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
INDEX
ILLUSTRATIONS
BAS-RELIEF FROM THE ARCH OF TITUS AT ROME _Frontispiece_
COINS CURRENT IN PALESTINE (34 B.C.E. to 98 C.E.)
RUINS OF AN ANCIENT SYNAGOGUE AT KAFR BIR'IM, UPPER GALILEE
JOSEPHUS
I
THE JEWS AND THE ROMANS
The life and works of Flavius Josephus are bound up with the struggle of
the Jews against the Romans, and in order to appreciate them it is
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