Learning to read; suggestions to teachers of young children . tion for thelesson will help the pupilsto enter upon the readingwith zest and questions will be realquestions, and the answerswill tell what they know istrue. Not the least profit-able element in the exercisewill be the sympathy withbird life which is developedby the preliminary lessons,and continued in the read-ing. Already the childrenare beginning to read some-thin cr which has a messagefor them, and they enter upon it witli a spirit which is entirely differentfrom that which accompanies the reading of lessons that
Learning to read; suggestions to teachers of young children . tion for thelesson will help the pupilsto enter upon the readingwith zest and questions will be realquestions, and the answerswill tell what they know istrue. Not the least profit-able element in the exercisewill be the sympathy withbird life which is developedby the preliminary lessons,and continued in the read-ing. Already the childrenare beginning to read some-thin cr which has a messagefor them, and they enter upon it witli a spirit which is entirely differentfrom that which accompanies the reading of lessons that are madepurely for the sake of including the words of their past vocabulary. In the lessons upon pages thirty-eight and thirty-nine, new wordsare rare. Such as do occur are repeated, and are easy to masterbecause they are necessary to the meaning of the text. Touch is aword which should not be taught by sound, at this stage. Goodmorning will be taught as a single phrase; it will return again andagain. Please will also become an old friend. Coming should be. THE FIRST YEAR IN READING. 53 associated with come, which the children have already learned. Itwill be easy to increase this lesson indefinitely, because the vocabulary is full enough to admit of such development. XII. THE SUBJECTS OF THE LESSONS. Reference was made in the preceding section to the language lessonwhich should accompany the reading. It will be. noted that the sub-jects of the lessons thus far have been those with which nearly allchildren are familiar. The cat, the dog, the horse, the cow, the bird,the baby, are friends near and dear to most children. They have beenpurposely selected because of their inherent interest, as the childrenalready know these old friends and like to talk about them. Page forty introduces the home, with the mother and sister, thegarden, the flowers, — and leads the children to a comparison betweentheir home and the home of the birds; the mother love which theyknow, and the love whic
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