L3 1572 
 .E2 
 
 THE 
 iSON-LAING-READERS 
 
 A 
 
 MANUAL 
 
 FOR-TEACHERS 
 
 BENJ. H.SANBORN & CO. 
 
J<3ss? 3 
 
 Class __ 
 Book.~^<r 
 
 Copyright)! . 
 
 COPYRIGHT DEPOSIT: 
 
THE EDSON-LAING READERS 
 
 CONCISE AND SUGGESTIVE 
 
 MANUAL 
 
 FOR TEACHERS 
 
 BY 
 
 ANDREW W>EDSON, A.M. 
 
 ASSOCIATE SUPERINTENDENT OF SCHOOLS 
 NEW YORK CITY 
 
 BENJ. H. SANBORN & CO. 
 
 CHICAGO NEW YORK BOSTON 
 
^ 
 
 <p' 
 
 THE EDSO* 
 Book One, 
 
 f-LAING READERS 
 
 Busy Folk 
 
 Book Two, 
 
 Lend a Hand 
 
 BOOK THREE, 
 
 Neighbors 
 
 Book Four, 
 
 Working Together 
 
 Book five, 
 
 Opportunity 
 
 Grateful acknowledgment is made to the principals 
 and teachers whose valuable suggestions have helped 
 in the preparation of this Manual. 
 
 A. W. E. 
 
 Copyright, 1915, 
 By BENJ. H. SANBOKN & CO. 
 
 MAR 30 1915 
 
 ©CLA398156 
 
CONTENTS 
 
 PAET I 
 INTRODUCTORY NOTE 
 
 PART II 
 GENERAL OUTLINE OF READING 
 
 PAGE 
 
 1. Reading Defined 3 
 
 2. Ends .3 
 
 3. Oral Reading ... 4 
 
 4. Silent Reading 5 
 
 5. Expression 7 
 
 a. Emphasis, Inflection, and Pauses 7 
 
 b. Word-Pictures 8 
 
 c. Dramatization 10 
 
 6. Phonic Exercises .10 
 
 7. General Suggestions 11 
 
 PART III 
 STEPS IN LESSON DEVELOPMENT 
 
 1. Explanation of the Story 13 
 
 2. Recitation by the Teacher 13 
 
 3. Recitation by the Pupils 14 
 
 4. Questions to Test Knowledge and Develop Content . 14 
 
 5. Dramatization 14 
 
 6. Drill on Words, Phrases, and Word-Groups ... 16 
 
 7. Story Written on the Blackboard 18 
 
 8. Story Read by the Pupils 18 
 
 9. Test Work 19 
 
 iii 
 
PART IV 
 SUGGESTIVE STEPS FOR LESSONS IX BOOK ONE 
 
 PAGE 
 
 1. The Key to the Kino's Garden 21 
 
 2. Little Acorn Sisters 24 
 
 3. The Little Red Hen : . . 21 
 
 4. My Garden 27 
 
 5. The House that the Boys Built 28 
 
 6. The Three Little Pigs 29 
 
 7. Peter and Nanny .......... 32 
 
 8. Come, Butter, Come ..33 
 
 9. The White Rabbit .. . 33 
 
 PART V 
 PHONIC EXERCISES 
 
 1. Purpose 36 
 
 2. Early Exercises 38 
 
 3. Selections I to V 41 
 
 4. Selections VI to IX 48 
 
 5. Consonant Sounds 50 
 
 6. Vowel Sounds 51 
 
 7. Key to Pronunciation 51 
 
 PART VI 
 REPRINTS 
 
 1. Book One : 
 
 Foreword . . . . . . . . . . .55 
 
 Suggestions to Teachers 55 
 
 Word List 59 
 
 2. Book Two : 
 
 Foreword 64 
 
 Suggestions to Teachers 64 
 
 Word List . ffi 
 
 3. Book Three : 
 
 Foreword . . 74 
 
 Suggestions to Teachers 74 
 
 Word List 77 
 
 iv 
 
PART I 
 
 INTRODUCTORY NOTE 
 
 The plan of the Edson-Laing readers is unique in at least three 
 particulars. First, these basal readers have a distinct central 
 theme, social — industrial — ethical, toward which nearly every 
 selection trends. Instead of the usual compilation of miscel- 
 laneous selections, stories of high literary value are grouped about 
 this leading idea. 
 
 In each book there is repeated reference to some distinctive 
 line of wholesome thought, which has the background of a worthy 
 motive. The keynote of Book One is Busy Folk ; of Book Two, 
 Lend a Hand ; of Book Three, Neighbors ; of Book Four, Working 
 Together; and of Book Five, Opportunity. In each book the 
 dominant social appeal, emphasizing the value of industry, kind- 
 ness, service, and fellowship, is made by representing generous, 
 outgoing activity. 
 
 The books introduce children at the very beginning of their 
 school work to literature and life. The theme of the selections 
 may not at first be recognized by the pupils, but soon the point 
 of each story will dawn upon them with impelling force. 
 
 Secondly, these readers in the lower grades give unusual emphasis 
 to the cumulative tale. Through it there is a constant reappearing 
 of old words and a careful introduction of new words. The 
 development moves forward by easy steps. By this plan children 
 begin at once with stories of which they never grow weary ; stories 
 that are as fresh and interesting the hundredth time they are told 
 or read as they were at first. 
 
These cumulative tales have a rhythmical quality for which 
 every child has an innate love; they give him something worth 
 memorizing ; and they help him in a most attractive way, with no 
 break in the continuity of thought and interest, to a large vocabu- 
 lary of simple, choice, basal words. 
 
 The folk tales in Books One and Two present a definite sequence 
 and outcome which the mind easily follows. The story by its 
 structure meets the child's first need of grasping a connected 
 literary whole, and thus from the very start reading is a joyous 
 exercise. 
 
 And, in the third place, these readers omit the traditional Primer 
 and start directly with reading material of literary and ethical value. 
 The time has gone by when good teachers find it necessary to have 
 books of loosely connected, made-up sentences, merely to give the 
 pupils a reading vocabulary. From the vocabulary of a classic 
 tale any live teacher can easily construct sentences that will serve 
 the purpose of supplementary drill exercises. 
 
 It is not expected that Book One will be placed in the hands of 
 pupils until a considerable list of words and word-groups have been 
 taught from the blackboard. 
 
PART II 
 
 GENERAL OUTLINE OF READING 
 
 1. Reading defined. Of the various definitions of reading, the 
 following are among the best : " Reading is thought-getting from a 
 printed page." "Reading is thinking not at random but in lines 
 prescribed by the written or printed page." " Reading is the 
 apprehension of the thought and feeling expressed on a written or 
 printed page. Oral reading is the apprehension and expression of 
 the thought and feeling found in the words of a printed page." 
 In all reading exercises, therefore, the thought element should pre- 
 dominate; it should rise superior to word-mastery and to oral 
 expression, important as these may be. 
 
 Too much of class reading in the early stages has been and still 
 is mere word-naming, phonetic drill exercises, a dreary droning 
 over words and disconnected sentences, all of which has " a flavor 
 of boiled water." Hamlet's answer to Polonius's question, 
 "What do you read, my Lord?" "Words, words, words," might 
 well be the answer of many children to-day if asked a similar 
 question. 
 
 2. Ends. There are three clearly defined ends to be kept in 
 view by the teacher of reading : An early facility in the art of 
 reading; the formation of a reading habit; and the cultivation 
 of a love of good literature. 
 
 Facility in the art of reading implies an immediate recognition 
 of words, an apprehension of their meaning and use, and the ability 
 to express the thought easily, clearly, and intelligently. Inability 
 to read readily is frequently the cause of backwardness in school 
 
work. A good reader has a great advantage over a poor reader in 
 mastering all the subjects of the school course. 
 
 The formation of a reading habit is of prime importance. Read- 
 ing is the key to all past thought and achievement ; it is the means 
 to a future education. Teachers cannot begin too early to en- 
 courage children to cultivate a reading habit. 
 
 In direct line with this work the teacher should aim to create 
 and foster literary taste in the children. As a result they will 
 choose books that are worth reading, books that will fill the mind 
 with " beautiful thoughts, beautifully expressed." A teacher who 
 succeeds in cultivating a love for good literature is building char- 
 acter in the most effective way. 
 
 Books that are designed primarily for information, such as geo- 
 graphical, historical, and science readers, have their place, indeed 
 are indispensable ; but books that contain literary selections, such 
 as fairy tales, folk stories, myths, fables, legends, poetry, and 
 standard prose, have a universal interest and lasting value. 
 
 3. Oral reading. Oral reading differs from silent reading, 
 primarily, in the fact that in oral reading more than one person is 
 involved. If this fact is impressed upon a class, the one reading 
 will always endeavor to convey thought to others. He will face 
 his listeners by turning toward the class. He will speak to the 
 class rather than away from it. He will read with more under- 
 standing because of his effort to make others understand, and good 
 expression will follow. 
 
 Oral reading tests silent reading, trains the voice, and has a 
 reflex action upon the thought expressed. It may be sight reading 
 or prepared reading. 
 
 Sight reading in the lower grades should be on selections that 
 have easy and familiar words. Except with such words, it has 
 small value, as the effort of the person reading is likely to be 
 centered on the correct pronunciation of words rather than on the 
 apprehension and expression of thought. 
 

 In prepared reading in the lower grades, the preparation should 
 include a brief reproduction of the story; the meaning of the 
 unusual words, indicated by the correct use of these words in 
 original sentences ; and a copy of some paragraph in the lesson. 
 
 In the higher grades the preparation may include an oral repro- 
 duction of the story; an explanation of the leading words or 
 passages in the paragraph or on the page ; the spelling, derivation, 
 and meaning of some of the more difficult words ; a study of the 
 leading geographical, historical, scientific, or literary references : 
 and attention to good expression. 
 
 The characteristics of good oral reading are clear and distinct 
 enunciation, naturalness of expression, ease and fluency. The 
 test of oral reading is the readiness with which the listeners hear, 
 understand, and feel the sentiments expressed. 
 
 4. Silent reading. Inasmuch as most of one's reading (study) 
 in school and practically all of it out of school is silent reading, 
 the great importance of this form of reading is clearly evident. 
 Time and effort should, therefore, be given to silent reading. If 
 one-half of the time devoted to teaching reading is given to acquir- 
 ing skill in silent reading, greater interest, greater facility, and 
 greater power will result. 
 
 To give emphasis to silent reading, or to a combination of silent 
 and oral reading, the following devices are suggested : 
 
 a. Silent reading and doing. The teacher writes sentences 
 upon the board as, 
 
 Knock on the door. 
 
 Sit in my chair. 
 
 Give me the broom. 
 
 Put the doll on the floor. 
 
 Put the china on the table with care. 
 The pupils then do what is indicated, without giving oral expres- 
 sion to the thought. The exercise is wholly silent. Toys and 
 other material needed should be provided in advance. 
 
 5 
 
b. Answers to written questions. The teacher writes questions 
 upon the board as, 
 
 What did the cat do? 
 
 What did the rat do ? 
 
 What did the hen say? 
 
 What kind of house did little pig One build ? 
 The pupils then give appropriate answers, showing that they 
 read the questions correctly. The answers to such questions 
 should be in complete sentences. 
 
 c. Oral responses to written directions. The teacher writes 
 upon the board a few such directions as, 
 
 Tell me what Golden Hair saw in the bear's house. 
 Knock at the door and say what the wolf said to the little pigs. 
 State what made the huge Jolly Goat jump from the window. 
 The pupils then give correct responses. 
 
 d. Statements of fact. The teacher writes upon the board a 
 few such sentences as, 
 
 The white rabbit is in the window. 
 
 The seeds are on the table. 
 
 The nails are in the chair. 
 
 I hold a string in my hand. 
 The pupils, before reading the sentence aloud, make the state- 
 ment true, in some instances, as in the first sentence, by means of 
 toys. 
 
 e. Completion of a sentence. The teacher writes a portion of a 
 sentence upon the board, making a dash for each omitted word as, 
 
 It was the key . 
 
 The girl works with care. 
 
 This is the cock that . 
 
 The little red hen asked . 
 
 The three little chicks ran to see . 
 
 The pupils then supply the missing words. 
 
/. Silent reading and oral reproduction. The teacher writes a 
 short story upon the board, or allows the pupils to read silently 
 some story found in their books, and then calls upon several for 
 a reproduction. Occasionally, the teacher should aid the pupils 
 by questions. 
 
 g. Study of paragraphs. After the pupils have read a paragraph 
 silently, the teacher questions the class as to the leading thought- 
 words found there. In these questions the teacher may well make 
 frequent use of the words who, what, how, why, and when, the pupils 
 responding by giving a word or phrase that is the keynote to the 
 paragraph. Later, the pupils may reproduce the paragraph by a 
 sentence or by several sentences. This device may be used with 
 great profit in the higher grades. 
 
 5. Expression. There are three ways by which natural and 
 pleasant expression may be secured : By the use of (a) emphasis, 
 inflection, and pauses, (6) word-pictures, and (c) dramatization. 
 Mere imitation of the teacher is likely to be devoid of thought, 
 and to leave no lasting impression. 
 
 a. Emphasis, inflection, and pauses. The teacher writes a few 
 sentences on the board as, 
 
 I fed the red hen. 
 The little girl made wheat bread. 
 My little gray pony has lost a shoe. 
 Did Peter give the cat some milk? 
 Did Golden Hair sit in the great chair? 
 
 and asks the pupils to read the sentences in such a way as to 
 bring out a particular meaning. For instance, after having written 
 the first sentence upon the board, the teacher says, "Read 
 the sentence so as to indicate who fed the red hen." The 
 pupils will naturally emphasize the first word as they read the 
 sentence. And, again, if the teacher says, "Read the sentence 
 so as to indicate what I did to the hen," "what I fed," "which hen 
 
I fed," the pupils will invariably give proper emphasis to indicate 
 a particular meaning. In the second sentence, five distinct mean- 
 ings may be brought out, and in the third sentence, six meanings, 
 by emphasis on particular words. 
 
 Another course is for the teacher, after the sentence has been 
 read, to challenge the pupil's interpretation by asking some such 
 questions as, "Did you say I fed the white hen?" "Did the little 
 girl buy wheat bread ? " " Has my little gray pony lost his halter ? " 
 The answer in each instance will be the reading of the sentence 
 with emphasis upon the right word. 
 
 In the fourth and fifth sentences variety of expression may be 
 brought out, and special attention be directed to the value of proper 
 emphasis, by having one pupil give appropriate answers to the 
 reading by another pupil, the answer in each instance to begin 
 with "No." For instance, if one pupil gives emphasis to the 
 second word of the fourth sentence, Peter, the other pupil may 
 reply, "No, Henry gave the cat some milk." Again, "Did Peter 
 give the cat some milk?" "No, Peter gave the dog some milk." 
 "Did Peter give the cat some milk?" "No, Peter gave the cat 
 some water." 
 
 And in the last sentence, the answers to the questions may be, 
 " No, the little bear sat in the great chair," "No, Golden Hair stood 
 in the great chair," "No, Golden Hair sat on the great bed." 
 
 Similar exercises will lead the pupils to intelligent thought and 
 natural expression in their reading, and will train their judgment 
 to choose a sensible interpretation of the printed page. 
 
 b. Word-pictures. In order to secure good expression, it is well 
 at times to lead pupils to state in advance the picture in their 
 mind's eye. For instance, if the pupils are asked to study the 
 story of The Little Red Hen, and to state what they see in it, they 
 will say, with varying modifications, after a little practice in the 
 study of word-pictures, "I see a little red hen in the garden with 
 her three chicks. I see a rat, a cat, a pig, and some wheat near by. 
 
I see the hen talking with the rat, the cat, and the pig. I see the 
 hen planting the wheat, cutting it, threshing it, grinding it, and 
 making the flour into bread. And I see the three little chicks eat- 
 ing the bread." 
 
 Again, after a study of the Three Bears, they may say, "I see 
 three bears, a father bear, a mother bear, and a baby bear. I see 
 a little girl named Golden Hair entering their home while they are 
 away. I see Golden Hair tasting the soup that the bears had 
 made. I see her sitting in the bears' chairs and breaking down the 
 baby bear's chair. I see her lie down on each bed and go to sleep 
 on the baby bear's bed. I see the three bears returning home. 
 I see them trying to find the one who had eaten their soup and had 
 broken a chair. I see Golden Hair wake up, jump from the 
 window, and run home." 
 
 And, again, after a study of Apple-Seed John (Book Four), 
 they may say, "I see a young man studying how he may be of 
 service to the early settlers beyond the Alleghenies. I hear the pro- 
 tests of his friends to his decision to plant apple orchards down the 
 Ohio valley. I hear his answer, ' You do not need me, but future 
 generations do.' I see him loading his canoe with apple seeds 
 and drifting down the Ohio River. I see him planting seeds, and 
 weaving brush to protect the seedlings from the wild deer. I see 
 him mingling with the Indians, and I hear his reply to those who 
 ask him what he is doing, 'Planting seeds for future men.' I see 
 him caring for his young orchards. I see him teaching children 
 during the winter months. I hear his answer to the request of the 
 settlers to remain with them, ' I must go on. I hear the tramp of 
 coming millions; I must plant seeds for future men.' I see John 
 Chapman, an old man, loved and respected by thousands." 
 
 Any pupil who will give a good word-picture of a selection which 
 he has studied, will surely read the story or stanza with good 
 expression. All that the teacher will need to do in order to get 
 good expression will be to remind the pupil of the picture in his 
 mind's eye. 
 
 9 
 
c. Dramatization. There is no line of school activity that gives 
 children more genuine pleasure than the personation of characters 
 in a reading lesson. Young people are natural actors. In their 
 free play and organized games they delight in representing char- 
 acters, animate and inanimate. 
 
 In dramatizing a story from the reader it will be necessary at 
 first for the teacher to select the actors with care, and to direct the 
 work. After a little practice, volunteers will be ready to carry 
 on the lesson and to act the parts, and they will do it with anima- 
 tion and enthusiasm. As they become familiar with the story, as 
 they understand and feel the sentiments expressed in the several 
 passages, there will be a generous rivalry among the members of 
 the class to represent the persons, animals, or things supposed to 
 be speaking. 
 
 The dramatization should be very simple and according to the 
 conception of the pupils. As they read or recite and act the parts, 
 their fancy will supply all lack of setting or costume. Time is 
 often lost and attention detracted from thought-expression by 
 over-attention to dress. To lead pupils to be "lost in the story" 
 and to see things without the aid of stage properties is the work of 
 an artist-teacher. The class will often suggest appropriate actions. 
 The stories may be read as simple dialogues or the pupils may act 
 the parts as seems advisable at the time. 
 
 6. Phonic exercises. Drill on phonetics has a distinct and in- 
 valuable place in the mastery of words, but the time and place for 
 these drill exercises should be apart from the reading lesson. 
 Phonetics aims at developing mechanical power, but it is not 
 reading. Nothing should be allowed to divert the attention of 
 pupils from giving the best possible expression to the thought of 
 the selection read. Any system of reading that attaches undue 
 importance to phonetics and makes the reading exercises center on 
 the mastery of words, loses sight of the great end of reading. 
 
 Too often the work in phonetics has been made a stumbling 
 
 10 
 
block to thought, either by having the exercises begin too early 
 or by over-emphasis. Such a course is likely to lead pupils to take 
 little interest in the reading exercise, if not a positive dislike to it. 
 They lose the spirit of story reading and story telling ; they feed 
 on dry husks. 
 
 7. General suggestions. 
 
 a. The teacher should 
 
 teach reading to small groups of pupils ; 
 
 use the blackboard freely, the more the better, 
 and in script ; 
 
 drill daily on lists of words, phrases, and word- 
 groups ; 
 
 indicate in advance of the reading the point of 
 the paragraph either by a question or state- 
 ment ; 
 
 commend freely those who do well ; 
 
 insist upon much silent reading in the class ; 
 
 read a short selection to the class daily for the 
 purpose of developing an interest in reading, 
 setting a standard, and cultivating taste ; 
 
 keep a list of the library books read by the mem- 
 bers of her class. 
 
 b. The teacher should not 
 
 point at words or allow the pupil to point at in- 
 dividual words while reading ; 
 
 depend on a second effort for good expression, as 
 good expression should come at the first at- 
 tempt ; 
 
 allow interruptions while reading even if the 
 pupil makes a mistake, as the correction should 
 follow, not interrupt the reading ; 
 
 allow concert work if good individual expres- 
 sion is desired; 
 
 11 
 
read a sentence or passage for imitation, as the 
 pupil's natural expression, not the teacher's, is 
 what should be sought. 
 
 It is well, however, for the teacher to present a model of good 
 expression by alternating with the pupils in the reading of para- 
 graphs, by taking one of the parts in a dialogue, and by reading 
 other selections to the class. 
 
 c. The pupil should 
 
 apprehend the thought and feeling to be expressed 
 before attempting oral reading ; 
 
 read to the class, facing the listeners ; 
 
 reproduce readily every lesson read ; 
 
 read occasionally a full selection to the class, pos- 
 sibly a short story that is new to the class ; 
 
 read aloud at home each day the lesson that was 
 read in school. 
 
 12 
 
PART III 
 
 STEPS IN LESSON DEVELOPMENT 
 
 The following is a suggestive plan for the development and 
 conduct of a reading lesson in the lower grades : 
 
 1. Explanation of the story. 
 
 2. Recitation by the teacher. 
 
 3. Recitation by the pupils. 
 
 4. Questions to test knowledge and develop content. 
 
 5. Dramatization. 
 
 6. Drill on words, phrases, and word-groups. 
 
 7. Story written on the blackboard. 
 S. Story read by the pupils. 
 
 1. Explanation of the story. As the first step in teaching a read- 
 ing lesson, the teacher should make a brief statement of the ground- 
 work of the selection, should call attention to the characters to be 
 introduced and to the interesting features to be noticed. She 
 should challenge the interest of the class by calling attention to the 
 illustrations in the book, by showing objects and pictures bearing 
 upon the leading features of the story, and by explaining briefly 
 in advance certain points that need explanation. 
 
 2. Recitation by the teacher. Children never weary of hearing 
 the teacher repeat a story, a jingle, or a simple poem. The teacher 
 should recite or read a portion of the tale over and over again in a 
 natural and animated manner so as to chain the interest of the 
 pupils to the thought underlying the words. She should imper- 
 sonate the characters, and by her tone and facial expression give 
 life and animation to the lines she recites. 
 
 13 
 
3. Recitation by the pupils. By hearing the teacher recite the 
 story, the pupils will soon become familiar with the lines and will 
 be able to repeat them. In order to encourage the timid and 
 backward pupils, it may be best at times to allow them to repeat 
 the sentences together. As a rule, however, it is better to insist 
 upon individual reading and recitation in order to cultivate inde- 
 pendence of effort and naturalness of expression. 
 
 4. Questions by the teacher. Before the use of the blackboard or 
 book, the teacher should question the pupils on what they have 
 recited in order to test their knowledge of the incidents of the story 
 and to find out what to add by way of explanation. An appeal 
 to their past experience in line with the thought of the selection 
 will throw light upon the subject under consideration. And the 
 illustrations in the book, the objects and animals represented, will 
 furnish an excellent basis for "I see" and "I think" stories. 
 
 After drawing from the pupils their knowledge of the objects, 
 qualities, and actions mentioned, the teacher may add information 
 that will lend interest to the story. The responses of pupils should 
 usually be in complete sentences. The insistence on complete 
 sentences, however, should not be carried to the point where it 
 destroys the child's spontaneity and naturalness of expression. 
 
 5. Dramatization. In most readers there are selections that 
 lend themselves readily to dramatization. This work should not 
 be begun too early, and when first taken up it should be of a very 
 simple nature. It is well not to crowd too many novelties into the 
 first few steps toward reading. 
 
 In many selections the dramatization should be only partial, 
 the different members of the class reciting the story as a dialogue 
 with no attempt whatever at acting the parts. 
 
 After the class has made a good beginning in reading, it is better 
 to have the dramatization accompany or follow the reading of the 
 story, and be more complete than in the early attempts. A teacher 
 must use her discretion in the matter, varying her work according 
 
 14 
 
to the material she has to work with and the comparative results 
 obtained. No hard and fast rule can be given for the use of this 
 device for teaching expression. 
 
 A teacher who has a gift for acting can often get wonderful 
 results by using dramatization freely. 
 
 Most of the selections in Books One and Two of the Edson- 
 Laing series can be dramatized easily. In Book One the stories 
 that provide a fruitful field for work in this line are : 
 
 The Little Red Hen 
 
 The Three Little Pigs 
 
 Peter and Nanny 
 
 The White Rabbit 
 
 The Ant and the Snow 
 
 Cri-Cri 
 
 Wee Robin's Christmas Song 
 
 Little Girl, Little Girl 
 
 The Monkey and the Nut Tree 
 
 The Little Gray Pony 
 
 The Man and the Camel 
 
 The Three Bears 
 
 In Book Two, the following selections may be dramatized : 
 The Hen that Went to Doverfield 
 Goody Two Shoes 
 Little Birdie 
 
 The Lion and the Mouse 
 The Wee Pancake 
 London Bridge 
 The Woodpecker 
 The Pine Tree's Wish 
 Two Robin Redbreasts 
 Peachling 
 
 Nezuma the Beautiful 
 The Prettiest Children 
 
 15 
 
The Stingy Farmer 
 
 Aiken Drum 
 
 The Brownie of Fern-Den 
 
 How to Build a Nest 
 
 Dumpy the Pony 
 
 Perifool 
 
 The Ugly Duckling 
 
 The Gift of Fire 
 
 6. Drill on words, phrases, and word-groups. In the work so far, 
 the teacher has explained and recited or read the story and has de- 
 veloped content ; and the pupils have recited the story and possibly 
 have dramatized it. There has been a constant appeal to the ear 
 and voice. The pupils are now ready to gain thought through 
 the eye. The teacher should write upon the board a few words, 
 phrases, and word-groups with which the pupils have become famil- 
 iar, and should drill upon these until they are readily recognized. 
 
 As the work proceeds, lists may be made of the words and 
 word-groups that have been mastered. All new words of impor- 
 tance should be introduced in such a way that their meaning may 
 be shown by the context. 
 
 It will not be necessary at first to define every word used or to 
 indicate its use in a sentence, as complete word-mastery is a matter 
 of slow growth. The main point is to be sure that the pupils 
 understand the thought of the story. 
 
 When it does not seem to be advisable to have the selections 
 memorized and recited in advance, the drill on words and phrases 
 may immediately precede the reading lesson. 
 
 As an aid in teaching words and in fixing their forms, the teacher 
 may give orally a portion of a familiar sentence and then write 
 upon the board several times the particular word or phrase needed 
 to complete the thought. The pupils, knowing the words in 
 advance and watching the teacher as she writes them, will soon 
 have the forms impressed upon their minds. 
 
 16 
 
In connection with drill exercises, it is well for the teacher to 
 prepare perception cards on heavy oak-tag paper. These cards 
 should have all of the unusual and difficult words and phrases. 
 One purpose in the use of these cards is to prevent undue emphasis 
 on prepositions in phrasing. If the words are written in a large 
 and plain hand, or printed, the pupils can easily read them. Only 
 a glance should be allowed in order that the pupils may gain the 
 power to recognize instantly the words and phrases presented. 
 As a device for profitable Busy-work and for fixing word-forms, the 
 following is suggested : 
 
 The words of the lesson, singly or in phrases, are written or 
 printed on heavy paper. As the words are mastered, they are 
 cut from the cards and given to the pupils to be kept in boxes or 
 envelopes. The accumulating of these words and phrases will be 
 a delight to the pupils who will read them over, make sentences of 
 them, and very profitably occupy much time with this word-game. 
 
 Often, while reading silently from the board or book, a pupil 
 will follow with a pointer or finger the written or printed words in 
 order to locate a particular word. This practice is an indication 
 that he is doing some thinking and that he will soon be able to 
 recognize the words at sight. The following of individual words 
 with the pointer or finger should not be done while the pupil is 
 reading aloud, but merely in silent reading or in word drill. The 
 pointer, however, may sometimes be used while reading to indicate 
 by a sweep the sentence or phrase that is being read. If emphasis 
 is given to drill exercises on lists of phrases and word-groups, 
 ready recognition, intelligent apprehension, and good expression 
 will follow. 
 
 The teacher is advised to use script rather than print. She can 
 write much faster than she can print. The removal of the crayon 
 from the board after each letter in printing delays action. Writing 
 is therefore a great time-saver. By writing, the teacher is likely 
 to use the board more freely and to construct many more words 
 and sentences than by printing. 
 
 17 
 
Again, pupils learn to write by seeing the teacher write. In 
 this way they become familiar with script. There is no necessity 
 for a pupil to learn to print; it is important that he learns to 
 write. 
 
 The argument that a pupil will read from the printed page more 
 readily if he first reads print from the board, is disproved by the 
 fact that any child that can read script readily and intelligently 
 from the board can read readily from the printed page. The tran- 
 sition from script on the board to print in the book is fully as easy 
 and natural as from the teacher's reproduction of printed forms 
 on the board to the printed forms in the book. 
 
 7. The story written on the board. Now that the pupils are 
 familiar with the story which they have repeated and possibly 
 dramatized, and can recognize the written forms of the leading 
 words and phrases, the teacher should write the story in complete 
 form upon the board. 
 
 The introduction to most of the stories in the early books should 
 be made by writing a few of the sentences or paragraphs upon the 
 board. In fact the teacher is wise who makes frequent use of 
 the board in all reading lessons in the first year. 
 
 8. The story read by the pupils. If all the preceding steps have 
 been carefully taken, the pupils are now ready to read with good 
 expression. From the very start, thought and good expression 
 should be the guiding principle — good expression as an indication 
 that the pupils apprehend the thought and feeling underlying the 
 written or printed paragraph. Even correctness in the use of 
 letters, phonetics, and words is secondary to good expression at 
 this stage of the work. 
 
 After the class has read a few selections, possibly at the close 
 of the first month, books should be placed in the hands of the 
 pupils. Some teachers may choose to place books in the hands of 
 pupils after the first selection has been read from the board. If 
 books are given to the class early in the term they should be used 
 
 18 
 
only after most of the words and word-groups of the lesson have 
 been learned from the board. 
 
 In order that the pupils may be made to feel that the thought 
 of one sentence is closed connected with the thought of another, 
 each pupil when called upon to read aloud should read more than 
 one sentence. 
 
 9. Test work. From time to time as the term advances, in 
 order to test the amount of reading power her class has gained, 
 it is well for the teacher to lay aside the readers for a day or two 
 and make sentences and stories of her own out of the words that 
 have been learned. 
 
 a. As a test of sight reading the teacher may write upon the 
 board or on slips of paper, short sentences which answer questions 
 she is to ask. A few sample sentences are: 
 
 The tree grew in the woods. 
 
 The farmer cut the tree that grew in the woods. 
 
 The boards were made of the log. 
 
 The boards were nailed in the house that the boys built. 
 The pupils will read eagerly these sentences in answer to the ques- 
 tions, " Where did the tree grow?" "What did the farmer do?" 
 "What were the boards made out of?" "What was done with 
 the boards?" 
 
 b. Or the teacher may write upon the board or on slips of paper: 
 
 The hen said, "Come and see this wheat." 
 
 The rat ran to eat the bread. 
 
 The pig said, "I will not bake the bread." 
 
 The red hen asked, "Who will plant the wheat?" 
 
 The three little chicks ran. 
 
 The three little chicks had the bread. 
 She may then call on individuals to read the sentence that states 
 what the hen said ; what the rat did ; what the pig said ; what 
 the red hen asked ; what the three little chicks did ; and who had 
 the bread. 
 
 19 
 
c. Again, sentences and paragraphs may be mimeographed on 
 heavy paper, in print or script, and be used as school reviews and 
 also as home reading by the pupils. The teacher can easily 
 multiply the few examples given below : 
 
 One day a little cat was caught in the King's Garden. 
 The King's sister saw her and asked her who she was. "I 
 am the cat that ate the rat that gnawed the bread on your 
 table," said the small cat. "My name is Kitty. Now let 
 me go." And the King's sister let the cat go. 
 
 Clare had soft red hair that was braided with care by her 
 mother. Clare had a sister whose name was Nan. They 
 washed the china with great care and placed it on the table. 
 They fed corn bread to the little chicks, and they gave some 
 of it to little pig One, and little pig Two, and little pig Three. 
 
 Three boys built a stone house for a goat named Peter. 
 One day a wolf came and said, "Let me in and I will buy 
 china and flowers for your table." "Not by the hair of your 
 chinny-chin-chin," said Peter. 
 
 When these slips are given to the pupils, a few minutes should 
 be allowed for study in order that some coherent thought may 
 emerge from the combination of words, and that the oral reading 
 may be fluent. 
 
 At times it is well for teacher and pupils, without book in hand, 
 to listen to reading by a member of the class. If the exercise 
 gives pleasure to the listeners, it is safe to assume that the reader 
 is doing creditable work. 
 
 By the method above outlined the class will make remarkable 
 progress. It will read with the greatest delight story after story, 
 will rapidly gain an extended vocabulary, and will make an early 
 start in all school work. 
 
 Frequent reference should be made to the suggestions found in 
 Part II. 
 
 20 
 
PART IV 
 SUGGESTIVE STEPS FOR LESSONS IN BOOK ONE 
 
 Selection I, pp. 5-14 
 
 THE KEY TO THE KING'S GARDEN 
 
 1. Explanation by the teacher. The teacher may introduce this 
 story by showing the pupils a key, pictures of beautiful gardens, 
 and the illustrations in the book. The explanations by the teacher 
 as to the use of a key, a garden, and the objects named should 
 be brief. 
 
 2. Recitation by the teacher. The few lines and words found on 
 pp. 5-7 will be enough for two or three lessons. The teacher 
 should recite the lines of the lesson in a lively and attractive 
 manner without the book in her hand so that the pupils may have 
 a model of good expression and well-modulated tones. 
 
 3. Recitation by the pupils. This simple cumulative tale will 
 be easily memorized in whole or in part by the pupils. Their 
 repetition of the lines should be given individually and with 
 natural expression. 
 
 4. Questions by the teacher. In order to test knowledge and to 
 develop content the teacher should question the pupils about the 
 purposes of a key, a wall, a door, and a string. Their remem- 
 brance of seeing their pet dog chase a cat, their knowledge that 
 a cat catches a rat or mouse, and that a cow feeds on grass or 
 hay, will help in recalling the story; and their experience in 
 buying and selling, slight as it may have been, will help to make 
 the story realistic. 
 
 21 
 
5. Dramatization. The first selection does not lend itself 
 readily to dramatization. 
 
 6. Drill on words, phrases, and word-groups. When the pupils 
 are familiar with the tale and can repeat line after line, they should 
 be taught to recognize by sight the familiar words, phrases, and 
 word-groups. The progress at first must be slow, as thoroughness 
 is all-important. 
 
 Some of the easy words and word-groups in the first selection 
 are: 
 
 key 
 
 cat 
 
 the key 
 
 I sell 
 
 I 
 
 dog 
 
 the rat 
 
 I held 
 
 sell 
 
 cow 
 
 the cat 
 
 I fed 
 
 string 
 
 fed 
 
 the dog 
 
 I buy 
 
 held 
 rat 
 
 buy 
 
 the cow 
 the string 
 
 
 From these words and word-groups many short sentences 
 should be written upon the board until the forms of the words 
 are fixed in the mind. Free oral expression should be encouraged 
 at every step of a reading or word-drill exercise. 
 The first selection has twenty-four different words : 
 the that cow 
 
 key held tossed 
 
 to rat grass 
 
 King's gnawed fed 
 
 garden cat ground 
 
 I caught grew 
 
 sell dog will 
 
 string chased buy 
 
 To master all of these words, so that they may be recognized 
 at sight, may require two or three weeks, and even then frequent 
 reviews will be necessary. The words gnawed, caught, chased, 
 and tossed should be introduced in such connection as to give them 
 meaning and make it easy through the context for the pupils to 
 
 22 
 
visualize the action. Short conversational exercises will develop 
 the words easily as the pupils are familiar with these seemingly 
 difficult words long before coming to school. They know them 
 by sound and can easily learn them by sight. 
 
 Drill must be concentrated on to, that, and will, since there is 
 little association of ideas to depend upon for the recognition of 
 these words. The articles — a, an, and the — should be taught 
 with nouns as, a cat, an ox, the key, in order that the pupils may 
 see the close connection of the words and may make no pause 
 between them. They should never be allowed to point at the 
 words separately while reading. 
 
 The phrases and word-groups on which special drill will be re- 
 quired are: 
 
 to the King's garden sell the ke}^ 
 
 gnawed the string sell the string 
 
 held the key sell the rat 
 
 caught the rat sell the cat 
 
 chased the cat sell the dog 
 
 tossed the dog sell the cow 
 
 fed the cow sell the grass 
 
 grew the grass sell the ground 
 
 buy the ground 
 
 7. Story written on board. In a free and legible hand the teacher 
 should now write on the board the story exactly as found in the 
 book, the pupils being gathered in groups near the board that 
 they may see without effort what is written. 
 
 8. Story read by the pupils. If the pupils know the tale, can 
 repeat a large portion of it, can recognize the phrases, word-groups, 
 and new words as written on the board, the story will be read by 
 the individuals of the class with natural expression and without 
 hesitation. 
 
 The teacher should make frequent reference to the suggestions found 
 in Parts II and III. 
 
 23 
 
Selection II, pp. 15 and 16 
 
 LITTLE ACORN SISTERS 
 
 This fanciful Italian song will be easily and quickly learned. 
 No explanation will be necessary except that acorns grow on oak 
 trees, and that the caps on the girls' heads in the picture represent 
 the woody cups of the acorns. 
 
 The eight new words for drill purposes are : 
 little Two 
 
 acorn Three 
 
 sister girls 
 
 One No 
 
 See suggestions in Part III, and under Selection I in Part IV. 
 Selection III, pp. 17-23 
 
 THE LITTLE RED HEN 
 
 1. Explanation of the story. This delightful story will need 
 little explanation by the teacher. The pupils are familiar with 
 all of the objects mentioned as, garden, hen, chicks, rat, cat, pig, 
 wheat, and bread, and interesting incidents in reference to these 
 may be related by the teacher. 
 
 2. Recitation by the teacher. The teacher will have a fine 
 opportunity of creating an interest in this story by reciting the 
 lines to the children in an animated and lively manner. The 
 sequence of action and the frequent repetition of such expressions 
 as, "the rat said," "the cat said," "I will not," "I will then," 
 will lend interest to the story and fix the words used. 
 
 3 and 4. See suggestions under Selection I. 
 
 5. Dramatization. The teacher may choose pupils to represent 
 the hen, the rat, the cat, and the pig. At first the teacher should 
 read the story to the words uttered by the hen, the rat, the cat, and 
 the pig, and then wait for a response by the little actors. Later, 
 
 24 
 
certain selected pupils will read the descriptive parts. The chil- 
 dren should be encouraged to give a very simple, spontaneous 
 expression of their interpretation of the story. The hen should 
 scratch the ground, drop seeds from her bill when planting, cut 
 the wheat, thresh it, and grind it with her feet. The movements 
 and the voice of the rat, the cat, and the pig may be imitated. 
 
 First Pupil. 
 
 The little red hen ran to the garden. 
 
 
 One little chick ran to the garden. 
 
 
 Two little chicks ran to the garden. 
 
 
 Three little chicks ran to the garden 
 
 Second Pupil. 
 
 A rat was in the garden. 
 
 
 A cat was in the garden. 
 
 
 A pig was in the garden. 
 
 Third Pupil. 
 
 Some wheat was in the garden. 
 
 
 The little hen found the wheat. 
 
 Hen. 
 
 " Wheat ! wheat ! see the wheat !" 
 
 Fourth Pupil. 
 
 One little chick ran to see it. 
 
 
 Two little chicks ran to see it. 
 
 
 Three little chicks ran to see it. 
 
 Hen. 
 
 "Who will plant this wheat?" 
 
 Rat. 
 
 "I will not." 
 
 Cat. 
 
 "I will not." 
 
 Pig. 
 
 "I will not," 
 
 Hen. 
 
 " I will then." 
 
 Fifth Pupil. 
 
 The wheat grew up. 
 
 Hen. 
 
 "Who will cut this wheat?" 
 
 Rat. 
 
 "I will not," 
 
 Cat. 
 
 "I will not," 
 
 Pig. 
 
 "I will not," 
 
 Hen. 
 
 "I will then. 
 
 
 Who will thresh the wheat?" 
 
 Rat. 
 
 "I will not thresh it." 
 
 Cat. 
 
 "I will not thresh it." 
 
 25 
 
Pig. 
 
 "I will not thresh it." 
 
 Hen. 
 
 "I will then. 
 
 
 Who will grind this wheat ?" 
 
 Rat. 
 
 "I will not grind it." 
 
 Cat. 
 
 "I will not grind it." 
 
 Pig- 
 
 "I will not grind it." 
 
 Hen. 
 
 "I will then. 
 
 
 Who will make the bread?" 
 
 Rat. 
 
 "I will not make bread." 
 
 Cat. 
 
 "I will not make bread." 
 
 Pig. 
 
 "I will not make bread." 
 
 Hen. 
 
 "I will then. 
 
 
 Bread, little chicks!" 
 
 Sixth Pupil. 
 
 The rat ran to eat the bread. 
 
 
 The cat ran to eat the bread. 
 
 
 The pig ran to eat the bread. 
 
 
 The three little chicks ran. 
 
 Seventh Pupil 
 
 . But the three little chicks had the bread, 
 
 6. Drill on words, phrases, and word-groups. There are twenty- 
 eight new words in this selection, but owing to the natural se- 
 quence of activities and the frequent repetition of familiar words 
 and expressions, the mastery of these words will be easy. The 
 new words are : 
 
 red 
 
 said 
 
 up 
 
 hen 
 
 see 
 
 cut 
 
 ran 
 
 it 
 
 thresh 
 
 chicks 
 
 asked 
 
 grind 
 
 A 
 
 who 
 
 make 
 
 pig 
 
 plant 
 
 bread 
 
 was 
 
 this 
 
 eat 
 
 some 
 
 not 
 
 but 
 
 wheat 
 
 then 
 
 had 
 
 found 
 
 
 
 26 
 
The leading phrases and word-groups are : 
 
 the little red hen see this wheat 
 
 ran to the garden ran to see it 
 
 One little chick plant this wheat 
 
 Two little chicks the rat said 
 
 Three little chicks the cat said 
 
 in the garden the pig said 
 
 some wheat I will not 
 
 found the wheat I will then 
 
 grew up make the bread 
 
 cut this wheat the rat ran 
 
 thresh this wheat the cat ran 
 
 grind this wheat the pig ran 
 
 not grind it to eat the bread 
 
 said to the chicks had the bread 
 
 In order to lend interest to the exercise and to fix the forms of 
 words, the teacher may recite the selection and, when she comes 
 to the familiar expressions, "I will not," or "I will then," may 
 write the words upon the board as she repeats them. After the 
 first use of these expressions, the pupils' will readily recognize 
 and repeat them as the teacher, while reading, points to the word- 
 groups. Soon members of the class may read the introductory 
 part while others repeat the answers given. 
 
 7 and 8. See suggestions under Selection I, Part IV ; also see 
 suggestions in Parts II and III. 
 
 Selection IV, p. 24 
 
 MY GARDEN 
 
 This little stanza has but five new words — my, seeds, small, 
 flowers, and tall — all of which are familiar to the pupils. The 
 effort to memorize these few lines, to master the written form of 
 the words and word-groups, will take but little time. 
 
 See suggestions in Part III. 
 
 27 
 
Selection V, pp. 25-34 
 
 THE HOUSE THAT THE BOYS BUILT 
 
 1, 2, 3, 4, 5. See suggestions under Selections I and III. 
 
 6. Drill on words, phrases, and word-groups. 
 
 This selection has forty-six new words, all or nearly all of which 
 are familiar to the pupils. They are as follows : 
 
 is tree 
 
 wakes 
 
 washed 
 
 foot 
 
 house word 
 
 laddie 
 
 with 
 
 of 
 
 boys farmer 
 
 corn 
 
 care 
 
 stair 
 
 built strong 
 
 feeds 
 
 put 
 
 where 
 
 board good 
 
 table 
 
 braided 
 
 works 
 
 was and 
 
 white 
 
 hair 
 
 doll 
 
 nailed cock 
 
 square 
 
 great 
 
 we 
 
 log crows 
 
 stands 
 
 room 
 
 call 
 
 made morn 
 
 china 
 
 at 
 
 Clare 
 take 
 
 Some of the leading phrases and word-groups upon 
 
 which drill 
 
 ercises should be given are : 
 
 
 
 the boys built 
 
 
 white and square 
 
 
 nailed in the house 
 
 
 washed with care 
 
 
 made the log 
 
 
 put on the table 
 
 
 made the board 
 
 
 stands in the house 
 
 grew in the wood 
 
 
 with braided hair 
 
 
 strong and good 
 
 
 washes the china 
 
 
 cut the tree 
 
 
 with great care 
 
 
 crows in the morn 
 
 
 foot of the stair 
 
 
 wakes the farmer 
 
 
 works the girl 
 
 
 planting corn 
 
 
 we call Clare 
 
 
 feeds the cock 
 
 
 take to the room 
 
 
 7 and 8. See suggestions under Selection I, Part IV, and sugges- 
 tions in Parts II and III. 
 
 28 
 
Selection VI, pp. 35-44 
 
 THE THREE LITTLE PIGS 
 
 1, 2, 3, 4. See suggestions under Selection I, Part IV, and sug- 
 in Parts II and III. 
 
 5. Dramatization. Certain pupils should read or recite the 
 descriptive parts. Other pupils should be assigned to take the 
 parts of Mother Pig, Little Pig One, Little Pig Two, Little Pig Three, 
 and Wolf. 
 
 First Pupil. 
 Second Pupil. 
 
 Mother Pig. 
 Third Pupil. 
 Little Pig One. 
 Little Pig Two. 
 Little Pig Three. 
 Little Pig One. 
 Little Pig Two. 
 Little Pig Three. 
 Fourth Pupil. 
 
 Little Pig One. 
 
 Fifth Pupil. 
 
 Sixth Pupil. 
 Wolf. 
 
 Once there was a mother pig. 
 
 The mother pig had three little pigs. 
 
 There was little pig One. 
 
 There was little pig Two. 
 
 There was little pig Three. 
 
 "Go, find some work, little pigs." 
 
 The little pigs went to find work. 
 
 I shall build me a house." 
 
 I shall build me a house." 
 
 I shall build me a house." 
 
 I shall build a soft house." 
 
 I shall build a tall house." 
 
 I shall build a strong house." 
 One day little pig One found some straw. 
 The straw was soft. 
 "This straw will make my house soft. I will 
 
 build a straw house." 
 Then little pig One built a house of the soft 
 
 straw. 
 One day a wolf came to the straw house. 
 The wolf knocked at the door. 
 A little pig ran to the door. 
 "Little pig, little pig, 
 Let me come in." 
 
 29 
 
Little Pig One. 
 
 Wolf. 
 
 Seventh Pupil. 
 
 Eighth Pupil. 
 Little Pig Two. 
 
 Ninth Pupil. 
 
 Wolf. 
 
 Little Pig Two, 
 
 Wolf. 
 
 Tenth Pupil. 
 
 Eleventh Pupil. 
 Little Pig Three. 
 
 Twelfth Pupil. 
 
 Thirteenth Pupil. 
 
 Wolf. 
 
 Little Pig Three. 
 
 "No, no, by the hair 
 
 Of my chinny-chin-chin." 
 
 "Then I'll huff and I'll puff 
 
 And I'll blow your house in." 
 
 Then the wolf huffed and puffed and blew in 
 
 the straw house and ate up little pig One. 
 Little pig Two found some sticks. 
 "The sticks will not make a strong house. 
 
 The sticks will make a tall house. I will 
 
 build my house of sticks." 
 Then little pig Two built a tall house of sticks. 
 
 One day the wolf came to the house of sticks. 
 
 The wolf knocked at the door. 
 "Little pig, little pig, 
 Let me come in." 
 "No, no, by the hair 
 Of my chinny-chin-chin." 
 "Then I'll huff and I'll puff 
 And I'll blow your house in." 
 So the wolf huffed and he puffed and blew in 
 
 the house of sticks and ate up little pig 
 
 Two. 
 Little pig Three found some stone. 
 "This stone will make a strong house. I will 
 
 build my house of stone." 
 The little pig worked one day. He worked 
 
 two days. He worked three days. Then 
 
 the house of stone was built. 
 The wolf came to the stone house. He 
 
 knocked at the door. 
 "Little pig, little pig, 
 Let me come in." 
 "No, no, by the hair 
 Of my chinny-chin-chin." 
 
 30 
 
Wolf. 
 
 Little Pig Three. 
 Fourteenth Pupil. 
 
 " Then I'll huff and I'll puff 
 
 And I'll blow your house in." 
 
 "You may huff and puff, but you will not 
 
 blow my house in." 
 The wolf huffed and puffed, and huffed and 
 
 puffed, but he did not blow in the strong 
 
 house of stone. 
 
 6. Drill on words, phrases, and 
 
 word-groups. This selection 
 
 has twenty-eight new words, as follows : 
 
 Once 
 
 straw 
 
 huffed 
 
 there 
 
 wolf 
 
 puffed 
 
 mother 
 
 came 
 
 blow 
 
 day 
 
 knocked 
 
 your 
 
 go 
 
 door 
 
 ate 
 
 find 
 
 let 
 
 sticks 
 
 went 
 
 me 
 
 so 
 
 shall 
 
 by 
 
 stone 
 
 soft 
 
 chinny-chin he 
 
 
 
 did 
 
 The leading phrases and word-groups are the following : 
 
 a mother pig 
 
 
 make my house soft 
 
 three little pigs 
 
 
 build a straw house 
 
 little pig One 
 
 
 house of soft straw 
 
 little pig Two 
 
 
 knocked at the door 
 
 little pig Three 
 
 
 ran to the door 
 
 mother pig said 
 
 
 let me come in 
 
 went to find work 
 
 
 the wolf said 
 
 build me a house 
 
 
 I'll huff and I'll puff 
 
 build a soft house 
 
 
 blow your house in 
 
 build a tall house 
 
 
 puffed and huffed 
 
 build a strong house 
 
 in the straw house 
 
 found some straw 
 
 
 found some sticks 
 
 make a tall house 
 
 
 make a strong house 
 
 31 
 
my house of sticks 
 
 of my chinny-chin-chin 
 
 found some stone 
 
 my house of stone 
 the little pig worked 
 to the stone house 
 at the door 
 
 7 and 8. See suggestions under Selection I, Part IV, and sug- 
 gestions in Parts II and III. 
 
 Selection VII, pp. 45-52 
 
 PETER AND NANNY 
 
 1,-2, 3, 4. See suggestions under Selections I and III, Part IV. 
 
 5. Dramatization. For suggestions and plan, see Selections III 
 and VI. 
 
 6. Drill on words, phrases, and word-groups. 
 
 This selection has thirty new words : 
 
 Peter 
 
 bite 
 
 
 
 hang 
 
 Nanny 
 
 home 
 
 
 
 are 
 
 goat 
 
 bear 
 
 
 
 give 
 
 name 
 
 kill 
 
 
 
 milk 
 
 away 
 
 am 
 
 
 
 for 
 
 saw 
 
 hungry 
 
 
 
 gate 
 
 hill 
 
 want 
 
 
 
 her 
 
 supper 
 
 man 
 
 
 
 leg 
 
 dear 
 
 shoot 
 
 
 
 Mah-ah 
 
 fox 
 
 rope 
 
 
 
 now 
 
 The leading phrases and w 
 
 ord-groups 
 
 are: 
 
 
 
 had a goat 
 
 
 saw some grass 
 
 the boy's name 
 
 
 on 
 
 a hill 
 
 i 
 
 the goat's name 
 
 
 eat that 
 
 grass 
 
 32 
 
ran away 
 come home 
 this grass 
 want my supper 
 ran to the fox 
 My dear fox 
 bite Nanny 
 will not come home 
 I will not 
 ran to the wolf 
 My dear wolf 
 chase the fox 
 ran to the bear 
 My dear bear 
 kill the wolf 
 so hungry 
 ran to the man 
 My dear man 
 shoot the bear 
 ran to the rope 
 My dear rope 
 
 to find his goat 
 hang the man 
 ran to the rat 
 My dear rat 
 gnaw the rope 
 ran to the cat 
 My dear cat 
 catch the rat 
 the cat said 
 my little ones 
 gave the cat 
 caught the rat 
 gnawed the rope 
 hanged the man 
 shot the bear 
 killed the wolf 
 chased the fox 
 bit Nanny 
 into the gate 
 cut her leg 
 on three legs 
 
 7 and 8. See suggestions under Selection I, Part IV, and sug- 
 gestions in Parts II and III. 
 
 Selection VIII, p. 53 
 
 COME, BUTTER, COME 
 
 This old English rhyme has but three new words — butter, 
 waiting, cake — and but two word-groups — stands at the gate, 
 and jor a buttered cake. 
 
 33 
 
Selection IX, pp. 54-63 
 
 THE WHITE RABBIT 
 
 1, 2, 3, 4. See suggestions under Selections I and III, Part IV. 
 
 5. Dramatization. For suggestions and plan, see Selections III 
 and VI. 
 
 6. Drill on words, phrases, and word-groups. 
 
 This selection has thirty new words : 
 
 rabbit 
 
 bound 
 
 
 poor 
 
 cabbage 
 
 can 
 
 
 out 
 
 soup 
 
 time 
 
 
 ant 
 
 from 
 
 she 
 
 
 weep 
 
 locked 
 
 ox 
 
 
 they 
 
 gruff 
 
 help 
 
 
 together 
 
 voice 
 
 afraid 
 
 
 great 
 
 huge 
 
 big 
 
 
 keyhole 
 
 jolly 
 
 oh 
 
 
 stung 
 
 spring 
 
 fine 
 
 
 window 
 
 ading phrases and word-groups are: 
 
 
 the white rabbit 
 
 
 through the keyhole 
 
 went to the garden 
 
 
 knocked at the door 
 
 home from the garden 
 
 . 
 
 who is it 
 
 
 look for a cabbage 
 
 
 make me some soup 
 
 door of her house 
 
 
 the gruff 
 
 voice 
 
 spring and a bound 
 
 
 the huge 
 
 jolly goat 
 
 cut you in three 
 
 
 met a fine cock 
 
 up in no time 
 
 
 the poor 
 
 rabbit 
 
 the little white rabbit 
 
 
 will help 
 
 me 
 
 I got home 
 
 
 my little house 
 
 cut me in three 
 
 
 can I go 
 
 
 eat me up 
 
 
 a little ant 
 
 34 
 
in no time do you weep 
 
 the strong ox came from the garden 
 
 I am afraid went back together 
 
 met a big dog at the house door 
 
 the big dog up the stair 
 
 cannot help you from the window 
 
 in a gruff voice cut up the cabbage 
 
 can sting you in the little house 
 
 7 and 8. See suggestions under Selection I, and suggestions in 
 Parts II and III. 
 
 For suggestions on teaching the remaining selections in Book 
 One and the selections in the following books of the series, teachers 
 should make frequent reference to Parts II and III. In all but the 
 cumulative tales, the recitation by the teacher and pupils in 
 advance (Steps 2 and 3 of Part III) may be omitted. After the 
 first few selections, the blackboard work (Step 7 of Part III) may 
 be lessened, but throughout Book One the board should be used 
 freely for drill in word recognition and as an aid in concentrating 
 the attention of the entire class. The drill on words, phrases, 
 and word-groups (Step 6 of Part III) should be continued as long 
 as it seems necessary to fix the forms. 
 
 Teachers need to be reminded that the reading period should 
 never become a teacher's resting time. As the work advances 
 and the upper grade readers are used, the selections found are of a 
 higher order, and are richer in literary, scientific, and historical 
 allusions. In these advanced grades the reading lesson may be 
 made an intensely interesting study in higher English, and at the 
 same time afford a rare opportunity for drill on the fine points of 
 enunciation, intonation, and expression. 
 
 No study in the course should be more popular or more profitable. 
 
 35 
 
PART V 
 PHONIC EXERCISES 
 
 1. Purpose. The purpose of phonic drill is twofold: To aid 
 pupils in word-mastery, and to cultivate distinct articulation, clear 
 enunciation, and a pure tone. Some one has well said, " Speak, 
 that I may know thee." Knowledge of the personality of a speaker 
 is gained no more by the words that are spoken than by the manner 
 of their utterance. Slipshod, mumbling pronunciation is heard 
 only from a careless or ignorant person, while distinct enunciation, 
 even of obscure sounds, indicates education and training. A 
 "cultured voice" is easily recognized, even if the speaker is unseen, 
 both by the well-articulated words and by the well-modulated tones. 
 Phonic drill for articulation and tone production should be kept 
 up throughout the school life of the child, long after drill for word 
 mastery is unnecessary ; and throughout the school course correct 
 enunciation should be insisted upon not only by teachers of English 
 but by teachers of all other subjects. 
 
 The early drill in phonetics should provide a key to word recog- 
 nition so that pupils, through phonic analysis and the context, 
 may soon become independent, self-reliant readers. In all these 
 exercises the teacher should heed the sound pedagogical principle : 
 Never tell a pupil what he can be made to find out for himself. 
 
 In this work pupils should be taught to know their own organs 
 of articulation — upper lip, lower lip, tip of tongue, top of tongue, 
 back of tongue, palate, and teeth — in what part of the mouth or 
 throat each sound is made, how to place the tongue, lips, and teeth, 
 and how to manage the breath in making the sound. 
 
 Note. Phonies treats of speech sounds ; phonetics treats of the repre- 
 sentation of speech sounds by symbols. 
 
 36 
 
The sounding of letters may be made a constructive exercise as 
 well as an imitative one. After several lessons in phonics, a dis- 
 tinction should be made between voice sounds and breath sounds. 
 
 The key to good phonic work is slow pronunciation, a prolonging 
 and blending of the sounds to form a syllable or word. In this 
 work the teacher should make large use of phonograms, especially 
 of blend-words and of combinations that are easily learned as 
 wholes and that are useful in word formation, always remembering 
 that phonetic drill is a means and not an end. For instance, the 
 teacher and pupils slowly pronounce such words as m an, r an, 
 m ake, s ee, s ell, but do not immediately pronounce the words 
 man, ran, make, see, sell, after making the sounds, as they would 
 in a spelling exercise. The pupils should be led to see that slow 
 pronunciation with close blending gives the word, and that a 
 further naming of the words is unnecessary. In fact a second pro- 
 nunciation tends to prevent the very thing that the exercise is 
 designed to aid, namely, a recognition of the word by a combi- 
 nation of elementary sounds. 
 
 Phonetics is taught by a succession of eye pictures and ear 
 pictures. The eye and the ear should each have its own training. 
 Exercises in sounding letters, words, and combinations when there 
 is no assistance from the eye are extremely valuable. To train 
 the ear to distinguish readily the different sounds used in the 
 English language is an essential part of the work in phonetics. 
 
 The first work in this line should be with sounds that are easily 
 made, that are readily prolonged, that are common, and that are 
 most useful in the formation of new words ; for example, the sounds 
 of/, I, m, n, r, s, a, e, o. 
 
 The separate vowel sounds, as such, should not be taught until the 
 single consonant sounds and most of the combined consonant sounds 
 have been thoroughly mastered. Vowels will be indirectly treated 
 in the basal phonograms, or endings, as they occur in the lessons. 
 
 Note. A phonogram is a letter or a combination of letters used to 
 represent a single speech sound. 
 
 37 
 
When the study of phonics should begin must be left to the 
 judgment of the teacher. Much will depend on the mental capac- 
 ity of the class and the nature of the material to be read. At 
 times the teacher may turn to phonic drill exercises in order to 
 afford variety and novelty in the effort to visualize words. Most 
 teachers will choose to defer the formal study of phonics until the 
 pupils have made a start in reading, until they recognize at sight 
 fifty or sixty words, and have read several selections from the 
 board or book. Probably the best time for drill exercises on word- 
 formation is that immediately following the reading lesson, when 
 the word and the idea for which it stands are fresh in the pupils' 
 minds. 
 
 When the pupil has made a good beginning in phonetics, he 
 will make use of his knowledge of the sounds of letters to determine 
 the pronunciation of many a word in each reading lesson. He will 
 then have as keys to new words, and as helps to good expression, 
 the visualized image, the context, and, in addition, phonetic 
 power. 
 
 In the following pages no attempt is made to determine the 
 amount of work to be covered in each step taken. The rapidity 
 of advance depends on the teacher and on the class. Thorough- 
 ness, however, is all-important. 
 
 2. Early exercises. As an aid to beginners, a few of the early 
 exercises are here outlined. Assuming that pupils can recognize 
 fifty, sixty, or possibly one hundred words before any systematic 
 training in phonics is undertaken, the first step should be to select 
 a few familiar words from the first three or four selections in Book 
 One that lend themselves most easily to phonic analysis and drill ; 
 as, sell, make, no, ran, King, fed, log, hen, rat, dog, pig. 
 
 The teacher should then sound slowly and distinctly the words 
 selected for the lesson, separating each word into two parts, until 
 the pupils recognize the separate sounds and give these sounds 
 promptly and clearly. 
 
 38 
 
In connection with the work, constant use should be made of 
 the blackboard. As the teacher slowly sounds the word sell, 
 she writes upon the board s ell. By prolonging the sound of the 
 first letter, the pupils quickly learn the sound of s. Then by 
 covering one part of the word with a book or card while the pupils 
 give the other part, and by repeating the exercise several times, 
 the teacher will soon lead the pupils to recognize and sound the 
 two parts of the word without hesitation. Similar exercises in 
 separating other initial sounds from their basal phonograms should 
 then follow. By this method the class in a short time will have 
 a key to most of the words used. 
 
 In connection with this work, and especially with children 
 having any defect of speech, it will be necessary for the teacher to 
 call attention to the correct position of the lips, teeth, and tongue, 
 and to give frequent drill exercises for the purpose of training the 
 pupils to control their organs of speech. 
 
 The following grouping of words is suggested as a beginning in 
 a building-up process with the single sounds and basal phonograms 
 selected : 
 
 sell make no ran 
 
 From these words the sounds of the single consonants, s, m, n, r, 
 and the basal phonograms, ell, ake, o, an, will be derived. By 
 using these four single initial phonograms with the basal phono- 
 grams, the following lists appear : 
 
 sell make no ran 
 
 s m n r 
 
 ell ake o an 
 
 Nell sake so man 
 
 rake Nan 
 
 At the close of the first lesson every pupil in the class should be 
 able to give the sounds of s, m, n, r, and to name the basal phono- 
 grams, ell, ake, o, an. Much individual drill will be necessary. 
 
 39 
 
A second grouping of words may be King, fed, log, hen. The 
 teacher and pupils should slowly and distinctly pronounce these 
 words as they are written upon the board — K ing, f ed, I og, h en. 
 Soon the pupils will recognize the two parts of each word, and will 
 be able to sound them. This will add to their vocabulary the 
 sounds of k, f, I, h, and the basal phonograms, ing, ed, og, en. 
 
 With the sounds of s, m, n, r, k,f, I, h, now taught, the building-up 
 process may be continued, as follows : 
 
 King 
 
 fed 
 
 log 
 
 hen 
 
 k 
 
 f 
 
 1 
 
 h 
 
 ing 
 
 ed 
 
 og 
 
 en 
 
 sing 
 
 Ned 
 
 sog 
 
 men 
 
 ring 
 
 red 
 
 nog 
 
 
 
 led 
 
 fog 
 hog 
 
 
 Note. At each exercise a review of the basal phonograms and of the 
 sounds of the initial consonants that have been taught previously will be 
 necessary. The sounds can be fixed in the mind only by a great amount 
 of drill. 
 
 In the next group of words — rat, doll, pig, toss — are the added 
 single sounds of d, p, t, and the basal phonograms, at, oil, ig, oss. 
 
 With the single sounds of s, m, n, r, k, f, I, h, d, p, t now taught, 
 the building-up process may be continued, as follows : 
 
 rat 
 
 doll 
 
 pig 
 
 toss 
 
 r 
 
 d 
 
 P 
 
 t 
 
 at 
 
 oil 
 
 ig 
 
 OSS 
 
 sat 
 
 loll 
 
 rig 
 
 moss 
 
 mat 
 
 Poll 
 
 fig 
 
 loss 
 
 Nat 
 
 
 dig 
 
 
 fat 
 
 
 
 
 hat 
 
 
 
 
 pat 
 
 
 
 
 40 
 
After the sounds of these eleven single consonants have been 
 thoroughly taught, there may follow a drill and a building-up 
 process with initial combinations and basal phonograms, as 
 follows : 
 
 that 
 
 ground 
 
 three 
 
 chick 
 
 wheat 
 
 plant 
 
 th 
 
 gr 
 
 thr 
 
 ch 
 
 wh 
 
 pi 
 
 at 
 
 ound 
 
 ee 
 
 ick 
 
 eat 
 
 ant 
 
 sat 
 
 sound 
 
 see 
 
 sick 
 
 seat 
 
 pant 
 
 mat 
 
 mound 
 
 fee 
 
 nick 
 
 meat 
 
 rant 
 
 rat 
 
 round 
 
 thee 
 
 kick 
 
 neat 
 
 grant 
 
 Nat 
 
 found 
 
 
 lick 
 
 feat 
 
 chant 
 
 fat 
 
 hound 
 
 
 Dick 
 
 heat 
 
 
 hat 
 
 pound 
 
 
 pick 
 
 cheat 
 
 
 pat 
 
 
 
 tick 
 
 pleat 
 
 
 chat 
 
 
 
 
 
 
 The plan outlined to this point will indicate the method of 
 treatment. The sounds of other letters, single and combined, and 
 other building phonograms will appear as the work advances. 
 
 3. Selections I to V. In the pages following are outlined the 
 leading key-words and phonograms, including single phonograms, 
 combinations, and basals found in the first five selections of Book 
 One. 
 
 
 
 
 Selection I 
 
 
 
 THE 
 
 KEY 
 
 TO 
 
 THE KING'S GARDEN 
 
 
 Key-words 
 
 
 Initial Phonograms 
 
 Basals 
 
 King 
 
 
 
 
 k 
 
 ing 
 
 sell 
 
 
 
 
 S 
 
 ell 
 
 rat 
 
 
 
 
 r 
 
 at 
 
 that 
 
 
 
 
 th 
 
 at 
 
 cow 
 
 
 
 
 c(k) 
 
 ow 
 
 fed 
 
 
 
 
 f 
 
 ed 
 
 41 
 
Key-words Initial Phonograms Basals 
 
 dog d og 
 
 tossed t oss 
 
 garden g ar, en 
 
 ground gr ound 
 
 From these basal phonograms and the initial phonograms named, 
 the following words may be built up : 
 
 king 
 
 sell 
 
 rat 
 
 cow fed 
 
 dog 
 
 tossed garden ground 
 
 ing 
 
 ell 
 
 at 
 
 ow ed 
 
 og 
 
 oss ar, en ound 
 
 sing 
 
 fell 
 
 sat 
 
 row red 
 
 fog 
 
 car, den sound 
 
 ring 
 
 dell 
 
 that 
 
 
 
 far, ten round 
 
 ding 
 
 tell 
 
 cat 
 fat 
 
 
 
 tar, then found 
 
 Many more words can be formed from the basals given above by 
 use of initial phonograms found in the later selections. 
 
 
 Selection 
 
 II 
 
 
 
 
 LITTLE ACORN ! 
 
 SISTERS 
 
 
 
 ley-words 
 
 Initial Phonograms 
 
 
 Basals 
 
 little 
 
 1 
 
 
 
 it 
 
 three 
 
 thr 
 
 
 
 ee 
 
 no 
 
 n 
 
 
 
 
 
 little 
 
 three 
 
 
 no 
 
 
 it 
 
 ee 
 
 
 
 
 
 kit 
 
 see 
 
 
 so 
 
 
 sit 
 
 fee 
 
 
 go 
 
 
 fit 
 
 thee 
 
 
 lo 
 
 
 grit 
 
 
 
 
 
 Note. The term basal, as a shortened form for basal phonogram, des- 
 ignates a word or a part of a word that is used for building purposes. In 
 speaking of this word to the class, the teacher may choose to call it a 
 building-word, or family-word. 
 
 42 
 
Selection III 
 
 THE LITTLE RED HEN 
 
 Key-words 
 
 Initial Phonograms 
 
 Basals 
 
 ran 
 
 
 
 r* 
 
 
 
 an 
 
 hen 
 
 
 
 h 
 
 
 
 en 
 
 chick 
 
 
 
 ch 
 
 
 
 ick 
 
 Pig 
 
 
 
 P 
 
 
 
 ig 
 
 wheat 
 
 
 
 wh 
 
 
 
 eat 
 
 plant 
 
 
 
 Pi 
 
 
 
 ant 
 
 this 
 
 
 
 th* 
 
 
 
 is 
 
 will 
 
 
 
 w 
 
 
 
 ill 
 
 not 
 
 
 
 n* 
 
 
 
 ot 
 
 cut 
 
 
 
 c* 
 
 
 
 ut 
 
 thresh 
 
 i 
 
 
 thr 
 
 * 
 
 
 esh 
 
 grind 
 
 
 
 gr * 
 
 
 
 ind 
 
 make 
 
 
 
 m 
 
 
 
 ake 
 
 but 
 
 
 
 b 
 
 
 
 ut 
 
 bread 
 
 
 
 br 
 
 
 
 ead 
 
 had 
 
 
 
 h* 
 
 
 
 ad 
 
 ran 
 
 hen 
 
 chick 
 
 
 pig 
 
 wheat 
 
 plant this 
 
 an 
 
 en 
 
 ick 
 
 
 ig 
 
 eat 
 
 ant is 
 
 can 
 
 fen 
 
 kick 
 
 
 rig 
 
 seat 
 
 rant sis 
 
 fan 
 
 den 
 
 sick 
 
 
 fig 
 
 feat 
 
 cant 
 
 Dan 
 
 ten 
 
 Dick 
 
 
 dig 
 
 neat 
 
 grant 
 
 tan 
 
 then 
 
 tick 
 
 
 gig 
 
 heat 
 
 chant 
 
 than 
 
 pen 
 
 lick 
 
 
 whig 
 
 cheat 
 
 pant 
 
 Nan when 
 
 nick 
 
 
 wig 
 
 peat 
 
 
 pan 
 
 wen 
 
 rick 
 
 
 big 
 
 pleat 
 
 
 plan 
 
 men 
 
 pick 
 
 
 brig 
 
 meat 
 
 
 man 
 
 Ben 
 
 brick 
 
 
 
 beat 
 
 
 bran 
 
 
 wick 
 
 
 
 
 
 Note. Any phonograms marked * have been used before though in 
 different relations. 
 
 43 
 
will 
 
 not 
 
 thresh 
 
 grind 
 
 make 
 
 but 
 
 bread 
 
 had 
 
 ill 
 
 ot 
 
 esh 
 
 ind 
 
 ake 
 
 ut 
 
 ead 
 
 ad 
 
 kill 
 
 rot 
 
 mesh 
 
 kind 
 
 sake 
 
 rut 
 
 dead 
 
 sad 
 
 sill 
 
 cot 
 
 
 rind 
 
 rake 
 
 cut 
 
 lead 
 
 fad 
 
 rill 
 
 dot 
 
 
 find 
 
 cake 
 
 tut 
 
 thread 
 
 dad 
 
 fill 
 
 tot 
 
 
 hind 
 
 fake 
 
 nut 
 
 head 
 
 gad 
 
 dill 
 
 got 
 
 
 wind 
 
 take 
 
 hut 
 
 
 lad 
 
 till 
 
 lot 
 
 
 mind 
 
 lake 
 
 
 
 pad 
 
 gill 
 
 hot 
 
 
 bind 
 
 wake 
 
 
 
 mad 
 
 grill 
 
 pot 
 
 
 
 bake 
 
 
 
 bad 
 
 thrill 
 
 plot 
 
 
 
 brake 
 
 
 
 brad 
 
 hill 
 
 
 
 
 
 
 
 
 chill 
 
 
 
 
 
 
 
 
 pill 
 
 
 
 
 
 
 
 
 mill 
 
 
 
 
 
 
 
 
 
 Sele 
 
 1CTI0N 
 
 IV 
 
 
 MY 
 
 GARDEN 
 
 Key-words 
 
 Initial Phonograms 
 
 small 
 
 
 sm 
 
 
 my 
 
 
 m* 
 
 
 
 small 
 
 
 my 
 
 
 all 
 
 
 y 
 
 
 call 
 
 
 thy 
 
 
 fall 
 
 
 why 
 
 
 tall 
 
 
 ply 
 
 
 gall 
 
 
 by 
 
 
 thrall 
 
 
 
 
 hall 
 
 
 
 
 pall 
 
 
 
 
 wall 
 
 
 
 
 mall 
 
 
 
 
 ball 
 
 - 
 
 
 Basals 
 all 
 
 y 
 
 44 
 

 
 Selection V 
 
 
 
 
 
 THE 
 
 HOUSE THAT THE 
 
 BOYS BUILT 
 
 
 Key-words 
 
 Initial 
 
 Phonograms 
 
 
 Basals 
 
 
 house 
 
 
 
 h* 
 
 
 
 ouse 
 
 
 boys 
 
 
 
 b* 
 
 
 
 oy 
 
 
 nailed 
 
 
 
 n* 
 
 
 
 ail 
 
 
 made 
 
 
 
 m* 
 
 
 
 ade 
 
 
 farmer 
 
 
 
 -p * 
 
 
 
 er 
 
 
 strong 
 
 
 
 str 
 
 
 
 ong 
 
 
 good 
 
 
 
 g* 
 
 
 
 ood 
 
 
 cook 
 
 
 
 c* 
 
 
 
 ook 
 
 
 crows 
 
 
 
 cr 
 
 
 
 ow 
 
 
 morn 
 
 
 
 m* 
 
 
 
 orn 
 
 
 feeds 
 
 
 
 £* 
 
 
 
 eed 
 
 
 table 
 
 
 
 t* 
 
 
 
 able 
 
 
 white 
 
 
 
 wh* 
 
 
 
 ite 
 
 
 square 
 
 
 
 squ 
 
 
 
 are 
 
 
 stands 
 
 
 
 St 
 
 
 
 and 
 
 
 braided 
 
 
 
 br* 
 
 
 
 aid 
 
 
 hair 
 
 
 
 h* 
 
 
 
 air 
 
 
 room 
 
 
 
 r* 
 
 
 
 oom 
 
 
 foot 
 
 
 
 f * 
 
 
 
 oot 
 
 
 house 
 
 boys 
 
 nailed 
 
 made 
 
 farmer 
 
 strong 
 
 good 
 
 ouse 
 
 oy 
 
 ail 
 
 ade 
 
 
 er 
 
 ong 
 
 ood 
 
 douse 
 
 toy 
 
 sail 
 
 fade 
 
 
 her 
 
 song 
 
 hood 
 
 grouse 
 
 
 rail 
 
 grade 
 
 
 per 
 
 dong 
 
 wood 
 
 mouse 
 
 
 fail 
 tail 
 hail 
 pail 
 wail 
 bail 
 
 lade 
 wade 
 
 
 
 tong 
 
 gong 
 
 long 
 
 throng 
 
 thong 
 
 stood 
 
 45 
 
cook 
 
 crows 
 
 morn 
 
 feeds 
 
 table 
 
 white 
 
 square 
 
 ook 
 
 ow 
 
 orn 
 
 eed 
 
 able 
 
 ite 
 
 are 
 
 rook 
 
 sow 
 
 corn 
 
 seed 
 
 sable 
 
 kite 
 
 rare 
 
 took 
 
 row 
 
 lorn 
 
 reed 
 
 cable 
 
 site 
 
 fare 
 
 look 
 
 tow 
 
 horn 
 
 deed 
 
 fable 
 
 rite 
 
 dare 
 
 nook 
 
 grow 
 
 born 
 
 greed 
 
 gable 
 
 cite 
 
 tare 
 
 hook 
 
 low 
 
 thorn 
 
 need 
 
 stable 
 
 mite 
 
 hare 
 
 book 
 
 throw 
 
 
 heed 
 
 
 bite 
 
 pare 
 
 brook 
 
 mow 
 
 
 breed 
 
 
 smite 
 
 ware 
 
 crook 
 
 stow 
 
 
 creed 
 steed 
 
 
 
 mare 
 bare 
 stare 
 
 
 stands 
 
 braided 
 
 hair 
 
 room 
 
 foot 
 
 
 
 and 
 
 aid 
 
 air 
 
 oom 
 
 oot 
 
 
 
 sand 
 
 raid 
 
 fair 
 
 doom 
 
 soot 
 
 
 
 grand 
 
 laid 
 
 lair 
 
 groom 
 
 root 
 
 
 
 land 
 
 paid 
 
 chair 
 
 loom 
 
 
 
 
 hand 
 
 maid 
 
 pair 
 
 boom 
 
 
 
 
 band 
 
 staid 
 
 stair 
 
 broom 
 
 
 
 
 brand 
 
 
 
 
 
 
 
 strand 
 
 
 
 
 
 
 Phonic Summary through Selection V 
 
 r .ey-words 
 
 Initials 
 
 Basals 
 
 king 
 
 k 
 
 ing 
 
 sell 
 
 s 
 
 ell 
 
 rat 
 
 r 
 
 at 
 
 that 
 
 th 
 
 — 
 
 cow 
 
 c(k) 
 
 ow 
 
 fed 
 
 f 
 
 ed 
 
 dog 
 
 d 
 
 og 
 
 toss 
 
 t 
 
 OSS 
 
 garden 
 
 g 
 
 ar, en 
 
 46 
 
Key-words 
 
 Initials 
 
 Basals 
 
 ground 
 
 gr 
 
 ound 
 
 little 
 
 1 
 
 it 
 
 three 
 
 thr 
 
 ee 
 
 no 
 
 n 
 
 
 
 hen 
 
 h 
 
 en 
 
 ran 
 
 — 
 
 an 
 
 chick 
 
 ch 
 
 ick 
 
 Pig 
 
 P 
 
 ig 
 
 wheat 
 
 wh 
 
 eat 
 
 plant 
 
 pi 
 
 ant 
 
 this 
 
 — 
 
 is 
 
 will 
 
 w 
 
 ill 
 
 not 
 
 — 
 
 ot 
 
 thresh 
 
 — 
 
 esh 
 
 grind 
 
 — 
 
 ind 
 
 make 
 
 m 
 
 ake 
 
 but 
 
 b 
 
 ut 
 
 bread 
 
 br 
 
 ead 
 
 had 
 
 — 
 
 ad 
 
 small 
 
 sm 
 
 all 
 
 my 
 
 — 
 
 y 
 
 house 
 
 — 
 
 ouse 
 
 boys 
 
 — 
 
 oy 
 
 nail 
 
 — 
 
 ail 
 
 made 
 
 — 
 
 ade 
 
 farmer 
 
 — 
 
 er 
 
 strong 
 
 str 
 
 ong 
 
 good 
 
 — 
 
 ood 
 
 cook 
 
 — 
 
 ook 
 
 47 
 
Key-words 
 
 Initials 
 
 Basals 
 
 crow 
 
 cr 
 
 ow 
 
 morn 
 
 — 
 
 orn 
 
 feed 
 
 — 
 
 eed 
 
 table 
 
 — 
 
 able 
 
 white 
 
 — 
 
 ite 
 
 square 
 
 squ 
 
 are 
 
 stand 
 
 St 
 
 and 
 
 braid 
 
 — 
 
 aid 
 
 hair 
 
 — 
 
 air 
 
 room 
 
 — 
 
 oom 
 
 foot 
 
 — 
 
 oot 
 
 4. Selections VI to IX. In the four following selections in Book 
 One, The Three Little Pigs, Peter and Nanny, Come, Butter, 
 Come, and The White Rabbit, new endings in new words appear 
 from which other words may be built up by use of the initial 
 phonograms already taught. The leading key- words, new initial 
 phonograms, and new basal phonograms are here tabulated for the 
 convenience of the teacher. 
 
 Key-words 
 
 Basals 
 
 Key-words 
 
 Basals 
 
 there 
 
 ere 
 
 let 
 
 et 
 
 mother 
 
 other 
 
 me 
 
 e 
 
 day 
 
 ay 
 
 chin 
 
 in 
 
 went 
 
 ent 
 
 blow (bl) 
 
 ow 
 
 shall (sh) 
 
 all 
 
 ate 
 
 ate 
 
 soft 
 
 oft 
 
 sticks 
 
 icks 
 
 straw 
 
 aw 
 
 stone 
 
 one 
 
 came 
 
 ame 
 
 he 
 
 e 
 
 knocked (kn) 
 
 ocked 
 
 did 
 
 id 
 
 door 
 
 oor 
 
 
 
 name 
 
 ame 
 
 rope 
 
 ope 
 
 away 
 
 ay 
 
 hang 
 
 ang 
 
 48 
 
Key-words 
 
 Basals 
 
 Key-words 
 
 Basals 
 
 dear 
 
 ear 
 
 milk 
 
 ilk 
 
 fox 
 
 ox 
 
 for 
 
 or 
 
 home 
 
 ome 
 
 gate 
 
 ate 
 
 bear 
 
 ear 
 
 her 
 
 er 
 
 am 
 
 am 
 
 leg 
 
 eg 
 
 short 
 
 ort 
 
 
 
 butter 
 
 utter 
 
 cake 
 
 ake 
 
 soup 
 
 oup 
 
 poor 
 
 oor 
 
 from (fr) 
 
 om 
 
 out 
 
 out 
 
 locked 
 
 ocked 
 
 ant 
 
 ant 
 
 gruff 
 
 uff 
 
 weep 
 
 eep 
 
 huge 
 
 uge 
 
 they 
 
 ey 
 
 jolly (j) 
 
 oily 
 
 together 
 
 ether 
 
 time 
 
 ime 
 
 great 
 
 eat 
 
 help 
 
 elp 
 
 hole 
 
 ole 
 
 afraid 
 
 aid 
 
 stung 
 
 ung 
 
 big 
 
 ig 
 
 window 
 
 ow 
 
 fine 
 
 ine 
 
 
 
 New initial phonograms and new basals will appear in the new 
 words of the later selections. Teachers should make use of these 
 initial phonograms and basals in the formation of word lists for 
 drill purposes as occasion requires. These exercises may be made 
 very interesting and profitable. 
 
 From this time on through Book One and through the following 
 books of the series, the work in phonetics will be a repetition and 
 development of what has been outlined above. 
 
 49 
 
5. Consonant sounds. The consonant sounds made by uniting 
 tone with breath are termed sub-vocals. These are : 
 
 b as in bat, beg 
 d " " dame, dip 
 g " " game, gold 
 j " " jar, joke 
 
 1 
 
 cc 
 
 cc 
 
 lay, light 
 
 m 
 
 cc 
 
 cc 
 
 may, might 
 
 n 
 
 CC 
 
 cc 
 
 nay, noon 
 
 ng 
 
 cc 
 
 cc 
 
 sing, ringer 
 
 nk 
 
 u 
 
 cc 
 
 ink, sunk 
 
 r 
 
 cc 
 
 ti 
 
 ray, right 
 
 th 
 
 cc 
 
 a 
 
 thee, thine 
 
 V 
 
 cc 
 
 ti 
 
 very, vine 
 
 w 
 
 cc 
 
 ic 
 
 way, will 
 
 y 
 
 cc 
 
 a 
 
 yard, yes 
 
 z 
 
 cc 
 
 a 
 
 zeal, zest 
 
 zh 
 
 cc 
 
 (C 
 
 glazier, azure 
 
 The consonant sounds made by breath alone are termed aspirates. 
 These are : 
 
 c 
 
 as in cell, city 
 
 c 
 
 u 
 
 " cat, come 
 
 f 
 
 cc 
 
 " fail, fine 
 
 h 
 
 cc 
 
 " high, home 
 
 k 
 
 cc 
 
 " king, kind 
 
 p 
 
 cc 
 
 " pack, pat 
 
 s 
 
 cc 
 
 " seal, sink 
 
 t 
 
 cc 
 
 " tame, tip 
 
 th 
 
 cc 
 
 " thick, thin 
 
 sh 
 
 cc 
 
 " ship, shop 
 
 wh 
 
 cc^ 
 
 " when, white 
 
 50 
 
Table of Consonant Sounds from Webster's International Dictionary 
 
 Glottal, throat, whispered, h (him) 
 
 Guttural, root of tongue and soft 
 
 palate, whispered, k (cow), wh (why) 
 
 voiced, g (go), ng (sing), n (ink) 
 Palatal, middle of tongue, hard 
 
 palate, voiced, y (yet) 
 
 Dental, blade of tongue and gums, whispered, sh (she), ch (chop) 
 
 voiced, zh (azure), j (jet) 
 
 Dental, blade of tongue and teeth, whispered, s(so) 
 
 voiced, z (zeal) 
 Dental, tip of tongue and gums, 
 
 back, whispered, t (ten) 
 
 voiced, d (do), n (no), 1 (lip) 
 Dental, tip of tongue and edge of 
 
 teeth, whispered, th (thin) 
 
 voiced, th (then), r (red) 
 
 Labial, lower lip and upper teeth, whispered, f (fine) 
 
 voiced, v (vim) 
 
 Labial, both lips, whispered, p (pit), why (why) 
 
 voiced, b (boy),m (me), w (we) 
 
 6. Vowel sounds. When the time has come to teach vowel 
 sounds apart from combinations, the long sounds of a, e, i, o, u 
 should first be taken, as these sounds can readily be prolonged. 
 The short sounds should follow. In the teaching of basal phono- 
 grams, the attention of the pupils has been called to the first 
 vowel sound, usually a long or short sound. The transition to a 
 special drill on the different vowel sounds will therefore be easy. 
 
 51 
 
The plan of introducing consonant phonograms as the initial 
 letters of well-known words may be utilized in the teaching of 
 vowel sounds whenever it seems expedient to give them their 
 entity as vowel sounds, and not merely as parts of basal phono- 
 grams. Easy words with which to do this are constantly occurring. 
 The following are all of the vowel sounds that a first year class 
 needs to know. These are accompanied by a list of familiar words 
 beginning with the vowel sounds indicated : 
 
 a as 
 
 in ate, ape 
 
 a " 
 
 " an, at 
 
 a " 
 
 " arm, art 
 
 a " 
 
 " all, awe 
 
 a " 
 
 " air 
 
 e " 
 
 " eat, eve 
 
 e " 
 
 " egg, end 
 
 e " 
 
 " err, ermine 
 
 I " 
 
 " ice, ivy 
 
 i " 
 
 " it, ill 
 
 \ " 
 
 " irksome (irk) 
 
 o " 
 
 " oats, ode 
 
 6 " 
 
 " ox, odd 
 
 6 " 
 
 " or, organ 
 
 ii " 
 
 " use, unit 
 
 u " 
 
 " us, up 
 
 u " 
 
 " urn, urge 
 
 Nearly all the words given above may be used as basal phono- 
 grams in forming groups of words. For purposes of drill on the 
 long and short vowel sounds and on basal phonograms, perception 
 cards will be found of value. 
 
 52 
 
In work with vowel sounds, diacritical marks should be em- 
 ployed to help in identifying new words. The long and short 
 sounds should first be used in such familiar words as make, me, 
 mite, note, mute, mad, met, mit, not, and cut. 
 
 The significance of diacritical marks as well as the effect of final 
 vowels upon the preceding vowel will soon be apparent to the 
 pupils. The use of these marks in word- and sound-drill at the 
 board should be continued until the pupils make a ready interpre- 
 tation whenever called upon. The power to pronounce a word 
 quickly and correctly through the help of diacritical marks will 
 come only through much practice. Drill exercises, therefore, 
 must be continued through the early years of school work. When 
 the pupils have a good command of phonetics, they will be able to 
 read any ordinary selection readily. The modified sounds and 
 unusual combinations should receive attention later in the work. 
 Teachers are earnestly recommended not to neglect this drill in 
 the higher grades. 
 
 In connection with the teaching of diacritical marks, the names 
 of letters will be incidentally taught. In fact, the naming of 
 the letters is a matter that largely takes care of itself. It is a 
 convenience at times to be able to refer to the letters by name, but 
 pupils should have the fact impressed upon them that the sound 
 rather than the name is the important thing. If the letters are 
 referred to constantly by name, it is likely that there will be a 
 confusion of name and sound in the teaching of phonetics. At 
 the end of the first year, teachers should make sure that the pupils 
 can name all the letters and give them in their order. 
 
 7. Key to pronunciation. The system of diacritical marking- 
 usually followed, and the one with which pupils should in time 
 become familiar, is that given in the latest edition of Webster's 
 International Dictionary. 
 
 53 
 
Key to Pronunciation 
 
 a as in mate 
 
 i as 
 
 in fin 
 
 u as in full 
 
 a " ' 
 
 ' mat 
 
 I " 
 
 " fir 
 
 -c " 
 
 ' can 
 
 a " ' 
 
 a " ' 
 
 ' senate 
 ' care 
 
 1 " 
 
 " machine 
 
 9 " 
 
 ' cell 
 ' get 
 
 a " ' 
 
 ' arm 
 
 " 
 
 " note 
 
 g 
 
 a " ' 
 
 ' ask 
 
 " 
 
 " not 
 
 g " ' 
 
 ' gem 
 
 a " ' 
 
 1 cau 
 
 o " 
 
 " obey 
 
 s " ' 
 
 ' sing 
 
 a " • 
 
 ' what 
 
 6 " 
 
 " orb 
 
 s " 
 
 ' has 
 
 
 
 o " 
 
 " move 
 
 ch " ' 
 
 1 child 
 
 e " ' 
 e " ' 
 e " ' 
 
 ' me 
 ' met 
 ' her 
 ' event 
 ' obey 
 
 00 " 
 00 " 
 
 " food 
 " foot 
 
 ^h " 
 9 h" 
 
 1 -chasm 
 " machine 
 
 u " 
 u " 
 
 J- t L 
 
 u 
 
 " use 
 " us 
 " unite 
 
 du " 
 th " 
 4fc " 
 
 ' verdure 
 1 thin 
 ' -them 
 
 I " ' 
 
 ' fine 
 
 u " 
 
 " ftir 
 
 tu " 
 
 ' nature 
 
 Additional to the above are : 
 
 ng, unmarked, as in long 
 
 n, like ng 
 
 " " ink 
 
 x " gz 
 
 " " example 
 
 x " ks 
 
 " " box 
 
 ph " f 
 
 " " phonics 
 
 qu " kw 
 
 " " quart 
 
 s " zh 
 
 " " vision 
 
 The selection of words to indicate the remaining vowel sounds, 
 further work in consonant combination, and the treatment thereof, 
 may be left to the judgment of the class teacher. 
 
 54 
 
PART VI 
 
 REPRINTS FROM BOOKS ONE, TWO, AND THREE 
 
 1. Book One 
 a. Foreword 
 
 In Book One, this basal series of school readers begins at once 
 with literature. It follows a carefully graded development : 
 
 (1) In the number of new words to the page. 
 
 (2) In the arrangement of material on the page. 
 
 (3) In the difficulty of words and sentences. 
 
 It should be so used that pleasure in good literature will at 
 once become a means of inducing the reading habit. 
 
 b. Suggestions to Teachers 
 
 The child's interest. The child's first reading book that begins with 
 literature in place of "made-up" sentences is based on the great truth 
 that the child's interest is the central factor in learning to read. When the 
 child wants to learn to read in order to get something through reading, 
 he may be trusted to succeed. The thing that the child invariably wants 
 to get is the story. 
 
 The story. In its structure the story presents a definite sequence and 
 outcome. Its sequence is the thread that holds its parts together. In 
 a simple story the mind easily follows the sequence and grasps the end or 
 outcome. For this reason the story is calculated by its structure to meet 
 the child's first need of grasping a connected literary whole. 
 
 The content of the story tends to create in the child's mind a series of 
 images and so lead him into a delightful new world. If the story is adapted 
 to the child, its content or meaning has a direct value for his mind. He 
 gets a vital reaction out of it. On this fact rests his interest. 
 
 55 
 
Many folk tales are adapted to the child's first book because of their 
 simple form and literary charm, and because they appeal to the human 
 or social interest. The cumulative form of many of these folk tales is 
 especially good because the development moves forward by easy steps 
 and gives a constant and attractive repetition. These cumulative tales 
 are really rhymes for which the children have an innate love. Along 
 with the Nursery Rhymes introduced, they satisfy the child's desire for 
 rhyming, they give him something to memorize, and help him in the most 
 attractive way to a vocabulary of simple basal words. 
 
 Dramatizing. Most of the stories and all the rhymes in this book lend 
 themselves readily to simple dramatic action. Acting out the story is 
 one of the surest means of giving the child the habit of vividly picturing 
 the content. For this reason it tends to make him a good reader. Such 
 dramatization should be very simple and in the child's own manner. 
 Acting the story should come in the last stage of its study, as the child 
 must have time to grow into its imagery so that his expression may be 
 simple and natural. 
 
 Blackboard work. Before taking up this book the class should have a 
 few weeks of blackboard reading. Word- and sentence-seewgr is a perfectly 
 new activity for the child's perceptive powers, and the blackboard is the 
 best means in initiating this work. Introduce the work by writing a 
 short sentence growing out of some immediate experience. Give the 
 children time to grasp the sentence silently before they read it orally. 
 Words in connection are most easily grasped ; teach the class to recognize 
 phrase-wholes as well as sentence- and word-wholes. When such new 
 phrases as "in the garden," "at the window," "a little girl," occur, place 
 them on the board along with the new words, and work for their quick 
 recognition as wholes. Such training leads to ease in grasping sentences. 
 
 Have daily exercises (apart from the regular reading lesson) in the 
 quick recognition of word- and phrase-forms, in word-rhyming, in sentence- 
 building, in making word-families, etc. Train the children to find out 
 words for themselves. Help them to recognize simple compounds that 
 are made up of familiar words like into, cannot, blackbird, etc. Give 
 simple inflections like king('s), bed(s), run(s), work(ed) without comment. 
 The context makes the use of such words evident. As the work progresses, 
 let the children make lists of words with simple endings like ing, ed, etc. 
 
 Make a list of words and phrases that are most difficult for your children 
 and give them patient and continuous training on these. The words of 
 nearly equal length that have little to distinguish them are most difficult, 
 as there and their. As a rule children learn most quickly when they vividly 
 picture, or appreciate, the content, e.g., gallops, gnawed, tossed, hungry, 
 
 56 
 
punish. Long words that are strongly individual inform are easily learned, 
 because they do not look like any other word in the child's vocabulary, e.g., 
 Golden-Hair, London, Elephant. Words that the children fancy as play 
 words are quickly learned — as Cri-Cri, Chinny-chin, etc. In these 
 exercises remember always to be most vigilant over those words that 
 belong to the fundamental vocabulary. 
 
 When the children are ready to take up Book One, they should be pre- 
 pared for the new. story by a little talk which will lead their thought 
 toward the subject of the lesson and prepare them to appreciate it, with- 
 out, however, giving them any of its direct content. This talk with the 
 children should find immediate expression in a group of short related 
 sentences written on the board for the class to read. This work should 
 be a preparation in vocabulary as well as idea. The words of the book 
 lesson and important phrases should be placed on the board, and the 
 children be given special help in the ready and intelligent recognition of 
 these. 
 
 Taking up the book. The child's attitude toward his first book is a 
 matter of the utmost importance. He should not only learn to love his 
 book, but he should learn to love to be with it. The first book should 
 initiate the child into the love of literature. Several things will help 
 toward this end. 
 
 First among these is the habit of silent reading. The very day the book 
 is taken up, the class should have a period of re-reading silently the lesson 
 of the day. The teacher should be free in these first periods of silent read- 
 ing to help the children over difficulties, to check the idle tendency to 
 turn pages at random, and to encourage a closer observation of both 
 picture and text. Most children need help in getting living insight into 
 these stories. The oral lesson is likely to hold some help in interpreting 
 the book. The period of silent reading gives him an opportunity to assim- 
 ilate this and make it his own. As soon as possible the class should 
 become self -helpful and self-directive in these periods. 
 
 Second. The power of vividly imaging the story or situation. The child's 
 imagery is essentially his own. It finds in the folk tale and rhyme a most 
 congenial atmosphere. If the child becomes mentally active over the 
 illustration, it becomes a means of adding charm and truth to his imagery 
 — all this should augment the child's love of his book. 
 
 Phonics. The children should be helped early to the sound analysis 
 of words. The teacher should introduce this work by "sounding " phonet- 
 ically a few familiar words, r-un, s-it, g-o. Teach the child to separate the 
 initial consonant in simple phonetic words. Write these. Be careful 
 always to see that the sounds are given correctly and that the child makes 
 
 57 
 
the blend properly. Special attention should be given to the initial and 
 the final consonants. 
 
 The key to phonics is slow pronunciation. In presenting a new phono- 
 gram the teacher should pronounce the key-word slowly so as to bring out 
 the phonogram, e.g., k-ing ; repeat more rapidly, making blend. As the 
 phonogram recurs help the children to recognize it. Give the children 
 exercises in analyzing simple consonant sounds as/ in fed, h in hat, b in big, 
 etc. Let the children use these familiar consonant sounds with the phono- 
 grams they have mastered so as to make new words, e.g., f, h, and b with 
 the at phonogram make fat, hat, bat. Such work should lead the child to 
 closer habits of observing words and give him a growing sense of word- 
 mastery. 
 
 Make all this work count as ear, eye, and speech training. See that 
 children are quick to hear and see and are accurate in pronouncing all 
 phonograms. Teach simple phonograms as they occur, choosing those 
 that recur most frequently. The names of the letters should not be taught 
 until this work is thoroughly established — ■ the child should form the 
 habit of thinking the sound of the letter before he has its name. 
 
 Do not let the work in phonics interfere with the natural and necessary 
 habit of recognizing the word through the context. The child should 
 read through the context and help himself out with phonics only when 
 this fails him. As the work advances he should grow less and less con- 
 scious of the words as he reads and more directly intent on meaning. 
 The whole aim of the work is to make him a reader, not a mere word adept. 
 For this reason training in the mechanics of reading should take place 
 outside the reading hour. 
 
 Phrase training. Certain words, notably adjectives, adverbs, and 
 prepositions, are more quickly grasped when they are presented in relation 
 to some other word or words to which they are joined through meaning. 
 In this way the word is associated with its form. Phrase training leads 
 to more intelligent grasp of meaning and thus to better expression in oral 
 reading. 
 
 58 
 
c. LIST BY PAGE OF NEW WORDS AND 
 IMPORTANT PHRASES 
 
 New words are underscored. Words or phrases for review 
 are in parenthesis. Capitalization follows the text. Average 
 number of new words three to a page. 
 
 5. The key 
 the key 
 To 
 
 King's 
 garden 
 
 6. I sell 
 
 7. the string 
 That 
 held 
 
 8. the rat 
 
 gnawed 
 
 9. the cat 
 
 caught 
 
 10. dog 
 
 chased 
 
 11. cow 
 
 tossed 
 
 12. grass 
 fed 
 
 13. 
 
 14 
 
 15. 
 
 16. 
 17. 
 
 ground 
 grew the 
 grass 
 
 will 
 buy 
 
 (I will buy) 
 
 little 
 acorn 
 
 sister 
 One 
 
 18. 
 
 Two 
 
 Three 
 girls 
 
 No 
 
 red 
 hen 
 ran 
 
 chicks 
 
 (to the garden) 
 
 A rat 
 
 20. 
 
 21. 
 
 (A cat) 
 
 Apig 
 was 
 
 (in the garden) 
 
 some 
 
 22. thresh 
 grind 
 
 23. 
 
 w 
 
 heat 
 
 19. found 
 The hen 
 
 said 
 See 
 it 
 
 24. 
 
 The hen 
 asked 
 
 Who 
 
 will plant 
 this wheat 
 I will not 
 I will then 
 
 25. 
 
 grew up 
 
 (Then) 
 
 will cut 
 
 (grind it) 
 
 make 
 bread 
 
 (Bread) 
 (make bread) 
 
 eat 
 
 But 
 
 had 
 
 my 
 
 seeds 
 
 small 
 
 (will grow) 
 
 flowers 
 tall 
 
 This is 
 house 
 
 boys 
 
 — built 
 
 board 
 
 59 
 

 was nailed 
 
 
 is put 
 
 
 I shall 
 
 44. 
 
 did not 
 
 
 (in the house) 
 
 
 (on the table) 
 
 
 build 
 
 45. 
 
 Peter 
 
 26. 
 
 log 
 
 made 
 
 tree 
 
 32. 
 
 braided 
 hair 
 
 (washes the 
 
 37. 
 38. 
 
 soft 
 straw 
 
 
 Nanny 
 a goat 
 
 
 in the 
 
 
 china) 
 
 
 (This straw) 
 
 
 name 
 
 
 
 
 wood 
 
 
 with great 
 care 
 
 39. 
 
 a wolf 
 came 
 
 
 ran away 
 saw 
 
 27. 
 
 farmer 
 strong 
 good 
 
 Strong and 
 good 
 
 33. 
 
 a room 
 
 
 
 46. 
 
 
 knocked 
 at the door 
 Let me 
 
 on a hill 
 
 
 At the foot 
 of the stair 
 
 supper 
 My dear 
 
 
 
 Where 
 
 40. 
 
 by the hair 
 
 
 fox 
 
 
 
 
 works 
 
 
 chinny- 
 
 
 bite 
 
 28, 
 
 cock 
 
 
 
 
 
 
 
 
 
 
 
 
 chin 
 
 
 home 
 
 
 crows 
 
 34. 
 
 a doll 
 
 
 huffed 
 
 
 (Come) 
 
 
 
 
 
 in the 
 
 
 
 
 
 
 (come home) 
 
 
 morn 
 
 
 we 
 
 call 
 
 Clare 
 
 
 puffed 
 blow 
 (blew in) 
 
 48. 
 
 bear 
 
 
 wakes 
 
 kill 
 
 29. 
 
 laddie 
 
 
 take 
 
 
 your house 
 
 
 I am 
 
 
 corn 
 
 
 
 
 ate 
 
 
 hungry 
 
 
 (planting corn) 
 
 feeds 
 
 35. 
 
 Once there 
 was 
 
 41, 
 
 sticks 
 
 
 I want 
 
 30. 
 
 table 
 
 
 a mother 
 
 42. 
 
 (of sticks) 
 
 So 
 
 49. 
 
 man 
 shoot 
 
 
 white 
 
 
 (There was) 
 
 43. 
 
 some stone 
 
 
 rope 
 
 
 square 
 stands 
 
 36. 
 
 One day 
 
 
 (This stone) 
 (of stone) 
 
 
 hang 
 
 
 
 
 Go 
 
 
 He worked 
 
 50. 
 
 (But) 
 
 31. 
 
 china 
 
 
 find 
 
 
 (one day) 
 
 
 (catch) 
 
 
 washed 
 with care 
 
 
 went 
 (Little pig) 
 
 
 (two days) 
 (three days) 
 (was built) 
 
 51. 
 
 are 
 Give me 
 
 60 
 

 milk 
 for 
 
 
 (With a 
 spring) 
 
 65 
 
 . you must 
 be 
 
 
 (You may) 
 sweet 
 
 
 (gaye) 
 
 57 
 
 . She met 
 
 
 I may be 
 
 73 
 
 . stir 
 
 52 
 
 . gate 
 
 
 Strong ox 
 
 sun 
 
 
 Do not 
 
 
 her leg 
 
 
 help me 
 
 
 melt 
 
 
 spoon 
 
 
 Mah-ah 
 
 
 I am afraid 
 
 wall 
 
 
 fell 
 
 
 
 58 
 
 . big 
 
 
 keeps 
 
 
 drowned 
 
 53 
 
 butter 
 
 
 Oh 
 
 68. 
 
 Cri-Cri 
 
 74 
 
 . Robin 
 
 
 Waiting 
 
 59. 
 
 fine 
 
 
 lived 
 
 
 Red- 
 
 
 cake 
 
 
 (Help me) 
 
 
 pretty 
 
 
 breast 
 
 
 (a buttered 
 cake) 
 
 rabbit 
 
 
 (a fine cock) 
 
 
 hear 
 
 
 Why 
 
 54. 
 
 60. 
 
 the poor 
 rabbit 
 
 
 sing 
 Moo-oo 
 
 
 cut off 
 bill 
 
 
 cabbage 
 
 
 (No one) 
 
 
 
 
 
 
 soup 
 
 
 out of 
 
 69. 
 
 speak 
 
 75. 
 
 tail 
 
 
 (to look) 
 
 
 ant 
 
 
 pleasant 
 
 
 Queen 
 
 
 (to make) 
 
 
 weep 
 
 
 Bow-wow 
 
 
 
 55. 
 
 from the 
 
 61 
 
 they 
 together 
 
 
 (bow-wow) 
 
 77. 
 
 sat 
 
 
 garden 
 locked 
 
 
 70. 
 
 broom 
 Ugh- ugh 
 
 
 upon a 
 tree 
 
 
 A gruff 
 
 62. 
 
 great 
 
 
 (Pretty Ant) 
 
 
 down 
 
 
 voice 
 
 
 keyhole 
 
 71. 
 
 Gray 
 
 
 if you can 
 
 
 (Who is it) 
 
 
 stung 
 
 
 Pussy 
 
 
 (Up) 
 
 56. 
 
 huge 
 
 J oll y 
 
 
 window 
 
 
 began 
 Meow 
 
 
 (Down) 
 (Said) 
 
 
 
 64. 
 
 snow 
 
 
 
 78. 
 
 hop 
 
 
 a spring 
 a bound 
 
 
 food 
 clogged 
 
 72. 
 
 meow 
 Cock-a- 
 
 
 stop 
 
 how do you 
 
 
 can 
 
 
 feet 
 
 
 doodle- 
 
 
 do 
 
 
 in no time 
 
 
 (It began) 
 
 
 doo 
 
 
 shook 
 
 61 
 

 far away 
 
 88. 
 
 punish 
 
 
 ride away 
 
 
 (into the tent) 
 
 
 he flew 
 
 (flew away) 
 
 89. 
 
 scold 
 
 
 clippety- 
 clap 
 
 
 head 
 through 
 
 79. 
 
 Wee 
 
 91 
 
 fire 
 
 
 
 
 the 
 
 
 
 
 
 96. 
 
 lost a shoe 
 
 
 door 
 
 
 Robin 
 
 
 I must 
 
 
 
 
 
 
 
 Christmas 
 
 
 bake 
 
 
 what shall 
 
 103. 
 
 do no 
 
 
 song 
 
 
 stream 
 
 97. 
 
 (How can I) 
 
 
 harm 
 
 
 go 
 
 
 
 
 coal 
 
 105. 
 
 middle- 
 
 80. 
 
 him 
 
 92. 
 
 mill 
 
 
 iron 
 
 
 sized 
 
 
 bonny 
 
 
 wind 
 
 
 heat the 
 
 
 bear 
 
 
 Sly Fox 
 
 93. 
 
 selfish 
 
 
 iron 
 
 
 father 
 
 81. 
 
 (to a garden) 
 
 
 in fear 
 
 98. 
 
 hay 
 
 
 bear 
 
 84. 
 
 (good man) 
 
 
 (Go away) 
 
 
 miller 
 
 
 baby bear 
 
 
 child 
 
 
 (ran away) 
 
 
 (I can give) 
 
 106. 
 
 Golden 
 
 
 I have 
 
 94. 
 
 John 
 
 
 (may shoe) 
 
 
 Hair 
 
 
 been 
 
 
 Smith 
 
 99. 
 
 wheels 
 
 
 (No one) 
 
 
 London 
 
 
 within 
 
 
 round and 
 
 
 opened 
 
 
 diamond 
 
 
 Blacksmith 
 
 
 round 
 
 
 the 
 
 
 As big as 
 
 
 set a shoe 
 
 
 turn 
 
 
 door 
 
 
 shoe 
 
 
 Ye"s 
 
 
 old woman 
 
 
 bowls 
 
 85. 
 
 Thick and 
 
 L 
 
 Here and 
 
 
 
 
 tasted 
 
 
 thin 
 
 
 there 
 
 100. 
 
 , miner 
 
 
 too hot 
 
 
 
 
 
 
 Fit for i 
 
 t 
 
 Tick -tack- 
 
 101. 
 
 under the 
 
 
 just right 
 
 
 King 
 
 
 too 
 
 
 ground 107. 
 
 chairs 
 
 86. 
 
 monkey 
 
 95. 
 
 pony 
 
 
 four 
 
 
 too hard 
 
 
 nut 
 
 
 (on his pony) 
 
 
 clang 
 
 
 broke it 
 
 
 large tree 
 
 
 loved to 
 
 102 
 
 . camel 
 
 
 in 
 
 87. 
 
 officer 
 
 
 jump 
 (loved to go) 
 
 
 in a tent 
 
 108. 
 
 beds 
 
 62 
 
Ill 
 
 lay down 
 
 112. Wise 
 
 
 deer 
 
 116. 
 
 (we shall see) 
 
 fell asleep 
 
 Lion 
 
 
 sheep 
 
 117. 
 
 (Shall we go) 
 
 l. (Some one) 
 
 Earth 
 
 
 tiger 
 
 
 (They went 
 
 has tasted 
 
 over and 
 
 
 elephant 
 
 
 away) 
 
 all gone 
 
 over 
 
 
 
 118. 
 
 black- 
 
 has been 
 
 heard a 
 
 114. 
 
 saying 
 
 
 birds 
 
 sitting 
 
 noise 
 
 115. 
 
 (say so) 
 
 Who told 
 you? 
 
 
 The other 
 
 >. lying 
 
 brother 
 
 
 Jack 
 
 (here she is) 
 
 rabbit 
 
 
 (told me) 
 
 
 Jill 
 
 awoke 
 
 (day by day) 
 
 
 (What made 
 
 s 
 
 fly away 
 
 . for the 
 
 113. go and 
 
 
 you) 
 
 
 come 
 
 lady 
 
 tell 
 
 
 (say that) 
 (I saw it) 
 
 
 again 
 
 Suggestive 
 
 List of Phonograms and 
 
 Consonants 
 
 Phonograms 
 
 Keywords 
 
 Consonants 
 
 Keywords 
 
 ing, 5 
 
 king 
 
 
 P, 18 
 
 
 Pig 
 
 at, 8 
 
 rat 
 
 
 s, 19 
 
 
 see 
 
 ow, 11 
 
 cow 
 
 
 c, 21 
 
 
 cut 
 
 o,16 
 
 no 
 
 
 r,17 
 
 
 ran 
 
 ill, 14 
 
 will 
 
 
 b, 58 
 
 
 big 
 
 all, 37 
 
 tall 
 
 
 th, 85 
 
 
 thin 
 
 ay, 36 
 
 day 
 
 
 f, 12 
 
 
 fed 
 
 ee, 19 
 
 see 
 
 
 h, 17 
 
 
 hen 
 
 ig, 35 
 
 pig 
 
 
 n, 20 
 
 
 not 
 
 a, 15 
 
 acorn 
 
 
 m, 23 
 
 
 make 
 
 ell, 6 
 
 sell 
 
 
 k, 5 
 
 
 king 
 
 it, 85 
 
 fit 
 
 
 t, 34 
 
 
 take 
 
 ick, 41 
 
 stick 
 
 
 1, 39 
 
 
 let 
 
 ed, 17 
 
 red 
 
 
 st, 41 
 
 
 stick 
 
 63 
 
2. Book Two 
 
 a. Foreword 
 
 Lend a Hand has been compiled with the aim of making litera- 
 ture a means of developing the child's social interest while affording 
 him mental training. There has been an effort made to represent 
 generous outgoing activity in various aspects and in such simple, 
 attractive form as to appeal to the social-ethical nature of the 
 child. In the character and development of the vocabulary, as 
 well as in the variety of its literary forms, Lend a Hand stands for 
 a second grade basal reader. 
 
 b. Suggestions to Teachers 
 
 Phrase training. Book Two furnishes many illustrations of idiomatic 
 English. Such selections afford excellent material for training in funda- 
 mental phrase forms. When the new word can be presented most effec- 
 tively in its phrase relation, it should Be written on the board in that form. 
 The child quickly separates the word out, and recognizes it alone. Mean- 
 while the phrase relation is often needed to give a correct idea of the way 
 the word is used. This is illustrated in such expressions as "At last," 
 "flying over," "well shod," "stole away," and many others. Phrase 
 training often requires us to teach the word with its meaning by helping 
 the child to grasp the situation that holds the meaning, e.g., "Open your 
 gates," "feed the world," "one little day of fun." 
 
 Phrase training leads to readiness in taking in the sentence and grasping 
 it in its unity ; hence it is a first condition of good reading. At the same 
 time it is an invaluable aid to oral language. 
 
 Silent reading. Periods of silent reading should become a marked fea- 
 ture of the work. As the child becomes more independent in helping 
 himself, these periods of silent reading may be made valuable in giving 
 him reading in review or supplementary reading from other books. Is 
 the child becoming a reader is the one great question. These periods of 
 silent reading should answer the question. 
 
 64 
 
Dramatization. The dramatizing of stories and verses should continue. 
 The child must be thoroughly familiar with the story before this can be 
 done well. Avoid any attempt at scenic backgrounds or dramatic 
 expression. The natural expression arising from the child's own insight 
 and feeling is the only standard of excellence here. 
 
 In the -preparatory lesson, the child should be given every needed clew 
 to the intelligent interpretation of the book lesson without disclosing its 
 content. This preparation should be joined as far as possible to the intro- 
 duction of new words and phrases. Good expressive reading rests on 
 thorough preparation. 
 
 Phonics. The work in phonics should be continued until the child 
 is familiar with a large number of important phonograms. Give new 
 phonograms when there are several key-words occurring near each other. 
 This will give the children immediate power in grasping these words for 
 themselves. Observe, for example, the rapid recurrence of words ending 
 in ing in the story of the Wee Pancake. 
 
 Work in phonics should give the child a clear idea of the correct sounds 
 of words, and this should lead of itself to clear enunciation and correct 
 pronunciation. The important thing is to develop a feeling for correct 
 speech. Good phonic training is good ear training. Correct perceptions 
 of sounds should pass naturally into correct utterance. 
 
 In all this training there should be especial care given to the initial and 
 final consonant sounds, to the correct pronunciation of the phonogram, 
 and the making of the blend. The child should be encouraged to group 
 words beginning with the same consonant, as cap, caw, card, cast. Such 
 grouping often helps the child to feel the different sounds of the same 
 vowel as of "a" in the above. 
 
 Long and short vowel sounds, many of the modified vowel sounds, all of 
 the simple consonant sounds, and many of the combined sounds should be 
 thoroughly taught in this grade. 
 
 Encourage word rhyming with work in phonograms ; e.g., nest, best, rest, 
 etc. In order to do this work well, the teacher should keep a record of 
 phonograms taught in the first and second books. The teacher should 
 also be familiar with alphabetical word lists of Book One. 
 
 65 
 
c. PAGE LIST OF NEW WORDS AND IMPORTANT 
 
 PHRASES 
 
 New words are underscored. Phrases in review are in paren- 
 thesis. The average number of new words is a little more 
 than three to a page. 
 
 4. 
 
 lend a hand 
 
 
 duck 
 
 13. 
 
 the best ever 
 
 
 look forward 
 
 
 so early 
 
 
 seen 
 dishes 
 
 5. 
 
 How many miles 
 
 town 
 
 Three-score 
 
 8. 
 
 gander 
 
 
 clean 
 
 
 
 Gandy Pandy 
 
 
 flour 
 
 
 ten 
 
 9. 
 
 Foxy Woxy 
 
 
 just one hour 
 
 
 candle-light 
 
 
 
 
 brought 
 
 
 10. 
 
 den 
 
 
 ale 
 
 
 Open your gates 
 
 
 
 
 
 let us go 
 
 11. 
 
 in the chimney 
 
 
 a fine tale 
 
 
 bend and bow 
 
 
 (through the chim- 
 ney) 
 
 14. 
 
 Cobbler 
 
 6. 
 
 Doverfield 
 
 
 something 
 
 
 mend 
 
 
 dreamed 
 
 
 smoke 
 
 
 child 
 
 
 world 
 
 
 When 
 
 
 stitch 
 
 
 would come 
 
 
 looked up 
 
 
 here 
 
 
 to an end 
 
 
 flying over 
 
 
 prod 
 
 
 Cocky Locky 
 Henny Penny 
 
 12. 
 
 flew quickly 
 surely 
 
 15. 
 
 well shod 
 Goody Two 
 
 7. 
 
 a long way 
 
 
 (would have come) 
 
 
 Shoes 
 
 66 
 

 kind people 
 
 21. 
 
 Nell knew 
 
 26. 
 
 mouse 
 
 
 pair of shoes 
 
 
 was sorry 
 
 
 fast asleep 
 
 
 new shoes 
 
 
 
 
 in a net 
 
 
 glad 
 
 22. 
 
 each 
 
 
 gerr-err 
 
 
 every one 
 
 
 grace 
 place 
 
 
 (woke him up) 
 
 16. 
 
 school 
 
 
 
 27. 
 
 Grannie 
 
 
 learn to read 
 
 23. 
 
 Rockaby 
 
 
 tell us the story 
 
 
 books 
 
 
 tree top 
 
 
 Grandmother 
 
 
 these letters 
 
 
 cradle 
 
 
 need not 
 
 
 all the words 
 
 
 will rock 
 
 28. 
 
 at the side 
 
 17. 
 
 like this 
 
 
 By-lo 
 
 
 spun the flax 
 
 
 knife 
 
 
 Baby-Bunting 
 gone a-hunting 
 
 
 stay here 
 
 18. 
 
 put them 
 
 
 rabbit-skin 
 
 29. 
 
 ran after 
 
 
 in a basket 
 
 
 wrap his baby 
 
 
 spindle 
 
 
 teach 
 
 
 
 
 out of sight 
 
 
 circle 
 
 24. 
 
 Mix a pancake 
 
 
 At last 
 
 
 spell 
 
 
 Fry a pancake 
 
 
 tailors 
 
 
 another child 
 
 
 Pop it in 
 
 
 behind 
 
 19. 
 
 I am glad 
 
 25. 
 
 What does 
 
 30. 
 
 weaving 
 
 
 not able 
 
 
 (does say) 
 
 
 wife 
 
 
 speak plainly 
 
 
 nest 
 
 peep of day 
 
 
 winding the 
 
 20. 
 
 (took them up) 
 (put them down) 
 
 
 rest 
 
 
 yarn 
 
 
 bark 
 
 
 (a little longer) 
 
 31. 
 
 Tibby 
 
 
 Nell 
 
 
 wings 
 
 
 churning 
 
 
 lesson 
 
 
 rise and fly 
 limbs 
 
 
 ran round 
 
 
 (all learned) 
 
 (what's that) 
 
 67 
 
32. 
 
 sifting flour 
 
 39. 
 
 fly (flies) 
 
 
 lump of dough 
 
 
 cheese 
 
 
 buzz 
 
 
 roll it out 
 
 
 on the anvil 
 
 
 
 
 longer and 
 
 
 (look after it) 
 
 40. 
 
 (get away) 
 (get out) 
 
 
 wider 
 
 33. 
 
 horse-shoe 
 hammer 
 
 
 foolish 
 of fun 
 
 46. 
 
 thought 
 heat 
 
 
 picking wool 
 
 41. 
 
 bridge 
 
 
 swell 
 
 
 half of it 
 
 
 Messenger 
 
 
 tiny lump 
 
 
 both ran 
 
 
 Dance over 
 Lady Lee 
 
 
 (go without) 
 
 34. 
 
 straw 
 
 
 
 
 your bit 
 
 
 Ho, Jack 
 
 
 gay 
 
 47. 
 
 ever since 
 
 
 
 42. 
 
 (build it up) 
 
 
 (left the house) 
 
 35. 
 
 warm itself 
 
 
 silver 
 
 
 
 
 Shut the door 
 
 
 gold 
 stolen away 
 
 48. 
 
 north 
 
 
 their spoons 
 raking the fire 
 
 
 
 doth 
 barn 
 
 
 (taking off) 
 
 43. 
 
 steel 
 clav 
 
 
 hide his head 
 
 36. 
 
 anything 
 
 
 
 49. 
 
 pine tree 
 
 
 cast down 
 
 44. 
 
 (wash away) 
 
 
 wish 
 
 
 lifted up 
 
 
 Huzza 
 
 last for ages 
 
 
 chick-a-dee 
 
 37. 
 
 rolls 
 
 
 
 50. 
 
 needles 
 
 
 send 
 
 45. 
 
 wood pecker 
 
 
 glass 
 
 
 
 
 Great Spirit 
 
 
 hurt them 
 
 38. 
 
 bee 
 
 
 cap 
 
 
 
 
 bring home 
 
 
 apron 
 
 5L 
 
 beautiful 
 
 
 money 
 
 
 cold and 
 
 
 loud 
 
 
 honey 
 
 
 hungry 
 
 68 
 
 
 proud 
 
sharp 
 
 
 wash the 
 
 65. 
 
 John 
 
 strange 
 
 
 clothes 
 
 
 forgetting 
 
 harsh 
 
 
 
 
 swing 
 
 I am lonely 
 
 58. 
 
 It was floating 
 bright water 
 
 
 leaving 
 teased and 
 
 52. carried away 
 
 
 never seen 
 
 
 pouted 
 
 bare tree 
 
 stretched out 
 
 went to play 
 
 called gently 
 
 
 hands 
 
 
 Fan 
 
 green needles 
 
 
 is bitter 
 
 
 
 nice 
 
 
 pass by 
 come nearer 
 
 66. 
 
 stepping softly 
 
 Winter came 
 
 
 
 swept the floor 
 
 
 
 
 
 dusted the 
 
 leaves 
 
 
 
 59 
 
 very near 
 
 
 room 
 
 53. other trees 
 
 
 so happy 
 first 
 
 
 cheerful 
 guessed 
 
 54. apple tree 
 
 
 bundle of grass 
 
 
 busy and happy 
 
 sat quietly 
 
 
 
 
 
 sang merrily 
 
 60. 
 
 What is the 
 matter 
 
 67. 
 
 Nezumi 
 family 
 
 55. warm and 
 
 
 
 
 listen and learn 
 
 bright 
 
 61. 
 
 (have ever seen) 
 
 
 fields 
 
 shining 
 
 
 split in two 
 
 
 
 sky 
 
 
 
 68. 
 
 wed 
 
 try 
 
 62. 
 
 Wait a bit 
 
 
 marry 
 
 a better child 
 
 63. 
 
 because 
 
 
 bright cloud 
 
 (who is she) 
 
 
 brave 
 
 
 our child 
 
 56. gone to plow 
 
 
 (did the same) 
 (named him) 
 
 69. 
 
 drive me 
 dark pine 
 
 57. Peachling 
 
 64. 
 
 is easy 
 
 
 
 river 
 
 
 climb 
 
 70. 
 
 answered 
 
 69 
 
71. 
 
 in the meadow 
 
 81. 
 
 stingy farmer 
 
 87. 
 
 Aiken Drum 
 
 
 bluebird 
 
 
 Wee Brownie 
 
 
 beard 
 
 
 six 
 
 
 busy fellow 
 
 
 rushes 
 
 
 caw 
 
 
 into the mire 
 
 
 {all the way) 
 
 72. 
 
 so even 
 
 82. 
 
 safely home 
 hay loft 
 
 88. 
 
 swallow 
 Duncan 
 treat him well 
 
 
 cricket 
 We chirp 
 spider 
 
 went to hunt 
 quail 
 
 dead birds 
 ugly birds 
 
 (Did you know) 
 
 73. 
 
 83. 
 
 good luck 
 stole into 
 linen shirt 
 too much 
 hemp 
 
 rough shirt 
 by the fireside 
 
 89. 
 90. 
 
 (needs me) 
 (work for pay) 
 
 corner of the 
 
 74. 
 
 barn 
 
 teach the colts 
 reap a field 
 
 75. 
 
 Saturday night 
 
 84. 
 
 night 
 
 91. 
 
 (clap of a hand) 
 
 
 week 
 
 not spoken 
 
 bad 
 
 
 sad cry 
 
 I have served 
 long enough 
 
 92 
 
 tired workmen 
 always at hand 
 nick of time 
 
 76. 
 
 sweet broth 
 fairy 
 
 troubles • 
 
 
 linen gear 
 many a year 
 
 
 sick 
 kettle 
 
 
 cup 
 
 85. 
 
 (For want of) 
 
 93. 
 
 believe it 
 
 
 boTl 
 
 
 battle 
 
 
 do harm 
 
 
 rest 
 
 
 Kingdom 
 
 
 worn-out 
 
 80. 
 
 Willy boy 
 
 (if I may) 
 mowing 
 
 86. 
 
 (puts on) 
 
 gosling gray 
 barley 
 
 94. 
 
 clothes 
 
 (the stream side) 
 
 casts the band 
 
 70 
 
to blame 
 uncanny hand 
 
 95. Maid Mary 
 minds her 
 
 dairy 
 a-hoeing 
 runs the reel 
 
 102. Twitchett 
 
 100. 
 
 101. 
 
 Come quickly 
 good wife 
 
 (hold fast) 
 (fine and safe) 
 
 a short way 
 there was lack 
 
 (how can I) 
 
 104. 
 
 96. Fern Den 
 fern glen 
 in a hurry 
 ties it up 
 bags 
 
 97. (on the door step) 
 (better than ever) 
 
 106. 
 
 98. (through the dark) 
 
 might see 
 something was iQ7, 
 
 wrong 
 coat 
 
 99. (flew like the wind) 
 
 (let fly) 
 
 over a gap 
 in a trap 
 
 103. smooth and 
 
 strong 
 sure and slow 
 
 Magpie 
 mud 
 
 (first of all) 
 
 105. thrush 
 
 some twigs 
 
 (all about it) 
 
 (in the same way) 
 
 layer of mud 
 wise owl 
 
 sparrow 
 feather 
 lined the nest 
 That suits me 
 
 starling 
 
 108. Robert Burns 
 
 mine 
 
 good sir 
 
 (any other man) 
 
 109. Dumpy 
 country road 
 God-mother 
 leading him 
 
 110. your friend 
 drink 
 
 115. 
 
 his comfort 
 
 beasts 
 doth care 
 his feast 
 will share 
 
 blessing 
 good master 
 
 111. Stay, little 
 boy 
 
 (Catch me) 
 
 113. hush 
 
 remember 
 
 along a road 
 my foot 
 hurts me 
 
 114. thirsty cow 
 a well 
 
 bucket 
 
 (Bless you) 
 
 Good-bye 
 
 (rest a moment) 
 
 71 
 
116. (That is good) 
 (another friend) 
 
 117. once more 
 
 118. spade 
 dig 
 
 rather far 
 close to 
 
 124. twisted 
 
 bobs 
 
 119. Peerifool 
 
 daughters 
 
 120. (if I can) 
 
 thief 
 
 Princess 
 
 121. giant 
 
 comb the wool 
 
 card the wool 
 
 122. cloth 
 
 kettle of por- 
 ridge 
 crowd 
 Peerie folk 
 
 rainbow 
 
 123. cross 
 
 burned black 
 so angry 
 beat 
 younger 
 
 126. laughed 
 over their 
 faces 
 
 127. 
 128. 
 129. 
 
 130. 
 
 bluebells 
 primroses 
 saucers 
 drop of milk 
 
 (find out) 
 
 (Just then) 
 (All at once) 
 
 (working away) 
 (went about) 
 
 132. Tom 
 
 threw down 
 
 great rage 
 
 133. noble man 
 
 a gold ring 
 drummer 
 
 shook her head 134. baby-land 
 
 135. 
 
 brew 
 
 sew 
 
 (upon her nest) 
 
 hatch 
 
 eggshell 
 quack 
 
 (looked around) 
 
 pay a visit 
 
 136. turkey 
 Please 
 
 141. 
 
 vourself 
 
 137. swam 
 
 (with no one) 
 
 138. barn yard 
 Keep close 
 
 (doing harm to 
 
 no one) 
 (as well as) 
 
 139. pushed 
 scolded 
 
 (out of my sight) 
 
 bushes 
 
 140. moor 
 
 (What sort of) 
 
 belong to 
 
 (my family) 
 
 purr 
 sparks 
 
 72 
 
141. 
 
 142. 
 
 143. 
 
 (over his head) 
 (beat the air) 
 (lifted his head) 
 (did not hear) 
 (after that) 
 
 (far away) 
 toward him 
 
 swans 
 outspread 
 wings 
 
 (round him) 
 
 144. 
 
 145. 
 
 stroked him 
 
 (of all) 
 
 146. 
 
 (want to get) 
 pitch wood 
 
 (Just then) 
 
 (flock of sheep) 
 (Not far away) 
 (left their work) 
 
 
 (worked hard) 
 
 good deed 
 Some — others 
 
 It is a lie 
 
 147. 
 
 (worth trying for) 
 
 gift 
 
 A long time 
 
 148. 
 
 (That may be) 
 neighbor 
 
 ago 
 pitfalls 
 
 149. 
 
 (many a time) 
 
 doubly mine 
 
 Suggestive List of Phonograms and Consonant Sounds 
 
 The number of phonograms and consonant sounds taught in 
 this year should depend on the needs of the class. Where there 
 are many children in the class who are defective in English 
 utterance more time should be given to the work. 
 
 Phonograms 
 
 Keywords 
 
 Consonants 
 
 Keywords 
 
 ate, 5 
 
 gate 
 
 d,4 
 
 down 
 
 ore, 5 
 
 score 
 
 g» 5 
 
 go 
 
 et, 6 
 
 met 
 
 sh, 6 
 
 she 
 
 ale, 13 
 
 tale 
 
 wh, 6 
 
 where 
 
 old, 13 
 
 told 
 
 ch, 14 
 
 child 
 
 end, 16 
 
 lend 
 
 th, 17 
 
 this 
 
 ike, 17 
 
 like 
 
 
 
 eep, 25 
 
 peep 
 
 
 
 est, 25 
 
 rest 
 
 
 
 ad, 84 
 
 sad 
 
 
 
 73 
 
3. Book Three 
 a. Foreword 
 
 The Third Book of this basal series aims to lead the child farther 
 in his grasp on the life of the society in which he lives. It does 
 this by giving him pictures of human life varied in action and 
 condition, each of which holds some significant social situation. 
 Neighbors stands for other peoples. These various peoples have 
 been chosen because their study affords valuable social material. 
 
 (1) The book gives the child simple types of society that will 
 enable him to get clearer insights into the social service which is 
 at the basis of his own more complex life. 
 
 (2) It represents, in their own country, some of the peoples 
 with whom the American child comes in daily contact in town 
 and city. In this way he is helped to a more intelligent and 
 unprejudiced social attitude. 
 
 (3) It affords a background for literature. These brief pictures 
 of life from other lands have been used as a means of introducing 
 stories belonging broadly to each land or people. The back- 
 ground of life behind the story is not only suggestive of literary 
 sources but it adds atmosphere and meaning to the literature 
 itself. 
 
 (4) The book supplies a broad basis for supplementary reading. 
 In the third grade, children are ready for a much wider range of 
 reading. The direction of the child's general reading now becomes 
 an important aspect of his education. 
 
 b. Suggestions to Teachers 
 
 Neighbors affords an opportunity for the child to make excursions into 
 the world with his teacher with the aim of helping him to deeper insight 
 into his own social life. An effort has been made to emphasize some social 
 virtue of each people, e.g., the neighbor spirit of the Eskimo, the craftsman- 
 ship of the Indian, the courage of the Swiss, the industry and economy of 
 the Chinese, etc. 
 
 74 
 
There has been no attempt to teach other lands but rather to make the 
 literature and lives of other peoples a means of developing in the child a 
 more catholic social sympathy while it affords him at the same time inter- 
 esting material for reading. 
 
 Mastery of the vocabulary. When the child reaches the third year in 
 school he should have mastered a fairly good working vocabulary of basal 
 words. Mastery here means : 
 
 (1) The power of readily recognizing familiar words and phrases. 
 
 (2) Correct pronunciation and clear enunciation. 
 
 (3) The ability to quickly grasp the sentence in its unity. 
 
 Word recognition and word pronunciation should be as nearly as 
 possible unconscious and automatic. To train to' a reflex mastery of the 
 printed vocabulary is one of the two great ends of reading work. The 
 other is to develop power in using this printed language as a means of 
 thinking and imaging. This last is reading. 
 
 The challenge for thorough mastery should be persistently made in this 
 and in succeeding grades. 
 
 Phonics and phrase training. Continue work in phonics, being careful 
 to make it ear and speech training as well as the key to the mastery of the 
 written vocabulary. All this work should be adapted to the needs of the 
 class. Where children are defective in the pronunciation of English, the 
 particular defect must be recognized and work given that will overcome it. 
 
 Continue work in phrase training until children grasp phrase-wholes in 
 their unity with unconsciousness and ease. All this work should show in 
 the improvement of the child's oral language. 
 
 Intensive and extensive reading. It is important that the child develop 
 a power of concentration that will enable him to read rapidly — at first 
 silently, and then orally, with a clear grasp on the content. The test 
 which requires a child to read rapidly and well, simply demands of him 
 greater concentration of attention. For this reason it is one of the most 
 effective ways of developing the child's reading power. From careful 
 studies made in the rate of reading it has been demonstrated that "the 
 rapid readers remember more of the original thoughts, and that the character 
 of their reproduction is much higher, both generally and with reference to 
 expression and logical content." 
 
 Power of rapid or extensive reading should go hand in hand in its 
 development with power of reading intensively where time is given for 
 reflection. There are many selections in Book Three that require thought 
 in order to grasp the meaning, e.g., The Death of Balder, The Making of 
 Balmung, A Child's Thought of God, etc. Time given in the reading hour 
 to the thoughtful discussion of points requiring judgment and insight 
 
 75 
 
increases the child's power to read rapidly with a clear grasp of meaning, 
 and increases his interest. 
 
 In general the supplementary reader should afford material for tests 
 in rapid reading. The basal reader prepares the class for this more rapid 
 grasp of material which the supplementary book supplies. A class that 
 has read In An Eskimo Land and A Little Indian Maid, should be able 
 to read rapidly and with excellent concentration, Fishing and Hunting. 
 The class should be referred to definite pages in supplementary books at 
 the moment when they will most efficiently supplement or complete the 
 work of the basal reader. 
 
 Dramatization. Neighbors affords an excellent opportunity for the 
 child to begin to represent other peoples. To play Eskimo or Indian, to 
 become German, Dutch, or Chinese for the time, delights the children and 
 helps them to keep open eyes for matters of habits, action, dress, and back- 
 ground. 
 
 In many schools, children are allowed to construct certain type 
 objects in the background, e.g., the igloo or the kayak and sledge of the 
 Eskimo. We should remember that the child who is dressing a Chinese 
 doll or making a Swiss chalet of pasteboard or wood is cultivating his men- 
 tal imagery as well as training his hand. 
 
 In this grade the child naturally adds dress and other accessories to his 
 work in dramatizing. This tendency should be carefully regulated and 
 directed. Work for scenic effects should be entered into in such a way as 
 to afford training in perception and imagination and call out the child's 
 resourcefulness. In all this work avoid the melodramatic and overdone. 
 
 Supplementary reading. In the third year the child is studying History 
 and Geography. His ability to read is so far developed that a variety of 
 attractive books are open to him. At this time he needs something that 
 will effectively unify this diverse material and help him to mental organi- 
 zation. Neighbors affords a departure for this varied supplementary read- 
 ing which it unifies and makes intelligible. 
 
 The school-room library should afford suitable supplementary books. 
 If possible there should be a sufficient number of duplicate copies to enable 
 the whole class to use them freely. The child needs wise direction in 
 making these early excursions into the book-world as his literary taste is 
 being formed. In the simple work of organizing a well-chosen class-room 
 library and directing the children's reading, the teacher is initiating their 
 future reading habits — one of the most important aspects of education 
 at this time. 
 
 76 
 
c. LIST BY PAGE OF NEW WORDS 
 
 Page 7 
 beneath 
 floor 
 above 
 bending 
 covers 
 kin 
 
 Page 8 
 Eskimo 
 
 (es'ki mo) 
 Sipsu (sip'soo) 
 Gunlah 
 
 (goon'lah) 
 South 
 East 
 West 
 
 igloo (ig'loo) 
 bone 
 boots 
 sealskin 
 trousers 
 hood 
 
 Page 9 
 rubbed 
 walrus 
 tusk 
 blubber 
 lamp 
 
 Page 10 
 watch 
 
 seal 
 
 twilight 
 
 sledge 
 
 pulling 
 
 Pau (pow) 
 
 team 
 
 meat 
 
 fur 
 
 Page 12 
 walked 
 followed 
 none 
 
 Page 13 
 leave 
 
 stars 
 
 Page 14 
 Arc'tic 
 group 
 
 Orion (o-ri'on) 
 belt 
 
 Page 15 
 harness 
 arrow 
 bench 
 breathing 
 nothing 
 
 Page 16 
 pieces 
 promised 
 
 Page 17 
 aloud 
 empty 
 
 Page 18 
 clamp 
 faint 
 happened 
 
 Page 19 
 saved 
 fought 
 paws 
 shoulders 
 wagged 
 faithful 
 paddle 
 lance 
 
 Page 20 
 kayak (ka'ak) 
 lest 
 
 iceberg 
 overturned 
 shout 
 spots 
 divided 
 
 Page 21 
 
 skiff 
 
 glide 
 
 billows 
 
 attack 
 
 weight 
 
 speedily 
 
 trim 
 
 skim 
 
 Page 22 
 Okudah 
 
 (o koo'dah) 
 eider 
 
 Page 23 
 track 
 tips 
 
 Page 24 
 plucked 
 breast 
 twice 
 strap 
 edge 
 
 Page 25 
 loose 
 reindeer 
 
 Page 26 
 mistress 
 
 Page 27 
 Indian 
 Wewha 
 
 (wa'wha) 
 ladder 
 
 77 
 
Page 28 
 
 pueblo 
 
 (pweblo) 
 squirrel 
 plain 
 jar 
 plaster 
 
 Page 29 
 
 thunder 
 
 mountain 
 
 eagles 
 
 screaming 
 
 sheets 
 
 Page 30 
 
 pour 
 swiftly 
 
 Page 31 
 
 blankets 
 
 dye 
 
 frame 
 
 pattern 
 
 lightning 
 
 rolling 
 
 rim 
 
 Page 32 
 
 obey 
 animal 
 chief 
 important 
 
 Page 34 
 
 frighten 
 queer 
 
 Page 35 
 
 clay 
 
 color 
 
 pray 
 
 Page 36 
 
 knead 
 
 shallow 
 
 bottom 
 
 strips 
 
 joined 
 
 Page 37 
 
 gourd 
 smiled 
 
 Page 38 
 
 finished 
 
 dry 
 
 painted 
 
 brush 
 
 traced 
 
 picture 
 
 polishing 
 
 anxious 
 
 oven 
 
 Page 39 
 
 changed 
 coyote (kfo te or 
 
 Page 41 
 curl 
 frog 
 coals 
 
 Page 42 
 swallowed 
 
 Page 43 
 
 heavens 
 earnestly 
 
 Page ^A 
 store 
 parched 
 crosses 
 ditches 
 rustle 
 
 Page 45 
 
 planning 
 
 ripe 
 
 Zuni (zoo'nye; 
 
 husk 
 
 Page 46 
 
 kfot) 
 
 Page 40 
 unhappy 
 guarded 
 dawn 
 seized 
 
 path 
 lake 
 
 Page 47 
 
 Russian 
 skein 
 knitting 
 low 
 
 Page 48 
 
 patience 
 
 ball 
 
 slipped 
 
 Page 49 
 
 earn 
 still 
 shepherd 
 
 Page 50 
 
 valley 
 
 narrow 
 
 plank 
 
 Page 51 
 
 stockings 
 
 shavings 
 
 heavily 
 
 sheds 
 
 handle 
 
 Page 52 
 
 skirt 
 
 stove-door 
 fuel 
 blaze 
 
 Page 53 
 
 boar 
 
 honestly 
 
 snout 
 
 Page 54 
 
 scattered 
 
 stalks 
 
 grain 
 
 chaff 
 
 separate 
 
 Page 55 
 
 rage 
 
 pear-tree 
 
 invited 
 
 78 
 
Page 56 
 
 cargo 
 
 Page 67 
 
 Page 73 
 
 plenty 
 mice 
 
 trunks 
 
 Holland 
 
 fish 
 
 birthday 
 
 buttons 
 
 folded 
 
 mittens 
 cattle 
 
 yet 
 test 
 
 scrape 
 
 against 
 
 formed 
 
 fearful 
 monster 
 
 carving 
 
 aimed 
 brands 
 
 wears 
 
 chest 
 
 Page 68 
 
 
 creeping 
 claws 
 
 
 rug 
 
 Page 74 
 
 
 
 hymn 
 
 wicked 
 
 
 Page 62 
 
 
 Loki 
 
 Page 58 
 
 
 
 power 
 
 sailor 
 
 rye 
 dinner 
 
 Page 69 
 
 mistletoe 
 
 ashore 
 
 plate 
 
 harvest 
 
 
 coral 
 
 shovel 
 
 sparrows 
 
 Page 76 
 
 sea 
 feeble 
 insects 
 stormy 
 
 Page 63 
 stack 
 
 Page 70 
 
 drifts 
 roared 
 
 felt 
 
 pierced 
 horror 
 grief 
 
 
 sprite 
 
 whistled 
 
 autumn 
 
 Page 59 
 
 creatures 
 
 wild 
 
 appears 
 
 Norway 
 
 squire 
 
 
 
 Ole Vasa 
 
 
 Page 71 
 
 Page 77 
 
 (o'le va'sa) 
 steamer 
 
 Page 64 
 
 death 
 Balder 
 
 returns 
 die 
 
 
 harp 
 
 Odin (o'din) 
 
 seven 
 
 Page 60 
 
 lazy 
 
 Asgarth 
 
 dew-pearled 
 
 steep 
 
 fiord (fyord) 
 
 rail 
 
 hundred 
 
 staff 
 buds 
 wonder 
 
 Frigg 
 
 gloomy 
 
 ruled 
 
 lark 
 snail 
 thorn 
 
 bloom 
 
 Hod 
 
 
 Page 61 
 
 Page 66 
 
 blind 
 departed 
 
 Page 78 
 
 secret 
 embrace 
 
 Christian 
 
 silent 
 
 Page 72 
 
 slides 
 
 Hilda 
 
 win 
 
 evil 
 
 thrills 
 
 cookies 
 
 forth 
 
 content 
 
 sight 
 
 bought 
 
 echoed 
 
 swear 
 
 sound 
 
 ships 
 
 
 
 tender 
 
 79 
 
shut 
 
 Page 86 
 
 Page 93 
 
 lids 
 kisses 
 
 Snow Hopper 
 bleat 
 
 struggle 
 retire 
 
 pressure 
 
 Page 87 
 
 company 
 escaped 
 
 Page 79 
 
 course 
 
 comrades 
 
 Heidi (hi'di) 
 
 Swiss 
 
 drawing 
 seeking 
 
 monument 
 Rome 
 
 hut 
 
 herbage 
 
 sculptor 
 
 Aim 
 
 salt 
 
 TXor'-wald-sen 
 
 Page 80 
 
 Page 88 
 
 Page 94 
 
 goatherd 
 
 instant 
 
 remind 
 
 pasture 
 
 nibbled 
 
 foreign 
 modeled 
 
 Page 81 
 
 Page 89 
 
 wounded 
 
 cVi i pi r] 
 
 pointed 
 
 ought 
 
 courage 
 
 splashed 
 
 dropped 
 
 Dane 
 
 mass 
 
 
 railroad 
 
 
 Page 90 
 
 bronze 
 
 Page 82 
 
 
 solid 
 
 
 evening 
 
 niche 
 
 sternly 
 
 suddenly 
 
 
 rose 
 
 glow 
 
 
 croaking 
 
 sparkle 
 
 Page 95 
 
 Page 83 
 
 
 hero 
 
 robber 
 
 Page 91 
 
 
 disappear 
 
 homeward 
 
 Page 96 
 
 pushing 
 
 rays 
 
 liberty 
 
 horns 
 
 
 William Tell 
 
 Page 84 
 
 Page 92 
 
 governor 
 Gessler (ges'ler) 
 
 filled 
 
 soldiers 
 
 market 
 
 
 trust 
 
 orders 
 
 Page 85 
 
 reason 
 palace 
 
 enemy 
 erect 
 
 knee 
 
 France 
 
 marksman 
 
 Thistle Finch 
 
 French 
 
 decided 
 
 Page 97 
 
 lord 
 
 prove 
 
 skill 
 
 God's 
 
 unless 
 
 selected 
 
 stuck 
 
 collar 
 
 firm 
 
 Page 98 
 
 shaft 
 twanging 
 
 Page 99 
 
 flings 
 
 clasps 
 
 faith 
 
 savagely 
 
 prison 
 
 chains 
 
 Page 100 
 helm 
 
 Page 101 
 
 German 
 
 kitchen 
 
 Hans 
 
 Gretchen 
 
 Elsa 
 
 pile 
 
 Page 102 
 
 Holle (hol'le) 
 
 island 
 
 floats 
 
 housekeeper 
 
 soap 
 
 80 
 
Page 103 
 
 Page 113 
 
 Page 122 
 
 Max 
 
 soiled 
 
 either 
 
 ticked 
 
 rattling 
 
 sewing 
 
 boat 
 
 Page 125 
 
 cart 
 heaped 
 
 Page 104 
 kitten 
 
 Page 114 
 creaked 
 
 fifteen 
 weather 
 
 Page 133 
 
 forest 
 
 arithmetic 
 
 closed 
 
 Rosel (ro seT) 
 
 piteously 
 
 fractions 
 
 
 burden 
 perched 
 
 Page 105 
 
 Page 115 
 
 Page 126 
 dressed 
 
 humble 
 throne 
 
 however 
 
 muff 
 
 
 Eberstein 
 
 Page 106 
 
 
 Page 127 
 
 (a/ber stem) 
 
 dame 
 
 Page 116 
 
 whirled 
 
 Page 134 
 
 disappeared 
 
 pigeons 
 
 son 
 
 fair 
 
 
 Finmark 
 
 
 rooks 
 
 Page 107 
 
 
 Page 129 
 
 curious 
 
 stocking 
 
 Page 118 
 
 carpet 
 
 neighed 
 
 lowed 
 
 pillow 
 
 Page 109 
 
 flicker 
 certainly 
 
 prepare 
 
 flakes 
 Kay 
 
 human 
 pure 
 
 Page 130 
 curtains 
 
 Page 135 
 
 mirror 
 
 
 entered 
 
 Ludwig 
 
 worst 
 
 Page 119 
 
 
 (lood'wig) 
 puzzled 
 
 
 berries 
 
 Page 131 
 
 Fritz 
 
 Page 111 
 
 froze 
 
 rejoicings 
 
 
 Gerda 
 worm 
 
 angels 
 helmets 
 
 tools 
 
 Page 136 
 
 boxes 
 
 army 
 
 
 dykes 
 
 kicked 
 
 
 Page 132 
 
 ocean 
 
 bells 
 
 pumped 
 
 naughty 
 
 clever 
 
 sleigh 
 
 Page 120 
 
 castle 
 
 touched 
 
 airy 
 height 
 
 canals 
 
 
 
 leagues 
 
 
 
 Page 121 
 
 peasant 
 
 Page 137 
 
 Page 112 
 
 burst 
 
 toiling 
 
 mouth 
 
 multiplication 
 
 tears 
 
 spaces 
 
 sluice 
 
 81 
 
Page 138 
 
 Page 146 
 
 Page 150 
 
 Page 157 
 
 clattering 
 
 carrier 
 
 white 
 
 beyond 
 
 noisily 
 
 hope 
 
 
 shade 
 
 tiptoe 
 
 months 
 
 Page 151 
 
 paper 
 
 Page 139 
 
 Alkmaar 
 (alk'mar) 
 
 trust-worthy 
 
 pencil 
 
 leak 
 
 twelve 
 
 Page 152 
 
 Page 158 
 
 Haarlem 
 
 
 Cimabue 
 
 (haiir'lem) 
 
 Page 147 
 
 whit 
 
 dulled 
 
 fail 
 
 perhaps 
 
 bulbs 
 
 (chemaboo'a) 
 
 tended 
 
 although 
 
 artist 
 
 dangerous 
 
 starve 
 
 
 
 Balmung 
 
 Page 159 
 
 Page 140 
 
 level 
 
 tower 
 
 peat 
 
 Siegfried 
 (sieg'fried) 
 
 Page 153 
 
 spirit 
 adorn 
 
 Page 141 
 
 Rhine 
 
 bugs 
 crumbs 
 
 glorious 
 
 question 
 
 Page 148 
 
 quarreling 
 
 Page 160 
 
 Page 142 
 
 neither 
 fame 
 
 Page 154 
 
 lovely 
 distant 
 
 numb 
 twitter 
 
 shun 
 Mimer 
 
 shred 
 withal 
 
 plowing 
 oxen 
 
 groans 
 
 costly 
 
 pity 
 
 
 Page 143 
 rapping 
 
 leather 
 
 killed 
 
 Page 161 
 
 coarse 
 cunning 
 
 though 
 seems 
 
 Rosy-Hood 
 
 moaning 
 writhing 
 
 metal 
 
 bolts 
 
 agree 
 
 Page 162 
 
 Page 145 
 chance 
 city 
 
 ornaments 
 
 Page 149 
 Amilias 
 
 Page 155 
 Pietro 
 (pe a'tro) 
 
 bobbing 
 ashes 
 flashes 
 flies 
 
 fighting 
 thousand 
 
 (amil'li-as) 
 suit 
 
 Page 156 
 
 Page 163 
 
 defences 
 
 armor 
 
 Maria 
 
 grapes 
 
 hoops 
 
 dint 
 
 (mar e'a) 
 
 vineyard 
 
 tar 
 
 scratch 
 
 Andria 
 
 
 Leyden 
 
 pupils 
 
 (an'dri a) 
 
 Page 164 
 
 powder 
 
 boast 
 
 churches 
 
 stumbled 
 
 cannon 
 
 rang 
 
 Giotto (jot 'to) 
 
 . stained 
 
 82 
 
search 
 
 Thenah 
 
 Page 171 
 
 Page 176 
 
 sign 
 
 Chinese 
 
 chic, chic 
 
 forcing 
 
 gleam 
 
 
 
 captain 
 
 Page 165 
 
 Page 168 
 hinder 
 
 Page 172 
 
 Page 177 
 
 lambkins 
 
 bamboo 
 rake 
 
 dreadful 
 camphor 
 
 scholar 
 
 keen 
 
 n p«?t,l P> 
 
 shelled 
 
 Fah-Nim 
 
 Page 179 
 
 ewe 
 
 cotton 
 
 
 lemon 
 
 full 
 
 Page 174 
 
 
 
 mistake 
 
 Dolnh 
 
 Page 180 
 
 Page 166 
 
 
 Yen 
 
 different 
 
 turn 
 
 Page 169 
 
 court 
 
 fruit 
 
 about 
 
 kites 
 
 fluttering 
 
 
 
 dragon 
 
 embroidered 
 
 Page 181 
 
 Page 167 
 China 
 
 Page 170 
 
 Page 175 
 
 daisy 
 fringe 
 furled 
 
 Hoka 
 
 twenty-five 
 
 pedlar 
 
 margin 
 
 donkey 
 
 understand 
 
 silk 
 
 naked 
 
 mother-in-law 
 
 Ah-Ma 
 
 exciting 
 
 spices 
 
 crane 
 
 (mother) 
 
 fasten 
 
 isles 
 
 83 
 
SUGGESTIVE LIST OF PHONOGRAMS AND 
 CONSONANT SOUNDS 
 
 Phonograms 
 
 Page Key word 
 
 Consonant 
 
 Page Key word 
 
 est 
 
 8 west 
 
 th 
 
 8 north 
 
 earn 
 
 10 team 
 
 sk 
 
 9 tusk 
 
 eat 
 
 17 meat 
 
 in 
 
 22 Xnew 
 
 ack 
 
 23 track 
 
 cl 
 
 35 clay 
 
 ice 
 
 24 twice 
 
 br 
 
 38 brush 
 
 ay 
 
 35 pray 
 
 ng 
 
 48 long 
 
 ead 
 
 36 knead 
 
 z 
 
 52 blaze 
 
 all 
 
 48 ball 
 
 ch 
 
 60 Christian 
 
 out 
 
 53 snout 
 
 si 
 
 61 sleep 
 
 oar 
 
 53 boar 
 
 pi 
 
 78 place 
 
 age 
 
 55 rage 
 
 cl 
 
 81 clean 
 
 aw 
 
 56 claw 
 
 sp 
 
 81 splash 
 
 ark 
 
 77 lark 
 
 g 
 
 101 German 
 
 orn 
 
 77 thorn 
 
 bl 
 
 86 bleat 
 
 oil 
 
 103 soil 
 
 
 
 ear 
 
 121 tear 
 
 
 
 ight 
 
 78 sight 
 
 .. 
 
 
 air 
 
 134 fair 
 
 
 
 84