d
"incidentally." Such a plan fails on the side of perspective and
relationship, which are precisely the things in which the preparatory
teaching of the subject should be strong.

This preliminary training in technical grammar need not be either
so extensive or so intensive as it is at present. An altogether
disproportionate amount of time is now given to it. The time saved
ought to go to oral and written expression,--composition, we might
call it, except that the word has been spoiled because of the
artificiality of the exercises.

The composition or expression most to be recommended consists of
reports on the supplementary reading in connection with history,
geography, industrial studies, civics, sanitation, etc.; and reports
of observations on related matters in the community. Topics of
interest and of value are practically numberless. Such reports will
usually be oral; but often they will be written. Expression occurs
naturally and normally only where there is something to be discussed.
The present manual suggests compositions based upon "changes in trees,
dissemination of seeds, migration of birds, snow, ice, clouds, trees,
leaves, and flowers." This type of composition program under present
conditions cannot be a vital one. Elementary science is not taught in
the schools of Cleveland; and so the subject matter of these topics is
not developed. Further, it is the world of human action, revealed
in history, geography, travels, accounts of industry, commerce,
manufacture, transportation, etc., that possesses the greater value
for the purposes of education, as well as far greater interest for the
student.

Probably little time should be set apart on the program for
composition. The expression side of all the school work, both in the
elementary school and in the high school, should be used to give the
necessary practice. The technical matters needed can be taught in
occasional periods set aside for that specific purpose.

The isolation of the composition work continues through the academic
high schools and in considerable degree through the technical high
schools also. In the high schools the expression work probably needs
to be developed chiefly in the classes in science, history, industrial
studies, commercial and industrial geography, physics, etc., where the
students have an abundance of things to discuss. Probably four-fifths
of all of the training in English expression in the high schools
should be accompli