THE HALIBURTON PRIMER

[i]

THE HALIBURTON PRIMER
BY
M. W. HALIBURTON

STATE NORMAL SCHOOL, FARMVILLE, VA.

D. C. HEATH & COMPANY
BOSTON NEW YORK CHICAGO

[ii]

Copyright, 1911,
By D. C. Heath & Co.

I A 6

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[iv] 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.

[1]

[2]

[4]

[6]

[8]

[10]

[12]

[14]

[16]

[18]

[20]

[22]

[24]

[26]

[28]

[30]

[31]

[33]

[34]

[35]

[36]

[38]

[40]

[41]

[42]

[43]

[44]

[45]

[47]

[49]

[50]

[51]

PHONIC JINGLES

To be read by teacher and sung by pupils.

		Phonic Drill
	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
	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

M. S. Willis.

[Listen]

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.”

[52]

[53]

[54]

[55]

[57]

PHONIC JINGLES

		Phonic Drill
	1. Oh, dear me, Dot,	Dot
	Is this not	not
	A black spot	spot
	You have got?	got
	Tell me, Dot.	Dot
	2. I love you, Dot.	Dot
	Do I not,	not
	Little tot?	tot
	Here’s your cot.	cot
	Good-by, Dot.	Dot

M. S. Willis.

[Listen]

1. Oh, dear me! Dot, Is this not A black

spot you have got? Tell me, Dot, tell me, Dot.

[58]

[61]

[62]

[63]

[64]

M. S. Willis.

Lively.

[Listen]

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
	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

[65]

[67]

[68]

PHONIC JINGLES

M. S. Willis.

Lively.

[Listen]

4. “Twit-twit-ter! Twit-twit!” Sang lit-tle

Tom-tit. Then, “Chick-a-dee-dee!”

[69]

[70]

[72]

PHONIC JINGLES

		Phonic Drill
	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
	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

M. S. Willis.

Spirited.

[Listen]

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!

[73]

[74]

[76]

[78]

PHONIC JINGLES

		Phonic Drill
	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
	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

M. S. Willis.

[Listen]

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.”

[79]

[80]

[82]

[83]

PHONIC JINGLES

M. S. Willis.

Slowly.

[Listen]

1. A lit-tle frog Sat on a

log, In a thick fog, Be-side the bog.

[84]

[85]

[87]

PHONIC JINGLES

		Phonic Drill
	1. Wild little Bun,	Bun
	Sit in the sun,	sun
	Then run, run,	run
	That is fun.	fun
	2. There you go “Thump!”	Thump
	Over the stump,	stump
	With a bump,	bump
	As you jump.	jump
	3. A home you’ve dug.	dug
	There you’re as snug	snug
	As a bug	bug
	In a rug.	rug

M. S. Willis.

Lively.

[Listen]

1. Wild lit-tle Bun, Sit in the

sun; Then run, run, That is fun.

[88]

[89]

[90]

[93]

[94]

M. S. Willis.

With animation.

[Listen]

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

PHONIC JINGLES

[95]

[96]

[98]

[99]

M. S. Willis.

[Listen]

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

PHONIC JINGLES

[100]

[101]

[102]

[103]

[104]

[105]

[106]

PHONIC JINGLES

		Phonic Drill
	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
	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

M. S. Willis.

[Listen]

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.

[107]

[108]

[110]

M. S. Willis.

[Listen]

1. Tin-kle, tin-kle, tin-kle, Bos-sy’s lit-tle bell.

Tin-kle, tin-kle, tin-kle, Bos-sy likes it well.

[111]

PHONIC JINGLES

[112]

[113]

[114]

[115]

[116]

[117]

[118]

“I’LL SING A SONG”

[119]

M. S. Willis.

With animation.

[Listen]

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

[120]

[121]

A SONG

[122]

SONG OF THE LETTERS

[Listen]

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.

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[128] 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:

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[129] 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[130] belongs). He may then cover the like parts, showing, in turn, the unlike parts.

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,

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.

[131]

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.

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:

[132]

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.