2. The child performs the action.
3. The teacher writes the word on the blackboard.
Many devices will suggest themselves to the progressive teacher if she clearly understands that the purpose of the lesson is to associate the thought with its written or printed symbol. If the child, after observing a word written on the blackboard, expresses the thought in action, he shows that he has read it.
VI.
and.
The teacher writes sentences like the following on the blackboard:
| Run and jump. | ||
| Jump and run. | ||
| Run and hop. | ||
| Hop and run. | ||
| Run and jump and hop. | ||
| Jump and hop and run. |
Endless combinations may be made with these words, giving constant change of thought while repeating the words. It is quite possible in this way to have word repetition with variety of thought.
Each time a sentence is written on the blackboard the process is as follows:
| First: Observe the words. (Silent reading.) | ||
| Second: Express the thought in action. | ||
| Third: Pronounce the words. (Oral reading.) |