' JEW SLOAN READERS 
 
 MANUAL 
 
 By 
 KATHARINE E. SLOAN 
 
 * 
 
 THE MACMILLAN COMPANY 
 
 NEW YORK : : MCMXV 
 
NEAV SLOAX READEU^S 
 
 M A N r A I. 
 
 HV 
 
 KAl IIAIMNK K. SLOAN 
 
 FOBMEKl.V IMCIMAKT SIPERVISOR t»r TIIK H4irTllKR?» 
 UKttiON HTATE NUKMAl. 
 
 XftD Vavk 
 THE MACMILEAN COMPANY 
 
 U)MH)N MA( MII.LAN & CO.. Ltd. 
 l'Jl.'» 
 
 All right* rftrrtd 
 
v^' 
 
 « 
 
 5= 
 
 Copyright, 1915, 
 By the MACMILLAN COMPANY. 
 
 Set up and electrotyped. Published September, 1915. 
 
 4^^ 
 
 G1.A411405 
 
 Tforfajooti ^rcss 
 
 J. S. Gushing (-■(). — Berwick & Smith Co. 
 
 Norwood, Mass., U.S.A. 
 
 SEP -9 1915 
 
PREFACE 
 
 The Xcw Sloan l^cajlcrs Manual has been prepared as 
 a pnidc for tcacluTs in developing the plan and purpose of 
 I'lie New Sloan Readers. The use of the Manual is not 
 essential to tlii> ^y^lrm of tt-arliinLT r«MdinLr; l>ut tin- author 
 believes that the suj^^estion^ li«'r«' includrd will l>r f«>un(l 
 helpful, and will suioolh the path for teachers who are 
 usin^' the Sloan nictlwMl for the first tiinr. It should be 
 underst(>o«l, howcxcr, that thr exereJM's and drills described 
 arc merely suggestion^ for preliminary or >u|)|)lemcntary 
 work. 
 
 While the .iiithor has callecl attention to M>nie of the 
 l'ini(l;imeiilal |)i-iiiei|)lcs on which the teaehing of reading 
 should be based, ^he ha^ nt>t aftemj)te«l to iuehnle a treatise 
 on the subj«Mt in thi^ Manual. So many excellent books 
 on the teaching of reading are available that further dis- 
 cu^Nion stHMHs superfluous. Such books also contain many 
 \ahiabl(> suggestions for story work, picture work, and 
 dramatization — for all of which material may be found in 
 these Readers. 
 
 Hut the essentiab of tlu' plan and the material for carrying 
 it out are to be found in The New Sloan Readers themselves. 
 The Manual i> intended merely as an aid in the use of the 
 books. 
 
 iii 
 
CONTENTS 
 
 PAGE 
 
 Introduction 1 
 
 Primer — Part I 5 
 
 The Mother Goose Group of Lessons ..... 5 
 The Second Group of Lessons . . . . . . .11 
 
 The First Phonetic Exercises 16 
 
 The First Vowel Sound 21 
 
 Primer — Part II 22 
 
 Preliminary Exercises 22 
 
 Sight Words . 27 
 
 Phonetic Lessons 29 
 
 Games and Drills ......... 30 
 
 First Reader 33 
 
 Sight Words 37 
 
 Reading for the Thought 38 
 
 Second Reader 44 
 
 The Pronunciation of Words 46 
 
 Sight Words 47 
 
 Enunciation and Expression 48 
 
 Reading for Expression 49 
 
 Supplementary Reading 54 
 
 Seat Work 55 
 
 Mother Goose Rhymes Q5 
 
 A Summary of Phonetic Principles 67 
 
 IV 
 
IXTRDDT'C TTON 
 
 ** Ediicalioii Is tlic ^;ciitTati(»ii of jK)WtT." — Pe^TALOZZI. 
 
 Tin: aim of The New Sloan I{t'a(l('r> i> to ^hnc tlic cliild, 
 iiithrin()>t diiict wayaiul in the sliortost tinu',///<' indcinudcfil 
 power to read. 'V\\v\ use the siinplivst and most The aim of 
 offcctivc |)hon('tic system and the most interesting ^^^^enes 
 and sal i'^l'actory coiilciil to acconi|>li'>h th<' aim. I'hey har- 
 monize the melho(l and the content >o as to arouse and re- 
 tain the interest of «liil<hrn lo j)ro(hice >at isfaetory and 
 permanent results. 
 
 \Nord> arr tiralecl lirNJ as w hol^•^, without regard to tlieir 
 eh'ment>. I lii> iini^t he the lii^t >t('j). To continue it 
 lhrou<,di a whole l»«»ok, howe\-cr, with no systematic phm or 
 snitahh' material for teaching i)honetie <'h'ments, involves 
 wa^te of the childs time and etFort. So the word method 
 nuist he siipph'iuented hy another method that will more 
 directly and more (piickly de\elop the desired power. 
 
 Phoiutics, this other method, is the teehni(jue of reading, 
 
 as essential to the art of reading as is the teehni(jue of nuisic 
 
 to the art of nni^ie. ThroULrh |)honeties is (level- ^^ 
 
 ' The method 
 
 Oped most easily the indvpcudent power to master of the 
 new words, which i> the first essential to j)rogress 
 in readini;. 
 
 The method on which these readers are hased is the 
 thoroui,di presentation of the >imple j)honetic elements — 
 
 1 
 
MANUAL 
 
 phonetics reduced to their lowest terms. Phonetics are not 
 added nor suggested as separate exercises, nor presented 
 incidentally, but are woven in a simple, natural manner into 
 every sentence. By simply reading his book the child 
 cannot fail to receive the benefit of a definite, systematic 
 course in phonetics. 
 
 Only one new step is taken in each lesson. The object 
 of the lesson is made so clear that no teacher can be in 
 The sys- doubt regarding it. The new element presented 
 tematic de- jg emphasized so strongly, in different forms, that 
 
 velopment . . • i i • i ti i • 
 
 of the it IS unconsciously but mdelibly impressed on the 
 
 method. child's mind. The new words in each lesson, 
 almost without exception, all contain the same phonetic 
 principle ; therefore, no matter how many new words there 
 may be, the child has but the one thing to learn. The 
 constant but varied repetition keeps the child's attention 
 steadily directed to it, until he learns it thoroughly. Fre- 
 quent reviews clinch the progress thus made. The method 
 is simple, definite, and thorough. 
 
 The ever-growing independent power that the child 
 obtains from this method is a constant stimulus to self- 
 activity. The exercise of it gives him pleasure. At the 
 close of the first year's work, he is able to read independently 
 and intelligently any material whose thought is not beyond 
 his comprehension. 
 
 The subject matter, or content, used in this series is 
 The content suggested by the child's interest and connected 
 of the read- with his daily life and experience. Rhymes and 
 ing essons. g|.Qj.-gg ^^isit center in Mother Goose characters, in 
 playmates, in pets, in playthings, in famihar objects, and 
 
 2 
 
INTRODT'CTIOX 
 
 in complete stories that are adapted to impersonation, 
 dramatization, and expressive reading make up largely the 
 reading content of the series. No words nor parts of words 
 are used for the sake of sound alone; each word is familiar 
 to the child in his sjMjken vocabulary. Thus the necessary 
 technical d.ill is provided through the charm of story, 
 rhyme, and play. 
 
 Many of the diflicnlties of the elementary school course 
 are due to the inability of the pui)il to read well, to the 
 inadeciuate efiuipment given at the start. The ^^ 
 
 • ' ' '^ The results 
 
 more cpiickly the iiidejx'ndent power to read is ofthisteach- 
 (le\-eloj)e(i and (lie inorr tinuly tlic fnuiidatioii is 
 laid, the surer i> tin- pupil's progress through the rest of his 
 .school course. .\l lh<' >tart other considerations must he 
 suhordiuatecj. 'I'lir «ii(| cannot he accomplished inci- 
 (lriilall> . \\ lull till' child lla^ rcall>- Icunicd to rauL llicii he 
 has the ke\' that o|)cns to him all hooks, the wealth of 
 children's literature. 
 
 3 
 
Dictionary of Sounds 
 
 
 B 
 
 
 s 
 
 D 
 
 E 
 e 
 
 F 
 
 f 
 
 G 
 
 H 
 h 
 
 I 
 
 I ^ 
 
 J 
 
 fieJA' 
 
 K 
 
 ^-^^i^t? 
 
 L 
 1 
 
 M 
 
 m 
 
 si 
 
 
 N 
 
 n 
 
 >fes=:^ 
 
 
 
 
 
 
 Qm 
 
 R 
 
 q 
 
 
 T 
 
 t 
 
 5^^ 
 
 u 
 
 u 
 
 V 
 
 V 
 
 w 
 
 X 
 
 
 Y 
 
 y 
 
THE IMMMKR 
 
 Paim I 
 tin: M()Tm;ii (Joose gkoip of lkssoxs 
 
 Tlic fir^t <:r()iii) «»f lessons is based upon Mother (ioose 
 rhymo mid jiiiKl«'>- l''"' in:iin |)nri)ns,' of tlii> ^'roup of 
 IcssoiiN is lo lead tlie pupiU h) make the liappy discovery 
 that reading' is ^'ettiiiir stories from l)ooks. It will also teach 
 a mimlMT of si^rhl words. l-'or the eom eiiieiiee of teachers 
 these rhymes are |)riiiled here in full on i)a^e Go of this 
 "Manual. 
 
 Mo.sl c-hildren. when th«'y enter school, ar«' alread\ familiar 
 with some of these rhymes; and the others nill \(r> soon 
 Irarn them. The teacher should hrst find t>ut what the 
 pu|)ils know ahout them. She may recite the rhymes in a 
 happy, spirited maimer. The class should he cncouraK<'d to 
 talk freel\ ahont them, and volunteers ma>- l)c called for 
 to repeat these or other rhymes that tlie\- know. 
 
 As the pupils l)ccome familiar with ihc rhymes in the 
 
 Primer, (first read by the teacher or recited hy pupils who 
 
 may know them), the Storj/ Friends may he imper- Teaching 
 
 sonate.l. The class mav recite, for instance, th.' ^^e first 
 
 lessons. 
 
 rh> nieon pa^e 12. Then the teacher asks : "What (d imper- 
 did Little Jack Horner <lo?" The class will reply : ^'""'^''"' 
 "Sat in a corner." lOf course it would i)e better if they 
 answered: **ne sat in the corner"; hut this is not the time 
 
MANUAL 
 
 for criticism.) Teacher : " Who will play Little Jack Horner ? " 
 The teacher should allow the pupil to impersonate the char- 
 acter as the pupil wishes. He may run over to a corner and 
 sit down, and perhaps represent also the pulling out of the 
 plum. But it must be the child's own spontaneous expres- 
 sion. Little Boy Blue may be impersonated by holding the 
 closed hands to the mouth as if blowing a horn ; Bo-peep, 
 by rubbing the eyes as if just waking from sleep ; Red Riding- 
 hood, by walking with a basket on the arm ; the Little Tin 
 Soldier, by standing very erect, with the blackboard pointer 
 for a gun. Tom Thumb need not be impersonated. 
 
 Another way to use the dramatic element in teaching these 
 rhymes is to change the impersonation into a game. The 
 
 (2) The teacher calls a pupil to her and whispers the name 
 game. q£ ^j^^ character he is to impersonate. The class 
 is to tell which character is being impersonated by the pupil. 
 If it is "Little Jack Horner," for instance, the class will 
 say those words. Then the teacher w411 write them on the 
 blackboard, leaving them there for future use, and will 
 have the class find the corresponding words in the Primer. 
 
 The purpose of this writing upon the blackboard is to 
 impress the significance of reading by showing the pupil 
 
 (3) Black- the written form of his own oral expression. By 
 board work, alternately reading the same group of words in 
 script and print from the very beginning, the pupil will ex- 
 perience no difficulty in distinguishing one from the other. 
 Trouble in doing this is usually anticipated for the pupil, not 
 experienced by him. 
 
 The purpose of this instruction is to prepare the pupil to 
 read from the book. Reading from the blackboard is the 
 
 6 
 
THE PRIMER 
 
 simplest introduction to the book. Correlation of the 
 blackboard instruction with readin*,' from the Primer may 
 be made as follows : 
 
 The teacher, pointing to the first line of page 8, asks : *' Who 
 are these?" Cla.s.s: "Little Jack Horner and j^^^^j. 
 Little Hoy Blue." The t(\icher writes this answer from the 
 on the bla(kl)oar(l, and the class repeats it, then 
 
 ed 
 
 hnds it ill the l*rimer. Kaeh hue of pages S and '.) is treat 
 in tlie same way. The word too will ha\'e to be told to the 
 ])upils the first time; after that they will call it without 
 prompting, because of the rhyme. 
 
 The order of presentation of the lesson here suggested 
 may be >ummari/.e(l as follows: 
 
 The preparatory lan^'uage work on rhymes and pictures. 
 
 The memorizing of rhymes alxjut the "story friends." 
 
 The oral presenUition of rhymes in the Primer. 
 
 The recognition of pictured characters, and the finding 
 of their names InMieath pictures. 
 
 The simple imiMTSonations of the characters by the pupils. 
 
 The naming, by tlie class, of characters imi)er.sonated, the 
 answers iH'ing written on the blackboard by the teacher. 
 
 The reading by the pupils of what has been written. 
 
 The finding of the .same group of words in the Primer. 
 
 The rcadim; of the whole story from the Primer. 
 
 To introduce the phrases 77;/.v is and / sec yoit, u>e the 
 word groups on tlie blackboard. a> Littlr Jack The first 
 Horner. Little Tom Tucker, etc. Ask the pupil to »"««>os in 
 
 detail 
 
 indicate the group. Little Jaek Horner, by ponit- (,) \i\,rj 
 ing to it and .saying, **This is little Jack Horner.'* «''''«^' 
 Then write This is before this group (changing L to / in the 
 
MANUAL 
 
 word little), so that the sentence will represent the pupil's 
 answer. Ask the pupil to read the sentence. Continue in 
 the same way with the other groups. Present I see you in 
 a similar manner. Afterwards have the children find these 
 phrases in the Primer. 
 
 If a pupil does not instantly recognize the names of the 
 different characters in this exercise, tell them to him. Hold 
 , , „, ^ the pupil for only those words that are included 
 
 (2) Words . . 
 
 to be in the word list on page 128. Any other words 
 
 used will require no special emphasis. They will 
 be recognized through the rhymes or pictures. For example, 
 the words meadow and corn on page 10 are to be recognized 
 through the small pictures. The same words on page 15 
 will be recognized through the rhymes. 
 
 In the preparatory reading of pages 10 to 15, it may be 
 necessary for the teacher to read the second line on page 11 
 and the second and fourth lines on pages 12 and 13. It will 
 be necessary to do this only once. Afterwards the lines 
 will be recognized through the rhymes. 
 
 It is not the intention in these early lessons that there 
 shall be drill on every word until it can be recognized 
 wherever found. The majority of the classes will be able 
 to recognize the words after a brief drill. No more effort 
 The should be put on words not included in the word 
 
 emphasis \{gi ihsin is necessary to enable the pupils to get 
 
 to be given *^ . . . 
 
 to teaching the thought of the particular lesson in which they 
 words. occur. Such words will then have served their 
 
 purpose. The same general principle may be applied not 
 only to the Mother Goose group of lessons, but also to the 
 other reading lessons in Part I of the Primer. 
 
 8 
 
THE PKIMKR 
 
 If, after the pupil has finished the preparatory work, he 
 cannot call a word in reading' the lesson, it should he told him. 
 This is not the time for him to study it. He should now he 
 led lo reali/c that n'a(hii^' i> thoui^dit ^'ettin^', and nothing 
 should be allowed to interfere with this |)urpose of these 
 lessons. This does not mean that the word should ahrdys 
 he told. 'I'his direction refers merely to the reading le.ssons 
 in l*;irl 1 of t lir Primer. 
 
 Discuss the cliaraetcrs on paL;e 14 in connection with the 
 picture. This should he done with all these lessons. The 
 illustrations are rich in material for interesting 
 and j)rolitahle language work. The pupils should Suggestions 
 rccogmze eacli character in the j)icture and also 14 and 15. 
 the names beneath the picture. They should then 
 find the names when'ver they iK'Cur in the les>on. 'I'he whole 
 faiiiihai- Ho-j)eej) rhyme may be repeated ; then the class may 
 be asked u liicli part of it I he pici nre t«'lls. 'I'he answer. " I at- 
 tic Ho-peep fell fast asleep." shouM be found and read in the 
 Primer. 'I'he words /a,v/ (L'<lirp shouM be found in the next 
 line also, and the word (tslrrj) in all four lines. The sentence, 
 I see you, >\\u\i\t\ be found mi the blackboard, then u here\er 
 it occurs in ijic lesson. Thr |ir>t and second lines should 
 be read and com|)are<l. to tind out which words are the same, 
 and which ditrerent. Then the whole lesson may be read. 
 
 The lesson on page 1 o ma> be taught in the .same way as the 
 preceding lesson. If the words mcadoir and coni are not 
 recognized, turn back to page 10, for review. In answer 
 to the (piestions, "Where is the cow?" and "Wliere is 
 the sheep?", the phrases in Uic meadow and in the corn 
 should be found. 
 
 9 
 
MANUAL 
 
 The following directions may be used to advantage on 
 correlated handwork. 
 
 Cut Jack Horner's pie. 
 
 Draw, color, and cut the plum. 
 Correlated Draw and cut Boy Blue's horn, 
 handwork. Draw and cut Bo-peep's crook. 
 
 Draw Red Ridinghood's basket. 
 
 Fold Tom Tucker's book. 
 
 Draw and color Tin Soldier's gun and drum. 
 
 Cut Miss Muffet's bowl. 
 
 Draw Miss Muffet's stool. 
 
 Draw the web and the spider. 
 
 Trace and cut Humpty Dumpty. 
 
 Draw the wall and set Humpty on it. 
 
 Fold and cut a fence for the meadow. 
 
 Trace and cut sheep to put in the meadow. 
 
 Draw and color the haystack. 
 
 The blackboard may be used to advantage for drill pur- 
 Biackboard poses. Write word phrases from Primer and com- 
 **"^^^- binations for drill on the blackboard as follows : 
 
 Little 
 
 I see 
 
 Boy Blue 
 
 little 
 
 I see you 
 
 Tom Tucker 
 
 and 
 
 See you 
 
 Jack Horner 
 
 And 
 
 This is 
 
 Bo-peep 
 
 the 
 
 this is 
 
 Miss Muffet 
 
 The 
 
 is this 
 
 Red Ridinghood 
 
 too 
 
 Is this 
 
 has has has 
 
 The following sentences are offered as suggestions for 
 supplementary reading from the blackboard of words and 
 phrases introducing the new word has. The words in 
 parentheses are to be shown by outline pictures only. 
 
 10 
 
THE PRIMER 
 
 Boy Blue has a (horn). This is Bo-peep. 
 
 Tom 'I'ucktT has a (kite). lio-jx^ep has a (kitty). 
 
 Jack Horner lias a (l)all). The (kitty) is little. 
 
 Red Ridiii^hood has a (fan). I see you, little (kitty). 
 
 Miss MuflVt has a (stool). Bo-])eep has you. 
 
 Bo-peep has a (kitty). I see you and Bo-i)eep. 
 
 Supi)k'iiu'ntar> work. intr()(luc"in«; reel : 
 
 1 see Red Ridin^diood. 
 
 Red Ridin^h(M)d has a little (basket). 
 
 This is the (basket). 
 
 A (s|M>ol) is in the (basket). 
 
 The (basket) is red. 
 
 The (sp(M>l) is red. 
 
 A Httle red (spool) in a littlr n-.l (LaskrH. 
 
 SECOND GROUP OF HK.\DING LESSONS 
 
 I'br u>ual j)re|)arat(>ry laiii^Miatre work, baxMl on the ilhis- 
 t rat ions, should first be done. On |»a^'e 1(), the j)Upil >li()id(l 
 be riicoura^^ed to talk about bird>. — nest build- Preparatory 
 
 iiiLT, baby birds, parents* care, and other interest- ^°^^ 
 iiii: features of l>ird life Tlirii llir four lines of the fir>t 
 rli> ine should ))e memorized, if not already known, and 
 read from the paire. The tree-to|) baby should be found 
 in the lari^e picture an«l elsewhere on the pa;,'e in the small 
 pictures, 'i'hc little cra<llc should be |)ointe(l out. The 
 class should then liiul the word Ixihj/ by repeating the rhyme; 
 they should find it wherever it occurs on the pa^'e. Next 
 may bo found and repeated the words that tell where the 
 baby is, and the same i)hrase in the lines below. The words 
 in the la>t line of the pai^e are to be found fir>t in the first 
 
MANUAL 
 
 «=^ ^' 
 
 ♦ 
 
 f^^^Y 
 
 hk 
 
 Symbols for Supplementary Reading to be Drawn on the Blackboard 
 
 12 
 
THE PUIMEIl 
 
 rhyme; then the Hue is to be read. Review the sixth Hue. 
 Find the phrase This is. Read each rhyme. Read the 
 whole lesson. 
 
 Ill the preparatory work from tlir picture on i)a«re 17, 
 a story, son^, or poem of mother lo\«' may he read to the 
 class. The children may tell about baby brothers or sisters; 
 then find the tree-top baby a^ain — the dearest baby of ally 
 the tree-to ]) imunmn, the dcdrcst niiuunia of (ill. 
 
 The teacher may write the word baby several times here 
 an<l then" on the l)hick.board, one far from the others. I'oint- 
 in^' to the \\(»i(l I'arthcst away, she may say, ** Here i> a j)()or 
 htth' i>al)y all alone; 1 will irive him a mamma.'* writing 
 tiie word iiKiminii by the word Ixih)/. The pu|)il> are likely 
 to enter into the .sj)irit of tiie play and a>k that each i)al)y i)e 
 ^'ivcn a mamma. The word i/iamma is written by each 
 wo I'd Ixihy. 
 
 ( )iie pn|)il ma\ tind all t he i>abicN, by |)ointini,' to I Ik* words 
 and pronouii(in<.j tiiem; another, all the mammas; another, 
 both l»abics and mammas. Su^^est to those not reciting 
 to watch carefully that no baby nor nnmima be forgotten. 
 The interest of all should b«' enli>te<l, in order that all may 
 reci'ive the same benetit. 
 
 Introduce and drill upon the word drur, by writing phrases 
 such as Dear baby. Dear itKunnid. Review the other phra.ses, 
 77//.S' /.v. / see you, frcnn the blaekboanl ; llieii ha\e these 
 phrases found in the lesxm. The |)a^'e may nt)W be read. 
 The word ncur in the la>t line will be recoirnized on account 
 of the rhyme with dear. 
 
 Add to the list on the hlackhoard baby, mamma, dear, has, 
 hare, like, and lihis. \\v the>e words for supplementary 
 
 13 
 
MANUAL 
 
 blackboard reading in connection with simple outline pic- 
 tures as previously suggested. Such work will prepare 
 for similar lessons given later in the Primer (as on 
 page 25). 
 
 With the exception of a few words of explanation on cer- 
 tain points, the suggestions already given are enough to show 
 how the other eleven reading lessons in Part I 
 suggestions, may be presented. After page 20 the reading 
 pages 19-52. jgggQj^g jjj Part I are found on the following pages : 
 24, 25, 28, 29, 31, 34, 37, 41, and 45. The purpose of these 
 lessons is to provide suitable and attractive reading matter, 
 based on the word method, for use while the pupils are ac- 
 quiring phonetic power from the separate exercises included 
 in this same part of the Primer. 
 
 Page 19 is essentially a little girls' page. The Pussy Cat 
 rhyme, being appropriate to this place and a favorite with 
 all little girls, is used here simply for the pleasure it will give. 
 This rhyme should be used only for memorizing and for 
 language work in connection with the picture opposite and 
 the subject in general. The class will eventually read it, 
 but they should not be required to do so now. 
 
 On page 20 the word hall should be recognized from 
 the picture; it may also be illustrated from the black- 
 board. 
 
 As the following words occur at intervals all through the 
 Primer, they should be frequently reviewed : 
 
 mamma dear has play This is and 
 
 baby little have in a this is And 
 
 kitty with like too, to I see you The 
 
 ball my likes it It See you the 
 
 14 
 
THE PRIMER 
 
 Briefly summarized, tlie |)()ints to observe are: 
 
 1. Do not confine the piij)ils' attention to words and sentences 
 in the lesson. Make a distinction between the reading of stories 
 and the calHn^ of words and j)hrases for drill. Tlir latter is not 
 reading. It is merely a preparation for it. 
 
 ^i. Teach tlie pupils to look for the whole story which the lesson 
 tells. This will make them realize that readin*,' is thou^'ht 
 p'ttin^. The first recpiisite for thought gettin-,' is that they should 
 know the words before they attempt to read the story ; hence the 
 necessity for a preparatory t:ilk to bring out the thought of tin* 
 les.son, a preliminary drill upon the new words of the les.son, and 
 a review of the old words in the le.sson. 
 
 :r He careful that the pu|)il in reading does not form the habit 
 of pointing with his finger to every word. This encourages a 
 jerky word-by-word style of reailing. 
 
 Correlated li.nulwoik ni;iy be carriiMJ on in conneclioii 
 
 Willi the second irroUJ) of lessons OS folloWS : 
 
 Draw and color a tree. 
 
 Draw the tri'c-toj) baby. 
 
 Draw the trtH"-top baby's litth- cradle. 
 
 Draw, cut, ami color A'///v'.v big ball. 
 
 Draw and color the robin. 
 
 Draw, color, and cut ro.se |)etals. 
 
 Paste rose |)etals around robin's picture. 
 
 Draw, color. an<l cut maple leaves. 
 
 Draw, color, and cut apples. 
 
 Draw, color, and cut the rake, rattle, and ring. 
 
 Draw and color fish, fan. feather, flag, and fork. 
 
 Draw and color top, tent, tea|K)t, table, tomato. 
 
 Illustrate the story of Miss Mufct atul the Spider. 
 
 Illustrate the story of The Tree-top Ihiln/. 
 
 Illustrate the story of The Fire Little Pigs. 
 
 Illustrate the story of Jock and Jill. 
 
 15 
 
MANUAL 
 
 THE FIRST PHONETIC EXERCISES 
 
 In these readers phonetics are taught through blending 
 the simple elementary sounds of which words are composed. 
 Phonograms, or family groups, which involve unnecessary 
 complications and cause much waste of time and effort, 
 are not used. 
 
 Talking too much about the phonetic principles and using 
 too many devices to illustrate them are likely to confuse 
 the pupil and to defeat the purpose of the lesson. The 
 fact to be taught should be made to stand out as clear and 
 distinct as possible by direct presentation. For this reason 
 stories have not been used to illustrate the sounds ; but 
 each individual sound has been presented merely through a 
 pictured object, the name of which begins with the sound 
 to be taught. As soon as the pupil realizes this, he recog- 
 nizes each new sound at a glance, without a word from the 
 teacher. 
 
 The first phonetic exercise given in the Primer appears on 
 page 22. It is not necessary, however, to wait until reaching 
 Ear-training ^his page before beginning phonetic work. A 
 exercises. fg^ ear-training exercises may be given earlier. 
 Those described here will afford suitable and profitable 
 employment for even the first day of school. 
 
 The first step is learning that words are composed of sev- 
 eral individual sounds. For this purpose give a few brief 
 „ ,. . drills in slow pronunciation. Place a collection 
 
 Preliminary ^ 
 
 phonetic of objccts or pictures of objects within easy reach 
 
 of the class. Then pronouncing very slowly and 
 
 distinctly the name of each, ask: *'Who will bring me a 
 
 16 
 
THE PRIMER 
 
 f-(i-n, a r-o-s-c, a r-r/-/>," etc. Wait between the words for 
 the pupil to rrco^'iiize the word and to hriiii.' the object or 
 the picture. 
 
 For another exercise, speak iii^^ in hke manner, re(inire the 
 pupils to jxrforni certain actions ; as *' ll-a-p on your d-c-s-k,"^ 
 '" R-u-u to the d-oo-r,"^ "^ R-u-h your ch-cv-kj^ etc. 
 
 From a few such exercises the pupils will M)on understand 
 that words are composed of several individual sounds. They 
 are then r«'ady for the x'cond >^trp. 
 
 The .st^'ond step is learning that I'ach sound is represented 
 by a letter or letters. For this early work in phonetics, a 
 large .set oi" pasteboard letters is \»'ry useful. It is nn- 
 necessarx' to |)nrehasr them, as teachers can easily make 
 them. l''i\'e or .six jiaslcboard c«.pies of each letter are 
 suliicient . 
 
 With these letters form, in the pre-cncc of the pupils, a 
 few simi)le words, as r-n-n. r-a-p, etc. rronounce each word 
 slowly, i)rolon^iiii: the sinmd ; then ask: "Ibiw many 
 sounds has the word ? What is the first ? What is the next ? 
 What is the last?" The pupil may now take the word 
 apart, sonnd by sound, as the teacher pronounces it ; then, in 
 like manner, he may put the cards to^^ether to bnihl the word 
 again. Unis, through the physical act of taking apart and 
 putting together the letters, the pupil will more readily learn 
 the facts that a word is composed of a colliK-tion of individual 
 sounds and that each sound is represented by a letter. A 
 few such exercises will accomplish the desired purpose in a 
 very short time. U.se only the short sounds of the vowels 
 in these early exercises. 
 
 The third step is learning to associate each sound with its 
 
MANUAL 
 
 corresponding letter. To teach this is the purpose of the 
 phonetic exercises in Part I of the Primer. The first of these 
 exercises is found on page 22. 
 
 The reading matter on this page, as on all similar pages of 
 Part I, is to be read to the pupils, not by them. They will 
 ultimately read it, but no attempt is to be made to teach 
 it. The pupil's part is merely to point out and to sound, 
 as often as it occurs, the phonetic element illustrated on each 
 page and each phonetic element that is reviewed on the 
 page. 
 
 On pages 22 and 23, for example, the purpose is to teach 
 the association of the sound r with its corresponding letter. 
 Learning to Do uot tcach the Tiames of the letters until the 
 sound r to sounds are known. The pupils' attention should 
 
 associate ^ ^ 
 
 sound with be Called to the small pictures of rake, rabbit, rat, 
 in"ietTer, rattle, ring. The teacher should then pronounce 
 pages 22-23. the names of these pictures, prolonging the first 
 sound of each. Have pupils repeat these names several times 
 in succession. Direct pupils to listen attentively until they 
 can recognize and repeat the initial sound. When the class 
 can do this readily, the teacher, pronouncing the sound very 
 distinctly, should present the large r's on either side of the 
 rose, as the symbol for the sound. Now repeat the words 
 rake, rabbit, etc. ; require pupils to point out and sound the 
 r's in these words. This is the only purpose for which these 
 words are to be used. No attempt should be made to teach 
 the reading of them. 
 
 The teacher should now read "Roses red, Roses rare," 
 etc. After reading, require the pupils to find and to sound 
 all the r's in the words, in the falling petals, and hidden in the 
 
 18 
 
THE PRIMER 
 
 roses. Treat page 23 in lik<' inamicr, then find and sound 
 all the r's on })oth pages. 
 
 Tills may l)r followed hy a game of pieking roses. Let the 
 r*s represent the roses which the pupil picks by sounding. 
 Several pupils, each holding a pasteboard letter, ^. . 
 
 ' _ . Fixing the 
 
 r, stand in line. Oilier pupils pass in front of sound of 
 these, and if I hey can sound the leltrr. they may 
 take it. Tliey liaxc pieke«l a rose. Foll«>\v this by scat- 
 tering r's o\<'r the blackboard, one for each pupil, who 
 sounds it as you write. .\ft<r this each pupil finds and 
 souncls the r written for him; one j)upil sounds all the 
 r's; each may soimd one and erase as he .sounds; and 
 so on. 
 
 When the pupils ha\'e mastered the souikI. to r«'view it 
 tlie>- may be asked to gi\-e words that begin with the sound. 
 'Hiis and nuiiieioii^ other little games and de\ ices ma\- be 
 u.sed at this .stage t>f the work to create an interest and to 
 give sufiicient drill upon each sound before presenting the 
 next. 
 
 Close this exercise by recpiiring the class to turn to the 
 Dictionary of Sounds on j)age G of the I'rimer, and to find 
 there the htter r and the picture of the rose which illus- 
 trates it. Instruct the class, if they forget this or any 
 other sound, l<> turn to this alphabet, to find there the 
 letter, the sound of which they wish to know, then to re- 
 peat very slowly the name of the object illustrating it and 
 listen for its first sound. By this means pupils have often 
 learned the association of .sounds with letters in advance 
 of the teacher's ])resentation of them. 
 
 Reserve a space upon tin* blackboard for recording the 
 
 19 
 
MANUAL 
 
 letters as they are learned. Give frequent brief drills upon 
 them. 
 
 Suggestions here given for teaching pages 22 and 23 apply 
 to all similar pages in Part I. 
 
 Teach words roses and Robin Redbreast from pages 22 and 
 23. These words occur in some of the lessons immediately 
 following these pages. 
 
 From pages 33 and 39, teach the new words find and there. 
 Then require the pupil to compare the last word of each 
 stud work sentence with the corresponding words below the 
 pages 33- pictures. He will not fail to recognize the words 
 ^^' from the pictures. He should then return to 
 
 the sentence and read it. This provides study work and 
 is a review of the new sound presented in the preceding 
 lesson. 
 
 The list of words on page 40 is given for an ear-training 
 drill, preparatory to the blend drill later on. These words 
 g . . are to be pronounced slowly by the teacher ; then 
 drill, the pupils are to recognize and to sound all the 
 
 age 40. initial letters. This provides a review of all sounds 
 thus far presented. Later this page may be used for a blend 
 drill. 
 
 On pages 48 and 49 there is a pleasing review of all known 
 Review of sounds. The teacher asks, "Who can run up to 
 sounds, the top step first .f^" "Who can catch all the 
 pages4 49- babbles .^ " This is, of course, done by sounding 
 correctly and distinctly all the letters on steps and bubbles. 
 The teacher in reading the lines on page 50 
 should give the sound, not the names, of the 
 letters c and k. 
 
 20 
 
THE PKLMEU 
 
 Tin: FIRST V()\VF:L SOl'XD 
 
 Pa^e -j'i prcsonts the fir>t nowcI. This is the time to 
 impress the importance of the vowels. Write them on the 
 bhick])oar(l. Ineliule the letter y in brackets to 
 
 . The impor 
 
 set it ai)art from the five vowels. .Mention that tance of the 
 
 this letter ?/, pointing' to it, l)ut not ^nviii<^ either ^o^eis. 
 
 1 111 r I P®^* 52. 
 
 name or sound, sometim<"N takes the j)lace of the 
 
 letter /. This is all it is nece.s.sary to .say about it at present, 
 but it is nece.s.sary to .say this much because the pupils have 
 already met such words as m//, />//. 
 
 Do iiol yel iiit'iilioii fithiT name or xtniid of the \<)wels. 
 but call llifin NowcU. Tell wlial Imisv lit I le workers these 
 vowels are, how no word is ever found without one or more 
 of them. Have pupils |)rove this statement by hunting 
 through words in their l*riintr and on the blacklxjard, to .see 
 if I hey can find a word withoul one or more of these busy 
 little letters. 
 
 Now write the h-n consonants from paL:<' oO. The sounds 
 of these |«'u letters have already been tauirht to the class. 
 Ue\iew IJiese sounds; then pre«-ent the new 
 sound a from pa^e a'J. After ^ivm^' il the usual consonants, 
 drill for a new sound, turn to the next two pa^es p^k^s 54 
 
 and 55 
 
 of bnildiuiX blocks, pai^es 54 and 5.'), and draw 
 
 attention to the ininiber of words (represeide<| on the build- 
 ing blocks) it is possible to build as soon as we ha\'e just one 
 little vowel to us(^ with the otluT ten letters. 
 
 21 
 
Part II 
 
 PRELIMINARY EXERCISES 
 
 Before trying to sound the words upon the building blocks 
 give the two following exercises : 
 
 Exercise I. With the pasteboard letters the teacher 
 should form and use, one at a time, the words on the building 
 blocks. These words are all composed of known sounds. 
 The teacher should pronounce the word, then require the 
 pupil to pronounce it. After the pupil has pronounced the 
 word, he may take it apart, sounding each letter as he does 
 so ; then he may build it again, as the teacher pronounces 
 each sound. 
 
 Exercise II. Place the ten consonants from page 50 and 
 the vowel a in view and within convenient reach of the pupil. 
 Pronounce slowly but very distinctly a word, as r-a-n; then 
 require the pupil to select and to place in order the letters 
 corresponding to the sounds of the word that is being pro- 
 nounced by the teacher. Proceed in like manner until all 
 the words the teacher wishes to use have been formed. 
 Now a pupil may change ran to fan, fan to pan, pan to man, 
 etc. Change man to mat, mat to sat, sat to rat, etc. ; rat to 
 rap, and rap to lap, and so on until all the words on the 
 building blocks have been formed, or as many of them as 
 time allows the teacher to use. Let the teacher pronounce 
 each word for the pupil, so that the pupil may pro- 
 
 22 
 
THE PRIMER 
 
 nounce it after the teacher and select the ri«,'ht letter to 
 make the chaii^c in the word. 
 
 If in) pa>tch()ard K'tters are provided, llie fore^oiii^' exercises 
 may he ^nvcn hy writing' the letters upon the hlackhoard. Uecpiire 
 the pupil to point out those necessary to form the word pronounced 
 hy the tcaclier; then write each letter in order as pointed out hy 
 the pupil. In plact- of taking the word apart, as was done when 
 usin^' the pastehoard letters, the pupil must in this case erase 
 each letter as he soumls it. 
 
 Sl.MMAKY OF Tin: TWO lM{i;( KDl N( ; KXKHCISES 
 
 Exercise I «>r first sttp: thr word is hoth |)laced hefore 
 tlir pupil ;iih1 |)nm()imce«l l.y the teacher. Thr pupil pro- 
 nouiico it after the t«'a<her. ami takrs il a|)art , sound ini; each 
 |)art, (H- letter, as he does s»). lie tli.n huilds it a^'ain while 
 the teacher pr()m)uncc.s it. 
 
 Exercise II «>r second step: the word is nier<'ly pro- 
 iioum-cd )>y the teaclier, not plact'd l>efore the pn|)il, as he- 
 fore. 'I'he pn|)il |unn«uinees the word, then s«-le(ts the ri^ht 
 letters ami forms the wor«l. 
 
 A few (many are not lUM'ded) .nUcIi exercises in word build- 
 ing give the pupil an intelligent preparation for the next and 
 mostdiilicnlt step; namely, ac(Hiirin.ir the |>ower to tell what 
 a word is thromrh recognizing, pronouncing, an<l blending 
 the .sounds of which it is c()m])osed. This we will call the 
 third stcj). 
 
 Much of the delay and trouble in obtaining good results 
 in phonetic work is due to the forcing of the pupil into the 
 third step before preparing his mind, through the first and 
 second steps, to take it. This third stej) is taught through 
 the blend drill. 
 
 23 
 
MANUAL 
 
 BLEND DRILLS 
 
 The importance of the blend drill can hardly be over- 
 estimated. Its purpose is to train the mind quickly to 
 recognize and to associate sounds with symbols, 
 
 Ine pur- " t/ ^ 
 
 pose of the SO that, as soon as the eye perceives, instant 
 recognition of the word follows. This will come 
 through practice only. The more practice, the sooner 
 will results appear. 
 
 In practicing the blend drill the pupils should never be 
 allowed to give the sounds in a disconnected, jerky manner. 
 The vital ^^^ should be Carefully taught from the very 
 point in first to prolong the sound of one letter until it 
 eac ing. really blends into, or coalesces, with the next. 
 This is a vital point. Success depends upon the strict 
 observance of it. 
 
 The following blackboard device, or game, has been found 
 A device Very helpful in teaching the blend. Write the 
 for teaching, letters (usiug words from 54-55) very far apart and 
 connect them with a line thus : 
 
 r a n 
 
 ! ! [ 
 
 The distance from a to n is greater than the distance 
 from r to a to indicate that the vowel should be more 
 prolonged than the consonant. This method of prolonging 
 the vowel sound makes it easier to recognize the word. 
 
 Call the line a railroad track, the sounds of the letters the 
 cars. Car r runs along the track until it meets with car a ; 
 then a pulls it on to n. 
 
 To play the game, the pupil begins to sound the letter r 
 
 9A 
 
THE i»rimp:r 
 
 when the tcacluT points to it. Tlu- teacher then draws the 
 pointer slowly alon^ the line until it reaches a, ^'athers up 
 the a without stopping', and runs on to //. The pupil must 
 prolong the sounds as the |)oinl«'r is being drawn alonir the 
 line. T^epeat several times. He careful that the train does 
 not run oil" the track. It does this if one sound stops before 
 it reaches the next. At first the train runs slowly, then it 
 goes faster and faster. 
 
 In the earlicsj bl('n<i <lrills, use words in which the initial 
 sound can be prolonired. Tiie.se sounds are represented by 
 such letters as /•, x, /. m, /, n (See paf»e 55). 
 
 'I1ir first cxtTciso in thf Primer for llir l)lcii(l <lrill are 
 those with buihling blocks on j)ages 54, 55, 57. These exer- 
 cises should be i)receded by thegamejust mentioned. Pages 54. 
 and may be supplemented l)y a tlrill u|)on short sim- 55. 57 
 pie sentences. These .sentences afTord ver> r\]vc\ i\ c practice. 
 They shonld br i>f the simplest i>ossibl<' nature, containing 
 but one unknown word, which should be composed of known 
 .sounds only. .Ml sight words and |)hrases used should be 
 thoroiighly familiar. 
 
 ^Villl the Ictlrrs thus far known thr t«'achrr should form 
 
 ver> siiiiplf words which can be represented by objects or 
 
 pictures. lla\e these handv ; tlM'U, writing as 
 
 ' • ^ ^^^ Appbcation 
 
 you speak, ask. '* Wiio can do this ? ' (iet a fan '" ; of blend 
 -Now thi.:" Miet a cap'; '(irt a top'*': <>tc. ^f ' J*5," 
 
 ' 56 and 60. 
 
 Pii|)ils read the srntenee. then get tile object or 
 picture which the last word represents. Call the last word 
 the secret that is to be discovered through i)len(ling its 
 .sounds. Follow these exercises with the lessons on pages 
 5t) to (30 of the Primer. 
 
 25 
 
MANUAL 
 
 In giving blend drills, write the letters to be used in form- 
 ing the words, scattering them on the blackboard within 
 Blackboard reach of the pointer ; and if the pupil has difficulty 
 work. in discovering a word, point out promiscuously 
 
 the individual letters composing the word. Drill upon the 
 sounds until known, then return to the word. 
 
 In the blend drill, various lists of words may be used 
 with profit. The pupils are always interested in seeing how 
 Variation in a new word Can be formed by a different arrange- 
 practice. ment of the same letters, as by transposing the 
 first and last letters in words like "pan, tap, etc., making 
 these nap, pat; then by changing one letter, as pup to cup, 
 cup to cut, etc. 
 
 For extra drill and review, select and write on the black- 
 board some of the words from each of several pages con- 
 taining lists. For example, the following words are taken 
 from pages 55, 57, 62, 66 : 
 
 rap 
 
 run 
 
 cap 
 
 pen 
 
 nut 
 
 man 
 
 sun 
 
 fun 
 
 red 
 
 lend 
 
 tell 
 
 dad 
 
 and 
 
 must 
 
 pad 
 
 nest 
 
 cup 
 
 sand 
 
 rust 
 
 cuff 
 
 sell 
 
 fed 
 
 men 
 
 land 
 
 lap 
 
 pup 
 
 tap 
 
 mend 
 
 cut 
 
 Sam 
 
 dull 
 
 dust 
 
 met 
 
 rest 
 
 fan 
 
 sad 
 
 lad 
 
 fuss 
 
 let 
 
 lent 
 
 Select words from other pages and form similar lists. 
 Make a list of the words that the children find especially 
 difficult to sound, and preserve the list for review. 
 
 26 
 
THE PltlMKR 
 
 The following list is to sliow that when two consonants 
 having' the same sound are used together but one is sounded : 
 
 cuff 
 
 muff 
 
 puff 
 
 fuss 
 
 muss 
 
 miss 
 
 moss 
 
 mass 
 
 (l..]| 
 
 r..ii 
 
 ill 
 fill 
 
 mill 
 
 spill 
 
 odd 
 
 less 
 
 Bess 
 
 dress 
 
 grass 
 
 L'lass 
 
 pic-k 
 
 j>eok 
 
 tick 
 
 tock 
 
 duck 
 
 Dick 
 
 rack 
 
 rnck 
 
 lock 
 
 cltxk 
 
 It i.^ well to l)car in niin<l that the Ijh'iid drill i> a training 
 of ear, eye, and xocal organs; therefore, do not hurry the 
 class over thi> >te|), or Ix-eoine impatient heeause results 
 are not (|niekl> a|)i)arent. This is the foundation upon 
 whicii .sueee>> depends. I'iuu' will he lo.st or gained accord- 
 ing to the manner and t iuiroughness of dealing with this 
 step. I'atient and persistent |)raeliee will \ield re>ult> that 
 will ampl\ re|).i> tlu- lal)or expeiuled. From it the pupil 
 gains |).)\\(i- whicli insurer most rapid progress. 
 
 SKillT WoHDS 
 
 Before presenting a lesson the teacher should look up 
 the new sii;ht words in the le.s.son. These will 
 
 . . The sight 
 
 he found listed hy |)ages on page 128 or ital- words to be 
 icized in the les>on. Look throuudi the lesson also i^^-ned in 
 
 Part I. 
 
 for old siudil words that may need reviewing. 
 
 In the writing of the.se lessons, especially those in rhyme, 
 elfort has been made to keep the nuud)er of sight words 
 in each lesson as small as possible. Where it seemed 
 
 97 
 
MANUAL 
 
 desirable, a new word has been used, here and there, in 
 order to allow more freedom of expression. In most in- 
 stances, this new word was needed but once. Wherever 
 such words occur they are printed in italics. Thus both 
 teacher and pupil may know at a glance that such a word 
 is to be told to the pupil if he does not recognize it from 
 the context. In most instances, the pupil will get these 
 words through the context. He may be en- 
 itaiicized couraged to do this, but he should not be re- 
 ^°^ ^' quired to sound them phonetically because they 
 
 are either unpho7ietic or they are composed of sounds that 
 have not yet been taught. In some instances, only part of 
 the word is italicized, as the y in softly (page 74). The 
 sounds of the other letters in this word are known. The 
 first italicized word occurs on the last line of page 56. 
 
 As these words are used merely for expedience in the 
 particular places where they occur, and are there designated 
 by italics, they are not put in the word list. For example, 
 on page 64, the only new sight words are the italicized words 
 Rub-a-dub and There. All the other words in this lesson 
 are either well-known sight words or words based upon the 
 new phonetic principle taught in this lesson and other 
 known sounds that the pupil can master for himself. 
 
 In Part II of the Primer there are very few sight words. 
 This is because the subject matter here is based upon pho- 
 Sight words netic words which the pupil should be able to mas- 
 in Part II. i^j. f qj. himself, through the knowledge of phonetics 
 which he is acquiring as he progresses from page to page. 
 This is made possible by the careful selection of the words 
 and the adaptation of them in the subject matter. 
 
 28 
 
THE PRIMER 
 
 PIIONKTIC" LKSSOXS 
 
 Each plioiu'lic lesson in Part II is wrilton to illustrate and 
 
 to aflord application of a certain sound or |)honetic principle. 
 
 Di-jll ni;it«ri;il loi* tlii> i> i)r()\i(lc(l in .sc|)arate exer- ^^ 
 
 ' The 
 
 cises immediately preceding each reading lesson, purpose of 
 Thus after the ])reliminary <lrill the pupil is ahle to 
 work out the lesson for hini>elf. This |)rovides excellent 
 shi(l\\V()rk at a Ncry carlx jx'riod. 
 
 As the ()l)jc(l of each lo^oii is so a|)part'nl, I he fact 
 to he tau^dit so woven into cn cry sentence, that it is hardly 
 possihle to losr slight of it, it will he unnecessary to ^ivc 
 other than ^'cncral diirctions for Part II. 
 
 He^innin^' with pa^e oT, each ih-w sound is |)rr>rnt('d 
 throu<^h a picturccl object, as in Part I. tluii followed hy a 
 pa^^' of words and sentences f«tr a Mend drill. 
 
 Page 57 
 
 and then used in the words of the rcadinir lesson. 
 
 The inclliod of present in;,' the j)lionetie lesNoiis in the 
 Primer iiia\ he hriefly outlined as follows: First the |)re- 
 liminar\ «lrill upon the new phonetic element con- ^^ 
 
 ' ■ The method 
 
 tained in the lesson, then the drill upon the new of presen- 
 si^ht W(»rds, and the re\ iew of slight wonU. Lan- 
 pua^M- work ^houM follow lo hiiuLT <>ut the thought su^^^'sted 
 hy the illustration or hy the suhject matter. When this 
 work has heen done, there is nothin«^ more to do except to 
 recpiire the j>upil to apply his knowledge in reading. In 
 other words, the uatiu'e of these lessons makes the numner 
 of teaching: them self-evident. 
 
 Page li:^ is tt) he read to the class. The four letters 
 presented here could not well he represented through words 
 
 2U 
 
MANUAL 
 
 containing short vowel sounds. These letters are presented 
 Page 113. fully later, but were given in this way here be- 
 cause they are in the Dictionary of Sounds on page 6. 
 
 GAMES AND DRILLS 
 
 For teaching the association of sounds with corresponding 
 letters, games and drills may be used to advantage. The 
 following are suggested : 
 
 After using the means provided in the Primer for teaching 
 each new sound, write the new letter very large on the 
 Hide and blackboard. This is to make it impressive. Place 
 seek. corresponding pasteboard letters around the 
 
 room — along the chalk tray, on the window sill, etc. 
 Write the same letter on the blackboard, high up, low down, 
 in the corners. Draw a tree on the blackboard, write the 
 letters on the branches, and so on. Now play hide and 
 seek, letting the pupils find and sound the letters. 
 
 Draw a number of fishes on the blackboard. See out- 
 line pictures. Write letters on the fish. Use pointer for 
 fishing rod. Pupils may catch fish by pointing to 
 each letter on the fish and sounding it. See who 
 can catch the greatest number. 
 
 Draw a tree on the blackboard, write letters on the branches 
 to represent presents. Let pupils select the presents they 
 Christmas wish by soundiug a letter from the tree and 
 *r®® naming an object which begins with the sound 
 
 of the letter. 
 
 Write on the blackboard several rows of letters, each con- 
 taining the same letters arranged in different order. Have 
 a pupil sound correctly as rapidly as possible the letters 
 
 30 
 
Tin: PRIMER 
 
 in the first row. Keep time with the watch. Have the 
 other rows sounded l)y other pupils in the same 
 manner and note the time. See which i)upil ^"'^^^"g » 
 
 '■ ' race. 
 
 sounds the letters correctly in the shortest tim<>. 
 
 In the ^ame the teaditT liohU iij) a letter or points to one 
 on the l)lacki)oard and says, "I am thinkiui,^ of somethin*^ 
 whicli begins with this sound." Then the j)upil Guessing 
 gives the .sound and a.sks, *' Is it a man?" "Is k*'"* 
 it a mat?" "Is it a mou>e?" "K it the moon?" etc. 
 
 The teacher holds up a letter card or |)()int'> to a letter on 
 hlackhoard ; th<' pupil Ld\«'s the >oun<l of the letter. This 
 drill ma\- he \ari(d l)\- ha\im,' the teacher ijive ^ ... 
 
 '^ Drill on 
 
 a .sound and tin- |)n|)il tin<l the (•(►rrespoiidimr sounds of 
 
 letter amoin,^ the letter cards or amon^ the letters 
 
 on the Maekhoard. If any j)upil hesitates, recpiire him to 
 
 refei- to the I)ictionar>" of Sounds. 
 
 Re(|uire the <las> to o|)«-n their Primers at the I)ieti(>nary 
 
 of Sounds and to keej) them oi)eFi for reference. The 
 
 teacluT holds up tlw pasteboard letters one at a ^, 
 
 ' ' Class 
 
 time, rc(|uirinL; the class to look at each carefully, exercises 
 
 I , , , • . , .1.1 • 1 • • for review 
 
 l)ut not to i.M\-e its >oimd until the signal is piven 
 l»y lowcrimr the letter or l>\' any other means preferre(l. Al- 
 tcrnatel\' hold uj) and lower the same letter several times, 
 having the chus.s .sound it each time it is lowered. This 
 gives the less advanced pupils time to think before the others 
 answer. It also allows time for those in doubt to refer to 
 the illustrated alj)habet in their books, open before them for 
 that pur|)o.se. 
 
 Call a |)upil to stand before the class. Hold up the j)aste- 
 board letters in the manner described above. See how many 
 
 31 
 
MANUAL 
 
 of the letters he can sound correctly and win. He wins the 
 Game for letters he can sound. If he wins all, allow him 
 review. ^j^^ privilege of choosing another pupil to sound 
 
 the letters. Although but one pupil at a time is thus reciting, 
 the others, through interest in seeing how many letters the 
 pupil reciting will win, will sound them with him mentally 
 if not audibly. 
 
 For variety other simple games may be used, provided 
 that they are not allowed to take too much time or are not 
 other given undue prominence. These exercises need 
 
 games. take but very few minutes a day. They may 
 
 soon be discontinued entirely. Never continue to use a 
 device after it has served its purpose. 
 
 See Seat Work for Primer at end of the Manual. 
 
 32 
 
THE FIRST READER 
 
 Thi> Fii-I Kcadrr (-(mtimir^ the iiicth(Ml ('ini)l(>y(Ml in the 
 rriiiuT aiul ;i(l\aii(M's the student l»y easy sta^'os and inter- 
 esting^ lessons in learning to read successfully jhe method 
 
 and rapidlv. The process he-^MUs with a little in- <>' ^"^- 
 
 ment. 
 
 troductury story in rhyme that is to he read hy the (,) rhe 
 teacher and talked over with the ejas.. line tiie '^'"'>' 
 opi)orl unity is ;^MVen t.. eniidiasi/.e the iiiii)oitance of the 
 vowels and to show how they are really the keynotes of 
 words. This introductory story is followed hy a demon- 
 stration of the iises of the vowels, illu-t rated hy words, 
 (lrilie<l in srntences, an<l ai)plied in a readini.' lesson. 'Hiis 
 process is repeated until the phonetic facts are learned and 
 the ])honctic principles acMjuired that are necessary in ni- 
 depcndent readini:. 
 
 From the Primer the i>npils should have ac(piired a 
 thorough knowledjxe of all the consonants and the short 
 vowel sounds. They should then he ahle to read ^,) n,c 
 anythin.u within these limits. The hardest part consonants. 
 is now over. Henceforth projrress should he rapi<l. 
 
 Tlie pupils' attention has already heen directed to the 
 importance of the vowels i See pa^e 21 of Manual). The 
 fact was here tauirht that no word is ever found (3, j^e 
 without a vowel. Hut the i)upils have m)t yet ^''•*^''*- 
 hccn tauirht that the vowels have any hut the short .sounds. 
 
 33 
 
MANUAL 
 
 They are now to be shown that the vowels do have other 
 sounds and what causes them. 
 
 To teach the names of the vowels, if not known, or to re- 
 view them if known, write the five vowels upon the black- 
 board and talk about their last or family name 
 the names (vowel). Compare this with the first and last 
 of the names of the pupils' families. Tell the vowels' 
 
 vowels. / . \ mi • •! 
 
 nrst names (a, e, i, o, u). Inen require pupils 
 to hunt through words, on the blackboard and in their 
 own books, to find certain vowels pointed out by the 
 teacher from the five upon the blackboard, saying as they 
 find each: "Here is a vowel; its name is a." "Here is a 
 vowel ; its name is i" ; and so on. 
 
 Draw attention to the fact that the vowels can do some- 
 thing which none of the other letters can do ; namely, sound 
 their names in words ; and that one vowel helps the other 
 The effect vowcls tell their names. Now without telling 
 vowef upon t^^^^^' \e2iA the pupils to see how one vowel helps 
 another. another tell its name. 
 
 The purpose of the opening lines in this reader is to im- 
 press the effect which one vowel has upon another. Prelim- 
 inary to this the pupils must know the naines of the vowels. 
 
 Begin with the busiest vowel of all, the final e. To intro- 
 duce this, repeat the first stanza of page 2, which refers to 
 the vowel e. Write upon the blackboard or, better, form 
 Showin with pasteboard letters, the words from page 3, 
 
 the efifect of can, pin, hop, tub, taking one word at a time. 
 Have each pronounced. Ask: "How many 
 sounds .f^ What is the vowel sound .'^" Now place an e on 
 the end of can, and tell the pupil that the word is now cane. 
 
 34 
 
THE FIRST READER 
 
 Have him pronounce the word. Ask: "What is the vowel 
 sound now ? How niatnj sounds now ? How ifuun/ h'ltcrs ?" 
 This hist question is to draw liis attention to the sik^it 
 h'tter. Remove the sih'ut h'tter; the word is now ran. 
 Ask: "What is the \()wel sound now?" Re|)hiee the c. 
 The word is ('(inc. A>k : "What i^ the \()wel >ound now?" 
 Treat pin, hop, tub, the same, to show tliat fdiri/ c helps all 
 her brothers and sisters alike. Have all four words, can, 
 pin, hop, fuh, pronounee(l. Now j)laee an c on the vnd of 
 each, and |)ronoun(r tin- word^. RcnioNC tiie final c and 
 pronounce tlw words a^ain. 
 
 Continue witii other words from the same pa^e. l^y thus 
 allcniatel.N addini: and rrmo\in^ tlu' fuial r, pronouncing 
 the words |Imi> formed r.idi time, the pupil \'ery soon dis- 
 co\ers ir/iic/i sound i> ehani:ed, wliat the sound is <iftrr the 
 chan^'e, and what has ('(Uiscd the chan^'e in sound. He will 
 see that since tin' word has the same number of soimds with 
 or without \\\i' Jinitl r, \\\o final r is not sounded itself, l)ut 
 has cau.sed the other \-oweIs to tell their names. 
 
 Use for seat work here S<'ction K Kxercise \'I, pa^e 57. 
 
 Now ^'ive application of this ^'eiieral phonetic principle. 
 Take up lon^ a first, exercises for which are ^iven as follows: 
 word dl-ili, l)ai:e 4; sentence drill. jMLTe .') ; re.-idini,' Application 
 
 nuitter ha.sed u|)on tin- same phonetic princi|)le, o' fi"*' •• 
 pa^es (') to 9 inclusi\('. On pairt* f) alone, the point to he 
 taui^ht occurs 2') times in 17 dili'»Tent words. Thus it may 
 be seen how thoroui:hl>- each |)lionetic j)rinci|)le is treated. 
 The JOO //<•//' words which a knowledge of this one general 
 j)honetic priiuiple enahlcs the pupils to read readily may he 
 found on pages 4, 10. 1<>. 21. 
 
 35 
 
MANUAL 
 
 The next general principle is that of two vowels coming 
 together, as ai, ee, ea, oa, and ay. Teach this second general 
 principle in the same way as iinal e. By alter- 
 voweis and natcly adding and removing the second vowel in 
 diphthongs. ^Qj,(jg from page 29, lead the pupil to see how the 
 second vowel causes the first to have its name, or long sound, 
 while, like final e, the second vowel is silent. This rule is 
 not so general as final e ; there are several exceptions ; but 
 such a large number of words come under this rule that it is 
 general enough to serve the purpose. In developing this 
 principle, do not use words in which exceptions occur ; 
 later these will receive special attention. 
 
 The rules for the use of these — final e and two vowels — 
 are the only general rules. The remaining phonetic prin- 
 ciples are presented each in a group of lessons specially de- 
 signed for the purpose. The manner of doing this is so 
 plainly designated in each group that beyond mentioning 
 a few points no further instructions for teaching them are 
 needed. 
 
 The teacher should read each column of words on page 80, 
 leading the pupil to discover the different sounds of y in each 
 The three column ; the position, initial or final ; and the 
 sounds of y. presence or absence of a vowel in the word. From 
 the application and drill given upon the three different 
 sounds, the pupil will soon be able to distinguish when the y 
 has one sound or another. 
 
 Do not teach the diacritical marks here, or in the few 
 other places where used. These marks are for the teacher's 
 guidance, though the pupil may recall them later, when he 
 is better able to understand their use. 
 
 36 
 
THE FIRST READER 
 
 In presenting oir on pai^e \)-\, it will i)o suflicient to tell the 
 pu|)il that oir is sometimes soiindetl as lon^ o, as he learned 
 on pai'e SO ; sometimes as ow. When he meets a ^^ 
 
 * '^ " — The sound 
 
 word eonlainini,' oir, he sliould try first one sounii of r^r and 
 of Oir and then the other, in order tt) find out the '- 
 word. In a few cases it may he either the one or the other, 
 as in hou\ roir. In >ueh instances the context will show 
 which word it is. lie will learn these two sounds very 
 readily from the application <»f f luni in the exercises provided 
 in his })0()k. 
 
 i{e(|uire -iiKj to he ^d\'en as one somul. Al>o re(juire the 
 class, whenever they meet an unknown word eontainiuL^ 
 -ifffj, to cover the -infj until they reco^'niz<' that Teaching 
 part of the word which f)rece<les it. then tt) add •'"*' 
 the -iiKj, and pronounce the word with the -I'ifJ. 
 
 flKMlT wnnns 
 
 l'\)r the reasons statetl on pa^''' -"> <»f the Mainial, there 
 are \-er\' few si^ht words in this reader. The most of them 
 are the itali(i/.«'<l words des(ril)e«l on pa^e 2S of the Manual. 
 Whenever any of these wonls are u.se<l often enouirh to he- 
 come familiar, they are no lon^'er italicl/ed. They ha\c 
 tin Ml hecome known as sijjhl words. 
 
 Where only part t)f the word is italici/e(l, as the -in(j on 
 pa^e 4.'), the italicized part only should he told. This is 
 italicized here hecause, at the time of usin^ it, the -///.7 had not 
 yet heen presented. The rest of the word the pupil can pet 
 himself. The whole plan of the readers is to develo|) the 
 pupil's self-activity. For this reason never tell him what 
 you know he has tlu^ power to work out for himself. 
 
 37 
 
MANUAL 
 
 READING FOR THE THOUGHT 
 
 The suggestions given so far have dealt principally with the 
 preparation for reading, or word mastery. While this is 
 (i) Getting ^^ ^Yst requisite, — for there can be no thought 
 the thought, getting without a knowledge of the words in 
 which the thought is expressed, — it is merely a means to 
 an end, and should not be confused with the end itself. 
 
 The pupils should be made to understand clearly that 
 reading involves the ability to obtain and express the thought. 
 
 Ex ^^^ merely the ability to call words. The New 
 
 pressing the Sloau Readers prepare the pupils to make this 
 
 ''"^ distinction by giving all necessary drill apart from 
 
 the reading lesson proper, thus leaving their minds free to 
 
 interpret and enjoy the story of the reading lesson. 
 
 Even the drill sentences can be used as an aid in forming 
 a habit of looking for the thought. This may be done by 
 How to use <iir^<^tij^g the pupil's attention to the fact that 
 the drUi there is a thought in them. Each sentence tells 
 something. The teacher says, "Read the sen- 
 tence, and give me the thought. What does it tell you.^" 
 ''It tells me to shut the gate." "It tells me to rake the 
 grass." "It tells me to get the spade." Require each 
 pupil to read the sentence silently and whisper it to the 
 teacher before giving it as a whole. In this way one pupil 
 does not hear the other read, so each pupil is encouraged to do 
 his own reading. 
 
 In the reading lessons impress upon the pupil that he has 
 not read the story unless he understands and can give back 
 the thought or message it contains. For even in these simple 
 
 38 
 
THE FIRST READER 
 
 lessons there is a message. To retell the story he must, of 
 course, he ahh' to appreciate and to understand the thought. 
 The first step, therefore, is to find out what the „ 
 
 ' How to use 
 
 pupil kn()\V> nl)()Ilt IIh' >lll)jt'ct or to find out if the reading 
 
 there is anything iu llir lesson to he read that 
 might interfere with liis getting a cU'ar mental picture of it. 
 If so, overcome the obstacle before recpiiring the puj)il to 
 read. Make a careful study «»f the les>ou, to find out what 
 associations of interest may he de\-eloped, what terms may 
 need explanation, and what aeti\ities can he carrie(l on to 
 make the lesson effective. 
 
 The story of .Jean and Neal at the coast (pages 52-55), 
 for instance, will he full of interest to children who have 
 played hy the seashore and have experienced the pleasures 
 described in the story, such as gathering shells and seaweed, 
 digging for clams, listening to the waves })reaking upon the 
 rocks, watching' the lit tic th-cks of sea foam liding ashore 
 on the waves, chasing lh«-in aloiu: the hrach until the hreeze 
 wafts them hack to sea. Siiuilail\. on page JT, they will 
 understand what is lueaiit 1)\ the little wave's "running 
 hack to sea to get liig ami l>ra\«'." and how it *'la|)pcd the 
 shore in yonder ca\'e." 
 
 Hut to those who ha\e ur\tr Itccii at the .seashore these 
 things will not mean so nnich. The\' shouhl he made as 
 real as possible to the children through pictures, objects, 
 and conversations, csju'cially by having i)upils who have ex- 
 perienced these ])leasures describe them. All this will pro- 
 vide interesting and profitable language and nature study 
 work, and it should be given in the language or nature study 
 lessons. 
 
 39 
 
MANUAL 
 
 Suggestions for aiding the pupil to obtain the thought 
 (See page 22) : 
 
 "Robin's Tune." 
 
 Pupils' aim: To recognize the meaning of the message in 
 the story. 
 
 Teacher's aim : To prepare the pupils' minds to receive 
 the message. 
 
 Teacher's preparation : Finding what the message is ; study- 
 ing the story to determine the points on which the pupils 
 may need help ; deciding upon the best means of giving this 
 help ; and making the necessary preparation for giving it. 
 
 The message: Look upon the bright side, and make your 
 own sunshine. 
 
 Do not point the moral. Bring it out in such a manner 
 that the pupils will wish to put it into practice. 
 
 If the facts pertaining to nature in this lesson have not 
 been brought to the pupil's attention through the 
 
 Correlation. , i i 
 
 nature study work, the nature study period may 
 be used for doing so. 
 
 The class will be acquainted with the robin through the 
 _ , lessons in the Primer. Here call attention to the 
 
 Supple- 
 menting robin's characteristic cheerfulness as shown by his 
 now e ge. gjj-^gjj^g -j^ ^j^^ j,^-j^ rpj^-g j^^y ^^ donc by reciting 
 
 such lines as : i^y 4. 1 • 0.1 * -i 
 
 Listen ! m the April ram ! 
 
 Brother robin's here again." 
 
 , — Mrs. Anderson.^ 
 
 and 
 
 "In the tall elm tree sat the robin bright, 
 Through the rainy April day." — Celia Thaxter} 
 
 ^The whole of these two poems will be found in a compilation, Nature in 
 Verse, by Mary T. Lovejoy. 
 
 40 
 
'IHK FIRST HEADER 
 
 Quest ions to hrin^ out c-tTtain poiuts on wliich tlic pupils 
 may need lielp in order to reach a right understanding of the 
 story : 
 
 Was little Jack Hume liapjjv ? 
 How do we know lie was not? 
 
 (Do not try to explain the meaning of the word "fume." 
 It will l>e reeognized through its applieation.) 
 
 Was Uol.iii happy? 
 How did he show that he was? 
 What eoh)r does rohin's song say the sky was? 
 What eolor are rohin's eggs? 
 
 How d(Kvs the story tell what color rohin's eggs are? 
 (This will show the meaning of the word hue). 
 
 Who rememhers Jack and Jill in tli«' i'rim<T? 
 Were Jack and Jill hoth hoys? 
 
 What other words could we use in |)la<e (.f "Jacks" juid "Jills" 
 to show what thesc» lines mean: 
 
 "Now all little Jacks, And littlr JiJN t.»o"? ( Hny. and girls.) 
 
 What kimi «'f weather do we hav«' in June? 
 
 What would hapiMMi if we had all sun and no rain ? 
 
 Of what use are dull rainy days? 
 
 How (h)es "Rohin's Tune" tell us thai the rain will pass aFid the 
 sun will shine again ? 
 
 Listen to these lines to sec if you can find the same thought as 
 in " Rohin's 'I'un** * : 
 
 " Patter, patter, let it |)our. 
 Ratter, jiatter. let it roar; 
 Soon the clouds will hurst away, 
 S<M)n will shine the hright spring day.'* 
 
 How many have hcljHMl mannna hy amusing baby? 
 Did it make baby happy ? 
 
 41 
 
MANUAL 
 
 Did it make mamma happy to see her Httle girl or boy kind to 
 baby ? 
 
 How did baby and mamma show they were happy? They 
 smiled. 
 
 Does the sun make us feel happy ? 
 
 How are smiles like sunshine ? 
 
 How can we make sunshine on a dull day ? 
 
 Listen to these lines and see if they will help us to know : 
 
 "Kind words are like sunbeams, 
 That sparkle as they fall ; 
 And loving smiles are sunbeams, 
 A light of joy to all." 
 
 Do you like the story of "Robin's Tune" ? 
 Which thought do you like best ? Why ? 
 
 Dramatize "Robin's Tune" to contrast the fretting, 
 Dramatiza- frowning Jack Hume with the happy, singing 
 *^°" robin. Dwell upon the happy thought in the poem. 
 
 After this lesson, when little frets and worries arise, the 
 child will thoroughly understand and appreciate the signifi- 
 cance in the teacher's question : "Are you singing Robin's 
 Tune to-day?" 
 
 As many of the reading lessons are based upon nature, 
 
 it w^ill often be necessary to give the preparatory work for 
 
 them a day or so in advance of the reading. For 
 
 special "^ .,,.,,, 
 
 preparation example, the story following "Robin's Tune ' — 
 U) )r°'''" "I^ave and the Bees" (page 25) — will call for 
 formation observation of bees, ants, and spiders. The last 
 four lines in this lesson should be read to the class. 
 For the lesson called "The Little Seed," and the poem that 
 follows it (pages 37-38), it will be interesting to soak some 
 
 42 
 
THE FIRST KKADKR 
 
 seeds (beans) the clay previous to developing the thought 
 of the lesson. Pass the soaked beans around among the 
 pupils, and require them to remove the skin and find the 
 "wee plant within." IMaiit soiiu- of the beans; then every 
 few days pull some of them uj), and note what has hapi)ened. 
 This will enable the i)Ui)ils to understand perfectly how the 
 little seed 'Mown in the deep" felt the "wee ])lant within 
 it creep," and how the 'Nun>liiiH' and the rain awokr it from 
 its slee])." 
 
 For i)ages 44-4o, open a milkweed pod out of doors. It 
 will explain very vividly what hap|)t'ued when the "frolic- 
 some wiiKl" \i>ilr(| llu' milkweed x'cds. 
 
 All >n(li cxcrcisr^ will not (>nl> aid in developing the 
 thought of the Trading Ic^-on. Init will l)r interesting and 
 profitable in t liem><'l\e>. 
 
 Preparatit)!! for >neli storio as "Mr. I'ox" aiul "Old King 
 Cole'' (pages 12-20) may be nia.le l»y telling similar <,, story 
 fairy stories. The purpose of the>e, as of all fairy '''"'"'■ 
 stories, is to develop the imagination. 
 
 Pre])arati(»n for >tories depicting eliildreirs plays and 
 pleasures, sueli as the i)i<nie at the lake i)ages 6-9) and 
 others, may consist siinpl\- in having pni)ils describe similar 
 experiences. 
 
 These suggestions f(.r the different classes o{ stori<vs, to- 
 gether with the outline fiM-developing the thought in "Robin's 
 Tunc." will serve to show how all the lessons in this book 
 mav be taught. 
 
 43 
 
THE SECOND READER 
 
 Attention is given in these directions to the teaching of 
 those phonetic principles that have been found difficult 
 by children. The simpler elements have been given no 
 special attention and they need none. They are to be 
 learned simply by repetition. Ample opportunity for this 
 is furnished in drills, lessons, and in numerous reviews. 
 
 Attention is now called to the effect the letter r has upon any 
 vowel which precedes it. This effect of r should be strongly 
 Effect of impressed upon the child's attention. Write a very 
 the letter r. j^rge R upou the blackboard, and say, "Here is a 
 letter we must always remember when we are trying to sound 
 a word." The following story has been found a great help : 
 
 Have the children sound r, and call attention to the rough, 
 growling sound it makes. Say that you think this sound 
 must frighten all the little vowels ; because, when they are 
 alone in a word and r follows right next to them, they do not 
 follow the rule. When e comes at the end of a word they 
 nearly all follow the rule again, except a. Be careful to show 
 that when r comes before the vowel it does not alter the 
 sound. For this purpose, if the teacher thinks best, she may 
 continue the story, saying that the little vowels are not 
 afraid when r comes before them, because then they can run 
 away if they like ! ^ 
 
 ^ It is well to remember that too much or too frequent story- telling of this kind 
 is not advisable, because the children are apt to pay more attention to the story 
 than to the point it is intended to emphasize. However, indulged in occasionally 
 it carries the point, brightens the lesson, and pleases the children. 
 
 44 
 
THE SECOND READER 
 
 Now write upon the blackboard these words : fern, first, 
 curl, car, corn, care, fair, or any siniihir words. 
 
 From previous lessons, the ehildreu will expect the vowels 
 in the (ir>l four words to Ix' short, since there is nothing 
 to make thcni loiiir. Alx), in the words care and fair they 
 will expect tin* a to be lon^', since there is an e at the end 
 of one word and two vowels are to^^'lhcr in the other. 
 
 Pronouncr all these words, sliowin:,^ that none of tlicni 
 lia.s the expected soinid. bccansc flu- /• li;i> clinii^cd 
 thcni all. 
 
 Now ;,q-onp to.Lr<'tln'r t hox- words conlainin<,' rr, ir, and ur, 
 sh()win«.' that the r in each word has caused all three of the.se 
 vowels to lia\(' I lie same sound. Drill upon tli(vs(> before 
 takint: np the others. 
 
 'Hie or may be taken next. This, in a nnnil)er of words 
 when |)receded by ti\ sounds like rr, ir, and ///•, but in most 
 otlnr words, which lia\e not [\\i' fimil c, it sonnds n. 
 
 Next comes <ir. riiis I he ( hildren seem always to remem- 
 ber when told that if </ and /• come to^'ether, and there is no 
 other vowel in tin' wonl, the a tells r's name. 
 
 When tin- (hildren are (piite familiar with this step, intro- 
 duce words conlainin;: ar with final c; then ai-r. Drill 
 alternately upon the>e three etl'ects of r, showim: that the 
 last two ixive the sound </. 
 
 \N hen the (hildren come to words of more than one 
 >\ liable, il nia>- be well to instruct them that a \-owel 
 followed by a double consonant is short. 
 
 In many words the first vowel is also .short when two 
 diU'erent consonants follow it, and long when but one con- 
 sonant intervenes between the two vowels. 
 
 45 
 
MANUAL 
 
 This last rule does not hold good in all cases, but in enough 
 to be a very useful guide to the children. 
 
 THE PRONUNCIATION OF WORDS 
 
 The following drill upon prefixes and suffixes has also been 
 found very helpful : 
 
 Prefixes Write a list of words upon the blackboard, to 
 
 and suf- each and all of which the same prefix or suffix can 
 
 fixes, drill ^ ^ 
 
 device. be added. We will suppose it to be a suffix. 
 
 Tack a card on the end of a pointer, and with it cover 
 the suffix. Have the children tell the word ; then remove 
 the card, and have them repeat the word with the suffix 
 added. Be sure that the suffix is well known before attempt- 
 ing to add it to the word. 
 
 Teach page 34 (suffix -ed) in this manner. 
 
 After these drills, when the children come to a long word, 
 they will of their own accord cover part of it, sounding the 
 Syllabi- uucovcrcd part first, then the other ; and so on. 
 cation. j|- -g astonishing to note how much help this seems 
 
 to afford them in discovering long words ; and also, with a 
 little careful guidance, how quickly they gain some knowl- 
 edge of syllabication. 
 
 Lists of words, containing some of the simpler prefixes 
 and suffixes, have been prepared for the guidance of the 
 teacher. The first of these occurs on page 24. The teacher 
 will supplement these. 
 
 Attention is drawn to the fact that these lists have been 
 selected so as to review as many rules as possible. Some- 
 times in one word alone three or four different points are 
 reviewed. 
 
 46 
 
THE SECOND READER 
 
 SICJIIT WORDS 
 
 AVith one or two exceptions, mentioned below, the only 
 sight words ill tlic Second Ri'ader are the italicized words. 
 The exceptions are : one or two words having a vowel sound 
 so nearly like those already known that the puj)il will sound 
 it closely enough to recognize the word and will call the 
 word aright. Such words are (hire and fdiri/ on pages 40 
 and 41. These words are uxmI here hefore this sound of a 
 has been presented. 
 
 The other occasional >ight words that are not italicized 
 are itupJinnctic words that contain, nevertheless, known 
 \-owel .sounds. In lliis ^niall hst are such words as don't 
 and both. I'lie reason for not ilalieizing these words is that 
 by tlw lime lliey are presented, the pupil will of his own 
 accord try ditbrent sounds of the vowels when he meets 
 sncii W(tr<ls. and will tliiis readily reeogni/.«' fliein. 
 
 It would be well to scjfci ()ecasionall>- Mieli iDiphonctic 
 words am! re(iiiir«" (lie pnj)il to try dilFerent sonnds of the 
 \-ow('I in «»rder to make ont the words. 'I'his practice will 
 lieij) llie j)ni»il in his Mipplrinentary reading and it is good 
 njionelie drill. 
 
 47 
 
ENUNCIATION AND EXPRESSION 
 
 The dominant purpose in the teaching of beginning read- 
 ing is to give the children quickly the power to acquire 
 thought from the printed page. To this end the lessons 
 must be organized, the content adapted, and the phonetic 
 system developed. There are, however, other minor pur- 
 poses in the teaching of beginning reading to which atten- 
 tion must be given. 
 
 CORRECT ENUNCIATION 
 
 Be careful to require clear and distinct enunciation. The 
 teacher must realize that correct utterance depends upon the 
 proper position of the organs of speech. She must know 
 which organs are used in pronouncing the various sounds 
 and what positions of lips, teeth, tongue, palate, etc., are 
 necessary to produce the various sounds. This infor- 
 mation may be learned from any good dictionary. More- 
 over, the teacher may practice the various sounds her- 
 self, carefully noting which sounds depend upon the 
 respective positions of the organs of speech. Then, when 
 a pupil has trouble in enunciation, she will know where his 
 trouble is, which organs of speech he fails to use properly, 
 and what drill in sounds will supply the exercise necessary 
 to correct the error. 
 
 Making the pupil conscious of the correct position which 
 his vocal organs should occupy usually results in increasing 
 his difficulty. He will overcome his trouble only through 
 
 48 
 
ENUNCIATION 
 
 practice that exercises them in the ri^'ht position ; therefore, 
 give him abundant drill in slowly pronouncing,' those words 
 that contain the sounds with which he has troui)le. 
 
 HKADIXG FOR EXPRESSION 
 
 There can he no expressive readin^^ wilhoul a clear grasp 
 of the thought, just as there can he no grasp of the thought 
 
 without ;i knowledge of the wor.U in which the j^^ ^^^^ 
 
 thought is expressed. Kxi)ressi()n, therefore, de- tion of 
 
 . . <• 1 1 I »i » thought 
 
 ])en(ls upon a knowledge of the words, hotli as to ^^^ ^^ 
 
 form and content; and upon the ready recogni- pression in 
 
 1 • . • r » 1 reading, 
 
 tion, undcr>tan<ling. aii<l ;ipi)i-cciat ion ol the 
 
 thon.-ht. To fhi. may he aihled practice in reading, to 
 
 dcvcloj) a *(Hiick synthetic glance of eye and mind." 
 
 When Ih.' i)upil has these he will express the thought as 
 
 nalunilly in reading as he cxprcsM-s his (,wn thought in 
 
 talkini:. TliercftWe, when c\pre>^ioll is lacking. Expressive 
 
 the teacher will need to lind out in which of the ^^-<*j^^8 
 rcquisitesof expression the pu])ilisdelicicnt and help pupil's 
 him I., make uj) his .Icliciency. The dehciency f""" 
 ,,iUMi may he overcome ihrou-h the manner in which the 
 pupil is reciuired to study his readin-. Such din-clions as 
 "Sluily your lesson, read it over so many times," will not 
 sullicc. Wr should he assigned some definite purpose in 
 the reading of it, and he hel.l rcsjxjnsihlc for results. 
 
 In the as.signmenl of work for study the object should be 
 to secure tlie necessary practice in reading through such 
 means as will retiuire the ])U])il to give thinight and attention 
 to it. \\c may be rccpiircd to look \i\) certain points of the 
 lesson. The teacher may write directions on the black- 
 
 49 
 
MANUAL 
 
 board, as for page 9, Second Reader. Find all that is told 
 about the stream, and about the mill wheel. Example: 
 How many things the stream helped, how it helped each, 
 what the mill wheel did. Another time the pupil may be 
 required to write about a certain point in the story, a re- 
 quirement which will necessitate the reading of the story 
 over several times carefully. In the story of "The Mill 
 Stream," the pupil may be asked all the objects that Frank 
 saw, and one fact about each, etc. Or he may compare 
 passages in one story with some in the former lesson to find 
 either similarity or contrast in thought, as : Find a thought 
 in this story similar to one in Stevenson's poem, *' Where Go 
 the Boats," on page 51 of the First Reader. (The teacher 
 should write the two stanzas of this poem on the black- 
 board.) Before the pupil will recognize that the leaves 
 "floating down the stream," and "down the river," are, 
 in both selections, compared to "little boats" he may have 
 to read the story over several times. Thus it may readily 
 be seen how much the pupil will gain, even in mere practice, 
 or word study alone, through being held for definite results. 
 Because he feels a purpose in such reading, he will enjoy it, 
 a pleasure that is his right. 
 
 To get these results, effort and preparation will, of course, 
 be required on the part of the teacher. Before coming to 
 (2) The class, the teacher should make a careful study of 
 teacher's the story to be read. No matter how simple it may 
 appear, it is capable of conveying thought accord- 
 ing to the treatment. It may be used to arouse a desire 
 to read more upon the same subject. For instance, in the 
 short story on page 6 of the Second Reader, the pupil 
 
 50 
 
ENUNCIATION 
 
 should not be allowed to be satisfied with the statement 
 that Bobolink is not so ^'ay now as he was in nesting time. 
 Tiie i)ui)il shouhl wish to know why, and why Bobolink's 
 son^' is at one time a *' merry ehee, chee!*' and at another a 
 *'low chnkin^' note." In sueh points, the teacher should 
 !)(' preparctl to help the piipil> wherever possible through 
 observation, and also through reciting such facts as will 
 give a wi(kT knowledge of the subject. See preparation for 
 nature study stories in Manual. In this instance the ])oem 
 " Kijbcrf of Liiicohi." b.\- W'iNiain ( "ulh'ii Bryant, may l)e used, 
 special attention beiu^ called to such lines as: 
 
 "BolxTt of Lincoln is jjaily drest, 
 Wcariii;: a lirii:ht. black wedding' coat." 
 
 *' .Nb'rrily swin^MiiL: fnuii brier and weed," 
 
 ** i*«>uriii^' boasts from his little throat." 
 
 \\\\\ lahT 
 
 "Soon as the little ones chip their shell. 
 Six wide mouth.s are oyten for fcxxi." 
 
 The j>uj)iU will rcali/.c how hard Bobolink niu^l work to feed 
 **hi.s Imnirrx brood." and ^o they can understand how 
 
 " Rnherl nf Lincnjn at ien^'th is jn;i<le 
 Soher with work. aii<l silent with care; 
 OIT is his holiday Lramieiit laid, 
 Half fnriTotten his merry air.'* 
 
 Such shid\' will help the |)npil to form the habit of looking 
 beneath the surface of what he rcad> -a habit that cannot 
 be formed too early. Ui)on such a habit good expression 
 largely depends. 
 
 51 
 
MANUAL 
 
 In the assignment for study ask such questions only as 
 can be answered through reading the story. Other ques- 
 tions should not be asked here. Needless to say, the teacher 
 should not neglect to ask the questions after assigning them. 
 The answers are not to be committed to memory. When 
 the teacher is questioning him, the pupil may, if necessary, 
 refer to the book for his answer. He cannot find the correct 
 answer unless he has previously read the story, so he will 
 know just where to turn for it. 
 
 It will not, perhaps, be necessary, in one study period, 
 to assign as many facts as are given below. The num- 
 ber assigned will depend upon the time allotted to study 
 and on the advancement of the pupils in the class. Typical 
 treatment : "How Seeds Travel " (page 26). 
 
 Teacher's directions: Find, through reading the story, the 
 following facts : 
 
 1. How many kinds of seeds are there, and what are the 
 names of each kind ? 
 
 2. Which are similar to the milkweed ? 
 
 3. How does each kind of seed travel ? 
 
 4. Find two ways in which some burrs tried to travel. 
 
 5. What happened to each on its travels? 
 
 6. Mention something that each did or said. 
 
 7. How many children are mentioned ? 
 
 8. How many other living creatures are mentioned ? 
 
 9. Tell something you know about each. 
 
 10. Find a similar fact in this story, as on page 26. 
 
 The milkweed was mentioned on page 45 of the First 
 Reader, reference to which should be made in the preparatory 
 work upon this lesson. 
 
 52 
 
ENUNCIATION 
 
 'riicsc (pKvslions iirv to Ix' answered after the preparatory 
 work l)y pupils under the direction of the teacher has i)een 
 done. In tliis prei)arat()ry work the teacher needs to make 
 clear, throu^di observation, or otherwise, the meaning of 
 such expressions in tiii^ story as "the flowers have finished 
 their work," "liax'e j)a(ked their seed boxes," ''used the 
 means Mother Nature ^Mve," "to find a cozy bed," "lon^^ 
 winter nap," "shakes out its powdery curls," "willow buds 
 in silver," etc. 
 
 The points of beauty should be broui,dit out. Why do 
 .seeds travel? What wonderful provision nature has made 
 for them to do so! The flowers have a mission in life. How 
 wonderfully they work to fulfill it I What joy and beauty 
 they ^nve, callin;^' forth a sense of irratitude to the (liver of 
 
 them ; for 
 
 "(i()(j ini;,'lit have hade tin' earth bring forth 
 MiKumh for irreat and >inall. 
 The oak tre<'. and the cedar tree. 
 Without a flower at all." -.Uar// IJowUt. 
 
 Thu> with lIuMiirlitful ;,Miidanee Ihe^e stories nia>' \)v nuide 
 to yield more than the pleasuH' in the story itself. Those 
 })ase(l upon nature may be u^ed to d('\-elo|) keener |)owers 
 of observation and a deeper ap|)re(iation of nature. Like 
 their little Indian brother, so ma>' the>e pupils 
 
 " Ix'arn of every bird its laii^nia^'e. 
 Love the sunshine of the meadows, 
 
 I^ove the sli.idow of th<' forests." 
 
 Also in other stories other ecpially desirable traits may be 
 fostered. Reading should reach every phase of the child's 
 life and every spring of action. 
 
 53 
 
MANUAL 
 
 SUPPLEMENTARY READING 
 
 The teacher will now find difficulty in keeping the children 
 supplied with enough supplementary reading matter. The 
 greater the amount and variety, the more rapid will be their 
 progress. 
 
 The independent power to read acquired by the children 
 results in a continual eagerness for something new, which 
 Sources of affords opportunity for much individual work; 
 material. therefore it is not necessary to have sets of books 
 for supplementary reading. It is better to have twenty 
 different books than twenty copies of one book. 
 
 Among the multitude of good books now published for 
 children the teacher will have no difficulty in selecting enough 
 material for this purpose. 
 
 54 
 
SEAT WORK 
 
 Make on tlu- licklnirr.ij)!! (•()j)it'.s in script of the words 
 on pa^e 12 of Manual and copies of some of the outHne 
 pictures. Phice these words and pictures in hirire 
 
 1 111.. Exercise I. 
 
 envelopes, enough envelopes for one division of the to match 
 class. Write on the ciixclope the words that each script with 
 envelope contains. From time to time, as pupils 
 progress, add new words, from the list in the Primer. 
 
 A. Write on thr hhickhoard words corresponding to 
 those in the en\'eIoj)es. HaNr the j)iipiU match words and 
 place them in the same ordrr as tlie\ are on the hhickl)oar<l. 
 
 B. I'sing words and |)ietures eorres|)onding to those in 
 eiu'elopes. write sentences similar to those on i)age 12 of 
 Mainiah RtMjiiirr juipils to form tlie sentences with 
 material iVoiii en\'elopes. 
 
 ('. lla\'e |)upils form simple original sent«'nces with words 
 and pictures from envelopes. 
 
 From old readers cut out words corresponding to those 
 used in the j)receding exercises. Mount and place them in 
 en\-eloi)es with the same numher of corresponding 
 
 ' ^ Eiercise II. 
 
 script W()r<ls made on tin- hektograph. To match 
 
 A. Write sentences on hlackhoard, using such script with 
 II I'll* print, 
 
 words onl\- as corr«vs|)ond tt) j)rinted words in en- 
 velopes. Have pu|)ils form the .same sentences by matching 
 script words on the l)lackl)oard with i)rinte(i words from the 
 envelopes. 
 
 55 
 
MANUAL 
 
 B. Have the pupils form original sentences with words 
 from the envelopes, each sentence being in both script and 
 print. 
 
 C With script words in envelopes used in Exercise lA, 
 to which envelope the necessary extra words have been 
 added, have pupils form sentences from pages 56, 58, and 60. 
 Later transpose, combine, or rearrange these sentences. 
 
 Examples : 
 
 My fan is here. 
 Here is my fan. 
 Here are my fan and my muff. 
 
 Provide the words with the necessary capitals. 
 
 D. Make on the hektograph script copies of the words 
 on pages 54 and 55. Place these in envelopes, and require 
 pupils to place them in the same order as they are on the 
 blocks on pages 54 and 55. Use page 57 in the same manner. 
 Exercise III. Prepare individual boxes of printed letters con- 
 letters, taining several of each letter of the alphabet. 
 
 A. The teacher writes letters on blackboard, one at a time. 
 Require pupils to find each corresponding printed letter 
 from the letter boxes. After pupils have found the letter, 
 hold up one of the large pasteboard letters and require the 
 pupils to compare it with the letter they have chosen from 
 the box. 
 
 This and Exercise V are to be given by the teacher. All 
 the other exercises are for independent seat work. 
 
 B. Write rows of letters on the blackboard and require 
 pupils to find the same letters in the letter boxes and ar- 
 range them in the same order. 
 
 C. Write on blackboard words from page 55. Require 
 
 56 
 
SEAT WORK 
 
 pn})ils to form same worcls with IclltM's, afttT which compare 
 with words on page 55. 
 
 D. After the presentation of each new sound, reciuire 
 pupils to find and to j)hice in rows all which represent the 
 new sound, as all the r's, x*s, etc. 
 
 A. Write ui)on the blackboard words from page 62 of 
 the Primer thus : 
 
 d 
 
 d 
 
 <l 
 
 d 
 
 -an 
 
 -ust 
 
 la- 
 
 an- 
 
 -a- 
 
 -usk 
 
 sa- 
 
 sa n- 
 
 -m11 
 
 -rum 
 
 pa- 
 
 lan- 
 
 -uck 
 
 mu- 
 
 ina- 
 
 slaii- 
 
 l{e(juire pupils to form these words with their letters, 
 placing a d whercxcr there i^ a dash. 
 
 * ■ . . . . Exercise IV. 
 
 Use similar |)ages for similar seat work. Tofoiiowthe 
 
 /). Select live words from each of the followini; presentation 
 
 |)ages, .).), .X, (M), <(», S'J. Write these m j)roims- sound andto 
 
 cuous order on the blaekltoard. Write the vowels deepen its 
 
 impression. 
 
 a c i o u. I{«'<niire tin* piipiU tn form the \\«»rtls 
 selected from the |)aL:es al)o\«' mmibered, ami j>laee each 
 word In a column under tin- \owel which coi-res|)onds to the 
 \ oui'l in I he word. 
 
 ('. VviMw the pages li^lcd in /> of the exerci.se, select and 
 write on l>lackl)oard \\«>nU which, b\' the substitution of one 
 vowel for another, will form several ilitferent words. From 
 a list of such. re(|uire pupils to see how man\- diirerent words 
 they can thus form with their letters. 
 
 Example: ^,.,, ^i,, „,, 
 
 pan pen pin 
 
 dug d\^ dog 
 
 57 
 
MANUAL 
 
 A. Write the following letters, one at a time, on the 
 Exercise V. blackboard. Require the pupils to find the cor- 
 To teach responding letters from their letter boxes, and 
 spelling. ^^ place them on their desks in a row, thus : 
 
 rsnftpmacu 
 
 B. When all in the class have found the letters the teacher 
 may call for each letter by giving its sound. Require pupils 
 to select and to hold up the letter corresponding to the 
 sound pronounced by the teacher ; to sound it ; and then 
 to place it back on the desk. The purpose of this exercise 
 is to review the sounds before building words. 
 
 C. The teacher may dictate some of the words from the 
 52 words given below, by slowly pronouncing each. Re- 
 quire pupils to form each word with the letters ; to pronounce 
 each sound, then the word ; then to place the letters back 
 in the row, ready for the next word. 
 
 D. Pronounce, one at a time, the sounds of the letters 
 necessary to form a word, selected from the 52 words. Have 
 the pupils select letters from the row and hold them in 
 their hands until instructions are given for using them. 
 When all have selected the necessary letters, tell the pupils 
 to form a word which the teacher will pronounce with the 
 letters they hold in their hands. They do this by arrang- 
 ing and rearranging the letters, sounding the letters as they 
 do so, until they succeed in forming the word. 
 
 A. When all the consonants and short vowel sounds are 
 known. Exercise V, Section B, may be used to teach the 
 names of the letters, using, of course, letters other than the 
 ten there used. 
 
 58 
 
SEAT WORK 
 
 />. Write the ten letters in Exercise V and require the 
 j)UI)ils to form as many words as they can, with the corre- 
 sponding' h'tlers from the boxes. Have the pupils 
 select, ;it fir>t, jii>l tli.- ten letters. Then form ToTJachthe 
 a wor<l. Set the word on one side of the desk namesofthe 
 and leave it there. riicii have the ])upils select 
 letter.N from tlic l)o\ to r«-pl;i<c tliox' used, to make uj) the 
 ten h'tters. j-'orm another word with some of the ten letters, 
 rej)la('in^' the l<'tter> Used from the ten each time a word is 
 forme(l so as to have all ten to use. 
 
 Have the piipiU form lli<' words hy arran<rini,' and rearran*^- 
 im; the leltei-s a^ in l\\erci>e \'. Section ('. IlaNc it done 
 in this exercise without the teaclier's aid. 
 
 ('. Witli th«* ten h'tters above described tlie fohowing 52 
 words can be formi'd : 
 
 rat 
 
 cap 
 
 cut 
 
 fast 
 
 eat 
 
 map 
 
 Us 
 
 must 
 
 .sat 
 
 t.ip 
 
 fuss 
 
 rust 
 
 fat 
 
 rap 
 
 muss 
 
 trust 
 
 pat 
 
 trap 
 
 cuff 
 
 crust 
 
 mat 
 
 nap 
 
 rulF 
 
 am 
 
 can 
 
 snap 
 
 uniir 
 
 Sam 
 
 ran 
 
 up 
 
 putr 
 
 camp 
 
 fan 
 
 cup 
 
 stutf 
 
 sUunp 
 
 pan 
 
 SU|> 
 
 pa.ss 
 
 tramp 
 
 tan 
 
 pup 
 
 past 
 
 cramp 
 
 man 
 
 rut 
 
 cast 
 
 |)UUlp 
 
 sap 
 
 nut 
 
 mast 
 
 stump 
 
 /). Write some of the 52 words on the blackboard, and 
 re(|uire tlie puj)ils to form them with their letters. Use 
 jjaires 40, S(), il'.K IJl of Primer, or simihir lists from the 
 l-'ii-«^t Reader for simihir purposes. 
 
 59 
 
MANUAL 
 
 FIRST READER 
 
 E. Write on the blackboard all words from page 3 of the 
 First Reader which contain the short vowel sounds. Require 
 the pupils to form the words with letters, then to add a final 
 e to each word, and to pronounce the words thus formed. 
 
 F. Use page 29 as explained in the preceding paragraph. 
 Select and write on the blackboard, in four columns, all words 
 from this page with short vowel sounds, arranged thus : 
 
 a e e o 
 
 ran fed bed got 
 
 lad met set sop 
 
 The vowels at the head of each column are to show the 
 pupil which vowel is used in this class of words in order 
 to change from the short to the long sound. 
 
 G. Later, using similar words, omit the vowels at the head 
 of each column ; arrange this class of words promiscuously 
 and require pupils to decide which vowel is necessary to 
 change from the short to the long sound. 
 
 H. Follow the directions in the preceding paragraph; 
 write the letters below : 
 
 oa 
 g — t 
 s — p 
 
 Require the pupils to arrange the letters from their letter 
 boxes as indicated above and to supply the necessary vowels 
 to make the words. 
 
 I. To deepen the impression of the facts to be taught on 
 pages 30, 34, 40, and 48, use this last-mentioned exercise 
 for seat work immediately following the first presentation 
 of each vowel combination. Use here such words only as 
 
 60 
 
 ai 
 
 ee 
 
 ea 
 
 T — n 
 
 f — d 
 
 b — d 
 
 m — d 
 
 m — t 
 
 s — t 
 
SEAT WORK 
 
 contain the vowel combination in each drill ; that is, all words 
 that contain (// after pa^'e 30 and so on with the other pages. 
 
 By this time the pnpils shonld he able to write. If so, the 
 last-mentioned exercises may be written instead of formed 
 willi letters, or both may be done at the same period. 
 
 J. Mak^' on the hekto;;raj)h script copies of the drill sen- 
 tences — see pa^es 5, 11, 17. Cut these sentences into words, 
 and place each set in an envelope. Ue(|uire pupils to form 
 sentences with I he>e word>. Sometimes the exercise may 
 l)e to f(»rm tlie >enlenci's found in the reader, sometimes to 
 i'onn ori^qnal sentences. These sentences may be co|)ied 
 into a note book reserved for this purpose. This deepens 
 the pn|)ir> interest in sneh work. 
 
 /\ . \\ rile on I lie blackboard tiirecl ions a^ follows : 
 
 \\ rite 1 word^ from each of these pa^es : 4, 10, 10, and 21. 
 
 riie t«aelier will, of ('(Uirse, .select the pau'es according to 
 the i)art of the reader being used, or the phonetic principle 
 she wis||e«^ to re\ iew. 
 
 Instruct the pnpiU how to arrange the words in llieir note 
 books and in what order to select them so that no words 
 may be (ln|)licated in these lists. The following list will 
 show in what order the words were selectetl from the reader 
 and in what oi'iler they nIhmiM be coijied into the note books. 
 UtMpiire the words to be >lndie(l in re\-er>e order; that is, 
 bv columns. 
 
 l'a,ue \ 
 
 hake 
 
 gate 
 
 cape 
 
 name 
 
 Page 10 
 
 (lime 
 
 hide 
 
 time 
 
 life 
 
 Page 16 
 
 lM)ne 
 
 hoiKJ 
 
 bore 
 
 hoe 
 
 Page ^\ 
 
 tube 
 
 blue 
 
 due 
 
 cure 
 
 Page 44 
 
 vale 
 
 cove 
 
 hive 
 
 wave 
 
 01 
 

 
 MANUAL 
 
 
 
 Page 28 
 
 rake 
 
 wide 
 
 hole 
 
 cube 
 
 Page 29 
 
 ran 
 
 fed 
 
 bed 
 
 got 
 
 Page 30 
 
 tail 
 
 gain 
 
 sprain 
 
 aim 
 
 Page 34 
 
 weed 
 
 feed 
 
 feel 
 
 weep 
 
 Page 40 
 
 clean 
 
 dear 
 
 eat 
 
 heap 
 
 Page 48 
 
 float 
 
 roar 
 
 soak 
 
 coal 
 
 Page 57 
 
 day 
 
 bay 
 
 stay 
 
 ^ray 
 
 In the same manner the teacher may, for her own use, 
 form any number of such lists for general reviews. These 
 may also be used for the following exercise. 
 
 L. Write a list such as those just mentioned and also the 
 phonetic principles contained in the words, and require 
 pupils to copy and to classify them thus : 
 
 a e ai ay 
 
 ran fed got tail day 
 
 ee oa ea Final e 
 
 weed float clean rake 
 
 Continue until all words from lists have been written under 
 the corresponding phonetic principle. Use general reviews 
 in the Readers (as page 39) for the same purpose. 
 
 M. Write on the blackboard certain phonetic principles. 
 Require the pupils to copy them in note book. Then have 
 the pupils write under each five or ten words containing 
 the same phonetic principle as follows : five words under igh, 
 five under oZ, etc. 
 
 igh 
 
 ol 
 
 ch 
 
 nk 
 
 qu 
 
 high 
 
 old 
 
 child 
 
 bank 
 
 queen 
 
 N. The last three exercises may be too advanced for some 
 first grade classes. In this case these exercises may be re- 
 
 62 
 
SEAT WORK 
 
 served for the second <,'ra<k' i)y selecting the words and 
 phonetic principles from the Second Reader. This may 
 be done in any event. 
 
 SECOND READER 
 
 The followin*,' is for the second i^viidc : Write a column of 
 words, from page lilS, First Reader, such as talcc, hide, joke, 
 etc. Refjuire pupils to copy the words and to add ing to 
 each word, omitting, of course, the final e. Write the words 
 from page 1)^7 >U(li a> : h<ihi/, hitfj/, and rifi/. Ue(|uire pupils 
 to copy, changing y to h\s. 
 
 (). Write columns of words on the l)lackhoard as follows: 
 
 rail 
 
 oat 
 
 hall 
 
 rack 
 
 walk 
 
 base 
 
 fin» 
 
 rar 
 
 iMcal 
 
 ^et 
 
 hat 
 
 sun 
 
 for 
 
 time 
 
 pet 
 
 (lav 
 
 road 
 
 side 
 
 M't 
 
 side 
 
 Re(juire tlu- i)Ui)il> to select such words from the 
 second column as will combine to form compound words. 
 Example /to tlir first word in the first column add tlu' fourth 
 word from the second coliinm. I*iipiK are to decide which 
 words will combine, then to write the compound word in a 
 note book. Tse it to form original sentences. 
 
 , ,/• = ,/ eii\ or // = 66 
 
 Write the answers with riiymiug wor(l> from page \Vt2 of 
 Second Reader. 
 
 Seen ill early morning — rhymes with — new. 
 A certain kind of tree — rhymes with — mew. 
 Something in ehnreli — rhymes with — few. 
 Something si)arkling — rhymes with — Newel. 
 
 63 
 
MANUAL 
 
 Belonging to a ship — rhymes with — chew. 
 What we did in school — rhymes with — grew. 
 What I did with a ball — rhymes with — brew. 
 How meat was cooked — rhymes with — mewed. 
 Used by a carpenter — rhymes with — strew. 
 What Robin did — rhymes with — slew. 
 What the wind did — rhymes with — stew. 
 What we did at lunch — rhymes with — hewed. 
 What we should tell — rhymes wdth — Ruth. 
 Something we often get — rhymes with — cruise. 
 A boy's name — rhymes with — spruce. 
 
 SEAT WORK 
 
 Seat work for reading in the second grade consists prin- 
 cipally in studying reading itself, making the necessary 
 preparation to read with understanding and expression. 
 Suggestions for this purpose are given on page 48 in the 
 Manual. 
 
 It is not intended that all the exercises here given for seat 
 work be used. The teacher should select from among them 
 those best suited to the particular needs of her class. 
 
 64 
 
THE MOTHER GOOSE RHYMES 
 
 Little Jack IIoriKT 
 
 Littk' Jack IIoriuT sat in a corner. 
 Eating his Christmas pic ; 
 He put in liis tlniinl) and pulled out .'i plum. 
 And said, "What a good hoy am 1 !" 
 
 Liltlr Hny Blur 
 
 Eittle Boy Blue, come hlow your horn ; 
 The sIhm'p's in the meadow, the cow's in the corn. 
 ^Vlle^<''s the little hoy that looks after the sheep? 
 He's uudrr tin- lia\>ta(k fast asleep. 
 
 Little Ho-jMMp 
 
 Little Bo-i)eep has lost her sheep. 
 
 Add can't tell where to find them ; 
 l/4'a\c them alone, an<l they'll come home, 
 
 WaL'^'in^' their tails hehind them. 
 
 Little lio-lM-ej) fell fast a^leej). 
 
 And dreame<l she heard them hleating. 
 But when she awoke, she found it a joke, 
 
 For they were still a-fleet iii^'. 
 
 Then uj) she toi)k her little crook. 
 
 Determined for to find them. 
 She found them indeed, hut it made her heart bleed, 
 
 For they'd left their tails behind 'em. 
 
 65 
 
MANUAL 
 
 Little Tom Tucker 
 
 Little Tom Tucker 
 Sang for his supper. 
 What did he eat ? 
 White bread and butter. 
 
 Humpty Dumpty 
 
 Humpty Dumpty sat on a wall, 
 Humpty Dumpty had a great fall ; 
 All the king's horses and all the king's men 
 Can't put Humpty Dumpty together again. 
 
 Little Betty Blue 
 
 Little Betty Blue 
 * Lost her holiday shoe. 
 
 What can little Betty do ? 
 Give her another 
 To match the other, 
 And then she may walk in two. 
 
 Little Miss Muffet 
 
 Little Miss Muffet 
 
 Sat on a tuffet, 
 
 Eating her curds and whey. 
 
 There came a big spider, 
 
 Who sat down beside her. 
 
 And frightened Miss Muffet away. 
 
 66 i 
 
 i 
 
A SUMMARY OF niOXKTIC PRINCIPLES 
 
 PRIMER 
 
 All consonants except q, t\ z, y. 
 All short vowels a, t\ i, o, u. 
 
 FIRST READFIR 
 
 General principle of final c. Consonants q, v, z, y. 
 
 J a... 
 (I { ai 
 
 ay 
 
 e 
 
 ec 
 
 ea 
 
 i-<^ 
 
 i'kIi 
 ind 
 
 o-e 
 
 oa 
 ol 
 ow 
 
 u-e 
 ue 
 
 ^;ate 
 nail 
 hay 
 
 kite 
 li^'ht 
 
 find 
 
 l)one 
 l)')at 
 p)ld 
 . snow 
 
 f 6\v 
 I ow 
 
 . . show 
 . . cow 
 
 out 
 
 yes 
 
 my 
 kittv 
 
 (pi 
 
 . . (pieen 
 
 ch 
 
 . . chair 
 
 nk 
 
 . . hank 
 
 "K' 
 
 . . sang 
 
 ing 
 
 . . ring 
 
 67 
 
MANUAL 
 
 SECOND READER 
 
 th 
 
 wh 
 
 w-ar 
 ough 
 
 toy 
 
 f 06 
 
 loo 
 
 . this 
 . thin 
 
 . whip 
 
 . her 
 . sir 
 . curl 
 
 . for 
 
 . car 
 
 . ball 
 . saw 
 . Paul 
 
 . warm 
 . bought 
 
 . oil 
 . boy 
 
 . book 
 . moon 
 
 g before e, i, y = s 
 
 cent 
 
 city 
 
 cyclone 
 
 g before e, i, y = ] 
 
 gem 
 
 ginger 
 
 I gypsy 
 
 EQUIVALENT SOUNDS 
 6 =U . 
 
 ew = u . 
 
 ew = 06 . 
 
 u = 00 . 
 
 ei \ 
 
 = a 
 ey J 
 
 kn = n 
 
 wr = r 
 
 ph =f 
 
 gh =f 
 
 tionl 
 
 sionJ 
 
 shon 
 
 none 
 
 few 
 
 grew 
 
 true 
 
 eight 
 
 they 
 
 knot 
 
 wring 
 
 physic 
 
 laugh 
 j action 
 I division 
 
 Printed in the United States of America. 
 
 68