112 METHODS IN TEACHING 



task of classification and systematic use seems too vast. 

 First of all, it is the common words that should be made 

 usable for the children in as simple and practical a manner 

 as possible, for the most frequent mistakes in pronuncia- 

 tion and spelling are in the words that are in most general 

 use. How frequently one hears " ud " for would ; " I'd a 

 done it," for I'd have done it ; " callin' " for calling, and 

 so on through an endless list of pronunciations, while the 

 number of misspelled words is equally perplexing. There 

 is no way of eliminating these errors except by vigorous, 

 unremitting treatment, and the earlier it is begun the bet- 

 ter. If the word work and the language lessons have been 

 well done during the first two years, the pupils are already 

 struggling consciously with several of the most flagrant 

 errors, and an excellent basis has been laid for correct Eng- 

 lish. These word studies give definite reasons for the re- 

 quired pronunciations and spellings, and association with 

 other words aids greatly in memorizing forms and sounds. 

 English is a difficult language to learn under the best of 

 circumstances, and children need all the aid that can be 

 derived from carefully planned word lessons. 



The third grade begins with definitely arranged reviews 

 of the sounds learned in the preceding grades, listed in 

 words adapted to the growing powers of the pupils. The 

 new words of a day's lesson are put upon the board, with 

 the syllables indicated and the sounds marked for pronun- 

 ciation wherever it is deemed necessary. 

 Drills 



The children are drilled upon these lists so 



that mispronunciations are avoided with many pupils and 

 words. A constant watch is kept for words that in every- 

 day conversations are mispronounced or slurred by the 



