lar IMAGE EVALUATION TEST TARGET (MT-3) 7 / o {/ K<, :/. C/a y. "% 1.0 I.I ^- lU IIIII22 vs. IV ■ 40 2.0 1.8 1 1.25 1.4 16 - - ■^ 6" ► V] & VI ;^ oN /,. 7 /!^ Photogiaphic Sciences Corporation 23 WEST MAIN STREET WEBSTER. NY. 14580 (716) 872-4503 V- "^^ r=i]^ Ji CIHM/ICMH Microfiche Series. CIHM/ICMH Collection de microfiches. Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductions historiques Ji Technical and Bibliographic Notes/Notes techniques et bibliographiques The Institute has attempted to obtain the best original copy available for filming. Features of this copy which may be bibliographically unique, which may alter any of ^he images in the reproduction, or which may significantly charge the usual method of filming, are checked below. 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Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre filmds d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul clichd, il est filmd d partir de Tangle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images n6cessaire. Les diagrammes suivants illustrent la m6:hode. 1 2 3 1 2 3 4 5 6 i *f>^ r 1 ^-p (5^/1/ 9 rmwrn' ««** wwjABm -♦♦' « tawl »l«»y«P<>™"*T^^ ^jie lemon. # ' w." a J THE ALPHABET. T- 'd. \a i a b c SMALL LETTEBS. d e f > h • 1 f It ( i • J k 1 m n o P q r s t u V W X V z ' ■ ! CAPITAL LETTEES. , t J A B C D E F HI J K L M ?^ O P Q R S T U V \^ X Y Z # ,*■ TO TEACHERS.— This book has been arranged in two parts— Reading-lessons and Word-lessons — so that they may be taught either together or separately. The length of e^ch day's lesson is left to the discretion of the teacher. The Word-lessons at the end of the book (page 27, &c. ) con- tain all the words employed in the Reading-lessons, grouped Avith additional words of the same sound. As Ihey are syste- matically arranged, and of progressive difficulty, they are well adapted for showing the child the process of word-building from single letters. # m PRINT WRITING ALPHABET SMALL LETTERS. a b c d e f 9 h a / J k I m n P q r s t u U W X y z ':f CAPITAL LETTERS. A B C D E F G H 1 J K L M N P Q R S T U V W X Y Z % PRINT- WHITING.— This new form of letter is specially ad- apted for being copied with the pencil or pen. The letters are not the ordinary written characters or the so-called script, but such a modification of printed characters as a good pen-printer easily and naturally makes. The value of this character for school purposes can scarcely be over-estimated. Besides being the best form in which to give spelling-lessons to young children, the art of print-writing in this new character ^vill be an acquisition of great value in after- life. For innumerable purposes, both at home and in business (for addresses, cards, labels, Sec), it will be found better than the ordinary written character required for letter-writing. For spelling practice on the slate, and as a first step towards ordinary writing, the art of print-writing in this new character is strongly recommended to the notice of all interested in Education. Children who practise it will pass easily from it to the ordinary written character at a later stage. PART I. -READING-LESSONS. t 1 t e e n ;s n Is jr n io 'r^-':»r~^, pig [XoTE.— Bead these words to the child ; then make the cliild read them till it is perfectly familiar with them. Endless mis- takes and confusion arise from overlooking the simple j)rinciple that the reading of a word should come first, and the spelling of it afterwards. NEVER ASK A CHILD TO SPELL ANY WORD TILL IT HAS PRONOUNCED IT.] dog, EXEBCISE. cat, hen, pig, tub, A dog and a cat. A hen and a fly. A pig and a tub. fly. ■-^h THE PRIMER. THE CAT AND THE MOUSE. This is a cat. It is a fat cat. I can see its tail. I can see its paws. It has a long tail. It has soft paws. [Teach the children to read the words at sight without spelling them. Spelling should be a separate exercise. An oral lesson in spelling, or a slate exercise, may be given each day from the Word-lessons at the end of the book.] \ THE PRIMER. The cat sees a mouse. Run, mouse, run! If you do not run, the cat will catch vou. This is the mouse: the cat did not catch it. [Before proceeding to the next page, make the children read the above sentences in a different order. For exampk — "this i3 a cat ; " "it has a long tail ; " "I can see its tail ; " and so on. Most of the lines may also be turned into questions, by simply transposing the words, and pointing to them on the wall- bheets in the following order: — "is this a cat?" Answer— "this is a cat." "has it a long tail?" Answer — "it has a long tail," &C.1 6 THE PRIMER. 1. Do you see the cat ? I can see it. It is a fat cat. It has soft paws. 2. This is its tail. It is a long tail. I can catch its tail. The cat can catch its tail. 3. Do you see the mouse ? I see it. Has the mouse a tail? It has a long tail. This is its tail. 4. Cat ! do you see the mouse ? The cat sees the mouse. Run, mouse, run! the cat sees you. The cat will catch you if it can : run, run, run ! THE PRIMEE. 7 6. Mouse ! do you see the cat ? The mouse sees the cat. Cat ! the mouse sees you. Run, cat, run! Catch the mouse if you can. 6. Did the :.iouse run? The mouse did run. This is the mouse. Did the cat catch it ? The cat did not catch it. 7. Can you catch the cat? This is it. Catch it if you can. Run, cat, run! Did the cat run ? It did run. I did not catch it. [The sentences in these two pages as the previous lesson, and no others.] consist of the same words 8 THE PRIMER. TOM AND HIS DOG. ^ Do you see that dogl It is Tom's dog. Tom is kind to it, and the dog loves Tom. It will play with him, and do what he bids it. ' I • I i 'i ! THK PRIMER. 9 Tom is at the pond : he throws in his stick. Go, dog, bring it out. The dog swims in for it. See, here he is with it: how well he swims! [This lesson on the dog, and the subsequent lessons on the sheep, the hen, the bird's nest, &c., gradually introduce new words to the pupil— a few at a time.] 2 10 THE PRIMER. [The words of the previous lessons, and no others, are here worked up into new sentences.] 1. This is Tom's dog. If it sees Tom, it will run to him. Run, dog, and catch Tom. Tom will play with the dog. The dog will play with Tom. 2. This is Tom's stick. Do you see it, good dog ? The dog sees it. Tom throws it in the pond. Go, dog, and bring the stick. The dog swims for it. He will bring it out to Tom. The dog sees the cat. Run, cat, run! If you do not run, the dog will catch you. The cat wili run. The dog will run. It will not catch the cat. * ■ THE PRIMER. 4. 11 Do you see this stick ? The dog will catch it, and play with it. If Tom throws it, the dog will run and bring it to him. 6. The mouse is in the pond. Go, cat, and bring it out. The cat will not go. The mouse swims. See ! it is out of the pond ! The cat sees it. Run, mouse, run! 6. The cat is at play. It has Tom's stick. Cat ! do not play with the stick. If the dog sees you, you will run. Run, cat; the dog sees you! * , ^-^ I I— fciiiMrtii'^Wii ■m 12 THE PRIMER. r:%^^^^^^^^0:i 4 a ^\ W: X ft The above shows UielAl^abet la Script/br looped 1^^^ Imt this character should not be ^iifi^t till »r later stage. It is mi^h too difficult at first, espedatfy in t(ie case of the caintali, as wil} he seen from the Mlawing example ;'*- •OiOT. WRITING. Oog 'l^e prirU-mntinff character shovm in the prevfi^ua jwg^ fm» Primer slate exeroiie«>