possible, so as to effect the largest possible changes in the meaning of the sentences. This will bring

out impressively the significance of prepositions and the importance of choosing them carefully.

Supplementary

Pupils may be required to write out any of the oral exercises of this section, or better, to write similar exercises.

As in previous exercises on other of the parts of speech, so here, the purpose is not exhaustive grammatical study, but an appreciation of the function of prepositions in the interest of their effective use in speech and writing. If it seems desirable to extend these exercises, the following supplementary work is suggested:

Supplementary

1. Pupils may be practiced not only in stating the relation that prepositions show, but in giving the reason why certain words are prepositions. For example, in the selection, Prince Charming and the Princesses, pupils may be required to explain each preposition as follows:

In is a preposition because it shows the relation between the noun room and the verb lay.

Over is a preposition because it shows the relation between the noun princess and the verb hovered.

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2. Pupils may write out the exercise showing the prepositions and the words between which each shows the relation as follows:

3. The last exercise of the selection, filling blanks with prepositions, may be written.

III (221). Some Prepositions that are often Misused

To make the distinction between in and into more impressive, give such directions as the following, which chosen pupils carry out :

Run into the aisle.

Run in the aisle.

Take the book in the closet.

Take the book into the closet.

Remarks already made (p. 123) concerning the establishment of habits of using correctly certain troublesome verbs apply equally to the correct usage of troublesome prepositions.

IV (224). Using Prepositions

Before allowing the pupils to write the description, have them give orally as many phrases as they can. on each subject. If it seems best, a list of these phrases on each subject may be written on the board and the children allowed to use them instead of making lists for themselves. In making the phrases, encourage the children to use picturesque adjectives whenever appropriate, to describe the nouns.

V (225). Conjunctions

This is an oral exercise, to be worked out with the children.

The overuse of and is a fault that has to be corrected in most pupils. An important step in its correction is to get pupils to appreciate just the function that and serves; then they will be able to feel themselves the abuse of the word when it serves no function.

Supplementary

1. Write the following list of most frequently used conjunctions on the board:

Give pupils short sentences in which these con

junctions are used and let them tell what the conjunctions join.

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Let pupils give sentences themselves, using these conjunctions; then let them tell what the conjunctions join.

2. Let pupils write sentences using all the conjunctions in the above list.

3. Let pupils find as many conjunctions as they can in given selections and tell what each conjunction joins. For this purpose, selections in the pupils' book on pages 1, 6, 22, 84, and 90 may be used.

Do not confuse the children by spending time. with conjunctions of which the joining function is difficult for them to understand.

VI (227). Combining Sentences

In order that this exercise may be of value, the pupils must carry it out thoughtfully, appreciatively. So carried out, it will mark a distinct advance in their ability to express themselves concisely. Insist upon more than one way of combining the groups of sentences; let every group be combined into as many different sentences as possible. This will do much to impress upon the children the flexibility of language, the wide possibilities of shaping it to fit varying conditions.

The first group of sentences may be combined into at least a half dozen slightly different single sentences, as follows:

I. Once there was a beautiful princess who lived in a far-away country.

2. A beautiful princess once lived in a far-away country. 3. Once a beautiful princess lived in a far-away country. 4. Once, in a far-away country, there lived a beautiful princess. 5. In a far-away country, there once lived a beautiful princess. 6. Once there lived, in a far-away country, a beautiful princess.

After several sentences have been given, ask questions like these:

Which sentence do you like best? Why? Which makes the meaning clearest? Which is the most beautiful expression which sounds best ?

Note also the differences in emphasis of the different ideas, due to change in position in the sentence. For instance, the place, in a far-away country, is made more prominent in 5 than in 4 and 6. The time, once, is less prominent in 2 than in most of the other sentences.

VII (229). Combining Sentences in a Story

After rewriting, the story should read somewhat as follows:

THE FOX AND THE GRAPES

One day a hungry fox was walking through a wood looking for something to eat. He saw a bunch of grapes growing on a high

vine.

He tried to reach the grapes but could not. Again he tried, and again, but still failed.

At last, disappointed and angry, he turned away. "I do not want those grapes," he said. "They are sour."

Try to have the children appreciate the need of rewriting the original story. In that, too many