64 METHODS IN TEACHING 



is true that many pupils will continue to use these expres- 

 sions, the leaven of better language will be surely at work. 

 Drills must accompany all this word work; it is the only 

 way to fix the points involved. 



The written work is of the same general nature as the 

 oral, a development of self-expression, the use of an accurate 



and growing vocabulary, the formation of 

 Composition 



compact sentences instead of loosely con- 

 nected clauses. Little letters to some friend or relative give 

 opportunity to teach proper letter forms. Reproductions are 

 frequent, both the composite, copied from the board so that 

 capitalization, punctuation, and spelling shall be correct; 

 and the original reproduction, written after careful oral 

 lessons over the same material. 



Simple as these individual versions may seem to a mature 

 mind, for the child they present difficulties and responsibili- 

 ties. Spelling and capitalization become more formidable if 

 the writer is obliged to think for himself, even if he helped 

 decide about every word of the composite when the teacher 

 was writing it on the board. Moreover, there is the neces- 

 sity of thinking out the story, remembering the details and 

 putting them into proper order. 



Such " original " composition should not be given as busy 

 work. It should be under the careful supervision of the 

 teacher. In this way mistakes can be avoided, infinitely 

 preferable to correcting them after they are made. To get 

 the right form into the mind first is worth much in the train- 

 ing of a child and in the acquisition of knowledge. The 

 pupils must be at liberty to ask about any doubtful point in 

 spelling, capitalization, punctuation, choice of words, form of 

 sentence, general arrangement. They should be encouraged 



