The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1894-12-21
METHODS OF PRIMARY READING.
Nv,
Object, Word, and Letter Method.
BY William NoetIing.

" Familiar Letters to One Entering
the Teachers Work." published an
object, word, and spelling method,
and suggested that the sounds of the
letters might also be taught; or rather,
that 1t would be we'll to teach them At
the right time, but omitted to say
when he considered the right time.
His directions to teachers were the
following "Call your little ones in
front of the blackboard. If possible
let eacn be furnished with a slate.
Now draw upon the blackboard tn
picture OF some animal or object
dog, for instance. With a pointing
stick in hand, call attention, and have
an exercise somewhat as follows (;
Teacher. What animal is this ? child
rem. A dog. Teacher. 'Are all dogs
alike ? Children. No, ma'am some
are small and some are large. Teacher.
Are they alike in all but size p Child.
rem. No, ma'am; they don't have
the same color Teacher. How many
legs has dogP Children. -Four
Teacher. What can a dog do p
Children. He can run fast and he
can catch squirrels.
"You will readily see that these
questions may be continued indefi
nitely. They will tend to awaken
thought and interest in the little ones.
Alter you have extended the question
ing sufficiently, ask them if they
would like to know another way to
express the animal besides by a
picture. They will all be anxious to
know. Now print Dog under the pict-
ure on the board, and require them
to do the same on their states. Then
tell them the name of each letter, and
have 1t repeated several times. After
having fixed their attention for a
minute, make ID only on the board,
and ask its name, and so with each of
the other letters, and in short time
they will he able to give their names
readily. 1t will be well also, at the
right time, to give them the powers of
the letters, or their appropriate sounds.
You will readily see, that some object
ofinterest to children may be connect.
ed with these early lessons, and that
by judlclous questioning, they may be
trained to think and express their
thoughts at the same time they are
learning their letters"
The following method, which North
end calls teaching tie alphabet" )"
he says is from the pen of John D..
Philbrick, "a distinguished educator" j"
superintendent of the schools Of Conn
ecticut, and later of those of Boston.
The method, as will be observed, is a
combination of the alphabetic and the
phonic. Another thing worthy Of notice
in the suggestions of both these educa-
tors is that of developing the power of
thought in children.
COMBINATION OF THE ALPHABETIC AND
PHoNIC METHODS.
A specimen lesson as given by
Philbrlck;
"Apparatus-A blackboard a
chart of easy words of one syllable ;
an alphabet chart a set of alphabet
cards, with grooved stick, called a
spelling stick, in whick the cards may
be inserted in spelling words; and a
slate and pencil for each child.
"Prelinainary Iraining.-Child-
rem should not be put to reading i'm
mediately upon entering school for
the first time. Judicious preliminary
exercises will render subsequent pro
gress, not only in this, but in other
branches, more rapid and satisfactory.
The object of these exercises should
be to train the ear to distinguish
sounds, and the organs of speech to
utter them to form habits of atten-
ton and of prompt obedience to all
directions and to excite the curiosity,
or desire to learn something. Such
being the objects, the judgment of
the teacher must guide in the selec-
ton and adaptation of the matter.
" "LeSSon.-The proper preparatory
training having been given, the teach
er will select a single letter to begin
with it matters little which. Suppose
it to be a. The card containing it is
placed in the spelling-stick, in view OF
all the class.
I" Ieacher.-You see this letter.
Now look at me. You all know me
when you see me. Now | wish you to
look at this letter, SO that you will
know it whenever you see it. 1t stands
for sound. Listen, and hear me give
the sound Having enunciated the
sound distinctly several times, taking
care to secure the attention of all, the
teacher might ask if any one has ever
heard the sound before. Some may
remember it, as given among the
elementary sounds of the language.
If so, they are pleased to find that the
lesson is connected with something
learned before. If it is not recalled,
Give the vowel sounds promlscuous-
ly, requesting all to put mp hands when