NOTE TO TEACHER.

These composition lessons may be given before the grammar lessons in Part II, or the grammar and composition work may both be carried on at the same time. In the latter case a separate recitation should be given to each. If the composition work is done before taking the grammar lessons, the subject of composition should be continued in a more advanced form, as composition, both oral and written, is the most practical part of language work.

The composition lessons are presented under three divisions—simple descriptive, simple narrative, and simple imaginative. Each teacher should add to the work as the class may need, until the pupils are able to think, speak, and write fluently in good English.

The teacher should question the pupils upon the subject, and draw from them the points given in the outlines. After a thorough oral discussion of the lesson the outline should be given to the pupils as an assistance to the memory in writing.

The teacher should use pictures, stories, and anything else that will make the lessons attractive. Use every device possible that will help to cultivate the pupil's power of expression.

COMPOSITION LESSONS.

LESSON 1.

DESCRIPTIVE COMPOSITION.

Write a description of your schoolhouse from the following outline:

OUR SCHOOLHOUSE.

General appearance.

Introduction.. General surroundings.

General location.

Town.

County.

Conclusion: Personal opinion in regard to our schoolhouse.

Habits. Where seen by us.

Conclusion: Anecdote of some elephant.

LESSON 3.

Read "The Kingbird," on page 167 of the Second Reader of the State Series, then write the description from the following outline:

The trees fold their green arms around it—
The trees a century old-

And the winds go chanting through them,

And the sunbeams drop their gold.

The cowslips spring in the marshes,
The roses bloom on the hill,
And beside the brook in the pasture,
The herds go feeding at will.

The cowslip startles in meadows green,
The buttercup catches the sun in its chalice,
And there's never a leaf nor a blade too mean
To be some happy creature's palace;

The little bird sits at his door in the sun,
Atilt like a blossom among the leaves,

And lets his illumined being o'errun

With the deluge of summer he receives.
His mate feels the eggs beneath her wings,

And the heart in her dumb breast flutters and sings;
He sings to the wide world, and she to her nest,—
In the nice ear of Nature which song is the best?

We sit in the warm shade and feel right well
How the sap creeps up and the blossoms swell;

We may shut our eyes, but we cannot help knowing
That skies are clear and grass is growing;

The breeze comes whispering in our ear,

That dandelions are blossoming near,

That maize has sprouted, that the streams are flowing,

That the river is bluer than the sky,

That the robin is plastering his house hard by;

And if the breeze keeps the good news back,

For other couriers we should not lack;

We could guess it all by yon heifer's lowing,—
And hark! how clear bold chanticleer,

Warmed with the new voice of the year,
Tells all in his lusty crowing!—J. R. Lowell.

From the following outline description write out the preceding poem. Give your story a title:

THE OWL, THE BAT, AND THE Bumble-bee.

The brown owl sat on the caraway tree,

A ruffed-up, immense owl.

Who so learned and wise as he?
A puffed-up, eminent fowl.

A black bat hung by a twig of the tree,

A blinking, blind old bat;