Il8 METHODS IN TEACHING 



pare the awkwardness and helplessness of some people with 

 the accuracy and rapidity of others, to realize the effect of 

 training and habit in handling the dictionary. The dia- 

 critical markings may seem difficult at first even to a child 

 trained in their use in class ; but a little explanation makes 

 them perfectly clear. The use of the typical words at the 

 bottom of the pages should also be noticed. 



The many definitions, varying from one another by 

 shades of meaning, are puzzling to the children ; so also are 

 the many abbreviations. A verb may be followed by v., t., 

 imp., and pp. ; then come the languages through which it 

 has passed into the English. All of this must be explained, 

 if not to fifth grade pupils, then to those in the more ad- 

 vanced grades. The definitions need to be considered, so 

 that the children can discriminate among them; and atten- 

 tion should be called to the help afforded by the punctua- 

 tion. Occasional lessons should be given in definite ex- 

 planation of the dictionary. " The unabridged dictionary 

 is a much neglected book," but, by such studies, it takes 

 its place as one of the most available and practical aids to 

 the student. 



SIXTH, SEVENTH AND EIGHTH GRADES 



Throughout the last three years of the grammar grades 

 the rules for spelling are developed inductively as rapidly 



as they can be illustrated satisfactorily, 

 Spelling 



comprehended, and remembered. As in 



the preceding grades, material is found in the assigned text- 

 book, the daily lessons in all subjects, and the new words 

 noticed in the vocabularies of the children. The pupils are 

 trained to notice constantly the spelling of new words found 

 in the reading. In word analysis an accepted textbook is 



