“The letters p, q, b and d of the Roman text are to be taught first. The pupils are to do them 9 in. long on the blackboard or tablet first; then trace them on the frames; then on slips of paper with pen and ink, or in rough exercise-book with pen and ink.
“The whole of the Roman text is then to be taught in the same manner, also the small and capital script.
“When the English alphabet has been mastered in the above four forms the pupil may proceed to the printing and writing of his own name. Then his teacher’s and class-mates’ names. Then the names of other persons and the places, things and actions with which he has to do in his daily life. Every direction the teacher has to give in school and out of school should be expressed in speech, writing or finger-spelling, or by any two or all three means. Repetition of such directions by the pupil enables him to learn words before he has finished the alphabet.
“All words to be spelled on one hand first; then two. When a few words have been memorized, they should be written on slips of paper, then in the exercise-books and dated. After this there should be further repetition and exercising. The same course should be taken with phrases and short sentences. Names of persons should be written on cards and slips of paper and pinned to the chest. Names of things to be affixed to them, or written on them. Names of apartments on cards laid in the rooms. Where the object is not available use a picture, or draw the outline and make pupil do the same. Never nod, or point, or jerk the finger, or use any other gesture, without previously giving the word, and when the latter is understood drop the gesture altogether.
“Never allow a single mistake to pass uncorrected, and make pupils always learn the corrections.
“Language should be a translation of life. It should proceed all day long, out of school as well as in it. If spoken so much the better, but finger-spelling is not a hindrance but a valuable help to its acquisition.
“In most language lessons, especially those exemplifying a particular form of sentence, the pupils should:
“(1) Correct each other’s mistakes. Correct ‘mistakes’ designedly made by the teacher.
“(2) Teacher rubs out a word here and there on the blackboard or tablet; pupils to supply them.
“(3) Pupils to answer questions, giving the subject, predicate and object of the sentence as required, e.g. ‘A farmer ploughs the ground.’ ‘Who ploughs the ground?’ ‘What does a farmer do?’ ‘What does he plough?’ Also additional and illustrative questions; e.g. ‘Does the ground plough the farmer?’ ‘Does a farmer plough the sea?’ ‘Does he eat the ground?’ &c.