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Sentences illustrating the meaning of these words may then be made. Special attention should be paid to the correct use of the forms of common irregular verbs.

TECHNICAL MATTERS

In addition to the points outlined in previous grades under this head, the following should be found correctly used in the written work during this year.

1. Capitals: names of the Deity and pronouns referring to the Deity; the word 'Bible'; proper adjectives.

2. Punctuation :

a. Comma after 'Oh'; in addresses; before short direct quotations; in series of words.

b. Quotation marks: in both simple and broken quotations. c. Apostrophe: in contractions.

d. Exclamation point: at close of sentences expressing feeling and after interjections.

3. Abbreviations: points of compass, 'A.M.,' 'P.M.,' ‘U.S.,' 'Co.,' 'Rev.,' 'sq. yd.,' 'pk.,' ' bu.,' 'No.,' and others needed in the arithmetic or composition work.

4. Contractions: explain how made, and teach common ones met in the reading lessons and heard constantly. Examples are 'I'll,' ' can't,' ' is n't,' 'has n't,' 'you'll,' 'aren't,' 'it's,' 'I've.' Emphasize 'don't' and'does n't.'

5. Grammatical principles:

a. Subject and predicate: the person or thing that does something and the word that tells what is done.

b. Nouns possessive of plurals; plurals of words ending in y and of all others met in the reading or composition work of the grade.

c. Verbs: simple matters of tense, as present, past, and future time; number.

d. Adjectives: descriptive (simplest enlargement of the subject or any noun).

GRADE FIVE

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 and Story.

3. Description.

4. Exposition.

5. Argument.

6. Verse-Writing.

7. Diary.

IMITATIVE EXPRESSION.

1. Copying Work.

2. Dictation.

III. GENERAL WORK

USE OF DICTIONARY.

WORD STUDY.

TECHNICAL MATTERS.

PURPOSES AND AIMS

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Here, as in preceding grades, oral language work for its own sake should receive serious attention. The oral composition, systematically and deliberately brought to a finished form, should have a place as important as that given the written work; for, as Chubb1 says, as are a child's habits of oral expression, so will his habits of written expression tend to become." A false idea has heretofore kept oral language work too much in the background. This, together with the failure to criticize carefully all language used by the pupil throughout his school life, has been largely responsible for the prevalence of incorrect speech. At least three class periods each week in language work ought to be devoted to oral language exercises.

The following are a few of the purposes that should enter prominently into the work at this stage, and with increasing importance later:

1. To develop logical thinking, which leads to discrimination and judgment in all matters, especially in the use of language.

2. To develop the power of constructive criticism in matters pertaining to language and thought.

3. To develop an appreciation for the beautiful, both in language and in the external world which language is used to describe.

4. To develop the power to feel, and the ability to express emotion in a proper manner.

1 The Teaching of English, p. 109.

GRADE FIVE

I. ORAL LANGUAGE WORK

ORIGINAL EXPRESSION

1. Observation Lessons and Reports. The method of conducting the work will be the same as that outlined for former grades, with a proper increase in intensity, extent, and detail. The children should be urged to add to the knowledge gained in observation by constant reference to supplementary readers and books of reference, which every school library should contain. The reports should show more signs of logical and accurate thought and should be made up of complete and correct statements in proper

sequence.

2. Recitation by Topics. In this grade the topic method of recitation may be used in geography, history, physiology, nature study, and reading lessons and in observation reports. The method of conducting the work was outlined in the preceding grade. It is especially useful in summarizing the main points of a lesson, and although it should be used cautiously, it is good language training and becomes more important year by year. It may profitably be used in from one fourth to one third of the recitations in the above subjects.

3. Story-Telling. In this grade and in higher grades the story becomes a serious means of securing a better original product. The pleasurable element still remains, but the element of work becomes more prominent. Emphasis should be placed upon original work in this grade. A beginning should be made

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in the definite study of story structure, and certain stories may be outlined by the class with the help of the teacher. The division of the work into repeated, reconstructed, and original stories, as given in the preceding grade, will serve equally well here, with increased emphasis, however, on the last. Some time may still be devoted to myths and legends, but more should be spent on biography and on stories of

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