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SANFRANCISCO STATENORMAT801001 COURSES 0TSTUDY
S ome S lX years ago t he members o f t heFaculty of t he S tat e'
Normal
S chool at San F rancisco undertook t he issuance of Bulletins of Method f or
t he teaching of t hevar1oussubjectswhi ch they superv1sed . These B ulletins
were pr imari ly issued as Courses of S tudy f or t he Normal E lementary .
S chool in which t he normal student s are t rained as teachers, but , later ,larger editions were published f or t he use of t he publi c schools. Up to the
time of t he great disaster of Apri l -1 8 1906;twelve Bulletins had been
issued The f ire,however
,destroyed t he entire stock and even our library
cop i es. We are now beginning t he publication of revised editions of these
Courses of S tudy .
The following courses are now in the hands of t he printer and wi ll be
ready f or distribution, we expect, by August 1 , 1907No. 1 (new series ) . A Course of S tudy in
'
Primary Language,“
and Handbook to t he
S tate Series Text. By E ffie B . McFad d en. P rice, postpai d , aoceat s.
No. 2"
(new series ) . A Course of S tudy in Primary Ari thmeti c, and Handbook to the
S tate Series Tex t. By David R . Jones. P rice, postpai d , 30 cent s . .
No. 3 (new series ) . A'
Cour'
se'
of S tudy for t he Teaching of R ead ing'
to Beginners, andHandbook t o t he S tate S eries '
P rimer and F irst Reader. By A lma Patterson.
P rice, postpaid , 30 cent s.
The following Bulletinsarenow inpreparation and wi ll be issued duringt he year :
A Course of S tudy in Ari thmeti c , and Handbook to accompany S tate‘
Series AdvancedText. By Dav id R . Jones, Supervisor of the Teaching of Ari thmeti c .
A Course of S tudy in Li terature for t he Grammar Grades. By A l l ison Ware, Supervisorof t he Teaching of L i terature.
A Course of S tudy in H istory, and Handbook to theS tate Series Advanced“
Text. ByArchibal d B . Anderson, Supervisor of t he 'Teaching of H istory.
A Course of S tudy for t he Teaching of R eading , and Handbook to '
the S tate SeriesSecond and Th ird R eaders. By A lma Pat terson, Supervisor of t he Teachingof Reading.
A Course of S tudy in Grammar, and Handbook to the S tate Series‘
Text. ByFrederi c Burk .
A Cou rse of -S tudy in Language for Grammar Grades.. B y Ed ie
h
B . McFad d en, Supervisor of t he Teaching of Language.
A Course of Study in Descri p tive Geography . By Frank F . Bunker, formerl y Supervisor of t he Teach ing of Geography , later Assistant Superintendent of Seatt leSchools, at present Assistant Superintendent of Los Angeles S chools.
SAN FR ANC IS C O STATE NO R MAL S CHO O L
BULLETIN No. I (New S eries ) .
A C O UR S E O F S TUDY IN
P R IMAR Y LANGUAGE
HANDBO O KTO ACCO MPANY
THE S TATE S ER IES PR IMAR Y
LANGUAGE TEXT
By EFFIE BELLE MCFADDENS up ervisor of the Teaching of Language
J UN E 1 9 0 7
S AC R AME NTO
W. W. S HANNO N S up erintend ent o f S tate P rint ing
1907
i i ss'
aEavof oomassstwo 0 00m BM W?
wright Entry
/J4 7 5 z.
0 0 53? B.
Copyri ght , 1904, by EF F IE BE LLE MCFADDEN .
Copyri ght , 1907 , by EFF I E BE LLE M CFADDEN .
INTR O DUCT IO N .
The series of lessons in this Bullet in is t he out come of an at temp t to make
certain language forms mat ters of habit ; that is, t o so fix them that when
t he necessi ty f or their use arises, t he chi ld need not go over in his mind
any definition previously learned , nor think of any rule by whi ch he could
choose t he correct form to be used . The general ideahas been to get t he
attention upon t he form first,and gradually t o lead t he chi ld to the place
where t he subject-matter only is in mind .
The devices given are those used by t he student-teachers in t he E le
mentary Department of t he San Francisco S tate Normal S chool . They
are by no means original, having been taken from many sources and
worked over by t he teachers,from whose repor ts they have been taken f or
this Bulletin.
The method used is to bring t he proper setting before t he chi ld,either
actually or in imagination. The teacher gives t he proper form to be used,
and t he chi ld imitates her by using t he form . The best results w i ll come
i f t he attention of t he child is exclusively upon t he form we wish t o teach
him,without too much paraphernal ia t o divide that attention. To i llus
trate : The chi ld is to be taught to use t he form,
“ I saw,
”in telling abou t
something he has seen before The teacher produces t he proper condi t ions
by walking to t he window,looking out at some objec t
,then returning t o
her desk,and saying
,
“ I saw aman.
”The chi ld then imi tates her . Next
instead of actual ly reproducing t he condition,t he teacher does so in
imaginat ion,whi ch is one step in advance.
“O n my way t o school this
morning I saw apret ty flower . Tell me what you saw .
”
The“ times over
,
”or spiral method
,as i t is usually called
,is found t o
be very effective. The first t ime over consists ent irely of oral work , before
t he chi ldren master their pens or crayon well enough t o give their at tent ion
t o what they are wri t ing,rather than to the form of t he letters.
Wr iting the sentences is introduced t he second t ime over,t he chi ldren
copying first,afterwards doing it from dictat ion
,and finally making up
their own sentences.
At t he end of every series will be found devices f or review. The review
lessons should begin every recitat ion and form t he greater part of i t . Take
t ime f or review,whether any thing is given in advance or not . This work
would be improved if t he devices f or review were at t he beginning of each
day ’
s exercises. As no two classes are ever able to cover t he same amount
of work this was found impossible. The teacher may select i one or moredevi ces from t he review work t o begin each d ay ’
s lesson.
At t he end of every series also w i ll be found a story f or reproduction,
first f or oral work,then f or wri t ten work . Nearly all t he stories must be
worked over i f t he reference only is given,as these stories were originally
wri t ten t o be read,and not t o be reproduced . The stories must be as simple
as possible,w i th easy language construction. These stories are not told
f or their moral effect upon t he chi ldren,nor f or encouraging an especially
dramat i c or vivid reproduction,but solely f or the purpose of us ing t he
required language forms. Hence t he stor ies should be short and simple,
but at t he same time interest ing .
The writer has graded t he work according t o t he ability of t he greater
number of pupi ls under her charge. There is no reason why some of t he
work may not run over into t he next year,or why advanced work may not
be begun before t he end of t he year . It is advisable t o begin each year
w i th a review of all t he review lessons of t he preceding year . Not how
much advance work is done but how much review work is done,is t he motto
f or this book .
EF F IE BELLE MCFADDEN .
San F rancisco S tateNormal S chool,
May 3, 190 1 .
(4)
THE METHOD OF TEACHINGLANGUAGE IN
THE PR IMARYGRADES.
FIR ST GR ADE.
PURPOSE AND METHOD — The purpose of t he work is t o teach t he ch i ld t o
use, as an unconscious habit , t he past tense of various verbs . Those selected
are t he ones in most constant use every d ay .
The idea is to get t he at tention of t he chi ld first upon t he form of t he
word used in it s proper set t ing,and then,
by repeti t ion,so to fix that form
that when t he condi t ion again arises he w i ll,w i thou t stopping to think
,use
the proper form .
F or t he general method followed,see Introduction.
DEVICES FO R TEACHING “ SAW.
1 . Go to t he w indow and,looking ou t
,say ,
loud enough f or all t o hear ,I see aman with an umbrella I see abird bui lding anest . Come here,
John,and tel l me what y ou see. Then go back to t he desk and say ,
“ I
saw acar out there. I saw aboy out there,
emphasi zing saw. Tell me
what you saw, John. S end as many as vou have t ime f or
,having them
return t o their seats and say ,
“ I saw a
2. Pu t anumber of objec tson t he table,such as akni fe
,toy sheep
,d og,
doll,cup
,apple
,et c. Say to t he class,
“ I see apencil . I see adoll . ” Call
on t he chi ldren t o look and tel l what they see. Afterwards cover t he
objects , saying ,
“ I saw apenci l . I saw adoll . Tell me what y ou saw .
”
3. Hold up apicture before t he class,saying
,
“ I see agirl standing byher mother . Look now .
” Then,turning i t around
,say ,
“Now
,tell me
what y ou saw .
”
4. Begin wi th t he first chi ld in t he row,saying , A t t he park yesterday
I saw many chi ldren. Tell me what y ou saw .
” Have t he chi ldren rise,
one after t he other,telling what they saw . To t he next row say ,
“ A t t he
Chutes I saw t hemonkevs. Tel l me what y ou saw .
”I n t he same way use
At t he grocery O n t he bay . I n t he par lor. O n t he sand-tab le.
store. I n t he school yard . I n t he garden. O n t he shel f.O n t he street . A t home. I n t he aquari um . At church.
5. Tell mewhat y ou saw t he chi ldren doing in school ; on t he playground ;on t he way t o school ;
“
at t he park . Tel l me what you saw t he fish doing ;t he frogs
,et c.
(5)
6 . Tell the following story,having it reproduced and added to
There was once a l i tt le bird . He came out of a t iny b lue egg in anest in t he top of
a tal l tree. At first he was very , very smal l . H e grew and grew . Soon he was old
enough to fly . He said ,“Mama, I am going t o fly away . I w ish t o see all the beauti fu l
things abou t me.
”S o away he flew . He was gone a long time. A t last he came back .
His mama said , Tel l me, my chi ld , what y ou saw .
” “ I saw some funny animalsplaying w i th a round th ing. O h , those were boys p laying bal l ,” sai d the mother-bi rd .
I saw some queer wooden nests.
” Those were peop le’s houses, said t he mother.
“ Isaw some p retty flowers grow ing on t he h i l l . I saw some frogs in sw imming in a bi gpond .
” Then his mother sai d ,“You have seen so much t o-d ay y ou may fly away again
to-morrow .
”
THE MA M A DUCK .
O ne d ay John went out t o shoot ducks . He saw one on arock . He raised
his gun t o shoot t he duck . He saw her pulling out her feathers. She
wanted to make her nest warm f or t he l ittle ones. John did not shoot her .
WENT .
1 . Call three chi ldren t o t he desk,wh isper to them three d ifierent places
t o go, then count three and have them all go at once. This gets t he
attention of the class and lends interest . “Who can tell where each one
went ?” Have four or five t ry t he next time
,and so on as long as t he
interest lasts .
2. Have agame of store. The chi ldren go to t he store one by one. Each
chi ld says,
“ I w ish t o buy adoll,
”et c. After he has gone t o his seat he
may say ,
“ I went to t he store. I saw akite” ; or ,“ I went to t he store. I
saw some apples .
3. Tell where you went after school ; S unday ; Christmas ; Saturday ; et c.
4. Tell where mamawent to buy meat ; t o buy bread ; to buy sugar, et c.
5. Give t he nursery rhyme,O ld Mother Hubbard
,or i f the chi ldren
already know i t,have it recited .
Devices for Review.
[The best resu l ts are obtained i f, before introducing anew word , t he previous wordsare reviewed . Devi ces f or review w i l l be found before every new word ]
1 . Have achild go to t he w indow,look out
,and after he has returned to
his desk,say ,
“ I went to t he window . I saw ahouse.
”I n the same way
t he chi ldren may go t o t he stove,t o t he door
,t o t he desk , cabinet , t oy box ,
et c. To vary t he exercise have one chi ld perform t he act,ano ther tel l
what he did and what he thinks was seen ; as,“John went t o t he window .
I think he saw astreet-car .
”
2. Say t o t he class, Yesterday I went to t he park . I saw t he squirrels.
Have t he chi ldren tel l one place where they went and one thing whi ch
they saw .
( 6 )
PUS SY AND THE CREA M .
O ne d ay pussy went into t he dining-room before breakfast . S he saw a
tall j ug of cream on t he table. S he jumped on t he table,but she could not
reach t he cream w i th her tongue. Pussy was afrai d to upset t he jug . S he
stuck in her p aw and then li cked t he cream from it . Pussy did this t i ll
therewas nomore cream in t he jug .
ATE.
1 . F or) breakfast this morning I at e some toast . I at e some meat . Tell
me what you at e.
”
Tel l mewhat y ouate for lunch . Tel l mewhat t he cow at e.
Tel l mewhat y ouat e for dinner. Tell mewhat t he frog at e.
Tel l mewhat your d og at e. Tel l mewhat t he si l kworms ate.
Tel l mewhat your ki tty at e. Tel l mewhat y ouateat t he picni c.Tel l mewhat t he horseat e. Tel l mewhat y ouat eat the b i rthday party .
S TORI ES .
2. O ne d ay May gave aparty . All her little friends came. They played
games unt i l six o ’clock . Then they had dinner . They at e candy and nuts .
They at e ni ce chocolate cake. May ’
s mamabrought in some pink ice cream .
Each one at e alarge dish of this. When they went home,they told their
mothers about the good time they had and what they at e.
3. O ne d ay Miss Brown took her class to t he park . The chi ldren p layed
f or some time. Then they at e their lunch . They at e cake. They at e
candy . They at e oranges,and apples
,too . S ome of t he lunch was left .
Then they went up“
t o t he lake. They saw t he pretty white ducks . M iss
Brown sai d,
“Let us give t he ducks something t o eat . The children threw
some cake into t he water . S ome of t he ducks ate t he cake. Then they
threw some bread into t he water . All the ducks liked t he bread . They ate
it all . M iss Brown threw some grapes into t he water . The ducks ate t he
grapes,and then swam away . Then t he children went home.
Devices for Review.
went
1 . To one row say ,I saw some birds at t he park . Tell me what you
saw . The chi ldren rise in turns,each telling what he saw . The next
row may answer t o :“ Tell me where you went Saturday t he third row to
“ Tell me what y ou at e f or lunch ,”et c.
2. The chi ldren may p lay that they went t o the candy store. Tel l mewhere you went , what you saw
,what you at e. This may be varied by
going to visi t alittle friend,by going to grandma’s
,et c.
3. Cut from t he advertising pages of magazines,pictures of things t o
eat, things that may be seen in grocery stores
,at t he park
,on t he street .
Paste these on cards,pass them around to t he chi ldren
,and have stories
made ;as, I went to agrocery store. I saw many cans of soup .
( 7 )
Encourage the chi ldren t o finish t he story . We at e some soup f or
dinner .
”
4. If t he chi ldren recognize these words,they may be placed on t he
board . The teacher may begin a story . The chi ldren ad d sentences as
t he teacher points out the words
Once there was a l i tt le boy named N ed . He l i ked t o go w i th his father. O ne d ay
he went w i th him t o t he country . Mama put a ni ce lunch for them into a box. His
father let Ned dri ve.
When they got there what d o you think Ned saw ”? Tel l me what y ou
think they at e f or lunch .
5.
“O ne d ay I went down town. I went into t he toy store. I went over
t o t he table where they kept my favori te toys .
” Tell me what y ou think I
saw on t he table. Tell me where I went next . Tel l me what I saw there.
Now tell me where y ou went and what you saw .
“ I was so t ired that I went t o get something to eat . Tell me what you
think I at e.
Have t he chi ldren make up stories of their own— stories of only a f ew
sentences,or as many as they can— using went , saw ,
and at e,i f possible.
CAME
1 . S tand by t he window,and have a chi ld come t o y ou. As he stands
by y ou,tell him to say ,
so t he other chi ldren can hear,
“ I came to you at
t he w indow,
” accenting came. Have another child come to y ou at t he
stove,and say ,
“ I came to you at t he stove.
” Usually two or three times
telling them wi ll suffice,at least f or the bri ghter ones
,and t he others wi ll
imitate them . After standing in several p laces yourself,give your place t o
achild,and have him say ,
“ I came to Willieat t he door .
”
2.
“ I ’m glad you came t o school this morning . Tell me on what street
y ou came and w ith whom you came. Tel l me whether you came early or
late. Tell me what games y ou p layed before you came to school . Tel l me
how y ou helped your mother before you came to school . Tell me what you
did after you came to school .
3. Play that you came from di ff erent places. I came from O akland . Mr .
J ones came from Berkeley . John came from t he country . Tel l me where
you came from .
4. Review all t he verbs studied so far by calling f or sentences from each
row . O ne row may answer t o,
“ Tel l me what y ou at e f or breakfast”
~
another ,“What y ou saw in t he t oy store” ; ano ther ,
“How you came t oschool this morning
,
” “Where y ou went last night ,”et c.
5. Tell “ Reynard t he Fox,
” by E . Louise Smy the; adapted
The l ion was king of all t he animals. O ne d ay t he king gave a party . He wantedall t he animals to come t o i t. The wol f , t he bear, and near l y all t he other animals came.
Even t he b i rds came. O ne animal d id not come. That was Reynard t he F ox .
The wol f came up to t he king. He said ,“0 k ing . y ou wanted us all to come to your
party . We are all here but one. That one is Rey nard t he F ox. He never does whaty ou tel l him t o d o. He has been very mean t o me. He came t o my house. He pu tdi rt into my bab ies ’ eyes . And now they can not see. Look at them .
( 8 )
Then l i tt le F i do came up to t he king. He was a pretty l i tt le d og . He said , 0 k ing ,let me tel l y ou what Reynard did t o me. We are all af raid of him. O ne d ay I went outfor awalk . I came t o ami l l . I saw some meat there. and I took i t. I t was all I hadt o eat , and I was very hungry . But Reynard took i t away from me. I t was not his .
I t was mine, and i t was all I had .
”
Devices for Review .
saw went ate came
1 . Call achi ld t o you , whisper t o him whi ch word t o act out and how to
do it ; then t he chi ld may do so,whi le t he others tell
,in good sentences
,
what was done. I n acting out came, t he chi ld must come t o t he teacher
and he himself must be called upon to tell what he did ; as, I came t o
you . O therwise it would be,
“Tom went t o y ou.
2. This device may be used in review ing any verb . It is especially
useful in teaching t he form “ I didn ’t ” ; as , I didn’t go
,I didn ’t eat t he
apple; or , Yes, I went ; Yes, I at e t he apple.
A chi ld is sent from t he room,knowing that another one w i l l beappointed
t o go somewhere or do something . When t he chi ld returns he asks,
“ Elsie,
did you go to t hewindow ?” and Elsie replies,
“ I didn ’t go to t he w indow
or,
“ I went to t he w indow,as t he case may be.
I n alarge class i t is well to limi t the chi ld t o four or five guesses. Then
more chi ldren w i ll havean opportuni ty t o ask t he questions.
S TORY .
Gog was an elephant . He was very smart . He could Open any door and
close i t after him. His master was very proud of him . O ne d ay afriend
gave Gog’
s master some fine apples . He put them in his room to keep them
unti l night . But Gog opened t he door , went in,and closed it quiet ly after
him . He at e all t he apples . Then he went out again. When Gog’
s master
came he could not find t heapples . I n t he morning he saw some apple-cores
in Gog’
s stable. He knew who at e t he apples.
BR O UGHT .
1 . Draw on t he board t he pic ture O f an old man w ith abig pack on his
back . Tell them this story
Once there was aman l i ving all by himsel f . I t was very near Christmas, bu t he hadno chi ldren to gi ve any presents t o. F inal l y he thought of a plan. He went t o the ci tyand bought agreat many toys. He di d them all up in a pack . Now he is on his way t o
visi t all t he chi ldren in t he v i l lage. He brought a ni ce new crutch to a lame boy . He
b rought a kni fe t o a l i tt le boy . He b rought a dol l to a l i tt le g ir l .
You may tell me what else he brought in t he pack to t he chi ldren.
2 . Have each chi ld in a front seat bring y ou something from his desk .
The other children tel l what was brought .
3. Use t he same cards as for “at e
”. Play that y ou are having abirth
d ay par ty . Each chi ld br ings y ou something . As he brings i t,he says : “ I
came t o your birthday party . I brought y ou"
a basket . ” The chi ldren
enjoy this very much,and poli teness may be taught incidentally . If the
( 9 )
teacher is gracious when she receives t he presents, achi ld w i ll imitate her ,i f he is allowed to have aparty instead of t he teacher .
4. Tell me what t he bird brought t o build her nest . (Mud , strings,feathers
,cotton
,thistle-down
,et c.
,may be mentioned . ) Tell me what y ou
brought t o school . Tel l me what t he postman brough t ; t he grocery-man.
Tell mewhat t he f ruitman brought you . Tel l me what SantaC laus brought
y ou Christmas.
5. S tory f or reproduction
Some chi ldren bu i l t a sand fort . John brought t he damp sand in buckets , wh i le Fredbui l t the fort. Thel i tt le brother, Tom , b rought as many firecrackers as his hands wou ldhold . Soon papa came and brought t he matches . He l ighted t he firecrackers , and t he
fort was b lown t o pieces . Then t he boys brought more sand and made another one.
They thought i t great f un.
S TORY .
Alice was apoor little girl . S he lived in a lit t le house in t he woods.
O ne d ay her mother went out . She left Ali ce alone. Alice fell asleep .
She dreamed that she saw a fairy . The fairy said,
“My chi ld , what do
you w ish ?”
“ I w ish to have some pretty clothes and playthings,
said Ali ce.
You may have them ,
”said t he fairy . Then she went away .
I n af ew minutes she came back . S he brought w ith her abeautiful dress.
She brought abig doll,she brought some marbles
,she brought some books,
she brought ar ing,and she brought abig box of candy .
“O h
,how happy I am
,
”said t he little girl . “ Thank you
,thank you
,
kind fairy .
”
Review.
Tell t he story ; ask t he quest ions following it , having them answered in
good sentences,and then have i t reproduced
This morning my uncle came to see me. He came in a ni ce l i tt le buggy , dri ving ab lack pony .
“ I am after a l i tt le boy who wou ld l i ke a ri de,”
said my unc le. Mamasaid I cou ld go, and I was so happy . We d rove abou t town, then we went out t o t he
park . O n the way I saw a l i tt le boy who si ts near me at school . Unc le let him ride,t oo. He brought his d og w i th him. The d og was a l i ttle one and had t o run fast t okeep up . When we came to t he chi l dren’
s p layground , we went in t o l unch. My unc leat e sandw i ches and drank coff ee, bu t we boys drank mi lk . A fter l unch we went t o t he
lake. There we saw boys sai l ing smal l boats. O ne boat came near us and then upset .We saw ducks sw imming in t he lake, t oo. I t was near ly dark when we got home, butwe had had a very pleasant d ay .
QUES TIONS : Who came t o see y ou? He came in what ? Tel l me where
you went . O n the way whom did you see? The boy brought w ith him,
what ? Tell me what you at e f or lunch . Tell me where you went after
lunch . What did you see?
CAUGHT— THREW.
1 . Have abean-bag. Call out several children,having them stand in a
row . Throw t he bean—bag to'
the first,saying
,
“ I threw t he bean-bag t o
Elsie. S he caught t he bean-bag. Now,Elsie
,throw i t back .
“I threw
t he bean—bag t o J ohn. He caught t he bean-bag.
“Now
,who can d o just
( 10 )
as I did ?” Have several chi ldren take turns in throw ing t he bag t o t hechi ldren in t he row
,each time saying
,
“ I threw t he bean-bag t o
S he caught t he bean-bag . As each chi ld in t he row throws t he bag back ,
2. How many p layed tag at recess ? Tell me whom you caught . Tell
me who caught y ou.
3. Tel l me what t he spider caught ; t he cat ; t he frog ; t he snake ; the
bird . Tel l me what we caught on our nature-study trip .
4. Tell me what y ou threw away at recess ; at home. Who threw t he ball
over t he fence? Tel l me what you threw into t he basket , et c.
5. Tell this story . Ask questions to bring out t he verbs, and then.
have
t he story reproducedMay and Tom went t o the lake w i th their mother. Tom took his d og F i do w i th him,
and May took her dol l . They found an old boat there. Mamasat in one end of t he boatand read a book . May sat w i th her and p layed w i th t he dol l .Tom wanted t o have some fun. He threw astick into t he water and F ido ran after i t .
Then Tom threw another one h igh in t he ai r.
’ F ido ran as fast as he cou ld , then stoppeds ti l l , and caught t he st ick in his mouth. Good d og ,
”sai d mama.
DID.
1 . Say t o t he class, We w i ll p lay a little game. I wi ll leave t he room,
and Helen may tell some one to take apenci l from t he desk . When I come
back,I ’ll t ry to find out who did it .
”(To make i t more interesting , keep
an account of t he number of guesses,writing them on t he board . ) When
you come back,say ,
“ I think May did it .” May shook her head
,so she was
told to say ,
“No
,I didn ’t do it . ” “ Then Joe did it
,and so on
,unti l the
chi ld is found who did it . Have him say ,
“Yes
,I did i t . ” After a f ew
t r ials,have achi ld takeyour place and call on t he di fferent ones : “Mary
,
did you do i t ?”
2. Play that t he teacher is an old blind lady . The chi ldren do various
t hings,such as
,pass to t he board
,wr ite on t he board
,et c.
,as they were told
by point ing them out . A chi ld stands by,telling each time
,Mary did it
,
“Joe did it . et c. The chi ldren take turns at this .
3. Say to t he class
Once two l i tt le boys were p laying. Joe broke a cup . When their mother came home,she asked ,
“Who did i t?” “What d id Joe say ? What di d his brother say ?
Three l i tt le gir ls were sew ing . O ne of them was very carefu l , and did her workni cely . The mother asked ,
“Who did this so wel l ?” What wou ld each l i tt le gir l say ?The teacher left t he room . Tom threw ap iece of chal k . The teacher came back , and
asked ,“Who d id i t ?” What wou ld the boys say ? What would Tom say ?
The teacher asked t he ch i ldren t o b ring some spiders t o school . The next d ay she
found ajar of sp iders on her desk .
“Who brought i t ?” What di d t he boys say ?
Mama found a ni ce bouquet of flowers on her tab le. S he asked t he chi ldren who
brought i t. Who d o y ou th ink did ?
A l i ttle boy fel l down in the yard this morning. Another boy picked him up . W'ho
d o y ou think d id i t?
4. Have several p ictures or other things that were brought to you by t hechi ldren. Say to t he classSome one brought me this p icture. Who d o y ou think did i t ?Some one wrote this paper. Who d o y ou think did i t ?Some one drew this pi cture. Who d o y ou th ink d id i t ?
( 1 1 )
5. Say t o t he first row,Answer my questions
,using d i d . WI1 0 wrote
well this morning ?”
Say t o t he second line,Who brought lunch to-d ay ?
” Who p laved
marbles this morning ?” Who played buttons ?” et c.
6 . See device 2 under Devices f or Review page 9 .
THE LITTLE R ED HEN .
A little red hen found agrain of wheat . Who wi ll p lant this grain of
wheat ?” said t he hen. I won ’t,
”sai d t he cat .
“ I won ’ t,
”sai d the rat .
“ I won ’t,
”said t he pig .
“ I won ’t,
”said t he dog .
“ Then,I w i ll
,
”said
t he lit t le red hen. S O she did it .
S oon the wheat grew up .
“Who wi ll cut this wheat ?” said t he little red
hen.
“ I won ’t,
”sai d t he cat . I won ’t
,
”sai d t he rat .
“ I won ’t,
”sai d
t he pig .
“ I won ’ t,
”said t he d og .
“ Then,I wi l l
,
”sai d the li t t le red hen.
S O she did it .
S oon t he wheat was ready t o take to t he mill . Who w i l l take this
wheat to t he mill ?” said t he lit t le red hen.
“ I won ’t,
”sai d t he cat .
“ I
won’t
,
”said the rat .
“ I won ’t,
”sai d t he pig .
“ I won ’t,
”said t he dog .
Then,I wi ll
,said t he li t t le red hen. S o she did it .
When she came back w i th t he flour she said,
“Who w i l l make a loaf ofbread ?” “ I won ’t
,
”said t he cat .
“ I won ’t,
”said t he rat .
“ I won ’t,
”
said t he pig .
“ I won ’ t,
”sai d t he d og .
“ Then,I wi ll
,
”said t he little red
hen. S O she did it .
When t he bread was baked she said,
“Who w i ll eat this sweet bread ?”
I w i ll,
said t he cat I wi ll,
”said t he rat .
“ I wi ll,
said t he pig “ I
w i ll,
”sai d t he dog . N O
,you won ’t
,
”said t he li ttle red hen. My
chickens and I w i ll eat this bread .
”S O they did .
GAVE.
1 . Have a chi ld bring y ou something he has in his desk,as a piece of
paper,apenci l
,et c. Say t o t he class
,i f y ou are not sure t he chi ld w i l l
answer properly,
“John gave me a paper . Who has something else f or
me?”“ Harry gavemeabook .
” “Mary gave me apenci l . ” The teacher
may quickly give t he chi ldren such toys as she may use f or her reading
words. Then they may hold up t he toys,show ing the class
,saying
,
2. The teacher may play that she is a little girl , and that each one is t o
give her something f or her birthday . The chi ldren then bring their toys t o
t he desk . After they are seated,t he teacher may ask ,
“Who gave methis ?” unt i l all t he toys are put away
3. The teacher may play that she is ablind lady . Each chi ld brings her
agift . Then she asks,
“Who gave this ?” t he chi ld replying,
“May gave
y ou t he book ,”et c.
( 12 )
Devices for Review.
went brought gave
1 . Say to t he chi ldren,I went t o t he grocery store. I brought y ou some
sugar . T he grocer gavemeacookie. Designate t he di fferent parts of t he
room as : baker ’
s,candy store
,toy store
,book store
,butcher ’
s,frui t stand .
Have t he chi ldren go to t he di fferent p laces, then come back , telling where
they went,what they brought back , and what t he storekeeper gave them .
2. Give out cards having pasted upon them various p ictures cut from t he
advertising pages of magazines . Have the chi ldren make “saw stories
,
“went
”stor ies
,
“ate” stories,et c.
3. O ne chi ld may take a t oy t o another whose eyes are closed . The
lat ter then tries t o guess who brought it,by asking
,
“D id y ou bring me
this ?” The chi ldren reply,
“ I did i t,
or“ I did n ’t do it .
4. The chi ldren may hide their eyes whi le one of t he class is chosen t o
draw something on t he board . The teacher then appoints amember of t he
class to find out who i t was by asking,
“Who did it ?”
5. The teacher may bring a sack of animal crackers to school . ~ Each
chi ld may eat one,then tell what he at e ; as,
“ I at e acracker-dog,
”et c.
6 . A chi ld closes her eyes,whi le another puts something into her hand .
Then t he first chi ld asks,“Who gave me t he penci l ?” whi le ano ther one
replies,
“John gave you t he penci l . ” It may be varied by t he chi ldren
replying,
“ I did it,
or“ I didn ’
t d o i t . ”
7 . Tell t he following story,have i t acted out
,and then reproduced .
Many other things may beadded t o“
make t he story longer :
Once there was a lady who was very ti red . S he had many th ings t o d o. The disheswere not washed . The floor needed sweep ing . The tab le needed dusting . The w indowsneeded washing. The lady started to go t o t he store t o buy something t o eat . S he tol dher ch i ld ren t o be good whi le she was away . When she came back , she found all herwork done. S he said ,
“W’ho washed t he d ishes ?” A l ice said , I did i t .
"
S he thenasked ,
“W'
ho swept t he floor?” F red said “ I did i t.” S he then wondered , Whodusted t he tab le?” Mary said , I did i t .
”Now tel l me, she sai d , W'
ho washed t he
w indows ?” Harry sai d ,
“ I di d i t . You are good ch i ldren,
”said t he lady ,
“here is
some candy f or y ou.
”
I n t he same way t he past tense of the following verbs should be taught
in t he F irst Grade : grow,d rink
,ran
,d raw
, fall, fly , t ell, rid e,build
,bi te
,
sp eak, sell.
Review every d ay the verbs, using one or more of the devices,either in
t he presentation lessons,or in t he review devices. If there is any time left ,
put in t he new exercise,
“ It is I .
”
THE TOWN MOUSE AND THE COUNTRY MOUSE .
saw ran
A count ry mouse invi ted a town mouse to visit him in t he countryThey at e wheat stalks and roots. The town mouse sai d
,
“When I was int he ci ty I at e raisins and nuts and cheese. Come to t he city and I wi ll
show y ou.
”S O t he country mouse went to the city .
( 13 )
They went together into t he pantry . There they saw bread,meat
,raisins
,
and ani ce piece of cheese. They at e a little bread . Just then some one
opened t he door . They ran as fast as they could t o ahole. When all was
quiet,they came back again. They at e a little meat . S ome one else
opened t he door . They ran away and hi d again. The country mouse said,
“ You may finish your feast alone. I like t o live in t he country where I
can eat in peace.
THE TORTOISE .
saw tooh
A tortoise wished t o learn t o fly . She asked t he eagle to teach her . The
eagle sai d,
“You can not fly . You have no wings .
” But t he tortoise sti ll
wanted to t ry . The eagle took t he tortoise in her claws. S he fiew high
into t he sky . The tortoise saw t he houses far below her . S uddenly t he
eagle let t he tortoise go . She fell down to t he earth . She was ki lled on
t he rocks .
THE D O G AND HI S S HADOW .
saw
A d og was once crossing abridge over astream . He had abone in his
mont h. He looked down into t he water . There he saw another dog w ith
a larger bone in his mouth . He dropped his own bone to get t he larger
one. He found that it was only ashadow . So he had to go home hungry .
THE LIO N AND THE MOUSE .
lay ran caught came
O nce a lion lag asleep . A little mouse ran over him . This woke t he
lion and made him very angry . He caught t he mouse and was going to
ki ll it . The mouse said,
“Do not ki ll me. I w i ll help y ou some d ay .
”
The lion laughed and let i t go . S oon afterwards t he l ion was caught in anet . The little mouse heard him roar . The mouse came up and gnawed
t he ropes wi th his teeth . He set t he lion free.
THE BEAR AND THE Two TRAVELERS .
came
O nce twomen were traveling together . They suddenly met abear . O ne
man quickly climbed atree. The other one fel l on his face. He pretended
that hewas dead . The bear came up . He smelled t he man all over . Thenhe left him
,f or bears d o not like dead bodies. S oon t he man came down
from t he tree. He asked,
“What did t he bear tell y ou?” He told me
never to travel with aman who leaves you when you are in danger .
THE DO G I N THE MANGER .
came
O nce ad og lay in amanger . A cow came along t o get something t o eat .
The d og barked and growled at t he cow .
“You are aselfish dog
,
”said t he
cow .
“ I came here to get something to eat . You can not eat auv hayyourself and y ou wi ll not let any one else eat it .
i
did not know how t o help them . S uddenly she saw her worst enemy
coming . I t was aman. He saw t he li t t le ducks. He stooped and gathered
them into his hat . The poor mother thought her babies would be ki lled .
The man went to t he edge of t he pond and put t he ducks into t he water .
Soon they were all swimming . The mother was very happy . Just as t hev
began t o eat,they saw ano ther duck coming . I t was their baby brother .
The hawk had dropped it over t he pond . They were all very happy and
lived here many y ears.
IT I S I — I T WAS I.
1 . S end two or more chi ldren from t he room,telling one of them to
knock quietly,and then when asked
,
“Who is it ?” t o reply,
“ It is I .
”
Let them have one guess t o tell who i t is. The one who guessed could go
out and d o t he same thing . After t he one who knocked comes in say ,
“Who was i t that knocked ?” getting in reply,
“ I t was I,
”or
“ I t was he
Have two knock at t he same t ime,telling them to answer
,
“ I t was we,
and having t he others tell “ It was they .
”
2. Say t o t he chi ldren,I w i ll close my eyes. S ome O f you may fold
your arms,some pu t your h ands on your heads some fold your arms
behind you,some wave your arms
,then when I say Attention,
’
all sit up .
”
Try t o find out who did each thing . Ask,
“Was i t y ou who folded your
arms ?” t he chi ld replying,
“ I t was I,
or“ I t wasn t I .
” Then change
t he form of t he question,asking
,
“Was i t John who folded his arms ?” et c.
3. Have aquick exercise,each chi ld in t he row answer ing t he question
as he pleases.
I s i t I ? I s i t he? I s i t she? I s i t they ? I s i t we?
4. Every d av have them repeat in concert,then individually
I t is I . I t is she. I t was she.
I t is y ou. I t is we. I t was we.
I t is he. I t is they . I t was they.
5. S end achi ld from t he room,telling him before he goes that somebody
wi ll be appointed t o be i t . The chi ldren name some one chi ld,and t he
teacher names t he one who is to ask t he quest ions. The chi ld then returnst o t he room . The one who asks t he questions stands up and asks
,
“I s i t
Charlie?”
The guesser answers,N O
,i t isn ’t he
,
”or
“ I think i t is he.
”
Instead of having some one ask t he question,t he child who left t he room
mav ask, It it y ou,
Charlie?” Charlie replies,
“ It isn ’t I,
”or
“ It is Ias t he case may be.
I HAVE NO .
PURPOSE AND METHOD — The purpose and method are the same as inteaching t he verbs . The teacher produces t he proper sett ing
,gives the
form ,and has t he chi ldren imi tate her . The attent ion must be on t he
form at first , and gradually transferred to t he subjec t-matter .
1 6 )
1 . Say to t he chi ldren,I have no penci l . Will y ou please lend me one?
Thank you . I have no book . Will you please lend me yours? I have no
paper . Will y ou lend me yours ? You may answer me, using , I have
Please lend me your sponge. Please lend me your slate,crayon
,kni fe
,
wat ch,ring
,t op ,
doll,looking-glass
,marbles
,fan
,et c. This must be quickly
and enthusiasti cally done to be effec t ive.
2. Be astorekeeper . Have t he chi ldren guess what kind of astore y ou
keep by asking to buy something . The chi ldren then say ,
“ I wish t o buy
some bread .
”The teacher replies
,
“ I have no bread .
” I wish to buy
some candy . I have no candy .
” I w ish to buy some sugar .
“Yes
,
I have some st rgar .
” “What kind of a store do I keep ? Yes,i t is a
grocery store. Now y ou may be storekeeper,and we wi ll buy . Think
what kind of astore y ou w i ll keep .
”
3. F i ll abox w ith toys and odds and ends . The chi ldren ask f or some
thing . Reply first,I have no dol l . ” Then give t he box to a chi ld
,and
t he others ask f or any thing they want . If i t is in t he box,it is given
,
otherwise t he chi ld replies,I have no
4. Try to find out who has ababy sister,brother
, p et kitten,blue dress
new kni fe,top
,fan
,et c
,by asking quickly
,
“ Have y ou ababy sister ?” et c.
5. S end t he class to t he board w i th no chalk there,and ask them to write
aword . If t he first one says,I have no chalk
,
”ask several i f they have
chalk,insisting on a complete sentence. If any chi ld can not give t he
form,some one may tell him what to say .
6 Put cards on several desks about t he room then as you look about
say . L i llie has no card,
” “John has no card
,Edgar has no card
“John tell me some one in your row who has no card
,et c.
7 . Why can’t L i llie lend me her doll
,ball
,fan?” et c.
8 . Say qui ckly t o t he first chi ld in t he first row,I had no mush f or
breakfast ; tell me something y ou didn’t have. Beg in your sentence with
,
I had no.
Devices for Review.
1 . Tell stories about achi ld in your class,as
Last night I w ished my erasers c leaned . I cal led upon t he boy who had t he bestreading lesson. Wh o was i t ? (The chi ld answers, I t was To-d ay I shal l cal lfor t he ch i l d who can count t he farthest . Who is i t ? (Answer, I t isLast night a l i tt le baby boy and his sister were wal k ing on t he street . The baby fel l
down. The sister pi cked him up and carried h im home. W'ho was i t ?
Every night there is a l i tt le boy who brings his mother t he mi lk from t he grocery .
“I bo is i t ?Who is t he l i tt le gi r l who helps her mother wash t he dishes ? et c.
2. S end all t he chi ldren or certain chi ldren t o t he board t o draw pic tures .
H ide your eyes,so you d o not see t o what board they go. Then ask
,
“Whod rew this ?” The one who did answers
,
“ It was I .
”
3. Use freely device No. 4under I t is I .
2— N s ( 1 7 )
S t ories for Review .
A POOR B O Y .
I t was a very cold d ay . Mr . Brown had finished his work,and was
going home t o supper . As he walked along he thought of t he games he
would p lay with his three li t t le chi ldren. Bu t who was the poor lit t le boy
si tting by t he road ? His coat was torn,and he had on no shoes nor
stockings . Mr . Brown stopped and said,
“M y boy ,
why are y ou not home
this cold evening ?” “ I have no home,
said t he boy .
“Where is your
father ? Will he not take care of you ?” asked Mr . Brown.
“ I have no
father nor mother,
”sai d t he boy
,and I am very hungry .
’
Then Mr . Brown asked t he poor boy t o come home w i th him . He gave
him some ni ce warm supper and agood bed to sleep in. Thenext d ay t he
boy went to t he Office wi th Mr . Brown,and did errands. He went to night
school,and studied hard . Now he is abig man
,w ith ahome of his own.
O rig inal story by athird -grad e boy .
THE L ITTLE P INE TREE .
A little pine tree was in t he wood s . I t had no leaves . It had needles.
The li ttle tree said,
“ I do not like needles. All t he other trees in t he
woods have pret ty leaves . I want leaves,t oo. Bu t I w i l l have bet ter leaves.
I want gold leaves .
”N ight came
,and t he little tree went to sleep . A
fairy came by,and gave i t gold leaves . When t he l ittle tree woke up ,
i t had leavesof gold . I t was very happy .
N ight came. A man came by w ith abag . He saw t he gold leaves. He
took them all,and pu t them into his bag. Now t he litt le tree had no leaves .
It had no needles,either . The poor l it t le tree cried
,
“ I do not want gold
leaves again. I w i l l have glass leaves.
”
S o t he li t t le tree went to sleep again. The fairy came by and put glass
leaves on i t . The litt le tree awoke and saw i t s glass leaves. Then awind
came up . I t blew and blew . The glass leaves all fel l from t he tree,and
were broken.
Again t he li t t le tree had no leaves This t ime 'it said,I want green
leaves . I want t o be like t he other trees . And t he li t t le tree went to sleep .
When i t awoke'
i t had green leaves . A goat came by . He was hungry , andhe at e all t he leaves . Then t he li t t le tree said
,
“ I like my needles best .And t he li t t le t ree went t o sleep . The fairy came and gave i t what i twanted . When i t woke up I t had it s needles again. Then t he lit t le pine
t ree was happy — Ad ap ted f rom O ld - t ime S tories by E . Louise S ni y the.
THE SENTENCE.
PURPOS E AND METHOD — O ne of t he first things to be mastered in writ ten
language is t he proper beginning and ending of t he sentence. I n order t od o this , t he chi ld must first know in some way what asentence 1s
,and then
he must have areflex f or put t ing in t he proper punctuat ion. We can tel lasentence in t wo ways : F irst
,bv not ing the inflec t ion of t he voi ce when
( 1 8 )
we hear i t read ; and ,second , by seeing t he beginning and ending . The
first way can be taught t he chi ldren before they read or wri te.
The method pursued was direc t ing t he at tention to t he voice as sentences
were read . The sentences must be very shor t and simple at first,t he
downward inflec t ion of t he voi ce pronounced , and t he pause between long .
O n account O f t he difficulty in gett ing stories made up ent irely of simple
sentences,t he fo llowing are added
1 . Say t o t he chi ldren,I am going t o read y ou some sentences . You
may tell me how many I read . I shal l stop after each sentence. You may
count them f or me.
” Then read,making along pause after each sentence :
Saturday I went down town. I looked in ab ig w indow . There I saw abeau ti fu l dol l .
How many sentences did I read ? Now listen again
I went into t he store. I bought t he dol l .
“ Tel l me how many sentences.
”
I gave t he dol l to my cousin. S he named t he dol l Grace. S he was very happy .
How many sentences ?
Read t he same thing again,pausing after four sentences to ask
,How
many ?”
Use in t he/same way
I had a very large d og . His name was Car lo. He had pretty , b lack hair . He sat upand begged f or a cracker . He l i ked t o go into t he woods to catch bi rds . I threw a sti ck .
He ran after i t . He brought i t back t o me.
Here are two ch i ldren. Thei r names are Jack and May . They are wading in t he
water. Mama sai d they cou ld have some —fun. Going in wading is great fun.
The water is very warm . O n t he bottom are sand and pebb les. Jack sees a clam on
t he bottom . May screams. S he l i fts her foot out of t he water. A crab has caught hertoe. Jack pu l led t he crab of .
O ne d ay an ant fel l into t he water . He tried t o sw im out . He cou ld not d o i t . Adove saw t he ant . S he p icked off a leaf . S he threw i t t o t he ant . The ant craw led upon t he leaf . S he was carried t o t he shore.
The next d ay aman was out hunt ing. He saw t he dove. He aimed his gun t o shooti t. Just then t he ant saw t he man. S he b i t his heel . The man was very angry . He
turned around . The dove flew away .
2 F or another device,use a pic ture large enough fer t he whole
t o\
see.
Tell me how many sentences I make about this pic ture.
I n this pi ctu re I see a l i ttle gir l . S he is standing by her mama.
“How many sentences ? Now listen again,
”
The cat is l ying by t he fire. I think mama is tel l ing t he l i tt le girl a story . The
l i tt le gir l looks happy .
“How many sentences ?”
Cal l on t he chi ldren t o make one sentence,two sentences
,three sen
tenoes,et c.
3. F or a third exercise provide each chi ld w i th apic ture,and call f or a
definite number of sentences,as two
,three
,et c
,according to t he abili ty
O f t he chi ldren.
By this time t he chi ldren should be able t o recogni ze several sentences
( 19 )
w i th only aslight pause between. The second step— recognizing awri tten
sentence— is then begun.
4. Go t o t he board , saying ,“Now I shall wri te asentence on t he board
,
and wr i te : S ee t he little girl .
What kind of a letter at t he beginning ? How did I finish it ?”
Have t he class give sentences,whi le t he teacher writes on t he board .
As each one is given,ask
,
“How shal l I begin it ? How shall I finish it ?
Who wi ll wr ite t he first word ? Who w i ll finish it ?”
After several easy sentences are given, go back over t he group,cal ling
on di fferent chi ldren to show t he first sentence.
“Where does i t begin?
Where does it end ? What kind of aletter at t he beginning ? HO W d o we
finish it ?” After going through t he sentences consecutively , skip about .
After this,count t he number o f sentences on certain pages in their
readers .
5. A teacher,t o vary t he exercise
,had her chi ldren play t he sentence.
Each chi ld represented aword .
“What kind of a letter must t he first'
word have?” The chi ld suggested standing on t he table t o be higher,so
he did . The chi ldren stood in a row,one child representing each word ,
and t he period,at her own suggest ion
,sat on t he floor . Then each chi ld
said his word,and the next sentence was played . The teacher allowed them
to represent t he big letter in any way they chose. Then they pointed out
the beginning and ending of each sentence. The chi ldren called f or this
game repeatedly . The teacher closed t he lesson by reading a story from
their reader,allowing them t o tell howmany sentences.
THERE AR E.
PURPOSE AND METHOD — There are and there were seem to be t he hardest
reflexes to get . Perhaps more adults make this mistake than any other .
Much t ime should be spent on these t wo forms,as Often these two words do
not appear in t he chi ld ’
s vocabulary .
Be certain‘
that t he chi ldren say t here and not they .
1 . Have anumber ( two, three, or four ) of various objects, such as tops,bal ls ,
oranges, marbles, et c.
,on t he desk . Say to t he class,
“ There are
three marbles on my desk . There are two tops on my desk . Who will tellme how many oranges there are on my desk ?”
2. Have a number of p ictures wi th more than one of various Objec ts.
Pictures of frui t , flowers,or animals are good. Have the chi ldren tel l how
manv of each are in t he pic ture.
3. Have a chi ld come t o t he desk,select any number (more than one)
she w ishes of any objec t,and hold them up
,saying to t he class
,
“ Thereare two apples in my hand .
”
4. Repeat exercise 3, except that t he class do not know t he number ofobjects t he chi ld takes. They say ,
I think there are three nut s in Mary ’s
hand ,”et c. This may be varied by having t hechi ldren guess what Mary
5. Have t he chi ldren guess what things there are in your sat chel,assur
ing them that there is more than one O f each . Guess what things there are
in the desk ; in t he bookcase, et c.
6 . Have t he chi ldren think O f things at home in t he kitchen that there
is more than one O f .
“ Tell me how many there are?” The parlor,school
room,church
,et c.
,may be used in t he same way .
7 . The teacher may be a storekeeper and the chi ldren may guess what
things there are in her store.
THERE WERE.
PURPOS E AND METHOD — This can be amemory exercise. The attent ion
is t o be directed toward t he Objects that have been removed . The same
method ( that is , t he teacher making t he proper set t ing and giving t he
form ) is used as well as t he same devices .
1 . Have anumber of each of the diff erent objects on t he table. The
chi ldren pass around in line,look at t he things and return t o their seats.
The teacher takes t he Objec ts away from t he table,then says
,
“ There were
apples on t he table. There were oranges on t he table. Tell me what other
things there were on t he table.
”
2. Pick up various articles,then put them down again . D O this ver y
quickly t o keep t he attention of t he chi ldren. They tel l what there were
in t he teacher ’
s hand . Afterwards a chi ld may take her p lace. The
sentence should be given each time t he objec ts are pu t down.
3.
“ Tell me what there were on t he street as y ou came t o school this
morning . Tell me what there were on t he table last night ; on t he desk
yesterday ; on t he bay last week ; on t he Christmas tree last Chr istmas.
”
4. Hold up a picture wi th many of t he various kinds of objec ts in it .
After giving t he chi ldren af ew seconds to look,lay i t down and have them
tell what therewere in t he p i cture.
5. Pass around some pic tures cut from amagazine. After t he chi ldren
look at t he pic ture, they return i t and tel l what there were in the picture.
6 . Use any of t he devices under there are,
”having it a memory
exercise so there weremay be used .
7 . Have some blocks in t he room . Put three down on t he desk,saying
,
There are four cars on t he track ; two of them were swi t ched O ff ( taking
two away ) . Now there are two left . ”
After is and was are given,stories may be made, using Then there was
one left,
”or
“Nowthere is one left . ” The chi ldren are Often ver y original
in making up these stories . ( S ee F irst Book in Ar ithmet i c , S tate S eries,Chapter XI I — Number S tories . )
THERE I S —THERE WAS .
The same devices may be used as in teaching there are and t here were.
Be certain that there is but one of everything talked abou t,and that t he
attent ion of t he chi ldren is direc ted toward t he one.
( 21 )
HIGH FI R ST AND SECO ND GR ADE, O R
SECO ND GR ADE.
If before t he end of t he year,t he chi ldren finish t he work already
ou t lined,and really know i t orally
,t he easier work under “
second time
over ” may be begun.
1 . Among t he devices used in teaching little chi ldren t o write words, t he
following has been found very successful : S end t he class , or at least one
division,t o t he board . As soon as all t he chi ldren are ready
,wri te theword
on t he board . The chi ldren may simply watch you,or better st ill
,
‘
have
them trace t he letters in t he air as y ou make them . Then have them look
at t he word as awhole; trace i t a f ew times in t he air,and all turn and
wri te. Thosewho can not d o i t,may look at t he teacher
’
s word . Encourage
t hem to wri te i t first time w ithou t looking at t he teacher ’
s word . The
chi ldren usually need to write it three or four times to have it thoroughly
impressed . Then have the chi ldren erase,look at t he teacher ’
s word,then
wri te,t he teacher erasing her word . If t he chi ldren know a f ew word s
already,this new one may be made into asentence
,t he sentence wri tten
on t he board by the teacher,attention called to t he capital and period
,and
then t he class requested to wri te.
R EVI Ew .
— Every d ay review t he work of t he preceding days. It is better
not to dic tate t he words O f t he last three or four days,bu t t o wr ite them
on t he board,giving t he chi ldren an Opportunity to see them f or asecond
,
then erase and write. D i ctation is somet imes atest . If t he chi ldren know
t he words,there is lit t le use in testing them . If they do not know them
,
test ing w i ll not teach t he words to them .
This same device may be used in any grade by omi t ting the tracing of
the word in t he air . It is a very excel lent way to make a poor spel ler
into agood one.
2. Another device,and agood one f or review
,is t o send t he class to t he
board,each chi ld being provided w i th aslip of paper upon which t he words
are wri tten. Each word may be written twi ce. As soon as t he chi ldren
are far enough along,sentences may be called f or.
3. Cut -up words may be made into sentences at t he chi ld ’
s desk . As
soon as he has finished he may pass t o t he board and write his sentenceson t he board .
MARGINS .
The first time you have t he chi ldren wr ite on paper,have them place
their papers properly on their desks . Then say to them ,
“ Hold up t he
hand y ou do not wr ite wi th . C lose your little finger . C lose t he one next
to it . Now you have two fingers standing . Put your hand down on t he
( 22 )
Fol lowing this,have adictation lesson. These sentences should contain
words that the chi ldren know thoroughly :
My d og is b lack . A baby is pretty . Baby is good .
He eats meat . Papa l i kes me. F i ve nu ts are in t he cup .
Have them copy four sentences from their readers .
Have several objects in t he room,such as aball
,aflower
,afan
,abox . a
cup,adoll
,abook
,et c — all Objects whose names could be written by t he
chi ldren. Hold these up one by one,asking f or asentence about each .
-As
t he sentences are given,wri te them on t he board
,properly begun and ended .
Copy t he best sentences on t he front board,and have t he chi ldren copy
them f or awri ting lesson.
Have a large picture. Ask f or sentences about the picture. Then send
t he chi ldren t o t he board,and have them write two sentences about t he
p icture.
Have them write a definite number,say ,
three,four
,or five
,according
t o their ability and t he time,abou t t he nature-study material .
Give afamiliar subject as acar,t he w ind
,t he sun
,arainbow
,the bay ,
aboat,and have t he chi ldren wr i te adefinite number of sentences .
DEV ICE — Have apupi l come t o t he front of t he room and -face t he class.
O n t he board above his head wri te a subjec t . The class then make sen
t ences unt i l t he pupi l can tel l what it is . The pupi l who gave t he last
sentence must then take his place.
~ —F rom Bullet in No. 3,by A li naPat ter
son; ed i t ion now exhausted .
DEVICES FO R REVIEW O F VERBS .
1 . Pu t O n t he board t he past tense of t he verbs to be reviewed . Pass t oeach chi ld aslip of paper on whi ch is wr it ten anoun that can be used wi thone or more of t he verbs. Cal l on t he chi ldren f or sentences orally
,then
have them pass t o t he board and wri te one or more,as : at e
,d rank
, grew
may be t he words on t he board . A chi ld may have t he word ki t t y on his
slip . When he is called upon t o reci te he w i ll give such sentences as,
“My
ki t ty at e meat ,” “
My kit ty drank mi lk ,” “My kitty grew into abig cat .
If t hev subst itute she or he f or t he noun,there is no objection. It sounds
better , and makes no difference, as t he at tention is on t he verb .
2. A variation of this device is t he game of postman. A chi ld is selec tedas postman . The let ters he carries contain three or four words
,t he past
tenses of as many verbs . The chi ld pretends t o read his letter ,but in reali ty
gives sentences containing t he verbs,as : The let ter has t he words d rew
,
gave. took . When t he chi ld is called upon to read he perhaps says,I drew
apret ty pic ture. I gave i t to my mama. S he took it and gave me akiss.
”
This may be used as busy work , t he work being wri t ten after once beingdone orally .
3. The past tenses of verbs may be put on aladder , each word on around .
The chi ld climbs t he ladder by giving or writing sentences with each wordin order .
(24)
4. Wri te on t he blackboard alist of t he verbs in t he present tense. Point
to averb,cal l upon achi ld . He performs t he actionindicated by t he verb
,
then makes a sentence telling what he did . This may be varied by t he
chi ld ’
s selec t ing his own verb,performing t he action
,whi le t he chi ldren
guess what he did,us ing t he pas t tense of t he verb .
SAW. (Second Time O ver.)
The O bject is t o have t he chi ldren write t he forms whi ch they have
learned t o say . The chi ldren should now be able to recogni ze and wri te a
good many names of Objec ts . The method used is to get t he sentence from
t he chi ld,have him read it
,copy it
,and finally wri te i t from dic tat ion.
1 . Review quickly one of t he devices under first t ime over,then wri te
on t he board , as t he chi ldren give t he sentence in response to,Tell me
what y ou saw . Tell me what t he boy saw”
I saw adol l . The gi r l saw t he cat . The man saw a b i g box .
The boy saw abox . Mama saw t he gi rl . F rank saw me.
The baby saw t he d og . I saw a l i t tle bal l . Papa saw t he boy .
2 . Read these in concert,then individually
,and finally copy as many as
y ou have time for .
3. Write t he word saw on t he board,then dictate t he sentences
yesterday . The children should be able t o wr ite t he other words .
4. D i ctate w ithout writing t he word saw,unless necessary
I saw aman. I saw a l i tt le gir l . IVe saw y ou.
Baby saw me. S he saw ad og. The gi r l saw mama.
5. The chi ldren may write four sentences of their own containing saw.
ATE. (Second Time O ver. )
REV IEW O F Saw .
1 . Review t he firs t device under at e. Then say : Tell me what you
saw in acage, and wri te on t he board,
“ I saw abird . Have t he chi ldren
tell y ou what t he bird at e,and wri te under t he first sentence :
“The bird
at e seeds.
”I n t he same way get t he follow ing sentences
,underline at e
,
and have t he sentences read and copied
I saw ad og . The d og ate ab ird .
I saw acake. May at e t he cake.
I ate an apple. The baby at e bread .
May saw agi r l . The gi r l at e candy .
2. D i ctate t he sentences of yesterday . Before doing so,write t he word
on t he board,and call attent ion to it .
3. Ask the chi ldren f or sentences with ate. Write t he easiest ones on
t he board .
4. Have t he chi ldren make up and wri te their own sentences .
(25)
WENT . (Second Time O ver . )
REV IEW O F Saw AND A t e.
Review went orally,using one of t he devices under first time over .
Copy
I saw mama. Baby at e anut .
I went t o mama. Baby went t o mama.
I went t o baby .
3. D i c tate several sentences in review from t he lessons on ate and saw.
D ictate t he sentences under exerclse 2,us ing went .
4. F or var iety,act out t he verb ate. Have a chi ld tell what you did
then have t he class write t he sentence on t he board ; as,“ You at e cake.
D O t he same wi th went and saw.
BRO UGHT . (Second Time O ver.)
REVI EW O F Saw,Went
,AND A te.
1 . Review brought orally , using adevice in first time over .
chi ld br ing you a fan. After y ou have taken i t , have t he chi ld
brought you afan. I n t he same way get :
John brought me a hat . I brought y ou a nut .
Mary brought me a dol l . Tom brought me abal l .
By this time t he chi ldren should be able to ad d t he review sentences,i f
t he teacher gives t heword . Wr i te only t he easy sentences on the board ; as,
I saw an apple. I at e some bread . I went t o t he park .
2. Have these sentences copied .
3. D i ctate these sentences.
PAST TENSE O F VERBS IN GENERAL. (Second Time O ver.)
Enough work has been given above to Show t he method . Each lesson
should contain a review of t he verbs previously learned . The followingsentences are added f or dictation for each verb . F or review
,sentences may
be taken from t he preceding lessons :
,cai ne caught
I came to y ou. The cat caught a rat .
The boy came to school . I caught t he baby .
Two men came by t he school . Dan caught me.
A boy came by me. The d og caught t he bal l .The baby came t o school w i th me. Ned caught t he ball.
threw gave
I threw t he bal l t o Tom. Baby gave me a fan.
Tom threw t he ball to Dan. I gave mamaa bal l .I threw t he paper away . Papa gave Tom a t op .
The boy threw me down. Mary gave y ou an apple.
(26 )
Review.
Papa saw t he hat . Mary brought her l unch . I threw a bal l .Baby went away . Baby came t o school . Tom did i t .I at e some candy . Ned caught a bal l . Tom gave me an apple.
IT I S I — I T WAS I . (Second Time O ver. )
1 . Review all the exercises under first time over,having t he chi ldren
write all the sentences as they were gi ven I n each exercise.
2. Have these sentences completed and read aloud
I t was I who. I t is I who. I t was shewho. I t is shewho.
I t was hewho. I t is hewho. I t was they who. I t is they who.
3. D i ctate
I t was I who knocked at t he door. I t is I who w i l l hel p.
y ou.
I t was he who los t t he marb les. I s is they who are to b lame.
I t was they who came to see me. I t was she who went away .
I t was we who sang the song .
4. Answer each of t he following quest ions w ith one of the sentences here
g iven :
TVhO tol d the story so wel l ? \Vho is stamping her feet ?
“I ho brought me these flowers ? TVho is singing ?
I 'Vas M r. H i l l t he man who hel ped Who was i t that fed t he ch i ckens ?
t he l i tt le gi rl ? Was i t John or he who left t he room ?
5. Tell this story,and have i t reproduced
O ne day Mary was p laying house w i th her l i tt le friend , B i rdie. Suddenly , they heardsomebody knock ing at t he door .
“\Vho is there?” they cried . I t is I , sai d a voi ce.
“ I wonder who i t is, said B irdie.
“ I t might be your brother. O h , i t isn’ t he ; he
went out a long time ago, sai d Mary . When they Opened t he door they cou ldn’ t see
anybody . S o they began t o p lay again, when again they heard somebody knock ing atthe door. Mary said ,
“W’
ho is there?” “ I t is we,” cr ied some voi ces ; bu t when they
opened t he door they cou ldn’ t see anybody this time. F inal l y Mary said ,
“O h " I know
who i t is, i t is my cousins. B ird ie said ,“Do y ou th ink it is they?
” “Yes ; let us
s tand here and catch them . S O when they knocked again B irdie opened t he doorqui ck ly , and caught t he boys . Mary sai d , D i d y ou knock at this door before?” The
boys sai d , I t wasn’ t we, i t was E lla,
” bu t B ird ie sai d ,“ I t wasn’ t she. F inal l y t he
boys said that they were only“ fool ing, and that i t was they who knocked at t he door.
( 27 )
AM NO T— I S NO T— AR E NO T.
1 . Begin in a very quick way w i th t he first row,saying , I am not
talking . Tell me what y ou are not doing .
” Each chi ld gives one sentence.
To t he next row say ,He is not thinking . Tell me something else he is
not doing .
”I n t he same way , go around w i th ,
“You are not
,
” “S he is
not,
” “ They arenot .
” This is very successful,i f done qui ckly
,not wai t ing
f or t he S lower ones. They w i ll get i t by hear ing t he others .
2. Wr ite on t he board t en sentences,calling for them after t he above
exercise,and have them copied ; as ,
I am not playing in school . S he is not p laying t he pianoYou are not always in your seat . M ama is not at home now .
He is not wri ting his lesson. The boys are not p lay ing in t he yard .
We are not singing sof t ly . I am not l istening now .
They are not good fr iends now . The girls are not wri t ing wel l .
3. Have t he chi ldren answer , first orally,then wri t ten
,t he following
questions . The answers should all begin w i th no :
Are y ou going t o t he park to-d ay ? Are y ou going home ear l y to-night ?
I s she fond of candy ? I s he t o be promoted next year ?I s he always on time? Are they t o wal k qu i ck ly by ?Are they reading a new book ? Are y ou p lay ing tag now ?
Are we t o sing “America t o-d ay ? Are they in t he fourth grade?
4. D i ctate these sentences
He is not t he boy I want . They are not ready to go.
N o, I am not going t o t he park . The O l d man is not my friend .
I t is not r ight to fight . The two boys are not hurt .S he is not wel l t o-d ay . I am not eight years O ld y et .
The men are not in t he fiel d . Papais not in t he ci ty to-day .
5. This may be followed by aseries of lessons on questions . S ee top ic
Questions,” page 33.
CO NTRACTIO NS .
1 . Say t o t he chi ldren,We are to have a game to—d ay . I shal l say
something , and y ou may say exactly t he opposite. We shall begin w itht he first row . I am S inging . You may say ,
‘I am not singing,
’
and so on.
Give t he following sentences to t he first row
I am tal k ing"
. I am trying . I am whispering .
I am playing . I am wal k ing . I am s inging.
To t he second row give : You are talking,
et c. The chi ldren answer,
You are not talking .
”
To the third row give : They are singing then,He is singing then
,
S he is singing ,” “
The boy is singing,
” “ He was talking .
”D O this very
quickly, and keep track of t he t ime i t takes. Tell them that we shall t ryto see i f we can not d o i t in less t ime. Instead O f saying
,
“ I am not,
” theymay say ,
“I’
m not . Tell t he second row what to say when i t comes their
turn. The chi ldren enjoy this very much,and want t o d o i t again.
(28 )
After going around t he room w i th t he contrac t ions,call f or two sentences
from each row,write them on t he board
,and have them cop ied ; as,
Hewasn’ t talk ing .
S he isn’ t sew ing.
S he isn’ t p laying t he piano.
S hewasn't p lay ing.
They aren't singing.
They aren’ t p lay ing.
He isn’ t s i tting sti l l .He isn’ t running.
I 'm not talk ing.
I ’m not reading .
Youaren’ t laughing.
Youaren’ t wal k ing .
2. Give t he contractions as apart of t he spelling lesson.
3. Wri te on t he board t he contractions,and have them make up two
sentences about each,wri t ing them on paper ; as
You aren’ t They aren’t He isn’ t S he wasn
’ t
4. Wri te t he following sentences t he board,having t he chi ldren wri te
t he Opposi te or denial
My sister is singing in t he church .
The acorn is on t he ground .
The boy is on t he street .The frogs are sw imming in t he pond .
I was swinging.
He was laughing.
I am p laying in t he garden.
The boy is doing h is work .
The men are bui lding a house.
The lady is mending her glove.
You are doing you r work wel l .He is p laying school w i th his sisters .
5. Have t he chi ldren answer these questions,beginning each sentence
wi th no and acomma
Are y ou reading t he Second Reader now ?
Am I going w i th y ou t o-night ?
I s she eating her d inner ?
I s Jane studying her lesson?Are they studying ari thmet i c now ?
Are y ou pick ing flowers?
I s he working in t he store?I s she cooking t he dinner ?Are they wading in t he water ?I s t he sun shining?Was he tel l ing t he story ?
Was I reading a book ?Are y ou planting corn?
6 . Wri te t he Short form of t he following ; then use in asentence
I am not . You are not . He is not . S he is not . They are not . He was not .
7 . D i c tate t he following sentences
They aren’ t pi cking flowers.
They aren’ t p lanting corn.
He isn’ t working in t he store.
They aren’ t wading in t he water.
The gi rl wasn't doing i t .
I 'm not reading in t he Second Reader.
I 'm not going w i th y ou ton ight .S he isn’ t eating her dinner .
Jane isn’ t studying her lesson.
They aren’ t study ing now .
8 . Hold before t he class a pic ture whi ch shows several chi ldren or
animals performing some act . O ne chi ld must have his eyes closed so as
not t o see t he picture. Let him ask quest ions ; as,“Are t he chi ldren
running ?” “The chi ldren aren ’t running .
” “Are they eat ing ?” “ They
aren ’t eating .
9 . Have t he chi ldren repeat,individually and in concert
,t he follow ing
sentences unti l they are perfectly familiar with t he sound :
We d o not march every d ay .
They d o not come t o school .I t does not look well.The boys d o not care t o go.
I d o not l i ke to run.
He does not ride a horse.
S he does not go t o school .The baby does not cry .
10 . F i ll in t he blanks
I d o not We d o not
You d o not
He does not I t does not
The boys d o not
1 1 . Answer t he following questions,using d o not or d oes not in t he
answer
D O y ou l i ke t o sing? Do they have new pens t o-d ay ?
Does t he boy ri de a horse? Does i t have wheels?Does t he man work hard ? Does she play well?D O we have school to-d ay ?
12. Repeat t he exercises,using d oesn ’
t and d on’
t instead of d oes not and
d o not .
THERE AR E— THERE WERE. (Second Time O ver.)
1 . Get by questions t he follow ing sentences . Wri te them on t he board
and have them copied . The next d ay dictate them
There are twenty chi ld ren in our room . There are two men on t he street .There are many plants in our garden. There were three bears in t he woods.
There are three fish in t he jar . There were two frogs in t he water.
Thereare many si lkvvorms spinning s i l k . There were three l i tt le p igs in t he p en.
There are two penci ls on my desk . There were two mi ce in t he trap .
2. Say t o‘
t he chi ldren : I am thinking O f something . There are many
leaves on i t . There are many seeds on i t . There are wings on t he seeds .
What is i t ?” “ I am thinking of something else. There are two w indows
in it . There are two doors in i t . There are two horses in i t . IVhat is i t ?”
Give each chi ld acard wi th one of t he follow ing words on i t . The chi ldren
make up two sentences wi th thereare about each :
rosebush bird cat house gardendesk boat table cupboard mouse-trapaquari um vase coat stove piano
After all have finished,t he chi ldren take turns I n reading . t he others
guessing,then three O f the best are dic tated ; as,
I am think ing of something . There are two long pieces of wood in i t . There are twoi ron pieces on t he sides . There are three seats in i t . Wh at is i t ? A boat .
I am th inking Of something . There are many p ictures on i t . There are flowers in i t.\Yhat is i t ? A vase.
There are two doors t o i t . There are many shel ves in i t . There are di shes in i t.“That is i t ? A cup boar d .
3. Copy from your readers t he sentences containing t here are and alsothose containing t here were.
4. Place on t he desk the objects as in device 1,first time over
,and have
t he chi ldren make up sentences about them,using t here are.
5. Have these quest ions answered
How many chi ld ren are there in t he room ? How many desks are there in each row ?
How many boys are there? How .many w indows are there in t he
How many gi rls are there? room ?
What d o we keep in boxes ? How many boxes on t he nature-study
shelf ?”
“Draw one box on t he board . Draw two boxes . How many are one
box and two boxes?”
4. Take up man and men in the same way ,draw ing one man walking,
jumping,running
,singing
,creeping
,et c. The chi ldren give sentences
telling what t heman is doing . Then draw one moreman.
“ There are two
men now . Tell me what t he two men are doing . How many men come to
visi t y ou every d ay ? How many men does i t take to run a. street car ?
Let us count to see how many hands t he two men have. How many feet ?
How many eyes? How many ears ? Noses?” Insist on their using men
in t he answer .
5. Have some pictures. The chi ldren give sentences about t he men in
t he pic tures and what they are doing .
6 . Have them take their readers,and find out how many p ic tures of men
there are on acertain page,what they are doing
,et c.
7 . I n t he same way teach t he plurals of tooth, foot , mouse, leaf , chi ld ,
fish. This they learn from t he fish in their aquarium,kept in t he room
all t he time.
8 . DEVICE F O R REVI EW .
—Keep drawn on t he board permanentl y t he
p ic ture of aman,too th
,foot
,mouse
,leaf
,and chi ld
,and in another place
t wo or three of each . The chi ldren give in concert each d ay f or atime :“ I
see oneman,
” “ I see one foot, et c. They also turn t o t he other board and
say ,
“ I seetwomen,
” “ I see two feet,
et c. Cal l on them individually f or
t he same thing . Have them make up sentences abou t t he pi ctures.
Second Time O ver.
Bv this t ime t he chi ldren can give orally t he plurals of all common
nouns in their vocabulary and write the singular number .
1 . Pu t on t he board this list
A fish.
A d og .
A cat .
Have t he chi ldren tell something each one of these does. As they givet he word s
,fill in t he sentences . They then tell what all fish do . These
wri te also and at their dictation,havIng them enunciate clearly t he “
s,
”
i f it is present . Have them copy both sets ; as,A fish sw ims .
A d og barks.
A cat mews , et c.
2. Have another exercise like the first,reviewing many familiar names
and adding mouse,t ooth
, foot .
3. Wri te on t he board all the singular nouns so far studied ; call on themfor t he plurals
“
,write them opposi te
,and have t he class pronounce and copy .
(32 )
4. D i ctate t he follow ing sentences
There are two men on t he street. F ive fish are in t he jar.
I keep my teeth wel l brushed . The leaves fal l from t he trees.
My feet are not muddy to-d ay . I caught two mice in a trap .
The chi ldren are playing in t he yard . I have four boxes of marbles.
5. Wri te on t he board,men, women, t eeth, f eet , child ren
,boxes, fish,
leaves,mice
,and have t he chi ldren make up sentences
,first orally
,then in
writing .
6 . D i ctate t he words of exercise 5 meaning one,and have t he chi ldren
wri te t he word meaning more than one.
7 . Take as a spelling lesson t he following words : babies, lad ies, flies,knives
,loaves
,wolves
,calves.
8 . Wri te t he list on t he board,have t he words pronounced clearly
,and
oral sentences given about each word . Wr ite these sentences on t he board,
and have them copied :
There are many bab ies on our street . I bought two loaves of bread for myThe ladies went t o t ea th is afternoon. mother.
Frogs l i ke t o eat fl ies. The Wolves ate t he sheep .
Boys make boats w i th their kni ves. I see a pictu re of two l i tt le cal ves .
9 . D i ctate t he sentences in exercise 8 .
10 . Pass out to the class some smal l p i ctures of one or many of various
animals and objects. Have t he child ren pass to the board,and wri te a
“there is” or
“ there are” story about the picture,and tell also what t he
object was good for and what it could do . Have these sentences read
in turn.
1 1 . Have them change these sentences to mean morethan one,first orally
,
then in writing :
I have a baby at home. The chi l d broke a s late.
My penci l is in my desk . The fish is in t he jar.
The cal f p layed in t he fiel d . I lost a tooth t o-d ay .
“( e ate a loaf of b read for b reakfast. we drew a leaf t o-d ay .
I saw“
a lady t o-day . The man hurt his foot .The frog at e a fly . The wol f broke into t he yard .
The man rode t o town. I caught a mouse in t he trap .
QUEST IO NS .
Tel l t he chi ldren the story of “ The S heep and the Pig ( SaraE . Wil tsie
Folklore S tones and Proverbs,page Have t he chi ldren act i t out .
After each speaking part has been taken,those left are moss or pegs. Be
careful that t he questions are clearly asked .
Give t he story of“The L i ttle R ed Hen and t he Grain of Wheat in
dialogue form ; i t can easi ly beac ted ou t . Also other stories,such as : The
Three Bears,
”et c ;
“ Henny Penny ” ( SaraE . Wiltsie : F olklore S tories
and Proverbs,pages 1 F or
“L i t t le R ed Hen
,
”see under “
D id,
”
F irst Grade,page 12.
3— N s (33 )
Second Time O ver.
1 . Tel l three chi ldren t o get something in their hand s ,not to let any one
see it,and come t o t he front of t he room .
“Now
,you tell me when I guess
what i t is. Gaspar , is i t apenci l ? I s it some chalk ? ~ I s i t -candy ? I S it
apenci l ?”“Yes.
” “ I guessed it . Now,May ,
is i t your cap ? I s i t abox ?
I s it aflower ?” “
Yes.
” “Now
,Louis
,is i t akni fe? I s
’
i t anut ? I S it a
p en-Wiper Yes.
” “Now t he childrenmay guess what I have.
'
The
quest ion that brings‘y es
’
w i l l be written on t he board .
”The following
are t he quest ions. Make t he question mark w i th colored crayon
I s i t a flower ? I s i t colored crayon? I s i t anut ?
I s i t your handkerchief ? I s i t abottle?"
I s i t ab lotter?I s i t candy ? I s i t an app le? I s i t ap en?
Have these sentences cop ied .
2. The next d ay take quest ions beginning w ith can i t . ” “ Have you a
p et at home, Wal ter ? I am going to guess what it is . Can ' it run? Can
i t bark ? Then i t is ad og .
”
Have you ap et , Edith ? Can i t sing ? Can i t purr ? Then it is acat .
Now,I have ap et at home. Guess what it is.
”
Ask questions beginning w ith “can i t . ” Put all the questions on t he
board . It helps the chi ldren in asking . Have the following cop ied
Can i t jump ? Can i t b i te? Can i t eat ? Can i t run? Can i t fight?Can i t sing ? Can i t hop ? Can i t tal k ? Can i t bark ? Can i t run up atree?
3. Now take has i t questions . Have anumber of pi ctures . Let Helen
choose one,thenask
,Has it four legs ? Has i t two horns ? Has i t wool
on it s back ? Then i t is asheep . Now,I have one
,and you may guess .
The one who guesses may have the picture. We will write on the board
t he ques t ion that makes y ou think what it is .
Have the chi ldren copy these
Has i t fur on i t s back ? Has i t horns ? Has i t two legs ? Has i t long h ind legs ?Has i t long ears ? Has i t atrunk ? Has i t long hai r ? Has i t any legs ?Has i t feathers ? Has i t along neck ?
4. Follow these by questions beginning with are they . Hold apic turein your hand so that t he chi ldren can not see.
“You may guess what t he
chi ldren are doing .
”Copy these sentences
Are they playing bal l ? Are they wal k ing along ?Are they running ? A re they si tting under a tree?
Then take other pictures,make alist of t ensentences
,wri te them on the
board , and have them copied by t he chi ldren.
5. By this t ime t he chi ldren should have an ideaof what quest ionsare.
Take apicture.
“What is t he l ittle gir l doing ? Where is she going ?
What is her name? Now y ou may ask me anything y ou w ish abou t thisnew picture. I w i ll answer your questions. Write t en of t he bestquest ions on t he board
,and have them copied .
(34)
6 . Write on t he board
Are y ou agood boy ? I Vi ll y ou lend me your book ? Have y ou a penci l ?
What d o we call these sentences ? How d o they end ? Take out your
readers,and read aquest ion. How does i t end ? Copy all t he questions
on page 3,F irst Reader .
7 . Read t he story on page 76 . Ask six quest ions about t he story .
8 . D i ctate t he following quest ions
TVhat is -t he boy d oI ng? Can y ou wr i te wel l ?
Where are y ou going ? Does t he fish come to t he ml) t o breathe?
Has t he boy awh i p ? Are y ou hav ing agood time?“f hat does t he cat d o? I s she going home?Who has seen my d og ? How d o y ou spel l you r name?
9 . Have t he chi ldren ask two questions they would like t o haveansweredabout : t he si lkworms ; t he tent caterpi llars ; t he oak galls ; t he polliwogs ;t he frogs ; t he sprouting seeds .
10 . Put up alarge pic ture before t he class,and tell t he chi ldren t o wr ite
five questions about it .
1 1 . D ivide t he class into two parts . S end one half to t he board to wri te
questions ; t he other half t o answer them . The first sentence completed is
t o be answered by t he one who sees i t . If any one makes amistake,t he
one who discovers i t takes his place.
12. Have t he follow ing story reproduced orally and in wr iting
Once there was a l i tt le boy named Tom . He had a d og, , CarlO . Tom and Carlo werevery good friends . O ne d ay mama lef t them out in t he garden play ing . Soon she cameout and cal led ,
“Tom,
”as loud as she cou ld . B ut Tom did not answer . Then she heard
Carlo bark ing. S he ran as fast as she coul d to t he spot . What d o y ou think she saw ?
There on t he grass lay Tom , all wet and cold . He had s l i pped and fal len into t he water .
How d o y ou think he got out ?
13. If t he chi ldren d o not have t he ideaof aquestion by this time,follow
this series with some lesson on“ did he
,
”et c.
14. Have api cture of al it t le boy w ith-
asmall bucket and aspade. Say
to t he class,
“What do y ou think this li ttle boy did ? If y ou ask me, I w i ll
tell y ou when you are right . ” Put t he questions on t he board and have
them O opied .
7 715. After such subjects as I have no
,
” “ I haven ’ t any ,Isn ’t
,
” “are
not,”“ there is
,
” “are
,
” “was
,
” “were
,et c
,take up
,as an ex tra t ime
over,t he same thing
,only in quest ion form
,using the same exercises as
under Questions .
1 6 . If some chi ldren are careless about put t ing in t he quest ion marks
and by careless -I mean that they know when to put in t he marks and
where,i f their attent ion is called to it — write astory on t he board
,leaving
out t he period s and quest ion marks. The chi ldren copy,put ting in t he
proper marks. A hec tograph copy f or each chi ld is bet ter . This is not a
means of teaching,but acure f or careless work .
(35)
Big S pider and L i ttle S pider ( SaraE . Wiltsie : F olklore S tories and
Proverbs,page 1 1 ) is agood story f or this purpose.
17 . The story of The Ugly Duckling contains some good questions.
May I.
1 . S elec t achild f or teacher and have her take t he teacher’
s chair . The
chi ldren are t o ask questions. Whisper t o each ch i ld aquestion,then have
t he pupi l-teacher call upon t he children individually: S uch questions as
t he following are good ones
May I c lose t he w indow ? May I look at t he si l kworms ?
May I leave t he room ? May I pu t th is into t he waste basket?May I ask John for apenci l ? May I w ri te on t he board?May I go t o t he stove? May I c lean t he erasers?
2. Have t he chi ldren think of something they can do and would
do . Ask permission to do it .
3. Make these sentences complete
go to t he park ? read a story?look at t he p ict t i re? d o t he next example?take care of t he baby? go home?sing a song ? speak t o May ?
draw a p icture? get a drink of water ?
4. Have al ist of questions on t he board . With t he help of t he chi ldren
selec t t he beginning word of t he quest ion,and makealist of these words on
t he board . Erase t he question ; then have t he chi ldren make their own
using as t he first word,one of t he words on the board .
Are y ou warm ? What d i d t he bear tel l y ou?Were y ou at t he park ? Why did y ou not go?
I s Edi th going home? May I be moni tor for my row ?
Where are y ou going ? W’ho w i l l d o this?
D i d y ou feel t he earthquake? Do y ou l i ke t o spel l ?
Have y ou a d og ? Has he a new kni fe?
Can y ou jump t he rope?
THE THREE BUTTERFLIES .
Three butterfl ies were caught in ashower of rain. O ne was white,one
was yellow,and one was brown. They were far from home. They did not
know what to do .
They saw awhite tulip and flew to her . Pleasemay we come into yourhouse?” they cal led .
“O nly t he white butterfly may come in,
”said t he
tulip . Her wings are the color of my house.
” “ If you wi ll not take my
friends, I shall not come in,
”said t he whi te butterfly .
They flew to a yellow tulip .
“ Please may we come into your house
unti l t he rain is over ?” they asked .
“O nly the yellow butterfly may
'
comein
,
”said t he tulip .
“Her wings are t he color of my house.
” “ If you wi llnot take my friends
,I shall not come in
,
”said the yel low butterfly .
Thev flew to abrown tulip . Pleasemay we come into your house unti lt he rain i s over ?” they asked .
“The brown butterfly may come in,
”said
(36 )
the tulip . Her w ings are t he color of my house.
” “ If y ou wi ll not take
my fr iends,I shall not come in
,
”said t he brown but terfly .
Just then they heard t he elm tree call to them . S he said,Come t o my
branches unti l t he rain is over .
”S o t he three butterfl ies went in out of
the rain.
TWO .
1 . Have on t he desk two boxes,two pieces of chalk
,two erasers
,two pens
,
penci ls,cups
,books
,et c. Call on t he chi ldren t o give
‘
sentences telling
how many there are.
2. Wr i te f or them on t he board three of t he sentences,underlining two
There are two pens on t he desk . There are two penci ls on t he desk . There are two
erasers on t he desk .
3. S end them to t he board t o write two s entences,each telling about
two objects on the desk .
4. Have one“chi ld make ‘
up'asentence using two, and another write i t
on t he board :
5. Perform several acts,having t he chi ld ren wri te on t he board what was
done ; as,“You put t wo books on t he desk . You took two penci ls from
the table.
6 . D i ctate
Two pens are in my desk. There are two w indows in my room .
Two gir ls came here last night . The boys brought two worms f or t he
There are two frogs in our cage. water-d og .
I have two hands. I have read two books.
I have two apples for lunch . The boy missed two words.
Mama gave me two ri bbons.
7 . Have t he chi ldren write a list telling about every thing of t he body
that there are two of ; as , two eyes. Have them wri te‘
sentences telling
all t he things“
at home that there are two of ; as,“ There are two beds in
my room,
”et c.
PRESENT TENSE.
1 . Write on the board t he word d og . Tel l t he chi ldren that y ou w i ll
make alist of all t he things ad og does , and then as they name t he various“
actions wr ite them down in this way
A d og
After this,write down in another place All d ogs. Then have t he
chi ldren go over t he list and see what changes must be made. The new list
wi l l look like this
A l l dogs
Have the chi ldren read t he sentences aloud,pronouncing clearly the s in
jump s, barks, et c.
,and in t he plural form the s in d ogs.
2. Give t he chi ldren such groups as,A horse
,acow
,ababy , aman then
Many horses, all cows, all babies, many men,some men, afew horses
,et c.
,
and have them make out t he lists .
3. Wr ite these sentences on t he board . Have the chi ldren rewri te them
so they w i ll meanmany instead of one. Give as a spelling lesson those
words that change y to i f or t he singular forms,as flies, cries; and those
that ad d es, as catches, goes, d oes.
The boy sees the d og .
He goes t o school every day .
The cow eats hay .
S he br ings the book .
The baby comes s low l y.
The d og catches t he bal l .He throws t he bal l sw i ft l y .
S he does t he work wel l .He gi ves me part of t he app le.
4. Does not and do not are so frequently used incorrectly that it
is wel l to give them special attention here.
Read aloud these incomplete sentences and fi ll t he blanks to complete
them . Copy,and study f or dictation
I d o not Does he
You d o not Does she
He does not Do theyS he does not Do many chi ldrenThe boy does not
i
130 t he starsWe d o not Does t he fox
G ir ls d o not Do the catsThey d o not
5. S elect words from this list and fill in t he blanks . Have this work
oral at first , so t he chi ldren wi ll become accustomed to t he sound . Aftert he chi ldren have copied t he sentences
,fi lling in the blanks
,call on them
t o read their sentences aloud
He The sun
S he Chi ldrenI K i ttens
The apple grows on t he tree.
The l i ttle gi r l si ts near me.
S he jumps rope every morning .
The cat p lays chase t he string.
The tired horse l ies down in t he street .Mamamakes bread .
The boy fl ies a ki te in t he fiel d .
He loses t he game w i thout crying.
The baby cries f or food .
THIR D GR ADE.
VERBS . (Third Time O ver.)
1 . Write on t he board each d ay a l ist of t en verbs . Call upon t he
chi ldren f or t he“ yesterday form ”
; write i t opposi te ; cal l for sentences
using each word,then erase t he past tense. S end t he class to t he board
,
give out t he present tense, and have t he chi ldren wr ite t he past tense.
see throw p lay dri ve flygo d o are drink tel leat gi ve lay wri te takeb ring grow make run saycome si t open draw win
catch jump think fal l know
2. Write on t he board these sentences,and have t he chi ldren read them ,
changing them to past time. (Gradually drop the term“ yesterday form
,
”
and use past tense,wi th no explanation. ) Copy each sentence
,rewri t ing
on next line to show past time
I see aman wal k ing on t he street .I eat mush and mi lk for break fast.I catch frogs in t he pond .
The flowers grow in the garden.
The boys come to school ear l y .
I throw t he bal l very hi gh.
I d o my work wel l .I go to school w i th my b rother.
I bring my sister w i th me t o school .S he gi ves me flowers.
The cow drinks water from t he brook .
I w ri te my lesson wel l .He runs very fast .The gir l draws pictures on t he board .
The baby fal ls down.
The b i rd fl ies fast.S he tel ls me how t o d o i t.The gi r l takes her books home.
S he says her piece wel l .He w ins every game.
Tom knows his lesson.
The l i tt le gi r l breaks her dishes.
Ned rides a pony .
He speaks w i thout permission.
“Te begin ear ly in t he morning.
3. Pu t on t he board t he beginning of sentences,having t he chi ldren fi ll
them out orally and in writing
Papa d rove.
My brother drove.
drove.
You, they , d rove.
S he drove.
I I e drove.
I d rove.
You d rove.
The chi ldren fil l out t he sentences by saying,
d ay ,
” “You drove to town
,
”et c.
I drove to town yester
(40 )
The boys bu i ld a fort of sand .
The boy fights for his sister.
Grocers sell t ea.
The frog sw ims in t he pond .
“Te sing “Ameri ca.
I lose my place in the reading class.
He learns qu i ck ly .
The teacher set t he vase on her desk .
Cows lie down to s leep .
He lends his kni fe t o his s ister.
S he teaches t he baby to wal k .
He borrows t he boy ’s kni fe.
The gir l is in school .S he feeds her bi rd seeds .
\Ve play school at recess.
The g ir l s i ts nex t t o me in school .Frogs jump very far .
W'
e p lay tag in t he yard .
We are good boys.
He lays his papers away neat ly .
we make our figu res wel l .The teacher opens t he w indow at recess.
He thinks wel l of me.
He d ri ves a horse.
TWO .
1 . Use t he sentences in exercise 6 in the S econd Grade work . Call on a
chi ld to read asentence,then have him say :
“T —w —o
,two
, because it is
t he number two.
”
2. D i ctateI wal ked two mi les. N ed flew two k i tes .
There are two b irds in the tree. I saw two frogs.
I have two apples. Mary ate two pieces of b read .
Two boys ran a race. Tom caught two fish.
Fred gave me two oranges. \Ve borrowed two penci ls.
3. Wr ite sentences using two before each of the following’
oranges gi rls ki ttensdol ls cats dogsboys app les ladies
4. Look at the pictures in English Lessons,Book O ne. Write sentences
about these pic tures,using two; as,
“The little girl has two dogs .
”
(Page
CAPITALS .
1 . Ask the chi ldren f or the names of people they know or have heard of .
Wr i te these in a column on t he board . Get such names as Mary,F rank
Charlie,Roosevelt
,Washington
,and McKinley . Ask how all the names
are alike. Notice t he capital f or each word . At the top of t he column
wri te p eop le.
Then ask f or t he names of p laces. This is the list
San Francisco Cal i fornia Oak landSan Francisco Bay C lifi House A lameda
Make these into sentences,with t he help of t he chi ldren ; write them on
t he board,and have t he chi ldren copy them .
Mary is a l i tt le gi rl . We cross San Francisco Bay t o reachFrank goes t o school . Oak land and A lameda.
Char l ie is my brother. There are seals at t he Chu tes and the
Roosevel t is t he President of t he C lifi House.
Uni ted S tates. There are many flowers in Golden GateSan Francisco is the largest ci ty in Park .
Cal i fornia.
2. S tudy these words at a regular spelling lesson. After they are
mastered,t he sentences of t he first lesson may be di ctated to t he class.
3. Ask the chi ldren to tell what street they live on. Tell t he name of a
long street in San F rancisco . These may be written in a column,then
sentences given about each . Copy
John l i ves on Sacramento S treet. Market S treet is a very long street.There is a car l ine on Cal i fornia S treet . Jackson S treet is very steep .
Give these as spelling words,unt i l they are mastered
,then dic tate the
sentences.
(41 )
4. Have these questions answered in'
f ull sentences
Who is governor of Cal i fornia? What school d o y ou attend ?“h at is t he largest c i ty in Cal i fornia? O n what street is i t?O n what bay d o y ou r ide from t he ferry ? Wri te t he names of four streets in San
At what p laces d o y ou l i ke to spend the Francisco.
d ay ?
5. Make agood sentence about San F rancisco ; Cali fornia; Washington'
Roosevelt ; Sacramento S treet ; Jackson S treet ; Cliff House; Golden Gate
Park ; O akland .
6 . Have t he chi ldren wr ite exactly how to go from t he schoolhouse to
O akland ; to Berkeley .
7 . Ask t he chi ldren t he d ay of the week ; wri te it on t he board , and have
them tell t he d ay before, writing it above, and t he next d ay , writing it after .
I n t he same way get all the days of t he week in their order . Then ask t hechildren to think of something they have done, and t he
‘
d ay of t he week
on which they did it . Write these sentences on t he board, ,and have the
children copy :
I p layed store Monday . We had vacation Fri day .
Mary and I went down street Tuesday . We p layed basebal l at Golden GateMamabought me some candy Wednesday. Park Saturday .
I rode t o Gol den Gate Park Thursday. I"
went t o church Sunday .
8 . Use the words in spelling unti l they are learned , then dictate t he
sentences in exercise 7 .
9 . Write on t he board,and have t he chi ldren copy and memorize
Monday ’s ch i l d is fair of face,Tuesday ’s ch i ld is fu l l of grace,Wednesday ’s chi ld
‘
is merry and glad ,Thursday‘s chi ld is sorry and sad ,Fri day ’s chi l d is loving and giv ing,Saturday ’s chi l d must work f or a l i ving ,But t he chi ld that is born on t he Sabbath d ayI s b l i the and bonny and good and gay .
10 . D i ctate t heabove to t he children.
1 1 . Tell these stories t o t he chi ldren f or reproduction
Mary Gray is a l i tt le gir l who l i ves in Oak land . S he has a cous in named Charl ie,who l i ves in San Francisco, near t he Chutes. O ne day Mary came t o make Char l ie avisi t. They went t o Gol den Gate Park in t he afternoon. They sat on t he soft , greengrass. They ran races. They watched t he squ irrels h i d ing nuts and t he monkeys playing in t he sw ings.
The next day Charl ie’s mama took them to t he C lifi House. Char l ie had a d og namedCar lo. They took Car lo w i th them . They had great fun running over t he sand . ButCharl ie ran t oonear t he water , and fel l in. Car lo pu l led him out , and carried him up ont he sand . They cal led Car lo a hero. The nex t d ay Mary crossed t he San FranciscoBay t o Oak land .
Joe was a l i tt le boy who'
l i ved on Sacramento S treet . There was t o be a circus in
San Francisco, and Joe wanted t o go. The parade was to be along Market S treet, onSaturday morning . Joe was very happ y , f or he di d not have to go t o school that day .
Early in t he morning he wal ked down Powel l S treet , and found a good p lace on t he
corner. Before long t he parade came by , and Joe fol lowed i t t o t he tents. He wantedt o go in, bu t he did not have enough money . A workman saw him
, and sai d “ I need aboy t o hel p me water t he elephants. I w i l l gi ve y ou a t i cket i f y ou w i l l d o i t. Joe wasglad to d o i t , and worked hard . Then t he man gave him a ti cket. He had a fine time,and tol d his mother all about i t .
(42 )
CAPITALS FO R HO LIDAYS .
1 . Get t he names of t he holidays from t he chi ldren. Make a list on t he
board . Cal l attention to t he capital letters. Teach t he words as i f it were
aspelling lesson. When t he chi ldren can write them in alist from d i c ta
tion,have sentences made, wri te them on t he board , and have them copied .
2. Use t he following sentences f or copy and study,then f or dictation
D i d y ou have agood time Fourth of Ju ly ?Ive w i l l have a picni c May Day .
D i d y ou see t he parade Labor Day ?Admission Day is a hol iday .
We sang many songs Washington’
s Birthday .
We took flowers to t he sol diers ’ graves Decorat ion Day .
Christmas is t he happiest d ay of t he year.
New Year’s Day is t he first day of t he year .
we eat turkey for dinner Thanksgiv ing Day .
3. Write t he name of the holiday in January,in F ebruary
,in May ,
in
July in November,in December . What two holidays come in S eptember ?
Make asentence about each holiday .
MO NTHS O F THE YEAR .
1 . Themonths of t he year are taught in exac t ly t he same way as t he days
of t he week,except that t he sentences tell t he holidays whi ch come in the
di ff erent months ; as,
New Year ’s Day is in January . There is no hol i day in August .Wash ington’
s B irthday is in February . Admiss ion Day and Labor Day come inMary ’s b i rthday is in March . September.
John’
s birthday is in Apr i l . October has th irty-one'
d ay s.
May Day is t he first d ay of May . Thanksgi v ing Day comes in November.
June is a sunny month. Christmas is in December .
Fou rth of July is anoisy day .
2. Have them copy,and then take from dictation
,t he rhyme
Th ir ty days hath September,Apri l , June, and November .
All t he rest have th irty-one,Save February , wh i ch aloneHath twenty—eight , and one day moreWe ad d to i t one year in four .
3. Have t he pupils copy t he follow ing sentences,fi lling in the blanks
is t he first month of t he year. Decoration Day is in t hemonth ofWash ington’
s Birthday is in Santa C laus comes inThe roses b loom in School begins in
Thanksgiv ing comes in t he month of My b i rthday is in
4. Have t he pupi ls tel l you t he names of t he summer months,t he winter
months,t he rainy months ,
t he warmest month,et c.
,then have them wr itten
in sentence form ; as,“June
,July
,and Augustare t he summer months.
5. Wr ite in sentences the names of t he months in whi ch t he birthdays ofyour family occur .
(43 )
6 . Wr ite in sentences t he months in whi ch these holidays occur
VVashington’
s B i rthday Independence Day Admission DayDecoration Day Labor Day Thanksgi v ing Day .
7 . D i ctate the sentences in exercise 1 .
Devices for Review.
Months of the Year . Day s of the Week. Holid ay s.
1 . Have t he chi ldren write : ( 1 ) The months of the year in order .
(2) The days of the week in order . (3) The names of t he holidays as
they come in t he months. (4) Ten sentences using in each t he name of
one holiday and amonth of the year . (5) F ive sentences using in each t he
name of a d ay of t he week and aholiday .
2. Have t he following sentences cop ied and studied,then use them f or
dictation
Christmas comes in December . They left t he ci ty May Day .
The last Thursday in November is The flowers were beauti fu l EasterThanksgiv ing Day . Sunday .
We went away Admission Day . Wednesday is abusy day .
We are glad when Washington’
s Bi rth Ther
w inter months are December ,day comes on Fri day . January , and Feb ruary .
The gi rls w i l l stay w i th us Monday There is no school Saturday .
and Tuesday .
Past Tense of Verbs. Cap i tals.
3. Put on t he board t he past tense of t he verbs in t he list on page 40 .
Have t he chi ldren write sentences using t he names of three peop le they
know,the names of three streets
,t he names of four places they have been
,
and all t hewords in t he list ; as,
Mary saw asqu irrel yesterday . The boy threw abal l on Main S treet .
4. D i ctate
I saw Pres ident Roosevel t.Mary went t o school .Char l ie at e his l unch at t he park .
He gave us a tri p across San FranciscoBay .
S he did her work in Oak land .
I n A lameda many flowers grew .
Mary threw t he bal l to John.
O n Monday our cat caught amouse.
I knew many people in Sacramento.
5. Wr ite two sentences about President Roosevelt,George Washington
,
and Wal ter Brown,using t he past tense of t he following verbs : see
,come
,
give, sp eak, fight , rid e.
6 . Write sentences using the names of the months of the year and t hepast tense of the following verbs : learn
,are
, p lay , make, d rive, run, win,
fly , say , lend .
(44)
The boy broke his arm in October.
George Washington fought many battles.
He rode his horse Tuesday.
Frank sol d his horse last Feb ruary .
He swam in t he ocean in Ju ly .
The ch i ldren sang at t he May festi val .Their house was bu i l t in January .
We began geography on Wednesday .
The last week in June we spoke our
pieces .
Past Tense of Verbs. Cap i tals. Two.
7 . Have the chi ldren study these sentences ; then dictate them
Were there not two boys in t he yard Saturday ?Each chi ld w i l l bring two apples to school Wednesday .
We f ed t he b irds seeds Saturday .
The boys p lanted two rows of seeds in Apri l .The farmer made his hay last June.
App les are ri pe in October.
He lai d his two papers away Friday evening .
S he came up Sacramento Street t o t he schoolhouse.
we w i l l t ry to go ei ther Thursday or Saturday .
DATES IN SENTENCES .
1 . Ask achi ld to give in asentence the exact date of his next birthday .
Write t he sentence on t he board . Call attention to the capi tal let ters, and
t he comma. It is better form not to abbreviate t he names of t he months.
Many of t he children wi ll be anxious to give t he dates of their birthdays,
and some of them may be allowed to wri te them upon t he board . If a
selection is made,all t he months may thus be reviewed . Have t he chi ldren
copy these sentences,and study them . They may then be used f or dictation.
2. Use the following dates in sentences
Ju ly 4, 1 776 . February 22, 1906 . Apri l 1 , 1907 .
December 25, 1907 . January 1 , 1 908 . September 9 , 1906 .
May 1 , 1905.
3. Use in sentences the dates of all the holid avs you know .
4. Use in sentences t he dates of t he birthdays of t he members of your
familv .
5. Call t he attention of t he children to t he use of t he commas in these
sentences
We w i l l go Saturday , January 3, 190 8 .
Last Christmas came on Tuesday , December 25, 1906 .
O ur last vacat ion ended Sunday , Apr i l 7 , 1907 .
6 . Have the chi ldren make up sentences using t he name of d ay of t he
week and adate. If the year does not follow t he month and d ay ,t he date
should be wri tten Jannary 3d , December 25th,Ap ri l 7 th . When t he year
is given acommaonly is used,as in t he sentences above.
7 . Use t he following sentences f or study and dictat ion
We shal l have no school Wednesday , June 8 , 1907 .
The peop le took their chi ldren away to t he country August 8 , 1906 .
We hO p e Washington’
s B i rthday w i l l come Friday .
O ur next hol iday w i l l be Decoration Day .
I t comes Thursday , May ‘
30 , 1907 .
(45)
ABBREVIATIO NS .
1 . Put on t he board t he following sentences,omitting the parts in
parenthesesMy father is cal led (M r . Smith ) . My sister is cal led miss Smith ) .
My mother is cal led (M rs . Smi th ) . O ur doctor is cal led (D r. Jones ) .
Call on t he chi ldren to finish out t he sentence,and show them that Mr .
is an abbreviation or shor t way of writing Mist er . Tel l them that it is
always wri t ten with a capital letter and is followed by aperiod . I n t he
same way discuss Mrs.
,t he abbreviation f or M isses or Mist ress
,and D r . , t he
abbreviat ion f or Doctor . Let them see that Miss is so short that no
abbreviat ion is necessary,so i t is not followed by a
‘
p eriod . Have them
copy these sentences from t he board subst ituting t he names of their own
families.
2. Cop y . t he'
follow ing sentences,putting in t he proper marks
M rs Smith cal led t o-d ay M r Smi th went to town WednesdayM iss B rown is our teacher My mother v isi ted M rs Wade yesterdayD r Jones went t o see t he si ck lady
CO NTRACT IO NS .
Review t he work of the S econd Grade in “Contractions. S ee page 28 .
1 . I n t he same way teach can’t,won
’t,would n
’t, d id n
’t,haven ’
t,hasn ’
t,
wasn ’t .
2. S entences for copy and dictation
S he can’ t come to school . He hasn’ t any coat .
He won’ t run away . They can't s ing t he song.
I wou ldn’ t rob anest. They haven’ t come to town.
He didn’ t go to t he concert.
3. Questions to beanswered in the negative
Can she sing ? Wou ld y ou d o i t?\V i l l he p lay bal l t o-morrow ? Can he t ie t he horse?
Has she a new dress ? Can he cl imb a tree?Can he d o his examples ? W i l l he sel l his pony ?Have they come home? Have they many cows ?D i d they tel l y ou abou t i t?
4. S entences to be made wi th
isn’ t aren’ t d idn’ t
hasn’ t wou ldn’ t
5. Wr i te t he contrac t ions f or each of the following
is not are not can not cou ld notdid not has not wou ld not have not
6 . Change t o contracted form t he itali ci zed words
They are not work ing hard . George Wash ington would not tel l a lie.
Frogs have not any t ime to p lay . S he could not treat her badly .
The boys wi ll not go away . The birds d id not have anest.S he has not finished her lesson. The ch i ld ren are not in school .I am not w i l l ing t o go. The baby is not wal k ing y et .
A tortoise can not learn to fly .
Devices for Review.
1 .Write in sentences t he names of five people. Write in sentences t he
names of five streets.
2.Write five questions about t he picture on page 31 , English Lessons,
Book O ne.
3. Answer in complete sentences these questions
\Vhat is your name?
What is t he name of you r father? (G i ve his ini tials . )“f hat is the name of your mother?What is t he name of your teacher ?
Who is t he President of t he Uni ted S tates ?
4. Learn the following rhyme and wri te i t from memory
How many days has baby t o play?Saturday . Sunday , Monday ,
Tuesday , \Ved nesday ,
Thursday , Fr i day ,Saturday , Sunday , Monday .
5. Write questions whi ch these sentences answer
A mouse eats cheese.
The nuts are fal l ing now .
Lemons are yel low .
R i ce is brought from Ch ina.
“Iasli ing ton’
s B irthday is a hol i day .
September 3 ,1906 , was my last b i rthday .
Wednesday is a hard word to spel l .Cherries grow on pretty trees .
He does not l ike t o p lay ball.There are two boxes on t he tab le.
6 . Wri te in a sentence t he date of your last birthday . Wr ite in a
sentence the date of to—d ay ; of to-morrow .
Write acomplete sentence about each of these events using t he dates in
t he second column
VVasbington’
s B irthdayIndependence DayChristmasN ew Year ’
s DayAdmission Day
7 . Make alist of t en contractions.
February 22, 1906Ju ly 4, 1 776December 25, 1907January 1 , 1908September 9 , 1907
Wr ite sentences containing each .
TEACH, TAUGHT , TEACHING.
1 . How many have pets at home? What pets have you ? Do they
know how to do any tri cks ? Who taught them ? How did you do it ?”
Have this preliminary talk wi th the chi ldren,keeping their attention,
not
so much on t he tri cks as on t he teaching of them . Then have them give
sentences telling what tri cks they have taught,what their older brother has
taught,what their father has taught
,what any one is teaching now . Wr ite
t he following sentences on t he board,underline t he word taught , and have
t he chi ldren copy them
I taught my d og to carry t he paper.
I taught my d og t o speak for meat.I taught my cat not t o b i te me.
I taught my b i rd to eat from my hand .
Mama taught t he cat to stay outsi dePapa taught t he d og to br ing back t heducks when he went shooting .
My b rother taught his d og to bark attramps .
My sister taught her cat to wear ribbonon her neck .
My brother taught t he b ird to answer
when he said Sweet.
2. Have them tell what they have taught -the baby at home t o d o ; what
papahas taught them ; what mamahas taught them .
WhoWho
Who teaches y ou ari thmeti c ; geography? Who teaches y ou in Sunday-school ?taught y ou t o row a boat ; t o sw im? “7110 teaches t he boys to be sol d iers ?
teaches t he boys on t he training shi p ?
Who teaches t he animals at t he circus ?
teach them ?Who teaches t he baby rabbi ts t o run from danger ? Who teaches t he k i ttens to catch
mice? Who teaches t he baby b irds t o fly ? Do y ou know of any other animal thatteaches her young ?
"
What does she teach them ? How does she d o i t ?
Do y ou p lay school ? Who is t he t eacher ? W'
hat does she teach y ou?
Does any one'
hel p y ou w i th your lessons nights at home? W'
ho teaches y ou?
W'
hat d o they teach them ? How d o they
3. Have them write on t he board sentences from exercise 2. Have each
child read his sentences aloud . Copy t en of t he best on t he board , give t he
class time to study,then dic tate them ; as,
The lady is teach ing me at SundayschooL
M iss Smith teaches us geography .
The captain teaches t he sol diers how
t o march .
The man taught t he elephant t o p lay
He taught t he seal t o si t at t he tab le.
The mama b ird taught t he l i tt le b irdshow t o fly .
When we play school , I am t he teacher.
I teach t he chi ldren how t o spel l .My sister teaches me at home nights.
t he drum . Mama is teaching me t o sew .
4. Have them write three sentences,telling what they could teach ahorse
t o do ; three, telling what they could teach ad og t o d o ; three, telling what
their teacher teaches them every d ay .
5. Wr i te three sentences with t he word teach; t hree wi th taught ; three
w ith t eaching . Have these sentences read aloud,t en of the best put on t he
board,studied and dictated .
6 . Tel l them t he story of t he tortoise that wanted t he eagle to teach him
to fly (E sop ’
s Fables)An excellent story is Megaleep ,
t he Wanderer,by Wm . J . Long
,in
Wilderness Ways,pages 10-21— an account of a caribou school and how
t he lit t le ones are taught . The story of “ R aggy lug,
” by Ernest Thompson
S eton,also has many interesting accounts of what arabbit must be taught .
HOW TO WRITE THE TIME O F DAY.
1 . The chi ldren are usually interested in this subjec t,i f t he teacher
simply states at t he beginning of t he lesson that she wi ll show them how
t o write the time of d ay .
“ Tell me in asentence what t ime i t is now .
”
“ It is half past t en,t he chi ld replies. The teacher then says
,
“We usually
wri te that this way ,then she wri tes on t he board :
I t is now
Say to t he class : I n order to tell whether I mean t en-thirty at night or
t en-thir ty in the morning,I must put two letters after t he number . This
is t he way t he sentence should read :
I t is now a. m .
4— N s (49 )
The children may be told that these let ters areabbreviations of two Latin
words meaning before noon. As they are abbreviations they must be'
followed by per iods. A . M . ( capitals ) means Master of Arts ; P . M . ( capi
tals ) means Postmaster , so i t is better to wri te both a. m . and p . m . with
small letters . A per iod between t he hour and minutes is now considered
better form than aco lon.
Have t he chi ldren give various sentences in answer to such questions as
At what time does school begin?” “S chool , begins at nine o ’clock .
”
(When o’clock follows i t is better t o wri te out the nine, although it is not
incorrect t he other way . ) S chool begins at 9 a. m .
”I n t he same way
get such sentences as :
School c loses at p . m . The boat leaves at p . m .
Church servi ce begins at eleven o’c lock . I get up in t he morning at seven o
’c lock .
Church servi ce begins at 1 1 a. m . I get up at a. m.
I reach home at p . m . I go to bed at p . m .
2. S how t he chi ldren how to wri te the sentence i f t he date comes beforet he t ime; as,
The boat leaves January 3, 1907 , at p . m .
O r,i f t he year is omitted
,
The boat leaves January 3d at p . 111 .
Then i f t he d ay of t he week is used, it comes first in order , and t he sentenceis written this way
The boat leaves Wednesday , January 3d ,at p . m .
3. S entences f or copy,study
,and di ctation
I s a. m . t oo late to go?
“7c missed t he train.
I came to school at a. m .
The two boys came at nine o’c lock this morning.
The parade w i l l pass atI shal l leave f or my vacat ion Fri day , June 14, 1906 , t he p . m .
train.
The boat w i l l leave at a. m . Wednesday .
I s p . m . too late t o go?Do y ou go t o bed at p . m . every night ?N ine o
’c lock is t oo late t o go.
4. Use t he follow ing in sentences
p . m . nine o’clock
a.
1J
8 m . twel ve o’ c lock
5. Wri te t he follow ing as they are usually wri t ten in sentences
Twenty-five minutes af ter five. Twel ve o’clock .
F i fteen minutes before nine. Three in t he afternoon.
T en o’clock . Hal f past t en in t he morning .
(50 )
Devices for Review
1 . S entences f or copy,study
,and di ctation
I come t o school every Monday at a. mDo y ou go to Sunday-school ?The chi ldren w i l l march in t he parade Fourth of Ju ly .
The parade w i l l start at nine o'clock .
“Te shal l go on t he 2 p . m . train.
D r . Smi th w i l l not leave unti l Wednesday , Feb ruary 3d , at p . m .
The chi ldren w i l l meet Saturday at a. m .
M iss B rown went at three o’ c lock .
May I go t o t he Christmas tree t o-morrow ?
The boy had two books N ew Year ’
s Day .
School w i l l c lose for t he vacation Friday , June 14, 1907 .
Admission Day is ahol iday .
2. Wri teasentence telling on what d ay and what time of d ay Mrs. Jones
wi l l go to O akland .
Write asentence containing the name of aholiday and amonth of t he
year .
Write a sentence telling what time in t he morning Mr . Jones goes t o
work .
Tel l what holiday comes next and in what month it comes.
O n what holiday d o we decorate t he so ldiers ’ graves ?
Tell in one sentence t he name of t he city you live in,and t he state.
Tell in one sentence t he ci ty and state in whi ch y ou were born,and
t he date.
Write aquestion containing t he time of d ay .
Wr ite aquest ion containing adate.
S I T, SAT,S ITTING.
1 . Say t o t he class : F ive children sit in t he first row . How many sit in
t he second ? in t he third ? Who'
sit s behind you ? in front of y ou?at your
right ? at your left ? Where d o y ou sit in church ? Where do you like
best to sit in school ? in t he theater ? Who sits nex t y ou at t he table?
Where d oes t he baby sit ?”
Wr i te t he answers t o these quest ions on the board and have them read
aloud and copied .
2. Wri te these direct ions on t he board,have them read
,t he ac ts p er
formed,and then have told what was done
S i t in t he th ird seat of t he fi rst row . S i t in t he chai r in t he northeast corner .
S i t in t he chair on t he east side of t he S i t on t he box by t he stove.
room . S i t in t he chai r under t he c lock .
S i t in t he chair by t he north w indow . S i t in t he chai r at t he end of my desk .
S i t on t he longest bench in t he room .
3. Have these read aloud and copied
I sat in the thi rd seat of the first row . S he sat on t he box by t he stove.
I sat in t he chai r on t he east s ide of Mama sat by me in church.
t he room . Baby sat on mama’s lap .
Tom sat in t he chai r by t he north The gi rls sat together t o-day .
w indow . I l i ke t o si t in t he back seat .He sat on t he longest bench in t he Tom l ikes to si t w i th me.
I'O O I I ] .
THE O WL AND THE GRAS SHOPPER .
O ne afternoon an owl l sat up in a tree trying to go to sleep . A grasshopper sat under t he tree singing .
“ Please do not sing ,”sai d t he owl .
“I
wish t o sleep .
”Day is not t he time to sleep ,
”replied the grasshopper .
“N ight is t he time t o sleep .
” “ That is so,
”said t he owl .
“Come up and
sit by me and we w i ll have afeast .”
The si lly grasshopper jumped up in
t he tree to sit by t he owl, and t he owl at e him up .
LI E, LIES , LAY.
PURPOS E AND METHOD — The purpose here is to establish afeeling in t he
chi ld so that he may ,without conscious thought , associate the word lie and
i t s past tense lay'
with t heact of reclining . Hemay be to ld t o use liewhenit means t o recline
,but it is doubtful if he associates t he act w ith t heword.
The method is the same as with t he o ther verbs— t he cond it ions are
given,t he word is associated with i t, and then by repeti t ion t he habit is
formed .
1 . Have p ictures of various animals lying down to rest , or going to sleep
f or t he w inter . Say t o the chi ldren : Have you ever seen adog lie down
to rest ? Tell me how he does i t . How does a cat lie down?” Look at
these pictures and tell me how each animal lies to rest . ” The best sen
tenoes given should be read aloud and cop ied by t he chi ldren ; as,
The horse l ies on his side wi th his head The cat l i kes t o lie in t he sunsh ine to
stretched out . s leep .
Sometimes t he cat l ies w i th her feet The d og l ies on his si de w i th his headfolded under her. on t he ground .
Somet imes she l ies on her side w i th her The polar bear l ies on t he ice t o s leep .
head between her paws . The elephant does not lie down t o
The cow kneels down on her front feet s leep .
before she l ies down. The chi pmunk l ies rol led up in a l i tt leThe pig l ies down in t he shade to s leep . round bal l .
2. D i c tate t he following sentences
I lie on t he grass t o rest . The horse l ies in t he shade.
Mother l ies on t he couch to rest . My coat l ies on t he seat during t he
The Romans used t o lie down t o eat . day .
The baby l ies in his crad le t o s leep . My hat l ies on t he tab le whi le I work .
3. Have t he chi ldren recal l what was talked about t he first d ay ; then
say ,
“ Tel l me where t he horse lay whi le he slept ; t he cat ; t he cow ; t he
chipmunk ; t he pig ; t he dog ; t he polar bear .
”
Write these sentences on t he board and have t he class read aloud andCOPY
T he horse lay on his s ide t o s leep . The chi pmunk lay last w inter rol led up inThe cat lay w i th her paws fol ded . a bal l .The cow lay asleep in t he shade of The cat lay asleep on t he branch of a tree.
t he tree. The polar bear lay on t he ice t o sleep .
4. Have t he chi ldren change t he sentences of exercise 2 so that theywi ll refer t o yesterday .
(52 )
5. Have t he chi ldren answer t he following questions,i f they are familiar
with t he stories :
“7hat did Gol di locks d o when she went upstai rs in t he bear's house?What d id t he rabb i t d o whi le the turtle was wal k ing along ?What was t he l ion doing when he put his p aw on t he mouse?
\Vhat was t he d og doing in t he manger ?What was t he wol f doing when R ed R i d ing Hood got t o her grandma
'
s?
What di d Mol ly Cottontai l tel l R ag to d o whi le she was away ?
6 . Say to t he class, When mamaw ishes baby t o stop playing and go t o
sleep,she says
,
‘L ie down now and go t o sleep .
’ If t he baby gets up and
then lies down,mamasays
,
‘Lie st i ll
,baby .
’ Tel l me what y ou say t o your
d og when you wish him t o lie down ; when you wish him t o lie quietl y .
What did t he man at t he circus say t o t he elephant when he made him lie
down? What does mamasay when she does not wish baby t o lie on t he
wet ground,or on t he floor ?”
Wri te these sentences on t he board,have t he class read them aloud . and
then copy them :
L ie down, baby , and go t o sleep . Theman sai d to t he elephant , L ie down.
L ie down, Rover , and p lay dead . Do not lie on t he wet ground .
L ie sti l l on t he bed . Do not lie on the floor .
7 . D i ctate these sentences
I l i ke to lie on t he grass in t he shade. L ie down, Rover, and play dead .
Mama lay down yesterday t o rest . Do not lie on t he wet ground .
Baby lay in his crad le asleep when I The d og was l y ing in t he manger .
got home yesterday . L ie qu iet ly whi le y ou sleep .
My hat lay on t he desk . I lay on t he grass at t he park watchingThe wol f was l ying in grandma’
s bed . t he boys play bal l .
8 . Have t he chi ldren make two sentences containing lie, lay , ly ing .
9 . Tell that par t of t he story about The Three Bears where Goldi locks
was upstairs and where t he three bears came home and what they sai d
upstairs. Have t he chi ld ren reproduce it orally,then in writing . Follow
by correction of errors.
THE Doe I N THE MANGER .
O nce adog was lying in amanger full of hay . A hungry ox came t o eat
t he hay . The d og got up and snarled at him . Well,
”said t he ox
,
“
y ou
can not eat t he hay yourself , and you wi ll not let any one else eat i t .
THE TRAVELERS AND THE BEAR .
Twomen were walking through aforest . They agreed t o help each other
i f any wi ld animals came. S oon abig bear rushed out at them . O ne man
was light and nimble. He forgot his promise,and ran as fast as he could
t o atree. The other man could not run fast . He lay down flat on his face
and held his breath . The bear came up and smelled of him,bu t took him
f or dead,and ran off t o t he wood . The man in t he tree came down. He
said,
“What did t he bear tell y ou as you lay on t he ground ?” “ He told
me said t he other one,
“never to trust you again.
’
7
(53 )
BRUCE AND THE S PIDER .
O nce there was abrave S cot ch king named Bruce. He led t he army in a
great battle against t he English. The S co t ch fought hard , but they were
beaten. Bruce had to run away and hide in out -of —t he-way places. O nce
he hid in acave. As he lay there he was sad . He was afrai d he could not
make t he S cotch people free. S oon he saw aspider at work . The spider
had spun a long thread , and was trying to sw ing by i t from one part of
t he rock to another . It tried again and again. Bruce lay there and
wat ched it . He counted how many times it tried . It was just six times.
That was j ust as many t imes as Bruce had fai led in batt le. He wondered
if t he spider would t ry again. He said t o himself,
“ If the spider does t ryand reaches t he rock
,then I w i ll t ry again to set my country free.
”The
spider did t ry again. This t ime i t reached t he rock,where i t wanted to go .
S o Bruce kep t his word,and tried once more. His men all came to him
again,and hewas master of t he land .
QUO TAT IO NS .
PURPOSE AND METHOD — The correct use of quotations is acquired by a
slow process. Quotations may be divided into several type forms, and each
one of these types mastered before t he next one is taken. The second and
third forms are more eas i ly mastered than t he first,and the last ones easiest
of all. The chi ldren have acquired t he habit of putting in t he marks by
this time,so when they have learned t he type
,they do not forget to put in
the marks . The method is that of imitation,not explanation. There is
much repet ition,w ith the teacher reminding t he pupils at first
,and after
wards leaving them t o themselves . It is easy to teach them to use t he
marks so that no errors wi ll bemade in dictation,but the use in composi tion
is much more difficult . The chi ldren get i t first by having their attention
called t o t he quotations beforehand,by having them wri tten on t he board
in answer t o quest ions,and by asking them to read over their papers to see
i f they have omitted any quotations . They are helped by putting amark
in t he margin and handing t he paper back t o have t he sentence containing
t he quotat ion recopied and others made up like i t .
The types are
1 . (a) John sai d , I am going home.
( b) John asked , May I play w i th Tom?”
2. (a) I am going home, said John.
( b) May I p lay w i th Tom ?” asked John.
3. (a) John sai d to me,“ I am ten years old .
( b) John asked me, “Where are y ou going?”
4. (a) The boy , said John, is not to b lame.
( b) Are y ou, asked John,
“to leave school ? ’
5. The boy sai d , I t is a fine d ay . I w i l l go fishing .
6 . The boy asked ,“Wi l l y ou go fishing ? I t is afine day .
1 . Ask one of t he chi ldren f or asentenceabout his dog . Wri te it on t he
board , punctuat ing it properly . Then ask'
what else must be put on t he
(54)
As acure for carelessness, put the following sentences on t he board , asking
them t o rewr ite,pu t t ing in t he quotation marks and t he commabefore t he
quotat ion
The boy said Come home. The old man sai d I am very hungry.
The l i tt le gir l sai d I t is warm t o-day . The b l ind man sai d P lease show me
John sai d I am going home. t he way .
Mary sai d I l ike peaches. The turt le sai d Let us run a race.
W i l l ie sai d The c lock has stopped . May said I have a pretty dol l .Mamasai d I t w i l l rain t o-day . The man sai d There is no wol f.Papa sai d B e a good boy . The boy said He w i l l come again.
The teacher said \Vri t e you r very best . The lady sai d You are very k ind .
8 . Ask these questions,have the answers wr itten on t he board
,then
dictate them
What d id t he tortoise say t o t he hare?
What did t he mother bear say abou t her mush ? t he father bear? t he baby bear?Wh at di d t he ant say when t he grasshopper asked for food ?
“7hat d id t he f ox say when he wanted t he crow’
s cheese?
What did t he men say when they found no wol f ?
What did t he d og say when he saw his shadow in t he water?
9 . Tell this story and have it reproduced,first having t he quotations
written on t he board
Jennie was a l i tt le gi rl . Her papawas very r i ch . S he l i ved in ab ig house and had avery p retty garden. O ne day she was playing w i th her bal l . I t rol led to t he fence andshe ran after i t. Outsi de she saw two poor l i tt le gi rls . Jennie sai d ,
‘ “P lease come inand p lay w i th me. T he l i tt le gi rls sai d ,
“We w i l l ask our mother.
”The gi r ls’ mother
said ,“Yes.
”The gi rls went in and p layed bal l unt i l they were t ired . Then Jennie sai d ,
“Let us si t down under t he tree to rest. ” S he brought out some bread and bu tter , and
some candy and nuts for them to eat . Then t he l i tt le g irls went home. They sai d ,Thank y ou, Jennie.
” Jennie sai d to her mama, They were very ni ce l i t tle gir ls .
The follow ing are good stories f or reproduction f or t he use of quotations.
Be certain t o use"
only t he one type of quotation“The Tortoise and t he Hare.
ZEsop : Fables.
S cudder : Fables and F olk S tories.
Ward : Third Reader .
Boston col lection of Kindergarten S tories.
The Hawk and t he N ight ingale,
[Esop ’s Fables
,published by t he
Educat ional Publishing Company,Young Folks ’
L ibrary of Choi ce L i tera
ture. This story wi ll not d o as printed,but can be made over as follows
A l i tt le nightingale sat singing in a tree. An old hawk saw her. The hawk sai d , Iw i l l eat her for my supper.
”S o he swooped down up on t he l i tt le nightingaleand seized
her in h is claws . The nightingale sai d .
“P lease let me go.
”B ut t he hawk was hungry
and would not d o i t. The nightingale sai d ,“ I am such a l i ttle b i rd . But t he hawk
wou ld not let her go. The nightingale said ,“Eat some other b i rd instead .
”The hawk
said , I think y ou w i l l d o very wel l t o begin my feast on.
”
I n t he same way may be rewritten t he stories of The Fox and t he
Crab ,” “
TheDog and his S hadow ,
” “The Cat and the Birds .
” They arefound in t he same book as t he story of “ The Hawk and the N ightingale.
”
F ollow ing this series take up t he same type in t he question form . ( It isnot wel l t o take this up unti l after t he chi ldren have had t he ser ies on“
Questions.
(56 )
1 Takeaball in your hand and put your hand behind your back . Then
say ,You may guess what it is. I wi l l answer any question w ith y es
or no.
Wr ite their questions on t he board,putting t he question mark after each
in colored chalk .
I s i t made of wood ? I s i t candy ? I s i t round ? I s i t a bal l ?
Then ask,Who asked this question?” John replied
,I did
,so wri te
before his question John asked , putting in t he proper marks. I n t he same
way wri te before each question t he name of t he person who asked it , and
pu t in the p roper marks. Have t he chi ldren copy t en of t he sentences.
2. Copy the following
John asked , “D i d t he birds fly away?” John asked , “Where is my t opThe man asked ,
“W i l l y ou work for me?" I . asked ,
“Do y ou know your lesson?
”
The boy asked ,“Am I t oo late?” The teacher asked ,
“Are y ou ready?”
Mary asked , “W'
i l l y ou go w i th me?” W’
e asked ,“I s i t raining ?”
The gir l asked ,“Are y ou going now ?” S he asked ,
“D i d t he tree fal l ?”
3. Make up t en quotations like thisJohn asked , “W i l l y ou sel l your top
?”
4. D i ctate t he quotations Copied in another lesson.
5. Hunt quotations with questions in your reader .
The same devicemay be used as in teaching t he first form,i f t he chi ldren
are careless about their punctuation. The story of “ The L it t le R ed Hen”
is an excellent one to copy,leaving out periods and quotat ion marks . The
chi ldren copy,filling in
,or better still ad d them to ahectographed page.
6 . The same conversat ional devi ce may be used , adding t he question ; as ,
O ne d ay I went t o a jewelry store- t"
o buy awatch . I sai d , I w ish to buy awatch .
The jeweler asked , What k ind of awatch d o y ou w ish?” et c.
I n t he same way t he chi ldren may write w i th t he teacher a conversat ion
between (1 ) A boy and ajeweler . The boy goes to t he store t o buy awat ch .
(2) A boy who w ishes to play wi th another boy ,and his mother who w ishes
him to do his work at home. (3) A conversat ion between two boys who
are out fishing . (4) An imaginary conversat ion between two books that
have been badly treated . (5) The same between apretty new doll and an
old one. (6 ) Two boys whowish to trade knives or tops or marbles.
The following stories are good t o use f or reproduc t ion. It is agood idea
t o have t he quotations writ ten upon t he board first in answer t o your
questions . Then let t he chi ldren see how many they can bring into their
reproduction. Be certain to keep to t he type in use. The stories must be
told in t he type form : John sai d,
“I am going home, and John asked
“Are y ou going home?
’
THE AN T AND THE G R A S S HOP P ER .
Scudder : Fab les and Fol k S tor ies, pp . 105-106 .
Lane : S tories for Chi l dren. p p . 44-45.
The Morse Reader I I , pp . 55-56 .
(57 )
THE F ox AN D THE GOAT .
Scudder : Fables and Fol k S tories , p . 58 .
Bal dw in : Second Reader, pp . 13-14.
Ward : Th ird Reader, p . 30 .
BELL ING THE CAT .
Scudder : Fab les and Fol k S tories, p . 78 .
THE F R OG AND THE Ox .
Scudder : Fables and Fol k S tor ies, p . 78 .
THE A R AB AN D H I S CAM EL .
Baldw in : Fairy S tories and Fab les, p . 108 .
7 . As soon as t he chi ldren are fairly proficient in writing from dictation
quotations after said and asked , various words, such as rep lied , answered ,
called,and cried
,may be used .
Wri te on t he board the sentence,Mamasaid
, Come home. Say to t he
class,
“ If you were far away and mamaw ished you to come home,what
must she d o?” If t he answer
,
“shouted
,
”or
“screamed
,is given
,
“ called ” may be substituted,and t he sentence wr itten : Mama called
,
Come home. I n the same way get :
The boy screamed , O h, i t hurts me. My baby says. Mama, papa.
The boy cal led ,“Nero, come here.
”S he wh ispered , I am going t o Oak land
The boy thought , My d og is p rett ier. after school .
Have these sentences cop ied . The next d ay put this list on t he board inavertical line
,and have t he chi ldren give t he sentences
,whi le t he teacher
wr i tes them on t he board . Then have t he sentences studied . Later dictate
them
S tories.
THE CANARY AND THE HAWK .
A canary sat singing in atree. An old hawk saw her . The hawk said,
I wi ll eat y ou.
”The hawk caught t he bird in his claws.
Let me go "” sai d t he little canary .
I want to eat you,
sai d t he hawk .
I am such alittle bird,
said t he canary .
The hawk said,I do not see any larger birds now ,
so I wi l l eat youfirst . ”
THE GRAS SHOPPER AND THE AN T .
O ne summer an ant made her nest and put some food into it .I n winter agrasshopper came to t he ant and said
,
“Give me something
t o eat .
”
The ant asked her,What did y ou d o in summer ?”
I jumped and sang,
sai d the grasshopper .
Then y ou may jump and sing all winter,
”the ant said .
THE RABBIT AND THE TURTLE
O ne d ay arabbit met aturtle.
“Let us run arace
,said t he rabbit . S o
they ran. The turtle crawled on slowly . The rabbit p layed in t he grass.
(58 )
Then she ran as fast as she could . S he caught up w ith t he turtle. She
lay down under atree and went to sleep . The tur t le crawled on and came
to t he oak tree. S oon t he rabbit woke up . S he ran again as fast as she
could . S he came t o the tree and saw t he turtle there.
“ I did not know
that you could crawl so fas t,
”said t he rabbi t .
THE WOLF AND THE Fox .
O nce awolf caught a f ox . The wolf said,Get me something t o eat .
The f ox said,Come with me. So they went on together . They came t o
two ducks . The f ox took one. He gave i t t o the wolf . Then t he fox ran
away from t he wolf .
The wolf at e t he duck . He wanted t he other duck . He went after it .
He made so much noise that aman saw him . The man hit t he wolf w ith
astick . The wolf ran away,too . He did not get t he duck .
The wolf caught t he f ox again. He said,
“Get me something t o eat or I
w i ll eat y ou.
”The f ox said
,
“Comewi th me. He took t he wolf to abarn.
There was alittle hole in t he door . They crawled in and found afat pig .
The wolf,began to eat . The f ox at e some
,t oo. The fox went to t he hole.
He could still get out . The wolf kept on eating . A man heard anoise in
t he barn and went in. Then t he fox crawled out at t he hole and ran away .
The wolf tried to crawl out,too
,but he could not . He had eaten t oo much .
Theman killed t he wolf . Then the fox was happy .
Review.
1 . Have t he children copy from t he board the names of t he months,t he
holidays,and t he days of t he week .
2. Have t he chi ldren make sentences containing each of t he above.
3. F i ll in the blanks
To-day is
Christmas comes in t he month Yesterday wasNext month w i l l be
My b i rthday comes in t he month We d o not come t o schoolof and
I went t o church last Last month was
4. F i l l in t he blanks w i th dates or names of holidays
FebruaryB i rthday .
My watch was gi ven t o me Christmas
wi l l be Wash ington’
sNext Independence Day isThe date t o-d ay is
I w i l l be t en years old
Day is SeptemberA l l t he peop le remember Wednesdaymorning , Apri lD id y ou have a pleasant time
comes May 30 ,1907 .
D i d y ou see t he parade
5. Wr i te aquotation containing t he name of t he third d ay of t he week .
Wri te aquotation containing t he name of a d ay of t he week and a date.
Wr i te aquotation containing t he name of amonth of t he year and adate.
Write aquestion asking f or t he date of your mo ther ’
s birthday . Wr ite a
quotat ion containing t he name of aholiday and adate.
(59 )
6 . D i ctate
Mary said , My cat caught amouse.
The boy said ,“He taught my d og t o jump through ahoop .
John repl ied , I lent him my book last week .
”
Washington said ,“He went through t he batt le bravel y .
“My b irthday is in October , sai d Mary .
He asked , I n what month is Thanksgiv ing ?”“Thanksgi ving comes in November ,” rep l ied t he teacher .
Wednesday w i l l be a hol i day ,”sai d they .
Past Tense of Verbs. Cap i tals. Quotat ions . Too.
7 . D i ctate :
They saw their cousin in Sacramento. I t taught me a good lesson,
They wai ted too long in Oak land . John.
John sai d ,“The man bu i l t anew house He won t he race by three feet , repl ied
in San Francisco.
”Ned .
The work was done too long ago. D i d she make her story t oo long ?”
The boy asked ,“Have y ou a cousin asked A l i ce.
l i ving on Cal i fornia S treet ?” S he borrowed my kni fe in February ,I think Mary was too pol i te to go. said he.
8 . Write five sentences containing the names of p laces. Write three
sentences beginning wi th a quotation. Write two sentences containing
quotations that ask questions. Write t he names of the months. Write the
names of t he days of t heweek .
9 . The following sentences contain t he forms taught so far in t he ThirdGrade. They may be placed on t he board a f ew at a time f or copy and
study,and then dictated to t he class
1 . M rs. Jones sai d ,“Come home earl y .
2 . The two boys were not here to-day .
3. Admission Day and Labor Day come in September.
4. January is t he first month of t he year.
5. M r. and M rs . Jones b rought my sister a beau ti fu l watch.
6 . D i d y ou see t he parade last Fourth of Ju ly ?7 . The Christmas exercises w i l l be hel d at t he church , December 25, 1907 .
8 . M r. B rown said ,“There are too many peop le here.
”
9 . John said ,“I lent my kni fe “f ed nesd ay ,
February 3, 190610 . M rs . Jones sai d ,
“B ring some flowers for Decoration Day .
1 1 . D i d your two brothers have agood time last Thursday ?12. John wal ked t oo far into t he woods May Day .
13 . Dr . Smith had to be cal led t he d ay af ter Thanksg i ving .
14. June 3 ,1908 is t he date set for t he p icni c .
15. The meeting w i l l be hel d Tuesday , August 4, 1907 .
1 6 . December , January , and February are t he w inter months .
1 7 . March , Apri l , and May are t he spring months.
1 8 . June, Ju ly , and August are t he summer months .
19 . September, October , and November are t he autumn months.
20 . They spoke t oo s low l y .
21 . M rs. B rown said ,“The baby fel l down yesterday .
22 . I t began t o rain Friday at four o’clock .
23. He threw the bal l t o his sister.
24. M iss Smi th sai d “The boys played too long at recess .
25. D r. Jones said , The boys swam in t he lake yesterday and took a hard cold .
M ama sai d ,“We shal l take t he t en o
’c lock boat for Oakland .
”
27 . The circus parade w i l l go up Market S treet.28 . M iss Jones l i ves on Cal i fornia S treet.29 . They shou l d not wal k t oo far up Jackson S treet.
Past Tense of Verbs. Cap i tals. Quotat ions. Too: Cont ract ions.
S p ecial verb“Teach.
”
10 . Tel l whether t he i tali c ized words are present or past . If they are
present . change them to past .
The weaver si t s at his loom . He t eaches his d og many tri cks.
The men s t ood firm wh i le t he battle S he d rinks mi lk for break fast.raged . He takes his sister w i th him on a r ide.
The summer comes and goes . The chi ldren t hink carefu l ly before theyThe men begin their work . wri t e.
I read in the Second Reader.
1 1 . Fol low this model,using t he following verbs
Mod el : I sang . We sang.
You sang . You sang .
He sang . They sang .
wentsaw
12. Change t o t he contracted form
He is not in town to-d ay . F rogs can not l i ve w i thou t water .
S he cou ld not d o her work . The t op has not any string.
The farm did not p ay . The cover wi l l not stay down.
They are not going w i th us. The trees have not any leaves.
13. Write two sentences telling what you taught your dog . Write two
Sentences telling what games t he boys taught you . Wr ite two sentences
telling what t he circus-man taught t he horses t o d o.
14 Put on the board t he past tense of t he verbs under Third Time
O ver . Have t he chi ldren select t he verbs that would apply to adog and
finish t he sentence ; as,“ A d og saw acat
,
” “ A d og ran after the cat ,”et c.
This devi ce may be var ied by having t he sentences wr itten about agirl,a
boy,abird
,et c.
15. D i ctateHe asked , D idn’ t y ou go t o Los Angeles ?”“ I went to B erkeley ,
”said I .
We shal l s ing our Christmas song , said t he teacher.
We w i l l not sing i t t oo loud ly ,”sai d t he ch i ldren.
Wednesday is our day for house-c leaning , sai d t he woman.
S he sold her berr ies for twenty cents .
“They haven’ t cried all d ay ,
”said t he l i tt le care-taker.
Cou ldn‘t y ou buy just one?” she cried .
THERE WERE— THERE AR E. (Third Time O ver.)
1 . Have them copy :
O n t he trees in summer time there were many leaves.
O n t he street , as I went down town, there were many horses.
At t he Presid io there are many soldiers.
O n t he Seal Rocks there are many seals.
O n t he beach , on awarm Sunday , there are many people.
At t he end of t he tab le there are two chairs.
I n my house there are two babies.
Down at t he Ferry B u i lding there are many ferry-boats .
Once upon a t ime there were three bears.
Last week there were some elephants at t he park .
( 6 1 )
2. D i ctate t he sentences of exercise 1 .
3. Have them wri te t he first sentence of t he follow ing stories Do not
begin all w i th there: The Three Bears,
” “ Three L ittle Pigs,
Snow
Whiteand Rose R ed ,
” “The Two Brass Kettles
,
” “The F rogs that Wanted
aKing .
”
4. Have, t he chi ldren select oneword or expression from each column and
make as many good sentences as they can
Once upon a time two l i tt le boys .
Last year many app les .
When I was a l i tt le gir l there are songs.
This morning two examples.
Every d ay there were two gi rls.
Yesterday some houses.
After school two roses.
5. Look at t he pictures in English Lessons,Book O ne. Write sen
tenoes about these pictures using thereare; as,“ There are two boys fishing
from a boat (p .
“ There are two chi ldren r iding in a dog-cart ’
(p .
6 . Tell them the story of The Town Mouse and t he Country Mouse
(Blaisdell :“Chi ld L i fe
,S econd Reader
,
” pages 74-77 ; Thompson“Nature in Myth and S tory
,
” pages 44-46 ; S cudder : Fables and Folk
S tories,
” pages 84 putting in t he phrase t here were as many times as
possible. The chi ldren may reproduce it .
THERE WAS — THERE I S . (Third Time O ver. )
The chi ldren very often make mistakes in this i diom if t he sentence
begins in some other way than wi th there. This “ time over should fix
t he form so that t he final step,it s use in composition where t he attent ion
is on t he subject-matter,can be taken. This comes late enough so t he
sentences need not be“
acted out— that is to say ,t he setting may be made
by t he imaginat ion of t he chi ld .
1 . You may tel l what there was on t he table last night I w i ll change
that sentence f or you and write i t on the board . Write : O n t he table last
night there was abeau t i ful rose.
” Have them make up sentences beginning
w ith : in t he stove; und er t he chair ; last week; y est erd ay ; once up on at ime;along t ime ago; in the wood s; out by ahigh t ree; in the mead ow . Wri te
these sentences on t he board,the chi ldren copying them
O n t he tab le last night there was a Once upon a time there was a faminebeau ti f u l rose. in t he land .
I n t he stove there was a fire. A long time ago there was a good fai ryUnder t he chair there was a s leeping l i v ing in a forest.
cat . I n t he woods there was a l i tt le squi rrel .Last week there was a p icni c at t he Ou t by a h igh tree there was a si lentbeach. horseman.
Yesterday there was ap arad e on Market I n the meadow there was an ant ’sS treet . nest .
2. D ic tate t he sentences of exercise 1 .
( 62 )
him out . He could not see how the pig go t into t he field . The next d ayt he pig was in t he corn again. The farmer looked out and there was t he
pig in t he corn. This t ime t he farmer walked all around t he field . He
found t he log and turned i t around . Now both ends were in t he acorn field .
The pig went through t he log . He looked around and found himself st i ll
in t he acorn field . He craw led through again. He came out in t he same
field . He tried it again and again. At last he gave up and ran away .
WHY THE S EA I s S ALT .
—PART I .
O nce there were two brothers. O ne was rich and t he other poor . It was
nearly Christmas. The poor man had nothing in t he house f or aChristmas
dinner,so he went to his brother and asked f or asmall gift .
The ri ch man was too surly even to answer his brother politely . He took
down afine ham and threw it at his brother . He sai d,Go homeand don ’t
let me see your face again. The poor man thanked him,put t he ham
under his arm,and went away . O n his way home he had to pass through
agreat forest . I n t he middle of t he forest he saw an old man w ith along
white beard . He was cutting down trees. Good evening,
”said t he poor
man. The old man looked at him . That is afine ham y ou are carrying ,”
sai d he.
“ If you take i t t o t he land of t he dwarfs y ou may make agoodbargain wi th it . Don ’ t sell i t for money . Take only t he ‘old hand-mill ’
whi ch stands behind t he door . The poor man did as he was told . The
dwarfs liked t he smell of t he ham . They swarmed around him in great
numbers . They didn ’t wish to give up t he old mill,so the poor man was
about t o go .
“Let him have t he old mill
,
”said one. S o t he man took his
mill and went home.
“Where in the world have you been?” asked his w i fe. Wait and see
what wi l l happen,
”said t he poor man. He put t he mill down on the table
and began to grind . O ut came wax candles first,for t he room was too dark
t o see well . Then came afire on t he hearth,and a porr idge—pot boiling
over . They ground out every thing that would make them warm and
comfortable that cold December d ay . They ground out presents,too
,f or
Christmas,and agood Christmas dinner .
Answer in comp lete sent ences
Once there were what ? I t was what time of year ? Tel l two things t he ri ch brotherdid . What did he say ? \Vhat did t he poor b rother d o? Tel l what he saw in t he forest .The old man said what ? \Vhat did t he dwarfs not w ish t o d o? O ne of them final l y sai dwhat ? His w i fe asked what ? “That came out fi rst ? Why ? What else did theygrind out ?
WHY THE S EA I S S ALT .
- PART II .
When t he people went by t he house to church,they were as tonished .
There was glass in t he windows,instead of papers . The poor manand
his wi fe had new clothes .
“ There is something strange about this,
”sai d
every one.
Three days afterwards t he r i ch brother was invi ted to afeast at his poor
bro ther’
s .
“Where did you get all these things ?
”he asked . The brother
( 64)
told t he ri ch one all about t he bargain. He showed him t he mill and had i t
grind out beau t i ful things f or t he poor . The r i ch brother w ished t o borrow
i t ; but t he man was never t o lend i t .
Soon this man was very ri ch . He built a cast le on arock near t he sea.
O ne d ay amerchant came along . He wished t o buy t he mill . He wanted
t o grind out salt . The mill could n ’ t be sold . That night t he merchant
got into the cast leand stole t he mill . He put i t in aboat and set out t o sea.
When he was ali tt le way out he said,Grind salt
,nothing but salt . ” Soon
all t he bags were filled . Then t he boat began to fill . “What shall we d o
now ?” cried t he merchant . But t he mill wouldn ’t stop grinding , and t he
sh ip sank . The mill is sti ll at t he bot tom grind ing out salt . This is t he
reason,say t he peasants of Norway and Denmark , why t he sea is salt .
1 . Give sentences f rom the story , using the followingthere was showed bu i l t began wou ldn’ ttol d w ished came sank peasants of Norway and Denmark
2. Wri te aquotat ion t elling what the merchant said to the mi ll. Wri t e a
quotat ion t elling what the rich brother asked when he came to the feast .
3. R ep rod uce the story .
Devices for Review .
1 . Tell in sentences
What we cal l t he first d ay of t he year.
What great man’
s bi rthday comes in February .
O n what d ay we decorate t he sol diers ’ graves.
O n what d ay we fire off fi recrackers.
lVlIat two hol idays come in September.
O n what d ay we gi ve thanks .
Wh at we cal l t he fi rst d ay of May .
2. Wri te the names of t hemonths of t he year in order . Wri te t he names
of t he days of t he week in order . Write t he names of all t he holidays y ou
know .
3. Punctuate these sentences
S he w i l l be married September 6 1 909 W'i l l August 3d be too long t o wai tHe w i l l finish school March 30 1908 He l i ved in Oak land Cal i fornia on
My friend died January 6 1 8 9 6 January 3 1 8 8 8
I shal l go to see her F eb ruary 3 1907 December 22 1907 was her last b i rthy ou go away before October 19 d ay
1907 August 8 t h was a warm d ayCome to my house Wednesday November 28 1907 w i l l be Thanksgiv
Apr i l lot h ing Day .
4. Put on t he board this list . Have t he chi ldren make sentences i llus
t rat ing t he contracted form of each
was not does not
were not did not
have not d o not
5— N s ( 65)
5. F or copy,study
,and dictation
M r. Brown sai d , Come again at 4p . 111 .
Do not leave t he room ,
”sai d she.
John asked ,“What t ime d o y ou reach school in t he morning?”
Mary rep l ied ,“I reach school at a. m .
”
I start for school at 7 p . sai d John.
Then y ou must attend night school , added Mary .
At t en o’c lock we shal l start ,
”sai d they.
“They wi l l be home by 8 said S he.
M iss B rown, are y ou going w i th us?”t he chi l dren cal led .
M r; B rown is going ,”sai d she.
6 . F i ll in t he blanks wi th
there
two app les on my desk this morning?a l i ttle boy and a l i tt le gir l who l i ved alone.
eighteen w indows.
four rows of desks in this room .
A long time ago a boy named Tom.
I n John’
s desk a piece of b l ue paper.
seven boys in t he first row now .
as many boys as gir ls in t he room .
I n the pond by t he schoolhouse many frogs.
OnceI n my house
( 66 )
FO UR TH GR ADE.
VERBS . (Fourt h Time O ver.)
METHOD AND PURPOS E — I n t he fourth time over t he work need not be
confined to t he verbs gi ven in t he lists,butall in a certain story may be
dri lled upon. The purpose is t o get t he attent ion upon t he verbs,so t he
story told need not be long nor new . The teacher may tel l t he story,i llus
t rat ing i t or in some way making it perfec t ly clear as to point and t ime.
While tel ling t he story,write t he verbs on t he board as they occur . The
story this time is t o serve as aproper setting,t he at tention being on t he
verbs. The chi ldren may then be asked for sentences from t he story con
taining t he verbs. These are t o be wr i t ten upon t he board,read
,and copied
by t he chi ldren. S pecial dri ll must sometimes be given in spelling . The
sentences may then be dictated to t he class .
The story may now be reviewed,and reproduced by one of t he chi ldren.
By this time they should be able to put their attention on t he subject
matter,having acquired t he proper reflex f or writing t he verb .
S ee Introduction f or purpose of telling the story .
After t he story has been reproduced in wr iting,t he teacher should take
the papers,underline all incorrect verb forms (that is, all presented in
class) , and return t he papers t o t he children. These should be t he only
marks made on the paper,unless there are some errors in t he same sen
tence. I n that case t he errors should be corrected by t he teacher . Put on
the board t he proper verb forms. The chi ldren should be able to correct
their errors without this help,but f or fear some might not know
,t he cor
rect forms should be given. Ask them to Copy correctly on apiece of paper
the sentences in whi ch errors occur , then to make up three of their own
containing t he word .
THE Fox AND THE CR ow .
w ished d roppedsai d caughtOpened did
A crow sat on atree,wi th apiece of cheese in her mouth . A fox went
by . He saw t he crow and wished to have t he cheese f or himself .
“Ah
,my
friend,
”he said
,
“wi ll you not sing f or me? Your voi ce is very sweet . I
would like t o hear i t again .
”The si lly crow opened her mouth t o sing .
She dropped t he cheese. The cunning f ox caught i t . He did not wait f or
t he song,but ran away and at e i t .
Ask the following quest ions; wri te the answers on t he board , und erliningthe verbs; read the sentences, and cop y t hem; t he next d ay d ictat e t he same
sent ences
Tel l me where acrow once sat . Who went by ? Tel l me what he saw. Tel l me whathe w ished . What d id he say ? What d id t he crow d o? What did She drop ? Wh at d idt he f ox d o? ( 67 )
THE D O G AND HI S S HADOW .
stoleran
looked
O nce a d og stole abone and ran away . He had to cross abridge. He
looked down into t he water . There he saw his own shadow. But he thought
it was another d og w i th a bigger bone. He dropped his own bone and
jumped into t he water t o get t he other one. He did not find t he other d ogthere. His own bone sank to t he bottom . S o he went home hungry .
I . Tell the story .
2. Wri te the verbs on theboard as they come in the story .
3. Have sent ences given f rom the story containing the word s. S uch sen
t enoes as thesewill p robably be given
The d og s tole abone. He d rop p ed his bone into t he water.
The d og ran away w i th t he bone. The d og jump ed into t he water.
The d og looked into t he water. The bone sank in t he water.
The d og saw his shadow . The d og went home hungry .
He t hought i t was another d og .
4. Cop y t he sent ences.
5. D ictat e the sent ences.
6 . Have the story rep rod uced .
7 . Ad d it ional word s for sp elling
bridge shadow another bigger bottom hungry
THE RABBIT AND THE TURTLE .
keptj umpedstopped
O nce a rabbit laughed at a turtle because he walked so slowly . The
turtle offered t o run arace with him . They asked t he fox to be the judge.
At aword from him t he race began. The turtle started at once and kept
straight on. The rabbit j umped along f or aminute. Then he stopped to
p lay . Soon t he sun became hot . The rabbit lay down and went to sleep .
Soon he woke up and ran to t he goal . The turt le was there already . S o t he
turtle won t he race.
1 . Cop y t hese sent ences . Wri te each i talicized word three t imes
The boys laughed at t he tri cks. He kep t t he l i tt le k i tten wel l .W’
e walked t o town t o-d ay . The d og jump ed up and ran away.
I offered him my hat . The rabb i t s t op p ed t o rest .We asked him t o run a race. The rabbi t lay down, to sleep .
The rabb i t began t o run. The turt le won t he race.
He s tar t ed for t he goal .
2. Wri te sentences using each of the verbs.
3. Ad d i t ional word s for sp elling
turt le judge word straight minute
THE AN T AND THE DOVE .
A little ant fel l into t he water . A dove was si tting in a tree near by .
S he saw t heant in t hewater . So she took aleaf from t he tree and dropped
it down into t he water near t he ant . The ant climbed upon t he leaf . She
thanked t he dove f or saving her li fe.
The next d ay t he dove was bui lding her nest . Near by was aman w ith
agun. He raised his gun t o shoot t he dove. The ant saw t he man. She
ran up t o him and bit his heel . The man was so hurt that he dropped his
gun. The dove flew away . Soon after,t he dove thanked t he ant f or saving
her li fe.
1 . Cop yThe ant fell into t he water. The ant t hanked t he dove.
The dove saw t he ant . The man raised his gun t o shoot.The b i rd t ook t he leaf in i t s b i l l . The ant ran up t o t he man.
S he d rop p ed t he leaf into t he water. The clove flew away .
The ant climbed upon t he leaf.
2. R ep rod uce the story .
THE Fox I N THE WELL .
A sly old f ox fel l into awell and could not climb out . A goat went by .
He saw t he f ox in the wel l . He sai d t o t he fox,
“What are‘
y ou doing
down there?” “ This is t he ni cest water I ever tasted,
sai d t he fox .
Come down and have asip of it . ” S o down jumped t he si lly goat . He
was very thirsty,so he drank some of t he water .
The sly old fox jumped upon t he goat ’s back,then to his horns and out
upon t he ground . He went quickly away,leaving t he goat t o get out by
himself.
1 . Wri teasentenceanswering'
What happened t o a sly old fox ? Who went by ? YVhat di d he ask t he fox ? Whatd id t he goat d o then? How did t he f ox get out
?
2. R ep rod uce t he story .
How A D O G GO T HI S D INNER .
had gonehad givenreached
I n a town in t he south of F rance there were twenty poor people who
were served dinner at acertain hour every d ay . A dog came,t oo. He was
in t he habi t of eating whatever scraps were thrown t o him . S ometimes
they gave him very little.
( 69 )
The peop lewho wished this free d inner came to aw indow and rang abell .
They were handed their meal through asmal l opening . The one who gave
t he dinner did not see.who received i t .
O ne d ay t he dog was very hungry . He had waited unti l everybody had
gone. No one had given him anything . S o he reached up,took hold of t he
rope with his teeth,and rang the bell . The man handed him out a good
dinner . The d og at e i t very gladly . After this he rang the bell f or his
dinner every d ay . The man thought him so clever that he was never
refused something t o eat .
THE BLIND S O LD I ER .
O nce there was a poor , old , blind soldier . Every night he played his
violin in the park to earn his living . His little dog sat beside him . The
d og held his master’s hat for t he money . O ne night t he old man was in
trouble. No one gave him any money . The poor man was very tired and
hungry .
A man was passing by . He saw t he poor soldier . He walked up to him
and put acoin in his hat . Then he took up t he violin and began to p lay .
He played so well that agreat crowd gathered . S oon t he hat was nearly
full of money . The old soldier was so happy that he cried . The stranger
was one of t he finest violin players in t he world .
THE Two Does.
reachedturnedsawr
O nce there was alarge Newfoundland dog named Brave. He was carry
ing abone over abridge. Right in t he middle of t he bri dge hemet another
d og named Bruce. Bruce began t o grow l and brist le up f or afight . Brave
wouldn ’t give up t he bone,and Bruce wouldn ’t let him pass. S o they
began to fight . Both tumbled off t he bridge into t he water .
T hey had to swim along distance before they could get out . Brave could
swim easi ly . Bruce struggled hard,but couldn ’t reach t he shore.
Brave soon reached t he shore. He turned around to look f or his enemy .
He saw that Bruce was nearly drowned . The noble d og jumped into t hewater again and brought Bruce safely to t he shore. They looked at eachother as they Shook their wet coats. They seemed to be saying
,We wi ll
never quarrel again.
THE CATS AND THE MONKEY .
there vvere heard pu tquarrekxl brought b i tdecided cu t cried
O nce there were two cats who stole some cheese. They quarreled about
dividing it . They decided that t he monkey Should settle the dispute. The
( 70 )
3. Have t he chi ldren use these in sentences. Write t he sentences on t he
board . Have them cop ied and studied,and written from dictation
San Francisco, Cal. is awestern ci ty . Sal t Lake, U tah is t he home of t he
Los Angeles, Cal. has many visi tors. Mormons.
Chi cago, I l l . is noted f or i t s stockyards . D i d y ou visi t in C leveland , Oh io?
WVe visi ted N ew York C i ty last year . I have friends in Denver, Col.Boston,
Mass. is t he center of learning.
S INGULARS AND PLURALS .
1 . The chi ldren have already learned t he singular and t he plural form
of box,man
,tooth
, foot , mouse, leaf , chi ld , fish, d og , cat,horse
, f rog, boy ,leaf , baby , lad y , fly , knife, loaf , wolf , and calf . Review these by writing
them in acolumn on t he board,and have t he chi ldren spel l t he plural
,whi le
t he teacher writes i t opposite t he singular . This list may then be copied ,and studied
,and finally dictated .
2. Use t he same list as in exercise 1 . Have t he class at the board . Achi ld gives asentence containing t he first singular noun in the l ist . All
write t he sentence. Ask to have t he noun changed to t he p lural form .
What changes,i f any ,
must be made in t he sentences? All write the same
sentence with t he noun in t he plural form . Use this list until t he class
know t he words perfectly and are familiar w ith t he terms,singular and
plural .
3. Put this list on t he board . Use i t f or copy,study and dictation
val ley val leys peach peachessheep sheep shoe shoes
turkey tu rkeys p icture pi cturespiano pianos woman womengir l gi rls ci ty ci tiesbook books w i fe w i vesgoose geese dwarf dwarfspotato potatoes deer deertomato tomatoes ox oxen
4. Have sentencesmade containing t he singular form. Change the sen
t ences t o t he plural form .
5. S end t he chi ldren to t he board . Give the singular form . Have the
children wr ite t he plural . Give t he plural . Have t he chi ldren write t hesingular .
6 . Change to t he plural form
D i d y ou visi t t he beau ti fu l valley ? When w i l l t he lad y cal l ?P lease sharpen my kni fe. How many d eer d id t he hunter ki l l ?D i d y ou speak t o t he chi ld ? The girl went skating.
Have y ou seen t he sheep ? W i l l t he boy be at t he picni c?Come and see our Thanksgi ving t urkey . S he stud ied abou t t he ci t y .
Cal l t he man. The d war f smel led t he ham.
D i d they move t he p iano? D i d y ou see t he box on my tab le?
7 . Use the following sentences f or copy,study and dictat ion
Sherman and C lay sel l many p ianos . There are many large ci ties in t he Uni tedWi ld geese flew by in large numbers. S tates .
Tomatoes are very good t o eat . The ofli cers’
w i ves sewed for t he si ckHe hung t he pi ctures in his room . sol d iers.
Many dwarf s smel led t he ham. The deer are feeding on t he h i l lsi de.
8 . Wr ite down t he names of twenty things y ou find in t he pictures in
English Lessons,Book O ne.
” Wr i te t he plurals of these words.
Review.
1 . Write t he names of all t he holidays y ou know . Wri te opposite each
t he name of themonth in whi ch t he holiday comes . Writeasentence telling
how we celebrate each holiday .
Write t he names of t he d ays of t he week . Tell something you have done
each d ay .
Wri te a sentence giving t he name of the principal of the school ; of a
friend of your mo ther ; of afriend of your father ; of aphysic ian you know .
Write asentence giving t he name of astreet ; t he name of acity and t he
state in whi ch it is.
Write a sentence telling when your next birthday w i l l be. Wr ite a
sentence telling t he city in whi ch y ou were born,t he state
,and t he date.
2. Instead of said or asked the following words may be used
answered spoke cal ledinqu ired whispered shoutedrep l ied cr ied yel led
Wr ite nine sentences us ing these words correct ly . Have each sentence
contain aquotation.
3. Write sentences containing these words
si t drinkcome w ri ted o know
Change your sentences t o t he singular form . Change your sentences
past t ime wi ll be shown.
4. S entences f or copy,study
“
and dictation
M rs. B rownsai d , We went t o t he country last August.The last Thursday in November is Thanksgiving Day .
The women wal ked down Market S treet last Wednesday .
D r. Jones asked , “Do y ou l i ve in San Francisco, Cal i fornia?”
The two boys won t he race May Day .
The gi r ls began t o study January 7 , 1 906 .
“Was M iss \Vhi t e here on Chr istmas Day ?” asked John.
The chi l d ren ran t o school last Monday .
The ladies w ished to go t o t he country last Fourth of Ju ly.
“ I l i ve in Oak land , Cal i fornia,” sai d M r. Whi te.
The men caught many fish last September.
The boys p layed bal l on New Year ’s Day .
We brought flowers to school Decoration Day .
The ch i l d kept t he books unti l February 4, 1 904.
The l i tt le boy ate too much candy .
The lady handed t he l i ttle gir l some boxes.
Tom asked ,“I s Admiss ion Day ahol iday ?”
When did he put t he kni ves on t he tab le?The l i tt le boy c l imbed t he tree last Friday .
D i d t he men march down F i l lmore S treet on Labor Day ?We visi ted B erkeley , Cal i forniaW
'
ashington’
s B irthday .
I thought that y ou would'
visi t M rs. Jones in October.
( 73 )
“The val leys are very beauti fu l , sai d he.
W'
e climbed t he mountain t he first Saturday in December.
D i d y ou see t he oxen that were in t he meadow Sunday ?They are going away ei ther Apri l 3d , or Ju ly 6 t h .
“The d og b i t t he l i tt le gir l last Tuesday , sai d D r. B rown.
M r. Wh i te said , We saw many beauti fu l th ings when westopped in t he d i ff erent ci ties.
”
The leaves fel l to t he ground last September .
D i d M r . Wh i te visi t A lameda, Cal i fornia?The potatoes did not grow last year.
THEIR .
1 . Tell t he class this story
Once I took a long tri p on the train. “le reached a smal l town one d ay , t o find t he
train ahead of us off t he track . I looked abou t for something to d o wh i le I was wai ting .
Soon I saw t he schoolhouse, and decided t o v isi t i t . But what was my surprise on
reaching t he bui l ding not t o find any signs of anybody . The doors were open, and Iwent in. I knew t he ch i l dren must be near , for I saw their hats hanging in t he cloakroom .
S tep to the board and write : I saw thei r hats. Now tell me some
thing else I saw that belonged to them . The following sentences wi ll be
obtained . Write them on t he board :
I saw thei r coats. I saw thei r umb rel las. I saw their school bags.
I saw their books. I saw their l unch baskets . I saw thei r book straps.
I went into t he schoolroom . There I saw what ?”
I saw their desks. I saw thei r penci ls . I saw their papers .
I saw their draw ings on t he board .
S oon I heard anoise,and looking around I saw t he chi ldren coming .
Then I saw what ?”
I saw thei r teacher. I saw thei r hands fu l l of flowers. I saw thei r dresses.
The teacher invited me t o stay unti l noon. Then’
I went home t o lunch
wi th three li ttle sisters. What d o y ou think they showed me?” Have the
chi ldren each write asentence on t he board .
They showed me thei r toys . They showed me their garden.
They showed me thei r p ictures. They showed me thei r flowers .
They showed me thei r mother. They showed me their s tory books .
They showed me their pets .
2. Have t he chi ldren copy t en of these sentences .
3. Write sentences wi th t he follow ing
their gardens their large horse their trees their money thei r examplesthei r lessons thei r books their houses thei r own way their banner
4. Answer t he following questions in good sentences
Of what d o t he Esk imos make their What d o good ch i l dren d o w i th thei rhouses ? toys?
Where d o toads lay thei r eggs? How shou ld chi l dren study their lessons?Where d o t he tent-moths lay their eggs? Where d o woodpeckers get thei r food ?Where d o woodpeckers make their nests ? When d o t he farmers p lant their grain?
5. O nce I knew two little girls who were very untidy . A friend came
t o take them to ride,but they could not find their things . They cried
bitterly when t he friend drove away withou t them .
” Write six sentences
telling where they found their things .
6 . Write sentences telling what t he mother-rabbits teach their young ;what dogs teach their young ; how t he mother-toads treat their young .
7 . Make t en sentences containing t heir .
8 . Tel l t he following story
IKWA AND MAGDA .
Far, far away in t he North t he w inters are long and cold . Here in t he land of t he
Eskimo l i ved a l i tt le gi rl and her brother w i th thei r father and mother. The l i ttle girl ’sname was Magda, t he l i tt le boy
'
s Ikwa.
Now , Ikwaand Magda l i ved in a house very di ff erent from ours. Their house wasmade of snow . I t was not very hard to bu i ld , f or thei r papa bu i l t i t in one d ay . He cu tb ig blocks out of t he snow and put them carefu l ly together. He lef t a hole in one side,through whi ch they had t o craw l insi de on thei r hands and knees. The inside of thei rhouse was very queer .
They had onl y one room , in whi ch everything was done. Thei r beds were made on a
bench of ice, and were covered w i th heavy sealsk ins . Thei r stove was not l i ke ours,ei ther . They had a lamp , w i th whi ch they cooked their food and kept themsel ves warm .
When dinner was ready , they all sat down on t he floor around a large bow l , and atefrom i t w i th thei r sealskin spoons and bone kni ves .
Now I am sure y ou wou ld l i ke to know how Ikwaand Magda spent their t ime. I n
t he Northland all t he l i tt le boys and gi rls have s leds . Ikwaand Magda had a prettyone, whi ch thei r papa had made for them . The runners were of bone, and t he top of
stri ps of sealsk in. Thei r papa had b rought back these things from his long fish ing tri p .
What fun Ikwaand Magdadi d have w i th their s led " Sometimes they p layed a game.
Whenever papa ki l led a deer, he gave t he chi l dren t he ant lers. The chi l dren set upthese ant lers in t he snow , leaving a short distance between them . Then they rodethrough on their s led , and shot at t he ant lers w i th thei r arrows. I t was very hard tohi t them .
Nei ther Magdanor I kwaever cou ld w ri te their names. They did not go to school , forthere was none to go t o. The chi ldren knew a great many stories, though .
Another game wh i ch Magdaand her brother wou ld p lay was very funny . They oftensat on t he floor together in thei r “l i tt le house. Then they wou ld hold thei r toes w i ththei r hands , and move along by j umps . O h , what fun they had , and how they wou ldj ump " The one who cou ld go t he faster wou ld beat , and how l i tt le I kwa and Magdawou ld jump and tumb le around on thei r floor "Magda’s l i tt le dol ls were made of wood , and thei r clothes were of sealsk ins and furs.
B oth she and Ikwaspent many happy hours w i th them .
The l i t tle boys and gir ls of t he far North l i ke candy as wel l as their l i ttle cousins of
t he Sou th , bu t I am sure y ou wou ld not l ike thei r candy when I tel l y ou what i t is . I tis t he red skin of a b ird’ s foot , soaked in fat . Magdaand I kwaate i t and l i ked i t . Iwonder why —Because their cold cl imate makes them l i ke fat .
9 . Answer t he following questions
W i th whom did Magdaand Ikwa l i ve? What di d they d o w i th their sled ?Of what was their house made? “That game d id t he ch i ldren p lay atHow di d they get into thei r house? night ?
Tel l how thei r beds were made? What did Magda p lay w i th?How di d they keep warm ? Their c lothes were made of what ?Where did thei r papa get t he material O f what was their candy made?t o make their sled?
10 . Reproduce t he story .
1 1 . Have t he chi ldren tel l what their stands f or in each sentence.
( 75)
12. Underline every mistake in their composi t ions,then return the
papers . Have the chi ldren correct the sentence,rewrite i t twi ce
,then make
up two of their own like it .
THE DANDELION .
Years and years ago many lit t le stars lived in t he sky w ith their mother ,the moon
,and their father
,t he sun. Their mother called them every night
t o come out and shine to make t he ear th lighter . O ne night she called,but
they came very slowly,and would not shine. Now they had always been
good,so their mother felt sad t o see them so bad . S he called out some
other stars to take their p laces . The naughty stars felt themselves falling,
falling from t he sky . They fell unt i l they reached t he earth . There they
cried themselves t o sleep . I n t he morning their father,the sun
,woke them
up . The stars felt very sad . Their father was sorry too . He said,
“ I
wi ll make them shine on earth,so i t may be beautiful. -He turned them
into dandelions. Wemay see them shining out like stars in t he green grass.
THO SE.
1 . Place several of as many kinds of pens,penci ls
,books
,papers
,p ictures
,
et c.
,as you can get in various parts of t he room
, as far away from yourself
as possible. Then say ,
“Will you br ing me those red lead penci ls,John
,
p lease?” After all t he things have been brought to t he desk,say ,
“Now
you may see i f y ou can remember what each person brought . ” Insist on
each chi ld using t he word thoseand looking at t he things he brought . I f he
doesn ’t,you say ,
“Whi ch ones?” and as he points t o them,he says
,
Those.
’
2. Write on t he board the sentences given,have them read aloud
,and
copied .
John brought those red lead penci ls . I brought those colored p ictures.
I brought those reading books. Mary brought those spel l ing papers .
He b rought those framed p ictures . May brought those large boxes.
3. Have t he children make sentences about t he objects in t he pi ctures
on t he wall,using those. Write them on t he board
,have them read
,and
copied .
Those‘
sheep are l y ing in t he shade. Those horses’
heads are pretty .
Those apples are red . Those trees have no leaves .
I see those men dr i ving t he sheep . Those flowers are in"
a vase.
Those ki ttens are drinking mi lk . Those b i rds have pretty colors.
4. D i ctate t en sentences,taking them from exercises 2 and 3.
5. Have t hechi ldren make sentences containing t he expressions
those oranges those books those examples thosemarb les those horsesthose kni ves those th ings those houses those gir ls those stones
6 . Have t he chi ldren complete these sentences,using those
I d o not l ike S he is tel l ing me about The boys saw
I can not p lay w i th I am going w i th John b rought meHe looked at I d idn’ t say I d idn’ t d oThe boy is th ink ing about
7 . Have t he chi ldren make t en sentences containing those.
( 76 )
Review.
Those. Their .
1 . Make up a sentence telling about your books at home,using those.
Tell about the chi ldren in t he next grade; tell about t he stores down town ;tel l about t he pieces of chalk in t he box
,using those every t ime.
2. D i ctate t o t he class
Those men rode their wheels . Their hats hang on those hooks.
Those app les are sour. S he tol d those boys t o read their lessons.
Thei r desks are in good order .
3. Make up t en sentences,using these expressions
those dol ls those horses those books their topsthose penci ls thosewords their lessons their p laymates
NATIO NALITIES .
1 . The chi ldren have had enough geography by this time to be familiar
w ith t he names of t he di fferent countries. The names of t he people who
come from these countries are then easi ly“learned . Put on t he board at
t he chi ldren ’
s dictation alist of t he countries they know . I t wi ll probably
be something like this
Ameri ca Ameri cansEngland Eng l ishScot land ScotchCh ina ChineseJapan JapanesePh i l i pp ine Is lands F i l i p inos
Wr i te down opposite t he name of each country t he name of t he nation
ality . Call at tention to t he fact that they are always wri tten with capital
letters . Have t he chi ldren give sentences abou t each one. These sentences
should tell something about t he people. The following were given by
F ourth Grade chi ldren
Amer i cans are very busy people. German ch i ldren obey thei r parents.
Engl ish gent lemen l i ke t o hunt. F rench ladies dress beau ti fu l l y .
B urns w rote abou t Scotch l i fe. The Japanese won from t he Russ ians inThe Chinese and Japanese eat much ri ce. t he war .
The Ameri cans are teaching t he F i l i pino Spaniards l ike t o go t o bu l l-fight s .
boys t o read Eng l ish . Many of our best singers are I tal ians .
2.Have t he chi ldren make out t he list of countries
,and wr ite
nat ionali t ies.
3. Use t he follow ing sentences f or copy , study and dictat ion
The Scotchmen went t o t he park to bow l Satu rday .
M any I tal ians land in New York C i ty every week .
The Spanish gi r ls danced last night .The two Japanese boys w i l l be here to-d ay .
T he Ameri can boy is learning to speak German.
Some F i l ip ino boys went t o t he Ameri can schools.
The Engl ishmen played cri cket Saturday .
Review.
1 . Dates in sent ences. There and Their .
The gi r ls w i l l sing their new songs October 10 , 1907 .
The ch i l dren went t o t he pi cni c February 22, 1903.
There were many peop le in San F rancisco Apri l 1 8 , 1906 .
The teachers w i l l take their ch i ldren to t he park to-morrow , 190 7.
September 8 t h is my b irthday .
O n t he 3d of January there w i l l be many v is i tors.
D idn’ t y ou have agood t ime Fourth of Ju ly ?I w i l l be six years old August 27 , 1 907 .
Were there too many pens given out ?” asked Mary .
The two boys brought thei r books t o school .
2. Holid ay s. Abbreviat ions. Months of y ear .
Christmas comes in December.
M rs . Jones asked , “D id y ou attend t he exercises Decoration Day ?”
The last Thursday in November is Thanksgi v ing Day .
New Year ’s Day is a t ime t o begin new work .
M r. Brown sai d ,“I shal l march in t he parade Labor Day .
“We w i l l have fireworks Fou rth of Ju ly ,” said D r. Carpenter.
W i l l they go out of t he ci ty May Day ?
We shal l have vacation Wash ington's Bi rthday.
3. General review
There are t he two books whi ch belong t o t he Spanish boys.
The boy teaches his d og t o j ump rope.
John sai d ,“ I saw those frogs yesterday .
D i d y ou hear t he I tal ian gir ls sing their songs ?
The baby learns t o c lap his hands , t oo.
“D id y ou lie on t he grass ?” asked Tom.
The Scotch boy laid t he books on t he tab le.
“There were too many Chinese there last night, sai d Mary.
The two gir ls taught their sis ters t o s ing .
D id y ou see t he two wol ves on t he side of t he mountain?The French women off ered t o hel p t he Ameri cans.
The German boy sat in that chair.
“ I am learning, sai d Mary , “to wri te in school .
The two boys were t oo late t o see t he deer.
Mary asked , “D i d y ou set t he vase on t he tab le?"
The Japanese boy lay on t he floor.
When t he l i tt le gir l fel l she b roke her teeth.
Who lai d those tomatoes on t he tab le?“S i t there, sai d Tom,
“by t he pianos.
The babies learned t o wal k yesterday .
The two gir ls w i l l teach their sister t o dance.
“The Engl ish boy thought t he val leys were very beau ti fu l , said John.
The boy hurt his feet when he j umped from t he tree.
May asked , I s i t t oo warm to go away ?”
QUO TATIO NS .
1 . The forms of quotations to be mastered in this grade areJohn said t o me,
“ I am ten years old .
John asked me, “Where are y ou going ?”
The boy , sai d John,
“is not t o b lame.
Are y ou,
“asked John,
“to leave school ?”
The method to be followed is essent ially t hat of t he Third Grade. The
teacher calls upon a child to say something t o J ohn about his p et . The
chi ld rises,saying ,
“ I have a p et cat . The teacher wri tes this on t he
( 78 )
Review.
Those. Their . Quotat ions.
S entences f or study and dictation
He asked me,“Do t hose apples belong t o Harry ?”
I rep l ied ,“Those apples are mine.
”
The boy asked his father,“Are t heir horses for sale?”
The father repl ied ,"
Their horses were sol d yesterday .
I asked my sister, Wi ll y ou hel p me fix thei r May baskets ?”
My s ister sai d ,“Yes , w i th pleasure.
”
Their roses are beauti fu l in June, sai d my mother.
Those houses are t o be painted al i ke,”sai d my brother t o me.
Are t hose penci ls to be gi ven to t heir owners or kept here?” asked t he moni tor.
The teacher said to t he moni tor ,“The ch i ldren are to keep t heir penci ls.
”
2. Quotat ions. Time.
S ent ences f or study and dictation
M rs. B rown asked ,“I s i t four o’c lock ?”
D r. Whi te said ,“ I w i l l be there at p . m .
We are going Wednesday at a. m .
M iss Reed left Thursday at three o’c lock .
“I s p . m . t oo late t o go
?” asked she.
“We must be at school at t o-morrow , said John.
Send my boys home at five o'c lock ,” sai d M rs. B rown.
3. Cont ract ions. Too,two, to. Their and There.
S entences f or study and dictation“Can‘t y ou come t o our house?” she asked .
We saw thei r p et rabb i ts ,” sai d John.
There are two books on my desk .
The l i tt le gi rl at e t oo much cake.
D id she eat more than two pieces ?“ Isn’ t your dress finished ?” she asked .
Are there any penci ls in thei r desks?” asked t he teacher.
We haven’ t heard y ou sing .
Aren’ t t he two boys going fish ing to-morrow ?
4. Exercises in English Lessons,Book O ne
,Lesson III
,p . 147 .
SPECIAL VERBS .
Lay , Laid .
1 . Say to t he class, I am going to do several things f or y ou. When I
get through I w ish you to do just as I did .
” Wr ite t he sentence as you
do it .
I lay the p en on t he desk now . I lay t he ru ler on t he desk .
I lay t he penci l on t he desk now . I lay t he chal k on t he desk .
I lay t he eraser on t he desk now .
Then cal l on di ff erent chi ldren to lay down such art i cles as paper , chalk ,books
,sponge
,slate et c.
,giving t he present tense as t he act is performed .
Then say to them ,I lai d down five things on t he desk f or you . Do y ou
remember what they were?” Insist on t he clear enunciation of t he word
laid . Then each one tel ls what he lai d down,and where he laid it .
( 8 0 )
2. Have the follow ing commands written on t he board ; have t he acts
performed , and after t he chi ldren have reached their seats again,have them
tell what they have done
Lay down your p en. Lay t he book on Tom ’
s desk .
Lay your coat on my chai r. Lay this note on you r desk .
Lay t he penci l on my desk . Lay t he b lotter on Mary ’s desk.
Lay t he eraser in t he chal k tray . Lay t he dol l on t he bench .
Lay your paper on t he tab le. Lay my book on your desk .
3. Have t he chi ldren write sentences telling of t he acts performed in
exercise 2.
4. Have t he chi ldren make up sentences telling where John lai d his kni fe,
when he lai d i t there,why he laid it there ; where he laid his books after
school ; where he laid t he eraser , t he chalk , his penci l , his p en.
5. Have t he chi ldren give commands t o each other . After t he chi ld has
performed t heact,have him tel l what he has done.
6 . D i ctate the following sentences
‘
Lay your books away careful l y . S he always lays her penci l down qu i ck ly .
I lai d my d ress away af ter t he party . Mary lai d t he c lean c lothes away .
I laid t he p en down on my desk . The boys lai d their coats on t he hay .
I lay my p en down carefu l ly every day . The gir l lays her books neat ly in her
The boys laid their hats on t he grass . desk .
Learn, Learns, Learned .
7 . Say to the class, Last night I learned to spel l aword . Tel l me one
thing y ou learned to d o t o-d ay .
” Write these sentences on t he board
I learned how to spel l aword last night . I learned how t owri teaword to-d ay .
I learned how t o d oan example to-day . James learned how to si t inattent ion to-d ay .
Tel l me what your dog learned t o d o. Tell me what t he c ircus animals
learned to d o. Tel l me what t he horse learned to do .
” Write t he answers
on the board . They wi l l be such as these :
My d og learned how t o jump rope. The elephants learned how t o dance.
My d og learned how t o bring in t he paper. The horses learned how t o wal k up steps.
My d og learned how to beg f or his dinner. The horses learned how to stop when t he
The seals learned how t o p lay t he drums. man speaks to them .
Tel l mewhat you learn to do every d ay .
I learn how t o wri te. I learn how to read . I learn how to S ing.
I learn how to spel l . I learn how to d o examples.
Tell me what t he baby learns to do .
The baby learns t o tal k .The baby learns how t o laugh at me.
The baby learns to wal k .The baby learns how t o clap his hands.
The baby learns to pu l l my hair.
Read these sentences aloud , copy as many as there is time for , and under
line t heword learned , learn, or learns.
( 8 1 )
8 . Have t he class answer t he fol lowing questions, then read aloud their
answers
“'
hat does a frog learn t o d o? Tel l me. what three games y ou learn atdoes a baby b i rd learn t o d o? school .
Tel l me what three th ings y ou learn Tel l me what our frog learned to d o.
every d ay . Wh at d id t he baby learn?
9 . D i ctate t en sentences from exercise 7 .
10 . Go quickly around t he class, row by row,giving t he first sentence
and having each oneanswer quickly in turn ;as,“ I learn my spelling lesson
every d ay .
” To t he second row : The boy learned how t o swim last vaca
t ion,
et c. Have them write as many of t he sentences as they can
remember.
1 1 . Have t he class write four sentences containing learn,four containing
learns,and four containing learned .
Set , Set , Set t ing.
12. Say t o t he class, Look to see what I do,listen t o what I say . Then
set abox down on t he table,saying as you do so
,I set t he box on t he
table. Who can set something else down and say t he correct thing ?” Have
several chi ldren do so. Now,tel l me what y ou did . How can we tell
whether we are just doing it . or whether we have done i t ?” “We must
ad d aword or say am set t ing ,
”t he chi ldren w i ll answer.
Wri te t he sentences they give on t he board,having them ad d aword to
tell when,or ad d ing . Have t he chi ldren read t he sentences aloud
,t hen
copy them .
I set t he box on t he tab le five minutes I set t he bookcase by the door yesterday .
Papa set up a new s tove last night .I set t he box down now . I set t he vase on t he desk now .
I am setting t he box on t he tab le. I set t he tab le for mamaevery d ay .
I set t he d ishes on t he tab le last ni ght . I set t he c lock on t he tab le beforeI am sett ing t he cup up on t he shel f. recess .
13. Have t he fol lowing commands wri tten on t he board . Cal l on achi ld
t o read,perform t he act
,and then tel l what he did :
S et t he chai r by t he door. Tel l Pau l t o set t he chair by t he door.
S et t he inkstand on you r tab le. S et t he d ish on t he tab le.
Tel l Tony t o set t he d ish near y ou. S et t he jar on t he floor.
S et t he dish on my desk . S et t he basket on t he chai r.
S et t he jar near t he w indow . S et t he chai r near me.
14. D i c tate the sentences in exercise 13.
15. Have t he childrenWri te their own sentences,after placing the follow
ing on t he board,then have them read aloud . After this they may make
t en sentences of their own
on t he ground
near y ou
by t he door
in t he yard
1 6 . Tel l this story,have them reproduce i t orally
,and then in wri t ing .
Mark all t he mistakes in set . Have them rewri te three times t he sentence
in whi ch t he mistake occurs,then wri te three of their own :
Dan, h is mother, and his l i ttle s ister Ru t h were just moving into a new house. The
d ay was a very busy one for them . When evening came, they had not qu i te finished t hework . Dan hel ped his mama very much.
“Where shal l I set this ?” he cried , hold ingup a clock .
“S et i t up on t he shel l’ near t he w ind ow ,
”said his mother. Dan set t he
c lock on t he shel f , and ran ott t o get some other things .
“Hel p me set t he bookcase
near t he door,” sai d his mother. VVll llG‘ Dan and his mother were doing thi s , l tut h set
t he d ishes on t he tab le. Soon they finished and ate thei r supper. T hen mama readthem a ni ce long story before they went to bed .
Review
Those. Their . Quolalioas. S p ecial Verbs .
1 . F or stud y and dictat ion
T he boy asked ,“Shal l I lay t he blot ters on t he desk ?
“Yes .
”repl ied t he teacher, t hose blotters are for my use.
S he said t o t he man,
“Do lhose elephant s learn t heir tri cks eas i ly ?
T he man rep l ied ,“ I t takes much patience to t each them t heir tri cks .
Wi l l y ou,
”said t he old man
,
“lay my hat beside me?
”
“S el t he vase on t he shel f ,” sai d her mother.
“Those red roses look very p retty , said t he gi rl .“7hen t he Chi ld ren let/M t lessons we shall go, said t he mother.
“Those are t he examples that we d id yes terday
, said t he pupi l to his teacher.
“S et t he box,
”sai d mama,
“where i t may be easi ly found .
”
2. F i l l in blanks
T he man t he kni fe on t he t ab le. ap ples are good to eat .
T he gi rl t he tab le ni cely . I saw them books on t he
I my lessons wel l .
3. \Vrit e t wo quotat ions telling
\Vhere t he boy set t he basket .\Vbere t he gi rl laid her penci l .What y ou learn at school .
4. Write a quotation containing a quest ion about
S etting away t he lunch baskets .
Laying away thei r clothes.
Those toys .
NAMES O F B O O KS , PO EMS , AND NEWSPAPERS .
Ask t he chi ldren the names of some of t he books they have
Wri te them in a list on t he board .
Thi rd Reader.
B lack B eauty .
A l i ce in Wonderland .
Jungle B ook .
The Old C lock on t he S tai rs.
Have t he chi ldren noti ce that t he principal word s in t he t i t les begin wi thcapital let ters just as t he t i t les of their composi t ions d o. Have them wat ch
y ou whi le y ou make one of these into a sentence and wri te it upon t he
board .
“We have nearly finished reading our Third Reader . Did I use
t he capi tal let ters just as I did when wri t ing it in t he list ? I s there any
( 8 3 )
di ff erence that y ou can see? Bring out t he fact that when a title of a
book,poem
,or composition is used in asentence i t is usual ly inclosed in
quotation marks. Have t he chi ldren make up sentences about each of t he
books,write them upon t he board
,and have t he chi ldren put in the quota
t ion marks .
These sentences may be used f or copy , study and dictation
O ur teacher is reading “Black B eau ty t o us.
“ A l i ce in Wonder land” is an interest ing book .
The Jungle B ook” was w r i tten by K i p l ing .
we read "
The Old C lock on t he S tairs” yesterday .
"
R agg rlug is t he story of a cotton-tai l rabb i t .Secrets of t heWoods " was wr i t ten by I Vi lliam J . Long .
I l i ke A l i ce in Wonderland” and “B lack B eauty” t he best of all
t he books.
Mary is reading L i ttle “Tomen.
John w i l l get“Robinson Crusoe from t he l ib rary Friday .
2. I n t he same way teach t he chi ldren to wr ite t he names of newspapers,first in alist
,and af terwards in sentences w ith t he quotat ion marks.
San Francisco Chroni c le. The Cal l .The E vening Herald . San Francisco Examiner.
The Evening B u l let in. Saturday Evening Post .
3. S entences f or copy study and dictation
My father takes t he ‘ San Francisco I sel l t he Satu rday Evening Post .Chroni c le and t he
“Evening Bu l letin.
”The Evening News" sel ls for a penny .
John sel ls t he" Examiner.
”
4. Make three sentences of your own about books in this list
Fairy Tales . “l i ld erness Ways .
Mother Goose. Chi l dren of t he Col d .
~
Make two sentences containing t he names of newspapers.
5. Learn to wri te this sentence
The books Lincoln knew by heart were Rob inson Crusoe. EEsop‘s Fab les,
P i lgrim'
s Progress ,” “Hi story of t he Uni ted S tates ,” “Li fe of IVashingt on,
” and t he
B ible.
"
SUBJECT PRO N O UNS .
1 . Wr ite on t he board these two sentences : J ohn played ball ,” “ I
p layed bal l . ” Ask t he chi ldren to combine t he two, telling who played
ball . Write t he new sentence on t he board . Then read,“John walked t o
town ,
” “ I walked t o town.
”Combine
,telling who walked to town. Write
combinat ion on the board . I n the same way use
John read t he book . He can not come. Tom was good .
He read t he book . The gir l can not come. S he was good .
Frank picked an apple. Tom saw t he si lkworms. He ran home.
He picked an apple. He saw t he si l kworms. S he ran home.
Jessie sewed yesterday . Jack read t he book . He did t he work .
I sewed yesterday . He read t he book . I d id t he work .
The boy rode t he horse. Fred may go.
I rode the horse. You may go.
( 84)
2. Have t he children read in concert t he combined sentences and thenCopy them .
3. D ictate t he sentences that were copied in t he first lesson.
4. S end two boys to t he d oor . Say to one,Who are at t he door ?”
Write his reply on t he board . Have t he chi ldren read it aloud,then copy
it . Ask one of the chi ldren to tell who were at t he door,using only one
name. Write t he reply,read
,and copy . At t he end of t he lesson have
t he sentences copied ; as,
Tony and I are at t he door. John and we are wri t ing on t he board .
Tony and he were at t he door. He and they were w ri t ing on t he board .
E lsie and we are at t he w indow . E lsie and I are feeding t he si lkworms.
E lsie and they were at t he w indow . E lsie and she were feeding t he si l kworms.
He and I are in one seat . He and I are standing by t he stove.
He and I were in one seat. He and she stood by t he stove.
You and B en were carrying t he water.
5. Put two columns on t he board,and ask the chi ldren to make sen
tenoes ; as,
6 . S entences f or dictation
B en and I p lay bal l every d ay .
He and t he boys are in t he garden.
S he and t he gi r ls are study ing their spel l ing .
7 . Tom went with your family on apicni c . Tell me what kind of atime
you had,using Tom ’
s name. Tom went with y ou fishing . Tell me how
many fish you caught,using Tom ’
s name.
8 . Use Tom and one of t he words in this list in asentence telling where
y ou went in vacat ion,what y ou did , what y ou saw
,what y ou caught , when
you came back . Tell me what kind of atime you had .
Tom and afriend go to t he same school . Tell me what they do at recess,
using Tom ’
s name and aword from t he list . S us1e and your sister play
together . Use S usie’
s nameand aword from t he list to tel l what they play .
Two Pronouns as Subject .
9 . Have t he chi ldren subst i tute aword from t he list f or the i tali cized
word in each of these sentences :
he
she
May and I are going t o t he park .
Tom and she are good friends.
B ess and t he boy s l i ve in Oak land .
The boy s and I were on d i ff erent s i des.
Mar y and we are in t he same row .
A boy and two girls went across t he bay . Use any two words in t he list
t o tell where they went and what they did .
10 . Have these sentences read aloud,and studied
,then dictate them
They and I are good friends.
Mary and he c losed t he door.
E lsie and he are not going .
He and she erased t he boards .
Jack and he are in t he house.
Mary and she wal ked in t he woods.
They and we are on di fferent sides .
Your s ister and they were t he onl y ones
He and I ran a race.
He and she were in school on t ime.
May and she sang a song.
E lsie and they were out in t he rain.
The two boys and we were very muchafrai d .
He and I thought out t he ridd le.
S he and I went alone.
there. S he and he di d not know i t .
Test : F i ll in t he blanks .
Henry and w i l l hel p y ou. sent us t he frui t .Hattie and wrote a letter . came th is evening .
and rode w i th them . moved away .
or shou ld send us word . ran across t he field .
and may dust t he room . stood on t he h i l l .
Review of Quotat ions and Pronoun Subject s.
S entences f or study and di ctation
The boy said to his teacher, He and I w i l l fetch y ou those oranges.
John rep l ied , They and I are t he ones t o d o i t . ”
Shal l John and I make t he lemonade?” she asked .
S he and he were t he only ones perfect , they rep l ied .
John and he pu t thei r th ings away ,” sai d t he boy t o his mother.
I have heard , sai d t he fox t o t he crow , that y ou sing beauti fu l ly .
\Vhat can y ou,
”said t he l ion,
“a l i tt le mouse, d o for me?”
They and we w i l l be on opposi te s i des ,” sai d t he gir l .The boy sai d t o me, Tom and he ride beaut i fu l l y .
”
Tom rep l ied ,“I t was y ou who taught me how t o ride so wel l .
Make sentences using t he above phrases as t he beginnings
were not gui l ty .
sang t he song.
at e t he cherries.
mended t he chair.
passed by .
were hurt in t he runaway .
caught t he horse.
w i l l knock at t he door.
( 8 6 )
Review .
1 . F or and dictation
The man sai d , Pu t t he cow'
s hay in her stal l .The boy said , John and I have thei r tops.
”
John and he sai d t o me,“We tol d them about i t .
He and I repl ied ,“Those are ours .
The boy ’s cap is torn.
The baby ’s horn is lost .Their dishes are not washed .
“Tel l me,” sai d be,“ i f those belong t o y ou.
My dol l ’s head is broken,
” cried t he l i tt le gir l .These apples are good ,” sai d I .S he shou ted t o her father,
“Hel p " Help "”
2. Change these groups of word s so that aname w i ll be used to S how
ownership . Make into sentences
t he penci l of t he gir lt he leg of t he frogt he story of t he ch i l dt he hat of t he ch i l dt he brother of John
t he sister of Maryt he house of my fathert he story of my unc let he p ictu re of my mothert he ring of Mary
PRO NO UN AFTER PREPO S ITIO N .
I ntroduce this series in the same way as t he last and work it out in just
t he same way . It requires many sentences read aloud by the chi ldren and
given by t he teacher and pupils,so that t he car may become accustomed
to t he proper sound . B esides this,t hewritten form must beacquired .
1 . Have written on t he board before class time t he following sentences.
Call upon t he chi ldren to read each sentence,then to combine
,as in the
las t set :
Lucy walked behind Tom.
Lucy wal ked beh ind me.
He wrote t o Tom.
He wrote t o me.
They wal ked by Tom.
They walked by her .
Lucy sat near Tom.
Lucy sat near us.
Mama thought of Tom.
Mama thought of them .
Lucy wal ked behind Tom and me.
He wrote t o Tom and me.
They walked by Tom and her.
Lucy sat near Tom and us.
Mama thought of Tom and them .
I rode w i th mama.
I rode w i th y ou.
These invi tations are for sister.
These invi tations are for us.
The hat is becoming t o Lucy.The hat is becoming to her.
The p ictu re hangs over Mary .
The pi cture hangs over him.
The orchard is beyond Tom.
The orchard is beyond us.
I rod e w i th mamaand y ou.
These inv i tations are for sister and us.
The hat is becoming t o Lucy and her.
The pi cture hangs over Mary and him.
The orchard is beyond Tom and us.
2. Have t he sentences of yesterday read aloud and cop ied .
3. Have t he children read aloud,then combine these sentences ; then read
aloud again and copy
They heard abou t y ou.
They heard abou t me.
S he sang f or y ou.
S he sang for her.
I rode w i th her.
I rode wi th y ou.
Mary spoke t o them .
Mary spoke to me.
him and me
him and his brotherher and us
Lucy and me
S he went w i th them .
S he went w i th him.
S he l i ved w i th them .
S he l i ved w i th us.
The boy spoke to him.
The boy spoke t o her.
The man w rote t o him.
The man wrote to me.
The baby ran t o her.
The baby ran t o me.
Have the chi ldren write sentences using one of t he above expressions in
answer to t he fo llowing quest ions.
To whom did mama w ri te?W i th whom did y ou wal k ?From whom did y ou run?
By whom did y ou si t ?
To whom did y ou speak ?
Near whom did y ou wal k?
5. D i ctate t he follow ing sentences
I sat near Lucy and him .
He sent word to Frank and her.
Harry w i ll ri de w i th them and " y ou.
They sent me f or mamaand him.
The ch i l dren p layed w i th him and her.
The sentences may then be read aloud
W i th whom did y ou sing?W i th whom did y ou play ?F or whom did y ou work ?
To whom did y ou wri te?
From whom did t he teacher takeabook ?Abou t whom did t he author wri te?
The lady amused Tom and me.
There is no quarrel between them and me.
We div i ded a cake among them and us.
The book fel l behind father and me.
The teach er tal ked t o her and us.
6 . Wri te the follow ing on t he board,and have sentences made
,t he blanks
to be filled in w i th some other word than aname.
be read aloud by the class
sat near and father .
wal ked w i th and sister.
ran between and mother.
p layed f or and us .
The sentences may then
and them .
and her.
and the boy .
and her d og.
7 . Test : F i ll in t he blanks with some other words than names
They tol d me about and
We wal ked w i th and
S he sang toWe worked for
( 8 9 )
My mother played forThe chi ldren ran fromThe boys went fishing w i th and
“7e gave fi fty cents t o
DIVIDED QUO TATIO NS .
1 . Write on the board t he following quotation“No, I am not going y et , he sai d .
Have t he chi ldren tell why t he marks are put before no and after y et .
Then writeNo, he sai d , I am not going y et ,
and have t he chi ldren tel l how they think the quotations Should be put in
so that we can tell his exact words. If they make aw i ld guess,d o not
wai t,but do it f or them . Use colored crayon to make it more emphati c .
Then write another sentence below and have some one put in t he marks.
Use such asentence asYes, she sai d , I w i l l go.
Then send t he class to t he board,have them watch you while you write
then turn and write f or themselves. At agiven signal have them look at
your sentence again and correct their work . Add variety by having them
correct each other ’
s. The following sentences may be used“Yes, said t he boy , i t is t ime t o go.
R un, sai d t he l i tt le pig ,“run.
”
W i l l y ou,
”he asked , w i l l y ou d o i t?”
O h, sai d A l i ce, p lease d o.
”
We ran, said he, and they ran after us.
S o they were,”sai d she, very , very i l l .
”
S leep ,” sai d mama,“s leep unti l morning .
Copy t he following sentences“Do I look , sai d he,
“as i f I cou ld d o i t?”
O h , sai d t he l i tt le tree, i f I were only as large as t he other trees.
G i ve me,” sai d he,“j ust a crust of bread .
”
Let us see,”
sai d mama,“ i f i t is real l y worth wh i le.
I have some,”he said ,
“but i t is not enough .
“Now ,
”he thought,
“ I can d o as I p lease.
”
I shal l go,”sai d t he l i t tle p ea, ri ght t o t he sun.
“You,
”sai d t he Arab ,
“
y ou are wel come.
This , sai d t he boy , is where I found i t.“Now , sai d t he teacher ,
“
y ou may go home.
3. Make t he following sentences into divided quotations
Grace, tel l me where y ou put my hat .
I think that t he tent is t oo smal l for us.
No, I must not be lat e f or school .My mama has a beau ti fu l dress.
Yes, i t is a pleasant day .
D i ck is my pony ’s name.
Can y ou tel l how t he b i rd made i t s nest?I t does not matter how many excuses y oumake.
The candy I am eat ing came from San Francisco.
N ow , sti r t he fire and pul l down t he shades.
D i ctate any t en of t he above quotations.
5. Copy t he quotations from these stories.
6 . Reproduce t he stories.
( 90 )
STO RIES FO R REVIEW .
P URPOSE AND METHOD — The teacher wi l l know by this t ime t he pointsuponwhich most of t he children are weak . After t he story is told , t he
forms upon whi ch t he.chi ldren are likely to fai l Should be placed upon t he
board and sentences made from them ; or questions may be asked so that
t he required form w i ll be used in t he answer,this to be wri t ten on t he
board . The forms may be put on t he board, the teacher calling at tent ion to
them ,and asking that as many as possible be brought into t he reproduc t ion.
A S TORY ABOUT Two F R O Gs.
Two frogs lived in a pond . It was very warm . The pond dried up .
The frogs had t o jump away . They looked f or some water . Soon they
came t o adeep well . There was ali t t le water in t he well . O ne frog said,
“Let us jump in.
” “No
,
”said t he other
,
“we can not jump out
,i f t he
water dries up .
”
THE GOLDEN TO UCH .
O nce there was aking named M idas . He loved gold more than anything
else in t he world He was count ing out his money one d ay when as trange
man came in. You are ri ch,
”said t he stranger .
“Yes
,but I have not
enough,
”said M idas.
“How much,
said t he stranger,
“would i t take t o
satisfy you ?” “ If everything I touch would turn to gold,
”replied M idas
,
“ it would be enough .
” “You shall have your w ish,
”said t he stranger . So
he went away .
Next morning King M idas arose. He touched his clothes and they became
clothes of gold . How beautiful,thought he
,
“everything wi ll be.
” He
went out into t he garden.
“ Turn to gold,
he said t o t he flowers as he
touched them . They turned to gold .
Then he went in to breakfast,bu t every thing he tried t o eat turned to
gold . S oon his beautiful daughter came in. S he ran up to bid her father
good morning . The king kissed her,saying
,Good morning
,dear chi ld .
”
Then She,too
,turned to gold
“ I can not live,
” cried he,without my daughter . I would give all my
money if I could get her back
Soon t he stranger came. O h,give me back my chi ld
,cried t he king .
D O you not wish,
” asked he,
t he golden touch ?” “Just give me back
my daughter,
”he replied
,
“and I wi ll be happy .
”Go t o the r iver and
bathe,
”said t he stranger . King M idas ran quickly to t he river
,and soon
returned . He touched his daughter first . S he turned back into his own
chi ld . Then he touched his clothes and t he flowers. Everything became as
i t was at'
first . Now t he king does not love gold so much as he did .
TEST SENTENCES .
The Examiner did not come last Thanksgiving Day .
A fter Christmas we w i l l take t he Evening Post.We had agood time t he Fourth of Ju ly .
Wash ington’
s Bi rthday and Admiss ion Day are hol i days.
( 9 1 )
D i d t he Chroni c le come May Day ?The two boys brought t he “Bu l letin” and Cal l t o school .D id y ou bring flowers Decoration Day ?
We are going away ei ther New Year ’s Day or Labor Day .
M rs . B rown said ,“We are going away the first Wednesday in September.
December, January , and February are t he w inter months.
The last Thursday in November is Thanksgiving Day .
“Are y ou coming here Admission Day ?” asked M r. May .
D r. Brown asked ,“D i d t he Fourth Of Ju l y come on Tuesday?”
The ch i ldren w i l l s ing every Saturday and Sunday in August and October.
“Labor Day , N ew Year’
s Day , and Wash ington’
s B irthday are hol i days,”sai d
M iss Jones .
The two boys went t o t he country last spring .
John asked , “Are y ou going away in au tumn?
”
We are going thereevery Wednesday in summer .
M rs . Jones sai d ,“They w i l l bring their sisters to school Thu rsday .
The gir ls w i l l sing their songs October 10 , 1907 .
The chi ldren went t o t he pi cni c February 2, 1900 .
There were many peop le in San Francisco December 8 ,1 8 8 2.
We are going there November 8 , 1 9 10 .
The peop le took thei r ch i ldren t o t he park ei ther August 8 , 1 78 2 or
January 9 , 1 8 0 1 .
September 8 , 1906 was my b irthday .
D i dn’ t y ou have a good time Ju ly 4, 1904?The
“Examiner” did not come last Thursday .
The two boys b rought t he “Cal l” home Saturday .
John sai d , Th is is Thanksgiving Day .
We w i l l take t he“Chroni c le” after Christmas .
Aren’ t y ou going t o read t he Bu l letin”?The g ir l asked , I s Wash ington’
s Birthday a hol i day ?”
The boys were t oo late to get t he Evening Post.”
W’
asn’ t t he boy here Wednesday ?
The two boys w i l l leave t he fi rst Wednesday in February .
There were t oo many peop le at t he meeting September 8 , 1905.
D i d t he two boys find thei r books last Tuesday ?John and May went t o school January 6 , 1906 .
We were t oo ti red Sunday t o go.
They left t he ci ty Saturday , November 8 , 1 8 02.
The gi rls were going t o sing Thursday , October 8 , 1902.
There were si x teen boys in t he room .
N inety-six men were in the parade Thanksgiv ing Day .
M rs. B rown pai d $25 for her coat.D idn’ t y ou see t he four girls last Wednesday ?F i fty-eight dol lars were paid by t he man last Tuesday .
They had eighty-five books in t he l ibrary .
“Have y ou asked M r . Jones.
There are twel ve months in t he year.
Ten dol lars was t he cost of t he book .
The l i ttle girl had twenty penci ls.
Can’ t y ou come t o our house?“We went to thei r house,
”sai d John.
Doesn’ t she sing?” he asked .
There are two books on t he desk .
May I go home, t oo?May asked ,
“Wasn’ t that their house?”
Isn’ t you r dress new ?
S he gave John two app les.
“G i ve t he book t o me,” sai d A l i ce.
S he ate t oo much cake.
Are there many boys in the yard ?M rs . Jones asked , “
I s i t four O ’c lock ?”D r. Whi te sai d ,
“ I wi l l be there at p . m .
We are going Wednesday at a. m .
M iss Reed left Thursday at two o’ clock .
“I s p . m . t oo late t o go
?” asked M r. B rown.
The two boys are going home at 10 a. m .
“We w i l l go t o school Fr iday at nine o’ c lock , said John.
Some I tal ian chi ldren learn to read Engl ish.
The Spanish boy learned t o w ri te last year.
The baby learns t o clap his hands , t oo.
We learn t o work examples every d ay .
The Ameri can boy is learning to w r i te in school .My d og learned t o j ump rope last Feb ruary .
The two boys are learning thei r lessons every night.To-morrow we w i l l learn t o spel l .The l i tt le boy learns t o p lay tag .
D i dn’ t y ou hear t he Germans sing their songs last Thu rsday ?V
Veren
’
t there two boys in t he school Saturday ?I ’m going to t he meeting of t he Spanish and French people next Tuesday .
There were too many Chinese and Japanese in San Francisco.
I sn’ t thei r room t oo smal l t o hol d all t he friends of t he Ameri cans next Sunday ?Haven’ t t he Engl ish peop le been invi ted t o go on Monday and W’
ednesday ?
He hasn’ t their books.
Doesn’ t t he Scotch boy come Friday ?D r. B rown sai d
,
“The two boys are going away ei ther in October or November.
There were too many chi ldren there W’
ednesday at four O ’ clock .
The gir ls brought their s isters t o school Tuesday .
The last Thursday in November is Thanksgiv ing Day .
M rs . Jones asked , “I s 1 0 a. m . t oo late to go
?”
We are going away , t oo, next Sunday at 2 p . m .
M iss B rown said , December, January , and Feb ruary are very col d months.
New Year ’
s Day , Christmas , Decoration Day , and Admission Day are hol idays.
Aren’ t y ou going t o school next Tuesday ?The boy doesn
’ t know his lessons.
Mary said ,“ I ’m going t o leave Saturday .
We haven’ t seen t he two boys to-d ay .
Wasn’ t t he l i tt le gi r l here Wednesday ?
The teacher said ,“ Isn’ t this your book ?”
The chi l d hasn’ t found his hat .
“Don’ t leave your books in school , she said .
We hadn’ t been to see y ou before.
D idn’ t t he gi rl sing for y ou?
The boys w i l l b ring thei r books to-morrow .
The two gi r ls w i l l come Monday and Tuesday .
There were too many people there Sunday .
D i dn’ t they s ing thei r songs to-d ay ?We w i l l t ry to go ei ther Wednesday or Saturday .
Wi ll they sing t o-ni ght ?Aren’ t y ou going Thursday and Friday , too?
( 93 )
at first mav be short and choppy , but i t is much easier to remedy that later
than i t is to break up t he habi t of wri t ing pages and pages in one long
sentence,t he parts of whi ch are connected by
“ands” and “ buts” and
“thens.
”
O ne can see at aglance that t he work of t he previous grades has in no
way prepared t he chi ld to wri te a composi t ion after this model . It is in
this princip le that t he book fai ls completely . The au thor has not realized
that alanguage form must have become ahabit before t he chi ld can give
his attention to subjec t-mat ter . Then,too
,certain o ther matters
,such as
,
heading his paper,wri t ing t he t i t le
,leaving amargin
,making aneat look
ing page, must bemat ters of habi t beforeany extensive ori ginal composi t ion
work can be done successfully .
This lesson is followed by three very much like i t , and on t he fifth day ,
after having wri tten all of these sentences,t he chi ldren are given ad efini
tion of asentence and t he fac t that asentence begins w i th acapi tal letter .
Have they been wri t ing their sentences in t he first four lessons wi th smal l
let ters? If not,they do not need to be told in this lesson how to do i t .
This brings us face to face w ith another fault— that of at tempting to
teach t he habit of writing correct language forms through teaching d efini
tions and rules.
O ne can go out any d ay and watch a carpenter mark out and fi t two
boards together at an obtuse angle,but t he carpenter knows no defini tion
f or an obtuse angle. He has learned to do t he thing,and that is what
counts .
A litt le girl watches her mother as She sits sewing . S oon t he chi ld,too
,
wishes to sew,but her mother does not give her adefinition of sewing ; but
instead,aneedle and thread
,and the little girl learns to sew by sewing .
The defini t ion habi t is a reli c of t he times when examiners were sent
out to find out how much t he chi ldren knew . Give t he defini t i on f or this,that
,and t he o ther was a short
,easy form in whi ch to send out t he
questions. Not being familiar w i th t he fac ts of t he case,the examiners
t ook it f or granted that,i f a chi ld knew t he defini t ion
,he could do t he
thing,and so our text—books have taken up half their Space giving d efini
t ions and rules to learn,hoping that t he chi ld
,through memorizing them
,
might acquire t he habit of wri ting correctly .
Another fault must be noted— t he forms in common use are not given
first,nor is enough dri ll given to fix these forms
,before others are begun.
I n the tex t t he following is t he order of t he fac ts
1 . Defini t ion of asentence,it s beginning .
2. Definition of adeclarative sentence,i t s ending .
3. How to begin t he first word of aline of poetry .
4. An apostrophe f or t he contrac t ion of amid ,never, there is .
5. A commat o separate aclause,out of it s natural order
,from t he rest
of t he sentence.
6 . A commat o separate two clauses not joined by and .
7 . A comma t o separate anon-restri c t ive participial modifier from t he
rest of t he sentence.
( 9 6 )
8 . A commafor the omission of aword .
9 . An exclamation point aft er two expressions. t he second of which
begins wi th acapi tal let ter .
10 . Periods at t he close of two declarat ive sentences.
The facts from 3 to 10 occur in adic tat ion exerc ise. The chi ldren are
not given t he reasons for these forms,bu t are supposed to learn them
through use. I t is not t he method in this case whi ch is crit i cised . but the
giving of an exercise containing forms which are clearlv bey ond aThird
Grade child ’
s comprehension or need .
I t seems quite unnecessary to point. out t he fac t that t henumber of forms
from t he above lis t ac tually used by chi ldren in t he Third Grade is verv
small . Knowing t he defini t ion of asentence wi ll not help them to remember
to begin it wi t h acapi tal letter nei ther wi ll t he knowledge of t he defini t ion
of a declarat ive sentence give them t he habi t of put t ing a period at t he
end . They are cer tainly not wri t ing poetry at this age, nor using such
cont ractions as halal or ne’er . These uses of commas are not all mastered
by high school graduates,and exclamatory sentences are wri t ten only when
demanded by t he teacher. The onlv forms then actually used are two— a
capi tal letter at t he beginning of asent ence and aperiod at t he close.
So much for t he first three lessons. The next. ones are no bet ter— d efini
t ion of an imperat ive sentence. it s ending : defini t ion of an int errogat ivc
sentence. it s ending : capi tal and period for y es and no when used alone as
answers to quest ions,and fo llowed by acommawhen used wi th o ther words.
Imperat ive sentences are very li t t le used . i f at all. at this t ime ; t he habi t .
of put t ing aquest ion mark after interrogat ive sentences can not beacquired
in any o ther way than by much prac t ice : y es and no are li t t le used excep t.
when dragged into dic tat ion exercises. Thev migh t much bet ter give way
at present to fixing good sentence habits.
If t he book is to be useful . much pruning . rte—arrangement,and addi tional
dril l are qui te necessary .
“Then Part II of the text is reached,or by t he beginning of t he Fourth
Grade t he work in grammar replaces t he work in language forms. the
author . in common wi th manv others,feeling that. t he reason why wi ll in
some way or other help in t he ac tual doing of t he thing .
Most people who have worked thought fully w i th chi ldren wi ll agree that
in t he earl y grades,chi ldren d o not often understand t he reason whv for
language forms ,but if told this reason. w i ll connnit i t to memory in very
much t he same way that they do t he fac t i tself. Chi ldren learn how t o
speak correc t ly before they know any thing abou t t he st ruc ture of t he
language ; they can also acquire t he habi t of wri t ing correc t l y wi thou t t he
grammar of t he language. If t he stenographer puts t he apostrophe in i t s
proper place when she is wri t ing t he let ter. t he employ er wi ll not ask her
i f -she knows that t he word is apossessive noun. singular number. neuter
gender,and used as an adject ive in t he sentence. And whi le t he.
stenographer may have learned all this in her earlv school day s . i f she has
not acquired t he habi t of correc t use. her services wi ll soon be dispensed
at first may be short and choppy , bu t i t is much easier t o remedy that later
than i t is to break up t he habit of writing pages and pages in one long
sentence,t he parts of whi ch are connected by
“ands” and
“buts
” and“t hensf
’
O ne can see at aglance that t he work of t he previous grades has in no
way prepared t he chi ld to write a composition after this model . It is in
this princip le that t he book fai ls completely . The author has not realized
that a language form must have become ahabi t beforet he chi ld can give
his attention to subject-matter . Then,too
,certain other matters, such as,
heading his paper,writing t he ti t le
,leaving amargin,
making aneat look
ing page, must bematters o f habit beforeany extensive original composition
work can be done successfully .
This lesson is followed by three very much like it , and on the fifth d ay ,
after having written all of these sentences,t he ch i ldren are given ad efini
tion of asentence and the fact that asentence begins w ith acap ital letter .
Have they been wri t ing their sentences in t he first four lessons w ith smal l
letters? If not,they d o not need t o be told in this lesson how to do it .
This br ings us face to face w i th another fault— that of attempting to
teach t he habit of writing correc t language forms through teaching d efini
tions and rules.
O ne can go out any d ay and wat ch a carpenter mark out and fit twoboards together at an obtuse angle, but t he carpenter knows no defini tion
f or an obtuse angle. He has learned to d o t he thing,and that is what
counts .
A li ttle girl watches her mother as she sits sewing . S oon t he child,too
,
wishes t o sew,but her mo ther does not give her adefinition of sewing ; but
instead,aneedle and thread
,and the little girl learns to sew by sewing .
The definition habi t is a reli c of t he times when examiners were sent
out to find out how much t he chi ldren knew. Give t he definition f or this,that
,and t he other was a short
,easy form in which to send out t he
questions. Not being familiar w i th the facts of t he case,t he examiners
took it f or granted that,i f a chi ld knew t he definition
,he could do t he
thing,and so our text-books have taken up half their space giving d efini
tions and rules to learn,heping that the chi ld
,through memori zing them
,
might acquire t he habit of writing correctly .
Another fault must be noted— t he forms in common use are not given
first,nor is enough dri ll given to fix these forms
,before others are begun.
I n the text the following is t he order of t he facts
1 . Definition of asentence,it s beginning .
2. Definition of adeclarative sentence,i t s ending .
3. How to begin the first word of aline of poetry .
4. An apostrophe f or t he contraction of amid , never, there is.
5. A commato separate aclause,out of it s natural order
,from the rest
of t he sentence.
6 . A commat o separate two clauses not joined by and .
7 . A comma to separate anon-restri ctive participial modifier from t he
rest of t he sentence.
( 96 )
Because t he grammar lessons are neither necessary nor practical,at this
age of t he chi ld,in gaining correct habi ts of wri tten language
,they are
omitted from this handbook and other work suggested in their places .
To sum up,there are three faults in the text : F irst
,stress is put upon
composition work before t he habit is acquired of writing correct language
forms ; second , an attempt is made t o teach these forms through t he teaching
of definitions and of techni cal grammar ; and ,third
,there is an utter
disregard of t he princip le of usefulness in teaching certain forms first .
With these aims in view,
— t he format ion of correct language habits by
actual ly speaking and wr i t ing t he forms,giving first t hese forms that are
most used,and applying these forms in t he composit ionwork
,—t he fo llowing
suggestions and substitutions have been prepared t o accompany “ English
Lessons,Book O ne.
”
This book can not be begun w ithout some preparat ion. If the work
suggested by t he Bulletin f or t he F irst and S econd Grades has been Well
done,t he chi ldren wi ll be able to take up this work w i th comparatively no
difficulty . If that work has not been done some preparation is anecessity .
The work outlined f or t he F irst Grade is parti cularly adapted to that grade
and often fai ls in t he Third,but may be given to aS econd . It is suggested
that i f nothing has been done in t he F irst and S econd t he work be begun
in t he Bulletin w ith that outlined f or t he H igh F irst and S econd Grade.
O mit many of t he devices for action,or at least spend verv li ttle time on
them . O mit also some of the stories .
Whi le this preparation w i ll not be as thorough as i t should be,at t he
same t ime some habits must be acquired,or t he child w i l l be seriously
handicapped all through his language course.
1 . Page 11 .
Exercises 1,4
. Bullet in,p . 1 8 ; and S econd time over
,p . 23.
Exercise I,Text
,p . 1 1 .
Exercise II,III
,or I V
,Text
,f or oral work
,or omi t .
Exercise V,Tex t
,omit .
D irect ions — Copying simple sentences that make up a paragraph or a
story is a good exercise t o aid in acquiring t he habit of leaving a good
st raight margin,of paragraph indentation
,and of making t he proper
beginning and ending of asentence.
If used f or this purpose, Lesson I , wi th a f ew changes, is an excellent
exercise to follow t he lessons suggested from t he Bulletin.
The long sentences wi th commas should be broken up . Instead of the
semicolon. useaperiod and make anew sentence.
Lesson I may also be used as acomposi te storyu that is
,astorv made up
bv t he teacher and chi ldren together . At t he same t imemay be taught the
proper way to write t he t i t le and -itsplace on t he page,also the indentation
of t he paragraph,and t he margin. ( S ee Bullet in,
p .
The teacher must prepare her questions carefully,f or upon her questions
depends t he kind of sentences t he chi ldren give. S ome child in t he class
( 98 )
may be chosen as t he one about whom t he description wi ll be wri t ten. The
teacher asks t he quest ions,t he chi ldren reply in complete sentences. The
best answer is writ ten on t he board . I n this way t he whole story is
obtained .
The questions wi ll be something like this : What is your full name? How
old are you ? What is your height ? How much do y ou weigh ? What
color is your hair ? What color are your eyes ? (Give me t he last twoanswers in one sentence. ) What game do you enj oy p laying more than anyother game? Who plays wi th you on Saturday afternoon? What booksd o you like to read ? What school do y ou at tend ? Etc .
After t he whole story is on t he board, t he chi ldren are asked to cop y i t .
2. Page 13.
Exercises 1,2,3,4,Bulletin
,p . 24.
Exercise III,Tex t
,p . 14.
Exercises I,II
,I V
,Text
,as oral work
,or omit .
Exercise V,Text
,omi t .
Direct ions for E xercise [11 .
— S how t he chi ldren how and where t o write
t he ti t le,whi ch may be
“Last Thursday
,
”or any d ay y ou choose. Tell
them not to write every sentence on anew line,but to make one paragraph .
If they have not learned how t o do this,as they probably have not , from
t he first exercise,have t he quest ions answered . Wri te them on t he board,
so t he children can see how it is done,then erase
,and have them answer
these questions
Tell where y ou went last week . Who went w ith you ? How did you go ?
What did you take with you ? Tell three things that you saw there. Whatdid you hear ? What did you d o? What did your friend d o? When did
y ou come home? What did you tell your mother about the d ay ?
3 . Page 15.
Exercises 1 , 2, 3, Bullet in,p . 40 .
Exercises II,III
,Tex t
,p . 15
,as oral work
,or omit .
Exercises I V and V ,Text
,omi t .
4. Page 16 .
Exercises 1 , 2, 3, 4, 5, Bullet in,p . 37 .
Exercise I,Text .
Exercises II,III
,I V
,Text
,as oral work
,or omi t .
ExerciseV,Text
,omi t .
D irect ions for E xercise I — Have t he chi ldren answer t he quest ions,write
t he answers on t he board in aparagraph ,have t he story read aloud
,under
l ine t he unfamiliar words and have them studied , then erase and have the
chi ldren write t he answers t o t he quest ions. The following questions are
more definite than those of t he book :
( 99 )
O n what d ay does your mother bake bread ? Do you watch her ? Does
she ever call you and send you f or yeast ? How much money does she give
you ? Where do you go f or i t ? When you bring the yeast back , what does
your mother do with it ? What does your mother get first ? What does
she put into t he flour ? When does she put in t he yeast ? Does she put in
any more flour after she has put in t he yeast ? Where does she set it ?
What makes i t rise? How long does she leave it ? Into how many loaves
does she make i t ? What does she bake i t in? Do y ou like warm bread ?
5. Page i S .
Exercises 1,2,3,4,5,6,Bulletin
,p . 41 .
Exercises I,II
,III
,I V
,Text
,as oral work
,or omit .
ExerciseV,Text
,omit .
6 . Page 20 .
Exercises 7,8,9,10
,1 1
,Bulletin
,p . 42.
Exercises I,II
,III
,I V
,Text
,as oral work
,or omit .
ExerciseV,Text
,omit .
7 . Page 21 .
Exercises 1,2,3,Bulletin
,p . 43.
Exercises I,II
,III
,I V
,Text
,as oral work
,or omit .
Exercise V,Text
,omit .
8 . Page 23 .
Exercises 1,2,3,4,Bulletin
,p . 43.
Exercises III,I V
,Text
,as oral work
,or omit .
Exercises I V and V,Text
,omit .
9 . Page 25.
Exercises 5,6,7,Bulletin
,p . 43.
Exercises II,I V
,Text
,as oral work
,or omit .
Exercises I,III
,V
,Text
,omit .
10 . Page 27 .
Exercises 1,2,3,4,5,6,7,Bullet in
,p . 44.
Exercises I,II
,III
,I V
,V
,Text
,omit .
11 . Page 30 .
Exercises 1,2,3,4,Bulletin
,p . 45.
Exercises I,II
,III
,I V
,Text
,as oral work
,or omit .
Exercise V ,Text
,omit .
( 100 )
21 . Page 55.
Exercises 1,2,3,4,5,Bulletin
,p . 48 .
Exercises I and II,Text .
Exercises III,I V
,V
,Text
,omit .
22, 23. Pages 57-59 .
Exercise V,p . 58
,and V
,p . 61
,Text .
Copy t he story in Text , p . 59,f or practice in hyphens.
O mit all other exercises.
24. Page 6 1.Exercises 1
,2,3,4,5,Bulletin
,p . 49 .
Exercises I,II
,III
,I V
,V
,Text
,omit .
25. Page 63.
Exercises 1,2,p . 51
,and 1 , 2, 3, p . 51
,Bulletin.
O mit all exercises from Text .
26 , 27 . Pages 65-67 .
Exercises 1 -9,Bulletin
,p . 52.
O mit exercises from Text .
Exercise V,p . 79
,Text .
The work on quotations as outlined in t he book wi ll not be successful . It
is not definite enough,and there is not enough given. Use instead t he work
of t he Bulletin,p . 52 to p . 59 . The story of The Fox in t heWell
,
” Text,
p . 67,is agood one
,i f simplified . As it is
,t he expressions are too difficult
f or aThird Grade.
This work w i ll take about three weeks,one lesson of twenty minutes
being given each d ay .
F ollowing this are Devices for R eview,whi ch wi ll take about three weeks
more.
Text-lesson V,p . 71 ; V ,
p . 75; V ,p . 77 ; V ,
p . 8 0,wi ll make another
week ’
s work .
Follow this with t he exercises on There are and There were from
t he Bulletin,p . 61
,and conclude w ith the general review from the Bulletin,
p . 63 to p . 66 .
Third Grade chi ldren do not have much use f or letter-wr iting,but they
can become familiar with the form by copying notes.
Put on t he blackboard t he note on page 76 of t he Text,in this form
50 Broadway,San F rancisco
, Cal .
Nov. 20,1902.
Dear Grandpa
S chool closes next month,and then I shal l go to see vou.
I hope t he cherries wi ll not all be gone before that time.
Your grandson,
GEORGE MOORE .
102 )
S how t he chi ldren where t o begin t he heading . The street,city
,and state
may all be written on one line. Call attention to t he fact that t he date isnot written directly under the first line
,but t o t he right , so that i t wi ll end
very near the name of t he state. Call attention to t he punctuation. No
reasons need be given.
Give special attention to t hemargins and to t he position and punctuation
of t he closing of t he letter . Have this letter cop ied ,
‘
correct i t,and return
i t to t he chi ldren t o re-copy . This should be repeated unti l t he chi ldren
learn t he form perfectly .
Have t he chi ldren help you wri te let ters,using t he suggestions in exercise
31,Lesson III ; exercise 32, Lessons I , II , I V ,
et c. Pu t in t he heading ,salutat ion
,and closing at first
,and have them copy t he whole letter . After
they become more familiar wi th t he form,let them supply these themselves
,
simpl y copying t he body of t he letter .
If t he children wr ite fairly wel l,exercise 34
,Lesson II
,might be assigned
w ithout any help from t he teacher .
PART II .
This sec t ion of the book deals w i th t he techni cal work in grammar . As
was said in t he introduction,t he mistake has been made of thinking that
t he habit of writing and speaking correct language forms may be acquired
by know ing t he reasons f or using these same forms. The au thor believes
this entirely wrong . She also feels that t he first wri tten composition work
should be as nearly an applicat ion of t he language form being studied at
that time as possible. To i llustrate,i f t he possessive singular were t he
subject f or t he week ’
s work,then the composi t ion f or that week should
contain word s used in t he possessive singular . It is often difficult t o get
suitable subjects that w i l l contain t he desired form and not t oo many other
forms whi ch have not y et been acquired .
Part II does not attempt to carry out this line of work . It also spends
too much time on t he applicat ion of language forms,whi ch is composi t ion
,
and little or none on t he forms themselves. It is absurd to think that a
Third Grade child could acquireall t hehabits of wr iting suggested in Part I
Without continual review dur ing t he following year , in fact , during t he
remainder of his school course.
A new course has been planned,based on t he Bulletin
,wi th such exercises
from t he Text as seemed feasible, and with compositions from t he Text,also
,
arranged as nearly as possible t oapply t he language forms .
Series I .
Exercises on Verbs from the Bulletin,p . 67 .
F ollow these w ith exercise 56 , Lesson I , Text ; exercise 58 , Lesson I ;exercise 60
,Lesson I ; exermse 62, Lesson I ; exercise 64, Lesson I . Treat
t hese lessons in t he sameway as those of t heBullet in. If this takes t oo long
and becomes tiresome,omit for atime, then come back to i t again.
( 103 )
Series II.
Exercises 1,2,3,Bulletin
,p . 71 .
Lesson V,Text
,p . 39 .
Lesson V,Text
,p . 41 .
Lesson I V,Text
,p . 148 .
Lesson II,Tex t
,p . 1 13.
D irect ions for Using Lesson 11 .
— There is an Opportuni ty here f or using
two abbreviat ions,Mrs . and Dr . Talk t he lesson over w ith t he chi ldren
,
having them give t he woman aname. S uggest that she may be anxious to
cat ch t he horse t o go f or t he doctor (give him aname) f or her li ttle girl
who is i ll . Have them answer t he questions in writing,then write t he story .
Series III.
Exercises 1,2,3. 4,
5,6,7,8,Bulletin
,p .
Lesson V,Text
,p . 1 67 .
Lesson I,Text
,p . 100 . (F i ll in blanks. )
Lesson I,Text
,p . 91 .
Lesson I,Text
,p . 96 .
Lesson I,Text
,p . 98 .
D irect ions for Using Lesson 1, p . 9 1 .
— Have t he chi ldren write t he
answers to t he questions,then change their sentences t o t he p lural form .
Do t he same w ith Lesson I,p . 96
,and Lesson I
,p . 98 .
Series IV
Exercises f or Review Bulletin,p . 73.
Lesson I,Tex t
,p . 84.
D irect ions for Using Lesson I
THE RABBIT .
As this is t he first purely descrip tive lesson that t he children have had ,i t w i ll be better f or t he teacher to use i t as acomposite story . After t he
chi ldren have been helped w ith a f ew of these lessons they w i l l be able to
wr i te" by themselves,fo llow ing t he directions in t he book
,especially i f the
lesson is discussed orally with t he chi ldren first .
Tell t he class that in talking about the si ze of an animal we usually
compare it w ith some other animal that is bet ter known.
“Wewi ll compare
t he rabbit w ith t he cat . Who can tell me how large t he rabbit is,compared
w i th t he cat ?” The chi ldren w i l l give various answers . Wri te the One
y ou like best on t he board .
“Now we w il l talk about his ears. Are they large or smal l when com
pared wi th t he ears of t he cat ? What word can you think of that wi ll tel l
about his ears better than large? (Long ) Look at t he ends of his ears .
What word tells how they are at t he end ?”(Pointed ) Write these two
( 104)
Series V III.
Exercises 1,2,3,B ulletin
,p . 77
Lesson 1,Text
,p . 102.
Series IX.
Exercises 1 , 2, 3, from t he Bulletin,p . 78 .
Lesson I,Text
,p . 8 6 .
Using “The S quirrel ” as the subject , develop this lesson in t he same
way as t he one on“The Rabbit . ” Compare him in size w ith t he rabbit
ins tead of t he cat,also compare his ears w ith those of t he rabbit ’s. Write
t he story on the board,sentence by sentence as before
,have it read
,then
erase i t,and put on this outline and have t he chi ldren write from it .
THE SQU I R R EL .
Series X .
Exercises 1-6,Bulletin
,p . 7 8 .
Lesson III,Text
,p . 73 (first four sentences) .
Lesson II,Text
,p . 127 .
Series XI.
Exercises 1-4,Bulletin
,p . 8 0 .
Lessons I and II,Text
,pp . 107-108 .
Series X I I .
Exercises 1-1 6,Bulletin
,p . 8 0 .
Lesson I,Text
,p . 141 .
Lesson I,Text
,p . 1 1 8 .
Series XIII.
Exercises 1-5,Bulletin
,p . 8 3.
Lesson V,Text
,p . 66 .
Series XIV .
Exercises 1-12,Bulletin
,p . 84.
( 1 06 )
Series XV.
Exercises 1-8,Bulletin
,p . 8 7 .
Lesson V,Text
,p . 1 70 (omitting rules )
Lesson I,Text
,p . 173 (dic tate sentences only ) .
Lesson I,Text
,p . 174.
Lesson II,Text
,p . 147 .
Series XVI .
Exercises 1 -7,Bullet in
,p . 8 8 .
Series XVII.
Exercises 1 -6,Bulletin
,p . 90 .
Lesson V,Text
,p . 64.
Lesson I,Text
,p . 126 (omit reasons ) .
Let t er Writ ing.
Chi ldren,as arule
,enjoy t he hour assigned to letter writing
,especially
if they know what they are to wr ite about , and i f t he letters are ac tuallygiven to
,and read by somemember of t he class. F or this reason it is bet ter
to have an exercise every two or three weeks,rather than let i t all run over
unti l “
the end of t he year .
Especially interesting lessons can be made from advertisements cut f rom
t he paper and brought to class to beanswered by t he chi ldren. The teacher
and class together should answer one,then t he children copy t he form .
After this each chi ld may bring and answer his own.
S ending f or catalogues,or f or arti cles advertised in magazines
,makes
an interesting lesson.
The forms and exercises suggested in the Text are very good .
PART III.
The work in grammar is continued, but as all this work , as well as that
of t he previous grade,is given
,and in amuch better way ,
in English
Lessons,Book Two
,
” there is no use wasting t he child ’
s time doing it here.
F or commercial purposes,it may have been better to ad d the grammar to
both par ts,but f or t he purpose of teaching language i t is afai lure.
The language work of t he previous grade should be reviewed and con
t inued . Capi tal letters f or titles, f or various special names,as buildings
,
boats,et c.
,should
,
be given. A f ew more cases f or t he use of t he comma
could be added . The use of the exclamation point , jo int and separate
ownership,et c.
,may form alegitimate part of this year
’
s work .
But t he main thing,after all
,is t o dri ll upon t he forms already given
unt i l they are so much apart of t he chi ldren that they wi l l never fai l .
( 107 )
The composi tion work,too
,should be increased . L i ttle by little
,as t he
language forms become amatter of habit,t he attention should be directed
toward the expression of t he subject-matter . Composition work now should
take at least two third s of t he time devoted to language— later i t may take
four fifths of t he time.
The stories in Part III appeal especially well to children,but t he lessons
on grain,t he orange
,t he lemon
,t he watch
,and t he peanut proved so
uninteresting that they are better omi tted .
The stories to be finished are good,the suggestions f or t he Indian stories
proved most interesting of all,and the p ictures evoked as much interest as
pictures do f or aF i fth Grade.
A bulletin f or grammar grade language was almost ready f or t he printer,
but was destroyed by the fire. Theauthor had been several years gathering
and arranging t he material,but has begun again
,and some time in t he
future it wi ll be published .
( 108 )
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