When the class has gained some grasp of outlines, the writing of essays should be begun. At the option of the pupils, they may write some of the essays already outlined, or study new themes. Two or three paragraphs are all that can be well done for a lesson. Good, not much, should be the ideal. In this way a single essay may occupy a class from three to six weeks.

It should be remembered that these exercises are written consciously for practice. They are exercises—no more. Their purpose is to give skill and judgment in composition. It is because they are exercises that they may be somewhat stereotyped and artificial in form, just as exercises in music may be artificially constructed to meet the difficulties the young musician will have to confront.

During the writing of these essays special attention should be given to sentence construction. The inclusion of just the ideas needed in the sentence and no more; the massing that makes prominent the thought that deserves prominence; and the nice adjustment of one sentence to the next: these objects should be striven for during this semester.

  1. and 2. Write definitions of such common terms as jingoism, civil service, gold standard, the submerged tenth, sweat shop, internal revenue, cyclonic area, foreign policy, imperialism, free silver, mugwump, political pull, Monroe doctrine, etc. Five or six terms which are not found in a dictionary will [125] make a hard exercise; and two or three lessons in definitions will set the pupils in the direction of accurate and adequate statements.

For isolated paragraphs write upon the following subjects:—

  1. Novel reading gives one a knowledge of the world not to be gained in any other way. Particulars.
  2. Novel reading unfits people for the actualities of life. Specific instances.
  3. Among the numerous uses of biography three stand forth preëminent,—it furnishes the material of history, it lets us into the secrets of the good and great, and it sets before us attainable ideals of noble humanity. Repetition.
  4. It is beyond any possibility of successful contradiction that the examination system encourages cheating. Proofs.
  5. Electric cars and automobiles are driving horses out of the cities. Instances.
  6. Every great development in the culture of a nation has followed a great war. Proofs.
  7. From the following general subjects have the pupils state definite themes. Write isolated paragraphs on a few of them.
    Political Parties.
    War.
    Books.
    Machines.
    Inventions.
    Great Men.
    Planets.
    Civil Service.
    Coeducation.
    Roads.
    Tramps.
    Boycotts.
  8. Place another similar list on the board and have the pupils vote on what three they prefer. Use these in making outlines. Then select more.
    1. What is a tramp?
      1. Who become tramps?
      2. Their number.
      3. Where are they?
    2. Why is he a tramp?
      1. Inventions have increased the power of production more rapidly than the demand for products has grown.
        1. On the farm.
        2. Transportation.
        3. Factories.
        4. Piecework.
      2. Women now do much work formerly done by men.
        1. As clerks.
        2. As typewriters, stenographers, and bookkeepers.
        3. In the professions.
      3. The result of these causes is that many men willing to work are out of employment.
    3. What must be done?
  9. Supposing they had settled upon this theme: The tramp [126] is the logical result of our economic system; have it outlined. The result might be as follows:—
    1. Its Invention.
    2. Its Construction.
    3. Its Value and Uses.
  10. Fill out the following outline.
  11. Subject: The Thermometer.
    1. The quickness of their intelligence and the accuracy of their work have made women more desirable for routine work in an office than men. Comparison and Contrast.
    2. There are certain feminine qualities which especially fit women for the practice of teaching and medicine. Details.
  12. Outline six more themes.
  13. Beginning the writing of long essays, write essays in sections. Using “Tramps” for an illustration, as it is outlined it contains about twelve paragraphs. All of section “A” may be included in one paragraph. “B, 1” may be a paragraph of repetition; “a,” “b,” “c,” “d,” may each make a paragraph of particulars. By stating “B, 2” in the following way, it may be a paragraph of “what not:” It was once considered unladylike for women to engage in any occupation outside of the home. Men said that they could not retain, etc.—Go on with the things woman could not do, closing with a statement of what she does do.
  14. [127] “B, 2, a.” On account of their fidelity, honesty, and courtesy, women succeed as clerks. Repetition.
  15. “B, 3.” By Combination of Forms.
  16. “C.” By Details.

It would be a pleasure to go on with this list of exercises, but it is unnecessary and it is unwise. These indicate the objects to be sought for in the exercises. They are not a specific course, though they might suit a certain environment. Each teacher knows her own pupils,—their attainments and their interests. The subjects should be chosen to suit their special cases. Only make them interesting; put them into such form that there is something to get hold of; and adapt them so that all the topics to be studied will be illustrated in the work. The pupils should be able to write any form of paragraph, to arrange it so that any idea is made prominent, and to make easy transitions. Arrange the exercises to accomplish definite results.

During the third year, attention should be given to words and to the refinements of elegant composition. These the pupils will best learn by careful watch of the literature. The teacher should be quick to feel the strength and beauty of any passage and able to point out the means adopted to obtain the delightful effect. Clearness first is the thing to be desired; if to this can be added force and a degree of elegance during the last two years, the work of the instructor has been well done.

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