1. education
2. teaching and classroom resources
3. lesson plans

SCHOOL
WILLIAM
OF
F.
THE
RUSSELL
COLLEGE
HOW
OF
Pn.D,
EDUCATION,
TO
TKACH
READING
SILENT
TO
BEGINNERS
BY
EMMA
TJNIVEKSITY
SCHOOL
FOB
WATKINS
THE
UNIVERSITY
PHILADELPHIA
J. B. LIPPINCOTT
TBAINING
OF
BUPEKETTENDENTS,
IOWA
OF
"
LONDON
COMPANY
COPYRIGHT,
1922,
PRINTED
AT
BY
THE
BY
J. B.
WASHINGTON
PHILADELPHIA,
J
B
COMPANY
LIPPINCOTT
COMPANY
LIPPINCOTT
PRESS
SQUARE
U.
S.
A,
FOREWORD
There
is
primary
teachers
the
in
than
probably
which
of
but
also
in
tests
Instead
of
of
in terms
of
setting
the
more
less
or
determine
objectives
up
primers
qualities which
various
It
is
This
does
valuable,
confused
of
not
but
with
There
reading
between
made
all of
the
a
tendency
literature,
silently, with
the
sort
silent
and
oral
to
of
reading
is
be
ing.
readthe
contrast
though
even
not
silent
to
ing.
read-
reading
it must
objectives peculiar
is also
distinction
a
that
reading.
good
up
that
now
may
or
any
oral
rather
read
the
that
mean
terms
possessed by
make
clear
becoming
be
should
teachers
in
charge
in
or
past
first readers
or
of skill
degree
her
using
in the
as
standards
thoroughly,
the
under
pupils
not
of
which
abilities
of
practice
jects,
sub-
especially stimulating.
elocutionary
number
the
upon
The
other
light
new
thrown
been
has
the
relation
in
progress
of
reading.
reading
is not
fundamental
to
has
today
This
reading.
the
because
experimentation
involved
of
bears
reading
interested
more
problem
because
only
are
which
in
problem
no
it is read
we
do
5
in
FOREWORD
6
reading factual material
of the solution
in search
problem. There is to be a growing
the
emphasis
tendency greatly to increase
in
the training of abilities involved
upon
to
a
working with books.
There
to be
seems
that
should
care
more
day
to-
agreement
common
be taken
insure
to
cises
comprehension in the reading exerThis inevitably
in the primary grades.
silent
increase of emphasis upon
leads to an
reading,since in oral reading it is impossible to
whether
tell with any
or
degree of accuracy
proper
what
pupil understands
be required in
Responses must
the
not
than
those
he
has
read.
other
terms
of the material
of the words
which
is being read.
Miss
of work
has
Watkins
in
providing a
exercises
exercises included
under
the conditions
exercises
would
in
large and
which
directions
The
real progress
not
limit the
All
for
small
classes
teaching
so
that
the
been'care-
exist in the
clearly given
are
novice makes
It must
out
have
piece
of satisfactory
need.
this
in this book
worked
excellent
an
rich assortment
to meet
fully
schools.
done
even
public
these
the
by followingthem.
thought that Miss Watkins
teaching of reading to this sort
be
FOREWORD
of
It is not
exercise.
7
intended
that
these
ary
placeof instruction in literappreciation.There is also a necessityof
a great deal of easy material
reading,silently,
such as is found in our best primers and first
readers.
Neither are the exercises expectedto
supplant the teaching phonics. On the other
whether
hand, they must be used effectively
or not phonicsare
taught.
exercises take the
The
do, however, add
exercises
the interest of the
since
common
they
greatly to
children in first grade work,
based
exercises
on
that the exercises should
first,
are,
given under
time
each
should
test
facts and
experiences
tions
to the child,they supply the condiwhich should exist for speed and comprehension
The
exercises.
requirements of such
are
exercise
pressure
be
and, second, that
be followed
by a rigorous
sons
of the child's comprehension. The lesfulfillthese
here outlined by Miss Watkins
conditions
in
doubt, prove
an
a
admirable
source
way
of great
and
will,no
to
inspiration
primary teachers everywhere.
ERNEST
HORN,
Ph.D.
ProfessorofEducation,
of Iowa.
University
IOWA
CITY, IOWA.
CONTENTS
CHAPTER
PAGE
I.
II.
III.
INTRODUCTION
13
METHOD
20
MATERIALS
22
THE
"COME
V.
THE
"CHILDREN'S
VI.
THE
"PERSONAL
VII.
THE
"SALUTATION"
VIII.
THE
"ACTION-WORDS"
IX.
THE
"MORNING
X.
THE
"THINGS
XI.
THE
"PARTS
XII.
THE
"COLOR
CARDS"
XIII.
THE
"COLOR
LESSON,
XIV.
THE
"ANIMAL"
THE
"NUMBERS"
XVI.
THE
"OBJECTS-IN-THE-BASKET"
XVII.
THE
"PREPOSITIONS"
XVIII.
THE
"CALENDAR"
XIX.
THE
"TELLING
XX.
THE
"STREET
XXI.
THE
"FLOWERS"
XXII.
THE
"YES
XXIII.
THE
"OPPOSITES"
XXIV.
THE
"BIRD
IV.
XV.
XXV.
XXVI.
XXVII.
XXVIIL
XXIX.
XXX.
XXXI.
TO
THE
TABLE
38
43
47
ROOM"
THE
LESSON
BODY"
THE
51
LESSON
62
OBJECTS"
WITH
73
LESSON
LESSON
LESSON
81
88
91
LESSON
94
LESSON
96
LESSON
98
LESSON
LESSON
100
PROJECTS
105
STUDY"
TO
77
84
LESSON
No"
65
69
LESSON
AND
53
58
LESSON
LESSON
SIGNS"
CLOTHES"
TABLE"
PROJECT
PROJECT
PROJECT
PROJECT
107
110
115
118
126
PHONICS
TEST
LESSON
TIME"
THE
RABBIT
HISTORY"
LESSON
THE
THE
34
LESSON
OF
30
LESSON
LESSON
IN
"WASHING
LESSON
NAMES"
DUTIES"
INTRODUCTION
"SETTING
CLASS"
THE
WORDS
128
ILLUSTRATIONS
PAGE
"Rim
ILLUSTRATING
AND
PLAY
SEE
AWHILE."
"ACTION-
WORDS"
LESSON
AT
Frontispiece
PLAY
"Snow
BY
CAMPUS
THE
ON
MORNING
NUMBER
THE
SUGGESTED
30
GROUP
"
OF
YOUR
How
SWINGS
You
OLD
ARE."
76
EXERCISES
....
ILLUSTRATING
DIRECTION
THE
"ON."
WORD
SEE
"PREPOSITIONS"
82
LESSON
ILLUSTRATING
"Up."
WORD
DIRECTION
THE
SEE
"PREPOSITIONS"
82
LESSON
"TODAY"
SHOWING
"WHEN
SHALL
You
EAT
86
CALENDAR
THE
ON
YOUR
NEXT
MEAL?"
.88
.
SETTING
THE
THE
TABLE
110
TABLE
PROJECT
.
"
REMOVING
THE
VARNISH
120
HOW
TEACH
TO
READING
SILENT
BEGINNERS
TO
CHAPTER
I
INTRODUCTION
Using
pupil
in
a
the
Silent
class
of
first school
the
the
presence
"Tell
Reading
forty, long
carried
year,
that
class and
man
than
and
the
United
States."
an
oblong,
"Draw
the
circle
turn
shake
standing by the
suit, lives in Omaha.
gray
hands
with him, tell him
your
father's
"The
a
of
you
man
your
name;
swings
then
on
show
the
of
tation
hesiin the
window
that
is older
corner
light, railroads
and
square.
and
go
a
the
under
circle, then
age
your
the electric light that is over
on
my
Put
old
end
:
the
electric
a
the
without
visitors
in
each
commands
sitting by
over
spinning wheel
the
telephone,
the
before
out
following printed
of the
Method,
table/
and
door
Go
your
by
swing
ing
wear-
him,
to
and
name
the
ber
num-
just
are."
13
how
'
14
"Ask
to you
show
her
lady
with
the time
she
the
the time
us
if she
Tell
Railroad.
How
be
mind
the
us
City,then
large dial.
Denver
the
on
what
Then
she says.
and
ask
land
Is-
Rock
' '
trained
entirely un-
taught in the short
of
space
fullyand execute
involvinga knowledge of every part
first school year
commands
of
to Iowa
came
immature
an
can
per
dress to whis-
the blue
the
on
from
came
READING
SILENT
TEACH
TO
HOW
of
and
speech
to grasp
varied
so
an
assortment
of actions?
result
is achieved
by treating the
child's intelligence
as a full-grownintelligence
which simply requiresto be informed, in a logical
The
without
and
manner
interpositionof
structi
ob-
methods.
There
for
is
apparently no
limitations
the
There
not
of
learn
is no
to
of time
reason
why
and
a
anything valuable which
learning in
is more
the city
capathe child's mind
ses,
posses-
learning which
save
limit
than
as
short
a
time
criminal to waste
as
the
stances.
circum-
child should
it is capable
possible. It
ceptive
intenselyre-
days of childhood in forcingchildren
into straightjackets,educationallyspeaking,
all but
which
prohibit any free action of
the
mind*
It has
that
taken
children
should
INTRODUCTION
15
the world
long time to learn
the things that they
love
do; and
do
to
that
a
teacher
is the wisest who
restricts the
energiesof pupils only in order to
guide them the most effectively.
You
minds which
are
dealingwith young
robins in a
are
as
eagerly receptiveas young
Their primary want
ideas just as
nest.
is new
their primary physical want
is something to
Give them
the ideas they need and the
eat.
of itself. Does
rest will take care
a
boy in a
of horse or Indian
need
to be kept in
game
order?
Does
a
girlin playing house need to
be reminded
of her deportment?
Teach
laid out
pupils in the manner
your
in the following pages, and you will not need to
about
' '
' '
only marching my
they honor the flag each
pupilsdo is when
sit in position. When
morning. They never
talk things over
talk them
informally,
we
we
think
face to
has
said
face.
order.
and
no
interrupting,for
be
heard
does not
My
when
each
he rises.
child
knows
comes;
and
There
is
he will
then
he
interrupted.
pupils don't
that
then
his turn
like to be
till his fellow
pupil waits
One
his say,
The
isn't done
cause
"raise their hands," bein real life. They
rise.
16
HOW
That
means
They
are
TO
TEACH
their
"unless they have
class of children
they
it
does
Nor
the teacher
it with
the
talk
must
in
them
occur
to
is
the
if given the
jaded minds
one
as
other
side.
they
govern
This
alert.
Utterly
the
go at
as
scissors
they
themselves
by
are
me
this
as
sharpens the
by pure reason,
their
creates, from
sense
consciously,
not
the
as
education
proceeds
child's mind.
is derived
between.
"to choose
of the
on
He
a
of the
them.
is based
Method
Reading
tice.
jus-
firstday,
public opinion
well
"intellect"
of
sense
word
on,
scious
uncon-
to
inexplicable
The
day
way.
selves
teaching them-
perception of similarityand
The
a
otherwise, if
the
meaning
talk
from
me
opportunity,they
of the
Guided
Silent
don't
orderly
do
to
earnestness
publicopinion, and
The
ideas.
of their elders.
side
school governs
say.
to talk!
an
pupil helps another;
One
but
don't want
who
ferocious
a
Deliver
to
own
talking. They
ideas.
on
their
fact,the pupilsare
of the
and
something
to maintain
taught
But
have
they
I welcome
READING
SILENT
on
difference.
from
words
"
child,from
differences
learns to
the
first
perceived by
recognizehis
INTRODUCTION
printed
own
other
every
The
that
things
of the
allows
and
useless
toil
mental
energy
to rush
forward
to
of
abstract
The
into
child's mind
the
teaching, to
only
with
see
five-
a
ability,fullygrasping
only
not
of
names
urally,
nat-
converted
familiar
mental
is
wings.
on
one
five months
such
but
though
as
of average
the
is
enables
method
within
as
which
to work
impediment.
avoided
wonderful,
old
such
child's mind
artificial
thus
common
year
Reading Method
schooling all unnecessary
the
without
the
from
Silent
strips from
It is
distinguishit
to
word.
merit
it
and
name,
17
ideas,
concrete
animals, furniture, etc.,
words
triangle,oblong,
as
south, yesterday, false,etc.
Observe:
pupil
has
in
been
but
progress,
the
It is not
the
school
way
length
he
which
a
his
determines
that
in
of time
has
been
taught.
Under
the
would
be
would
meet
Yet
the
"
expression telephone number."
of teaching, a child
other method
the
Take
seven
this
eight
or
expressionin
expression contains
complicated than
"
cat"
old
years
or
his
one
he
before
vocabulary.
idea
"dog.
"
no
Why
more
not
18
HOW
convey
this idea
make
Why
SILENT
TEACH
TO
READING
readilyas "cat"
as
"dog"?
or
of it?
difficulty
a
directly,
by ideas.
They receive one idea as readilyas another.
The notion that one idea,which requiresmore
Children's ininds work
letters to set it out, is
is erroneous.
fact that
The
word
another
than
difficult to
more
one
makes
word
impart
is longer
difference
no
whatever.
You
They
have
minds
are
Their
senses
is to
facingthe pupilson
are
in school before.
been
never
already filledwith
excel.
Their
ideas of their
intenselykeen.
are
pleaseand
their firstday.
THEY
Their
TO
WANT
own.
desire
KNOW.
placeto let them know, without
Let there
of precioustime.
wasting a moment
It is your
be
no
know
and
hesitation,no
unreadiness.
exactlyWHAT
you
HOW
of
by
the
are
you
idea
an
laws
same
You
intend
to
going to present
by a child's mind
of
cause
and
must
present
it. The
"
ception
re-
is governed
effect
as
any
other action*
Your
task
is a
METHOD
at the
and you
accuracy
under
the
pleasantone.
ease
with which
will be amazed
of the action
SILENT
You
ideas
at the
READING
will be astonished
imparted
spontaneityand
are
of their minds.
You
n
CHAPTER
METHOD
In the
of
following
teaching children
possible
the
from
of the
pupil.
the
ideas
blackboard,
with
of the
be
as
is
taught
word
the
will
indicate
shown
word
their
is then
shade, and
is
word
20
printed
and
the
words.
is the
results
can
scribed
de-
be
a
on
The
is.
with
for
a
on
and
the
related
name-card
the
to
then
and
it reappears.
when
children
it in
of various
actions
printed
cards,
one,
of
what
is
it when
by
one
be
to
card
other
recognition
word
word
is told
reappears,
(by
manner,
word
parting
im-
this
the
child
watch
to
are
particular
by
briefly
can
The
replaced
this
and
method
to
:
is told
Cards
The
these
question
and
child
which
prepared.
withdrawn
done
spoken
no
containing
in
mind
name-cards
or
by
Name-Card
A
the
follows
is
way,
This
obtained.
This
conceivable
method
of every
use
teacher's
the
few
method
a
makes
through
in every
Modified
bases
which
short-cut
mind
is shown
pages
a
scribed
pre-
kinds).
blackboard
the
and
original
held
op-
21
METHOD
the
posite
word
taught
are
Variations
in
and
of
and
the
blackboard.
by
the
similarity
of
number.
cards
on
these
The
skill.
only
This
with
or
operations
teacher,
inculcating
The
the
skill
practice.
in
ideas,
increases
difference.
infinite
are
using
must
dren
chil-
the
use
with
name-
a
gree
de-
tice
prac-
CHAPTER
MATERIALS
Name-Cards:
according
size
or
cardboard
manila
brown
the
to
used
name-card,
is
NAME,
largest
two
lines, "With
line
her
cards.
inch
She
The
words
is
print
to
in
well-equipped
The
confined
It
at
with
a
written
on
rabbit
words
wide
be
can
least
or
strong
Words"
inch
an
high.
these
which
using
obtained
rubber
words
The
teacher,
book
the
on
one-eighth
words.
should
"Action
the
with
the
by
stationer
name-cards
the
22
these
PEN
important.
found
mother
"lettering pen"
letters
printed
inches
five inches
was
prints
LETTERING
are
the
as
long.
herself
a
est
small-
was
expression,
card
phrase
twelve
which
in
words
short
by
does
inches
uses
printed
the
This
teacher
wide
are
f '
The
name-card
what
four
by twenty
The
?
nest
them.
such
light
vary
word,
wide
contained
necessary
They
of the
on
for
inches
five
The
long.
length
of
are
paper.
printed
be
to
sentence
cards
These
from
ink,
any
seller.
be
kept
band.
lesson
in
For
contains
sets,
ample,
exa
23
MATERIALS
cabulary
lengthy vocabulary. Each word in this vois printed on a card and these cards
are
kept bound
together. Occasionally the
teacher allows a pupil to take one
set of namecards home
for an evening
It is vitallyimportant that the words
be
printed plainly,in black ink, and that each
in the sample.
letter be very large,as shown
Blackboard
od,
: In the Silent Reading Meth-
it is necessary
these words
white
A
lowered
curtain
on
be
of the
blackboard
heavy
can
obtained
curtain
five feet
This
board,
black-
letters
as
name-cards, using
is
a
wide, on
coats
gives a
of
and
can
a
be
window
raised
shade,
hung directlyin front
where
the
class assembles.
window
common
blind about
exposed side of which
black
paint have been
the
surface
printwith
which
roller like
a
should
This
printed in
the
on
the
on
chalk.
Shade:
and
to be
used
those
large as
print words
to
upon
which
two
laid.
the teacher
chalk.
chieflyin rapid drill
work.
As the words
learned one
are
by one,
perhaps day by day, they are printed,under
headings,on the curtain. For example,
proper
This
the
word
shade
STAND
is useful
is learned.
After it is fixed
24
in the
and
TO
HOW
SILENT
TEACH
is rolled up.
word
another
is
under
any
is reviewed
the work
lesson, after
Next
word
the
given
each
STAND.
lesson
time
the
is
it
thoroughly learned,
printed on the shade
So the vocabulary of
and
the shade
it is printed on
pupils'minds,
the shade
READING
grows,
curtain
On another
pulleddown.
part of the shade
another vocabulary can
be started,such as the
This process
on
preposition"words.
goes
is
"
until the shade
lessons
is
erased
are
by word.
for
and
others
of the
Use
shade
printingwords
also furnishes
valuable
a
the oldest
after which
filled,
substituted, word
obviates
afresh
means
each
the
cessity
ne-
day.
It
tive
for cumula-
drill.
An
important advantage in the use of the
shade is that the pupils are enabled
to see the
words
in positions different from
those they
in the pack of name-cards.
This will
occupy
associating the word
prevent children from
it happens to be
with the position in which
found, and focuses their attention on the word
itself rather
than
A
Hectograph:
at
houses.
a
low
It is
a
a
the
on
the word.
hectographmay
price
very
position of
from
convenient
school
means
be
tained
ob-
supply
of
producing
re-
typewrittenor hand-printed page
26
HOW
TO
bulletin board
SILENT
TEACH
READING
the children
where
allowed
were
pleasure. Small dials
should be placed in a box ready for use.
tin
Bulletin Board:
Obtain
as
large a bulleboard
on
as
possible with a surface
to
hands
the
move
you
Place
this low
it.
use
the
that
children's
board
Cards:
four
sides with
nison
that
so
it will be
where
eyes
after
tacks.
thumb
a
on
they
may
be tacked
may
have
they
been
in class.
Color
desired
enough
bulletin
discussed
squares
can
Labels, street signs,etc.
the
upon
with
fasten papers
which
level with
at
a
stiff cardboard
by four inches
piece of colored
colors
crepe
each
Cut
Have
papers.
child
crepe
obtained
be
may
and
may
into
both
cover
All
paper.
in the
Den-
enough cards
a
complete set
have
so
of
eleven colors.
Animal
Silhouette
pictures
of
Cards:
various
Obtain
animals
houette
silon
a
Cut
large sheet from a school supply house.
them
the figures and
out
mount
on
square
size.
of uniform
Have
pieces of cardboard
these cards kept in one
set secured by a rubber
band ready for use.
Between
hectograph
pages
28 and
sheets
which
29
are
were
exact
given
copiesof
to
each
27
MATERIALS
pupil
the
at
close of the
old and
attended
other
were
two
more
advanced
sheets.)
The
morning
of
for the
THE
CHILDREN
will become
may
is
added
not
to
week, although cards
used
in every
lesson.
position of the words and
each
graph
hectochanged on
This
is done
familiar
with
so
the
that
the
word
child
itself and
by the positionof the word.
Every lesson given in these type lessons
be expressed silentlyexcept in the PERSONAL
and
HISTORY
Beginning with
IN
receivingthese
were
were
the
that
sheet.
not
names
subjects
the
were
given at the head of
guidance of the parents.
the sheets until the fourth
Notice
which
directions
OF
bearing their
of
only. (There
room
the group
weeks
five years
were
session
classes in the
were
NAMES
children
than
The
lesson
each
The
school.
summer
successive
one
"owned"
the f ourth
lesson
BASKET
THE
SALUTATION.
was
week
begun.
the OBJECTS
Each
little
object, in other words,
one
was
corresponding to the
responsiblefor the name
for printingall of the names
object. The reason
to
of the objectson the typewritten sheet was
ascertain
among
familiar
if each
all of the
with
one
knew
others,and
type.
his
own
also to make
object
him
28
HOW
previouslyso
may
The
that
be
a
learned
entire
bulary
voca-
given.
teacher
METHOD.
READING
of the
review
is
typewriter
resourceful
all of the words
contains
sheet
Each
READING
SILENT
TEACH
TO
valuable
a
in
teaching
By
the
aid
the
of
use
the
to
the
SILENT
ally
especi-
is
prepared typewritten ribbon, which
can
easily adjusted, the teacher
type
any
lesson and make
hectograph copies of it for
for reference.
the pupil to keep at home
c
p
]
fersona-I
History
i
name
jump
age
numter
street
telephone
O
teacher
country
School
fathers
state
name
city
firthirdweek
Vocabulary
June
28
to
July a,
Vocabulary for
third week
Elementary
School. S.U.I.
reduced,
(Touch
body.
pa,rts
)
neck
fingers
Toot
of
the
IV
CHAPTER
used
for
time,
the
be
first
be
in
constant
words
the
orally
for
teacher
the
pupils orally.
The
the
board
blackand
CLASS,
pupils
printed
upon
definite
certain
is not
to
address
the
exceptions
to
this
rule
are
the
places.
Let
the
explicitly in
out
will
school
The
With
guidance.
exceptions,
THE
relying
to
the
first
upon
command.
themselves
words
set
the
for
which
the
TO
is
acquainted
words
prints
COME
explains
accustom
of
throughout
teacher
which
school
made
are
forms
use
The
year.
children
LESSON
lesson,
pupils attending
printed
the
with
this
In
Explanation:
to
CLASS'9
THE
TO
"COME
THE
teacher
communicate
through
printed words,
proper
to
the
either
pupils
cards
on
solely
or
on
blackboard.
the
The
in
manner
conveyed
is
given
which
the
immediately
lesson
idea
below,
is
under
DIRECTION.
Direction:
containing
cards
Chapter
30
V, page
Have
each
34.)
ready
pupil's
a
pack
first
name.
of
name-
(See
At
play
on
the
campus
"
Morning
Group.
"COMB
THE
children
The
Print
is the
receive
CLASS"
in
are
their
directions,)
Pointing to the words,
Waste
pupils.
the
'the
little chairs
child
a
the_idea
to
of following
talk
to
are
this
to
come
rise
place
place
I call this
are.
the
erases
children
the
request and
then
and
COME
can
THE
TO
with
comply
the
CLASS,
the
teacher
nothing more.
ing,
prints it again, still saying nothclass.
Those
looks
at the
pupils
request, saying
less timid
than
indicate.
Tell
it
CLASS-
class'."
Before
She
THE
all of you
this and
see
you
the
where
I
that
means
whenever
TO
seats.
informally to
words.
Say something
have
printed here, (indicati
no
"What
like this:
usual
COME
in this case,
"
31
LESSON
firststep in teaching
idea
an
THE
blackboard
the
on
(This
TO
will do
others
timid
the
the
as
words
pupils just
what
means.
to
turn
SEATS.
the
Tell
printed it
The
seats.
board.
pupilsare seated "in class,"
and
board
YOUR
TO
print GO
when
that
is
the pupils that
all the
When
means,
go
children
The
teacher
Again
and
sit in your
return
erases
print
COME
their
to
all words
TO
THE
seat.
own
original
from
the
CLASS.
32
HOW
TO
Say nothing,but
to the
rise,come
Now
erase
YOUR
SEATS,
the
and
READING
SILENT
TEACH
look at
children.
the
class and
re-print
if necessary
GO
TO
explain again.
Repeat the exercise of coming
seats
and returning to the
as
as
themselves.
seat
and
words
They
the
to
many
class
times
necessary.
It is
important that in
the
first
lesson,as
succeeding ones, the pupils
insure this by
shall obey promptly. You
can
Do
relax the rule.
it. Never
insisting
upon
oral command.
(The writer has
not give an
entire
recitation
an
frequently conducted
than
ten
with not
more
spoken words, and
with none
at all.)
occasionally
well
as
in
Silence
"in class."
three
that the
the
The
times
Silence
teacher
with
understand
during
The
a
three
the
that not
on
chalk
her
si-knce-game. The
words
the
taps
is to
Game
taps indicating the
both
children
The
Game:
are
seated
the
board
black-
indicate
to
begin, the three
syllablesin the
children and
a
word
teacher
is to be said
game.
printson the board or flashes
in rapid succession,
dren-taki
the chilname-cards
A calendar lesson,
part in turns.
clock
teacher
dial lesson and
an
action
lesson by
"COME
THE
cards
flash
during
times
is
all
may
Silence
a
the
of
TO
the
on
be
board,
at
up
.At
teacher
33
LESSON
taken
Game.
the
game,
CLASS"
THE
the
conclusion
again
indicating
time
one
three
taps
that
the
game
over.
As
on
the
reward
a
board
else
broken
started
the
during
over.
the
with
colored
children
the
draws
teacher
crayon,
If
like.
game,
a
the
the
game
picture
or
silence
must
thing
any-
is
be
CHAPTER
NAMES"
"CHILDREN'S
THE
In
Explanation:
taught
are
bearing their
the
this
TO
COME
GO
it
pupil, and
pack
by
begin
command
Whenever
or
SEATS,
YOUR
the
on
FLY
TO
etc.,
SEATS,
according
in Action
miss
dis-
you
printing
TO
The
the
to
Words,
pupils
class/'
Have
containing
each
covering
are
top.
in your
name;
the
ress
prog-
which
are
teacher
you
the
may
first
whole
it
before
are
ready
hand.
Suppose
The
CHARLES.
34
")
later.
"in
is your
the
JUMP
pupils
up
the
cards
flashed
blackboard
command
the
Direction:
a
"
xessons,
YOUR
TO
or
of the
in
when
when
(or
shown
CLASS.
SEATS
cards
pupils
names
succeeding
class, do
blackboard
varying
the
on
THE
the
YOUR
in
and
by printing
seated
own
promptly
are
names
the
teacher.
In
taken
their
respond
to
LESSON
lesson
this
recognize
to
and
printed,
by
V
card
off.
name
"Charles,
it"
a
cards
the
contains
says,
of
The
one
of
pack
name
class.
Take
hold
a
you,
(giving
this
him
36
You
*
ready for the
now
are
is based
Lady,'* which
Blind
READING
SILENT
TEACH
TO
HOW
"Poor
game
children's
on
names.
The
teacher
is
before
the
Stand
cards
and
LADY
BLIND
POOR
The
containing the
of yourself. Your
Blind
Poor
class with
Lady.
bundle
the
of
of all the
names
card
own
pupils
is exposed to
the class.
Close your
see
own
your
Take
a
show
and
The
card
it
Blind
(your own
and
name
finallythe
The
their
show
You
object of
the
own
names,
rises and
name
so
that
mains
re-
on,
until
again, at
Stop.
appears
the game
but
the
child's
another
"
teacher
see
you
say
child rises, and
teacher's
when
you
Lady,
time the children all cry
which
show
that
when
is shown
card
standing.
Stand
'Stop'."
of the pack
the bottom
eyes remaining closed).
from
child whose
say,
and
name,
of the Poor
name
"
and
eyes
"
"
is for the
pupilsto
they know,
hers also.
not
only
gives the
It
children the keenest
pleasurewhen the teacher,
on
opening her eyes at hearing the word
"Stop, sees so many of them standing.
Seat them, in the same
posing
(by exmanner
the name-cards
in turn)*
"
"
"CHILDREN'S
THE
this
Close
to
their
Print
YOUR
by
sees
SEAT,
each
one;
his
Do
too
the
on
With
frequent
continued
sending
their
as
blackboard
the
cards
the
then
flash
pupil
goes
to
children
shown.
are
words
GO
TO
name-cards
the
this
play
not
the
turn,
37
LESSON
his
own
one
seat
he
as
card.
"
Accustom
long.
while
by
lesson
in
seats
NAMES"
interest
little
are
ones.
much
or
yourself
is
at
its
children,
more
other"
any
strictly
game
to
stop
height.
lessons
effective
short
than
and
long-
VI
CHAPTER
HISTORY"
"PERSONAL
THE
is
certain
taught
relation
to
Smith
forms
Smith"
are
Brown."
Robinson
believes
Edward
arrives
he
Brown
Dorothy
"Dorothy
Robinson.
at
lesson
words,
the
general
the
naturally
and
"Johnnie
he
When
automatically
respond
He
the
nature
Edward
spells
NAME
Smith
Johnnie
with
NAME
that
word
he
about,
to
sees
the
sees
responds,
looking
But,
then-
Johnnie
as
he
NAME,
"name"
pupil
through
example,
synonymous.
Smith."
"Johnnie
hears
word
that
"name,"
word
For
the
idea
the
general
himself.
learns
this
In
Explanation:
LESSON
thereupon
of the
word
and
number
NAME.
Vocabulary:
street
name
school
rural
grade
telephone
age
county
teacher
state
city
or
father's
township
country
name
place
date
38
route
of
of
number
birth
birth
or
"PERSONAL
THE
Note:
Under
be learned
on
in the
usually
card
a
This
to directions
printed with
vocabulary
Direction:
The
Your
the
have
to
need
words
in the
order
The
pupils
tire
en-
printed
teach
not
given.
before
are
you
his full
pupil
him
word
aloud.
name
taining
con-
tion
reacas
you
words.
Show
NAME.
Let
seeing the
upon
give
card
in turn.
child
each
each
correct
containing the
the
with
Begin
cards
foregoingvocabulary.
from
cards
the
hand
elicit the
is to
response
"flash"
in her
in the
words
purpose
and
it to
know
that
NAME,
he
stantly
inis to
this
(Incidentally,
accustoming the child to
his voice
naturally before children who
as
yet comparative strangers to him.)
lesson
has
After
NAME
lesson.
teacher
holds
teacher
the
are
teacher
given lesson
any
Each
class."
"in
use
each
the
but
beforehand,
lesson*
to
pupils according
of course,
of
vocabulary
the
the
to
a
of words
printed by the
shown
It is necessary,
is shown
up
of the
be
is to
and
is made
course
39
LESSON
lesson
each
"
"Vocabulary.
word
HISTORY"
by
the
value
each
child has
giving
card
in
his
in the
responded
own
pack.
name
Then
to the word
aloud,
say
to
place
re-
the
40
TO
HOW
"When
pupil,
cards
flash the
NAME
that
is the
"When
the
to
word
the
until
they
appears
order
in
is
thing.
to
only
conveyed
by
Say
In
think:
to
serves
all these
the
on
hands,"
This
etc.
them,
to
stand
NAME,
your
mind.
the
idea
pupils
is
of reaction
card
picture,"
the
that
"Wave
or
of reaction
word
or
fix
exercises,
but
to
not
it.
say
actions
Other
the
takes
the
that
and
themselves
suggest
member
each
understands
child, from
to
of
the
all that
the
is
first,depend
himself.
upon
This
general
as
SILENT
an
be
time.
or
between
for
in
the
as
is to
work
concert
exception
READING,
should
a
part
Make
done.
will
See
teacher.
class
at
in
eyes,
wait
manner
the
the
see
a
child
the
it
manner
that
chair,"
"Point
the
important
you
your
way
in
incidental, and
NAME
when
NAME,
learn
may
this
in
word
the
to
their
before
They
and
Then
anything."
say
pack
clap
NAME,
hands.
their
Vary
card
succession.
appears,
clap
not
in the
quick
rather
do
but
READING
the
see
you
hands,
your
SILENT
TEACH
all
a
teacher
be
garded
re-
teaching
rule
and
o"
the
work
one
pupil
"PERSONAL
THE
each
Test
class.
the
is
TEACHER
form
the
The
SCHOOL,
pupils of
the
"
child knows
at
school
the
at
use
Have
rubber
a
"
as,
NAME
When
the word
take
name,
"Personal
cards, "Color"
cussion,
dis-
entirely
be
"
as
cards,
kept
Parts
""
of
sition"
Prepo-
pack of cards
stant
ready for in-
Call each
in
you
under
an
up
each
vote
de-
to
word
word.
band, and
time.
any
pupils;
cards,etc.
the
to
time, such
same
its proper
"Name"
expected
cards, "Action"
with
to the
the
subjects may
Many
cards, etc.
by
ited
lim-
are
of
name
other
any
pack.
Body"
bound
duce
intro-
GRADE,
course
is not
put it aside and
the
and
SCHOOL,
as
recitation
or
feel that each
running
In the next
NAME
words
teacher
entire
different
should
attending.
Note:
or
such
answer,
are
an
and
NAME
lesson.
one
word
etc., the
one
in
the
word.
giving
they
for
work
another
to
dismissing
instruction
lesson, review
COUNTY,
the words
sufficiently
thorough, this
enough
In
before
TEACHER
If
41
LESSON
pupil thoroughly with
and
NAME
HISTORY"
ject
lesson-sub-
speaking of
cards
History" cards,
cards, "Calendar"
42
TO
HOW
SILENT
TEACH
Sentences
Suggested
The
With
the
quickly
-will
teacher
flash
(name)7
you
child
will
ask
by
replies
me
end
the
at
the
giving
my
(school).
my
(telephone
requests
in
cards
information.
the
the
teacher
Ask
card
a
following
the
HISTORY
PERSONAL
with
The
print
READING
the
In
the
she
the
sentence,
cAsk
sentence
"What
teacher,
her
Train
of
hand
her
is
board.
the
on
your
will
child
me
Tell
Ask
Tell
me
me
name.
the
child
to
ask
"What
school
his
John
Tell
Marion
Ask
me
What
Who
is
is
United
(age).
(street
number).
(city)?
your
(teacher)?
is your
What
(country).
your
your
my
name).
(age).
children
the
number).
(father's
your
(telephone
your
Whisper
to
me
Whisper
to
Jack
your
your
number)?
(city).
(place
my
name?"
attend?"
Ask
sponding
re-
of
birth).
States
of
America.
do
44
HOW
"I
answer,
in
the
and
the
you." Plac
bearing the question
card
it the
for
watch
all to
READING
well, thank
very
am
pack
ask
SILENT
TEACH
TO
next
tim
it reappears.
the children
In this lesson
their
and
aloud, but
responses
ask each
Now,
for the
phrase
the
Flash
to
then
THINK
by action what
show
to
to mak
not
are
as
cards
one
they are thinking
child separatelyto look ou
it appears
from
the pack
by one and the first tim"
?
tel
ARE
YOU
phrase HOW
appears,
them
to clap their hands
(or any action show
being to fix th"
ing recognition,the purpose
child is to say
phrase in the mind). Each
"1 am
well,thank you," in place of the cus
the
"All
tomary
In
presenting the
MOTHER?
require
is well,thank
When
out
thumb
at the
is
YOUI
mothe]
"
you.
his
is to
HOW
"My
answer,
SHAKE
child, without
the
which
question
the
teaching
the
reach
heard
commonly
so
children.
among
let
right,"
hand.
proper
HANDS
saying
Teach
way
to
WITH
the
the
shake
MI
words
dentally
child, inci-
hands,
"
clasp the hand firmly with the
in proper
position,and look squarely
greeted.
person
"SALUTATION"
THE
45
LESSON
In
the
teaching the phrase GOOD-BYE,
child say
"Good-bye, Miss
The
same
form
is to be used
only
Take
phrase per lesson. Get the
the pupils'minds
before starting
SALUTATION
children's
the
Print
the
board.
one
by
Then
hold
take
it up
printedon the
reply instantly,"I am
JAMES,
this with
Repeat
card
in
Print
the
salutation
of each
names
the
close
HOW
to
child
ARE
the
blackboard.
YOU
of
name
JAMES
well, thank
is to
you/'
pupil,using
reverse
cards,
the
every
process.
phrases quickly on the
(printedon
pupils'names
salutation
by
one
the
one
opposite
each
salutation.
respond promptly.
Incidentally,these lessons give the teacher
valuable opportunityto shape the repliesof
The
a
quickly on
names
the
every
Then
turn.
Hold
cards)
first
hold
quick succession.
For
example,
and
GAME
opposite the
one,
board.
MORNING.
another.
with
card
GOOD
"
one
idea well set in
in
in
let
pupil indicated
is to
every-day questions,and
of speech.
slipshodmanners
children
to
to
form
re-
46
TEACH
TO
HOW
SILENT
Suggested
How
are
How
is
Isn't
this
(DorothyJ?
you
Frank
beautiful
a
is
(shake
to
Ask
Tom
Ask
me
Say
(Good
Say
(Good
mother?)
your
hands
with
(How
Dorothy
(How
(How
your
to
afternoon)
are
me).
you)
you)?
are
is
bye)
(Esther)?
day
you?)
are
(How
George
(Mary)?
mother
your
(How
Mary
Say
(John).
morning
Good
Sentences
mother)?
me.
to
John.
?
READING
CHAPTER
"ACTION-WORDS"
THE
Explanation:
which
words
In
this
describe
it is
as
child
LESSON
makes
lesson
actions.
recognized
by
response
an
shown
are
each
To
the
by
tion-word,
ac-
pupil,
the
action,
Vocabulary:
stand
nod
take
sit
whisper
bring
wave
lift
skip
open
come
cry
close
go
laugh
brush
run
touch
count
walk
scratch
wind
bend
write
lock
hop
draw
unlock
jump
kneel
clap
fly
Direction:
the
vocabulary,
the
foregoing
with
the
near
the
printed
word
sit
on
lessons.
it.
flash
Print
Place
on
the
words
a
Say
of
cards,
Suppose
STAND.
blackboard.
and
ready
Have
as
begin
you
the
in
word
on
chair
conveniently
"See
what
I
47
do."
48
up"
stood
stood
"You
or
will then
say,
blackboard, "This
the
Word
standing position and ask,
They will reply, "You
got up/' You say, "Yes,
I
pupilsto
what
am
word
means
STAND."
Then
flash them
the cards and
mix
READING
doing now?"
"You
are
standing up." You
the
on
indicating the word
and
up,
will say,
They
a
I do?"
did
"What
I
rise to
then
You
SILENT
TEACH
TO
HOW
telling
successively,
whenever
they see the
STAND
STAND.
the
word
Write
the
Erase
hold
and
child
That
name.
this
Hold
occurs.
other
the
children's
card
same
the
board
one
child
these
the
word
this very
before
and
STAND
ask
him
to
to
erase
when
opposite
rising as
ly
firmin the
proceeds
SIT.
thoroughly, print
Give
an
times
pronounce
the
word
chooses.
That
on
to
eraser
of
any
he
this,the pupil gives the
pupil he
child's
very
several
STAND
the class.
words, and
other
the word
and
SIT
After
to any
name.
done
Having
words
his
with
child
each
board
STAND
STAND
minds, the teacher
manner
the
to
word
names,
Having fixed
in their
is told
the
reaches
board.
black-
the
the
on
pupils'names
STAND
opposite a
word
the
from
STAND
nounces.
pro-
eraser
child in
"ACTION-WORDS"
THE
turn
will utter
the
then
erases
the
word
to
another
words
Before
with
and
SIT
cards
is done
to
until
Not
so
that
than
more
in
taken
all the
if he
see
each
vocabularies
are
with
this one,
give
short
child
knows
the
and
child
the
word
Bear
vidual
indi-
upon
develop
may
outset.
should
in mind
be
tinder-
that
other
being taught simultaneously
that
lessons
tire the
child
from
one
lesson.
one
each
STAND.
in himself
confidence
on
This
erase,
the brush
over
teaching these words, insist
work
to
turns
dismissingthe class,test
thoroughly
In
and
to
erased.
are
words
lie intends
word
child.
49
LESSON
on
with
a
it is
beneficial
more
to
variety of topics than
a
long-continued lesson
one.
In
all lessons
subsequent
lessons, the
Word
of
use
the
the
teacher
to
should
Action- Words,
class and
in
these
Action-
make
both
eral
lib-
in
dismissing it.
ducting
con-
As
the
vocabulary increases, use Action-Words
the
where
pupils "fly" or
possible. Have
to their seats
or
"jump"
"hop" or "bend"
child's
the
when
dismissing the class,the children
to their seats individually or in
In
sent
class is dismissed.
4
may
a
be
body.
TEACH
TO
50
HOW
If
individually
name
Word
words
method
of dismissal
delight the
In
lessons
required,
involved
him
name,
and
name,
where
shake
your
then
Stand
on
Walk
between
Ply
hop
chair.
a
around
two
me.
the
across
room.
such
hands
to
the
Stand
beside
Clap
your
hands
fast.
Walk
fast.
Hop
on
Walk
slowly.
Run
then
Sit
pencil.
pencil
away.
table.
six
Touch
a
the
Tell
Tell
hand
your
your
me
clap.
to
slowly.
left foot.
jump.
John
times.
right cheek.
your
and
table.
the
hands
hand.
me
on
your
your
the
father's
Clap
Open
Take
tell
"
pencil
Wave
Bring
to
Exercises
eyes.
tiptoe.
what
some-
him,
your
seat.
your
dispensa
in-
"fly
as
and
Put
chairs.
for
with
grade
tions
ac-
are
basis
the
your
on
and
complicated
Close
Walk
This
interest
to
Action-Words
the
Suggested
Run
Use
etc.
children.
fails
commands,
gentleman,
your
Action-
an
RUN,
furnish
They
that
child's
children.
later
are
seats
each
different
never
thing
some-
your
flash
FLY,
with
to
opposite
HOP,
as
Say
go
blackboard,
such
different
may
Then,
the
on
READING
method:
"You
way."
this
in
this
use
this:
like
SILENT
to
bend.
write.
52
"
HOW
Taking
is
teacher
what
then
this
She
teeth.
her
to
do
at
the
the
watch
the
it
for
that
see
action.
the
to
of
the
sentence
without
pupil
if
see
Then
they
sentence.
Do
in
lesson.
one
not
the
card
to
to
form
per-
saying
a
successively,
YOUR
TEETH
responds
try
are
closely
and
BRUSH
each
class
children
the
flashed
card
the
look
reappears,
then
a
places
asks
indicated,
are
when
appears,
one
it
Cards
and
sight
when
action
the
word.
and
brushing
as
to
She
"This
teacher
of
them
card.
pack
The
children
tells
the
on
TEETH
pupils,
motions
the
She
words
in
back
the
asks
same.
the
means."
through
goes
YOUR
to
sentence
cards
"
class.
BRUSH
says,
the
"in
are
the
out
the
card,
Have
children
The
pack.
a
READING
cards.
Duties"
Morning
in
SILENT
TEACH
TO
the
familiar
teach
by
pupils
with
more
forming
per-
dividually
inthe
than
CHAPTER
THE
X
"THINGS
THE
IN
ROOM"
LESSON
In
Explanation:
the
taught
school
this
of
names
lesson
familiar
the
pupils
objects
about
are
the
room.
Vocabulary:
cupboard
swing
table
electric
big chair
board
little
basket
chair
ight
victrola
chalk
window
blackboard
door
flag
floor
desk
picture
plants
brush
Direction:
the
showing
"
pupils
are
Say
of
to
class,
in
them,
(The
card
cards
words.
The
"
"Each
Jack,
teacher
and
of
pack
a
vocabulary
above
words.
these
ready
Have
Jack
of
you
hands
walks
is to
you
have
may
Jack
to
one
own
the
DOW.
WIN-
the
DOW
WIN-
window,
53
54
HOW
TEACH
TO
places the card on
seat.) Mary, you
the
receives
his
to
(Mary
TABLE.
"
on
until each
placed it
has
and
returns
card, goes to the table
it,and seats herself.)
TABLE
card
a
have
may
in this way
Proceed
had
and
sill,
the
lays the card
and
READING
SILENT
child
the
on
has
object
named.
The
the
name-cards
cards, which
with
Things
Print the
the
in the
process
played
of the
from
the
be
may
in connection
peated
re-
class is
the
board,
looking on.
TO
THE
flash,opposite one
vocabulary, a
with
lesson.
Room"
vocabulary quickly on
HOP
Then
be
also,elsewhere
Print
back
the
to
variations.
To
Game:
brought
This
table, etc.
window,
while
to be
are
pupil
one
place and call out
pupils,successively,the names
other
"
some
teacher's
the
the
out, lying on
now
Let
table, etc.
window,
take
all
are
on
Or
the
TOUCH
of the
board, the
THE,
words
pression
ex-
etc.
in the
card
bearing a pupil'sname.
The child indicated wiU "hop to the" window
other object named
in the vocabulary.
or
Another
child may
thus be instructed to "fly
to the"
door.
table,and
so
Another
on.
will
"jump
to
the"
"THINGS
THE
(toaid
Story :
been
to the
THE
in
"
makes
which
child
is slow
allow
him
until the
given
are
where
As
they
each
hands
the word
the
child
go, and
each
teacher
is printed. If any
it
recognizesit
as
and
over
continue
of the
use
out
child hears
to
responding, pass
keep his card; but
later make
story and
vocabulary
in
to
55
story in which
a
up
vocabulary word is used.
his word, he promptly
card, on
the
cards
the
pupils,regardlessof
"
LESSON
lesson.)
words
mastered,
the teacher
his
ROOM"
in this
all the
When
have
IN
the
word
again,
his word
and
in his card.
hands
containing the vocabulary words
will readily suggest themselves
to the teacher.
They should be simple and very informal.
For example, the teacher might say:
Stories
"
Once
Jack and
one
West
a
a
had
who
woman
out
upon
time
a
was
little
two
girlRuth.
to build
there
and
man
children, a
Father
The
home,
a
away
out
was
a
boy
going
where
no
lived.
evening they
have
what
they would
Mother
a
said, 'I want
"One
kitchen
talking
were
the
in
nice
house.
cupboard
about
The
in the
shall
we
dishes, and of course
work.
I can
We
table near-by where
for my
have
the
must
take the
Victrola and
a
few
too.'
pictures,
56
HOW
"After
they
that
found
be the
she would
teacher.
blackboard,
Every day they had
had
a
"There
was
A
the cabin.
the
before
a
home,
new
couldn't
some
Mother
Near
the
chalk
and
fire,and
said
door
they
brushes.
lesson.
a
large fireplaceat
big bear
they
school
to
go
the
far, and
too
was
READING
in their
were
children
the
it
because
SILENT
TEACH
TO
skin rug was
the children
end
one
the
on
loved
of
floor
lie
to
in the
evening and listen to Father tell
would
Father
stories,or Mother
sing songs.
side and Mother
in
sit in his big chair on one
there
her
littlechair
couldn't
sew
electric
at
night
all very
course,
of the
one
tell
a
other
the
story and
no
children
grew
up,
and
will
teacher
Vary
receive
tell the
never
this
by allowing
the teacher, to
the
cards
from
the
pupils.
he
is making.
request him
other
to say
the
frequentlyto
To
see
what
test,flash the
ress
prog-
card
and
the word
times, ask him
object named,
Train
Mother
they had
because
pupils,in place of
Test each child
At
The
side.
happy together."
story twice.
same
other
the
this way,
were
Of
the
lights.
"In
they
on
without
quickly as he can.
merely to point to the
his saying the word.
pupilsto keep their lipsclosed when
thinking of the words.
"THINGS
THE
IN
THE
Suggested
Run
Sit
the
to
Stand
by
Bring
me
Fly
Stand
I
chair
big
the
the
is
on
little
chair.
your
teeth.
table.
the
table.
room.
door
the
opposite
and
clap
your
chalk.
some
brush.
a
Point
to
Show
me
Open
the
Write
on
Draw
an
Draw
a
Draw
three
lines
Draw
three
lines
the
picture.
the
and
window
close
the
door.
board.
the
oblong
the
on
Mary
to
Ask
Frank
to
the
on
the
stand
the
flag.
Touch
red
in
Touch
blue
Touch
white
flag.
board.
door.
behind
the
in
board.
flag.
the
in
board.
the
on
open
Salute
board.
the
on
square
the
picture.
prettiest
Tell
Wave
brush
the
on
the
on
that
chair
across
I want
Exercises
and
basket
little
want
then
window
the
the
Put
LESSON
cupboard.
the
on
ROOM"
the
flag.
flag.
the
table.
hand?.
57
CHAPTER
THE
'TARTS
OF
shown
the
As
cards
the
part
of "firsts"
game
in
used
this
is
word
of the
and
the
flashed, the
in
body
of the
the
of
indicating parts
vocabulary
touches
lesson
this
In
LESSON
BODY"
THE
Explanation:
are
XI
question.
"School
pupils
body.
child
The
Doll"
are
lesson.
Vocabulary:
head
abdomen
wrist
neck
upper
fingers
lower
nose
chest
pulse
spine
foot
cheeks
back
feet
hands
eyes
hair
temples
lungs
heart
skin
knees
shoulders
teeth
ears
heel
tongue
stomach
elbow
nails
mind
lip
lip
thumbs
arm
Direction:
words
"in
Have
printed
on
the
ready
cards.
The
lary
vocabu-
children
are
class."
Take
out
the
58
one
word,
card,
say,
as
"These
CHEST.
words
In
senting
pre-
represent
60
knows
work
in the
thorough
SILENT
TEACH
TO
HOW
and
READING
see
that
child
each
each word.
Game
Flash
Firsts:
of
cards
the
in
quick succession and let the children respond,
not by words, but by touching the part of the
Call out
at
body indicated by the cards.
times
the
first in
concert
individual
"
to
seems
School
is very
exception to
an
work
The
work.
spiritof
a
The
doll"
is
game
that
create
child who
be
responding.
This
rule
of the
name
the
general
is less effective
game
will
than
serve
to
emulation.
Doll
useful
in
Game:
A
teaching not
"
school
only
the
lesson, but also the
Body"
and Prepositions.
Action-Words
Let one pupil,holding the doll,stand before
the class. As the cards bearing the names
of
the parts of the body are flashed by the teacher
Parts
of
the
places his hand on the parts of the
doll as designated.
One
school in playing this game
always
used a littleboy doll. The reason
for choosing
the boy doll and callingit by a boy's name,
that the little boy pupils did not hesitate
was
to play with a boy doll,but they were
tant
relucto play with a doll dressed as a girl. The
the
child
"PARTS
THE
doll
in
OF
twelve
was
inches
He
rompers.
known
head
your
Put
one
knee
Put
one
foot
Shake
the
across
hands
with
Put
your
hand
Put
your
little
finger
Put
your
lips together.
under
head.
your
chin.
teeth.
John's
Touch
Fred's
Touch
my
pulse.
right
left
arm.
arm.
Lay
your
finger
across
Put
your
tongue
in
your
your
cheek.
cheek.
head.
your
hands
your
ears.
together.
your
Touch
Put
foot.
eye.
heels
Bend
delight*
knee.
your
your
your
me
other
other
behind
Put
Show
with
and
right hand.
opposite
right
your
Teddy"
as
me.
hands
your
dressed
was
Exercises
your
the
across
Put
Close
with
61
LESSON
and
hailed
always
Suggested
Touch
BODY1*
long
was
was
appearance
THE
Where
is your
Where
are
Where
is
Count
your
on
your
heart?
your
your
lungs?
mind?
fingernails.
shoulders
and
run
to
your
seats.
his
XH
CHAPTER
colors
taught
are
colored
name-cards
uses
better
give
to
and
not
of
of
names
brightly
also
course,
blackboard.
the
learned,
than
more
the
means
teacher,
and
is selected
color
by
The
cards.
lesson
this
In
Explanation:
of
LESSON
CARDS"
"COLOR
THE
and
one
One
it is
perhaps
new
color
at
lesson.
one
Vocabulary:
purple
yellow
white
violet
orange
grey
blue
red
brown
green
black
Direction:
with
a
the
4
manila
color
color
by
4
in
obtained
each
62
of
the
in
cut
cardboard
these
Dennison
almost
child
a
as
cover
crepe
all
of
package
the
each
supply
color.
each
(of
cards
vocabulary.
and
inches
to
name-cards
cards,
The
paper.
Give
card
one
of
set
each
above),
indicated
colors
color
Prepare
Prepare
usual,
In
the
pil
pu-
also
giving
preparing
into
squares
with
colored
papers
may
desired
containing
be
colors.
a
card
of
"COLOR
THE
each
CARDS"
63
LESSON
color, each
package secured by a rubber
band.
The pupils are
in class.
In presenting the lesson for the first time,
allow one
pupil to pass the packs of colors
to the
other
children.
The
pupils will then
spread out the colors on their desks, so that
"
4 *
be
all may
The
her
teacher
at
the
the
word
and
time
same
desks.
See
that
asking the pupils
those
among
child
each
pupils collect
packages. Print
let the
again into
"
the command
will
color
the
on
selects the
card.
right color
Now
from
PURPLE
shows
the color card from
pick out
their
takes
of word-cards
pack
PURPLE,
to
seen.
spread
out
the
on
colors.
Place
color cards
board
black-
the
"
The
their color cards
pils
pu-
again on
their desks.
Replace the name-card
pack. Flash the cards and
in view
PURPLE
again comes
the
children
Print
on
will hold
the
and
Then
you
may
secure
print
on
and
the
with
is
the
word
flashed,
purple
squares.
command,
lect
"Col-
children
them
the
when
the
the
the blackboard
colors," and
cards
up
in
PURPLE
will collect the
rubber
bands.
blackboard,
collect all the color cards."
"James"
The
color
next
and
so
same
the
pupil's
the
colored
flashes
teacher
Then
to
"
Point
Print
"
the
and
action
Never
interest
are
better
the
on
until
automatic.
all
the
the
pupils
colors
are
mark
to
blackboard,
all
let
in
the
as
the
the
the
room.
words
pupils
point
Then
print
etc.
"Touch
words
the
cause
Use
times
blackboard
and
yellow,"
the
LET,
VIO-
name-cards.
green
to
the
on
green,"
to
something
blue,
allow
the
print
Point
of
crayon
all
at
become
learned,
thoroughly
"
command
names
be
vocabulary.
the
responses
When
with
of
should
present
down
on
words
the
to
red,"
children
to
"Touch
or
respond
with
indicated.
let
flags.
when
this
lesson
Lessons
teaching
drag.
Stop
short
and
little
children.
when
frequent
CHAPTER
THE
"COLOR
LESSON,
In
Explanation:
closer
thought
children
the
of
names
and
not
done
with
the
and
of
use
color
quires
re-
part of the pupils
associate
to
with
of
name
OBJECTS"
lesson, which
the
on
objects
the
the
by
this
taught
are
colored
WITH
the
the
the
color
color.
itself,
This
familiar, natural
is
objects
cards.
Vocabulary:
pumpkins
sky
summer
grass
lemons
violets
ripe cherries
grapes
bark
tar
midnight
or
smoke
snow
Direction:
The
children
familiarized
Print
Begin
with
Say, for
any
Discuss
color
is this?1'
as
they
have
the
color
colors.
name-cards.
on
the
holding
while
"GREEN,"
5
vocabulary
color.
by
of all the
names
example,
"What
card,
say,
above
the
oughly
already thor-
themselves,
the
lesson, with
cards
have
The
color.
up
a
green
pupils
already
will
learned
65
66
HOW
TO
color.
that
that
SILENT
TEACH
Now
say,
READING
"Tell
me
things
some
will name
They
green."
leaves,paint, Mary's hair-ribbon, etc.
name-word
Then, showing the
are
tell the
pupilsthat
instruct them
see
the
In turn
pupilsto
As
each
is GRASS,
word
of
GRASS,
but
when
GREEN
they
GRASS.
take
name
selects out
think
to
word
this
grass,
the
other
colors,causing the
objectssuggestedby the colors.
color is disposed of, the teacher
of the
by the pupils,
objectsnamed
those objects which
are
typicalof the several
colors.
In this way
teacher and class together
work out a vocabulary something as follows:
green
grass
orange
pumpkins
violet
violets
purple
grapes
black
tar
white
snow
blue
summer
yellow
lemons
red
brown
cherries
bark
grey
smoke
Color
on
the
Game:
ledge of
(i) Place
the
or
midnight
sky
the
color
blackboard, the
cards
children
68
HOW
TO
TEACH
Exercises
Stiggested
Bring
Put
card.
red
blue
the
Put
card
and
blue
yellow,
the
under
table.
the
on
orange
window
and
hop
to
seat.
your
TOio
has
Show
Put
me
Draw
a
of
violet
Frank
rainbow.
oblong.
and
lines
to
Mary
to
put
and
white
three
yellow
purple
to
the
on
Point
to
yellow
Point
to
the
Find
the
Find
the
window
Tell
Marion
Show
me
of
to
what
some
Put
lemons
How
does
the
of
color
the
sky.
of
color
picture.
the
blue
color
Put
want
in
sky.
grass.
pumpkins
get
ripe
on
cherries.
looks
bark
grapes.
in
smoke
the
basket.
look?
like.
my
lines.
Ruth.
door.
the
I
the
circle.
brown
Give
blackboard.
the
on
in
colors
green
six
Tell
colors
the
blue
Draw
color.
prettiest
the
a
ribbon?
hair
the
all
Show
red
a
me
Draw
by
the
me
READING
SILENT
table.
and
grey
on
the
floor
CHAPTER
THE
"ANIMAL"
Explanation:
with
learn
the
to
their
by
Vocabulary
the
cards)
the
and
pasted
to
animal.
each
of
and
houette
sil-
cards.
upon
bear
mouse
hen
lion
rat
dog
rooster
duck
elephant
pig
horse
goat
robin
fox
camel
rabbit
turkey
donkey
frog
Prepare
of
sets
of
cards.
giving
the
above
two
name-cards
paste
animals
imals
an-
incidentally
word-cards
of
means
dren
chilof
names
sheep
set
on
associate
the
cow
vocabulary;
of
lesson
:
Direction:
a
this
characteristics
pictures
Print
LESSON
pictures;
chief
is done
This
In
taught
are
XIV
black
(corresponding
cardboard
for the
pictures
silhouette
to
second
the
name-
set.
Stand
69
70
HOW
SILENT
cards
around
the
of the
class.
Take
silhouette
the
ledge
in view
READING
TEACH
TO
blackboard
the
name-
pupils, "This word
a
picture of a dog."
Joe, find me
says DOG.
The child finds the picture of the word
DOG.
of animals, one
Test each pupil with names
the
at
time.
Then
a
reverse
operation.
Place the word-cards
the ledge of the
around
card
Say
DOG.
blackboard.
that
see
the
to
Flash
the
silhouette
child in turn
each
find the
can
and
cards
word
belonging to the picture.
When
the
have
set
each
pictures and
thoroughly learned, prepare
been
of name-cards
animal
as
mals
of the ani-
names
showing
in the
characteristics
following vocabulary:
milk
cow
gives
bear
hibernates
hen
lays
rat
gnaws
rooster
crows
elephant
has
a
robin
long
neighs
chirps
camel
has
two
turkey
donkey
sheep
says
horse
eggs
trunk
humps
"gobble"
has
long
has
wool
ears
a
of
"ANIMAL"
THE
squeaks
lion
roars
dog
barks
duck
says
pig
grunts
goat
butts
fox
is
rabbit
frog
croaks
characteristics
pupilsto
of
"quack"
sly
has pink eyes
Flash
of
71
mouse
Spread name-cards
of
LESSON
the
for above
around
board.
ledge of black-
silhouette cards
find the
vocabulary
and
cause
the
correspondingdescriptions
animals.
Animal
Game:
animals
on
Stand
silhouette
cards
ledge of the blackboard.
Flash the cards describing
the animals in rapid
succession.
Let the children reach quickly
for the
tBe
picturesas
When
the word-cards
are
flashed.
bearing the phrase HAS
is flashed, the children immediately
WOOL
rush for the picture of a sheep; or, HAS
A
LONG
indicating the elephant,etc.
TRUNK,
the picturesare all taken, the pupil who
When
of picturesis declared
has the greatestnumber
the victor in the competition.
As:
the
card
HOW
72
TEACH
TO
Exercises
Suggested
Put
the
cow,
animal
Which
animal
Which
animal,
Which
Put
the
the
bear
and
behind
horso
the
?
(is sly)
(gives
milk)?
animal
that
animals
that
and
barks
the
table.
Find
the
Find
the
two
legged
animals.
Find
the
four
legged
animals.
Which
animals
Which
animals
Which
Anjrna,!
lives
Which
animal
sleeps
Bring
me
the
have
animal
Which
animal
has
Which
animal
does
Put
the
animal
milk?
has
that
water?
the
in
winter?
all
anirriplg
Which
feathers.
have
horns?
give
door.
ears)?
long
(has
READING
SILENT
long
soft
the
crows
hind
fur
cat
horns.
have
that
legs?
and
pink
eyes?
like0
in
the
cupboard.
one
that
roars
under
CHAPTER
THE
"NUMBERS"
Explanation:
by
no
XV
seeks
means
The
LESSON
In
this
to
teach
lesson
the
is to
purpose
teacher
the
children
teach
metic.
arith-
each
pupil
simultaneously:
(a)
the
the
(c)
the
blackboard
Roman
side
symbol,
cards
square
digit
and
cards,
each
the
ing
contain-
the
on
and
4;
IV.
as
of flash
means
a
as
other,
a
numeral.
Roman
for the
the
that
reason
numbers,
the
teaching
In
the
one
figure is "harder"
Follow
taught.
"
The
both
two
are
easy
bear
in
mind
than
another
to
with
FOUR
to
make;
that
no
if properly
then
six,
make.
reasons:
one
with
FOUR
numerals
Roman
lesson, for
numerals
easy
start
figure is
should
teacher
and
FIVE
number-words,
numeral,
by
and
one
on
corresponding
is done
This
the
FOUR;
as
(b)
of
meaning
of the
are
taught
First, because
three
methods
this
in
these
of
73
ex-
74
TEACH
TO
HOW
SILEXT
READING
pressingnumbers, and second, in anticipation
of the
"
Clock
Dial"
lesson.
Vocabulary:
one
i
I
tWO
2
II
three
3
III
four
4
IV
five
5
V
six
6
VI
seven
7
VII
eight
8
VIII
nine
9
IX
ten
10
X
eleven
1 1
XI
twelve
12
XII
Direction:
One
cards.
Have
ready
is to
set
contain
describingthe numbers,
in the other
set
being
inches
side
of each
other
side
the teacher
and
pack
takes
it to
shows
FOUR.
the
Can
of
out
the
you
count
up
to
4
one
on
the
numeral,
as
IV.
the
in hand,
name-card
FOUR
class,saying, "This
count
four.
by
4
On
4;
name-cards
to
pupils reply by rising,she
to
square,
cards
class."
"in
are
The
size.
Roman
of
sets
name-cards
print a digit,as
print the
Having
and
convenient
a
card
children
The
the
FOUR,
as
small
are
two
four?"
causes
As
each
says
the
pupil
76
TO
HOW
Not
than
more
undertaken
at any
READING
SILENT
TEACH
should
number
one
lesson.
one
Try each pupil separatelyin
that
sure
In
each
one
doing this, use
which
been
have
be
the word
intimately.
general principles
knows
the
to make
order
same
illustrated
all
in
previous
vocabulary on
print the
the board and hold opposite to each word
cessively
sucthe appropriate name-card
; also have
the pupilsin turn take the place of the teacher
and
guide the operations;also reinforce the
lesson by physical activities such as running,
jumping, hopping, etc., being careful to give
lessons
:
that
is
all commands
and
to
by
say,
of
means
word-cards.
Except
for the
each
names,
without
words
few
four
seven
^e
(4)
(7)
"
Show
Clap
II hands.
Jump
12
(twelve)
Count
("ne)
(VII)
seven
two
three
i
(II)
(III)
four
me
up
(ten)
Point
^e^
series of
be
taught
Exercises
Hold
10
entire
should
digitsand numerals
spoken words.
in introduci
necessary
the
number,
Suggested
1
blackboard
the
fngers.
seven
nine
fingers.
times.
8 children in the class.
to one
boy and
t^Lree ^ovs
Show
me
10
Show
me
IV
to
run
o'clock.
o'clock.
one
to
girl
^as^c seats.
"Show
by
the
number
of your
swings
Exercises.
how
old
you
are.'1
Suggested
CHAPTER
THE
XVI
"OBJECTS-IN-THE-BASKET"
LESSON
Explanation:
is
of
a
familiarize
to
The
delight
to
an
size
the
in
of
number
this
of
of
have
which
small
been
this
the
jects.
ob-
be
limited
The
pupils
practically
amounts
toy-playing
home
interrupted
tivities
ac-
by
school.
at
Vocabulary:
spool
buffalo
brush
clothes
lamb
shoe
basket
chair
scissors
dog
boat
motor
pin
horn
rabbit
monkey
pan
block
automobile
telephone
pencil
tea
kettle
son
les-
names
common
basket.
It
of their
extension
with
objects need
the
game.
of
purpose
pupils
number
goodly
only by
The
wheel
77
tendance
at-
78
HOW
TO
TEACH
Direction:
the
SILENT
READING
(For presenting this
game
firsttime.)
containing articles
Of course,
named
in the vocabulary.
any
similar articles will do as well, but they must
Have
articles of child-interest.
be
ready
also,name-cards
corresponding to each object.
Gather
the long, low
the children around
table.
Without
saying a word, place one card
the table before each child. Then
on
lay upon
en
the correspondingobject,takeach word-card
Have
ready
from
the basket.
Say
to
pupils, "Look
the
and
at the
the
object is."
his
object and
a
After
in the
basket
the
basket,
so
tells what
child to examine
to
handle
its
moments.
(using your
for the
necessary
to
object
your
card
him
encourage
few
at
The
each
Cause
time
say
the
it.
short time
a
the
to
under
card
name-card
as
basket
a
"
judgement
proper
children, "Put
at the
jects
ob-
time
same
pupil may
that each
your
action),
re-
passing
deposithis
object therein.
The
teacher
word-cards/'
then
Each
card, tellingher
card says.
at
says,
"Give
pupil hands
the
same
time
me
your
her
his
what
the
"OBJECTS-IN-THE-BASZBT"
THE
The
the
teacher
then
command
children
from
the
She
stands
arotind
plain sight of
The
and
hasten
then
to
to
cards
take
then
your
to
the
the
to
blackboard
table
whether
properly
The
like
named,
each
manner
then
of each
name
table.
ledge
each
in
the
After
object
your
The
children
objects.
cards
The
cards
and
The
fort
ef-
the
name-
The
pupils
their
to
teacher
seats,
then
goes
objects have
and
object and
pupilwho
as
own
will
each
ject
ob-
has it placesit
this is done, the
teacher
on
in
name-card, requiring
child understand
his
she
that
announces
calls for the
responsiblefor
the
for their cards
pupil to bring his card to
should not last longerthan
Let
arately
sep-
matched.
teacher
call the
the
and
for their
about
see
on
commands
seats."
your
thereon.
is
orally
word-card
placing them
been
blackboard
objects and
to
out
name-cards
identifythe objects with
is of absorbing interest.
the
jects
ob-
the
the entire class.
them
take
takes
spreads them
the
the
on
teacher
pupils,"Get
and
The
SEATS.
teacher
the basket
table.
YOUR
TO
The
obey.
the blackboard
printson
GO
79
LESSON
her.
a
son
les-
few minutes.
that
object and
This
he
card.
is held
After
able
be
will
some
all the
match
to
that
pils
pu-
with
cards
objects.
the
accessible
pupils
in
left
is thereafter
place
school
with
the
boat
motor
and
very
the
that
so
at
the
band)
rubber
room,
them
time.
any
Exercises
Suggested
Put
a
convenient
some
in the
play
may
objects and
(secured by
of name-cards
pack
the
containing
basket
The
the
READING
found
lessons, it will be
few
a
SILEXT
TEACH
TO
HOW
80
behind
door
the
and
basket
the
under
table.
Give
Mary
Take
the
a
pencil
object
that
like the
you
best
and
put
it
by
the
victrola.
Hold
the
Tell
Frank
block
and
the
Put
the
Lay
the
Put
the
Lay
the
Tell
Take
Put
to
put
Put
Roll
clothes
take
them
the
automobile
scissors
wheel
to
me
the
take
rabbit
clothes
on
little chair.
the
rabbit
in the
basket
beside
the
in
shoe
one
the
the
table.
lamb.
chair.
and
dog
the
out
of the
basket.
floor.
horn
hand
pin under
telephone
under
chair.
my
the
across
and
the
across
monkey
floor
the
the
dog between
rabbit
automobile,
together
spool under
the
the
pin opposite John.
from
and
your
the
the
foot.
pan
basket.
in the
other
hand.
and
HOW
82
which
taught
seating the
are
READING
SILENT
best
can
illustrated
by
desks, the children
at the
children
be
"
'4in class, to enable
seated
are
TEACH
TO
the teacher
to
pupil responds with relation
objects (such as a chair)placed before or
each
how
see
to
hind
be-
them.
exhibits the name-card
teacher
The
the
showing
pupils
placing her hand
the pupilsto do
she flashes
time
teacher
then
is
UNDER
the
restores
a
desk.
and
same,
name-card
She
the
at
same
The
pack
and
the name-card
next
flashed, all hands
by
asks
UNDER.
the card to the
when
it
must
under
go
desks.
the
Continue
that
word
the
the word
that
See
the
knows
word
new
words
and
UNDER
is taken
a
chair
before
ABOVE,
up.
can
pupils' hands
all the positions indicated
vocabulary.
have
all pupils
word
The
Place
until
exercise
instantly. Introduce next
flashing and pronouncing
ABOVE,
and placing the hand above the desk.
each child, without
word
a
spoken,
recognizethe
a
the
of
meaning
under
pupilsthat
tells the
the
UNDER,
before
be
used
by
the
the class.
already learned
to
the words
show
above
The
dren
chil-
"chair"
Illustratingthe Direction
Word
"on/'
See
"Prepositions"Lesson.,
Word
"up."
See
"Prepositions"Lesson.
is***
Illustrating the Direction
"PREPOSITIONS"
THE
and
"stand," and
"fly
as
teacher
the,"
to
prints
fly around
the
on
the
floor"
Nellie
Then
she
After
The
"Nellie^
performs the
writes,
"Alice, run
or
phrases
etc.
blackboard,
chair."
"
Frank,
across
the
of the
possibilities
exhausted, other actions will
etc.
have
action
the,"
to
the Victrola"
hop around
chair
other
"hop
indicated.
action
the
such
83
LESSON
been
suggest themselves
to
the
teacher.
Suggested Sentences
Stand
Put
beside
me.
fingersin
your
pocket.
your
down.
Point
up
then
Stand
opposite the door and dap
around
Run
Mary
to
Marion
Tell
inside the
come
hands
Place your
on
a
big chair.
to
stand
on
Put
a
Tell
John
to walk
across
around
Tell Fred
to
Put
feet together.
your
run
and stand
corner
the door, then
to
fly to
the
your
hand
behind
beneath
floor.
you.
me,
the
before me,
chair.
beside
on
chair.
the top of the chair.
your
Stand
on
your
beside Joe.
littlechair in the
Jump
Touch
head, then
your
over
room.
the table.
Sit
Put
sit
six times.
outside the door, Mary.
Stand
Tell
little chair,then
a
hands
your
me.
it.
shoulders.
XVm
CHAPTER
THE
In
Explanation:
by
taught
are
and
lesson, -which
the
of
means
blackboard,
the
LESSON
"CALENDAR"
this
of
lesson
calendars,
time-words
name-cards
with
beginning
introduces
the
date
TODAY.
Vocabulary:
today
full
tomorrow
new
moon
yesterday
first
quarter
week
next
this
last
last week
month
of
day
the
month
of
day
the
month
school
days
holidays
day
day
a
a
week
84
yesterday
before
after
week
the
quarter
of
the
moon
year
first
of
moon
week
last
moon
tomorrow
ago
ago
today
yesterday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
first day
last day
one
two
week
weeks
of
the
week
of
the
week
"CALENDAR1
THE
Direction:
the
ready
showing
the
name-cards
month
current
cardboard;
hang
the
should
ing
show-
large
as
it the
the
show
class.
the
a
sheet
paste that
and
it before
possible,this calendar
on
If
phases
moon.
Have
ready
also
eight inches.
Secure
child.
each
tear
85
vocabulary. Get
possible. Tear from
as
of
LESSOX
above
calendar
stiff
Have
'
From
the
out
small
calendars
enough
of
these
month
current
five
supply
to
small
and
by
each
calendars
it
mount
on
cardboard.
Write
the
and
which
to
on
is
the
blackboard,
general
a
each
pupil
the
last
the
While
flash
the
pupil in
on
the
about
date,
as
written
teacher.
calendar.
freely about
himself
which
date
the
asking
talk
that
happened yesterday,
of the
Talk
the calendar, next
ture.
fu-
week,
day of the month.
pupilsare
name-card
turn
refer to the
not
the blackboard,
is in doubt
child
last month.
them,
Show
on
with
lesson
express
of events
Talk
last week,
and
the
If the
TODAY.
Have
time.
begin
date, let him
the
Let
of this lesson
date
to
come
absorbed
TODAY,
and
in the
and
ask
topic,
each
place his fingeron
86
HOW
TODAY,
TO
the
on
SILEXT
TEACH
each
find
one
Then
and
TODAY
reappears,
proper
day
each
calendar.
the
each
the
pack
When
one.
pupil find
See
YESTERDAY.
just where
each
pupil
knows
pupil
let
and
the
calendar.
his
on
in
by
one
let
introduce
Now
card
TODAY
cards
the
pupil
it.
on
the
each
sheets
calendar
TODAY
place
expose
Give
calendar.
of the individual
one
READING
Let
that
find
to
find it
it
on
the
on
large calendar.
each
Try
he knows
whether
All
the
pupil
each
then
the
work
knows
TOMORROW.
phrases in the above
be
the
taught from
slowly and see that
and
can
Do
calendar.
and
TODAY
words
vocabulary
determine
pupil separatelyto
thoroughly
each
word
introduced.
Instruct
the
children
knowledge gained
to the
in these
calendars
try out their
referlessons,by ring
to
at their homes.
Suggested Exercises
How
many
days in
How
many
days in
Count
square.
Is this
the
a
week?
a
a
month?
holidaysin
spring month?
Is this a winter month?
Put
the number
Put
this month.
on
the number
Put
the
the board.
above
number
a
circle.
in
a
"CALENDAR"
THE
On
which
does
When
Is
Put
a
this
the
a
school
many
end?
month
begin?
day
first
in
year
this
month
the
Monday
How
does
day
87
LESSON
circle
in
Yes
or
No.
board.
the
on
days
week?
the
of
this
month?
Put
the
number
in
square.
When
shall
When
shall
How
Is
board.
many
your
see
we
we
see
the
the
birthday
full
in
Sundays
in
moon?
new
moon?
this
this
month?
month?
Put
the
answer
on
the
XIX
CHAPTER
TIME"
"TELLING
THE
The
Explanation:
is to
teach
the
the
words
by
learn
go
farther
into
of
purpose
pupils
is
time
and
told; also
of
idea
general
this
tell time
to
which
the
LESSON
time.
Vocabulary:
clock
"
noon
three
midnight
eleven
six o'clock
minute
"
hand
"
hour
hand
two
"
half
past
two
four
"
half
past
six
nine
"
half
past nine,
eight
"
five minutes
"
ten
five
"
quarter
ten
"
fifteen minutes
one
seven
minutes
twenty
do
When
does
your
When
shall
you
does
the
the
etc.
of
minutes
after
after
after
When
When
88
o'clock
twelve
dial
close?
groceries
father
eat
go
your
last bell
to
next
work?
meal?
ring in the
ing?
morn-
son
lesto
to
"TELLING
THE
TIME*'
When
does the last bell
When
do you
Direction:
dial,
that
hours
are
"
Have
ready
is,the face of
shown.
largeenough
The
room.
or
to
on
the
have
object which
wall before the
of the
eyes
the
moveable
hours
the
be fastened
other
or
which
by
should
the
plainlylegibleacross
dial should
chart
a
be
large clock
a
clock
a
It should
to
noon?
the after-
ringin
go to bed?
hands; the figuresshowing
be
89
LESSON
to the wall
is hanging
pupils.
Have
ready, also, enough small dials to
Such
dials can
supply each pupil with one.
be obtained
cheaply from school-supplyfirms.
small
The
dials should
Conduct
a
tellingtime.
have
moveable
general conversation
and
Explain the minute
hands.
about
hour
pupilsto touch and name
the figures of numerals
showing the hours.
(The children are by this time familiar with
Roman
the
numerals.)
hands
and
Take
move
12
means
them
the
cause
the words
the
o'clock.
NOON,
that
hands
the
of
Explain
and
noon
and
NOON
to
also
is
large
the
means
the
MIDNIGHT,
dial to
and
show
pupils that
this
MIDNIGHT.
Tell
middle
of the
day
90
READING
SILENT
TEACH
TO
HOW
midnight is the middle of
o'clock.
Replace the words
in the pack of cards.
12
or
MIDNIGHT
that
pupils
when
child is
each
dial to
small
NOON
the
pupil to place his
each
dial.
of his small
HAND
the
Tell
appears,
re-
of his
the hands
move
this
Continue
words
causing
MINUTE-HAND,
hand
the
on
MINUTE-
the words
with
Follow
ercise
ex-
dial.
the
positionon
introduce
Next
anc
pupil recognizes both
the
show
can
NOON
MIDNIGHT
or
o'clock.
12
until every
and
to
night
the
that
and
HOUR-HAND.
Proceed
with
vocabulary very slowly,
interest as possibleinto the
the
much
infusingas
lessons,by
words, etc,
of variations
means
with
action
Suggested Sentences
Print
1.
How
A
on
the
mother
long did
he
Draw
pky?
half
A little girlreached
late?
Draw
a
line under
(Place the clock hands
3. Draw
should
a
an
a line under
hour
the
quarter of
school at this time.
Was
hour
an
she
early
or
the right word.
either before
after
or
line tinder the number
nine.)
of hours
a
school child
sleep.
nine
one
six
four
Note:
This point had been discussed
know that twelve hours is the proper answer.
"
4. Put
east
play 30 minutes.
right word.
told her littleboy that he could
hour
one
2.
board:
the
number
of minutes
in
before.
hour
an
twelve
in
a
The
circle
pupils
on
board,
5. Which
is the
longer,15 minutes
or
a
quarter of
an
hour?
the
92
TO
HOW
Direction:
The
is to be taken
school
of
reading
in the
up
READING
SILENT
TEACH
street
signs
latter part of the
first
year.
vocabulary is to be built up gradually,
work
is to prosign by sign. The
ceed
quite deliberately,each sign receiving
general discussion in the class as it is
The
full
introduced.
Have
few
a
of
ready, printed
lesson
last
to
only
Suppose
short
a
signs
common
sign
the
STOP-LOOK-
"Read
board
the
on
vote
De-
time.
the
take
you
Print
LISTEN.
most
strips of cardboard.
one
sign, even
though
on
lesson
one
the
and
flash the card
taining
conexplain this sign." Then
the sign. The
children rise when
they
are
ready to read and explain the sign. The
chooses
teacher
one
pupil to read the sign
The
child
the
reads
aloud.
sign aloud,
then
steps
in
explains
sign
the
to
his
expresses
own
to
class
and
language just what
the
front
of
Let
him.
his
explanation if they
fails to bring out.
to
Proceed
in
in this way
vocabulary
with any
other
have
see
the
other
pupils add
points which he
until all the
been
signsthat
occur
signsgiven
learned, together
to the teacher.
"STREET
THE
Urge
to
an
children
the
streets
in
or
explanation
of
of
labels
teacher
this
board
fastened
of
phase
to
by
which
thumb-tacks.
together
with
children
such
articles
by
class.
the
at
to
the
interest
providing
labels,
bring
to
different
greatly
lesson
"Street
the
discussed
add
the
and
with
the
be
may
on
buildings,
class,
advertising
to
when
signs
surroundings.
encourage
commerce,
The
the
connection
lesson,
school
to
the
of
In
Note:
to
signs
for
public
or
93
LESSON
look
to
stores
these
report
Signs"
SIGNS"
etc.
a
may
letin
bul-
be
XXI
CHAPTER
This
Explanation:
up
in
the
latter
Its
purpose
is
the
LESSON
"FLOWERS"
THE
of
first
the
familiarize
to
taken
be
school
the
year.
with
pupils
flowers.
native
of
names
part
should
lesson
Vocabulary:
pansies
bluebells
asters
nasturtiums
sweet
wistaria
peas
dandelions
old-fashioned
roses
violets
Susans
brown-eyed
rod
golden
lilies
geraniums
tulips
morning
holly hocks
four
Johnny-jump-ups
carnations
showing
The
daisies
snow-balls
Have
Direction:
the
pupils
Have
a
at
are
in
their
general
the
condition
the
flower-beds,
94
ready
words
of
pinks
the
discussion
the
soil,
and
the
o'clocks
pack
a
above
regular
glories
of
cards
vocabulary.
seats.
about
size
and
cultivation
flowers
shape
of
"
of
the
"FLOWERS"
THE
different flowers.
to
represent
Tell
kind
a
decided
the
for
upon
child that he
each
of flower
Arrange
garden.
95
LESSON
growing
the
in the
in the
children
form
Close
garden.
is
the
discussion.
Give
of
name
child
each
flower
a
a
SWEET
Tell
they
moments'
few
for
the
The
names.
child
cards, the
card
bearing
Then
the
take
the
child knows
Continue
the
pass
name
the
Lesson
children
their flower
calls for the
name-
the
called.
name
cards
the
children,
exercise until each
own
name.
this lesson until each
of each
flower
cards out
flower-word.
Story, page
at
by
one
they recognize their
as
Repeat this
thoroughly his
by tellinga flower
every
growing.
teacher, holding the cards in her
their
flower-names.
with
moments
responding by bringing
hand, flashes them, and
one,
are
silence, the
then
teacher
few
a
desk,
etc.
flowers
familiarizingthemselves
are
the
upon
HOCKS,
that
that
play
it is kid
HOLLY
Or
children
the
must
this
In
PEAS,
as
bearing the
garden, pronouncing
in the
growing
the words
as
name-card
in the
random,
story and
child knows
garden.
and
collect them
making
(See Things in the
55.)
' '
Then
use
Room'
of
'
CHAPTER
"YES
THE
Explanation:
It
life.
It
life.
This
lesson
the
forth
sets
that
NO"
of
conduct
general
AND
play
teaches
part
he
how
him
in
with
in
the
every-day
fundamental
active
an
deals
pupils
few
a
LESSON
ciples
prin-
every
should
child's
govern
himself.
Vocabulary:
Give
half
people
kind
Be
Take
Keep
Mark
the
truth.
things
that
Keep
Quiet
Play
Waste
Look
do
belong
not
to
you.
lawns.
people's
public buildings.
off
Throw
Enter
animals.
to
Speak
sidewalk.
the
the
on
paper
street.
without
people's rooms
to the
right
in
manners
the
in
on
the
knocking.
passing.
street.
street.
food.
up
and
down
the
street
before
crossing.
Direction:
on
large
require
96
Print
manila
two
lines.
the
strips.
above
Some
vocabularj
sentences
wil
"YES
THE
Take
it
and
in
discuss
it
TO
KEEP
sentence
must
followed
by
when
the
the
or
as
it
rights
good
of
'
the
is
should
KEEP
'
Yes*
*
'
No,
statement;
the
flashed,
as
sentence
the
mark
child
public
LAWNS,
should
you
'
or
PEOPLE'S
OFF
as
Every
not
"Yes,
answers,
keep
off
lawns."
Emphasize
is
to
'
bearing
you
possible,
PASSING.
by
BUILDINGS
child
people's
it
answered
Explain
if
IN
name-card
buildings,"
time.
a
illustrate
repetition
"No,
answers,
97
LESSON
at
RIGHT
be
PUBLIC
MARK
fully;
THE
a
NO"
sentence
one
up
AND
the
this
most
teaches
of
others.
citizenship.
lesson
valuable
the
than
more
This
to
is
the
in
lesson
children
any
respect
fundamental
other;
book,
the
for
'
CHAPTER
In
Explanation:
minds
trained
are
LESSON
"OPPOSITES"
THE
this
lesson
quicHy.
think
to
children's
the
slow
fast
old
new
high
low
beautiful
Direction:
printed
in
opposite
of the
words
are
children
child
his
card, and
his
on
in
vocabulary.
there
own
98
opposite
false
true
far
near
refined
vulgar
over
under'
like
dislike
On
the
the
let
words.
the
him
word-cards
one
side
print
column
reverse
of
side
right hand
Prepare
in
of
set
left-hand
vocabulary;
above
the
the
enemy
a
sides.
both
on
words
the
Prepare
friend
as
group.
be
many
the
print
column
cards
Give
responsible
as
each
for
XXIV1
CHAPTER
THE
Introduction
I.
LESSON
STUDY"
"BIRD
to
BIRD
of
of
migration
One
Group
Talk
Took
Bird
of
survey
talks
[of
Studied
trip
of
sing
legs
wings
robin
spring
tree
nest
bluebird
migration
Talk
made
of
from
Robin
A
plan
in
the
100
was
set
study
vocabulary
Bird
nests.
using
father
crumbs
mother
worms
apart
of
for
story
words:
build
eggs
1
from
reading.
blackboard
from
most
Museum:
to
blackboard
V.
eral
gen-
Museum.
spring birds.
built up
vocabulary
Sentences
the
Brief
of
some
Bird
to
bird
IV.
ter
win-
at
birds.
to
and
winter
Foundation
III.
looked
all
habits
on
interesting.
Two
Took
Group
II.
pupils]
my
early
spring birds,
Also
particular.
a
in
latter
birds.
and
Museum
and
STUDY.
in
our
plan
book
to
show
daily development
birds, their habits, characteristics, etc.
THE
VI.
"BIRD
STUDY"
Original story told by teacher using
cards
lary
bearing foregoing vocabuWhen
the card
is handed
hold
of Mother
to the
bird
blackboard.
cards.
in the
'Things-In-The-Room'
Story
on
is heard
word
See'
Children
basis.
as
VII.
101
LESSON
on
teacher.
'Lesson.
nest
More
story,
printed
about
the
Robin.
"Madam
Poem
Robin's
Afternoon
Tea."
VIII.
Drill
bird
upon
in sentences
words
the
"I
Poem,
IX.
Bluebird
New
troduce
In-
Bluebird.
have
and
board.
on
Use
a
secret."
Robin's
nests
pared.
com-
words:
breast
insect
seeds
tail
fruit
beak
Poem
X.
vocabulary.
"Little
Bird
Blue."
vocabulary in originalstory.
Read
questions silentlyand answer
Use
with
What
Where
What
What
full statement:
color is father
robin's nest?
do robin's build their nests?
do they use to build their nests?
do
they eat?
102
HOW
XI.
TEACH
TO
Talk
about
Where
do
What
Cardinals.
What
color
Name
the
is father
food
the
Cardinal?
Cardinal
Give
sheets
hectograph
picture.
.
Let
direction
per
beak
yellow
throat
black
legs
brown
eye
tail
yellow
wings
red
red
the children
"
are
Where
with
of
Cardinal.
Picture.
color is head?
does
do
How
familiar
colors, also the
of the
names
Woodpecker.
What
color
sheet.
on
parts of the body
XIII.
dinal
Car-
children
red
the
fully.)
with
body
Note.
eats.
answer
silently and
picture of Cardinal.
Show
as
READING
they build their nests?
they on their heads?
have
(Read
XII
SILENT
he build
they
build
his nest?
or
their
make
nests?
What
other
two
friends
wear?
song
Story told
Cakes.
he
scarlet tanager
return
-
colors does
"
"
The
Old Woman
and
the
(Woodpecker Story.)
"BIRD
THE
XIV.
STUDY"
103
LESSON
Flicker.
Wood
Story
Description. Word
vocabulary. (With cards.)
Thrush.
Pictures.
of habits.
drill for
beak
crumbs
build
helps
flicker
food
woodthrush
Meadow
XV.
Lark,
Where
nests
Habits.
built.
are
with
Description.
Review
cabulary
vo-
(Use
originalstory.
cards.)
XVI.
Red
Blackbird.
Winged
Description. Story Indian
Habits.
Legend
"
"How
the
Pictures
Review
Came."
Birds
Talk
of Nests.
Listen
to
reviewed.
birds
of different
of Bird
Record
Victrola
Calls.
of Bird
Calls.
Entire
BIRD
VOCABULARY
as
built up
story of birds.
insects
fruit
wren
-
build
tail
trees
legs
body
nest
friends
bluejay
wings
plumage
return
chickadee
scarlet tanager
cardinal
brown
song
swallow
thrush
from
104
TEACH
TO
HOW
SILENT
READING
sing
pigeon
seed
mother
food
father
worms
bluebird
crumbs
robin
migration
eye
south
helps
throat
breast
bird
spring
eggs
beak
lark
meadow
The
following sentences
stripsof tnanila board.
silentlythe sentences.
the question
to answer
does
Where
the red
were
printed
on
The
entire class read
One
child
was
asked
flashed:
winged
blackbird
build
his nest?
Which
bird is the most
Which
bird
How
does
sings his
the
own
oriole build
Which
birds
Which
bird builds
Which
is the hoodlum
Which
useful?
come
bird
is the
bird
calls
name?
his nest?
early in the spring?
a buggy
top on its nest?
tramp of the birds ?
guardian angel of the
or
soil?
Which
What
Which
Which
bird is the
"thief, thief"?
policeman of the orchard?
birds stay here all winter?
do you think is the prettiest
bird?
CHAPTER
XXV
INTRODUCTION
After
to
the
Silent
in
the
mean
"
work
lessons
Project"
der
un-
is taken
plan
used
are
differs
children
the
in that
Project
and
of action
a
purpose
something.
work
This
METHOD,
of any
performance
do
to
the
Method.
word
materials
which
exists
the
with
advanced
more
learned
accordance
READING
Reading
book
this
In
in
undertake
to
with
connection
thoroughly
SILENT
ready
are
the
to
the
PROJECTS
have
sight
at
of
principles
in
pupils
words
grasp
they
TO
from
the
learn
project
most
work
vocabulary
the
at
time.
same
range,
to
work
the
taught
a
the
the
on
made
the
of
course
with
use
and
animals,
wide
a
household
All
etc.
Silent
the
each
of
project
them,
"
ject
pro-
ing
Read-
project
embracing
vocabulary
activity connected
used,
of
wholly
In
have
projects
training
care
is based
Method.
is
the
manual
from
"
activities
there
of
subjects
The
every
the
etc.
105
terials
ma-
106
HOW
The
forms
a
to
and
table
this
book
undertaking
a
children
linen
with
and
the
room
Setting
the
are
given
of
method
it
utilizing
to
the
and
activity
others.
are
projects
enough
project
school
project.
table
teacher
both
the
in
the
only
the
READING
excellent
an
washing
familiarize
the
rabbit
a
of
basis
the
In
of
care
SILENT
TEACH
TO
teach
words
involved.
Other
teacher
any
local
will
her
from
themselves
suggest
observations
to
and
from
conditions.
By
project
undertaking
and
Silent
the
teacher
of
projects
can
project
Let
the
it
carrying
Reading
work
comparatively
a
out
with
Method,
gradually
up
simple
spirit
an
a
children
do
tJie actual
intelligent
large
material.
work.
under
amount
108
HOW
pupils under the
by her printedon
the
were
"
The
water
"Then
who
"
"
*
wash
Frank
was
the gas stove.
'counted
out' to
on
see
first.
clothes
first.
the
put all of the napkins in the water.
Then
he took one
and put some
soap on
He
'
rubbed
get the dirt
"Thelma
"
She
it up
the
"When
turn
the
one,
in
took
cold
"We
hung them
clothespins."
in
part.)
napkins
washed,
were
on
clothes-line
the
Project
used
the
"Setting the
Project, the children inserting the
words from the vocabulary.
as
we
water.
in this
teacher
napkin.
next
next.
came
all of the
them
Sentences
next
washed
(Other pupils
The
the washboard
down
put the napkin in the wringer.
"Clark's
rinsed
and
it.
out.
was
"Dorothy
the
board:
the
)
the
developed by
guidance, and
teacher's
(
would
READING
were
heated
was
Miss
"He
to
narratives
and
sentences
SILENT
TEACH
TO
with
Project
Table"
missing
Project Sentences:
We
clean
windows
with
(bon
ami)
makes
clothes
stiff,
(starch)
"WASHING
CLOTHES"
THE
The
109
PROJECT
blue
are
and
white.
(Japanese napkins)
feels
We
like
the
fine
(sapolio)
sand,
(heated)
water,
made
the
made
of
ing
(Wash-
soft.
water
powder)
Our
is
Note
kept
were
the
The
children
a
table
laying the
word
placed
on
the
project
shelf
at
one
side
on
feel
and
card
"
and
the
card
table.
the
bar
The
bearing the word
rubber
a
The
it
of
to
go
by
then
table
to
to
material
them1'
match
on
by
liberty
at
of
vocabulary,
material.
word-cards
SAPOLIO,
the
the
the
object corresponding
the
the
this
secured
to
the
name
in
of
with
made
shelf, take
a
were
placed
were
large
on
used
words
cards,
on
and
band
materials
together
room.
printed
the
The
:
(tub)
tin.
on
to
first
ing
plac-
it, as,
sapolio
wringer
WRINGER,
was
on
was
placed
etc*
CHAPTER
THE
"SETTING
Explanation:
regularly
is
of
of this
connection
project
with
articles, manner
of table
manners.
is
child's
"
teaching
the
the
customs.
greater
The
pretend.
the
ring
occur-
The
and
teach
most
make-believe
in
that
is to
setting
of
"
manners
lives
children's
most
childhood,
to
realize
the
of
one
daily.
factor
table
should
Teachers
times
potent
accepted
child
of
acts
imagination
or
PROJECT
is
Eating
more
or
most
a
TABLE"
conducted
three
ability
XXVn
words
table:
"
part
pose
pur-
used
names
setting the table, the
in
of
nique
tech-
"SETTING
Direction:
after the
Teach
the
111
PROJECT
words
vocabulary
indicated
manner
After
TABLE"
THE
in the
Lessons.
vocabulary is thoroughly learned,
talk with
the
the project:
pupils about
about
setting the table. While this talk is
going on, the table is being set by the children.
cussion
Following are sentences
developed in the diswhile setting the table:
the
"
The
the
is at the
knife
cutting edge
The
to the
The
toward
with
spoon,
right of the plate with
the plate.
the bowl
turned
up,
next
knife.
fork is at the left of the
tines turned
plate,with
the
up.
glassis placed at the end of the
knife or just at the right of the end.
Fold the napkin and put it at the left of the
be placed between
the knife
fork, or it may
The
and
water
fork.
The
tea-pot
right, with
the
spoon
and
saucer.
or
space
to
coffee-potis at the
enough between
allow
her
to
set
down
hostess'
it and
a
cup
and cream
go in front of her
sugar
at the left.
plate,and the cups and saucers
Pile the cups at the hostess' left-hand side,
The
not
than
more
turned
so
that
together,with
she can
easilyreach
two
the handles
them.
112
HOW
children
The
READING
SILENT
TEACH
TO
sit at the table.
then
Table
lating
re(see certain words
to etiquettein Project Vocabulary)
the
this discussion
following Project
etiquette
is discussed
.
In
Sentences
developed:
are
Always
Wait
eating, (grace)
before
say
until
all
are
served
before
(eating)
Put
knife
the
Chew
food
your
:.
Drink
(quietly)
.
Never
(right)
(slowly)
at
leave
the
in
spoon
the
(cup)
being served, put the knife and
the
fork
on
plate, (together)
Place the napkin at the left of the fork
the knife and fork,
(between)
or
the
from
(left)
Always serve
Elbows
off
(thetable)
The
(point of
glass is at the
the knife)
When
_.
Place
The
The
been
the fork at
spoon
the
_.
before
manila
on
each
have
learned
in
(left)
(knife)
previously
The
cards.
pupil
missing word.
supply the
has already been
to
to
Project Sentences
printed
flashed
is next
the
cards
turn, and
The
in the
are
he
missing word
vocabulary.
is
114
of
HOW
table
of
etiquette
standing
hostess
close
gave
of
the
who
around
SILENT
signal
meal.
those
children
seated
were
the
table-
from
chairs
the
behind
the
READING
obeyed
were
to
Cocoa
and
The
served.
refreshments
upon
TEACH
TO
not
on
The
be
the
time
until
seated,
wafers
at
little
chairs
teacher
was
the
to
the
were
"maid"
seated
the
waited
table
the
but
grouped
a
guest.
CHAPTER
RABBIT
THE
familiarize
to
indicating
of
purpose
the
and
characteristics,
words
PROJECT
The
Explanation:
was
XXVm
child
Project
the
habits,
with
of
care
this
the
and
rabbit,
same.
Vocabulary:
tracks
claws
clover
2
rabbit
sweet
gnaw
water
Tail
Cotton
Molly
old
months
milk
rodent
weeds
Slemmons
Mrs.
oats
Direction:
which
box
and
it ate
that
drank
watered
were
it
the
in
a
rabbit,
life
discussed;
the
belonged
to
peculiar
the
manner,
in
cleaned
children
The
drank.
and
rabbit
the
janitor
boys
and
and
with
the
class.
cage,
observed
habits
how
of
the
learned
family,
its age,
a
the
the
children
rodent
in
kept
was
the
by
little
the
of
morning
Every
rabbit
made
was
assistance
fed
The
that
etc.
115
it
116
HOW
READING
SILENT
TEACH
TO
By observing the rabbit day by day, the
ing
built up, the children becomvocabulary was
familiar
for
basis
are
new
below.
After
the
Project
being throughly
characteristics
involved, a
each
as
observation
Project Sentence,
given
child
and
a
words
new
Each
discussed.
was
the
with
which
a
sentences
the
with
of the rabbit and
the
given.
The
was
was
completed, each
was
familiar
test
step
habits
bulary
voca-
child
points,or, in other words,
his vocabulary the best, was
who
knew
lowed
alfor a few days.
to take the rabbit home
After the few days, the same
test was
given;
and
again the privilege of taking "bunny"
home
was
granted to the pupil who stood the
highest. These tests continued with the same
who
the most
won
reward
until each
child in the class had
cared
for the rabbit in his home.
The
teacher
well cared
knew
that the rabbit
would
be
for in the children's homes, because
the
Project has taught them its habits, etc.
Following are
Project Sentences, which
were
printed on manila stripsas they were
developed in the discussion of the rabbit.
How
old is bunny?
(2 months
old)
THE
What
RABBIT
is the
117
PROJECT
rabbit's
name?
(Molly
Cotton
Tail)
the
Does
rabbit
belong
the
to
family?
cat
(no)
What
does
the
rabbit
has
soft
drink?
(sweet milk
water)
and
rabbit
The
Show
how
the
to
runs
rabbit
board
(fur)
look.
tracks
draws
and
(The
child
picture
a
of
tracks.)
rabbit
Who
gave
The
rabbit
Does
the
us
is
Flemish
a
rabbit
the
(Mrs. Slemmons)
(Giant)
rabbit?
drink
the
as
does?
cat
(no)
what
To
family
does
the
bunny
belong?
(rodent)
This
rabbit
Is rabbit
What
has
used
meat
does
the
(pink)
(yes)
eyes,
as
rabbit
food?
(clover, oats,
eat?
weeds)
With
what
(fur plucked
nest?
Note:
with
does
any
This
small
the
mother
from
her
Project
animal.
may
rabbit
line
her
breast)
be
worked
out
XXIX
CHAPTER
THE
TABLE
MAKING
OVER
the
remaking
the
involved
in
This
etc.
instruction
actual
use
of name-cards,
the
this
The
them
words,
arose.
Each
child
he
that
describe
of
the
used
the
actions
the
to
and
table
by
all
the
as
was
could
work
observed
guided,
the
so
need
for
familiar
each
explain
done
was
new
barrels
27
umber
118
middle
outside
inches
linen
inches
turpentine
remover
gum
linseed
oil
by
words
step
remove
library
varnish
the
and
with
Vocabulary:
22
in
pupils
it.
copper
burnt
in
measurements,
given
teacher
taught
word
of
are
etc.
project
pupils.
children
materials
the
is
remodeling
the
names
process,
the
In
the
table, the
the
TABLE
I
Part
of
names
OLD
AX
In
Explanation:
taught
PROJECT
every
and
TABLE
THE
flax
oak
separates
glue
prepared
wax
table
resin
planted
10
dresser
children
putty
south
white
slash
pine
yellow pine
Direction:
children
done.
child would
That
in the
child
stand
for
a
the
pleted
com-
table, the
it was
behind
the table
Then
he called
table.
for the
room
was
tellinghow
lesson to
a
tell of the need
some
Project
finishing of
devoted
One
the
After
the
by
on
feet
Belgian
table
sand
and
119
PROJECT
next
step.
child, after tellinghis part concerned
in
other
anstep of the project,called upon
child, and so on until each step had
the next
been
related.
THE
The
teacher
OF
THEJTALE
her
seat
the
table.
as
TALE
to
THE
take
The
OF
THE
TABLE
Dorothy to begin
TABLE.
Dorothy rose from
her place, standing behind
called upon
conversation
was
carried
on
follows:
Note:
Following
report taken May 12,
is from
1920.
a
stenographic
The
actual time
120
HOW
used
to
time
taken
the
TO
TEACH
this
explain
READING
project, including the
by Richard
word-cards,
Dorothy:
SILENT
in
and
distributing
minutes.
12
was
Watkins
Miss
needed
Bright, the
Mr.
her
that
He
he
these
for
ask
could
found
He
one.
get
and
dirty.
crack
down
will
was
all
It had
a
It
scratched
said
for her.
one
one.
Winston
intendent
super-
buildings,
this
big
table.
a
assistant
of
heard
ing
call-
of it.
the middle
give you
the
surements
mea-
of the table.
Winston:
a
yardstick and
(picking up
table
is 22
measuring): The
inches high, 27 inches wide and
outside legs
feet long. The
10
The
middle
of oak.
are
leg is
yellow pine. The top is white
pine. Rollin will tell you how
we
Rollin:
removed
the
varnish.
(taking up blocks covered with
sand-paper): Some boys in the
third grade gave us some
blocks
of soft pine.
tacked sandWe
paper
them.
on
Joe Harding
drove
the nails in.
nails
the
the
room.
best
of
Betty
He
can
drive
anyone
will tell
in
you
THE
TABLE
how
the
Betty:
removed
we
Varnish
varnish
of
rest
bottle
a
up
labeled
Remover"):
the sides and
wiped
toweling.
the
It is easier
varnish
with
sand-paper.
tell you
legs.
it all off with
with
about
and
all over
remover
on
is
pered
sand-pa-
top of the table
put this varnish
we
This
We
remover.
the
Wendell:
the
varnish*
(holding
"
121
PROJECT
paper
to
than
remover
Then
Wendell
work
it is
will
the putty,
a
can
(holding up
We
"Putty"):
put
in this long crack and
labeled
this putty
in all the
and
this knife
Miss
press it in.
Frances
the
to
sent
Watkins
marks.
We
used
nail holes
to
paint shop to ask how putty is
made
made.
They said it was
linseed oil and
by mixing raw
whiting. They did not have any
whiting, so we had to buy our
putty. Mary Jane will tell you
about
Mary
Jane:
the
stain.
labeled
(holding up a bottle
from
Stain "): Stain is made
umber.
turpentine and burnt
the
We
put this stain all over
"
122
HOW
TO
TEACH
SILENT
table
two
and
then
days.
let it
dry for
Burnt
limber
South
Sea
comes
from
the
where
the
cannibals
live.
nibals
Can-
eat
people.
Muriel
will
tell you
Muriel:
READING
This
the
about
Islands
varnish.
is Varnish
(holding up a
bottle labeled
Varnish "): In
the south they slash the yellow
out.
pine trees and a gum comes
"
This
gum
is heated
lined
kettles.
in
copper
It separates into
resin (holdingup the resin)and
turpentine (holding up a bottle
The
labeled
Turpentine").
turpentine is shipped in barrels
pentine
lined with glue so that the turleak through.
will not
"
Geraldine
about
Geraldine:
more
varnish.
The
reason
not
as
why
good as
is because
The
from
Miss
Watkins
varnish
best
varnish
linseed
has
old and
she
a
is
be
much
enough
not
than
on
to
is too
more
is
years
it used
boiled
made
varnish
some
there
resin in it and
that
tell you
will
pentine.
tur-
is
oil.
dresser
seventy-five
says
that
it is beautiful.
the
Ed-
THE
TABLE
ward
Edward:
will tell you
oil.
(holding
"
123
PROJECT
the linseed
bottle
a
up
about
marked
Linseed
seed
Oil"): This is linoil. (Holding up a bottle
of flax-seed),
this is flax seed.
from
the flax
They both come
plant. Flax is planted every
and
year
be
to
grows
feet
ten
linen,(holdingup a
from
handkerchief). It comes
the flax plant, too.
The
best
tall.
This
linen
children
will
(holding
the
brushes
Paint
Joe
all
you
paint
he
brushes.
paint brush):
a
up
the little
live.
tell
about
knows
where
from
comes
Belgian
Harding
Joe:
is
made
are
from
fur, horsehair, camels'
squirrels'
and
hair
The
pigs' bristles.
finest brushes
!
This
hair.
of
mels
ca-
is made
of
made
are
one
pigs' bristles.
Dorothy,
the
Now
we
shall
We
-
the
Librarian, taking up
have
a
librarian.
is to
to
library table.
put books
little chairs beside
The
keep the
keep the
it and
on
it.
I
am
librarian's
books
table
tale:
in order
dusted.
the
work
and
We
124
HOW
TO
READING
SILENT
TEACH
to keep the
prepared wax
well
table
polished. Richard
will give out the name-cards.
use
Richard:
We
like to
I
use.
know
shall
words
the
each
give
we
of
one
card, then I shall call for
the words.
(Richard stepped to
the
table, took up the pack of
cards containingall of the words
in the vocabulary and which are
in
VOCABULARY
printed under
this lesson. He passed quickly up
and down
the aisles,depositing
a
you
one
each desk. After each child
on
had
received
Richard
card
one
proceeded to give them
out.
again until all were
then stepped to the front of
called
and
room
(The
cards
the
from
child
heard
sides
called he
his word
ran
or
He
the
words.
printed on
that they could be
so
front and back.) As
were
out
both
seen
each
words
quickly to Richard,
who, after he had received all
of them, placed the rubber band
the pack and put them
around
on
the
materials
the
table
used
project.)
with
to
the
other
demonstrate
THE
Sentences
Project
How
did
leg is
The
middle
The
barrels
How
high
How
wide
How
long
What
is
How
is
the
table'*
(22
is
the
table?
(27 inches)
do
Where
does
linen
Where
does
linseed
Where
do
are
best
The
four
The
top
What
did
What
comes
The
The
brushes
kettles
gum
(separates)
(flax)
from?
(in
grow?
South)
the
from
,
,
legs
squirrel's hair)
pig's bristles, horsehair,
(camel's
from
come
outside
order)
(flax)
come
made
hair,
(camel's
The
oil
pinetrees
the
brushes
Paint
from?
come
in
books
(keeps
Islands)
wax)
(prepared
polished?
do?
librarian
the
Sea
(South
from?
come
table
the
keep
does
What
umber
resin)
and
(turpentine
gum?
burnt
we
inches)
(10 feet)
table?
from
does
"Where
(glue)
with
lined
made
pine)
(yellow
are
is the
(remove)
table?
the
from
varnish
the
we
125
PROJECT
TABLE
hair)
.
(oak)
are
pine)
(white
is
.
fill the
we
from
are
cracks
the
lined
yellow
and
holes
pine
(gum)
tree?
(copper)
with
into
(putty)
with?
turpentine
and
resin
when^heated.
,
XXX
CHAPTER
PHONICS
of
teaching
in connection
followed
be
may
method
standard
Any
with
PHONICS
the
SILENT
METHOD.
READING
few
first
the
For
of
days
school, while
the
organizing her classes, it is best to
After
of
the
defer
the
PHONICS.
teaching
and
in their
children
classified
arranged
are
in PHONICS
the
daily work
respective groups,
teacher
is
should
to
get
a
fair
start,
sole
aim
The
the
the
allows
This
begin.
of
teaching
late
comers
is for
PHONICS
wholes.
as
recognition of words
in teaching PHObe emphasized
to
NICS
instant
Points
are:
regular time
for phonics.
(1)
A
(2)
Drill
While
be
"working
the
to
the
think
word
movement.
126
daily
the
as
kept
entirely
out"
words,
child
should
sound
and
a
program
and
WORD-CARDS
upon
CARDS
(3)
the
on
whole,
be
NETIC
PHO-
arate.
sep-
netically
pho-
trained
pronounce
without
lip
"WORDS
TEST
XXXI
CHAPTER
TEST
At
tested
teacher
hectograph
typewritten
and
words,
whole
(See the
a
This
test
home
and
the
was
containing
copy
subjects,
Each
child
the
pages.
given
was
keep.
of
basis
promotion
to
II.
Grade
As
shown
an
illustration
by
the
one
his
take
these
typewritten
following pages.)
to
copy
made
showing
different
on
thirteen
covering
a
lary
vocabuShe
year.
pupil
exercises
twenty-four
entire
copies
each
gave
the
the
throughout
the
year,
ally
forty pupils individuof
knowledge
learned
school
first
her
of
each
his
to
as
the
of
close
the
PROMOTION
FOR
with
little
of test
set
a
night,
128
rubber
not
pupils
to
boy
of
their
in
in
was
questions,
band,
read
but
the
to
to
interest
work
the
and
and
habit
tightly
ments,
achieveof
rolled
bed
with
keep
under
pride
taking
and
him
his
held
every
pillow.
TEST
Test
FOR
Words,
129
PROMOTION
Phrases
and
Sentences
DIRECTION
Come
class.
the
to
Go
PERSONAL
to
seat.
your
HISTORY
name
teacher
telephone
country
school
city
county
place of birth
grade
father's
state
date
name
of birth
age
SALUTATION
How
good morning
good afternoon
good bye
How
you?
are
Isn't
is your
this a
Shake
mother?
beautiful
hands
with
day*
me.
ACTION
stand
sit
go
jump
skip
scratch
run
nod
cry
write
clap
walk
whisper
laugh
draw
fly
bend
wave
touch
kneel
come
hop
CHARACTERISTICS
ANIMAL
NUMBERS
one
four
seven
ten
two
five
eight
eleven
three
six
nine
twelve
NUMERALS
ROMAN
i
n
m
iv
v
vi
vii
vm
ix
DIGITS
1-2-3-4-5-6-7-8-9-10-11-12
x
xi
XH
130
READING
SILENT
TEACH
TO
HOW
OBJECTS
spool
brush
lamb
woolly
monkeys
clothes
block
shoe
tea
pin
pan
automobile
horn
pencil
chair
telephone
basket
scissors
rabbit
buffalo
boat
motor
kettle
dog
PREPOSITIONS
in
behind
before
out
on
across
right
under
from
beneath
left
around
down
top
bottom
beside
between
CALENDAR
two
weeks
tomorrow
last
day
yesterday
first
today
week
next
last week
year
month
date
last
day
of the
first day of
school days
the
month
new
week
MORNING
Comb
Brush
Wash
Wash
your
hair.
teeth.
your
hands.
your
face.
your
week
the
week
last quarter of the
first quarter of the
full moon
month
holidays
day before yesterday
day after tomorrow
one
day
of
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
week
this
of the
moon
moon
moon
a
week
ago
today
a
week
ago
yesterday
DUTIES
Take
a
deep breath.
Brush
clothes.
your
shoe.
Tie your
Drink
water.
some
THINGS
IN
THE
ROOM
cupboard
door
blackboard
table
picture
swing
basket
chalk
big chair
little chair
window
electric
light
brush
TEST
FOR
PARTS
head
OF
THE
hair
knees
neck
131
PROMOTION
BODY
chest
elbow
cheeks
arm
wrist
fingers
ears
temples
nose
lungs
pulse
foot
stomach
abdomen
spine
feet
upper
heart
shoulders
heel
lip
lower lip
eyes
back
COLORS
purple
green
red
brown
violet
yellow
black
white
blue
orange
grey
COLOR
pumpkins
grapes
grass
tar
violets
snow
or
OBJECTS
sky
summer
lemons
midnight
bark
smoke
chemes
ANIMALS
cow
horse
sheep
Pig
bear
robin
mouse
goat
hen
camel
lion
fox
rat
turkey
donkey
dog
rabbit
duck
frog
rooster
elephant
TIME
TELLING
clock dial
hour
midnight
minute
noon
five minutes
five minutes
twelve o'clock
three o'clock
six o'clock
o'clock
o'clock
two
five o'clock
eight o'clock
o'clock
one
nine
four
o'clock
o'clock
seven
ten
o'clock
eleven
o'clock
hand
hand
of
after
quarter after
fifteen
minutes
twenty
minutes
half past
When
do
after
six
the
groceries close?
When
does
When
do you
go to bed?
shall you
next
eat your
does the last bell nng
When
When
your
father
go
to
work?
meal?
in the
morning?
When
does the
afternoon?
last bell
ring in
the
132
EOTV
TO
READING
kILEXT
TEACH
SIGXS
school
post
"
slowdown
to ten
miles
bills
no
"
oince
the
gas
wanted
scarlet fever
boy
measles
do
influenza
closing out
push
knives
ashes
dump
not
here
sale
and
scissors
sharpened
here
puil
conie
in
press
the
keep
the door
please shut
house
the
keep
entrance
keep off the
please do
ask for credit
not
kindling sold
here
to
right
grass
safety first
danger keep
"
obey the
welcome
do
park
free air
no
gasoline
good
for rent
for sale
rooms
button
credit
your
exit
city
light
"
stop-luok-listen
cook-light-heatwith
slow
bridge go
inquire at
fire escape
red
close at five
we
motor
hitch
not
out
vehicle
law
these
trees
to
hunting allowed
grounds
on
these
garage
CONDUCT
give people half
bs
kind
to
the
the
sidewalk
animals
keep off people'slawns
mark
public buildings
paper
enter
on
to
the
quiet
manners
play
in the
waste
the streets
without
peoples' rooms
throw
keep
look
right in passing
on
the
street
street
food
and
up
belore
down
the
street
crossing
knocking
OPPOSITES
rude
polite
slow
fast
fine
coarse
old
quiet
noisy
young
low
long
short
high
ugly
north
south
friend
east
west
false
enemy
true
good
bad
far
near
up
down
vulgar
refined
fat
thin
over
tinder
hard
soft
like
dislike
in
out
beautiful