19. Two syllables, accented on the second: away, enjoy

The lesson, step by step

1. Review

   Say "BA-ker" from No. 26. Where is the accent? On the first syllable.

2. The pattern

   Now the stress moves: "a-WAY", "en-JOY", "re-MAIN". The second syllable is the strong one. The book marks it the same way, with a small mark after the accented syllable.

   Say "A-way" on purpose and let your child correct you.

3. Read the table aloud

   Read the table aloud together, a column at a time. You say a word, your child says it back while pointing to it. Then your child reads a column alone. Some of the words:

   abase, reclaim, unsay, debase

   proclaim, away, avoid, abate

   exclaim, convey, enjoy, destroy, remain

4. Spell aloud by syllables

   Spell each word a syllable at a time, the way Webster's pupils did: spell the first syllable and say it, spell the next and say it, then say the whole word.

   Saya, a; w, a, y, way; away.

   Saye, n, en; j, o, y, joy; enjoy.

   Do a column this way while looking, then cover it and spell a few from memory.

   Watch the vowel pairs: ai and ay say long a; oi and oy say the sound in "boy".

5. Read the sentences

   Under the table are short reading lessons that use its words. Your child reads them aloud, pointing to each word. Help with any word not yet learned. Two of them:

   Teachers like to see their pupils polite to each other.

   Idle men often delay till to-morrow things that should be done to-day.

6. Dictation

   Say each word, use it in a short sentence of your own, and say it again. Your child writes it. Try these: away, remain, avoid, enjoy, destroy, convey.

   Check together against the book. Any word that came out wrong goes on a card for tomorrow.

7. Wrap up

   Mix three words from No. 26 and three from No. 32. Your child says each one and tells you where the accent falls.