the child to see the three essential elements of the thought-the object, the isolated attribute and the relation between the object and the attribute. He should then receive a thorough drill in pointing out expressions that contain a complete thought. This will introduce

him to the simple sentence without modifiers. He should be required to point out the word that expresses "the object," "the attribute" and "the relation" between these. The simple sentence should then be expanded so as to introduce simple modifiers of the subject, of the predicate and of the copula. In every case the child should see the one word or words which express the object, the attribute and the relation. Next he should point out groups of words that express each thought in the simple and in the complex sentences. An excellent device is to require him to analyze the sentences into simple sentences. In this way he will begin to see the difference between the verb and its infinitive and participle, and he will become acquainted with the various connective words. In speaking of any word or group of words it is a most excellent device to use the exact grammatical term-subject, verb, conjunction, etc. In this way the child becomes famil

iar with the name at the same time that he is considering the idea-the idea is all in all, the name is incidental.

After working on the thought thus for a month or two the teacher will find that the child has in a very general way grasped the entire subject-matter of grammar-the sentence in all its variations as an expression of the thought in all its modifications; that he has the ability to recognize the subject, the predicate and copula of any sentence-he may even be asked for a definition of these elements, that his reading and composition are very much improved, and that he has learned to enjoy the grammar lesson. He is now ready to enter upon the analytic phase of grammar and consider the sentence classed on the basis of purpose and of form, and the study of the clause of the phrase and of the word in relation to the sentence-the whole of which they form the parts. A thorough discussion of this phase could be given only in a text upon the subject. The third phase of grammar is the application of all that has been learned in the two previous stages. This will be considered under the head of composition in the fourth and last of this series of articles.

The fact that writers upon arithmetical subjects devote so much attention and space to the elaboration of methods and devices for instruction in percentage supplies a reason for warning the inexperienced teacher against arresting the mathematical development of his pupils by giving them unnecessary assistance.

The first lesson of the teacher of the seventh grade will be one in percentage, which is the major topic for this year, and his mode of treatment will depend upon the previous work of his pupils. If the latter have not as yet had the preliminary simple exercises in this subject now generally prescribed by the courses

of study for the sixth year, it will be necessary to devote a brief period to a few examples to give the pupils some familiarity with the new expression "per cent."

The good teacher does no unnecessary talking, still less does he explain when no explanation is needed. Instead, therefore, of prefacing his first lesson with a superfluous lecture, he at once sends a pupil to the blackboard to obtain, say, 7 per cent. of $245. As the pupil has, supposedly, never heard the expression "per cent.," the teacher informs him that per cent. means hundredths. The latter, having translated the original example into one in which he is directed to find 7

hundredths of $245, should readily arrive unassisted at the multiplication of $245 by .07. A few other pupils may then be sent successively to the blackboard to calculate, say, 13 per cent., 3 per cent., 27 per cent., 141 per cent., etc., of different numbers, abstract and concrete. Per cents. such as the foregoing, which are not aliquot parts of 100, are preferable for the commencement of the lesson, in order that the fact may become definitely settled that the percentage obtained is a product. Without formulating the rule, and without introducing any additional technical terms, the teacher may give some simple examples from the sixthyear portion of the text-book to give them some familiarity with the term "per cent."

The regular work in seventh-year percentage generally begins with oral drills in changing fractions to per cents and vice versa. These exercises may be taken up the second day, being prefaced, however, by blackboard work. A pupil is asked, for instance, to find 25 per cent. of $484. While he should be permitted, or even directed, to write $484 as the multiplicand and .25 as the multiplier, the teacher should call a halt if he commences by saying "5 times 4 are 20," and should request him to write the answer at once, inviting some other member of the class to give it from his seat, if the one at the board is unable to supply it. Another pupil might be sent to find 333 per cent. of 693 acres, being told to arrange the given figures as multiplier and multiplicand, but to write the product at once. Although the result is obtained

693 acres .33) = 231 acres.

by dividing by 3, the latter should not appear. After another example or two, in which such rates are employed as 123, 163, etc., the teacher may proceed to the oral exercises in changing per cents to fractions, etc., which he follows by the oral examples found in the text-books.

While advantage should be taken of the oral work to indicate to pupils how they may dispense with the use of unnecessary figures, the teacher should not insist that every member of the class

should reach the results in the same way or in the shortest way. The pupils must first of all learn how to get accurate answers, then to get them promptly. If the dull boy (or girl) is required to employ a short method he does not comprehend, he may lose the opportunity to familiarize himself with the general method. Let him have a chance to see short cuts in the blackboard work of the brighter pupils, but permit him to take his time to avail himself of such as he feels able to

use.

The regular seventh-grade written exercises in the so-called "first case" give an opportunity for the formulation of the rule, as well as for the introduction of the technical terms. It is not advisable to give any definition of base, rate, or percentage; the teacher merely employs each as it becomes necessary, and leads the pupils to use them correctly.

When the class has worked a number of examples in finding the percentage, it is ready to proceed with those that involve the calculation of the base or the rate. After a few preliminary oral exercises, a pupil is sent to the blackboard to indicate the operations required to obtain, say, 7 per cent. of 500. He will probably do so in this form: 500x.07-35. He is then told to substitute a common fraction for the decimal, which he does by writing:

when the amount is introduced, all of which the unfortunate is expected to memorize and apply.

The method suggested in this article. begins with the teacher's giving the meaning of per cent. in one word, and the pupil is expected to work a number of examples without stopping to inquire whether or not there is a rule. The other new terms are learned by hearing them employed by the teacher instead of reading a definition of each which obscures its meaning.. Then the pupil of himself evolves the rule which constitutes the general formula. The derived formulas are not employed, the pupil being directed to substitute the given numbers in the general formula and to obtain the required number by solving the resulting equation.

After the class has had sufficient practice in working miscellaneous written problems to familiarize the members with the general method, miscellaneous oral problems are given. These the pupils should be permitted to handle in their own way, as has been recommended with reference to the oral problems under the "first case." After these should come written problems which are first solved at sight with the necessary changes, and in the written solution of which the bright pupils are encouraged to employ a minimum of figures.

You will recall the general plan. The teacher encourages the pupils to be watchful of all the interesting incidents of daily life falling within the child's experience. But the event narrated need. not necessarily be one that has happened to the child or has fallen under the child's own observation; it may be a story that he has heard a friend or a relative tell. Stories that the pupil has read are not encouraged. When the incident has been given, all the members of the class. who have comments to make rise and give

them in turn. These comments vary; they may point out some general excellence of plan or phrasing; they may call attention to errors in grammar or rhetoric; they may criticize personal mannerisms. But the stenographic reproduction will again make all this clear by illustration.

Miss O'Hair: "Vivian, you may tell us your incident."

Vivian: "Several summers ago, my own two cousins and I were walking along a country road. We were walking slowly along toward where a railroad crossed our road. A short distance ahead of us on the track was a carriage, the sole occupants being two small children. The horse was making its way composedly along the track, nibbling the grass, and the children sitting contentedly, unconscious of their peril.

"In a few moments the whistle of an express train smote our ears. A man hastened up and succeeded, step by step, in getting it off the track. As the train rushed by, it almost struck the feet of the rearing animal, but the children were restored to safety."

Criticism by pupils:

"I liked your composition very much, you talked straight to the point."

"I think your composition was very interesting, and that each sentence was well constructed. You had a good vocabulary."

"Did you mean the man got the buggy off the track, or 'it' off the track? I think 'it' means whistle."

Miss O'Hair: "That wasn't clear, was it? Vivian meant the 'it' to refer to the carriage."

"You said the children were unconscious of their peril; at the time we did not know what the peril was."

"She told where the children were, and all about that, and I think anybody ought to know that without being told."

"They would not be in peril unless the train came along. They could stay there just as long as they wanted to unless the train came along."

Miss O'Hair: "Now, that will do." Miss O'Hair: "Walter, you may give us your incident."

Pupil: "One hot Thursday afternoon, two summers ago, as I was walking along

the creek, I struck my foot against something that was hard and cold like steel. I unconsciously gave it a kick and was startled by a loud report, and I jumped, I should say, two feet high.

"When I had recovered from my surprise I brushed aside the bushes, and found it was a .22 revolver, of the H. & R. make. There was a pile of cartridges near it. After I had unloaded it, I called a boy friend and we started to the woods near Thirtieth street. There we reioaded the revolver and proceeded to have some fun with it. We shot at a target, and I must say we came as near hitting it as if we had shot in the opposite direction.

"About the middle of the afternoon, as I was trying to load it, I shot a piece out of my thumb. Then I thought it was time to go home.

"When we reached the house, my father promptly took my artillery away from me, and now it is up in his room." Criticism by pupils:

"That was an interesting composition." "The incident is interesting." "You had a good choice of words." "I liked your sentences."

Now it happened upon the particular day on which this recitation was being reported that a heavy rain storm, mingled with hail, came suddenly up from the west. It beat with such violence against the windows that the class found it impossible to continue the work. When the noise had partially ceased, I asked Miss O'Hair if she could not call upon some one to relate extempore the incident of the rain and the interrupted lesson. One boy attempted this, but his effort was not strikingly successful. He was not at his ease, as he had been in relating his prepared incident, and the general effect of his description was incoherent. This was partially due, however, to the disturbance which the storm was still causing. When he had finished it had grown quieter, and a girl volunteered to describe what had been passing.

Mary: "One afternoon, two gentlemen came to visit our room to listen to us recite incidents. One of these gentlemen was a stenographer, I suppose, and he took down what we said while we were talking.

A

"During the recital of these incidents, it commenced to lightning and thunder. great many of the children were frightened and could hardly keep still.

"Pretty soon it commenced to rain, and with the rain came large balls of hail. They pounded against our windows so that we had to stop our incidents until we could hear better. Then our teacher asked who could describe the incident which had just taken place, and called on one boy to do it. Just as he started to talk, it commenced to hail a great deal louder than it had before, and we could not hear his voice above the rain and hail.

"When it commenced to stop hailing, another person was called upon, and I do not know whether she made them hear or not."

Now in presenting these selected incidents I am conscious that many defects are revealed. Some of these defects are deep-rooted in the community life; some are temperamental; some reveal only a superficial grasp of principles that ought to be firmly seized. But I should ask each reader to remember that the work here reported was in no sense designed for display; that the teacher herself recognizes its limitations; that out of it all we may perhaps find something that will prove suggestive rather than final. Especially would I emphasize the fact that every recitation-especially history, geography, and reading-allows opportunity for the unconscious development of English speech, and some teachers will secure better results in the informal than in the formal attempt. But it is worth while, in admitting this last, to acknowledge that if the informal work secures more spontaneity, it is at the same time liable to be chaotic and fragmentary. All the time this drill is going on there must be continual pathological study at the same time that there is the study of the normal, healthy type, and each teacher will in time come to learn what plan she will most wisely adopt. But let us be specific in pointing out the dangers of the formal drill in oral composition.

The greatest danger has already been suggested-formal correctness divorced

*For this incident no comments were asked.

from lively spontaneity. The telling of an incident is generally suggested by the atmosphere, and the atmosphere of the school-room with its straight, regular rows of desks, primness, and formality does not, we must admit, tend to stir the natural ambitions of the child to a lively personal interest in unconscious, artistic story-telling. The general air of formality and lynx-eyed criticism militates against it. Or as Mr. Geo. F. Paul, one of our correspondents from Peoria, aptly expresses it, "The place where pure stories, or pure incidents, call them what you will, have a real charm, is not in the schoolrooms, but in the snug home of a winter's night when

The mug of cider simmered slow, The apples sputtered in a row. The very atmosphere and situation of most schoolrooms serve as a damper on story-telling. To tell his story successfully, the pupil must be oblivious of the clanging street car, the warning clock, the chalk in the air, and the row of prospective critics who will usually pounce upon a slight mistake with the greed of a stray dog for a bone. There seems to be but one stimulus for good work under such conditions-a desire to excel, abetted somewhat by the inspiration of a good story."

Another danger in oral composition work accompanied by criticism by the pupils is that the comment may simply result in a glib discharge of a conventional critical phrase. An undiscriminating child may say, for instance, "The composition was well phrased;" "It was coherent;" "It was interesting." Now such remarks are all right when discreetly made, but we can easily see that they may degenerate into triteness.

Then, too, unless the teacher is tactful, the pupil's criticism may sometimes wound the feelings of the sensitive child. The teacher will herself be the regulator of this, and will instantly curb the remark that is curt, unjust, or unduly severe. I may add, however, that in the work I have seen and conducted there has been absolutely no suggestion of unkindliness. The comments are some