Supplementary Work

Let the children write the words containing apostrophes in two sets of columns, thus:

IX (118). Study of Selection for Use of Forms

While the only really new thing in this exercise is the use of the comma to mark a natural pause,

the most satisfactory explanation that can be given the children at this time, the exercise should be studied carefully as directed in the pupils' book. Such oral study, followed by writing from dictation, is the most effective way to fix habits of correct punctuation, capitalization, and form.

X (119). Writing from Dictation

Dictate the exercise already studied, the conversation between Scrooge and Bob Cratchit.

XI (119). Individual Correction of Dictation Write the following on the board before the pupils:

1. Indenting paragraphs
2. Capitals

3. Quotation marks

4. Apostrophe

5. Period

6. Comma

7. Spelling

ANSWERING A LETTER

87

Instruct them to look through their papers for one kind of mistake at a time: first, to see if they have properly indented every paragraph; then, to see if they have used capitals correctly, and so on until they have gone through the list of seven possible kinds of errors. Let them correct each error as they find it. Following this plan, few errors should escape them.

Look over each paper to detect any remaining errors. Call any such to the attention of the writer; let him correct and give the reason for the correction.

XII (119). Studying a Letter

This letter is to be studied in the same way that a previous letter was studied (p. 73). Study and discuss it with the children.

XIII (120). Answering a Letter

Before letting the children write their letters, see that they have clearly in mind what they are going to say. Let some of them give their letters orally, beginning with the heading and going through each part to the signature, as,

24 HOWE ST.,

BROWNSVILLE, Miss.,
Oct. 7, 1909.

DEAR GRANDFATHER,

Thank you

Your loving grandchild,

It may seem best to devote one whole period to oral letters, reserving the writing of the letters to the following period.

XIV (121). Correcting Letters

Write on the board a numbered list of topics which will suggest different kinds of errors to be looked for, as directed in a previous exercise (p. 82). After pupils have gone through their letters under the guidance of these topics, correcting all the errors they can find, look over each child's letter with him to bring to his notice any errors of form still remaining, and also to suggest improvements in content. After the final correction, and rewriting where necessary, have the children fold their letters properly, and either place them in previously addressed envelopes or write the address on the folded letter.

XV (121). Writing Original Letters

This exercise calls for the independent application by each pupil of what has been learned in previous exercises on letter writing, both respecting form and content. If you think your children able to make a fair success of this exercise, let them try it without preparation or discussion. If they are not yet equal to such a test, precede their writing with a brief review of the formal side of a letter

WRITING ORIGINAL LETTERS

89

the address, heading, salutation, and close. Then discuss with them the many possible answers to the questions given in their book; this will suggest to them abundant and varied material for their letters.

CHAPTER TWELVE

PICTURE STORIES

I (123). Making Stories from a Picture

STUDY with the pupils the questions in their book. Encourage them to imagine the greatest possible variety of characters - consistent, of course, with their appearance that the central figures of the picture, the running boy and girl, may represent. The girl may be simply a rich girl, or a girl famed for her fleetness and endurance, or the daughter of the king, or of a nobleman, or of the boy's master. The boy may be a peasant, or a slave, or a shepherd, or a woodcutter's son, or the son of a poor widow, or a captive taken in war, or a prince in disguise. Every different character suggests different possibilities for stories.

See that the children note the contrast in the characters of the onlookers corresponding to the contrast in the two runners. There are the rich and the poor, the high and the lowly; each contestant evidently has sympathizers of his, or her, own kind. These contrasts, both in the runners and in their sympathizers, must be made to enhance the interest and excitement of the contest.