radically different character of the words needed in A Spring Shower and in A Winter Gale.

When those words have been selected as best which give the most striking contrast to the selections, perhaps the selections will read somewhat as follows:

A SPRING SHOWER

I awakened in my little attic bed about midnight. Overhead I heard the rain pattering. It tapped against my window. Through a hole in the roof it dripped upon my face. The wind whispered among the eaves. It rattled my shutters and fluttered the curtain at my window.

A WINTER GALE

I awakened in my little attic bed about midnight. Overhead I heard the rain pouring. It dashed against my window. Through a hole in the roof it beat upon my face. The wind howled among the eaves. It banged my shutters and tore the curtain at my window.

VIII (196). Writing a Description

The last exercise ought to be ample preparation for this one. Encourage pupils to vary their work from the outline in the last exercise sufficiently to give some individuality to their productions.

Supplementary

Let pupils who wrote on A Spring Shower now write on A Winter Gale, and those who wrote on the latter topic now write on the former. Let them have their first papers before them as they write and

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try to make the contrast between the two descriptions as marked as possible by the choice of significant words, especially verbs

IX (197). Some Troublesome Verbs

No attempt is made here to give an exhaustive list of irregular verbs that are stumbling blocks to many children. The purpose here is simply to present a method of impressing correct usage through the treatment of a few verbs that cause trouble most generally.

You should be on the watch for verbs, and indeed any words, that are habitually misused; such words differ with individuals and in different places. There is no definite set of such words that ought to be taken up universally for the sake of correcting assumed errors of usage. It is a most serious pedagogical error to seek to eradicate an error of speech that does not exist; at best this attempt is time wasted, at worst it creates the error that it would

remove.

Eradication of established errors of speech is usually a slow process; much persistent correction of such errors by the substitution of right forms is the only sure method. The process is greatly facilitated when the coöperation of the pupil is secured, when an active desire is aroused in him to use language correctly. Indeed, without this desire on his part, the task is almost hopeless. Hence the stress laid

throughout these exercises on arousing the interest of the pupil in words, in their possibilities, and in the importance of using them correctly and effectively.

X (199). Verbs often Misused: Lie, Lay, Sit, Set XI (200). Shall or Will?

XII (202). May and Can

No great amount of time can be profitably spent on these exercises treating of misused verbs (IXXII). The replacing of wrong habits with right habits can rarely be effected at once; it is a process of repetition and growth. These exercises should serve for frequent reference; when the errors of which they treat occur, refer to the typical sentences here given in which correct usage is made promi

nent.

XIII (203). Adverbs: Their Use as Modifiers of Verbs

This is an exercise to be studied with the children throughout. Write and keep on the board lists of adverbs suitable to use with certain verbs as these lists are made by the children. Interest may be added to this exercise by turning it into a game similar to that suggested in a previous section (VI).

Supplementary

As in all lessons on the parts of speech, no attempt is made here to complete the subject. From

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the grammatical standpoint it is barely introduced, and that for the sake of giving pupils a better appreciation and command of words in speech and writing. Should it seem desirable, this exercise on adverbs may be extended indefinitely, as follows:

1. Give easy sentences in which adverbs modify verbs. Let pupils find the adverbs and tell what each one does.

2. Give a lesson to bring out the form of adjectives, distinguishing them from adverbs. This may be done through pairs of sentences, as follows:

A sweet song reached our ears.

We heard some one singing sweetly.

The lion is a fierce animal.

He roars fiercely.

I saw a strange dog in the yard.

He acted strangely.

A hoarse laugh was heard.

We heard him laugh hoarsely.

A brave boy acts bravely.

A timid boy acts timidly.

XIV (205). Selecting Suitable Adverbs

Discuss this exercise with the children before they write as directed. Impress upon them that they must keep clearly in mind the same picture and idea of a giant throughout. It would not do to make the same giant laugh timidly, sing boisterously, and tap calmly.

XV (206). Other Uses of Adverbs

If desired, this exercise may be extended, as suggested in a previous section (XIII), by requiring pupils to find the adverbs in easy sentences and to tell what word each adverb modifies.

XVI (207). Some Adverbs that are often Misused

Do not be satisfied with a single adverb, like very, to be substituted for the inappropriate ones given in the pupils' book. Get from them if possible if not, supply them yourself - several adverbs that might be used, such as much, really, extremely, somewhat, painfully.

Keep lists of adverbs on the board for reference. Add to them whenever possible. See that these lists contain especially adverbs suitable to be substituted for adverbs incorrectly used. Call attention to these lists whenever necessary. Call especial attention to them just before pupils begin to write something in which they will be likely to use incor

rect forms.