They should also be shown how to look for words by watching the guide words at the top of the page.

3. The diacritical marks on the key words will have to be taught, so that the children may be able to get the correct pronunciation along with the meanings of the words. Correct pronunciation involves giving the correct sound of each letter, the correct division into syllables, and the correct accent.

९९

WORD STUDY

In this grade some knowledge of the formation of words by the addition of prefixes and suffixes should be gained. This will assist the child to increase his usable vocabulary, and will tend to make words really signs of ideas" to him. This work may be done in the spelling lessons, and examples of the point under consideration should be collected from words found in the reading lessons or elsewhere. The meaning of a few of the commoner Anglo-Saxon, Latin, and Greek prefixes and suffixes used in forming English words may be taught this year. These forms are studied for their meaning only; hence the teacher should have little, if anything, to say of the source from which they come. The following are suggested:

PREFIXES

Anglo-Saxon: fore- (before), foretell; mis- (wrong or wrongly), misbehave; over- (over), overlook.

Latin: ante- (before), antecedent; post- (after), postscript; pre- (before), prefix; trans, tra- (across), transfer; re- (back, again), return, renew.

Greek: anti- (against), antiseptic; pro- (before), program.

SUFFIXES

Anglo-Saxon: -man, postman; -ship, authorship; -ful, wonderful; -less, fearless; -like, saintlike; -ish, womanish. Latin: -er, -or, archer, doctor; -ess, goddess; -ty, cruelty; -able, ble, salable, soluble; -fy, magnify.

Greek -ism, republicanism; -ist, artist; -ize, humanize.

Some attention should also be paid to the study of homonyms, synonyms, irregular verbs, etc.

In addition to the points outlined under this head in previous grades, the following should be taught during the year in connection with the various kinds of language work:

1. Capitals: North,' 'South,' etc. (as part of the country and not as points of the compass); names of objects personified.

2. Punctuation:

a. Comma: after 'yes' and 'no' in answers; to mark

off clauses and phrases.

b. Quotation marks: in broken quotations.

c. Hyphen: in compound words.

3. Abbreviations: 'Hon.,' 'Gov.,' 'M.D.,' 'Jr.,' 'Sr.,' 'Supt.,' 'Maj.,' 'Rev.,' etc.

4. Contractions: additional words, as is n't,' 'they 'll,’ 'they 're,' 'could n't,' 'can't,' etc.

5. Grammatical principles:

a. Noun: object of verb; object of preposition; compound nouns; possessive plural of nouns like 'negro,' mulatto," potato,' etc., of compound nouns, of words ending in f or fe changing to ves (fifteen in all), and of other irregular nouns, as 'men,' 'geese,' 'children,' etc.

b. Pronoun distinguish kinds, beginning with the use of the relative clause; objective case.

c. Adjective: simplest form of comparison.

d. Adverb: modifying verb and adjective; comparison. e. Verb: transitive.

f. Phrases and clauses: continue study of these as modifiers expanded from the adjective and the

adverb.

GRADE SIX

I. ORAL LANGUAGE WORK

ORIGINAL EXPRESSION.

1. Recitation by Topics.

2. Oral Reports: (a) Observation Reports; (b) Book Reviews; (c) Current Events.

3. Narration.

4. Description.

5. Exposition.

6. Argument.

7. Talks from Outlines.

IMITATIVE EXPRESSION.

1. Memorizing Work.

2. Dramatization.

II. WRITTEN LANGUAGE WORK

ORIGINAL EXPRESSION.

1. Letter-Writing.

2. Narration.

3. Description.

4. Exposition.

5. Argument.

6. Verse-Writing.

7. Diary.

8. Preparation of Outlines.

IMITATIVE EXPRESSION.

1. Dictation.

III. GENERAL WORK

USE OF DICTIONARY.

WORD STUDY.

TECHNICAL MATTERS.

PURPOSES AND AIMS

The ideals that shape the work of this grade are about the same as those outlined for the preceding year. The problem of building a usable vocabulary by the use of the dictionary and by the definite study of word formation becomes more serious here, and certain important principles of grammar should be taught, by use rather than by definite rules. The ability to speak without preparation several logically connected sentences on a given subject should be expected in pupils of this grade, while short talks from outlines should be given an important place. The language of the recitations, both oral and written, should show a marked growth in maturity of thought, in correctness of idiom and of grammatical construction. As emphasized before, the language of all recitations should be carefully criticized, so that a more correct use of words and better sentence structure may be secured. In all the language work of this grade the definite aim should be to relate the child's classroom work to the actual life he is living. The description and observation work should center about home activities and objects closely associated with the child's environment. Real letters should be written for definite purposes; subjects for argument should touch community industries and problems; and exposition should take up subjects connected with household arts, everyday games, and the industrial life of the community.