Note 17 (page 10). Improvement here should take the form of adding interesting and significant details, as was done on pages 4 and 5 in the improvement of Tom's dream. The matter of variety in expression may be lightly touched. By no means should the work be formal or heavy or above the heads or interests of the pupils. So far as possible let them make the suggestions.

Note 18 (page 10). Let the dictation clearly indicate, by a dropping of the voice and by a pause, the end of each sentence. Thus the dictation work will be a drill rather than a test in the writing of sentences. Preparation for dictation work may include counting the capital letters in the selection to be written, counting the periods, etc. It is suggested that occasionally the pupils be asked to repeat each sentence aloud as it is read by the teacher, and then write it.

Note 19 (page 11). See page 21 for the fuller presentation of saw and seen. In this connection the teacher need hardly be reminded that good English is largely a matter of habit rather than of knowledge, and that repetition under stimulus and in the atmosphere of interest is the means of establishing habits. Of course the game is one of the best of these means.

Note 20 (page 12). Encourage originality. Applaud unusual conceptions. Let pupils give free rein to their imaginations. Some of the best sentences may be written on the board, both for their content interest and to emphasize again the capital letter at the beginning, the punctuation mark at the end, and capital I. Besides, work in variety of expression or in amplification may profitably become an incident of the game. Thus, a sentence like "I saw an automobile" offers a real opportunity. It should be placed on the board. By means of questions the class should be led to amplify it, to give it definition, color, interest. What sort of automobile was it? Was it new or old? Where was it? Who was in it? Etc. Finally the original meager sentence becomes, "I saw an old, unwashed automobile that stood by the roadside with the driver asleep on the back seat," or, "I saw a shining new automobile spin noiselessly down the street with three laughing children on the back seat." See Notes 7 and 64.

Note 21 (page 18). While the fable of the ants and the grasshoppers is occupying the attention of the pupils certain classic phrasings of its lesson may profitably be put on the board. See Proverbs, Chapter VI, verses 6-11, besides the quotations below. A lesson devoted to the study of these may be given, followed by exercises in copying and memorizing.

"Whatsoever a man soweth, that shall he also reap."

"Work while it is day: for the night cometh, when no man can work."

"There is a time for work and a time for play."

"He that will not work shall not eat."

"When you play, play with all your might. When you work, do not play at all."

Note 22 (page 20). Pupils should stand before the class as they tell their stories. Only when they face their classmates can they speak to them effectively. There is no good in pupils' speaking unless they speak to some one. They must, like adults, have a real audience and something to tell that audience which it does not already know. Or, if there be repetition, this must be for a purpose that is of interest to the audience and therefore to the speaker.

Note 23 (page 23). A little talk on "Sharp Eyes" is suggested.

Note 24 (page 25). The expansion should not go too far. There is no virtue in mere length. Quality of work should be emphasized. Besides, one of these fables, the shortest one, is to be used in the subsequent exercise in copying.