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Theses & Dissertations Dissertations and Theses (pre-1964)

1926

An experiment in the eradication of

language errors--grade IX

Palm, Sophia Margaret

Boston University

https://hdl.handle.net/2144/7265

Boston University

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Thesis

All BXPERIUXHT IN THE ERADICATION OF

LANGUAGE ERRORS GRADE IX

Submit ted by

SOPHIA IIARGARET PALI -

(A. B.f Boston University, 1914)

In partial fulfilment of requirements for

the decree of Llaster of Arts

1926

EOSTON UNIVERSITY

COLLEGE OF LIBERAL ARTS

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Introduction

a. Interest in the experiment

b. Purpose of the experiment

First Testing

a. Aim

1. To find the language needs of theclasses

2. To test two methods of teaching

b. Conditions of the classes

c. Tests

1. Wilson Language Error Test

2. Charters* Diagnostic Language and. Graiimar Test

Scoring of Tests

a. Results

b. Points noted

Remedial work with Class A

a. Time

b. Uethod

c. Response

Second Testing

a. Results

b. Comparison of results

1. 7/orl: of Class A with Class B

2. Work of Clasb A with own earlier record

5. Work of Class B v/ith own earlier record

Outline (Continued)

VI Remedial work continued

VII Third Testing

a. Material

"b. Scoring

1. Results

VIII Results of all tests compared

a. Improvements

"b. Failures

IX Conclusion

a. Points noted as result of experiment

b. Seeming value of remedial work

c. Results of tv/o methods compared

d. Suggestions

X

I

<

AS EXPERIMENT IS TKE ERADICATION OF

LANGUAGE ERRORS -- GRADE IX

In our high school, there is no hard and fast rule

which regulates the amount of tine to be spent on the study

of grammar and composition in any grade, but it is assumed

that about half of the time allotted to the study of Eng-

lish shall be spent upon a combination of grammar, composi-

tion, and other v/ritten work. For a number of years, in my

teaching of English in grades X, XI, and XII, I had noted

that the errors v/ere about the same in character in all

three of these grades, though somewhat less numerous in the

hi ::est grade. This caused me to watch the composition

work carefully, '• ^ote and analyze the errors into types,

and to give drill to the classes as a whole in those types

of errors which v/ere most common to the class, and to give

some personal conference drill to the worst cases. This

work, however, was carried on in addition to more or less

formal grammar work. Some improvement followed, but much

was left undone at the end of each school year. Then last

year, in the course of my professional readings, I came

across various experiments which had been carried on in

different parts of the cour.try to eradicate language er-

rors. I became so much interested in those experiments

that I, too, thought I should like to see if by some sim-

ilar process, I could not eradicate the most common errors,

both oral and written, which the pupils in my Freshman

English class make.

Since we all recognize that the chief aim of the lan-

ua-je work in Grade IX is to secure accuracy/ in oral and,

written speech, my problem was two-fold; namely,

(1) to determine the errors most frequently made

"by pupils in "both oral and written work

(2) to find ways of correcting these errors.

These two problems I determined should be the major part

of ray language work with Grade IX in 1925— 26.

To carry on the experiment, I nee ed two clashes (or

sections) about equal in number, of about the same age,

and of about same mental ability, for I planned to

test, by means of some standard language error test, both

classes soon after the opening of school in the fall. Then,

after noting, analyzing into types, and tabulating the er-

rors in one class, I planned to abandon the usual text-book

type of grammar work, anc. to drill on the errors which

these tests shov.eu to be the language work neeaed by the

pupils in that class. In the other class^ I planned to

carry on the work in the usual way, covering the points

laid down in the course of study for Grade IX in our city.

But in September I had only one section of Grade IX pu-

pils. Through the kind permission and assistance of the

Head of our English Department, however, I was put in com-

munication v/ith Miss G, one of our most able English

teachers, who also haa a class of thirty- three Grade IX

pupils in English.

The next step was to examine various standard lan-

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guage error tests. Though I examined carefully the "Cross

English Test" , the "Diagnostic Language and Grammar Test"

"by W. W. Charters, the Pressy-Conkling , the Pressy-Ruhlen,

and the Pressy-Bowers "Tests in Diagnostic Composition"

covering the subjects of grammar, punctuation, and capi-

talization, it seemed that for my purpose, the "7/ilson

Language Error Test", supplemented by the Charters' "Diag-

nostic Language Test: Verbs — forms 1 and 2, was best

fitted.

The last step before the actual testing was to get

the children of my own class interested in the effort to

secure 100% of accuracy in oral and written speech by

Ju.ie 1, 1925. As preparatory to this, the first piece of

English work in the class had been for each pupil to in-

troduce herself (ours is an all girls* school) to me and

to the members of her class, since each was in high school

for the first time. She was to make this introduction by

means of a letter written to me, or to any one else she

preferred, in which she told .just so much about herself,

her family, her life past and present, in school and out,

her friends, her readings, her likes, dislikes, failures,

hopes, and the like, as she wished us to know. She was

to tell about herself in her own way, so that after read-

ing her letter, we should know her as she wanted us to

knov her, for we are in some degree, + ha+- which we as-

pire to be, as some one has said. All information was to

be regarded as confidential, although I did ask permis-

sion to read parts from the more interesting letters to

the class. These letters were not narked on the subject

natter; hut errors in spelling, punctuation, incorrect

grammar, faulty sentence structure were noted, put on the

"board before the class arrived in the room, and talked

over while the pupils had their letters before them.

This talk gave me the opening which I sought, a co-op-

erative plan between teacher and pupils to work together

for mutual improvement. At this point, I introduced the

matter of standard language tests to determine still fur-

ther their individual needs, and askec then if they would

like to try such a test. The pupils entered whole heart-

edly into the plan, partly for what they might gain out

of it, partly out of curiosity, and partly because they

thought the^ were pleasing their new teacher. I had de-

cided to give the entire "Wilson Language Error Test"

which consists of three little connected stories, each

containing twenty-eight grammatical errors, thus maJcing

a total of eighty-four in the three stories. Definite

directions for giving the test, for scoring, and for keep-

ing record of progress come with the Wilson Test.

On October 15, the Wilson Language Error Test was

^iven to both classes, each containing thirty- three pu-

pils. (For convenience, I shall, hereafter, call my own

class A, and Hiss a 1 s^class E )

.

Class A had intelligence quotients varying from 68

to 128, with the median at 94; Class B* s varied from 85

to 124 with the median at 102.

4

\

Ages in Class A varied from 12 years 4 months to

17 years 10 months with the median at 14 years one month

Class B variec from 13 years to 16 years 2 months with

the median at fourteen years.

The language spoken in the homes were as follov/s:

Class A Class: B

5 Jewish and English 2 Jewish and English

2 Italian and English 2 Jewish (no English)

1 German and English 29 English

1 Armenian (no English)

24 English

33 Total 33 Total

In both classes, the occupations of the fathers

covered most of the trades, such as tailors, bakers,

plumbers, mill workers on the one hand, and machinists, •

engineers, carpenters^, and firemen at the other. The

father of one in Class A was a Rabbi, of another an

electro-chemist, and of a third the manager of chain

stores in several cities. Thus, if the intelligence

quotients cou.it for anything, the natural advantage at

the start seemed to lie with Class B, but otherwise the

two classes seemed to be v/ell matched.

As a result of the tests, which showed errors in

the agreement of subject and predicate, errors in cases

of pronouns, in adjective and adverb confusion, redi^nd-

ance. double negative, and such forms as cetch, ain't,

I

pit , etc., Class A made a total of 71G errors with the

scores varying from 34 to 74 and the median at 63, or the

number of errors for the individuals varying; from 50 to

10, with the median at 21.

Class B made a total of 623 errors with scores

ranging from 49 to 74 (a perfect score is 84) with the

median at 68, or the number of errors for the individuals

varying from 35 to 10, with the median at 15 errors.

Scoring the tests for both classes showed that the

same type of language error, in about the same proportion,

was common to both. The following table is an analysis of

• the ten most frequently made errors. In the figures after

each, the numerator tells the number of tines the error

was made in the first test, the denominator in the second.

Class A Class B41 45

1) To, too, two 16 1) If I was 4239

2) If I wag 20 2) If I (was ) hiiu 39(were) 34

3) If I(was) him 36 35(were) 24 3) Can for may 36

32 294) Can for may 21 4) To, too, two 30

315) Leave for let 25 5) (Leave for let 20

28 (Made good for well 276) (Real for really 16 27

: 28 6) Real for really 27(Are for our 12 26

26 7) Sure for surely 23

7) Sure for surely 2 2224 8) (Started and went home 29

8) Hade good for well 26 22iLots for many 23

9) Started and went home 23 22for started home 25 (Pay un for pay 22

22 2110) (So as for so that ~T 9) Laid or lain for lay 29

: 22 17tots for many g 10) Double negative 26

After the scoring, the papers were passed "back to

the class, the errors carefully noted, correct forms

substituted, and each pupil recorded in her regular

English note bo ak her particular wrong forms with the

right form beside each error. Remedial work be^an the

next day, but the method I will explain a little later.

On October 29, both classes were given the Charters'

Diagnostic Language Test : Verbs, which consists of forty

simple sentences, thirty-nine of which contain an incor-

rect verb form which the pupil was to correct if she

could; the first sentence ot the forty is correct, but

not all recognized its correctness. This sentence is

typical: My sister come home yesterday.

In this verb test, Clas: A made a total of 170

errors, scores rangin._, from 25 to 40, with the median

at 35; or the errors for the various pupils varying

from 15 to 0, with a median of errors at 5. There were

two perfect scores in this test.

Class B made a total of 252 errors in the verb

test, scores ranging from 17 to 39, with the median at

33, A perfect score is 40. To out the case different-

ly, the number of errors for individual pupils varied

from 23 to 1 with the median of errors at 7. The differ-

ence in the work of the two classes may, or may not,

have been due to the remedial work which had been going

on for two weeks with Clasr: A before the verb tests were

given. The following table shows the five most preva-

lent errors in both classes.

•

«

tThe figures after each sentence indicate the number in

the class who made the error.

Class A October 29

"Tie laid down last night. 23

either of us are young. -- 22

Each of them were afraid. — 20

He shall drown if no one rescues hin.

A penny was laying on the desk. 10

Class B October 29

Neither of us are young. — 30

',Ve laid down last night. 26

Each of them were afraid. 21

Let it lay there. 17

Lay down, Tige. 16

-- 13

Class A December 22

(A penny was laying on the desk.-- 19(Neither of us ere young. -- 19

Each of them were afraid. — 13

Let it lay there. — 14

(He shall drown if no one rescues him.(Foxes have often ate chickens. -- 12

7/e laid down last night. — 10

Class B December 22

He shall drown if no one rescues him.

Neither of us are youig. — 26

We laid down last night. -- 21

Let it lay there. -- 20

Eacn of them were afraid. — 19

- 12

30

As a part of the remedial work, each pupil pre-

pared for herself a package of little folders, made

by folding a card 3" z 5". On the outside, in small

writing, appeared the error. On the inside, on the

right hand half, in bold, plain writing or printing,

appeared the correct form. On the inside left hand

half appeared the grammatical rule which was designed

to give the reason for the right form.

Outside Left Right

wWe M is plural.V/e was The verb agrees We wereon time. with its subject on time.

in person andnumber.

Each folder corrected a single error made either in the

Wilson Language Error Test or in the Charters' Verb Test.

Since each pupil, with the aid of the teacher, made

her oim folders to fit her own language needs, the num-

ber of folders and types of errors variea according to

the individual. These cards proved a convenient method

of self-drilling, also an e-:sy way for one pupil to

drill another, or for the teacher to review the work

needed by any pupil.

Our special drill periou was on Friday, and on

that day the class procedure was most informal after the

oral compositions for the day had been given. To one

who did not understand what was going on, the room doubt-

less would have seemed noisy and disorderly, for five or

six groups of two or three each, might have been seen

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quietly talking at the same tine, while the teacher made

the rounds wherever her help was requested. Frequently

the abler pupils wanted to recite to the teacher, and

then each of these in turn became a group teacher who

drilled by neans of games, sentences at the board, hear-

ing recitations from the cards, or using other variations.

At times, to drill on a very prevalent error, the whole

class playea a game, sometimes with the teacher as leader,

but more often with some nimble- witted pupil as leader.

To sustain interest, a game must not lag, and all must

take part; hence, by the middle of the week, we decided

on what special two or three errors we should drill the

following Friday, made preparations accordingly, and pu-

pils were invited to suggest and invent new methods of

drilling. During the week, by means of short written

lessons and from oral recitations, the teacher was able

to measure in some degree the efficacy of the drills

which had preceded. Following are some of the varia-

tions of drill that we found useful:

I To drill on the correct use of the tenses of

the verb "to see", I cleared out a table drawer ajnd

placed in it twenty small but easily visible articles,

such as a pencil, a pen, a ring, a wrist watch, a bl-ck

of paper, etc., before the pupils came into the room.

Then one row of pupils filed by the drawer, and then

passed by the pupils in the next row, each of whom asked

each pupil of the first row what she had seen. Example:

<

1

Gertrude began, "Mary, what did you see?"

ttary answered, "I saw a pencil and a "block of pa-

per."

Ruth continued, "Hary, what else did you see?"

Kary answered, "I saw a ring and a fountain pen,"

and so on. Meanwhile, a third row filed "by the drawer

and so on until each row and each pupil had "been ques-

tioned and questioner. If a girl usee a wrong form of

the verb, she dropped out of the game until she was

quick enough to detect some one else's error, and then

she took that girl's place, no natter in what part of

the ro Ji.i she might "be. As the game progressed, there

was considerable rivalry to see who could remember the

largest number of articles from one glance into the

drawer.

II To differentiate "to" from "too", and "too"

from "two", six were sent to the board, each to write

three sentences which should contain one or more of

these three words, but in place ofi the word, she was

to leave a blank. Those at the seats wrote on paper

the sentences properly filled out. These were corrected

by exchanging papers, and the one who had the most

correct out of the eighteen sentences became the leader

in the next game. There was a time limit of ten min-

utes to this game.

III To drill on "is" and "are", "was" and "were",

"shall and will", etc., a question and answer _sme

lends variety. For example,

Thelna asks, "Alice, shall you be at home tonigh/t?

Alice answers, "Ho, I shall not be at home. I

shall go coasting with Tillie. Will you go with us,

Mary?"

luary answers, "Yes, I will go with you. At what

time shall we meet you, Tillie?" etc.

In this game, you will observe, e?ch speaker

brings in some one else who has not yet taken part.

Sometimes there were three groups all asking each other

questions at the same ti;ie, with one in each group who

was the judge on correctness. Occasionally the teacher's

decision was requested to settle a point.

IV To avoid using the word "lots" for every idea

of abundance, we divided the room into halves, each with

its leader v/ho was chosen by the girls. The captain of

each side wrote on the board some such sentences as

ohese: "Lots of children ••.ere skating yesterday", "We

enjoy lots of different things", "You have lots of ti.,e",

"Alice has lots of hair", etc. The object on each side

was to see which could find the most variations for

"lots". Though in the games we found at least twenty

v/ords, such as many, numerous, crowds, plenty, ample,

enough, much, etc., which fitted the various cases very

well, and the class score fell from 22 in test 1 to 8

in test 2, in practice when the pupils did not feel

themselves under observation, I found that "lots" was

an important, much used word in the class vocabulary.

It is surprising how many words will relieve the

overworked "nice" after the teacher or some one has

written on the board a dozen sentences, such as "What

a nice tine we had*.", "She has nice hair and eyes,"

"From my house to school is just a nice walk," "Isn't

it a nice day?" "Hasn't Mr. S. a nice disposition'."

This offers excellent training in the use of the dic-

tionary, especially for finding synonyms.

V Other gajn.es that we have tried out are tense

sequence contests, pronoun matches, verb matches, and

sales of articles in which the adjectives most suit-

able for describing the article waa the money. The

one having the largest number of suitable adjectives

secured the article.

VI Another method of drill which most pupils

like is to keep tally on the class errors. .For ex-

ample, in a note book, arranged alphabetically, with

a pa_,e devoted to each pupil, Anna, the poorest spell-

er in class, keeps record for two or three weeks of

all misspelled v/ords in all compositions and written

exercises of all kinds, and one day a week she hands

a slip to the culprit. The latter reports to Anna s.t

the beginning of the next recitation hour. Ruth,

assisted by Frances, keeps record of verb forms mis-

used during the clas:: recitation, in the home-room,

or while classes are filing from one room to another.

Rose notes the misuse of ?djectives and adverbs.

c

WILSON LANGUAGE ERROR TESTPERCENTILE GRAPH ^-jCC^- nT,*^

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Still another, who originally v/as the worst violator,

notes the disagreement between subject and predicate.

Other types of errors are noted by the class as a whole,

with special vigilance on the pronouns.

After the first Wilson Language Error Test, we had

a graph on the board showing the v-ork of both Class A

and Class B. On this graph, each could locate fairly

accurately her own relative position. Because Class B

had done better work than Class A, the latter deter-

mined to surpass Class 3 at the next test. Each pupil,

moreover, v/as determined to ir.iprove her own particular

record, with the result that when the 7/ilson Test was

again given to both classes on December 15, Class A

made a total of only 314 errors as compared with her

earlier record of 716 errors, a total gain of 402

points, while Class B made a total of 627 errors as

compared with 623 in the first test, a lose of 4 points.

In this second test, then, Class A made 313 less errors

than Class B. The following table will perhaps make

clearer just where each class stood after each test.

Class A October 15 Class B October 15

Total errors 716 Total errors 623Scores 34--74 Scores 49.-74Median 63 "edian 66Errors for indivi- Errors for indivi-duals varied 50—10 duals varied 35--10Median of errors 21 Median of errors 16

December 15 December 15

Total errors 314 Total errors 627-Scores G4--84 --Scores 35--79-Median Score 75 —Median Score 65Errors varied 20--0 . Errors varied 49--5

-Lledian of errors 9 --Median of errors 18

i

Thus, while Clast A gained on her first record a

matter of 9 points per pupil, Class 3 had made no _ain.

It is only fair to state, however, that from October 15

t3 December 15, Class A had lost only one pupil and

gained one as good, while Class B had had three changes,

and the one who made the low score of 49 was one of

these three. In "both classes, the number taking the

test each time waa thirty- three . In Class A, the pu-

pil who had made 50 errors in the first test, made only

17 in the second test, while others drooped from 42 to

13, 54 to 13, 34 to 14, and nine others had from 2 to 9

errors only, and one had a perfect record.

But my elation over the improvement in Class A was

doomed to be short lived, for when on December 22 both

classes took the secondCharters* "Diagnostic Grammar

Test: Verbs

,

N similar to the first in form, and in-

volving the very same verbs, Class A made a total of

188 errors as compared with 170 errors in the test

giver. October 29. Class B made 254 errors as compared

with 252 in the October 29 test. The following fig-

ures may be interesting:

Class A Octooer 29Total errors 170"cores 15--40(2 perfect papers)Iledian 35Errors varied 15--40Median of errors 5

December 22Total errors 188Scores 26--40(l perfect paper)Median 35Errors varied 14--0Lledian of errors 5

Class E October 29Total errors 252Scores 17— 39

Indian 33Errors varied 32--1Median of errors 7

December 22Total errors 254(Only 32 took this test)Scores 20--38Kedian 33Errors varied 20--2

Ifedian of errors 7

WILSON LANGUAGE ERROR TESTPERCENTILE GRAPH rL^aA \t)^cuu-At/ /j-y^iT

Grade orClass Examination A ?/X. {is/ JrAtt ^ PU

5 3 3 2 School

Date ofExam- iw- if iULf Exanuncr

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Thus, the classes certainly showed no improYemenfc

in their mastery of verbs, and the work seemed to indi-

cate that some answers in the first test were natters

of guess work rather than knowledge. I was so dissatis-

fied with this work of Class A that in January, directly

after the holidays, when I gave these verb papers hack

to the pupils to note their errors, I inquired why the

class as a whole had done more poorly on the second test

than on the first. There had been some improvement, as

for example, one dropped from 15 to 5 errors, another

from 14 to 8, but v/hy others jumped from 7 to 14, and

3 to 12 appeared hard to solve if class drill were to

count for anything. The pupils, however, offered these

solutions to the mystery: (l) All but four of Class A

had had a difficult algebra examination in the period

just before English. (2) The test came too near the

holidays so that the pupils' minds were more bent on

Christmas shopping, presents, and fun than on verbs.

(3) Some had merely guessed at the forms in test one,

and had guessed right; in test two they had guessed

incorrectly. From this experience, however, I learned

that the correct forms were not yet a part of the pu-

pils 1 automatic mental equipment. Without further

talking or teachin.^, I tried out the same verb test in

Class A the next day with the result that only 101

errors v/ere made as compared with 188 made just before

the vacation. Lly curiosity was not completely satis-

1

fied, however, for the pupils, seeing ray disappointment

at the poor work, doubtless drilled themselves that

night after I -had handed back their papers. This second

time on the same verb test the work was not only more

accurate but more rapid, for within fifteen minutes from

the time they began to write, every pupil* e paper v/as

back in my hands ready for correction, though no time

limit had been set.

As before, after the Language and Verb error tests

had been talked over by teacher and pupils, we made a

graph showing the relative improvement or retrogression

of each class in the second test as compared with the

first. Each pupil of Class A, moreover, kept a record

of his own progress or retrogression. In many instances

pupils entered into rivalry with each other. Besides

that, they noted more keenly incorrect forms used by

their elders at home and elsewhere, by pupils in other

classes, and even by teachers, with the result that one

teacher of hygiene marked- their improvement, voluntarily

praised the class speech improvement as a whole, and

told one pupil who had received. a term's failure mark in

hygiene because her English had been so unintelligible

that she was quite likely to pass her hygiene for the

year if such improvement kept up. The teachers of

history and science also reported improvement. One

curious comment came from a member of the class. Ruth

said one day, "iliss P., v/e are not popular with other

children in our classes. They say we are regular

jramnar books and dictionaries, but we don't care. We

like to be different."

On February 15, both classes received the final

test of this experimental work. This was a test of my

own making, consisting of two letters such as one girl

mi ht write to another. The second letter was an answer

to the first. I put tne test into this form because

letters of different kinds had been our composition of

the oast month, and because I could put into them more of

the personal interests and experiences of the class, thus

motivating the work to a greater de3ree. The two letters

together contained 98 grammatical errors which included

all the verb forms of the Charters' Verb Tests and other

types of errors still rery prevalent in the second time

that the Wilson La-^uage Error Test had been ^iven, as

well as some forms not found in these tests which had

been most frequently used incorrectly in tne oral and

written work of the class. In these letters there were

more chances to make errors than in either one if the

verb tests or in the Wilson test. That partly accounts

for the very lar • e score of errors made by Class B.

Scoring the tests showed rather startling results.

Class A made a total of only 128 errors, and of these,

about half, 69 were on verbs. The scores varied from

70 to 98, v.ith the median at 94, or the errors for any

individual varied from 18 to 0, with the median of

errors at 4. Though the highest score of errors was 18,

the next highest was only 8, and five pupils made no

errors of any kind.

Class 3 made a total of 823 errors of which 434

7/ere on verbs, slightly more than half. The scores

varied from 51 to 91 with the median at 75. A perfect

score was 98.

The errors for the individuals varied in number

from 47 to 7, with the median of errors 25. The accom-

panying tables summarize the results of all the tests.

The predominating types of errors in Class A were

(1) confusion in the verbs to lie and to lay

(2) confusion in the verbs to leave and to let

(3) confusion in the verbs may and can

(4) confusion in the verbs shall and will

(5) Failure to remei.ber that "each" and "neither" re-

quire a singular verb.

The greatest improvement was shown in the mastery

of pronouns, adjectives and adverbs, and in avoiding

the double negative. The following figures tell their

own story: In Class A, the total errors in the lan-

guage tests dropped from 716 in October, to 314 in

December, and to 128 in February, while the totals in

the verb tests varied from 170 errors in October, to

183 in December, and to only 69 in February.

In Class B, the total number of errors in the lan-

guage tests varied from 623 in October, to 6? 7 in

WILSON LANGUAGE ERROR TESTPERCENTILE GRAPH 3S^"**^/a7 /

Grade- or

Class LX- C n Examination 'T^Ci-Aa.f ^J<utl£- 4^4 9?•J i33 3 3 School

Date ofFxam. Examiner J. J^fcUl^

Tl

Percentile Graph

ScoreTally-

ing

Sub-: '. il<

Percents

Tally-

ing totals

Percents \ 1

20iinhiiiliiii

o

(

6?, t inihiii

6Mil 1 III 1

7iniiiiii

UDM llil

A A91

1iihmj

, 1(J

JjjjjlLU

ifIf. <f<g10

41- /• 99 ,00

87' f*1 2- 3J- T

i a-S3- ft

$ -p3 3 i

71- *z III 2-f

75- 7$ rr-M xs ID' w

7>- 7*f-

rrrl

III

"

V7- 70 13 31-31

13- U ll I 1

Sf- (> * /l/l le

iff- S* / Z i .0 (•

si - sh- / 1 3-03 f-1

\

1

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Class

Medians 739 i 2

"3iiiijini

50" l"6

71 1 1 1 iiiijiiii

9iniiiiii

10

SCALE CHARTS

A .B C

December, and to 823 in February. In the verb tests

the variations in the total number of errors ran some-

what similarly, from 25X in October to 254 in December,

and to 434 in February. Eence, the individual drill

method, combined with motivation which v;as used with

Class A seems to produce the better results, yet even

in Class A verbs still require much attention; but the

field for drilling has narrowed so much that I feel

rather confident about arriving somewhere near the goal

by June 1.

In Class B, every type of error appeared in much

the same proposition as in the first 77ilson La,ngua_e

Error Test given October 15. Yet this class has an

earnest, able teacher. Then again, five changes had

taken place in Cla.ss B during the five months that the

experirient was carried on, while only two changes had

taken place in Class A. Perhaps, clso, Class A' s spe-

cial needs were taken into consideration when the final

test was made. I felt that it was fair to both classes,

however, since all verb forms of the Charters' Verb Test

appeared as well as all the most prevalent incorrect

forms for both cl^ sses as shown by the secono Wilson Test.

The conclusion seems to be that grammar by rule, no

matter how well taught, uoes not meet the needs of the

pupils. Though general class drill is necessary, pu-

pils' errors are specific, and to produce results, each

must have drill on those errors which she makes. In

WILSON LANGUAGE ERROR TESTPERCENTILE GRAPHS

CUssMediaas

I I I III I I I I I I I I I I I I I I I I I|

I I I I I I I I I I I I I I

|I I I I 1

1

I I I |

I

I I I 11,1 11111 TTTT TTTT I I I I II I I I I I I I

|I I I I

P 10 20 30 40 50 60 70 80 90 10

SCALE CHARTS

this last, however, I think I went too far between Octo-

ber 15 and December 15, for many errors were made on the

second test v/hich had not been made on the first. Pu-

pils claimed that this was due either to the fact that

they guessed correctly, or else because they trusted to

the sound in both tests, with the result that luck had

left them the second time.

wTiile I seem to have stressed only the language

errors which the pupils made in the standard tests,

this was only the beginning. Class committees with the

teacher's help have noted all possible errors in all

written compositions, reports, oral compositions, class

recitations, in talk between classes, and during the

lunch periods. There has been improvement, but there

is room for more.

To motivate this language work, we have made our

written work as life-like as possible. For example,

we have a class magazine managed entirely by the class;

we have offered all our best material each month to the

school ma3azine; we have written class notices, secre-

tary's reports, notes to the janitor requesting more

heat, and to have seats raised to a proper height, let-

ters to thank Hiss Joraan of the Public Library for a

talk which she gave us, etc.

Since instinct is the basis of motive, during this

experiment, at least the following instincts have beer-

appealed to: curiosity (to awaken interest), construe-

tiveness (in playing and suggesting new games), rivalry

(in competing with each other), sharing (knowledge),

play, promoting self-development, and mastering and con-

quering.

?rom this five months' study, involving tvo classes

of about seventy ^irls, the classes fairly well matched

as to age, mental ability^ and social background, I have

noted the following points:

(1) There is comparatively lit Lie correlation between

the Intelligence Quotient and the language accuracy.

(2) There seems to be a much closer correlation between

the child' s social background or home conditions and

the language accuracy than there is between the In-

telligence Quotient and the language accuracy.

(3) Pupils' errors are specific.

(4) A careful notin_; and analysis of any one pupil's

errors will show that they are comparatively few and

fall into a few definite types. ::any times we have

the impression that a pupil is very poor in lan-

guage work because she makes the same three or four

errors again and again.

(o) Much of the pupil's poor English is crrelesF-ness and

bad habit rather than i f jn r gn c e. Pupils and I both

observed frequently that while some pupils rarely

made an error in written work, in their speech out-

side of the English class they lapsed into the old

habits of carelessness.

(6) Correctness in a single sentence cannot be relied

upon to carry over into the pupils' own original

composition.

(7) Every piece of written work must be regarded as a

lesson in 7/ritten composition, and every oral reci-

tation as an oral composition if the improvement

begun is to' continue.

I do not wish to claim too much, for I know this

study includes nothing either brilliant or new, but it

seems to me that if the teacher of any group can create

in the pupils a desire for self- improvement, can foster

a friendly competitive spirit, can arouse a language

consciousness and a critical attitude tov/ard all lan-

guage whether written or spoken, and then if she

drills upon the parts of the grammar in which the pu-

pils of that group are weak, she can very greatly re-

duce the language errors of that particular group,

provided her vigilance is unfaltering.

RECORD

Class A

i

-p

o o CO Po CO •H 03 Ci

P to05

• •H Q p" eCP

p o P! O Ef to o cj ft o

t-4 <4 &4 o

P -P rHCO to to =03 = (13 = i-H = ca =EH p

cc -P -p ro

• C • t: ai B to •H to •H

to to

EHto

<D

EH to

03

6* CQ COCD M 03 (D

o U o fH o ,0 o M O o pO O h O Sh CO

O O o 03 U 03 M oCO H CO W CO > Eh

Ruth A 76 15- 3 Jan it or Engl i sh C A50 34 *i a 14. 93 5*3 9O C Qo S> Q 11 oc

Lillian B 118 14- 10 Mill H. Engl ish 68 16 79 O 94 4 36A

37 o 1

Gertrude B 118 13- 4 Insurance Eng .-Jew. 71 13 79 O 95 3 37 3 37 3 u

Thelraa B 98 13- 11 Printer Eng .-Jew 58 26 71 10 92 6 3 5 5 34 6 o

Shirley C 98 13- 6 Fruit D. Engl i sh 62 22 75Q Left 33 7 30 ID Lei u

Helen C 103 13- 7 Dead Ungli sh 63 21 71 lO 95 3 33 7 36 4 1

Rose c 3 8 13- 10 Brick L. Engli sh 34 50 671 71 l 92 6 25 15 35 5 1

Olva D 88 14- 3 Chef Engl i sh 61 23 71 1«_> 96 2 38 c 35 5 2

Irene D 88 14- 3 Chauffeur Engl i sh 6 7 17 84A

96 2 38cC 38 2 1

Clai re G 77 14- 10 Engl ish 57 27 66 IB 92 6 3317t 26 14 5

Hele n G 93 14- 4 Eng ineer Engl ish 67 17 75QV 98 35 5 32 8

Anna K 102 13- 11 Foreman Engli sh 71 13 76DO

IX98 35 5 35 5

Mary La 93 13- 8 Fi reman English 67 17 73 93 5 38 c 27 3 2

Marcel la L 105 14- 1 Manager Engl ish 69 15 79 94 4 39 1 36 4 3

Mary ^ 10 8 13- 2 Bake r Eng .-Ge r. 58 26 77 71 93 5 35 31 9 2

E thel M 94 1 7- 10 Manager Engl ish 69 15 78 C3 96 2 36A

34 6 1

Mary M 95 15- 1 Plumber Engl i sh 61 23 73 11 98 36 4 39 1Hi lde M 126 13- 3 Eng inee r Engl i sh 74 10 82 2 98 39 1 40Isabel M 10 3 7 Carpe nter Engl ish 64 20 76 fio 94 4 37 o 35 5 3Lillian H 93 14- 7 V i c t ua 1 e r Eng .-Jew

.

73 11 81 95 3 35cD 35 5

Val e r i e M 90 15- Dead Engl ish 70 14 76 fi 97 1 38ps 36 4

Fra nee s 88 14- 11 Laborer English 63 21 80 96 2 35 36 4 1

o 110 15- 1

1

Mo torman Engl ish D ± CO I9 91 7 3 7 3 34 6

Anna 79 15- 9 Chemist Engl ish 53 31 64 20 30 18 29 11 32 8 9

Evelyn 93 12- 10 Fi reman Engli sh 51 21 73 11 93 5 31 9 36 4 4Jane t R 105 15- 7 Y.'atchman English 70 14 79 5 98 40 39 1Beatrice R 103 13- 10 C on trac t orEngli sh 66 18 71 13 97 1 34 6 36 4Mari on S 91 15- 4 Clerk Engl i sh 65 19 73 11 95 3 35 5 29 12 2

Sarah S 76 15- 4 Tai lor .-.rmenian 50 34 74 10 92 6 30 10 32 9 3Fanny s 120 14- 3 Rabbi Eng.- Jo w. 71 13 Lef t

T illie s 68 15- 1 Labore r Engl ish 55 29 70 14 90 8 37 3 28 6 6

Li llian s 95 14- 5 Pr inte

r

Eng .-£ew

.

42 42 66 18 91 7 26 14 32 4 4Clara 94 13- 8 Real Est, Engl ish 63 21 74 10 95 3 33 7 36 2 2

Dorothy 1 115 12- 4 Collector English 30 4 97 1 36 1 1

Gertrude I 90 14- 2 Sal esman Eng .-Jew

.

9? 6 3 3

716 314 128 170 188 69

%

iH r CVI t

4-> +3 1—

<

03 ra to s

RECOBD•

4*<D

EHr <D

E4t

+>rH B E

oo o W 4-> CO +» n +» fCj uo CO T-i 4) (4 . s # t <D

m aa CO •H <H

Class B • +» fii E-t ©3 f-i oJ <a OS CQ g-i to CO 00 t

_ © P4 $ © © u o e U u u uu o o u o JQ o o O 4

© 3 O ft o S o o u e u U u h h U i

• bo oi o Ct P4 O o u o u o u © u © h U i

M Pm o «-* o M ro w CO ca CO w > (3 > W &3 E

rladys A 93 16- C Actor English 64 20 70 28 35 5 13Pauline B 88 14- 10 Tailor English 61 23 60 38 26 12 19Florence B 118 13- Plumber Engli sh 70 14 85 13 33 7 33 7 8Emma. B 84 14- 11 Bake r English 60 24 56 28 63 35 29 11 33 7 19Dorothy B 95 14- 10 Builder English 70 14 70 14 82 16 39 1 38 2 10Mildred B 88 13- s Baker English 35 49 17 23Estrella C 118 13- IC Salesman English 70 14 74 10 34 6 34 6

Evelyn C 120 14- Tailor English 72 12 79 5 91 7 38 2 36 4 2Irene c 108 14- 6 Shipper English 67 17 68 16 72 26 31 9 30 10 14Mildred c 100 15- ButohGr English 68 16 77 21 33 7 37 3 7

Mary c 88 14- 7 Machinist English 52 32 60 24 51 47 27 13 28 12 23Mary D 94 15- 5 None English 54 30Es telle D 95 13- 11 Truck Dr. English 68 16 69 15 73 25 33 7 34 6 11Esther D 95 13- 5 Mill Hand English 57 27 58 26 80 18 36Era B 86 14- Store Kp. English 74 10 73 11 72 20 35 5 32 8 10Frances P 94 14- 4 Tailor English 58 26 82 22 31 9 28 12Virginia D 95 13- 10 Barber English 69 15 81 17 31 9 31 9 10Anna F 10 9 13- Engineer English 71 13 69 15 78 20 33 7 33 7 11Lillian F 110 13- 11 Store Kp. English 68 16 64 20 83 15 36 4 36 4 9

Bella G 107 14- 4 Driver Eng. -Jew. 74 10 75 9 87 11 39 1 38 2 5

Sadie G 93 15- 1 Tailor English 62 22 64 20 73 25 29 11 30 10 15Bessie G 118 13- 3 Longsi.

.

English 62 22 65 19 67 31 32 8 36 4 12Etta G 98 14- Tailor Eng.- Jew

.

49 35 57 27 65 35 23 17 21 19 18Anna H 105 13- 10 Steam Fit* English 65 19 62 36 32 8 15Ruth H 105 13- 7 Stable Ep. Engl i sh 65 19 67 17 70 28 36 4 35 5 13He len B 98 14- 10 News Deal. English 68 16 66 18 66 32 32 8 32 8 17Era L 102 14- None Engl ish 72 12 73 11 75 23 36 4 36 4 13I.ita MeL 102 14- 3 Blacksmith Engli sh 58 26 70 14 73 25 34 6 33 7 7

Rose I 103 13- 7 Carpenter Eng.- Jew

•

63 21 66 18 80 18 32 8 30 10 10Anna 107 14- 3 Baker English 68 16 72 12 73 25 33 7 29 11 16Eleanor 89 16- 2 Plumber English 61 23 61 23 69 29 33 7 32 8 13Vera P 116 13- 5 Teams ter English 74 10 73 11 74 24 38 2 33 77 10Esther p 100 13- 6 Iron Work. Jewi sh 62 22Eva R 124 13- 11 Fi reman English 72 12 71 13 83 15 36 4 35 5 8Thelma S 124 13- 5 Tailor English 72 12 78 20 36 4 9

Frances S 88 15- 1 None Engl ish 72 12 67 17 74 24 35 5 13Sadie S 86 14- 10 Shoemaker English 57 27 58 26 61 37 27 13 27 13 15Edith I 86 14- 10 None English 50 34 54 30 57 41 27 13 20 20 23

623 627 823 252 254 434

» J—

I

CXclu A

. . .

1———

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1

J

WILSON LANGUAGE ERROR TESTBy G. M. Wilson, Ph.D.

Professor of Education, Boston University

EXAMINATIONFor Elementary and High Schools

Write your name here(First name, initial, and last name)

What was your age last birthday ? years

What is your birthday ?

(Month and day)

Write your grade. . . . Your teacher's name

Name of school Name of city

What is your father's occupation ?

What language is spoken in your home ?

Directions

This is a test to see if you can correct the mistakes that a pupil has made in writing a

story. Here is a very short sample story. See if you can find the mistakes in it

:

Sample story

Willie come to visit us. He is only six years old. He stayed a hour. He has went

home. I like to Willie.

Here is the same story with the mistakes corrected :

Sample story corrected

Willie eeme to visit us. He is only six years old. He stayed \hour. He has went

home. I like 'K^Willie.

That is the way you are to do in this test. There are three stories in this folder, but youwill take only the first one unless your teacher tells you differently. You are to correct all

the mistakes in that storj- just as has been done in the sample. Draw a line through eachwrong word and write the correct word above it. Be very careful to correct every mis-take. Work at your usual rate. You will be given time enough to finish unless you are

very slow.

Be a good sport ; do your best and play fair.

Published by World Book Company, Yonkers-on-Hudson, New York, and 2126 Prairie Avenue, ChicagoCopyright 1923 by World Book Company. Copyright in Great Britain. All right* reserved, wlet : e-4

Story Date Score

A

B

C

Total

PRINTED IS U.S.A.

STORY A

Saturday Morning

Saturday morning is a busy time to are house. A feller has a good chance to work.

Me and Dorothy divide the tasks between us. Then we race to see who will finish

first. Last Saturday I taken the breakfast dishes as one of my tasks. I am especial

fond of washing dishes. You should have saw me work. I wanted to get through

so as I could play.

John he called up at eleven o'clock to see if I might play with him. I had too

rooms to dust before I could go. John saw that I couldn't hardly leave my work

until I had did all of it. He brought over some doughnuts and gave them to me.

I sure appreciated the doughnuts. Then John helped me. It was real good of

him. When we had finished, I suggested playing marbles until time for dinner.

"I ain't got no marbles," said John. "They comes very handy," I replied. Then

I give him some of mine. I had to many for my bag. John and I enjoy marbles.

When dinner was ready, mother invited John to stay. "If I was sure my mother

wouldn't care, I should like to stay," he replied. John seen that he was really wanted

so he telephoned to his mother. He enjoyed the dinner and et heartily. ^VYhen

them apples was passed, John wanted one, but he couldn't eat no more. After dinner

we had another game of marbles. I hopes John may come over again.

[2]

Number of errors corrected (Score)

Number of errors not corrected

Sum 28

STORY B

A Fishing Trip

John he is awful good to me. He once't ask me to go fishing with him. He said

that he could learn me to be a good fisherman in no time. He had saw some men

cetch a great many fish about a mile up the river. He said that he had watched

them until they became tired. He seen them leave with a large sack full. I agreed

to go with him.

"We hain't got no bamboo poles," John said. "The folks haven't none left over

from last year. Good poles is difficult to find." John give me the lunch to carry.

We et our lunch before we done any fishing. I sit the table while John cut two poles

and fastened the lines to them. He baited my hook hisself and told me to throw it

in. I felt a bite at once and jerked the line. It was a large catfish. I was afraid

the line would break. John said that the line was made good and had held to many

big fish to break easily. I landed the fish but we didn't catch any more. We wanted

to git another one so that each of us would have a fish to take home.

We started and went home early. John said, "You can't never tell about a be-

ginner's luck." John and I are good friends. It is him that I play with most.

When we were nearly home, I begun to look for my little brother. Soon I saw him

coming down the street. He had came to meet us. "I landed a big one," said I, as

I showed him the fish. The fish was the main part of are supper that evening. I

had did very well that day.

Number of errors corrected (Score)

Number of errors not corrected

Sum 28

[3]

STORY C

An Accident

One Friday afternoon are teacher she asked us if we wanted to go to the woods.

It was an awful nice day. Ain't it fun to play in the woods on such days? There

was a old woods near the schoolhouse. Lots of flowers was in bloom. John and me

wanted to pick them flowers so's we could take some home to Mother, but the others

did not wish to wait for us.

We had not went far when we saw too squirrels. The run away from us. John

ain't never seen such funny little animals. He said, "Can I throw a stone at them ?"

The teacher said, " No, you mustn't do that." But he done it just the same, and the

stone bounded back and struck him on the head. He had to pay up for it because

there was a large bump on his head. We hadn't no medicine with us, so we had to

go home to git some for him. If I were him, I would leave the squirrels play next

time. Me and William felt sorry for him.

John's mother give us some apples for bringing him home. There orchard was

full of apples. They never had so many before. The apples was picked and lay

in great piles under the trees. The apples that we received helped to make up for

the disappointment in having to come home early.

Number of errors corrected (Score)

Number of errors not corrected

Sum 28

[*]

VERBS Published by theJ

Sc°'"

„ ,

FtT

1™ fPUBLIC SCHOOL PUBLISHING CO. 1 ^

n*ua*e

Grades III to XII J BLOOMINGTON, ILL.iGrammar

DIAGNOSTIC LANGUAGE TESTBy W. W. Charters

City County _...State _ Date..._ _

Name _ —.Age today Race _ Sex..(Years, Months)

School Grade _ Teacher _

GENERAL INSTRUCTIONS

After telling the children not to read the papers, ask those on the front seats to

distribute the papers, placing one upon the desk of each pupil in the class. Haveeach pupil fill in the blanks at the top. Then say, "Look at the directions while I

read them to you."

DIRECTIONS: (To be read by the teacher and pupils together.)

"This test is given to pupils who have studied language lessons to see how well

they are able to tell when sentences are right and when they are wrong. Now look

at the sample below."

1. I told him to go.

"The plan is to read this sentence over carefully and see if it is right. If it is

right make a cross on the dotted line below the sentence. The sentence, 'I told himto go,' is right so we shall make a cross on the dotted line below it. Make the cross

now." (The teacher should pause to allow time for doing this and should pass aroundthe room in the lower grades to make certain every pupil understands).

"If the sentence is not right we are to put the correct word or words on thedotted line below it. Let us try one that is not right."

2. Mary set in that chair.

"The right form is 'Mary sat in that chair.' So we shall write 'sat' on theline below it."

"Now children this is what you are to do on the rest of this page and on thenext page. (Pointing). Read each sentence carefully and see if it is all right.

If it is all right, make a cross on the dotted line below it. If it has a wrong wordit in put the right word on the dotted line. Do not hurry. Be sure to get them right.When you have finished, bring your paper to me. Begin! "

This is not a speed test so ample time should be allowed for each to finish.

1. I saw him. 4. My sister come home yesterday.

2. They set there yesterday. 5. Mary ask me yesterday.

3. The boys have ran away. 6. We was on time.

VESBS Published by the fW

Form 2 ^ PUBLIC SCHOOL PUBLISHING CO. 1 ^nguage

Grades III to XII BLOOMINGTON, ILL.

DIAGNOSTIC LANGUAGE TESTBy W. W. Charters

County State _

GENERAL INSTRUCTIONS

After telling the children not to read the papers, ask those on the front seats to

distribute the papers, placing one upon the desk of eaeh pupil in the class. Haveeach pupil fill in the blanks at the top. Then say, "Look at the directions while I

read them to you."

DIBECTTONS: (To be read by the teacher and pupils together.)'

' This test is given to pupils who have studied language lessons to see how well

they are able to tell when sentences are right and when they are wrong. Now look

at the sample below."

1. I told him to go.

"The plan is to read this sentence over carefully and see if it is right. If it is

right make a cross on the dotted line below the sentence. The sentence, 'I told himto go,' is right so we shall make a cross on the dotted line below it. Make the cross

now." (The teacher should pause to allow time for doing this and should pass aroundthe room in the lower grades to make certain -every pupil understands).

"If the sentence is not right we are to put the correct word or words on thedotted line below it. Let us try one that is not right."

2. Mary set in that chair.

"The right form is 'Mary sat in that chair.' So we shall write 'sat' on theline below it."

"Now children this is what you are to do on the rest of this page and on thenext page. (Pointing). Bead each sentence carefully and see if it is all right.

If it is all right, make a cross on the dotted line below it. If it has a wrong wordit in put the right word on the dotted line. Do not hurry. Be sure to get them right.When you have finished, bring your paper to me. Begin!"

This is not a speed test so ample time should be allowed for each to finish.

1. He ran away. 4. He come running when I called.

2. The boys set in one seat last Sunday. 5. I ask her last night.

3. The girls have ran inside. 6. You was not looking.

7. She laid on the bed all day yesterday.

8. He has fell down.

9. Has the gong rangt

10. I will drown if he doesn't come.

11. John and Will has gone.

12. I see him last night.

13. Will I get your coat for you?

14. I haven't wrote it yet.

15. He done his work yesterday.

16. Once he give me a ride.

17. You must lay down every day.

18. Foxes have often ate chickens.

19. She has went already.

20. She called and we run to her.

21. The leaves of this book is torn.

22. He rung the gong last week.

23. My pencil was broke by the pencil-sharpener.

24. John sung a song at Mary's party.

25. My father don't cry.

3. My father had forgot to come.

27. We were setting on the steps.

28. We run home yesterday.

29. Let the book lay there.

30. What good does these do!

31. Where does George set?

They have took the dog away.

33. Mr. Fox has came.

34. When he entered the bear begin togrowl.

35. Each of them were afraid.

Neither of us are young.

37. It was lying there.

He has did his problems.

He seen you do it.

40. The book was tore up.

Test III February 15, 1926.

Dear Sarah,

We "been reading Whittiers Snow-Bound. It sure was

interesting, especially as we have just had an awful

snow storm hear. Last Thursday their was know school.

Friday, however, by nine o'clock, paths was dug, and I

didn't see no one fall into a snow bank; but lots of

are children were absent from school. Even I laid down

in the rest room yesterday. V/hen the bell rung for the

next class, the teacher she said I needn't git up, so I

laid their and read a book which I founa laying" on the

table. When I reach the most interesting part, the page

it was tore out.

In my class there is too knew girls about my own

age. One of them come from Texas; the other is from Few

York. It is them I go with mostly. Today we et lunch

together, and then we sung and danced in the hall until

the "bell rung. Last night I had forgot to take home my

arithmetic, so this morning we done our problems together

I don't no, but I think the teacher seen us doing them,

so she. give us a little test of two examples. Neither of

mine were right. Each of them were long and hard.

Ain' t you glad vacation is most here? V/hat are you

planning on doing this vacation? There is several good

plays in town now. I should like to have you spend the

vacation with me. What kind of a play do you like best?

When can you come? I see my too friends, Alice and Mary,

last night. Their coming to visit me, to.

Llother says I have wrote enough. As I haven* t did

my compositions yet she has took away the rest of my

v.riting paper.

Good-bye. Let me here from you soon, tell me when

your coming, and don't forget about them plays.

Your friend,

Betty Briggs,

P. S. Georgie has fell and broke his ankle, so he has

to lay in beu all the tine, but he don't cry.

t

Dear Setty,

Mother she says I can cone to your house next friday

if I help her good this week. You should see me hurry up

so as I can he sure to get there. When I git home from

school first I do the errands, then I prepare the vege-

tables for supper, and then I sit the table. Sometimes

father don't get home until late, so while we are waiting,

I see that my brother does his lessons good while I do

mine. That pleases Hother because he is smaller than me,

sJid besides, its fun. Sometimes me and him race, and

sometimes I leave him get ahead of me.

Llother says I am to thank you 1 re mother for leaving

you invite me to your house, and to tell you we are sorry

Georgie has broke his ankle. Does he still have to lay

in bed all day? If I was him I no I should cry.

I am awful glad you ask me to visit you, and I can 1 t

hardly wait until the time comes. I an especial fond of

musical comedies because the girls in them are so pretty

and they sing and dance so good.

The weather is cold and ice a.nd snow is everywhere,

but skating and coasting is good. 77ill I bring me skates

alon^?

Its most to good to be true that I'm coming. I will

be glad to meet Alice and Kary.

Meet me friday to the train that arrives at i'orth

Station at half-past four.

Your loving friend,

Sarah Kaskell.

i

*

The follov.inc books and. articles were

read carefully throughout unles:. otherwise

stated; as, for example,

Charters, 77. i,

Curriculun Construction, chapter 17.

r

BIBLIOGRAPHY

Briggs, Thomas H.

Formal English Grammar as a Discipline— Teacher

College Record, September 1915, Columbia Univer

sity

.

Charters, ¥. '.7.

Curriculum Construction, chapter 17. Llacmillan

Company, 1923.

Cox, Philip 77. L.

Curriculum Adjustment, parts I ana II. J. B.

Lippincott Company, 1925.

Hoyt, Franklin S.

Place of English Grammar in our Elementary

Curriculum. Teachers College Record, rovember,

1906.

Parker, Samuel C.

Teaching in Ki^h School, chapters 8, lo, 15.

Ginn and Company, 1915.

Sears and Diebel

Language Errors Written and Oral. Elementary

School Journal, September, 1916, and rovember,

1917.

Thomas, Charles S.

Teaching of Bngllsl: in the Seconaary School.

t

Houghton Mifflin Company j 1917.

Wilson, Kyte and Lull

Hodern Methods in Teaching. Silver, Buxdett and

Company, 1924.

Wilson, H. B. and G. ;:.

Motivation of School V.'ork. Houghton Mifflin

Company, 1915.

Wilson, Guy II.

A Study of Language Errors. Elementary School

Journal, December, 1920.

English Leaflet April, 1924.

A Survey. Hon Our High School Graduates Regard

Their Instruction in English. E. Association

of Teachers of English. Cambridge, Massachusetts.

Reorganization of English in Secondary Schools

Bulletin #2, 1917. U. S. Bureau of Education,

Washington, D. C.

Cardinal Principles of Education

Bulletin #35, 1918. U. S. Bureau of Euucation,

Washington, D. C.

Third Year-Book of the Department of Superintendence

Part II, Part III, chapter 6, pages 278--296.

Department of Superintendence of the N. E. A.,

I

\

Washington, D, February, 1925.

<

Twenty-fourth Year-Bo ok, part B.

Individual Differences. National Society for

the Study of Education. Public School Publish-

ing Company, Bloomington, Illinois., 1925.

Test Service Bulletins. Numbers 1—12 inclusive.

World Book Company, Boston

English and Composition Tests

Public School Publishing Company, Bloomington,

Illinois. September, 1925.

Inspection of Language Tests:

Wilson Language Error Test, by (KM. Wilson.

World Book Company, Boston.

Charters' Diagnostic Language and grammar Test,

by W.W. Charters.

Public School Publishing Company, Bloomington

Illinois.

Pressy-Conkling Test in Diagnostic Composition:

Brsannar.

Pressy-Ruhlen Diagnostic Test in Composition:

Punctuation.

Pressy-Bowers Diagnostic Test in Composition:

Capitalization.

Public School Publishing Company, Bloomington

Illinois

.

NOT TO BE TAKEN

FROM THE LIBRARY

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