LITERATURE IN GRAMMAR GRADES 45 



While the pupils are writing the teacher passes among them, 

 dropping a hint, suggesting a change, or making a correc- 

 tion. After the papers are completed one is selected for crit- 

 icism by the class. Portions are placed upon the board; 

 pupils point out faulty constructions or erroneous ideas, and 

 reconstruct the passages. This method is followed about 

 once a month, but all the papers are corrected by the teacher 

 every time a set is written. The corrections made in the 

 papers by the teacher relate to spelling, punctuation, gram- 

 matical errors, and poor style. A few words on the margin 

 of the paper often indicate the nature of the weakness, as: 

 " A poor beginning." " Reconstruct this sentence." " Mean- 

 ing not clear." " Rewrite the entire paper." " I cannot 

 understand your thought." " Story too long." " Too much 

 repetition." 



Some of the most interesting lessons of the year are those 

 spent in determining what has been learned about the author 



through his book ; in discussing the qualities 

 the Pupils *kat ma ^ e certain characters the hero and 



the heroine ; in recalling incidents similar to 

 those mentioned in the story; in bringing out the lessons 

 taught ; in discussing the inspiration for living that one can 

 gain from such characters as Rebecca, Ivanhoe, Miles Stan- 

 dish, Evangeline, Priscilla. There is, however, a subtle im- 

 pulse that pupils receive from the right kind of literature 

 that can not be described by the teacher nor illustrated by 

 any visible sign. Many a pupil may read an entire book, 

 study it all carefully, write frequent papers upon it, and yet 

 not be able to give account of the most valuable information 

 that has been imparted by its pages ; but, if he has been en- 

 thusiastic, he has gained a desire to read more works by tal- 



