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PURPOSES AND AIMS

Language work this year should emphasize originality and self-direction. Three definite purposes should always be kept in view in the direction of the work: (1) social communication with friends; (2) assimilation of much useful knowledge needed in the world of business; (3) performance of the ordinary and necessary duties of citizenship. The work here will be largely of the same sort as that done in the seventh grade. New and more difficult subjects should, however, be chosen for the oral and written compositions, and the children should show a more intelligent self-direction in their language exercises. Greater accuracy and facility in the use of the mother tongue, and more logical and incisive thought, should become increasingly evident. The principles of English grammar should be emphasized in this year's composition work, but only so far as they apply to language practice, for there is no value in simply knowing rules. It may still be thought well to devote a small amount of time to the study of these principles, aside from the regular composition work. All the points outlined under Technical Matters, in all the grades below this one, should be reviewed thoroughly before the year is over. Oral reports, both before the class and before the school, should have a more important place here than in the preceding grade. In a word, the effort of the teacher this year should be to round out and complete the training for which the whole language course in the elementary school is intended.

GRADE EIGHT

I. ORAL LANGUAGE WORK

ORIGINAL EXPRESSION

1. Recitation by Topics. Here, more than in any of the preceding grades, reciting by topics is an effective language exercise. This is due to the fact that it demands a discrimination between the essential and the nonessential in choosing from the discussion of the topic in the lesson the ideas to which expression is to be given. No pupil has achieved the development expected from the previous seven years' study in language if he cannot do this work satisfactorily. It may be used this year in history, geography, physiology, reading, nature study, etc.

2. Observation Reports and Talks from Outlines. Greater emphasis should be placed this year on talks on books, magazine and newspaper articles, observation, and general matters. After reading a book or a magazine article the child should be able to give, in concise, logical statements, the thought it contains and to appreciate and criticize the style of the writer. Little digressions to discuss characters and scenes may be allowed, but care should be taken to preserve the unity of the original. Finished language and an easy delivery should characterize these attempts if

the child has reached the standard to be expected at this time. These reports should occasionally be made before the whole school, not only for the benefit of the child but for the purpose of giving the school valuable information. This work may be done at the opening exercises of the day.

Many valuable facts in

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nature study, agriculture, home economics and sanitation, personal hygiene, public and private morals, etc., may be taught in this way. Increased emphasis should now be placed on the making of outlines from which to speak. Further suggestions for this work are found in the two preceding grades. The following books are suggested for review and report work:

SCOTT, WALTER: The Lady of the Lake; Ivanhoe; The

Talisman.

COOPER, J. F. Deerslayer.

GOLDSMITH, OLIVER: Vicar of Wakefield.

DICKENS, CHARLES: A Tale of Two Cities.

SHAKESPEARE, WILLIAM: The Merchant of Venice.

ELIOT, GEORGE: Silas Marner.

VERGIL: Æneid (translated by T. C. Williams).
HOMER: Odyssey (translated by George H. Palmer).
MORSE, J. T.: Abraham Lincoln.

LAWLER, T. B.: Story of Columbus and Magellan.
See list in two preceding grades.

3. Narration. The story work in this grade should be correlated with history, literature, and reading. Some long stories that have been read at home or at school may be repeated to the class, as suggested in the preceding paragraph. The historical novel may be given a place here, as well as such stories as the Iliad and the Æneid. Much emphasis should also be placed on the telling of original stories and actual experiences. Some social motive should be given to the work wherever possible. For example, let a member of the class read a story and repeat it to a class in the primary grades for their pleasure or use. The directions for this work in the preceding grade will be helpful here.

4. Description. The work of the preceding grade should now be continued and extended. More logical arrangement of details should be expected and demanded, and the language used should enable the hearer to get a much clearer picture of the thing

described. Good descriptions from literature should be frequently read by the pupils. Attention should be called to figures of speech often used in this type of composition, in order that the children may unconsciously use in their own descriptions those that are most effective. Special attention should be given

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to the description of pictures in both poetry and prose. Good pictures are always useful material for this work. The work outlined in the preceding grade offers many suggestions that may be used in this grade.

5. Exposition. Exposition is the most difficult form of discourse, and for this reason it is more important here than in any of the lower grades.

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