WRITING STORIES FROM SUGGESTIONS 73 in the last exercise, as guides in their writing: they must have clear pictures in their own minds; they must describe these pictures in language that will make the readers see the same pictures; and they must make their descriptions interesting. Give needed individual assistance as they write. VIII (93). Telling Original Stories Study this lesson with the children, as given in their book, concluding with several original stories. Let these be vivid and interesting, brief and pointed. IX (95). Writing Original Stories The previous oral exercise should have given sufficient preparation for this written one. Let the pupils work here as there for vividness, brevity, and point; with these characteristics, their stories car hardly fail to be interesting. X (95). Writing Stories from Suggestions These stories may be written with, or without preparatory oral discussion, as seems best. CHAPTER TEN MONTHS, DAYS, DATES, ABBREVIATIONS, LETTER WRITING I (96). The Months READ the quotations about the months with the children; let every quotation be read sympathetically and expressively so as to reveal the full meaning. Study the quotations with the children as suggested in their book, asking such further questions, and making such explanations, as may be necessary to every child's full understanding. When all the quotations have been thus read and studied, allow a few minutes in which each child is to select and study his favorite, preparatory to reading it just as well as he can to the class. Then have children read as many as time permits. II (100). Memorizing a Quotation In time all the quotations about the months should be memorized by every child. Let them begin with their favorites, which they should be called upon from time to time to give in their best manner before the class. In a short time, most children will find that they know many of the quotations without hav NAMES OF DAYS AND THEIR ABBREVIATIONS 75 ing made any conscious effort to memorize them, and that they can easily learn all the rest. A short exercise may profitably be given to these memory gems once a month, say the first day of each month. The repetition of a memory gem also fills profitably the odd moment that might otherwise be wasted. III (101). Writing a Quotation This exercise tests not only the pupil's verbal memory, but his carefulness and accuracy in the use of correct forms, -punctuation and the use of capitals to begin every line of poetry. After comparing their work with the book, as they are directed to do, the pupils' papers should be perfect. Examine them to see whether they are so. Pass back to the writer any paper that still contains an error. Let the writer discover the error for himself and correct it. IV (101). The Months and their Abbreviations V (102). Names of Days and their Abbreviations It is quite probable that many or all of the pupils have already learned to write the names of the months and days with their abbreviations. For such children, these exercises will be a review and a test. If it is found that they need thorough study, they may be taken up in this way: Names of months (or days) and their abbreviations, (1) studied in book; (2) spelled orally; (3) copied ; (4) written from dictation; (5) written from memory. Let pupils correct their written work under your supervision. VI (102). Studying Dates Let the children study the sentences aloud as directed in their book. These are the two new facts which this lesson should impress upon them: 1. Names of places (Spain, America, United States) begin with capitals. 2. A comma is used to separate the part of the date that tells the month and day from the part that tells the year. The mastery of these two things in the writing of dates is a necessary preparation for letter writing, which is soon to be taken up. Explain briefly the capitalization of Declaration of Independence and Congress as similar to the capitalization of names of persons, months, and places; the names refer to one particular thing; there is only one Declaration of Independence, only one Congress. VII (103). Writing Dates from Dictation Dictate from the pupils' book the sentences of the preceding exercise containing the dates in American history. After dictating and letting pupils write the first sentence, see that every pupil has it right, in this way: Teacher: Who has not begun Christopher Columbus with capitals? STUDYING A LETTER A Pupil: I have not. Teacher: Why should these words begin with capitals? Who has not begun Spain with a capital? 77 (Similar questions and procedure regarding August and the comma to separate Aug. 3 from 1492. A correctly written abbreviation of the name of the month should be accepted.) This immediate correction of errors in class serves three purposes. It reënforces for all children the rules or principles to be observed, as they hear these rules or principles restated and emphasized; it tends to prevent the repetition of the same kind of errors in the same exercise; it takes less time than is necessary for corrections with individuals at the end of the exercise or in a subsequent exercise. The letter in the pupils' book is given in story setting for two reasons: first, to arouse interest, and, second, to prepare the way for the pupil's letter in reply to give the pupil a "start," as it were, by suggesting "something to write about." Walter's letter itself is to be used as a type, to be analyzed and studied thoroughly, as directed in the pupils' book, so that pupils may acquire from the beginning the habit of using correct forms in the different parts of a letter. If pupils have had no previous practice in letter writing, or if they have |