x^ctroit Public Schools Department of Instruction, Normal Trainingf and Research Suggestions for Teachers in Evening Elementary Schools PUBLISHED BY THE AUTHORITY OF THE BOARD OF EDUCATION CITY OF DETROIT 19 2 THESE Suggestions for Teachers in the Evening Elementary Schools were pre- pared by Nina J. Beglinger, Supervising In- structor, Detroit Teachers College, and copy- righted by her in 1920 for the City of Detroit. Detroit Public Schools Department of Instruction, Normal Training and Research Suggestions for Teachers in Evening Elementary Schools PUBLISHED BY THE AUTHORITY OF THE BOARD OF EDUCATION CITY OF DETROIT 19 2 ■^ C1A598604 SEP 1 \ 1920 FOREWORD This booklet of suggestions is intended primarily for the use of those who teach adult foreigners in the Evening Elementary Schools of Detroit. To a certain extent they are the outgrowth of the work done in the Detroit schools during the year 1919-20, and have been made possible through the co-operation of the teachers and principals of the Evening Elementary Schools. However, the suggestions should prove of value to those who teach English to adult foreigners anywhere. The booklet contains a brief description of the aims, conditions, methods and material of, the work with adult foreigners. It pre- sents in concrete form information that will assist the teacher in making a wise choice of methods and material to meet the needs of the particular group for which he is responsible. PART I AIMS The specific aim of every teacher should be service . Through service she aims to free in the individual those latent forces that contribute to his development and augment his value to the com- munity. The immediate aim in teaching English to foreigners is utili- tarian. First, the pupil must become able in the shortest possible time to make his needs known in English. He must acquire a speaking knowledge of the language, with a mastery of reading contemporaneously or closely following. The ability of self- expression through writing will develop with the ability to read if the teaching unit is complete. There must be also a discerning choice in material. The content of the lessons must coincide with the social and economic need of the individual. The ultimate aim is to give the alien the English language as an avenue to thing's American. It is only through the medium of English that the foreign born can enter into a full understanding and appreciation of our institutions, be they political or social, edu- cational or cultural. The more advanced lessons should contain information that will give the pupil an understanding of, and re- spect for, the country that is to be his country by adoption. CLASSIFICATION A careful classification of pupils is of first importance. A teacher cannot do good work with a group made up of pupils in a dozen dift'erent degrees of advancement. Classes should be kept small enough to permit of a reasonable amount of individual instruction. The maximum enrollment for good work in a beginners' class should be twenty. The maximum in a more advanced class may be thirty. In forming classes certain unit groupings are advisable. A common basic need enables the teacher to select method and ma- terial to meet that need. A second point for consideration is the probable rate of advancement of the group as a unit. Even in most ca'refully selected classes, the individual pupils advance with widely varying degrees of rapidity. In classes where literates and illiterates are given the same instruction by the same methods, one or the other must suffer a grave injustice. Such situations must be provided for or guarded against. The general system of classification may be made from the as- sumption that the average adult will progress with double the rapidity of the child. In Detroit schools there are four general classifications to include those pupils below the ninth grade. They are divided as follows : F-I. (a) Illiterates (subdivided) (b) Literates (subdivided). 1. English speaking 2. Non-English speaking 1. English speaking 2. Non-English speaking F-II. Those meeting F-I. requirements for promotion (sec Part IV). F-II I. Those meeting F-II. requirements for promotion (see Part IV). F-IV. Those meeting F-III. requirements for promotion (see Part IV). Note: Subdivisions based upon age, sex, etc., may be made if conditions warrant. Good work can be done with a class consisting of two grades of advancement in case numl^ers will not permit of a unit classification. General Suggestions for Daily Program 20 minutes oral work. 25 minutes reading, silent or oral. Conversation, greetings, etc., Texts, themes, signs, special and to develop theme. topics; 5 minutes to summarize. 10 minutes phonic drill or physical exercises. 15 minutes oral citizenship topics. Conversation to develop subject; theme forms. 15 minutes writing, copy, dictation, filling blanks, etc., based upon foregoing topics or grammatical needs. 5 minutes to summarize. Note: These suggestions refer to time divisions only. TEACHER PREPARATION No teacher is thoroughly effective until he is really acquainted with the pupil with whom he works. He should be able to discuss intelligently with him the problems of his homeland experiences. He should know what topics to avoid because of painful associa- tions. He should know what lies back of the man who says, "I am a Slovak. I come from upper Hungary." The teacher who knows something of the past of a foreigner's homeland, of its tra- ditions, its customs, its heroes and their ideals, wins his confidence at once. There is a common ground for the establishment of sym- pathy and understanding. The teacher is then able to open the avenue for the contribution to the community, of the hidden wealth of individual development brought to us from foreign shores. Add to this a masterful understanding of the pupil's problems of today and how to meet them and you have the means to establish a com- plete confidence. In the learning of English, as well as in its teaching, there will be a genuine satisfaction. As has been stated, even carefully classified groups will vary in the rate of progress of different pupils. Perhaps the most far- reaching cause of this difference is the student's previous experi- ences and development or the limitations along these lines. Two teachers with precisely the same training as to methods, teaching like material to groups of the same classification, may differ greatly as to the rapidity with which their groups advance. The reason for retardation may usually be traced to one of two things — the teacher who fails may have selected a method unsuited to meet the needs of the group or she may not have made specific preparation in order to realize her aim in development and solu- tion of the problem. METHODS The adult alien in our schools has been treated like a child. Children's methods have been used in his instruction. Such methods are frequently at variance wtih the situation to be met. There must be a definite recognition of the fact that one is dealing with adults and not with children. The adult has developed certain elements in his character that the child does not possess. The child is naturally a destructive individual. His education, if it is to be worth while, must consist of various experiences that will develop him from a destructive being to a constructive one. He must develop habits of self-con- trol, self-direction and the power to estimate his own effective- ness. The adult comes to us with these attributes developed. His constructive ability is mature. He reasons, he measures, he passes judgment. He may know but little of the technique of method, but when applied to his own problems he is a very critical judge of its effectiveness. He will work on any problem that will pro- duce results in harmony with his needs. There are many avenues to the human mind. The ear, the eye and the hand are the most important. Transmitted oral ideas are received through the avenue of the ear and reproduced orally through the organs of speech. Printed words are usually trans- mitted through the avenue of the eye and may be reproduced by both organs of speech and hands. In the mastery of a language, the proper use of the various avenues and their relative importance to the realization of an immediate aim should be clearly understood. In teaching any subject, memory work should be reduced to a minimum. Facts that must be memorized (sounds and their sym- bols, elements, prefixes, suffixes, etc.) must be so related to con- crete situations that these shall form a basis for their recall. DRAMATIZATION AND OBJECT METHODS (Direct) In teaching those who speak no English whatever, the direct method should be emphasized. The pupil should think the word when he sees the object or sees the action. The intermediate step of translation should be avoided. At first the teacher may not feel able to get results by this method because the adult foreigner is usually secure in the belief that he must depend upon a transla- tion. When the pupil is convinced that the better w^ay is to learn to think in English, he will come in time to eliminate the waste in mental translation. The psychological unit in the mastery of the language is the sentence. Words incorporated in complete units of thought form a basis of interest. Themes should have the element of sequence in time or information. Dr. Goldberger, in his "How to Teach English to Foreigners," has developed the idea of the unit of the sentence in his discussion of the Guoin or Theme Method. In the presentation of the theme dramatization plays an important part. Objects, pictures (wisely chosen), and dramatization must have a definite place as devices in working with those who are acquiring a vocabulary. He says : "The verb is the living center around which, in the phrase, gavi- tate all nouns, whether subject or complement, with all their train of prepositions and adjectives." Verbs easily dramatized should be selected for early lessons, as, even with that advantage, the teacher will find his pathway obstructed by dil^culties. Authorities diiifer as to the sequence in which the various ele- ments of the sentence are to be presented. The majority favor the presentation of the verb first, claiming that it automatically con- nects with it the subject and predicate. In over a hundred test cases the group has reacted to and retained the language of the sentence in less time and with better results when the subject and the complement were mastered first by the direct method and then connected or united in the complete thought by the dramatization of the verb. Either method should give satisfactory results if properly handled, and the choice may be left to the teacher. Gouin defines a theme as "A general act defined by a series of •particular acts." Using his concept of a theme, the first step to- wards the development of a theme will be the selection of a prac- tical situation about which to build. The second point for con- sideration is the choice in language to be employed. Other points are the length of the theme, its sequence in time, or cause and effect, and the details of presentation. The wise teacher will use language that can be concretely applied, verbs easily dramatized and sentences having a clearly defined sequence. A theme for be- ginners should have no more than six to eight short sentences. First sentences should contain no clauses and the use of phrases should be limited. The following is an example of a theme taught in one of the Detroit schools : I put on my coat. I put on my hat. I pick up my book, I go to the door, I open the door. I say, "I am going to school." Note; Words were demonstrated in connection with objects, verbs were dramatized and in each case the verb was made clear by several demonstra- tions. In the case of open, the books were opened, the windows were opened as well as the door. The steps in the presentation were as follows : Teacher 1. Shows object or picture or Dramatizes. 2. Says the word. Pupil 1. Sees and comprehends. 3. Repeats the word. 4. Writes and reads aloud. 2. Hears. Understands. Reproduces. 3. Repeats in unison. Repeats individually. 4. Repeats as written. 5. Copies. Reads from copy. At this stage in the experience of the pupil, the teacher's main endeavor should be directed toward building up a vocabulary. The oral work is carried far beyond the material used in the theme proper. In conversational work, the pronouns are changed, using those of first, second and third person. Verb forms to cor- respond with person and number are involved and a brief drill in tense may be given. Remember, however, the aim is to develop conversational ability and not grammar as a science. No great stress is placed upon free dictation in writing at this time. De- velop orally such sentences as "I put on my coat," "You put on your coat," "He puts on his coat," etc. Drill on present and past tenses. I put You put He puts I open You open He opens Present Tense We put You put They put We open You open They open I put You put He put I opened You opened He opened Past Tense We put You put They put We opened You opened They opened Remember that the specific aim in using this method is to de- velop conversational ability. Lead through to personal experiences, to dramatizations, etc., as the work progresses. A vocabulary cannot be developed save through the laws of growth, stimulated by constant use. Each evening the conversation should include the vocabulary of the preceding lessons until fluency is attained. Re- member also that this method ceases to be useful when the pupil can speak English. Note: The value of the material taught depends upon the extent to which it meets the present needs of the pupil. METHODS FOR PRESENTING MATERIAL FOR A SPEAK- ING VOCABULARY (To be used with pupils who speak no English.) [Pictures Objective language {Objects [Dramatization Subjective language Conversational repetition with proper ap- plications Figurative language Comparisons, substitutions. METHODS FOR PRESENTING MATERIAL FOR READING AND WRITING (To be used with pupils who speak some English.) Direct constructive method (applies to objective, subjective and figurative language). Note: All devices used in Guoin Method may be used to enrich the vocabulary. THE DIRECT CONSTRUCTIVE METHOD The constructive method is based upon the concept of the lan- guage as a unit having iutits construction certain elements whose recognition will prove instrumental to a mastery of the whole. The adult has developed certain elements in his character that form a basic foundation upon which future construction in educa- tion may be erected. . Together with his general experiences he has developed in himself the so-called constructive ability. (Note his economic value.) He can and will work on projects that are directly constructive. He wants to see an immediate application of his newly acquired knowledge. He will therefore work on drill projects that produce results. He measures his own advancement by the results secured, and he will not spend his evenings for any length of time where he notes no progress. The direct construc- tive method is designed to meet this particular situation. The drills consist of a series of exercises, each based upon a general rule in the elements of the English language. The final unit differs from the preceding units in that it aims to cover the most troublesome exceptions to the general rules. In the tabula- tion of the main elements in the construction of the English lan- guage there is no intention of giving them as teaching units. They are arranged as units so that the teacher may include in his teach- ing the most important elements. As soon as the first drills are mastered the theme material should be given freely. The teacher may construct themes based upon the reading vocabulary taught. All words in the language coming under the particular constructural class of words drilled upon may be introduced without drill. Note: Do not teach useless words. Make sure that your class knows the meaning of words taught. Do not ask for definitions. Ask for illustrative sentences. Elements for drill include the following : (Sample drill lessons based upon these units are to be had upon application.) I. Sounds of selected consonants and families. II. Names of vowels and how to recognize the sounds of same from the use. 1. Single consonant following a single vowel. 2. Double vowel or two vowels together. 3. Effect of terminal e. III. Digraphs, trigraphs and diphthongs. IV. Suffixes and prefixes. V. Exceptions. Material in lessons taught should be so planned as to cover appli- cations of drill material. Content should not sacrifice material to method, however. In the first few lessons the reading material is planned' to serve as a test of the mastery of the drill material. A lesson and the method for presenting the drill and following it by the reading test for application follows : It is aimed to cover a part of the material classified as unit one. Unit I. Lesson I. Drill Material. c an the m all me you I Test for Recognition. I I can call you. You can call me. The man can call you. The man can call me. I can call the man. You can call the man. II The man can call me. You can call the man. I can call the man. ' I can call you. The m^n can call you, METHODS OF PRESENTATION Certain elements in construction must be given to the pupil. The motivation of this work is already established in the known desire evidenced by his presence. The work of the teacher is to direct his attention to the things that be must know in order to 10 accomplish his object. Test sentences may be placed upon the board at the beginning of the drill period. When ready to begin the work, the teacher may ask for volunteers to read the sentences, thus setting a standard if there is a pupil present who can read it well. . Class members who cannot read it well will see their possi- bilities for improvement. 1. The teacher then presents the lesson step by step, some- what as follows : "In order to recognize the sound of a letter you must know its sound — the names of letters are often unlike the sound of the letters in a word. As soon as you have mastered the sounds, much of your difficulty in reading will be overcome. "The first sound you will need to learn is this" — (teacher gives the hard sound of c).. "Try it. I will help you and you may help each other." Repeat sound until mastered. 2. The teacher should write c on the board and say, "This letter is the letter whose sound you have given. Sound it again. Write it and sound it." Note: The pupil has used ear, organs of speech, eye and hand. No drill is complete unless it has included the complete unit of self-activity. By this method the pupil has acquired command over the items of drill by the chief avenues of recall. 3. Repeat the process with m. 4. Encourage self-drill and alternate sounds of hard c and m. 5. Teach "an" as a unit. (Same as above.) 6. Sounds and symbols already mastered should be alternated with new unit. 7. Develop "all" in the same way. The teacher should watch closely for evidences of inaccuracy — hesitation, etc., on the part of pupils, but without manifesting undue criticism. Her work should be so conducted that the pupil begins to feel a sense of mastery. It is in this psychological reac- tion that the student finds the incentive to persist. Note: When the work reaches this point the teacher is ready to test her pupils for recognition of elements in actual words. The pupil who cannot recognize the new words from known elements demonstrates to the teacher that the drill work needs repeating. Remember that only through the pupils' self-activity are the avenues for recall established and only through recall can elements be applied. 8. The teacher writes the world "call" on the board and as a test of power, challenges the class to read it. Note: The wise teacher will not make the error of offering assistance or of being over critical at this point. Create a climax to the sense of mastery by praise. The correcting of any imperfection may be done by incidental (and seemingly accidental) repetition of the word. 9. Student writes the word "call." 10. Introduce the word "can" in similar fashion. Follow by drill and the writing by pupil. 11. Present "man" in the same way. 11 'me," "you' and 12. Drill on writing words from dictation. 13. Teacher now presents the words "the," "I" as units. 14. The class now returns to the test theme and reads as a test of gains in the lesson. 15. Teacher presents rearranged theme (No. II) based upon the vocabulary of the drill lesson. 16. Pupils read the theme. 17. Pupils write new theme upon dictation. Unit I Lesson II A second drill exercise is given that the teacher may see the sequence in material and its supplementary value to preceding drills. c m an all Review. New Material. I t to you d is the r am me h are friends boy get has Test fot Recognition I Dan is a tall man. Dan ran to meet me. Dan and I are friends. I am your friend. — You can be my friend. II The tall boy has a ball in his hand. The man calls. The boy lets the ball fall. The boys will get the ball. The boys are the tall boy's friends. I am the boy's (boys') friend. Grammatical (Teach use of apostrophe in "boy's," "boys' ") I call We call ; You call You call He calls They call Note: See suggestions for presenting Lesson I. Proceed from review to new material. Proceed step by step as in Lesson L Haste tends to confusion. Remember that in memory work each concept must be clear, whether it be a sound, a word, or a sentence- 12 Note: It is not planned to attempt to master a drill lesson at a single period. The time required will vary in groups as well as with individuals of the same group. Thoroughness is not to be sacrificed to a time limit. Note how sounds taught are fitted in and recognized by pupils. It is not necessary to include "and" in the word drills. It has been mastered in the mastery of "an" and "d." You will begin to note the application of sounds learned in word drill. If the word "is" has been taught and the sound of "h" is known, the word "his" will be recognized at sight. At this stage in the pupil's development the words "tan, hand, ran, disk, ham, dash, hash, etc.," may be inserted in the reading at any time and will need no special drill. The teacher must make certain that they are understood and if pupils are slovenly in enunciation attention must be called to a more careful observation of the word. Lesson III . Leading to Unit II Review. New Material. c the 1 at hurt soon m you s it doctor come t all I f et pipe dress d an in n ot burn that r am k ut great must h to are ck ell ill pain careful friends has boy get Test for Recognition Theme I The tall man is hurt. He calls for a doctor. The man has burned his hand. He fell on a hot pipe. He is in pain. He cannot keep still. Soon the doctor will come. He will dress the burn. The doctor will tell the man that he must be more careful. Theme II Dan, will you call the doctor? The tall man is at the hut. He needs the doctor. The man is on the cot. He was burned on a hot pipe. The doctor will dress the burn carefully. If the man is carefid he will soon be well. Grammatical (Call attention to terminal marks used in declarative and inter- rogative sentences.) 13 Present Time (Tense) Past Time (Tense) I call We call I called We called You call You call You called You called He calls They call He called They called Future Time (Tense) I shall call We shall call You will call You will call He will call They will call Note: Note the rapidity of advance and the enormous amount of material that is within the Rrasp of the pupil at the conclusion of Lesson III. A few of the new words that he will be able to recognize without assistance Themes in teaching English may have as a secondary aim the are cat, rat, mat, fat, sat, met, let, set, net, sit, fit, mitten, cot, tot, rot, lot, not, hot, cut, nut, hut, rut, cell, tell, dell, sell, fell, Nell, mill, till, dill, rill, hill, Lill, sill, fill, kill, call, tall, hall, fall, can, man, tan, Dan, ran, sand, fan, hand, and, can't, fans, sits, and fain, rain, main, drain, and there are hosts of others. Any of these words may be used in the themes and will need no special drill. The device of having pupils give sentences containing the new words will cover two aims. First, the specific aim to ascertain the fact that the words are understood, and the secondary aim of developing fluency in oral ex- pression. DEVICES FOR SECURING ORAL FLUENCY . Silent Reading Oral reading may be mere word calling. Through silent reading and oral explanations one may test reading. In foreign classes the device becomes doubly valuable as a means of acquiring a fluent oral English. Silent reading has its place in every class but as the pupils advance to F-III and F-IV the time given to silent reading exercises should increase. It is only in F-I and F-II that the reading and speaking vocabu- lary will anywhere nearly coincide. In F-III and F-IV devices that will assist the pupil to speak as fluently as he reads are not only a help but an absolute necessity. Oral reports — the relating of ex- periences, descriptions and debates, are a few of the devices that will be of use in this work. Use of Dictionary The foreign adult will scarcely need be taught the use of the dictionary. Ascertain if such need exists and in those cases demon- strate its use. It will be found that in beginners' classes our dic- tionaries are of little use because the definitions are harder to master than the word itself. In beginners' classes the teacher and class should work out the meanings of new words together. Direct method (from object or action to word) should be emphasized in teacher and class activity. 14 PART II. GENERAL SUGGESTIONS FOR COURSE STUDY WRITTEN WORK All written work should develop along logical lines towards inde- pendent expression in writing. Suggestions for the developing of writing ability are as follows: 1. Writing a letter upon hearing its sound. Writing phonic words. 2. Copying sentences (limited to period when illiterates are learning to write.) 3. Copying sentences filling in verbs. 4. Copying sentences, filling in verbs and other words. 5. Writing dictated sentences. 6. Writing answers to questions. 7. Writing introductory sentences. 8. Writing short paragraphs. 9. Writing letters. 10. Banking forms, bills, receipts, etc. Note: Throughout the written work attention to punctuation, capitaliza- tion, abbreviations must be given as needs arises. F-I A pupil completing F-1 should recognize the kinds of sentences and the proper terminal mark for each. He should know the use of quotation marks, apostrophe and comma. He should know where to use capitals and the abbreviations most commonly met with. (See suggested material page.) All exercises in spelling should contribute to development in writing. F-II The written work in F-II should be correlated with any subject taught for information. Give attention to and development of further knowledge of punctuation, capitals,, abbreviations, etc. Introductory sentences and paragraphs should receive attention and work in filing forms should begin. The letter form should receive attentiori as soon as the logical preliminary work has been mastered. F-III In F-III the pupil should work on the construction of the para- graph and work should continue and extend to description, narra- tive and exposition. Letter writing should be developed and should cover business and social needs. (For suggested topics, see page ??.) p_j^ Writing in F-IV will find its place in the various subjects taught. It need no longer be an aim in itself. Note: It is suggested that the Ayers Writing Scale be used as an in- centive to care where pupils have not acquired an established grade of pen- manship. (This applies to illiterates partici^larly.) IS SPELLING The work in spelling should be covered in the writing period. To make sure that the quality of the spelling work is not being sacrificed to writing, it is recommended that the new Tentative Course of Study in Spelling be followed. Spelling in the Evening Elementary Schools should not be limited to these lists but they should form a minimum of material for spelling. Grades I and II may be considered an equivalent for F-I, etc. Work in spelling must not be made a purely mechanical matter. Read carefully the suggestions to teachers contained in the course recommended and select those devices that you think will prove most effective in your group. All tests may be given as writing exercises. GRAMMAR Much of the work given below is covered under the plans for written work. Because of the limited amount of time for the teach- ing of the various subjects they should be correlated as often as is possible. F-I No grammar, as such, need be given in F-I. The work in Eng- lish should cover an acquaintance with the kinds of sentences ac- cording to use and the correct punctuation of same. It should include the correct use of capitals and the past, present and future tense forms of verbs used in themes. Attention must be given to the correct use of pronouns. Right habits are of more importance than analytical skill. F-II Continue work of F-I. Work with the sentence will now include recognition of its principal parts (subject and predicate) and much drill with verbs, using such devices as filling blanks in sentences, changing the form or tense of given sentences, etc. The work should be confined at this time to tenses of indicative and impera- tive moods. Continue drill work with pronouns. F-III Work in F-III should incliade a recognition of the common uses of nouns and pronouns, phrases and clauses and kinds of sentences based upon structure. Note: Bear in mind that grammar should not be taught as a science but as a means to an end. The chief value of a knowledge of grammar is to enable a student to detect and correct his own errors. F-IV F-IV work includes a general review of grammar stressing letter-writing, (see page 24) and composition and the study of well written selections of literature. The work in F-IV should be aimed to give a practical use of English and to establish good habits in English. ARITHMETIC The teaching of arithmetic in classes of adults presents a many- sided problem. Pupils classified on the basis of English may have no common ground from which to make a uniform advancement in arithmetic. A few suggestions as to how to meet some of the immediate difficulties may simplify the problem. 16 Pupils enrolled in a unit (say, F-I) will be expected to have attained to a certain standard of knowledge and skill at the com- pletion of the work of that unit. Upon testing, all those who show that they have the required skill may be released at once from taking arithmetic and may spend that perrod on English. Those who have mastered a part of the required work may enter the arithmetic division when it has reached the grade of work in which they are deficient. When tests show a sufBcient skill in the work required for that unit the work may be discontinued as a part of the regular program and given only as an occasional drill or as a part in lessons taught for information. Suggestions for required ability in arithmetic in the various units are as follows : F-I Addition, subtraction, multiplication, division. Practical problems involving the application of addition, sub- traction, multiplication and division. Note: Use in connection with the above work the drill cards to be secured upon application to your principal. F-II United States money. , Bills Receipts [savings Banking — Deposits < commercial accounts [transfers of Bank Statements (how to read). Check Books (how to balance). How to send money to people at a distance (at least two means). Simple denominate numbers not involving fractions but involv- ing reduction to higher and lower terms. Practical application in problems. F-III Factoring. Fractions, processes, business application. Note: Do not use impractical problems. For example, inches are not usually divided beyond thirty-seconds, pints to half-pints, pounds to halves and fourths, etc. Fractional relations. Decimals. F-IV Denominate numbers (review F-II), teach reductions involving fractions. Practical measurem,ents. -p . |decimals [fractional relations 17 Teach percentag-e. Review banking forms. Teach notes and partial payments. Supplementary Ratio and proportion. The right triangle. Powers and roots. Mensuration. Note: The application of arithmetical problems should depend upon the problems and needs of the individual members of the class. This will in- volve assignments for outside work, but it is important that the pupil re- ceive the specific information that will apply on his present needs. Note: In case members desire technical arithmetic to supplement prac- tical arithmetic, the work may be given as suggested above. GEOGRAPHY AND HISTORY Geography finds its place in the evening school in its correlation with history and other subjects. In the teaching of local civics, both history and geography have a definite place. The civics of today is the outgrowth of the history of yesterday and the geog- raphy of the areas that contribute to the present development of the city cannot be ignored. They are a definite factor in the problem. The time and place for acquiring knowledge of local affairs is determined by the needs of the individual. The earlier such in- formation reaches the foreigner, the more easily can he adjust him- self to his new environment. F-I introduction to future experiences in the work in civics. No at- tempt should be made in F-I to make the teaching of geography or history an immediate aim. F-II The study of local geography and history should be completed in F-II. (See "Civics," page 25.) The topics as suggested in the following outline for correlations should be developed. Note: The unit arrangement is merely to show correlation and not in- tended as a teaching order. Unit I Discovery Period. (Incidental world geography.) Unit II Exploration Period. (General geography of Western Hemisphere.) Unit III Settlement and Colonial Period. (General geography of eastern United States.) 18 Unit IV French and Indian War Period. (Geography of area involved.) Teaching- points other than aims of nations or leaders. 1. Unity of colonial aims. 2. Fusing of population to homogenous group, conscious of common interests, their own strength and their ability to solve their own problems. Unit V Revolutionary War Period. Causes to include taxation without representation, intrusion upon private rights, unjust assignment of newly acquired terri- tory to Quebec. Teach war by its heroes under classifications : 1. Statesmen. 2. Military leaders. 3. Foreign volunteers. Unit VI Evolution of a government. Teaching points other than actual events : 1. Date of Declaration of Independence. 2. Date of establishing working form of government. Question: If it took nearly thirteen years to establish a stable govern- ment in a united country, how long would it require in a divided country? F-III General review of units outlined for F-II. Subjects completed. Unit VII Period of Expansion : 1803-1867. (Geography of southern and western United States.) Florida (from whom, how acquired, extent, area). Louisiana Purchase, Texas. Mexican Territory. Gadsen Purchase. Oregon Territory. Alaska. Suggestion: Make comparison of value of Louisiana Territory with a county in Michigan. Three downtown blocks in this city. Unit VIII Pre-Civil War Period. Secession cause of Civil War. Problems leading to break, trade, industrial, slavery, and other questions. Unit IX (If interest and class are suitable a general survey of Civil War from the point of view of campaign plans may be made. This 19 should not be attempted except where teacher and class have the common interest and understanding of this brought out as a study of heroes.) Note: Unit IX may be omitted. Unit X Period of Reconstruction Following the Civil War. Deal with from an industrial and political viewpoint but stress the former. Unit XI Show Part of United States in War With Spain. (Protectorate for freedom.) New territory under protection of United States. Panama Canal. Part in World War. CIVICS F-I The teaching of civics in F-I should be purely incidental and may occur in themes about city departments. The work should be a foundation for subsequent teaching of local civics. In F-I the immediate aim in all work is to develop a knowledge of English — civics has its place in the material used for this purpose. F-II Classes in the F-II group will complete the study of local civics with its correlations of local geography and local history. (See suggestions for material on pages 25 and 26.) F-III A general understanding of the United States Constitution and aims, both from the citizenship and governmental standpoints should be gained in F-III. (See suggestions for supplementary material, pages 26-27.) F-IV The work in F-IV should include a general review of local and United States government and a survey of the machinery of state government taught through concrete experiences. PART III. GENERAL SUGGESTIONS FOR MATERIAL^ Homonymis There are about three hundred homonyms. Teach them as they present themselves in relation to other material. Synonyms Synonyms are taught in various ways. In advanced classes the dictionary has its definite place in the work. In less advanced groups teach by illustration in sentences. These should be dealt with as they are met with in other work. 20 Prefixes and Suffixes ed ish en ad ing ize un ly less im under, over er ness sub ante est ist re super ess tion pre pro able, ible some post semi ary ate de co-con-co ine ant inter bi in, il, ig, iui Note: In teaching "ed" show that it becomes a separate syllable after the sound of "d" or "t" as in "want-wanted," and it becomes a part of the word in its pronunciation when no "d" or "t" prevents, as in "play-played." Develop spelling of the "ing" words in connection with Unit 11 drill lessons. Such rules should be demonstrated as: Words ending in silent "e," drop the "e" in adding "ing." (Complete unit.) SUGGESTED TOPICS FOR THEMES Choose those suited to the needs of your class. (To be developed according to capacity and needs of individual groups.) Going to work \ (idea of bath morning or evening) Coming home / Going to school Getting ready for a meal To eat a meal at home To eat a meal at a restaurant To invite a guest to eat a meal To introduce a friend To inquire the way To direct a stranger To look for a room ] To rent a house \ writing of advertisements To rent an apartment J To pay rent (Pay by check or get a receipt) To write a letter To register a letter To buy a postal money order To use a telephone To send a telegram To send a cablegram To visit the library To visit the museum To visit an art museum To spend a holiday To go to a doctor To go to a clinic To go to a hospital 21 To travel ' to buy a ticket to check baggage savings account To bank \ commercial account I to transfer an account Reading price signs ; i.e., 2 for 7c, etc. Reading printed signs on cars, in theaters, factories, and streets Memorizing slogans railroad ticket reser\TLng — berth, etc. Bu\-ing \ ticket to theater, reser^-ing seat [ordering a tailored suit — goods, style, fit, etc. [ordinary'- shopping [in a building Asking one ' s way or getting information from on street signs — where found, etc Un car in department store at a railroad terminal [raise in salary a position Apphing for (oral) ] a day ofE a week's vacation a change in position or department fby mail [sending it [b}^ telegraph Money \ [banking it [sa\dngs I commercial — checking on commercial account (See Arithmetic) [transfer sa^-ings — calling for statements, etc. [industrial I industrial Insurance — Kinds of PoHcy (Life) ^j accident j 10 pay life endowment [20 pav life endowment ( fire r Insurance i [transfer of policy I traveler's] [to hunt (vacation) Getting a license ^ to peddle [to marry, etc. HYGIENE TOPICS [necessity for rest I necessity for exercise General • necessity for wholesome food necessity for sleep necessity for recreation Ventilation day — night [time for Baths -jkind of [value of 22 flung structure- value of -use Clothing Going to a dispensary- Teeth