"the h-o-r-n"; etc.

Fourth Day:

Sound the names of pupils in class; or names of animals; colors, fruits, places, etc.

Fifth Day:

The pupil should now begin sounding words for himself, at first, if need be, repeating the sounds after the teacher, then being encouraged to attempt them alone. He will soon be able to "spell by sound" names of common objects in the room, as well as easy and familiar words dictated by the teacher.

II. Teach the Single Consonant Sounds.

b, d, f, h, j, k, l, m, n, p, r, s (as in see), v, w, g (hard), c (hard), and qu as in queer.

Teach but one sound for each letter at first. Nothing need be said at this time about the fact that some letters have more than one sound. When words like "city" or "gem" occur simply explain that sometimes "c" or "g" has this sound, (giving the soft sound), but continue in the phonic drill to teach the sounds that will be needed first—those most often met in the early reading. The sounds of initial s and y are taught first, rather than final y and s; q is taught with the u—qu (as in quiet, queer, quick) not q alone.

The sounds must be given distinctly and correctly by the teacher, and she should insist on perfect responses. Good reading is impossible without clear and distinct articulation.

1. Analyze Known Words in Teaching the Consonant Sounds.

For the first lesson teach perhaps two consonant sounds. Suppose the words "ball" and "red" are chosen to be analyzed as words familiar to the class. (Selected from the reading lessons as the ones best known and most easily remembered.)

Write "b all" on the board, and pointing to the separated parts, sound slowly several times. Pupils repeat. Teacher say, "Show the letter that says 'b.' The part that says 'all.' Write "b" under "ball" thus:

Pupil sound "b" several times, as it is written elsewhere on the black board.

Proceed with "red" in the same way. Keep these two forms,

before the class, asking frequently for the sounds until thoroly fixed in mind.

For the second lesson, review "b" and "r" and teach one or two new consonants. It is better to have short and frequent lessons at first, than to present too many sounds at once, resulting in confusion.

Suppose "c" is to be taught next and the type word chosen is "cup." It is not necessary to teach the consonants in the order in which they occur in the alphabet,—it will depend rather upon the occurrence in the primer of the words chosen for type words. Write the word "cup." Pupils recognize it at once as a sight word, and pronounce. Rewrite it, separating it thus, c up, and let the pupils make an effort to sound the parts alone. If they fail, sound it for them asking them to repeat it after you. Proceed as with "ball" and "red," being sure that each one gives the sound correctly.

(1.) After teaching "c" say, "Who can find a word on the chart beginning with this sound?" "In your books?" "on the blackboard?" the pupil sounding the letter as he points to it.

(2) Say, "I'm thinking of another word beginning with "c." "It is something Grandpa uses in walking." (Cane.) "I'm thinking of something sweet that you like to eat." (Cake) (Candy) "Of the name of someone in this class." (Clara) (Carl) "A little yellow bird." (Canary) "You think of a word beginning with that sound." "Another." "Another."

2. Begin At Once Applying Knowledge of the Sounds Learned.

As new words are met containing known sounds, the pupils should apply their knowledge of phonics. For example, if the word "catch" appears, the pupils sound "c," the teacher pronouncing "atch" underlining that part of the word as she tells it,—the pupil puts these sounds together and discovers the new word for himself. If the new word is "cab," the only help from the teacher is the short sound of "a". This given the pupil sounds "a" and "b" slowly; then faster, until the result of the blended sounds is "ab." Combine "c" with "ab" in the same manner until by the blending of the sounds the word is recognized. Only such help should be given, as will enable the pupil to help himself.

"Ball," "red" and "cup" now become type words with which "b" "r" and "c" are associated respectively, and from which the pupil gets his "cue" if he fails to give the sound of the letter at sight. Thus all the consonants are taught, from suitable sight words which the child has already learned. They need not however, be the ones given here,—for "b" it may be "baby," "ball," "boy," or "box," but let it be a word familiar to the class and easily remembered. For "d" it may be "doll," "day," or "dog;" for "y", "you", "yellow", etc.

The teacher should previously go through the text and select the words she wishes to use as type words in teaching the consonant sounds.

3. First Steps in Writing and Spelling.

As each consonant sound is taught its written form may be learned. On rough manila paper, using waxed crayons, make copies of the letters about two inches in height, for each pupil. At his desk the child traces with his fore finger, going over the smooth path again and again—thus developing psycho-motor co-ordination. Each time the letter is traced, the pupil sounds it softly, and as soon as he is sure of the form, runs to the board and writes it.

The writing at first may be entirely at the blackboard, where the teacher's copy may be reproduced. For the slower ones who have difficulty with the form, a good practice is to "write it in the air," the pupil pointing with index finger and following the teacher as she writes, also tracing the teacher's copy with pointer, using free, rapid movement. (Tracing with