ORAL AND WRITTEN LANGUAGE 9! 



home, some loved ones up and away at the country's call, 

 the anxiety and interest in the battle, the result of the con- 

 flict, and the return of the patriots. 



It is not deemed necessary, or even advisable, for the 

 teacher to correct all the written work, although many sets 



of papers are so treated. Sometimes the 

 Correction M - . . 



of Papers pupils themselves read over their papers a 



few days after writing, and it is surprising 

 how many of their own errors they are able to correct. One 

 method of class correction is to place upon the board for 

 class criticism, by which is meant only friendly criticism, 

 several paragraphs from the work of various pupils, without 

 giving names. Such extracts are taken up, sentence by sen- 

 tence, improvements being suggested by the class. Very 

 often some of the best ideas come from the writers of the 

 papers, showing that more careful or more deliberate con- 

 sideration is all that is necessary for better work. In this 

 form of criticism, where self-consciousness is engendered 

 under even the most favorable circumstances because of the 

 publicity of the corrections, teacher and pupils make favor- 

 able comments on good points noticed. Appreciation is as 

 helpful as adversative criticism. If one is striving toward a 

 higher standard, and knows what he is trying to do, many 

 weaknesses drop off of themselves, and the attitude of the 

 worker towards his work is reversed, he is urged onward 

 by consciously adding strength, not depressed by being 

 turned constantly toward his mistakes. Sometimes one of 

 the best papers is copied on the board, to show that glaring 

 errors do not always occur, and as an incentive to bring 

 up the average work of the class. 

 One of the most valuable forms of correction, or one of 



