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Page 5
As the capabilities of classes of the same grade will differ, it may
sometimes occur that a greater amount of language work can be done
effectively than is laid down in this book. When this happens, more time
can be devoted to such special kinds of work as the needs of the classes
suggest.
Constant drill upon the analysis of lessons, varied at times by the
analysis of short stories taken from other sources and read to the
class, will develop the reasoning faculties of pupils and render the
writing of original compositions a comparatively easy exercise.
Encourage the habit of self-reliance on the part of pupils. Original
investigation, even if followed at first by somewhat crude results, is
in the end more satisfactory than any other course.
The Definitions (pages 373-382) and the List of Proper Names (pages
383 and 384) may be used in the preparation of the lessons.[01]
When exercises are written, particular care should be required in regard
to penmanship, correct spelling, punctuation, and neatness.
[01] "The Definitions" are found at the end of the text, however "the
List of Proper Names" has not been included in this production.
PHONIC CHART.
VOWELS.
a as in lake
a " " at
a " " far
a " " all
a " " care
a " " ask
a as in what
e " " be
e " " let
i " " ice
i " " in
o " " so
o as in box
u " " use
u " " up
u " " fur
oo " " too
oo " " look
DIPHTHONGS.
oi, oy (unmarked), as in oil, boy
ou, ow " " " out, now
CONSONANTS
b as in bad
d " " do
f " " fox
g " " go
h " " he
j " " just
k " " kite
l " " let
m as in me
n " " no
p " " put
r " " rat
s " " so
t " " too
v " " very
w " " we
y as in yes
z " " froze
ng " " sing
ch " " chick
sh " " she
th " " think
th " " the
wh(hw)," what
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