The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-11-23
PLAN FOR TEACHING GRAMMAR
no. 3.

Exercises in Composition The me-
chanical executions should be spoken OF,
and specific directions given in reference
to the position Of the subject and the
use of capital letters in he same, also %
the margin and the position and use OF
the paragraph Then proceed to teach
composition under the following heads:
1. Descriptions. (a) OF objects, (5) OIL
pictures Co OF games or plays. 2.
Narratives, 3. Letter-writing.
/. Descriptions Of ohjects-(a) Present
to the class some object as watch, q
knife, an ear of corn, or an apple. Find
out from pupils as much IS possible IN
regard to it,-where found, OF what
comnosed, its use, size, shape &C., the
different paris, their names, number and
position, the qualities and uses OF the
object SC, &c. Let the teacher give all
necessary Information which. the pupils
cannot obtain for themselves, Let the
teacher place a concise and logical
analysis Of the subject thus prepared
upon the board and require pupils to
prepare composition from it for next
day. Thus proceed with the different
articles Of common use at home, in the
school room, in the store, in the various
trades &c.
Next take up the different animals
enquiring as before, whether foreign or
native, wild or tame, large or small,
covered with hair, fur, wool or feathers
&c, also in reference to the habits of the
animal its uses when alive and when
dead &c, &c. Analytic and proceed as
before. Takeup plants, trees &c, in
the same way (b) Description of pictures
ID Name of the scene (2) Objects seen
in the foreground CD Objects seen inthe
background (4) Object seen on the
RICH. (5) Object seen on the left CO..
Thoughts about he picture as a whele
{c) Description of 4 game or play CD
Where played CD By whom played 90
Number engaged IN the play a )Marner Of
playing 60 Thoughts about the game.
2. Narratives-Take some such sub,
feet as, A visit to the city or to the coun-
try. The first day of school, a ramb!e
in the woods, a sieigh~ride, and develop
the subject by asking Where and when
did it Occur? HOY many persons were
in the party What was done? What
objects were seen? &C., Sc. Analyze
as before and require the exercise at the
next recitation. Be very careful to give
subjects in which pupils ae
interested and they can understand.
And throughout the whole cource OF
com position and letter~writing critlclse
freely ard encourage pupils to do the
same. Sometimes few of the exercises
NAV be read in class and criticised o.
rally; sometimes the teacher marks all
errors and requires the exercise to be
rewritten correctly; and sometimes one
or more members ofthe class may be
appointed 10 act as critics and their
work in turn criticised by the
teacher. Be careful TO avoid sameness,
and to keep pupils thoroughly interested
Frequently introduce errors of expresson
especially those habitually used by the
pupils themselves, call the attention of
the class to these fallaces, and require
them to be corrected, and in every
possible way arouse the spirit of enquiry,
observation and criticism IF this is
accomplished composition writing, in
place of being looked upon with horror
and disgust as is too often the case, will
become one of the most pleasant, inter-
estiDg and profitable studies in the whole
school course.