be given frequently each day. Teachers are requested to study

closely the phonic elements of the two languages, and, for the
benefit of others, to record the results of their observations.

(5.) The object of this exercise is to cultivate the ear for the
new sounds. Much of the faulty articulation is due not so much
to a want of control of the oral muscles as to inability to distinguish
the new sounds.

(6.) The object here is not the immediate production of fine

specimens of writing, drawing, &c., though these are not to be
despised. The real object, however, is to prepare the way for such.
This object will be most economically obtained by any set of manual
occupations—e.g., plaiting, weaving, lacing, drawing, &c.,—
that exercise the muscular co-ordination essential to writing.

_N.B._—Though no reference is here made to reading in the Pre-

paratory Class it must not be regarded as being in any sense pro-
hibited. There is no reason why the children should not be taught
to recognize the symbols required for the phonic exercises referred
to in (4), or the digits in (3), or even the words in (1). But such
recognition shall not be required, and shall be regarded as quite
secondary to the accomplishments specifically called for.

_Class I._

Conversation.—For the purpose of extending the conversational

powers of the children connected statements should be made regard-
ing common objects or performances. Teachers should draw up
lists of the topics they intend to treat and the “series” of
sentences they intend to teach regarding each topic. The following
sample will illustrate what is meant:—

“Topic: Digging.—The spades are in the tool-shed. Go and
get a spade. It is a clean [dirty] spade. I lift the soil on the spade.
I turn the soil over. I break the lumps of soil,” &c.

Vary this, using “you,” “he,” “she.” All conversational
work should be dramatized.

Pictures will be found a great aid in providing topics, especially
pictures dealing with animate life. Illustrated magazines will be
found particularly useful. As a handwork exercise the children of
the lower classes might be required to cut out and mount suitable
pictures.
(2.) Frequent regular exercises should be continued, as in the
Preparatory Class.

Reading.—The matter for the reading might well be the
“series” developed in the conversational lessons. Though the
phonic method of teaching to read is not in itself a complete
method, it is nevertheless a very valuable aid. It should be ex-
tensively used in this class as well to aid the enunciation as to aid
the reading. It should, however, be recognized that the ultimate
object in teaching to read is the recognition of the word, or even
phrase, as a whole, and the long-delayed use of any spelling method,
whether phonic or alphabetic, is harmful. Teachers should en-
deavour, while making full use of phonics, to secure the recognition
of words by “Look-and-say.”
Writing.—The object is still to perfect the muscular co-ordina-
tions necessary for writing rather than the production of fine
specimens. Insistence, therefore, should be on the manner of
production rather than on accuracy of form. To this end exercises
should be given in pen- or pencil- or chalk-movement drills, and in
the maintenance of correct posture.

Class II.

Conversation.—(1.) See instructions for Class I. The work
should be on a considerably higher level and more diversified.
Opportunity should be taken of varying the number of the subject
and the tense of the verb. It is not statements about subject and
predicate and their agreement that are required, but the frequent
use of the singular and plural, so that the associations formed may
be automatic and not the conscious applications of rules. The
same remark applies to tense. The terms need not be known, and,
indeed, should not be taught, unless they are found necessary to
facilitate the teacher’s explanation. There should be evidence of
the use of such conjunctions as “and,” “but,” “if,” “because.”
The personal pronouns should be in use with a fair degree of
accuracy as to number, gender, and case.
(2.) Phonic exercises should be continued, but the necessity for
them should be increasingly less general than formerly. They