Learning to read; suggestions to teachers of young children . the eyes of the children. The freshness always adds tothe interest. This is Ben. Ben is our dog. See our dog ! See Ben! Ben is a good dog. I like Ben. Ben likes me. THE FIRST YEAR IN READING. 37 See Ben run! See him run ! Kun, Ben ! Get the ball! Run and get the ball. He can get the ball. Ben likes to run. He likes to jump. I like to run. I like to jump. Ben and I can run and jump. I can run. Ben can run. I can jump. Ben can jump. I can read. Can Ben read ? Page twelve contains no new word except she. This word willnot be emphasized
Learning to read; suggestions to teachers of young children . the eyes of the children. The freshness always adds tothe interest. This is Ben. Ben is our dog. See our dog ! See Ben! Ben is a good dog. I like Ben. Ben likes me. THE FIRST YEAR IN READING. 37 See Ben run! See him run ! Kun, Ben ! Get the ball! Run and get the ball. He can get the ball. Ben likes to run. He likes to jump. I like to run. I like to jump. Ben and I can run and jump. I can run. Ben can run. I can jump. Ben can jump. I can read. Can Ben read ? Page twelve contains no new word except she. This word willnot be emphasized; it simply takes the place of kitty, and naturallyslips into its appointed place. It will be repeated often enough toinsure recognition. Like is — our — my — the — to — and — it isa necessary link in the sentence, but has not such meaning as to readilyfix the attention of the child. These sentences may be multiplied asin the previous lesson. This is my kitty. See my kitty! She likes to run. She likes to jump. Ben and Kitty like to run and She is a good kitty. She likes me. I can run, Kitty. I can jump. Run, Kitty, rim. Run and jump, Kitty! See me run! See me jump! See me, Kitty! (!an Kitty see Ben? Can Ben see Kittv i Page thirteen contains no new word. This is—she is — I like —can you-—I see—should be repeated over and over, in sentences,until they present no difficulty. Supplementary sentences may be made as 1m*fore. THE FIRST YEAR IN READING. 39 IV. SILENT READING. On page sixteen, Silent Reading is proposed, its object being notsimply to test the childrens perception of the thought, but to helpthem to realize that the chief object of reading is to enable themto get the meaning of the sentences. Their answers should be spokenin sentences. Yes, I see Kitty. Kitty can jump. No, she does not eat grass. Yes, Ben likes bread and milk. Meat is good for children to eat. Dogs like meat, too. Grass is good for cows to eat. Multiply these exercises. Write
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