¥io^ 1$ T^^f\ |%'E;:l5ftWAlT^-FHIIAbELPKIA^| BSHM LIBRARY OF CONGRESS. ©^ ©o^rti^riD.. Slielf.-.M.'t UNITED STATES OF AMERICA. \ HOW TO TEACH READING. Manual for the Use of Teachers. TO ACCOMPANY MONROE^S PRIMARY READING CHARTS AND MONROE'S NEW PRIMER. / ^ ' K MRS. L.'^B.'IVIONROE. v^/y^y. r Ok PHILADELPHIA: COWPERTHWAIT & CO. V. \ V .^l^^ll TO ALL FAITHFUL TEACHERS WHO DESIRE TO GIVE TO CHILDHOOD EVERY ACCESSIBLE POINT OF VANTAGE-GROUND AT THE VERY OUTSET OF EDUCATION THIS LITTLE MANUAL IS EARNEST T.Y DEDICATED. Copyright, 1888. by COWPERTHWAIT & CO. CONTENTS. PAGE Self-reliance the true starting-point in education 5 The necessity of arousing the mental faculties of children before anything like reading is attempted.— Hints for the same 6 Chart 2 (page 9 in New Primer).— Lines and figures.— Suggestions for train- ing the eye and the hand 7 Chart 3 (page 10, New Primer).— Counting-lesson.— Suggestions for bringing out pleasant qualities of voice 8 The phonic method develops self-reliance 9 Diagrams of the vocal organs in producing the sounds of m, n, a and a . . 10 Blackboard work preliminary to Chart 4 11 Chart 4 (page 11, New Primer).— Directions 12 Chart 5 (page 12, New Primer).— Hints for preliminary conversation to awaken interest 13 Chart 6 (page 13, New Primer).— Diagram— r.— Hints for helping children who have already learned the names of the letters 14 Chart 7 (page 14, New Primer).— Diagram— s 15 Hints for encouraging little ones.— Easy, natural tones of voice necessary to good reading 16 Chart 8 (page 15, New Primer).— Diagram— li 17 Chart 9 (page 16, New Primer).- Diagram— t 17 Chart 10 (page 17, New Primer) 17 Chart 11 (page 18, New Primer).— The reason for not using diacritical marks at this stage of reading 18 Chart 12 (page 19, New Primer).— Diagram— f 19 Chart 13 (page 20, New Primer) 19 Hints for bringing out speaking qualities of voice 20 Chart 14 (page 21, New Primer).— Diagram— p 20 Chart 15 (page 22, New Primer).- Language-lesson in connection with the correct pronunciation of the articles 21 Script.— How to teach it 22 Chart 16 (page 23, New Primer).— The natural way of teaching the long and the short sound of i 23 Chart 17 (page 24, New Primer).— Hints for bringing out sprightly tones of voice 24 3 Contents. PAGE Chart 18 (page 25, New Primer) 24 Chart 19 (page 26, New Primer) 24 Chart 20 (page 27, New Primer).— Difference between the sounds of d and t . 24 Chart 21 (page 28, New Primer).— Difference between the sounds of b and p . 25 Chart 22 (page 29, New Primer).— Diagram— 1 25 Chart 23 (page 30, New Primer) 25 Chart 24 (page 31, New Primer),- The natural way of teaching the long and the short sounds of e 25 Chart 25 (pages 32, 33, New Primer) 26 Chart 26 (page 34, New Primer) 26 Chart 27 (page 35, New Primer).— Diagram— 1»' as a consonant 27 Chart 28 (page 36, New Primer) 27 Chart 29 (page 37, New Primer) 27 Chart 30 (page 38, New Primer) 27 Chart 32 (page 40, New Primer).— Words of two syllables 27 Chart 33 (pages 41, 42, New Primer).— Hints for calling out the imagination without the aid of a picture 27 Chart 35 (page 44, New Primer). — Difference between sounds of v and f . , . 28 Chart 37 (page 46, New Primer).— You the same sound as u 28 Chart 38 (page 47, New Primer) 28 Chart 39 (page 48, New Primer).— Long and short sounds of vowels 29 Chart 41 (page 50, New Primer).— Diagram— sli 29 Chart 42 (page 51, New Primer).— Diagram— y as a consonant 29 Chart 43 (page 52, New Primer).— Hints for teaching "by-sight" words ... 30 Chart 44 (page 55. New Primer). — Monotonous reading 30 Charts 45, 46 (pages 58, 59, New Primer).— Diagram— th . 30 Chart 47 (page 60, New Primer).— The natural way of teaching long and shorty. ... . ......". 31 Chart 50 (page 71, New Primer) 31 Charts 51, 52 (pages 75, 76, New Primer) 31 Chart 53 (Page 77, New Primer).- The initial letters of " by-sight " words . . 31 Learning to write 32 Concluding words 32 HOW TO TEACH READING. SUGGESTIONS TO TEACHERS. TO the lover of childhood nothing- is more de- lightful than to teach little ones ''how to read;" but in order to ensure that success in teaching" which ^would give pleasure to the children and sat- isfaction to the teacher, one must call common sense to her aid and free herself from the old tra- ditions concerning- the first steps in reading. ISTo wonder the little ones hated to go to school, when they were expected to learn the whole alphabet before reading- a word! There is a surer and a better way. This little manual has been prepared hoping- that it will aid earnest teachers in making the first road to knowledg-e an easy, pleasant one. Especially does the writer hope that some assistance is herein g-iven wliereby teachers may clearly understand the very important diff'erence between the sounds of letters and their names ; for he who teaches by sight alone (or the word-method) not only robs the child of the advantage to be gained by learning through two of the senses instead of through one, but also fails to arouse in him that self-reliance in overcoming dif- ficulties which is the secret of true progress. Do not think that you can gain time by turning at once to Chart 4 (page 11 in New Primer). It would be an economy in the end if several weeks were spent in training the children to observe and com- 5 6 How to Teach Heading. pare forms "before anything like reading is attempt- ed. What should we say of a carpenter ^who com- menced a nice piece of work knowing that his tools were blunt? And yet most teachers expect little ones to learn to read without any mental prepara- tion whatever. One of the most successful primary teachers we have met— one whose children read and write remarkably well at the close of the first school-year— does not turn to Chart 4 until she has spent several months in training the eye and the hand as a basis for future work. "Why train the hand ?^^ do you ask, teacher? The answer is evident: what the child learns through two senses is more firmly fixed in his memory than what he learns through one. Develop sense of touch, therefore, as well as sense of sight. The teacher referred to gives her children beads to string, blocks to build, cards to sew, papers to cut and to weave, and in connection with each occu- pation she has interesting talks ivith the cliildreii — miniature object-lessons — which call out their thought and train them to observe, comxjare, and remember forms. She has a little store of china animals, pretty stones and shells, and many other things that interest children. She has a jar of gold- fish, another jar of tadpoles. There are flowers growing in the windows, pictures on the Avails, and there is a small aquarium filled with plants which the children helped the teacher to gather. It is needless to say that such a teacher establishes from the outset a sweet fellowship with her pupils which is rivaled only by the mother's love. It must be remembered, however, that the teach- er herself must converse in pleasant, sprightly tones, or she will not call out pleasing infiections in the children's voices. The faulty intonations of pupils in the high school may be the result of bad habits of voice acquired in the primary department. The ingenious teacher will think of many devices for inducing the children to talk with her, and to bring out sweet qualities in their voices. Let them tell what thev saw on their wav to school. Let them Hold to Teach Reading. describe objects in tlie room. Let them tell about their pets at home. To . recapitulate, then, the needs of the primary school, the following" points should receive atten- tion before anything* like reading is attempted: 1. The children must be taug'ht to see and to remember forms. 2. They must be taught to talk. 3. They must learn to use the voice pleasantly, 4. Their imagination must be called out. All these results can be attained by wide-awake object-lessons such as have already been sugg-ested. Children that have had preparation through oc- cupations and object-lessons will be ready to learn from Chart 2 (page 9 in New Primer). — Do not allow them to see at first all the lines and figures on this chart. The teacher should draw on the blackboard a horizontal and a vertical line; these are enough for one lesson. Do not use the terms "horizontal" and "vertical:" "up-and-down line" and "left-to- right line" are enough for the outset. Let the children point out the straight lines in the rooih— around the doors, the windows, etc. Give the chil- dren little sticks that thej^ may reproduce these lines on their desks. (These can be obtained at "school-supply" stores at a trifling cost, or the teacher herself can make them from matches, cut- ting off the brimstone ends. Bits of wire may be used for curves. ) Give only two sticks at first, and increase the number day by day. At the close of these lessons let the children invent little forms with their sticks and take turns in telling- what they have made. Perhaps one will say he has made a slate, another a window, another a kite, and so on. This exercise tends to call out the in^T agination and greatly interests the little ones. For another lesson the teacher should copy orj. the blackboard the first slanting" line. Ask the children if they find in the room any lines like it. Let them reproduce it with their sticks, and pro- 8 Hoiv to Teach Reading. ceed as before. Anotlier day copy the next slanting line, and in this manner teach gradually all the lines and flg-ures. After a while the slate and pencil may he used in copying- them. In teaching- large numbers of children the teacher may not be able to see whether all are laying their sticks according to direction ; in such an emergency she can get assistance from some of the brightest children. By a little tact on the part of the'teacher the most mischievous and troublesome pupils may become earnest little helpers. Chart 3 (page 10 in ISTe'w Primer). — The counting lesson should be made bright and pleasant. Let the children talk about the birds before they begin. "Do you love httle birds ?"—" Have you seen any real birds to-day ?"—" Where did you see them?" Such questions as these may be asked, to awaken the interest of the little ones and bring out pleasant qualities of voice. Do not attempt to teach them to count ten at once ; let them count one bird at first, bring you one book, point out one child, one win- dow, etc. Teach them to count two in the same way, always requiring them to count objects in the room. After a few lessons let the children sometimes take turns in pointing out the birds, while the rest of the class counts. To vary the lessons and to call out the imagination of the children let them have little sticks on their desks (say an inch in length) and "play they are birds." "Charlie, how many birds have you on your desk?" — "I have two birds." — "Here are two more birds flying to you, Charlie" (the teacher laying two more sticks on his desk). "I^ow count and tell me how many more birds you have."— "One, two, three, four! I have four birds."— "You are right. John has no birds.— John, come here and take five birds out of my box." The ingenious teacher will think of many ways to keep up the interest of little ones, and to aid them in counting. How to Teach Heading. • 9 After a drill of several weeks or months in the directions already hinted at, the children will be ready to learn from Chart 4 (page 11 in ISTew Primer).— The teacher should make herself familiar with the directions at the bottom of the chart before beginning the lesson. Of course these directions are for the teacher onl}/, and she will vary them according to the needs of the pupils. These charts can be used by the word method or by the phonic method. We earnestly recom- mend the latter, for it makes the children self-re- liant from the outset. Grammar-school teachers have found that children Avho have been taught to read by the "word method" are not apt to be good scholars in arithmetic. The reason is obvious: they have formed the habit of depending on others in learning to read, instead of finding out the words for themselves. Most of the words in the charts and Primer are phonic, and can be taught by sound. A few words *'by sight" are introduced later, when the mental habits of the child are somewhat formed. We would say, then, Do not teach the names of the letters on Chart 4 as em, en^ a: give only their sounds. First, the teacher should clearly understand the difference bet^reen the sounds of the vowels and the consonants. In articulation, the lips, the teeth and the hard and soft palates are brought into use. In producing the vowels {a-, e, i, o, ?«, including the long and short sounds) the vocal organs are open and free ; but in producing the sounds of the con- sonants there is a hindrance to the free emission of the voice, owing to a closer position of the vocal organs, and in most cases actual contact. This is il- lustrated in the following diagrams. Figs. 1 and 2 represent the position of the vocal organs in pro- ducing the sounds of the consonants 7n and n. Figs. 3 and 4 indicate the open position of the or- gans in producing the long and the short sound of the vowel a. 10 How to Teach Heading. Fig. 2. Position of lips and vocal organs in producing sound of in. Position of tongue and lips in producing sound of n. Fig. 3. Fig. 4. Position of the vocal organs in producing short sound of a. Position of the vocal organs in producing long sound of a. Fig. 1 shows that the sound of ni is made witli shut lips, the sound being- emitted through tlie nose, as indicated by the dotted line. N'otice posi- tion of lips in producing final sound of such words as am, dim, hum, etc. Fig. 2 shows that the sound of n is made by putting the tip of the tongue just hack of the upper teeth, the sound again being emitted through the nose. N'otice the position of the tongue in producing the final sound of hi, tin, ran, etc. It is much more difficult to understand the sound of a consonant when it is the first letter of a word : the sound of the consonant mingles with that of the following vowel and confuses one. The sound a (long) as in pate is not used In the Primer, but we add a diagram of the same, that the teacher may see how perplexing it is to a child to How to Teach Heading. 11 tell him, in the outset, that a in man is a. The long- sound, of 71 is double, made up of a + e. This is shown in Fig. 4. The dotted line indicates the position of the tongue in producing the final part, e. Slowly pronounce a as in fate, and notice the twofold action of the lips, tongue, and teeth. Then begin to pronounce words commencing with the short sound of a, as at, am, an, etc., leaving* out the final consonant. It will he seen that this sound of «, or a, requires hut one position of the vocal or- gans, as is shown in Fig. 3. Now, if the teacher wishes the child to find out or "build up" words for himself, and tells him in the outset that em, a, en, spells man, it is as perplexing as if she gave him marbles and told him to build a block-house. The teacher, then, understanding that the sottud, and not the name, of the letter is to be taught, should, before showing Chart 4, print m. on the board. Ask the children how many "up-and-down" lines they see in it. They will readily say, "Three;" and if they have had faithful preliminary drill on "Lines and Figures," they will also say that they see two curves at the top. Then the teacher should proceed according to directions on Chart 4: " Children, when you see this letter witTi three 'up- and-down' lines in it, you should call it thus;" and the teacher makes the sound of m with closed lips. After sufficient drill print a on the board. Ask if there is an "up-and-down" line in it. Let the children point it out. Ask if it has curves, and where. Compare it with m. Draw out from the children the points of difference between the two letters. In this way the forms of the letters are impressed upon the minds of the little ones, and they are ready to learn this sound of a, the teacher giving, of course, not a, but a as in man. Next print n on the board, and the children will be quick to observe that it has but two vertical lines. Then give the sound of n as directed above. After the children are familiar with the sounds of the three letters the teacher may turn to Chart 4 12 How to Teach Reading. and say, after talking- a while about the picture, "ISTow, children, you have learned enough this morning" to read all that Is on this chart. First let me see if you remember the sounds;" and the teacher should review the sounds of the letters found on the chart, as little children may he bewil- dered at seeing- the characters in print. Let them point out all the m's, n's, etc. (being very careful to give only the sounds of the letters). Pay no atten- tion to the script at present. Xext the teacher should help them "build up" the word nidu, beginning at the top of the chart. The spaces between the letters indicate the slow- ness with which a little child w^ould do this. The teacher points at the three letters in their order, while the child gives the sounds m-a-u. At first he does not know that he is framing a word. The teacher repeats the process again and again, point- ing out the sounds more quickly each time, until the child perceives that he is saying the Avord tnan. Finally teach the phrase a man. The article is always to be joined ^vith the following word in speaking, as if it were a first syllable; as, a-go, a-bed, €i-nian. Forming the other words on the chart will be a very easy matter after the foregoing is accom- plished. Teach this first lesson thoroughly, and it will make all the subsequent lessons comparatively easy to the children. Let all printed letters remain upon the board a week, at least, after they are taught. The teacher will often find the little ones looking at them and repeating to themselves the sounds. As it is probable that several of the class will not remember all the sounds on Chart 4, review it at the beginning of the next lesson: "Now, children, we want to read from a new chart to-day, and we shall turn to it in a few min- utes, if you will all give attention and show me that you remember the sounds you learned yes- terday. Who thinks he can read all that is in this first lesson?" Some bright child will volunteer. How to Teach Heading. 13 " Charlie thinks he can read it. All the rest of the class watch carefully while I point and Charlie reads.— Very g"ood ! I am g-lad to see you remem- ber so well.— Who else will read it for me?" etc. Sometimes vary the lessons by letting" the chil- dren take turns in pointing- for the rest of the class to read. Children greatly enjoy "playing teacher;" they will be sure to give closer attention that they may earn this privilege. After a short, brisk review turn to Chart 5 (page 12 in Kew Primer): "Children, I know you will enjoy this lesson. You can read every word here except one, and you will soon know that. But first we will talk a while about the picture.— Lizzie, what do you see here?"— "I see a little boy."— " Good !— Anna, tell me something about the little boy."— "He has a big* hat on."— "John, do you think the hat fits him?"— "No, ma'am. I think it is his papa's hat."— "I think so, too.— Jane, what has he in his hand?"— "He has a big cane. I think it must be his papa's cane."— "Perhaps it is.— Carl, what do you suppose this little boy can be doing" with a big hat and cane?"— "I guess he is 'making believe' he is a man."— "That maybe so. He seems to be full of fun. I think he is talking; we will read what is on the chart and find out what he is saying". First we must learn the new sound." The teacher then prints I on the board. Talk about the form of the letter, and finally give its sound, which in this instance is the same as the name of the letter. Turn again to the chart and let the children point out all the I^s; they will then be ready to read all the words and phrases and find out what the little boy is saying. The important thing now is to teach the chil- dren to read in phrases. By frequent repetition they must be made so familiar with the words that they can call them promptly at sight. And they must be taught to see short phrases and speak them at a single breatli; thus, I am as fluently as if it were one word. Then a niaii is to be spoken in the 14 How to Teach Heading. same easy manner. N'ext the two phrases should he spoken (or read) with a slight pause hetween them, and finally the complete sentence, **-Z cun a tnaUf" is to he read easily with a single impulse of the hreath, and with no awkward pauses hetween the words. Fig. 5. Chart 6 (page 13 in New Primer) will also he found easy and interesting to the children if the previous lessons have heen faithfully learned, as it contains hut one new sound, that of r. The capital A. is also to he taught. Copy these two letters on the hoard. Ask questions ahout them. Let the children tell the points of difference: "One of these letters has a ' sharp angle.' Who will show me where it is ?" etc. Give the letter A. the same sound as the little a, already taught — namely, its short sound as in man. Be careful on this point; u man ran is very had reading. If a child begins with this fault, it is very difficult to break it up. (See page 10.) Be careful not to call r hy its name ; as, ar. Give only its sound, which is made according to the diagram helow. The tongue is reversed, or turned hack. The inexperienced teacher will easily get at the sound hy be- ginning to say ran. Leave off an, and you have the sound of r. It is much easier to teach chil- dren to read phonetically if they have not learned the names of the letters. If any child is unfortu- nately already familiar ^with them, it will be necessarv to teach him to distinguish between the nam.e of a letter and its sound. The fol- lowing hints may be of use : The teacher asks, " Children, have any of you a cat at home ?" Several will reply that they have. " What is her name ? What do you call her?" Some answer, "We call her Kitty," "Puss," etc.— "Well, does she sag ' Kitty ' ? Does she say ' Puss ' ?— " Oh no ; she says • Jleic^/''— "And has any one a dog at home?"— Position of toiigrne in giving the sound of r. How to Teach Reading. 15 "Yes."— "What is his name?"— "Carlo."— "Does he say ' Carlo '?"—" Oh no!"— "Does he say 'dog-'?"— "No."— "What does he say?"— "He says 'Bow-wow!' and sometimes, when he Is cross, he says *r-r-r^'' (a growling- noise).— "Yes, the dog-'s name is Carlo, hnt the sound he makes is * how-wow' and ^r-r-r;' and the sound Puss makes is *Mew' and *pr-r-r.' Now, the name of this letter {ni) is em, "but it sounds ni'' (with the lips shut, the sound passing- throug-h the nose). "And the natne of this letter (r) is ar, but it sounds just a little like your dog's growl — r-r-r.'' In a similar way the names of the different let- ters as they appear on the charts may he distin- guished from their sounds (if it he found neces- sary), hut it must not be forgotten that the sound is the important thing in reading. Chart 7 (page 14 in New Primer).— Proceed as before, printing the two new lettei^ on the board. Make this exercise bright and interesting, and the children will enjoy analyzing the foi*ms of the let- ters. They will be sure to say that e is almost round; they w^ll speak of the straight line run- ning through it, etc. The sound of this e is like the name of the letter itself ie). Explain that two e's (ee) sound the same as one e. The sound of S is made by putting the end of the tongue back of the upper teeth, leaving a slight orifice, through which the breath passes. (See Fig. 6.) Begin ric.e. to speak the word see, leaving off the ee, and you find yourself pro- ducing the sharp sound of s. The teacher should he sure that she un- derstands how to niahe the new sounds on each chart hefore giving the lesson. On examining the letter s the children Avill be likely to say that it is not round, it is not straight, but it is crooked ; and in teaching Position of tongue in the sound of s they may be told p-^^^-^ ^i^— ^ 16 How to Teach Reading. that there is something- which looks like it and which makes the same sound. Some brig-ht little fellow will probably say, "A snake."— "Yes, the let- ter looks like a snake, and its sound is like the little hiss which a snake sometimes makes. Re- peat this sound after me— s^^ {a short hissing sound). The children are exercised in making- this sound and that of- long: e as the letters are pointed out by the teacher. On turning to the chart have a pleas- ant talk with the children about the picture. A few minutes spent in letting them describe the details of each picture not only will make them interested in the lesson which is to follow, but will bring out their powers of imag-ination and teach them to ob- serve carefully. Before beg-inning the reading-lesson it is well to encourag-e the little ones thus: "Children, there is only one new word to be learned this morning-, and you have already sx^oken it many times. The little g-irl in the picture is saying this same word. Let us find out what it is." The teacher then points to .s, then ee (asking the children to g-ive the sounds), slowly at first, but g-radually bring-ing the sounds together until the children discover that the new word is see. Then let them take turns in pointing- it out wherever it comes on the chart. Let them also point out in this way the phrase I see and a man, and finally the sentence I see a nian is to be taken in by the eye all at once and spoken with a single impulse of the breath. After the children are fa- miliar with the words of a lesson, the teacher should insist that they read even the simplest phrases in easy, natural tones of voice as in com- mon conversation. In no other way can g-ood reading be attained. The period is placed after the sentences; the teacher will use her judgment about giving- an explanation of it at present. If any allusion be made to it, the children may be told simply that it means to stop or rest when they are reading. Any more than this w^ould only confuse them, and retard their progress. How to Teach Reading. 17 Chart 8 (page 15 in New Primer). fig. 7. —There is but one new sound to be tauglit on this chart — tliat of the letter c, which is (here) hard like k. Tlie sound of h is aspirated, and is produced by shutting- tlie back of the tongue against tlie soft pal- ate. Pronounce the word book, and notice carefully the sound of the final k. This gives you the rough breathing or aspirated qual- ity belonging to the sound of k, and consequently to the hard sound of c in can. Print c on the board and proceed as before. (See directions for Chart 4, page 9.) Let the chil- dren compare c with e and point out the differ- ences. Having learned to associate the right sound with the lettei', they will readily build up the word can. The word nie will be very easy, as it is made up of two sounds already learned. Position of the tongue in producing the sound of k. Fig. 8. Chart 9 (page 16 in ISTew Primer).— This chart gives but one new sound— that of f. This is pro- duced by putting the tip of the tongue against the back of the upper teeth, stopping the breath from passing outward for an instant, then allowing it to pass in a slight puff. Pronounce ^ carefully such words as cat, fat, ^ pat, etc., and notice the linal con- ^ sonant, t. Print the new letter on the board, and proceed as before. (See page 11.) The word rat is the only new word to be taught on this chart. The children will have no difficulty in reading it if previous Position of the tongrue 1 T , ,, , -, in producing sound lessons have been well learned. of t. Chart lO (page 17, New Primer) is a review of sounds already learned. It will encourage the lit- 18 How to Teach Reading. tie ones to tell them this after Interesting them In the picture: "Children, there are no new sounds to he learned to-day. If you are careful, you can read all this chart (or lesson) without any help from me. Who thinks he can read the words over the picture?" After several of the children have "huilt up" the word cat, let others take turns in pointing- out the new word wherever it may be found on the chart. It must he remembered that reading- at this stag-e is an education of the eye : the child must learn to see accurately. The form of each letter must he dis- tinctly jjictured on his mind. To aid in this he may he told to look carefully at the letter, then shut his eyes and think how it looks and what sound it stands for. The same may be done with words, phrases, and finally with complete sentences. Call a child's attention to a sentence; then conceal it from view and require the child to tell what he saw. It is surprising- to what extent the eye may be thus trained. In process of time the power is acquired to take into the mind at a momentary glance not only complete sentences, but even para- graphs of several lines. The advantage of such a power to the adult cannot be overvalued, and it is best acquiredby beginning the discipline in early life. Chart n (page 18, New Primer).— After printing O on the board be careful not to call it by its letter- name. Tell the children that it is o (like short o in box, foac^ etc.). Long o is not taught before Chart 39. Of course the teacher is not to make the diacrit- ical mark over the o. These charts are so arranged that children will gradually learn from the posi- tion of a vowel in a word whether it should be pronounced with a long or short sound. The sound of a? is like ks. Pronounce any word ending in a:r— as six, fix, box, /o.x— and you cannot fail to get at the sound of x. Ox is the only new word to be taught on this chart. The interrogation-mark is here used. It is bet- ter to call it " question-mark," telling the children How to TeacJi Heading. 19 Fig. 9. that it is placed after a question. They should not be required to repeat formal definitions of this or any other punctuation-mark. Chart 12 (page 19, New Primer) teaches the sound of /'. This sound is produced hy placing- the lower lip against the upper teeth and emitting the breath. The teacher will see this by pro- nouncing words ending in /; as, root\ calf, staff, loaf, etc. In teach- ing this sound be careful not to vocalize it, as if it were the sound of t% as in have, give, live, etc. The pictui'e on this chart may serve as the basis for an interest- ing object-lesson. On being asked Avhat animal it is, many of the children will say it is a dog; this will enable the teacher to call out the points of difference between the dog and the fox. In the course of conversation with the children manage to bring in the w^ord ox. Ask if that word is to be found on this chart. Have it pointed out. After having learn- ed to associate the sound of / with the letter on the Position of lips in pro- ducing sound of f. chart, the children will readily find out the word fox. Chart 13 (page 20, New Primer).— The next sound to be taught is that of h, which is a simple breath- ing out of the breath. Initial 7i is always follow^ed by a vowel-sound, and after a little practice the h w^ill naturally be produced by emitting the breath with the mouth in the position required for the following vowel, which in this instance is short a. The children, having already learned the sharp or hissing sound of s, will very readily acquire the buzzing or flat sound (like z). This sound (as in the word has, pronounced as if it were spelled haz) is indicated by the s with a mark below it {§). Print both forms on the blackboard, and let the class compare them. They will readily acquire facility in distinguishing the hissing sound (as in see) from the buzzing sound (as in ?ia§). 20 How to Teach Reading. Explain tliat two n^s {nn) sound the same as one n. The article tJie is here for the first time intro- duced. On account of the double consonant and obscure vowel, it is better to teach this word as a whole. As a child is taught to speak the word find when he sees the character "&," so he may be taught to speak the word the when he sees this form {the) as a w^hole. It should be pronounced tlM or tht, and as if it were a part of the following word. (See page 21.) After the children have learned to read with fa- cility the new words at the top of the chart see that they read the sentences below with spirit and ani- mation. Teach them to read naturally, or as if they were conversing. If a child is inclined to read in a dull, monotonous way— as, "I— can— see— Ann"— speak to him in animated tones. " Whom can you see, Charlie?" (pointing to the little girl in the pic- ture).— "I can see Ann."— "Oh! you can see Ann? Read this line again, and say the words as pleas- antly as you said them to me just now." (Child repeats.) "Verj^good! Read the next line and tell me what Ann has " (in her hand).— "Ann has a fan,'' —"Good!— Will some one else read these two lines in a pleasant voice?" In this w^ay bring out the speaking qualities of the voice, and do not let the children get into unnatural, faulty inflections. Fig. 10. Chart 14 (page 21, ISTew Primer) has but one new sound— that of i>. This sound is produced by gently shutting the lips together and separating them with a slight puff of breath, as in cap^ rap, flap, nap, etc. After printing the letter p on the board give the class practice In associating this action of the lips with the letter. ''°dui°n7/oun''d'orpr Capital "H" is here taught; also the new form of The, For its pronunciation, see page 21. Hoiu to Teach Reading. 21 The children will have no difficulty in reading* this lesson, as it is mostly a review of words pre- viously taught. Chart 15 (page 22, N'ew Primer) can be made quite interesting to the children by using it as the basis of a language-lesson. The primary object of the chart is to give practice in joining the articles to the words which follow them; and one means of accomplishing this is a wide-awake language-les- son, which will be suggested below. The children should be made so familiar with the words a, an and the that they can call them at a glance without a moment's hesitation. Then they must be taught to speak them in connection with the following word as freely as if the two words formed one. Thus, the phrase an ooc should be spoken with a single impulse of the voice, like a word of two syllables accented on the second, as annex, annul. The phrase a fan will be spoken with an accent similar to the word abed, etc. Do not give the long sound to a and the when spoken in connection with other words. As given in Webster's Dictionary the rule for their pronun- ciation is as follows: "We say a and the when we pronounce the words by themselves, but in actual use they become nearly or quite u and thii or thu In connection with other words the usually suffers a shortening or corruption of its vowel, being pro- nounced f^^, or very nearly so, before a word be- ginning with a vowel-sound, and thU^ or very nearly so, before a word beginning with a conso- nant-sound." After a sufficient drill on the articles in connec- tion with the following words, the teacher may say, "Now, children, I will point to a word on the chart, and I want you to look at it carefully and think of something to tell about it. Who will read this" (pointing to "The Cat") "and finish out a sentence? No one dares to try? Hear me : 'The cat ran up into a tree.' Now I will point to another word, and I am sure some one will read it and tell me something 22 Hoiu to Teach Reading: about it. Who will try?— Charlie, I am sure you are willing- to try." Charlie reads : " The ox got into the corn." — "Good!— Who will read the next w^ord and add something' to it?— Lizzie, you may read it." Liz- zie reads: "A rat nibbled some cheese that was in mamma's closet." — "Very good! Did your mamma catch the rat?"— "ISTo, ma'am. The rat got into the closet at night, when every one w^as asleep." — "Thank you, Lizzie! you have given me some very good sentences." (Notice that Lizzie has been led to use both articles in saying "a rat" and "the rat.") "Who will read the next word and say something about it?— You may read it, John."— "'The fox has a bushy tail.' "—"You are right, John. Did you ever see a fox?"— "Yes, ma'am; I saw a fox in the menag- erie last summer." In simple ways like this the teacher can greatly interest the little ones in this chart, which will serve the threefold use of a language-lesson, a re- vieiv and a correct pronunciation of the articles. ISTever allow a child to give an incomplete sen- tence; and if he make a grammatical error, give. the sentence correctly and let the child repeat it after you. This needs tact on the part of the teacher, as children are easily discouraged in their first at- tempts to express themselves. SCRIPT. After a thorough drill on Chart 15 it will be w^ell to go back to Chart 4 and teach the script letters. In teaching writing the teacher should make use of the board, while the children liaA^e their slates, both board and slates being ruled in this w^ay— ^^/^/^^. More than two lines are confusing. First the teacher writes very slowly, describing as she writes : Hoiv to Teach Beading. 23 " I put the pencil on tlie lower line, and carry it to the upper line. I carry the pencil on the line a little way, then go back on the line, down to the lower line, curving- toward" (mentioning something at the right), "going up to the upper line to close the a at the top ; now I go down to the lower line, make a curved corner, and go again to the upper line. Now I will write the word man. I put the pencil on the lower line, carry it to the upper line, make a rounding corner, go down to the lower line, make a sharp corner, go to the upper line, make a rounding corner, down to the lower line, make a sharp corner, back to the upper line, etc. Kow you may try to write these words on your slates, while I write them again ; and you must try to write just as I tell you." (The teacher writes and describes again.) Most of the children will be unable to follow at first ; quite a number will not even attempt it. En- courage them, and in a very few days they will be able to do something that is suggestive of the copy. After a few weeks their progress will be quite sur- prising. Technical writing should be taken up a little later on, commencing with the easy letters — i first, then u, ii, fn, etc. Do not attempt too much in this direction the first year. It is better to let the children spend most of the hour for writing in copying the script sentences. Chart 16 (page 23, New Primer).— The new sound to be taught on this chart is short i. Up to this time only the capital I has been used, and that always with its long sound, which it has when it consti- tutes a word by itself. Print on the board both forms of the letter, the capital and small letter, also the words is, hiq, if, hit. It is enough for the children to be told at present that when the letter stands alone it sounds I (long), but when there is another letter after it in the same word it sounds * (short). Chart 17 (page 24, New Primer). — Nothing new is introduced here except the short sound of //, as in 24 How to Teach Heading. run. After the cMldren have become familiar with the new words (all of which can he easily called out from the children in a familiar talk about the picture) see that they speak all the sentences in a pleasant tone. Perhaps some child may read in a monotonous way: "See— me— run. See — me — hop." Teacher: "Charlie, if you were that httle boy in the picture, and you wanted me to watch you in your fun, you would say, ' See me run ' " (in sprig-htly tones), "'See me hop.' Read that line again and make believe that you really are the lit- tle boy." (Charlie reads.) "Very g-ood!— AVho else will read that line, and in the same lively way that Charlie just read it?" Sometimes the teacher should read a line in two ways— first with a dull, uninteresting- tone, next in a bright, sprightly manner. Ask the children which they like best. They will be sure to prefer the lat- ter. In this and other ways cultivate patiently the taste for pleasant, natural reading. Chart 18 (page 25, ISTew Primer).— Tliere are no new sounds on this chart, and the little ones will have no difficulty in finding out the new words for themselves. Encourage them to believe this, and they will show rencAved zest in their reading-lesson. Chart 19 (page 26, New Primer).— The new sound here is that of g hard. This sound is made by pressing the back of the tongue against the soft palate, as in producing the sound of k. (See page 15, Fig. T.) The teacher can easily learn this sound by pronouncing slowly such words as pig, fiq, dig, etc., and noticing the action of the vocal organs in producing the final sound. Chart 20 (page 27, New Primer).— The position of the lips and tongue in pronouncing the sound of d is the same as for t, (See Fig. 8, page 17.) The sound of the latter is aspirated, or whispered. The sound of d is sub-vocal, or made with the voice. This is readily seen in pronouncing slowly words ending in d, as had, pad, sad, mud, proud, II(yw to Teach Reading. 25 loadf etc., comparing- them with, words ending- in t, as ratf ^nat^ juif, etc. Chart 21 (pag-e 28, New Primer).— The sound of b is here tauglit. The position of the lips is tlie same as for p, (See Fig-. 10, pag-e 18.) -The difference in tlie two sounds is as follows: The sound of p is aspi- rated, and that of b is sub-vocal. In producing the sound of b direct the voice toward the lips while they are closed, as in cab, tab, ebb, robe, daub, etc. As the child's vocabulary of words increases he should g-ain in the variety of his inflection. The teacher should keep this in mind constantly, and see that with each succeeding- lesson the class g-ains in the use of sprig-htly, natural tones. Chart 22 (pag-e 29, New Prim- er).— In producing- the sound of I the front of the tong-ue is raised ag-ainst the upper g-ums, and the voice is allowed to escape at the sides of the tong-ue. Notice this In pronoLincing- fill, roll, peel, boil, etc. As in the pronunciation of other sounds, the teacher should familiarize herself with the posi- tion of the vocal org-ans before at- tempting- an explanation to the class. Fig. 11. Position of lips and tongue in producing the sound of 1. Chart 23 (pag-e 30, New Primer).— The sound of k has already been taught in teaching- the hard sound of c (Fig-. T, pag-e IT). It is not necessary to say this to the children. After printing- Ic on the board give them its sound ; they will soon find out for them- selves that the two letters often sound alike. Chart 24 (pag-e 31, New Primer).— In teaching short sound of e it is sufficient to say for the pres- ent that when e conies at the end of a short word — as, me, see, etc.— it is e (long-) ; when It comes before a letter— as in nest, hen, egg, pet, etc.— it is e (short). 26 How to Teach Reading. Chart 25 (pag-es 32 and 33, ISTew Primer).— We have here simply a review of words already learned, but they will be found more difficult than previous les- sons unless special care is taken on the part of the teacher. If the children are using- the ISTew Primer, let them examine the picture carefully. Asii them what the little boy is doing-, and what animals they see on the table; sug-g-est that there may be more animals in the box. If the class is reading from the chart, explain that the lesson is about a little boy, named Max. He is standing- at a table playing with a box of toy-animals. Some of the animals are in the box, and some are on the table. Ask the little ones what animals they think Max has, how many, what they are made of, etc. Teacher: "We will see now whether you have guessed right. The first two lines tell what the little boy is playing- with. Who will read these lines ?— Charlie, you may read." (Charlie reads.) "Charlie says, 'Max has a dog, a pig, and a kid.' ISTow let us play that Max is a real boy. We will ask him questions, and he will answer us.— Lizzie, you may talk first to him. Read the next line." (Lizzie reads.) "Lizzie has asked Max if that little dog which he has on the table can run. Who will read the next line and tell us what Max says in reply to Lizzie's question?" Tlius, by appealing to the imagination, the teaeher will so interest the little ones that they will forget the difficulties. They will be sure to regard the question-marks in speaking to Max, and they will unconsciously g-et the correct em- phasis, and will read with pleasant tones of voice. After the class is tolerably familiar with the les- son let three of the children read it. One child, playing she is mother, may read the first and last paragraphs, and the two other children may read the remainder as a dialog-ue. The word you should be taught as a whole or "by sight." Chart 26 (page 34, New Primer). —Long y has the sound of long- i. How to Teacli Reading. 27 Fig. 12, N"otice the different qualities of voice and tlie variety of inflections which, may be brought out in this lesson. Chart 27 (page 35, New Primer). — To produce the sound of w as a consonant, slightly contract and round the lips and bring them nearly together. The teacher should make herself familiar with this sound by pronouncing such words as wish, wait, web, wear, wax, worst, etc. Position of lips in pro- ducing sound of w as a consonant. Chart 28 (page 36, New Primer).— J is a double consonant, having the sound of il and zli. This is apparent by pronouncing slowly such words as jail, jet, jangle, jar, jtif/, jounee, etc. Of course it is unnecessary to tell the children that J has a double sound. Let them learn it through imitation only. Chart 29 (page 37, New Primer).— Explain that c7c has the same sound as A-. Also tell the children not to notice the light letters (the silent letters in- dicated by open type) in "building up" a word. Chart 30 (page 38, New Primer).— Q has the same sound as k. Qa sounds cdi} (very short). Chart 32 (page 40, New Primer).— A word of two syllables is here introduced. There will be no diflB.- culty in teaching this word, rabbity as each syllable consists of familiar sounds. Indeed, children will be delighted to find that they can read it as easily as if it were two short words. Chart 33 (pages 41, 42, New Primer).— The little ones will be disappointed to find no picture; but if the teacher make use of the fact that children are always made liappy when their imagination is brouffht into healthful eacereise^ she can readily com- pensate them for their disappointment. 28 How to Teach Reading.- Tell tliem that this lesson is a conversation be- tween a little hoy named John and a little g-irl named Ann. They live on a farm in the country. John has a rabbit, of which he is very fond. There are a g-reat many hens on the farm, and Ann cares more for them than she does for the rabbit, be- cause one of the hens— a pretty white one— is her own: her papa gave it to her. This hen is sitting- on eggs, and Ann hopes to own a brood of chickens some day. The children have just come home from school. They are always tog-ether, and each tries to do what will please the other: "John speaks first; who will read ^what John says?" The little ones will be much more interested in this story if they take turns in reading it, two at a time, personating Ann and John. If this lesson be found too difficult, it may be omitted until later, as it contains no new words. Chart 35 (page 44, ISTew Primer).— The position of the mouth in producing the sound of v is the same as for /. {See Fig. 9, page 17.) The difference be- tween the two letters is that / has an aspirated sound and v is vocalized. This can readily be seen by comparing- carefully such words as loaf, wife, strife, with have, give, love, etc. The children will have no difficulty in reading" this chart after learning- the sound of v. Chart 37 (page 46, ISTew Primer).— The word you is pronounced like the long- sound of u; hence y and o are silent. (See Webster and Worcester.) The children can be told, therefore, that this sound of ti is like its name. Chart 38 (page 47, ISTe^^^ Primer).— The sound of z is like that of buzzing §. (See Chart 13.) The position of the vocal org-ans in producing- this sound is found In Fig. 6, page 13. There are but few ^vords ending in z, but there are many ending with the sound of z as expressed by §, Perhaps no word teaches this sound so well as buzz. In making one's self familiar with this sound, prolong the word— thus : buzz-z-z. How to Teach Reading, 29 After the children are tolerably familiar with the words of this lesson they can easily be led to read it in a bright, sprig-htly way, as if they were talking-. Chart 39 (pag-e 48, New Primer).— Here, again, the sound of a letter is like its name— viz., o, as in * f>a **4 iw TVw «w* «. «■ mRICE T^IST OF COWPERTHWAIT & CO.'S EDUCATIONAL SERIES. ♦ READING BOOKS. Monroe's Chart-Primer ? 12 Monroe's First Reader 20 Monroe's Second Reader ., 35 Monroe's Third Reader 50 Monroe's Fonrth Reader 60 Monroe's Fifth Reader 90 Monroe's Sixth Reader . . .' 1.00 NEW SERIES. 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