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 Teacher's manual.Arranged for the guidan 
 
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DEPARTMENT OF LABOR 
 
 BUREAU OF NATURALIZATION 
 
 A 
 
 TEACHER'S MANUAL 
 
 ARRANGED FOR THE GUIDANCE OF THE PUBLIC-SCHOOL 
 TEACHERS OF THE UNITED STATES FOR USE WITH THE 
 STUDENT'S TEXTBOOK TO CREATE A STANDARD COURSE 
 OF INSTRUCTION FOR THE PREPARATION OF THE 
 CANDIDATE FOR THE RESPONSIBILIT'Ei OF CITIZENSHIP 
 
 Compiled tiom malerial submitted by the Slate Public Schoob 
 to the Bureau ol Naturalization 
 
 Prepued b* 
 
 RAYMOND F. CRIST 
 
 OEPUTY COMMISSIONER OP MA i~LIRALIZATION 
 
 WASHINGTON 
 GOVERNMENT PRINTING OFFICE 
 
 1916 
 
On May 9, 1918, the President of the United States signed 
 the Act of Congress by which authority was given to the 
 Bureau of Naturalization of the Department of Labor to 
 present a textbook to each candidate for naturalization in 
 the c tizenship classes of the public schools. In order to 
 increase the usefulness of the textbook this manual as an 
 aid to the teacher has also been prepared. 
 
FOREWORD. 
 
 This work is returned in this form to the field whence it came. The 
 public schools are regarded by the Bureau of Naturalization as a national 
 committee working to perfect for our foreign friends who are candidates 
 for naturalization a standard course of instruction in the responsibilities 
 and duties of that highest of all professions, the profession of self-govern- 
 ment. There at once devolves upon each teacher, through studious and 
 devoted attention to its various lessons, the patriotic and profitable duty 
 of collaborating with the Federal Government, through the Bureau of 
 Naturalization of the Department of Labor, for the production of a per- 
 fected course. Only by conscientiously putting into practice in the 
 classroom the plans here presented, which have been evolved from the 
 most successful methods in use in the public-school citizenship and adult- 
 alien classes, and by submitting constructive criticisms, can this desired 
 result be achieved. 
 
 It is not intended that this book shall take the place of textbooks the 
 use of which to supplement the subject matter it carries is desirable; nor 
 is the method of instruction suggested designed to supersede methods 
 already established, but to be suggestive with reference to the prepara- 
 tion of the candidate for naturalization for the responsibilities of citizen- 
 ship. With whatever authority this book speaks, it should be under- 
 stood as reflecting, as well as presenting, the thoughts and purposes of the 
 school authorities who have submitted so much of the subject matter 
 and as embod3dng the recommendations of the Bureau of Naturalization 
 growing out of its years of experience with the incoming thousands of 
 new citizens into the body politic through the naturalization courts of 
 
 the Nation. 
 
 3 
 
Cornell University 
 Library 
 
 The original of tiiis book is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924014468254 
 
TEACHER'S MANUAL. 
 
 The arrangement of the lessons in the Teacher's Manual is for con- 
 venience only and need not be followed. 
 
 THE ELEMENTARY GRADE. 
 
 Knowledge. — Elementary. No knowledge of our tongue necessary. 
 
 Purpose. — To equip students as quickly as possible with a practical 
 working vocabulary. 
 
 Individual notebooks should be obtained immediately and their 
 constant use required. 
 
 GENERAL TOPICS. 
 
 A friendly relationship should be developed to insure the implicit 
 confidence of the students in their instructors. 
 
 The text is not intended to be extensive, but rather that the training 
 be intensive, with such elaboration as will arouse interest and maintain 
 it fresh by bringing early into frequent use the daily papers and books. 
 
 Three minutes at about the middle of the session will be profitably 
 spent in simple calisthenics. 
 
 BRANCHES FOR STUDY. 
 
 1. Conversation. 5. Phonics. 
 
 2. Reading. 6. Spelling. 
 
 3. Writing. 7. Memory gems. 
 
 4. Language forms and idioms. 8. Simple number work. 
 
 CONVERSATION AND READING. 
 
 These should be conducted by the object-and-action method. Begin 
 with the names of objects near at hand, which maybe seen and handled. 
 The human form is most convenient. In addition to the printed exer- 
 cises given, write the names of the parts on the blackboard. Drill the 
 class in pronunciation and in identifying names with parts. 
 
 Let discussions be undertaken at the earliest moment. The subject 
 matter of the printed page should be used in conversation in order to 
 be sure that the students comprehend the thought and are not merely 
 pronouncing the words. Biographies of foreign-born Americans should 
 be read and discussed, that a knowledge of the difficulties which have 
 been overcome by other Americans may inspire the student with resolu- 
 tion to exert a maximum of interest and effort. 
 
 WRITING. 
 
 Brief exercises are interspersed throughout the book and suitable gen 
 eral instructions should be given. The adult hand differs from that of- 
 the child just learning to form his letters. The adult mind quickly 
 
 5 
 
6 Teacher's manuai,. 
 
 directs the hand, so that the elementary whole-arm and finger exercises 
 need not be introduced into the lessons. The illiterate adult will repro- 
 duce the copy with inspiring readiness, and in an almost incredibly short 
 time will attain a high degree of mastery of penmanship, while the student 
 familiar with his native script will readily modify its. distinctive character- 
 istics and adopt the American style of penmanship given him. 
 
 LANGUAGE FORMS AND IDIOMS. 
 
 These should be noted carefully, both in the conversation and in the 
 reading, and should be written on the blackboard and in the notebooks. 
 The students should be drilled on the model and other similar forms of 
 simple language, both in speaking and in writing, using blackboard and 
 notebooks. As early as possible the teacher should commence the mind 
 training in the discriminative selection of healthful reading matter, 
 beginning with the daily press and other simple subject matter. Discus- 
 sions of the value of the best newspaper and other articles compared with 
 the less worthy ones should follow under the guiding intelligence of the 
 teacher. The teacher should assign topics to the students for discussion, 
 laying the foundation for future debates on public questions in the suc- 
 ceeding periods of study. The newspaper should be used constantly in 
 language lessons. It is universal in subject matter and inexpensive. 
 
 PHONICS. 
 
 The analysis of words by sound can begin profitably much earlier in the 
 teaching of adult classes than with children. It is imperative that it be 
 undertaken from the beginning and that upon such analytical work there 
 be daily drill, in the sound values of both vowels and consonants. In 
 teaching sound values a considerable list of words containing the par- 
 ticular letter whose sound is being taught should be kept upon the black- 
 board. Excellent books on enunciation afid articulation are available 
 for the teacher. It is essential that the teacher articulate slowly and dis- 
 tinctly, especially all final consonants, whether at the end of syllables or 
 of words. In learning to pronounce English words it is vital that the 
 correct relation of the letters to the words be learned at the beginning. 
 To effect a training of the ear the individual should repeat the word after 
 the teacher until the ear catches the true sound and it is reproduced by 
 the student. The desire is strong in every foreigner to speak English 
 with the American accent. 
 
 SPELLING. 
 
 The words chosen in addition to the ones given in the text should be 
 from those used in the environment of the students and should be em- 
 ployed in class conversation and in reading. The teacher should resort 
 freely to word dictation. The words taught should be listed carefully 
 by each teacher and student. Emphasis should be placed upon words 
 in common use. "Spelling bees" may be used with excellent results. 
 
CHAPTER I— ELEMENTARY INSTRUCTION. 
 LESSONS I AND II. 
 
 Divide each lesson according to the ability of the class, i^orm simple 
 sentences for conversation in the class by combining articles, pronouns, 
 and verbs with the objects listed. 
 
 Teach the use of the article, pronoun, verb, and other parts of speech 
 with the noun, without teaching the rules of grammar under which 
 they are used; as: 
 
 A man. My hand. This is my hand. 
 
 A woman. Your hand. This is your hand. 
 
 His hand. He has an arm. That is his hand. 
 
 Her hand. She has an arm. That is her hand. 
 
 In referring to the different parts of the body, the teacher should 
 touch or indicate the part at the time it is named and require this of 
 the students; and the teacher should also write the name upon the 
 blackboard. The drill in pronunciation should be by both the indi- 
 vidual and the entire class. 
 
 The outline for conversation is indicated by the subject matter in 
 the textbook. "This is my hand." "This is your hand." "That is 
 his hand." "That is her hand." After teaching the objects, drill the 
 student on the various forms of nouns, pronouns, and verbs presented, 
 in the text, constantly introducing new ones. Teach them to construct 
 their responses by asking the question, "What is this.?" Student: 
 "That is your hand." Teacher: "What is that?" Student: "This is 
 my hand." Guide them until they understand and can correctly con- 
 struct their responses. 
 
 The teacher should drill the student in all of the forms of the sen- 
 tences given, using the objects as outlined. The student should be re- 
 quired to illustrate their sentences by actions, such as placing the pencil 
 on the desk, or the book in or on the desk, and in standing, reading, 
 walking, sitting, etc. 
 
 Increase the number of nouns by obtaining from employers, foremen, 
 or others, through individual students or by direct written request, a 
 list of names of objects with which the students are surrounded and 
 use in their work. Inform the employer that these names and their 
 use will be taught to the students and that by this means a practical 
 working knowledge of English will be developed in the most rapid man- 
 ner. These names should be requested of the brightest students at the 
 first lesson. Discuss their uses and bring them into the class conver- 
 sation. 
 
 7 
 
° teacher's manuai,. 
 
 Lead the student throughout the text of these lessons until each 
 object has been spoken of in the singular and plural forms, and pursue 
 this course until each form is understood. 
 
 Each lesson is intended to be presented in a natural order leading to 
 a logical end. Progression from lesson to lesson has been observed 
 wherever possible. 
 
 The sentences in the textbook are for the apt students, who may be 
 able to take them as samples and construct other similar ones out of 
 class time. This should be stated to the class, so that those capable of 
 forging ahead may not be held back by slower ones. 
 
 The interrogatory sentence as presented in the lessons should be 
 explained to the class by the teacher in a manner adapted to the under- 
 standing of the students. The lessons are intended to be elementary 
 training in conversation, to be carried on largely between students, with 
 the teacher as aid and guide. 
 
 As the vocabulary increases from lesson -to lesson, add to it in the 
 present tense verbs in common use and easily understood, regardless of 
 their regularity; as, open, shut, close, put, touch, take, carry, bring, 
 give, point, look, stand, sit, walk. Perform the action illustrating the 
 verb. Relate object, action, and speech to the sentence taught. Call 
 upon the student to imitate until he overcomes the sense of diffidence 
 and feels the spirit of pride in his achievement. New nouns, verbs, and 
 sentences developed in this way should be written upon the blackboard 
 and the individual and class drilled in reading and speaking them aloud. 
 The students should be required to write the words of the lesson in their 
 notebooks, as well as to copy the new words and sentences. 
 
 As the vocabulary of nouns and verbs is being systematically built up 
 and the pupils are being enabled to understand simple statements about 
 objects in the schoolroom and in the building, gradually add to the 
 vocabulary the names of objects relating to the larger environment 
 outside, using the names applied to the objects in daily use, being careful 
 to confine the vocabulary to the field of simple daily experiences of the 
 student. All new words should be written on the blackboard and in 
 notebooks as rapidly as given, and from the beginning should be put 
 into sentences. 
 
 Many sentences bearing upon the subject matter should be taught 
 introducing other regular verbs in the various tenses according to the 
 grading of the class. The transition from the present to the past, future, 
 and other tenses should be made according to the judgment of the teacher 
 from his knowledge of the student body. As the class is prepared to 
 receive them, irregular verbs also should be introduced in the same 
 manner. This method should be pursued -in each of the lessons given in 
 the textbook. 
 
 Emphasis is laid especially upon repeated individual drill in each of 
 these lessons. This is highly essential in attuning the ear to the American 
 
teacher's manual. 9 
 
 accent and the tongue to its reproduction. This is fundamental work, 
 and in proportion as the injunction to repeated drill is observed the dis- 
 tinctly foreign accent will be perpetuated or eliminated. 
 
 In the earliest lessons the students should each be required to rise and 
 stand and to read some of the words given. This should be done at the 
 first session if possible, calling upon the students who manifest the most 
 interest and understanding or asking for volunteers. Whenever possible 
 the teacher should endeavor to create greater interest and to inspire an 
 enthusiasm among the students. 
 
 The conversation and blackboard work, as above suggested, when 
 combined with reading from the text,' affords opportunity for the mem- 
 bers of the class to progress equally in these three essentials. The aim, 
 of course, is to arrive as quickly as possible at the use of the printed 
 page. As early as possible have each pupil bring a copy of the same 
 edition of some daily newspaper to the classroom to read and to discuss 
 the topics read. 
 
 LESSON III. 
 
 The following examples illustrate the preferred method of teaching 
 these lessons: 
 
 Teacher: "Where are my gloves?" Student: "They are on my desk." 
 Teacher: "Take my gloves from yom- desk and put them on my desk. " (Student 
 
 suits action to words.). 
 
 Teacher: "What did you do?" Student: "I took your gloves from my desk and 
 
 put them on your desk. " 
 Teacher: "Where is the basket?" Student: "The basket is on the chair. " 
 Teacher: "Take the basket from the chair and put it on the floor. What did you 
 
 do?" Student: "I took the basket from the chair and put it on the floor." 
 Teacher: "What did you do?" Student: "What did I do? I took your gloves 
 
 from my desk and put them on your desk. I took the basket from the chair and put 
 
 it on the floor." Require this concert of action and speech in connection with the 
 
 many objects heretofore learned and in this exercise make use of as much of the 
 
 entire vocabulary as possible. 
 
 Show which articles of clothing are worn by men and by women and 
 by both, bringing them into conversations: 
 
 Teacher: "Giovanni, does a man wear an apron?" Student: "Yes; a man some- 
 times wears an apron at his work. " 
 
 Teacher: "Why does a man wear an apron?" Student: "He wears an apron to 
 keep his clothing from getting soiled. " 
 
 Refer to the method in the first lesson, in relation to verbs, nouns, etc. 
 
 These specimen sentences are suggestive of others to be suppUed by 
 the teacher and used in conversation form with the student and the 
 entire class, bringing into use, along with those given in the preceding, 
 lessons and with the other parts of speech presented, the new nouns 
 here introduced. Continuous drill in them inspires confidence on the 
 part of the students in their public use. 
 06120°— 18 % 
 
lo teacher's manual,. 
 
 Practice work in school and at home in copying into the notebooks 
 the object words and selected sentences results in rapid progress. 
 
 LESSON IV. 
 
 Teacher: "How many arms have you, Giuseppe (or Maria)?" Student: "I have 
 two arms. ' ' 
 Teacher: "How many hands have you?" Student: "IhaM ohands." 
 Teacher: " How many hands has Tony?" Student: "He has two hands. " 
 Teacher: "What have you in your hand?" Student: "I have a hat in my hand." 
 Teacher: "What has Maria on her head?" Student: " She has a hat on her head. " 
 
 This exercise should be carried on in the form of conversation between 
 the teacher and the students arid later between students. An added 
 number of objects should be introduced into the exercise. 
 
 LESSON V. 
 
 Pursue the same method as in Lesson IV. 
 
 LESSON VI. 
 
 Teacher: "Tony, how many eyes have you?" Student: " I have two eyes. " 
 Teacher: "Maria, how many eyes have I?" Student: "You have two eyes." 
 Teacher: "What do you do with your eyes?" Student: "I see with my eyes." 
 Teacher: "Do you smell with your eyes?" Student: "No; I do not smell with 
 my eyes. I look with my eyes. " 
 
 The teacher should aid the students in naming the objects in the 
 schoolroom, adding to those given in the list. 
 Drill the students in simple counting. 
 
CHAPTER II— WRITING. 
 
 This can be taught from the blackboard, beginning with Lesson II, but 
 should be supplemented by the use of leaflets showing penmanship forms 
 to be furnished each student and used in home work. Startlingly rapid 
 progress is made through the home practice work. In the elementary 
 schools the principle of home work, which is early appUed in the training 
 of the adolescent mind, is no less appUcable to the adult mind. Practical 
 tests in writing dictation in language work and original composition 
 should be introduced later. 
 
 Place upon the blackboard from time to time a sufficient number of 
 the names of objects given in the vocabulary lessons for home practice 
 work, having them copied into the notebook by the student in addition 
 to those given in the writing exercises of the textbook. Continue this 
 plan throughout the course, as the textbook has only a limited portion 
 of its space devoted to script. Explain briefly who are the authors of 
 the sayings used in the lessons. This will tend to arouse interest in a 
 better acquaintance with these American people and their achievements. 
 
CHAPTER m— CONVERSATION. 
 LESSON vn. 
 
 Lesson VII is for the use of students as the basis for class conversation, 
 
 addressing each other by name; as Miss , Mr. , or Marie, of 
 
 Giovanni. The students should engage in the action indicated by the 
 sentence; e. g., the student who is seated should be called upon to stand 
 and should be asked by the teacher to state what he is doing, and the 
 student should reply, "I am standing." The teacher should call the 
 student to him. As he comes forward the teacher should ask what he 
 is doing, and secure the answer, "I am walking." This participation by 
 the teacher should continue only until the students are able to make use 
 of the text in its application to their actions. From this point they 
 should be directed to continue through the exercise and to initiate 
 conversation. 
 
 Plurals of nouns are given in this lesson. Bring these nouns into use 
 with the pronoims and verbs taught in preceding lessons. The pronoun 
 "you" is used in this lesson in the plural; explain its use in the singular 
 in Lesson IV. In this and subsequent lessons require the students to 
 address each other with questions and answers and have them ask other 
 questions and make responses on the subjects of the past lessons similar 
 to those given in this lesson. 
 
 When the exercise has been completed and a fair knowledge evidenced 
 of its contents, the teacher should converse with the students on the 
 entire exercise. 
 
 LESSON vm. 
 
 The instructions regarding Lesson VII are applicable to this lesson. 
 Carry on the conversation as indicated, using the past and future tenses 
 as well as the present, explaining the forms. The teacher should inspire 
 the students to originate questions and thus lay the foundation for 
 conversation in English among the students. 
 
 LESSON IX. 
 
 The story of the schoolroom is written for its psychological effect on 
 the student. It is to inspire him affirmatively upon the matters of which 
 the exercise treats, so that his social relation may be brought into 
 evidence. 
 
teacher's manuai<. 13 
 
 Drill the students on salutations: "Good morning." "How do you 
 do?" "How are you?" "Good afternoon." "Good evening." "How 
 are you this evening?" "Good night." "Good-by." 
 
 Emphasize by repeated recitation in unison the sentences having the 
 personal application. 
 
 Have the student read every sentence in the first person to make the 
 application a personal one. Finally cause the exercise to be discussed 
 as follows and with further variation: 
 
 Teacher: "Why do you like to come to school?" Student: "I like to come to 
 school because I learn to speak English there." 
 
 I<et the answer of the student be whatever he may desire to offer, so 
 long as it is responsive. Require the students to ask one another ques- 
 tions and to respond, so that the entire matter of the exercise is discussed 
 among the students, aided by the teacher only to prevent the interest 
 from lagging. 
 
CHAPTER rV— GENERAL INFORMATION. 
 
 LESSON X, 
 
 Have each student bring in a copy of some newspaper of a given edition. 
 The teacher should bring one of the same issue. The following outline 
 of preliminary instruction in the use of the newspaper should be followed. 
 Instruction from the newspaper should be given as frequently as once 
 a week. This will greatly encourage the students and offer a means for 
 the practical application of, their newly acquired knowledge. The 
 papers purchased may be retained for future use or new ones obtained, 
 as desired: 
 
 I. Teach the students where to find and read the name, date, price, weather indi- 
 cations, etc. 
 i. Teach them to look for familiar words. 
 
 3. Lead them to read the headlines and help them to understand the meaning of 
 
 headlines. 
 
 4. Utilize the advertisements. 
 
 (o) In men's classes, select the advertisements that appeal to them. 
 (6) In women's classes, use the advertisements of sales of household articles 
 dry goods, etc. 
 
 5. Read and discuss " Want ads, " and teach the students how to use them. 
 
 6. Bring into the class selected clippings that contain words which the students 
 
 have mastered. 
 
 7. Devote a short time on certain evenings to clippings which the students have 
 
 been encouraged to bring to the classroom. 
 
 8. Visit a newspaper office with the class, if practicable. 
 
 9. Discuss the workers who prepare the paper for us. 
 
 10. Reasons for reading the newspaper. 
 
 11. Value and meaning of good editorials. 
 
 12. Newspapers mold public opinion. 
 
 13. Differences in newspapers. 
 
 (a) Reliable news. 
 
 (b) Sensational statements. 
 
 14. Important current events. 
 
 (a) Qass discussions. 
 
 15. Important national and international conventions. 
 
 16. Messages of President, governor, and mayor. 
 
 1 7 . Important acts of Congress, of the State legislature, or of the local common council . 
 
 LESSON XI. 
 
 The vocabidary in this lesson should be taught, the family relationships 
 
 explained, and the students required to demonstrate their understanding 
 
 of the English words. The uses of the different rooms in the house and 
 
 the articles named should be discussed by the class. The teacher should 
 
 «4 
 
teacher's manual. 15 
 
 give aid to the students in suggesting the uses and descriptions required. 
 The discussions relating to the parts of the house should include the 
 description and location of the furniture in the various rooms and the 
 uses of the rooms and of the articles in them. 
 
 An effort should be made to stimulate the use of the toothbrush, hair- 
 brush, and comb and to teach sanitation in the use of towels, bedclothes, 
 and table linen; the proper use of the knife, fork, and spoon, the latter 
 with relation to the cup and saucer and the sugarbowl ; safety in the use 
 of matches; and the use of other articles which will be suggested through 
 the acquaintance of the teacher with the class membership. 
 
 LESSON XII. 
 
 The days of the week and months of the year should be taught, and the 
 number work previously learned should be brought into use in stating the 
 different dates. 
 
 The teacher should drill the students individually and in class on the 
 days of the week and months of the year. He should define such words 
 as "inauguration," "legal," and any other words about which the class 
 may be in doubt, and lay stress upon the nearest approaching holiday by 
 requiring a special study and discussion of it. 
 
 LESSON XIII. 
 
 In this exercise the teacher should introduce the subject of the various 
 vocations in which the students are engaged. This should be done in 
 discussion among the students and between the students and the teacher 
 in order that the names of objects previously secured by the students 
 may he fixed in their speaking vocabulary. This discussion should take 
 on the character of a general review of the entire vocabulary embraced 
 in the preceding lessons. 
 
 LESSON XIV. 
 
 (In teaching this lesson the teacher should tell the class the require- 
 ments of the naturalization law, in so far as taking out "first papers" or 
 making the declaration of intention is concerned. The class should be 
 informed upon this before reading the lesson. The lesson is intended 
 primarily to bring to the attention of the student body the fact that the 
 school authorities are ready to render the aid indicated. The lesson is 
 placed early in the course in order that the teachers may give due 
 prominence in this citizenship instruction to citizenship by naturalization.) 
 
 Q. At what age may a person make the declaration of intention to become a citizen 
 of the United States?— A. At 18 years of age. 
 
 Q. May women declare their intention? — A. Any unmarried woman 18 years of 
 age or older may declare her intention to become an American citizen. 
 
 Q. Is there any exception to this? — ^A. Yes; Chinese persons can not become 
 naturalized American citizens. 
 
1 6 teacher's manual. 
 
 Q. What must be done by anyone to declare his intention?— A. He must go to the 
 courthouse in this city (or, if the naturalization court does not sit in the city or town 
 in which the school is located, he must go to the city or town in which the court can 
 be reached). 
 
 Q. Tell me what you would do to secure your "first papers." (Ask this question 
 of several, including those who have not taken out "first papers." Ask questions 
 that will fully bring out all of the facts regaring this subject, both those set forth is 
 the printed lesson and those in the discussion by the teacher.) 
 
 LESSON XV. 
 
 COMPOSITION AND LETTER WRITING. 
 
 The subjects should be such as relate to the environments of the 
 students; as, mills, workshops, etc., for men, and homes and American 
 home life for women. Have the students write to their employers re- 
 questing the names of new objects for increasing the vocabulary of the 
 classroom, using this form of letter: 
 
 Dear Sir: 
 
 I am now attending the citizenship classes in the local public schools. The teacher 
 wants me to learn the names in English of all the tools, instruments, and articles with 
 which I work daily. Please write down the names of as many things as you can think 
 of, and I will take the list to the school and learn them. 
 Yours, very respectfully. 
 
 The teacher should instruct the student in the proper construction of 
 simple letters. In addition to the samples given in the textbook many 
 others will readily suggest themselves to the mind of the teacher. 
 
CHAPTER V— ARITHMETIC. 
 LESSON XVI. 
 
 This is not given merely for the teaching of arithmetic in itself, but for 
 the teaching of the language of numbers, to the advantage of the students 
 in their daily experiences. 
 
 Use the sectional cubes or demonstrate on the blackboard, showing the 
 unit, the halves, thirds, etc. ; also illustrate with money. 
 
 How many halves are there in the whole? Thirds? Fourths? Fifths? Tenths? 
 
 How many fourths equal one-half? Eighths? Tenths? 
 
 How many thirds are there in the whole? Sixths? 
 
 Which is greater, seven-tenths or five-tenths? 
 
 May the whole be divided by any number? 
 
 What part of the whole is an eighth? 
 
 Write the numbers from i to loo upon the blackboard in groups of tens. 
 
 Drill the class individually and collectively upon these, having them 
 also count backward from 20 to i , and more if practicable. Also drill in 
 counting by twos, threes, fours, etc., to 100 or more. 
 
 Which is greater, 30 or 13? 27 or 41? etc. 
 
 How many are 8 and 7? 
 
 6 added to 5 is equal to what number? 
 
 Count from i to 50. 
 
 How many are 9 and 6? 
 
 9 less 6 is how many? 
 
 9 minus 6 is how many? 
 
 Which is less, 6 or 9? 
 
 How many are 7 sixes? 
 
 Multiply 6 by 7. 
 
 How many are 8 twelves? 
 
 Multiply 13 by 12. 
 
 Divide 108 by 9. 
 
 Divide 84 by 7. 
 
 How many tens are there in 100? 
 
 43 plus 57 is how many? 
 
 Divide 100 by 25. 
 
 Dividing 100 into 20 equal parts, how many are there in each part? 
 
 In processes of division use short division where there is but one figure 
 in the divisor; long division where more than one are used. 
 
 »7 
 
1 8 teacher's manual. 
 
 LESSON xyii. 
 
 UNITED STATES MONEY. 
 
 Call upon the students and the entire class to name the various United 
 States coins, from i cent to i dojlar. Get them to show how many coins 
 of smaller denominations it takes to make each one of larger denomina- 
 tion. Distinguish between "size" and "value," so that the true sense 
 of the adjective is understood. 
 
 What is the smallest United States coin? 
 
 Of what material is it made? 
 
 What is the next larger coin? 
 
 Of what material is it made? 
 
 What is the next larger coin? 
 
 Of what material is it made? 
 
 How many cents are there in a nickel? 
 
 How many cents are there in a dime? 
 
 Ho'w many nickels make a dime ? 
 
 What is the next larger coin? 
 
 How many nickels make a quarter? 
 
 How many cents make a quarter? 
 
 How many quarters make a half dollar? 
 
 How many fifty-cent pieces make a dollar? 
 
 How many cents in one dollar? 
 
 Of what three materials are dollars made? 
 
 When made of paper what are they called? 
 
 MAKING CHANGE. 
 
 How many quarters do you get Tor a dollar bill? 
 
 How many one-dollar bills do you get for a five-dollar bill? 
 
 How many dimes can I get for a half dollar? 
 
 If you give a merchant a dollar bill in payment for a necktie which costs you fifty 
 cents, how much change do you get? If the change is given to you in quarters, how 
 many do you get? 
 
 If you buy a suit of clothes for twenty-five dollars and give the merchant three ten- 
 dollar bills, how much change do you get? If the change is given to you in one-dollar 
 bills, how many do you get? 
 
 SYMBOLS. 
 
 Write the symbols on the blackboard and explain them to the class, 
 with full comprehensive drill. 
 
 The students should write and solve the specimen problems of addition 
 and subtraction shown, as well as others written on the blackboard by 
 the teacher. 
 
 LESSON xvm. 
 
 How many ounces in a pound? If sugar costs 6 cents a pound, how many ounces 
 can you buy for 3 cents? 
 
 How many bananas are there in a dozen? 
 
 If milk costs 6 cents a quart, what will 2 quarts cost? What will a pint cost? How 
 many quarts in a gallon ? How much will a gallon of milk cost at 6 cents a quart ? 
 
CHAPTER VI— INTERMEDIATE WORK. 
 
 Names and abbreviations of the States, Territories, and American 
 possessions should be explained tothe students. (See p. 20, Textbook.) 
 
 LESSON XIX. 
 
 THE FLAG. 
 
 The following is to be carried on as nearly as possible in the form of 
 conversation : 
 
 Q. What does the flag of a nation mean? — A. It is the emblem of that nation. 
 
 Q. Where is the American flag raised? — A. It is raised over all United States Gov- 
 ernment buildings in Washington City, and also over each of the two Houses of Con- 
 gress when they are in session. 
 
 Q. Istheflagseenoverany buildings in this city? — A. Yes; it is seen over the city 
 hall, the courthouse, schoolhouses, and all Federal buildings here and elsewhere. 
 
 Q. Where was the American flag first raised? — A. The American flag was first 
 raised at Cambridge, Mass. 
 
 Q. When was it raised?^— A. It was raised on January 2, 1776, when Gen. Washing- 
 ton took command of the American Army to fight the British. 
 
 Q. When we sail across the ocean on a steamship, what flag do we see floating above 
 us?^-A. The flag of the nation to. which the ship belongs. 
 
 Q. What does that flag represent?— A. That flag is the symbol of the nation to 
 which the ship belongs. 
 
 Q. Count the stars. What does each star represent? Now count the States on 
 your map. — A. Each star represents one State of the Union. 
 
 Q. What do the stripes' represent? — ^A. The stripes represent the original thirteen 
 States. 
 
 Q. What does the blue background represent? — ^A. The blue in the fl^ represents 
 loyalty, which is the foundation upon which our country is built. 
 
 Q. Why should you be loyal to the Stars and Stripes? — A. Because it is the fl^ of 
 my country. 
 
 Q. How should we arrange the United States flag and those belonging to other 
 countrieis? — A. We should always put the United States flag above the others. 
 
 (The instructor should have flags of other nations represented. If the 
 pupils can furnish them it will be all the better. Arrange them on a 
 level, around the lower part of the United States flagstaff. A flag 
 salute may be given.) 
 
 The foregoing is offered only as suggestive of the nature of the ques- 
 tions and answers. Space does not permit the furnishing of set forms of 
 conversation in the Teacher's Manual. It is desired, however, that each 
 topic in the Student's Textbook be provided with a form of procedure in 
 the Teacher's Manual. Teachers are urged, therefore, to prepare and 
 forward to the Bureau of Naturalization the questions and answers 
 
teacher's manual. 21 
 
 developed by them in order that selections may be made for future edi- 
 tions of the Textbook. 
 
 "America" to be taught to the students to instill patriotism and as 
 a memory drill. 
 
 LESSON XX. 
 
 STORY OF THE UNITED STATES GOVERNMENT. 
 
 THE DISCOVERY OF AMERICA. 
 
 THE INDUNS. 
 
 In each of these subjects the suggestive plan contained in Lesson 
 XIX should be followed. 
 
 HISTORY. 
 
 Colonizers, 
 
 Sir Walter Raleigh. 
 John Smith. 
 Pilgrims and Puritans. 
 Roger Williams. 
 Peter Stuyvesant. 
 William Perm. 
 
 Discoverers and explorers. 
 
 Columbus. 
 
 Vespucci. 
 
 John and Sebastian Cabot. 
 
 Ponce de Leon. 
 
 Balboa. 
 
 Magellan. 
 
 Cortez. 
 
 Pizarro. 
 
 Hudson. 
 
 Drake. 
 
 Carrier. 
 
 De Soto. 
 
 In reading the stories of the lives of Washington, Franklin, Jefferson, 
 and Hamilton bring out the idea that they were nation builders. 
 
 TOPICS FOR HOME WORK OF STUDENTS. 
 
 Write stories or be prepared to talk in class on the subject of the tele- 
 phone. Outline the subject matter so that the various stages of the use 
 of the telephone will be explained; as, obtaining the name from the tele- 
 phone directory; calling the number; the names of different operators, 
 such as exchange operator, chief operator, information operator, etc.; 
 the method of obtaining the number when under difficulties, by calling 
 "information"; expressions of operators; uses to which the telephone 
 may be put; the various kinds of service and cost of each; the advantages 
 of the private exchange. 
 
 Gas and electric light. How to apply for the service; the contract for 
 service; installation of the meter; reading the meter; monthly bills, and 
 discount if paid on time. 
 
 If special work in the advanced classes is desirable, the following topics 
 are suggested: Buying real estate — deeds, mortgages, insurance, build- 
 ing associations. Building the home — permits, contracts, borrowing 
 money, notes, interest. 
 
CHAPTER VII— ADVANCED WORK. 
 
 OUTLINE OF TOPICS FOR PRESENTATION BY OFFICIALS AND 
 DISCUSSION BY STUDENT BODY. 
 
 CITY GOVERNMENT. 
 EXECUTIVE BRANCH. 
 
 Mayor: Duties and responsibilities, patronage, veto power, general 
 powers. Relationship to board of aldermen, common council, or similar 
 body regarding commission form of government. Relationship to Chief 
 Executive of Nation and State. 
 
 I^EGISIvATrVE BRANCH. 
 
 The common council, the general lawmaking branch: Composition, 
 total membership, number for each ward, how chosen, term of years, 
 powers and functions. City ordinances: Ordinances relating to wel- 
 fare, business, property, arid finances of community; preservation of 
 order; suppression of vice; regulation of places of amusement, saloons, 
 weights and measures, building operations, charitable organizations; 
 licenses of vehicles, pawnbrokers, etc. Relationship to revenues and 
 expenditures, to various administrative departments of the city, to 
 State legislative power. 
 
 JUDICIAL BRANCH. 
 
 Administrative head: Magistrate courts, police courts, higher courts, 
 juvenile courts. Describe each court; show necessity for maintenance 
 of public order; benefit to city; to individual. Jurisdiction of courts; 
 source and tenure of office; source of revenues; method of expenditure; 
 relationship of individual to revenues and expenditures. 
 
 Jury. — Qualifications, duties, individual privileges, rights, and respon- 
 sibilities of juror in determining facts; relationship to the court in defin- 
 ing and determining questions of law in a given case. 
 
 SOME TYPICAI, DEPARTMENTS OF THE CiTy GOVERNMENT. 
 
 Police department, fire department, health department, street and 
 park department, education department, water department, tax depart- 
 ment, excise department, law department. 
 
 Police department. — ^Administrative head. The individual police- 
 man's duties as a guardian of safety rather than a minion of the law, 
 the oneness of purpose of the police officer and law-abiding, peace-loving 
 individuals. Location of precincts. Individual protection at home, in 
 
teacher's manual. 23 
 
 I 
 
 the shops, on the street, at night; benefits to the individual; necessary 
 for life of city. Penal institutions, their management, purpose, neces- 
 sity, source of revenue, method of expenditure, relationship of indi- 
 vidual to revenues and expenditures. Bring in the police to aid firemen 
 in fire drills for better acquaintance with helpful side of police force. 
 
 Fire department. — Administrative head. Fire chief-, duties and powers. 
 Firemen and duties. Safety first — care of matches, care of inflammable 
 and combustible material ; safety in keeping matches in receptacles away 
 from children ; teach fire precaution. Have fire drills under personal super- 
 vision of member of fire department for double purpose of training the 
 foreigners to escape from a burning building and of allowing them to 
 become closely associated with firemen in order to teach them calmness 
 in time of fire. This latter is very desirable, as over 80 per cent of our 
 foreign-bom residents- are employed in factories, mills, mines, etc., where 
 at times the loss of life in fires on account of panic has been appalling. 
 Location of fire-alarm boxes ; demonstrate how to ring and call by phone. 
 
 Health department. — Administrative head. Collection of refuse of 
 various kinds; sanitation in the schoolrooms, homes, workshops, and on 
 the streets; ill effects which will follow failure of these activities. Source 
 of revenues, method of expenditure, relationship of individual to reve- 
 nues and expenditures. Safeguarding health of communities and indi- 
 viduals by requirement of pure food; enforcement of regulations regarding 
 contagious diseases; medicine and medical aid to indigent sick; free hos- 
 pitals and free clinics. Emphasize personal cleanliness by elaboration, 
 individual observance of health regulations, and practical benefits in 
 avoidance of ordinary sickness and contagious diseases. 
 
 Street and park department. — Administrative head. Personnel, source, 
 and tenure of office. Functions: Traffic regulations, opening of new 
 streets, repairing pavements (both street and sidewalk), franchises for 
 street railways, public lighting, antispitting regulations, street cleaning, 
 public recreation grounds, city beautifying, trees, etc. Attitude of indi- 
 vidual to civic cleanliness, keeping streets clear of skins, paper, and other 
 waste; benefits derived by the individual, as well as the municipality. 
 Source of revenues, method of expenditures, relationship of individual to 
 revenues and expenditures. 
 
 Education department. — ^Administrative head. Constitution of de- 
 partment. Source and tenure of office; powers and duties; provide school 
 buildings and their equipment; teachers; textbooks and other supplies; 
 course of study and general administration ; source of revenues, method of 
 expenditure, relationship of individual to revenues and expenditures; 
 construction and relationship of entire system. Board of education, gen- 
 eral superintendent, day superintendent, night superintendent, super- 
 vising principals, principals of schools, teachers, students. Present in a 
 practical manner the advantages of public-school instruction to the indi- 
 vidual and its relationship to their everyday life, explaining any embar- 
 
24 tracker's MANtTAL. 
 
 rassment as to insuflBcient funds, the necessity for extending the night 
 schools to the same time that is devoted annually to the day course, with 
 special relation to citizenship and the system of the Bureau of Naturaliza- 
 tion, based upon the monthly filing of declarations of iatention and peti- 
 tions for naturalization and the monthly transmission of the names of 
 these to the school authorities, so as to show the necessity for and advan- 
 tages of conducting the schools from the ist of October until the end of 
 June, all leading to the objective of having certificates of graduation and 
 atmual commencement functions. 
 
 Schools. — Free libraries, books for coming Americans, and other 
 literature without cost. Vocation and industrial work, community cen- 
 ters, wayward or incorrigible children. Teach regularity and prompt- 
 ness of attendance and show advantages in business resulting from this 
 habit. 
 
 Water department. — ^Administrative head. Water supply, wasteful- 
 ness, economy in use, individual responsibility, source of revenues, 
 method of expenditures, sewer system. Relation of individual to rev- 
 enues and expenditures. 
 
 Tax department. — Administrative head. Revenues, sources, neces- 
 sity, relationship to individual. 
 
 Excise department. — Administrative head. Control over issuance and 
 revocation of licenses for intoxicating liquors; cost of licenses. 
 
 Law department. — Administrative head. Relationship to contracts 
 for public construction and prosecution for the people of offenders. 
 City comptroller; source and tenure of office; functions. City auditor; 
 source and tenure of ofiBce; functions. City treasurer; source and ten- 
 ure of office; functions. Advantages of and necessity for observance of 
 
 law. 
 
 COUNTY GOVERNMENT. 
 
 Teach geography, nature of various industries. Teach city and 
 county government, showing lines on which they parallel and analogies 
 of laws. Administrative officers, their sources and tenures of office, 
 their functions. Describe governments of communities throughout 
 county and their relationship to the entire county organization, county 
 roads, bridges, buildings, hospitals, development, control, and manage- 
 ment both as to personnel and methods, ways and means of administra- 
 tion of county government. 
 
 STATE GOVERNMENT, 
 
 Analogy to city and county governments, respective jurisdictions, 
 and rights and powers of each. I,ocation of State capital. 
 
 EXECUTIVE BRANCH. 
 
 Chief executive; source and tenure of office, authority, functions of 
 office, constitutional and legal functions, and authorities. 
 
' teacher's manual. 25 
 
 LEGISLATIVE BRANCH. 
 
 Period of meeting. Functions of the legislature. Following course 
 of bill from introduction through the various stages to the final enact- 
 ment and approval by the chief executive. 
 
 Houses of legislature. — Upper house (senate) : Presiding officer, com- 
 position of membership, source and tenure of office, representation of 
 the State, extent of constituency, districts. Lower house (house of 
 representatives, assembly, house of delegates, etc.): Apportionment of 
 members, source and tenure of office, composition of assembly as to 
 numbers, and apportionment to population. 
 
 JUDICIAL BRANCH. 
 
 Courts of original, appellate, and supreme jurisdiction. 
 NATIONAL GOVERNMENT. 
 
 Analogy to State and city governments; respective jurisdictions; rights 
 and powers of each. Location of National Capital. Source of power. 
 Outline colonial history, period under Articles of Confederation, period 
 under Constitution, using textbooks approved by local educational 
 authorities. 
 
 EXECUTIVE BRANCH. 
 
 The President; voters' Electoral College; tenure of office; Cabinet 
 advisers; powers and duties of the President. 
 
 Executive departments. — Department of State, Department of the 
 Treasury, Department of War, Department of Justice, Post Office 
 Department, Department of the Navy, Department of the Interior, 
 Department of Agriculture, Department of Commerce, and Department 
 of Labor. 
 
 LEGISLATIVE BRANCH. 
 
 The Congress of the United States, two Houses. Periods of meeting. 
 Functions of Congress as a whole. Trace course of bill through both 
 Houses, showing origin of all revenue measures in the House of Repre- 
 sentatives, and various stages through to Executive approval of each bill 
 in its enactment into law. Powers of Congress. Place of meeting in 
 Washington, the Capital of the Nation. 
 
 Senate. — Presiding officer; composition of membership; source and 
 tenure of office; Members representatives of the States; functions. 
 
 House of Representatives. — ^Apportionment of Members by popula- 
 tion; Members representatives of the people; source and tenure of office 
 presiding officer, functions. 
 
26 teacher's MANUAIv. 
 
 JUDIOIAL BRANCH. 
 
 Supreme Court of the United States, nomination by President, con- 
 firmation by Senate. United States circuit courts of appeals, United 
 States district courts, Court of Claims, Territorial court, United States 
 commissioners. Jurisdiction of various courts. 
 
 POLITICAIv PARTIES. 
 
 Relationship to individuals, powers of their expression of desires for 
 specific laws and on political questions. Nominations by convention, 
 by direct primaries; platforms, registration, the ballot. Necessity for 
 parties in representative government. Distinguish between local and 
 National Government; show need of intelligent citizens. 
 
 The interest of the National Government in the well-being of the 
 candidate for citizenship should be pointed out, dwelt upon, and kept 
 constantly before the student body, as the influence of National Govern- 
 ment is strong upon all foreigners by reason of its general absoluteness 
 and force as felt by the subject of any nationality in his relation to 
 government in the old countries. The importance of the certificate of 
 graduation which the Bureau of Naturalization will furnish, and its 
 issuance by the Federal Government jointly with the State government 
 should be so presented that regard for it will be enlarged and the highest 
 enthusiasm and interest stimulated in the candidate by the receipt of 
 this certificate of graduation. Students should be given to understand 
 that it will represent efiiciency on their part and will be given only to 
 those who are proficient. Its presentation should be understood as car- 
 rying a high reward and high recognition by the National Government of 
 their individual efforts. They should be led to realize that the Federal 
 Government will be ready to stand by all who pursue the entire course 
 and attain high proficiency in speaking, reading, and writing our lan- 
 guage and acquire an intelligent understanding of our institutions; that 
 it will bring them to the attention of their employers to secure recog- 
 nition of their higher efi&ciency, and will also endeavor to aid them in 
 their ambitions and advancement not only in this but in bettering their 
 condition in other fields of activity. The importance and value to the 
 individual in relation to his personal advancement of a thorough mastery 
 of English and the citizenship branch of this course should be constantly 
 held before them to stmmlate them to the highest degree in both attend- 
 ance upon the classes and attention to the studies. 
 
 THE FEDERAL CONSTITUTION. 
 
 Questions for discussion : 
 
 (To be supplied by the public-school teacher.) 
 
teacher's manual. 27 
 
 HOW THE CONSTITUTION WAS MADS. 
 
 Questions for discussion : 
 
 (To be supplied by the public-school teacher.) 
 
 THE CITIZEN'S SHARE IN GOVERNMENT. 
 Questions for discussion : 
 
 I. How does a republic differ from a monarchy? 
 
 1!. Why should bot the best qualified candidate hold the office, even if he does not 
 receive the highest number of votes in the election? 
 
 3. Why should the voter's ballot be secret? 
 
 4. What is the difference between a majority and a plxu-ality of the votes cast at 
 an election? 
 
 5. Why should a citizen be required to pay taxes for thg support of the Govern- 
 ment? 
 
 6. Why should the citizen who refuses or neglects to pay taxes not be allowed to 
 vote? 
 
 7. Why is it a crime to sell or to buy a citizen's vote? What penalties may follow? 
 
 8. What may a citizen, as a voter, properly do to influence the vote of another? 
 
 9. If competent and honest officials are not elected, whose fault is it? How may 
 the error be corrected? 
 
 10. What should be the attitude of the citizen toward the elected official, regard- 
 less of his personal choice? 
 
 THE PRIMARY AND THE GENERAL ELECTION. 
 
 Questions for discussion : 
 
 (To be supplied by the public-school teachers as they gain experience in teaching 
 citizenship duties to the students.) 
 
 VOTING BY SECRET BALLOT. 
 
 Questions for discus§ion : 
 
 (To be supplied by the public-school teachers as they gain experience in teaching 
 citizenship duties to the students.) 
 
 THE PEOPLE'S RIGHT IN LAWMAKING. 
 
 Questions for discussion : 
 
 (To be supplied by the public-school teachers as they gain experieace in teaching 
 citizenship duties to the students.) 
 
 GOVERNMENT AS AN ORGANIZATION. 
 
 Questions for discussion : 
 
 (To be supplied by the public-school teachers as they gain experience in teaohing 
 citizenship duties to the students.) 
 
 BECOMING AN AMERICAN CITIZEN. 
 
 Questions for discussion: 
 
 1. Why should all foreign-bom residents who expect to make America their home 
 take out citizenship papers? 
 
 2. Why should five years' residence be required as a necessary condition of citi- 
 zenship? 
 
28 teacher's manuai,. 
 
 3. Why should all naturalized citizens know the English language? 
 
 4. Why should the required witnesses for naturalization themselves be citizens of 
 the United States? 
 
 5. What voluntary obligations are assumed by the naturalized citizen when he 
 takes the oath of allegiance? What penalties follow if he fails to keep the oath? 
 
 This space is provided in order that the vocabulary of the student may 
 be developed along tTie line of his vocational activity. CaU upon the 
 employer through the student or in the most suitable manner to furnish 
 to the student the English names of the various articles with which he 
 comes into contact daily. Advise the employer that these names and 
 their use vnll be taught to the student and that in this manner his practical 
 knowledge of English will be developed in the most rapid manner. 
 Require the student, under the supervision of the teacher, to inscribe 
 the names of objects in daily use furnished by his employer in the blank 
 space. 
 
 The names of these objects should be made use of in sentences in the 
 manner illustrated in preceding lessons. 
 
 THE ALPHABET. 
 
 Teach the alphabet in consecutive order by sounds. 
 
 a as in at; as in ah. 
 
 b bleat of lamb. 
 
 c soft, hissing sound; hard, coughing (same as letter k). 
 
 d as in deed. 
 
 e as in hen; as in bee. 
 
 t f-f-f , noise made by an angry cat. 
 
 g soft, gargle sound; hard, sound of the letter j', as in Jim. 
 
 h breathing out forcibly. 
 
 i aa in it; the sound made by a mouse; as in bita 
 
 j same as the hard sound of the letter g. 
 
 k coughing sound. 
 
 1 as in bell. 
 
 m moo pf a cow. 
 
 n n-n-n, sound of sawing a log. 
 
 aa in on; as in note; as in to and who (same as 00;. 
 
 p p-P"P-p-Pi piifi of ^^ engine. 
 
teacher's manual. 29 
 
 q as cu in cute. 
 
 r iv-r-r-r, growl of an angry dog. 
 
 8 hissing sound, as in sister; sound of z as in is, 
 
 t tick of a watch. 
 
 u as in up; as in mute. 
 
 V noise of a trolley car on a track. 
 
 w exclamation, w-'hy 1 
 
 X eks, as in expect. 
 
 y consonant, as in yes; vowel, same sounds as i — as in mystic; as in my. 
 
 z buzz of a bee. 
 
 ai usually sound of letter a, as in pair. 
 
 (au as in because — ^usually in middle of word — same as avi — because 
 
 law same as au — usually at end of word — saw. 
 
 ay as in bay — sound of letter a. 
 
 ea. . . .- as in meadow; as in heard; as in feat; as in read (red). 
 
 ew .sound of letter u, as in few. 
 
 ey sound of letter a, as in they. 
 
 ie sound of letter e, as in believe. 
 
 oa sound of letter 0, as in oats. 
 
 oi or oy . . .as in noise; as in boy. 
 
 fou same as ow — usually in middle of words — about, 
 ow same as ou— usually at end of words — cow ; sound of letter o, as in bow. 
 
 ough sound of letter o, as in though. 
 
 bl as in blow. 
 
 br as in bray. 
 
 ch sound of ch-ch-ch of the locomotive. 
 
 cl as in clay. 
 
 cr as in crab. 
 
 dr as in dray. 
 
 fl as in flay. 
 
 fr as in fray. 
 
 gl , as in glaze. 
 
 gr as in gray. 
 
 pi as in play. 
 
 ph sound of the letter/, as in phaseu 
 
 pr as in pray. 
 
 sh as in shay. 
 
 si as in slay. 
 
 St calling another's attention. 
 
 str as in stray. 
 
 th soft, as in with ; hard, noise of a grindstone, as in thee. 
 
 thr as in thrash. 
 
 wh whistle sound, as in who. 
 
 Beginning with al (the simplest sound), prefix all the sounds which 
 will form words: 
 
 bat mat tat chat 
 
 cat nat vat flat 
 
 fat pat blat plat 
 
 gat rat brat .that 
 
 hat sat 
 
30 teacher's manual. 
 
 Second step. — ^The mute e final in a- word makes the vowel say its own 
 name, as in the word "rate"; without the mute e final the vowel takes 
 the short sound, as a in "rat." 
 
 BxERCise. 
 
 Use "ill" family: 
 
 (Diop off one of the double letters 
 and add the mute e. This makes 
 the vowel say its name.) 
 mill, mile, 
 till, tile. 
 etc. 
 
 Use "at" family: 
 
 bat, add e making bate, 
 fat, add e making fate, 
 gat, add e making gate, 
 hat, add e making hate, 
 mat, add e making mate, 
 pat, add e making pate, 
 rat, add e making rate, 
 plat, add e making plate, 
 etc. 
 
 In teaching diphthongs, use families of words, each of which contains 
 the diphthong to be illustrated. 
 
 Examples: 
 Use "ay " family: 
 
 br.. fl.. gr.. , St.. 
 
 cl.. fr. . pi.. str.. 
 
 dr.. 
 
 THE GOVERNMENT FOREST SERVICE. 
 
 Q. Of ■what direct value are forests? A. They supply, material for the lumber 
 industry and many smaller industries and give employment to abouti, 500,000 people. 
 
 Q. What is the largest industry which depends upon the forest? — A. Lumbering, 
 which is the third greatest industry of the country. 
 
 Q. What are some of the indirect benefits coming from the forest? — ^A. The forests 
 protect and regulate the flow of streams necessary for irrigation, power development, 
 navigation, and domestic water supply; lessen floods; prevent the soil from washing 
 away; afford places for recreation; and make these places more beautiful and at- 
 tractive. (The teacher should explain how the forests protect and regulate the flow 
 of the streams, what erosion is, and how it is avoided.) 
 
 Q. Has the country always protected its forests? — A. No; for a hundred years or 
 more we have been destroying the forests by fire and waste. 
 
 Q. At what rate has the country been cutting and wasting its forests? — ^A. The 
 country has wasted twice as much wood as it has used and has been cutting three 
 times as much timber a year as annually grows. 
 
 Q. What will be the result of a continued waste and destruction of the forests? — 
 A. Scarcity of wood, increased floods, soil erosion, and other evils. 
 
 Q. How much of the forests belong to the Federal Government? — A. About one- 
 fifth of the timbered area of the United States. 
 
 Q. When were the national forests established? — A. Within the last 20 years. 
 
 Q. How many national forest areas are there and how much land do they occupy? — 
 A. On July i, igi6, there were 168 national forest reservations containing a net area 
 of more than 157,500,000 acres. 
 
 Q. In what way are the national forests managed and protected? — A. The na- 
 tional forests are managed and protected in such a way that while all of the resources 
 they contain are saved from waste, misuse, and abuse, they are utilized to serve 
 all the citizens of our country in every practicable way. 
 
teacher's manuaIv. 31 
 
 Q. Do the national forests occupy land suitable for agriculture? — ^A. No; the 
 national forests occupy for the most part rough, nonagricultural, moimtain land. 
 
 Q. If farming land is found in the national forests, what is done with it? — ^A. When 
 land more valuable for agriculture than for other purposes is found it is opened to 
 settlement and may be taken up by homesteaders. 
 
 Q. How many acres of national forests are planted with trees every year? — ^A. Be- 
 tween 15,000 and 30,000 acres. 
 
 Q. What other work does the Government do in these national forests? — A. The 
 Government also protects these national forests from lire and insect damage; builds 
 roads, trails, and telephone lines; and makes other improvements and regulates the 
 use of the forests by the public. 
 
 Q. Are the resources of the national forests for use, or are they locked up from 
 use? — A. All of the resources are for use under such regulations, as will prevent waste, 
 misuse, and abuse. . 
 
 Q. Name some of the resources which are used? — ^A. The timber, grazing ranges, 
 mineral deposits, water, and recreation sites. 
 
 Q. How can people get timber from the national forests? — A. Timber desired for 
 domestic use by local residents is furnished free or at cost; timber wanted for com- 
 mercial purposes is sold on the open market at a fair price to the highest bidder. 
 
 Q. How many head of live stock — cattle, sheep, goats, horses, and hogs — graze on 
 the national forests? — ^A. About 10,000,000 head of live stock graze on the national 
 forests yearly. 
 
 Q. What uses of the national forests are free, and what for pay? — A. Public use of 
 the national forests is free; a reasonable charge is made for private commercial use. 
 
 Q. What becomes of the money derived from private commercial use of the na- 
 tional forests? — A. Nearly half of the revenue from the national forests is used for 
 schools and roads in the States where the national forests are located. 
 
 Q. What service and department of the Government has charge of the national 
 forests? — ^A. The Forest Service of the United States Department, of Agriculture. 
 
 Q. What other work does the Forest Service perform? — A. The Forest Service also 
 conducts special investigations relating to the growth and management of the forests 
 and their utilization, and publishes the results of its investigations. 
 
 Q. Name one or two other lines of its work? — A. One of these is to see that prod- 
 ucts ot the forests are put to the best use with the least waste. It also carries on in- 
 vestigations to improve stock ranges on the national forests. 
 
 In teaching these lessons emphasis should be placed repeatedly upon 
 the beneficent relation of the Government to the people, so that by 
 repetition the student will be inspired to a higher insight into our in- 
 stitutions. 
 
Photomount 
 
 Pamphlet 
 
 Binder 
 
 GayJoidBros.lnc. 
 
 Makers 
 
 Syracuse, N. V. 
 
 niT.jiui2t,aoi