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ON THE
TEACHING OF ENGLISH READING

E TEACHING OF
ENGLISH READING

WITH A RUNNING COMMENTARY

THE DALE READERS

STEPS TO READING
FIRST PRIMER
SECOND PRIMER
INFANT READER

NELLIE DALE

THIRD EDITION

LONDON
GEORGE PHILIP & SON, LTD., 32 FLEET STREET

LIVERPOOL: PHILIP, SON & NEPHEW, LTD., 45-51 SOUTH CASTLE STREET

1907

Miss EDITH HASTINGS

HEADMISTBESS OB

THE WIMBLEDON HIGH SCHOOL
I DEDICATE THIS BOOK

AS A MARE OF
MY ESTEEM AND GRATITUDE

NOTE

IT is impossible adequately to express my gratitude to the
many friends who have taken a warm interest in these
Readers.

I owe especial thanks

To Miss HASTINGS, in whose school it has been my privi-
lege to teach. Every facility has been given me for the
working out of the scheme, and it is entirely due to her
kind encouragement that the plans have ever developed.

To Mr WALTER CRANE for the sympathetic interest he has
shown in the Readers and for his charming illustrations,
which will give so much joy to the children and will help
them so greatly to the appreciation of their mother-tongue.

To Dr H. FRANK HEATH for the keen interest he has
taken in the work, and for his delightful " First Talk
about English."

To Mr WALTER RIPPMANN, who has shown unwearying
kindness in going through the whole work with me, and
to whom I am indebted for most helpful suggestions and
advice, his sympathy with the child mind rendering his
aid singularly valuable.

1899.

Til

CONTENTS

PAGE

PREFACE (by Dr H. F. HEATH) . . . . xiii

COLOURED PLATES facing xvi & 40

INTRODUCTORY EEMARKS ON THE SECOND EDITION . . 1

ON THE TEACHING OP ENGLISH EEADING —

General Kemarks ..... 7

Apparatus ...... 13

The Tabulating Frame . . . .14

Plan of Method ..... 15

Production of Sounds Tested by Experiment . . 18

The Sympathies of the Children ; Interest aroused by

calling in their Help . . . .19

Attractiveness of Colour to Children . . .22

Visual Impression not confused by the use of Colour . 22
On the Teaching of a Sound . . . .23

On Word Building ..... 24

On Sentence Making . . . . .26

On Heading and Writing . . . .28

Transition from Colour to Uniform Black . 28

On the Teaching of Capitals . . .30

For Purposes of Revision . . .31

The Subject Matter of the Readers . . 32

Contents

ON THE EARLY STAGES ....
A RUNNING COMMENTARY —

ON THE STEPS TO READING . . .

Lesson on a Sound, with its Symbol .
Steps. Page 3. p, b— t, d— C k q,

a (bat)

First Lesson in Word Building .
m— n— ng
Steps. Page 5. i, y (til, kitty)

7 I P
ii ii •• ') '

„ „ 9. h— w, wh
u (pwll)
qu— f, ph, v
„ 11. u (muff) .

„ „ 13. th, ttn

e(egg)J

„ „ 15. s, c, s, z ^
o(top)
sh, ch, s

„ „ 16. a, the, to, of

ON THE FIRST PRIMER (Studies 1-18) .
Double Sounds — ch (cftat)
X (sia;) .
j (/imp)
tch (match)
nk (i&nk)
g (magic)

PAGE

44
48
51
53

64
66

79
83

. 84, 94
85
96

. 103
106

Contents xi

PAGE

ON THE SECOND PRIMER (Studies 19-47) . . 109

Double Sounds — x (eoact) . . .121

dg (bri^e) . . .134

ON THE INFANT READER (Studies 48-86) . . 138

Some Remarks on the Production of English Speech

Sounds, by Walter Rippmann, M.A. . .153

A Talk about English, by Dr H. Frank Heath . .162

List of Nature Talks and Cosy Chats . . .168

Table of Consonants, showing the order in which they are

Taught ...... 172

Key to the Table of Consonants . . . .173

Table of Vowels and Key . . . . .174

xiv Preface

modern science of phonetics has revealed. Without a
systematic study of sounds this book could not have come
into existence; but the child is never allowed to suspect
that he is learning anything half so abstruse. It is the
results of phonetic investigation which are used, not the
jargon or the hieroglyphics of the phonetician.

To attain this end the whole English vocabulary available
for use by very young children has been carefully classified
in such a way that only the easy, regular and normal
spellings are encountered first, the irregular and difficult
forms being gradually introduced at the point which is
easiest for the child. The classification of the vocabulary,
combined with the use of colour for the discrimination of
different types of sound, has made it possible to teach
reading on a purely phonetic system without the use of
any diacritics at all for the consonants.

When * diacritics are used over vowels, as is in some form
inevitable from the poverty of our alphabet, they are merely
warning signs above the symbol, and are never used in the
words themselves lest a wrong visual impression should be
given. The great objection to any phonetic system of
learning to read hitherto in use has been that the large
use of diacritics necessary in the rendering of modern
English sounds forms a serious hindrance to the child
when he comes to take the step from the phonetic reader
to the normal printed page. In this system the visual
impression is the same in form from the beginning — the
only variation is in the colour. The difference between the

* The author has avoided the use of diacritics, see Note, p. 22, and
"Further Notes," pp. 170-172, 220.

Preface xv

first steps and the later is no more than that between a
painted picture and a photograph of it. The identity of
the scene represented in the two can never be a moment in
doubt. Nor are these the only advantages gained. The
classification of the words used enables the progress to be
gradual, so that the children go straight forward without
a set back. A scamper through is sure to necessitate a
frequent retracing of the way, and this wearies the little
ones. They are given much practice in the use of the
short vowels which are relatively easy in English while they
are making the consonants a real possession, and they are
consequently unhindered by any uncertainty about these
when they come to attack the long vowels and irregularities
of our language.

Love of colour and love of movement are very strong in
little children. Only second to them comes the love of
pictures. Here they will have all three tastes satisfied, and,
what is more, made a means of training. The coloured
chalks which they will use and the plans suggested in
the following pages will give plenty of scope for both
colour sense and movement. The beautiful designs with
which Mr Walter Crane has decorated the children's book-
lets and the lavish care and taste shown in the pro-
duction of this series will furnish artistic training of the
highest value. The education of both eye and ear which
this system ensures brings with it careful habits and a
sense for accuracy. Spelling therefore is improved and
the pronunciation no less. Further, the pains taken in the
systematic mastering of English sounds will pave the road
for the foreign language teacher. Nor are the more purely

xvi Preface

intellectual faculties left untouched, for the logical sense is
appealed to by the grouping together of words of like kind.
But what need for me to interpose myself longer between
the author and the teacher ? Every difficulty likely to be
encountered seems anticipated in the following pages, and I
feel pretty certain that it is not the little ones alone who
will gain by the use of these readers. Their joy will find
its first reflection in the mood of those whose pleasure it
will be to lead the children onwards in a study which,
approached in this way, will be full of interest and
suggestion to children of a larger growth.

H. FRANK HEATH.
1899.

Plate 1.
TABLE OF CONSONANTS.

Double Bounds.

qu*

n k

nq u

tch

s s h

w t

c ch

* See Notes, pp. 43, 60. t See Note, p. 57.

(Key on p. 172.)

Plate 2. See p. 14.

VOWEL TABLE.
(Short vowels only.)

e o

i 1 1, k i 1 1 y pull

egg top

bat m u f f

Plate 3. see P. so.

TABLE OF CAPITAL LETTERS.

P T

B D

M N

F S Sh Ch

W h T h H

Ph C Ch

W G

V Th

W Z J

Plate 5. Bee p. 98

ca p
hat
sack

cab
lad

stag

ham hams

pan pans

fang fangs

Plate 5. See p. 116.

pack tax

packing taxing

quack than k

quacking than king

bang catch

banging catching

splash stam p

splashing sta m pi ng

wa sh wan t

washing wanting

Plate 6. See p. 126.

pant land

panted landed

print gild

printed gilded

rest mend

rested mended

Plate 7. See p. 130.

pack kiss

-i

packed ki sse d

smash mix

smashed mixed

thank limp

thanked limped

watch pinch

watched pinched

bang f i 1 1

banged f i 1 1 e d

Plate 8. see p. no.

nap skip

nap ping skipping

ch at sit

ch att i ng sitt i ng

wag di g

wagging digging

cram swim

cramming swimming

fan spin

fanning spinning

REDUCED VOWELS.

along atoms signal

afresh blossom kennel

astonish given difficult

seven

On " reduced vowels," see p. 29.

Plate 9. Bee p. l«.

pat pad

patted padded

nit nod

kn i tted nodded

strut bud

strutted budded

Plate 10. See p. 118.

tap step

tapped stepped

trim hug

trimmed hugged

pin scrub

pinned scrubbed

Plate 11.
SILENT CONSONANTS.

See p. 19

wrist

knit

1 a m i:

1 i m r

w pen

knelt

d u m

wrec k

n u m

whip

t h u m

wrong

which

c r u m

w en

bom

Plate 12.

WORDS FOR STEPPING.

c at

himself
splendidly
ast o n is h m ent

See p. 25.

INTRODUCTION TO THE SECOND EDITION.

SHORTLY after the publication of "Further Notes on the
Teaching of English Heading," * I was called upon to
prepare a new edition of the present book. I have there-
fore been able to make certain revisions and additions,
and to refer to the supplementary chapters in "Further
Notes."

As the two books are intended to be used side by side
from the outset, a few notes on the revisions and on the
way in which the books complement each other may be
found helpful

Pages 7-31

The above pages may be regarded as giving a general
idea of the subject under consideration. The details of the
teaching will be found in the later pages of this book and
in " Further Notes."

Among the revisions in pages 7-34, I would especially
draw attention to the Note on p. 22. It will be seen
that the Tabulating Frame not only enables the children to

* This ia published by G. Philip & Son, Ltd. See p. 175.
A l

2 Introduction

classify their speech sounds and symbols gradually, but,
with the aid of the " pet word," it also helps them to gain
clear ideas about similar symbols representing different
sounds (e.g. cat, mince, baby, Mary, father) and different
symbols representing similar sounds (e.g. fish, Philip, truth,
moon). For the " home " in the Frame represents the
dwelling of a particular sound, and the pet words contain
the symbols for that sound. There is consequently no need
for the use of diacritics over the consonants or the vowels,
and we can therefore dispense with the one diacritic which
appeared in the first four Eeaders. (See " Further Notes,"
pp. 58; 170-172; 220.)

In connection with pages 7-34, see " Further Notes,"
pp. 3-12.

Page 36.

Short notes on the Early Stages are given on page 36
and reference is made to pages 13-48 of "Further Notes,"
where full details will be found.

No letters or symbols are used during this early train-
ing, but the work that the children are doing is of supreme
importance, for they are preparing themselves to handle the
later difficulties with the greatest ease and pleasure.

If in Stage 1 we lead them to talk intelligently, to
pronounce their words correctly, and to reproduce the
things they talk about, they will have daily opportunities

Introduction 3

for the training of the eye, ear and hand, and they will thus
be equipping themselves for the work before them.

Their discovery of spoken sounds in Stage 2 will enable
them, when they are introduced to speech signs, to build
unseen spoken words without the least difficulty.

The comparison of spoken sounds in Stage 3 will lead
them at a later date to decide upon the colour of each
symbol before they see it. (See p. 19.)

The attention that they give to the production of their
sounds in Stage 4 will help them subsequently to choose
the "home" of each symbol in the Frame. (See pp. 19
and 14.)

Pages 37-152.

These pages contain the Eunning Commentary on my
first four children's books, the " Steps to Beading," the
First and Second Primer, and the Infant Eeader. *

The notes on the teaching of the speech signs and on
each Study have been revised, and some pages have been
re-written.

Some new reproductions of the children's work will be
found facing p. 40. Plates 1 and 2 show the use of the
new books for symbols and words : these books have wide
lines on the right-hand page for printing, and a blank page
on the left for illustrations. Plate 3 shows a Study

* See p. 176.

4 Introduction

printed in a more advanced book arraDged for printing and
writing in connection with the First Primer and the
later Eeaders. Keproductions of children's work, showing
dictation, writing, and pictorial composition will be found
in Plates 1-7 of "Further Notes." The way in which
the children turn their printing into writing is described in
Chapter xxiii. of " Further Notes," and suggested words for
writing are also given.

For supplementary chapters bearing upon pages 37-152,
see " Further Notes," pp. 49-166.

Note on the Double Sounds.

The children wished to have Embroidery Cards for all
the double sounds among the consonants. I have therefore
arranged that they should be published as Series C.

The double sounds are associated with a " pet word "
introduced in a story told in connection with the picture
appearing on the card (e.g. see p. 83). They are handled
in a similar manner to the simple sounds, and the cards are
mounted as records of the lessons. (See " Further Notes,"
pp. 71-73.) Eeference to the list of Contents will show
where they occur. (See pp. x, xi.)

For nqu and ng, see "Further Notes," pp. 234
and 193.

Introduction 5

On Book I *

When the children have worked through their first four
books, they pass on to Book I., which introduces the long
vowel sounds, and the ways in which they are represented.
Notes on th& handling of this book will be found in the third
part of " Further Notes." (See pp. 167-260.)

In response to special requests, I have kept as far as
possible to the same pagination as in the previous edition.
Reference to the Contents will show what transpositions
were thought advisable.

* This is published by G. Philip & Son. See p. 175.

ON THE TEACHING OF ENGLISH READING.

" WOKDS are as much subjects of experiment as gases ; the
words which we speak every hour, when we come to ex-
amine them, what wonderful secrets do they tell ! How
much self-knowledge may be gained by the most imperfect
meditation upon their roots and growth ! Children are
especially delighted by this exercise. Their faces become
brighter, freer, fuller of deep meaning, as they engage in
it ; awful truths seem to be shining into them and out of
them. And they find that the words which they speak are
not to be trifled with ; a lie becomes a serious thing to
them ; they not only know from your teaching, but in a
measure feel for themselves what it is." *

The above words express so beautifully what I feel to
be the result of an intelligent study of its own language
upon the child that I quote them with a sense of deep
gratitude to the writer, who was himself a noble pioneer in
the cause of education.

The path we take in order to reach the desired end is
beset with many difficulties and how best to surmount them
is a serious question.

* Extract from a Lecture on " Queen's College, London, its objects
and methods," given by the Rev. Frederick Denison Maurice, M.A.,
March 29th, 1848.

8 On the Teaching

If it is true that in the teaching of all subjects the early
stages require the teacher's most earnest attention, it surely
applies most of all to the learning of the mother tongue,
which stands in the very centre of the child's life when it
begins to think for itself. It is then that it surprises us by
its adherence to fact, and its decided preference for what is
strictly logical ; and, keeping this in view, it will be needful
for us to present the beginnings of our subject in as syste-
matic a form as we can. But the child is more than a mere
logician. We shall fail sadly if our teaching does not appeal
to the heart of the child, its warm sympathies, its love of fun.

If, in teaching the mother tongue, we can succeed in
satisfying both aspects of the child mind, it will become
an educational force, which will go on working long after
childhood is past.

But some regard the learning to read as a burden which
must indeed be taken up, to be thrown off as quickly as
possible. What might be like a pleasant summer walk, with
fresh discoveries in hedge and wayside brook, becomes a
hurried scamper along a dusty road. The dust gets in the
eyes, and the child stumbles wearily on; in other words, the
intelligence is blunted. Many who feel strongly how in-
jurious the effect is would defer the learning to read.

Yet the fault lies surely in the handling of the subject
rather than in the subject itself, though it is so beset with
difficulties; and I hope to show that in the teaching of
Heading we have at our command a perfect store-house of
treasure, by means of which we may cultivate the habit of
observation with its twin-sister, accuracy : for who is more
naturally observant and enquiring than the little child;

of English Reading 9

who more ready to do real earnest work ; who more ready
to be interested ?

In view of these beautiful characteristics, it becomes a
serious duty on our part in no wise to check development
by injudicious handling. We shall be doing the children
irremediable harm if, at the very outset, we cripple their
powers, thus limiting their sphere of usefulness and depriv-
ing them of the full enjoyment of life, with all its beauty. ;

If we base our teaching on a sympathetic study of the
children, we shall find that they will become fellow-workers
with us. And we have in our subject one which, from its
rich and varied character, is well fitted to become a perfect
centre of instruction.

The method which ia now submitted to the considera-
tion of teachers is the outcome of practical experience, the
children having played a very important part in helping
to build it up.

They have taken the keenest interest in it and have
made the most valuable suggestions. It is owing to their
share in the work that one hopes it may prove really
helpful.

Nothing taught that is not valuable later on.

In the method employed, one has avoided from the out-
set the teaching of anything which would not be of real
value later on.

The way in which the sounds of the language are taught
haa been based on phonetic principles, and it is found that
the attention given to the production of sound at once in-

io On the Teaching

terests the children and cultivates the power of observation,
in addition to the valuable training that it gives to the ear.
This will pave the way for the appreciation of foreign
sounds, and lighten the work of the modern language
teacher.

The early training that the children receive gives them
the power to attack the difficulties which must be approached
later. Their knowledge of regular forms makes them keenly
observant of irregularities, and many of these have such in-
teresting causes, that one must call history and geography
to one's aid for the explanation of them. This is a great
advantage, for it gives increased means of appeal to the
sympathies of the children, and creates endless bonds of
interest between them and the teacher.

[One little child, who was supposed to be unable to learn to
read, was greatly helped from the historical side. Whenever a
difficulty was explained by an appeal to the history of the language,
her eyes would brighten with the keenest appreciation, and her diffi-
culties become smoothed. She became quickly a most intelligent
reader, and I feel that she learnt to read entirely from the point of
view of " in the olden times."

Those possessing an instinct for travel, find our journeys on the
map,* to bring home words, a great delight.]

Throughout the work, great care is taken to do every-
thing with a view to the promotion of good spelling. If
this were the natural companion of Beading, which, with
carefully graduated work and classified readers, I think it
might be, much unnecessary and fruitless labour might be
saved.

* If the geographical knowledge is not sufficiently advanced to allow
of the use of a map, the journey is taken in imagination.

of English Reading 1 1

The children see how important it is that the eye should
help the ear, and various plans are used to cultivate this eye-
memory. (See p. 26.)

Especial care will be taken in subsequent readers to
group together the useful words of like spelling which
contain a peculiar difficulty.

This will impress these words as belonging to a group
upon the minds of the children, and save the useless expendi-
ture of energy which must result from their meeting with
them scattered in the text before they have a real grasp of
them.

On the other hand, some time will intervene between the
learning of words which are pronounced alike, but in which
the sounds are represented by different symbols.

Some would wish to surmount the difficulties of Beading
by a spelling reform, in which phonetic spelling should take
the place of the present one, which is mainly historical.
Such an attempt, however, must be doomed to failure, inas-
much as the spoken language is a living thing and ever
progressing. There can, therefore, be no such finality as
would be implied by the adoption of a phonetic spelling.

Possessing a language so rich and so varied, it would be
an act of vandalism to reduce it to one dead level, and the
loss in historic interest would be incalculable. Words de-
rived from Greek, Latin, and other foreign sources would
lose their distinctive character ; and when one remembers
that each word is the result of human thought and implies
the need of human expression, one would think seriously
before employing means which would close the channels
by which those words have come to us, and thus sever the

12 On the Teaching

link which unites us with the past, with its power of culti-
tivating in us the feeling of deep reverence.

The elementary readers now offered to the public will
shortly be followed by others * more advanced. These will
form a natural continuation of the earlier readers, and as
the children will have gained so much power during the first
stages of their journey, they will be enabled to travel on
with very little help.

It is hoped that in the course of their travels their
sympathies will have been widened, the habit of self-
reliance cultivated, and that the general gain to the
intelligence will make them more truly helpful in the
work of the world.

* Since the above was written, Book I. of " The Dale Readers " has
been published (G. Philip & Son). Book II. is in the press. Book III.
is in preparation. For full details of the books already published,
see p. 175.

of English Reading 13

Apparatus.*

The apparatus required includes : —

1. A Frame for the tabulation of the consonants and
vowels, with a sub-division set apart for building. (See
p. 14.)

2. A box of Symbols printed in colour and eyeletted,
for use with the Tabulating Frame.

3. Cards for the pricking and embroidering of the
symbols, with drawings illustrative of them.

4. Black-boards or slates for the use of the children.

(Each of my little pupils has a black-board inside the lid of her
desk. Black-board cloth nailed on the inside of the lid has proved very
satisfactory. This cloth is five shillings per yard (44 inches wide), and
the average cost is sixpence for each child. Some of the lids were
painted black inside, and the average cost of this was sixpence a desk.
But the cloth wore so much better than the painted surface that we
soon had it put in all the desks.

These black-boards are a source of perpetual joy to the children,
giving endless scope for the exercise of their activity, and, from the
teacher's point of view, they are most helpful, for the work of the whole
class can be seen at a glance, and incorrect work prevented by timely
warning. See " Further Notes," p. 261, section 4.

In addition to the above, we have black-boards inserted as panels in
the wall at a height which the children can conveniently reach.)

5. Coloured black-board chalks.

6. Coloured chalks for printing on paper.

7. Printing books. (See "Further Notes," p. 262.)

* The apparatus is supplied by Messrs George Philip & Son,
32 Fleet Street, London. For full details, see "Further Notes,"
pp. 261, 202.

14 On the Teaching

8. A special black-board on which the studies can grow
up. (See "Further Notes," p. 2 6 2, section 8.)

It is important that this special black-board should always hang so
that the whole class can see it easily. The children then have their
" new friends " (see p. 21) continually before them, and are delighted to
refer to them whenever an opportunity arises for so doing. The black-
board cloth mentioned above is extremely convenient for this b.b., as it
can be hung on the wall like a map, and can be raised or lowered by a
very simple pulley arrangement.

Tabulating Frame.

The Tabulating Frame has been designed for the gradual
classification of the sounds by the children.

The part on the left hand is reserved for the consonants,
that on the right for the vowels. The shelf between the
Vowel Tables is arranged for word-building.

The consonants are classified according to their mode and
place of production. They are arranged from left to right
in order to show the progression from lips to throat. (See
Plate 1 and diagram on p. 161.) The voiced consonants are
placed under the voiceless. (See p. 18.) In cases in which
a consonant sound may be represented in two or three ways,
the symbols are placed under each other, the most frequent
being placed first. (See Plate 1.)

A column is set apart for double sounds which cannot
be arranged on any rigid plan owing to the separate sounds
of which they are composed.

This classification, with the use of colour, has made it
possible to avoid the introduction of diacritics among the
consonants. (See p. 22.)

The varying height in the vowel table shows the

of English Reading 15

position of the tongue. Here again the left suggests the
front and the right the back of the mouth. (See Plate 2
and p. 158.)

The taking down and replacing of the various symbols
for building purposes will exercise thought on the part of
the individual child, and as the whole class watches criti-
cally, all minds will be at work.

Mr Walter Eippmann has supplied some notes on the
production of the sounds of the consonants and of the short
vowels. These notes will be found in pp. 153-160.

In the early readers, no long vowel sounds are intro-
duced. It was a matter of extreme difficulty to avoid the
use of them, but I noticed that they led to confusion when
introduced in the early stages, before the short vowel sounds
were fully grasped.

If a sure knowledge of the consonantal sounds and short
vowel sounds is gained first, the children will be unhindered
by uncertainty about these when attacking irregular forms.

Plan of Method.

The children are encouraged from the outset to find out
as much as possible by themselves. In the Early Stages,
after some practice in talking, they discover spoken sounds,
compare them, and notice how they are produced. (For
fuller details, see "Further Notes," pp. 13-48.)

They are then introduced to speech signs.

Note. — It is most important that the sounds and not the
names of the letters should be given by the children.

When a few consonantal sounds (the stops) with their

1 6 On the Teaching

printed symbols have been learnt (each in connection with
a word), and the short vowel sound a (bat), they begin to
construct words (see " Steps to Reading," p. 3), which they
sound and step (see p. 25).

The words built are made the centre of interest by
means of the stories which introduce them, these stories
being illustrated, if possible, by dramatic action.

The children then print the words first with the right
hand, then with the left, on their blackboards (or slates),
using coloured chalks. They also make pictures to illustrate
them. (See " Children's Work," p. 40.)

They then look for the words in the " Steps to Beading "
and find the pictures illustrating them. (See pp. 37-48.)

It is quite delightful to see with what new interest the
most familiar objects become invested when a word has
been fully realised.

When most of the words, which it is possible to con-
struct with the sounds at command, have been built, a new
symbol is taught and, in the next lesson, it is used for
building words which contain it. Each succeeding symbol
that is taught will thus give wider scope for the exercise of
the power which the children are gaining.

The little groups of words in the "Steps to Reading"
contain most of the words that it is possible to build with
the given sounds.

By the time that the children have worked through this,
they will have gained a practical knowledge of the simple
consonantal sounds, and of the short vowel sounds; they
will have had much practice in combining them into words ;
they will be able to print the symbols representing sounds

of English Reading 17

dictated to them, and to print from dictation any of the
words contained in their " Steps to Beading."

They will already have had some eye-training, for the
frequency of ck (pack), 11 (ill), ff (ruff), in words of one
syllable in which the sound is heard once only, though
two symbols are seen, will have impressed them with the
need of friendliness on the part of the eye. The cases in
which the same sound is expressed in two or more different
ways (/ish, Philip, cat, king, g-uack) will have given further
training of this kind. (See " Further Notes," pp. 151-156.)

The illustration of the words by sentences and pictures
will satisfy the child's perfectly natural desire to understand
what he is doing.

In the last page of the " Steps to Beading " the useful
little words a, the before a consonant, to, of, are introduced.
As they contain short vowel sounds, their introduction is
not inconsistent with the general plan of the work.

A few capital letters will also have been introduced.
(See p. 30.)

The "stepping" of words (see p. 25) will have given
them a " feeling M for syllabising. They will already have
met three words of two syllables. Long words of regular
notation present no difficulty, and therefore their gradual
introduction in the text need not be avoided. (See p. 32.)
The children are thus prepared for the building of the studies
contained in the First and Second Primer and the Infant
Beader, and for the reading of the text.

It is very important that the " Steps to Beading " should
not be hurried. If the children are allowed to take the active
part suggested in the method, they will show the pace at

1 8 . On the Teaching

which it is possible to proceed, and time spent by them in
making this early part a real possession will be amply
repaid later on.

If they get a true grasp of the elements of the language
it gives them a power of making their own way which is
lacking amongst children who have been " told " words.
These may read fairly well until they meet with an un-
familiar word; they then look up expecting to be told
by the teacher. One feels that the supplying them
with the ready-made has made them unaccustomed to exert
themselves, and has thus deprived them of the power of
readily attacking a difficulty. When one remembers how
willing children are to take infinite pains over things which
are interesting to them, one would use every possible means
to avoid checking this earnestness.

Production of Sounds Tested by Experiment.

Throughout all the work the children are encouraged
to find out the way in which sounds are produced by their
own experiments.

Thus the distinction between voiceless and voiced sounds can be
proved by (1) pressing the hands close to the ears whilst uttering the
sound, when the vibration of the vocal chords in voiced sounds is very
preceptible (cf. hiss and buzz) ; (2) the placing of the hand in front of
the mouth whilst uttering the sound, which shows the varying force
with which the breath is expelled (cf. cap and ca6). The children
readily notice that in the case of p the emission of breath is much more
forcible than in the case of b ; and they much enjoy the voyage of dis-
covery in search of the reason. They feel that b is quite justified in
making his exit in a less energetic manner than p, as he has already
been busy setting the vocal chords in motion. (See Note on vocal chords,
p. 153, and small type on p. 36.)

of English Reading 19

Having decided by these experiments that a consonant
is voiceless, it is clothed in blue ; if voiced, it is clothed in
Hack on a white surface, or in white on a black surface.
This reversing has not presented any difficulty to the
children. (See Note on p. 36.)

Note. — Silent consonants are dressed in yellow. (See
p. 58, and Plate 11.)

The unobstructed passage of a vowel sound decides its
character as a person of great importance, to be clad in red.
The vowels are always printed in red, whatever part they
may play. As they are the difficulty of our language, it
was thought wiser to accentuate their presence by their
brilliant colour. (See Stage 3, p. 3.)

The position of each symbol on the Tabulating Frame is
also determined by the children. In the case of lip-letters,
they watch each other as they utter the sound. For sounds
produced inside the mouth the action of the tongue is tested
by placing a finger in the mouth. (See Stage 4, p. 3.)

It is a great advantage to have children in the class
who are cutting the second front teeth as the action of the
tongue can be more clearly seen.

It helps the children very much if they close their eyes
when trying to evolve sounds which are produced in the
interior of the mouth.

The Sympathies of the Children.
Interest aroused by calling in their Help.

That the children should, by the exercise of their
observation, understanding, and intelligence, be their own
teachers, as far as possible, is the key-note of the method.

2o On the Teaching

How anxious they are to help is proved by the trouble they
take to fit themselves for sharing in the work.

A little child of five years old told me that she was practising
"studies" at home, and she hoped soon to be able to print well enough
to do words on the big black-board. The vigour of her printing gives
every hope of her wish being realised. (See " Further Notes," p. 108.)

Care is taken to call in the aid of as many helpers as
possible. This can be most easily done by allowing the
children to choose each other. They are rigid discipli-
narians, and it is most interesting to the teacher to watch
the class under their command. It is an understood thing
that no child should be chosen a second time until all have
had the pleasure of sharing in some part of the work.

In addition to the active part they take in the class-
room, they are constantly telling me of the word* which
they have noticed in the course of their readings at home.

Their picture books are also brought if they find any pictures
in them which they think will lend themselves to the illustra-
tion of a word which has become a "friend." (See p. 21.)

They invest each sound with its symbol with a
* personality of its own and regard its variations (c in cat, c in
mince) as playful little ways. These variations are eagerly
sought for and hailed with delight.

When the word picnic was printed on the black-board, one of them
remarked, " How pleased ' the fat baby ' (their name for C, to distinguish
it from k and C|) must be to come out alone twice in that word" (see p. 47).

* Cf. "L'enfant predestine" excellait dans les majuscules, dans la
ronde ; il avait remarqu£ que chaque lettre a son caractere propre, sa
tenue particuliere, ses sympathies et ses antipathies, que les unes
sont fieres, glorieuses, hautaines, que d'autres sont des etres faibles qui
cherchent un appui." (Extract from an article on Jean-Francois Millet
in "Revue des Deux Mondes," le mai 1898.)

of English Reading 21

They take great pleasure in personating the sounds in
a given word. The " sounds " are chosen and stand in a
close line facing the class. The children repeat the word
in chorus and the living sounds then "take distance,"
each uttering (in succession) the sound he or she is
personating.

Every word built is looked upon as a " new friend " and
is quickly noticed in the reading lesson. One is warned of
its near approach by the gleam in the eyes of each little
reader who looks up to see if one is prepared for the joy in
store. Should they meet many new " friends " they seem to
feel that life is almost too blessed.

In the reading that followed the building of a few words in which
tch appeared (Dutch, hutch, crutch) a little child looked up and said in
a very confidential tone, " The sneezing sister (their name for tch) is
coming in ' kitchen ' in the next line."

It is truly a privilege to teach so fascinating a subject
to such appreciative learners.

The calling in of the children's activity satisfies the love
of movement, which is one of their strongest characteristics,
and is also a sure means of checking undue hurry, which is
so fatal to progress.

If they make their own pace, their work will be
accurate, for each new difficulty will have been met by
them, and will have been turned into a " friend." How
naturally accurate they are is proved by the way in which
they reproduce a previous lesson, or quickly notice any
variation one may make in telling a story the second
time.

22 On the Teaching

Attractiveness of Colour to Children.

The use of colour gives much pleasure to the children
and is besides most valuable as a means of impressing upon
them the difference of sound. As one watches them at
work one can see how surely this has been grasped.

The choosing of suitable garments for their words is often a subject
of conversation out of school hours.

They notice with great interest the different points that the use of
colour reveals (c/. geese and cheese) ; also use (with a blue «) and use
(with a black s) ; the colour paves the way for understanding many
grammatical difficulties at a later date. (See " Further Notes," pp. 225,
241.)

Visual Impression not confused by use of Colour.

The use of colour for the differentiation of sound does
not confuse the form, therefore the reading of books printed
in the ordinary manner presents no difficulty.

There is no introduction of diacritics in the words head-
ing the text of the Eeaders, nor in the text itself. It was
felt most important that from the outset there should be
no confusion of the visual impression of a word.

Note. — By the use of colour and by the way in which the consonants

C
are tabulated (e.g. the children know that g, brother to k = g in gig ;

and that g in the double sounds column = g in magic), we find it
possible to manage without any markings to distinguish the variation of
sound that may be given to one consonant symbol In the case of the
vowel sounds where we may have one symbol employed for so many
different sounds, the locality in the Frame again proves most helpful,
for this, together with the careful handling of the type or " pet word,"
enables us to avoid the use of any diacritics. (See pp. 1, 2.)

(We have therefore been able to discontinue the use of the warning
sign over U as in muff. See " Further Notes," p. 58.)

Fuller details on these points will be found in "Further Notes,"
pp. 170-172 ; 220.

of English Reading 23

On the Teaching- of a Sound with its Symbol.

Each symbol is taught in connection with a word
introduced in a story. This word is repeated by all the
children in chorus and they then discover the initial sound.
(See "Further Notes," pp. 74, 75.)

They find out whether it is a " sister " or a " brother "
sound, and the colour of the dress is decided upon accordingly.
(See pp. 18, 19.)

The particular organ of speech used to produce the
sound is next considered. (See p. 19.)

The children enjoy comparing the sound with any in
Nature. The symbol representing the sound is then shown.
A description is gained and it is compared with other known
symbols. The teacher prints it on the b.b. in its simplest
form * and the children draw it in the air. This is
followed by their printing it on their b.b. or slates with
coloured chalks. They use both right and left hand. They
also make a picture illustrating the word which introduced
the sound.

They now have to consider where the symbol must be
placed in the Tabulating Frame. This will recall the way
in which the sound was produced, and the home will be
chosen in accordance with this. (See p. 14.)

The symbol is put in its " home " by one of the
children. It is also found in the " Steps to Beading."

In a later lesson the children print the symbol in their
Sound book, and make a picture illustrating the " pet word."
(See Children's Work, p. 40.)

* The same as that used in the " Steps to Reading,"

24 On the Teaching

The symbol is pricked and embroidered in connection
with the above, the children using the same colours as
in printing. A set of designs has been specially prepared
for this work. At the side of the printed symbol is a
picture which they will meet again in the course of their
journey through their books. These drawings are illustrative
of the word suggested in the " Running Commentary * for the
evolution of the sound. The children are allowed to colour
these drawings as they please and to introduce additions to
the picture if they wish. (See "Further Notes," pp. 71-73.)

Note. — Every care should be taken to prevent the
children from uttering harsh sounds. They should be given
to understand that distinctness of speech depends more on
clearness of enunciation than on volume of sound.

It is important that lessons on new sounds should be
given in the early part of the morning, and that the lessons
should be short.

On Word Building.

The groups of words in colour follow the order in which
the consonants have been taught. (See p. 172 and Note
on h, p. 75.)

Each word is introduced in a story, and the symbols are
taken down from the Frame in the order in which the sounds
are uttered.

Words with a single sound preceding the vowel appear
first, and the occupants of the various " homes " come out
in turn to help to make them, those which cannot help
being regarded as unhappy little folk, worthy of much pity.

It interests the children greatly to find a " sister " and

of English Reading 25

a "brother" sound (see p. 36) each making a word (p&t,
bat ; /an, i>an).

Occasionally the initial sound remains unchanged, and
the final sounds vary.

Having taken most of the words that can be made with
a single sound preceding the vowel, the story continues and
introduces words in which the vowel is preceded by two or
more consonantal sounds.

Each word is built by the children as it is introduced.
(See "Further Notes," pp. 76-81.)

As the powers of the children develop, they will wish
not only to suggest the words, but to tell the story intro-
ducing them. (See "Further Notes," p. 106.)

At the end of the building lesson they open their
Eeaders and identify the various words.

Note.

Great care is taken to avoid the incorrect presentation
of words to the children. Where there are two or three
ways of representing a sound, the children are asked to
point to the symbol they think of using, or, if they have
not had sufficient experience to give them the required
knowledge, they are told which one to use, e.g. the
king k; the magic g; the sound being uttered and
not the name of the letter. (See "Further Notes," p. 152.)

The children much enjoy " stepping " their words, a
step forward being taken as each vowel is uttered. This
helps them to the realisation of the number of syllables in
a given word.

The accented part of a word is marked by a heavy step.

26 . On the Teaching

Note. — They take a step with one foot and bring the
other to the first position (heels together) so that they
may stand firmly during the utterance of the consonantal
sounds. (See " Further Notes," pp. 122-129.)

The children much enjoy drawing silent letters in the
air when they come to the part of the word in which a
silent letter lives. This accentuates the presence of the
silent friend, and the pause, during which its outline is
being described in the air, attracts the attention of the rest
of the children, who watch critically to see if it is invested
with a correct form. See " Further Notes," p. 127 (/).

Drawing in the air will also be found helpful when
sounding words containing double letters, which give one
sound only, particularly when these words are done from
memory. (See pp. 47, 48, 55.)

On Proceeding from Speech to Sign.

Special stress is laid upon the evolution of words by the
children, as one has to take care that they do not learn to
read by heart. This reading by heart may be very mis-
leading to the teacher, who may imagine that they are
making progress, only to find that it is a pure matter
of memory, and that they cannot point to the words that
they have been repeating so fluently, possibly with the book
upside down. (See "Further Notes," pp. 85, 86.)

On Sentence Making.

The children give two or three sentences to illustrate
each word built in the previous lesson. This is a sure
means of testing their real grasp of the word.

of English Reading 27

I have been much struck by the want of familiarity sometimes
shown by intelligent children with words which I should have thought
almost too much in use to present the least difficulty.

This makes one realise that their knowledge of words is more
limited than is generally supposed.

This practice is also valuable in giving scope for the
exercise of originality, and for the play of the imagination.

The children take the keenest pleasure in this making
of sentences, and show a wonderful feeling for " connected-
ness," by the way in which they weave into them the varied
experiences and interests of their lives.

They take a special delight in bringing in all the words
of a study into a complete story. This is extremely useful
as a means of associating words of like spelling, and its
value is felt still more when irregular forms are reached.

In addition to this embodying of words in sentences,
they are encouraged to make pictures of them, and this is
especially helpful when they contain ideas that are new to
them. (See "Further Notes," pp. 106, 107.)

These pictures are put up for a time, so that all may
share in the benefit that their schoolfellows have conferred
in helping them to a fuller realisation of the meaning.

[As by the above means each new word will have been
" realised " by the children, only those words which could
be conveniently utilised are introduced into the text of the
Readers.]

This real grasp of words is very helpful in promoting
intelligent reading. One can scarcely expect the children
to read with expression if the meaning of the words is not
clear to them.

The sentence making also cultivates § readiness of

28 On the Teaching

expression, and this greatly helps the later written com-
position. (See "Further Notes," p. 162.)

On Reading and Writing.
Transition from Colour to uniform Black.

In the " Steps to Eeading " colour is used throughout ;
if the children have thoroughly mastered the work com-
prised in this book, they will be prepared for the reading
of the First Primer, the text of which is in uniform black.
The studies heading the text are, however, still in colour.
Many suggestions for these groups of words will be found
in Chapter XYI of " Further Notes."

The way in which the children handle the black text is
described in Chapter XVIII of the same book.

Note. — The children regard the text as their " undiscovered country,"
and they are always anxious to explore it for themselves.

They much appreciate each new stop that is introduced
to them. (See "Further Notes," pp. 117-121.)

A few breathing exercises at the beginning of the lesson
are of great benefit to the children. They all stand and
give full play to the lungs by drawing deep breaths, taking
care to keep the mouth closed so that the air may be
inhaled and exhaled through the nostrils.

The one standing to read should take care not to hold
the book so high as to intercept the voice, nor must the
chin be allowed to drop. The children will probably be
able to discover that this latter fault hinders the free play
of the voice.

They listen most critically to hear if their school-
fellows pay due regard to punctuation,

of English Reading 29

When a passage is not read with due expression,
different members of the class are asked to give their
rendering of it. They enter into this with great spirit and
the best rendering is quickly recognised by them.

With regard to provincial intonation, the teacher's ear
can be the only guide, and the children must correct their
faults by listening to him or her.

The children notice that in many unaccented words and
syllables, the vowels tend to become reduced or even to
vanish completely. For instance, there is a distinct differ-
ence in the pronunciation of " was " in He was seven years
old, No, he wasn't ; and of " had " in Had he seen him ?
Yes, he had seen him many years ago.

The children dramatise the action of these reduced
vowels by sinking into a chair as they utter them (or as
they draw the symbol in the air. Of. p. 26). See Plate 8.

On the other hand, there is a tendency in colloquial speech to
slur consonants (e.g., d of and; ng of saying; tin I don't know.)

It amuses the children to be told that the tongue did not behave
properly when pronouncing and (with slurred d), and they feel for
themselves that it ceased work after producing n.

Great care should be taken in correcting this faulty
pronunciation of consonants, and careful training in sound
will make it comparatively rare.

Attention is particularly drawn to this by Sir Q. W. Kekewich in a
Circular to Training Colleges and Pupil Teacher centres, dated 13th
December 1897, which was reprinted in the New Code for 1898-99.

" English reading and, it may be added, English speaking, fail in
axidibility mostly through want of precision in the consonantal sounds,
and particularly because of the carelessness which allows the final con-
sonants to be corrupted by or assimilated to the initial consonants of
other words."

30 On the Teaching

The * capital letters are introduced in the Readers as they
are required, and the children notice with interest how the
small letters have been developed from the capitals. (Be/.

b.)

They print them in colour after drawing them in the air.
(See p. 23.) The simplest form is used. (See Plate 3.)

I have found that it is unwise to defer the using of capitals where
they are naturally required. Children who have read from books in
which small letters were used at the beginning of sentences, continue
to use them later on, and it is most difficult to correct this habit.

The symbols in the Tabulating Frame have the small
letter on one side, the capital on the other. The children
can test their knowledge of the capital form by first drawing
the capital asked for, and then turning the small symbol
round to see if the form they have given is correct.

Note. — In the case of digraphs (e.g. Qu, Wh, Ph, Th, Sh,
Ch), the children turn the symbol round in order to see the
initial capital letter (eg. p h cf. P h). They print this
capital and the small letter following it, as both are required
to represent the sound under consideration.

When the printed symbols have been thoroughly mastered
the children pass on to the written form. The way in
which they approach the latter is described in Chapter
XXIII of " Further Notes."

* The Capitals are met with for the first time in the following places .
—"Steps to Reading" : Ph (p. 9), B (p. 15), P, black Th, T (p. 16).
First and Second Primer : S, Wh, D (Study 1) ; N, I, A (Study 3) ;
J (Study 4) ; Qu (Study 5) ; W (Study 6) ; R (Study 8) ; Sh, Y (Study
10) ; K, C (Study 11) ; M (Study 12) ; H, L (Study 16) ; F (Study 17) ;
V (Study 40) ; G (Study 44). Infant Reader : Blue Th (Study 56) ;
E (Study 70) ; O, U (Study 74). X, Z and Ch will be introduced in
subsequent Readers. (See "Further Notes," pp. 150, 238.)

of English Reading 31

The printing in colour is continued by the children and
they gradually acquire the power of turning a whole group
of printed words into writing. (See " Further Notes," p.
135, lines 22-25, and Plates 3, 4, 6, ibid.)

(On Dictation in connection with the children's reading
books, see "Further Notes," pp. 151-161.)

This transition to the cursive character presents very
little difficulty, as the hand and eye have gained so much
training in the mastery of the printed symbols.

For Purposes of Revision.

Note. — It is important that the children should have
plenty of practice in going through the sounds in the order
in which they have been taught. (See " Further Notes,"
p. 88.)

There are many plans that we have found helpful for
the keeping up of acquaintance with old " friends."

1. The children are told stories (simple incidents of
every-day life and fairy-tales are much appreciated by
them) during which they show with the pointer (1) initial
sounds, (2) vowel sounds, (3) final sounds, in given words ;
or all the sounds of a word, the word being one which
contains no irregularities.

(Fuller details of this kind of work will be found in pp.
1 5 1 - 1 5 5 of " Further Notes.")

2. A word is sounded by one child who chooses another
to point to the symbols representing the sounds.

3. Various words in a story are sounded to the children
who give the result of the sounds uttered.

4. Sounds are dictated to the children who print them

32 On the Teaching

in succession on their b.b. or slates, and then give the
whole word.

5. Stories are told and some of the words printed.

6. One child is asked to step a given word whilst
another points to the symbols representing the sounds
uttered by the " stepper."

These various practices enable the children to give the
component parts of long regular words which they have
never seen.

(I have found children of six years old able to point to
all the symbols in astonishment, punishment, splendidly,
without the least indecision, although they had only had
practice in words of one syllable.)

The Subject Matter of the Readers.

The incidents in the Readers have all been written with
a view to sustaining interest. These incidents form a con-
nected series, as the children who appear in them are
either members of one family or special friends of the
members of that family, and the animals are their pets.

(It is a great pleasure to the " readers " if we make a
table of the family and decorate it with the pictures of the
children. The details of this will be found in pp. 130-132
of " Further Notes.")

The various ages and characteristics of the children are
touched upon in the " Running Commentary," and short notes
are given on the pet animals. The little readers become
deeply interested in each new friend introduced to them.
Suggestions are offered as to where By-the-way Talks can
be introduced in connection with the " pets " or incidents in

of English Reading 33

the life of our family. The time at disposal will determine
how many of the suggested lessons can be introduced ; they
touch on various subjects (Nature lessons, geography, arith-
metic,) and it is hoped that it may be found possible to
work many of them in. (See " Further Notes," pp. 61-70.)
For the convenience of teachers a list of the above
suggested lessons is given on pp. 168-170.-

The *sand-trays used for geographical modelling are
often enlisted for the purpose of illustrating a word.

The making of a moat gave the children great pleasure, and much
ingenuity was shown in devising a drawbridge (slim pieces of india-
rubber proving very satisfactory). This caused us to travel back in
imagination to " the olden times," of which the children are never tired
of hearing.

The unconscious gratitude of the children for the
widened interest that these By-the-way Talks give, together
with the increased scope to their natural desire for " con-
nectedness," urges one to weave them in as far as possible,
apart from their value in making the subject the centre of
a beautiful whole.

Kindergarten songs might also be introduced in connec-
tion with the pet animals or with the doings of the family.
This constant intercourse with the pets of the family, com-
bined with the study of their habits, will lead to the gentle
and considerate treatment of all animals.

In preparing the Headers it was felt that the children must
not be given disconnected sentences or meaningless phrases
to read, as this checks expressive reading. They can only
read with intelligence when they see some logical sequence.

* We have found tin trays 9x12 in. a very convenient size for
each child to have.

34 On the Teaching of English Reading

It is surprising how delighted the children are to read
the simplest little connected passage. The text of Study 2
of the First Primer was printed on the black-board, and
when my little pupils arrived at the sentence, " The crab
got in Pat's cap," a little child of five years old was over-
joyed, exclaiming, " It will pull Pat's hair ! "

[So great was the interest in that crab that when
Mr Walter Crane visited us, special requests were made by
the children for a sketch of it. The crab was immediately
drawn in the attitude desired (a claw just peeping out of
the cap) and submitted to their approval. It is needless to
say that it met with the warmest reception.]

In the " Running Commentary " will be found, in addi-
tion to the notes and suggestions mentioned above, complete
notes on word-building and lists of words for stepping,
arranged in two groups : those marked H. (Hearing) are
words in which the ear may be trusted ; those marked
H. + S. (Hearing and Sight) require the help of the eye.
Words containing reduced vowels (see p. 29) are marked
with a star, and note is made of the introduction of new
capitals.

NOTES ON THE EARLY STAGES

AND

A RUNNING COMMENTARY

STEPS TO READING
THE FIRST PRIMER
THE SECOND PRIMER
THE INFANT READER

ON THE EARLY STAGES.

THE work of the Early Stages is fully described in my
second Teacher's Book. It will therefore only be necessary
to give a few notes here referring to the pages bearing
upon it.

In Stage 1 the children cultivate the spoken language.
(See "Further Notes," pp. 5, 6, 13-22.)

In Stage 2 they discover the sounds of their speech.
(See "Further Notes," pp. 6 ; 23-33 ; 40-48.)

In Stage 3 they compare the spoken sounds and notice
that some are breathed or voiceless and that others are
vibrating or voiced. (See "Further Notes," pp. 34, 35.)

I had a very happy suggestion from one of the children, who re-
marked that the " voiceless " consonants were like little girls and the
" voiced " like little boys. This led to our regarding sounds such as p
and b as " sister " and " brother," and helped us with the three sisters
C

k with the one "brother" g.
q

Note. — The children have found "sister" and "brother," "girl"
(e.g. h) and "boy" (e.g. P), so expressive of the difference between the
breathed and vibrating sounds, that I do not use the terms voiced and
voiceless with them.

In Stage 4 they find out how their spoken sounds are
produced. (See " Further Notes," pp. 36, 37.)

See also pp. 6, 7, 14, 38, 39 of "Further Notes."

INTRODUCTION TO SPEECH SIGNS.

BEFORE the children begin the " Steps to Beading,"
we have a talk about the use of signs. (See " Further
Notes," pp. 51, 52.)

STEPS TO READING.

COLOUR has not been introduced into the text of the
Eunning Commentary, but several coloured plates are
given at the beginning, to which reference will be
made. For the colours of the Consonants see Plate 1.
It is most important that colour should be used through-
out the " Steps to Reading " and for the " Studies " of the
Primers.

In connection with the " Steps to Beading," see " Further
Notes," pp. 7, 8, 9, 52, 56-58.

Lesson on a Sound with its Sign.
Steps. Page 3.

Note. — See also the Bevised Lesson on a Sound with its
Sign, "Further Notes," pp. 53-55.

1. A story introduces a special word beginning with p
(e.g. .pig). The story is told in connection with the
Embroidery card. (See "Further Notes," pp. 74, 75.)

2. The children repeat the word pig in chorus, and
discover the initial sound.

38 On the Teaching

3. They then find out whether p is a " sister " or a
" brother " sound.

The experience already gained (see p. 36) will help
them to answer this question. They try the experiments
suggested on p. 18, and decide that it is a "sister."

4. They are told that there is still another secret for
them to find out. " Why do the lips close ? "

(My little pupils like to call the lips " the front door.")

This suggests that something is stopped (or prevented
from) coming out.

This leads to the thought, " What is there to come
out ? " They will probably suggest breath.

They are then asked to press the lips together, and to
open them suddenly, allowing the breath to come out.
(This will give the sound that is heard at the beginning of
the word ^ig.)

If they hold a hand in front of the mouth when doing this,
they will feel the force with which the breath is expelled.

5. Having gained the sound, they are asked to compare
it with any sound they may have heard. (A puff-puff.)

6. Different children are asked to come out in front of
the class to utter p.

The children in the class listen to hear if correct
sounds are given.

(This also gives the teacher opportunities for correcting
faulty pronunciation.)

7. When the children have realised the sound, they
are introduced to the symbol representing it.

The simplest form of the sign is taught (see type used
in the " Steps to Heading").

of English Reading 39

(The name of the symbol is not given. See p. 15.)

I refer to our talk about the use of signs (see p. 37),
and I then tell them that we are going to learn a printed
sign (or symbol), and whenever they see this particular sign
they will know that their lips must be pressed together
and suddenly opened, so as to make the sound p (pig).

They are then shown this wonderful sign.

The symbol p (blue) is held up so that all can see it.
(See "Further Notes," p. 53, section 5.)

8. A description is gained from them. They will be
sure to notice its blue colour, and they are told that all the
sister sounds will be dressed in blue.

9. I print p on the special b.b. (see p. 14) with blue
chalk. (See p. 3 of " Steps to Beading.")

The children draw in the air as I print,

10. They then practise drawing it in the air with the
right hand.

11. This is followed by their printing it in blue chalk
on their b.b. or slates (see p. 13), using the right hand.

They then draw in the air and print with the left hand.
They also illustrate the " pet word."

1 2. Now a home must be found for their new " friend."

Note. — The children regard each new sound and each new word as
a "friend."

Being a " front-door " sound (or lip-letter) it will be placed
well to the left. (See Plate 1 and p. 14.) One of the
children puts it in its home. (See " Further Notes," p.
54, section 10.)

They then find p in the " Steps to Beading." (On the
Revision of the Symbols, see "Further Notes/' p. 88.)

40 On the Teaching

13. The symbol is pricked and embroidered in connec-
tion with the above, blue cotton or silk being used. On the
card they find the picture illustrating the story (see section 1,
p. 37) : they colour this picture as they wish, using coloured
pencil chalks. (See p. 24 and Note, p. 49.)

(These cards are very useful as a record of the lesson
and also for revising the symbols. See " Further Notes,"
pp. 71-73.)

14. The children practise printing the symbol in books.
They use blue pencil chalks and print with right and left
hand. (See Children's Work, I, and "Further Notes,"
p. 83.)

Before passing on to the learning of a new symbol I ask
the children to give me a complete lesson on the above. I
am supposed to come from a far away land, and I am only
allowed to know the names of my " teachers." Having been
thoroughly instructed, the children draw pictures illustrating
words beginning with p.

This sound, being the " brother " of p, is taken next.
(See "Further Notes," pp. 74, 75.)

A story is told introducing the word bag. The sound
is evolved in the same way as p (see p. 37, sections 1-14).

Experiments lead the children to decide that it is a
" brother " sound. They will notice its black dress (see
sections 7, 8), and they are told that brother sounds will be
dressed in block (on a white surface). When we use the
black-board the brothers wear white sailor suits. (See

CHILDREN'S WORK

ORIGINAL ILLUSTRATIONS.

I. See p. 40. PRINTING.

0. L.,

A beginner Printed with left hand,
of 6 yrs.

Printed with right hand.

II. See p. 56.

V. 0. Printed with left hand.

9 yrs

Printed with right hand.

III. See p. 101.

M.P.

6 yrs. Printed with left hand.

PRINTING. A " party " of words.

Printed with right hand.

c duT'A n c du rn D

For Dictation, Writing, and more advanced work, see
Plates I.-VII. of "Further Notes."

of English Reading 41

p. 19.) The home of b (see section 12) is under its
sister p, as the lips are used in a similar manner.

The two sounds are compared and also the two symbols.
The children notice that the rounded part of each is on the
right-hand side.

(This similarity between p and its brother b has
prevented confusion between b and d.)

A story is told about the puppy who had a bath in the
fab. (See General Remarks, p. 75 of "Further Notes.")

See pp. 37-40. The children discover that t is a
"sister" and must be dressed in blue. They find that
the tongue touches the ridge above the teeth (see p. 19).
Its home (section 12) will be to the right of p, as the
sound is produced inside the mouth. (See Plate 1.)

This sound is the " brother " of t. The lesson proceeds
as on pp. 37-40.

A story is told about a dog. (See "Further Notes," p. 65.)

Being a brother sound, it is dressed in black. Its home
is under its sister t. (See Plate 1.)

On the printing of d, see "Further Notes," p. 82.

A story is told about a cat. (See card, and pp. 37-40.)

The children discover that C is a sister sound. They

find that the tongue rises at the back of the mouth and

touches the roof (see p. 19). The home of C must therefore

be far back in the Frame, to the right of t. (See Plate 1.)

42 On the Teaching

In describing the symbol the children remarked that it was round,
like a " fat baby." This has helped them to distinguish between the

C
three sisters k

A story is told of a little boy who dressed up as a king
(see card and pp. 37-40). The children recognise the sound
as an old friend, but they are told that in some words they
will find another sign (or symbol) used for that sound.
For the home of k, see Plate 1.

The children named this symbol " the tall sister."

A story is told about a duck which was always saying
" $uack ! <?uack ! <?uack i» (gee Q^^ an(j p^ 37-40.)

The children find the first sound in the word gnack, and
they hear that q has the same sound as C and k, so that
they now have three " sisters."

It interests them to compare the symbols C and q.
They notice that each of these two " sisters " is rounded to
the left : this leads to comparison with p and b (see p. 41).

They are told that this third sister always wants a
certain little friend to sit next to her.

This led to their calling q the " cry-baby " of the three sisters.

As this favourite companion (u) takes the sound of w
when it follows q, the children will not be given the
digraph q U until page 9 of the " Steps " is reached.
By that time they will have learnt both W and u. (See
Note, p. 60.)

of English Reading 43

Note. — q is hung on the Tabulating Frame (see " Steps
to Reading," p. 3) until the digraph q U is taught.

A story is told about the boys who went for a drive in
the gig, (See card and pp. 37-40.)

g is regarded as the proud little brother of the three
sisters above.

The children discover that the tongue behaves in a
similar manner for g as for C (see p. 41 and Plate 1).

They have now put all the symbols heading page 3 of
the Steps (except a) in their home in the Tabulating Frame.

Having learnt the above sounds, classed as stops or
explosives, and having had exercise in finding the " brother "
sound when a " sister " is given and vice versa, one might
draw the attention of the children to the fact that, though
they have such a number of new " friends " (see Note, p. 39),
they cannot build a word. This leads to the necessity of
our introducing a sound of a very privileged order.

A story is told introducing the word bat (see card and
pp. 37-40). The children discover the sound in the middle
of this word. (See Note, p. 73 of " Further Notes.")

Having gained a, they are led to notice that it has a
much freer passage than the other sounds they have learnt.
(Cf. the way in which the " stops " had to force their way
out.)

44 On the Teaching

They discover that a is a " brother," but when the sign
is shown, they notice that it is dressed in red. This is to
mark it as a person of great importance (see p. 19.)

On the stepping of a, see " Further Notes," p. 124.

They feel (see p. 1 9) that the tongue is low for a ; its
home will therefore be in the " downstairs " part of the
dwellings reserved for the vowels. (See Plate 2.)

As soon as it joins the " friends " they already possess,
they will be able to build words. (See Steps, p. 3.)

In the picture on the left-hand page they will find
charming illustrations of these words.

First Lesson in Word Building.

The children have now learnt the sounds classed as
stops, and the short vowel sound a (as in bat), and the
symbols, which head page 3 of the " Steps," are all hanging
in their places in the Tabulating Frame.

On the revision of these symbols see " Further Notes,"
p. 88.

Before learning any more signs, the children use those
they already know for building the words of groups 1-6. •

On Nature Talks and on Stories introducing words, see
" Further Notes," Chapters X and XII.

1. A story is told introducing the word, e.g. tap. (See
picture in " Steps," p. 2 ; " Further Notes," p. 77 and p. 97,
section 1.)

2. The word is repeated in chorus.

3. The children discover and personate the sounds.
(See "Further Notes," pp. 97, 98, sections 3, 4, 5.)

of English Reading 45

4. Each utters his sound (see "Further Notes," p. 98,
sec. 6).

5. They take down the symbols for their sounds (see
"Further Notes," p. 98, sec. 7.)

6. All sound tap, giving the result tap.

Great care is taken to produce each sound clearly, com-
pletely finishing one before beginning the next.

The uttering of the separate sounds of a word is regarded as being
similar to " taking distance " in drill. The pronouncing of the com-
plete word is regarded as " close rank."

For dramatic separation of sound see p. 21.

7. The word having been sounded in chorus, individual
children are asked to show that they can sound and step it
(see p. 25), whilst their little friends listen to hear if
correct sounds are given.

See "Further Notes," p. 124 (&).

8. Dramatic action adds immensely to their pleasure,
and they delight in turning on imaginary " taps " in any
part of the room.

9. I then print the word tap on the special black-
board. (See "Further Notes," p. 99, section 10.)

For colours, see p. 3 of " Steps to Beading."

10. This is followed by their printing it with coloured
chalks on their black-boards, practising with right and left
hand alternately.

See "Further Notes," p. 99, section 11.

11. The children make original pictures to illustrate
the word.

12. They then open their "Steps to Beading,"
page 3, and see if they can find the word they have
built. They look for an illustration of it in the picture

On the Teaching

on the left-hand page. (See "Further Notes," p. 99,
section 13.)

13. At the end of the lesson each symbol is put back
in its place in the Frame by the children.

14. In a later lesson they print the word in their
printing books with right and left hand and they illustrate
it. (See " Further Notes," p. 99, section 15.)

See Children's Work, II, facing p. 40.

Children's Work, II.

A story was told about Harry's father (see "Steps to Reading,
p. 2, and " Further Notes," p. 78), who found that he would not be
able to catch his train, if he walked to the station. He therefore
took a cab and arrived just in time.

The word cab was handled in the manner suggested in pp. 44-46
(see sections 1-13).

The children afterwards printed cab in colour and illustrated it
in their Word book. Plate II. shows the arrangement of this book.

On Black-board Recorders.

The children take great interest in helping to record
the work on the special b.b. At this early stage they print
the sign or word under the teacher's.

See "Further Notes," p. 108.

On Identifying the Words in the Steps.

It is important that the children should identify the
signs and words in the " Steps to Reading " after they have
handled them as suggested in pp. 37-40 and pp. 44-46.

of English Reading 47

They look forward to hunting for the signs or words,
and the pictures illustrating them are a source of great
pleasure.

On Revision.

We refer to the word or words built in the previous
lesson and the children revise each as suggested on p. 86
of "Further Notes" (see Note on Revision: see also p. 85,
ibid.).

For the building of the remaining groups of words in
the "Steps," see pp. 44-46, and "Further Notes," pp. 76,
97-102.

For the words cap and gap, see " Further Notes,"
p. 77.

Page 3, group 2. — b, brother to p, is taken as the final
consonant. (See "Further Notes," pp. 77, 78.)

Page 3, group 3. — t is used finally.

Page 3, group 4. — d, brother to t, is used finally. (See
"Further Notes," p. 66.)

Page 3, group 5. — c k is taken finally.

C k is regarded as the regular doubling of k. Double
letters (which are printed in the same colour) are sounded
once only, and the attention of the children is called to the
important work that the eye has to do in helping the ear.
In words like pack they hear only three sounds, but the
eye sees four letters ; they therefore recognise that the eye
and the ear must be very great friends.

They are told that the first two of the three sisters k

48 On the Teaching

are very fond of being together at the end of words which
take one step.

(They are greatly amused at the " fat baby," C, going
for a walk with the " tall sister," k.)

Note. — In building these words, the two " sisters " (c k)
are taken down by one child, as the sound is heard once only.
In sounding them, the k is drawn in the air.

Page 3, group 6. — g, the proud little "brother," with
the feather in his cap, being the happy possessor of three

C
" sisters," k, is taken as the final consonant.

Before proceeding to group 7 of page 3 a new symbol
has to be taught, m.

A story is told about the two little children who were
sitting on a mat. (See card and "Further Notes," p. 78,
lines 11, 12.)

The sound is evolved as in the lesson on pp. 37-40.

As it is a "boy" sound (see p. 36), a black dress is
chosen.

The children will find that it is a " front door " sound,
so that it will have to live in the same column as p and b.

Then they find the difference between m and p.

They soon discover that the sound can be made without
the opening of the mouth, and that it can be prolonged.

Eemembering that for p the mouth was opened to allow
the breath to come out, the question arises, " What happens
in the case of m ? How does the breath get out ? "

One of the children will probably suggest its coming
through the nose.

of English Reading 49

To prove this, they pinch their noses, and try to make
the sound.

Its nasal character being proved, we call it a nose
sound.

Though the " home " of m is in the same column as p
and b, it is separated from them, as it is distinguished by
using the nose as well as the lips. (See Plate 1.)

It will interest the children to consider any sound that
ITI suggests (humming).

The difficulty of producing this sound clearly when
suffering from a cold in the head (b being produced instead
of m) will also interest them, and they will probably
discover the reason.

In the next lesson this new " friend " is used for building.

In group 7 it appears initially, as the words thus gained
are of a more useful kind.

For the building of these words see pp. 44-46.

Note. — The age of the children and the time at disposal
[will sometimes make it advisable to devote two lessons to a
'new symbol. In- this case it is taught in the first lesson
and embroidered afterwards, revised in the second (see
!p. 40) and printed later in the Sound book. (See " Further

Notes," p. 83.)

1« . .

Page 3, group 8. — For this the symbol n must be
taught.

The children are told a story about a fisherman with
his wet. (See card.)

See General Eemarks, p. *75 of " Further Notes."

50 On the Teaching

The lesson proceeds as on pp. 37-40.

The children decide that n must wear a black dress

(Cf. m, p. 48.)

They repeat n in chorus and try to find out wha
the tongue does to make the sound. (See p. 19, linei
16-24.)

They discover that the tongue touches the ridge abov
the upper teeth. This leads to comparison with t and (
and decides its being placed in the same column in the
Frame.

Now the difference must be discovered. They will
gladly make the experiment resorted to in the previous
lesson and they will find out that it is a nose sound.

n must therefore have a "home" to itself. (Cf. m,
p. 49 and see Plate 1.)

The words of group 8 are built in later lessons. (See
"Further Notes," p. 66, lines 2, 3.)

Next comes the teaching of the digraph ng.

A story is told introducing the word ba.ng. (See
Embroidery card and pp. 37-40.)

The children are asked to discover the sound at the end of
this word. The practice that they have already had in
finding final sounds will enable them to do this quite easily.
(See "Further Notes," pp. 27, 28.)

Having gained the sound represented by ng, they
consider its dress and its home.

They decide that it must be dressed in black.

They discover that the tongue rises at the back

of English Reading 51

of the mouth and touches the roof (cf. c, g). They also
find that the nose is used (cf. m, n).

ng must therefore have a home to itself in the same
column as g and his three sisters. (See Plate 1.)

When ng is shown, the children notice that the symbols
look like old friends, but when taken together as we now
have them in our digraph, they have one sound only.

In a later lesson it is used for building, the symbols
being taken down in the following order : —

1. b

2. a

3. ng

On Revision.

Before proceeding to p. 5 of the " Steps," the children
may like to recall the stories told in connection with the
pictures on p. 2, and to sound and point to the words of
p. 3 that they use.

As by the above means they will be proceeding from
speech to sign, they will probably be equal to the work
suggested.

On Speech to Sign, see "Further Notes," pp. 85-87.

On the Revision of the Symbols „ p. 88.

On Dictation „ p. 153.

Steps. Page 5.
i

The new symbol to be taught is I (ill.) A story is told
about the little girl who was ill (see card).

The children discover the sound i. (See pp. 37-40.)

52 On the Teaching

The usual experiments (see p. 18) lead them to decide
that it is a " brother."

By looking at each other as they utter i, they will see
that the " front door " is open, and by putting a finger in
the mouth they will feel that, though the tongue rises, it is
not so high as to hinder the breath on its way " out of doors."

Therefore all points to this sound being ranked amongst
the very important ones, clothed in red. (Cf. a, p. 44.)

(This sound requires especial care as there is a tendency
to confuse it with e as in egg.)

The symbol is shown. (See p. 38, sections 7 to 14.) Its
home is chosen, suggestions being invited from the children.
Being produced so near the lips, it is placed well to the left.
As the tongue is higher for i (ill) than for a (bat), j is
placed higher up than a (See Vowel Table, Plate 2.)

If the children repeat a (as in bat)

i (as in til)

several times in succession, the difference in the production
of these sounds will be very marked.

On the Stepping of a Vowel, see "Further Notes," p. 124.

Page 5, groups 1, 2, p and b are used as the final
sounds. See pp. 44-46.

In connection with page 5, see "Further Notes," p. 66
and Note on p. 65.

Before taking the words of group 3, the children are
taught the symbol y.

A story is told about kitty (see card) and the lesson
proceeds as on pp. 37-40.

of English Reading 53

The children notice that the sound of y (kitty) is
similar to that of i (ill). For its home, see Plate 2.

Page 5, group 3. — t is used finally. (See pp. 44-46.)

The first two words having been built, the word pity
gives an opportunity for the use of the new friend y.

This tailed y, sitting at the end of the word, interests
the children very much.

(They will find that their kitty in the picture
connected with the embroidering of y (see p. 24) also
wears a long tail.)

On the stepping of pity, see "Further Notes," p. 125.

Page 5, group 4. — d is used as the final consonant.
For the building of groups 4-9, see pp. 44-46.

Page 5, group 5. — ck is used finally. (See pp. 47, 48.)
„ group 6. — g is used as the final consonant,
group 7. — m

group 8. — n „ „

group 9. — ng „ „

On recording the work, see "Further Notes," p. 108.

The children have thoroughly revised all the conson-
antal friends of p. 3, as the progression has been in
accordance with the Table of Consonants (see p. 172).
The new vowel sound has given a fresh set of words.

For the revision of these, see p. 51.

Steps. Page 7.
I

The new symbol to be taught is I. A story is told
about a lily (see card and " Further Notes," pp. 62, 66).
See pp. 37-40,

54 On the Teaching

The children decide that I must be dressed in black.

They consider what the tongue does in order to make
this sound. They find that the front of the tongue rises to
the " ridge." This leads to comparison with t, d, and n.
The sound can be prolonged, for the tongue is not suddenly
withdrawn as in the case of t and d. In making I they
will find that the breath does not escape through the nose
as in the case of n. They will probably wish to prove this
point by pinching the nose and they will hear that I is
uninfluenced by this action.

This leads to the question " How does the breath
escape ? "

Some one may suggest that it comes out at the sides of
the tongue, and they put a finger at each side to see if they
can feel it.

As the tongue rises to the "ridge" (see p. 50) the
children will wish I to have a home under n (see- Plate 1).

Page 7, group 1. — I is used as the initial sound, and
the vowel a is the red friend.

For Suggested Talks in connection with page 7, see
11 Further Notes," p. 66.

Page 7, group 2. — The vowel i is used.

On ck in the word lick, see pp. 47, 48.

The word lily brings in the use of the tailed y.

The symbol P is now taught.

A story is told about a water rat. (See card and pp.
37-40.)

The children repeat the word rat and they are
encouraged to roll the r in order to find out what happens.

of English Reading 55

The lesson proceeds as suggested in pp. 37-40.

The initial sound is discovered and the children decide
that the dress must be black.

They find that the tongue rises in the front part of the
mouth.

This will lead them to choose a " home " under I .

P is used as the initial sound in the words of groups
3 and 4, p. 7.

For the word rack, see Note on p. 48.

Note. — In building, p will not be used after vowels for
some time. As it plays so important a part in modifying
the vowels which it follows, I have thought it wiser to
defer these forms until a later stage. (See " Further Notes,"
p. 178.)

Page 7, group 4. — Words containing i are built.

Page 7, group 5. — The story introduces the word ill
(see p. 44), and when the children have discovered the
sounds, they are told that in a great many words which
take one step (see p. 25) two little brothers like to appear,
though the sound I is heard once only. (Of. c k, " Steps,"
pp. 3, 5, 7.)

They will again see how friendly the eye must be
in helping to get these words safely built.

The symbols are taken down by the children in the
following order : —

1. i ) The two symbols I I are taken

2. II f down together by one child.
Note. — The children draw the second I in the air when

they sound or step words of this kincj.

56 On the Teaching

When the symbols have been taken " home," the story
continues and introduces the next word of group 5. The
class watch very attentively to see whether the builders
remember the double sign.

Cf. Note on p. 80, and see "Further Notes," p. 100,
lines 4-12.

When p. 7 has been worked through, the children may
like to talk about the picture facing it and to point to some
of the words that they use in their chat. (See Notes on
Eevision, p. 51.)

In the building of the words of page 7 the children will
have had opportunities of revising the consonants already
learnt, and of using the vowels a (bat) and i (ill).

Steps. Page 9.
h

The new symbol to be taught is h.

Note. — A lesson is given on h here, though it is placed
later in the Table of Consonants. (See Plate 1.) As the
symbol h appears in several digraphs (w h, p h, t h,
S h, C h), it is taught previous to them.

For Suggested Talks in connection with page 9, see
"Further Notes," p. 67.

A story is told introducing the word Aen. It is
associated with Betty, who was feeding her hens (see card).

The usual experiments lead the children to decide that
h must wear a blue dress.

The lesson continues as on pp. 37-40.

All sound h, h, h, and are asked if it suggests any

of English Reading 57

sound they have heard. (Panting of a dog, or puffing of
an engine.)

As it is practically unobstructed breath, it cannot well
be classified with any of the other sounds. It therefore has
a home all to itself, far back in the Frame. (See Plate 1.)

(The children were quite touched with its lonely lot, and remarked,
" Poor little h ! She's sighing because she's an only child.")

Page 9, groups 1, 2. — h is used initially.

For building, see pp. 44-46.

For II in group 2, see Note, p. 55.

Note. — W h (wAip). See blue w + yellow h. Plate 1.

This digraph is put in the Table of Consonants, as some
people prefer to pronounce a breathed (not voiced) sound.
Those who wish to teach this will use blue W + yellow h
instead of black W + yellow h (see Plate 1).

The lesson proceeds as on pp. 37-40.

See also p. 143 ibid.

Words for stepping. — H + S., bucket,

biggest. (See p. 89.)

Capital; F cf. f.

Frank is the garden boy, and his timely arrival at a
critical moment will endear him to the children. (See text
of Study 17.)

The crabs will revive the associations of Study 2.

Study 18.

This page contains a very important Study, and the text
will be a test page for the gaining of words of two syllables.

In the words of the seventeen previous Studies a kept
the sound that it was found to have in b a t ; the children
are now going to be introduced to several words in which it
speaks differently.

of English Reading 105

W a (wasp).

A story is told introducing the word wasp.

All repeat " wasp " in chorus, and one of the children
is asked to sound it.

Jack sounds W O S p.

The teacher then prints W a S p in white chalk on the
b.b. May comes out and prints it in colour, and the
children quickly notice the symbol for the vowel sound.

They discover that when preceded by W, the sound of
a (as in bat) is modified to O (as in top). (As, with few
exceptions (see Study 12), the variations from this rule will
not be met with until a later stage, when wider experience
will have prepared the children for meeting them, I think
it advisable to let them always utter the two sounds W a
(as in wasp) together, in order to make them quite familiar
with this modification of sound, and the Study is therefore
headed wa. See Study 18.)

The word W a S p is now built in the Frame.

Note. — In building words of the " wasp " party, a child
takes the two signs W and a simultaneously (one in each
hand) and places them in the building part. They also
" go home " at the same moment.

When pointing out W a S p W a words, the children
point to W and a simultaneously. (See " Further Notes,"
p. 102.)

The eight words of the " wasp " party are built, and the
word W h a t is reserved for a later lesson.

See Note on p. 80. See Suggestions, p. 108.
See also " Further Notes," p. 143.

106 On the Teaching

The children now read the text of Study 17 from
" Lily and Dan " to " the bank." (See p. 108.)

what

It is advisable to make this word the subject of a
special lesson.

A story is told introducing what.

The children discover the sounds in it.

The teacher then prints the word in white chalk on
the b.b.

Tommy is asked to come out and print it in colour on
the b.b.

The children notice that the whip W h agrees with
a to utter the sounds that precede t.

A child gets the digraph w h and a simultaneously
(cf. Note, p. 105) and places them in the building part.

The word is printed and illustrated.

The children enjoy printing little phrases and illus-
trating them : e.g. What fun ! What a pity ! What is Jack
getting? (See Note on p. 202 of "Further Notes," and
cf. small type on p. 224 ibid.}

The word what is also turned into writing, see
" Further Notes," p. 143.

The text of Study 18, "What can ... to it," is read
later.

g (ma^ic).

A story is told of a magic wand, which was waved in
the air in order to send all the children to sleep.

(See picture heading p. 61 of Book I., and Note on p.
4 ; cf. "Further Notes," pp. 239, 240.)

of English Reading 107

They will be only too charmed to illustrate this, and the
pointer will be gladly seized upon to do office as a magic wand.
Its wonderful power will be proved by the deep slumber into
which they fall when it is waved by the magician chosen.

One of the children is asked to sound the word
magic, then all sound it in chorus. The sounds will
be familiar, but they have something new to learn. They
will remember that their little friend " the fat baby " C
(cat) took another sound when before certain red friends.
They will find that her brother g often takes a double sound
before the same red friends.

(The red friend e will be familiar to them. See p. 69.
In magic they will discover another red friend, before which
this change takes place.)

In a later Study they will consider the reason for this.
(See p. 123.)

The lesson proceeds as on pp. 37-40.

Having gained the double sound g, they must add it to
the Tabulating Frame. Its place is below the "sneezing

sister " t Q {J (See Plate 1.)

They will see that it is not the only symbol with that
sound, as j is already there. (See p. 86, lines 1-4.)

They will probably remember meeting j in the word
jam, and capital J in Jack.

They can now build the word m a g i C, taking g from
the column for double sounds. They print and illustrate it
on their b.b. and give sentences containing it.

For the writing lesson, see "Further Notes," p. 143.

The text of Study 18, " But ... get in," is read later.

io8 On the Teaching of English Reading

The children will discover that the text has many words
in it which take two steps.

They have had practice in words of this kind in
previous Studies, and now they are going to have an ex-
amination to see how they can manage them (very and
magic will be familiar and lily appeared in the " Steps to
Eeading"; for the use of the capital in Lily, see p. 63).

They will find a friend from amongst the heading words,
growing a little longer in the text (w a t C h i n g). This
leaves six new words which take two steps, and they must
try to discover them all. See "Further Notes," p. 129 (A).

Words for stepping. — H., Lily, study, very, magic,
H. + $., Daddy's, watching, flitting, tunn*el, unless, cannot.

For the stepping of words in this and following Studies,
see p. 89 and "Further Notes," pp. 122-129.

A new little friend appears in Lily, aged 7, who is still
at home. She and Dan will go shortly with Daddy to the
sea-side, to join the others. See "Further Notes," p. 131.

Suggestions. — If a Nature Lesson on a wasp, with
pictures of the interior of its nest, could be given previous
to this Study, the children would consider the incidents in
the text quite the result of magic.

* See pp. 29 and 34.

ON THE SECOND PRIMER.

THE children have had exhaustive Studies with a (bat)
as the vowel sound. They are now going to use i (ill) and
U (pull).

Illustrations of i, y (kitty) and U will be found on the
pages preceding Studies 19 and 46 of the Second Primer.

Study 19.

p is taken as the final consonant.
Symbols :

1. p

2. i

3. p

See Suggestions on p. 80.

Words for stepping. — H.y Lily.

H. + S.t Neddy.

The children are still at the sea-side. Daddy, Lily and
Dan join them there ; Neddy, the donkey, is a new friend.

Suggestions. — If this lesson could be preceded by a
Nature Lesson on a donkey, it would make Neddy doubly
interesting. See "Further Notes," p. 62.

On the words suggested for writing in connection with
the Second Primer, see "Further Notes," pp. 144, 145.
On Dictation, see " Further Notes," p. 158.

109

no On the Teaching

For the Supplementary Chapters bearing on the Second
Primer, see "Further Notes," p. 59.

Study 20.

b is taken as the final consonant.
Symbols :

1. b

2. i

3. b
See p. 80.

Word for stepping. — H. + S., bucket.

Suggestions. — Drawings of a ship with mainsail and
jib, the word j j b being printed in colour by the children
on that sail in their drawing. Some fortunate owner of a
ship might bring it for the illustration of this Study.

Study 21.

t is taken as the final consonant.
Symbols :

1. p

2. I

3. t
See p. 80.

The word knit, which the children would be very
likely to suggest, gives an opportunity for the use of a yellow
(or silent) letter. (See Plate 11.)

The children much enjoy pronouncing the word with a
sounded k (as in the olden days), and comparing it with the
present pronunciation. This word will warn them that the
eye must be friendly. See "Further Notes," p. 127 (/).

of English Reading in

Words for stepping. — H., Philip, badly, singing.

H. + S., quickly, unless.
Capital : *P h c/. p h.

(See Note on digraphs on p. 30.)

Philip, aged 11, the second boy of the family, appears
for the first time. His interesting name suggests an
imaginary voyage to Greece. (See p. 62.) He is very
fond of riding, and has a horse of his own, to which the
children will be introduced later.

See "Further Notes," p. 131.

Suggestion. — Nature Lesson on a torn-tit in connec-
tion with Philip's pet torn-tit.

Study 22.

d is taken as the final consonant.
Symbols :

1. b

2. i

3. d

See p. 80. See Note on p. 25.

Words for stepping. — H.y pantry, hunting.

Dick appears for the first time. He is Pat's special
friend, and has come to stay with him. His pet kid has
also come on a visit.

Suggestions. — Nature Lesson on a goat, with drawings
of it by the children.

* Children who have been through the "Steps to Reading" (see
p. 9) will be familiar with P h.

ii2 On the Teaching

Study 23.

C k taken as the final sound, the two symbols being
regarded as the regular doubling of k. (See p. 47.)
Symbols :

1. p

2. i

3. C k} See Note on p. 48.

When the first nine words have been taken, the story
introduces : — chick

stick
prick
brick
trick
quick.

See Note on p. 78 of "Further Notes."
Words for Stepping. — H., lily.

H. + S., cannot, quickly, Fanny.

Fanny appears for the first time. She is one of the
maids, and is a very kind friend to the children. (See
Studies 27, 29, 32, 33 and onwards.)

The children may like to build the word bricks,
when they meet it in the text.

Suggestions. — Nature Lesson on a lily and drawings
from the children. (See "Further Notes," p. 62.)

Study 24.

g is taken as the final consonant.
Symbols :

1. p

2. i

3 g

of English Reading 113

Words for stepping. — H., grunting.
H. + S., piggy.

Suggestions. — Nature Lesson on a pig, and drawings
from the children of the pig running to the pond. They
might model the pond in their sand- trays.

Study 25.

m is taken as the final consonant.
Symbols :

1. T

2. i

3. m

See p. 80.

"When the children have handled the first five words,
the story introduces : — p r i m

brim
trim
grim.

They may be able to suggest the last three words of
this Study, for past experience will have taught them what
an active part blue S takes as an initial sound.

They now use it for building : — S k i m

slim
swim.

Note. — In the Writing lesson, care will be required in
joining i to m (cf. Note on pp. 143, 144 of "Further
Notes ").

Words for stepping. — H., into.

H. + S., quickly.

ii4 On the Teaching

A new pet is introduced in the text, " Tim," Jack's big
dog, which is a Newfoundland. A new friend appears in
Jim, the boy who looks after the horses and other animals
of the home farm.

Suggestions. — Lesson on Newfoundland dogs or stories
about them. Modelling of a milk-pan in clay.

Study 26.

n is taken as the final consonant.
Symbols :

1. p

2. I

3. n

See p. 80.

"When the children have taken the first eleven words,
the story introduces : — S p i n

skin.

For the joining of i to n in the Writing lesson, cf.
Note on p. 113.

Words for stepping. — H., sev*en, lifted (*see p. 29).
This page introduces us to another of Jack's pets, his
gold-fish

Suggestions. — Grains of corn shown in connection with
the bin.

Nature Lesson on a gold-fish, which is such a usual
pet (see "Further Notes," p. 63, lines 5-7).

of English Reading 115

Study 27.

n g is taken as the final consonant.
Symbols :

1. k

2. i

3. ng

See Suggestions in "Further Notes," p. 80.
When the children have handled the first six words,
the story introduces : — f ling
sling
swing
sting
spring
string.

See Suggestions for the Writing lesson in "Further
Notes," pp. 144, 146.

Words for stepping. — H., ringing,
H. + S., Fanny.

Suggestions. — Nature Lesson on a heath with ling grow-
ing on it, which would suggest bees and wasps. The children
will remember the wasp in which Dan was so interested.
(See Study 18.) If "The Lost Doll" could be taught in
the Poetry lesson, Dolly might be lost on this very heath.

A song about swinging.

Study 28.

All the monosyllables printed in colour are old friends,
and this Study can therefore be taken partly as dictation.

ii6 On the Teaching

1. A sentence is given containing the word pack, e.g.,
"Lily wanted to pack her trunk." The children are asked
to print pack in colours on their b.b. or slates. (See Stage 1.)

The b.b. or slates are examined, and the teacher prints
the word on the special b.b.

Stage 1. pack (The children then build it in the

Stage 2. packing (Frame by the " express train " plan.

2. The story continues : " As Lily was packing her
trunk, Jack's cat came up to her." All repeat packing in
chorus, and they are asked to tell what has happened to
the word pack. They will find that it goes into two parts.

By stepping the syllables (see p. 25 and Note, p. 48)
they will discover that i walks off with the second part,
followed by n g. We have now gained the sounds which
are to be added to pack.

3. The children add ing to pack which is
already in the Frame. They then print packing on
their b.b., under the word pack. This will cause
i n g to stand out conspicuously. (See Stage 2 and
Plate 5.) It is also recorded on the special b.b.

It is most important that each pair of words in Study
28 should be carefully printed, so as to show that the main
word has had nothing added to it, and therefore remains
unaltered by the addition of ing.

The words of the left-hand column are taken first and
are handled as suggested above. For the words of the
right-hand column, it may be advisable to let the children
point to the signs they think of printing (see Note, p. 25,
and cf. "Further Notes," Stage 3, p. 155).

of English Reading 117

In the first five pairs of words, the children may
notice that the weight of ing is supported by the
" two sisters " (the double sign, c k) or by the digraphs,

ng, sh.

(This will prepare them for the doubling of the con-
sonants when ing is added to such words as nap ; a Study
of this kind appears later. See p. 140.)

. ( will probably excite remark, for, in the

. \ five preceding examples, the children

\ will have seen double signs (e.g. c k),

or digraphs (e.g. n g, S h) between a (bat) and i (ill).

As blue X is an old friend (see p. 84), they know that it

represents a double sound ( = k + S).

In thank, n k gives an example of a double sound
represented by a digraph.

In catch, t C h gives an example of a double sound
represented by a trigraph.

In stamp and want m + p and n + t bear the weight

of ing.

On w a, see p. 105.

Words for stepping. — H., stamping, splashing, washing.
H. + S., Neddy, Dobbin, quacking.

The sentences bring in the old friends Neddy and
Dobbin. The mention of the duck will revive the associa-
tions of Study 5. For Nan's cat, see Study 3.

Study 29.

I I is taken as the final sound.
The children are asked to recall the word in which

n8 On the Teaching

a (bat) was followed by II (shall), and reference is
made to Study 10.

Now that they are going to use i (ill) before 1 1, they
will find that many words can be made which take one
step, and in which they will find I appearing twice, though
the sound is heard once, only. This will give the eye
especial work to do.

The symbols are taken down in the following order : —

1. i

2. 11} 2. Seep. 92.
See Note on p. 80.

The word gill, containing the initial g, brother to k,
will revive the associations of Study 26, if the children had
the lesson on the gold-fish which was suggested.

f (see last words of Study 29) give oppor-
"* . < tunities for the use of the "sneezing sister"
(. C h (cAat) and of her brother g (magic).

Words for stepping. — H. + S., Fanny, sitting.

Suggestions. — Sand-modelling of hills and rivers pre-
vious to the above Study. Drawings of a mill, and a
Kindergarten song about a mill.

An ordinary tumbler might be brought to show how
much milk was given to Jack's cat.

Study 30.

So many words ending in II can be built that we
have a second Study on it. This contains the words

of English Reading 119

that have two consonant sounds preceding the vowel

Words for stepping. — H., mending, ringing.
H. + S., Dolly.

Suggestions. — It will interest the children to notice
how different animals drink (c/. cat, dog, horse, elephant).

The quills in Dolly's hat suggest a chat about other
uses of quills, and one might be cut to show the evolution
of a pen. The children will notice the white substance
in the quill, and if they are told that it is called the
"pith," they will be prepared for the building of that word
in the next Study.

Study 31.

This page contains words ending with various con-
sonants, and some of them will have occurred frequently in
the text.

As f and S are so often doubled at the end of a
monosyllable, I made a point of introducing if, this, is, his,
into a Study, though no special remark need be made to the
children, unless they call attention to it.

The word pith will be familiar if the quill of the
previous lesson was discussed, and the word with gives
an opportunity for comparing the final sound of its "brother"
t h (black) with the " sister" t h (blue) of p i t h.

For the building of the above words, see Suggestions
and Note on p. 80.

The story is continued to introduce the four remaining

120 On the Teaching

words with S h as the final consonant.
Symbols :

1. d

2. i

3. sh

See p. 80.

Words for stepping. — H., wishes, into, robin, pity.

E. + S., watching, running, sipping.

Lily is still recovering from her chill, and is therefore
unable to share in Nan and Dan's pleasures.

Suggestions. — A Nature Lesson on a water-rat, which
could be compared with Pat's pet rat. A chat about a
robin, which would probably be a familiar bird to the
children.

Study 32.

Blue X (sir) is used as the final sound for the first
three words. It is taken down from its home in the Frame
by one of the children and placed in the building part.

Lucy is asked to sound it and to give the " pet word."
The children then recall the words of Study 12. They
enjoy hiding these in sentences and choosing some one from
the class to find them (cf. suggestions for revising words,
pp. 264, 265 of "Further Notes.")

Blue X is then replaced in its home and the children
are told that we are going to use it in our next party of
words.

of English Reading 121

Symbols :

1. m

2. i

3. X

See Note on p. 80.

When the children have built the first three words, they
are introduced to another double sound.

X (black) e#act.

A story is told about Lily who put the exact amount of
milk into her dish. (See picture heading Study 32, and
Note on p. 4.)

All repeat the word exact in chorus and discover the
sounds in it.

Tom sounds e g *S £L C t. (*Black S as in crabs.)

He has now given the component parts of the double

sound X (g " brother " to k + black 8 or z).

The symbol is shown, a description gained, and then all
print black X. (See p. 38, sections 7 to 14.)

Suggestions are invited as to its home in the Frame,
and as the children will see that it is the brother form to
blue X, they will decide in favour of its living beneath that
symbol, in the column arranged for double sounds.

When one of the children has put it in its home, the
word exact is built in the Frame, printed and
illustrated.

It is also turned into writing, see " Further Notes," p.
145 ; see also p. 91 ibid,

122 On the Teaching

Words for stepping. — H., polish.

H. + S., kitchen, pudding, exactly.

For the word pudding, the children will find, by
experiment, that it is the sound of U, as in pwll, which
is required. Cf. " Further Notes," p. 184, lines 16-19.

Suggestions. — Nature Lesson on a hen and chickens,
and a song about them.

Study 33.

n k is taken finally.
Symbols :

1. i

2. n k

See Note on p. 80.

When the first nine words have been built, the story
is continued to introduce : — b rink

drink

shrink.

Suggestions. — Lesson on fur, introducing mink. Ex-
periments with milk for extracting spots of ink. Experi-
ments with different shrinkable materials, which might bring
in the use of rulers for measurement.

Study 34.

The words of this Study have the " sneezing sister "
C h (c^at) and her brother g (ma^ic) as final sounds.
(Cf. Study 29.)

The sounds and symbols are familiar, and the children

of English Reading 123

may be able to recall the context in which the "pet
words" first appeared (see Studies 3 and 18).
Symbols :

1. r

2. i

3. ch

See Note on p. 80.

The word which gives an opportunity for the use of the
digraph w h.

The writing of this word (see "Further Notes," p. 145)
will help to impress it upon the minds of the children.

The second party of words in this Study will be very
interesting to the children. The change of sound that g
undergoes when followed by particular red friends can be
explained to them by an appeal to the history of the
language. (See p. 155.)

In magic, g was before i ; the other red friend before
which it often has this sound is e.

The children are asked to sound i (HI) and 6 (egg) in
chorus, and to say where they are produced.

Having gained the answer, they are asked to sound

(°\
brother to k land to say where that is produced.
q/

They are thus prepared for the idea of g changing its
sound to one that can be produced in the front part of the
mouth.

(When this point was under discussion, one of the children
remarked, " How lazy of him ! ")

124 On the Teaching

Symbols :

1. t

2. I \ 4. The m a g i C g

3. n > and e are taken

4. g e ) down by one child.
See Note on p. 80.

The red friend at the end of the word will not cause it
to take two steps, and this may excite remark on the part
of the children, who may question its presence. Others
may notice its usefulness in telling us the sound that g
will have. This final e is drawn in the air.

When singe has been built, one of the children is
asked to remove the final vowel. The others see that this
makes the word look like sing (see Study 27).

The story continues and introduces : — f P i n g 6

hinge
twinge.

Words for stepping. — H., visit, Kingst*on (*see p. 29).
H. + S., singeing, Dobbin, trotting,
setting.

Suggestions. — The setting sun suggests a geography
lesson introducing the points of the compass. Having con-
sidered the orientation of their class-room, they draw the
main points of the compass on the floor, and, having decided
which is the west of the room, they delight in " setting "
there, the rest of the class watching the gradual disappear-
ance of the orb with extreme interest.

The children also learn a poem about the setting sun,
which they illustrate on their b.b. or slates,

of English Reading 125

Study 35.

Having exhausted most of the single and double sounds
as finals, the children now take two separate consonant
sounds finally.

m + p will be readily suggested, as it will have in-
terested the children to notice that these two "front-
door" letters are very fond of meeting. (See page 100,
section 5.)

Symbols :

1. I

2. i

3. m

4. p
See p. 80.

Note. — The word suggested for writing (rest, see " Further
Notes," p. 145), appears in the text.

Words for stepping. — H., *along (*see p. 29).

H. + S.t kenn*el, bucket.
Tim is an old friend. (See Study 25.)

Suggestions. — Nature Lesson on a shrimp. Drawings
of Tim in his kennel.

Study 36.

n + 1 are taken as the final sounds.
The children may remember that n and d went out
together in the words of Study 16 of the First Primer.
For notes on Study 16, see p. 101.

126 On the Teaching

Symbols :

1. t

2. i

3. n

4. t

See p. 80.

The word suggested for writing (jump, see "Further
Notes," p. 145) is associated with Dobbin (see text).

Word for stepping. — H.t jumping.

Suggestions. — The children would be interested to see
lint and splints, and a description of each might be gained
from them.

A lesson on flint. See " Further Notes," p. 63.

A talk about mint, which might be grown in the
school garden.

Study 37.

The Study heading this page can be taken partly as
dictation, and the method employed is similar to that sug-
gested for Study 28 (see pp. 116, 117), the only difference
being the addition of e d (see Stage 2) rather than i n g
(see Plate 6). Three examples are given of words ending
in t and three of words ending in d. The stepping of the
syllables suggested in section 2 (see p. 116) shows that
when e d is added to final t or d, it makes that word take
another step.

Note. — It is advisable to spend two lessons on these
words, so that the children may fully grasp the e of e d.

of English Reading 127

Words for stepping. — H., mended, landed, panted,
rested, wanted.

Study 38.

I + 1 are taken as final sounds.

Reference to the Tabulating Frame will show the
children how easy it is for these two sounds to follow each
other, as both are produced with the tongue in the front
part of the mouth. (Gf. Studies 16 and 36.)

Symbols :

1. t

2. I

3. I

4. t
See p. 80.

The children will meet several long words in the text.
They will enjoy discovering them for themselves (see Note
on p. 28 and "Further Notes," p. 129 (A).

Words for stepping. — H., visit, velvet, himself.

H. + S., jacket, butt*ons, putting. (* See p. 29.)

Suggestions. — A description of stilts might be gained
from the children and an imaginary journey might be taken
to the west coast of France, to the neighbourhood of the
Landes. This would call into use the b.b. map of Europe,
should the children be sufficiently advanced in geography.
It would greatly interest the children to see a picture of
the people of that part knitting and doing many other
things whilst on stilts. The geography lesson might illus-

128

On the Teaching

trate this, and the children could be encouraged to make
tiny model stilts at home.

Study 39.

f + 1 are taken as final sounds.
Symbols :

1- g

2. i

3. f

4. t
See p. 80.

When the first four words have been gained, the story
introduces : — d rift
thrift
swift.

Words for stepping. — H., Philip, into.
H. + S., happen.

Suggestions. — The rill will revive the associations of
Study 29, when Lily got a chill.

If the children had the sand-modelling suggested pre-
vious to Study 29 (see p. 118), they would enjoy revising
that lesson, and, having modelled a river, it would be a
great pleasure to them to put in a lock. They would pro-
bably suggest the use of small pieces of cardboard or stiff
paper for this purpose. The use of a lock might be gained
from them.

The mill would make a charming picture for the chil-
dren to draw, and a delightful subject for a Kindergarten
song.

of English Reading 129

Study 40.

S + 1 are taken as final sounds. Reference to the
Tabulating Frame leads to comparison with n + 1 (Study
3 6) and I +t (Study 38).

Symbols :

1. m

2. i

3. s

4. t

(See p. 80.)

When the first three words have been built, the children
are asked to suggest other words to join this party and they
will probably give t W i S t and W r i S t. The latter will
interest them, as it will call into use a yellow letter (see
Plate 11) and will necessitate friendliness on the part of
the eye.

Words for stepping. — H., Philip, Vulc*an, sign*al.

(*See p. 29.)
H. + S., cannot, trotting.
Capital : V cf. v.

We have a new friend in Vulcan, Philip's black cob, a
very fiery steed.

Suggestions. — If the reading of the text could be pre-
ceded by a lesson on a volcano, it would lead the children
to the appreciation of the name of Philip's cob.

A talk about mist would also interest them very much.

Study 41.

This Study is a very important one and we shall find
it advisable to devote two or three lessons to it.

130 On the Teaching

If the children follow the history of the language, they
will be greatly helped in the spelling of the words 4- 6 d.

1. The first word pack can be handled as suggested
in section 1 of p. 116.

2. For section 2, the word packed is introduced
in a story and the children discover the sounds that it
contains.

3. The final sound that they utter = t.

4. This will lead them to expect the last sign to be
Uue.

5. They are told that in the olden days it was pro-
nounced p a C k • 6 d. They like to build this word in the
Frame, using a black d ; they then step it, letting it take
two steps.

6. They compare this more stately way of talking
(pack-ed) with its present hurried pronunciation
(packed). They consider that the last sign of the
latter should be blue (cf. section 3 above).

7. The teacher then lets Mary put a blue d in the
place of the black d. (A blue d, at the back of black d,
will be found in the box of Symbols.)

8. The children step the word packed, taking one
step only. (The e is drawn in the air.)

9. They print the word in colour on their b.b. below
pack (cf. p. 116, section 3, and see Plate 7). The
teacher also " records " it.

The remaining words are handled as suggested above,
but when banged and filled are introduced (see
section 2), the children discover that the final sound is d
(dog) and must therefore be black,

of English Reading 131

In building these two words, they will not wish to
reverse black d (see section 7).

Experience will show them that the d is bhie when
the word to which 6 d is added ends in a " sister "
consonant and vice versa. (See Plate 7.)

This leads to the question, " How was it that the words
of Study 37 took two steps ?" The children are asked to
solve this problem, and if the solution is not forthcoming,
they are requested to think the matter over.

(They will probably find by experiment that it is impos-
sible to pronounce the final d of the words of Study 37
without separating it from the preceding dental by means
of a vowel sound, thus causing the word to take two steps).

mix 1 leads to comparison with tax, taxing.

mixed/ (See p. 117.)

The text revives the associations of Studies 38, 35, 32, 5,
23.

Words for stepping. — H., himself, wanted, visit.

H. + 8., kitchen, pudding, polish*ed.
(*Seep. 29.)

Study 42.

The Study heading this page brings into use m i n C 6
C with her red friend e sitting next to her. (See p. 69.)

Note. — If " Cecil " is introduced in a story, the children
will enjoy building this name in the Frame, and they will
then discover that c has another friend, i. This will give
especial pleasure, should a Cecil be present.

For c + 6 or i, cf. notes on g (ma#ic), p. 123.

132 On the Teaching

4. The mince c

and 6 are taken
down by one child.

Symbols :

1. m

2. i

3. n

4. ce

See Note on p. 80.

Note. — The habit of pointing to the final e, when
revising the m i n C e C (see "Further Notes," p. 90),
will help the children in the words of this group.

See Note on p. 69.

Words for Stepping. — H., Scotland, pantry, finishing,

at*oms. (* See p. 29.)
H. + S., wicked, puppy, kitchen.

The text introduces us to " Prince," Philip's collie
puppy, which has recently come from Scotland. This
suggests an imaginary journey to his early home and a
talk of his route to the south. (On the points of the
compass, see p. 124.)

Suggestions. — Nature Lesson on a quince tree, and
drawings from the children of the tree and of pots of
quince jam, the word quince being printed in colour
on the outside of the pot.

Study 43.

n + C h are taken as final sounds. (See p. 73.)
Symbols :

1. i

2. n

3. ch} 3. Taken from beneath s h.
See Note on p. 80.

of English Reading 133

The children are accustomed to the companionship of
n and c h. Cf. Note on p. 13 2, and see "Further Notes,"
p. 90.

Words for stepping. — H., singing.

H. + S., chaffinch, bloss*om (*see p. 29).

Frank, the garden boy, is an old friend. (See Study 1 7.)

The children will probably enjoy reviving the associa-
tions about him.

We now find that in his daily work in the garden he
has met with a chaffinch which has built its nest in the
fork of an apple-tree. Frank takes the keenest interest in
it, and will jealously guard the nest. He and the chaffinch
have become great friends.

Suggestions. — Nature Lesson on a chaffinch and its
nest. Painting of apple-blossom.

Study 44.

t C h, the fully-expressed " sneezing sister," is taken as
the final sound. (See p. 96.)
Symbols :

1. p

2. i

3. tch
See Note on p. 80.

On the use of the dots in the text, see " Further Notes,"
p. 121.

On the word suggested for writing, see pp. 145 and
142 of " Further Notes."

134 On the Teaching

Words for stepping. — H., giv*en, body, wanted.

H. + S., Betty, Comm*on, hemming,

Granny, stitches, quickly, telling, unhappy, wicked, shock-
ing, muddy.

Capital : G cf. g.

The text introduces us to Betty, the youngest of the
seven children. She is a very sweet little woman, and a
great pet of the family. Granny is mentioned, and will
come to visit them later on. (See " Further Notes," p. 131.)

Suggestions. — If the story of the " Frog Prince "
could have been given some days previous to the reading
of Study 44, it would enable the children to enter more
fully into Nan and Lily's delight in hearing it from Betty.

Lesson on tar, leading up to pitch. Children who have
had Greek stories told them will remember the coating of
the Argo with pitch.

Study 45.

The children are familiar with j (/ump) and with g
(magic). They are now going to be introduced to a digraph
which has the same sounds as these.
d g (bridge).

A story is told about Dobbin who did not wish to
cross the bridge (see picture heading Study 45, and Note
on p. 4).

The lesson proceeds as on pp. 37-40.

d g is shown and a description gained (see section 7).

The digraph is then printed by the children.

Its home in the Frame is discussed, and it is placed by

of English Reading 135

one of the children between its two brothers (see Plate 1).
d g + 6 are then used for building.
Symbols :

3. The digraph d g and
6 are taken down by
one child.

1. m

2. i

3. dge

See Note on p. 80.

Note. — The children draw the final e in the air when
they sound or step the words of this group.

Words for stepping. — H. + S., trotting, suddenly.

bitt^en, lucky.

The children will remember that Philip came to grief
when riding his own frisky cob, Vulcan. (Study 40.) He
is now mounted on Dan's nag, Dobbin, a very steady char-
acter. The sagacity of the latter in refusing to step on to
a bridge which appeared safe, though on the verge of fall-
ing, will endear him to the children. They will be glad
that Philip treated him so kindly, when he was puzzled
by his reluctance to go on.

Suggestions. — Nature Lesson on gnats.

The word ridge suggests sand-modelling of moun-
tains and hills, and this will recall the lesson on rivers and
streams which preceded Study 29.

The much-loved setting sun will recall the events of
Study 34 and the lesson on the points of the compass.

Study 46.

This Study introduces us to u as in pwll.

The final I I appearing twice, though heard once only,

136 On the Teaching

leads to comparison with shall (Study 10) and with the
two Studies of words ending in I I. (Studies 29 and 30.)

The need of friendliness on the part of the eye is again
noticed.

Symbols :

1. p

2. U
3.

1 3. See p. 55.

Words for stepping. — H., helping, content.

H. + S.y padd^ock, boxes, quickly,

fixing.

Jim, an old friend (see Study 25), comes to the rescue
of Nan and Lily.

Suggestions. — Nature Lesson on shells, for the illus-
tration of which the children will be charmed to bring
collections they may have made. Modelling of shells.

Drawings of the bull.

Study 47.

The Study heading this page contains various words in
which U has the sound heard in pull.

See Note on p. 80. The children are told that
S appears twice in puss, pussy,
d „ „ pudding.

PUSS leads to comparison with pull and f i I I.
(Studies 46, 29, 30.)

The children add y, gaining p U S S y.

push and b U S h show the sister p and brother b
each making a word.

of English Reading 137

For the stepping of the word p U d d i n g, see " Further
Notes," p. 127 («).

The word d i f f I C U It, which appears in the text,
gives an example of a weakened vowel sound (u). (See
p. 29.) It must not be forgotten by the eye, though the
ear may be little conscious of it. The feet must also
remember it, giving the third step to the word.

Words for Stepping. — H., wanted, bringing, gladly.
E. + S., Phyllis, bonnet, difficult,
quickly, pudding, pussy.

The text introduces us to Betty's favourite cousin,
Phyllis, who is six years old. Her name will suggest an
imaginary journey to Greece. The tailed y in the early
part of the word will excite remark, and the children will
be interested to hear that this often points to the home of
such a word being Greece. They can go on voyages of
discovery in search of other such words in books they may
be reading at a later date.

The pink dress belongs to the dolly bought by Dan for
Lily. (Study 34.)

Jack comes to the rescue of his beloved cat. (See
Study 10.)

The vowels

i u
a

of the Vowel Table (see Plate 2) have now been used
exhaustively for building purposes.

ON THE INFANT READER.

THE Infant Eeader introduces groups of words containing
U as in muff, e as in egg, and O as in top. (See Note on
p. 58 of "Further Notes.")

On the words and capital letters suggested for Writing
in connection with the Infant Reader, see " Further Notes,"
pp. 146-150.

On Dictation, see "Further Notes," pp. 159, 160.

For the Supplementary Chapters bearing on the Infant
Reader, see " Further Notes," p. 60.

Study 48.

As the children have had so much practice in building,
they will now have two studies on one page, unless the
words are too numerous to allow of this.

Study 48 has p as final consonant, and its brother b.

The method employed in building is similar to thai used
in previous Studies (seep. 80), and consequently there is no
need for extensive notes.

Words for stepping. — H., present, frolic, ended.

H. + 8., puppy, scrubbing.
Lily's puppy " Smut " is a pug dog.

Suggestions. — Lesson on bear and cubs. A chat about
grubs in connection with wasps. (See Study 18.)

188

On the Teaching of English Reading 139

Study 49.

t and its brother d are used as final sounds.
Words for stepping. — H., *astonish.

H. + 8., picking, rigging.
Suggestion. — Nature Lesson on various kinds of nuts.

Study 50.
0 k (See p. 48.)
Words for stepping. — H., given, madly, *astonish-

m*ent, simply.

H. + S,, Betty, sitting, ducklings,
distress.

Suggestions, — Nature Lesson on a duck and ducklings
(cf, with hen, see Study 32). The text would lend itself
to a delightful Kindergarten song. The children might
suggest the words and a tune could be adapted to them.

Drawings of the truck in which the hen sat might be
made by the children.

Study 51.

Words for stepping.— H. + S., Betty, hugging, kennel.
Suggestions. — Nature Lesson on slugs and snails.

Study 52.

Words for stepping.— IT., finishing.
H% + S., running.

Suggestions. — Nature Lesson on plum-tree and gum.
History of a pot of plum jam.

140 On the Teaching

Study 53.
Words for stepping. — fl., Philip, wanted.

H. + S., padd*ock, muddy.

Study 54.

Words for stepping. — H., trumpet, tramping, *along,

ambush.

H. + S., pocket.
Suggestion. — Cf. sounds of different instruments.

Study 55.

All the monosyllables of this Study are old friends and
can therefore be printed by the children on their b.b. or
slates from dictation.

1. A sentence is given containing the word nap. The
children are asked to print nap in colours on their b.b. or
slates.

Stage 1. nap

It is also printed on the special b.b. and built in the
Frame.

They are then asked how many signs follow the red
friend a.

2. The story is continued and introduces the word
napping.

All say napping in chorus, and discover the sounds.

3. I then ask them to watch carefully whilst I print
that word below nap (see Stage 1), so that they may dis-
cover the secret I am hoping they may find out.

In Stage 1 n a p was seen.

In Stage 2 napping is seen. (See Plate 8.)

of English Reading 141

4. The children quickly notice that a second p joins
hands with her " sister " to help her to bear the weight of

ing.

They add p and i n g to the word nap which is
already in the Frame.

They then sound and step napping. Though
p is seen twice, it is sounded once only, the second p being
drawn in the air. Cf. " Further Notes," p. 127 (e).

5. The children are now asked to print napping under
nap on their b.b. or slates, taking great care to arrange the
three first symbols exactly under each other so that the
complete growth of the word may be seen, standing out
beyond the original form. (See section 3 above.)

For the remaining words of this Study, the lesson
proceeds as suggested above, but the children may wish to
do the teacher's work (see section 3), or they may wish to
make the additions of section 4, before the second word
(see section 3) is printed on the b.b.

They may suggest comparison with Study 28, and
reference to the words of that Study will show them that
a (bat) was then followed by two or more letters before
ing was added.

Words for stepping. — H. + S., napping, chatting,

skipping, digging, swimming.

Study 56.

f f is taken as the final sound. (See Note on p. 80.)
For the word sixpence, cf. Study 42, p. 131.

142 On the Teaching

Words for stepping. — H., intends, sultry, Mad*am, Paris.

H. + S., sixp*ence, Dolly.

The word Thanks in the text of Study 56 of the Infant

Header gives an example of the digraph blue T h. (See

Plate 3.)

Capital : t T h (blue) cf. t h (blue).

Suggestion. — A lesson on sixpence.

Study 57.

Words for stepping. — H., jumping, splendid, study,

resting.

H. + S., jacket, Molly, running.
Molly, one of the maids, appears in the text for the
first time.

Suggestion. — A lesson on a thrush.

Study 58.

Words for stepping. — H. + S., bott*om, mistress,

kenn*el.

Study 59.

C h (the "sneezing sister") and g + e (see p. 122) are
taken as final sounds. (See Note on p. 80.)
distance (see p. 131).

Words for stepping. — R., splendidly, sandy.

H. + S., Daddy, swimming, dist*ance

t See Note on p. 30.

of English Reading 143

Study 60.
m + p (see pp. 100 and 125).

Words for stepping. — H., badly, dumplings.
H. + S., gritty, syrup.

Suggestion. — A lesson on sugar in connection with
syrup.

Study 61.
n + t (see p. 125).

Words for stepping. — H., punting.

H. + S., Teddingt*on, drumming,
pocket.

Suggestions. — Lesson on a pig. (See Study 24.)
Drawings of a punt and of the pigs on the bank.

Study 62.
n + C h, cf. Study 43, p. 132. See Note, p. 80.

Words for stepping. — H., intends, children, jumping.

H. + S., running, padd*ock, mutt*on.
A new friend appears in " Punch," Pat's dog. For the
allusion to the frogs see text of Study 53.
See " Further Notes," p. 80.

Study 63.
S + t (see p. 129).

Words for stepping. — H., *afresh, rushes.

H. + S., Molly, bott*om, gully.

144 On the Teaching

The children are again at the sea-side, cf. Study 19.

Suggestions. — Models and drawings of a gully. A
chat about wind.

Study 61

tch \Cf. pp. 96, 134.

d g + 6 j See Notes, pp. 80 and 135.

Words for stepping. — H., wanted, finishing.

H. + S., Holl*and, Dutchm*an, chickens,

rabbit, hutches, windmill.
The two elder boys of the family now journey to
Holland.

The children might journey with them in imagination.

Suggestions. — A talk about Holland and about the
habits of the Dutch.

A lesson on rabbits. Drawings of a windmill.

Study 65.

This Study is taken in a similar manner to Study 55
(see sections 1, 2, 3, 4, 5), 6 d being added instead of i n g.

The children will notice that the single consonant follow-
ing a (bat) is doubled before e d as it was before i n g.
(See Plate 9.) See " Further Notes," 172 (/).

Study 66.

The vowel sound e (egg) is used in the studies taken
next. It is taken down from its place between a and i.
Words for stepping. — H., singing.
H. + S., happy.

of English Reading 145

Suggestions. — A lesson on hemp, which might be
grown in the class-room. Eevision of the lesson on a
thrush (see Study 51?). See " Further Notes," p. 62.

The hopping of the thrush suggests a talk about other
birds which hop (cf. with those which walk).

Note. — y in y e t. As the transition from the semi-
vocalic j to its pronunciation as a continuant is almost
imperceptible, y is treated as a vowel in yet and similar
words.

Study 67.

The word wedding leads to comparison with words of
Study 55. For Vulcan, see p. 129.

Words for stepping. — ff., velvet, Vulc*an.

H. + S., wedding, trotted, brack*en.
The children will be interested in the marriage of their
old friend Fanny.

Suggestions. — Nature Lesson on bracken.

In the Geography lesson a journey might be taken to
the Lake District or to other districts where the bracken
is mown and used instead of straw. (Cf. p. 62, lines 14-18.)

Study 68.

Words for stepping. — H., *along, twisted.

H. + S., pulling, swimming, peck-
ing, dragging.

Suggestions.— Lesson on a swan. History of a piece
of string.

146 On the Teaching

Study 69.

Words for stepping. — H.t intends, finish.

H. + S., napping, hass*ock.

For Betty's black hen see Study 50.
Ben is mentioned for the first time. He is a general
factotum.

Suggestions. — Lesson on a fen. Cf. Holland. (See
Study 64.)

Study 70.

Words for stepping. — H., Emily.

H. + S., hollyhocks, jelly.
Capital : E '•/. e.

Emily is the maid who came in Fanny's place. (See
Study 67.)

Suggestions. — Nature Lesson on hollyhocks. For
shells, cf. Study 46. See " Further Notes," pp. 62, 63.

Study 71.

Blue S S finally, cf. Studies 29, 30, 46, 56, 70. See
General Remarks, "Further Notes," p. 101.

Words for stepping. — H., visit.

H. + S., digging, sitting, cutting.

Bess and Jess are two little friends of the children of
our family.

Suggestions. — Lesson on cress, which might be grown
in the class-room.

of English Reading 147

Study 72.

Words for stepping. — H., robin, gently, plenty, think-
ing, intends, handful.
H. + S., getting, watching, fledge-
lings.

The word handful may excite remark. The children
may discover that in a word which takes more than one
step full drops 1. Fledgeling suggests the gaining of other
words with the diminutive " ling." (See Studies 50 and 60.)

Suggestions. — Nature Lesson on a wild duck, and on a
robin. A talk about vetches. See " Further Notes," p. 107.

Study 73.

The two studies on this page will interest the children,
as they will discover that many of the words of the second
half of the study are the present form of those in the first.
Cf. bent, bend.

The usual mode of progression is unchanged, as the
sister sound is always taken as a final before its brother.

Words for stepping. — H., visit, giv*en, candy, send-
ing, wishes, present.
H. + S., Phyllis, Granny, shilling,
sixp*ence, packet, sun-
bonnet.

Suggestions. — The visit of Phyllis and Betty to Kent
suggests a Geography lesson, in which the children might
model the county and imagine the cherry-trees and hops
growing in it.

148 On the Teaching

Study 74.

Cf. Study 62. See Note on p. 80.
Words for stepping. — H. + S., catching, getting, foggy.
Capitals : U cf. u

O cf. O

Suggestions, — Nature Lesson on a tench.
A talk about fog (cf. Study 40). Modelling of a trench
in sand-trays.

Study 76.
Words for stepping. — H., abs*ent, pres*ently, lifted,

gently.

H. + S., sun-bonnet, mistress, ill-
ness, hass*ock.

Suggestion, — A talk about wax.

Study 76.
Words for stepping. — H., crested.

H. + S,, flitted, expanded.

Betty comes home, bringing her little cousin Phyllis
with her.

Suggestion. — Nature Lesson on a wren.

Study 77.

This study is taken in a similar manner to Study 55
(see sections, 1, 2, 3, 4, 5), e d being added instead of
ing. The doubling of the consonant before e d leads to
comparison with Study 65. On blue d and black d, see
notes on page 130. On the stepping of the syllables, see
also page 130. For the colours, see Plate 10.

of English Reading 149

Study 78.

The vowel sound O (top) is used in the studies next
built.

Words for stepping-. — H., mended, washing, badly,

bending.
H. + S., unless, bucket.

Suggestions. — Nature Lesson on an elm-tree.
Miniature mop made by the children.

Study 79.

Words for stepping. — H., finish, mending, study, It*aly.
H. + S., shocking, finish*ed.

Suggestions. — Daddy's visit to Italy suggests the model-
ling of that country in sand-trays. If the children have learnt
" peninsula " as one of their geographical definitions, they will
quickly recognise what a good illustration they have of this.

Study 80.
Words for stepping. — H., parish, fishing.

H. + S., Dobbin, blacksmith.

Suggestions. — Nature Lesson on peas (cf. vetch,
Study 72).

The last sentence suggests a talk about fresh and salt
water fish.

Study 81.
Words for stepping. — H., helping.

H. + S., quickly, watches.

Jim, who looks after the animals on the home-farm, is

150 On the Teaching

now going to wash the sheep. Jock, the sheep-dog, will
help him and will quickly reduce disorderly sheep to
order.

Suggestions. — Lesson on sheep. Stories about sheep-
dogs.

Study 82.

Words for stepping. — H., Mildred, Winifred, Grumpy,
Frisky, Sulky, sadly, thinking, punishment, tremblingly,
bulrushes.

H. + S., mossy, distressing, telling, jelly, fitting, Ma/esty
(jump j, see Note, p. 25), hidd*en.

Mildred and Winifred are two little neighbours of our
family. They had been studying the life-history of a frog,
and are discussing the subject. Dire consequences might
have followed but for the friendly intervention of the duck.

Suggestions. — Lesson on a bog and a model of one
with bog plants. See "Further Notes," p. 133, lines
13-15.

Study 83.
Words for stepping. — H., practising.

H. + S., singing, wrongly (see p. 26).

Suggestions. — A journey to the East (cf. Suggestions,
p. 124) to the home of the gong (see Note, p. 10).

Study 84.
Words ending in blue S S cf. Study 71.

,, „ blue X cf. Studies 12 and 32.

t C h cf. „ 13, 44, 64, 72.
„ „ dg + ec/. „ 45,64,72.

of English Reading 151

Words for stepping. — H., wanted, picnic, candy,
children, sev*en, intending, bushes, helping, cavity.

ff. + S., help*ed, shaggy, ox*en, finish*ed, knitted,
chatted, running, cunning, hidd*en, lodges, napping.

The children of our family take Granny for a picnic.

Suggestions. — Nature Lesson on a bat. Drawings of
a fox and of the Scotch oxen.

Study 85.

This study is taken in a similar manner to Study 41,
d (black) being added instead of e d, cf. Study 37. See
Note on p. 80.

The text revives the associations of Studies 64 and 72.

Words for stepping. — ff. + S., windmill, nestlings.
(See note on fledgelings, Study 72.)

Study 86.

The children will have met several words containing
silent consonants (see Plate 11, and p. 58).

This study contains most of the useful words (with
short vowel sounds) in which m is followed by silent b.
This silent b is clad in yellow.

Symbols :

} 3. The two symbols are
( taken down by one child.

3. m b)

See Note on p. 80.

The children draw b in the air when they sound or
step the words of this group.

152 On the Teaching of English Reading

Words for stepping. — H., evid*ently, longing,
trembling, consented, gladly, pantry.
H. + S., chilly, putting, trotted, Molly, kitchen, happy.

Suggestion. — Nature Lesson on a lamb.

The children now pass on to Book I. of "The Dale
Readers," which is published by Messrs George Philip &
Son, Limited, 32 Fleet Street, London.

A Running Commentary on Book I. will be found in
" Further Notes on the Teaching of English Reading "
(G. Philip & Son).

SOME REMARKS ON THE PRODUCTION OF
ENGLISH SPEECH SOUNDS.

BY WALTEK RIPPMANN, M.A.

THE CONSONANTS.

Stops.

Lip Stops or Labials.
p : £>at, t&p.

The breath passes unimpeded through the throat and
mouth until it is stopped by the lips being pressed together.
The sound of p is produced by its bursting through this
obstacle.

b : Jat, ta&.

The breath, as it passes through the throat; sets the
vocal chords * vibrating, and after that acts as in the case
of p.

*The vocal chords are two horizontal membranes attached to
movable cartilages in the throat. In certain positions they are made
to vibrate by the breath as it is pressed up from the lungs, and the
result is the sound known as voice.

The vibration is naturally short in the case of stops ; it is most
easily noticed in the production of continuants. The distinction
between prolonged / and v, or s and z is very marked, especially if the
hands are held to the ears, or if the hand is pressed on the top of the
head, or if a finger is placed on the windpipe.

153

154 On the Teaching

Note. — p and b are both stops (or explosives, so called on
account of the little explosion caused by the air bursting
through the obstacle) ; p, however, is produced without
vibration of the vocal chords and is therefore called voiceless
or breathed ; b is voiced.

Utter the stops p and b with the hand close to the lips and observe
that the breath is emitted with greater force in the case of p, as none of
its energy has been spent in connection with the vocal chords.

Point Stops or Dentals.

t: tell, let.

The production of t is similar to that of p, but the
breath is stopped earlier, by the point of the tongue
touching the ridge above the upper teeth.

d : dell, led,

is produced exactly as t, the breath, however, previously
setting the vocal chords in motion.

2fote. — t and d are therefore also stops, t being the
voiceless, d the voiced sound.

Back Stops or Gutturals.

c, k, q : call, lock.

In the case of c, k, as a rule the stoppage is effected by

the middle or back (back in q, cp. Note) of the tongue being

pressed against the palate.

g: gall, log.
The production of this sound is parallel to c, k, q, the

of English Reading 155

breath, however, having previously set the vocal chords in
motion.

Note. — It is interesting to notice that the stoppage in the case of
c, k, and g is not always in exactly the same place. It is influenced
by neighbouring sounds ; thus, it is more forward in the mouth in the
case of &een or begin than in the case of cool or good. As q is as a rule
followed by the sound w, it is generally pronounced in the same place.
These considerations explain the change suffered by c and g when they
precede e or i ; these vowels required the raising of the front of the
tongue, and the articulation of a preceding c or g was " forward " in the
mouth. Then the forward stop passed into a continuant.

Nasals.*

The distinguishing feature of the nasal sounds m, n,
ng, is that the breath is exhaled through the nose.

m: murmur, rum.

The stoppage in the case of m being in the same place
as for p and b ;

n : nurture, run,
in the case of n as for t and d ;

ng: rung,
and in the case of ng as for k and g.

Note. — That part of the breath which passes through the nose makes
itself distinctly felt if the thumb is held lengthwise across the upper
lip and a nasal is uttered. Its effects can be seen if the face is brought
close to a piece of cold glass (a mirror or window-pane), and a flat ruler
placed with one edge against the glass and the other against the upper
lip. If a nasal is then littered, the glass will be dimmed above the
ruler.

* These are a special section of the stops, but as the passage through
t/he nose is open, they can be made as long as vowels or continuants,

156 On the Teaching

Liquids.*

The sounds 1 and r (both voiced) are produced by the
raising of the front of the tongue. In the case of 1 the
breath passes at the sides of the tongue.

Note. — The sound r requires considerable attention on
the part of the teacher, and every mispronunciation (e.g.
vewy) should be corrected at the outset. It is organically
possible for every child to produce the right sound.

The final r in southern English is only pronounced
when followed by a word which begins with a vowel. This
has led to such faulty pronunciation as " the idear of it,"
which it is the duty of the teacher to prevent or to cure.

Continuants.

The remaining consonant sounds are the continuants
proper. Here the breath is not stopped, but the articula-
tions are brought so closely together that a sound is pro-
duced by the breath rubbing against them.t The breath
is not stopped, and the sound may be prolonged or continued
as long as the breath of one exhalation lasts.

Lip Continuants.

when (see first wh on Table of Consonants, Plate 1).

The breath rubs against the lips which just allow it to pass through.
This voiceless wh (sometimes wrongly explained as h + w) is rare in
southern English, except in emphatic diction.

were, where (see second wh, Plate 1). Same as the
previous sound, but with vibration of vocal chords. In
southern English this is the current pronunciation of wh.

* These are a special section of the continuants.

t Hence these sounds have also been called fricatives.

of English Reading 157

Lip-teeth Continuants.
f , ph : /lie, li/e ; v : vile, live.

These are produced by pressing the lower lip against
the upper teeth ; the breath issues between the teeth. In
the case of v there is also vibration of the vocal chords.

Point-teeth Continuants.

th : tf^ank, th&n.

The point of the tongue is placed against the edges of
upper teeth, and the breath passes between it and the teeth.
In the case of th as in them, there is also vibration of
the vocal chords.

Note. — It will be noticed that there is similarity in the mode of
production of th (voiceless and voiced) and of / or v, as in both cases
the friction of the breath is past the upper teeth ; there is consequently
similarity in the acoustic effect. This explains the "/umb" of little
children, and the " nujfink " and " muwer " of modern Cockney speech.

Point Continuants.

s, c : sell, cats, hiss ; cell, s, z : rise, dogs ; zeal, buzz,
sh, ch : shall, lash ; French, s : pleasure.

The voiced and voiceless s sounds are formed on the
gums just behind the teeth, the sh sounds being a little
farther back. The latter are produced by the point of the
tongue and the part immediately behind it (the " blade "),
for which reason they have also been called blade continu-
ants. The sound in each case is produced by the breath
rubbing against the teeth ; but in s (voiceless) and z (voiced)
the tongue forms a little channel, and the breath is thereby
directed against a single point, while in the sh sounds the
breath is more diffused.

158

On the Teaching

Note. — These explanations will make it easy to prevent
which is only a habit, and can in almost every case be cured without
difficulty. The way in which s sounds are produced should first be
made clear. The pupil should then try to pronounce a correct s. If
some difficulty is experienced, he may be asked to hum a scale on the
sound sh, beginning with a low note ; as the notes become higher, the
sh will be found to approach more and more closely to s. Once the
sound is obtained and recognised by the ear, all that is required is
energy on the part of the learner. At the beginning of words s will
present no difficulty, but at first the sound will be hard to produce
inside the word. For this purpose the pupil should say, for instance,
sting, then hoi-sting. The latter word is then repeated more and more
quickly until hoisting is correctly pronounced. A lisper cannot be ex-
pected to drop the habit at once ; it is well at first to get him to read
aloud for about twenty minutes every day, taking care to utter
every s sound correctly. As his ear will tell him when he goes
wrong, he can do this perfectly well by himself. After this, he may
be asked to avoid lisping in common words, such as "yes," and to
do so at first only in the morning hours ; then he will soon give it
up altogether.

The Short Vowels.

The short vowels in English may be arranged in the
following way: —

front
tongue

broad slit' I \ \ ' round
' highest \ halfjioay! \half-way U highest ^
/ natural \

half-uxiy 6

sliyhtl.

O half-way

slightly
raised

back
tongue

In the case of these vowels, the breath, after setting the
vocal chords in motion, passes through the mouth ; it does

of English Reading 159

not meet with any obstacle to check it altogether, nor does
it have to pass between articulations so close as to cause
rubbing*; but the passages through which it passes vary,
according to the position of the tongue, and the angle at
which the lower jaw is to the upper. At the same time
there may be a change in the position of the lips, though in
good southern English there is usually very little lip move-
ment. In saying i the corners of the lips are drawn back,
and the opening resembles a broad slit ; in passing through
e to a, the lips approximate gradually to their natural posi-
tion (i.e. when we breathe through the mouth), and as we
pass through o to u (pwt), the shape of the lips gradually
approaches a circle. This is very marked in the pronuncia-
tion of French or German.

The sound of u in " but " is peculiar to English. Here
the back of the tongue is raised, but the lips are never
rounded. It is very like a short ' continental ' a.

Vowels are variously classified : — front or back vowels
according to tongue position ; rounded or unrounded vowels
according to whether the lips are rounded or not ; open or
close vowels (the English short vowels are all open, but
in French e'te', fini the vowels are close) ; and according
to whether all the breath is exhaled through the mouth or
some passes through the nose, they are called oral and
nasal vowels (there are no nasal vowels in English, but in
French enfin the vowels are nasal).

* In many cases vowels have gradually passed over into con-
tinuants, through a lessening of the space between the articulations : it
is impossible to say at what point exactly a sound ceases to be a vowel
and begins to be a continuant.

160 On the Teaching of English Reading

h : hot.

This is merely breath ; we produce the sound when we
breathe on our hands in winter to make them warm. When
we blow on them the lips are closer together, and the
breath is directed to a particular spot.

Note. — In conversation many unaccented words (e.g.
him, her) lose their initial h, even in educated speech.

Double Sounds.

Certain features of English spelling call for remark : x
has two values ; k + s and g + z, as in exercise and ezert.

Note. — When x is preceded by the principal accent, the
sounds are pronounced without vibration of the vocal chords.

nk, nq, represent the guttural nasal (represented by ng
in ting} + k.

ng as in fi^er consists of the nasal sound expressed by
ng in ling + g as in ^et.

ch and tch represent t + the sound usually represented
by sh.

g (dg) j represent the corresponding voiced sounds, viz.,
d + the sound represented by s in pleasure, cp. ledger and
leisure.

Fuller details of the production of English, as well as of French
and German, speech sounds are given in Elements of Phonetics:
English, French and German, adapted by Walter Rippmann, from
Professor Victor's Kleine Phonetik, and published by Messrs J. M.
Dent & Co.

A TALK ABOUT ENGLISH

A TALE ABOUT ENGLISH.

BY DR H. FRANK HEATH.

[How much of Dr Heath's interesting letter should "be read
(or told) to the children in the early stages must be left to
the discretion of the teacher. With very young children it
may be thought wiser not to enter into the historical details.
In this case the teacher can select the parts which will appeal
to the little learners : those which are omitted at first will be
a pleasure in store.]

My dear children, I feel quite sure that these beautiful
little books with their pictures will interest you very much.
Your teacher will show you how to use pretty coloured
chalks in learning to read, and to spell and to write,
and you will find that you will learn to read more easily
than mother or father did, and will really understand a
great deal more about your own language than I did
when I began to read and write. But you must not
think because it will be a more interesting and a better
way of learning, it will need no work. There is nothing
worth having in this world which can be had without
taking trouble — and this is quite as true of your own
language, English, as it is of other things. You, no
doubt, think people who can speak French and German

162

On the Teaching of English Reading 163

very clever. Well, some day you will probably do the
same, but there is really quite as much to learn about in
your own tongue as in these foreign ones. English is a
very noble and a very ancient speech. It has taken a very
long time to grow into its present shape, and this long his-
tory has made it very rich and full of meaning, but also
very hard to master thoroughly. It was spoken by your
far-away ancestors before they ever dreamt of coming to
this beautiful land, in the distant days when they lived as
three separate tribes on the shores of the North Sea, the
flat, sandy plains of Northern Germany. Your history
books will tell you that these three tribes were called the
Jutes, the Saxons, and the Angles. They were not a very
gentle people ; they were fond of sea-robbery and fighting,
but they were very earnest and very hardy, and, in their
own savage way, very religious. Their language was in
some things much simpler than yours : they had far fewer
words and fewer ideas, but the words themselves were
longer, and they changed their shape according to the use
they were put to in talking. Some of our words change in
shape in this way, but only very few. Those early Eng-
lishmen changed nearly all of them.* And their language
had very few words in it which other people, speaking
another speech, had lent them. There were no railways
and no good roads, no boats, except very small ones, and
nothing but very rough carts. So people could not move

* Note. — Explain that as we change the form of our pronouns
according to their use in the sentence, and the form of our verbs to
express tense and number, so they changed also the forms of nouns and
adjectives. But do not use any grammatical terms in your explanation,
only give examples.

1 64 On the Teaching

far from their homes, unless they rode on horseback,
a-hunting or a-fighting. There were no books and
scarcely any writing, so they were not able, even had
they wished it, which they did not, to learn much about
the ways of other people living at a distance, or much
about their kind of talk. But by degrees all this has
been changed. It is easier nowadays to travel to Italy
or Germany than it was in those times to journey from
the Thames to the south coast of this England of ours.
You will learn in your history lessons how this wonderful
growth has gradually come to pass. Now, I want to tell
you that all this time our language was slowly growing too,
to suit the new uses to which it had to be put. As you
grow bigger, your shoes and gloves and other clothes soon
become too small for you, but you do not find that your
skin gets too tight or your feet too small to carry you.
That is because your skin and your feet are alive, and grow
as you grow. And so it is with your way of talking. As
you grow older, you are able to use more words, and talk
more and more like father and mother, and understand
more of what they say. So, too, it has been with the life
of the English people and the English language. When the
English came across to this country, they saw many things
they had never seen before; they heard a new language
spoken by the people who were living here when they
came. These people were called the Celts. The Welsh
and the Southern Irish have come down from them. So
the English had to borrow words from the Celts for many
of the new things they saw. Then, in time, good men came
from Italy to teach the English about the Christian religion,

of English Reading 165

and so again they had to borrow new words. Then, much
later, more than two hundred years afterwards, the coasts of
England were attacked by fierce fighters from the North,
from Norway and Denmark. Later still, this whole country
was conquered by some of these Northmen, who had first of
all taken the North of France, now called Normandy, and
then came, under their leader, the brave Duke "William,
and defeated the English, and took London and all the
country so far north as Edinburgh. This was a very sad
time for the English, but they were brave, and did not
despair, so in the end they became stronger, and richer, and
happier than ever. And their language, English, grew
stronger too. During these hard years, under the rule of
a strong foe, the English tongue was slowly being shaped,
The English came to speak more simply in many ways ;
their language was easier to use, better for speaking, and,
above all, better for writing. They had also taken hun-
dreds and hundreds of words from these Danes and
Normans who had been so cruel, and made them their own,
and from those days till now — for nearly a thousand years —
they have been always searching for words which might help
them to say what they want to say. And these new words
are nearly always foreign ones, or built up from foreign
ones. That is why English is so hard to master. There
are so many thousands of words, each of which should be
properly used and many of them very much alike in meaning
and yet not quite alike. But that is not all. The English
speech has grown with the English people just as your skin
or your feet grow with you, but the way of writing and
spelling English has not grown quite so fast. The spelling

1 66 On the Teaching

is like a pair of shoes which have become too small for you.
They are not very easy to your feet, though you may be
very fond of them because you have had them for so long
and because they were once very pretty. So the spelling of
English is not very easy, because it has not grown quite so
fast as the English language. I dare say you will say, why
not get a new spelling just as mother is going to buy me a
new pair of shoes ? Well, that is not a very easy thing to
do. Some day you will see better why. And there are
many very good reasons, which you will find out for your-
selves by degrees, for keeping the spelling as it is, though it
is hard. Besides, it is not so difficult that you cannot learn
it if you try, and your teacher, I am sure, will make you
think it the most delightful of all the lessons you have. But
be sure to remember what a noble thing your own language
is, how it has taken your grandfathers and great-grand-
fathers, and their fathers and grandfathers, many hundreds
of years to bring to its present shape. If they had not
been good and true and earnest, their speech would not
have become strong and free, and if you do not strive
in your turn you will not be worthy to use this wonder-
ful language which can be put on paper so that though
you have never seen me with your eyes, yet you can
hear me speaking to you when your teacher reads this
aloud to you. There was once a time when no one could
write or read. Then slowly, slowly with great patience
people learnt these two things. Many more hundred years
passed before there were any books, and again hundreds
of years before there was any printing. For a long time
every book had to be written, and this was very hard

of English Reading 167

work. But about five hundred years ago the art of printing
was invented, and since then books have become very
plentiful and so cheap that we can all of us enjoy the works
of great men who have made our country famous, and learn
from them how to make our own lives sweet and useful to
all around us.

LIST OF NATURE TALKS AND COSY CHATS.

SUGGESTED IN THE RUNNING COMMENTARY (See p. 32).
In connection with the First Primer.

Study 1. Hat. Fox-terrier. Hill.-

„ 2. Crab. Dab.

» 3. Cat.

» 5. Duck. Hay.

» 6. Stag. Rocks.

» 7. Ram.

» 8. Pan. Shilling. Bran.

» 10. Persian cat.

»» 11. Horse. Ash-tree.

» 12. Flax.

» 15. Model of a bog.

» 16. Coast. Sand.

>i 18. Flag (iris). Wasp. Swan.

In connection with the Second Primer.

Study 19. Donkey.
>» 20. Ship and sails.

21. Tom-tit.
» 22. Goat.
»» 23. Lily.

168

On the Teaching of English Reading 169

Study 24. Pig. Pond.

»> 25. Newfoundland dog.

» 26. Gold-fish.

» 27. Heath with ling.

» 29. Hill and rill. Mill.

» 30. Quill.

» 31. Water-rat. Eobin.

» 32. Hen and chickens.

» 33. Mink. Ink.

» 34. Points of compass.

» 35. Shrimp.

36. Flint.

» 39. Lock (in river).

» 40. Volcano. Mist.

» 42. Collie. Quince.

» 43. Chaffinch and nest. Apple-blossom.

» 44. Story of Frog Prince.

» 45. Eidge of hills. Gnats.

» 46. Bull. Shells.

In connection with the Infant Reader.

Study 48. Pug-dog. Bear and cubs.

» 49. Nuts.

» 50. Duck and ducklings.

» 51. Slugs.

» 52. Gum. History of a pot of plum jam.

» 53. Frogs. Silkworms.

» 56. Sixpence.

57. Thrush.

»» 59. Sand (revision; see Study 16).

1 70 On the Teaching of English Reading

Study 60. Sugar.

» 61. Pig (revision; see Study 24). Pencil

» 62. Frogs (revision; see Study 53).

» 63. Gully. Wind.

» 64. Habits of the Dutch. Windmill. Eabbits.

» 66. Hemp.

»» 67. Bracken.

» 68. Swan (revision ; see Study 18). String.

69. Fen.

»> 70. Hollyhocks.
»> 71. Cress.
» 72. Wild duck. Eobin (revision ; see Study 31).

Vetches.
» 73. Hops (in connection with Kent).

74. Tench. Fog.

76. Wren.

78. Elm.

» 79. Peninsula (Italy).
» 80. Peas. Cod-fish.
» 81. Sheep. Sheep-dog.

» 82. Bog (revision; see Study 15). Bulrushes.
»> 84. Bat. Fox. Scotch oxen.
» 86. Lamb.

TABLES OF CONSONANTS AND
VOWELS

172

Table of Consonants.

(For Colours see Plate 1.)

Double Sounds.

7k*

•b

•d

•g '

.„

»ng

**nqu

**ng

ch
tch

whf

«rf

"th

». ^8h

«ht

"Ph

22° ^Ch

74W

23 s

»wh

54 z

* See Notes, pp. 43, 60. t See Note, p. 57.

** nqu and ng appear in Book I.

J See p. 75.

. — The children have much practice in going through the sounds in the
above order, so that they -may fully grasp their classification,

Key to Table of Consonants 173

cat

six

tub

Mng

guack

6ag

dog

exact

mat

net

jonquil

lily

finger

chat

rat

match

/ish

sun ship

*whip

thrush

hen

PMlip

mince finc7<

magic

wet

crabs

bric&/e

valley

them

treasure

whip

buss

jump

* See p. 57.
Note. — The above words are those from which the children evolve the sounds.

174

Table of Vowels

(For Colours set Plate 2-)

Key to Table of Vowels.

til, kitty pwll

egg top

bat muff

Note. — The numbers indicate the order in which the children revise
the symbols for the vowel sounds. (See " Further Notes," pp. 90, 91.)

The Dale Method of Teaching
Reading

THE DALE READERS.
Written by Nellie Dale and illustrated by Walter Crane.
* STEPS TO READING . . . 4d. net.
FIRST PRIMER .... yd.
SECOND PRIMER . ... 84
INFANT READER Qd.

BOOK I is.

BOOK II is. 2d.

BOOK III In Preparation.

TEACHER'S HANDBOOKS.

ON THE TEACHING OF ENGLISH READING. By
Nellie Dale. 2s. 6d. net

FURTHER NOTES ON THE TEACHING OF ENG-
LISH READING. By Nellie Dale. 33. net

APPARATUS.
DALE'S TABULATING FRAME. 22s. 6d. net

SET OF SYMBOLS FOR USE WITH THE FRAME.

53. 6d. net

* CARDS FOR THE PRICKING AND EMBROIDERY

OF THE SYMBOLS. Series A and B. is. net per
packet. Series C in preparation.

* Now published by Messrs J. M. DENT & CO., but shortly to be issued

by Messrs GEORGE PHILIP & SON, Ltd.

A descriptive list of the books and apparatus will be sent post free
on application to the publishers.

GEORGE PHILIP & SON, Ltd., 32 Fleet Street, London.

PHILIP, SON & NEPHEW, Ltd., 45-51 South Castle St,
Liverpool.

EDINBURGH

TURNBULL
& SPEARS

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