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tence? The answer to the last question, "By a comma," is perfectly correct in this place. Do not be troubled - and do not trouble your pupils — with the fact that there are other ways of setting off quotations; these will be taken up and taught in duc time.

If a pupil has misplaced quotation marks or comma, so that they inclose or separate a part of the quotation or more than the quotation, go back to the first questions, and ask: Is any one speaking? What does he say? Is that all he says (in case only part of the quotation has been inclosed)? Does he say all that (in case more than the quotation has been inclosed or separated from the rest of the sentence)? Just what should be inclosed in quotation marks? (Answer: "The exact words of the person speaking; every one of those words; and not another word.") Of course, should a pupil's. answers to the first two questions above be correct, he will have only to make his paper agree with his answers, after giving reasons for the corrections to be made.

The repetition, over and over again as occasion requires, of all these little definite and direct questions, the repetition of definite and direct answers to them, is not vain; it is fundamental to sure suc cess. The value of this questioning process, which is entirely within the range of the child's thought, is not limited to the development of correct habits of

mere form in writing; it is affording the child the best possible training in the analysis of thought and expression. The effects of this will surely tell later in his own original writing, even in grammatical analysis.

Do not be troubled lest all the time required for this painstaking work deprive your pupils of sufficient "practice." Better one page written and corrected intelligently by the child than whole reams of muddled scribblings. Constant "practice" of what is only half understood, and practice carried out only half as well as the pupil knows how to do, and "practice," ever more "practice," subjected to no rigid standards which the pupil must himself apply, is the fully adequate explanation of the recurrence year after year, through the grammar and even the high school, of the same primitive errors.

VIII (104). Finishing a Story Orally

Read with the children the beginning of the story, The Helpers. See that they understand what is meant by the blanks at the end. Give them a few minutes to think over the answers that they will give to the questions that follow the story. Then work out with them the completion of the story, following the general course of the questions in their book, with which you should be perfectly familiar.

As called upon, or as they volunteer, let pupils

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tell aloud in complete, clear-cut sentences, what the robin, the oak tree, and the rose said. For example, "I fill the woods with music," said the robin. Demand good sense in every sentence; the robin, the oak tree, and the rose should be made to say only such things as each one really does.

Have some of the children's original sentences written on the board. Write some of these yourself, calling upon the children to spell the words and to tell you what marks of punctuation to use and where to place these. Then have some of the children write their sentences, while others criticize and dictate necessary corrections.

After the children have answered orally all the questions in their book, with occasionally an answer written on the board - and have thus furnished material for the completion of the story, read to them the story from the beginning and complete it from the material which they have furnished. You will choose, of course, from the best sentences that have been given. The continuation and ending of the story might be something like this:

"I fill the forest with music," said the robin.

"I let the birds build their nests in my strong branches," said the oak tree.

"I fill the forest with sweetness," said the rose.

These answers pleased the angel of all wild things.

"You are all helpers," she said.

"I see that every one is trying to make his woodland home better and happier."

Now let the children tell the story, reading the first part from their books, completing the sentences containing blanks, and ending the story as they please. Discourage efforts to remember the sentences and words that you gave; encourage originality. Have the story retold only as the retelling brings out different ideas; there is no value in having it repeated in just the same way until every one can say it fluently.

Supplementary Work

Have pupils copy the title and the first four sentences of the story, The Helpers (p. 104). These papers may be preserved and used in the next lesson, which calls for the completion of the story in writing.

IX (105). Finishing a Story in Writing

Before the children begin to write the ending of the story, The Helpers, as they are directed to do in their book, see that they read carefully the Three Things to Remember. It will probably be well also for you to ask them a few reminding questions about capitals and the period. It is hardly possible at this stage to take too many precautions for the avoidance of errors.

As they write, be constantly on the alert to keep them tactfully from error; merely your interested, undistracted attention will prevent many careless mistakes, a fitting word or question will prevent still

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more. Pay especial attention to the children's ef forts to write the very end of the story, telling what the angel thought and what she said. Many of them may need considerable help at this point. Help them so that they may help themselves.

Have pupils correct their work. The correction is quite as important as the writing, and the manner of correction is as important as the correction itself. (See p. 49.)

Supplementary Work

Let the children dramatize the story, The Helpers. They should do this with little or no direct assistance. Perhaps a number of children sufficient to take the parts can leave the room for a moment, assign the parts among themselves, return to the room, and dramatize the story.

X (106). Words That Can be Used in Place of Said

This lesson, which the teacher must study with the pupils, and the subsequent applications of it, is destined to increase the pupil's usable vocabulary. Write and keep on the board before the children, as is suggested in their book, a list of words that may be used in place of said. See that pupils are observant, that they do report to you, as directed, substitutes for this word. Call attention yourself to such words in the pupils' reading, if they pass them by unnoticed. Tell them that on a certain page, or