McGuffey's Primer
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| How to Use the McGuffey Primer |
The plan on which the Primer is constructed is the simplest and best known. It applies to the First, Second, and Third Readers as well, and is as follows:
At the beginning of each lesson are placed all the new words and all the new elementary sounds to be found in that particular lesson, and no new word or element is given in a vocabulary that is not found in the particular lesson which it precedes. Omissions and repetitions alike have been carefully avoided in these vocabularies, and thus the teacher can tell, by a glance at the vocabulary, exactly what new work is to be mastered.
The articles a, an, and the, and the simplest words possible are first presented in both the Primer and short vocals, etc.) are presented first. The more difficult sounds, combinations, and substitutes are then gradually interwoven, and, by the time the Primer is finished, all the vocals, long and short ; all the diphthongs ; all the aspirates ; all the subvocals except z, as in azure ; and all the substitutes except / for e, as in police; ch for sA, as in chaise ; s for sh, as in sure; x for gz, as in exact; ph for f, as in phlox; and qu for k, as in pique, have been presented. It will be noticed that these exceptions invariably involve words of difficult spelling, which should not be presented to the child until the end of the first or the beginning of the second year of his school course.
LESSON I. — Call the attention of the children to the two illustrations accompanying this lesson, the cat and the rat, and engage them in conversation about them. Such questions as, Who has a cat at home ? What is her color? Does she catch rats? etc., etc., will soon awaken interest in the subject.
When the attention and interest of the children are secured, revert to the illustration in the book, and resume your questioning in some such way as follows :
Teacher. — Do you say that this is a cat ? Can it run about ? Can it mew? Can it drink milk? Can it catch mice and rats like your cat at home ? Is it a real cat, then ?
Children. — No.
Teacher. — Who can tell me, then, what this is ? [Pointing to the picture of the cat in the book,]
If you do not succeed in drawing out the correct answer, ask the class if it is a picture of a cat. When
the answer is satisfactorily given, proceed with the next step.
Teacher. — You say this is a picture of a cat. It is not a real cat, but when you look at it you know at once that it means a cat. Who would like to see a picture of the word cat, that you have just pronounced ? Pronounce the word cat again, all at once. Now —
Children. — Cat.
The teacher should now place the word on the board. When this is done, the teacher should resume, pointing to the word on the board :
Teacher. — There, children, that is the picture that stands for the word cat, just as this picture in the book stands for a real cat. How do you pronounce this word? [Pointing to the board.]
Children . — Cat.
Teacher. — Now, who can find a picture of this word cat in the book ?
As the word occurs several times in Lesson I, call up several children, and see how many times each can find the word in the lesson. Be reasonably sure that all in the class are able to recognize the word at sight before going any farther.
Next call attention to the picture of the rat, and follow the same steps until the entire class is familiar with the word rat also. Then place both the words cat and rat on the board a number of times, and test the individual members of the class, seeing that each can readily pick out the right word when it is pronounced. Vary the exercise by letting one child pronounce one of the words for another to point out, and allow the entire class to correct errors. It will be found that this calling upon one member of the class to examine another will add greatly to the interest taken in the recitation.
When the two words are quite thoroughly mastered, it will be time to take up the combinations "a cat" and "a rat." Turn to the illustration, and ask: Teacher. — Of what did you say this was a picture ? Did you say "picture of cat" or "picture of a cat?"
Children. — Picture of a cat.
[NOTE.— This is simply to draw out the combination "a cat." In asking the question do not emphasize the a.]
Write "a cat" on the board, and teach the phrase as you did the single word; also, the phrase "a rat." Be very careful, in pronouncing the phrase yourself, not to give the a its long sound, "a rat," "a cat," and do not allow the children to do so. The a should have its obscure sound, as it has in ordinary conversation, when one says, ' ' This is a cat ; that is a rat, " or as you would sound the a in along, around, about, etc. This is quite an important point; and, if neglected, the children, from the very beginning, acquire a drawling habit of reading that may take years to eradicate. Drill the class on the phrases, so that they can readily distinguish each from the other, and from the simple words cat and rat.
We now come to the word and. Ask the children: " What are these animals we have been talking about?" If they do not answer as you wish the first time, persevere until they do, and you succeed in getting the natural answer, "A cat and a rat." Repeat their answer, and emphasize the and a little. Ask, "Who can tell which word we have not studied? Listen while I say it again: A cat and a rat." Give the answer in case the class fails, and place the word and on the board. Teach it as you taught the other single words. When it is learned, and all the words and phrases can be distinguished instantly, it is time to combine the two phrases, and the children should be able to read them readily as printed in the book.
At the close of the first reading lesson, however short it may be made, begin the first lesson in writing as directed on page 13, and advance to the combination of written words into phrases and sentences as rapidly as the progress of the class will permit.
LESSON II. — In this lesson there are five new words to be learned.
Begin, as in Lesson I, with a pleasant talk about the illustration. Remind the children of the cat and rat in Lesson I, and have them point out the cat and the rat in the illustration of Lesson II. Make up a little story from the illustrations of Lesson I and Lesson II ; or, better still, have the children make up a story of their own.
Ask who can point out the word cat in Lesson II ; the word rat; the combination "a cat;" the combination "a rat." Proceed in the same manner as in Lesson I. In teaching the phrases "the cat" and "the rat," care should be taken not to allow the children to drawl out, "the c-a-t, " "the r-a-t. " These phrases should be pronounced as in ordinary conversation, "the cat," "the rat," giving the e, in the, its obscure sound.
Write all the words and phrases contained in both Lessons I and II on the board promiscuously, and test the thoroughness of the work so far accomplished by having individual members of the class point out each word and phrase as it is pronounced by the teacher or by some other member of the class. Proceed as in Lesson I.
It is not thought necessary to give detailed instruction for every lesson in the book. If we have succeeded in showing in these first two lessons, and in the "General Remarks," Chapter V, the plan of instruction by the Combined Method, we are confident that any intelligent teacher can use it successfully without further aid.
LESSONS III AND IV. — These lessons present no difficulties that need farther suggestions, except a new sound of s in Lesson IV. The teacher should call the attention of the class to the difference between this sound of s and the s in Lesson IV.
And it may be accepted as a general rule that whenever a new sound of a letter is introduced, it should always be compared with the sound or sounds of the same letter already learned. In this way, the children will soon become familiar with the force of the diacritical marks. Always teach digraphs as such, and never as two separate letters.
LESSON V. — Every fifth lesson in the book (except the fiftieth) is a review of the four lessons preceding; and, as far as has been possible, the new words of those four lessons are repeated in the review. These reviews are valuable, therefore, as tests of the thoroughness of the work done, and should be made the most important lessons in the book.
Hesitation on the part of a number of the class on a review lesson shows a fault somewhere ; either the work has been pushed too rapidly, or some one lesson, perhaps, has not been thoroughly mastered. A little careful investigation will reveal the trouble, and the defect can be remedied, and should be remedied thoroughly, before proceeding with the next series of lessons.
LESSON VI. — In this lesson we have 's, the sign of the possessive, introduced. Teach its force, and see that the children fully understand it. In succeeding lessons, it is frequently used when the simple nominative is given in the vocabulary. The sound of 6 in dog demands watchfulness. There is a tendency to pronounce this word as though it were spelled datvg. The words frog, doll, log, God, etc., are similarly mispronounced by many persons. This is not the proper sound of 6, and the same persons who mispronounce the above words would never think of giving the same sound to 6 in such words as fog, got, odd, or hod. Insist on the proper sound of 6 wherever it occurs.
LESSON XIX. — We would call attention to the sound of a in fast. The sound of a is the most commonly mispronounced of all the a sounds, and the error is quite common, even among the best educated classes. Many who know better give this a the wrong sound through the force of habit and association and the lack of early training.. The common error consists in giving a as though it were a, as in fat, for example. How many of your pupils make a difference in the a sound in fat and fast? On the other hand, the extremely broad a, as in fall, should be avoided. The word is neither pronounced fast nor fast, but fast, about mid way between the two.
It would perhaps be well to make a list of the words containing this sound of a as the class meets them, and give a special drill on it from time to time.
LESSON XXII. — In this lesson, call particular attention to the difference in pronunciation of the words of and off. Both occur in the lesson. Refer to Lesson XIX for the phonic spelling of of.
LESSON XXIII. — In this lesson, one (wun) needs particular attention.
LESSON XXV. Review. — The word doll has been learned in Lessons XVI and XX. It is here given in the plural form, dolls. Other plurals have been learned by the pupils. If the class shows any hesitation over the word, pronounce it and explain the difference be tween doll and dolls in simple language.
LESSON XXVII. — The use of the hyphen is illustrated in this lesson as joining two separate words, mill and pond, making a compound word. See that it is thoroughly understood. A test of this will be afforded in reading the review, Lesson XXX, where mill-wheel occurs, and also in Lesson XLI, where light-house is given.
LESSON XXXIV. — With the close of this lesson, all the small letters of the alphabet have been introduced. If the capitals have been studied in connection with the small letters, as suggested, and also the script forms of both, this is the place for a thorough review of all the alphabets.
Notice the fact that none of the words in the vocabulary of this lesson, except we, are given in the following review, and the lesson should therefore receive particular attention.
LESSON XXXVI. — Explain the meaning of the quotation marks, which are here met with for the first time.
LESSON XXXVIII. — The quotation marks in this lesson need further explanation. Those in Lesson XXXVI indicated a simple quotation ; these represent a dialogue in progress.
LESSON XLIV. — Particular attention should be given to the rather difficult words, said (self) and once (wuns).
LESSON XLVIII. — Pay attention to been (bin).
LESSON XLIX. — The use of the apostrophe in I'll, she'll, and don't demands careful explanation. Write the words "I will," "she will," and "do not" on the board. Rub out the letters wi in will, in each case, and the o in not, and substitute the apostrophe, explaining that the latter takes the place of the letters omitted, or "stands for" them. This ocular demonstration will make the fact clear to the children without much talking.
LESSON LI. — Explain the hyphen and the acute accent in the word ago.
LESSON LII. — This lesson and Lessons XLVI and XLIX may be used to advantage as exercises for memorizing and speaking.
The above text is reprinted from "The Eclectic Manual of Methods for the Assistance of Teachers."
The teacher should now place the word on the board. When this is done, the teacher should resume, pointing to the word on the board :
Teacher. — There, children, that is the picture that stands for the word cat, just as this picture in the book stands for a real cat. How do you pronounce this word? [Pointing to the board.]
Children . — Cat.
Teacher. — Now, who can find a picture of this word cat in the book ?
As the word occurs several times in Lesson I, call up several children, and see how many times each can find the word in the lesson. Be reasonably sure that all in the class are able to recognize the word at sight before going any farther.
Next call attention to the picture of the rat, and follow the same steps until the entire class is familiar with the word rat also. Then place both the words cat and rat on the board a number of times, and test the individual members of the class, seeing that each can readily pick out the right word when it is pronounced. Vary the exercise by letting one child pronounce one of the words for another to point out, and allow the entire class to correct errors. It will be found that this calling upon one member of the class to examine another will add greatly to the interest taken in the recitation.
When the two words are quite thoroughly mastered, it will be time to take up the combinations "a cat" and "a rat." Turn to the illustration, and ask: Teacher. — Of what did you say this was a picture ? Did you say "picture of cat" or "picture of a cat?"
Children. — Picture of a cat.
[NOTE.— This is simply to draw out the combination "a cat." In asking the question do not emphasize the a.]
Write "a cat" on the board, and teach the phrase as you did the single word; also, the phrase "a rat." Be very careful, in pronouncing the phrase yourself, not to give the a its long sound, "a rat," "a cat," and do not allow the children to do so. The a should have its obscure sound, as it has in ordinary conversation, when one says, ' ' This is a cat ; that is a rat, " or as you would sound the a in along, around, about, etc. This is quite an important point; and, if neglected, the children, from the very beginning, acquire a drawling habit of reading that may take years to eradicate. Drill the class on the phrases, so that they can readily distinguish each from the other, and from the simple words cat and rat.
We now come to the word and. Ask the children: " What are these animals we have been talking about?" If they do not answer as you wish the first time, persevere until they do, and you succeed in getting the natural answer, "A cat and a rat." Repeat their answer, and emphasize the and a little. Ask, "Who can tell which word we have not studied? Listen while I say it again: A cat and a rat." Give the answer in case the class fails, and place the word and on the board. Teach it as you taught the other single words. When it is learned, and all the words and phrases can be distinguished instantly, it is time to combine the two phrases, and the children should be able to read them readily as printed in the book.
At the close of the first reading lesson, however short it may be made, begin the first lesson in writing as directed on page 13, and advance to the combination of written words into phrases and sentences as rapidly as the progress of the class will permit.
LESSON II. — In this lesson there are five new words to be learned.
Begin, as in Lesson I, with a pleasant talk about the illustration. Remind the children of the cat and rat in Lesson I, and have them point out the cat and the rat in the illustration of Lesson II. Make up a little story from the illustrations of Lesson I and Lesson II ; or, better still, have the children make up a story of their own.
Ask who can point out the word cat in Lesson II ; the word rat; the combination "a cat;" the combination "a rat." Proceed in the same manner as in Lesson I. In teaching the phrases "the cat" and "the rat," care should be taken not to allow the children to drawl out, "the c-a-t, " "the r-a-t. " These phrases should be pronounced as in ordinary conversation, "the cat," "the rat," giving the e, in the, its obscure sound.
Write all the words and phrases contained in both Lessons I and II on the board promiscuously, and test the thoroughness of the work so far accomplished by having individual members of the class point out each word and phrase as it is pronounced by the teacher or by some other member of the class. Proceed as in Lesson I.
It is not thought necessary to give detailed instruction for every lesson in the book. If we have succeeded in showing in these first two lessons, and in the "General Remarks," Chapter V, the plan of instruction by the Combined Method, we are confident that any intelligent teacher can use it successfully without further aid.
LESSONS III AND IV. — These lessons present no difficulties that need farther suggestions, except a new sound of s in Lesson IV. The teacher should call the attention of the class to the difference between this sound of s and the s in Lesson IV.
And it may be accepted as a general rule that whenever a new sound of a letter is introduced, it should always be compared with the sound or sounds of the same letter already learned. In this way, the children will soon become familiar with the force of the diacritical marks. Always teach digraphs as such, and never as two separate letters.
LESSON V. — Every fifth lesson in the book (except the fiftieth) is a review of the four lessons preceding; and, as far as has been possible, the new words of those four lessons are repeated in the review. These reviews are valuable, therefore, as tests of the thoroughness of the work done, and should be made the most important lessons in the book.
Hesitation on the part of a number of the class on a review lesson shows a fault somewhere ; either the work has been pushed too rapidly, or some one lesson, perhaps, has not been thoroughly mastered. A little careful investigation will reveal the trouble, and the defect can be remedied, and should be remedied thoroughly, before proceeding with the next series of lessons.
LESSON VI. — In this lesson we have 's, the sign of the possessive, introduced. Teach its force, and see that the children fully understand it. In succeeding lessons, it is frequently used when the simple nominative is given in the vocabulary. The sound of 6 in dog demands watchfulness. There is a tendency to pronounce this word as though it were spelled datvg. The words frog, doll, log, God, etc., are similarly mispronounced by many persons. This is not the proper sound of 6, and the same persons who mispronounce the above words would never think of giving the same sound to 6 in such words as fog, got, odd, or hod. Insist on the proper sound of 6 wherever it occurs.
LESSON XIX. — We would call attention to the sound of a in fast. The sound of a is the most commonly mispronounced of all the a sounds, and the error is quite common, even among the best educated classes. Many who know better give this a the wrong sound through the force of habit and association and the lack of early training.. The common error consists in giving a as though it were a, as in fat, for example. How many of your pupils make a difference in the a sound in fat and fast? On the other hand, the extremely broad a, as in fall, should be avoided. The word is neither pronounced fast nor fast, but fast, about mid way between the two.
It would perhaps be well to make a list of the words containing this sound of a as the class meets them, and give a special drill on it from time to time.
LESSON XXII. — In this lesson, call particular attention to the difference in pronunciation of the words of and off. Both occur in the lesson. Refer to Lesson XIX for the phonic spelling of of.
LESSON XXIII. — In this lesson, one (wun) needs particular attention.
LESSON XXV. Review. — The word doll has been learned in Lessons XVI and XX. It is here given in the plural form, dolls. Other plurals have been learned by the pupils. If the class shows any hesitation over the word, pronounce it and explain the difference be tween doll and dolls in simple language.
LESSON XXVII. — The use of the hyphen is illustrated in this lesson as joining two separate words, mill and pond, making a compound word. See that it is thoroughly understood. A test of this will be afforded in reading the review, Lesson XXX, where mill-wheel occurs, and also in Lesson XLI, where light-house is given.
LESSON XXXIV. — With the close of this lesson, all the small letters of the alphabet have been introduced. If the capitals have been studied in connection with the small letters, as suggested, and also the script forms of both, this is the place for a thorough review of all the alphabets.
Notice the fact that none of the words in the vocabulary of this lesson, except we, are given in the following review, and the lesson should therefore receive particular attention.
LESSON XXXVI. — Explain the meaning of the quotation marks, which are here met with for the first time.
LESSON XXXVIII. — The quotation marks in this lesson need further explanation. Those in Lesson XXXVI indicated a simple quotation ; these represent a dialogue in progress.
LESSON XLIV. — Particular attention should be given to the rather difficult words, said (self) and once (wuns).
LESSON XLVIII. — Pay attention to been (bin).
LESSON XLIX. — The use of the apostrophe in I'll, she'll, and don't demands careful explanation. Write the words "I will," "she will," and "do not" on the board. Rub out the letters wi in will, in each case, and the o in not, and substitute the apostrophe, explaining that the latter takes the place of the letters omitted, or "stands for" them. This ocular demonstration will make the fact clear to the children without much talking.
LESSON LI. — Explain the hyphen and the acute accent in the word ago.
LESSON LII. — This lesson and Lessons XLVI and XLIX may be used to advantage as exercises for memorizing and speaking.
The above text is reprinted from "The Eclectic Manual of Methods for the Assistance of Teachers."
