Grandmother, Mabel, and three Brownies. For the last part, "Mabel and the Elves," five children are also necessary for Grandmother, Mabel, and three elves.

To take any of these parts well, the one taking it must have some rather clear conception of the character of the person he is trying to represent. Without that conception, it is manifestly impossible to speak intelligently as that person did. What kind of person was Grandmother? Mabel? the Fairy Queen? Queen? What kind of people were the brownies? the elves? Discuss these matters briefly with the children before their reading begins. It is not necessary that there be agreement; it is important that each one have some conception of the character of the persons who speak in the story, and whose conversation is now to be taken by the children.

Discuss with the children the rendering of the several parts, to bring out clearly-in a way that every child can understand-the good features of each one and those features needing improvement. With every child knowing just what improvements in each part are to be made, have the story reread -a section at a time—by children who have not previously taken part. Let the listening children determine whether each desired improvement has been made. Do not leave the story, or any part of it, until the improvement determined upon has been

made, until the children recognize that it has been made, even if you have to make this improvement yourself.

II (55). Dramatizing "Mabel and the Fairy Folk"

Have the story read once again, in dialogue form as before. Let the principal parts be taken by children who took minor or no parts at the previous readings. Let the reading be the very best of which the children are capable.

This, with the previous readings, should be sufficient preparation for the dramatizing. The pupils. must be made, from the beginning, to feel large responsibility for a successful dramatization; and yet, on no account must they be allowed to fail. This means that the teacher must have clearly in mind, at the outset, just how the dramatization may be arranged and carried out in its every detail. It means equally that the teacher must hold her conceptions severely in reserve. The teacher's concep. tions are for her own use, not for the direct use of the pupils; they are to enable the teacher at every point, and without hesitation, to ask the question, to give the hint or the suggestion, that will enable the pupils to make and to carry out their own plans for the dramatization.

So give to your pupils - and do this with con. fidence the initiative in assigning the parts, in locating the different scenes, and in suggesting the

all be imaginary. Recall the directions and suggestions given for dramatizing in previous lessons. (See pp. 14, 38.)

III (55). Oral Questions

Allow the pupils not more than eight or ten minutes to prepare this exercise; even five minutes of application is vastly better for them, and will give better results, than will a half-hour of dawdling. See to it that they are concentrating their attention every instant on the work before them. Remember that they are just beginning to learn how to study; it is a critical time. If you take this study period as a convenient time for you to do something not connected with the pupils' study, if you forget them for fifteen minutes, then find, on inquiry, that none of them has "had time" to get through with all the questions, if you then allow them a "few minutes more," — while you continue with your own affairs, —and if, finally, when you take up the recitation, you find wandering attention, little interest, and less knowledge, do not be in the least surprised. That is just what you should expect with that kind of preparation. And if you permit such study periods regularly, frequently, or even occasionally, and if later you hear grammar teachers, high school teachers, and college professors complain that their pupils have never learned to study, to concentrate their

ORAL QUESTIONS

69

minds on the task before them, do not be surprised. You might have foretold this result, because in those pupils' first study lessons you did all that could be done then to bring it to pass.

The pupils' study period — particularly when pupils are just learning how to study demands the undivided and concentrated attention of the teacher. The pervading influence of this example, were there really nothing for the teacher to do, would be abun dant warrant for it. But the teacher thus concentrating her attention on her studying pupils will be fully occupied; this pupil will need a hint or a suggestion, that one a question, another a bit of encouragement, still another perhaps a sharp recall to his task, and so on. The teacher must realize

that the habit of concentration-or of dissipation which the pupils are now forming, is of infinitely more importance than is the learning of the lesson before them.

At the end of this brief but concentrated study period — it is not at all necessary to wait for every pupil to have answered to himself every question have all books closed, your own as well as the pupils'. Ask questions to bring out systematically and progressively the main ideas of the story; see that your questions include most of those that the pupils have been studying in their book. Do not fail to have the pupils ask at least the questions they were directed in their book to prepare; en

courage them to ask others. Do not, however, permit questions or comments that are irrelevant. Train to concentration of thought, and give a constant example of it; this is just as important in the recitation as in the study period.

Supplementary Work

The story, Mabel and the Fairy Folk, may be reproduced orally. The reading, the dramatizing, and the study should have prepared pupils to do this well. Recall the directions and suggestions about oral reproduction already given (pp. 16, 42). Supplementary work, if undertaken at all, must, of course, be just as well done as though it were regular work.

IV (57). Writing Questions

Give your undivided attention to the pupils while they write the questions as directed in their book. First, see that every one understands what his book tells him to do; then see that he does it as quickly and as well as possible. Let the quicker pupils keep busy, by writing more than three questions. Do not give more than eight or ten minutes to this part of the lesson, even though not all pupils complete three questions.

*From this point on, supplementary work will be suggested frequently. This work is what the designation of it indicates; none of the regular work depends upon it. It is offered for teachers to use in their discretion, when◄ ever time permits, or the needs of their class make it desirable.