THE HALIBURTON PRIMER




[Illustration]

                          THE HALIBURTON PRIMER
                                    BY
                             M. W. HALIBURTON

                   STATE NORMAL SCHOOL, FARMVILLE, VA.

                          D. C. HEATH & COMPANY
                         BOSTON NEW YORK CHICAGO

                             COPYRIGHT, 1911,
                           BY D. C. HEATH & CO.

                                  I A 6




PREFACE


How to teach a child to read so as to create and preserve the right
attitude toward reading is one of the most important problems of the
school. That it has not been solved to the joint satisfaction of theorist
and of practical teacher is evidenced by the continued discussion of the
subject both in speech and in print.

This little primer may not prove to be the last word on primary reading.
It is in my opinion the most valuable word that has yet been spoken.
For here we have several of the most important desiderata for whose
combination all are searching.

The matter is interesting to the persons to whom it is addressed; it is
a series of stories about several little children told in conversational
form. Its thought units are short but sequential, and its vocabulary is
small, each word being presented with interest, and repeated with variety
in its relations. As a natural outgrowth of the acquaintance with old
words comes the power to decipher new words. The phonic lessons are well
graded, and the subject is properly subordinated to thought getting.
The appeal made to the primitive, æsthetic enjoyment of the jingle, with
simple melody and captivating rhythm, as the phonics are presented, is
followed by the gratification of finding them contributory to the ability
to read the classic rimes which follow.

That all these values characterize the book is due to the fact that many
pedagogic virtues are characteristic of its author. Those who have seen
Miss Haliburton teach know that her power to inspire, interest, and
develop her pupils is not only due to the fleeting influence of the much
talked of “teacher’s personality,” but is largely a transferable ability,
due to a gifted woman’s sympathetic insight into the processes of the
child mind, illuminated by the scholar’s knowledge of genetic psychology.

An intimate acquaintance with the results attained by those whom the
author has instructed in her methods, enhances the approval which her
book itself commands.

                                                           BRUCE R. PAYNE.

UNIVERSITY OF VIRGINIA, May 15, 1911.

[Illustration]

    Run.
    Run, run.
    Now stop.
    Stop, stop.

[Illustration]

    See Frank.
    See Alice.
    See Alice run.
    Run, Alice, run.
    Stop, Frank, stop.

    I see Alice.
    I see Frank.
    Do you see Alice?
    Do you see Frank?

    Now stop.
    Stop now, Frank.
    Stop, stop, Frank.
    See Frank stop.

    Now run.
    Run, Alice.
    See Alice run.
    I see Alice run.
    Run, Alice, run.

                            Run R      run r

[Illustration]

    See the ball.
    Get the ball.
    Get the ball, Alice.
    Run, Alice, run.
    Get the ball, Frank.
    Run, run, Frank.
    Now get the ball.

    I see Alice.
    I see Alice and Frank.
    Alice sees the ball.
    Frank sees the ball.
    Alice and Frank run.
    See Alice and Frank run.

    Can Alice get the ball?
    Can Frank get the ball?
    Frank can get the ball.
    Get the ball, Alice.
    You can get the ball.
    Run and get the ball.
    You can get the ball now.

                            Get G      get g

[Illustration]

    Get the ball.
    Get the ball, Frank.
    Pitch the ball.
    Can you pitch the ball?
    I can pitch the ball.
    I can pitch the ball to you.
    Stop the ball, Alice.
    Run and get the ball.
    Now you can pitch the ball.

    Frank can pitch the ball.
    Frank can pitch the ball to Alice.
    See Frank pitch the ball.
    See Frank pitch the ball to Alice.
    Can Alice pitch the ball?
    Can Alice pitch the ball to Frank?

    Alice said, “Pitch the ball.
      Pitch the ball, Frank.
      Pitch the ball to me.
      Can you pitch the ball to me?”
    Frank said, “I can pitch the ball.
      I can pitch the ball to you.
      See me pitch the ball.”

                          Pitch P      pitch p

[Illustration]

    Catch the ball.
    Catch it, Alice.
    Can you catch it?
    Pitch it to me, Frank.
    I can catch it.
    See me catch the ball.
    See me run and catch it.
    Run, Alice! Catch the ball!

    Did you see Alice run?
    Alice can catch a ball.
    Did you see Alice catch the ball?
    Frank can pitch a ball.
    Did you see Frank pitch the ball?
    Did you see Frank pitch it to Alice?

    Frank said, “Catch the ball.
      Can you catch it, Alice?”
    Alice said, “Yes.
      Yes, Frank, I can run and catch it.
      Pitch it to me, Frank.”
    Frank said, “Yes, Alice.
      Run, Alice, and catch the ball.”

                          Catch C      catch c

[Illustration]

    Bounce the ball, Frank.
    Can you bounce it?
    Pitch the ball to me.
    I can bounce it.
    I like to bounce a ball.
    See me bounce it.
    See me catch it.
    Bounce, ball, bounce.

    I saw Frank get the ball.
    I saw him pitch it to Alice.
    I saw Alice catch the ball.
    I saw Alice run to catch it.
    I saw Frank bounce the ball.
    I saw Frank bounce it and catch it.

    Alice said, “Bounce the ball, Frank.
      Can you bounce it?
      Pitch it to me, Frank.
      I can bounce it.
      I like to bounce a ball.”
    Frank said, “See me bounce it.
      Bounce, ball, bounce.”

                         Bounce B      bounce b

[Illustration]

    Toss the ball, Frank.
    Toss it up, up.
    I can toss it up.
    I like to toss a ball.
    Up, up! See me toss it.
    I can catch the ball.
    I can run and catch it.
    Can you toss it up and catch it?

    Have you a ball?
    I have a ball.
    I saw Frank with a ball.
    I saw Alice with a ball.
    I saw Alice bounce the ball.
    I saw Alice toss the ball.
    Alice can toss it up and catch it.

    Alice said, “Stop, Frank.
      See me toss the ball.
      I like to toss a ball.
      I can toss it and catch it.
      Toss the ball up, Frank.
      Toss it up and catch it.”

                           Toss T      toss t

[Illustration]

    I can kick the ball, Alice.
    I like to kick a ball.
    I can kick a ball high.
    See me kick it high.
    See me run and kick it.
    Can you kick a ball, Alice?
    Do you like to kick a ball?
    Run and kick it, Alice.
    Kick it high, Alice.

    Do you play with a ball?
    I like to play with a ball.
    Can you kick a ball?
    A boy can kick a ball.
    A boy can kick a ball high.
    Can you pitch a ball?
    A boy can pitch a ball.
    A boy can pitch a ball high.

    Did you see Alice and Frank play?
    I saw Alice play with a ball.
    I saw Frank play with a ball.
    I saw him kick the ball high.
    I did not see Alice kick the ball.
    Frank said, “Kick the ball high, Alice.”

                           Kick K      kick k

[Illustration]

    Alice, I see Grace.
    Grace did not see me.
    I will run and hide.
    Will you hide, Alice?
    Run, run and hide.
    Grace will catch you.
    Hide, Alice, hide.
    Grace will see you.

    Do you play hide?
    I play hide.
    I like to hide.
    Do you like to hide?
    Frank and Alice play hide.
    Grace plays with them.

    Did you see Grace?
    Frank saw Grace.
    He said, “Alice, I see Grace.
    I will run and hide.
    Will you hide, Alice?
    Run. Grace will see you.
    Hide, Alice. Run and hide.”

                           Hide H      hide h

[Illustration]

    Sister! Sister Grace!
    Find me, Sister.
    Find Frank. Find me.
    Yes, I will find you.
    I saw you and Frank run.
    I saw you stop.
    I can find you and him.
    I see you now, Alice.
    I have you now, Frank.

    I like to play “Hide the ball.”
    Do you play “Hide the ball”?
    Frank and Alice play it.
    Did you see them hide the ball?
    I did not see them hide it.
    I saw Frank and Alice run and hide.

    Frank said, “Find us, Sister Grace.
      Can you find us?
      Find Alice. Find me, Sister.”
    Did Grace find them?
    Yes. She said, “I can find you.
      I see you, Alice.
      I see you and Frank.”

                           Find F      find f

[Illustration]

    Come and jump, Alice.
    Jump the rope with me.
    Do you like to jump a rope?
    I like to jump a rope.
    I can jump high.
    You can jump with me.
    Come jump, Alice, jump.

    Have you a rope?
    Do you jump the rope?
    Can you jump high?
    Can you run and jump?
    Grace has a rope.
    Has Alice a rope?
    Yes, I saw Alice with a rope.

    I saw the children jumping a rope.
    I saw the children run and jump the rope.
    Grace said, “Come jump, Alice.
      You can run and jump with me.
      Can you not run and jump?
      Jump, Alice, jump, jump.”

                           Jump J      jump j

[Illustration]

    Grace, here comes Baby.
    Walk with me, Baby.
    She can walk, Grace.
    Yes, Frank, she will walk to me.
    Come here, Baby.
    Come, Baby, come to me.
    Walk to Sister Grace.
    Walk, Baby. Walk to Grace.
    Here she comes to you, Grace.
    Grace has you, Baby.

    Baby is Grace’s sister.
    She is Frank’s sister.
    She is Alice’s sister.
    Have you a sister?
    Is she a baby sister?
    Can your baby sister walk?
    Do you play with your baby sister?

    I saw Baby with Frank.
    I saw Baby walk to Grace.
    Grace said, “Come to me, Baby.
      Walk to your sister.
      You can walk to me.
      Walk, Baby. Walk to Sister Grace.”

                           Walk W      walk w

[Illustration]

    Now I have you, Baby.
    Come and dance.
    You may dance with Baby, Frank.
    Will you dance with him, Baby?
    Will you dance with Alice?
    Will you dance with me?
    Dance with your Sister Grace.
    I will dance with you.
    You can dance, Baby.
    Dance, Baby, dance.
    Do you like to dance?

    Do you like to see a baby dance?
    A baby likes to jump and dance.
    Can your baby sister dance?
    Does she like to dance?
    Do you like to dance with her?
    Does she like to dance with you?

    Did you see Baby dance?
    No, I did not see her dance.
    Did Baby dance with Grace?
    No, she did not dance with Grace.
    Grace said, “Come and dance, Baby.
    Will you dance with me?
    Dance with your Sister Grace.
    You can dance, Baby.”

                          Dance D      dance d

[Illustration]

    Baby will not dance, Grace.
    She will not dance with me.
    Sing for her, Grace.
    Sing, and Baby will dance.
    Grace will sing for us, Baby.
    Sing, Grace, sing. Sing for Baby.

    Can you sing?
    Do you sing for your baby sister?
    Does she like to hear you sing?
    Will she dance for you?
    Alice can sing and dance.
    She sings for her baby sister.
    Grace and Frank can sing too.

    Did you hear Grace sing?
    Did you hear her sing for Baby?
    Baby likes to hear Grace sing.
    Frank said, “Baby will not dance, Grace.
      Sing, and she will dance.
      Grace will sing for us, Baby.
      Sing, Grace, and I will sing too.”

                           Sing S      sing s

[Illustration]

    Come here, Frank.
    Will you whistle for us?
    Baby likes to hear you whistle.
    Whistle, and she will dance for us.
    Alice and I will dance with her.
    Whistle for us to dance, Frank.
    Yes, I will whistle, Grace.
    Little sister, will you dance for me?
    Now dance, little sister.

    Can you whistle?
    Frank can whistle and dance.
    Boys like to whistle.
    Frank likes to whistle for Baby.
    Baby likes to hear him whistle.
    Baby likes to dance for Frank.
    She likes to see Frank dance.

    Did you see Baby dance for Frank?
    Yes, I am glad I saw her dance.
    Frank said, “I will whistle.
    I am glad Baby will dance for me.”
    Grace said, “Whistle for Baby.
    Whistle, Frank, whistle for us to dance.
    Now see us dance, Frank.”

                       Whistle Wh      whistle wh

[Illustration]

    do
    doing
    play
    playing
    sing
    singing
    jump
    jumping
    toss
    tossing
    kick
    kicking
    catch
    catching
    pitch
    pitching
    dance
    dancing
    bounce
    bouncing
    hide
    hiding

    What is Grace doing?
    Is she jumping a rope?
    No, she is bouncing and tossing my ball.
    She is singing for Baby.
    Baby is jumping and dancing.
    What is Frank doing? Is he hiding?
    No, he is playing ball.
    Is Frank kicking the ball?
    No, he is pitching the ball to Alice.

    Did Alice show Baby her hen?
    Did she show her the little chicks?
    Yes. She said, “Come with me, Baby.
    Come and see my hen and chicks.
    I will show you my hen.
    I will show you the little chicks.
    Here comes the hen, now.
    She has the chicks with her.
    Do you like the chicks, Baby?
    I like the little chicks.”

[Illustration]

    Alice has a white hen.
    The white hen has little chicks.
    Are the chicks white?
    No, the chicks are not white.
    Grace has a black hen.
    The black hen has chicks, too.
    I did not see Grace’s black hen.

    Baby likes the little chicks.
    I saw Alice show them to Baby.
    Alice said, “Come see the chicks, Baby.
    I will show them to you.
    I will show you my white hen.
    Do you like the little chicks, Baby?”

                          Show Sh      show sh

    Jet is Grace’s hen.
    Jet is a black hen.
    She is a mother hen.
    She has little children.
    Her chicks are her children.
    She has a little duck with her chicks.
    Grace will show the hen to Baby.
    She will show her the little duck.

    Grace said, “Come and see Jet’s chicks.
    Mother Jet is a black hen.
    Her chicks are white.
    She has a baby duck with her chicks.
    Mother Jet has pretty children.
    The chicks and the duck are her children.
    I will show you Jet’s children.”

[Illustration]

    Here is Jet with her children.
    The little duck has a name.
    Its name is Ducky Bet.
    Do you like Ducky Bet?
    I will catch Ducky Bet for you, Baby.
    I will catch a chick for you, too.
    Chick, chick! Come here, little chick!

                         Chick Ch      chick ch

[Illustration]

    Now here comes Dot.
    Alice, here is your kitty.
    She has come to see the chicks.
    See Ducky Bet, Dot.

    The little chicks run to the hen.
    Do not run, little chicks.
    Dot will not catch you, Ducky.
    The chicks do not like you, Dot.
    The little duck does not like you.
    But I like my little kitty, Dot.
    Come to me, you little white kitty.

    Alice has a little white kitty.
    Her kitty’s name is Dot.
    Did you see how white Kitty Dot is?
    Baby has a black kitty.
    Her kitty’s name is Mink.
    You will see how black Mink is.
    Baby likes her black kitty.

    You did not see Kitty Mink.
    But you saw Alice’s white kitty.
    Grace said, “Now here comes Dot.
    Look, look, Alice! See the chicks run.
    The chicks do not like Dot.”
    Alice said, “But I like my kitty.”

                            Now N      now n

[Illustration]

    Alice! Alice!
    Come here, Alice.
    Come see me make a sweet cake.
    You can not make a cake, Grace.
    Can Grace make a cake, Mother?
    I will show her how to do it, Alice.
    Show me, too, Mother.
    I can make a sweet cake.
    May I make a cake, Mother?
    Yes, you and Grace may make it.
    I will show you how to make it.
    I am glad to have you make the cake.

    Did you see Grace and Alice?
    I saw Grace and Alice with mother.
    Mother said, “Your cousin is coming.
    I will make a cake for your cousin.
    I will show Grace how to make a cake.”
    Alice said, “Show me, too, Mother.
    I can make a cake.
    Grace and I will make it.”

    Grace said, “Baby must see the cake.
      Show her the cake, Alice.
      Does she like sweet cake?”
    Alice said, “See the cake, Baby.
      It is a sweet, sweet cake.
      Do you like sweet cake, Baby?
      This cake is for Cousin Max.”

[Illustration]

    Look, look, Alice!
    Here comes Max.
    He is with Father.
    Let us run and see him.
    I am glad Max has come.
    How do you do, Max?
    I am glad to see you.
    I am glad you have come.

                           Look L      look l

    Did you see Max?
    Max is Frank’s cousin.
    He is Grace’s and Alice’s cousin.
    He is Baby’s cousin.
    He will play with the children.
    He has come to live with them.
    This is Max’s home now.

    I saw Frank run to Max.
    Frank is glad Max has come.
    Frank said, “Father has come home.
      Max has come with Father.
      How do you do, Max?
      I am glad you are a boy.
      I am glad to have a boy here.
      I am glad you are to live here.”

[Illustration]

    Come with me, Max.
    Come and see Mother.
    Max, this is Mother.
    Mother, here is Max.
    He has come to live with us.
    Are you not glad, Mother?
    Yes, I am glad, Frank.
    Come to me, Max.
    How do you do, my boy?
    I am glad to see you, Max.
    I am glad you are to live with us.

[Illustration]

    See my drum, Alice.
    Did Max give the drum to you, Frank?
    Yes, and here is a doll for Baby.
    This doll is for you, Baby.
    See your pretty little doll.
    My doll is a pretty doll, Frank.
    See! Grace’s doll is a baby doll.
    Did Max give us the dolls, Frank?
    Yes, he did, Alice.

                          This Th      this th

    Frank has a drum.
    Frank plays with his drum.
    Did you see his drum?
    Have you a drum?
    Is it a big drum?
    Do you play with your drum?
    How do you play with it?

    Grace has a big baby doll.
    Alice has a big doll, too.
    Baby has a little doll.
    Have you a doll?
    Is it a big doll?
    Is it a little doll?
    Do you play with your doll?
    How do you play with it?

[Illustration]

    Come and play with my drum, Max.
    Do you like to march?
    Yes, Frank, I like to march.
    Alice! Grace! Come and play.
    Look, Mother, look! See us march.
    Hear Frank whistle and tap his drum.
    Rub-a-dub-dub! Rub-a-dub-dub!
    Now Max may tap the drum.
    Rub-a-dub-dub! Tap the drum, Max.

    I will tap the drum. Rub-a-dub-dub!
    Can you tap it like that?
    Hear me tap it, Alice.
    Hear it say, “Rub-a-dub-dub!”
    You must tap it like that, Alice.
    Now let us march.
    Now we must run. Quick, quick!

    Did you see Frank and Max march?
    Did you see Alice and Grace march?
    Max and Frank ran and ran.
    Alice and Grace ran, too.
    Frank said, “You must march.
    You must run, too.”
    Did you see them running?

                          March M      march m

[Illustration]

    Here, Lad, here, here, here!
    Is Lad your dog’s name, Frank?
    Yes, that is his name, Max.
    Is he a big dog, Frank?
    No, he is not a big dog.
    I will whistle. Here he comes, Max.
    Look at him. See how little he is.
    Come here, Lad. Come to me.
    Look at him. He will not come.
    Get up and go to Max, little dog.

    Will your dog catch the chicks, Frank?
    No, Max, he will not catch them.
    But he will play with the chicks.
    He likes to play with them.
    He likes to see them run.
    But he must not make them run.

    My dog can catch rats, Max.
    I do not like to see him catch rats.
    But he likes to catch them.
    I like to see Lad jump.
    I will show you how he can jump.
    Toss the ball, and he will jump high.
    I can make him jump high.
    Come and see him jump, Max.

                            You Y      you y

[Illustration]

    Can you find a stick, Max?
    Yes, I see a stick. Here it is.
    Give it to me, Max.
    Can Lad jump over that stick?
    Yes, he can jump over this stick.
    I can make him jump over it.
    Come, jump over the stick, Lad.
    Jump, little dog. Jump quick!
    Look, Max. Look quick!
    Now you see how my dog can jump.

                         Quick Qu      quick qu

[Illustration]

    Is this black kitty yours, Alice?
    No, that is Baby’s kitty Mink.
    See how white my kitty Dot is.
    She has not a spot on her.
    Can Dot catch rats, Alice?
    No, she is too little to catch rats.
    But Dot did catch a little bat.
    She saw the bat and ran to catch it.
    A rat saw Dot, and ran.
    Did Dot catch the rat, Alice?
    No, but she saw it jump and run.
    Then I saw it run and hide.


PHONIC JINGLES

To be read by teacher and sung by pupils.

                           PHONIC DRILL

    [Illustration]

    1. The Kitty-cat                cat
      Sat on a mat.                 mat
    She saw a bat.                  bat
      She said, “What’s that?      that
    Ah, that’s a rat!               rat
      Pit-pitty-pat!”               pat

    [Illustration]

    2. The little rat,              rat
      So sleek and fat,             fat
    Who quiet sat                   sat
      Behind a hat,                 hat
    Ran “Pitty-pat”                 pat
      From Kitty-cat.               cat

[Music: M. S. WILLIS.

    1. The kit-ty-cat Sat on a mat. She
    saw a bat. Said she, “What’s that? Ah, that’s a rat! Ah,
    that’s a rat!” “Pit pit-ty pat, Pit pit-ty pat.”]

    I like rabbits, Max.
    I have a white rabbit.
    His name is Bun.
    Come and see my rabbit, Max.
    See how white he is.
    Bun has not a spot on him.
    Do rabbits like apples, Frank?
    Yes, I will give Bun an apple.
    Bun, Bun, Bun! Here is an apple.
    Apples! Apples! See the apples, Bun.

[Illustration]

    Jump, Bun. Jump for the apple.
    He will not jump for the apple.
    Can you catch him, Frank?
    Yes, you can catch him, too, Max.
    I will give him an apple, Frank.
    Then I will catch him.
    Now I have him, Frank.
    How white he is!

    My rabbit runs away, Max.
    I can not keep him at home.
    I will make a pen for him.
    Then we can keep him here.
    Can you make a pen, Frank?
    Yes, I can make a pen for Bun.

                         Apples A      apples a

    What is that, Frank?
    This is a pen for Bun, Alice.
    You see he runs away.
    Now I can keep him in this pen.
    Yes, you can, Frank.
    Make a little bed for Dot, Frank.
    You and Max can make it.
    Yes, I will make the bed, Alice.
    Will Dot sleep in a bed, Alice?
    Yes, she will sleep in a doll bed.
    I will make her sleep in it.

[Illustration]

[Illustration]

    Oh, kitty, kitty, what a black spot!
    Where did you get this spot, kitty?
    How did you get it?
    See this black spot on Dot, Baby.
    Alice can not keep her white.
    Did you see Dot’s little bed, Baby?
    She has a little bed now.
    Here is the little bed.
    Dot will sleep in the little bed.
    Alice will make her sleep in it.
    Come, get into your bed now, Dot.

    Frank said, “Bun runs away.
    We will make a pen for him, Max.”
    Did you see Frank and Max catch Bun?
    They can keep Bun in the pen now.
    Did you see the little bed for Dot?
    Did you see Frank and Max make it?
    They can make little beds.

    Frank said, “Will Dot sleep in a bed?”
    Alice said, “Yes, she will sleep in it.
    I will make her sleep in a doll bed.”
    Grace saw a black spot on Dot.
    She said, “Look at this black spot!
    Where did you get this spot, kitty?
    Alice can not keep you white.
    Come and get into your bed, Dot.”


PHONIC JINGLES

                     PHONIC DRILL

    [Illustration]

    1. Oh, dear me, Dot,      Dot
      Is this not             not
    A black spot             spot
      You have got?           got
    Tell me, Dot.             Dot

    [Illustration]

    2. I love you, Dot.       Dot
      Do I not,               not
    Little tot?               tot
      Here’s your cot.        cot
    Good-by, Dot.             Dot

[Music: M. S. WILLIS.

    1. Oh, dear me! Dot, Is this not A black
    spot you have got? Tell me, Dot, tell me, Dot.]

[Illustration]

    Mother, may we go with Father?
    Where is your father going, Frank?
    He is going to town, Mother.
    May Max and I go with Father?
    Yes, you and Max may go.
    May Grace and Alice go, Mother?
    Yes, they may go with you.
    Where is Baby, Mother?
    Let Baby go with us, Mother.
    Oh no, Frank, I can not let her go.
    I will keep Baby here with me.

    Where are you going, Frank?
    I am going to the barn, Max.
    Come and go with me.
    We will get the horses for Father.
    Father is going to town.
    Mother says we may go with him.
    Oh, I am glad we are going, Frank.

    Are Grace and Alice going with us?
    Yes, Mother says they may go, too.
    Is Baby going, Frank?
    No, Mother will not let Baby go.
    She will keep Baby with her.
    Now let us run to the barn.
    Let us catch the horses for Father.
    I catch a horse with an apple.

    Max, come look at the red oxen.
    Oh, how big the red oxen are!
    See how they can pull.
    Oxen can pull like horses.
    Can the oxen run, Frank?
    Yes, Max, oxen can run.
    But oxen do not like to run.
    They like to walk.
    I do not like to drive oxen.
    I like to drive horses.
    Father will show you how to drive, Max.
    He will let you drive the horses.

[Illustration]

    Did you see the children?
    They were going through the woods.
    They like the pretty woods.
    The boys like to drive the horses.
    Frank’s father has big horses.
    Did you see the big horses?
    Do you know how to drive?

    Father lets Frank drive the horses.
    He lets Max drive the horses, too.
    Father knows how to drive the oxen.
    Frank said, “Look at the big, red oxen.
    Oxen can pull like horses.
    But they can not run like horses.”

                           Oxen O      oxen o

    Father said, “Do you hear the birds?
    Do you hear them sing, Max?
    Look for them, as we drive.
    Tell me where you see them.
    Tell me what you see them doing.
    Tell me how they look.
    Look up in the trees, Max.
    The birds are over us in the trees.”

    “You must know the birds, Max.
    You must know how they look.
    You must know how they sing.
    I hear a bird now, children.
    Do you know what bird it is?
    Do you hear it, Frank?
    It is not singing. What is it doing?”

[Illustration]

    I see the bird up in an apple tree.
    Do you see it?
    How pretty it is!
    Its head is red.
    It taps on the tree.
    Do you hear it?
    “Tap! tap! tap!”

    I see the bird with the red head.
    There is sap in the tree.
    The bird likes the sap in the tree.
    It is getting the sap now.
    It taps on the tree.
    It does this to get the sap.
    How does the bird get the sap?
    It makes a little hole in the tree, Max.

[Music: M. S. WILLIS.

_Lively._

    Ho! Red-cap! Lit-tle chap, Go “Tip-tap” With a rap;
    Make a gap, Sip the sap, Fly “flip-flap.”]


PHONIC JINGLES

                  PHONIC DRILL

    [Illustration]

    Ho! Red-cap!           cap
      Little chap,        chap
    Go “Tip-tap”           tap
      With a rap.          rap
    Make a gap,            gap
      Sip the sap,         sap
    Fly “flip-flap.”      flap

    nap
    map
    lap
    clap
    sip
    lip
    flip
    slip
    tip
    rip
    trip
    skip
    hip
    chip
    whip
    ship

    We are going to school, Max.
    I am glad you are going with us.
    I like to go to school.
    I like to write in school. Do you?
    Yes, I like to write, Frank.
    Is your school in town?
    No, we do not go to school in town.

    This is the way we go to school.
    You see we go through the woods.
    We see the birds on the way to school.
    We hear the birds sing.
    We find the birds’ nests.
    We look at the nests.
    I will show you the birds’ nests.
    Then we will go away.

    Come, Alice. Come, Grace.
    We are going home now, Max.
    Which way are you going, Frank?
    We did not come this way.
    We came another way, Max.
    That way was through the woods.
    Did you like the school, Max?
    Yes, Frank, I like your school.
    I do not like to go to school in town.
    I like to go to this school.

[Illustration]

[Illustration]

    I see another bird.
    Here it comes.
    It comes, hop, hop.
    See how it hops.
    What a little bird!
    Its head is not red.
    Its head is black.
    I hear it saying, “Quit, quit!”
    Now it is singing, “Chick-a-dee-dee!”

    It is the chickadee you hear singing.
    I see the chickadee now, Max.
    The chickadee has another name.
    Tomtit is another name for chickadee.
    Tomtit is saying, “Quit, quit.”
    What are they doing to you, Tomtit?


PHONIC JINGLES

                              PHONIC DRILL

    1. I wonder who hit                hit
      That little Tomtit.          Tom tit
    He said, “Quit, quit, quit!”      quit

    2. Why do you not sit              sit
      Where you are, Tomtit?       Tom tit
    You wee, saucy chit!              chit

    3. And now that you’ve lit,        lit
      Tomtit, do not flit,            flit
    But sing us a bit.                 bit

[Music: M. S. WILLIS.

_Lively._

    4. “Twit-twit-ter! Twit-twit!” Sang lit-tle
    Tom-tit. Then, “Chick-a-dee-dee!”]

[Illustration]

    I see Father at the barn.
    He has the horses.
    The horses are glad to be at home.
    The horses and cows live at the barn.
    It is home for them.
    The pigs sleep here, too, Max.
    We keep the little pigs in a pen.
    Come this way and see the pigs.
    Alice has a greedy, greedy little pig.
    I have a pig too.

                             It I      it i

[Illustration]

    Here is Piggie Wee.
    Here is Piggie Wig.
    Piggie Wee is Alice’s pig.
    Piggie Wig is my pig.
    Which is Piggie Wee?
    Which is Piggie Wig?
    Can you tell, Frank?
    Yes, I can tell.

    I can tell which is Piggie Wig.
    I can tell which is Piggie Wee.
    Piggie Wig has a curly tail.
    Look at his curly tail, Max.
    But Piggie Wee’s tail is not curly.
    See how Piggie Wig jumps and dances.
    Greedy Piggie Wee goes to bed.

    I know the pigs now, Frank.
    Your pig has the funny, curly tail.
    Alice’s greedy pig says, “Wee! Wee!”
    I like your little, greedy pig, Alice.
    I like your pig, too, Frank.
    I like its curly tail.
    I know a funny rime, Max.
    It is about little Piggie Wig.

    Grace and I write rimes, Max.
    We write funny rimes at school.
    Mother writes rimes for Alice.
    Father writes funny rimes for her.
    Father writes funny rimes for us, too.

                         Write Wr      write wr


PHONIC JINGLES

                              PHONIC DRILL

    [Illustration]

    1. I saw a little pig              pig
      In a curly wig,                  wig
    A-dancing a jig.                   jig
      ’Twas little Piggie Wig.         Wig
    Jolly little pig!                  pig

    [Illustration]

    2. Dressed in this funny rig,      rig
      He rode in a gig,                gig
    Till he grew so big,               big
      He had to root and dig.          dig
    Hungry little pig!                 pig

[Music: M. S. WILLIS.

_Spirited._

    1. I saw a lit-tle pig In a cur-ly wig, A-danc-ing a
    jig; ’Twas lit-tle Pig-gie-wig, Jol-ly lit-tle pig! ’Twas
    lit-tle Pig-gie-wig, Jol-ly lit-tle pig!]

    Let us go to the pond, Max.
    Where is the pond, Frank?
    It is over in the woods.
    It is a pretty pond.
    It is away under the big trees.
    Where are Alice and Grace, Frank?
    Will they go with us?
    Yes, they will go to the pond.

    Alice goes to the pond for violets.
    We find violets there in the woods.
    We get violets for Mother.
    Alice! We are going after violets.
    Come and go with us.
    We are going over to the pond.
    Let Lad come with you, Alice.

[Illustration]

    What a pretty day it is, Grace!
    And what a pretty pond this is!
    Look at the ducks in the water!
    See that big duck with the curly tail!
    Yes, they are here all day in the water.
    They make nests here at the pond.
    Do all the ducks lay here, Grace?
    No, I have ducks at the barn.
    They lay at the barn.
    That is where they live.

    A big brook runs into this pond.
    The brook runs through the woods.
    The violets bloom at the brook.
    They bloom under the big trees.
    The cows come to the brook.
    The sheep and lambs come too.
    They like the water in the brook.

    Do you see where Alice is?
    She is going away up the brook.
    She finds the violets that bloom there.
    She finds the violets under the big trees.
    Can you hear what Alice says to us?
    She says, “Violets! Violets!
    Come see the violets!”

                        Violets V      violets v

[Illustration]

    Look at the ducks in the woods.
    They are the ducks that live at the barn.
    I see my black hen with them.
    She has all of her children.
    The duck and chicks are Jet’s children.
    Don’t you see them running about?
    That little duck’s name is Ducky Bet.
    Let us go where they are, Max.
    How came you here, Mother Jet?
    Where are your children going?

    The ducks are going to the pond.
    Jet does not know where they are going.
    Ducky Bet knows where they are going.
    The ducks will get into the water.
    Ducky Bet may go into the water, too.
    She is running after the other ducks.
    Let us go back to the pond, Max.

    Alice! Alice! Come and look at Jet!
    She is running after Ducky Bet.
    Bet is running after the other ducks.
    Jet says, “Cluck, cluck, cluck!
    Come back, baby duck, duck, duck!”
    The other ducks say, “Quack, quack!
    Ducky Bet, go back, back, back!”
    There! Ducky Bet is in the water.


PHONIC JINGLES

                         PHONIC DRILL

    [Illustration]

    1. “It’s not sunset,”         set
      Said Ducky Bet              Bet
    To Mother Jet.                Jet
      “These ducks I’ve met,      met
    I can not let                 let
      Them leave me yet.”         yet

    [Illustration]

    2. Then Mother Jet            Jet
      Began to fret.             fret
    “My little pet,”              pet
      She said to Bet,            Bet
    “You must not get             get
      Your feathers wet.”         wet

[Music: M. S. WILLIS.

    1. “It’s not sun-set,” said Duck-y Bet to Moth-er Jet.
    “These ducks I’ve met, I can-not let Them leave me yet.”]

[Illustration]

    I will tell Frank to get the little duck.
    Frank! Come here to the pond.
    Come quick and get Ducky Bet.
    There! Frank has caught the ducky.
    Give the ducky to her mother, Frank.
    Mother Jet, here is your baby duck.
    Go to the barn with your children.
    That is where you live. Shoo! Shoo!

    Frank came and caught the ducky.
    The hen saw him after her baby duck.
    She ran about and said, “Cluck, cluck!”
    The chicks said, “Peep, peep!”
    The ducks said, “Quack, quack!”
    Frank said, “Shoo! Shoo! Shoo!”
    Lad ran about and said, “Bow-wow!”

    What are you looking for, Frank?
    I am looking for frog’s eggs, Max.
    The frogs lay eggs in the water.
    Oh, do find some of the frog’s eggs!
    Find some, and let me see them.
    Do frogs lay eggs in nests, Frank?
    O Max! Frogs don’t make nests.
    Don’t you know that? How funny!

    I will show you some frog’s eggs.
    I can find them in the pond.
    Here are some of them now.
    Come and look at the eggs, Max.
    Eggs? Well! They are funny eggs!
    They are not at all like bird’s eggs.

                           Eggs E      eggs e

[Illustration]

    Come quick, Max. Look quick!
    See that little frog.
    Don’t you see it?
    Watch! It will jump.
    Come here, Lad.
    Don’t go there.
    Pull him back, Max.
    See the frog jump into the water.

    The boys saw a frog in the brook.
    Frank said, “Don’t go there, little dog.
    You must not go after the frog, Lad.
    Come back, little dog. Come, Lad.”
    Lad said, “Bow-wow, Bow-wow!”
    This made the frog jump back.
    It went “Ker-chog!” into the water.


PHONIC JINGLES

                          PHONIC DRILL

    [Illustration]

    1. A little frog              frog
      Sat on a log,                log
    In a thick fog,                fog
      Beside the bog.              bog

    2. A little dog                dog
      Came to the log.             log
    Frog went “Kerchog!”      Ker chog
      Into the bog.                bog

[Music: M. S. WILLIS.

_Slowly._

    1. A lit-tle frog Sat on a
    log, In a thick fog, Be-side the bog.]

    Will the frog come up again, Frank?
    Yes, he came up then.
    He has his head out now.
    Don’t you see his head in the water?
    Look! He went under the water.
    Now he has come up again.
    He is looking at us. Let us hide.
    There! Did you see him jump?
    He is out of the brook now?

    It is time to go home, Max.
    Oh no, please don’t go, Grace.
    Yes, we must go, Max.
    Let us all go through the woods.
    We will go to the barn and play.
    Yes, Grace, please go to the barn.

[Illustration]

    Look at that rabbit.
    Where, Frank, where?
    Please show me.
    Look in the woods.
    Oh, I see him now.
    Look at him hop.
    See his little white tail!
    There he goes! See him jump!

    That Rabbit is not like Bun, Frank.
    No, Max, that rabbit is Bun’s cousin.
    Bun’s cousins live here in the woods.
    They have homes in the woods.
    What is a rabbit’s home like, Frank?
    It is a hole under the ground, Max.
    Rabbits make the hole in the ground.

    One time I saw a rabbit’s home.
    I went with Father to see it.
    The hole was away under the ground.
    The mother rabbit was not in the hole.
    The baby rabbits were sleeping there.
    Father said, “Pull them out, Frank.
    Now look at them.
    Then let them go back into the hole.”

    Please show me a rabbit’s home, Frank.
    Yes, some day I will be glad to, Max.
    Thank you, Frank, thank you.
    I like to see a rabbit jump. Don’t you?
    Yes. I know a rime about a rabbit.
    It is a rime that I can sing.
    Please sing it for me, Frank.


PHONIC JINGLES

                           PHONIC DRILL

    [Illustration]

    1. Wild little Bun,             Bun
      Sit in the sun,               sun
    Then run, run,                  run
      That is fun.                  fun

    [Illustration]

    2. There you go “Thump!”      Thump
      Over the stump,             stump
    With a bump,                   bump
      As you jump.                 jump

    [Illustration]

    3. A home you’ve dug.           dug
      There you’re as snug         snug
    As a bug                        bug
      In a rug.                     rug

[Music: M. S. WILLIS.

_Lively._

    1. Wild lit-tle Bun, Sit in the
    sun; Then run, run, That is fun.]

[Illustration]

    Look, Frank! What bird is that?
    That is a bat, Max.
    It can fly, Frank.
    Yes, a bat can fly.
    It can fly like a bird.
    A bat can fly as high as a bird, too.
    There it goes. Up, up, it goes.

                             Up U      up u

    Can you catch the bat, Frank?
    Yes, I will catch it with my hat.
    Here it is. I caught it with my hat.
    It looks like a rat, Frank.
    No, it looks like a mouse, Max.
    We will show the bat to Father.
    Then we will let it fly away again.

[Illustration]

    Did you see Frank run after the bat?
    I saw him catch it.
    The bat was flying when he caught it.
    Frank caught the bat under his hat.
    He ran after it and said,

        “Bat, bat,
    Come under my hat.
    And when I bake,
    I will give you a cake.”

[Illustration]

    We will run up on the hay.
    Then we will jump down again.
    Alice, we will pull you up on the hay.
    Thank you. Now I will jump down.
    Jump down. Jump this way, Grace.
    It is your time to jump again, Alice.
    Max, look over your head.
    What is that? What is that, Frank?
    Look out, Max! Run, run, Max!

    Do you know what made Max run?
    An owl came out of the barn.
    It flew down at Max and made him run.
    It flew at his head.
    Max did not know what it was.
    He said, “What is that?”
    Then he ran down on the hay.
    Frank said, “Look out, Max. Run!”

    The owl flew back up on the hay.
    Then Frank ran up on the hay.
    He caught the owl under his hat.
    That was the way he caught the bat.
    Grace said, “Let me see the owl, Frank.
    Do you know what an owl looks like?
    Yes, it looks like a cat.”

    Frank said, “Come back, Max.
    It is an owl. Come and see it.”
    Max went back to look at the owl.
    He said, “How that owl made me run!
    He does look like a cat, Grace.
    I know a rime about an owl.
    It is about an owl making a boy run.
    It is not about me and this owl.
    It is about another owl and another boy.
    I will say the rime for you.”

    “A little boy went into a barn
      And lay down on some hay;
    An owl came out and flew about
      And the little boy ran away.”

                           Max      ax      x

    What are you doing, Baby?
    Are you watching the kitty cat?
    Dot is watching a little fly.
    Can you catch the fly, Dot?
    Look at little black Mink, sleeping.
    Mink will not catch the fly.
    Mink is not quick. Dot, be quick.
    Run to the window, Dot.
    Catch the fly when it comes.
    Catch it, Mink! Catch it, Dot!
    Catch it, Baby!

[Illustration]

[Music: M. S. WILLIS.

_With animation._

    1. Ba-by-bye, Here’s a fly. We will watch him, You and I.]


PHONIC JINGLES

                  PHONIC DRILL

    2. My, my, my!          my
      He is shy.           shy
    That is why            why
      He will fly.         fly

    3. He is sly.          sly
      You he’ll spy.       spy
    He is spry.           spry
      Catch him! Try!      try

    4. See him fly         fly
      Toward the sky.      sky
    Say, “Good-by,          by
      Little fly!”         fly

    Come to the window again, Baby.
    Look out through the window.
    Watch the little chickadee on the ground.
    Stop, little bird! Come to the window.
    Baby, did you see how he shook his tail?
    He shook it and shook it and flew away.

    I saw a little bird
      Come, hop, hop, hop.
    So I said, “Little bird,
      Will you stop, stop, stop?”
    And was going to the window
      To say, “How do you do?”
    But he shook his little tail
      And then away he flew.

    hop
    top
    stop
    pop
    mop
    chop
    shop
    drop

    Baby, Frank caught an owl.
    We have a little bat, too, Baby.
    The owl was in the barn.
    It made Max run. It flew at his head.
    It was funny to see Max run.
    Frank will show you the owl.
    Frank, where are the owl and the bat?
    Please show them to Mother and Baby.

    Mother, look at the owl.
    Look at this bat. It is a little one.
    We will show them to Father.
    He knows where there is an owl’s nest.
    It makes a bed in a hole in a tree.
    Baby, look at the little bat.
    It looks like a mouse.

    Bun has some rabbit cousins.
    We saw one as we came home.
    The one we saw lives in the woods.
    It lives in a hole in the ground.
    The little rabbit went hop, hop, hop.
    It has a funny, little, white tail.
    It did not look much like Bun.

    We saw Mother Jet and her children.
    We saw all of the other ducks.
    Ducky Bet was with the other ducks.
    Mother Jet said, “Cluck, cluck, cluck!
    Come back, Baby duck, duck, duck!”

    duck
    luck
    cluck
    puck
    shuck
    struck
    buck
    tuck

[Illustration]

    It is so pretty to-day.
    Let us go out and swing Baby.
    Grace, you may swing with Baby.
    Come, Frank. Let us swing them.
    Pull, Frank. Pull the swing back.
    Now let it go again, Frank.
    You may run under the swing, Max.
    Don’t you hear the birds singing?
    They say, “Sweet! Sweet! Sweet!”
    Look up over your head at the birds.
    Sing, Baby! Sing, Alice! Sing, boys!

[Music: M. S. WILLIS.

    1. Ba-by, swing, Dear lit-tle thing! Hap-py as a king.]


PHONIC JINGLES

                              PHONIC DRILL

      1. Baby, swing,                swing
    Dear little thing!               thing
    Happy as a king.                  king

      2. Birdies, sing.               sing
    Sing on the wing.                 wing
    Sweetest music bring.            bring

      3. It is spring.              spring
    Flower bells, ring.               ring
    Wide your fragrance fling.       fling

      4. “Spring, sweet spring!”    spring
    The children sing,                sing
    “It is lovely spring.”          spring

    Father, we caught a bat and an owl.
    We caught them as we came home.
    Grace says the owl looks like a cat.
    The owl does look much like a cat.
    Max says the bat looks like a rat.
    I say it looks like a mouse.
    Which does it look like, Father?
    It looks very much like a mouse.
    It looks like a rat too, Frank.
    Father, tell about the owl and the bat.
    Tell about Mr. Owl and Mrs. Bat.

[Illustration]

    An owl said to a bat,
    “Do you know the rat, Mrs. Bat?”
    “No, I do not, Mr. Owl,” said the bat.
    “Well, you look very much like the rat, Mrs. Bat.”
    “Can the rat fly, Mr. Owl?”
    “Oh no, a rat can not fly, Mrs. Bat.”
    “But, you see, Mr. Owl, I can fly.”
    “Do you know the cat, Mr. Owl?” said the bat.
    “No, I do not, Mrs. Bat,” said the owl.
    “Well, you look very much like the cat, Mr. Owl.”
    “Can the cat fly, Mrs. Bat?”
    “Oh no, a cat can not fly, Mr. Owl.”
    “But you see, Mrs. Bat, I can fly.”

[Illustration]

    Said the owl to the bat,
    “What is that?”
    “That’s the cat,” said the bat.
    Said the owl to the bat,
    “Do I look like that cat?”
    “You do,” said the bat.

    “Mr. Owl,” said the bat,
    “What is that?”

    “That’s the rat, Mrs. Bat.”
    “Mr. Owl,” said the bat,
    “Do I look like that rat?”
    “You do, Mrs. Bat.”

    Max, we are going to the orchard.
    I know you will like the orchard.
    The apple trees are so pretty.
    They have flowers now.
    The flowers are so sweet, too.
    All the birds like the orchard.
    I saw a nest there one day.
    There were some little eggs in it.

    Was it a chickadee’s nest, Alice?
    No, it was not a chickadee’s nest.
    I saw the bird fly to the nest.
    I did not know what bird it was.
    Here is the orchard, Max.
    Let us get some flowers.
    The apple trees have pretty flowers.
    The apple flowers are red and white.

[Illustration]

    Oh, how pretty the apple trees are!
    Look at the bees on the flowers.
    Do you know what the bees say?

    Down in the flower,
    Hear me, the bee,
    Going, “Zee, zee, z-ee!”
    Out of the flower,
    I come. Hear me hum,
    Going, “Zum, zum, z-um!”

                            Zee Z      zee z

    The pigs like to come to the orchard.
    They like the orchard as much as we do.
    They come when there are apples here.
    We saw all the pigs here one day.
    We made a rime about Piggie Wee.
    Tell about Piggie Wee and the bee.

    You know how greedy Piggie Wee is.
    One day he was in the orchard.
    He saw an apple on the ground.
    But there was a bee on the apple.
    So the greedy pig ran after the bee.
    Then the bee flew at Piggie Wee.
    The bee made Piggie Wee run.
    It flew after him and said, “Zee, zee!”
    Piggie ran and said, “Wee, wee, wee!”


PHONIC JINGLES

                      PHONIC DRILL

    [Illustration]

    1. Piggie-Wee
      Saw a bee.
    “See! See! See!
      Here’s a bee             bee
    Under the tree.           tree
      I’ll get that bee,”      bee
    Said Piggie-Wee.           Wee

    [Illustration]

    2. Then the bee            bee
      Said in glee,           glee
    “Zee! Zee! Zee!            Zee
      Piggie-Wee!”             Wee
    This made him flee,       flee
      And, “Wee! Wee! Wee!”    Wee
    Cried Piggie-Wee.          Wee

[Music: M. S. WILLIS.

    1. Pig-gie-wee Saw a bee. “See! See! See! Here’s a
    bee Un-der the tree.” “I’ll get that bee,” said Pig-gie-wee.]

    We will go to the meadow to-day.
    We will drive the cows to the meadow.
    They all like to go there.
    The sheep like the meadow, too.
    They will be in the meadow to-day.
    The meadow clover has its flowers.
    I like to see the clover blooms.
    They are sweet, red clover balls.

    The bees are in the meadow all day.
    They hum over the clover.
    They like the sweet clover blooms.
    Some of the clover blooms are white.
    Some of them are as red as red can be.
    I like to see the bees on the clover.
    Let us run to the meadow.

[Illustration]

    Hear the bees hum, Max.
    They go “Zum, zum,” as they hum.
    Get down on the ground to see them.
    Yes, I see them, Alice.
    But I like to watch the lambs.
    Watch that little lamb run and play.
    Yes, that is my lamb, Max.
    The other lamb is Frank’s.
    Look at Bossy. Bossy is Grace’s cow.
    Bossy has a little bell. Do you see it?
    I like to hear Bossy’s bell.

    It is time to drive the cows home.
    Boys, please find the cows.
    I don’t see Bossy. But I hear her bell.
    Don’t you hear Bossy’s bell?
    Yes, I hear it, Grace.
    Bossy’s bell goes “Tinkle, tinkle, tinkle!”
    I like to hear Bossy’s little bell.

    We will go over the hill to the brook.
    Bossy knows where to find water.
    She knows where to find the big trees.
    There! I see Bossy in the brook.
    Let me drive her out, Frank.
    I will go into the brook.
    Very well, Max. Drive her out.

                         Knows Kn      knows kn

[Illustration]

[Music: M. S. WILLIS.

    1. Tin-kle, tin-kle, tin-kle, Bos-sy’s lit-tle bell.
    Tin-kle, tin-kle, tin-kle, Bos-sy likes it well.]


PHONIC JINGLES

                                   PHONIC DRILL

    1. Tinkle, tinkle, tinkle!
      Bossy’s little bell.                 bell
    Tinkle, tinkle, tinkle!
      Bossy likes it well.                 well

    2. Tinkle, tinkle, tinkle!
      Where she is ’twill tell.            tell
    Tinkle, tinkle, tinkle,
      In the shady dell.                   dell

    3. Tinkle, tinkle, tinkle,
      Where the green grass grows,        grows
    Tinkle, tinkle, tinkle,
      Where sweet water flows,            flows

    4. Tinkle, tinkle, tinkle,
      Where the soft wind blows,          blows
    Tinkle, tinkle, tinkle,
      All this Bossy knows.               knows

    Play “Two Little Black Birds,” Baby.
    I will show you the birds.
    Here are two black birds on a hill.
    One is Jack. The other is Jill.
    The two black birds will fly away.
    Then they will come again.

[Illustration]

    Two little black birds
      Sat upon a hill.
    One was Jack.
      The other was Jill.
        Fly away, Jack!
        Fly away, Jill!
    Come back, Jack!
    Come back, Jill!

    Jack
    back
    quack
    black
    pack
    lack
    rack
    track
    crack
    tack
    stack
    knack

    Let us play “Hickory, dickory, dock.”
    O Alice, Baby can not run!
    Can she play that she is the mouse?
    No, but she can watch us run.

[Illustration]

    Hickory, dickory, dock,
    The mouse ran up the clock.
      The clock struck one.
      The mouse ran down.
    Hickory, dickory, dock!

    dock
    lock
    clock
    flock
    block
    rock
    cock
    shock
    stock
    knock
    mock
    sock

    Watch us play “Pease-pudding.”
    When is the pease-pudding in the pot?
    When is it hot? When is it cold?
    When is the pease-pudding old?
    Max and I keep time like a clock.

[Illustration]

    Pease-pudding hot,
    Pease-pudding cold,
    Pease-pudding in the pot,
    Nine days old.
    Some like it hot.
    Some like it cold.
    Some like it in the pot,
    Nine days old.

    cold
    told
    hold
    gold
    fold
    bold
    sold
    mold

    We will play “Jack and Jill” now.
    Alice will be Jill. Max will be Jack.
    Jack fell down on his head.
    Jill came tumbling after.
    Max, come tumbling to the ground.
    Then Alice must come tumbling after.
    Oh you did it very well. Now sing.

    Jack and Jill
      Went up the hill
    To get a pail of water.
      Jack fell down
    And broke his crown,
      And Jill came tumbling after.

    Jill
    hill
    mill
    fill
    still
    quill
    sill
    rill

[Illustration]

    The children are playing “Jack and Jill.”
    Alice says, “I must have a pail, Grace.”
    Grace says, “Frank will get a pail.
    Thank you. Here is the pail, Alice.
    Mother says she will sing with us.”
    “Thank you, Mother. Thank you.”
    Jack, come tumbling down.
    Now, Jill, you must come tumbling down.

    Frank says, “Sing some other song.
    Let us sing about the cunning mouse.
    Mink is black all over. Baby loves her.
    Do you love Mink very much, Baby?
    Well, we will sing a song, Baby.
    We will sing about your kitty.”

                         Thank Th      thank th


“I’LL SING A SONG”

    Ding-dong, ding-dong!
    I’ll sing you a song.
    It’s not very long.
    It’s about a little mouse.
    He looked very cunning
    As I saw him running
    About my father’s house.

    Ding-dong, ding-dong!
    I’ll sing you a song.
    It’s not very long.
    It’s about a little kitty.
    She is black all over,
    And I know you’ll love her,
    For she is very pretty.

    dong
    song
    long
    strong
    wrong
    prong

[Music: M. S. WILLIS.

_With animation._

    1. We’ve a lit-tle kit-ty, Just as black as ink;
    She is ver-y pret-ty, And her name is Mink.]


PHONIC JINGLES

                                PHONIC DRILL

    1. We’ve a little kitty
      Just as black as ink.              ink
    She is very pretty,
      And her name is Mink.             Mink

    2. She’s a silly kitty,
      See her sit and blink!           blink
    Isn’t it a pity
      She knows how to wink?            wink

    3. She’s a lazy kitty
      Till there’s milk to drink.      drink
    Then she is so busy
      She’s no time to think.          think

[Illustration]

    Jack, be nimble! Jack, be quick!
    Jack, jump over the candlestick!
    Don’t kick the candle over, Max.
    The clock has struck bedtime.
    Good night, children.

    quick
    chick
    kick
    brick
    tick
    stick
    wick
    lick

[Illustration]


A SONG

    Merry have we met
      And merry have we been.
    Merry let us part
      And merry meet again.
    With a merry ding-dong
      Happy, gay, and free,
    With a merry sing-song,
      Again we’ll happy be.

[Music: SONG OF THE LETTERS

    a b c d e f g h i j k
    A B C D E F G H I J K

    l m n o p l m n o p q
    L M N O P L M N O P Q

    r s t l m n o p q
    R S T L M N O P Q

    r s t u v w x y z
    R S T U V W X Y Z

    That’s the way to say your A B C.]




VOCABULARY


      1. run
         now
         stop

      2. see
         Frank
         Alice

      3. do
         you
         I

      4. the
         ball
         get

      5. and
         can

      6. pitch
         to

      7. said
         me

      8. catch
         it

      9. did
         a
         yes

     10. bounce
         like

     11. saw
         him

     12. toss
         up

     13. have
         with

     14. kick
         high

     15. play
         boy
         not

     16. Grace
         will
         hide

     17. them
         he

     18. sister
         find

     19. us
         she

     20. come
         jump
         rope

     21. has
         children

     22. here
         walk
         baby

     23. is
         your

     24. dance
         may

     25. does
         no
         her

     26. sing
         for

     27. hear
         too

     28. whistle
         little

     29. am
         glad

     31. what
         my

     32. show
         hen
         chicks

     33. white
         are
         black

     34. Jet
         mother
         duck
         pretty

     35. name
         Ducky
         Bet

     36. Dot
         kitty
         but

     37. how
         look
         Mink

     38. make
         sweet
         cake

     39. cousin
         Max
         must

     40. Father
         let

     41. live
         this
         home

     43. drum
         doll
         give

     44. his
         big

     45. march
         tap
         rub-a-dub

     46. quick
         ran
         that
         say

     47. Lad
         dog
         at
         go

     48. rats

     49. stick
         over

     50. spot
         on
         bat
         then

     52. rabbit
         Bun
         apples
         an

     53. away
         keep
         pen

     54. bed
         sleep
         in

     55. where
         oh
         into

     56. they
         we

     58. town

     59. barn
         horses
         says

     60. red
         pull
         oxen
         drive

     61. through
         woods
         know
         were

     62. tell
         trees
         birds
         as

     63. head
         there
         sap
         hole

     65. school
         write
         way
         nests

     66. which
         came
         another

     67. hop
         quit
         chickadee
         tomtit

     69. cows
         pigs
         greedy
          be

     70. Piggie Wee
         Piggie Wig
         curly
         tail
         goes

     71. funny
         rimes
          about

     73. pond
         under
         violets
         after

     74. day
         water
         lay
         all

     75. bloom
         brook
         sheep
         lambs

     76. don’t
         of

     77. other
         back
         cluck
         quack

     80. caught
         shoo
         peep
         bow-wow

     81. frog
         eggs
         some

     82. went
         made
         watch

     84. again
         out
         time
         please

     85. ground

     86. was
         thank
         one

     88. fly
         hat
         mouse

     89. when
         bake

     90. down
         hay

     91. owl
         flew
         cat

     93. window

     95. shook
         so

     97. much

     98. swing

    100. very
         Mr.
         Mrs.

    101. well

    103. orchard
         flower

    104. bees
         hum

    107. meadow
         clover

    108. Bossy
         bell

    109. tinkle
         hill

    112. two
         Jack
         Jill
         sat

    113. hickory
         dickory
         dock
         clock
         struck

    114. pease
         pudding
         pot
         hot
         old
         cold

    115. fell
         tumbling
         pail
         broke
         crown

    117. song
         love
         cunning

    120. nimble
         candle
         night
         good




TO THE TEACHER


The teacher who realizes the value of motor activity will be glad to find
early in this book such words and phrases as _run_, _march_, _jump_,
_sing_, _whistle_, _bounce the ball_, _toss the ball_, etc. She will know
how to utilize these in “action sentences” developed in the blackboard
lessons that usually precede reading from the book.

The vocabulary consists of 274 words, listed on pages 123 to 126, with
the number of the page on which each first occurs. They are printed in
clear type that they may be used at will for word drills.

Children vary much in their power to learn and apply phonic facts.
With some, slowness to perceive these facts is due to lack of ear
discrimination. With some, lack of power to apply the facts is due to
lack of reasoning power. The child who writes, “I like the fresh _ear_,”
and justifies her spelling by the analogies _bear_, _tear_, _wear_,
hence, _ear_, has too much reasoning power for the language she inherits.

It is expected that most teachers will teach this book by the “story”
method, supplemented by the “word and sentence” method, with recourse,
where needful, to the “phonic” method. The various combinations of any or
all of these methods, and the various devices employed will depend upon
the training, the experience, and the pedagogic faith of each teacher.
The book can be thus taught throughout without the use of phonics.

It is expected that the wise teacher will watch her class, and present
to the whole class, to the class by groups, or to individual children,
the phonic facts, when she thinks they can be best assimilated. The
teacher who presents them to all her children just as and when they occur
in the book, will do much less harm than in handling any of the purely
phonic readers, since the phonics are so easily graded, so successfully
divorced from any injurious modification of the sense of the text, and
so skillfully associated with melody and rhythm that they will never, as
presented, produce the baleful effect of correlating the sight and sound
and motor centers, with the intellect left out, under the name of reading.

The sounds of the single consonants, of the digraphs, _ch_, _sh_, _th_,
_wh_, _wr_, and _kn_, that are treated as single letters, and the short
sounds of the vowels are learned first as the initial letters of certain
words that are well known as wholes. For instance, _run_ has already
become thoroughly known as a word when the child finds it at the bottom
of page 3 printed thus:

                            Run R      run r

It will be seen from this that the word _run_ is not to be analyzed
at this stage into the two parts _r_ and _un_. Only the sound of the
letter _r_ is to be taught. This is done by having the sound of _r_
associated with the letter. The printed symbol (given here in its two
forms, the capital and the small letter) is to be known to the child as
representative of the _sound_ of the letter, not of the _name_ of the
letter. It requires but little effort to teach the child how to sound
an initial letter. The teacher may request him to “start to say” some
familiar word, as _run_, but to utter only the first sound of the word.
To facilitate the process, she may do this herself and afterward have
the child do it. When he has learned to give the sound of _r_, she shows
him the letter, which from this time is known by its sound. In this way
the sound of each letter may be taught. The names of the letters will be
learned later in the year.

The next step toward making the child self-helpful is developed in the
primer by means of phonic jingles such as will be found on page 51. The
rime is to be read aloud by the teacher and repeated or sung by the
children. Many teachers will prefer to write the rime on the blackboard.
The simple, artistic melody given with each rime helps the child to
memorize it. The appropriate story which precedes the rime and upon
which it is based, together with the picture that illustrates it, invests
the rime with interest for the children.

As will be seen, these phonic jingles contain words that are alike in
symbol as well as in sound. It is confusing to the child at this early
stage of the work to have before his eyes different symbols for the same
sound, as is the case, for instance, when he has _high_ and _sky_ to rime
with _I_, or _see_ and _me_ to rime with _sea_. His riming words at this
time should aid the eye as well as the ear. For this reason the phonic
jingles have been given.

The words of the jingle that are arranged in a column at the right of the
page, are easily separated into two parts, showing that they all belong
to the same “phonic family,” thus, _c-at_, _m-at_, etc. Such separation
of words into parts is not shown in the primer for the reason that it is
not considered best to present to the child’s eye, at this early period,
printed words that are disfigured in any way. His first book should show
the words as wholes. This fact, however, need not prevent the teacher
from using the phonic jingles for word analysis. The words in the column
having been shown as wholes to the child, he sees that they not only
rime to his ear but resemble each other to the eye. Moreover, the words
in the column look exactly like the same words when he finds them in the
sentences he reads. Before he reaches the phonic jingle on any given
page, the child has learned to know by sight and sound the consonants
that are the initial letters of the words he is to sound in the jingle.
For instance, he has learned to know and to sound the consonants _c_,
_m_, _b_, _th_, _r_, _p_, _f_, and _s_ before the phonic jingle on page
51 is given to him. It is then an easy matter to lead up to a simple
analysis of the words. The rime has been read by the teacher and repeated
or sung by the child; the words in the body of the rime, which are
repeated in the column at the right of the page, have been seen by the
child in both places. He may now be taught to cover the unlike parts (the
initial consonants) of the words in the column and show the like parts
(the phonogram that indicates the “family” to which each of the words
belongs). He may then cover the like parts, showing, in turn, the unlike
parts.

    UNLIKE PARTS    LIKE PARTS

         c-             at
         m-             at
         b-             at
        th-             at

More ambitious teachers, and those who emphasize phonics earlier in
the reading process, may wish to continue this analysis of words even
further, by separating each word into three or more parts, having the
child give the sound of each letter, thus,

    c a t,     m a t,     b a t
    m a t
    b a t

The jingles lend themselves to both treatments. But it will be more in
keeping with modern pedagogy if the separation of words is limited at
this stage to analyzing words into phonetic families, as, for instance,
the family of “at,” the family of “ap,” etc. This treatment is advised
for primer work.

Mother Goose rimes may be read later in the book where several of them
are given. Before they are read by the children the rimes should be
memorized and then dramatized in the simple childlike way in which the
young actors in the book are represented as playing Jack and Jill. A
short phonic drill is then deduced from the Mother Goose rime in much the
same way as from the phonic jingles.

When the children have learned to sound _cat_, _mat_, _hit_, _sit_,
etc. (pages 51 and 68), and to find, from these words, the stems _at_
and _it_, the teacher should reverse the process, leading the children
to build words from such stems as _an_, _am_, _and_, _end_, _in_, _on_,
_up_, _all_, _is_, _as_, etc.

    an
    can
    man
    pan
    tan
    Dan
    am
    dam
    ram
    and
    hand
    sand
    end
    bend
    mend

    in
    pin
    thin
    shin

    up
    cup
    pup
    sup

    on
    con
    Don
    pond

    all
    ball
    call
    fall

    wall
    tall
    stall
    small

Next the children should be required to build lists of words that are
similar in sound and spelling to other words that are known at sight.

    lad
    glad
    had
    sad
    bad

    did
    hid
    rid
    lid
    slid

    him
    dim
    rim
    swim
    vim

    hen
    men
    pen
    when
    wren

    bed
    red
    fed
    led
    sled

    went
    bent
    lent
    sent

    but
    cut
    nut
    shut

    hum
    drum
    gum
    chum

    pitch
    ditch
    hitch
    witch

    catch
    match
    hatch
    scratch

During the first school year the effect of the final _e_ on the preceding
vowel should be taught by means of words already well known to the
children, thus:

    cat
    fat
    fate
    mat
    mate
    hat
    hate

    lad
    glad
    glade
    fad
    fade
    mad
    made

    can
    fan
    fane
    pan
    pane
    van
    vane

    sap
    cap
    cape
    nap
    nape
    tap
    tape

    it
    bit
    bite
    quit
    quite
    whit
    white

    did
    hid
    hide
    rid
    ride

    him
    dim
    dime
    rim
    rime

    in
    pin
    pine
    shin
    shine

    got
    not
    note
    cot
    cote

    stop
    hop
    hope
    pop
    pope

    but
    cut
    cute

    rub
    cub
    cube

    dub
    tub
    tube

    jet
    pet
    Pete

    bet
    met
    mete

All this work may be given from the blackboard.

Some teachers will probably prefer to have the child read through the
primer before attempting to apply the knowledge of letter sounds and
phonic analysis that he has gained. Such teachers will rightly consider
it as more important than anything else that the child be led to regard
the book as a storehouse of attractive stories, and each sentence as
expressing a thought which he can get and express again. But when this
object is attained the teacher will be wise to let the child find out
how he may help himself to the thought getting by the power the initial
letter gives him of “feeling for” the new word, and later by the power
the jingles give him of “making sure” of the words.

The author has found that a vocabulary limited in quantity is a
sufficient impediment to writing interesting stories for young children.
She has, therefore, eschewed in the text any such sacrifice of sense to
sound as would limit her vocabulary in quality also. She has, however,
realized the value, in giving independence, of introducing simple phonics
early. She has, therefore, taken advantage of the natural tendency of
children to make and to repeat alliterations and rimes. In the interest
of veracity, all attempts to beguile the child into believing that
“Wag the rag in the bag” is either an interesting or an instructive
“story” are avoided; it is frankly acknowledged _to the child_ that the
alliterations and rimes in this book are “nonsense-jingles” from the side
of reason, though capable of affording enjoyment on the side of musical
appreciation.