8O METHODS IN TEACHING 



growing in these presentations, they should still be con- 

 sidered as language rather than grammar ; but if pupils see 

 that the third and fourth forms of verbs have a variety of 

 uses, future grammar is simplified. Adjectives and adverbs 

 are frequently used in drills, and their comparisons should 

 now be well understood, both with the use of er and est and 

 of the words more and most. Nouns should be readily 

 recognized, and their plurals formed. Pronouns should be 

 declined, in order to ensure their correct use. Frequent oral 

 drill, in which every pupil of the class is involved, must be 

 given the nominative and objective cases. This includes a 

 fairly clear idea of prepositions and of the subject and ob- 

 ject. The use of who for persons and of which and that 

 for animals and inanimate things should be taught. The 

 teacher must be constantly on guard not to be drawn off too 

 far into formal grammar ; the pupils are still immature, and 

 practice, or application, should far exceed theory or memor- 

 izing. The grammar should be presented, for the pupils 

 are old enough to understand many of its simpler principles, 

 but there is no great loss, as yet, if the technical reason for 

 a correction or for a drill is forgotten, provided the appli- 

 cation is remembered. The explanation has served its pur- 

 pose in clarifying the correction; it will be remembered by 

 many pupils, and wholly forgotten by only a few. 



Composition progresses constantly. To write well, a 

 pupil must be permitted to enjoy creative work ; individuality 



must have expression or writing will be a 

 Composition , 



bore. Encouragement and growth mean 



pleasure to teacher and pupil ; discouragement opens up a 

 cheerless prospect for both. Before beginning to write have 

 the pupils tell what must be remembered in mechanical 



