_Class V._ (Boys four hours, girls five hours, weekly.) Exhaustive study of a few selections and cursory reading in large quantities as before. Careful and abundant training in oral expression. Specific and detailed rehearsal of topics discussed in which an increasing amount of knowledge gained through study, experience, and thought is utilized. Short stories are read. Poems are memorized. Progress in clear and distinct articulation and easy and natural emphasis in harmony with refined speech is continuously a requirement. _Written exercises._ A continuation of former exercises and a considerable amount of copying, or the writing of abstracts of lesson content, especially during the second half year. Orthographic, grammatical, and rhetorical forms are entered into more exhaustively and their niceties urged. Through continued practice in preparing and writing compositions, extra work in copying, and special study of orthography and punctuation, the children, by the close of this their fifth year of schooling, should be quite capable in punctuation as well as spelling, though they should not be expected to spell and punctuate independently with accuracy. _Third Division_ _Class VI._ (Boys five hours, girls six hours, weekly.) Reading from a selected portion of the reader. Conversations, information, explanations, and linguistic elucidations are to be entered into according to necessity. Increasing stress is here laid on the work of drawing out the thoughts, ideas, and knowledge of the pupils, and of inciting them to more independent, intellectual effort. _Written exercises._ Continued as previously though introducing larger amounts of independently selected forms of expression and insisting on greater accuracy in punctuation. Letter writing is added. _Class VII._ (Five hours weekly.) Selections from the reader and supplementary reading from recommended books calculated to awaken, develop, and educate. Special attention given to the most important authors. _Written exercises._ Compositions on topics of interest, letter writing, business correspondence including applications, invoices, advertisements, and telegrams. The methods employed in presenting the mother-tongue are quite plainly set forth in the foregoing outline. Though the content is not so specifically defined, the general lines are indicated in such a way as to give very adequate insight thereinto. Some of the methods of presentation seem somewhat cumbersome and rather antiquated. This impression is due chiefly to terminology. The actual work in the schoolrooms is flexible, free, and, as a rule, attractive. The latitude granted to the teachers in all their work admits of almost unlimited individual initiative. Many of their teachers are quite expert in the most modern methods.