Excerpt from Pediatrics, Vol. 2: Devoted to the Diseases of Children; November 16th, 1896
The work of the third term was but a continuation of that previously done, with the introduction of written characters. As soon as I was convinced that the child understood the mean ing or right use of a word, it was printed on one set of cards and written on another. AS he had been taught to do with the dissected alphabet, he selected, from his total collection of words, those that were alike, arranging them in columns. In this way he learned to read’ at sight. The next step was the arrangement of these printed and written words so as to form sentences. The first sentence was I am a boy. From this. We went to simple books.
In beginning to teach him to write, weeks of perseverance were required before success crowned the efforts of the child to hold a piece of chalk firmly enough to draw a line from one point to another. When he had grasped the idea of tracing lines and figures, we proceeded to draw letters, the printed capital A being his first independent and successful attempt. In a few weeks more he was able to hold and use a pencil.
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