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|b all |  | b |
|b     |  | B |
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The number of cards will increase each day as new sounds are learned.  Rapid daily drill with these cards is most valuable in associating instantly the sound with its symbol and should be continued until every child knows every sound.  After the analysis the side of the card containing only the consonant should be used for the drill.  But if the pupil fails to give the right sound, or is unable to give any sound at all, the card should be reversed and he readily gets the right sound from the word.

Other devices for teaching the consonants are sometimes used by successful teachers who do not use the type-words and cards.  For instance, the letter may be associated with its sound in this way:—­The clock says “t”; the angry cat, “f”; the cow says “m”; etc.  The difficulty here is to find suitable symbols for each sound.  If, for example, the 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.