simply to mechanical errors, but especially to the content the character of the story and the moral that it is intended to teach. Supplementary Work 1. Let children tell fables similar to those outlined in XV, but varying them by having the flatterer outwitted. Following are examples: The crow may eat her cheese, then say, "Ah, Mr. Fox, I am not so easily flattered. I know I cannot sing well." The kingfisher may say, as he clutches the fish in his talons, "Excuse me till I take this fish to my little ones; then I will gladly sing for you." The bear may hold the lamb with a firm paw while he bares his teeth. The owl may hold the mouse in his talons while he answers the cat. After talking over with children various possible endings of this kind, let them write fables with similar endings. 2. Write the following titles on the board. Children tell what the first-mentioned animal had, and how the second secured or attempted to secure it. The Hawk and the Cat The Fox and the Wolf The Goose and the Fox 3. Write the following titles on the board. Pupils tell who tried to take the kid from the wolf, the mouse from the cat, etc.; how he tried, and how he succeeded. The Wolf and the Kid The Dog and the Bone 4. Let pupils write original fables that teach the lessons taught by fables 3 and 11, Chapter Twelve. XVII (269). “America” Before taking up the detailed study of the poem with the children, read it to them- perhaps several times with expression and feeling. Read it so that they will feel as well as understand its meaning; indeed, only by feeling can they fully understand it.. Then study it with them, line by line, and stanza by stanza. You may need to give further explana tions and illustrations than those in the children's book. For instance, foreign children may need to be told that the author, Dr. Smith, was born in America; hence he wrote, "My native country," etc. Even in this detailed study do not fail to rely largely on expressive rendering for the conveyance of the full meaning, which is often beyond explanation. When the children understand and appreciate the meaning of the song, -as fully as they are capable of understanding and appreciating it, have them memorize it. If some already know it perfectly, let those prepare to write it from memory by studying the capitals, the punctuation, and the arrange ments of stanzas and lines. Require the children to stand whenever the anthem is sung. This will do much to inspire, to associate with it appropriate feelings of pride, patriotism, and reverence. Supplementary Work Tell the children something of the author of America. Tell them of the time and circumstance of his writing the song. Read to them what Oliver Wendell Holmes says of him in his poem, The Boys. XVIII (274). Writing "America" from Memory This exercise may be given in regular language periods, it will probably require more than one for most children, -or it may be done in study periods as individual pupils have time for it. The object is to have every child learn the hymn perfectly. No child has completed this lesson until he can write the whole poem without error. And every child should study it and write it until he has thus mastered it. Only make the children feel a pride in this achievement and it will soon be accomplished. MORE PICTURE STORIES XIX (274). Picture Stories (Child drifting in boat, p. 273) 259 The picture tells the story so clearly and fully that children should be able to write it without help. Have them correct their work as usual, not only for form, but for content and effective presentation. Supplementary Work 1. Let the story be written from the standpoint of the person in the boat, only the prow of which shows in the picture at the right. 2. Have stories written from any of the pictures in Chapters One to Five. These pictures have served only for oral stories. XX (274). More Picture Stories (Animated toys, p. 275) There are many stories of toys that talked and acted like real folks when everybody was asleep. Tell the children one or more of these stories - you will find them in almost any book of fairy tales. Two of the best are The Tin Soldier and The Money Pig, by Hans Christian Andersen. Now tell the children that many story-tellers have written stories of toys who could live and act and talk like real people from twelve at midnight until they heard the first cock crow in the morning. Then let them write the story this picture tells. CHAPTER TWELVE THE stories and rhymes given in Chapter Twelve of the pupils' book may be used in a great variety of ways. In general they will serve two purposes. First, they may be used as needed in connection with lessons in preceding chapters. They furnish further opportunities, varied and interesting, for reproductions, conversations, dramatizations, written exercises of various kinds, and drill in all mechanical forms. The second general purpose which this material is designed to serve is that of reviewing and testing. Comparisons will show that these twelve stories and rhymes contain all the forms of punctuation and the use of capitals, that have been taught in preceding chapters, and no others. They also furnish the basis for all kinds of exercises, oral and written, that have been subjects of study. The following suggestions for the use of this material, both to supplement and to review and test preceding work, though quite numerous, by no means exhaust the possibilities. I. Suggestions for Using the Stories and Rhymes 1 (276). The Proud Crow. Several uses that may be made of this story: 1. To test pupils' knowledge of the use of the |