,transcriber's ,notes #a4 ,cover-page modified by the transcriber4 #b4 ,typographical errors and hyphenation inconsistencies were silently corrected4 #c4 ,the text version is coded for italics and other mark-ups i4e41 7a7 ,italics_/,underline are indicated thus italic2 7b7 ,bold are indicated thus ,bold2 7c7 ,smallcaps thus ,caps2 and 7d7 ,images are indicated as ,illustration3 7with narration4447 99 99 99 99 99 ,,the ,,summers ,,readers ,,manual ,,first ,,lessons ,,in ,,reading ,,by ,,maud ,,summers ,illustration3 ,copyright-company-logo ,,frank ,d4 ,,beattys ,,and ,,company ,,new ,,york ,copyright1 #aijh1 by ,,frank ,d4 ,,beattys ,,and ,,company ,,new ,,york ,,the ,,de ,,vinne ,,press ,,contents4 ,chapter ,page ,,part ,i4 ,,learning ,,to ,,read #c #a4 ,the ,fundamental ,principles in ,learning to ,read4 #b4 ,elements of ,reading3 7a7 ,the ,thought ,element4 7b7 ,the ,symbol ,element4 7c7 ,the ,phonic ,element4 #c4 ,methods of ,teaching ,reading4 #d4 ,summary4 ,,part ,,ii4 ,,first ,,half ,,year3 ,,first ,,step #ba #a4 ,ear ,training ,exercises4 #b4 ,preliminary ,blackboard ,lessons4 ,,part ,,iii4 ,,first ,,half ,,year3 ,,second ,,step #di #a4 ,blackboard ,lessons and ,primer4 #b4 ,phonic ,lessons3 7a7 ,the ,consonant ,sounds4 7b7 ,phonograms derived from ,words used in the ,primer4 7c7 ,word ,drill4 ,,part ,,iv4 ,,second ,,half ,,year3 ,,third ,,step #ge #a4 ,reading from the ,first ,reader4 #b4 ,phonic ,lessons3 7a7 ,the ,vowel ,sounds4 7b7 ,equivalent ,vowel ,sounds4 7c7 ,word ,drill4 ,,part ,v4 ,,third ,,half ,,year3 ,,fourth ,,step #ii #a4 ,reading from the ,second ,reader4 #b4 ,phonic ,lessons3 7a7 ,initial and ,final ,syllables taught as ,phonograms4 7b7 ,word ,drill4 #c4 ,later ,work4 99 99 99 99 99 ,,consonant ,,sounds #aab ,,vowel ,,sounds #aac ,,preface4 ,the ,summers series of ,readers consists of a ,primer1 a ,first ,reader1 and a ,second ,reader1 closely articulated for the purpose of teaching beginners to read1 and a ,manual of ,instruction intended to give teachers a full knowledge of the elements involved in the process of learning to read1 and definite1 practical guidance for daily classroom work4 ,the whole purpose and essence of reading is the communication of ideas4 ,it is the thought--the impression--rather than the form--the expression--which gives value to what is read4 ,with this fact in mind the subject-matter has been chosen with special reference to primal social activities in history and contemporaneous society significant of the race development1 as the securing of food1 shelter1 and clothing4 ,but this subject-matter must touch the child personally if it is to be of value in learning to read4 ,it must appear for him in the form of action1 rhythm1 stories1 observation1 plays and games1 if the symbols of reading are to be fraught with meaning for him4 ,what is of interest to the child1 and what is of value to society1 have both been kept in mind in selecting and arranging the literature of childhood used in this series of readers4 ,this ,manual of ,instruction provides for three half years of work4 ,foreign children1 or those of slower development1 will require a longer time4 ,in that event1 the lessons in the ,manual will suggest the order1 not the time4 ,in learning to read1 two lines of work are to be developed at separate periods each day4 ,reading lessons and ,phonic lessons in orderly sequence are given in the ,manual of ,instruction4 ,helpful suggestions for this series of readers have come from many sources4 ,the author wishes to acknowledge especial indebtedness to ,edgar ,dubs ,shimer1 ,ph4,d41 ,district ,superintendent1 ,new ,york ,city1 for valuable criticism2 to ,grant ,karr1 ,ph4,d41 ,teacher of the ,principles of ,education and ,director of ,observation in the ,training ,school for ,teachers1 ,new ,york ,city1 for suggestions concerning the statement of the unity of language2 to ,miss ,alice ,h4 ,damon1 ,a4,b41 ,supervising ,principal of the ,primary ,department1 ,state ,normal ,school1 ,potsdam1 ,n4 ,y41 for assistance in preparing the ,manual of ,instruction2 and to ,miss ,caroline ,a4 ,yale1 ,ph4,d41 ,principal of ,clarke ,school1 ,northampton1 ,mass41 for the use of the chart of consonant sounds4 ,,part ,i4 ,,learning ,,to ,,read4 #a4 ,the ,fundamental ,principles in ,learning to ,read4 #b4 ,elements of ,reading3 7a7 ,the ,thought ,element4 7b7 ,the ,symbol ,element4 7c7 ,the ,phonic ,element4 #c4 ,methods of ,teaching ,reading4 #d4 ,summary4 #a4 ,,the ,,fundamental ,,principles ,,in ,,learning ,,to ,,read4 ,language ,defined4 ,language is the conventional means by which man communicates his thoughts4 ,it is a complex unity composed of thought and symbol1 spoken or written4 ,because it is the means by which different minds are identified in thought1 it becomes an essential factor in social organization4 ,symbolism4 ,in a wider sense all means of social communication1 material and pictorial expressions1 as well as spoken and written words1 may be called language4 ,thought1 through symbol1 to thought1 is the whole social process of language1 spoken and written1 for every meaning has a symbol and every symbol has a meaning4 ,the ,problem in ,learning to ,read4 ,the problem in teaching reading is to bring the symbol and its meaning into vital unity in the mind of the learner4 ,hence it is necessary that the teacher distinguish clearly between these elements4 ,when the thought and the symbol have become so united that each is essential to the other1 the problem of learning to read has been solved4 ,fundamental ,principles4 ,there are three chief fundamental principles involved in the process of learning to read1 namely3 ,first4 ,images4 ,the thought aspect of language depends upon clear and vivid images4 ,this is so important that unless children have such images they cannot master the symbols which represent them4 ,one purpose of nature study1 handicraft1 and art is to give children these images4 ,second4 ,wholes to ,parts4 ,in acquiring knowledge the mind moves from the vague whole to the parts and then back again to the clarified whole4 ,an understanding of the parts gives a fuller meaning to the whole4 ,the mind analyzes in order to reach a better synthesis4 ,when we wish to make known to a child a coat1 for instance1 we do not show him separately the sleeves1 the lapels1 the pockets1 the buttons4 ,we hold up the whole garment and say1 ,here is a coat4 ,it is necessary to do the same in teaching reading4 ,give the child first an image of the whole situation which he is to think himself into1 and then come to the details to make the whole clear4 ,third4 ,self-,activity4 ,the child is an active1 creative agent1 vitally concerned in adjusting himself to his physical and spiritual environment4 ,self-activity manifests itself in some external form1 which in language is the symbol of the self-active thought4 ,success in teaching reading depends upon the amount of self-active response the symbol awakens in the thought of the child4 ,these three fundamental principles1 namely1 clear and vivid images1 whole situations1 and self-activity in the form of response and interest on the part of the child1 should be kept in the foreground in teaching reading4 #b4 ,,elements ,,in ,,learning ,,to ,,read4 ,since language is composed of thought1 symbol1 and sound1 the main elements to be considered in learning to read are the thought1 the symbol1 and the phonic elements4 ,,the ,,thought ,,element4 ,the ,purpose of the ,thought ,element4 ,the problem of elementary reading is to establish a permanent association between the written or the printed symbols and the thoughts which they represent4 ,the thought is all-important2 it is the vitalizing element in learning to read4 ,in learning to talk the child associates the meaning with the spoken symbol2 in learning to read he associates a thought content with a sight symbol4 ,the strength of the association depends in each case upon the worth the thought has for the child2 hence the great necessity of giving especial attention to the thought element in learning to read4 ,action ,sentences4 ,a sentence is the unit of language and the life-giving factor in the process of learning to read4 ,it is important1 therefore1 that in the beginning the child should form the habit of grasping sentences4 ,in the first reading lessons it is necessary to find subjects which interest the child and furnish clear mental pictures4 ,children are interested in actions4 ,they like to move and will read for the purpose of performing an action4 ,action sentences appeal to all children1 because that which a child does makes a deep impression and involves large self-activity4 ,nursery ,rhymes4 ,children are so influenced by rhythm that it is impossible to train them aright without giving due consideration to this form of expression4 ,there are many interesting complete rhymes and poems that are valuable for reading lessons4 ,in content the poetry of childhood should contain familiar images1 tinged with enough of mystery to give that subtle mingling of sense and nonsense which stirs the imagination of the child and also relates him to the actual world in which he lives4 ,the ,mother ,goose melodies fulfil these conditions1 but it is the rhythm far more than the thought that attracts the child4 ,have the children learn the rhymes by ear and recite them with no thought other than that they are to be enjoyed4 ,incidentally1 they will afford valuable exercise in pronunciation1 articulation1 and tone modulation1 if the teacher is careful about these matters1 for children are great imitators4 ,later the children will read these rhymes and poems with great pleasure1 thus associating a valuable thought content with its printed symbol in a way that will make the association abiding4 ,stories4 ,children express in action1 and ultimately in character1 the influences which they receive from stories4 ,therefore1 stories containing true and good ideals should be selected4 ,children appreciate and love what appeals to the best and the highest in them4 ,nursery rhymes1 fables1 fairy lore1 and classic myth should be used4 ,they have nourished the race1 and will also feed the soul life of the individual child4 ,the outer form varies with the age and the country1 but the inner meaning is of the spirit and will outlast the centuries4 ,every teacher should1 therefore1 carefully cultivate the art of story-telling4 ,it is far better to present a story orally than to read it from a book4 ,if it is told1 the teacher can adapt it to the needs of her classes1 and by the magnetism of voice1 eye1 and personality awaken an abiding love for good literature4 ,at a later period the child will enjoy reading these same stories in the reading books of the first and second grades4 ,observation ,lessons4 ,observation and description should precede reading in the early lessons4 ,the teacher may write on the blackboard simple sentences based upon these observations and descriptions4 ,anything in the environment of the home or the school which interests the child should be utilized4 ,encourage the children to observe their household pets and to tell the other children about them4 ,whatever the child makes in the time devoted to handicraft1 or observes in the nature lessons1 or plays in the recreation period may be used as material for reading lessons4 ,color is so intimately connected with the emotional life that its value and importance should be recognized4 ,,the ,,symbol ,,element4 ,use4 ,all thought which rises to the plane of self-consciousness is communicated by means of a material1 a pictorial1 or a lingual symbol4 ,the thought element and the symbol element are two sides of the same thing1 namely1 language4 ,they form the impression and expression of language1 and hence of social communication and identity4 ,kinds of ,symbols4 ,there are two kinds of symbols which must be mastered in learning to read1 namely1 the vocal and the graphic1 appealing respectively to the ear and to the eye4 ,these symbols are made by the voice and the hand1 and are recognized by the ear and the eye4 ,they must always be regarded in the light of that which they represent in connection with elementary reading1 whether used in receiving or expressing thought4 ,this thought must be kept clearly in mind in silent and oral reading1 in word repetition1 and in word drill4 ,it will aid also in the spelling and the phonic work of the children4 ,,the ,,phonic ,,element4 ,definition4 ,the phonic element deals with articulate sounds and the letters or the symbols which represent them4 ,here1 as elsewhere in learning to read1 the unity between meaning and symbol--impression and expression--must be kept clearly in mind4 ,the spoken symbol implies training in pronunciation1 enunciation1 articulation1 inflection1 and all that makes for clear understanding and agreeable oral expression of thought4 ,ear and voice1 eye and hand1 are tools which must be trained to work with automatic perfection as the means in communicating thought4 ,purpose4 ,the purpose of the phonic lesson is the association of a sound with its written or printed symbol1 so that the child will be able to get and to express the sound when the symbol is presented to him4 ,the sight symbol and the sound symbol should be so thoroughly associated that immediately upon the presentation of either one of them the other will appear in consciousness4 ,ear and ,voice ,training4 ,it is of the utmost importance that children be given a broad experience with sound in the way of ear and voice training exercises for a few weeks before the formal study of phonics is begun4 ,these exercises may be carried on in connection with the thought development in learning to read and in the music work4 ,in the nature work the children should be trained to listen to bird note1 insect hum1 and other sounds of nature4 ,story-telling is most helpful in this ear training4 ,it should begin in the first grade and continue through the entire elementary school period4 ,the reading of poems aloud should be a regular part of the school program1 not only to stimulate the imagination1 but also to give the enjoyment that comes from the cadence of rhythmic language and to train the ear to make fine discriminations4 ,ear training and voice culture are so intimately related that it is impossible to cultivate one without cultivating the other1 for they sustain to each other the vital relation of impression and expression4 ,phonic ,facts4 ,the question of the exact number of elementary sounds in the ,english language is still unsettled4 ,this ,manual is based on the belief that there are forty-five elementary sounds in the ,english language1 twenty vowel sounds and twenty-five consonant sounds4 ,the difficulty in mastering the phonic element in learning to read ,english is greatly increased because some of the elementary sounds are represented by two letters1 as th in thin1 ea in head2 and some sounds are represented by two or more symbols1 as e in her1 u in turn1 and i in firm4 ,it is neither necessary nor desirable that little children should learn all the equivalent symbols2 nor is it considered wise to give to children all of the forty-five elementary sounds4 ,forty is the number taught in the phonic lessons of this ,manual4 ,use has determined the order of presentation4 #a4 ,vowel ,sounds4 ,the vowels are always pure sound4 ,they express the emotions and are the rhythmic1 musical element which gives language its beauty4 ,there are many equivalent spellings for the twenty elementary vowel sounds in the ,english language4 ,those most frequently used are found on page #aac2 the others will be learned unconsciously as the child develops4 ,see page #aac for a scientific arrangement of the vowel sounds4 #b4 ,consonant ,sounds4 ,the consonants limit and define sound4 ,of the twenty-five elementary consonant sounds1 ten have no vocal quality whatever4 ,they are commonly known as breath sounds--f1 h1 k1 p1 s1 t1 ch1 sh1 th1 wh4 ,with the exception of h1 every one of these breath sounds has its corresponding vocal sound3 f vocalized becomes v p b t d th 7thin7 th 7then7 wh w k g s z ch j sh zh ,see p4 #aab for a scientific arrangement of the consonant sounds4 #c4 ,phonograms4 ,in all the phonic lessons used in this ,manual a phonogram is the symbol of a sound group1 usually composed of a single vowel sound combined with a single consonant sound4 ,for example1 ing in s-ing is a phonogram1 but in see-ing it is a syllable4 ,diacritical ,marks4 ,useless phonograms are a burden rather than a help2 therefore the child should learn only those which he actually uses4 ,for this reason it is not advisable to use diacritical marks during the earlier stages of learning to read4 ,they make the symbol complex and cumbersome1 and at the same time their need and great value do not become apparent until the child begins to use the dictionary1 say1 in the fourth school year4 ,in the earlier stages of learning to read1 symbols acquire meaning by being constantly associated with their respective sounds and thoughts4 ,habits of pronunciation are formed by always attaching the same sound values to letters and groups of letters4 ,when a child forms an image of a word burdened with diacritical marks1 he must later form an image of the word without these4 ,when children are taught to look for diacritical marks their imaging power is centered upon the markings of the words instead of the thoughts for which these words stand2 hence it takes longer to get the thought1 and as a consequence they are apt to be slow readers4 ,rapid readers are usually thoughtful readers1 because they have the power to grasp quickly a large number of words and to interpret them in mental pictures4 ,phonic ,drill4 ,phonic drill and reading are distinct processes and should be taught at different periods of the day during the first two years of school4 ,the purpose of the elementary reading lesson is to associate permanently the thought and the symbols which represent it1 so that the thought can be gained from the written or printed language4 ,the purpose of the elementary phonic lesson is to associate permanently sounds and the characters which represent them1 so that new words can be readily recognized4 ,both processes are necessary in teaching reading1 but phonic lessons should be relegated to a subsidiary place so that they may not become an impediment to the main purpose4 ,phonic ,method4 ,in the phonic method sight words are analyzed into their elements1 which are then combined in new relations to form new words4 ,these new combinations of familiar elements in new relations are recognized again and again1 until the association grows permanent1 and so new words are acquired4 ,consonant sounds are recognized as initial1 final1 and medial4 ,next the phonogram element is analyzed into its vowel and consonant sounds4 ,by means of familiar symbols the child has the power to pronounce new words4 ,a knowledge of individual symbols is the foundation upon which the sight recognition of words rests2 hence the necessity of rapid and varied drills4 ,the method suggested in this ,manual for phonic lessons is as follows3 #a4 ,separate sight words into their consonant sounds and phonograms4 #b4 ,separate phonograms into their consonant and vowel sounds4 #c4 ,associate these sound elements with their symbols4 #d4 ,combine the sound elements to form new words 7,phonic ,synthesis74 #e4 ,teach initial and final syllables as phonograms4 #c4 ,,methods ,,of ,,teaching ,,reading4 ,methods of learning to read are the result of bringing the different thought1 symbol1 and phonic elements into combination and active co-operation4 ,the process is organic and all these features must be kept in mind4 ,there are two kinds of reading1 silent and oral4 ,silent ,reading4 ,silent reading is the personal1 individual way of getting thought from the printed page4 ,the teacher must lead the pupil to see that the sentences have meaning4 ,from the very first the teacher should never lose sight of this fundamental principle and should train the child into the habit of interpreting the printed page into mental pictures4 ,a good method of conducting the reading lesson is the following3 ,let each child read the entire lesson silently to get the thought 7whole to parts74 ,when the child does not recognize a word and cannot get it from the context or the sound elements1 tell him what it is1 in as simple a way as he would be told about a new object in the home4 ,when he has finished reading the child may show that he is ready to give the thought4 ,the teacher requests a pupil to give in his own language what he has just read4 ,it will then be seen how vivid his images are of what he has read and how fully it has appealed to him4 ,at the same time1 his expressing it in his own words will exercise his self-activity4 ,it is not wise in the beginning to correct imperfect language to any great extent1 for the reason that the child's attention is liable to be diverted from the main thought to some detail of the medium of expression4 ,this is disastrous and will tend to make him unnatural in both his thinking and feeling4 ,it destroys his appreciation for the whole1 blurs his images1 and takes away the chief motive for reading4 ,in learning to read the child begins with the image of some story1 which he particularizes and clarifies by the thoughts in the sentences and the ideas in the words4 ,he masters the word elements in this way1 as a unity of meaning and symbol1 which gives significance to the sentence and to the story as a whole4 ,thus the power of getting thought from the printed page develops4 ,oral ,reading4 ,oral reading is the process of interpreting thought from the printed page and imparting it to another by means of the voice4 ,silent reading should always precede oral reading1 so that the child may get the thought before he attempts to give it4 ,silent reading is the power to translate the words into thoughts or emotions4 ,oral reading goes a step further and gives these thoughts and emotions audible expression and awakens them in another4 ,silent reading is a necessity2 oral reading is an accomplishment4 ,oral reading is another way of telling a story4 ,it implies the ability to awaken one's thoughts in another's mind4 ,it lacks the freedom of expression usual in story-telling1 for it demands power to interpret and transmit thought almost simultaneously4 ,there are many ways of conducting an oral reading lesson4 ,two methods are given for illustration3 ,a #a4 ,the development of new words4 #b4 ,the silent reading of the complete story4 #c4 ,oral reproduction of the complete story4 #d4 ,oral reading of the complete story4 ,b #a4 ,the development of new words4 #b4 ,silent reading of paragraphs4 #c4 ,oral reproduction of paragraphs4 #d4 ,oral reading of paragraphs1 then of the whole4 ,these methods differ only in the breadth and scope of the image of the whole that the child is to think through at one time4 ,freedom of expression usually accompanies the reading of interesting thought4 ,the child will usually use natural1 clear tones in reading1 as he does in talking1 if he understands what he reads4 ,many children read poorly because they neither understand nor feel any meaning in the words4 ,both gesture and language will be spontaneous if prompted by right thinking and right feeling4 ,the dramatic presentation of a story1 however crude1 becomes a great aid4 ,word ,repetition4 ,many repetitions of words1 phrases1 and sentences are necessary in mastering the symbol4 ,it is quite possible to have a repetition of words with an ever-changing variety in valuable thought4 ,this variety holds the interest of the children and at the same time accustoms the eye to the repeated symbol4 ,the symbol elements in the action sentences1 observation lessons1 nursery rhymes1 and stories must be repeated many times1 but1 to preserve interest in them and to increase their meaning1 the greatest care must be taken in the selection and the presentation of the thought element4 ,if the teacher of elementary reading can master this part of her work1 her success is well-nigh assured4 ,,spelling4 ,notion and ,purpose4 ,spelling is a finer analysis of the process of learning to read and hence involves all the elements of learning to read4 ,the problem in learning to spell is to associate permanently the smallest symbols of the word1 the letters1 oral and written1 with their appropriate meanings4 ,in oral spelling the impression is received through the ear2 the expression is by means of the voice4 ,in written spelling the impression is received through the eye2 the expression is by means of the hand4 ,because written spelling occupies a much larger place in life through the need of communicating ideas by means of writing1 it should receive more attention in language teaching than oral spelling4 ,the training of the eye and the hand is1 therefore1 more important in learning to spell than the training of the ear and the voice1 although oral spelling sometimes helps by bringing in the auditory and the vocal memory to assist the visual and the manual4 ,in the beginning children should learn to spell by writing1 not as a drill in penmanship1 but for the purpose of calling attention to the form of the word4 ,elements4 ,spelling is a complex and difficult art and requires 7a7 training in elementary sounds and their symbols1 or phonic drill2 7b7 training of eye and hand in forming the letters of a word1 or written spelling2 7c7 training of ear and voice in naming the letters of a word1 or oral spelling4 ,sound1 form1 and name of letters must be inseparably associated1 so that they will become necessary elements in the vital combination of symbol and meaning in the word4 ,method4 ,in the method pursued the teacher writes ,sing41 for instance1 upon the blackboard1 with capital letter and period to indicate that it is the expression of a complete thought4 ,the teacher then erases the word and requests the children to write it4 ,review this word at the next lesson and add a new one4 ,next the teacher writes ,i can sing4 ,can you sing81 and similar sentences1 upon the blackboard1 and proceeds in the same manner4 ,as the work progresses the children should image a new sentence at each lesson1 and in addition should be able to write from dictation several review sentences4 ,in the early lessons the children should write at the blackboard1 or use unruled paper and soft lead pencils with dull points4 ,a clear image of the symbol will aid the child in writing it4 ,this makes it essential that the teacher write a legible hand4 ,word ,drill4 ,drill upon the words learned is necessary to mechanize ear1 voice1 eye1 and hand in the reading process so that the child may be left free to attend to the subject-matter4 ,have the children pronounce1 write1 and spell the unfamiliar words found in the reading lesson4 ,insist upon exact pronunciation and a natural1 pleasing modulation of the voice4 ,later the children should use these same words in spoken and written sentences4 ,after children have learned the names of the letters1 both oral and written spelling should be used1 since they are correlative processes4 ,oral spelling often deepens the impression and makes the image more permanent4 ,,the ,,alphabet4 ,the alphabet should be taught in serial order1 because of its use in reading card catalogs1 dictionaries1 etc4 ,the alphabet characters have been learned in the phonic drill by associating the sounds with the letters as the children require them to master words1 but not consecutively4 ,the ,a ,b ,c's1 however1 in their old-fashioned significance1 should be a part of the child's knowledge when he enters the second grade4 ,,summary4 ,in the process of learning to read1 certain elements are brought together and associated in vital organic unity in accordance with broad general principles4 ,these the teacher must keep constantly in mind if she is to succeed4 ,reading1 like all language1 is a combination of thought and symbol4 ,the thought gives the meaning and is the reason for reading1 while the symbol is only the tool and instrument of the thought4 ,care must be taken to see 7a7 that the child forms clear images of what he is reading2 and 7b7 that he obeys the fundamental law of mind of proceeding from wholes to parts4 ,by holding these principles in full view and giving the thought element the leading place1 the symbol and phonic elements will fall into their proper place in accomplishing the purpose of elementary reading1 namely1 the association of the symbol and its meaning in a vital unity4 ,,part ,,ii4 ,,first ,,half ,,year3 ,,first ,,step4 ,two lines of work are to be developed at separate periods each day4 #a4 ,ear ,training ,exercises4 #b4 ,preliminary ,blackboard ,lessons4 ,,ear ,,training ,,exercises4 ,directions4 #a4 ,the purpose of ear training is to familiarize the child with the elementary sounds in the language1 so that he may have accurate sound images before associating them with the corresponding symbols4 #b4 ,give the sounds of the letters1 not the names4 ,teach the letter-names later in the ,phonic ,lessons4 ,give the sounds softly but distinctly4 ,a loud1 harsh voice makes purity of sound impossible4 #c4 ,cultivate the attentive ear in children4 ,teach them to hear1 and then to image1 the song of the birds1 the patter of the rain1 the sound of the wind1 the hum of the bee1 the puff of the locomotive and other familiar sounds4 #d4 ,the rhymes and poems are suggestive1 not final4 ,the teacher may choose others if they better meet her need4 ,those selected from song literature have a tone quality that will interest children and prove helpful in training the ear4 ,read the poems aloud in a well modulated voice1 with clear articulation1 that the children may become sensitive to the beauty of the human voice4 #e4 ,ear training should precede the formal study of phonics for a few weeks4 ,the exact time required cannot be arbitrarily named1 because it depends not only upon the ability of the class but also upon the teaching power of the one in charge4 ,from six to eight weeks1 with daily periods ten or fifteen minutes in length1 will accomplish good results4 ,i4 ,consonant sounds are taught by phonic analysis of words1 and not by any artificial device4 ,ear training exercises are helpful as a preparation for this work4 ,let the first sounding be done by the teacher and have the children perform the actions as she slightly separates the sound elements4 ,in this way the ear soon becomes accustomed to the formation of words from their phonic elements4 ,ex43 ,john may r-un4 ,mary may j-ump4 ,you may h-op1 ,frank4 99 99 99 99 99 ,mary may bring me a b-ook4 ,john may put the b-ook on the t-able4 ,william1 please bring the fl-ag4 ,frank may wave the fl-ag4 ,caution4 ,there should be no abruptness about such an exercise4 ,the slight separation and the gentle prolonging are sufficient to keep the children listening and interested4 ,avoid giving to separate consonants1 sounds which they do not possess4 ,,ii4 ,slow ,pronunciation of ,names4 ,children are interested in their own names2 if they pronounce these slowly they will begin to distinguish sounds4 ,the teacher first pronounces her own name as the children watch1 making prominent the initial sound4 ,she then calls upon different children to pronounce their names4 ,ex43 ,a child named ,mary says3 ,my name is ,m-ary1 emphasizing the sound ,m4 ,another says1 ,my name is ,r-obert1 emphasizing the sound ,r1 etc4 ,,iii4 ,singing ,games4 ,the old-fashioned singing games1 such as ,here ,we ,go ,round the ,mulberry ,bush1 ,london ,bridge1 ,looby ,loo1 etc41 will delight the children and are excellent exercises for ear training4 7,see ,folk ,songs and ,games by ,marie ,ruef ,hofer47 ,,iv4 ,phonic ,game4 ,what is it8 ,a child acts as leader and stands in the front of the room4 ,the children in their seats question him until the supply of rhymes is exhausted4 ,ex43 ,leader3 ,i'm thinking of something that rhymes with top4 ,child3 ,is it chop8 ,leader3 ,it is not chop4 ,child3 ,is it hop8 ,leader3 ,it is hop4 ,object4 ,grouping of words with like phonograms and final consonants4 ,v4 ,phonic ,game4 ,guess4 ,ask a child to leave the room4 ,children in their seats choose a word4 ,when the child returns he either acts out the word he has in mind or describes it4 ,ex43 ,action4 ,we are thinking of something that rhymes with bat4 ,is it this8 7,child guessing puts on a hat47 ,no4 ,it is not hat4 ,is it this8 7,child guessing pats his head47 ,no4 ,it is not pat4 ,is it this8 7,child guessing says ,meow47 ,yes4 ,it is cat4 ,is it a pretty color8 ,it is not red4 ,is it something we sleep in8 ,it is not bed4 ,is it a boy's name8 ,yes4 ,it is ,ned4 ,,vi4 ,phonic ,game4 ,hide and ,seek4 ,teacher gives the first rhyme4 ,she then calls upon a child to give a rhyme using the same initial letter4 ,this child then calls upon another child4 ,continue in this way until the rhymes are exhausted4 ,ex43 ,i am in run4 ,i am not in ,sun4 ,i am in rug4 ,i am not in bug4 ,i am in rose4 ,i am not in nose4 ,object--,grouping of words with like initial consonants4 ,caution--,be careful to articulate the initial and final consonants distinctly4 ,a ,,list ,,of ,,rhymes ,,and ,,poems4 ,the teacher may read the following rhymes and poems to the children in connection with the ,ear ,training ,exercises4 ,,the ,,melodies ,,of ,,mother ,,goose4 ,three ,little ,kittens4 ,hey1 ,diddle1 ,diddle4 ,baa1 ,baa1 ,black ,sheep4 ,peter ,piper4 ,one1 ,two1 ,buckle ,my ,shoe4 ,i ,saw a ,ship a-sailing4 ,,song ,,literature ,,from ,,the ,modern ,music ,primer4 ,the ,fireman ,frederick ,manley4 ,the ,journey's ,end ,the ,humming ,bird ,the ,reason ,why ,the ,woodpecker ,,song ,,literature ,,from ,small ,songs for ,small ,singers4 ,mr4 ,duck and ,mr4 ,turkey ,w4 ,h4 ,neidlinger4 ,tiddledy-winks and ,tiddledy-wee ,tick-,tock ,the ,drum1 by ,eugene ,field4 ,book3 ,poems of ,childhood4 ,who ,stole the ,bird's ,nest8 by ,lydia ,maria ,child4 ,book3 ,child ,life1 7,selections7 ,john ,g4 ,whittier 7,ed474 ,robert of ,lincoln1 by ,william ,cullen ,bryant4 ,book3 ,whittier's ,child ,life4 ,the ,clucking ,hen1 from ,aunt ,effie's ,rhymes4 ,book3 ,whittier's ,child ,life4 ,,preliminary ,,blackboard ,,lessons4 7,time1 about eight weeks47 ,directions4#a4 ,this ,manual contains thirty ,preliminary ,blackboard ,lessons4 ,the purpose is to associate thought and symbol4 ,these preliminary lessons anticipate the first twenty-nine pages in the ,primer but do not exactly reproduce the text4 ,by means of the blackboard work the pupil accumulates a small initial vocabulary which enables him to read the lessons in the ,primer with no fear or uncertainty of the text4 #b4 ,there is no exact limit to the number of ,preliminary ,blackboard ,lessons that should be taught4 ,those given in the ,manual indicate the order of development1 not the time4 ,american children will master the lessons given in from six to eight weeks4 ,foreign children will require a little more time1 since they must learn to associate thought with both the spoken and the written symbol4 ,when children read lessons written on the blackboard with ease1 put the ,primer in their hands4 ,i4 ,the teacher writes the action sentence ,run4 on the blackboard in a clear1 distinct hand4 ,the initial capital and the period at the end are consistently used1 so that from the beginning the children are accustomed to them4 ,after writing the word the teacher expresses the action by running4 ,if her dignity will not permit her to do this1 she may bring in a child from the second or third grade and ask him to perform whatever action is indicated by the word written upon the board4 ,the word is not spoken at this time2 the child discovers the meaning from the action4 ,the whole purpose of the teacher is to associate the thought expressed by the action with its written symbol4 ,let this word remain on the board2 write it in a larger hand near the place where the word was first written4 ,again let the teacher or child perform the act4 ,select another board2 write the word in a smaller hand4 ,again express the thought in action4 ,the class will watch this with deep interest4 ,some member of the class will soon associate the written word with the action1 and will stand upon the first round of the ladder leading to the interpretation of thought from written symbols4 ,the reason for writing the word in a larger and a smaller hand1 and especially in different places on the blackboard1 is to prevent local association4 ,then1 too1 the change of place will intensify the child's interest and attention4 ,make the reading lesson short and repeat it at intervals during the day4 ,if fifteen minutes is the time set apart for reading1 divide this into three five-minute periods4 ,the lesson period should be lengthened as the work advances4 ,,ii4 ,,iii4 ,,iv4 ,on each succeeding day1 and in the same manner1 teach ,hop4 ,jump4 ,sing4 ,teach one word a day and review those previously taught4 ,write the words on the blackboard a number of times arranged irregularly1 and have frequent short drills upon them4 ,these four verbs1 ,run1 ,hop1 ,jump1 and ,sing1 have been found by practical experience to be very good ones for the beginning lessons4 ,they will occur again and again in the later stories about animals and pets4 ,they are also used in the stories about the plays and games which children delight to reproduce in the reading lesson4 ,v4 ,,review4 ,three methods of presenting a reading lesson are suggested3 ,a #a4 ,the teacher writes an action word on the blackboard4 #b4 ,the teacher asks a child to perform the action4 #c4 ,the child looks at the blackboard and reads the word4 7,this is the beginning of oral reading47 ,b #a4 ,the teacher asks a child to perform any action he chooses4 #b4 ,the teacher asks another child to tell what the first one did4 #c4 ,the teacher writes the action word on the blackboard4 ,c #a4 ,one child tells another what action to perform4 #b4 ,the child performs the action4 #c4 ,the teacher writes the word on the blackboard4 ,many devices will suggest themselves to the progressive teacher if she clearly understands that the purpose of the lesson is to associate the thought with its written or printed symbol4 ,if the child1 after observing a word written on the blackboard1 expresses the thought in action1 he shows that he has read it4 ,,vi4 and4 ,the teacher writes sentences like the following on the blackboard3 ,run and jump4 ,jump and run4 ,run and hop4 ,hop and run4 ,run and jump and hop4 ,jump and hop and run4 ,endless combinations may be made with these words1 giving constant change of thought while repeating the words4 ,it is quite possible in this way to have word repetition with variety of thought4 ,each time a sentence is written on the blackboard the process is as follows3 ,first3 ,observe the words4 7,silent reading47 ,second3 ,express the thought in action4 ,third3 ,pronounce the words4 7,oral reading47 ,some children grasp the sentence form as unconsciously as they do the word form4 ,if they fail to do so1 teach the use of the capital letter4 ,vary the lesson by introducing the names of children in the class1 thus3 ,run and jump1 ,mary4 ,john1 hop and jump4 ,,vii4 ,i can4 ,the phrase ,i can is next introduced4 ,write upon the blackboard the sentence ,i can run4 ,read it to the children4 ,have a child perform the action and then read the sentence aloud4 ,proceed in this way with other action sentences4 ,group the sentences in various ways and have frequent reviews4 ,i can sing4 ,i can hop4 ,i can run and jump4 ,i can jump and hop4 ,i can hop1 and run1 and jump4 ,the reading process consists of three steps3 ,first3 ,silent reading4 ,second3 ,the thought expressed in action4 ,third3 ,oral reading4 ,after teaching the sentence as a whole1 it should be analyzed into words4 ,for instance1 ask a child to pass to the blackboard and point to ,i can as many times as he finds it written4 ,point to run1 etc4 ,this may be varied by asking a child to underscore or erase the words that are alike4 ,,viii4 ,rover4 ,household pets1 anything and everything that is familiar to a child and in which he is interested1 will serve as material for reading lessons4 ,rover is a universal name for a dog and hence is arbitrarily used for illustrative purposes in these lessons4 ,if ,dash happens to be a better name known to the child1 use that4 ,sentences like the following will suggest themselves3 ,rover can run4 ,rover can jump4 ,rover can run and jump4 ,i can hop4 ,rover and ,i can run4 ,,ix4 ,kitty4 ,kittens are a never failing source of interest to children4 ,at a suggestion from the teacher the children themselves will give sentences like the following3 ,kitty can jump4 ,kitty can run4 ,kitty and ,i can run4 ,kitty and ,i can jump4 ,kitty and ,rover can run and jump4 ,the teacher writes these sentences upon the blackboard as they are given to her by the different children4 ,she then calls upon other children to read them4 ,a child may pretend that she is ,kitty and dramatize the action4 ,this dramatic instinct is universal in children and should be recognized throughout the school life4 ,x4 ,you4 ,the question form is easily learned and should be introduced in the early lessons4 ,combine familiar words in new relations3 ,can you run8 ,can you sing8 ,you can jump4 ,can ,kitty hop8 ,can you hop and sing8 ,,xi4 ,,xii4 ,,xiii4 ,,xiv4 ,,xv4 ,,xvi4 ,,xvii4 ,write upon the blackboard in a vertical row several ,i see sentences4 ,have the children read them4 ,erase ,i see in each sentence1 leaving ,rover1 ,kitty1 you4 ,again1 place several ,i see sentences upon the blackboard4 ,erase ,rover1 ,kitty1 you1 leaving ,i see1 ,i see1 ,i see4 ,erase ,i1 leaving the single word see4 ,continue in this way with the phrases ,i can see1 ,i have1 ,i like1 ,i love4 ,children are interested in home life1 therefore introduce the words father1 mother1 brother1 sister1 baby in the early lessons4 ,teach the articles a1 an1 the in connection with their nouns in order to secure natural expression4 ,review these words in new sentences which combine familiar words in new relations4 ,ex43 ,,xi4 ,,xii4 ,i see4 ,i can see4 ,i see ,rover4 ,i can see ,rover jump4 ,i see ,kitty4 ,i can see ,kitty run4 ,i see you4 ,i can see you run and jump4 ,,xiii4 ,,xiv4 ,the bird4 ,i have2 a dog4 ,can you see the bird8 ,i have a bird4 ,the bird can hop4 ,i have a dog4 ,the bird can sing4 ,i have a kitty4 ,the bird can jump4 ,have you a bird8 ,can the bird jump8 ,have you a kitty8 ,have you a dog8 ,,xv4 ,,xvi4 ,,xvii4 ,i like2 to4 ,i love2 mother2 father2 baby ,i like ,rover4 ,i love ,mother4 ,i like ,kitty4 ,i love ,father4 ,i like to sing4 ,i love you4 ,i like to run4 ,mother loves ,baby4 ,i like to see the bird hop4 ,baby loves ,kitty4 ,i like to see a dog jump4 ,i love ,mother and ,father4 ,i like to see ,rover run4 ,,xviii4 ,children are interested in their own names1 hence they will quickly learn to associate the spoken name with its written symbol4 ,write upon the blackboard the sentence1 ,catch the ball1 ----4 7,teacher1 supply the name of a child in the room47 ,erase the name and replace it with a different one4 ,continue in this way with other names4 ,ex43 ,catch the ball1 ,john4 ----1 catch the ball4 ,roll the ball1 ----4 ,mary1 roll the ball to ----4 ----1 run to ----4 ----1 hop to ----4 ,,xix4 ,from this time on it will add to the interest if the sentences are so connected that they tell a story4 ,the following method has been found helpful3 ,suppose a bird has been observed4 ,the children have something to say and this serves as material for a reading lesson4 ,first one child and then another expresses his thought about the bird4 ,the teacher writes the easiest of these sentences upon the blackboard1 the result being somewhat as follows3 ,i see a bird4 ,it is a blue bird4 ,the blue bird can sing4 ,the blue bird can hop4 ,the teacher asks the children to read silently the entire story4 ,as soon as each child is ready he may rise and turn his back to the blackboard4 ,he then gives the thought in his own language4 ,ex43 ,i see a blue bird4 ,the blue bird can sing and hop4 ,call upon different children to express the thought1 and accept any condensation of language which shows this power4 ,the purpose in asking the child to interpret the whole story in his own language is to show that he has the thought4 ,the children are now ready to analyze the story into sentences4 ,a good device is to cover the story with a curtain provided for the purpose4 ,raise the curtain and ask the children to observe1 let us say1 the third sentence4 ,cover this and ask a child to give the exact language4 ,ex43 ,the blue bird can sing4 ,if he cannot do so1 raise the curtain again and let him observe4 ,continue in this way with the other sentences1 showing them to the children in an irregular order4 ,the purpose of this is to show that the children not only have the thought as a whole1 but that they know the words in each sentence4 ,by this method children are trained to read groups of words at a glance4 ,they observe the sentence as a whole1 image it as a whole1 and read it as a whole4 ,comprehension of the thought leads to freedom of expression4 ,in consequence1 pupils will not be heard pronouncing disconnected words in unnatural1 artificial tones4 ,the development of the lesson is as follows3 ,first3 ,children observe and express4 ,second3 ,the teacher writes this expression on the blackboard4 ,when a story of three or four sentences is complete the order of interpretation is as follows3 ,first3 ,children observe and image4 7,silent reading47 ,second3 ,each child in turn expresses the whole thought4 ,third3 ,the children read each sentence4 7,oral reading47 ,color appeals to all children4 ,frequent use of it should be made in describing birds1 flowers1 and animals in the first reading lessons4 ,the following are suggestive lessons containing such words as big1 little1 pretty1 and adjectives of color4 pretty2 my2 white4 ,i have a pretty kitty4 ,my kitty is white4 ,kitty can run and jump4 ,i like my pretty white kitty4 big2 little2 black4 ,rover is a big1 black dog4 ,i love a little1 white kitty4 ,rover likes my little kitty4 ,rover and ,kitty run and jump4 ,vary the work at this point by teaching the word are and putting some of the stories in the second person4 ,children will enjoy reading or talking to an imaginary ,rover or ,kitty4 ,ex43 ,i see you1 ,rover4 ,you are my big1 black dog4 ,you can run and jump4 ,i like you1 ,rover4 ,,xx4 ,,summary4 ,run4 ,i can ,rover big and ,jump4 ,i see ,kitty little to ,hop4 ,i have bird pretty my ,sing4 ,i like a dog blue the ,i love mother white catch father black are ball ,with this limited vocabulary the teacher is able to formulate many sentences4 ,,xxi4 ,write upon the blackboard descriptions given by the children of grandma1 father1 mother1 baby1 or other members of the family4 ,this will train them to observe closely and to image clearly4 7,proceed as in ,lesson ,,xix47 ,i have a baby brother4 ,he has brown eyes4 ,he can laugh4 ,he can walk4 ,his name is ,robert4 ,if necessary1 let several development lessons precede the story in order to emphasize certain aspects of thought or particular words4 #a4 ,my name is ,helen4 ,my name is ,mary4 ,my name is ,john4 ,etc4 #b4 ,baby brother can laugh4 ,baby brother can cry4 ,baby brother can walk4 ,baby brother can pat-a-cake4 ,etc4 ,,xxii4 ,let each child describe his own home4 ,write one of these descriptions on the blackboard1 somewhat as follows3 ,we live in a house4 ,it is a white house4 ,it is made of wood4 ,it has a yard4 ,,xxiii4 ,in the language lesson show pictures of the home life of children of other lands4 ,have the children observe1 image1 and describe these pictures4 ,later1 write a description of one of the pictures on the blackboard as a reading lesson4 #a4 ,this is a little ,indian boy4 ,he lives in a wigwam4 ,it is made of skins4 ,it is by the blue sea-water4 #b4 ,this is a little ,eskimo girl4 ,she lives in the ,north4 ,it is very cold4 ,her house is made of snow and ice4 ,whenever it is necessary1 precede the story with one or more development lessons4 ,,xxiv4 ,select a little girl with bright dress and attractive coloring to stand before the class4 ,ask the children to observe1 and then to close their eyes and image the child4 ,tell the little girl to step into the dressing room or behind a screen and have the children describe her4 ,express from the image1 not from the object4 ,the teacher writes the description on the blackboard1 somewhat as follows3 #a4 ,mary is a little girl4 ,she has blue eyes4 ,she has brown hair4 ,she has a blue dress4 #b4 ,omit the observation and write upon the blackboard a description of a boy or a girl in the room4 ,supply a name and have one of the children locate the boy or girl4 ,ex43 ,i see a boy4 ,he has black eyes4 ,he has black hair4 ,he has a red tie4 ,name the boy1----4 ,,xxv4 ,nature lessons1 handicraft lessons1 playthings1 games1 and everything which appeals to the interest of the children may be used as material for the reading lessons4 ,ex43 ,this is ,john's kite4 ,it is a big kite4 ,it is a red kite4 ,john made the kite4 ,he can fly his kite4 ,,xxvi4 ,let the girls having something brown about them impersonate brown birds4 ,ex43 ,brown eyes2 brown ribbons2 brown dresses4 ,have them read the sentences silently and then perform the action4 ,by a gentle movement of the arms the birds are represented as flying4 ,play you are brown birds1 girls4 ,fly1 pretty brown birds4 ,sing1 pretty brown birds4 ,let the boys having something black about them impersonate blackbirds4 ,ex43 ,black shoes2 black clothing2 black eyes4 ,play you are blackbirds1 boys4 ,hop1 little blackbirds4 ,fly1 little blackbirds4 ,adapt the following lesson to suit the conditions by changing either the name or the color4 ,ex43 ,if there is a little girl in the room with a red ribbon whose name is not ,mary1 substitute the real name4 ,play you are a redbird1 ,mary4 ,you have a red ribbon4 ,you may sing1 pretty redbird4 ,,xxvii4 ,experience proves that a rapid and easy way for children to learn to read is by means of nursery rhymes and simple poems4 ,the method of presenting a rhyme is as follows3 ,have the children learn the rhyme by ear and repeat it aloud4 ,write the rhyme ,two ,little ,blackbirds1 on the board4 7,see ,primer1 page #bc4 ,in order that recognition may take place when the same rhymes are seen in print1 carefully copy the arrangement of the text as found in the ,primer47 ,draw a pointer slowly under each line as the children repeat the rhyme4 ,do this several times until they begin to associate the spoken symbol with the written symbol4 ,children will soon recognize the elements most prominent4 ,after teaching the rhyme as a whole1 analyze it into parts4 ,write lines1 phrases1 and words in different places on the blackboard4 ,have the children observe1 image1 and find these in the rhyme4 ,ex43 ,two little blackbirds2 upon a hill2 one was named2 fly away2 come again4 ,ask a child to find all the words that are alike4 ,ex43 ,jack2 ,jill2 named2 fly2 come2 again2 etc4 ,ask another child to find and name all the words he knows4 ,let volunteers find lines1 phrases1 and words called for by other children who see them4 ,in some such way as this every symbol can be brought to the child's consciousness4 ,when the children are familiar with the words comprising the rhyme they are ready to read sentences and stories using these same words in new relations4 ,keep the rhyme on the blackboard for reference4 ,when in doubt about a word let the child find it himself by repeating the rhyme until he reads that word4 99 99 99 99 99 ,a summary of the steps involved3 #a4 ,memorize the rhyme in order to acquire the thought4 #b4 ,associate this thought with the written symbols4 #c4 ,separate the rhyme into sentences1 phrases1 and words4 #d4 ,combine these parts in new wholes2 that is1 in new sentences and stories4 ,one essential principle in learning to read is that the thought shall be familiar and interesting4 ,the purpose of the elementary reading lesson is to associate old thought with a new symbol4 ,this same rhyme may be modified and used as a game4 ,select two children with blue ribbons1 dresses1 suits1 or neckties1 to impersonate bluebirds4 ,substitute their names and write the rhyme on the board as follows3 ,two little bluebirds ,sat upon a hill1 ,one was named ,helen1 ,the other named ,mary4 ,fly away1 ,helen1 ,fly away1 ,mary4 ,come again1 ,helen4 ,come again1 ,mary4 ,have the two bluebirds read the words from the blackboard1 run to a corner of the room1 and stoop down to dramatize the words sat upon a hill4 ,at the words fly away the little birds run around the room with outstretched arms to imitate the flying motion4 ,at the words come again they should return to their original position4 ,this exercise gives repetition of words with variety of thought4 ,,xxviii4 ,rock-a-by1 baby1 ,in the tree-top4 ,when the wind blows ,the cradle will rock4 ,when the bough breaks ,the cradle will fall1 ,down will come baby1 ,cradle and all4 ,memorize the rhyme4 ,children like to express thought in action1 therefore when memorizing the rhyme let them hold imaginary babies in their arms and gently rock them to the rhythm of the words4 ,write the rhyme on the blackboard4 ,write the lines1 phrases1 and words elsewhere on the blackboard4 ,let the children observe these and find them in the rhyme4 ,rock-a-by2 ,in the tree-top2 ,when the wind blows2 ,when the bough breaks2 etc4 ,find the words that are alike1 baby2 cradle2 when2 the2 will2 etc4 ,action ,sentences ,based on the ,rhyme4 ,write upon the blackboard the sentence1 ,bring me the doll4 ,have the children read it silently4 ,ask a child to perform the action1 and then read the sentence aloud4 ,continue in this way with other action sentences4 ,play rock-a-by1 baby4 ,make a cradle4 ,rock the cradle4 ,sing to the baby4 ,sing rock-a-by1 baby4 ,a real doll and cradle may be used and the following sentences be expressed in action3 ,bring me the doll4 ,bring me the cradle4 ,put the doll in the cradle4 ,rock the cradle4 ,sing to the doll4 ,sing rock-a-by1 baby4 ,teach bring1 put1 make1 and other new verbs as sight words and use them in preliminary development lessons4 ,ex43 ,bring me the ball4 ,bring me the bell4 ,etc4 99 99 99 99 99 ,put the ball on the table4 ,put the bell on the table4 ,etc4 ,kindergarten ,finger ,play furnishes excellent action upon which to base the use of the word make4 ,ex43 ,make baby's ball4 ,make baby's cradle4 ,make baby's hammer4 ,etc4 ,,xxix4 ,see-,saw4 7,primer1 page #bd47 ,children like to recite to appropriate action4 ,rhythmic movement may be taught with the ,see-,saw rhyme as follows3 ,while repeating the first two lines sink to a squatting position and rise again two times4 ,while repeating the second line bend alternately to the right and left three times4 ,repeat these motions with the third and fourth lines4 ,,xxx4 ,the ,transition from ,script to ,print4 ,it is impossible to give a fixed rule stating the time when the child should pass from the blackboard script to the book4 ,this varies with the age and ability of the pupils4 ,the observant teacher knows when to place printed material in the hands of the child by the readiness and ease with which he reads from the blackboard4 ,it will be necessary to write the first lessons in the ,primer on the blackboard for the children to observe the resemblance between that which is written upon the board and that which is printed in the book4 ,every primary teacher should write a clear1 legible hand4 99 99 99 99 99 ,,note3--,the ,old ,woman and ,her ,pig1 ,the ,house that ,jack ,built1 or other nursery rhymes involving much repetition of language1 will be found helpful for supplementary blackboard lessons4 ,part ,,iii4 ,,first ,,half ,,year3 ,,second ,,step4 #a4 ,blackboard ,lessons and ,primer4 #b4 ,phonic ,lessons3 7a7 ,the ,consonant ,sounds4 7b7 ,phonograms derived from ,words used in the ,primer4 7c7 ,word ,drill4 ,,blackboard ,,lessons ,,and ,,primer4 7,time1 about twelve weeks47 ,directions4 #a4 ,there are seventeen rhymes and simple poems in the ,primer4 ,the vocabulary is based on the words found in these rhymes and poems4 ,have the children memorize each rhyme4 ,write it upon the blackboard and teach the elements as in previous exercises4 7,see page #dc1 ,part ,,ii1 ,lesson ,,xxvii47 #b4 ,continue the blackboard lessons along with the reading of the ,primer4 ,if necessary1 precede a lesson in the book with one or more development lessons on the blackboard4 7,see page #ci1 ,part ,,ii1 ,lesson ,,xxi47 #c4 ,the enjoyment of poetry must be recognized as a legitimate part of the child's development4 ,to meet this need a ,supplementary ,list of ,poems is given to be read in connection with the ,primer lessons4 ,wherever possible the poems have been chosen from books of selected poems1 because these are usually more accessible4 ,reading from the ,primer4 ,page #ca1 ,paragraph #a4 ,ask a child to read the words spoken by ,robin ,redbreast2 ask another child to read the words spoken by ,pussy ,cat2 ask a third child to read the descriptive portions of the lesson4 ,paragraph #b4 ,have the children read the sentences silently and observe the picture on the opposite page4 ,answer the directions aloud4 ,proceed in the same way with paragraph #b1 on page #cb4 ,page #dc4 ,while reciting the second part of each stanza have the children imitate the action named4 ,this may also be played as a ,singing ,game4 7,see ,songs1 ,games and ,rhymes by ,eudora ,lucas ,hailmann47 ,page #de4 ,paragraph #a--,read the questions silently and answer them aloud4 ,proceed in the same way with similar lessons throughout the ,primer4 ,paragraph #b4 ,observation ,game3 ,place a nut or some other object in a box4 ,let the children observe this for an instant only4 ,use for a blackboard lesson as follows3 #a4 ,teacher1 write question upon the blackboard4 #b4 ,children1 read the question silently4 #c4 ,children1 answer the question aloud4 ,the following is a suggestive method for the reading lesson on ,page #de1 paragraph #b4 ,ask two children to read the lesson as a dialogue4 ,ex43 ,first ,child3 ,is it a red ball8 ,second ,child3 ,no4 ,it is not a red ball4 ,etc4 ,page #dh4 ,rhythmic movement may accompany this lesson4 ,have four children cross right hands to form a windmill4 ,turn in time while repeating the rhyme ,blow1 ,wind6 ,blow6 ,another windmill motion may be taught as follows3 ,two children stand back to back4 ,extend the arms and move them alternately up and down with a gentle fanning motion4 ,have the children in their seats recite the rhyme ,blow1 ,wind6 ,blow6 ,page #fb4 ,tap rhythmically with the finger tips upon the desk in imitation of the rain while reciting the poem1 ,rain4 ,page #gb4 ,ask several children to pass around the room4 ,ask a little boy to lift his cap as he passes by his friends and to greet them by saying1 ,how do you do1 ,mary8 ,ask a little girl to bow to a friend as she passes by and to say1 ,how do you do1----8 7,see game ,going ,walking in ,popular ,folk ,games and ,dances by ,marie ,ruef ,hofer47 ,use the words1 ,good morning1 if this form of greeting is preferred4 ,explain to the children that the name is added as a mark of courtesy4 ,page #hj4 ,the blackboard lessons may be extended by adding other animals4 ,ex43 #a4 ,with a ,moo6 ,moo6 here1 etc4----cows4 #b4 ,with a ,quack6 ,quack6 here1 etc4----ducks4 #c4 ,with a ,bow-wow6 here1 etc4----dogs4 ,,list ,,of ,,poems4 ,the teacher may read the following poems to the children in connection with the reading lessons in the ,primer as indicated by the pages4 #aa ,twenty ,froggies1 by ,george ,cooper4 ,book3 ,pinafore ,palace1 7,selections7 ,wiggin ,smith 7,eds474 #bf ,when ,little ,baby ,bye-bye ,goes4 7,author unknown47 ,book3 ,pinafore ,palace4 #cc ,the ,secret4 7,author unknown47 ,book3 ,songs of the ,tree-,top and ,meadow1 7,selections7 ,mc,murry ,cook 7,eds474 #di ,the ,wind1 by ,robert ,louis ,stevenson4 ,book3 ,a ,child's ,garden of ,verses4 #eg ,alice's ,supper1 by ,laura ,e4 ,richards4 ,book3 ,st4 ,nicholas1 ,vol4 ,v4 #ei ,twinkle1 ,twinkle1 ,little ,star4 7,author unknown47 ,book3 ,songs of the ,tree-,top and ,meadow4 #fc ,who ,likes the ,rain8 by ,clara ,doty ,bates4 ,book3 ,pinafore ,palace4 #fe ,the ,elf and the ,dormouse1 by ,oliver ,herford4 ,book3 ,the ,posy ,ring1 7,selections7 ,wiggin ,smith 7,eds474 #ff ,thank ,you1 ,pretty ,cow1 by ,jane ,taylor4 ,book3 ,the ,posy ,ring4 #ga ,little ,gustava1 by ,celia ,thaxter4 ,book3 ,poems for ,children4 #ajc ,little ,jack ,frost4 7,author unknown47 ,book3 ,pinafore ,palace4 #ajd ,the ,snow-,bird's ,song1 by ,f4 ,c4 ,woodworth4 ,book3 ,pinafore ,palace4 #ajg ,bye1 ,baby1 ,night is ,come1 by ,mary ,mapes ,dodge4 ,book3 ,rhymes and ,jingles4 ,,phonic ,,lessons4 7,time1 about twelve weeks47 ,directions4 #a4 ,there are twenty-five elementary consonant sounds4 ,the purpose of the phonic lessons is to associate these consonant sounds with the letters representing them1 and to become accustomed to the use of phonograms based upon words in the ,primer4 ,word recognition should become automatic4 ,see page #aab for a scientific arrangement of the consonant sounds4 #b4 ,all of the blackboard work should be written1 not printed4 ,the child reproduces by a more or less unconscious imitation the written forms which he sees upon the blackboard4 #c4 ,the lessons indicate the order2 the time will vary with the ability of the children and must be determined by the teacher4 ,i4 r un4 ,begin with the word run4 ,this is a part of the child's vocabulary1 having been learned in the early reading lessons4 ,appeal is made first to the ear1 then to the eye4 ,the teacher conducts the lesson as follows3 ,the ,ear4 #a4 ,pronounce run easily and naturally4 #b4 ,give the sounds separately1 thus3 r-un4 #c4 ,again pronounce the word4 ,call upon the children collectively and individually to do the same4 ,the ,eye4 #a4 ,write the word run on the blackboard4 #b4 ,cover the un and have the r sounded4 #c4 ,cover the r and have the un sounded4 #d4 ,uncover the whole word and ask the children to put the two sounds together to make the word1 run4 ,if the children cannot do this the teacher may do it for them1 making the sound r prominent4 ,the ability to blend one sound with another should not be a difficult phase of the work4 ,the teacher's attitude toward blending is the influence which makes it hard or easy for the child4 ,to associate the sound r with its written symbol the following method is suggested3 ,the teacher writes r upon the blackboard1 giving the sound1 not the name4 ,she then calls upon the children collectively and individually to give the sound4 99 99 99 99 99 ,teacher3 ,close your eyes1 children4 ,can you see how r looks8 7,give the sound1 not the name47 ,watch me make it again4 ,teacher writes r slowly several times1 then erases the work4 ,children observe1 image1 and then write r upon the blackboard or upon paper4 ,if a mistake is made have the child erase1 again observe the teacher as she makes the letter1 then write it a second time4 ,,ii4 f4 ,teach the word fun in the same manner that run was taught in ,lesson ,i4 ,write on the blackboard3 r un f un ,cover first one part and then the other1 sounding each element4 ,write f1 r1 un1 on the blackboard a number of times1 arranged irregularly4 ,review daily1 adding new consonants and phonograms as they are taught4 ,,iii4 s ing4 #a4 ,separate both the spoken and the written word sing into the phonic elements3 7a7 s consonant sound4 7b7 ing phonogram or sound group4 #b4 ,associate each sound element with its written symbol4 #c4 ,combine the consonants r1 f1 s1 and the phonograms un1 ing1 to form new words3 r un s ing r ing s un s un r ing r un s ing ,,iv4 ,phonic ,drill4 ,phonic ,drill upon words from the ,primer will each day follow two lines3 ,i4 ,a list of words to be separated into sounds 7,phonic ,analysis74 ,,ii4 ,a list of familiar sounds to be combined in new relations to form words 7,phonic ,synthesis74 ,phonic ,drill upon phonograms and the consonant sounds may be given in two ways3 #a4 ,combine different consonant sounds with the same phonogram4 #b4 ,combine different phonograms with the same consonant sound4 ,for convenience the first is called a ,phonic ,series2 the second is called a ,word ,list4 ,phonic ,series4 ,combine f1 r1 s1 with at to form this phonic series4 ,review the un series of words4 ,develop the blend as follows3 7a7 ,write at on the blackboard and pronounce it4 7,the children will recognize the word1 having seen it many times in the reading lessons47 7b7 ,select a consonant1 r for example1 and write it in front of at4 7c7 ,combine the two elements into a whole word without making more of a separation than is necessary to explain the blending of the sounds4 ,prefix f and s in the same way4 ,write the at and the un series on the blackboard4 r at r un f at f un s at s un ,children pronounce the words4 ,cover first one part and then the other1 sounding each element4 ,review daily1 adding new sound elements as they are taught4 ,as soon as possible refrain from assisting the children by covering the parts4 ,word ,list4 ,write upon the blackboard in a vertical row the words beginning with r1 from the ,primer1 pages #e-bf4 ,ex43 ,rover1 roll1 rock4 ,have the children pronounce them4 ,then erase over1 oll1 ock1 leaving only r1 and let children make the sound4 ,continue with words beginning with f and s in the same way4 ,again1 write several words on the blackboard containing the phonogram at4 ,erase f1 s1 r1 leaving only at4 ,continue in the same way with the un series and the ing series4 99 99 99 99 99 ,word ,list ,no4 ,i4 s ing r at f un s at r ing f at s un r un ,retain this list on the blackboard for daily drill1 rearranging the order from time to time and adding new words as they are taught4 ,the lists for word drill are not final4 ,let use be the guide in deciding the number of words to be taught4 ,the analysis of these words into their sound elements will determine the number of phonograms to be taught4 ,proper drill upon both the phonic series and the word lists leads to sight recognition of words1 by means of their sound elements4 ,this is the purpose of phonic work4 ,phonic ,cards4 ,all drill work should train the mind to observe accurately1 to image vividly1 and to express quickly4 ,in every exercise aim to secure1 first1 clear images2 second1 rapid work4 ,it interferes with normal growth and development to reverse this order4 ,to accomplish these ends1 prepare a set of phonic cards each one representing a separate sound or phonogram1 and use for rapid sight work after the board work has been given4 ,cut cards to a uniform size of eight by six inches1 out of heavy paper1 and write with ,india ink and a camel's hair brush4 ,stand in front of the class and call upon the children in order4 ,if the child cannot give the sound instantly1 call upon another4 ,children will work rapidly if they are trained to do so4 ,review frequently and as the need arises prepare new cards4 ,it is quite possible to have repetition with a constant variety of new material4 ,v4 h op4 #a4 ,write hop on the blackboard and teach the sound elements h and op4 #b4 ,associate each sound with its symbol4 #c4 ,identify the sound h in the sight words have1 has1 here1 hill4 7,proceed as in ,lesson ,,iv47 #d4 ,add hop to ,word ,list ,no4 #a1 and review daily1 for a few moments1 at the close of each lesson4 ,,vi4 j4 #a4 ,separate the sight words ,jack1 ,jill1 jump1 into their sound elements4 7a7 ,if any of the children in the class have names beginning with ,j add these to the list1 as3 ,john1 ,julia1 ,jones4 7b7 ,use capital letters for proper names1 small letters for common ones4 ,meet each need by teaching that for which there is a demand4 #b4 ,associate the sound j with the letter4 #c4 ,combine ill1 ack1 ump1 with the known consonant sounds to form the phonic series3 ill ack ump r ill ,j ack j ump f ill s ack h ump s ill h ack ,j ill r ack h ill ,,vii4 m4 #a4 ,write may on the blackboard and teach the sound elements m and ay4 #b4 ,associate each sound with its symbol4 #c4 ,identify m in the sight words ,mary1 my1 me1 mother4 #d4 ,combine ay with familiar consonant sounds to form the phonic series3 h ay s ay j ay r ay #e4 ,combine the sound m with the phonograms ill1 op1 at1 previously taught4 ,add these to ,word ,list ,no4 #a for review4 ,,viii4 p1 initial2 final4 #a4 ,initial p--the first sound heard in pussy1 play1 pretty4 #b4 ,final p--the last sound heard in hop1 up1 jump1 sleep4 #c4 ,associate the sound p with the letter4 #d4 ,combine p with familiar phonograms to form the words pat1 pack1 pill1 pop1 pump1 pay4 #e4 ,add these words to ,word ,list ,no4 #a and drill daily4 ,cultivate rapid sight recognition of the sound elements4 ,,ix4 in1 am1 an1 and4 ,it is assumed that the children know these phonograms1 having learned them as sight words in the reading lessons4 ,if they fail to recognize them1 use in1 am1 an1 and1 in sentences and teach them again as sight words4 ,blend familiar consonant sounds with these phonograms to form the new phonic series4 in am an and f in ,s am m an h and s in h am f an s and p in j am r an and ,x4 ,,summary4 ,consonants3 r1 f1 s1 h1 j1 m1 p4 ,phonograms3 at1 ack1 am1 an1 and1 ay1 ing1 ill1 in1 op1 un1 ump4 ,phonic ,series4 at ack am an and ay h at p ack j am m an h and j ay m at r ack h am r an s and h ay f at ,j ack ,s am f an and s ay s at h ack p an p ay r at s ack ing ill in op un ump r ing m ill f in m op s un j ump s ing h ill s in h op f un h ump f ill p in p op r un p ump t ill s ill ,word ,list ,no4 ,,ii4 rack sand ham hand mop pop ,jack ran say hill hop mill pan ,jill ray ,sam hack may pill pack jump fill sack hat man pat pin jay fin sin hay mat pay pump jam ,,note4-- 7a7 ,as soon as the children can read the words arranged in a series1 take them irregularly4 ,when they have power quickly to perceive and blend the sound elements1 refrain from covering the parts4 ,the goal is instant sight recognition4 7b7 ,secure individual recitations4 ,concert work has its place1 but the object is individual power4 7c7 ,note the words over which the children hesitate and make these the basis of the next arrangement4 7d7 ,frequently rearrange the phonic list4 ,the object is not to memorize the words1 but to give the children the power to read them by their sound elements4 7e7 ,add the names of children in the class to the word lists and analyze these into their sound elements4 ,,xi4 ,final s4 ,add s to all the words in ,word ,lists ,nos4 ,i and ,,ii1 where its use will form a word4 ,write the simple form of the word on the blackboard and have it pronounced4 ,write it again with the s added1 and have it pronounced a second time4 ,ex43 sing sing s ring ring s run run s tree tree s see see s ,it will be found helpful to have a card seven by nine inches1 with an s written upon it4 ,hold this beside the words in the phonic lists and have both the simple and the s forms pronounced4 ,train the children to observe quickly and to be mentally alert4 ,,xii4 t1 initial2 final2 medial4 #a4 ,initial t--the first sound heard in top1 tell4 #b4 ,final t--the last sound heard in it1 at4 #c4 ,medial t--in ,kitty1 pretty1 little4 #d4 ,associate the sound t with the letter4 #e4 ,identify t in the following sight words from the ,primer1 pages #i-ci3 to1 town1 tick-tock1 tune1 nest1 not1 nut1 cat4 #f4 ,combine familiar consonant sounds with it1 ot1 to form the phonic series3 it ot s it h ot h it p ot p it t ot #g4 ,review the at series1 making prominent the sound t final4 ,,xiii4 k1 ck1 initial2 final4 #a4 ,k in kitty1 kite1 keep1 shook1 look1 bake1 ,kate4 #b4 ck in tick-tock1 cluck1 ,jack1 black1 clock1 rock4 #c4 ,phonograms3 ick1 ock4 #d4 ,phonic ,series3 ick ock p ick r ock t ick t ock s ick d ock ,d ick s ock h ick ory d ick ory #e4 ,add king1 kill1 also words in the phonic series to ,word ,list ,no4 ,,ii1 and review daily4 ,,xiv4 l1 initial2 final2 medial4 #a4 ,initial l in like1 look4 #b4 ,final l in ball1 hill4 #c4 ,associate the sound l with the letter4 #d4 ,identify sound l in the following sight words from the ,primer3 like1 little1 ball1 all1 fall1 doll1 hill1 ,jill1 will1 mill1 roll1 yellow4 #e4 ,include the names of children in the room4 ,ex43 ,lucy1 ,nellie1 ,lilly1 ,paul4 #f4 ,phonogram3 all4 #g4 ,phonic ,series3 all f all h all t all #h4 ,review the ill series1 making prominent final l4 ,,xv4 n1 initial2 final2 medial4 #a4 ,analyze not into the sound elements n1 ot4 #b4 ,identify the sound n in the sight words no1 nut1 nest1 name1 an1 can1 ran1 in1 on1 run1 hen4 #c4 ,include names of children in the room3 ,ned1 ,john1 ,anna1 ,nan4 #d4 ,analyze hen into the sound elements h1 en4 #e4 ,phonogram3 en4 #f4 ,phonic ,series3 en m en p en h en t en #g4 ,review the an1 in1 un series1 making prominent final n4 ,,xvi4 d1 initial2 final4 #a4 ,identify sound d in the sight words dog1 do1 doll1 down1 dear1 red1 send4 #b4 ,separate red into the sound elements r1 ed4 #c4 ,add d to the phonogram en taught in ,lesson ,,xv4 #d4 ,phonograms3 ed1 end4 #e4 ,phonic ,series3 ed end f ed s end r ed m end ,n ed l end l ed t end #f4 ,word ,list3 ,add these words to ,word ,list ,no4 ,,ii4 ,arrange irregularly and review daily4 ,,xvii4 pl2 fr2 tr2 ee4 ,blended consonants pl1 fr1 tr4 7,blended consonants are made as nearly as possible with one impulse of the voice47 #a4 ,identify the sounds pl1 fr1 tr1 ee in the words3 plant tree frog see play try from three #b4 ,combine ee with final p1 d1 m1 n1 to form phonograms4 #c4 ,phonic ,series3 eep eed eem2 een p eep s eed s eem d eep f eed s een k eep d eed k een ,,xviii4 ing4 ,write the simple form of the word upon the blackboard and have it pronounced4 ,write it again with the syllable ing added1 and have it pronounced a second time4 ,ex43 sing sing ing go go ing jump jump ing catch catch ing ring ring ing play play ing fly fly ing rock rock ing see see ing blow blow ing do do ing sleep sleep ing ,,xix4 ,apostrophe s 7's7 ,teach the apostrophe 7's7 by adding it to the names of children in the room4 ,place upon the blackboard a group of sentences which the children have given orally4 ,ex43 ,this is ,mary's sister4 ,i see ,jill's pail4 ,this is ,john's ball4 ,i see ,jack's kite4 ,this is ,helen's hat4 ,i see baby's kitten4 ,let the children read the sentences4 ,as the children watch1 erase ,this is1 ,i see1 ,i have1 etc41 leaving the possessive form4 ,add these words to ,word ,list ,no4 ,,ii4 ,rearrange the order and drill daily4 ,,xx4 ,,summary4 #a4 ,consonants3 r1 f1 s1 h1 j1 m1 p1 t1 k1 ck1 l1 n1 d4 #b4 ,blended consonants3 pl1 fr1 tr4 #c4 ,final s1 apostrophe s1 ing 7syllable74 #d4 ,phonograms3 at1 ack1 am1 an1 and1 ay1 all4 en1 ed1 end1 ee1 eep1 eed1 eem1 een4 ing1 ill1 in1 it1 ick4 op1 ot1 ock4 un1 ump4 #e4 ,word ,list ,no4 ,,iii4 tack rock lot popping ,mary's not ,fred's tan rocks lock plot fall ,nat's tray tall rocking rings play falling ,nan's track ten red ringing plays fed day tree tick ,jill's ,sam's playing feed deep trees tock land sings saying fit deed sit top lay singing mumps peep ,dick's seeing keep lend pack mend peeping dock sick king ,jack's pot men pumping dickory seed kitten ,john's free need nun frog seen ,,xxi4 b2 bl2 br4 #a4 b in boy1 big1 bird1 baby1 ball1 by1 be1 back1 but1 baa1 bake1 bow4 #b4 bl in blue1 black1 blows4 #c4 br in breaks1 brown1 breast1 bread1 broom1 umbrellas4 #d4 ,phonogram3 ake4 #e4 ,phonic ,series3 ake m ake r ake l ake b ake #f4 ,combine b1 br1 bl with familiar phonograms to make the word list bun1 bat1 band1 bin1 ball1 bee1 bring1 blot1 bump1 block4 ,,xxii4 g2 gr4 #a4 g in go1 girl1 egg1 pig1 gave1 get1 good4 #b4 gr in green1 grass1 grow1 grunt1 grandma1 grandpa1 grind4 #c4 ,phonograms3 ig1 og4 #d4 ,phonic ,series3 ig og f ig f og j ig j og d ig l og b ig d og p ig fr og b og ,,note4-- ,in pronouncing the vocal consonants b1 d1 g1 the voice should be placed well forward4 ,the vibrations for b are in the lips2 for d in the point of the tongue2 for g in the back of the tongue4 ,,xxiii4 y 7consonant74 ,consonant y is always initial4 y in you1 your1 yes1 yellow4 ,,note4-- y 7vowel7 is given in the ,manual1 ,part ,,iv1 page #hh4 ,,xxiv4 w4 #a4 w the wind sound2 it resembles oo in boot4 #b4 w in we1 way1 wind1 will1 went1 waves1 wash1 window1 water1 wool1 weave1 west4 #c4 ,phonogram3 est4 #d4 ,phonic ,series3 w est r est b est n est #e4 ,word ,list3 wing win weep wick will will wall way wig wills ,,xxv4 wh4 #a4 wh the blowing sound4 w is vocal1 while wh is breath4 #b4 wh in what1 when1 wheat1 where1 why1 white4 #c4 ,phonogram3 ite4 #d4 ,phonic ,series3 white1 kite1 bite4 ,,xxvi4 th 7vocal74 ,the soft sound of th is vocal2 the hard sound is breath4 th 7soft7 in that1 this1 there1 they1 them4 ,,note4-- ,it is not wise to teach two sounds for one symbol in the early lessons4 ,vocal th is taught first because it is the one more frequently used in the ,primer4 ,see th 7breath7 ,part ,v1 page #aab4 ,,xxvii4 ch1 initial and final2 tch1 final4 #a4 ch in church1 chick1 chicken1 chop1 churn1 rich1 such1 much4 #b4 tch in catch1 match1 hatch4 ,,xxviii4 sh1 initial2 final4 #a4 sh in she1 ship1 sheep1 shook1 wish1 push4 #b4 ,phonograms3 ook1 ush4 #c4 ,phonic ,series3 ook ush b ook m ush t ook br ush l ook h ush br ook r ush h ook sh ook ,,xxix4 ,,review4 #a4 ,consonants3 r1 f1 s1 h1 j1 m1 p1 t4 k-ck1 l1 n1 d1 b1 g4 y1 w1 wh1 th 7soft71 ch1 sh4 #b4 ,blended consonants3 pl1 fr1 tr1 bl1 br1 gr1 tch4 #c4 ,phonograms3 at1 ack1 am1 an1 and1 ay1 all1 ake4 en1 ed1 end1 ee1 eep1 eed1 eem1 een1 est4 ing1 ill1 in1 it1 ick1 ig1 ite4 op1 ot1 ock1 og1 ook4 un1 ump1 ush4 #d4 ,word ,list ,no4 ,,iv4 bat bite wee brick than shook back book weep bring then shed band bump weed brook thing sheep ball bumping wing brush thrush shop bake best will brushing hatch shot bed gay win grand match blot bend got wick gray latch black bill gun wig greed patch bleed bit way ,will's green catch block big wake west that shake when ,part ,,iv4 ,,second ,,half ,,year3 ,,third ,,step4 #a4 ,reading from the ,first ,reader4 #b4 ,phonic ,lessons3 7a7 ,the ,vowel ,sounds4 7b7 ,equivalent ,vowel ,sounds4 7c7 ,word ,drill4 ,,reading ,,from ,,the ,,first ,,reader4 7,time1 about twenty weeks47 ,directions4 #a4 ,in the ,primer1 the ,first ,reader1 and the ,second ,reader1 the words of the vocabulary are arranged in the order in which they first occur1 and are grouped by pages in a word list placed in the back of the book4 ,since teachers usually write unfamiliar words upon the blackboard and develop them in a word drill preceding the reading lesson1 it has not been thought necessary to place the new words at the beginning of each lesson4 7,see ,spelling1 page #ag4 ,also ,word ,drill1 page #ai47 #b4 ,if necessary precede a lesson in the ,first ,reader with a development lesson on the blackboard4 7,see page #ci1 ,part ,,ii1 ,lesson ,,xxi47 #c4 ,a ,supplementary ,list of ,poems is given to be read in connection with the lessons in the ,first ,reader4 ,do not ask children to retell the poems read aloud4 ,to develop an appreciation of poetry is the object4 ,children who have been accustomed to hearing poetry will read and enjoy the poems in their readers as much as the stories4 ,the teacher's attitude toward poetry is the suggestion that influences4 ,,the ,,first ,,reader4 ,page #g4 ,memorize the poem4 ,write it upon the blackboard and teach the elements as in the ,primer lessons based upon ,nursery ,rhymes4 7,see page #dc1 ,part ,,ii1 ,lesson ,,xxvii47 ,page #aj4 ,teach as indicated above4 ,page #aa4 ,something to ,tell4 ,have the children read the questions silently1 and then answer them aloud4 ,page #ab4 ,this lesson was suggested by reading ,george ,cooper's poem1 ,come1 ,little ,leaves4 ,page #if4 ,this lesson was suggested by reading ,frederick ,manley's poem1 ,the ,journey's ,end1 in the ,modern ,music ,primer4 ,page #ajb4 ,this lesson was suggested by reading ,frederick ,manley's poem1 ,the ,woodpecker1 in the ,modern ,music ,primer4 ,,list ,,of ,,poems4 ,the teacher may read the following poems to the children in connection with the reading lessons in the ,first ,reader as indicated by the pages4 #ab ,come1 ,little ,leaves1 by ,george ,cooper4 ,book3 ,pinafore ,palace1 7,selections7 ,wiggin ,smith 7,eds474 #bj ,the ,little ,doves4 7,author unknown47 ,book3 ,pinafore ,palace4 #cd ,the ,crow's ,children1 by ,phoebe ,cary4 ,book3 ,ballads for ,little ,folks4 #dd ,how the ,leaves ,came ,down1 by ,susan ,t4 ,coolidge4 ,book3 ,songs of the ,tree-,top and ,meadow1 7,selections7 ,mc,murry and ,cook 7,eds474 #ed ,my ,bed is a ,boat1 by ,robert ,louis ,stevenson4 ,book3 ,a ,child's ,garden of ,verses4 #fc ,the ,water ,mill4 ,aunt ,effie's ,rhymes4 ,book3 ,child ,life1 7,selections7 ,john ,g4 ,whittier 7,ed474 #fc ,the ,johnny ,cake4 7,author unknown47 ,book3 ,whittier's ,child ,life4 #gh ,o ,lady ,moon1 by ,christina ,g4 ,rossetti4 ,book3 ,sing-,song4 #hj ,an ,old-,fashioned ,rhyme1 by ,emilie ,poulsson4 ,book3 ,in the ,child's ,world4 #id ,a ,diamond or a ,coal1 by ,christina ,g4 ,rossetti4 ,book3 ,sing-,song4 #ajb ,one1 ,two1 ,three1 by ,henry ,c4 ,bunner4 ,book3 ,the ,posy ,ring1 7,selections7 ,wiggin ,smith 7,eds474 #aji ,the ,sweet ,red ,rose1 by ,mary ,mapes ,dodge4 ,book3 ,songs of the ,tree-,top and ,meadow4 #aae ,nursery ,song1 by ,mrs4 ,carter4 ,book3 ,songs of the ,tree-,top and ,meadow4 #aah ,the ,cow-,boy's ,song1 by ,anna ,m4 ,wells4 ,book3 ,the ,posy ,ring4 #abh ,the ,seed1 by ,kate ,l4 ,brown4 ,book3 ,songs of the ,tree-,top and ,meadow4 #acg ,to a ,honey ,bee1 by ,alice ,cary4 ,book3 ,ballads for ,little ,folks4 #aci ,over in the ,meadow1 by ,olive ,a4 ,wadsworth4 ,book3 ,whittier's ,child ,life4 #adi ,what ,robin ,told1 by ,george ,cooper4 ,book3 ,songs of the ,tree-,top and ,meadow4 #aeb ,a4 ,apple ,pie1 by ,edward ,lear4 ,book3 ,pinafore ,palace4 ,,phonic ,,lessons4 7,time1 about twenty weeks47 ,directions4 #a4 ,in ,phonic ,lessons1 ,first ,half ,year1 ,second ,step1 the child learned the consonant sounds and some of the common phonograms4 ,in the second half year phonograms are analyzed for the purpose of recognizing the vowel sounds as elements4 ,there are twenty elementary vowel sounds4 ,the purpose of the phonic lessons is to associate these vowels with the symbols representing them4 ,see page #aac for a scientific arrangement of the vowel sounds4 ,i4 a 7short74 #a4 ,separate at into the sound elements a and t4 7,give the sound1 not the name47 #b4 ,associate the sound with the letter4 #c4 ,combine a 7short7 with the consonants n1 m1 t1 p1 d1 to form the phonograms an1 am1 at1 ap1 ad4 #d4 ,analyze short words containing the sound of a 7short7 into phonic elements4 7,a knowledge of the elementary sounds is the foundation upon which rests the power to recognize new words47 fan jam mat sad tap f a n j a m m a t s a d t a p #e4 ,analyze the following words1 making prominent a 7short73 rat1 ,sam1 pat1 had1 sat1 thank1 sang1 ash1 splash4 ,,ii4 a 7long74 ,final e causes the preceding vowel to take its name instead of its sound4 ,do not teach the rule1 but its application4 ,no diacritical marks are necessary to indicate the short and long vowel sounds4 7,children quickly discover that the final e changes the preceding vowel from the sound to the name4 ,this is true of almost all words4 ,when there is a phonetic exception it should be taught as a sight word47 #a4 ,write at on the blackboard and have it pronounced4 ,write ate beside it and have it pronounced4 7,the teacher may do this first and have the children learn the force of e by observation and imitation47 ,ex43 at ate4 #b4 ,combine different consonants and phonograms to illustrate this principle4 at ate an ane f at f ate p an p ane am ame ap ape ad ade ,s am s ame t ap t ape m ad m ade ,there are a few exceptions to this rule4 ,ex43 have4 ,teach this word to the child just as the name of any new sight word is told him4 #c4 ,analyze the following words1 making prominent a 7long73 came1 name1 take1 same1 taste1 bake1 cake1 wake1 spade4 ,,iii4 ay a 7long74 #a4 ay is an equivalent symbol for a 7long74 #b4 ,analyze the following words3 hay1 jay1 say1 stay1 may1 way1 day1 lay1 gray1 play4 ,,iv4 ai a 7long74 #a4 ai is an equivalent symbol for a 7long74 #b4 ,combine ai with consonants to form the phonograms ail1 ain1 ait1 aid4 #c4 ,word ,list for analysis3 hail chain train pail pain stain tail rain wait fail raining waited sail gain waiting mail paid afraid ,v4 c 7hard72 cr2 cl4 c 7hard7 and k have the same sound4 ,it is interesting to note that c is oftener found to begin words and k to end them4 #a4 c in can1 come1 cat1 cow1 corn1 coo1 cold4 #b4 cr in cradle1 cream4 #c4 cl in clip-clap1 climbs1 clock1 cluck4 #d4 ,phonograms3 ow1 own1 old4 #e4 ,phonic ,series3 c ow t own t old b ow br own g old h ow d own f old b ow-w ow fr own h old #f4 ,word ,list3 camp came cling clay crook camping can cluck clump crop call cake clock creep crash calls cook click creeping crush called cow clam crack crown cat cot clap cradle cream ,,vi4 e 7short74 #a4 ,separate red into the sound elements r and ed4 #b4 ,separate ed into the sound elements e and d4 7,give sound1 not name47 ,the teacher should pronounce it first1 and let the children learn by imitation4 ,be careful to give the correct vowel sound4 #c4 ,combine e 7short7 with consonants to form the phonograms en1 em1 et1 ell1 eg1 elf1 elt1 esh4 #d4 ,word ,list3 pet yet leg fell sled set met bell ,nell's bed wet let sell when red net hem tell then melt self them shell den end shelf peg selling men ends get beg telling hens threshers getting begging well ten bench ,,vii4 e 7long72 ee4 ,final e takes its name when it is the only vowel in the word4 ,ex43 he1 she1 we1 me1 be4 ,the sound of ee is the same as the name of e4 ,it is not necessary to connect double letters artificially with a bar or mark of any kind4 ,children soon learn that one sound is used for both letters4 ,combine ee with the consonants used both as initials and finals to build words4 ,phonic ,series3 eet eel eed eep b eet h eel f eed p eep f eet f eel s eed k eep sl eet p eel w eed sh eep str eet st eel d eed w eep sh eet wh eel n eed d eep ,word ,list4 feed sleeping deed keep teeth need beef seed peeping he seem speed deep keeping she seems meet seen tree we peep see sheep three me sleep bee weep cheese be ,,viii4 ea e 7long74 #a4 ea is an equivalent symbol for e 7long74 #b4 ,combine ea with consonants to form the phonograms eal1 ean1 eam1 ear1 eap1 eat1 eave4 #c4 ,word ,list3 meal reap lean weave teacher seal read leap leave tear bean lead leaping stream dear seat eager heat please near meat reaping heater teach hear neat reaper wheat each hearing ,,ix4 ed d 7final74 ed d when added to a word ending in a vocal consonant4 ed t when added to a word ending in a breath consonant4 ,write the simple form of the word on the blackboard1 and have it pronounced4 ,write it again with the ed added1 and have it pronounced a second time4 ,do not teach it as a separate sound4 ,call attention to the difference in form and the corresponding difference in sound4 ed t ed d dress dressed play played pass passed cover covered dance danced live lived wish wished call called drop dropped roll rolled ,,review4 rain rains raining rained jump jumps jumping jumped tap taps tapping tapped walk walks walking walked look looks looking looked pick picks picking picked ,x4 x4 #a4 x ks as in milks4 x is not one of the simple elementary sounds4 #b4 x in ax1 fox1 six1 next1 ,foxy1 ,loxy1 wax4 ,,xi4 i 7short74 #a4 ,separate it into the sound elements i and t4 7,give sound1 not name47 #b4 ,combine i 7short7 with consonants to form the phonograms in1 im1 ip1 id1 ib1 it1 ig1 ill1 iss1 ish1 ick4 #c4 ,word ,list3 him tip-top dim fin with lip sit lid wish kiss hid sitting ill dish miss bit whip chill wished brick pin ship rill silver click pinned dipping rip picked till sick dipped rim mittens mitten thick did spilled kittens written pick dinner rib big pig ,give a short drill each day at the close of the lesson upon the phonic list4 ,,xii4 i 7long74 #a4 ,teach i 7long7 in the same manner in which a 7long7 was taught4 7,see page #ha1 paragraph ,,ii47 #b4 ,combine different consonants and phonograms to illustrate this principle4 it ite ip ipe id ide b it b ite r ip r ipe r id r ide in ine im ime p in p ine d im d ime #c4 ,word ,list3 ice mite white line wise mice chime ripe lime wiser nice chide ride fire spring side shine rides wire hive beside wide riding rise five mine wipe dime ripe pine ,,xiii4 y1 vowel 7short and long74 #a4 y 7short7 has almost always the sound of i 7short74 ,it is the last sound heard in ,mary1 baby1 pretty1 frosty1 lady4 y 7long7 is the same as i 7long74 ,it is the last sound heard in my1 fly1 sky1 by1 dry1 try1 cry4 #b4 ,word ,list3 happy nicely ,hickory ,dickory sandy carry empty fairy flying ,blacky ,henny ,penny crying ,browny ,foxy ,loxy myself ,whitey ,ducky ,lucky goodby sky ,turkey ,lurkey drying frosty ,,xiv4 igh4 #a4 igh is an equivalent symbol for i 7long74 #b4 igh in high1 higher1 flight1 thigh1 night1 fight1 sight1 bright1 light1 right1 might1 lightning4 ,,xv4 v1 initial2 final2 medial4 #a4 v in violet1 very1 visit1 love1 weave1 voice1 every4 #b4 ,phonogram3 ave4 #c4 ,word ,list3 gave1 cave1 pave1 wave4 ,,xvi4 o 7short74 #a4 ,separate on into the elements o 7short7 and n4 #b4 ,combine o 7short7 with the final consonants n1 m1 p1 t1 b1 d1 ss1 g1 to form phonograms1 and with initial consonants to form words4 ot ob op c ot r ob h op #c4 ,word ,list3 7,let the children find other words in the ,reader47 top pop softer stop ,tom longer not lost knock spot frost knocker locked frosty knocking off from knocked rock stronger moss flock logs toss hopping lost chop pot soft chopping ,,xvii4 o 7long74 #a4 ,teach o 7long7 in the same manner in which a 7long7 was taught4 7,see page #ha1 paragraph ,,ii47 #b4 ,combine different consonants and phonograms to illustrate this principle3 hop rob not mop hope robe note mope #c4 ,word ,list3 old rode bone hole rose stove hope mole smoke those home alone chose hoe spoke note rope broke nose more those toe core shore pole sore chore ,,xviii4 o 7final72 oa4 #a4 -o1 oa are equivalent symbols for o 7long74 #b4 o in go1 so1 no4 #c4 ,combine oa with consonants1 initial and final1 to form phonograms and words3 t1 d1 m1 n1 ch1 k1 r1 l1 f4 #d4 oa in boat1 load1 loam1 loaf1 moan1 coat1 oak1 oats1 roaming1 coal1 toad1 road1 loads1 loan1 roar1 oar1 boards4 ,,xix4 z4 z in buzz1 fuzz1 fuzzy1 lazy1 dizzy1 zish1 size1 sized1 buzzing1 buzzed4 ,,xx4 u 7short74 #a4 ,separate up into the elements u 7short7 and p4 #b4 ,combine i 7short7 with consonants to form the phonograms ut1 ud1 ub1 um1 un1 urr1 uff1 uss1 uzz4 #c4 ,word ,list3 tub fuss cutting shut crust cup buzz buds shutting bump hug fuzzy syrup shutter bumping bug push supper dug pumped purr pushed hum hundred puff fur pushing humming stuff puffed dug cut ,,xxi4 u 7long74 #a4 ,teach u 7long7 in the same manner that a 7long7 was taught4 #b4 ,combine different consonants and phonograms to illustrate this principle3 tub cub plum us cut tube cube plume use cute #c4 ,phonic ,list3 cure1 pure1 mute1 amuse1 use1 used1 tune1 tube4 ,,xxii4 ew u 7long74 #a4 ew is an equivalent symbol for u 7long74 #b4 ew in new1 blew1 few1 view1 dew4 ,,xxiii4 ur er1 ir4 r following u1 e1 i1 usually gives the sound heard in fur1 her1 sir4 ,word ,list3 ur er ir fur her sir burn term bird curl verse girl nurse berth first church dinner third hurt supper skirt ,,xxiv4 er2 ers 7as a syllable74 ,write the simple form on the blackboard1 and have it pronounced4 ,write it again with er added1 and have it pronounced4 ,write it again with ers added1 and have it pronounced4 farm farm er farm ers mill mill er mill ers bake bak er bak ers mine min er min ers ,identify er in other father butter mother sister water brother flower pitter-patter ,,xxv4 ng 7the ringing sound74 #a4 ng is one of the elementary sounds4 #b4 ,combine ng with the vowels a1 e1 i1 o1 u1 to form the phonograms ang1 eng1 ing1 ong1 ung4 #c4 ,word ,list3 sing wing ding along length king spring dong rang strength sung lungs song sang rung sling sting long hang strung swing string gong bang stung ,,xxvi4 qu kwh4 q is not one of the elementary sounds4 qu in quack1 queer1 queen1 quite1 quail1 squeeze1 squash4 ,,xxvii4 oo 7short72 oo 7long74 #a4 oo 7short7 as in cook4 ,word ,list3 book took good hook look brook wood cook foot cooking #b4 oo 7long7 as in coo4 ,word ,list3 moon stoop broom root room moo bloom too fool cool goose tool poor loom stool soon spool noon roof spoon ,,xxviii4 aw all1 or4 #a4 aw in caw1 draw1 saw1 claw1 paw1 straw4 #b4 all in ball1 hall1 wall1 fall4 #c4 or in corn1 horn1 morn1 morning1 torn4 ,,xxix4 a 7r71 ,italian4 ar in arm star car card hard harm barn mark sharp starch park yard start far spark bark march jar ark lark ,,xxx4 ow ou4 #a4 ow and ou are equivalent symbols for the same sound4 #b4 ou at the beginning or in the middle of a word becomes ow final4 #c4 ou in our sour cloud found mouse out ground round around loud aloud spout house sound about flour #d4 ow in cow how now bow owl down drown brown crown clown crowd growl ,,xxxi4 oy oi4 #a4 oy and oi are equivalent symbols for the same sound4 #b4 oi at the beginning or in the middle of a word becomes oy final4 #c4 oi in oil boil coin join joint point voice toil spoil noise soil broil #d4 oy in boy1 toy1 joy1 ,roy1 ,troy1 ahoy4 ,,xxxii4 j2 ge2 dge 7final74 #a4 -ge1 dge1 are equivalent symbols for j4 #b4 -ge in age1 hinge1 cage1 page1 sponge1 fringe4 #c4 -dge in edge1 bridge1 judge1 ,madge4 ,,xxxiii4 ,,summary4 ,phonic ,lessons4 ,third ,step contains3 #a4 #ag vowel sounds3 a1 e1 i1 o1 u 7short7 a1 e1 i1 o1 u 7long7 oo 7short71 oo 7long71 a 7r71 7,italian7 aw1 ow1 oy1 ur4 #b4 ,nine of these sounds have fifteen common equivalent symbols1 making a total of thirty-two vowel symbols4 7,see ,table of ,vowel ,sounds1 page #aac47 ,the three vowel sounds heard in ask1 air1 and ore may be omitted4 ,teach as sight words those used in the ,summers ,readers2 or if preferred1 give a series drill4 ,two of these sounds have equivalent spellings4 air in chair1 care1 wear4 ore as in more1 four1 floor1 torn4 ,the sound ask has the simple spelling a4 ,in this ,manual a is the symbol for a 7short7 as in at unless changed by some modifier as final1 r1 or another vowel4 ,ex43 at1 aw1 oa1 ea4 ,ex43 ,the following list gives the most common of these words3 ,i4 air are ear chair care bear fair bare tear hair dare wear pair fare pear stair scare ,,ii4 ore oor orn oar our bore door torn roar four core floor worn soar pour more thorn shore born store ,,iii4 ask ast ance task fast dance mask last lance basket mast chance ,,part ,v4 ,,third ,,half ,,year3 ,,fourth ,,step4 #a4 ,reading from the ,second ,reader4 #b4 ,phonic ,lessons3 7a7 ,initial and final syllables taught as phonograms4 7b7 ,word ,drill4 #c4 ,later ,work4 ,,initial ,,and ,,final ,,syllables4 7,time1 about twenty weeks47 ,directions4 #a4 ,in the third half-year initial and final syllables are taught as phonograms4 ,this enables the child to read words requiring an understanding of syllabication4 #b4 ,the familiar consonant and vowel sounds previously learned are constantly reviewed in the word lists given for phonic drill4 ,these are based largely upon the words used in the ,primer1 the ,first ,reader1 and the ,second ,reader4 ,the list may be increased by using1 in connection with familiar words1 the prefixes and suffixes given in the following lessons4 #c4 ,new sight words which the child may meet in any reader should be told him4 ,i4 y ies par ty par ties coun try coun tries sto ry sto ries car ry car ries cher ry cher ries ber ry ber ries fai ry fai ries brow ny brow nies pen ny pen nies pup py pup pies ,,ii4 ly ful near ly ug ly play ful won der ful nice ly sad ly thank ful truth ful mere ly hol ly beau ti ful barn ful friend ly mer ri ly help ful field ful quick ly hap pi ly use ful hand ful ,,iii4 ure age pict ure vil lage mixt ure mes sage fig ure cab bage past ure man age rapt ure pack age creat ure cot tage ,,iv4 le ous tion cas tle gen tle won drous ques tion cat tle un cle fa mous mo tion nee dle bram ble joy ous sta tion trem ble shut tle gor geous ac tion wres tle trea dle va ca tion ap ple ,v4 in en il1 el in side chick en an vil in vite sev en pen cil in deed soft en trav el in ven tion sweet en cam el ,in di an wak en quar rel rob in en joy ,mon da min ,,vi4 ed est end ed near est faint ed old est plant ed young est lift ed har vest fold ed mo lest mend ed sick est card ed dark est ,,vii4 a be de re pre a side be come re cess a sleep be came re ceive a wake be fore re ply a long be gan re ply ing a fraid be gin ning pre pare a live be long pre tend a cross be side pre tend ing a go be hind a gainst de lay a gain de lay ing a round de light de light ful ,,viii4 dis mis ex pro dis turb ex plain pro nounce mis take ex plain ing pro long mis tak en ex pect ex pect ed ex cuse ex press ex am ple ex treme ly ,,ix4 ap ad af ap pear ad mit af fec tion ap pear ing ad mit ting af ter ad mit ted ad mit tance ad dress ad di tion ,x4 at an ab at tic an i mal at tract wom an at tend ab sent at ten tion ,,xi4 ness less some cold ness weak ness end less some times ill ness sick ness help less some thing lame ness wil der ness home less lone some like ness fear less moth er less hand some near ness friend less fath er less win some ,,xii4 ob or ph f ob tain par lor ,phil ip ob tains mir ror el e phant ob tained or gan pho to gra ph ob tain ing or chard s phere ,,xiii4 ,,summary4 y ies ly ful ure age le ous tion in en il el ed est a be de re pre dis mis ex ap ad af at an ab ob ness less some or ph f ,,supplementary ,,list ,,of ,,poems4 ,the teacher may read the following poems to the children in connection with the reading lessons in the ,second ,reader4 ,,september4 ,september1 by ,helen ,hunt ,jackson4 ,book3 ,jackson's ,poems4 ,hiawatha's ,childhood1 by ,henry ,w4 ,longfellow4 ,book3 ,longfellow's ,poems4 ,lines beginning3 ,by the shores of ,gitchee ,gumee to called them ',hiawatha's ,brother's4' ,selections from ,hiawatha's ,fasting4 ,the first day of his fasting4 ,the fourth day of his fasting1 lines beginning3 ,to-morrow is the last day of your fasting4 ,the seventh day of his fasting1 lines beginning3 ,day by day did ,hiawatha4 ,the ,little ,elf1 by ,john ,kendrick ,bangs4 ,book3 ,the ,posy ,ring1 7,selections7 ,wiggin ,smith 7,eds474 ,,october4 ,the ,mountain and the ,squirrel1 by ,ralph ,waldo ,emerson4 ,book3 ,emerson's ,poems4 ,robin ,redbreast1 by ,william ,allingham4 ,book3 ,the ,posy ,ring4 ,lullaby of the ,iroquois1 by ,e4 ,pauline ,johnson4 ,book3 ,songs of the ,tree-,top and ,meadow1 7,selections7 ,mc,murry and ,cook 7,eds474 ,hiawatha's ,sailing1 by ,henry ,w4 ,longfellow4 ,book3 ,longfellow's ,poems4 ,,november4 ,the ,story of a ,seed1 from ,the ,youth's ,companion4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,little ,red ,riding ,hood1 by ,john ,g4 ,whittier4 ,book3 ,whittier's ,poems4 ,selections from the ,barefoot ,boy1 by ,john ,g4 ,whittier4 ,book3 ,whittier's ,poems4 ,the ,boy and the ,sheep1 by ,ann ,taylor4 ,book3 ,the ,posy ,ring4 ,,december4 ,little ,fir ,trees1 by ,evaleen ,stein4 ,book3 ,st4 ,nicholas4 ,why do ,bells for ,christmas ,ring8 by ,eugene ,field4 ,book3 ,lullaby ,land4 ,the ,sugar-,plum ,tree1 by ,eugene ,field4 ,book3 ,lullaby ,land4 ,a ,visit from ,st4 ,nicholas1 by ,clement ,c4 ,moore4 ,book3 ,child ,life1 7,selections7 ,john ,g4 ,whittier 7,ed474 ,,january4 ,what the ,wood ,fire ,said to the ,little ,boy1 by ,frank ,l4 ,stanton4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,the ,snow1 from ,the ,youth's ,companion4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,the ,frost1 by ,hannah ,f4 ,gould4 ,book3 ,the ,posy ,ring4 ,talking in ,their ,sleep1 by ,edith ,m4 ,thomas4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,,february4 ,the ,village ,blacksmith1 by ,henry ,w4 ,longfellow4 ,book3 ,longfellow's ,poems4 ,from ,my ,arm ,chair1 by ,henry ,w4 ,longfellow4 ,book3 ,longfellow's ,poems4 ,the ,children's ,hour1 by ,henry ,w4 ,longfellow4 ,book3 ,longfellow's ,poems4 ,time to ,rise2 ,bed in ,summer1 by ,robert ,louis ,stevenson4 ,book3 ,a ,child's ,garden of ,verses4 ,,march4 ,the ,windmill1 by ,henry ,w4 ,longfellow4 ,book3 ,longfellow's ,poems4 ,the ,wind1 by ,robert ,louis ,stevenson4 ,book3 ,a ,child's ,garden of ,verses4 ,my ,shadow1 by ,robert ,louis ,stevenson4 ,book3 ,a ,child's ,garden of ,verses4 ,the ,lost ,doll1 by ,charles ,kingsley4 ,book3 ,the ,posy ,ring4 ,,april4 ,the ,brown ,thrush1 by ,lucy ,larcom4 ,book3 ,childhood ,songs4 ,wild ,geese1 by ,celia ,thaxter4 ,book3 ,poems for ,children4 ,the ,song of the ,lilies1 by ,lucy ,wheelock4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,what is ,pink8 by ,christina ,g4 ,rossetti4 ,book3 ,sing-,song4 ,,may4 ,baby ,seed ,song1 by ,e4 ,nesbit4 ,book3 ,the ,posy ,ring4 ,calling the ,violet1 by ,lucy ,larcom4 ,book3 ,childhood ,songs4 ,the ,bluebird1 by ,emily ,huntington ,miller4 ,book3 ,the ,posy ,ring4 ,spring1 by ,celia ,thaxter4 ,book3 ,poems for ,children4 ,,june4 ,mabel on ,midsummer ,day1 by ,mary ,howitt4 ,the ,fairies of the ,caldron-,low1 by ,mary ,howitt4 ,the ,fairy ,folk1 by ,robert ,bird4 ,book3 ,the ,posy ,ring4 ,seven ,times ,one1 by ,jean ,bigelow4 ,book3 ,the ,posy ,ring4 ,,july4 ,flag ,song1 by ,mrs4 ,coonley-,ward4 ,book3 ,wilson's ,history ,reader4 ,independence ,bell4 7,author unknown47 ,book3 ,williams's ,choice ,literature1 ,book ,,ii4 ,the ,flag ,goes ,by1 from ,the ,youth's ,companion4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,the ,star-,spangled ,banner1 by ,francis ,scott ,key4 ,book3 ,williams's ,choice ,literature1 ,book ,,ii4 ,,august4 ,the ,song of the ,crickets1 by ,emily ,huntington ,miller4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,the ,spider and the ,fly1 by ,mary ,howitt4 ,book3 ,songs of the ,tree-,top and ,meadow4 ,wynken1 ,blynken and ,nod1 by ,eugene ,field4 ,book3 ,lullaby ,land4 ,old ,gaelic ,lullaby4 7,author unknown47 ,book3 ,the ,posy ,ring4 ,,later ,,work4 ,after the third half year any series of readers may be used4 ,the literature of childhood1 carefully selected and edited1 should form the subject-matter of these reading books4 ,phonic lessons based as far as possible upon the words found in the readers should be practised daily during the first three years4 ,this later work does not differ from that of the preceding phonic lessons4 ,,consonant ,,sounds4 ,,breath ,,sounds4 ,,vocal ,,sounds4 h- wh w- p b m t d n l r- k g ng f v th th s z sh zh ch j y- qu kwh x ks ,,equivalent ,,spellings4 c k cat ge j age ce cent dge bridge ci s city ph f elephant cy bicycle s z is1 has ,based on ,chart of ,consonant ,sounds used in ,clarke ,school1 ,northampton1 ,mass4 #a4 ,two consonant sounds may be omitted from the phonic work in the primary grades4 7a7 ,omit the breath sound of th as in thin1 thick1 thank1 since the vocal sound as in this1 then1 they is more often in the child's vocabulary4 ,it will be confusing to have two sounds for the same symbol4 7b7 ,the zh sound as heard in pleasure1 measure1 treasure1 does not occur in the ,summers ,readers and therefore is omitted4 ,let the symbol s at first represent the breath sound as in sit4 #b4 p1 b1 and m are in a horizontal line indicating that all are made by the same organs of speech4 t1 d1 n1 l1 r1 all have the point of the tongue as the active organ and the upper gum as the passive organ in articulation4 q and x are not elementary sounds4 ,they are double breath consonants4 qu kwh4 x ks4 ,,vowel ,,sounds4 ,short a at ,short o hop ,long a-e ate ,long o-e hope ,italian a7r7 arm ,short oo foot aw saw ,long oo food air fair ow cow a ask oy boy ,short e bed ore more ,long ee bee ,short u us ,short i pin ,long u-e use ,long i-e pine ur fur ,,common ,,equivalent ,,spellings4 a-e ay1 ai day1 train ee ea1 -e each1 me i-e -y1 igh my1 high o-e -o1 oa so1 coat u-e ew new1 view aw all1 or call1 corn ow ou out1 found oy oi boil ur er1 ir her1 sir ,three vowel sounds may be omitted from the phonic work in the primary grades4 ,the sounds in ask1 fair1 and more should be used with accuracy by the teacher1 since the child is at the most imitative and impressionable stage4 ,in the early phonic work it will confuse the child if he is taught two sounds for the same symbol4 ,in this ,manual the symbol a means invariably a 7short7 as in cat1 therefore such words as ask1 chance1 after are taught through the series idea4 ,fair1 hair1 bore1 more are taught in the same manner4 ,illustration3 publisher-logo ,illustration3 back-cover