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 SCHOOL DOCUMENT NO. 9-1921 
 
 BOSTON PUBLIC SCHOOLS 
 COURSE OF STUDY IN ITALIAN 
 
 FIRST UNIT FOR SEVENTH AND EIGHTH GRADES 
 
 OF INTERMEDIATE. 5CHOOL5 AND CLA55E5, OR 
 
 FIR5T YEAR CLASSES IN HIGH SCHOOLS. 
 
 SECOND UNIT FOR NINTH GRADES OF INTER- 
 MEDIATE SCHOOLS, OR FOR SECOND YEAR 
 CLASSES IN HIGH SCHOOLS 
 
 DIVERSITY of CALIFORNIA 
 
 AT 
 
 LOS ANGELES 
 LIBRARY 
 
 CITY OF BOSTON 
 
 PRINTING DEPARTMENT 
 
 1921 
 
 127911
 
 IN SCHOOL COMMITTEE, BOSTON, SEPTEMBER 12, 1921. 
 
 Ordered, That the Course of Study in Italian, First Unit : For 
 Seventh and Eighth Grades of Intermediate Schools and Classes, 
 or First Year Classes in High Schools; Second Unit: For Ninth 
 Grades of Intermediate Schools, or Second Year Classes in High 
 Schools, is hereby adopted, and the printing of twenty-five hundred 
 (2,500) copies thereof as a school document, is hereby authorized. 
 Attest : 
 
 THORNTON D. APOLLONIO, 
 
 Secretary.
 
 Stack 
 
 Annex 
 
 OUTLINES OF WORK IN ITALIAN FOR 
 
 INTERMEDIATE SCHOOLS AND CLASSES, AND 
 
 FOR FIRST AND SECOND YEAR 
 
 CLASSES IN HIGH SCHOOLS. 
 
 In the intermediate schools where Italian is taught. 
 pupils should begin the study of this language in the 
 seventh and eighth grades. The work of these two years 
 taken together constitutes the First Unit. In rare 
 cases, intermediate pupils may have this work in the 
 eighth and ninth grades. The work of these two years 
 would likewise constitute the First Unit. In either 
 case the study would demand five half-hour periods of 
 instruction weekly for two years. 
 
 It may further happen that the intermediate school 
 pupil will not take up Italian until the ninth grade. 
 The committee feels that this plan is inferior to either 
 of the preceding, for the earlier the pupil begins a foreign 
 language the better. If the work is taken only in the 
 nintr^ grade, a minimum of seven half -hour periods per 
 week, or 210 minutes weekly, per year, must be devoted 
 to it. This work must be equivalent to the work of 
 Grades VII. and VIII. together, and, therefore, likewise 
 constitutes the First Unit. The average first-year for- 
 eign language course in high schools consists of five forty- 
 minute periods per week, or 200 minutes weekly, the whole 
 year. This also constitutes the First Unit. 
 
 Ninth grade foreign language preceded by language 
 work of Grades VII. and VIII., constitutes the Second 
 Unit. This is equivalent to second year language work 
 in the high school, which also constitutes the Second Unit. 
 
 The allotment of time for each grade or each unit was 
 carefully considered on the basis of the degree of maturity 
 of the pupils, and of the methods followed in intermediate 
 schools and high schools respectively. The plan as de- 
 scribed above was accepted by the committee appointed 
 to draw up the outline of work in Italian. 
 
 (3)
 
 The membership of the committee is as follows: 
 
 MR. PAUL V. DONOVAN, Chairman, Master of the Continuation School. 
 
 Miss JESSIE L. ADAMS, Dorchester High School. 
 
 MR. JOEL HATHEWAY, Chief Examiner. 
 
 Miss Avis A. KINGSTON, Girls' High School. 
 
 Miss MARIE A. SOLANO, Boston Normal School. 
 
 ITALIAN. 
 
 OUTLINE OF WORK FOR THE FIRST UNIT. 
 
 According to the new plan the First Unit comprises 
 the work of Grades VII. and VIII. of intermediate schools 
 or classes, or of the first year in high schools. 
 
 METHOD. 
 
 The conversational method should be used throughout 
 the course, no text-book being employed for the first 
 half year. 
 
 At the outset, make it clear to the pupils that the 
 Italian language is purely phonetic. Give many illustra- 
 tions, with marked emphasis on the individual sounds 
 of which the words are composed. Special drills must 
 be given in the vowel sounds. 
 
 Select names of familiar objects in the schoolroom for 
 the basis of a vocabulary, adding names of well-known 
 objects at home, in pictures, in books, etc. Drill this 
 list and add to it in succeeding lessons. The fact that 
 all nouns in Italian are of the masculine or of the feminine 
 gender constitutes a chief difficulty for English-speaking 
 pupils. To overcome this, constant attention must be 
 given to the association of the article with the noun. 
 
 The knowledge of a comparatively few words enables 
 the pupils to formulate answers to simple questions asked 
 by the teacher. These questions must contain all the 
 words necessary to form the answer. To give practice 
 hi the language, these questions and answers may be 
 written on the board by the teacher and copied by the 
 pupils. 
 
 (4)
 
 After a few lessons, the pupil answering the question 
 may write both question and answer on the blackboard, 
 care being exercised by the teacher to see that the correct 
 spelling be given. 
 
 The pupils should be able soon to reproduce in their 
 own words the substance of some simple stories told by 
 the teacher who should first satisfy himself that the 
 content is clearly understood. This may be done orally 
 and in writing. 
 
 A review of the previous lessons should be given daily 
 and made as varied as possible, some minutes of each reci- 
 tation being given to the review of the main points of the 
 preceding lesson. 
 
 Conjugation of the more commonly used verbs should 
 be introduced early. The individual and the concert 
 recitation of the present tense, and later of the other 
 tenses, should be a part of the daily lesson. These verb- 
 forms should be used in connection with the vocabularies 
 to compose simple sentences. 
 
 Interest in the language will be fostered and heightened 
 by an acquaintance with some simple songs and poems. 
 In this connection, a phonograph is a valuable adjunct, 
 and may be used to present to the pupils well-rendered 
 Italian songs and selections from the more familiar 
 Italian operas, such as II Trovatore, Aida, Lucia di 
 Lammermoor and Cavalleria Rusticana. 
 
 All the work here described should be continued for a 
 full half-year, supplemented in the second half-year by 
 the use of a text-book. At no time should an incorrectly 
 pronounced word be allowed to pass unnoticed. The 
 pupils should be drilled in the use of both "tu" and "Lei." 
 
 Grammatical sequence should be constantly in the 
 mind of the teacher as the work progresses, although little 
 or nothing should be said about grammar as such. Until 
 the time comes when pupils can understand the reasons 
 for the use of certain constructions, formal rules should 
 not be given. The study of formal grammar belongs to 
 the Second Unit. 
 
 In general, Italian should be the language of the recita- 
 
 (5)
 
 tion. But there will be times when an explanation in 
 English will be useful and necessary. 
 
 GEAMMAR. 
 
 The following topics should not be taught as technical 
 grammar, but the order should be followed as closely 
 as possible by the teacher as the work progresses. 
 Articles : 
 
 (a) definite. 
 (6) indefinite. 
 
 (c) contraction with prepositions. 
 
 (d) singular and plural. 
 Nouns : 
 
 (a) plural of 
 
 feminines in unaccented "a." 
 
 masculines in unaccented "a." 
 
 masculines and feminines in unaccented "o" 
 
 and "e." 
 
 masculines in "ca" and "ga." 
 monosyllables. 
 
 (6) the partitive construction. 
 Adjectives: 
 
 (a) position. 
 
 usually before, when shorter than noun, 
 and denoting size and quantity. After 
 denoting nationality, materials, color, 
 taste, smell, etc. 
 
 (b) number (similar to nouns). 
 
 (c) gender feminines in "o," "e," "ca," "co," 
 
 "go." 
 
 (d) agreement. 
 
 (e) numerals. 
 
 cardinals; ordinals to 100. 
 (/) possessive adjectives. 
 (g) demonstrative adjectives. 
 (h) comparison. 
 Pronouns: 
 
 (a) personal. 
 
 conjunctive. 
 
 disjunctive. 
 
 (6)
 
 (6) relative. 
 
 (c) interrogative. 
 
 (d) demonstrative. 
 
 Verbs : 
 (a) 
 
 0) 
 (c) 
 (<*) 
 
 possessive. 
 
 use of "ne" with partitive. 
 
 present indicative, 
 past definite, 
 future, 
 imperfect, 
 present perfect. 
 
 VOCABOLARIO ITALIANO. 
 
 la bocca 
 il braccio 
 i capelli 
 il capo 
 il collo 
 il cuore 
 il dente 
 il dito 
 il pollice 
 1'indice 
 il medio 
 
 la bambina 
 il bambino 
 la cugina 
 il cugino 
 la famiglia 
 la figlia 
 il figlio 
 il fratello 
 la sorella 
 la zia 
 
 10 zio 
 
 la madre 
 
 11 padre 
 
 il bicchiere 
 la camera 
 il camino 
 la chiave 
 le cortine 
 
 IL CORPO UMANO. 
 
 
 1'anulare 
 
 il naso 
 
 il mignolo 
 
 1'occhio 
 
 la faccia 
 
 1'orecchio 
 
 la fronte 
 
 il petto 
 
 la gamba 
 
 il piede 
 
 la gola 
 
 la spalla 
 
 la guancia 
 
 lo stomaco 
 
 il labbro 
 
 la testa 
 
 la lingua 
 
 il viso 
 
 la mano 
 
 
 il mento 
 
 
 LE PERSONE. 
 
 
 la nonna 
 
 Antonio 
 
 il nonno 
 
 Carlo 
 
 il marito 
 
 Domenico 
 
 la moglie 
 
 Enrico 
 
 la sposa 
 
 Francesco 
 
 il nipote 
 
 Giovanni 
 
 la nipote 
 
 Luigi 
 
 il presidente 
 
 Paolo 
 
 il re 
 
 Enrichetta 
 
 la regina 
 
 Francesca 
 
 il signore 
 
 Luisa 
 
 la signora 
 
 Margherita 
 
 la signorina 
 
 Maria 
 
 LA CASA. 
 
 
 la mobiglia 
 
 la scodella 
 
 il muro 
 
 la sedia 
 
 1'orologio 
 
 il soffitto 
 
 la parete 
 
 lo specchio 
 
 il pavimento 
 
 la stanza 
 
 (7) 

 
 il cucchiaio 
 
 il pianoforte 
 
 il tapeto 
 
 la cucina 
 
 il piatto 
 
 la tavola 
 
 il divano 
 
 la poltrona 
 
 il tavolino 
 
 la finestra 
 
 la porta 
 
 la tazza 
 
 la f orchetta 
 
 il portone 
 
 il telefono 
 
 il guardaroba 
 
 la sala da pranzo 
 
 le tendine 
 
 il letto 
 
 il salotto 
 
 il tetto 
 
 la libreria 
 
 la scala 
 
 la tovaglia 
 
 
 GLI ABITI. 
 
 
 1'abito 
 
 i calzoni 
 
 il pettine 
 
 1'anello 
 
 il cappello 
 
 le scarpe 
 
 la berretta 
 
 il fazzoletto 
 
 la spazzola 
 
 la calza 
 
 i guanti 
 
 la tasca 
 
 
 I CIBI E LE BEVANDE. 
 
 
 1'acqua 
 
 la fragola 
 
 la pera 
 
 1'arancio 
 
 il frutto 
 
 i piselli 
 
 il burro 
 
 1'insalata 
 
 il pranzo 
 
 il caflte 
 
 il latte 
 
 la prugna 
 
 la carne 
 
 il limone 
 
 il riso 
 
 la cena 
 
 i maccheroni 
 
 il sale 
 
 la colazione 
 
 la mela 
 
 la sete 
 
 il dolce 
 
 la minestra 
 
 gli spaghetti 
 
 i fagiuoli 
 
 1'olio 
 
 ilte 
 
 la fame 
 
 il pane 
 
 1'uva 
 
 la farina 
 
 la patata 
 
 il vino 
 
 il formaggio 
 
 il pepe 
 
 la zuppa 
 
 
 IL GIARDINO. 
 
 
 Palbero 
 
 la foglia 
 
 la margherita 
 
 la castagna 
 
 il garofano 
 
 la rosa 
 
 1'erba 
 
 il giglio 
 
 il tulipano 
 
 il fiore 
 
 il legume 
 
 la violetta 
 
 
 LA SCUOI/A. 
 
 
 la bandiera degli Stati 
 
 1'inchJostro 
 
 il maestro 
 
 Uniti 
 
 Tinglese 
 
 la pagina 
 
 la busta 
 
 1'italiano 
 
 la parola 
 
 il calamaio 
 
 il lapis 
 
 la penna 
 
 il campanello 
 
 la lavagna 
 
 il quaderno 
 
 la cart a 
 
 la lettera 
 
 la scatola 
 
 il direttore 
 
 il libro 
 
 lo scrittoio 
 
 il gesso 
 
 la maestra 
 
 la scrittura 
 
 
 IL TEMPO. 
 
 
 1'anno 
 
 1'ora 
 
 agosto 
 
 1'autunno 
 
 la primavera 
 
 settembre 
 
 ildl 
 
 il quarto d'ora 
 
 ottobre 
 
 il dopo pranzo 
 
 la sera 
 
 novembre 
 
 Testate 
 
 la settimana 
 
 dicembre 
 
 
 (8) 

 
 il giorno 
 I'inverno 
 la mattina 
 il mese 
 
 il mezzogiorno 
 la mezz'ora 
 il minuto 
 la notte 
 
 la stagione 
 
 gennaio 
 
 febbraio 
 
 marzo 
 
 aprile 
 
 maggio 
 
 giugno 
 
 luglio 
 
 domenica 
 
 lunedi 
 
 martedl 
 
 mercoledl 
 
 giovedi 
 
 venerdl 
 
 sabato 
 
 
 LA CAMPAGNA. 
 
 
 la collina 
 
 la montagna 
 
 il terreno 
 
 il bestiame 
 
 il prato 
 
 la via 
 
 la f oresta 
 
 la strada maestra 
 
 il villaggio 
 
 il parco 
 
 la strada ferrata 
 
 
 
 I NAZIONI. 
 
 
 1'America 
 
 un tedesco 
 
 un italiano 
 
 un americano 
 
 I'lnghilterra 
 
 la Russia 
 
 la Francia 
 
 un inglese 
 
 un russo 
 
 un francese 
 
 I'ltalia 
 
 gli Stati. Uniti 
 
 la Germania 
 
 
 
 
 La Cittd. 
 
 
 la bottega 
 
 il municipio 
 
 la strada 
 
 la catedrale 
 
 1'ospedale 
 
 la stazione 
 
 la chiesa 
 
 1'osteria 
 
 il teatro 
 
 Pedificio 
 
 il ponte 
 
 la torre 
 
 il giardino pubblico 
 
 la prigione 
 
 1'uffizio della posta 
 
 il marcia piede 
 
 la scuola 
 
 
 
 Gli Animali. 
 
 
 il cane 
 
 il gallo 
 
 Torso 
 
 il cavallo 
 
 il gatto 
 
 il tigre 
 
 la gallina 
 
 il leone 
 
 la vacca 
 
 
 Gli UccelU. 
 
 
 1'aquila 
 
 il passero 
 
 1'usignuolo 
 
 
 Gli Insetti. 
 
 
 la f arf alia 
 
 la mosca 
 
 
 PRONOMI. 
 Personali. 
 io, tu, egli, ella, esso, essa 
 
 noi, voi, essi, esse 
 
 Congiuntivi. 
 mi, ti, si, gli, le, la, lo, ne ci, vi, le, loro, li, s i 
 
 Disgiuntivi. 
 
 me, a me, te, a te, se, a se, lui, a lui, lei, a lei 
 noi, a noi, voi, a voi, loro 
 (9)
 
 Relativi. 
 
 il mio 
 il tuo 
 il suo 
 il nostro 
 il vostro 
 il loro 
 
 qualcuno 
 qualcheduno 
 un altro 
 
 azzurro 
 
 bianco 
 
 bruno 
 
 bello 
 
 brutto 
 
 buio 
 
 buono 
 
 caro 
 
 cattivo 
 
 chiaro 
 
 contento 
 
 educate 
 
 gentile 
 
 alto 
 basso 
 corto 
 grande 
 
 la quale 
 
 le quali 
 
 i quali 
 
 
 Interrogativi. 
 
 
 che cosa? 
 
 quale? 
 
 Dimostrativi. 
 
 
 questa questi 
 
 queste 
 
 quella quelli 
 
 quelle 
 
 quei 
 
 
 x OSSSS1V1i, 
 
 la mia i miei 
 
 le mie 
 
 la tua i tuoi 
 
 le tue 
 
 la sua i suoi 
 
 le sue 
 
 la nostra i nostri 
 
 le nostre 
 
 la vostra i vostri 
 
 le vostre 
 
 la loro i loro 
 
 le loro 
 
 Indefinitivi. 
 
 
 uno 
 
 nulla 
 
 nessuno 
 
 
 niente 
 
 
 AGGETIVI. 
 
 
 Di Colore. 
 
 
 giallo 
 
 rosso 
 
 grigio 
 
 verde 
 
 nero 
 
 
 Generali. 
 
 
 inutile 
 
 sgarbato 
 
 maleducato 
 
 simpatico 
 
 mesto 
 
 spiacevole 
 
 nuovo 
 
 splendido 
 
 piacevole 
 
 sporco 
 
 povero 
 
 utile 
 
 pulito 
 
 vecchio 
 
 ricco 
 
 veloce 
 
 rozzo 
 
 
 scuro 
 
 
 Di Dimensioni. 
 
 
 grosso 
 
 rotondo 
 
 largo 
 
 sottile 
 
 lungo 
 
 spesso 
 
 piccolo 
 
 stretto 
 
 (10) 
 

 
 Di Quantita. 
 
 molto 
 
 poco 
 
 
 tutto 
 
 parecchio 
 
 troppo 
 
 
 
 Comparativi e Superlativi Irregolari. 
 
 inferiore 
 
 minore 
 
 
 pessimo 
 
 maggiore 
 
 ottimo 
 
 
 superiore 
 
 migliore 
 
 peggiore 
 
 
 
 VERBI. 
 
 
 abitare 
 
 contenere 
 
 leggere 
 
 rispondere 
 
 accendere 
 
 copiare 
 
 levarsi 
 
 rompere 
 
 alzarsi 
 
 coricarsi 
 
 mandare 
 
 sal tare 
 
 andare 
 
 correre 
 
 mangiare 
 
 scrivere 
 
 aprire 
 
 costare 
 
 mettere 
 
 sedersi 
 
 anivare 
 
 credere - 
 
 morire 
 
 sentire 
 
 asciugare 
 
 cucinare 
 
 mostrare 
 
 sorgere 
 
 ascoltare 
 
 cucire 
 
 muovere 
 
 spegnere 
 
 aspettare 
 
 dare 
 
 nevicare 
 
 sperare 
 
 avere 
 
 desiderare 
 
 nuotare 
 
 spingere 
 
 bagnare 
 
 dimenticare 
 
 pagare 
 
 stracciare 
 
 bastare 
 
 dire 
 
 parlare 
 
 strisciare 
 
 bere 
 
 dispiacere 
 
 partire 
 
 studiare 
 
 bisognare 
 
 dividere 
 
 pensare 
 
 suonare 
 
 bruciare 
 
 dormire 
 
 piacere 
 
 tagliare 
 
 cadere 
 
 dovere 
 
 piovere 
 
 tenere 
 
 camminare 
 
 essere 
 
 portare 
 
 tirare 
 
 capire 
 
 fare 
 
 potere 
 
 tramontare 
 
 cercare 
 
 finire 
 
 pregare 
 
 udire 
 
 chiamare 
 
 formare 
 
 prendere 
 
 vedere 
 
 chiudere 
 
 fumare 
 
 recitare 
 
 vendere 
 
 comprare 
 
 guardare 
 
 respirare 
 
 venire 
 
 comprendere 
 
 imparare 
 
 ricevere 
 
 vivere 
 
 coniugare 
 
 invitare 
 
 rincrescere 
 
 volere 
 
 contare 
 
 lavorare 
 
 
 
 AWERBI. 
 
 abbastanza 
 
 gia 
 
 non mai 
 
 raramente 
 
 adagio 
 
 ieri 
 
 non piu 
 
 sempre 
 
 almeno 
 
 insieme 
 
 oggi 
 
 si 
 
 anche 
 
 la 
 
 peggio 
 
 solamente 
 
 ancora 
 
 lentamente 
 
 piu 
 
 spesso 
 
 appena 
 
 lesto 
 
 poche volte 
 
 subito 
 
 bene 
 
 male 
 
 poco 
 
 tardi 
 
 certamente 
 
 meglio 
 
 presto 
 
 troppo 
 
 come 
 
 meno 
 
 pure 
 
 un pd 
 
 di nuovo 
 
 molte volte 
 
 qualche volta 
 
 un poco 
 
 domani 
 
 molto 
 
 quanto 
 
 velocemente 
 
 dove 
 
 no 
 
 quasi 
 
 
 forse 
 
 non ancora 
 
 qui 
 
 
 
 
 (ID 

 
 CONGIUNZIONI. 
 
 e nfe ne quando 
 
 ma oppure se 
 
 mentre perchfe tuttavia 
 
 PREPOSIZIONI. 
 
 a dietro a invece di sopra 
 
 con dopo di lontano da su 
 
 contra, contro durante per tra 
 
 da fra prima di verso 
 
 davanti a in senza vicino a 
 
 di intorno a sotto 
 
 OUTLINE OF WORK FOR THE SECOND UNIT. 
 
 This Unit comprises the work of the ninth grade in 
 intermediate schools or classes when preceded by two 
 years of the study of Italian, or the work of the second 
 year in high schools. 
 
 METHOD. 
 
 The work of the first few weeks of the Second Unit 
 should consist of a rapid but thorough review of the vocab- 
 ulary and the main points taught in the First Unit. 
 
 The problem of teaching Italian differs from the work 
 in French or in Spanish. The pupils in the Italian classes 
 are in general of Italian parentage, and nearly all of them 
 have some knowledge of the language either in the form 
 of faulty Italian or as a dialect. Consequently, the aim 
 of the instructor should be to teach these pupils the cor- 
 rect pronunciation, the proper use of words and the right 
 grammatical construction. In accordance with this pur- 
 pose, the use of Italian as the language of the classroom is 
 earnestly recommended, and all mistakes in grammar or 
 in pronunciation made by the pupils, whether in oral 
 practice or in reading, should be carefully corrected by 
 the teacher. For this reason, the so-called "socializing 
 of recitations" is not recommended in teaching a foreign 
 language. The pupil must hear, speak and write only 
 correct forms. Thus a procedure which may be admis- 
 sible and have its advantages in the teaching of subjects 
 which have the native tongue for a basis, becomes danger- 
 
 (12)
 
 ous when teaching a foreign language, especially during 
 the first years of instruction. Instead, selected poems and 
 dialogues should be carefully prepared, memorized and 
 recited by different pupils to the profit and pleasure of the 
 entire class. The learning of songs is also of great value 
 for, by following the music, the pupils acquire the correct 
 pronunciation and accentuation of words. 
 
 Formal translation may be started early in this Unit. 
 Extracts and complete stories from the best writers of 
 prose and of poetry, should be chosen and used either for 
 reading or translating. The vocabulary may be enriched 
 by noting carefully the new words found in these reading 
 lessons. These words should be written in the note book 
 and used in drills given by the teacher. 
 
 In this Unit the pupils should make a more comprehen- 
 sive and formal study of grammatical principles, including 
 the review of the rules which were inductively presented in 
 the First Unit. Constant practice must be given in the 
 use of pronouns, conjunctions and prepositions. 
 
 The verbs given in the syllabus should be conjugated in 
 full, and each tense thoroughly drilled so that the pupils 
 may know how to use it correctly. 
 
 Formal composition and much of the oral practice may 
 be based on matter read or translated. Original compo- 
 sition, oral or written, based on a subject selected by the 
 teacher, may be attempted at the close of the Second 
 Unit. This work is useful when carefully directed by the 
 instructor. The pupils must use only what they know, 
 for to attempt the use of unfamiliar words or construc- 
 tions leads only to difficulty and confusion. The skillful 
 teacher who wishes to do this advanced form of composi- 
 tion, will know how to direct it to the best advantage. 
 
 At least twice a week, for periods of from ten to fifteen 
 minutes the teacher should give dictation taken from some 
 poem or from reading selections familiar to the pupils. 
 The necessity and usefulness of dictation cannot be too 
 strongly emphasized. 
 
 The occasional use of phonographic records of spoken 
 Italian is recommended. 
 
 (13)
 
 CONCLUSION. 
 
 Although the matter has been touched upon in the 
 special reports, the committee wishes once more to remind 
 teachers of classes of beginners that the grammar outline 
 for the First Unit of work has been constructed for the sole 
 purpose of furnishing a concise, compact and systematic 
 outline of those facts of grammar which may appropriately 
 be taken up during the course of the First Unit work. It 
 is not expected that the grammar will be taught in a formal 
 way, nor that the teacher will follow the order of presen- 
 tation given here. The order, method of actual presenta- 
 tion, etc., are left to the judgment of the teacher. It is 
 not expected, however, that the limits here noted will 
 ordinarily be exceeded. The same consideration applies 
 to the Second Unit, with the understanding that the 
 grammatical work of this Unit will be more systematic 
 and complete. 
 
 127911 
 
 (14)
 
 This book is DUE on the last date stamped below 
 
 NOV 141934 
 
 ' 
 
 JUN 11 195E. 
 MR 21965 
 
 "in i 
 
 REG E 
 
 MAIN 
 
 LO/N 
 
 A.M. 
 
 Form L-9-35m-8,'28 
 
 
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 DESK
 
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