WORD STUDY IO3 



are made of words in which it is found. These lists are 

 usually left on the board for several days, so that the words 

 sink into the memories, and so that new words can be added 

 as suggested by the children. This work is generally very 

 interesting, pupils hunting eagerly for more words to add 

 to the lists, thus, unconsciously, adding rapidly to their vo- 

 cabularies. The treatment is not formal or mechanical, nor 

 is it in the nature of textbook presentation. To the children 

 the lesson seems to be suggested by the reading; but the 

 teacher really has in mind a definite plan that aids in the 

 selection of certain words and the exclusion of others. 

 Affixes are most readily taught, but root syllables are also 

 frequently made bases for lists, as: art, art-istic, arMst, 

 art-izan, artificial. 



There should be regular lessons, at least once a month, 

 taking the place of some exercise in language or literature. 

 These lessons should be so carefully planned that they 

 progress from month to month. Too much must not be 

 attempted. Thorough knowledge of a little is power, a 

 smattering of much is weakness. 



FIRST YEAR GRADE 



The first step is to train the beginner to recognize the 

 various sounds of which a word is made up. The name of a 

 familiar object is pronounced slowly, as, 

 Training c-a-t; the pupil recognizes the word, pro- 



nounces it himself, so as to give the three 

 sounds ; then he gives it as a whole, but trying to hear the 

 sounds. Many words are given in the same way, those 

 being chosen which are familiar and that have distinct 

 sounds, easily separated and reunited. The teacher gives 



