Excerpt from The Sentence Method of Teaching Reading, Writing and Spelling: A Manual for Teachers

In his experience as teacher and superintendent of schools, it became evident to the author, many years ago, that there was something fundamentally wrong in the ordinary methods of teaching reading, writing and spelling. Viewed from the standpoint of economy, the result bore no just ratio to the time and effort devoted to these branches; and viewed from the stand-point of education, the first years of instruction seemed imperfect and unsatisfactory. This conviction, which he shared with many teachers throughout the country, led to examination and experiment.

In 1858, the phonetic system was introduced into the schools of Syracuse, N. Y., and for a time it was thought that the true method of teaching children to read had been discovered. After a trial of five years, however, it was seen that while pupils learned to read by this method in much less time than usual, and attained a high state of excellence in articulation, their reading was nearly as mechanical as before, and few of them became good spellers. The two systems of analysis, phonic and graphic, had so little in common that permanent confusion was produced in the mind.

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