Let the pupils now choose the actors for the several parts and carry out the dramatization freely with as little help from you as possible. After their production has been discussed and improvements suggested, let other pupils dramatize the story again, trying to make the suggested improvements.

Supplementary Work

Let the story be reproduced orally.

VIII (185). Study of a Fable in Dialogue Form

Study this story with the children. Aim to secure from them concise, connected, relevant statements, each one advancing the story toward its climax and completion. This will make the whole story brief, as it should be.

Use the word parenthesis, that is introduced into the pupils' book, freely as occasion requires, and see that the children use it. In this way they will quickly learn without formal lesson or definition what the parenthesis is and its use. See what is said about the use of the terms sentence (p. 47) and paragraph (p. 159).

After the children have worked out and told the story under your guidance, tell it to them yourself, carefully observing the characteristics that you have been working for conciseness, brevity, point. Your story may be something like this:

WRITING A STORY FROM A DIALOGUE

THE MAN AND THE SATYR

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One night a man who was lost in the woods found the cave of

a satyr.

"I am cold and hungry," he said. night?"

"Come right in," said the satyr.

"May I rest here for the

"You are welcome."

The man entered the cave. As his fingers were still numb with the cold, he blew upon them with his warm breath.

As the broth was

"Why do you do that?" asked the satyr. "To warm my fingers," answered the man. Soon the satyr gave the man some broth. very hot, the man took some up in his spoon and blew upon it. "Why do you do that?" asked the satyr. "Is the broth too cold?"

"It is too hot and I am cooling it," replied the man.

"Get out of my cave at once," cried the satyr. I will have no man here who blows hot and cold with the same breath." So saying, he drove the man out into the night.

Supplementary Work

Let the children turn Exercise 7, Chapter Twelve, into narrative form (p. 265).

IX (188). Writing a Story from a Dialogue

As soon as children begin writing, pass from desk to desk and see that each one is doing as his book directs. Be particularly careful to see that they are stopping at the end of each sentence to ask themselves the question that their book tells them to ask. This is most important. In asking themselves this question they are not only drilling themselves most

effectively in the correct writing of quotations; they are also learning to write consciously in sentences, getting the feeling for the sentence, the sentence

sense.

X (188).

Picture Stories

(The three doors, p. 189)

Let the children study the lesson in their books and write the part under (1) before discussing the picture or story with them. Have their papers read and discussed. Which are best? (Those that are most convincing, most reasonable.) Talk over

other ways of setting the princess free ways that may be suggested by pupils' papers or that may have occurred to you. The following ideas may be suggestive.

1. On the way to the doors the prince may have turned aside to spare some tiny insect, who, to repay him for his kindness, discovers the right room for him, either by creeping through keyholes or crevices of doors, or by calling to his relatives, the poisonous insects, to give him the information.

2. The prince may open the door into the lion's den. The huge beast may spring toward him, but stop to lick his feet. When only a cub, this lion was rescued by the prince, a kindness that he remembers. He gladly tells the prince which room the princess occupies.

3. The prince may water the rose when all but withered, remove a caterpillar that is destroying the blossoms, or drive away a fierce animal who is about to uproot the bush. In return the rose tells him which door to open.

4. A fairyone whom the prince has helped, or his fairy godmother may help him in any of the following ways: (a) by

SUPPLEMENTARY WORK

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giving him a cloak that will make him invisible, so that if he opens the wrong door the inmates cannot harm him; (b) by giving him a magic glass with which he can see through wood and stone; (c) by giving him a musical instrument, the tones of which will cause a deep sleep to fall on all who hear it; (d) by teaching him some magic word by which he can turn anything or anybody to stone; (e) by giving him a charm that will make every creature love him.

Study questions under (2) with the children. Who shut the princess in the castle? Why? (An ogre who ruled in her father's place and wanted her out of the way? A witch who had not been invited to the christening of the princess and sought to be revenged? Her father who wanted to make sure she would marry a man who was brave and kind, for the prince who succeeded by his own powers must be brave, and only he who was kind and good could have the help of the fairies? A fairy, to punish the princess for her pride or unkindness to insects and beasts?)

Help the children to make a complete story.

Supplementary Work

Have children write the princess's story. It might begin something like this:

I am the princess Maydew. For many years I was shut up in a palace by I was told that there I must stay until a prince opened the door and set me free. To make his task as hard as possible — (the three rooms with similar locks).

(Vivid description of her feelings as prince after prince tried.) (The coming of the right prince.)

XI (191). More Picture Stories

(The chained prisoners, p. 192)

Let the children think out the ideas for their stories alone by studying the picture and answering to themselves the questions under (1). When they have done this and before they write their stories, talk their ideas over with them, helping them to arrange them in good story form. Let this be done in such a way that each child will understand that it is his own ideas that he is to put into story form, not the ideas of other children. The success with which you handle this rather difficult matter will be shown in the variety and originality of the written stories.

XII (193). A Poem to Read and Study

Before taking up the study of this poem with the children, make yourself thoroughly familiar with the suggestions for its study given in the pupils' book. In preparation for reading the poem to the children, which should be the beginning of its study with them, practice reading it until you can bring out with your voice all the beauty and meaning of it. Suitably rendered, there is nothing in it difficult for children to understand and appreciate.

If at the end of the study the children have not clear mental pictures of the various scenes described and suggested in the poem, if they are not filled