It is well to choose poems that emphasize the thought underlying some special work that is being done during the year. For example, if the long story assigned for the year is "Robin Hood," nature poems, stirring ballads, and poems of loyalty to leadership should be given a place, as:

SHAKESPEARE, WILLIAM: Under the Greenwood Tree; When Icicles Hang by the Wall.

LOWELL, J. R.: What is so Rare as a Day in June? (selection from "The Vision of Sir Launfal ").

WORDSWORTH, WILLIAM: March.

SCOTT, WALTER: Lochinvar.

WHITMAN, WALT: O Captain! My Captain!

For the prose work selections from the following may be chosen :

LEE, HENRY: On the Death of Washington.

WIRT, WILLIAM: No Excellence without Labor.

GRADY, H. W.: The New South.

BEECHER, H. W.: Our Honored Dead.

MABIE, H.W.: The Doors of Opportunity.

SUMNER, CHARLES: War.

BIBLE (Book of Acts): Paul's Speech before Agrippa.

2. Dramatization. Most of the directions given for this work in the preceding grade will serve here. The activity of the year in the play work should give evidence of a growing originality and spontaneity in adapting stories to the dramatic work, and of a better appreciation of the dramatic element in the literature read and studied. An original play, showing originality of thought and appreciation of

plot, should be the object of the year's work. This play may be built up from the material found in the long story assigned for the year, and may be given in public. The play in final written form should be the result of the combined efforts of the class. This coöperation gives the work a social motive. At least

"ROBIN HOOD"-A FIFTH-GRADE ADAPTED PLAY

three finished plays, including the original one, is the probable amount of the year's work in dramatization. One of these may profitably be rendered in public. The semiacting of selections taken from the dramatic readers and from the regular reading books used in the class should be emphasized here, as in former grades, to develop greater naturalness of expression.

II. WRITTEN LANGUAGE WORK

ORIGINAL EXPRESSION

Most of the directions for the written composition work in the preceding grade will serve here. As indicated in previous grades oral discussion of the subject should always precede the written work. After the pupils have exchanged papers and corrected them as well as they can, the papers should be corrected by the teacher and handed back to the pupils on the following day or at the time they are discussed in the class. The worst papers, or perhaps all that are not good, should be rewritten.

Two periods each week should be devoted to the written composition work, while some writing should be done almost every day. The composition may consist of one, two, or even three paragraphs, according to the nature of the subject. Neatness in the general appearance of the page, and uniformity in the size and kind of paper used, should be demanded. The teacher should see that the margins and indentions of paragraphs are according to the best usage, and that the date and the name of the pupil are in the proper place.

Each teacher will probably invent her own system of correction marks. The following system is a simple one and is intended to be merely suggestive. A more complete one is given in the grammar grades.

1. Punctuation: A cross (X) is put at the place of error. 2. Spelling: Words misspelled are underlined and "sp" is written above, or in the margin opposite.

3. Capitalization: Small letters that should be capitals are underlined three times; capitals that should be small letters have three lines placed above them.

4. False syntax: Words or groups of words used incorrectly with respect to grammatical rules are underlined, and "syn" is written above, or in the margin opposite.

5. Omission of word or words: A caret (^) is put at the place of omission, and the word or words to be inserted are written above.

6. General criticisms, both good and bad, are placed on the back of the composition. These include such matters as neatness, unity, sentence structure, arrangement, etc.

The following are the types of written composition work that may be attempted in this grade:

1. Letter-Writing. The knowledge of the complete letter form, with its variations to suit different kinds of letters, is perfected in this grade. The various kinds will include social letters, business letters, notes of invitation and acceptance, letters of sympathy and congratulation, bills, receipts, etc. Have the children write letters ordering books or supplies for themselves or the school, and have them learn to fill out checks and money orders. The best work should be used. Have them also write invitations to school parties or entertainments, or letters of congratulation to some real person, or letters of sympathy to a classmate who is ill. Correspondence with friends and relatives should be encouraged and directed. A coöperative letter, formulated by the combined efforts of the whole class, may be sent to the fifth-grade language class in a neighboring school. Further work in the addressing of envelopes, showing the many

changes necessary in various addresses, should be done this year. The narrations, descriptions, and expositions should occasionally be put in letter form, to break the monotony of the regular composition form. 2. Narration. The shorter stories that are learned in the story work may frequently be put in written

form, to develop accuracy in details and in phraseology. It will emphasize stories of biography and of the life of other days to have them put in writing. The original story and the narration of actual experiences are especially adapted to the written composition form. Some definite work in writing short fictitious stories should be begun in this grade. Stories learned or read may give inspiration and serve as models for this