ord three times, covering each trial with your hand
before you write the word the next time, so that you cannot copy. If
all of these trials are right, you may say that you have learned the
word for the present. If you make a single mistake, begin with the
first direction and go through each step again.

9. Study each word by this method. Take special pains to attend closely
to each step in the method. Hard and careful work is what counts.

=Take Pains with Your Spelling in all Writing.=--Take pride in having
your compositions and letters free from spelling errors. When you are
in the slightest doubt as to how to spell a word, look it up in the
dictionary before you write it. When you have found the word in the
dictionary, learn it by the method by which you study your regular
spelling lessons. In a similar way, if you do make a mistake in
spelling in your compositions, learn the word which you misspelled by
this same method.

=Reviews.=--Whenever you have a few minutes after having prepared some
lesson, turn back to the errors which you have made on previous
spelling tests and spend some time going over the words which you
missed on those tests. Occasionally when you are at home, you will
find it interesting to have your mother or father or some friend test
you over all the words you have missed during the year. You should not
be satisfied until you can spell every word correctly.

=Notebook.=--Keep a spelling notebook. Whether your teacher requires
it or not, you will find it very much worth while to keep a spelling
notebook. In this you should record all words missed on any test or in
compositions which you write. If you find that you are frequently
missing a word, write it in a special list and review it frequently.

FIRST GRADE DIRECTIONS TO FIRST GRADE TEACHERS

The words in the lessons for first grade children are few in number and
relatively easy. You will notice that most of them are phonetic. Each
word has been found to be used in correspondence and in a majority of
first grade readers. This list is therefore particularly appropriate for
first grade children and may be easily learned by them. The authors
recommend that this work be begun in the second half year.

=Directions for Teaching.=--Read again the general directions on pages
vii to xvi, inclusive. In general the method used in grade one is the
same as that used in later grades. There are, however, certain
important differences. You will