Incentives for letter-writing. 4. Letters from literature read to pupils. 5. Imaginative letters. Syllabus. 1. Short model letters of friendship - may be copied from the blackboard or taken by dictation for the purpose of securing the proper forms. The body of the letter may be copied or dictated, requiring the pupils to give the correct heading, salutation and closing, or the pro- cess may be reversed. 2. In the latter case and when the entire letter is written, the content should be developed orally; either the pupils should be told what they are going to write, or reply to questions from the teacher or one another, or reply to another letter. 3. Whenever possible letters should be motived, as letters to parents, relatives, friends, other pupils of the same or another school in the same or another city, to the teacher in reply to a letter from her and so forth. Letters should be short. 4. Letter-writing can also be made inviting, if the teacher will read to the class a few of the charming letters from many volumes of such material now accessible in print. 5. The work can be varied by an occasional imaginative letter from data furnished by the teacher, e. g., a letter from a person on his travels, from an historical char- acter, from a character in a story, etc. Summary: Model letters copied and dictated; content orally developed; incentives to letter writing; letters should be short; reading by teacher of letters from literature; imaginative letters. C. Technicalities of Expression (One period a week, in proportion, devoted to technical 113 ENGLISH work. Instruction given when occasion demands and when directly applied). I. AERANGEMENT. 1. A and B Classes : Sentence structure should be restricted to the enlarged simple sentences with modifying phrases, but not clauses unless unavoidable. The compound and com- plex sentences are too involved for extended use in the Fourth Grade. Fourth B: Pupils should learn to distinguish between • statements and questions. Fourth A : Statements and questions should be further compared as distinguished from commands and exclama- tions. 2. A and B Classes: Indentation of paragraphs should now be familiar. Co-operative paragraphing should be continued. The relation of sentences in proper order in the paragraph should receive close attention. The proper relation of paragraphs to each other should be studied in the observation of printed paragraphs and as suggested by groups of guide words and by outline. Fourth A : Independent' paragraphing should be required by all pupils toward the end of this term, with the co-op- erative assistance necessary to some pupils. The relation of sentences to a central thought in each paragraph should be studied and the topic or opening sentence should first be noted in this grade. The practice of observing the rela- tion of paragraphs should be continued from the Fourth B. 3. Fourth B: The transition from guide words to topics and sub-topics involves the first step toward outlines, but the first outlines should be undertaken under the close guidance of the teacher. The pupils are too young and inexperienced to attempt an outline unaided. Frequently the teacher may have to develop the outline practically alone, but the pupils should feel that they are co-operating, if only to a small degree. Fourth A.: The co-operative outlines should be brief and in- volve comparatively little subject matter. One or two main lU P^OURTH GRADE topics with one or two sub-topics afford a beginning in the making of co-operative outlines, which are not made independently until late in the Sixth Grade. The begin- ning should be made cautiously. Pupils should always feel that the outline is a. help in their own oral and written expression. It is a means like sentence structure, para- graphing and other standard forms of technique in lan- guage, toward the ultimate end of self-expression. The teacher should not hesitate to make the outline for the class, particularly at the beginning of the term or when the topic is so involved that the order of topic and sub-topic is not perfectly evident to the pupils. The only defense for outlines is that they supply one means to assist and guide pupils in oral and written expression and ulti- mately to give them this power of self-helpfulness. Occa- sionally the outline should be omitted, if for no other pur- pose than to prove that it must not be considered indis- pensable. 4: A and B Classes: Superscription on an envelope should be studied and practiced in letter-writing. 5. A and B Classes: Eeview and continued application of head- ings and margins in all written papers. (See Third Grade A syllabus for forms.) Fourth A : The appearance of written papers may be much im- proved by the use of a two or three inch ink line drawn in a blank space (on ruled paper) between definitely separate parts of a written page, e. g., answers to questions or prob- lems in arithmetic. The device will serve the three-fold pur- pose of improving the appearance of the papers, of clearly separating distinct parts of a written page and of greatly facilitating the teacher's review of the paper. II. TECHNICALITIES OF LANGUAGE. ' Fourth Grade B. 1. Capitals. a. Eeview work of the Third Grade, i 115 ENGLISH b. Superscription on an envelope. 2. Punctuation. a. Review work of the Third Grade. b. Periods and commas in superscription on an envelope. (Custom varies — follow authorized text-book in lan- guage). c. Interrogation mark. d. Apostrophe in plural possessives and in contractions. e. Comma preceding quotation. 3. Abbreviations. a. Review work of Third Grade. 4. Preparation for Dictionary Work. a. Review of accent mark and diacritical marks involved in phonics of preceding grades. b. Hyphen and syllabication mark. c. Arrangement in alphabetical order of a few familiar words having the initial only alike. Fourth Grade A. 1. Capitals. a. Review work of Fourth B and Third Grade. b. Titles and places. c. Names of Deity and proper names in Bible stories. 2. Punctuation. a. Revi'ew work of Fourth B, particularly in letter and en- velope punctuation; the question mark, apostrophe and comma preceding quotation. b. Exclamation mark. c. Comma following ^'yes'' or ^^no'' when used as part of a sentence, with name of person addressed. 3. Abbreviations. a. Abbreviations in Arithmetic and Geography. b. Gov., Gen., Capt., Sec. 116 FOURTH GRADE 4. Prepaeation for Dictionary Work. a. Repeat all the work of Fourth B. III. COPYING, DICTATION AND WRITING FROM MEMORY. The copying exercise may gradually be replaced by dicta- tion, except where the teacher desires to use the former for fur- nishing the correct model in the easiest and surest maimer. Dictation should be given once and only once ; repetition invites careless attention. It may frequently be given to restore quiet in a restless grade. Concentration should be one product of dictation. Clearness, distinctness and certainty are impera- tive' on the part of the teacher. New and difficult words should be placed on the blackboard. Pupils will correct their own papers if the dictation is taken from a book in the hands of all pupils or is placed upon the blackboard. Dictation is practical for a variety of purposes. It furnishes models in sentence structure, in paragraphing and in letter- writing^ It promotes proficiency in the proper use of language forms. It supplies practice in applying the technicalities and in testing accuracy. When a cooperative outline has been devefl- oped the teacher may give as a dictation exercise her own writ- ten production or that of some pupil, based upon the outline. Writing from memory short poems, stanzas of poems and memory gems serves to fix them firmly in the memory and also affords practice in the use of capitals and punctuation. IV. CORRECT USE. (In course of preparation). 117 ENGLISH Fifth Grade The outline is given for the entire grade. When distinc- tions are made between the work in the B and A classes they will be indicated by separate paragraphs headed by the caption Fifth B or Fifth A. A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD ^S LIFE. Introduction. The guide posts which we have for the selection and di- rection of Fifth Grade interests are love of invention and ex- perimentation, a craving for new experiences, a keen love of nature and pleasure in hard manual work, but a disinclination to try unless assured of success. Individuality is growing rapidly but the child must be trained to work in harmony with the general organization. *^ Everybody does if is an excuse often given. The desire for making collections is strong now and can be used to advantage in history, geography and nature study. This is the best possible material for conversation and written work. 1. Personal. • A. Home Life. 1. The garden — the yard. 2. Useful inventions that we have in our home — ^that might be placed there, plumbing, electricity for lighting, washing machines, etc. 3. Simple things at home that make housekeeping easier. Egg-beater — sieve. 4. An hour in the evening. 118 FIFTH GRADE 5. What could I make at home that would be helpful? 6. Who is a good neighbor? 7. How I have (or might have) earned money for a bank account. 8. A book read at home. 9. A talk on the necessary expenses in running a home. What are the essentials — ^non-essentials, etc. ? 10. A talk on the appreciation of the place of the mem- bers of the family — Father — worker — and caretaker. Mother — planner and caretaker. Brothers — cooperate and do heavier tasks. Sister — ^helping mother with tasks. B. School Activities. 1. Holidays. 2. Description of a new game with diagram. 3. Description of a favorite game — with drawing. 4. Manual Training. 5. Description of fire drill. 6. What our physical exercises mean to us. 7. Who is a good chum? What does he do for me! What do I do for him? 8. Who make best captains? 9. Why I like outdoor recess. 10. Care of school room. 11. Care of school grounds. 12. A talk on what a school building costs to build and conduct — Eelate with Civics. Where does the money come from, etc. C. Street Incidents. 1. Fire (See special Outline). 2. What means of transportation ^o we see on our streets? Which serve us best? 119 ENGLISH 3. Description of motor cycle, etc. 4. Describe a walk downtown. 5. Describe a street occupation — newsboy, fritter man, ice cream man, street vender, scissors grinder, etc. 6. Care of streets — trees, etc. How done — (Civics, Nature Study). 7. What makes a pretty street? Draw a plan for an arrangement that you think good. Bring in post- cards, etc. Which is Rochester's prettiest street? D. Child's Knowledge and Observation of Nature, (Nature Study Outline.) 2. Social. A. Child's Environment and Relation to Society and Humanity. Topics under social experiences are associated with personal experiences. 3. Industkial. Child's Knowledge and Observation of Industries. a. Manual training. b. Geography. c. School Record and Work Permit — requirement; health requirements for Work Permit. (Use this topic in 5A.) 4. Civic. (See Outline in Civics). , III. LITERATURE. 1. POETKY. Fifth Grade B. Poems to be memorized (a minimum of three each term). Do not use poems assigned to a higher grade. A Farewell (Kingsley) 1-190 Going a NutJ^ng (Stedman) 16-219 My Heart's in the Highlands (Burns) 16-277, 1-155 120 FIFTH GRADE Priest and the Mulberry Tree (Peacock) 16-355 Sweet Peas (Keats) 16-68 The Tiger (Blake) 1-177 To-day (Carlyle) 1-99 The Windy Nights (Read) 16-39 The Violet (Proctor) 11-55 Three Fishers (Kingsley) .' 40-48 Daybreak (Longfellow) 7-244 October (Jackson) 11-206 Old Clock on the Stairs (Longfellow) 7-82 Children (Longfellow) 39-129, 7-246 September (Jackson) 39-257 Old Christmas (Howitt) 39-204 Down to Sleep (Jackson 39-197 Break, Break, Break (Tennyson) 1-144 Discontent ( Jewett) 1-123 Lines from *^ Ancient Mariner** (Coleridge) 1-64 Village Blacksmith (Longfellow) 1-106 March (Bryant) I . .39-285 Casablanca (Hemans) 1-96 Poems to be read by the children, or to the children. Read and interpret all poems in the list to be memorized and as many as possible of the following: Bicycling Song (Beaching) 16-196 God Rest Thee, Merrv Gentlemen (Mulock) .16-653 The Sea (Proctor) • 40-7, 16-258 A Sudden Shower (Riley) 17^3 Under the Greenwood Tree (Shakespeare) . .1-147, 16-59 Parts of Evangeline (Longfellow) 7-86 Pied Piper of Hamelin (Browning) 30-219 We are Seven (Wordsworth) 1-162 .The Last Leaf (Holmes) 3-239 The Three Bells (Whittier) 1-94 Fifth Grade A. Poems to be memorized (A minimum of three each term). Do not use poems assigned to a higher grade. An Apple Orchard* in the Spring (Martin) 16-63 121 ENGLISH The Day is Done (Longfellow) 40-34 The King of Denmark's Ride (Norton) 16-418 Gladness of Nature (Bryant) 40-36 Excelsior (Longfellow) 7-23 Woodman, Spare that Tree (Morris) 40-61 Landing of the Pilgrims (Hemans) 16-305, 40-38 What Do We Plant (Abbey) 42-93 Captain's Daughter (Fields) 1-98 The First Snowfall (Lowell) 1^167 Fifth Grade A, Poems to be read by the Children, or to the Children. Read and interpret all poems in the list to be memorized and as many as possible of the following: The Battle of Blenheim (Southey) 40-31 The Corn Song (Whittier) 16-82 The Heritage (Lowell) 40-118 Hunter's Song (Proctor) 16-223 Lochinvar (Scott) 16-427 Planting of the Apple Tree (Bryant) 40-44, 16-59 Skating (Wordsworth) 16-207 Skeleton in Armor (Longfellow) 7-15 Psalm of Life (Longfellow) 7-3 The Barefoot Boy (Whittier) 39-211 Little Christmas Tree (Coolidge) 42-160 Romance of the Swan's Nest (Browning) 3-82 Landing of tlie Pilgrims 1 6-305 Fifth Grade B. Prose. Stories (A minimum of three required each term). Billy Beg and His Bull 19-225 The King of the Golden River 36-54 Gods and Men 23-13 How Odin Brought the Mead 23-36 Thor's Wonderful Journey 23-171 Thor Goes a Fishing \ 23-113 122 FIFTH GRADE ' The Frogs and the Crane 45-11 King Alfred and the Cakes 48-5 Diogenes the Wise Man 48-103 Pippa Passes 12-104 How the Flag was made 42-99 • The Storks 49-25 The Flying Dutchmaii| 1 .53-46 St. George and the Dragon 12-62, 53-11 Abraham and the Old Man 53-41 Fifth Grade A, Stories. (A minimmn of three required each term.) Eip Van Winkle 38-44 The Brown Bull of Norrowa. 36-1 The Good Luck Token a 45-55 The Badger and the Bear 45-47 The Wild Swans 49-36 A Story of Eobin Hood 48-28 Horatius at the Bridge 48-91 Whittington and Hig Cat 48-140 The Stone Cutter 12-96 The Story of Joseph 30-283 The Candles .49-66 What the Goodman Does is Always Right 49-227 The Proud King 53-1 The Little Thief 53-61 3. Grade Libraries. Library books should be more freely used than in any preceding grades. The teacher should know thoroughly each book in the library and obtain lists of other books outside the grade library which she can recommend for home reading. Pupils of this grade are exceedingly fond of reading and the teacher's highest contribution to the 123 ENGLISH training- of her pupils will be a wise direction of their read- ing into the channels of good literature. The pupiPs taste will run to biography, adventure and discovery. This reading from a variety of books affords an inexhaustible source of material for oral and written reproduction, which will introduce an entertaining departure from the usual reproduction of a common theme. A period should be set aside frequently for talking over with the pupils what they have read. The teacher may learn in this way the interests of the pupils and more effectively direct their further reading. The pupils mil enjoy passing judgment upon the characters in the books which they have read. (See oral reproduction in this outline.) During the discussion of books the teacher should remain in the back- ground that the children may talk freely. III. PICTURES. IV. OTHER SUBJECTS OF THE GRADE. The other subjects of the grade provide a rich store-house of material for language purposes. These studies contribute topics for language lessons, and the language lessons contrib- ute to them in turn by elaboration and enrichment. Em- ploying material already developed is a double economy. Topics selected from these sources should be elaborated and specific- ally assigned to add the fresh interest so essential to successful language work. (For suggestions as to the use of this material see conversation in this outline.) B. Reaction from Thought Material- Expression Introduction. The attention of the Fifth Grade teachers is called to the introductory paragraph in the Fourth Grade outline. The period of readjustment, and the critical attitude of mind on the 124 FIFTH GRADE part of the Fourth Grade pupils towards their own language work, will carry over into the Fifth Grade. The steady drill of the Fourth Grade, and opportunities afforded in both grades for self-help and criticism, will begin to show results in greater proficiency in the use of language forms and technical elements of expression. Self-confidence and sureness will begin to be evident in the Fifth Grade and there will come a pleasure and satisfaction in the consciousness of acquisition. The wide divergence between the child's idea of excellence and his actual accomplishment grows less as the work of the Fifth Grade advances. The inhibitive tendency of the Fourth Grade, though occasionally evident, will check the child's spon- taneity less frequently. Commendation and appreciation will now do much to overcome this natural attitude of mind in Fifth Grade children. The teacher can bring back self-confidence by a timely word of praise. The children will be keen judges of whether it is deserved. The point is, — when deserved it should not be withheld. Sometime during this term another tide of spontaneity will begin to gather which will come to its height in the Sixth Grade or early Seventh. The teacher should be watchful for the first signs of this new spontaneity and derive from it, for her- self and her children, a new inspiration and greater love for self-expression. I and II. EXPEESSION THROUGH COLOR AND DRAMATIZATION. III. ORAL EXPRESSION. 1. CoNVEKSATiON : Rcactious from ^^A" I. and IV. Outline. 1. Conversation becomes report and discussion. 2. Three classes of topics: known, partly known and un- known. 3. Relative values of three classes. 125 ENGLISH 4. Full treatment of topics essential. 5. Pupils make investigation of topics. 6. Topics from other thought producing subjects. 7. Elaboration of these tox)ics to maintain interest. 8. Definite assignments for investigation. 9. Topical recitations in other subjects. 10. Training for good habits of oral expression in all reci tations. 11. Miscellaneous sources of topics. Syllabus. 1. As in the Fourth Grade, the conversation lessons now partake of the nature of report and discussion upon topics involving other subjects of the grade within the range of the pupil's experience, knowledge or observa- tion. This development of topics supplies an oral pre- paration for the longer and more sustained effort in oral invention. 2. Three classes of topics should be utilized: first, those which in content are entirely within the children's per- sonal experience; second, those which are partly re- lated to their experience, the unfamiliar portions sug- gested by the teacher's questions, or investigated by the pupils at home or in supplementary books available at school; and third, topics which must be developed by the teacher alone. 3. Pupils unaided will express themselves freely upon top- ics of the first class and, after investigation and devel- opment of topics of the second and third classes, they will express themselves as spontaneously because of the fresh interest in a new subject. The topics of the second and third classes have the added advantage of greatly enriching the pupils ' lives since the topics have a relation, yet undiscovered, to their personal experi- ences. 4. The caution suggested in the Fourth Grade outline against the superficial and casual treatment of a topic FIFTH GRADE in which the children are absorbingly interested holds equally true in the Fifth Grade. 5. Greater satisfaction comes to the pupil when he is given the pleasure of finding, through investigation, the ans- wers to his own or teacher's questions upon parts of a topic not already known. The contributions resulting from these investigations will often be disappointing to the teacher and the real contribution must ultimately be her own, but by offering the opportunity to inves- tigate, the child is made self-helpful in personal search for information and self-enrichment. The ap- peal has been made to the child's love of doing things for himself and he is given the vital pleasure of at least attempting to help himself. The foundation is laid for his later growth in independent investigation, independent thinking and a self-respecting power of reliance on his own resources. Frequently a surprise is in store for the teacher when she discovers the latent possibilities of the child's power in independent inves- tigation. 6. The subject-matter of the other subjects of the course of study furnishes splendid material for the English period when the teacher takes time to see that the proper impressions are made and the content properly interpreted and organized. Oral expression will easily follow this well planned impression. In a conversation period the material can be organized for both oral and written expression. 7. The other subjects will be greatly helped by the special attention thus given to them. Usually it will be neces- sary, if the interest is maintained in the subject-matter, to extend the topic beyond the development required in the other branch of study. 8. Pupils should be requested to investigate the topic for 127 ENGLISH themselves ; what they already know serves as a found- ation upon which to build. They will eagerly investi- gate some one topic in their history or geography — gathering together all facts and items of interest re- lating to some one city, one river, one production, one historical character, etc . The teacher may find it wise to assign definite items for investigation to each pupil. Assignments in general to the whole class will bring results from only part of the pupils. Assignment of different items to individual pupils secures the coop- eration of all members of the class. The contributions are offered to the class and the teacher in the nature of a report which is discussed by members of the class in a conversation lesson. 9. During the recitation periods of other subjects of the course of study, the class should occasionally be given topical recitations in which pupils are called upon to discuss a subject without the spur of the teacher's questions. 10. In all recitations of the grade pupils sliould be taught to say clearly and coherently exactly what they mean. Correct habits in spoken language may be realized in the language lessons, only to be entirely lost in the other periods of the daily program unless the habit is continuous throughout all lessons. Pupils should learn that during the entire school day their statements should be clear-cut, complete and logical. The teacher should seldom supply part of the pupiPs answer or statement. The attention should not be diverted from the other lesson nor the development of the other lesson interrupted; corrections and sug- gestions are offered incidentally or reserved for notice in the language lesson. 11. The teacher is referred to both I and IV of Section *^ A'' for topics. Other sources are beyond enumeration : events and conditions of local interest, homes and life of people of other lands, journeys by sledge and mule 12S FIFTH GRADE team, etc., current events, talks about books, and the wide range of interesting biography and nature study. The teacher's problem is to select from the abundance of material and to aid the child so to arrange it that he gains in power to think and to express his thoughts. 2. Oral Reproduction: Reactions from **A'' II and IV. Outline. 1. Stories selected for definite plot or clear character por- trayal. 2. A taste for adventure, heroism and discovery prominent in this grade. 3. Plan for character portrayal. 4. Narration of plot and description of scene. 5. Plans for reproduction. 6. Co-operative outlines. 7. Pupils criticize other's reproductions. 8. Appropriating words and phrases of original stories. 9. Reproduction of stories of former grades. Syllahtis. 1. The stories for oral reproduction should be chosen for the clear and definite plot easily outlined or for clear character portrayal. Not all stories read by the pupils or told by the teacher are suitable for reproduction. The reproduction should be for one of two things — the retelling of the plot or a character portrayal — ^but only for one of the two at a time. 2. Fifth Grade children are rapidly developing a love of adventure and heroism. 'History of this grade is bio- graphical. The idea of Discovery is probably the cen- tral idea of the grade. It will be natural, then, to make much of character portrayal in the reproduction of stories. 3. The character study will include the appearance of the character, what he does, what he says, how others feel 129 ENGLISH towards him, how he feels towards the other characters of the story, and what the character loves best. The children will thus see that reproduction means more than merely retelling the plot. The great and noble characters of history and story will inspire an idealism and a hero worship without which a child may fail of realizing his highest development. 4. The narration of the plot and description of a scene of the story must not be wholly sacrificed for the char- acter portrayal. Narration and description should now be distinguished and pupils should consciously repro- duce for one or the other. Because of its greater sim- plicity, narration has been largely utilized in grades below the Fourth. The proportion should now be in- creased in favor of description. 5. Before an oral reproduction is called for the story may be told or read in one lesson, repeated or discussed in another, and, when it is clearly understood by all the pupils, may be reproduced by several pupils, one at a time, and finally reproduced in its entirety by one pupil. At a subsequent lesson the story may be reproduced as a review lesson ; the content is then familiar and greater proficiency in the use of correct language may be in- sisted upon than in the first reproduction. 6. An outline cooperatively developed by teacher and class will be an effective guide to an orderly and logical reproduction, particularly in the longer story. The outline serves the purpose of furnishing a guide and the assistance pupils require, and of training in inde- pendent reproduction* Assurance is thus given that the child will reproduce independently without the inter- ruption of the teacher's questions. The pupils will then grow in the power of sustained effort and be freed grad- ually from too exclusive dependence upon the teacher. 7. The power of self-help and critical suggestion should be increased by encouraging the pupils to criticize each 130 FIFTH GRADE other's reproductions and to offer suggestions of im- provement. 8. They should continue to appropriate the words and phrases of the original. Their own growth in vocabu- lary, power of expression and correct use is still de- pendent upon imitation of good models. The living model of the teacher's expression is always the potent factor. 9. Occasionally the pupil should be permitted to choose stories reproduced in former grades for the exercise in reproduction of this grade. o r^ T \ Reactions from ^^A" I, III and IV. 3. Okal Invention. < -^ ^J. j. £ r^ \- ] Resultant of Conversation. Outline. 1. Sources of topics. Teacher's own topic. 2. Contributions of conversation to sustained oral inven- tion expression. 3. Contributions of oral invention to child's growth in self-expression. 4. Training in speaking before others. 5. Review of well prepared topics best adapted for this training. 6. Pupils repeat their efforts in other grades. 7. Detinite sources of topics : — a. Topics in list. b. Original and iilling-in stories. c. Elaboration of topic sentences. d. Description and narration. e. Pictures and mental pictures. 8. Cooperative outlines. 9. Greater spontaneity in inventive expression than in reproduction. 131 ENGLISH Syllabus, 1. The list of topics and pictures in Section A of the outline will suggest subject-matter for oral invention; but the teacher should develop her own power to discover sub- ject-matter because, in topics of her own choosing, she will inevitably, being interested herself, inspire interest in her pupils. 2. Much of the work undertaken in conversation, through question and answer, report and discussion, will be- come longer units in oral invention. As the pupils advance through the grades, they gradually take a greater share in the conversation as the teacher takes proportionately less. The conversation lesson and the report and discussion of topics investigated may now be outlined for the more sustained effort in con- 'tinued oral expression. The conversation lesson thus becomes the basis of original and sustained oral ex- pression. On the basic oral side of expression larger and more exacting demands are made; clear and cor- rect enunciation is insisted on; and the requirements of good form are emphasized. 3. Oral original expression develops the child's power of close observation, increases his vocabulary, develops his ability to express himself in the presence of others and emphasizes the necessity of telling things in ac- cordance with a preconceived plan (outline). 4. The children learn to put a matter of experience, knowl- edge, observation or investigation clearly and forcibly before the class. The living language is the spoken lan- guage; the written is merely a conventionalized form of the spoken. Training in speaking before others will in time cease to impede the child, through nervous fear, from uttering his thoughts in the presence of others. The result will often be crude and unsatisfactory to the mature judgment of the teacher; but the effort is worth while if finally the child is given a com- posed, pleasing and forcible manner of speaking. At 132 FIFTH GRADE least, lie can be encouraged to speak frankly and freely with quiet self-possession and self-poise. If the issue is only self-control and self-respect, it is worth many times any efforts put forth to obtain it. 5. Eeview of well-prepared topics is best adapted to these first efforts in oral self-expression in the presence of others. The teacher should be positive that the topic selected for this work has been previously prepared by thorough investigation, report and discussion. It should always be review because confidence is thus giv- en to each pupil in using material with which he is per- fectly familiar. Hesitation and stumbling will not re- sult where the subject is firmly fixed in mind . 6. Occasionally a pupil who has succeeded in approximating the teacher's ideal in sustained oral expression may be sent to another grade-room for change of audience. The help received is mutual, — gain in confidence for the individual and a model for others within their attain- ment because he is one of their number. 7. Among the sources of material for inventive expression are the following: a. The topics of **A'' I from the child's experience, knowledge or observation amplified by his investi- gation and partially prepared and discussed in the conversation lesson. b. Original stories wholly invented by the pupils, if they show the power to do so, or based upon filling- in of one or more introductory paragraphs of a story read by the teacher. c. The expanding of a topic or opening sentence into one paragraph, e. g.. Yesterday, I found an old, worn pocketbook on the street. This topic sentence will suggest an incident and may be expanded into a paragraph. d. Descriptions of places familiar to the children; de- scriptions of their interests outside of school ; tell- ing of some of the incidents common to their 133 ENGLISH eveiy-day life; matters of local interest; current events; short biographies of characters of which they have read or of persons they know. e. Pictures translated into language story, or mental pictures synthetically produced by suggestive words and phrases furnished by the teacher, e. g., the teacher writes oii the blackboard: Passenger steamer coming to the wharf — people crowding the hand-rail — a child ^s eagerness to welcome friends on the wharf — loses balance — a brave deck-hand — the rescue — cheers for the young man; the pupils tell the story and find a name for their mental pic- ture. 8. After the first lesson in conversation or in oral inventive expression upon some one topic, it will be well to make an outline co-operatively. This will lead to fuller de- velopment of the topic and to proper order of time and event. The outline is a valuable aid in all oral invent- ive work and practically necessary when the topic is continued over two or more language periods. 9. There can be no question of the greater spontaneity in inventive oral expression over oral reproduction of Fifth Grade pupils. The personal element is now be- coming predominant in the child's life and the new tide of spontaneity, becoming evident in the Fifth Grade, has its origin in the child's expanding personality and his consciousness of the acquisition of power in self- expression. The activity should be his, guided by the teacher's suggestion. Passivity becomes more and more the teacher's role. IV. WRITTEN EXPRESSION. Provided the proper preparation for written expression can be secured by a proportion of two oral lessons to one written lesson, the proportion of the written work may now be made one-third. This proportion, however, should be gradually ap- 134 FIFTH GRADE proached, determined by the teacher's judgment of the pupils' proficiency in written expression. Oral expression should be part of every day's language period; written expression re- stricted to comparatively shorter portions of three or more periods a week. ^.jT^ { Eeactions from ^^ A" II and IV. VY KITTEN KePRODUCTION I^t^ ij. j. £ r\ ^ t^ i ^' ] Resultant of Oral Reproduction. Outline. 1. Independent paragraphing; assistance if required. 2. Relation of sentences and the topic sentence studied in model printed paragraph. 3. Pupil's approximate proper use of standards established, 4. Relation of paragraphs studied by observation. 5. Co-operative outlines limited. 6. Short written papers of three or four paragraphs. 7. Value of fundamental work to later progress. 8. Written reproductions based on oral. 9. Caution in appropriating words and phrases of the orig- inal story. 10. A few only of the oral reproductions chosen for written work. 11. Division of reproduction among several groups of pupils or over several days. 12. Recognition due complete reproductions. 13. A pupil's reproduction used as model. 14. Review of stories of former grades. 15. Habits of self-helpfulness. Syllahus. 1. Independent paragraphing should be required of the pu- pils in all their written papers. This requirement was first made toward the close of the Fourth A. Some assistance to individual pupils will still be necessary. 2. The proper relation of sentences to the leading- thought in a paragraph should be studied; the topic 135 ENGLISH sentence will supply the leading thought of the paragraph. The relation of sentences and the use of the topic sentence should be studied in model para- graphs of the readers or other books, in model repro- ductions and in other written papers of pupils who have succeeded in developing good topic sentences and maintaining the relation of sentences in a paragraph. 3. The class as a whole will not be able, in all cases, consist- ently to practice the correct use of topic sentences and the proper relation of the sentences in a paragraph. The teacher should hold the ideal before the class and cautiously criticize the written work for these two ob- jects. 4. The study of the relation of sentences leads to the study of the relation of paragraphs to each other. The utmost care should be exercised in requiring pupils properly to relate their paragraphs in their written practice. The relation of paragraphs should first be approached by observation of paragraphs in readers, etc. A good model prepared by a member of the class will set a standard for other pupils. 5. The co-operative outline will be the pupils ' guide in study of relation of paragraphs in their written work. The outline should not be involved — two or three main topics with two or three related sub-topics. 6. The written papers should not be long. The use of a co- operative outline, the use of a topic sentence, the proper relation of sentences in paragraphs, and the proper se- quence of paragraphs, must be secured in comparative- ly short papers of three or four paragraphs before this work can be extended to longer papers in the upper grades. 7. Pupils will only gradually realize the ideals which they study in the printed form and which the teacher places before them, but it is all-important that the foundation should thus be laid toward an ultimate realization of plan and outline, logical order of thought and proper 138 FIFTH GRADE relation of sentences and paragraphs. Such a realiza- tion will never be the result of blind chance or mere imitation on the part of pupils, but of intelligent in- struction by the teacher and consistent effort by the pupil. It should not be wholly discouraging to either because instruction and effort must be persistent. 8. Written reproduction of stories assigned to this grade and of topics selected from the Geography and History and other subject-matter of the grade, should follow previous oral reproductions carefully worked out and repeated, if necessary, until the content is perfectly familiar. If an outline is developed in the oral work, it should become the basis of the written reproduction. New and difficult words may be placed on the black- board: 9. Appropriation of the vocabulary and phrases of the original should be allowed in part, but it should not be permitted to the extent of appropriating whole sent- ences. 10. It should be sufficient to reproduce on paper a few only of the oral reproductions, the choice being determined by the interest in and familiarity with the content shown by the pupils in the oral reproduction. Thorough knowledge of the subject in hand before any writing is done will make the written reproduction absorbingly interesting and will increase fluency of expression. 11. If the written reproduction is liable to occupy too much of the language period, several groups of children should each contribute a part of the reproduction or the repro- duction should be continued over several days. The whole reproduction will thus be the result of several groups of pupils, each contributing a part, or it will be the result of several lessons. The frequent writing of good, clear-cut sentences in one or two paragraphs is of as much importance as the longer and more formal written reproduction. 137 ENGLISH 12. After this continuous effort recognition should be given to the best complete reproductions by having them read to the class. One reproduction carefully de- veloped will bring a greater degree of satisfaction and pleasure than several reproductions only casually at- tempted. 13. Occasionally the teacher' should select a well-written reproduction upon a topic treated independently by the pupil, or in common with the class, to fix a standard for the emulation of other pupils. This may also be written on the blackboard for class criticism and correction. 14. Occasionally pupils should write reproductions of stories read in preceding grades a^ter the story is orally reviewed. Such an exercise will bring into prominence the advance which the class has made over previous efforts. 15. Pupils should now form the habit of looking over their written work before handing it in; they should make definite suggestions upon the work of others; they should examine carefully the corrections made by the teacher, rewriting the paper if necessary. ^ „ T ( Eeactions from ''A'' L .III. and IV. 2. Written Invention. ^ t> i^ ^ p /-, i t 1- / Eesultant of Oral Invention. Outline. 1. All forms of expression contributing to written invention. 2. Short daily assignments ; the right moment for invent- ive writing. 3. A few formal papers. 4. Written invention based on oral invention. 5. Available sources : conversations, filling-in of stories, descriptions and narrations, pictures, elaboration of the sentences. 6. Occasional impromptu writing. 138 FIFTH GRADE 7. Cooperative outlines embodied and vitalized. 8. Work extended over several days gains by lapse of time. 9. Habits of self-helpfulness. 10. Filing of a few papers of each pupil. Syllabus. 1. Reproductions oral and written, oral inventive expres- sion, the development of topics by conversation, report of investigations and class discussions are means to- ward more perfectly ordered original work. 2. Assignments .in written invention should not demand prolonged effort from the pupils. Their inspiration will come from the sources mentioned above; but too sustained an effort will result in loss of enthusiasm and the interest so essential to fluency and spontaneity. There should be many, almost daily short exercises while the interest is keen. The right moment for inventive writing should be looked for and employed before the desire to write on the topic passes to a new interest in another field. 3. The material gathered in the daily practice may often furnish the subject-matter for long and more formal papers. A few such papers during the term should be sufficient to create the impression of an actual achieve- ment. Proficiency and fluency of expression are more liable to result from daily practice of a few sentences in one or two paragraphs. 4. Written invention should invariably be based upon pre- vious oral work. The same sources will supply subject- matter. Only a portion of the oral work should be chosen for a permanent record in writing. If the orig- inal sentences given in oral exercises have been writ- ten on the blackboard, corrected and arranged for order of sentences and paragraphs, such work could be copied by all pupils. 5. Among other sources the following are always available : the topics developed by conversation, class report 139 ENGLISH and discussion; the filling-in of a story suggested by one or more introductory paragraphs and original stories told in the oral inventive exercises ; description of places and persons known to the pupils ;relating of incidents of pupils ' every day life ; matters of local or current interest; description of their interests outside of school; stories and descriptions based on pictures; and the elaboration of a topic sentence into a para- graph. There is hardly any device more apt to pro- duce a good paragraph than the elaboration of topic sentences which actually contain material for para- graphs. 6. Oral development of the subject in hand should almost invariably precede a written paper. Occasionally the teacher may wish to have the pupils write quickly upon some subject already so well known that it does not require oral preparation. 7. The use of co-operative outlines will be necessary when the assignments exceed one paragraph or two short paragraphs. Outlines previously developed in oral ex- pression may now be embodied and vitalized by filling in the outline in the written paper. 8. Such work may be extended over several days. Pupils gain something by having the piece of work on hand for a while. The habit of giving time and thought to any genuine work is worthy of cultivation. Respect for the work comes if it is done with faithfulness. At the end^ another actual achievement has been made. Such a plan does not interfere with the daily practice of a few sentences in one and two paragraphs ; it merely means that the daily limited practice is applied on successive days to the elaboration of the same subject. 9. Pupils should continue the habit of criticizing and cor- recting their own written papers. The co-operative outline and the habit of self-criticism are valuable fac- tors in developing the pupils ' power of self-help. What they can do for themselves the teacher should never do 140 FIFTH GRADE for them. Confidence on the teacher's part in their ability to help themselves will nltimately culminate in independent criticism on the part of the pupils. 10. A rough draft and a completed paper by each pupil from the beginning, the middle and the end of the term might be kept to show progress and to convince the pupils that there has been an advance in their power of self-ex- pression. ?. Lettek Writing. Outline. 1. Letters of friendship continued. 2. Fifth B : Answers to advertisements. 3. Fifth A : Simple business letters. 4. Plans for development work. 5. Incentives for letters of friendship. 6. Accuracy and neatness in business letters. Syllabus, 1. The friendly letters of the Fourth Grade should be con- tinued, with attention to heading, salutation and clos- ing, to the superscription of the envelope and to sen- tence and paragraph structure in the body of the letter. 2. Fifth B : Answers to advertisements will serve as the beginning of business letters of the Fifth A and Sixth Grade. Model letters should first be dictated to give the proper forms. 3. Fifth A : Answers to advertisements should be continued and business letters of a simple nature should be begun. Dictation exercises will furnish models for imitation. 4. In both the B and A Classes model letters of each kind should first be dictated in complete form ; then the body of the letter dictated, the pupils giving the proper letter forms; or the heading, salutation and closing may be dictated, the class adding the letter itself. Oral pre- 141 ENGLISH paration of the content of the letter should usually precede the writing of the complete letter . 5. In letters of friendship it will be found profitable to allow the class to relate, describe or explain from the point of view of another, e. g., a character in a story or a person on his travels. Questions from other pupils or from the teacher may be answered in a letter. Let- ters may be written to' parents or friends, to pupils of another grade, to pupils of another school in this city or elsewhere, to the teacher in reply to a letter from her. These and other incentives to letter-writing will give the motive without which letters written in school lose their reality and vitality. 6. Letters in answer to advertisements and business letters will easily supply their own incentive, if both destina- tion and content of the letter are definitely assigned before writing is begnin. Accuracy and neatness are essential business requirements in these letter forms. C. Technicalities of Expression (One period a week, in proportion, devoted to technical work. Instruction given when occasion demands and when di- rectly applicable). . L ARRANGEMENT. 1, A and B Classes : The simple statements allowed in preceding grades should now become definite clear-cut sentences. Pupils should recognize sentences as declarative (state- ment), interrogative (question), imperative (command) and exclamatory (exclamation). Teachers may at their option allow pupils to use complex sentences, but no study of the complex sentence should be attempted. Fifth A : Pupils can now be taught that the sentence has two parts, subject and predicate. They can learn to separate these parts from one another in complete sentences, and they should now be given drill in selecting the subject and 142 FIFTH GRADE predicate. This knowledge of sentence structure is essen- tial to the criticism which the pupils are asked to pass upon their own written work, and will much facilitate the teacher's work in correction of the pupils' faulty sentence formation. This division of a sentence into subject and predicate should not be included in a term test. A and B Classes : Independent use of a paragraph is required of all pupils, with such assistance as is necessary from the teacher to the individual pupil. The elaboration of a topic sentence into a paragraph makes clear the relation of sen- tences to one central thought in each paragraph. Writing from an outline develops the sense of relation of para- graphs. The relation of the printed paragraphs should be more fully noted in readers, etc. It will also be profitable exercise to select the topic sentences from printed para- graphs. A and B Classes : The cooperative outlines should be simple and brief. Two or three main topics with two or three sub- topics under each main topic should be sufficient require- ment in this grade. This may be extended in the Fifth A to four main topics. Pupils should look upon the outline as a means of help in their own oral and written expression. The objection to the wholesale use of the outline is that it weak- ens the child's power to hold together as a whole the parts that compose a subject. This power of attention and of sus- tained thinking should be cultivated by frequently omitting the outline in the shorter forms of oral and written expres- sion. However, in the longer efforts the outline becomes rather an aid to the development of power of attention and sustained thinking. Every form of discourse must be or- derly and must have arrangement ; order and arrangement imply some plan of the whole. The teacher need not hesitate to give the pupils the outline, particularly when the order of main topic and sub-topic is too involved for the pupils to see the relation. Furthermore, the teacher should not hesitate to ask for impromptu, short w^ork in oral and written expression, as exclusive drill 143 ENGLISH and routine in the use of outlines impedes fluency and leads in time to purely mechanical writing. 4. A and B Classes: Keview of letter forms and envelopes in letters of friendship. Business forms for answers to ad- vertisements in Fifth B and simple business letters in Fifth A. 5. A and B Classes : The headings and margins in written pa- pers should be insisted upon in all written work. See Third Grade A syllabus for the forms. See Fourth Grade syllabus for the suggested use of the line drawn between answers to questions and problems in arith- metic. II. TECHNICALITIES OF LANGUAGE. Fifth Grade B. 1. Capitals. a. Proper names in Geography and History afford excellent drill for review. ^ b. Eeview of titles and names of Deity. 2. Punctuation. a. Eeview of all preceding grades. b. Comma to mark off clause and phrase when out of their natural order. 3. Abbkeviations. a. Abbreviations in Geography and Arithmetic. b. P. S., A. M., P. M., M. D., D. D., and other common de- grees. 4. Pkepakation for Dictionaey Work. a. Eeview of accent marks, hyphen and syllabication marks. b. Eeview of diacritical marks of Fourth Grade and extend- ed to three or more sounds of each vowel. c. Arrangement in alphabetical order of familiar words having unlike initial letters. 144 FIFTH GRADE Fifth Grade A. 1. Capitals. a. Review of Fifth B. 2. Punctuation. a. Review of Fifth B. b. Comma in series of words. 3. Abbreviations. a. Review of Fifth B. b. U. S. A., abbreviations for States. 4. Preparation for Dictionary Work. Repeat work of Fifth B. III. DICTATION AND WRITING FROM MEMORY. A and B Classes : Dictation may be used to furnish models in simple and complex sentence structure; in the elaboration of a paragraph from a topic sentence and the relation of sentences to the central topic ; in letter-writing ; in the devel- opment of a written theme based upon an outline; and in the practice and testing of the use of technicalities. New and difficult words should be placed on the blackboard. Dictation develops power of sustained attention and con- centration ; repetition of dictation destroys this power. Dis- tinctness and clearness on the teacher's part are essential. Dictation serves a double purpose when it is employed to produce quiet in a nervous and restless grade. Pupils can correct their own work when the dictation is taken from books in the hands of all pupils, or when placed on the black- board. . Poems, quotations and other selections, committed to mem- ory, afford practice in the use of capitals and punctuation marks when written from memory. IV. CORRECT USE. (In course of preparation.) 145 ENGLISH Sixth Grade (When distinctions are made between the work in the B and A Classes they are inchided in separate paragraphs, head- ed by the captions — Sixth B and Sixth A.) A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. Introduction. The Sixth Grade Child is not distinctly different from the Fifth. Individuality just awakened is growing — slowly the chil- dren are realizing that they live in a world governed by laws — studying cause and effect gives opportunity for the generaliza- tion of these laws. Competition now is strong — boys especially are now beginning to be interested in organizations among themselves. This is the age of friendship forming. 1. Personal. A. Home Life. 1. How should a house be planned to make a good home? 2. How should a family be conducted to make a good family? 3. What is my place in our home ! a. Smaller children. b. Mother, etc. 4. What is my favorite way of spending my vacation? a. Summer. b. Christmas. 5. Products (tea, etc.) brought into the home related to Geography. 146 SIXTH GRADE 6. The relation of the City to the home — plumber — gas man — milk man, etc., related to civic outline. 7. How I spent Saturday. 8. How I spent Sunday. B. School Activities. 1. Track meet at Armory. 2. Rules governing a Boys ' Athletic Club. 3. Rules governing a Girls' Athletic Club. 4. Who is my friend? 5. What must I be to be a good friend? 6. Description of a favorite game. 7. Of what value is Arithmetic (or any other subject) to me? 8. My favorite character in History, Literature, etc. 9. Plan a program for Assembly. 10. Manual Training suggests valuable material for language. a. Manufacturing of tools, nails. b. Best tool firms — why? c. Costs of shop equipment. d. History of development and growth of manual training. e. Why we have Manual Training in school. 11. Sewing gives equal opportunity. 12. Holiday celebrations. 13 What do my tests mean to me? 14. A birthday of a noted a. man. b. woman. These may be related to literature, history, music, na- ture study (scientists). Selected when other outlines are ready. 147 ENGLISH C. Street Incidents. 1. Fire (See special outline). 2. The Story of the Messenger Boy. 3. What the police force means to the city. 4. Street cars. Cost, making of — what good service means to the city. How to get on and off, etc. 5. Why I am (or should be) a member of the Humane Society. Special emphasis upon the horse. a. Bit. b. Docked-tail. c. Sharp shod. d. Heavy loads, etc. 6. How to treat frightened or ugly horses. 7. What I can see from a window at home. 8. Describe a show window. What did you like about iU How could you improve it? ,9. The ambulance. How it serves the city. 10. Advantages and disadvantages of boys under 14 years selling papers. 11. Eules governing driving of horses, standing of horses, autos, etc. (Many boys who go to work start out with driving horses). D. Child's Knowledge and Ohservation of Nature. See Nature Study Outline. 2. Social. Child's Environment and Relation to Society and Hu- manity. Since at this age pupils are having more social experi- ence we can here give work in Language that will 148 SIXTH GRADE be the outgrowth of purely social experiences. 1. Sleighrides. 2. Sports at parks, etc. 3. Behavior : What it is to be a gentleman. What it is to be a lady, etc. 4. Programs for entertaining either at home or at school. 5. Our duties to our guests. 6. Invitations. 7. Replies to invitations. 8. Upon making calls and returning them. 9. The theater. 3. Industrial. Child's Knowledge and Observation of Industries — a. See Manual Training, Geography, Sewing Outlines. b. Eequirements for School Record and Work Permit; health requirements for Work Permit. 4. Civic. See outlines in Civics and Geography. II. LITERATURE. 1. Poetry. Sixth Grade B. Poems to be memorized. (A minimum of three each term.) Do not use poems assigned to a higher grade. My Native Land (Scott) 16-276 Consider (Rosetti) 1-138 The Daffodils (Wordsworth) 2-13, 16-79 The Flag Goes By (Bennett) 16-324, 40-71 Hohenlinden (Campbell) 2-21, 40-163 Night Quarters (Brownell) 16-329 On the Grasshopper and the Cricket (Keats) 16-114 The Charge of the Light Brigade (Tennyson) 16-537, 40-174 149 ENGLISH Battle Hymn of the Republic (Howe) 16-331 America '(Smith) 39-61 The Watch on the Rhine (Schnecken burger) 40-132 The Star Spangled Banner (Key) 40-310 0, What is So Rare as a Day in June (Lowell) 50-107 The Landing of the Pilgrim Fathers in New England (Hemans) 40-38 Woods in Winter (Longfellow) . 7-10 March (Bryant) 39-285 Work (Gary) 39-233 Poems to be read by the children, or to the children. Read and interpret all poems in the list to be memorized and as many as possible of the following: Columbus (Miller) 16-301 Corrina's Going a-Maying (Herrick) 16-197 King Robert of Sicily (Longfellow) 7-267 For A'That and A'That (Burns) 2-69, 40-82 How They Brought the Good News from Ghent to Aix (Browning) 40-84 Paul Revere 's Ride (Longfellow) 7-255 The Lighthouse (Longfellow) 7-131 The Bell of Atri (Longfellow) 7-308 Parts from Hiawatha (Longfellow) 7-140 Lord Ullin's Daughter (Campbell) 2-211 The Sailor's Wife (Mickle) ^2-135 Song of Marion 's Men (Bryant) 2-99 Sixth Grade A. Poems to be memorized. (A minimum of three each term.) Do not use poems assigned to a higher grade. Bugle Song (Tennyson) 40-199 A Day of Sunshine (Longfellow) 7-249 The American Flag (Drake) 40-285 Hail, Columbia (Hopkinson) 40-283 Old Ironsides (Holmes) 16-312 The Destruction of Sennacherib (Byron) .16-548 Home They Brought Her Warrior Dead (Tennyson) . .2-27 Ye Mariners of England (Campbell) 2-163 150 SIXTH GRADE Abou-Ben-Adliem (Hunt) ' 40-73 Woodman, Spare That Tree (Morris) 40-61 The Northern Seas (Howitt) 16-226 The Cavalier (Scott) 3-230 Poems to be read by the children, or to the children. Read and interpret all poems in the list to be memorized and as many as possible of the following: The Burial of Moses (Alexander) 16-504 The Legend Beautiful (Longfellow) 7-326 Minnows (Keats) .16-45 To the Grasshopper and the Cricket (Hunt) 16-115 Ruth (Hood) 40-104 Lady Clare (Tennyson) 40-92 The Builders (Longfellow) 7-134 The Wreck of the Hesperus (Longfellow) 7-17 King Solomon and the Ants (Whittier) 52-120 The Ship of State (Longfellow) 7-129 Ladder of St. Augustine (Longfellow) 7-230 The Boy and the Angel (Browning) 2-118 The Stars (Proctor) 2-101 2. Prose. Stories and Literature Selections. Sixth Grade A and B (a choice of one long or two or more short literature selections each term). Do not use selections assigned to a higher grade. The se- lections for which no reference to the English Library is made are long stories which should be read by the class from sets of books. The shorter ones are for reproduction and conversation exercises. For others, see lower grades. Beginning Life in Philadelphia (Franklin) 37-249 The Four Clever Brothers 35-64 Hans in Luck 35-69 The Image and the Treasure 53-43 The Monk and the Bird 53-78 Stories of American Statesmen The Rose and the Ring (Thackeray) 151 ENGLISH The Forsaken Merman (Matthew Arnold) Undine (Fouque) Baby Bell and the Little Violinist (T. B. Aldrich) William Tell (Schiller) The Little Lame Prince (Martineau) The Great Stone Face (Hawthorne) Eip Van Winkle (Irving) Robin Hood Stories from Chancer Stories from Spenser Stories from the Sketch Book (Irving) Birds and Bees (Burroughs) King of the Golden River (Raskin) Snow Image (Hawthorne) Daffy-Down-Dilly (Hawthorne) Wonder Book (Hawthorne) Horatius at the Bridge (Macaulay) The Coming of Arthur (Tennyson) 3. Grade Libraries. The development of a taste for good literature and the foundation of the habit of reading are conditioned upon continued and persistent efforts toward these ends through the grades. The books of the grade library and lists of books suitable for Sixth Grade pupils should be kept in the focus of the pupils' attention. Many homes will appreciate the teachers 's recommendations of suitable books for presents to the children. Personal ownership of a few books at this age in the pupils' lives kindles the desire to possess more. A reading habit and a nucleus of a personal library established during the years of elementary school, give positive assurance of a growing library, and, consequently, the self -culture of its owner after leaving the school influ- ence. 152 SIXTH GRADE The personal interest of the teacher in the pupils' reading will be in many instances the determining factor in che- ating the habit of good reading. The teacher's highest contribution toward the training of her pupils will be the wise direction of their reading into the channels of good literature. The teacher who brings this influence into the lives of her pupils will be gratefully remembered by them in later years. Frequently a language period should be set aside in which pupils may talk informally and freely concerning the books they have read. They may relate portions of the plot, the scene of the book, the age of which it treats, its main characters, whether it is historical, fiction, bi- ography, travel, etc. Outside reading furnishes an in- exhaustible source of material for oral and written ex- pression. In all instances pupils should give the author, that in time they may have a feeling of personal friendship and at- tachment for favorite authors: III. PICTURES. Picture study should correlate with other outlines at hand. IV. OTHER SUBJECTS OF THE GRADE. As a source of thought material for language purposes the thought-producing studies now become surplus riches. History, geography, nature study and other subjects in this grade are such broad and many sided subjects that great freedom of choice among innumerable and attractive topics is offered. All kinds of topics in narration, description, exposition and even argument are given in profusion. Topics selected from these sources are natural and easy cen- ters of thought. The content is clear ; ideas come readily to the 153 ENGLISH pupiPs mind; and some of the language difficulties have already been overcome. The language lesson has its own special require- ments to meet. Removing any unnecessary difficulties as to thought content leaves the mind free to struggle more effectively with the special difficulties in the form of expression. Employing material already developed is a double economy ; it supplies material for expression ready at hand and enriches the other subjects. Topics selected from these sources should be elaborated and specifically assigned to add the fresh interest essential to good expression. (For suggestions as to the use of this material, see ''Con- versation and Recitation '' of this grade.) B. Reactions from Thought Material — Expression Introduction. The child's development is a continuous development — en- larging rapidly at times, but never so rapidly as to break the continuity, hence the necessity of continuing the work of former grades as welbas meeting the sfjecific requirements of this grade. By the end of their sixth school year pupils should have well-established habits in the matter of form and arrangement, in the use of sentences and the paragraph, in elementary punctu- ation and capitalization and in other mechanical elements of ex- pression. They have been trained in the use of the cooperative outline and have learned, in some degree, the habit of orderli- ness in their work. Their power of self-helpfulness has been in- creased through personal investigation of subject matter and the habit of criticizing their own written work before sub- mitting it. Familiarity with the mechanics of expression and self-confi- dence in their use pave the way for a new tide of spontaneity, becoming evident in the Fifth Grade and reaching its height in the Sixth Grade or early Seventh — before the age of self-con- sciousness coincident with the adolescent period is reached. Ex- pression both oral and written should now exhibit a growth in fluency. 154 SIXTH GRADE But it is equally important that the steady drill of the Fifth Grade upon the mechanics of expression should be continued. Otherwise the gain made will be lost and cannot be carried over into the Seventh and Eighth Grades. I and II. EXPRESSION THROUGH COLOR AND DRAMATIZATION. III. ORAL EXPRESSION. 1. CoNVEESATiON AND Recitation : Rcactious from " A " I and IV. Outline. 1. Conversation continued in upper grades for two pur- poses. a. Oral preparation for more sustained efforts in oral invention. b. Emphasis upon relation of expression in other reci- tations to expression work in language. 2. Conversation includes questions and answers, investiga- tions of topics, reports and discussions. 3. Development of topics by pupils. A suggested plan for the successive steps from preliminary conversation to final written invention. 4. Elaboration of topics from other studies. 5. Beginning of reference studies. 6. The teacher — the passive agency; the printed page in the hands of pupils — the active agency. 7. Definite assignments to individual pupils or groups for investigation or reference study. 8. Habit of good expression continues through all recita- tions. 9. Corrections incidental, or reserved for language period. 155 ENGLISH Syllabus, 1. Conversation is continued in the upper grades for two purposes. a. It affords oral preparation of subject-matter for the longer and more sustained efforts in oral in- vention. Conversation contributes to oral invention; and both, in turn, furnish material as the basis of work in written invention. b. The sub-division ^^Conversation" in the course of study is now changed to * ^ Conversation and Reci- tation '^ to emphasize the natural relation of ex- pression in other recitations to expression work in language. The recitation periods of other subjects should now be formally included with language work. 2. A topic is not now selected with the sole aim of a conver- sation lesson. When subject-matter requires prepara- tion for oral or written invention, the preparation will partake of the nature of conversation, question and an- swer, investigation by the pupils, report of the investi- gation, and a class discussion of the report, all of which properly belongs to this section of oral expres- sion. 3. Whether the topic selected is from the experience of the pupils or from the subject-matter of other school stu- dies, pupils should be required to investigate the topic for themselves; their present information forms a foundation upon which to build. a. The topic should be talked over in class to bring forth the pupils' contributions to its development, to show them that they already know something of the subject and to arouse a desire to know more. b. Then the investigation will throw more light upon the topic. c. A lively oral discussion will be stimulated which adds much to interest and clearness. 156 SIXTH GRADE d. New ideas have thus been gathered. The material has been arranged and the topic is developed — ready for use in the longer effort in oral invention' e. Finally there comes an eagerness to write about the topic because the pupils have made the delightful discovery that a good deal might be written. 4. In dealing with topics from other subjects of the course of study, it will usually be necessary to extend the topic beyond the development in the other lesson. This as- sures that interest is maintained. The topic should be definitely limited, e. g., pupils may be required to gather together by investigation facts and items of interest re- garding some one city, one river, one production, one historical event, one historical character or one epoch of history, etc. 5. In History and Geography there should now be the begin- nings of reference studies — the more formal and valu- able form of personal investigation. The reports of the pupils' reading mil furnish good expression exercises. Reference work gives genuineness to both History and Geography. 6. The teacher should become more and more the passive agency in school work as the grades advance; the subject of study, particularly the printed page, should become the active agency in the hands of the pupils. 7. The teacher will find it wise to assign definite items for reference study or investigation to each pupil. Assign- ments in general to the whole class will bring results from only part of the pupils. Assignment of different items to individual pupils, or separate groups of pupils, secures the co-operation of all the class. 8. The practice of good expression must be sustained through all recitations, if it is ultimately to become fixed as a habit! What has been gained in the language lesson is sure to be lost unless the effort is continuous through all recitations. Pupils should learn that dur- 157 ENGLISH ing the entire school day their statements should be clear-cut, complete and definite. The teacher should seldom supply part of the pupil's answer or statement. 9. Corrections of violations of good English in other reci- tations should be incidental, or reserved for notice in the English period, to prevent interruption in the con- tinuity of thought and development. 2. Oral Eeproduction : Eeactions from ^^A" II. and IV. Outline. 1. Stories gradually replaced by selections from literature. Both used in Sixth Grade. 2. Topics from readers and other subjects of the grade. 3. Successive steps in oral reproduction. 4. Co-operative outlines in longer reproductions. 5. Independent reproductions from outlines. 6. Pupils' criticism of one another's reproductions. 7. Appropriating words and phrases of the original — a caution. 8. Short reproductions from one reading for concentration. 9. Description should exceed narration; some exposition. 10. Reproduction should decrease in proportion as invention increases through upper grades. Syllabus, 1. As the pupils' minds are more and more freed from me- chanical difficulties, through the steady drill of the Fourth, Fifth and Sixth grades, the emotional side of literature makes a stronger appeal to them as a basis of work in oral and written expression. Hence the exclu- sive use of stories of former grades is replaced by a gradually increasing proportion of longer selections from literature. Stories with clear, definite plots or clear character portrayal should continue to be used; but with these there should also be given longer selec- tions from literature. (See ^^A" II.) 158 SIXTH GRADE 2. Another source of material for oral reproduction is to be found in the Readers of the grade. When topics are selected from other subjects of the course of study but not elaborated in the language lesson, they also become lessons in oral and written reproduction rather than inventive expression. 3. Before an oral reproduction is called for the story or selection may be told or read in one lesson, repeated or discussed in another, and reproduced in a third les- son by several pupils and finally by one pupil, if not too long. The reproduction may be repeated at a subse- quent lesson when greater proficiency in the use of language may be insisted upon, as the content is then perfectly familiar. 4. In the longer reproductions closer attention should be given to the logical arrangement of the material in the story or selection of literature to be reproduced. Co- operative outlines will aid the pupils to grasp the thought as a whole and to reproduce its parts in logical order. Reading lessons, stories or selections from literature, may be studied to get the main thought or topic sen- tence of each jjaragraph. Finding such topic sentences (with sub-topics added) gives pupils an opportunity to co-operate in the making of the outline. 5. Pupils should reproduce independently with the aid of their outlines and without the interruptions of the teacher's questions. Dependence upon the teacher in reproduction should be wholly discouraged. Later in this grade and in the Seventh and Eighth the outline ' should no longer be co-operative, but left to the inde- pendent development of the pupils. 6. Pupils should not be wholly dependent upon the teacher for suggestive criticism. They should in oral reproduc- tion criticize one another's reproductions and offer suggestions for improvement. 159 ENGLISH 7. Their growth in vocabulary, power of expression and correct use is still dependent upon the imitation of good models. The most potent factor in this imitation is the living model of the teacher's expression. Pupils should, therefore, continue to appropriate the words and forms of expression of the original story or selec- tion. A caution must be observed in this imitation. Whole sentences and paragraphs should not be appro- priated, as thereby the pupils may be brought to a state of helplessness in self-expression. 8. To train pupils to close attention and concentration short stories should occasionally be read once, and only once, and the pupils required to reproduce them orally. 9. Eeproduction affords scope for narration of plot and description of scene, character and life of characters in story or literary selection. Narration and descrip- tion should be distinguished; and pupils should con- sciously reproduce for one or the other. Description should be in greater proportion than narration. Some simple work in exposition may be given where the re- production permits. 10. Eeproduction should decrease in amount as the grades advance and inventive expression increase ; both forms should be continued throughout the elementary school, reproduction gradually giving place in proportion to the higher forms of expression — oral and written in- ventive expression. o r\ T ( Eeactions from ^^A*' I, III and IV. 3. Oral Invention: < -d ia. 'j. x^ r^ ^• I Eesultant of Conversation. O'litline. 1. Eelation of conversation, oral invention and written in- vention. y 2. Some topics chosen not previously worked over. 3. Eeview of well-prepared topics basis of sustained oral expression in presence of others. 160 SIXTH GRADE 4. Eesults crude and unsatisfactory — tliese are preliminary to ultimate power. 5. Self-possession — self-poise — self-respect — are issues of this training. 6. Plans for oral invention. a. Original stories. b. Filling-in of stories. c. Adding plot or scene to story reproduced. d. Elaboration of topic sentences. e. Pictures. f. Mental pictures from suggestive phrases. g. Amplification of proverbs, fable or newspaper head- ing, h. Elaboration of topic from History, Geography, Na- ture Study, etc. 7. Eeference to Fifth Grade syllabus for treatment of top- ics, known, partly known and unknown — caution against superficiality. 8. Pupils' widening lives find greater spontaneity in in- ventive expression. Syllabus. 1. The work in development of subject-matter in the con- versation and recitation sections of this syllabus con- tributes directly to the more sustained effort of oral invention. Ideas have been gathered by conversation, investigation, report and discussion and it remains in oral invention to arrange this material, ready at hand, into a co-operative outline from which pupils give oral- ly a connected and continued treatment of the topic under discussion. This oral practice in inventive or original expression becomes the basis for a later lesson in written invention. 2. Topics selected for oral inventive work not previously worked out in a conversation period should be used for short efforts in oral expression, usually to be inter- 161 ENGLISH rupted by the teacher's suggestions or by the pupils' criticism of each other. Outlines should be omitted. 3. Eeview of well-prepared topics is best adapted to the longer and more sustained efforts in oral self-expres- sion in the presence of others. The co-operative out- line is essential to furnish the aid and guidance the pu- pil requires. Hesitation and stumbling are not as liable to result when the pupils are perfectly familiar with their topics. Training in speaking freely and forcibly before others will in time banish the nervous fear which impedes many in any effort of self-expression before an audience large or small. 4. The results will be crude in the Sixth Grade and unsatis- factory to the mature judgment of the teacher, but the attempt assures a beginning toward an ultimate com- mand of a composed, pleasing and forcible manner of speaking. Frequently where this ability is lacking, it is due to the fact that these first efforts were not en- couraged because of their crudeness and immaturity. 5. Self-possession, self -poise, and self-respect are results of this training which are beyond question worthy of every effort made and all the time spent in the work of oral invention. Pupils should be taught to stand before the class, erect in bearing, to speak clearly and freely and to develop their topic in accordance with the co- operative outline. If some degree of confidence in oral inventive expression is established before the self-con- scious age of adolescence, pupils will be carried over this inhibitive period. 6. The following devices will be found helpful : a. Original stories wholly invented by the pupils, if they show the power to do this. b. Original stories based upon filling-in of one or more introductory paragraphs read by the teacher. c. When a story has been reproduced pupils add some- thing of their own invention as dialogue, additional scenes or amplification of plot. 162 I SIXTH GRADE d. Expanding a topic sentence into one paragraph, e. g., To have done the right thing was a great comfort to him. This topic sentence will suggest an inci- dent and may be expanded into a paragraph. e. Pictures translated into a language story. v f . Mental pictures synthetically produced by suggestive words and phrases, e. g., the teacher may write up- on the blackboard the following, the children tell the story suggested and give their mental picture a name : A winding river — tree covered river banks — wide stream — boats of pleasure — ^vessels of com- merce — ^wharfs along the river banks — the river's value to the community. g. Amplification may also take the form of enlarging upon a proverb, a fable or a newspaper heading. h. The elaboration of a topic chosen from the Geogra- phy, History, Nature Study or other subjects of the course of study. 7. Teachers are referred to the Fifth Grade Teacher's Syl- labus for the treatment of the three classes of topics — known, partly known and unknown, and the caution against superficiality. 8. As pupils advance through the grades personality ex- pands and contact with the world about them widens their experience; their consciousness of growth of power in self-expression develops with their lives. Hence greater spontaneity and freedom of expression are to be found in inventive expression than in repro- duction. Inventive expression affords the outlet for new impressions. ly. WRITTEN EXPEESSION. The power of children to comprehend and to express them- selves orally should, and always will, exceed their power to ex- press themselves in writing. At all stages of their advancement 163 ENGLISH their ability in oral expression should always be in advance of their ability in written expression. The development of lan- guage power is more rapid throug*h oral expression. Hence, even in the Sixth Grade, it should exceed in proportion the amount of work attempted in written expression. The propor- tion should be at least two-thirds oral work to one-third written. Oral expression will be part of each day's program in lan- guage and other subjects. Written expression should be re- stricted to comparatively shorter portions of the periods and " should be called for when oral work has prepared the way for written expression. ^ T\T -D \ Reactions from ^^ A" II and IV. 1 . Written Reproduction : < -r^ u. i. £ r^ i -o j^- ( Resultant of Oral Reproduction. Outline, 1. Independent paragraphing required. 2. Relation of sentences in a paragraph; the topic sentence and the relation of paragraphs studied by observation. 3. Use well-written paper as class standard; pupils' prac- tice and established ideals do not necessarily conform. 4. Need of persistent instruction and practice. Tasks as- signed to meet growing power of pupils. 5. Cooperative outlines; pupils take greater share; out- lines omitted in short reproductions. 6. General plan for written reproduction. 7. Sources of written reproduction. Limited number of oral reproductions given for written w^ork. 8. Reproductions divided in parts among pupils; frequent writing in short reproductions. 9. One complete reproduction every four or five weeks. 10. Pupils' habit of correcting their own papers before sub- mitting them should be rigidly maintained. 11. One period a week given to individual help as pupils write. 12. A special aim in language forms fixed for each lesson. 164 SIXTH GRADE 13. Exercises in sentence structure. 14. Establishing a class room standard. Syllabus, 1. Independent paragraphing should be required of all pupils in every written paper. 2. The proper relation of sentences in a paragraph to the leading thought, the use of the topic sentence which con- tains the leading thought and the proper relation of paragraphs to each other should be studied by observa- tion of model paragraphs in readers, grade library books, supplementary books, selections of literature, etc. The written papers of the pupils should also be fre- quently reviewed for the purpose of giving attention to the relation of sentences and paragraphs * and to the use, in some degree, of the topic sentence. 3. Occasionally a written paper which has approximated the realization of these three essentials of good ar- rangement should be set before the class as a standard. Pupils of the Sixth Grade may not uniformly adhere to the proper relation of sentences and paragraphs and of topic sentences; but the ideal should always be placed before them that they may know the standards to which good literature conforms. 4. Eealization of the ideal will not come b^ chance, but through instruction by the teacher and continued prac- tice by the pupils. Neither teacher nor class should be entirely disheartened because the instruction and prac- tice must be persistently repeated. As tlie pupils grow older their power of expression and their compre- hension increase and the tasks given them should com- mand their full strength and therefore their respect. 5. The co-operative outline will be the pupils' guide in the relation of paragraphs to each other. In the making of this outline pupils should be urged to contribute what they can to the arrangement of main topics and 165 ENGLISH sub-topics. When the order of topic and sub-topic is too involved to be seen clearly the teacher should make the outline for the class. In this grade, however, the first step should be taken toward making the pupils self- helpful in outlining, gradually preparing them for the requirement of the Seventh Grade for independent out- lines. In short reproductions the outline should be omitted, if for no other reason than to show that it is a mechanical device not wholly indispensable. 6. Written reproductions should be based upon previous oral reproductions carefully worked out until perfect- ly familiar; a co-operative outline used in the oral re- production should be followed in the written exercise as the pupils ' guide in arrangement. New and difficult words may be placed upon the blackboard. The words and phrases of the original may be appropriated; but the caution against wholesale appropriation of sen- tences (see oral reproduction) should be observed. 7. The sources of reproduction have been referred to in oral reproduction as stories, selections from literature, topics from Geography and History and other subject- matter of the grade. A few only of the oral reproduc- tions should be undertaken in written reproduction. 8. The written reproduction may be distributed in parts among several groups of pupils. The frequent writing of good, clear-cut sentences is of comparatively more importance than the longer, more formal and complete reproduction which requires continued effort over sev- eral days. Short reproductions which can be complet- ed in one period will serve the purpose of affording practice in writing. 9. One complete reproduction continued over several pe- riods should be undertaken every four or five weeks. After this sustained effort recognition should be given to the best reproductions by having them read in the class. The class should have the satisfaction and pleasure which come from an achievement carefully planned. 166 SIXTH GRADE 10. Pupils should be held tp the habit of looking over their own pages before handing them in. This power of self- help will in time become a boon to the pupils in the pleasure they take in doing things for themselves, and a boon to the teacher in relieving her of work which can and should be done by the pupils. 11. In developing this power it may be necessary to devote at least one period a week to giving pupils individual criticism as they write. The teacher may pass among the class, quickly noting and correcting errors and us- ing the blackboard to show correct form; corrections offered in the process of writing may concern appear- ance of pages, paragraphing, sentence structure, punc- tuation, spelling, the w^rong use of words, etc. A cor- ' rection offered in this way is usually more effective than the formal criticism passed upon a paper after it is written. Pupils should be required to help themselves as far as possible. 12. It will also be profitable to have a special aim in each lesson — correct paragraphing, relation of sentences in paragraphs, sentence structure, correct usage of words, punctuation, etc. One essential aim will be the correc- tion of some common error in a former lesson. 13. The period devoted to co-operative correction of errors may be varied by giving exercises in transforming, com- bining, condensing and otherwise varying the pupils' sentences in order to express more exactly or more tersely what they have to say. A period thus devoted to improving poor samples of sentences which pupils have written will develop in them a consciousness of good sentence structure. 14. The teacher should work toward fixing a class room standard in written expression which must be high enough to inspire pupils to their best efforts. Continu- ous care in the sympathetic correction of common and frequent violations of good English will be far more 167 ENGLISH effective than a standard of excellence impossible of attainment. ^j T ( Reactions from ^'A" I, III and IV. Weitten Invention : ^ ^ -,. , n r\ i t x- ( Resultant of Oral Invention. Outline. 1. Relatinsr written invention with conversation and oral invention bridges over the gap between oral and writ- ten expression. 2. Proportion of written invention should exceed written reproduction. 3. Reference to syllabus in oral invention for material and plans. 4. Teacher writing with class to create a common bond in the same effort. 5. Pupil's originality conditioned on his own view-point; teacher's judgment kept in background. 6. Daily practice in short papers. 7. Choosing the right time for original w^riting. 8. Daily practice to follow oral development of topic on same or succeeding day. 9. Daily practice on sub-topics of a subject continued over several days ; this develops the habit of giving time and thouglit to continuous work. 10. A long, formal paper every four or five weeks based upon topics used in daily practice. 11. Impromptu writing upon familiar topics not previously developed. 12. Pupil's habit of self-help in criticizing papers enforced. 13. Special aim in correct form for each lesson. 14. Rough drafts and completed papers of each pupil kept on file to show progress. Syllahus. 1. Assignments for written invention should be selected from topics previously developed in the conversation 168 SIXTH GRADE and oral invention lessons. Facts have been told and retold and the telling criticized by various members of the class; the pupils are asked to tell on paper some- thing which they know too well to forget and in which they are too much interested to be daunted by the me- chanical difficulties of written expression; such a pro- cess bridges over the formidable gap between oral and written speech making the latter distinctly easier and more natural. Only a portion of the oral work should be chosen for a permanent record in writing. 2. As the pupils advance through the grades they should invent more and reproduce less. The proportion be- tween written reproduction and written invention should now be in favor of the latter. This proportion is conditioned upon the pupils' proficiency and in- terest in inventive self-expression and should be deter- mined by the teacher's judgment. A greater propor- tion of original writing will be in most cases the pupils ' own choice. 3. The range of topics, the sources of material and plans for inventive expression have been given under oral in- vention, to which teachers are referred. 4. Teachers will stimulate their pupils by writing with the class on the subjects assigned. A bond of sympathy in the same effort made by teacher and pupils will be established, which will encourage the pupils, increase the teacher's own power and give a point of view com- mon to both teacher and class. The teacher's criticisms and suggestions, following such an experience, will be sympathetic and win a measure of response . from the pupils never to be gained where the teacher is merely a directing critic. 5. Both teacher and class should write independently. The teacher's judgment should be kept in the background prior to the writing. The child's originality is condi- tioned on his own view-point, not the teacher's. Pro- ductions full of adult opinions and judgments are prima 169 ENGLISH facie evidence of lack of children's originality; the aim is to secure the results of the pupils' own mental ef- forts, no matter how childish and crude they may be. 6. Written expression, like oral speech, is a habit ; and there should be at least daily practice in written invention or written reproduction. Proficiency and fluency of ex- pression are more liable to be the products of short daily practice in the writing of two or three papagraphs than of longer and more formal papers at irregular in- tervals. 7. Assignments in written invention should not, except as indicated later, call for prolonged efforts from the pu- pils. The desire to write will come as the interest de- velops in the topic; and the right moment for writing should never be decided by program but be chosen when the pupil's enthusiasm and spontaneity are plain- ly manifest. Postponing the writing after this mo- ment means the loss of the right opportunity. 8. Daily practice will most naturally follow the oral devel- opment of a topic in the same or succeeding day's lan- guage period. Such topics will not usually demand either a sustained oral or written effort, e. g., the elab- oration of a topic sentence, the filling-in of a story, a short original story, a short description or narration based upon a picture, amplification of a proverb, a newspaper heading, etc. 9. Daily jjractice upon sub-topics of a subject may be con- tinued over several lessons. The power of continued and repeated application to the same general subject brings a final satisfaction in an actual achievement which contributes much to the pupils' self-reliance. The habit of giving time and thought to any genuine work is worthy of becoming a fixed possession in the pupil's training. Fidelity in the performance of an undertaking develops respect for the work. Co- operative outlines previously employed in oral prep- aration will be essential to the elaboration of the sub 170 SIXTH GRADE ject in this limited practice on successive days. Each day^s contribution will be restricted to a relatively small portion of the day^s language period. 10. Once every four or five weeks the longer and more for- mal paper in written invention should be required, that pupils may learn to treat a subject fully and logically at one given time, and that they may gain the power of handling larger units of material. This occasional for- mal paper may be based upon the topic developed in daily practice upon successive days, upon Geography or History, upon a topic chosen from the pupiPs ex- perience, etc. 11. Frequently, quick, spontaneous writing should be called for upon some subject already so well fixed in the minds of the class that it does not require oral preparation . 12. Pupils should continue the habit, suggested in written re- production, of criticizing and correcting their own writ- ten work before handing it in. What they can do for themselves the teacher should not do for them. 13. The practice of having a special aim in each written lesson, also suggested in written reproduction, e. g., paragraphing, sentence structure, punctuation, etc., should be continued in written inventive work. 14. A rough draft and a completed paper by each pupil from the beginning, the middle and the end of the term might be kept to show progress, and to bring to yiupils the inspiring conviction that they have made progress in their power of self-expression. 3. Letter Writing. Outline. 1. Letters of friendship continued. 2. Various incentives for letters in social correspondence. 3. Business correspondence the main work of the Sixtli Grade. 4. Definite, business-like assignments for letters. 171 ENGLISH 5. Avoiding stereotyped opening sentences. 6. Folding letters and addressing envelopes. 7. Accuracy and neatness the primary aims in business cor- respondence. Syllabus. 1. Letters of friendship should be continued from former grades. Some attention should be given to the content of social correspondence; pupils should acknowledge letters received with some reference to their contents; reply to the friend's inquiries; include in the answer items of interest to the friend ; ask questions the writer may wish answered and close with expressions of re- spect, esteem or affection. 2. Friendly letters should be motived for the reality and vi- tality which letter-writing requires. Pupils may write from the point of view of another, e. g., a character in a story, a person supposed to live in some foreign country describing the life as studied in Geography, an historical character whose letter will contain some of the incidents in the biographies studied in History, or a person on foreign travel again employing material al- ready prepared in Geography. Letters of friendship may also be written to friends or relatives, to pupils of another grade, school or city and to the teacher in re- ply to a letter from her. 3. In the development of letter-writing through the grades, while friendly letters should be continued to prevent an entire break in the work of former grades, the main practice in letter-writing of the Sixth Grade should be in business correspondence. 4. Business letters easily supply their own incentives — the business firm, the address and the nature of the com- munication could be definitely assigned. Letters of actual business correspondence can be obtained and dictated to make plain the prevailing business custom. Such letters may also be answered. 172 SIXTH GRADE 5. Pupils should be taught to avoid trite opening sentences which have become stereotyped. Modern business methods require that the subject be introduced at once without unnecessary preface. 6. The proper form of folding letters and addressing the envelopes will contribute to making letters real. 7. Accuracy and neatness are the essential requirements in business correspondence; and both should be insisted upon as the primary aims in all business letters. C. Technicalities of Expression (One and one-half periods a week, in proportion, devoted to technical work in the Sixth B and two periods a week in the Sixth A). I. ARRANGEMENT, 1. Sixth B: Pupils should continue to recognize sentences as declarative, interrogative, imperative and exclamatory. They should continue the use of clear-cut simple sentences. Pupils may gradually begin the use of the complex sen- tence. They should have practice in combining short re- lated sentences into one longer complex sentence and of dividing a complex sentence into simple sentences. The distinction of form between simple and complex sentences and the structure of the complex sentence are thus made plain. The modifying phrases are now expanded into clauses. In order to write good sentences pupils should see clearly the subject, the predicate and the modifying parts of a sen- tence. Exercises should therefore be given in selecting the simple subject, the simple predicate and later the com- plete subject and predicate. Sixth A : Work of Sixth B should be continued in kinds of sentences as to use and as to division of a sentence into simple and complete subject and predicate. The use of 173 ENGLISH simple and complex sentences should be extended to in- clude compound sentences. After some practice in writing compound sentences, pupils sliould recognize sentences as to form — simple, complex and compound. No further study other than merely recognizing the form should be attempted. Exercises may be given in combining simple sentences into a compound sentence and vice versa. Expanding, condens- ing and transforming sentences will do much in developing a sense for good sentence structure. Combining, contracting, comparing and relating two or more things or ideas are in themselves valuable mental training in addition to their contribution in developing power in sentence structure. A and B Classes: Teachers are referred to the introductory paragraphs of written reproduction for suggestion as to the use of paragraphs, unity of sentences and relation of par- agraphs. Pupils should now paragraph independently. The elabora- tion of a topic sentence requires unity of sentences in treat- ing a central thought. "Writing from an outline insures relation and logical order of paragraphs. Both related sen- tences and related paragraphs should be observed in their exemplification in the printed pages of readers, etc. Pupils should not be rigorously held to actual practice of such relations in their written papers. It is, however, es- sential that the standard be placed before them. A and B Classes: Suggestions in regard to the use of co- operative outlines have been given under written reproduc- tion in this syllabus. Pupils should take a greater share in making the co-operative outlines than in preceding grades. They should make distinctions between the essen- tial and non-essential, distinctions which heretofore have been made largely by the teacher. During the Sixth A term some simple outlines should be made by the pupils unaided. 174 SIXTH GRADE Outlines should not be carried so far into detail that all spontaneity is taken away in writing. Outlines should be used as guides and helps in oral and written expression; pupils should use them only as aids in their work of expression that they may avoid becoming slavishly depend- ent upon them. Outlines should be omitted in the daily practice of written expression and in other short exercises of oral or written expression. Serious objection may be made to outlines if the above cautions are not observed. 4. A and B Classes: Eeview of letter forms in letters of friend- ship. Business forms for business correspondence. 5. A and B Classes: The headings and margins in written pa- pers should be insisted upon. (See General Digest and the Third Grade A syllabus for the forms.) II. TECHNICALITIES OF LANGUAGE AND GRAMMAR. Sixth Grade B, 1. Capitals. a. Review of preceding grades. b. Require proper use of capitals in all written papers. 2. PUXCTUATION. a. Review of preceding grades. b. Comma separating person addressed from the rest of the sentence. c. Quotation marks in broken quotations and in broken quo- tations that are questions or exclamations. 3. Abbkeviations. a. Review of preceding grades. b. Business practice, as 0. K., C. 0. D., f. o. b., inst, ult., etc. 4. Preparation for Dictionary Work. a. Review the previous work. b. Teach uses of the following: 175 ENGLISH 1. Words at top of dictionary page. 2. Diacritical key. 5. Grammar. Kinds of sentences as to nse^ Simple subject — simple predicate, complete subject — com- plete predicate. Sixth Grade A. 1. Capitals. a. Eeview of Sixth B. 2. Punctuation. a. Review of Sixth B. b. Caution against quotation marks in indirect quotation. 3. Abbreviations. a. Review of Sixth B. b. i. e., e. g., viz., anon., mdse., Messrs. 4. Preparation for Dictionary Work. a. Repeat work of Sixth B. b. Abbreviations in defining words : n., a., v., adv., pron., sing., pi. 5. Grammar. Kinds of sentences as to form (no term test should include this division of sentences). Recognition of the following parts of speech in simple forms: nouns, pronouns, verbs, adjectives and adverbs. III. DICTATION AND WRITING FROM MEMORY. Dictation should be used to furnish models in complex and compound sentence structure: in the unity of sentences in a paragraph; the proper relation of paragraphs; in business let- ters and in any other form or method of written expression which the teacher is developing. It is also used in the practice and testing of technicalities. New and difficult words should be placed on the blackboard. 176 SIXTH GRADE Dictation cultivates power of sustained attention and con- centration; a sentence, clause or modifying phrase should be given at a time, and never repeated. It trains the ear, serves to connect oral or spoken with written language, teaches the pupil to write automatically the word that is in the mind and develops power of self-help in that pupils can correct their own papers by reference to the printed page. Dictation will often restore a restless and nervous grade to quiet self-control. Writing from memory poems, quotations and other selec- tions affords practice in the^ use of capitals and punctuation, and fastens the poem, etc., firmly in the memory. IV. CORRECT USE. (In course of preparation.) 177 ENGLISH Seventh Grade (When distinctions are made between the work in the B and A classes, they are included in separate paragraphs, headed by the captions— .-Seventh B and Seventh A. A. Sources of Thought Material — Impression I. EXPERIENCES OF THE CHILD'S LIFE. 1. Personal. A. Home Life. ^1. What I do with my spare time. 2. A letter written home from pupil spending a week in some city studied in Geography. 3. What I mean in the home, or my place in the home. ' 4. A book that I have read. 5. Encourage the keeping of a diary. 6. What my home life has to do with my school life. B. School Activities. . 1. Debate — Football vs. Baseball. ^2. How manual training (cooking or sewing) helps me. ^^13. How our school may be improved. 4. ^^ Fair Play.'' 5. Who make the best captains! 1/^. How our grade may help in general care, etc., of school ,or What should a grammar grade mean in the general life of a school? 7. What regular attendance at school means. {/' 8. Tell about your ideal school. 178 SEVENTH GRADE C. Street Incidents. ^^, The paper boy. /y2. Description of a shop window. 3. A Ennaway. ^4. An act of courtesy. / 5. Discussion of general street behavior. >€. What does the City do to prevent accidents? ^. Describe a ** Street Beautiful." D. Child's Knowledge and Observation of Nature, (See Nature Study Outline). 2. Social. A Child's Environment and Relation to Society and Human- ity. 1. Notes of invitation from one grade to another for a musical, etc. 2. What I want to be when I am twenty-five. 3. How can I make Eochester a better City? ^4. Why I should be a member of the Humane Society. ^. Boys Scout Movement and Camp Fire Girls' Move- ment. 3. Industrial. Child's Knowledge and Observation of Industries. Pupils should, through deliberate plan, be led to see work as something more than an accidental **job.'' They should, through observation, etc., be led to think about unskilled labor — its limitations — upon the economic values of the skilled trades — demand and supply — longevity of workmen — wages, etc. 4. Civic. See Outline in Civics. II. LITEEATUEE. 1. Poetry. Seventh Grade A and B. Poems to be memorized. (A minimum of three each term.) 179 ENGLISH Do not use poems assigned to a higher grade. Autumn (Longfellow) 7-10 Vision of Sir Launfal (Lowell) 50-107 Gradatim (Holland) 32-250 Love of Country (Scott) 30-121, 40-236 Concord Hymn (Holmes) 40-293, 2-161 Legend of Moudamin — Hiawatha (Longfellow) Evening (Milton) 3-213, 16-2 Eing Out Wild Bells (Tennyson) Death of the Flowers (Bryant) 16-88 ^-^Crossing the Bar (Tennyson) 9-192, 3-269 Mother Mine (Kipling) Antiquity of Freedom (Br\^ant) 3-13 Thanatopsis (Bryant) . . . /. 10-17, 40-167 The Chambered Nautilus (Holmes) 16-604, 40-263 Union and Liberty (Holmes) 2-97 Building of the Ship (Longfellow) 3-46 Seven Times Two (Ingelow) .16^11, 9-209 The Cloud (Shelley) 40-265 All's Right With the World (Browning) 17-29 The Courtship of Miles Standish (Longfellow. . ) . . . .7-201 Independence Bell A Song of Love (Carroll) 40-148 Name of Old Glory (Riley) 16-349 A Song of Clover (Jackson) 40-147, 16-76 Scythe Song (Lang) 40-150 Poems to be read by the children or to the children. Read and interpret all poems in the list above and as many as possible of the following: Contentment (Holmes) 32-165 Evangeline (Longfellow) 7-86 ^arco Bozzaris (Halleck) 9-73, 32-217, 16-545 ^The Blue and the Gray (Finch) 40-303, 32-241 Song of the Chattahoochee (Lanier) 32-276 Our Anglo-Saxon Tongue (Hope) 32-101 Annabel Lee (Poe) 38-111, 32-193 The Rising in 1776 (Read) 32-136 180 SEVENTH GRADE Sir Galahad (Tennyson) 3-249, 40-247 Carmen Bellicosum (McMaster) 9-35, 16-309 My Lost Youth (Longfellow) 7-237 Cotter's Saturday Night (Burns) The Deacon's Masterpiece (Holmes) >^ Grandmother's Story of Bunker Hill (Hill) - The Boys (Holmes) Dawn and Dusk (Holmes) Lexington (Sherman) • -The Old Constitution (Holmes) 9-29 Hope, Faith and Love (Schiller) 9-25[, Nathan Hale (Finch) 9-44 Andre's Last Bequest (Willis) 9-32 Christmas in the Olden Time (Scott) 9-360 Songs of Seven (Ingelow) Hamlet : The Players (Shakespeare) 9-271 2. Prose. Stories and Literature Selections. Seventh Grade A and B. (A choice of one long or two or more short literature selections each term.) Do not use selections assigned to a higher grade. The se- lections for which no reference to the English Library is made are long stories which should be read by the class from sets of books. The shorter ones are for reproduction and conversation exercises. For others see lower grades. The Alhambra (Irving) 32-3 Legend of Sleepv Hollow (Irving) 38-130, 32-30 If I Live Till Sundown (Grady) 32-285 The Gray Champion (Hawthorne) 32-115 The American Flag (Beecher) 32-226 Farewell Address (Washington) 32-128 / Address at Gettysburg (Lincoln) 32-246 Bunker Hill Oration (Webster) 32-171 The Mask of Pandora (Longfellow) 7-382 Grandfather's Chair (Hawthorne) Story of the Thirteen Colonies (Guerber) 181 ENGLISH Bracebridge Hall (Irving) The War Inevitable (Henry) Story of Esther (Bible) Cricket on the Hearth (Dickens) The Spy (Cooper) Enoch Arden (Tennyson) Last of the Mohicans (Cooper) Songs of Labor (Whittier) 52-351 3. Grade Libraries. In the Seventh Grade teachers should use the grade li- brary as an inducement to the pupils to form the ac- quaintance of larger public libraries. The grade library exists for two purposes : First, to bring books within the reach of pupils too young to select for themselves or to go unaccompanied to the public libraries ; second, to inspire the habit of reading good books provided at public expense, and gradually, through th'e limited grade libraries, to impress children with the fact that the City government at much expense provides public libraries for their free use. j/li public libraries are to fulfill their mission for the next as well as the present generation, the habit of using them must be formed by school children through the influence of the home and the school. Public libraries, like public parks, playgrounds and other municipal undertakings, are supported for the public good. It should be remembered, however, that the habit of read- ing will be formed during years spent in elementary schools, seldom afterwards. A printed list of books suitable for Seventh Grade children will be ready for distribution among teachers and all Seventh Grade pupils by the time this course of study is introduced into actual operation in the schools. This list has been prepared with the generous co-operation of the Director of Children's Work in the Eochester Public Library. It will serve the two-fold purpose of 182 SEVENTH GRADE supplying a list of books which parents and pupils may use in guiding the growth of the child's personal library, and of giving a carefully selected list from which teachers may recommend for pupils' home reading books available at the public library and its numerous sub-stations. Such books should be brought to the pupils' attention and pupils should be told where to find them. A few visits to a library inspired by the teacher will result in in- troducing pupils and libraries to each other; and thus there are established the beginnings of a life-long ac- quaintance. Pupils should be encouraged to keep a record of the books they read. Such a list becomes an inspiration and will have much interest for its owner in later years. ^Frequently a language period should be set aside in which pupils may talk informally and freely concerning the books they have read. They may relate the age of which a book treats, the scene, portions of the plot, its main characters, whether it is history, fiction, biography, travel, etc. In all instances they should give the author — that in time they may have a feeling of personal friendship and attachment toward favorite authors. A language period spent in this informal discussion of books will have a two-fold effect. It will fasten the essential features of the book in the mem- ory of its reader, and it will inspire other children to obtain for themselves the benefit and the enjoyment which the first pupil obtained from his reading. Outside reading furnishes an inexhaustible source of ma- terial for oral and written expression upon a variety of topics chosen from books which individual pupils have read. III. PICTUEES. ^Picture study should correlate with other outlines at hand. 183 ENGLISH IV. OTHER SUBJECTS OF THE GRADE. The thoug-ht-pioducing studies now become a rich source of thought material for language purposes. History, Geography, Nature Study and other subjects in this grade are such broad and many sided subjects that great freedom of choice among innumerable and attractive topics is offered. All kinds of topics in narration, description, exposition and even argument are given in profusion. As the use of history text books begins in the Seventh Grade, the opinions of the several authors upon any given his- torical topic and the outside reference reading by pupils upon historical topics supply material of more than usual value for both oral and written expression. Differences of opinion gleaned by pupils from different sources will furnish interest for a lively oral discussion. Topics selected from other subjects of the grade are natural and easy centers of thought. The content is clear, ideas come readily to the pupiPs mind, and some of the language difficulties have already been overcome. The language lesson has its own special requirements to meet and removing any unnecessary difficulties as to thought content leaves the mind free to strug- gle more effectively with the special difficulties in the form of . expression. '^ Employing material already developed is a double economy ; it supplies material for expression ready at hand and it enriches the other subjects. Topics selected from these sources should be elaborated and specifically assigned to develop the fresh inter- est essential to good expression. B. Reactions From Thought Material — Expression. ■ I and II. EXPRESSION THROUGH COLOR AND DRAMATIZATION. III. ORAL EXPRESSION. 1. Conversation and Recitation: Reactions from ^^A'^ I and IV. 184 SEVENTH GRADE Outline. Conversation. 1. Conversation gives opportunity for first approach to a new topic. Plans for work. 2. Pupils should have the active part in these lessons. 3. Pupils' initiative allowed in choice of topics. 4. Elaboration of topics from other studies. 5. Reference studies in History and Geography. 6. Assignments made definitely to individual pupils. Eecitation. A^ 7. Habit of using good English must be continuous through all recitations. 8. Corrections of English in other studies made incidentally or reserved for language period. ^^. Responsibility for preparation and recitation of lessons placed upon pupils. ^^0. A standard of efficiency. 11. Pupils thus become active participants in expression through all recitations. Syllabus. ^ 1. This sub-division in oral expression is continued in the Seventh and Eighth Grades to provide an opportunity for the first approach to a new topic, partly or wholly unfamiliar. The question and answer method of former grades, however, should be largely replaced by state- ments from the pupils of their present knowledge of the topic. After the teacher has secured from the pupils all that their personal experience can contribute, she may resort to questins eliciting information not pre- viously given, and then afford the class the pleasure of investigating for themselves other phases of the topic upon which they had no data. Then follows a report of the investigation, observation or reading, * and a class discussion of the report. All of the 185 ENGLISH foregoing properly belongs to this sub-division of oral expression. When the topic is developed through some or all of these steps it is ready for the connected, continuous statement by one or more pupils in oral invention. Many topics, brief in scope or wholly within the experience of the pupils, will not require development in conversation prior to their use in oral invention. / 2. The teacher should always be wholly the passive agency in all forms of oral expression. The pupils' interest in and enthusiasm for oral expression will be in pro- portion to the opportunities afforded them personally to contribute information and to develop the topic from their own initiative. The teacher directs and guides to prevent aimless effort. The personal interest of the pupils in the topic should invariably be the determining factor in the process of development. 3. The pupils' initiative in the choice of topics may fre- quently supply the incentive and maintain a lasting and genuine interest, largely because this method assures the development of the pupils' own personality. The initiative and interest thus obtained at the begin- i^iiig' will hold unabated through the entire unfolding of the topic. 4. In dealing wdth topics from other subjects of the course of study it will usually be necessary to extend them ' beyond the development in the other lesson. This ensures that interest is maintained. The topic should be definitely limited, e. g., pupils may be required to ather together by investigation facts and items of interest regarding some one city, one river, one pro- duction, one historical character, one historical event, an epoch of history, etc. 5. In History and Geography there should now be the be- ginning of reference studies, — the more formal and valuable forms of personal investigation. The reports of the pupils ' reading will furnish good expression ex- 186 SEVENTH GRADE ercises. Reference work gives genuineness to both History and Geography. />6. The teacher will find it wise to assign definite items for reference study or investigation to each pupil. Assign- ments in general to the whole class will bring results from only part of the pupils. Assignment of different items to individual pupils, or separate groups of pupils, secures the co-operation of all the class. Recitation. ^ 7. The habit of good use in oral expression must be fixed through all recitations. It can never become established through the medium of the English period alone. Effort must be continuous through the entire day's pro- gram. Pupils should learn ,that their statements in all recitations should be clear cut, definite and complete; the teacher should seldom supply part of the pupiPs answer or statement. * >^8. Corrections of violations of good English in other reci- tations should be incidental during that recitation, or reserved for attention in the English period, in order to prevent interruption in the continuity of thought and development of the other lesson. The point is that the corrections should be made when the pupils' minds are free from other mental activities, if they are to re- ceive the full benefit of the correction. At the close of every recitation, or at least once a day, serious mistakes should be definitely and forcibly corrected. ^9. Recitations in the Seventh and Eighth Grades should be left to the pupils as far as practicable. If they feel that the teacher will explain the lesson in detail, and practically recite for them, it is only natural to expect that they will abandon the preparation of the lesson to the teacher. It is fairly safe to assume that the line of least resistance will be followed. What the pupils get from their own study, not what they are told by the teacher, will determine their proficiency in the sub- ject. If the pupils feel that the teacher will hold them 187 ENGLISH responsible for carrying on the recitation they will prepare for it, as an opportunity afforded them for oral expression. > 10. A true measure of efficiency in all grades, particularly in the upper grades, is not what the teacher knows or can explain, but what through her inspiration she leads pupils to learn for themselves. Probably no one point of view of the teacher is more essential than the above in encouraging the pupils' preparation for a recitation, and thus stimulating their growth in power and ini- tiative. ^11. Leading the pupils to learn for themselves affects the work in oral expression in this way : — the teacher ceases [ to be the active agency in expression, and the pupils become the real active participants in expression in all recitations. The pupils' use of good English comes through practice and finally becomes fixed as a habit. 2. Oral Eepkoduction : Reactions from ^'A" II and IV. Outline. 1. Proportion of reproduction reduced in favor of a greater proportion of invention. ^ 2. Comparative values of short stories and the selections from literature for reproduction. ■ 3. Short stories, with definite plots or clear character por- trayals, read once and then immediately reproduced. k- 4. A topic from another study, which is not elaborated, is material for reproduction. ^ 5. Reproductions based on selections from literature re- quire outlines. Developing power of making independ- ent outlines. 6. Observation of topics and sub-topics in printed para- graphs is preparation for pupils' independent outline. 7. Pupils also reproduce independently. 8. Growth in vocabulary and correct use dependent on re- production. 188 SEVENTH GRADE 9. Caution in appropriating from the original. /j-10. Eeproduction includes narration, description, exposi- tion and character portrayal. Plans for the last. SyUahus. 1. Reproduction should decrease in amount in favor of in- ventive expression as rapidly as pupils develop a taste for and proficiency in the latter. Invention makes its appeal directly to the growing sense of independent personality in Seventh and Eighth Grade pupils, and therefore assures keener interest and more ready re- sponse on the part of the pupils. Both reproduction and invention should be continued through the ele- mentary school, but invention should be the chief medium of self-expression in the upper grades as re- production is in the lower grades. 2. The exclusive use of stories in former grades is replaced by a gradually increasing proportion of larger selec- tions from literature. The choice for the Seventh Grade is between one long or two or more short selec- tions from literature. The development of this one selection will necessarily involve consecutive work over a comparatively longer period. The interest therefore in the work of oral reproduction may suffer when re- production is exclusively restricted to one long selec- tion. Occasional reproductions of short stories and character portrayals are recommended to vary the work and introduce new interest. 3. Stories with clear definite plots, or clear character por- trayals, should be chosen for reproduction. To train pupils to close attention and concentration the short stories should be read once and only once. The repro- duction should immediately follow the first reading of the story. Reproductions of short stories should not require outlines. 4. When reproductions are selected from other subjects in the course of study, which are not elaborated in the lan- 189 ENGLISH guage lesson, they also become lessons in reproduction rather than inventive expression. 5. In the longer reproductions based on the selections from literature closer attention must be given to logical ar- ^ rangement. Outlines should be made independently by the pupils. Their reproductions should follow their own outlines rather than a uniform co-operative out- line by class and teacher as in former grades. If the power to do this is not present the teacher should co- operate only to the extent of giving necessary assist- ance to the pupil. Persistent eiforts after independent outlines will develop the power to analyze, to distin- guish between the essential and non-essential, and to ]/ arrange in logical sequence. Following an outline in oral reproduction does not hamper self-expression and mental activity; on the contrary it gives freedom and confidence to the pupil. ^ 6. In training pupils for independent outlines practice should be given in finding the main thought, or topic sentence, from printed paragraphs in reading lessons or in the selections from literature. Finding such topic sentences with sub-topics of this main thought will be evidence to pupils that a plan or outline is followed by all writers. Discovering the logical arrangement of topics and sub-topics from such sources will direct the pupils' efforts in making their own independent outlines. \j 7. Oral reproductions based upon outlines should be given independently by the pupils without the interruption of the teachers ' suggestions or questions. Dependence upon the teacher should be wholly discouraged in this grade. Pupils should be led to criticize one another's reproductions and offer suggestions for improvement. 8. Growth in vocabulary and correct use are dependent upon good models, of which there are two always present — the model of the printed page and the more potent model of the teacher 's expression. Pupils may continue 190 SEVENTH GRADE to appropriate the vocabulary and forms of expression of the original story or selection. 9. This should be done with caution. Appropriating whole sentences or paragraphs would bring pupils to a state of helplessness in self-expression. 10. Narration of plot in reproduction should be made sec- ondary to description of scene, exposition and char- acter portrayal. The latter should be extended from the simpler work of preceding grades to include changes in character, what caused the changes and what the results of such changes were. o ^ J ( Reactions from ^^A'' I, III and IV. Resultant of Conversation. Oiitline. 1. Relation of conversation and recitation, oral invention and written invention. Oral invention based upon an outline is now a dissertation. 2. Some topics chosen not previously Avorked over — out- lines omitted. 3. Review of well-prepared topics basis of sustained oral invention or a dissertation. 4. Training in sustained oral discourse prepares for pupils' assuming more responsibility in recitations. 5. Greater demands in upper grammar grades and in High School made upon pupils in oral recitations. Prepar- ing for the demand. 6. Meaning of this training to pupils. 7. Results crude and unsatisfactory, but preliminary to ulti- mate power. 8. Self-possession, self -poise and self-respect are results of this training. Attention given to personal mannerisms of speech. 191 ENGLISH 9. Teachers' province to guide and direct. (^ 10. Plans for oral invention : a. Expanding a topic sentence. b. Pictures translated into language story. c. Mental pictures from suggestive phrases. d. Amplification of proverbs, etc. e. Elaboration of topic from History, Geography, Na- ture Study, etc. Syllabus. 1. The work of development of subject matter in conversa- tion and recitation contributes directly to the more sus- tained effort in oral invention. Subject matter gath- ered by conversation, investigation, observation, read- ing, report and discussion should now be analyzed into an outline from which pupils give orally a connected and continued treatment of the topic, which practically becomes what is more generally known as an oral dis- sertation. This oral practice in invention or original expression becomes a basis for a later lesson in written invention. Outlines should be made independently by the pupils in so far as their ability allows. 2. "Where topics do not require a preliminary development in conversation, pupils should be allowed to speak freely and connectedly from information and knowl- edge ready at hand. Outlines could frequently be omitted in these cases. The nature of the topic and the knowledge of the subject matter possessed by the pupils will determine whether the topic does or does not require preliminary development in conversation, and whether outlines are or are not essential. 3. Eeview of well-prepared topics will naturally be the best adapted to the longer and more sustained efforts in oral expression in the presence of others. Outlines will usually be essential to furnish the aid and guid- ance which pupils require. There will be less hesitation and stumbling when pupils are thoroughly familiar with 192 SEVENTH GRADE their topics and when they have the aid of outlines to guide their oral work. 4. Training in speaking freely and forcibly before others will in time banish the nervous fear which impedes many in any effort of self-expression before an audi- ence, large or small. Such training in the power of connected and continued recitation in other periods of the day^s program assures independent preparation of lessons. The pupils come to realize that the responsi- bility of the recitation is their own. 5. The time will come either in upper grammar grades, or assuredly in High School, when larger demands for connected oral recitation will be made of pupils; it is wise to prepare for the demand by previous training in the power of connected oral discourse. The gain de- rived by the pupils in their larger share in the oral recitation and the more thorough preparation of lessons made by the pupils are, in themselves, sufficient rewards for all efforts in this training. 6. The benefit derived likewise by the pupils in the power to impress their own personality upon listeners will sometimes very largely determine their standing with their fellows. To train pupils to think and reason and not to train for oral utterance will close the channel of useful contact with society. It is well to recall that oral utterance clarifies a thought or opinion and makes it a conscious possession. 7. The results of. such training in the Seventh Grade will ^' be crude and unsatisfactory to the mature judgment of the teacher, but it assures a beginning toward an ulti- mate ability of composed, pleasing and forcible manner of speaking. Frequently where this ability is lacking it is due to the fact that these first efforts were not en- couraged because of their very crudeness and imma- turity. 193' ENGLISH ^ 8. Self-possession, self-poise and self-respect are results of this training beyond question worthy of every effort made and the time spent in the work of oral expression. Pupils should be taught to stand before the class erect ingbearing, to speak clearly and freely, and to develop their topic in accordance with an outline where this is required. Some attention should be given to intonation of voice, enunciation, too rapid or too deliberate utterance and other personal mannerisms which add to, or detract from, oral de- livery. 9. The teacher's province in this work is largely that of guidance and giving suggestions which are necessary to prevent aimless and superficial statements. This work, if undirected by the teacher, is apt to degen- erate into careless and thoughtless habits of speech. A preparatory study of the subject-matter, accuracy of fact, and coherence of thought, should invariably be demanded by the teacher. 10. The following devices will be found helpful : a. Expanding a topic sentence into one paragraph, e. g., ^^ Yesterday I visited a factory and was particu- larly interested in one process of manufacture.'' This topic sentence may be used as a basis of an actual or imaginary visit and may be extended into a paragraph. b. Pictures translated into a language story. il c. Mental pictures synthetically produced by suggestive words and phrases, e. g., the teacher may write upon the blackboard the following, the children tell the story suggested and give their mental pic- ture a name: The Genesee Falls — the power in- volved, — the water race, — the machinery for con- verting power to useful purposes, — the mills and 194 y ' SEVENTH GRADE factories, — the value of the Falls to Eochester, — their scenic beauty. ^ d. Amplification may take the form of enlarging upon a proverb, a fable or a newspaper heading. /^ e. The elaboration of a topic chosen from the Geog- raphy, History, Nature Study, or other subjects of the course of study. The pupils' fancy and im- agination should be employed in topics from these subjects, e. g., by giving descriptions of past life in some section or city of this country or foreign countries; imaginary conversations between his- torical characters; stories of travel and explor- ation; journeys by various means of travel; so- journs with strange people in far-oif lands, etc. The possibilities are inexhaustible; and this exer- cise of the ima2:ination is a keen stimulus in lan- guage work and as nothing else can do, it vitalizes History and Geography. IV. T^n^ITTEN EXPBESSION. The power of children to comprehend and to express them- selves orally will at all stages of their development exceed their power to express themselves in writing. Their proficiency in oral expression must therefore exceed their proficiency in writ- ten expression. The development of language power is more rapid through oral expression. Hence there is recommended for the Seventh Grade the proportion of one-half oral and one-half written work. Oral expression will be part of each day's program in language and other recitations. Written expression should be called for when oral work has prepared the way for it ; it cannot be regu- lated, so far as time is concerned, by a program. [ Daily Practice. Written expression is an art to be acquired not by rule but by practice and habit. Hence a few minutes each day, or on several days of the week, should be assigned for writing subse- 195 ENGLISH quent to the oral preparation. The daily paragraph or theme should take precedence over the longer and more formal written paper. The Monthly Long Paper. About once or twice a month pupils should prepare a paper of several pages in order that they may learn to discuss a subject fully and logically and that they may gain the power of handling larger units of material. Outlines will usually be imperative in these occasional papers. If the teacher's judg- ment confirms making these efforts more frequently the oppor- tunity should be afforded, provided the daily paragraphs and shorter units still have precedence over the long papers. The attention of teachers is called to the requirements in sentence structure, paragraphing, headings, and margins under ^^Tech- nicalities of Expression, I. Arrangement." Independent par- agraphing should be required of all pupils in every written paper. Suggestions. ^ The written papers of the pupils should be reviewed for the purpose of calling attention to the relation of sentences and paragraphs, to the use in some degree of the topic sentence, to coherence and clearness of thought, as well as to the minor matters of punctuation, capitalization and spelling. It is sug- gested, as preliminary steps to these higher forms of written expression, that the proper relation of sentences in the para- graph to the leading thought, the use of the topic sentence which contains the leading thought and the proper relation of paragraphs to each other be studied by observation from model printed paragraphs. Seventh Grade pupils may not uniformly exemplify the right use of sentences, paragraphs and topic sentences, but the ideal should be placed before them that they may know the standards to which good literature conforms. Teachers must be content when pupils have attained a fair realization of these three essentials of good arrangement, and should bear in mind 196 I SEVENTH GRADE that improvement can not come by chance but only through instruction by the teacher and continued practice by the pupils. Neither teacher nor class should be disheartened because the instruction and practice do not command immediate results. Correction of Papers. Pupils should be held to the habit of looking over their own written work and making their own corrections. This power of self-help affords pupils the pleasure of doing things for themselves, and relieves the teacher of work which can and should be done by the pupils. Such corrections made by the ^J^upils themselves are infinitely more effective than the same corrections made by the teacher. In developing this power of self-help it will be helpful to devote an occasional period to giving pupils individual criti- cism as they write. Such a custom followed too closely would work serious interference with the concentration of thought upon a given subject. The discerning teacher will watch for the opportunity. Usually such a period would be appropri- ate when the pupils are writing a second reproduction upon the same topic or a reproduction may be selected for this distinct purpose. The teacher will pass among the pupils as they write, quickly noting and correcting errors and using blackboard to show correct forms. Corrections may be offered in the appear- ance of papers, paragraphing, sentence structure, punctuation, • spelling, the wrong use of words, etc. Such corrections are ef- fective because they prevent the error in the making. This period of co-operative corrections may be varied by giving exercises in transforming, combining, condensing and otherwise varying the pupils' sentences in order to encourage them to express more exactly, or more pleasantly, what they w^rite. The consciousness of good sentence structure is thus aroused. When this period of co-operative corrections is replaced by independent writing by the class it will be advisable to have a special aim in each lesson, e. g., correct use of words, punctu- ation, sentence structure, correct paragraphing, relation of 197 ENGLISH sentences and paragraphs, etc. One such special aim should most frequently be the correction of some common error in a former lesson. In all written work the sympathetic correction of common and frequent violations of good English will be far more effect- ive than a standard of excellence impossible of attainment. ^ TUT Ty { Reactions from ^^A'^ II and IV. 1. Written Eeproducttox : ^ -n. ., . j? i j i.- I Resultant of oral reproduction. Outline. 1. Small proportion of written reproduction. 2. Clearness, coherence and conciseness of expression should become the main purposes of written reproduc- tion in Seventh Grade. 3. Development of right habits of study. 1/ 4. Paraphrase — condensation — reduction — summary — newspaper headlines — current news in brief state- ments — telegrams — all contribute to practice in con- cise writing. * 5. Practical use of summaries in text-books, etc. Former outlines analyzed for condensation. Other plans for concise written expression. 6. Reproductions compared for discrimination shown by pupils. Importance of training power to discriminate. 7. Concise writing and analysis are foundations of good judgment and right habits of independent study. 8. Written reproductions based upon selections from litera- ture. Syllabus. 1. It is recommended under oral expression that oral repro- duction should be made secondary to oral invention. Written reproduction should occupy even a more sec- ondary relation to written invention. A small fraction only of the work of oral reproduction should be repeat- ed for written reproduction. Exact reproduction as 198 /^' SEVENTH GRADE required in the lower grades will seldom be called for in grammar grades. One exception will occur in the written reproductions based upon previous oral pre- paration of topics from the assigned selections of litera- ture. 2. Written reproduction since it furnishes material ready at hand should serve the purpose in the Seventh and Eighth Grades of achieving clearness, conciseness and coherence in expression. Written reproduction affords the teacher's opportunity in the upper grades to teach pupils to analyze another's written thought, to dis- criminate between the essential and non-essential, to eliminate, to arrange in logical order and to select the kernels of the original passage. 3. The teacher is thus developing from the printed page far- reaching habits of study. The training in the English work is again contributing directly to the proper pre- paration of lessons in other subjects. 4. Moderate use should be made of the paraphrase to test the pomprehension of the original passage. Frequent use should be made, however, of condensation or re- duction, the summary of an oral reproduction, sum- maries of newspaper articles as practiced in periodicals of current events, summaries of History and Geography lessons, abbreviated headlines in newspapers, gleaning of current news in brief statements, the preparation of telegrams reduced from business correspondence, etc. 5. The practical uses of the summary should be studied in text books, newspapers, periodicals, advertising, etc. Opportunities for making such summaries afford ex- . cellent study in condensation and conciseness. Outlines used in all forms of oral and written expression may be studied for closer analysis and further condensation as a preliminary step in reduction and conciseness of the original efforts whether oral or written. Oral reproduc- tions should frequently be thus summarized and reduced in. written reproductions. One such reduction could 199 ENGLISH well be followed by another on the same topic for fur- ther condensation. Practice could also be afforded in making several outlines on the same subject from dif- ferent view points. 6. Reproduction based upon these varied outlines will pro- vide interesting comparisons in the individual papers. The good work of discriminating pupils will thus in- spire discrimination on the part of others. The power of discrimination is often the only distinction between individual pupils and the same faculty will become the distinctive difference in their later lives. The responsi- bility which Seventh and Eighth Grade pupils are be- ginning to feel, and which falls upon them increasingly in the now rapid progress toward independent manhood and womanhood, will be met and fulfilled, provided they are given the power to analyze, to discriminate, to distinguish between that which is important and unim- portant and to choose wisely. ^ 7. The beginnings of good judgment are laid in this practice of analyzing, summarizing, condensing and independent choosing. The same practice affords the training which every pupil must have for right habits of independent study. It might be a question of some doubt what pro- portion of pupils leave school because this training is not given, but there can be no doubt that some pupils fail because of a lack of such training. 8. The one exception to the work outlined above mil be written reproduction based upon topics from the as- signed selections from literature. Such written work will be the sequel to an oral reproduction of the same topic. The outline for the oral reproduction is a guide to the written work. V 9. The long written reproduction may be distributed in parts among several groups of pupils and cooperatively the pupils complete the reproduction. A later repro- duction of the entire outline may be required of all pupils. After this prolonged effort recognition should 200 I SEVENTH GRADE be given to the best reproductions by \\Siymg them read before the class. 2. Written Invention : \ Reactions from "A" I, III and IV. ( Eesultant of Oral Invention. Outline. 1. "Written invention has precedence over written reproduc- tion. 2. Material used in oral expression now available for writ- ten invention. 3. Teacher writing with class to create a common bond in the same effort. 4. Teacher's judgment kept in background; pupiPs origi- nality conditioned on his own viewpoint. 5. Assignments for written work given when desire to write is evident. 6. Daily practice in short papers. 7. Daily practice on sub-topics of a subject continued over several lessons ; this develops the habit of giving time and thought and continued application to the same sub- ject. 8. Impromptu writing upon familiar topics. 9. Plans for apportioning the monthly and bimonthly long papers between written reproduction and written inven- tion. 10. Eough drafts and completed papers kept on file to show progress. 11. Range of topics given in oral invention; to which are added, a. Original stories. b. Original stories based on filling in of one or more. introductory paragraphs read by the teacher. c. Pupils ' additions to stories previously reproduced. Syllabus. 1. In the Seventh Grade written inventions must have pre- 201 ^2 ENGLISH cedence over written reproduction. The attention of the teacher is again called to the opening paragraph in this outline under ''Written Expression" and espe- cially to the paragraphs on "Daily Practice" and the ' ' Monthly Long Paper. ' ' Assignments for written invention should be selected from topics previously developed in the conversation and oral invention lessons. Facts have been told and retold and the telling criticized by various members of the class; the pupils are asked to tell on paper some- thing which they know too well to forget, and in which they are too much interested to be daunted by the me- chanical difficulties of written expression; such a pro- cess bridges over the formidable gap between oral and written speech, making the latter distinctly easier and more natural. Only a portion of the oral work should be chosen for a permanent record in writing. 3. Teachers will stimulate their pupils by writing with the class on the subjects assigned. A bond of sympathy in the same effort made by teacher and pupils will be established which will encourage the pupils, increase the teacher's own power, and give a point of view common to both teacher and class. The teacher's criticisms and suggestions following such an experience will be sympathetic and win a measure of response from the pupils never to be gained where the teacher is merely a directing critic. 4. Both teacher and class should write independently. The teacher's judgment should be kept in the background, prior to the writing. The child's originality is condi- tioned on his own viewpoint, not the teacher's. Pro- ductions full of adult opinions and judgments are prima facie evidence of lack of children 's originality ; the aim is to secure the results of the pupils ' own men- tal efforts no matter how childish and crude they may be. 5. The desire to write will come, as interest develops in the topic through the oral preparation in conversation and 202 SEVENTH GRADE oral invention. Writing should be required when the desire is manifest; the time should never be deter- mined by a program, but should be chosen when en- thusiasm and spontaneity are evident. If this involves loss of time in the schedule for another lesson, restitu- tion of the appropriated time can be made on the fol- lowing day. Postponing the writing because of an in- flexible daily program means the loss of the right op- portunity. 6. Assignments in written invention should not, except as indicated later, call for prolonged efforts from the pupils. Daily practice in written inventive work will most naturally follow oral development of a topic in the same day's schedule or in the succeeding day's Ian-, guage period. 7. Daily practice upon sub-topics of a subject may be con- tinued over geveral lessons. The power of continued and repeated application to the same general subject brings a final satisfaction in an actual achievement which contributes much to the pupil's self-reliance. The habit of giving time and thought to any genuine work is worthy of becoming a fixed possession in the pupil's training. Fidelity in performance of an undertaking engenders respect for the work. Cooperative outlines previously employed in oral preparation of the subject will be essential to the elaboration of the same subject in this daily limited practice on successive days. Each day's contribution will be restricted to a relatively small portion of the day's language period. 8. Frequently quick, spontaneous writing should be called for upon some subject already so well fixed in the minds of the class that it does not require oral preparation. 9. In the Seventh Grade B one long formal paper should be required each week, and in the Seventh Grade A one or two such papers each month ; the number in the lat- ter grade should be determined by the teacher's judg- ment of the pupils ' proficiency. Such papers should be 203 /l ENGLISH apportioned between written reproduction and written invention. In written reproduction such papers will usually be based upon the assigned selection by the teacher. The occasional long paper for written inven- tion may be based upon the topic developed in daily practice upon successive days, upon Geography or His- tory, upon a topic chosen from the pupiPs experience, or upon a topic from any other source which elicits the pupiPs enthusiasm and interest. This may involve the selection of individual topics suited to the different per- sonalities of the pupils. If such diversity of choice pre- determines the quality of the papers the choice should be afforded without question. 10. A rough draft and a completed paper by each pupil from the beginning, the middle and the end of the term, might be kept to show progress and to bring to pupils the inspiring conviction that they have made progress in their power of self-expression. 11. The range of topics for written invention has been partly given in oral invention, viz., expanding a topic sentence into a paragraph, pictures translated into language stories, mental pictures synthetically produced, various forms of amplification and the elaboration of a topic selected from other subjects of the course of study. To these sources should be added : a. Original stories wholly invented by the pupils. b. Original stories based upon filling in of one or more introductory paragraphs read by the teacher. c. Additions of the pupiPs own invention to stories reproduced as dialogue, additional scenes or am- plification of plot. 3. Letter Writing. Outline. 1. Social correspondence, main work for development. 2. Eeview of letter-writing of former grades — letters of friendship and business correspondence. 204 SEVENTH GRADE 3. Motives and suggestions in letters of friendship. 4. Motives and suggestions in business correspondence. Syllabus. ^ 1. Social correspondence, letters of invitation, acceptance, regret and other social forms should form the main practice in the Seventh Grade. Such correspondence should be motived for the reality and vitality which all letter-writing requires. The common exchanges in formal social correspondence shoujd be the models for the pupils' correspondence. Their own personalities should enter into the work. Training in these social customs introduces into the pupils* lives respect for the refinements of social conventions. Such training may be the child's introduction to the established con- ventions of society and lead to a desire to conform in all social intercourse to the usages of society. 2. Practice in formal social correspondence should be sup- • plemented by the review of letter-writing of former grades — letters of friendship and business correspond- ence. Particular attention should be given to the re- view of the business letters of the Sixth Grade. This review and the new work in formal social forms will assure the variety of practice in letter-writing which should do much toward vitalizing Seventh Grade letter writing. Attention is called to the following suggestions in the out- lines of preceding grades : — pupils acknowledge letters received, reply to friend's inquiries, include items of interest to the friend, ask questions the writer may wish answered. Pupils may write from the point of vieAv of another, e. g., a character in a story, a person supposed to live in some foreign country describing the life as studied in Geography, an historical character whose letters will contain some of the incidents in the biographies studied in History, or a person on foreign travel again emplojdng material already prepared in 205 ENGLISH Geography. Letters of friendship may also be written to friends or relatives, to pupils of another grade, school or city and to the teacher in reply to a letter from hej". 4. Business letters easily supply their own incentives. The business firm, the address and the nature of the com- munication should be definitely assigned. Letters of actual business correspondence may be obtained and dictated to make plain the prevailing business custom. Such letters might also be answered. Pupils should be taught to avoid trite opening sentences which have become stereotyped. Modern business methods require that the subject be intro- duced at once without unnecessary preface. The proper form of folding letters and addressing en- velopes will contribute to making letters real. Accuracy and neatness are the essential requirements , • in business correspondence and both should be insisted upon as the primary aims in all business letters. C. Technicalities of Expression It is recommended that the allotted time of 250 minutes per week for Language and Grammar in Seventh Grade be appor- tioned between an equivalent of 150 minutes for Grammar and 100 minutes for Language. The time schedule also allots 150 minutes a week for Eeading. This time is available for read- ing, literature, study of the chosen selection of literature and otlier work under ^'A'' ^* Sources of Thought Material" or ** Impression." I. ARRANGEMENT. 1. Sentence Steuctuke. Prior to the Sixth Grade, pupils have used simple sen- tences in their written work. In the Sixth B they be- gan the use of the complex sentence with no attempt at analysis of any kind. In the Sixth A practice was 206 SEVENTH GRADE given in the use of the compound sentence. Pupils have learned to recognize subject and predicate and to recognize parts of speech. In, the Seventh Grade practice in the use of complex and compound sentences should be continued. The analysis of these sentences is part of the Eighth Grade outline. In the Seventh the analysis and dia- graming of simple sentences is part of the Grammar outline. Practice should be given, however, in com- bining short related sentences into one longer complex or compound sentence, and in dividing complex and compound sentences into simple sentences. The distinction of form between simple, complex and compound sentences and the structure of the two lat- ter are thus made plain. Expanding, condensing and transforming sentences will develop a sense of good sentence structure. Coni- bining, contracting, comparing and relating two or more things or ideas are in themselves valuable men- tal training, in addition to their contribution in devel- oping power in sentence structure. No monthly or final test in Seventh Grade Language should involve questions of the pupils' use or knowl- edge of complex and compound sentences. 2. Pakagraphing. /^Independent paragraphing has been practiced since the Fifth Grade. The technique of indentation has been mastered. The study of the topic sentence, the rela- tion of sentences to the central idea of the paragraph contained in the topic sentence, the relation and logi- cal order of paragraphs, have been observed and prac- ticed to some extent in preceding grades. This work cannot be delegated to any one grade but must be con- tinuous and progressive through the upper grades. The observation, study and practice thus far should be 207 ENGLISH the basis upon which to continue advanced work in the Seventh Grade. Coherence and clearness of thought should become more prominent in the teacher's review of pupils' work, and should be brought to the focus of attention in the pupils' minds. In connection with these suggestions in paragraphing, the teachers' attention is called to the discussion of , this subject under ** Written Reproduction" in this outline, and particularly to the fact that teachers must expect only an approximation to the standards placed before the class. It is essential that, even if an approximation is to be realized, the ideal must be kept before the mind and practice afforded the pupils. 3. Outlines. In the Sixth Grade A soiiae practice has been given in in- dependent outlining; prior to this only co-operative outlining was required. In the Seventh Grade and Eighth Grade pupils should outline independently. Ability to do this will vary; in all cases the judgment of the teacher must determine whether she will do co- operative work with the class or with individual pupils. Pupils should draw distinctions between essential and non- essential matter; they should determine the order and logical sequence of main and sub-topics. It may usual- ly be wise to revise the first outline for closer analysis / and further condensation. ^ Outlines should not be carried so far into detail that all spontaneity is taken away in writing. Outlines should be used as guides and helps in oral and written expres- sion; pupils should use them as helpful aids in their work of expression ; they must avoid becoming slavishly dependent upon them. Outlines should be omitted in the daily practice of written expression, and in short exercises of oral and written expression. Serious objection can be made to outlines if the above cautions are not observed. 208 SEVENTH GRADE 4. Lettek Fokms. Eeview letters of friendship and business correspondence and develop new work in social forms of invitation, ac- ceptance, regret, etc. 5. Headings and Makgins. Teachers are referred to the Third Grade A syllabus for the established forms in headings and margins of writ- ten papers. Continuous application of these forms, if consistent through the grades, will result in the auto- matic and general use of uniform margins and head- ings. II. TECHNICALITIES OF LANGUAGE AND GRAMMAR. Seventh Grade B. 1. Capitals. a. Require proper use of capitals. 2. Punctuation. a. Require uses of punctuation already taught. See Gen- eral Digest. b. Comma to set off connecting adverbs introducing sen- tence, e. g., finally, moreover, first, etc. 3. Abbreviations. a. Classify, in brief review, abbreviations of preceding grades. 4. Preparation of DicTionaky Work. a. Review of previous work. b. Exercises in opening dictionary promptly to give letter or word. c. As a result of the training in this and preceding grades, pupils should be able to 1. Find pronunciation of words, including accent. 2. Find the spelling of words. 209 ENGLISH 3. Find the meaning of words. 4. Use the index in Language, History and other books. 5. Grammar. Review work of Sixth Grade and learn to recognize the remaining parts of speech: prepositions, interjections and conjunctions. Nouns : 1. Classification : Proper, common, abstract, collective. 2. Properties : Person, number, gender, case. 3. Declension: Rules for formation of plural number and possessive case. 4. Uses in sentence: a. Nominative case: Subject, predicate nominative, appositive (explanatory modifier). b. Possessive case : modifier of another noun. c. Objective case: object complement, appositive (ex- planatory modifier), object of a preposition. 5. Parsing of nouns. Pronouns : 1. Classification: Personal, relative and interrogative (op- tional — demonstrative, reflexive and indefinite). 2. Properties: Person, number, gender, case. 3. Declension: Special emphasis on nominative and object- ive cases and their proper use. Agreement of pro- nouns with antecedents. 4. Uses in sentence: a. Nominative case: Subject, predicate nominative. b. Possessive case: Adjective modifier of nouns. c. Objective case: Object complement, object of prep- osition. 5. Parsing of pronouns. 210 SEVENTH GRADE Seventh Grade A, 1. Capitals. a. Require proper use of capitals. 2. Punctuation^. a. Require uses of punctuation already taught. See Gen- eral Digest. b. Comma to set off connecting adverbs, introductory sen^ tence, e. g., finally, moreover, first, etc. 3. Abbreviations. a. Classify, in brief review, abbreviations of preceding grades. 4. Preparation for Dictionary Work. Hepeat work of Seventh B. 5. Grammar. Adjectives : 1. Classification: descriptive and demonstrative. Article: definite and indefinite. Numeral: cardinal and ordin- al. Proper adjective. 2. Comparison: regular and irregular. Rules for forma- tion of positive, comparative and superlative. 3. Use in sentences : a. Attributive adjective. b. Predicate adjective. 4. Parsing of adjectives. (Adjective phrases and clauses taught as modifiers of a noun.) Adverbs : 1. Classification: place, time, manner, degree, cause. 2. Comparison: regular and irregular. Rules for forma- tion of positive, comparative and superlative. 3. Use in sentence: modifier of verb, adjective or another adverb. 4.* Parsing of adverbs. (Adverbial phrases taught as modifiers of verbs.) 211 ENGLISH Prepositions : 1. Most common prepositions. 2. Use in sentence; introducing adjective and adverbial phrases. Interjections : 1. Eecognition of most common interjections. 2. Uses in sentence: Independent elements. Analysis and diagraming of simple sentences. III. DICTATION AND WEITING FROM MEMORY. Dictation should be used to furnish models in complex and compound sentence structure ; in the unity of sentences in a paragraph ; the proper relation of paragraphs ; in business let- ters and in any other form or method of written expression which the teacher is developing. It is also used in the practice and test of technicalities. New and difficult words should be placed on the blackboard. Dictation should create power of sustained attention and concentration ; it should be given in sentences, clauses or modify- ing phrases, and never repeated. It trains the ear, serves to connect spoken with written language, teaches the pupil to write automatically the word that is in the mind, and develops power of self-help in that pupils can correct their own papers by refer- ence to the printed page. It will often restore a restless and nervous grade to quiet self-control. Writing from memory poems, quotations and other selec- tions affords practice in the use of capitals and punctuation and fixes the selection firmly in the memory. * IV. CORRECT USE. In course of preparation. 212 I EIGHTH GRADE Eighth Grade (When distmctions have been made between the work in the B and A Classes they are included in separate paragraphs, headed by the captions — Eighth B and Eighth A). A. Sources of Thought Material — Impression 1. EXPERIENCES OF A CHILD'S LIFE. 1. Personal. a. Home Life. 1. My Favorite Cooking Recipes. 2. ^^Many Hands Make Light Work.'' 3. How can Home be made a Social Center? 4. What I did last Saturday and Sunday. 5. W^hen you have a home, how will you have it? 6. How my School Work has helped in my Home. 7. ^^A House does not make a Home" — Why? b. School Activities, 1. Why every Boy and Girl should know how to swim. 2. Our Track Meet. 3. Invent if you can a new game. Let Grade play it. 4. Describe an Ideal Playground. 5. How can we best use our Assembly Hall. 6. Debate: Some one broke a window; you know who it was; no one else saw it done; you have said that you know who broke it. Should the teacher ask you to tell? Should you be punished if you refuse to tell? 213 ENGLISH 7. Hygiene for Athletes. 8. How my school work will help me in the future. c. Street Incidents, 1. A Street Car (or Auto) accident — ^Why? 2. The Finest Parade I ever saw. 3. Municipal regulations of streets — cleaning, traffic, etc. 4. After a Snow Storm. 5. Imagine that you are standing at Sibley's Corner. Tell what you will see by standing there for five minutes. 6. ^^The Mounted Police.'' 7; ^^ Safety First." 8. How to get on and off a Street Car. 9. Care of young children and old people. 2. Social. Cliild's Environment and Relation to Society and Hu- manity. 1. Giving up my seat in the Street Car. •2. To whom should I be most respectful? 3. A Pleasant Evening. 4. Skating. 5. Sleigh-ride Party. 6. -What every boy or girl of fourteen years should contribute to school, family, church, neighborhood. 7. My Friend. 8. ^^Am I my Brother's Keeper?" 3. Industkial. Child's Knowledge and Observations of Industries. The Eighth Grade should further develop the work suggested in the Seventh Grade. (See Seventh Grade Outline.) 214 EIGHTH GRADE 4. Civic. See Outline in Civics. 11. LITERATURE. 1. Poetry. Eighth Grade A and B. Poems to be memorized (a minimum of three each term.) Awakening of Spring (Tennyson) 3-68, 40-259 Eve Before Waterloo (Byron) 40-277 Order for a Picture (Carey) 40-217 Recessional (Kipling) 3-270, 40-245 Rest (Goethe) 2-191 Union and Liberty (Holmes) 2-97 Barbara Fritchie (Whittier) 40-290 Sheridan's Ride (Read) 16-332 Love of Country (Scott) 30-121, 40-236 Graves of a Household (Hemans) 2-121 The Crowded Street (Bryant) 40-177 Tears, Idle Tears (Tennyson) 10-287 Light of Other Days (Moore) 3-111 The Rainy Day (Longfellow) 40-184 In Memoriam (Tennyson) The Arrow and the Song (Longfellow) 7-84 Captain, My Captain (Whitman) 16-323 Song of the Camp (Taylor) 9-70 Idylls of the King (Tennyson) 2. Prose. Stories and Literature Selections. Eighth Grade A and B (a choice of one long or two or more short literature selections each term). The selections for which no reference to the English Li- brary is made are long stories which should be read by the class from sets of books. The shorter ones are for reproduction and conversation exercises. 215 ENGLISH For others see lower grades. Lady of the Lake Scott Treasure Island Stevenson Man Without a Country Hale Merchant of Venice Shakespeare Little Nell Dickens Lay of the Last Minstrel Scott In the Wilderness Warner Marmion Scott Twice Told Tales Hawthorne The Childhood of David Copperfield Dickens Julius Caesar Shakespeare The Tempest Lamb On Books Mabie Perfect Tribute Andrews Christmas Carol Dickens Silas Marner Eliot The Other Wise Man VanDyke The Crisis (A. Lincoln) Chapter 2 Churchill The Man of Sorrows — Chapter 15 Churchill Eeturning from the War — Eed Eock Page Up from Slavery Washington A Message to Garcia Hubbard Tales from Shakespeare Lamb Henry the Eighth Shakespeare Vicar of Wakefield Goldsmith Kilmeny Hogg Jean Val Jean Hugo Story of Daniel Bible A Watcher in the AVoods Sharpe 3. Grade Libraries. . **One half of education consists of Imowing where to find knowledge/^ Pupils have formed the habit through preceding grades of finding, in the grade libraries, books of enjoyable and profitable reading. Grade Libraries are necessarily limited ; with a comparatively small selection of suitable 216 I EIGHTH GRADE books they will soon be exhausted by upper grade pupils ; individual tastes are beginning to be apparent ; the grade libraries must supply some books for the varying individual tastes in reading; and therefore grade libraries are practically more limited in the upper grades than in the lower grades as far as the individual pupil is concerned. The point is this — that while the grade libraries supply a limited choice for individual pupils the habit of read- ing good literature will be lost in the Eighth. Grade, unless teachers take particular pains to bring the pupils into intimate personal contact with larger public libraries. It is earnestly recommended that teachers refer to the first two paragraphs of the Seventh Grade syllabus under '^ Grade Libraries''. Eighth Grade teachers should outline the work there suggested for the Seventh Grade. In addition to the suggestion contained in the Seventh Grade syllabus an Eighth Grade teacher will find it both enjoyable and exceedingly valuable to take her class to a public library by appointment with the Li- brarian. Teachers are requested to make this appoint- ment through the Director of Children's Work in the Rochester Public Library. A cordial welcome on the part of the Library officials is assured to every teacher who accepts their earnest invitation to visit the library with her entire class. Such a visit will have far-reach- ing results in broadening the pupil's acquaintance mth the public library and its numerous stations. A knowl- edge of the classifications of books, of the simple card indexes, of the alphabetical arrangement of books under a few general heads, and of the other simple methods of easily and quickly locating a specified book, is a genuine addition to an Eighth Grade pupil's educa- tion. Furthermore, the increased familiarity which will come to the pupils from the information obtained through such a visit, will remove at once and for all time any strangeness which they may feel in a public 217 ENGLISH library. Such a visit should be planned early in the Eighth Grade; and the teacher should thereafter keep in touch with pupils^ visits to Libraries. Frequently a language period should be set aside in which pupils may talk informally and freely concerning the books they have read. They may relate portions of the plot, the scene of the book, the age of which it treats, its main characters, whether it is history, fiction, biography, travel, etc. In all instances they should give • the author — that in time they may have a feeling of personal friendship and attachment toward favorite authors. A language period spent in this informal dis- cussion of books mil have a two-fold effect. It will fasten the essential features of the book in the memory of its readers, and it will inspire other children to ob- tain for themselves the benefit and the enjoyment which the first pupil obtained from his reading. Outside reading furnishes an inexhaustible source of ma- terial for oral and written expression upon a variety of topics from books which individual pupils have read. III. PICTURES. Picture study should correlate with other outlines at hand IV. OTHER SUBJECTS OF THE GRADE. Eighth Grade teachers should carefully read Chapter II * ^ Relation of Language to Other Studies ' ' in the ' * Special Meth- od in Language ' ' by Dr. Charles McMurry. A copy of this book has been supplied to each Eighth Grade teacher. The use of material available in other subjects of the grade is thoroughly and very suggestively treated in the chapter referred to above. Because the use of several text books in history is recom- mended in the history course of study the following paragraphs are recopied from the Seventh Grade. 218 EIGHTH GRADE The opinions upon any given historical topic of the several authors, and the outside reference reading by pupils upon his- torical topics, supply material of more than usual value for both oral and written expression. Differences of opinion gleaned by pupils from different sources will create interest for a lively oral discussion. Topics selected from other subjects of the grade are natural and easy centers of thought. The content is clear; ideas come readily to the pupils ' minds and some of the language difficulties have already been overcome. The language lesson has its own special requirements to meet ; and removing any unnecessary difficulties as to thought material leaves the mind free to strug- gle more effectively with the special difficulties in the form of expression. Employing material already developed is a double economy ; it supplies material for expression ready at hand and it enriches the other subjects. Topics selected from these sources should be elaborated and specifically assigned to develop the fresh in- terest essential to good expression. B. Reactions from Thought Material — Expression Introduction. ^ ^ By fixing a simple fundamental aim and by sticking close- ly to it we shall save much time for better things. We know in a general way that an indefinite aim means a scattered and in- coherent effort. But in language lessons there are just a few things that need to be thoroughly done. A failure to see these few things clearly means much time spent on doing many things that need no attention and the half doing of the things that are essential. ' ' ( Dr. McMurry ' ^ Special Method in Language. ^ ' ) Fundamental Aim. The fundamental aim of preceding grades — namely, the ability to use good English — should dominate language lessons in the Eighth Grade. Grammar should be subordinated to ex- 219 ENGLISH pression. Subordinating self expression to Grammar is revers- ing the natural and true sequence of the entire course of study. The culmination of the ideals set for preceding grades, growth of power in oral and written expression, should be attained in the Eighth Grade so far as Elementary Schools are concerned. Developing Correct Oral Speech. ^^ Language lessons from one point of view are a sort of for- mal device for making good the language deficiencies of other studies, where thought is uppermost". ^^It will not do to pass by all mistakes on the ground that a child cannot think and speak correctly at the same time. That is precisely the thing he must learn to do, and he should carefully practice it in every study. Accuracy of speech will even conduce to precision of thought". ' — Dr. McMurry. Constant and persistent attention to the kindly and sympa- thetic correction of the chief errors in oral and written expres- sion is the most effective method of securing the use of good English. Grammar Gives the Intelligent Eeasons for Correct Speech and Diction. The knowledge of the leading principles of Grammar, ob- tained in the Seventh and Eighth Grades, serves only one end — namely, to give pupils an intelligent reason for correct forms and usages. To give the rule and omit the practice, therefore, is a violation of good pedagogy. Development of Appreciative Power. *'The development of. appreciative power is the best of aids in the development of expressional power. In other words ex- pression is intimately related to impression. The best class in expression is generally the best class in literature. Those can give most and best who have received most and best. The child who w^rites best is he who feels that he has something to say, wants to say it, and to say it w^ell — to make his point. He nat- urally falls back consciously or unconsciously upon examples known to him". Percival Chubb — ''The Teaching of English". 220 EIGHTH GRADE I and II. EXPRESSION THROUGH COLOR AND DRAMATIZATION. III. ORAL EXPRESSION. 1. Recitation and Dissektation. Outline. 1. The ^' Conversation '^ division of Oral Expression in for- mer grades becomes "Recitation and Dissertation" in the Eighth. Recitation. 2. Reviewing and extending work of Seventh Grade. 3. Consistent drill in all recitations to fix firmly habits of good speech. 4. Corrections made when minds of pupils are free from other mental activities. 5. Placing npon pupils responsibility for recitations. 6. A measure of efficiency. Reaction upon pupils' training in oral expression. 7. Extending a topic selected from another subject for lan- guage purposes. 8. Reference studies in History and Geography. Dissertation. 9. Developing a topic for dissertation by class room discus- sion preparatory step to home study of a topic. 10. Choice of biographical topic preferable. 11. Appointment of class leaders to select topics and assign work to class. 12. Suggestions to teachers. a. The teacher — the passive agency. b. Train pupiPs initiative. c. Teacher guides to prevent aimless effort. 221 ENGLISH Syllabus. 1. In the general outline for all grades this sub-division of oral expression is entitled Conversation. In the Eighth Grade conversation properly becomes Recitation and Dissertation ; the conversation of former grades now be- comes independent dissertation by pupils upon the topic selected. There are, therefore, two divisions of this part of Oral Expression — Eecitation and Dissertation. Recitation. 2. It is eminently essential that every recitation in the Eighth Grade should be considered from the standpoint of language. The directions given in the Seventh Grade syllabus for the conduct of recitations from the lan- guage standpoint also obtain for the Eighth Grade; and the following paragraphs are quoted from the Seventh Grade syllabus for the convenience of Eighth Grade teachers. The continuity of co-operative effort will therefore be assured in the two upper grades. 3. The habit of good use in oral expression must be fixed through all recitations. It never can become estab- lished through the medium of the English period alone. Pupils should learn that their statements in all recita- tions should be clear cut, definite and complete; the teacher should seldom supply part of the pupil 's answer or statement. 4. Corrections of violations of good English in other recita- tions should be incidental during that recitation, or reserved for attention in the English period, in order to prevent interruption in the continuity of thought and in the development of the other lesson. The point is that the corrections should be made when the pupils' minds are free from other mental activities, if they are to receive the full benefit of the correction. At the close of every recitation, or at least once a day, serious mis- takes should be definitely and forcibly corrected. 5. Recitations in the Seventh and Eighth Grades should be left so far as practicable to the pupils. If they feel that ^ 222 EIGHTH GRADE the teacher will explain the lesson in detail, and prac- tically recite for them, it is only natural to expect that they will abandon the preparation of the lesson to the teacher. It is fairly safe to assume that the line of least resistance will be followed. What the pupils get from their own study, not what they are told by the teacher will measure their proficiency in the subject. If the pupils feel that "the teacher will hold them responsible for carrying on a recitation they will prepare for it. A greater opportunity is thus afforded them for the cultivation of power in oral expression. 6. A true measure of efficiency in all grades, particularly so in the upper grades, is not what the teacher knows or can explain, but what through her inspiration she leads pupils to learn for themselves. Probably no one point of view of the teacher is more essential than the above in determining the pupils ' preparation for a reci- tation and, therefore, in determining their growth in power and initiative. It aif ects the work in oral expres- sion in this way — that the teacher ceases to be the active agency in expression, and that pupils become the real active participants in expression in all recitations. Eeformation of the pupils^ use of English comes through habit fixed by practice. 7. In dealing with topics from other subjects of the course of study it will usually be necessary to extend the topic beyond the development in the other lessons. This as- sures that interest is maintained. The topic should be definitely limited, e. g., pupils may be required to gather together by investigation facts and items of interest regarding some one city, one river, one production, one historical event, one historical character or one epoch of history, etc. 8. In history and geography there should now be the begin- ning of reference studies, — the more formal and valu- able form of personal investigation. The reports of the pupils ' reading will furnish good exercises for work in 223 ENGLISH expression. Keference work gives genuineness to both history and geography. Dissertation. 9. Topics for dissertation should be developed in class room or assigned for home study. The connected treatment of the topic for dissertation properly belongs to oral invention. Dissertation is made a part of this sub- division of oral expression in order that an opportunity may be provided for the first approach to a new topic, partly or wholly unfamiliar. After the teacher has se- cured from the pupils all that their personal experi- ences can contribute she may resort to questions which will evoke other information. Then the class should be afforded the pleasure of investigating the topic for themselves. There should follow a report of the read- ing, observation or investigation and a class discussion of the report. When the topic is developed through some or all of these steps it is ready for a connected and continuous dissertation by one or more pupils. This last step belongs to oral invention. A few recita- tions, devoted to this class room discussion of a topic for dissertation, will prepare pupils for an independent study of similar topics for later dissertation. To achieve an independent home study and preparation of such topics pupils should, at the beginning, be taught by class room practice how to study and prepare such a topic. 10. Biographical topics are probably superior to any others for dissertation. Biographical sketches selected from history, literature, art, science, travel, contemporane- ous leaders, etc., afford an abundance of choice. 11. When a class acquires the ability to treat independently these topics for dissertation the work is naturally transferred to the sub-division of this outline under Oral Invention, to which teachers are referred. The appointment of two class leaders weekly, or bimonthly, whose province is to select topics for dissertation and 224 EIGHTH GRADE to assign the work in preparation and home study to one or two other class members, will create a friendly rivalry and most effectively arouse class interest, be- cause the work is wholly under the personal initiative of the class. This recommendation is offered only with the hope that it will suggest other similar plans which the special needs of each Eighth Grade class will make equally or even more valuable and practicable. 12. The following suggestions given in preceding grades hold with equal force for the Eighth Grade. a. The teacher should always be the passive agency in all forms of oral expression. b. Pupils should personally contribute information and develop the topic from their own initiative. c. The teacher should direct and guide to prevent aim- less effort. 2. Oral Eeproduction and Declamation^ — Reactions from '*A" II and IV. Outline, 1. Proportion of reproduction decreased. 2. Oral reproduction prior to written reproduction not so essential as in former grades. 3. Division of Oral Eeproduction into : a. Reproduction of occasional short stories. b. Reproduction of selections from literature. c. Declamation or Verbatim Reproduction. 4. Reproduction of short stories. To serve the one purpose of arousing new interest. 5. Reproduction of Selections from Literature. Consecutive days' work. Independent outlines. Prac- tice in selecting outlines from printed page. 6. Oral reproduction wholly independent by pupils. Pupils' criticisms. Appropriating from the original — a cau- tion. 225 ENGLISH 7. Narration, description, exposition and character por- trayal continued. Some practice in argumentation. 8. Declamation or Verbatim Reproduction. Distinction between Oral Invention and Declamation. 9. Place for Declamation and selections which are appropri- ate to pupils. 10. Immature, unfinished results to be expected, but are the foundations needed to ensure ultimate power. 11. Revival of an abandoned art. Growing participation in public discussions of civic questions demands the train- ing. Syllabus. 1. Reproduction is the chief medium of expression in the lower grades, but there is a gradual decrease through the grades in favor of a greater proportion of invention. Self-expression through invention makes a direct appeal to tlie independent personality of an Eighth Grade pupil and therefore assures keen interest and ready response on the part of the pupils. 2. The teacher's own judgment must determine, from the proficiency of the class, whether reproductions should ' be oral prior to a written reproduction. Oral reproduc- tions, previous to the written efforts, may be omitted to a greater degree than in preceding grades. At least the proportion of time devoted to this oral clinching of a reproduction may be greatly reduced. 3. Oral reproduction for an Eighth Grade properly comes under three divisions : a. Reproduction of occasional short stories. b. Reproduction of portions of the assigned selections from literature. c. Declamation or verbatim reproduction. 4. Reproduction of short stories. The interest in oral reproduction may lapse when it is exclusively restricted to one long selection from liter- ature. Occasional reproductions of short stories and 226 EIGHTH GRADE brief character portrayals are recommended to vary the work and awaken new interest. The short stories should be read only once ; this trains pupils to a habit of close attention and concentration. The re- production should immediately follow the reading. 5. Eeproduction of Selections from Literature. This work necessarily involves consecutive effort over a comparatively longer period. Closer attention should be given to logical arrangement. The reproduction should follow independent outlines made by the pupils. Persistent efforts in making outlines will advance the work of former grades in the power to analyze, to judge between the essential and non-essential, and to follow a logical sequence. If desirable the practice in preced- ing grades, of selecting the main thought or topic sen- tence from printed paragraphs and of outlining the logical arrangement of topics and sub-topics from the printed page, should be continued. The sole aim of this practice is through good models to assist pupils with their own outlines. 6. Oral reproductions based upon independent .outlines should also be given by the pupils. Teachers should encourage independence. Pupils should also be largely responsible for criticisms of one another *s reproduc- tions and for suggestions of improvement. The caution should repeatedly be given against appropriat- ing the phrases and sentences of the original. Pupils gain growth in vocabulary and correct use from repro- duction ; but there is always present the lurking danger of extending the appropriation to include the author ^s superior forms of expression. 7. Narration of plot, description of scene, exposition (more or less detailed explanation), and character portrayals have been the work of grades preceding the Eighth. To these should now be added a limited practice in argu- mentation. Some brief reproduction of argumentation 227 ENGLISH should precede the work in class debating suggested under oral invention. 8. Declamation, or Verbatim Eeproduction. This work is cautiousl}^ recommended to the careful con- sideration of Eighth Grade teachers. There is a dis- tinct difference between the sustained efforts in connect- ed oral invention and the work in declamation recom- mended in the Eighth. The former is eminently more val- uable in itself and in the results arising from its train- ing. Hence the foundation for such training begins in the Fifth Grade and practice in this work is continued through the Sixth, Seventh and Eighth Grades, in each case under the sub-division Oral Invention. Declama- tion is a formal verbatim reproduction, committed to memory and delivered for the purpose of training in the art of delivery, rather than in self-expression in the presence of others. 9. The occasional assembly exercises, or a formal program in the class room, afford the opportunity for declama- tion. The selections for declamation should be brief. Usually heavy oratorical selections and selections in- volving much plot or pathos should be avoided. Brief descriptions, short narratives, biograjjhical sketches, selections from history, and even reproductions, dis- sertations, etc., written by the pupils and committed to memory are preferable. 10. The purpose must primarily be to afford training in declamation. A finished result is not to be expected in pupils of this age. Because finished results cannot be obtained public speaking of a memorized selection has practically ceased to be a part of an elementary school program. These fundamental beginnings are neverthe- less the preliminary steps to an ultimate power, at- tained in much later years, of participation in pub- lic speaking. Confidence in ability to participate in public or semi-public occasions is a large asset in the lives of all elementary school children. 228 EIGHTH GRADE 11. Again it is repeated that this work is recommended to the thoughtful consideration of Eighth Grade teachers, in the hope that even a limited class room trial in this training will result in the revival of an abandoned art, and will prepare for a greater participation in the increasing number of discussions on questions of civic progress. 3. Oral Invention. Eeactions from ^*A'' I, III, and TV. Eesultant of Eecitation and Dissertation. Outline. Dissertation. 1. Preparatory class room or home study of topic for dis- sertation. Impromptu dissertations without preparatory study. 2. Training in speaking before others means independent preparation of lessons and growth in personality. 3. Increasing demands made in Eighth Grade and High School in connected oral recitations. 4. Training in dissertation prepares for fulfilling the de- mand. Pupils' greater participation in recitations will assure greater care in preparation of lessons. 5. Self-expression defined as: 1. How to think. 2. How to express. Class Debating and Other Forms of Oral Invention. 6. Debatable questions in other recitations afford oppor- tunity for extemporaneous debating. 7. Arousing desire for more formal debate. 8. ^* Class Symposium '^ and '^ Class Literary Society. '^ 9. Eeports on Current Events. 10. Teacher's province is to guide and to prevent aimless statements. 229 ENGLISH 11. Use of dissertations, debates, topics developed in class symposinm, Current Events, etc., in assembly exercises. ^ Syllabus. Dissertation. 1. The preparatory study of a topic for dissertation, either mtli the teacher in the class room or independently at home, is discussed in this outline under '^Recitation and Dissertation". The data and subject matter gath- ered by investigation, observation, reading, study, re- port and discussion should be analyzed and arranged into an outline from which pupils give orally a con- nected and continued treatment of the topic. The oral treatment of the topic should be undertaken by the pupils as a dissertation. Later, the same material thus crystallized -in oral invention becomes the basis of a lesson in written invention. Occasionally, w^hen there is chosen for dissertation a topic based upon the subject matter of another subject and when preparatory study is not required, pupils should be allowed to speak freely and connectedly from their present fund of information. Outlines could here be omitted. 2. The following observations, relative to this training in oral self-expression in the presence of others, which are made in the Seventh Grade outline are equally pertinent in this Grade and are repeated in brief for convenience .of the Eighth Grade teachers. Training in speaking before others will eventually dispel the nervous dread which precludes even an attempt at oral self-expression on the part of many. Such training in the power of self-expression in the lan- guage lesson and in all recitations of the day's pro- gram, both fosters the growth of the pupil's individu- ality, and assures independent preparation of lessons, because pupils have been taught to realize that the recitation is not the teacher's responsibility but their own. 230 EIGHTH GRADE 3. Larger demands are now made upon Eighth Grade pupils in connected oral recitation, demands that in- crease rapidly in the High School. It should become an important consideration with an Eighth Grade teacher to prepare her pupils for this increasing de- mand. 4. Oral self-expression in dissertation should be planned to afford such training. Oral recitation in other sub-, jects is another most efficient means to this end. But, with the teacher's fuller knowledge of the subject - matter and with her generous impulse to help the pupils, the following consideration may frequently pre- vent actual harm to the pupils from the teacher's well- meant generosity. If pupils feel that the teacher will explain the lesson in detail they will naturally abandon also the prepara- tion of the lesson to the teacher. If, however, pupils feel that the teacher will hold them responsible for carrying on the recitation they will quite as naturally prepare for it. 5. To train pujjils to think and reason and ndt to train them in oral expression will close one of the channels of useful contact with their fellows. Self-expression involves a two-fold definition; — first, how to think, or the self side of expression, and secondly, how to ex- press. It is well to recall that expression of one's own thought clarifies the thought and that accuracy of speech conduces to precision of thought. Class Debating and Other Forms of Oral Invention. 6. As debatable questions arise in other recitations the differences of opinion should be afforded an oppor- tunity for expression. Exposition and argumentation become natural and easy channels of expression under the inspiration of a lively clashing of opinions. Such debates which arise unexpectedly and spontaneously during a recitation, or during the unfolding of a topic in a language lesson, will produce better results in self- 231 ENGLISH expression than a formal debate upon an assigned subject at an appointed time. If the teacher is alert to the opportunity, or even provokes the discussion, a class will freely and spontaneously resolve itself into a debating club. Some recognition of the rules of de- bate should be insisted upon. 7. A few illustrations to the class of the influence an ex- temporaneous debate arouses will awaken a desire to participate in a formal debate where sides are chosen, debaters appointed and a time schedule established. Oral self-expression under such conditions will require curbing on the part of the teacher. 8. The following quotation from Professor Chubb 's ^'Teaching of English'' will suggest other methods for the work in oral invention. ^^To give reality and im- mediacy to the work in expression, and to make it socially serviceable, we should continue to keep in view that it is in most cases to be undertaken with the idea of being used in helpful and interesting ways in the clp-ss or in the school. It has been written with the prospect of its being heard and enjoyed, either in class room or general assembly or elsewhere, or is offered as a personal contribution to a class sympo- sium. In the case of certain kinds of expression that should have literary quality, the class is for the time being a literary society, met to derive profit and pleas- ure from the best efforts of its members; efforts that ought, therefore, to be as personal and distinctive as possible, — now a scene or place visited, a person met, a celebration attended, a procession viewed, an article (a boat or bookcase or workbasket) made, a ramble of observation, an experiment tried, a boating or fishing excursion, a game played, a match won; — something which tempts the child to tell spiritedly, as he might excitedly narrate it to parent or friend, things seen and heard and done — yes, and by him or her, with a par- ticular pair of eyes and ears''. 232 EIGHTH GRADE 9. The weekly appointment of one or two pupils who are to watch the progress of current events and report upon a certain date, either Monday or Friday, will furnish another incentive for oral invention . Other members of the class could, at the close of the report, be given an opportunity to speak' in further detail of a part of the report or to add a subject of current interest not mentioned in the report. 10. The teacher's province in this w^ork is largely that of guidance and giving suggestions which are necessary to prevent aimless and superficial statements. This work, if undirected by the teacher, is likely to de- generate into careless and thoughtless habits of speech. 11. Dissertations, debates, subjects developed in a class sym- posium and current events become excellent material for a school assembly. They should be thus employed, following the class room work for two reasons, — first, it furnishes an opportunity to speak orally before a larger audience and thus increases the confidence and power of Eighth Grade pupils, and secondly, it fur- nishes a most potent example to children of other grades of the work which they later will be capable of doing, through the training they are receiving along similar lines in lower grades. IV. WRITTEN EXPRESSION. The development of language power is so much more rapid through oral expression than it is through wHtten that there is recommended for the Eighth Grade a proportion of one half of oral and one half of written expression. Oral expression will naturally be a part of each day's program in either the lan- guage or other recitations. Written expression should be as- signed when oral work has crystallized the thought material; it cannot be regulated by a schedule. Daily Practice. Written expression is an art to be acquired not by rule but 233 ENGLISH by regular practice. Hence a few minutes each day or on several days of the week should be assigned for writing sub- sequent to the oral preparation. The daily paragraph or theme should receive precedence over the longer and more formal written paper. The Monthly or Bi-monthly Long Paper. About once or twice a month pupils should prepare a paper of several pages, in order that they may learn to discuss a sub- ject fully and logically, and that they may gain the power of handling larger units of material. Outlines will usually be imperative in these occasional papers. If the teacher's judg- ment confirms making these efforts more frequently the oppor- tunity should be afforded, provided the daily paragraphs and shorter units still have precedence over the long papers. The attention of teachers is called to the requirements in paragraph- ing, sentence structure and margins under ^'Technicalities of Expression. I — Arrangement". Paragraphing should be re- quired of all pupils in every written paper. Suggestions for Technique. Through former grades pupils have given some attention to the observation, from printed pages, of the proper uses of outlines, sentence structure, paragraphing, relation of sen- tences, the topic sentence or main topic and sub-topics, relation of paragraphs, coherence and clearness of thought. The cau- tion has been given in each grade that pupils cannot be held to a rigid observance of all the forms of literary composition. A knowledge and observation, however, of the established con- ventions of good writing should precede even an approxi- mation to their partial realization in the pupils' written work. The stimulus of a high ideal is an ever-present incentive to greater effort. Instruction by the teacher through the presen- tation of good models and the usages controlling these models, combined with persistent, continued practice by the pupils, will determine the ideals established for the pupils' written papers. The efforts on the part of the teacher may not command immedi- ate results, but a broad foundation is being laid upon which future and more mature work will be constructed. 234 EIGHTH GRADE Correction of Written Papers. Pupils should be held to the practice of looking over their own written work and making their own corrections before turning in their papers. This power of self-help affords pupils the pleasure and keener interest of doing things for themselves, and relieves the teacher of work w^hich can more profitably be done by the pupils themselves. In developing this power of self-help it will be well to de- vote an occasional period to giving pupils individual help as they write. Such a plan followed exclusively would, however, interfere seriously with concentration of thought upon a given subject. The teacher should be alert to the right oppor- tunity. Such a period would be appropriate when the pupils are writing a second condensed reproduction, a second rewrit- ing of any topic, or the first writing upon some simple topic selected for this distinct purpose. The teacher will pass among the pupils as they write, quickly noting and correcting errors, ^nd using the blackboard to show correct forms. Such cor- rections are most effective because they check the error in the making. The corrections should include punctuation, spell- ing, use of capitals, good diction, sentence structure, para- graphing, etc. This period of co-operative corrections may be devoted to transforming, combining, condensing and otherwise varying the pupils' sentences in order that they may more exactly and more pleasantly express their meaning. Eighth Grade teachers should encourage a larger use of participles and infinitives in order to avoid cumbersome statements arising from the use of clauses in comx)lex and compound sentences. When pupils write independently, without the teacher's help in co-operative correction, some special aim should be as- signed for each lesson, e. g., the correct use of words, punctu- ation, sentence structure, paragraphing, relation of sentences and paragraphs, coherence and clearness of thought, or the avoidance of some common error in a former lesson. Pupils should take as active a part in correcting papers as possible. In order to extend their greater participation in the 235 ENGLISH work of correction it is suggested that the pupils exchiangie their written papers and indicate the corrections that should be made. Care mrst be tr.kcn to observe the following cautions in this work: a. The poorest papers should pass into the hands of the best pupils and vice versa. b. Whenever time allows each paper should be corrected by two pupils. c. Pupils should know what errors they are to correct. A list of such errors may be assigned for each lesson. A list of common errors always to be noted may be kept on the blackboard. The points for correction should be given a few at a time. d. Such corrections may be made in pencil upon the pages previously written in ink, or they may be made at the end of the written paper or upon separate sheets of paper. e. When the corrections are made the papers should be re- turned to their owners. An opportunity should then be given to examine the corrections as made and to dis- cuss with those making the corrections the reasons for the changes. Disputed questions should be referred to the teacher. Discussions between pupils will reveal other errors for correction and fix indelibly upon their minds means and ways of improvement in their writ- ten work. It cannot be questioned that more errors will escape notice than where the teacher makes the corrections, but it also cannot be doubted that keener interest will be aroused and, therefore, a more lasting impression will be made upon the pupil when another of his own class corrects his error. Corrections will not be accepted without question; the correction must be self- evident. The discussions between pupils will keep both minds active and interested. There will be no indifference to cor- rections as too frequently results when the teacher makes the corrections. The teacher must disregard the presence of other 236 EIGHTH GRADE errors still uncorrected and rest content with the corrections made. The teacher should read the corrected papers in order to discover whether the correction has been actually effective. The correction of papers by pupils should not be exclusively followed in any one grade. Occasionally the teacher will read and correct papers of the entire class. Frequently she will merely make notes of common errors running through all papers and list such errors for attention in another lesson. The invariable rule of preceding grades still holds good in the Eighth, that the sympathetic correction of pupils' mistakes in self-expression is far more effective than a high standard ef excellence impossible of attainment. 1. Written Eepjroduction. j Reaction from ^' A" II and IV. ] Resultant of Oral Reproduction. Outline. 1. Written reproduction does not require oral preparation in Eighth Grade. 2. Practice in clearness, conciseness and coherence — the chief aim in Seventh and Eighth Grades. 3. Creating far-reaching habits of study. 4. Use of summaries, newspapers, periodicals, paraphrase, condensation, current new^s, telegrams and other con- cise reductions. 5. Analyzing and reducing outlines and reproductions. 6. Developing judgment, habits of analytical study and discrimination. Syllabus. 1. Most of the work in reproduction in the Eighth Grade will be written without the preceding oral reproduc- tion. Written reproduction of a few short stories, and of topics chosen from the selections from liter- ature, will comprise the scope of this work in the Eighth Grade. The monthly or bi-montii ly long paper 237 ENGLISH will sometimes be based upon a written reproduction of parts of the selections from literature. 2. The main endeavor of Eighth Grade teachers in written reproduction should be directed to the same aim as outlined for the Seventh Grade in order that there may be attained, through consecutive practice in the last two years, clearness, consciseness, and coherence in w^ritten expression. 3. Written reproduction affords the teacher an opportunity to teach pupils to analyze thought, to discriminate, to follow logical sequence and to comprehend the gist of the original passage. The teacher is thus cultivating in pupils far-reaching habits of study and is training her class in the proper preparation of lessons in other subjects. 4. The following methods already begini in the Seventh Grade should be continued and extended in the Eighth Grade. The first efforts in condensation might be di- rected to a study of the practical uses of the summary in text books, newspapers, periodi(iaIs, Jidvertising, etc. Pupils could give a brief paraphrase or reduction of a newspaper item or article. Occasional use of the paraphrase should be made to test the comprehension of original passages in history and other grade sub- jects. More frequent use should be made of reduction or condensation, the summary of ^n oral reproduction, condensation of newspaper articles as practiced in periodicals of current events, summaries of history and geography lessons, making abbreviated headlines as is customary in newspapers, gleaning of current news in brief statements, the preparation of telegrams reduced from business correspondence, etc. 5. Outlines used in other forms of oral and written expres- sion may be studied for closer analysis and a more condensed form of the original effort may then be writ- ten. Oral reproductions should frequently be thus summarized and reduced in written reproductions. EIGHTH GRADE One such reduction could well be followed by another on the same topic for further, condensation. 6. Written reproduction, therefore, serves a greater pur- pose in the Eighth Grade than merely developing lan- guage power. The work outlined above in condensa- tion, reduction and analysis will develop judgment, habits of analytical study and power of discrimination. Pupils about to leave the Grammar School will soon be thrown largely upon their own responsibility, either in a continuation of school work where independ- ent study will be required of them, or in useful employ- ment where judgment and a power to discriminate have an even greater weight in their success or failure. The beginnings in the development of this faculty of juind are laid in the practice of analyzing, summarizing, con- densing and independent choosing between the essen- tial and non-essential. It is earnestly recommended that the teacher's efforts should be consciously directed to these results of her plans for written reproduction, rather than to the lan- guage side exclusively. 2. Written Invention : j Eeactions from/* A'' I, III and IV. ) Eesultant of Oral Invention. Outline. 1. Written Invention should be the chief medium in writ- ten expression. 2. Sources of material. 3. Topics drawn from the varying tastes and enthusiasms of pupils assure freedom and originality. 4. Teachers write with class to establish a point of view in common. 5. Time of writing determined when enthusiasm is evident. 6. Daily practice — chief medium of written invention. Im- promptu writing. 239 ENGLISH 7. Monthly or bi-monthly long paper affords opportunity to train pupils for continued application to a subject. Si/Uahns. 1. The great proportion of written work in daily practice and the monthly or bi-monthly long paper should be given to written invention. Written reproduction in itself, except as it serves the purpose of condensa- tion and reduction, should be subordinated to written invention. 2. Assignments for written invention should be chosen from the ^^ Recitation and Dissertation'' or the '^Oral Invention" divisions of this outline. Data and infor- mation have been secured, outlines have been studied and the impression so thoroughly made, that pupils will not be daunted by the request to write upon a topic already developed. Only a portion of the oral work should be chosen for written papers. 3. It would be well for the teacher to remember that a vari- ety of interests is present among her pupils. Individ- ual selection of topics by the pupils themselves will result in a set of papers upon widely different topics, but it assures the alert interest which is a primary consideration in the production of well-written papers. The following quotation from Dr. McMurry is perti- nent: ''The school studies are as many-sided in their attractions as the children are different in their tastes and enthusiasms. Child life itself is full of interesting experiences and activities. It only requires a teacher who is awake to these various interests and proclivities of children; and who knows the rich pasturage of the various school studies. Much of the other language work is necessarily formal and prescribed for all alike ; why not give children greater freedom in self-expres- sion? Why not at least turn them loose into self -chosen pastures? Self-expression in its very nature demands freedom and originality." 240 EIGHTH GRADE 4. It is suggested in former grades, and emphatically rec- ommended in the Eighth Grade, that teachers stimulate their pupils by writing with the class on any topic when it is assigned as a common topic for all pupils. A bond of sympathy will be established which will give a point of view common to both teacher and pupils. The teach- er's criticisms and suggestions following such an expe- rience will gain a response from the class never to be obtained where pupils write alone. 5. Writing should be required only when the interest has been developed to a point where it is self-evident. The program can not determine the time of writing. When enthusiasm and spontaneity are manifest the oppor- tunity should then be given to write. If this involves appropriating the time of another lesson the loss may be made good on the following day. Postponing the writing because of an inflexible daily program means the loss of the right opportunity. 6. Daily practice on a short theme, a paragraph, a brief written dissertation, or discussion should be the chief medium of self-expression in Eighth Grade written in- vention. This will usually be based upon a previous oral preparation of the subject-matter. Occasionally quick, spontaneous writing should be called for upon some subject already so well fixed in the minds of the class that it does not require oral preparation. The same plan will be equally valuable in the daily prac- tice, if teachers allow a freedom of choice among the varied subjects selected from the pupils' individual in- terests and tastes. 7. In order, however, that the habit of giving time and thought to a thorough preparation of a comprehensive topic may be developed in the pupils' training, a long paper should be required once or twice a month. The power of continued and repeated application to some subject brings a degree of satisfaction in the actual achievement, never to be realized in the daily practice. 241 ENGLISH This work may be continued in the class room several days, or be required as home work. The outlines, pre- viously employed in the oral preparation of the subject, should be employed as the basis for the written papers. The subject may be chosen from Geography or History, from the pupil's experience, or from any source which elicits the pupiPs personal enthusiasm and interest. Outline. 3. Letter Writing. 1. Comprehensive review of work in former grades — letters of friendship, business correspondence and social forms. 2. Incentives for letters of friendship. 3. Directions in business correspondence. 4. Forms of social correspondence. Syllabus. 1. Letters of friendship and business correspondence have been the assigned work in grades preceding the Sev- enth; in the latter grade social correspondence was as- signed as the last form in letter writing for elementary grades. It only remains for the Eighth Grade to give a more comprehensive scope to all three forms of let- ter writing mentioned above and to utilize this part of written expression as a medium for the pupils' self- expression. 2. Motives and incentives for letter writing should be con- tinued from the work of former grades to give the re- ality to letter writing which it requires — e. g., pupils ac- knowledge letters received from other pupils or friends ; reply to the inquiries of the letter ; give items of inter- est to the friend; ask questions the writer may wish answered, etc. Pupils may write from a point of view of another, a person living in another country, an his- torical character, or a person traveling in another part of our own or a foreign country. 242 EIGHTH GRADE 3. Business letters should be real exchanges in commercial correspondence. Modern business requires that . the letters be brief, to the point and exact in statement. Stereotyped opening sentences should be discouraged. Pupils should be trained to fold letters properly and address envelopes. 4. Social correspondence should include formal and infor- mal letters of invitation, acceptance, regret and other conventional and accepted social forms in letter writ- ing. C. Technicalities of Expression. It is recommended that the allotted time of 250 minutes per week in Eighth Grade Language and Grammar be apportioned between an equivalent of 150 minutes for Grammar and 100 minutes for Language. The time schedule also allots 150 min- utes per week for Reading — which time is available for read- ing, literature, study of the chosen selection of literature and other work under ^^A. Sources of Thought MateriaP' or '^Im- pression.'' I. ARRANGEMENT. 1. Sentence Stkuctuke. Practice in the use of complex and compound sentences has been assigned to the Seventh Grade. No attempt has been made to analyze such sentences. The use of com- plex and compound sentences should now be intelli- gently studied by the pupils through their analysis of sentences. Expanding, condensing and transforming sentences will give the drill which pupils require to improve their own sentence structure. Pupils should now learn how to improve their sentences through the use of participles and infinitives. Definite work should be assigned in the Eighth Grade in the proper grammatical uses of participles and infinitives. 243 ENGLISH 2. Paragkaphing. Independent paragraphing has been practiced since the Fifth Grade. The technique has been mastered. In the study of literature pupils should be taught to ob- serve the relation of sentences to the central idea of a paragraph as contained in the topic sentence, the relation and logical order of paragraphs, good diction, coherence and clearness of thought. So far as practicable pupils should be encouraged to follow in their own writing the models which they have dis- covered for themselves in the study of literature. 3. Outlines. Pupils are requested to outline independently in the Seventh and Eighth Grades. They should now have some abil- ity in distinguishing essential and non-essential mat- ter and in determining the order of logical sequence of main topic and sub-topics. Frequently it will be neces- sary to revise the first outline for closer analysis and further condensation. Pupils should be cautioned against too great detail in out- lines. Outlines should be omitted in the Daily Practice of written expression and in all other short exercises in oral and written expression. 4. Letter Forms. Review letters of friendship and business correspondence and develop social forms of invitation, acceptance and regret, etc. 5. Headings and Margins. Teachers are referred to the Third Grade A Syllabus for the established forms in headings and margins of writ- ten papers. Continued application of these forms, if consistent through the grades, will result in the auto- matic and general use of uniform margins and head ings. 244 EIGHTH GRADE II. TECHNICALITIES OF LANGUAGE AND GRAMMAR. Eighth Grade B, 1. Capitals. a. Require proper use of capitals. 2. Punctuation. a. Require uses of punctuation taught in preceding grades. b. Comma after introductory words, phrases and clauses, c. Dash and parenthesis. 3. Abbkeviations. a. Classify and review abbreviations of precedtog grades. 4. Dictionary Work. a. Pupils should be able to find : 1. Punctuation of words, including accent. 2. Spelling of words. 3. Meaning of words. 4. The index of History, Arithmetic, and other text books and books of reference. Pupils need frequent help and' instruction in the intelligent and economical use of dictionaries and works of refer- ence. 5. Grammar. Verbs : 1. Classification: Regular and irregular, transitive and in- transitive. Auxiliary, Copula. 2. Properties : Voice, mode, tense, number, person. 3. Principal parts : Regular and irregular verbs. 4. Inflection: Conjugation — complete. Synopsis of verbs. Progressive form of verb. Emphatic form of verb. In- finitive mode; Uses (a) As distinct form of verb; (h) Infinitive phrase as noun. Participles: Uses as noun, adjective or verb. Change from active to passive 245 ENGLISH voice. Particular attention to inflection of irregular verbs. 5. Parsing of verb. Agreement of verb with subject. Analysis and diagraming of compound sentence, involving two or more independent clauses. Diagraming of com- pound subject, predicate or object and compound object with preposition. Eighth Grade A 1. Capitals. a. Eequire proper use of capitals. 2. Punctuation. a. Eequire proper use of punctuation marks taught in pre- ceding grades. b. Comma before an additional clause (as distinguished from restrictive clause). c. Semi-colon and colon. 3. Abbreviations. a. Classify and review abbreviations of preceding grades. 4. Dictionary and Reference Book Work. a. Continue work of Seventh Grade. b. Insist upon daily use of dictionary. c. The work of the Eighth Grade is the climax of all the work of the preceding grades. d. Use of index in all text books. e. Teach the children to use the encyclopedia. 5. Grammar. During tkis term there should be given a thorough review and more intensive study of the work in Grammar from Sixth Grade B to Eighth Grade A inclusive. 1. Conjunctions: a. Co-ordinate: and, but, also, either, or, neither, nor, etc. 246 EIGHTH GRADE b. Subordinate : when, if, while, until, where, although, unless, after, before, since, for, because, etc. 2. Causes: Principal and subordinate, adjective clauses, adverbial clauses, noun (substantive). 3. Phrases : Adjective phrase, adverbial phrase, noun phrase, par- ticipal phrase, infinitive phrase, independent phrase. 4. Analysis and, diagraming of complex and compound sen- tences involving independent and dependent clauses. III. DICTATION AND WRITING FROM MEMORY. Dictation should be used to furnish models in complex and compound sentence structure; in the unity of sentences in a paragraph ; the proper relation of paragraphs ; in social letters and in any other form or method of written expression which the teacher is developing. It is also used in the practice and testing of technicalities. New and difficult words should be placed on the blackboard. Dictation should create power of sustained attention and concentration. It should be well punctuated in the reading, but never repeated. Dictation trains the ear ; serves to connect oral or spoken with written language ; teaches the pupil to write auto- matically and develops power of self-help, in that pupils can correct their own papers by reference to the printed page. It will often restore a restless and nervous grade to quiet self- control. Writing from memory poems, quotations and other selec- tions affords practice in the use of capitals and punctuation and fixes the poem, etc., firmly in the memory. , lY. CORRECT USE. (In course of preparation.) 247 ENGLISH As a part of the technical work of language there should be made in the Eighth Grade A a short study of the history and development of the English tongue, from Saxon times to the present, as a means to illustrate the derivation of its words and to explain the meaning of its root words. A study of prefixes, suffixes, synonyms and distinctions in meanings will naturally accompany the History of the English Language. The attention of pupils is thus focused on good diction and the choice of words for exact meanings. It will overcome a habit of using words carelessly without accurate knowledge of their derivation and real meaning. Such a study will both encourage the use of good diction and open the way to a continuous growth in vocabulary. 248 SUPPLEMENTARY BOOK LIST SUPPLEMENTARY BOOK LIST. Grade I. Title, Child Classic Primer Brooks Primer Brownie Primer Bender Primer Art Lit. Reader Bk. I Art Lit. Primer Folklore Primer Holton Primer Graded Lit. Bk. I Oriole Stories Wide Awake First Reader Sunshine Primer Summers Primer Summers First Reader First Reader Cherry Tree Children Story Hour Primer Story Hour Reader, Book I First Reader Overall Boys Sunbonnet Babies Barnard Language Reader Aldine First Reader Golden Treasury First Reader Thought Reader Riverside First Reader Child World Primer The Robin Reader Our Story Reader A Mother Goose Reader Primary School Reader, Book I Author, Publisher. Alexander Bobbs, Merrill & Co. Brooks D. Appleton & Co. Banta A. Flanagan Co. Bender C. E. Merrill & Co. Chutter Atkinson, Mentzer & Grover Grover Atkinson, Mentzer & Grover Grover Atkinson, Mentzer & Grover Holton Rand, McNally Co. Judson & Bender C. E. Merrill & Co. Lane Ginn & Co. Murray Little, Brown & Co. Noyes & Guild Ginn & Co. Summers F. D. Beatty & Co. Summers F. D. Beatty & Co. Wade & Sylvester Ginn & Co. Blaisdell Little, Brown & Co. Coe & Christie Amer. Book Co. Coe & Christie Amer. Book Co. Free & Treadwell Row, Peterson & Co. Grover Rand, McNally & Co. Grover Rand, McNally & Co. Paine Amer. Book Co. Spauding & Bryce Newson & Co. Stebbins Amer. Book Co. Summer F. D. Beattys & Co. Van Sickle & Seegmiller Houghton, Mifflin Co. Bentley & Johnson A. S. Barnes & Co. Varney Chas. Scribner's Sons Ketchum & Rice Chas. Scribner's Sons Mickens & Robinson Silver, Burdett & Co. Elson Scot, Foresman & Co. 249 ENGLISH Two Little Indians Primer First Reader Boy Blue and His Friends Bow Bow and Mew Mew Around the World, Bk. I Eugene Field Reader Cave Men Tree Dwellers Work that is Play Banbury Cross Stories A Book of Plays for Little Actors Graded Lit. Bk. II Eskimo Stories Three Little Cotton Tails Classic Fables Fairy Tale and Fable Lodrix Wheeler 's Graded Reader, Book II Child Classics Second Reader Polly and Dolly Tommy Tinker's Book Second Reader Peter and Polly in Summer Reynard the Fox Aldine Second Reader Riverside Second Reader Second Reader At the Open Door Golden Treasury Sec. Reader Nixy Bunny in Manners Land Story Hour Reader, Book II The Story of Two Kittens Maguire A. Flanagan & Co. Horace Mann Longmans Green Horace Mann Longmans Green Gkade II. Blaisdell Little, Brown & Co. Craik C. E. Merrill & Co. Carroll Silver, Burdett & Co. Cooley & Harris Chas. Scribner's Son Dopp Rand, McNally Co. Dopp Rand, McNally Co. Gardner A. Flanagan & Co. Howard C. E. Merrill & Co. Johnson & Barnum American Book Co. Judson & Bender C. E. Merrill & Co. Rand, McNally Co. A. Flanagan & Co. C. E. Merrill & Co. Silver, Burdett & Co. D. Appleton & Co. W. H. Wheeler & Co. Bobbs, Merrill Co. Little, Brown & Co. Little, Brow^n & Co. Smith Smith Turpin Thompson Wiley & Edick Wheeler Alexander Blaisdell Blaisdell Free & Treadwell Row, Peterson & Co. Rosa Imcia Amer. Book Co. Smythe Amer. Book Co. Spaulding & Bryce Newson & Co. Van Sickle & Seegmiller Houghton, Mifflin Co. Howe Robinson Stebbins Sindelar Coe & Christie Simmerman Chas. Scribner Silver, Burdett Co. Amer. Book Co, Beckley, Cardy Co. Amer. Book Co. A. Flanagan & Co. 250 SUPPLEMENTARY BOOK LIST Primary School Reader, Book II Elson The Fairy Reader Baldwin Another Fairy Reader Baldwin Second Fairy Reader Baldwin Peter and Polly in Winter Rosa Lucia Pathways in Nature and Liter- Christy ature Twilight Town Blaisdell The Snowman Lang Robert Louis Stevenson Reader Stevenson Art Literature, Book II Chutter In Fable land Serl Scot, Foresman Co. Amer. Book Co. Amer. Book Co. Amer. Book Co. Amer. Book Co. Univer. Pub. Co. Little, Brow^n Co. Longmans, Green Chas. Scribner Atkinson, Mentzer Silver, Burdett Co. Grade III. Seven Little Sisters Child Lore Dramatic Reader Alice in Wonderland Art Lit. Bk. Ill Around the World, Bk. Ill Heroes of Myth Dick Whittington arid Other Stories Graded Lit. Bk. III. Big People and Little People of Other Lands Fairy Tales Fables and Folk Stories Boy on a Farm Merry Animal Tales Old Mother West Wind Mother West Wind's Children Mother West Wind's Animal Friends Chinese Fables and Folk Sto- ries Robinson Crusoe Third Reader Dramatic Reader Andrew Brice Carroll Chutter Carroll Ginn & Co. Chas. Scribner 's Sons C. E. Merrill & Co. Atkinson, Mentzer & Co. Silver, Burdett & Co. Gilbert & Price Silver, Burdett & Co. Howard C. E. Merrill & Co, Judson & Bender C. E. Merrill & Co. Shaw American Book Co, Shaw Newson & Co, Scudder Houghton, Mifflin & Co, Abbott Amer. Book Co, Bingham Little, Brown & Co, Burgess Little, Brown & Co. Burgess Little, Brown & Co. Bigham Little, Brown & Co, Davis & Chow Leung Amer. Book Co, Defoe hy Baldwin Amer. Book Co. Free & Treadwell Row, Peterson & Co, Holbrook Amer. Book Co, 251 ENGLISH Stories of Our Holidays Home Geography- More Classic Stories for Little Children Old World Wonder Stories Tales of Mother Goose The Pig Brother East o' the Sun and West o' the Moon Our Common Friends and Foes Our Birds and Their Nestlings Wide Awake Third Reader The Dutch Twins In the xlnimal World Horsford Silver, Burdett Co. Long Aimer. Book Co. McMurry Public School Pub. Co. O'Shea D. C. Heath Perrault tr. Welsh D. C. Heath Richards Little, Brown & Co. Thomson Row, Peterson Co. Turner Amer. Book Co. Walker Amer. Book Co. Blaisdell Little, Brown Co. Perkins Houghton, Mifflin Co. Serl Silver, Burdett Co. Gkade IV. Ten Little Boys Good Health for Boys and Girls Fifty Famous Stories Retold North America South America Adventures of Pinocchio Great Americans for Little Americans Friends and Helpers Wandering Heroes Howell's Story Book Viking Tales Norse Stories Exploration and Discovery The Beginner's Book Discoverers and Explorers Children's Classics in Dra- matic Form Grimms Fairy Tales Fairy Stories and Fables Andrew Brown Baldwin Carpenter Carpenter Collodi Eggleston Eddy Gilbert & Price Howell Hall Mabie Pratt Pratt Shaw Ginn & Co. D. C. Heath & Co. ' American Book 'Co. American Book Co. American Book Co. Ginn & Co. American Book Co. Ginn & Co. Silver, Burdett & Co. Chas. Scribner's Sons Rand, McNally Co. Rand, McNally Co. D. C. Heath & Co. D. C. Heath & Co. American Book Co. Stevens'On Turpin Baldwin 252 Houghton, Mifflin & Co. C. E. Merrill & Co. Amer. Book Co. I SUPPLEMENTARY BOOK LIST Thirty More Famous Stories Retold Little Plays Indian Child Life Hans, the Eskimo Holland Stories Paul's Trip With the Moon Fourth Reader The Bluebird for Children Old Stories of the East Our American Neighbors Spyri's Heidi Amer. Life and Adventure The Western U. S. Story of the Greeks Four Old Greeks Moni, The Goat Boy Hiawatha Pioneers on Land and Sea First Steps in History of Our Country Lads and Lassies of Other Days Everyday Life in the Colonies Stories of the Ancient Greeks Fanciful Tales Story of the Greek People Anderson's Fairy Tales Child Classics Fifth Reader Stories of American Discover- ers for Little Americans Great Names and Nations (Ancient) Japanese Stories and Fairy Tales With Azir Girges in Egypt Baldwin Amer. Book Co. Dalkeith E. P. Dutton Eastman Little, Brown & Co. Scandlin Silver-Burdett Co. Smith Rand, McNally Co. Weaver Chas. Merrill & Co. Ho Ave Chas. Scribner's Sons LeBlanc Silver, Burdett Co. Grade V. Baldwin American Book Co. Coe Silver, Burdett & Co. Dole Ginn & Co. Eggleston American Book Co. Fairbanks D. C. Heath & Co. Guerber A;merican Book Co. Hall Rand, McNally Co. Kunz Ginn & Co. Longfellow C. E. Merrill & Co. Mc Murray The MacMillan Co. Mowry Silver, Burdett & Co. Price Silver, Burdett & Co. Stone & Fickett D. C. Heath & Co. Shaw Ginn & Co. Stockton Chas. Scribner's Sons Tappan Houghton, Mifflin & Co. Turpin C. E. Merrill & Co. Alexander Bobbs, Merrill & Co. Rosa Lucia Amer. Book Co. H.B.Niver Atkinson, Mentzer & Grover Nixson-Roulet Perry 253 Amer. Book Co. Atkinson-Mentzer ENGLISH Ethics of Success, Book I Riverside Fifth Reader Golden Door Sneath-Hodges & Stevens The MacMillan Co. Thayer Silver, Burdett Co. Van Sickle & Seegmiller Houghton, Mifflin Co. Cooper's Adventure of Path- finder Haight Amer. Book Co. Little Stories of England Button Amer. Book Co. Grade VI. Marco Polo Atherton D. Appleton & Co. Europe Carpenter American Book Co. Asia Carpenter American Book Co. Africa Carpenter American Book Co. Nuremberg Stove Louisa Dela-Rame C. E. Merrill & Co. Heroes of Chivalry Gilbert & Maitland Silver, Burdett & Co. Amer. Heroes and Leaders Gordy ( ^has. Scribner's Sons Snow Image Hawthorne Newson & Co. Tales from Shakespeare Lamb D. C. Heath & Co. Stories from Chaucer Lang E. P. Dutton & Co. Stories from Spencer Lang E. P. Dutton & Co. Robin Hood Lang E. P. Dutton & Co. William Tell McMurray Silver, Burdett & Co. Black Beauty Sewell Newson & Co. Boys of Other Countries Toylar G. P. Putnam's Sons Krag and Johnny Bear Seton Thompson Chas. Scribner's Sons Sixth Reader Baldwin & Bendei Amer. Book Co. Around the World, Book V Carroll Silver, Burdett Co. Makers and Defenders oi » America Forte & Skinner Amer. Book Co. Children's Pluta|;ch Gould Harper & Bros. Famous Men of Modern Times Haaren & Poland Amer. Book Co. Famous Men of Middle Ages Haaren & Poland Amer. Book Co. American Heroes from History McFee A. Flanagan The Golden Word Book Sneath The MacMillan Co. Golden Treasury Fifth Reader Stebbins Amer. Book Co. Choice Literature, Book VI Williams Amer. Book Co. Ethics of Success, Book II Thayer Silver,Burdett Co. 254 SUPPLEMENTARY BOOK LIST Riverside Sixth Reader Van Sickle & Seegmiller Houghton, Mifflin Co. Around the World, Book IV Carroll Silver, Burdett Co. The British Isles Tomlinson Houghton, Mifflin Co. Geade VII. Last of Mohicans Cooper The MacMillan Co. The Spy Cooper Newson & Co. Town and City Gulick Ginn & Co. Stories from 13 Colonies Guerber American Book Co. Washington and His Country Irving Ginn & Co. Miles Standish Longfellow Houghton, Mifflin & Co. Evangeline Longfellow Houghton, Mifflin & Co. Around the World in the Sloop Spray Slocum Chas. Scribner's Sons Snow Bound Whittier Houghton, Mifflin & Co. Story of Hawaii Alexander Amer. Book Co. Strange Stories of 1812 Henderson Harper & Bros. Representative Cities of United L States Ilotchkiss Houghton, Mifflin Co. Story of Philippines Knapp Silver, Burdett & Co. Dramatic Reader for Grammar Grades Knight Amer. Book Co. Dawn of American History in Europe Nida The MacMillan Co. Watcher in the Woods Sharp The Century Co. Golden Word Book Sneath The MacMillan Co. History of United States Thwaites Houghton, Mifflin Co. Choice literature, Book VII Williams Amer. Book Co. Gkade VIII. Commercial Geography Adams D. Appleton & Co. How the World is Fed Carpenter American Book Co. How the World is Clothed Carpenter American Book Co. Plants and Their Children Dana American Book Co. Little Nell Dickens Newson & Co. Odyssey Homer The MacMillan Co. Twice Told Tales Hawthorne C. E. Merrill & Co. 255 ENGLISH Ninet3^-Three Hugo Newson & Co. Tang-'ewr od Tales Hawthorne Houghton, Mifflin & Co. Franklin, His Life Montgomery Ginn & Co. Treasure Island Stevenson The MacMillan Co. Tales of a Grandfather Scott Ginn & Co. Making the Empire State Redway Silver, Burdett Co. Words of Abraham Lincoln Thomas Amer. Book Co. The Man Without a Country Hale C. E. Merrill The Lady of the Lake Scott C. E. Merrill Hygiene for the Worker Tolman Amer. Book Co. Brief Biographies from Amer- ican History Turpin C. E. Merrill Co. In Oldest England Krapp Longmans, Green Co. Great Inventions and Discov- enes Piercy C. E. Merrill 25(;- THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW AN INITIAL FINE OF 25 CENTS WILL BE ASSESSED FOR FAILURE TO RETURN THIS BOOK ON THE DATE DUE. THE PENALTY WILL INCREASE TO SO CENTS ON THE FOURTH DAY AND TO $1.00 ON THE SEVENTH DAY OVERDUE. m 29 193 •JAN i?5 1947 ■O" CO U ^ & o 'J'- -J* YG%3577 UNIVERSITY OF CALIFORNIA lylBRARY .r>3^^. -^