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
Van hesitated as if uncertain how to begin.
"That's mighty white of your father," he murmured, breaking the
pause. "You see, it is this way. When I wrote home that I was going
to New Hampshire to visit my roommate the family wrote me to go
ahead. I recall now that I didn't mention your last name; in fact I
guess I haven't in any of my letters. When I did happen to write
(which wasn't often) I've always spoken of you as _Bob_. So
when I got to Allenville I dropped a line to Father to say I'd
arrived safely and in the note I put something about Mr. Carlton.
Father lit on it right away; he wished to know who these Carltons
were. I replied they were Mr. and Mrs. Carlton, of course--the
parents of my roommate. Upon that I got another letter from home in
which Father inquired if your father was in the sugar business, and
said that years ago he used to have a partner named James Carlton,
who started in the sugar trade with him and with whom he later
quarreled. He supposed this could not be the same person, but he
just wondered if by any chance it was."
Van stopped.
"Was that all he said?"
"No, but I don't like to tell you the rest, Bobbie."
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