should now be combined with the declamation of suitable sentences,
passages, and verses. Alliterative games may be found helpful.
Reading.—If reading-books have not already been introduced
they should be introduced early in this class. In all cases the
matter should be well prepared orally before the children are
required to read it. Very easy continuous readers should be in-
troduced, and if it is found that the children are able to appreciate
the sense by reading silently they should be encouraged to do so.
Composition.—Nothing in the nature of writing on “themes”
is intended, but early opportunity should be taken of accustoming
the children to express themselves in written English. The state-
ments may be in response to questions by the teacher, and should
have been previously prepared.
It is well here to draw attention to the common practice of
scoring the mistakes in children’s composition exercises. The
practice if freely indulged is harmful, for while it tends to dis-
courage the pupil it fails to achieve any useful purpose. This
does not mean that the compositions should not be invariably read
and appraised by the teacher. It means that the teacher who finds
it necessary to elaborately score the exercises (i) is demanding an
unreasonable standard, or (ii) has not thoroughly prepared the
matter orally, or (iii) has an undisciplined class.
Spelling.—The spelling exercises should be closely correlated
with the composition and conversation rather than with the read-
ing. If this is done teachers will require to draw up carefully
selected lists based on the programme in composition and conversa-
tion. The practice of requiring the children to learn all the
difficult words in the reading lesson is universally condemned, as
is the practice of the daily testing. Spelling should be taught, not
merely allotted to be learned. The early teaching of homonyms
is also unsound. In general two words that are liable to be con-
fused should not be purposely juxtaposed until one at least is known
beyond possibility of doubt.
Writing.—Drills for correct production and posture should be
continued regularly, and practice should be given in producing
the drill forms rhythmically. While absolute fidelity to form
should not be made the first consideration, increasing emphasis
should be placed upon it.

Class III.
Conversation.—(1.) It must be clearly understood that exercises
in grammar are not merely not required—they are not to be per-
mitted, and will be regarded as a sign of weakness. What are
wanted are abundant opportunities for using the forms indicated.
Statements about these forms are, for the present at all events,
useless, if not positively harmful. The child should be concerned
primarily with the thought, and with the expression only as to its
adequacy. If teachers will exercise a little forethought they will
experience little difficulty in giving the conversation such a turn
as will require the frequent use of the forms under treatment.
Talks on health and manners should find a frequent place in
the conversation exercises.
(2.) Phonic exercises should be continued, but they may be given
less frequently than in the lower classes. The head teacher must
be the judge here. An increasing quantity of matter (poetry and
prose) for declamation should be taught.
Reading.—Silent and study reading should receive increasingly
great attention. Silent reading may be either directed or un-
directed. In the latter case it should be for the purpose of culti-
vating the reading habit, and consequently the success of the lesson
will be in direct proportion to the pleasure derived by the
children. It is obvious, therefore, that undirected silent reading
should be only of matter that is well within range of the pupils’
ability and that is directly interesting to them. The directed
reading may be—(i) Reading accompanied by frequent question-
ing and discussion by teacher and pupils; (ii) reading for the
purpose of ascertaining definite information previously asked for
by the teacher.
Composition.—There should be evidence of the use of the forms
prescribed for the conversation lessons. The simple personal
letters asked for must not be relegated to a few lessons, but should
be the principal form the composition efforts should take. They
should deal with real situations, or at all events possible situations.