only when the child can recognize them instantly and with unfailing accuracy.

3. As the words are learned, they should be woven into expressive phrases and sentences.

4. Each new lesson should be preceded by a hunting exercise, i. e., the words previously learned should be presented collectively, and the pupil. should identify any form pointed out by the teacher.

5. During this word-learning period the attention of the pupil, while in class, should be limited to two things: the learning of new words, and the fluent reading of short sentences.

6. The occupation of the pupil while at his seat should be the matching of words. He should have a box of words printed on bits of cardboard, and from this collection he should select words corresponding to certain words in his book, or to words printed on the board. He should then construct sentences, old and new.

IV. THE ELEMENTS OF POWER.

In order to name new words for himself, the child must know three things: (1) The letters of the alphabet; (2) the elementary sounds of the language; (3) the association of letters and sound.

1. The easiest way to teach the letters is by printing words. By this act the word is separated into its parts (letters) and these parts are thus learned just as words are first learned. (III.) Printing is also valuable as a means of impressing words sharply upon the pupil's mind. In this stage of progress the characteristic occupation of the pupil, while at his seat, should be the formation of words out of letters printed on bits of card board.

2. The easiest way to teach the elementary sounds of the language is by the slow pronunciation of words. The teacher should pronounce a word, and the pupil should name its vocal elements; and at other times the teacher should name certain elements and then the pupil should combine them into a word, e. g.:

Teacher: man; pupil: m-ă-n; teacher, r-a-t; pupil, rat.

3. The easiest way to teach the association of letter and sound is by oral spelling. For this purpose it is recommended that the process be as follows:

1. Naming the parts (letters) of the printed word m-a-n.
2. Naming the parts (sounds) of the spoken word m-ă-n.
3. Fusing the sounds into the spoken word, man.

VIII.

ADVANCED READING.

The purpose of instruction in primary reading is to furnish the pupil with an instrument for gaining knowledge and culture; the purpose of instruction in advanced reading is to teach the pupil how to use this instrument and to aid him in securing results which this new art places within his reach.

1. Some of the purposes of advanced reading may be stated as follows: 1. To teach the art of interpreting language, or of gaining knowledge from books. 2. To foster a love for knowledge and good books. 3. To furnish

the mind with food for thought and contemplation, and to create skill in thinking.

1. To interpret written language two things are necessary: 1. The words must be significant, or must yield the pupil some fit meaning. 2. The idea suggested by the words must be discerned in their proper relations and so constitute a clear thought. To test the pupil in these two particulars, require him to reproduce the thought of the sentence, paragraph, or verse, so far as possible, in his own language.

2. A love for knowledge and books may be created by discussing the subject matter of the paragraph or lesson, and by the interest which pupils will borrow from an intelligent and enthusiastic teacher.

3. To test the furnishing of the pupil's mind, there should be a resort to recitations, discussions, and written essays, and a stimulus to thinking may be found in questions, in tracing out allusions, historical, geographical, etc., and in estimating the truth, beauty and propriety of the thoughts expressed. II. Reading proper, or the interpretation of written language, should precede elocution, or the vocal expression of thought. The thought should first be clearly comprehended, and then should be clearly and pleasantly expressed. 1. To make sure that the thought has been clearly apprehended, proceed as in I., 1.

2. The faculty of reading aloud (elocution) may be tested in this way: Do those who listen as readily catch the thought of the paragraph as though they were reading it? Is the effect of this reading aloud pleasing?

IX.

ELEMENTARY SOUNDS.

I. TEACHING THE SOUNDS.

1. The sounds should be worked out from familiar words by slow pronunciation.

2. Or they may be given by the teacher, the pupils imitating.

3. The position of the vocal organs in making the sounds respectively should be noted as closely as possible.

4. There should be abundant drills upon all the sounds, by a variety of methods.

II. REPRESENTATION.

1. Diacritical marks given as needed to indicate sounds learned.

2. Table of diacritical marks may be finally given-names and uses explained.

3. Drills. Teacher articulate sounds, pupils represent them by written characters.

III.-SUGGESTED EXERCISES.

1. Sound Studies:

a. Word containing the sound given.

b. Sound derived from the word.

c. Sound given in concert and singly.

d. Diacritical mark, if any.

e. List of words containing the sound.
f. Sounds classified.

2. Words Analyzed:

a. Pronounce the word.

b. State the number of syllables.

c. Spell by sound.

d. Classify each sound and tell how it is represented.

1. By what letter.

2. By what diacritical mark.

3. Usual or unusual.

3. Words and sentences dictated or copied and the letters marked.

NOTE ON THE TABLE-The vocals are grouped on the basis of the position of the organs in producing them. In the first three diphthongs the mark> (meaning "glide towards") is used instead of + as expressing more accurately the relation of the two sounds.

X.

LANGUAGE LESSONS.

I. OBJECTS.

1. The expression of thought with ease and correctness.
a. Acquisition of words to represent ideas.

b. Use of words in the sentence to express ideas.
c. Correct pronunciation.

d. Correct mechanical form.

2. To inculcate a pure literary taste.

II. OBSERVATIONS.

1. Language is best learned through much practice.

2. The end of every exercise is the correct expression of some thought. 3. Therefore, correction and criticism should be subordinate; their necessity prevented by proper grading and supervision.

III.-METHODS.

First Step:-Learning to use the pencil.

Suggested exercises: 1. Preparatory-oral; conversations, correct use of idioms. 2. Copying words-names of objects, from black-board. 3. Copying sentences, from black-board or book. 4. Writing sentences containing a given word. 5. Dictation exercises. 6. Initial capital and closing point.

Second Step:-Expression of thought derived from objects or pictures. Suggested Exercise: 1. Pictures-close observation, perhaps led by the teacher; then writing out in various forms or idioms what is seen in the picture. 2. Objects: Pupils have in hand an object (flower, leaf, mineral, toy, etc.,) observe, and write what they see. 3. Other things in or out of the school-room written about in a similar way. 4. Dictation exercises extended. 5. Punctuation work extended, with suitable sentence writing.

Third Step:-Descriptions and narrations.

Suggested Exercises: 1. Actions-things done by teacher or pupil described. 2. Things done by pupil (on way to school, on a holiday, etc.,) narrated. 3. Processes described in detail, as, how to wash the face, to make bread, to catch fish, to play ball, to shoe a horse. 4. Reports of happenings in and about the school. 5. Fuller descriptions of buildings, places, journeys, etc. 6. Letter writing. 7. Word analysis -suffixes and prefixes.

Fourth Step:-Reproductions.

Suggested Exercises: 1. Reproduction of stories, or selections, read or related by the teacher. 2. Abstracts, or answers to questions on the reading lesson. 3. Written work, from memory, on various school lessons. 4. Literary gems reproduced from memory. 5. The parts of the sentence-name and action words-perhaps others.

Fifth Step:-Origination.

Suggested Exercises. 1. Imaginary stories from pictures. 2. Stories from given conditions; as two persons in a boat, the events; four persons sitting in a room, conversation. 3. Stories from furnished outlines. 4. Word studies; figurative words, derivations, defining. Sixth Step.-Formal composition.

Suggested Exercises: 1. Formal essays-gathering material-outlineelaboration. 2. Turning poetry into prose. 3. Expansion of a fable, ditty, proverb, etc., into a story. 4. Abstract of contents of a book read, or report of special parts of it.

XI.

TECHNICAL GRAMMAR.

I. OBJECTS. (IN THE ORDER OF IMPORTANCE.)

1. Education, i. e., the training of judgment, reason, etc.

2. Increased power of interpreting authors.

3. Improvement of one's speech through a knowledge of its laws. The last consideration is too often allowed to over-top the others.

II. METHODS.

1. The sentence being the unit of discourse, is naturally the point of departure in grammatical study.

The child is already familiar with the thing to be studied.'

2. Parsing and analysis are essentially alike, i. e., they are both exercises in the classification of the elements of the sentence.

3. The principle of classification here is similarity in use.

The child is already familiar with the classification of material objects. Illustrate with books, apples, hats, flowers, etc.

4. Begin with the parts of speech in their order, and practice on these until the pupil readily classifies the words of easy prose.

Beginners should be required to give the use of a word before its name, thereby keeping the principle of classification before the mind.

5. In like manner take up the sub-classification of each part of speech in turn, with thorough drill on the inflections.

Usage governing inflected forms should be faithfully learned and applied. 6. Classification of phrases and clauses. Practice contraction and expansion of these elements, thus showing more clearly their substantative, adjective and adverbial nature.

7. Infinitives, participial constructions, and some of the pronoun clauses are often difficult, and must receive careful treatment to make their nature and relation evident to ordinary pupils.

III. OBSERVATIONS.

1. Grammar is not one of the primary studies. It cannot be profitably entered upon before the sixth grade.

2. Teachers sometimes make the mistake of trying to bring all usages