88 METHODS IN TEACHING 



be disturbed. He went to bed. He tried to sleep. He 

 tried in vain. 



When he reached home he gave orders not to be dis- 

 turbed. He went to bed and tried to sleep but in vain. 



Combining sentences, begun in the third grades, is also 

 a frequent device in teaching sentence structure, showing 

 the use of relative pronouns and conjunctive adverbs, and 

 in giving a general suppleness in handling sentence forms. 



II 

 USE OF WHO, WHOSE, AND WHOM 



To whom did she speak? Whose book is that? Whom 

 did you see? Who is going? Of whom did you write? To 

 whose house did you go? Whom did she know? Whose 

 pen is that? At whom are they looking? To whose house 

 did you go? Whom is writing? 



An interesting fact is illustrated by the above exercise. 

 The drill has been largely upon whom and whose, and there 

 has developed in the child's mind a little vagueness as to the 

 use of the nominative who. This indicates the necessity of 

 clearing up the sense of the nominative, and of drilling upon 

 who until confusion disappears. 



SEVENTH YEAR GRADE 



During the seventh grade the pupils continue the textbook 

 study of grammar, keeping the work in close touch with the 

 practical needs of ordinary speech. Composition exercises 

 are frequent, and considerable inspiration is drawn from 

 the writers studied in the literature throughout the year. 

 Maturity of selection and treatment become more noticeable ; 

 expressions of opinions, analyses of subjects, comparisons 





