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word has not been thoroughly learned by the pupil until he has mastered it in its four relations, viz.: its sound to the ear, its form to the eye, its meaning to the mind, and its use in connection with other words. In addition to the oral description of the word and the memorizing of its form so that it may be reproduced on demand, the pupil should also learn its meaning and use in connected thought. This will imply a frequent and intelligent use of the dictionary, than which no better means can be suggested for enlarging and strengthening the learner's vocabulary.

The selections for dictation lessons should be carefully read, every new word pronounced and defined, and the whole selection studied by writing it from the copy. Last of all it should be reproduced exactly from dictation.

It is taken for granted that the work in spelling will consist chiefly of written exercises. Pronunciation, syllabication, and phonic analysis are valuable auxiliaries of the written work, and should receive their proper share of time and attention.

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You may write your name. Make haste or we may be late. Let us play some games.

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The day is fine. We do not need a fire. The sun shines over the

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How the wind blows! I hope you will not be cold. It snows. I

must go home. The slope of the hill is steep

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Are you sure the water is pure? A cube has six sides. Coal is used

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My cat can catch mice. She may

scratch if you tease her. Do not

throw

scraps of paper on the floor. He thanked us.

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My mother gave me twelve cents. I spent seven of them for nuts. How many are left?

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Think before you speak. Ida has a gold ring. Rinse the clothes well and wring them dry. Please bring me a pen.

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