get a mental picture of what he reads. Individual faults should be carefully observed by teacher, such as faulty pronunciation, articulation, enunciation, and qualities of the voice.
SUGGESTIVE OUTLINE.
Words for First 3Ioiitli : — Teach in order given, a boy, I see, I see a boy; a man, the man, a cat, a cow, a dog, a hen, the doll, the hat, the egg; and, white, black — use all these with 1 see and ISee.
Words for Second ^loiitli: — I have, The boy has, Is; man, book, books, little, big, ran, men, wood, yes, no, play, ride, ear, nose, eyes, he, she, fish, water — use all these with / /mre, The hoy has, and questions beginning with Is.
Build by sound from the base-word, first teaching base-word, then sound of the building letter, lastly prefixing building letter to base-word: —
From base-word at build c-at, r-at, m-at, f-at.
From base- word it build h-it, m-it, s-it, f-it.
From base-word old build s-old, f-old, m-old, h-old, c-old, t-old, g-old.
(Use these words many times with the verbs taught.)
AVords for Tliird Alontli: — Teach sounds of ch (sneezing sound), sh (keep-still sound), c (hard sound), p (puffing sound), w (as boj; then build cat-ch, mat-ch, pat-ch, ch-at, ch-ap, ch-i]p sh-ip, di-sh, wi-sh, fi-sh.
Teach all and ear, using them in sentences; then build w-all, t-all, f-all, b-all, f-ear, t-ear, h-ear, using in sentences until the eye knows them readily.
Teach this, that, bad, good, tree, leaves, apple, school, teacher, scholar, one, two, three, where, squirrel, mouth, right, left, smell, jump, and such other words as chil- dren are accustomed to use.
Tilings to be Noted:—
1. Choose only such words as the children are accustomed to use.
2. Create a need for every word before teaching it.
3. Always teach the and om in connection with other words.
4. Remember that beginners more easily learn such words as are quite dissimilar in appearance.
5. Keep a complete list of all words taught.
6. Use only one form of capital and small letter.
7. Ask pupil to read a sentence silently, then (looking at you) to tell what it is.
8. Insist from the first sentence that a child shall read naturally.
9. Teacher should not read for pupil, and neither teacher nor pupil should point to words while reading.
10. Do not allow pupils to interrupt the one reading with a correction.
11. Make the sentence the unit and, after the child has learned one or two verbs, incorporate every new word into several sentences, at first using only short sentences.
12. Do not ask beginners to study; they cannot study and should have no book until they know at least sixty words. .
13. Do not try to keep pupils together.
