THE EXPRESSIVE WORK OF THE SCHOOL. 263 



first by the order of her questions, to which they write 

 answers. Later, an outline, formed as much as possible 

 by the children themselves, can be placed on the board 

 as a guide. Gradually the outline can be made less 

 and less detailed. In the intermediate grades the chil- 

 dren can often, or usually, make their own individual 

 outlines. 



To insure orderly full oral expression, or to lead the 

 pupils to tell all about what they are studying, it is 

 helpful to have the pupils stand, in turn, before the 

 class, with the material about which they are talking in 

 their hands or before them, and tell all they can about 

 it, or some part of it, without questions from the teacher. 

 At first they may follow an outline on the blackboard, 

 but should gradually learn to tell without such an out- 

 line. 



In the primary work we can strongly emphasize 

 individuality and truthfulness, and make somewhat sub- 

 ordinate clearness and order. We can place more em- 

 phasis on the latter in the intermediate grades, where 

 the power of clear expression and orderly thought is 

 better developed. Later, in the upper grades, we can 

 ask our pupils to tell all about what they have studied 

 and in as few words as possible ; that is, give more at- 

 tention to complete, concise expression. 



Nature study, it must be remembered, is but one 

 basis for the expressive studies ; man study, including 

 history and that part of literature which is not inspired 

 by nature, is another basis. As was shown in Chapter 



