3. Letter-writing.
4. Review of grammar.
Material.
Reproductions of parts of literature read, reports on outside reading, imaginative treatment of subjects suggested by the literature lesson, personal experiences. The following will suggest possible subjects: New nature myths, new hero stories, additional adventures for Ulysses, stories illustrating his various traits of character, new endings to old stories, possible settings for Homeric stories, dialogues between Homeric characters, descriptions of scenes from the Iliad from the point of view of an eye-witness, etc.
Method.
1. Teach from the beginning correct form and habits of neatness and care. While emphasizing these, have most of the work reproductive, in order not to kill spontaneity.
2. Emphasize letter-writing toward the end of the term when the interest has been aroused in other forms of writing. Select for practice only such letters as young people would be apt to write.
3. Begin systematic training in punctuation early, and continue with the composition work throughout the term. Teach the use of the comma, quotation marks, especially in dialogue, and the terminal marks. Teach by the logical rather than by the formal method; that is, lead to the examination of the thought in sentences and to punctuation in accordance with it.
4. In review of grammar, use Hitchcock’s “Enlarged Practice Book.” Select chapters treating of the general structure of a sentence, the nature, kinds, and uses of phrases and clauses; also the exercise on common errors of speech. Adapt this work to the special needs of each class. One day a week will be taken for drill if necessary, or it may be omitted, if classes are well prepared.
Second Term.