APPENDIX
The Course of Study on pages [xx]-[xxvi] contemplates five days a week for the study of English. The text which is to be the subject of the term’s work should first be studied for a few weeks. After it has been mastered, three days of each week should be given to literature and two to composition. In practice I have found it best to have the study of literature occupy three consecutive days,—for example, Tuesday, Wednesday, and Thursday. This arrangement leaves Monday and Friday for composition. Friday is used for the study of the text-book and for general criticism and suggestion. On Monday the compositions should be written in the classroom. To have them so written is, at least during the first year, distinctly better. The first draft of the composition should be brought to class ready for amendment and copying. During the writing the teacher should be among the pupils offering assistance, and insisting upon good penmanship. Care at the beginning will form a habit of neatness, and keep the penmanship up to a high standard.
The arrangement suggested is only one plan. This works well. Many others may be adopted. But no plan should be accepted which makes the number of essays fewer than one a week; nor should the number of days given to literature be smaller than three a week.
During the second year, if the instructor thinks it can be done without loss, the compositions may be written outside of school hours and brought to class on a definite day. A pupil should not be allowed to put off the writing of a composition any more than a lesson in geometry. On Monday of each week a composition should be handed in; irregularity only makes the work displeasing and leads to shirking. Writing out of school gives more time for criticism and [294] study of composition, and during the second year this extra time is much needed.
By the third year the pupils certainly can do the work out of school. As the compositions increase in length, more time will be necessary for their preparation. The teacher should, however, know exactly what progress has been made each week; and by individual criticisms and by wise suggestions she should help the pupil to meet the difficulties of his special case.
In order that the instructor may have time for individual criticism, she should have two periods each day vacant in which to meet pupils for consultation. To make this clear, suppose that a teacher of English has one hundred pupils in her classes. She should have no more, for one hundred essays a week are enough for any person to correct. If there be six recitation periods daily, place twenty-five pupils in each of four sections for the study of literature, composition, and general criticism. This leaves two periods each day to meet individuals, giving ten pupils for each period. These should come on scheduled days, with the same regularity as for class recitation. The pupil’s work should have been handed in on the second day before he comes up for consultation, in order that the teacher may be competent to give criticisms of any value. The inspiration of the first reading cannot be depended upon to suggest any help, nor is there time for such a reading during the recitation.
There will be need of class recitation in argument. Ten days or two weeks are all that is necessary for text-book work. This should be done before pupils read the “Conciliation.” In the reading constantly keep before the pupils the methods of the author.