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sea,' see, o'er," oar,"
," "here," "hear," "hair," "hare,"

"stair," "stare," "by," "buy," "vale," "veil," etc.

(8) Give drills for the purpose of correcting common errors of speech heard on the school grounds, but avoid the use of incorrect forms of expressions.

(t) Use basic text.

V. Seat Work.

(a) Study and prepare lessons from the different recitations. (b) Read books from library and current events in magazines, periodicals, and newspapers.

(c) Make extended lists of synoyms, homonyms, and use in sentences. (Consult the dictionary frequently for spelling and meaning of words.)

VI. How to Measure the Success of Fifth-Grade Work in English.

(a) Do pupils read readily and intelligibly from the readers they have been using?

(b) Can they read with a fair degree of readiness new material suitable for fifth grade, after a few minutes of silent preparation? (c) Are pupils forming correct habits in reading?

(d) Can they recite from memory two or three choice selections learned during the year?

(e) Have they added to their stock of memory gems?

(f) Can they recite some of the selections learned in the previous grades?

(g) Have they read during the year at least two books from the library?

(h) Can they name a number of the selections read and give the authors of each?

(i) Can they give the principal lessons taught in a number of the selections read during the year?

(j) Can they spell orally and write correctly a majority of the common words used during the year?

SIXTH GRADE.

I. Conversational and Other Oral Exercises.

(a) Stories to be read or told by the teacher or one of the pupils and reproduced by the pupils. These stories may be selected from history (United States, English, and world).

(b) Oral composition on the industrial work pursued by the pupils. (It is not necessary that all recite on the same topic. Each should recite on the industrial work in which the pupil is engaged.) (c) Topical recitations on the different subjects studied during the year.

(d) Oral reports on current events and on library books read in school and at home.

(e) Study and commit to memory choice poems and prose selections.

(f) Picture-study conversation, especially on pictures portraying industry.

(g) Dramatization.

(h) Talks on personal experiences and observations, such as farming, gardening, stock raising, shoe and harness repairing, printing, cooking, mending, sewing, laundering, play, games, etc.

II. Reading.

(a) Read as much of the suitable material in the basic reader as time permits.

(b) Read suitable articles from newspapers and magazines. (Assign special work in this line.)

(c) Read orally to the class some specially prepared selections. (d) Have dramatic reading.

(e) Give special drills on articulation, accent, emphasis, and inflection.

(f) Teach incidentally the resources of the dictionary, such as: (1) Where to find the names of noted persons and places in fiction.

(2) Pronouncing gazetteer.

(3) Biographical supplement.

(4) Pictorial illustrations.

(5) Additional words and definitions.
(6) Abbreviations and contractions.

(7) Signs in writing and printing.

(g) Teach what "n.," "v.," v. t.," " v. i.," "adv., v. i.," "adv.," "adj.," etc., mean when placed after a word in the dictionary.

III. Spelling.

(a) Review work of previous grades.

(b) Complete the appropriate work in the basic speller.

(c) Test pupils in their industrial vocabularies.

(d) Have oral and written spelling from the different subjects. (e) Give dictation exercises bringing in the use of the words taught in the oral and written exercises.

(f) Have dictation exercises based on conversations and the mechanics of language, bringing in the different uses of capitals and punctuation marks.

(g) The teacher should keep lists of misspelled and mispronounced words that are common to the class and give drills in the use of these words until they are mastered.

(h) Have pupils keep individual lists, properly spelled, of misspelled and mispronounced words and have each drill on their own words.

(i) Some of the best rules for spelling may be introduced.

(j) Make lists of prefixes and suffixes and have contests to see who can make the most words out of three or four root words.

(k) Have spelling and pronunciation contests.

(7) Emphasize and give drills in articulation, accent, syllabication, and the correct use of words.

(m) Continue use of the dictionary.

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) Short compositions based on conversational and oral exercises, especially those on industrial activities.

(b) Reproduction of stories told and read.

(c) Original work suggested by experiences and observations. (d) Have pupils write on topics suggested by themselves.

(e) Short compositions in connection with current events, history, civics, geography, hygiene, games, books, periodicals, and magazines. (f) Story writing from pictures, especially those illustrating economic life.

(g) Prose selections and poems written from memory. Compare work with the original and correct errors in spelling, capitalization, and punctuation.

(h) Write a constitution for a society or club of any kind. (i) Study and write telegraphic messages.

(j) Give special attention to the formation of paragraphs, margins, and indentations.

(k) Pay strict attention to accuracy, clearness, and completeness of expression.

(7) Use in sentences, also in dialogue form: "He and I," "she and I," "you and I," "you and me," "him and me," "her and me," and "them and me."

(m) Teach in sentences the correct use of: "Who," "whom," "awfully," "terribly," "fearfully," "either-or," "neither-nor," "except," "accept," "effect," "affect," "advice," "advise," "any," anyone,” “ ," "no," "none," "no one," "each," "every," "each other," 66 one another."

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(n) Illustrate and drill on the correct use of "in," "into,” “ "upon," "between," " "till," and "until."

among,'

to,"

on,"

at," "of," "off," "by," "with,"

(0) Use correctly in sentences: About, across, after, against, above, along, around, before, behind, below, beneath, beside, down, during, for, from, over, through, toward, under, and up.

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(p) Review and continue the correct use of "lie," "lay," "laid," ""gone," went,' saw, seen," "eat," ate," "run," ran," set," "sit,” “sat,” “bit," " bitten," "may," can, "“shall,”"will,"" should," "could," and "would."

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(2) Continue drills to fix habits in the correct use of irregular verbs, pronouns, adjectives, adverbs, and prepositions.

(r) Letter writing-observe carefully the use of the stamp, headings, salutations, closing phrases, envelope, addressing envelope, folding letter for the envelope.

(8) Write business letters, friendship letters, applications, telegrams, invitations, acceptance, regrets, etc.

(t) Review uses of: Capital letters, punctuation marks. (u) Use basic text.

V. Seat Work.

(a) Study English lessons and other lessons.

(b) Make lists of adjectives, give the comparison and use in sen

tences.

(c) Make lists of nouns that form their plurals in different ways, arrange in groups, and write the plurals.

(d) Make lists of homonyms and synonyms.

(e) Make lists of words denoting sex, write the opposite sex, also the names of their little ones.

(f) Make lists of words frequently misused and use correctly in sentences.

(g) Contests in using prefixes and suffixes in making words from a few well-selected root words.

(h) Have pupils write letters, invitations, etc.

VI. How to Measure the Success of Work in Sixth-Grade English.

(a) Can pupils read new material suitable for this grade after a few moments of preparation with a fair degree of fluency and thought giving?

(b) Can they read fluently, using right breathing, right pronunciation, clear enunciation, and correct articulation, the selections they have studied during the year?

(c) Are the pupils able to recite from memory three or four good poems or other selections of real value learned during the year? (d) Have they added to their stock of memory gems and quotations?

(e) Have pupils acquired a knowledge of the resources of the dictionary and are they in the habit of using them?

(f) Have pupils read this year at least two books from the library? (g) Do they read newspapers and magazines?

(h) Do they enjoy reading?

(i) Have they become acquainted with some good literature, and do they indicate a preference for it?

(j) Do pupils spell correctly the words in their written work? (k) Are the pupils able to write good business letters, letters of friendship, invitations, acceptances, regrets, etc.?

(7) Are the pupils able to direct persons inquiring their way? (m) Have the pupils secured a sufficient command of English to be able to express themselves with fluency and facility?

SUPPLEMENTARY SUGGESTIVE MATERIAL.

Most of the suggestive material may be found in the readers or library books in the schools.

FIRST GRADE.

Stories to be read or told to the children:

Little Red Hen and The Grain of Wheat.

Three Bears.

The Discontented Pine Tree.

Tommy Tinkers' Charm String and other stories from The Mother Goose

Village, Bigham.

Gingerbread Boy.

Shoemaker and Elves in Stories to Tell, Bryant.

Cinderella, Grimm.

Three Pigs, in How to Tell Stories, Bryant.

Three Goats.

Ugly Duckling, Anderson.

The Old Woman and Her Pig.

Henny Penny.

Town Musicians.

How the Robin's Breast Became Red.

Little Black Sambo, Bannerman.

Peter Rabbit, Beatrix Potter.

The Pig Brother, Richards.

Story of Seed, Dowy, Von Rydingsvard.

Mrs. Grasshopper Gay, Bigham.

Epaminondas, How to Tell Stories, Bryant.
Raggizlug, How to Tell Stories, Bryant.
Pot of Gold, Wilkins.

Squirrels' Harvest.

Giant and the Fairy.

Birds' Concert.