Page 5, $flag$; teach f, l, [)a], g.
Page 7, $fan$; teach n.
Page 8, $can$; teach c.
Page 10, $has$; teach h, [s+].
Page 10, $get$; teach [)e], t.
Page 12, $cap$; teach p.
Page 13, $drum$; teach d, r, [)u].
Page 14, $am$; teach m.
Page 15, $not$; teach [)o].
Page 15, $big$; teach b, [)i].
Page 16, $see$; teach s, [=e].
Page 17, $ball$; teach [a:].
Page 17, $play$; teach [=a].
Page 18, $jump$; teach j.
Page 19, $bird$; teach [~i].
Page 19, $fly$; teach [=y] = [=i].
Page 21, $wall$; teach w.
Page 24, $good$; teach oo.
Page 25, $with$; teach th.
Page 31, $some$; teach [.o].
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 more. Similar
key-words emphasizing the remaining sounds should be selected as the
work proceeds. Teachers preferring to introduce the sounds less
rapidly, may teach these first words as words and select others later
in the book to serve as key-words. The blackboard should be in constant
use, and the pupils' ingenuity in forming new words and new sentences
should be tested at every recitation. The few exercises in script given
at the beginning of the book are suggestive of the manner in which much
additional drill in reading may be presented on the blackboard. The
diacritical marks should not be taught to the children.
[**Transcriber's Note:
The { } are used to denote handwritten script.]
[Illustration]
a flag
{a flag}
a flag
[Illustration]
[Illustration]