suggests that two pupils dramatize the b a hat, or finding one's way, or asking for tion. The pupils may have read lesson textbook on these very topics and they m had themes on them; nevertheless, ex has shown that rarely will they be able duct a conversation of four or five sent idiomatic English without direct training ducting such conversations. To the tea pupils' attempts at original oral compos extremely valuable, indicating the kind as well as the nature of the subject matter Thus the teacher suggests that "hello" is proper expression to use in addressing a a store, nor is the retort, "What you proper from the clerk. The class is call to offer suggestions. A fairly well a class, such as would profit by a lesson kind would probably be able to offer in the sho tize the buying of asking for a posi ead lessons in the nd they may have heless, experience y be able to con r five sentences in eet training in conTo the teacher the al composition are the kind of lesson ject matter needed # "hello" is not the Testing a desi METHODS OF TEACHING ENGLISH mutually exclusive, sometimes violently contra dictory, prescriptions; each method was take on the faith of the founder and followed rituali tically in all its tricks and devices-the mo occult these were, the better, for only the esoter few were supposed to be competent to unde stand the philosophy of the method. Teacher to-day no longer hold the view that a single kin of procedure can accomplish the many purpose for which adults undergo hardships in learnin our language; rather, they are guided in th selection of their methods by the conviction tha these are unequal tools, to be used as occasio demands, and to be laid aside for other too when necessity demands. Competent teacher to-day realize the necessity of knowing not on but all methods, and especially the principles o which methods are based. Of these principle the following are generally accepted: 1. That language to be taught for the purpos of communication must be taught by a metho which emphasizes communication-i.e., metho must be direct rather than indirect. Whateve translation methods of teaching English a hthey do not enable the learner to tall ral language is relatively more in itten or printed, and is the bas as both reading and speakin in writing. judging the worth se to which the in upil to-day rath ns, vocabularie |