the force of all affixes. The following roots are suggested: am (love); ann (year; ag (do, drive); aud (hear); animus (mind); bonus (good); bene (well); cap (head); carn (flesh); cap (take); cor (heart); clud (shut); cred (believe); civ (citizen); corpus (body); dict (say); dignus (worthy); duc (lead); doct (teach); fact (to make); fin (end); frang (break); hom (man); jac (throw); locut (speak); man (hand); mit (send); nom (name); pon (place); ped (foot); reg (rule); script (write); tract (draw); temp (time); terr (earth); ven (come); vert (turn); vid (see). Greek roots: auto (self); chron (time); ge (earth); graph (write); log (speech); meter (measure); phil (love); phon (sound); poli (city).

Write lists of words to illustrate the following rules: "The letters f and 1, at the end of monosyllables and standing immediately after a single vowel, are generally doubled." Note exceptions: "A consonant standing at the end of a word immediately after a diphthong or double vowel is rarely doubled." "E final is silent when preceded by another vowel in the same syllable." "C is silent before k in the same syllable." "Silent final e is retained when a suffix begin. ning with a consonant is added." Note exceptions.

Make lists of words frequently mispronounced and drill on the correct pronunciation of these words once a week. About ten lists of twenty-five words each should be made and used in succession. The following words are suggested for one list: Again, algebra, aunt, been, bouquet, Asia, address, exquisite, courier, comrade, deaf, err, poem, inquiry, launch, hearth, kettle, extra, lief, hostile, zoology, romance, salmon, pretty, patron.

At convenient intervals during these two years review diacritical markings; the elementary sounds; interesting facts about the history of our alphabet; division of letters into capitals and lower case; size of letters used in printing; use of hyphen in compound words; classification of words on basis of number of syllables; use of 'silent letters.

In conclusion every teacher should remember that the work in spelling has in view the attainment of three results:

LANGUAGE, COMPOSITION AND GRAMMAR.

LANGUAGE LESSONS.

First: written.

AIMS.

To secure facility in the correct use of language—oral or

Second: To secure skill in the mechanical construction of written language spelling, capitals, punctuation, etc.

METHODS AND MATERIALS.

No schedule can give the vocabulary to be acquired in each grade nor determine the degree of facility with which such a vocabulary should be used.

It can only be said that as the pupil's stock of facts and ideas grows through his study of other subjects, so his vocabulary and the ability to use it in expressing these facts and ideas should grow through the language lessons.

Further as there is progression in attainment both of knowledge and thought, so there should be progression in the character of the language exercises. This is shown in the outline given later.

In teaching the use of capitals and punctuation marks, teach that which the pupil's work demands. As a standard to which the class as a whole should measure up, use the following schedule:

FIRST GRADE.

First Half-Year: See that all sentences copied are mechanically correct in spelling, the use of capitals and punctuation marks.

Second Half-Year: Continue copying sentences. Teach pupils to write their name, town, father's name (Mr.), mother's name (Mrs.), teacher's name.

SECOND GRADE.

First Half-Year: Use of capitals to begin statements, questions, first word of each line of poetry.

Use of period after an abbreviation and at the close of a statement. Use of interrogation mark after a question.

Use of common abbreviations: Mr., Mrs., St. Teach in connection with the number work use of in., ft., yd., pt., qt., gal.

All common errors in speech should have been corrected. Special emphasis may now be laid on the correct use of is and are, was and

were.

Second Half-Year: Use of capitals to begin names of persons, initials, days of week, names of months.

Use of exclamation point.

Use of abbreviations occurring in the number work.

THIRD GRADE.

First Half-Year: Continue the drill on the use of punctuation marks, capitals, and abbreviations outlined for preceding grades. Correct the errors of speech most frequently made by the class. Second Half-Year: The work of the preceding grades will be studied in a more formal way. A pupil completing this grade should use capitals correctly to begin all sentences, proper names, initials, names of months and days of week. He should use a period after an abbreviation and a statement, an interrogation mark after a question, and an exclamation point after an exclamation. He should be familiar with the most used abbreviations, Mr., Mrs., St., names of months and days of week, and terms taught in the number work. He should make no mistake in the use of is and are, was and were, did and done, saw and seen.

FOURTH GRADE.

First Half-Year: Follow the course outlined by the elementary language book. Insist on the correct use of I and me as subject and object, and the use of the nominative form of the pronoun after is and was.

In letter writing, drill on the addressing of the envelope, the heading and closing of the letter.

Second Half-Year: Continue the use of the elementary language book.

Insist on the correct use of the past tense and perfect participle of common verbs: begin, come, do, eat, give, go, see, sing. Use correctly set, sit, lay, lie, learn, teach.

Continue the drill on the written forms of letter writing. A large percentage of pupils leave school at the end of this year; they should be perfect in the forms of letter writing.

FIFTH GRADE.

Review the language work of preceding grades. By the aid of the exercises given in following outline train the pupil's imagination, enlarge his vocabulary, drill on the choice of words, and confirm him in the right use of capitals, punctuation marks, and paragraphing.

Synonym Exercises with a Selection for Study in
Reading.

Fables and their Application.

Proverbs and their Application.

Action Lessons, Doing and Telling How.

THE SUPPLEMENTARY WORK OF THE TEACHER. Some of this work has been compiled from sources of the highest authority in artistic teaching; some has never been presented before, but all of it is in actual and satisfactory use in many of the schools of our State.

The text-book is only a book of texts upon which the teacher is to build, by supplementary work, an ideal and properly developed series of incidental results. Incidental results are most lasting in educational work. The unconscious tuition of life and school is the best. The teacher whose ideal is highest and whose art is most perfect values least the direct results of her teaching. A good and suggestive text-book is very necessary for the teacher's orderly, logical, and consecutive presentation of any given branch of study; but it is the supplementary work in that branch that gives tone, fibre, and value to the developing educational processes of mind and character.

ORAL WORK.

Language is used in two ways-orally and in writing. A thousand words are used orally to one used in writing.

The training of pupils in the use of oral language should begin, of course, in the first year grade, and should be systematic, progressive, and continuous throughout all the grades in our schools.

Language is an expression of thought; consequently, thinking must precede talking or writing.

1. STORIES.

Pupils will learn to use language well by using it under such circumstances as will most likely fix the habit of speaking or writing

correctly. As they like stories, it will be well to adopt story-telling as one of the devices for teaching language.

Stories, however, should be carefully selected. With the youngest pupils, the story should be short, but it should be attractive. Some fables and some fairy stories are very useful with the youngest pupils. The story should be adapted, of course, to the age of the pupil and to his ability to comprehend its details. Some of the stories, at least, should be of such a character as will assist in the moral instruction of the pupils. A lesson in ethics, conveyed through the medium of a story, is more likely to touch the sensibilities of a child than the same instruction conveyed in any other form.

With older pupils, the stories may be selected from history, biography, books of travel, etc.; thus incidentally helping forward other work of the school, and at the same time giving variety to the language work.

Assuming that proper selections have been made, and that the teacher has a large and choice collection on hand, the work may go on somewhat as follows:

Read the story to the pupils; or, better, tell it to them in a familiar way. Every teacher should cultivate the power of telling a story well. Question the pupils carefully on all its details until they are fully understood, as right thinking should always precede talking. Then call on the pupils to tell the story. One pupil may make

a beginning, another carry it a short stage, and a third may take up the thread where it has been dropped.

In this way the interest of all can be held throughout the exercise, and a proper arrangement of the story can be secured.

Criticism should be dealt out sparingly. A few pupils can endure severe criticism, and their errors in language may be corrected at once. Others are more sensitive, and criticism of their work should be made at the close of their recitation. Most pupils need encourage

ment, and every honest effort should be commended.

These oral exercises should be short, not exceeding ten or fifteen minutes. Such exercises, however, should be frequent; if possible, daily, as is done by the grade teachers in large schools.

You need have no apprehensions about keeping up interest on account of telling and re-telling the stories many times to the pupils in the grade. An old story, if good and well-chosen, seems to have peculiar and growing charms for a child.

The same story should not be told, however, after the language becomes formal, or "bookish," this being a sign that the "danger point" has been reached.

After a good beginning has been made, one new story of moderate length for each two or three weeks of a school term is all that may be needed.

It is not necessary, however, to confine the oral work to storytelling. The reading lesson furnishes one of the best means for this