teaching, the phonetic basis has not been emphasized. The systematic introduction of words which may serve as key-words for the acquisition of others containing similar phonetic elements has been carefully observed, and it is believed that this is the natural method untrammeled by any artificial classification.

As further aids toward making the child's first reading lessons easy, the sentences are short. There are no broken lines in the first hundred pages. Indentations help the young reader to keep the place. There are no interfering illustrations in the text. Each story is complete without turning a leaf.

Grateful acknowledgments are extended to Miss Frances Lilian Taylor of Galesburg, Illinois, to Mr. W. J. Button of Chicago, and to Miss Matilda Mitchell, primary teacher, Phillips Brooks School, Boston, for valuable suggestions and assistance.

SUGGESTIONS TO TEACHERS

As stated on the preceding page, the foundation of this work is phonetic. The author believes that children may profitably learn many words without reference to their phonetic composition, and that among these certain key-words should be selected from which the elementary sounds of the language may be developed. These elements will give the pupils the power of acquiring new words. For example, observe the following key-words and the sounds developed from them:—

Observe the great number of easy and common words that may be developed from the sounds thus learned from the first ten key-words named above. The list includes an, as, ran, had, pan, man, tan, let, met, pet, bet, men, pen, fig, did, bit, little, not, lot, got, hot, log, and a great many