3. More conveniences: electric lights; gas; water works; sewerage.

4. Better times: picture shows; Y.M.C.A.; baseball and games; playmates near.

5. Loneliness of country: neighbors far away; few amusements; playmates few and not near.

6. Bad roads in country as opposed to good streets and sidewalks in town; oil lamps, as opposed to electric lights or gas.

Refutation

1. Can study nature in towns in gardens, parks, and by excursions and picnics.

2. Just as good sports in town tennis, track meets, baseball, athletics at Y.M.C.A.

NEGATIVE

1. Have fun in country: riding horses; fishing; hunting; more pets; games better.

2. Learn nature: seeing and studying insects, birds, trees; spend much time in woods; farming deals with nature.

3. Healthful: fresh air; outdoor exercise; no dust and smoke; go to bed early and get up early; cleaner than city. 4. All boys can learn a trade (farming) easily.

5. Have more and fresher things to eat, without buying them. 6. Develops goodness, honesty, kindness.

Refutation

1. Country has better Y.M.C.A. in the out-of-doors.

2. Better that people should not have so many amusements. 3. Country children get more education of a better kind.

5. Narration. The telling of stories that have been read or heard should lead to the narration of actual experiences. This work will be a continuation of that done in the preceding year. Here the narration

should give more details, and the language should be more mature in sentence structure. Picnics, fishing or camping trips, excursions on the river or to the country, visits to relatives and friends, etc., are subjects which will prove interesting for narration.

6. Description. This will be a continuation of the work of the preceding year, with increased demands

as to number of details, accuracy, and length of the compositions written. Care should be taken to have the children form the habit of making clear mental pictures. Pictures are still effectively used in this work. Objects and scenes from nature furnish the best madescription is closely

terial here, and for this reason associated with the observation lessons and reports. Some time may be spent in having pupils describe scenes portrayed in literature that has been read or studied in the class.

7. Exposition. The simple form of exposition, in which the children are led to state general facts of interest about subjects closely related to their lives,

should be continued in this grade. In addition, some time may be devoted to a more difficult form, that of naming in order the successive steps in a process. The following subjects demand this type of exposition: how to play tennis, baseball, or other games; how to plant and cultivate corn, tomatoes, etc.; how to build a bird box; how a bird builds a nest; how to make roller skates. This kind of exposition affords good training in logical thinking and subsequent expression.

IMITATIVE EXPRESSION

1. Memorizing Work. The work of the preceding grades should be continued. The poems should still be read or recited by the teacher, to avoid the unnatural expression that would result if the children should memorize the selections from the printed page. For this reason the poems should be chosen from some source other than the reader used by the class. Careful attention should be given to the thought expressed in the poem. The memorizing should be done in small bits, - perhaps only a line or two at a time, to avoid slurring and bad pronunciation. It is unwise to prompt children in the repetitions; they should be asked to make a new start when they fail to remember, or some other child may be allowed to repeat the lines. From six to eight poems and from ten to fifteen memory gems may be memorized during the year. A psalm and perhaps a familiar old hymn may be added to the year's work. The children should

be given frequent opportunity for the repetition of selections memorized during previous years.

gems

Sufficient material in the form of poems and may be found in Appendix B. The following selections will give a somewhat wider range for choice: ALLINGHAM, WILLIAM: Fairy Folk.

FIELD, EUGENE: The Night Wind.

JACKSON, HELEN HUNT: Down to Sleep.

LONGFELLOW, H. W.: The Village Blacksmith; The Wreck

of the Hesperus.

TENNYSON, ALFRED: The Brook; Sweet and Low.
WHITTIER, J. G.: The Frost Spirit.

BROWNING, ELIZABETH BARRETT: A Child's Thought of God.

TROWBRIDGE, J. T.: Evening at the Farm.

BRYANT, W. C.: Robert of Lincoln.

HOWITT, MARY: The Voice of Spring; Old Christmas.
WORDSWORTH, WILLIAM.: The Daffodils.

HEMANS, FELICIA DOROTHEA: The Landing of the Pilgrims.
MACDONALD, GEORGE: The Wind and the Moon.
EMERSON, R. W.: The Mountain and the Squirrel.

2. Dramatization. Increased originality in adding new characters and new statements in the dialogue should be expected in the dramatization work this year. By the close of the year the dialogue for a short original play may be worked up entirely by the children and played in finished form. For this purpose a story having little or no dialogue should be used. Each child may be asked to prepare a little play, and from these plays one may be chosen and built up in the class. Sometimes the play is worked out wholly in the class, each child suggesting ideas as to characters and dialogue.

Considerable drill in the more spontaneous kind of play work, which was described in the preceding grade, should be given. As suggested in the preceding grades, reading lessons in which much dialogue appears may be acted as they are read, to secure more natural expression and to develop greater interest. Since acquisition is most likely under the stress of interest, this work will be a valuable aid in the reading work.

During the year three or four plays should be worked up in finished form. One of these should be an original play. Examples of plays of this kind may be found in Appendix C. These formed a part of the regular language work of the classes that prepared them. Most of the stories learned in the story-telling work should be dramatized, either spontaneously or in a finished form. These stories are the chief source of material for the play work.