determine whether he fully appreciates its meaning and feeling. Read it to him if necessary.

Keep these quotations in review by calling for a repetition of them from time to time. Call for them by months, having some pupil respond who has learned the quotation for the month called. If the quotations are well rendered at each exercise of this kind, in a surprisingly short time you will find that most of the pupils can repeat most of the quotations. They may vie with each other in the number they can repeat.

It will be worth while to have each pupil write from memory one or more of these quotations each month. Keep each child's papers together and toward the end of the year or term let him make them into a booklet. He might illustrate each poem and decorate the booklet cover.

Some children in one class worked with enthusi asm for several weeks on stories growing out of this picture. According to their conceptions, the pet fawn belongs to the little princess. One day she and her brother find the fawn dead. From the mark on the arrow, they know that the king's huntsman has killed the fawn. The huntsman is brought before the king and confesses that he killed the fawn, thinking it a wild one. The king gives

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him one year in which to search the world and find a fawn, exactly like the one killed - the same age, size, color, with the same number of spots placed in the same way-in everything exactly like. If within that time the huntsman returns with such a fawn, he will be pardoned; if he fails, he shall no longer be the king's huntsman.

The children wrote on The Quest for the Fawn, relating the huntsman's adventures, etc.

Here are other suggestions that may be helpful.

1. The castle is besieged by an army on the farther side; the defenders within are starving; the boy kills the deer; he and his sister manage to get it to the starving ones in the castle, among whom is the children's father, and so save their lives.

2. The boy kills his sister's fawn by accident; he is moved by the sufferings of the dying creature; he throws away his bow and arrows (he no longer carries them in the picture) and promises never again to harm an innocent creature.

3. Fawn shot by hunters escapes and falls wounded near children's home; children care for it, restore it, and keep it as a pet.

XIV (220). More Picture Stories

(Girl in wood surrounded by animals, p. 221)

The different names given to the picture in the children's book suggest different stories. Encourage the children to think of other suitable names. Write their suggestions on the blackboard. Then let each one select a title either from the list on the board or from that in the book and write a story appropriate to the title.

Supplementary Work

Let the children imagine themselves any one of the characters in the picture—the maiden, the youth, the wolf, the deer, etc.—and write a story as that character might tell it. The marked and contrasting characteristics of the animals - the savageness of the wolf, the timidity of the deer and hare, the sauciness of the squirrel-and the common effect on these of the maiden's kindness must be appreciated. This appreciation will give variety to the stories as told from the different standpoints of the various characters.

Before the children are asked to write, the natural characteristics of the several animals should be discussed with them in some detail. Then each one should be allowed to choose the character that he will be, and to write his story.

XV (220). Review of the Uses of Capitals and

Punctuation Marks

After the pupils have studied the lesson alone, test them by asking them to read aloud certain sentences and to give the reasons for the use of capitals and marks of punctuation.

XVI (223). Studied Dictation

Have children write from dictation Part I of the story, A Queer Catch, first taking such precautions

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as may seem necessary to help them avoid the making of errors. (See p. 206.)

Correct the papers carefully with the children, as suggested in past exercises. Keep the papers until after the next lesson, then put together the two papers of each pupil.

XVII (223). Writing the Ending of a Story

As the children write, help any who need assistance by asking suggestive questions. Be careful to influence none who are able to work alone.

Supplementary Work

Let the children make complete stories based on Exercise 8, Chapter Twelve, as suggested in this Manual (p. 266).

CHAPTER TEN

In addition to the continuation and development of all important kinds of exercises previously taken up, this chapter treats, in a concrete way that children understand, the general use of marks of punctuation; studies and practices the use of the contractions don't and doesn't; and gives exercises and instructions intended to eliminate the use of ain't.

Before taking up the chapter with the children, study its contents carefully, both in the children's book and in this Manual, and compare with preceding work so as to see just what advance is here made.

I (224). "For the King"

Help the children to read themselves into the very heart and spirit of the story. See and feel yourself, as though you were a part of it, that scene in the little Scottish cottage. Feel with those two brave boys, as they prepare their arms, hoping to conceal from their mother their real purpose, but too honest and obedient positively to deceive her; become that mother for a moment, the personification of patriotism, courage, and self-sacrifice; enter the cottage with the homeless, wandering, hunted king, and feel with him the rebound of limitless