THE TEilCHEE'S 
 
 GUIDE 
 
 - f F* O H. 
 
 
 IvdllET'IEaiOID. 
 
 i 
 
 «£^ BOX O.F LETTER CARDS. 
 
LIBRARY OF CONGRESS. 
 
 %p ©opgrigfct $0 
 
 Shelf 3~%... 
 
 UNITED STATES OF AMERICA. 
 

 We learn t/ir<i>i<jh Joi/if/" — Froebel. 
 
 THE PRIMARY GIFT 
 
 OF 
 
 275 LETTER CARDS 
 
 IN 
 
 Print and (0cu/jt. 
 
 ADAPTED TO ALL METHODS 
 
 OF 
 
 BY 
 
 elleu id. st^^ies. 
 
 

 Copyright, July 29, 1884, by Miss E. D. Stake. 
 
PREFACE. 
 
 There always is a rising sun, 
 And day is ever but begun. 
 
 Each age is the dawn of its successor, and thus it is true that there is nothing new under the sun, since the 
 new grows from the old, as boughs from the tree. — Genesis of Froebel. 
 
 Meantime, the tree needs trimming, for the old, dead branches must be cut off to make room for the new en- 
 grafted boughs.— E. D. S. 
 
 The author has consulted works upon Phonics, Orthoepy, Orthography and Beading, for the purpose of collect- 
 ing the principles of the English language. 
 
 The application of these principles to the "Letter-Card" method is original; and it is believed to be practical. 
 
 We are indebted to. the excellent works of Prof. E. A. Sheldon, Miss Elizabeth Peabody, Prof. E. V. De 
 Graff, Col. Francis W. Parker, Dr. Ad. Douai, Reed and Kellogg, Prof. Albert D. Wright, Prof. McGuffey, and 
 others. 
 
INTRODUCTION. 
 
 Nature begins with objects. The mother says to her 
 little one: "There comes Pa-pa!" thus according a name 
 with the object or person. 
 
 The Kindergarten teacher gives the child a bright 
 colored ball, and leads him to play with it in an instruc- 
 tive manner, but does not teach him the printed nor writ- 
 ten word. This is correct. 
 
 " Play is the normal occupation of children. It is so 
 natural, that we find it even in young animals. In chil- 
 dren,, however, it takes an intellectual turn, and is the best 
 preparation for mental culture." — Karl Froebel. 
 
 By means of bright little cards, letters are transformed 
 into 
 
 Objects, 
 for children to play with, arrange in pretty figures, and 
 finally " build" words. 
 
 The Letter Card Method cultivates manual skill as well 
 as mental activity, and thus lays the foundation for a har- 
 monious development of all the faculties. (See " Indus- 
 trial Education," by Prof. Straight.) 
 
 The inventive faculty is awakened, by leading children 
 to arrange the cards in beautiful figures, as well as to build 
 
 words, for themselves. When pupils compose their own 
 lessons, they will 
 
 Kead Naturally. 
 When they build words with letter cards, as a printer 
 does with type, they will 
 
 Spell Correctly. 
 In DeGrraff's comprehensive work entitled " School- 
 Room Guide," there are ten different methods for teaching 
 pupils to read: 
 
 1. Word Method. 6. Word-Building Method. 
 
 2. Object Method. 7. Look-and Say Method. 
 
 3. Phonic Method. 8. Sentence Method. 
 
 4. Phonetic Method. 9. Drawing Method. 
 
 5. Phono typic Method. 10. The ABC Method. 
 
 It will be discovered that the Letter Card Method is 
 adapted to each of said methods, and may be called the 
 Eclectic, as the author has chosen and combined the best 
 points of them all. 
 
 As about three-fourths of the syllables in the English lan- 
 guage have short vowel sounds. we use, in these first lessons, 
 words which have mostly short sounds. Thus they will be 
 found adapted to the Phonic method. (See Phonic method 
 in appendix. ) 
 
CONTENTS. 
 
 Part I, 
 
 Part II, - - . 
 
 Part III, .... Writing. 
 
 Appendix. 
 
 Word Building. 
 Comparing Print and Script. 
 
Paet I. 
 
 WORD BUILDING. 
 
 Shall little children print words, or write them ? 
 
 Neither at first, but "build" words with letter-cards, 
 which are as diverting as toys, giving occupation to the 
 hands and instruction to the mind. 
 
 As alphabet blocks are bulky, and, moreover, usually con- 
 tain but one set of vowels, with which only a limited num- 
 ber of words can be made, the author has been led to pre- 
 pare small letter-cards, in large numbers with a large sup- 
 ply of both vowels and consonants. These letter-cards are 
 proportional, according to their use, like a printer's font of 
 type, so that pupils can make several copies of a word until 
 it is thorougnly learned; and, in time, build whole sentences 
 and " set up " short stories. 
 
 Punctuation cards are also furnished, and the pupil will 
 acquire the habit of using them as naturally as a printer 
 punctuates in setting type. 
 
 The cards are printed on both sides, thus facilitating 
 rapid selection. 
 
 Most of the letters are small, i.e., belonging to the "lower 
 case," as but few capitals are used in first lessons. 
 
 Lastly, there is a set of script letter-cards in the same 
 boxes with the printed ones, to be used with them for com- 
 parative lessons, after which the pupils will be enabled 
 to take up writing with skill and ease. 
 
 FIRST PREPARATION. 
 Distribution of boxes. 
 Call a pupil from each row to carry boxes to all the 
 desks, telling the children not to open them until permis- 
 sion is given. 
 
 Object Lessons. 
 Let the children examine the outside of the box. 
 Name the color of the box. 
 Describe the pictures on the box. 
 
 Opening of the Box. 
 
 The teacher should show the pupil how, by first open- 
 ing her own box, gently removing the cover, and quietly 
 laying it down, back of the box. 
 
TEE TEACHER'S GUIDE FOR TEE LETTER-CARD METEOD. 
 
 P. " With our hands." 
 
 All look at the picture of a hand, on your boxes. £3fT 
 
 " Now we will build the word "lian d." Find a card 
 like this — (h). Mary may tell in what box it is found." 
 
 31. " Second row from the top, right-hand box." 
 
 T. " You may all tell where I find this letter— (a)." 
 
 P. " In the first box." 
 
 T. " Nowcomes a letter-card that is new to you — from 
 the third row, right-hand box." 
 
 T. "We all keep using the word hand — don't we? 
 Find this letter— (d), then we will know how to make 
 the word 
 
 hand 
 
 Note.— Tell 
 
 I'ord band. 
 
 they can build the 
 
 The class will replace the cards, and repeat: 
 The letter-cards are now in place, 
 
 Each one where it belongs: — 
 0, look! and see that not one face 
 Among the cards is wrong. 
 
 Drawing. 
 
 Pupils take slates and pencils, and draw the picture 
 of the fan and hand. 
 
 Review before giving a new word. 
 
 The teacher should call attention to the words and 
 see how many can read them. Then call on pupils, one by 
 one, to come forward and point to "fan, hand, my." 
 After which the class can copy the words again by build- 
 ing them, and also the figure of the fan. 
 
 (M 
 
 ' Where do you find this?" 
 
 ' In the second box." 
 
 ' Where do you find this?" (a) 
 
 " In the first box." 
 
 ' Where do you find this?" (s) 
 
 " In the fourth row, second box, right hand." 
 
 '•' Now look in the large, square box, right hand, 
 upper corner, and find a card that has this short, straight 
 mark (-) which is called a hyphen. A hyphen divides a 
 word into parts. (Class repeat the statement.) Lay the 
 hyphen after the s. Next, find this, (k), then this, (e), 
 lastly this (t). What word have we made?" 
 
 bas-ket 
 
 T. " You may build the word basket three times more, 
 then the figure of a basket. 
 
ADAPTED TO ALL METHODS. 
 
 a a a a a a a 
 
 n n n n n n 
 
 li h h h h 
 
 m m m m 
 
 f f f 
 
 y 
 
THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 
 
 Use the same cards with blanks, to build the figure of a basket. Afterward pupils might draw a basket from 
 the picture on the box cover. 
 
 tl t t It t Itl t t 
 
 ill II II II 1 1 II 1 
 
 |e| |e| |e| |e| jej jej |e| 
 
 |k |k |k k k jk 
 
 Isl Is Is 
 
 jsj is 
 
 |b| b| 
 
 b| |b| 
 
ADAPTED TO ALL METHODS. 
 
 SENTENCES. 
 
 1. Pupils build sentences from Teacher"s Guide. 
 
 2. Pupils build oral sentences given by tbe teacber or by pupils. 
 
 RULES. — For pupils to repeat. 
 Rule 1. — Every sentence begins with a capital letter. 
 
 Vowel " a'' — short sound. 
 
 An-na has a bas-ket. 
 
 Rule 2. — Every sentence ends with a period. 
 
 My fan is in my hand. 
 
 Questions. — How many pupils have placed blank cards between the words? 
 
 How many pupils have placed a period at the end of the sentence? 
 
 An-na has my hat. 
 
THE TEACHER'S GUIDE FOR TEE LETTER-CARD METHOD. 
 
 Vowel "e" — short sound. 
 
 hen nest 
 
 The hen has a nest. 
 The nest is hid. 
 This is a sled. 
 The sled is red. 
 
WORD METHOD. 17 
 
 Note — The teacher should examine the builded sentences very closely, to see thai pupils do not use a letter "u" in the place of "n"; "p" 
 
 the place of " il "; " <j " in the plan' of " 1> "; nor rccerse punctuation cards. 
 
 "sh." 
 Tell the pupils to use the double card " sh," (comhination). 
 
 Vowel "i" — short sound. 
 
 Use exclamation card. 
 
 Use "question" mark. 
 
 A ship! A ship! 
 Is that a ship? 
 It is a brig. 
 
 The teacher will lead pupils to notice the difference between the capital " I" and the small "1." Children — 
 Both ends of the capital " I " are crossed alike ; while the upper end of the " 1 " is crossed only half way across., and 
 that is on the left side. 
 
 That is a fish. 
 Fred, Fred, get that fish. 
 
 Use the comma. 
 
THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 
 
 Vowel " o. 
 
 O, see that robin. 
 The ro-bin can sing. 
 
 "ch" 
 
 Is this a branch of hol-ly? 
 Yes, that is for us. 
 
 «ff" 
 
 Do not cut off the ber-ry. 
 
WORD METHOD. 
 
 Christ-mas is com-ing, 
 and christ-mas gifts. 
 I can spin my new top. 
 Ma-ry's new wax doll 
 has a red dress. 
 Caleb is in his cot. 
 
THE TEACHERS GUIDE FOB THE LETTEB-CABD METHOD. 
 
 His cot has four steps. 
 
 The boy stands by his flag. 
 
 Yes, that boy is Frank. 
 
 Frank has a pretty flag. 
 Three cheers for the flag! 
 
WORD METHOD. 
 
 I see a drum. 
 It is fun to drum. 
 Rub-a-dub! Rub-a-dub! 
 I wish I had a drum. 
 Is that Bob's um-brel-la? 
 
 Use the apostrophe. 
 
 No, it is pa-pa's. 
 
TEE TEACHER'S GUIDE EOR TEE LETTER-CARD METEOD. 
 
 Exercise in Punctuation. 
 
 Carlo, Carlo, where 
 have you been? 
 Ring the bell for dinner, 
 —hot mud pies! 
 
 " Cluck," said the hen. 
 Don't you see the hawk? 
 
WO HI) METHOD. 
 
 SPELLING. 
 
 Note — Words need In lie presented I 
 words — others say print them. The easier 
 ers sel up type. 
 
 . How can spelling lessons be I 
 ini correel spelling is to " build 
 
 prepared? Some say write the 
 trds with letter-cards as print- 
 
 SPECIMEX LESSON- (ORAL). 
 The teacher pronounces the words and the children build them in columns, tin- teacher telling them to add the 
 letter e to each won! and see what new and different words are formed — changing cap into cape, tub into tube, and so on. 
 
 a a 
 
 i- c- 
 
 T I 
 
 
 6 o 
 
 
 u u 
 
 y y 
 
 cap — e, 
 
 fed— feed, 
 
 bit— e, 
 
 
 hop — e, 
 
 
 tub— e, 
 
 hur-ry — why, 
 
 hat — e, 
 
 wed — weed, 
 
 kit — e, 
 
 
 mop — e. 
 
 
 cub — e, 
 
 flur-ry— fly, 
 
 tap — e, 
 
 bled— bleed, 
 
 mit — e, 
 
 
 not — e, 
 
 
 tun — e, 
 
 mer-ry — my, 
 
 mat — e, 
 
 step — steep. 
 
 slid — e, 
 
 
 dot — e, 
 
 
 cut — e, 
 
 ber-ry — by, 
 
 man — e, 
 
 bet — beet, 
 
 rip — e, 
 
 
 rob — e, 
 
 
 cur— e, 
 
 fer-ry— spy, 
 
 pan — e. 
 
 sped — speed. 
 
 dim — e. 
 
 
 rod — e. 
 
 
 plum — e. 
 
 ver-y — try. 
 
 *Short 
 ling the e. 
 
 vowel sounds arc changed to In 
 
 lg vowel sounds by 
 
 the addit 
 
 .11 of sili'iii e. 
 
 Exceptions: — The sound of long 
 
 ii here by douh- 
 
THE TEACHERS GUIDE FOR THE LETTER CARD METHOD. 
 
 A Stoky. 
 
 Last Friday I heard a 
 hand-organ. It was nice.! 
 There was a little mon- 
 key sitting on the organ. 
 He wore a red coat. The 
 man called him Jacko. 
 
WORD METHOD. 
 
 SPELLING. 
 
 Note — Words need to 
 words — others say "print the 
 ers 9e1 up type. 
 
 iresented to the sight, as well as to the car. 
 The easier and better way for children to lea 
 
 can spelling lessons be best prepared? Some say write the 
 id spelling is to "build" words with letter-cards as print- 
 
 SPECIMEN LESSON* {ORAL). 
 
 The teacher pronounces the words and the children build them in columns, the teacher telling them to add the 
 letter e to each word and see what new and different words arc formed — changing cap into cape, tub into tube, and so on. 
 
 a a - 
 
 e e 
 
 I i 
 
 6 o 
 
 11 u 
 
 f >' 
 
 cap — e, 
 
 fed— feed, 
 
 bit — e, 
 
 hop — e, 
 
 tub — e, 
 
 hur-ry — why, 
 
 hat — e, 
 
 wed — weed, 
 
 kit— e, 
 
 mop — e, 
 
 cnb — e, 
 
 flur-ry — fly, 
 
 tap — e, 
 
 bled — bleed, 
 
 mit — e, 
 
 not — e, 
 
 tun — e, 
 
 mer-ry — my, 
 
 mat — e, 
 
 step — stoop. 
 
 slid — e, 
 
 dot — e, 
 
 cut — e, 
 
 ber-ry— by, 
 
 man — e, 
 
 bet — beet, 
 
 rip— o, 
 
 rob— e, 
 
 cur— e, 
 
 fer-ry — spy, 
 
 pan — e. 
 
 sped — speed. 
 
 dim — e. 
 
 rod — e. 
 
 plum — e. 
 
 ver-y — try. 
 
 "Short vowel sounds me changed to long vowel sounds by the addition of silent e. Exceptions: — The sound of long e is given here by doub- 
 
THE TEACHERS GtTIDE FOR THE LETTER-CARD METHOD. 
 
 A Story. 
 
 Last Friday I heard a 
 hand-organ. It was nice. 
 There was a little mon- 
 key sitting on the organ. 
 He wore a red coat. The 
 man called him Jacko. 
 
ADAPTED TO ALL METHODS. 
 
 Story No. II. 
 
 I have a new doll. It 
 was a birth-day present. 
 I call her May. She has 
 red cheeks. My old doll 
 looks pale. She has been 
 sick so long. 
 
THE TEACHER'S GUIDE FOE THE LETTER-CARD METHOD. 
 
 
 
 
 
 A-sa 
 
 Gil-bert. 
 
 Mar-tin. 
 
 Thom-as. 
 
 
 
 
 
 Al-bert. 
 
 George. 
 
 Mark. 
 
 Tim. 
 
 
 ORAL 
 
 LESSON. 
 
 Ben. 
 Bert. 
 
 Hen-ry. 
 Her-bert. 
 
 Nor-man. 
 Nick. 
 
 U-lys-ses. 
 Ul-ric. 
 
 
 
 
 
 
 Ca-leb. 
 
 I-ra 
 
 Or-rin. 
 
 Yal-en-tine. 
 
 Teacher:— 
 
 
 
 Cy-rus. 
 
 Ike 
 
 Os-car. 
 
 Tick. 
 
 " Would you like to ' build ' some pretty names ? 
 It will be as good as playing games. 
 
 Dav-id. 
 
 Dan. 
 
 Jim-my. 
 John. 
 
 Pe-ter. 
 Pat-rick. 
 
 Willie. 
 Wal-ter. 
 
 Now do not make the least mistake. 
 
 
 Ed-win. 
 
 Karl 
 
 Rich-ard. 
 
 Zae. 
 
 As I 
 
 speak each name 
 
 for you to make 
 
 "• 
 
 El-mer. 
 
 Kent. 
 
 Ralph. 
 
 Zed. 
 
 An-na. 
 A-my. 
 
 Flo-ra. 
 
 Grace. 
 
 Lily. 
 Lu-cy. 
 
 Ruth. 
 Sus-an. 
 
 Frank. 
 Fred 
 
 Lew-is. 
 Luke. 
 
 Steph-en. 
 Sam. 
 
 
 Bes-sie. 
 Ber-tha. 
 
 Ger-trude. 
 Hel-en. 
 
 Ma-ry. 
 Mag-gie. 
 
 Stel-la. 
 U-na. 
 
 Note 
 the names 
 name. 
 
 — The teacher can select from the above names and then srii 
 of the pupils, as every pupil will want to build his or her ow 
 
 Co-ra 
 
 Hat-tie. 
 
 Nel-ly. 
 
 Ur-su-la. 
 
 
 
 
 
 Clar-a. 
 
 I-da. 
 
 Ni-na. 
 
 Vi-va. 
 
 
 
 
 
 Do-ra. 
 
 I-na. 
 
 Ol-ive. 
 
 Vi-o-let. 
 
 
 
 
 
 Dol-ly. 
 
 Jo-sie. 
 
 O-liv-ia. 
 
 Wiu-i-fred. 
 
 
 
 
 
 Em-ma. 
 
 Jane. 
 
 Pan-zy. 
 
 Win-nie. 
 
 
 
 
 
 El-la. 
 
 Ka-ty. 
 
 Pet. 
 
 Zul-ma. 
 
 
 
 
 
 Fan-nie 
 
 Kath-leen. 
 
 Rosa. 
 
 Zoe. 
 
 
 
 
 
PART II 
 
 COMPARISON 
 
 OF 
 
 Print and <&tytt. 
 
ADAPTED TO ALL METHODS. 
 
 COMPARING PRINT AND SCRIPT. 
 
 Why set a pupil at writing script without any instruction? As the letters are connected, it must be hard- for a 
 little child to distinguish where each letter begins, and ends. 
 
 He is likely to commence at the top, or middle of a letter, when he should begin at the bottom, or side. 
 
 DISTINGUISHIXG STRAIGHT LINE LETTERS FROM CURVED LINE LETTERS. 
 
 1st Lesson. — 1st Class. 
 You ask the class to find how many of the printed letters in the little boxes have only straight lines. 
 When each pupil has selected them— a more difficult task than at first may be supposed— then let the right 
 number, seven, be placed on the board, in the following order : 
 
 1 k i v w x z 
 
 2nd Lesson. — 2nd Class. 
 Find all the letters in the little boxes that are made entirely of curved lines. 
 
 If the pupils have not had lessons in Form or Drawing, the teacher will need to show the difference between 
 straight and curved lines. 
 
 Also, lead them to remember that a straight line may be in a slanting position, as in the letter x. 
 
 c o a g 
 
TEE TEACHER'S GUIDE FOR TEE LETTER-CARD METHOD. 
 
 3d Lesson. — 3d Class. 
 
 Next, find all the letters which are made of both straight and curved lines, joined. This will cultivate discrimina- 
 tion still more : 
 
 bdefhjmn 
 p q r s t u y 
 
 Recitation. 
 
 We first find letters with straight lines, 
 Then others with a curve; 
 
 But some are made of both combined, 
 And all for words will serve. 
 
ADAPTED TO ALL METHODS. 
 
 DEVELOPING LESSONS. 
 
 Comparative lessons cultivate descriptive powers as well 
 as observation. 
 
 It is the lack of comparison, chiefly, that causes so many 
 pupils to form obscure styles of penmanship ; whereas, 
 those who first become familiar with print, make full, 
 clear letters in script. 
 
 When the pupils become familiar with the sounds of 
 the letters, then the names will come "second to nature." 
 After the pupils become familiar with print by " building" 
 words with printed cards, then they are ready for 
 
 SPECIMEN LESSON OR CONVERSATION. 
 Preparatory. 
 
 First, ask the pupils to name over the printed letters 
 that have only straight lines and lay out one of each on 
 their forms. 
 
 " How many ?" 
 
 " Seven." 
 
 Next, " How many have noticed that in each little box 
 there is one card which is of different color from the 
 ■others ? 
 
 " Very well, take out the one that is in your box of l*s 
 and lay it in the groove, below that printed one. 
 
 " What color?" 
 
 Ans, — " Yellow, or buff." 
 
 Card. 
 
 " Any difference in the size?" 
 
 " The buff card is larger." 
 
 « Shape ?" 
 
 "Long, pointed." 
 
 " The other cards?" 
 
 " Square." 
 
 " Position?" (placing them side by side.) 
 
 " The buff card lies slanting. The white cards stand 
 upright " 
 
 Letter. 
 
 " Can you tell the name of the letter on this buff card?" 
 
 "1 — the same as the printed one." 
 
 " With what is this kind of a letter generally made?" 
 
 " With a pencil or pen." 
 
 " Yes, this belongs to the kind we use in writing. 
 
 " What are they called?" 
 
 " Written letters." 
 
 " Yes, or script letters. (P. " Script letters.") 
 
 " How were the letters on the white cards made?" 
 
 " They were printed." 
 
THE TEACHERS GUIDE FOR THE LETTER-CART) METHOD. 
 
 " How many of you know all the printed letters?" (All.) 
 " Would you like now to learn script, or written 
 letters? 
 
 " Then take out the huff cards from the hoxes where 
 you found those straight-lined letters. Lay them on the 
 box-form, directly under those printed letters. 
 
 " Let us examine them, and see how they differ from 
 the printed letters of the same name." 
 
 Teacher questions about position of letters, and kind of 
 lines — leading pupils to compare and describe, viz. 
 
 COMPARISON OF LINES, POSITION AND FORM. 
 
 1 k i v w x 
 
 J, has 1 straight line 
 
 k-3 
 i " i 
 
 / 
 
 Print. 
 
 Form. 
 
 like a stem, with an 
 arm at the top, and a 
 bar at the bottom, 
 
 with an arm at the top and 
 bars at the bottom, 
 
 with arm at the top and bar 
 at bottom, and a dot above, 
 
 & w 
 
 upright. 
 
 slanting, 
 upright. 
 
 <Z> 
 
 Script. 
 
 / Straight and curved lines, 
 
 Form: The script 1 has a long loop, where 
 the printed 1 has a stem. 
 / Straight and curved, joined, 
 
 Form: A long loop, and two curves. 
 
 ' Straight and curved, joined, 
 Form: A dot above it, like the printed i. 
 
 Position. 
 
 slanting 
 
ADAPTED TO ALL METHODS. 
 
 V 
 
 w 
 
 X 
 
 z 
 
 Lines. 
 2 
 
 open at top, with short lines 
 or "bars" across upper ends, 
 open at top, with bars across 
 the upper ends, 
 the lines cross each other 
 at their centers, with bars 
 on the upper and lower ends, 
 with bars at the ends of } 
 the horizontal lines, ) 
 
 Position. 
 slanting. 
 
 2 horizontal. 
 
 Lines, 
 ■tc. Straight and curved joined, 
 
 slanting. 
 
 / 
 
 Form: With a loop below the line. 
 
 Beginning Placi 
 
 Now all look closely on the board, while I draw those two rows of letters that you have placed on your forms. 
 Name the first one. Tell me at what part of the printed 1 I begin. " At the top." 
 
 The printed 
 
 J_ begins at the top. 
 
 k „ „ 
 i (( „ 
 
 w « « 
 
 X « u 
 
 Z u u 
 
 The script ^g begins on the left hand side. 
 
 / 
 
 These lessons not only cultivate observation, but 
 descriptive powers and language. 
 
THE TEACHER'S GUIDE FOR TEE LETTER-CARD METHOD. 
 
 THE CURVED PRISTED LETTERS. 
 
 2nd Class. 
 
 c o a g 
 
 C Upright. 
 
 o 
 a 
 
 g - 
 
 e e a 
 
 Print. 
 
 
 
 Script. 
 
 
 Lines. 
 Curved. 
 
 Beginning. 
 At the top. 
 
 Position. 
 /• Slanting. 
 
 Lines. 
 
 Curved. 
 
 Beginning. 
 At the left side 
 
 Form like the lower part of a printed a. 
 Slanting, Curved. At the left side. 
 
 /' Has a long loop, instead of a short curve at the hottom. 
 
 Statement. — These four printed letters, c o a and g stand upright, have curved lines, and hegin at the top, 
 •while the same letters in script stand slanting, have curved lines, and begin at the left side. 
 
 Note. — Have the pupils build these two rows of letters, placing the script c directly under the printed c, the script o 
 directly under the printed o, and so on, and putting blanks between the letters. Tell children to look at the copy in 
 the book and see if their work is correct. Lastly, they may write the script letters on their slates. 
 
ADAPTED TO ALL METHODS. 
 
 COM PA RA TI VE LESSON. 
 
 b 
 
 h 
 
 CURVED-LINE PRINTED LETTERS. 
 
 3rd Class. 
 
 Lines. 
 1 straight line, 
 
 y 
 
 Position. Lines. Beginning 
 
 Upright, 1 straight line, top, 
 
 with, a curve on the right hand lower part, and an arm 
 at the upper end. 
 
 Upright, 1 straight line, top, 
 
 with a curve on the left hand lower part, and an arm 
 at the upper end. 
 
 Upright, 1 straight line, in the centre, 
 
 a short horizontal line, nearly surrounded with a curve. 
 
 Upright, straight and curved, joined, top, 
 
 and crossed near the upper end with a horizontal line, 
 and a bar across the lower end. 
 
 Upright, 1 straight line. top, 
 
 with an open curve on the right side, lower part, bars 
 across the lower ends, and an arm at the upper end. 
 
 *As there are fifteen letters in the 3rd Class, teacher may divide into three lessons. 
 
 Script. 
 
 Position. Lines. Beginning. 
 
 Slanting. straight and curved, at the side, 
 
 loop at the upper end, where the printed b has a stem. 
 
 Slanting, straight and curved, at the side, 
 
 with a stem like the printed d. 
 
 Slanting, straight and curved, at the side, 
 
 much like the printed e. 
 
 Slanting, straight and curved, at the side, 
 
 has two long loops, unlike the printed f. 
 
 Slanting. straight and curved, at the side, 
 
 A loop at the upper end, where the printed h has a 
 stem. 
 
THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 
 
 j m n p q 
 
 m <?i 
 
 i 
 
 m 
 
 n 
 P 
 
 q 
 
 Print. 
 
 Lines. Beginning. 
 
 Opright, straight and curved, joined, top, 
 
 with a dot above it. 
 
 Upright, straight and curved, joined, top, 
 
 Three straight lines, joined by curved lines at the 
 upper end. with bars across the lower ends. 
 
 Upright, straight and curved, joined, top. 
 
 Form: Bars across the lower ends. 
 
 Upright, straight and curved, joined, top, 
 
 a curve on the right hand, upper part, and a bar 
 across the lower end. 
 
 Upright, straight and curved, joined, top, 
 
 a curve en the left hand, upper part, and a bar across 
 the lower end. 
 
 Script. 
 Position. Lines. Beginning. 
 
 Slanting, straight and curved, at the side, 
 
 with a dot over it, but a loop instead of a curve at the 
 lower end. 
 
 Slanting. straight and curved, at the side, 
 
 much like the printed m, only the lines are slanting 
 and more curved. 
 
 Slanting, straight and curved, at the side. 
 
 Form: Nearly like the printed n. 
 
 Slanting, straight and curved, at the side, 
 
 with a stem at each end. 
 
 Slanting, straight and curved, at the side, 
 
 with a curve on the left hand upper part, and a stem 
 like the printed q. 
 
ADAPTED TO ALL METHODS. 
 
 V 
 
 s 
 
 t 
 
 y 
 
 r s 
 
 t u y 
 
 Print. 
 Position. Lines. Beginning. 
 
 Upright, straight and curved, joined, top. 
 
 a curved arm near the top and har across the bo t turn. 
 
 IJpright, straight and curved, joined, top, 
 
 a double curve with a bar across each end. 
 
 Upright, straight and curved, joined, top, 
 
 a stern crossed by a horizontal line near the top. 
 
 Upright, straight and curved, joined, top, 
 
 with half bars at the upper ends and at the lower end. 
 
 Upright, straight and curved, joined, top, 
 
 with two slanting lines joined and ending in a curve. 
 
 Srript. 
 Position. Lines. Beginning. 
 
 Slanting, straight and curved, at the side, 
 
 with a shoulder instead of a curved arm on the top. 
 
 Slanting, straight and curved, at the side, 
 
 with a slanting line and one curve. 
 
 Slanting, straight and curved, at thejside, 
 
 with a stem crossed near the top by a horizontal line. 
 
 Slanting, straight and curved, at the side. 
 
 Form: Like the printed u, only slanting lines. 
 
 Slanting, straight and curved, at the side. 
 
 Form: Like the printed y, but a loop instead of a 
 curve at the bottom. 
 
 Summary. 
 
 T. " What can you say of the position of the script letters?" P. " The script letters are in a slanting position." 
 
 T. "In what direction do all the script letters slant?" P. " The script letters all slant to the right.'" 
 
 T. " Where does each script letter begin?" P. " Each script letter begins at left side, with a connecting line.'* 
 
TEE TEACHER'S GUIDE FOR TEE LETTER-CARD METHOD. 
 
 SCRIPT LETTERS. 
 Class 1. — Loops. 
 
 Class 2. — Stems. 
 
 e? / 
 
 & 
 
 Class 3. — Short Letters. 
 
 a e e / m // r / d- a w w $ 
 
 Ten long and slender loops we make, 
 Just five above, and five below ; 
 
 Then four stems, too, that will not break- 
 The rest are short — a pretty row. 
 
 
ADAPTED 10 ALL METHODS. 
 
 COMPARATIVE LESSON. 
 
 A 
 
 H SWF G N 
 
 T. " What is the large kind of letters called?" T. 
 
 P. " Capitals." P. 
 
 T. <• Yes. sometimes the printer call them : caps,' for ! T. 
 
 short. What kind of capitals are those in the lower line?" who 1< 
 
 P. " Print capitals." P. 
 
 T. " What kind in the upper line?" T. 
 
 P. " Script capitals." and officers, all dressed in pretty uniforms, with curling 
 
 T. " You may call them ' print caps,' and ' script caps.' feathers or plumes. Now you may all find some beautiful 
 
 Which do you think looks the finest of the two rows?" letters like these (in one of the long hoxes) and place them 
 
 (If the children are undecided, or divide in opinion, on your forms, in the same order as they are in my book." 
 
 ask them, "which is the prettier, a straight line or a curved Note— After the letters are all arranged, call upon the children to 
 line." Lead them to choose " the line of beauty." 
 
 ■ What is the position of the print caps?" 
 ' Upright." 
 
 Yes, they stand like soldiers. Can you tell me 
 
 soldiers when they march in line?" 
 : The captain, officers, the drum major." 
 
 Will, these script letters look like drum majors 
 
 Note. 
 name them, in concert. 
 practice building them in 
 
 Afterward, practice writing them. Also 
 ilphabetical order, repeatedly. 
 
 The '' print caps " you could quickly name, 
 But "scripts " are finer dressed: 
 
 Though " uniformed," they're all the same, 
 As you have quickly guessed. 
 
THE TEACHERS GUIDE FOR THE LETTER-CARD METHOD. 
 
 PRINTED CAPITALS- 
 
 The teacher should have the pupils " build " this page, as a review. 
 
 A B C D E F 
 G H I J K L M 
 
 N O P Q R S 
 T U V W X Y Z 
 
 When the letters are all placed correctly on the form, ask each pupil to read them. It' one makes a mistake, let 
 the next begin where the last left off. Finally, all name them in concert. 
 
ADAPTED TO ALL METLIODS. 
 
PART III. 
 
 WRITING. 
 
ADAPTED TO ALL METHODS. 
 
 WRITING. 
 
 A SPECIMEN LESSON. 
 Resemblances and Differences in Fokm. 
 
 abode 
 
 a 
 
 d 
 
 c 
 
 a? 
 
 e 
 
 Teacher. " Please look while I draw a line across the 
 printed a, cutting off the upper curve. Now what does! 
 the lower part look like?" Pupil. " Like the script a." 
 
 T. " The script a is like the lower part of the printed 
 a." (Pupils repeat.) " What is this little line called 
 that you see here on the left side of the script a?" P. "A 
 connecting line." 
 
 T. " What difference in the form of the h's?" P. "The 
 script b has a loop instead of a stem, and the curve on 
 the right is open at the top." 
 
 T. " What likeness in the forms of the two kinds of c's?" 
 P. " The script c is shaped like the printed c." 
 
 T. « What of the script d?" P. " The script d has 
 a stem like the printed d." 
 
 T. " Describe the printed e." P. " The printed e 
 has a short horizontal line passing through the curve." 
 
 T. " Now describe the script e." P. " The script e 
 has a slanting line through the curve." 
 
 Note. — Let the pupils take their slates and pencils and copy the 
 above script letters; afterward, copy the following line: 
 
 />// &€€&/ 
 
 m/ /// i/ie eat 
 
THE TEACHER'S Oil UK FOR THE LETTER-CARD METHOD. 
 
 WHITING LESSON 2. 
 
 Have pupils examine the form of each one of the above script letters to see how they are like or unlike the joined 
 letter of the same name and lead them to give the following 
 
 Statements. 
 
 The script f has a loop at the upper end, where the! The script h has a loop at the upper end where the 
 printed f has a curve. Also a loop at the lower end, or printed h hasa stem. 
 below the line. The script i has a dot above it like the printed i. 
 
 The script g has a loop at the lower end where the The script j has a dot above it like the printed j, and a 
 printed g has a curve. loop below instead of a curve. 
 
 Exercise in Connecting the above Letters. 
 
 ^W////7 a&w ys//// d#47u /am. 
 
ADAPTED TO ALL METHODS. 
 
 WRITING LESSON 
 
 k 1 m n o 
 
 m #i e 
 
 Statements. 
 
 The script k has a loop where the printed k has a stem. 
 
 The script 1 has a loop instead of a stem. 
 
 The script m is much like the printed m in form. 
 
 The script n is nearly like the printed n in form. 
 The script o is like the printed o with the addition of i 
 connecting line. 
 
 Exercise in Connecting t^e above Letters. 
 
 <me Mma //w/ s/r 
 
THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 
 
 WRITING LESSON 4. 
 
 p q r s t 
 
 / 
 
 , / 
 
 Statements, 
 
 The script p has two sterns. One at the lower end like 
 the printed p, and also one at the upper end. 
 The script q has a stem, like the printed q. 
 The script r has a " shoulder " instead of a curved arm. 
 
 The script s has a slanting line and one curve, where 
 tin- printed s has a double curve. 
 
 The script t is almost like the printed t. except the con- 
 necting line. 
 
 Exercise in Connecting the above Letters. 
 
 eade 
 
 ///r/r </// 
 
 />//// ///// JAY//r 
 
 Oral Lesson. 
 0, see the snow-flakes fall, 
 
 Eight down on my new sled; 
 I'll make a big snow-ball 
 
 Before I go to bed. 
 
ADAPTED TO ALL METHODS. 
 
 WRITING LESSON 5. 
 
 u v w x y z 
 
 Statements. 
 The script u is nearly like the printed u. The script x is different from the printed x. The lines 
 
 The script v is shaped like the printed v, but has curved are curved and do not cross each other. 
 ^ nes - The script y has a loop where the printed y has a curve 
 
 The script w is shaped like the printed w, with curved The script z has a loop at the bottom. 
 lines instead of straight ones. 
 
 Exercise in Connecting the above Letters. 
 
 {mew ^fe/ v&en/ /r//// Me 
 
 -men fo e^ai/ a mad of %me. 
 
THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 
 
 A 
 
 B 
 C 
 D 
 
 E 
 
 SCRIPT SENTENCES. 
 
 '■a a/zed fe 1 /&u /i/4 /me. 
 
 $m^ dee Mm 
 
 v m 
 
 is/jam tfmtd a 
 
 y 
 
 
ADAPTED TO ALL METHODS. 
 
 
 & 
 
 m/c/ 
 
 e/m=#w can 
 
 a c/me. 
 
TEE TEACHER'S GUIDE FOR TEE LETTER CARL METHOD. 
 
 K 
 
 y//j r//r//r// r/r// f 
 
 L @/////>/ can ///jr//'// a mne. 
 
 M 
 N 
 
 ///• /////// 4am w# 4?Mamd 
 
 mm /./ /tamed /'// ///e Maid. 
 
 o 
 
 / 
 
 dee //V// ///y/// m&ern. 
 
ADAPTED TO ALL METHODS. 
 
 SS///.J S7/C /r////f/ /// d/t€i 
 
 
THE TEACHER'S GUIDE FOR THE LETTER CARD METIIOD. 
 
 U i U*&a 
 
 Y//fj a 
 
 ///n/rr/. 
 
 ///// 
 
 X tt ////// // a /r//'// m Qw: 
 
 / / / / 
 
APPENDIX. 
 
 PHONIC METHOD. 
 
 Analysis of the Word by the Sounds of the Letters. 
 
 Those teachers who prefer analysis of the word by the 
 Bounds of the letter, can use one of the following methods: 
 
 1. — Simply give the sounds instead of the letters. 
 
 2. — Preceded by Preparatory Lessons. 
 Which is the better way, to show the pictured outline of 
 an object «>mi>lete or to draw those outlines in the presence 
 of the class ? Certainly the children will enjoy seeing the 
 growth of the picture, and, in the same way, they will 
 like to watch the growth of the word, and to hear the 
 teacher " pronounce " it slowly while building it letter by 
 letter. 
 
 Specimen Lesson. 
 
 T. " What am I drawing?" 
 P. " A picture of a fan." 
 
 T. " Now look closely while I make the word fan, with 
 some of these little cards." 
 
 Teacher proceeds with building the word on the "form" 
 
 which is held in view, and slowly pronounces, by giving 
 the sound of each letter, as it is laid in its place, thus: 
 
 f-a-n 
 
 T. " Please watch my lips while I pronounce it again. 
 
 Now you may repeat each sound after me." 
 
 Children repeat, f-a-n. 
 
 T. " Listen, while I sound the first part alone. All 
 try it : " f." Again, "f, f." 
 
 Teacher gives the second part (short a). Children 
 repeat. 
 
 Finally, the last sound (n). 
 
 Then the whole word clearly. 
 
 Note.— Doubtless some of the pupils may know the names of a 
 i,. u letters, and try to give them. The teacher might merely say, "We 
 do not care to use the names of the letters yet. Let us first learn their 
 
THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 
 
 Word Building. 
 T. " Now you may build the word fan, as I did, on 
 your forms." 
 
 " Where is f?" (Calling it by the sound only.) 
 P. (Using the sound,) " f is in the second row, second 
 box, left hand." 
 
 T. " Where is a?" (giving short sound.) 
 P. "a is in the upper row, left hand box." 
 T. u Where is n?" 
 
 P. " n is in the third row, right hand box." 
 T. " All who can find more letters, just like those, in 
 the same boxes, may build the word fan again. 
 
 " See how many times you can build that word while I 
 repeat : 
 
 " Little builders, build away, 
 There is work for you to-day : 
 Find the letters, small and bright, 
 Put them in their places right. 
 
 Children build: 
 
 fan fan fan 
 
 Additional. 
 
 Sound them clearly; one by one, 
 Then the lesson will be done." 
 
 Pupils echo, 
 
 " Yes, we'll.souND them, one by one, 
 Then the lesson will be done." 
 
 Pupils pronounce each sound. 
 
 Note. — At the close of each lessou, teacher see that the cards are 
 put back iu the box all right. Pupils will soon learn to "distribute'' 
 them rapidly. The teacher should require them to look around them, 
 and see that no cards are scattered ou the floor or elsewhere. 
 Children learn to repeat: 
 
 The letter cards are now in place, 
 
 Each one where it belongs. 
 
 We've looked, to see that not one face 
 
 Among the cards is wrong. 
 
 Note. — After the presentation of one word, in a thorough manner, 
 the first and only difficulty is passed. Each successive word becomes 
 easier and more familiar to the pupil, because Le has the KEY to pro- 
 nunciation, and the letter cards become like toys in his hands. 
 
 Moreover, when he has built words for himself, he will kxow them 
 thoroughly, and there will not be any guess work in reading the lesson_ 
 
 HE^"See pamphlet by E. I>. Starr, entitled "Preparatory Lessons on 
 Breath and Voice, or Letter Cards adapted to the Phonic Method. 
 
SELECTIONS TO MEMORIZE 
 
 TEN LITTLE DOLLIES. 
 
 [[From The Nursery.] 
 One lonely dolly didn't know what to do, 
 Sighed for a playmate — that made two. 
 Two fragile dollies, sick as they could be, 
 Galled in a doctor — that made three. 
 Three fairy dollies, in a candy store, 
 Bought one of sugar — that made four. 
 Four stylish dollies went out for a drive. 
 Coachman in livery — that made five. 
 Five pretty dollies with their hats to fix, 
 Went to a milliner — that made six. 
 
 Six paper dollies, all their ages even, 
 Stood by their mamma — that made seven. 
 Seven smiling dollies, with book and slate. 
 Sat by their teacher — that made eight. 
 Eight talking dollies, all in a line, 
 In came a truant — that made nine. 
 Nine happy dollies trotted home again, 
 Grand-dolly kissed them — that made ten. 
 
 SIMPLE ADDITIOX. 
 
 One little downy duck chipped a shell through, 
 So did another duck — 1 and 1 are 2. 
 
 Two pretty sister ducks never could agree, 
 Up came a brother cluck — 2 and 1 are 3. 
 
 Three very jolly ducks waddled on the shore, 
 There they met a lazy duck — 3 and 1 are 4. 
 
 Four pert and naughty ducks would not learn to dive ; 
 " Quack " then, said Captain Duck — 4 and 1 are 5. 
 
 Five plump and merry ducks, swimming after sticks, 
 Met with a fellow duck — 5 and 1 are 6. 
 
 Six rather sleepy ducks rested in the even, 
 Up came a lively duck — 6 and 1 are 7. 
 
 Seven very tired ducks, sleeping rather late, 
 Were waked by a noisy duck — 7 and 1 are 8. 
 
 Eight ducks, gay and proud, in a flock combine, 
 " Let me in," said homely cluck — 8 and 1 are 9. 
 
 — From The Nursery. 
 
LIBRARY OF CONGRESS 
 
 THE TEACHER'S GUIDE FOR TLTE LETTER-CARD METHOD. 
 
 019 843 659 8 % 
 
 ILL NOT TELL. 
 (A Christmas Colloquj for Two. with Chorus.) 
 First :— 
 
 (>. what shall ynu give your father and mother 
 
 This beautiful Christmas day ? 
 What gifts shall be for your sister and brother, 
 And all of your dear ones, say ? 
 Second : — 
 
 I'll not tell, and you will not know, 
 
 Till Christmas trees with their blooms shall glow. 
 
 I'll not tell, I'll not tell ! 
 But, bye and bye, when thegifts you see. 
 Will you sing the Christmas song with me. 
 While the the angels sing with us again ? 
 
 (Angel Chorus, to be stir,;; a little way oil', i 
 
 Peace, peace on earth, good will to man ! 
 First : — 
 
 Say. what shall you give the poor little peopli . 
 
 That shivering, speed away 
 Through frosty streets, while the chimes in the steeple 
 Ring merry for Christmas day ? 
 Second : — 
 
 I'll not till, and you will no; know. 
 Till Christmas baskets to rind them go. 
 
 I'll not tell, I'll not b V- ! 
 But bye and bye, when the gifts you see, 
 Will you sing the Christmas song with me. 
 While the angels sing with us again? 
 Chorus : — 
 
 Peace, peace on earth, good will to man ! 
 
 — From Ex], [hit ion Days. 
 
 MABCHING EXERCLSE. 
 
 (An'aiiL'c a straight /</.<■ of pupils in front, and a curved line beh 
 them. Each line recites in concert.) 
 
 •ghi line. : — Straight is the line of duty, 
 Ourved line : — Curved is the tin* of beauty ; 
 S aight line : — Follow the first, and thou shalt see, 
 Curved lint : — The last will surely follow thee. 
 
 (In reciting the third line, let the straight line march on ; and. in 
 reciting the fourth, let the curved line march on, and into tht steps of 
 llio straight line.) 
 
 — From Exhibition Days 
 
 THE - RUN A WA Y" SQUIRREL. 
 
 ■■ Two little squirrels lived in a wood, 
 
 One was naughty, the other was good. 
 
 Th. naughty one's name was Dandy dim. 
 
 His mother was very fond of him. 
 
 The good one's name was Johnny Black, 
 
 lie had beautiful fur all down his back — 
 
 And In in vi /• /'■< at in in- n railroad track. 
 
 But Dandy Jim — alas for him ! 
 
 lb- ran "inn/ from home one day. 
 
 His mother looked for him, far and near, 
 
 But never a word from Jim could she hear; 
 
 For, crossing the track, the ears ran over him. 
 
 And that was the end of poor Dandy Jim ! 
 
 But Johnny Black, he always came back. 
 
 lie thought that at homt was the place to stay. 
 
 He minded his mother, where'er he might he — 
 
 He thought that his mother knew better than he.