call upon another. another. If the one whose name is misspelled does not notice the mistake at once, and calls upon some one else to spell his name, any other child may note the mistake, by saying, "No, that is not the way to spell 's name," and spell the name correctly. Then the child making the correction may call on another to spell his name.

VI (77). Writing Names

Have pupils correct mistakes as part of the exercise, giving reason for correction.

The second part of the exercise, writing the names of as many classmates as possible, may be turned into a game. Allow a certain number of minutes for this, say ten. The one that writes the largest number of names correctly wins; incorrectly written names are not counted.

Supplementary Work

1. Pupils may write names from dictation.

2. They may write a certain number of names, either of people they know, or names that they may invent.

For directions and suggestions regarding the supervision of an exercise in copying and the correction of errors, see p. 48, VII. The teacher must work with the children throughout this exercise.

THE USE OF TWO, TOO, AND TO

VIII (78).

Dictation

97

Give pupils not more than two minutes to look carefully at and to read to themselves the story, Kindness (p. 76), in preparation for writing it from dictation. That they may have prominently in mind the principal things on account of which the dictation is given, ask the following questions:

Where are capital letters used in titles?

With what kind of letter must every sentence begin?

With what mark must every statement end?

With what kind of letter must every name of a person begin? How are these words spelled (giving those that you think may cause trouble)?

Dictate complete sentences. Dictate slowly and distinctly. Secure perfect attention and expect pupils to get the sentence from a single dictation. Have pupils repeat the sentence distinctly, in concert, before beginning to write. Have errors corrected as part of the exercise. For further directions and suggestions about dictation exercises and the correction of errors, see pp. 48-50.

IX (78). The Use of Two, Too, and To`

Study this lesson with the children. It is easy for them to learn when to use two, the word meaning a number.

The use of too is not so easy to express. Children will learn it better from example than from

rule.

Have them study carefully the sentences given in their book in which too is used. Make for them other similar sentences, orally, and have them give the spelling of too.

The use of to is still more difficult to explain, and no explanation should be attempted. The best practical rule for the correct use of these troublesome little words that can be impressed upon the children is that they should use to only when two or too will not do. Two is almost never, too, seldom, mistakenly used; the tendency is to use to indiscriminately. Insist that the children never use to until they are sure that it is not two, nor too, that they need.

Before the children copy the sentences, filling the blanks, dictate to them many sentences in which to, too, and two are used. Have the pupils decide which word is used and spell it orally. Teach them to think of the sentences given in their books as types with which they can compare other sentences when in doubt. For instance, perhaps you have given the sentence, "You have torn your book; it is too bad." A child may spell the word too, t-o. Let him recall the sentences in his book: "The chair is too high;" "I go to school to learn." Which too is used in too bad? Is it like too high, or like to school or to learn?

Have errors in copying the sentences and filling the blanks corrected as part of the exercise. As

reasons for the correction may be given in the case of two that it means the number two; in the case of too, that it is like too big, and too high, or like you, too; and in the possible case of to that it is neither too nor two.

Supplementary Work

1. Write on the board several connected sentences with blanks for the words to, too, and two. Let pupils copy and fill blanks. Do not give puzzling sentences.

2. Give pupils a subject, as The Cat and Her Kittens, and let pupils write three or more connected sentences on that subject, using the words to, too, and two.

Observe strictly what has been said about supplementary work (p. 70).

X (80). Dictation to Drill and Test the Use of Two, Too, To, Their, and There

In preparation for the dictation of the sentences below, which are to be written, give several sentences using the words to, too, two, there, and their, and have pupils spell orally the word that is used.

Two little kittens were lost.

Their mother had told them to stay at home.

They were too little to go out alone.

Their mother found them over there in the woods.

As part of the exercise, have pupils correct their papers, telling why the correct form is to be used.

Supplementary Work

1. Write the words two, to, too, there, their, on the board in a column, in any order. Go around the class rapidly, in order, calling on each child to give a sentence in which one of the above words is used. When he gives his sentence, he must spell the word he has used, and tell why that word is used. For example:

Child: I saw two robins in a tree. Two, t-w-o; because this

word means the number two.

2. The above exercise may be turned into an interesting game by dividing the class into two groups, as in a spelling match. Let the sentences be given in order by the children, alternating from side to side. If a child is unable to give a sentence when his turn comes, or if he makes a mistake in the spelling of a word, or in the reason for its use, the child whose turn it is on the opposing side may give a sentence, or make the correction. If he is successful, the leader of his side draws one child from the losing side.

3. One child may give a sentence using one of the words, two, to, too, their, or there. Another child may spell the word used, and give the reason for his spelling. This exercise may be varied in several ways. It may go around the class in regular order. Or the child giving a sentence may call upon any other child to spell the word and give the reason for