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STEPS

fir

THE PHONIC SYSTEM

WITH

SUGGESTIONS FOR SEAT OCCUPATION
A MANUAL FOR THE USE OF PRIMARY TEACHERS

• ANNIE E. CULLEN,

Primary Teacher, City Model School, Church Street, Toronto,

CHRISTINA C. NIVEN,

Primary Teacher, Jesse Ketchum School, Toronto.

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

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.

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

INTRODUCTION.

Vll

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-

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.

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.

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,

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.

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

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 : —

tat

mat

tam

STEPS IN THE PHONIC SV8TEM.

Drill well on these words, by having the children
sound them individually and collectively.

Class is required to reproduce them on slates.

LESSON III.

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 : —

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.

Form. — Like a little duck sailing in the water.

Sound. — This little boy makes a hissing noise when
he speaks.

■ 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.

;

id,

[Ul

>er

(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

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

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'.

: ;

STEPS IN THE PHONIC SYSTEM.

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

not

snap
pant

scan

span

The next step that the child takes is a very important
one ; namely, that of Sentence-bmlding.

« ]

''1

* ii

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.

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'

STEPS IN THE PHONIC SYSTEM.

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.

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

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

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.

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.

e to

on
ler.

till

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

STEPS IN THE PHONIC SYSTEM.

; i

h 1

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.

(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.

(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.

'''Hi'

■',■.•4 ■
\

STEPS J^ THK PHONIC SYSTEM.

LESSON XL

"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.

.1
I

STEPS IN THR PHONlC SYSTEM.

'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,

IS on

*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.

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.

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.

3. Nell fell flat.

4. Fan felt the frost.

5. The hat felt soft, etc.

LESSON XIIL

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

> If,

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.

(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: —

sit

fit

pit

lit

din

tin

sin

fin

did

ill

pill

rill

mill

fill

sill

STEPS IN THE PHONIC SYSTEM.

ter
iar
nil

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

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.

STEPS IN THE PHONIC SYSTEM.

LESSON XV.

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:

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.

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.

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.

(long sound).
The silent e causing a to say its name.

:•. ■ •

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.

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

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

STEPS IN THK PHONIC SYSIKM.

home

rope

grope

prone

alone

cone

pore

stole

smote

store

rose

sore

drone

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

•

(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

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.

STEPS IN THE PHONIC SYSTEM.

LESSON XXIII.

♦

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.

LESSON

XXV.

, ' 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.

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

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.

4. I put the fish in the shed.

5. Fan must not crush the sheets.

6. The fish is not fresh, etc.

LESSON XXVIII.

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

STRPS IN THE PHONIC SYSTEM.

LESSON XXIX.

11!

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.

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 <l()t over it, with just a
slight variation in the lower portion, 'k" has still the
broken back.

Those presenting the most difference from their script
forms are : —

a ' b

These may form the bases of special lessons, and lists
of words may be printed on the blackboard, containing
the letter whose fonr it is desirable to impress.

These words the children may change into script, either
when in class, or at seats.

The child soon learns to recognize print, as readily as
he does script.

It is good sometimes to have the morning's lesson in
script, repeated in the afternoon in print, with a slight
difference in the order of words.

Short printed sentences, mounted on cards, are very
necessary to further the pupil's acquaintance with printed
form, before he handles a book.

LESSON XXX.

< »i

Sound — Vocalized as a mild sneeze.

chat
chin

chap
rich

chum
much

chop
chit

chip

cheer

chant

chime

snatch

scratch

Richard

pitcher

chaplet

satchel

chocolate

STEPS IN THE PHONIC SYSTEM.

chest

chill

beech

cheese

chase

match

starch

chisel

screech

kitchen

beechnut

chart

parch

choose

patch

Charles

cherish

channel

chicken

chestnut

1. Fred put starch on his chin.

2. The chisel is in the chest.

3. Richard has a pitcher.

4. I chose chocolate.

5. Rachel went into the kitchen.

6. I ate beechnuts and chestnuts.

7. Dan chose a red satchel, etc.

LESSON XXXI.

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.

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

disk

*.ti

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.

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.

(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.

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

i •'.(

lis

STEPS IN THE PHONIC SYSTEM.

5. May can stay to take up the tray.

6. Ray came last Sunday, etc.

LESSON XXXVII.

«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

nt
nt

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

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.

LESSON XXXIX.

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.

STEPS IN THE PHONIC SYSTEM.

5. Do not put cream in the teapot.

6. Come near to hear Rob preach, etc.

LESSOX XL.

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

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.

- 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

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.

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.

LESSON

XLIII.

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

STEPS IN THE PHONIC SYSTE3!.

LESSON XLIV.

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.

•

LESSON

XLV.

i ■

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.

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

fll

STEPS IM THE PHONIC SYSTEM.

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.

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.

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.

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.

•Ml]

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.

■

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.

the

STEPS IN THE PHONIC SYSTEM.

LESSON

■ L.

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.

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.

LESSON

•

Lll.

Sound. — Long a.

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

Sound. — That made by doves — coo.

quit quire queen quart

queer quake quilt quest

quail square quell quaint

squib squire squeak squeal

<.M

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

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.

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

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.

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.

LESSON

LVII.

}

(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.

1 . -

GC STEl'8 IN TilK PHONIC SYSTEM.

LESSON LVIll.

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

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.

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.

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

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.

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

Fur will burn

The nurse hurt me.

A burr stuck

to my purse

I wore my purple dress to church.

I will curl my hair on Saturday.

Arthur burned the curtain.

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

formation

promotion

salvation

botheration

extraction

convention

~r-r---n - wJ

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.

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

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'

■

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.

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

STEPS IN THE PHONIC SYSTEM.

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.

' !! :,

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.

;;

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.

LESSON LXVII.

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

(xeorge

cut an orange.

Do not

smudL'-e the i

t)ap'n.

■^«i!DWV«n9lll

\\iimmi

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.

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.

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'

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.

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.

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
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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.

STEPS IN THE PHONIC SYSTEM.

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

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

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.

}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.

(d) The string is long, eta

14. Answer questions, such as —

(a) How do you do to-day ?
(6) What school do you attend ?

(d) Along what streets do you go home ? etc.

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.

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.

(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.

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

(b) The book is on the | T

is empty.

{d) I lost my

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.

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 ; — •

(<t) Animals that growl.
(h) Animals that scratch.

(d) Animals that sleep all winter.

69. Write in your own words a story your teacher has
told you.

70. Write a certain lesson from the Reader.

71. Silent reading at seats from supplemental books
or cards.

72. After reading a lesson in cla.ss, reproduce it, at
seats, on slates.

STEPS IN THE PHONIC SYSTEM.

73. Copy the model of a letter to a friend.

74. Write the names of streets that run east and west.

75. Write six questions about a certain picture.

76. Tell the reason we keep Thanksgivintr Day Christ-
mas or the 24th of May. *= j>

77. Fill out sentences partly elliptical and partly
illustrated, as — '^

(a)

has a

(6) Fred and have a

(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.

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'

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