1. education
2. english as a second language

OF INSTRUCTION
METHODS
TO
HOAA^
TEACH
READING, PRONUNCIATION,
AND
SPELLING,
BY
A.
W^ILLIAM
PRINCIPAL
"Man
cannot
education,and
PUBLIC
CAMPBELL,
NO.
44,
BROOKLYN,
N.
for
higher and holier object
education."
to
appertains
propose
all that
SCHOOL
.
a
I
NEW
YORK:
KELLY
THOMAS
PUBLISHER.
v
Y.
his
study,than
JUL 191889
,
^
Copyright,
1889,
T.
by
Kelly.
PREFACE.
little
This
discussion
the
natural,
must
deal
must
not
kind,
A
teacher
sympathizing
books
and
and
They
dangerous
methods
It
is
found
suggestions
and
the
are
the
help
friend.
by giving
fore,
There-
the
in
which,
the
teacher.
upon
his
upon
the
own
need
of
friends
by
we
spelling.
Books
teacher
we
lohij ;
bearing
and
true
be
of
a
reference
of
earnest
him
warning
successful
of
ences
experi-
others.
hoped
exercises,
helping
the
of
feels
easy,
reading;
exercises
largely
in
must
exercises.
occasionally
teaching
on
teachers.
of
a
of
discretion
depend
Science
develop
not
pronunciation,
to
methods,
and
resources
has
the
time
art
model
and
avoids
teachers
to
The
upon
the
at
reading,
who
but
only
hints
many
of
teaching
rules,
multiplied
contains
be
and
read,
to
in
the
of
the
complete
a
purposely
arise
should
with
presents
be
that
expression.
lioiu
upon
book
may
also
the
the
depend
this
Schools
exclusively
with
It
business
chief
intelligent
almost
spent
iiresent
to
Heading.
questions
many
Primary
and
claim
uot
in
The
and
Grammar
It
of
Elocution.
of
does
Instruction
of
Manual
book
the
that
the
danger
practical
and
remarks
signals,
useful.
upon
and
the
methods,
the
suggestions
model
may
be
the
From
kings,
hour
and
sword
Time
the
history
world's
their
the
by
!
solemn
the
follies
down
of
built
whole
in
their
all
our
the
of
store
living
of
course
of
knowledge
and
amidst
treasure
times,
be
might
sure
in
thoughts
goodly
various
reading
our
of
drawing
lay
undimmed
with
always
all
the
shall
therefore,
see
maxims,
or
to
and
Set
thinking.
To
read.
one
makes
growth,
not
and
join
of
the
thinking
easiest
to
yourself
with
at
we
Helps.
yourself,
whatever
understand
reading
is
a
sympathy.
Accustom
manhood.
be
which,
Arthur
Thinking,
a
circumstances,
guidance,
comfort,
some
of
minds
our
from
and
us,
shifting
in
time.
WmrPLE.
P.
which
words,
well-wrought
the
From
by
up
of
sea
of
consecrated
should
we
the
eyes.
Edwin
In
mind,
the
on
grandeur,
existence,
earthly
the
pageantry
before
not
supplant
to
were
light-houses
and
in
forged
procession
look
book?;,
printing:,
sunbeam,
sorcery
in
souls
and
faults
whose
moves
great
pages
Weapons
Books
by
!
world.
a
battle-ax.
Books
!
of
than
brighter
and
keen-edged,
invention
the
in
rule
to
were
the
of
of
one
you
the
operations.
Isaac
Tatlor.
first
INSTRUCTION.
OF
METHODS
IMPORTANCE
and
arts
rules
certain
;
could
herself
and
teacher
and
when
work
of
pupils
her
to
inferences,
their
upon
an
sciences
other
by
gone
The
preparation.
special
to
since
enter
to
presume
like
comparison
for
and
Science
a
principles,
facts,
long
has
time
as
studied
be
presented
be
may
The
it
it may
Hence,
Art.
regarded
be
must
Teaching
METHODS.
OF
cation.
appli-
teachers
without
to-day
know
to
and
owes
"how
to
teach."
obligation
The
herself
acquaint
with
demands
her
upon
the
]\iodeek
that
she
of
methods
TEACHING.
It
that
to
and
be
may
since
the
sons
the
same
to
cipher,
they
and
in
were
and
methods.
to
can
the
old
taught
were
write
successful
grandsons
of
defense
grandfather
and
father
spell,
argued
correctly
read,
to
by
them
honorable
and
not
methods
be
misguided
;
men,
by
6
horseback
on
the
travelingon
A
of
boys
to-day
business
young
of
man
of the modern
nication
travel,the
the
railroad,and
the
indignityof being
In
the
similar
a
modern
old.
herself of the
Within
the
been
last
wrought
in the extension
of
making
of
not
comnui-
insane
an
is the
crank.
who
teacher
teaching and
the teacher
new
failure,and
merits
of
ways
rejects
clings to the
who
neglects
teaching
the
two
in the
of art, in
books,
which
decades, great changes
development of science,
architecture,and
these
record
in the
advances
discoveries.
So,
if
a
man
architecture
or
would
branches.
various
have
who
appliances
called
of
methods
by
trains.
to-day
express,
position
time
save
telephone,the telegraph,
Equally culpable is
to inform
and
the
not
express
avail himself
and
long journeys
made
should
modern
our
that,
answered
fore
therestage-coach successfully,
in
or
be
might
grandfather
and
father
since
it
force
equal
With
INSTRUCTION.
OF
METHODS
desired
to
buy
a
book
on
for present use, he would
medicine
order
the
latest edition.
School-book
has
undergone
methods
TJie
within
wonderful
changes
and
principals
doctors,should
The
literature
and
last decade
in both
tional
educa-
mechanical
and
claim
style.
teachers, no less
tTie latest and
scJiool-room should
lest looks
the
appliances
he
the
lest hooJcs.
furnished
the market
than
with
affords.
the
METHODS
There
is
OF
to he lost
time
no
7
INSTRUCTIOJS^.
ately
hy clinging affection-
to the old.
This
who
little volume
desire
Feeling
do
in
as
serve
No
that
to
the
aid
all
ing
prevail-
teachers, the
our
arranged
author
that
lessons
some
alone
lectures
may
practicalmodels.
has
attempt
made
been
originality;
at
this
of
methods
modern
the
simply presents
volume
with
and
talks
of
wants
and
selected
has
prepared
schools.
best
our
the
been
acquainted
convinced
meet
not
become
to
methods
has
teaching Reading, Spelling, Pronunciation,
and
Articulation.
will
We
first
present the different
METHODS
the present
At
of
time,
teaching reading
the
Word,
Sentence,
The
with
Alx)habet,
from
from
a
The
the kind
:
the
and
the
methods
the
Alphabet,
Phonic
methods.
METHOD.
Method,
letters
The
according to
upon
following four
used
are
chart, from
blocks.
READING.
ABC
or
These
letters.
book,
the
ALPHABET
THE
or
TEACHING
OF
may
taught
cards, from
mode
of
this method
of
be
commences
from
a
blackboard,
tation
conducting the reciwdll depend somewhat
apparatus
used.
underlying principles, how^ever,
of
this
8
method
the
pupils call
learn
To
child
a
come
be-
must
twenty-six arbitrary forms,
with
twenty -six
them
with
associate
by having
words
Alphabet, then,
our
is made
attempt
an
of the letters.
names
acquainted
and
it
By
same.
pronunciation of
the
teach
to
the
are
INSTRUCTION.
OF
METHODS
arbitrary
names.
It
will
be
that
seen
other
many
for
forms
the
answer
might be adopted that would
just as well as the present ones.
purpose
of the script letters have been
In fact,many
letters
much
The
of
names
Language
so
child
cannot
is not
spell c-a-t
spell such
This
the
in
of
sounds
letters that
the letter Tz than
It
correspond
the
very
from
it in
lea is
would
be.
to
uncommon
and
words
is the usual
Alphabetic
rat^ and
as
dog
Tom^
experience
Method
of
a
hear
it
j)ronounce
their
English
of
names
the
tage
practical advan-
teaching.
why
see
cee
little
with
of the
the
very
jDenmanship.
letters
few
be derived
can
of
systems
represented by
are
twenty-six
A
some
But
sounds.
late
in
simplified
the
better
for
name
children
young
also,they
;
t-a-r and
of teachers
the
teaching
will
m-o-t.
who
use
first steps
reading.
These
results
of the letters
are
show
conclusivelythat
of little assistance
in
the
names
learning the
sound-words.
Rev.
Thos.
Hill, one
of the age,
says
:
of the most
"In
eminent
teaching
a
child
tors
educa-
ABC,
METHODS
his mind
impressing on
and
words
the
put
formidable
read.
to
aid
not
something
whose
success
cases,
the
Brooks,
bears
Thus,
me
If
the
we
different
would
method
who
so
fear of
to-day,
"
In
:
many
not
suggest
it.
How,
that
the
the
word
tiie
for instance,
sounds
words
the
by
should
have
intended.
one
at
em-me,
would
spell el-e-gy,ntt would
^j)Q\lu-ti-ca,
etc., and what
of
such
words
spell,we
leave
still uses
this method.
evidentlyabsurd
place in onr schools''
be asked,
question may
of children
of
pronounce
from
of the letters
pMliisiG could
The
would
would
and
a
drance
hin-
donUe-ell, spell
should
spell the
names
of the teacher
to
know
word
the
find
spell
actual
an
of their letters, we
names
spellentity,titk
does
aitcli,eye,
spell eigli-ty,
leg
"A
does
do
they
rival,says
a
learner
any
liUl.
a
;
are
relation
no
represented by
quite
ing
learn-
letters
educator
an
only
not
name
but
uniting
of his
of the
the words
is without
can
word
have
you
spell the words,
not
therefore
else,and
Edward
sound,
reading
hood
false-
a
the cheat.
read,
to
spell
learning to read."
in
Dr.
to detect
knowledge
the
in
him
do
letters
letters
him
obstacle in the way
The
therefore
and
these
him
helping
far from
9
teach
little chance
give him
so
a
that
of the language, you
and
I say,
TNSTBUCTIOTT.
OF
learned
by
to the
sJiould
''Have
this method
contradiction, it may
hrouglit
as
ingenuity
no
longer
not
sands
thou-
%"
be answered,
out
With' '
No."
10
who
Children
required to learn in this
were
actually learned to
and the phonic
learned
and
words,
pronounce
by
tion
associa-
with
the
written
the
to associate
forms.
this
at
they know.
Thus, they will gradually
The
stage will
of similar
words
to pronounce
sound-words,
these
quick perceptions of children
lead them
w^ords
familiar
given by the teacher, with
as
wav
method.
became
children
The
I]^STEUCTION.
OF
METHODS
form
to
those
learn
force
the
of six and
in
A
for
search
to
the
Z
can
from
and
of
names
business
of the recitation
nothing
was
children ;
over
at
teacher
little ones
the knuckles.
this
to
sometimes, by
of the
of the
added
the
was
six to ten
see
Z
each
little child
A
in the vain
to
letters.
to name
would
of
or
correct
cannot
The
main
the letters ;
instruct
the
tience
variety,the impa-
by strikingthem
What
months
ing
alphabet accord-
interest
way
The
girlsat the ages
and
learn their
He
to this method.
from
boys
spent from
who
seven
school,in trying to
taxed
letters in words.
of certain
recalls classes of
author
effort
without
and
be
the
with
mistakes
a
taught a
pencil
child
through smiles and sunshine, cannot
be taught through frowns and tears.
to
made
During all this time no attempt was
teach a word.
It was
thought useless,yes, impossible,
to
teach
reading until the letters were
How
known.
is it to-day ?
Classes of forty are taught to read at sight two
age
METHODS
OF
mSTRUCTlON.
to
read
hundred
words,
sentences
in six months.
and
method
begins
Children
words.
words
same
in
addition, the children
METHOD.
WORD
THE
This
the
instructed.
pleased and
are
In
11
at
similar to that
which
by
teaching
in a
loorci-forms
the
learn
with
once
they
learn
tlie
ner
man-
guish
distin-
to
picture from another.
method, when
properly used, acquaints the
one
This
with
child
teaching
the
it the
In this way,
stands
the
as
child's
in the
sign
of
form-words.
written
printed or
before
spoken word,
of the
meaning
mind, each
word
new
object, quality,action,
some
relation.
or
attempt should
No
teach the
quite a
chiklren
number
of
have
to call attention
proper
of the
of
and
these
to the
beginning
alphabet.
familiar
become
form-words,
made
sentences
short
in the
of the letters
names
the
After
made
be
can
with
read
words,
to
some
it will
be
letter -forms composing
words.
experience,however,
The
method
the
is,that
letters.
time
The
names
need
who
be spent in
of
the
this
use
teaching
will
letters
be
incidentally.
learned
Norman
of Public
learn
whole
no
of those
A.
Calkins, dissociate
Schools, New
the
concrete
before its parts.
York
before
Words
Superintendent
City, says
:
the
abstract
are
the
dren
"Chil; the
lolioles in
12
OF
METHODS
into
reading. Their parts, or analysis
letters,belong to a subsequent
of
the firstlessons
and
sounds
INSTEUCTION.
step.
'*
To
child
voice, the
natural
first to
must
should
of the word
be
trained
as
signs
the
Both
thoughts.
with
reading
words
printed
treat
things, and
sound
of
habit
a
secure
be
or
to
idea
an
which
''Human
the
"Let
ideas
his
A.
them.
for
an
the
child's
When
idea, it
weary
with
that
word
means
object
an
work
excellent
be, in
the
the
filled with
spoken
first
ing
follow-
idea
the
many
to
words
sent
repre-
without
this
sound
recognize the
to
word,
for ; and
as
the audible
learn
soon
same
form
letters stand
or
is
reference
the
a
sounds
far
more
of
practice of
teaching it to read than the
making the pupil go through a
synthetical process,
incapable
the
clear what
child knows
a
of the
effectual method
usual
be
mind
will very
letters
that the
with
"
visible symbol
to
the
:
possible,and
as
and
already knows.
child
steps in teaching reading should
language
the
actions,
associated
Garvey, in
Culture," makes
M.
Professor
on
that
of
it symbolizes
until
child
a
easy,
from
form
object or thought represented."
word
Neither a sjyolcen
Vi printed
hoy
anything
an
which
he
is
utterly
of
of the
comprehending. The mind
in its knowledge of things,
child,daily increasing
and
in the power
of knowing, vdYi not
long be
satisfied with
the general form
of the words
that
METHODS
stand
for the
want
Avhich
about
of
movement
of its favorite
names
know
to
several letters
suited
better
culture
to
taught
method
of mental
initial step of
reading.
child
a
be
may
of
METHOD.
commences
taught
taught
and
learned."
SENTENCE
are
of
prising
surprising,and no less surfacilityand perfectionwith which
spellingis afterward
are
value
first is
at
is the
This
The
and
by recognizing the simple form
to read
words
at
state
which
mth
moment
difficult process,
advanced
at the
rapidity
spontaneous
the
begin.
more
a
more
a
This
elementary sounds,
should
is
exists
than
"The
the
of the
lie will
objects ;
indicates
inquiry
combinations,
their
the
the letters.
teaching
the
13
INSTRUCTION.
OF
these
the
in
in the
with
sentences
same
manner
IMethod.
AVord
;
words
as
The
dren
chil-
child
is
given a short statement, or led to make
one, of an
object; then, the sentence representingthat thought
is placed before him, and he learns to recognize it
as
a
picture.
If the
it must
After
this way,
their
a
short
begin
to
are
built of these
order
posing
com-
ing.
teach-
of
are
soon
learn
to
rely
of Avords.
taught
words
words
taught, in
recognizethe separate
sentences
in the sentence, and
knowledge
If words
in the
follow
soon
few
taught first,the
the children
words
on
is
sentence
in
must
the
soon
beginning, sentences
be
given
the
chil-
14
methods
two
So these
dren.
INSTEUCTION.
OF
METHODS
long';in fact,they
be
cannot
separated
different steps of the
are
same
method.
However,
when
they
thought
in
children
have
with
read
best
expression
of
complete mastery
and
words
sentences.
it has
plan that
decided
It is claimed
for
this
advantages over
any
other,in teaching the children
and
ease
It is
well, then,
habit
children
to
expression.
them
train
to
eye before
of
primary
some
in
take
the
recognize
tences
sen-
According to
this
the
letters
method,
seems
most
the
with
sentence
the
one
passes
These
of the
are
require
METHOD.
of the si:"olien
word.
elementary sounds
to
it,is commendable.
to read
commencing
teachers
entire
PHONIC
way
to
units.
as
The
of
naturalness
to the
elements
language ;
elements
of
teach
the
are
in the
the
ments
elethe
same
written
words.
It
the
rational
spoken word, before
to
the
analysis of
analysis of the printed
word.
A
the
child's
basis
knowledge
for what' he
of
must
the
spoken language is
learn
of
the
written
language.
By analyzinga word, as man, we show the pupil
that a spoken w ord consists of distinct and
rate
sepasounds
;
we
then
teach
him
to
recognize these
METHODS
with
characters
words
spoken
in
letters
a
the
in
different
in
letters
and
called
are
There
language
in
use
; at
the
those
in
abstract
as
will
than
that
second,
discover
the elements
number
have
words
the
the
same
strength,
no
silent.
in
tw^enty-six letters
the
time, there
same
spoken
differences
characters
the
in
are
written
ordinary
forty-threeor
about
language
sounds.
that
to introduce
it necessary
make
system of notation
some
duced
intro-
are
strength,or represent unlike
combinations
thirds that
;
forty-four elementary
These
;
certain
but
are
not
words
more
alphabet
different
some
and
viz.,firststhat
are
letters have
sounds,
few
very
facts ;
important
some
sounds,
which
names.
analysis of
The
of
of
symbols
as
the letters
In this way,
represent them.
characters
the
teach
afterward
and
sounds,
15
INSTRUCTIOIS^.
OF
to
the
indicate
represent
sound
of
than
more
one
sound.
In the
of great
earlier
advantage
that
w^ords, so
to
are
For
be
a
that
use
this
of this method
use
to
indicate
pupils
may
the
know
it will be found
silent
the
letters
letters
of
that
sounded.
system
of
presented
is most
notation
it will
in "AYebster's
frequently
used
in
be
best
to
Dictionary," as
our
readers
and
spellers.
The
followingkey
of great
use
:
to
the
pronunciation
will
be
16
KEY
oi, or
ou,
ai,
OF
METHODS
ea,
or
ou,
oy
ovr
oa,
diphthongs,in
TO
IJSSTEUCTIOjS"
PRONUNCIATION.
(unmarked),
(unmarked),
au,
which
ei, ie,
but
au,
one
in
as
"
oil,toy
out, owl
etc,
vowel
are
improper
is sounded.
18
METHODS
There
first is
the
elementary sounds
slowly ; the second
very
recognize these sounds
combine
to
these
steps in this method
;
the
discover
to
words
speaking
distinct
three
are
INSTRUCTION.
OF
in
words
new
sounds
and
is to
third
; the
thus
by
form
is
new
words.
The
first step,
phonic
or
applied in finding the
in
spoken
words
words.
have
This
been
is
analysis^
elementary
as
wholes
sounds
that
presupjDoses
learned
erly
prop-
by
the
the
word
method.
While
the entire work
the
to
ear,
the
of this method
second
is
a
step is designed
ing
traincially
espe-
for this purpose.
To
train
culture.
pupils
What
to hear
quickly
differences
large classes ! How
intelligently,
thoughtfully !
The
in
third
step,or Phonic
teaching
new
of the
new
names
lessons,the pupils
the
words
the
the marks
lesson
way
It
;
so
is
word
combined
words
new
in
new
of notation
sounds
The
this
fail to
many
hear
Instead
they
as
of
giving
in the
occur
led to get the
are
the
ing
read-
sounds
of
themselves.
Write
the
in
Synthesis,is employed
words.
words
correctly is
noticed
are
in
power
and
our
are
modern
evident
and
blackboard, with
accent, and
then
require
into words.
at
all the
the
upon
the
head
readers
words
that
in
when
are
our
the
of
each
reading
marked
in this
dictionaries.
child
has
once
OF
METHODS
in this way
learned
character, he
the
key
represented by
the
to
is able
He
direct
the
without
and
sound
the
w^ord.
new
every
has
19
INSTRUCTION.
and
each
pronunciation
to
of
rapidly,
help of the
on
go
constant
teacher.
will
method
This
the
spell. By
is thus
and
It is often
a
such
In
words
that
and
this
cases
prepared
of
process
is also
an
exercise,cultivatingthe
ear
''This
as
the
in
our
no
way
We
eye.
schools,
can
we
find
who
so
this,as by phonic
age
and
of
use
children
six
they
and
sentences
OF
by
into the
from
spellers.
learning
ideas.
and
the
disciplinary
voice, as well
number
of
children
foreign accent,
and
in
and
effectuallycorrect
SIX
YEARS
ENTER
hundred
to
KNOW
SCHOOL.
school
understand
able
are
serves
ob-
drill."
begin
of several
(1) They
a
quickly
THEY
WHEN
When
have
poor
excellent
large
a
CHILDREN
WHAT
are
pictures of
as
child
acquire easily
results
wholes,
as
the
to
spell it.
to
who
words
defect
learning
that enter
persons
use
in
analysis,
the elements
better
seen
knowledge
of
process
carefullyall
word,
aid
greatly
the
words
attendance
common
at
the
meaning
:
recognize words, phrases,
ear.
(2) They
know
their
meaning.
(3) They
know
their
use.
20
They
1.
OF
CHILDREN
WHAT
to
are
They
TAUGHT.
be
taught
ARE
TO
recognize familiar
to
by sight.
sentences
be
to
are
YEARS
SIX
BE
and
words, phrases,
2.
INSTEUCTION.
OF
METHODS
how
taught
them
read
to
at
sight.
They
3.
and
letters used
HOW
which
a
and
in
the
several
the
taught
read.
to
what
methods
We
regard
we
by
will
as
the
practice.
should
Beginners
of
be
describe
to
method
correct
stated
may
LESSONS.
FIRST
THE
already
proceed
now
spell them.
GIVE
child
of the sounds
the order
taught
to
TO
have
We
at
to be
are
be
word
taught by
a
the
method,
bination
judiciouscom-
phonic method,
the
spellingmethod.
After learning to call a limited number
of words
is introduced, and
sight, the phonic method
from
this
the three
time,
methods
practically
run
together.
No
method
one
used
to the
best
results
should
exclusion
they
FIRST
must
DAY'S
MODEL
The
teacher
with
the
must
children
be
of the
made
others.
be used
WORK
a
hobby of, or
To
obtain
the
simultaneously.
IN
SCHOOL.
LESSONS.
begin by
about
a
some
familiar
common
tion
conversa-
object
METHODS
or
OF
Time
animal.
in this way
spent
all the
early lessons,the great
should
be to
Great
must
care
practice must
stilted
a
How
Pupils.
I have
many
of you
black
cliildren
this
course,
of
have
of producing
speech.
cats
I have
one.
teacher
extreme
form
LESSON.
a
Of
to the
FIRST
the
In
at home
'I
I, I,
one.
one.
T.
Is the cat
P.
The
T.
What
P.
She
T.
What
P.
She
Here
large ?
is not
cat
will
will
so
cat catch
a
catch
will
the
T.
What
P.
It is
T.
Can
this
P.
No,
she
?
with
kill it and
picture
dog.
chickens.
mice, rats, and
teacher
the
the
large as
will she do
draws
a
carried
unnatural
or
Teacher.
I have
to Jiave
sentences.
lost.
of the
he taken
be
not
aim
to talk.
complete
in
answer
is not
children
the
get
21
INSTRUCTION.
eat
of
one
it.
picture of
the
shows
?
rat
a
the
upon
a
cat, or
blackboard.
is this?
cat.
a
cat catch
rats ?
That
not.
can
is
only
the
picture
of
cat.
T.
Do
P.
No,
T.
Now
board.
P.
I have
I
What
The
the
have
you
word
a
will
picture
of
a
cat at home
?
real cat.
write
have
cat.
the
I written
word
?
cat
upon
the
22
OF
METHODS
T.
What
do
P.
I have
T.
What
P.
It is
T.
What
P.
It is the word
At
this
INSTKUCTION.
have
you
at home
real^ live cat.
a
is this?
a
picture
cat.
is this?
cat.
point, the teacher
word
the
blackboard
words.
word
cat
many
times
form
of
the
correct
upon
the
with
many
the
the
and
mind,
it
as
In this way,
occurs.
word
will
be
impressed
child
will
be
trained
to
forms.
compare
SECOND
Let
Teacher.
of you
have
T.
Who
P.
My
T.
Do
P.
Yes, sir
T.
Is he
P.
No, sir
T.
Will
P.
He
T.
What
P.
He
has
a
is
dog
LESSON.
have
us
Pupil. I have
hxDd
the
upon
Then, let the pupils select the
short
as
write
may
quite often,
cat
other
many
%
dogs
I have
black
one
; I do
the
How
dog.
one.
?
white
feet.
?
dog
like him.
?
; he
he bite
is not
a
can
your
run
cross.
stranger ?
will bark, but
feet.
on
?
black, with
cross
can
lesson
one.
like your
you
a
he
will
dog do
fast, and
not
bite.
?
he
can
stand
on
his
METHODS
T.
Wliat
P.
It is
T.
Can
P.
No,
a
bark,
would
have,
sooner
you
only
the
real
a
dog,
%
have
sooner
dog
a
the word
I will write
T. Now
for it is
dog.
a
I would
P.
\
?
sir ; lie cannot
picture dog
a
pointing to
am
dog.
Which
T.
I
lie bark
picture of
or
is tMs
23
INSTEUCTION.
OF
that
dog.
bark.
can
What
do
I
call this ?
P.
The
T.
Let
the
word
dog.
which
see
us
ijicturedog,
I think
P.
T. Which
P.
Dogs
T.
Which
a
real
the
cat f
P.
They
T.
Are
P.
No, they
they
larger, the
At
the
this
then
their elements
In
the
words
compare
and
same
dog
or
in their
need
of
be
written
the
the
way,
their differences,
see
may
memories.
no
attempt
made.
When
w^ords
is
analysis of
will be
and
of the word
name
stage of the work,
vocabulary
word
alike.
not
are
the form
differences
%
size.
same
closely associated
be
is the
alike ?
pupils to
that
dog,
larger.
the
are
real
largest,the
dog.
biggest.
larger,a dog or a cat
dog
is the
word
Lead
the icord
or
is the
are
is the
to
the
name
child'
somewhat
the word-forms
s
tended,
ex-
into
begun.
teach
the
loritten words
for
24
OF
METHODS
IJ^STEUCTION.
,
lall,doll,hoy, girl,top, bird, mat, rat,hat,hat,
tree,trap, hoat,and others.
man,
These
of
character
the
upon
and
memory
they
should
with
the
not
will
a
of
child
has
the
draw
the
child;
associated
important facts.
great many
the
aid
they should
;
observation
till the
end
word-signs
facts
These
object lessons
have
should
lessons
conversational
in
child
his
efforts to
recall.
indicated
far,the^exercises
So
singlewords
HOW
TO
for
are
teaching
only.
IN
WORDS
TEACH
PAIRS
AND
PHRASES.
Only pairs
that
an,
familiar to the
are
These
should
of loords
groups
the, my,
be
children
of words
contain
his, her,
our,
taught, at first,
by frequent use!
such
words
as
a,
and, good, old, and
sweet.
They
cannot
be represented
by objectsand
They, however, can be taught in
be shown,
some
objectsthat can
by pictures upon the blackboard.
with
PAIRS
OF
ures.
pict-
connection
and
WORDS.
a
man
a
top
a
mat
a
rat
a
ball
a
tree
a
bat
a
doll
a
trap
sented
repre-
26
is
T.
What
P.
A
T.
What
P.
A
T.
I will
P.
write
?
ball.
given
teacher
which
It has
call
must
of
the
of
the
to
other
a,
alone
in
''It has
words
by
the
The
should
the
short
usual
with
not
It should
children.
connection
words
slightlypronounced
word,
a
the
take
mis-
of a, in ate.
sound
as
and
in
nearly
its word."
with
the
heard
as
at, quickly
give
letter
used
not
pictures.
before
a
a
about.
in close connection
be
should
attention
special
word
sound
of a, in
The
before
a
it is used.
the
is to
words
objectsand
aid of
the
above, around,
sound
jDairsof
upon
read
to
they recognizeby sight.
that
name-words
without
taught
be
next
may
pronunciation
with
picture. What
the
under
hall
a
lirst lessons
The
?
ball.
the other
be
picture show
this
does
pupils
These
%
ball.
A
The
the desk
on
I written
have
INSTEUCTION.
OF
METHODS
the
word
be
nounced
pro-
always
to which
it
belongs.
The
word
sounded
tlie in
''tliu
the
tlie
phrase
booTi,^^not
^^
tlie
hooJc
new
nor
booJc,"^^
is
"tJitir
boolz:'
A,
an,
and
bles of the
Children
not
tlie should
words
will
to
be read
which
develop
naturally, of naming
they
the
each
as
the
first svlla-
belono:.
habit, mechanically,
word
by
itself. ^Too
METHODS
individual
pronunciationof
The
in
of
monotone,
rasping
so
natural
to the
untrained
an
a
high
a
low
large man
a
a
small
a
Cats
Birds
mew.
Sheep
bleat.
The
same
tree
fly.
sing.
should
be
sentences
teaching pairs
of words.
of the
phrase
described
or
will
heard
in
safelylead to
equally pleasant
and
to
the
tive
sensi-
sentence
deepen
SENTENCES.
AND
tree
short
phrases
in
and
method
of the most
often
voice
dark
the
lighthat
the
sweet
the
sour
hat
orange
orange
Ducks
swim.
Horses
run.
Men
work.
pursued in teaching
as
already suggested
A
with
the
the
Girls talk.
Boys play.
Toads
hop.
Frogs leap.
be
dreary, drawling
more
good boy
bad boy
Birds
bark.
Dogs
cannot
one
ear,
PHRASES
a
man
read
to
the elocutionist.
TEACH
horse
old
the
of the child
ear
horse
young
to
is
the
of the
tones
perceptionof
TO
This
ing.
for read-
passes
groups
It will
schools.
primary
those
a
and
avoiding
teacher, the
children
teaching
strongly.
too
efficient ways
HOW
words
ijairs,phrases^
emphasized
our
of
advantage
w^ords
of the
the carelessness
often, through
27
IT^STRUCTIOTs".
OF
ready association
the
ure
object or pict-
impression.
28
The
from
INSTRUCTION.
OF
METHODS
already suggested
lessons
given
be
to
are
the blackboard.
questions arise
Several
lessons, and
the
of
form
of them
made
be
to
use
the
to
as
these
by
the
pupil.
Shall
First.
blackboard
these
be
lessons
printed
upon
the
?
Shall
Second.
If so, how
the
?
long
these
Shall
Third.
their slates ?
pupils print upon
lessons
also
pupils
be
be
presented
in
script%
Fourth.
script forms
be
teaching
taught
these
make
to
children
the
first,or the letters themselves
Sixth.
be
Should
taught
be
Should
all the
memory
the
small
taught
old
months
from
or
forms.
sentences
write, shall
elements
letters
words
custom
a
he
of
letters
the
or
capitals
were
what
extent
required to spell from
learns
only
to
the
required
All slate exercises
were
to
read
to
at
sight f
METHODS.
was
year,
and
be
blackboard, chart, or
Children
to
?
child
a
OLD
The
copy
?
where,
When,
phonics
Eighth.
to
first ?
Seventh.
should
required
?
In
Fifth.
they
the
Shall
teach, for the
printed
forms
first six
of words
book.
to
in the
by printing.
these
copy
In
use
printed
of w^ords
fact, the
and
script
METHODS
of letters
forms
school
third
not
were
four
to-day
are
the
second
or
METHODS.
of
advocates
some
five months
or
tauglittill
year.
NEW
There
29
Il^STEUCTION.
OF
printing for
commencing
before
the
of
use
script.
of
Some
these
good educators, and
are
plish
accom-
the majority of our
But
good results.
schools
employ the j)rintedforms of letters
the blackboard
simply
This
introductory
lessons.
or
All
word, phrase,
tangM
in
Teacher
introduce
limits
book.
chart
to
and
the
the
best
upon
of the
use
printing to
sentence
few
a
exercises
are
script.
the chai-t for
pupils depend upon
and
their use
The
knowledge of printed words.
cult
teacher, however, may
occasionallyprint a diffiand
word
attention
It must
exercise
at
soon
a
the
blackboard
to
call
special
to its form.
be admitted
reproducing
is the
But
upon
that
of its
will fix words
the
form,
in the
printingof
and
that
a
such
pupils be required to print,it is
Further, the
great sacrifice of time.
when
an
mind.
if the
comes
word
printing must
be
discarded
writing commenced.
Therefore, the argument is two-fold :
not require the child to print.
1. Do
him
to write from the beginning.
2. Teach
done
time
and
30
METHODS
shall he write
What
the
make
shall
letters
he
him
out the w^ord
method.
from
to
wholes
In
reading.
carried
The
the
and
short
of
and
the
general
will assist in
method
ceeds
proto
spelling
writing ought
along jpari passu.
be written
blackboard.
The
blackboard
All
parts, from
rying
car-
mind
child
The
tences.
sen-
is
This
fact, reading and
copies must
upon
w^ords
method.
is the natural
particular. This
to be
write
words
short
write
to
This
and
"loops"
?
Teach
the
to
first to
and
"lines"
taught
be
taught
be
he
Shall
?
and
"curves"
letters,or
INSTEUCTIOlf.
or
or
blackboard
in
pupils
slate in
large letters
imitate
may
either
large hand.
of teachers
exercises
upon
should
be
perfect models.
1^0 careless
child
A
will
easilyas
The
get
of
one
small
work
slovenly
or
an
a
should
impression of
bad
form
as
form.
correct
letters and
a
be tolerated.
capitalsshould
be
taught
simultaneously.
Of
them
careful
AYe
make
order
do not
the
we
occurs
of their
that
mean
in the
writing \
guide
a
child
must
capital B w^hen he is taught
do
What
to
grading
of
the teacher
presentation.
that
mean
and
selection
according to shape ought
in the
but
a
course,
B
should
be
be
to
taught
make
written
to
h ;
if it
reading words.
should
be
accomplished
in six months
in
METHODS
OF
should
1. Children
31
INSTRUCTION.
able
be
to copy
words
from
the blackboard.
Children
2.
from
should
be
able
to
sentences
copy
the blackboard.
3. Children
words
and
should
sentences
be
able
from
the
translate
to
simple
form
printed
the
to
scriptform.
Children
4.
should
be
able to write
should
be
able
words
from
dictation.
5. Children
be able
6. Children
should
7. Children
should
letters
of
WHEN
and
should
with
a
proceed
into their
Suppose
able
the
or
or
small
order, and
proper
SOUNDS.
familiar
the
words,
more
by sight
teacher
words
sounds.
it is desired
the
teach
to
elements
of
cat.
repeats
three, or
opportunity for
to recognize the
names.
the
analysis of spoken
FIRST
two,
write
to
quite
are
elementary
teacher
their
ELEMENTARY
dozen
to
s]}oken word
The
short
memory.
THE
children
to write
in their
alphabet
TEACH
the
sound
be
from
ca^^itals
TO
After
the
the
of the
some
few
a
dictation.
from
sentences
to write
four
the
STEP.
it
slowly and
times,
children
individual
so
to
sounds.
as
more
to
see,
slowly
give ample
to
hear,
and
32
OF
METHODS
repeats
each
on
and
over
again
over
same
requires them
she
she
manner
to
the
children
the children
she
to
each
them
to
points
requires
pointer remains
teacher
then
her.
The
pupils
Proceed
sounds
until the
readily and
long
as
and
her
STEP.
be drilled upon
they
in the
as
t, separately,and
should
and
c"a"t,
gives these phonic elements,the
imitate
words
sound
sounds,
it.
of c, a, and
in other
mentary
ele-
likewise.
of the word
the
hold
on
until
each
able to repeat the
are
letter
sounds
sounds
prolongs
do
in the
her
STEP.
FOURTH
The
dwelling
repeat with
She
THIRD
When
word,
comprehend.
does.
and
sound,
the
teacher
STEP.
SECOND
Then
class, the
children
until the
sound
the
of
attention
the
Holding
INSTEUCTION.
to
these
will be able to
produce
same
pupils
way
can
analyze simple
them
with
pupils
ary
element-
recognize them
at
other
pronounce
ones
the
pleasure.
words
words
correctly.
and
quite
34
OF
METHODS
Ot
INSTRUCTIOK.
-
Words
be
may
These
elements.
mon
structive
grouped according
the
to
children
should
building
new
exercises
child, but
be
words
pleasing.
plenty
from
letters
of
ml
co
only in
not
are
very
allowed
other
to
Th"
exercise
and
ii,
elementary
sounds.
.
It will be found
almost
impossible
analysis of spoken words, and
words, without
of the
letters.
of the
letters
In
child
Experience
the
effort from
children's
the
learned
are
the
shows
First.
apparently
ne\^
namej
names
without
ar
steps of teaching
?,
:
"
object or idea.
The
Second.
the
of
teacher.
read, are
The
forming
that
the.
teach
learning the
review, then, the distinct
to
to
sound
symbol^
or
sjpo'kenword,
.
Third.
The
Fourth.
the
form
The
The
or
analysis of
elementary
Fifth.
symbol^
written
the
word.
"
spoJcen word., (W
sounds.
analysis of
the
written
words.,
or
the letters
Sixth.
representing elementary sounds.
The
into
synthesis of these sounds
words., and
these
.
letters into written
words.
oral
|j
METHODS
OF
35
INSTRUCTION.
PRONUNCIATION.
I
the
is
Pronunciation
of
speaking
words.
It
includes,
1. Articulation.
2. Accent.
Articulation
of the
sounds
elementary
sounds
These
The
is the distinct and
be
may
sounds,
are
three
errors
tion,
attento
tongue,
The
nose,
order
to mold
Pupils
:
by
pupils
;
should
elementary
sounds.
these
that
organs
is
how
to
speech,
to
; he
produced
in
required.
place, and
make
how
the
ferent
dif-
sounds.
school,correct
of
of
organs
correctly,one
possible sounds
be shown
must
of
the voice
into all the
ways
easily and
control
complete
these
throat.
articulate
to
duce
pro-
"
The
elementary
In
bination.
com-
lips.
larynx
use
in
The
Children
to
or
mouth,
be able
the
given singly
The
have
must
language.
a
:
The
must
utterance
Organs of Speech that need careful
and
and
constant
judicious exercise
the
In
of
correct
articulation
imitation
;
be
taught in
by correcting the
may
by phonic analysis.
have
frequent drill
This
all distinct articulation
and
exercise
correct
npon
is the
basis
the
of
pronunciation.
36
given, in
the
English language,
sounds
The
vocals, and
have
; the
little tone
forty-four.
into
divided
be
may
is
usually
as
vocals,
sub-
aspirates.
vocals
The
elementary sounds,
of
number
The
INSTRUCTION.
OF
METHODS
; the
tone
pure
subvocals
have
breath-
toneless,mere
aspirates are
a
mgs.
The
letters may
be
divided
The
vowels
a,
e, z, o, u^ and
and
are
into vowels
and
sonants.
con-
sometimes
w
y.
consonants
The
are
the
remaining
letters
alphabet.
COMPOUND
16.
i or
17.
u
18.
oi
19.
ou
VOWELS,
ae,
or
or
or
OR
SOUNDS,
VOWEL
as
yob,
ai, as
aob,
in
ice,lie.
in mute,
as
OR
use.
in
oil,boil.
as
in out, sound.
VOCALS.
DIPHTHONGS.
of the
METHODS
OF
37
INSTRUCTION.
SUBVOCALS.
b,
boy, babe.
did, rod.
in
as
1,
in
as
u
I-,
roar,
ii
V,
gem,
judge.
veer,
valve.
ii
zone,
zh,
noon,
no,
ii
sing,ring,
ng,
ii
this,breathe.
war.
we,
ii
zeal.
row.
maim,
m,
g^g-
go,
lo, will.
yard, yet.
seizure.
azure,
ASPIRATES.
m
as
u
u
th.
a
=
=
'^
sh,
"
shall,shine,
fife,stiff,
h,
"
hat, hut.
thin, think.
w^h
ai, ao,
ee, ea,
queen,
FOR
au,
i
=
see,
(hw), what,
ei,eo,
re
e, ee, ei,
whence.
ei, ey, eigh, net,
ea,
day, steak, skein,
quet' (ka),and
sheaf,
sun.
PRONUNCIATION.
ay
(ke), machine',
3.
church.
kill,kick,
eight,bou
e
which,
s,
grain, gaol, gauge,
2.
in
as
tin, tent,
EXERCISES
1.
ch,
pm.
pipe,
ey,
uay,
cro
chef
prey,
(sha).
i, ie.
ceive', peo'ple, key,
and
et.
quay
liege.
e^, ia, ai, u,
ui,
f, oi, ie.
pretty, En'glish,breech'es, for'eign, sur'feit,
mon'e}^,jour'ney^,car'riage,-eur'tain,ger'tain,
let'tuge, bus'J^ bis'-euit, gir'cuit, pol'igj^,
tor'toise,and
mis'chief.
38
METHODS
4.
e
=
a,
INSTRUCTION.
OF
ai, ay,
ea,
ei, eo, ie, ue,
u.
gain' (gen),said (sed),say"
(sez), feath'er, lead, heifer, jeop'ard y,
Thames
(temz),
a
leop'ard, friend, guest,
5.
6.
u
=
6, 6e, 6o,
bur'i al.
6u.
sponge,
tongue, won'der, d6e", flood, blood,
young,
and
rough (riif),
o
=
oa, oe,
oo,
"eroak,shoar,
beau
man,
i
=
on,
roe,
ow,
tough (tiif).
aut,
eau,
bowl, haut'boy (ho),
(bo),plateau' (to),tableau'
shew
(sho),and sew.
ai, eye,
ew.
eo,
hoe, door, floor, brooch,
dough, know,
sourge,
7.
and
Ie, el, ui, uy,
(loj,yeo'-
y, ye.
aisle
(il),
-erleg,tie, guide, dis guise',
eye (i),
ei'ther or
ei'ther,nel'ther or nei'ther,gay,
style, type, and rye.
In
often
the
following words
misused
the
vowel
sounds
are
:
"
Since, just, yes,
yet, creek, cellar,my,
shrill,
shriek, when, whip, whirl, morning, evening, fellow,
yellow, pillow, heard, civil, satin, rosin,
chicken, kitchen, travel,basin,raisin,cousin,evil,
hazel, heaven, and even.
OBSERVATIONS
In
ON
PRONUNCIATION.
teaching pronunciation,
good practice to keep lists of
it will
words
be
found
a
pronounced
usually mis-
METHODS
of
attention
The
the
quite frequently to
them
and
;
common
correct
should
They
time
same
both
list is added
appended
model
come
be-
pronunciation
trained
for the
make
from
The
grade
that
suggested
Keader
and
grammar
a
of
detect
to
teacher
of words
of her
be
principle can
same
will furnish
the
selection
illustration
an
oi-
exercise
primary pupils.
conversations
the
as
words
These
lesson.
It is
and
the
directed
be
errors.
The
a
should
words.
the
at
class
these
with
familiar
39
INSTRUCTIOJS".
OF
of
the
First
from
her
book
pupils.
carried
out
in each
in the school.
MISPRONUNCIATIONS.
e
qui lat'er al, not
qui.
e
qui an'gu lar,not
di ag'o nal, not de.
"c5nVex, not
con
""on'"a\^, not
a're a, not
a
qui.
cave',
re'a.
sim'i lar, not
win'dowg,
e
vex'.
con
not
ted, not
not
"ea'ret,
al'ti tudH, not tdbd.
e
is'o la
siniTar.
win'derg.
i'so la ted.
-ear'et.
def 'i git,not de
not
qul'nin"s^,
na'tion
fig'it,
nen'.
al,not
na'tion
fa-e'to ries,not
fact'rieg.
hanU'some,
not hand.
chesVnut,
not chest'.
ge'um,
mu
al.
not mu'se
um.
not -cleHn'iy.
gent'u ry-, not sench'ry". -eleXn'ly-,
"or'al,not
-eor'al.
not por'ous.
por'oixs,
chim'ney,
not
chim'ly.
pet'aljnot pit'tle.
fa
tigXV, not tig',
en
dure', not door',
in'ter est, not in'trest.
a
gree'ment,not
a
gree'.
40
OF
METHODS
INSTRUCTION.
kraws'.
per'son al, not pers'nal.
a
not
-eross',
not do'gil^.
clog'il^,
gag'e ous, not gas'shus.
a
not
gain (gen'),
a
gainst (genst),
-eom'plex,not
-eom
ite,not fa'vor
la'vor
do^g, not
Ite.
ben.
a
a
gain',
gainst',
dost, not dost,
doth, not doth,
not a-e'tor.
a-e'tor,
bra.
al'gebra, not
doz.
(bin),not
been
not
plex'.
-eom'pound, not pound',
we^p'on, not we'pon.
a
not -emle.
-erti'el,
not -eokrt'.
just,not gist,
"eVirt'e
ous,
don'key, not dun'key.
n^u'ter,not nob'ter.
dis'gipline, not dis ^ip'.
sev'er
e -eo
al, not sev'ral.
nom'i-e al, not
strength,not
ho
e-e.
strenth.
not hor'i
I'l'zon,
zon.
h^%l^t,not h^I^i^th.
ter, not de am'.
not Ttarian.
tal'ian,
di am'e
I
A'pril,not A'prile.
par'ent,not
e' en, not
an.
elm, not el'm.
ep'och, not e'poch.
(nar),not
(ar),not ere.
ne'er
ere
not Hor'ist.
lio'rist,
gath'er,not geth'er.
ge og'raphy, not jog',
gos'pel,not gaws'pel.
nat'ural, ?^oi^natch'ral.
greas^ {ii.)
greagV'(^'0
poi'gon ous, not pois'ness
re
ap
jDar'.
Ar'ti-e.
not
Ar-e'ti-e,
Ant
ap
not Ant ar'.
ar-e'ti-e,
not
fau'gets,
fas'ets.
gess',not re',
the'a ter, not
run'ning,not
-eom'ing,not
umbrel'las, not
food,
not
a'-eorn,
ber el'lars
a'-eorn.
the a'ter.
yon'der, not yiin'der.
pai-'al
lei,not par'lel.
nm
ner.
not
liin'nin.
com'en.
food,
-eon'i-eal, not
-eon'ic al.
tra'che a, not trach.
42
METHODS
INSTRUCTION.
OF
afford
following words
The
blas'phemous
(n)
com'pound
ac'cent
{n)
min'ute
accent'
(??)
mi
nute'
august' {a)
su'perin
1.
Air, earth, and
2. He
may
3. We
4.
must
resound
His
praise.
it will be all in vain.
but
believe
to be
hand
hath
Father, thy
tend'
ARTICULATION.
sea
pray,
I
(a)
in tend'
FOR
{a)
{n)
Au'gust (n)
SENTENCES
:
phem'ing (v)
bias
pound' {v)
com
of accent
examples
saved.
these
reared
venerable
columns.
5.
Urge
6. The
blood
7. Inch
8.
by
inch
I would
soon
as
down
arms,
my
never/
!
rock
This
ghastly wound.
dispute the ground.
will
lay
never
his
from
we
! NEVER
NEVEE
9.
oozed
worth.
modest
high birth, but
not
shall
fly
from
its
firm
base
as
I.
10.
The
lark
11.
The
battle,sir,is
12.
Clasping
carols
clear in
not
to his heart
yonder sphere.
to the
his
strong alone.
boy,
he
fainted
on
the deck.
13.
Full
14.
Bound
15.
He
wrong.
many
thy
knew
a
of purest I'ay
gem
desires
that
to
by thy
tear
serene.
means.
the
new
dress
was
METHODS
OF
it o'er and
16.
Renew
17.
Despair
18.
Verily, verily,I
19.
He
20.
Round
the rude
21.
Rich,
ripe, round
Wave
your
of
not
has
o'er.
in the
success
reached
43
INSTRUCTIOJN^.
unto
say
the
darkest
hour.
you.
of his
zenith
glory.
ring, the ragged
fruit
rascal
ran.
round
hung
the
room.
22.
tops,
pines,
ye
in
praise
and
worship.
23.
Now
none
24.
Was
ever
25.
Three
so
a
reverence.
in this humor
woman
thousand
him
to do
poor
thistles
wooed
thrust
were
?
through
his thumb.
She
27.
Socks
28.
The
not
resent
He
29.
shoes
and
shock
Samuel.
thoughtless,helpless,homeless
his rudeness
accepts the
and
harshness.
office,and
31.
It is the
32.
Dancing, skipping, running,
young
The
34.
sweet
seeds.
lasts
supply
first step that
costs.
and
jumping
exercises.
young
"
shouted,
man
for two
Ice-cream
ladies."
The
young
his
still.
The
33.
by
attempts
30.
excellent
girl did
his faults.
to conceal
acts
are
sells sea-shells.
26.
shouted,
man
young
''
I
for two
scream
ladies."
Summer
influences
showers
on
and
spreading
soft
shrubs
sunshine
and
shed
shooting
44
35.
James,
will
James,
will you
the
37.
and
thieves
barest
fists
by throwing
the
Amidst
38.
wrists
broom
and
and
sand
thou-
three
thwart
at them.
posts, with
coldest
boasts, he
stoutest
against the posts,
brush
to
thoroughfare,
the
thimbles
mists
and
?
thirty -three
and
thronged
they could
that
thought
mice
his brain.
youths
thoughtless
some
thousand
-three
Thirty
ice ?
birchen
from
cobwebs
blinding
some
er,
Briar, a blundering bank-
baker's
the
borrow^ed
bring me
bring me
you
Bramble
Benjamin
36.
IKSTRUCTION.
OF
METHODS
his
thrusts
still insists he
sees
the
slumber'
dst
not
ghosts.
That
39.
morning, thou,
before,
Nor
sleep'st, great
at
And
that
laidst
ocean,
thy
waves
rest.
push' dst thy mighty minstrelsy.
EMPHASIS.
in
Emphasis
is
sentence
to
draw
Emphasis
may
be
a
by
a
change
peculiar utterance
a
in
attention
given by
the
to
an
given
to words
them.
increase
of
Force^
Quality^ Inflection,Pltcli, or
Movement.
"
Emphasis
is
in
speech
what
coloring
is
in
'
painting.'
The
proper
variety of
and
tone
of
use
and
interest.
Emphasis
expression
in
that
reading gives a
awakens
mation
ani-
METHODS
45
INSTRUCTIOIS".
OF
EXAMPLES.
LARGE
CAPITALS,
Italics,respectivelyindicate
lowest
and
Go
of
degrees
ring
And
the
hells,and
''FREEDOM
back
Give
StriJce"tiW
STRIKE"
for the green
Arm!
kings
shout.
foe expires ;
and
of your
graves
your
fires;
jouv
land
native
!
!
Hurrah
! Hurrah
! for horse
Then
I
heavens, against these perjured
! for Sheridan
came
"
sires ;
coward
toretcli ! thou
! Hurrah
said,
;
lisping ones
Hurrah
Simpson
and
ye
out
till your
altars
slave ! thou
Arm!
"
the last armed
and
guns.
banners
o^adle
their
God,
Thou
fire the
!
for your
Strike"
highest,medium,
the
emphasis.
flingthe starry
Shout
and
capitals,
small
the
Captain,
ship
''Fire!
heard
was
his
with
up
and
!
man
pale
face
is
!
ashes,
as
fire:'
on
FIRE!"
Fire!
on
shipboard.
1.
Ididnotsayhei?rai5e^me;
I said he
"Zame"^
me.
2. I did
not
say
he
praised me
;
I
said
Mary
did.
3. I did
4.
he
/did
did.
not
not
say
he
say
he
praisedme
praised me
it.
; I lorote
;
but
Mary
said
46
OF
METHODS
that
He
IT^STRUCTIOIS'.
hear
cannot
jest,should
a
make
never
one.
I stand
and
defiance in
your
Here
and
Home,
!
Hence
HOME
! here
scoffyou
face.
idle
you
him,
him, SCORNED
faced
charge is utterly^totally,
My
friends,
land
is
here
are
get you
him.
be
must
a
false.
MEANLY
to
son
The
!
free
rigM her,
LOYAL
ones
!
a
heart
breastplate than
stroi^ger
and
vn-
!
THRICE
is
he
; and
STEEL,
you
he
armed
but
naked,
the
speech, I pray
trippingly
it,as many
town-crier
the air too
gently;
for
say)
acquire
much
smoothness.
as
you,
the
on
tongue
;
players do,
spake
my
lines.
in the
beget
your
very
a
is
Nor
I had
do
not
but
passion, you
that
will
you
as
lief
saw
use
torrent, tempest^ and
temperance
rupted.
cor-
it
if
but
hand, thus,
of your
in
up
I pronounce
our
with
quarrel
injustice
of
whirlwind
and
with
his
locked
though
conscience
;
hath
that
whose
Speak
may
country
troops of sons, and
tainted
the
our
lost,that has
never
AYhat
mouth
!
creatures
The
to
flinghatred
!
I met
JUST
I
all
(as I
must
give it
'^Tis
crash
a
fills the
She
fire!
'Tis
fire!
wliich
is that
shriek
What
! what
Oh, horror
Tiark !
Whew,
47
INSTKUCTIOK.
OF
METHODS
is there!
midnight
wakes
air ?
dream
to
no
I
more
The
hot
blast rushes
The
room
is dimmed
smoke
with
blazing door
the
through
! that
hark
and
"
!
cry !
''Help!
Will
Help!
no
I
aidf
one
I
die!
die!"
casement
She
seeks
the
She
turns
again ;
the ^QYce
Along the crackling stairs
And
no
ca7?^6f
one
breathless,sinks
"
She
can
tlie stair
the
SEEKS
"
^oom,"
it
or
to
^
!
die
'neath
wavers
floor.
*
"
to rescue,
comes
\hQ
upon
^
-^
fireman
mounts
He
no
more,
-5^
The
He
Will
Help!
But, pale and
*
seize their prqj,
exulting^as they
roar^
"Help!
height^
flames mock \\"dTflight;
they wildly play^
at its
shuddering
;
his tread
flames flashing round
;
his
head;
liftsher
; he
DOOR
the
BURSTS
He
prostrate
frame,
And
to brave
the
mging flame.
*
*
*
^
*
^
He
again
turns
*
burning stair to stair. On ! Ok
!
and all is won
!
One effortmore
is passed" \he blazing hall is braved !
leaps from
COURAGE
The
Still
stair
on!
Yet
Heaven,
on!
she's
MORE!
ONCE
saved
!
Thank
!
48
METHODS
OF
IJS^STRUCTIOK.
FORCE.
is the
Force
the
of
degree
of
weakness
strength or
voice.
loudness
and
Volume
is measured
Volume
the
filled with
at
the distance
tones
of the
notes
of
a
fife
a
sound
be
can
of
OR
SOFT
Tfead lightly,comrades.
dark
His
Like
locks
We'll
Tread
not
lightly!
for 'tis
blue- veined
That
Hiding
the eye
Its slumber
LOUD
Come
Loud
back,
come
cried the
laid
have
shade,"
now.
beautiful.
eyelid'ssleep,
death
we
; the
brow,
them
disturb
The
GENTLE.
deeper lightand
life,save
by
heard.
volume
Ye
his
on
space
of loudness.
examples
FORCE;
SUBDUED
of
is measured
examples
are
force.
upon
amount
Loudness
which
are
the
by
sound.
organ
dependent
are
will
left
dull ;
so
keep
!
FORCE.
back, Horatius
Fathers, all
!"
Back, Lartius ! back, Herminius
Back, ere the ruins fall !
Up drawbridge ; groom
Let the porticullisfall.
; what
!
!
warder
; ho
!
50
INSTRUCTION.
OF
METHODS
EXAMPLES.
Wm
God
won't
a
would
down
lay
back
Across
''And
!
the
I'll
are
1 said
arms
water
your
!
0,
country, I
never!
going
alike
good,
pass
.
,
intends
you
to
my
never
never!
to
in
grief,
;
chief ;
!"
?
home
the
?
a
better.
honored,
away.
ride, not
going
cried
daughter
my
old soldier, not
great, the
he
Highland
home
A
Are
!
Englishman,
an
"
!"
back
come
stormy
you
an
wealthy,
He
am
in my
was
forgive your
love
you
When
^
Absalom
son
my
thee, Absalom,
I
as
my
My daughter
The
!
!
Come
Do
refuse
for
American,
an
foreign troop
NEYE^
"
of Sherman
son,
died
?
news
!
were
while
! my
I had
son
my
If I
"
grant they
God
Would
son,
What
Absalom
son
my
the
What's
i
?
of Adams
What
0
speaking
is
Who
it ?
do
they
Dare
it ?
do
they
V
to walk.
California
?
Yes.
the
noble, the
METHODS
How
What
would
content
No.
should
We
The
not
possess
cuted, but
forsaken
not
terprise?
En-
No.
would
you
select
all of these.
but
perplexed,
are
but
No.
Keputation?
whom
one,
tliousand.
Talent?
No.
men
Three
?
you?
Courage?
No.
Virtue?
to California
miles
many
51
INSTRUCTION.
OF
in
not
despair
; perse-
down, but
; cast
not
de-
stroyed.
They
I lend
I rich ;
poor,
;
Not
all that exalts
thistle
life,the rank
the wild
fox
dug
Men
Are
defenders
you
^
girded
Lost
"
the
"
of
in
men
of
"
lost
the wind,
right !
of the
for the
fight?
*
*
manly youth
right you
!
might
had
!
by bii'th !
^\
"
Freedom
for the
earth
sit,
ized
civil-
embellishes
^
y^
Lost
desert
noAv
you
unsecured.
^
*
Lost
!
and
nodded
his hole
of action
Stern
give ; they lack,
where
generations ago,
with
I
I live.
they pine,
many
encircled
they beg,
!
and
52
I]^STRUCTION.
OF
METHODS
Freeman,
high
banners
Haughty
foe
The
!
up
is
uprearing
Lo, their serried ranks
!
nearing
"
!
appearing
A
this is Rome,
Yet
That
sat
her
on
Of
beauty,
ruled
the
world
day,
elder
in that
Why,
V
A
/
her
from
hills,and,
seven
!
be
to
Yet
we
are
Was
Hear
me,
ye
either
Of
a
king
once
"
he
free
once
again,
to the
tread
I swear,
again,
city shall
!
\
And
I
walls, that echoed
Brutus,
eternal
The
a
A
Romans
A
Roman
A
greater than
tnrone
!
MOVEMENT.
are
is the rate
of voice
Momment
with
words
which
uttered.
The
three
1. Moderate
The
princix)aldegrees
; 2.
first is
used
descriptive,and
The
second
Slow;
third
the
in
unimpas
is used
to
seriousness,
The
3.
is used
of
are
:"
"
Rapid.
delivery
stoned
express
reverence^
to express
cheerfulness, hate,
movement
anger,
of narrative,
thought.
lemnity,
griefs doiibt, so-
horror, and
mirth, joy,
and
awe.
tion,
anima-
excited
tions.
emo-
METHODS
OF
53
i:nstkuction.
EXAMPLES.
Wide
Vast
Firm
eternity His
as
When
and
carved
But
hurry
A
not
of hoofs
down.
and
fresh
not
his
gory
;
stone.
a
glory.
bulk
in the
dark,
pebbles, in passing,a spark
the
that
steed
by
move.
villagestreet,
moonlight, a
from
out
a
to
cease
with
alone
stand,
raised
line, we
a
in
in the
beneath
Struck
shall
laid him
we
left him
we
shape
And
sadly
shall
truth
the field of his fame
From
We
His
love ;
rollingyears
Slowly
A
rock
a
as
command,
is His
the world
as
flies fearless and
fleet.
PITCH.
is the
Fitch
degree
of
loudness
or
lowness
of
the voice.
The
1.
three
principaldegrees
2. Loio
Medium;
The
firstbest
The
second
;
expresses
best
reverence,
3.
of
pitch are
High.
narration
expresses
:"
sorrow,
and
tion.
descrip-
pathos,
seriousness, devotion,
awe,
lemnity,
so-
and
grandeur.
The
third
best
animation,
and
all
ness,
joy, gayety, earnestmanding,
delight,sJiouting,calling, comimpassioned thought.
expresses
54
INSTRUCTIOJN^.
OF
.METHODS
PITCH.
HIGH
I
come
! I
have
I
come
o'er the mountains
! ye
come
may
By
the
winds
By
the
jDrimrose stars
By
the green
my
which
Voice
'^
Ten
Stops
The
w^recks
are
for
When,
sinks
a
into
Without
a
I pass.
IIemans.
"
wdth
all
blue
ruin
the
like
thy depths
a
with
!
watery plain
remain
doth
nor
his OAvn,
save
ravage,
in vain
his control
"
thy deed,
roll !
ocean,
o'er thee
; upon
moment,
grave,
grass,
of Spring,^''Mrs.
dark
and
shore
of man's
;
violet's birth,
as
fleets sweep
the
song
PITCH.
the earth
with
shadow
He
deep
thousand
marks
Man
A
thou
;
wakening eartli,
shadowy
opening
LOW
on,
lightand
tell of the
leaves
From
Roll
with
in the
long
me
steps o'er the
Ye
trace
called
drop
of rain,
bubbling
groan.
unknelled, uncoffined, and
imknown.
QUALITY
Quality of
Voice
OF
VOICE.
relates
to
the
purity
or
purity
im-
of the tone.
The
1.
five
principal tones
Pure;
2.
are
Aspirated;
:
"
3.
Orotund;
tural;
4. Gut-
5. Nasal.
Pure
tones
vocalized.
are
produced
when
all the
breath
is
OF
METHODS
55
INSTRUCTION.
.
Aspirated
tones
produced by vocalizingonly
are
of the breath.
part
by
Guttural
The
Nasal
The
in the
tones
of voice.
The
cordant,
dis-
in the throat.
their
have
to
seem
ance
utter-
harsh, rough, and
are
resonance
tones
impassioned
musical.
deep, and
their
with
in
volume
of increased
means
is full, round,
tone
used
tone
is pure
Orotund
resonance
nose.
TONE.
PURE
The
splendor falls
And
The
on
castle walls,
old in story ;
summits
snowy
long light shakes
the wild
And
the lakes,
across
leaps in glory.
cataract
ASPIRATED.
Only the old
camp
soldiers
And
There's
whisper
bad
some
croaks.
raven
"Boys, be still !
:
from
news
Grainger'sfolks."
OROTUND.
Thou,
too, sail
Sail on,
O
on,
O
ship of State
Union, strong and
!
great !
GUTTURAL.
Hath
A
cur
can
a
1
dog money
Is it
thousand
lend
three
From
''Jlerchant
possible
ducats
of Fen/c^,""
?
Shakespeare.
56
METHODS
INSTRUCTION.
OF
.
OBSERVATIONS
GENERAL
fail to get
teachers
Some
from
They
over-anxiety.
guilty of
heinous
a
ON
for
crime
in
results
good
act
READING.
if
as
child
a
making
reading
were
mistakes
in
reading. And carrying out the true principle of
he comas
mits
police detection,arrest the boy as soon
an
error.
This
mode
of
is seriously faulty. It
criticising
destroys the tendency to spontaneous, natural, and
appreciative reading. It leads the boy to regard
from
freedom
mispronunciation, etc., as the true
of
test
of
the
lesson, for
elsewhere.
engaged
that
He
good reading.
his
Often
stutter,by such
are
the
attention
the
treatment
quite helpless. They
Let
fails to render
unable
boy ordinarilyfinish
be made
the criticism may
by
direction
of tJie teacher
the
is
entirely
timid,
and
as
this
are
to
read.
his
ment
senti-
those
made
reading.
Then
the class under
the
.
to
The
followingis
"If
teachers
'read
their age
will
over'
"
and
to
of
Supt. A.
require little
will also
other
exercise
a
put
an
running
hy irritatingand
mortifying their
sometimes
paying
:
children
their
'study' beforehand
task
at
entirely unsuitable
end
to
practice of allowing j-upils to Iceep up
reading
P. Stone
to
a
"
opinion
cease
and
exercise
reading
the
more
criticism
the
absurd
during
upon
the
each
aggravating remarlcs^thus
timid
companions,
off old grudges
; and
will
and
then
58
follows
as
should
elocution, but
given
words, nor
without
read
of
to
reading
to
premature
having acquired a
If
books.
without
.
children
learn
after life.
''
in
school
Their
be
to
the
us
reading of
abilityto
right kind
the
of
need
tion.
reformawhich
arithmetic
the
repeated
will
early
But
a
for
taste
be available
and
will
actual
what
they
of the
have
are
of real
learned
as
cloud
morning
good reading will
day
what
young
will
be
and
it feeds
as
to rob
by stealing more
and
parsing
contests
the
as
away
every
by
grow
its power
pass
analysisand
in the
in
available
dew.
mil
the time
of
made
be
can
feats in
Nine-tenths
geography
and
in
from
.
.
life.
educators
as
the
for
desire
creating a
reading, it surely stands
Yery little of
never
best books
the
confers
system
our
for
taste
in
contain.
efforts
our
the
to
lessons
the
information they
to
; not
large a proportion of pupils passes
so
good
the
creditable
It is not
that
given
agement
by judicious man-
plain reading from
to
of
for the sake
saved
time
be
callingof
mere
is
:
part of the
"A
"
Superintendent N'ewell
of
opinion
The
INSTRUCTION.
OF
METHODS
a
almost
on
every
; will
so
temptation
than
refuge
last for
and
half
life ;
hour,
occupy
of half
its opportunities,
solace
in
versity.
ad-
^5
Lessons
for
exceeding ten
beginners should
or
fifteen minutes
be very
in
short, not
length.
OF
METHODS
At
all
given
to
times, the
the
If children
incorrect
later
with
They
must
be
given
Pupils,
It is
blackboard
be trained
the
of
the
children
is also
reading.
place with
words
be
trained
to
the
Have
each
child
and
reading.
The
organs
stand
to
word
is
a
upon
This
reads.
children
the
and
notonous
mo-
learn
to
the eye.
of
allowing primary
reading, with
keep place, when
faulty
the.
and
a
x3roperly. This
book
as
objectionable.Train
Require pilpilsto
vocal
nously.
monoto-
last,particularattention
requiring or
of
habit
The
one
training.
chart
or
a
lohrases and
to read
much-abused
to the
and
invariably produces stiff,slow,
method
keep
must
practiceto point to
bad
a
slowly
pauses,
first to
words,
x^ronounce
long
hold
to
simply
matter
to
all times, must
at
erect, and
continue
enhanced.
much
children
From
seiitences.
and
reading.
x)ronunciationwhen
young,
overcoming these defects,at
very
allow
one,
in
and
learn
to
habits
bad
correct
be
must
careless
and
not
attention
in conversation
allowed
are
period,is
Do
by
both
difficultyof
the
careful
most
pronunciation, to
mistakes,
and
59
IJS^STRUCTION.
open
is often
the eye.
mouths
freely in
forcible
play of the
by keeping
their
full, free, and
finger,
interfered
with
60
METHODS
teeth
lips and
the
moutJiing
INSTRUCTION.
OF
half
of the words
closed.
is the
A
chewing
result
of
this
or
less
care-
habit.
Frequent
will
drills
concert
Every reading
should
lesson
These
breathing exercise.
will be found
air.
Be
Train
air,and
careful
to
volume
avoid
the monotonous,
A
Variety
If
a
your
lends
teacher
method
recitation
and
The
lesson
of
convey
voice.
opened
their
often
to
At
admit
lungs
while
well
reading.
drawling, and
sing-song
style.
of
her
the
reading period dull
class,she needs to look
conducting
as
should
upon
many
the lesson.
No
to
resources
and
well
other
incite
terest
in-
instruction.
read, but should
bearing
the
conducting your recitation.
begets languor and indifference.
finds
affords
teacher
strengthening the
interest.
uninterestingto
to her
ing
breath-
free,easy, conversational
a
mode
sameness
keep
to
deep
a
high-pitched, sharp,
school-tones
other
; also, the
extreme,
Change
dreary
in
by
the
unnatural
Cultivate
in
be
to breathe
rasping,
tones.
sounds
introduced
to
may
pupils
be
exercises
helpful
very
lungs, and in giving
such
times, the windows
filled with
vowel
this habit.
overcome
fresh
the
upon
the
not
only be familiar
possess
a
lesson, but
fund
not
with
the
of information
found
in it.
.METHODS
Train
Commend
faults.
them
when
them
; show
always
pupils
younger
your
61
OSTRUCTION.
OF
their
overcome
; encourage
you
can
to
read
how
them
to
by reading
for them.
list of words
pupils most frequently
them
mispronounce, and drill your pupils npon
daily. The exercise of pronouncing all review
and helps very materially
words
is very beneficial,
Keep
a
that
sigM reading.
the
and
Pronounce
all
words
new
pupils read
can
that
this
use
before
lesson
advance
concert
dangers.
many
with
the
in
meaning
and
nse
of
the
it.
Remember
with
explain the
Only
method
seeming
recitations
safety.
bring out the voices
class,or to teach some
Use
of the
attended
strongest teachers
the
conducting
of
are
a
recitation
sparingly,only
it
children,
to wake
up
to
a
statement.
ORTHOGRAPHY.
is from
word, OrtJiograpliy,
This
ortlios, right,
grapho, I write ; its literal meaning is,to write
ing,
correctly. It thus refers primarilyto written spell-
and
and
Oral
to
an
this is its chief
spellingis simply
end
; the
real
is most
work.
use.
a
value
school
of
clearly seen
a
a means
practice,
thography
knowledge of or-
in
writing
or
position
com-
62
OF
METHODS
INSTRUCTION.
of
Therefore,in selectingmetliods
he
best to train a boy to do what
continue
can
to
in business.
do
of
sidered,
spelling,historicallyconing,
Many years ago, when spell-
importance
The
has
varied.
the
the
part of
and
geography
arithmetic
mental
introduced,
were
became
matter
a
neglected. It soon
that boys and
girlswere
leaving the
spellingwas
of comment
and
public
study, the first occupied the largest
pupil's time.
Subsequently, when
of
course
constituted
arithmetic
reading, writing, and
schools
parochial
Of
their parents.
course
spellers than
poorer
this
was
a
low
standard,
healthy reaction took place in favor
place. Spellingin our
spellingits proper
receives to-day its just share of attention.
and
Some
be
spellingmust
and
one
knowledge
but
as
has
said
of
correct
the want
entails
of
the
use
has
represent
powers
of
one
of the language
irregularity
learningto spell.
The
teacher
an
must
the
plishment
accom-
scholarlymind.
a
possession of
been
The
giving
schools
use
same
and
referred
the
to
to in
ters,
of silent lettion
combina-
sound, and
letter, increase
and
a
credit,
no
of different letters and
letters to
different
as
spellingprocures
disgrace.'''*
learning to pronounce
part of this work.
and
of
that, ''The
difficultyof
spellfhe English language
former
regarded
indication
an
The
the
of
a
Correct
a
is
teaching,it
the
of
difficulty
accept the language
as
it
is,
METHODS
the
and
boys
OF
and
63
INSTRUCTION.
girlsmust
learn
ing
it,notwithstand-
its difficulties.
METHODS
The
OF
methods
two
in
general
Oral
The
Method
teaches
' '
the letters of words.
of
sound-order
are
the oral and
the
in
memory
of
words
letters,with
memorizing
expectation
the
will become
names
their
in
order,
proper
fixed
like
the
'
a
quotation.'
of the
Some
spelling by naming
It consists
of the
that the association
in
use
methods.
written
the
TEACHING.
advantages
the
1. It teaches
the written
are
pronunciation of words,
method
2. It teaches
of this method
does
how
to
:
"
which
not.
syllabify.
should not
writing a spellingexercise,the words
syllabified.They should be written as they ordinarilyoccur
Note.
a
In
"
be
on
printed page.
3. It
gives life
4. It
saves
to
a
time.
5. It is less laborious
The
chief
1. While
2.
for teachers.
disadvantages
boys
their written
inexcusable
class.
may
are
learn
spellingwill
be
"
to
spell orally w^ell,
marred
by
the
most
mistakes.
Spellinghy
sound
is
spellingly sight,that
abilityto waite correctly.
from
3. There
:
is
no
so
completely divorced
it does
practical value
not
to oral
add
to the
spelling.
6.4
Pupils
4.
teaches
Method
fixing the
the
through
than
form
in
of
We
in
remembered
form
spell
the
of
that
than
more
We
by
more
of
sense
seeing
Words
hearing.
much
very
ple
princi-
the memory
upon
use
the
upon
words
sight.
by sound.
spelling
are
of
form
sense
spellingby writing
It is based
the letters of words.
of
in all the words.
be tested
cannot
Written
The
INSTRUCTIOJSr.
or
METHODS
pictures
as
are.
1.
the
of
Some
Children
advantages
learn
2. Children
spell correctly when
to
are
quickly
spell more
to
taught
of this method
:
"
and
rectly.
cor-
spellby this method
they
letters
wTite
and
will
other
compositions.
3. Each
pupil, according
spell all the words
4. This
this
to
metliod, may
in the lesson.
method
requires the
method
aifords
attention
of
the
tire
en-
class.
5.
the
This
difficult and
pupils
words
sTiould
one
of the
he required
to review
This
most
tage,
advan-
important.
to re-write
all the
they missed.
6. This
careful
7.
opportunity
misspelled words.
properly used, is
The
an
method
furnishes
an
oi:)portunityfor
furnishes
an
opportunity for
wilting.
This
method
general exercises, in which
Avords, the value
marks,
may
be
of
use
capital letters
taught in dictation
and
and
meaning
of
punctuation
exercises.
66
in
are
of
the correction
The
should
words
during
as
think
be
the
if their
that
clean, it does
not
reference.
teacher
If
should
not
see
over-
errors.
written
loith
neatly
with
exercised
be
should
care
same
for
intervals,the
stated
daily,at
The
form
convenient
a
INSTRUCTION.
OF
METHODS
this
writing j^eriod. Pupils
copy-books
tation
recioften
and
neat
other
their
how
matter
kept
are
ink.
writing
is done.
No
a
exercise
school
should
teacher
from
not
shonld
be
receive
one
carelesslywritten
carelesslywritten
pupil.
a
SPELLING.
ON
OBSERVATIONS
GENERAL
of oral
judiciouscombination
spelling.
1. If single words
are
written, they
Make
and
a
with
commenced
written
always
are
;
small
with
list
keep
3.
Always
require pupils
to
be
that
those
capitals.
of the misspelled
Always
a
should
letters, except
2.
ten
writ-
words.
spelled
mis-
their
re-write
words.
4.
Keep
a
special list
of
ordinary
frequentlymisspelled.
5. In oral spelling,require pupils
each
spellingit.
6. Require pupils to pronounce
spelling.
7.
words
word
In
that
words
to
are
pronounce
before
oral
each
spelling, require pupils
into svllables.
word
to
after
divide
METHODS
8. It is not
NEVER
done
rhi
OF
syllables.
rliinoceros^rhi, r^,
no^' e ros.
:
Never
e, e, rhi nog
is
This
time.
useless
a
vowel
9. Before
In
10.
In
often
and
words,
meaning
sound,
and
First
Children
them
will
be
Teach
use.
rules
sentences
common
some
have
been
the
Readers,
of
attempt
of
words
all the
sented.
pre-
use
the
classes,including
able
than
too
selection
a
to
another.
one
spelling-book
no
words
read
to
they
much,
in
the
of
of the
at
sons
les-
the
sight a greater
spellfrom
can
discouraged, and
portant
pronounced
be made.
not
By attempting
12.
ros.
e
construct
to
the
Second
of words
Make
be
modify
according to
spelling of
the
should
number
noc^
of them.
after
elementary
teaching
noc,
of
primary grades, where
syllableor
the
rhi nog
always
cannot
used, classifywords
11.
rhi,rz,
:
ros^
writing the lesson, occasionallyrequire
the
showing
e, e, ros,
strength and
portant
syllablescontaining the unim-
They
define
pupils to
syllable;
is sometimes
nog^
e, ros, ros^
sounds
correctly alone.
noc,
expenditure
the
Again,
each
This
in this way
repronounce
rhi nog^
is
to pronounce
necessary
repronounce
67
INSTRUCTION.
the
memory.
children
failure
are
is the
burdened,
over-
result.
words.
application of
spelling.
spell a large class
a
These
of
few
of the
im-
will
aid
rules
words
in current
68
pupils
Train
13.
The
words
their
prepare
and
natural
lessons
by
way
to
When
exercises.
living relation
in
studied
are
successful
most
dictation
from
spellingis
teach
to
them.
copying
14.
INSTRUCTION.
OF
METHODS
with
other,
an-
one
they have a meaning ; they have a force
is recognized by the boy.
significancewhich
is able to
The
word.
and
apparent
for
each
from
will
old
The
of
columns
is
of
a
the progress
a
distinct
a
this
should
it
way,
Following
If the
be
this
out
arranged
Spellers."
15.
of
the
to
him,
tells its
It
the past.
of
in
made
the art of
accomplishment,
the mind, but it is
an
possession of
concomitant
necessary
of
teaching spelling
relic
teachingspelling. Spelling,as
is not
attractive
history and
own
method
words
mark
to
serve
its
bears
use
He
of all interest
void
one
it becomes
but
use,
word
story.
own
is not
exercise
the
and
the form
both
grasp
and
all
literaryeffort.
presented
idea, the
most
spelling-books are
and
In
studied.
philosophically
the
''Reading
meaning of words
are
taught in sentences, the labor of learning set
be largelydispensed with.
ple
A simdefinitions may
explanation by the pupil of the use of a word
is often
better
16. The
of
orthography
than
author
a
is
presenting false
formal
of
dictionarydefinition.
wholly opposed
or
incorrect
spelled correctlyby the
method
and
the method
orthography to
pupils.
instruction,with
to
It is not
immature
a
be
safe
minds,
to
METHODS
It
correction.
their
spend
much
is
for
them
before
models
false
set
69
INSTRUCTION.
OF
their
preferable
entire
have
to
in
energy
criticism
and
the
studying
pils
pu-
correct
forms.
be
for
made
This
list
will
but
it
add
words
with
to
casual
distinguish
are
children
of
too
notice.
them
The
children
is
in
in
the
use
frequent
sentences.
in
use
cases,
their
to
to
school.
in
many
use
way
a
reader
in
best
should
Tiomonyms
necessary,
the
that
words
These
found
of
from
collated
be
be
of
grade
every
may
list
selected
carefully
A
17.
train
sation.
conver-
be
passed
pupils
;
to
PD
"'SQi'^