"Spelling rests on the habit of the eye, which is best acquired as the result of reading. In attempting to teach reading through spelling, the effort of the pupil in trying to find out the word by naming the letters that compose it distracts the attention from the thought intended to be represented by it; the mind becomes chiefly absorbed with spelling instead of reading. When properly taught, reading furnishes natural faculties for teaching spelling; but spelling does not furnish a suitable means for teaching reading. Thus it will be seen that the usual plans for teaching reading by the A B C method compel children to do that for which their minds are not fitted, and thus cause a loss of power by restraining them from attending to the thoughts represented by the words, and to other things which would greatly promote their development. The results are that a love for reading is not enkindled, good readers are not produced. The few cases in which the results are different owe both the love for reading and the ability in this art to other causes. "The pupils learned to love reading, and became able to read well, in spite of poor teaching during their first lessons. There is consolation in believing that this method, which produced so many halting, stumbling readers, is now abandoned by all good teachers of reading. May the number of such teachers be greatly increased. * * * * * * "The 'word method' begins at once with teaching the words in a manner similar to that by which children learn to distinguish one object from another, and learn the names. It proposes to teach words as the signs of things, acts, and qualities, etc. It does not propose to teach children the alphabet, but to leave them to learn this after they have become familiar with enough words to commence reading."