he sounds of "l", "v" and "sh" are represented by a spinning
wheel, a buzz saw, and a water wheel respectively, and if the child is
not familiar with these symbols, they will not call up a definite sound
in his mind; but if "l" is taught from "little," "sh" from "sheep," and
"v" from "very", (or other familiar words,) there can be no uncertainty
and no time need be spent by the child in laboring to retain and
associate the sounds with unfamiliar symbols.

Not the method, but the motive, is the essential thing. What we want is
that every child should know the consonants thoroly. Get the _motive_,
then use the method that brings the best results with the least
expenditure of time and energy.

(2) For variety in reviewing and fixing the consonant sounds, give
frequent dictation exercises.

a. With all the consonants on the board, the teacher sounds any
consonant, the pupil finds and repeats the sound as he points it out. As
the teacher points, pupils sound, occasionally in concert, and in
individual recitation of the entire list. Individual work should
predominate, to make sure that the pupil is giving the correct sound and
putting forth independent effort.

b. Pupils write sounds as teacher dictates. If a pupil fails to recall
and write the form, the teacher may pronounce the type word and ask the
pupil to sound the initial consonant (tell the first sound in the word).
To illustrate: The teacher pronounces "cup", pupils sound "c", then
write it. If they have mastered the written forms they will enjoy this
exercise.

Children soon acquire the ability and become possessed of the desire to
write whole words. Then the teacher should direct this effort, teaching
the child to visualize (get a picture of the word as a whole) and write
short, simple words.

5. _Blending._

When a number of consonant sounds are mastered, practice in blending may
begin. When the need arises--when words are met which begin with a
combination of consonants the blends are taught, e.g., bright--b,
r,--br, br ight, bright. f, l,--fl, fl ower, flower. Keep a separate set
of cards for these blends--and drill upon them as the list grows.

(br, pl, fl, sl, cr, gl, gr, bl, cl, fr, pr, st, tr, str, sp, sw, tw,
sk.)

gr ow dr aw pl ay
s ky sm all sl ay
fl ower cr ow st ay
st and cl ean fr ay
gl ass pr ay tr ay
br own sp in str ay
bl ue sw