a matter as pronunciation there have been changes. Every agency and activity of life which can aid classroom instruction-and practically every thing in life can be utilizedshould be seized by the teacher of English to enliven his instruction and corroborate his precepts. Exercises. See page 357. CHAPTER XII COURSES OF STUDY The following pages contain partial reproductions of courses of study from high schools in various parts of the United States. Their entries illustrate certain details or principles directly related to the teaching of English. While some of them will serve as suggestive guides for the compilation of a course of study, they should be supplemented by many others for comparative study, and should be investigated for practicability and results. SPECIMEN ONE 7B and 7A Oral and Written English ORAL COMPOSITION Drill on: 1. Connected talking in good, clear sentences. 2. Clear enunciation and natural tones. Read Sheridan's discussion of the school-room voice. 3. Correct English. 4. Building up a vocabulary. For variety, the class may be organized into a club with one of the pupils presiding. The compositions may be given as oneminute talks. WRITTEN COMPOSITION Have written composition limited to a single paragraph, consisting of from five to seven sentences. Emphasize the "single-phase" idea. Work for sentence betterment. a. Variety in beginning sentences (first semester). b. Combining, expanding, and contracting sentences (second semester). c. Complex sentences (second semester). Letter Writing (First Semester) Friendly Letters. Formal and Informal Invitations. (Second Semester) Business letters. (a) Application for a position. (b) Ordering goods. (c) Bills, checks, etc. Write on the blackboard directions for arrangement of letters. Discuss topic of letter in class. Make rough copy. Correct, put into proper form and copy. Have pupils read the best letters aloud, and class criticize them. Read and discuss model letters. Study letters written by well-known authors to children, especially those by Roosevelt, Dickens, Phillips Brooks, Washington Irving. Outlines Drill on the outline as a help in composition. An outline may be made with several subtopics. Each pupil may be given one topic on which to write a paragraph. In this way the lesson may be coöperative, and a class book written. Technical Grammar Some of the technical grammar that has always been taught has been eliminated, because it is of no practical use to the child. "Grammar that is not used is useless." The work in grammar for this grade has been made as simple as possible, but these simple requirements must be mastered. Avoid all difficult and complicated sentences. The children should be able to identify all parts of speech. Study of Literature The pupils should have a thorough appreciation of five poems each semester, and should be able to recite from memory at least two of those studied. If desired, a part of the reading period may be devoted to this work. (First Semester) 1. Columbus. 2. To a Waterfowl. 3. The Courtship of Miles Standish or The Landing of the Pilgrims. 4. Evangeline. Out to Old Aunt Mary's. (Second Semester) 1. The House by the Side of the Road. 2. Hark to the Shouting Wind. 3. A Tree. 4. At the Peace Table. 5. A Day in June. Prose Two long and two short stories to be read to the children. (First Semester) 1. Merrylips or The Little Captive Lad. 2. Song of Our Syrian Guest. (Second Semester) 1. The Lost Prince. 2. Johnny Bear. Suggested List White, The Court of Boyville. Johnstone, Miss Santa Claus of the Pullman. Irving, Legend of Sleepy Hollow. Dickens, Scrooge's Christmas. Hawthorne, Wonder Book. Mark Train, Tom Sawyer. Roosevelt, The Great Adventure. Johnston, To Have and to Hold. Ford, Janice Meredith. Jackson, Ramona. Churchill, The Crisis, Richard Carvel. Tomlinson, Stories of the Revolution. Thompson, Alice of Old Vincennes. Austin, Colonial Stories. Cooper, The Spy, The Pilot. Home Reading Encourage home reading by the pupils. See that each pupil is supplied with a list of recommended books for this grade. These are printed on cards the size of a bookmark, and can be obtained from the principal of your building. Reading in Class I. Formal reading. Have pupils read aloud for the mechanics of reading. II. Reading for appreciation. Secure interest and enjoyment. Teacher herself should do a part of the reading, as an example for pupils. Certain stories to be read entirely by the teacher. Silent reading, followed by discussion. In reading long stories, assign parts to be read at home. 8B and 8A Oral and Written English ORAL COMPOSITION Emphasis should be placed on oral composition. "We talk more than we write." Since oral composition is a preparation for written composition, oral discussion should precede the written. The debate. WRITTEN COMPOSITION Continue the work of the seventh grade in sentence betterment and improvement in choice of words. Encourage the use of a variety of connectives in order to avoid monotony and give smoothness to the paragraph. Use of the dictionary. Letter writing. Copying and dictation. Grammar The course in English grammar as outlined below contains the minimum essentials which must be mastered. In the elementary grades, only those technical facts are considered which assist in the development of sentence structure. As planned, the analysis of sentences and the more advanced phases of grammar are to be taken up in the ninth grade. Uses of nouns or pronouns not considered by sixth or seventh grades. Study of Literature Pupils should have an appreciation of five poems each semester, and be able to recite from memory at least two of those studied. If desired, a part of the reading time may be devoted to this work. (First Semester) Van Dyke, I Would Be True. Thackeray, The Dead Napoleon. Wordsworth, The Solitary Reaper. Longfellow, The Building of the Ship. Kipling, Recessional. |