a 
 
 OUTLINES OF 
 
 ElementaFy 
 Reading 
 Lessons, 
 
 / 
 
 V 
 
 By REBECCA D. RICKOFF. 
 
 D. APPLETON & CO. 
 
APPLETONS' READERS. 
 
 Some Distinguishing Features. 
 
 Modern Methods made easy.— Education is a progressive science. 
 Methods of the last century must be discarded. The question " How 
 shall we teach reading? " is fully answered in these books, and teachers 
 who have adopted and followed this method have greatly improved 
 their schools. 
 
 Word and Phonic Method. — By taking at first words with which 
 the child is quite familiar, and which contain sounds easily distin- 
 guished and continually recurring, both teacher and pupil will find the 
 sounds a great help in reading new words as well as in acquiring a 
 distinct articulation. 
 
 Spelling.— Words selected from the lessons are given for spelling 
 with each piece, thus affording the best opportunity for oral and writ- 
 ten spelling-lessons as well as for definitions. In the Third, Fourth, 
 and Fifth Readers, graded exercises in spelling analysis, together with 
 daily lessons of words often misspelled or mispronounced, are placed 
 in the Appendix for constant study. With these Readers no " Speller" 
 will be needed. 
 
 Illustrations— The illustrations are beautiful and attractive, and 
 are well adapted to serve as a basis for the language and thought 
 lessons that are so prominent in these books. 
 
 Helps for Teachers— Teachers will find in these books a simple plan 
 that will greatly aid them ; while the notes, questions, and sugges- 
 tions will help the teacher to impart the most instruction and the best 
 culture, which makes the reading-lesson something more than a mere 
 naming of words. 
 
 Oral Reading— Proper oral expression depends on the sense. Get 
 the sense of each extract and the correct oral expression will be an easy 
 matter. This is the key-note to Professor Bailev's excellent lessons on 
 accent emphasis, inflection, and general vocal expression, that are placed 
 as reading-lessons in the Third, Fourth, and Fifth Readers. 
 
 . Selections— The selections embrace a wide ranee of thought, show- 
 ing from the simple stories for children in the earlier books, to the ex- 
 tracts from the best authors in the Fourth and Fifth, unity of design and 
 a just appreciation of the needs of our schools. 
 
 Endorsements— These Readers have received the endorsement of 
 nearly every educator of note in the United States, but the best proof 
 of their merits is found in the great improvement manifested every- 
 where they are used. J 
 
 D. APPLETON & CO., Publishers, 
 
 New York, Boston, Chicago, and San Francisco. 
 
OUTLINES OF LESSONS 
 
 AND 
 
 Synopsis of the Method and Plan 
 
 OF 
 
 Appletons' Elementary Reading 
 Charts. 
 
 WITH HINTS TO THE TEACHER. 
 
 BY / 
 
 REBECCA D. RICKOFF. 
 
 HHijy^ 
 
 Copyright, 1882. 
 
 
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 ,m^ #-«giif shi wumym, bjqst q ; 
 
A SYNOPSIS OF 
 
 THE METHOD AND PLAN OF THE CHARTS. 
 
 The Word and Phonic Method is too often understood 
 to mean merely the union of naming words at sight with 
 spelling icords by sound ; that the Word and Phonic Method 
 as used in Appletons' Eeaders means much more than 
 this, it is the aim of these Charts to illustrate. It is their 
 design to set forth, in a graphic way, the importance of the 
 word as a whole ; the principle which underlies the repre- 
 sentation of an idea by a printed word; the relations of the 
 words, one to another, in phrase and sentence ; and the 
 value of phrasing as a means of making the thought clear. 
 
 Another feature of the Appleton Method, one which is 
 prominent in the First Reader and is given its due impor- 
 tance in the Second, is here treated at much length, and 
 " pictured out " in a way that, it is hoped, will prove ac- 
 ceptable to both teacher and pupil. It is the obtaining of 
 the correct sound of the letter from the analysis of the spoken 
 word. It takes a trained ear to detect the difference be- 
 tween the sounds of letters given singly, especially if those 
 sounds bear a strong resemblance to each other, as they 
 often do. Children's ears are not trained, nor have they 
 habits of close observation ; hence it is exceedingly difficult 
 for them to detect differences — as, for instance, between the 
 sounds of m and ?i, d and t, e and i, if those sounds are given 
 to them simply as independent sounds which they are to 
 use in making out, or making up, words. The children may 
 pronounce the sounds correctly while imitating the teacher, 
 but when making an effort on their own part they are apt 
 to become confused, and, being unable to decide as to the 
 
correct sound of a letter, have no mean's of setting them- 
 selves right. If, however, they have first obtained the 
 sound from the slow pronunciation of some well-known 
 word, and know that they have thus obtained it, then not 
 only does " the sound become a key to the word," but the 
 word also becomes a key to the pronunciation of the sound. 
 Take, for example, pen and pin. How much more readily 
 does the child recognize the difference between the sounds 
 of e and i if he knows that pen, spoken slowly, gives e, and 
 pin, spoken slowly, gives i, than if he is simply told that 
 one is e and the other if And how much more helpful is 
 the knowledge gained in the first way than that given in 
 the second ! 
 
 Upon this principle of using a familiar, spohen word as 
 a Jcey to the correct enunciation of a new sound, and then 
 the sound thus learned as a hey to the pronunciation of other 
 words, is each new sound introduced into these Charts. 
 The number of sounds which are thus carefully introduced 
 is thirty-eight. 
 
 The Pictuee-Pheases are intended to teach the words 
 a, the, and, and similar words, in such a way as to make 
 their relations and subordination to other words very clear 
 to the child ; and to train him to pronounce them, in con- 
 nection with other words, both readily and correctly. They 
 are also used further on to add interest, variety, and spright- 
 liness to the reading- lessons, so that each lesson, being filled 
 with thoughts which can be given with expression, becomes 
 in truth a ra^V^-lesson, and not a mere pronouncing of 
 words. 
 
 The Fiest Chaets contain, designedly, few words, in 
 order that the forms of these first words may be vividly 
 
impressed upon the child's mind, as they could not be if his 
 attention were divided among many words at this time. 
 Once the habit is acquired of recognizing printed words as 
 standing for ideas, less confusion is likely to arise from see- 
 ing a greater number of words at once. 
 
 An Object-Lesson on a Pkinted Word. — When a child 
 recognizes and names a word at sight, he does it in the 
 same way that he recognizes and names a chair, or any 
 other object, by means of the mental picture of the whole 
 thing which is formed in his mind and his recollection of 
 the name associated with it ; but no sooner has a bright 
 child learned to recognize a thing as a whole thing, be it a 
 chair or a word, than he begins to perceive that this whole 
 is made up of parts. The teacher, desiring to develop her 
 class, as the bright child unfolds under happy influences, 
 avails herself of this tendency on the part of the children, 
 and, by means of a simple object-lesson, leads them to see 
 not only that the word has parts, but also to discover the 
 number and order of those parts and to name them, since 
 they are things to be talked about, compared with other 
 similar things, and also drawn — to name them, either as 
 first part, last part, and middle part ; or, if she prefers it, 
 by the names of the letters. Most teachers who have had 
 experience in teaching the phonic analysis of words insist, 
 however, that learning the names of the letters at this 
 stage, or, indeed, until some time after the child has 
 learned to " sound " the word with readiness and cer- 
 tainty, interferes greatly with his progress. This analysis 
 of a printed word into its parts is the first step in learning 
 to spell, but it is a step which is too often taken uncon- 
 sciously on the part of the teacher as well as the pupil •, 
 
while if it were taken consciously, as a lesson given with 
 a clearly defined aim, it would be taken more firmly and 
 with more lasting results. 
 
 Children when required to reproduce, either in printing 
 or writing, a word which they are just learning, will often 
 reproduce the parts of the word, but fail to get them in the 
 right order, writing the word backward, or getting the 
 wrong letter in the middle, or sometimes repeating one of 
 the letters, thus getting the right number of parts, but mak- 
 ing a mistake as to order of the parts or the form of one 
 part. In very rare cases the child may fail to get the right 
 number of parts. The mistakes of this character made by 
 children are as many and various as the parts of the word 
 will permit. All such cases show the need and importance 
 of Object- Lessons on Printed Words. 
 
 Learning Words by Sight. — It is intended that words 
 shall be learned by sight alone until Chart XI is reached. 
 Although many lessons, much practice in reading sentences, 
 and considerable knowledge as to the construction of words 
 and phrases, are included in the lessons given previous to 
 this Chart, the number of words learned is not great. Of 
 these, a, my, the, is, on, Lily, black, and it, are words which 
 the child will have frequent need to use before he has ac- 
 quired the ability to analyze them into their sounds; there- 
 fore it is recommended that he learn these as whole words 
 only, and that his attention be not directed to their parts. 
 It is desirable that during this stage the object-lesson should 
 be reserved as the stepping-stone to the phonic analysis of 
 the word. The other words, cat, and, has, man, mat, and 
 rat, being words which he is soon to analyze into their 
 sounds, object-lessons should be given upon them. 
 
Studying the Phrase. — Object-lessons should be given 
 upon the phrases also, to the extent of directing the child's 
 attention to their parts and the order of parts. By using 
 the word "phrase" in connection with the inclosed groups 
 of words, the child will come to have a notion of its mean- 
 ing without need of explanation. 
 
 THE FIRST STEP IN PHONIC ANALYSIS, OR EAR- 
 TRAINING. 
 
 One can pronounce well only what one hears well. 
 
 The child should learn w T ords by sight alone, as they are 
 carefully pronounced for him, until he has become accus- 
 tomed to the use of printed words ; then he should be 
 helped to the power to make out printed words for himself, 
 but not until then. In the mean time, however, his ear 
 should be trained and his mind awakened to a perception 
 of the fact that spoken words, which at first seem to him 
 whole things, are made up of parts. Each reading-lesson 
 should be accompanied by exercises in pronouncing words 
 slowly and more slowly, until he recognizes, in a half-un- 
 conscious way, this fact. For example, the teacher, choos- 
 ing a word containing sounds which the children are soon 
 to learn, pronounces it in a low voice, very distinctly and 
 quite slowly, and asks them what it is. If they do not get 
 the word, she speaks it a little faster until they do. A 
 pleasant variety may be obtained by having some of the 
 children speak words slowly for the teacher, or their class- 
 mates to pronounce. All these exercises train to careful 
 pronunciation. 
 
 By object-lessons on printed words and exercises as 
 
above suggested, the child is prepared to comprehend easily 
 and clearly the lessons given in Chart XI. Now, for the 
 first time, he analyzes a printed word into the sounds which 
 its parts represent, and discovers the correspondence be- 
 tween the sounds of the spoken word and the parts of the 
 printed word. 
 
 " By Sight only." — After the lessons upon Chart XI, 
 the child should no longer be confined to learning all words 
 by sight alone. Now, only those words too difficult for 
 him to analyze, either from their construction or his want 
 of knowledge, and which yet form a necessary part of his 
 vocabulary, are to be thus learned. All such words appear 
 on the charts under the above heading. 
 
 " By Sound." — All other words introduced into the 
 lessons are intended to be learned first as wholes, then to 
 be studied as to their parts, then analyzed by the teacher 
 on the blackboard in the same way that the word rat is 
 analyzed in Chart XI, and a careful study made of the cor- 
 respondence between the sounds of the spoken word and 
 the parts of the printed word. 
 
 The New Sounds which each chart is designed to 
 teach are indicated in every case on the chart, thus serving 
 as a constant index of the sounds learned. 
 
 Reviews. — To avoid the unpleasant necessity of re- 
 viewing a lesson whose freshness and interest have been 
 exhausted in the study of it, great care has been taken to 
 introduce each new word and sound into the lessons im- 
 mediately succeeding the one in which they are first pre- 
 sented ; and, so soon as the number of words and sounds 
 learned warrants it, to sum them up in reviews designed, 
 by their variety, not only to interest the child, but also 
 
the more thoroughly to test his knowledge. The reviews 
 consist of — 
 
 Exercises for Drill in the ready pronunciation of de- 
 tached known sounds ; 
 
 Exercises for Testing the child's power to make 
 out for himself new words composed only of known sounds 
 — the making out of these words thoroughly tests the 
 child's knowledge of all the sounds of which they are com- 
 posed ; and exercises in 
 
 Making New Words with sounds already learned ; 
 
 Exercises for Drill in the ready pronunciation of 
 known words in columns ; 
 
 Test Exercises for the off-hand reading of new sentences 
 containing only known words. 
 
 The Tables of Sounds contain all sounds learned up to 
 the Chart displaying the table ; and the Word- Columns con- 
 tain, in like manner, all words learned, until the number of 
 words becomes too great, when only the more recently 
 learned or more difficult ones are reviewed. 
 
 Difficult Sounds, as sli and ch, #, qu, etc., are " pictured 
 out" so that the child's eye may assist his ear and imagina- 
 tion. It is hoped the teacher may, by means of stories, 
 pictures, and other devices, carry out this idea with other 
 sounds. 
 
 The Alphabet. — The name of each letter may be 
 learned when the letter is first discussed as a part of the 
 printed word, or later, according to the teacher's views 
 upon this point. When, however, the child has gradually 
 learned to name them all, so that he can call them readily 
 at sight, he should be taught, for obvious reasons, to repeat 
 them in the order of the alphabet. 
 
PREPARATION FOR SLATE-WORK. 
 
 The Picture-Slates. — The first thing a child needs to 
 learn about his slate is the name of its parts and the appli- 
 cation of the terms used in relation to it in the school- 
 room. These terms, simple as they seem to us, are ambig- 
 uous, and apt to confuse the children. It is, therefore, best 
 for the teacher to begin the child's instruction in Slate- 
 Work with simple and easy 
 
 Object-Lessons, which shall teach him the names of the 
 parts of the slate, accompanied by exercises in handling and 
 using the slate, designed to deepen the impressions obtained 
 in the object-lessons ; accompanied also by 
 
 Language-Lessons, designed to train him in the correct 
 use of the terms employed by the teacher, and the proper 
 manner of expressing himself in school. These being 
 among the very first lessons and exercises which the child 
 receives in school, they must be exceedingly elementary, 
 very short and very simple. As suggestions to the teacher 
 and as aids to her in conducting the lessons, the picture- 
 slates are here given. Each slate indicates on its face the 
 points to be made — enough for several exercises on each ; 
 each slate also serves as a model for the children to copy 
 after the exercises are completed, thus providing "an occu- 
 pation," and at the same time a review. 
 
 The mistake most likely to be made by inexperienced 
 teachers is that of not making the lessons simple and short 
 enough. At this stage, no exercise should occupy the at- 
 tention of the class for more than five minutes; this, of 
 course, does not include the time taken to prepare the class 
 for the exercise, but only the time during which they are 
 required to give keen and close attention to the lesson. 
 
Under the head of " Outlines of Lessons" page 17, will be 
 found little formulas showing how short and simple these 
 exercises may be made. 
 
 THE OUTLINE PICTURES. 
 
 These pictures are intended to afford occupation and 
 entertainment for the children during the very first days, 
 before they have learned to read, print, write, draw, or 
 perform any of the school exercises. Their first purpose is 
 to afford occasion for 
 
 Familiar Conversations about things which will be 
 more interesting to the children than the unattractive 
 " Things in the School-room." The objects are presented 
 in the most meager outline, for the purpose of giving the 
 children opportunity to indulge their own imaginations and 
 ingenuity in filling them up. The plan is to have the chil- 
 dren tell a story under the guidance of the teacher about 
 the things here represented ; the story should be the joint 
 production of the class, and not the work of one or two 
 bright pupils ; all should be encouraged to take part. The 
 method of these 
 
 Language-Lessons should be almost directly the oppo- 
 site of that used in the lessons which accompany the exer- 
 cises on the slate. Those are training -lessons ; these are 
 developing -lessons. Here, all effort should be, as far as pos- 
 sible, spontaneous, tending to develop individuality ; there- 
 fore the greatest freedom of expression should be encour- 
 aged, the teacher refraining from criticism of all except 
 egregious blunders. The same method should be employed 
 in the drawing-lesson, or, more properly speaking, the 
 
 Picture-Making. — It is not the purpose here to teach 
 
10 
 
 drawing as that term is generally understood, but to afford 
 a pleasant " occupation," and practice in the use of the slate 
 and pencil. It is not to be expected that the children will 
 draw these things well ; they will only draw at them. The 
 purpose is not to get fine lines or good pictures, but simply 
 to induce the child to express a thought in lines. These 
 drawings are so arranged, that in each set there are some 
 of the very simplest forms for the least apt pupils ; more 
 difficult ones for brighter pupils ; and last, the human form, 
 the most interesting and attractive of all, for the brightest 
 ones. It will be well for the teacher to allow each child 
 perfect liberty of choice as to which object he will draw, 
 provided he attempts something, for this, although it should 
 be pleasant work, and partake of the character of play, is 
 still a task, and all tasks must be performed for the sake of 
 moral discipline and in behalf of the good cause of obedi- 
 ence. But it must be the teacher's most sacred duty to see 
 that every task be commensurate with the chiloVs ability. 
 
 SCRIPT. 
 
 Beading- Script. — To simplify as much as possible the 
 child's first lessons, and to avoid cramming, with its daz- 
 zling results, the reading of script should not be undertaken 
 until the child has had considerable practice in reading 
 print. Then the reading of script follows naturally, and, if 
 introduced with proper regard to the use of known words 
 and sounds, thus presenting to the child but the one diffi- 
 culty of learning the new kinds of letters, becomes an easy 
 and novel exercise, in which he has the pleasure and stimu- 
 lus of rapid progress. 
 
 Writing. — This is a very taxing occupation, and one 
 
11 
 
 which the little child is by no means prepared to under- 
 take upon his first entrance into school. It should be pre- 
 ceded by a great variety of exercises for using the slate and 
 pencil — exercises which, without making any strain upon 
 him, will develop his understanding and train his eye and 
 hiind. The slate exercises provided for in these charts are 
 designed to serve this purpose. By their means the child 
 is kept pleasantly and profitably occupied during the trying 
 days of the first weeks of school, and does not need to 
 learn to write in order to Jceep him busy, as is the case where 
 no " slate-occupations " are provided for. As soon as he is 
 prepared for it — it must rest with the teacher to decide 
 when this time has arrived — there should be introduced 
 gradually, among the other exercises, practice in making 
 accurately and with easy movement the elements of script 
 letters. 
 
 The Elements of Writing are presented upon picture- 
 slates on Chart XLIV. They begin with simple straight 
 lines and advance to completed letters. These picture- 
 slates show the ruling of the slates needed to secure the 
 correct proportions of the letters and the proper spacing 
 of letters and words, to all of which points the child's at- 
 tention should be directed from the beginning of this kind 
 of work. 
 
 The Script Alphabet, which is given in the next chart, 
 contains all the letters of the alphabet. From this chart 
 the child may learn to name the script characters after he 
 has become thoroughly well acquainted with the corre- 
 sponding Roman letters. As it is presumed he will have 
 learned the alphabetic order of the letters before he will be 
 prepared to learn it here, the letters are not given in that 
 
12 
 
 order, but in the order of their simplest forms, for the pur- 
 poses of the writing-lessons. 
 
 The Form-Chakt illustrates the fundamental forms 
 with which children come most commonly in contact. It 
 is intended to teach the names of these forms and the terms 
 employed in speaking of them. It affords the teacher an 
 opportunity to make very interesting to the children the 
 development of one form from another, as the sphere from 
 the circle, etc., according to the manner in which such 
 ideas are developed in the Kindergarten. 
 
 Paet II is to be used after the class has finished the 
 first part of the First Reader. It gives opportunity for 
 Class-Drill upon the long sounds of the vowels, Class-Exer- 
 cises in reading script, and teaches the use of e final. 
 
 LANGUAGE-LESSONS. 
 The Phrasing in the first Charts, which is, in each case, 
 as much a lesson in the fundamental principles of language 
 as in reading; the Training in the Correct Use of Language 
 which should accompany the slate-exercises ; the Story Tell- 
 ing connected with the outline pictures ; the Familiar Con- 
 versations for the purposes of which the large illustrations 
 have been specially designed; and the Descriptive Conver- 
 sations which may be held about the animals and objects 
 in the smaller cuts — all show that these Charts are as well 
 adapted for language-lessons as for reading-lessons. Such, 
 at least, is the hope of the author, who, in the belief that 
 the union of language and reading is one which, in the 
 early stages, if not in all, of the child's education, admits 
 of no separation, has sought by every means to accomplish 
 this adaptation. 
 
13 
 HINTS TO THE TEACHER. 
 
 Preparation for the Lesson. — The first Charts are so 
 full of things new and interesting to the children that the 
 teacher will find difficulty in confining their attention to 
 the points of the lessons she wishes to teach, unless she 
 takes certain precautions. One is, to pin a paper over the 
 lower part of the chart, or otherwise cover it, so as to hide 
 the slate and the drawings. Another is, to place the chart 
 thus prepared so that all the class can see it. The children 
 should not be permitted to talk to each other, or even to 
 the teacher about it, but simply to look at it. Thus each 
 child will get his own independent impression of the chart, 
 and, having gratified his curiosity, will be more ready to 
 attend to what the teacher has to say. This might be called 
 " studying the lesson." Of course, this should not be con- 
 tinued beyond a few minutes, lest something of the fresh- 
 ness that interests be lost. In like manner, to enable the 
 child to concentrate his attention upon the lesson, the 
 drawings should be kept covered during the lessons upon 
 the slate. 
 
 The teacher should have prepared beforehand a story to 
 tell about the illustration, for which the children will be 
 very grateful. After the story, a conversation should be 
 held about both the picture and the story. This conversa- 
 tion should have special reference to the points to be made 
 in the reading-lesson. 
 
 The animals and objects in the smaller cuts may also 
 be talked about, after the manner of object-lessons, as to 
 their parts, use, form, etc. These conversations should be 
 pointed, bright, and short, not occupying more than a few 
 
14 
 
 minutes at a time. They should be interspersed among the 
 other exercises of the day, thus giving the desirable fre- 
 quent change. To get the best results from these stories 
 and conversations, they must be planned beforehand, as 
 well as the manner of bringing them out. 
 
 In teaching words by sight, much attention should be 
 given to the practice of having the children close their eyes 
 and form mental pictures of each word. Special attention 
 should be given at this time, also, to the correct pronuncia- 
 tion, and clear enunciation, of all the words of the reading- 
 lesson ; this will cause the child to acquire the habit, in the 
 beginning, of attending to the pronunciation of the words 
 he reads. But the teacher must be careful not to be so 
 exacting in this as to weary the children; she must not 
 require that they get it right, but only that they try to get 
 it right. The power of gradual growth is nowhere more 
 potent or more beneficial than in primary-school work. 
 Commend the effort, whatever be the result. Have frequent 
 drills in pronunciation as a concert exercise, and frequent 
 trials of skill in the pronunciation of a column of words. 
 These exercises should be independent of the reading-lesson, 
 and will be greatly enjoyed by the children. 
 
 The Mental Pictuee. — It is not probable that the 
 children will succeed at all well in their first endeavors to 
 recognize consciously the mental image ; but daily repe- 
 tition will train even the most unpromising child to the 
 habit, and will develop in a wonderful degree his power of 
 picturesque memory. A person who writes a word in order 
 to find out how to spell it, makes an appeal to his memory 
 of form, and it is by cultivating this faculty that we can 
 make the children good spellers. 
 
15 
 
 Vocal Deill. — By the time the reading-lesson, with 
 its story and conversation, is ended, if it has been full of 
 interest and snap, the class will naturally be out of order. 
 The teacher restores order, attends to the position of the 
 children — erect pose, shoulders back, chest expanded, head 
 up — and gives them a short drill on some of the round 
 vowel-sounds and lower musical notes to develop the or- 
 gans of speech. Then she adds an exercise like the fol- 
 lowing, making a special point of correct pronunciation: 
 
 "What is the word you have learned to-day, children? 
 Say it all together, very softly — this way (she shows them). 
 Now say it loud — this way. Whisper it now — this way. 
 And now you may say it nicely and pleasantly as you do 
 when you are talking. Now say it slowly — very, very 
 slowly." She calls upon the children to pronounce the 
 word, as she points to it in different places, requiring one 
 child to pronounce it softly, another loudly, another quick- 
 ly, another slowly. 
 
 In theik Seats. — The children being in their seats, the 
 teacher places the Chart, having upon it the lesson which 
 they have just had, where all can see it, and leaves it to do 
 its silent work. She allows the children to make pictures 
 of the cuts and the words which they have just studied, 
 but does not in the early stages require this. She does, 
 however, require the children to find in their books the 
 words, and, if possible, the pictures of objects correspond- 
 ing to those on the Chart before them. 
 
 At an appropriate time she" visits each desk and has 
 each child show her the word and the picture he has found, 
 and also what he has made upon his slate. If he has not 
 attempted anything, she shows him how to make something. 
 
(photographic reduction.) 
 
 nsro. x 
 
 PREPARATION F.OR SLATE WORK. 
 
 fU bdbjtl doattfbcJia^ 
 
17 
 
 OUTLINES OF LESSONS. 
 
 Believing that each teacher should claim her right to teach ac- 
 cording to her understanding of the best methods which she can com- 
 mand a knowledge of the author makes these suggestions, not for the 
 purpose of showing what must be done in order to make good use of 
 these Charts, but simply to illustrate what may be done, and one way 
 of doing it. 
 
 Chart I. 
 
 The Lesson. — The teacher tells a story about a cat, 
 adapting the description of the cat to the picture on the 
 Chart ; then shows the picture of the cat to the class ; holds 
 with them a conversation about the picture and the story ; 
 and points out the word cat. " What does this picture 
 make you think of? And this word cat must make you 
 think of the cat, just as this picture does. Who can touch 
 the picture cat ? What does it make you think of? Who 
 can touch the word cat? What must it make you think 
 of?" 
 
 TnE Mental Picture. — The teacher begins right here 
 to accustom the children to the practice of closing their 
 eyes and trying to see with the mind's eye the mental 
 image of the thing just seen by the physical eye — in this 
 case, first the picture cat and then the word cat. 
 
 Pronunciation- Drill. — The above exercise should be 
 followed by a drill, both concert and individual, upon the 
 clear enunciation of the word cat. 
 
 Slate- Work. 
 Exercise I. — Slate proper ; frame of slate ; long side ; 
 
(photographic reduction. 
 
 No. IX 
 
 V 
 
 a UBS,, .a 
 
 a 
 
 V, 
 
 a cat, ,a 
 
 a eat 
 
 a JLfcli.- 
 
 a cat, ,a 
 
 PREPARATION FOR SLATE WORK. 
 
19 
 
 short side; lay the slate lengthwise on the desk, thus illus- 
 trating the meaning of the word lengthwise. 
 
 Exercise II. — Top of slate; bottom; right side; left 
 side. Make rings and stars anywhere upon the slate. 
 
 Exercise III. — Middle of top ; of bottom ; make ring at 
 top ; at bottom. 
 
 Exercise IV. — Middle of right side; of left side. Make 
 star at right side ; at left side. 
 
 Exercise V. — Eeview. Make slate look like picture- 
 slate. 
 
 Chart II. 
 
 This Chart is designed to teach the children to read with 
 correct pronunciation the word a when associated with 
 other words. The correct pronunciation of this word is 
 the same as that of the first syllable of ahead, afraid, ago, 
 and similar words, "when they are pronounced, or very 
 nearly so, as if they were spelled ah-head, ah-fraid, ah-go, 
 and not as if spelled ay-head, ay -f raid, ay -go." 
 
 Lesson I. — Pointing to each of the pictures standing 
 alone, the teacher asks, "What is this?" The children 
 answer, U A house! " " A hat! " "A bird! " The teacher 
 repeats the questions, and the children the answers, until 
 the teacher has fixed their attention upon the fact that they 
 speak a little word before they speak the words "house," 
 " hat," " bird." She does not give it to them as a separate 
 word, but only in connection with the noun, and is thus 
 enabled to preserve the correct pronunciation of it. 
 
 When their attention has been sufficiently directed to 
 
20 
 
 this point, she says, " Now I will show you what you said, 
 and points to the picture-phrases — 
 
 a 
 
 i nl 
 
 a ^Q. 
 
 ^ 
 
 She talks with the children about these phrases, shows 
 them how the picture house stands for the spoken word 
 house, and how the little word before the picture stands 
 for the little word they said before the word house. She 
 asks : " Who can touch the picture house ? Who can touch 
 the little word which comes before the picture ? Who can 
 tell what this phrase says ? " (running the pointer around 
 it). Another time she asks, a Who can read this phrase? " 
 By hearing the word phrase used in this way while the 
 teacher indicates what the phrase is, the children soon 
 come to understand the application of the word. 
 
 Lesson II. — When the children have a pretty good no- 
 tion of the points made above, and know what it means 
 "to read" the picture-phrases, the teacher directs their 
 attention to the next step on this Chart. "Who can find 
 the picture cat ? " " Who can find the word cat? " kt Who 
 can read this phrase?" (pointing to the picture-phrase 
 I a cat I ). " Who can read this phrase ? " (pointing to the 
 word-phrase I a cat I ). She leads the children to see how 
 the picture is replaced by the word, and how the word- 
 phrase should make them think a cat just as the picture- 
 phrase does. 
 
 The Mental Picture. — The teacher has the children 
 
21 
 
 practice recalling, or the endeavor to recall, the mental 
 picture. 
 
 Peonunciation-Deill. — These lessons should be accom- 
 panied by drill-exercises upon the pronunciation of phrases 
 consisting of the word a and some familiar noun. Nouns 
 beginning with h are best suited for this exercise, as the 
 aspirate h compels the child to make a slight pause after 
 the word a, and so makes the point clear. Words begin- 
 ning with -e are also good. A happy plan is to have these 
 phrases given in answer to the question what ; as, " What 
 does a man drive a nail with? " — "A hammer." " What 
 is a two-wheeled wagon called?" — "A cart." "What 
 animal gives milk?" "What animal draws a carriage ? " 
 etc. 
 
 Slate-Woek. 
 
 Exercise I. — Slate has corners; four corners. Make a 
 star in a corner ; in another corner ; in another corner ; in 
 another corner. How many stars? 
 
 Exeixise II. — Slate has upper corners; lower corners. 
 Two upper corners; two lower corners. Make rings in 
 upper corners; stars in lower corners. How many rings? 
 How many stars? 
 
 Exercise III. — Slate has two upper corners; right-hand 
 upper corner ; left-hand upper corner. Make star in one 
 and ring in the other. 
 
 Exercise IV. — Slate has two lower corners; right-hand 
 lower corner ; left-hand lower corner, etc. 
 
 Exercise V. — Make rings and stars in corners, as in 
 picture-slate. Middle of slate does not mean center, but 
 middle part of slate. Make large ring, or picture of the 
 sun, in middle of slate. 
 
(photographic reduction.) 
 
 nsro. m. 
 
 UTTLB XILY LEARNING TO SAY r MY7 
 
 imy gi imy^i imy 
 
 ,a cat, ^y catg 
 
 PREPARATION FOR SLATE WORK. 
 
23 
 Chart III. 
 
 The teacher tells a story about little Lily learning to use 
 the word my ; holds with the children a conversation in 
 which they use the word my ; teaches them to recognize 
 the word at sight; to find it in different places on the 
 chart ; to point out the parts of the different phrases ; and 
 to read the phrases, as on Chart II. 
 
 The Mental Picture. — The teacher has the children 
 practice recalling, or the endeavor to recall, the mental 
 pictures of the words and phrases just learned. 
 
 Pronunciation-Drill. — Drill in the correct pronuncia- 
 tion and clear enunciation of familiar words. 
 
 Slate- "Work. 
 
 Chart III. — Exercise I. — Draw a line across the top of 
 slate from left to right side; across the bottom of slate; 
 across the middle. 
 
 Exercise II. — Make a horizontal row of rings ; a hori- 
 zontal row of stars. 
 
 Exercise III. — Make a row of rings across the top, from 
 left to right side ; across the bottom ; a row of stars across 
 the middle. 
 
 Chart IV.* 
 Lesson I. — The teacher tells a story about little Lily, 
 her cup, chair, cat, etc. ; holds a conversation about Lily — 
 Lily's cup has her name on it; children learn to read Lily's 
 name ; read the phrases containing my. 
 
 Lesson II. — The purpose of this lesson is to teach the 
 children to read with correct pronunciation the word the 
 * See next page. 
 
(photographic reduction.) 
 
 No. IV. 
 
 LITTLE LILT IN THE KITCHEN. 
 
 . the Wr] 
 the^, 
 
 the-SJ. 
 
 Lily 
 
 ■the cat, 
 
 .PREPARATION FOR SLATE WORK. 
 
25 
 
 when associated with other words. Of the pronunciation 
 of this word, Webster says, " In connection with other 
 words, it usually suffers a shortening or corruption of its 
 vowel, being pronounced thi, or very nearly so, before a 
 word beginning with a vowel-sound, and thu, or very near- 
 ly so, before a word beginning with a consonant-sound." 
 Words beginning with the sound of t will be found best 
 suited for practice in this exercise, as the sounding of this 
 letter almost compels a shortening of the vowel in the. 
 
 The teacher tells a story about little Lily naming things 
 in the kitchen. The children point out and name things 
 they see in the picture, using the before each noun. The 
 children learn the printed word the, and study and read 
 the phrases as in the previous Charts. 
 
 The Mental Picture. — The teacher has the children 
 practice recalling, or the endeavor to recall, the mental 
 picture. 
 
 Pronunciation-Drill. —Phrases suitable for this exer- 
 cise: The top, the trumpet, the tree, the trap, the thumb, 
 the thimble. The pronoun my may be used in alternation 
 with the, the last being always used in the first phrase, as 
 there will be a tendency to emphasize it if it comes in the 
 second phrase. 
 
 Slate-Work. 
 
 Chart IV. — Exercise I — Draw a line down the left 
 side ; down the right side ; down the middle. 
 
 Exercise IT. — Make a perpendicular row of rings; a 
 perpendicular row of stars. 
 
 Exercise TIL — Make a row of rings down the left side; 
 down the right side; a row of stars down the middle. 
 
(photographic reduction.) 
 
 inq. -y. 
 
 OBJECT LESSON ON PRINTED WOED, 
 
 cat 
 
 ExEBOISE I 
 -Oal UKwortAa.porw.0,^ namv, ou „„*, a , firtipaH tat part. miKJfcjw* Hue* aUuituar d urn* 
 *OuuUl accompany tlu* and IheJaUvwma Ktertiao, 
 
 ca 
 cat 
 
 c t 
 cat 
 
 at 
 cat 
 
 Exercise II. 
 72* chdd discovers that onfy a given order tflhtjarU mate l 
 
 he ■coord. 
 
 cat 
 tea 
 
 eat 
 ate 
 
 a 
 
 cat 
 tae 
 
 JSxEBCOSE IIL 
 
 Cejbjstrumi, extend not cat, a hunting exercise. This chart can If returned to repealed!}; and 
 
 Ikut Loltaniit used f of thi hunting out of the other words at they art luiiud. 
 
 cat can and 
 
 can 
 rat 
 
 ran 
 cat 
 
 has 
 hat 
 
 ran 
 and 
 
 pat 
 mat 
 
 man 
 eat 
 
 * Those teachers "who prefer to teach the names of thejettera.will find i 
 exercises as these especially well adapted to that. purpose. 
 
27 
 
 Chart V. 
 
 Object- Lesson on Printed Word. 
 
 Fiest Step. — The teacher directs the attention of the 
 children to the word standing alone at the head of this 
 Chart. (To limit their attention to this one word, and thus 
 make more clear and definite the impressions of the lesson, 
 and to avoid any confusion which might possibly arise from 
 their contemplating the incomplete or disarranged words in 
 the exercises below it, a good plan will be to cover them, 
 for the time being.) The children tell the teacher what 
 the Word is; she says she will make a word like it on the 
 blackboard. This is the first time she has printed a word 
 for them, and they are curious to see what she will do. 
 She prints slowly and carefully in large letters, the children 
 watching. When she has c done, she says: " I have made 
 a part of the word. Who can show me on the chart which 
 part I have made ? " She makes the next part, and the 
 children show her on the chart which part that is. She 
 makes the last part, and the children again point out on 
 the chart the part she has made. " Now I have made all 
 the parts. What word have I made ? " She has one child 
 touch the part she made first; another, the part she made 
 next; another, the part she made last. " This part I made 
 first, we will call the first part. Why ? " — " Because you 
 made it first. Because it comes first." — " What shall I call 
 this part which I made last ? Why ? And what shall we 
 call this part which comes between the other two parts ? 
 Why?" The children point out the first, last, and middle 
 part of the word on the chart. 
 
 Second Step. — The teacher prints upon the blackboard 
 
28 
 
 c a, omitting the last part of the word. The children tell 
 what is wrong, and she makes it right. She prints c t, 
 this time omitting the middle part of the word. The chil- 
 dren correct, as before, and she makes it right. She prints 
 at, omitting the first part of the word. The children 
 correct, and she makes it right. The word is, by this time, 
 printed in several places on the blackboard, and one child 
 after another is allowed to rub out some given part of the 
 word, the class deciding if the right part is erased. 
 
 The teacher uncovers Exercise Ion the chart, and allows 
 the children to tell what parts are omitted in the incomplete 
 words, and directs their attention to the form of the omit- 
 ted part, as it appears in the completed word below. 
 
 A conversation about the parts, appealing to fancy and 
 association, will help the children to remember ; as : " The 
 first part, c, is the letter which is like a ring. It is an 
 open ring — a broken ring." The children make rings in 
 the air with their hands — make broken rings. "The next 
 part, a, is the letter that has a pocket. What a big pocket 
 he has ! What do boys carry in their pockets ? What do 
 girls carry in their pockets ? Who of you have pockets ? 
 This little fellow with a pocket is what part of the word 
 cat ? The last part, t, is the letter w T hich always carries an 
 umbrella. When do we carry umbrellas ? What do we 
 carry them for ? Who has carried an umbrella ? And this 
 little fellow who always carries an umbrella is what part 
 of the word catV 
 
 The Mental Pictuke. — Practice in forming mental pict- 
 ures of the parts of the word. As an accompaniment to this, 
 the children should be required to make the forms of the 
 letters in the air with their hands while their eyes are closed. 
 
29 
 
 The Third Step. — The blackboard being clear, the 
 teacher prints on it the letter t, and asks, " What part of 
 the word cat is this? " In another place she prints c, and 
 asks the same question ; in another place a, and repeats the 
 question. She asks : " The word cat has — how many parts ? 
 If I take these three parts and put them together, will they 
 make the word cat?" The children are quite sure they 
 will. The teacher prints ate. The children tell her what 
 is wrong, and show her how to make it right. The teacher 
 tries again, and prints tea. This is corrected, as before. 
 The teacher prints tac. The children correct this also. 
 " So, then, we see that if we take the three parts of the 
 word cat and put them together, it does not always make 
 the word cat. How must they be put together ? " The 
 children both show and tell how. This lesson should be 
 reviewed upon the chart, where the form and spacing of 
 the letters is more correct than is possible in blackboard- 
 work. " You are quite sure, if I make the first part first 
 and the middle part next and the last part last, that I 
 shall make the word cat? Watch now and see. What 
 must I make first? " She makes c. " What must I make 
 next?" She makes a, but places it beneath c. "What 
 must I make next?" She makes t under a. The result 
 
 Sometimes the children will think this is just as 
 
 good as the other way. But, if they are bright, they will 
 correct the second mistake, and the result will be 
 which, of course, the children will correct. 
 
 ca 
 
 t, 
 
 All the arrangements of letters here presented, together 
 with the mistakes of printing letters upside down or facing 
 the wrong way, will be readily recognized by experienced 
 
(photographic reduction.) 
 
 Na» ^rr. 
 
 LITTLE LILT LEARNING TO USE THE WORD 'BLACK." 
 
 is 
 is 
 
 is 
 is 
 
 black black black 
 
 ^ 
 
 Die 
 
 iCK «s&. 
 
 
 ,my «a»| 
 
 is 
 
 ,a black 
 
 ^9r. 
 
 £l 
 
 black ^f, 
 
 
 ,my^, 
 
 is 
 
 ,a black 
 
 J^ 
 
 ,my jM»^ 
 
 is 
 
 [a black 
 
 Jm, 
 
31 
 
 teachers as those frequently found upon the slates of begin- 
 ners, showing clearly how confused are the images formed 
 in the minds of the children. 
 
 Peintixo a word is drawing a picture of it, that is, re- 
 producing the form of the thing which the child is learning. 
 This is in accordance with the methods of the schools of 
 science, a fact which those who object to printing seem 
 to forget. Printing will fix in the children's minds, as 
 nothing else can, the forms of the letters, and the number 
 and order of those forms in the word, and, if we are to 
 be certain that they have a correct image of the word in 
 their minds, it must form a part of every object-lesson on 
 a word. 
 
 Exercise III. — In the word-columns of this exercise cat 
 is several times repeated, and there are also a number of 
 words beginning with ca, or ending in at, which bear a 
 strong resemblance to cat, as well as to each other. The 
 finding of the word cat in these columns, or, later, of some 
 other of the words as they are learned, is a good test of 
 how well the children know the word. 
 
 Chaet VI. 
 
 After a story about Lily and her things, and how she 
 learned to use the word Mack, and a conversation in which 
 the children use the word, they are taught to read it and 
 find it in different places on the Chart. 
 
 The children should first learn to read all the phrases 
 in the lesson ; then learn the word is by using it. For ex- 
 ample, they 
 
 read [a Mack hat I , I my hat J , [ my hat I is | a Mack hat | . 
 "Who can find the word is?" "Who can find it some- 
 
(photographic reduction.) 
 
 No. TO. 
 
 and 
 
 my a*, and ,niy <=£m\ 
 
 myA an d |iny. 
 
 ,my cat, and ( a black rat 
 is | the cat, black? 
 ,niy cat, is black. 
 
 {PREPARATION FOR SLATE WORK. 
 
33 
 
 where else ? " A child finds it in the next line. The teacher 
 says, " You may read that line (or story)." The child reads, 
 \my parasol\ is \a black parasol \ . " Show me the word 
 is." " Find is where it stands alone." " Find another is." 
 
 The Mental Pictuee. — Practice in recalling mental 
 pictures. 
 
 Charts VII, VIII, IX, and X. 
 
 By the time the child has learned the words and, has, 
 Nat, man, mat, on, rat, and it, the new words on these 
 Charts, and has acquired the ability to read readily and 
 with good expression all the sentences, he will have become 
 well accustomed to the printed page and be ready for the 
 new step on Chart XI. 
 
 Slate- Work. 
 
 Dictation-Work. — Review. — Make a star in middle of 
 left side of slate ; in middle of right side ; make a ring in 
 middle of top ; in middle of bottom ; draw a line across 
 the middle of slate from star at left side to star at right 
 side ; draw a line down the middle of slate from ring at top 
 to ring at bottom. Where these lines cross is the center of 
 the slate. Make a ring in the center of the slate. 
 
 The middle of the slate lies round about this center, as 
 when the teacher says, "Make a house in the middle of 
 your slate." Here we have three different applications of 
 the word middle in relation to slate- work. Care must be 
 taken to make such ambiguous terms clear to the children. 
 
 Chart VII. — Wide spaces; narrow spaces; head-line 
 (top-line) ; base-line (foot-line) ; a straight line standing 
 up ; this straight line must begin at the head-line and end 
 at the base-line ; a long straight line ; a short straight line ; 
 a row of long lines ; a row of short lines ; a large ring in 
 
(photographic reduction.) 
 
 No. VIII. 
 
 Nat has ,a m and ,a 
 
 ■the jF t has ,a ^, , 
 .t he cat, has ,a¥i . 
 
 J*BEPAHArJO^-FOi? SLATE 'WOBKm 
 
 AXkJ fiOOF U* -Cit ^n, p- 
 
35 
 
 a wide space ; a small ring in a narrow space. The space 
 between the lines in a row of lines, or between the rings in 
 a row of rings, must be the same ; train to good spacing as 
 well as to good lines. 
 
 Fancies to arrest Attention and add Interest. 
 The long lines are soldiers marching down the street. 
 How straight they stand! Their heads touch the head-line, 
 their feet the foot-line. The short lines are boys marching. 
 They keep just the right distance apart — no crowding; the 
 large rings are large oranges for the soldiers ; small rings, 
 small oranges for the boys. 
 
 The long lines — a high fence; the short lines — alow 
 fence; small rings — marbles for the boys; large rings — 
 hoops for the girls. 
 
 Chart VIII. — Observe spacing. If the long line is a 
 cane, what is the short line? Two long lines and two short 
 lines — two telegraph-poles and two lamp-posts ; the line 
 and ring — a bat and ball— a stick of candy and an orange. 
 
 Chart IX.* — Oranges cut in two : half oranges ; a 
 curved line: a left curve — the left side of the orange; a 
 right curve — the right side of the orange ; make a row of 
 left curves; make a row of right curves; make a row of 
 right and left curves facing each other, as on Chart. 
 
 Chart X.* — By the time the children have reached this 
 slate they will have acquired some little skill in the use of 
 the pencil, and may now be required to make the letters 
 with more accuracy and according to the elements as here 
 given. There are four lessons on this slate, displaying the 
 elements into which the letters may be analyzed and the 
 synthesis of those elements. 
 
 * See next page. 
 
(photographic reduction.) 
 
 ISTo. ts:. 
 
 mat 
 
 man 
 
 on 
 
 [the man, is ,on the mat, 
 ithe man, has ,a black jj^ 
 .the man, has ,a 4k~i on. 
 
 PREPARATION XQRJSL ATE WORK. 
 
[photographic reduction.) 
 
 No. ZK. 
 
 rat 
 cat 
 
 ■the 
 
 ii*iiai iDi 
 
 iCjiaji 
 
 a black rat, 
 
 the rat. 
 
 it is ,a black rat, , 
 is | the cat, ,a black cat, ? 
 
 FBEPJlRATION for slate work. 
 
(photographic reduction.) 
 
 JSo 3TL 
 
 HE CORRESPONDENCE BETWEEN*. THE PRINTED AND THE SPOKEN WORD 
 
 i 
 2tu dtttd discovers thai the parts of tht printed word stand for the parts of the spoken word. 
 
 rat 
 i — ^a~t 
 
 IL 
 
 ^5t flirfrf ttscovtrt a correspondence between the sounds and number of founds of the spokm word, „ a! 
 and the parts and number of parts of the printed word : as the first sound, the last sound, 
 and the middle sound j and the first part, the last part, and the middle part. 
 
 r~a-^t r~a~t r^er^i 
 
 m 
 
 The cliild discovers a correspondence behveen the order of sounds in the spoken word 
 and the order of parts Ui the printed wvi d 
 
 trr-a a*~inr r"^t~a 
 r-~ar^t r~a~t r~a~t 
 
 MAKING A WORD. 
 
 The child discovers that the farts of the printed word placed in proper order indicate 
 the sounds he must speak to form the spoken word. 
 
 £, »,&•£, = r~ a^t = rat 
 
39 
 Chart XI. 
 I. Correspondence between the Printed and the 
 Good Spoken Word. 
 
 First Step. — Review of object-lesson on the printed 
 word rat. 
 
 Second Step. — Analysis of the spoken word rat. 
 
 The following is a specimen-lesson of one of the ways 
 in which this analysis has been often conducted by experi- 
 enced teachers: 
 
 a. Practice by the class in the clear enunciation of the word. 
 
 b. " Look, children," says the teacher, " and listen " ; and she 
 holds up the first three fingers of the left hand, separated just a 
 little, and sounds the word, pointing with a pencil to the index- 
 finger as she sounds r, to the middle finger as she sounds a, and 
 to the ring-finger as she sounds t. 
 
 This she repeats slowly and more slowly, and without question 
 or comment, two or three times, so as to give ample opportunity 
 and time for all to see, to hear, and to comprehend. At each 
 repetition she separates the fingers a little more widely, and gives 
 the sounds a little more slowly. She says, " Now I want you to 
 listen and see what I say when I point to this first finger " ; and 
 she repeats the whole word very slowly as she points to her fingers, 
 dwelling a little on the sound r. " Yes, I said r. Now listen 
 again and see what I say when I point to this middle finger." As 
 before, she repeats the entire word, dwelling this time on the 
 sound a. u What did I say when I pointed to this middle finger ? 
 Yes, I said a. Now I am going to see who will hear the sound I 
 speak when I point to this last finger. You will have to listen 
 well this time, for I am going to whisper this sound." Again she 
 repeats the word slowly, pointing to the fingers. As it is impos- 
 sible for the teacher to accent the sound t without mispronouncing 
 
40 
 
 it, she distinguishes it by whispering it, being very careful to 
 articulate it distinctly. " What was the sound ? Yes, I said t. 
 R-a-*." 
 
 c. " I wish you, children," says the teacher, " to try now and 
 see if you can speak the sound which I speak when I point to this 
 first finger." Again she says the entire word with the fingers, 
 dwelling upon r. When the children have given the sound, she 
 drills them upon it until they can give it well. She lets them hold 
 the sound as long as she points to the finger. "Now let me see 
 if you can speak the sound I speak when I point to this last finger. 
 You must be sharp this time, for this is the sound I whisper: 
 r-a-£. What did I say to this last finger ? Yes, that is the 
 sound, but you do not get it right." (The children will almost 
 invariably say lu.) " You may whisper it — this way." She both 
 shows and tells them until they can give it well. Then she repeats 
 the word again with the fingers, and has the children give again 
 the sound t 
 
 "Now let me see who can give the sound I speak when I point 
 to this middle finger. The middle finger, remember. Watch now ! 
 Listen ! r-o-t. Mary may tell. What do you think I said, Jessie? 
 Harry, what do you think I said ? Every one who thinks I said 
 a may hold up his hand. Yes, I said a. You may all say it. 
 Softly ! 
 
 d. Again the teacher calls for the sounds ; but this time she 
 calls for them without first telling the children which she is going 
 to ask for. She calls for the sounds first in their regular order, 
 asking : " What sound must I speak when I point to this first 
 finger? What sound must I speak when I point to this middle 
 finger? And what sound must I speak when I point to this last 
 finger ? " If the teacher finds that the children are not able to 
 give the sounds in this way, she reviews the previous steps, and 
 drills them a little in the correct pronunciation of the sounds. 
 
 When they can give the sounds readily as she points to the 
 
41 
 
 fingers in order, she then skips about, pointing to the middle 
 finger, the first finger, the last finger, etc. 
 
 e. " Well, children," says the teacher, " do you know now all 
 the sounds in the word rat ? 
 
 " Let me see if you do. Give the first sound. Give the mid- 
 dle sound. Give the last sound." 
 
 " Now let us see how many sounds there are in the word rat." 
 She sounds the word with the fingers, and holding out the fingers 
 she says : " This is how many sounds there are. Just as many 
 sounds as there are fingers. Now let us count and see how many 
 fingers there are. One, two, three — three fingers." Then she 
 sounds and counts with the fingers : " R-a-t, one, two, three — 
 three sounds. How many sounds are there in the word rat ? " 
 The teacher now has one of the pupils bring as many little girls 
 as there are sounds in the word rat, and place them in a line facing 
 the school. Let us suppose the girls to be named Bessie, Emma, 
 and Hattie. The teacher says : " Now, Bessie is the first girl and 
 Hattie is the last girl, and Emma is the middle girl. Bessie, you 
 are the first girl, so you may give the first sound in the word rat. 
 And Emma, you are the middle girl, so you may give the — Which 
 sound must Emma give ? Hattie, you are the last girl, so you may 
 give the — Which sound must Hattie give ? How many girls are 
 there here ? And how many sounds are there in the word rat? " 
 The teacher now allows some half-dozen of the pupils in the class 
 to call, each for any sound which he may choose, asking for it as 
 the first sound, middle sound, or last sound. She has the girl 
 representing the sound respond to the call. 
 
 This exercise gives a pleasant variety to the lesson, and aids 
 in fixing in the minds of the pupils the idea that the word is 
 separable into distinct sounds ; but the teacher is careful not to 
 repeat it often, because so soon as its novelty is gone its chief 
 advantage is lost and it degenerates into a trifling game. The 
 teacher repeats and varies this lesson until she is confident that 
 
42 
 
 her pupils have a clear and definite idea of the analysis of the 
 spoken word rat, and that they know the separate sounds of which 
 it is composed. The constant recurrence to the fingers aids to fix 
 in the child's mind the order and individuality of the sounds. The 
 fingers are the best aids, better than any other objects, because 
 each child can readily transfer the teacher's action and instruction 
 to his own fingers to aid his memory. Those who are familiar 
 with the average new pupil of the common graded schools, who 
 know his want of knowledge of common things, his entire lack 
 of disciplined attention, and who appreciate the advantage of 
 developing a child rather than instructing him, will not need to 
 have urged upon them the importance of giving attention to every 
 minutia of such lessons as this. 
 
 Third Step. — Turning now to the Chart, the teacher 
 points to the word rat and pronounces it several times, 
 slowly and clearly. Pointing then to the second line, she 
 pronounces it still more slowly and after the following 
 manner : Just as she begins to speak the first sound of the 
 word, she touches with the pointer the first part of the 
 printed word. She allows the pointer to dwell upon this 
 for an instant, then passes it slowly along the curved line, 
 holding the sound, meantime, until the second part is 
 reached. Just as she begins to speak the second sound, she 
 allows the pointer to touch and dwell a moment upon the 
 second part, then passes it slowly along the curve until it 
 reaches the third part, holding the sound of a as she did 
 that of r. She pronounces the third sound just as the 
 pointer touches the third part. This whole step she repeats 
 slowly and more slowly, and without question or comment, 
 several times, that all may have time to see, to hear, and 
 to comprehend. 
 
43 
 
 Foukth Step. — The teacher repeats the previous step, 
 but this time has the children imitate and accompany her 
 in making the sounds. 
 
 Fifth Step. — Finally, the sounds become so far drawn 
 apart from each other as to appear as distinct and separate 
 sounds, detached and alone, as are the letters, or parts of 
 the printed word in the third line. The teacher directs the 
 attention of the children to this correspondence between 
 the sounds and the parts of the word, and shows them how 
 it takes the three sounds r and a and t to make the spoken 
 word, as it takes the three letters r and a and t to make the 
 printed word; also, that the order of the letters must cor- 
 respond to the order of the sounds, and vice versa. She 
 teaches them that the letter which is the first part always 
 calls for the sound r, that the letter which is the middle 
 part calls for the sound a, and that the letter which is the 
 last part always calls for the sound t. She now calls for 
 the sound indicated by any letter to which she points. 
 
 The Mental Pictuee. — Practice in forming a mental 
 picture of the word rat, viz. : " Make a picture in your 
 mind of the word rat. Show me with your hands how it 
 looks." This practice of forming mental images should 
 accompany all succeeding lessons, and will not again be 
 referred to. 
 
 II. Making a Woed. 
 
 The following is also a specimen-lesson of the synthesis 
 of the word, presented only as a means of embodying sugges- 
 tions which can not well be given in any other way : 
 
 a. Remembering. — The teacher says : " Children, I wonder how 
 many of you remember what you learned in our last lesson about 
 
44 
 
 the word rat? Oh, I see by your looks that some of you remem- 
 ber. Let me see how many of you can tell me some of the things 
 you learned about that word rat. All of you who can tell some- 
 thing about it may hold up your hands, and wait until I ask you." 
 She now calls upon individuals, and allows all who can to tell 
 something. In this way she gives the bright ones a chance to 
 show what they have learned, and discovers for herself how much 
 reviewing is necessary to help on the slow ones. Having given 
 this review, the teacher follows it with a short drill upon the cor- 
 rect pronunciation of the separate sounds. The children are now 
 ready for the 
 
 First Step in the New Lesson. — " I am going to let one of the 
 boys give me one of the sounds in the word rat. Fred, you may 
 give me a sound — any sound you choose." Fred gives a. " Robert, 
 you may give me another sound." Robert gives r. " Harry, you 
 may give me the other sound." Harry gives t. " Now I have 
 three sounds : the one Fred gave me, which was — ? " The teacher 
 lets the children fill the ellipses. " And the one Robert gave me, 
 which was — ? And the one Harry gave me, which was — ? I 
 have these three sounds, and I wish to make the word rat out of 
 them." 
 
 Second Step. — "Listen, and tell me if I get it right." Point- 
 ing to the three fingers as heretofore, she sounds " t ! r ! a ! That 
 is not right, you say ? Why, it had all the sounds in rat. Who 
 can tell me why it is not right ? Oh, the sounds were not put 
 together right. Well, I will try again. Watch, now, and see if 
 I get it right this time, and all who think I get it right may hold 
 up their hands : r ! t ! a ! What ! not a single hand up ? Then 
 I must be wrong. R ! t ! a ! Why is that wrong, Julia ? Oh, 
 the sounds are not put together right this time either. Well, 
 children, I think I must let you tell me how to put the sounds 
 together so as to make the word rat. When I point to the first 
 finger, you may give me the first sound." In the same way she 
 
45 
 
 has the children give the other two sounds. " Now," she says, 
 " I will try again " ; and, holding up the fingers very far apart, 
 she repeats, in a decided staccato style, " r ! a ! t ! " She asks 
 the children if that is right, and they answer, " Yes." 
 
 Third Step. — " Yes, those are the sounds, and that is the way 
 they should go. Now let us sound them." Pointing to the index- 
 finger, she gives the sound r, and holds it while she slowly moves 
 the pencil along to the middle finger, when she gives the sound &, 
 which sound she holds while she slowly moves the pencil along to 
 the ring-finger, when she gives the sound t. She repeats this once 
 or twice ; then says, " Now let us put the sounds nearer together " 
 (she moves the fingers nearer to each other), " and give them 
 faster this time. Let us sound them faster yet," says the teacher ; 
 and she moves the fingers up until they touch each other, and 
 gives the sounds faster and faster, until at last the word rat is 
 properly and distinctly spoken. " There, children, what word 
 have we made ? Yes, out of the sounds r and a and t we have 
 made the word rat." 
 
 o. Making a printed word of the given letters should 
 follow the above exercise. This should be a blackboard 
 exercise. All blackboard exercises should be reviewed 
 upon the Chart, because it is from the more perfect form 
 and spacing of the printed word that the child should re- 
 tain his impressions. 
 
 III. "Learning his Letters. 1 ' 
 
 The following is also a specimen-lesson, given by way of 
 suggestion to those teachers who prefer to teach the names 
 of the letters instead of calling them '''parts'''' of the word: 
 
 a. Three boys having been chosen to represent the three 
 sounds in the word rat, the teacher has them stand in a line with 
 their backs to the blackboard. The first boy represents r, the 
 middle one «, and the last one t. All this being understood by 
 
46 
 
 the class, the teacher says : " What is the first boy's name ? and 
 what sound does he stand for ? You may give that sound, Frank. 
 What is the middle boy's name ? and what sound does he stand 
 for ? You may give that sound, Robert. What is the last boy's 
 name ? and what sound does he stand for ? You may give that 
 sound, James." 
 
 b. " Now I am going to put here on the blackboard a letter 
 which stands for the sound r." She prints a large r just above 
 Frank's head. " This first boy's name is Frank, and he stands for 
 the sound r. Now, this first letter's name is — Who can tell 
 me ? And it stands for the sound — ? Yes, this first letter's 
 name is **, and it stands for the sound r. Now I am going to 
 make a letter which stands for the sound «." She prints a large 
 a above Robert's head. " What is the middle boy's name ? and 
 what sound does he stand for ? And this middle letter's name 
 is — ? And it stands for the sound — ? Yes, this middle letter's 
 name is a, and it stands for the sound a. Now I am going to 
 make a letter which stands for the sound t." She prints t above 
 James's head, and proceeds as with the other letters. 
 
 c. She now calls upon one pupil to give the name of a letter, 
 and upon another to give the sound of the same letter, being care- 
 ful always that either herself, the pupil speaking, or some other 
 pupil, shall point to the letter upon the blackboard both when its 
 name and when its sound is given. If any child confound the 
 name and the sound of a letter, the teacher illustrates the differ- 
 ence by referring to the name of the boy who stands for the letter, 
 and then calling upon him to give the sound. By reviewing each 
 letter several times, she can give each individual in the class an 
 opportunity to recite. 
 
 This exercise should be repeated from time to time until the 
 teacher is quite sure that all the children comprehend the differ- 
 ence between the name of the letter and the sound which the 
 letter represents. 
 
47 
 
 Chart XII.* 
 
 I. a. A Story. — " One day a little white kitten, named 
 Snowball, was playing in the yard. The air was chilly, 
 and soon little Snowball was quite cold. She looked about 
 for a place where she could lie down in the sunshine, and 
 get warm. The ground was frozen, the steps were damp ; 
 so she did not lie down on either of these, but ran and 
 curled herself up on something that was lying on the top 
 step just in front of the door. "What do you think it was 
 that she lay upon ? Yes, it was a mat. Do you remember 
 a lesson you had on the word mat? Would you know the 
 word if you should see it ? " The teacher opens the Chart, 
 and lets them find it. 
 
 b. Review of object-lesson on the word mat. 
 
 c. Phonic analysis of the word mat, as illustrated in 
 Chart XI. 
 
 II. a. A Story and Language-Lesson combined. — 
 " Once a little old woman lived in a little old house, at the 
 foot of a hill. This little old woman had a little red cow, 
 and every night and morning she went out to milk the cow. 
 Now, when the little old woman milked the little red cow, 
 she always sat on a little three-legged stool, and milked the 
 milk into a — How many can tell what she milked the 
 milk into ? Yes, I know you know, Anna, and you too, 
 Bessie— and Eddie knows too; but yon must not tell yet. 
 I wish to give the others a chance to think of it for them- 
 selves. Think a minute, children. Did you ever see any- 
 body milk a cow ? Did you ever see the picture of anybody 
 milking a cow ? Now, every one who can tell what the little 
 old woman milked the milk into may raise a hand. One, 
 
 * See next page. 
 
(photographic reduction.) 
 
 JSTo. .XTT. 
 
 T'U correct promnteiatioiuvf the new sound to he obtained from the avaTyBtd a>ora\ Ttdi 
 
 . exercise to oefolloivedby a drill upon the sound of l/ie Tetter as it stands alone. 
 
 New words to &e made with flu new sounds combined wiih a. 
 
 mat = mr~~ar~t = ,m,*,a,»,t 
 
 pan = p~a~n = jg,*^*^ 
 
 iB id OB 4 4 4 
 
 iPi»iaj*[t| = prTsr~t = pat 
 I pat |my && 
 
 man = man = .nM.a^n, 
 oat = cr~~&r~t = ^la^it, 
 
 is iO, I©, affla 
 
 iCj*^^ = c^ari = can 
 can Lily pat (my jg^ T 
 
49 
 
 two, three, four, five — oh ! so many hands ! Now, Anna, 
 you may tell what you think. " Anna thinks it was a pail. 
 " How many think it was a pail ? Yes, it was a pail. When 
 the little old woman milked the little red cow, she always 
 sat on a little three-legged stool, and milked the milk into 
 a pail. When the little old woman had finished milking 
 the cow, she always carried the pail into the house, and 
 poured the milk into a — Who can tell me what she poured 
 the milk into ? " Harry says it was a pitcher. " No, she 
 did not pour the milk into a pitcher. 11 Emma says a crock. 
 "No, this little old woman did not pour her milk into a 
 crock. 11 Anna says it was a pan. " Yes, the little old 
 woman poured the milk into a pan. What kind of a pan 
 do you think it was ? Yes, it was a tin pan — a bright tin 
 pan. The little old woman always poured her milk into a 
 bright tin pan. How many of you ever saw a tin pan ? 
 How many ever saw an iron pan ? When you go home 
 to-day you may ask mother to show you which is the tin 
 pan and which is the iron pan. Pan ! that is a new word, 
 which you do not know how to read yet. I will teach it 
 to you. 11 And she shows it to them on the Chart. 
 
 b. Object-lesson on the word pan. 
 
 c. Phonic analysis of the word van. 
 
 d. Drill in sounding the letters^? and t. 
 
 III. a. Making the new word pat. " We have the three 
 sounds p and t and a ; let us see what word we can make 
 of them. 11 Similar to specimen-lesson on page 44. 
 
 b. A Story. — " Once there was a little boy named 
 John, and he had a big black dog named Carlo. When 
 Carlo was glad to see John, he used to lick his face. When 
 John was glad to see Carlo, he used to — " Here the 
 
(photographic reduction.) 
 
 "No, .XXLL 
 
 .a, ,A 
 
 \£±1 
 
 iTmR 
 
 JAVj 
 
 .a 
 
 i'i ■•• ■ L 
 
 ^P 
 
 ^Or 
 
 v* 
 
 ^i 
 
 :%V|I i 
 
 isllB ^s£ s_St i S?* , S^= 
 
 ill Jd 
 
 ,fh.eJ p, 
 The 
 
 A¥, is on ,the til . 
 
 .The cat, is on .aWL 
 
 ■The man, has .ax, and ,a\ . 
 
 A Hi< is in .the lat, . 
 
 A Drill Exercise-. 
 Words to be analyzed on the blackboard and new saimds learned. 
 
 and sand 
 hand stand 
 
 h, ,s, ,d 
 
 For tat of Oh &flls pmsr lournic out new iwrdt cmiifosett only of Tumttn sounlb, 
 
 hat sat mad had 
 
51 
 
 teacher gently pats the head of a child, and the children 
 complete the sentence. 
 
 c. Language-Lesson. — Pointing to the picture of the 
 boy patting the dog, she asks the children to tell her a 
 story about it; lets half a dozen tell stories, if they can. If- 
 the children are not ready at this, she helps them. " Whose 
 dog is this ? What does the boy do to him ? Why does he 
 pat him ? " etc. Pointing to the other picture, she asks, 
 " Who can tell something about this girl and her lamb?" 
 etc. 
 
 d. Reading the sentence containing the word pat. 
 
 IV. a. The words man and cat are studied in the same 
 manner as were the other words. 
 
 b. Drill in sounding c and n. 
 
 V. a. Making the new word can. 
 
 b. Using the word can in oral sentences. 
 
 c. Reading the sentence containing can. 
 
 Chart XIII. 
 Words to be analysed upon the blackboard, and new sounds 
 learned. 
 It is intended that each one of these words shall be 
 learned first as a whole word, and that then there shall be 
 given an object-lesson upon it, by means of which the child 
 shall learn the forms, number, order, and position of its 
 parts, as illustrated on Chart V, and that there shall also 
 be given a lesson teaching the correspondence between the 
 printed and the spoken word, as illustrated on Chart XL 
 These lessons can be given best upon the blackboard, be- 
 cause there the word can be visibly separated into its parts. 
 The words should, however, be reviewed upon the Chart, 
 
(photographic reduction.) 
 Kft UU.V1 
 
 .his d&IX, .see, .her i 
 
 See Nat and May! 
 
 Nat has .alitor and .aig^ . 
 May has ,a j^ and l aj|^ ) . 
 Can May see Nat? 
 Can Nat see May? 
 
 Words to tic anafysidrou (lie MackhaarJ and saundctL 
 
 man 
 
 Nat 
 
 mat 
 
53 
 
 and practice in sounding the letters newly learned should 
 be given from the Chart for reasons already stated. 
 
 Chaet XIV. 
 Every opportunity should be seized, and the teacher 
 should use every means which her ingenuity can devise, to 
 practice each child in the rapid recognition of words which 
 he has already learned, in order to prevent his acquiring 
 the habit of drawling a word when reading, because he is 
 not quite certain that he knows it. He should oe entirely 
 certain and confident. Each new word added to his read- 
 ing-vocabulary should be presented to him in so many dif- 
 ferent ways that it becomes an old acquaintance whom he 
 instantly recognizes. 
 
 Chart XVI. 
 
 Each table of sounds on this Chart contains all the 
 sounds which the children have learned up to this time, so 
 arranged that the children can be drilled upon the separate 
 sounds in any order which the teacher may choose, and 
 upon forming words, also by sounding the letters as the 
 teacher points to them. Such combinations as car, which 
 bring in other than the short sound of a, should be avoided. 
 The purpose of this exercise is to develop and quicken the 
 faculties, and not to store the memory with words. It is 
 not designed that these words should be memorized. The 
 following are a few of the combinations of these sounds, 
 which will afford the children the pleasant surprise of 
 making words which they have not yet had : Snap, ham, 
 spat, damp, sap, span, camp, tan, ram, tap, cramp. 
 
 The columns of words, to be pronounced at sight and not 
 sounded, contain not only those words which the child has 
 
 
54 
 
 not and should not attempt to sound at this time, but also 
 some which he has already learned by sound. The purpose 
 here, as in all similar exercises, is to drill the children in 
 quickness of recognizing words as wholes, without refer- 
 ence to their ability to sound them. Exercises of this kind 
 I have entitled, as in Chart XIV, Rapid Recognition. 
 
 In the Test Exercise, however, the directly opposite 
 plan should be pursued : the children should sound the 
 word before attempting to pronounce it, and should be per- 
 mitted, if not required, to make out the word without any 
 assistance. 
 
 Chart XVIII. 
 
 The words are placed upon the pictures in this chart, 
 to keep before the children the idea that the word should 
 call up the image of the object just as the picture does, and 
 at the same time to interest and give variety. The pictures 
 of the cat are given to illustrate the use of the word this. 
 All the words at the head of this lesson are to be learned 
 by sight alone, and, standing out prominently as they do, 
 afford good opportunity for special drill in the forming of 
 mental pictures. In conducting this exercise, it would be 
 well to cover all the words except the one upon which it is 
 desired to fix the attention of the children. 
 
 Chart XX. 
 By the transformation of words is meant the erasing of 
 one part of a word and replacing it by some other letter or 
 letters, forming thus a new word. This is, of course, 
 blackboard-work. For instance, the teacher prints upon 
 the blackboard the word bag, erases b, and calls upon the 
 children to give another sound in place of the sound of b ; 
 
55 
 
 then she prints in place of b the letter whose sound they 
 give, and allows them to tell the word. Sometimes they 
 will discover that the sound they give does not make a 
 word. Only those words which may be readily compre- 
 hended by the children should receive attention. The 
 sounds the children have learned up to this time are a, r, t, 
 p, n, c, m, h, s, d, f, I, g, th, b, and ck. Take the ending 
 ag and place before it certain of the known sounds, and we 
 have of words familiar to the children, or easily understood 
 by them, the new words tag, nag, gag, sag, lag, drag, stag, 
 snag; take ack, and we have rack, pack, hack, sack, stack, 
 lack; take ad, and we have pad, lad, bad, clad; take 
 and, and we have land, strand, brand; take ab, and we 
 have tab, cab, dab, slab, blab. The purpose of this exercise, 
 also, is to develop and quicken the faculties, and not to store 
 the memory with words. 
 
 To learn lists of words bearing resemblance to each 
 other has a tendency to paralyze the memory, and the 
 author is therefore greatly desirous to have it understood 
 that it is not the purpose here to add to the children's 
 vocabulary, but to give them a bright, rapid word-game, 
 which shall develop their power over the sounds of the 
 letters, and make them quick to see their relations in the 
 combinations which make words — a quick, vigorous exer- 
 cise, like a calisthenic game, to meet the need of the hour, 
 and then be dropped into the past, to be renewed in some 
 other form at some other time. 
 
 A child can learn that the contraction Mr. stands for 
 the spoken word mister quite as easily as an adult can ; 
 perhaps more easily. Of course, no attempt should be made 
 at this stage to sound this word. 
 
56 
 Chart XXI. 
 
 The story of the picture should be told either by the 
 teacher or the children. The children should be drilled in 
 giving the sounds clearly and forcibly, yet quickly. It will 
 add zest and sprightliness to the exercise to pretend that, if 
 the children are not quick in giving the sounds, the little 
 girl in the picture will rub out the letters before they can 
 sound them. 
 
 Words should be formed by giving the sounds as the 
 teacher points to the letters. Below are some words not 
 included in the test exercise, and which have not been given 
 previously, that can be made from the sounds presented on 
 this Chart. As in Chart XVI and Chart XX, the purpose 
 here is to develop and quicken the faculties, and not to lay 
 up store of words ; therefore these words should not be 
 memorized : plat, bran, slam, scamp, scalp, smack, clam, lag, 
 scab, slap, plan, cram. 
 
 Chaet XXII. 
 
 This Chart introduces the new vowel-sound e, and the 
 same plan of teaching the words containing this sound is 
 pursued as was followed with the words containing a. The 
 words are to be learned as wholes. The sound e is to be 
 obtained from the analysis of the words containing it. Such 
 words as hen and ten, which can scarcely be mispronounced, 
 give the children a standard for the short sound of e. 
 
 These outlines of lessons, as thus far given, cover and 
 illustrate the entire plan of the Charts. 
 

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 Forty-six Numbers. 
 
 Prepared by REBECCA D. RICKOFF. 
 
 Designed to make learning to read a pleasant occu- 
 pation. 
 
 Designed to cultivate the observing powers of chil- 
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 Designed to teach young minds how to think. 
 
 Designed to educate the child by philosophical 
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 Designed to furnish the primary classes with a vari- 
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 Every step in advance is in a logical order of pro- 
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 These charts should he in every primary- 
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LIBRARY OF CONGRESS 
 
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