IO8 METHODS IN TEACHING 



or three sentences are used in every written lesson, in order 

 to present some of the words from the lists in their connec- 

 tion with other words and in sentence meaning. During a 

 large part of the year a period of fifteen minutes a week 

 is given to a spelling match. In this, as in all oral spelling, 

 all words must be divided into their syllables, which are 

 pronounced as spelled. 



The first two weeks of the year are devoted to a review 

 of the sounds and names of the letters. Beginning with a, 

 the sounds of the vowels, diacritically marked, are placed 

 upon the blackboard. These are pronounced carefully by 

 the children, who also give lists of words containing the 

 sounds. The set of phonic cards supplies a means of rapid 

 oral drill. 



In the second month, the study of final y is begun. The 



pupils are accustomed to calling the vowels sisters, and the 



consonants brothers; they know that there 



Jiflfll JL 



are seven sisters and many brothers. This 

 device, whose usefulness soon passes, is very helpful at 

 first, when so much depends upon distinguishing between 

 vowels and consonants, but while the process is still difficult 

 for such little children. Many words are shown the chil- 

 dren; as, boy, boys; baby, babies; play, plays. After some 

 study it is discovered without the teacher's help that words 

 ending in y with a "sister " before it add s in the plural ; 

 but that if the final y has a " brother " before it, y changes 

 to * and es is added. 



With the help of the teacher, so that no mistakes are 

 made, a list of plurals is made out of words ending in y. 

 Word building can now be greatly enlarged, and such lists 

 as the following are made: try, tries, tried; play, played, 





