The Alphabet—Roman Letters.

TT
A
1

a H 1
h
"VT
N .
n T t
TT
B b I 1 0 0 u u
TT •

c c J J P P V V
D d K k Q q w
TTT
w
E e L 1 R r X X
± f M m
IyJ. Ill
a Y v\
1"

G S z z

The Alphabet.-—Print -Writing.

A
A a H h N n T t

B h 1 i 0 0 U u
0 0 J j P P V V

D d K k Q 9 W w
E e L I R r X X
F f M m 8 s Y y
G g I z
 The Alphabet.—Writing Letters.

0J
6 e n #-
cT/ <a %
^ / &
f
 THE

Chart-Primer
OR

First Steps in Reading

BY

LEWIS B. MONROE
DEAN OF BOSTON UNIVERSITY SCHOOL OF OltATOKY

PHILADELPHIA
COWPERTHWAIT & CO.
 Copyright,
Lewis B. Monroe.
1877.

h fps phiu.

LIBRARY
UNIVERSITY OF ALBERTA
I
 Contents.
PART I.

no. of lesson First Steps in Redding.

AND CHAET. PAGE
1 Sounds of m, n and short a . . 9
2 Sound of long I 10
3 Sound of r . . . 11
4 Long e, and s sharp or hissing 12
5 Sound of c hard, like k . 13
6 Sound of t 14
7 Practice on Sounds previously learned ........ 15
8 Short o and sharp x, like ks
;
16
9 Sound of f . . . 17
10 Sound of h, and of s fiat or huzzing 18
11 Sound of p 19
12 Joining a, an and the to other words 20
13 Sound of short i 21
14 Sound of short u 22
15 Practice on Sounds previously learned 23
16 Sound of g hard 24
17 Sound of d 25
18 Sound of b 26
'19 Sound of 1 27
20 Sound of k 28
21 Sound of short e 29
22 Sound of long y 30
23 Sound of w 31
24 Sound of j , . . 32
25 Silent h, and Sound of ck 33
26 Sound of q 34
27 Silent a 35
28 Two Syllables 36
29 Silent e ^ 37

* 5 5 9 0 2 8
4 Contents.

NO. OF LESSON
AND CHART. PAGE
30 Sound of v 38
31 Practice on Sounds previously learned 39
32 Long u in the words you and your 40
33 Sound of z 41
34 Sound of long o 42
35 Practice on Sounds previously learned 43
36 Sound of sh "
44
(

37 Sound of y as* a consonant 45

45 Numbers 46

PART II.
Stories and Rhymes,
38 See-Saw 47
39 The Rat with a Bell .48
40 Jenny Dill 49
41 My Little Ducks 50 and 51
42 The Robin 52 and 53
— JlP AND I 54
— Fun on the Hill .55
43 Silly Tommy Lei: 56 and 57
— Fanny's Lamb 58 and 59
— The Rabbit 60 and 61
— Jenny's Shop . '. 62
44 The Lion and the Mouse 63 and 64

Cover.
46 Lines and Figures 4
47 The Alphabet —Print- Writing 1

48 The Alphabet, Roman Letters — 1

49 The Alphabet. Writing Letters — 2

— Numerals • ^
 Alphabetical Index.
NO. OF LESSON NO. OF LESSON
AND CHART. "AGE AND CHART. PAGE
Sound of 1 . . . 9 Sound of r . . . 3 . ... 11

b 18. . . 26 " s . . •4, 10. . .12, 18

c . . . 5 . . . ... 13 t. . . 6. . ... 14

d 17. . . 25 " u. 14, 32 . . . 22, 40

e .
. 4, 21. i. .12, 29 " V . 30 . . 38

f . 9. . ... 17 w . 23 31

S- 16 24 X. . . 8. . . 16

h 10 18 y- • . 22, 37 . . 3Q

2 13. . . .10, 21 " z .

. 33 41

j • • 24. .
,
32 ck 25. . . 33

k 20 28 ou. 44 . . . 63

1 19 ,
27 sh 36 . . .
44

m . th. 39 . . . ... 48

1 9 Silent a. . 27 35

o. •
8, 34. . . .16, 42 b 58

p. . 11 19 e. . 29 37

q. . 26 34 h 25 . . ... 33

This index is inserted for the convenience of teachers who may wish
to refer to the lesson or chart where a given letter or sound is first in-

troduced ; as may be the case when a child has forgotten any particular
sound or sign which occurs in the lesson he is reading.
15) .
 Hints to Teachers.
Do not begin by teaching the complete alphabet. Even if you intend
to follow the old " a-b-c" method, it is better that the children should be
taught the letters only as fast as they make use of them. They will re-
quire, for instance, but three letters for the first lesson in this book, one
more for the second, one more for the third, and so on, until the whole
alphabet is brought into use.

The Better Way.

The way that will secure the best results in the end, is to prepare the
senses and minds of the children for their work before teaching a letter.
The following points should receive attention before anything like read-
ing is attempted :

1. The pupils must be taught to talk.

2. They must iearn to use the voice pleasantly.
3. They must be taught to see and remember forms.
4. They must learn to hear and repeat words, and the sounds of which
they are composed.
5. They must think while they talk or read, and make the words mean
something.

Thinking and Talking*

One is knowing how to talk with
of the teacher's best accomplishments
children, not simply tothem — talking in a way to encourage the little
ones to think for themselves and to express their thoughts, no matter
how simply or crudely. Thus will the way be prepared for the work
that is to follow ; for the child who has not been taught to think and to
talk intelligently will never read with intelligence.
 Hints to Teachers.

The Voice.
In these exercises the pupils should be led, by the example of the
teacher, to use a sweet and loving tone. Just force enough to be dis-
tinctly heard by the class is all that is needed. This is important; for
the reason that the quality of voice used, affects in a great measure the
quality of the mental action that accompanies it.

The Eye.
The children should be led to notice the forms of objects in the school-
room and elsewhere. Then the lessons on "Lines and Figures" may be
practiced. The straight lines and rectilinear figures maybe reproduced
by means of straight sticks placed on the desk or the slate and pencil
;

may be used in copying them. The eye will thus acquire power to see
and remember forms of letters and words.

The Ear.
Teach the children to hear and repeat sentences, phrases and words;
then to distinguish the sounds of which words are made. For instance,
the teacher requires the pupils to repeat after her such expressions as
"Good-morning" " How
do you do V
etc., until they learn to speak them

in a sweet, agreeable tone. After such practice, single words may be re-
—
peated and separated into their phonic elements that is, into the sounds
of which they are composed. Words made up of vowels and liquids are
the easiest to begin with, for the reason that they may be prolonged till

the ear distinctly perceives the sounds. Such words as no, me, mix, lie,

eel, see, meal, nine, are easy to begin with, as they can be stretched out or
drawled without losing the correct sounds. Thus, they become n — o,

m— e, etc., and the children learn to repeat the separate elements. We

are now prepared for the

First Lesson in Reading.

Show them about it, so as to
the children the picture and talk with
arouse their minds and interest them.Then the teacher says, " Hark, and
see who can make the sound that I make." (Teacher prolongs the sound
of m with closed lips, thus: "m-m-m," NOT " hn-lm-lm ") This is to be
8 Hints to Teachers.

repeated till the children catch the sound of m. Then let them imita^l
the teacher in making the sound until they can make it easily and readil'
Now let the children see the letter on the page, or on the blackboard (

chart. " Children, when I show you this letter, you must make tl

sound you just learned, with your lips shut."

The teacher then cove;
and uncovers the letter vit-a her hand, and requires the children to mak
the sound whenever they see the letter. Other marks and letters may I
indicated, and the children taught to make the sound only when the m
pointed out. Teach the other two sounds, a and n, with their letter-sign
in a similar manner then ;

Build ttj} the Word

by uttering the sounds in succession. At first prolong these elements, m
if the word were stretched out, as indicated by the letters m-a-n at the tol
of the page. Let the class imitate. Gradually shorten the sounds anl
bring them closer together, till the children perceive the word that the!
are speaking man. Finally teach them the phrase, a man. The articll
is always to be joined with the following word in speaking, as if it were I

first syllable, like a-go, a-bed, a-man.

Important.
The little child should not meet any
word in his lesson which he hal
not already been taught to use in conversation. All additions to hi
vocabulary should be made by talking; and in no case should the teachel
fail to assure herself that the new word brings up its proper image in thl
mind.
In talking with the class before reading, manage to make use of all th
new words that occur in the lesson, and lead the children to use them. I
reading, the pupil may make out the words slowly at first; but he shoul
read the sentence over and over again, until he can read it fluently, an'
at the same time intelligently carry its meaning.
Full and explicit directions for teaching each lesson will be found oi

the Primary Charts designed to accompany this primer,

a man.
(9)
 Lesson 2. Sound of long- 1

am man

I am a man

a man I am

I am a man.

I am a man.
(101
Wesson 3. Sound of r.

A man ran. (in

I see a man.

I see a man.
 Lesson 5. Sound of C hard, like k.

c a n
can

1 can see a man.

I can see a man.

A man can see

(13)
me
 rat
Lesson {>.

rat
Sound of t.

A rat can see me.

A rat can see me.
 cat
Lesson 7. Sounds previously learned

cat

I can see a cat.

A cat can see a rat.

A cat ran at a rat.

A cat ran. A rat ran.

Lesson 8. Short o ; and sharp x, like ks.

Can I see an ox?

I can see an ox.

An ox can see a man.

A man (16)
can see me.
 Lesson 9. Sound of f.

A fox can see.

An ox can see,
I can see a fox.
A fox can see me.
•i (17)
Lesson 10. Sound of h, and of s flat or buzzing.

f a n h a §
i

I can see Ann.

Ann has a fan.

I can see the fan.

Fan me, Ann, fan me!

 Lesson 11. Sound of p.

See the cat ! See the cat!

Ha§ the cat a cap on?

The cat has. a cap on.

I see the cap on the cat.

(191
Lesson 12. a, an and the with other words.

A man a fan a cat

The ox a fox a cap

A rat a man an ox

The fox the ox the cat

An ox a rat the cap

A cap the fan a man

The cat an ox the rat

The fan the fox an ox

(20\
 Lesson 13. Sound of short i.

Can Max hit the hat?

I can hit the hat.

Max can hit it.

It i§ hi§ hat.

Hit it, Max, hit it

i
(21)
J
 Lesson 14. Sound of short it.

I can run. I can hop.

See me run. See me hop.
It i§ fun, fun, fun.

Hop, hop! Run, run!

 Lesson to. Sounds previously learned.

hot s u n
hot i sun

Run, Max, run

I can not run, the sun is up.

Run, if the sun i§ up.

It is hot. I can not run.

(23)
 Lesson 10. Sound of g* hard.

nut

nuts

The pig can see the nuts.

Run, pig, for the nuts!

The fat pig can not run.

I can run for the nuts.

(24)
 Lesson 19. Sound of L

1 i d lift
lid lift

lid tin

lift box

doll a doll

It is a tin box.
The box has a lid.

I can lift the lid.

I see a doll in the box.

(27)
 Lesson 20. Sound of k.

runs.

The kid run§; and I run.

The kid skips; and I skip.

The kid and I run and

skip on the hill.
(28)
 Lesson 21. Sound of short e.

Ann lets the hen get corn.

The corn i§ in the cup.

The pet hen has a nest.

The nest has an egg in it.

 Lesson 22. Sound of long y.

Can the fox get my hen?

See him try ! Run, hen
Fly up in the tree!

The fox i§ sly,but he

can not get my hen.
(30)
 Lesson 23. Sound of w.

w e 11 w i 11

well will

wet

My cap i§ in the well.

It fell in. It will get wet.

Max, get my cap for me.

It fell in the well
(31)
 !

Lesson 24. Sound of j.

frog-

Get off* the log, frog!

Jump, frog, jump
He will jump, if I hit him.
I will not hit him.
Let him sit on the log.
(32)
 Lesson 25. Silent h, and Sound of cfc

corn

John ha§ a sack.

He has it on hi§ back.
Has the sack com in it?
The sack ha§ nuts in it
John must sell the nuts.
Note. — The open-faced or outline type is used to indicate silent
etters.
3 (33)
 Lesson 26. Sound of,q.

qu i 11 qu i ck
quill quick

will pop

quill gun

quick stick

See my pop-gun.
It i§ a quill and a stick.

It will pop. pop, pop.

I can hit the cat.
Tab will jump up quick.
 Lesson 27. Silent a.

A sea-gull ! A sea-gull
He i§ up in the sky.

The sea-gull can swim.

He can swim or fly.
(36)
 Lesson 28. Two Syllables.

r a b bit
rab bit

Bun i§ my rabbit.

See hi§ big e rs!

I lift him by hi§ ears.

I must feed my rabbit,

or he will dig up the beets.
 Lesson 29. Silent e.

Ann had a rag doll.

A little pup got the doll.

He bit it and bit it.

Ann will not keep the doll.

It i§ fit for the rag-bag.
 Lesson 30. Sound of V.

v e i vet
vel vet

us

Let
1

"
'

v dress

I have a big wax doll.

My doll has a velvet hat.

And see the velvet dress,

Sit up, doll, sit up

Let us have a little fun.
(38)
 Lesson 31. Sounds previously learned.

lets

stick Spot

I toss a stick in the pond.

Get it, Spot, get it!

See him swim! He ha§ it!

Spot, Spot, let me have it !

See! he lets me have it.

(39)
 Lesson 82. Long u in you and yoiu\

I see you, stag!

Yen stand on the hill.

I see your horns.

I see your black eye§.
Can you see me?
 Lesson 33. Sound of Z.

bee

bud bee

buzz Wr%^ £ big

Buzz ,^^^^^1^ must

Buzz, buzz, you big bee
Buzz and fly; fly and buzz!
You must not get on me.
I am not a bud.
Fly off, bee! Buzz and fly!
(41)
 Lesson 34. Sound of long o.

I am so glad we can go
on the pond. It i§ fun.

I can row. O, let me row!

No, no! Sit still; sit still!

We can not go, if you row.

 Lesson 35. Sounds previously learned.

ten

set

step

Spot, see my ten-pin§!

I set the box on the step,

and the pins on the box.

You ran up and hit the

box, and the pin§ fell off".

O Spot, Spot!
(43)
 Lesson 36. Sound of sli,

best
"
A fish in a dish?

I got him from the pond.

He will not live in the dish.

Not if I feed him well?

No ; the pond ig best for him.

He shall go back in the pond.

Note. —The above lesson should be read as a dialogue.
(44)
 Lesson 37. Sound of y as a consonant.

0, John ! i§ it your ship ?

Yes, it i§ my ship. See the flag

Will the ship go well in the pond?

It will go just a§ well a§ a big ship.

Oj I wish I had a little ship

I will lend you my ship.

Will you, John ? 0, I am so glad !

(45)
Numbers.
 PART II.

Stories and Rhymes.

See-Saw.
Up I go, and up I go
See me, see me ! Ho, ho, ho !

If I see a fly go by,

I can hit him if I try.

I see a fly ! I see a fly ;

Up, up he goe§ into the sky.

I will not try to hit the fly

No, little fly ;
by-by ! by-by !

—
Note. The new sounds here are aw in saw, and OO, represented
by O in to and into.
(47)
48 Mcnroes Chart Primer.

The Rat with a Bell,

A man had a rat in a trap.

The man did not kill the rat.

He fixed a bell on hi§ neck, and

let him go.

The rat ran back to hi§ nest.

But the bell scared the rats; so
the big rats and little rats ran off.

The man i§ glad, for he ha§ no

rats left to vex him.
Note.— The sound of th as in the occurs in the word with.
 Monroes Chart- Primer. 49

In a cot on the hill

Live§ little Jenny Dill.
She is but a tot,
A§ big as a dot
And a shy little tot i§ she.
She sits by the rill,
She run§ on the hill
She is but a tot,
A§ big as a dot
But the shy little tot loves me.
Note. — Explain that y in Jenny has its short sound, the same as

short l. In the word loves, O sounds like short u (luvz).

4
 Monroes Chart -Primer.

My Little Ducks.

A man sent me seven duck's egg§,

had no big duck; so
I I let a
hen sit on the egg§.
By and by I had seven little ducks,
The hen picked up bits of corn
for the little ducks.
"Cluck, cluck! Get it, get it!"
said the hen.
"Peep, peep! We will!" said
the ducks.
Note. — In the word said., ai sounds e (sSd). In of, f sounds like
v. Th in then is to be taught as one character, sounding as in the.
 Monroes Chart- Primer. 51

The little ducks swam in the pond.

The hen said, " Cluck, cluck! you

!"
will get wet

Then the little ducks ran back to

the hen.
A fox lived on a hill near by*
He crept, crept, crept, from the hill.
He got my hen, the bad fox And !
'

he got six little ducks.

But I am so glad I have a little

black duck left. He i§ my pet. I

will not let the fox get him.

 ;

Monroes Chart -Primer.

The Robin

0, robin, little robin,

You sit up on a twig
You seem so very little,
And I so very big.

But, robin, little robin,

You can fly up in the sky
I can not, little robin,
I can not, if I try.
 Monroes Chart- Primer.

And, rob in, little rob in,

You can hop from twig to twig
I can not, little rob in,

If I am so ver y big.

Well, rob in, little rob in,

Hop and fly, hop and fly

Be hap py, little rob in ;

Be hap py, so will I.

54

JlP AND I.

We have fifteen hen§.

Jip and I go to get the egg§.
Jip ha§ the basket, I hunt for
the nests.
Last week I went for egg§. Jip
did not go. So I had the basket.
I and lost ten egg§.
fell,

No egg§ get lost, if Jip hag the

basket. So go on, Jip, go on!
We must get six egg§.
 Monroes Chart-Primer. 55

Fun on the Hill.

"Let's be robing!" said Fanny.

"Well," said Ann; "you and I
will be big robing. Flo shall be a
little robin."
" I will
get a lot of dry grass and
twig§ for a nest," said Fan ny.
" I will help you fix it," said Ann.
u
Then little Flo shall get into it."
"Yes; and she must *Peep, peep!'"
"Then I will fly off to get a bit,
for my little robin to eat."
 —
Monroes Chart- Prim sr.

Silly Tommy Lee.

said says who

U
A pig I see/' said Tommy Lee;
" A funny little pig i§ he,
0, six pigs! funny a§ pigg can be."

"0 see!" said silly Tommy Lee;

"Now who can run and jump like me?'
A piggy said, "We, we! We, we!"
Note. —In the words said and says the ai and ay sound like
short e, and the words sound as if spelt sed and sez. The w in
who is not sounded and the O in the same word sounds oo,
; as
in the words to and too. Teach also the sound of ow.
 Monroe's Chart -Primer. 57

"I am a man," said Tommy Lee,

"And who like me so grand can be ?"
A piggy said, " We, we I We, we !"

But piggy ran at Tommy's knee,

And Tom fell flat a§ flat can be.
" Who ran at me T said Tommy Lee.
A piggy said,
u
We, we ! We, we !"

Now Tom begin§ to rub hi§ knee,

Then run§ as fast a§ he can flee.
Now who feels grand a§ grand can be ?

A funny piggy say§, " We, we I"

58 Monroes Chart -Primer.

Fanny's Lamb.

arms

mama

Papa ^/v- ^ k ^>m^^ li sheep

Papa and went on the hill, to

I
see the sheep. A little lamb ran
up to us, and said, " Ba-a ba-a !" !

Papa said to me, "Fanny, the

littlelamb ha§ lost hi§ mama.
He cannot eat grass. He must be
fed. Will you see to him ?"
"0 papa!" I said; "let me have
the dear little lamb. He shall sleep
in the shed, and I Avill feed him."
 Monroes Chart- Primer. 59

I held him in 1117 arm§ till I got

home. I fed him with milk. I fixed
a box for him to sleep in.

He i§ happy,. if he ha§ no mama,

He knows me so well, he run§ to
me if he see§ me.
He licks my hand, dear, funny —
little lamb ! —and he seeing to say,
u
I love you, Fanny; I love you!"
Note. — Teach the "Italian" sound of a, as in arms, papa, etc.

The cry of the lamb is best imitated by the short a.

 Monroes Chart-Jr'rimer.

The Rabbit.

What a habit
Ha§ the rabbit!
He cannot run or trot.
He hops and stops.
And stops and hops !-

'Tig funny, i§ it not ?

Note. —The word what is pronounced hwot, the a having the

sound of short O. It may he thus analyzed, or taught by sight, as a

whole. The sound of th sharp, as in thump, must also he taught.
 Monroes Chart -Primer. 61

Oil hi§ hind legs

He and beg§
sits

Hi§ ear§ stand up so odd

Then off he goes
On tips of toe§,
And jumps from sod to sod.

Vex this funny

Little bunny ;

He thumps, and then he hops;

He thumps, he bumps,
He bumps, he thumps-
He hops and hops and stops.
62 Monroes Chart-Primer.

Jenny's Shop.

>u tops to sell?

but I have doll§.

Have you candy ?

No but I have pop-corn.

;

Well, have you hats to sell ?

I am sorry but I have no hats.
;

No tops, no candy, no hats? I

must go.
Stop ! Will you buy a ship ? I
will sell it for ten gents.
For ten cents ? I will buy it.
Not*:. — Explain that in the word pents, 9 sounds like S.
 Monroes Chart -Primer. 63

The Lion and the Mouse.

One hot day a lion had a nap.

A little mouse ran up to him.
The mouse did not see that it
wag a big lion. He ran up on the
lion'§ back.

It woke the lion from hi§ nap.

He set hi§ paw on the little mouse,
a§ if to kill him.
Note. —The word one sounds as if spelt wun. The ay in day
sounds like a (long).
64

The little" mouse Began to cry,

u
0 let me go
me go ! I did
let !

not see wa§ a big lion!"

it

So the lion let him go.

Then one day the lion fell into
a net. It wag a trap. The net
held him fast.
Just then the little mouse ran by.
u
0 help me ! help me ! little

mouse!" said the big lion.

"I will " said the little mouse;
?
u
for you let me go."
So the little mouse bit off the
knots in the net, and set the big
lion free. _ ...
 PE 1119 M75 1877
MONROE LEWIS BAXTER 1825 -1879
THE CHART-PRIMER

39H75720 CURR HIST

-000008996 159-

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1119 MIS 1611
Wroe, ie.is Baxter, 1*259-1^
liie chart -primer

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