SUGGESTIONS FOR PRIMARY WORK IN Reading and Numbers. ill HALL the words to form the sentence. IN READING AND NUMBERS. (i. Have several cliildreu liiul the same word. 7. Give one card to eaeli child; let him tell what word it is. 8. Ifave each child talve one card at random, and pvittin;;- it l)ack in tlie box tell the word. U. Each child may take a card and write the word on tJie black- hoard. Continue the exercises about ten minutes. Send tlie class back to their places Distribute the boxes. Write a sentence or two on the board and have the children make these with their cards. After tlie first twenty words have been thorouj;'hly learned, add to each box the words contained in envelope No. 2, and so on until the boxes contain all the words. Preserve the envelopes after the words liave been taken out; they will be needed again whenever a beginning class is formed. Have a box for each child and have the l)oxes ready before school l>egins. See that two children sitting together have l)oxes of different colors. Teach the children to put the words in a straight line on tlie table, so that the sentences can be easily read. Insist also u])on correct puctuatiou and the proper use of capital letters. At times the children may find the same sentences which were taught them during the reading lesson. For review lessons the chil- dren may be allowed to form original sentences. Fred boy Is This Has A hen like The dog white Do You LIST OF WORDS AND MARKS FOR THE BOX. It it Little little Can can In in Words Coxtaixed ix Envelope No. 1. Fred's boys IS this has a hens likes the dogs black do you I cat See and doll Mary I'retty My I cats see and dolls Mary's pretty my Words Coxtained in Envelope No. 2. nest nests egg eg.irs Words Contained in Envelope No. 3. Catch catch Run run bird birds How how Sing sing Words Contained in Envelope No. 4. What what Fly fly su(;ge«tiun8 fok phimakv work away On tree away on tr<>es Words Containku in Envelope No. 5. apples mamma a]iple — IMamma Get Will — get will dress — Where — dress where WoKDs Contained in Enveloi'e No. 7. Are — ■ are Did did Am am box Ijox Words Contained in Envelope No. 6. With with play • plays me me Put words contained in Enveloi)e No. 1 in the box. Take the otlier six envelopes out of the box. The Fikst Words Are: Fred, hoy, is, this, hits, a, hen, like, the, dog, white, hUirk, do, you, 1, cat, see, and, doll, Mary, pretty, my, , . ?. With these words the following sentences may be formed: Fred luis a hen. Fred likes the hen. Fred has a black hen. Fred likes the black hen. Has Fred a dog? Fred has a white dog. Fred likes the white dog. Do you like the white dog? I like the white cat. I like the white cat and the Ijlack dog. Do you see the white dog? Do you see the black dog? I see the white dog and the Ijlack dog. Do you see the white cat, Fred? Fred, do you see the black cat? I see the black cat and the white dog. Do you like the white cat? Fred likes the white cat and the lilack hen. The white dog likes the l)hick lien. This is Mary. Mary has a doll. Do you see Mary? Do you see the doll? I see Mary's doll. Mary likes the doll. Do you like the doll, Fred? Has Mary a cat? IN READING AND NUMBERS. Mary has a white cat. Mary likes the white cat. Mary has a black hen. Mary's dog is Ijlack. Fred's dog is white. Has Fred a black a hen? Fred's hen is l)lack and white. This is Mary's black hen. This is Mary's l)lack dog. This is Mary's l)lack cat. Is this Mary's doll? 8ee the boy. See the l)oy and the dog. Do yon like this boy? Do yon like this dog? Do yon see this boy? This boy is Fred. Fred has a pretty black dog. See Fred's pretty black dog. Mary, do yon see Fred's pretty l)lack dog? My doll is ])retty. The boy likes my pretty doll. Fred, do yon like my pretty doll? My pretty Avhite cat likes my black hen. The 1)oy likes my black cat. Is Mary's doll pretty? Mary's doll is pretty. Mary likes the pretty doll. I see the pretty doll. WORDS CONTAINED IN ENVELOPE No. 2. nest, egg, it, lit le, can, in. See the pretty little egg. Do yon like it? It is white. The white egg is in the nest. Mary, do you see the little wliite egs:? Do yon see the nest? Is the white egg in the nest? Fred, can yon see the nest? I can see the nest and the little wliite egg in it. This is Fred's nest. sug(^p:stions for primary work Fred has a uest aad a little egg. See my pretty little egg. See my pretty little nest. Do you see the hen? The hen is in tlie nest. It is Fred's lien. I like Fred's lien. Fred's hen is black. It is a pretty little lien. Can you see my pretty little hen, Mary? I can see Fred's hen and my cat. WORDS CONTAINED IN ENVELOPE No. 3. catch, run, bird, how, sing. This is Fred's bird. The liird can sing. Sing, little bird, sing. My little l)lack bii-d can sing. Do you like my bird? The cat likes my little l)ird. The cat can catch my little bird. My little l)ird is in the nest. The little black l)ird has a white egg. Can the cat catch the litthi l)irIamma, can you get it? Catch this apple, Fred. Can you catch it, Fred? Can you catch it, Mary? Do you like apples, Fred? Do you like apples, Mary? ]\Iary likes apples. Fred likes apples. How pretty this little apple is. I like it. :\Iamma likes apples. Mamma, will you get this apple? Fred, will you get this apple? The apple is on the tree. The bird is on the tree. The cat is on the tree. Fred, Avill you catch the cat? Will the cat catch the bird? Is the hen on the tree? The black hen is on the tree. Will the hen get the apple? The hen likes the apple. Run away, little hen, the cat will catch you. Fly away, little bird, the cat will catch you. Pretty bird, will you sing? WORDS CONTAINED IN ENVELOPE No. 6. with, play, me, dress, where. Will you play with me, Fred? I will play with you. Where is the pretty doll? Will you dress the pretty doll? I will get my doll and play with it. 10 SUGGESTIONS FOR PRIMARY WORK My doll has a prettj^ dress. My doll has a white dress. Do you like the white dress? The white dress is pretty. Mamma likes mj' doll. Will you play with my doll, mamma? It is a pretty little doll with a white dress. Mary plays with the doll. Mamma and Fred play with Marj'. Has the doll a dress? WORDS CONTAINED IN ENVELOPE No. 7. are, did, am, box. Where are you, Fred? I am in the tree. Do you see. me? I can see you, Fred. Can you catch the bird, Fred? Where is it? It is in the nest. It will fly away. Will the bird sing? Can j'ou see the eggs in the nest, Fred? Are the eggs pretty? Is the bird black? Are the eggs white? The little bird is black, and the eggs are white. Did 3"ou see the bird fly away, Mary? See the bird fly away. I will get this apple, Mary. Will you catch it? Catch it, Mary. Mary, did you see the black box? What is in the black box? A pretty little nest. The hen is on the uest. Did you see the eggs in the nest? Where are the eggs? Can I see the eggs? The hen is on the nest. Run, hen, run. Fred will catch you. Fred, how pretty the white eggs are. IX KEADIXG AND XUMBERS. H KUHLMANN'S READING CHART. Tlie Reading Chart cousists of a case. This case consists of two parts, fastened together by hinges. One side opens downward and hangs upon the other by its hinges. When open the chart shows a surface of 20 x 32. The upper part of the chart is divided into thirty small compartments, each 2x2x2 inches. The lower part of the chart is divided by narrow shelves into five spaces, running horizontally across it. The compartments contain blocks 2 x 1 x i inches, on which all the letters of the alphabet, punctuation marks, etc., are printed. A different letter is printed on each side of each block, as: Blocks in the first com- partment are printed a on one side, b on the other; those of the second compartment, c on one side, and d on the other. The blocks are to be arranged on the shelves to form words and sentences, and when so arranged are held in place by a groove on the under side of each shelf. ADVANTAGES OF THE READING CHART. 1. The words can be formed as needed. The chart can be used in connection with any reader, thus avoiding the expense of a new chart whenever a new series of readers is introduced. 2. The exercises in reading can be varied in many ways, thus mak- ing the work more interesting for children. 3. The children not finding the words in the same places, will not read what they remember from previous lessons, without looking at the words. Their attention is called to the words, as well as to the thought. 4. The same words can be brought to the child's notice as many times as seems necessary. Headers or printed reading charts do not offer enough material for review lessons, and often the teacher is obliged to take up a new lesson before the children are really familiar with the words of the previous lesson. EXERCISES WITH THE READING CHART. For reading matter to be taught, consult first reader. Use also pictures from the first reader. Make frequent use of objects for illustrating words. 12 SUGGESTIONS FOR PRIMARY WORK Use the blackboard for wi-iting, so that the children may learn the printed and the written word at the same time. The following exercises will be found helpful and interesting. Suppose the children were familiar with the words of the follow- ing sentence: The hen is on the nest. The new words to be taught are: my and Hack. Before the children begin the lesson, the sentence already- learned may be put in the reading chart. 1. Some of the children may read. 2. While the children turn the other way change the word the to my. 3. The children may find the new word and point to it. 4. Read: My hen is on the nest. 5. Turn again. Change the nest to my nest. 6. After the children have noticed the change, some may read. Call attention to My and my. 7. In the same way insert the word black. 8. The new words may also be put in different places in the chart, children finding them. 9. Take out one word; children tell which word is gone, and point out the place for it. 10. Children are given the blocks to replace the word. 11. The chart will be found convenient for review lessons in build- ing sentences. Put, for instance, the following words in the chart: My hen hlnek white. Have the children think of words to fill out the blank spaces, as: My pretty hen is black and white. Read. 12. Change heii to cat. Read. 13. Change cat to cats, and is to are. Read. 14. Put certain blocks on a slate, and have children tell what word can be made by putting these letters together. The teacher can thus vary the exercises in many ways and keep the little folks interested in their work. IN READING AND NUMBERS. 13 NUMBER RODS. Every priiiiury school sliould be provided with objeets to be used for the first lessons in uuinber. The method of illustrating written numbers by means of objects is well known, and has been used with satisfactory results. Many teachers finding tlie distributing of objects troublesome, have for this reason gone back to their former way of teaching. This difficulty is removed by using the number rods. The number rod consists of nine small movable balls, upon a heavy wire, secured at both ends. The objects are thus arranged in a manner convenient for use, and no time is lost in distributing. In the first step in number only the nine digits sliould be used. With ten a new difficulty begins, lience only nine balls are placed on each rod. The rods are used by the children in connection with blackboard work — the teacher leading the exercise — and also by the children in- dependently, when at their work on slate or paper. DIRECTIONS TO THE TEACHER. Give a rod to eacli child. Hold the rod with the right hand, so that it covers tlie balls. Use the left hand for pushing out balls as needed. EXERCISES WITH THE RODS. 1. Teacher, holding up her rod, pushes out one ball. Children do the same. Write 1 on the blackboard. Illustrate 1 in different ways, rs: 1 boy, 1 girl, 1 chair, etc. Put the ball back. Have the children push out two balls. Write 2. Illustrate the same number in different ways, as: 2 dots, 2 chairs, 2 pencils, etc. 2. After 2 has been illustrated as one number, the two balls are separated by putting the index finger of the left hand ])etween tliem, so that the two numbers can be seen distinctly. Read the exercise 14 SUGGESTIONS FOR PRIMARY WORK from the rod i. As the cliildren say two, the finger is taken away and tlie two balls are pushed close together. The exercise is also written on the blackboard, first by the teacher, and next by the children. 3. For a review lesson, the number is written first, and children quickly push out the same number of balls. 4. Write a number — 5, for instance — on the blackboard. Children pusli out 5 balls, and, separating the balls, form the different combina- tions of 5. 5. The children may also tell stories in connection with these exer- cises, having the balls represent cherries, apples, pebbles, etc. 6. Illustrate subtraction in the following manner: Pusli out four balls. Write 4 on the blackboard. Push back 2 balls. Let the children tell how many balls they had at first, how many were taken away and how many are left. While asking each question and receiving a correct answer, tlie exercise is also written on the blackboard. 7. Exercises without using the blackboard. Push out 6 balls. Push back 3 balls. How many remain? Push back 2 balls. IIow many remain? Push back 1 ball. IIow many remain? Push out 4 balls. Push out 4 more. IIow many? Show me 3 and 3. Show 3 cherries and 2 cherries. Push out 7 balls. Each may show something that can be done with seven. Children will show different combinations, and tell about these. Exercises similar to these'may be continued with numbers as high as 9. IN HKADING AND N UZBEKS. 25 NUMBER CARDS. These cards are printed on both sides. On one side are two tiiiures, eonihinatioiis not higher than U. The other side repi-esents the same numbers in dots. The dots are ar- ranged in groujis to represent the two corresponding tigm-es on the other side. The cards are arranged in sets. Each set consists of (50 cards, 20 diiferent comljinations, '.] of eacli. The cards are esj^ecially adapted for busy work, and exercises similar to the foHowing are suggested: 1. Teacher writes on the bhickboard a list of cond)inations of numbers. Children may tind these in their boxes. 2. Children take from their boxes one card at a time, and write the two figures, with answers, on slates or paper. 3. Take one card at a time; write the two figures, and subtract. 4. Teacher writes on the blackboard: 4, H, 8, 7, !), etc. Children find in their boxes all cards on which the two figures represent 4; next 5, etc. 5. Children may take two cards at a time; write the four ligures, and add. 0. Teacher gives one card to each child; she also passes a box containing objects, and children take as many objects as indicated l)y the numbers on their cards. 7. Children are given one c-ird at a lime, and reciuir.'d to write the iuunl)ers, with answers, on the l)lackl)oard. Tliis done, each nuiy tell a story about his nund)ers. 8. The cards may also l)e used for work in inultii)lication. EXERCISES WITH CARDBOARD OF DIFFERENT COLORS, CUT IN INCH SQUARES. The bright colored S(iuares please the little i)eople, and can be used frequently, without tiring them. Put the s(iuares in small l)Oxes, having one for eacli cliihl. This will save time in distributing the material. Tlie ciiildren may eiliier stay at their seats, having the boxes cm their desks, or stand facing IQ SUGGESTIONS FOR PKIIVIAliY WORK the blackboard, holding their boxes with their right hands. The latter is preferable, because the little ones need frequent cluuige of position. The teacher stands in front of the children, near the black- board, holding also a box with squares. 1. After the attention of the class is secured, the teacher takes out of her box one square. 2. The children are asked to do the same. 3. Teacher, holding up her square and showing it to the children, writes the figure 1 on the blackl)oard. Illustrate the same figure with different objects — 1 book, 1 knife, 1 slate, 1 pencil; each time writing 1 on the blackboard. 4. Several children niaj^ come to the blackboard to write the fig- ure 1. 5. The sipiares are jnit back in the Ijoxes, and after the attention is again secured the teacher takes two squares out of her box; show- ing tliese to the children, she requests them to do the same. Illus- trate 2 in the same manner as 1, and continue these exercises with numbers as high as 4. Children will soon learn to associate the fig- iires with the same number of objects 6. Teacher may change the exei'cise by writing the figure on the board, having the children show the number of squares represented by the figure. The boxes may now be put aside, teacher, however, keeping one for herself. The following exercises will be found helpful in teaching the different coml)inations of these numbers. 1. Teacher may put two squares close together on a slate. 2. How many squares do you see? ;>. Write, or have some of the children write, the figure on the blackboard. 4. Separate the two scjuares. IIow many do you see in this [ihu-e? How many in this? How many I's do you see? o. Write the two I's on the blackboard. G. Put the two s