6. Use of script and print: advantages of each as a first form. Value of printed cards and other devices for drill.
7. Form of type for beginners’ books: not too large; letters to have all differentiating marks distinct. Importance of right kind of paper, width of columns, etc. Kinds of pictures most serviceable.
8. When shall writing begin? In general not to be forced on the child in the first year. Arguments for and against this arrangement. Should there be any fixed standard of accomplishment for the first year?
9. Phonetic drill. How many words must be known before it begins? Various plans equally successful. The main thing, perhaps, is to have drill enough to give the pupils certainty in their work, but to keep the drill subordinated to their interest in reading.
10. The order of such drill. “Normal words,” chosen for their meaning, their frequency of occurrence, and their similarity in form to other words either at their beginning or at their end. Many words, however, must be learned without relation to such a scheme.
11. “Normal sentences” those that partially help the reader to the recognition of words; as, “The sun rises in the east, and sets in the west.” For young children, sentences involving the use of repetitive phrases must also be regarded as normal, as in “The House that Jack Built.”
12. In general, both analysis and synthesis to be used in word drill.
13. Importance of securing good habits as to intelligent reading, correct spelling, etc., in the early years. Children can usually do better than they or their elders think they can.
14. Emphasis to be placed upon reading many of the good things over and over, until they are known in whole and in part.
References: Bryant, How to tell Stories to Children. Carpenter, Baker, and Scott, The Teaching of English. Chubb, The Teaching of English. Colby, Literature in Life and in School. Hall, How to teach Reading. Hinsdale, Teaching the Language Art. Huey, Psychology and Pedagogy of Reading. Arnold, Reading, How to teach it. Laurie, Language and Linguistic Method. Dewey, “The Primary Education Fetich,” in The Forum, May, 1898. Dewey, The School and Society. Dye, Story-Teller’s Art.