8. Let each pupil dictate to the next scholar a word of two syllables.

9. Require each scholar to name and spell a word having the sound of long a in the first syllable. Also of 7. e in her.

1. Italian ä.
2. Broad a.

4. ȧ in åsk.
5. â in câre.

8. Long i.

10. Give and spell a word of three syllables.

11. Give and spell a word of four syllables; of five syllables.

12. Let the first pupil name and spell some monosyllable; the next scholar, name and spell one beginning with the last letter of the previous word, and so on.

Note. - Words ending in x must be ruled out.

13. Let the first pupil give and spell a word of one syllable, and the second scholar name and spell a word that rhymes with it; the second scholar then to name a new word, and the third to give a rhyme for it, etc. In the same way, take words of two and three syllables.

III. WRITTEN EXERCISES FOR PRIMARY CLASSES.

Note. Take one of the following exercises at a lesson. Let pupils exchange slates or papers, and correct one another's exercises.

1. Write the names of five articles of dress.
2. Of five wild animals; five domestic animals.
3. Of five garden flowers; five wild flowers.
4. Of five species of birds; five fishes.
5. Write ten given or Christian names.
6. Write the full names of ten of your
7. Write the names of five great men.
8. Of five of your uncles, aunts, or cousins.

schoolmates.

9. Write the names of five cities; five rivers.

10. The names of five States; five countries.

11. The names of ten articles kept for sale in a grocery

store.

12. The names of twenty articles of food.

IV. WRITTEN EXERCISES FOR GRAMMAR GRADES.

1. Bring in a list of twenty words of one syllable, to illustrate the rule for doubling the final consonant before · -ing or -ed.

2. Of twenty words that do not double the final consonant before -ing or -ed.

3. Of twenty words of two syllables that double the final consonant before -ing and -ed; of twenty that do not. 4. Of twenty words in which final e is dropped on adding a suffix beginning with a vowel.

5. Of twenty words in which final y of the primitive word is changed into i before a suffix.

V. ORAL EXERCISE FOR GRAMMAR GRADES.

1. Name and spell a derivative word, to illustrate the rule for doubling the final consonant of the primitive word.

2. Ditto, the rule for not doubling it. 3. Ditto, the rule for dropping final e.

4. Ditto, the rule for changing y into i

5. Ditto, the rule for not changing y before a suffix.

VI. WORD-ANALYSIS.

If you teach word-analysis in classes where pupils have no text-book on this subject, taking it up as an occasional exercise,

1. Take the suffix -er, and ask each pupil in the class to give and define some word which contains it as a suffix; as, teacher, one who teaches, etc.

2. Next require each pupil to bring in a list of all such words that he can think of.

3. Take a similar exercise with the suffix -or, meaning one who.

4. Then take up in a similar way each of the AngloSaxon, or Teutonic, prefixes and suffixes.

5. Take the leading Romanic prefixes and suffixes in a similar manner.

6. Take a few of the leading Latin roots, such as facere, ducere, tendere, etc., and make out lists of words derived from them.

7. Give from time to time lists of interesting words, and let pupils find out their origin and history from the dictionary; as, for example, Bible, heaven, pagan, daisy, fuchsia, agate, calico, tariff, crusade, candidate, etc.

8. "The first decided exemplification of language-lessons on the great scale," says Bain, "is the teaching of synonymous words. The best example of this is the perpetual passing to and fro between our two vocabulariesSaxon and Classical. The pupils bring with them the homely names for what they know, and the master translates these into the more dignified and accurate names; or, in reading, he makes the learned names intelligible by referring to the more familiar."

9. A thorough knowledge of words gained by a careful study of roots, definitions, and synonyms is the only solid basis for an appreciative study of the masterpieces of literature, or for the formation of a good style in writing. It is said that Daniel Webster acquired his remarkably

accurate use of words by studying synonyms half an hour daily for ten years.

10. "The study of English words," says Russell, “if faithfully pursued, in the daily lessons of our schools, with anything like the application exhibited in the examination and classifying and arranging and labelling of the specimens of even a very ordinary cabinet, would enrich the intellectual stores of the young, and even of the mature, mind to an extent of which we can at present hardly form a conception. Nothing, however, short of such diligence will serve any effectual purpose."

VII. WORD-MATCHES.

Let the pupils choose sides and stand in line. Those who fail to give a word will be seated. A word repeated is counted as a failure.

1. Require each pupil in turn to give a word having the prefix out-.

2. Give a word with the prefix un-.

3. A word with the suffix -er.

4. A word with the prefix in-.

5. A word with the suffix -ness; ion.

6. Extend the exercises by taking any suffix that is in

common use.

7. Give a word derived from the Latin verb-root facere. 8. Continue the exercise with other Latin roots.

9. Let one side give out a word, and require the other side to give a synonym.

10. Let one side give a word, and require the other side to give a word of opposite meaning.

11. Give a Romanic suffix, state its force, and give a word to illustrate.

12. Give a word containing the Greek root graphein, to write.

13. Give and define a word containing the Greek root logos.

14. Give and spell a word derived from the Greek. 15. Give and spell a word derived from the French. 16. Spell a word of Latin derivation.

17. Name and spell a word of Teutonic, or Anglo-Saxon, derivation.

18. Name a Teutonic word, and give a synonymous word of Latin origin; as brotherly, fraternal.

VIII. DEFINING.

1. Never require a scholar to give formal definitions of simple words whose meaning is already well enough known.

2. Train your pupils at an early age to the habit of referring to the school dictionary for definitions.

3. Mark any difficult words in the advance reading-lesson, and require pupils to find out the dictionary definitions.

4. Give out, once or twice a week, a list of five words. to be defined at the next lesson.

5. Require each pupil to bring into the class one word, define it orally, and use it in a sentence.

6. If a spelling-book is in use, call attention in every lesson to the meaning of every word not likely to be fully understood by the class. Call for volunteer definitions by the pupils; and if they fail, give a definition yourself. Then require the word to be used in a sentence.

7. Exact and full definitions should be required, in general, only from advanced pupils when they have gained