62 METHODS IN TEACHING 



history and literature ; little, very simple descriptions of peo- 

 ple, places, objects ; short narrations. 



The correction of errors is turned a little more along 

 grammatical lines than in the first grades. Not that the 



pupils are conscious that this is the case, for 

 Drills ' there is no desire to teach them grammar; 



but the teacher's work becomes more syste- 

 matic if it is arranged along known lines of knowledge, and 

 a great aid is given the comprehension and memory of the 

 pupil when work is put before him systematically. The 

 conjugations continue with a slowly increasing number of 

 verbs, and they are always enjoyed by the pupils if the 

 teacher is tactful in handling them. As a result of their use 

 the ear is accustomed to new sounds, and the tongue becomes 

 ready with what were oftentimes previously unknown words. 

 Pronouns are corrected and drills are given if such care 

 seems necessary; but if one pronoun is corrected, others 

 should be associated with it, so that there is shown to the 

 child a series of related corrections. It must be constantly 

 remembered that persistent drill upon a few is better than 

 haphazard correction of many. Perhaps only ten awkward, 

 incorrect expressions can be eliminated during a school year ; 

 but, if the number seems small to an eager teacher, just 

 imagine the pupils' conversations without those ten promi- 

 nent, ever-recurring errors. Would not such a result be a 

 delight to the ears of a language-sensitive teacher or parent ? 

 Would it not really be great progress ? 



The past tenses of several verbs are a part of the work 



for this year. These are generally irregular 



ones, but whenever mistakes occur in regu- 

 lar verbs they are immediately added to the list for correc- 



