ORAL AND WRITTEN LANGUAGE 75 



ones must move slowly in the comprehension of what each 

 means. The pupils are not yet mature enough to discrimi- 

 nate very accurately, but they are learning to use both cor- 

 rectly. 



The pupils should learn how to correct and improve their 

 own papers. Sentence and paragraph structure, especially 



the former, choice of words, the possibility 

 Correcting ... , , , 



Papers * expanding and contracting thoughts, con- 



tinuity, harmony in the material chosen, are 

 all matters for criticism. Pleasant beginnings and compre- 

 hensive conclusions should be discussed in class; witty and 

 earnest papers should be read aloud for all to enjoy and 

 appreciate; the general style of a paper should be analyzed 

 occasionally, in a manner adapted to the age of the pupils. 

 These efforts at composition should be frequently criticised, 

 every few days, but the general impression left with the 

 pupils must be that of guidance and inspiration, not of dis- 

 couragement. Unfriendly attacks upon the creative powers 

 used in composition tend to make sensitive pupils afraid of 

 further writing, and careless pupils antagonistic toward all 

 composition. Criticism, especially with such young children, 

 should be constructive, not destructive. 



Pupils complete primary work with the fourth grade. 

 There has been no textbook preparation in formal grammar, 

 but by systematic application of some leading principles 

 during the primary years, the children have passed the first 

 difficulties of technical grammar and have made a fair begin- 

 ning in composition. Five of the parts of speech, noun, 

 pronoun, adjective, adverb, and verb are well known by use, 

 and most of the children are talking about them by their 

 proper names and recognizing them readily in their ordinary 



