THE LEWIS STORY METHOD OF TEACHING RE/VDING AND SPELLING MftNUAL ^m fork HsAi fflolUgf of Agrtrultttrp At CdnrnpU MmuprHitB Jtljara. N. g. SQtbrarg Cornell University Library LB 1525.L4 Story method of teaching; reading and spe 3 1924 013 381 250 Cornell University Library The original of tiiis book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/cletails/cu31924013381250 From an engraving in the British Museum, by S. Cousins. A. R. A., of the original painting Iry Sir Edwin Landseer, R, A. QUEEN VICTORIA AND HER TWO ELDEST CHILDREN (THE LATE EMPRESS OF GERMANY AND THE LATE KING EDWARD VII) The original painting, now in the possession of the King, was a birthday gift from Queen Victoria to the Prince Consort. THE LEWIS STORY METHOD OF TEACHING READING AND SPELLING MANUAL By G. W. LEWIS Illustrated by Bess Bruce Cleaveland Published by G. W. LEWIS PUBLISHING CO. Chicago Copyright 1916 By G. W. Lewis. Dedicated TO MY WIFS, EVA PORTER LEWIS, AND MY CHILDREN, GEORGE AND EVELYN, WHO HAVE BEEN- MY INSPIRATION PRESENT METHODS OF TEACHING READING FOR the benefit of those teachers who have not had an oppor- tunity to become acquainted with the methods of teaching primary reading now in use^ a brief discussion of the same is here given. It is not intended to give an exhaustive discussion or even to mention every method, for so much of the personal element enters into the work of the average teacher of primary reading that practi- cally every teacher may be said to have a method of her own. It is this personal element in a method that makes it a success with one teacher and a failure with another. It is usually the nature of this personal element that makes it easy or difficult to pass a method on, or to communicate it successfully to another, especially to one who* has not taught, or who has had little experience. A teacher may secure marvelous results in teaching beginners to read; but, unless the personal element of her method may be formulated into well defined principles or expressed in definite terms, she can never hope that her personality will enable her to achieve marked success as a supervisor or as a training teacher, because of the difficulty she will experience in communicating her method to other teachers. One of the most successful teachers of primary reading that the writer has ever seen, when called upon to explain how she taught reading, re- plied: "I can not tell you how I do it. I have no definite method. I simply do it." But, even if every teacher may be said to have a method of her own, yet a careful analysis of her method will reveal the characteris- tics that stamp it as belonging in the category of the Object- word Methods, the Picture-word Methods, the Action-word Methods, the (pure) Word Methods, or as being one of the Thought or Sentence 10 The Lewis Story Method of Methods, or one of the Phonic Methods, or a combination of two or more of these methods. In teaching anything the nature of the problem involved should determine the method to be used. In teaching reading the practical objects are to enable the pupil to translate silently the words, signs, and sentences of the written or printed page into definite ideas, thoughts, feelings (and actions), and to enable him to convey these definite ideas, thoughts, and feelings to others (with such force as to cause them to act) . We should remember that the printed or written page contains no ideas, thoughts or feelings. But, just as the empty tracks made in the spow by some animal indicate to the experienced hunter that a rabbit or squirrel or other animal with which he associates the tracks has passed over the snow, even so the characters on the printed or written page are merely the tracks left by some one's ideas, thoughts, and feelings, and they reveal to the experienced reader the sounds representing the articulate words by means of which the writer would have expressed these ideas, thoughts, and feelings in audible words. '' The beginner should never be permitted to read anything involv- ing ideas, thoughts, feelings, or actions not within the sphere of his experience. If the ideas, thoughts, feelings, and actions involved in the reading to be done have not already been gained by his contact with the world, and, if he is not already familiar with the spoken words in which these ideas, thoughts, feelings, and actions are ex- pressed, then it should be the first care of the teacher to see that the pupil is made familiar with the ideas, thoughts, feelings, and actions involved and with the audible words expressing them. This famil- iarity may be gained by bringing the child into contact with the objects or pictures of the objects involved, or from action or dram- atization in school, or from excursions to the shops, stores, fields, parks, etc., and by oral language lessons based on these experiences. Teaching Reading and Spelling 11 When this has been done it only remains to teach the child to interpret the visible form of the word into the spoken or audible form and thus to associate the visible form through the audible or spoken form with the idea. In the Object- word Method the idea is to be gained directly from the object, and the idea and the word, first in an audible form and then in a visible form are to be associated together by the child. The principle is right, but the method fails when we get beyond the realm of objects, and even within the realm of objects it is fre- quently impossible to bring the objects involved before the class. In the Picture-word Method the idea is to be gained from the picture, while in the Action-word Method the ideas, thoughts, feel- ings, etc., are to be gained from the action or dramatization. The Picture-word Method is capable of a much larger range of applica- tion than the Object-word Method; for,' in many cases in which it would be quite impossible to bring the object before the class or to take the class to the object, the appropriate picture may be secured. But even the Picture-word Method fails largely when we get into the realm of action unless we can take advantage of the moving pic- tures, or supplement our pictures with appropriate actions or dram- atizations. Each of the above methods has its advantages ; and, in teaching foreign-speaking children to rectd, the teacher should proceed by the use of concrete objects^ of appropriate pictures ^ of actions and dram- atizations, and games, and excursions, and by stories, conversations, and oral language to develop a vocabulary familiar to the ears, and then present the same vocabulary in a visible form, or teach the child to read it. But in teaching a child to read a vocabulary already familiar to his ears, and representing ideas, thoughts, feelings, and actions within the sphere of his experience, both the object and the picture, also the action may be discarded. When this is done we have simply the Word Method. 12 The Lewis Story Method of ^In the Word Method it is assumed that the child has already gained the ideas, thoughts, and feelings involved, and that the proper vpords or expressions to be associated with these are already familiar to his ears and associated with these (ideas, etc.)» and it only remains to give him the visible form of the word or words. This the teacher does. In the Object-word Method, the Picture- word Method, the Action-word Method, and in the Word Method, the teacher gives the child the word as a whole. This seems to be the logical way, and up to a certain limit chil- dren readily acquire words in this way; but, in so doing, they do not acquire the ability to recognize new words. For the teacher, how- ever, this method is very easy at first. For, on the part of the teacher, it requires little energy except physical and no forethought or plan- ning. When the child meets a new word or forgets an old one, it seems very easy to give it to him. In the beginning it seems much easier than to teach him to work out his own difficulties. Therefore we find the method very popular, especially with those who intend to teach only a few years and who think more of their own ease than of the child's progress and independence. In the Thought or Sentence Method, under the best conditions, the pupil is supposed to express a complete thought of his own in words already familiar to his ears. This thought in the child's words is put into visible form by the teacher and the pupil is given the oppor- 2eJ Tr '!" T^ '"^'^ *" ^'''^'^^'^ f™ the sentence he has just mlZ's r^pidZ:, T ''"'"^ "^^* ^- ^« t° --d and apparently makes rapid progress so long as he reads oijy the sentences that he himself furnishes. As he is alrearl^r fn« i- • , sentences xnax ne sentence, expression conie qu te Ssy a^^^^^^^^^ ^^''^^^^ '^f ^^ upon the value of oral expression rr:adin'\:f": T^'"' ^^^'f this method very popular. In the Sentencf Method'tbr?,*,'i first the sentence as a whole. He next learns the words a ^^? 'T' the order in which they occur in the sentence. One of the^ Zm ^ ■ Teaching Reading and Speli:inq 13 in the Sentence Method is to get from children appropriate sentences and words. To avoid this diiSculty, the sentences are sometimes taken from familiar nursery rhymes, or the teacher may supply other sentences which the pupil is first required to commit to memory and then to read the whole sentence as learned. He is then taught the words as wholes by the position each holds in the sentence. In all these methods the pupil must depend on memory alone, and when he comes to new words he is helpless. To remedy this the advocates of these methods resort to phonic analysis. The "New Idea in Read- ing" is an Object-word Method. "The Progressive Road to Read- ing" is a Word and Sentence Method. The same is true of the Sum- mer's Method and of the Aldine Method. In the latter the sentences are supplied in the primer and on charts, and the pupils are required to commit them to memory, and all the reading is based upon these sen- tences and the words in the new sentences are identified by the posi- tion in the original sentences. The Aldine Method is supplemented by phonic drills. All the methods based upon the Mother Goose and nursery rhymes are Word and Sentence Methods. The See and Say Method is a Picture-word Method, supplemented by phonic analysis and diacritical marks. The Ward or Rational Method is a Phonic Method based on diacritical marks. The Pollard Method also is a phonic method using diacritical marks. It contains much that is good but more that is undesirable because unnecessary. In some respects it is almost too complete. The Key Method is a phonic method with some commendable features but rather incomplete and unnatural. The Beacon Method is a phonic method in which the teacher is left largely to her own resources to arouse and sustain in- terest."* In a recent method pupils are taught to pronounce such com- binations as ma, me, fa, fi, fu and fo with the so-called short sounds of the vowels, because it is desired to build upon these by adding a final consonant, thus forming words like man, men, fan, fin, fim and fox, in which the vowels are short by position. When these or similar 14 The Lewis Story Method of combinations represent monosyllables or accented syllables as in me, ma'jor, me'ter, fa'vor, fi'nal, fu'ture, fo'cus, the vowels are long. Hence this is a serious error. See Principles 1 and 2, page 40. The Gordon Method is a phonic method with which a wide-awake, energetic teacher can get marvelous results after she has once thor- oughly mastered the method, but there is so much of detail and se- quence left for the teacher to work out that few teachers will under- take it. The Story Method is a phonic method with all the details and all sequences worked out, not only for the day, but for each sound and word so carefully that everything is presented in strict harmony with the laws of apperception. There is no doubt at any time as to what should be presented next or- as to the method of presenting it. The Story Method gives a carefully systematized course in phonics that may be used in conjunction with any of the word or sentence methods and will save much valuable time, both for the teacher and for the pupils. THE BEST METHOD MUCH has been said against teaching beginners to call words. But quite as much may be said in favor of doing so. The ability to call words without hesitation is the first essential to good reading. This ability gained, most other difficulties vanish. If we could interpret a hieroglyphic inscription into articulate soimds representing words familiar to our ears, we could read and under- stand the same. The letters are to the child just what the hiero- glyphs are to us. , Upon entering school many pupils have a vocabulary that will enable them to listen with intelligence to stories from first, second, third, and even fourth grade books. This vocabulary has been ac- quired through the ear, and is perfectly familiar to them when made Teaching Reading and Spelling 15 to appeal to that organ. When the teacher reads to the pupil, she simply interprets the sound values of the letters and their combina- tions, and expresses these sounds in articulate words familiar to him through the ears. ( She simply pronounces the words. ) If the pupil can be taught to recognize all the sound values of all letters and com- binations of letters, he can act as his own interpreter. With his own organs of speech he will call the words from the printed page, which he will then recognize. He will no longer need the teacher to read to him or tell him. He will act as his own interpreter and will take great delight in so doing. The greatest authority in America on reading is James L. Hughes, Inspector of Schools, Toronto, Canada. He says: "Word recognition is the essential basis of all reading, the only possible basis of reading." No method of teaching reading can be accepted as satisfactory unless it surely, systematically and rapdly develops the power of automatic word recognition. Some teachers have attempted to develop this ability to call words, by means of a sjfstem of diacritical marks, such as are used in the dictionaries and school readers. All these systems are artificial. They require too much memory work and give very little return for the time and labor spent. They never occur in newspapers, maga- zines, or in books, except in dictionaries, histories, and geographies. And then they occur only as keys, and not in the body of the printed page except in the case of the dictionary. If you would appreciate the difficulties of the child in reading a text with diacritical marks, from the publishers of the New International Dictionary procure the leaflet "Carver Americanized," and try to read it yourself. You will find a strange looking page indeed, and one very difficult to read. Each diacritical mark increases the complexity instead of the sim- plicitj;. Other teachers seem to think that the object-word method is the only logical method. The object-word method would he logical 16 The Lewis Story Method of enough if we confined our teaching to the presentation of words with which the pupils were not already familiar through the ears; but in teaching beginners to read we should at first confine ourselves strictly to those words with which the pupils are familiar. We should never go beyond the sphere of the child's experience. Hence the object is unnecessary unless we are teaching foreign-speaking children. In this case we should first, by the aid of concrete objects, by dramatiza- tion, etc., develop a vocabulary familiar to the ears and then present the same vocabulary in visible form or teach the child to read it. Nor does the tJoord method develop anything but the memory. Still other teachers hold that, as the pupil must express his thoughts in complete sentences, the fhought or sentence method is the only logical mjsthod. They might as well say that, because the child will eventually walk, it should never be permitted to crawl. Those who insist that the only psychological method of teaching reading is to teach the sentence as a whole, and then to analyze the sentence into words, and the words into sounds, should remember that the recognition of a whole sentence at once usually involves the grasp- ing of many minute details. The outline of a cow, a horse, an elephant, a giraffe, a camel, a tree or a house, is so simple and so definite that it is easy for the child to differentiate between any two of these, as the cow and the horse, or the tree and the house, and to get a definite mental picture of the animal or the tree or house as a whole. But what about the difficulty involved when the child is asked to differentiate between a number of Hereford cattle which even to grown people seem to be marked almost exactly alike, or what about the difficulty involved if he is called upon to differentiate between a walnut tree and an ash, or between two species of oak or maple? There he must see more than general outhne. He must see details. After a pair of twins had attended my school one whole year, and I had been unable to tell one from the other, I called them to me and asked them to tell me how their mother could tell them apart. Teaching Reading and Spelling 17 Although these girls were twelve years old, they pointed to a little blue spot about the size of a lead pencil point on the forehead of one of them and said that their mother could tell one from the other only by the presence or absence of this spot. To ask a child to differen- tiate between even two words is often like asking him to differentiate between two pigs exactly alike in all respects except that one may have an extra querque in his tail. A champion of the sentence method while teaching beginning reading in a certain county institute, used as her first sentence, "I have a letter." This sentence was written a second time immediately under the first, and three times in other positions. In the second sentence the h looked more like le than h, thus making the sentence read, "I leave a letter." Those who think that a beginner should be given a whole sentence at one time just because it is psychological to begin with a whole, should remember that it is not psychological to give too large a whole or a whole in- volving so many details that it is impossible for the child to get a complete mental picture of it. They should consider what their own difficulties would be if, without any previous knowledge of Greek, they were asked to grasp as a whole the following sentence: Aapeiov Kal Ilapuo-aTtSos yiyvovtax iratSes Svo, vpeafivrepo? fikv 'Apra- iep^T)^ vearepos 8e Kvpos. An attempt to reproduce from memory even one of these words may be sufficiently convincing. If not, then they might consider the difficulties they would encounter if, without any previous knowl- edge of German, or even with a good knowledge of German but with- out any knowledge of the German script, they should be called upon to reproduce from memory the following lines or the simplest expres- sion or even any single word found therein. 18 The Lewis Story Method of V/\Wi/ Many of those teachers who hold that the sentence method is the only correct method are very inconsistent in their practice. In the equipment of some of these teachers may be found printed on cards for class drill numerous isolated words and disconnected phrases and incomplete expressions such as the following: Bumblebee, cat, has run away, to and fro, so he went, Do not, never stopped. By and by, On the way. Here is something. Once there was, would not go, I will not, ran after him. You would only, swam away, came back, Where are, have eaten, I may not, could not find. Have you. The child should be taught to read complete sentences just as soon as practicable. But the first few sentences should involve very few details. The results obtained by a beginner in writing a single word will show how difficult it is for him to get a perfect mental picture involving many details. Of course the child's inability to make anything like a fac simile copy of the word is due largely to the fact that he is unable to control the movement of his hand, but it is also due, in no small degree, to the fact that he fails to get a perfect mental image of the word. Teaching Reading and Spelling 19 -■ ■ ■■ - I Before the child is asked to visualize a whole with too many small details, his ability to visualize should be developed by graded exer- cises. This may be done by first requiring him to get a mental pic- ture of something quite regular in outline, as the circle or the oval as seen in the letter O. Then a group of these (about three) may be visualized. Then the written a, which may be regarded as a modi- fication of the O, may be visualized; after this, a group of these (three or four) ; then an i, and the other vowels. When this has been done, the child should be able to visualize such small words as run, hop, jump, skip, etc., and by gradually increasing the difficulties he will gradually gain the ability to get a perfect mental picture of several words or a whole sentence. ( See the first lesson in The Story. Primer.) Here the first sentence is a single action word that may be readily. visualized and acted out and, unlike such words as come or go, it means a definite kind of action. In teaching a beginner to read it should be remembered that the real problem is to teach him to recognize the spoken word through the visible word, and through the spoken word to associate the visible word with the idea. Hence, the best method of teaching reading must use the best method of teaching word recognition. Hughes says : "The best method of teaching word recognition is the one which most easily, most quickly, and most thoroughly makes the child acquainted with word sounds, if at the same time it fulfills the fundamentally essential conditions of the self-activity of the child, problem finding and problem solving by the child, the preservation and development of the child's interest, and repetition of the process by which words are recognized, and not repetition of mere word forms to be memorized as word forms." The method that most com- pletely realizes all these conditions is THE LEWIS STORY METHOD. Not only does it surely, systematically, and rapidly develop the power of automatic word recognition, but at the same time it de- 20 The Lewis Story Method of velops the power and the habit of intense concentration, of close ap- plication, of careful observation and of consecutive thinking; and, in addition to all this, it begets in the child a love for reading which is quite as important as the ability to read. It also solves the problems of spelling. For, unless his vision is defective, the training which this method gives in visualizing enables the child to get such a perfect mental picture of each (eye) word that he will seldom experience any difficulty in recalling the irregular vowel combinations found in the eye words; and, unless his hearing is defective, the thorough ear training given by this method will enable the child to catch every consonant sound (and to associate with each its proper letter) in the words which he hears whether they may be phonic words or eye words; and in all phonic words by the recognition of the open and the closed sounds he is enabled to determine whether there be present one vowel or two vowels and to associate the proper vowel with the open or the closed sound which he hears. "The ablest advocates of the object-word method do not really accept it themselves in practice, except for a short period and with a very limited range of words. Men write elaborate theories to prove that the whole-Word method is the proper one, and having established what they regard as a philosophical basis for their method, they im- mediately repudiate it by limiting its application to a comparatively insignificant number of words. So7ne use their method for only about sixty words. Very few now suggest its use for more than two hun- dred words." Here is a characteristic quotation from a prominent advocate of the sentence method: "After a few weeks of such read- ing, where the main attempt is to interest the children in simple sen- tences, which they can master with the teacher's help, and so seem to read, there begins a deliberate classification of type words of the vocabulary, with a view to making the children masters of the elemen- tary sounds." (Sarah Louise Arnold, Boston.) Miss Loula Brad- ford, of Birmingham, Ala., an able advocate of the word method. Teaching Reading akd Spelling 21 says : "We continue to teach words as wholes for the first five weeks, but as the number of words increases^ there is danger of confusion. When the child forgets a word, it must be given to him again; he has no power to recall it except by association, nor has he as yet any ability to help himself with new words; he is entirely dependent upon others. To overcome this we now introduce phonic analysis." Hughes says : "All the methods that lead the child to recognize the powers and sounds of letters through the use of words in associa- tion with objects, or by writing on the board words or short sentences used by the children about objects, or experiences, or myths, or stories, or nursery rhymes, or anything else, however interesting the subject may be; or by giving the children, either in books, or in writing on this blackboard, familiar nursery rhymes or similar selections to be read which have first been accurately memorized, and which are to be re- peated as they look at the words which represent in visible form the words they already use freely orally; in short, all the methods that re- veal letter powers and sounds by analytic processes are umiecessarily slow, and they fail in the most essential requirements of high educa- tional value in the general development of the child's powers. They do not make him self -active; they do not give him opportunities either for finding or for solving problems, and they depend on memory and not on operative processes for the development of the child's power. These are sufficiently vital reasons for rejecting a method of teaching any subject, or developing any power." Not one of these objections can be made to THE LEWIS STORY METHOD. It is in per- fect harmony with the best educational theory. It is perfectly natural. Instead of giving children a dislike for school on the first day by plunging them into the difficulties involved in reading a whole sen- tence, or instead of taking children from a world of play and activity and asking them to sit up straight, fold their arms, look to the front, and repeat from memory the words of a whole sentence until thev learn to recognize each word merely by the position which it holds 22 The Lewis Stoky [Method of in the sentence, and instead of having the children spend from five to ten weeks in thus laboriously acquiring a vocabulary of sixty to one hundred words and then being compelled to acknowledge that the children have gained no ability to. help themselves with new words and that to avoid confusion we must resort to phonic analysis, "THE LEWIS STORY jNIETHOD" gives children a love for school. It does so, by remembering that when the child enters school he comes from a world of (story, song, and) play, and that "The child has a divine right to a life of joy, to an abundance of time for play, to the doing of the work of the school in ways in accord with his own stage of life, and to express his work in exercises of living interest." Hence, during the first six or eight weeks in "The Lewis Story ]Method" every advantage is taken of the child's inherent love for story, song, and play, and through story, song, and play the child is taught to build and to recognize independently more than eight hundred phonic words. While doing this, the child is kept happy. Children are very fond of endowing inanimate things with life, or the lower animals with the power of reason or speech. Hence, the girl chatters to her dolls and the boj^ talks to the broom stick which he rides. For this reason we introduce the vowels as fairies, and the consonants as dwarfs. Children are also very fond of imitating. Hence, they take keen delight in imitating the dwarfs in their attempts to call the fairies. This scheme for teaching blending too, enables the child to make a quick snappy blending and to avoid the obscure grunt that is so often heard when the pupil is taught the sounds through phonic analy- sis. After the child by phonic analysis has acquired the habit of sounding m in men as muh, or p in pen as puh, or of analyzing den as duh-en, it will be more difficult to eradicate this habit than it would have been to teach him to blend properly in the beginning. The advocates of the word method and of the sentence method claim that the beginner can not be interested in phonics. Those who have watched children in their play know quite well that children Teaching Reading and Spelling 23 will often amuse themselves for hours at a time by repeating mean- ingless sounds. But, if by phonics we mean simply phonic analysis as it is usually given in connection with the word method and the sentence method, the statement is only too sadly true, nor does phonic analysis assist the child much in his spelling. If you will watch the child as he plays with his blocks you will understand the reason. Note the extreme care with which the child puts each block into its place as he builds, and then contrast with this the carelessness with which he wrecks the whole structure with one blow. When the child comes to tearing down he has little or no care for the order or arrange- ments of the parts. This is equally true in the case of phonic analy- sis. In THE LEWIS STORY METHOD we emphasize the building or synthetic process rather than the analytic, and every let- ter is imbued with life ; the interest is constantly at a white heat ; and every child is on the tiptoe of expectation to see what is coming next. A fairy story introduces the vowels under the guise of fairies, and as the story continues, the consonants are introduced under the guise of dwarfs who, in their attempts to call the fairies, accomplish the blending of the consonants with the vowels. In the course of the development of the story pupils are taught to recognize open and closed sound families, after which all comes with ease. Nor does the interest abate when the child is given THE STORY PRIMER, which, if the best results are to be expected, should be the first primer used with this method. In THE STORY PRIMER we have a continuous story abounding in repetition, full of action, easily dramatized, in close touch with nature, and the scenes, situa- tions and experiences involving only such ideas, thoughts, feelings, and actions as every rural, village, and city child may reasonably be expected to be familiar with and for which he understands the spoken words. 24 The Lewis Story Method of Phonetics Phonetics is the science of speech sounds. Organs of Speech: The organs of speech are the vocal chords, tongue, teeth, hps, the hard and the soft palate and the uvula. The Larynx: The larynx or voice box is composed of several pieces of gristle so tinited that its shape may be changed by the use of certain muscles. The Vocal Chords: The vocal chords are two crescent-shaped membranes having their points attached, front and rear, and their rounded edges attached to the opposite sides of the larynx. When not in use, these membranes hang loosely against the sides of the larynx. When in use, they are stretched until their inner edges approach each other to within almost a hair's breadth, and the air from the lungs is forced between them, causing them to vibrate and to produce sound or voice. Resonance: The pharynx, the mouth, and the nasal passages form a resonance chamber; and their size and shape, and the size and position of the tongue have much to do with the character of the sound uttered. Vowels: A vowel is the voice modified by the resonance as explained above. Vowels may be sounded audibly alone, and by their aid consonants may be sounded audibly. Consonant means "sounding with." Consonants are so named because they can be sounded audibly only in conjunction with vowels. Diphthongs: In sounding o, the mouth passage assumes one position, and in sounding i, it assumes another position If the change from the first to the second position is made without stopping the voice, so that one vowel sound glides into the other with a single impulse of the breath (that is in the same syllable), we have a diphthong. Remember that diphthong means two sounds, and not two letters with a single sound, as ae in Caesar. FIG. I A vertical section of left nostril, mouth and pharynx, showing:- 1 Cartilage of nose. 3 Soft Palate, Uvulva. 5 Vocal Cords. 7-10 Cricoid Cartilage. 9 Tongue forming part of Pharynx. Hard Palate. Epiglottis. Cavity of Larynx. 8 Pharynx near Larynx. FIG 2. FIG 3. FIG 4 Drawings from photographs showing: — I, I, Vocal Cords. 2, 2, False Vocal Cords. 3, Epiglottis. Fig. 2 shows positions in tone production. Fig. 3 shows positions in deep breathing. Fig, 4 shows positions in gentle breathing. « 25 26 The Lewis Story Method of Triphthongs : When three vowel sounds are so run together that they are pronounced with a single impulse of the breath, we have a triphthong. Triphthong means three sounds. Compound Vowels: If two or more vowels are written consecu- tively (together) to represent a sound that is not represented by either alone, we have a compound vowel. If two vowels are written together to represent the sound of either, or if two consonants are written together to represent a single sound, we have a digraph. If three vowels are written together to represent the sound of one of them we have a trigraph. Consonants: If the breath is forced through a narrow passage, as between the teeth for s, or through the nasal passages for n; or if the breath is entirely shut off for a moment, as by the lips for p or b, we have a consonant. Consonants maj' be classified according to the obstruction, thus: Lip letters or labials: p^ h, f, v. Teeth letters — dentals: t, d, ife(in), ih {is). Tongue letters — linguals: I, r. Roof of mouth letters — palatals: j, ch. Throat letters — gutturals: g, h, k, c^k. Nose letters — nasals : m, n, ng. Consonants may also be classified as soft, hard, etc. Soft or voiced consonants or sonants : If you will place the thumb and finger against the voice box (Adam's apple), and utter h, d, g, V, z, s^z, or zh, th as in this, you will feel the vocal chords vibrate. These are called voiced, soft or sonant sounds. If you will utter p, t, k, f, s as in this, sh, th as in thin, you will not detect any vibration. These are called voiceless or hard sounds, or surds. The sonorous consonants, r, I, m, n {ng), are also called liquids because they readily run into other sounds. The stopped consonants, h, d, g, j, ch, p, t, k, are also called stops, checks, explosives or mutes. The rest of the consonants are open. The continuous consonants, v, f, zh, sh, z, s, th {is), th {in). Teaching REAPiyro and Spelling 27 and h are called breaths or spirants, s, z, sh, zh are also called sibilants. Double consonants : j—d+zh; a!=k-\-s, or g-'rzj ! a II a a a A a II A e a a 7 8 1 2 3 (4) 5 (1) 2 3 (4) (5) + o e e e e e II i i a 1 i i in ale, ail. e. in senate, preface, per- centage, in at, am. in care, air. in there, where. in ask, last. in wadi was, wander. ' in odd, not. in arm, ah. in tall, talk, awe, auk, law. in order, orb. in e-quals, eve. in e-vade, e-vent.. in end, met- -. in there, where. See t/ in fern, fertile. 1 6 m o-pen, o-ver. 2 o in o-bey, o-paque. (3) o in odd. not. See a. (4) A O in order, orb, (before r) . See a. 5 p in do, prove. (1) -*-. f i..' ^.. in stir, fir. in i-tem, ice. + e. in i-dea, i-dolatry. in ill, it, in. in machine, police 2 3 4 (5) (6) in e-qual, eve. in stir, fir. See e. oo II u o ll oo II u 6 II . u ?ii-x-- u u A u u u oi II oy ou ow + in fool, choose. in rude, rule, in Wolf, woman. in foot, good. in full, put. in son, done.- in sun, dun. ;-* in use, u-nit, cute^, :BiuteJ ' A'^. :r oo. ■ • ' '/ in u-iiite. in lis, up, sun, dun. in urge, turn. in full, put. See ob, o. in rude, rule. See oo. in oil. in boy. in out (=ow in Cow). in cow; or in low (not high) . - a macron (the Greek for long), indicates the name, narrow or close sound. " a breve (the Latin for short), indicates the open sound. J. indicates an obscure sound in unaccented syllable. ""> used over ji_vowel Jo shovv the effect of a following r, as iri her, bTrd, work, myrrh, urn liar, elixir, actor, zephyr. Broad sounds are indicated by one or two dots above or below. See br oad a's, page 42. Teaching Reading and Spelling 31 Educational Theory Every teacher should be so thoroughly acquainted with the best educational theory that her work would unconsciously conform to the underlying laws or principles. This book is intended to help those teachers who have had neither experience' nor special training. Every such teacher should, as soon as possible, read Lange's Apperception,* Quick's Essays on Educa- tional Reformers, one of the recent texts on Pedagogy, and on Psy- chology. Advantage should be taken of the first opportunity to take a normal course or to secure professional training ; but, in the mean- time, careful consideration should be given to the following Educa- tional Theory. I. Educational Purposes or Objects: 1. Development of the Mind as to: a. Power of action. b. Tendency of action. c. Habits of action. 2. Acquisition of Knowledge: a. Exact, for business uses. b. Thorough, for general intelligence. c. Extended, for mental culture. 3. Development of the Moral and Religious Nature as to : a. Correct moral standards. b. Proper attitudes towards God and man or society, and the lower animals. 4. Development of perfect physical manhood and woman- hood, and the acquisition of skill in using the bodily members. II. Laws or Principles Governing: 1. Development of Mind: a. Activity develops power. 32 The Lewis Stoey Method of b. Repeated Actit)ity develops tendency. c. Repeated Activity develops tendency into habit. d. Kind, duration and frequency of activity should he adapted to the mental state. 2. Acquisition of Knowledge: a. First elements acquired through activities of per- ceptive faculties. ^ b. Acquisition should begin where present knowledge ends. See Apperception.* c. Acquisition precedes elaboration. Hence, know- ing, then thinking; facts, then reasons, causes, theories. d. New knowledge should be promptly associated in memory with the old. III. Educational Means: 1. Play.* Hence, a well equipped playground and gym- nasium should be provided. 2. Work. Hence, every school should have well equipped departments in manual training, domestic science and art. 3.. Study: a. Of objects of sense — object lessons, pictures and travel. b. Of books ; set lessons — reading for information. 4. Practice : a. Using knowledge to acquire knowledge. b. Using knowledge to acquire skill in using. 5. Instruction: a. Through -the inspiring personality of teacher, author, etc. b. Through recitation and other exercise. *Play and work might be regarded as subdivisions of Practice; but because of their importance as factors in developing independence and originality they are given the above position. Teaching Reading and Spelling 33 * Attention Attention is the fixing of the powers of the mind upon impressions received through the senses or upon subjects of reflection. Attention is the most important activity of the mind. Without attention there can be no definite impressions through any of the senses ; no real con- scious seeing or hearing, no vivid feehng, tasting or smelhng; no dis- tinct thinking or dehberate doing. Just as the camera may admit the light from all objects within its field, but fails to record a well defined picture of all objects not at the proper focal distance, so in our field of vision there may be many objects of which there is a cer- tain vague, inactive consciousness, objects which come and go with- out making any lasting impression. Only those things upon which the mind's eye is focused will leave a definite image in the memory. Likewise many sounds may be within the field of hearing ; the barking of dogs, the confusion of many voices upon the streets, the call of the newsboys, the rattling of wagons, the clatter of the feet of horses, the honking of automobiles, the crunching noise of the street cars, the screeching of whistles; but the mother who is listening to the cooing of her first-born will be just as deaf to all outside sounds as she is to the efforts of her neighbor to call her over the phone when the receiver is down or the line is broken. Without a conscious exer- tion of the mind to fix it upon some particular object, sound, or other source of message, there can be no satisfactory connection between the source of the message and its intended destination, and therefore no distinct impressions, no well defined images, nothing to be remem- bered, and consequently no memory, and no reasoning or teaching. Attention may be: 1. As to Motive: a. Instinctive, induced by pleasure or pain. h. Controlled, induced by effort of will. 2. As to Manner Exercised: a. Comprehensive, exercised upon a whole. b. Discriminative, exercised upon a part. 34 The Lewis Story Method of 3. As to Attitude of Mind: a. Receptive, passive. b. Investigative, active, aggressive. c. Executive, attending to something that is under- stood. 4. As to Stimuli or Subject Investigated: a. External. b. Internal. PROPER MOTIVE FOR ATTENTION With many teachers attention simply means a passive or receptive attitude of the mind. Nor does it ever occur to them to take ad- vantage of other than the controlled attention. When the appeal for attention is to the will alone, frequently the attitude of the body only is one of attention, while the mind is indulg- ing in beautiful reveries. In order to get the best results with children the motive should be pleasure. Many things excite in us such intense pleasure or pain that we instinctively concentrate the powers of the mind upon these objects. Attention thus induced may be called instinctive attention. This is the attention that characterizes childhood, the attention that comes without conscious effort, lasts while pleasure or pain lasts, con- tinuing sometimes even against our wishes. As the busy bee flies from flower to flower to sip the nectar from their cups and at the same time gathers golden grains of pollen, so the mind of the child, bent upon gathering sweets, flits from one object of attraction to another, and incidentally gathers the more enduring knowledge of the nature of things. While his aim is pleasure, the attitude of his mind is such that he easily and rapidly acquires knowl- edge. So intense is his attention that he acquires knowledge with greater ease and with greater rapidity than he ever does in^ later life, even when knowledge is his chief aim. In the short space of two years after his second birthday a child learns to speak his mother tongue as he hears it. At the same time he will learn another lan- guage if he has the opportunity to play with children who speak an- Teaching Reading and Spelling 35 other language. Within his hmited sphere, which is much more ex- tended than most people are willing to admit, he is intimately ac- quainted with nature and art and with the relations of things to each other and to himself. He puts into practice his interpretation of many of the laws of physics, and seldom makes a mistake in reading human nature. The clearness and the permanency of ideas gained during this period is due to the interest and consequent intensity rather than to the continuance of the attention. In the home, on the streets, in the fields, woods and shops, children are drawn to things by the pleasure they find in them, they watch them, handle them, and use them with intense interest. The things best calculated to give pleasure to the child are those in which there is a combination of the familiar and the strange. The period of instinctive or pleasure induced attention should be extended just as far as possible into the school life. As far as there is a proper sequence of pleasing expe- riences or of pleasurable contact with the world, so far will the period be extended. Froebel aimed to make the most of instinctive atten- tion, and he sought to extend the period, making possible a well re- lated sequence of pleasing experiences and pleasurable contact with the world by bringing the child in contact with a carefully graded series of attractive objects and occupations, suited to induce observa- tion and reflection. He has done much to prepare the child for school as he thought the school should be. But owing to large classes, lack . of material, and lack of training many teachers are unable to follow up the work of Froebel in the presentation of such subjects as read- ing, and spelling, and number work. In working out THE STORY METHOD OF TEACHING READING AND SPELLING as in no other method it has been the aim of the author to take every possible advantage of instinctive attention, and to develop a method in harmony with nature's method and with the kindergarten. While to the casual observer the chief aim of the method seems to be play,* in the midst of his pleasure the child acquires incidentally but more easily and more rapidly than by anv other method the ability to read and spell the English language. The child "also incidentally gets a systematic course of training that gradually culminates in a mental discipline that enables him to control his attention by force of the 36 The Lewis Story Method of will. Attention given as a result of a conscious effort of the will may- be called controlled or directed attention. The teacher may secure it by showing the pupil that it is to his advantage or by using force. The former way is always to be preferred, but the attention must be had even if compulsion is necessary to secure it. While it must not be forgotten that the instinctive or attracted attention is the most effective in gaining knowledge, it must be remembered that our best growth results from training ourselves to do, up to our best standard of power, the things we are not predis- posed to like. Different minds are fond of studying different sub- jects, but as children grow older they should be gradually introduced to the less attractive subjects. If the introduction be gradual there will be a gradual strengthening of will power. In children the will or the power of self-control is weak and should be strengthened. The teacher should be careful not to break the child's will. If the change undertaken be too violent or too radical the child is likely to offer resistance and the teacher must either suffer defeat or break the will of the child, either of which may be very serious. COMPREHENSIVE AND DISCRIMINATIVE - ATTENTION We may view a landscape as a whole without examining any of its parts, or we may note carefully the shape of a particular leaf with- out thinking about the tree upon which it is found. In the first in- stance, we are exercising comprehensive or inclusive attention ; in the second, discriminative attention. The teacher should remember that we may see a thing as a whole, see it repeatedly until it seems quite familiar, and still we may have very little definite knowledge about it. How many people, if called upon unexpectedly, could give any- thing like an accurate description of their neighbor's house? The teacher should remember that we never know a thing thoroughly until we have seen it as a whole and have seen all the parts in their relation each to the other and to the whole, and have examined each part as a separate unit. If we see only the whole we see as we have seen our neighbor's house. If we see less than the whole we may see as the _ Teaching Reading akd Spelling 37 blind men saw the elephant. Feeling respectively the side, the tusk, the squirming trunk, the knee, the ear or swinging tail, they saw the same elephant as a wall, a spear, a snake, a tree, a fan, or dangling rope. See The Blind Men and the Elephant, by Saxe. Much of our bad spelling is due to the use of the word method and of the sentence method in teaching reading. The pupil who is so taught sees words as we see our neighbor's house, or as we see an object or collection of objects while rapidly passing, or as the blind men saw the elephant. Nor will a r,esort to phonic analysis ever com- pletely remedy the trouble. Our scheme of education should provide for the definite training of the power to give comprehensive attention so as to get in an instant a clear conception of the independent exis- tence and the relationship of a considerable number of things. It should also provide for definite training of the discriminative atten- tion. iVeither of these will ever be accomplished if our method be such that we rely wholly or even largely upon the receptive attention. A passive attitude of the mind is insufficient. The child who gives only a receptive attention is like putty in the hands of the glazier or like the lifeless clay in the hands of the potter; while the child who through pleasure has his mind aroused to the investigative attitude, is like the miner who with pick and shovel goes forth to prospect for gold and will not be thwarted in his purpose to find it. Our method must be such as to arouse the mind to the investigative attitude. The attention must be active or aggressive. In our third essential step of word building, in the recognition of open and closed sound families, the pupil is so constantly called upon to use the investigative atten- tion that an aggressive attitude of the mind becomes habitual with him. All other methods rely almost wholly upon the receptive atten- tion. 38 The Lewis Story Method of Reading OBJECTS, MEANS AND METHODS In order to attain satisfactory results in teaching any subject, the teacher should have a definite picture of the objects to be attained, of the means to be used, of the subject-matter to be presented, of the principles to be developed, of the method and order of procedure. HenceJ;he teacher should be familiar with the following outline: L Objects: 1. Practical: a. To enable the pupil to translate silently the words, signs and sentences of the written or printed page into definite ideas, thoughts, feelings (and actions ) . b. To enable him to convey these ideas, thoughts and feelings to others (with such force as to cause them to act). 2. Educational: a. To develop the feelings and the knowing and think- ing faculties. b. To develop and cultivate a taste for or a desire to read good literature and the ability to appreciate it. c. To enlarge the vocabulary and increase the power of expressing thoughts and feelings with ease, accuracy and force. d. To enable one to interpret with ease and accuracy the thoughts and feelings of others when so ex- pressed. e. To supplement one's knowledge of human nature. Teaching Reading and Spelling 39 II. Means: The child is always most receptive, most expressive, most original, most natural, most keen, most intense, and self-reliant in his play. Here, utterly unconscious of self, stimulated by pleasure, he instinctively inves- tigates things for himself and he sees clearly, thinks freely, and acts quickly and confidently. Hence the keynote to the method is play and self -activity ; activity in overcoming a related sequence of well graded diffi- culties; in solving a series of increasingly difficult prob- lems arranged as definitely and as systematically as in mathematics or science. Therefore — 1. Games and stories for teaching the pupils to associate with the letters the sounds in nature with which he is already familiar and which he delights to imitate. 2. Pictures, vowel and consonant cards, charts and black- board work, word lists and a supply of letters printed on squares of manilla paper or on cardboard. 3. Books: ' a. For individual reading and for concert drill. b. For supplementary reading at sight. c. For individual silent reading of fiction, poetry, biography, history, geography, and travel and adventure, etc. 4. Rhetoricals — reading and declaiming of: a. Selections assigned to cultivate the pupil's literary taste. b. Selections selected by pupil to test his literary taste. 5. Oral and written reproductions. III. Methods: In order to accomplish the foregoing objects to be attained in reading, let us classify our wojds as: 1. "Eye Words": All those words whose spelling is not indicated by their pronunciation. To be taught gen- erally after "Ear Words," and by the "Word Method." 40 The Lewis Story Method of 2. "Ear Words": All those words whose spelling is indi- cated by their pronunciation. To be taught by the "Phonic Method." WHAT TO TEACH AND THE ORDER AND METHOD OF PROCEDURE 1. Teach by story the sounds of the vowels o, a, i, u, e, when stand- ing alone. See pages 65-89 : (1) Principle: Vowels standing alone have the name or close sound. Note. — The name, narrow, or close sounds of the vowels are made through a close or narrow passage between the tongue and the roof of the mouth. They are sometimes called the long sounds. They are arti- ficially indicated by the macron above: 5, a, i, u, e. They are naturally indicated by their position as set forth in Principles (1), (2), (4), (5). I=a diph- thong=broad a+close e. (2) Principle: If one, two or three consonants he prefixed to' a vowel to form a monosyllable or an accented syllable, the vowel has its name sound or close sound. 2. Teach by story the sounds of the consonants. Caution: Do not teach the names of the consonants until pupils have learned to read. 3. Teach the blending of single, double and treble initial consonant sounds with the name sounds of the vowels. 4. Teach close sounds and open sounds of the vowels. (See note.) This may be done by having the pupils watch your lips while you utter first the close and then the open sounds of each vowel: 6, u; a, a; i, i; u, ii; e, e. Hold the lips as close to- gether as possible while uttering the name or close sounds, and as wide apart as possible while uttering the open sounds. Caution: Never permit pupils to give the open sound to Teachj-ng Reading and Spelling 41 a vowel that comes under Principles (1), (2), (4) or (5). In order to avoid trouble with defective hearing, keep a and e as far apart as possible. Repeat the close and the open sounds alternately as in- 'structed above, until some one tells you that you make one set of sounds with your mouth open and the other with your lips close together. Then tell them that the sounds made with the open passage are called open sounds, and the sounds made with the close passage are called close sounds. Have the pupils make first the close and then the open sounds, and they will observe that when the open sounds are made the tongue drops or is depressed somewhat from the position assumed while uttering the close sounds. Open sounds are often called short sounds. If long and short are to mean anything to the child they should be used to express quantity rather than quality. Open sounds are artificially indicated by the breve above : 6, a, i, u, e. They are naturally ijidicated by position as set forth in Principle (3). (3) Principle: All (?) monosyllables and accented sylla- bles containing a single vowel and ending in a consonant have the open sound of the vowel, an, Ann, ed, egg, of, off, it, od, on, in, un, muff, bid. (4) Principle: In all (?) monosyllables and accented syllables with a single consonant between a final e and a preceding vowel, the final e makes the first vowel tell its name. Do not put any stress on the fact that the e is silent, mate, mete, mite, mote, mute, made, mode, ride, cute, pute, fuse. (5) Principle: In all (?) monosyllables and accented syllables containing two vowels followed by a conso- nant, the second vowel makes the first vowel tell its name. Do not teach that the second vowel is silent. Of course, it is silent, but lay the stress on the state- ment that the second vowel makes the first vowel say its name or tell its name. 42 The Lewis Story Method of 5. Teach "open sound families" and "close sound families." (See the work as outHned for the Eleventh Unit.) 6. Teach pupils to blend all the single, double and treble initial consonants with all the "open sound families" and with all the "close sound families." 7. Teach the broad sounds of d. Broad sounds are made through a broad passage between the tongue and the roof of the mouth. Broad sounds of a: (1) a a is broad before w, u, II, Id, It; between w and r; and u and r. o before r sometimes has the same sound. In Webster it is indicated thus: a. (2) a a is broad before If, Ik, and Im, when the Z is silent; before final r or r followed by a final consonant ; before un as in aunt, gaunt, taunt, launch, haunch. In Web- ster it is indicated thus: a. (3) a a is broad after w or u. In Webster it is indicated thus : a. (4) a a is slightly broad in such words as" ask, asp, ass, and in words containing the combinations ask, asp, ast, ass, ance, ant, aff , aft, ath. In Webster it is marked thus : a. (5) a a is slightly broadened in such' words as care, hare, tare, mare, fair, hair, pair. Observe that if the r in these words were replaced by some other consonant, the result would be the name sound of the a. In Web- ster it is indicated thus: a. (6) a The obscure sound of a is found in unaccented syllables as in senate. In Webster it is indicated thus: a. Explanations: The broad sound of a after w and u is due to the fact that the tongue is well depressed to utter the w or u, and fails to rise before the a is uttered. The broad sound of a before w, u, II, Id, It, etc., is due to the fact that the tongue must be lowered to utter Teaching Reading and Spelling 43 the sounds of these letters, and it is lowered in time to make the a broad. Obscure vowels : Vowels in unaccented syllables, and before r are usually so pronounced that it is quite difficult to detect by the ear one vowel from the other. Such vowels are called obscure vowels. Woman, turban, flaxen, waxen, robin, wagon, Wabun, senate, etc. Before r, all vowels have a decided tendency to assume the same sound. Remember that the position or neighborhood of a vowel determines its sound: liar, lyre, umpire, tailor, sulphur, purr, per, donor, molar, color, brother, fakir. Caution : In teaching the broad sounds to beginners, simply say that a before w^ etc., is broad, and give the correct sound. After the teacher has done this many times, she should occasionally question the pupils as to what they see to tell them the sound of a, etc. Do not teach diacritical marks until you wish pupils to consult the dictionary, or keys to the pronunciation of geographical and historical names. 8. Teach 'Eye Words. Until pupils have mastered the Phonic Method, avoid as far as convenient, the presentation of Eye Words. But when you do use them, remember that at first they should be taught wholly through the eye, and not phonetically. Pupils should be taught to look at these words until they can close the eyes and see a distinct image of each word. They should see in the "mind's eye." Such work may be made very effective in all grades and in the high school. Beginning in the first grade with a single word, pupils will gradually acquire the power to see in the "mind's eye" a distinct image of a group of words in a spelling lesson, an English, German or Latin declension or conjugation, or a group of dates in history, and thus save much labor. The first time each new sight word is met during the first five or six months, the teacher should give the pupil the correct 44 The Lewis Story Method of pronunciation before he has a chance to make an error. Before letting pupils attempt to read, all new sight words should be placed upon the board and disposed of. If pupils are familiar with a certain part of a sight word, take advantage of this fact and help them with that part of the word with which they are not familiar. Sight words must be acquired largely through the memory; but the eye will render invaluable assistance if it is properly trained. To teach pupils to vis- ualize proceed thus : Teacher : — Close your eyes. How many of you can see a real picture of your mother ( or of your grand- mother, father, or grandfather) ? What is the coloj of the hair you see? Is it straight or curly? What is the color of the dress she is wearing? The color of her eyes? See pp. 146-8. 9. Teach the endings and words found in the practice lists. Caution: Do not explain the meanings of words in the phonic drills unless they are used in the reading. The phonic drills are to develop the ability to pronounce correctly and without hesitation. Be real careful to take sufficient time to master all the work planned. 10. Practice . I. Primary Grades : In the first three grades and in the first half of the fourth grade the reading should be almost exclusively sight work. The aim should be: a. To develop power to do independent work. To accomphsh this, at first much attention should be given to word building and to sight reading. Do as much individual work as possible. In the first and second grades, endeavor to hold the attention to one thing for only a short period. b. To develop fluency. Fluency may be gained only by much reading. First and second grade pupils should read at least four times every day. All the new or difficult words should be placed on the board along Teaching Reading and Spelling 45 with all the words built on the same families, and before reading, the teacher should point out these words, and have the pupils individually and in concert, pronounce the words as the pointer leaves the board. If pupils hesitate at all, the same course should be pursued in the third grade. The second and third grade teachers should be thoroughly ac- quainted with every step taken by the first grade teacher. And when pupils show the need for it, the same steps should be taken in the second and third grades as are taken in the first. The teacher will then lose no time in getting on common ground with her pupils. Note. — In assisting pupils to analyze words, if the word has an ending, first cover all but the ending and have pupils give the ending ; then uncover the preced- ing family name and. have the pupils pronounce the family name; next uncover the consonant or con- sonants preceding and have the pupils pronounce. Continue thus to the beginning of the word. The pupils will then pronounce the whole word without hesitation. ■ c. To develop the understanding of and the apprecia- tion of literature. Teach pupils to recognize: ( 1 ) Repetition, at first, of words ; later, the regular recurrence of heavy (accented) and light (unaccented) syllables. This is the only (absolute) essential of poetry. (2) Personification: (Children make persons of their dolls when they talk to them. ) Purify= make pure ; purification^^making pure. Per- sonification is the act of making a person. (3) Metaphor: (Metaphor is characteristic of the language of children who are very apt to in- dulge in calling names.) 46 The Lewis Story Method or ^^ (4) Simile, and Onomatopoeia, the thoughts of which are sj)ecially pleasing to children, who are full of mimicking instinct. (5) Antithesis or Contrast: In order to teach emphasis, if the pupil should fail to emphasize the proper word, let the teacher read the sentence substituting another word in place of the word that should be emphasized. (The teacher should first tell the pupil to look for errors and correct them.) Example: The first boy was hopping. The second boy was jumping. Notice that first and second are contrasted, and therefore each should be em- phasized. The same is true of hopping and jumping. Should the pupil fail to emphasize "first," let the teacher read thus: The third boy was hopping. Then let the pupil correct the error. This method will seldom fail to bring the desired results. If the pupil fail to emphasize hopping, let the teacher ~read thus : The first boy was running. Then have • the pupil read it correctly. d. To develop a literary vocabulary and beautiful thoughts, appropriate memory gems should be learned, and the merits pointed out and studied. II. Intermediate Grades : In the last half of the fourth grade and in the fifth and sixth grades. a. Lessons to be studied with definite ends. b. Supplementary sight reading; first of sentences, then of paragraphs, to be followed immediately by oral reproduction of the thought in the words of the pupil, with and without questions by the clas^t or teacher. ' The teacher should remember that the crucial test of a child's understanding of a selection is his ability to explain its meaning in his own words. This is one of the important steps in learning to _^ Teaching Reading and Spelling 47 read, and pupils should be given systematic training in reporting in their own words, both in writing and orally, the meaning of selections which they have read. The pupil's' interpretation should be accurate, comprehensive, and as rapid as possible. To secure such results, many plans may suggest themselves to the wide-awake teacher. A very practical plan that may be used in all grades, and one that involves very little expense, is to have in each grade or class a collection of clippings from children's papers, magazines and news- papers, pasted on cards. These may be distributed at random, with the clippings turned down upon the desks. At a signal, the clippings should be turned up and, after the lapse of sufficient time, the cards should be replaced upon the desks with blank side up. The children should now be given the opportunity to stand and tell the class what they have learned. These clippings should include short stories, especially humorous stories. A few real clean after-dinner stories will add to the interest and do no harm. Current events, statements about science, history, biography, or a vivid description of places and objects of interest •may be used. If it is desired to test the whole class on the same clipping, it may be written on the board and a curtain drawn over it until all are ready. Then at a signal the curtain may be raised and all may be permitted to read until sufficient time has elapsed when the curtain may be lowered and all required to write in their own words what they have learned. c. Supplementary silent reading for reproduction, oral and written. In the fourth and the following grades much attention should be given to oral and written reproduction of such selections as Ruskin's King of the Golden River, Irving's Rip Van Winkle and Legend of Sleepy Hollow, Hawthorne's Great Stone Face, Hale's Man Without a Country, Dickens' Christmas Carol, Grimm's Hans in Luck, Lamb's Tales from Shakespeare, Stories from Greek and Roman Mythology, Pinocchio, and Heidi. d. Reading of books for information. 48 The Lewis Storv INIethod of e. Reading of books for pleasure. In these grades the pupils should acquire a love for history. The con- tinuous reading of much history of the right kind will bring about the desired result. Pratt's America's Stories for America's Children, Spark's Expansion of the American People, Ten Boys on the Road, Murche's Science Readers, Tappan's Story of the Greeks, the Romans and the English, Whitcomb's Heroes of History for N. Y., Carpenter's Geog- raphy Readers and Industrial Readers, will furnish excellent material for supplementary reading in these grades. f. Select readings, declamations and memory gems, g. Figures of Speech and Facts About Poetry. Teach in Grade 7. 1. Repetition. 2. Personification. ( The making of a person. ) 3. Simile. 4. Metaphor. (The transfer of names or calling of names. ) 5. Onomatopoeia. (Imitation of sound by sounds of words. ) 5. Antithesis or contrast. Hyperbole. (Throwing over or exaggeration.) Irony. Interrogation. Exclamation. Apostrophe. (A turning away.) Climax. (A ladder.) Allegory. Metonymy. Synecdoche. Epigram. Epithet. (A sort of brand to express a well known quality.) Litotes. Teaching Reading and Spelling 49 Teach in Grade 1. 2. 3. 4. In poetry, teach pupils to observe the regular recurrence of heavy (accented) and light (un- accented ) syllables . Indicate thus : — _, — ^ — w — _. Verse: (From verto, I turn — prose means run on.) A line made up of feet (as indicated above) so named because the early priests walked to and fro, thus keeping time as they chanted. Meter or Measure: By the meter or measure of a poem we mean the kind of feet or units and the number of feet in each line or verse. Feet: There are four kinds of feet — 1. Trochaic — '^, the running or the tripping measure : "Come and trip it as you go On the light fantastic toe." Iambic ^ — ', opposite to the Trochaic. Dactylic — '^^ (from the Greek word for finger), has one long and two short, or one heavy and two light syllables. Anapestic w- — ', which means driven back- wards. It is the opposite to the Dactylic. A verse or line containing two Iambic feet is called an Iambic Dimeter: w — w — '; three feet. Trimeter; four feet. Tetrameter. A line containing five Trochaic feet is described as Trochaic Pentameter; six feet, Hexameter; ^seven feet, Heptameter; eight feet, Octameter. — 'w — 'w — '^ — '^ — '^, Trochaic Pentameter. ^ — ' w — ' w — ' „ — ' ^ — ', Iambic Pentameter. — 'ww — 'ww — 'w„ — -w — '^w, Dactylic Pentameter, ^w — ' WW — ' WW — ' WW — ' WW — ' WW — ', Anapestic Hexameter, Value of inversion as a means of emphasis. Sentences: long, short (see laconic), loose, periodic, balanced; and the effects of each. 2. 3. 4. 50 The Lewis Story Method of 11. Suggestions on seventh and eighth grade reading: a. Selections should be studied with reference to thought, feeling, and mode or manner of expression (style) ; and drill in sight reading, b. Memorized selections recited and criticised. c. Lives of authors studied (in connection with the selections read or memorized) and sketches written. d. Readings and dedamations and debates. e. Drills in expression of feeling and thought: ( 1 ) Making the points in each thought stand out clearly and boldly. (2) Emphasizing the principal thoughts a,nd subordi- nating the less prominent. (3) Giving the tone and the inflection necessary to con- vey the thought. Note. — Read the sentence, "Yes, she is nice" to show, first, that she is nice, but others of her faniily or associates are not; second, that she is nice, but the;re is reservation and that you do not. approve; third, that she is nice without reservation or that you do approve. Take advantage of punctuation and of errors in punctuation to show the necessity of proper punctuation as aid to interpretation of thought. f. Teach pupils to use the imagination to construct: (1) From familiar hills, roads, scenes, etc., the pictures set forth in the selection. (2) From experiences in real life, the situation and action. (3) From characters in real life, the characters in the selection. Outline for Study: 1. Preliminary preparation and mastery of the subject matter, a. Author's life and the circumstances under which selection was written. Teaching Reading and Spelling 51 b. If selection is not a whole, a study of the whole for the setting. ^ e. If selection is historical, discussion of events bearing on the same, d. Side lights from literature or history that will add interest or vividness. e. Gain an idea of the work as a whole by a single reading, if possible, at one sitting, without stopping to look up words or refer to notes. Note. — A good outline will be of great assistance. Out- line Studies in Literature, by Maud Ehna Kingsley, by the Palmer Co., Boston, are very valuable for this purpose, f . This done, read a second time more carefully, with notes, which should not be memorized. After the work has been read thus, see How to Study Literature, by B. A. Heydrick (Hinds and Noble, N. Y.), and study as per instructions. This is an admirable little volume, and every teacher of English should be thoroughly acquainted with it. Silent and Oral Reading As a rule, much silent reading should precede any extended effort at oral reading. It is understood, however, that in beginning the work of word recognition the words must be spoken "until pupils have become familiar with the way in which the different powers and sounds of letters coalesce to form words," At this point silent read- ing should predominate, and should continue to predominate until the pupil has learned to recognize words instantaneously without con- scious effort ; until he has acquired the abilit j' to extract thought with- out conscious effort from words, phrases and sentences, and until he has gained the power of accurately expressing the author's thought and feelings in the author's language. The best silent reader is he who can most rapidly, most comprehensively, and most definitely, interpret visible language into thought. The best oral reader is he who can most effectively convey to others the thoughts and feelings repre- 52 The Lewis Story IMethod ov seii'ced in visible language. Few men can read rapidly enough, because to most teachers reading means reading alov»d, and much valuable time is wasted in attempting to force natural expression before pupils have acquired the'powers of automatic word recognition and accurate thought getting. When one is required to perform a complex opera- tion, he should be able to give his direct or primary attention to the highest element, or phase, of the complex processes. The subordinate processes should be so thoroughly mastered that he can perform them automaticallj^ or without conscious effort. In oral reading the sub- consciousness should attend to the subordinate processes of word recognition and of thought extraction, and the undistracted conscious attention should be given to the highest phase or the oral expression. Not only the teacher but also the pupil should have a thorough knowl- edge of the mechanics of reading. When this knowledge has been acquired there will be little need for mechanical directions. The pupil will readily acquire a good working knowledge of the functions of Time, Grouping, Emphasis, Inflection, Force, and Quality. Time The degree of rapidity or slowness with which a word, a phrase, a sentence, or a selection is read, is called its time. The rate of utter- ance or time is determined by the largeness (or smallness) of the thought and the quality or strength of the emotion or feeling ex- pressed. Large or solemn thoughts call for slow time, while light and airy thoughts call for rapid utterance. Long, heavy and slow demand a different time from that demanded by short, light and quick. How should each be uttered? Why? What kind of time would you expect in Lincoln's Gettj^sburg address or Webster's Bunker Hill oration? What kind of time would you expect in a comic selection or in a Mother Goose rhyme? What kind of time would you give to a sad selection? Why should the Preamble of the Constitution be read in slow time? Give other examples of slow and fast time* and the reason. Teaching Reading and Spelling 53 Grouping Good readers recognize a larger unit than the word. They nat- urally group the words expressing the various ideas of the sentence. This enables the reader to give better expression, and it enables the hearer to get the thought with less effort. As the grouping is deter- mined by the thought, the punctuation frequently assists by pointing off the thought units. Give the grouping in Lincoln's Gettysburg ad- dress, and Hiawatha. After you have finished grouping underscore all the emphatic words. How many emphatic words do you find in each group ? If you find more than one emphatic word in a group you would do well to make another group. Emphasis The sentence "The little boy caught the red ball" may be so read that it will mean: The little boy caught the red ball, or not big The little boy caught the red ball, or not girl The little boy caught the red ball, or not threw The little boy caught the red ball, or not white The little boy caught the red ball. not bat. In order to bring out the speaker's thought in the various sentences the main idea is expressed in italics and should be emphasized. This means that the emphatic word should be spoken with a higher pitch of voice. When pupils fail to give the proper emphasis on little, the teacher should substitute big and have pupils correct the error, when little will be given the proper emphasis. Proceed in the same manner to correct other errors in emphasis. This scheme will invariably give the desired results. Ideas expressed for the first time are usually emphatic. Ann has a bird. She likes her bird. Her bird sings. 54 The Lewis Story Method of She has a cat, too. Her cat purrs and plays. Underscore the em- phatic words. Contrasted ideas, too, are emphatic. Give examples. Have pupils give examples. Inflection Inflections are changes in the pitch or elevation or depression of the voice to reveal the thoughts or feelings or motives of the speaker. When the speaker pitches his voice in a high key, we may infer that he has a strong desire to be heard or that he is acting under a high nervous strain or tension. When he pitches his voice in a low key, we may infer that he has little desire to be heard and that he has com- plete control of his feelings. Direct questions and expressions involving doubt, anticipation, condition, incompleteness, uncertainty, and subordination usually take a rising inflection or upward glide of the voice. Deference, courtesy, concession, conciliation, supplication, begging, favpning, shame, sur- prise and astonishment all take the rising inflection. In a climax in which the speaker constantly has in mind the last term, the rising in- flection should be used on each term except the last, on which the fall- ing inflection should be used. The climax is incomplete until the last term has been reached. When each term of a series shows a com- pleteness in itself, or when the terms are emphatic, the falling inflection is used with all terms. The falling inflection is required also in ex- pressing decisiveness, positiveness , conclusiveness, completion of sense, affirmation, determination, anger, scorn, contempt, and exclamatory and imperative sentences, and indirect and exclamatory questions. Examples : Surprise and direct question: What! Are you here? May be answered by yes or no. An indirect question: What is your tidings? Can not be an- swered by yes or no. Threat you me with telling of the king. Why have we the rising inflection? Teaching Reading and Spelling 55 Doubt, indecision, hesitation: So-no-yes-now-not yet. Condition and decision : If this be true, then I am decided. •-**>* ^ ^ "^ Contempt: Down, slave! down. Thou slave, thou wretch, thou coward. -^ ^ ^ ^ Climax : Sans teeth, sans eyes, sans taste, sans everything. Climax: You blocks, you stones, you worse than senseless ^ ^ ^ ^ ^ ^ things! To towers and windows, yea, to chimney -tops. Irony is shown by using both the rising and falling inflection on the same word. Irony: Brutus is an honoraljle man. FOKCE Force is the power with which sounds are sent forth from the vocal organs. An increase of mental energy in the mind of the speaker re- sults in a corresponding increase of muscular tension of the organs of speech. When the chief stress falls on the beginning of the word it is called radical stress. When the chief stress falls on the end of the "word it is' called final stress. When the chief stress falls on the middle of the word it is called median stress. Many teachers seem to attach too much importance to expression. They seem to think that their aim should be to make declaimers, elocutionists, or actors out of all their pupils. They forget that at least nine-tenths of our reading must be silent thought-getting. Instead of having pupils attempt to imitate as the actor does, the teacher should get the reader to imagine himself in the situation of the speaker. Then his mental state will react upon his vocal organs and give the desired stress. Quality Every change in the position of the vocal organs or in the size and shape of the resonance cavities or the tension of the controlling 56 The Lewis Story Method of muscles is accompanied by a corresponding change in the tone or quahty of the voice. Shght changes may be made at will, but the greatest changes may be made only under the influence of emotion. Under the influence of joy and gladness we hear a bright silvery ringing quality, as in Poe's Bells ; while under the influence of gloom and sadness we hear such tones as characterize Poe's Raven. When the speaker is not swayed by any noticeable emotion we hear what may be called normal tones. Under the influence of sublimity or grandeur the speaker uses a deep, full tone called the orotund quality, as in Byron's "Roll on. Thou Deep and Dark Blue Ocean, Roll." Under the influence of sickness, weakness or fatigue the speaker uses what is called an oral quality. Under the influence of fear, terror or the desire of secrecy the speaker uses the aspirate quality, as in Shakespeare's "Macbeth." "Whence is that knocking? How is't with me when every noise appalls me? What hands are here? Ha! they pluck out mine eyes." Under the influence of anger, scorn, revenge or harsh and severe emotions the muscles of the throat contract and the guttural tones are heard, as in Shakespeare's "Shylock." Shylock (aside) "How like a fawning pubhcan he looks! I hate him, for he is a Christian, If I can catch him once upon the hip. I will feed fat the ancient grudge I bear him." Under the influence of awe, dread or horror, the speaker uses the pectoral quality, as in Shakespeare's "Macbeth." Lady Macbeth — "The raven himself is hoarse. That croaks the fatal entrance of Duncan Under my battlements — Come, you spirits. That tend on mortal thoughts . . . . . " When the nasal passages are obstructed or contracted we get a nasal quality. Teaching Reading and Spelling 57 Figures of Speech Definition: A figure of speech is an intentional deyiation from the plain or ordinary mode of speaking, or from the literal use of language in order to promote clearness, concreteness or emphasis and thereby secure a greater effect. Figures of speech are not mere ornaments, although they generally add beauty. Authors vary much as to the basis of classification and also as to the number of figures recognized. (Some authors give between 250 and 300.) Classified with respect to the effect produced, figures of speech may very aptly be divided into two broad classes : 1. Figures that promote clearness and concreteness. 2. Figures that promote emphasis. I. Figures that promote clearness and concreteness are based upon resemblance and association. A figure of speech promotes clearness and concreteness by associating the object of thought with some other object (which is better known or more concrete than the object of thought) . The figures of speech that promote clearness and concreteness are: 1 Simile, 2 Metaphor, 3 Metonymy (Synecdoche), 4 Allegory, 5 Personification. 1. Simile: (Neuter singular of the Latin adjective, similis, similis, simile, meaning like or similar. ) The readiest means of illus- trating an object or action is by representing it as like something else. When such comparison is definitely expressed between objects of different classes, the comparison is called a simile. The comparison is often denoted by like; but as, so, just as, similar to and many more expressions may be used; while sometimes the formal term of comparison is altogether omitted. All comparisons are not similes. Likeness alone is not sufficient to make a simile. It is the actual likeness deduced from the essential unlikeness that makes the com- parison simile. Simile is specially adapted to promote clearness, but when force or passion is to be expressed our emotions indulge in metaphor. 2. Metaphor is derived from the Greek meta, over, and pherein. 58 The Lewis Story Method of to carry. Hence it means a transfer of names, or the substitution of the name of one object for the name of another which closely resembles it. It is the most common and the most forcible figure of speech and is specially adapted to give form and tangibilitj' to abstract ideas. A metaphor is a contracted simile, the term of com- parison being omitted, e. g.. He is like a lion. He is a lion. Simile: He sha-U be as a tree planted by the river of waters. Metaphor : He shall be a tree planted by the river of waters. The child uses metaphor when he calls names. 3. Allegory comes from the Greek alios, other, and agoreuein, to speak (in the agora or the assembly) . A Greek lawyer in advocating the cause of his client always impersonated him and spoke in the first person. He spoke under the guise of another (alios) in the assembly (agora). Hence an allegory means the description of one thing under the name of another. In this figure a course of moral or mental truth is conceived under the form of a fundamental metaphor and followed out in detail as a narrative. Thus, in the most famous of all allegories, Bunyan's Pilgrim's Progress, the trials and ex- periences of the Christian life are portrayed under the figure of a pilgrim from the "City of Destruction to the Celestial City." The advantage of allegory as a means of conveying abstract truth is two fold. First, as an extended metaphor, the allegory makes the thought more concrete. Second, the allegory takes the form of the story, which is the easiest and most interesting of literary forms. The allegory may be arranged and planned according to a plot, while a course of abstract thought must be planned with logical sequence. Good examples of allegory are Bunyan's Pilgrim's Progress, Spenser's Faerie Queene, Dante's Divine Comedy, Psalm LXXX, 8-16. 4. Metonymy comes from the Greek metonymya, meta, across, and onoma or the Latin, nomen, a name. Hence Metonymy means an exchange of names between things closely associated, as the use of church, town or state for the people therein, or the reverse. Synecdoche comes from the Greek syn, with, and ek, out, and dechomai, to receive. It is a special form of Metonymy and consists in denoting the part by the whole and the whole by the part. Many sails^many ships. Teaching Reading and Spelling 59 5. Personification comes from the Latin persona, a person, and facio, I make. We see the word facio in the word purify, which means to make pure. We see it in purification, which means the act of making pure. Personify means to make a person, and personifica- tion means the act of making a person. Personification endows inanimate things or abstract ideas with life and mind, or represents things which are not persons as if they were persons. Children do this when they talk to their dolls or their dogs as if they understood what was said. II. The figures of speech that promote emphasis. A figure of speech promotes emphasis, not by associating another idea more con- crete or picturesque, but by making the thought stand out more boldly through some happy manner of expressing it, which throws the thought forcibly upon the feelings as well as clearly upon the understanding. The principal figures promoting emphasis are: 1, Exclamation; 2, Interrogation; 3, Apostrophe; 4, Hyperbole; 5, Irony; 6, Antithesis; 7, Epigram; 8, Climax. 1. Exclamation (from exclamo, I cry out) is an emotional ex- pression or a spontaneous outburst of thought not by a logical state- ment, but by some abrupt, inverted or elhptical construction. Me miserable! O insupportable hour! Oh for a lodge in some vast wilderness! O that this too, too solid flesh would melt! 2. Interrogation is the asking of a question not to secure informa- tion or to indicate doubt, but to assert strongly the reverse of what has been asked. It presupposes the idea as so certain that the reader or hearer may be challenged to gainsay the affirmation, and in this challenge consists the emphasis of the figure. Does God sleep? Who can deny the existence of God? 3.' Apostrophe is from the Greek apo, away from, and strephein, to turn. Hence, Apostrophe means a turning away from the natural course of thought, in which a person or thing is spoken of, to address it (the person or thing) directly, as if it were present. When the object addressed is inanimate, the figure apostrophe involves also personification. The emphasis results from the fact that an absent object is so vividly conceived as to become present to the senses. See Webster's Oration, on The First Settlement of New England. 60 The Lewis Story JMethod of ■ "Advance then ye future generations! We would hail you as you rise in your long succession truth." See I Corinthians, 15th Chapter and 55th verse. 4. Hyperbole is from the Greek hyperbole, from hyper, above, and hallein, to throw. Hence Hyperbole is a throwing over, or an exaggeration, which increases the vividness of a statement Avithout conveying a false impression. This often consists in the use of a definite for an indefinite number as, a thousand for a great many. "One moment now may give us more than fifty years of reason." "To see her is to love her, and love but her for ever; for nature made her what she is, and never made another." 5. Irony expresses the contrary (if taken literally) from what is intended to be conveyed by the speaker, whose tone, inflection or manner shows the real intention or drift. The strength of the figure consists in its being so unanswerable that no doubt can exist as to the falsity of what it assumes as true. It is a kind of "reductio ad ahsurdum" See I Kings, XVIII, 27: "Cry aloud, for he is a god; either he is talking, or he is pursuing, or he is on a journey, or peradventure he sleepeth, and must be waked." Also Job's address to his friends: "No doubt but ye are the people, and wisdom shall die with you." 6. Antithesis is from the Greek antithesis, from anti, against, and tithenai, to place. Hence Antithesis means contrast- [ing) , or the placing of opposites in juxtaposition for the purpose of emphasiz- ing by contrast. Man wishes to be happy but dreads to be, miserable. Antithesis is characteristic of balanced sentences. For examples, see Pope. 7. Epigram is from the Greek epigramma, from, epi, upon, and graphein, to write. Epigram is a brief expression with an unexpected turn of thought; a witty or pointed couplet or stanza. Fact is fact. Wit is wit. "I am that I am." 8. Climax is from the Greek klimax, a ladder, (from Klinein, to slope) . Climax is the regular arrangement of ideas in a progressive Teaching Reading and Spelling 61 series sothat these shall evidently and uniformly increase in signifi- cance, interest or intensity. "The days will grow to weeks, the weeks to months, The months will add themselves, and make the years. The years will roll into the centuries, And mine will ever be a name of scorn." See Romans VIII, 35. See also Hebrews, Chapter XI. 9. On-o-mat-o-poe'ia is from the Greek onoma, name, and poieein, to make. Onomatopoeia is the imitation of sounds, or the use of sounds that harmonize with the sense or the thing suggested. The owl hoots. The dog barks. The tinkling bells. See Poe's, The Bells, etc. 10. Litotes is the denial of one thing to emphasize its opposite. "A citizen of no mean city." THINGS TO REMEMBER Emphasize the three essential steps of word building. 1. Teaching the name sounds of the vowels o, a, i, u, and e. 2. Teaching- pupils to blend the initial consonants as, m, p, ch, h, b, etc., with the name sounds of the vowels. 3. Teaching pupils to recognize open sound families and closed sound families and the blending of the initial consonants with these families. The reading of the words in italics is not an essential part of the method. Nor is it essential that pupils learn the story or any part of it, although it may be learned and retold for oral work in language. Simplify the story if you wish, or modify to suit yourself; but teach the three essential steps exactly as given in the manual. Put as much fun as possible into your work. Make your children happy and keep them happy. But remember to play to a purpose. Play and conversation and dramatization will do much for your foreign pupils and for your backward or subnormal pupils. 62 The Lewis Story Method of If the habit of reading is not fixed while pupils are young, there is great danger that it will never be fixed. A deep love for reading may be implanted in children long before the end of the first year. But this love for reading can never be inculcated by fault-finding. If the teacher is always prompt in commending or approving good >'ork or faithful efforts, or even the poorest student every time he does his best, and merely withholds her approval or commendation on all occasions which do not deserve words of praise, there will be little need for censure; and, instead of hating reading, even the poorest reader will take a certain pleasure in the reading period. This pleasure may be greatly heightened by permitting children to read enough at one time to get the plot of the story. Children, as well as grown people, have little use for incomplete or unfinished stories. They like to take up the thread of a story at the beginning and follow it through to the end. They like to see the beginning, the development, and the conclusion. They like to see the whole plot standing out boldly before them. When, after the reading of each sentence or short paragraph, the teacher con- sumes more time in fault-finding than the pupil is allowed for read- ing, all the continuity of the thought is broken, the plot is obscured, and there is no interest except in looking forward to the end of the period. Nor will the reading of such disconnected sentences as are found in many primers ever give the child a love for reading, or teach him to do consecutive thinking. In reading, the chief aim should be thought-getting. Many teachers seem to attach too much importance to expression. They seem to think that their chief aim should be to make declaimers, elocutionists, or actors out of all their pupils. They should remember that not one out of a hundred of their pupils Avill ever become either. They should remember that more than nine-tenths of the pupil's reading even in school must be silent reading, and that practically all their reading in later life will be such. They should remember Teaching Reading akd Spelling 63 that in reading the chief aim should be thought-getting, the getting of a chain of thoughts with a logical sequence. They should also remember that the constant injunction to read as the teacher reads or to read as some favorite pupil reads, not only breaks the logical sequence of the thought, but so affects the mind of the reader that its reaction upon his vocal organs actually hampers his expression and the result is worse than if nothing had been said. Another and better way to secure expression is to see that the child has a thorough knowledge of the mechanics of reading, so that word-getting may. be automatic and instantaneous, and to give him a clear picture of the circumstances or situation of the speaker, and then to have the pupil imagine himself in that same situation. Then his mental state will react upon his vocal organs and add much to the expression, for in reading as well as in speaking and writing the thoughts and feelings prompt the expression. If you have children who do not speak English, read pages one, two and three, especially what is said about teaching foreigners ; but remember that this method has been used with most gratifying re- sults in grades in which 98 per cent and even 100 per cent of the chil- dren came- from homes in which not a word of English was spoken. In some instances all the pupils spoke only German ; in others, only Italian ; in others, only the Finnish ; in others, only Polish ; in others were found many nationalities with no English; while in others we find Mexicans, Indians, etc. These children must become accustomed to hearing English sounds. Hence tell the stories even though not one word may be understood at first. But make your stories just as short as possible and tell them many times. When you come to where the little fairy cries O, they will at least be able to imitate you and thus they will get the name sounds of the vowels. In crying you are acting out part of the story. (You should act out every- thing possible and have the children do so.) Before they can become 64 The Lewis Story Methob of independent they must get these sounds and this is the quickest possi- ble way to teach these sounds. When you come to teaching the consonants do not hesitate to tell the stories about the dwarfs, but make them short, remembering that if your children hear a few expressions many times these expressions will gradually become familiar to them. Remember also that your children must learn to blend the initial consonants with the vowel sounds, and that even though your children may not understand one word of the stories you may be telling them about the consonants, when j^ou blend each consonant with the vowels, your pupils will catch the idea and learn to blend by imitation if not otherwise. Please notice that we have begun blending with the m on the lips, then with p on the lips. We have begun just where jou yourself began to talk. We have begun just where they began with Peter, the educated monkey, or chimpanzee. We teach the consonants in the order given because it is so easy to say to the child, "Close your lips real tightly and just as you open them call the e fairy, or the o fairy, etc.," and thus get the blending of m. In teaching the child to blend p, noth- ing could be easier than to tell him to puff the o out, or to puff the i out. The same is true of the blending of ch. In teaching the open sound families and the closed sound families, even though your chil- dren may not understand what you say, they will soon catch the idea that when only one vowel is found in the family the vowel has the open sound and that when two vowels are present the first vowel tells its name and the second vowel keeps still. Remember that before your children of any nationality can help themselves they must master these three steps, and that we have presented these three steps in the easiest possible way. Teach these three steps thor- oughly and you must succeed. But do not forget the caution on pages two and three. See pages 1.53-160. FIRST GRADE WORK FIRST STEP— TEACHING THE NAME SOUNDS OR THE CLOSE SOUNDS OF THE VOWELS, o, a, i, u, e. ( See Things to Remember on page 61, also Open and Closed Sounds, pages 28, 40 and 41. (See Caution on page 41, also open and closed sounds, pages 20 and 21. FIRST DAY OF SCHOOL— FIRST UNIT GREETING — Intended to break down all barriers between home and school. Teacher: Good morning, children! I am delighted to see so many bright eyes and happy faces. Every time you meet me I (want you to speak to me. When you meet me in the morning, I want you to say, "Good morning. Miss Lewis!" (Write this on the board in various, places, substituting your own name, and have pupils read it every morning, until .each pupil can read it fluently, and can call each word when pointed out, and can point out each word when it is called.) Teacher: What will mamma do without you today? I know you must help mamma a great deal. How many of you like to help mamma? How many of you like to help papa? How many of you like to play? How many of you like to hear stories? How many of you ever heard a fairy story? Who told it to you? Mamma, or papa, or sister, or brother? Who told the story to mamma? Does mamma tell you stories every time you wish to hear them? I know a little girl and a little boy who have no big sister or big brother to teU them stories, and their mamma and papa are so busy that they hardly ever have time to tell stories. But this little boy and girl know, oh! ever so many pretty stories. Can you guess how they 65 66 The Lewis Story Method of learned so many pretty stories? Do you want to guess how they learned them, or shall I tell you? This little boy and girl have learned to read, and now they can read all kinds of pretty stories fi-om books. Would you not like to learn to read all the pretty stories that are found in books? Would you not like to hear how this little boy and girl learned to read? Listen, children, and you shall hear. Their father told them et fairy sto^^^ Do you know what a fairy is? Some people tell us that a long, long time ago there lived on the earth some very tiny little people called fairies. These little people were smaller than your dolls. Some of them were even smaller than your little fingers, and they were always helping people who were good and. kind. We know that there never were such things as fairies but here is the story the father of this little boy and girl told his children, and they listened so well that they learned how to read stories for themselves. STORY ABOUT FIVE LITTLE FAIRIES PART ONE: — Intended to show that the surest way to happi- ness is through a life of unselfish service to others, to inculcate such kindly feelings for others that politeness will be the natural expres- sion of the heart, and that obedience to the powers that be in the home, school, church, and state will be the outgrowth of a love for truth and right and not of a fear of law. It is also intended to en- tertain the children and so arouse their interest that they will be anxious to hear the second part of the story. The teacher may intro- duce as many details as she pleases in Part One, and she may make it long enough to consume a whole period. But Part Two must be short and snappy, right to the point; just long enough to arouse the interest to a white heat when the fact to be taught should be presented and clinched, and the story itself should be allowed to fall into the back ground the moment the fact is fixed. ) CopyrtgUt, 1»16, by G. W. Lewis Pub. Co. King Oberon and Queen Titania 67 68 The Lewis Stoby Method of Teacher: Once upon a time, long, long ago, so long ago that nobody knows just when, and far, far away over the deep blue sea, so far away that nobody knows just ^where, there lived five happy little fairies. (Hold up your hand and count one finger for each fairy. One, two, three, four, five.) Each happy little fairy was a happy little fairy princess. For their father was the king of all Fairy Land. His name was Oberon, and he was very wise and good to his people. Their mother was Titania, the most beautiful and the most lovable queen in all the world. King Oberon and his beautiful Queen Titania had come from another Fairy Land, far, far away in India. They came to northern Europe to find a new Fairy Land where in the long moonlight nights they could hold their merry frolics and dance and sing to the sound of their wings. Here they lived and frolicked and sang their merry songs and all were happy; for in their frolicking they were always careful to help some one. The king was happy, because he was not selfish. He loved other people more than he loved himself. He loved his beautiful Queen, Titania. He loved his little fairy maidens. He love4 all his little fairy people, and he did all he could to make every one happy. The beautiful Queen, Titania, was very happy too ; for she loved the king and her little fairy maidens, and all the little fairy folk much more than she loved herself, and she knew that they all loved her. The little fairy folk too were very happy. I'or they loved their wise king and their good and beautiful Queen Titania, and the kind little fairy maidens, and they were always trying to make some one else happy. When the little fairy folk came before their king, they took off their tiny red hats and bowed very low and said, "Long live our wise king! Long live our good and beautiful queen ! and may the fairy princesses live forever!" When they came before their good and beautiful queen, they took off their tiny red hats and bowed very low; and when she touched one of them with her wand, he arose and kissed her little hand, then they all arose and said, "Long live our wise king! Copyright, 1916, by G. W. Lewis Pub. Co. Five happy little fairies 69 70 The Lewis Story Method of Long live our good and beautiful queen! May the little fairy princesses live forever!" When they came before the little fairy princesses, the little fairy folk took off their tiny red hats, and bowed very low, and said, "All hail the princesses." Then they stood up and waved their tiny red hats three times high above their heads, and cried aloud, "Hip, hip, hurrah! hip, hip, hurrah! hip, hip, hurrah! Long live our wise king! Long live our good' and beautiful queen! May our happy princesses live forever, and may their rule never end! Every one in Fairy Land was happy. But the little fairy princesses were the happiest of all. They were much more happy than any one else. For they never thought about themselves; and they were always trying to make other people happy. If you do not believe it will make you happy to help some one else, just try it today. Try to see how many nice little things you can do for mamma and papa, and brother and sister. Then I know that you will be happy, and so will mamma and papa, and brother and sister. How many of you will try tonight and tell me about it tomorrow? PART TWO. — IN WHICH THE FIVE LITTLE FAIRIES ARE MADE VERY SAD. Intended to teach the name of o, and the name sound or closed sound of a. How many of you remember what we were talking about yes- terday? That is right; we were talking about some happy little fairies. How many little fairies were we talking about? That is right, there were five of these happy little fairies. Count one finger for each fairy. One, two, three, four, five. How happy were these five little fairies? That is right. They were just as happy as good little fairies could be. But why were they so happy? They were happy because they were always trying to do something to make some one else happy. How many of you tried real hard to do some- •f^e-^-Cy^wO' cC 1 p^'v tfl'^jr'ti. M Copyright, laie, by G. W. Lewis Pub. Co. The Queen was thrown from her coach 71 72 The Lewis Stoby Method of thing nice at home last night for mamma or papa or sister, or brother, or some one else i Did it not make you happy i How many will try again today tq^do something to make some one else happy? ^Vhy were the little fairies happy? That is right. They were happy because they never thought about themselves, and they were always trying to make other people happy. But one day they were made sad be- cause something dreadful happened. One evening just after the glow Worms, had hghted their lamps dnd while the fireflies were turning on their lights, Queen Titania went dri^Tng upon the garden wall in her beautiful golden coach which was drawn by six snow-white mice. All went well until she came to two large rose bushes near the wall, and just as she was passing between these the mice saw the big bright eyes of a gray cat hiding in one of the bushes and ready to spring upon them, and away they went over the side of the waU and the Queen was thrown from, her coach into a rose bush and so badly hurt that she lived only a few days. When they were told about the accident, the jive little fairies hegan to cry, and when they heard of her death they did just what you would do if your mamma were taken away. Each httle fauy cried just as if her little heart would break. The first httle fairy cried O. "WTiat did the first little fairy cry ? That is right. Cpa' again just like the little fain,- cried. T^Tiat is the shape of my lips when I cr^^ O ? That is right, they are round. Show me with your fingers just how my lips look. ^Miat did the first fairy cry? The first little fairy cried O, and kept on crying O until every one began to caU her the O fairy. What did she cry? ^Miat did they call her. You remember that this fairy was very small. But she kept on crj-ing until she began to get smaller. ^^Tiat did she cry? She kept on crying O, and she became smaller and smaller until there was nothing left of her but her big round lips and her crv. (T\Tiile saj-ing "round lips" ysTiie O on the board, and when yon have fin- ished the word "cry," point to the O and say, "^Miat does it sav?" or, "TMiat did the first httle fairy cry? The first little fairy cried O. Copyright, 1916, By G. W. Lewis Pub. Co. The five little fairies began to cry 73 74 The Lewis Stoey ^Method of / AE tell me: ^^Taat did the first little fairy cry? Pupils: The first little fairy cried O. A'Miat does the O fain^ look like? A^Tiat do you say when you want to call some one who is away offi" What does mamma say when she does not see you and she calls you/ She says, O May.' I think the O fairy was trying to call her mamma. Show the illustration and review to fix the name of this fairy and what the first httle fairy cried. Instead of telling the story in two parts it may he made very short, thus: Once upon a time there were five little fairies who were just as happy as they could be ; because they were always trying to do some- thing to make some one else happy. But something happened that made them sad. Their mamma became sick, and when they were told that their mamma was dead they all began to crj*. The first little fairy cried just as if her httle heart would break. She cried O. (From this point proceed as in the second part of the story above.) By frequent reference to the pictures and the repetition of the inscription under each, the pupils may be taught to identify each in- scription with the picture to which it belongs. The children may be given printed inscriptions and required to match these with those found mider the pictures. These may be cut into words and matched with those under the pictures. If the teacher prefers she may omit all reading until the children can build the words from which sentences may be formed. See Things to Remember, page 61. Commence individual work at once and always see that each pupU does the work that will keep him up to grade. In a very short time vou will find children who wiU make excellent pupil teachers and render very efiicient help with the slow pupik. Do not neglect your games. If your room is too small, make the large and small circles in the yard and play the games at recess. Copyrigllt, 1916. by G. W. Lewis Pub. Co. The first little fairy cried o 75 76 The Leavis Story Method of Seat Work: Give each pupil a package of letter squares, and have him select those that have o on them. Have them write o. Let them cut o from white or colored paper. Games: Draw a big circle on the floor, and call it the big O. Draw a small concentric circle, 12 to 18 inches in diameter, and call it the little o. Place one pupil in the little o. Give another pupil a card with a printed o on one side, and .a script or written o on the other side. Have the rest of the pupils catch hands and form a large concentric circle. Xow ask pupils how manay o's they can see. Some one will see three. Then let the pupil with the card run around the circle and touch some one or call some ones' name and at the same time throw the card into the ring. The pupil in the little ring atid the one named or touched should see which can call the name of the fairy first. The one who answers first should take the card and the other should take the inner circle. The one who has just dropped the card should take the vacant place in the big o. This may be varied thus: The card may be dropped behind some one, and the one dropping it may continue running around the big circle. If the one behind whom it falls does not discover it and say o before the runner gets to the opposite side of the circle, the one in the small circle may call o, and the one behind whom the care! is found must change places with the pupil in the center. Another game may be arranged thus: From a board 12 inches square and "^'s of an inch thick construct a circular disk. At the center bore a hole ^/^ inch deep and of such diameter that a large lead pencil will fit in it closeh'. Paint a 2-inch circle around the disk. This A^^ll give an O with an 8-inch center. Then secure 10-inch squares of heavy cardboard of various colors. Find the center of each and Avith one point of a pair of compasses- at the center and with a radius first of 1 inch, then, of l';4 inches, 21^2 inches, 3l/l inches, 4 inches, and 5 inches, describe circles, and with a sharp knife cut out each circle. This will give you five O's from each disk of cardboard. Place the ___^ Teaching Reading and Spelling 77 circular board in the center of the O on the floor. Have the pupils arrange themselves around the large O and give the pupils the O's cut from the cardboard; and have pupils play at tossing the O's over the pencil. Each pupil should be allowed to toss 5 O's, one of each diameter, or perhaps ten O's two of each diameter; and a score of one may be given for each O thrown over the pencil or peg. In tossing the O each time the pupil misses the peg he should say "O !" and each time he tosses the O over the pencil, he should say "I have one O," or "I have another O. Now I have two O's. One O and one O are two O's." When he throws the third O, he should say "I have another O. Now I have three O's. Two O's and one O are three O's. One O and one O and one O are three O's. One O and two O's are three O's."" Another game may be devised by placing the O on bean bags and tossing them into the center O and measuring to see who gets nearest to the center. This gives an opportunity to measure and to count the inches from the center, etc. Or the O may be placed upon large balls and two lines of pupils may be formed and one ball started down each line, as each pupil receives the ball and passes it back over his head he must call O. When the ball reaches the rear pupil he must run around to the head of the line and start the ball back again. This may be continued until each pupil heads the line. The line that makes all the changes first, without error, wins the game. . The last game was contributed by Miss Rosina R. Merritt, Super- visor of Practice, State Normal School, Oshkosh, Wis. THE FAIRY (To be sung-to "The Campbells Are Comin'.") Sing the sixth line of each stanza to the same music as the fifth. As soon as pupils are able to blend, the consonants may be blended with the vowels in the song. Write the song on the board and point to the vowels as you sing. 78 The Lewis Stoby Method of O who is so merry, so merry, i o ! As the light hearted fairy? io! i o! She dances and sings To the soimd of her wings With an a and an i and an o, i, o ! With an a and an i and an o, u, e! O who is so merry, so airy, i o ! As the light headed fairy? i o! i o! Her nectar she sips From the Primrose's lips With an a and an i and an o, i, o ! With an a and an i and an o, u, e ! Oh who is so merry, so merry, heigh ho! As the light hearted fairy? Heigh ho! Heigh ho! She dances and sings To the sound of her wings With a hey and a heigh and a ho ! Oh who is so merry, so airy, high ho ! As the light headed fairy? Heigh ho! Heigh ho! Her nectar she sips From the Primrose's lips With a hey and a heigh and a ho ! Oh who is so merry, so merry, heigh ho ! As the light footed iairj I Heigh ho ! Heigh ho ! The night is her noon And her sun is the moon With a hey and a heigh and a ho! Teaching Reading and Spelling 79 VOICE PIANO \ Enthusiastically 1 m i ^^^^^m O who is so mer - ry, so mer - ry, i o ! As the ^ ^m ff ^ ^ 3C I'' ^'' > h I - , I I h i hi J '' J^ ^' J^ J^ ^ ^ ^ * w light heart - ed fai-ry? i o! i o! She dan ces and sings to the ^ * ^ # III *" j'l i' J' p n ip J' p >j-U'iJ J ^ sound of her wings «iih an a and an i and an o, i, o! "iili an a aud an i and an o, u, e! ^m ^ ^E:H^^ if 'if ^ ^ 80 The Lewis Stoby Method of SECOND UNIT Teacher : Good morning, children ! I am glad to see your bright eyes and happy faces again. (Pupils read from the board:) Good morning. Miss . (Then review the story very briefly, and when you come to The first little fairy cried O, have pupils read it. When you come to O May! and other expressions in italics, these also may be read. See that each pupil knows o and what o says.) Continue thus : The king was very sad because the good and beautiful queen was dead and because the little fairy princesses were so unhappy, and he did everything he could to make them forget their sorrow and be happy. But every time they were left alone they began to cry. Do you remember what The first little fairy cried? Pupils: The first little fairy cried O! And what do you suppose the second little fairy cried? The second little fairy cried too, just as if her little heart would break. She cried a. She cried a, until everybody began to call her the a fairy. What did the second little fairy cry? She cried a until her mouth became very crooked — cry^ just as the little fairy cried — it was not nice and round like the mouth of the O fairy. But it was all drawn up on one side and down on the other side. Her mouth looked like this CI (Write the a on the board as you complete the last statement.) The second little fairy cried so long that there was nothing left but her crooked lips (point to the a on the board) and her cry. (Display the small o card and ask the name of the o and what she says ; then display the small a card and pointing to the script or written a, ask the name of the a, and what it says. Pupils may read: The second little fairy cried a. Show the illustration and review. Seat work: Have pupils select the a's and the o's from the let- ters, and cut these from paper. Board Work: Arrange a space at the board for each pupil and have him write o and a. Copyright, 1916, by G. W. Lewis Pub. Co. The second little fairy cried a 81 82 The Lewis Story Method of Games: Form a circle around the little o and the big O. Then use the a card as the o card was used the first day. The game may be varied by giving both the a card and the o card to the pupil on the outside. He may now throw in either card or both, and the pupils must give the sound of either one or both as the case may be. Likewise the two cards may be dropped behind one of the pupils in the circle; and, if the one behind whom they fall, does not name both cards before the runner reaches the opposite side of the circle, the pupil in the center may name them before the runner gets back and picks them up, and then the center pupil takes the runner's place, and the pupil who failed to name them goes to the center. THIRD UNIT Teacher : Good morning, children ! I am pleased to see you, here. (The teacher points while the pupils read: Good morning, Miss •) When the king found that nothing else would make the little fairy princesses happy, he sent for some of the little girls to come and play with them. One of the little fairy girls was called May. Another little fairy used to make big o's with her thumbs and fingers and hold them up to her eyes and look through the o's at May, and say, "O May, I see you." This pleased the fairies for a while. But as soon as they were left alone they began to cry. The third little fairy cried i. She cried i so long that every one called her the i fairy. She cried so long and so hard that she became so thin that her body looked just like a straight line; her head became so small that it looked like a little dot; and her neck became so thin that you can not even see it. She looked like this i. (Write on the board and show the small i card. Then show the illustration of the i fairy and make a brief review to fix the name of this fairy and what the third little fairy says. ) Seat Work: Select o's, a's and i's. Cut out and write on the board — o, a, i, O May. Games: Adapt games of first and second units. Copyright, 1916, by G, ff. Lswia Pub. Co. The third little fairy cried 1 83 84 The Lewis Story Method of FOURTH UNIT Teacher: Good morning, children! I am so glad that no one is absent today. (As the teacher reviews briefly she may have pupils read the expressions in italics.) (Teacher continues thus:) When King Oberon found that he could not make the little fairies happy, he went away to another Fairy Land in Ireland, and there he found a beautiful fairy princess named Mab, and he made her his queen and took her to his home. She was so good to the little fairy princesses that they all called her the Good Queen Mab. She made them happy for a while. But they soon began to cry again. The fourth little fairy cried u. What did the fourth little fairy cry? (Have all the pupUs cry u.) She cried u until everybody called her the u fairy. She. cried until her mouth looked like this u. (Write on the board and show the small u card. Then show the illustration of the u fairy and make a brief review to fix the name of the fairy and what the fourth little fairy says. ) Seat Work; Select o, a, i, u, cut them out and write these and O May, I see you. Games : Previous games may be adapted. Also cards containing o, a, i, u, O, I, and May, may be placed on the ledge of the board in view of all pupils. One bright pupil may be excused from the room while another bright pupU selects a card and holds it before the class and has them tell what it says, and then places it at the left end of the ledge. The boy who has been excused may now be recalled. He should now begin at the right end of the ledge and point to each card; as he does so he should say, "Does it say o?" The other pupils should respond, "No, it does not say o." The question and answers should continue until the right card is found. Another game may be played thus with the cards on the ledge of the board. Two or more pupils may be given certain sounds for which they may run, at a given signal, and see who can bring the card to the teacher and give the correct sound first. Copyright, IMS, by G. W. Lewis Pub. Co. The fourth little fairy cried u 85 86 The Lewis Story Method of ■ FIFTH UNIT Teacher : Good morning, children ! I want to thank you all for being in your seats before the tardy bell rang. Not one pupil was tardy this morning. (Write on the board in an unusual place and have pupils read, Good morning, Miss — — . Write below it. Good morning, children. Have pupils read it. Give children as a sight word. ) Teacher : How many little fairies were there ? Count one finger for each fairy (write on the board one, two, three, four, five, and have pupils count again as you point to these words.) What did the first little fairy crj^? (Point to the sentence under the illustration of the o fairy as the pUpils read; The first little fairy cried o.) Teacher: What did the second little fairy cry? ( Show the illus- tration of the a fairy and have pupils read: The second little fairy cried a.) Teacher: What did the third little fairy cry? (Continue as with o and a.) Teacher: What did the fourth little fairy cry? (Continue as with o, a, and i.) Teacher: Now I must tell you about the fifth little fairy. She cried e. What did the fifth little fairy cry? (Have all the pupils cry e. ) She cried e until every one called her the e fairy. She cried e until her mouth looked like this e (write e on the board and show the small e card.) She kept on crying until there was nothing left of her but her mouth and her cry. (Show the illustration of the e fairy and review briefly to fix the name of the e and what this fairy says. ) THE VOWEL EQUIVALENTS Caution : Do not teach any vowel equivalent until you are ready to teach a word containing that equivalent. When you have occasion to teach "straight" proceed thus: Pointing to aigh on the "a card" say, "On what card is this? What does it say?" Then writing aigh Copyright, 1W6, by G. W. Lewis Pub. Co. The fifth little fairy cried e 87 88 The Lewis Story Method of on the board and pointing to it, "What does it say?" Then adding a final t, "Now what does it say?" Then, prefixing, str, "Now, what does it say?" In disposing of words containing eigh ey, ay, y, igh or any other vowel equivalent, proceed in the same manner. But every time you find it possible, take advantage of the story of open and closed sound families. See Eleventh Unit. When Good Queen Mab found she could not make the little fairies happy she made a party for them and invited to the party all the little fairy girls in fairy land. But when they came and heard the five little fairies cry they all began to cry too. Some of the little fairies cried o; some cried a; some cried i; some cried u and some cried e. The little fairies that cried "o" looked like this (show the large "o" card) : oa o ow, ough (eau). oe The little faries that cried "a" looked like this (show the large "a" card) : ai a eigh, ey, ei, aigh. ay The little faries that cried "i" looked like this (show the large "i" card) : y i ie and ye, fianl (ay, ey, ej^e, uy) . igh Teaching Reading and Spelling 89 The little fairies that cried "u" looked like this (show the large "u" card) : ui u eu, ue, ieu, eau. €W The little fairies that cried "e" looked like this (show the large "e" card) : ee e ei (ie). ea Show each vowel card several times, varying the order, and have pupils give the names of the fairies and pretend to cry as the fairies cry. Work: Select and cut out the vowels o, a, i, u, e, and write them, and O May, I see you. Games : Large and small vowel cards may be placed on the ledge of the board and the pupils may guess the Card selected, or two or mqre pupils may race for sounds named by the teacher or the pupils. Two or more or even all the vowel cards may be used in the game around the big O. For this game it will be better to use the small vowel cards. Note. — When the teacher wishes to call special attention to the printed a she may proceed thus: Sometimes the second little fairy cried until her lips were all puckered up until they looked like this a (pointing to the printed a on the small a card) . In teaching the consonants, tell the pupils the dwarfs used to look as the pictures in the letters. This is the way they looked when they played with the fairies. But now we see only their shadows as the letters. SECOND STEP— TEACHING THE SOUNDS OF THE CONSONANTS AND THE BLENDING OF THE INI- TIAL CONSONANTS WITH THE NAME OR CLOSED SOUNDS OF THE VOWELS.— While so doing, we fix the phonic principle that prefixing one, two, or three consonants to a vowel does not change its sound; that it is the following consonant, and not the preceding consonant that affects the sound of a vowel. We also enable the pupil to recognize, and to build or to spell (1) every monosyllable containing a single vowel having the so-called long sound (or as we call it) the name or closed sound of the vowel; (2) every accented syllable containing a single vowel having the so- called long sound, or, as we call it, the name or close sound of the vowel. SIXTH UNIT Review the vowels, words and sentences, and continue thus : CONSONANTS— STORY INTRODUCING THE CON- SONANTS AS DWARFS. (This story is intended to arouse the general interest, and to make the children eager to hear the stories dealing with the individual dwarfs. It enables us to speak of each consonant without using the names of the letters and thus to avoid many obstacles. This introductory story may relate many things which you do not care specially to have the child remember. It may give many more details than you could expect him to remember. If it' simply creates a strong desire for more, it will accomplish its pur- pose. But when the aim is to teach what each individual dwarf says, the story used must be short and snappy and right to the point. It must be just long enough to arouse the interest to a white or welding heat, at which point the fact to be taught should be presented. ) 90 Copyright, 1916, by G. W. Lewis Pub. Co. Good Queen Mab listens to the dwarf 91 92 The Lewis Story Method of Teacher. When good Queen Mab could no longer make the little fairies happy, she became very sad and pne day while she was sitting in her little fairy palace wondering what she should do next to make the fairies happy, and to make them look again as they used to look, suddenly she heard a queer little sound at the door. She looked at the door and listened for a long time. Then she saw the key turn, and she heard something say "1," "1," and then there popped out of the keyhole the queerest looking little fellow (that looked like this: 1). He came hopping across the floor and made a low bow before the queen, and said that he was one of a race of little creatures that called themselves dwarfs. He said he and many other little dwarfs had lived down deep under the ground. They had lived there so many years that no one could tell the number of years. He said they had been very rich. They had had coal mines, iron mines, tin mines, copper mines, mines of gold, and mines of diamonds, and that they were just as happy as they could be; because they were always busy making all kinds of useful things and all kinds of pretty things for other people. But he said some cruel giants who called them- selves men had broken into their home and had driven them away, and now they were robbing them; they were taking their coal, their iron, their tin, their copper, and silver, their gold and their diamonds. He said the little dwarfs were hiding any place they could find from these cruel men, and the rest of the little dwarfs had sent him to Fairy Liand to ask the good Queen Mab if she would not permit them to come to Fairy Land. He said if she would permit them to come to Fairy Land and find new homes, they would play with the. little fairies, and he was sure they could make the little fairies happy again. As soon as the Queen heard this she agreed that they should come, and immediately the little dwarf thanked her and made a very polite little bow, and out he popped through the keyhole. Two minutes later back he came followed by a whole troop of the queerest looking little creatures you ever saw. No two of them looked alike. Copyright, 1916, by G. W. Lewis Pub. Co. 93 94 ThIe Lewis Story Method of Some of them came hopping in on one leg, some on two legs, and some on three legs, and some had no legs at all, and some looked so queer you could not tell whether they were standing on their heads or on their feet. Some had long tails, and large heads, and large humps on their shoulders. But the queerest tJiing about them was their queer squeaky little voices. No two of them talked alike. Some of them talked away down in their throats just as if they were choking. One always talked through his nose. Another one always lisped or talked with his lips. One always puffed everything out just like a steamboat. Another one always puffed everything out. like a railroad engine. Another one always breathed everything out. Another one always barked everything out. One fellow who had a great big hump on his back always growled everything out like a cross dog, and another little fellow made a noise that sounded just like an old cross cat. Would you not like to see these queer little creatures? Wouldn't you like to know where they lived, and wouldn't you like to hear just what they say? Yes, I know you would, and the next time I am going to tell you about the little dwarf who al- ways talked with his lips. Which little dwarf did I promise to tell you about today? Yes, I was to tell you about the little dwarf that always talked with his lips. m. This is what he looks like. He seems to have three legs and no head. (Show the m card and write m on the board and count the downward strokes for legs.) He lives in such a queer place. It may be a nice warm home for the winter, but I fear it is almost too warm for the summer. Can you guess where he lives? He lives in the mouth of the old cow, and he is called the old cow dwarf or the dwarf that always talks with his lips. He is a good little fellow. When the old cow wants someone to milk her, or when she wants a drink or something to eat, or when she wants her little calf, this little dwarf tries to call for help. Sometimes he tried to call the little fairies. What do you think he said when he tried to call the "e" fairy? C<)t>;right, 1916, by G. W. I«wi8 Pub. Co. 95 HI 96 The Lewis Story Method of He could not say e. What did he say? You do not know? If you will close your lips and then call the "e" fairy just as you open your lips, you will hear what the old cow dwarf said. Pupils: Me. Teacher: That is right. He said me. What do you think he said when he tried to call the "a" fairy? He couldn't say a. If you will close your lips and then try to say "a," o?' to call the a fairy, just as you open your lips you will hear what the old cow dwarf said. Pupils : Ma. . Teacher: That is right. He said ma. What do you think the old cow dwarf said when he tried to call the "o" fairy? Pupil: I know. He said mo. Teacher: That is right. All close your lips and call the "o" fairy. Try again. Close your lips and say o. Now who will be the old cow dwarf and call the "a" fairy and the "o" fairy? -That is good. Will some one else try? (Have each pupil impersonate the old cow dwarf and call the "a" fairy and the "o" fairy. Then have them call the other fairies. Do not cease until each member of the class can blend the m with the name sound of each vowel. Write on the board in the order given these combinations: mo ma mi mu me ma mi mu me mo mi mu me mo ma mu me mo ma mi me mo ma mi mu Point to these in every conceivable order and have each pupil give the sound. See that each pupil can blend the m with each vowel .without hesitation. Be very careful that you do not permit any pupil to answer until the pointer leaves the board. Seat work : Select o's, a's, i's, u's, e's and m's. Write these upon the board. Cut out old cow dwarfs, also lay letters to form mo, ma, mi, mu, me, and write these. Teaching Reading and Spelling 97 Games: Place these and the vowels on the ledge of the board. Guess and race. Form the circle around the big O, and let the pupil on the outside drop them or throw them into the circle, at first one at a time, then two, three or more at a time. A contest may be carried on thus : Arrange four files of pupils, about 5 pupils in each file. The files should be about 6 or 8 feet apart. The pupils in file I and file II should face and those in file III and file IV should face. Pupils should stand far enough apart that their elbows may not touch. Each pupil should have a vowel card hung upon its breast. The pupil at the head of file I and the pupil at the head of file III are each given a consonant card, or a ball or bean bag with a consonant on it. If the consonant card is used, instead of tossing it each pupil should advance to within easy reaching distance and make a polite bow as he gives the blending and passes the card. I f. III I c > V,.,- ¥ e a i a o a u 98 The Lewis Story Method of He should then step backward to his position. The ball or bag is to be tossed in the direction of the arrows until it returns where it started, and this is repeated until the teacher calls the time to close the con- test. As each pupil tosses the consonant he is to impersonate the dwarf, and by calling the vowel on the breast of the pupil to whom he tosses it he must give the blending of the consonant with the vowel. (After the eleventh unit has been taught, families may take the place of the vowels.) Each' correct blending should be given a score of one, and if files! 9,nd II make more perfect blendings in a given time than files III and IV, they win the contest. The last game was contributed by Miss Rosina R. Merritt, for- merly a student at Teacher's College, Columbia University, N. Y., now supervisor of practice at the State Normal School, Oshkosh, Wis. SEVENTH UNIT Review O, o, a, I, u, e; mo, ma, mi, mu, me. Good morning, Miss . O May, I see you. Good morning, children. How many legs has the old cow dwarf? Let us count them. Here is a little dwarf that has only one leg. It looks like a peg leg.- (Write on the board and show the p card.) He lives in the smokestack of the steamboat. Every time the steamboat starts he rises out of the smokestack and says p-p-p. He has puffed his cheeks out so much that his head is larger than all the rest of him. The fairies called him the steamboat dwarf. The little fairies liked to hear him puff, and he liked to please them, and he would try to call them down to the steamboat. Who can say what the steamboat dwarf says? Who can tell me what he said when he tried to call the little o fairy? Close your lips real tight and make a little puff just as you call each fairy, and you will say just what the steamboat dwarf said when he tried to call the fairies. Teach pupils to blend p with o, a, i, u, e. Continue as with mo, ma, mi, mu, me. Show the a card and teach may, May, pay. Copyright, 1918, by G. W. Lewis Pub. Co. 99 100 The Lewis Story Mjethod of A steamboat is a funny home For dwarfs to have, I think, But here's a little steariiboat dwarf With face as black as ink. Something must hold him very tight. He sees Miss Fairy o. He squirms and puffs with all his might, And calls her Po! Po! Po! — Ruth F. Gower. Read again the expressions above. Teach have and if as sight words. Hold up the o card and say, "I have the o card." Have each pupil hold something up and say, "I have — ." Then say, "I have another card. You may have this card if you can tell me what it says." Write on the board: I have . Fill the blank by holding objects over it and have pupils read. Then fill the blank by holding pictures of objects over it, or by drawing pictures. Then fill the blank with any word or words from the expressions above which they have read. I have a . I" have a . I have a . I have a . I have a . I see a ^, I have a . I see a . An illustrated catalogue will furnish pictures for filling blanks. A set of cards with I have or I see and having each blank filled with a different picture, may easily be prepared. Busy Work: Select o. a. i. u. e; mo, ma, may. May, mi, mu, me, po, pa, pay, pi, pu, pe. Write each of the above. While doing this ask each pupil to go to the ledge of the- board and pick out and bring to you each sound graph, and give you the correct sound. Games : Any previous game may be adapted. Or you may take a steamboat ride. Have prepared tickets with the picture of a steamboat on one side, and on the other "Good for one round trip on the Fay Steamer from Station — to^ Station — ." The blanks Teaching Reading akd Spelling 101 may be filled with anything that the pupils should know. For example station o to station a, etc. A ticket agent should sell the tickets. Each pupil should say to him, "May I have a ticket from Station o to Station a?" or "May I have a ticket from Station o to Station e and return?" The agent says, "You may have a ticket if you pay for it." The purchaser says, "May I pay you?" Agent: "You may pay me." The captain of the steamer should blow his whistle and call out, "The Fay Steamer will leave Station o in five minutes for ail points on the Elf River and Fay Lake: Station a, Station i, Station u. Station e. Station May, Station pay, etc., giving all letters, combinations and words on the board. The conductor should ask each pupil as he presents his ticket, where he is going. The pupil should then say, "From Station o to Station e, or to Station pay or me," or whatever station may be on his ticket. The conductor should look at his ticket and if he has called it correctly, the con- ductor should permit him to go aboard the steamer. If the passenger can not read his ticket correctly, the conductor, -after looking at his ticket, should read it correctly and say you must wait for the next boat. When the conductor calls "all aboard" and rings the bell, then the engineer should blow his whistle, and he should begin to puff like the steamboat dwarf. From time to time the boat should stop and the conductor should call the stations in the order in which they are written on the board. He should call out just before stopping, "The next stop is Station m." Then before leaving each station he should call out all the stations beyond. What has been said about the boat ride is only suggestive. To the teacher a much better plan may suggest itself. Remember at all times that instructions are not given to hamper, but to suggest to the teacher something which she may work out and make her own, and thereby make herself independent. The boat ride and the ex- cursion in the next unit would perhaps better be omitted or post- poned until later in the year. 102 The Lewis Story Method of EIGHTH UNIT Review O, o, a, I, i, u, e; mo, ma, may. May, po, pa, pay, pi, pu, pe; see, mi, mu, me, morning, Good, you, children. Have the pupils count one finger for each fairy as you write on the board onCj two, three, four, five. Have pupils count several times as you point. Point to the words under the pictures and have the pupils repeat several times: King Oheron and Queen Titania. Five happy little fairies. The Queen was thrown from her coach. The five little fairies began to cry. Read: Good morning, Miss . I see you, Miss . Good morning, children. I see you. May. Good morning. May. I see you. Miss May. One little dwarf lives in the smokestack of the railroad engine. He looks like this: ch. (Write on the board and show the ch card.) Every time the engineer starts his engine or makes it go faster, he sticks his head out of the smokestack, or rides up on big rings of smoke and says ch-ch-ch so loud that he is called the engine dwarf. What does the engine dwarf say? Who would like to be the engine dwarf and call the "u" fairy? Who will be the engine dwarf and call the "o" fairy? Who will be the engine dwarf and call all the fairies? (See that each pupil can, without hesitation, blend ch with the name sound of each vowel.) Caution: In teaching the consonants, do not lay any emphasis upon the name of the dwarf or upon the home of the dwarf ; but upon what the dwarf says when he tries to call each of the fairies. At each recitation the teacher should stand before her class and with cards (in her left hand) containing all the vowels and all the consonants (thus far taught), she should expose each character (saj^ing, as she does so, "What does this say?") rapidly and when the pupils give the correct sound this card should be put to the front and the next card taken from the back. After going through the cards once or twice, then the Teaching Reading and Spelling 103 vowels, should be written on the board in vertical column and each consonant card in turn should be held to the left of each vowel and the pupils required to blend. This work should be repeated until pupils can blend without hesitation. Remember, that what the con- sonant saj'^s is the important thing. The teacher must always say: "What does it say?" (See Tenth unit, last line.) Clear the track! Here comes the train! Guess we'd better run! See the wheels go racing round ! Having lots of fun. Smokestack dwarfs come chugging out, All in clouds of gray. S'pose they find a fairy near, Guess what they will say. Busy Work : Write O, o, a, ay, I, i, u, e, m, p, ch, cho, cha, chi, chu, che. Select the same from the letter packages. Let pupils draw engines and place ch in the smoke as it rolls out of the stack. While pupils are doing busy work, the teacher should be working with the slower pupils, doing individual work. The teacher may be able to work with small groups of slow pupils during the busy work. You will soon find a few of the bright pupils will be able to take one each of the slower pupils and give individual instruction of very excellent qualitJ^ We sometimes have six or eight pupils giving individual instruction. Games : Any previous games may be adapted. The cards may be arranged on the ledge of the board, and pupils may guess or race. Or pupils may form a ring around the large O. The runner may be given all the cards. One pupil may be placed in the small o. As the runner throws the cards into the ring every one may call the sound. The pupil in the little ring tries to call the sound first. If he calls the sound first; he may choose some one else to take his place in the ring. 104 The Lewis Story Method of The teacher may arrange for a raih'oad excursion on the Fairy Land Express. Prepare tickets as for the steamboat ride. If possible, have a train on one side of the ticket with ch-ch in the smoke, and on the otlier side have printed or written, "Good for one trip from Station pay to Station May, or to Station Miss or to Station fairy," etc., through all the sound graphs. The conductor should do as the conductor did on the steamboat. The engineer should say ch-ch-ch-ch-ch when he starts his train. When the pupil goes to purchase his ticket, the agent should have his tickets all made out, at least one for each pupil, and he should have them displayed where everybody can see them. The purchaser comes up and looks over the tickets and decides which ticket he wants. Then this conversation follows : Passenger : May I have a from Station me to Station cho? Agent : You may have a if you pay. Passenger: May I pay you? Agent: You may pay me. Insert a railroad ticket in the blank after May I have a and have all in italics read from the board. NINTH UNIT Review the Eighth Unit and see that each pupil can blend mo, po, cho, ma, pa, cha, may, pay, chay, mi, pi, chi, mu, pu, chu, me, pe, che. There are three little dwarfs that live in the old dog's mouth. One of them looks like this: h. Every time the old dog runs to the pasture to bring the cows horne, he makes the old dog stick out his tongue, and he comes out and says h-h-h-h. He is called the panting dwarf. Blend h with all the name sounds. Do individual work. Coijyright, 1916, by G. W. Lewis Pub. Co. 105 106 The Lewis Story Method of Show by the "i" card that y may say i. Show the pupils the "i" card. Say "What card is this? What does i say? What does y say?" Then teach my, py, and liy. Busy Work: Select the letters taught to date, and write them from the board. Draw panting dogs and cut them out. While the rest of the pupils are doing busy work, work with the slow people one, two, three or more at a time. If at all possible, keep each pupil up to grade. Games: Place all known letters on the ledge of the board and write all known words on the board. Then let one pupil be excused from the room and let another pupil select a word on the board and point to it and ask some pupil what it says. As soon as he finds a pupil who can give the sound or pronounce the word, let all the class give it, and then I'ecall the pupil who was excused and tell him to question the class, and if he does not find the sound on the cards, he must point to the words on the board and ask his questions. I have a . Write these expressions on the I have my . board. Have pupils hold suitable I have a good . objects or pictures and read or re- I have a little . peat these expressions as you write r have a good little .Ihe words in the blanks and point I have my good little .to the sentences thus formed. The I have my good little dog. picture of the panting dog may be used in the blanks. TENTH UNIT Review the Eighth Unit and the Ninth Unit. The second dwarf that lives in the dog's mouth looks like this : b. He is called the bark- ing dwarf. When he tried to call the fairies he barked out their names. Who would like to be the barking dwarf and bark out the a fairy? Who will be the barking dwarf and bark out the o fairy? f ■ f \ \ Copyright, 1&16, by G. W. Lewis Fub. Co. 107 108 The Lewis Stoby Method of Blend b with the name sound of each vowel. Show that uy is on the i card or says i and teach buy. Show also that ee says e, and teach - bee, peep. CLOSE SOUNDS AND OPEN SOUNDS Sometimes the little o fairy cried 6 and sometimes she cried 6. Watch my mouth and tell me what I do when I say the second sound o 6. Watch again and tell me what I do when I make the second sound e e. Since the second sound is made with the mouth open we shall call it an "open sound." If the sounds made with the mouth open are called "open sounds" what shall we call the sounds that are made when the mouth is closed or partly closed? We shall call them "close sounds." Say e. Now say e. When you say the name sound of e, your tongue hugs up very close to the roof of your mouth. For this reason we shall call the name sound of e the close sound. Now say the close sound of e again, and immediately afterwards say e. When you say e, you must drop j'our tongue and make a wide opening between the tongue and the roof of the mouth. Make each of these sounds just after I do, and tell me what kind of a sound each is e, e, 5, 6, a, a, u, u, i, i. When I give a "close sound," you give me the "open sound" for each fairy. When I give the open sound of each fairy you give its close sound. Review open and close sounds four or five times during the day, each time writing the vowels alone on the board and asking pupils which sound they have and to give the sound. Before beginning the Eleventh Unit see that pupils know the open and the close sound of each vowel. See Phonic Principles, pages 40 and 41, also page 28. CAUTION: Do not write the above vowels on the board with the diacritical marks. Remember that when a vowel stands alone Teaching Reading and Spelling 109 it always has the name or close sound and that it never has the open sound unless it is followed by a consonant in the same syllable. Busy Work: Draw and cut out b's and barking dogs. Select b's and combine with the vowels. Also build any of the words on the board. Write m, p, ch, h, b. Games : Arrange for a fairy-dwarf sound match. Prepare cards containing one each of the following: O, o, a, I, i, u, e, mo, ma, may, mi, my, My, mu, me, po, pa, pay, pi, py, pu, pe, peep, cho, cha, chay, chi, chu, che, ho, ha, hay, hi, hy, hu, he, ba, bay, hi, by, buy, bu, be, bee. Good, good, morning, Miss, Miss , children, five, little, fairy, see, you, have. After a thorough drill on the above, tell the pupils that you are going to /choose sides and have a sound match. Tell them that each one will represent a fairy or a dwarf, and that each may select the fairy or dwarf which he or she perfers. Then write on the board the three sentences: I see a. or, I see o. or, I see May. or, I see fairy. May I be a? May I be o? May I be may? May I be fairy? I have a. I have o. I have May. I have fairy. Each pupil in turn reads the three sentences as the last letter, letters or word is written in by the teacher. When the pupil gets the card, he reads the third sentence. After all have selected sounds or cards, two leaders choose sides. The first leader says, "I want an 'a' fairy." Then all the "a" fairies should hold up their cards and say "a." The leader should then call the name of the pupil whom he chooses, and she should take her place. The second leader should then say, "I want the barking dwarf." If there be more than one barking dwarf, they should all hold their cards and begin to bark out o, a, i, u, e, thus blending bo, ba, hi, bu, be. Then he should call by name the pupil selected. The contest may be conducted thus : The first leader may hold his card up and require the second leader to tell what it says. 110 The Lewis Story Method of If the second leader fail to give the correct sound, the sound must be given by number two on the first side; should he fail to give the Cor- rect sound, the number two on the second side must give it. When a pupil fails to give the correct sound, one score is made against his side. Before closing the contest, each pupil should be called upon several times. Every time this game is played each pupil should have a dif- ferent card. In sounding such consonants as h, d, g they should always he blended with o, a, i, u, e. THIRD STEP— OPEN SOUND, AND CLOSE SOUND FAMILIES. ELEVENTH UNIT Do not fail to review open and close sounds, and units 8 to 10. In Fairy Land, children, all the dwarfs and fairies lived in fam- ilies. There was always one fairy in every family, and sometimes two. There was always room for two fairies in every family and so, if there was only one fairy in the family, they always kept their door open to take in some other little fairy and make a home for her. As long as there was only one fairy in the family and they kept their door open, the family was called an open (sound) family. But as soon as the second little fairy was taken in they closed their door, for they had room for only two fairies, and then their family was called a close (sound) family. Here are the names of some of the fairy dwarf families. Can you tell which are open sound families, and which are close sound families? Let us count the fairies and see which are open and which close sound families ? How many fairies do the open sound families have? am aim ame ap ape ab abe In the closed sound families the little fairy that had been taken in and given a home was always very polite. She never said one word. When the little i fairy was taken in all she did was to look and listen. When the little e fairy was taken in all she did was to listen. When- Teachikg Reading and Spelling 111 ever the i fairy or the e fairy was listening, the little fairy at the head of the family (or for whom the family was named) was very polite, too, and introduced herself, but she was very careful never to say any- thing but her own name. So we sometimes say that when the little i fairy or the little e fairy is listening she makes the other little fairy tell her name. Which of these families are open sound families? Which are closed sound families ? How many fairies do the open sound families have? Give the close sounds of all the fairies. Give the open sounds. After the above has been disposed of the teacher should proceed thus (pointing to a family with an open sound) : "What kind of a family is this? An open sound family, or a close sound family?" Pupils: "It is an open sound family." Teacher: "How do you know it is an open sound family?" Pupils: "It has only one fairy in it." Teacher: "What is the family name? Open your mouth and say it." Then the teacher should point to the aim family and proceed thus : "What kind of a family is this?" Pupils; "It is a closed sound family." Teacher: "How do you know it is a close sound family?" Pupils: "Because it has two fairies." Teacher: "Tell us about it" or "What does the i fairy do?" Pupil: "The i fairy makes the a fairy tell her name." Teacher: "What is the family name, then?" The teacher should proceed in the same manner with ame. The questions and answers should be the same except the next to the last response of the pupil — and here he should say, "The e fairy makes the a fairy tell her name." Pronounce: am ame ap ape a a a mam Ma me map Abe ab am aim ham ha me chap Mab ham maim N. B. — You have now had one unit of work in the third essential step in word building. This is a very important step. If pupils are ever to become independent, they must learn to act upon the initiative. 112 The Leavis Story Method of The attitude of the mind must be aggressive. The attention must be of the investigative type rather than of the receptive or passive type, which is the weakest form of attention. Even beginners may be taught to investigate for themselves, and to draw their own conclu- sions. This is exactly what is accomplished by the third essential step in our word-building. Every time the pupil meets a new family, or reviews an old family, he should be required to proceed as in the 11th unit. He should be required to investigate — find out how many vowels are in the family, and determine whether the family is open or closed, and why. This method of procedure should be required until it becomes habitual with the pupil. Then when he is called upon later to spell such words as mail or male, he will say (to himself usually, but I have heard pupils say aloud) , "Oh, there are two fairies in that word," and when asked how they knew, quick as a flash came the response: "The first fairy tells its name." In building words by these three steps the pupil sees and hears the phonic units of words as in no other method, and this accounts for the unusual results in spelling. See page 61. TWELFTH UNIT Review close and open sounds, applying the principles in the for- mation of the am family. See that each pupil can give each mem- ber of the am family so far as it has been built up. The third little dwarf that lives in the old dog's mouth looks like this — r. He is a real ugly little hump-backed dwarf. This would not be so bad, for many very nice, good people are ugly and hump- backed. But he has an ugly disposition. He gets angry sometimes if you just look at him. He has such a bad temper. He is always growling and wanting to fight. He lives in the old cross dog's mouth most of the time. He says r-r-r, r-r-r. He is called the growling dwarf. Blend with the name sounds of the vowels. Be sure to do individual work. Concert work will not be sufficient, r, ro, ra, ray, ri, ry, ru, re. Copjriglit. 1916, by G. W. Lewis Pub. Co, 113 r 114 The Lewis Story Method of Read: I am May. ' I am little a. I am a little fairy. I am Miss May. I am little u. I am a little a fairy. I am a faicy. I am little i. I am a little u fairy. I am fairy o. I am little e. I am a little e fairy. I am fairy a. I am little o. I am a little i fairy. I am fairy i. I am little fairy o. I am a little o fairy. I am fairy u. I am little fairy e. - I am a maiden. I am fairy e. I am little fairy u. I am a good maiden. I am good. I am little fairy i. I am a good little I am little. I am little fairy a. maiden. Seat work : Cut out r's. Cut up into words "King Oberon and Queen Titania" and have pupils match them with words under the picture. Once there was a little dwarf With a wrinkly face. You could never guess his home — Such a funny place. Bossy's mouth was where he lived, Lonesome, sometimes, too. Tried to find a playmate ; Just what I would do. Out he hopped, a fairy passed. Little fairy e. This is how he called her, Me! Me! Me! Other vowels may be substituted. — Ruth F. Gower. Teaching Reading and Spelling 115 NOTE ON PHONIC DRILLS In teaching pupils to recognize open sound families and closed sound families, as given in the ELEVENTH UNIT, conduct fre- quent rapid phonic drills in the following manner : From time to time write on the blackboard the lists found in the manual. Then place your pointer on the vowel heading the list (as for example on the "a" heading each list in the Thirteenth Unit), hold your pointer on the "a" or other vowel until the eye of each pupil is fixed on the vowel; then, as the pointer leaves the board, have each pupil in turn and the whole class in concert give the sound of the "a." Then place your pointer on the family below, the a, and hold it there until the eye of each pupil is fixed upon the family. Then, as you remove the pointer, have the pupil or pupils say, ''open" (if there be only one vowel in the family, as in "at"), or "close" (if there be two vowels or fairies in the family, as in "ait" or "ate." Just as soon as the pupil says "open" he should pronounce the "open sound" family, "at" or whatever family it may be. If the pupil or pupils hesitate too long, the teacher should suggest by saying "Open your mouth and say it." Just as soon as the pupil saj^s "close" he should pronounce the "close sound" family in question. If he hesitates too long the teacher should suggest by saying: "Which fairy tells her name?" After the pupil pronounces the vowel or fairy at the head of the list and the family he should then pronounce (as the pointer leaves the board) the words built on the family. Drills of this nature should be given on all the lists found in the manual and on the charts, and on the lists preceding each reading lesson in THE STORY PRIMER. THIRTEENTH UNIT Review O, o. A, I, i, u, e; mo, ma. May, mi, my, mu, me, po, pa, pay, pi, py, pu, pe ; cho, cha, chi, chu, che ; ho, ha, hay, hi, hy, hu, he ; bo, ba, bay, hi, by, buy, bu, be, bee, I see you. 116 The Lewis Story Method of Review close and open sounds and the Eleventh Unit. How many remember the name of this little dwarf? Where does he live? This little dwarf is called the keyhole dwarf, because he lives in the keyhole ; and every time any one turns the key in the lock, he says 1-1-1-1. Blend with the name sounds of the vowels ; lo, la, lay, li, ly, lu, le. See that each pupil can give the above promptly. One of the very best little dwarfs looked like this: t. He was timekeeper and watchman for the dwarfs. He could stay up all night without getting sleepy. He never slept at all. He watched and counted every second and told the little dwarfs just when to get up in the morning, when to go to work, when to eat, and when to go to bed. He lives in the watches and clocks now. The fairies still have a tiny watchman to count the seconds for them. We call him a wood tick. Do you know what the little watchman that lives in the watches and clocks says? If you will listen to papa's watch, he will tell you what he says. Who knows what he says? He says t-t-t-ti Everyone calls him the time dwarf. What does the time dwarf say? Develop the ability to blend in ta, tay, ti, ty, tu, te, tarn. Tarn. Give to as a sight word. See page 43. Blend 1 and t to form lo, la, lay, li, ly, lu, le; t, ta, tay, ti, tu, te ; and develop ability of pupils to pronounce : a, at, ate, ait, a, ap, ape, a, ah, abe, a, ^m, aim, ame. a am mam tame Tam ham ram tap hat a a a a a at ate ap ape am mat mate ape ap aim mt pate tape map maim chat late rape chap am hat hate abe rap ame bat rate ab lap Mame rat hat Mab tap ha me tat bait Rab hap lame Copyright, 1916, by G. W. Lewis Pub. Co. 117 118 The Lewis Story Method of Before taking up the Fourteenth Unit, see that each pupil has mastered everything in the Thirteenth Unit. See note on phonic drills, page 114. When pointing to words on the board, never permit pupils to answer until your pointer leaves the board. This gives you time to put your pointer just where you want it, and then to look at your class and see that you have the attention of each pupil. It also gives the slow pupils a chance to get ready while they are waiting for your pointer to leave the board. Seat Work and Board Work: Cut out t's; select letters and combinations of letters and build any of the words found in this unit. Games: Any previous games may be adapted. Cards with the letters, combinations and words above may be placed on the ledge of the board, and pupils may guess or race. They may form a ring around the big O and these cards may be thrown into the ring, one at a time, two at a time, or three or more, or they may be dropped behind some one in the large ring who must discover them and call them before the runner reaches the opposite side of the ring. Should he fail to do so, then the pupil in the center should call them before the runner gets back and picks them up. FOURTEENTH UXIT - Review open and close sounds, open and close sound families, also Thirteenth Unit and form the al and ale families. S. This crooked little fellow is the dwarf that lives in the black- smith's tub. Every time anyone puts a piece of hot iron into the blacksmith's tub of water, he says s-s-s-s. This little dwarf is curled up like a snake, and some people call him the snake dwarf. Develop the ability to blend, without hesitation, sa, say, so, si, sy, su, se, see. Show by the i card that igh says i. Then develop thus: igh ight might bight igh sigh sight light right tight high Copyright, 1816, by G. W. Lewis Pub. Co. 119 s 120 The Lewis Story Method of Develop the ability of each pupil to pronounce without hesitation : Proceed as in the Eleventh Unit. See note on Phonic Drills, pages 114! and 115. o a a a a a mo ma ay al al al po pa may mal an ail cho cha pay pal mail ale ho ha hay hal pail male bo ba bay ral haa tale ro ra ray sal rail sale lo la lay tal sail hale toe ta tay ale tail pale so sa say sale maim tape a a a i a a ma mat mate igh ha pa pa pat pate sigh ham pal cha chat late ight hame pale ha hat hate sight ma pail ba bat bate might mal ma ra rat rate light male mam la lap am tight mail Mame sa sap Tam right ha lam ra rap Sam high hal lamb FIFTEENTH UNIT This little dwarf looks like part of the old cow dwarf, but he is not quite so large. He seems to have only two legs. What does the old cow dwarf say? This little dwarf is called the calf dwarf. When the little calf wants' its mother or its breakfast, the little calf dwarf tries to say just what the old cow dwarf says, but he can not do it. He says n-n-n. Form the an, ane, ain and amp families, and teach pupils to blend n, sp, st, sn, si. Copyright, 1»1(>, by Q. W. Lewis Pub. Co, 121 n 122 The Lewis Stoey Method of Develop the ability of each pupil to pronounce wi ithout hesitation : no a a ane a am na an ain bane ab slam ni man main lane Mab ap nu pan pain pane Rab slap ne ban chain sane lab ail so ran rain am slab nail see tan stain amp tab snail sa span Spain lamp stab ale si Xan lain stamp Abe stale su si an slain champ tape slam Conduct a contest thus: Give a pointer to each of two pupils. Then either the teacher or another member of the class should call the words in the above lists and each pupU with the pointer should endeavor to be the first to point out the words as they are called. The words should be pronounced in irregular order. The pupils using the pointers may also be required to pronounce the words as they are pointed out. SIXTEENTH UNIT There was another very naughty dwarf who was called the fight- ing dwarf. He had only one leg and he was very tall and crooked. His head was bent away over to the front. When you see him just as he really is he looks life this — f. But sometimes he disguises and makes himself look like this ph or gh. (Write on the board but erase quickly.) He lives in the old cat's mouth, and every time the old dog comes near the old cat, the fighting dwarf says f-f-f-, and then the growling dwarf begins to say r-r-r: and unless some one makes them quit there is sure to be a fight. Blend f, fl, fr, pr, tr, pi, si, sn, sp, st with o, a, ay, i, y, u, e. Form the un family. Conyright, 1»1S, by G. W. Lema Pub. Co. 123 124 The Le^is Stoey ^Method of Develop the : ability of each pupil to pronounce without hesitation : o a i u e i fo fa fi fu fe igh flo ay fy mu ee nigh fro fay fly pu fee night pro fray fry chu flee flight plo pray my u free fright slo tray py un tree slight sno play sly fun see trap spo slay try sun me spun sto stay sty run he stvm aim ale Tarn tamp lap u am al Sam stamp slap im fame snail slam tramp flap sun flame flail ram lamp snap tun frame frail tram champ trap stun Drill first in concert. Place the pointer on the word you wish and hold it there until you see that you have the attention of every pupU. Then caution pupils to be ready to answer just as the pointer leaves the board. Occasionally hold the pointer on the word a little longer than usual and some one will answer before the pointer leaves the board. Then caution pupils again about giving attention. It wiU add much to yoiu- ability to handle your class if you will enforce this regulation. In the above drill point to the words in every con- ceivable order. After the concert drill give the class busy work and drill each pupil by himself. Remember that if you can not accomplish the amount of work planned for a given time you must take more time. Do the work thoroughly if it requires two or even thi;ee davs to do the amount planned for one day. Make haste slowly. Teaching Reading and Spelling 125 Busy Work: Draw fighting cats and growling dogs and cut out f's. Games: Any previous games may be adapted. SEVENTEENTH UNIT Review all sounds, words and sentences; review open and close sounds, and open and close sound families. This little dwarf is called the lullaby dwarf because he helps mamma when she is trying to put baby to sleep, or when mamma is trying to keep everything real still so baby will not wake. He says sh-sh-sh. See frontispiece. Develop the ability of each pupil to pronounce without hesitation : she rap shay sham spy rain shy shrap ray shame spry train sho trap tray shall ight strain sha strap stray shale right stran shy slap spray shape spright sprain a u u u u u ash um ume ut ute use mash mum fume mut mute muse hash chum hume but pute fuse rash hum flume hut fute ruse trash bum spume nut lute us lash rlim fun shut flute ust sash sum shun u us must slash flash spun une muss bust flash splash stun tune fuss trust 126 The Lewis Story Method of Busy Work ; Write sh and the words in the ash and um families. While the rest of the pupils are doing this, do individual work with the slow pupils. Have several of your more advanced pupls take one, two, or three of the slow pupils to the cloak room and give them indi- vidual instruction. Games: Any previous game may easily be adapted. In the games you will do well to use at first only the family names and the. first word formed from each. When thoroughly familiar with these, add other words until all consonants have been used as initials. If you need two, three, or even four days to accomplish the work of a given unit, do not hesitate to take all the time necessary to do it thoroughly. EIGHTEENTH UNIT Review the work of the Sixteenth and of the Seventeenth Unit. Here is another saucy little dwarf. He seems to have no legs at all. He seems to have just a body shaped almost like an egg, a very crooked little neck and a round head with a little tuft of hair on top. He must be a Chinaman who has had his queue cut off. He is called the bottle dwarf. If a bottle with a long slim neck has water in it, nobody can cork it tight enough to keep him Out. If you try to drink out of it you can hear him say g-g-g just as if he were trying to say go! go! go away! I presume he thinks it is not nice to drink out of a bottle. Blend g, gl, bl, gr, spl, fl, tr to form go, gay, gray, grain, grape, grail, gram, grum, glum, glume, glut, blight, blame, splash, flash, trash, gain, grain, gale, gap, gash, gum, gust, gume. Add the above words to those for the- Sixteenth and for the Seventeenth Unit and drill until each pupil can pronounce each word or sound graph without hesitation. Then develop the ability of each pupil to pronounce without hesitaton each word in the following list: 127 128 The Lewis Story Method of u i i i i i ug ig in ine ip ipe mug pig pin pine pip pipe plug big chin line chip ripe hug rig tin nine hip tripe rug fig sin sine rip stripe shrug nig spin spine lip snipe Strug figs shins shines snip snipes tug gig pins lines slip ships snug gigs spins pines ships trips NINETEENTH UNIT Review open and close sound families and the Sixteenth, Seven- teenth and Eighteenth units. This little dwarf has no home. The poor little fellow goes from house to house and tries so hard to find a home. Soirietimes he taps at the door (Here the teacher may tap or knock on the board with her knuckles) and tries to get in. He says d-d-d. He seems to be trying to say do-do-do let me in. Caution: Be careful to teach do as a sight word. Do it at once. Do you see me? I do see you. Do you see May? I do see May. Do you see ? I do see . Do you see ? I do see . Do you see ? I do see — . Write the above on the board inserting in each blank the initial of some member of your class and ask the pupils to give you the name. Then fill in the name and have the sentence read. Blend d to make day, di, ( show by the i card that ie and ye final say i), die, dye, du, de, Dee, Dan, Dane, dame, dale, dam, dap, dab, damp, dash, dum, dun, dune, dug, dig, dine, din, dip, dill, dump, dub, dips. Blend dr to form dray, dry, drain, di-am, drum, drug, drugs, drip, drips, drill, drills, drub, drubs. rV4 1 1 Ai^ 5 ~ 1^ J® ^=^ 1 I x» 1 Copyright, 1916. by G. W. Lewis Pub. Oo, 129 130 The Lewis Story Method of Drill until pupil can pronounce each of the above and each of the following words without the least hesitation. See note on Phonic Drills, pages 114 and 115. a a a a o O ad aid ade an mo op mad maid made and lo mop pad paid fade hand ho pop had raid grade band no lop sad laid shade brand so . hop brad braid blade grand oh! chop glad fraid glade strand O! sop shad staid trade stand go stop fad afraid spade bland top TWENTIETH UNIT k This little fellow is sometimes called the fishbone dwarf, be- cause whenever you get a fish bone stuck in your throat he tries so hard to help you get it out. He always talks away down in his throat. He says k — , k — , k. I think he ought to be called the kicking dwarf ; for he is always kicking one foot up in the air. i i o i u u in ill og ile ub un kin mill dog • mile chub unt kine pill hog pile hub punt kip chill log bile rub hunt kill hill tog tile tub shunt kale bill fog rile stub grunt kit frill frog smile snub bunt kite trill frogs stile shrub blunt Kate shrill dogs frills grubs stunt / / ( ( 132 The Lewis Story Method of TWENTIETH UNIT —Continued c. Here is another little dwarf that talks away down in his throat. He talks just like the kicking dwarf. When you get a fish bone or a crumb in your throat he says c — e — c. I think he must try to say to the fish bone or to the crumb, "Come, come, come out." Blend c to form can, cane, Cain, cap, came, cape, cab, camp, cash, cut, cute, cub. CI is sometimes called the clucking dwarf. He helps the old hen call her baby chickens. He says cl-cl-cl. Sometimes this little dwarf is real ctoss and if you go too close to Mrs. Hen or her babies she will run after you and the little dwarf will scold, he will say cl-cl-cl. Blend to form clay, clan, clam, clamp, clash, cline, clump, club. Blend cr to form cray, cram, crash, cruit, crust, cry. Drill until each pupil can pronounce without hesitation: a a o oa e ee ake ack ock oak et eep cake back mock soak met peep bake hack hock cloak bet sheep rake rack rock croak let sleep take tack kick oaks net steep lake lack lock soaks set creep sake sack sock cloaks get deep shake shack shock croaks pet keep snake snack clock oad fret peeps flake black flock road pets sleeps Cop;ilgbt, 191&, b; G. Yi. Lewis Pub. Co. 133 c 134 The Lewis Story Method of o oe o o e ope toe ot ote oat ed mope hoe mot mote moat eed Pope foe pot note boat need lope doe dot dote goat hope roe rot i , rote gloat od rope toes not V tote float • 1 ropes ' hoes 'Hot notes groat id hopes foes shot dotes. boats u lopes roes grot mole \ goats ■ ud ee ee ee e e u eed eet eel ell ed ump meed meet peel pell bed hump feed feet feel fell fed bump freed sleet heel dell red lumps greed street keel sell Ned clumps creed greet steel tell Ted rump heed beet eels bell shed trumps speed fleet peels shell sped .-dump deed sheet feels spell sled stumps need sheets heels shells sleds mumps Blend th to form the, tho, thy (show that ey says a, or is on the a card), they, thee, that, thine. e e e o o o ess est eck OSS on on Bess best beck boss ond ong mess lest peck loss bond long less rest neck toss fond song bless crest speck cross blond prong dress blest fleck dross pond strong Teaching Reading and Spelling 135 PREPARATION During the first five or six months of the first year pupils should not be permitted to read alone or to study or prepare a reading lesson without the immediate supervision of some one to catch and correct immediately all errors, in order that the wrong impression may not be left with them. lentil pupils are ready to read at sight, it will be better to let them play or do busy work than to attempt to study reading. Before pupils begin reading each lesson, the new sight words should be disposed of, and all the new or difficult ear words should be "analyzed" or "built up." It is generally best to build up first, beginning with the last open or close sound family, then its initials. If the word contains more than one family, prefix the family to the left of the part already formed, then prefix the initials. Last of all, if the word has an ending such as -er, -en, -ed, -ing, -tion, -cion, -cious, affix the ending, and then pronounce the whole word. After the building up process has been thoroughly developed the teacher may cover all but the family name until the pupil pronounces it, and then she may uncover the initials, and last of all, the ending, if there be one, and have the whole word pronounced. TWENTY-FIRST UNIT Begin the. STORY PRIMER. After taking the phonic drill, introduce the first lesson in some such manner as is indicated at the bottom of the left page, and then proceed to read lesson ( 1 ) . Each member of the class should read the whole lesson. With words so well known and with the situation so familiar to all country and village boys, you will have no trouble to get correct expression, if you have done exactly^as directed in the first 20 units. .In the phonic drills in this methpd and in the STORY PRIMER the teacher must not stop to explain any words except the "New" words which are included in the reading each day. The phonic drill 136 The Lewis Story Method of is intended simply to develop the ability to pronounce without hesita- tion. This little dwarf is called the grindstone dwarf. He says th-th-th. When you grind something on the grindstone you can hear him. Sometimes when the wheels of a machine run real fast you can hear him. a 1 1 1 o an in in is ose ank ink ing this those bank link ring hiss these sank sink sing kiss that frank shrink string fist then prank drink spring mist them TWENTY-SECOND UNIT MORNING Review the word lists and sentences for the Nineteenth, the Twentieth, and for the Twenty-first Unit. This Uttle fellow is called the telephone dwarf, because when the wind blows he gets into the telephone receiver, and when you put the receiver to your ear, he says v-v-v. Sometimes he rides on the trolley of the street car. Sometimes he gets into the threshing ma- chine, too. If you will put your ear against a telephone pole when the wind is blowing, you may hear him saying v-v-v. Drill on ave, cave, gave, pave, rage, save, stave, brave, lave, nave, crave, slave, clave, be-have, re-pave. STORY PRIMER: Review the old words. Teach the new words. Give the phonic drill in the columns headed by ee and by d-eed. Then review the introduction to the first lesson and read it quickly, and continue with the connecting remarks or with the in- troduction to the second lesson. Then have lesson (2) read in whispers by each member of the class. If you do not have time to Copyright, 1916. by G. W. Lewis Pub. Co. 137 Y 138 The Lewis Story Method of hear each pupil read the whole lesson, you should do individual work while the rest of the pupils are doing busy work. AFTERNOON STORY PRIMER: Complete the phonic drill for the second lesson and read lessons (1) and (2). TWENTY-THIRD UNIT Review open and close sounds, open and close sound families, and word lists for the Twenty-first and for the Twenty-second Unit. This dwarf looks like a pair of twins. He looks just like two little telephone dwarfs grown together. He is double. He is called the wind dwarf. In the winter he likes to ride on the wind and see the blizzard pile the snow so high on the railroad that the engine dwarf can not get his train through. In the summer time he likes to ride on the winds to the oceans and lakes and rivers and bring back rain to make our corn and wheat and gi^ss and flowers grow. In the autumn he likes to help Jack Frost shake the ripe nuts for little boys and girls. But sometimes he is real naughty, for he comes with the dry, hot winds from the south just when he ought to bring cool breezes and gentle rains, and sometimes he brings hail storms, and he even blows our houses down. He likes to play tricks. Long after all good little boys and girls have gone to bed he is busy looking for little boys who are out too late and trying to scare' them. If you listen some night you can hear him going around your house, saying w-w-w-w. Blend w, sw, tw, dw, thw, wr. eigh weigh weigh-ing eight weight wait thwait ay a way ade sway wade tway swade dway ake thway wake wray wave eep ai oe weep aist woe sweep waist in eed win weed aste dwin sweed waste twin sweet wife swin 140 The Lewis Story Method of Here is another little dwarf that looks just like the grindstone dwarf. But it is really the old goose dwarf or the swan dwarf. He is a naughty little fellow. He likes to scare little boys and little girls. He lives in the mouth of the old goose or of the old swan, and when little boys or girls get too close to them or their nests or their babies, the goose dwarf says th-th-th, and the old goose sticks out her long neck and opens her mouth. Then you can easily hear the old dwarf saying th-th-th. Blend th to form thin, thick, think, thing, thong, three, thru, thrift. Reading: Complete lesson (3). While the rest of the pupils are doing busy work, do individual work with the slow pupils. Be very careful to review each day the list of "Old Words" carried forward with each lesson. TWENTY-FOURTH UNIT Review o, O, a, i, I, u, e, m, p, ch, h, b, r, 1, t, s, n, f, sh, g, d, V, w, k, c, th, th, cl, sn, sp, st, si, fl, pi, spl, bl, gl, gr, fr, pr, tr, spr, str, shr, sw, dw, tw, thw, thr, shr, sm, br, dr, wr. Blend each with some vowel. At first you might review the sounds carefully, then give the sounds and ask the pupils to give you words that begin with the different sounds. As they do so you might write these words on the board if they are words which the class ought to be able to pronounce. If the words given by the pupils are too hard, supply your own, and after completing the list, have the class pronounce them. Here is another little dwarf that has no home. He is called the jumping jack dwarf; because he never stays any place long enough for people to find out what his home really is. He says j-j-j. Blend to form Jay, jot, jet, Jip, jut, June, jump, James, just, jug- Copyright, 19a», by G. W. Lewis Pub. Co. 141 142 • The Lewis Story Method or When not used as an initial g frequently has the sound of j, as in: age, page, rage, sage, stage, wage, swage, cage, gage. Reading: Complete lesson (4). TWENTY- FIFTH UNIT Review the words containing j and g in the work for the Twenty- fourth Day. This is the turkey hen dwarf. When the old turkey hen has a nest, or when she has little baby turkeys, if you go too near them, the turkey hen dwarf will scold and try to stop you. He will say qu (it) - qu(it). Blend to form quit, quick, quilt, quip, quid, squib, squint, quail, quaint, queer, queen, quest. Blend sk, sc, scr, cr, chr, skip, scape, scrip, scrape, skate, skin, cro, chro, Christ. Reading: Complete lesson (5). TWENTY-SIXTH UNIT Review the sounds of the Twenty-fourth and the Twenty-fifth Unit. Complete lesson (6). This little dwarf is a very queer looking fellow. You can not tell his head from his feet. Do you see how his toes turn up ? Now turn him upside down. He likes to ti-avel very fast, but he had no automobile, and no flying machine; so he made a bargain with the bumble bee. The bumble bees are so busy getting honey for winter and for their babies, that when they start home, they never like to find any one in their way for they want to go straight home without having to turn out of the road for anyone. Therefore this little bumble bee dwarf said if they would let him ride^ he would honk or blow his little horn for every one to clear the track. He says z-z-z-z, z-z-z-z. He sometimes rides on bullets, and, as they pass, you can hear him honk for you to get out of the way. Copyright, IMS. by G. W. lewis Pub. Co. 143 z 144 The Lewis Story Method of Turn to the word lists and drill on the endings containing z. TWENTY-SEVENTH UNIT This is called the question dwarf. He helps us to say Where? Or When? What? or Why? He says hw-hw-hw. (In Old English or Anglo Saxon, the letters were written in the order in which they pronounced them, and in which we pronounce them although we have reversed their order. Notice carefully and you will see that you breathe just before uttering the w, and not afterwards.) We do not sound the w in who and whom. Drill very carefully and thoroughly on the above sounds. Review the phonic drills and the reading of the first six lessons in the STORY PRIMER. Take the list of old words carried for- ward to the seventh lesson, and see that each pupil can give alone 'each word. Then complete lesson (7). TWENTY-EIGHTH UNIT Drill thoroughly upon the old words of the first seven lessons in the STORY PRIMER. Then give the phonic drill and the intro- duction to the eighth lesson, and read it. There is one dwarf that looks just like one of the fairies. Here it is. He always stays under your tongue; and, when you say"^ words like you, yellow, young, or your, he lifts up on our tongue and pushes it up almost against the roof of your mouth. We might call him the "yes" dwarf, or the "yellow" dwarf. Say yes and you can feel him push. (Write yes on the board, and let them all read it) . Turn to the word lists and study endings in er and est. ine swipe ight abe navy ap wine write wight babe wavy happy twine wrong Dwight baby tony nappy swine wreck wipe lady • silly pony Reading: Complete lesson (9), Copyright, 1916. by G. W. Lewis Pub. Co. 145 "-% 146 The Lewis Story Method or TWENTY-NINTH UNIT Study endings in tie, die, ble, fle, pie, zle, etc. This is another dwarf without a home. But he is a good dwarf. He is the sign of mercy himself. You see he is the cross. Nearly all the dwarfs are glad to see him come. For he is the peacemaker. He says you must be kind to other people if you want them to be kind to you. When he saw the little dwarfs quarreling, he tried to get them to make up and be good friends. He says x-x-x. (That is k-s, k-s, k-s, just as if he were trying to say kiss, kiss, kiss, and be good friends. (The teacher should remember that x is a double consonant. x=k+s. ) THIRTIETH UNIT Teach some of the words under knot and gnaw. Teach a few words with ph and gh sounded like f. Reading: Complete lesson (10). ' Caution: Review quite frequently open and close sounds, open and close sound families. You will do well to start a systematic phonetic drill. You might turn to the name sounds of a and take one complete family of these and at the same time you might take one of the open sound a families and devote one day ^;o their consider- ation. The next day you might select another close a family and another open a family. You might continue this until you have com- pleted all the a families. Then you might proceed in this manner through all the close and open families of all the vowels. When this has been done you might take all the broad sounds of a. Then you might make a special study of endings as you will find them given in the practice lists. It is not intended that First Primary pupils should complete all the words and endings in these lists. But if you do each day's work as thoroughly as you should, you will be surprised at what they will accomplish. Copyright, 1916. by G. W. Lewis Pub. Co. 147 X 148 The Lewis Story Method of . SPELLING In the first grade very little should be attempted in spelling dur- ing the first five or six months. From almost the first, however, much may be done to develop the ability of pupils to spell, by giving them graded exercises in ear training and eye training. To develop the ability to visualize proceed somewhat as follows: EYE TRAINING Teacher: How many of you remernber how your mother looks? If you would see a picture of her, would you know it? Have you not a picture of your mother at home that you remember? Let us all shut our eyes real tight and see if we can not see a picture of mama in the dress that we like best. Can you see the color of her dress and the color of her eyes? All who can see just what mama looks like hold up your hands. Now you may open your eyes and watch me. (The teacher writes on the board o.) Now look at this o until you can shut your eyes and see a picture of it on the board. (Writing on the board oo.) Now tell me what you see. Look at them until you can close your eyes and see a picture of them. How many o's do you see? Open your eyes and watch me again. ( Writing on the board o o o.) Now what do you see? Look at them until you can shut your eyes and see a picture of all three o's. How many can see them? Tell me what you see. Now open your eyes and watch me again. (Writing o a.) Now tell me what you see as I point. (The teacher begins to point on the left or in the order o a.) Now look at these until you can shut your eyes and see a picture of them. Now all shut your eyes and tell me what you see. Begin on the left. What is the first thing you see? Pupils: o. Teacher: What is the next thing you see? Pupils: a. Teacher: Now, open your eyes and watch me again. (Teacher writes o a i.) Now, what do you see. Begin on the left and tell me as I point. Now look at them until you can see a picture of them with your eyes shut. Now close your eyes and tell me what you see. Begin at the left and name one fairy (vowel) at atime. Pupils: o, a, i. ^ ^___ Teaching Reading and Spelling 149 Teacher : Now open your eyes and watch me again. ( The teacher writes a i o. ) Now begin at the left and tell me what you see. Now close your eyes and tell me what you see. Begin at the left and tell me one fairy (vowel) at a time. Pupils: a i o. Teacher: Now open your eyes and watch me again. (The teacher writes i o a and pro- ceeds as before. She then writes o i a and proceeds as before. The group may be enlarged to include all the vowels. Frequent exercises of this nature will train pupils to see things in their correct relation (of position) to each other. After this has been done pupils may be taught to visualize the consonants and the combination of the conso- nants and vowels to form words. Just as soon as you have taught m, pupils should visualize the combinations mo, ma, mi, mu, me. This may be done thus: Write on the board mo, and have pupils watch you while you write it and then have them go-through the motions of writing it. Then erase mo from the board and have pupils reproduce it. EAR TRAINING Just as soon as a few consonants have been taught the teacher should pronounce words beginning with the sounds of these con- sonants. While doing so the pupils should watch her lips and give the sounds of the initial consonants; they should also write the con- sonants representing the initial sounds. If pupils do not catch the initial sounds, the teacher should repeat the word; then have the pupils repeat it, or at least those pupils who have difficulty should repeat the word. Then the teacher should repeat the word again and have pupil give the sound and write the dwarf or consonant. Pupils will take great delight in doing this work. At first these exercises should be confined to only a few consonants applied as initials to many words. As fast as new consonants are presented they should be included in these exercises and the teacher should pronounce lists of words which have a common family or structure 150 The Lewis Story Method of beyond the initials as : may, pay, hay or mat, pat, chat, hat, rat, sat. In these exercises the teacher should be careful to use every single, double and treble initial consonant. In this way the pupil will be taught to concentrate on the initial sounds and if words of a common family are used his attention will not be distracted by any changes except those in the initial consonants. Unless the child has defective hearing he will soon gain the ability to detect every consonant that is sounded. After pupils become expert in detecting the sounds of the initial consonants and writing the consonants, then the pupils should gradually name the initial consonants. The pupils should now be taught to spell the whole word thus: Name the initial consonant — pause slightly and then name the letters of the family in rapid succession. If there are two or more initial consonants, the pupil should name these in rapid succession — pause slightly and then name the letters of the family in rapid succession (as if a single unit), and then he should pronounce the word. In spelling words with double vowels, do not permit pupils to say "double," but have pupils name each letter one at a time. During the first year the spelling should be confined almost ex- clusively to "ear" or phonic words, such as are formed by blending one, two, or three initial consonants with the open and the close sound families. See the Eleventh Unit. Read also pages 19 and 20. In the following lists are about 3,600 words which may be used for phonic drill and for spelling in the first three grades. If the con- sonant sounds have been thoroughly taught, pupils should spell all the words of a given family quite as readily as one or two words, and even in the first grade all the words of one or two easy families may be spelled in one day. Thorough phonic drill should be given on these families before the words are spelled. During the last six or eight weeks of the first year, eye words may be spelled. But do not present more than one new eye word each day. The first eye word should be written on the board where TEACHmg Reading and Spelling 151 all can see it. Then the teacher should say: "How many of you remember how your mother looks? Shut your eyes and see whether you can see a picture of her. Now look at this word until you can shut your eyes and see a picture of this word. How many of you can see each letter. Who will shut his eyes and tell me each letter that he sees? Commence with the first letter (on the left) and tell me what you see, just as they come. Have pupils visualize thus fre- quently during the day, and each time have the pupils pronounce the word. Finally have pupils spell it. Do both oral and written spelling. The next day one new eye word may be added, and treated in the same manner. Then the second word should be written under the first and the two may be visualized. Then the two words should be covered and the pupils should reproduce them in writing in the same order in which they are written on the board. The next day a third new eye word should be added and treated in the same manner. After visualizing it alone it should be written under the first two words and the pupils should visualize the three words. Then the three words should be covered and the pupils should reproduce them in writing in the same order in which they are written on the board. During each successive day one new eye word may be added and the words retained until the end of the month; when the first word may be erased and a new one put in its place. The next day the second word may be erased and a new one put in its place. In this way each word will be on the board 20 days. In the first grade'we would suggest that the teacher should not ask pupils to visualize groups of more than three words. In the second grade the first three months should be devoted almost exclusively to the spelling of words belonging to open sound families and to close sound families in long lists, 20, 25, or 30 each day. The spelling should be both oral and written. Train the ears of the pupils by pronouncing words while .the 152 The Lewis Story Method of pupils watch your lips and give you the initial sounds and conso- nants representing these initial sounds. At the beginning of the third or f ourthr month begin spelling eye words. Place two new eye words on the board each day, until the end of the month, having pupils visualize and spell as in the first grade. On the first day of the following month, erase the first tAvo words of the list and in their place write two more. By continuing thus, you will always have forty words on the board and each word will be there for one month. The whole list should be written and spelled orally at least once each day. The teacher should have the pupils practice at visualizing these words in groups of two's, three's, and four's. In the third grade three new eye words may be added each day. These should be visualized singly and in groups of two, three and four. In addition to these eye words, the eye words spelled during the second year should be reviewed during the third year, and ten or more "ear words" from the following practice lists should be spelled each day. During the fourth year the eye words for previous years should be reviewed, and three new eye words should be placed on the board each day and kept there for one month. In addition to this, all the words in the following practice lists should be spelled during this year. During the fifth year, four new eye words may be written on the board each day and kept there for the month, etc., as in the lower grades. In addition to this at least ten ear words should be spelled each day. In the grades above, add five eye words each day and spell ten ear words. While spelling, a curtain should be drawn over the words. Two window shades mounted on rollers at the top of the board will be very convenient. In all grades pupils should be required to write sentences using Teaching Reading and Spelling 153 correctly the words spelled. If pupils are unable to supply such sentences the teacher should dictate correct sentence using the words correctly and have the pupils copy these sentences as they are dictated. Remember that a pupil should always be able to spell his words in a horizontal line or as they appear when written in sentences or as he will use them. If your pupils are to become good spellers they must hear every consonant sound and associate with each sound the consonant repre- senting that sound. They must also recognize the open sound of each vowel and associate with each open sound the vowel used to represent it. They must know that when they hear the open sound of a vowel (as a rule) there will be only one vowel to represent this open sound. When they hear the name sound of a vowel they must know that unless it is a monosyllable or an accepted syllable like me or me-ter, they have a close sound family and the vowel which they hear tell its name is the first of two vowels, as in male or mail. In all eye words, the eye must be so trained by visualizing that pupils will get a definite picture of the irregular vowel combinations which do not obey phonic laws. All these things are accomplished by this method as by no other method. TO DEVELOP AN ORAL VOCABULARY Upon entering school children of every nationality have a wealth of ideas, thoughts, feelings, and actions ; and in their own language, they are familiar with the oral words expressing these. But before the teacher can hope to succeed in teaching them to read English involving these ideas, thoughts, feelings, and actions, the foreign pupils must be made familiar with the oral English in which these are expressed. In teaching foreigners oral English, at first, the teacher should be careful to exclude all words that do not represent ideas, thoughts, 154 The Lewis Story Method of feelings, and actions involved in their home or community life experi- ences. > In the following list the teacher will find suitable words for almost any nationality or community, but she should use only those best suited to her community. While the teacher is presenting the first twenty units given in the manual and thus developing a knowledge of phonics, she will find the following scheme helpful in enabling her foreign pupils to become familiar Avith an oral vocabulary which they may then be taught to read with ease. Make cards as indicated below and fill the blanks with objects, pictures, etc., as suggested. I I see a see — I have a I have — I am a - We are My name is I have one - I have two I have ' { baby 2 babies man 2 men boy 2 boys . girl 3 girls hat 4 hats When pupils have mastered the expressions on the left, gradually add such expressions as these: Yesterday, I had . Today, I have — . Tomorrow, I shall have . Fill the blanks with objects such as hat, hats, ball, balls, book, box, pencil. After exhaust- ing available objects, fill the blanks with pic- tures. girl girls boy boys child children Fill the blanks with oral words for parts of the body. Do not write in the words, but have the pupils join you as you touch your head and say: "I have one head," or as you hold up your hands and say : "I have two hands;" or as you touch your ears and say: "J have two ears." In this way name all the parts of the body. Repeat this until pupils become familiar with the oral English for all parts of the body. Teaching Reading and Spelling 155 I wear I wear I eat I eat I like I like to eat First fill the blanks with available articles of wearing apparel. Then fill the blanks with available pictures of wearing apparel. Then have pupils repeat the expressions giving the oral words as they point to the articles or their pictures. Fill the blanks with available objects of food. Then fill with pictures of articles of food. Then have pupils read supplying the oral words as they point to the articles or the pictures of the articles of food. Finally after pupils have gained sufficient ability in word building^ the words may be written into the blanks, and the pupils may be taught to read them. After pupils have mastered the expressions in the present tense of the above verbs, expres- sions may be used with adverbs that demand the past tense, and still later, with adverbs that demand the future tense. Then after a pupil has performed an act in the present tense and suited the words to his action, the teacher should say: "What have you done?" and the pupil should respond: "I have ." Instruct a pupil to run, jump, hop, etc., and as he does so, have him suit his words to his actions and read or repeat after you as you write upon the board I run. I can run. I jump. I can jump. I hop. I can hop. Then after he takes his seat, say: "What did you do?" He should respond: I ran. I jumped. I hopped. These may be writ- ten on the board and read. Have several pupils run, jump, hop, etc., and as they do so repeat : I drink I like I like to drink 156 The Letvis Story Method of We run. We can run. We jump. We can jump. We hop. We can hop. Then after they have taken their seats, say: "What did you do?" and have the pupils respond: We ran. We jumped. We hopped. Proceed in this manner with all words that may be acted out. As instructed above introduce into the expressions adverbs that call for the present, past and future forms of the various verbs. "Now" is a good adverb to use with the present tense. But be careful to have the pupils actually performing the act while repeating the present form. Gradually the progressive form may be introduced for the present and past, as I am running. Now, I am running. Yesterday, I was running. These will answer the teacher's questions: "What are you doing now?" "What were you doing yesterday?" After pupils have performed an act and taken their seats, the teacher should say: "What have you done?" or "What have you been doing?" The pupils should reply: We have run; or We have been running; or whatever expression suits the act. The teacher should not be too hasty about introducing the past and the future, and the perfect, and the progressive forms of the verbs. She should make haste slowly. Nor should she be in too great haste to introduce new action words. These should be added very grad- ually and only after pupils have mastered at least the present tense of those already introduced. While one or more pupils perform an act the teacher may have pupils in their seats tell him what they are doing. The questions may be made to bring out the third singular and the third plural forms for all tenses of the verbs. Have pupils tell things they can do and like to do. Have them fill the blanks and read. I can . I like to . Have pupils fill the blanks below. Remind pupils that we love only people and we like people and animals and things. I love . I like . Mother, father, baby, sister, brother, uncle, aunt, cousin. May, Anna, James, Frank, Kitty, Pussy, Bunny, Rover, Fido, apples, peaches, pears, etc. Teaching Reading and Spelling 157 The first descriptive words to be taught should be those that describe those qualities that appeal to the eyes; as words expressing color and size: black, white, red, orange, yellow, green, blue, indigo, violet, brown, gray, pink; big, little, large, small, tall, short, high, low, long, short, wide, narrow, thick, thin. Then those appealing to the touch, as rough, smooth, hard, soft, hot, cold, warm, cool, heavy, light, etc. Then those appealing to the taste, as sweet, sour, bitter. Then those describing sounds, as loud and soft, high and low, harsh and pleasing. Finally, those relating to matters of judgment, ethics, or morals, as good, bad, right, wrong, true, false, etc. In developing an oral vocabulary the following lists will be sug- gestive, but your knowledge of the community you serve will cause you to omit many of these and to add others : baby street ox turtle swing babies avenue sheep hen bed boy alley lamb chick pillow boys lane mule rooster sheet girl path donkey duck blanket girls trail zebra goose sled man wagon rabbit swan umbrella men buggy squirrel turkey chair woman automobile mole bird table women bicvcle deer nest table cloth father kitty buffalo eggs dish mother cat bear tree plate house rat lion bush cup home mouse tiger leaf saucer door • mice wolf clover knife window dog fox grass fork floor pup giraffe sod spoon carpet hog camel flowers kitchen rug pig elephant rose pantry wall horse leopard lily stove chimney colt snake book iron fence pony worm box pan gate cow fish doll pot road calf frog cradle skillet 158 The Lewis Story Method of griddle rice coals month legs jitcher flour ashes year thighs )ucket meal stick hour knees basket mush board minute shins tub cake brick second ankles bowl .cookies stone yesterday foot apples jelly dirt today feet peaches jam gravel tomorrow, toes pears pie sand head hat plums cheese dust face cap cherries ice cream mud eyes bonnet bananas sugar water ears coat oranges salt ice cheeks vest grapes candy rain nose trousers strawberries nuts snow nostrils pants bread figs sleet mouth shirt butter dates earth lips collar meat water sky tongue tie pork milk clouds teeth cuffs ham cream sun gums socks bacon coifee moon chin stockings sausage tea stars jaw shoes beef lemonade rainbow neck shawl steak breakfast time trunk cloak veal dinner clock shoulders waist potatoes supper watch chest dress tomatoes lunch day back skirt cabbage cook night arms veil turnips fire morning elbows ' muff radishes burn forenoon wrists gloves lettuce wood noon hands mittens onions coal afternoon palms apron carrots gas evening fingers belt parsnips light dawn thumbs paper celery matches dusk knuckles pencil beets kindling dark joints pen wheat smoke light nails ink corn flame week hips desk Teaching Reading and Spelling 159 seat hammer write hear little bridle hoe spell smell large saddle shovel sleep odor small harness rake dream scent tall strap fork swim climb short string wheel float fall high twine plow sink wade low rope harrow dive wash long chain trap throw tie short scissors gun pitch cut wide needle bow catch chop narrow thread arrow strike dull thick button spear like sharp thin towel top love sharpen rough soap bottom praise eat smooth comb side blame taste hard brush end hit touch soft tent run miss feel hot tepee jump beat hear cold wigwam hop hurt chew warm canvas skip roll swallow cool skin fly lose drink heavy hide trot hunt draw light pelt gallop find paint sweet fur pace shoot plant sour hair walk kill white bitter feathers ride chase black good tail stand drive red bad wing sit come orange right claws rise go yellow wrong paws ■ turn bring green true beak talk take blue false horn speak give indigo beautiful blood whisper sell violet ugly flesh laugh buy brown pretty bones cry look gray mellow ax sing show pink ripe saw read listen big greeii 160 The Lewis Stoky Method of ^^^ COLORS AND THEIR SOURCE Make your room as dark as possible. Then through a small apertm-e admit a small beam of direct sunlight. Intercept it by a triangular glass prism. Turn the prism slowly untd the light passing through it is seen on the opposite wall. You will see the colors of the rainbow. Three of these, ifed, yellow and blue, are called the pri- mary colors. The primarj' colors can not be made by mixing other colors. But all other colors, tints or hues may be made by mixing red, yellow and blue in the correct proportions. Red is the warm or passion color; blue the cold, and yellow the piercing color. JNIixing the primary colors gives the secondory colors, orange, green and violet. Red and yellow make orange, a violent color; while red and blue make violet or purple, a solemn color, and yellow and blue make green, a restful color prevailing in plant foliage. Mixing the secondary colore gives the tertiary colors, citron, russet and olive green. Orange and green make citron ; orange and purple make russet, whde green and purple make olive green. In theory black and white are not ranked as colors. While white is suposed to result from mixing red, yellow and blue in accurate proportions, no dyer has ever been able to so mix the purest aniline colors to produce white. The nearest approach is a neutral gray. This is because the anUine colors are not so pure as the light from the sun. The only way to secure a white is by bleaching. Though the- ory refuses to recognize black as a color, in practice it is so regarded. Where the red, yellow and blue overlap in correct proportions, the result is a black toned by the color of greatest tensity. Gray is a light shade of black. Less blue is required than in black. Brown requires less of blue and more of yellow and red. Amber requires still less blue and and more of red and yellow. Apricot is one part orange and two parts pink. Equal parts of old gold and bro^^^l make gold bronze. Buff is light orange. 'Canary is a light yellow. Cerise or cherry is a deep pink. Equal j)arts of scarlet and orange make flame red and equal parts of cardinal and orange make French red. ]Maize is a light orange. Robin's egg blue is light ciel or sky blue. Steel is a light shade of blue and fawn is a dark shade of gray. Teaching Reading and Spelling 16! Ear Word Lists NAME SOUNDS OF VOWELS ay a eigh, ey (ei, aigh) ; mate ^ represent the name sound of "a." ai ea ay ade aid age b ay f ade p aid p age d ay m ade m aid r age r ay * sh ade br aid s age dr ay tr ade fr aid st age P ay w ade st aid w age pr ay gr ade r aid sw age 1 ay bl ade 1 aid c age pi ay gl ade a fr aid g age cl ay sp ade up br aid g ag ed tr ay e vade un p aid paged str ay in vade re st aid raged 3pr ay per vade pre paid vp^aged si ay pa rade re laid swaged st ay re made over paid caged m ay re grade under paid re paged M ay re blade over laid en gage s ay re trade under laid re cage f ay ar cade in laid pre sage fl ay ti rade aided en rage J ay prom e nade aiding enraged g ay cav al cade raided staged gr ay bal us trade raiding re staged br ay am bus cade braided en gaged n ay ren e gade braiding aged w ay barri cade braids ages sw ay un made maids stages 162 The Lewis Story Method of ake ey ale ail ame c ake th ey b ale f ail c ame b ake pr ey g ale fr aU g ame 1 ake wh ey h ale j ail 1 ame t ake o bey t ale h ail n ame s ake con vey p ale n ail s ame si ake eigh s ale r ail t ame m ake w eigh st ale gr ail f ame f ake w eigh ing sc ale qu ail fl ame fl ake w eigh ed m ale p ail bl ame r ake si eigh V ale r ail h ame br ake si eigh ing d ale tr ail d ame dr ake in veigh sh ale s ail sh ame st ake in veighs sw ale t ail fr ame sn ake in veighed wh ale m ail in flame sh ake in veighing wh ales sn ail be came qu ake eight sc ales fl ail de fame be take w eight re take w eighted for sake fr eight re make fr eight ed par take str aight snow flake str aighten corn flake corn flakes - slakes quakes ane ain re strain ate si ate b ane r ain con strain b ate st ate c ane tr ain con straint h ate cr ate J ane gr ain re straint d ate N ate 1 ane g ain com plain f ate ere ate p ane p ain com plaint g ate re date cr ane sw ain ex plain K ate re late Teaching Reading and Spelling 163 w ane st ain paint 1 ate re bate pi ane si ain quaint m ate be late D ane sk ain twain bl ate se date aim 1 ain sprain p ate re state cl aim pi ain base pi ate in flate de claim m ain case r ate ait re claim re main chase s ate g ait ac claim do main e rase sk ate tr ait pro claim re tain in case gr ate str ait ex claim con tain pr ate ape aste ave ave eak n ape b aste e ave cr ave br eak c ape h aste g ave si ave st eak g ape p aste 1 ave cl ave br eak ing\ dr ape t aste n ave be have gr eat t ape w aste p ave re pave gr eater r ape ch aste r ave br eak er sh ape es cape gr ave scr ape land scape br ave gr ape es ca pade w ave These words should either be printed on a large chart for drill or they should be written on the board, and as the pointer leaves the word the class should give the word in concert. Each member of the class should give them alone also. oa ow, ough. oe O go ho lo no so the goes toes (ew), note, > close, narrow or nan (eau). ^ oe oat oak toe boat oaks hoe goat cl oak foe coat cl oaks doe float coax roe groat hoax woe gloat folks Joe thr oat c oaxes Joe's coats h oaxes coal foal foam r oam roan m oan 1 oan 1 oam s oap 164 The Lewis Stoey Method of cad ote ope low blow p ost load n ote rope flow trow host goad rote ropes mow know most road V ote c ope ^cr ow tow ghost t oad tote hope glow s ow oast 1 oaded quote P ope grow s ew boast loads smote mope slow shew c oast roads d ote hopes sn ow beau roast goads V otes P opes row tabl eau t oast coach en croach dose d oze p oach re proach ( slose dozed br oach ap proach cl osed d ozing roach ap proaching cl osing th ose rose p ose in close owe nose sup pose en close dough h ose re pose dis close th ough ch ose im pose re close al though igh ie and ye final, mite I the name soimd of "i"^a diphthong, (ay, ey, eye, uy), [ equal to broad "a" plus "e" narrow. by tie igh eye ide ice my d ie high eyes bide nice try lie nigh dye ride mice shy pie sigh dyes bride rice thy p ies sighs rye hide price dry ties th ighs lye wide d ice why dies thigh lyes side twice fly pries ight uy str ide sp ice spy tries night buy tide slice ply plies sight buys glide trice sly vies might guy abide thr ice pry sp ies fight guys de ride vice Teaching Reading and Spelling 165 spry size right rise be tide ite try ing flies f r ight wise de cide bite dry ing cries light de mise be side kite flying skies si ight de vise in side mite ply ing lies flight re vise out side sp ite pry ing hies pi ight de spise be stride spr ite .,hy ing Dw ight dyer rid ing white slyer tight buyer hid ing trite shyer br ight riser wiser w isest sid ing whit ing ile snipe nine twine ire five mile wipe pine sh ine fire hive file swipe spine shr ine dire dive pile type tine swine hire drive tile ife wine ime tire str ive wh ile life find time mire thr ive bile wife mind dime sire rive vile str ife rind slime sh ire de rive ipe ine grind clime sp ire de prive pipe fine kind prime ive bribe ripe dine wind crime dive tribe tr ipe line h ind climb str ipe mine be hind comb u u ui eu, eau, cute. ew ue, leu, few jew Jew new m ew drew br ew 1 In words ending in ind, the final d us- ually makes the i tell its naitie. In climb and comb the final b has the force of a final e. close, narrow or name sound of "u." fl ew crew st ew blew kn ew str ew threw c ute mute 1 ute f ute re f ute con f ute re pute com pute im pute de pute use a buse suf fuse the s is hard or hissing 166 The Lewis Story Method of use the s has cure ad jure rule abuse the soft or p ure a| lure rude amuse z sound in j ure inure nude re fuse se c ure in sure dude con fuse im pure azure lude in fuse de mure m ule in trude ab jure cule de nude feud suit tune ieu sued fruit rune lieu is sued re cruit June lieu ten ant pur sued pur suit July b eau ty im bued bruit oc cu py b eau ti f ul sub dued con strue pu ri fy b ( eau ti f ul ly ee ea Iname sound of "e." ie, and ye final have the name sound of ie (followed by a consonant), mete. be he m e we she the b ee s ee flee free tr ee f ee thr ee spr ee th ee sk ee 1 ee gl ee de cree de gree de grees eed eek deed meek feed s eek freed reek greed week need sleek reed leek seed peek br eed Gr eek bl eed creek sp eed ch eek st eed seek ing Sweed reek ing seed ing reeks )leed ing Gr eeks eel feel keel heel p eel steel wh eel feel ing wheel ing peel ing k eels feels eels h eels wh eels Teaching Reading and Spelling 167 eep eet eem ief een deep beet deem lief s een keep feet s eem be lief k een creep meet chief gr een )eep greet th eme grief qu een sheep str eet sch eme thief sheen steep sweet flee brief spl een sleep fleet fleece ier be tween sw eep meet ing Gr eece b ier green er sweep ing greet ing fr eeze pier keen er sleep ing fleet ing br eeze tier been (bin) creep ing beets squ eeze gr ieve peep ing m eets sn eeze field cr eeps str eets sneez ing wield si eeps fleets f reez ing sh ield ean ea eam eal eat b ean sea b eam deal p eat mean p ea team peal meat lean lea s eam real s eat clean flea steam s eal neat lean ed plea str edm st eal b eat lean ing tea ream m eal treat clean ed t ease dr eam squ eal wheat clean er pi ease cr eam weal bleat mean er teas ing scr eam heal bleat ing wean pleas ing scream ing heal ing treat ing eak each per ceive con ceit p eak p each con ceive de ceit leak teach re ceive re ceipt sp eak reach de ceive beak breach bleak pr each str eak p caches freak ^ - t caches creak pr caches creak ing b caches speak ing br caches 168 The Lewis Story Method of The above should be printed on the back of the "e" card. These words should either be printed on a large chart for drill or the teacher should write them on the board and have the class and the members of the class pronounce the words as the pointer is taken from the board. Caution: Under no circumstances should the pointer be taken from the board until all eyes are fixed upon the word; and under no circxmistances should the pupil be permitted to pronounce the word until the pointer leaves the board. OPEN SOUND OF "a," SO-CALLED SHORT SOUND ab b ab cab Rab cr ab dab dr ab gab grab sc ab st ab si ab Mab nab slabs c abs drabs gr abs stabs scabs ad b ad brad dad had t ad lad m ad c ad p ad glad clad s ad fad fads lads p ads brads t ads dads ag bag rag hag lag fag nag sn ag wag swag brag crag dr ag flag slag sag tag st ag crags flags ap cap 1 ap cl ap rap tr ap strap s ap slap snap chap, fl ap nap m ap gap tr alps m aps raps t aps fl aps ack b ack bl ack hack 1 ack n ack p ack quack r ack track slack s ack st ack sm ack wh ack shack backs t acks lacks st acks am d am r am dr am clam h am j am S am Tarn tr am st am cram gr am yam sham si am slams cr ams dr ams hams Tj;aching Reading and Spelling 169 amp an and , at ank ash camp D an band bat b ank cash damp can br and cat hank dash lamp ban grand fat rank gash s amp ran hand hat Frank mash tamp bran land sp at frank hash stamp fan sand rat prank lash cr amp pan stand mat thank slash tramp tan ang pat dr ank smiash clamp van bang sprat crank spl ash vamp sp an hang scat lank flash scamp plan rang flat flank clash lamps str an sang that cl ank crash cl amps sc an clang plat s ank thr ash st amps man slang fr at sp ank s ash ax Nan whang Prat pr anks trash tax pant spr ang brat cr anks brash lax plant atch latch scr atch ranch flax scant b atch match sn atch br anch max rant catch p atch cl atch bl anch wax Where possible the teacher should add a final "e" or insert a second vowel to make "a" tell its name. OPEN SOUND OF "o' op cop hop fop mop pop top s op stop crop ot cot hot got rot grot lot blot hot not og bog cog hog log frog dog fog flog tog ock c ock d ock lock cl ock block flock r ock frock cr ock ocks s ocks d ocks locks fl ocks st ocks r ocks cr ocks bl ocks sm ocks ops cops h ops fops cr ops p ops props t ops s ops st ops 170 The Lewis Story Method of drop p ot clog sm [ ock sh ocks lops prop s ot bogs shock f r ocks slops lop p ot cogs st ock cocks drops flop sp ot dogs hock hocks dr opped shop slot fogs m LOCk ox h opped shops plot hogs £ 1 ock box s opped drops clot logs knock fox m opped props trot flogs kn ocks boxes st opped crops shrot clogs bl ocks oxen pr opped OSS ond onds od om loss b ond b onds plod from moss fond fr onds ods Tom toss frond P onds s ods Tom's b oss pond bl onds rods c om- dross blond otch h ods pr om- cr oss ong botch nods tr om- gloss long n otch p ods dom- floss s ong Sc otch plods nom- Ross str ong cr otch clods cob Moss thr ong bl otch s odded mob ost pr ong spl otch n odded rob lost gong od pi odded Rob cost wr ong s od s odding sob frost ongs rod n odding throb ox wr ongs cod pi odding knob box s ongs hod shod s obs dog t ongs nod doU snobs hog , gongs clod of knobs OPEN SOUNDS OF "i" - id it ig im in ink bid bit big dim din sink lid fit dig him bin link hid sit fig rim tin mink Teaching Reading and Spelling 171 rid mit rig br im thin p ink kid lit wig gr im fin rink did p it pig T im sin wink slid sit gig tr im pin think ids spit nig pr im spin drink bids wit sw ig wh im shin br ink _, lids twit tw ig si im skin bl ink kids flit tr ig sw im fin twink skids grit spr ig sk im win slink inch hit figs imp twin clink pinch quit wigs 1 imp grin inks Finch split Lw igs p imp twins links flinch sitj ! r igs sk imp grins th inks ip ill ilt iss ing dip bill hilt miss king hip fill wilt kiss ring whip mill sp ilt hiss sing ship pill kilt bliss sting lip rill lilt ist swing slip sill quilt fist si ing drip hill f ilter mist spr ing grip shr ill qu ilter tw ist str ing tip till itch wrist bring trip f still hitch whist fling strip sp ill p itch list thing rip will ditch hist s inging sip swill st itch grist sw inging pip twill witch wist st inging lips quill sw itch ift s ift gift slips! q uills tw itch 1 ift sw ift r ift OPEN SOUNDS OF " u" ub ubs ug um ump un cub cubs bug gum b ump bun hub hubs h ug gr um dump dun 172 The Lewis Story Method of bub bubs j ug d urn hump fun dub dubs m ug dr um chump gun rub rubs pug hum tr ump ptm tub tubs pi ug ch imi thump run grub grubs r ug pi um jump sun shrub shr ubs dr ug sc um limip stun scrub scr ubs sn ug si um clump sp un stub stubs th ug thr um st imnp Nun drub dr qbs th ugs pi ums str ump tun ■ ^ ung ust unt Tinted unch bung dust bunt J ) unted b unch hung J ust h unt st unted p vmch lung g ust runt unting hunch rung HI ust gr unt h unting munch sung r ust br unt b unting lunch stung cr ust st unt gr unting b unches str ung trust bl unt bl unting p unches flung r usts p unt st unting 1 unches swung cr usts h unted p unting m unches lungs tr usts gr unted st unts h unches rungs busts bl unted gr unts cr unches OPEN SOUNDS OF " e" ed et ell elt en end bed bet b ell b elt d en b end fed let f ell f elt hen lend led get N ell m elt men mend Ned met s ell p elt pen r end red net t ell sp elt t en s end shed wet y ell w elt w en tend sp ed p et w ell k elt when wend Fred fret sw ell sm elt th en blend Sled whet sp ell sm elter fen trend Ted set sm ell sw elter wren sp end wed y et qu ell h elter t ens sp ends beds gets p ell sk elter pens lends sheds p ets sp ells hens m ends Teaching Reading and Spelling 173 ess est eck em etch B ess best b eck hem fetch mess vest d eck them sk etch less jest neck Clem wr etch tress lest p eck st em str etch bl ess , nest wr eck s em f etches chess p est fleck ench sk etches H ess r est sp eck bench wr etches pr ess w est d ecks cl ench str etches dress zest p ecks wr ench etched str ess blest wr ecks qu ench f etched cress inv est fl ecks st ench ' sk etched guess div est necks b enches f etching dr esses quest b ecks wr enches sk etching Which of the open vowels may be closed or made to tell its name by inserting a second vowel immediately after the open vowel, or by adding a final "e"? Change as many as you can. Remember that the second of two successive vowels usually makes the first tell its name; also a final "e" usually makes the preceding vowel tell its name. Open Close, Narrow, Name. Open Close, Narrow, Name. ad ade or aid rod r ode oi • r oad mad n^ade or m aid c ut, s ut c ute, s uit m et m ete or m eat p an p ane , p ain hid h ide or h ied s it s ite, s ight BROAD SOUNDS OF "a" a a a a a aw awe taw auk c ause caw caws t awdry g aud p ause daw daws t awny gaudy pi ause p aw p aws awl haul c auses raw draws bawl maul p auses ( ir aw craws brawl fault cl ause craw str aws crawl vault cl auses straw maws drawl daub bee ause 174 The Lewis Story Method of a a a S: a taw laws spr awl h auble c aused maw cl aws hawk Maud c ausing law thaws g awk laud p aused claw dawn b awble plaud p ausing flaw fawn awls pi audit aught thaw dr awn bawls ap 1 plaud t aught sp aw p awn br awls ap plauded c aught jaw sp awn spr awls ap plauding f r aught cawing lawn cr awls ap plause n aught p awing brawn dr awls ap plauses n aughty dr awing br awny trawl h auling taut pawed tawny tr awls V aulting h aughty a a a a a war dwarf quart hall m alted warm wharf qu arts tall m alting swarm wart qu arter Thall s alt sw arms thw art qu arters pall s alted w armth warp qu artered thr all s alting ward w arped qu artering wall h alter wards w arping all h alt small h alts sw ard sw arming b all h alted stall waltz sw ards w arming c all h alting bald w altzed tow ards dw arf s f all m alt scald w altzing Webster indicates the pronunciation of the above words by two dots under the a. Webster indicates the pronunciation of the words below as shown above each list. a aim b aim c aim p akn qualm ps aim alms a a a , a are ark ard arch bar bark card m arch car dark bard p arch far p ark hard larch mar mark lard st arch p ar sp ark p ard ^ large sp ar lark f ard b arge Teaching Reading and Spelling 175 a a a a a tar Clark h ardy ch arge balms st ar stark c ards b arges palms Czar hark b ards m argin ps alms a a a a alk aunt aunch alf talk daunt h aunch calf . balk haunt 1 aunch c alves calk j aunt p aunch half walk taunt st aunch h alves chalk vaunt cr aunch beh alf w alked gaunt 1 aunched halve w alking 1 aunder 1 aunching h alved st alked 1 aundry cr aunched h alving st alking j aundice cr aunching salve a= oin cot a a a a a wad ant aft ast mast what P ant raft cast p ast squ ad slant dr aft fast bl asts squat gr ant gr aft h ast bl asted water P ants craft 1 ast bl asting w ads gr ants w aft bl ast 1 asting a a A a a A a A a asp ass ance air c are tare hasp P ass d ance fair sc are f are cl asp cl ass lance hair snare b are grasp bl ass ch ance 3 air share ware rasp b ass pr ance ch air sp are we ar mass enh ance st air squ are swe ar The above should be printed on the back of the broad "a" card. In teaching the broad sounds of "a" do not require pupils to com- mit to memory any statements relative to broad sounds. Simply state again and again, as you come across the broad sounds of "a," that "a" before "w," is broad or says "a" (giving the proper sound;) or "a" before 11, It, etc., says "a." 176 The Lewis Story Method of By constantly assigning the reason for broad "a" in the various positions, the pupils will gradually acquire the ability to recognize any broad "a," and to tell you what makes the "a" broad. By substituting any other consonant as d, 1, m, etc., for the r in air, care, tare, etc., you will get the name sound of a, thus showing that the a is due to the following r. In all this work, the teacher should be in no hurry. It will pay well to take plenty of time. Keep up a constant review of all the sounds, both of the vowels and of the consonants, and of the family names, and endings. bab beb bob bib bub cab cub bad bed bod bid bud cad cud bag bet bot bit buck cat cuff back Ben bog bick bun can cun ban b eck bock big bunt cast cull b and b est bon -'bin bum camp cut bang bend boss bill bump cap cup bank bent bond bids but cats cust bat B ess botch bits bust caps cult cob dab dib dob wed dub buss cod dad Dick dod wet duck fuss cog daf did dock wit dud muss cock dag dif dog wot duds bust con dal dig doll wen dug rust com dam Dill don win dull must col D an dim dot wag dum mull cop dap din dop wig dust cull cost das dip dots west dulls gull hug lull rug gun suds had hid hum lug ruff gut tub hat hit hub lub pug nut tug hack hip hut luck pup nun tun have him hull lum pun nub tut ham hill hunt lust puff null slug hand hiss Teaching Reading and Spelling 177 huff . rub gum sun jug hap hist hud run mug sum plug has hips hugs rut m uff s up snug hast hits kid till w ide f it piU fact pen kit rib w ade f ig pin fast p eb kip rip w ipe f ib sp in fen ped kin rid w ane f in p it fend peg kiss rim w ist f ill pip fed pet kill rig w ish f ist fad f et p el kiln rill w isp 1 ip pick fell p est tip mill w ent 1 id fat felt p ot tin miss w end 1 it fan fest p od p ond sip hop locks s ob fob fond sips hod lost sod fog bl ond sit hot lot soft fond sat s its hock lots sock ^ fox sad sing hob loft Sol fop sack sings hops long sop frock sash sift hods loll sp ot flock s atch sifts hocks lop stop clock sap sick lock lots shop block gab wind a a gad wife at an od on gat will ate ane ode cone gash well 1 ate cane node hone mat welt date p ane rode "ijone mad weld mate lane bode p one mast wilt sate s ane c ode stone mit wing rate mane mode note mist wive hate plane lode rote slate vane lone vote gate fane bone dote 178 The Lewis Stoey Method or a a 1 u e . a ap al it ut et ] im am ape ale ite ute etc ] ime ame tape s ale m ite cute m ete d] ime came nape tale b ite lute Pl ete time dame gape stale s ite mute vene lime game rape swale k ite re pute th erne m ime lame grape scale sp ite im pute scene fine fame crate hale r ite in fuse sch eme 1 ine s ame sk ate male wr ite re fuse c ede mine tame snake dale spr ite f ume tur ene nine name a a o o a i al an od on ad id ail ain oad m oan aid ied sail p ain toad roan paid pied mail lain load roam raid spied tail main goad foam maid plied fail plain road loam braid dried pail swain 1 3 oat coat laid fried u e e e wen ut el et et when uit eal eat eet whit suit P eal tr eat feet white fruit r eal cleat meet whet bruit m eal meat greet whip re cruit s eal s eat fleet whist st eal beat sleet whim fat bat hat cat pat mat fate b ate hate cate p ate mate nap rap tap cam b an fan nape rape t ape came b ane fane not lop mop dot pop top note lope mope dote pope tope Teaching Reading and Spelling 179 bit s it kit mit hit hid bite s ite kite mite hite hide sat fad lad mad cap sate fade lade made cape man p an dam sham shad mane pane dame shame shade rob cot rot cod cop robe cote rote code cope hip rib rid kin dim hipe ribe ride kine dime baby happy pony bonny icy Billy lady sappy tony Polly sp icy silly navy tabby Toby D oily ivy giddy wavy laddy ropy hobby m ighty biddy racy flabby holy lobby flighty ch illy gr avy d addy s oapy loggy tiny piggy shady sh aggy i 'oamy foggy shiny wiggy d uty m uddy br eezy jelly at tie abble Lucy r uddy w eedy eddy b attle b abble plumy buggy fl eecy p enny c attle g abble duly ugly n eedy Betty r attle r abble b eauty b unny gr eedy g ently r attled d abbled truly f unny sp eedy g entry r attling d abbling ruby s unny cr eamy s entry b attled g abbled b attling g abbling obble ibble ubble sh uf fle p uddle hobble n ibble ] r ubble scuffle c uddle h obbled n ibbled st ubble sc uffled h uddle h obbling n ibbling b ubble sc uffling m uzzle c obble qu ibble b ubbled sh uffled p uzzle c obbled qu ibbled b ubbling i sh uffling T uttle c obbling qu ibbling ruffle sc uttle sm uggle g obbling scr ibbling 1 ruffled m uddle sn uggle 180 The Lewis Story Method of 1 ittle m iddle or ipple f izzle j ingle br ittle tw iddle r ipple gr izzle sh ingle wh ittle g iggle n ipple n imble s ingle wh ittled h iggle wh ipple th imble t ingle wh ittling g iggled f r izzle sp indie j ingling tinkle sp arkle b umble able ladle t inkling sp arkled cr umble table cr adle tw inkle sp arkling gr imible cable cr adled tw inkled d arkle j umble sable cradling tw inkling d arkling t umble st able st aple cr umple f able maple k ettle addle d appled wh istle b ustle m ettle p addle gr apple wh istled b ustled s ettle p addled d azzle •wh isthng b ustling n ettle p addling f izzle th istle h ustle p eddle apple dr izzle gr istle wr estle emb ezzle d apple dr izzling c astle j ostle udge idge odge adge tion — shun budge ridge dodge badge na tion fudge br idge lodge b adger sta tion judge edge 1 odging Madge ra tion b udget ledge Hodge 1 odger rela tion tr udge wedge p odge 1 edger dona tion tr udging fl edge fl edgling p orridge no tion planta tion ex age f rac tion invita tion ex it s avage f rac tional educa tion ex amine r avage attrac tion multiplica tion ex amina tion contrac tion decora tion act subtrac tion declara tion ac tion _ addi tion solu tion man sion ses sion condi tion revolu tion expan sion conf es sion no tion produc tion pas sion expres sion mo tion reduc tion compas sion depres sion promo tion secre tion compul sion* posses sion Teaching Reading and Spelling 181 mis sion exalt exhaust exhort permis sion exalta tion exhaus tion exhorta tion intermis sion exhale exude exhibit explo sion exhala tion exuda tion exhibi tion occa sion exert exult found exer tion exulta tion f ounda tion fame victorious ambition nutrition famous mischief ambitious nutritious pore mischievous delicious capacious pores nerve office province porous nervous official provincial glory joy ' partial martial glorious joyous musician magician victor jealous patient quotient victory- beauteous Sebastian transient vexation fraction fractional caution vexatious fractious vocational cautious gracious tenacious spacious precious artifice finance benefit especial artificial financial ^ beneficial social initial providential essential prudential patrician physician mathematician optician efficient sufficient Christian conscience often, soften fasten, hasten glisten, listen ax ight grab sob tax light grabbed sobbed taxation lighten grabbing sobbing lax lightening rob mob relax brightening robbed mobbed relaxation frightening robbing mobbing exaggerate hop shop stop exaggeration hopped shopped stopped additional hopping shopping stopping 182 The Lewis Stoey Method of pad nod skin rub padded nodded skinned rubbed padding nodding skinning rubbing wed whip shun can wedded whipped shunned canned wedding whipping shunning canning shun scrub hem chat shunned scrubbed hemmed chatted shunning scrubbing hemming chatting congregatioi] L stripe time pipe hope congregational striped timed piped hoped internation striping timing piping hoping international wade state ride tame scale waded stated derided tamed scaled wading stating deriding taming scaling / slope pave trade mail prevail sloped paved traded mailed prevailed sloping paving trading mailing prevailing name smoke fence rail decide .named smoked fenced derailed decided naming smoking fencing derailing deciding provide multiply thumb phimb limb provided multiplied thumbing plumbing lamb providing multiplying comb drum lambkin divide glance combing drumming Thimibkin divided glanced climb hum dividing glancing climbing himmiing sweet sharp dark hard short sweeter sharper darker harder shorter sweetest sharpest darkest hardest shortest ^ sweeten sharpen darken harden shorten sweetness sharpness darkness hardness shortness Teaching Reading and Spelling 183 wide broad long deep high wider broader longer deeper higher widest broadest longest deepest highest widen broaden lengthen deepen heighten wideness broadness length depth height width breadth strong weak pure clear solid stronger weaker purer clearer solidify strongest weakest purest clearest beauty strength weaken purify clarify beautiful strengthen weakness purity pureness clearness beautify kn initial=n. gn initial or final=n. knot gnaw consign wring oy know gnash benign wrath boy known gnat arraign wreath boyish knowing gnu campaign wrap coy knew gnome reign wry toy knowledge gnomon deign million Roy knee gnomic align billion royal kneel gnarl wreck pillion loyal knelt gnarled write rebellion oil knit gnarly wrote question boil knead sign written Asia coil knife design writing Russia toil knives assign wrestle Russian foil .knock resign right Prussia broil knotty- malign wrong Prussian spoil knave condign wren collier soil how grow down bread subsoil now show town tread turmoil bow bow . brown weapon trefoil cow low gown feather coin sow sow drown leather 11184. The Lewis Story Method of join brow sew frown weather recoin plow snow found whether rejoin meow throw round together subjoin our owe sound house disjoin sour own pound blouse sure scour blown ground mouse insure howl narrow mound plough measure growl willow bound soon treasure power though girl boon pleasure brownie although girlish coon pasture chow-chow pillow whirl spoon book wood would rough (not smooth) took good could tough (not tender) look hood should enough boot foot nook stood might puff hoot put curl pearlish grease easy sheath wreathe world oyster greasy tease sheathe bath furl boisterous ease please wreath bathe pearl Before ( 1 I, i, and y, c and sc are sounded like s. sent base geese use vice nice cent ace fleece truce twice mice scent face peace price slice dice seen lace grease site since rice scene space cease cite pence race Before e, i, or y, g is usually pronounced like j and dg After open sounds, dg instead of g is used. age badge urge drug doge jag cage Madge surge drudge dodge jog page hedge tinge rig judge jam gage wedge hinge ridge fudge jet huge budge singe bridge trudge jig Teaching Reading and Spelling 185 Immediately after an open sound, tch is usually used instead of ch. ■ peach reach screech arch stench which patch retch scratch parch trench switch fetch leech ditch march mulch perch each beech witch torch gulch starch etch coach switch bench belch botch able possible compress ability ^ possibility compressible unable impossible compressibility inabihty rmpossibilitj T incompressible noble responsible incompressibility nobility responsibility flexible imitable imitability flexibility inimitable flexible comprehend (understand) inflexible comprehensible inflexibility comprehensibility corruptible incomprehensible incorruptibility incomprehensibility sensible numerable insensibility innumerability inimitability indefatigability Sight Words for Second Year Spelling After spelling all the words in the Phonic Drills in the STORY PRIMER, the following list should be spelled, two new words being given each day. See pages 148-153. 186 The Lewis Story Method of shall Valentine touch April tobacco have heard Friday Easter stomach says does piece tomb gastric are two piano Christ juice large come wrong lilies molars any done field rabbit friend bear from sure who getting heart busy chief vacation digest said again ache month coifee great often sign grade syrup these Lincoln because squirrel work many Washington shoe gnaw knee earth laugh mother Saturday tulip where March early Monday seven school February sword pretty just scholar gone soldier worms receive were was uncle gypsy Thursday one they avmt babies four hear saw bread — music eleven your move eight return having write eyes none voice fiowers lose cherry kind pony robin would Dutch open grass price here bright thumb Wednesday night been goes Tuesday until pleasant very half Sunday comb leather Lakota ever gopher saliva cousin second some wolf teeth father fourth brother sister cent buy exact chimney America people caught knock children Dakota holiday honest numbers figures lemon almost quarrel fingers pictures orange island whisper thought whose pupil enough motion country straight teacher Christmas come Teaching Reading and Spelling 187 Sight Words for Third Year Spelling. See Pages 148-153 naughty cabbages monsters allowance castle type memory prisoner dismal wholesale dungeon system juice labor soared scenery column style couple speech college grandeur faucet hymn choice judge thigh wholesale hurrah bushel quarrel fierce elbows famine hiccough kettle spare pleading exhaust pendulum sausage taught freight tremble author lonesome banana cough scheme cattle pledge anxious bough farewell mental clumsy guardian shouting arrival mixture horrid strayed janitor weight smooth mischief employ savage rye perish dwarf sponge odors grazing tistern cottage scythe fashion poured common growth favorite minister waltz knead tough wreath square history multiplication noiseless dangerous violent trotting tassel conquer between burden eyesight curious ideal doubt beginning groans capture century volcano chief pause variety breaking ache mischief awkward known whistles peaceful several regular acknowledgment voices repeated orphan desolate magazine complete descending surface awful prairies journey choir whisper ragged gnawing buffaloes agree sieve silence beggar leisure poultry frequent union plotting wrecked volunteer cultivated lettuce earnest unguarded swallowed veil amazed dialogue scheme escape vanished cashier frozen nephew parcel surround cease muscle carpets diligent' favorite glorious pitcher special bridge arrange domestic carpenter nonsense breathe passenger luncheon tease hammered dismissed advertise coughed moisture condition excited persuade wigwam grieve struggle graduate precious ridicule canoe dragged scholars grouping dangerous despair colony extravagant explain fortune scare discover officer pronounce balloon grammar business direction expensive pigeon chorus acre surrender settlement residence ostrich library fountain commander galloped explore depot enemy daily defeated several success patriot attorney cushion victory venture postpone bargain tangle chocolates service directed salmon governor private rhubarb generous successful familiar conductor shady satisfy scatter belonged shipwreck oblige climb carefully hurried dreadful average piazza perfect entertainment 188 The Lewis Story Method of search chimney rapidly splashed village articles mourned sleigh future crowded breezes famous disliked straight neither greedy plough trolley imagine distance smarted spread toward message extreme promised torment north islands attracted curtains minute share finished darkness services autumn hungry fairies wondered climbed belonged rough. picture thousand autumn shadows numbers maple prepare easily sunbeams slender knights holly iinished carriage , greatest servants rescue season queer health lazily count bugles October wheels distant measure number plumed berries drooping decide strange figure glorious proud rowboat question captain unit purple slender building spoken voyages digit liquid thought steamers punish company add beckoned clever immense forgive harbor ' subtract afterwards talked fresh mistakes examine multiply splendid manner crown touched pleasant divide silence equal carried defeat oysters addition seized suppose reached settled wicked subtraction shelter answered coin reigned sailors division fowl already arrived certain statue addend narrow trough offered should soldier subtrahend benefit fastened money women famous minuend deceive speak gathered equal preacher multiplicand deserve reason actions infant wrong dividend disturbed period glanced maiden countries factor attention divided listened colors attended divisor avoid ■welcome sword escape suffered product arranged dozen. changed weave savages quotient produce trouble jewels failed different remainder appear early beside weather groups polite interest safety forever fields cruel hammock question returned purchased because liberty kitchen consider sheaf unruly themselves blankets numerous refreshed engine tired parents allowed unused strength learned mansion caught orchard station happiness strange between praised medicine refused characters people notice bundle whispered excused continue afraid animals stockings powerful mistletoe entrance remember signals crawled figures music wrapper enough possible pasture breakfast raisins solitary replied amount ribbon bicycle playmates patience frightened results barefoot railroad support summit cousin basement beneath canoes candles murmur Teaching Reading and Spelling 189 Sight Words for Fourth Year Spelling. See Pages 148-153 necklace twilight circle foreign ashamed happened mystery- gallon amount horrible industrious awakened smew grocer honesty desperate neighbor deserved mountains cellar echoes abode troublesome journey dreary overshoes elephant absorbed language compelled resembled haste parade disturbed traveler imitated puzzled oatmeal lemonade twisted creatures curiosity purpose coffee choice caution promoted prophet suspected potatoes thumb fashion knowledge discovered complete desert nephew peaceful disappointed ecstacy furnished saucer pigeon glimpse miserable necessary inhabitant biscuit comma huge bouquet talkative solitary shovel hyphen laundries establish attempt sentence fourth crayon disposition respond complete punishment cozy ankle grumble rejoice destination perfume machine tardy encouraged gracious probably treasure avenue shouts promises surround occasional exact tennis sliding thirsty accustomed realized protect curtain - unite delicious astonished lullaby commanded towels neatly fragrance exercises repeated raiment thimble bucket exquisite enormous happiness garments needles comply blossom disappeared ashamed fortune scissors ourselves delicate opposite troubled suitable timid beginning excellent direction scattered marriage dandelion shady gladdens wonderful despised several vacation squirrel dreadful disputes wondrous exchange yeast knothole contented resolved religion grief graham acorns satisfied terrified continued terrible praise starry repeated prosperity obedient search solve sleigh perhaps destroyed furniture dragged problem shawl selfish continue agreed alarmed quarter knock surprise torment wrecked beyond factory breeze solemn carriage employed private cabbages secret confused avarice music swallowed orphan shadow puzzled wealth pleasures signal pleasure dainty decided orphan business daughter cranberries healthy tongue dispute distinguished vacant celery attic believed impatient traveled frozen doughnuts nurse ~ reindeer descending enjoyed jovial aisle watchful stretches merciful splendid drowsy forenoon heirloom shoulder destroyed important cough guard hardware ceiling forehead potatoes •obliged muslin elbow chimneys melancholy disappear passenger seldom persuade experience remained beautiful 190 The Lewis Stoey Method or kitchen doubt wealth somersault conscience attention vegetables coaxes wretched appointmeni ; resolution luxury creature progress neighbor receive hymn permission companion problems approached necessary tolerate commence remarkably separate marvelous embroidered scissors separates opinion admire visitor conversation unsuccessfuj I courageous sensible generously direction imagine noxious physician trial forehead signs disturbance souvenir musician received mischief salute telegraph necessity ambitious relations deserved continually description partial explosion prices pretending advice conscious preparation quantity glorious model amazement diameter motion constantly accident interrupt yeast prophecy foreign mischievous handkerchief annoyed fruit endeavored commerce poisonous complaint journey through precisely industry substance hospital volcano though buoyant receipt underneath ceiling struggled youth composition ceiling furnished particular astonished implement industrious antique curious positions immediately education execution famous atmosphere substantial enormous wreck ghastly excursion hideous delicate puzzled exactly militia expectation humorous frequent smoothed knocked analyze nephew deficiency triumph surrounded either punctuate delightful distinction islands excitement suppose mystery scheme achieve climbed publishing satisfied muscle survey apprentice chorus amusements determined illuminated ironed sovereignty answered intimate sacrifice jealousy guardian homage developed adventure countenance destination syllable mirage comfortable picnic cautiously occasional ought luxuriant astonished regular tongue emphasis stationary vegetation peculiar magazine laughed imagination dynamite possessors investigate succeeded finally announced sympathy plateau respectful exclamation daisies surrounded particular dyeing gypsy mathematics bargain recitation directions hoeing chocolates straight excellent envious papoose mileage opportunity faithful announced hemisphere wampum shoeing notice breezes palace situated system advantageous terrible beginning . daughter monstrous nation manageable breakfast headache impatient respectfully except peaceable yesterday false coaxes weather accept agreeable lawn distance choice whether banquet profitable favorite replied innocent calmly rhythm lonesome umbrella sighed request exercise dangerous cough memories surprise reigned fashion treasurer emphasis illustrate chimney whole excitement residence extraordinary published treasure diphtheria atmosphere vigorous circumference <3'^]l'P%'