I. Mr. Fletcher had a right to question John Halifax, because: 2. At this time ne was actually in Mr. Fletcher's service. II. John did wrong in speaking angrily to Mr. Fletcher, because: (a) Had spoken politely at first. (b) Had offered to pay more than the amount promised. (c) Had noticed that John looked hungry. 2. Phineas had shown his interest. 3. Both father and son had tried to help before they questioned John. III. Losing temper was not justifiable, because: 1. Question was not meant as an insult, because: The Lesson (a) John appeared forlorn, friendless, homeless. (b) It was not unusual for a boy in his condition to commit some act which was against the law. LESSON 28-COMPOSITION Give half the time of the lesson to the composing exercise and the remainder to the reading by pupils of as many of the compositions as time allows. The written composition reveals to you the particular weaknesses of the class as a whole, as well as the special individual errors. Moreover, it points out to you the particular elements of strength both in individuals and in the group. Comments and criticism include attention to the points of excellence as well as to errors. Perfection is not expected, but individual gains should be noted approvingly. On the whole, encouragement must predominate, if the best results are to be attained. Seize upon one or two prevailing errors and by unremitting patience establish the habit of correct expression. Do not attempt too many correctives at a time-one or two will be sufficient, but follow up what you begin. Read Manual suggestions on correction work for Lesson 4. LESSON 29-THE ADJECTIVE: DESCRIPTIVE AND LIMITING ADJECTIVES: THE PROPER ADJECTIVE Pupil's Preparation Read thoughtfully the development of the lesson. Follow the directions given in the lesson. The Lesson Pupils should learn first what an adjective is, and then should be taught that the personal pronoun them must not be used as an adjective. If time allows, find the descriptive and the limiting adjectives in the first few paragraphs of the story of Lesson 17. Read Manual suggestions on group correction work for Lesson 6. LESSON 30-POSITION OF ADJECTIVES: ADJECTIVES THAT ARE SOMETIMES PRONOUNS Pupil's Preparation Read the lesson thoughtfully, doing exactly what you are told to do at any point in the lesson, before going on to the next point. The Lesson Two points are taught in this text lesson; first, the position of adjectives in the sentence; second, the adjectives that are sometimes pronouns. In the latter topic, have pupils read again Lesson 23, page 34, of the text. Today's lesson should supplement the former and fix the distinctions involved here. Use the reader to gain further drill in the use of these adjectives that are sometimes pronouns. Make instruction definite and thorough. Use the blackboard for the "Written Exercise," following directions given in Manual for Lesson 6. LESSON 31-FORMAL NOTES Pupil's Preparation Study letter forms, d, e, and ƒ, page 328. The Lesson Formal notes dictated by the class may be written on the blackboard before the individual letters are written. See Manual directions for Lesson 15. Note: If you have a mid-year class, omit the word Halloween or substitute another, as birthday. See Supplementary Theme Subjects, page 319. LESSON 32-PICTURE STUDY Pupil's Preparation Study the picture and try to answer the questions asked in the lesson. The Lesson The picture is but another means of winning expression of thought or feeling from pupils. The teacher must be one with the children in enjoyment of the scene depicted, and while apparently intent on the drawing, must be on the alert to seize every opportunity to teach English. Call attention to the name of the artist in the lower left hand corner. Ask pupils to watch for cartoons by this artist in the daily newspaper. LESSON 33-INFORMAL LETTER Pupil's Preparation Study the form of the letter on page 21. Think of some interesting things that Fannie might have told in her letter. The Lesson See Manual directions for Lesson 15. Note: If you have a mid-year class, omit Halloween or substitute another word, as birthday. See "Supplementary Theme Subjects," page 319. LESSON 34-REVIEW See Manual suggestions for Lesson 16, page 18. CHAPTER THREE Note: For mid-year classes, the material for this Chapter may be made more timely by substituting Lesson 127 for Lesson 49. LESSON 35-LITERATURE Teacher's Aim To lead them to appreciate the beautiful thoughts in the poem. To inspire pupils with the desire to improve their own language. Pupil's Preparation Read the poem thoughtfully. Make a list of words you do not understand or cannot pronounce; consult the glossary or the dictionary and then copy these words and their definitions in your notebook, under the heading, "For My Vocabulary.' Try to use these words correctly in discussing the poem. Prepare a list of questions on the thoughts expressed in the poem. The Lesson The preparation by pupils of lists of questions intended to bring out the interpretation of a selection of literature is a splendid exercise and should be frequently employed. It shows the teacher whether they recognize the fundamentals or merely the incidentals. Comments by you tending to point out values among questions will be helpful. Do not fail to illumine the exercise in a way to help pupils to a better perspective of values in succeeding exercises of this type. Always use the literary selection to drive home any lame point in sentence structure and to furnish examples of the use of words, phrases, or clauses that have been under consideration in recent lessons or those that offer difficulties with which pupils are struggling. Especially should descriptive words and phrases receive attention. The study of the literary selection is the place to enlarge vocabulary, to learn synonyms, and to gain the finer distinctions in the meaning of words. Never allow a lesson of this kind to pass without strengthening the power of discrimination in the use of words; develop ability to use just the right word; the apt use of words is an important factor in effective talking and writing. Make sure that pupils have pictures corresponding to the following: “sullen clouds,” “silent ghosts," "close-reefed,' tering drapery, skims, "'"'raves,'' ''loosed storm.' The Lesson 9966 LESSON 36-COMPOSITION flut The bird discussed may be the English sparrow. It matters little what bird is talked about. The important thing is that children should be interested and glad to talk about the thing in which they are interested. The teacher may then help them to improve the manner in which they express themselves. If the third subject is chosen for discussion, books should be open at page 47 during the lesson. A "picture," by the class, each pupil making a detail of the picture, will be very interesting work. The best results will not be obtained by allowing one child to say, "I'd paint a beach," and another to say, "There should be waves coming in," and another, "There should be lighthouses in the picture.' Each detail should be a picture and should be described as fully as possible. Encourage the child who knows what a beach is to describe it to the class. If no child can do this, the teacher must begin the picture, and the children will enjoy filling it in. Several children may describe one detail of the picture and the class may accept the description they like best. LESSON 37-COMPOSITION See Test for Composition, page 5 of textbook, and Lesson 4 in Manual. LESSON 38-THE NOUN OR PRONOUN AS SUBJECT: CASE-USE Pupil's Preparation Read thoughtfully the development of the lesson. Follow the directions given. When you have done exactly what Section 1 of the lesson tells you to do, begin at the beginning and go through the lesson again. The Lesson The grammatical terms used in the text conform with the report (adopted in 1913) of the Joint Committee on Grammatical Nomenclature, appointed by the National Education Association, the Modern Language Association of America, and the American Philological Association. This report is a forward step in simplifying and unifying grammatical terms. You will note that the terms nominative, accusative, dative, and |