ng made no errors on the preceding
test, have been allowed to undertake some other task. The class should
not be tested on this day.

=Wednesday.=--Test on the new and on the review lesson. This review
lesson should consist of a lesson taught one month before. Since the
first four lessons in each grade are made up of words taught in the
preceding grade, these may well be used for the first month as review
lessons. The words may be corrected and the errors recorded as on
Monday. Compare the number of errors made on this test with those made
on the preceding test. This comparison will show the pupil what
progress he has made. The remainder of the period may be spent in
studying the words missed on this test.

=Thursday.=--Study as on Tuesday.

=Friday.=--Test on the new and on the review lesson, correct the
papers as on Monday, and spend the rest of the period studying the
errors made on this final test. Compare the number of errors made on
this test with the number made on the first and second tests. The
comparison gives the child a measure of accomplishment for the week.
The teacher should check this day's papers in order to have an
accurate record of the status of the pupils at the close of the week's
work. Many teachers have found it helpful to keep a chart of progress
on the blackboard.

=Individual Instruction.=--It is clear from the preceding directions
that the method of learning and the class administration are intended to
insure that each pupil will learn those words which give him difficulty,
and that he will, at the same time, progress at his own rate. With the
possible exception of the fact that only the commonly used words are
taught, this is the most important provision in the book.

=The Spelling Notebook.=--It has been found to be very helpful to have
each pupil keep a notebook in which to record words missed in the
various spelling tests or in papers written in connection with other
subjects. This notebook tends to make the pupil more conscientious
with regard to his spelling. It also gives him a record of his errors
so that when he has time for review work he can utilize it properly.

=The Problem of Interest.=--Teachers who have used the method which is
here recommended have been unanimous in reporting not only that the
pupils learned more rapidly, but also that they worked with greater
enthusiasm. This increased interest is secured without any use of soft
pedagogy. It comes from several sources