IIO METHODS IN TEACHING 



ness. If the children are told that a certain word or affix 

 is to be studied the next day in class, they delight in bring- 

 ing in lists. These are sometimes surprisingly long and 

 complete, resulting in a remarkable increase in the size of 

 the child's vocabulary and in the accuracy of its use. 



Lists of words are frequently marked as to syllables and 

 pronunciation. Punctuation and capitalization in the sen- 

 tence writing are carefully watched. Early in the year 

 the children begin to use ink in writing the daily lessons; 

 this calls for great care, for all scratchings and repetitions 

 are counted as errors. 



No brief summary can reproduce the work of a year, but 

 the above suggests its scope and spirit. In the hands of an 

 earnest, inspiring teacher, who sees the value of knowledge 

 for its own sake and for the power that it gives a child, 

 even phonics become deeply interesting to many pupils and 

 exceedingly practical for all. If up to this time the chil- 

 dren have been carefully trained in their phonics and word 

 studies, if the phonograms have been thoroughly learned, 

 if frequently met groups of letters, as lion, have been drilled 

 upon until absolutely familiar to the children, if diacritical 

 and accent marks have been in constant use, difficulties in 

 pronunciation are about ready to slip away into the past. 

 The teacher must be the guide and help a year or two longer, 

 then the dictionary will become the proper tool for the 

 student's own use. It is surprising how much the children 

 can learn to do in these first two years and how keenly they 

 enjoy their progress and accomplishments. 



In the second grade there is a variety of exercises ; among 

 them are many lists of words, marked and unmarked, for 



