ON THE TEACHING OF ENGLISH READING
Copyright in the United States of America, 1899 by D. Affleton & Co.
All rights reserved
E TEACHING OF ENGLISH READING
WITH A RUNNING COMMENTARY
ON
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
TO
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
be
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
36
37
37
37
44 48 51 53
56
64 66
68
75
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.
c |
X |
|||||
p |
t |
k |
||||
qu* |
||||||
b |
d |
g |
X |
|||
n k |
||||||
m |
n |
ng |
nq u |
|||
1 |
- |
ng |
||||
r |
ch |
|||||
tch |
||||||
f |
s s h |
|||||
w t |
ph |
th |
c ch |
h |
g |
|
dg |
||||||
w |
s |
|||||
V |
th |
s |
||||
w |
z |
|||||
J |
* See Notes, pp. 43, 60. t See Note, p. 57.
(Key on p. 172.)
Plate 2. See p. 14.
VOWEL TABLE. (Short vowels only.)
y
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
u
Plate 5. Bee p. 98
1.
ca p hat sack
2.
cab lad
stag
3.
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.
T
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
B
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."