written letters without instruction and so acquired incorrect habits, several periods may well be spent on this exercise before proceeding to the next, in which pupils write in reply to Walter's letter. The purpose of thorough study here is to prepare pupils to start right in their own letters. It is better that they learn here to write the heading, salutation, and conclusion of a letter correctly, than to make mistakes in these formal things in the first letter they write, mistakes which they must correct later with more difficulty than now. It is better to prevent errors than to correct them. This exercise may be made to prevent many errors.

First, direct the attention of pupils to the address on the envelope, requiring them to tell where each line is written, - where it begins and ends, - what is written on each line, where and why capitals are used, where and why each mark of punctuation is used, what abbreviations are used and for what words. Then dictate several addresses for pupils to write, thus testing their assimilation of the facts studied. Also let each child write his own address. It will be well to have several pupils write at the boards.

In the same thorough way study the heading of the letter, noting what is written in each part, the capitals, the marks of punctuation and the reasons for their use. Then dictate several headings and have each child write the proper heading of a letter

WRITING A LETTER

79

written from his own home. Have any errors in pupils' writing corrected at once in the way suggested in the last exercise.

Note the conclusion and signature of the letter.

After the formal parts of the letter have been mastered, talk over with the children the reasons, hinted at by Frank as he read Walter's letter, that kept Frank at home when he was expected to visit Walter. Could it have been an accident to himself or to some member of the family; was it the unexpected arrival of a guest; was it some curious adventure on the train, perhaps taking a wrong train and being carried far away; was he kept at home as a punishment for some real or supposed misconduct; what was it that detained him? Encourage the pupils to suggest as many plausible possibilities as they can. The best of these might be written, very briefly, not in full, -on the blackboard, and allowed to remain there until after the next exercise.

IX (106). Writing a Letter

If the study of the last exercise has been as thorough as it should have been, pupils will be well prepared to write their letters in answer to Walter's letter. As they write, encourage them to become Frank, for the time, as fully as possible. Their exercises in dramatizing should have made this easy.

Before children begin to write, let them hold up

their papers and show you just where on the paper they are going to write the heading. Hold a sheet before them and indicate just where this should be written. As pupils write, pass about among them and see that they correct at once all formal errors in the heading and salutation, giving reasons for every correction.

X (108). Correcting Letters

Under your supervision have pupils correct individually all errors in their letters. Let them rule the proper shape for an envelope and write the proper address therein. A few of the best letters may be read.

Pupils who have made many and serious errors should copy their entire letters, with errors corrected, in a supplementary exercise. During the same exercise, pupils who do not have to copy their letters may write real letters that they would like to send to relatives or friends.

XI (108). Things to Remember

Before children begin to write the exercise prescribed in their book, place before them on the board the name of the state written out in full and the abbreviation.

Additional exercises, similar to those given in the pupils' book, may be given to test further and to fix the pupils' grasp of the things to remember.

CHAPTER ELEVEN

TRUE STORIES, COMPOSITIONS, LETTERS,

POSSESSIVES

I (109). True Stories

AFTER having the general's story read in class, discuss it freely with the children, reënforcing the lesson that it is no disgrace to be afraid, that every one has had moments of fear; that the brave man faces the cause and overcomes his fear, while cowards run away.

Talk over with the children things that you have known children to be afraid of,- things that you were once afraid of, — such as mice, cows, caterpillars, barking dogs, the noise of the wind, darkness.

One little boy said, "There is no darkness. It is just taking away the light, and Mother can bring it back in a minute."

Acknowledging some of your own past foolish fears, the example of the brave general in telling of his fright, and especially the emphasis of the past tense, will lead most children to talk freely of things that once made them afraid. Make no effort to get them to tell of the things that they now fear; that is another matter.

written letters without instruction and so acquired incorrect habits, several periods may well be spent on this exercise before proceeding to the next, in which pupils write in reply to Walter's letter. The purpose of thorough study here is to prepare pupils to start right in their own letters. It is better that they learn here to write the heading, salutation, and conclusion of a letter correctly, than to make mistakes in these formal things in the first letter they write, mistakes which they must correct later with more difficulty than now. It is better to prevent errors than to correct them. This exercise may be made to prevent many errors.

First, direct the attention of pupils to the address on the envelope, requiring them to tell where each line is written, — where it begins and ends, — what is written on each line, where and why capitals are used, where and why each mark of punctuation is used, what abbreviations are used and for what words. Then dictate several addresses for pupils to write, thus testing their assimilation of the facts studied. Also let each child write his own address. It will be well to have several pupils write at the boards.

In the same thorough way study the heading of the letter, noting what is written in each part, the capitals, the marks of punctuation and the reasons for their use. Then dictate several headings and have each child write the proper heading of a letter