IV. THE BEGINNINGS OF THE MIND AND LANGUAGE

provided that it does not consist in turning good and beautiful English into bad. I do not see why it should not follow the reverse direction. Selected passages of mean, stereotyped, garrulous or inexact prose might very well be rewritten, under the direction of an intelligent master. Retelling a story that has just been read and discussed, with a change of incident perhaps, would also not be a bad sort of exercise, writing passages in imitation of set passages and the like. Written descriptions of things displayed to a class should also be instructive. Caught at the right age, most little girls, and many little boys I believe, would learn very pleasantly to write simple verse. This they should be encouraged to read aloud. At a later stage the more settled poetic forms, the ballade, the sonnet, the rondeau, for example, should afford a good practice in handling language. Pupils should be encouraged to import fresh words into their work—even if the effect is a little startling at times—they should hunt the dictionary for material. A good book for the upper forms in schools dealing in a really intelligent and instructive way with Latin and Greek, so far as it is necessary to know these languages in order to use and manipulate technical English freely, would, I conceive, be of very great service. It must be a good exercise to write precise definitions of words. Logic also is an integral portion of the study of the mother-tongue.