substitutes for other words, should not be taught until they are needed in the construction of phrases and sentences.

THE SENTENCE METHOD

In this method the teacher does not begin with the letters, nor with separate words, but with words in combination, that express a thought. Using this combination of words as a unit, the separate words are learned, as the separate letters are learned by the Word Method, that is, without special effort and almost, if not quiet, unconsciously.

In teaching by this method let it be the aim of the teacher, to teach not so much separate sounds, letters and words, as the proper expression of thought.

The letters and words must be known, but as they will necessarily become known by this method without much special teaching, they are regarded and treated as of secondary importance for the time being.

The attention of the children should be directed to the thought. To this end real objects and facts are at first employed to appeal to the senses and to demand of the child words to give the thought oral expression.

In learning to talk, children acquire ideas from objects, and then seek language to express them. It requires a combination of words to express a thought, or to give birth to a new idea or thought.

The advantages claimed for this method over others

are:

First. It is a natural way-teaching the child to read very much as he learned to talk.

Second.-The attention of the child is directed to the expression of the thought; hence he reads easily and naturally.

Third. It makes the child thoughtful, and hence cultivates his intelligence.

This method was first systematically used in the schools of Binghamton, N. Y., and is fully explained in "The Sentence Method of Teaching Reading", by G. L. Farnham, at that time Superintendent of Schools.

II. PRIMARY READING

Give special attention to the primary classes in reading; if a child is not taught to read well during his first two years in school, he will probably be a poor reader through life.

Directions

1. Train the pupils to pronounce the words readily at sight.

(a) Print or write the words on the board in columns; pupils to pronounce them at sight. (b) Write difficult words on the board, and syllabicate them; mark the accented syllables; pupils to pronounce them.

(c) Require the pupils to pronounce the words forward; reverse.

(d) Require the pupils to bring in a portion or all of the reading lesson upon the slate; pupils read the lesson from the slate.*

(e) Alternate.

Cautions

1. Present to the pupils only one difficulty at a time. 2. Never permit the pupils to spell words in reading. 3. Insist upon correct articulation and pronunciation. If the pupils in the first lessons of reading are taught correctly, they will not spell words audibly. Remarks,

Many of the common faults in reading may be traced to the improper methods in use during the first lessons in this subject. Bad habits at this period usually cling to the pupils during all their school days, and often seriously affect their entire future progress.

The first lessons in reading are of the greatest importance, and they should be given in a proper manner. To do this successfully there must be a system in the plans pursued.

The pupils must be familiar with the words of the lesson, so that they can readily pronounce Reading them at sight.

words.

The teacher should introduce a short preliminary exercise, for calling the words at sight, as follows:

Teacher and children alternating one word each; boys and girls alternating one word each; careless pupils alternating with class; each pupil reading a line as rapidly as possible.

In no instance should the teacher let a pupil stop to spell a word. The plan is in violation of the fundamental laws of teaching. It attempts to compel the child to do two things at the same time, and to do both in an unnatural manner, viz.: to learn reading and spelling simultaneously, and reading through spelling.

Reading has to deal with sounds and signs of thoughts. Spelling rests on a habit of the eye, which is best acquired by writing.

In attempting to teach reading through spelling the effort distracts the attention from the thought; reading furnishes facilities for teaching spelling; but spelling does not furnish a suitable means for teaching reading.

If spelling is permitted, a love of reading is not enkindled; good readers are not produced..

The teacher should be familiar with the sounds of the Phonics. letters, and require the pupils to practise on them two or three minutes daily. Let it be a lively exercise, and insist upon clear, distinct articulation. Attend to one difficult point at a time; see that the pupils understand it and are able to reproduce whatever you teach them.

Further Directions

1. Train the pupils to read in natural tones.

(a) Request the pupil to look off the book and tell what he reads.

(b) Select a good reader; request pupils to imitate.

(c) Teacher illustrates how a sentence should be read.

2. The teacher should illustrate and define difficult words.

(a) Illustrate by objects, pictures, drawings and

diagrams.

3. No definitions should be given of those words whose meaning can be inferred from the context.

4. Every piece should be carefully studied before it is read aloud.

Reading should not be a mere mechanical exercise. Remarks. The end of reading is not to give vocal utterance to a succession of words, but to give expression to thought and feeling.

Reading is the most important subject taught in school. It is especially important that it be thoroughly taught in primary classes. The "sing-song drawl"

and "nasal twang ", which so often prevail in the school-room, should be avoided.

Almost all children can be taught to read well; they imitate, unconsciously and naturally, the voices of their playmates.

Many of the teachers are too ambitious in one direction: that is, to promote pupils to higher Too difficult books than they are qualified to comprehend. selections.

This is a great mistake. Perhaps three-fifths of the pupils of our country are reading in books which they do not understand, or in which they take no interest. This is one of the principal causes of mechanical reading; through this error in judgment the pupils have acquired a drawling way, a lifeless, mechanical style.

I am glad to admit that a reformation has begun in this department of instruction, but it will Reformation

needed.

need the constant and varied efforts of teachers and parents for years in order to overcome the effects that have already resulted from past negligence.

Let the teacher select (from some book or magazine) a story which he will be sure shall interest Suggestions. the pupils.

Let him give the book containing it to a pupil, asking him to read the story over a few times, to become familiar with it; and at or near the close of school, let the pupil read it aloud to his schoolmates.

As he reads, do not discourage him by frequent interruptions, but occasionally, when he relapses into a drawl, repeat the passage, kindly, in a better way, and ask him to notice and imitate your manner.

When he has finished, read to them yourself some