dry. Having made your copy, press it face down on the surface of the hektograph, leave it there one or two minutes, and then gently peel off the paper. You will find your writing transferred to the hektograph, and by pressing clean sheets of paper evenly on the surface you can take off many copies in a short time.

When through using the hektograph, wash it immediately. in tepid water, with the hand or a soft sponge. Never leave the surface dirty.

TEST QUESTIONS

1. What are the ultimate purposes in teaching reading? What do you consider the chief purpose in the primary department? What is the immediate purpose of the earliest lessons?

2. Show how any successful teaching of reading must combine the elements of the first four methods mentioned.

3. Is there any reason why a pupil should know his alphabet in regular order during his first year in school? Is it desirable that a child ever should be taught the alphabet thoroughly in its regular order? Why?

4. Why are reviews so necessary in reading? For what reasons is it better that a child should have his first lessons from the blackboard rather than from a printed chart or primer?

5. Write in a perfectly plain, large script, with little or no slant, five simple expressions such as might be used in very early lessons in reading. In a parallel column print the same expressions as you would use them in a blackboard exercise.

6. Assume a small class of beginners from whom you wish to derive sentences, using an apple as the subject. Write out your part in the second recitation, giving in detail and in logical order the questions you would ask, the comments you would make and expressions which you would place upon the board.

7. Assume that you have again the same class several days later. Write and arrange expressions that you can use successfully on the blackboard for conducting a drill exercise in review. Tell how you would conduct the drill.

8. Show how methods of teaching reading that are perfectly satisfactory in one school may be quite unsatisfactory in another.

9. Suppose that on the first day at school the children. come provided with new and attractive primers or first readers; would you use the books? If so, when and in what way? Have the pupils a right to expect that the books will be used? In whose possession should the books be kept when not in use in recitation? Why?

10. Discuss the teaching of capital letters and punctuation marks during the first year of school.

Children become much more interested in stories and poems like those which follow than they do in commonplace sentences. Even if the children know these stories, and they probably do, they will enjoy learning to read them. The selections will furnish a number of lessons for the blackboard. The House that Jack Built, The Old Woman and Her Pig, The Little Red Hen and Chicken-Licken are each long enough for several lessons. Little Boy Blue, the lessons from Hiawatha and Little Bo-Peep are designed for lessons leading up to the primer. The other stories can be used for supplementary lessons after the introduction of the book. The plan for teaching the children to read these stories is suggestive, and the teacher can, by making modifications, readily adapt it to her class. The aim should be:

2. Repetition, to fix the words in the pupils' minds.

3. Such an arrangement of questions and answers as will keep up the interest through the lesson.

Make as much use of the illustrations as you can.

Little Boy Blue

Come, blow your horn.

The sheep are in the meadow,
The cows are in the corn.
Where is the little boy

Who looks after the sheep?
He is under the haystack
Fast asleep.

Little Boy Blue,
Little Boy Blue-
Where are you?

Are you in the house?

Are you in the garden?
Come and blow your horn
The cows are in the corn.
Where are the sheep?

The sheep are in the meadow.

Little Boy Blue,

Where are you?

O, here you are

Under the haystack
Fast asleep.

HIAWATHA

A number of interesting lessons can be made from. Iliawatha, using that part of the poem which describes Hiawatha's childhood. The Hiawatha Primer by Florence Holbrook, published by Houghton Mifflin Co. is an invaluable guide for the teaching of this poem to the first and second grades. The teacher should study the poem until she can tell the stories fully, weaving into them the words

used in the poem.

These stories should then be made the

basis of the reading lessons.

At first the vocabulary in these lessons will seem difficult, but if the words are marked and syllabicated the

pupils will be able to master them easily. The lines to be taught should be written upon the board before class time. When the recitation begins, the class should be asked to read the first line silently. If any child finds a word he cannot master, have him sound the letters. The rhythm

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