NOTES TO TEACHERS

Note A. This story of Clark fits in with the usual grammar school course in history. A brief suggestive story is given for the earlier episodes, to constitute the first two chapters. For the remainder of the history let the children obtain all the information possible from all reliable sources, both geographical and historical, and discuss it orally in class, section by section. Make the conversation very full and illuminative. Do not hurry the work. Go over each part again and again to clarify the impression. Then have outlines carefully made by chapters. Use all the means of expression that you can to reënforce the language. Having the children dramatize incidents and episodes is an excellent and most enjoyable exercise. Let them write the conversations, make their own scenery and properties, and choosing characters, act the scenes.

Let the children write letters, as one from Clark to Governor Henry, telling him of the journey through the wilderness; one to his brother William, telling how they celebrated Christmas in the wild West.

The making of things is as helpful here as in the lower grades in the producing of clear and vivid pictures, but the work should take a wider range. The articles made should be both more durable and This is a correlation with manual training which gives

more artistic.

meaning and direction to the constructive work.

Clearness of impression must precede clearness of expression.

The story of Clark is a typical subject. Others may be treated in its place if they fit your work better; or, in addition to it, following this model.

While all of the mechanics of writing should be carefully guarded in all chapters, it is well to place emphasis upon some one feature in each.

The following is suggested as a suitable division of technical topics:

CHAPTER I

Declarative Sentences.

Period. Comma.

Capitals (with proper names, beginning sentences).
Headings and Titles.

The teacher should make his own selections of technical matter to be discussed in the other chapters.

Note B. This outline will possibly seem too full for some classes. It can easily be reduced. Similar lessons on the other great textiles, as wool, flax, and silk can be made by the children themselves, acting in coöperation with the teacher.

(Preparation

mon textiles.

Talk over the antiquity and history of the most com

Date when cotton was first used in India unknown.
Value of this textile as proved by ancient authors.

Introduction of cotton into other countries, finally to America. Stories in connection with this topic.)

Note C.-One of the best means for developing interest and ability in the production of good English is a school paper edited and conducted by the pupils. Pupils of the highest grammar grades are quite competent to undertake this.

The class should choose an editor in chief and a business manager with as many assistants as may be needed. All the pupils should be encouraged to contribute, the editorial staff being responsible for the selection of articles for publication.

The simplest form of publication is by the reproduction of carefully written copy on some copying pad or machine. In some places pupils have succeeded in obtaining money enough from subscriptions and advertisements to enable them to have the paper neatly printed and even illustrated. Pupils who dislike "writing compositions often eager to "write for the paper." They become critics of their own work and of that of others.

are