Aunt Mary\'s Primer
A FEW WORDS TO THE TEACHER. When Little Mary (or any other little girl or boy) knows all the letters perfectly, let the teacher turn over a page and pronounce one of the mono-syllables. Do not say _a, m, am_--but say _am_ at once, and point to the word. When the child knows that word, then point to the next, and say _as_, and be sure to follow the same plan throughout the book. Spelling lessons may be taught at a more advanced age; but it will be found that a young child will learn to read much more quickly if they be dispensed with in the Primer. In words of more than one syllable, it is best to pronounce each syllable separately, _car, pet_,--_po, ker_,--and so on. In the lesson on "Things in the Room," point out each thing as the child reads the word, and indeed, wherever you can, try to associate the word with its actual meaning. Show a child the word _coach_ as a coach goes past, and she will recollect that word again for ever. In the "Lesson on the Senses," make the child understand how to feel cold and heat, by touching a piece of cold iron or marble, and by holding the hand to the fire,--how to smell, to hear, to see, and to taste. In the "Lesson on Colours," be sure to show each colour as it is read; and
swayed southward; if a zephyr from the south crossed it, all heads
were instantly bowed before the north. West wind sent it east and east
wind sent it west.
And so, it had seemed to her, is that ever living world which we
sometimes call the field of human life in its perpetual summer. It is
run through by many different laws; governed by many distinct forces,
each of which strives to control it wholly--but never does.
Selfishness blows on it like a parching sirocco, and all things
seem to bow to the might of selfishness. Generosity moves across the
expanse, and all things are seen responsive to what is generous. Place
yourself where life is lowest and everything like an avalanche is
rushing to the bottom. Place yourself where character is highest, and
lo! the whole world is but one struggle upward to what is high. You
see what you care to see, and find what you wish to find.
In his story of the Forest and the Heart he had wanted to trace but
one law, and he had traced it; he had drawn all things together and
bent them before its majesty: the ancient law of Sacrifice. Of old the
high sacrificed to the low; afterwards the low to the high: once the
sacrifice of others; now the sacrifice of ourselves; but always in
ourselves of the lower to the higher in order that, dying, we may
live.
With this law he had made his story a story of the world.
A FEW WORDS TO THE TEACHER. When Little Mary (or any other little girl or boy) knows all the letters perfectly, let the teacher turn over a page and pronounce one of the mono-syllables. Do not say _a, m, am_--but say _am_ at once, and point to the word. When the child knows that word, then point to the next, and say _as_, and be sure to follow the same plan throughout the book. Spelling lessons may be taught at a more advanced age; but it will be found that a young child will learn to read much more quickly if they be dispensed with in the Primer. In words of more than one syllable, it is best to pronounce each syllable separately, _car, pet_,--_po, ker_,--and so on. In the lesson on "Things in the Room," point out each thing as the child reads the word, and indeed, wherever you can, try to associate the word with its actual meaning. Show a child the word _coach_ as a coach goes past, and she will recollect that word again for ever. In the "Lesson on the Senses," make the child understand how to feel cold and heat, by touching a piece of cold iron or marble, and by holding the hand to the fire,--how to smell, to hear, to see, and to taste. In the "Lesson on Colours," be sure to show each colour as it is read; and