once, resulting in confusion.

Suppose "c" is to be taught next and the type word chosen is "cup." It
is not necessary to teach the consonants in the order in which they
occur in the alphabet,--it will depend rather upon the occurrence in the
primer of the words chosen for type words. Write the word "cup." Pupils
recognize it at once as a sight word, and pronounce. Rewrite it,
separating it thus, c up, and let the pupils make an effort to sound the
parts alone. If they fail, sound it for them asking them to repeat it
after you. Proceed as with "ball" and "red," being sure that each one
gives the sound correctly.

(1.) After teaching "c" say, "Who can find a word on the chart beginning
with this sound?" "In your books?" "on the blackboard?" the pupil
sounding the letter as he points to it.

(2) Say, "I'm thinking of another word beginning with "c." "It is
something Grandpa uses in walking." (Cane.) "I'm thinking of something
sweet that you like to eat." (Cake) (Candy) "Of the name of someone in
this class." (Clara) (Carl) "A little yellow bird." (Canary) "You think
of a word beginning with that sound." "Another." "Another."

2. _Begin At Once Applying Knowledge of the Sounds Learned._

As new words are met containing known sounds, the pupils should apply
their knowledge of phonics. For example, if the word "catch" appears,
the pupils sound "c," the teacher pronouncing "atch" underlining that
part of the word as she tells it,--the pupil puts these sounds together
and discovers the new word for himself. If the new word is "cab," the
only help from the teacher is the short sound of "a". This given the
pupil sounds "a" and "b" slowly; then faster, until the result of the
blended sounds is "ab." Combine "c" with "ab" in the same manner until
by the blending of the sounds the word is recognized. Only such help
should be given, as will enable the pupil to help himself.

"Ball," "red" and "cup" now become type words with which "b" "r" and "c"
are associated respectively, and from which the pupil gets his "cue" if
he fails to give the sound of the letter at sight. Thus all the
consonants are taught, from suitable sight words which the child has
already learned. They need not however, be the ones given here,--for "b"
it may be "baby," "ball," "boy," or "box," but let it be a word familiar
to the class and easily remembered. For "d" it may be "doll," "day," or
"dog;" for "y", "you", "yellow", etc.

The teacher should previ