A TENTATIVE COURSE OF 
 
 STUDY IN ENGLISH 
 
 With a Statement of Minimum Requirements 
 for First, Second, Third, and Fourth Grades; 
 and a Statement of Minimum Require- 
 ments for Fifth, Sixth, Seventh, 
 and Eighth Grades. 
 
LIBRARY 
 OF THE 
 UNIVERSITY OF ILLINO!? 
 
 A TENTATIVE COURSE OF 
 
 STUDY IN ENGLISH 
 
 With a Statement of Minimum Requirements 
 for First, Second, Third, and Fourth Grades; 
 and a Statement of Minimum Require- 
 ments for Fifth, Sixth, Seventh, 
 and Eighth Grades. 
 
 1920 
 
 LOUISVILLE PUBLIC SCHOOLS 
 
\ 
 
 V 
 
CON TENTS 
 
 English 5 
 
 i-angnage — Kindergarten 28 
 
 Minimum Requirements for Kindergarten 32 
 
 Language — First Grade 34 
 
 "^^inimum Requirements for First Grade 42 
 
 Language — Second Grade 48 
 
 ^ Minimum Requirements for Second Grade 58 
 
 >j Language— Third Grade 61 
 
 ^ Minimum Requirements for Third Grade 82 
 
 Language — Fourth Grade 85 
 
 Minimum Requirements for Fourth Grade 95 
 
 ^ Reading — A General Statement 99 
 
 * Lists of Supplementary Readers and Texts for Primary Grades 107 
 
 V Writing — Primary Grades 110 
 
 1 Spelling — Primary Grades 116 
 
 T A Statement of Minimum Requirements for Fifth Grade 129 
 
 J A Statement of Minimum Requirements for Sixth Grade 132 
 
 [HA Statement of Minimum Requirements for Seventh Grade 135 
 
 ^ Statement of Minimum Requirements for Eighth Grade 138 
 
 A Book List 124 
 
 I 
 
 » 333 1 72 
 
English 
 
 lender English are included Language, Reading, Writing, and 
 Spelling. English from this point of view, is the most important 
 subject in the primar\' curriculum. 
 
 BASIS OF ORGANIZATION. 
 
 1. Sources of MatilKial. Experiences and activities from 
 which are received nipr( ssions. 
 
 ('orrect liahits of thought established through the directed 
 experience. 
 
 Meaxs of Expression. Habits of thought established in 
 re.ati(m to problem of finding fitting expression. 
 
 Specific habits in relation to the mechanics, the formal side 
 of the subject to be made automatic. 
 
 LANGUAGE. 
 
 A State nirnt of the General Aims of This LatKjaage (Jourse. 
 (See Mahoney, Standards in English.) 
 
 1. "To graduate pupils able to talk or recite for a few 
 minutes in an interesting way, using clean-cut sentences and 
 good enunciation. 
 
 2. "To graduate pupils able to write an interesting paragraph 
 of clean-cut sentences, unmarked by misspelled words and by 
 <'f)rnmon grammatical errors." 
 
6 
 
 POINTS THAT REQUIRE CONTINUAL AND CONTINUED 
 
 ATTENTION. 
 
 In order to teach successfully the language of any one grade, 
 it is absolutely necessary to know the work of all grades. 
 
 The cultivation of the sentence sense is of the greatest 
 importance in every grade. This does not mean that children 
 should answer in complete statements when it is unnatural to 
 do so. 
 
 Every subject in the primary curriculum, every phase of 
 child activity is a source of language. Every lesson dealing 
 with content subjects is an excellent opportunity for exercise 
 in good English. This is particularly true if the expression is 
 clear, logical, concise, the result of an effort to give to the other 
 members of the group a thought related to some point in which 
 all are interested. 
 
 The Social Situation in Relation to Language Teaching, 
 With the teacher a leader and yet a member of the group, the 
 spirit should be that of exchange of thought in relation to some 
 topic that the child feels is of value to himself and to the other 
 members of the group. 
 
 Class Arrangement. In class discussions, much depends 
 upon the arrangement of the group. The children should be so 
 seated or so standing that the child who is talking may be seen 
 by every member of the group. Insist upon clear statements, 
 distinct enunciation and that every child in the class should 
 hear all that is said. The members of the group should be 
 responsible for the contribution of each individual member. 
 
 Language must be taught. It is as definite in its requirements 
 • as is an arithmetic lesson. Simply telling and retelling stories to 
 children is not constructive language work. 
 
 There should be a period in the day's work devoted to the 
 constructive phase of English. 
 
 The teacher should have a purpose. She should have her 
 lesson clearly outlined. 
 
 The child should have a motive. There should be an effort 
 to get the most fitting sentence or expression for that purpose. 
 
ENGLISH 
 
 T 
 
 Form the habit of getting the essential points in each story. 
 Avoid all unnecessary repetition of words. 
 
 Thorough oral preparation should precede all written work. 
 Skillful teaching will eliminate many possibilities of errors. 
 Avoid the misspelling of words, having the children think of the 
 words they expect to use before they begin. Write those words 
 for them. 
 
 All written work should be carefully supervised by the 
 teacher. In order that this may be done, avoid exercises that 
 are too lengthy. Have many brief exercises at the blackboard. 
 
 Whenever possible, use the written work of the child in 
 some vi-ay. Have him feel that it is permanent — worthy of effort. 
 Never allow any of his work to be thrust into his desk, to 
 accumulate as material for the waste basket. The effect is 
 disastrous. 
 
 Punctuation, capitalization, margin, indention of paragraphs 
 — all correct forms of written language should be carefully 
 observed and variations should never be allowed. 
 
 From the beginning the child can be asked to see that 
 punctuation is based upon the thought implied. 
 
 Beginning with the first year, select the most common errors 
 in English. Drill upon one at a time, using games and other 
 devices. 
 
 A very important phase of English is increasing the child's 
 vocabulary. This may be done by the teacher using new words 
 in such a way that the children will get the meaning of the words 
 from the context. 
 
 The new words found in the reading material should be so 
 mastered that they become a part of the child's speaking 
 vocabulary. When a new word is needed for the expression 
 of a thought, give the child the fitting word. 
 
 As early as the second year, children should be trained to 
 use informal topical outlines. Emphasize correct sequence. 
 
 Begin in the kindergarten and continue throughout the 
 grades, training in appreciation of beautiful forms of expression 
 in prose and poetry. 
 
8 
 
 ENGLISH 
 
 In all of the primary grades, carefully planned and skillfully 
 directed oral work should form the major part of the language 
 training. 
 
 The teacher should consciously strive to give the children 
 models of clear, concise expression. There should be exercises 
 in imitating "style of construction". This does not mean 
 imitation of thought and words. (See Mahoney, Standards in 
 English for excellent short stories, using short sentences.) 
 
 Begin in the kindergarten, and continue training in the 
 recognition of excellent points in the work of other members of 
 the group. Adverse criticism should be followed invariably by 
 helpful, constructive criticism. 
 
 Errors of speech should receive correction throughout the 
 grades. Minimum requirements are stated in the outline for 
 each grade, beginning with the kindergarten. 
 
 Children of different localities have various faults in English. 
 The teacher should make a note of these characteristic mistakes 
 and drill in the correct expression. Drill upon one mistake at 
 a time, using games and other devices. 
 
 The Louisville Normal School has made a study of the more 
 common errors in pupils ' written English in the grades. Primary 
 teachers are referred to this study, as it may be suggestive of a 
 type of procedure, should other schools wish to make a smiliar 
 study. This study is also indicative, in a general way, of the 
 usual mistakes of the elementary grade children. See page 140. 
 
 SOURCES OF MATERIAL FOR TRAINING IN 
 , LANGUAGE. 
 
 1. Social Experiences. 
 
 2. Nature Experiences. 
 
 3. History Experiences. (See Course of Study by Louisville 
 
 Normal School.) 
 
 4. Geography. (See Course of Study by Louisville Normal 
 
 School. Mimeographed copy, October, 1919.) 
 
 5. Industrial Experiences. (See suggestions in separate outline 
 
 for industrial work.) 
 
ENGLISH 
 
 9 
 
 6. Pictures. (See suggestions in separate outline for drawing.) 
 
 7. Music. One of the most important of all the means of 
 
 impression and expression. 
 Songs and rhythmic work, exercises in distinct enunciation, 
 should be used in relation to many phases of school 
 activity. This does much to strengthen the English of 
 the primary grades. 
 
 8. Literature. 
 
 THE PROJECT PLAN. 
 
 The tyfx^ of procedure that involves tiie consideration of 
 large units of thought, affords because of the continuity involved, 
 and the sustained interest, a natural opportunity for training 
 in oral and written expression. In the Louisville Normal School 
 Extension (Mass in Primary English, 1918-1919, a number of 
 projects that involved oral and written English were tested and 
 reported by the mem])ers of the class. 
 
 As an illustration of the pos,4ibilities involved in relation to 
 tlie teaching of English, several of these projects are given. 
 
 TYPICAL PROJECTS. 
 
 PrO.JIX'T for Foi'KTH (iKADK. 
 
 Miss Mary Miuj Wijniond and a Student Teacher, 
 Louisrilh Xonn(U School. 
 
 Two of my })oys asked very earnestly one day: ''Miss , 
 
 if dew falls, why can't we see it? Does it really fall?" 
 
 I decided to let them answer their own question through a 
 series of experiments. T told them that this was a very interesting 
 question, and, if they liked, all the class and f would help them 
 answer it. 
 
 The children knew that water evaporated. They learned 
 that fact from ex})erience in the Third Grade. 
 
10 
 
 ENGLISH 
 
 Experiment I. 
 
 To recall that water evaporated when it was heated : 
 
 We boiled water in a pan over a flame. The children knew 
 that the water evaporated. They noticed that the water vapor 
 was not visible just above the pan, but a short distance above. 
 
 The class related the experiment; they accounted for what 
 they had seen. The next day they told what they saw at home. 
 We put questions on the board to guide the writing, because the 
 class is weak. The children wrote what they had discussed. We 
 hope to make a booklet of these exercises. 
 
 We have discussed each experiment and have written each 
 one up very carefully. 
 
 Experiment II. 
 
 To show that sunshine and air evaporate water : 
 We placed cups of water, each containing the same amount^ 
 in the sunshine and shade. We compared results. 
 
 Experiment III. 
 
 We placed a tumbler and a saucer, each containing the same 
 amount of water, to see which evaporated more quickly. In 
 each of these experiments we noticed the invisibility of vapor. 
 
 We were then ready for condensation experiments. We 
 discussed where vapor came from. The children had all noticed 
 the evaporation of the water in the tadpole jar and from water 
 spilled on the floor. 
 
 We asked how they knew that vapor was in the air ; a lively 
 discussion followed. The idea was prevalent that if there were 
 no vapor in the air we should all die. By insisting on their 
 answering the question, we got them to think along the right 
 line. Some of the boys told how frost collected on the pipes 
 in the ice house. We then asked if we could prove the presence 
 of water vapor in our own room. Various experiments were 
 suggested and rejected by the children. We left them with the 
 question until the next day. 
 
ENGLISH 
 
 11 
 
 The next day one boy reported that at supper the outside 
 of the glass of iced water became wet. This experiment was 
 performed in class. 
 
 We watched the condensation of vapor from a pan of boiling- 
 water on a cold, dry surface. 
 
 We plan to note the condensation of vapor given off by a 
 plant in soil, and a plant so protected that the vapor given off^ 
 by the soil will not be condensed on the jar. 
 
 We shall discuss these questions: 
 
 Under what conditions does water evaporate? What makes 
 it condense ? Can you now tell where the dew comes from ? Why 
 do we find dew on summer mornings? 
 
 We shall discuss rain; we hope to illustrate the principle of 
 condensation and falling through the air. 
 
 This series of lessons has been very valuable. The children 
 have had something interesting to discuss, and they have 
 discussed it freely. They have had to work hard for the written 
 English, but they have enjoyed it. 
 
 A PROJECT. 
 
 By Mrs. Adelaide S. Whiteside and M'lss L. Bersot, 
 Prentice School. 
 
 (Note: This school is practically a social center.) 
 
 (x\n account of the details of this project is on file for any 
 teacher who is interested.) 
 
 Laundry. 
 
 Sitnafion: Red ('ross required articles to l)e laundered. 
 
 Teacher's Aims: To teach the child the joy of service, 
 the dignity of manual labor through service for others, 
 the care of his own clothes, and to provide a source of 
 natural expression in oral and written English. 
 
 Child's Motive: To launder Red Cross articles. 
 
 Approach: The felt need for laundering Red Cross articles made 
 in sewing class. 
 
12 
 
 ENGLISH 
 
 1. Difficulties to be met — Parent-Teachers' meeting- a 
 month off, no money to hire it done. It was thought not 
 wise to send them to the children's homes. The articles 
 must be laundered at school. 
 
 2. Examination and assemblage of resources — willing 
 hands and bowls under fountains that were used for tubs. 
 Children brought from home soap, irons, and ironing 
 boards. (Toak room lined from hook to hook (by the 
 boys) for drying. Lunch room and range used for ironing. 
 
 Preparation: In order to learn the best way to launder the 
 articles most acceptably, it was decided that it was necessary 
 to visit a laundry. 
 
 1. List of principal laundries of Louisville. 
 
 2. Select one to visit. 
 
 E:rcursion: 
 
 1. Discussion : Shall permission be obtained from 
 manager by letter, in person, or by telephone? 
 
 2. Arrange time for the visit. 
 
 3. Oral discussion preparatory to the visit. 
 
 4. Discussion after the visit. 
 a. Location — advantages. 
 h. Machinery. 
 
 c. Supplies — soap, paper, pins, etc. 
 
 d. Processes. 
 
 5. Composition — narrative (telling about visit). Note 
 of thanks to the manager. 
 
 Jllstorij: Find out how different nations, individuals, and soldiers 
 launder. 
 
 1. Through research. (Books, pictures, conversation 
 with parents, observation.) 
 
 2. Through reports from pupils of various nation- 
 alities. Reports from Roumania, Turkey, Mexico, France, 
 Alabama, and the mountains of Kentucky. Written 
 
ENGLISH 
 
 13 
 
 reports were compiled of all the various ways of 
 launderino; and sent to the parents that they might enjoy 
 them. 
 
 Geography : Study of places that were referred to in the 
 discussion in history and literature. 
 
 Litfrature : Poem, "Sing a Song of Sixpence" — Mother Goose. 
 Story, dramatized "Nausica'' — Greek. Oral reproduction of 
 Greek story. Books were given to each child to take home 
 and read the story. 
 
 Mathematics : Laundry lists filled out, estimate cost of finished 
 work, compare with cost of home washing, "rough dried", 
 and wet laundry. Fractions and decimals through amount of 
 laundry received. Wages applied to cost of living. List of 
 average wages obtained fnmi manager. 
 
 Spelling anel Enlargiiaj the Vocahiilarij : Teach such words as 
 employ, employer, employment, employee, different, nations, 
 rinse, finished, soldiers, machinery, process, manager, laundry, 
 duties, public, supplies, lather. 
 
 Science: How soaj) is made. Source of starch, use, conservation. 
 Test for starch. Soften hard water with ammonia, soda, etc. 
 Keep soluti(m in bottles. Gall attention to the danger of 
 having these articles standing about carelessly. 
 
 Art: Study of pictures, making (covers for laundry lists. 
 
 Music: "Rub-aJ)ub-I)ub." 
 
 Social Economics : 
 
 Need for public laundries. 
 Need for community laundries. 
 Need for school laundries. 
 
 V^ocational guidance — employees, wages, duties. 
 Labor-saving devices — water and electric motors, 
 manglers, electric washers, wringers, and irons. 
 Of)portunity for home business. 
 
 Domestic Arts: Processes for washing and ironing cotton 
 articles: Two suds, one rinse, boil soap in water (boys did 
 
14 
 
 ENGLISH 
 
 this). One child said, ''Mother thinks there is as much in 
 the rinse as in the suds." This leads into processes for 
 Avashing woolens, dry cleaning, and home dyeing. 
 Mend and darn before washing. 
 
 Composition — Exposition — process of washing. 
 
 Letter of thanks written with returned picture of 
 mountain women washing. 
 
 All discussions were followed by short paragraphs on 
 each theme. 
 
 A PROJECT— MILK. 
 
 By Miss Nora Wellenvoss, Salisbury School. 
 
 (This was outlined in relation to the work of the Science 
 Class of the Louisville Normal School Extension Course. It is 
 given in detail, as it involves many opportunities for English.) 
 
 Aims: To impress the interdependence of farmer and merchant. 
 Importance of drinking milk. 
 To establish good food habits. 
 
 To teach processes necessary and number of people 
 engaged for our health and welfare. 
 
 To take advantage of all opportunities for clear, 
 concise expression in oral and written English. 
 
 Approach: A careful study of food, emphasizing the following: 
 Choice of foods. 
 
 Good food for growth — 
 Cereals. 
 Milk. 
 Fruits. 
 Vegetables. 
 Eggs. 
 
 Good butter and bread. 
 
 Poor food — 
 Tea. 
 Coffee. 
 Pies. 
 
 Doughnuts. 
 
ENGLISH 
 
 Well-balanced menus — good combinations. 
 Eating habits — 
 
 Wash hands before eating. 
 
 Eat slowly. 
 
 Chew food well. 
 (Posters to illustrate the above points used to advantage.) 
 
 After the above lessons, the questions arose : 
 
 Of all the foods that we have talked about, which food will 
 do the most for your body? 
 ' Milk. 
 
 Whicli food will make you have strong bones and strong 
 muscles ? 
 Milk. 
 
 Where does milk come from? 
 
 What happens to the milk, from the time it comes from the 
 cow until we drink it? 
 
 Is there a place we could go to find out about this ? 
 
 Plan a Visit to a Dairy. 
 
 Letter asking permission to visit a large dairy farm on the 
 Shelbyville Pike. 
 
 Oi'al and written language. 
 
 Fifteen children selected by the class to visit the farm. 
 (Limited number chosen owing to the expense of the trip.) 
 
 Assignment by Class to Selected Group: 
 Visit a dairy. 
 
 Find out for us what happens to the milk, from the 
 time it comes from the cow until we drink it. 
 
 Assignment by Teacher to the Group: 
 
 Be prepared to tell your classmates what you saw. 
 You may supplement your talk with pictures or 
 blackboard drawings. 
 
16 
 
 ENGLISH 
 
 Discuss: 
 
 How will we reach the farm ? 
 AVhich is the cheapest route? 
 
 Information Furnished by the Teacher: 
 Car service — 
 
 Fare from Salisbury School to the Interurban Station 
 (Third and Jeiferson Streets), five cents. 
 
 Fare from the station to the farm, sixteen cents. 
 Cost of trip going out, twenty-one cents. 
 Return trip, twenty-one cents. 
 Cost of the whole trip, forty-two cents ; 
 or 
 
 From Salisbury School to the city limits (Crescent 
 Hill), five cents. 
 
 From the city limits to the dairy farm, fourteen cents. 
 
 Cost of the trip going out, nineteen cents. 
 
 Return trip, nineteen cents. 
 
 Cost of the whole trip, thirty-eight cents. 
 
 A saving of four cents for each person by riding to the 
 city limits before taking the Interurban car. 
 
 Mathematics: How much Avill we save for fifteen persons? 
 Original problems. 
 
 Discuss: Savings. 
 Resolved: 
 
 It is wise to consider the cost of a trip. Find the 
 the shortest way and the least expensive. 
 
 Money for the Trip: 
 
 Each child brought ten cents, and the remainder, 
 through the kindness of Miss Yunker and of Mr. Bell, was 
 furnished from the Salisburg Garden Club bank account. 
 Letter of thanks to show appreciation sent to Miss Yunker. 
 
ENGLISH 
 
 17 
 
 Trip on Walnut Street Car From Twenty-second Street to the 
 City Limits: 
 
 AYliat we saw in the city — 
 Streets. 
 
 Houses close together. 
 
 Busy section of the city. Fourth Avenue. 
 
 Beargrass Creek. 
 
 Crescent Hill. 
 
 Library (Branch). 
 
 Water Works. 
 
 Trip on the Interurhan Ceir: 
 
 What we saw in the country — 
 Compare cars. 
 
 Houses not so close together. 
 
 Barns. 
 
 Trees. 
 
 Cattle. 
 
 Pasture land. 
 
 The Dairy Farm: 
 
 Arrival — Station. 
 
 Entrance. Well kept. Stone gate. 
 Good road leading to tlio ])firn. 
 Fields- 
 Clover, 
 
 Corn, Food for cattle when 
 
 Millet, <>rass is scarce. 
 
 Timothy, 
 Alfalfa. 
 
 These grasses grown and harvested by farmers. 
 Why does the farmer raise the above grasses? 
 Pasture — 
 
 Rolling land. 
 
 Creek, 
 
 Spring, 
 
 Source of water, 
 Spring house. 
 
18 
 
 ENGLISH 
 
 Trees- 
 Shade for the cattle. 
 
 The Barn: 
 
 Location — 
 
 Air. 
 
 Light. 
 Windows — 
 
 Sunshine. 
 
 Cleanliness. 
 Concrete floor. 
 
 Easily washed. 
 Overhead truck for carrying away waste. 
 Feeding pens. 
 Stalls. Straw bedding. 
 Yoke for the cows head. 
 
 Comfort for cow considered. 
 
 The cow can move her head up and down. She 
 can also lie down. 
 
 Iron rod. Separation. No cow will interfere 
 with her neighbor. 
 
 Silo: ' 
 
 Compare with mother's Mason jar. 
 
 Preserve food for cows. 
 
 Built of what material? 
 
 Air-tight. 
 
 How filled? 
 
 Chopped corn. Salt. 
 
 Machine used to cut corn. 
 
 The Dairyman: 
 
 Clean appearance. 
 
 White coat and cap (washable). 
 
 Kindness shown to the cows by the dairyman. 
 
 Cows: 
 
 Jersey — tan; rich milk. 
 Holstein — black and white ; great quantity of milk. 
 
ENGLISH 
 
 Care of the Cows: 
 Washed. 
 Brushed. 
 Combed. 
 
 Care during the summer. 
 Care during the winter. 
 Food in the summer. 
 Food in the winter. 
 
 Calves: 
 
 Not kept with the mothers. 
 
 Food- 
 Milk until one year old. 
 Fed from a bucket by the dairyman. 
 
 Care of the Calves: 
 Washed. 
 Brushed. 
 Combed. 
 
 Discuss : 
 
 What doQs the farmer do with his milk? 
 Uses it. 
 Sells it. 
 
 Sends it to the city to the creameries. 
 Transportation — 
 
 Cars (interurban) . 
 Trains (milk trains). 
 Trucks. 
 
 Importance of good roads. 
 
 Roads over whir-h milk is sent to Louisville — 
 Bardstowii 
 Shelbyville. 
 
 Eighteenth-street Road. 
 From Bloomfield. 
 From New Albany. 
 
 Discuss : 
 
 What does the manager of the creamery do 'with 
 milk when he receives it? 
 
20 
 
 ENGLISH 
 
 Plan a Visit to a Creamery. 
 
 Assignment: 
 
 Find out what is done with the milk before it is placed 
 in bottles and delivered at our kitchen doors. 
 Find out — 
 
 How butter is made. 
 How cheese is made. 
 Letter asking permission to visit a creamery. 
 Oral and written language. 
 
 Preparation for the Trip: 
 Cost. 
 
 How will we 8'et to the creamery? 
 Cars needed. 
 Transfer. Where? 
 
 Arrival at the Creamery. 
 Cordial welcome. 
 
 Trip Through the Creamery: 
 Empty bottles — 
 Washed. 
 
 Sterilized to kill germs. 
 Machinery — 
 
 Speed and ease with which bottles are taken 
 from the basement to tlie first and second floors. 
 
 What Is Done With the Milkf 
 
 Cans — shape, cover, no flies. 
 
 Weighed. 
 
 Strained. 
 
 Pasteurized— milk placed in large tanks. Heated 
 (145^) from t\\(Mit\- to thirty minutes. All disease germs 
 killed. 
 
 Cooled — 
 Quickl}'. 
 
 Milk from vats passes through chilled pipes. 
 
ENGLISH 
 
 21 
 
 Bottled— 
 
 Machinery used. 
 
 People employ ed. 
 Placed in a cold room. 
 Later delivered to customers. 
 
 Buffer Maki)ifj: 
 
 Vne of separator at farm. 
 Cream — 
 
 Placed in vats. 
 
 Heated. 
 
 Barrel churn. 
 
 Compare present method of making butter with old method. 
 Old churn — picture, "Woman Churnino-, Millet. 
 
 ('hur)i : 
 
 Sliakin^i' — 
 
 Machinery. 
 
 Time required. 
 Milk leaves butter. 
 Buttermilk. 
 
 Butter washed (to remove milk). 
 Salted and churned again. 
 Cut into blocks. 
 Packed in cartons. 
 
 Coftage Chrrse: 
 
 Value as food. 
 •Easily digested. 
 Not packed like cream cheese. 
 Water leaves the milk (whey). 
 Curds left (cheese ) . 
 
 ('orrelafioii : 
 
 Language — 
 
 Stories written in connection with i)roject. 
 Placed in a bookh't. 
 
 Illustrated with ])ictures cut from farm 
 magazines, papers. 
 
»22 
 
 ENGLISH 
 
 Poems — 
 
 '^The Brook/' 
 ^'The Friendly Cow." 
 Thank Yon, Pretty Cow." 
 
 Art: Decorate cover of booklet. 
 Use crayons. 
 Cows. 
 
 Conntry scene. 
 
 Music: Son^, "The Brook." — Progressive Mnsic Cronrse, page 12. 
 
 Spelling: New words nsed in connection with study of the 
 project. 
 
 Reading: Books selected from Library containing stories bearing 
 upon project. 
 
 These books also contain stories about — 
 Soil. 
 Water. 
 Trees. 
 Birds. 
 
 These stories clinched and clarified points made in 
 previous lessons. 
 
 Matheniatics: Problems. 
 Price of milk. 
 Price of cream. 
 
 Measures — pint, quart, gallon. 
 
 Multiples 2, 4, 8 reverses. 
 Use of scale — ounce, pound. 
 Cost of transportation. 
 Price of butter — 
 
 One pound. 
 
 One-half pound. 
 
 One-quarter pound. 
 Number of people employed in a dairy. 
 Discuss profit. 
 
 How much milk does a cow give in one day? 
 In a week? etc. 
 
ENGLISH 
 
 23 
 
 Construction Work: 
 
 Draw a plan to show how you think the sand table 
 should look to show points of interest that were seen at the 
 dairy farm. 
 
 Reproduce farm in the sand table. 
 
 Paper Cutting: 
 Booklet. 
 Crayons. 
 
 Make pictures to tell the story of your trip to 
 the farm. 
 
 Collection of pictures from — 
 Farm magazines. 
 Dair}^ magazines. 
 Country life. 
 
 Mounted and placed in the room. 
 
 Experiment in Connection with the Milk Project. 
 
 Making butter (Used kitchen in the school building). 
 
 Preparation: 
 
 Clean hands. 
 Apron — 
 
 Cleanliness. 
 Protection of clothes. 
 
 Materials: 
 
 Mason jar. 
 
 One pint of sour cream. 
 Procedure: 
 
 Mason jar washed with warm water and soap. 
 Jar sterilized to kill germs. 
 Cream placed in jar. 
 
 Shaking the jar. (Each child given an opportunity 
 to shake the jar.) 
 
 Butter placed in bowl. 
 
 Butter washed with cold water. 
 
 Salted and beaten. 
 
 Spread on crackers and eaten. 
 
24' 
 
 ENGLISH 
 
 Buttermilk remained. Each child <iive7i a taste. 
 Time required to make the butter (telling" time) : 
 
 AVe began to shake the jai^ at ten minutes to eleven — 
 butter finished at ten minutes after eleven. 
 
 Time : Tw^ent.y minutes to churn. 
 How much butter did we get from one ])int of cream? 
 How much did one pint of cream weigh? 
 How can you find out? 
 Use of scales : 
 
 Mason jar weighed one pound. 
 
 Mason jar and cream weighed two pounds; then the 
 cream weighed one pound. 
 Bowl weighed six ounces. 
 
 Bowl and butter weighed eighteen ounces ; then the 
 butter weighed tAvelve ounces. 
 
 Result : Twelve ounces of good, fresh butter were made 
 from one pound of cream. 
 
 STORIES. 
 
 Poems. 
 
 The Story : Its 'Purpose : 
 
 Acquaintance with good literature and the formation 
 of the habit of caring for good literature. 
 Enjoyment. 
 
 The foundation of ideals of life and conduct. 
 In its relation to the teaching of English, a means of 
 gaining more control of adequate, fitting expression. 
 
 Motive. From the Chilel's Foiiit of \^ieu': 
 Social. 
 
 A desire to li(^ai' somctliiim' int(M*csting. 
 A desire to tell something interesting. 
 Dramatization. 
 
 Basis of Selection of Story Material: 
 Be guided by the following: 
 Give the children — 
 "What is good. 
 
ENGLISH 
 
 25 
 
 ••What they like. 
 ''What we like." 
 
 ♦ The story must be suited to tlie chiUrs experience and 
 
 eomprehensiou. 
 
 It must be simple in thought, structure, and language. 
 
 It should be related to child life. (This does not mean that 
 the material must necessarily be ahojit children.) Children are 
 also interested in the activities of grown people, if within their 
 comprehension. 
 
 The story shouhl be dramatic. There should be much action 
 in close seriuence. 
 
 The climax should be happy. ♦ 
 
 As material for oral or written laiiguag(\ it sliould stimulate 
 a desire for expression. 
 
 Method — Suggestions. .V waken a desire for ex])ression. Have 
 the child learn the story hero by living with his life, imitating 
 it. Chubb i^laces much emphasis on imitation in a broad sense. 
 He says that this begins with the cradle song and the Mother 
 Goose Melodies. We should create tlie spiritual enviroinnent of 
 the child. 
 
 Remember that the child is ' ' poly-ex))ressi()iiar Various 
 motor activities may help iu the expression work aiul emphasize 
 the oral P^nglish. 
 
 Dramatization may ))e of much use in this way. In pi-escnting 
 a story, or in conversation, the teacher's language should be the 
 model. 
 
 In telling the story, kcM'p in mind the elements of unity, 
 variety, surprise, suspense, and climax. 
 
 In developing the "linguistic conscience", substitute the 
 correct expression when a mistake is made, providing that it is 
 so skillfully done that the child will not be embarrassed in his 
 effort to express the thought. It is a good plan to make a note 
 of mistakes in English and |)rovide abundant opportunity for 
 the repeated use of the cf)rrect expression. 
 
 In presenting a story, work for logical arrangement and 
 sequence of thought. In telling a story, it is helpfid to have the 
 
26 
 
 ENGLISH 
 
 children give the account of what was done in the proper order, 
 just as the thing happened. The question^ — "What happened 
 next"' — will help. A logical arrangement of topics to which the ^ 
 child is held will be helpful. This may form the basis for oral 
 paragraphing. The children may be led to give their own topics 
 in logical Sequence. 
 
 Train the children in making personal applications of the 
 interpretation of the content and character of the story. 
 
 Take advantage of the children's joy in making rhymes and 
 verses. Use these contributions in such a way that the child will 
 feel that his own effort has been worth while. 
 
 As an illustration of this point, Miss Alice Porter, of the 
 Louisville Normal School (IB Grade), gives this: 
 
 One day a butterflj^ emerged from the cocoon which the 
 children had been watching. The butterfi}^ poised on the edge 
 of the flower box, then flew out the window and lighted on a 
 clover. The children asked the teacher to sing a song about the 
 butterfly, but the teacher said that she knew of no song of. that 
 kind. A little bo}^ suggested that they write one, and the 
 folloAving is the result : 
 
 A butterfly likes to fly, 
 
 He likes to sit in the clover. 
 He likes to fly, up to the sky, 
 
 When his dinner is over. 
 
 Poems. In all grades teach poems in relation to nature, home, 
 and social experiences. Many poems should be used in this way 
 for enjoyment and appreciation. The teacher and children 
 should select from recognized sources. 
 
 In order that some poems may be made a permanent 
 possession, a list of poems has been selected for each grade. (See 
 list — outline for each grade.) 
 
 Beginning with the Kindergarten, memorize at least ten of 
 the poems listed. Review in each grade the poems of all 
 preceding grades, adding the new poems for which the present 
 grade is responsible. 
 
ENGLISH 
 
 27 
 
 By the time that the child has finished the elementary school 
 he should have a permanent possession of good literature. 
 
 Note, — Attention is again called to the fact that much 
 reference material and story material are giyen in order to 
 indicate the type — the basis of selection in each grade, not the 
 number of stories to be told. 
 
 A few stories well told and properly used as the basis of 
 constructive work are more valuable than many from which the 
 child gains no real power. 
 
Kindergarten 
 
 LANGUAGE. 
 
 As, ''Good English is a habit. It must be mastered by 
 practice, not by rule," the school should begin in the Kinder- 
 garten the struggle for the mastery of good English. 
 
 Study the General Statement, and the outlines for the entire 
 elementary course to get an intelligent point of view for the 
 work of the kindergarten. 
 
 Special Aims. 
 
 To provide situations that will encourage the child to talk 
 spontaneously in relation to something that is worth while from 
 his own point of view. 
 
 To begin, kindly but firmly, to teach the child to hold to the 
 point in his discussions. 
 
 To start the training in organization of thought and 
 expression by holding to simple sequence of ideas in relation to 
 discussion of plans for play, games, dramatization, stories, and 
 the various types of projects in relation to constructive 
 expression. 
 
 To make a beginning in securing pure, clear tones, distinct 
 enunciation, and correct pronuuciation. This should be done by 
 having the child see the necessity of giving his thoughts to the 
 other members of the group in such a way that he will be 
 understood. 
 
 To start the campaign for better forms of speech. This 
 should })e done through the substitution of the correct form of 
 expression. In a thoroughly sympathetic and unobtrusive way, 
 this can be done without making the child self-conscious. 
 
KINDEEGAETEN 
 
 29 
 
 Sources of Language Material. 
 
 The folloAving large units of thought are common to the 
 Kindergarten and the First Grade. The children in the 
 elementary grades can do much in co-operating with the Kinder- 
 garten in the enrichment of these subjects. This is particularly 
 true in constructive expression. (See mimeographed copy, 
 Tentative Outline in Constructive Expression.") 
 
 General Topics; the Child's Experience in the Kindergarten and 
 Outside of the Kindergarten. 
 
 Life in the home. 
 Sources of food. 
 
 Seasonal activities and interests. 
 Life in the school. 
 Occupations related to clothing. 
 Construction in relation to projects. 
 Music. 
 
 Art — pictures. 
 
 Literature. ' 
 
 Stories — see suggestion in General Statement. 
 
 A list of stories — preparation for succeeding grades: 
 
 The Gingerbread Boy. 
 
 The Old Woman and the Pig. 
 
 The Three Pigs. 
 
 The Sun and the Wind. 
 
 The Little Red Hen. 
 
 The Old Gray Horse (TIk^ Bell of Atri). 
 
 Peter Ptabbit. 
 
 The Billy Goats Gruff. 
 
 Little Black Sambo. 
 
 The Three Bears. 
 
 The Lion and the Mouse. 
 
 The Shoemaker and the Elves. 
 
 Little Samuel. 
 
30 
 
 KINDERGARTEN 
 
 A List of Poems. 
 
 Teach at least ten of these poems. Enter into this in a spirit 
 of enjoyment and play. See McMurry's ''How to Study" for 
 a general idea of how to present a poem from the thought side, 
 not words. 
 
 Pass on to the First Grade teacher a list of the poems that 
 yon have taught. 
 
 Teach any other poems that co-ordinate with a particular 
 project. Read and tell stories to the children. 
 
 A List of Poems. 
 
 'Kindergarten — Review in First Grade.) 
 Stevenson, R. L. : The Swing. — Child's Garden of Verse. 
 Stevenson, R. L. : Time to Rise (Birdie With a Yellow Bill). — 
 
 Child's Garden of Verse. 
 Stevenson, R. L. : Rain. — Child's Garden of Verse. 
 Stevenson, R. L. : Sing a Song of Seasons. — Child 's Garden of 
 
 Verse. 
 
 Rosetti, Christina : The Wind. — Art Literature, Book 1. 
 Brown, K. L. : Little Plant Seed. — Child's Calendar Beautiful. 
 The Real Mother Goose. 
 
 From the German: Lullaby (Sleep, Baby, Sleep). — Poems by 
 
 Grades ; Harris & Gilbert. 
 Taylor, Jane : Twinkle, Twinkle, Little Star. — Poems by Grades ; 
 
 Harris & Gilbert. 
 Taylor, Jane : Thank You, Pretty Cow. — Modern Music Series 
 
 Primer. 
 
 Cooper, George : Come, Little Leaves. — Song Stories for Kinder- 
 garten. 
 
 Alexander, Mrs. C. T. : All Things Bright and Beautiful. — Song 
 Stories for Kindergarten. 
 
 Hill, Patty S. : God, Our Father, Made the Light.— Song Stories 
 for Kindergarten. 
 
 Holland, J. C. : Christmas Song (There's a Song in the Air). 
 
 Unknown: The Seed (Little Black, Shining and Round). 
 
 Unknown: The Sweet Red Rose (Good Morrow, Pretty Rose- 
 bush ) . 
 
KINDERGAETEN 
 
 31 
 
 Rosetti, Christina : The Stars. — Free & Treadwell ; First Reader. 
 Rosetti, Christina: What They Do.— Free & Treadwell; First 
 Reader. 
 
 Rosetti, Christina : Daisies. — Free & Treadwell ; Second Reader. 
 Rosetti, Christina: What is Pink (Select from the Couplets). — 
 
 Free & Treadwell ; Second Reader. 
 Rosetti, Christina: Boats Sail on Rivers (First Verse). — Free & 
 
 Treadwell; Second Reader. 
 Madden, Eva: Cradle Song. 
 
 In the kindergarten the child should be given what Sarah 
 Louise Arnold has called ''The Gift of the Book". Beautiful 
 copies of children 's books and pictures should be a highly-prized 
 portion of the equipment of every Kindergarten. 
 
 Make a special point of the proper care of the book. 
 
 Awaken a wholesome story interest. -Make much of the 
 ability of the lA, Second, and Third Grade children to read 
 their own stories. Through conversation, awaken an interest in 
 the pictures. When the interest is at white heat, when the 
 children are eager to know what it's all about, read to them; 
 or, for a change, bring into the Kindergarten some child from 
 the Second or Third Grade to read the story to the children. 
 The teachers of the primary grades will find it wholesome to use 
 the privilege of reading to the Kindergarten children as an 
 incentive for excellent reading. 
 
 IncreasuKj the Child's Vocahtdary. 
 
 Children should be trained to talk up to the teacher's 
 language. She should never talk down to them. 
 
 In all discussion in relation to any project, use the simple, 
 appropriate English that the situation requires. When it is 
 necessary to use a new word, use it in such a way that the 
 children will be able to infer its meaning through the context. 
 Just one experience with the unfamiliar word is not sufficient. 
 Use and re-use it in many relations until the children have made 
 the word their own. This procedure begins in the Kindergarten, 
 and it should continue throughout the entire elementary course. 
 
32 
 
 KINDERGARTEN 
 
 TvdiiiiiKj ill ApprccidI Ion. 
 
 Begin ill this first year of the child's school life to train the 
 child in the recognition of beautifnl expression in prose a,nd 
 poetry. Lead the children to select the harmonions. Carry the 
 idea of the "listening" periods in music into the literature. Two 
 or three minutes of this each day will mean much for the life-long 
 enjoyment of the children. 
 
 Most children have an idea of the function of written 
 language before they enter the kindergarten; but it is one of 
 the opportunities of the kindergarten to strengthen and clarify 
 the child's conception of the use of the written symbol. This is 
 definite preparation for the primary grades. 
 
 The First Step in Letter Writing. 
 
 Children dictate a letter to an absent schoolmate, to a friend, 
 or to the children of one of the elementary grades. The teacher 
 w^rites the h^ter in their pi-esence, and arranges that the children 
 themselves may send it. 
 
 The First Step in Story Writi)i(j. 
 
 The children, for instance, send a picture to the First Grade 
 children. They dictate the story to the teacher, who writes the 
 story and sends it to the lU'inmry grade. 
 
 MiNiMiTM Requirements in Technical English. 
 
 Dis tinct E nu )ici(itio)i . 
 
 Pay esj)ecial attention to talking in such a w^ay that the 
 other members of the group will understand what is said. Work 
 for clear tones. Watch the distinct sounding of the initial 
 consonant and the final consonant. Sound the final d and ing. 
 
 Correct Fronounciation. 
 Such words as window, father, catch. 
 
 Forms of Speech. 
 
 I saw it ; I ate it ; I took it ; I haven 't any, or I have no. 
 I have instead of I 've got ; may I ? instead of can I ? 
 
KIXDERGAETEN 
 
 33 
 
 Polite Forms of Speech, as — 
 
 Good moniiiio', ]\[iss . 
 
 Good afternoon, ]\Iiss . 
 
 Good bye, Miss . 
 
 Yes, Miss . 
 
 No, Miss . 
 
 Please excuse me. 
 I beg your pardon. 
 I thank yon. 
 If 3^ou please. 
 
First Grade 
 
 LANGUAGE. 
 
 The points included in the General Statement of this course 
 have a direct bearing upon the work of this grade. Study the 
 General Statement, and particularly the work of the kindergarten 
 and that of all the succeeding grades. 
 
 Statement of Aims. 
 (See Standards in English — Mahoney.) . 
 
 a. To encourage children to talk freely about things in which 
 they are interested. 
 
 1). To secure distinct articulation and a natural speaking 
 tone. 
 
 c. To correct the errors of speech assigned in the grade 
 outline. 
 
 d. To make a heginning in securing the "sentence sense". 
 
 The sources of language have been indicated in the general 
 statement under English. In the First Grade, geography, 
 history, nature, and hygiene are used as the basis of one type of 
 language work. (See mimeographed bulletin, Courses of Study 
 in Geography and History, by the Louisville Normal School.) 
 
 They are considered source material for oral expression. 
 
 Other Sources of Language Material: Social experiences, 
 games, plays, occupations. Home and school activities. 
 
 The child in simple economic relations to the various people 
 who supply his needs. 
 
 Games: After playing a game, tell m correct sequence how 
 the game is played. What is done first; next. 
 
 Tell some child who was not present when the game Avas 
 played so that he may join the others. 
 
FIRST GRADE 
 
 35 
 
 Occupations: After making- the article, tell how certain 
 articles in the industrial work were made. Get correct sequence. 
 
 Tell what you did in such' a way that some other child will 
 know just how to make the article. 
 
 The Beginning of Letter Wr'iti)ig: Children dictate a letter 
 to send to some absent schoolmate. The teacher guides con- 
 struction, writes, and sends it to the child. 
 
 Any of the large central topics given below is suggestive of 
 some project that may be worked out in its varied relations, 
 including the constructive expression with which it is co-ordin- 
 ated. (See bulletin, Constructive Expression.) 
 
 Social Experiences. 
 
 The child in relation to others : 
 The Home: 
 
 Father and mother. 
 The baby of the family. 
 What do the}' do for us? 
 \Yhat can we do for them ? 
 Father's work. 
 Mother's work. 
 
 The School: 
 
 The articles that father ))uys for us to bring to school. 
 The care of books and material. 
 The things we enjoy in school. 
 
 What are they? 
 School Housekeeping. 
 
 What we can do to help in tlie school room and 
 school yard. 
 
 Note. — All of this conversation must find expression in actual 
 doing, or it is worthless. 
 
 The people who supply our needs: 
 
 Food. 
 
 Clothing. 
 
 Shelter. 
 
 The people who bring us conveniences — Who are fhey? 
 
36 
 
 FIEST GEADE 
 
 The people who help take care of us — Who are they? 
 Work out particularly the contribution of the policeman. 
 
 'he Care of the Body (For det^iils see Course of Study 
 Science) : 
 
 Cleanliness — 
 
 Observation of pets, as : 
 The bird taking a bath. 
 The need of a bath for plants. 
 The need of a bath for little children. 
 Use happy devices for getting the children to 
 come with clean faces and hands. 
 
 Song — :See Our Hands So Nice and Clean. 
 Hands that are clean held out for teacher's 
 inspection. 
 
 The soiled hands are hidden. 
 
 Fresh Air — 
 
 Relate to the care of plants. 
 The needs of a plant. 
 
 Tell the story of the little boy who ''Planted 
 Himself to Grow". 
 
 Compare Johnnie 's physical needs with our needs. 
 Compare the plants' needs with our needs. 
 
 Food- 
 Overeating — Find out what the squirrel does 
 
 when he has more than he needs. 
 The canar}^ and his food. 
 
 Proper Food — suggestions for the selection of 
 food for the noon lunch. 
 
 Learn to WTite and carry home to mother a list 
 of food that will help to make us grow. 
 
 Write mother a letter telling her something that 
 is good for us to drink. 
 
 The Care of the Teeth- 
 Story of a little girl who wanted Santa to bring 
 
 her a toothbrush. How she used it. 
 
 Story of a boy who earned a toothbrush. 
 
FIKST GRADE 
 
 37 
 
 Encourage the use of a brush. 
 Discuss ''The Kind Doctor" who can help us 
 take care of our teeth. 
 
 How candy and nuts should be eaten. 
 
 Discussio)is Based Upon "Safety'' : 
 The best places to pla}'. 
 
 "What is to be done when our ball rolls out into the 
 street. 
 
 How to cross streets. What must Ave do? 
 
 Learn to write and carry home to mother the words : 
 
 Stop. 
 
 Look. 
 
 Listen. 
 
 Tell mother what has been learned in school. Tell her 
 what the words mean. 
 
 The proper place to cross streets. 
 Crossing the railroad track — 
 The meaning of the bell. 
 The meaning of the gates. 
 What must be done in a fire drill ? 
 The discussions outlined above are worthless unless followed 
 by positive action. 
 
 Unquestioning, instantaneous ohedience in all school drills, 
 and the prompt recognition of sigfnals are the best safeguard of 
 the child. 
 
 Liter ATURi-: — A Sourcp: of Oraf^ Expression. 
 
 List -of Stories. 
 
 Select stories from readers, supplementary material and 
 other sources of recognized literary value. 
 See book list at close of language outline, 
 (.'nmulative stories, as : 
 
 The Old Woman and the Sixpence. 
 
 Chicken Little. 
 
 The Gingerbread Man. 
 
 The Little Red Hen. 
 
38 
 
 FIRST GRADE 
 
 Myths— 
 
 The Story of Clyte. 
 Pandora. 
 
 Cupid and Psyche. 
 
 Fables — 
 
 The Lion and The Mouse. 
 The Ant and the Dove. 
 The Crow and the Pitcher. 
 The Hare and the Tortoise. 
 The Wind and the Sun. 
 The Discontented Weathervane. 
 The Dog- and the Shadow. 
 The Fox and the Grapes. 
 Bellino- the Cat. 
 
 Also— 
 
 ^ Three Billy Goats Gruff. 
 The Three Bears. 
 Little Red Riding Hood. 
 The Three Knights. 
 The Straw, The Coal, The Bean. 
 The Fir Tree. 
 The Little Pine Tree, 
 The three Butterflies. 
 
 A True Pigeon Story— In the Child's World— E. 
 Poulsson. 
 
 An All Year Round Story— Child 's World. 
 
 The Nest of Many Colors — Adapted from John 
 
 Burrough's Wake Robin — Poulsson. 
 
 Prince Harweda — Harrison — Story Hour. 
 
 Pig Brother — Laura Richards. 
 
 Santa ("laus Myth. 
 
 Santa Glaus in His Work Shop. 
 
 Little Black Sambo. 
 
 Santa Clans and the Mouse. 
 
FIRST GRADE 
 
 39' 
 
 The songs of the grades are used as a source of good literature. 
 Get the ^tory, imagery, feeling of the song. See outline of music 
 in separate pamphlet. 
 
 Poems. 
 
 Review the poems that were taught in the Kindergarten. 
 
 Teach at least ten of the poems listed for the First Grade. 
 This list Avas prepared as a result of a study of the poems 
 generally preferred in the First Grade. Teach any single poem 
 of real worth that co-ordinates with some particular project of 
 your grade. See "How to Study" by Dr. Frank McMurry 
 (Chapter VII.) for the method of teaching a poem. Memorize 
 l)y the ''thought getting process, not by w^ord getting". 
 
 Be sure to pass on to the Second Grade teacher the list of 
 I)oems that has been taught in the First Grade. 
 
 A List of Poems. 
 
 Stevenson, R. : The Wind.— Child 's Garden of Verse. 
 Stevenson, R. L. : Autumn Fires. — Child's Garden of Verse. 
 Stevenson, R. L. : Bed in Summer. — Child's Garden of Verse. 
 Stevenson, R. L. : The Cow. — Child's Garden of Verse. 
 Stevenson, R. L. : The Swing. — Child's Garden of Verse. 
 Stevenson, R. L. : Time to Rise (Birdie With a Yellow Bill).— 
 
 Child's Garden, of Verse. 
 Stevenson, R. L. : Foreign Children. — Child's Garden of Verse. 
 Stevenson, R. L. : Rain. — Child's Garden of Verse. 
 Stevenson, R. L. : Whole Duty of Children.— Child's Garden of 
 
 Verse. 
 
 Stevenson, R. L. : Sing a Song of Seasons. — Child's Garden of 
 Verse. 
 
 Rosetti, Christina: The Wind. — Art Literature, Book I. 
 Hill, Patty S. : Autumn.— Hill Song Book. 
 
 Brown, K. L. : The Little Plant Seed.— Child's Calendar Beauti- 
 ful. 
 
 Tennyson: What Does Little Birdie Say? — Poems by Grades; 
 
 Harris & Gilbert. 
 Mf)thf'r (U)()^9 : Solf'ctions. 
 
40 
 
 FIEST GRADE 
 
 Longfellow: Hiawatiia's (/hildhood. — Hiawatha Primer. 
 
 From the German: Lullaby (Sleej), Baby, Sleep). — Poems by 
 
 Grades ; Harris & Gilbert. 
 Taylor : Twinkle, Twinkle, Little Star. — Poems by Grades ; 
 
 Harris & Gilbert. 
 Cooper, Geo.: Come Little Leav(>s (Title — Wind and Leaves). — 
 
 Child's Calendar Beautiful. 
 Alexander, Mrs. C. T. : All Things Bright and Beautiful.— Hill 
 
 Song Book. 
 
 Field, Eugene: Why Do Bells for Xnuis Ring ?— Tree-Top and 
 Meadow. 
 
 TTnknown : Robin's Secret. — Child's Calendar Beautiful. 
 Wadsworth, Olive A. (Katharine Dana) : Over in the Meadow. — 
 
 Poems by Grades ; Harris & Gilbert. 
 Smith, S. F. : America. 
 
 Continue in this grade the training in appreciation of 
 l)eautiful forms of expression in ]n'()se and poetry. 
 
 Pictures. 
 
 Another source of language material is pictures. 
 
 Pictures: Select those pictures in which there is action — those 
 that tell a short story. 
 
 Basis of Discussio)i : 
 
 What the people in pictures are doing. 
 The story that the picture tells to me. 
 A good name for the picture. 
 
 See list of pictures suggested in course of study in drawing — 
 sei)arate pamphlet. 
 
 There is language material in pictures of the type given in 
 the list: 
 
 An Unexpected Christmas Gift. — Meyer von Bremen. 
 
 Feeding the Hens. — Millet. 
 
 Can't You Talk.— Holmes. 
 
 Which Do You Like ?— Holmes. 
 
 Little Red Riding ITood. — Ferrier. 
 
 The Jerseys. — Sir Edwin Douglas. 
 
 (TLse with poem The (^ow. — Stevenson.) 
 
FIE ST GRADE 
 
 41 
 
 Hiawatha. — Elizabeth Morris. 
 
 (Use ill connection with story of Hiawatha and His 
 Friends. ) 
 
 The Technique of English. 
 
 From the be«iiiiniii«i' of the chikl's course in Eng-lish, oral and 
 written forms of expression should receive habitual attention. 
 Teach the technique of Eng-Hsh in relation to the content. 
 
 The child shoiikl have scmiething to say that from his own 
 point of view is worth telling-. For instance : 
 
 111 the telling: of stories, let some member of the group repeat 
 the story to some child who was absent at the first telling. 
 
 Practice the telling of a story so that it may be told to another 
 ^a-oup of children in such a way that it gives them pleasure. 
 
 Prepare stories to tell at home for the pleasure of the family. 
 
 In dramatization, decide u])oii parts of a story to be used in 
 dramatizing. 
 
 Device: Send one child from tlie room. While he is out the 
 teacher tells a very short story in which there are two or three 
 essential points in close se(nience. The child is called back and 
 s(mie member of the class tells him the "surprise story", while 
 tlie others help by seeing that no i)art of the story is omitted, 
 and that each part is in its pro})er place. 
 
 After children have been in school f()r several months, and 
 have had some practice in taking definite, related assignments 
 for the occupation period, have different children restate the 
 assij^nment, giving directions in logical order to other members 
 of the g-roup. 
 
 In the simple written work that the First Grade child does, 
 aim to secure originality of expression. Encourage the children 
 to ask for the words that tliey do not know how to si)ell, and let 
 them feel the joy of putting into written form a thought of their 
 own. 
 
 As far as possible have the written work of the P^'irst Grade 
 'lone at the blackboard. 
 
 (Umiion: The aimless cop.\'ing of sentences is disastrous to 
 good language, spelling and writing. 
 
42 
 
 FIRST GRADE 
 
 This does not mean, however, that children should not be 
 trained to copy sentences in a sensible way. Avoid the copying 
 of word by word. Train the children to visualize. Let them see 
 a sentence as a whole, get the thought, the words, the punctuation, 
 and write the entire sentence from memory. This type of work 
 can be done during the spelling period. 
 
 Write messages to mother or father, as: 
 Come to our school. 
 Do you like this writing, father? 
 
 Write birthday wishes, messages for Christmas, valentines. 
 Send notes to the Kindergarten children, telling them what they 
 are learning to do in the First Grade. In playing store, keeping 
 house, or the working out of projects, write labels or any neces- 
 sary sentence to explain what is being done. 
 
 Take advantage in the First Grade of the children's joy in 
 making rhymes and verses. (See General Statement.) 
 
 Minimum Requirements in the First Grade. — Language. 
 
 In order to get an intelligent view of the minimum require- 
 ments of the First Grade, it is necessary to study the General 
 Statement, the Kindergarten and First Grade course, and the 
 work of the grades following the First. 
 
 In both IB and lA Grades, by far the greater part of the 
 work is oral. Write short sentences when there is real need for 
 a written statement. 
 
 By the time the children have finished the lA Grade, they 
 should take part in relation to certain topics. Perceptible power 
 should have been gained in holding to the topic of conversation, 
 and the statement of points in proper sequence. They should be 
 able to do this in the telling of a short story or a discussion of 
 a topic. This must be very informal and spontaneous, but at 
 the same time very conscientious. 
 
 lA children should have made a good beginning in the 
 mastery of the "sentence sense". The class as a whole should 
 have made a beginning in acquiring a critical attitude toward 
 oral language. There should be well directed effort to get 
 concise statements. Train consciously in the omission of 
 superfluous '^ands" and ''whys". 
 
FIE ST GKADE 
 
 43 
 
 Increasing the ChilcVs Vocal) ulary. This is done most 
 effectively by a careful choice of English on the part of the 
 teacher. Her vocabulary should be above that of the class. The 
 introduction of new words should be so skillful that the child 
 may be able to interpret by the context. 
 
 Synonyms are taught incidentally through use in sentences. 
 The new words that form a necessary part of the child's school 
 vocabulary are naturally taught in relation to the required 
 school activity, as, "Erase the blackboard," "Prepare for 
 gjTnnastics, " etc. 
 
 Distinct Enunciation and Correct Pronunciation. 
 
 Teach and insist upon as a necessary part of giving an idea 
 to others. 
 
 Say distinctly: There are, not They are. Enunciate the final 
 g as in plajdng. 
 
 Correct pronounciation of catch, get, eggs, heard, often, 
 wish. 
 
 Drills in Correct Oral Expression. Children of different 
 localities have various faults in English. 
 
 The teacher should make a note of the most common mistakes 
 and drill in correct expression. Correct these characteristic 
 mistakes. 
 
 Cultivate the linguistic conscience. 
 
 Employ games and other devices that provide opportunity 
 for the repetition of the correct form. 
 
 The Unit of Expression is the Sentence. All constructive 
 work in English should be given in sentences. 
 
 The repetition of the correct form should be given in 
 sentences. 
 
 In using drills for correct expression let the aim be not only 
 repetition of the expression, but when possible, use in connection 
 with it some useful drill or connect with some subject in which 
 the class is interested. In this work the ear is to be trained to 
 recognize the correct sound and the tongue to give it habitually. 
 
44 
 
 Minimum Requirements in Correct Use of Verb Forms. 
 
 Teach the correct use of 
 saw, have seen, 
 did, have done, 
 have, has, had, 
 run, ran, run, 
 hear^ heard, have heard, 
 you were, 
 
 th( re are instead of "they are", 
 know, knew, 
 come, came, have come, 
 "I have none" instead of ''I ain't got none", 
 or "I haven't any", 
 lie, lay, 
 ate. 
 
 The follow] n<i' games and drills are suggestive of what the 
 teacher may do in relation to the needs of her own class. 
 
 Suggestive Drills. 
 
 ScisW: May be used in connection Avith imaging the pictures 
 suggested by some description that is read or told by the teacher. 
 Again, some picture ma}' be shown. Take it away. What did 
 you see ? Sense training may be given in connection with ' ' saw". 
 A group of words, numbers, forms and solids of various kinds 
 may be shown. Children tell what they saw, giving the forms, 
 words, or numbers in the same order. 
 
 Heard: Give number combinations based upon sounds. For 
 instance, strike a bell so as to ^ive the combination ''3 and 2". 
 What did you hear? I heard ''3 and 2 are 5". 
 
 Use the action words in connection with the activity. 
 
 In teaching the correct pronounciation of words, repeat the 
 word in connection with some activity. "For instance, have 
 numbers that the children need practice in reading scattered 
 around the board. Play "catcher". Children quickly point to 
 a number. Saj^ "I. can catch 25". "I can catch 42," etc. 
 
 Get: I can (jet this hard problem. (Child gives original 
 problem.) 
 
FIKST GEADE 
 
 45 
 
 There are: There are two tens in twenty, etc. 
 
 The personal pronoun in connection with activity, or an 
 exercise similar to this. The teacher counts : ' ' 3-6-9-12-15. ' ' 
 "What was I doing?" 
 
 Children: "You Avere counting by 3." 
 
 Teach, in relation to the everj^-da}' class-room experiences, 
 and form the habit of using polite forms of speech, as : 
 
 Good morning, Miss . 
 
 Good afternoon. Miss . 
 
 Good bye, Miss . 
 
 Yes, Miss . 
 
 No, Miss . 
 
 Please excuse me. 
 
 I beg your pardon. 
 
 I thank you. Not "thanks". 
 
 If you please. 
 
 Written Laxgi'age — First Grade. 
 
 In the Fir.st Grade this is a very small part of the language 
 training. Many children, however, have a desire "to tell 
 something** iu writing. They should be encouraged to do this, 
 and from the first taught to write a sentence proj^erly. Train 
 them to write freely at the blackboard. 
 
 By the end of the first year, children sliouhl write three or 
 four sentences in such a way that it is evident that they have 
 a beginning of the "sentence sense". 
 
 Teach the technique of written language in relation to the 
 ■written expression of a thought. 
 
 Beginning of Letter Writing. 
 
 The dictation of letters and stories to the teacher, who writes 
 them and sees that the children send them. (See Kindergarten 
 outline, page 32.) 
 
 When the First Grade teacher writes these letters and stories, 
 jt lias been foiind a good plan for her to talk aloud as she writes. 
 For instance : 
 
46 
 
 FIEST GEADE 
 
 "This is the end of a sentence that tells something. What 
 shall I put at the close ? I am beginning a new sentience. How 
 shall I begin the first word in this sentence?" 
 
 An Example of First Grade Sentence Construction. 
 
 For six weeks the First Grade children of the Belknap 
 School, Miss Dorothy Warden, teacher, studied the life history 
 of a family of birds outside of the school-room window. A 
 sentence was written each day, each child writing his own 
 original sentence. Finally, the sentences of each child were 
 combined and bound into booklets, each booklet decorated with 
 the picture of a blue jay. The following is the contents of one 
 of the best books : 
 
 A Blue Jay Family. 
 
 We have a beautiful maple tree by our school window. There 
 is a blue jay sitting on her nest in the maple tree. She sits there 
 every day keeping her eggs warm. Some times, she flies away, 
 but most of the time she stays at home. When she gets hungry, 
 the father bird brings her a worm. Early one morning, the 
 father bird and the mother bird were there. Instead of the 
 little eggs some bab}^ birds were in the nest. Each mouth- was 
 wide open. The father and mother birds were very happy to see 
 their little babies. 
 
 Keeping record of various school experiences helps First 
 Grade children in the beginning of sentence construction. 
 
 The following record was kept in connection with a garden 
 project ; the illustrations were in free-hand paper cutting : 
 
 We transplanted bulbs on March 31. (Illustration: Flower 
 pot and flowers.) 
 
 We sprinkled the hotbed. (Illustration: Watering can.) 
 
 We made scarecrows to frighten' the birds away from the 
 peas. (Illustration: A cutting of the scarecrows.) 
 These are my tools. (Illustration: The tools.) 
 
FIEST GEADE 
 
 47 
 
 Punctuation and Capitalization. 
 Minimum Bequirements. 
 
 Beginning with the first sentence that the child writes, all 
 necessary capitals and marks of punctuation should be used and 
 no variations allowed. The teacher incidentally calls any mark 
 that is employed by its proper name. 
 
 The Aim: Form the hahit of good punctuation. If possible, 
 the child should never be allowed to see an incorrect sentence. 
 Remove his own mistakes as quickly as possible and substitute 
 the correct form in some wa}' that will make a vivid impression. 
 
 The teacher's work should always he a model of good written 
 form. 
 
 Dictation Exercises: In the lA Grade, the teacher dictates 
 short sentences for the children to write at the board. The 
 children are to judge by the teacher's inflection, her expression 
 of the sentence, what mark of punctuation to use. 
 
 In their oral and written work, j^oung children frequently 
 wish to tell what some other child said. Supply the necessary 
 form of punctuation. Work of this kind is not forced into the 
 First Grade, but if a child wishes to express himself freely, the 
 proper forms should be given to meet his need. 
 
 Summary 1A and IB — Punctuation. 
 
 All necessary form in relation to the writing of simple 
 sentences. Special attention : 
 Capitals — 
 
 Beginning of a sentence. 
 The child's name. 
 
 The names of persons, the name of the school. 
 
 The name of the city. 
 
 The use of capital I. 
 Marks of Punctuation — 
 
 A period at close of sentence. 
 
 Interrogation point at close of sentence. 
 Abbreviations — 
 
 Mr. and Mrs. 
 
Second Grade 
 
 LANGUAGE. 
 
 Remember: The uiiit of expression is the scnlcncc. Cultivate 
 the seiitfiicr scnsr. TJk unit of proccelnre is large thought imits. 
 
 Statement of Aims For the Second Grade. 
 
 (See Mahoney, Standards in English. ) 
 
 "To see to it that children are not obliged to 'say something', 
 bnt rather that they 'have something to say'. 
 
 ''To lead children to think for a few minutes before they 
 attempt anj^thing in an oral way. This, not overdone, will be 
 valuable in making for some beginnings of order in the 
 arrangement of their ideas. 
 
 ' ' To continue the work of developing distinct articulation and 
 an easy, natural talking tone. 
 
 "To correct the errors of speech assigned in the grade 
 outline. ' ' 
 
 Study the General Statement and the specific assignments 
 for the Kindergarten and First Grade. In order to get an 
 intelligent conception of the entire course, study the work of the 
 grades following the Second. 
 
 The language expression of the Second Grade is mainl}^ oral, 
 a small proportion written. Much of this written work should 
 be done at the blackboard. 
 
 Every lesson is i\n opportunity for training in English. 
 
 Sources of Material. 
 
 Experiences Related to Science (See Course of Study in 
 Science) : Geography, history, civics. (For details in geography 
 and historj^, see mimeographed ('oiirse of Study by Louisville 
 Normal School.) 
 
49 
 
 Socuil Experiences: Games and organized play, free play, 
 draraatization of institntional life ; as, honsekeeping and playing 
 store ; ocenpations at home and school ; and playgronnd activities 
 of various kinds. 
 
 The child is interested in his own economic relations to 
 various people who supply his needs. 
 
 As the concrete basis of oral and written expression, select 
 such subjects as the following, using them more intensively than 
 in the First Grade. The child's experience is now broad enough 
 to be used as a basis for more thoughtful and comparative 
 consideration of some of the same topics that were used in the 
 Kindergarten and First Grade. 
 
 Conversations based upon institutional life; as: 
 The Work of the Home — 
 Who does it? 
 
 Who are the helpers in the home? The work of 
 each member of the family. 
 
 What can we do to help in the home? 
 What people outside of the home contribute to 
 our comfort and safety. 
 (This topic may be discussed concretely; as, the story of a 
 piece of bread and butter — How many people had to work so 
 that we might have it? — AVhat work had to be done? etc.) 
 
 Work of this kind is an excellent opportunity for the 
 expression of logical thought — sequence. 
 The Work of the School— 
 Who are the helpers? 
 
 What are some of the things needed in a school? 
 From where did these things come? 
 What people had to work so that we might 
 have them? 
 
 What does the school do for us? 
 
 What can we do to help our school? 
 
 Care of school property. 
 
 Care of our own books and material. 
 
 Cleanliness of school room. 
 
 Co-operation in keeping school yard clean. 
 
SECOND GRADE 
 
 The Work of the City— 
 Who does it? 
 What is done . for us ? 
 
 What are some of the best things in our city? 
 
 What can we do to help take care of them? 
 
 How does it help our city to plant flowers in our 
 yard — to keep our yards clean — to shovel snow off 
 our own sidewalk — to keep the streets and sidewalk 
 clean ? 
 
 Co-operation in the care of public playgrounds 
 and parks. 
 
 The duties of young citizens in relation to other 
 people's property. 
 
 Industrial — 
 
 Our father's work. 
 
 Some of the duties connected with his work. 
 His regular hours. 
 His tools. 
 
 The work of some of the men who pass our 
 school. 
 
 In Lower Fulton, Upper Fulton, Shippingport, a fitting 
 topic : 
 
 The Boats That Travel the Ohio— 
 Where are they going? 
 What are they taking away ? 
 What will they bring back? 
 . Illustration Work : See Industrial Outline — separate 
 pamphlet. 
 
 Literature — A Source of Language Material. 
 Poems. 
 
 Review poems learned in the Kindergarten. 
 Review poems learned in the First Grade. 
 Select ten from the following list to be made a permanent 
 possession. 
 
SECOND GEADE 
 
 51 
 
 Select other fitting and seasonable poems. 
 
 (See book list of poems at close of language outline.) 
 
 Make use of the children's pleasure in making rhymes and 
 verses. (See General Statement, page 26.) 
 
 See How to Study (chapter vii), by Dr. Frank McMurry, 
 for the method of teaching a poem. Memorize by "thought 
 getting'' process, not by the "word getting". 
 
 A List of Poems. 
 
 Sherman, F. D. : Daisies. 
 Sherman, F. D. : Four Winds. 
 
 Sherman, F. D. : The Dew Drop. — Art Literature, Book I. 
 Smith, S. F. : America. 
 
 Stevenson, R. L. : Land of Counterpane. — A Child's Garden of 
 Verses. 
 
 Stevenson, R. L. : Land of Stor}- Books. — A Child's Garden of 
 Verses. 
 
 Stevenson, R. L. : Foreign Lands. 
 Stevenson, R. L. : My Shadow. 
 
 Field, Eugene: Wynken, Blyken and Nod. — Poems by Grades; 
 
 Harris & Gilbert. 
 Setoun, Gabriel: The World's Music. — Art Literature, Book 1. 
 Longfellow: Selections from Hiawatha. — Hiawatha Primer. 
 
 The Rainbow. 
 
 The Firefly. 
 
 The Moon. 
 
 The Owls. 
 
 Sleep Song. 
 
 Rosetti, Christina: The City Mouse. — Art Literature, Book L 
 Rosetti, Christina : Boats Sail on the Rivers. — Poems by Grades ; 
 
 Harris & Gilbert. 
 Thomas, Edith M. : Lullaby (Now the Little White Sheep and 
 
 the Little Black Sheep, etc.). — Art Literature, Book I. 
 Thaxter, Celia: Little Gustavo. — Reader. 
 MacDonald : Baby. — Poems by Grades ; Harris & Gilbert. 
 Allison, Joy: I Love You, Mother. — Stepping Stones to 
 
 Literature. 
 
 Mother (Hundreds of Stars, etc.). 
 
52 
 
 SECOND GKADE 
 
 Stories — Second Grade. 
 
 See the General Statement for suggestions for the use of 
 story material. 
 
 List of Stories. 
 
 Select stories from readers, supplementary material, and 
 other sources of recognized literary value. 
 See book list at close of language outline. 
 Bible Stories — 
 
 The Story of Joseph. 
 
 The Story of Moses. 
 Select from — 
 
 Beauty and the Beast. 
 
 The Bremen Town Musician. 
 
 Cinderella. 
 
 The Anxious Leaf. 
 
 The Frog Prince. 
 
 The Lump of Clay — Van Dyke. 
 
 Aladdin and the Wonderful Lamp.— Arabian 
 Nights. 
 
 The Fisherman and the Genii. — Arabian Nights. 
 
 The Bell of Atri— Longfellow. 
 
 The Pied Piper of Hamelin — Browning. 
 
 Robinson Crusoe. 
 
 Five Peas in a Pod. 
 
 Pandora. 
 
 Arachne. — Stories of Old Greece. 
 
 King Midas. 
 
 Clyte. 
 
 Fables — 
 
 See First Grade list. 
 
 Also — 
 
 The Ant and tlie Grasshopper. — Graded Literature, 
 Book II. 
 
 The Town Mouse and the Field Mouse. 
 The Fox and the Crow. 
 
SECOND GEADE 
 
 53 
 
 The Arab and the Camel. 
 
 The Boy and the Wolf. 
 
 The Lark and the Farmer. 
 
 \Yhat the Chri.'^tmas Bells Said. 
 
 Short Stories from Tom Tlinmb. — Child Life. 
 
 Coming: and Going- — Henry W. Beecher. — Brook's 
 
 Second Reader. 
 Story of the Anxious Leaf — Henry Ward Beecher. 
 Three Foolish Wishes. 
 The Sleeping Beauty. 
 The Shoemaker and tlie Elves. 
 
 Why the Evergreen Trees Keep Their Leaves All 
 
 Winter — Bryant. 
 The Tar Baby. — From T^ncle Remus. 
 Prudent Hans. — Household Stories. 
 Epaminondas and His Auntie — Sara Cone Bryant. 
 How Brother Rabbit Fooled the Whale and Mr. 
 
 Elephant — Bryant. 
 The Little Jackal and the Alligator — Sara Cone 
 
 Bryant. 
 
 Peter Pan. — Free & Treadwell Second Reader. 
 Songs of the grrade used as a source of g'ood literature. Get 
 the story, imagery, fcelinc) of the song-. See Outline of Music 
 ill se|)a]vite pamphlet. 
 
 Hygiene — A Source of English. 
 
 See Course of Study in Science for details. Just enough is 
 given in this hook to show the possibilities for use in language 
 training. 
 
 Study work of preceding grade. 
 
 Discuss: Rules of Health. 
 
 Co-operative work. Write the rules and send to First Grade 
 f'hildren to read. 
 Take them home. 
 Personal Cleanliness — 
 The bath. 
 
 Care of teeth, nails, hair. 
 Care of the eyes. 
 
54 
 
 SECOND GEADE 
 
 Civic Cleanliness — 
 
 See suggestions under the work of the city. 
 The Need of Exercise — 
 
 The playing of games out of doors. 
 
 Home exercise. 
 
 School exercise. 
 Discussions based upon safety: 
 
 Review and act upon points suggested for First Grade. 
 
 Discuss ways of taking care of the First Grade children. 
 Also discuss : 
 
 Our behavior when entering or leaving a public 
 building. 
 
 Our behavior in a crowd. 
 Our behavior in a fire drill. 
 
 The use of playground apparatus in such a way as 
 to avoid accidents. 
 
 The rules of fair play when playing a game. 
 There must be habit formation in relation to the above, or 
 the discussion is useless. 
 
 In relation to this, a project may be worked out with 
 illustrations on the sand table, or a floor map. Our Neighborhood, 
 and How. to Keep it Safe, is a typical subject. 
 
 Nature Experiences. 
 (See Course in Science for details.) 
 
 Excursions to a park, a farm, a garden, a poultry yard. The 
 woods furnish best source of material. 
 
 The nature experiences must vary with the school locality. 
 Use the material in which your group of children is particularly 
 interested. Plan the work in relation to the opportunities for 
 observation, testing, and practical experiences that your locality 
 may afford. 
 
 As in the First Grade, let the study be in relation to the care 
 of some particular plant or animal. 
 Discuss plans for making gardens. 
 
 Bring reports of progress and growth of plants and accounts 
 of experiments in seed planting. 
 
SECOND GEADE 
 
 55 
 
 In some localities it may be possible to make a study of hees. 
 
 What does the bee do for iis ? 
 
 What conditions are best for the bee? 
 
 Or, select some domestic animal. Wliat can we do for its 
 comfort and well being? Study the animal in relation to its 
 needs. 
 
 Use literature in connection with this w^ork; as 
 
 The Bell of Atri. 
 
 Selections from Black Beauty. 
 Or, watch and give oral accounts of the development of 
 
 tadpole, 
 
 silkworm, 
 
 caterpillar ; or 
 The Story of a Family of Birds. 
 
 Feeding the birds. 
 
 The value of the birds to us. 
 
 A study of conditions that will keep the birds with us. 
 Story: The Birds of Killingworth, or A Study of Fruit Trees. 
 
 The story of a fruit tree from blossom time to fruit 
 gathering , 
 
 The development of seeds under varying conditions. 
 Accounts of what happened given in sequence. 
 
 Story: Apple Seed Johnnie, or A Study of Our Pets. 
 Notice their regularity of habits. 
 What do they do for themselves? 
 Study the dog, rabbit, squirrel, canary, or gold-fish to 
 discover what conditions make them comfortable. 
 All children should become acquainted with the trees in the 
 neighborhood of the school. They should enjoy the autumn 
 coloring in trees and landscape. 
 
 Observe the interesting and beautiful in winter snow, ice, 
 frost, aud landscape. 
 
 Become acquainted with the birds that stay for the winter, 
 and do something for their care. 
 
 Gather autumn leaves, winter evergreen and the first flowers 
 of spring. 
 
56 
 
 SECOND GRADE 
 
 The purpose of these experiences is etijoijment. 
 
 AVateh for the arrival of birds in sprint-. Keep a Eecorcl of 
 Si(j)i.s of Spri)ig. 
 
 Have eliildren tell of some interesting' thing they have seen 
 or discovered when ont-of-doors after school honrs. 
 
 Freqnently the most helpful study is that based npon some 
 snbject that the children snggest — some plant or animal that 
 they bring to school. 
 
 Pictures. 
 
 Pictures — A Source of Language Material for the 
 Skconu Grade. 
 
 Discussions based npon ]^ictures. Select pictures that tell 
 a story. 
 
 The Story Told by the Picture. 
 
 Device. Tell the story of the picture to the dramatic point. 
 Then let different children finish the story m individual M^a^^s. 
 
 Let several children represent the different characters in a 
 picture and tell what each character has to say. 
 
 Dramatize the story told by the picture. 
 
 Name the picture and tell why it is a good name. 
 
 When possible, carry home a picture and tell its story to the 
 famih^ 
 
 Pictures suggested — 
 
 Pilgrims Going to Church — Broughton. 
 
 The Return of the Mayflower — Broughton. 
 
 A Mother's Care — Leigh Hunt. 
 
 The Little Mother — Meyer von Bremen. 
 
 Feeding Her Birds — Millet. 
 
 Family Cares — Barnes. 
 
 Jn Disgrace — Barber. 
 
 Children Sailing Their Boat — Israels. 
 
 A Fascinating Tale — Bonner. 
 
SECOND G E A D E 
 
 57 
 
 Duck and Ducklings — J. Hulk. 
 Happy Hours — Coleman. 
 The Rainbow— Millet. 
 
 (Use with story of Hiawatha and Rainbow.) 
 Hiawatha — Elizabeth Morris. 
 
 Technical Language — Second Grade. 
 
 Review, review I This means to present again in ne,w situations 
 the points that were emphasized in the Kindergarten and First 
 Grade. The price of securing improved English is eternal 
 vigilance. In teacliing tlie technicalities of English, remember 
 that in both oral and written language the child should be held 
 to the correct form every time, aUowing uo variations. 
 
 Sentence-: Improvement — Oral and Written. 
 
 The unit of progression in Idngiiaj/e construction is the 
 sentence. The child must make his thought clear to the 
 remainder of the class. Tliis does not mean that he should 
 answer in a complete statement when it is unnatural to do so. 
 He should be trained to talk well in relation to a topic that is 
 interesting. This, iu ordinaiy discourse, usually requires several 
 sentences in close relatiou. Children may answer in short, 
 complete statements, and yet the training in constructive 
 language be very inadequate. Work of this type is usually the 
 residt of an undue amouut of (|uestioning on the part of the 
 teacher. 
 
 The keynote of constructive English is su(j(jestion. The 
 teacher arranges the .situation — then guides the conversation, 
 keeping the children to the point. 
 
 Train Second Grade children to question one another in 
 regard to the conteut of selections or stories. ' 
 
 Avoid the frequent repetition of rind. Train along this line 
 by combining short, related statements into one good sentence. 
 
 Teach the use of the pronoun, avoiding excessive repetition 
 of nouns. 
 
 Do more descriptive work than in the First Grade, but it 
 should })e presented in relatif)n to narration. 
 
58 
 
 SECOND GRADE 
 
 Train the children in the recognition of excellent points in 
 the work of other members of the class. 
 
 Improvement in Beginning of Sentences. 
 Have exercises to secure variety in beginning sentences. 
 
 Co-operative Work. 
 
 The entire class may at times work together to produce a good 
 story or written exercise. It is written on the board and may 
 be used as a suggestion for language and a model of form. It is 
 not to be copied. Erase the work, and after several language 
 periods have intervened, have the children think again along the 
 same line. Encourage each child to express himself in an 
 original way. 
 
 Before beginning the work, rapidly recall certain mechanical 
 forms that are to be observed. 
 
 Avoid the misspelling of words by giving the child any word 
 that he needs to spell, or by supplying a way for him to help 
 himself. 
 
 Minimum Requirements for the Second Grade, 
 Keep in mind all suggestions given in the preceding pages. 
 
 Oral English. 
 
 Children should freely discuss topics of interest. They should 
 be able to talk at least one minute without prompting. 
 
 The3^ should be able to tell short stories in good sequence. 
 
 They should be trained to make an informal outline to help 
 them in their own story telling and discussions. 
 
 They should be trained in a simple way to plan for the 
 dramatization of a story, selecting characters, scenes, and 
 producing the acts in proper sequence. 
 
 They should be able to think and to talk at least five or six 
 sentences in relation to a definite topic. When they have kept 
 to the point, they should know that they have ''talked a 
 paragraph". This type of oral prepaTation should precede the 
 written work. 
 
"SECOND GRADE 
 
 59 
 
 Distinct Eminciation and Pronoundation. 
 
 Insist upon this as necessary in carrying over ideas to others. 
 Teach correct prononnciation of words, as across, wished, often, 
 took. (See list of previous grades.) 
 
 Correct Use of Parts of Speech. 
 
 In addition to the First Grade list, give special attention to 
 the correct use of the personal pronoun with the verb to he. 
 
 I was We were 
 
 He was You were 
 
 She was They were 
 
 Did ; have done ; ate ; lie ; lay — eat, ate, eaten — give, gave, 
 given — sing, sang, sung — write, wrote, written — take, took, 
 taken — bring, brought, have brought. 
 
 You and I — He and I — You, Mary, and I. 
 
 Study the characteristic mistakes of your class. Concen- 
 trate upon special mistakes. Have two or three minute word 
 drills every day, trying in the spirit of play to correct these 
 mistakes. Follow the positive type of approach that was used 
 during the "Better Speech" campaign. Use various devices. 
 For instance, have "tag days" on which every one wears the 
 correct form of liis ps))fH'ial mistake. 
 
 Written Language. 
 
 By the close of the second grade, there should be definite 
 results in the writing of at least four or five sentences in rela- 
 tion to one topic. These sentences should be original, and 
 should be written in the form of a paragraph. 
 
 (Ujpjjincj of Sentences (See r(^marks for the First Grade, y)age 
 45.) 
 
 In this grade, write informal notes and messages of a few 
 sentences. These notes may be sent to friends in the school or 
 elsewhere. Write announcements of entertainments or surprises 
 
60 
 
 that are being prepared for some special occasion, or the morn- 
 ing assembly. These notes may ])e sent to tlie Kindergarten and 
 First Grades. 
 
 Mechanical Forms. 
 Minimum Requirement. 
 
 Capitals-- 
 
 Beginning of sentences. 
 
 Names of places and people. 
 
 Names of the Days of the Week. 
 
 Names of the Months. 
 
 Capital I. 
 Abbreviations — 
 
 Mr. and Mrs. . 
 
 The Child's Address St. (street). 
 
 Polite Forms of Speech — 
 
 See First Grade and Kindergarten, pages 33 and 45. 
 
Third Grade 
 
 LANGUAGE. 
 
 Remember: The unit of expression is the sentence. The unit 
 of procedure is large thought units. All constructive work in 
 English should be given in sentences. Cultivate the sentence 
 sense. This does not mean that children should be forced to 
 answer in complete senteiu-es when it is stilted and unnatural 
 to do so. 
 
 Study the Cxeneral Statement, the work of the preceding, 
 and the following grades. 
 
 Continue to work for free, spontaneous expression in rela^ 
 tion to something that, from the child's point of view, is worth 
 talking or writing about. 
 
 A Statement of Aims. 
 (See Standards in English, Mahoney.) 
 
 ''To lead children to tell of their experiences as freely in 
 school as they do at home, or on the playground. 
 
 "To restrain the garrulous; to stimulate the timid. 
 
 "To acquaint children, mainly through imitation of the 
 model, with the use of the short exclamatory and the short in- 
 terrogative sentence as a medium for lively thought expression. 
 (This means imitation of style, not words and content. See 
 page 63, Mahoney.) 
 
 "To continue the work of developing dif?tinct articulation, 
 and an easy, natural talking tone. 
 
 "To play the language games without any let up. (Not 
 more than two or three minutes each day.) 
 
 "Still to continue the war against 'and', 'then', and, 'so'." 
 
62 
 
 THIRD GRADE 
 
 Sources of Material. 
 
 Geography. See Mimeographed Course by Louisville Nor- 
 mal School. 
 
 Civics and History. See Mimeographed Course by Louis- 
 ville Normal school. 
 
 Industrial. See Outline. 
 
 Nature Study and Hygiene. Course in Science for Detail. 
 Art. See Outline. 
 
 These subjects are excellent language material, provided 
 that they are used constructively. 
 
 The class, with the teacher's help, must hold the pupil to one 
 definite point. 
 
 Frequently the main topics may be outlined and the child 
 trained to talk in paragraphs. 
 
 The pupil must try to express his experiences, to make clear 
 his impressions to other members of the group. 
 
 Social Experiences. See discussions under suggestions for 
 second grade. 
 
 A study of industrial life is a part of the geography and 
 history of the third grade. 
 
 Make a study of some phase of 
 
 The Work of the Community. 
 See General Statement for Typical Projects. Milk. 
 Suggestions. In those schools in which there is a Babies* 
 Milk Station in the neighborhood, study 
 
 The purpose of the Station. 
 Our interest in somebody else's baby. 
 The means of getting the pure milk to the babies. 
 Methods employed in making sure that the milk is pure. 
 The care of the milk after it is taken home. 
 "Written Expression. Writing a letter to mother telling all 
 that we have learned about the babies' milk supply. 
 
 Or A Study of the Fire Department — 
 The need of a Fire Department. 
 The men who do the work. 
 
 Their training in prompt attack. 
 
 Their rapidity of movement. 
 
THIED GEADE 
 
 63 
 
 Some things that they must know. 
 Their bravery. 
 
 (Stories of Bravery of Firemen.) 
 The equipment of the Fire Department. 
 The fire alarm. 
 
 The service that the department renders. 
 
 Written Expression. An account of just what happens in 
 our city when there is a fire. What is done first, next, etc.? 
 
 Motive. Send to some boys in another city that is not so 
 large as ours. 
 
 Or A Study of Our Public Library — ^ 
 
 1. The service of the public library. 
 
 2. The pleasure that we have there. 
 
 3. A description of the children's room. 
 
 4. Our behavior in the children's room. 
 
 Some things that we find in the Museum ; in the Art Room. 
 The care of the books : 
 
 Ways suggested for keeping them clean and in good 
 
 condition. 
 How to find the book that we want. 
 How to find the subject in the book — Training in the 
 use of the Index. 
 
 Written Expression. Play that you are a beautiful story 
 book. Write a letter to the little boys and girls who read you, 
 telling them just what you would like to have them do for you. 
 Be sure to say please. 
 
 Motive. Ask the principal of the building to send these 
 letters to second and fourth grade children to read. 
 
 Public Safety — Personal Safety — 
 
 Study the duties of the traffic officer, our relation to him. 
 Our street car system. 
 Some things that are done for our safety. 
 Organize rules of safety for ourselves in relation to street 
 cars. 
 
64 
 
 THIRD GRADE 
 
 Written Expression. After oral work along these lines, 
 formnlate written rnles, and take them home to pin up that the 
 family may read them. 
 
 Helping others to keep safe. 
 
 Expression. Try to get a response in action. Study poem, 
 ''Somebody's Mother" in Child's Calendar Beautiful. 
 
 Story — The Baby and the Elephant. 
 What to do with a little child who is lost. 
 How to help an old person. 
 Lead the children to organize a list of habits that we should 
 form in relation to crossing the streets. 
 
 Note — A negative treatment of this subject is dangerous. 
 
 Make the treatment positive in every respect. 
 Study the work of preceding grades. 
 
 It is a mistake to assign certain topics to a grade and after 
 one or two discussions, neglect them in the following grades. 
 
 The Story of Robinson Crusoe — A Project For 
 THE 3-A Grade. 
 
 Plan for the Study of Rohinson Crusoe. 
 
 In presenting story of Robinson Crusoe, we have as an aim 
 not only to teach a fine realistic story of genuine literary value, 
 a romance which never loses its interest and charm for the 
 children, but through it the child is to enter more intelligently 
 into social conditions. 
 
 Robinson Crusoe's struggles in getting fire, food, raiment 
 and shelter, may be vital to the children, if they are skillfully 
 led to enter into the spirit of Crusoe's life and victories. Lead 
 the children to picture vividly every new scene, and through 
 keen imagination to enter vitally into every changing condition 
 of the life of the hero. 
 
 Points similar to the following may often be the topic of 
 conversation; Robinson Crusoe is in this position, he must 
 
THIED GEADE 
 
 65 
 
 therefore have this or that necessary thing. Suppose you were 
 Robinson Crusoe. ^Yhat would you do? 
 
 To assist the child to get into the spirit of the story, and 
 to intelligently work it into his own life, the suggestions under 
 the topics. Something to Think About, Something to Find Out, 
 Something To Do, are given. They are merely suggestions and 
 are not intended to be exhaustive. 
 
 The following plan is arranged on the basis of institutional 
 life. Frequent comparisons of Robinson Crusoe's life with our 
 own conditions of life should, be made. 
 
 It \vill be necessar}^ for the teacher to make a thorough study 
 of the book and to carefully plan each lesson, if the children 
 are to receive the full measure of social benefit to which they 
 are entitled. 
 
 Children read the story as a whole. Use in silent reading. 
 
 In relation to the discussion, have parts of the book read 
 ahjud, making the reading as dramatic as possible. 
 
 If the children are sufficiently interested, read it several 
 times so that they will get the continuity of thought. 
 
 Discuss the story in the light of institutional life, following 
 the thread of the story and keeping up the dramatic interest 
 which it so easily sustains. 
 
 What happens to Robinson Crusoe? 
 
 What happens next? 
 
 AVhat do you think Robinson Crusoe did then? etc. 
 
 The (questions under the suggestive topics — "Something To 
 Think Almut^', "Something to Find Out", "Something To 
 Do", are to be written on tlie board to be read by the children. 
 The things that they have thought out and investigated may 
 be discussed and the directions for expression work carried out 
 with the most available material. 
 
 Robinson Crusoe's Home — 
 
 Cliildren imagine the (conditions in the home of his 
 
 parents. 
 
 What were some of tlie things he had to give up when 
 he left home? 
 
 Something To Think About — 
 
 AVliy did Robinson Crusoe want to go to sea? 
 
66 
 
 THIRD GRADE 
 
 Something To Find Out— 
 In what country is York? 
 
 What do we call people who live in that country? 
 
 In what country do we live? 
 
 What are we called? 
 Something To Do — 
 
 Draw a picture of the flag of Robinson Crusoe's 
 country. 
 
 Draw a picture of our country's flag. 
 
 Write the names of some of the good things Robinson 
 Crusoe had to give up when he left home. 
 
 Discuss some of Robinson's hardships as a sailor. 
 Something To Think About — 
 
 Why did Robinson Crusoe remain a sailor when it 
 was such hard work? 
 Something to Find Out? 
 
 Where is South America? 
 
 The chapters, ''I am ship-wrecked," ''I am cast upon 
 a strange shore," are of such intense interest that they 
 should be handled as a whole. Teacher tells the story, 
 picturing as vividly as possible Robinson starting on his 
 journey, the coming of the storm, the shipwreck, his con- 
 dition when cast upon a strange shore. Appeal to the 
 emotions. 
 
 Bring in some child from another grade or any per- 
 son to whom the pupil will feel the story is new and 
 allow the children to tell the story to them. Encourage 
 a great deal of dramatic expression. 
 Something To Think About — 
 
 If you were Robinson Crusoe and found yourself 
 ship-wrecked on a lonely, strange shore, what is the first 
 thing you would do ? 
 Something To Do — 
 
 Draw a picture of the ship sailing on the sea, before 
 the storm. 
 
 Draw a picture that will tell the story of Robinson 
 Crusoe cast upon the strange shore. 
 
 Robinson's first lodging — Tree — Tree Dwellers 
 
THIRD GRADE 
 
 67 
 
 Robinson's possessions. 
 Robinson's necessities. 
 
 His most important discovery, (the spring). 
 His first home on the island, (the tree). 
 
 Something To Think Abont— 
 
 Which did Robinson need more, a spring of fresh 
 water or something to eat ? 
 
 Why? 
 Something To Do — 
 
 Draw or cut the picture of Robinson's first home. 
 
 Show on the sand table how things first looked, when 
 Robinson came to the strange shore. 
 
 Robinson's visits to the wreck. 
 
 Tell the story. 
 
 What were the useful things he found? 
 How did he get them to the shore? 
 
 Something To Think About — 
 
 What do you think was the most useful thing that 
 Robinson Crusoe brought from the wreck? Why? 
 
 Something To Find Out — 
 
 How are the rafts that we see down at the river 
 made ? 
 
 Something To Do — 
 
 Make a little raft like Robinson Crusoe 's. 
 Use it in sand-table illustration. 
 
 The Tent- 
 How was it made? 
 
 Something To Think About — 
 
 In wliat way was the tent better than a home in the 
 trees ? 
 
 What ijeople always live in tents? 
 
 Compare Robinson's tent with the home he had left 
 in England. 
 Something To Do — 
 
 Build on the sand-table a tent like Robinson's. 
 
 Spell the names of all the things that were in Robin- 
 son's tent. 
 
68 
 
 THIED GRADE 
 
 Eobinsoii Crusoe's Castle — 
 Disadvantages of the tent. 
 Building of the castle. 
 How protected? 
 
 Something to Find Out — 
 
 Can you find a place on our hillsides that is some- 
 thing like the one Robinson Crusoe used for his castle ? 
 
 Something To Do — 
 
 Build on the sand-table a castle with stakes around 
 it just as Robinson Crusoe did. 
 
 Make a little ladder like the one Robinson Crusoe 
 had 'to get in and out of his castle. 
 
 Industrial Life — 
 
 What were some of the things Robinson Crusoe 
 ver}^ much needed? (Compare with our needs). 
 Have conversation lessons on such subjects as, 
 Robinson Crusoe : 
 
 The Sailor. 
 
 The Hunter. 
 
 The Fisherman. 
 
 The Shepherd. 
 
 The Farmer. 
 
 The Potter. 
 
 The Carpenter. 
 
 The Tailor. 
 
 The Manufacturer. 
 
 The Shoemaker. 
 
 The Shipbuilder. 
 
 The Cook. 
 
 The Miller. 
 
 The Baker. 
 
 Something Tq Think About — 
 
 Try to count the people who help us to get food to 
 eat, clothes to wear, and a comfortable home to live in. 
 
 "What are some of the other comforts that we have? 
 
 Compare with those of Robinson Crusoe. 
 
THIED GEADE 
 
 69- 
 
 Something To Find Out. 
 
 Where is there a cave in our hillsides? What other 
 people have lived in caves? The Cave Dwellers. 
 
 Something To Do — 
 
 Make Robinson's cave home of clay. 
 
 Make clay dishes as Robinson did. 
 
 Plant the same seeds that Robinson Crusoe planted. 
 
 ]\Iake his little farm on the sand-table. 
 Dress a doll in clothes like Robinson 's. 
 Make Robinson Crusoe 's umbrella. 
 
 Society — • 
 
 Robinson Crusoe and his friends. 
 
 Name some of them. 
 
 Care of his pets. 
 
 Tell the story of Polly. 
 
 Had he any people who were his friends? 
 
 Tell the story. 
 
 A perilous adventure. 
 
 Footprints in the sand. 
 
 The earthquake. 
 
 His man Friday. 
 
 (Compare with our opportunities for social life.) 
 
 Something To Think About — 
 
 What do you think Robinson Crusoe wanted more 
 than anything else? 
 
 What did he do to keep from being lonely? 
 
 Something To Do — 
 
 If we could have taken a picture of Robinson Crusoe 
 eating his supper, what would we have seen? 
 
 Try to make us see the picture. 
 
 Robinson Crusoe is starting out for a walk. 
 
 Take his picture. 
 
 Draw it, or tell about it so that we shall see it. 
 
 Robinson Crusoe's School — 
 What was it? 
 
 What were some of the tliiriffs lie learned? 
 
70 
 
 Eobinson Crusoe, the teacher. 
 Who was the pupil ? 
 How did he tell time? 
 Robinson Crusoe's calendar? 
 
 Something To Think About — 
 
 What forced Robinson Crusoe to learn things that he 
 did not know before he came to this island 
 
 Something To Find Out — 
 
 Try to find as many different ways of keeping time 
 as you can. 
 
 Something To Do — 
 
 Look at the sundial and tell us how to tell time by it. 
 Make a picture of an hour glass. 
 Make a weather calendar. 
 
 Compare with Robinson Crusoe's method of telling 
 time. 
 
 Can you think of any other way in which Robinson 
 Crusoe might have kept a record of the time he spent 
 on the island ? 
 
 Teach time by clock. 
 
 Make clock face. 
 
 Make calendar. 
 
 Take children to see a sundial or show them the 
 picture of a sundial. 
 
 Robinson Crusoe and the Bible — . 
 Where did he get it ? 
 Of what use was it to him ? 
 
 Talk about some of the good and beautiful things 
 that were on the island. 
 
 What did Friday teach Robinson Crusoe about God? 
 
 Tell the story of the rescue of Robinson Crusoe as a 
 whole. 
 
 Draniaiize. 
 
 As a review of the entire story this may be done. 
 Discuss and select the most important points in the story. 
 Make a selection of those episodes, which if told in logical 
 
THIRD GRADE 
 
 71 
 
 sequence will tell the story of Robinson Crusoe. A very at- 
 tractive entertainment for the children would be to consider 
 these crucial points a series of acts. Divide the grade into 
 groups, each group dramatizing very simply the act for which 
 it is responsible. Arrange these acts so that the entire story 
 will be told brieflj^ 
 
 Hygiene — Third Grade. 
 
 Just enough of this subject is given to show its relation to 
 English. (For details, See Course in Science.) 
 Have discussions based upon Personal Hygiene. 
 
 Review all topics suggested for First and Second 
 Grades : 
 
 Cleanliness. 
 Fresh air. 
 Light. 
 
 The care of the eyes. 
 
 The placing of the book. 
 
 How the light should fall when reading. 
 
 Food : 
 
 Selection of the noon lunch. 
 
 Avoidance of unwholesome candy. 
 In relation to the city 's water supply, discuss : 
 
 The need of pure water. 
 
 The use of individual cups. 
 Proper posture in sitting and standing. 
 Hygiene in relation to the school room : 
 
 The need of a cool school room — what happens 
 when the room is too warm. 
 
 The reading of the thermometer. 
 
 The need of an abundance of light. 
 
 The window shades ; the assistance of the children 
 in their regulation. 
 
 School Desks : 
 
 Their cleanliness and care. 
 
 The accumulation of waste material — ^How to 
 avoid it. 
 
72 
 
 T H I E D GRADE 
 
 The pro})er use of the drinking fountain: 
 
 Teaeh the yount^-er ehiUlren liow to use tlie fountain. 
 The necessity of possessing and using only a pencil 
 of one's own. 
 
 Nature Experiences 
 
 (See Coiii'se of Study in Science for details.) 
 
 Provide jihuiidaiit opportunity for experience, observation 
 and disiTis.-ion. 
 
 Ct'iitra! thought: Nature in relation to the needs of man. 
 Connect the work with home and school activities. 
 Plan for a home garden— Connect with a study of plants: 
 The work they do for us — 
 
 (Jjist food-producing plants and plants that are 
 not edible. 1 
 The needs of plants — 
 
 A study of soil in relation to supplying proper 
 conditions. 
 
 Kinds of soil. 
 P'ormation of soil. 
 ]\[eans of 1)etteriug the soil. 
 Experiment — 
 
 Germination nnder var3ang conditions. 
 Sunlight. — 
 
 Tlie need of light. 
 
 Observe window ])lants turning to the sun. 
 
 Experiment showing effect of no sunlight. 
 
 Provisions for furnishing an abundance of sunlight. 
 Warmth. — 
 
 Plant life in summer and winter. 
 Color changes in relation to light, heat, moisture. 
 In relation to gardening study. — 
 
 ( 'aterj)illar. 
 
 Toad. 
 
 Earth Worm. 
 Grasshopper. 
 Pirds. 
 
THIRD GRADE 
 
 73 
 
 Which are the friends of our garden! 
 
 Which are the enemies ? 
 
 Water.— 
 
 Water in relation to plant and animal life. 
 
 Water as a supply of the needs of man. 
 
 Water as a producer of power. 
 Experiments. — 
 
 To show evaporation and the power of steam. 
 Story of a drop of rain. 
 
 The water that we drink — IIoav it readies us. 
 Animals, Domestic. — 
 
 In relation to the needs of man. 
 
 Our animal friends — The service tiiey render. 
 
 A study of an animal in relation to the service 
 that we may render it. 
 
 Study its habits, food, liabitat that we may 
 provide for its comfort. 
 Protection of Animals. — 
 
 The wild animals that are related to our friends — 
 the domestic animals. 
 
 Relation of Avild animals to the man of the forest 
 of long ago. 
 
 Story of the Taming; of a Wild Animal. 
 Birds — Recognition of Our Familiar Friends. — 
 
 A study of conditions that will persuade binds to 
 stay in our yards, gardens, parks. 
 
 Reports of efforts to provide these conditions. 
 
 Protection of birds. 
 
 A study of birds' homes. 
 
 Adaptation to their environment. 
 
 I^rovisioji for food, water, shelter. 
 Trees — Recognition of trees in neig}il)orhood, parks 
 and f)lay grounds — 
 
 The value of trees to us. 
 Collect un<] huvo u 1 if tic exhibit of The Ciffs of the Trees. 
 
74 
 
 THIED GKADE 
 
 The protection of trees along the 
 Sidewalks. 
 Playground. 
 
 Parks and other public places. 
 
 Third Grade children are interested in reading material 
 bearing upon topics that have been studied. The interest in 
 the reading will depend greatly upon the background of first 
 hand experiences that the children have had. 
 
 Use the books as means of getting more information 
 along a line of investigation. 
 
 Use a variety of books, leading the children to bring their 
 contribution to the other members of the class. 
 
 Some books are used to provide interest in the story of 
 nature — ^the large nature experiences of plants and animals. 
 
 Book List — Nature. 
 
 Wild Animals That I Have Known — Thompson Seton. 
 
 Wake Eobin — Burroughs. 
 
 The Jungle Book. 
 
 Bird Neighbors. 
 
 Early Cave Men — Dopp. 
 
 The Tree Dwellers — Dopp. 
 
 The Story of Ab— Waterloo. 
 
 Nature Study Readers — Troeger. 
 
 Birds Through an Opera Glass — Wright. 
 
 Four Footed Americans — Wright. 
 
 About Plant Life — St. Nicholas. 
 
 Sea-Side and Way-Side — Wright. 
 
 Our Common Friends and Foes — Turner. 
 
 Plants and Their Children — Dana. 
 
 Black Beauty— Sewell. 
 
 Nature Study and Life — Hodge. 
 
 Nature Study Lessons — McMurry. 
 
 Nature Study for Primary Grades — Cummings. 
 
 Nature Study — ^Holtz. 
 
 Little Busybodies — Marks and Moody. 
 
 Animals at Home — Bartlett. 
 
THIED GEADE 
 
 75 
 
 Literature — A Source of Language Expression. 
 List of Stories. 
 
 Select stories from readers, supplementary material and other 
 sources of recognized literary value. 
 
 See the book list at close of language outline. See the 
 General Statement for discussion of stories. 
 
 Bible Stories: 
 Story of Moses. 
 Story of Joseph. 
 David and Goliath. 
 David and Jonathan. 
 
 Stories — Suggestions : 
 The Ugly Duckling. 
 
 Atlanta's Race — Graded Literature, Book 3. 
 The Lump of Clay — Van Dyke. 
 Sinbad the Sailor — Arabian Nights. 
 Selected Stories from Uncle Remus (to be read to 
 children). 
 
 Robinson Crusoe (read by the children). 
 Stories from Fairy Tale and Fable — Scudd.er. 
 Why the Sea is Salt— Old Norse Tale. 
 Ceres and Persephone. 
 
 The Peterkin Stories — Old Numbers of St. Nicholas. 
 The Blue Bird — Maeterlinck (Adapted). 
 Black Beauty. 
 
 The Brave Little Holland Boy. 
 Raggylug — Ernest Thompson Seton. 
 Johnny Bear — Lives of the Hunted — Ernest 
 Thompson Seton. 
 
 Robert Bruce and the Spider. 
 Story of Prometheus. 
 Aeolus and the Bag of Winds. 
 Baucis and Philemon. 
 
 Just So Stories : 
 
 How the Camel Got His Hump. 
 How the Rhinoceros Got His Skin. 
 
76 
 
 THIED GRADE 
 
 How the Whale Got His Throat. 
 
 The Bear Story — ^James Whitcomb Riley. 
 
 The songs of the grade used as a scorce of good literature. 
 
 Get the story, imagery feeling of the song — See outline of 
 Music in separate pamphlet. 
 
 Continue the training in appreciation of beautiful forms of 
 prose and poetry. 
 
 In this grade, at times, the children still enjoy making their 
 own rhymes and verses in relation to certain projects. See 
 General Statement, page 26. 
 
 Poems. 
 
 Review poems learned in the Kindergarten, First Grade and 
 Second Grade. 
 
 Select ten from the following list to be made a permanent 
 possession. 
 
 Select other fitting and seasonable poems. 
 
 A List of Poems. 
 
 Stevenson, R. h. : AVhere Go the Boats ? — Poems by Grades ; 
 
 Harris & Gilbert. 
 Rands, W. B. : The Child's World.— Poems by Grades; Harris 
 
 & Gilbert. 
 Child's Calendar Beautiful. 
 
 Emerson, R. W. : A Fable (The Mountain and the Squirrel) — 
 
 Poems by Grades ; Harris & Gilbert. 
 Bible: Psalm XXIII. — Poems by Grades, Harris & Gilbert. 
 Browning, Robert : A Song from Pippa Passes. — Poems by 
 
 Grades; Harris & Gilbert. 
 Tennyson: The Throstle. — Poems by Grades; Harris & Gilbert. 
 Lonorfellow: The Children's Hour. — Poems by Grades; Harris 
 
 & Gilbert. 
 
 Coleridge: He Prayeth Best. — Poems by Grades; Harris & 
 Gilbert. 
 
 Tennyson: Sweet and Low. — Poems by Grades; Harris & 
 Gilbert. 
 
THIED GEADE 
 
 77 
 
 Brooks, Phillips : 0 Little Town of Bethlehem. — Poems by 
 
 Grades; Harris & Gilbert. 
 Moore, C. C. : A Visit from St. Nicholas. — Poems by Grades; 
 
 Harris and Gilbert. 
 AUingham. Wm. : Fairy Folk. — Poems by Grades ; Harris & 
 
 Gilbert. 
 
 Bimner, H. C. : One, Two, Three. — Poems by Grades ; Harris & 
 Gilbert. 
 
 Coolidge, S. : How the Leaves Came Down. — Poems by Grades; 
 
 Harris & Gilbert. 
 Sangster. Margaret: We Thank Thee. — Child's Calendar 
 
 Beautiful. 
 
 Larcum, Lucy: The Song of the Thrush. — Poems by Grades; 
 
 Harris & Gilbert. 
 Cooper, George: The Wonderful Weaver. — Child's Calendar 
 Beautiful. 
 
 PirrrKKS. 
 
 Pictures are another source of language material. 
 See suggestions given First and Second Grades. . 
 After oral discussions tlie story told by the picture may be 
 written. 
 
 Device. The children are given familiar pictures, each 
 member of the group receiving a different one. The child 
 describes his picture, and tlie other members of the class guess 
 the title. 
 
 List of Pictures. 
 
 The Song of the Lark — Breton. 
 
 Want to See the Wheels Go 'Round — Goodman. 
 
 The Dog in the Manger — Douglas. 
 
 Friends or Foes — Barber. 
 
 An Interesting Family — Carter. 
 
 The Sheep — Jacque. 
 
 Three Members of a Temperance Society — Llerring. 
 
 The Breakfast — P. Descelles. 
 
 The First Step— Millet. 
 
 Shoeing the Horse — Landseer. 
 
 Two ^fothei-s i\r\(] TIumt' Families — Gardner. 
 
78 
 
 THIED GEADE 
 
 Constructive Language. 
 
 See suggestion given First, Second and Fourth Grades. 
 This does not mean that the actual topics are to be used, but 
 merely to indicate a line of thought. 
 
 Topics : The Life History of a Family of Birds discussed and 
 written in sequence ; as, 
 
 The coming of the birds. 
 The building of the nest. 
 The activities of the birds from day to day. 
 The arrival of the birdlings. 
 The care of the j^oung birds. 
 First lessons in learning to fly, etc. 
 The paragraphs may be organized from day to day and 
 finally arranged in book form. 
 
 Connection With Industrial Work. Make cover for book. 
 See outline in separate pamphlet. 
 
 Art. — See suggestions for design in drawing outline in 
 separate pamphlet. 
 
 Co-operation. — Send to Second Grade children to read. 
 In connection with Third Grade geography, write and discuss 
 a little guide book. 
 
 Places of Interest in Louisville. Points that are worth the 
 consideration of visitors. 
 
 How to Reach the Interesting Places. Aim: Make direc- 
 tions so definite that a stranger could follow them. 
 
 Co-operation. — Give to the teacher, or some new friend in 
 the building. 
 
 Made in Louisville Articles — 
 
 Motive. — Discuss and write brief descriptions of articles^ 
 making the attractive qualities so tempting that other members 
 of the group will want to use the home-made product. 
 
 Other Topics. 
 
 Tell incidents and stories connected with sections of our 
 city. 
 
 Organize stories for dramatization. 
 
 Teach the form of a simple letter. Write to children of 
 
THIRD GRADE 
 
 79 
 
 another city. Describe interesting places and give account of 
 interesting events in our own city. 
 
 Write account of trips and holiday experiences. 
 
 Formulate directions for making objects mentioned tin 
 industrial course. 
 
 Formulate directions for playing games. Work for concise, 
 logical expression. 
 
 Write riddles and send them to other children to guess. 
 
 Formulate a concise statement of what was done during a 
 period of physical exercise. 
 
 Formulate rules of health based upon discussions of 
 Hygiene. 
 
 Formulate "Safety Rules." 
 
 Write directions for care of plants and pets. 
 
 Write poems from memory after they have been learned 
 through study of the content of the poem. Call attention to 
 form, punctuation, capitals before attempting to write. 
 
 In the Third Grade, use description in relation to narration. 
 
 The most effective description is that in which the child sees 
 the need of making the description so clear that others may get 
 a true picture of the thing he has in mind. The description 
 becomes vital when given as a part of a real situation. 
 
 A Tumi) Grade Language Lp:sson. 
 
 Description is a natural part of this lesson. 
 
 The actual work as presented to the children has been 
 outlined by the teacher of the grade, Miss Mary Wehmhoff, 
 Morris School. 
 
 Lesson Material : An advertisement for the recovery of a 
 lost knife. 
 
 The Child's Motive: The need of giving an accurate 
 description of the knife. 
 
 Lesson Approach: You have lost a knife. Write a 
 description of it, so that the person who finds it may know it 
 is yours and return it. 
 
 Development : 
 
80 
 
 THIRD GKADE 
 
 Teacher — Who had a knife given him for Christmas? 
 You think much of it, don't you? 
 Who has a knife all his own? 
 
 Should you not feel bad if you were unfortunate 
 enough to lose it? Such things do happen. 
 
 If you lost yonr knife what could you do to recover it? 
 . Pupil — Advertise for it in the paper. 
 Teacher — Yes, but what must you do to advertise? 
 Pupil — I must write just what my knife looks like. 
 
 Describe it. (Word supplied by teacher.) 
 Teacher — How much shall w^e tell ? 
 Pupil — Just enough to show Ave know our own knives. 
 
 Nccessarij Points in Description of Knife. 
 
 1. What kind of a knife ? 
 A pocket knife. 
 
 2. Description of parts of the knife : 
 Possible characteristics of handle: 
 
 pearl, 
 
 gold, 
 
 silver, 
 
 bone, 
 
 wood, 
 
 initials on handle, 
 inlaid silver. 
 Possible characteristics of blades: 
 number of blades, 
 dull, 
 big, 
 little, 
 polished, 
 sharp, 
 broken. 
 
 3. Other characteristics : 
 
 Possession of nail file, etc. 
 
 In which part of the newspaper will this article 
 appear ? 
 
 How shall we begin our advertisement? 
 
THIED GRADE 
 
 81 
 
 Lost — Attention was drawn to the position and 
 punctuation of "Lost." (If possible, anticipate mis- 
 takes in spelling and punctuation. Supply the correct 
 form.) 
 
 The Written Exercise : 
 
 Teacher — Place the word ''Lost" in exactly the 
 right place on your paper. Write quickly the adver- 
 tisement for the recovery of the knife that you have lost. 
 It must reach the paper before twelve o'clock to be in 
 afternoon edition. 
 
 Specimens of Children's Work: 
 
 Lost — A pearl handled knife with two blades. It was 
 a pocket knife. The blades were sharp. 
 
 Reward if returned to Fannie Schneider, 201 E. 
 Madison Street. 
 
 Lost — An old knife with a broken wooden handle. It 
 had two blades and a piece of a blade. I care for it, for I 
 had it a long time. 
 
 Please return to Leonard StcAvart. 
 
 Lost — A bone-handled knife with three blades and a 
 nail file. The big blade was broken. 
 
 Return to James Fitzpatrick, 127 East Ja«ob St. 
 
 Lost — A knife with a gold handle. My initials are on 
 the handle. It has a nail file and two blades. 
 
 Please return to James Savage, 237 East Main St. 
 
 Lost — A pearl-handled pocket knife. Three blades, 
 two lar<re ones and one small one. Initials engraved on it. 
 
 Reward if returned to Vivian Gough, 412 S. 
 Second Street. 
 
 Children's Criticism of Their Own Work: 
 
 One boy said: "That was mighty long. That would 
 cost more than the knife was worth." 
 
82 
 
 TIIIED GRADE 
 
 Oral English — Third Grade. 
 Minrmnni Requirements. 
 
 By the close of the Third Grade, the sentence sense should 
 have been well developed. Children should, use concise 
 sentences, the inflection showing that they have a clear idea of 
 the beginning and the close of sentences. The "and, why, 
 then, so" habit should be broken. 
 
 The work should be free and spontaneous, but there should 
 be marked power in ability to hold to a definite point. 
 
 •(As an illustration of this, attention is called to an 
 argument made by Third Grade children in connection with 
 the Louisville Normal School Extension Class. The subject, 
 "Is It Better To Live In Crescent Hill Or In the Central Part 
 of the City?" was discussed in relation to a civic project — a 
 Study of the Crescent Hill Neighborhood.) 
 
 There should be definite ability in making an informal 
 outline in relation to their own discussions and stories. 
 
 They should be able to tell short, original stories of eight 
 or ten sentences. 
 
 They should be able to plan the dramatization of the stories 
 in their readers and supplementary books. 
 
 The paragraph should be studied. Study typical para- 
 graphs and find " what the paragraph tells." 
 
 Have short, two-minute talks in relation to some project, 
 or topic of vital interest. Opportunity should be given for the 
 preparation of these talks. 
 
 The Pupil's Method of Work: It should show abilit}^ and 
 hegi7ining skill in dealing with tliought units in study work and 
 class room procedure. 
 
 Teach the direct quotation, using it in reporting conversa- 
 tions. 
 
 Distinct enunciation and correct pronunciation should be 
 insisted upon. The class should be held responsible for 
 understanding the child who is talking. 
 
 Insist upon the distinct enunciation of the final consonants 
 and words beginning with wh, as when, where, what, white, 
 V wns, not wnz. 
 
THIRD G E A D E 
 
 83 
 
 Drill in correct proiiouiiciation of words like toward, often ; 
 of Avords that rhyme with log. I have to do it, not I liaf to do it. 
 
 Correct Use of Parts of Speech. 
 
 In addition to the lists of the Kindergarten First, and 
 Second Grades, teach the contractions isn't, doesn't. Teach I 
 liave instead of I've ^rot. Yon may, for permission. 
 
 AVrittex English — Third Grade. 
 Minimum Requirements. 
 
 Study the entire course particularly , the work of the First 
 and Second Grades. Correct habits in written English must 
 be made permanent. 
 
 Have many short written exercises at the blackboard. 
 
 The children should be able to write correctly a short story, 
 or paragraph of at least six or eight sentences. 
 
 They should write short paragraphs that are entirely 
 original, using subjects that are vital in the every day work of 
 the school: 
 
 They should have mastered tlie form of a short, friendly 
 letter. 
 
 Form an ideal of an interesting letter. Read good letters 
 to the children. For instance, "Roosevelt's Letters to His 
 Children" are excellent models becanse of their informality 
 and naturalness. 
 
 Every point that was given special attention in the 
 preceding grades should be given renewed attention in all 
 following grades. 
 
 • Sentence Imi)rovement : 
 
 Continue -work of First and Second Grades. 
 
 Emphasize oral paragraphing following with short, 
 written exercises. 
 
 Correct indentation and margin. 
 I'unctuation : 
 
 Use all necessary marks of punctuation. 
 
84 
 
 THIRD GRADE 
 
 Particularly, proper use of period, exclamation point, 
 interrogation point, apostrophe, possessives, comma witli 
 words in a series, quotation marks with a direct quotation. 
 
 Capitalization : 
 
 Use proper capitals whenever required, particularly 
 in relation to dates, initials and abbreviations of all 
 kinds. Write the address on an envelope. 
 Drills for Correct Expression:. 
 
 Exercises is the use of adjective (comparative 
 degree). 
 
 Correct use of knew, wrote, have written, gave, have 
 given, have known, he and I, those. 
 
 Drill in the correct pronunciation of toward, often, 
 which, where, what. 
 
Fourth Grade 
 
 LANGUAGE. 
 
 This is the year in which to clinch the correct habits iu oral 
 and written English that have been begun in the lower primary 
 grades. 
 
 To do the Fourth Grade work intelligently, it is particularly 
 necessary to know the work of all preceding grades and that of 
 the Fifth Grade. 
 
 Remember that the unit of expression w the sentence. The 
 unit of procedure is large thought units. 
 
 Cultivate the sentence sense. 
 
 A Statement of Aims. 
 
 (See Standards in English — Mahoney.) 
 
 a. To strengthen the "sentence sense". Eliminate "and" 
 and "so" and "why". 
 
 b. To secure good bearing before the class. There is no 
 excuse for self-consciousness, if the right class atmosphere is 
 established. 
 
 c. To continue to promote orderly talking. 
 
 d. To secure good articulation and good tone. 
 
 e. To correct, with moderation, common spoken errors. 
 
 Source of Material: Discussions based upon the child's 
 experience in relation to 
 
 Geography — See outline Course of Study by Louisville 
 Normal School, October, 1919. 
 
 Nature — For details see Course in Science. 
 
 History — See outline Course of Study by Louisville 
 Normal School, October, 1919. 
 
86 
 
 ¥ O U E T H GRADE 
 
 Hygiene — For details, see Coiivse in Science. 
 
 Art — See outline under separate cover. 
 
 Literature — See ontline. 
 
 Music — See outline under separate cover. 
 
 Industrial Work — See outline under separate cover. 
 Not only is every well organized lesson in which the child 
 expresses himself with freedom and correctness an excellent 
 Icinguage lesson, ijut various subjects of tlie primary curriculum 
 may be so used as to furnish a practical motive for oral and 
 written expression. 
 
 IllustrdfioHs. 
 
 Music. — A class of children after hearing the Overture to 
 AVilliam Tell by Rossini were led to recognize the four parts of 
 the composition, the Dawn, the Storm, the Calm and the Finale. 
 
 With these topics as the basis of discussion, the children were 
 led to give word pictures, describing each scene in relation to 
 the distinct parts of the overture. 
 
 The paragraphs were clearly defiiied. The form of the 
 composition followed the content. This was true in both oral 
 and w^ritten production. . 
 
 Means of Co-operation. — Send the story of the overture to 
 another class of children to help them in the interpretation and 
 enjoyment of the selection. 
 
 An Imaginary Trip. — Discuss and write plans for the 
 journey — necessary equipment — traveling arrangements. 
 
 Write to friends at home accounts of pleasures of the trip. 
 
 On regular telegraph forms, write announcements of sudden 
 change of plans or time of home-coming. 
 
 Work out each incident with care, striving for originality in 
 the content side of the Avork. Pay particular attention to the 
 technical side of the work in order that it may be a fittino^ 
 embodiment of an account of a pleasant experience. 
 
 Correlation. — Make a book in which to keep the story of the 
 trip. Present as a gift to a friend. 
 
 Plan for Making Book. — See outline of Industrial Work — 
 separate pamphlet. 
 
F O U K T H GRADE 
 
 87 
 
 Suggestions for De'joratioii. — See Drawing Course— separate 
 pamphlet. 
 
 Letters. — Teach the writing of a friendh^ letter. Pay much 
 attention to the proper construction of a letter. 
 
 It should always be a real letter to a person to whom there is 
 something interesting to tell. 
 
 Correspond with children of another school, city, State, or, 
 if possible, another country'. 
 
 The approach to the work should always be from the content 
 side — the thought back of the proper means of expression. 
 Children should see that correct paragraphing, proper punctua- 
 tion, perfect spelling, legible writing are the means of clarifying 
 the thought for the person who is to read their message with 
 ease and rapidity. In no case should a child be allowed to send 
 his letter until it is all that he is capable of doing in both form 
 and content. 
 
 Letters of Thanks. — AVrite a letter to the principal when new 
 >upplementary readers or story books have been received. Tell 
 her just what plans the members of 'the class have made for the 
 proper care of the books. Or 
 
 Write a letter to the princi])al telling just what you would 
 do if you were allowed to stay and assist the teacher after school. 
 The writer of the best letter might be chosen as the teacher's 
 assistant. Or 
 
 Write a letter telling tiic priiicij)al what you would do if you 
 were appointed leader of a "Keep Clean" Committee for the 
 school yard. Or 
 
 Write a letter telling tlie principal what you would do if you 
 should be appointed leader of the younger boys in the marching. 
 
 Letters and notes of invitations to mothers to attend meetings 
 of the Parent-Teachers' Association, etc. 
 
 Li I era t ? t re — S tories — Device. 
 
 Make a small book of stories that Second Grade or First 
 Orade children would enjoy. Select simple words that will best 
 tell the story. Be particularly careful to group the sentences 
 correctly as this will help the little children to get the thought. 
 
88 
 
 FOUETH GEADE 
 
 Watch capitals, spelling and punctuation so that we may 
 teach the younger children how to write a story. 
 
 Make the writing very neat and plain so that it will be easy 
 to read. 
 
 A brief outline similar to the following may be given: 
 Some children made a snow man. 
 They carried him into the house. 
 What happened? 
 In relation to the above have co-operative work. Oral 
 discussion in relation to the expansion of each paragraph. And 
 Individual written work, each child trying to elaborate and 
 make the three paragraphs as original as possible, at the same 
 time holding to the organization of the story. 
 
 Art — Expression. Fitting illustrations for the stories of the 
 book. Or 
 
 Motive. Dramatization for school entertainment. 
 
 After reading a story, decide upon the acts. Selection of 
 characters, lines for each character, etc. Or 
 
 Preparation of material for presentation to the class. 
 Individual members read along different lines. Organize work, 
 write the report, and read it to other members of the class. Or 
 
 The writing of a contribution for a class newspaper. Articles, 
 class exercises, and stories may be used for a little newspaper, 
 which may be issued in script form about once each month. 
 
 Technical Phase of Expression. 
 
 The teacher's own work should be a model in correct 
 
 Paragraphing. 
 
 Indentation. 
 
 Margin. 
 
 Capitalization. 
 
 Punctuation. 
 
 Spelling. 
 
 Choice of words. 
 In every class exercise there should be no variation from the 
 accepted standard. 
 
 Correct form should become a habit. 
 
FOURTH GRADE 
 
 89 
 
 Any mark of punctuation for which there is a need should 
 be used every time it is required. 
 
 Have frequent dictation exercises, much sentence construction 
 to furnish the abundant repetition that is necessary in order to 
 clinch correct forms of expression. 
 
 Do Much Work at the Blackboard. 
 
 Do much oral construction foUowed by written construction 
 in relation to topical outline. 
 
 Children should formulate topical outline in relation to stor}^, 
 liistory, nature, industrial work, art or other content material. 
 
 Word Pictures. — Oral work in relation to material found in 
 readers and supplementary books. Follow this work by written 
 exercises in which description is taught in relation to narration. 
 
 Dicfioiiarjj Use. — Tabulate alphabetically many words that 
 fire known. 
 
 Game. — Before school in the morning or at odd times run 
 races to see which group finds a certain word first in the 
 dictionaries that the children have made for themselves. 
 
 Have in the room a large dictionary of coarse print. Find a 
 
 word that is needed. 
 
 • 
 
 Game. — Use of telephone directory. 
 
 Two children are chosen. Give one directory to each child. 
 A tliird child calls name of some business firm or friend whose 
 name is in the directory. The class keeps time. Who finds name 
 first? The winner adds his score to the credit of his group. 
 
 XoTK. — This is a j)lay exercise to be used occasionally before 
 school opens. 
 
 Continue in the Fou.rth Grade the construction of short, 
 original stories, imitating the teacher's style, not the words or 
 content. (See Mahoney's Standards in English for illustrations 
 of this work.) Try to get concise, forceful expression. 
 
 In this grade, use the term subject of a sentence". For a 
 two or three minute drill, assign "subjects of sentences" and in 
 tlif ])]}\y spirit see who can rapidly construct a sentence that 
 
90 
 
 FOUETH GRADE 
 
 tells something that is worth telling. The teacher assigns '^The 
 Ohio River". Child uses as the subject of sentence. Many other 
 subjects may be given, as, ^'Boy Scouts," '^Robinson Crusoe," 
 etc. The interrogation and exclamation may be used in the 
 same way. 
 
 A topical sentence may be assigned. Taking the thought of 
 the sentence, construct four or five other sentences to elaborate 
 the thought. Formulate the paragraph. Short talks of a minute 
 and a half or two minutes may be prepared and given by the 
 children. 
 
 These talks may be given in relation to some project that is 
 being studied by the class. They should always be on some vital 
 topic, and the children should be trained to make notes and 
 "think their speech" before attempting to talk. This should 
 be one of the happy occasions of the day, and if the interest in 
 the work is real, even the timid children will respond. 
 
 Some typical subjects are.: 
 
 The Good Time That We Had At the Picnic. 
 
 How I Am Training My Pet Dog to Perform Tricks. 
 
 How I Helped Mother Saturday. 
 
 A Trip to the Jefferson-street Market. 
 
 Ohio River Boats— What They Do. 
 
 A Shopping Trip With Mother. 
 
 A Visit to the Milk Station. 
 
 Some Things That We Should Know About Safety 
 First. 
 
 Our Experiences at the Track Meet. 
 Some Things That Little Children Could Do for Our 
 Neighborhood. 
 
 A Visit to the Public Library. 
 A Visit to the Art Exhibit. 
 
 Some Suggestions for Our Day at the Morning 
 Assembly. 
 
 Some Funny Things That Little Children Say and Do. 
 What We Could Do to Make Our School a Happier 
 Place for the Younger Children. 
 A Visit to the Country. 
 The Fire Department in Our Neighborhood. 
 
F O U R T II GRADE 
 
 91 
 
 Hygiene — A SorRCE of Language Material. 
 (For details see Course of Study in Science. ) 
 
 It* personal cleanliness is a part of the First Grade course, it 
 is also a part of the Fourth Grade work. The same points that 
 have been considered in First, Second and Third Grades are a 
 definite part of the Fourth Grade plan, presented in relation to 
 the needs and interest cf the Fourth Grade child. 
 
 Lessons in hygiene just as certainly as lessons in ethics are 
 inadequate, if they fail to connect with a responsive activity. 
 
 Htj(ji(}ic — /// Relation to Nature. 
 
 (/ontiuue the nature experiences, the ''nature play" that is 
 given in connection with geograpln'. Make friends of pets, birds, 
 and flov.-ers. Study the conditions that are necessar}^ for their 
 health. Compare with conditions necessary for our healtli. 
 
 Light— 
 
 The need of an abundance of light. 
 Proper seating in relation to light. 
 How to hold the book when reading. 
 How to i)lace the p-iper for writing. 
 
 Nature Connection — 
 
 Plants that turn to the sun. 
 
 The plants in window boxes. Observe movements in 
 relation to the light. 
 
 Activities — 
 
 Co-operation of childi'cn in seeing that the school room 
 is well lighted. 
 
 Under the direction of the teacher, assistance of the 
 children in ventilation of rooms. 
 
 Discussion — 
 
 The use of individnal drinking cnps. 
 The need. 
 
 Device — 
 
 Co-operative activity in relation to the discussion. 
 Suppose that Second or Third Grade children are going for 
 
92 
 
 FOUETH GEADE 
 
 an out-of-door excursion. Fourth Grade make individual 
 drinking cups and present to each member of the group. 
 
 Send with the gift several well-stated reasons for the use of 
 individual drinking cups. 
 
 The care of school books — In relation to cleanliness. 
 
 The School Lunch — 
 What to select. 
 
 Wa^^s suggested in which we can help our younger sisters 
 and brothers to choose proper food. 
 
 Services that we may render that will help in the home. 
 
 Examples — 
 
 Cleanliness in the yard. 
 The closed garbage pail. 
 
 Carrying in the milk bottle before the sun catches it. 
 
 Seeing that no colored candy is brought into the house 
 for younger sisters or brothers. 
 
 Helping to keep out the flies by always closing the 
 screen door. 
 
 Planting and caring for flowers so that the yard will 
 be beautiful. 
 
 Help to care for the bed rooms. 
 
 Citizenship — 
 
 In relation to the neighborhood of the school, suggest 
 ways of keeping it in a sanitary condition. What is the 
 contrihntion of yoking citizens f 
 
 Book List For Teachers. 
 
 Woods Hutchinson Health Stories — Book One — The Child's 
 Day. (The reading of the book by the children is assigned to a 
 higher grade.) 
 
 Krohn — First Book in Physiology and Hygiene. 
 
 Ritchie — Primer of Sanitation. 
 
 Dunn — Community and the Citizen. 
 
 Lincoln, Charles — Nature Play (An outline of Nature Study 
 — reprinted from the Popular Science Monthly, April, 1914) . 
 Jackman — Field Work and Nature Study. 
 
FOUKTH GRADE 
 
 93 
 
 Personal Safety. 
 
 In the Fourth Grade, summarize the work of the preceding 
 grades. 
 
 Arouse an interest in the ''Safety First" campaign that the 
 Street Car Company fs making now. 
 
 Read the placards that are hung up in the cars and practice 
 writing some others that might be helpful to the passengers. 
 
 Find out what the traffic regulations are. Write and send 
 them to other grades to read. 
 
 Make short "two-minute" speeches on "Safety First". 
 
 LiTEiiATUKE — A Source of Language Material — Fourth Grade. 
 List of Stories. 
 
 See General Statement in regard to use of stories. 
 Select stories from readers, supplementary material, and other 
 sources of recognized literary value. 
 
 Suggestions : 
 
 Bible Stories — 
 Story of Moses. 
 Story of Joseph. 
 Story of David and Goliath. 
 Story of David and Jonathan. 
 David, the Shepherd Boy. 
 Story of the Twenty-third Psalm. 
 Story of Daniel. 
 Story of Ruth and Naomi. 
 
 Selections from Norse Mythology — 
 Sif's Golden Hair. 
 The Story of Balder. 
 
 Selections from Greek Gods — 
 Heroes and Men — Harding. 
 Story of Euro pa. 
 Perseus. 
 
 The Golden Fleece. 
 Selections from Kipling. 
 
94 
 
 F O U E T H GRADE 
 
 Selections from Arabian Nights, as 
 Aladdin and the Wonderful Lamp. 
 Sinbad, the Sailor. 
 Robin Hood Stories— Pyle 
 Story of William Tell. 
 Story of Alfred the Great. 
 Story of Siegfried. 
 Swiss Family Robinson. 
 Story of Heidi. 
 
 The Brave Three Hundred and other stories 
 from Fifty Famous Stories Retold — Baldwin. 
 
 Selections from Uncle Remus. 
 
 Selections from the Jungle Book — Kipling. 
 
 Selections from the Odyssey — Buther-Lang. 
 
 Hans Brinker and the Silver Skates. 
 
 Story of Grace Darling. 
 
 The Bii»ds' Christmas Carol. 
 
 A Palace Built by Music— The Value of Co- 
 operation. 
 
 Rip Van Winkle — Adapted. 
 Damon and Pythias — From Ethics for Children 
 — Ella Lyman Cabot. 
 Continue in this grade the training in appreciation of 
 beautiful forms of prose and poetry. Train in the selection of 
 certain portions of a selection that appeal to the children. 
 
 Pop:ms. 
 
 Review poems, learned in the preceding grades. 
 Select ten from the following list to be made a permanent 
 possession.. 
 
 Select other fitting and seasonable poems. 
 (See book list of poems at the close of language outline. 
 Page 125.) 
 
 See ''How to Study" (chapter vii), by Dr. Frank McMurry, 
 for the method of teaching a poem. Memorize b}^ the "thought 
 getting" process, not by the 'Svord getting". 
 
FOURTH GEADE 
 
 05 
 
 A List of Poems — Fourth Grade. 
 
 Jackson, H. H. : October's Bright Blue AYeather. — Poems by 
 
 Grades; Harris & Gilbert. 
 Jackson, H. H. : September. — Poems by Grades ; Harris & Gilbert. 
 Larcom, L. : Brown Thrush. — Poems by Grades ; Harris & 
 
 Gilbert. 
 
 Tennyson : The Brook. — Poems by Grades ; Harris & Gilbert. 
 Longfellow : The Village Blacksmith. — Poems by Grades ; Harris 
 & Gilbert. 
 
 Whittier : Selections from Snow Bound. 
 
 The Bluebell.— Child's Calendar Beautiful. 
 Longfellow: The Arrow and the Song. 
 
 LongfelloAV: Selections from Hiawatha (Hiawatha's Sailing). 
 Thaxter : Sandpiper. — Poems by Grades ; Harris & Gilbert. 
 Lowell : Fountain. — Poems by Grades ; Harris & Gilbert. 
 Wordsworth: The Daffodils. — Poems by Grades; Harris & 
 Gilbert. 
 
 Key : The Star Spangled Banner. 
 Longfellow: The Bell of Atri. (To be read.) 
 Bible: Psalm XIX. 
 
 Miller, E. H. : The Bluebird.— Poems by Grades; Harris & 
 Gilbert. 
 
 Browning, Elizabeth : A Child 's Thought of God. — Poems by 
 
 Grades ; Harris & Gilbert. 
 Wordsworth : To a Butterfly. — Poems by Grades ; Harris & 
 
 Gilbert. 
 
 Coleridge: Answer to a ('hild's Question. — Poems by Grades; 
 
 Harris & Gilbert. 
 C^ooper: A Summer Day. — Poems by Grades; Harris & Gilbert. 
 
 Oral English. — Fourth Grade. 
 Minimum Requirements. 
 A Brief Summary. 
 
 In order to achieve the minimum, it is necessary to study 
 the entire Fourth Grade course and the work of all other grades. 
 
 By the close of the Fourth Grade, children should be able to 
 talk freely and with pleasure. The ability to hold to a point 
 
96 
 
 FOURTH GRADE 
 
 should be well developed. The children should be able to think 
 ahead, and to talk in good sequence for a minute and a half or 
 two minutes. This should be done without prompting or 
 questions. 
 
 They should be able to formulate an informal outline to 
 help them in their discussions and story telling. 
 
 They should show by their inflection that they have a feel- 
 ing of '^sentence sense". 
 
 The work in paragraphing that was begun in the third 
 grade should be vigorously continued. 
 
 The Pupil's Method of Work: It should show ability and 
 h eg inning skill in dealing with thought units in study work and 
 class room procedure. 
 
 Children should be able to recognize and to use in relation 
 to thought expression, the four sentence forms; declarative, 
 interrogative, exclamatory, and imperative. 
 
 The direct and the divided quotation should be used in con- 
 nection with the oral expression of thought. Children should 
 be trained to use conversation in their original stories and dis- 
 cussions. 
 
 In an informal way, prepare for the recognition of the sub- 
 ject of a sentence. Give certain subjects, constructing sen- 
 tences that tell something worth while in relation to the sub- 
 ject assigned. 
 
 See Third Grade. 
 
 Use the terms subject, sentence, paragraph in conversation 
 in any lesson of the day. 
 
 Form correct habits of speech through: 
 Conscious imitation. 
 
 Habitual substitution of the correct form for the incor- 
 rect form. 
 Repetition of the correct form. 
 Make a note of the common mistakes of your class. En- 
 deavor to correct those errors. When the children pass into the 
 Fifth Grade, give the list to the Fifth Grade teacher in order that 
 she may know what mistakes have received particular attention. 
 
 Habits of Correct Speech. In relation to reading and 
 language, try to secure clear, pure tones. Insist that each child 
 
\F O URTH GEADE 
 
 97 
 
 iu tlie class should be heard by every other member of the group. 
 Traiu the group to listen. 
 
 Study the miuimum requirements of the preceding grades. 
 All that has been assigned to those grades should receive re- 
 newed attention in the fourth grade. Remember that in order 
 to achieve the habit of good speech, both ear and tongue must 
 become accustomed to the correct form. Allow no variations. 
 This can be done without interrupting spontaneous expression. 
 It should be accomplished in a happy, friendly spirit, or the 
 result is disastrous. 
 
 Pay special attention to the past and perfect tense ; as ^ I 
 took. T have taken ; I taught, I have taught ; I did it, I have 
 done it. 
 
 ''He doesn't," instead of "He don't". 
 "Those boys/" instead of ''them boys". 
 "We boys will do it," not "Us boys". 
 Correct the double use of negatives ; as : 
 I don't know anything, instead of "I don't know nothin'." 
 "She never does anything," instead of "She never does 
 nuthin'. " 
 
 Enunciation — See points outlined for previous grades. 
 
 Enunciate distinctly the final consonant. 
 
 Correct expressions like the following: I want "you" to 
 know, instead of I want "chew" to know; "Let me," instead 
 of "lemme"; "I can get it", instead of "I c'n git it". 
 
 Writtkn English. 
 Minimum Requirements. 
 By the close of the fourth year, children should be able to 
 write at least two short paragraphs or ten or twelve sentences. 
 These paragraphs should show that the children have a well 
 developed sentence sense. They should be able to write a 
 short, interesting letter. (See page 87.) 
 
 Capitalization. 
 
 Brief Sinnniary. 
 Beginning of Sentences. 
 The pronoun I. 
 
 The first word in a direct quotation. 
 
FOUETH GEADE 
 
 Abbreviations. 
 Names of Persons. 
 Names of Places. 
 Title of a Story. 
 Title of a Book. 
 Days of the Week. 
 Months of the Year. 
 Necessary Initials. 
 
 Punctuation. 
 
 The period at the close of a statement; with abbreviations. 
 The comma, with words in a series; and preceding a direct 
 a broken quotation. 
 The interrogation point. 
 The exclamation point. 
 
 Quotation marks with a direct or broken quotation. 
 
Reading 
 
 The study of iiietliod in |)rimary reading' involves the 
 consideration of every phase of school experience. 
 
 The teacher's problem is to ])hin and arrange the school 
 situation so that the child's n^^ijonse will be a feeling of personal 
 need for reading. 
 
 The lirst step is the realization that the printed or written 
 symbols stand for a thought. The recording of children's own 
 ideas by the teacher strengthens the sense of the relation of the 
 >ymbol to the thought 
 
 With this realization couuv^ ilu^ desire to read in order to find 
 nut. The child's desire to know the thought back of the symbol, 
 because he realizes that this particular thought is directly 
 related to some personal interest, furnishes the motive for the 
 iM^ading j)rocess. Tn this the teacher finds her point of attack. 
 Thought-getting in relation to some particular interest of the 
 child should be the unit of ])r()gress in reading. 
 
 In order to secui'e excellent results, the school must not only 
 furnish an abundance of rich experience in the expression of 
 which reading may find its origin, but it must utilize the child's 
 life in every possible relation. 
 
 The material used in beginning reading will depend much 
 upon the teacher's intimat^' ac({uaintance with the child's 
 environment. This knowledge of the life conditions of her group 
 should furnish the guidance for the selection of reading material. 
 Frrfdom in the exercise of init'ative and individuality on the 
 pari of teacher and children shoidd characterize the work. 
 
 As child activities form the nucleus of every phase of the 
 primary school, as, experience of real social value is the central 
 fact in school life, reading should not be taught as an end in 
 itself, but from the beginning should be used as a tool for the 
 •rainintr of thr)Ught. 
 
100 
 
 EE ADING 
 
 As oral language and reading are most closely related, in 
 general the sources of material for both are identical. 
 
 Suggestions for Awakening a Desire for Reading. 
 
 Create a situation in which the child is confronted by a need 
 for reading and becomes conscious of his own inability to meet 
 this need. 
 
 In the literary home this condition is quite possible. The 
 child may have access to interesting stories and pictures. It is 
 not always possible to have some one read to him whenever he 
 wishes it. The result is frequently an effort to master the 
 printed page himself — the most natural method. 
 . The school should foster the same spirit. From the very 
 first day tell and read interesting stories to the children, using 
 attractive pictures. After there is a genuine story interest 
 aroused, select a picture that suggests an interesting story, but 
 does not tell too much. Read the story to the point of intense 
 interest. Let the children suggest the climax. Instead of telling 
 or reading to them the sentence that gives the answer, print it 
 on the board, saying: ''You may find out for yourself." The 
 children will be confronted by their inability to read the 
 sentence. Through various devices the teacher helps the children 
 to discover the words of the sentence and they read the answer 
 to their own question. Or 
 
 A story may be partially read to the point of intense interest. 
 Then the teacher suggests putting the book away ' ' until we have 
 learned to find out the rest of the story for ourselves." Again, 
 
 The receiving of letters forms a good method of approach. 
 The co-operation of an older group of children may be secured. 
 They may write and send to the little people a short letter giving 
 them some interesting bit of news. Arouse the children's 
 interest in trying to read the letters. Then place the letter on 
 the board, the teacher telling just enough of the Avords to help 
 the stronger children to get the thought by the context. 
 
 This may be used as the starting point for the receiving of 
 many letters composed of a sentence or two giving directions for 
 
READING 
 
 101 
 
 some activity in which the children are interested. Or 
 
 An interesting game may be nsed as the starting point in 
 reading. First, the teacher formulates in short, concise 
 sentences the directions for playng a game. As she writes the 
 directions on the board, she reads the sentence to the children. 
 Later, she places the directions on the board, leading the 
 children to perform the action without her reading. Finally, 
 she selects certain Avords that are to be added to the child's stock 
 of sight words. These words are discovered by their position 
 in the sentence. They are woven into many sentences, giving 
 repeated opportunity for thought getting. 
 
 Instead of using directions for a game some teachers may find 
 it better to use the story as the basis of the work. After the 
 story has been made the children's own through telling, they 
 may be led to read from the board the sentences that tell briefly 
 the stor}' as a whole. From this, proceed to the clinching of 
 certain words that are to be made a permanent possession. Select 
 those words that are to be found in the book that is to be read 
 first. 
 
 A simple beginning that gives the personal touch that is 
 needed in early reading is an approach through the children's 
 own names. On the first day of school, give each child his own 
 name. He comes to the teacher or performs some simple activity 
 when the names that matches his is written on the blackboard. 
 In a few days, he reads silentl.y and obeys simple commands in 
 relation to his own name; as, ''Find a new toy, John." 
 
 All reading associations should be pleasant. Introduce 
 incidentally the written expression in connection with happy 
 announcements; as, "Now it is time for play." "Do you want 
 to hear a new story ? " " You have been a good helper today. ' ' 
 
 Some poem or Mother Goose melody may be used as the 
 starting point. As the children know the poem, the first approach 
 is memory work. Then certain words may be selected and 
 drilled upon, by means of various devices, games, and repeated 
 use in many sentences. 
 
 Some teachers may find the shortest approach to be the play 
 rjctivitif's : ms "Tho care of the baby, helping mother," etc. 
 
102 
 
 READING 
 
 dishes, table, etc., are broiig-lit to school and the children are 
 playing- ''mother". 
 
 Thei'o lias been preliiuinai-y coJiversation based ux)on home 
 activities; as "The care of the baby, helping mother," etc. 
 Lead some child to snggest that we play mother. Shall we play it 
 is baby's l)irthday? Shall we have a party for baby? In 
 getting ready for the party, what must we do first? What must 
 we do next? etc. 
 
 By means of conversation, get orally the following sentences, 
 ^vhich the children will memorize in their exact order: 
 
 Put the dishes on the table. 
 
 Put the apples on the table. 
 
 Put the cake on the table. 
 
 Bri]ig baby to the table. 
 
 Dan may come to the table. 
 
 Fannie may come to the party. 
 
 Give baby a gift. (Substitute such words as bird, 
 book, flag, eat, pail, etc.) 
 
 Lead the children to read the above directions silently and 
 act them. Then let them discover certain words that are to be 
 found in the book and drill upon these words, using devices to 
 make the drills interesting. 
 
 pRO.iECT Worked Oht in First Grade During First Six 
 Weeks of Term. 
 
 Miss RffjiiKi KJ< ill, Madison Street School. 
 
 During the last month in the Kindergarten, those children 
 who were to enter school at the beginning of the new term nuide 
 a playhouse to take to the Fir.st Grade with them. 
 
 This playhouse offered a host of suggestive ideas to he used 
 as the basis of language and reading. Number work, games aiul 
 music being worked in incidentally. 
 
 The language period each day, which usually preceded the 
 reading, was spent in having the children discuss or dramatize 
 the particular activity u[)on which the teacher expected to base 
 that day's reading. For example, the first day for language we 
 simply talked about the house, its arrangement, articles of 
 
READING 
 
 103 
 
 furniture iu it, its likeness or difference to our home. During 
 tlie reading we labeled the articles of furniture — bed, table, 
 chair and so on. Short printed sentences giving each child 
 some activity to perform, were next introduced. I]]^i^+»^n^ion : 
 
 John, shake the rug. 
 
 Mary, dust the table. 
 
 Jane, make the bed. 
 For independent expression, sentonc^^s were given telling the 
 '•hildren what to do. Example : 
 
 Make four beds. 
 
 Make two tables. 
 
 ]VIake three chairs. 
 
 Use suitable material. 
 Label each article df furniture, the number work being used 
 in counting the articles. 
 
 Another day during the language period we played house; 
 one child was mother, another the father, another the baby, and 
 on, until each member of the group was selected. Each one 
 })erformed some activity. During the reading the children read 
 to find out who he was and what action to perform. Illustration : 
 
 Nell is the mother. 
 
 John is the father. 
 
 We have ten children. 
 
 James is the baby. ' 
 
 Mother, rock the baby, etc. 
 For independent expression this written assignment was 
 
 Set the table for dinner. 
 
 Put a plate for ea(^h member of tlie family. 
 
 How many plates on the table? 
 Material used: Blank newspaper and scissors. The counting 
 of the plates gave an opportunity for number work. At another 
 time we played party. During the language we dramatized the 
 X)arty. For reading, these sentences were worked out: 
 
 Today is Mary's birthday. 
 
 She may have a party. 
 
 We will invite the Mother TJoosc children. 
 
104 
 
 READING 
 
 For independent expression this assignment was given: 
 Draw Mary's birthday cake. 
 Pnt two red candles on it. 
 Pnt fonr green candles on it. 
 How many candles on the cake? 
 
 Another assignment : 
 
 Set the table for Mary's party. 
 
 Pnt a plate for each one present. 
 
 (Opportnnities for inference.) 
 
 How many plates on the table? 
 Material nsed : Blank newspaper, scissors and crayons. 
 
 Another day we played mother's birthday. Each child 
 bronght mother a gift. 
 
 John may give her a book. 
 
 Mary may give her a chair, etc. , 
 Independent expression assignment : 
 
 Cnt mother's gifts. 
 
 How many did she get? 
 Label each gift. 
 
 Material nsed : Blank newspaper, scissors and word cards. 
 During the part}' those games and songs which had been used 
 in the Kindergarten were played and sung. 
 
 The playhouse also afforded a splendid opportunity for 
 construction work and art. As the covers became soiled, new 
 ones were replaced. They had to be measured and made to fit 
 the piece of furniture for which it was intended. The decorations 
 were suggested by the children as to color and design. Example : 
 
 Make a cover for our bed. 
 
 It is four inches long and four inches wide. 
 
 Make a cover for the dresser. 
 
 It is four inches long and two inches wide. 
 
 The children read silently to get the measurements. 
 At other independent expression periods new articles were 
 
READING 
 
 105 
 
 supplied and dresses made for the dolls. Each time the children 
 readinor to find out what to do. Example : 
 
 Make a new rug" for the house. 
 
 It is six inches long and four inches wide. 
 
 Weave it in the stair-step pattern. 
 Tlie playhouse afforded material for one month's work. Of 
 all Kindergarten experiences tried, it was found to be the most 
 resourceful. The children naturally talked about it and played 
 with it. The only need for the teacher being to ask a few 
 leading questions to get the group to discuss the particular 
 activity she had in mind for that day's work. The teacher was 
 careful to use each time the activities just as they had been 
 worked out in the Kindergarten by the children. Many times a 
 problem arose in which each child was called upon to contribute 
 something toward solving it. 
 
 Beginning with the IB children, do much silent reading. 
 From the very first, have children read many simple directions 
 for doing things. 
 
 Rcmemher that the silent interpy-etative attitude is the 
 keynote of reading. 
 
 This does not mean that tliere sliould be no oral reading, but 
 it does mean that every reading lesson and every study period 
 should furnish abundant opportunity for each child to quietly 
 get the thought for himself, and that any reading that is done 
 aloud is just the natural effort to give individual interpretation 
 of the thought to others. This type of oral reading will naturally 
 arise in relation to skillfully directed conversation. It is 
 evident that this procedure will necessarily make impossible the 
 type of drudgery that is described as "hearing a reading 
 lesson". 
 
 From the beginning, the child can be trained to look for the 
 Avords that are familiar, and to infer from the context the 
 unfamiliar words. 
 
 The child's reading vocabulary should be built up by using 
 and reusing new words in many contexts. Formal drill with 
 isolated words deprives the child of training in the natural 
 reading process. 
 
106 
 
 READING 
 
 111 the first steps of reading supply many opportunities for 
 the absorbing of words. Label objects in the room, toys, and 
 pictures. After a few days remove the labels and have them 
 replaced b.y the children. 
 
 I se devices that will make the children self -helpful. Let 
 them play ''matching games" with a little teacher — one of the 
 member's of the group — in charge. 
 
 (See The Psychology and Pedagogy of Reading, by Huey.) 
 
 (The Sixteenth Yearbook — Relation of Silent Reading to 
 Economy in Education, William S. Gray.) 
 
 In all of the primary grades keep in mind these points : 
 Work for prompt attack. 
 
 Remember that silent reading is a more rapid procCvSs 
 than oral reading. 
 
 The rapid reader is usually more efficient than the 
 slow reader. 
 
 Comprehension is usually greater in silent reading 
 than in oral reading. 
 
 During this year, a study of reading will be made in the 
 primary grades. 
 
 Mimeographed bulletins will be sent, including some with 
 specific directions and reports of experiments in silent reading. 
 
 These problems will be studied : 
 
 How to secure more rapid reading and more power in 
 
 accurate thought getting ? 
 
 The medium rate of oral reading (Standard), according to 
 R. H. Lane's article — Some Phases of Reading in the City 
 Schools, is, number of words per minute : 
 B2— 100; A2— 105; B3— 110; 
 A3— 115; B4— 120; A4— 130. 
 
 What is the rate of silent reading in our own grades? 
 
 What shall be our basis of judgment in grouping children 
 according to reading ability? 
 
 Ways and means of increasing the child 's reading vocabulary. 
 
 What advantage is there in having informal rhyming of 
 words ? 
 
READING 
 
 107 
 
 What advantag:e do children have ^vhen they are drilled in 
 the rapid recognition of phrases as an exercise apart from the 
 regnlar reading period? 
 
 AYhat variation in procedure slmuld there be in our method 
 of teaching weak children? 
 
 Experiments will be made along this line, and reports sent 
 to the schools. 
 
 Book List — Fn^sT Grade. 
 
 Natural Method— First Reader (Text Book). 
 Art Literature Primer. 
 Art Literature Reader — Book 1. 
 Child's World Primer. 
 Child's World— First Reader. 
 Ford : Nature 's Byways. 
 Free & Treadwell Primer. 
 Hiawatha Primer. 
 Holbrook: Philip At School. 
 Kendall Primer, 
 Kendall : First Reader. 
 » Murray: Wide x\Avake. Jr., Primer. 
 
 Peter Rabbit. 
 
 Robinson: At the Open Door. 
 Story Hour Primer. 
 Wheeler Primer. 
 Winston Primer. 
 Winston — First Reader. 
 
 \*(U)K TjIS'1' — Sl-f'ONI) GliADE. 
 
 Natural .Method — Second Reader (Text Book). 
 
 Art Literature Reader — P>ook 1. 
 
 Around the World — Book 1. 
 
 Ahline Second Reader. 
 
 Art Literature Reader — l^ook 2. 
 
 J >a Id win : Fairy Stories and Fables. 
 
 Baldwin : Second Reader. 
 
 I>ail('y: Vor the Children's Hour -l>f)ok 1. 
 
108 
 
 READING 
 
 Bass — Stories of Pioneer Life. 
 
 Bigham — Merry Animal Tales. 
 
 Blaisdell— Polly and Dolly. 
 
 Bowen — Old Time Stories. 
 
 Cook— Nature Myths. 
 
 Child's World— First Reader. 
 
 Kendall — First Reader. 
 
 Kendall — Second Reader. 
 
 Moore — What the Pictures Say. 
 
 Mother Goose Village. 
 
 Warner — Nonsense Dialogues. 
 
 Winston — First Reader. 
 
 Winston — Second Reader. 
 
 Young and Field Literary Reader — Book 1. 
 
 Young and Field Literary Reader — Book 2. 
 
 Book List — Third Grade. 
 
 Natural Method— Third Reader (Text Book). 
 
 Aldine Second Reader. 
 
 Art Literature Reader — Book 2. 
 
 Around the World — Book 2. 
 
 Around the World — Book 3. 
 
 Baker and Thorndike : Everyday Classics — Third Reader. 
 Bailey — For the Children's Hour — Book 2. 
 Bigham — Merry Animal Tales. 
 
 Eggleston — Stories of Great Americans for Little Americans. 
 
 Kendall — Second Reader. 
 
 Baker and Carpenter Reader — Book 3. 
 
 McMurry — Robinson Crusoe. 
 
 Moore — ^What the Pictures Say. 
 
 Morley — Little Wanderers. 
 
 McMurry — Fifty Famous Fables. 
 
 Riverside : Second Reader. 
 
 Riverside : Third Reader. 
 
 Shillig : Four Wonders. 
 
 Smith: Holland Stories. 
 
 Stepping Stones to Literature — Book 2. 
 
 Winston : Second Reader. 
 
READING 
 
 Winston : Third Reader. 
 
 Wilson: Historj^ Reader for Elementary Schools. 
 Young and Field Literary Reader — Book 3. 
 
 Book List — Fourth Grade. 
 
 Natural Method — Fourth Reader (Text Book). 
 
 Around the World With the Children — Carpenter. 
 
 Art Literature Reader — Book 3. 
 
 Around the World — Book 3. 
 
 Baker-Carpenter Reader — Book 3. 
 
 Baker & Thorndike : Everyday Classics — Book 3. 
 
 Baker & Thorndike : Everyday Classics — Book 4. 
 
 Baldwin: Fifty Famous Stories. 
 
 Bird and Starling: Historical Plays for Children. 
 
 Dodge : Elementary Geography. 
 
 Fairbanks : Home Geography. 
 
 Hancock : Children of History. 
 
 Luther: Trading and Exploring. 
 
 Mowry: First Steps in History of Our Country. 
 
 Perkins : Peter Pan. 
 
 Otis: Hannah of Kentucky. 
 
 Riverside : Third Reader. 
 
 Chamberlin : How We Are Sheltered. 
 
 Wheeler: Third Reader. 
 
 Winston: Third Reader. 
 
 Young and Field Literary Reader — Book 3. 
 
 Young and FiehJ Literary Reader — Book 4. 
 
Writing 
 
 In order to get results in writing, it is necessary to consider 
 the subject in relation to habit formation. 
 
 1. During the regular writing period, give the child an im- 
 'pression of good form, correct position, and freedom of move- 
 ment. This step in the process should be so intense that the 
 child will respond by making definite effort in relation to the 
 one particular point upon which the entire class is concen- 
 trating during that lesson. 
 
 2. Repetition of the effort in relation to a natural situation, 
 the every-day class work. This repetition must be interesting. 
 
 From the time the child writes his first crude message to 
 mother there should be 'motive — a reason that seems worth 
 while to the child for doing good writing. Avoid long, unin- 
 teresting written exercises, like meaningiess copying. 
 
 The pleasure of achievement has much to do with getting 
 results in writing. Arouse an enthusiasm for good writing. 
 Keep the child's first attempt and have him measure his own 
 growth from da}^ to day. 
 
 Devices and Incentives. Make folders and keep all written 
 exercises in that. Fennam ncu adds interest to the work. 
 
 Pin upon the bulletin board the papers that show the great- 
 est improvement. 
 
 Make booklets of good writing. 
 
 3. After a certain point in good writing form has been 
 taught, allow no variations from the results gained in the regular 
 writing period. Refuse to accept work tliat is not the pupil's 
 best. 
 
 Aim to form: 
 
 Correct ideals of position. 
 Correct ideals of movement. 
 Correct ideals of form. 
 
WRITING 
 
 111 
 
 The habit of invariably taking the correct writing 
 -position. 
 
 The habit of using freedom of movement. 
 
 Tlie habit of making an effort to produce correct form. 
 
 In order to get these results, the teacher should produce 
 correct forms herself. 
 
 She should show the children how to produce these forms 
 with the proper freedom and control. 
 
 She should exercise eternal vigilance during every period 
 of written work. 
 
 Note — In all of the lower grades many of the teachers have 
 found it helpful to substitute tlie visualization of words for the 
 copying of words and letters. 
 
 Measuring Results. At least twice during each school term, 
 measure regular class exercises by the Ayres or Thorndike 
 Measuring Scale. The purpose of this is to measure the class 
 growth. 
 
 Compare results of the present with results of the past. 
 Test. Is the third grade child doing better work than the 
 
 , mt,]i,1 n;vide class? 
 
 FIRST GRADE. 
 
 AV KITING 1 1>. 
 
 Motive. Teach writing as a means of communication. 
 
 Associate writing with pleasant experiences. 
 
 As soon as possible, children should learn to write their own 
 names. In the early stages of the work, letters may be received 
 from the principal, teachers, and other children of the building. 
 First grade children write a reply, using a very short sentence 
 at the blackboard. 
 
 When paper is used, write short messages to members of the 
 family; as, I love you, mother. Children should never be al- 
 lowed to carry home work that is not the best that they are 
 "'ipable of doing. 
 
 Visualization a Means of Tmpresmu/ Form and Movement. 
 
112 
 
 WETTING 
 
 Begin at once by having the chikl get a clear image of form 
 and movement. Remove the written form and have the child 
 produce rapidl}' from memory. 
 
 Copying of words and letters results in the painful drawing 
 and patching of words that is so disastrous in later years. 
 
 Encourage freedom of movement. Have as much work as 
 possible done at the blackboard. From the very beginning have 
 the children hold the crayon properly and stand in such a posi- 
 tion that free movement is secured. 
 
 In those schools in which there is not sufficient blackboard 
 space, blank newspaper is to be used for large, free movement 
 at the desk. 
 
 For ten weeks encourage large writing, and simple rhythmic 
 exercises in movement. 
 
 During the latter half of the IB term use the one-inch 
 spaced tablet, making the small letters one inch high. 
 
 Aim from the very first lesson to teach the child to take cor- 
 rect position and to hold the pencil correctly. 
 
 When paper must be used, use large lead pencil and Louis- 
 ville Tablet No. 1. 
 
 See Suggestions for IB Spelling as spelling and writing are 
 identical in IB grade. 
 
 Writing — lA. 
 
 Continue the rhythmic exercises of IB grade. 
 Use the one-inch tablet making the small letters one-half 
 inch high. 
 
 During this year if excellent results are to be obtained, it 
 will be necessary to supervise the writing carefully. 
 
 For this reason it will be necessary to plan the greater part 
 of the seat work in such a way that it will be some other form 
 of expression than writing. 
 
 Suggestions for seat work are given in mimeographed 
 bulletin. 
 
 By the time the first year is completed the child should be 
 able to form all or any of the letters of the alphabet for whicb 
 he may have a need. 
 
 He should be able to make all figures correctly. 
 
W E I T I X G 
 
 113 
 
 Note — Use the same letter forms that are in use in second, 
 third, fourth and fifth grades. 
 
 See The Zaner Writing Manual for Teachers. 
 
 Material — Large lead pencil and Louisville Tablet No. 1. 
 
 SECOND GRADE. 
 Writing— 2B. 
 
 Study carefully all general suggestions, especially those in 
 regard to Motive for Writing, and Visualization of Form and 
 Movement. 
 
 The method of procedure is very much the same as in the lA 
 grade, but more definite results in position, freedom of move- 
 ment, and correct letter formation are required. 
 
 The letter forms are smaller than in lA grade. The spacing 
 of the Louisville Pencil Tablet No. 2 is three-fourths of an inch. 
 Make the small letters about one-half of this space, or a trifle 
 smaller. 
 
 The aim is to secure not uniform writing from the entire 
 class, but uniformity of form and slant within each child's work. 
 Material : 
 
 Louisville Pencil Tablet No. 2. 
 
 Practice Paper. Same spacing as that in the Pencil 
 
 Tablet. 
 Blackboard work. 
 For the teacher's use: 
 
 The Zaner Writing Manual for Teachers. 
 
 The Zaner Writing Compendium in the hands of the 
 
 child. 
 
 Wkitinc} — 2 A. 
 
 Study the suggestions given lower grades. 
 Require more x>^^itive results in correct position, movement 
 and form. 
 
 Require immediate response to all writing commands. 
 Material. The Zaner Writing Compendium in the hands of 
 the child. This com[)enflium is to be used as a means of pre- 
 
114 
 
 WEITING 
 
 senting correct letter forms. The child is not to copy the letter 
 forms. He is to study them, image them and produce from 
 memory. 
 
 Louisville Pencil Tablet No. 2. 
 
 Practice paper, spacing the same as that in the pencil 
 
 tablet. 
 Blackboard work. 
 In those classes that are mature, pen and ink may be used. 
 This is left to the judgment of the teacher. 
 
 For the teacher's use. The Zaner Writing Manual for 
 Teachers. 
 
 THIRD GRADE. 
 Writing. 
 
 Study suggestions given lower grades. 
 
 Work for growth and control in movement and letter for- 
 mation. 
 
 Encourage the children to be more critical of their own work 
 than they have been in lower grades. 
 
 The words of the spelling lesson may be used as material 
 for drills in writing. 
 
 Use ink and pen as early in the school year as possible. 
 
 Material : 
 
 For pupils' use. Zaner Writing Compendium. 
 
 Louisville Tablet No. 3. 
 
 Practice paper spaced like Louisville Tablet — one-half 
 inch. 
 
 Louisville Theme Tablet No. 4 — This tablet is to be fre- 
 quently used to put into permanent form good re- 
 sults in writing, English, and other subjects. 
 
 For the teacher's help. The Zaner Writing Manual for 
 Teachers. 
 
 Tests. Measure writing results frequently according to 
 Thorndike or Ay res' Writing Measuring Scale. 
 
W E I T I N G 
 
 115 
 
 FOUETH GRADE. 
 Writing. 
 
 Study su§:gestions for all lower grades, particularly the 
 Third. 
 
 In this grade the child should have gained control of his 
 muscles and should have formed habits in relation to correct 
 position, freedom of movement, and power to produce correct 
 letter formation. 
 
 Train him to measure his own growth in writing and to en- 
 joy his success. Build upon work that is unusually well done. 
 
 Use actual school work as the basis of writing drills. The 
 words of a spelling lesson may be used in this way. Train the 
 child to see that all movement drills must directly function in 
 the more accurate formation of letters. 
 
 Material : 
 
 For the use of the pupil : Zaner Writing Compendium. 
 Louisville Tablet No. 3. 
 
 Practice paper spaced like Louisville Tablet — one-half 
 inch. 
 
 Louisville Theme Tablet No. 4 — This tablet is to be 
 frequently used to put into permanent form good results 
 in writing, English, and other subjects. 
 
 For the teacher 's help : The Zaner Writing Manual 
 for Teachers. 
 
spelling 
 
 General Statement. 
 
 For excellent suggestions in relation to the teaching of 
 Impelling, see Chapter III. — Principles of Method in Teaching 
 Spelling as Derived from Scientific Investigaltion, by Dr. 
 Ernest Horn — Eighteenth Yearbook. The following quotations 
 are taken from that article : 
 
 ''Do not depend solely upon the incidental teaching of 
 spelling. 
 
 ''Rules cannot replace direct instruction in spelling, even 
 in the case of words covered by them. 
 
 "The first step in economy of time in learning to spell is 
 to see that the pupil learns those words which he needs to 
 spell^ and no others. 
 
 "Those words which are most commonly used in corre- 
 spondence should be taught earliest, on the ground that the 
 school must insure the correct spelling of such words before 
 the elimination of pupils becomes serious. ' ' 
 
 Those words needed in other subjects should be taught in 
 appropriate grades. 
 
 The recitation period should be a learning period. 
 Test all words before t'eacMjig. 
 
 Better provision should be made to insure that each eliild 
 work on his own special difficulties and no others. 
 
 Children who learn to read by a phonic method seem to have 
 no advantage in learning to spell. 
 
 The correct x>ronounciation of a word is a very important 
 factor in learning to spell it. 
 
 With elementary school children, it is apparently of 
 advantage to present spelling lessons in script rather than in 
 print. 
 
SPELLING 
 
 117 
 
 The word should be presented without diacritical marks. 
 
 Saying the letters does not add to efficiency. Even as a test 
 of spelling, writing is to be preferred, since writing duplicates 
 the conditions the child confronts in life. 
 
 It is important to expend some time on drill in recalling the 
 visual image of the word rather than to expend all the time in 
 impressing this image. 
 
 Writing a word is an aid in learning to spell it. 
 
 Proper testing is an important factor in improving spelling. 
 
 The following set of rules is designed to embody the con- 
 clusions of various experiments in economy of learning, and is 
 in a form to be used by the pupil. 
 
 How to Learn to Spell a Word. 
 
 1. The first step in learning to spell a word is to pronounce 
 it correctly. If you do not know how to pronounce the word, 
 look it up in the dictionary. When you are certain that you 
 know how the word is pronounced, pronounce it, enunciating 
 each syllable distinctly and looking closely at each syllable as 
 you say it. 
 
 2. Close your eyes and try to recall how the word looks, 
 syllable by syllable, as you pronounce it in a whisper. In 
 y)ronouncing the word be sure to enunciate the syllables carefully. 
 
 8. Open your eyes to make sure that you were able to recall 
 the correct spelling. 
 
 4. Look at the word again, enunciating the syllables distinctly. 
 
 5. Recall again, with closed eyes, how the word looks. 
 
 6. Check again, with the correct form. This recall (as in 2 
 and 5) should be repeated at least three times, and oftener if 
 you have difficulty in recalling the correct form of the word. 
 
 7. When you feel sure that you have learned the word, write 
 it without looking at the book, and then check with the correct 
 form. 
 
 8. Repeat this two or more times without looking either at 
 the book or at your previous attempts. 
 
 9. If you miss the word on either of these trials, you should 
 copy it in your spelling note l)ook, since it probably is especially 
 
 (^liffifiilt f()r ynw 
 
118 
 
 SPELLING 
 
 Conclusion. 
 
 1. Test all words before teaching. 
 
 2. Let each child work only on the words difficult for him, 
 and provide him with a definite method of learning them. 
 
 3. Provide for rigorous reviews. 
 
 4. Show the pupil his progress dail}^ weekly, monthly, and 
 yearly. 
 
 5. Keep up the interest. 
 
 Teach all the words in the Ayres Spelling List. Test to see 
 what words the children do not know that should be known in 
 that particular grade. Teach the words that are missed in the 
 test. 
 
 The following points have been tested in our schools and 
 found helpful : 
 
 Words should be selected from the regular written work of 
 the class, and used in written sentences. 
 
 The final test of the child's practical knowledge of a word 
 is his ability to spell it correctly in a written sentence. The true 
 test of the child's spelling is a written language exercise in 
 which the child is interested in the expression of thought. If 
 all of the words in an exercise of that kind are spelled correctly, 
 we know that correct spelling has become a habit, and that the 
 child has practical use of his tool. 
 
 Our aim is to have the children form the correct spelling 
 habit. 
 
 Do not accept any misspelled words in any written work. 
 See that the word is written correctly before the lesson is 
 completed. Avoid the first misspelling of the word in every 
 possible way. 
 
 Note the words that are misspelled and teach those thoroughly. 
 
 Present the word so as to make a vivid, clear impression. Use 
 the eye, ear, hand in fixing the mental image and continue until 
 the correct spelling of the word becomes a habit. 
 
 Pupils should be taught to study alone. In this study period, 
 children should use the method that has been taught them in 
 study work with the teacher. 
 
 Teach the child to select the difficult words for special study. 
 
SPELLING 
 
 119 
 
 Repeat the use of difficult words in sentences. Teach them 
 again as if they had never been taught before. 
 
 Children should make their own spelling books, keeping on a 
 separate page the words that they have misspelled. 
 
 Review, review, review words until they are permanently 
 fixed. 
 
 Much use of the flash method should be used as a means of 
 impressing the word. 
 
 Summary : The successful teaching of si:)elling means that the 
 law of habit formation must be followed. 
 
 Step 1. Through various means, form distinct images of the 
 word. Make a vivid impression through apt association and 
 connection. 
 
 Step 2. Repeat the spelling of the word in natural relations. 
 This repetition should be interesting and enthusiastic. 
 Use various incentives : 
 
 Children keep a record of the number of words that they 
 have spelled correctly. Measure their own growth by the work 
 that they did in the past. 
 
 Take home review words and show their parents how many 
 words they have learned to spell. 
 
 Class Co-operation. Count the number of perfect lessons in 
 the entire class. Keep a record and measure growth. 
 
 Class — not individual — competition. Which group had the 
 most correct words? 
 
 Step 3. Allow no variations from the correct form. A 
 misspelled word in any lesson must not be accepted. The method 
 should be positive. Through the use of some device, remove the 
 incorrect form, substituting the correct one. In doing this, the 
 ingenious teacher will call attention to the correct image making 
 some association that will start the habit of recall of the correct 
 form. 
 
 The aim of the primary teacher is to avoid in every possible 
 way having the child hoar, see or produce an incorrect form in 
 any of his written composition. 
 
 Miss Bessie Meyer, of the Louisville Normal School, gives 
 the following report as to the use of- the plan of teaching spelling 
 suggested by Dr. Horn in the Eighteenth Yearbook: 
 
120 
 
 SPELLING 
 
 The children were given a preliminary test on Monday, 
 concentrated duriiio- the week on their own individnal difficulties, 
 and were tested fi<>aiii on Friday. 
 
 7 A Class. 
 
 Sixteen new words given on Monday to 25 children: 
 8 children missed none. 
 4 children missed 1 word. 
 4 children missed 2 words. 
 3 children missed 3 words. 
 
 2 children missed 4 Avords. 
 
 6 children missed between 5 and 7 words. 
 
 3 children missed between 10 and 14 words. 
 No child missed all words. 
 
 Test on Friday : 
 
 19 children were 100 per cent. 
 2 children missed 1 word. 
 2 children missed 2 words. 
 *1 child missed 5 words. 
 *1 child missed 6 words. 
 *These were two of the children who missed between 10 and 14 
 words on Monday. 
 
 8A-B Class. 
 
 Sixteen new words given on Mondaj^ : 
 
 5 children missed none. 
 
 6 children missed 1 word. 
 
 1 child missed 2 words. 
 
 4 children missed 3 words. 
 
 2 children missed 4 words. 
 
 8 children missed between 5 and 8 words. 
 1 child missed 10 words. 
 1 child missed 11 words. 
 No child missed all words. 
 
SPELLING 
 
 121 
 
 Test on Friday: Entire 8 A had 100 per cent. 
 Altogether 
 
 • 2'S children made 100 per cent. 
 
 8 children missed 1 word. 
 
 2 children missed 2 words. 
 
 1 child missed 8 words. 
 The two children who missed 10 and 11 words respectively, 
 on Monday, missed only 1 word on Friday. 
 
 FIRST GRADE. 
 Spelling — IB Grade. 
 
 Study the General Statement for spellin<>'. 
 
 There is to be no calling- of letters — in the nsnal sense of 
 spelling — in the IB Grade. 
 
 Words and sentences are to be written on the board or, if 
 necessary, on large sheets of blank newspaper. 
 
 Select words and sentences that are related to some simple 
 activit}'. 
 
 Create a situation that will appeal to the child's feeling of a 
 need for writing. 
 
 Use visualization and very large form in this work. 
 
 Whenever necessary to refer to the form of a certain letter, 
 do not hesitate to call it by name. 
 
 See suggestions for writing, as writing and spelling are 
 identical in the IB Grade. 
 
 Si'ELLLN'G — lA Grade. 
 
 Begin with the writing of short sentences — those with a 
 motive. For example, sentences telling mother what has been 
 learned in school ; sentences based upon any phase of language 
 or reading. 
 
 Lead the child to see that there is a need for certain word. 
 Then teach him to study the word, using the flash method and 
 other devices. 
 
 The invariable test of the child's ability to use a word 
 correctly is its use in written sentences. 
 
122 
 
 SPELLING 
 
 Occasionally, some very simple memory gem may be written 
 — the child learning to spell every word before he attempts to 
 write the stanza. 
 
 Or, one stanza of some song that has been learned in the 
 Kindergarten may be nsed as a basis for a series of spelling 
 lessons. 
 
 The following songs are usually familiar in the Kindergarten : 
 Sleep, My Darling Little One— Hill. 
 Merry Little Snow Flakes— Hill. 
 Jack Frost Is a Merry Little Elf — Gaynor. 
 Short messages for Thanksgiving, Christmas or Valentine 
 may be written — the child learning to spell every word. 
 
 The aim is to teach spelling in relation to a natural situation. 
 Note. — B}^ the time the child has completed the First Grade 
 work he should have learned not only the name of each letter in 
 the alphabet, but he should be able to repeat the letters in order. 
 
 • SECOND GRADE. 
 Spelling — 2B and 2A. 
 Stud}'- the General Statement. 
 
 Follow carefully the suggestions given in the General 
 Statement. 
 
 The Second Grade work is not limited to the list of words 
 given below. These words are suggested as indicating a basis 
 of selection. 
 
 ' When children move from one school to another, they take 
 with them their own spelling book that they have made for 
 themselves, in order that the new teacher may know something 
 of what they have had. 
 
 Spell words that are needed in the written work of the grade. 
 
 Names of days of the week. 
 
 Names of months of the year. 
 
 Names of seasons of the year. 
 
 Words from one to one hundred. 
 
 The terms, north, south, east, west. 
 
 Name of our city, State, country. 
 
 Name of school, street. 
 
SPELLING 
 
 123 
 
 Words used in discussing family and home life; as father, 
 mother, child, children, baby, babies, friend, neighbors, home, 
 cousin, aunt, uncle. 
 
 Najnes of people who help supply our needs ; as merchant, 
 farmer, baker, etc. 
 
 Names of articles found in the grocery store ; as bread, butter, 
 fiour, sugar, etc. 
 
 Words used in connection with arithmetic ; as broad, narrow, 
 deep, wide, high, low, inch, inches, foot, yard, pint, quart, 
 gallon. 
 
 Adverbs; slowly, quickly, swiftly, etc. 
 
 Adjectives; as hard, soft, good, bad, beautiful, pretty, etc. 
 See the Ayers' Spelling List for words commonly used in 
 letter writing. 
 
 THIRD GRADE. 
 
 Spelling — 3B and 3A. 
 
 Stiid\' general suggestions for spelling in this outline. 
 
 Words are to be selected from the various lines of the child's 
 every day written work. 
 
 The Third Grade work is by no means limited to the list 
 of words given below. They have been prepared by Third Grade 
 teachers as a general indication of the type of words that they 
 nsiially select. 
 
 When children move from one school to another, they take 
 with them their own spelling book that they have made for 
 themselves, in order that the new teacher may know' something 
 of what they have had. 
 
 As in Second Grade, .select words from every subject in the 
 school cour.se in relation to any written work that is to be done. 
 
 Teach lists of words similar in sound, as words that rhyme 
 with field, float, wheat, brown, crack, drink, spend, mend, scratch, 
 change, paste, etc. 
 
 See the Genf^ral Statement for spelling as to the use of the 
 Ayers' Spelling Tiist. 
 
124 
 
 FOURTH GRADE. 
 
 Spelling — 4B and 4 A. 
 
 Read the General Statement in regard to the teaching of 
 spelling. 
 
 Review words outlined for Third Grade in Essentials of 
 Spelling — Pearson and Suzzallo. 
 
 Teach the words given the Fourth Grade in Essentials of 
 Spelling — Pearson and Suzzallo. 
 
 Select words from the every day cl^ss work in all subjects. 
 This line of work is most important and should not be crowded 
 out by the use of the book. 
 
 Teach correct habits of study in relation to the spelling book. 
 Teach the children how to use the book intelligentl3^ Form the 
 habit of selection. Give special attention to words that are 
 difficult. Teach the children to select for special study the words 
 that they do not know, reviewing rapidly the words that they 
 know. 
 
 Aw^aken an enthusiasm for good spelling. By the time that 
 the children are through the Fourth Grade they should have 
 developed a spelling sense. The spelling in all written work 
 should show' the results of careful training in this important 
 subject. 
 
 See the General Statement for spelling as to the use of the 
 Ayers ' Spelling List. . 
 
 BOOK LIST FOR TEACHERS. 
 
 Gesell — Normal (Tiild and Primary Education. 
 
 Ayres — Spelling Vocabularies of Personal and Business Letters. 
 
 Aldine Language Course. 
 
 Baltimore County Course of Study. 
 
 Bingham — Fanciful Fairy Tales. 
 
 Bailey and Lewis — For the Children's Hour. 
 
 Briggs and Coffman — Reading in the Public Schools. 
 
 Bryant — How to Tell Stories to Children. 
 
 Chubb— Festivals and Plays. 
 
 Chubb — Teaching of English. 
 
 Clark — Method in Reading. 
 
SPELLING 
 
 125 
 
 Buckingham — Spelling Ability. 
 
 Cook and 0 'Shea— The Child, and His Spelling. 
 
 Code}' — Language Teaching in the Grades. 
 
 Eighteenth Yearbook. 
 
 Esenwein — Teachers' Storyteller Book. 
 
 Haliburton and Smith — Teaching Poetry in the Grades. 
 
 Hall and Hall — The Question as a Factor in Teaching. 
 
 Horace Mann School Curriculum. 
 
 Hosic — The Elementary Course in English. 
 
 Jenkins — Teaching of Reading in the Primar}- Grades. 
 
 Kendall and Mirick— How to Teach the Fundamental Subjects. 
 
 Klapper — Teaching Children to Read. 
 
 Klapper — The Teaching of English. 
 
 Mahoney — Standards in English. 
 
 McMurry — Primary Reading. 
 
 McMurry — Special Method in Language. 
 
 McMurry — Special Method in Reading. 
 
 Speyer School Curriculum. 
 
 Strayer — Brief Course in the Teaching Process. 
 Suzzallo — Teaching of Spelling. 
 Tidyman — The Teaching of Spelling. 
 The Elementary School Journal. 
 The English Journal. 
 
 Poems. 
 
 Poems in the school readers and supplementary material. 
 
 Alexander-Blake — Graded Poetry. 
 
 Beeson, Katherine — Child's Calendar Beautiful. 
 
 Burt — Poems Every Child Should Know. 
 
 Field— Poems of Childhood. 
 
 Harris and Gilbert — Poems b}' Grades. 
 
 Longfellow — Hiaw^atha. 
 
 McMurry — Songs of Treetop and Meadow. 
 
 Mother Goose Rhymes. 
 
 Stevenson — Child's Garden of Verses. 
 
Teaching of English 
 
 Grades V., YI., VII., and VIII. 
 
 "Good English is a habit, it must be mastered by habit, not 
 by rule. ' ' 
 
 Learning English involves hearing, speaking, reading, and 
 writing. A person should have the ability to express himself and 
 to understand others. 
 
 The principles underlying the study of English are the same 
 from the child's first year in school through each grade, and on 
 this fact should be based all work in the development of language. 
 Facts and principles of language and composition should be 
 taught and used — taught through use and when they are needed 
 for use. 
 
 Mention of certain facts and principles in the outline for a 
 special grade means that those items of technique are necessary 
 to any child in the stage of advancement which the other work 
 of the grade implies. The teacher shoidd, make sure that they 
 are positively known. 
 
 The pupil should be led to feel that he has something to say, 
 not that he has to say something. Each sentence should be a 
 clear picture, not a haphazard joining of words and phrases. 
 The logical arrangement of thought should receive careful 
 attention. Give the child help when new difficulties arise, but 
 bold him responsible for what he ought to know. 
 
 The sentence is the fundamental unit in language ivork, 
 consequently the ynastery of the sentence is the most important 
 matter that the teacher has to handle. Develop a sentence sense. 
 
 1. Oraij Language. 
 
 Oral work should always accompany written composition; 
 The person who learns to talk well will learn to write well. 
 Every lesson should be a language lesson. Other subjects in the 
 
TEACHING OF ENGLISH 
 
 127 
 
 curriculum are valuable in teaching oral composition, as they 
 give opportunity for free expression. Subjects assigned should 
 be definite, vital, and limited. 
 
 Indistinct enunciation, grammatical errors and a limited 
 vocabulary are characteristic of most of our pupils. Pupils 
 should be trained to talk in sentences with clear enunciation and 
 in a natural speaking tone. To overcome mumbling and indistinct 
 articulation, the teacher should try to establish the relation of 
 speaker and audience. To overcome incorrect forms the child 
 must hear and use the correct over and over again until the}^ 
 become automatic. 
 
 Each teacher should make a list of errors as they occur in her 
 class room and drill on the correct forms. (See study made iu 
 the Louisville Normal School.) These inaccuracies cannot be 
 corrected by relying on lessons in formal grammar, but the fact 
 that the pupils in these grades know some grammatical rules 
 will be a great help. Technical grammar should be a great help 
 in rationalizing the use of the correct forms of speech, but rulea 
 of grammar do not establish correct habits of speech. 
 
 The interest a pupil takes in his oral language depends 
 largely upon the type of subject suggested. As the pupil 
 advances, it becomes more important for the teacher to get a 
 real dynamic purpose into her work from day to day. Allow 
 individual freedom of choice. 
 
 Commending good work generally helps more than reproving 
 bad work. 
 
 Written Language. 
 
 Pupils should be able to write an interesting paragraph of 
 clean-cut sentences, free from misspelled words and grammatica] 
 errors. The term ''interesting" carries with it the idea of some 
 skill in the handling of sentences and some power in the selection 
 and the use of words and phrases. 
 
 Do not attempt to teach too many technicalities at once. The 
 result will be that nothing will be learned well, and the pupil 
 will reach the Eighth Grade lacking the automatic knowledge 
 of the essentials of English that he should have secured in the 
 lower grades. 
 
128 
 
 TEACHING OF ENGLISH 
 
 Good sentence structure, good spelling- and a few import a ni 
 technicalities thoroughly mastered constitute a task sufficient to 
 take up all the time that should be spent on form in the grammar 
 grades. These points of form should be taught so thoroughly 
 that simple punctuation, capitalization and good sentence 
 structure will be matters of automatic control by the time the 
 pupil reaches the Seventh or Eighth Grades. 
 
 Have many short themes w^ritten. There should always be 
 the feeling in the pupil's mind that the theme should be as 
 correct as can reasonably be expected. The pupil's power should 
 always be measured by the first writing, not by a corrected and 
 rewritten copy. Interesting and spontaneous writing will never 
 be secured from pupils if the.v feel that their work is to be judged 
 solely on the basis of the errors that occur in it. 
 
 Do not try to correct all errors that appear on a paper, but 
 rather concentrate on a certain one or a few common ones. 
 
 A pupil will write a much better theme on a subject in wdiich 
 he is vitally interested. The subject should be concrete and 
 appealing. 
 
 A model story, or a model description is of great value. It 
 should suggest and recall or illumine the child's ow^i personal 
 experience which he is trying to put into writing. Through the 
 use of the model, the skillful teacher leads her class to conscious 
 imitation of certain correct forms and fine expression. The 
 repetition of these forms leads to their unconscious and habitual 
 use. 
 
 "Inspiration, imitation, practice; these are the guideposts to 
 good English. ' ' — Mahoney. 
 
 Fifth Grade. 
 
 The l)asis for language instruction for this grade is found in 
 "A Child's Composition Book" (Hosic-Hooper) , page 1 — page 
 149 to Section 145. 
 
 The ''Round-ups" indicate the essentials to be emphasized 
 and the drill necessary to produce the desired results. - 
 
 In both written and oral composition the pupils should be 
 taught to say clearly and coherently exactly what they mean. 
 
129 
 
 Well organized oral work should always precede written Avork. 
 The subjects assigned should be from the child's experiences 
 and limited to his ability. 
 
 Use reproduction exercises sparingly. Emphasis should be 
 placed on the dramatization or the telling of the story from the 
 .standpoint of one of the characters rather than on the direct 
 reproductive form. 
 
 The text, ''A Child's Composition Book," should be care- 
 fully studied by the teacher and the work so planned that the 
 pupil will u.se the book intelligently and master the following 
 minimum essentials : 
 
 Minhnuni Requirements. 
 
 Study the work of the previous grades and hold the children 
 responsible for the essentials already taught. 
 Pay strict regard to technicalities. 
 
 Oral Language: 
 
 1. A talk of two or three miiuites from an informal 
 outline, using clear-cut short sentences, express- 
 ing definite ideas, holding to the assigned 
 subject. 
 
 2. Dramatization — 
 
 Original. 
 From stories. 
 
 Written Langu a g e : 
 
 1. Simple outlines planned by pupils. 
 
 2. Short composition of one or two paragraphs on 
 as.signed subject. 
 
 ■\. Dramatization — 
 
 Original. 
 
 From stories. 
 4. Friendly letters. 
 
 Capitalizatiori : 
 
 1. Titles of compositions. 
 
 2. Quotations. 
 
130 
 
 TEACHING OF ENGLISH 
 
 3. Letter writing. 
 
 4. Days of week, months, names of people, places, 
 etc. Terms of address. 
 
 Pimctuation: 
 
 Should be taught from the thought rather than by 
 rule. 
 
 Paragraphing : 
 
 1. Indention. 
 
 2. Margins. 
 3 Unity. 
 
 Quotations : 
 
 1. Simple. 
 
 2. Broken. 
 
 Ahhrcvint'ons As Needed. 
 Sentence Use: 
 
 1. Declarative. 
 
 2. Interrogative. 
 
 Subject. 
 
 Predicate — Predicate Verh: 
 
 Correct use of forms of see, go, do. 
 Correct use of can and may. 
 
 Correct Use of Apostrophe: 
 
 1. Possessives. 
 
 2. Contractions. 
 
 Dictation: Carefull}^ planned lessons should be given to clinch 
 and check work taught. 
 
 Useful Helps. 
 
 Standards in English — Mahoney. 
 
 The Elementary Course in English — Hosic. 
 
 Standards in English, The Elementary Course in English, 
 The Yearbook for 1916, and the Language Outline of the 
 Louisville Public Schools for 1915 indicate the work in literature 
 and give lists of prose and poetry that can be read by the children 
 and to the children. • 
 
131 
 
 Sixth Grade. 
 
 The basis for language instruction for this grade is found 
 in "A Child's Composition Book" (Hosic and Hooper), page 
 149, Section 145, through the book. The "Round-ups" indicate 
 the essentials to be emphasized and the drill necessary to 
 produce the desired results. 
 
 The pupil should be able to make and use an outline composed 
 of the main heads of his talk. The subject matter should contain 
 facts gained from history, science, geograph}^ and literature, 
 as well as explanation of games, defense of opinions, incidents, 
 stories, and summaries. 
 
 Continue the fight against common errors. Each teacher 
 should make a list of errors as they occur in her own class and 
 drill on correct forms. 
 
 Train the children to handle a single phase of a subject and 
 to stick to the point. Encourage the class to make definite and 
 kindly suggestions on the subject matter as well as on the manner 
 of handling the subject. Kind criticism is more beneficial than 
 adverse. 
 
 In every lesson, insist on cle<ir cnunciat'on and a iiatnral 
 speaking voice. 
 
 Continue the work of establishing the sentence sense. A pupil 
 who has had six years of coiitiiiiious training in this particular 
 should be able to avoid the "comma sentence", the "clause 
 sentence", or the sentence loosely joined by "ands". If the 
 class is W(?ak in the sentence sense, there shoiUd be much 
 blackboard work. 
 
 The teacher shonld strive for variety in beginning and ending 
 themes. 
 
 Selection and arrangement of material should be learned in 
 part from the study of good examples. Pupils should be able to 
 tell in one sentence what a paragraph is about. 
 
 Occasionally return papers for correction or revision after 
 several days have passed. 
 
 Punctuation shouhl l)e taught from thought rather than b.y 
 rule. 
 
132 
 
 TEACHING OF ENGLISH 
 
 All work should be made vital. Opportunity to publish 
 stories, dramatization for an entertainment or an actual 
 biography are among the means of providing strong motives. 
 
 The text, ' ' A Child 's Composition Book, ' ' should be carefully 
 studied by the teacher and the work so planned that the pupil 
 will use the book intelligently and master the following minimum 
 essentials. 
 
 Minimum Requirements. 
 
 Study the work of the previous grades and hold pupils 
 responsible for essentials already taught. Insist upon neatness 
 and careful arrangement in all written work. Pay strict regard 
 to technicalities. 
 
 Oral Language: 
 
 (a) A talk of several minutes on assigned subject 
 from planned outline, using simple, clear-cut 
 sentences, expressing definite ideas. 
 
 (b) Dramatization — 
 
 Original. 
 From stories. 
 
 (c) Choice of words — 
 
 Abilit}^ to discriminate in meaning. 
 Ability to discriminate in use. 
 
 W ritten Language : 
 
 (a) Outlines planned by pupils. 
 
 (b) Writing compositions of not more than three 
 paragraphs from outlines. 
 
 (c) Dramatization — 
 
 From stories. 
 Original. 
 
 (d) Letters — 
 
 Friendly. 
 
 Correspondence involved in projects. 
 
133- 
 
 (e) Advertisements. 
 
 (f) Telegrams. 
 
 Capitalization. 
 Paragraphing : 
 
 Unity. 
 
 Indention. 
 
 Margin. 
 
 Punctuation: 
 
 Comma in series. 
 Comma in address. 
 Comma in quotation. 
 
 Sentence Use: 
 Declarative. 
 Interrogative. 
 
 Huhject: 
 Complete. 
 Simple. 
 
 Predicate : 
 Complete. 
 
 Simple or predicate verb. 
 Strict attention should be given to drills on correct use of 
 verb forms and of other commonly misused words indicated in 
 text for this grade. 
 
 Parts of Speech : 
 Noun. 
 
 Pronoun — antecedent. 
 
 Adjective. 
 
 Adverb. 
 
 Verb. 
 
 F'ollow text for extent of grammar instruction. 
 
 Dictation: Carefully planned exercises in dictation should 
 be given t-o check and clinch work tpught. 
 
134 
 
 TEACHING OF ENGLISH 
 
 Useful Helps. 
 
 Standards in English— Mali oney. 
 
 The Elementary Course in English — Hosic. 
 
 Standards in Enolisli, The Elementary Course in English, 
 The Yearbook for 1916 and the Language Outline for the 
 Louisville Public Schools for 1915 indicate the work in literature 
 and give lists of prose and poetry that can be read by the 
 children and to the children. 
 
 Seventh Grade. 
 
 The basis of language instruction in this grade is found in 
 '^A Composition Grammar" (Hooper and Hosic), pages 1-139, 
 through Section 140. The text supplies ample material to 
 establish the minimum essentials for this grade. 
 
 The various activities recommended for the Fifth and Sixth 
 Grades should be carried forward. The pupil should have more 
 advanced ideas and a fuller vocabulary. He should be able to 
 apply the essentials learned in previous grades as a help in 
 self-criticism and in criticism of class exercises. 
 
 Continue the use of the topical outline. 
 
 The importance of making the work vital is greater as the 
 child advances. A teacher must bring much skill and thought 
 to the composition period. Definite instruction in the selection 
 and organization of material and methods of treatment to secure 
 interest should be given. Analysis of a similar example is one 
 effective means of securing this. There should be much practice 
 in impromptu compositions with a time limit and in condensing 
 several paragraphs into one. Unity, sequence, beginning, ending, 
 use of the paragraph, choice of title should be taught and applied. 
 Compositions should be criticized as to interest, climax, dialogue, 
 and setting. 
 
 In this grade, the oral composition may call for a more 
 sustained effort. Every pupil should be able to speak clearly 
 and coherently upon any topic in which he is interested or about 
 which he has information. Reports of home reading, story telling 
 and organized discussion of current events may be profitable. 
 
TEACHING OF ENGLISH 
 
 135 
 
 Several topics may be given several days iu advance so that 
 real preparation can be made. Continue to lead children to 
 appreciate word values. The child's stock of connectives and 
 transitional words should be enlarged. Exercises in combining 
 sentences will be helpful. 
 
 Cultivate an ear for sentence euphony. Assuming that the 
 sentence sense has been established, the teacher should work for 
 sentence betterment. 
 
 Careful use of the exercises in criticism as outlined in the 
 text will be helpful. 
 
 M inwium Requirements. 
 
 Study work of previous grades and hold pupils responsible 
 for essentials already taught. 
 
 Insist upon neatness and careful arrangement in all written 
 work. 
 
 Give strict regard to technicalities. 
 
 Oral Language: 
 
 (a) A short talk of sustained effort on assigned 
 subject from planned outline, using clear-cut 
 sentences expressing definite ideas. 
 
 (b) Dramatization — 
 
 Original. 
 From stories. 
 
 (c) Choice of words — 
 
 Ability to discriminate in use. 
 Ability to discriminate in meaning. 
 
 Written Language: 
 
 (a) Outlines planned by children. 
 
 (b) Write short compositions from outlines. 
 
 (c) Dramatization — 
 
 Original. 
 From stories. 
 
136 
 
 TEACHING OF ENGLISH 
 
 (d) Letters — 
 
 Friendly. ^ 
 Business. 
 
 (e) Impromi^tu writin<i' of a paragraph without 
 previous planning. Limit subject to chikl's 
 ability and interest. 
 
 (\(j)it<!li^(ifi()ii (IS Hfiussitfj arises. 
 PardgruphiiKj : 
 
 Unity. 
 
 Indention. 
 
 Margin. 
 
 PlDictiidl ion : 
 
 Sentence ending. 
 Use of apostrophe. 
 Comma as necessity ni'ises. 
 
 Sentence Use: 
 Declarative. 
 Interrogative. 
 Exclamatory. 
 
 Su hject Su hstemiive. 
 Simple. 
 Compound. 
 
 Predicate Yei^'b. 
 Simple. 
 Compound. 
 
 Connectives: 
 
 and, or, nor, but, etc. 
 Modifiers of verb and subject. 
 Recognition of object. 
 
 Strict attention should be given to correct use of verb forms 
 and other misused words as indicated in text. 
 
TEACHING OF ENGLISH 
 
 137 
 
 Follow text for grammar instructiou. 
 
 Dictation: Carefully planned exercises in dictation should be 
 jriven to check and clinch work taught. 
 
 Useful Helps. 
 
 Standards in English — Mahoney. 
 
 The Elementary Course in English — Hosic. 
 
 Language Outline for 1915 — Louisville Public Schools. 
 
 Standards in English, The Elementary Course in English, 
 The Yearbook for 1916, and the Language Outline for the 
 Louisville Public Schools for 1915 indicate the work in literature 
 and give lists of prose and poetry that may be read by the pupils 
 and to the pupils. 
 
 Eighth Grade. 
 
 The basis for language instruction for this grade is found 
 in "A Composition Gramma'r" (Hosic and Hooper), page 140 to 
 •■nd of book. The text supplies ample material to establish 
 minimum essentials for this grade. 
 
 The work should be constructive throughout and the con- 
 nection between the exercises in grammar and the practice of 
 correctness in speech and writing should be definitely and ef- 
 fectively made. Let the studies be topical and progressively 
 connected, beginning w^th the sentence as a whole. At the end 
 of the year the pupils should be able to explain in standard 
 terminology the function of each part or element of any sen- 
 tence which they can compose and should have firmly estab- 
 lished the habit of applying the standards of usage in self- 
 criticism. 
 
 The pupil is expected to learn more about sentence manip- 
 ulation. He should know the various points of technique that 
 make for effect, variety, and emphasis. Care should be taken 
 to secure fresh and more advanced material and to vary condi- 
 tions so that interest may be kept up and genuine power and 
 versatility in speaking and writing to be developed. 
 
 The teacher will find great help in studying a model. Lit- 
 erature read should be used to teach the value of the expressive 
 word. A study of paragraphs in ''Rip Van Winkle" will be 
 
138 
 
 TEACHING OF ENGLISH 
 
 particularly helpful in paragraph development. Lay the foun- 
 dation for coherent writing by teaching the relation between 
 sentences in the same paragraph, the words or phrases that 
 carry the thought smoothly from one sentence to another, from 
 one paragraph to another. The pupils' stock of connectives, 
 parenthetical words and phrases that make for an easy flowing 
 style should be enlarged. The work should be planned to meet 
 the ability of the class, to round out and complete the training 
 which the course as a whole contemplates. 
 
 The text, "A Composition Grammar" (Hosic and Hooper), 
 should be carefully studied by the teacher, and the work so 
 planned that the pupil will use the book intelligently and master 
 the following minimum essentials. 
 
 • Minimum Requirements. 
 
 Study the work of the previous grades and hold the pupils 
 responsible for essentials already taught. Insist upon neatness 
 and careful arrangement in all written work. Pay strict regard 
 to technicalities. 
 
 Oral Language : 
 
 (a) A short talk of sustained effort on assigned 
 subject (description, narration, exposition, 
 argument) from planned outline, using clear 
 cut sentences, expressing definite ideas. 
 
 (b) Dramatization — 
 
 Original. 
 From stories. 
 
 (c) Choice of words — 
 
 Ability to discriminate in meaning. 
 Ability to discriminate in use. 
 
 Written Language : 
 
 (a) Outlines planned by children. 
 
 (b) Short compositions from outlines. 
 
 (c) Paragraph developed from topic sentence 
 (See Standards in English, Mahoney, Eighth 
 Grade Outline). 
 
TEACHING OF ENGLISH 
 
 139 
 
 (d) Dramatization — 
 
 Original. 
 From stories. 
 
 (e) Letters — 
 
 Formal and 
 
 Familiar Correspondence. 
 
 (f) Impromptu writing of a paragraph without 
 previous planning. Limit subject to child's 
 ability and interest. 
 
 Capitalization and Punctuation as necessity arises. 
 
 Paragraph : 
 
 (a) From topic sentence. 
 
 (b) Unity with some attention to style. 
 
 (c) Indention and margin. 
 
 Sentence Structure : 
 Simple forms of 
 
 (a) Simple. 
 
 (b) Complex. 
 
 (c) Compound. 
 
 Subject and Predicate — Modifiers. 
 
 Parts of speech as they function in the sentence. 
 
 Dictation: Carefully ])IaiiJied exercises in dictation should 
 be given to check and clinch work taught. 
 
 Useful Helps. 
 
 Standards in English — Mahoney. 
 
 The Elementar}^ Course in English — Hosic. 
 
 Writing in English — Maxwell-Smith. 
 
 Literature. 
 
 Standards in English, The Elementary Course in English, 
 The Yearbook for 1916, the Language Outline for the Louisville 
 Public Schools for 1915 indicate the work in literature and 
 give lists of prose and poetry that may be read by children and 
 to children. 
 
STUDY MADE IN THE LOUISVILLE NORMAL SCHOOL IN 1917 TO 
 DISCOVER THE MORE COMMON ERRORS IN PUPILS' WRIT- 
 TEN ENGLISH (191 Papers Examined). 
 
 CLASSIFICATION OF ERRORS. 
 
 GRADES. 
 
 Fifth 
 69 Papers 
 
 o 
 
 . o 
 
 o 
 
 c r" 
 
 Sixth 
 58 Papers 
 
 O 
 
 o 
 c r 
 
 . o 
 
 Seventh 
 33 Papers 
 
 . o 
 
 c 
 
 P5 S 
 
 Eighth 
 31 Papers 
 
 . o 
 
 o 
 
 a 
 
 . o 
 
 o ^ 
 
 TOTAL 
 
 191 Papers 
 
 o u 
 
 c 
 d H 
 J5 S 
 
 .9 
 
 3 
 
 a^ 
 
 . o 
 
 o t 
 
 1 1 1 1 
 
 III! 
 
 0 1 0 1 1 5 1 
 2 1 1 1 3 1 3 1 
 
 1 1 1 1 
 
 1 ! 1 |. ...!....! 
 
 
 
 
 
 
 
 1 1 1 1 
 
 1 1 I I 
 91 1 38 1 35 1 15 1 
 
 17 
 1 
 
 2 
 
 1 
 
 6 
 
 7 
 1 
 
 2 
 1 
 
 14 i 10 1 10 1 8 
 
 ....|.... 5 1 4 
 
 6 
 
 I. COMPOSITION FORM 1 ! 
 
 1. Failure to indent for a paragraph. . I 26 | 20 
 
 2. Failure to recognize new para.arnph ! 3 | 2 
 
 3. New paragraph with no chan.uo of j | 
 subject I 21 15 
 
 II. SENTENCE STRUCTURE. 
 
 1. Failure to divide into sentences. 
 
 2. Reiteration 
 
 3. Lack of clearness 
 
 4. Main clause omitted 
 
 5. Beginning with "but' , 
 
 6. No subject 
 
 7. No predicate 
 
 8. Incorrect use of al)l)revialions . 
 
 9. Figures for words 
 
 III. VERBS. 
 
 1. Present for past 
 
 2. Present tense for present participle 
 
 or vice versa 
 
 Passive for active or reverse 
 
 Verb not agreeing with subject in 
 
 number . 
 
 Wrong Sequence : 
 
 a. Would for plain past 
 
 Perfect Participle for past and re- 
 verse (seen, had saw) 
 
 Impossible tense form (drawed, 
 
 etc.) 
 
 Wrong verb : 
 
 a. learn — teach 
 
 b. lay — lie 
 
 c. got — reached 
 
 83 
 
 35 
 
 4 
 
 4 
 
 14 
 
 12 
 
 1 
 
 1 
 
 4 
 
 4 
 
 2 
 
 2 
 
 1 
 
 1 
 
 6 
 
 ... 
 
 1 5 
 
 I .1 I 1 
 
 I 
 I 
 
 21 I 14 
 
 I 
 
 2 I 1 
 . . . .|. . . 
 
 I 
 
 I 20 I 15 
 
 I 
 
 I 
 
 5 I 
 
 I 
 
 1 I 
 1 I 
 
 I 
 
 14 
 4 
 5 
 1 
 2 
 
 I 2 I 3 
 
 IV. SYNTACTICAL REDUNDANCE. 
 
 1. Too many "ands" and "thens'..., 
 
 2. "And" at beginning of sentences. . . 
 
 3. "So," "well" at beginning of sen- 
 tences 
 
 4. My Mother, she 
 
 V. CARELESSNESS. 
 
 Omission ot word 
 
 Omission of letter 
 
 Wrong word, i. e., when for went. 
 Repetition of word 
 
 for, 
 
 VI. PREPOSITIONS. 
 
 1. Wrong preposition (i. e., in, 
 during 
 
 2. confusion of preposition and con- 
 junction 
 
 12 
 
 9 
 
 . . . . 
 
 
 17 
 
 11 
 
 3 
 
 3 
 
 9 
 
 8 
 
 2 
 
 2 
 
 1 
 
 1 
 
 3 
 
 3 
 
 20 
 
 15 
 
 1 
 
 20 
 
 16 
 
 14 
 
 11 
 
 8 
 
 6 
 
 21 
 
 15 
 
 1 15 
 
 9 
 
 21 
 
 11 
 
 9 
 
 7 
 
 4 
 
 1 4 
 
 
 7 
 
 1 
 
 1 1 
 
 1 
 
 1 
 
 2 I 
 
 1 I 
 
 40 
 
 22 
 
 40 
 
 1.5 
 
 3 
 1 
 1 
 13 
 
 3 I 
 
 I 
 
 1 I 
 
 1 I 
 1 I 
 
 40 
 
 5 
 
 16 
 
 95 
 5 
 
 32 
 2 
 
 14 
 3 
 1 
 1 
 
 11 
 
 38 
 5 
 
 22 
 
 20 
 
 19 
 
 12 
 
 14 
 
 14 
 
 8 
 
 8 
 
 
 4 
 
 10 
 
 7 
 
 12 
 
 9 
 
 20 
 
 14 
 
 18 
 
 16 
 
 5 
 
 5 
 
 60 
 
 I 
 
 46 
 
 33 
 
 26 
 
 51 
 
 36 
 
 32 
 
 ! 
 
 13 
 
 12 
 
STUDY MADE IN THE LOUISVILLE NORMAL SCHOOL IN 1917 TO 
 DISCOVER THE MORE COJvtMON ERRORS IN PUPILS' WRIT- 
 TEN ENGLISH (191 Papers Examined) .—Continued. 
 
 CLASSIFICATION OF EIIUORS. 
 
 GRADES. 
 
 Fifth 
 69 Papers 
 
 o r; 
 
 a u 
 
 . o 
 
 o ^ 
 
 Sixth 
 58 Papers 
 
 IS 
 
 o 
 
 o 
 = t 
 
 . o 
 o 
 
 33 Papers 
 Seventh 
 
 o 
 
 Eighth 
 31 Papers 
 
 TOTAL 
 
 191 Paper! 
 
 "a 
 
 . o 
 
 o ^ 
 
 2 
 
 a-o 
 
 . o 
 o 1^ 
 
 a^ 
 
 . o 
 
 o 
 
 VII. NOUNS AND PRONOUNS. 
 
 1. Singular noun for plural and re- 
 verse 
 
 2. No antecedent for pronouns 
 
 3. Accusative pronoun for subject . . 
 
 4. Failure of pronoun to agree with 
 antecedent in gender and number. 
 
 5. Wroug pronoun which for who... 
 
 6. Myself for I 
 
 VIII. CONJUNCTIONS. 
 1. Omission of and 
 
 IX. ADJECTIVES AND ADVERBS. 
 
 1. Quick for quickly, etc 
 
 2. "A" for "an" 
 
 3. Omission of "the" or "a" 
 
 X. ILLITERACY, COLLOQUIALISMS 
 
 AND SLANG 
 
 10 
 
 XI. DOUBLE NEGATIVE. . . 
 XII. ILLEGIBLE IIANDWRITIX(; 
 
 XIII. PUNCTUATION 
 
 1. Period : 
 
 a. Omitted at end of sentence i 21 
 
 b. Omitted after abbreviations . . . . | 16 
 
 2. Comma : I 
 
 a. Omitted in appositives | 11 
 
 ]). Omitted before direct quotation . | 1 
 
 c. Omitted after subordinate clause | 
 when it precedes main clause. . | . . . , 
 
 3. Apostrophe : I 
 
 a. Omitted in singular possessive..! 0 
 
 b. Omitted in plural possessive....! 1 
 
 4. Capital : I 
 a. Wroug use in common nuuns. . 
 h. Wrong use in title 
 
 r,. Quotation Marks . 
 
 a. Omitted in direct quotation. . . . 
 
 3 I 
 
 2 I 
 
 2 1 3 
 
 15 I 
 11 I 
 
 0 I 
 
 1 I 
 
 67 .34 I 19 
 
 10 I 6 22 
 
 I I 
 
 I 2 I 3 
 
 I I 
 
 16 
 12 
 
 3 I 
 
 I 2 
 
 I 2 
 
 8 I 11 I 
 
 12 
 
 27 I 
 2 I 
 4 I 
 
 I 
 
 1 I 
 r. I 
 
 2 I 
 
 I 11 
 
 29 
 28 
 
 20 
 2 
 
 104 
 
 32 
 
 15 
 
 9 ! 
 
 5 I 
 
 2 I 
 
 3 I 
 
 40 
 
 21 
 2 
 4 
 
 1 
 
 5 
 2 
 
 34 
 3 
 10 
 
 10 
 
 62 
 18 
 
 13