same
words for want of practice. (3) In the written recitation each pupil can
spell a greater number of words and in less time than is possible in
oral spelling.

SEAT WORK

1. Distribute pages from magazines or old readers and let pupils
underline words beginning with a certain consonant (the one being
taught). If different colored pencils are used, the same pages can be
used a number of times. When the "m" sound is being taught let all words
beginning with that sound be marked with black; at another seat work
period, words beginning with "b" are marked with "green;" and again,
words beginning with "f" sound are marked with blue pencils, etc.

Underline digraphs, blended consonants, and phonograms.

2. The teacher writes a phonogram on the board and below it all the
consonant sounds from which words may be built. Pupils write the entire
words.

3. Phonograms are written on the board; pupils supply consonants and
write out the words.

4. Have a number of phonograms and three or four sets of consonants in
envelopes. Give an envelope to each child and let him build the words on
his desk. Duplicate copies can be made on a hectograph, one set for each
lesson; then if one envelope from each set is preserved, those
miscellaneous lessons can be used in review for a long time, each child
using a different set each time.

5. Write on the board lists of words ending in various phonograms and
let the children re-write them, arranging in columns according to
phonograms.

6. Write families from memory.

GENERAL SUGGESTIONS

1. At least two daily periods should be given to phonics. The first
lessons will be short, but after some advance has been made, ten to
fifteen minutes should be given.

2. As far as possible let the words for phonic drill be those that will
occur in the new reading lessons.

3. Constantly review all familiar sounds, phonograms, digraphs, blends,
etc., when met in new words, and so teach pupils to apply their
knowledge of phonics.

4. Teaching them to "pantomime" the sounds--representing them mutely by
movement of the lips, tongue and palate, will aid them in silent study
at their seats.

5. By the end of the first year the pupil's phonetic knowledge, combined
with his vocabulary of sight words and his power to discover a new word,
either phonetically or by the context, ought to enable him to read
independently any primer, and to read during the year from eight to
twelve or more prime