.H2 Copy 1 LIBRARY OF CONGRESS. @i;aji. ..... .. (Jopijfij^t !fo.. Shelf ....^....?^ UNITED STATES OP AMERICA. Issued Quarterly Extra Number February, 1890 xjpi^i-iJMPa ^ 'll^^ H 5f Whc Iftt'Vu^ratTir ^^ ^ p ti p 1 MANUAL FOR TEACHERS 1 ,^ ^m CONTAINING 1 ^ ^m. i I SUGGESTIONS AND ILLUSTRATIVE p2 ^^Sn y § LESSONS LEADING UP TO a|a IS^ ^1 i t PRIMARY READING N^ I^Jr i 3n P ^1 1 \ ^"^ \ i^ ^^ ^ P I. F. HALL 1 1 B 1 S SUPERINTENDENT OF SCHOOLS AT LEOMINSTEK 1 MASS. i 9 i ^ P p ^ 1 { HOUGHTON, MIFFLIN AND COMPANY 11 ^ i^ 1 11 WC l^j i. Boston : 4 Park Street Um r^ m ta New York: 11 East 17TH Street M^ m $ a Srte i^liberstlie ]^rese, CambrtUge |P 1 f \ Entered at the Post Office, BoBton, Mass., as second-class matter i ^1 ii Mbs MmmSBMBefsaasgillf^^^^i^^ n3 P*- i^^ssaa*:- mm^ii^ssB Single Numbers FIFTEEN CENTS. | ,;?f;:);b^e:sr5o''«:, cents €l^e asibemDe literature ^erie^. CLASSIC ENGLISH FOR SCHOOLS. The Riverside Literature Series is the result of a desire on the part of the publishers to issue in a cheap form for school use the most interest- ing and instructive masterpieces of such writers as Lougfellowf, Whittier, Holmes, Lowell, Hawthorne, etc. In order that the reader may be brought into the closest possible con- tact with the author, each masterpiece is given as it was written, un- altered and unabridged,! and the notes, while sufficiently helpful, aro not so voluminous that the reader's mind is occupied with the editor rather than with the author. The numbers already issued have been extensively used for the study of Language, for the study of Literature, for Supplementary Reading, and as substitutes for the graded Readers. In whatever way they may be used, the principal benefit to be derived from them will be the forma- tion of a taste in the reader, for the best and most enduring literature ; this taste the pupil will carry with him when he leaves school, and it will remain through life a powerful means of self-education. An inspection of the titles of the different numbers of the series will show that it con- tains a pleasing variety of reading matter in Biography, History, Poetry, and Mythology. The Extra numbers that appear from time to time are published prin- cipally for the benefit of teachers of Reading and Literature. The following numbers, given in the order of their simplicity, have been fou^id well adapted to the tastes and capabilities of pupils di the Fourth-Reader grade: 29, 10, 7, 8, 9, 17, 18, 22, 23, 11, 21, 28, 36, 24, 19, 20, 32, 37, 31 ; the other numbers of the series are suitable for pupils of the Fifth and Sixth Reader Grades and for the study of literature. The Publishers take pleasure in announcing that several new num- bers — containing some of the best and purest literature — will be added to the Riverside Literature Series during the next school year ; the wide- spread popularity among teachers and pupils of the forty-seven num- bers already published is a sufficient guarantee that future numbers will meet with favor. 1 There are in the entire series perhaps half a dozen cases where a sentence has been very slightly changed in order to adapt it for use in the schoolroom ; and in one «se, for a similar reason, three pages of the original have been omitted. %^t Hitier0irje ILiterature &erie0 THE RIVERSIDE MANUAL FOR TEACHERS CONTAINING SUGGESTIONS AND ILLUSTRATIVE LESSONS LEADING UP TO PKiMARY READING I. F. HALL SUPERINTENDENT OF SCHOOLS AT LEOMINSTER, MASS. /.- -'' HOUGHTON, MIFFLIN AND COMPANY Boston: 4 Park Street , New York: 11 East Seventeenth Street 1890 v^^'^v <• -Pk Copyright, 1890, By 1. FREEMAN HALL. All rights reserved. The Rivfr.tirffi Prpsa, Cnmhrirfse, Mrrsx , V S. A. Electrotyped and Printed by H. 0. Houghton & Company. PREFACE TO THE MANUAL. This Manual is intended to combine the various systems of teaching the art of reading by what are known as the " New Methods," especially in the in- terest of such teachers as have had few opportunities for studying in detail the principles and practical features of these methods. Many teachers, who are familiar with the principles in theory, hesitate to prac- tice them continuously and persistently, because they fail to see how they are related to one another, or how they may be combined into a consistent whole. In the best primary schools much attention is given to object and picture lessons, and to the occupations of the kindergarten, because it is now admitted that these develop the intelligence of the child, and pre- pare him, by a natural gradation of exercises, for the special work of primary schools. The first subject treated in the Manual is, therefore, Preparatory Work, which trains the children to see, to talk, and to think, and serves to keep them busy when they are left to themselves. The Manual further attempts to show the teacher how to teach reading by script sentences from the IV PREFACE TO THE MANUAL. blackboard, not by the sentence, word, or phonetic method alone, but by a combination of the three. In the First Steps, each illustrative lesson is divided into three sections implying that the three methods are to be carried forward together and made to supplement each other. Teaching by objects is advocated and illustrated. Every lesson is made realistic by methods which re- quire the pupil and the teacher to suit the action to the word. Every lesson in reading is made a lesson in lan- guage. Children should be trained to talk with tongue and pencil, and . no exercise furnishes better opportu- nities for this training than the reading lesson. The use of punctuation marks, capital letters, etc., is to be taught incidentally and indirectly. The teacher is to use them and require her pupils to copy and use them. Inaccuracies in language are to be gently cor- rected by the teacher, and the pupil is to be shown the better forms of expression and encouraged to use them. Children learn the names of letters while learning to write the words in which they occur, and the sounds of the letters are best taught incidentally, as suggested in the chapters on phonics. Teachers are advised to read the Manual through before applying the methods outlined in it, as some suggestions in the latter part apply equally well to the First Steps. PREFACE TO THE MANUAL. V The system employed in the Preparatory Work and First Steps involves the use of an Instruction Frame especially prepared for this Manual, upon which words, pictures, and even objects, are to be placed. In case of much of the work, however, the blackboard may be substituted for the Frame, when- ever the latter is inaccessible. I. F. H. CONTENTS. PAGE PART I. THE PREPARATORY WORK. Introduction 1 Chapter I. Picture Lessons. Lessons I.-IV. Picture A 2 Lessons V.-VIL— Picture B 10 Lessons VIII.-X. — Picture C 14 Lesson XL — Picture D . . . 17 Chapter II. Representation, Invention, Combina- tion 19 Chapter III. Lessons in Color 21 Chapter IV. Modeling in Clay 22 Chapter V. Original Designs 23 PART 11. FIRST STEPS IN READING. Introduction .... 25 Lesson I. — I. Reading 28 II. Word Exercise 3?» III. Phonic Exercise and Chart .... 34 Lesson II. — I. Readinj^ 3g II. Word Exercise 41 III. Phonic Exercise 42 Lesson III. — I. Reading 43 II. Word Exercise 44 III. Phonic Exercise 46 Lesson IV. — I. Reading- 47 II. Word Exercise 49 III. Phonic Exercise 51 Lesson V. — I. Reading 52 II. Word Exercise 56 • III. Phonic Exercise 58 vili CONTENTS. Lesson VI. — I. Reading- 60 II. Word Exercise (52 III. Phoiiie Exercise C4 Lesson VII. — I. Reading: 64 II. Word Exercise 67 III. Phonic Exercise 68 Lesson VIII. — I. Reading 70 II. Word Exercise 73 III. Phonic Exercise 74 Lesson IX. — I. Reading 70 II. Word Exercise 77 III. Phonic Exercise 79 Lesson X. — I. Reading- 81 II. Word Exercise 84 III. Phonic Exercise 85 Lesson XI. — I. Reading 85 II. Word Exercise 80 III. Phonic Exercise 92 PART III. SCRIPT AND PRINTED SENTENCES. Chapter I. Script Sentences 94 Chapter II. The Transition from Script to Print . 104 A TEACHER'S MANUAL. PART I. THE PREPARATORY WORK. Few children can be taught to read at three years of age ; most children five years old need special prep- aration, because their senses and their powers of imag- ination and attention require training. Good teach- ers, realizing this, generally preface or accompany the instruction in reading by what may be called Prepar- atory Work. As outlined in this Manual, such work includes Picture and Conversation Lessons, Practice in Representation, Invention, and Combination, and Instruction in Color, Form, etc. As a preparation for reading, picture lessons are better than object lessons, because pictures appeal more directly to the imaginative faculty of the child, and direct rather than stimulate thought. In the Pic- ture and Conversation Lessons the teacher will begin by showing her class a picture, and will by query or suggestion lead each child to observe it in an orderly manner. She will thus compel him to use his eyes in reading the picture, that he may thereupon tell the story it tells him. Outline pictures to be displayed on the Instruction Frame are furnished with this Manual. They rep- resent objects familiar to little children in a great variet}^ of relations. 2 PREPARATORY WORK. The Picture and Conversation Lessons which follow are designed to illustrate the Preparatory Work, and to serve as a basis for whatever the teacher may intro- duce from her own experience or ingenuity. CHAPTER I. PICTURE AND CONVERSATION LESSONS. LESSON I. PICTURE A. Talk with the class to gain their attention and put them at their ease ; then place Picture A upon the Instruction Frame, and proceed as follows : — Teacher. Teli me what you see in this picture. Children. I see a dog. I see a boy. I see a cat, etc. T. What do you see on the table ? C. I see a lamp on the table. I see a box on the table. I see books on the table. T. What is the boy doing ? C. He is playing with a ball. T. Where is the ball ? C. The ball is in the air. T. Tell me more about the boy. C. He tossed the ball. He threw the ball. He sees the ball. The boy will catch the ball. T. Tell me something about the ball. C. It is in the air. It will fall. The ball is round. T. Good ! Can you find anything else in the picture ? Point to it and tell me about it. C. This apple is round. The top of this (pointing to the andiron) is round. T. Very good ! Find something in this room that is round like the ball. PICTURE AND CONVERSATION LESSONS. 3 C. I have a round ball in my hand. I see something romid on the table. My head is round like a ball. T. Excellent ! Tell me what you see on the floor in this picture. C. I see a dog. I see a cat. I see an apple. T. Where is the dog ? Where is the cat ? Where is the apple ? C. The dog is on the mat. The cat is near the table. The cat is between the boy and the table. The apple is in front of the cat. The cat is in front of the boy. The apple is under the table. T. Almost ! How do you think the apple came there ? C. I think it fell from the table. I think the boy threw it upon the floor. I think the baby dropped it. T. Ah, where is the baby ? C. The baby is sitting in her mamma's lap. T. What is she doing ? C. She is playing with her doll. I think she is talking to it. T. So do I. Who is looking at the baby ? C. The dog is looking at the baby. I am looking at the baby. You are looking at her. We are looking at her. T. Very good! Who can tell me a story about this baby ? Let each one tell a different story. C. This is a good little baby. This baby sits in her mamma's lap. This baby loves to play with her doll. I think she loves to play with the dog. 4 PREPARATORY WORK. T. So do I. Have you a dog at home ? Do you like to play with your dog ? Does the dog like to play with you ? Let us play that we are taking the things off the table. I will take the box. C. I will take the books. I will take the lamp. T. I am afraid it is too heavy for you. You had better take the box and let me take the lamp. Oh, how heavy it is I What do you think it has in it ? C. I think the lamp has oil in it. T. So do I. But can you guess what this box contains ? After the children have guessed several times tell them you hnoic what is in it because this (pointing to the word candy') tells. T. Who can see something in this room like what you see in the picture ? When an opportunity has been given to each pupil to tell something seen in the room, the teacher may say good-by to the class and let the pupils pass quietly to their seats. In using this and the other pictures for conversa- tion, observation, etc., lead the children to see under your direction, but let them as far as possible think and talk for themselves. The first two pictures, A and B, represent objects the vocabulary of which is given on page 27. Many other words may be introduced incidentally. The main purpose of the teacher should be to give the children a more intimate acquaintance with certain words, and more practice in using them, especially such as occur repeatedly in the first few reading and lan- guage lessons. PICTURE AND CONVERSATION LESSONS. 5 LESSON II. PICTURE A. Place Picture A upon the Instruction Frame and proceed. Teacher. Children, look at this picture. Now close your eyes, all of you. The teacher removes the picture from the Instruc- tion Frame. T. Now tell me what you saw, one story from each of you. First pupil. I saw a lamp on the table. Second pupil. I saw a cat playing with an apple. T. That will do. I want you to look again now and tell me a story without saying " I saw." Please say ivas. The pupils look again, and, when the teacher has removed the picture, say, C. The boy was playing ball. The baby was in her mamma's lap. The dog was, etc. T. Very good ; try this game once more, using in your story the word has. C. The baby has her hand on the doll. The mamma has the doll in her hand. The cat has an apple before her. The mantel has a fan on it. The box has candy in it, etc. T. Try this again ; in every story I want the word near, C. Near the lady's chair I see a dog. Near the fan I see a vase. T. Say it differently. C. I saw a doll near the little girl. Let them play the game of telling, with on^ under., b PREPARATORY WORK. over., hy the side of^ etc., that they may be trained in framing- such sentences as I see a log under the mantel. There are two books under the picture. The lamp has a cloth under it. The ball is over the boy's hand. The dog lies on the mat by the side of the chair. The chair is beside the table. One book is on the other. The shade is over the lamp. The picture is on the wall. The sunshade is over the lady's head. The fan is by the side of the vase. LESSON III. PICTURE A. The teacher places Picture A upon the Instruction Frame and asks such questions as, "Who is in it? What is in it? Where is it? Doing what?" and the pupils answer in complete sentences, thus : — T. Who is in the picture ? C. I see a boy in the picture. A lady is in the picture. There is a baby in the picture. T. What is in the picture ? C. There is a dog in the picture. I see an apple in the picture. I see a chair in the picture. There is a cat in the picture. There is a log in the picture. T. Where is it ? C. The lamp is on the table. The dog is near the bottom of the picture. PICTURE AND CONVERSATION LESSONS. 1 The log is in the corner. The cat is on the floor. The fat man is on the mantel. The table is in the middle of the room. I find a lamp on the table. The mat is on the floor. The mamma sits in the chair. The dog lies on the mat. T. What are they doing in the picture ? C. The mamma is holding the baby. The baby is playing with her doll. The cat is playing with an apple. The boy is playing ball. The lady with a sunshade is taking a walk. By carefully prepared questions or simple directions the teacher may lead the pupils to varied forms of expression in their answers, so that they will not in each case say, " I saw," or " There is." T. Now we will make some I think stories. Tell me what you think of what you see in the picture. C. I think the mamma's name is I think the baby's name is I think the kitty is white. T. Let us close this lesson by telling some / like or / can stories suggested by the picture. C. I like apples. I like to play with a doll. I can light the lamp. I can carry a sunshade. PREPARATORY WORK. LESSON IV. PICTURE A. The teacher, looking at the picture on the Frame, begins a sentence and directs the pupils, one after another, to complete it : — T. On the floor C I see a mat. there is a mat with a dog on it. I see a kitty playing with an apple. T. On the table (7. there is a lamp. there is a cloth. there is a box of candy. there are two books. Require the pupils to transpose the above sentences as in the following exercises : — T. What is on the table ? {Pointing to the lamjp.) An- swer in a story. ♦ C. A lamp is on the table. There is a lamp on the ta- ble. I see a lamp on the table. T. What else is on the table ? C. There is a box on the table. I see two books on the table. The table has a cloth on it. T. What do you see on the floor ? C I see an apple on the floor. I see a boy standing on the floor. The teacher will continue to call for completed sen- tences, pointing to parts of the picture : — T. I find at this end of the picture — C. a log. T. I find at that end of the picture — C. , a boy. PICTURE AND CONVERSATION LESSONS. 9 T. I find at the top of the picture — C. a mantelpiece. T. I lind at the bottom of the picture — C. a dog. The teacher will then ask the children to tell each story completely : " I find at this end of the picture a log," etc. She will then bring out the action of each element of the picture, thus : — T. The mamma is , C. holding the baby. T. The baby is (7. playing with her doll. sitting in her mother's lap. smaller than her brother. T. The dog is C. lying on a mat. looking at the baby. T. The cat is (7. playing with the apple. near the table. T. This room, like ours at home, has, G. . The outline Chart Pictures may be colored by teachers or pupils at slight expense. They should be kept out of sight when not in use, so that the children may not become familiar with them except under the teacher's direction. 10 PREPARATORY WORK, LESSON V. PICTURE B. The teacher, gathering the children about her in a group, places Picture B upon the Frame and says : — Teacher. I can see a story in this picture ; I want you to help me tell it. Once on a time there was a — John, boy, T. Yery goody but not just right, for there are three boys in the picture. There was a — Mary* nest. T. Not quite right, I want you to think of something before " nest." Sarah. A bird. T. That 's right. Now Sarah may tell the whole of what I was about to say. Sarah tells the story. Once on a time there was a bird — T, A bird ? Who ever saw a bird ? Where ? What was the name of the bird ? Are there many about here ? Did you ever look at a bird closely ? Was it like the bird in the picture ? You could n't tell because he flew away I Why did he fly away ? How could he ? Such questions should be introduced repeatedly for the purpose of interesting the quiet and retiring pupils, drawing them out, making them feel at home, etc. After questioning the pupils awhile the teacher may lead them to talk about the nest which the little bird made, to suggest what it was made of, where it was built, etc. If they are inclined to talk too much, the teacher may restrain them, and call back the attention of the class, by telling how the bird built his nest on one of the highest branches of a tree ; and how the high PICTURE AND CONVERSATION LESSONS. 11 wind broke off a great many little branches and one large one which brought the nest to the ground. T. The little bird was killed. See how pitiful the little boy looks as he takes it up carefully, while the other boy picks up the nest and looks to see how many eggs are not broken. How many are there on the ground ? Who ever heard the wind blow ? Where was it ? What happened ? What do we call it ? Do we call it a storm ? If it does not rain or snow while the wind is blowing, do we call it a storm ? How many were ever out of doors in a gale ? When was this gale ? How many think it was in the night ? Why ? If nothing more is gained by such a lesson as this than to secure the confidence of the children or to cultivate their acquaintance and make them feel at home in her presence, the teacher need not be discour- aged ; this of itself is making great progress towards teaching reading. LESSON VI. PICTURE B. Eequire complete statements. Lead the children by questions to vary the form of the statement, as in the following exercise : — I. Teacher. What can you find in this picture ? Children. 1 find , , , . I can find , , , . I see , , , , . Here is , , , . There is a , and , and a 11. T. What can you see on the ground ? C I see sticks on the ground. I see branches on the ground. 12 PREPARATORY WORK. Here is grass on the ground. I see eggs on the ground. In tlie middle of the picture there are three boys standing on the ground. III. T. What broke the limb off? C. The wind broke it off. T. Who ever saw the wind break off a limb ? How do you know the wind did it ? Who ever saw the wind ? Who ever felt it ? What can the wind do ? What do we make the wind do ? IV. T. What has the little boy? C. This little boy has a hoop in his hand. That little boy has a kind face. That little boy has two hands, as I have. That little boy has a nest in his hand. T. What has he been doing ? Where are these boys going ? What do you see in the distance ? V. T. What did this boy do ? C. This boy picked up a little bird. That boy picked up the bird's nest. This boy came along and saw the nest. That boy saw the poor little bird. VI. T. What will the boy do ? The teacher may complete this lesson by allowing the children to exercise their own imagination, and describe pictures which might be drawn to complete the story shown in this picture. PICTURE AND CONVERSATION LESSONS. 13 LESSON VII. PICTURE B. The teacher will lead her pupils to complete the sentences which she begins : — Teacher. I know Chlldreii. that this nest is . that this boy has in his hand. that this picture is before me. T. I think C. this boy's name is John, that boy's name is James, that this bough blew down in the night, that this nest, etc. that this bird, etc. T. Think of an object you have at home like something you see in this picture, and tell me about it. Think of an object you have seen like something you see in this picture. Who has something to tell me, immediately, as I point ? ( Teacher points to tree., egg., nest, bird.) Say something about what I point to in this picture {using Picture B) and use the word I give. hard, soft, smooth, bright, good, as, " The ground is hard." In conducting the Conversation Lessons with pic- tures or objects, require from the pupils complete statements; further than this, do not allow them to be anxious about the form of expression. Curiosity should be awakened by questions and sug- gestions, or by leading pupils to compare what they 14 PREPARATORY WORK. see with what they have seen. A request to associate some objects in the picture with similar objects, which they have seen at liome or on the playground, some- times helps the pupils to forget themselves and to be- gin to talk. LESSON VIII. PICTURE C. The teacher puts the picture upon the Frame where all the class can see it : — T. What does this picture say ? C. Here is a little bird. He is sitting on a tree. I see a little boy in the picture. Both the boy and the bird have on caps. The little boy is on the ground. He has a book in his hand. I think the bird's name is Dick. I think the boy's name is Tom. T. Play that I am Dick and talk to me ; — ask questions of me. Tell me the whole story which this picture seems to tell. The teacher will develop other exercises from the centre of this picture, as in Lessons V., VI., and YII. LESSON IX. PICTURE C. The teacher places Picture C upon the Frame, and calls attention to objects not noticed in Lesson VIII. Teacher. Now, children, let us find some other stories in this picture. I want you to help me tell them. What do you see on this side of the picture ? {i^oint- ing). PICTURE AND CONVERSATION LESSONS, 15 Children. I see a house on this side. I see a woman- I see a milk can. T. Is it a large house ? G. No, it is not. T. What do we call such a house as this ? C. We call a little house like this a cottage, T. Right Now, what part of this cottage do you see ? C. I see the door. I see the doorstep. T. Finish my story for me. I see a (pomting) C. woman, 7\ Coming out of the (pointing) C. cottage^ T. To take the (pointing) C. can of milk. T. Who brings the milk to 3^our house ? C. The milkman. T. Now let us tell the wliole story. The teacher pauses to let the children say without her the italicized words : — T. and C. I see a cottage ; a woman is coming out of the door^ to take tJie can^ which the milkman has left on the doorstep. In the same manner the teacher calls attention to the two girls with their school books. The children may be asked to guess the names of the boys and girls and to compare these boys and girls with others whom they know. 16 PREPARATORY WORK. LESSON X. PICTURE C. The teacher will continue to draw out the story of Picture C as follows : — Teacher. Tell me about the can in this picture. Children. The can is on the doorstep. The can has milk in it. The man brought the can. T. Tell me about the boy and his book. C. The boy has a book in his hand. His book is shut. There are pictui^es in his book. T. How do you know ? C. There are words in his book. I think it is a school book. T. Tell me about the doorstep. C. This doorstep is made of stone. It is a low step. There is but one step. It is close to the door. T. I think these trees — (C finish). I think this bird — I think this girl — Tell me the story which the whole picture tells. By pointing in a suggestive way to different char- acters in the picture, lead eacli child to frame a dif- ferent story. Whenever a pupil makes a mistake in pronunciation or construction, the teacher should re- peat his answer, correcting' it, and then repeat the question, that the pupil may have an opj)ortunity to correct himself, thus : — John. They was in the nest. T.J quietly remarking J " answer as I do,'' says : — They icere in the nest. Where were thev ? PICTURE AND CONVERSATION LESSONS. 17 J. They were in the nest. T. AVhere were the girls ? J. They were on their way to schooL T. Where were the chickens ? J. They were near the hen. Unconscious repetition by the pupil effects more than sharp correction by the teacher. LESSON XI. PICTURE D. The teacher gathers the class in a group about the Instruction Frame, and places Picture D upon it. Teacher. What do yon see in this picture ? Children. I see a boy. I see a girl. T. Tell me what the boy has. C. The boy has a pair of skates in his left hand. His right arm holds a basket. I think his right hand is in the basket. T. Very good. Tell me more about the boy. C. He has on shoes. He has on a hat. He has a flag in his hat. T. Look at the picture again and tell me what you see, using the word has in each story. C. The dog has on a collar. The dog has a curly tail. The dog has four legs. The dog has a piig nose. The man has his right hand in his coat pocket. The man has a traveling-bag in his left hand. The girl has a basket in her left hand. The girl has on a long sack. The girl has a cape over her shoulder. She has a slate in her right hand. She has on mittens. 18 PREPARATORY WORK. She has fur on her sack. The sack has fur on it over the packets. The gii'l has on a fur collar. She has long hair. She has large buttons on her sack. The house has windows. The house has a chimney. The slate has a sponge on it. T. Find something in this picture that we use in the schoolroom. What do we use it for ? How do we use it ? Find something that we nse at home. What do we use it for? Find something that boys use. How? Give names to this boy and girl, and tell the story which this picture tells. The outline pictures furnished with this Manual, prep>are17Z / " Bring me this," pointing to the wordy«/i. Ask the pupils to bring the script forms. Require them to put each word on the object it represents. Drill in the same way on flag ^ the word introduced in the reading lesson, p. 30. III. PHONIC EXERCISE. This exercise is to be given on the same day as the first reading lesson, but at another hour. It is to be considered as play. Special pains must be taken during the first few weeks to keep the pupils from fixing their attention consciously and closely on letters as the signs of sounds. All the teaching in phonics at first LESSON L— PHONIC EXERCISE. 35 should be indirect, incidental, and more or less me- chanical, for every attempt to fix the pupil's attention consciously on letters as the signs of sounds weakens the mind's ability to take in words as wholes and to associate words with ideas. If in reading the sen- tence, " The house is on fire," the attention is fixed first on A, and the sound it represents, then on oil and the sound it represents, and then on s, etc., very little mental power can be devoted to grasping the entire thought, or to reading it. The first steps in phonics should not, therefore, be conscious word analysis, but slow pronunciation of very simple words, and chart drill, which is entirely mechanical. The teacher will pronounce certain words in a sen- tence slowly, that is, with perceptible pauses between the sounds : — m-a-n, f-a-n, r-a-n, p-i-n, t-i-n. She will then ask the class to repeat them. Very simple words should be taken at first. They should be pronounced by the teacher, and afterward by the class, in a lively manner, not in a drawling tone. The following will serve as an illustrative exer- cise : — Teacher. On my way to school this morning, I saw a boy playing b-a-U. What was he playing ? Do not require the children to pronounce the word slowly, but praise them when they do so voluntarily. T. I saw another boy playing with a t-O-p. What was the first boy playing ? C. B-a-U. 86 FIRST STEPS IN READING. T. With what was the second playing ? C. At-o-p. T. Very good. Show me the picture of a t-O-p. The child shoivs it. T. Show me a b-a-U. Shown. T. Put the ball in my h-a-n-d. " The child obeys. T., shoicmg the 2ncture of a hand. What is this ? C. A h-a-n-d. T. This? Showbif/ 2^icture of a ball, a Ab-a-U. T. And this ? Showing a top. C. A t-o-p. T. I mot a man on the street with a ti-n c-a-n in his h-a-n-d. I think there was milk in h-i-s c-a-n. C-a-n you tell m-e the story I told you ? Let the children try to tell it as the teacher did. As a different exercise in phonics, put this phonetic chart upon the Instruction Frame, or write it upon the board : — LESSON I. — PHONIC EXERCISE. 37 PHONETIC CHART. ■'T A / 'C-Zl soft 'C-'/'l hard /2 ^ ^ € -t^ soft ^ hard ^ -^ as in tliiiik. (J. -^ soft d-ri ^ 1^ €^^ as in that. 'Ule -O-h ^11 -iZt ^ as in jpole. -^^ as in ^ool. ^x ^^ as mfoot. ^ se ^ ^ -^ as in full. // rn ci^^a and put them in order, on the Frame. Keep the chil- dren's minds active ; hold their attention, and excite their curiosity by varying the methods of presentation when teaching- these idiomatic sentences. II. WORD EXERCISE. Let the teacher put the words A-lft^ ^nal^ Atz/j and jfiZ^ upon the Instruction Frame. Require the pupils to bring the words to you, one after another. Let them in each case tell you what each word is by using it orally in a sentence. Put these objects, mat^ pin^ hat^ andy«?i, upon the table ; write upon the board, €1 jL^tZft^ €1 ^l-l"^^ etc., and let some pupil bring the object as you write the name. Show the object, and let the pupil point to its name. Arrange in a column, on the Instruction Frame,the words taught, and let the class pronounce them rap- idly, downward, upward, alternately, etc. 42 FIRST STEPS IN READING. Let them frame sentences containing one of these words, two of these words, etc. Let them take the words from the Instruction Frame, and place each on the object it represents. Ask the pupils, one by one, to point to the word they like best in this list, and tell why. Ask a pupil to point to these words as you describe the objects represented by them. Aim to teach every word naturally and objectively. The association between the object and the word rep- resenting it is made strong and serviceable by inter- esting the child in the object, and then leading him to think and talk about it. III. PHONIC EXERCISE. Continue the drill on the chart, as in the previous phonic exercise, with slow pronunciation. T. Point to the m-a-t. Child points, " theb-a-t. " N-a-t (picture). " " " a p-i-n. " " " a t-o-p. " •' " th-e 1-i-t-t-le box. Child points. " a b-oy. Bring me an a-p-p-le. " " the c-a-n-d-y. " " a f-l-a-g. " " a-n e-gg. " " a d-o-ll. C-a-n a r-a-b-b-i-t f-l-y? 'Wh-a-t c-a-n f-l-y? a A b-i-r-d c-a-n f-l-y? Assist them to pronounce slowly. LESSON III. — READING. 43 T. Put your hand on your d-e-s-k. C. follow the teacher s direction. T. R-a-p on your d-e-s-k. C. r 'picture or Cy "^-^d^ ^"^ (a- doll), holding the object itself on the Frame. T. This is the way I would do it, writing on the hoard., Cy A€7^'t^€' ^ €1-0^/^/!. Who can do it as I did, on the Frame ? A pupil finds the word doll in script by comparing the script forms with those on the board, and jjuts -na-ue €1 ^d€>44- on the Frame. T. Very good. Show me the word doll. Show me the word hat. Show me the word cajp. $how me the word hat. LESSON v.— WORD EXERCISE. 57 Put the doll over the word that stands for it on the board, upon the Frame. Find the word doll in this list of words. Have this list written on the board. cap bat doll boy doll hat doll pin girl ball mat doll pin boy girl cap T. Find it again. Once more, and so on. Pronounce rapidly by columns downward. Class or single jnq^il. Cap, boy, doll, etc. 7\ From left to right, pointing. C. cap, bat, doll, boy, doll, hat, doll, pin, etc. T. Bring me the object or picture when I point to the nsLme, 2^oi7iting to ^771^/^ -C^A^ ^C^4t\, /t^4t. A pupil brings the object or picture as the teacher points. T. Read this. Writes : CV dee -tZ iiZ^^^l. Fupils hesitate. John. I don't know that word, point- ing to ^^ 4^^u^^€. T. Very well. I will make this story for you. Shows the picture of a rabbit to John. John. I can read it now : '' I see a rabbit." T. That is right. Mary, read it. Mary reads. James, read it. James reads. Class, read it. The class reads. Drill the pupils on this word rabbit., as on the word dolL 58 FIRST STEPS IN READING III. PHONIC EXERCISE. 1. Chart Drill T. Give me the sounds of the letters as I point to them. The teacher points to the first five letters on the chart, then skips one, and comes back to it. The teacher points to each letter twice or three times, or to one letter three times, and to the next let- ter once, and so on. T. Sing the sounds in the scale, c?o, re, ??w, /a, sol. Now let us try this with the sounds on the chart. 4^ -n 4^0^ -i ^ 4tfZ ^ 4^ ^le ^ A €7ll ^t ^se -eel -ell -^ce -^s p €^ le 2. Slow Pronunciation. T. In our reading lesson this morning we learned one new word, let us see if you can remember what it was. W-a-s i-t {writing) -iLs=T-tZ=^t .^ C. No, no ! I know ! I know ! T. No matter, wait and let me guess. You can tell me when I guess right. W-a-s i-t (writing) -U'=€l='t i^ C. No, no. T. W-a-s i-t {writing) -a=<:c. Encourage them to place before the class, cy d-ee €1 ^{?^. Cy d-e-e ^ Z^^- Teach the word candy and the word i?i, by showing them a box with candy in it, and then writing, Showing the picture of a big dog, write, cy/u'j^ 4d ^ -d^a ^^. This is a little dog may be taught in the same way, and the word €it? ^^ written as a copy for the class to write. Drill on the words docj^ candy ^ and 6oa% as indicated in previous lessons. 66 FIB ST STEPS IN READING. Teach a few words thoroughly. Do not be satisfied to say of a word, it is taught, till the class can recog- nize it in any sentence like dee o-^e €d -Id Write simple sentences containing the words little and hig at the left of the name words which have been taught, as ^d ^d -tZ ^/^ €t(Z€€. Show the picture of a rahhit and write -^d ^d -fZ 4/Z€l€^^^. Ask the children to put upon the Instruction Frame other stories about the rabbit, as d€-e €1^ 4^a Be sure that the idioms in script are on the table where the children can find them easily. LESSON VI L— WORD EXERCISE. 67 II. WORD EXERCISE. T. Name what I do {snapping her finger on the table). Can you do it ? Tiy ! Say the word as I say it : d-^^=-a-w, r-a~n^ h-a-t^ c-a-t., f-a-t., k-a-t., m-a-ty s-a-t^ b-a-ll., c-a-ll, J'-ci-lly h-a-Il, t-a-lly w-a-lL LESSON VIIL — PHONIC EXERCISE. 75 The teacher writes letters upon the board for the children to pronounce as she writes : — d- o- g. b- a- 11. b- a- t. Continue practice in these exercises for several weeks. 2. Slow p7'onunciation. Without directing the attention of the class, in any special manner, to your custom, form the habit of pro- nouncing slowly each word as you write it upon the board in the reading or word lessons. Occasionally pronounce other words slowly as you write them. If you do this carefully and persistently, you will soon find your pupils imitating you, or trying to pronounce slowly every word you write. Praise them whenever they do so, but do not require them to study words for this purpose. The slow pronunciation exercises will have educated the class to do it unconsciously. When the children find it easy to form simple words from the chart or blackboard and pronounce them correctly as you point to or write the letters, write words which have been taught, and let them sound these words slowly as you write them. This brings the phonetic and the word and the sen- tence work together. The teacher writes and the pupils sound d-=^e ^ ft-^^^ / 'Ud €d iZ /(^^^, 76 FIRST STEPS IN READING. LESSON IX. I. READING. The teacher, putting a j^in upon the Frame, says: " Mary may tell this story." Mary puts upon the Frame the words, T. Very good. But what will you say now? ^;t«^^m^ a number of j^ins upon the FraTrie. Mary hesitates. T. Oh, you know. Tell me what you would say. What are these ? 2^oi7iting to the pins. Mary, Pins. T. That is right so far. Puts the ivord yl^^^d upon the Instruction Frame. . Now what is the other i3art, not " This is," of course it must he — The pupils. These are. 2\ Very good, pnitting the words upon the Frame. Now read. A pupil reads : " These are pins." T. Read (icriting), (yued^ -f^Ae €ZflA^€^. A child reads. ^ ^ (y'n€d€^ iz^e /o/^.d. T. Read this (?6'H^i??^), T. What are these two words, 2Jointi7ig to '• These are.' The children pronounce thetn. T. Now you may all try to copy them upon the board. The pupils spend a few minutes in copying. LESSON IX.— WORD EXERCISE. 77 7\ What is this word ? writing ^ ^ItZ-i itjjon the hoard. A piqnl. A hat. T. What is it now? jmttbiff an d after 4liZ^ and erasing tlie -tZ. Tiiplls. Hats. T. That is right. Show me hats. The pupils show. T. Now you may change these words, — hat., doll, dog., girl, hoy. The pupils change by making an " s " after each. The teacher requires the class to form sentences containing " hats," " dolls," " boys," etc., and put them upon the Frame with " These are." II. WORD EXERCISE (ten minutes). The teacher sketches upon the board a flag in colors, and writes under it, C. read it. T. sketches several flags : What shall I write now ? C. These are flags. Teacher writes. T. sketches several apples and writes, C. read. T. puts a flag into a hox and ivrltes, 78 FIRST STEPS IN READING. C read. T. Point to iZ ^{?^. C. point. Point to ^t-€ltZ. C. point. Point to -^d. C. point. Point to -^^, C. point. Put " in a box " upon the Frame. Children do so. Let the class form sentences upon the Frame with in the box, putting words before it to make I see an apple in the box. I see a pin in the box. This is a doll in the box. Have the pupils make the stories real, one after another, by requiring them to put the apple into the box, see, or look at a pin in the box, hold the doll in the box. T. Tell this story upon the Frame {putting apples into the box). C. put upon the Frame The apples are in the box. These are apples in this box. T. Make real. The hats are in the box. The balls are in the box. The cats are in the box. The pupils make real by putting the pictures or objects hatii^ hall., cats^ into the box. In like manner teach on by turning the box over so that the children will have to put the objects 07i to it, instead of in to it. LESSON IX. - PHONIC EXERCISE. 79 Write in columns on the board all the words taught, and require the pupils to pronounce them rapidly at sight, varying the inflection thus : — box^ doir fan' hit^ this^ Require the pupils in turn to give sentences contain- ing one of these words, no word to be taken twice in the same exercise. III. PHONIC EXERCISE (ten minutes). T. W7'ites the word ^lizi' iq)on the board, erases ^rl hat' apple' dog' bair bat' rabbit' sat' in' ran^ on' I, or ^ and writes ^t, or ^^ or -C. C. read, hat, mat, bat, cat. T. erases C and writes ^. C. Fat. T. Give me a sentence with this word in it. C. I see a fat man. I see a fat cat. This is a fat boy. T. writes ^-l^ upon the hoard, erases 'fi. What is it now? ^ ^ a in. T. Form a sentence upon the Frame with this word in it. C jput upon the Frame ^ 80 FIEST STEPS IN READING. T. writes d/l. before the ^-U. What is it now ? C Spin. T. Form a sentence with this word in it. G. put lipon the Frame ^A^^ t/i^ /{pA. d€^e -^^ /{?A dJi^n. Require the class to pronounce slowly every one of the sentences, thus : Spin the t op. I s ee a t o-p in a b-o-x, etc. T., writing ^{)yI upon the board, changes it to ^WyI. Do what the crayon says. C. Iwp. T. writes ^'Cl/l upon the board ; erases C and writes d4t. and after d^^tl^'l writes ^rl-e -^^^. C. snap the box tvith their fi7igers. Continue the Chart Drill, varying the exercise as much as possible, every day. LESSON X. — READING. 8.1 LESSON X. I. READING. It is not supposed that all the words named in this lesson can be taught in ten minutes. This lesson may be regarded as a series of three, four, or six lessons, if the teacher finds it advisable. The teacher, placing upon the Frame CyA-^S -td, asks one of the pupils to j^lace at the right of it upon the Frame in script form the words he has learned, which will, one after the other, form stories for the class to read. Keep the words where the pupils can get them easily. Examples: c/A^d ^ ^^l ^/l/l^. C/A^d ^d €1 -cw//. The teacher soon quietly slips upon the Frame a picture of a hird^ a tahle, a hand^ a man, and asks the pupils to read ; then she writes the word ^^^^CM^^ on the board and lets the class try to copy it, assisting them. T. erases the ^^^ and icr'ites -C saying : All know can. Let some pupil erase the ^ and rewrite the 4"^^. Let some pupil select 4ft€l^ from a pile of script 82 FIRST STEPS IN READING. forms on the table and place it upon the Frame in place of the picture. Erase the ^/^ in the written word and write 4. Some pu])il will tell you that that letter makes the word ^€1^1. T. tvrites: Cy/l-e ^^Z-tZ^t i^tl^, 0r^ tP4^ ^^^, T. Point to boy J to ran, to girl. Teach in some such way as has been outlined above : I have a hand. This is my hand. I see a hand. This is her hand. Let the pupils make the word ^M^ from haiid by erasing the h. Drill on reading — This is a man. This is a boy. I see a man and a boy. Teach with a picture — I see a bird. This is a bird. T. What can a bird do ? C. A bird can fly. The teacher writes a bird can fly upon the board, saying, " Tell me that story again," and as the chil- dren repeat it, says, " So it sounds. This is the way it looks." LESSON X. — READING. 83 T. Show me on the Frame how This is a hand looks. The pupil forms that sentence and puts it upon the Frame. Also — This is a bird. This is a man. I can see a bird. I have a bird. The bird can fly. T. Is this true ? writes : erf //y ^^ C/^/^ €l€^€^ €^€1^ ^€4^, C. No, ma'am. C, No, ma'am. (^ /pu -ctz^ /-/-^Z. C. Yes, ma'am. T. writes : ^^^ /^€ -^^^ >r^ ' C No, ma'am. 9 a£u^ T. "-iQ^i-^^ -my. <^«^^^«Y7 a top iqmn the table. Tell me upon the Frame what you see upon the table. A 2nqnl puts upon the Frame (J/ d^-^- €1 €{?yt. T. Tell me upon the Frame what you can do with the top. P. puts upon the Frame T. Make a longer sentence, using these words, giving the pupils i^fl-^^-l and ^ft^ ^fe- 86 FIRST STEPS IN READING. P. makes the sentence The teacher spins the top upon the table as a pupil leads the sentence. She puts upon the board and asks a pupil to make it real. A pupil does so by putting upon the table the fan which the teacher held in her hand. The teacher puts an apple upon the table and a box near it, and writes upon the board saying, " Make this story real." A pupil puts the apple into the box. The teacher writes The pupils hesitate till told that the fruit is to be put there ; they then follow the direction given in writ- ing, and put the apple upon the table. T. Make this story real : The apple is in my hand. A child takes it into his hand, or puts it into the teacher's hand, or both. T. Good. The first would mean that I wrote the story ; the second, that you wrote it. T. writes : C. obeys. LESSON XL — READING. 87 The teacher, putting the apple into a pupil's hand, requires him to tell upon the Instruction Frame what is now a fact. F, puts upon the Frame Cy -A-tZ'l^^ ^<^ T. Very good. "Who can tell it differently ? P. ijuts upon the Frame There are now upon the board or the Instruction Frame the following sentences : 1. (^ dee ^ /i^A. 2. cy -^^-^ dA^c4^ ^/le /'(pA. 3. Cy -c^z^ dvi.^^ ^Ae /vjn- ^AtP^ 4. cy-n^d Jkn ^d ^/^^^ /ne /tz-t^^e. 5. Cyins that I have in my hands are big, 299. Can you see the apples that I see ? 300. That boy can see the apples. 104 SCRIPT AND PRINTED SENTENCES. CHAPTER II, THE TRANSITION FROM SCRIPT TO PRINT. Children who have been trained to get thought at sight from written sentences experience little difficulty in reading the same sentences in print. The transi- tion from script to print may be made in a single day by slipping printed sentences into place upon the In- struction Frame instead of writing them upon the blackboard. Printed slips containing many of the sentences taught in the Illustrative Lessons, and some new sen- tences containing the same words, are provided with the Frame. The numbers printed at the right of the slips suggest the best order of using them. When the children fail to recognize a word in print write it upon the blackboard, and slip a printed sen- tence containing that word into the grooves or guides of the Instruction Frame, from left to right rapidly, so that the pupils may be trained to see a sentence at a glance, and read each word in it. Sentences for use on the Instimction Frame in rnaldng the transition from scrijjt to print* 1. This is a pin. 2. I see a hat. 8. This is a doll. 4. I have an apple. 5. I can see the candy. 6. The flag is in my hand. 7. There are three eggs in the nest. TRANSITION FROM SCRIPT TO PRINT. 105 8. I have candy in this box. 9. Put the pretty flag upon the box, 10. I can see a top ; can you see it ? 11. The bat is on the mat ; it is my bat. 12. This boy has a little rabbit. 13. Nat has a big apple in his hand. 14. Here are some little boys and girls. 15. This girl has a doll in her lap. 16. This boy has a big dog with him. 17. That boy has a nest in his hand. 18. Put this little box upon the chair. 19. Bring me the pretty fan. 20. Put the little girl's doll upon the table. 21. The rabbit can hop. Have you a rabbit? 22. Birds can fly. Do all birds fly? 23. Nat is a good boy. What can a boy do ? 24. That boy has a flag in his hat. 25. The boy hit the ball with his bat. 26. I see a boy with his cap in his hand. 27. This is a tin box. Put the little top into it. 28. That is a pretty flag. Bring it to me. 29. I have put a little pin upon the flag. 30. The dog runs to Nat. Nat says, " Good dog." 31. My dog laps my hand. Have you a dog? 32. This little girl sits in a chair. Where is the cat? 33. I can tap the table with this fan. 34. I have put the milk into the can. 35. I can see a tall man in that picture. A list of sentences introducing neio loords used in the Primer. 36. I have a leaf in my hand. 106 SCRIPT AND PRINTED SENTENCES. 37. There are leaves in this book. 38. Are there leaves on the trees? 39. I see bread on the table. 40. There is cheese in that box. 41. My boat has sails ; it floats upon the water. 42. I can say '' good-morniug " and " good-night.'* 43. Good-morning, little robin ; how do you do ? 44. The baby has two hands ; so have I. 45. I saw a star in the sky. Point to the sky. 46. I v«411 try to make a picture like that. 47. I see some silk upon the table. 48. Point to the door. Here it is. 49. Take this picture and put it upon the table. 50. Pick up this pin and put it into my hand. 51. The little boy had a dream. Do you dream ? 52. Four boys and girls stood beside the water. 53. Bring me four books and three pencils. 54. May I go to the door ? Certainly. 55. I have a little horse and cart at home. 56. I can say " Yes, sir," and " No, sir " ; can you ? 57. When do we say " Yes, ma'am," and " No, ma am c 58. I can say " Thank you," and " If you please." 59. Tell me what you can see in this picture. 60. Good-by, little boys and girls. A New Invention to Facilitate the TeacJdng of Language^ Reading^ and Writing in Primary ^Schools. 3(n0truction dFrame. EQUIPPED WITH TEN OUTLINE LANGUAGE PICTURES. {15 by 18 inches.) TEN SIMILAR PICTURES. (9 by 9% inches.) TWENTY-FIVE PICTURES OF OBJECTS. (41/2 by 4X inches.) BETWEEN 100 AND 200 SCRIPT AND PRINTED WORDS AND SENTENCES. A DISPLAYING HOLDER. (30 by 24 inches.) DESIGNED BY % freeman J^all, Superintendent of Schools at Leominster, Mass. Patented Aua. 28, 188S, bt I. F. Hall. Published by ipousfjtoit, Si^ifiltn anir Companp, Boston: 4 Park Street. New York : 11 East 17th Street. Chicago: 28 Lakeside "Building. For Teaching Reading and Writing in Primary Schools. This piece of educational apparatus is simply a thin board, three feet long and two feet wide, provided with parallel transverse guides, which are grooved to receive cards of different sizes. (See Figs. 1 and 2.) The Equipments of the Instruction Frame consist of : I. Ten Outline Language Pictures, 15 by 18 inches. II. Ten similar Pictures, 9 by 9| inches. III. Twenty-five Pictures of Objects, 4 J by 4| inches. IV. Between one and two hundred Script and Printed Sentences and Words. V. A Displaying Holder, 30 by 24 inches, which can be attached to the back of the Frame when not in use. This Holder is provided with means for supporting a number of cards until they are required for use in the Frame, thus enabling the teacher to arrange the cards required for a single lesson in a convenient position, and to select any desired card with- out loss of time. The pictures described above have been drawn especially for the Frame by one of our best artists. The Frame and its Equipments serve the purpose of a large number of different language and reading charts of the ordinary kind. The Frame may be used to Teach Keading, by the word or sentence method, in the following man- ner : When the pupils have been led, several of them, to express orally the thought, I have a flag., they are shown the sentence in script on the frame. (See Fig. 2.) After they have learned this sentence the teacher puts on the frame ri/ /idl^^ (the idiom ah-eady taught) and the picture of a hat (see Fig. 2), and slips directly over the picture the loords 61 /l^^. (See Fig. 2.) The children," instantly making the association between the picture and the word, read the new sentence, c/ /idZ^e tZ /iCl^. Such a sentence as ex /ia2/e Ct ^I9t may be taught in like manner with the object. A great variety of similar methods will suggest themselves to any ingenious teacher after she has used the frame a few days. A large number of methods are suggested in the Manual for Teachers in the Riverside Primer. The frame is most useful with a class that is making the transition from script to print. The Frame may be used to Teach Writing by placing the words and idioms, as the children learn to read the sentences they form, in position as shown in Fig. 2, and requiring the children to copy them care- fully on slate or pajDer. The script forms are model copies prepared with care, and therefore better than copies written by the teacher, in haste, on the black- board. Note also that they occupy no blackboard space needed for other purjjoses. The Frame may be used to Teach Language by allowing the children to form the sentences cy /ia'2/e a ^a^j