FEBRUARY

In addition to the regular reader, read from American Hero Stories, or Gordy's American Leaders, the stories of Daniel Boone, Clarke, and Lincoln.

Make a study of the new words. Let the class syllabicate them without help, whenever possible. Give frequent exercises in phrasing. Give special attention to expression.

Review the prefixes previously taught and teach the following: in, il, im, ir, meaning in, into or on:

Continue the standard reader. If possible, secure Olive T. Miller's Second Book of Birds, to read when the birds are returning. If any of the supplementary readers has lessons relating to the western states, read these lessons in connection with the geography work.

Teach the following prefixes:

non, meaning not:

non-essential, not essential.

ob, o, oc, of, op, meaning against or out:

omit, to leave out.

object, to throw out.

occur, to run against.

offend, to strike against.

oppose, to act against.

sub, suc, suf, sug, sum, sup, sus, meaning under or after:

subscribe, to write under.

succeed, to follow after.

suffix, something fixed after.

suggest, to bring to mind from under.
summary, something that follows after.
suspect, to look under.

pre, meaning before:

prefix, to fix before.

pro, meaning for or forward:
pronoun, for a noun.

progress, to move forward.

Give attention to pupils' reading outside of school, and when you find it necessary try to direct pupils to desirable books. Ask pupils to read short stories and poems out of school and tell the class what they remember about them. (See page 55, Section 23.)

APRIL

Continue the standard reader and the book on bird life. Let the class read stories or articles brought from home. Begin reading an interesting book to the school for opening exercises. Occasionally, let the pupils during the reading recitation take turns reading from this book.

Continue the study of new words. Have frequent drills on the words learned during the week or the month.

Review the prefixes taught the preceding month. Teach the following: meaning back or anew:

re,

repel, to drive back.

trans, meaning over beyond or through:

transcontinental, over the continent.

per, meaning through:

perceive, to see through.

pervade, to pass through.

circum, meaning around:

circumnavigate, to sail around.

super, meaning over:

superintend, to have care over.

Teach these suffixes:

an, ant, ent, ary, ate, eer, or, meaning one who:
artisan, one who works at a trade.

assistant, one who assists.

student, one who studies.

adversary, one who opposes.

advocate, one who pleads a cause.

engineer, one who runs an engine.

actor, one who acts.

MAY

Continue the standard reader and several supplementary readers.

Allow the pupils to do a good deal of sight reading.

Continue the study of new words and of suffixes.

Teach the following suffixes:

ate, ite, ee, ive, meaning one who:

delegate, one who is sent by others.

favorite, one who is favored.

trustee, one who is trusted.

captive, one who is captured.

ance, ence, age, acy, ity, ty, ion, ism, ment, meaning state, condition, quality, act:

abundance, condition of abounding.

prudence, state of being prudent.
marriage, act of being married.

accuracy, quality of being accurate.
security, state of being secure.
liberty, state of being free.

evasion, act of evading.

heroism, state of being a hero.

excitement, state of being excited.

JUNE

Complete the standard reader and if possible, some of the supplementary readers. Review any phases of the work in which the class are weak.

SIXTH YEAR

Note: The pupils this year should gain in ability to grasp the thought readily and to read clearly and agreeably. They should derive much pleasure from their reading and form a taste for good reading. They should read such stories as: The Hoosier School Boy, Robinson Crusoe, Gulliver's Travels, King of the Golden River, stories from Hawthorne's Wonder Book, Stories of Robin Hood and American history stories. They should also read many classic poems.

The teacher should prepare each reading lesson with much care so that she will be able to give it a proper setting and make difficult expressions clear.

In this grade, the pupils should begin to think about the characters they read about and to take note of the plot of a story. Too much in this line should not be expected, but the pupils will enjoy a story better if these things are discussed after the reading. Read carefully, pages 77-83, Sec. 17, 19, 20, 24.

Before teaching a poem, read page 86, Sec. 29; page 84, Sec. 27; and the interpretation of a patriotic poem given on pages 94-100.

To be successful in teaching reading, one must make careful assign(See page 55.)

ments.

SEPTEMBER

Let the pupils begin the fourth reader. Make a study of all the new words, having the class look them up in the dictionary to learn the pronunciation and meaning. Once a week let the class read at sight something interesting, yet simply written.

As the pupils talk and read, listen for errors in pronunciation and articulation. Give drills to correct these errors. (See page 32.)

Review the meaning of the prefixes and suffixes taught during the first two months of the fourth year. (See page 141.)

Make a careful study of Tubal Cain, by Mackay, and The Village Blacksmith by Longfellow. (See Vol. III, page 424.) Lead the class to get the mental pictures each suggests.

OCTOBER

Continue the work in the standard reader. Study a prose classic; also The Huskers; Skipper Ireson's Ride, by Whittier, and The Song of the Wind. Teach the pupils to recognize figures of speech. (See pages 16-21.) Continue the review of the meaning of prefixes and suffixes taught during November and December of the fourth year. (See page 143.) Teach the noun suffixes which mean the place where:

ary: granary, the place where grain is stored.
ory: factory, a place where things are made.
ery: creamery, a place where butter is made.

NOVEMBER

Continue the standard reader and a book of history stories. Have sight reading frequently. Study a prose classic and one or more classic poems. Browning's poem, How They Brought the Good News from Ghent to Aix, The First Thanksgiving Day (Vol. V, Thanksgiving Program), The Concord Hymn and Paul Revere's Ride are good. Continue to study figures of speech.

Continue the study of words, prefixes and suffixes. Review those taught in the fourth year in January and February. Teach also the noun suffixes meaning very small.

Read from the standard readers, the book of history stories, and from supplementary readers. Let the reading supplement the geography work whenever possible. From the middle of the month on, let the pupils read

Christmas stories. These may be taken from school books or brought from home by the children. Let them read Christmas Bells, by Longfellow, The Christmas Sheaf and Little Gottlieb by Cary. (See Christmas Program, Vol. V.)

Continue the review of prefixes and suffixes taught in the fourth grade. Teach the pupils to look up the meaning of roots and to form their own definitions by adding prefixes and suffixes whose meanings they know. Choose simple words at first, as: friend, friendly, unfriendly, place, misplace, misplacement.

JANUARY

Continue the standard reader. If Mabie's Norse Stories are accessible, let the pupils read some of them. Let them study The Wreck of the Hesperus (page 426), by Longfellow and Lord Ullin's Daughter.

Continue the study of simple, figurative language. Occasionally write words on the board and ask the pupils to write comparisons; as, snowflakes, bare trees. Snowflakes are like tiny white feathers.

The bare

trees look like ghosts. Lead the class to see how such comparisons bring pictures to one's mind and make a composition more enjoyable. The pupils will see that we express comparisons by using like. Show them that we may sometimes make our statements more forcible by omitting like: Snowflakes are little white feathers. The bare trees are ghosts.

Continue the study of new words. Teach the pupils how to tell in the dictionary what part of speech a word is. Review the prefixes and suffixes taught in the latter part of the previous year. Teach the adjective suffixes meaning, like, being, relating to:

ac: cardiac, relating to the heart.
al: legal, relating to the law.

an: human, relating to mankind.

ar: circular, like a circle.

ary: military, relating to the army.

ent: equivalent, being equal.

ic: heroic, like a hero.

ical: historical, relating to history.

ine: feminine, relating to a woman.

FEBRUARY

Continue work in the reader, supplementary readers and sight work. If Coffin's Boys of '76 is accessible, let the pupils read from it occasionally. Let them read stories of Lincoln and Washington also. (See Washington and Lincoln Programs, Vol. V.)

Give occasional drills in articulation, pronunciation and syllabication. Write long, unfamiliar words on the board. See how many of the class can