the early part of the first term, teach the pupil to write, from copy, his own name and postoffice address. Days of the week and names of months should be added before the end of the first year.

38. Drill Exercises and Counting.-So much depends upon the counting being done properly when the class is having drill exercises for muscle training, that the first drills should be given with counts. Sets of movement exercises will be found in copy books. For primary grades the teacher may copy, from her own books, exercises upon the blackboard for the children to imitate on practice paper and blackboard.

The following four exercises illustrate the practice and counting for the most elementary movements. In all cases when the class is ready for practice, give the command "Ready." The teacher's counting should always be as regular as clock ticks, and the children should be trained to stop at the exact spot and on the instant. This will require great patience and much encouragement.

FIRST EXERCISE

DIRECTIONS

Begin exactly at the left-hand line and stop exactly at the right-hand line. Make no stops between the lines. Give the counting thus: "Ready, slide; ready, slide; ready, slide."

SECOND EXERCISE

DIRECTIONS

Begin in the lower left-hand corner of the first square, slide to the upper right-hand corner of the fourth square, descend to the middle of the fourth square on the count one, slide to the upper right-hand corner of the eighth square. There is no stopping place until the end of the movement. Give the counting thus: "Ready, slide, one, slide; ready, slide, one, slide."

THIRD EXERCISE

DIRECTIONS

This is merely a continuation from left to right of the second exercise; the hand should not stop on the downward stroke. Give the counting thus: "Ready, slide, one, and, two, and, three, and."

FOURTH EXERCISE

DIRECTIONS

This is a modification of the third exercise, the slants being shorter and more abrupt. Give the count thus: "Ready, slide, one, and, two, and, three, and, four, and." In presenting a new exercise, the teacher should have the diagram upon the blackboard and illustrate what she desires the class to do.

39. Final Word.-To conclude, we quote from Superintendent H. E. Kratz of Calumet, Michigan:

"It is a fact that should never be forgotten, that pupils will indulge themselves in as poor writing as the teacher in charge of them will permit, and that the possibility of impairing their handwriting is a danger from which they cannot be freed. To be able to write a good hand is not a permanent accomplishment or acquisition. It is always in the process of making or unmaking. To impose upon pupils who have learned to write well, such conditions as will require them to prepare much written work in a hurried manner, will invariably impair their handwriting. To permit any written work to be carelessly performed in the schoolroom, will not only close the door against further improvement, but will inevitably and continually lower the present standards of attainment. This must be the watch

word in the schoolroom: Eternal vigilance is the price of good writing.""

TEST QUESTIONS

1. Show how perception and imagination assist the pupil

in learning to spell.

Upon what senses does the pupil rely

in learning to spell? Give an outline of one or two lessons that you would give second grade pupils for training their senses with view to their direct relation to spelling.

2. Of the plans suggested under How Much to Spell, which do you prefer? Why? What is the tendency with the first and second grades in country schools, to give them too much work in spelling or too little? Give reasons for your answer. How can you so use your exercises in oral spelling as to make them helpful in written spelling?

3. Why do children usually dislike spelling as a study? Show how this dislike contributes to poor spelling. Outline your plan for securing, on the part of your pupils above the third grade, persistent effort to become good spellers.

4. Give your method of assigning the spelling lesson to pupils in the second and third grades, stating your reasons for the different steps. How does visualization in nature study and other subjects aid in spelling? Why do pupils frequently misspell words when used in sentences that they spell correctly in lists? Does the reverse of this often occur? Why?

5. What is the value of spelling contests (a) to the pupils? () to the patrons of the school? What reasons can you give for the objections to spelling that are sometimes raised by prominent educators?

6. Show how reading, language and number lessons assist the pupils in learning to write. What lessons in sense

Teachers of penmanship in primary grades would do well to adopt the maxim attributed to the great Catherine II of Russia: "Commend often, seldom censure, never scold."

training can be given with a view to their direct bearing on penmanship?

7. Should pupils in the primary grade write a large or a small hand? Give reasons for your answer. Should the teacher give much attention to slant in the primary grade? Why?

8. What preparation should the teacher make for lessons in penmanship in the primary grade? What care must the teacher exercise in placing all written work upon the blackboard? Why?

9. In the regular lessons in penmanship which is the more valuable, the drill exercises or writing from copy? Why? Why is penmanship often neglected in the rural schools?

10. How can you prevent pupils who do good work in penmanship from doing poor work in other written exercises? How can you secure a permanent interest in penmanship on the part of pupils above the third grade?