SUGGESTIONS TO TEACHERS
As stated on the preceding page, the foundation of this work is phonetic. The author believes that children may profitably learn many words without reference to their phonetic composition, and that among these certain key-words should be selected from which the elementary sounds of the language may be developed. These elements will give the pupils the power of acquiring new words. For example, observe the following key-words and the sounds developed from them:—
| Page 5, | flag; | teach f, l, ă, g. |
| Page 7, | fan; | teach n. |
| Page 8, | can; | teach c. |
| Page 10, | has; | teach h, s̝. |
| Page 10, | get; | teach ĕ, t. |
| Page 12, | cap; | teach p. |
| Page 13, | drum; | teach d, r, ŭ. |
| Page 14, | am; | teach m. |
| Page 15, | not; | teach ŏ. |
| Page 15, | big; | teach b, ĭ. |
| Page 16, | see; | teach s, ē. |
| Page 17, | ball; | teach a̤. |
| Page 17, | play; | teach ā. |
| Page 18, | jump; | teach j. |
| Page 19, | bird; | teach ĩ. |
| Page 19, | fly; | teach ȳ = ī. |
| Page 21, | wall; | teach w. |
| Page 24, | good; | teach oo. |
| Page 25, | with; | teach th. |
| Page 31, | some; | teach ȯ. |
Observe the great number of easy and common words that may be developed from the sounds thus learned from the first ten key-words named above. The list includes an, as, ran, had, pan, man, tan, let, met, pet, bet, men, pen, fig, did, bit, little, not, lot, got, hot, log, and a great many more. Similar key-words emphasizing the remaining sounds should be selected as the work proceeds. Teachers preferring to introduce the sounds less rapidly, may teach these first words as words and select others later in the book to serve as key-words. The blackboard should be in constant use, and the pupils' ingenuity in forming new words and new sentences should be tested at every recitation. The few exercises in script given at the beginning of the book are suggestive of the manner in which much additional drill in reading may be presented on the blackboard. The diacritical marks should not be taught to the children.
a flag a flag
| a flag | |
| I have a flag I have a flag |