58 SPRINGFIELD, ILLINOIS COURSE OF STUDY WITH SUGGESTIVE METHOD FOR THE PRIMARY GRADES Publishers Board of Education Springfield, Illinois PRICE $1.00 SPRINGFIELD, ILLINOIS COURSE OF STUDY WITH SUGGESTIVE METHOD FOR THE PRIMARY GRADES Prepared by THE PRIMARY TEACHERS of the Springfield, Illinois, Public Schools Under the Direction of the Primary Supervisor M. ETHEL BROWN, Ph. B. Publishers Board of Education Springfield, Illinois PRICE $1.00 s'^^ Copyright August, 1922— By M. Ethel Brown All Rights Reserved Published August, 1922 (0;CI.A683145 SEP -9 1922 .> INTRODUCTION. It was not so many years ago that the superintendent of schools M-as expected to write the Course of Study for a city school system. Siu-h a Course of Study, no matter liow excellent, would he taught rather than applied hy the teachers who used it. Experience has shown that a better plan is to invite the teachers in a school system under the guidance of supervising officers to express themselves in reference to content and method as based on exi>erience, local environ- ment, and application of suggested theory. The product may not be so impeccable i)ut it will be more usable as it represents the teachers' cumulative and expressed agreement as to best content and methods. The superintendent of schools is responsible for the perfecting of the organization that produced this Course of Study under the more direct and immediate guidance of Springfield's capal)]e primary supervisor, ]\Iiss M. Ethel Brown, who came to us this year direct from, a department of grade teaching ai'ter having previously served in the capacity of sui>ervisor both in the field and in training schools. I feel' sure however, that Miss Brown accords the greater credit, as it should be, to the Springfield primary teachers who have laljored so faithfully to make tliis a usable book for the benefit of Spi-iiiglield cliildren who ai-e taught in the primary grades. I. M. Allen\ SuperlnlcNiIcirt of PiihJic ScJiools. A NOTE TO THE PRIMARY TEACHERS. The Course of Study Avhich represents our extra work this year is ready for the press. As you use it this next year I think }'ou will feel as I do that although it is not a finished product yet it contains much to help us at all times. On the blank pages bound within the book, kindly record as you use the course, your suggestions in the line of corrections^ omissions or additions toward our future revision. The material within the book comes from our local teachers so if there is anything you wish to follow up more extensively you can call the chairman of the committee or me and locate the desired author. Then with private visits or visiting days you can get the explanations you wish. Please accept each and every one of you my deep appreciation for your fine cooperation and your faithful, persistent Avork in accom- plishing so much in so short a time. Your attitude and work throughout the year speak well for the future achievements of our department. M. Ethel Browx. COURSE OF STUDY COMMITTEES. JUNIOR PRIMARY (ENTIRE COURSE). Anne Mary Allen. Dorothy Matlock. Edna Cecely Moe. Elma J. Peek. Ruby E. Handsiiy. Cla^ra Rakow. Ejima H. Day. Eva W. Clear. GRADE READING COMMITTEE. Chairman — Estelle Lawler. First Grade. Adeline E. Bell (sub-chairman). Jennie M. Ridgeway. Annie D. Jack. Cordie Gustin. Mary E. Dodd. Clara C. Sciium. Ila Vincent. Mary Ambs. Second Grade. RiiEA Beam (sub-chairman). Minnie M. Knox. Susie Kirk. Rhoda B. Mutter. Margie E. Morton. Nora Watkins. Hannah M. Fisher. Poxtella Barton. Third Grade. Gertrude Smalley (sub-chairman). Virginia Boucliard. Margaret Eddington. Elizabeth Casey. Marguerite McTaggart. • Kate E. Butterley. Gertrude Simpson. Word Study. Helen H. Gant (sub-chairman). Evelyn D. Kelly. Annette Baxter. Mata Simpson. Margaret Kerr. PHONIC COMMITTEE. Chairman — Emi Johnson. First Grade. Ethel Munal (sub-chairman). Kate G. Myers. Mrs. H. O. Barnes. Dora Greb. Daisy M. Maupin. Clella Sadler. Mabel Rippey. Second Grade. Beutha M. Chapman (sub-chair- Ava Maddox. man). Eda Nelsch. Irene Wiieelei;. Barbette E. Enright. Grace Bohnhurst. Olive F. Saunders. Third Grade. Delia Boland (sub-chairman). Ellen Kiger. Bertha Cressey. Marguerite Beechler. ■ Grace H. Kraus. Amanda Wessel. Margaret Bose. Merle Root. ARITHMETIC COMMITTEE. Chairman — Verna Watson. Fip.ST Grade. Irene Wiseman (sub-chairman). Anna R. Fullexwider. Jessie Casey. Jessie B. Weber. Ruth L. Paine. COUESE OF STUDY COMMITTEES. Second Gkade. Mahel Nehr (sub-chairman). Makie Evaas. Lexa Hekndon. Fay L. Cantkall. Opel Rippey (sub-chairman) Esther L. Cohen. M. HAilMON. Gertkxtde Griffin. Roijerta S. Cleary. Third Grade. Beatrice Tolan. El MCE Ashmore. Latitia LaFauce. Ernestine Fetzer. Floy Sherman. Helen W. Clarke. Marguerite DeLano. Florence Breen. Clara Mischler. Velma Spooner. Millicent Jones. Inez Inches. SEAT WORK COMMITTEE. Chairman — Orpha Wagner. Ida Reed. Nellie Halbrook. Cora Burnett. Nena Forth. .Ieannette Smith. Rena Holz. Helen Werner. HISTORY, GEOGRAPHY AND NATURE STUDY COMMITTEE. Chairman — M. Hammon. Rhoda Mutter. Lena Herndon. Virginia Bouchard. Re^a Holz. Grace H. Krause. Ruth L. Paine. Geistrude Griffin. Annette Baxter. Margie Morton. STORY COMMITTEE. Chairman — Ruth Richardson. Ila Vincent. Gertrude Simpson. Eunice Ashmore. Grace Bohnhubst. Marguerite McTaggart. Annie Jack. Olive Saunders. POETRY COMMITTEE. Chairman — Margaret Kerr. Fontella Barton. Velma Spooner. GAMES COMMITTEE. Chairman — Evelyn Kelly". Jennie Ridgeway. Marion Blatter. TABLE OF CONTENTS. Introduction 3 Note to Primary Teachers 4 Committees 5-6 Table of Contents 7-9 Teachers' Creed 10 PART I— COURSE OF STUDY FOR GRADES I, II, III. PAGE. CHAPTER I— LANGUAGE ARTS 11-99 READiNci— First Grade, pp. U-o6; Second Grade, pp. 36-43; Third Grade, pp. 43-50 11-58 1. Aims. 11. Subject Matter. III. Method with Plans. IV. Tests. V. Book Lists 50-56 a. Supplementary Readers 50 First Grade. Second Grade. Third Grade. b. Reference Books for Children's Reading Table 52 First Grade. Second Grade. Third Grade. VI. Incentives and Devices 56 VII. Cautions and Suggestions 56 VIII. Reference Books for Teachers 57 Literature 58-89 A. Poem Study 58-64 Selection of material. Requirements. Material. a. To be .memorized. b. To be read to children. B. Story Work 64-89 Selection of material. Story lists with references. a. To tell to children. b. To read to children. 0. For children to learn to tell. d. For children to dramatize. e. For children to read to each other. f. As a basis of original written stories. HisToiiY, Geography, Nature Study axd Health Lessons 90-99 A. People Study 90 Material by grades. Working Outline. B. Field Trips • • 94 Outline by grades. ^Material. C. Books to Use as Basis of Conversational Lessons (by grades) . . 96 D . Geograpry 96 General Outline. E. Nature Study 97 General Outline by Grades. F. Health Lessons 98 G. Reference Books for Teachers • • 99 S TABLE OF CONTENTS. PAGE. CHAPTER II— DRILL SUBJECTS. . 105-185 Word Study 105-123 I. Aims. II. Subject Matter. III. Method with Plans. IV. Tests. V. Incentives and Devices 119 Phonics 123-150 I. Aims. II. Material. a. Equipment. b. Work to be accomplished by grades. a. Phonograms to be learned. b. Phonetic word lists for drill. III. Method with Plans. IV. Tests. V. Reference for Children 147 VI. Drills and Devices 147 VII. Cautions and Suggestions 149 VIII. References for Teachers 150 Laxguage FoiJMS 150-152 A. Attainments in Writing and Page Form. B. Attainments in Composition Mechanics. C. Attainments in Composition Technicalities. D. Attainments in Spelling. E. Attainments in Grammar. F. Attainments in Correct Usage. Penmanship 150 A. Reference. Spelling 152-155 I. Aims. II. Subject Matter by Grades. III. Method. IV. Tests. Arithmetic 155-185 I. Aims. II. Subject Matter by Grades. III. Metrod with Plans. IV. Tests. V. Reference Books 170 A. For Teachers. B. For Children. VI. Devices 172 A. Flash Cards. B. Blackboard. C. Games. D. Seat Work. CHAPTER III— SPECIAL ARTS 185-198 D RAWING 185 Outline by Grades. Handwork 186 Outline for Third Grade. Music 187 Outline by Grades. I. Aims. II. Material. III. Method of Procedure. IV. Attainment. TABLE OF CONTENTS. 9 PAGE. CHAPTER IV— SEAT WORK 198-231 A. Suggestions for Preparing and Caring for Seat Work Materials. .198 B. Devices for Vocabulary Work 199 C. Correlated with Drawing 212 D. For Using Letter Cards 216 E. Requiring Writing 218 F. Correlated with Number 219 G. Reference Books • 226 CHAPTER V— GAMES (For quick rest work) 231-244 Suggestions With References Per Grade — A. Games. B. Story Plays. C. Activities. CHAPTER VI— GENERAL REFERENCES FOR TEACHERS 244 PART II-COURSE OF STUDY FOR JUNIOR PRIMARY. Chapter I — Home and Community Life 249 I. Alms. II. Subject Matter. III. Method. IV. Tests. Chapter II — Manual Arts 257 I. Aims. II. Subject Matter. III. Method. IV. Te^ts. Chapteu III — Art 2.59 I. Aims. II. Subject Matter. III. Method. IV. Tests. Chapter IV — Nature Study 261 I. Aims. II. Subject Matter. III. Method. IV. Tests. Chapter V— Music 263 I. Aims. II. Subject Matter. 1. Songs. 2. Rhythms. a. Piano. b. Phonograph. III. Appreciation. a. Piano. b. Victrola. IV. Singing and Action Games. Chapter VI — Literature 271 I. Aims. 11. Subject Matter. a. Piano. b. Poems. III. Method. IV. Tests. 10 THE SCHOOL TEACHERS CREED. THE SCHOOL TEACHERS' CREED. "I believe in boys and girls, the men and women of the great to- morrow, that what-so-ever the boy sowetli the man shall reap. I believe in the curse of ignorance, in the efficacy of the schools, in the dignity of teaching, and in the joy of serving others. I believe in wisdom as revealed in human lives as well as in the pages of a printed book; in lessons taught, not so much by precept as by example; in ability to work with the hands as well as to think with the head in everything that makes life large and lovely. I believe in beauty in the school room, in the home, in the daily life, and in the out-of-doors. I believe in laughter, in love and in faith, in all ideals and distant hopes that lure us on. I believe that every hour of every day we receive a just reward for all we are and all we do. I believe in the present and its opportunities, in the future and its promises, and in the divine joy of living." — Selected. PART I— COURSE OF STUDY FOR GRADE I, II, AND III. CHAPTER I. LANGUAGE ARTS. READING IN FIRST GRADE. I. Aim: 1. To create in every child a desire to read. 2. To so vitalize the reading exercises that the child "may learn to read as naturally as he learns to talk, and for exactly the same reasons; Ironi a desire to find out something or to tell something." 3. To arouse and train the child to an appreciation or the best literature, by use of content stories. 4. To overcome the mechanics involved and train in right read- ing habits. 5. To have the child get the thought by silent reading; use good expression and clear enunciation in oral reading; want to give other expression to his reading acquirements. (See seat work based on reading.) II. Subject Matteu: Pre-primer material must be interesting and suited to child's ability. Basal text I-B Winston Primer. Basal text I-A Winston First Reader. Minimum supplementary books for I-B — Two. ^lininnim supplementary books for I-A — Three. III. ME-nroD: Keeping general aims in mind the teacher may use a method which is a combination of rhyme, action, story, thought and phonetics, suiting this to the children, and to the different types of reading. a. Varying types of reading in first grade: 1. Pre-primer reading; blackboard and chart. 2. Developmental from blackboard and book. 3. Silent reading from blackboard, book, and charts. 4. Sight reading from blackboard and book. 5. Review reading from book. Selections from available texts should be used to present varying types. Use easy parts of several primers, then come back to same books as pupils' ability increases. b. Time: proportion for reading in each group about forty minutes per day, with extra period for coaching. Through this course, grade means year's work: as III Grade. Class means semester's work; as III A class means advanced third grade. Ill B class means beginning third grade. Group means one of the two or three divisions within the class arranged as to the ability of children; groups 1, 2, or 3. IV. Test.s: Teachers can easily formulate first grade reading tests, by composing a group of sentences, using 75% of I B mastery vocabu- lary for I B class, and 7.5% of I A mastery vocabulary for I A. "One should judge the work of the first year pupil not so much by the number of words he knows, nor by the number of 13 COURSE OF STUDY FOR PRIMARY GRADES. books read orally; as by the ease and joy with which he attacks new material." Pee-Peimer Reading. Aivi : This is the beginning work in reading, that the child may, 1. Want to read. 2. Sense the meaning of a sentence as a whole. 3. Become familiar with script. 4. Become familiar with print. 5. Master some sight words of his early reading vocabulary. Note: (a) Use script first with print very closely related. (b) Train him to use his imagination and to express his own ideas. Materials: 1. Nursery rhymes (The version of Winston Texts). 2. Finger plays. o. Experience lessons. 4. Directions for actions. 5. Sentences made up from pictures. (>. Economy Primer (for group 3 only). The amount of material will vary with classes. The average class will use six rhymes. Very closely correlated with the presentation of each rhyme will come sentences arranged from pictures, experiences, and actions. It is possible to use just one rhyme and correlate enough material so that at the end of the pre-primer period, the aims have been attained and the child has gained about 25 words of required vocabu- lary and fifteen words of his experience. An ideal culmination of the work is to direct the pupils so that each may make a very simple reading book, of 4 to 6 pages. Each child uses traced pictures and simple posters for illustration, labeling the pictures. On last page have sentences of a simple story. Words for labels and sentences, child gets from material listed under seat work (vocabulary). Time : Proportion of time with each class: Two reading periods a day. Grouping: During the presentation of pi'e-primer reading, the pupils will be separated into three groups, according to the response they give. The best group should cover the pre-primer work in three or four weeks. The average group will need about six weeks of the work. The third group will decrease in numbers each week. This group may need eight weeks or more for beginning reading. This slow group may need to be an ungraded class, if the pre- primer work runs far into or through the semester. Drill is not all this group needs. The pupils probably need many experiences and much conversation. They should be kept happy, by being busy and by making positive, though slight, daily progress. Further plans for using pre-primer material will need be devised for group 3. Such material as "stamp-craft" books may be used. Liberal use and adaptations of suggestions in silent reading may be made to stimulate the desire to read. It may be necessary to begin book-reading in a primer which begins with pictures and very simple sentences, instead of pictures and long stories. Most of this group will fail in I-B, but that is where failures in first grade ought to be. Aim that every pupil completes first grade in three semesters, while 85% of the grade will do so in two semesters. Pke-Pi:imei! Lesso.v ix 1-B Reading. Time: Three periods, each twenty minutes. UEADING FIHST LiHADE. lo Aims: (a) To teach the children the chalk can tell a story. (b) To have child associate print with script. (c) Recognition of phrases and words. Hubjcvt Matter: Mother Goose rhyme. Two little Blackbirds. Sat upon a hill. The one named .Jack, The other named Jill. Fly away, .Jack. Fly away, Jill. Come again. Jack. Come again, Jill. Preparation : 1. Tell the children the Mother Goose rhyme. 2. Show the children how it can be played. (Using fists for the hill and thumbs for the blackbirds.) 0. Children play it with the teacher first, then two or three children play it, finally one child may like to play it alone. Presentation : Let the chalk tell the story about Jack and Jill. (Write just the eight lines given above.) 1. Children play the story as the teacher points to the phrases on the board. 2. Choose a child for Jack and one for Jill. Children read from the board to tell Jack and Jill what to do. (Jack and Jill flying to the back of the room and returning as children read.) 0. Some of the brighter children may like to be teacher and point to the sentences as children are asked to play. Summary: 1. Teacher ask children to find where it says, "Fly away, Jack," etc., with all phrases. 2. Find Jack, Jill, Fly. 0. Write "Fly" and have children do what chalk says, to their seat. Lesson IL Preparation: 1. Review the rhyme by playing again on the fingers. 2. Write the Mother Goose rhyme on the board and have some of the children read it alone. 3. Cliildren point to the phrases as teacher asks where it says, "Fly away. Jack," "Come back, Jack." etc. Presentation : 1. Teacher have the rhyme printed on the chart, having the alignment the same as on the board. Compare with the script. Have the phrases printed on cards. Match them with the printed lines and place them on the Plymouth chart to build the rhyme. 2. Ask children to read and point to the phrases as teacher calls for them. 3. Children shut their eyes while the teacher rearranges the phrases as "Fly away, Jack, Come again. Jack, Fly away Jill, Come again Jill." Children open their eyes and see how quickly they can read these lines correctly . Shut eyes and remove a phrase. Guess the one gone. 4. Call for phrases, children bring them to the teacher. 14 COURSE OF STUDY FOll PKIMAIIY GRADES. Suvimary: Play the street car game. A child stands behind a child and the one who repeats the phrase first may be the conductor. The one who is conductor longest wins the game. Lesson III. Preparation : 1. Review rhyme in script. 2. Review rhyme in print. Presentation: 1. Words printed on cards one for each child. All the children study the lines to find their word. As the teacher calls the name of the child, he runs to the chart and holds the card under the right word. If one child fails, he may discover it by reading the line from the beginning. 2. Place the words on the ledge or in the chart. Let one child leave the room while the rest choose a word. Then child returns and says, "Is it Jack?" "No, it is not Jack," the children may answer. "Is it Come?" If it is correct, children answer, "Yes, it is Come." 8iimi)iary: Moving picture game. Teacher flashing the cards rapidly as children answer. Note: The teacher may introduce at the beginning of the last lessons, new finger plays or nursery rhymes that she intends to teach later. In this way the children may not become tired of one. (It is not necessary to learn all the words of a rhyme but the teacher will select the words most needed by the class.) MATERIAL FOR BOARD AND CHART, MADE FROM PUPILS' EXPERIENCES. (These lessons are summaries dictated by the children after they had returned from indicated experiences.) A Visit. We went to Jim's house. On the way we came to a tree. The big tree had a big hole. The boys sat inside the tree. We saw 15 rabbits at Jim's house. We saw the rabbits eat. The rabbits ate lettuce. The rabbits ate celery. The rabbits ate toast. The rabbits ate c?.bbage. We held the white rabbit. The white rabbit ran away. We had a good time. We said "Thank you," to Jim. The Rabbits. We went to see some rabbits. The rabbits were at Mamie Baker's home. We saw two white rabbits. We saw two black rabbits. We saw two brown rabbits. The white rabbits had pink eyes. All the rabbits had long ears. All the rabbits had short tails. EEADING — FlKciT GKADE. 15 The Parade. We went to see a parade. We saw big elephants. We saw a, monkey. AVe saw ponies. We saw clowns. The clowns were funny. We saw lions in a cage. We saw a band in the parade. The Fair Grounds. We went to the Pair Grounds. We saw ducks. We saw a race horse. We saw sheep. A Visit tu the Bakeuy. We went to a bakery. It was Hartman's bakery. We saw the machine that made the bread. We saw the ovens. We saw the big shovels the baker used to put the bread in the oven. We saw many sacks of flour. The flour was upstairs. We saw jelly rolls. We saw little pies. We saw coffee cake. The baker gave us each three cookies. The bakery was verj^ clean. Sioxs OF Spring. The grass is getting green. The birds are coming back. It is getting warm. The robins are here. The blue birds are here. The red birds are here. We have little chickens at home. They are yellow and brown and black. The boys are flying kites. The girls are jumping rope. Baby buds are on the trees. A MoR>-ixG Walk. We went for ? walk. It was raining. The grass was green. We saw two robins. One robin was in the tree. One robin was picking in the grass. The flowers were pretty. The birds were singing. The Park. We went to Washington Park. We went on the street cars. We saw many tulips. We saw red, yellow, pink and white tulips. We saw some ducks. There was a little house in the water. It was for the ducks. We fed cake to the ducks. 16 COURSE OF STUDY FOR PRIMARY GRADES. A Visit to the Park. We went to Washington Park. We rode in automobiles. We took our lunch. We went to the playground. We played and played. We gave Miss Blank a ride on the merry-go-round. We went to the lake. We fed the ducks. Mr. Lewis gave us each an ice cream cone. Donna June's father took our pictures. Then we went to the hillside to eat our lunch. It began to rain and we ran to the Field House. They came for us in automobiles. We rode home through the rain. It was fun to ride in the rain. Following the Visit to Wasiiixotox Park. We built Washington Park in our sand table. Herman's father made us a little Field House. Near the Field House we had a tennis court. We had a lake with ducks in it. Frank made a merry-go-round. We made dolls for the merry-go-round. On the playground we had swings, a teeter-totter and sliding board. We made some dolls to ride on the teeter-totter. Jean said, "It is fun to make our sand table look like Washing- ton Park." Our Easter Party. One day we planned our Easter party. We wanted to have eggs. We wanted baskets for our eggs. One day we made baskets. Our baskets were blue and we liked them. We put some green paper grass in our baskets. Then we put our baskets on the window sills. The next day we brought our eggs in a bag. Esther had her eggs in a basket. Mary Ruth had wee bantam eggs. The boys brought kindergarten tables to our room. We sat by the tables and painted our eggs. We put our pretty eggs in our baskets. That night a mouse nibbled at Dicky's red egg. W^e took our baskets home. We liked our Easter party. A Story. We looked at some pictures in our book. The pictures told us a story about goats. Four boys built the story in the sand table. They built two mountains and a bridge. One mountain had much grass. James put the troll under the bridge. Donna June, James and Mollie made goats of clay. The kindergarten children came to visit us. The teacher came, too. Hardin told the story. The children said, "Thank you." RKADIXC! — KIKST (IK'APK. 17 PlCTUUE StUDIKS at CUUlSt.MAS TlME. 1. (A little boy on Tather's lap.) The little boy is sitting on his father's lap. His father is telling him about Christmas. 2. (A little girl's bed room. Little girl sitting on a kiddie car, holding a Christmas stocking.) A little girl got out of bed. She went to see what Santa Claus had brought. She found a kiddie car. She found a stocking full of toys. 0. (Picture of boy at phone. A broken toy on the floor.) A little boy is telephoning to Santa Claus. He is saying, "Please bring me another horse. I broke mine." Developaie.xtai. Reading. Developmental reading in first grade is the type which aims to develop in the child: 1. A mastery over mechanics involved. a. Instant lecognition of words of required vocabulary. b. Ability to take in a group of words at a glance. 2. The ability to get thought from the printed page and interpret it intelligently. 0. The desire to give expression to his reading acquirements, in his own way by originating stories, illustration and drawing. 4. And most permanently maintain, a joy in reading. Beginning Book Reading in I-B. Aim: To overcome mechanics involved and keep the child interested in thought getting. Materials : 1. Basal text — Winston Primer. 2. Stories selected from various primers. Time : Proportion with each group — five periods a week; one per day. Grouping : Have pupils in three groups, according to ability. Lesson Pxan for Reading in I-B. deaelopmental type. Material: "The Boy and The Goat," pp. 10-19 Winston Primer. Time : Four lesson periods of 20 minutes each. Aim : 1. To train the child how to use and take care of a book. 2. To find out how the book tells the known story. Preparation : (Story has been previously told, one drill has been given on phrases, characteristic of story.) The teacher has pictures (other than the ones of the book) of a boy, goat, rabbit, squirrel, fox, bumblebee and woods. Below each is written the corresponding word. Showing these, the teacher and pupils have a few minutes talk about them, being sure the pupils understand "woods." Develop the name of the story from the pictures, by saying, "Who were the main characters in our story yesterday? Show us, Lulu." Child selects cards (boy, goat). Teacher writes on the board asking pupils to see that the line is: "The Boy and The Goat." Several 18 COURSE OF STUDY FOR PRIilARY GRADES. pupils read this line. The sentences of the text are written on the board as children watch. Drawing pointer under first line teacher says: "This line tells the main characters in the whole stor.v." Several pupils read as teacher draws pointer under, "A little boy had a goat." Teacher: "The next line tells where one went. Look at it, Josie may read . . . Now (using pointer) show us what part says something about the woods." Other lines on the board were developed, then read as teacher used such questions as: AVhat did one character find? Ans. He found some grass. What did some one want to do? Ans. The boy wanted to go home. Did the goat mind? Ans. The goat would not go home. What did the boy do? Ans. The little boy began to cry. What happened next? Ans. Along came a rabbit. What did the new character say? Ans. The rabbit said, "Why are you crying?" What did some one answer? Ans. The little boy said, "The goat will not go home." Who talked next and what did he say? Ans. The rabbit said, "Stop crying, little boy, 1 will drive the goat home." Then what happened? Ans. The rabbit ran after the goat. Did the rabbit talk? Ans. He said, "Go home, goat! Go home! Did the goat mind him? Ans. The goat said, "No, I will not go home." Then what happened? Ans. The raljbit began to cry. At various places in this procedure board space was covered. Before erasing, a device was used: Phrases, print side out, were arranged on Plymouth chart as in order of story. Several children each chose a phrase and matched it with one in script sentence. He told that part of sentence as he found it. When all sentences had been presented in script teacher said: "You have read this whole story from the board. Would you like to read the story in your new books tomorrow?" Lesson H. Presentation : (Setting: The teacher seated, the pupils in circle or around a low table in easy reach of teacher, so she may aid anyone puzzled about a word or about keeping the place.) Teacher: "Open your books to the story we planned to read today. Let us look at the pictures and see if we could get the story from them." (The children will talk some about the pictures, but the teacher will use questions to get the responses she is aiming for.) (p. 10) "Whom do you see? What is in the back of the picture? (p. 11) Who is happy? Who is sad? Why? (pp. 12 & 13) Who comes to help? Is the goat running home? (p. 14) Who is the new friend here? (p. 15) What are the two animals doing? Is the goat going? (pp. 16 & 17) Who is this big fellow? I wonder if he gets the goat to go home? (p. 18) What a little visitor! Who is he? Whom is he talking to? (p. 19) I wonder why the goat is running? Why does the boy look so happy? Teacher: "Now we have read the story from the pictures. If you will each use your marker (strip of tag beard 1 inch by 4 inches) cor- rectly, and keep doing your best we may read the whole story from the book. Place your marker under the first line. . . . See how big that print is! Why?" Lilly: "It is the name of the story." Teacher: "Read Lilly." . . . Several read same. ItEADlNCi FIKST (UiADi:. 10 Teacher: "Move marker to second line. Who are the main char- acters? Study to find out. . . . Fine! I hardly heard a sound. Read Lucy. . . . Move your markers over two lines to find out what one did. Read silently. . . . John read aloud." Move markers. . . . Study. . . . Read. . . . Teacher injects thought questions similar to ones used in board work, also has pupils show phrases and a few words after a unit of story is read. Occasionally pupils are asked to re-read definite units of the story as: "All about what tiie rabbit did and said." "How did the boy and rabbit talk to each other?" "How did the bumblebee get the goat to run?" Teacher is constantly on the alert to see that each child moves Ms marker in harmony with questions and direvtion. For reading device: (a) From a specific page, teacher repeats sent- ences, out of order, noting who can place book marker correctly. (b) Teacher tests for thought by using snappy questions. (Pages 12 and 13, markers to show answers). How did the rabbit happen to be there? What did he promise the boy? What did he tell the boy to do? What did he tell the goat to do? How did the goat answer? What happened to the rabbit? (c) A drill to test knowledge of words on pages in the books. Teacher directs pupils to find certain page (by number). Pupils count lines on page. Pupils recount until teacher says stop. Pupils count w^ords on the line. Pupils recount words until teacher says stop. Teacher calls on one pupil who gives word. After a little practice pupils can give words with such a direction as this, "Page 10, 5th line, 4th word." Summary : 1. Pupils re-read the story. 2. Teacher lists names of characters on board and says, "See who these are" — be thinking about them and at language period you may choose pupils to be these characters and we will play, "The Boy and the Goat." 3. Seat work: Trace patterns of boy and animals, and then cut. Cut same, free hand. Label cuttings with printed words. Notk: This type of lesson to be followed immediately by similar story in Free and Treadw^ell and other primers. The difficulties of such stories are to be developed. The easy parts read as sight reading. Then present the parallel stories, which appear under sight reading in this course. After second or third lesson in basal text is developed further lessons may start with story told as a whole. Omit the step of writing whole story on board. Begin with study of pictures and proceed as in I-A lesson. Developmental Readixu in I-A. Aim : To train the child to get the thought from printed story. Story not told previously. Material: Winston First Reader. Stories from various books, suited to the child's ability and teacher's aim. Time : Proportion with each group; .5 periods a week; one per day. Grouping : Pupils of I-A may be divided into three groups for this type of read- ing; in two groups for other types. The third group should have 20 COUfiSE OF STUDY FOR I'RIilARY GHADES. coaching lessons, in addition to two regular reading lessons, every day. This to be arranged for after groups one and two are dismissed. Lesson Plan — Developmental — I-A. Time: Three reading periods of twenty minutes. Material: Winston First Reader, pp. 64-76. Aivi : Of child: To enjoy the story. To learn about v/olf and kids. Of teacher: 1. To help the child to an intelligent enjoyment of the story. 2. To test child's ability to get the thought and to relate it to his own experiences. 3. To test his ability to master new v/ords and phrases. Preparation: Have chile ren read from the pictures, as teacher asks questions: (p. 64) Who is the big goat? How many little goats? What are little goals called? Where is the mother goat goiivg? What do you think she is going to get? How many balls are on the floor? How many plates do you see? (p. 65) Who rapped at the door? What kind of a wolf is he? (p. 67) Why is the wolf rapping again? (p. 69) Where is the wolf now? Who is the man? What is he doing? How does he look? How does the wolf look? (p. 72) What has happened to the house? How does the mother goat look? What did she expect to find? (p. 73) Look at this picture. I think we will have to wait until we read to know what it means, (p. 74) What hangs on the mother goat's arm? I wonder why she has the scissors? How does the little goat look? (p. 75) Where are the mother goat and her kids going? Are the goats happy? (p. 76) Who is in the water? After questions quickly present flash cards of new words and phrases. Children find same in text. "The next time you come to reading class, you will be ready to study and read the story." Lesson II. Presentation : Note: All through this step the pupils' attitude should be to study and read by units of the story. Teacher: "On what page does the story begin? What is the name of the story? . . . Study this first page to find out; Whom the story is about. What one character says? Elizabeth read. Study page 65. Was anyone watching the goat's house? What did he say? Read next three lines (6-7-8) silently. Act them Edith." READING — I'lKST GUADi:. Zl Teacher: "Study last line and next page to find ont what the kids and the wolf said to each other. Read Marjorie. . . . Did they open the door? What did the wolf do?" (Marjorie gives answers.) For discussion — "Why did the wolf say he was the kid's mother?" Teacher: "What did he do the next time he came?" Joseph read. . . . "Why did he change his voice?" Teacher: "Did he fool all the kids? (p. 68) Read silently. . . . Carrie you were ready first. You may read. . (p. *>9) Look at this picture. Where is he now? Study the page. Mary read. (p. 70) Read the page silently and find out how the wolf got into the house. Sarah read. (p. 71) Who can read and show how excited the kids were. That's fine, Peggy. How would you read it Robert? . . . You read it so well you surprised us. (p. 72) Who can read and make us see what mother goat saw, and say what mother goat said? ... I think Gene felt just as the mother goat did. (p. 73) Now we know about this picture. Tell us hov/ she happens^ to have one goat on her back, Sue." After page is read orally, teacher says: "Between now and next reading period I want you to be thinking of the places mother goat may have gone to find the wolf. Why did she carry the kid?" Lesson IIL Begin by discussing briefly yesterday's final question. Open books to p. 74 and read final pages with such suggestions as: How did she get her kids again? Why were they still alive? What mother and kids did to fool the wolf? What happened when he awoke? Summary : Do you like the end of the story? Do you remember any other story where the one who interfered with other people was drowned? (The Three Billy Goats.) Re-read the whole story. If time permits some device of testing of thought can be used, as: Print on cards with sign marker, sentences similar to the following: "I am going to market." "Good-bye, little kids." "Do not open the door." "Now is the time to eat the kids." "It is your mother." "I have something for you." "We will not open the door for you." "Yes, that is our mother's voice." "Miller, dust my feet with flour." "Oh! it's the v/olf! Run! Run!" "Kids! kids! Where are you?" Distribute the cards and let each pupil read his sentence silently. Then say to pupil: "Who are you?" After he has told you who he is impersonating let him read his card orally. Silent Re.4ding. "Silent reading is the agency which enables the child to look through the words to the thought in the same way that one looks through a clean window glass to objects beyond." — H. A. Brown. "There seems to be a common agreement to-day that more care should be taken to insure proper comprehension in primary grades. This inevitably leads to an increase of emphasis on silent read- , ing." — Watkins. 22 COURSE OF STUDY FOH riUMARY GRADES. "Silent reading is the type of reading which will result in study- ability." — Brown. Silent reading is reading to one's self to find out something. Silent Reading ix First Grade. Aim : To train the child to put his whole energy into getting thought, and give evidence of his comprehension by some performance on his part. Material: Sentences, written or printed which present some problem. 1. Incidental reading of directions. 2. Exercises in which the responses show clearly comprehension on the part of the child. Note: Material listed is only suggestive. Time: Proportion for each group, two periods a week, or its equivalent. Method of Presentation: I. Incidental silent reading. 1. Children execute directions, written on the board. Run to your chairs. Bring your book. Please pass the books. (Or any material.) Helpers stand. Pass the basket, John. Please, close the door. Turn on the lights. 2. Directions for rest exercises: As teacher writes on board or flashes cards with these phrases printed, class responds: Stand up. Clap three times. Shake both hands. Close your eyes. Hold up your right hand. Put your hand on your head. II. Exercises, to train in silent reading ability, to be used in class. (Note: About V-i of the period listed for silent reading may be used to develop words and phrases needed for silent reading exer- cises.) After these difRculties are mastered, the material is printed on cards. Cards for each exercise are kept together and used for lessons in silent reading. 1. Action sentences: Hop. .lump. Stand. Sit. Walk. Clap. Nod. Run around the room. Shake hands with a girl. Show me your hand. Show me your right hand. Stand on a chair. Walk fast. Walk slowly. Run, then jump. Jump three times. Count the children in class. Write the number on the board. Ask some one what it is. HI. Exercises, using material from a familiar story. 1. Teacher writes on the board, "We are going to play 'The Boy and the Goat.' " You may be the goat, Samuel. John, you may be the squirrel. You may be the rabbit, Mary. Be the bumble bee, Charles. Adella will be the fox. Children play, then run to chairs. READING FJliST GRADE. 33 2. Teacher writes sentences on one part of board and questions on tne other as: Sentences. Questions. Meow! meow: meow! Wliat did the cat say? I'low the cat does meow! Later print this on the two sides ot one card. Similar exercises: Sentences. Questions. (a) A man Had a red pig. What did the man have? The pig ran into the woods. What did it do? 'ine man couio noi catch Did the man get it? tne pig. (b) Sentence: All the boys had a good time at Jack's birtliday party. Questions: Who had a party? What kind of a party? w nat kind ot a time did they have? (c) Sentences, questions or directions, may be arranged into exercises, on the following topics. (Each sent- ence on separate card.) rersonal history: (name, age, father's name, grade, scnool, teacher, city.) Salutations. Colors. Animals. Numbers. Prepositions. Street signs. IV. Silent reading based on difficult pronunciations. Directions on one side of card, phrases on otner. Directions: Say the words on the other side of this card. Pass the card to' another child and he will say them. The class will decide which of the two says them best, i^hrases: Not I Just right to eat grass to another house catch me Once there was over the bridge just looked plant the wheat ate my dinner jumped out caught him V. 1. Exercises, which give directions for specific oral review reading, arranged on separate cards, as: Get a Free and Treadwell Primer. Read page 50 to us quickly, so as to let us know what happened and what the boy said. Get a Free and Treadwell Primer. Read pages 63 and 64 to us quickly, so we will know about the journey of the pig and the pancake. 2. Further application: Arrange cards, each with a page from discarded reader on one side. On other side have directions to read the printed matter quickly and answer the questions listed on card. VI. Incidental silent reading in I-A. 1. At story time, give cards, to pupils, which will assign a topic for each to talk about; as: My favorite toy. What I did on Sunday. Our baby. What 1 saw on the w^ay to school. Signs of spring. The circus parade. What 1 like best on the Victrola. How I help mother. The game I like best. 24 COURSE OF STUDY FOR PRIMARY GRADES. 2. For seat work. (a) Teacher clip known rhymes from discarded readers and mount on separate cards or write a known rhyme on a card about five inches by seven inches in size. Below the rhyme write definite directions for an illustration for the rhyme. The child will draw his pictures on different papers following the direction. Each child should have a different card with a different rhyme so the work will test and develop his individual power. Jack be nimble, Jack be quick, Jack jump over the candlestick. Draw the candlestick. Make it black. Put it on the floor. Draw the candle yellow and the flame red. Draw a bone-man for Jack. Make it black. Show Jack ready to jump over the candlestick. Number your picture 1. Draw another picture showing Jack jumping over the candlestick. Number this picture 2. Draw another pic- ture. Show Jack after he jumped over the candlestick. Number this picture 3. Rhyme — Little Boy Blue. Directions: Cut a picture of Boy Blue blowing his horn. Color his suit blue. Draw a picture of the sheep in the meadow and the cows in the corn. Draw a picture of Boy Blue under the haycock asleep. Color the hay- cock brown. Rhyme — Jack and Jill. Directions: Draw a picture of Jack and Jill going up the hill after a pail of water. Number the picture 1. Cut the picture of a pail. Color the pail red. Put the pail on the floor. Draw another picture of Jack and Jill going up the hill. Number this picture 2. Draw a picture of Jack falling down and Jill tumbling after. Show the pail of water spilling. Number this picture 3. Rhyme — Old Mother Hubbard. Directions: Draw a picture of Old Mother Hubbard in front of the cupboard. Cut a cupboard with your scissors. Color the cupboard brown. Draw a picture of the dog begging for a bone. Cut the picture of a dog. Color the dog black. • Rhyme — Dickory, dickory, dock. The mouse ran up the clock: The clock struck one, The mouse ran down, Dickory, dickory, dock. Directions: Draw the picture of a clock. Make the hands point to one o'clock. Draw the picture of a mouse and cut it out. Cut out the clock and stand it on your desk. Let the mouse run up and down on the clock. Draw another picture of the clock. This time draw the picture of the mouse on the clock going up. Number the picture 2. Draw another picture of the clock. This time make the mouse coming down. Number this pic- ture 3. Rhyme — Hush-a-bye, Baby. Directions: Draw the picture of a tree with the cradle on one limb. Cut a baby's cradle. Put a handle on the cradle. Cut a tree and hang the cradle on one limb. Make the cradle rock. (b) Draw a favorite game. (c) Illustrate a favorite story. IfEAHING — FIKST GHADK. 2o (d) Make a chair. Draw and measure a six inch square. Fold, cut and paste. (e) Teacher writes the names of different objects on the board. Cliildren illustrate them. Sight Reading. Sight reading is the type of reading in which the material is so simple the child may attack it with little discussion. As this is the type of reading for which he will have most use in later life, he should be trained for it from the first. Briggs and Coffman in "Reading in Public Schools" say, "Very simple practice in sight reading, where the child reads new sentences composed of the words of a limited vocabulary, should be given in first grade." Aim: To give pleasure to the child, as he reads orally. Note: Teacher should feel at liberty to adapt principles of sight reading to child's ability. Before calling on poor reader have class glance over material. Material: (I-B.) 1. Parallel stories which use the vocabulary of basal text. (Samples of these at end of this section.) 2. Selections from Free and Treadwell primer. New Barnes Primer. choosing those similar to ones in Winston Primer. Time : Proportion with each group, two periods a week or its equivalent. Sight Reading I-B Lesson Plan. Time : One period of 20 minutes. Aim, : To present new ideas through use of known vocabulary. iIiT:\[Ar!V (illADEP. 4. Silent lesson plan. Note: The aims in this type are thought getting, repi'oduction of the thought, and organization of the thought. Material involv- ing problems to be solved, such as the Dopp books, are useful in this kind of reading. The time per week should be two lessons, preferably in the afternoon readiirg period. 5. Review lesson plan. Note: A review lesson is the speedy oral rereading of old ma- terial. Its aims are speed, expression, and smoothness. The time given should be one lesson per week, given in the afternoon read- ing period if convenient. IV, Tests: 1. Explanation of a type test of attainments on speed and vocabu- lary for III-A. Ten children from Dubois III-A and PalnTer III-A read page 53 in Elson's Third Reader. The material was new to all the children who were required to read individually and isolated from the remaining nine children. A record was made of the time taken to read the page and also a record of the number of errors. The average time and the average number of errors made by the two schools are shown in the following results. 2. Results of the test. Average time required — 1.2 min. Average number of errors — 4. Similar tests on applied vocabulary, thought getting, or speed might be worked out by interested teachers — See the Second Grade Test Plan for further suggestions. 3A Developmental Reading Lesson Plan. Winston Third Reader. "Measure of Rice." Pages 138-141. Period — 20 minutes. /. Aims: 1. To master new words in the lesson. 2. To get the thought from the printed page. //. Preparation : 1. Word drill. (a) Words to be mastered: — duty, drove, received. (b) Review words: — guess, money, asked, enough, honest. (c) Incidental words: — measure, officer, stupid, worth, whole. (d) Let the children play this game with the words. Have one child hide his eyes while another child chooses a word from the list. Then the child tries to find the word which was chosen by asking, "Was it duty?" etc. The class answers, "No, it wasn't duty" or "Yes, it was duty." The child continues until he has found the right word. Then another child tries, etc. 2. Explanation of terms. (a) Have several children tell the class what they think is meant by a measure of rice. (Teacher correct, if neces- sary.) 3. Illustrative matter. (a) Have a few grains of rice to show the class to make sure that every child knows what rice is. III. Presentation: ^ 1. You may all read silently the fii'st paragraph and find out what the duty of the price maker was. Alfred, read it aloud. HKADIXc; TlllltD (iliADP:. 4", 2. The king did not like his price maker. You may all read silently until you have found the reason. M., read it to us. 3. Whom does the king get for his next price maker? The next paragraph tells you. You may read it to the class, John, with- out studying it at all. 4. Study the fourth paragraph. What did it tell you about the new price maker? V., read it aloud to us. 5. What did the farmer bring to sell the king? Study until you have found the answer. R., read it to us. 6. The king asked the price maker what the horses were worth. You may find the price maker's answer and read just the answer to the class. .J., read it. 7. Why do you think the people laughed at his answer? Study and see. S., read it to us. 8. Study the next three paragraphs. Find the paragraph which tells you what the farmer's friend told him to do. You may read it to the class, Mary. 9. Read without studying to the bottom of the page, Frank. 10. Read on the next page until you have found out what the price maker says a measure of rice is worth. We will see who can find the answer first. When you have found it put your fingers on the paragraph which tells you. 11. Joe has found the answer first. We will let him read it to the class. 12. Read to the end of the story. What became of the stupid price maker? IV. Summary: 1. Have children re-read the story as a whole. 2. Have a quick review from the blackboard of the words that are to be mastered. 3B Review Reading Lesson Plan. Winston Third Reader. "Brother Fox's Tar Baby." Page 28. Time — 20 minutes. /. Aivis: 1. To increase rate in reading. 2. To review known vocabulary. 3. To read to tell the story. Uther Aims: To correct wrong posture, wrong manner of holding book, finger pointing, etc. As an incentive, the class may judge who read in the best manner and send that child to some other room to read the lesson. //. Preparation: Pronounce quickly when I call upon you these words on the board. You have had them all before. build some certainly break shouted shade burn send declare dinner again tongue early right knocking friend angry thief hurt nothing helpless isn't when roast mean just piled summer river 46 COURSE OF STUDY FOE PRIMARY GRADES. ilL. Presentation: (Find page 28.) "John, you may begin the story and tell us what happened on the first day. Would you girls and boys like to close your books to listen this time? Sit up tall and lefs see what good listeners you are." (Teacher tells reader any word he doesn't know.) When he finishes: "John, did Brother Rabbit want to go fish- ing?" "No, well then how do you think he answered Brother Fox?" "Fine, but did you read it that way?" "Don't you want to read that part again for reading is only talking isn't it?" "That was much better, John." "Boys and girls, I think you are all good listeners much better than some grown-up people that I know but let's open our books now so we can all follow the story and be ready to go on whenever we are called upon." "Eva, you may read and tell us what happened the next day." "Eva look at us now and tell us what you just read." "Why you sound so different now — just like Eva. Don't you think you could read that part again and say it just as you talk? Read it again." "Better now, isn't it? Now read us tiie rest." "What is the next part about, August?" "Yes, do you want to read us about that funny old Tar Baby? You may read." "August, you read very nicely but don't you think you are rather slow? Perhaps you can try to read more quickly. Let's see if you can't. Fine. Now, I'm sure we will all like to listen to you read." "Blanche, you may go on and we shall see what happened when the Tar Baby wouldn't answer." "Oh, my, but that was fine. Don't you all like to hear Blanche read." "Norbert, go on and let's see how angry Brother Rabbit got." "LaRue, you may read what Brother Rabbit did next." "Do you think that part is funny, LaRue? I don't think you read it so it sounded funny." "Robert, do you want to show LaRue how to read such a funny part?" "Listen, LaRue, and see if it doesn't sound funnier when Robert reads it, then we will let you try it again." "Did you like that boys and girls?" "Now, LaRue, you read it." "Julia, read to tell us what happened next." "Tell us about Brother Fox building a fire, Gabriela." "Now, Edward, you may have the very best part of the story to read. Tell us about Brother Rabbit's trick." "Now, Edward, do you think that is just the way Brother Rabbit talked? No. Suppose you look at us and tell us just the way I think he talked. Now, read it that way." Summary : "Who did not read? We are going to let you people choose the parts which you like the best and we will close our books while you read them to us." "Now, Class, let's decide who read the very best and the one w^e choose may go to the 4th Grade room this afternoon and read for them." 3A Sight Reading Lessox Plan. The Snowman and Other Fairy Stories — Andrew Lang. "The Three Little Pigs." Page 24. Length of story — 10 pages. Time — 25 minutes. I. Aim: To help the children get the thought rapidly and therefore to read the new story fluently. READING — THIRD GltADK. 47 //. Pieparation: 1. Word Drill. I shall have the following list of words on the board to be drilled upon as incidental words to be used in this lesson: eldest, trick, caire, clever, proud, brick, beware, fret, bang, locked. I shall pronounce each of the words, as the children look at them. 1 shall then call for volunteers to pronounce the first word. After it has been pronounced correctly, the class will pronounce it in unison. I shall follow this plan with each word and after they are all pronounced correctly, we shall pronounce them again each child answering when his turn comes. 2. Relating and reviewing facts that are already known and that bear on this lesson. How many have seen little pigs? Do you like them? Why? How many have seen a fox? In what stories have you heard about a fox? What kind of an animal is a fox? Can we trust him? 7/7. Presentation : I shall see that each child has a copy of the story. I shall have each child come to the front of the room when reading to the class. If he has any trouble with words, I shall tell him the word without hesitation. He shall not be interrupted with questions or sug- gestions, the object being to have him without help, grasp the thought rapidly. Every child in the class will have a chance to read. IV. Hximmary: Which of the pigs was the wisest? Tell about the houses of the three pigs. Who had the best house? Tell what happened to each pig. What happened to Mr. Fox? Without using our books we shall play the story. Those children who play the story well have certainly grasped the thought. 3A Silent Reading Lesson Plan. Text — Dopp — The Tree-dwellers. Pages 89-98. Time — 20 minutes. 7. Aims: To give children practice in thoughtful reading by answering these questions: 1. The first feeling of the Tree-dwellers toward fire. 2. Their second feeling toward fire. 3. The first change the conquest of fire caused in the life of the Tree-dwellers. 77. Preparation: Teacher: "Is fire a good thing, John?" John — "I think it is because it cooks our food and helps to keep us warm." Harold: (volunteers.) "Engineers need fire to help pull their trains and factories need coal to help make their machinery go." Teacher: "Was there ever a time when people had not learned to use fire Mildred?" Mildred: "I don't think the Tree-dwellers know how to use fire because they ate their food raw and slept in trees so that the ani- mals would not get them. I think that if they had had fire that they would have found out that animals were afraid of it and then they would not have slept in trees anymore." 48 COURSE OF STUDY FOR PRIMARY GRADES. Teacher: "That is right, Mildred. But does Are ever do any harm, Roy?" Roy: "Yes, when it burns down houses, stores, and buildings." Teacher: "Then fire is a good thing when controlled but harmful when it gets beyond our control. Let us remember that fire had first to be conquered before it could be of any use to the Tree- dwellers. We know how we feel toward fire, now let us find out how the Tree-dwellers felt toward it." III. Presentation: "In your lesson today you are to find out three things. I shall write them on the board." I. The first feeling of the Tree-dwellers toward fire. II. The second feeling of the Tree-dwellers toward fire. III. How the use of fire changed the life of the Tree-dwellers. "Open your books to page 89. I shall give you three minutes to read silently the first chapter. That chapter will answer the first question. Ask for any words that you don't know and no moving of lips while you read." (The class reads and teacher tells the words asked for. She writes those asked for on a piece of paper, to be drilled on at close of the lesson. At the end of three minutes the class with the ex- ception of one or two has finished the chapter and is ready to re- port. John has not finished.) Teacher; "John you have read far enough to answer the first question." John: "When the Tree-dwellers first saw the fire they felt afraid of it." Teacher: "Prove it John." (John reads lines which prove his point.) Helen: (volunteers.) "It says that they were afraid of some other things too. May I read what it says?" (She reads about the Tree-dwellers being afraid of thunder and lightning and also of wild animals.) Paul: (volunteers.) "I think it is funny where it says that they thought the fire was a red monster that ate wood and trees." Teacher: "Where does it say that?" (Paul reads it.) Teacher: "Tell us how Bodo felt several years later when the fire again broke out, Harold." (Harold tells in his own words the part called for, bringing out the point that while Bodo was still afraid of the fire yet he was curious about it and wondered about it.) Teacher steps to the board and asks again for the first feeling to- wards fire. After the right response she writes the word "Fear" under the first point in the outline. Teacher: "Now study the next chapter beginning on page 93 and answer the next two questions. You may have five minutes." (Teacher gives individual help when needed. At the end of five minutes, time is called and class gives attention.) Teacher: "What was their second feeling, Harry?" Harry: "They wanted to make friends with the fire by giving it wood to eat. I can read lines which say so." (He proves his answer.) Teacher writes under Question II in the outline, "Their wish to make friends with the fire." Hal: (volunteers.) "I can answer the third question. I can tell how the use of fire changed the life of the Tree-dwellers. It gave them their first real home and they no longer had to live in trees unless they wanted to, because they found out that animals were afraid of fire." (Hal reads several sentences which tell that thf animals were afraid of fire.) Teacher: "That is good, Hal. There were other ways in which fire changed the life of the Tree-dwellers but we are working for the first, great change." READJNG — THIRD .\nE. Name. Reference Book. Author. Publishing Co. Adventures of a Brownie Craik Harper. "i'O COURSE OF STUDY FOR PRIMARY GRADES. Name. Reference Book. Author. Publishing Co. Araohne Nature Myths & Stories A. Flanagan Co. A Boy's Visit to Santa Glaus Crow & the Pitcher, The Aesop Fables Ginu & Go. Epaminondas Stories to Tell Children Bft-yant Houghton-Mifflin. Fairy Shoes, The ..Old Stories For Young Readers Macmillan. Foolish Chauffeur ..Stories to Tell the Littlest Ones Bi-yant Houghton-Mifflin. Greedy Cat, The Golden River, The. .How to Tell Stories. Bryant Houghton-Mifflin. Hobyahs, The Firelight Stories ...Bailey Milton-Bradley. Hare & the Tor- toise, The Aesop Fables. Ginn & Co. Indian Stories Pilgrim Stories ....Pumphrey . . .Rand-McNally. Knights of the Silver Shield Third Book of Stories Fanny Coe ..Houghton-Mifflin. Little Red Riding Hood Rhymes & Stories . .Lansing Ginn & Co. Little Fir Tree Stories to Tell to Children Bryant Houghton-Mifflin. Little Betty Baker. .Stories to Tell to the Littlest Ones. . Bryant Houghton-Mifflin. Lazy Jack Rhymes & Stories. .Lansing .... Ginn & Co. Pig Brother How to Tell Stories. Bryant Houghton-Mifflin. Pony Engine & Pa- cific Express, The. E. A. Alder- man American Book Co. Peter Rabbit Studies in Reading. Searson & Martin Philips Valentine ..Child World Rat Princess, The. .How to Tell Stories. Bryant Houghton-Mifflin. Sleeping Beauty ...For the Children's Hour Bailey & Lewis Milton Bradley. Story of Lincoln Tar Baby, The Tar Baby & Other Rhymes Harris Appleton Co. Two Little Cooks Ugly Duckling Fairy Tales Anderson Button. Why the Sea is Salt How to Tell Stories. Bryant Houghton-Mifflin. Wonderful Trav- eler, The Best Short Stories A. Flanagan Co. Why the Bear Sleeps All Winter.Firelight Stories ...Bailey Milton Bradley. Why the Wood- pecker's Head is Red Nature Myths Cooke Flanagan. William Tell Fifty Famous Stories Baldwin American Book Co. Why the Bear is Stumpy Tailed ..East O' the Sun & West O' the Moon Row. Peterson. LlTEUATUriE — TJUKD GKADE. ?1 SB GUAUE. Reference Book. Author. Publishing Co. American Book Co. Name. Androclus & the Lion Fifty Famous Stories Baldwin Boy & the Wolf, The Aesop Fables Bell of Atri, The... Fifty Famous Stories Baldwin American Book Co. Bear That Had a Bank Account ...St. Nicholas, Dec, 1887 Birds of Killings- worth Longfellow Cinderella Fables & Folk Stories Scudder Houghton-Mifflin. Cornelia's Jewels ..Fifty Famous Stories Baldwin American Book Co. Finding of the New World Tales From Far & Near Row, Peterson. First Thanksgiv- ing Day Story Hour K. D. Wig- gin* Houghton-Mifflin. Four Little Cotton Tails Smith Owen Pub. Co. Golden Cobwebs, The How to Tell Stories . Bryant Houghton-Mifflin. Grace Darling Fifty Famous Stories Baldwin American Book Co. Golden Goose. The Tappan Gold in the Or- chard, The How Cedric Become a Knight Bailey & Lewis Milton Bradley. Hiawatha Hiawatha Primer ..F. Holbrook ..Houghton-Mifflin. How Moses Was Saved Hunt for the Beau- tiful. The Why the Chimes Rang Alden Bobbs-Merrill. Hero of Haarlem. The Course in Citizen- ship Houghton-Mifflin. How the Rabbit Caught the Sun Joan of Arc Tales From Far & Near Row, Peterson, King Midas Stories Children Need Bailev Bradley. Lazy Spinner, The Bailey Little Soldier of the Cross Tales From Far & Near Row, Peterson. Little George Washington Story Hour K. D. Wig- gin Houghton-Mifflin. 72 COUESE 01' STUDY FOIl PRIMAKY GRADES. Name. Reference Book. Author. Publishing Co. Legend of the Northland Phoebe Gary Pandora Just Stories Klingensmith.. A. Flanagan Co. Rumpel-Stilts- Kin For the Children's Hour Bailey Robin Hood Fifty Famous 1^ Stories Baldwin American Book Co. Story Printing Tales From Far & Near Row, Peterson. Story of Christmas The Story Hour K. D. V/ig- gin Houghton-Mifflin. Story of Lincoln. . .Cat Tails & Other Tales Howlister Flanagan Co. Story of George Washington Fifty Famous Stories Baldwin American Book Co. Shepherd Lad Who Became King, The Old Stories of the East ■ Thanksgiving Story.Pilgrim Stories Pumphrey . . . Rand-McNally. Why the Oak Leaves Have Notches . . .That's Why Stories . Bryce Why Evergreens Keep Their Leaves Nature Myths Holbrook 3A Grade. Name. Reference Book. Author. Publishing Co. Alice in Wonder- land Blackie and Ring- tail Stories Merry Animal Tales M. A. Big- ham Little, Brown & Co. Baucis & Philemon Nature Myths Flanagan Co. Boastful Cater- pillar Bailey Daniel in the Lion's Den Bible First Christmas, The The Story Hour W. J. Morri- son Foxes White-Tipped Tail. The Primarv Education, Nov., 1921 Golden Apples How Fire Came to Earth Classic Myths Judd Rand-McNally. Hone Desire's Thanksgiving . . ..When First We Go To School Jack & the Bean- stalk Old World Wonder Stories D. C. Heath & Co. LITEIiATUUE FIKS-l' CiliADK. 73 Name. Reference Book. Ai\thor. Publishing Co. Johnnie Chuck Finds the Best Thing in the World Old Mother West Wind Jack, the Giant Killer Old World Wonder Stories D. C. Heath & Co. Lilac Bush. The Making of the Hammer Norse Stories Mabie Dodd, Mead & Co. Most Beautiful Thing in the World Mother West Winds Neighbors Burgess Magic Apples In the Days of Giants Mr. & Mrs. Vine- S^^' Firelight Stories . . .Bailey Milton Bradley. Mirror of Matsu- yama. The story Telling Edna Lyman .A. C. McClurg. Nutcracker & Sugardolly Firelight Stories . . Bailev .Milton Bradley. Old Iron Pot, The.. Story Tellers ^, , ^, . Magazine Cox Old Chinese Woman ^ ^'le Pig Primarv Education. Oct., 1921 Princess on the Glass Hill, The... Popular Tales of ^. , the Norse Dasent Button Co. Piccola Fifty Famous Stories Baldwin American Book Queer Company, „'^j^^^, Firelight Stories ..Bailey Milton Bradlev. Red Thread of Courage, The ... .How to Tell Stories. Bryant Stone Lion, The ...Story Telling in School & Kome...E. N. & G. E. TTrn.i o _ Partridge .. Sturgis & Walton. Wild Swans East 0' the Sun & West 0' the Moon Why the Bear Sleeps All Winter.Myths of Many ^ Lands Why the Cat Spits at the Dog story Tellers Magazine Baker & Taylor Co. 2. Stoiuk.s to Read to Children. Any ten stories may be selected from the following lists to read to children in each class of each grade: IB Gkade. Name. Reference. Publisher. Ant and the Grasshopper, The Aesop's Fables Porter & Coates. 74 COURSE OF STUDY FOR PRIMARY GRADES. Reference. Name. Publisher. Adventures of a Brownie Page Co Briar Rose Houseliold Stories Macmillan Co. Boots and His Brothers Popular Tales From the Norse Putnam Co. Bunny Stories Black Sambo Stokes. Bow Wow and Mew Mew. '.'.'.'.'.'.'.'. ^Educational Pub. Co. Caterpillar and the Butter fly..Storyland Putnam Co Dog With the Green Tail, The B. Knight Dust Under the Rug Maud Lindsay Dog in the Manger, The Work That is Play A.. Flanagan. Doings of the Little Bears. .Both Volland Books Elves and the Shoemaker. . .Heart of Oak Ginn & Co. Easter Chicken, The Child Life Rand-McNally. Fisherman & His Wife, The. .Elson Reader 111 Golden Cobwebs, The How to Tell Stories to Children Golden Windows, The Pig Brother Goody Two Shoes For the Children's Hour. .Bradley. Going to School in Animal Land Flanagan. Hansel & Gretel Household Tales Macmillan. How Brother Rabbit Fooled the Whale & the Elephant .Stories to Tell Honest Woodman, The Child World How the Robin's Breast Became Red ....'. Nature Myths & Stories. .Flanagan. Johnny Bear Lives of the Hunted Scribner's Sons. Jack-a-lo Jack and the Bean Stalk Fable & Folk Stories Houghton-Mifflin. Little Freddie With His Fiddle Norwegian Folk Tales. . .Row, Peterson & Co. Loraine and the Little People Norwegian Folk Tales . . .Row, Peterson & • Co. Little Lame Squirrel, The. . .stories for a Child Milton Bradley. Little Jackal and the Ali- gator, The Stories to Tell to Chil- dren Houghton-Mifflin. Little Pink Rose, The Stories to Tell to Chil- dren Houghton-Mifflin. Little Black Mingo Altemus Co. Merry Animal Tales Little, Brown & Co. New Red Dress, The Kindergarten Review One Eye, Two Eyes Macmillan. Pony Engine, The Christmas Every Day. . . .Howell. Peter Rabbit H. Altemus. Princess on Glass Hill East 0' Sun & West O' Moon Thorne-Thomson. Queen Bee, The A Course in Citizenship. .Houghton-Mifflin. Raggylug How to Tell Stories to Children Houghton-Mifflin. Straw Ox Teacher's Story Teller's Book Rand-McNally. Shoemaker & Elves For the Children's Hour. Milton, Bradley. The Stars & The Lily Myths Every Child Should Know The Squirrel's Family H. C. Anderson Stories LITEKAIUUE — FIRST GRADE. to Name, Refei'ence. Publisher. Tom Thumb Fairy Stories & Fables. . .American Book Co. Twelve Wild Ducks Grimm's Fairy Tales Rantl-McNally. Town Mouse & Country Mouse Stories to Tell to Chil- dren Tale of Bunny Cottontail Ugly Duckling For the Children's Hour . .Milton, Bradley. Visit From St. Nicholas, A. Thos. Crowell Co. Wind & The Sun, The A Dramatic Reader A. Flanagan. Winged Horse, The Children's Hour lA Gli.\DE. Name. Reference. Publisher. Anderson's Fairy Tales Ginn & Co. Ab, The Cave Man Adventures of a Little Field Mouse Stories to Tell Houghton-Mifflin. Apple-seed John For the Children's Hour. .Milton, Bradley. A Boy's Visit to Santa Claus Some Great Stories and How to Tell Them Newson. Benjy in Beastland Just So Stories A. Flanagan. Blackie's Picnic A. Flanagan. Bunny Rabbit's Diary Little, Brown Co. Billy Beg & His Bull Stories To Tell Houghton-Mifflin. Big Red Apple, The For the Children's Hour. .Milton, Bradley. Cat That Walked by Him- self, The Just So Stories A Flanagan. Cap That Mother Made, The. .For the Story Teller _' Dutch Twins. The Houghton-Miffl.in. Elephant's Child, The Just So Stories Flanagan. Eskimo Stories Rand-McNally. Fairy Ring Grosset & Dunlap. Forgetmenot, The That's Why Stories Four Friends, The Grimm's Fairy Tales Macmillan. Flax. The For the Children's Hour. -Milton, Bradley. Gretchen and the Wooden Shoe More Mother Stories Golden Touch Children's Library Doubleday Page Co. How the Elephant Got His Trunk Just So Stories Flanagan, How the Home Was Built... For tne Children's Hour. .Milton, Bradley. Herr Oster Hase For the Children's Hour. .Milton, Bradley. House in the Wood, The.... For the Children's Hour. .Milton, Bradley. Hans and the Wonderful Flower For the Children's Hour. .Milton. Bradley. Halloween Story, A Tell it Again Stories Ginn Co. King Midas Kindergarten Stories Little Mouse Pie Story Telling Course •. Little Black Quasha Little Lame Prince and the ' ^ ' Lion For the Story Teller Milton, Bradley. Little Jackals Stories to Tell to Chil- " '"' dren Little White Rabbit For the Story Teller Milton, Bradley. Latbna and the Frog Household Stories Little Lad of Long Ago Children's Hour Little Jack Rollaround 76 COURSE OF STUDY FOR PRIMARY GRADES. Name. Reference. Publisher. Myths of Old Greece Educational Pub. Co. Mr. Easter Rabbit For the Children's Hour. .Milton, Bradley. Nutcracker & Sugardolly. . . .Firelight Stories Old Mother West Wind Burgess One, Two, Three A Treasure of Verse Thos. Crowell & Co. Oriole's Journey For the Children's Hour. .Bradley. Old Mr. Groundhog Story Telling Course Pied Piper of Hamlin Town.. How to Tell Stories to Children Houghton-Mifflin. Peter & Polly A. Flanagan. Polly & Dolly Little, Brown. Peter, Paul & Espen For the Children's Hour. .Milton, Bradley. Rumpel-stilts-kin Fairy Tales Macmillan. Sleeping Princess For the Children's Hour. .Milton, Bradley Scrapefoot English Fairy Tales Putnam. Stories of Lincoln Stories of Washington Stories of Eskimos The Tree-Dwellers Twilight Town Little. Brown. Tom Tip Toe Fairy Tales and Fables Two Brass Kettles Child Life III The Three Cakes For the Story Teller Milton, Bradley. Thrifty Squirrels Child Life Tale of Jasper Jay Grosset & Dunlap. Tongue-cut Sparrow For the Children's Hour. .Milton, Bradley. Who Ate the Dolly's Dinner. For the Children's Hour. .Milton, Bradley. Wise Old Horse. The Child World Milton, Bradley. Why The Chimes Rang Children's Christmas Stories Doubleday Page. Wizard of Oz Riley & Lee. What The Cow Gives Us. .. .Kindergarten Stories . . . .Wiltse — Author. Why The Sea is Salt Stories to Tell 2B Grade. Name. Reference. Publisher. Adventures of a Brownie Doubleday Page & Co. Androclus and The Lion. .. .Aesop's Fables Porter & Coates. Ab and The Oak Arachne, The Skillful Wea- ver Household Stories Macmillan. Bell of Atri Fifty Famous Stories Baldwin. Bruce and The Spider Ginn & Co. Beauty and the Beast Macmillan. Black Sambo Black Sambo Stokes. Bear Story James W. Riley Grosset & Dunlap. Bobby and His Goat, Billy Brakman, Tiger & Jackal. . . .Stories to Tell Houghton-Mifflin. Brass Kettle Pilgrim Stories Rand-McNally. Christmas Story From the Bible Cat That Walked by Himself, The Just So Stories A. Flanagan. Discontented Squirrel A Course in Citizenship. .Houghton-Mifflin. Danny Meadow Mouse Mother West Wind's Children Little, Brown & Co. LITER ATURE — SECOND GRADE. 77 Name, Reference. Publisher. Four Little Blossoms Mable C. Hawley Geo. Sully & Co. Foolish Weather Cock Child Classics Bobbs-Merrill. Four Musicians of Bremen. . .Young Folk's Treasury. . .Row, Peterson. Hiawatha Houghton-Mifflin. How the Camel Got His Hump Kipling Reader D. Appleton. Hiawatha's Childhood A Course in Citizenship. . Houghton-Mifflin. Johny Chuck's Great Tiger. .Mother West Wind's Children Little, Brown. King Midas In Mythland D. C. Heath. Little March Girl, The Hans Anderson Fairy Tales Ginn & Co. Legend of the Northland, A. .Household Stories A. Flanagan. Mother Frost Best Short Stories A.Flanagan. Mr. & Mrs. Vinegar Milton, Bradley. Puss in Boots Old Fashioned Fairy Tales Peter Rabbit's Ears Mother West Wind's Children Little, Brown. Raggedy Ann R. F. Volland Co. Raggedy Andy R. F. Volland Co. Robert of Sicily Best Stories to Tell Children Selections From Brer Rabbit Stories From a Mouse Little, Brown. Stories of Great Americans American Book Co. Sleeping Beauty David McCay. Sleeping Princess Grimm's Fairy Tales Story of Speckle Child Worlid Milton. Bradley. Story of Marionette, The Kipling Reader D. Appleton. Street Musicians Best Short Stories A.Flanagan. Striped Chipmunk's Pocket. .Mother West Wind's Children Little, Brown. Tum, Turn the Jolly Ele- phant Berse, Hopkin. Thumblina Anderson Fairy Tales Ugly Duckling Ugly Duckling & Other Stories Sales, Dutton Co. Why the Sea is Salt How to Tell Stories Houghton-Mifflin. William Tell Book of Legends Why Reddy Fox Has No Friends Mother West Wind's Children Little, Brown. 2A Grade. Name. Reference. Publisher. Alladin's Lamp .\rabian Nights Macmillan. Adventures of Pinnochio Ginn & Co. Biography of a Grizzly Scribner's Sons. Bed Time Stories Little, Brown. Bird's Christmas Carol Houghton-Mifflin. Childhood of Ji Shib, The Atkinson & Mentzer. Christmas Story, The Teachers Story Teller's Book Rand McNally. Carrots Crowell. Dick Whitington & His Cat. .Fifty Famous Stories American Book Co. 78 COURSE OF STUDY FOIt PKIMAEY GRADES. Name. Reference. Publisher. Faithful Beasts, The Giimm Hiawatha's ( Selections) How to Bring up a Lion Kipling Reader D. AppleLon. Hans Who Made the Princess Laugh Riverside III Houghton-Miflain. How Fire Came to Men Nature Myths Holbrook. How Cedric Became a Knight. In Storyland Harrison. Iron Stove, The Japanese Twins King's White Elephant A. Course in Citizenship. .Houghton-MiflBin. Kind & Clutch Progressive III Silver, Burdette Co. Little Shepherd, The A. Course in Citizenship. .Houghton-Mifflin. Little Pine Tree, The Carpenter & Baker Book II Macmillan. Little Lord Fauntleroy Scribner's Sons. Mougli Jungle Book Century Co. Piccola Story Hour Prince Cherry Stories to Tell Houghton-Mifflin. Saint Jerome & the Lion Book of Stories for Story Tellers Secret Garden Grosset & Dunlap. St. George & the Dragon Elson III Scott, Foresman. Twelve ]\Ionths Fairy Ring Grosset & Dunlap. Tale of Jasper Jay Grosset & Dunlap. Wolf & Seven Kids, The Carpenter & Baker Macmillan. Wellington & the Plowboy. . .Course in Citizenship Houghton-Mifflin. Wonderful Lamp Arabian Nights 3B Grade. Name. Reference. Publisher. Alice in Wonderland Carrol M. A. Donohue. Beauty and the Beast Macmillan. Bingi Scribner's Sons. Black Beauty Hurst & Co. Billy Whiskers Series Saafield. Burning of Rice Field Boy Who Discovered the Spring, The Why the Chimes Rang. . . .Bobbs-Merrill. Crab that Played with the Sea, The Just So Stories Flanagan. Curse of Echo, The Twenty Unusual Stories David the Singer Scott, Foresman. Graciaso and Perciment Fairy Ring Grosset & Dunlap. How Thor Found and Lost his Hammer Norse Stories Cummings & Fosteo. Happy Prince, The Century How the Whale Got His Throat Just So Stories History of Tom Thumb Fairy Ring Grosset & Dunlap. Jungle Stories Houghton-Mifflin. King Arthur Stories Kingdom of the Greedy Century. Little Daylight How to Tell Stories to Children Houghton-Mifflin. Little Rabbit Who, Wanted Red Wings. The .* Century Co. LITEI!ATUi;i' — 'rillKI) (iKADE. 79 Name. Reference. Publisher. Legend of Arbutus, The Child World Mother West Wind's Animal Friends Little, Brown. Mother West Wind's Children Nightingale. The How to Tell Stories to Children Pumpkin Glory, The Christmas Everyday Howell. Pili?rim Stories Rand McNally. Pea Blossom, The Carpenter & Baker Macmillan. Robinson Crusoe Pub. School Pub. Co. Snow White & Rose Red Normal Instructor Stone Lion, The Story Telling in School & Home Story of Wm. Tell Fifty Famous Stories St. Valentine's Day Abingdon Press. Story of Siegfried The Tinder Box Fairy Tales from Ander- son Flanagan. Why the Sea is Salt; Tales from Norse Stories Wise Men of Gotham, The... Fifty Famous Stories American Book Co. Wild Swans East O' Sun and West 0* Moon 3A Grade. Name. Reference. Publisher. Androclus and the Lion Fifty Famous Stories American Book Co. Arlo Putnam. Butterfly, The Hans Anderson Fairy Tales Ginn & Co. Elephant's Child, The Just So Stories Flanagan. Fisher Who Let Out Summer, The Browning. Gretchen's Christmas Elson Reader II Great Walled Country, The.. Why the Chimes Rang. . .Bobbs-Merrill. How the Animals Secured Fire Century. How Thor Lost & Found His Hammer Norse Stories Cummings & Foster. Jungle Stories Houghton-Mifflin. King John & the Abbot Fifty Famous Stories American Book Co. King Alfred & the Cakes Fifty Famous Stories American Book Co. King of the Golden River How to Tell Stories Houghton-Mifflin. Knights of Silver Shield Why the Chimes Rang. . . .Bobbs-Merrill. Little Thumblina Old World Stories D. C. Heath Co. Lad Who Went to the North Wind ,. .Popular Tales of Norse. . .Button Co. Little Hero of Harlem How to Tell Stories Houghton-Mifflin. Moufflu Story Hour Houghton-Mifflin. Maximillian, The Goose Boy American Book Co. Nightingale, The How to Tell Stories f^oughton-Mifflin. Old Pipes & the Dryad Story Telling A. C. McClurg. Porcelain Stove, The Story Hour Houghton-Mifflin. Pandora In Mythland Heath. so COURSE OF STUDY FOTl PRIMARY GRADES. Name, Reference. Publisher. Storj' of Beauty & the Beast Story of Ulysses Putnam. Story of Perseus Kingsley's Greek Heroes Uncle Remus Stories Why the Woodpecker's Head Is Red Nature Myths .Flanagan. Why the Chimes Rang Why the Chimes Rang Bobbs-Merrill. Waukewa's Eagle Indian Stories Bobbs-Merrill. Washington & His Hatchet American Book Co. 3. Stories fob Childkex to Learn to Tell. These stories are the ones the children seem to be most anxious to learn to tell. Before the class learns a story the teacher should tell it many times or the children should read it. Not more than five of these stories for each grade and class need be mastered for telling each semester, but the five selected for such mastery should also be on the list for the teacher to tell or the children to read. IB Grade. Name. Reference. Publisher. Boy and tne Goat, The Chicken Little Crow and the Pitcher, The . .Aesop Ginn & Co. Epaminondos Stories to Tell — Bryant. . .Houghton-Mifflin. Pox and the Grapes, The Aesop Ginn & Co. Fox and the Red Hen, The. .S. C. Bryant r Bryant Houghton-Mifflin. Gingerbread Boy The ... .< Children's Hour— Bailey.Milton, Bradley. ' I Free and Treadvsrell *- Primer Row, Peterson. Greedy Dog, The Hare and the Tortoise Aesop Ginn & Co. House That Jack Built Mother Goose How the Crow Lost His Voice Lame Squirrel, The Bailey Stokes & Co. Legend of the Woodpecker, The Children's Hour Little Red Hen, The Little Red Riding Hood Beacon I Little Tuppens Bryant Bailey Milton, Bradley. Sun & Wind Fairy Tales E. C. S. Three Bears, The ^ K.— Mabie Children's Hour — Bailey Milton, Bradley. Three Billy Goats Gruff Dasent Putnam Co. White Dove, The Elson Runkel Primer Old Woman & the Pig. lA Grade. Name. Reference. Publisher. Ant and the Dove, The Aesop Beauty and the Beast Lansing Fairy Tales Ginn & Co. Cock and the Hen, The Flanagan Co. LITERATURE — SECOND GRADE. 81 Name. Reference. Publisher. Dog and the Cock, The Dog in the Manger, The Aesop Finding the Stars Five Peas in a Pod Child World Fox and His Bag, The Goldenrod & Aster Nature Myths — Cook ....Flanagan Co. Greedy Cat, The Lambikin, The Stories to Tell — Bryant. .Houghton-ftlifflin. Lazy Grasshopper, The Lion and the Mouse, The. . . .Aesop , Little Jackal, The Stories to Tell — Bryant. .Houghton-Mifflin. Little Pine Tree, The Baker & Carpenter II. . . .Macmillan. Morning Glory Seed, The . . . .Poulsson Milton, Bradley. Old Man & the Bag of Gold, The Peter Rabbit Potter Warner. Seven Little Goats • Sleeping Apple, The Poulsson Milton, Bradley. Spot's Kittens Poulsson Milton, Bradley. Teeny Tiny Woman Firelight Stories — Bailey Three Little Pigs, The Free & Treadwell I Woodpecker Who Was Sel- fish Bailey Milton, Bradley. Wolf and the Seven Kids, Baker & Carpenter Macmillan. The Wolf! Wolf! Aesop 2B Gl-.ADE. Name. Reference. Publisher. Ant and the Grasshopper .... Aesop Careful Hans Beacon I Ginn & Co. /-Beacon II Cat and the Mouse, The J Firelight Stories — 1 Bailey Milton, Bradley. Country Mouse, The Prog. Road to Reading Crane Express, The Poulsson — The Child World Milton, Bradley. Elves and the Shoemaker, fFrer& TreadwelL i: i! Irow,' ' Peterson.' ' ^® [Elson III Scott Foresman. Fox and the Crovi^, The Aesop — Free & Treadwell. Row, Peterson. Hans in Luck Free & Treadwell Row, Peterson. Honest Woodcutter, The { J^^fJ^ ^^']'' ^ [[y/- .MVlton,' Bradley.- Little Gray Pony, The Lindsay Milton, Bradley. Little Half Chick Stories to Tell— Bryant. .Houghton-Mifflin. Jackal and the Lion, The . . .Prog. II One Eye, Two Eyes, and Three Eyes Grimm ^Poulsson— The Child Piccola J World Milton, Bradley. LBryant Houghton-Mifflin. Punchinello Story Hour II Sleeping Beauty Carpenter & Baker Macmillan. Water Lily, The Young and Field Why the Robin's Breast is Red Wolves, Dogs & Sheep Fairy Stories American Book Co. W^olf and Little Cats, The . . . Prog. Road to Reading I 83 counsE OF study for 1'kimai;y grades. 2A GitAUE. Name, Reference. Publisner. Boy and Birds, The Aesop ^Fables & Folk Stories Cinderella J — Scudder Houghton-Mifflin. I Fairy Stories American Book Co. ^. ^ , , ^. ^ _,, [Free & Treadwell. . . . . .Row, Peterson. Discontented Fir Tree, The. . | ^.j^jj^^ Lore— Bryce Scribner's Sons. ^ 1 If oi 1 r,., j Aesop Ginn & Co. Dog and His Shadow, The... | young and Field Rd...Giiin & Co. Frog and the Ox, The How to Tell Stories- Bryant Houghton-Mifflin. Grannie's Blackie Jataka Tales — Babbitt How Patty Gave Thanks Poulsson Milton, Bradley. f Baldwin American Book Jack and the Beanstalk J Co. (^Bryant- Stories to Tell King's White Elepehant, The Jataka Tales — Babbitt Lesson of Faith, The Poulsson Milton, Bradley. Little Black Sambo Altemus. Ox Who Won a Forfeit, The. Jataka Tales— Babbitt Prince Cherry Stories to Tell— Bryant. . .Houghton-Mifflin. Queen Bee Grimm Star Dollars Grimm Ginn & Co. Tom Tit Tot Young and Field II Ginn & Co. Tom Thumb Scudder Houghton-Mifflin. Why the Bear is Stumpy Tailed Nature Myth — Holbrook . .Houghton-Mifflin. Whv the Robin's Breast is Red Pratt Wind and the Sun, The Free & Treadwell II Row, Peterson. 3B GuAUE. Name. Reference. Publisher. Boy and the Wolf, The Stories to Tell — Bryant Four Musicians of Bremen Fox and the Stork, The Free & Treadwell II Row, Peterson. Golden Cobwebs, The How to Tell Stories- Bryant Golden Locks Hansel & Gretel 2d Year Language Reader. Macmillan. Hans and the Four Giants. .Elson III Scott Foresman. Jack the Giant Killer Leak in the Dike, The Child Life Maj?millan. Long Leather Bag, The Just Stories Lost Nail, The Grimm Merrill Co. Measure of Rice, The Jataka Tales Monkey and the Jelly-Fish. . Snowman Longmans-Green. Phaeton Baldwin Pied Piper How to Tell Stories Houghton-Mifflin. Pocahontas Child Life Blaisdell. Puss in Boots Sailor Man, The Richards Little, Brown. Stone in the Road. The Stripes on the Chipmunk's Back Indian Myth Merrill. LlTEI!ATri;K — TIllKU GJIADK. SO Name. Reference. Publisher. , French Fairy Tales Tar Baby \ Harris, Uncle Remus i^ Stories Valiant Blackbird. The Baker & Carpenter II Macmillan. Why Cats Wash After Eating Aesop Why the Fox Has a White Tip On His Tale 3tl Method Reader Why the Rabbit's Tail is Short Harris William Tell Baker & Carpenter Macmillan. 3A Gkade. Name. Reference. Publisher. Bag of Winds, The Greek Stories Merrill Co. Bear Who Played Soldier, The Searson Martin II Uni. Pub. Boy Who Discovered the Spring Alden Bobbs-Merrill. Brownie and the Cook Fairy Shoemaker, The Elson Reader Scott Foresman. Golden Touch, The Bryant Great Feast, The Richards Little, Brown. Great Walled Country, The. .Aldeu Bobbs-Merrill. How the Bramble Bush Became King How Doughnuts Came to be Made Elson III • How the Ducks Got Their Fine Feathers Natural Method Reader III Scribner's Sons. How the Robin's Breast Became Red Story Telling— Lyman ...A. C. McClurg. Johnnie Chucic Finds the Best Thing Old Mother West Wind. . .Burgess. King John and the Merchant. Prog. Ill King John and the Abbott. .Fifty Famous Stories , Little Steam Engine, The. . .Riverside Reader II Houghton-Mifflin. Prosephone Jeschke Lang. II Rumpel-Stilts-Kin Grimm ; Snow AVhite and Rose Red Stone Cutter Japanese Fairy Tale Merrill. Tale of a Drake Snowman Tale of Peter Rabbit F. A. Warne & Co. Toads and Diamonds The Snowman Longmans-Green. Tongue-Cut Sparrow Japanese Fairy Tales I Woodpecker, The Lyman A. C. McClurg. 4. Stoiues Foi; tiik Chu.due.x to Di:a.aiatize. All normal children possess the instinct to express through bodily movements the ideas that have found a permanent place in their minds. The instinct, to do, or to act is a common part of a child's mental content. Lead the children to dramatize again and again at least three of the stories the teacher has told during this semester. The stories should be strong in action and possible of representation. It is suggested that they be taken from this list as each of these has been found satisfactory by one or more of our teachers. This is in addition to dramatization done with the reading stories. 84 COUESE OF STUDY FOlt PRIMARY GRADES. IB Grade. Three stories for dramatization is the requirement. This does not include the stories used for reading or stories read from the reader in dramatic form. Name. Reference. Publisher. Boy and the Goat Free & Treadwell Primer. Row, Peterson & Co. Gingerbread Boy For the Story Hour Milton, Bradley Co. Three Bears Stories to Tell Children. .Houghton-Mifflin Co. Three Cats Progressive Road to Read- ing Silver, Burdett. White Dove Elson Runkel Primer Scoot, Foresman Co. Old Woman & Her Pig How to Tell Stories to Children Houghton-Mifflin. Robin's Christmas Song Teacher's Story Telling Book Rand McNally. Little Tame Squirrel For the Story Teller Milton, Bradley, Fox and the Sheep Progressive Road to Read- ing Silver, Burdett & Co. Little Red Hen Stories to Tell Children. . .Houghton-Mifflin. lA Grade. Three stories for dramatization is the requirement. Keep the old stories reviewed as long as the children are interested. Name. Reference. Publisher. Elves and the Shoemaker. .. .Stories to Tell Children. . .Houghton-Mifflin. Town Musicians Teacher's Story Teller's Book Rand McNally Co. Straw Ox Free and Treadwell Row, Peterson Co. Three Little Pigs Teacher's Story Teller's Book Rand McNally Co. Wolf and the Three Cats Prog. Road to Reading Silver, Burdett. Clever Jackal Story Hour Book I Thorne & Thome. The Shoe Y^onng & Field II Ginn & Co. Little Gray Pony Mother Stories (by Maud Lindsay) The Woodpecker Who Was Selfish For the Story Teller Milton Bradley. 2B Grade. Three stories for dramatization is the requirement. Keep the old stories reviewed as long as the children are interested. Name. Reference. Publisher. City Mouse & the Country Mouse Tales of Laughter (Popu- lar Edition) Grosset & Dunlap. Hansel & Gretel Free & Treadwell II Row, Peterson Co. One Eye, Two Eyes, Three Eyes Free & Treadwell II. ... . .Row, Peterson Co. Tar Baby Uncle Remus (His Songs & Sayings) Grosset & Dunlap. Easter Rabbit Stories to Act Rand McNally. Ll'I'EIiATURE — SECOND GRADE. 85 Name. Reference. Publisher. Shepherd Boy Who Cried Wolf Work That is Play A. Flanagan. Travelers and the Bear Winston II Winston Co. William Tell Baker & Carpenter II Macmillan Co. Jack & Different Characters from Jack & the Beanstalk. Children's Story Hour Milton, Bradley Co. 2A Gkaue. Three stories for dramatization is the requirement. Keep the old stories reviewed as long as the children are interested. Name. Reference. Publisher. Boy and the W^olf Free and Treadwell Row, Peterson Co. Mouse's Tail Cyr Dramatic Reader Scribner's Sons. Rabbit's Walk Cyr Dramatic Reader Scribner's Sons. Hare and the Tortoise Aesop's Fables Little Goat Bruse Fairy Stories & Fables The Honest Woodman Child World 3B Grade. Three stories for dramatization is the requirement. Keep the old stories reviewed as long as the children are interested. Name. Reference. Publisher. Ram & the Pig Who Went to the Woods Winston III Winston Co. Tom Tit Tot Dramatic Reader Rand McNally Co. Child Rowland Winston III Winston. Barmacide Feast Fifty Famous Stories American Book Co. The Wise Men of Gotham. . .Fifty Famous Stories .'American Book Co. 3A GUADE. Three stories for dramatization is the requirement. Keep the old stories reviewed as long as the children are interested. Name. Reference. Publisher. The Tiger and the Brakman and the Jackal Stories to Tell Children. . .Houghton-MifP.in Co. Hare and the Hedgehog Dramatic Reader II King John & the Abbot Fiftv Famous Stories American Book Co. Turkey's Nest Barnes Reader II Laidlaw Bros. Pied Piper of Hamlin Twelve Centuries of Eng- lish Poetry & Prose. .. .Scott, Foresman & Co. 5. Stories for Ciiildkex to Learn to Read to Each Other. IB Gr.vde. Out of the following list the children should learn to read at least three stories each semester with a true audience situation. Name. Reference. Publisher. Boy and the Goat, The Free & Treadwell Primer.. Row, Peterson Co. Chicken Little Barnes Primer Barnes Pub. Co. Gingerbread Boy, The Free & Treadwell Primer.. Row, Peterson Co. 86 COURSE OF STUDY FOR PRIMARY GRADES. Name. Reference. Publisher. Little Red Hen, The Free & Tread well Primer.. Rom% Peterson Co. Old Woman and Her Pig, The. Barnes Primer Barnes Pub. Co. Pancake, The Free & Treadwell Primer Three Billy Goats, The Graded Classics Wee, Wee, Woman, The Winston Primer J. C. Winston Co. Wolf Comes Again, The Barnes Primer • lA Grade. The children should learn to read at least five stories from the fol- lowing list. Keep reviewed the stories they learned to read in IB grade, as long as they are interested in them. ■ Name. Reference. Publisher. A Pig Story New American Reader Book Brown Bear & Grey Rabbit.. New American Reader Book . . . ■ Bunnv Easy Road to Reading I . .American Book . Co. Farmer Brown's Pig Barnes I Barnes Pub. Co. Fox and His Bag, The Winston I' Gingerbread Man, The Barnes I Little Topnot Free & Treadwell I Row, Peterson Co. Little Half Chick Free & Treadwell Row, Peterson Co. Lazy Jack .Banbury Cross Stories. . . .Merrill. Little Porridge Pot, The Winston I J. C. Winston. Playmate, The Winston I J. C. Winston. Red Hen and the Fox Beacon I Ginn & Co. Silverlocks & the Three Bears. Beacon I Wolf & the Seven Kids, The. .Winston I Who Stole the Birds Nest?. . .Barnes I 2B Gi;ade. The children in Grade 2B should master 10 of the following stories and keep reviewed those specialized on in Grades IB and lA. Name. Reference. Publisher. Boy & the Wolf, The Free & Treadwell II Billy Bobs Free &■ Treadwell II Careful Hans Beacon I Camel & .Jackal Prog. Road to Reading II. Silver, Burdett. Crow & the Pitcher, The Free & Treadwell Camel & the .Jackal, The Young & Field II Dumpy Pony, The Riverside II Houghton-Mifflin. Dog in the Manger Stepping Stones II Fox and the Grapes, The Literary II Ginn & Co. Fir Tree, The Free & Treadwell General Blackbird Baker & Carpenter. Gray Fox Prog. Road to Reading I Farmer, The Young & Field Hans & the Brownie Prog. Road to Reading II. Silver, Burdett. Hans in Luck Free & Treadwell II Row, Peterson. Jay & the Peacock, The Free & Treadwell Little Rabbit Winston 11 Little Half Chick Winston II , Lady Bird & Little Fly Prog. Road to Reading II Lion & the Mouse, The Free & Treadwell Little Scar Face Young & Field Little Gray Pony Searson & :\Iartin LlTKnATUHE — SECOXD GRADE, 87 Name. Reference. Publisher. Man, the Boy & the Donkey. .Free & Treadwell II Monkey & the Crocodile, The. Winston Neddy & the Donkey Winston Princess & the Golden Ball, The Winston II Red Comb and the Fox Beacon II Story of iMr. Fox, The Beacon II Why the Dog is an Enemy of the Cat Winston II 2A GiiAiiE. The children in the 2A Grade should have a reading mastery of 20 of these stories in addition to any in previous lists. Name. Reference. Publisher. Ant and the Dove, The Searson & .Alartin II I'niv. Publishing Co. Boots and His Brothers Riverside II Bear Who Played Soldier, The Searson & Martin II Boy and the Nuts, The Searson & Martin II Bear & the Troll, The Searson & Martin II Cinderella : Free & Treadwell II Row, Peterson & Co. Death of the Cock, The Best Short Stories A. Flanagan. Discontented Pine Tree, The. Free & Treadwell II Elves Pointed Slippers, The. Barnes II Fox and the Stork, The -.Free & Treadwell II Foolish Weathercock, The... Child Classics II Bobbs. IMerrill Co. Foolish Fly, The Beacon II Ginn & Co. Garden, The Winston II -. Golden Blackbird, The Goats in the Rye Field, The. Graded Classics II Fisherman & His Wife, The. .Child Classics I Hans, the Shepherd Boy Child Classics I How Some of the Animals Were Tamed Beacon II Ginn & Co. Helpful Engine, The Beacon II How the Bear Lost His Tail. Searson & Martin II Jackal & the Alligator, The. .Riverside II Houghton-^lifflin Co. King .lohn & the Abbot of Canterbury Baker & Carpenter II King of the Birds Beacon 11 Little Steam Engine, The. . .Barnes II Barnes Pub. Co. Lion and the IMosquito, The. .Winston II Lilly Etta & Wee Bruin, The. Story Hour Reader II Mouse that Didn't Think, The. Barnes II Puss in Boots Action, Imitation & Fun Series Education Pub. Co. Red Comb & the Fox Beacon II Snowman, The Winston II Star Ox, The Searson & Martin Univ. Pub. Co. Star Dollars, The Best Short Stories A.Flanagan. Silly Matt Searson & Martin III Three Pigs, The The Snowman LTgly Boy & the Bear Beacon II Wind and the Sun, The Free & Treadwell II Wolf and the Crane, The Young & Field Lit. Reader II 88 COURSE or study fok primary grades. In 3B and 3A the children may choose selections from Library Books or from the odd readers on the Room Library Table and perfect 15 or 20 such for audience reading. 6. Stories for Written Reproductions with Original liiiTATioNS. Story writing is not required but will be found enjoyable in the IB and lA Grades. If the lA teacher wishes to experiment she may have the children write stories of perhaps three or more sentences — one to intro- duce the characters, one or more to state the quarrel, and one to give the punishment. If the children do not respond show them a picture of a known story and then have them substitute other characters. "The Goosey Gander," "The Dreamer," "Pretty Cow," and "The Dog and the Kitty Cats" found in "Stories to Tell the Littlest Ones" by Sara Cone Bryant published by Houghton-Mifflin Company are suggested as stories to be imitated in this grade. Two written original stories in imitation of stories heard are required in each 2B, 2A, 3B, and 3A Grades. Stories that may be used as basis for imitations are as follows: 2B GRi\.DE. Name. Reference. Publisher. Ant & the Grasshopper Aesop Stepping Stones to Literature. Dog & His Image Aesop Stepping Stones to Literature. Fox & the Crow Free & Treadwell Book II Row, Peterson. (-Jacob's Educational Fox & the Stork < Fables Macmillan Co. lAesop's Fables Ginn & Co. Fun for the Boys Winston Second Reader , Fox and the Crab Story Telling in School & Home Sturgis & Walton. 2A Grade. Name. Reference. Publisher. Turkey's Nest Barnes Reader Book II. . .Laidlaw Bros. /•Jacob's Educational J Fables of Aesop Macmillan Co. Hare & Tortoise "j Baker & Carpenter I Second Reader Fox and the Grapes Searson Martin Book II... Univ. Pub. Co. Fairy Shoemaker Stories to Act Rand-McNally Co. ["Aesop's Fables Dog and His Shadow <| Baker & Carpenter Ginn & Co. L Second Reader Crow & the Pitcher Jacob's Educational Fa- bles of Aesop Macmillan Co. Alligator & the Jackal Barnes Reader Book II.. Laidlaw Bros. 3B GitADE. Name. Reference. Publisner. Bov & Wolf, The Free & Treadwell Row, Peterson & Co. Cat, Monkey, and the Chestnut Aesop Young Folk's Treasury Vol. 1. U. Society Inc LITERATURE — SECOND GRADE. 89 Name. Reference. Publisher. Cowardly Bat, The Aesop Merrill Co. Camel and the Jackal, The . . Searson & Martin Book III Jniv. Pub. Co. Dog in the Manger Aesop Merrill Co. Fox and the Lion Aesop's Fables Ginn & Co. Fox in the Well Fables & Folk Stories. .. .Scudder. /■How to Tell Stories to Pig Brother J Children Ho^ugliton-Mifflin [ Sara Cone Bryant Wolf and the Grapes Second Language Reader Baker & Carpenter 3A GliADE. Name. Reference. Publisher. Fifty Famous Stories. . .American Book Co. Androclus & the Lion -, , ^-u^ -n^^ 4.- i Jacob s Educational Fables of Aesop Macmillan Co. Millie's Gingerbread Ruth Jones Teachers Practice Book Century Pub. Co. Lion and the Mouse Aesop's Fables Ginn & Co. Dog and the Horse Elson Third Reader , Apron String Searson & Martin Book in Univ. Pub. Co. 90 COURSE OF STUDY FOR PRIMARY GRADES. HISTORY, GEOGRAPHY, NATURE STUDY AND HEALTH LESSONS. We have grouped these experience (direct and vicarious) getting subjects togetlier, feeling that they overlap too much to be separated in the primary grades. The material listed for use in these subjects nas been handed in by the various teachers and listed in the grade to which it was assigned by the majority. Let's organize our work in these subjects so to give the children a. A great amount of conversational practice; b. As much first hand experience through field trips as possible; c. Some correlated reading; d. Much accurate knowledge supplied in the main by the teacher; e. Opportunity for needed correlative, illustrative, and construc- tive practice. Reserve at least one psriod daily for some one of these subjects. Dif- ferent months may be spent on different subjects. Try to develop each topic selected into a large unit of work continuing day after day for several weeks. Try to keep the right balance among the above a, b. c, d, and e, yet feel justified in letting all points come in the assigned class period. A. People Study. Knowing how interested children are in people who are different from themselves, and realizing how such material lends itself to free conversation, dramatization, and construction work, the following course of study in Primary History is recommended. Different peoples have been selected for study so as to show how the human race has met the different climatic conditions, or different geo- graphic controls. A people of the cold is studied and later contrasted with one from the tropics. At the same time these people selected for study show how food, clothing and shelter have been provided through the different ages by people living as hunters and shepherds. Throughout the entire study, the attention of the class is centered upon the daily life of the people, and the children are' led to appreciate their inventions, arts, successes, and ideals, rather than to consider the points of difference between them and ourselves, which would lead the children to consider the foreigner as "queer," "funny," or "peculiar." This is done in the endeavor to teach the unprejudiced mind the unity of humanity and the brotherhood of man. iii:sT tniAiJE. September and October: The Child's Own Home. a. Its members. b. Their food. c. Their clothing. d. Their shelter, house. e. Work. f. Social relations and play. g. Pets and other animals. Illustrate by means of doll's house, of wood, or cardboard construc- tion or illustrated booklets. Follow working outline for People Study, HISTORY — SECOND GTtADE, 01 Xovcmber: The Farm. a. Source of food supply. b. Harvest — Thanksgivius. December: The Store. a. Necessities. b. Pleasures. 1. Toys. 2. Gifts, etc. Januari/ : School Helpers. a. Supervisors. b. Principals. c. Departmental teachers. d. Teachers. e. Janitor. f. Milkman. Civic Helpers. a. Postman. b. Fireman. c. Policeman. March and Ajiril : The Farm. a. Planting. b. As source of much food supply. May and June: Other Nature Work. References — Animal Life — Bass. Plant Life — Bass. (See list later in Chapter.) SECOND GUAUE. September and October: Indians— Forest and plain: Follow Working Outline for People. Illustrate on sand table. Children read Indian books. November and December : Holidays as they occur, emphasizing the habits, daily life and work of the iDerson or people commemorated by those days. a. Thanksgiving — Harvest. b. Christmas — Fairy, Biblical, Our own. — (Joy Season.) January : Eskimos — A type of primitive man in the cold belt. Follow working outline for people study. Illustrate on sand table both summer and winter scenes in northern Alaska, or Greenland. References : Eskimo Land — Hawkes. Eskimo Stories— Mary E. Smith. February: Lincoln's Birthday. Washington's Birthday. Valentine's Day. 92 COURSE OF STUDY TOI? PRIMARY GRADES. March and April: Dutch. Follow Working Outline for People Study. Illustrate on sand table. Read books on Holland Life that are listed for Conveisational Lessons. THIRD GP.ADE. Septeynher and October: Tree Dweller — Katherine Dopp. Children will read the story. Follow working outline for people. Illustrate on sand table. November: Thanksgiving. The story of the Pilgrims. The First Thanksgiving. The harvest. Preparation for the feast. Our Thanksgiving customs. December: Christmas. Tree — Germany. Stocki ngs — America. Shoe — Holland. Basket — Norway. January : The Arabian as the beginning of the shepherd stage of development. Follow working outline for people study. Illustrate on sand table. February: Lincoln. Lincoln Tablets. Washington. March and April: The Early Cave Men — Katherine Dopp. Read the story. Follow working outline for people study. Use sand table. Working Outline for People Study. first, second and third grades. I. Description of People through pictures. 1. face, skin, eyes, hair. 2. race. 0. size, height. 4. dress. 5. action. II. Location. 1. in world — east, west, north, south. 2. on globe. a. child's own home. b. home of people to be studied. (Child should think location in general terms, as half way around the Avorld from himself, but the teacher should have a definite location for the home of the people to be studied.) IIISTOKY — WORKING OUTLTXE. 93 III. Imaginary Journey to the home of the people. 1. conveyance — train, boat, camel, horse. Hying machine. 2. ticliets, sleepers, diners. 3. exchange of money. 4. amusements en route. 5. rules of the road — turn to the right. IV. Description of Country en route. 1. contour. 2. rock, soil. 3. plants, trees. 4. animal life. 5. industries. 6. cities. 7. buildings. V. Description of Destination (Same Points as IV.). VI. Shelter. 1. permanent. 2. temporary. a. shape, size, color. b. material — source and preparation of. c. parts or rooms — uses of. d. construction of. e. by whom made. VII. Furnishings. 1. rugs, draperies, material, design, how obtained. 2. furniture — material, design, use, by whom made.' VIII. Food. 1. kinds. 2. sources. 3. how obtained, by whom. 4. how prepared, by whom. 5. how served, by whom, to whom. 6. when served, number of meals per day. IX. Dishes. 1. shape. 2. material. 3. source of. 4. how and by whom made or obtained. 5. uses of. X. Clothing. 1. style. 2. material. a. source of. b. how and by whom obtained. c. tools used in obtaining and preparing same. 3. how shaped and sewed. 4. variety of costume. 5. occasions when worn. XI. Work. 1. Daily. a. of men. b. of women. c. children. 2. seasonal. a. of men. b. of women. c. children. XII. Amusements. 1. games, music, dancing, festivals, toys, pets. a. description. b. by whom played. c. when played. 94 COURSE OF STUDY ¥011 PRIMARY GRADES. * XIII. Weapons and Tools. 1. shape. 2. size. 3. material. 4. use. 5. by whom made. 6. how originated. XIV. Characteristics of the People. 1. kindness. 2. bravery. 3. justice. 4. efficiency. 5. honesty. 6. industry. 7. generosity (develop through stories). XV. Education and Customs (in and out of school). XVI. Conveyances and Beasts of Burden. XVII. Line of March or Moving. XVIII. Social Organization. 1. The leader, who, how selected, etc. 2. Laws, what, by whom made. XIX. What Have These People Given us or Civilization. 1. in knowledge. 2. in material goods. XX. What Have We Given Them. B. Interestixg Field Trips Through Which Profitable Projects May be Developed. The Teachers are Urged to Make Selections Suitable for Their District. first grade. Arsenal — Museum. Art Club. Blacksmith Shop. Fair Grounas — Ref. Wells, A Project Curriculum. Farm. . Grocery Store. Gardens. Lincoln's Home. New Homes. Park Playgrounds. Shoe Repair Shop. Toy Shop. SECOND GRADE. Art Club. Butcher Shop. Depot. Fire Engine House. Green House. Library. Lincoln's Tomb. Park. State House. State Museum. Sun Dial— Study of Time. THIRD GRADE. Art Club. Arsenal — Museum. Brick Yard. IIISTOKY LINCOLN MAIIKEUS. 95 Dairy. Ice Plant. New Centennial Building. Post Office. Weather Bureau. Site of first school house in Springfield near northeast corner High School grounds, Washington and Lewis Streets, marked with small boulder and tablet by Springfield Chapter, Daughters of Ameri- can Revolution 1918. LINCOLN MARKERS AND WHERE THEY ARE PLACED IN SPRINGFIELD. 1. The site of the office of Stuart & Lincoln, as marked by the Spring- field Chapter, Sons of the American Revolution, the site now occupied by the Stuart Confectionery Company, 109 North Fifth Street. (Marked by Tablet). 2. The site of the Globe Tavern in which Mr. and Mrs. Lincoln re- sided for some time immediately after their marriage, located on the north side of Adams Street, between Third and Fourth Streets. (Marked by Tablet). 3. The office of Logan and Lincoln as located in the building on the southeast corner of the public square, west side of the street, third floor, and known as the old Farmers' Bank Building. (Marked by Tablet). 4. The office of Lincoln and Herndon, the west side of the square, located in the back room of the building which was where is now the building, now on the south 20 feet of the Myers Brothers Building, second floor. (Marked by Tablet). 5. The site of the First Presbyterian Church which was attended by Mr. and Mrs. Lincoln, on the southeast corner of Third and Washington Streets, south side of the street. (Marked by Tablet). 6. The site of the Second Presbyterian Church in which the House of Representatives met on their removal from Vandalia to Springfield and in which Mr. Lincoln served as a member of the Legislature, located on Fourth Street between Monroe and Adams, west side of the street about where the building now known as the News Office is now located. (Marked by Tablet). 7. The room in the Ninian Edwards Home on Second Street, the site now occupied by the new Centennial Memorial Building, in which Mr. and Mrs. Lincoln were married. (Marked by Tablet). 8. The room on the third floor of the C. M. Smith Building now occu- pied by B. H. Luers & Company, Shoe Dealers. In this room Mr. Lincoln is said to have written his inaugural address. (Marked by Tablet). 9. The sites in the present Sangamon County Court House are the present Circuit Court Room, once the Illinois Plouse of Representatives and in which Mr. Lincoln made his famous Houses Divided Against Itself speech and where Mr. Lincoln's remains laid in state. (Marked by Tablet.) 10. The site afterwards occupied as the office of Lincoln and Herndon is also the site of the Joshua Speed Store, that is the west side of the square, the third 20 feet from the corner, the site now occupied by Myers' Brothers' Store. (Marked by Tablet). 11. Wabash Freight Station, formerly Great Western Passenger Sta- tion, Tenth and Monroe Streets. From this station Abraham Lincoln left for Washington, February 11, 1861. Marked by the Springfield Chapter, Daughters of the American Revolution, June 14, 1915. 12. Public Receiving Vault at Oak Ridge Cemetery, where the remains of Mr. Lincoln were placed on arrival at Springfield and remained until transferred to the temporary tomb and later to the National Lincoln Monument. Mr. Lincoln's remains were placed in the vault May 4, 1865, removed December 21, 1865. (Marked by Tablet). Lincoln's Monument in Oak Ridge Cemetery north of the city. Built from design of Larkin G. Mead. The remains of Abraham Lincoln w^ere 96 COURSE OF STUDY FOE PRIMAEY GRADES. removed from the receiving vault placed in the temporary tomb December 21, 1865; placed in the crypt September 19, 1871; in Sarcophagus in center of the catacomb October 9, 1874. The remains were placed in cemented vault beneath the floor of the catacomb directly under the sarcophagus September 26, 1901, where it is believed they will forever remain undis- turbed. 13. Chicago & Alton Railroad Passenger Station. Third Street and Washington and Jefferson Streets. On this site the old passenger station stood where the remains of Abraham Lincoln arrived in Springfield when brought here for burial, May 3, 1865. Marked by the Springfield Chapter, Daughters of the American Revo- lution, Maj' 3, 1922, with tablet furnished by the Chicago & Alton Railroad. C. Books Good to Use as Basis of Conversational Lessons. Do a little reading and spend much time in discussion. First Motive: Grade I. Get Conversational Lessons correlated with home experience of children in home, school and city. Second Motive: Grades II and III. Get Conversational Lessons correlated with text books that are true in facts concerning different peoples. Selections will be made by each teacher according to books in her building. Supplement with Manuscripts from Office and Library. FIRST GRADE. Work-A-Day Doings on the Farm. SECOND GRADE. Children of the Cliff. Lodrix. Ned and Nan in Holland. Rago and Goni. Red Feather. THIRD GliAOE. Ab, The Cave Man. Around the Lightwood Fire. Docas, the Indian Boy (California Indian). Dutch Twins. Home Geography for Primary Grades. How the Present Came From .the Past. Robinson Crusoe. The Early Cave Men — Dopp. The Three Dwellers — Dopp. Weavers and Other Workers — Hall. D. Geography. THIRD GRADE. Fairbank's Home Geography is studied to review and collect the nature facts learned in First and Second Grades, also to establish a geographical vocabulary. Local soils, contour and industries are taught in correlation with the text. Map making— Maps are made of the school room, building and grounds, of the streets adjoining the building. These are made: 1. on the sand table; NATURE STUDY — FlliST GRADE. 97 2. with a quick pencil sketch while looking at sand table; 3. a larger more accurate paper map made by the children from their first sketch. (This is the only map the children are allowed to draw free hand.) The maps made on large paper are raised as well maps on north walls and are used to establish map directions through taking imaginary journeys near home. The early history of Springfield is taught along with this local map making and many field trips are taken. Later some time should be spent in leading children to interpret bought maps of the city and county as regards the representation of land, low and high, rivers, etc. Correlate this with sand table work and field trips. Study local industries: 1. Mining. 2. Manufacturing. 3. Farming. E. Nature Study. The following outline may be of assistance to some teachers who enjoy teaching Nature Study and wish to have some few distinctive things in each of the primary grades: FIRST grade-year's OUTLINE. Fall: Trees: — six, in the environment, that are distinctive in shape and interesting in leaf or fruit, fiower, or color. Gardening — out door; pansies. indoor; geraniums transplanted, bulbs planted in water and soil. House insects — identified. Foods of home and store — identified. Weather — noted; season idea established; sun, rain, snow, calendar kept. Pets — cared for. Wi7iter: Trees revisited; buds and twigs noted. Try to identify by place and if possible by twigs. Gardening — indoor care of plants and bulbs. House pests— mice studied. Weather work continued. Pets — cared for. Toys — tunible jacks made. ISpring: Trees revisited, growth watched. Gardening — outdoor, if possible plant lettuce and radishes; Care for pansies; transplant geraniums into outdoor garden; Plant the bulbs outdoor for future blooming. House insects; watched for and noted. Foods — common ones, watched for and noted as they appear in the market. Weather work continueci — as to sun, rain, seasons. Pets, cared for. The main interests in this grade are identification and collecting. The things noted and discussed and collected should be used if possible in room decorations, or for booklets or the basis of a museum collec- tion. 98 COUKSE OF STUDY FOi; PIIIMARY GRADES. SECOND GKADE. Fall : Harvesting school garden. Garden — prepare box of climbing and low nasturtiums for room. Plant one bulb per child, Indoor. Plant one jar each of various bulbs for school room. Trees — visit all nearby bare trees containing bird nests. Note nature of trees that are bird shelters. Garden friends — study them as they are, and in their work. Pets — cared for in room. Wmtcr: Bulb study continued. Garden friends in hibernation. Rocks, collected and studied. Crystalization. Weather chart kept. Toys, magnets. Pets, cared for. Spring: Garden planted and cared for indoor and outdoor. Seed development watched. Garden friends watched for. Birds identified as they return. Trees of block watched for bird nests. Pets, cared for in room. THIRD GR.\DE. Fall : Cleaning the gardens. Decorating the room. Planting a fernery. Learning its contents; caring for same. Condensation noted and studied. Pets in fernery found and studied. Winter : Fernery cared for. Aquarium started. A few constellations learned. Water experiments worked out. Spring : Fernery cared for. Aquarium cared for. Insects around waterways studied. Birds watched and studied. (Try to have children know very well at least ten or twenty.) F. Health Lessoxs. Alice E. Dalbey, R. N. Supervisor. We suggest that each teacher plan her program so to give a few minutes daily to health talks, following the outline given by Harriet Camp Launsbery. R. N. in her booklet "Ten Weeks of Physiology and Hygiene for the Lower Grades of the Public Schools" published by the Lovett Printing Company, Charleston, West Virginia. For method and devices use the booklet "Sugestions for a Program for Health Teaching in the Elementary Schools" — Health Education No. 10, Department of the Interior Bureau of Education, 1921. REFEllENCE BOOKS FOR TEACHERS. i)0 At various times tliroughout the year the nurse will give briet oral tests to the children, on the work outlined. The first half of each grade outline will be taught to the B classes of each grade and the last half to the A classes. All work previously taught to any class should be kept reviewed. (Both l)ooklets for desk use may be had by each teacher). G. Kekeue.nce Book.s for Tkaciikks. A. History and Geography: Wells A Project Curriculum (J. B. Lippincott Co.) . Scull Hunting in the Arctic and Alaska. Elliott Our Arctic Provinces. Peary (Mrs.) Children of the Arctic. The Snow Baby. * My Arctic Journal. Nansen First Crossing of Greenland. Amundsen The Northwest Passage. Stefanson My Life With the Eskimo. Higginson Alaska. Underwood ...An Empire in the Making. Greeley Handbook of Alaska. Drake The Making of New England. Earle Child Life in Colonial Days. Home Life in Colonial Days. Anderson When Neighbors Were Neighbors. Knox Boy Travelers on the Congo. Livingston The Last Journals of D. Livingston. Stanley The Congo and the Finding of Its Free State. Johnston The History of the Colonization of Africa. Starr Some First Steps in Human Progress. Mason The Origin of Invention. Dopp The Place of Industries in Elementary Education. Herbertson Man and His Work. Tylor Anthropology. Abd El Ardavan The Lance of Kanana. Knight The Quest of the Four Leaf Clover. Zwemer Arabia, the Cradle of Islam. Burton Travels Through Arabia. Kirby The World by the Fireside. B. NaHire Study: Coulter and Patterson. . Practical Nature Study. Comstock Handbook of Nature Study. Hodge Nature Study and Life. Reed Land Birds. Downing Source Book of Nature Study. Chapnian Bird Travels. 100 COURSE OF STUDY FOR PRIMARY GRADES, NOTES. LANGUAGE ARTS — NOTES. 101 J 02 COUESE OF STUDY FOR PRIMAEY GRADES. NOTES. LANGUAGE AETS — NOTES. 103 104 COURSE OF STUDY FOR FRIMART GRADES. NOTES. CHAPTER II. DRILL SUBJECTS. WORD STUDY. "A word is read or spoken naturally, only when its total meaning is prominent in tlie consciousness of reader or speaker." — Huey. I. Aims ok Wokd Stidy: First Grade. (1) To establish a foundation for reading. (2) To make the association of an idea with the symbol. (3) To establish a desire to read. Second Grade. (1) To increase reading vocabulary. (2) To aid in speech control. (0) To increase the rate of reading. (4) To establish a desire to read. Third Grade. Second Grade aims and in addition the following: (1) A mastery over the mechanics of reading involving: (a) Instantaneous recognition of basic vocabulary. (b) Power to work out pronunciation of new words through context, comparison or phonetic analysis. (c) Ability to take in a group of words at a glance. II. SUB.JECT Matter: 1. Mastery Vocabular.v — selection — of all of the words in the various Winston Readers we have selected the following list to be mastered in the v^rrious primary grades. The words in this list for mastery for grades one and two have been selected upon their frequency of use in the Winston and other primary reading books as reported in studies made by (1) Myrtle Kaufmann, and Marguerite DeLano (unpub- lished study). (2) E. T. Housh. The Seventeenth Yearbook, Part I, of the National Society for the Study of Education. (3) J. L. Packer. The Twentieth Yearbook, Part II, of the National Society for the Study of Education. The third grade words for mastery were selected upon the basis of opinion of the local third grade teachers. An effort was made to select the words most frequently met in third grade reading material. Time did not permit, at present, a more accurate study, and we doubt the necessity of such a study for third grade children when we consider how their word power is enhanced by this time through phonic knowledge. 2. Incidental Vocabulary. All other words appearing in the Winston readers and the supplementary readers will be gained through content or will be told by the teacher. The drill on these words and phrases will be done to prepare the child for the work of the day but will not be sufficient to procure permanent masteiT- We have tried to arrange the vocabulary of the Winston Readers that has been selected for mastery in a column arrange- ment by stories that will be best for drill. We have avoided the alphabetical arrangement of the words and also the arrange- ment based upon the serial appearance of the words in the stories. We believe this hit-and-miss arrangement will bring more independent mastery by the child. Let your drill chart show the correct standards in form for printed English work. 105 106 COrRSE OF STUDY FOR PRI.AIAiiY GRADES. Each teacher will begin her chart with IB words and print all through those for her own grade and class. That means for the 3A teacher to print the entire list for IB through the 3A. The oB teacher may omit the 3A words. The 2A teacher may omit all third grade words, etc. Any teacher having two classes must be sure to have all the words for grades below her own and all those belonging to both her classes. ( Word arrangement for the word drill charts. ) WINSTON MASTERY VOCABULARY. Grade IB. Page 1. and cat did along eat hen help bumblebee I little me after my not pig began red some she came said shall who goat then up the fox are will you a boy Page 2. grass woods in soon go why is so had want looked went to her of nothing there stop again jumped was he heard out under rabbit got lived woman home chairs one she's ran but old on no bed sleep away Page 3. run back water voice dog do afraid- where could for grow what put his big Pussy catch get give chair met it may please caught jump saw took man over tail beds him can walk right that till Grade lA. Page 4. at another just when flew into way too door have very this am fine ate bag see rapped yes rap well oh opened by open let leave house gone here going day Page 5. down m.ade look fast fell once much sheep .Jack small now your an sat tried farmer cake upon wait hard gray white with if mouse were asleep we what be blow make all coming corn rain fat come wish AVOKD STUDY SECOND CKADl 10^ Page 6. we play hair mother good fairy tall our two Mr. their face ask happy awoke nice sleep gold found every tree hide them star as window ax fish us take wolf stars find asked before tired girl feet around Mrs. Page 7. Thursday nothing humblebee breakfast morning children something garden supper horse what that when where were saw with there was who Grade 2B. Page 8. basket been six know from air ready fire ever thank goes field today last cried large lay far angry hill threw three sent I'll Page- 9. -through fiy wise ground say neck cannot fun head think or brook should hold boys middle off carry which high bear father long mine Avatch stay about wings near must Page 10. himself talk says pleased kept glad together any dark behind each since picked dove called wanted keep only would rest might hands told often meat such until always gave great Page 11. things safe across those poor black flower year cook pretty left kind bread sail these leaves skv hear listen full mind brothers does need climb how don't farther has 108 COURSE OF STUDY FOl! PRIMAKY GRADES. Page 12. other sad nor stopped side tell wind ten seen yourself set Grade 2A. Page 13. anything care hour beautiful felt more shouldn't live hand smallest sun green moved hope birds largest still place strong dear better bright eyes first Page 14. thought true whole turned use many warm lift food work foot named everything call song yellow hold strings written sing road brown eggs child perhaps wide while among blue round Page 15. awake cross eating nearer deep golden summer bad beside winter dress young crying room bring dressed new slept brought cold light looking can't silver covered top river pointed ride own Page 16. clothes bird snow fiinding drive touch best forget running barn guess sometimes try show whether rose name minute soft word follow rest indeed wrong alone gentle followed hay book Page 17. learned sell noise money town stand toward lady shoes winning hat Grade 3B. Page 18. anybody also asleep although arms apple anywhere be anger breakfast bone almost couldn't back answer drowned both believe finished done being remember even people WOltl) STUDY- -TIUHD GKADl- Page 19. because 2olor piece became else really certain knew speak didn't most they except next thought enough none table getting same thing herself sure world shut worked Page 20. doesn't time held servants than move begged tired save brother turn fish writing used free learn wait ice pulled wash leave matter yard obey passed buy blow dead Page 21. build burn ears break .hurt fight dinner mean giant early some land friend send meet isn't swim nine visit sweet shouted was tall carried want week tomorrow corn music Page 22. country sorry neighbors son wheat ourselves ripe knock farmer against begin makes houses given short quarrel cut walks between sigh church kindness sang earth heavy farm feeds Page 23. everywhere west older flow^ers pick raise happened di'op stood hiding easy asking oldest fair catches person hard broke second lost close sister hide dream traveled pair quick shoulder city south Page 24. making coat story evening now using anyone once become happily stop coming twelve wall floors women whom fires swallow worse hurry following shine laugh surprise party crown 109 110 COUKSE OF STUDY FOE PKlMAltY UlIADES Page 25. ears tall fight week giant music land whose meet myself nine sprang sweet Gkade 3A. Page 26. faithful lead grapes parents vine folks pretended bow homes companion sea plant different duty 'drove mighty shelf brass received trade honest cottage loud below Page 27. scratched born brave hundred ))ones danger maiden front fields remain paper island Ihread paid steal breeze real clock earliest stove finger springs thumb found already burn pencil firmly chin silent Page 28, , animal core twenty buttons drums apron cherry earn clouds collar fear fault fright lame funny hammer pot scream perfect rise knees promise ring / water trouble step write shouted two awoke Page 29 . spelling lesson clear leather easily heart listened quiet partly queer start living chickens smaller shook wrinkled thick saved pocket rush ribbon III. Method With Plans: a. Types of Word Study. First Grade. Developmental Lessons. 1. Words to be mastered. 2. Words not to be mastered but to be gained througn content. only. Review Lessons. 1. Words to be mastered. 2. Words not to be mastered, but to be gained through content. only. WORD STUDY FlltS'l' GTIADE. Ill Second and Third Grades. Developmental Lessons. 1. Phonetic Words— those composed of elements already learned are to be gained through phonics. 2. Non-Phonetic Words and those containing elements not as yet learned are to be gained through content or told by some pupil or teacher. Review Lessons. 1. Words to be mastered. 2. Words not to be mastered. b. Time: Proportion for Word Drill in each class about 15 minutes per day, with extra period for coaching those needing it. IB WoKi) Study Lesson Plan. Time — Three fifteen minute periods. 1. Aim : To present the words and drill on them in such a way that those in phrases will be retained for this story, and those out of context will be mastered. 11. Preparation: The teacher has told. "The Gingerbread Boy" story. The children have talked about the pictures in the book. HI. Frescntation: Subject Matter: Winston Primer, p. 32. The Gingerbread Boy. The teacher retells the story, showing tne word cards and phrase cards as they come in the story. Words for Mastery. Not for Mastery, away him was the end could man from you catch met Made a Gingerbread Boy can put upset the little old kettle caught run little old pan dog that "Now, I'll give everyone a card. See if you can find a word on the board like yours. Match your card and tell us what it says, Mary. Good! Your card, Harry, Edna, etc. Leave your card on the ledge when you have matched it." "I'm going to point to a word on the board; if it is yours, say it quickly." The teacher points quickly to the words on the board. Each child tells his word. "Let's play store. You may buy any word you like. Be sure and put a line under it." Each child buys a word, putting a line under his word. "Everyone watch and if I erase your word, say it.' The teacner erases the words, one at a time. Each child says his word when it is erased. "Let's plav another game. Dorothy may go to the corner Dorothv goes to the corner and hides her eyes. "Choose a word. Paul " " Paul chooses a word,— "Catch." Dorothy comes and starts with the first word, saving, "Is it caught," the children responding, "No, it isn't 'caught,'" etc., until the right word is found. Then they answer, "Yes, it is 'catch.' " The game continues with other children playing. "I wonder who knows the most words. Let's have a race. Charles and Walter may race." (Word cards may be left on ledge or put in Plymouth Chart for race.) "See who can get 'catch' first, •away ' 'could,' " etc. Teacher says the words on the cards and the 112 COUKSE OF STUDY FOE PIUMARY GKADES. two children race in pointing to them first. "Count your cards. Good for Walter! You'll have to be careful though or Charles will beat you tomorrow." If there is enough time, two others might race. More drill is given on the words to be mastered than the others. They are reviewed the next day. The following games may be played at other drill periods: Matching 3 Words written on board. Ladder 45 ( Blackboard Devices. ) Dumb Crambo 1 Cards. Race 21 With cards on ledge. Visiting 5 Stepping Stones 14 (Blackboard Devices.) The phrases are drilled on by playing: Race 19 I see it 27 Secrets 3 (Blackboard Devices.) (These games are described among the "Suggestive Word Drill Games" printed later in this chapter. The number after the name" indicates the number of the game.) IV. nummary: Teacher tests the children by having them say the words on the chart, paying special attention to those who didn't know the words. More drill is given on those to be mastered. A copy of the words is given to each child. Next day the children are tested again on all the words to be mastered. lA WoKD Drill Lesson Plan. Time — Three fifteen minute periods. Material — Plymouth Chart, home made chart with words to be mastered, cards and phrases. /. Aim: Drill on the words to be mastered so that they will be retained by the child. Drill on the words not to be mastered so that the child will recognize them in this story. //. Presentation and Subject Matter: Winston First Reader, p. 2, The Fox and the Bag. Words to be mastered: at gone oh am house very ate here way another have when bag into well by just yes day leave rapped door let rap flew opened see fine open this going Words not to be mastered: The words underlined are the ones that are not to be mastered caught a bumblebee the little boy cried • a fine (tinner on the floor very heavy at the next house WOilD -STUDY FIUST GRADE. 113 I xconder icalkcd on a rooster slouly opened the bag that time III. Mctltod: "Children, I am going to write some words on the board and I want to see how many you know." The teacher wrote the word "at" on the board. "If you know the word, stand. Janet, what is it?" The teacher then wrote "am" on the board. "If you know it this time, you may put your hands behind you." She continued writing the words on the board until she had all the words that were to be mastered written on the board. Each time the children knew the words, they would stand, fold their arms, put hands behind them or hands on shoulders. "Now, children, we are going to take a walk to the park. If you know your word, you may go with us. We will start with Robert, each one saying a word. That was fine. Every one got to go with me." Repeat the game several times. "I am going to tell you a secret." The teacher whispered the word "bag" to Gretel and she found the word in the list and whispered a word to some other child in the class. The game con- tinued until every one had found a word in the list. "I am going to tell you a story with these words in it. When I come to a word that is in this list, I want you to find it. Elizabeth and Bobby may tind the words. That was good. Bobby won the game. I will tell you another story. Richard and Edward may tind the words this time. Richard found more words that time." "Let's play another game. I am going to draw a ladder on the board and write the words on the rounds. I wonder who is smart enough to climb to the top without falling off. Eugene, you may try. Good! You got to the top without failing off. Let's clap for him. Now, Robert, you may run down the ladder. He said every word just right. I am going to write his name on the board and put a star after it." Try two more children. "Children, here is a picture of a railroad track. St. Louis and stations. If you miss a word, get off at the station and study. Who wants to go to St. Louis? Marjorie, you may go." (When she got half way there, she missed the word 'opened' so she had to get off and study.) "i want some one to go to St. Louis without any delay. Adelaide, you may go. That was good. Let's clap for her. I want someone to take a trip on the fast train from Springfield to Chicago. Mary Josephine may go. See if you can name all the Avords without missing any. That was fine. I couldn't do any better than that myself." "How many like to ride on the street car? Very well, I will draw one on the board and we will take a ride to the park. Here are the seats. I am going to write two words on each seat. Elaine, you may enter the car and speak to the people. Who is sitting with rapped? Who is sitting in front of when. etc. Elaine, the next time you take a ride, I want you to know all the people. Let's put leave, just, opened, and tvhen in a box. We will call those Elaine's words." "Anita, you may take a ride and I want you to know all the people oil the car. That was fine. She named every one just right. You may all go to sleep." The teacher erased the words. "Now children, you may awake. I want you to tell me who got off the car. That was good, but you forgot to name 'rap,' 'going' and 'well ' " "Children, I have printed the same words on cards. I am going to put them in a column on the Plymouth Chart, and we are going 114 COUKSE OF STUDY FOl! PRI^MAUY GEADES. to have a race with the printed and written words. Geraldine and Louise may race." The teacher called a certain word and each of the children tried to point to the word first. "I am going to keep a record on the board and see who wins. Now, children (in the chaii's) I want you to help me. If they don't know the words, I will call on you. Fine! Geraldine won the race." The teacher drew a line with colored chalk under here, gone, rapped, into and when. Now Louise, the words that have a line under them are your words. You had trouble with them in the race." "Let's play house on fire. Here is a picture of a house and the words in the house will represent the children. When I call a word that is in the house, you must run quickly and erase the word. Richard, get 'yes' out of the house." The game continued until all the words were erased. The teacher then had a rapid drill with cards. "I am going to give each child a card. You may name your card. If you know it, pass it to the one on the left. Good! Everyone knew his card. Let's play it again." Repeat the game several times. "Now, we are going to play grab-bag. All the girls come and get a card. All the boys come and get a card. If you know your card, put it on a red chair. That was very good. Everyone got his card just right." Repeat the game. The teacher then gave each child another card. "If you know it this time, put it in the Plymouth Chart. Tell me the word that comes before 'gene.' Tell me the word that comes after 'going,' etc." "Let's play dumb crambo. Geraldine, you may select a word. Elizabeth, go in the hall." Elizabeth returns and guesses the word. The children say, "yes" or "no, it isn't." Repeat the game two or three times. "Now, children, let's play grocery store. Eugene may be store keeper. Edward, go to the store. Good morning Eugene. I would like to buy very." The store keeper gives him the word he asks for. Each child goes to the store. "Now we are going to have a race with the words in the Ply- mouth Chart. Janet and Gretel may be in the race." The teacher called the cards and the children took the cards from the chart. "Good! Janet won the game. It took just two minutes for that race." Repeat the game. "Let's have another race. This time I am going to hold the cards in my hand, and the one who tells the word first will get the card. Adelaide and Mary Josephine may be in the race. Ready? Go. Count your cards. Mary Josephine won the game." The teacher then placed the cards on the ledge and the children played merry-go-round. "Children, form a circle in front and back of chairs." Each child in turn names the next word and takes the card as the circle turns around. "If you miss, you drop out. Ready? Go. Eugene, . drop out; the word is 'just.' Bobby, drop out; the word is 'here.' How did you like that game? We will play it again some time. Eugene and Bobby were the only ones that had to get off the merry-go-round." The children sat in red chairs and the teacher held the cards in her hand. "Virginia, you may stand behind Robert who is at the end of the circle. If you say the card first, go to the next child. If you miss, the child that you are standing back of takes your place. Virginia, I want you to go around the circle without being caught. Ready? Go. That was fine. Virginia got around the circle. Let's clap for her." The game continued until she was caught. Then another child took her place. The teacher then introduced the words that were not to be mas- tered through phrases. The phrases were written on the board. "Children, you may all stand. I want each one to tell me a phrase. WOliD STUDY — FIRST GliADi:. 115 If you know it, you may sit. We will start with Virginia. We cauglit Gerahline that time. You will have to study your phrase." Repeat the game several times. "If you can find 'at the next house,' draw a line under it with colored chalk. Adelaide you may do it. Good! You may draw a line under 'on the floor.' Charles, you may do it, etc. Now I want some one to put a fence around 'that time.' Marjorie, you may do it." Marjorie went to the board, and put one hand at the be- ginning of the phrase and one at the end of the phrase. Repeat three or four times until the children are familiar with the phrases. The teacher then gave each child a phrase that was printed on cards. "See if you can find a phrase like this." The teacher showed the children the phrase "walked on." "Anita, yon may find it." Anita took the phrase and ran to the board and matched it. Each phrase was matched in the same way. "Let's play another game. Children, form a circle." The teacher stood in the center vvith the phiases. "I am going to turn quickly to some child and give him a phrase. If he misses, he sits in a red chair and studies his phrase. The one who remains in the circle the longest wins the game. Time. Eugene and Bobby were caught." The teacher then put the phrases on the ledge. "Now, I want someone that is smart enough to name them all. Edward, you may do it. Good. I am going to write his name on the board." /v. l^iimrnary : "Children, I am going to give each one a card. You will find the script on one side and the print on the other side. We will use script this time. Elaine, Eugene, Marjorie, Louise, Geraldine and Bobby will have to be careful. I caught you a few minutes ago." The teacher had the children form a straight line, facing each other. "Robert, you may be the captain on the boys' side and Betty you may be the captain on the girls' side. First one child in one line says a word, then the one in the other line says a word. If a child misses, he goes to the end of the line. See who are at the heads of lines at the end of the game. I will give just three minutes for this game. When I say time, we will see who is at the heads of the lines. Ready? Go. Time. Good for Robert and Betty. We couldn't catch them. They are still standing at the heads of the lines." "I am going to give each one a card. If you know it, put it on the ledge. We will use the print this time. Let's play picture gallery. Elizabeth, you may name all the pictures. Good. Mar- jorie, you may try. Look out for 'opened.' You know that is your word. Good. She got them all right that time." Repeat the game several times. "You may name the cards and collect them. Bobby, you may do it. That was fine. He got the word 'here' right that time." "I am going to give you a card and if you know it this time, put it In the Plymouth Chart. That was good. I didn't catch anyone that time. Let's have a race between Elaine and Eugene. Count your cards. Eugene won the game.. I am going to write his name on the board. Geraldine and Louise may run. Good. Geraldine won." "Let's play teacher. Janet, you may be the teacher." She put the cards in the Plymouth Chart, as each child said a word. Janet called the words from the Plymouth Chart and one child at a time selected a word. "Here is another chart. You will find all the words on the cards printed on this page of the chart. Eugene, you may try. See if you can get every word right this time. Good for Eugene. Let's clap for him. He got 'just' right that time." Repeat the game. 116 COURSE OF STUDY FOE PRIMARY GRADES. "We are going to play one more game. (Use this device if sea- sonal.) Let's have an Easter egg hunt. I have written the words on Easter eggs. Children, you may all go to sleep. Adelaide, you Knew all the words, so ■ you may hide the eggs. You may awake now and hunt for them. I will give you just two minutes to get your eggs. Ready? Go. The one who gets the most eggs and knows the words wins. Time. Richard won the game. We will play it again some time." "Children, you are certainly good workers. Every one knew all the words except Elaine, Geraldine and Louise. Elaine you missed 'leave,' 'just' and 'opened.' Louise, you will have to try and get 'here,' 'gone' and 'rapped" right tomorrow, and, Geraldine, we are going to call 'into' and 'when' your words." The teacher then gave each child a copy of the words on paper from the printed type. "Tomorrow, I am going to test each cnild on his words and I want everyone in the class to know all the words." Note: The above work is to be divided into three fifteen minute periods. 2B WoKD Study Lesson Plan. Time — Two fifteen minute periods. 1. Aim: 1. To have every child learn thoroughly the words to be mastered in this story. 2. To enable the children to recognize the words not to be mastered readily enough to read the story fluently. 3. To explain any new idioms, phrases or words so the meaning is clear. II. Preparation: Show the picture of a tortoise, other than the one in the book. Explain that tortoise is another name for turtle. (Show many pictures.) Explain the words wise and village. III. I Presentation : Subject Matter: Story "The Wise Tortoise." Winston Second Reader, page To be mastered: 15. Phonetic. Non-Phonetic. brook must through the air cannot open you can carry fly stay over head hold say high up wings long to the middle near think, of that loise enough on ichich to the ground hold -fast Not to be mastered: Phonetic. Non-Phonetic. wished mouth carried the tortoise ducks men held fast fall stick near the log swam near cannot teach over a village \V()i;0 STUDY 81'X'OND GRADE. 117 Phrases containing non-phonetic words to be mastered have been written on the board beiore class. "Who can help me read the first phrase? You may help me, Eileen." If child hesitates on new word teacher tells him quickly. After children have read the phrases the teacher draws a line around the word to be mastered. (Thus — you can carry.) "You may read the phrase to yourself, but just say this word out loud." Teacher points to "carry." Take each phrase in the same way. Vary a little by having child draw a line under, a ring around, etc., the word to be learned. The teacher then takes the cards containing all the words to be mastered and places them in the chart one at a time. If you know the word you may stand. You may tell me because you were first, Edna. This time you may raise your hand, fold your arms, etc. If the children cannot say the phonetic words without help the teacher steps quickly to the board and helps children to sound w^ord. If they do not know a non-phonetic word teacher tells them. When all the cards are in the chart, teacher says, "I am going to point to a word on the chart and I wonder who will be the first to see it on the board. (Words to be mastered in a column on board.) You m.ay take it and match it with the one you found on the board, Roberta. Class be sure she has the right word. You may keep the card. You may choose a word on the chart that you know and match it, Harold." Continue until the children have all of the cards. "Let's have a race with the words on the board." Teacher gives Trevor and Marie each a pointer. "When I say a word you may see who can find it first. You may keep the score, William. You will have to work fast! Ready!— hold— must, etc. Marie won. I want a bov to win the next time. You may try, Erma and Charles." Teacher writes Chicago at top of column and St. Louis at bottom. "I want some one to take a trip for me. Denton! Be sure you go on a fast express train. He knew every station. That was fine!" "Take your cards and stand. March around and form a circle. Hold your card against you so that no one can see it. Harry, you mav be the fisherman. Try and catch all the fish." Harry takes pointer, stands in center and points at child. Child turns card so Harry can see the word. Harry says the word and tries to catch another fish. He may continue until he misses. Child who holds card becomes fisherman if he can say his word. Children hand teacher their cards as they return to their seats. Teacher whispers most difficult words to children as they pass. Teacher then quickly fiashes cards in front of children. W^hen child sees his word, he quickly says, "I see it," and repeats word. Children's attention is then called to list of words on the board not to be mastered. Children are given opportunity to say words that are familiar to them. Teacher tells other words and phrases. Teacher goes quickly around class each child saying word or phrase. Class helps when child misses. Teacher then shows cards and each child says two or more. He continues until he misses. Each cliild has a turn. Children see who can say the most words. IV. Siirninary: Teacher has cards containing" all the words to be mastered. it you can say all the words you may write your name on the board. You mav say them, Esther. That was fine." Continue until every child has had a chance. I'm going to read the names on the board, Esther Walter, Harry, Edna, William, Mary, Carl and Harold. I m going to leave the words on the chart so the people who did not know them all may study them. Every 07ie must know them to- morrow." 118 COURSE OF STUDY FOR rRIMAFxY GRADES. Third Grade Woud Study Lesson Plan. Time: Two Fifteen Minute Periods. 1. Aim: To acliieve smootliness in reading the story by (1) mastering those words to be mastered, (2) by reviewing those words which are to be reviewed, 'and (3) by becoming sufficiently familiar with the incidental words in the story. //. Preparation: Let's learn these words so as to have a good time reading our next story. III. Presentation: Subject Matter: "Brother Fox's Tar Baby." Winston Third Reader, p. 28. A. Words to be mastered: Phonetic. Non-phonetic, burn hiilUl a house hurt get some branches dinner got up very early summer break into my house shouted send friend mean B. Words to be used in the story but not mastered: get your fislipole looked very carefully shouted angrily how helpless he was have you no tongue his voice tremhlecl screamed Brother Rabbit certainly not before he returned C. Words to be reviewp-' : river angry met along warm caught voice Method : a. Phonetic words. Quick sounding of words by individual children. "Sound the first word, Mary." "Good, sound the next, Charles." Continue in like manner with the eight phonetic words that contain no elements children have not learned. b. Non-phonetic. "Look over the next list children. Are there any phrases which you do not know? (Teacher tells any child a phrase if he asks for it. He repeats it after her.) c. Words to be used in the story but not mastered. With every child giving, attention the teacher pronounces plainly each phrase, pointing to it as she does so. Unfamiliar piirases briefly explained as 'certainly not,' means, 'of course not.' d. Review words. "These are review words. Are there any you do not know?" (Teacher tells any child a word if he asks for it. ) Devices: Have a quick pointer drill on the four lists. Use blackboard de- vices 41 and 45 and card devices. \\Oi;U STUDY — DUILL GAMES. 119 iV. tiitnnnarij : Hold every child responsible i'or the mastered and review words. Those he does not know are his to be learned and to be recited at odd moments during the day or at some time provided. IV. Tests (1) Check up and see who knows the words on tlie printed mastery charts. (2) Give the words in new stories, in dilferent settings. (3) Give the children the words in printed type; let them build sentences and stories. (4) Let the children select and read a story or some page from a story. * V. IXt'EXTIVES ANO DEVICES. A. Word-Card Drill Games. 1. Dumb Crambo. One child is sent into the hall. Another points out a word. Child returns and guesses. Cla.-is answering, "Yes" or "No, it isn't." 2. Place a number of cards in the front of the room on the ledge. Teacher throws bean bag to a child. He must tell what is on the first card. Then throw bag back to the teacher. 3. Matching goods. Write a number of words on the board. Have the same words on flash cards. Children match words. 4. Words on cards. Hide the cards around the room in various places. If a large room, send a few to find the cards. The one who gets the most cards and is able to tell them wins the game. i>. Visiting: Take a card to some child and say ■"How do yon do, 'bread?' " Child answers, "How do you do, 'little?' " 6. Grocery store: Cards on the Plymouth Chart. One child is groceryman. I want to buy pig. Give word card 'pig' to the child. 7. Spider and Fly. Have children in a circle or semi-circle. Each child has a card which he holds against his waist. One child is in the center. If the child can guess the word he gets the child holding the card as a fly in his web. 8. Wounded soldiers. Have class stand. Teacher holds the cards. If a child doesn't know a word in his turn he must take his seat. He is a wounded soldier. If one child knows all the cards he is a general. 9. Jerusalem. One card en each desk. A row stands and skips around the row as the teacher sings. When she stops they must sit. Then they must tell the card on the desk where they sit. Short time in skips and many stops are desirable. 10. With words on the ledge call on child to tell the w^ord after and before any word teacher names. 11. Play teacher. Let one child be the teacher, and call words for the other children to select from the Plymouth Chart. 12. Picture gallery. Cards on ledge. See who can name all the pictures. 13. Race with two children. Cards on ledge. Child at each end. See which one gets to the center first with more cards. 14. Children in a circle. Teacher goes around the circle quickly. Anyone who misess his word must go in the center, if the one in the center can give a word before one in the circle can, he can exchange places with one in the circle. 120 COURSE or STUDY FOR PRIMARY GRADES. 15. Two Straight lines facing each other. First one child in one line says a word then the one in the other line says a word. If a child misses he goes to the end of the line. See who are at the heads of lines at the end of the game. 16. Have cards on Plymouth Chart. After drilling on words, have one child tell a sentence, another one points to the words mak- ing the sentence. 17. Have the children form a circle. Stand in the center with a number of cards. Turn quickly to some child and hand him the card. If the child misses he sits on a little chair and studies it. Continue playing and whoever remains in the circle the longest wins the game. Then teacher drills those children who have missed words on the words they missed. 18. Write words on cards. Play drop the handkerchief. Drop cards behind two or three children. Then say beef steak is burning. Run, tell the word. 19. Have the children sit in a semi-circle in red chairs. Have one child stand behind the chair at the end of the semi-circle. Teacher holds a number of cards. The child in the chair tries to say the words before the child standing behind him says it. If the one standing says it 'first he goes to the next chair, etc., until he gets around the circle. If he misses he sits in the chair and the one sitting who told the word quicker takes his place. 20. As you put the cards in the Plymouth Chart each child tells a card. Have the children stand. Teacher points to the cards each child answering in turn. If the child knows the word he may sit. 21. Race with cards in the Plymouth Chart. Two children in the race. Children take cards as teacher names them. The one who gets the more wins the game. (Children not getting any cards must be given special drill after the game.) 22. Race with cards in the Plymouth Chart. Have two- children in the race. Children may take all the cards they know. See who gets the greater number of cards. 23. Teacher holds the cards to be drilled upon. Race with cards. Have two children say the words. The one who gets the greater number of cards wins the game. (If teacher turns the cards from the back of the pack each child will have a fairer chance.) 24. Secrets: Have the cards on the Plymouth Chart. I am going to tell you a secret. Teacher whispers a word to one child. That child finds the word on the list and then whispers another word to another child who must point to the word whispered to him and then whisper another to another child, etc. 25. Stepping Stones: Word cards placed on floor to represent the brook. See who can get across the brook by naming each word as he slips near it. 26. Put the words in the Plymouth Chart one at a time. If the children know the words, have them fold their arms, or put hands on shoulders and stand behind chairs. 27. I see it: Teacher calls a child to her and shows him a card. Then she shows all the cards, one at a time, to the class. When he comes to the card she showed, the child says, "I see it." Then whole class gives the word. (This is best used when only a few hard words are being drilled upon.) 28. Grab bag: Have cards placed face down on teacher's lap. Each child in turn takes a card and tells what it is. 29. Merry-go-round. Cards on the ledge. Children form a circle in front and back of chairs. Each child in turn names the next word and takes the card as the circle turns around. If he WORD STUDY — DIIILL GAMES. 121 misses he drops out. Circle should go rather fast. (Those who drop out must be worked with after game for a few minutes.) 30. Give each child a card. Name them. If each child knows his card pass it to the one on the left. Repeat several times. Those not passing the cards and therefore not knowing them are whispered to and helped. Then game is repeated. All must tell the card they have at the end of the game. B. Blackhoai!!) Diai.L Games. 1. Draw a picture of an apple tree with apples on it. Write words on the apples. Put initials on the apples if child climbs the ladder under the tree. 2. Telephone Man: Draw telephone pole with spikes up the side with words on the spikes. Put initials on a flag at top of pole if child climbs to the top by being able to say all the words. 3. Secrets: Write a number of words on the board. I am going to tell you a secret. Whisper a word to a child. Child in turn finds a word from the list and whispers it to another child. 4. Telegraph: Draw a picture of a telegraph wire. Draw birds on the wire. See how many you can catch. Erase and tell what was erased. First send message by knowing them. 5. Dumb Crambo: Write a number of words on the board. One child is sent into the hall. Another points to a word. Child returns and guesses, class answering "Yes" or "No." ti. Croquet: Write words on arches. Write the child's initials on the last post if he gets all the words right. 7. Write a number of words on the board. Shooting words. Have a pointer for a gun. 8. Fishing words: Draw a fish on the board. Write words on the fish. Call for certain words. Let children fish for the words. 9. Visualize a column of words. Rub out and tell. Erase a word. Class turns and tells what has been rubbed out. 10. Have two columns of words, one script and the other print. Do not have words opposite each other. Have two children run a race. Teacher calls out a certain word. See which child will get it first. (Have printed words on cards in the Plymouth Chart.) 11. Draw a circle and write words around the circle. Teacher says "Tick — Tack — Toe," etc. When you are finished, a child must touch a word and tell what it is. 12. Draw snow balls on the board. Write a word by each. Child throws a bean bag at the board to see what word he hits. "Come and find the snow ball that I call." 13. List of words on the board. Sentences with blanks. Child must find the right word for the blank. 14. Stepping Stones: Irregular circles on the board. See if the child can go through without missing a word or that is stepping off. 15. Words on the board. Railroad track on the board. St. Louis and stations. Get off at station and study the word. Fast train from Springfield to Chicago. Name all the words with- out missing. IG. -Merry-go-round: Write a word opposite each spoke of the wheel. If a child can name all the words on the wheel, write his initials on the wheel. 17. Draw a number of candles on the board. Write words on the candles. See how many he can blow out. 18. House on fire: When you call a word that is in the house, child runs and erases the word quickly. 19. Name words before and after certain words that are in a column on the board. 122 COUIJSE OF STUDY FOU I'KIMAllY GRADES. 20. Play ball: If the child can name a column of words throw the ball in the air. (IB.) 21. Apples on a tree. Knock them off. 22. Draw a ladder. Write a word on each round. Have a child climb the ladder. 23. Tell a story with the words on the board in it. When you come to the word on the board in the story, liave a child point to it. 24. Have a child say a word and the other child point to it. 25. Go to sleep. Erase a word. Have one child tell what it is. 26. Write a number of words on the board. Call for a certain word. Rub through a word with side of crayon. 27. Draw a circle on the board. Write words around it. The child takes the pointer and with eyes shut moves around the circle with pointer, while children say, "Hickory, dickory, dock," etc. When the children stop, the child at the board points to a word. Call on some one for it or the child with tlae pointer. 28. Write one word on the board at a time. If they know the word, have them fold their arms, put hands on ears, on shoulders and stand. 29. After drilling on the words, have one child tell a story, another point to the words. oO. Draw a number of lanterns on the board and write words on them. Light all the lanterns with one match, that is, name all the words. 31. Draw an engine house and a house on fire. See how quickly you can make the trip to the burning house by naming all the words. 32. a. Seats: Place words in Plymouth chart in columns. Ask, "Where does 'help' sit? Who sits behind 'she'? Who sits in front of 'sJie'f b. Draw a picture of a street car. Draw the seats and write two words on each seat. Enter the car and speak to the people. Who is sitting with ate:! Who sits in front of door? Go to sleep. Erase, awake and see who gets off the car. ■ 33. Tents on the board witli words beside them. Name the Indians. 34. Draw balloons on the board with words on them. Buy balloons. 35. Have a large square on the board, with words around it. Walk around the block by naming the words. 36. Draw a pipe and bubbles en tire board. See how many bubbles you can blow. 37. Tight rope. Words on the wire. If you miss, you fall off. 38. Draw boxes on the board. Tell the children they are .Jack-in-the box if they know the words on tlie boxes. 39. Draw tops on the board with words under them. Spin tops by naming the words. 40. Big circle for target. Arm two children with pointers for guns. See who can shoot first and name words. 41. Draw a fish pond. See who catches the most fish by naming the words. 42. Draw a barn with yard surrounding it. Name the animals in the yard by namiiig all the words. 43. Draw jacks on the board with words beneath. If they name the words they pick up jacks. 44. Draw trees on the board. Write words underneath. Cut down trees by naming words. 45. Draw a ladder on the board with a paper envelope pasted at the top of the ladder. Write the words on the rounds. The children who climb to the top of the ladder go in the hall at the end of the word drill period and take the envelope to see what is in it. (Have in it a colored picture, a note of praise or a few tiny candies to eat.) I'llOXU'S — FIK'ST (iiJADi:. 123 4G. If word drill includes twelve words, write the words tar enough apart so each child can stand with his back to the board. Write words high enough to be over the children's heads. Teacher chooses thii'teen children to stand in front of the red chairs opposite the board containing words. At the signal from the teacher, each child tries to run to a word he recognizes. Of course, one child will be left and he is "It." So he passes along facing the words on the board. U he can say any child's word before the child standing in front of it, he takes the child's place and the other one is "It." C. Seasonal Devices for Word Study. 1. Falling leaves: Write a number of words on paper leaves. •Throw the leaves in the air. Cliildren scramble to see how many each one can get. Each child must be able to tell his own words. 2. Santa: Tell what is in his bag. Write a number of words on cards. 3. Write words on turkeys. 4. Valentine box. Write words on hearts. 5. Write words on kites. Fly kites in the air. Have each child grab for one telling you the word. 6. For Easter write words on chickens. Place them on a little chair. Have one child call a word. Another one run and get the chicken with that word on it. 7. Write words on Easter lilies. Play store. Have one child for the florist. The other children will buy the lilies. Whatever word the child asks for, the florist will give him the lily with that word on it. 8. Write words on Easter eggs. Have one child hide the eggs in . different parts of the room while the other children go to sleep. After the eggs are hidden, have the children awake and hunt for them. Have each child bring you an egg and tell you what word is written on it. 9. Words on back of rabbits. Have a little chair with straw on it for their nest. Have one child call a word, another one get the rabbit with that word on it. 10. May pole dance with Avords. phonics: First Grade. L Aims: 1. To secure good clear enunciation. 2. To begin independence in word getting. 3. To enable the child to hear and reproduce sounds correctly. 4. To give the child pov/er to build new words from known separate sounds. 5. To give the child a knowledge of the sound value of each letter and so lay the foundation for spelling simple, truly phonetic words. 6. To promote accurate pronunciation and so free the speech from words mispronounced and from provincialisms. 124 COURSE OF STUDY FOR PRIMARY GRADES. II. Materials: A. Equipment. 1. Winston phonic cards. 2. Charts typed by teachers. 3. Plymouth Chart. 4. Word lists. B. Work to be accomplished. IB Geade. c cat s some V voice P pig h hen at cat m me f fox in w will n noise an 1 little k kettle old g goat d dog eat b boy y you all r rabbit s woods it t to j jump IB Grade Word Lists for Phoxetic Drill. These words occur in the Winston Primer. c. p. m. cat pig me cut pecked make came pot my candle peas porridge meow catch pan made could put met can mouth caught mouse cow middle cold morning meat milk w. 1. g. will little goat would lived goose want looked go wanted lighted got wee lives get woman let gave was leaped goes went lay give woodpecker lying Goldenhair waited light girl water good way were wake waiting windows walked PHONICS — F b. big boy bit bake baker began bear bed bears but bowl boo beds back r. buy rabbit bought ran bite run beat rat * ■ burn rope been rolled butcher red s. h. same hen some hare said hay soon hard so hot sixpence he see hiss saw had seen home sitting house heard her hill him his head hang have here n. k. noise kettle not kill nothing near nose now nine never name night y. V. you voice yes visit s. woods bowls at cat days that eyes fat lives fatter sat FIRST GRADE. 125 roll rapped right t. to table till tonight together time tail too tasted tight f. fox found for fox's five fat fatter fine first farmer d. dog did down do day dinner door J. jump jumped just into dinner window think pin 126 COUKSE OF STUDY FOI! PEIMAEY GRADES. an ran eat wheat began beat and meat candle eating an man pan jld cold it sit sitting bit all called falls tall wall lA Gi!ADE Work to be Accomplished. Keep IB work reviewed and work for greater application of all work. ill will ot got ut but ear near ay day et met ick stick en hen ake make un run ail tail ing eating ed bed ell tell ch chair sh she bl blow cl cluck fl flew gl pi please si sleep br breakfast cr cry dr fr gr grass pr tr tried sc sk sm small sn sp st star spr str lA Ghade. Wohi) Lists for PHorsETic Drill. These words occur in the Winston First Reader. ill will hill still kill till Jill mill miller ear ear near dears ick stick pick sick ot not pot cotton got ut but button cut ay day et get may let lay net en hen ake bake (wh) en baked end make I'lIONU'S — FIKST (il.'ADK 127 uu under ing pudding ing king all pail nothing hoeing tail crowing doing ing sewing crying dreaming sing carrying drying something morning eating sting- looldng evening planting boiling ed bed ell yellow ch chain ell well tell children fell sh shine bl blow- cl cloud she'll blue clock she blows clever sheep black should blackberries shoes shed fl flew gl (none) Pl please floor play flour played Flopsy playmate plum planting si slowly br broke dr dry slam bridge drying slammed breakfast sly l3rooni slipped bright sleep fr from gr greedy pr princess friend gray frightened great grass grow grew green grown tr troll sc score sk (none) tr troll sc score sk (none) trip trap trunk sm small sn snap sp si)lash snappety speak sneezed St stairs spr (none) str street steps streets star stones stool stone stopped stand III. Method: (See plans later in this chapter.) IV. Test of Proficiency: In first grade children are to be held responsible for separate phonograms taught and the application of these phonograms to words already taught. Short frequent tests involving the sepa- 128 COURSE OF STUDY FOIl PEIMARY GRADES. rate sounds should be given to individuals. One or two children may be tested at the end of each lesson. They should also be tested frequently for speed and accuracy in naming lists of old words containing the phonograms and other phonic elements taught. A standard will be worked out later showing the accuracy and time which is to be our ultimate goal. The children should be able to hear sounds and reproduce them accurately and recognize them in written or printed words. They should have developed some ability in applying their phonic knowledge to new words and to sound new words which contain no element which has not been previously taught. Second Grade. /. Aims: All the aims given for first grade are applicable in the second grade and should be kept in mind. The following are some further aims. 1. To give the child power to rediscover forgotten words. 2. To increase the child's independence in word getting. 3. To increase the child's power in applying old sounds taught in first grade as well as the new sounds taught in this grade. 4. To increase the child's ability to spell without previous study truly phonetic words. 5. To begin in a small way the study of diacritical marks. II. Materials: A. Equipment. 1. Winston cards. 2. Plymouth chart. 3. Charts typed by teacher. 4. Word lists. 5. Handbooks with words incorporating phonic elements. These are words which are found in our Winston readers. The books are to be printed later. B. Work to be accomplished. 2B Grade. Keep all phonics previously taught well reviewed and hold the the children responsible for greater application of this work, ight night th that ar market ack back wli white ee see ow cow qu queen g ginger er her sw sweei a cat ou out th thing a ate or for c mice e met ur hurt u but e he ew dew u i bit ir girl y my y Billy aw saw 00 too i I o not go PHONICS — SECOND GRADE. 129 2B GiiADE Woiu) List i or Phonetic Dimll. These words occur in the Winston Second Reader, ight ack ow crowd frightened back now flowers night crack flowers town might blackbir d bower down right tracks bow drowned bright packet how light quack brown tonight crackles powdering delighted backwai •d bow wow sight Jack bowed blackbirds owlet frowned er after prettier stronger summer number butter rivers wondered winter numbers dinner brothers wonder slippers owner ever bigger wherever silver overtake water bother serve covered safer clover farther everything yesterday over ordered farmer warmer father other miller's matter master under person servants together another travelers finger forever better different whether paper daughter herself clerk never fingers hotter faster bower gutters nearer flowers flower sister river fever ou house or for iir turnips mouth morning burn ground tortoise burned mouse or church clouds forever hurry hour fork hurried thousands nor hurts housetops sailor surprised shout stored turn ourselves short turned sound forget surface without forgotten churning hurting nurse ew dew i ir sir aw claws new girl dirt birds whirling birdhouse twirling twirled third thaw draw drawn 30 couPiS] E OF STUDY POi; I'lilMAEI GIIADES. th that wh white qu queen mother who quack there where their what they when them why then which this whipped bother wherever - those whether brothers whistle than whale these other thee either without sw sweet th thing c mice swam thank nice swelled throw once swing threw pieces swim death piece swiftly mouth city thin fierce something princess things face tenth faces thrown surface thought prince thanking palace everything lettuce path medicine thirsty notice thrush decided plaything receive thaw race thanked mouth third three Short u. but unkindly trust bundle understand ugly butter unhappy grumbled jumped hundred stumble huff running tugged huffed spun thrush puff strut mud puffed luimraing cup funny husband gutter punish funniest begun insulted cut hunt number plums hunter suspected shut supper trusted duck cunning such Long u. cure true use rilOKlCS — SECOND GRADE. 131 y like long i. good-bye sky why dying fty by Short a. had back and am Blacky glad man hands have pantry rapped plant at planted Black's than angry sad apples black an has ran hang that happen sat another swam crack cannot thanking can ladder carry perhaps shall happened family candy splash traveled fat travelers as drag catch dragging sprang cattle happy magpie attic patted cat •sparrow began wrap trap crackles animal land rabbit rattle hatchet can't thank matter rap cap bad sparrows candies blackbirds packet landlord quack bade narrow thanked bank castle answer palace man gladly my lying trap grandmother arrows tracks flat Granny carrots bag Anthony plank Caroline stand hat damp brambles understand snap scrambled latch managed drank unhappy shaggy Andrew Jack grandma coachman blanket companion happily Elf-man Ann sang marry husband married flax rapping pieman saddle cabbages 133 COURSE UF STUDY POU rill.UAilY GltADES. Long a. names makes stableboy make plate stable made table exclianged came changed baked ate slave lasted take laden ashamed shaking snowflakes name game angels taste paper faces whale gave rake grazing hated flame overtake shake change gate cake named graze safe face safer place rake race lazy flame able became danger Janie shade same behaved placed taken ached takes cage potato maple awake late Short e. sent held bed them plenty leg met neck rested yes kennel princess then step dress let nest kept get best slept wet honest decks set forest himself went never herself next red myself kettle hen whether fell ten except well tend guess sell seven Ned tell exchanged Henry end shelf fresh edge led lettuce enemies closet empty ever blanket left eggs packet hedge else help shed every yellow fed very stem ' Long e. he belong reward me be eleven . she enough fever before even decided because evening people began eve beside we niONICS— Short i. since give think river still imp ill bring sick lived thing bills window killed drink this wished picked miller sit live fit silk it river ditch skin tricky wink pig spin kissed thin with wished will middle sticks king bricks hid in nibble dinner chick six Jjong i. nice wise time high live like climb mine fire lion cried fine died mice tried ripe tired mind spire die while side tied vine bite shine wide kind pie tiny y like short 1. Billy tiny angry easy carry cherry plenty fairy hungry body bushy merry happy funny every sorry pantry duty lazy heavy -SECOND GEADE. 133 cling bigger did slip bit rich which will lift filled hill little wings think him his kick v/ind sing white ride ice drive hired Vvhite line lie find miles smile q-uite prize spite shaggy Neddy lady plenty thirsty empty early only 134 4 COUR SE OF STUDY FOT! rni]\[AI!Y GTiADES. Long 0. so holding hoped go stones almost no shone whole home old before oh cold snow know sold show ago gold nose blow golden own don't also owner those closer broke told chosen more only spoke nobody grow roses bone throw shore rope drove clothes post roll rode both rolled pony alone over stove lonely open stole stroke opened stolen stroked hold hope potato Short 0. pot top of hopped rock not stopped body on hot fog upon pod frosty got shot John forgotten blossom doctors potful fond locked cannot robin wobble ox tossed cottage off tossing trotted stop frog donkey hop bottom rotten bother promise holiday pond lost anybody fox crocodile 00 too ar market farmers roof largest garlands choose lark harmed roots larger harness soon darted harnessed cool barked marked room sparkled marking shooter barking marbles stool bark farm yards foolish barn start food cart harm roofs large far farm mark started sharp starved hard dark hardly riTONICS SECOXD GI^ADE. 135 seeds hee-haw feet cheered need week weeds queens between street cheeks bees sleek sweet seems green heels hedge cabbages larger George danger gentle exchanged 2A Gbade. ee see three tree free sleep peep keep cheese sees g ginger large edge largest Besides the review work which is very important the following new work is to be accomplished: Markings : a cat e met i it o not u but y Billy a ate e he i I o go u y my CO cook air fair oy boy oi boil ea teach ai chain au because aught taught ie pie ly friendly oa boat ow bow ong long ought thought Rules : 1. Final e makes the preceding vowel long. 2. Usually in words having two vowels together, the first vowel or name letter is long or says its name while the second vowel is silent. Note: Use, with markings, the same word lists as are given for the 2B grade, to teach the long and short vowels. Additional word lists for phonetic drill in 2A Grade, oo cook took foot brook roofs shook looked stood book crooked good woods air hair fair air stairs chairs oy boy oi pointed noise boil moist ea clear speak teach mean leave eating ai chain chair maiden pail afraid • wait au because taught caught daughter 136 COUKSE OF STUDY FOR PFvIMAKY GRADES. lean treating deal lead stealing eaten easy reach beat reached treated neat pleased scream plain pailful jht taught ie pie ly family daughter cried friendly caught died only tried hardly die early tied ugly magpie partly pot pie gladly lie slightly pie man kindly tie quickly suddenly unkindly proudly oa toad ow bow ong long boat blow along coal know belong load throw whoa low roadside row road grow ought ; thought charcoal window bought grey coat yellow brought oat arrow roared snow floating show loading fellow tomorrow . Metiioj): (See ] plans later in this chapt er.) III IV. Test of Phoficiency: The teacher should give frequent individual tests at least once a month. These tests should include three points. 1. Separate phonetic elements which have been taught. 2. Mixed lists of old words. 3. Mixed lists of new words tohich do not tjiclude any phonic element tohich lias not already heen tanght. One hundred per cent accuracy and a high rate of speed should be the end towards which we are working. A greater ability in independent application of phonic knowl- edge should be expected. We have not as yet formulated any plan to test the child's phonic knowledge or proficiency in applying phonic knowl- edge. We shall try to do so later. I'HONICS — THIKI) OKADi;. 137 Tiiiiu) GuAuE. I. Aims: The teacher should keep in mind the aims previously stated for first and second grades for they are equally in force in this grade. The special aims for phonics in this grade are as follows: 1. To help in syllabication. 2. To give the child confidence in his ability to master the mechanics of reading and the sense of mastery over the printed page. ;;. To lay a foundation for the future use of the dictionary by teaching some of the diacritical marks. The chief emphasis in the third grade should be placed on the silent application of all the phonic elements in word mastery. II. Materials: A. Equipment. Same as in first two grades. B. Work to be accomplished. Review all the phonics previously taught and work for inde- pendent application of this phonic knowledge. 3B. Phonograms — Markings. ph physician ea death ex except a ask ung stung c ish foolish ' c ang sprang al always kn know ad admit wr written be began ed kissed de delight ed leaned en endure ed planted re return are share un under ful beautiful ing coming less useless 1. C is hard before a, o, u at the beginning of a word. It is soft before e and i. 2. K is silent before n. 3. Most words add 'ing' without changing the spelling. Short words ending in a consonant preceded by one vowel usually double the final letter and add 'ing.' Short words ending in 'c' in-eceded by a consonant drop the final 'e' and add 'ing.' 3B. Word Li.sts i'or Phonetic Drill. These words occur in the Winston Third Reader. ph physician ung hungry ish foolish hunger ex except young ang sprang extra hung sang exposed sung hang extend slung angry excellent stung angrily expect sprung exclaimed rung exactly Bules : 13S COURSE OF STUDY FOR PRIMARY GRADES. excused excited express explain kn knives knife knocking known knoclc knight know knew are care declare dare spare bare aware wr wretch written writing wrong wraps wrote wreath ea dead feather meadow pleasure pleasant bread ready head spread meant death instead read threaten a ask papa ed (d) answered blamed cried called cleared covered changed curled drowned followed frightened gnawed lived played puzzled supposed seemed surprised screwed tired turned scattered trembled tugged toppled allowed begged replied rolled pulled gathered raised piled returned screamed trembled carried dragged fastened showed seized desired exposed hurried joined killed learned named refused saved troubled trained ashamed believed good natured loved pleased sighed wandered alarmed crawled entered fattened filled hammered managed supposed declined mused agreed cared happened traveled aroused disturbed covered sobbed admired allowed appeared combed changed excused lined married offered sailed tired annoyed discovered gazed received ruled settled stayed nioxics — TiriiM) ckadi 139 ed (t) chirped dressed disliked finished jumped laughed looked liked leaped locked stepped squeaked stretched slipped ed (ed) decided wanted invited lamented petted shouted floated commanded loaded darted fitted touched unlocked walked worked asked passed splashed astonished promised clapped hopped peeped escaped picked lifted spotted acquainted butted contented consented enchanted lighted repeated waited pecked stuffed watched dashed kissed thanked raced danced helped touched wished propped remarked planted hooted started excited faded gilded permitted ragged treated interested al although always also altogether almost ad adventures added advise advice admired be because before became beside behold behind de decided declared desired decide decides delight declined re remains refused return received remind remarked receive rejoiced respect repeat reply remarkable un until untidy under unlocked unless unkind unhappy unlucky unkindly unable uncomfortable unfriendly unfortunately ful careful wonderful watchful beautiful sorrowful thankful ing boiling bounding burning beating drinking eating hanging willing Avaiting doing knocking playing clustering cnirping quacking scampering feeding remembering warning hunting trooping 140 1 COURSE OF STl'DY FOK riir.MAUY GRADES. howling carrying awakening looking cooing kissing nibbling finding watching remaining fighting wishing rolling laughing wandering smelling lifting helping singing opening watering tightening peeping blessing toasting resting charming holding ' talking following killing building missing calling crowing ing (after consonant prec eded by ing (final t ! dropped) one vowel) coming getting trembling letting hiding running grumbling sitting mal^ :ing dropping dancing spai ■kling c curled carrying colored complained cuddled cooing occurred tobacco cozy music respects canary cast company I'escue current companions colt rascal canal consented calling actually reflected excused cool caps subjects escaped cupboard couple cottage compel course conclusion I account pancakes caught cowshed collected coach because cackle uncomfortable cock coal cold peacock carpenter came cunning Mercury couch corner accustom cow cave could conduct conquered cared cook core continent welcome careless capered discovery catch cannot colors magical cut can't commands >d castles second come candle costly cousins cat collar carding. contain called cured countryside covered comb comfort couldn't covers c peaceful surface medicine disgrace notice noticed ceased piece force cities pounce certai inly receive since balances rice rwice penci 1 danced mice pieces place nicest officei force decided rejoic ■ed once cellar faces palace cider places received saucers saucy center Slanced obedience decides dance fierce silence force certai in advice graceful rilOXlCS — THIRD OUADE. 141 3A Work to he AccoMPLisiiEn. DIACUITICAL MAIJKS. ir birch ur occurred er sermon a bare a ball a lar est smallest eigli neighbors or armor gh tough ous curious con conversation com command dis disturb im immediately in instant mis misfortune yer permitted sur surrounded hard g soft g tion notion liULES. G is often soft before i, e and y. W is silent before r. B is silent after m and before t. ir dirty stir shirt chirped squirrel birch first whirling thirsty girls twirling third birds skirts whirled circular Inrthday sir firm ur occurred furry returned church purrs surface return sturdy turn disturbed purchase turned surprise disturb returns burneth burning journey furniture curled urged surprised er after letters shorter watering another matter scampering tender altogether heavier sleeper sternly answer winter sooner upper answered father shoemaker covers butter nearer flowers mothers better bigger enter maker blacker hotter center weather corner summer others latter cider daughter sister differ covered danger tower happier certain mowers northern ordered drawer leader traveler slender however stouter gather officer her soldiers either merchant never neither fern robbers perhaps louder wandering plundered remember higher cinders invaders sober grasshopper Cinderella herds supper feathers dressmaker conquered several easier harder discovery under clearer messengers later w^ater carpenter others manners shelter farther pattern rivers master hunger permitted dancer L42 coiTi l!SE OF STUDY FOI! PRIMARY GRADES. servants perch quarter dangerous boaster roaster slippers deeper brother rafter courtiers faster cherry perfect creatures finger certainly shivering wondered western capering smothered sermon whether deserted serve saucers lighter fever thunder smaller shower hunters theater stronger somerset hammer whiskers leather shoulder order wonders gander a bare scared wear careless declare staring care dare stare paring dared spare daring hare fare daren't stared a quarter gnaw crawl paused all gnawed crawled faults although paw warm claws always wanted daughter caused also stall dawn walks altogether straw drawn wants almost saw hawthorn watering because caught tall balls draw drawer talk ' tar darling carpenter sparKs heart starry farther starched hardly started charming card large start particular remarked arms yard dart sparkling dark garden garland party darkest are market largest mark lark darker harness part larger arm harder armor alarmed army skylarks est prettiest quickest darkest latest loveliest cleanest sweetest wisest largest earliest deepest nicest bravest steepest greenest thinnest oldest youngest finest eigh neighbor or armor gh enough weight warrior laughed eight tough laughing ous curious con content ( 3om comforteth gracious consented compel anxious conduct companion previous conclusion commanded famous contain complained precious contented comfort dangerous conversation comfortable continent company complain I'lIONICS TKIKI) (ll.'ADi:. 143 dis dislike im immediately in into mis misfortune disliked imagined instead mischief dismay imagine invitation mistake disturbed impossible invited mistress dishonest indeed mist disturb intend miss disgrace inside missing disgraceful injure disagree inquire disobey interested disappointed insisted discovery instant instantly invaders insult per permitted sur surprise perfect surprised perhaps surface surrounded g stronger governor gilded pegs rung rugs rags golden gander beggar gazed gin goose bigger raggy ago geese gayly angry against gun good gay given ghost girls dog good struggling give bagful dragged beg go gate got eggshell get gather goes finger gone godmother forget gutter gave goblin goblins jug hunger leg legs logs regular began g geraniums largest tion conversation gentleman age notion stage magic nation dangerous managed dii •ection cottage gently exchanged giant danger huge messenger large III. Method: (See plans later in this chapter.) IV. Tests of Attaix:\iexts: The ultimate test of proficiency in phonics is the ability to read smoothly and easily as a result of rapid silent analysis of all un- known phonetic words. The tests for this grade are similar to those listed for second grade. If phonics has been taught through the primary grades, our ideal for a child finishing 3A work is one hundred per cent accuracy in rapid silent analysis of all phonetic words needed. 144 COURSE OF STUDY FOU rafjIAItY (iUADES. Method. Lesson Plans. First Grade — New material. First Grade — Old Material — Review. Second Grade — New material. Second Grade — Review. Third Grade — New material. Third Grade — Review. Lesson Plan (New Lesson). first grade. Aim : To teach sound "c." Preijaration: Teacher present the new sound from the initial sound of an old word. Example — c — cat. Presentation : Teacher write sound. Have children give it individually. (Normal children learn by imitation.) (Subnormal children learn by position.) If the sound is a "voice" sound like b, d, or g, put the lingers on each child's throat as he makes it, to see if he is placing it correctly if your ear tells you the child needs help. Have children think of words that begin with the sound in ciuestion. Teacher write the words on the board. Have some child underscore the sound in each word. Teacher separate the word into its sounds. Have children pronounce as a whole. Teacher now speak the sound. Have several children write it. For practice in making the sound under consideration, give "tongue twisters." Good practice for enunciation also. With Winston cards prefix c to family cards like at, an. old, all. Children think of words beginning with the sound. Teacher list them on board. S'limmarize by repronouncing. Summary: New card representing element taught — put in with the old flash cards and all drilled upon. Review Lesson, first grade. Drill Work: 1. Children think of words beginning with the sounds as teacher shows the flash cards. 2. Teacher flash cards — let individuals sound them. 3. Teacher scatter cards — children run for them. 4. Teacher speak sounds — children write them. 5. Group work — (small groups). See who can get most cards in a given time. 6. Match the printed sound with script on chart. IMIONICS — SECOND (lUADK. 145 Lkssox Plan idi: Nkw Lessox. Sl'XOM) i;i!Al)K. tiiibjcct: "ou" as ill house. Aim : To teach the children to sound a word for themselves that has "ou" as in house, in it. Children's Aim: To learn what "ou" says. F reparation. • a. Teacher's: 1. Have blackboard ready. 2. Have cards printed (words I'rom Winston H with "ou"). 0. On board have mixed list of "ou" words (keep covered). b. Children's: 1. Class listen for a sound that is in every word the teacher says, such as — out, mouse, house, pounce, pound, found. They will recognize "ou" as the common sound. (Give this oral preparation if necessary.) 2. Write "house" on the board for children to tell what it says. 3. Underline "ou." Try to get children to recognize it as the sound they heard in the oral list of words. Prcsc7itaiion: 1. Take word cards with "ou" in them, have class as a whole say these with whatever help is needed. 2. Repeat with no help if possible. ;j. Individuals say cards, others giving needed help — (special emphasis on this step). 4. "Race" between two to see who can "get most cards." Other phonic games may be played. Summary: 1. From board say and underline "ou" words from a mixed list. 2. From readers have children make a list of "ou" words. Application : The child should be able to sound for himself "ou" words while reading, if he knows all the other elements. Review Lessox Plax. SECOND fiU.^DE. Subject: "ight" and any other sounds previously taught. Aim: To review "ight" and other sounds previously taught. Children's Aim: Let's see how well you can give words with some of our old sounds in them. Preparation : The teacher should have all materials ready for any drill she wants to use. 146 COURSE OF STFDY FOi: PRLMAltY Glt.VDES. Presentation : Who remembers what our new sound says? The teacher flashes card with "ight" on one side and "night" on the other. Children give the sound of "ight." The teacher turns the card and says "As in what word?" Who can give other words that end in "ight." They give right, fight, might, light, tight, sight, etc. The teacher writes them on the board. The teacher says "I am a member of the 'ight' family. Who can guess who I am?" The one who guesses it may be teacher. One child has a pile of cards. He plays he is conductor on a train, and he flashes the cards. The children name the sound and take the card, then hold on to the conductor. After they all have a card, the conductor leads them, making the noise of an engine. Then they iDlay they are getting off the train as the conductor calls their card. Caution: Do not let the train idea spoil the drill. New Lesson. thiki) grade. Subject Matter: tion (shun). Materials: Words witli phonogram on board. nation conversation notion relation direction : motion ' portion station Aim : To teach child the sound. To teach child to sound words for himself. Child's Aivi: To learn what sound says and be able to apply knowledge, Preparation : List of words. Method I: Have words on board. Have several children give list. Do you hear the same sound in each word? What is it? Underline letters which say this sound (in one word). Have children finish list and say word as they underline. Hunimarij : Have as much individual and concert drill as time allows. Method II: Teacher gives orally a list of words with (tion). What sound do you hear in each word? Write a word with this sound on board. What group of letters says this sound. Write list on board and proceed as in Method L Seat work — have children find words in book (certain pages given). IMFONICS — l)i;iLL DJiVICES. 147 Review Lesson. Tl[ll!ll ClJADi:. Huhjcct Mattel': tiou. Materials: flash cards, charts, their words, board work. Aim : To test child's ability to apply knowledge of phonograms. Cltild'ti Aim: Application of phonogram. Fi'eparation : List of words from reader. Method: Drills — concert and individual work — vary method. F'lash cards — word drill devices as suggested on word drill outline. Devices and Drills: Place row of cards on blackboard ledge. Ask children to find different word card. Ask questions similar to these — "John, find the word na- tion" — "Mary, find portion," etc. Have child say the word. Have a row of children stand. Teacher has cards. If the child can tell word presented to him, he takes his seat. Row wins which has the most children in their seats. In summary drills — Teacher turns cards from back of pack to front and calls upon individuals. If she holds card out to the right, children answer in concert. V. Reference — For Children: (To be listed later.) VI. Drills and Devices for Grades I to IV.: Many of the drills and devices given for word study are good for phonic drill. The following are some other drills, and devices which may secure interest, accuracy, and speed. 1. Give orally as many words as possible containing a given phonogram or family. Work for long lists, 2. With Winston cards prefix phonograms to family cards to build words. These families may be built at the board. 3. Children think of words beginning with the sounds as teacher shows the flash cards. 4. Teacher flashes cards and individuals sound them. 5. Teacher scatters cards and children run for them. 6. Teacher speaks sounds and children write them either at their seats or at the board— teacher to check results. 7. Group work (small groups.) See who can get the most cards in a given time. If the children are too noisy in giving a certain sound do not give the card to anyone. 8. Match the printed sound with script on chart. (Valuable only in first and possibly second grades.) 9. Give each child a consonant card and see how many words he can make by placing it before family phonograms as cat, can, call, cold, etc. 148 COURSE OF STUDY FOU rKOIAKY OltADES. 10. Children stand in a semi-civcle. Each child holds a phonogram or consonant sound. Child in center holds no card. He steps up to No. 1 and says, "Toadie, toadie, how art thou?" No. 1 answers, "Very well, 1 thank thee now." Child who asks first questions says, "How's thy neighbor next to thee?" No. 1 answers, "Take this 'at' and I'll go see." No. 1 now becomes visitor and repeats to No. 2 and so on till the end of the semi circle. Each child has moved, has held a different card in his hand, and has heard pronounced many different sounds. 11. Tit tat Toe may be played. The child closes his eyes, says the rhyme and as he moves the pointer around the circle he names the phonogram on which the pointer stops as the rhyme ends. 12. Children hold cards. Teacher names sounds or phonograms and the child holding it stands and gives the sound. 13. Fishing from pond, sliding down hill without falling off sled, picking apples from trees, filling baskets and climbing ladders are all types of drills which the teacher may vary easily. 14. Soldier Game. Pupil who misses goes to the hospital as wounded. When he knows the sound he may come out. 15. Playing Store. The child who knows all the sounds in the pack is store keeper. Each child in turn buys a card by naming it. 16. Race. Cards are on the black board ledge. A child starts at each end taking off only the cards he knows. 17. Fish Pond. Each child is given a card he knows and holds it up. Some child catches as many fish as he knows cards. Use a time limit. 18. Merry Go Round. Cards are on the ledge. The children pass along, first touches first card and says it, second touches second card and says it, etc. 19. Guessing. I am thinking of a word with "at" in it. The child who guesses the word gets to think of a word. 20. Tag. Tag some one. The person who is tagged points to a card and says it, then tags some one else, etc. 21. Fishing. The one who misses a card is caught. The others are sly fish. 22. Train. One child has a pile of cards. He plays he is conductor on a train and he flashes the cards. The children name the sound and take the card then hook on to the conductor. After they all have a card the conductor leads them making the noise of an engine. They get off the train as the conductor calls their name. Caution: Do not let the train idea spoil the drill. 23. Have c^rds on blackboard ledge. Child selects two cards which will make a word. 24. Have cards on ledge. Child collects all cards beginning with a certain sound. 25. Hold up card with phonogram. Ask child to give sentence con- taining word made from phonogram, all I like to play l)all. 26. In third grade ask children to mark letters in words as far as they have been taught the marking. 27. Children may learn to know by certain devices when concert work is called for and when individual. Putting cards one in front of the other may mean individual work and holding cards to the right may mean concert work. 28. Devices which secure the largest number of returns per minute are the most valuable. Do not let play and games interfere with the drill. nrONJCS — DRILL DEVICES. 149 VII. Cautions and Suggestions: 1. Phonics has a definite important place in the course of study of thie primary grades. As an end in itself phonics has no place. Do not confuse it as an end but always use it as a means to an end. 2. Use care in giving the sound correctly. 3. Do not confuse the child with the wrong picture illustrating sounds. If stories are used to introduce the sound, drop the story as soon as the interest has been aroused. It is better to introduce the sound from a known word. 4. Little concert work should be done. One cannot tell in concert work whether or not the child is giving the true sounds. 5. Watch tone and enunciation. 6. Ask several bright children to repeat the new sound after the teacher so the slower children will hear the correct sound a number of times before giving it. 7. Never mix phonics with the reading lesson. If a child in the reading lesson does not know a word supply the word quickly and do not ask him to sound it. If it is a sight word drill on it in the word drill period. If phonetic develop it in the phonic period later. 8. Begin phonics with much ear training. Do not begin breaking up words too soon. Initial letters and rhymes are the best points of attack. 9. Phonics proper should be introduced only after the child sees the need of it. When he sees similarity or difference in parts of words he is i-eady to begin the study of phonics. 10. As soon as possible lead children to sound the word silently and give the word as a whole orally. Too much oral sounding of separate letters and phonograms prevents child from grasp- ing the word as a whole. Silent rather than oral analysis is the end at which we are aiming. 11. Working from known sounds and phonograms have children work out words for themselves. Help only when necessary and work for early independence. 12. Use only combinations that make real words. Do not allow children to sound words which are entirely beyond their com- prehension. 13. Short, snappy drills are the only valuable ones. 14. One step must be thoroughly mastered before the next one is attempted. 15. Do not over emphasize phonics and its application as over emphasis is certain to be at the cost of expression and thought. 16. To teach the new sound introduce it by means of a familiar sight word. Break the word enough to abstract the sound to be taught. Much drill is necessary in exactly making the sound. 17. Practise pronouncing from printed charts lists of Winston words containing the sound taught. Practise blending known initial sounds with these listed families if the results are actual words. Give mucli drill on these newly made words. 18. Drill on the separate phonograms and also on the blends. List words containing each. Practise pronouncing the same. Be exact in pronunciation but do not exaggerate it. Chart the words and keep them reviewed. 19. When teaching marking expect children to respond with right sound when seeking marks as well as when told the sound. 20. Teach children to sound the reading word-drill words that ai'e distinctly phonetic insofar as the phonetic facts of the words have been learned. Do not ask them to sound at words that are not phonetic. Make only legitimate application of their phonetic knowledge. 150 COURSE OF STUDY FOPv ri!i:\rAl!Y OliADES. 21. Children in 3A sliould develop all phonetic words at the word drill time through phonics. Then they will need much drill on the sounds as well as on the words. 22. Work for speed and one hundred per cent of accuracy. In second and third grades speed games may be used. Charts showing increase in rate of naming lists of words will create interest. Around interest in child to break his own record as well as to lead the class. Any plan which will speed up accuracy and rate is useful. VIII. Rei-kkexces fok Teaciieus: Phonics in Reading— Haliburton (B. F. Johnson Publishing Co.) •Manual of Phonics — Gordon (D. C. Heath, Chicago.) Manual of Phonics — Beacon. Word Mastery — Akin. The Key Method— Libby. Phonetics for Schools — Robbins. Teaching of Phonics — Westcott. Phonetics in the Elementary Schools — Burbanks. Thirty-Three Questions and Answers in Phonics— Ginn & Co. See and Say, Book I. Learning to Read — Aldine. Word Study for Schools — Sherwin Cody. Note: Teachers, desiring supplemental word lists for phonetic drill on the blackboard, may make appropriate selections from the manuals referred to above. LANGUAGE FORMS. MINUMUM ESSENTIALS AND STANDARDS OF ATTAINMENT TO BE DESIRED AT END OF THIRD GRADE. A. Att.^ixmext in Wkitixg and Page Fokm: 1. Name centered on first line; date on left of second line; grade on right of second line; title or subject centered on fourth line; written work begun on fifth line. 2. Uniform margin at left of each page. 3. One line blank at bottom of each page. 4. Paragraph indention of one inch. 5. Black or blue-black ink only. 6. Words distinctly separated from each other; crowding at ends of lines avoided. 7. Individual handwriting standard of Qo'^/r according to the scale In the Measuring Standard Tablet for Third and Fourth Grades prepared by Dr. Freeman, F. E. Clerk, .1. B. Wells. T'se method and material given in a Course in Handwriting by F. N. Free- man in Elementary School Journal, Jan., Feb., March, April, 1922. B. Attainjiext i.\ Compositiox Meciiaxics: 1. Ability to copy accurately a short simple selection of prose or poetry. 2. Ability to write from dictation a passage of three or four simple sentences in prose. Including capitalization and punctuation as indicated below. 3. Ability to write a simple narrative unit of three or four sentences correct in sentence formation — spelling, capitalization, punctua- tion and grammatical usage. 4. Ability to write a short simple letter oi- note in conventional form. LANGL'ACH I'OK.MS. 151 C. ATT.UNJIE.NT ].\ CoAll'O.slTHI.N TKC 1 1 MCAI.ITIES ! 1. Capitalization: a. The first word of a sentence. b. Names of persons and places. c. Months, days of the week, and holidays. d. Initials. e. North, east, south, and west when used as names of sections of the country. f. Names of the deity. g. The first word and the important word in the greeting of a letter; and the first word in the closing, h. / and O when used as words, i. The first word of the title of a book or a composition, and all other impor4;ant words, j. The first word of every direct quotation, k. The first word of every line of poetry. 2. The hyphen, to divide a word at the end of a line. 3. The apostrophe: a. To denote the possessive case of a noun. b. To indicate the omission of a letter or letters in a word. 4. The period: a. At the end of a declarative sentence. b. At the end of an abbreviation. 5. The question mark at the end of a direct question. 6. The comma: a. To separate the day from the year in a date, the city from the state, and the state from the country. b. To separate a direct quotation from the rest of the sentence. 7. The colon, after the greeting of a letter. S. Quotation marks: a. To indicate all the words directly quoted. b. To indicate titles of books, stories, and poems in sentences. D. Attain jiEXT ix Spelling and Wokd Study: 1. The correct spelling in composition and in dictation of all the words in our required grade spelling list. 2. A spelling conscience that aims at freedom from error by use of home made dictionaries and consultation of other sources. 0. Facility in using their own made dictionaries to ascertain spelling of words. E. Attainjient in Guam.aiak: 1. Recognition of the sentence as declarative or interrogative; (not using these terms). 2. A sentence sense to the extent of its being complete. 3. Nouns: a. Usual way of forming plural. b. The addition of 's to singular nouns to indicate possession. F. ATTAIN5IENT IN CORUECT USAGE: 1. :\Iay, can, have, got, let, leave, let's, a long way. off. tr\ to, this, these, that, those, kind, those, them, without, unless, teach, learn, who, which, like, as, either, or, neither, nor, whether, if, 'single negative. 2. Sang, have sung, saw, have seen, drank, have drunk, rang, have rung, came, have come, went, have gone, did, have done, lie, lay, have lain, lay, laid, have laid, sit, sat, have sat, set, have set, spoke, have spoken, ate, have eaten. 152 COURSE OF STUDY FOR PRIMARY GRADES. SPELLING. I. Aim: Ability to spell the words which one writes. II. Suj:.ject Matter: We have wished to harmonize our spelling efforts with those of the intermediate grades, so have selected from the Horn-Ashbaugh Spelling Book, the text for the higher grades those words for first and second grades that have been taught as mastery words in our primary reading work. To shorten the Third Grade list to a length that we feel our pupils can master we have omitted columns 2, 3, 6, 7, 10, 11. 14, 15, 18, 19, 22, 23, 26, and 27. This selection has been on the basis of omitting the columns having the smallest and greatest standard number of errors. In so doing we have reduced the amount to be learned to a num- ber of words for which we can require mastery; we have limited the spelling words to those we know the children know as sight words; and Ave are emphasizing the words the children will be most apt to want to write at least in reproducing any reading story. IB Gkade. and go me she are he my so after home not seme boy had no the but hen on then bed is of up cat • in pig was did it red will ekt little ran lA Grade. you all have this his at hard tree her an if them live as into vv'ay man am just we may be look when out by let with one come like your over day made away cr down make big put fast mother can run fat much dog that good night do what gold play for woods girl see get old going sat give US SPELLING — SECOX I) GRADE. 153 2B GUADE. ail- father lay sent any flower long say about ground left stay been glad Cleat such behind hill mine think bread hands might told called hold near these dark k now off year ever keep picked lire large poor 2A Grade. brothers drive more still boys eyes many sing bear fly neck soft black fun need sell Ijright finding named song blue felt name strings bad foot other show bird first place stand l)est food room tell barn forget ride true better how rose try besides hear rest town bring hope road winter cook hay round winning crying kind river wide covered looked sad while care live side anythiui child lift set child dear lady seen summer deep light summer while dress move sun 3B Grade. t banks March asking ours yours nut below pole tan oil blame porch bag silk camp ■race line singing cast rate dine sport Christmas reading guns Sunday class real map tent clean report bind woi'king cost saved girls able danger seat save arm drum shot kinds art egg sink both bake feeding sort lap born finger spot lock faster fit stone weeks finding forgive rather fool forgot Friday full salt form fur strong near-by grand glee bug plans ■ helping goat . strange toy hie grant draw- age ill heat lines 154 COUIJSE OF STUDY POR I'ltlMAIiY GRADES. III. being kill holding candy lot mill hour sail pay note however drink seeing page hunting goes along paper July comes aside plate kindly pile band price larger dare belong spent luck means game walking lump shake hall willing mate swing lake within mouth hide lost yard number desk mad added order 3A Grade. wants teacher himself space soul tie hole spend spoil whatever hundred spending truth across indeed spoke wed again jump storm roots ahead killed sunshine bare alone later talk fought always least talking blight another less teeth led apart lie their comb April lovely hour farms asked making mail eggs aunt matter write lawn badly mean flour miles basket miss eight pail beat money weak quilt l)ecause nearly sole rag beg shame ours rid begin need past sauce ])ench nobody pan speech garden none beat spoon gift nor pain steak grandma nose flour straw great oats hall vines soda only maid worms hair safe sum ants half seem real bark happen sending ate bend harder shade cent bills hardly shape need breath having shoe fix fields hearing sight figs bud apples silver kept lend herself sir lamp hills high sorry key METiion : Use the Horn-Ashbaugh Method or any you have found effective. Do not present more than two words a week in IB Grade; three or four in each of 1A, Second and Third Grades. The other time will be spent in keeping all review words of the same grade and the lower grades well reviewed. The children should master these words as to the written spelling of them in column form, in filling blanks, in writing from dicta- tion, in writing original sentences and stories. AKI'l'Il.MK'nc I'IKS'l' (iKADi;. 155 Try to teach children to write each word as a whole having visualized it as a whole, rather than to patch it together letter by letter. Do not feel by this that it is never legitimate to pronounce to the class words that are plainly phonetic for them to try to write. In such cases, however, try to have the children visualize the whole word after hearing its sounds, before they begin to write it at all. Emphasize spelling at the phonic period, the writing period and the spelling period. Require at all times the correct spelling of words that have already been taught. Do this in seat work as well as class work. Be careful that the first impression the child gets of the word is accurate. Be careful that the child's joy in using his home made dictionary does not prevent him from mastering his spelling words. IV. Test: Weekly in new material; review words, frequently in column form, in the filling of blanks, the taking of dictation, the writing of original sentences and stories. ARITHMETIC. Purpose: The purpose of Arithmetic in the Primary Grades is to give the children a clear conception of numbers and their relation to each other. I. Aims: The aims of teaching arithmetic in the primary grades are: 1. To give a clear idea of the numbers to be taught in those .grades; 2. To drill upon the facts learned until they become automatic; Z. To make the work concrete by the use of many problems; 4. To drill in choosing and applying right processes in one and two step problems; 5. And to teach, from the first, good form in w-ritten work. M. Subject M.vtteu: First Grade. IB AM) lA. Counting: By I's to 125. By 2's, 5's, lO's as far as teacher thinks best. Reading of numbers: By figures to 125. By words through ten. Writing of numbers — to 125. Ruler work: Know inches and half inches. Combinations: Teach number facts throu:2h t>. Always teach every fact about a number as: Add : 4 2 5 6 2 4 10 ]5C) COURSE OF STUDY FOR PRIMARY GRADES. Subtract: 6 4 6 3 6 2 6 5 6 1 6 6 6 Multiply: 3 2 2 3 6 1 1 6 Divide: 2) 6 3) 6 1) 6 6) 6 % of 6= Vs , of 6: = Other forms: 3+3= 4+2= etc. 6—4= 6—3= etc. 3X2= 2X3= etc. 6^2= 6^3= 3X?=6 2X?=6 3 + ?=6 ?— 4=2 Terms: Add, subtract, take away, multiply and divide are to be learned and used freely. Signs introduced after terms are known and the various pro- cesses have been made as concrete as possible. Drill: Rapid daily oral drill emphasizing speed and accuracy. Vary devices but use the ones that secure the greatest number of answers per minute. Problems: Much problem work incorporating above ideas. Second Giiade. 2B. Counting: By 2's, 5's, lO's to 100. Reading of numbers: By figures to 500. By words through 19. Writing of numbers: Through 500. Ruler work: Review inches and half inches. Learn quarter inches. Denominate numbers: Teach inch, foot, yard; pint, quart; money problems; how to tell time, using Roman numerals through XII. Combinations: Review first grade work, continue number facts through 12. Teach 1/2, %, Vj of numbers evenly divisible. Terms: Add, subtract, multiply, divide; equals, minus, plus, times. Ai;iTii:\ii.rric — second grade. 157 Drills: On combinations using words oi- signs to state proress and using all variations of forms, as G+6=? 6=1/3 of ? 6 12 -I-? 9 6+?=12 ?— 6=6 12 6 ? 2 6) 12 6) ? 12—6=? 12^?=2 1/, of ?=6 etc. Problems : Much oral and written problem work incorporating all the various facts. 2A. Counting: By I's, 2's, 5's, lO's to 125. By 3's to 36. By 4's to 48. Reading of numbers: By figures to 1000. By words through 50. Writing of numbers: To 1000. Ruler work: Review inches, halves, and quarters. Denominate numbers: Review work in 2B. Work with calendar; days in a week, months in a year, reading of dates. Learn nickel, dime, quarter, half dollar. Combinations: Review combination facts through 12. Learn facts from 12 through 20. Teach 14, %, % of whole numbers. Examples: may involve numbers of two or three places, which do not call for the carrying or borrowing idea. Drills: Rapid. Work under time pressure. Drill all processes orally and in writing. Problems : Use much problem work incorporating above Ideas. Emphasize one step problems mainly. Keep them based on the interest of the children, their homes, and environment. Third Grade. SB. Review first and second grade work. Counting: By 2's, 5's, lO's, 3's and 4's. to 100, beginning with odd or even numbers. Reading of numbers: By figures to 10,000. By words from fifty to one thousand. loS OOUESE OF STUDY lOK TRIMAliY GILVDES. Writing of numbers: Through 10,000. Learn use of comma between hundreds and thousands. AVrite numbers singly and in columns. Ruler work: Work with inch, halves, and quarters. Denominate numbers: Teach abbreviations. Review inch, foot, yard and teach in., ft., yd. Review pint, quart, and teach pt., qt. Review money problems and teach signs: $, c, c and ot. Teach decimal point in dollars and cents. Review time and teach min., hr., da., a. m. and p. m. Teach weights (child's own) oz. and lb. Combinations: Review all addition and subtraction facts. Teach "carrying" in addition and multiplication, "borrowing" in subtraction. Complete tables of 2's, 5's and lO's. Teach tables of 3's and 4's, using both table and multiplication forms as: 3X5=15 5 3 3 5 5X3=15 15 15 Terms : To be used freely in class time both orally and in writing and drilled upon; add, subtract, multiply, divide, plus, minus, addi- tion, subtraction, multiplication, division, units, tens, hundreds, thousands, sum and difference. Drill : Work daily for speed and accuracy at the same time. Keep records of speed in abstract work. Problems: Much work in one step problems. Some work in two step problems. 3A. Review work of 3B in counting, reading and writing of num- bers. Ruler work: Work with inch, halves and quarters. Denominate numbers: Review work of 3B and teach dozens. Combinations: Continue work in all four processes. • Review tables taught so far and teach 6's and 7's. Teach division facts also. Have answers written above, as: 3 4 102 44 7-1 72-1 3) 9" 2) 8 6) 612 6) 264 7) 50 7) 505 Use short division examples through dividends of three places, and divisors of places not to exceed those taught in tables thus far. Use dividends evenly divisible and also those such as to leave remainders. Multiplication of three place numbers by any one place multiplier coming within tables taught. AUI'IMI.METIC FJIIST CliADK. 159 Terms : Review and drill on 3B terms. Teach addends, minuend, sub- trahend, difference, multiplicand, multiplier, product, dividend, divisor, quotient. Drill: Daily on abstract combinations. Keep speed records. Problems : Many, incorporating above facts. Use one step problems mainly. Use some two step problems. III. Method and Plan.s: IB AiuTiiMETic Lesson Flax. Teacher Aim: To teach children to measure by inches. Pupils' Aim: To be able to sell ribbon by the inch. Preparation: Pass rulers showing one inch divisions, only. Also give each child long srtip of paper colored if obtainable. Scissors, pencils. Method: Point to 1— 2— o— 4— etc. Find the tiny line by 9— by 6 — by 12 — by 5. This line on the ruler marks on the ruler 1 inch. Teach word inch. Find 1 — which means 1 inch — Go to board and draw one inch. Have different ones go to board until one inch length is in minds of every child. Now find 2 which means 2 inches or .i one inches. Now go to board and draw line 2 inches long. Have some child go with ruler and test to see if the lines are true. Proceed through all numbers to 12. Now use the strip and teacher will buy from each child any strip of paper ribbon from 1 to 12 inches or children may buy from each other. The lengths of ribbon are to be remeasured by the buyer. First Guade Number Drill Lesson Plan. Teacher's Aim : To make the previously developed number facts 3 4 2 5 2 4 2 2 2 13 1 automatic through the preparation for and playing of a game. Child's Aim: To prepare for game and play it. Pre2)aration: Brief plans for the playing of the game. Presentation: Children will look through number facts on the board, to see if there are any that may give them trouble in playing the game. Brief drill on board and with flash cards. Sum^manj : Game: Spin the Hoop. First Grade Nimuer Drill Lesson Plan. Topic: Drill on the Different Combinations of 6. Teacher-' s Aim: To have children "master" the combinations of 6. 160 COURSE OF STUDY FOR PRIMARY GRADES. P7-eparation : Make flash cards of all the combinations of 6. Draw a race course on the board with room in the center for names of the winners. Cut from magazines autos in action of racing. Paste autos on the race course one ahead of others. Presentation : Test two or three children at a time using flash cards. Those who say all the combinations are winners, who are riding in the first auto mobile. Those failing may have tire trouble, etc., and miss a turn to say the next card. Swinmary: Write names of winners within the circle of the race course. Give a few minutes drUl individually for those who failed on any combination. It' they continue to fail write the combinations and answers on board clnd play until they are memorized. Ideas for Arithmetic Drill Work in First Grade. Arithmetic is essentially a habit subject. Some children often show ability in other ways — but fall behind their classes in some of the ■ automatic processes. For them it is desirable to fix facts through short, quick drills. To illustrate this type of lesson — Type: Drill. Topic: Count I)y one's. Time: Four minutes. Teacher's Aim: To drill a selected group on the counting by one's to 10 or 12. Child's Aim: To count by one's faster so as to distribute materials more quickly. Drill icith Devices: A'child can count out a dozen erasers by one's. The teacher times him and records the score. One child in group counts and the teacher writes the numbers in order on blackboard. A slow child reads the numbers and they are erased. Repetition with Attention and Y aviation: A child counts the children as they march. A group of boys count 1, 2, 3, etc. A group of girls count 1, 2, 3, etc. A group of boys and a group of girls count alternately — girls (1) — boys (2)— girls (3), etc. An individual counts — Individuals count out a dozen and the teacher times them. Their first score is compared with their second. Have a number ring: Each child has a card with a number on it that he has had. The leader calls his number and suddenly changes to one he sees on the circle. Those who are caught stand in the center. Call the center a cave. Children climb ladder by counting rounds to get to hay loft to get eggs. Count eggs in the nest. Count steps down the ladder to get down. Arrange 6 chairs in a circle, ten in two long straight lines, five in a semicircle, ten in two semicircles like seat in a theater, arrange 12 chairs so they will look like seats in a car: fill them with passengers who have white dresses or black eyes or clean hands, or tan shoes. ARlTTr:\rETIC— SECOND (iRADK. IHl Make a square of chairs four on a side, play this is a garden, one chair being the gate. Make a triangle of nine chairs. With blocks, make a railroad train— one engine, two coaches, two Pullmans, one mail train. Make a railroad train with one engine, eight freight cars, two oil. tank cars (spools), three coal cars, one caboose. Make a parade (small blocks), twelve policemen, a bank of twenty- men (ten in a line), a company of soldiers (eight in a line, five lines.) Thus form, size and number are presented to the child in the guisp of play. The more capable children can supervise the efforts of slower ones, both benefiting by such contact. Observation and counting go together — count the children — count the children wearing white shoes — laced shoes, etc. — hair ribbons: count the tables, chairs, doors, windows, window panes, electric lights, hands on the clock, etc. Outside the room count the doors in the corridor; the steps leading to the school; the trees on the lawn; front doors seen on a walk; street cars, wagons, dogs, etc., etc. Comparative size involves number; after such terms as small and large have been taught (by comparison of such things at hand, as blocks, spools, splints, dolls, etc.), with a unit as standard — the pupil can see that a child is four or five times as big as a doll, that one block is twice as big as another and can sense how many times taller his teacher is than he is. For review work see who can count farthest correctly. Recognition of figures in print and script. Have the figures just studied mixed with those previously learned. See who can point to all the 3's, 4's, etc. If figures are on cards — have a child bring you all the 4's, etc. Write the figures from 1 to 20 on the blackboard for the children who have trouble in counting backwards and erase one figure at a time, beginning with 20, and have them notice and tell each number as it is erased. 2B Arithmetic Lessox Plan. Time 15 minutes. Aim: To develop the table of 2's through 2X5=10. Preparation : Have inch squares, pegs, chalk, and any other material that can be used for counting. Give a rapid two minuto drill with flash cards, on which are such combinations as 2 3 1 4 5 7 6 9 8 10 2 3 1 4 5 7 6 9 8 10 Who can count by 2's to 10? Some child counts 2, 4, 6, 8, 10. Count these inch squares by 2's. Another child lays the squares in five groups of two each and counts them. Presentation: If I take one of these piles, how many squares will I have? (Teacher picks up the first 2 squares.) 162 COUIiSE OF STUDY FOR nUMARY GRADES. You have two of the squares. (Teacher writes 2 on the board.) If I take two of these twos, how many squares will I have? (Teacher takes 1 more ijile. ) You will have four squares. (Teacher writes 2 twos on the board.) (This is continued until all squares are taken up by twos, and the teacher has 2 2 2 2 2 -^ 2 2 2 2 2 2 2 2 2 2 written on the board.) 1 should like Lo hear these said in this way: — 1 two is two — 2 twos are four, etc. (Two or three children say them pointing to the board.) If your Mother or Father started to say these they wouldn't say them as you liave at all. They would say 2X1=2, 2X2=4, 2X3=6, 2X4==8, 2X5:=10. Now what do you suppose they would mean by 2X1=2? (Teacher writes on the board 2 times 1 are 2.) Some child answers, "They mean 1 two is two." What Avould they mean by 2 times 2 are 4? Another child answers, "They mean that 2 twos added together equal 4." (Continue this through 2 times 5 are 10.) Show us with pegs that 2 times 3 are 6. Show us with chalk that 2 times 5 are ten, etc. In response different children will show 6 pegs in 2 groups of 3 each, and 10 pieces of chalk in 2 groups of 5 each, etc. You may read the table as it is on the board. One child reads it aloud. How many think they could say it without looking? Y"ou may try . One child turns his back and says it. ( If he hesitates the teacher supplies the answer.) Two or three may be given a chance to say the table. Suvimary : How much does a stamp for a letter cost? Then how much does it cost to buy 2 stamps? Some child answers, "It costs 4 cents because 2 times 2 are 4. (If he answ-ers, "because 2+2 are 4" — ask if any one has learned a new way to say it.) My pencil cost three cents. How much would 2 pencils have cost? Some child answers, "Two pencils would cost six cents because 2X3=6. Give much drill upon the facts 2X3^6 3X2=6 as isolated facts and drill also upon these facts in the regular table series. 2B Grade Aeithmetic Lesson Plan. Aim : To teach the combination of a certain number. Preparation : Material — reels (inch squares of cardboard). ARITIIJMETIC — SECOND GRADE. 163 Presentation: hi presenting the number facts of any number taking eight for ex- ample, I would at first show the children different things in groups of eight such as eight red chairs, eight books or eight children. I would then divide a group of eight into two groups one group consisting of one, tlie other of seven showing that one and seven are eight or seven and one are eight; then again into two groups, one group consisting of two the other six showing that two and six are eight, and six and two are eight; then into groups consisting of three and five, then four and four showing one-half of eight. After the children have the right concept of the number eight, I have them put their heads down on their desks and pass number squares to each child, giving each child a different number of squares less than eight. Then I have the children wake up telling them they should have eight squares, then each one tells bow many more squares he needs to make eight. This is his number story. He says "I have six squares. I need tvvo more squares to make eight." As he says his story I write it on the blackboard so that he can see it plainly. Then he runs to the box of squares and gets the number of squares that he needs. He keeps the squares I gave to him while asleep on the left hand corner of his desk and puts the squares which he runs up for in the right hand corner. Summary: After all the children have told their stories, I have them go to sleep again and I erase one number of each ones number story such as erasing the 2 of the story 6. Then the 6 +2 children wake up, run to the board and put in their missing number. The next time they go to sleep I would erase the top number of their stories. And the next time would give them another child's story to complete. 2A Grape Arithmetic Lessois^ Plan. Aim : To teach the calendar for the month. Preparation: The reading of numbers; the arrangement of the numbers on the page; the names of the months; the days of the week; the numbers of days in a week; the number of days in a month; the number of months in a year. Material: The calendar page. Setting : The use of a calendar; why we have them; how many have them in the home. Presentation : What is this? What does it show? What year is this? Where is it shown? What is the name of the first month of the year? January was named from a man named .Tanus who was said to have two faces, one looking forward, the other backward, just as January, the first month 164 COUESE OP STUDY FOE PEIMAEY GEADES. of the year looks forward to the new year and backward to the old. How many days in January? Do all months have 31 days? How many days In a week? What is the first day of the week? How is it shown on the calendar? Where do we always find Sunday? Monday? Tues- day? Wednesday? Thursday? Friday? Saturday? On what day of the week did the first day of January come? Summary : Count by 7's beginning with 1. What date is the first Sunday? The second? The third? The fourth? The fifth? Count by 7's beginning with 2. If we know what date the first Monday comes how can we tell the date of the second? Of the third? Of the fourth? Of the fifth? How many Mondays in January? Count by 7's beginning with 3. What dates in January will be Tuesdays? How many will there be? What will be the date of the last Tuesday in January? What is the date of the first Wednesday? Count by 7's beginning with 4. What will be the dates of the Wednesdays? How many will there be? Count by 7's beginning with 5. What are ttie dates of the Thursdays? Count by 7's beginning with 6. What are the dates of the Fridays in January, 1922. Count by 7's beginning with 7. What dates will be Saturdays? Every day we will drill on reading the calendar until we all know it. Sometime soon I'll call on you to count by 7's, so practice at home. Second Grade Arithmetic Plan. Aim: 1. To teach the telling of time, a. Even time. Preparatio7i : 1. From old to new. Reading of numbers on clock. Definitely locate 12, 6, 3, 9. Comparison of Roman and Arabic numerals. 2. Material. Clock face. 3. Setting. Discussion of time pieces at home — school. How many have watches? Who can use them? Presentation : 1. Matter. How many hands has the clock? What is the difference between them? Does any one know their names? When long hand is on twelve, it is always an even hour. 2. Method. Putting of long hand on 12, and short hand on 3, for example. Tell children it is now 3 o'clock. Move short hand to another number. Ask time of one child. Move short hand to various numbers and insist on quick answers. Move hands, then ask child to make the clock say 4 o'clock, 8 o'clock, etc. Each child must change the hands when he finishes, so the newcomer will have to do all the placing of the hands. Summary: 1. Devices and Drills. Quick reading of numbers. Let child be teacher and point to various numbers. Draw clocks at seats, teacher writing on board time to be shown. Reading of school room clock at even hours during day. Encourage children to tell time at home. 2. Application. Telling time at home and school. ARITHMETIC — SECOND GRADE. 165 Second Grade Arithmetic Plan. Aim : To teach multiplication by one number. Preiyaration: Review the tables with flash cards. Shorter way than addition: 2 2 2 X3 2 Pi'csentation: Here is a quick way to find out. To multiply 23 by 2 we write the numbers like this: Multiplicand 23 Multiplier X2 Product 46 We see that 2X3=6. We write 6 below the line, under the 2, in the ones column. Then 2 times 2 ten^4 tens and we write 4 in the tens place. We read the answer as forty-six. Twenty-three multiplied by two gives a product of forty-six. Siimma7-y : If you have 22 marbles and Will has twice as many, how many marbles has Will 22 X2 Multiply the following: 24 21 32 51 213 2 2 2 2 2 Third Grade Arithmetic Plan. Aim: To teach carrying of one number. Preparation : Review writing and reading of numbers, tens and units. Presentation: Suppose that Jane goes to the store and buys fruit for 46d and some eggs for 37 1. Here is the bee hive Where are the bees? Hidden away Where nobody sees. Soon they come creeping Out of the hive, One, two, three, four, five. (The closed hand is the bee hive.) 2. Five little children sliding on the floor One tumbled down and then there were four. Four little children sliding so free One tumbled down and then there were three. Three little children sliding towards you One tumbled down and then there were two. Two little children sliding for fun One tumbled down and then there was one. One little child sliding all alone He tumbled down and then there was none. 3. One, two, three, four, five. I caught a hare alive. Six, seven, eight, nine, ten. I let him go again. 4. Children are asked to skip a certain number of times. Each skip is counted. Same may be done with hopping, jumping, clapping hands, or tapping on desks. 5. Teacher taps on board or table or floor with pointer. Children listen and count. 6. Number touch. (Smith.) Ask a child to close his eyes, then touch his hand a certain number of times and have him state the number. Children may try this with one another. 7. Play the blackboard is the sky. Draw stars on it. Play it is twilight and the stars are just beginning to show. Children count silently and tlien tell how many there are. Count in unison. 8. Teacher places squares of paper of one color in various places in the room. Children count silently and then tell how many they have found. Children who flnd all, win. If desired to continue this, children close eyes, while teacher changes location of some of the papers, and adds more or takes away some. 9. Catch and Say. Teacher provides bean bag or a ball. Children form a circle with one child in the center. Player in center tosses bag or ball to some one in the circle and as he does so, he gives a number combination either in addition or multiplication. Player to whom bag or ball is tossed must toss it back giving answer to combination. If he makes a mistake, or doesn't give answer instantly he must go In center, or he may have to take his seat and the leader in center exchanges places with some one in circle. 10. Pitcher gives out combination; as: 6x7. Batter gives results first, if possible, and runs to 1st base. If catcher gives result first, call it a strike. Three strikes and the player is out. If other basemen give result first the man on the base is out. Umpire keeps the score and watches for mistakes. ARITHMETIC — DRILL DEVICES. 1 T7 11. Fox and Geese. Divide the class into foxes and geese, giving each a certain amount of space. The geese fly over into the foxes territory and if a goose is caught she must answer a combination given her by the fox. If she answers correctly she goes free; if not she must be a fox. Foxes may visit the home of the geese and take away all who can not answer the combination given them. 12. Witches' Circle. One child is the witch. All the children run across a line. If the witch catches one she is placed in a circle containing a number of combinations. If she can answer all the combinations correctly she goes free. If not, she must stay in the witches' den. 13. Squat Tag. Pin a number on each child. One child is chosen "it." He chases the other children. To prevent being caught the one being chased squats down and at the same time gives the sum (or product) of the number pinned on "it" and his own. If incorrect, he may be caught and has to be "it." 14. Grunt. Pin a visible number on each player. Have one player blind folded with remainder forming a circle around him. The one in the center is given a pointer. Those forming the circle march around until the one in the center taps the floor with the pointer. Then ail stop. The one in the center then touches some one with the pointer. The one touched takes hold of the other end of the pointer and gives the sum of his number and the one in the center. The one blind- folded tells the number of the one touched by subtracting his own from the given sum. If correct the one who is touched is blindfolded and the game goes on. 15. "I'm thinking of a number." Let one child stand before the class and think of a number, say between 1 and 12. The other children try to guess it by asking questions, as: "Are you thinking of 2+4?" He answers, "I am not thinking of 6." When the correct answer is guessed, he says: "Yes, it is 7" (or whatever the number may be). The child who guesses the correct number has the next turn. ^ 16. Let the children form a circle. Each child is given a number. The teacher stands outside the circle with a large rubber ball. She gives a combination, as 2H-4, and tosses the ball into the center of the circle. The child whose number is six is to catch the ball, give the sum, and toss the ball to the teacher. No one but the child whose number is called is to touch the ball. If a child fails to respond to his number, he goes to the center until he has a chance to redeem himself. 17. Bird Catcher. (Smith.) Arrange the children in a circle, assigning a number to each. Let one child stand at the center and ask the results within the numbers assigned. For example: "How many roses are six roses and three roses?" The child having the number 9 holds up his hand and announces the number. He has caught the bird. 18. Bean Bag Drill. The class lines up in the front of the room. The teacher takes a bean bag and throws it to one of the children, at the same time stating an example that can easily be solved mentally. The child to whom the bag has been thrown throws it back giving the answer. This should be carried on rapidly. This drill may be used in addition, sub- traction, multiplication or division. 19. Tug of War. The class may be arranged in two equal groups for a tug of war, each group having a captain. The captains may give combinations to the other side, such as 2 times 3, 3 times 1, 3 times 3, and so on, the pupils being seated as they fail. 178 COURSE OF STUDY FOE TEIMARY GE-ADES. 20. Number race. Have cards wilh number combinations. Place an equal number of^cards on the front seats of each of two rows taking part in the contest. Give signal, children in the front seats pick up a card, skip to the blackboard, copy, examples, find answers, return to seats. As soon as first child is seated, the one back of him does the same. The row finishing first wins. 21. "I need." Have a set of cards 2"X3". Print numbers as high as 10, one on a card, and about a dozen of each number. Have class around a table. Give each child six or eight cards and have him lay the pack face down before him. In the center of the table, have the rest of the cards, lying face up. If drill is on combinations of 10, one child picking up the top card of his pack says. "I have 6, I need 4. 6+4=10." As he says this, he picks a 4 from the center of the table and lays both the 6 and 4 in a pile at the side of his pack. Take turns around the class. When a child is not able to give the combination quickly, teacher indicates some other child who is ready, and he gets the cards. At the end of the game, children count cards to see who has the most. 22. Morra. Group stands in a circle. Give signal. Each child extends all or any number of his fingers. An estimate made of the total number, all are added to see who is the nearest right. 2o. Bowling game. Have a soft rubber ball and a set of cards 5"X12" upon which number combinations have been printed. Place cards in a row on floor, against the wall. Have class stand facing the cards at a distance of about S feet. One child steps forward, rolls ball, which knocks down a card or possibly 2 or 3, his score being the number of cards, he knocks down providing he can give results immediately. Continue this around class as long as drill is desired. As an incentive, score books may be made, and the score kept from day to day, the child having the most points at the end of the week being declared the winner. 24. Number game. Write numbers from 1 to 12, in mixed order in a circle on the floor. Child bounces a soft rubber ball at any number. If the drill is on 4's, he gives the product of the number hit and 4. He may continue until he makes a mistake or finishes circle. To vary the game, products may be written and the multiples given. This game may also be used for addition and subtraction. 25. Choose sides and give answers to multiplication tables as in a spelling contest. 26. Bean bag. Throw bag to child, saying a combination. If he says the correct answer, he throws the bag back, if not gives it to someone else. 27. Baseball. Choose a batter from girls' side and a pitcher and catcher from boys' side. The pitcher says to batter: "Seven fives." Batter answers: "Seven fives are thirty-five." "Eleven fives." "Eleven fives are fifty-five." "Five fives." "Five fives are twenty-five." The batter then has had three "balls" or chances to answer. If she has done this correctly, she has made a "home run" and scored "one" for her side. A new boy is chosen for a pitcher and a new catcher ap- pointed. The sucessful batter chooses a girl to follow her. Three more combinations are then called. If the batter misses, the catcher must answer, thus scoring for the boys' side. ARITHMETIC — DKILL DEVICES. 1T9 28. Automobile game. Have set of cards with twenty simple prob- lems written on each. Have each card different. Distribute cards, placing two on desk of child sitting in front right hand corner of class. Children with paper and pencil begin copying and solving problems at a signal. Signal given every half minute, cards are passed and work continued. In pass- ing cards, children in first row hand cards back, child in back seat passing across the aisle. Second row passes for- ward, child in front seat passing across. Teacher marks papers and reports are placed where all may see. Marks may be added from day to day. 29. Playing cashier. One child may be the cashier of the gas com- pany. The other children pay their gas bills. Each of the others have toy money with which to pay their bills given to them at the beginning of the game. Make change. 30. Beanbag Toss. Draw five circles, one within the other, on the floor. Number the spaces between. Let each player have five turns throwing the beanbag into the rings. Have a scorekeeper. The child with the highest sum wins. 31. "I am thinking." One child says, "I am thinking of two num- bers, vi'hose sum is 12." Others try to guess. The one who guesses correctly may think of two numbers. 32. Playing store. Have toy money. Draw on the board pictures of things to buy, or have pictures cut from magazines pasted on large cardboard. Have a price for each article to be sold. Children take turns at being store keeper. Others come to buy. Make change. 33. "Pussy wants a corner." Several children stand at given places for corners. Each is given a number. The same number is given to two children. The one in the center calls two num- bers whose sum is not larger than 10. If 3 and 6 are called, the two children numbered 9 exchange places. The one in the center tries to get one of their places. 34. Champion of twenty. Print numbers from 1 to 20 on cards. A child steps to front of room, holding cards so class can see first number. Two children, working for championship, stand back of the first child. If drill is on addition of 2, the children at seats give sum of number on card and 2. The contestants, by subtracting' 2 from number given, are able to give number on the card. The one calling out number first, receives the card. The one who secures most cards is "Champion of twenty." D. Seat Work. Puzzle. Divide a square of cardboard into nine squares. Cut the numbers from 1 to 9 from a calendar. Child places a number in each square, so that the sum of three numbers in any row is 15. Teetotums. A game for two. Have a cardboard dial with num- bers and a spinner, such as is used in many children's games. Children spin in turn, keeping score. See who can have the most at the end of a given time. Finding answers. Have 24 cards,' 3"X4". Write combinations on 12 cards and answers on 12. The children may prepare these cards. Mix the cards and arrange with combination and answer together. 180 COURSE OF STUDY FOR PRIMARY GRADES. VII. Slggestio>'s and Cautions: 1. Teach children to write numbers in columns, keeping them straight. 2. In writing large numbers have comma placed between hundreds and thousands. 3. Keep good spacing in written work. 4. In concrete work have the children give the name of the thing being worked with in each step of the problem. 5. Prove subtraction problems. 6. Have child away from board rather than near with a pointer when working for speed in board drills. 7. Avoid counting on fingers. 8. Don't allow child to count when adding. 9. Don't have abstract work without a time pressure. 10. Be sure child does not get the habit of writing numbers in the carrying or borrowing processes. DRILL SUBJECTS — NOTES. ISl NOTES. 183 " COURSE OF STUDY FOE PRi:\IARY GRADES. NOTES. DRILL SUBJECTS— NOTES. 18^ 1$4 COUKSE OF STUDY FOR PRIMARY GRADES. NOTES. CHAPTER III. SPECIAL ARTS. A. DUAWING. Hakriici' M. Cantrali., Supervisor. Grade I. Aim : 1. To give the children a vocabulary of forms with which to express themselves in pictorial form. (a) Objects requiring the vertical line — a house — a fence. (b) Action lines — to suggest the human figure in motion. (c) One or more animal forms: 1. One domestic animal. 2. One circus animal. (d) Growth of trees and plants. (e) Land forms — hills, plains, shore lines. 2. Color. (a) Color names primary — secondary colors. (b)" Mixing and applying these colors in flat washes. (c) Color paper posters. 3. Design. Arrangement of work on page. Repetition and variation with border units. 4. Cut letters of alphabet. 5. Construction. Learning to measure with 1" and i--" dimensions. Materials : Crayons — paints, colored papers, scissors, clay. Art Book L Note: Correlation of Drawing and Construction with the other sub- jects in the course of study should be worked out month by month. Such correlated problems must of necessity be prompted by the children and room teacher. If it develops as a problem in the Arithmetic lesson, let the project be developed and completed in the Arithmetic periods, if in the Geography periods— develop at that time. The Drawing time should be used for the development of technical ability which may be used in all the other subjects when needed. Often, however, the exer- cise in Drawing may take the form of some part of the project in hand. This should be brought about whenever possible. Guade II. Aim : 1. To add to the form vocabulary and improve upon those forms learned in first grade. (a) Arrangement of forms in picture — to form good composition, to teach near and far, grouping, relation of sky and ground, etc. This work to be connected with stories and games. (b) Action lines — human figure. Use these in crayon illustration, cut i)aper compositions, community posters. (c) Two or more animal forms: Domestic animals, circus animals. (d) Continued study of tree growth. (e) Land forms used in cut paper posters and crayon illustrations. 2. Color. (a) Color names primary and secondary colors. (b) Mixing these colors and tints of each. (c) Color papers — design and picture making. 18B 186 COURSE or study for primary grades. 3. Design. Arrangement of work on page. Repetition and variation with border units. 4. Improved work in cutting alphabet letters. 5. Construction — Use of %" and Vi". Materials: Crayons — paints — colored papers, scissors, clay. Art Book II. GlJADE III. Aim. : 1. Form study continued. Use forms in pictorial composition with cut paper. 2. To learn to draw the poster letters, to letter with single line letters. Simple posters for health slogans, rent and sale cards, addresses, etc. 3. To make and repeat units for borders and surface patterns. 4. To control pencil in holding lightly, sketching lines freely. To form habit of sitting properly and keeping paper in proper position while drawing. Recognizing and producing vertical, diagonal and horizontal lines. 5. Painting within a given form, learning brush 'control, mixing colors, matching colors. 6. Design. Borders. Drop repeat in surface pattern. 7. Color. The color wheel in Art Book. Learning names, producing the "colors with their paints, matching colors found in papers, ribbons-, flowers. Materials: Pencils, colored papers, paints. Art Book III. Note: See note at the end of the Drawing outline for Grade I. B. Ha>;dwoi!k. EiJzABETii Ckeigiitox, Hupervisor. Grade III. 1. Ruler drill: a. Study of ruler — drill in the names of the marks on the scale, and the distance from any one mark to any other mark. b. Application of ruler study — measurement of objects and distances in the school room. 2. Formal construction work — technique emphasized. Making of envelopes, booklets and other articles needed for class room use or for gifts. 3. Free construction work — initiative emphasized. Illustration of any topic under discussion in reading, story telling, geography, etc. 4. Elementary textile study. Wool is used as a typical textile material. Sheep stories are told and the primitive methods of spinning and weaving are demon- strated. A small amount of fabric weaving is done by the children. C. MUSIC. Katihivn Jl. Baxtki;, Director. The Music Teachkk's Creed. I believe in Music, moulder of human mood and inspiration, beautifier of waste places; restorer of despairing souls; I believe that through Music can be brought about the salvation of man from many misspent hours, from unworthy impulses, from premature spiritual decay, through greed for gold and lust for office; I believe in Music as a channel of communion between man and his nobler self, between man and nature, between man and God; I believe in and shall labor to hasten the day when our country's Music shall be deemed more valuable than its merchandise, more potent than its coiirts and tribunals, more distinctive and excellent than its letters. Irvikg M. Glen, University of Washington. Seattle, Washington. IB Gr.U)e. I. Aims: a. To give every child use of his singing voice. b. To give every child enjoyment of music as something heard as well as something expressed. II. Mates^ial: JIONTH I. Art songs — Selected. Type songs — Pages 5, 6, 7 — Book I. The ten steps in teaching rote songs will be found on page 2>'t's. Dont"s. Do not print (hand print) work for the children upon the blackboard. Children can read script better. Do not allow children to print in the First grade. Do all you can to stop this at their homes. It interferes with their writing work. Do net assign words for the children to write until they have mas- tered the letter formations and connections needed in the words. Do not throw aside seat work and say "too hard" if the majority of the class fails to get a new phase of work for the first time. Look back, go back and see wherein you failed to make it clear to them. Develop it more carefully another time. Do not fail to rebuke, encourage, praise, give another trial another day when a child has failed in his seat work while working alone. Do not fail to take time to teach a child to help himself, to use his or her own imagination, and express himself or herself in his or her own way. This is just as important as reading stories which are the product of some one's else imagination. Slowly for some but surely all will accomplish this First grade seat work. The better group will be into the last phase of this" work (VI) before the close of the first semester. While the slowest group will go into this more deliberately. They will use much of ite during the time they are in the lA grade. B. Devices — Vocabulahy Work. First Grade. As you read this article on seat work you will note these devices are based upon class work where the script and print are introduced together and the use of the following materials: a. Word cards for the IB grade. Ij. Alphabet cards for lA grade. 198 SEAT WOK'K \'()(' AHIl.Ain K.\I I' 1 1 ASl S. 190 c. Gnmnied copies oi" the niiuiimini requirement list of words for tlie first three grades. d. Pictures. e. Patterns. The word boxes used in the IB aie tilled with the ininimuni' require- ment list of words for sentence work. Gummed copies of the minimum requirement list of words for the hi-st grades makes it possible for the children to have labeled patterns, pictures and dictionaries to refer to in their composition work of these grades. Teachers using the script form only for the first five or six weeks must write it upon the blank side of the word cards used during this peiiod of time. I. First Words. (Objects.) 1. Trace around labeled patterns (cat, hen, man). Cut them out. Select correct names from a GENERAL word box. Paste names on the objects made. Take them home to mother. Make extra copies to put in an envelope for a booklet. Child's Problems: a. Neat tracing. b. Careful cuttiiig. c. Careful pasting. d. Selecting of correct word for the picture he or she has made. Teacher's Aims: a. To set up problems for the children the first day of school along a line which is beneficial to- them in future work. b. Help the children form the habit of working. c. Teach children to work independently. d. Teach the children to do their work neatly and carefully. e. Give the children a mental picture of the w'ord along with a mental picture of the object it represents, f. Help children match print with script. o- Try to help the home folks get in touch with the work of the children they send to school. 2. After the teacher has used the script form of these words on the blackboard in a recitation, they may be placed upon the black- board for the children to imitate them on their 'desks in the order they are on the board with the word cards from their INDIVIDUAL work boxes. Have children try to get more than one copy of these words. Child's Problem: a. To select correct words. b. To get them in correct order. Teacher's Aim: a. To teach script with print. b. To help children to become better acquainted with the words used. c. To give the children a new problem. 3. Climb stairsteps with known words from the word boxes, placing the same words on a step. Make the stairsteps on a piece of drawing paper or wath chalk upon the desk. Child's Problem: (Each child may have a different aim.) a. See if he can beat his classmates. b. See if he can find all the cards of the same word. c. Find more than he did the previous day. Teacher's Aim: a. Train children to enjoy their work. b. Drill on the words they are learning. 4. Use ladders as in No. 3. 200 COUKSE OF STUDY FOT! PRIMARY GRADES. II. Work on Words Used in Connection with the Object Words. 1. Same as Number 2 in 1. 2. Children paste words they have found in magazines and papers , at home in a booklet which is kept during the semester for reference. (This book corresponds to one they call a dictionary in the lA. Example: he, is, on, to, she, said. 3. The teacher may pass out magazine pages for the children to find words they know. These may be underscored or cut out and pasted in the booklet. 4. Sorting of the words from the word boxes. a. All known words. b. All unknown words. c. All words of two lettei's. d. All words beginning with s, etc. 5. Sentences or Mother Goose Rhymes. Give three copies to a child (print) in an envelope. One entire and two cut up into words or phrases. Children match and rebuild sentences or rhymes. If this is not problematic enough, put a list of the words upon the blackboard (script) for them to imitate. 6. Have the children make sentences from the words of the rhyme along a different line of thought. Example: Jack and Jill went down the hill to get water. Jack fell and Jill came tumbling after. Make original sentences with word cards. Example: Jack went away. If this sort of thing has been done in the recitation it will not be too hard for seatwork. Child's Problem: Select and arrange words to give a different story for some one (Miss ■ ) to read. Teacher's Aim: a. To try to create a desire in children to think out stories. b. To hold them to make a story from a limited number of words. 7. Fold a heavy piece of paper to make a four page booklet. Paste an envelope containing a set of words for a particular story, on' the first page. Upon the second page paste a familiar pic- ture of some Mother Goose Rhyme which the children can re- peat but havf never hod any word study on. On the third page is the entire copy and space enough for the children to match the words and set up a duplicate copy of the story. Child's Problem: To select words v.hich are not familiar and make the story. The Teacher's Aim: To teach a child to work with new words independently. S. Give children envelopes containing copies of more than one Mother Goose Rhyme which has been studied in class work. Have the children .set up the rhymes and select pictures from a picture box to go Avi'th the rhymes. Teacher's Aim: a. To give the children interesting drill upon words they have had which should be fixed in their minds in reading work. b. Teach them to think for themselves. 9. Have an abundance of sentence work from the first lessons. One Avay of doing this is to put into boxes little pictures and parts of sentences for the children to put together. Example: I eat (this is a card) apples. Instead of the word apples have pictures of apples. SKA'I' W'OIIK VOCAIUI.AKV KM I'l I ASl S. 201 I see a (this is a card) book, doll, boy, etc. Instead of the names of the objects have the pictures. Later on the children can make pictures on pieces of paper and place the parts of the . sentences with their pictures for classmates to read. Teacher's Aim: a. To give children material to stimulate imagination and help them to work out things for themselves. b. To teach words. c. To help children to read sentences where they do not know all of the words in them. (This makes fluent readers.) 10. No. 9 can be done on the blackboard and the children use word cards and imitate. They must make their own pictures. 11. Have the children make sentences out of nouns from the first. Example: hen, cat, pig, boy, etc. Insist upon their making original sentences. They will do this if they have made sen- ' fences for the teacher to put en the blackboard during recita- tion. Aim of Teacher: a. To drill upon the words. b. To stimulate the imagination of the children. 12. Another device similar to No. 9 is to pass envelopes to children with the parts of the sentences written upon (or printed with the rubber type) heavy paper. Ask the children to draw or find the objects some place, to go with them. Example: I have a (book). This book may be taken out of the desk and the part of the sentence placed with it. III. :\Iore Practice on Matching Print with Script. 1. Give a child a paper that has been marked into squares. The squares should be large enough to contain a script copy of a word under which a word card may be placed. Children select the correct words from the word box and match. Have the children see how many times they can find each word and place them one upon the other. This is a good device for words that catch children. Example: when, then, now, that. Let a child who knows the words be the teacher and help the chil- dren pronounce the words. 2. AVith the use of the word cards a blackboard copy may be made up of: . . ^ a. Words of a particular story of the minimum requirement list. b. Words of different stories of this list. c. Difficult words of this list. d. Sentences given by the children during a recitation. (Do not use the sentences of the book.) 3. With the use of the alphabet cards, the blackboard copy may be made up of: a. All the words of the same story. b. New words of new stories. c. Sentences using the words of all stories. 4 Omissions in words, phrases, and sentences. Use the alphabet cards and supplv omitted letter. Example: c-t, h-n, lit-le, etc. Use the alphabet or word cards and supply omitted words. Example: The hen ate the • . 5 Game of racing. Select a child to be "teacher" and point out words from a blackboard copy for the seat work people to: a. Find in word boxes. b. Find in books. c. Make with alphabet cards. 203 C'OUKSE OF STUDY FOR IMtlMARY GltADES. Children's Problem: To get correct words first. Teacher's Aim: To speed up word recognition through the little game.- 6. The "child teacher" may flash cards in the same way as No. 5. Reward given by the "child teacher" for the fastest worker. IV. Work with Words Which are not in Wordboxes. 1. Place upon the blackboard the folloAving: a. One one I. b. Two two il. c. Three three III. d. Pour four IV. e. Five five V. f. Six six VI. g. Seyen seven VII. h. Eight eight VII. i. Nine nine IX. * j. Ten ten X, etc. Put into the hands of the children envelopes containing these numbers and words. (Several copies of each in the print form'.) Have the children imitate this copy. In a very short time they will know these words. The child who gets these done first may be the teacher and help others. This copy can be imitated more than one time upon the desk if the envelope contains more than one set of words. The words are fixed in minds of the children sooner if they have the chance to make more than one copy at a time. 2. After No. 1 is mastered a paper containing several kinds of pictures may be passed out. There must be one or more than one of each kind of picture. Example: One cat, two boys, four birds, one baby, seven rabbits, etc. Have the children count the number of each kind of picture and select the correct word (number word) for each kind of picture. Example: Two boys, one cat, seven rabbits, four birds. These copies may be used indefinitely if the paper on which the pictures have been pasted is heavy. 3. After No. 2 has been mastered the teacher may pass out envelopes containing the names of the pictures on the paper for the chil- • dren to select and match. They will apply their phonics and • get this without any help to speak of. Example: One child matched the correct word with every picture except one. When asked why he left the picture of the knife without its name he replied, "There is no name in the envelope for it." The word fork was just as new to him as knife. He was able to match the word fork with the picture of the fork because of its initial sound. But the initial sound of knife fooled him. 4. After a child has learned to repeat the days of the week, months of the year, the streets in order of a given direction from the building give him the word cards containing these to lay in order. 5. Give children color charts you have majle and the names of the colors to match. Example: A paper with red, blue, black, green, etc., marks on it. Children find name of color and match. Color words may be used with No. 2 also. 6. :\lake sentences which are original without the teacher's help and receive reward for the most sentences made. Use No. 2 for incentive. 7. Have the children use letter cards and make words on the tops of the desks that make the teacher hungry. A box of labeled pictures of things to eat cut from magazines must be where the SEAT WOI.'K — \()(Am;LAi;Y K.\l I'l I ASIS. 'iO'^ children can go to it for help (cake, milk, pie, cotl'ee. etc).. Have the children keep the pictures out of sight when the teacher comes to read the work. 8. Vegetables, fiowers and plants cut out of seed catalogues may be used in a similar wa.v. '9. Children ma.s play circus on (he .same plan as No. 4 and write sentence. Example: / am a clown. A child from a grade higher or from another room may come in and read the sent- ences. The pictures of the animals must be out of sight during tile reading of the sentences. Teacher's Aim: Teach — / am. 10. Children tell what they had for dinner in the same way. Ex- ample: / had cake. Teacher's Aim: Teach — / had. 11. I leant (I wish) can be taught in the same way telling what they want for dinner. 12. Teach "l have" by letting the children fish from a closed box of labeled object-pictures, knife, ball, stick, book, etc. The article fished out should be kept in the desk when the seat work is being read by the teacher. 13. Children may tell what they see in the same way. Make them ' find the word which expresses what they see if they do not know it. Example: Book, pencil, tablet, etc. Teacher's Aim: Teach — I see. 14. Make family booklets and label all pictures. Example: Get pic- ture of a man from a magazine or catalog and label — This is father, etc. 15. Make a booklet of things we wear. Example: Cut out a cap from a catalog and label — See my cap. 16. Make a booklet of a vacation trunk. Select things the teacher will put in her trunk when she takes her Sirring vacation. 17. Booklet of things we eat. IS. Make phonetic words from phonic card boxes. Example: Cards in box, at, ask, ound, et, it, ut, ot, eep, s, b, cr, si, tr, r, c, f, etc. Words, made — rat, cat, hat, black, back, tack, found, round, sound, pet, met, let, sit, mit, hit, cut, but, hut, got, hot, sleep, creep, sheep. 19. Have children visualize sentence then write it on blackboard. V. Final Drill on the ]Minimum Vocabulary. 1. Upon a piece of paper 3"xl2" print all the words of the minimum requirement list of one story. Every child must have a copy of each story. After a recitation (during which time the teacher checked off words not readily recognized by the child on his paper) have the children find these words in word boxes or the book and make them with letter cards. They may be written upon the blackboard if letter formations and joinings have been mastered. A child who has gotten "100" on his paper during the recitation may be the teacher. Slow children work hard to get to be teachers. "Mean" children conduct themselves beautifully when put on their honor as teacher. This teacher may give a "100 mark" when a child has learned his words after taking his seat. 204: COURSE OF STUDY FOR PRIMARY (iRADES. Child's Problem: Master his words studied during the semester. Teacher's Aim: a. To help children to know definitely just where they stand near the close of the semester. b. To keep children studying effectively. c. To keep a close acccunt of each child in connection with the required word list used for promotion. 2. Good readers hear the best groups re-read stories. Be not allow children to hear the poorest ones read. They need special help. Teacher's Aim: a. To give drill in rapid reading. b. To give the children the pleasure of reading the stories again after they have gotten a better grip on the words through drills. 3. Keep a list of "Words that Catch Us" on the blackboard and drill upon them in some way each day. 4. In this final drill work with the IB's on the minimum requirement list of words the children will be able to make the dictionary of the words learned and review them alphabetically as well as by stories. They can be called upon lor unknown words or the ones forgotten from one time to another. They enjoy say- ing all of the words that begin with the same letter. They get to see them in a different way. The repeating of them in this order 2,ives more drill. Children beginning in the lA Grade use the IB vocabulary and make dictionaries, adding the lA words. VI. Work which will Develop the Children's Imagination, Initiative, Rea- soning Povv^er, Ingenuity, Independence, and Ability to Follow Directions. 1. Give each child a paper with some such directions as: a. Cut ribbons 6 inches long 1 inch wide. b. Make a wagon three inches long. c. Make a barn four inches high. d. Write your name on the blackboard. e. Find six red sticks. f. Make a two inch stairstep, g. Get two blue sticks and one red one. Have stick boxes with all colors and lengths in them. Have rulers on hand and plenty of paper strips. Leave it to the children to get their own material necessary to accomplish the work assigned. In one instance a boy let his wagon go untouched because he was not original enough to find something for wheels. Another boy was overheard saying, "Get the circles out of the cupboard." At another time another child had this particular copy which said, "Make a wagon three inches long." This child cut out paper wheels for his wagon. 2. Give words or sentences of stories which have already been read in some of their stories during class time to illustrate in draw- ing or with paper cuttings. Example: Ball, tree, house. There was a wee chair. There was a wee table. There was a baby bear. There was a father bear. There was a wee bed. There was a wee house. 3. Children ask questions with their word or letter cards for some one to read and then write the answer upon the blackboard. When they need to have help in spelling words let them refer to their dictionary they have made. SKA'P AVOIJK OKKilNAL S'l'OK I KS. 505 4. Give them one of the :>"xl2" cards having all the words of the same story upon it and ask them to write a different story. 5. Give them words of several different Mother Goose Rhymes and tell them to write the rhymes or stories. Example: White sheep, Jill, Malt. 6. (Give the children story subjects during recitations. Example: The Cat and The Mouse. (This is the result of group work on a subject). Once there was a big white cat lived in a little house by a red barn. In the barn was a gray mouse. It wanted to live in the house. One day it r.an to the house. It ran in. When it saw the cat asleep on the mat it started to run back to the barn. The cat jumped up and caught its tail and would not let go. Some such example as the story above told or written upon the blackboard will fire the imagination of the children until they will surprise you with the stories they will write. Especi- ally this is true when the subject given them is one they are very much interested in. (Individual Stories.) Teacher: Let's have a story about a lazy cat. Ernest: Oh! I have a story. I have a good one, etc. Teacher: Very well, wait until I put the story subject on the board. Lazy Cat. Teacher: What is the first thing you have to say about the cat, Ernest? Ernest: One day a little mean cat jumped on a boy. Teacher: How shall I start that? How shall I finish it? etc. Go on. Ernest: The mean cat jumped down. Then it jumped on a baby. Then it jumped down. Teacher: Very good, Ernest, tell us the rest of your story. Ernest: That's all I have. Teacher: What did the cat do after it jumped down? Ernest: I don't know. It just jumped down. Teacher: What did the baby do, cry? Ernest: I don't know. That's all I know about the story. Teacher: Children, what kind of cat is this Children: Mean Cat. (Subject changed.) Teacher: Let's have a story about a Lazy Cat. Edward: (Conducted in same manner as above story. The teacher hesitated at the end of every sentence for the children to say — ("period or station"). One day a lazy cat scratched a dog. The dog bit the cat. Then, the cat ran away. Teacher: What kind of cat is this? Children: Mean cat. (Subject changed.) Teacher: I want a story about a lazy cat. (Emphasis on lazy.) Warren: (Conducted as above. The teacher hesitated at the close of each sentence for the children to say "period.") One day a lazy cat was sitting on the floor. The woman wanted to scrub. The cat would not move. The lazy cat tracked all over the floor. The woman came in and saw all the tracks. The woman said, "Oh! That old lazy cat tracked all over my floor." The cat ran out doors. Tlie woman had to scrub the floor again. Teacher: Fine stories children. You may take your seat and copy the one you like best and take it home and read it to Daddie. 206 coup.sp: of study ior primaky gkades. Elizabeth Pavlock (after being in a IB twelve weeks) wrote on paper the following story: My dog nam is sport he has a coir he can speak he sat up he eats bread he duz not eat cat. (She was in the middle group and had not been given the opportunity as yet to write stories. Without slighting her own seat work she wrote her story and handed it in to her teacher. She asked the teacher to spell "speak." She went to her own book tor the spelling of some of the words. There was no other help given. She had no written subject for her story.) In a follow up lesson we took her story along with the best group stories. These were written upon the blackboard by the teacher. Example: Teacher: Elizabeth, read the first thing you have written about your dog. Elizabeth: My dog's name is Sport. Teacher: Class, tell me how to start this sentence; how to show it is finished. Teacher: Elizabeth, read the second thing you said about your dog. Elizabeth: He has a collar. Teacher: Read the third thing you said about your dog. Elizabeth: He sits up. Teacher: The next thing you have about him. Elizabeth: He can speak. Teacher: Next. Elizabeth: He eats bread, etc. The story was given the subject "My Dog." Elizabeth copied the whole thing from the board. Other children who did not have a good story copied Elizabeth's and substituted "Elizabeth" for "My." You can put several stories on the board in this way. Usually they are short and do not take much time. The children can copy their own stories and take them home to read to mother. The following is Henry Banner's (In the lA six weeks). Sub- ject: Tlie Rabbit and the :Moon. The bright moon is shining on my rabbit. The rabbit was frightened and ran away but the moon kept on following him. He bupd his hed agenst a big pees of irn and cilled his self and that was the last of the poor rabbit. Lillian Sextion (Best child in his group) had the subject: A Tiny Rabbit and the Moon. a little tiny rabbit was hoping along the roudside. Soon he looked around. He saw another little tiny rabbit Walking by the roadside, right by the side of him. The moon had made a shadow of the little rabbit, but the little tiny rabbit did not know the moon was making a shadow. then the little rabbit began to run. he was afraid that somthing was after him then he looked around agin, but the little rabbit by the side of him was runing right by the side of him yet. the moon wood not stop. This child is having more trouble learning how to begin sentences than most children have for the ability she has in other things. Have children run through pages and find the periods or stations. Count the sentences beginning with capital letters. SE-VI' WOIJK DKIION AKIKS. ^Oi" 7. Write stories about things seen en the way to school. A list of these things may be written upon the blackboard. 8. Give each child an envelope containing a picture and the words necessary to make several sentence.^ about the picture. Ex- ample: Picture — Bear, horse, and three bears. Sentences — Here are the three bears going home. It is growing dark. They have had a long walk. They will eat their soup then go to bed. They sleep up stairs. They have three beds that are made out of wood. 9. Give each child a picture pasted upon a card board which has several words upon it (print or script). Have the children tell the story the picture and words suggest to them. 10. Give the children a group of words that tell a story within them- selves. Example: ate door caught rat cat etc. cheese found Have the children tell the storj^ these words suggest. 11. Have the children write letters to some one who will answer. The Douglas children wrote and thanked the Patrons Club for telling Santa to send the "Squirrel bocks" (Cherry Tree Chil- dren). A letter came in reply saying, (This was copied upon the blackboard for the children to read.) Dear Children: We received your letters. We are glad you love your "Squirrel books." We hope you will be able to read all of the stories soon. We were so glad you wrote to us. We told Santa to go to your school Thursday afternoon. Now be sure to be there and see him. Wishing you a very merry Christmas, W^e remain. Yours truly. Patrons' Club. Second Grade. Continue the work of the lA Grade. Make each day's seat- work a problem growing out of previous lessons. With the help of the dictionaries which the second grade will make from its minumum requirement list of words, including the entire first grade vocabulary, the cljildren will be able to start the free composition work. Insist that the children write their words carefully and spell them correctly. At all times use the right form as regards headings, margins, titles, spacing, etc. Devices for Learning the Minimum Requirement List of Words. 1. Have the children buy loose leaf note book covers. Paste the words in alphabetical order. Give attention to the initial letters only. As the vocabulary grows add new pages to the book. Begin this work with the First Grade vocabulary. After the entire list of both grades has been pasted in the booklets number the words and pages. Have all booklets or dictionaries alike in this respect — the same words in the same order on the same page. This will help the teacher to refer the children to certain words by the number of the words. These books will be a help to both teacher and pupils when the time for testing children comes. All unknown words of the in- dividual can be checked off in his or her own book and drilled upon in some way until they have been mastered. Words may be written in, beside the printed symbol. 208 COURSE OF STUDY FOR PRIMARY GRADES. 2. Have the children find the number of times a given word or words from the dictionary occurs in a particular lesson or on a cer- tain page. Write the words and the number of times they are found opposite it on paper. 3. Have tliem find words that mean the same or will take the place of certain words of the dictionary (little — small; big — large; etc.) Put intj sentences copied from the book or use in original sentences. 4. Have them write the words in which given sounds are found. Example: cl., clap; en, ten; ou, out; etc. 5. Write the same word in five different sentences, etc. 6. Put two particular words selected by the teacher in the same sentence. Example: sleep, tried. James tried to go to sleep with his head on a chair. 7. Put words of the same ending or beginning in sentences. Work on Words Which are not in the Dictionaries. Bring to the mind of the children these words (as they occur in the recitation) which are not in the dictionaries. Get suggestions from them as to the way in which they might keep account of these words and drill upon them. 1. Find and write words of objects we can touch in the schoolroom. Save this paper for the following day's seat work. 2. Follow No. 1 with things we can hear in doors or out. 3. Things we can see in doors or out. 4. Things we have; sister, books, etc. 5. Things we want (wish) pony, car, etc. 6. Things we need. Example: Air, clothes, etc. 7. Things we can smell. Example: Food, oils, etc. 8. Things we can enjoy. Example: Music, etc. 9. Make a list of color words from a color chart. 10. Make a list of name w'ords. Numbers 1 to 10 inclusive should be headed with the proper headings. This the teacher can put upon the board from day to day. Example: Things I can touch. Reward given for perfect spelling. 11. Make sentences using these lists of words (1 to 10). 12. Make a list of words from given phonograms. (Use second grade phonograms). 13. Cut oblongs a given size and put a sound on one side and words containing the sound on the other. 14. Cross out silent letters in words. 15. Write words that rhyme with "rake," "may." 16. Draw ladders a given dimension and write members of phonetic families on the rounds. Reward child in some way who has a list of words perfectly spelled. 17. Draw engine and cars. One member of a phonetic family on each car. 18. Write words of one syllable. 19. Write all words beginning with a capital letter on a certain page. 20. Turn circle into watch, apple, teapot, face, clock, etc., and write sentences about the picture. 21. Copy the names of the days of the week or of the month and write a story about one of them. 22. Make a nest with little birds in it. Copy poem from Tennyson "What does little birdie say," etc. 23. Visualize paragraphs. Go to seat and write it. 24. Visualize collection of objects in a basket, on a table. Go to seat and write lists. SEA'l' WOK'K— COM POSITIONS, "300 25. Cut sprinkler. Color one side. Write words the f;ird makes us think of on the other. Example: Grass, rain, sunshine. 26. Take words as "telegram." See how many small words you can find in it. Example: am, me, met, etc. 27. Write list of letters from which the children can make words. 28. Give children picture cards. Write the ftames of all the objects seen in the picture and receive reward for most words spelled correctly. 29. Draw picture of clock. Write sentences about it. 30. Teacher write sentences and leave blanks for children to fill in with pictures. 31. Make borders of uml)rellas. Write the poem this makes you think of ("Rain, rain go away.") Write an original poem about the rain. 32. Write all the things you can think of that can be bought with a cent. 33. Write initials. 34. If one child is a very poor writer let a strong child take this child to the board to write certain words. 35. Find such words as h(ou)se, m(ou)se, r(ou)nd. n(ight), l(ight), fr(ight)ened. 36. From Readers: a. Find the sentences liked best and copy them. b. Find the questions in a story. Copy them down. Write another one. c. Copy exact words of characters in a story. d. Copy paragraphs which describe something. Illustrate. e. Write the names of the characters of a story. Write a story about one liked best. f. Answer the questions put upon the board in the exact words of the book; in child's own words. g. Close the book and write one thi'ng you have learned from your lesson today. Free composition work with the help of the dictionaries and other sources where the spelling of the words can be found. In this work follow up one or more stories closely and drill on particular things. This may be done upon the blackboard with the help of the children as is described in No. VI in the First Grade seat work stories. Group experiences or project work. (This project was carried out in a conversational period in the First Grade and short stories for seat work followed the recitation work. After looking and talking about a greenhouse picture, we decided to put a working plan upon the black board; then, go on a trip to the greenhouse. All contributed to this work. Each row was responsible for a part to report on in class.) WoRiciNG Plan. Row 1. What is a greenhouse? Where are some? Tell when one was made. How old it is? How big it is? 210 roriisE of study foi; pimmakv gtiades. Row 2. , . How or what is it made of? How are the plants kept watered? How are they l\ept warm in winter? Row 3. What is found in the greenhouse? (Vegetable plants, flowers, pots, boxes, etc.) Row 4. Find out what the nursery man does. - (This was found out and written upon the board.) 1. Fire furnace. 2. Water plants. 3. Cultivate the soil. 4. Make the hot beds. 5. Sow seed. 6. Set out plants. 7. Pot plants. 8. Sell flowers and plants. 9. Deliver the plants. Row 5. Who does all the work? Row 6. How is a hot bed made? Row 7. Tell about our hot bed. Second grade children can make booklets of these. After a row reports on what has been learned, this can be written upon the board for the class to copy. Ask the children to bring in written reports for class work. Some of them will have good reports. IxDiviDXAL Experiences. The following compositions are exact copies of the children's work : Grade — First. Child— Nettie Kelly. Teacher's assignment — Tell about something that has happened to you. The teacher wrote the words upon the blackboard that the children asked for. When I had pneumonia the nrsus wait on me they give me some icecream when I was in the hospital and my mother bot me a little doll it was made of straw? Grade — Second. Child — Louis Vehoe. Assignment same as first grade. One day I was at the fair ground. I lost myself I begin to cry a man came and asked me if I lost myself I told him. Then he called my mother. Grade— Third. Child— Hilda. Assignment same as above. (This child gave her story the subject) What Happened. One day as we were coming from my aunt we were going down a big hill. The house kick and run away and upset us. We never got SEAT WORK — ('():\rrosi'i'i()NS. 211 it until we got in town. We rod in a big wagon the rest of the way- home. I was glad to get home again. Story about a picture. The teacher gave the children a subject for their picture and one fact concerning the man in the picture. The child that wrote the following story was promoted 'to lA after being in the IB twelve weeks. At the time the story was written she was in the Second grade. She had been there eight weeks only. Child — Verna Beeve. Saved. Once upon a time there was a little girl she had a doll, every day her father went out to catch fish, and the little girl wanted to go to. she had a dog. She went in a boat to hunt her father. And she upset the boat and the dog came and took her home and she never went to look for her father again. A few words or a statement is a help to start the children think- ing. If too much is given their stories will not be original. Grade— Third. Assignment — Write a story about the "Dog and His Shadow" in which the dog does not lose his bone. Dog and Shadow. One day. a dog found a bone. He said I don't feel hungry. I will take this home and have it for dinner. One the way he saw his shadow. He thought it was another dog. He said I will not take his piece of meat. I will let that dog have some for dinner to. Third Grade. The seat work of this grade is taken care of in a way similar to that of the second grade. The children will make their own dictionaries beginning with the first grade word lists and continuing through the third. Make these dictionaries differ from those of the second grade in this respect — the alphabetical arrangement of the words must corre- spond to those of a real dictionary. The children should learn to use these dictionaries as the fourth grades use theirs. By the help of these dictionaries the habit of misspelling the written word will be reduced greatly. The children should be taught to use this dictionary and check up on their own work. Seat Work. Write list of name words, action words, or descriptive words. Children use name words, action words and descriptive words cor- rectly in sentences therefore learning the use of nouns, verbs and adjectives without using the technical terms. Children are given a fable and select the descriptive words. Take one descriptive word in a sentence and substitute as many possible words for it and, check words liked best. Find the missing letters in such words as haven't, 'twas, and they're. Use in sentences in another way without changing the meaning. Make a list of words that describe some one of these things, a. Some month. b. Some fruit. c. Some animal. 212 COURSE OF STUDY FOR PRIMARY GRADES. Write a sentence about each month in the year. Tell what kind of a month it Is or something that happens in it. Write four sentences in which ran should be used and four in which run should be used. Write five questions, five surprise sentences, etc. From a certain page write all words beginning with a capital letter. Put each in a different sentence. Write a sentence telling where the robins built their nest this spring; where our reading was this morning or lohere the sun I'ises. Write a 'sentence telling when Mary goes to school; when the snow falls; or when the roosters crow. Write a sentence telling why Mother puts you to bed so early; why We eat; why you change your clothes when you get home from school. Followi^ng are names of objects. Make a sentence for each object giving the names of as many parts of the objects as you can — table, coat, apple, clock, book, etc. Name three things the carpenter does. Name five things the grocer does. Name six things the farmer does. Name six things that Mother does. Copy names of seasons. Write names of months in each season. Write list of objects found in the grocery store. (Reward for cor- rectly spelled words.) Write the names of five thi«gs you wear, five you hear, and five you saw on your way to school. Copy riddles, the answers to which are names of birds and animals. Write names of two animals that growl, two that scratch, two that sleep all winter, two that have long tails and two that have hair. Write a list of things a rabbit can do. Give children odd copies of readers. I^et them read a story from it, and then tell story to class. (a) Give each child difficult material to read to class. (b) Easy material — Reading in order to answer questions from board. From Reader: 1. Write paragraph liked best. 2. Illustrate best point in lesson. o. Copy conversation in lesson. (Quotation marks.) 4. Copy descriptive parts. Writing description in own words, as of a character. 5. Copying of interrogative and exclamatory sentences. Change form to declarative. 6. Questions from board answered from text in exact words; in child's own words. 7. Questions on paragraph made by children. (Best put on board.) 8. Reproduction of paragraph chosen by teacher or children. 9. Outline a lesson with its significant parts; copy from black- board — make outline independently. 10. Outline a lesson; write another story something like it. 11. Copy a poem, or part of poem and Illustrate parts. 12. Occasionally give such problems as "Why do you like this story?" C. Correlated With Drawing. Aim : To provide profitable seat work which gives practice in the use of drawing and construction materials, and which emphasizes the principles taught during the regular drawing period. SEAT woitK — ])i;awj.\(;. 213 I. I\Ii;Asii;i.\(i: A. Ruling papers, 1 inch, l^ inch. 1. Mat strips. 2. Ribbon samples of given lengths. B. Checking off papers, 2 inch, 1 inch, ^2 inch. 1. Color as checkerboards. 2. Write words or numbers in squares. 3. Simple unit drawn or pasted in alternate squares to make design. 4. Cut or draw letters, using squares as guide. C. Make envelopes or boxes from memory after dictation has familiarized children with directions. II. Cutting and Mounting: A. Cutting to a line. 1. Border units. (In border work always use conventional form of unit.) a. Leaf. b. Fruit. c. Designs from art books. d. Designs appropriate to special days. 2. Posters similar to but not identical with those asked for on drawing outline. 3. Animal. Suggested list: Elephant, giraffe, bear, camel, lion, pig, cow, horse, dog, rooster, duck. 4. Houses of various types. a. Simple house without chimney. b. House with chimney. c. House with porch. d. Two-story house. 5. Grotesque figures, to be used later for room border. B. Freehand cutting. 1. Animals. 2. Houses. 3. Fences. 4. Letters, as directed on outline, may be used for a. Names. ■ b. Titles for booklets, c. Room mottoes. III. Crayon: A. Unsupervised illustration of a given story. B. Action lines (bone-men). IV. Plastilene: A. Animals (suggested by teacher). B. Illustration of given story. V. Free, Unsupervised Work: (Each child chooses his own material and problem). A. Construction. B. Illustration (crayon or scissors). C. Plastilene. 214 COUUSE OF STUDY FOIt PinArAliY GRADES. To Illxstrate Stories Read. Grades 1, 2 and 3. Purpose : Use of paper, crayons, scissors, rulers, pencils and paste. (1) To test child's thought getting ability. (2) To develop his imagination. (3) To test the child's judgment and originality. Source of illustrations: 1. Stories in the readers. 2. History stories. 3. Literature. 4. Geography. Aim : The committee has given only a few illustrations showing different methods that may be used in the primary grades. Many other stories may be worked out with similar methods. IB Grade: Primer. "Little Red Hen." Poster. Blackboard Directions: Make a picture showing who would have eaten the bread if the Pig had helped "Little Red Hen." Materials : Papers for sky, fence, pig, hen and other animals they might wish to use. Patterns may be furnished for all forms used in the story. lA Grade: "The Three Bears." The Winston Primer. Page 106. Draw a picture of Goldenhair jumping out of the window. Draw the bear's house. Color the house yellow. Color the door and the windows brown. Draw Goldenhair outside the window. Color her dress blue. Color her hair yellow. Draw the Little Wee Befir's head in the window. lA Sandtable: First Reader. Winston. "Wolf and Seven Kids." Materials : Papers, rulers, scissors, tablet backs, wall paper, colored pegs. Objects to Make: Tables, chairs, tall clock, mother goat, room. Method : First row make chairs; second tables; third clock; fourth row make mother goat from patterns; fifth make room using tablet backs; some children to make doors, some windows. Assemble all on sand table and inclose with a fence of colored sticks. 2B: The Winston Second Reader. Page 63. "The Stone in the Road." Draw a picture of the Rich man's house. Color the house yellow and the roof brown. Draw a road in front of the house. Draw the tree under which the travelers rested. In the middle of the si: A'l' WOliK — HK'AWl \(i 21. road draw a h\g. l)rown stone. Show the Miller's Son coming down the road. Color his clothes as they are in the picture on Page 64. 2A: Poster. '■A Storv Told by a Donkey." Make a picture of "The Race to the Bridge." Winston Second Reader. Page 61. Materials: A sheet of 8 by 12 paper— paper for sky, donkey, trees, people. Scissors, paste, patterns of donkey. Directions : Cut sevcrral donkeys and children, trees and a bridge. Arrange and paste them as you think they would be in the race. 3 A Grade: Illustrations may be combined to form a film, which may be rolled and then drawn through an improvised theater. The children may have individual theater/;, or the teacher may have one large one. If individual films are made crayons may be used. If only one film is made paper cutting is more successful. The theaters may be constructed of three cardboards arranged like a box with slits through which the film may be drawn. Reroll the film as scon as it is drawn through the slits. Example : "The Little Tin Soldier." Scene I. The Play Room. Scene II. The Goblin Appears. Scene III. The Tin Soldier Falls Out of the Window. Scene IV. In the Paper Boat. Scene V. The Rat Tries to Stop the Tin Soldier. Scene VI. The Fish Swallows the Tin Soldier. Scene VII. In the Kitchen. Scene VIII. Tin Soldier Returns to the Playroom. Scene IX. Fate of the Tin Soldier and the Paper Lady. Definite directions should be given for each scene. Example: Scene 2. The Goblin Appears. Draw a picture of the playroom at midnight. Draw each one of the toys doing what the story says they were doing at that time. Draw the Goblin. Make the box red and the Goblin black. Materials : Crayons and paper. For paper cutting: Colored paper, scissors, rulers, paste. Patterns may be used. Children of the Cliff: Draw a picture showing what would have happened to Maro and Teni if Demins had not found them. Draw a picture of the food they would have to have eaten. Take colored pegs and build a cliff dweller house on your desk. Make a ladder of pegs like the last one shown on page 25. Lay pegs to make a kira as described on pages 40 and 41. 31G COURSE UF STUDY FOP. ITiniAlJY GRADES. Third Grade: Third Reader. "The Shepherd Lad." One row make a picture of the sentence "He sang of the fields and the birds and the flocks on the hillside." Another row make a picture of "He sang of the brooks and of the cool shade of the woods." Another make a picture of David as he traveled to the camp. Materials : Paper light color 8 by 10 inches, crayons, pictures of sheep, and a donkey. The teacher may tell a story to the children. The children may make a picture of that story with crayons on paper or they may construct certain objects or characters in the story. Mother Goose: Teacher writes a rhyme and pastes it on light weight card board. Below she writes instructions for illustrating that story. Each, child should have a different card with a different rhyme so the work will test and develop his individual power. An Illustration: "Jack be Nimble." Draw a candlestick. Make it black. Put it on the floor, draw the candle yellow and the flame red. Draw a bone-man for Jack. Make it black. Show Jack ready to jump over the candlestick. Number your picture 1. Draw another picture showing Jack jumping over the candlestick. Number this picture 2. Draw another picture. Show Jack after he jumped over the candlestick. Number this picture 3. Puzzle Picture — Materials : Tablet back. Paste picture from old reader on back and upper half. On the lower part paste a part of a story. Cut both into pieces and number. Place all in an envelop. Give out to be put together. Have a bock containing that story on the reading shelf. Child will want to get the book and read the whole story. Cut pictures of the animals found in the lesson. D. For Using Letter Cards. Grades 1. 2 and 3. (Teacher will select the exercises adapted to her grade or group.) Aims: To aid in teaching the reading vocabulary. To aid in teaching spelling. To aid in teaching phonics. To furnish a channel for expression by hand-work before writing is taught. To .teach the child habits of order, skill, neatness, industry, and in- dependent study. Games may be used to familiarize the child with the letters before word building is begun. 1. Post Office (sorting the mail). Put all A's in one pile, B's, C's, etc. 2. Hide and Seek (matching letters). Show certain letters. Find like letters hiding in letter box. 3. Place all capital letters in a row. 4. Place all small letters in a row or column. SEAT WOUK ALrilAI'.KT e'AKDS. 21T 5. Place the twin letters In a row or ooluniu. 6. To emphasize the difference between b and d, or b and p. Have the class build a row of each letter, then a row alternating the two. 7. Build their own names. (Use for capital.) 8. Build names of playmates. y. Build words, phrases, and sentences from copy. 10. Build new or difficult words in lesson. 11. Build sight words selected from lesson or other primer. 12. Following the drill on reading vocabulary have children build words they did not know. 1?,. Build sentences liked best in the lesson. 14. Give children printed or written sentences or rhymes — build these with letter cards. 15. Build sentences about mother or some other member of the family. 16. Build spelling lesson. 17. Reproduce poem or memory gem. 18. Copy the names of the months, and days of the week. Reproduce (from copy given) a statement about each day of the week. "Mon- day is wash day," etc. 19. Cut from old readers lists of words arranged in "families." Mount on cards — pass out to children to be built with letter cards. 20. Copy a sentence or a paragraph from the reading lesson (assign a different one to each child). 21. Put on the board a familiar phonogram. By adding letters see how- many words can be made e. g. at, cat, fat, mat, hat, etc. 22. Give the sound of some letter, let each child build a word beginning with or containing that sound. 2o. Copy from the beard or reading lesson words that contain the short sound of a, e, i, o, and u. 24. Copy from the board or reading lesson words that contain the long sounds of a, e, i, o, and u. , 2.5. Make a column of the consonants in alphabetical order and at the right make a word beginning with that consonant. 26. Make a column of the vowels and at the right of each a word be- ginning with that vowel. 27. Give children envelopes of mounted pictures of objects, as tops, ani- mals, fruits, vegetables, etc. On each card underneath each object have the names in print or script or both. (a) Pupils reproduce the names with letter cards. (b) Sentences may also be made about them. 28. Build words that have two consonants at the beginning, three, etc. 29. Have child build type words for the letters whose sounds have been taught. a apple b boy c cat, etc. 30. To drill on the sounds of s build five words beginning with the hissing sound: sit, sun, sad, sing, see, and five ending with the buzzing sound: his, has, legs, rags, and tags. 31. Have children discover and build families in words on a certain page. For example on page 115 Winston First Reader: (1) or in morning (2) ear in dears (3) ake in bakers. 32. Build words in which final silent e makes the preceding vowel long or tell its name e. g. rat, rate, hat, hate, hid hide. 33. Give each child a word and ask him to build four more that rhyme with it. 34. Write questions on the board. Have the questions read silently and answered by building with letter cards. (Urge children to look in their books for spelling of words they wish to use.) 218 COUKSE OF STUDY FOK IMUlVrAKY GRADES. Winston Second Reader — Page 23. 1. Who went hunting? 2. What did they agree to do? 3. Did the lion like his share? 85. Build lists of phonetic names of actions, which children may do: as, clap, run, sit, bow, stand, etc. 36. Build phonetic names of parts of the body as lips, teeth, toe, cheek, nose, etc. 37. Build sentences telling what you do after school; or what you did on a holiday. 38. Build sentences about one or two objects in a picture. 39. Build the names of five animals that walk. 40. The names of five vegetables in your garden. 41. The names of five birds you know. 42. The names of five fruits you like. 43. The names of five foods you eat. 44. The names of the clothing you wear. 45. Make sentences about the game you like best. 46. A sentence about a toy you want. 47. To test their phonetic ability: Place on the board a list of words and require the class to sort them and build in columns, those words based on the same phono- gram or beginning with. the same initial sound or having the same suffix. 48. Impress the rule, from words upon the board that when two vowels come together, usually, the first gives its name, the second is silent, as train, teach, etc. 49. Build a group of nouns in the singular, change to the plural by adding s. 50. Select a long word as Minneapolis or Whitewater. Direct the children to build as many words as they can using the letters in the word selected. 51. Game: Have each child select the letters that make up a simple word or proper name, omitting the vowel. Change seats with his neigh- bor, the second child forms the word and supplies the missin? vowel. E. Reqiikixg Writi.\g. (Arranged in Order of Difficulty.) The aims in using writing as seat work are to establish skill, to build up the child's written vocabulary and to increase his ability to express himself in writing. 1. Children make freehand cuttings to illustrate words written on board. They must write correct word on back of each cutting. 2. Have children's names written on cards. Children copy en paper a certain number of times (not more than five). 3. Write sentences on board containing blanks. Children copy sentences and fill in blanks with pictures. 4. Find and copy words beginning with a given letter. 5. Find and copy words containing th (there) ch (chair) ar. ing, ill, ack, at and oy. 6. Find and copy words ending with er, ing, ed (Ned) ly, etc. 7. Draw a ladder and write on it six words beginning with the same sound. 8. Using paper, pencil and word cards copy words you know under "yes" and words you don't know under "no." 9. Assign a page to be read. Write on slip of paper and bring to class all words you do not know. 10. Write review spelling words from board as spelling study. 11. Copy paragraph from board filling in blanks with spelling words. SEAT woKK — \\i;rn\(i. 210 12. Write original sentences using words of spelling lesson. 13. List words containing certain vowel sounds. 14. List words having a certain number of letters. 15. Copy different kinds of sentences (surprise sentence or questions). 16. Copj' words in which certain phonograms are found. 17. Copy the poem written on the board. 18. Copy words that tell us to do things. 19. Copy words that tell us the names of things. 20. Copy what a certain person in the story said. 21. Make words from letters in Armistice. 22. Find words where the "a" is long because of the "e" at the end of syllable or word. 23. Find words where "k" is silent before "n." 24. Make dictionaries. Write all words alphabetically, leaving space for new words. 25. On board write list of phrases and words from which children can make original sentences. 26. Copy names of seasons. Write names of months in each season. 27. Cut up old readers. Paste paragraphs on cards. On other side of cards write questions. Children write answers to questions. 28. Write list of things to be found in a grocery store. 29. Write list of things you like to eat. 30. Write list of games you like to play. 31. Write list of things you see in a schoolroom. 32. Write first names of children in your class. 33. Make list of all the things you think can be bought for a dime. 34. Give children pictures and let them write sentences about them. 35. Read a certain story and write answers to questions which are written on the board. List all the new words you can't sound for yourself. 36. Write a short letter. 37. Write sentences showing correct usage of such words as "sit" and "set." 38. Write personal experiences. 39. Reproduce stories or parts of stories. 40. Write descriptions of friends, places, etc. 41. Imagine you are playing hide and seek. Describe place in building where you would hide. Read to others and have them guess. 42. Write a description of some child. Read and have others guess. 43. Pick out a certain page. Children read to find the number of things discussed and write a sentence about each one. 44. Describe the party you enjoyed most. 46. Describe the place where you have the best time. 46. Describe the Christmas gift you liked best and tell why. 47. Describe the Christmas gift you had the most fun making. 48. Select a long story with three or four characters told in narrative form. Turn it into direct discourse. 49. Make an original story using the same characters or introducing one or two new ones. 50. Write answers to questions on board about history, reading, etc. (to fix facts). F. For Nr:Mi{ER Work. The committee on number seat work has offered the following sugges- tions to be used in the first three grades: Seme of the seat work is motivated while the other is more of a for- mal type. Seat work is most profitable when motivated. The motivation that has been suggested may not be suited to all rooms 'when a certain problem is taught. The teacher then does the motivating to meet her own situation. The seat work that is of a formal type brings in the drill work. 220 COURSE OF STUDY FOR PRIMARY GPiADES. Canfion: Check up all seat work. I. Ruler: Ruling writing paper, for writing or number work. Make checkerboard. Measuring with ruler. Make rulers from bogus paper and mark, showing inches, half inches, or fourth inches. Measure and cut a six by nine inch paper into one inch strips. May be used for individual word cards, mat weaving, or chains. Measure squares to write numbers in, to make lotto game. Draw and cut oblongs to make game of dominoes. Divide eight by twelve inch paper into two inch squares to be used for poster letters. From nine by twelve inch paper measure and cut a nine inch square. Measure, cut, and fold a three inch cubical box. On nine by twelve inch paper measure and draw a one inch margin for picture frame. Result to be used later in day. Measure and cut oblongs of given dimensions.. Divide into one inch squares. Cut fruit from oblongs and squares. Child measures paper into half inch squares. He may then use this paper for a design if he likes. Measure papers into one-inch squares, into one-half inch squares and into one-quarter inch squares. Make blocked animals from these papers. Making squares i/>" by 1/2", 1" by 1", IV-" by 1^^", 2 by 2 and from larger squares cut some object in room. Ruler — Number of sq. in. in given square. Prill : Ruler drills to be used as an aid to their drawing and construc- tion work. (a) Children given slips of paper or a sheet of paper. (b) Mark dots on paper — every inch as ruler shows them. (c) Cut strips on lines where the dots are connected — calling them ribbon samples, etc. (d) Marking off one-inch squares for checker-board. When done well they colored every other square with crayons, choosing one color they liked best. Make headings and margins. Line your paper into squares that measure two inches on each side. Get these squares exactly true in size. With your pencil make a figure in each square. Take your box of figures and place each figure in the square, where it belongs. Count and see how many copies you have of each figure. Make a record of this on a piece of paper. Keep the record in your box of figures. Measure a given paper for the monthly calendar. After the children have done construction work in the drawing period, the directions are written on the board and the children follow them. Note : Some of the following seat work may be motivated in connection with the "banking problem" e. g. Have children write the number of pennies they brought, their table or row of children brought, write the number the whole room brought. Do the same thing with the dimes, nickels, etc. II Number Wojik: Writing figures up to ten. SEAT WORK — A1!1TI1.METIC. 2'2l A class writing to twenty, to a hundred if possible. Each child writing a number in squares which have been measured and drawn on paper. Writing numbers through 20. Write all numbers to 50. Make checker boards and number from 1 to 100. Slips of paper were passed. At the top were written 10, 30, etc. The children finished the column of 30"s or 50's as indicated. Write numbers by 5's to 100. Write numbers by lO's to 100. Write numbers by 2's to 100. Writing numbers. Counting by 2's, 5's, lO's on a paper ruled into squares, measured by child. Write numbers inside a circle or square. Use circles as patterns to draw a cluster of balloons, number, then color. Use circles and squares as patterns to make chains, place letters or numbers in each link, color and cut out. Make number combinations by making squares, oblongs, circles, or triangles. Use figures from old calendars. Addition tables. Multiplication tables. Write odd numbers to 99. Children rule papers into checker boards and write numbers in squares. A checker board is made on board with numbers written on top and bottom rows. Children fill papers with missing num- bers. Children are sometimes told to write from one given number to another. Give each child ten pieces of drawing paper and a small circle pattern. On the first piece of paper the child will make one circle and color in with crayon. Under the circle the figure one may be placed. On the next two circles the figure two and so on until he has finished the set. Place numbers on the board in order for children to copy. Written rhythm number work. Calendar sheets pasted on stiff paper and cut apart. Arrange, counting by one's or two's: Find two numbers that make numbers in a list which is on the board. Sometimes more than one can be given for one number. Picture Number TForfc; The teacher may draw simple outline pictures of objects on the board. Let the number vary for the different objects as three apples two houses, four mice, etc. Children count each group and draw the same number of objects on paper and beside each group place the number card which tells the number in that group. Numbers cut from calendars may be used for this. Cut sheets from old calendar, (a) Put numbers in envelopes, (b) Place numbers in order, (c) Place as on the board. Write numbers in three ways. (1 one I.) Write short sentences to tell time by filling in with clock face as: "I go to bed at." Make the face of the clock, indicating the time written on the black board. Hectograph six clock faces on a 6"X9" paper. Beneath each clock face write the time that the child is to show on that clock face. Directions : Draw hands on the clock faces with your black crayola so that they will tell the time which is written underneath the clock face. ' t'OUIiSE OF STUDY FOK PRIMARY GRADES. Materials : A circle 2" in diameter made of cardboard, paper 6"X9", and pencil.- Directions : Place your circle on the paper and draw six clock faces like the one on the board. Place your clock faces so they will look well on your paper, equal distance apart. Draw the hands on the clocks so they will tell the same times that are written on the board, each clock telling a different time. Build up columns when developing tables. Practice multiplication tables. Write tables as far as they know them. Write the tables backward. Write a certain table as many times as possible in a given short time. Make booklets from blank newspaper and write tables in them. Lay cut up answers to tables on a cardboard which is ruled for the tables in their order. Children make checker-board paper.s (out of unruled tablet paper) for seat work one afternoon. The next morning they used this for number seat work. The squares were filled in with crayons and the explanatory figures were written at the side. Solve problems from board. Make simple problems using combinations, 6, 8, 3, 4, etc. Making paper money. Copy the combinations which are written on the board, then go back and see how quickly you can fill in the answers. Make two-inch squares of card board on which are stamped num- bers (with several duplicates of each). Give each child a pack and have him make the numbers that have been written on the board. For rapid work they arrange numbers from dictation. Examples are put on the board. The children are told to make as many balls, cats, or anything of interest, as the number tells them to. Make circle. Place numbers from 1 to 12, on outside of circle. Put multiplier in center of circle. Place products on inside of circle. Cleveland Fundamentals and other easy problems: Make up problems similar to those in previous lessons. For example: "If one horse costs $100, etc. Illustrate tables. 2x4. Combinations (45) on cards with the rows for answers cut out. Name cards to themselves silently for a very short period. Put the difficult addition and subtraction combinations on the board and let the children copy these, comparing their answers with the ones on the board. Hectographed copies of combinations, with spaces cut out, where children may insert answers. Make as many problemes as possible using 14, 13, 12, 11, as 6 plus 8 equals 14; 14 minus 6 equals 8; 14 minus 8 equals 6. Write grocery bills from chart with prices which are placed before them. Give children some old arithmetics and let them work certain problems from some page in it. Give children hectographed copies of problems. Write combinations that make 4. Write combinations that make 5. Write combinations that make 6. Write combinations that make 7. Write combinations that make 8. Write combinations that make 9. Write combinations that make 10. SEAT \VUi;i\ — AlMTILMF/nC. '4,:io III. Tkcs: Teacli children how to lay pegs to represent the table of twos 11 11 11 11 11 11 (up to twelve). Use in connection with sticks or (ovn, placing correct number of objects beside a given numeral. Make number combinations with pegs. IV. UO.MINO WOKK : Steps in Domino Work: The child is given a domino pattern. He traces around it and divides the domino in halves by laying the domino lengthwise. The first work is simply copying what the teacher has on the board. The second step, the dots are left out and the child fills in. This requires some thinking. Children are given circles. They trace around them and make funny faces. Use for domino dots. Make dominoes using small pumpkins instead of dots. Making a set of dominoes, using combinations up to six. Make dominoes, using certain combinations. Make dominoes using small pattern: star, square, circle, kite, drum, etc. (6"x9" domino). Domino Cards: Made on cards li/4x3 inches; including one of each combination from 1 to 12. On cards l^^xiyo are numbers from 1 to 12. Children match domino and corresponding number. Vary by using different order of numbers— 1, 12, 11, 10, 2, 4, 6; etc. V. Wai/s to Use Number Cards: Counting and Grouping: Take from your number box all the I's, all the 2's, all the 3's, and build columns of I's, 2's, and 3's, as follows: 12 3 12 3 12 3 Have children who can count tell how many of each number they have found. Make columns of 4's, 5's, and 6's in the same way. Make columns of T's, S's, and 9's in the same way. Fix on your desk numbers in the following order: one 1, two 2's, three 3's, four 4's, etc. as 1 22 333 4444 Put the figures in order, e. g. 1 2 3 4 etc. as far as you know. On a clock face printed with Arabic numerals have children lay numbers on it. Gfve each child a large calendar month mounted on a pad back and have them lay numbers on it. Tell with number cards how many children there are at your table or in your row, at all of the tables or in all of the rows, be- ginning with 1, 2, 3, 4, etc. (If there are 38 children in your room the last number card will be 38.) 224: COURSE OF STUDY FOR PRJMAKY GE-U3ES. Lay odd numbers beginning with one, e. g. ,1, 3, 5, 7, etc. Lay even numbers beginning with 2, e. g. 2, 4, 6, 8. Make the number of your house, and the other numbers on the houses In your block if you can remember them. Make the license number of your automobile. Tell in figures when your next birthday comes, telling the number of the month, the day and the year, e. g. the sixth month and the twenty-fourth day. If your birthday is in June you will have on your desk, 6-24, 1922. Do the same with the others in your family. Count by 2's to 100, telling it in numbers fixed on your desk, e. g. 2, 4, 6, 8, etc. Do the same with o's, 4's, etc. To teach counting by 2's have a sequence of numbers built from 1-10 and then starting with one have every other figure put in the box. Read the re- maining numbers. After the odd and even numbers have been learned, they can be arranged by, calling for a sequence, of odd numbers, or even numbers. Count by 3's beginning with one, telling it in numbers fixed in order on your desk, e. g., 1, 4, 7, 10, 13, etc. Count by 4's beginning with one, telling it in numbers, fixed in order on your desk the last number not to exceed 50. Start with 2 and count by 4's using number cards. Start with 3 and count by 4's using number cards. Start with 4, 5, and 6 and count by 4's using number cards. Note: The rows of figfiures will look like this: 1 2 3 4 5 6 5 6 7 8 9 10 9 10 11 12 13 14 Put the following numbers on your table: 3, 6, 9, 1, 0, 4, 7, 8, 5, 2, — then by putting another row, show what each number would be if you should add 1 to each of the numbers. Put the following numbers on your table: 3, 6, 9, 1, 0, 4, 7, 8, 5, 2, — then by putting another row show what each number would be if you should add 2 to each of the numbers. Put the following numbers on your table: 3, 6, 9, 1, 0, 4, 7, 8, 5, 2, — then add 3, 4, 5, 6, 7, 8, 9, successively to each number as you did with one and two. Put a row of nine 2's on your table. Put the figures from 1-9 under them. Give the sum under each. 222222222 123456789 Do the same with rows of 3's. Do the same with rows of 4's. Do the same with rows of 5's. Make cards with the following or similar problems on them. Give to children and have them fill in blank spaces with figures that will make the sum, e. g., in the first space the figure 2, etc. ( ) ( ) ( ) ( ) ( ) 3 14 12 Etc. As the addition tables are learned make as follows: 1. 1-1-1=? 2. ?-Hl=2 3. 1-H?=2 1-1-2=? ?-f2=3 l-f?=3 ?-)-3=4 l-f?=4 ^EAT WOK K — A I." I T 1 1 .M KTIC. Have the children build the whole table, leaving a space where the question mark cqmes. Then have them fill in the spaces. Make all of the addition problems you can think of for each number learned, e. g., with the number four. you can make: 3+1=4 1+3=4 2+2=4 1+1+2=4 2 + 1 + 1=4 Do the same with 5, 6, 7, 8, etc. Make in the form of tables all the problems that do not exceed ten. 1 + 1=2 2 + 1=3 1+2=3 2 + 2=4 1 + 3=4 2+3=5 Etc. Etc. 3 + 1=4 4+1=5 Etc. Make addition tables on your desk that are between ten and twenty, e. g. 6+5=11 6+6=12 6+7=13 6+8=14 6+9=15 7+4=11 7+5=12 7+6=13 7+7=14 7 + 8=15 8 + 3=11 8+4=12 8+5=13 8 + 6=14 8+7=15 9+2=11 9+3=12 9+4=13 9+5=14 9 + 6=15 Put on your table figures from one to none. Under each put a figure to show what that number would be if you should take one away, e. g. Put the following numbers: 10, 17, 13, 14. 16, 11, 12, 18, 15, 19, on your table and put under each figure to show what the number would be if you should take away 1 from each number. Arrange the numbers from 10 to 19 on your table, and take away 2 from each number. Arrange the numbers from 10 to 19 on your table and take away 3 from each number. Arrange the numbers from 10 to 19 on your table, and take away 4 from each number. Arrange the numbers from 10 to 19, and take away 5 from each, number. Make cards with the following or similar problems on them. Give them to children, and have them fill in blank spaces with the figure that will be necessary to be taken from each number to give the result below. 5 ( ) ( ) ( ) ( ) ( ) ( ) 5 ( ) Give children cards with take away problems on them, using 6, 7, 8, and 9, e. g. 6—1=? 6—2=? 6—3=? Etc. As the problems are learned make the tables in subtraction in the same way as you did for addition. 22G COURSE OF STUDY TOR ri!JMArtY GP.ADES. Make multiplication tables in the same way. Double each of the following numbers: 1, 3, 5, 9, 4, 3, 10. Make three times each of these numbers: 2, 9, 4, 8, 6, 1, 5. Make on your table all of the multiplication combinations: 2X2 3X3 4X4 5X5 6X6 7X7 8X8 9X9 Etc., to 2X10 3X10 4X10 5X10 6X10 7X10 8X10 9X10 and 10X10 Learn each combination in two ways, e. g. Taking two and three: 1. Show how many -two times three are. 2. Show how many three times two are. Learn all of the combinations in these two ways. Make the division tables in the same way. How many I's are there in four? How many 2's are there in eight. How many 5's are there in ten? Show on your table with number cards. Show how many there are in one-half of four, one-half of six, etc. G. References. 1. Suggestions for Seat Work. Marian M. George. A Flanagan Company. 2. How to Manage Seat Work. Amos M. Kellogg. A. Flanagan Company. 3. Devices for Seat Work. Abbie G. Hall. A. Flanagan Company. 4. Games, Seat Work and Sense Training Exercises by M. Ade- laide Holton. A. Flanagan Company. 5. Profitable Seat Work. Orville T. Bright. A. Flanagan Com- pany. SEAT WORK — NOTES. -^' NOTES. 228 COURSE OF STUDY FOII rKlMARY GlIADE.- NOTES. SEAT WORK — NOTES. ^^^ 230 COURSE OP STUDY FOR PRIMARY GRADES. NOTES. CHAPTER V. GAMES. (For rest work between classes.) FrusT Gkaue. Nc-'me of Game. Reference. Page. I^ooby Loo (circle) Bancroft 280 Did You Ever See a Lassie (circle) Bancroft 261 Have You Seen My, Sheep (room) Bancroft ' 102 Slap Jack (circle) Bancroft 179 Blind Man's Buff ( circle) Bancroft 55 Scat ( room ) Bancroft 234 Bean Bag (circle) Bancroft 303 King of France (double line) Bancroft 273 Trade Game (double line) Bancroft 234 I See You (double line) Clark 67 Sally Waters Anita Stuart Songs and Games. Soldier Boy (single line) Course in Physical Training for ^Michigan .... 78 Say Old Fox: Fox sits in front seat or front part of room. One row at a time comes up and it passes repeats: Say, old fox, is it going to rain today? When old fox says "yes," he jumps up and tries to catch as many as he can before the children get back to seats. Duck, Duck Goose: All close eyes, one child runs around tapping- others on head saying Duck, Duck, Goose. The one touched at word, "Goose" runs after the one who touched and must catch her before she reaches her seat. If child is caught she stands aside and later is required to do some stunt by way of forfeit. Changing Seats Bancroft 63 Crow Race Keene 79 Bean Bag Bancroft 303 Tip Toe Catch (name explains itself). Do What the Chalk Says (name explains itself). Skipping Rope Progressive IMusic Manual 204 Do As I Say Not as I Do (Simon Says). Two Little BlackbiVds | Mother Goose Rhymes acted. . Run. Run for Your Supper (Like drop the handker- chief, only touch child instead). f-Language Game and Ear test. One child blindfolded. Some child speaks or makes some sound. Blindfold child asks Who did that? The one making the sound answers I did that. Blindfold child tries to guess who it is. 231 Who Did That Who Was That 232 COUFvSE OF STUDY FOE PRIMARY GRADES. See Saw (Sing and act). Down Up Clap Clap Clap and Turn Around. (Played like Danish Dance of Greeting) Clark 66 Button, Button, Who Has the Button (circle). Farmer in the Dell (circle) Clark 49 Hickory, Dickory Dock (circle) Clark 112 Ring a Ring O'Roses (circle). I Spy Clark 113 Have You Seen My Sheep (circle) Clark 152 Weather Cock Game (aisle) Bancroft 204 Huckle. Buckle, Beanstalk Bancroft 109 Cat and Mice Bancroft 59 Squirrel in Trees (groups of three) Bancroft 185 Fox and Geese Clark 344 Mulberry Bush (circle) Bancroft 283 Old Roger Is Dead (circle) Clark 96 Go Round and Round the Village (circle) Clark 53 Jack Be Nimble (aisle) Bancroft 114 Charlie Over the Water (circle) Bancroft 65 Five Little Chickadees (circle) Anita Stewart's Songs and Games for Children. Little Bo Peep (aisle) Clark 105 Jolly is the Miller (circle) Clark 100 Baa, Baa. Black Sheep (circle) Clark 65 Ride a Cock Horse (circle) Clark 163 Flower Garden Game Child Life Magazine, April, 1922. Three Deep (circle) Bancroft 196 Jack in the Box (aisle). "Down Jack," stoop. "Up Jack," spring up. Guess Colors. Child says, "I see something red." etc. Guess object. Playing Ducks. Sit on heels; hands on knees; waddle slowly forward. Auto Song and Game — Song Primer Barnes 42 Little Miss Muffet. Sing song with suggested actions. Playing Bear. Crawling over rows of seats. Stouy Plays. House Cleaning Clark 38 Jumping Jack Clark 345 Raking Leaves Clark 26 Making Vegetable Garden Clark 40 Throwing Snowballs. Jumping Rope. Wood Chopping. Hand Car. Race Horses. Indians Clark 87 Playground Clark 21 Picking Apples Clark 22 Going to the Woods. Clark 25 Spring Activities Clark 39 Going to Grandmothers ■ • Clark 31 Cleaning the Yard Clark 40 Reference — Physical Training for the Elementary Schools Lydia Clark. ga:\[fs — SKcoxh (!i;ai)e. 233 Activities. Jump over desks. Sing song in march time. Children mark time in clapping, swinging arms. etc. Mark time in place at same time follow dii'ections. "Face the east," etc. Quick arm exercises to counting — side — front, etc. Jump through seats by count. Mounting seats. Here's a Ball for Baby — Poulsson — Finger Play. Five Little Squirrels — Poulsson — Finger Play. Ten Small Soldiers — Poulsson — Finger Play. Fly, hop, skip, run, march around row of seats. Stand in aisle, jump lightly. Stand in aisle, take directions of different sorts. Stand in aisle, watch, do as teacher does. Stand in aisle, jump over seats. Try to touch floor without bending knees. Hop like birds, arms folded under knees. Throwing snowballs. Picking flowers. Sweeping. Chopping wood. See-saw. Horse Back Riding. Second Grade. Games. Name. Reference or Description. Jump the Stick Children form line and jump over stick held by child at front of room. Stick is raised a little higher, after line has passed for the next time. Going to Jerusalem (aisle) Games. Jessie H. Bancroft. Page 98. Hide the Object Games. Bancroft. Old Fox, What Time it it? (cir- cle) One child is fox. Other children march around fox saying, "Old fox. what time is it?" When fox says, "It is midnight." children run to seats. Child who is caught must be fox. Oats and Beans Games. Bancroft. Cube Game Circle is drawn on board. Two chil- dren with cubes on heads start from circle in opposite directions at sig- nal from teacher. Child who re- turns to circle first is winner. Bean Bag Scramble Children in group. Teacher throws number of bean bags into the air. Children scramble. Child who gets most bean bags may throw them next time. Bend and Stretch Relay (aisle) . .Games. Bancroft. Page 50. Hopping Race (aisle) Games. Bancroft. Page 106. Circle Race Circle on board. Two children start in opposite directions to race around room. Winner is child who touches circle first after running around room. 2'3-k COURSE OF STUDY FOI! I'lUArARV GRADES. BlacJvboarcl Race Games. Bancrol't. Page 53. Stage Coach Games. Bancroft. Pag6 185. Drop the Chalk Played similar to Drop the Handker- chief. Use chalk instead of hand- kerchief. Crossing the Brook Games. Bancroft. Page 74. Seat Tag Children in seats. One extra child. When teacher claps children change seats. Extra child tries to get seat. Fly Game (aisle) See Birds Fly in Games, by Bancroft. Simon Says (aisle) Teacher or child may say, "Simon says, 'Hands on Hips,," etc. Child is out of game if he performs any exercise which is not preceded by "Simon Says." Playing Train or Railroad Train (aisle) Games. Bancroft. The Beetle Goes Round or (circle) Whip Tag Games. Bancroft. Squirrel and Nut (aisle) Games. Bancroft. Fox and the Squirrel (aisle) Games. Bancroft. Today's the First Day of May (circle) Gymnastics & Folk Dancing, by Mary Wood Hinman. Drop Bean bag (circle or aisle) . . .Played like Drop the Handkerchief. Come Along (aisle) Two rows may race. Child in last seat runs to front of room around row and back to seat tapping person in front who does same thing. Con- tinues until every child runs. Fruit Basket (circle or aisle) Each player given a name of fruit. Child calls names of two fruits. The two children whose names were called change seats rapidly trying to keep child who is "it" from gett- ing seat. When child who is it says, "Fruit Basket upset," everybody must move. Child who is without a seat is "it." Banner Leader (aisle) Games. Bancroft. Soldiers' Caps (aisle) Similar to "Simon Says." Leader says, "Soldier's Caps, Belts, Boots, ^ Knapsacks." Children point to place where soldier would wear these things. Leader omits word "Sol- dier" as "Simon" is omitted. Tag the Wall Relay (aisle) Physical Training for the Elementary Schools. Clark. Peas Porridge Hot (aisle) Children face each other and clap hands to rhyme. 1. Peas porridge hot Peas porridge cold Peas porridge in the pot Nine days old. 2. Some like it hot Some like it cold Some like it in the pot Nine days old. GAMKS — SEC'OXI) OKADi;. ZoO Hunter Game (aisle) Hunter starts out. As he goes he calls for his gun, powder, shot, bag, knife, dog, rabbit. They all follow placing hands on shoulders. When hunter says "scar" all try to reach seats before hunter can catch them. I Think of a Color (Seats) Leader says, "I am thinking of a color. Its first letter is 'r'." Chil- dren guess, etc. Skipped Numbers (circle) Teacher counts 1. 2, 3, 4, 5, 7, point- ing to a child as each number is said. Child must detect skipped number and say quickly. If he fails he goes to the center. Who Am I? Child stands in front of room blind- folded. Children in seats when signaled by teacher say, "Who Am I?" Child guesses by sound of voice. Given threte chances. Tap, Scissors, Tap (seats) One child at seat given a pair of scis- sors. Blindfolded child at front of room says, "Tap Scissors, Tap." Child who has scissors taps on desk. Blindfolded child tries to guess who has scissors. Neighbor, Neighbor (aisle or cir- cle) Played as rhyme is spoken or sung. Neighbor, neighbor, how art thou? Very well, I thank you. How's the neighbor next to thee? I don't know but I'll go see. Stoky Pi.ays. Reference — Physical Training for the Elementary Schools. Lydia Clark. The Playground. Going to the Woods. The Wind. Alaking Garden. Camping. Playing in the Snow. Picking Apples. Ringing Bells. Jumping Rope. Wading. Swaying Trees. Raking Leaves. Movements of carpenter, shoemaker and baker at woi'k. Activities. Run to the back of the room while I count 4. Sliding. Stretching. Swinging. Stooping. Stationary running. Clap to count. Stand and take suggestive breathing exercises. (a) Blow up paper sack and burst it. (b) Keep feather in air. (c) Blow out candles. 236 COURSE OF STUDY FOPi PRIMARY GRADES. Marching. Skipping. Run and skip in place. Marcli and skip to victrola. Clap to victrola. Swing arms to victrola. Run around room like an auto. Third Grade. Games. Game. Reference or Description. Auto Race (seats-aisle) Bancroft. Page 48. Squirrel and Nuts (seats) Bancroft. Page 184. Cat and Mouse Bancroft. Page 59. Good Afternoon (seats) Bancroft. Page 99. Tag Bancroft. Pages 191-192. Race, Pass Flraser (seats) Give each child in front seat an eraser beginning at the same time the child runs around his row of seats and back and passes it to the one behind him. The row that gets through first wins. Stepping Stones In front of the room draw circles re- presenting stones and the children come by rows and jump on the stones so that they don't get their feet wet. If their feet do get wet they are out of the race. Bell Game (seats) One child leaves the room. One child or two rings a bell in the room. The child outside comes in and guesses who rang the bell. He guesses again, if he guesses correctly some one else is chosen. Hens and Chickens (seats) A • child leaves the room. Three or four children in the room says, "peep, peep." He comes back in and tries to guess the chicken that said, "peep, peep." Seat Tag (seats) Have the children seated. Appoint a child to tag another in the next row. The one tagged tries to catch the other. If he gets in a close corner he may tag another one to be caught and he sits. T Am Thinking of a Bird (seats) . . This is a guessing game. The child may describe a bird and see if the class can tell its name by the des- cription or he might describe an animal. Pass the Book (race — seats) Give each child in front seat a book beginning at the same time the child runs around his row of seats and back and passes it to the one behind him. The row that gets through first wins. Drop the Handkerchief (circle) . . .Bancroft. Page 80. I Say Stoop (circle) Bancroft. Page 113 Follow Your Leader (circle) Bancroft. Page 89. GAMES — TiriRD GKADE. 237 Squirrel and Tree (aisle) Bancroft. Page 1S5. Initial Game (seat) Bancroft. Page 224. Buzz (seat) Bancroft. Page 216. Do This and do That Bancroft. Page 75. Step Bancroft. Page 188. Last Man (seat) Bancroft. Page 126. Stage Coach (seat) Bancroft. Page 185. Bean Bag Relay (aisle) Bancroft. Page 303. Bean Bag Toss (circle) Bancroft. Page 305. Seat Tag Bancroft. Page 234. Good Morning Bancroft. Page 99. Blackboard Relay (seats) Bancroft. Page 53. Pussy in the Corner (circle) Bancroft. Page 163. Two Deep (circle) Have the players form in a circle in single file; one player steps in front of his neighbor on the right, and each alternate player in quick suc- cession around the circle does the same, thus accomplishing the end of bringing all of the players in couples one behind another. Riding the Bicycle (aisle) Have the players stand, put their arms on desks and then pedal with their feet. Shoemaker Game (circle) Double circle partners face each other, with arms, shoulder high and hands clenched, roll one arm over the other, three times. Reverse and roll three times. "Winding the thread." Pull hands apart and jerk elbows backward twice, "Pulling thread tight." Clap hands three times, hammer the first three times, "driv- ing the peg." Join inside hands, outside hands on hips, skip around the ring. Repeat. Bean Bag on the Head (seats) Give each child in first row, a bean bag, having same number in each row. All start at the same time by walking around his row of seats with the bean bag on his head, sitt- ing, and giving the bag to the one behind him. The row which gets through quickest is the winner. With Whom Did You Sit? (seats) . .A language game. The teacher asks, "With whom did you sit," and the child is to give the correct answer. Trip Around, the World (seats) .. .Name each child the name of a country. The teacher calls out a name of a country. The child hav- ing that name runs around the room once. Then she calls on others. Fruit Game (seats ^ Name each row a different kind of fruit. When you call out apples for instance, the row apples runs around the i-oom and sees who gets back to his seat the fastest and wins. Eraser Relay (seats) Give each child in front seat an eraser. Beginning at the same time the child runs around his row of seats and back and passes it to the one behind him. The row that. gets through first wins. 23.S COURSE or STUDY FOi; PljnrAltY ot?ades. Dog and the Bone (seats) Have a child come and stand in the center of the room with his back turned to tlie class. Have an eraser for the bone beside the child. He is in a stooping position. Choose different children to try and tip toe lip and get the bone vi^ithout the dog hearing him. If he doesn't succeed he is the dog. Number Race (seats) When all are ready disclose examples in addition, subtraction, multiplica- tion, or division which have been concealed from sight. The one who has the largest number of correct answers within a give time wins. Bright Idea (seats) Choose a child to go out of the room and the children in th§ room choose an object. When the child comes back in he says, "I have a bright idea." and some child will say, "What is it." He gets three guesses. Crab Race Have two lines marked off. Have several children or as many as your space will admit; start them at one line, on their hands and knees, back- wards. The one reaching the other line wins. Choose two boys and two girls to Hunter and Squirrel stand in the center of the room and they choose certain boys and girls for the squirrels and chase them until they catch them. Activities. Steps — tap, hop, heel and toe. Skipping. Swinging on desks. Stretching. Hand-clapping. Mount desks. Jumping seats by count. Marching. High-stepping horses. Hopping. Deep breathing exercises. GAMES NOTES. ■ 239 NOTES. ^40. COURSE OP STUDY FOR PRIMARY GRADL,'^. NOTES. GAZMES- — XOTES. '^H 245 COUliSE OF STUDY I'OK PJIlArAUY GTIADES. NOTES. GAMES — NOTES. 243 CHAPTER VI. GENERAL REFERENCES FOR TEACHERS. MiLI.EK Education for the Needs of Life. KlltKPATHKK Fundamentals of Child Study. The Individual in the Making. Dewey — How We Think. Schools of Tomorrow. Jajiks — Talks to Teachers. BOBBITT The Curriculum. FliKEJlAiN The Psychology of the Common School Branches How Children Learn. Sti:ayer and NoisswoirrnY — How to Teach. Salisbuuy — The Theory of Teaching. SciIliOEDEI! — The Psychology of Conduct. Pakker — General Methods of Teaching in Elementary Schools. JUDD — The Scientilic Study of Education. TlIOIiXUIKE — Principles of Teaching. McMuiiKY — The Methood of the Recitation. The Eighteenth Year Book, Part H of the National Society for the Study of Education. 244 GENERAL 1! l-n-'ElIENCES NOTES. NOTES. 245 516 COURSE OP STUDY FOR PRIMARY GRADES. NOTES. n i:n kk a l i: 1':f1';i; kn cp:s — notes. 247 24:8 COUIiSE OF STUDY FOE PRIMARY GRADES. NOTES. JL'.NIUU J'i;i.MAi;\ — I'UO.IECTS. 249 IMaxiim Gio(.H-r\- Stnre — .lunior I'riniary, Douglas Scliool. Tlie ClirLstmas Toy Shop — Junior Primary. Stuart School. 250 COURSE OF STUDY FOR PRIMARY GRADES. NOTES. PART 11. COURSE OF STUDY FOR JUNIOR PRIMARY. CHAPTER I. HOME AND COMMUNITY LIFE. I. Auis: 1. To arouse interest in the life relative to the connniinit.v. 2. To enlarge the child's experience. 0. (a) To cultivate a feeling of responsibility in the child, (b) To make him a better citizen. 4. To show him the continuity of life; the relation and dependence of one phase on another, uniting him with his family and in turn showing the relation of his family to the community. 5. To develop conversational ability. 11. Subject Mattek: The subject matter selected must be within the child's ability to understand. Subjects should be chosen which are best suited to enlarge the child's experience and must have value and importance in laying the foundation for his social life. Home and CommUoS'ity. i'lust semester september-january. 1. Home: ^ / cooking Mother's activities. J dusting Housekeeping: j washing ' ironing ( canning Preparation for winter: -[ preserving f sewing 2. Play-house: Housekeeping activities. Sewing and caring for doll. 3. Doll's house: Building house: | ^oxe?- Construction of furniture: ( P^P^/" \ wood 4. Food Supply: Grocery Dairy school milk Farm Harvest and Thanksgiving 5. Christmas: Spiritual — Christmas Story — Birth of Christ. Fairy — Santa Claus. Toy Shop. Gift-making. 6. Community Life: Stores dry-goods store clerk delivery boy ' drug store 251 252 • COURSE OF STUDY FOR PRIMARY GRADES. SliOiJS bakery blacksmith shop Public buildings and helpers museum library post office post-man fire department fireman fire engines police station policeman schools principal teachers janitor planing mill carpenter SECOND SEMESTEU FEBRUARY-JUNE. 1. Street Helpers: Post-man — Valentine's Day. Policeman. Fireman. 2. Transportation: Street-car. Automobile. Trains, o. Community Life: Dry goods store need and supply of clothing Public buildings museum library Fire department fii'e engines firemen Schools principal teachers janitor Planing mill carpenter Food supply grocery farm dairy bakery home and school garden 4. Seasonal Interests: N.nture's aAvakening blossoms trees Animal life hen and chickens birds Parks and playgrounds Circus animals .TUXIOK PRIMAr.Y — IKniE LIFE. 253 5. Home: Mother's activities ... . r sewing preparation for spring | house-cleaning care of baby ill. Method: There are several dilferent ways of introducing new material selected from the home, community life or nature study. These may be introduced through the following: 1. An excursion. 2. Picture study illustrating activity to be introduced. 3. Conversation. 4. Child's own experience outside of school room. 5. Stories. The following list of excursions are relative to the project or subject matter chosen. From this list select those excursions which are relative to the community life of the neighborhood and which may be utilized in the child's experience. Excursions — Wii.vt to Seex Food Supply: Grocery Store — Observation of arrangement. Farm — Animals, barns, windmill. Community Life: Toy Shop — Christmas. Blacksmith Shop — Shoeing a horse. Fire Department — Engines, firemen. Bakery — To watch baking process. Blue "Valley Creamery — Churning and packing butter. Walk to a child's home — To see pets. Seasonal Interests: Green-house — To see gardens, hot-beds, flowers. Arsenal (Museum) — To see birds and animals. Fair Grounds — To see animals and birds. Park excursions — Enos. Washington. Lincoln. Bergen. lies. Reservoir. To gather leaves; to look for birds; to see plant or tree life; to see and use playgrounds. IV. Tests: 1. General knowledge on phases of community life, home life and nature study. 2. Ability to relate and organize experiences. Grocery Store Project. The children visited a grocery store in our neighborhood. When they came back to the school they talked over the arrangement of the store we had visited as to the shelves, counter, etc., and planned their own store. 254 coursp: or study Foit primary grades. A group of children was chosen for carpenters and they built the grocery store using the large floor blocks. A counter was built first, shelves were built behind this, the children also made two little seats for the grocer to sit on, and a window for his groceries. While the store was being built another group of children cut paper for the shelves, scalloping- it. A few children made eggs of clay, and put them in crates and later sold them to the grocer. Then they stocked the store with empty cans and boxes they had brought from home. When it was done we played "store," buying and selling our groceries. Shortly after that we made another visit to the grocery store in our neighborhood. We bought from the grocer, two bottles of milk, a can of cocoa, and some graham crackers. These, the children brought back to the kindergarten, -put them in our own store, and in turn sold them to another group which made cocoa. They measured the milk, and teaspoons of cocoa, and sugar. While the cocoa was boiling a table was set with a cloth, knives, forks, spoons and glasses. When every thing was ready we served cocoa to all of the children, passed the crackers and all of the children joined in our "party." Later the children dictated to the teacher, simple sentences which told the story of our store. These were printed on a sheet of cardboard and read by the children. They knew no particular word in the chart but read and reread the chart because they knew what they had done. A Park Project. We spent a day at Lincoln Park, taking our dinners and staying to enjoy the whole park. This gave the children the idea of making a park. We had no sand table so we took one portion of the room for the park. Strips of drawing paper were used for driveways and enough small pebbles were picked up in the yard to line the sides of the driveways. Trees were our next concern. We put small branches in spools but it was spring and the trees were not bare. We cut crepe paper in very fine strips which served as leaves for our trees. A flag was suggested for the center of the park so a flag pole and a flag were made. Pine cones turned upside down were used in quantity for low shrubs. The children then started to work on the swings, merry-go-rounds and the chute-the-chutes. The materials used were tablet backs, chalk boxes, spools, string, small tacks, hammers and paste. A spool with a board over it made a very satisfactory teeter-totter. The children were very proud of their park and gained much pleasure while working on it. This experience was summarized into a few sentences which the chil- dren dictated and the teacher printed with the sign marker, on a card- lx)ard chart. This story the children pretended to read again and again. Playhouse. IntrocJucfion : 1. Teacher had been reading stories about Raggedy Ann from "Raggedy Ann Stories." A child suggested that they make a nursery just like the one Raggedy Ann lived in. Another child said he would rather have a whole house than just one room, so a vote was taken to decide which one they would make. A playhouse was favored by the majority, so the plans began immediately. Preparation: The following questions were discussed: 1. Of what are homes made? 2. Where does the wood come from? The brick? 3. Is there anything below the first floor? What is it used for? .11 Nioi; i'i;i M \K^ — iio.xrK life. 'i.)^) 4. What colors are used in painting houses? How often should a house he painted? Why? 5. What kind of wall paper is best for a kitchen? Living room? Bed room? (Samples were shown.) 6. Rugs. Various kinds. Which rugs do we use in the living room? Bed room? Kitchen? Daily Work: 1. Boys built the house with the large blocks. When it was almost completed, one child discovered that there was no window, so it was rebuilt and this time a window was made. 2. Boys planned and made the various articles of furniture needed to furnish the house. 3. Sewing: a. Care of the Doll. 1. Where do we get material for our dresses? Where does the store-keeper get it? 2. Do we use the same kind of material for winter as we do for summer? b. Curtains and draperies were made for the window. c. Bed clothes made for doll beds. 4. AVashing and Ironing: a. Care of table linen. b. Dresses we wash and dresses we have dry cleaned. c. Which pieces are boiled? 5. Care of the baby. a. Daily bath. b. Clean clothes. c. Baby's rest. d. Fresh air; e. Food. f. Play. . • 6. Study of Food: a. Supply of food for the family. b. Kinds of food mother gives us for breakfast; for lunch; for dinner. V. Where does bread come from? Who makes it? 7. Clay Dishes: a. Why do we use dishes? b. How are they kept clean? c. Do we use hot or cold water? Why? 8. Keeping the House Clean: a. Sweeping and dusting. b. Care of the furniture. 9. Pictures for the Wall: ( This question was raised because one little boy made many pic- ture frames by tacking together four strips of wood. The girls cut pictures from magazines and pasted them on the picture frames.) A reading chart was made based on this experience. The children told the teacher what to write and she recorded on the board the story of the making of their house. Later this was printed, by the teacher, on tag board and kept as a record of the experi- ence. The children enjoyed reading the chart and in a short time knew many of the important words though no effort was made to have them do so. 25G COUIiSE OF STUDY FOR PRIMARY GRADES. NOTES. CHAPTER II. MANUAL ARTS. I. Aims: 1. To develop energy, resourcefulness and persistence. 2. To give the child control over himself and material things. 3. To develop community spirit. II. Subject Matter: Through free experimentation with material, the child's natural constructive play will reproduce or imitate activities he sees about him. Suggestive toys such as dolls, or a playhouse, or play-screen will bring to the child's mind possibilities which he may realize by utilizing the material at hand. The doll suggests the clothes to be made; the play-house suggests the furniture; toy animals suggest barns or shelters, the building of the farm on the sand-table,* the construction of houses and barns. Materials such as blocks, wood and tools for carpentry work, sewing te.xtiles, boxes, spools, paper bags, clay or plastacine are necessary to the child in formulating his ideas into concrete results. A grocery store may be worked out, built with the large floor blocks. Fruit and vegetables may be made of clay and painted natural colors. Boxes may be used for egg crates filled with clay eggs. Cartons and paper bags can be made of the brown construc- tion paper. Delivery wagons are constructed to provide for trans- portation. In like manner the community may grow in one corner of the room, a building being added here and there; automobiles, street cars and wagons may be made of boxes. A child may work liis house out in detail, constructing furniture, dressing a doll to live in it. A dry goods store may develop from the building of the com- munity. The need and supply of clothing may emphasize or suggest this. Doll's dresses can be cut and trimmed; money may be made to use in buying and selling, a pocket-book made to carry it in. At Christmas time the grocery store or dry goods store may be turned into a toy shop, where gifts can be bought and sold, also toys of the children's making. III. Method: A child's free experimentation may lead to group work, one child's result being adopted by the group. No formal work should be done with blocks or in working out a project. This should be left to the child's initiative with helpful suggestions or criticisms by other children or the teacher. New ideas grow out of the child's handling of material. Encourage the growth of new ideas; give the child opportunity to work them out as he sees fit. Imitation of other children's work is valuable to clarify and enrich his own confused ideas. IV. Tests: 1. Ability to handle materials intelligently. 2. To be able to complete that which he begins; the ability of reaching an end. 257 25S COURSE OF STUDY FOR PRIMARY GRADES. NOTES. CHAPTER III. ART. I. Aims: 1. To encourage the child in seeing beauty in nature or works of art. 2. To develop knowledge and appreciation of color. 3. To develop a sense of arrangement or of fitness. II. Subject Mattek: A child's expression through Art may be brought out in relation to celebration of certain days; Christmas, Easter and May Day offers suggestion for room decoration. Invitations may be made and decorated for parties; small favors may be made for the guests. Books may be made, illustrating stories; a farm or garden book; a book of mother's activities. Illdstrations of rhymes or the child's experiences may be made. III. Method: Free experimentation vi^ith materials leads later to more directed ideas. In making a book care should be taken that the book has a sense of arrangement. The pictures should be pasted in alike. There must be orderliness. In decorating a room appropriate color arrangement should be used, colors that harmonize and which signify the season for which they are used; as orange and brown at Hallowe'en, red and green at Christmas; the lighter, softer colors for spring parties or festivals. The doll's house gives opportunity for color arrangement, the papering of the walls, the color of the rugs and furniture. IV. Tests: 1. Ability to name primary colors. 2. Ability to express himself through paper as a medium, o. Intelligent interest in picture-study. 259 2G0 COURSE OF STUDY FOE PRIMARY GRADES. NOTES. CHAPTER IV. NATURE STUDY. I. Aims: 1. To furnish greater pleasure in living through observation of growing things. 2. To encourage the child in a feeling of responsibility through care of pets. II. SllMECT M.\TTEi;: Fall— Winter: 1. Nature's autumn coloring. a. Wild flowers. b. Leaves. 2. Preparation for Winter. a. Garden. b. Seeds. c. Caterpillar's cocoon. d. Animal preparation. Warm fur coats. 3. Seasonal Changes. a. Approach of winter. b. Weather records — calendar marking. c. Trees. Christmas tree. 4. Home Studies. a. Care of pets. b. Care of domestic animals. 5. Health Records. a. Food. b. Air. c. Bathing. d. Clothing. Spring: Central thought — awakening of nature. 1. Awakening trees: maple, box elder, pussy-willow. 2. Awakening flowers; .Jack-in-the-pulpit, dandelion, violet, crocus, spring beauty, etc. o. Awakening seeds: a. Dwarf nasturtium, lima bean. b. School room gardens. c. Home gardens. 4. lieturning birds: robin, blue-bird, cardinal, grossbeak, flicker, etc. 5. New animal life: hen and chickens, rabbits, birds, etc. 6. Changing seasons: wind, rain, changes in brook life. III. Method: A child gains knowledge of nature through his first hand ex- perience. An excursion to observe; a first hand experience in his own garden. He may recall his own experiences through the con- versation of the group. An "All-Year-Round" book may be made of cuttings, drawings, and a collection of leaves or seeds, illustrating the change of seasons. School-room gardens may be made, planting bulbs in the Fall and watching for the awakening in the Spring. IV. Tests: 1. Ability to name seasons and weather changes. 2. Knowledge of the growth of seeds. The natural elements which aid the growth, the sun, rain and wind. The carrying of the seeds by the wind, etc. .3. Ability to name and describe at least three birds. 261 2G2 COURSE OF STUDY FOR PRIIMARY GRADES. NOTES. CHAPTER V. MUSIC. I. Ai-Mk: 1. To awaken a desire to sing. 2. To develop a child's sense of rhythm. 3. To give joy. II. SuB.iECT Mattek: Children respond to music vocal or instrumental. There are various types of songs used in the Junior Primary. Among these are greeting songs, festival or holiday songs, songs of activities or industry and through these the child's experiences are described and retold. The following list of songs are representative of these types: SOXGS. Asking Mother Child Land in Song & Rhythm. xVrthur P. Schmidt Co. Balloon, The Songs for Children. Big Black Crow Child Land in Song & Rhythm. Arthur P. Schmidt Co. Birthday Greeting Child Land in Song & Rhythm. Arthur P. Schmidt Co. Blue Bird, The Small Songs for Small Singers. G. Schirmer Co. Boat Song, No. 1 Music Education. Book IL Clayton F. Sum my. Bunny Small Songs for Small Singers. G. Schirmer Co. Bugle Call Child Land in Song & Rhythm. Arthur P. Schmidt Co. Buttercups Child Land in Song & Rhythm. Arthur P. Schmidt Co. Butterfly, The Song Primer. A. S. Barnes. Caterpillar, The Small Songs for Small Singers. G. Schirmer Co. Chicks Child Land in Song & Rhythm. Arthur P. Schmidt Co. Childs Thanks, A Songs for Little People. Pilgrim Press. Christmas Tree Songs for Little People. Pilgrim Press. Cow, The Child Land in Song & Rhythm. Schmidt Co. Daisies Child Land in Song & Rhythm. Schmidt Co. Farmyard, The Child Land in Song & Rhythm. Schmidt Co. Fruit Vender. The Child Land in Song & Rhythm. Schmidt Co. Good Bye Child Land in Song & Rhythm. Schmidt Co. Good Morning Child Land in Song & Rliythm. Schmidt Co. I'm Five Years Old Child Land in Song & Rliythm. Schmidt Co. Jack Frost Dann 1st Year Musif. American Bock Co. Jack Frost Song Stories for Kdg. Clayton F. Summy. Jack and Jill Modern Music Series. Silver, Burdett Co. Jack O'Lantern Song Series. A. S. Barnes. 263 Arthur P. Arthur P. Arthur P. Arthur P. Arthur P. Arthur P. Arthur P. 2(34 COUr.SE OF STUDY FOR PRIMARY GRADES. Kitten and the Bow-wow, The Small Songs for Small Singers. G. Schirmer Co. Little Birds Pong, A Song for Little Children. The Willis Music Co. May Child Land in Song & Rhythm. Arthur P. Schmidt Co. Merry Breeze, The Child Land in Song & Rhythm. Arthur P. Schmidt Co. Moon Man Child Land in Song & Rhythm. Arthur P. Schmidt Co. Mousie and Kittle Songs for Little Children. Willis Music Co. Mr. Duck and Mr. Turkey .. .Small Songs for Small Singers. G. Schirmer Co. Mr. Frog Small Songs for Small Singers. G. Schirmer Co. My Dog Child Land in Song & Rhythm. Arthur P. ' Schmidt Co. North Wind Child Land in Song & Rhythm. Arthur P. Schmidt Co. Our Garden Child Land in Song & Rhythm. Arthur P. Schmidt Co. Rain. The Child Land in Song & Rhythm. Arthur P. Schmidt Co. Robin's Good-by, The Songs for Little Children. Willis Music Co. Robin Red Breast .'...Child Land in Song & Rhythm. Arthur P. Schmidt Co. Rock-a-bye Child Land in Song & Rhythm. Arthur P. Schmidt Co. Rooster, The Child Land in Song & Rhythm. Arthur P. Schmidt Co. See Saw Child Land in Song & Rhythm. Arthur P. Schmidt Co. Six Little Puppies Small Songs for Small Singers. G. Schirmer Co. Sparrows Child Land in Song & Rhythm. Arthur P. Schmidt Co. Spring is Here Child Land in Song & Rhythm. Arthur P. Schmidt Co. Tick Tock Dann 1st Year Music. American Book Co. Tiddlev Winks Small Songs for Small Singers. G. Schirmer Co. World is so Full of a Num- ber of Things Songs for Little People. Pilgrim Press. Wind Song Song Stories for Kdg. Clayton F. Sunimy. What Can I Give Him Songs for Little People. Pilgrim Press. 2. Rhythm Work. Bodily Rhythms. A. Pjano: Marches : 1. The Brownie Band. Child Land in Song and Rhythm — Jones & Barbour. 2. No Surrender — Collection of Marches — Morrison. ;;. Holiday March. Child Land in Song and Rhythm — .Tones & Barbour. 4. Young Sentinel March. Rhythms for Home and Kindergarten. .TUNIOK PniMAIIY MUSIC. 205 Skips : 1. A Skip— Child Land in Song and Rhythm— Jones & Barbour. 2. Reaper's Dance— Mari Hofer, Vol. II. 3. Rustic Dance— Rhythms for Home and Kindergarten. Tip-toe Running: 1. Snow-flakes. Child Land in Song and Rhythm— Jones & Barbour. 2. Sun-beams at Play. Child Land in Song and Rhythm— Jones & Barbour. 3. Brownies— Hofer, Vol. II. Clayton Summy Co. Trotting and Running Horses: L Arabia. Original Dances of all Nations— G. Martaine. 2. Rough Riders— Mari Hofer, Vol. II. 3. Playing Horse. Dramatic Games and Dances for Little Children— A. S. Barnes Co. 4. High Stepping Horses. Rhythms for Home and Kindergarten. Flying Birds: 1. Robin Redbreast. Child Land in Song and Rhythm— Jones & Barbour. 2. Flying Birds. Rhythms for Home and Kindergarten— W. H. Willis & Co. Miscellaneous: 1. Daisies — Nodding and Walking. Child Land in Song and Rhythm— Jones & Barbour. 2. March of Mourning Marionettes— Dolls or Teddy Bears. Standard Song Classics — Baldwin & Newton. 3. Swing Song— Esipoff— Allison Ditsen Co. » 4. Skating— Emil Otto— Allison Ditsen Co. 5. Gladys at Play— Jumping rope— Hofer, Vol. III. 6. The Locomotive. Child Land in Song and Rhythm— Jones & Barbour. 7. Wheelbarrow. Rhythms for Home and Kindergarten. 8. Hippity-Hop— Plays and Dances— Milton Bradley Co. 9. Skating. Rhythms for Home and Kindergarten. 10. Squirrel. Rhythms for Home and Kindergarten. 11. Hobby-horse. Rhythms for Home and Kindergarten. Tests : . 1. Be able to distinguish at least three rhythms. JB. Piio.xocuaph: Flying Birds: Cupid and Butterfly Victor 3o532 B Free Expression : Teddv Bears' Picnic Victor H^^.l^ Wooden Shoe Dance Victor IJ^^lb Galloping : Light Cavalrv Overture Columbia A 3126 On the Wing Victor 1<368 B Wild Rider • • ColuniDia A ,.128 266 COURSE OF STUDY FOR PRIMARY GRADES. 3Iarching : Clayton's Grand March Victor 35397 A & B El Captain Victor 35389 B Happy Days March Victor 16001 B March Militaire ... .Columbia A 3126 Semper Fidelis March, Victor 35208 B Washington Post March Victor 17302 A Skipping : Rhythm Medley Victor 18548 A & B Rhythm Medley Victor 18253 A & B Sivaijing : Rock-a-Bye-Baby Columbia A 3095 Sleep Baby Sleep Columbia A 3095 Walking : Minuet in G. . . • • Columbia A 3093 BAND KHYTHMS. The Brownie Band \ Wooden Shoe Dance I Child Land in Song and Rhythm — The Drum j Jones & Barbour. Bugle Call ) Arabia — Original Dances of all Nations — Academic Music Co. The Harmonious Blacksmith^Handel. Anvil Chorus — II Trovatore. 3. Music Appkeciation. A. Piano: Beautiful Blue Danube Rhythms for Home & Kdg. W. H. Willis Co. Dance of the Forest Elves (Greig) 0. Ditson Co. Fairy Dance, The Hofer, Vol. HI. Clayton F. Summy. Ghost in the Chimney, The.. Hofer, Vol. III. Clayton F. Summy. H u n t m a n s Song ( Schu- mann) Rhythms for Home & Kdg. W. H. Willis Co. Meditation (Hadvn) Rhythms for Home & Kdg. W. H. Willis Co. Melody in F (Mendels- sohn ) Hofer Books. Melody in F (Rubinstein) . .Rhythms for Home & Kdg. W. H. Willis Co. Petite Barcarolle W. H. Peate Music Co., Utica N. Y. Rain Fairies, The O. Ditson Co. Riders Story. The Hofer. Vol. III. Clayton F. Summy. Slumber Song (Schumann) . .0. Ditson Co. Song of the Brook (H. D. Hewitt) Any Music Store. Spring Songs ( Mendels- sohn) Hofer Books. Under the Leaves (M. Thome') Hofer Books. juxioi; i'i;iM\i;v — music. 301 B. Vutuola: Adeste Fideles Victor 18664 A & B Bee, The Victor 64076 Berceuse Columbia A 3093 Berceuse Victor 17454 Bird Calls Columbia A 2860 Hark, Hark the Lark Victor 64629 Huntsman, The Columbia A 3128 In a Clock Store Victor 35324 B Little Hunters Victor 18598 A & B Little Sandman Columbia A 3120 Lullaby From Erminie Victor 18622 Minuet in G (No. 2 Beethoven) Victor 64620 Native Birds Victor 55049 Nutcracker Suite, The Victor 64103 Prelude in A Major Columbia A 3094 Silent Night Columbia A 3121 Silent Night Victor 1742 A Sleep, Baby Sleep ...Columbia 3095 Songs and Calls of Birds Victor 17735 B Swan. The Victor 45096 Sweet and Low. . Columbia A 3lf9 Theme From Ninth Symphony Columbia A 3122 Warblers Serenade. The Victor 17380 B Whistler and His Dog Victor 17380 A 4. SiNGI.NG AND ACTIOX GaMES. 1. A Hunting We Will Go. American Games. Saul Bros. 2. Baa, Baa, Black Sheep. Physical Training for Elementary Grades. Clark. 3. Circus, The. Vol. II. Mary Wood Hinman. 4. Did You Ever See a Lassie. English and American Games. Saul Bros. 5. Farmer in the Dell, The. Mari Hofer Singing Games. For variety the game may be played with the farmer choosing animals; a cow, a horse, a dog. and a cat. When the last animal is chosen a "gate" is made and the animals all run out. The farmer catches them and puts them back in the "barn." 6. Hickory Dickory Dock. Physical Training for Elementary Grades. Clark. 7. How^ do You do My Partner. Mari Hofer Folk Games. 8. I See You. Progressive Music Series. Silver, Burdett & Co. 9. I'm Very Very Tall. "I'm very very tajl I'm very very small Very tall — very small Guess which I am now." The children form a circle about one child in center who is blind folded. For "very tall" they stand upright, for "very small" they stoop. They do this several times and at the end the blindfolded child guesses whether they are tall or small. 10. Let Us Wash Our Dollies' Clothes. Music From Neidlinger. "Let us wash our dollies' clothes Let us wring them out so dry And then we'll turn them inside out And hang them up so high." The action is carried out with the words. 268 COURSE OF STUDY FOlt PRIMARY GRADES. 11. Looby Loo. Bancroft's Games. 12. London Bridge. Bancroft's Games. 13. Mulberry Bush. Bancroft's Games. 14. Musicians, The. Marie Hofer Folk Games. 15. Muffin Man, The. Bancroft's Games. 16. Merry-go-round. Rhythmic Action Plays and Dances. 17. Oats, Peas, Beans. Bancroft's Games. 18. Ring-a-ring o'roses. Progressive Music Series, Book I. 19. Round and Round the Village. Bancroft's Games. 20. Shoemaker's Dance. Progressive Music Series. 21. Sleeping Beauty. Dramatic Games and Dances. Crawford. 22. Snow^man, The. Physical Training for Elementary Grades. 23. This is the Way My Dolly Walks. Games and Dances for Children. 24. Tin Soldiers. Rhythmic Action Plays and Dances. 25. Yankee Doodle. Rhythmic Action Plays and Dances. MUSIC — XOTES. 369 NOTES. 27 COUUSE OF .STUDY FOK PRniAliY GRADES. NOTES. CHAPTER VI. LITERATURE. Aims: 1. To give pleasure. 2. To arouse the imagination. 3. To develop appreciation of good literature. iiubject Matter: A. Stories. There are several types of stories which may be told in the junior primary. Among these are humorous stories, dealing with situations which create humor only; fairy stories dealing with characters which arouse and develop the imagination, characters which the child knows are unreal and which afford him unham- pered play of his imagination; realistic stories dealing with situar tions which arise in the every day life and experiences of the child. Great care should be taken in choosing a story to convey a moral. The moral itself should never be stated. The child must feel the moral rather than have it pointed out or emphasized. The following list of stories are representative of these various types: Big Red Apple— Story Tellers Book— O'Grady. ' China Rabbit Family, The— Child World— Poulsson. Christmas Story, Luke's Version, Bible. Elves and the Shoemaker— Stories to Tell to Children— Bryant. Epaminondas— Stories to Tell to Children— Bryant. Gingerbread Man, The— Stories to Tell to Children— Bryant. Golden Cob-webs. The— How to Tell Stories to Children. Half-Chick— Story Teller's Book— O'Grady. How Patty Gave Thanks— Child World— Poulsson. Little Black Sambo — Bannerman. Lion and the Mouse, The — Aesop Fables. Little Fir Tree, The— Stories to Tell to Children— Bryant. Little Rabbit Who Wanted Red Wings— For the Story Teller. Little Rabbit and the Sieve— Uncle Remus— Appleton. Little Kitten Who Forgot Kitten Talk— Progressive Road- Story Steps. Mr. Easter Hare— For the Children's Hour — Bailey and Lewis. North-wind at Play— In the Child World. Old Woman and Her Pig. The— Story Teller's Book. Old Woman Who Lived in a Vinegar Bottle— Story Teller's Book— O'Grady. Peter Rabbit — Potter. Pi- and His Five Senses, The— Progressive Road— Story Steps. Straw-Ox, The— Story Teller's Book — O'Grady. Street Musicians. The— Story Teller's Book— O'Grady. Strawberry Shortcake. The— Stories Garden— Lindsay. Snow-ball, The— Stories Garden— Lindsay. Tar Baby, The— Uncle Remus— Appleton. Ten Pennies — Stories Garden — Lindsay. Three Bears— Story Teller's Book— O'Grady. Three Little Pigs— Story Teller's Book— O'Grady. Three Billy Goats Gruff— Story Teller's Book— O'Grady. Three Little Christmas Trees That Grew on a Hill— Story Tel- ler's Book — O'Grady. Three Guesses — Stories Garden — Lindsay. Tickity-Tock— Stories Garden— Lindsay. Travels of a Fox — For the Children's Hour — Bailey & Lewis. 271 ,v7y COUIiSE OF STUDY FOl! rUlMARY GRADES. Velocipede That Went by Itself, The— Stories to Tell to the Littlest Ones — Sarah Cone Bryant. Wake-up Story, The— In the Child's World. Wind's Work. The — Mother Stories. Rei-erence to Publishees. The Story Teller's Book— O'Grady— Rand, McNally & Co. Child World — Poulsson — Milton Bradley Co. For the Children's Hour — Milton Bradley Co. Mother Stories — Milton-Bradley Co. For the Story Teller — Milton, Bradley Co. Stories to Tell to Children — Bryant— Houghton, Mifflin Co. Stories Garden — Lindsay — Lothrop, Lee & Shepard Co. Stories to Tell to the Littlest Ones — Bryant — Houghton, Mifflin Co. Method : Ten different stories selected from the above list should be told to the children throughout the semester. Stories should be told, rather than read to the children. Make no effort to have the children learn the stories so that they can reproduce them. Stories should not become mechanical, nor should they be memorized in the Junior Primary. It is better to repeat stories than to encourage the child in the desire for constant stimulation through the use of new material. Tests : 1. To be able to follow the story intelligently. 2. To give principal incidents in correct sequence. B. Poems. Poems which are descriptive of a child's own experiences should be given to him to clarify and interpret these experiences. The following list of poems is easily adapted to the child's vocabulary and ability to memorize: Baby's Breakfast — Poulsson. Cow, The, 1st verse — Robt. L. Stevenson. Do You Know How Many Stars — Pinafore Palace. Happy Thought — Robt. L. Stevenson. In My Little Garden Bed — Poulsson. Little Robin Redbreast — Heart of Oak Series. Rain — Robt. L. Stevenson. Rainbow, The — Rossetti. Singing — Robt. L. Stevenson. Time to Rise — Robt. L. Stevenson. Wind, The— Rossetti. Wrens and Robins — Rossetti. What They Do — Rossetti. Method: From the above list of poems at least five should be selected to teach to children. From the following list select poems to read to children, as they are too long to be memorized: A City Mouse Lived in a House — Rossetti. Bed in Summer — Robt. L. Stevenson. My Shadow- — Robt. L. Stevenson. My Bed is a Boat— Robt. L. Stevenson. One and One- — Pinafore Palace. Night Before Christmas, The — C. C. Moore. Swing, The — Robt. L. Stevenson. Wind, The— Robt. L. Stevenson. Who Likes the Rain — Pinafore Palace. JUXIOi; I'la.MAKV LlTKltATTRK. 273 IMother Goose rhymes are good for little children. Many of the simple ones should be given. The rhythm of the words make them a delight to the child. From the following Mother Goose rhymes select ten or twelve to teach to the child: Baa, Baa, Black Sheep. Bye, Baby Bunting. Diddle Diddle Dumpling. Hey Diddle Diddle. Hickory Dickory Dock. Higgledy Piggledy. Humpty Dumpty. Jack and Jill. Jack Be Nimble. Little Bo Peep. Little Boy Blue. Little Jack Horner. Little ]\Iiss :\Tuffet. Man in the Moon. Mistress Mary. Old Mother Hubbard. Once I Saw a Little Bird. One. Two Buckle My Shoe. One IMisty Moisty Morning. Peter Peter Pumpkin Eater. Polly Put the Kettle On. Pussy Cat, Pussy Cat. Queen of Hearts, The. Rain, Hain. Sing a Song of Sixpence. There Was a Crooked Man. There Was an Old Woman Who Lived in a Shoe. This Little Pig Went to IMarket. Two Little Birds. Tests : ^. Be able to repeat at least five Mother Goose rhymes. 2. Be able to say two other poems. 274 COUKSE OF STUDY FOI! rin.MAliY GRADES. NOTES. Ll'I'HKAII Ui; — XO'I' 27(1 COUIiSE OF STUDY FOU TRIMARY GRADES. NOTES. LIBRARY OF CONGRESS 019 840 208 4