294 THE DISCOVERY OF THE CHILD For the non-phonetic languages, something similar must con- stitute the first step. Search was made first of all (for teaching the English language) for a group of phonetic words, it being well known that words of this kind always exist even in non-phonetic languages. From among these were chosen all those which could be built up on the basis of about twenty different sounds, for it had been ascertained by experiment that this is about the number of isolated sounds which can be distinguished clearly by children between four and five years of age. In trying to fix upon this definite number of words, we have not had to trouble ourselves about any difficulties other than those mentioned above, for the length of the word and the complications of sounds which enter into it present no difficulty to the child. In such early and fundamental research one needs only to interest the child; and for that it is enough that the word should be phonetic and that it should represent objects which are well known and under the-eye. When this is done and interest in the written word is awakened it will be possible to go on to succeeding difficulties,, preparing groups of words according to the spelling used in the language. In a word, one must proceed in the first instance with the aim of rousing keen interest in reading, and afterwards the way will be prepared for the long journey necessary to overcome the various difficulties of spelling. Then arises the necessity for research in grouping materially objects and words corresponding to objects, making up a series of successive exercises. Until there has been aroused in the child interest in difficulties themselves and in the grouping of words which illustrate them the only tiling necessary is a proper classification of words. This leads the children to pure interest in reading words, as it is met with in phonetic languages. In England, in adopting this procedure for the English language, it was found necessary to make small chests which, in different drawers, contain groups of words chosen according to some spelling difficulties, and groups of objects referring to them (as in the divisions for classification).