IO2 METHODS IN TEACHING 



as an incentive to self-criticism, pupils sometimes make 

 up the list of words for the lesson from those that they feel 

 ought to be known, but which are really troublesome. The 

 names of the days, months, seasons, holidays, objects in the 

 schoolroom, articles of clothing, household utensils, things 

 bought at a grocery store, occupations, words alike in termi- 

 nations, words illustrating a certain sound of a letter or 

 diphthong, words having a common syllable, are suggestions 

 for interesting and important spelling lists. All unfamiliar 

 words are used in sentences, oral and written. Many words 

 aie defined as well as used. The common homonyms are 

 carefully taught, associated with the meaning, and so pre- 

 sented in writing that the one will not suggest the meaning 

 of the other. 



The pupils are led to formulate inductively the more im- 

 portant rules for spelling, such as: retaining or dropping 

 final e; doubling a final consonant; retaining or changing 

 final y. Before taking up these rules the pupils must be 

 able to distinguish clearly between vowels and consonants. 



The study of phonics leads naturally into word analysis. 



In the grammar grades word analysis is phonics, grown into 



a scholar, investigating the history and 



W radical make-up of the words that, in the 



Analysis 



primary grades, were his playthings as h 



formed them from letters and phonograms. Anglo-Saxor 

 prefixes, suffixes, and roots are taken first, as they are sim 

 pier and more frequently found in the vocabularies of th 

 children; but Greek and Latin elements, as they occur, ar 

 used in an elementary way, as : tele-phone, tele-graph, tele 

 scope; geo~graphy, tele-graphy, bio-graphy, ortho-graphy 

 After attention has been called to such a syllable, short list 



