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TORONTO : THE COPP, CLARK COMPANY, LIMITED. wri-^ Entered acoordinff to Act of the Parliament of Canada in the year o„e thousand eight hundred and n.netyeiKht. by Thk Copp, Clark Company. Limited. Toronto untano, in the Office of the Minieter of Agricuifcure. ». /555 i J' PREFACE. Tliis small volume is extended in friendly aid to those who, knowing the success which attends the propei- teaciiing of the Phonic System, are in perplexity about undertaking the noble duty of guiding little children along the initial steps of education. The writers are grateful tiiat they have been privileged to teach in Toronto, where so often benefits have come to them by the inspiration and suggestiveness of its senior inspector, Mr. J. L. Hughes. A. E. C. AND C. C. N. 1 i INTRODUCTION. The subject of Reading divides itself naturally into two distinct branches. 1st — The recognition of wm'ds, or the means whereby knowledge is gained by the impressions made by certain combinations of letters, on the inner consciousness of the individual. 2nd — The cor.ect oral rendering of written or printed expressions of thouglit, which, when applied to primary work, is entitled Expressive reading. If the letters of the alphabet, with their different sounds, can be presented to the child when he enters school, as living realities performing necessary functions, the difficulty of teaching the recognition of words almost vanishes. When words are easily grasped, sentences will soon be mastered, and when the meaning of a statement accompanies the recognition of its written form, a child may be expected to read the sentence aloud, so that oral expression of thought follows closely upon the recognition of the written form. I. Word Recognition. — The difficulty of teaching the recognition of words in our language, arises from the fact that the same symbol often represents two or more sounds. The teacher of the Phonic Method endeavors to endue the different sounds with life, so tliat knowledge of the letters, of theii names and powers, may be as easily gained, valued, and deeply impressed, as is acquaintance with the same number of playmates. i VI INTRODUCTION. The most practical plan is to dcHif^nate the vowels as girl-letters, the conHonaiits being hoys; capitals merely grown-up children. About each of these letter children the infant mind keenly appreciates nome short story, which may later serve to refresh the memory, in case the pupil has forgotten his acquaintance with that letter; but, when once a child begins to feel the value of his knowledge of the sounds of letters, and recognizes the power that new material gives him, all need of ac- companying illustration ceases. He then prefers to liandle the new sound instead of listening to any highlj' colored story. The names of letters are learned only by incidental use. II. Exiyt'emive Reading. — To read a sentence as it would naturally be spoken, necessitates rapidity in associating the meaning with the form, of words. So the teacher must endeavor to find out from the pupil if he has grasped what is meant by a statement, before expecting him to give correct utterance to the thought contained in it. The teacher's ability to present ques- tions properly is a most potent factor here, for through it the child learns that, by means of emphasizing different words, even one short sentence can be made to convey dis-similar impressions. The fact that children so early become self-conscious is the greatest trouble with which the teacher contends, in obtaining good oral reading. III. Script, being a more ordinary means of communi- cation than print, should be taught first, thojigh the teacher aims at recognition in print at an early date. The transition from written to printed form is accom- plished with comparatively little difficulty, after the pupil has become familiar with about thirty of the n INTRODUCTION. Vll I 1^ former. TIumi printed Hhape may be taught concurrently witli written form. IV. Analyfiis and Si/nthrsis. — Analysis begins with the word as a whole, and divides it into its elements. Synthesis commences with the sounds or elements, and unites them into words. Practice along these Hues should precede any other kind of teaching, and is productive of good, if continued for some time, after several sounds are known. The teacher begins by having the class prolong the sounds of a short familiar word, until the children themselves perceive the compo- nent parts, as Sam. ' S— S a- a- m. m. Similarly with mop, pat, ram, cot, top, fat, etc. Or the instructor revei-ses the process, and gives the sounds, expecting the children to find the word. At first the sounds are given with but little interval between, but gradually the pauses lengthen, as the response from the class grows more prompt. This is by far the more difficult process to the little ones, and consequently needs more practice. - V. Eye and Ear Problems. — Word recognition em- ploys tw^o of the five mediums of sense — the eye and the ear. Words written by the teacher on blackboard or slate, to be recognized by the pupils, constitute Eye Problems. Words dictated by the instructor, to be written Uy the pupils on slate or blackboard, are called Ear Problems. viii INTRODUCTION. fhjp ProhlnnH. — At first the soiindR in these problems will bo ^iven aloud by the pupils, but as soon as the children become familiar with them, audible expression should give place to silent recognition — which is a point to be gained as early as possible. Ear Fruhlcnis. — In these also, at first, the cliild must be allowed to vocalize the difi'erent sounds, as his fingers register the symbol, but he should be trained speedily to write witli closed lips, (ireat care should be exercised by the teacher in vocalizing only the pure sounds of the letters. Many fall into error by Uiiiting the short sound of " u " with some of the consonants, sometimes affixing it, as in the case of " b," making it " bu " ; occasionally prefixing it, instanced by " m," which is sounded " um." If a teacher be at all dubious about tlie sound of any lettei*, he should several times slowly analyze words containing the perplexing sound, that the correct one may be given to the pupils. Wrong impressions are not easily eradicated. Clear, distinct enunciation is abso- lutely necessary from both teacher and pupil. VI. C?(/.sw Subdivifiions. — The children should be brought before the blackboard, in groups, for every lesson. They nuist be near the teacher, that the correctly written answers may receive immediate acknowledgment, and also that he may listen to the vocjilization performed by each little one, as he passes rapidly from child to child. It is wise to have individual as well as collective work for every sound, especially so for the consonants. From twenty to twenty-five pupils form a siifficiently large gi-oup ; fewer, if the children be very small. ; INTHODircTION. IX The time for recitation slioiild not be shorter tluin fifteen minutes, nor should it extend beyond twenty- five. Thus, in the rotation of dassew, tlie primary teacher in a graded school, will find ample time for each child to appear in recitation, during each session of the day. VII. Syllabication. — At first the pupils should only meet words well understood by them, but gradually as the power to assimilate sounds practically becomes a habit, words considerably beyond their comprehension are easily recognized, and })el'ore the children have been many weeks at school they should be able to distinctly pronounce, and correctly record, wortls of even three and four syllables, provided they know the elements in the words. It is, however, necessary that the syllables should be Interspaced, and also that the accentuated one should have some distinguishing token. The term "syllable" becomes intelligible to the youngest pupil, by the teacher's incidental use of it. With little trouble he remembers that the vowel at the end of a prefix usually has a long sound, and that the final "ed" in many cases has the sound of " t." VIII. Diacritical Marks. — With very few exceptions diacritical marks are no longer used by the good phonic teacher. Only the line drawn lightly through letters which are absolutely silent, mars the original form of the word. Many silent letters perform valuable work, and these functions are presented to the children. Thus " e " in came, bone, fire, tune, and " gh " in light and Hugh, serve tlie purpose of making the preceding vowel give the long sound. Lessons on these functions INTRODUCTION. preclude the necessity of using any significant lines on any words of such groups. But the " b " in lamb, "a" in bread, etc., reijuire marks of some kind to show their perfect silence. Review lessons afford excellent opportunities for drill on peculiar and unphonetic words, as — one, once, busy, does, etc., in which the forms of some of the letters really give no indication of the sounds involved. It is wiser to give the pupil occasion to produce a correct mental picture of such words, than to cripple him by tlie use of marks which he will never find in his personal pursuit of knowledge. . ' IX. Reviews. — The progress of a class depends as much on comprehensive review lessons, as on the able presentation of new matter. The first few moments of every losson should be devoted to refreshing the memory, by a rapid consideration of knowledge previously gained. But occasionally it is necessary to spend the time allotted for a recitation, wholly in reviewing. These lessons lack the interest incident upon new work, and the ingenuity oi the teacher is therefore taxed to supply this loss, by expedients differing from those used in the regular lessons. Reviews should be frequent and brisk. X. Seat Occupation. — In a crowded school the time spent by the pupils before the blackboard, in personal contact with the instructor, is comparatively small ; so it becomes necessary for the teacher to provide seat occu- pation bearing upon the work performed in class. No teacher can give proper attention to another class at the board unless certain that the class occupying seats is profitably employed. Seat work should be as carefully INTHODUCTION. XI considered and graded as tliat before the blackboard. It should be assigned with the thought of developing the individual powers of pupils, as well as that of utilizing what has been explained in class. The teacher should examin'^ all such exercises, as supervision of this depart- ment of work affords him the best opportunity of judging the capabilities of the pupils. Note. — The order in which tlie letters are given is not laid down aa iuvari-ble, though experience has found it to yield very satisfac- tory results. Nor has it been found possible to notice all the difficulties with which the child learning to read has to contend. There still remains considerable scope for a teacher to display his own resources. STEPS IN THE PHONIC SYSTEM. LESSON I. CO AXD TTb , Having given plenty of ear problems, that the pupils may obtain the power of assimilating sounds (Intro., Para. IV), the teacher brings before the blackboard, a class supplied with slates and pencils. Teacher asks several pupils questions on different topics, familiar to the child-mind, and then says "All my little children can talk, and now I am going to show you some little people made of chalk, who also can talk. You must look at them closely, so that you may remember them, and as quickly as you know one of them well, I will show you another." Teacher draMs a frame on the blackboard and asks the children to notice the picture he is going to put in it. He then draws " a " within the frame, thus : — and calls it a little baby " girl." While the teacher is drawing the picture, the attention of the class is directed to its form; viz., that of an orange, T^ t STEPS IV THE PHONIC SYSTEM. I ' ball, or other spherical object with which the child is familiar, kept in place by an inverted walking cane. Teacher questions the class as to what "baby at home " says, and tells them that this little "baby in school" says, " ah " (the short sound of the vowel " a "). To impress the sound oil the memory. 1. Drill on it collectively and individually. 2. Teacher slowly analyzes words, such as, mat, rap, sat, ran, etc. Class is asked to indicate wheii the baby girl speaks, by raising the hand. To impress the fcrrm. 1. Dress the baby in different colors, by the aid of crayons, either on the blackboard or child's slate. 2. Reproduction by children. (a) Making form in air with free-arm movement, following the teacher's direction. (b) By outlining the form with pointer, upon the blackboard. (c) With pencil on slates. Introduce ^rrly as a little boy fond of playing croquet, has three hoops of his own, likes to put them side by side, thus m. He makes a humming noise by closing his lips, and letting the sound come through the nostrils. Impressions of form and sound deepened in a similar way, to those illustrated in the teaching of " a." Combining the sounds of " m " and " a " to form words. ■i i STEPS IN THK PHONIC SYSTEM. 3 in the next .step. The benefit of the exercises mentioned in the introduction (Para. IV) is found liere. 1. Allow one boy standing at the extreme left of the teacher, to present a picture of " m " to the pupils. A girl at the extreme right, showing " a." Teacher asks, " What does the little boy say?" Class responds with the sound of " m." Teacher asks, " What does the little girl say ? " Class responds with the sound of "a." This is repeated several times. Gradually decrease the distance between the children, the sound of " a " following the sound of " m," at shorter intervals, as the teacher points to them, until the letters are side by side, when the sound of "a" follows the sound of " m " without any interval, thus : — m .... a ma 2. Placing the letters on the blackboard with consid- erable space between, is another good method. Class giving the sounds of the letters as the teacher points to them. Gradually bring the letters more nearly together, the sounds therefore approaching each other more closely, until finally the letters join hands, and the sound of " a " follows the sound of " m " without interruption. The combining process is the root of the whole matter. When the child has conquered this difficulty, he has 4 STEPS IN THE PHONIC SYSTEM. overcome the great stumbling block in learning to recog- nize, words. Other words similarly taught : — am mama written on blackboard and slates. > When beginning word-writing on slates, it is well to question as to the first sound heard in the word, and direct the class to put the symbol having that sound at the upper left hand side of the slates. Then ask, " What is the second sound ? " and have the symbol of that one written close to the first one. By dealing with the earlier ear problems in this man- ner, the child quickly learns to record his own analyses of words correctly. LESSON II. ii Presentation of L/ Form. — This little fellow carries a cane upside down and wears a straight tie. Sound. — He stutters. When speaking, he places the tip of his tongue against the upper gum, compresses the breath and allows it to escape, by suddenly removing the tongue. Drill well on the form and sound of "t." Words formed with the aid of this new letter : — at tat mat tam STEPS IN THE PHONIC SV8TEM. ft I I Drill well on these words, by having the children sound them individually and collectively. Class is required to reproduce them on slates. LESSON III. K Review old sounds quickly. Introduction of / as a little boy, who fastened a croquet hoop to the centre of an upright post. Sound. — A gentle puff made by closing the lips tightly, then opening them quickly to allow the breath to escape. New words given : — pa pat tap map papa Note.— Question frequently as to the meaning of the word in the lesson, so that the teacher may know that the child has com- prehended the idea conveyed by that word. LESSON IV. J> Form. — Like a little duck sailing in the water. Sound. — This little boy makes a hissing noise when he speaks. 6 ■ 1 1 \l\ STEPS IN THE PHONIC SYSTEM. Make the letter on the blackboard. Have the children give the sound. Require a child to point to the symbol from hearinfr the sound. * New words: — Sam sat sap spat stamp Allow the children to sound these words first aloud then in a whisper. * Encourage quiet sounding. Allow a few of the children- who have been successful m combimng the sounds quietly, to come and whisper the word to the teacher. LESSON V. Form.-ThiB little fellow lives in a house with one chimney, and a slanting roof. >Sfowm^.— Imitation of "Fido" growling. New words: — rat tram rap rasp ram strap trap tramp STEPS IN THE PHONIC SYSTEM. ren LESSON VI. mg ; id, [Ul >er I or (short sound of vowel). Review old words first. The new letter is sister to a. Farm. — Same as part oi a. Sound. — This little baby opens her mouth wide, raises her tongue a little, and lets her voice be heard. New words : — Tom top rot pot mop pop sop trot stop spot VIL - LESSON o le Prepare beforehand a small house cut from manilla paper, with a door which will open and shut. Fasten this to the blackboard by thumb tacks or paste, at the comers. Have secreted behind the door, in colored crayon, the letter for the day. Close the door well. Cover with a curtain. When the class is assembled before the blackboard, the curtain is drawn, and the teacher tells the children that a new playmate lives in t»9 1i » STEPS IN THE PHONIC SYSTEM. this house. He has a cough, so his mother will not let him stay out very long. Select one child to open the door of the house. Class sees the letter. Teacher gives the sound (tliat made by opening the mouth, compressing the breath, then allowing it to escape with a pufF). " I want each of you to draw a picture of c while he is standing at the door. Begin at his head." Teacher points to "c's" head. As a reward the one making the best picture may draw it on the blackboard beside the other letters. Erase " c " from the door. Drill on the sound by asking, "What does c say?" "The letters have a nice game to-day. They are arranging themselves into groups to form words, and as they do so, you must try and find the word they represent. ^ . "As ^r is a stranger, you will find him as often as possible at the beginning of each group." ^at cap cot cast cram cramp scot scat scamp camp After the word is discovered, the class write it on slates. " Now it is time for r to go home. I am sure he will be able to stay out a much longer time to-morrow." Allow one child as a reward for work done by him, to put " c " back in the house and shut the dooi'. I : ; t h STEPS IN THE PHONIC SYSTEM. 9 The teacher may use this device in the introduction of some other letter at a later time. Let colored crayon play a prominent part in tlio Phonic lessons. » ^ An old letter dressed differently to-day from what it was yesterday, is interesting to the little minds. Colored marking on slates, for correct work, is also a great incentive to extra effort. LESSON vm. Forrifi. — Our little friend ;// has a brother a little smaller but very much like himself. This small boy plays with two croquet hoops. Sound. — He opens his lips, presses the tongue against the upper gum, and allows the sound to come through the nostrils. New words :— - ran can nap man tan ant pan on not snap pant scan span The next step that the child takes is a very important one ; namely, that of Sentence-bmlding. i: « ] ''1 * ii t m H '1 T 10 STEPS IN THE PHONIC SYSTEM. ? The Hoiitences that may bo formed with the aid of this new letter are : — 1. Tom can not rap. 2. Sam ran on a mat. 3. Pat can tan. Let tlie early lessons on Sentenee-bnildin<^ partake of the nature of games. Have objects drawn on the bhiekboard, such as cup, fan, ball, wlieel, tree, etc. The teaclier says, " We are going to play ' Hide and Seek.' The little words are going to hide, and you are going to find them, and when you get them all * Home ' we will have a pretty story." The teacher asks the class to close eyes, and proceeds to hide the words. Supposing the sentence were " Tom can not rap " (the first sentence given in the list above), the word " Tom " hides in a wheel, the word " can " in a cup, " not " in a ball, and " rap " in a fan. This w^ill prove highly enter- taining to the little ones. The eyes are then opened and the search begins for the words, under the teacher's direction. As each is found, it is written down. When all have been discovered and are in their proper position, the class read the full statement. Another plan consists in writing the words composing the sentence intended to be given, on as many of the children's slates as there are words in the sentence. Place these children in a row with the words facintj the class, STKP8 IN THE rilONIC SYSTEM. 11 Teacher j^ivos a ^ood drill on tliOHo words until all are familiar with them, before permitting the class to read the sentence. Then the teacher says, " Read as I |)oint," and the words follow in their proper order. Still (iiutthcr jtlati is to have a lai'^e ship drawn on the blackboard, close to a wharf. People it with little word-children (these will be the wonls which tlu; class have learned thus far). This mij^dit be done before the little ones assemble in their class-room. Have a curtain over it. When the time arrives for the lesson, draw the curtain and ask the class if they know any of the passenj^ers on this boat. As quickly as their raised hands indicate that they have found friends, allow them to come and point them out. Teacher says, " I want some of these little word-people down on the wharf, I am jijoingr to call out their names, one by one, and whoever can first find the one called, may bring him to me." (This is done by erasing the word in the ship and re-writing it on the wharf.) When aH are side by side, a nice story is the result. The little words might, at another time, be snowballs rolling down a hill, or blocks of wood in a cart, or birds in a tree, all forming, when retjuired, a new story. The devices that are here described, to make the intro- duction to sentences bright and interesting, are only a few of the many that might be used by the thoughtful Primar\' teacher. As soon as sentences are presented to the child, then MM I' Q 12 STEPS IN THE PHONIC SYSTEM. I 11 h itti arises the need of beginning each with a capital letter and ending with a period. The capitals may be easily explained as little children who are allowed to put on their best clothes, and play at being grown up, when allowed to stand at the begin- ning of a story, a person's name or the name of a place. The children are not asked to form these capitals on their slates until they become more familiar with the small letters. We should endeavor to have Expressive Reading from the very begiiming of sentence-recognition. To gain this we must have various expedients. 1. The teacher should question well about the sentence, in order to bring out the desired thought clearly. 2. Underline the word to be emphasized. 3. Write the word to be emphasized in colored crayon. Note. — See paragraphs on Expressive Reading, afc the end of the lessons. Before taking up the sentence, " Sam ran on a mat " (the last in the list), the children need practice in associat- ing " a " with the word which follows it. Hold up some article, as a book, and ask the question, "What is this?" Answer, ''A book." Write "a" on the blackboard and hold the book after it. Class again says, "A book." Replace the book by bell, pointer, slate, crayon, brush, etc. Class again responding, "A bell," "A pointer," etc. Have pictures drawn on the blackboard of a cat, a rat, and a mat. Place " a " before each picture. 19'' STEPS FN THR PHONIC SYSTEM. 13 Question agaiji. As the answer is given erase the picture, and write tlie word, class giving the answer once more, as the teacher points to the words. Class is now able to read the sentence, " Sam ran on a mat." I'll LESSON IX. (short sound of the vowel). It is well sometimes, when a new letter is to be taught, to give the class a word to write involving the new sound, as, for instance, "pen," The child knows what to put down as representations for the sounds of /> and «, but is unable to make anything for the other sound. The teacher then presents the new letter ^ as a little girl. Forin. — A small loop. Sound. — That made by pressing the tongue against the lower teeth, opening the lips and letting the voice out suddenly. New words : — i.- met pet men to* '•* ten net pen set !' sent tent step rest 'V rent nest stem test -'l spent crest press Ml crept li *The word "to" is an unphoiietic word, and when it is presented to the class, the teacher gives its name. Then it is written several times on slates to impress it on the memory. Let the class see it and use it frequently in sentences. I jH 14 STEPS tN till? PHONIC! SYSTEM. Havo the chil^lreii ivnd th"S(! words as the teaclier writes them on the bhickboard. Then erase and give to the class as ear problems for slates. 1. Tom can rent a tent. 2. A pen can rest on a step. 3. A man sent a nest to Sam. 4. Pat met ten men. At first, put the words of the sentence down slowly on the blackboard, that the dull pupils may be encouraged to get the complete thought, to whisper it to the teacher. LESSON X. I Now we come to /, big brother to baby e. Sound. — He opens his mouth, curls up his tongue till it touches the upper gum and makes a sound. New words : — let lap lot lop last melt lost pelt lent slap lamp slam clam slat clap slot clamp clasp slept apple sample Nell sell tell smell spell pell-mell lemon melon * • i STEPS IN THE PHONIC SYSTEM. IS e to on ler. till I II t Sentences :- 1. Tom lent Sam a slat. 2. Nell lost a pet cat. 3. Let Sam tell ten men. 4. Tom slept on a step, etc. Note I. — When similar boy-lettera such as // appear together, only one is sounded. Note II. — Have as many of the new words occur in the sentences as possible. Note III. — Only a few sentences are given in connec- tion with each lesson in this book, but enough material is furnished in the word-columns to make a great variety. Give short sentences at first, as long ones are apt to discourage the backward pupils. As the capacity of the child's mind increases, he will be* able to undertake longer ones. Note IV.—" Melon." We have come to a word (in the preceding list) that might be divided into syllables, to give greater ease to the child in naming the word. Let the mark of division be as short as possible. To explain it, tell the little ones that one part of the word is helj'»ing the other along. Ask them to tell you the first syllable, and point to " mel," then the second syllable, and point to " on." The whole word then follows. Treat the word " lemon " in the same way. The child soon learns to call the parts syllables, through hearing the teacher so c! _:^ignate them. Many words of 16 STEPS IN THE PHONIC SYSTEM. ; i h 1 I two or more yyllables will be met with in future lessons, but the child will have no difficulty in uniting the parts into a whole w^ord. The recognition of large words affords much enjoyment to the child. Note V. — As the letter e at the end of the words " apple " and " sample " has no duty to perform, a light stroke through it, is all that is necessary to indicate its silence. Review. It is well, sometimes, to spend the whole time of a les- son in reviewing old sounds with a rapid drill on words of previous lessons. Use as many plans for this as possible, so that the reviews may be entertaining as well as profitable. A few ways are suggested. 1. On the known letters. The class come forward with great expectancy t each lesson, not knowing what game their little friends are to play. (a) Sometimes the letters are children playing in a garden, class giving the sound as the teacher points to each. (6) On another occasion they might be shown as photos, class giving the sounds as the teacher- changes the picture. (c) As children climbing a golden ladder. (d) As children coasting down a hill. (e) The game of "Kitty-cat" is good. The letter- children pretending to be mice, and Kitty-cat the eraser, which frightens one and another away. STEPS IN THE PHONIC SYSTEM. 17 (j) Sometimes the letters hide in bells, the sound coming forth as the bell is tapped. When two or three are tapped, a word is the result. {g) Another good drill is begun by placing a word such as "rap" on the blackboard. By erasing the first letter, and substituting another, a new word results. Qi) Apply the preceding method to the last letter in a word, or to the vowel in the middle. II. For a review of words. (a) Place a list of these on the blackboard. After hav- ing gone over the list, institute races between any two pupils, each furnished with a pointer. (6) Have " matches " between the boys and girls. (c) Teacher gives the meanings of certain words in the Kst, class pointing to the words, and naming them at the same time. (c?) Teacher points to a word, class telling a story about it. (e) Teacher shows pictures of articles, the names of which involve only known sounds, class writing the names of such on slates. (f) The words might be steps leading up to the house of " Knowledge." Each child who climbs up without stumbling, earns some reward. i '''Hi' 1; ■',■.•4 ■ \ 18 STEPS J^ THK PHONIC SYSTEM. LESSON XL L "The little letters are out to-day, to see a circus pro- cession. " Here is a fence, and they are sitting on it." Teacher draws a fence, and writes all the known letters on it, and then without remark adds the new letter /i. After the procession is over, the letters jump down one after another, to have some fun. Class giving the sound of each, as it jumps, in response to the teacher's question, ** What does a say ? " or " What does n say ? " etc. At last, the new letter jumps. Teacher asks, " What does A say ? " There is no response from the pupils. Teacher then proceeds to tell the children that this is a quiet girl. When anyone speaks to her, she gives a gentle sigh. Class imitate. Teacher asks which letter she most resem- bles. Answer, " /." Teacher says, " Yes, she is fs cousin." Nothing new in form to explain, as the parts have been studied in previous lessons. " The little letters like /t, because she is a big girl and will take care of them." Teacher names a word beginning with the sound of /t. Class analyze it, for the teacher to write on the black- board. t .1 I STEPS IN THR PHONlC SYSTEM. 19 'cua pro- 'n letters ter //. [own one tie sound question, be. , " What it this is ile sigh. it resem- rts have girl and nd of h. e black- l^upils are encouraged to name words beginning with the new sound. As the answers are given, they are written on the blackboard. ■ With a suggestion here, and a story there, to bring out the word required, the following list may be drawn from the class : — hat ham has hen helm hasp liel-met the-* hop hot hap hem hemp help Review well, by having the words sounded aloud, then silently with finger on closed lips. The instructor's desire is to reach silent sounding as early as possible. Require the class to write short stories, using some one of the words in the columns, as — hen, hat, or ham. A variation on the above plan can be made by using partly illustrated sentences ; as, 1. IS on 2. IS on ^ t *The word the. should be treated in a like manner to a in Lesson VIII, so that the pupils may readily connect it with the word following. 4 20 STEPS IN THE PHONIC SYSTEM. making ifc neccHsary to use " the " before the name of the illustrated object. By erasing the pictures, and substituting the words the class then read — 1. The hat is on the fan. 2. The top is on the steps. LESSON XII. y f The tallest of all the letter children. FoTTYi. — By means of a story, call attention to the formation of the lower part of this letter. Sound. — That made by an engine letting off steam New words : — . . Fan fat fop fell soft fast felt raft loft left flat flop flap fret from staff" craft frost traflSc 1. Fan fell from the raft. 2. Sam left a soft felt hat. STEPS IN THE PHONIC SYSTEM. m Me 3. Nell fell flat. he 4. Fan felt the frost. 5. The hat felt soft, etc. i i he I LESSON XIIL cL Brother of a. Form. — Carries a longer cane. Sound. — Place the tongue in the same position as for «. Let the sound be made in the throat. A little puff of air issuing on the removal of the tongua Dan pad lad mad had nod fed rod sod red Ned led send dell drop dress pled dram sped held hand sled pond clod head stand draft spread candle handle Peculiar words — do, does, done. Treat " do " in the same wf y as " to " in Lesson IX. sad pod and doU Fred damp trod land tread 'i > If, "1 I 22 STEPS IN THE PHONIC SYSTEM. ' Allow the class to sound "does" and "done" after striking out the silent letter in each. Over the peculiar vowel sound in these every -day words the child's ear will assist him, to arrive at a correct pronunciation. 1. Dan fell on a rod. 2. Do not drop on the doll. 3. Fan has a red dress. 4. Dan and Fred fed the cat. 5. Sam held the dress. 6. Do not send the candle to him, etc. I i LESSON XIV. It (short sound of the vowel). " Listen to the sound this new baby makes." Teacher gives the sound by opening the lips, arching the tongue and letting the voice escape suddenly. New words: — is it in if sit fit pit lit din tin pin sin fin did ill pill rill mill fill sill STEPS IN THE PHONIC SYSTEM. 23 ter iar nil !. er rip tip sip nip fist list lisp mist snip drip slip trip slit flit rift sift lift prim slim limp tint mint lint hill frill spill still drill print strip crimp drift miss dimple simple cripple pimple ripple middle • con-flict in-sect in-flict / is introduced in this lesson. 1. Do not lift his mitten. 2. The pill is in the till. 3. Miss Nell has a dimple. 4. Do help the cripple. 5. I sent a strip of print to him. 6. Miss Fan is prim and slim, etc. H VU 24 STEPS IN THE PHONIC SYSTEM. LESSON XV. I ' i I Cousin to / and /t. Sound — Ask the class to say d. Then to clost; lips and try hard to say it. Ben bell bat bid bit bin bed sob cab nab mob bill bent best belt bled scab stab slab blot brim band bless Belle blast breast bread scrub Bella bottle pebble rabbit bonnet 1. Belle did not scrub. 2. Ben hid the bottle. 3. The pebble fell on the bell. 4. Rob is in the band. 5. I bent the brim of the hat. 6. His belt is the best, etc. Note. — As sufficient explanation has been given regarding the sound and form of the letters, unless a peculiarity arises the intelligent teacher requires no further help in dealing with the separate letters. If he be at all doubtful, let him adopt the plan referred to, in the introduction (Para. V), lipa he he he 9X1 BiEPS IN THE PHONIC SYSTEM. 25 LESSON XVI. (short sound of vowel). SoiiTid.—Open the mouth, partly raise the tongue and let the voice escape suddenly. bun cup nut sup pun run cut but fun cud sum mud dust stun must pump scud bump scum hump spun snub bunt drum numb suds . stuff . trust trump stump mumps sudden bubble crumpet trumpet 1. Dust is on the plums. 2. Fred must not run. 3. The crust fell in the mud. 4. I left his stud on the stump. sun pup bud plum stud rust lump punt plump crust hum-buo: r 26 STEPS IN THE PHONIC SYSTEM. 5. Do not cut the drum. 6. The plum fell in the suds, etc. Peculiar words, to be given when u is familiar to pupils — put, full, pull. LESSON XVII. 9 Form. — Attention must be given to the loop. Sound. — Open the lips and compress the voice. In trying to let the voice be heard, the sound is made in the throat, a clicking noise being made on the compression ceasing. gap get got gun bag beg log big nag peg tag leg dog rag bug gig tug gum dig rug fig pig dug hug pug mug grit grab grip gilt gimp gild glad grim brag flag stag flog gasp snag grand grasp gland dregf grant •signal grandma Strug signet grandpa STEPS IN THE PHONIC SYSTEM. 27 to In the ion 1. The flag is big. 2. Dan can get a grand rig. 3. The dog drags its leg. 4. Fan got the drug. 5. I am glad to get a mug. 6. Put the flag on the grand stand. 7. Do not grasp the peg. 8. Grandma has a bag, etc. Note. — Long sounds of the vowels are taken up at this stage, since an opportunity for a good review on the consonants already taught, is thus afforded. Draw the attention of the class to the letters a, e, z, o, ti, by placing them side by side on the blackboard. Call them vowels. The children will soon become familiar with the name by hearing it often used. Place words such as mat, Sam, rat, etc., on the board, and tell the pupils, after the words have been named, that by adding e to the end of each of these, the vowel a gives its own name for a sound ; the class giving the new words, as the teacher appends the silent letter. Take up the remaining vowels in succession, showing a similar effect of a final silent e. No list is given of vords where e at the end lengthens the pre- ceding Cy owing to the rarity of such formations. :;» LESSON XVIII. Ch (long sound). The silent e causing a to say its name. m 28 :•. ■ • STEPS IN THE PHONIC SYSTEM. mate sale bane tale same made fare rate j pale late dale care 1 gate fame pate tame cape date pare game lame • pane hate bare fade came • lane state plane stare slate frame blade crane drape grape crape trade stale plate grate spare grade scale cradle inflate ingrate inflame 1. The cape is on the gate. 2. The lame man came to Dan. 3. I had grapes on a plate. 4. Tom hit the frame of his slate. 5. The spade is in the lane. 6. I put the drape in the flames, etc. LESSON XIX. (long sound). The silent e requiring the long sound of /. STEPS IN THK PHONIC SYSTEM. m e ride mile fire line mite side pipe dine life line tire pile mine sire fine ripe file lime dire pine bribe slime pride slide smile tripe crime stripe bride prime stile spire stride inside refine reside combine confine V 1. I had a prime file. 2. Put pine-logs on the fire. 3. Sam has a fine pile of lime. 4. Dan must ride to get the tripe 5. The pipe is mine, etc. LESSON XX. (long sound). The silent e causing o to give the long sound. rode pole nose cope note tone core Rome lone hole bone hope 1 11 30 STEPS IN THK PHONIC SYSIKM. i I i home rope grope prone alone cone pore stole smote store rose sore drone close intone sole bore slope stone trombone 1. I rode home alone. 2. Tom had the rope on a pole. 3. Ben hit the bone of his nose. 4. Fred put a stone in the hole. 5. Rob came close to the rose, etc. Peculiar words, to be given after class is familiar with long sound of ^—come, some, done. LESSON XXL • u. (long sound). lilent e, and consequently long u. %■ use tune fume tube lure mule mute fuse cure pure cube cute flume flute refuse amuse impute refute impure obtuse confuse picture infuse confute amusement « STEPS IN THE PHONIC SYSTlSM. 1. I use the tube. 2. Ben had a mule. 3. The mute man has the cube. 4. Fred must amuse Tom. 5. Rob can refuse to take the flute, etc. LESSON XXII. Advise the class that when a vowel stands at the end of a word or syllable, it generally says its own name, instanced in the following : — human me she he go no so lo amen April beset motto solo Juno begin polite apron pretend patron respect detect stamen select sacred grotto stipend tripod moment regret silent repulse 1. She has an apron. 2. We go in April. 3. He made me a tripod. 4. She can protect me, etc. Note.— This rule obviates the use of diacritical marks almost entirely. hi M 32 STEPS IN THE PHONIC SYSTEM. LESSON XXIII. I i I ♦ If jot jam . jet Jim Jip jog • • - Jig jilt jest John jostle Jimp Jill jug just jolt jump juggle s: K)j(^3t object inject Japan. 1. Jim has some jam. 2. Do not jolt the cab, John. 3. Just jump on the sled. 4. John lit a jet of gas. 5. I sent Jill a doll from Japan, etc. LESSON XXIV. Note.— Use vertical script in teaching all combinations as well as single letters. To teach a combination, for example ee. The children have often seen twins in a carriage on the street. STfiPS IN THE PHONIC SYSTEM. Draw from them, the resemblance that one often bears to the other. Then say, " Here are two little ones who look exactly alike " (showing ee). Teacher then gives the sound — same as the long sound of the vowel e. Do not link the letters involved in a combination together, nor use any other mark, to show that they make one sound. Class will recognize that when certain letters stand side by side, they give one definite sound; oo may be treated similarly to ee. . The other combinations may be regarded as little friends. Words formed with ee: — see bee free tree glee meet seen deer need seed feel deep feet heel deem heed beet feed beef peep green sleet greed sleep bleed creep steer fleet steep geese steed creed steel street needle coffee asleep esteem freedom -» ■ ^^ STEPS IN THE PHONIC SYSTEM. 1. The tree is green. 2. Ned is asleep. 3. The seed is on the street. 4. See the deer bleed. 5. The needle fell in the coffee. 6. I need freedom to run, etc. Peculiar word — been. Note.— A pleasant change from reading from the blackboard, may take place, when a new sound or combination affords a long list of words. The teacher writes, on paper or pasteboard, short stories, using as'many of the new words of the lesson, as possible. The class uses these for silent reading. i LESSON XXV. m , ' 1 Sound. — As are. \ mar harp tart scar tar cart star scarf jar farm card smart bar spar barn pardon far lard darn garment car start hard parsnip snarl target garlic poplar garnet mustard carpet artist collar garden scarlet STEPS IN THE PHOMO SYSTEM. 1. The cart is in the barn. 2. Fred started for the farm. 3. Put the lard in the jar. 4. I see a card on the target. 6. Ben spilt mustard on the carpet. 6. John has a scarlet scarf. 7. Is it far to the garden ? 8. The artist lost his collar, etc. d5 LESSON XXVL Sound. — Upper teeth pressed tightly over lower lips and voice forced through, with slight humming noise. vat vim van vast vamp vest five save have give , live vine vase stave drove brave alive grave stove slave strive seven sleeve clove visit travel varnish convent vanish vulture anvil invade vinegar vessel novel canvas invest convene divide envelope adventure harvest >*i 36 • STEPS IN THE PHONIC .SYSTEM. 1. The stove needj; varnish. 2. I drove to see the harvest. 3. Seven men had velvet vests. 4. Dan has five jars of vinegar. 5. I put the cloves in the vase. 6. I have red sleeves, etc. LESSON XXVII. Sound. — What mother says when children make too much noise. ash sheet mash ship cash dish dash 1 shop lash sharp shot smash shed fish shape fresh hash sheep shine clash crush shrub shelf flesh. plush brush bishop selfish blemish punish finish splash 1. Tom shot a big sheep. 2. I shut the shop. 3. The dish is on the shelf. STKPS IN THK PHONIC SYSTEM. 37 4. I put the fish in the shed. 5. Fan must not crush the sheets. 6. The fish is not fresh, etc. LESSON XXVIII. OH Saund. — That made by the wind. hoop cool room moor stool root soon coop roof shoot loose groom proof foolish moon foot boon loop spoon brgom gloom scoop roost stoop bloom cartoon bamboo 1. The spool is up on the roof. 2. I left the broom in the room. 3. The groom has a big boot. 4. Fred has a cool room. 5. The roof of the hen-coop is loose. 6. It is a bamboo stool. Peculiar words — door, floor. loom food boot pool troop droop brood school i;[>i 38 STRPS IN THE PHONIC SYSTEM. LESSON XXIX. 11! 'i Sound. — Similar to long /. dry sty pry rectify comply try sly ply apply repl my sky by fry cry spy spry shy satisfy asylum occupy supply sanctify 1. The sky is red. 2. I spy Ben on the sty. 3. Do not cry. 4. The fly is on my pen. 5. The well is dry. 6. Ben must rectify his mistake. 7. Fred rode to the asylum, etc. NoTE.-The long sound of «'y» has been taken up first, since it IS used so largely, in the ordinary vocabulary of a small child. Note.— A few remarks may be made now, about the recognition of print, as there will be no trouble arising from confusion of script and printed forms. STKPS IN THE PIIONK; 8YHTKM. 39 The clasH tnicos many ixniits of reHeinl)lau(*e, in tli<5 two. For instance, " e " lias a loop similar to e, " h " is very like h, " j " has still the chose march such speech latch Rachel branch children ostrich Sound.~S&me as oo, but w begins words, or stands next to vowels. STEPS IN THE PHONIC SYSTEM. 41 we weep will wise »wag west wire wisp wet ' weed wend wind win went swim wish wig wave wilt wade wine were wove sweet wide wood sweep wipe swept 1. The wind is in the west. 2. I. wish to sweep. 3. Tom wove the wire. 4. Pine wood smells sweet. 5. Weeds must go. 6. We will wave the' flag, etc. LESSON XXXII. ^ Sound.— Same as c; but /(' is usually the last sound in words, while ^ begins them. * ask desk lark look risk milk dusk dark mark musk like disk *.ti m 42 STEPS IN THE PHONIC SYSTEM. seek make bark broke take look mask flake book drake crook brisk cake shook spark crook task smoke spike brake spoke brook snake musket creek sparkle pumpkin 1. I see a snake in the park. 2. Ben put a red mart : on the drake. 1 3. Rob broke his crook in the dark. | 4. The drake is in the creek. 6. I can take the dark book. XXIII. • LESSON X her after ever never silver faster sister mister master dinner sinner dipper ladder copper printer archer plumber ' carter farmer butcher hammer letter butter shutter mutter patter matter scatter slipper fester pepper creeper STEPS IN THE PHONIC SYSTEM. 43 sleeper plaster * partner shatter platter softer winter summer sweeter tender gutter hatter better spatter chatter Chester Oliver gardener customer carpenter 1. Fan gave her letter to the farmer. 2. The dipper is on the ladder. 3. The butter will melt on the platter. 4. My sister has tender feet. 5. Chester has a copper. 6. Her slipper is wet. 7. Put a glass stopper in the bottle. 8. I can run faster in summer. 9. The carpenter uses tools, etc. Note. — Show contractions Mr. and Mrs. LESSON XXXIV. (breath sound). Have class pronounce a word such as hath^ and draw from them tlie position of tongue and teeth, in making the last sound of the word. STEPS IN THE PHONIC SYSTEM. thin bath lath three teeth tooth froth cloth moth throb path thread thumb thrush thump breath thrift throne thrive thrash thistle death thrust thimble thunder month health wealth throttle Martha Bertha 1. Three men fell on the path. 2. Martha has a thrush at home. 3. I lost my thimble in the bath. 4. Do not cut the thread, Bertha. 5. A thistle is in my thumb, etc. ; LESSON XXXV. th (voice sound). that this then them these those smooth leather mother bother wither tether weather brother bother farther smother feather gather thither hither there heather northern thermometer STEPS IN THE PHONIC SYSTEM. 45 Peculiar word — father. 1. That red feather is lost. 2. This leather is smooth. 3 My father lost his brother. 4. The grass will wither in cold weather. 5. Let us gather some heather. 6. My father and mother like good weather, etc. If LESSON XXX VI. ay Sound. — That of long a, coming at tlie end of words. hay day pay bay lay May ray stay play flay gray tray pray delay to-day crayon Sunday Monday Peculiar word — says. 1. I lay on the hay. 2. May can take a holiday. 3. Ray can play with Sam. 4. I left my gray cap by the bay. say nay dray spray dismay holiday m i •'.( lis 46 STEPS IN THE PHONIC SYSTEM. I I 5. May can stay to take up the tray. 6. Ray came last Sunday, etc. LESSON XXXVII. ai «3/ ail pain waif sail maid chair stain grain retain raiment proclaim entertain becomes ai in middle of words. air nail fair paid wail faint faith strait contain restrain obtain aim main pail vain chair trail plain train raisin enchain refrain 1. The maid sat on the chair. 2. Tom paid to get the grain. 3. My pail has a green stain. 4. Fred painted the rails. tail pair gain rail snail paint staid afraid complaint railway constraint STEPS m THK FMONIC SYSTEM. 47 5. The snail got into the hair. 6. May can entertain us on the railway train, etc. LESSON XXXVIIL or nt nt or for fort form horn corn born torn Nora Cora Dora Flora Norma porch torch storm short shorn sort fork port sport horse thorn cork north lord sword acorn order stork organ parlor porter doctor forth sailor border torment torrid horrid horror Gordon forty scorn corner Norman anchor Victor ordain forest pop -corn scissors horny forfeit fortune orchard orchid morsel fortress formal absorb adorn deform perform platform conform import comport forget corrupt Portland 48 Steps in the phonic system. ii i report inform retort orator important misfortune comfort director orchestra inspector ornament 1. I have a thorn in my thumb. 2. Nora can play the organ. 3. I went to the orchard tjiis morning. 4. Flora is afraid in the storm. 5. Give the order for a porch. ' 6. That torch is too short. 7. "Good morning," says Norma. 8. It is horrid to scorch the cloth. 9. Do not forget to report. 10. The orator came from Portland. 11. I like to sit in the parlor, etc. For a variety in the lessons, weave as many of the words in the columns, as possible, into a continued story, which may be written or printed on the blackboard, as : — 1. Flora and Norma sat on the porch. 2. Norma has some pop-corn in a bag. 3. She put some in the parlor for Gordon. 4. Gordon can play the organ. 5. He is oflF on his horse to-day, etc. STKPS IN THE PHONIC SYSTEM. 49 LESSON XXXIX. ea M unci. — Same as ee. eat tea seat heap ear deal bean meat . beat lead beak veal weak beam dear read seal lean seaui leap near bead neat leaf reap heat ream tear fear flea least steal sheaf clear glean feast dream treat steam plead peach cream teach gleam grease preach decrease reach speak scream ordeal lease defeat teapot heathen sunbeam appear teacher steamer entreat deacon beneath . 1. Ray put the meat on the beam. 2. I laid the veal on the deal table. 3. Fred has a clear bead on his chain. 4. The maid had a feast of beans. 4 ii 50 STEPS IN THE PHONIC SYSTEM. 5. Do not put cream in the teapot. 6. Come near to hear Rob preach, etc. LESSOX XL. oc Sound. — As Jts tax fox wax text exert exult express extract expose thorax exhibit without any interval between letters. SIX Rex Vix filvX expel export extend extent expand sixteen borax lax mix vex oxen expire exist expert expend explode inexact box fix next vixen exact exile exhort expense exempt example 1. I put the fox in his box. 2. Martha lost her wax doll. 3. Rex will tell Tom the text 4. I sit next to Vix. 5. Let us tax six dogs. * ;, STEPS IN TIIK PHONIC" SYSTEM. 6. It will vex me if Sam mix my seeds. 7. Send the box by express. 8. The lamp will explode, etc. 51 - LESSON XLI. * ;, / • Sound. — A trifle sliortei ' than the loni»: Hound ol vowel e. ^^ you yet yes yon yell year yarn yard yelp very sorry every dolly honey silly Kitty money ready baby Mary jelly poppy happy taffy * candy penny Daisy funny empty plenty pantry party jolly putty Fanny they victory yesterday 1. Baby likes jelly. 2. Do not yell in the yard. 3. We have a jolly party. 4. I have plenty of putty. lie i 1.1 62 STEPS IN THE PHONIC 8V8TEM. 5. There is a l)oi)i)y in the yard. 6. Fanny gave you candy yesterday, etc. LESSON XLII. ow Sound. — Pussy's cry, when lioard a long way off. now down crown tower owl cowl frown power how town brown towel row howl flower bower sow brow scowl coward fowl growl crowd 1 trowel prow shower drown allow clown Howard powder vowel 1. Fred went down town. 2. My trowel is brown. 8. How Ned likes flowers. 4. Tim <* owns at the crowd. 5. The cow went to the brow of the hill. 6. I spoilt my gown in the shower, etc. STEPS IN THE I'llONIC SVSTKM. OS LESSON XLIII. > ou » oiv generally becomes ou in the niiddli 3 of words. i| our pout sour loud 1 noun aloud sound mouth south found flour hound rout cloud pound scour trout shout stout \ about count bound mount crouch abound sprout couch spout ground house pouch mouse pouch doubt counsel account j astound profound avouch confound compound foundry amount thousand 1. I am proud of the flour. 2. Trout like a south wind. 3. The stout man spoke aloud. 4. The spout of the teapot is on the couch. 6. I can count ten round hoops. 6. I found sour grass on the ground, etc. oil 'i m H STEPS IN THE PHONIC SYSTE3!. LESSON XLIV. "y Sound. — That made by the bee buzz zone hazy craze glaze dizzy razor nozzle dozen buzzard zoo zeal daze froze blaze dazzle snooze muzzle fizzle blizzard zmc zero fizz fuzz freeze hazel sneeze frizzle ^ebra amaze zest lazy haze size breeze crazy frozen puzzle zenith zig-zag 1. Buzz, buzz says the bee. 2. This breeze makes me dizzy. 3. You will not freeze in the torrid zone. 4. The razor fell on the zinc. 5. Do not muzzle the ox. 6. I found your puzzle under the stove. . 7. The zebra is in the zoo. 8. You will freeze when the blizzard comes, etc. STEPS IN THE PHONIC SYSTEM. 55 • LESSON XLV. i ■ oy 1 |4 boy toy coy Roy ■ ■ 1 joy Floy oyster troy 11 employ annoy destroy enjoy | envoy convoy royal loyal 1 employment enjoyment j 1. That boy has a toy. 2. It will give Roy joy to see you. 3. Floy looks coy. 4. The oyster is in the can. 5. You must not annoy Roy. 6. Did you enjoy the oysters? 7. I employ five boys, etc. * LESSON XLVI. 01 oy at the end of a syllable becomes oi in the centre of a word. oil coil toil join foil coin boil spoil joint hoist point moist ••M I J Si fll 56 STEPS IM THE PHONIC SYSTEM. I u poise anoint joiner spoilt ointment oilcloth noise broil poison recoil appoint oilskin disappointment 1. Point to the boiler. 2. Put oil on your joint. 3. Will it spoil the meat to broil it ? 4. The noise will spoil the game. 5. The boiler makes a noise. 6. Put the ointment on your thumb joint. 7. Anoint your chest with oil. 8. I spoilt the oilcloth, etc. LESSON XLVII. aw Sound. — As (short) generally coming at the end of syllables and words. caw jaw raw saw paw law awl claw draw lawn flaw hawk bawl dawn fawn shawl crawl thaw drawl straw drawn drawer lawyer scrawl tawdry awful hawthorn saw-dn STEPS IN THE PHONIC SYSTEM. 57 1. I saw a red shawl. 2. Roy put saw-dust on the lawn. 3. I can draw the claw of a hawk. 4. The fawn lay on the straw. 5. The awl is by the hawthorn tree, etc. LESSON XLVIII. au aiv at end of Hyll;i1)l(3 and au in middle of words. Maud daub Paul laud haul maul vault fraud fault jaunt gauze epaulet laudanum gauntlet applaud laundry laurel caustic naughty augment gaudy cause daunt pause saunter daughter austere nautical Autumn applause auger author pauper flaunt August caught haunted because Aurora Santa Claus 1. Paul made a daub on the canvas. 2. Maud got epaulets for Paul. 3. I spilt laudanum* on the laundry bag. i •Ml] 7\ STEPS IN THE PHONIC SYSTEM. :> •^ 4. I had my gauntlets made last August. 5. Roy i)ut the auger in the vault in the Autumn, etc. « LESSON XLIX. ■ oa Sound. — As long 0. oats coat oak coax boat loaf road soar roar toad coal oath load goal hoar moan soak boar hoax foam moat soap goat shoal croak float gloat hoard toast broach throat poach groan roast board oaken railroad approach reproach steamboat 1. I put soap on my throat. 2. The coach is well loaded. 3. Fred spilt coal on the road. 4. Fan made toast from the brown loaf 5. I have a toad in my coat pocket. 6. My boat is made of oak boards, etc. t. the STEPS IN THE PHONIC SYSTEM. 59 * LESSON ■ L. m slang wing long lung il rang stung thong prong ^ along king sting cling fling string sling spring bring thing swing clung |! flung clang dangle strangle spangle jingle tongs oblong gang-way darling boiling milking .. roa sting, etc. 1. That baby has strong lungs. 2. Something stung me. 3. I ha' e a long string. 4. Bring along your book. 5. Jim sang a song for us. 6. The boiling oil fell on the gang-way, etc. LESSON LI. wh Sound. — That produced when the air is struck briskly with a rod or pointer. m 1\ 60 ST-:i»S IN THE PHONIC SYSTEM. whip whig while whist where white whine whim whiz whittle whisker whither why when which wheel whisk wharf whale whiff wheeze wheat whistle whisper whip-cord over-whelm whip-lash Peculiar word — who. 1. Which boy found my wheel ? 2. Why did you whip him ? 3. Mr. White has brown whiskers. 4. When is the wheat ripe ? 5. Where did that whiff of smoke come from ? 6. I found thQ whip-lash on the wharf, etc. Or a connected story, as — 1. Do you see my whisk ? 2. I see a white one — is it yours ? 3. No. I bound it with whipcord to my wheel, on the wharf. 4. Which way did you come \\ovuq 1 5. Perhaps I dropped it in the store where I irot the whistle. STEPS IN THE PHONIC SVSTEM. fl LESSON • Lll. Sound. — Long a. ei eight vein reign skein rein feign eighty weigh weight sleigh their heir eighteen neigh freight reindeer neighbor 1. Eight men caught eighty fish. 2. Here is a freight train. 3. I have eighteen skeins. 4. The weight is eighty poundi^. 5. Eighteen freight cars are on the road. 6. The sleigh will hold eighteen boys, etc. LESSON LIIL qu Sound. — That made by doves — coo. quit quire queen quart queer quake quilt quest quail square quell quaint squib squire squeak squeal <.M 62 STEPS m THE PHONIC SYSTEM. quite quiet quarrel squeeze acquit quarantine quoth quiver quench exquisite conquest squint quoit quill inquest acquaint quarter quaver quinsy require inquire 1. I spilt a quart of milk. ' 2. Inquire about the quilt. 3. Do you hear the mouse squeak? 4. The queen had the quoits. 5. I have quite a long quill. 6. Do not squint. 7. Martha does not require that queer pen, etc. LESSON LIV. girl flirt shirk third Found in the middle of words, bird dirt first shirt skirt ; firm birch whirl third twirl squirt thirst STEPS IN THE PHONIC SYSTEM. ;er y re 'e en, squirm thirsty squirrel thirteen swirl thirty dirty quirk birthday 1. The bird is thirsty. 2. Thirty boys saw the squirrel. 3. My skirt is dirty. 4. The thirty-first boy has my book. 6. I will be thirteen on my birthday. 6. The first girl can read the third book, etc. LESSON LV. ew ewe dew hew Jew pew few new mew yew stew brew flew ^ grew slew blew screw sinew strew hewn ewer eschew strewn bestrew shrew jewel bedew Lewis newly pewter view skewer drew review iewellerv :3'i I. I' 64 STKPS IN THE PHONIC SYSTEM. 1. I have a few skewers. 2. Lewis sat in our pew. 3. Martha drew the screw out. 4. You must not strew the jewels about. 5. We review the new sounds. 6. The wind blew down the pewter pot, etc. LESSON LVI. nk rink bank tank sank mink rank shank think thank Frank plank blank blink slink chink brink drink drunk shrank shrunk trunk banker tinkle monkey blanket donkey sprinkle tAvinkle crinkle trinket thankful L I think I see my trunk. 2. I thank you for the drink. 3. The monkey fell in the tank. 4. Put this blanket on the donkey. 5. Frank will be a banker. 6. We are thankful for health, etc. STEPS IN THE PHONIC SYSTEM. 65 LESSON LVII. Oo } (as short d) coming after w and also before /. all malt wash wan halt fall wad warm hall wasp waft ward salt tall call want walk was wand wall pall alter swarm stall watch exalt altar wander small Walter waffle halter falter water walnut what wadding ball . Gait 1. I do not want the salt. 2. Walter can wash the wall. 3. The wasp was in our hall. 4. My watch fell into the water. 5. The halter was in the stall. 6. That tall man put wadding on the wal nuts, etc. 5 i I 1 . - GC STEl'8 IN TilK PHONIC SYSTEM. f LESSON LVIll. i ck j lock tack duck lick j wick pick back pack Dick Jack hack trick frock brick clock whack ! click quick chick thick black stick quack stock i j 1 shock block struck thicket 1 ; jacket ticket pocket j chicken hemlock hickory 1. Dick must be quick. 2. Pick up my stick please. 3. Quack ! quack ! says the duck. 4. Do pick up my pocket-book. 5. Jack hears the clock say tick-tock. 6. My ticket is in my jacket pocket, etc. LESSON LIX. gh Makes the preceding vowel long. high nigh Hugh tight light sight night right bright mighty up-right lighten 6TRPS IN TlIK IMIONK? SYSTKM. (17 liight might fiiglit sliglit l)Hght higher alight lightning light-house lamp -light 1. I see a bright light. 2. Hugh spent his copper last night. 3. The lightning is very bright. 4. Higher and higher went the Hight of birds. 5 Is it right to slight him ? 0. I got a fright when I saw the light- house, etc. Unphonetic word — thr(jii«rh. LESSON LX. ow Sound. — As long 0. bow mow row low slow crow show blow grow glow snow flow shown grown flown blown throw bestow billow mellow furrow willow fellow pillow window shallow sparrow burrow borrow meadow harrow yellow J,' i ; i \i I I 68 STEPS IN THE PHONIC SYSTEM. minnow follow barrow hallow wheel-barrow shadow marrow to-morrow narrow marsh -mallow 1. The pillow is too low. 2. The plants have grown in the window box. 3. Show me a willow tree. 4. David is growing to be a fine fellow. 6. The crow was lost In the snow. 6. Martha must not throw stones at the sparrows, etc. LESSON LXI. ur cur fur burn urn turn hurt burr curl blur burst slur Turk spurn churn curve purse spurt nurse spurn church burned murky gurgle hurdle purple curdle turkey fluiTy hurrv murder furnish burnish STEPS IN THE PHONIC SYSTEM. current burden curling furrier curtain Arthur • flourish surround Thursday Saturday urchin auburn surprise recur incur turnkey furniture absurd 1. Fur will burn « 2. The nurse hurt me. 3. A burr stuck to my purse 4. I wore my purple dress to church. 5. I will curl my hair on Saturday. 6. Arthur burned the curtain. 7. Hurry ! hurry LE ! A surprise for you, etc SSON LXII. tion station notion nation fraction traction motion creation intention election notation inspection distraction plantation contraction inscription i formation promotion salvation botheration extraction convention 69 ~r-r---n - wJ i 70 STEPS IN THE PHONIC SYSTEM. destruction explanation examination speculation evolution transaction situation vexation attraction description infatuation population exclamation decoration devastation quoL ,v>u conflagration position 1. This is promotion day. 2. Arthur has a situation. 3. Give me an explanation. 4. Chester v^ent to the station. 5. The car is in motion. 6. It is my intention to go to the examina- tion, etc. Same sound as twn. mansion infusion incursion pretension sion mission extension abrasion convulsion explosion excursion corrosion apprehension STICPS IN THE PHONIC SYSTEM. 71 Sound. — As ce. lief grief field believe carried priest berries lassie Freddie LESSON LXIII. ie tier thief bier shield grieve wearied cherries Maggie Willie pier wield brief relief frenzied fairies cookie Charlie Bessie chief yield Archie shriek retrieve trophies laddie Bertie relief 1. A thief stole my cookie. 2. Maggie went into the field. 3. Bertie is in great grief 4. Maggie is a good lassie. 5. Bessie must shield her ears. 6. Willie and Freddie sold that big dog, etc. LESSON LXIV. ph Sound. — Same as/ Kalph phial Joseph Stcpl len Philip neph 1 4' ew ■ 72 STEPS IN THE PHONIC SYSTEM. orphan sphere phrase dolphin phonic triumph pheasant prophet camphor sulphur elephant hemisphere spherical telephone photograph paragraph phonograph Pharisee phantom Philistine philosopher 1. Ealph and Philip are brothers. 2. Joseph has a telephone. 3. Stephen is an orphan. 4. I smell sulphur in this phial. 5. Phonic reading is good. 6. I gave Stephen my photograph. 7. My nephew has a bottle of camphor, etc. LESSON LXV. C When followed by e at the end of a word c becomes Boft. race pace mace lace face rice mice nice dice space slice spice i STEPS IN THE PHONIC SYSTEM. 73 grace trace place brace trice twice thrice price juice force dunce scarce fence dance France truce chance prince pence lance trance spruce prance piece Alice niece voice fleece Greece since whence fierce Horace palace distance advice office rejoice sentence entrance service disgrace practice silence absence notice advance reduce commence introduce apprentice 1. Do not put ice on your face. 2. I smell nice spice. 3. Let us dance under the spruce tree. 4. I saw the prince in the palace. 5. Alice went to France. 6. The price of this lace is a dollar. 7. Grace jumped twice over the fence. 8. Horace must go up to my office, etc. ' !! :, 74 STEPS IN THE PHONIC SYSTEM. Words where tlie c is soft at the beginning of tlie syllable. cell Cecil cent centre except princess circle cinder city circds citron pencil cellar grocer certain citadel concert pincers circular excite celluloid December circumference 1. The circus is going to the city. 2. Our grocer sells citrons. 3. My pencil fell among the cinders. 4. Cinderella became the princess. 5. Find for me the centre of this circle. 6. Cecil likes to go to a concert, etc. ;; I: t! LESSON LXVI. kn When these letters stand side by side, only the n is sounded. knee knelt knot knife knavish knit knob know knoll knee-high knell knave knead knew knock kneel knuckle knight knapsack knick-knack the STKPS IX TlIK PHONIC SYSTEM. 1. You may kuit me a cap. 2. Do not knock that knife. 3. I knew Ted's knapsack. 4. Maud kneads the bread. 5. The knight found a knot in tlie wood. G. I know you like knick-knacks, etc. 75 LESSON LXVII. 9 Wlioii foll()W(3(l by e at the end of a word g becomes soft. age rage page cage edge urge forge wedge hedge judge stage large ridge trudge bridge grudge sledge smudge pledge drudge fringe cringe orange change strange gorge sponge sui'ge George college baggage cabbage manage luggage exchange 2)orri(lge 1. (xeorge cut an orange. % Do not smudL'-e the i t)ap'n. ■^«i!DWV«n9lll \\iimmi 76 STEPS IN THE PHONIC SYSTEM. 3. All in the stage must change. 4. The judge gave his baggage to him. 5. George must take his porridge. 6. The heavy sledge-hammer struck the wedge, etc. Words where the £" is soft at the beginning of a syllable. gentle digest general gentry German gently engine ginger frigid regiment gentleman 1. That gentleman gave me an engine. 2. Ginger is not hard to digest 3. Be gentle with the little engine. 4. The general saw the regiment pass, etc. LESSON LXVIII. wr When these letters stand side by side the zu is silent. wry awry wren wrap wring wreck write wrong wrung wroth wrath wrist wrote wrest wretch wrench STEPS ly THK PHONIC SYSTEM. 77 the wreak wreath wrinkle written writ writhe wrought wristband 1. Wrap that cloth on your wrist. 2. You may write for a wreath. 8. The wren perched on the wrong branch. 4. That wristband has a wrinkle in it. 5. I wrote to get a new wrench. 6. The wretch got very wrathy, etc. Miscellaneous. — Purely Phonic words, for slate work, or quick recognition. document melodeon organist dentist continent transparent Washington Boston punishment establishment testament ointment potato monument fragment astonish dogmatic frantic splendid diagram revolver October cauliflower fisherman emigrant tomato Catholic Methodist Baptist arithmetic Toronto Hamilton November minister September commandment water-proof cucumber domino Hi)? 'I- .A' 78 discontent develop Winnipeg Newfoundliind method benevolent plunder remnant complete helmet contradict manifold muscular goblet dragon climate obstinate deposit abundant aggregate comprehend monstrous cluster Steps in tiik puoMc systkm. conundrum sentiment fantastic Westminster Protestant universal opponent delighted stimulate reluctant repentant confiscate meditate refreshment detachment compose understood backward pinafore frantic contested pathetic complicate historical Manitoba Halifax banishment pocketl)Ook accunmlate westward instruction obdurate thousand standard suspected neglected candidate ornament infuse aristocrat consultation intention moonlight sunshine suolime suspect, etc. I Note. — As will be ni)ticed in the different lessons, the words in the columns, are often given in irregular order, since it has been STEPS IV TIIK IMIONin SYSTKM. 79 found wiHo to HVf)i(l, if possihli;, giving words in snccussion having tlie same turniinal lutter, or tlio .sanio introductory one. liy this variation, tho mind of the child isHtinmlatod to oxlra watchfuhicss. Tho introduction of a largo word among tho small ones forms an agreeable change, as it arouses tho interest and gives an added zest to tho lesson. The shorter words enc(jurago tho backward jjupils, while the larger ones prove an incentive to tho brighter children. It is not the intention that all tho words, in the later lists, should be given as either ear or eye problems. They form material for reviews, for sentence building, and for silent reading at seats. A list of unphonetic and peculiar words, as they appear in the lessons, should be recorded on the blackboard, and kept for daily drill. The class should early learn to write sentences, dictated by the teacher — short ones being preferable to long ones. Owing to tho very small number of words in which such com- binations as eau, ion, etc., are found, it has been thought advisable not to give them to the pupils, until met with in the regular book lessons, or in the supplemental reading. There should be abundance of supplemental reading matter in the schoolroom cupboard — children's magazines, suitable story books, tho good portions from worn readers, mounted on cardl)oard, or stories culled from papers, etc., mounted on manilla pa[)er. The children should be incited to read at home, from their own books and magazines. in jen IMAGE EVALUATION TEST TARGET (MT-S) // // < k^ :/. 1.0 I.I If i^ iia 40 Hill 2.0 11.25 III 1.4 i.8 1.6 % Va ^;. /A '^ d? / Photogi^hic Sciences Corporation 23 WEST MAIN STREET WEBSTER, NY. 14SS0 (716) 873-4503 v r\^^ ^\ EXPRESSIVE HEADING. The following expedients are suggested to develop the power of reading expressively : — Tales of heroism, loyalty to duty, fairy tales, stories about special seasons of the year, such as Christmas, etc., will arouse the imagination, and implant beautiful thoughts in the minds of the little children. The wise teacher will seek by skillful questioning to draw out these thoughts. Oral language exercises in which questions take a prominent part, form a good ground-work for expressive reading. These may be given 1 st. By teacher to pupil. 2nd. By pupil to teacher. 3rd. By pupil to pupil. Questions properly asked, necessarily imply answers properly inflected. It is well sometimes to have a child come forward and repeat, in his owu words, before the class, a story which has been told the previous day. This is excellent train- ing, since the child must have grasped the thought and feeling of the story, before he can give it, with good oral expression. It also tends to do away with self- consciousness. 80 STEPS IN THE PHONIC SYSTEM. 81 111 a well-known story allow some of the cliildreu to personate the characters, thus becoming a part of the story; as, for instance, in that of "Little Red Riding Hood." Allow one child to assume the character (and consequently the tone of voice suitable to that character) of the "Mother," another, that of "Little Red Riding Hood," while a third acts the part of the " Wolf." Gems and shoi't poems afford valuable assistance in gaining expression. Do not allow the children to become mere imitators, but lead them by questioning to give the thought from their mental picture. Word-picturing and thought-gaining cannot fail to produce good expression in reading. The teacher must himself show hearty interest in the lesson. A sentence such as Merrily pealed the Christmas bells repeated by the class may, under the direction of the teacher, secure different tones and variation in the rate of utterance. The child easily deduces the fact that the mere vocal recognition o" words is not the natural way of speaking, and will readily respond to the request that he read the given portion as he habitually speaks. Reference has been made in a foimer part of this book to questioning, as a means of bringing out the desired emphasis, and also to underlining, or coloring the em- phatic word. G 82 STEPS IN THE PHONIC SYSTEM. The teacher reads a senteiice from the blackboard, giving prominence to a certain word. Class naming the word, then reading the sentence. Or, the teacher uses a word of opposite metming in place of one of tlie words of the sentence, so that the contrasted word may be emphatic, when the class read the original statement, as : — The pan is hot. The pan is cold. Questions written on the blackboard calling for answers from the pupils are also useful training. Short conversational lessons on " Nature Studies " are very interesting and inspiring to the little ones, and as the response to each question is given, it should be re- corded on the blackboard, class then reading it. Write a conversational story. Color the remarks of each speaker in different crayon, the narrative being in white. After the story has been read intelligently from the blackboard, require the class to read their own repro- ductions. Short stories may be told involving various conditions of feeling, as joy, sorrow, fear, anger, etc., the teacher telling the narrative till the climax is reached, when the curtain (which has been concealing a phrase or clause appropriate to the occasion) is drawn, and the class read the words silently, then aloud, as desired by the teacher. Let these concealed phrases or sentences be short, so that the thought may be grasped quickly. SEAT OCCUPATION. "What shall I give for busy work?" is a question often asked by Primary grade teachers. To keep the interest of the little ones, we must provide many kinds of employment. The little fingers grow weary of using the pencils, and a change proves restful. Scat Occupation should be of a profitable nature, and requires very careful oversight, not only that the teacher may know just what his pupils can do, but also because it affords a powerful incentive to childish ambition. A word of encouragement or praise will assist in producing better results the nex*^. time. The following list is given that the teacher may select those best suited to the needs of the class. 1. Make the story from all the words in your er celope. (The teacher having previously written sentences on manilla paper, and cut them up into separate words — all the words belonging to one statement being put into one envelope — and having distributed them to the class.) 2. Make all the words you can from {a) m, t, p, r, c, a, s, f, 1, o. (h) s, r, f, h, t, n, p, c, i, o. (t) f, s, 1, m, n, p, g, d, r, b, oo, ee, eta 83 d4 STBPS IN TIIK PHONIO SYSTEM. 3. Build all tlu; words you can from the letters in your box. (These small pasteboard boxes contain many letters of the alphabet. They may be written on f mall 8(iuares of manilla paper or cardboard. Many letters should bo in each box. The number of letters should be increased as the number of sounds taught, grows larger. A pupil can form quite a list of words from the following num- ber of letters: — 6 of "a" 4 of "s" 5 of "t" 5 of "m" 3 of "c" 4 of "r" 4 of " p " .6 of "o") 4. Make as many words as possible out of the following — Thanksgiving, birthday, Christmas or Manitoba. 5. Transpose the letters in the following words to form others : — wake chum shad salt reef peach plum delf snip, etc. 6. Write questions, using the names of animals, as dog, cat, etc . 7. Outline the forms of letters with 8plit peas or melon seeds. 8TBP8 IN THE PHONIC SYSTEM. 85 }lon 8. Form other words by making external or internal changes in — mast crab pond step slip trim drip brig felt belt clap band 9. Write all the words you can think of, having a certain letter or combination, 10. Write sentences beginning with — I see, I saw, I did, I like, etc. 11. Write the nameg of objects in the school-room and tell what each is made of. 12. Write a list jf things in a grocer's store. 13. Write contrasted forms of the following sentences — (a) The mat is dry. (6) The cap is old. (c) The snow is hard. (d) The string is long, eta 14. Answer questions, such as — (a) How do you do to-day ? (6) What school do you attend ? (c) On what street do you live ? (d) Along what streets do you go home ? etc. 86 STEPS IN THE PHONIC SYSTEM. 15. Fill in the spaces in the following sentences with suitable words : — (a) Sam and had a race. (b) Mary and ate an apple. and I have new hfits. and I clean boots. 16. Write the names of things that crawl. 17. Write the names of all the animals you have seen. 18. Write the names of the games you play. 19. Write all the words containing a certain letter from a page of the Reader. 20. Write the names of the days of the week. 21. Write the names of people living on your street. 22. Write the names of ten th'ngs made of iron. 23. Write the names of things in the kitchen. STEPS IN THE PHONIC SYSTEM. 87 24. Read the following sentences and do wliat each tells you : — (a) Draw a tree with ten apples on it. (6) Draw a boy flying a kite. (c) Draw a house or train. (d) Draw a boy fisliing, etc. 25. Write the different thin^js a lx)ttle can hold. 26. Write the names of different kinds of toys. 27. Draw the picture of something in wliicli you can travel. 28. Write the names of the months of the year. 29. Write the names of streets. 30. Write the names of fruits. 31. Write six questions about a certain object, as snow, picture, umbrella, glass, etc. 32. Write a list of vegetables. 88 STEPS IN THE PHONIC SYSTEM. 33. Write the names of objects or animals with four feet. 34. Write the names of certain numbers. 35. Write a Hst of different kinds of nuts. 36. Write the names of the occupations Httle boys can follow, when they have grown up. 37. Write a list of things on the dining-room tab^e. 38. Write a list of carpenter's tools. 39. Write the names of things to drink. 40. Write the names of the occupations little girls can follow, when they have grown up. 41. Write the names of green thinga 42. Write a list of shoemaker's tools. 43. Write a list of eatablea STKP8 IN THE PHONIC SYSTEM. 8(i 44. Write a list of things that may be bought in a drug store. 45. Write a list of the things a farmer may bring in his waggon for the market. 46. Name the different kinds of trees. 47. Name all the things that should be carried in bags. 48. Write six things a bird can do. 49. Write all the names of the girls in the class. 50. Write in full, partly illustrated sentences, such as- (a) I sat on the h (b) The book is on the | T (c) The is empty. {d) I lost my 90 STBPS IN THE PHONIC SYSTEM. 51. Draw the pictures of words written on the black- board. 52. Name all the creatures that have wings. 5.S. Tell when your next birthday will be, and your age on that day. 54 To what use can each of the following be put ? — spade, brick, chain, spool, brush, tub, dipper, etc. 65. Write autobiographies of a cat, dog, mouse, fly, etc. 56. Write stories from pictures. 57. Write what you do on Saturdaya 58. Name ten things bought in tins. 59. Make a list of animals that have horns. 60. Name the flowers you like best. 61. Write, from memory, a gem or verse of a song. 62. Name all the things that give light. STEPS IN THE PHONIC 8YHTEM. 91 63. Give tiu' nainoH of uuiiuiilH that Iiuvo lun^ tail.H. 04. Name tho tiling tliat j^ive heat. 6.5. Dra\v a picture on your .slate and write tlie accom- panying .story. 66. Write tlie names of thinj^s that are round. 67. Copy from the bhickboard li.sis of peculiar word.s. 68. Name ; — • ( 77. Fill out sentences partly elliptical and partly illustrated, as — '^ (a) has a (6) Fred and have a 0' (c) The I I IS (d) The is on the 78. Name the articles you put on to go home from school on a winter's day. 79. Give words that rhyme with day, long, tin, mat, etc. 80. Write the names of streets running north and south. STEPS IN THE PHONIC SYSTEM. n 81. Name all the things on the teacher's table. 82. Write questions beginning with the words — Are there, Is it, May we. Will he, etc. 83. From squares or oblongs drawn on blackboard or manilla paper, enclosing the words of a sentence in irregular order, form the correct statement, as — ^ \ ^ LacLo/u 'b' / 94 STKP8 IN THK PHONIC SYSTEM. 84. Why do you like or dislike — sugar, salt, vinegar, pepper, etc. 85. Write six questions beginning with — What, Who, When, etc. 86. Write the names of girls and boys whom you would like to invite to a party. 87. Name things made of glass. 88. From the envelopes distributed, select the pictures and lay them in a row on the desk. With the aid of the letters, also in the envelopes, place the name below each picture. (These pictures are outline sketches of animals and familiar objects.) egar, . Who, you ures the 3ach nals