CHAPTER FIFTEEN

POEMS, COMPOSITIONS; VERBS, ADVERBS

I (186). A Poem to Study

BEGIN this exercise by reading the poem to the children; try to arouse their enthusiasm by your rendering of it. Then study it with them as suggested in their book. Supplement this study with a few stirring concrete stories in which the flag figures prominently.

SUGGESTIONS. Story of the Constitution, with Holmes's poem, Old Ironsides; Battle of Fort Stanwix, the first fort to fly the Stars and Stripes; Surrender of Cornwallis; the retreat to Morristown.

Such stories will help to put meaning and emotion into the poem. Let those pupils who catch the inspiration and who can render the poem inspiringly read it aloud.

II (190). The Flag

In preparation for this written exercise, have an oral exercise in which the several topics are discussed with animation. Let the pupils contribute all the information they can. Supplement their contributions, so that no child need lack for ma

terial on any one of the topics on which he may choose to write.

III (190). Memorizing the Poem, "The Flag Goes By"

Read the poem to the children. Let several of the pupils read it, one after another, choosing those who will render it with adequate expression. Let the class read the poem in concert. Then call upon volunteers to repeat it from memory. As a pupil is thus trying to repeat it, let the other pupils follow in their books as prompters. Instruct them to prompt at once when necessary, for the pupil reciting must not be allowed to stand in embarrassment trying to think "what comes next"; this spoils the rhythm and the effect. Finally, let the class recite the poem from memory, you acting as prompter. By this time, most pupils will have memorized the poem—and without the painful effort of endless repetitions of words without meaning. The poem should be kept alive in the memory of all by occasional recitation.

IV (190). Verbs

Study the lesson with the pupils. In reading the poem, The Brook's Song, the underlined words should not be so emphasized as to destroy the rhythm and distort the meaning; a very slight pause after an underlined word will suffice to attract to it the attention desired.

VARIETY IN THE USE OF VERBS

V (194). Finding Verbs

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This is an oral lesson to be studied with the pupils. It should be supplemented with additional sentences, given orally or written on the board, in which verbs of action are used. Such sentences as these may be used:

The horse ran wildly down the street. The heavy wagon rattled. Children ran away in terror. A brave policeman jumped to the horse's head. He seized a flying rein. He tugged at the rein with all his might. The frightened horse dragged him along. The man spoke gently to the animal. Gradually his kind words overcame the horse's fear. The horse slackened his pace. The man sprang into the wagon. He turned the horse around and drove him slowly back to his owner.

Children may be called upon to give simple sentences containing verbs that tell what some one or some thing does. These sentences may be written on the board, with the verbs underlined, or written with colored crayon.

VI (195). Variety in the Use of Verbs

The children's interest in this lesson may be increased by letting them make a game of it, as follows: Provide each child with pencil and paper. Allow a definite time, say three minutes, in which each child may write all the verbs he can that are appropriate to use with a given noun, as wind. When the time has expired, have some child read

his list of verbs, you writing them on the board as he reads, like this:

Other children follow their lists carefully, checking every one of their words that is written on the board. When the first child's list is exhausted, ask any pupil who has other verbs to give them; write these additional verbs on the board until you have there all the different verbs that the children have written.

Each child's score in the game is to be reckoned as follows: Every word that a child has that no other child has is given two credits; every other word is given one credit.

Make no distinction at this time between transitive and intransitive verbs. If in doubt about the thought that a child may have who gives a transitive verb, as carries, let him make a complete sentence, as, The wind carries ships out to sea. Requiring that a complete sentence be given will also reveal his error to a child who gives a word that is not a verb.

Keep on the board the lists of verbs secured in this exercise. Encourage pupils to bring in other

SELECTING SUITABLE VERBS

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words to be added to the lists; allow two credits for each new word.

The purpose of this exercise, like that of similar exercises in the last chapter (V and XII), in which large lists of nouns and adjectives were made, is to impress the pupils with the great variety of words that tell what persons or things do, verbs, to interest them in the observance of this class of words, and to inspire in them a desire to select and to use the most fitting verbs in their speech and writing.

These exercises on variety of words, whether verbs, adjectives, or nouns, may well be made to serve as types for reference, in this way. Whenever a child has failed to use the best word, to avoid repetition of words, to give exactness, clearness, or beauty of expression, reference to these lessons will make him realize the possibilities of substituting a better word, will perhaps suggest that better word.

VII (196). Selecting Suitable Verbs

In preparation for this exercise, which is to be oral, have each child write in order the verbs that he proposes to use in A Spring Shower; also in order, those that he will use in A Winter Gale. When called upon, let each child read the selection from his book, supplying the blanks from the lists on his paper. Discuss the fitness of the verbs proposed, leading the children to appreciate the