Analytical Fourth Reader Author:Richard Edwards Subtitle: Containing Practical Directions for Reading, a Thorough Method of Thought-Analysis, a Critical Phonic Analysis of English Words, and a Large Number of New and Valuable Selections in Reading General Books publication date: 2009 Original publication date: 1867 Original Publisher: Mason Bros. Subjects: Readers (Elementary) Notes: Thi... more »s is a black and white OCR reprint of the original. It has no illustrations and there may be typos or missing text. When you buy the General Books edition of this book you get free trial access to Million-Books.com where you can select from more than a million books for free. Excerpt: INTRODUCTION TO THK PHONIC SUGGESTIONS TO TEACHERS. 1. Tliis drill must be thorough, or it will be worth but little. The Teacher Must Master The Analysis Before He Cax Teach It. Let him be sure of this, at least, -- that, before calling upon a pupil to utter a given element, he is prepared to utter it himself. 2. Allow No Feeble Work. In recitation, the pupil should stand erect, have the lungs well supplied with air, and utter each element forcibly. Before, as well as after, analyzing a word, the pupil should pronounce it with all the clearness and precision he can command. ' If the word is other than a monosyllable, still more repetition is recommended ; thus, -- melody; mel mel | o melo j d i dl | melody : proficiency; pro pro [ f i fi prof!' | sh c n shun profishEu | s i si | proficiency. 3. Phonic Writing is a valuable aid to both teacher and pupil. At the end of each of several of the Lessons, is a list of ten or more words, which the pupil is expected to write in neat letters, appropriately marked, when necessary, as in the Phonic Chart, and present for the teacher's inspection. The latter, by this thorough mode of examination, is enabled to acquaint himself more fully than he could by an oral examination only, with the care and progress of each member of the class. 4. Explicit directions should be given in regard to the paper whic...« less