Only.

Too.

they form no part of a compound sign. The compound sign ee represents the same sound wherever it occurs.

O has the same sound in most one-syllable words (old, post, poll, fold), though its short sound is perhaps more common. Y has the same sound whenever it occurs at the end of the word. N and I have their usual force.

T has the same sound whenever it is not compounded with h. The combination oo has its most usual sound (as in rood, moor, goose, boot, etc.). Plague. P and I have the same sounds as in most words. A has the long sound, which, though not the most general, is always indicated by the final e; indeed, the two may be considered a compound representing that particular sound. Gu is a compound for indicating the hard sound of g, and though neither letter has its most general force, the combination is found answering the same purpose in many words (rogue, vogue, vague, fatigue, prorogue, league, etc.).

Class II.-In which the letters do not represent the same soundsi n any considerable number of words.

The combination wh would place this in Class I.; but o has this sound in only few cases, the chief being do, two, and to.

has its usual sound; but w is silent (a very uncommon thing), and o has the same sound as in who.

The combination th has the same force in many cases (for instance, them, those, they, though, thou, thus, etc.). The w in were has its commonest sound. But the rest of the word in each case is irregular, being parallel only in ere (before).

}C, w, and d, have the same sound as in most

cases; the terminal compounded sign gh, has the same in only a few (enough, rough). The compound sign ou differs in both cases from the rule as to sound, being like the same combination in (1) thought, fought, sought, bought, trough; (2) could, should, through; but in a few other words.

Eyes.

Except the final s, whose sound is the same in very many instances, the word is exceptionally irregular And it would be extremely difficult to find another word of singular spelling and similar sound. (3.) "Swallows "-a well-known kind of birds, building in numbers under the eaves of houses, and living chiefly on winged insects.

"Inoffensive "-harmless; unwilling to annoy.

"Social "-fond of company, and adapted for it.

"Tribe"-(in zoology) a large number of animals having

a strong likeness in structure and habits.

66

Species" (in zoology) a division of a tribe, in which the likeness is so strong as to make us suppose that all its members sprang from one stock.

66

Migrations"-removals from place to place. "Marvellous "— wonderful.

66

Agility "-quickness of movement.

"Outlets"(in this connection) doorways, windows, outhouses, gardens.

"Troublesome insects" (here) flies, wasps, moths, and some beetles.

"Contemplates "-literally, meditates as in a temple or sanctuary; hence, watching reverently and thoughtfully. "Myriads"- ten thousand; here, and generally used to express countless numbers.

"Infest "-to swarm in or about. "Atmosphere "the air.

"Interposition "-the act of coming and standing between; in this connection, the swallows are shown as standing between us and the annoyance of over-abundant insect life.

SECTION III.

1. Name those tables of weights and measures that should be first taught to children. Justify your selection by the uses to which the selected tables are applied.

2. Write down the arithmetic required for Standards III. to VI. Give reasons for not following the usual order of rules as given in ordinary works on arithmetic, especially in regard to vulgar and decimal fractions.

3. Suggest different methods for multiplying £3 11s. 93d. by 99. Show which you consider to be the shortest or simplest way. Would you think it advisable to teach young children more than one method? Give your reasons.

ANSWERS.

(1.) Long measure first. Because the children in a good infant-school are called upon to recognize the length of lines and the size of animals and other objects.

Avoirdupois weight next. Because nearly all articles of household use are weighed by it.

Liquid measure next. For a similar reason.

Square measure next. Because the children require some standard by which to understand geographical measurement. Probably it would be well to teach the smaller quantities in all these before giving the larger in any one; because young children can realize only small quantities. As they grow older, the larger quantities and the remaining tables should be taught, chiefly by comparison with these first known.

(2.) (a) Standard III.-Long division, compound addition, and subtraction (including money).

Standard IV. Other compound rules (including money) and reduction.

Standard V.-Practice, bills of parcels, and simple proportion.

Standard VI.-Proportion. Vulgar and decimal fractions. (b) In books the rules are classified logically, and every "rule" is carried out into all its details and connections before another is treated of. In actual teaching, it is found that a child is capable of dealing with the elementary truths and processes of nearly all the rules, but with the details of For instance, a child who would be quite unable to deal with a complicated or small fraction may and does often thoroughly understand the commoner fractions, such as the half and quarter; can add and subtract, multiply and divide them in a simple way. So with decimal fractions.

none.

A child can understand a tenth; and, if notation has been intelligently taught, can deal with tenths and hundredths either mentally or with the help of the slate. It would be unwise to leave these powers in the child unexercised until it could deal with the abstract ideas involved in proportion, simply because proportion usually precedes fractions in books.

(3.) (a) 99 may be considered (1) as 9 x 11; (2) as 9+(9×10); (3) as 100-1.

(b) The shortest and simplest way of working, open to a young child, would be to consider the multiplier as 9 × 11, and to work the sum accordingly; thus:

(c) It would probably be wisest to concentrate the power of young children on one good way of working such questions, because their judgment is undeveloped, and in the choice of methods would become confused, so that the sum would be incorrectly stated and answered. A few very quick and clearheaded children might be able to take a choice of methods; but as the object of teaching arithmetic is to cultivate exactness, I should first make quite sure that the average child could obtain the correct result by one definite method.

SECTION IV.

1. Arrange the following words in order according to the difficulty of writing they present to beginners, and give your reasons:-man, mat, mamma, mask, mast, men, meat, mend, mane, most, mind.

2. Give a rule for spelling words in which the sound of ie and ei is identical. Give also the double meanings of bridle, letters, bandy, dock, decline.

3. What other ways are there of spelling plough, vexed, wagon, riband, increase, chestnut, odour, shew, dram, cigar, cloak, cheque, draft? Account for this double usage in as many cases as you can.

(1.) Man.

Mamma.

Mat.

Mind.

Men.
Mane.

Mend.

ANSWERS.

Because it is composed of the familiar forms
known as "pothooks and hangers," with
only o in combination.

Composed of same forms, but, being longer,
causes more strain on the attention.
Same forms, with one longer stroke.
The same, with a still longer stroke.
Contains a new form (e).

The same, with another familiar form com-
bined.

The same.

Meat.

Mast, Most.

Mask.

Combines the difficult forms (e and a) close together, and followed by a long stroke.

Contain a new element (s).

Contains the new form k, in combination with the difficult s.

(2.) The best rule is, "i comes first, except when c comes before both." (Compare "believe" and "receive.")

Bridle.

Letters.

Bandy.

Dock.
Decline.

(a) The head-gear by which a horse or other
animal is guided. As a verb, to put the gear
on the animal. (b) Hence, to draw the head
backward and hold it up stiffly, as a horse
does when the bit is put in the mouth.
(a) The signs combined in writing to represent
words. (b) Written communications from one
person to another. (c) Writings generally;
all written knowledge.

(a) Bent from side to side alternately (used
generally of the limbs). (b) To pass or ex-
change anything (generally words) rapidly
from one person to another.

(a) To cut off. (b) A recess or bay cut out in
the shore for the accommodation of ships.
(a) A gradual slope or falling away of the ground.
(b) A gradual falling away of strength. (c)
To put aside (or down) gently.

(3.) Plough. Modern form; probably adopted as being rather more like the root word in form than

Plow,

Vexed.

Vext.

Wagon.
Waggon.

Riband.
Ribbon.

the older and more phonetic form, still retained in the authorized version of the Bible, and therefore familiar.

Most in accordance with the common way of forming the past tense and complete participle.

Probably from (a) a desire to show its Latin origin, or (b) to shorten the word, and give a clearer idea of its sound.

The spelling nearest to the root-form.

That most likely to suggest the right pronun

ciation.

See Wagon.

Probably adopted from the common (but slovenly) pronunciation.