in a certain paragraph, which they are reading, there is a word that might be replaced by said; let them find it. Encourage a discriminating, critical use of these words. Do not let the pupils get the idea that either said or any other word in the list may be used as any one pleases; but lead them to see and to feel that, while one word might be used in place of several others, said in place of any of the others, there is one word, usually, that is better for a given place than any other. This is because that word fits, because it expresses definitely and fully just what ought to be expressed in that place. Said can be used so much, under such diverse circumstances, because its meaning is so very general, because it tells so little that is definite. It may be applied to question, answer, statement, to any utterance of actual or imaginary words; it gives no suggestion of the manner of utterance. Note the transformations that may be wrought in the simplest, most commonplace sentence, by substituting different words for said. "Give me my hat," said the boy. WORDS THAT CAN BE USED IN PLACE OF SAID 127 "Give me my hat," mocked the boy. How different the whole sentence looks, how different the mental picture and feeling aroused, as one word after another is substituted for the practically meaningless said. In learning to use the right word, the definite, meaningful word, instead of the vague word, the child is not merely enlarging his usable vocabulary, he is learning to think and to express his thoughts definitely. This lesson is not to be learned once for all; it is a lesson for the whole school course, for life. It is not to be learned formally, by rule, precept, and formula; it is to be learned gradually, here a little, there a little, as occasion and experience offer opportunity. It is with this far look ahead that you should take up the study of this lesson with the children, that you should continue it incidentally, but none the less effectively, throughout all your work with them. The work with these words is typical; it calls for and develops that discriminating judgment and taste which pupils must learn to exercise generally in the process of becoming keen thinkers and forceful speakers and writers. XI (108). Questions for You Before pupils write answers to the questions in their book, get them to discuss freely what makes a home beautiful-order, neatness, cleanliness, helpfulness, cheerfulness, prompt obedience — and what makes a schoolroom happy-industry, cheerfulness, politeness, helpfulness. XII (108). Picture Stories (The mouse in fairyland, p. 109) As the children have now had some experience in working out picture stories, they should have developed considerable self-confidence and some originality of conception. Not to hamper them by too many and too definite suggestions, the questions given them on the mouse in fairyland picture are but few. What they now most need is the opportunity to do their own thinking and to be aided, as necessary, to put their thoughts and the expression of their thoughts into good story form. This aid must come after their original thought-must not suggest the thought itself- and, hence, must be given by the skillful teacher who knows how to follow, to direct from behind. The possibilities of the mouse in fairyland picture are almost unlimited, as any class of children working on it freely will quickly demonstrate. To prepare herself instantly to appreciate and tactfully PICTURE STORIES 129 to direct the utilization of the children's varied conceptions, the teacher should make a thorough study of the picture, that she may anticipate many of its possibilities. After the pupils have studied the lesson alone -as long as they are evidently thinking-take it up with them. Perhaps many of the following ideas will develop. In the pupils' book two possible reasons are suggested for the mouse's coming to the fairies. Suppose the first one, that he was afraid of something at home and ran away, is accepted. Of what was he afraid? What did the cat do? (The cat.) (Chased and almost caught him.) What did the little mouse say to his mother when he got home? ("O Mother, the big gray cat almost caught me ! I'm afraid. am going to look for a land where there are no cats.") I What did the mother answer? ("There is only one such land, and that is Fairyland.") What did the little mouse do then? (He set out to look for Fairyland.) By and by he came to the river. Whom did he see swimming about? What did he say to the duck? ("O Mr. Duck, do you know where Fairyland is?") What did the duck answer? The picture shows that he knew. ("Yes, Fairyland is in the still pool where the water lilies grow.") What did the little mouse then ask? (“Mr. Duck, will you take me to Fairyland?") What did the duck answer? What did he do? When the mouse reached Fairyland, what did he say to the fairy queen? ("I am afraid at home, for the old gray cat is always chasing me. I want to live in a land where there are no cats. May I live here?") Could the mouse live in the still pool? Would he not drown? (The fairy might say, "If change you into a fairy. How might the fairy change him? you stay here you will drown unless I Would you like to be a fairy?") What did the little mouse answer? How did the queen change him into a fairy? (Touched him with her wand and said, "Little mouse, so soft and gray, Be a fairy from to-day!") Then what did the little mouse do? (He flew around singing, "Now I'm happy! Now I'm free! No old gray cat can ever catch me!") Suppose the second suggestion, that the mouse wanted the fairies to do something for him, is taken. What fairy gift might a little mouse like to have? What is the chief care of a little field mouse? (To provide food for himself and his family. Suppose that the grain in the field in which he has his home has been destroyed. The little mouse fears the coming winter and goes to the fairies for help. Fairy Queen gives him a bag of grain-a fairy bag that will never be empty.) Or, suppose neither of the above suggestions are taken. Perhaps the story will resemble the fable of The Lion and the Mouse. Why does the duck help the mouse - they are not usually friends? (Perhaps the duck was once caught in a net, or tied |