"You're Too Slow!"-A jolly party of high school boys and girls, with their chaperones, are out for a canter over a mountain road in Old Virginia. Some one proposes a race, and away they scamper. This girl, a fine horsewoman with a speedy animal, seems to have outdistanced the rest. As she will gleefully tell it when they get back home, "They also ran!" Just now, she is waiting for them to catch up with her, and laughing at their discomfiture.

1. Tell this or some other story of a delightful morning ride.

2. If you care to do so, dramatize the story. Tell it in conversational style, and as if it were a part of the school play. If you do this, do not forget how to arrange your paragraphs.

Important Cautions. The permanent editorial committee whose function is to watch for correctness in form will do well to note the following additional items 1:

XI. Do not forget that a margin is required at the left of the paper. There may be a margin at the right, if desired, but this is not imperative.

1 From Requirements in Form, Illinois Association of Teachers of English.

XII. Avoid leaving open spaces at the right. Write as near the end of the line as possible, without crowding.

XIII. See that there is a proper division of words at the end of the line. Allow no words of one syllable to be divided.

Division of Words. Note the following suggestions with regard to the division of words.

1. Avoid the unnecessary division of a word. Never divide proper names, or words like ar-range.

2. Never carry over two letters only. That is, in cases like divided, correctly, fortify, do not carry over the last syllable, -ed, -ly, -fy.

3. Do not divide flower, power, prayer, toward, and voyage. 4. In words compounded with prefixes, divide on the prefix. As, dis-content, dis-appear, sub-divide, contra-dict, un-usual.

5. Note how these words are written: consider-able, fashionable, reprehen-sible, diri-gible. This does not apply to a-me-nable and char-i-ta-ble.

6. Remember these divisions: atmos-phere, hemi-sphere, knowl-edge, twin-kling, chuc-kling.

7. Carry over the t in words like adven-ture, fea-ture, fortune, pic-ture, presump-tuous.

8. In present participles, ordinarily, carry over the -ing; as teach-ing, forg-ing, mak-ing, driv-ing, charg-ing.

9. If a word already has a hyphen, do not use an additional hyphen; as, self-inflicted, long-suffering. Do not divide the word after the hyphen.

10. Note the following: prepo-sition, conta-gion, deri-sion, provi-sion, reli-gion.

Notes on Spelling. It is time for the editorial committee to take stock of the class in the matter of spelling. In so doing, your instructor in English will act ex officio as a member of your committee.

If the suggestions heretofore made have been carried out, you have three carefully prepared lists of words misspelled

by the class, or by members of the class. You have doubtless noted that the members of the English class are divided into something like the following divisions.

1. One or more students who make practically no mistakes in spelling.

2. A fair proportion of students who average high in spelling, but who make a mistake now and then.

3. Several students who do fairly well, but who are never quite certain about their spelling. They may, perhaps, do pretty well in words recently used, or that have been lately acquired, but they make mistakes in the spelling of the little words that serve to bind the sentences together. It will not be hard, to bring the members of this class, or most of them, up to Class 2.

4. A number of students who are habitually poor in spelling.

You will have accomplished much if you succeed in recognizing these four classes, and in giving your instructor accurate information with regard thereto.

Important Cautions. In the care that the editorial committee continues to exercise, pay special attention to the following points:

XIV. The spelling of proper names occurring in the literature read by the class in English;

XV. Words misspelled in compositions; and

XVI. In general, all words in the pupils' vocabulary.

Outline and Summary. - Prepare an outline, and be prepared to recite from it if called upon. Let the outline cover the important points brought out in this chapter.

EXERCISE ON SPELLING

Conference on Spelling.1 — It may be well to hold a class conference on spelling, acquainting the class as a whole with the method of dividing the students into the respective classes. Do not name the

1 Suggested by the English Syllabus, Board of Regents, New York.

students composing these divisions before the class, but deal with them individually, or in groups of two or three. Seek to impress upon all the importance of good spelling.

(a) Call on the individual members of the English class to state what words now give them most trouble. As these troublesome words are indicated, let them be written neatly and correctly on the blackboard, say to the number of one hundred, and then copied carefully into the English notebooks for reference, practice, and review.

(b) Call on each member of the class to indicate one or more words that formerly gave him trouble, but which no longer do So. Let him tell how he remembers the correct spelling of words of this kind. As for instance, separate sep-a-rate; singeing singe-ing; ascertain as-cer-tain. Keep a careful list of these words, to be written in the English notebooks. See that every member of the class can spell the words of this list.

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(c) Let some pupil, or several pupils, state how to remember the correct spelling of words like believe, conceive, deceive, receive, and retrieve. There are several rules which may be used, one of them being that usually ei follows s or c, and that elsewhere the combination is ie. Siege, sieve, and leisure are exceptions.

EXERCISES BASED ON PICTURES

On the Lookout! What are these red men watching? Keen eyed, they evidently are studying something that interests them deeply. It may be a deer swimming across the lake, or a canoe full of Indians, or they may be watching a bear on the other side of the lake, as he comes down to drink. These are members of the Blackfeet tribe.

1. Think out a story that shall include these watchers, and tell it in your own way. You may be in camp near here, or see them as you pass. Make the story reasonably true to life, and prepare it "to sell." 2. An Indian Story. Refer to one of Cooper's Leather Stocking Tales, or to some story in United States history, having to do with Indians, and tell it, orally or in writing. If there are Indian traditions connected with your own neighborhood, give a good account of them, watching your spelling especially.

Preparation of Manuscript for "English to Sell"

It is impossible to overestimate the importance of effective manuscript, where your English is offered for sale. Note the following suggestions:

1. Use sermon note, or theme paper, usually cut eight inches wide and ten and a half inches long. Use black ink, but as soon as it is possible for you to do so, use the typewriter, with either a black or a clear blue ribbon.

2. Write on only one side of the sheet. You will waste time and postage if you neglect this imperative rule.

3. Leave a margin of one inch at the left of the paper for corrections. If the paper is not ruled for this margin, you may rule it lightly in pencil and erase it later, if you choose. Before long, however, it will not be necessary to depend on ruled lines. At the right of the paper, leave a margin of half an inch.