114 METHODS IN TEACHING 



subject, are made familiar to the children before the end 

 of the year. They are not thoroughly learned, it is true, 

 for the pupils are not ready for this step, but there is formed 

 with them that general acquaintance which must precede 

 later drills for possession and mastery. 



Oral spelling is given every day in the week, if time per- 

 mits. In addition to words from the adopted speller, lists 

 Spelling are made fr m tne various studies, from 



daily conversations, and, very insistently, 

 of such words as have been generally misspelled by the 

 pupils. Only constant diligence and patience on the part 

 of both teacher and pupils can make good spellers of many 

 children. English is full of phonetic etymological puzzles. 



Prefixes and suffixes are given occasional lessons, based 

 upon the vocabularies of the children and upon any other 

 source from which lists of practical words 

 Studies can ^ e built up. Common roots are no- 



ticed, thoughtfully defined, and lists of 

 derivatives made. Even some roots of foreign origin, 

 especially from the Latin, occurring in words frequently 

 used, are studied, thus throwing unexpected light on mean- 

 ings and spellings. If these exercises are kept easily within 

 the abilities of the pupils, they are very helpful for adding 

 to the vocabulary, acquiring a correct and discriminating 

 use of words, and fixing accurate spellings. Lists of words I 

 are marked diacritically by the pupils ; the syllables are in- I 

 dicated. Simple rules of phonics that have already been j 

 drilled upon in preceding years are learned; such as the J 

 value of final e in pin, pine ; bat, bate ; nap, nape. 



An adopted text-book is used in the spelling, but words j 

 are also chosen from all other subjects. Dictated sentences, ] 



