ously go through the text and select the words
she wishes to use as type words in teaching the consonant sounds.

3. _First Steps in Writing and Spelling._

As each consonant sound is taught its written form may be learned. On
rough manila paper, using waxed crayons, make copies of the letters
about two inches in height, for each pupil. At his desk the child traces
with his fore finger, going over the smooth path again and again--thus
developing psycho-motor co-ordination. Each time the letter is traced,
the pupil sounds it softly, and as soon as he is sure of the form, runs
to the board and writes it.

The writing at first may be entirely at the blackboard, where the
teacher's copy may be reproduced. For the slower ones who have
difficulty with the form, a good practice is to "write it in the air,"
the pupil pointing with index finger and following the teacher as she
writes, also tracing the teacher's copy with pointer, using free, rapid
movement. (Tracing with crayon or pencil tends to slow, cramped writing,
and should not be encouraged.) Thus when the forms of the letters are
learned and associated with the sound, the pupils are able to write
phonetic words from dictation as well as to "spell by sound."

4. _Consonant Drill._

(1) With a rubber pen, a set of type, or with black crayola, and
cardboard, a set of consonant cards may be made, one for each sound. On
one side of the card is written or printed the type word with the
consonant sound below; on the other side, the consonant alone, thus:

-------- -----
|b all | | b |
|b | | B |
-------- -----

The number of cards will increase each day as new sounds are learned.
Rapid daily drill with these cards is most valuable in associating
instantly the sound with its symbol and should be continued until every
child knows every sound. After the analysis the side of the card
containing only the consonant should be used for the drill. But if the
pupil fails to give the right sound, or is unable to give any sound at
all, the card should be reversed and he readily gets the right sound
from the word.

Other devices for teaching the consonants are sometimes used by
successful teachers who do not use the type-words and cards. For
instance, the letter may be associated with its sound in this way:--The
clock says "t"; the angry cat, "f"; the cow says "m"; etc. The
difficulty here is to find suitable symbols for each sound. If, for
example, t