FURTHER EXERCISES IN DESCRIBING

5

Mary, bring me the big, red language book with gold letters on the back.

Mary: (As there is only one book on the table answering to this description, Mary brings it, and every one is satisfied.)

This exercise, which is obviously capable of much variety as it is carried out, must not be treated merely as an amusing pastime. Insist that it be taken seriously and earnestly, and it will prove an interesting and stimulating exercise in close and discriminating observation, in accurate description, and in faithful interpretation of language.

III (4). Further Exercises in Describing

After the pupils have studied the lesson, discuss and enlarge upon the first part of it with them to make sure that they fully understand it.

As pupils are called upon individually to describe a chosen object, as directed in their book, submit each description as given to this test. Let all the listening children close their eyes. When the description is complete, ask: "Do you see what John has described? Do you see the size, the color, the shape, etc., as he described it? Or did he say something that made you guess at the object?"

Supplementary Work

Place in full view of the children several objects that have the same use, or a general resemblance, as a dozen boys' hats. Let children describe par

ticular hats so definitely and accurately that those following the description can select the hat described. A hat must be so described that the hearers see, not so referred to that they guess, the hat intended. The exercise may be conducted similarly to that suggested for the description of books (p. 4).

CHAPTER TWO

ABOUT SENTENCES, CAPITALS, AND CERTAIN MARKS OF PUNCTUATION

I (8). The Sentence

THE sentence idea, or the sentence sense, is not an easy one for most children to get. It is usually acquired, or grown into, gradually, as the result of practice in correct usage and of discriminating analysis. The definition of the sentence alone is of little avail; to most children, it is but so many words, — contentless. It is the meaning, the content, of the definition that must be learned. In learning this the formulated definition may be made to serve as a valuable guide and aid.

1. Study through (1) with the children. Test and reënforce their understanding by analyzing with them several sentences, as the sentence in (1) is treated. Use the blackboard. Such sentences as these are suitable:

The farmer's frightened horse dashed down the street.
The heavy express wagon crashed into an automobile.
Four children riding in the automobile were thrown out.
A brave policeman caught the runaway.

2. Study through with the children the analysis of the groups of words and sentences under (2), fol

lowing the model given in their book.

Let the children make these analyses as far as possible themselves.

Help the children to appreciate the full force of the words used. This may be done by contrasting words actually used with similar ones that might have been used, thus bringing out clearly the difference in the thoughts expressed by different words. For example, take the sentence,

The American flag waves over the school.

or any one of a million other things that it might

be about.

What flag is the thought about?

The American flag.

It is about

It is not about the English, the German, the Italian, the Mexican, or any one of scores of other flags that it might be about.

What is the thought about the American flag?

The American flag waves over the school.

The thought about the American flag is not that it

is beautiful,

is beloved by all true Americans,

is composed of stars and stripes,
was borne by the soldier,

was torn,

was flung to the breeze,

or any of the thousands of other things that might be thought about it.

3. Study with the children the sentences and groups of words numbered 1 to 18 (pp. 11-12), as directed in their book, having them analyze and contrast the words and groups of words used with others that might have been used, as suggested above (2).

The study of the first group of words

A game of baseball

might be something like this:

What is the thought about? It is about

A game.

What game is the thought about? It is about

A game of baseball.

It is not about a game of football, or of checkers, or of dominoes, or of tag, or of any of hundreds of other games.

What is the thought about a game of baseball? It does not tell.

Is this group of words a sentence? No; because it does not express a complete thought.

Add something to the group so that a complete thought will be expressed. As a result of several