in
Webster's dictionary.

II. Teach the diacritical marks found in the dictionary to be used. The
marks needed will be found at the foot of each page of the dictionary.

III. Teach the use of the dictionary.

(1) See that every child owns, if possible, one of the new dictionaries,
in which unphonetic words are respelled phonetically.

(2) See that all know the alphabet in order.

(3) Pupils practice finding names in the telephone directory, catalogs,
reference books, etc.

(4) Practice arranging lists of words in alphabetical order, as in the
following dictation exercise.

Rewrite these words in the order in which they would occur in the
dictionary.

chance value
alarm hurdle
green evergreen
window feather
indeed leave
sapwood monkey
bruise kernel
double jelly

Also lists like these:--a step more difficult.

arbor angry
alarm after
artist age
afford apron
apple appear
athletic approve
assist answer
always anchor

After teaching the alphabetical order, with dictionary in hand, have the
pupil trace the word to its letter, then to its page.

Having found his way to the word, he must now learn to read what the
dictionary has to tell him about it. His attention is called to
syllabification as well as to diacritical marks. (Those found at the
foot of the page will furnish the key to pronunciation.)

He finds that his dictionary is a means of learning not only the
pronunciation of words, but their meaning and spelling. Later, as soon
as the parts of speech are known, he should learn the various uses of
words--their grammatical uses, derivation, etc., and come to regard the
dictionary as one of his commonest tools, as necessary as other books of
reference.

But here the teacher's task is not done. Provided with the key to the
mastery of symbols, her pupils may still fail to use this key to unlock
the vast literary treasures in store for them. They must be taught _what
to read_, as well as _how to read_. They must be introduced to the
school library and if possible to the public library. Dr. Elliot has
said: "The uplifting of the democratic masses depends upon the
implanting at school of the taste for good reading."

Moreover that teacher does her pupils the most important and lasting
service who develops in them not