An Example.

"We should all try to be good."

“John gave me a very good apple."

"The good scholar will obey his teacher." "I had a good time last vacation."

"School will do us no good if we are idle.”

As another exercise, requiring more effort and thought, require a class to write a sentence which shall contain all the words. One may write thus: "A good scholar will be obedient to his teacher, and will study his lesson diligently."

So far as time will permit, read the several sentences aloud, or require the pupils to do so, and make such criticisms as you may think proper, always being careful not to subject any pupil to the ridicule of the class. If a boy has done as well as he could, commend him, though his performance may fall far short of what you might wish. This hint should pertain to all exercises of the school

room.

I have alluded to the correction of errors. It must be expected that beginners will make many mistakes in their early productions. If they could write without making errors, it would not be neces sary for them to write as a school exercise. The very object for which they write in school is that they may learn how to correct their errors, learn how to express their thoughts properly. It will be your duty to assist and encourage them. Very much will depend upon the manner in which you perform your part. At the outset, it may not be well to be over-critical; for, if beginners should

How to correct Errors.

have all their mistakes arrayed before them at once, they might feel discouraged. In a kindly way point out some of the more prominent ones first,often uttering words of cheer, so far as you can do so consistently. Many of the first exercises may be written upon slates; but after sufficient practice, let paper be used, and always require a margin of an inch on the left for the designation of errors. It will be most profitable to require pupils to correct their own errors, you merely indicating the lines. in which they exist, and also their nature. A few simple characters may be used as expressive of the nature of the mistake. Perhaps the first four or five figures will answer the purpose. Let it be understood that (1) placed opposite a line denotes an error in spelling; (2) an error in use of capital, or neglect of same; (3) the omission of a word, or the repetition of a word; (4) false syntax; (5) a wrong word. If two or more errors are in the same line, use the figures that indicate all that exist. To illustrate my meaning more clearly, let us suppose the following to be a composition, with the errors designated according to the above method.

Vacation.

"It is very pleasent to have vacation

1

come,

for

we

get

tired of studying all the 2,5 Time. If we have studied studiously

during school time we will enjoy

our vacA

5,1 have a good time at picking berrys and in

1 riding with

my

cusins. When vacation

4 is over we should return at school and

This will be sufficient to explain what I mean. You will readily see that the above will be at once simple and effective. It will prove very beneficial for pupils to search for, and correct, these errors. I would recommend that at first they correct the errors upon the paper which contains them, and that they then be required to rewrite the whole in the right form; and I would also advise that you make the chirography itself a subject for criticism. As an incitement to effort in this department, it is well to have a "paper," into which the best written articles shall be copied, and that, occasionally, extracts be read from this paper to parents and others who may come to listen. In some schools an hour is devoted to this semi-monthly.

As aids to the subject of composition, a few useful treatises have been prepared, and are now before the public. For beginners Brookfield's work, published by S. A. Rollo, New York, will be found an excellent work. For more advanced pupils, Parker's "Aids to Composition," published by R.

If

A List of Subjects.

S. Davis, Boston, and a work by Quackenboss, published by the Messrs. Appleton, New York, will prove very valuable. But I would have you feel that in yourself are the chief aid and moving power. you are judicious in the selection of subjects and in the general management of the exercise, you will do your pupils great good without any of these aids; but if you have not the right feeling, or if you err in your instruction, all other aids cannot compensate therefor.

I will close this letter by giving you a list of topics for exercises in composition.

SUBJECTS FOR COMPOSITION.

1. A description of my home.

2. A description of my school-house and its location.

3. An account of the village or town in which I live.

4. A description of a garden, with its trees, plants, and flowers.

5. A description of a ship.

6. A description of the ocean and its uses.

7. The Dog.

8. The Cat.

9. The Horse. 10. The Cow. 11. The Pig. 12. The Sheep. 13. The Ox.

Note. These and other domestic animals may form themes for Composition. A description of each may be given, in which the habits, mode of living, uses, etc. may be considered.

23. The fishes I have seen, and their uses.

24. The names of the common domestic fowls, and an account of their food, habits, uses, etc.

25. A list of the different birds I have seen, and something about them.

26. Reflections at the beginning of a year.

27. Reflections at the close of a year.

28. Thoughts at the commencement of a school term.

29. Thoughts at the close of a school term. 30. Thoughts on the death of a friend.

31. Duties to parents.

32. Duties to teachers.

33. Duties to brothers and sisters.

34. Duties to schoolmates and associates.

35. Duties to the poor and unfortunate.

36. Some of the ways for promoting happiness.

37. An evening at home.

38. A day at school.

39. The importance of forming good habits.

40. Learning is better than wealth.