The Newtown bee., 1889-04-05
How to Learn to Read.

Under certain circumstances, It Is thought better to begin the teaching of reading with a sentence. As begin ming, the sentence method has many ad- vantages over the other methods, the most important of which are, it teaches to read directly, it excites interest and 1t teaches to express thought. We should not eonfine ourselves entirely to this method. Later, the best parts of all methods, except the alphabetic, should be combined to make good method.
 Script is considered preferable by most teachers. The attention of the class is more easily held, therefore more interest Is excited by having one word or sentence written in large hand on the blackboard than to find the same on the printed page. The child can learn to read, write and spell at the same time. The matter is formed before the eye. It can be made more quickly, therefore more rpetitions of word can be taught. There can be more repetitions made on the board in script In a few minutes than can be found ia n dozen books. eve know that repetition Is an important principle of teaching.) It is easier to go from script to print than from print to script. The children make the words just as they always will. Print is seldom used in after life.
 For very young children, particularly Al. h,, At had V,t1nh lan0na work, 1t Is often more successful to teach vocabulary of ten or twelve words before presenting sentence. However, if sufficient language work Is given, they take sentences very readily. This method should be taught objec- lively. As words are learned by associ- ation, in every case of teaching words an association should be made. In this early work, 1t should be between the real thing or picture of it and the written expression for it. Never present the written word until the idea expressed is in the mind.
 Outline of first lesson: Let one child have an object or picture in his hands. Let him tell you all he can about it (inci- dental training in language), then write its name on the board. Do not write cat on the board and say, "Fhis word is cat" and expect children to remember 1t, for they will not. Drill in different ways. Write tho word taught in different sizes, placcs, etc. One word will be all young children can get in the first lesson. In the second lesson review, by using in different ways the word taught in the first lesson and teach q new word, If tht first Is learned. The vocabulary should consist of words taken from the firs1 part of the first readers that children will use. This word teaching is pre- llmlnary step. After 10 or l2 words are taught in this way, children are ready for a sentence.
 Sentence: Teacher has in mind th' sentence she Is about to teach. Sh must get the sentence orally from tn child or lead him or her by questioning to think the thought she wishes am write the expression for 1t on the black board. Never write the sentence on tn board and tell the child what 1t is, unt you have first established in his mird tn thought to be expressed. As in wor teaching, review by using devices different kinds. Use short and familia sentences and, for while,one at a time Examples of several idioms that may b used at the beginning:
 see -
 can see a -
 have a -
 It Is generally better to use an aetic idiom, as
 ,e.a i$$; i$$D. :$$;
 In the second lesson, review the fir sentence and present new one, if u first seems to be fixed in the mind. E the second sentence, it is better to the first idiom and new word than present a sentence composed entire of new elements. If the first senten taught were ssI can run," let the nc be ssI can jump,- or if the first we aI have a eat,'' let the next be, "I Ina dog" When you present new idio present an entirely new sentence; put the old words afterward for drill.
 have children trace on ruled pal the sentences. (This may be given busy work at their seatsl. When ti are ready for 1t, have them copy es sentence taught, though for while
 them work on the first one given
 they can make it with tolerable accu cy. rule chlldren's states, when u
 begin to copy.
 After three or four lessons, child
 will show you that they begin to
 that there are separate parts to
 tencc. They will begin to pick out 1
 arate words. Do not force this. w
 children begin to analyze, it is time
 call attention to the words, not Def
 Nearly ns soon as children do this,
 arate words may be tanght. They
 now ready for the second step in r A Ing. Under this step, we teach wo
 making them known words before
 appear in new combinations. After
 second step is begun, sentences sh
 be given in the form of story, a
 books.
 Third step: Change from script
 print, when children have learned a
 100 or more words or sentences con
 ing 10 or l2 words.
 Fourth step Children arc taught
 meaning and form of new words. IT
 Katie A. naugh's paper read at teae
 meeting