The Emporia weekly news. [volume] (Emporia, Kan.) 1881-1889, 1885-12-24


tion of several short statements into one
complete sentence, as for Instance
James goes TO school. He wishes TO do
well he studies hard; he will succeed. .
Combined statement, when James goes
to school, wishing to do we'll, he
Will succeed if he studies hard.
In work of this kind, the pupil will
study the arrangements, aud also the
many different ways in which the
thought may be expressed. Similar
composed by the pupils, can be given.
The reverse of this operation, the separa-
tion of a long sentence into several
shorter statements, is also highly bened-
cial.
Transportation Of poetry to prose is an
other exercise under the general head OF
composition work. For case in point,
the first four lines "In School Days."
Still sits the school house by the road.
A ragged beggar summing; around it
still the sumac grows, and blackberry
vines are running" This paraphrase
might read: The school house
like a ragged begger is sun
nIng itself, Gro md which
the sumac and blackberry vines
are running. In order to obtain suitable
words in which to express his thoughts,
without using the exact phraseology as
gwen in the poem. The pupil will
necessarily add to his vocabulary. Sim
PIE descriptive compositions may be
written after an interesting picture has
been closely examined. For instance, that
of Washington crossing the Delaware"
The pupils thoughts will be some
thing like the following: 1t is stormy
weather because the waves are so high.
and this must have happened many
years ago, for the mems clothes are old
fashioned. They are such as our great
great-Rrand fathers wore hundred
years ago. Yes, and this is George
Washington, for l remember that Pc
culiar hat of his, etc. The
teacher may study few
pictures with the pupils un.
til they know how to pick
out the main points at q glance, and can
discriminate between these and minor
details. Alter this they Can, for them
selves see, In measure, the true idea
and real beauty as conceived by the ar
list. With such an interesting subject
in hand it is advantageous to have the
pupils make out simple classified out
line. In this the teacher may aid large
ly by skillful questioning.
The following Is helpful exercise,
under the same head: Stores or histor-
zeal narratives, of such length as the
teacher thinks desirable, may be read,
not too slowly, the pupils to take notes.
The expansion OF their notes will be
found of great benefit at least twice a
week. An interesting change may be
made by letting the pupils reproduce, IN
their own language, story, which has
been rapidly read by the teacher, no
notes having been taken,
Letter writing, in Its most complica-
ted form, may be so used as to be at the
same time both interesting and beneficial
Letters 10 real or imaginary friends con-
tanning a recital of the everyday affairs
OF life may first be written. After this the
pupils may make supposed journeys
from different points, of which they
write to their friends at home. Such
letters would be mainly descElptive.'Fo-
purely business forms the class, if moi
too large. may be divided into several
houses or companies, wholesale or re-
tail, between which, letters relating to
the business may be written. For polite
OF social forms, the girls write and send
invitations, etc. The boys respond, with
acceptance OF regrets. But by far the
most time and drill should be given &c
ordinary letter writing aud the simple
coacise business forms,
People are few and far between who
can write an interesting, delightful let
ter, out OF q common every day expert
ence. The boys should be gwen espe
cial notice upon this point, while thu
girls should be taught to avoid circum
locutIon, and be able to write bushes
letters which are simple and direct to tn
point. This is rarer accomplishment
than one would think
Next we Will consider the parts O
speech. 1t lie supposed the pupils hAv
had the proper drill OH this, and tn
teacher should be very careful to hav
them understand the verbal phrases, in
fnitives ami participal forms, as th
l definitions of these are often learne
4 without really knowing what they meaI
Compensation upon these phrases will
] found OF much value. Give plenty {
J outside work, and, If possible, have Il
; pupils develop the definitions in the
own language For q change, requil
e them TO bring the different forms selec
% ed from newspapers at home This wi
d enable them to RECOGNIZES the forms mo
10 readily.
3 In number, pupils often fail to 8,
s. the difference IS applied to nouns al
verbs. Lead them TO know that addiI
to g verb, makes it singular. for e
:. anPtC' AhO Wy ptofbI HAlAC ouuAue
a 10 q noun, makes it plural. as: T.
boys play. Unless we had the pupils
- see, by many examples, that it is q
made plural as in case of noun, tn
will be likely to form them in the sar
:. way.
us Another difficult point for children
ly understand is the possesse forms of /
by nouns and pronouns. We are In I
ID habit of dwelling at length upon I
raj possessUis forms of nO1Rs, being Vi
nd careful that they understand thorough
III whether to place the spostrophe Def
-, or alter the "e," When we forget &
they will be apt 10 think they should
the apostrophe with the possessive
80. the pronoun also. Those who have /
Yer any experience in this WORT know t
ms, after having the form with the M
81 and then have the pupils give an e.
81 else of this kind in which a possess
nts pronoun is used almost invariaI
they win use the aYostrophe. hence