instances of its use in various books, giving the meaning in each case, followed by the form. Follow this with board work, the teacher dictating phrases and short sentences containing the possessive singular. When this has developed a good understanding of the principle, further dictation work may be given at the desks, not only as a repetition, but as a test. Never let any formal rule be required of pupils in this grade.

The following matters, in addition to those outlined in the two preceding grades, should be mastered by the close of the year.

1. Capitals: first letter in all common titles, in all proper names, and in direct quotations.

2. Punctuation:

a. Period: with abbreviations.

b. Comma in dates; in series of words; after cases of address.

c. Apostrophe: in possessive singular and in a few most. common contractions, as it's,' 'can't,' etc.

d. Hyphen in dividing words at ends of lines.

3. Abbreviations: names of months, the home state, and a few surrounding states; 'doz.,' lb.,' qt.,'' ft.,'' yd.,'

'ct.,' and such others as are needed in arithmetic or in any other work of the grade.

4. Plurals: few irregular plurals met in reading work, such as mice,' men,' children,' oxen,' 'leaves,' etc.

5. Possessives: Possessive singular. Best usage shows s's, as James's,' except where last syllable begins with an s sound, as 'Moses.'

6. Address: pupil's name and address, and that of parents and relatives, with correct punctuation.

7. Form: the single paragraph, indention, margin, etc.

GRADE FOUR

I. ORAL LANGUAGE WORK

ORIGINAL EXPRESSION.

1. Observation Lessons and Reports.

2. Recitation by Topics.

3. Story-Telling.

4. Argument.
5. Narration.

6. Description.
7. Exposition.

IMITATIVE EXPRESSION.

1. Memorizing Work.

2. Dramatization.

II. WRITTEN LANGUAGE WORK

ORIGINAL EXPRESSION.

1. Letter-Writing.

2. Narration.

3. Argument.

4. Description.
5. Exposition.

6. Verse-Writing.

IMITATIVE EXPRESSION.

1. Copying Work.

2. Dictation.

III. GENERAL WORK

DICTIONARY AND VOCABULARY WORK.

TECHNICAL MATTERS.

PURPOSES AND AIMS

The tendency to emphasize written work and to neglect the oral in this grade and in higher grades is based upon a false ideal. Constant drill in oral language is of paramount importance here as well as in the lower grades ; it should not consist merely in attention paid to the correctness of the language used by the pupils in the various recitations, but should include serious and definitely planned work in narration, description, exposition, and argument. The ability to think accurately and effectively must go hand in hand with expression. The teacher should keep constantly in mind that without impression there can be no expression worth while. In this grade introduction to certain grammatical principles should be made. The children should master these principles not by learning definitions and rules, but by learning to recognize the grammatical forms as they appear in the compositions or reading lessons. An outline of these principles is given under Technical Matters at the end of the discussions in this grade.

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GRADE FOUR

I. ORAL LANGUAGE WORK

ORIGINAL EXPRESSION

1. Observation Lessons and Reports. This work should be continued and enlarged in this grade. Subjects that demand more accurate observation should be assigned, and more detailed reports are to be expected. In addition to the knowledge gained in actual observation, the children may learn much about the subjects under consideration by using books of reference and supplementary readers, which every school library should contain. The language of the oral report should be carefully watched and corrected; on the other hand, it should be approved and appreciated when it shows strength and fitness.

2. Recitation by Topics. The work of reciting by topics is usually begun during the latter part of the third year. It may be found profitable in geography and reading classes, observation reports, and elsewhere. In language development the ability to think logically and to express thought in correct and properly connected statements is of the greatest importance. This is the chief purpose of the topical recitation. It should never be used in more than