III. Spelling.

(a) Articulation and pronunciation drills.

Continue work in

phonograms and sounds of letters if not mastered in previous grades.

(b) Diacritical marks.

(c) Special drills in use of the dictionary.

(d) Dictation exercises giving attention to the use of capitals, apostrophe, and punctuation marks.

(e) Oral spelling from textbooks.

(f) Use a good spelling book, as the basic one, and master the portions suitable for this grade.

(g) Continue careful attention to syllabication. Have pupils mark the accented syllables.

(h) Have spelling matches, using words from the readers and other sources of the lower grades.

(i) Have both oral and written spelling.

IV. Mechanics of Language and Written Exercises.

A large amount of the work of the development of the mechanics of language should be given with conversational and other oral exercises. Not more than two written lessons should be given each week. (a) Review work of previous grades immediately before continuing further work along the same line.

(b) Teach sentence; statement, question, command, exclamation, and how to punctuate each.

(c) Develop a paragraph and call attention to the indentation of paragraphs.

(d) Develop outline for short compositions.

(e) Written composition work should be extended and based on conversational and oral exercises.

(f) Write compositions, following oral lessons on industrial work in which each pupil is engaged.

(g) Work for and encourage originality, and do not require long compositions.

(h) Teach use of the hyphen at the end of a line in dividing word.

(i) Use of capitals in titles and names of the Deity.

(j) Abbreviations for the different States.

(k) Review and give special drills to emphasize the correct use of punctuation marks, apostrophe, capital letters occurring in the different subjects.

(7) Reproduction of short stories used in conversation and in oral exercises.

(m) Dictation exercises in spelling.

(n) Write memory gems, poetry, etc., from memory.

(0) Teach pupils to write autobiography.

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(p) Continue letter writing and the addressing of envelopes. (g) Continue writing sentences using "me," me," "him and me," "you and me," "her and me," 99.66 "" them and us.' us,

(r) Teach the correct use of "learn," "teach," "affect," "effect" in sentences; also the auxiliaries "shall," "will," "has," "have," "should," "could," and "would."

(8) Teach present, past, and future time.

(t) Teach the use of the following words in sentences in their proper meaning in the present, past, and future time: Learn, teach, drink, shake, come, choose, tear, know, take, lay, lie, love, like, etc.

(u) Use correctly in sentences such words as "tall," "taller," "tallest," "good," "better," "best," "little," "less," "least"; also the comparison of "old," "pretty," "large," "sweet," "amusing," "young," " many,' "" far."

(v) Teach the plurals of the most common words that are formed in an irregular way, as mouse, mice, louse, lice, man, men.

(w) Begin the work of developing rules for the formation of plural forms of words. Make lists of words and arrange in groups, according to rule, then follow in forming their plurals.

(x) Teach possessive singular and plural forms.

(y) Use basic text.

V. Seat Work.

(a) Study and prepare lessons for recitations in the different subjects.

(b) Reading books from the library and current events in magazines and newspapers. (Have a definite time for this reading.) (c) Write the names of different animals and name the young of each, as cow-calf, cat-kitten, goose-gosling, etc.

(d) Write names of different animals and the name of the opposite sex, as man—woman, niece-nephew, gander-goose, bull-cow; etc.

VI. How to Measure the Success of Fourth-Grade Work in English. (a) Apply tests for third grade.

(b) Do pupils spell correctly most of the words taught them? (c) Have they read at least two books from the library?

(d) Are pupils independent users of the dictionary?

(e) Is the oral reading of the pupils entertaining and thought giving?

(f) Have a number of selections been memorized? Can pupils quote readily a number of good memory gems?

(g) Can they write a good business letter, as well as a friendship letter?

(h) Are they fairly familiar with the lives of men and women who have figured extensively in the development of our country?

(i) Have they a fair knowledge of the animal and plant life of the community?

(j) Can they talk intelligently about the industries taught at school and about those of the community?

FIFTH GRADE.

I. Conversational and Other Oral Exercises.

(a) Review work of previous grades.

(b) Continue conversational lessons on school, home, and community activities, as farming, gardening, stock raising, carpentry, printing, cooking, mending, sewing, laundering, games, shoe and harness repairing, etc.

(c) Description of birds, animals, persons, etc.

(d) Oral reproduction of stories from United States history and stories portraying thrift, industry, truth, self-reliance, self-support, personal independence, clean thoughts, good manners, good morals, etc.

(e) Topical recitations in reading, geography, health, library reading, and other school activities.

(f) Continue picture-study work.

(g) Continué memorizing choice selections and memory gems. (h) Continue to have pupils tell personal experiences and observations.

(2) Report on library books read at school and at home.

(1) Have pupils tell what they have read in the newspapers and magazines.

(k) Change direct speech to indirect and vice versa, paying strict attention to the use of verbs and their tenses.

get," etc.

(7) Give drills for forming correct habits in pronouncing words commonly mispronounced, like "such," "catch," "just," " (m) Conversational lesson-the post office:

1. Principal duties of postmaster.

2. What must he do to the letter before it leaves his office? 3. The necessity for each envelope to have a postage stamp. 4. Duties of postman.

5. What happens when a letter is badly or incorrectly addressed?

6. Tell about rural delivery, parcel post, special delivery, free delivery, registered mail, money orders, postal savings bank.

7. Classes of mail and rates of postage.

8. Give the route of a letter from your post office to New York.

II. Reading.

(a) Begin basic reader for the grade. Read as much of the suitable material as time permits.

(b) Oral reading of specially prepared selections to the class. (c) Drills in articulation, accent, emphasis, and inflection.

(d) Test the pupil's silent reading ability by having him give the thought derived therefrom.

(e) Continue work in memorizing choice prose and poetry selections, as well as memory gems.

(f) Encourage reading for pleasure as well as for profit.

(g) Read dramatic selections and have pupils give a short play during the year.

(h) See that pupils continue the use of the dictionary. Teach them how to find the different tenses of the verb.

(i) Call attention to the different punctuation and other marks found in reading.

(j) Have pupils pass judgment on what they read.

(k) Devote about one-half of the time for reading to reading history. (All the instruction in history in this grade should be given in connection with reading.)

III. Spelling.

(a) Continue articulation drills and syllabication.

(b) Continue work in phonograms and sounds of letters if not mastered in former grades.

(c) Continue drills in use of dictionary, giving necessary attention to diacritical marks.

(d) Oral and written spelling from basic speller.

(e) Lists of words from other subjects and school activities.

(f) Dictation exercises.

(g) Keep lists and give drills on words frequently misspelled. (h) Use in dictation exercise words often misspelled, homonyms, possessives, contractions, abbreviations, etc.

(i) A few of the most common rules of spelling may be taught

here.

(j) Master that portion in the basic speller suitable for this grade. IV. Mechanics of Language and Written Exercises.

A large amount of the work of the development of the mechanics of languages should be given with conversational and other oral exercises. Not more than two written lessons should be given each week.

(a) The written work of this grade should be based largely on conversational and other oral exercises.

(b) Review work of previous grades immediately before taking up further work along the same line.

(c) Continue work in contractions.

(d) Use of hyphen in compound words.

(e) Use of apostrophe in contractions, to show possession or ownership.

(f) How to punctuate direct, indirect, and divided quotations. (g) Review uses of capital letters.

(h) Continue the use of the dictionary.

(i) Short compositions based on the different activities of school and home life, personal experiences and observations, such as farming, gardening, stock raising, shoe and harness repairing, printing, cooking, mending, sewing, laundering, games, etc.

(j) Compositions based on study of pictures, especially those portraying industry.

(k) Give special attention to the forming of paragraphs.

(7) Aim for and encourage originality and freedom of expression in both oral and written exercises. The teacher should be satisfied with short compositions.

(m) Continue work in letter writing, giving special attention to headings, salutations, complimentary close, addressing envelopes, folding of letter for the envelope, and placing of the postage stamps.

(n) Give drills in dictation exercises which call for a large number of the common uses of the different punctuation marks and capital letters, also to emphasize correct uses of the pronoun and general rules for the formation of plurals.

(0) Have pupils change direct speech to indirect and vice versa. (Teachers should make a thorough study of this work to enable them to direct the pupils intelligently.)

(p) Give drills in the use of irregular verb forms and special attention to the use of the different forms of verb that give the most trouble, as "set," "sit," "be," "lie," "lay," "go," "get," "shall," "will," "may," "can," etc. (Illustrate the correct use of the different forms of these words in sentences.)

(g) Continue drill work in the uses of the different forms of those words which admit of comparison and those which change their forms to express number.

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(r) Teach use of such words as "there," "their," " herd," "heard," "do," "dew," "due," "flower," "flour," "beet," "beat," "meat," "meet," "week," "weak," "deer," "dear," "wood," "would," "son," "feet," sun," "" "feat,' 66 "steel," "steal," "our," "hour," ate," "eight," "no," "know," "lye," "lie," "not," "knot," "nose," "knows," "sow," "sew," "so," "new," "knew," "right," "write," "rite," "rain," "rein," "reign," "sent," "cent," "scent," "fair."