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Introduction

If every teacher of primary reading were left entirely dependent upon her own devices, she would inevitably spend some time in asking herself, “How shall I begin teaching reading?” and, “Of what shall the child’s first reading lessons be composed?” To settle merely these two questions would require far too much thought and time, for there are several “points of contact” suggested in each of many “methods” which the teacher might wish to consider. Certain general principles have been defined, however, which enable the teacher to settle these questions satisfactorily,—principles that are fully and practically worked out in the Haliburton Readers. We refer to the great fundamental principles of Pedagogy, as follows:

The authors of “How to Teach the Fundamental Subjects,” who are teachers as well as wise investigators, have this to say with regard to the two fundamental questions:

They also say of the story quality: “It is the better practice now to have the early lessons in reading consist of sentences which have such a relation to each other that they make a continued story.” In her book, “Reading—A Manual for Teachers,” Miss Laing says:

In “Teaching Children to Read,” the author says:

An examination of the Haliburton Readers will show how well they present the ideal conditions specified by these educational leaders. First, the subject matter of the Primer and First Reader is drawn directly from the child’s life experiences, for it tells of the home life of four little playmates, their pets, games, and their good times, and both books are filled with pictures that portray similar experiences. Secondly, both the Primer and First Reader possess the necessary story quality. The “early lessons”—even in the Primer—“consist of sentences which have such a relation to each other that they make a continued story.” The Haliburton Primer is “a book which has a child for its center,” and carries with it “the setting which will interest a child.” How successfully the preliminary work is conducted, from the very start, “in such a way as to develop speed, accuracy, and direct association between the written or printed symbol and the idea, omitting the auditory image” may be seen in the directions given for beginning the work in reading: the teacher shows and then quickly erases from sight action words which are to be silently enacted by the pupil, who thus “gives evidence of the possession of the thought in a way other than verbal”; that is, he shows by his acts that he reads the sentence and gets the thought.

Having seen that the subject matter with which we are to deal in our work of teaching reading is in accordance with the best pedagogical principles, we will next discuss, briefly, certain points that deal with the procedure to be followed and the results to be obtained.

Begin with Book or Blackboard?

This is a question that must be settled by each teacher for herself. It seems that, while there are few, if any, arguments in favor of beginning with the book in the hands of the children, there are many against it. The most important of the reasons why it is best to begin with the blackboard are:

(1) By using the blackboard, the teacher is able to adapt and adjust the subject matter of the early lessons according to her needs. (2) The amount of reading matter before the beginner at any one time can be limited to one or two sentences. In this way all danger of confusing or discouraging the slower children is eliminated, a danger which does often threaten in confronting the child at once with a whole page of a primer. (3) The teacher can more effectively meet the needs of each child, by easily including in the lesson many repetitions of troublesome words. (4) By using the blackboard, the teacher can, with but little effort, direct the attention of the entire class to the sentence that is being read. This cannot be done easily when each child reads from his book. (5) Books are cumbersome for the little child to handle correctly, presenting a difficulty which should be deferred until he has grasped the idea of what reading is.

The amount of time given to blackboard reading exclusively may be only three weeks, although five or six weeks is better.

Primary teachers do not themselves agree as to the use of script or print in the early blackboard lessons. The print that most teachers use on the blackboard is usually quite different from the print of the book; so that, in progressing from the teacher’s print to the type of the book, the child will have almost, if not quite, as much to learn as if he went from blackboard script to book type. It would seem for this reason that no particular advantage is gained by using print on the blackboard, and furthermore it is unwise to ask teachers to give much of their time and energy, as is often necessary, to learn how to print, when they are already skilled in the free and rapid use of script. Then, too, the child must inevitably learn to know script, since he must use it later, whereas he may never find it necessary to print. The only time when the teacher may have to print on the board is in facilitating the children’s work during the transition from script to type, from blackboard to book. Then the teacher will probably find it necessary a few times to put the same sentence on the board twice, first in script, and then, below the script, in print. From this sentence, written and printed on the blackboard, the child can easily progress to the same sentence printed in his book.

But even this necessity for printing will be eliminated if the teacher uses the Phonic Drill cards, or Word Drill Cards, which are supplied by the publishers, D. C. Heath and Co.

The Use of Action Sentences

The life of the child, until he enters school, is largely made up of action. He runs, jumps, skips, sings, whistles, and plays the whole day long. To be suddenly imprisoned behind a desk and made to sit there most of the time, learning to recognize and pronounce words, is almost torture to many children. To all children such a procedure means deadly dull and tiresome work, for it is an offense against the child’s nature, self-activity being the law of his life. No wonder that he learns to hate and dread the hours in school! When, however, he learns that, as soon as he can recognize instantly such sentences as Run, Jump, Dance, Whistle, Sing, Kick the ball, Toss the ball, he may get up and do the things that these sentences tell him to do, he is filled with delight, his interest is aroused, his whole attention is concentrated upon the lesson, in his eagerness to learn the words. He is not troubled by the thought of having to speak these words, since he is not at first required to do so.

The imperative form of sentence is best to begin with, as Run, Jump, etc. Detailed plans for lessons made up of such sentences are found on pages 27-36.

The reading of action sentences is highly approved by the best authorities on primary reading. Miss Jenkins, in her valuable book, “Teaching Primary Reading,” says of the pupil’s motive in reading:

Miss Laing says:

The teacher should train her pupils from the beginning to read different forms of action sentences. There are declarative sentences which can be “made true,” or acted out, by the child; as, I can run, I can jump. The child reads the sentence silently first, then turns to the class and says, “I can run,” and runs. Or he may be required to do whatever the sentence commands—run or jump or anything else—just as soon as he has read it silently and before he speaks it. Or he may read silently, perform the act, and not speak at all. The children should be taught the interrogative form of the sentence also, the teacher writing questions on the board; as, Can you run? Can you whistle? Can you sing? These questions the children read silently and then answer by giving the declarative form, negative or affirmative as the case may be. The children should never answer questions by a mere “yes” or “no.” Other sentences to be “made true” will be found elsewhere in this Manual (see pages 29-34).

As to why silent reading should be emphasized as much or more than oral reading in early lessons, Klapper says:

This writer shows that overemphasis on oral reading unfits the individual psychologically for efficient reading in later life; and that the earlier we develop in our children the habit of reading silently, “the sooner we make them efficient and intelligent readers.”

Miss Laing says of lessons in oral reading for the beginner:

It seems unnecessary to say anything further in favor of employing silent reading rather than oral, just at first.

Conversation Exercises

Preparation for the lesson is as essential in the very beginning of reading as at any later stage of the work. It is by means of the conversation exercise that the children are prepared for their reading lesson, that they may be put in the mood for it. All teachers realize the value of conversation lessons as a part of early language work, but perhaps some do not realize that they may be just as valuable a preparation for early reading lessons.

What is the aim in using conversation lessons in connection with early language work? To give the child that most important possession, “the ability to think accurately and to give correct expression to his thought.” Since reading implies first thinking and then expressing, the teacher’s aim in using conversation exercises, quoted above, should be the aim in using similar exercises to prepare the child for his reading lesson. The object of this aim can best be attained by drawing out in the form of free and spontaneous conversation the expression of thought on matters closely connected with the life and interests of the children, their home, their parents, brothers and sisters, the baby, the animals at home, the pets, playthings and games. If the teacher is genuinely interested, if she is sympathetic in spirit and natural in manner, the children will respond freely.

Suppose the teacher wishes to lead up to the first lesson in the preliminary blackboard work, in which she purposes teaching the imperative sentences, Run, Jump, Hop, Skip. She engages the children in conversation about what they do when they play outdoors. She might have, first, a short talk about such activities and then introduce “the little deaf and dumb teacher, Mr. Chalk,” suggesting that he be allowed to play with them. This last idea makes it necessary to add to the conversation something about deaf and dumb people—how they talk to each other by making signs instead of speaking, how closely one must watch them to understand them. This is sure to be interesting, and the desired “point of contact” is reached when, the introductory talk finished, the children grasp the idea of the chalk speaking to them, and become, not merely receptive, but even eager for the first reading lesson! (See page 27.)

If it were a preparation for the first lesson on the ball, the conversation might be about the different things they can do with a rubber ball, how they like to play ball, and so on; then, after showing how they toss it, roll it, bounce it, kick it, etc., the children are ready to play ball with Mr. Chalk. When the children are to read in the Primer about Baby, the preparatory conversation will be about the baby sisters and brothers at home. When they are to have the basic story for the jingle of the kitty-cat and the bat, the conversation lesson should be a nature talk about the bat, during which a picture of the bat should be shown and its strong resemblance to a rat pointed out, and about rats, the way they hide from cats, how swiftly they run, and so on.

It is during such preparatory conversation exercises that the new words of the lesson should be taught. Some one has said of the task of teaching the child new words, “Keep him interested in the thought and the battle is soon won. Remember that the word should not be separated from the thought and that the child should not be made to feel that he is being drilled in word mastery.”

Such conversation lessons seem very simple, but the teacher who thinks she can conduct them interestingly or succeed in accomplishing the desired aim by trusting only to the inspiration of the moment is greatly mistaken. She must prepare herself for the work of preparing the children for each lesson. The function of the preparatory conversation exercises is more fully discussed on pages 14-16.

Many educators advise that, before the class finishes the reading of the Primer, the teacher devote the story-hour period to telling (never reading) to her class the longer stories in the First Reader. The children may reproduce orally, and even dramatize, these stories during the Primer stage of advancement. The teacher should be careful to follow the version given in the First Reader, but she should tell it in its full form,—not in the condensed form and by means of the short sentences which the children will read in the First Reader.

Following this plan may render unnecessary some of the preparation specified for each lesson as worked out in the Detailed Lesson Plans in Reading from the First Reader.

The Teaching of Poems

In his book, “Literature for Children,” Lowe says:

Generally speaking, teachers do not like to teach poetry. They complain of a reader that contains a good deal of poetry. Many of them would like to eliminate poetry from the reading books which they use. They say that children are averse to a poem as a reading lesson, though most of them are delighted to hear poetry read aloud. Now, why is this the case? The reason is not far to seek. Children do not like to read poetry for themselves because they do not understand what they read; they are delighted to hear it read, however, because they love rime and rhythm. They do not understand what they read for themselves because prose is the common vehicle of thought and poetry is not. What is the remedy for this state of affairs? The teacher’s preparation of her class for studying a poem, if thorough and along the right line, will change the whole situation.

If there are any allusions in the poem which are unfamiliar to the child and yet are vital to the meaning of the poem and to the child’s appreciation of its beauty, the teacher should, in a talk or discussion previous to the reading of the poem, make all such allusions clear by showing the necessary objects, or helpful pictures, or by telling a story. This preparatory talk may sometimes become almost the literal narrative of the poem, but it should not degenerate into actual paraphrasing, which is “a process of doubtful value.”

It is not always necessary that there should be any conscious connection in the minds of the children between the teacher’s preparatory talk and the poem that is to follow. The talk or discussion may be given at one period, the poem may be given at another period. The children, having thus in their possession the key to the interpretation of the poem furnished by the teacher’s talk, may use it themselves of their own initiative, when it comes to the reading of the poem. This is, perhaps, the more artistic procedure, but usually it is more effective to give the introductory talk immediately before the reading of the poem, for through the oral use of the new and unfamiliar words in the poem, the teacher may give the different forms and meanings of these words. The teacher may also write the difficult phrases on the board as she speaks them in her preparatory talk. Such preparation is indispensable. The clearer and stronger the first impressions are, the more abiding they will be. There should never be any occasion to stop for explanations in the midst of reading a poem. Whenever the listening child’s thought is arrested and his interest weakened or diverted by an allusion whose real meaning is unknown to him, the poem loses a measure of its power. Any break in the reading to explain such an allusion is just as mischievous as to leave the allusion unexplained, if not actually more so.

When she is ready to begin reading or reciting the poem, the teacher should state first the problems she expects the children to solve—and these should be problems that demand each pupil’s own interpretation and application of the meaning of the whole poem. The teacher may say:

“There are some things I wish each of you to be ready to tell me when I finish this poem: first, what picture you see most plainly; second, what words or lines make you see it; third, what parts of the poem you like best; and fourth, what the whole makes you think of.”

This fourth requirement helps the class to perceive the central meaning of the poem. Such introductory statements by the teacher arouse keen interest on the part of her class and stimulate each child to alert attention, vivid imaging, and a desire to tell the others what he saw, thought, and felt during the reading of the poem.

The child is now ready to hear the poem read as a whole, uninterrupted by question, comment, or explanation. It is only in its unity that a poem “reveals its central meaning and its beauty; and each listener is entitled to the joy of discovering that central theme and beauty.”

Sometimes it is helpful to reread the poem stanza by stanza, or by other, longer, divisions if it is a long poem, so that each stanza, or division, may be more fully discussed and more clearly grasped.

Having the poem thus presented to him, the pupil should next be provided with the means of expressing his assimilation of the poem. Such means of self-expression may be the various forms of drawing, cutting, painting, or modeling, or the memorizing and reciting the poem. Illustrations of the treatment of poetry and further suggestions will be found in Chapters III and V of this Manual.

Reading to Children

There should be regular periods for reading to children, which must not degenerate into a mere pastime, granted to the pupils as a reward, or whenever the whim to do so seizes the teacher.

Special aims should direct the teacher in her selection of what to read to the pupils. She may select one story because it has some connection with a poem she wishes to teach, another because it is one that the children will like to turn into a play (see treatment of Jack and the Beanstalk in Chapter III, page 207), or because it presents a desirable dialogue or dramatization already made; still another story may be selected because it is a good test for oral reading, or because it gives point to some particular ethical principle.

In her reading of the story or poem to the class, the teacher should exercise great care as to articulation and enunciation, striving to make her reading a model for the children. If they notice that their teacher does not keep her eyes fastened upon the page she is reading, but frequently looks into their faces, the children will acquire the same habit.

Throughout the term the teacher should keep before her the general aim of giving the children an acquaintance with and an appreciation of real literature. Teachers in the same school should consult with each other and plan a systematic course of literature which should include certain stories and poems to be thus given to the different grades; the selections for one grade should not encroach upon those of another, except that each grade above the first may review the stories and poems that were given in the preceding grade whenever this seems desirable.

There can be no such thing as an intelligent and thoughtful reading lesson without study by the individual pupil, which should be regarded as an essential feature of the regular lesson.

Even the child who is just beginning the Primer should be given some idea as to how to study his lesson. When he thoughtfully examines the lesson picture, when he talks about it, when he listens to the lesson story, when he observes the written form of the words at the moment he hears the teacher speak them, he is being prepared for his lesson. He is, therefore, studying his lesson at the time, for all those exercises require the “application of the mind, to acquire knowledge,” which is study. When he reads the lesson aloud, he will very likely meet with a word he has forgotten or one he has never seen. He should be trained to make the effort to master the new word for himself. Such training requires that he first reread the sentence in order to find out what word, if any, in the place of the unknown word, would make sense. If this fails to put him in possession of the word, he should try to get it by thinking the sound, or by whispering the sound of the initial letter or any other phonogram in the word that he may know. If this also fails, he may, as a last resort, hold up his hand to attract the teacher’s attention and say “second” or “third” or “fourth,” to indicate thus the position in the sentence of the unknown word. The teacher pronounces the word for him without comment, and he is then ready to proceed with his silent reading. No child should be permitted to read a sentence aloud until he has read it silently and is sure of every word.

Another characteristic of this study is what Colonel Parker used to emphasize constantly, as thought analysis. This is nothing more than the children finding in their book answers to questions put by the teacher.

Let us suppose that the children are to read the lesson on page 12 of the First Reader.

The class observe and study the picture (page 13) on which the lesson is based. Then they answer “from the book” what the teacher asks,—such questions as “What time of year is it?” The class read silently to find out and give the answer aloud, “It is the springtime.”

Qu.: What of the sky? Ans.: The sky is blue.

What do the birds do in the springtime? What else do they do? etc. What about the bees? What about the lambs, the children? What is it that Betty and Alice have? Ask me a question about one of the lambs. Tell me something more about Alice. Tell me what she says to Grace. What does she call out to Betty?

This is a study lesson,—that is, one in which the class works with the teacher. It is a preparation for the final reading of the lesson as a whole, without the interruption of questions.

Another way of preparing the children to read a lesson, especially if it is a story, is for the teacher to tell it. Such lessons as those that begin on pages 20, 24, 52, 59, 65, 73, 96, 109, and 122 may be told by the teacher at the story-telling hour, if she likes this way of preparing the children to read the story. But the telling should be some time in advance of the reading of the story. Teachers sometimes secure better results in reading if they tell the story several weeks or even months before the children read it. They say that the children regard the story as an old friend and are delighted to read it,—and it seems to be a generally conceded point that children like to read a story that they have heard.

This plan seems to be approved by most educators, but many teachers object to it, saying that the children are robbed of true motivation in reading a story if they already know it or have heard it told. Because of this objection, in all but a few of the type lessons for the First Reader, given in Chapter III of this Manual, story-telling is omitted from the suggestions as to preparation for reading lessons.

The reading of Mother Goose Rimes requires still a different method of study and development in the preparation. (See also Chapter V, section 2.)

The story of the rime is to be told by the teacher in her preparatory talk. The rime is then read or recited to the children and memorized by them. When they have memorized the rime, they dictate it, line by line, for the teacher to write on the blackboard. As soon as a line is written the children read it aloud. When the rime finally stands on the board, complete, the children are asked to find in it single words chosen by the teacher at random. In order to find the word he is hunting for, the child is frequently induced to go back and reread the line or even the whole stanza. This is a kind of word drill known as reading by position of words. By this study of the rime, the children are prepared for an oral reading, which is to be followed by a recitation or singing of the rime accompanied by pantomimic expression. While the pupils chosen for actors go through with the prescribed accompanying pantomime, the rest of the class recite or sing the corresponding rime, following the teacher’s guiding pointer under the words on the board.

Then there may be study lessons in which the teacher does not take such an active part as that described above. In these lessons the teacher controls the study indirectly, through questions or commands, spoken or written on the board. The questions and commands should be definite, and should lead to the solution of possible problems in the reading lesson which the class is to solve in their silent reading. If the questions and commands are of the right kind, they will make the pupils read the lesson attentively to get the thought.

Let us suppose the children are ready for silent reading or study of the story of Kill-Quick and the Birds in the Second Reader. The teacher writes on the board the following:

Such suggestions, which may be called an assignment, give purpose to the silent reading or study lesson, and such directed silent reading will lead to oral reading, expressive because it is intelligent reading.

It may be sufficient, sometimes, merely to give a motive for the study, instead of a written assignment. It may be enough to say, for example, “Read the lesson so that we can play it.” The children will realize that this necessitates thoughtful silent reading, since they must find what to say, and careful oral reading afterwards, when they will learn how to say it.

Sometimes the pupils should be given time to read silently some selection which is not to be read orally at all, the pupils reading with no motive but for the pleasure they can get out of the story. The teacher will probably have several motives in arranging such an exercise, however,—such as giving the pupils practice in using books intelligently and independently, training pupils to master thought with speed and accuracy, helping them to form the habit of attacking new words through the thought, and of seeking for the important thing, the central thought of the selection.

When the teacher announces the problem to be solved, the definite something to be found out, or the central idea to be discovered, she is assigning the lesson. The skillful teacher realizes the importance of a definite, purposeful assignment. But any assignment will be wasted unless the pupils have the mental preparation for attacking the problem stated. The teacher must know what facts it is necessary for the children to possess, and she must be ready either to impart this information or lead the pupils to discover it for themselves. She may have to do a good deal to prepare herself to impart these facts or to lead her pupils to discover them. No teacher can successfully conduct a reading lesson without preparation on her own part. She must decide what results she expects to secure and how best to secure them. She will be wise to write out a definite plan for each approaching lesson,—a plan of procedure which she can follow approximately if not absolutely. After a time she will cease to need a written plan, but she will never reach the point of being able to do without preparation for teaching any lesson.

Miss Laing says in “Reading: A Manual for Teachers”:

We have discussed the silent reading of lessons rather fully, and yet there remains to be said something of the oral reading lesson which generally follows the silent reading. Perhaps to say “always follows the silent reading” instead of “generally” would be nearer the truth, since most teachers demand the oral reading of the lesson, whether it has been thoughtfully and intelligently prepared for or not. A recent writer on this question says: “If there is no good reason for reading a selection aloud, it should not be read.”

Suppose every teacher paused long enough to ask herself, “For what purpose am I having this lesson read aloud?” What would be her true answer? Would one or the other of the following purposes be her answer? “To give the pupil opportunity to convey to the others the thought of the author,” or, “to have him read aloud so that I can find out what words he does not understand, and what faults in expression I must correct, so he can read smoothly and with expression.” These purposes are very different. Both should be in the teacher’s mind as aims for the work in general, but both should not be the special aims for the same lesson. When the aim is to have the child read for the purpose of conveying thought to others, he should read only matter that has been well studied by him or matter so easy for him that he can read it at sight. When the other purpose is before the teacher, the child should read to her with the smaller group of his classmates who are “in the same boat” with himself,—that is, the children in any one class should be graded according to their proficiency.

As the children advance beyond the First Grade, the preparation for oral reading should include an increasing number of exercises in phonics. The number of words that the child has difficulty in mastering constantly increases unless his power to sound words for himself grows proportionately, and this growing power is daily exercised. Syllabifying words should become an ever larger part of the preparatory work for oral reading exercises.

The teacher who knows which words in a lesson will be difficult for the pupils to master will include those words in the preparatory drill in phonic analysis and syllabication. She notes also the words and phrases in the lesson whose meanings will be new to some, if not to all, of the children, and she prepares to give these meanings in the only way she can: by using them in the preparatory discussion and at the same time writing the words on the board. The teacher takes note of all allusions in the lesson to unfamiliar objects, places, persons, etc., and plans how to make these allusions clear to her pupils. She plans how to put the children in the state of mind necessary for the appreciation of the beauty, the pathos, the humor, or the emotion, of the selection to be read; how to arouse sympathy, admiration, or condemnation of the characters portrayed. And here we would caution the teacher against the danger of turning the reading lesson into a lecture on some object of natural history, some place of geographical importance, some character of historical or mythological interest, by giving too much information on the subject,—information not closely pertinent to the reading lesson.

Only enough time and emphasis should be given to each point in the development to make the thought of the selection clear to the pupil.

The oral reading of a long selection often necessitates the development of the whole selection by paragraphs or longer divisions. One division of the selection may be indicated for the children to read silently within a limited time, the teacher stating the number of minutes to be allowed for it. When the time is up, the books are closed or the children lift their eyes from the page at a signal from the teacher, and then one of the children should be called upon to tell in his own words what they have read.

Now, having mastered the thought and expressed it in his own way, the child probably feels little or no desire to read the selection aloud, unless some special object for doing so can be provided. This object may often be provided by causing the child to feel, as he reads aloud, that he has an audience. The teacher listens without a book, the pupils in the seats do the same. Sometimes groups of children may be allowed to go into the lower grades and read for the pleasure of the pupils there. At other times—on Friday afternoons or at the opening of the school day—one or more of the pupils may be asked to read to his classmates some story or poem which has been selected for this purpose with the teacher’s help and prepared at home.

During the regular oral reading exercise the pupils should be allowed to pass judgment on each other’s reading. The teacher must bear in mind that such criticism, at such times, should be favorable as often as it is unfavorable, or even oftener. All criticisms must be supported by reasons.

In the discussion of the lesson, the teacher should always direct her efforts toward drawing out honest opinion, good judgment, true appreciation, and whatever comment, ethical, practical, or other, that the selection is intended to arouse. Such questions should be asked at the end of each division of the lesson as will encourage free, spontaneous, and animated discussion. Discussion of this sort helps to secure oral reading that possesses, to some degree, the same characteristics of freedom and animation.

The type lessons given in Chapter III of this Manual will illustrate the foregoing, as well as some other, phases of the reading lessons and study lessons.

Preliminary Lessons in Reading: Blackboard Work^[1]

A. Sentences Based on Action.

The first reading lessons may be conducted as follows:

The teacher calls one of the children to stand beside her in front of the class. She then says to the class: “I shall whisper one word to Mary, to tell her what I wish her to do. Before I whisper it to her, Mr. Chalk will say the same word to her. Then Mary will do what Mr. Chalk and I have told her to do. You can’t hear what I shall whisper to Mary, but you can watch and see how Mr. Chalk tells her to do the same thing that I tell her to do.”

Then the teacher says to Mary: “I will put on the blackboard what I want you to do. That is the way Mr. Chalk talks to you. I will whisper to you the same thing that Mr. Chalk says and you must do it.”

Then the teacher writes the word Run on the board and whispers to Mary, “Run.”

When the class see Mary run, they know that the written word must be Run.

All the children will be eager to take active part in receiving and obeying this command of Mr. Chalk, and several children should be invited to do so,—with the result that the word Run is written on the blackboard several times.

In this way the class should be taught the following imperative sentences: Jump, Walk, Dance, March, Sing, Whistle.

Almost any girl in the class will be ready to sing, and any boy will be delighted to whistle. To make the interpretation of the word March more realistic and hence of more vital and compelling interest, the teacher might shoulder the pointer, as soon as she has written the word on the board, and, walking with the measured tread of the soldier, show by her own act what the word is.

The chief object of this first work is to fill the written word with meaning by connecting the act directly with it. Since the children obey the written words, the best way to begin the work is with silent reading, and this, rather than oral reading, should be emphasized for some time.

At the close of every lesson from the blackboard, those Word Cards that show in type the words taught in script should be placed on the chalk ledge for drill. Each printed word should be placed just beneath its script form for an exercise such as is described in the Suggestions for Drills (see page 426 of this Manual). The Word Cards and Phonic Drill Cards are furnished by the publishers, D. C. Heath & Company, but may be made by the teacher herself.

After the lessons described above, the teacher writes each of the known words twice, once with a capital letter and once with a small letter. She can easily show that it is the same word written twice, although the beginnings of the two words do not look exactly alike. Then she says: “Mr. Chalk will tell me twice to do something. As soon as he has told me the second time, I will do all that he tells me to do,—that is, I will do one thing twice.”

She then writes, Walk, walk. She walks across the room, stops, turns, and then walks back again. Certain pupils do the same thing, as many times as the sentence is written. In the same way they obey the following sentences: Run, run. Jump, jump. Dance, dance. March, march. Sing, sing. Whistle, whistle.

Again, the words taught in script must be shown also in type. Using the cards, as before, match up the script forms on the board with the type forms on the cards.

The phonic work at this stage should consist mainly of exercises in Ear Training, Step I (see page 352).

To teach the next sentences, the teacher may say: “You have shown me how you can do the same thing twice when Mr. Chalk asks you to do so. Now let us show how we can do two different things, both at once or one right after the other, when Mr. Chalk asks us to do so.”

She writes on the board the sentence, Walk and sing. Then she walks in front of the class, singing as she walks. Then, pointing to the new word and in the sentence, she says, “This new word is and.”

As usual, the sentence is written several times for the children to obey. Their attention should be called to the word and each time. In this way all of the following sentences may be taught: Run and sing. Run and whistle. Run and jump. Run and dance. March and sing. March and whistle. Jump and sing. Jump and whistle. Jump and dance. Walk and whistle. By this use of and, the action words may be used several times and in different combinations, so that the children may learn each word thoroughly, both with the capital initial letter and with the small initial letter. This is of prime importance, because any word, learned first with a capital letter, looks to the child like a different word when it is written with a small letter.

To introduce the next sentences, the teacher says: “Let each of us tell what we can do. To do this we must use these two words, I can.” As the teacher speaks the words I can, she writes them. She then says, “We are going to let the chalk say it first and then we will tell what we can do.” She writes the sentence, performs the act, and then speaks the words, “I can walk.” She says to the class: “Let us call this the game of ‘making stories true.’ As soon as the chalk says I can, you must all be ready to do what the next word says.” She writes a sentence, and then calls on some child to perform the act and then speak the sentence, or “make the story true.” In this way she develops the following sentences: I can run. I can run and sing. I can walk. I can walk and whistle. I can jump. I can jump and dance. I can march. I can march and sing. I can sing. I can sing and dance. I can whistle. I can whistle and dance.

To teach an even greater variety of action sentences, continuing the drill upon the known words, the teacher may develop the phrase to me. She says, “I shall ask some of you to come to me.” (She writes the phrase to me every time she speaks it.) “I shall ask one to run to me, one to walk to me, one to dance to me, and one to march to me.” She then writes the complete sentences; the children read silently, and then obey such commands as the following: Run to me. Walk to me. Jump to me. Dance to me. March to me.

There should be no oral reading of these sentences unless the children take turns at the board, one standing there with pointer in hand, to follow with it the sentence corresponding to one of the commands he may give to a classmate.

There must be exercises with the Word Cards to give the printed form of all new words. The Phonic Drill Cards, showing the key words that have been taught up to this time, may now be introduced for the purpose of beginning drill on the initial letters, their forms and sounds. If the teacher has covered the work outlined in Ear Training, Steps I, II, and III (see pp. 352-355), she may at this point institute regular drill on the following initial letters and sounds: R, r, S, s, D, d, J, j, M, m, W, w, and Wh, wh, conducting these drills according to the suggestions given in Training of the Eye and Vocal Organs (see page 356).

In this division of the work fourteen other action words, with as many new initial letters and sounds, are to be taught.

The teacher begins the first of this group of lessons by saying: “When I speak of myself, I use this one tall letter, I”—she writes the letter I as she calls its name—“but when I speak to you, I use this word, you.” (She writes the word you as she speaks it.) “Now I will tell you, John, something I can do.” She writes the sentence I can walk to you, and then “makes the story true” by walking to John. Then she speaks the sentence to John, “I can walk to you,” running the pointer under the sentence as she speaks. She may then add: “You see, children, I made my story true. Now you may make true some other stories or sentences.”

She then writes the sentences given below. Before the children speak the sentences, they make the stories true, by running, jumping, marching, and so forth, to the teacher: I can run to you. I can walk to you. I can jump to you. I can march to you. I can dance to you.

The teacher may easily vary the sentences by teaching the word You, written with a capital initial. She says, “This word You”—writing it as she speaks—“is written here with a large letter, or a capital letter, as we call it. I shall write some things that you may do”—writing the word may. “Every sentence will begin with this word You, written with a capital letter.”

She writes and the children obey the following sentences: You may walk to me. You may run to me. You may march to me. You may dance to me. You may jump to me. You may sing to me. You may whistle to me.

The children will soon understand that sing to me and whistle to me call for no action except standing up when they whistle or sing. This exercise calls for silent reading. If the sentences are read orally, they must be given as commands by one pupil to another.

The Phonic Drill Card showing the key word You and the initial letter Y must be added to the Cards by which the class is already being drilled.

A somewhat different order of development is necessary in teaching the words Hide, Look, Quick, and the phrase be quick.

The teacher says, “How many of you like to play at hiding? . . . I see you all do. Very well, we will play at hiding, but you must not be slow in playing this game. You must be quick.” (She writes the phrase be quick as she speaks it.) “I shall write here at one side of the blackboard the words, Quick! be quick.” (She writes the phrase be quick as she speaks it.) “When any one of you is too slow, I will point to the words, Quick! be quick.” (She runs the pointer under the phrase as she speaks it.) “When I point to these words, or speak them, you must move faster. Now who wishes to do this?” (She writes the word Hide and speaks it.) “Before anyone is ready to hide, I will write at this other end of the board the word Look.” (She writes the word Look.) “I shall let Henry hide. Come to me, Henry. The rest of you will put your heads down on your desks and keep your eyes closed until I call out this word, Look.” (She points to the word Look.) “Then the one to whom I shall say, Look, when you all open your eyes, may look for Henry, who will have hidden himself. Before we begin the game, let us see if we know all the words that we are to use in it.”

Then should follow a rapid and lively drill on the words Hide, Look, Quick, be quick.

The children will take great interest in mastering the words if they realize that as soon as they know the words they may play the game and direct their classmates by pointing to the words and saying, “Hide,” or “Look,” or “Quick! be quick.”

The children should be taught to recognize all these words when written with capitals as well as with small letters.

The few words introduced up to this point will have been used over and over by this time and should have become thoroughly familiar to the children both in script and type, capitalized and written with a small letter.

A very important part of the preliminary work on the blackboard is teaching the children to read with proper expression. Sentences beginning with the word See, for example, are almost invariably read by young children with the wrong inflection,—that is, as if the sentences were interrogative instead of imperative.

The teacher may start her class on the right track and keep them in it by saying, “When people wish others to look at them or watch them while they are doing anything, they say, Watch me do this or See me do this. Now let us do some things and ask the class to watch us, or see us do them. I will begin.

“Watch me walk.” (She speaks the sentence, but does not write it, and walks across the room.) “See me walk.” (She speaks the sentence and walks back.) “Watch me march.” (She speaks the sentence and marches.) “See me march.” (She speaks the sentence and marches back.)

The teacher must be careful to say See me exactly as she says Watch me. There is no need to teach the word Watch at this time.

The children may next be told to make true the stories below, after a silent reading only and before any one of them is spoken (read aloud): See me run. See me walk. See me jump. See me march. See me dance.

The word now should be introduced in the sentences of the next lesson, and should be written with a capital and a small letter. The new word is taught by the teacher saying, “This word, Now”—she writes the word Now—“tells you when you may do a thing. I shall write and tell Tom what he may do now.” She writes the sentence; then looks at Tom, saying, “Now you may run.” After Tom has run, the teacher calls attention to the new word Now in the sentence. Then she writes, and has the children read and act the following sentences: Now you may jump. Now you may dance. Now you may whistle. Now you may walk. Now you may march. Now you may sing. Now you may hide.

The following sentences, employing the same words, but in different order, may be taught next. The new element in this exercise consists in the opportunity offered for training in variety of expression. Certain words in each sentence are printed here in ordinary roman type to suggest to the teacher how she may show clearly and strikingly the importance of emphasis in determining the meaning of sentences. These words should not be underscored or differentiated in any way, however, save by oral emphasis.

You may run now. You may jump now. You may dance now. You may whistle now. You may walk now. You may march now. You may sing now. You may hide now.

This exercise involves oral reading, of course. The children take turns in standing at the board, running the pointer under a sentence and speaking it as a command to another pupil.

The Phonic Drill Card showing the word Now should be added to those which are already in use for drill on initial letters and sounds. This word, with You, Hide, Look, Quick, and their initial letters, have been taught in this group of preliminary lessons.

In the next group of preliminary lessons the words pertaining to play with a rubber ball are taught.

The teacher says: “How many of you like to play with a rubber ball? . . . I see you all do. So do I. There are several things that we can do with a ball. I can toss a ball.” (She tosses the ball up and catches it.) “What can you do with a ball? Tell me and show me how you do it.”

Different children tell the different things they can do with a ball, showing how they do them; as, I can roll the ball, I can throw the ball, I can bat the ball, I can pitch the ball, I can catch the ball, I can kick the ball.

The teacher then begins the lesson by writing on the board, See the ball. She reads this sentence and then points to the ball on the table. She calls special attention to the phrase the ball. The next sentence, Get the ball, is written on the board and spoken by the teacher, and then obeyed by one of the children. He afterwards speaks it (reads it orally) and one of his classmates obeys. The teacher rewrites the sentence every time it is read, calling attention to the new word Get.

In the same way the following sentences may be taught: Bounce the ball. Toss the ball. Pitch the ball. Catch the ball. Kick the ball.

After these sentences have been taught, the teacher takes the ball, writes the sentence, Up, up goes the ball, reads the sentence, and then tosses the ball high in the air. Several children read the same sentence when it is rewritten for them, each time tossing the ball as high as they can. Other sentences may be used also; as, Toss the ball up high, Kick the ball up high. Attention must be called to the new words Up, up, goes, and high.

Taking the ball again, the teacher writes the sentence, It goes up high, reads the sentence, and then tosses the ball as high as she can. Several children read the same sentence when it is written again for action. Again taking the ball, the teacher develops in the same way the sentence, See it go up, up. Several children read the sentence; and attention is called to the new words It, it, and go.

To make the teaching of the words Hide and Find vital and interesting, the teacher may use the old-fashioned game of “Hide the switch,” before the sentences are read, substituting the ball for a switch. The game is played as follows:

One child hides the ball while the others keep their eyes closed and their heads down on the desks. When he has hidden it, he calls out to the class, “Look!” Then another child is called upon to come to the front of the room. The first child says to him, “Find the ball.” As the second child moves away from the hidden ball in his search, the child who hid it calls out, “Colder, colder”; as he moves nearer to the hiding-place, the child who hid it calls out, “Warmer, warmer.” This helps the seeker to find the ball without too much delay.

After the game has been played without any sentences written or read, it should be played again as part of the reading lesson. The teacher writes the following sentences, which the children read and obey: Get the ball. Hide the ball. Find the ball.

The game of “making stories true” may be used again with success in teaching the sentences below. The child reads the sentence silently, then speaks it (reads it orally), and finally puts the sentence into action. I can get the ball. I can bounce the ball. I can pitch the ball. I can catch the ball. I can kick the ball. I can toss the ball. I can hide the ball. I can find the ball.

The Word Cards should be used to teach the printed forms of all new words; the Phonic Drill Cards, to teach the printed forms of the key words, their initial letters and sounds. The key words taught up to this point are Run, Walk, Jump, Dance, Sing, Whistle, March, Get, Look, Now, Quick, Up, You, High, Bounce, Pitch, Catch, Kick, Toss, Hide, Find, and It, with the initial letters R, r, W, w, J, j, D, d, S, s, Wh, wh, M, m, G, g, L, l, N, n, Qu, qu, U, u, Y, y, H, h, B, b, P, p, C, c, K, k, T, t, F, f, I, i.

B. Sentences Based on Objects and Pictures.

This group of preliminary lessons is no less important than the three groups which preceded it. Many phrases, some of them merely grammatical forms, some of them idiomatic, which every child should know at sight before he attempts to read from a book, are taught in these lessons. Such phrases are: I saw, I have, You have, Is this, This is, Show me, Yes, That is, Do you, and the words know, what, and so on. Besides learning these phrases, the children should become familiar with the declarative and interrogative forms of the sentence, and with the period and the question mark. They should know at sight the words that name some of the common objects about which they are to read in the Primer; the knowledge of such words is most important, since they furnish subject matter not only for seat work relating to reading, but for the reading itself. Among the name words to be taught at this stage of the work, those that occur early in the Primer or that are immediately necessary for other reasons should be given precedence. Such words are: ball, rope, drum, doll, bell, bird, nest, hen, chicks, duck, eggs, apples, violets, kitty, dog, rabbit, cow, pig, sheep, horses, oxen. When it is not practicable to have the object itself in the schoolroom, or even a toy representation of it, the teacher can use pictures or cardboard figures, colored and cut out by the whole class or by the older children.

The children should know also the given names of the characters of whom they are to read in the Primer, Frank, Max, Grace, and Alice. It is well for the class to become somewhat better acquainted with the Primer, so that they may have enough interest in the book to look forward eagerly to the time when they may read it. Their interest may be heightened by teaching them how to handle the book properly and care for it, and by giving a little study to the illustrations of the Primer, preliminary to reading from the book.

The first sentences taught in this group of lessons, based on objects and pictures, may contain the phrase I have.

Taking up the ball, the teacher writes the sentence, I have the ball, and then speaks it. She allows a child to select one of the other objects, as the drum. She tells him that he is to tell her what he has, but not until after she has written what he will say. She writes the sentence, I have the drum, and the child reads it, or speaks it, as the class has been taught to call reading aloud.

In this way all of the following sentences may be learned: I have the apples. I have the violets. I have the eggs. I have the chicks. I have the hen. I have the horses. I have the sheep. I have the oxen. I have the kitty. I have the dog.

Such an exercise will be interesting and full of activity when the children are urged to think, move, and speak rapidly. Each child takes up the object mentioned in the sentence, and, holding it up before the class, reads the sentence that tells what he has. Since the words apples, chicks, eggs, violets, and oxen are to be used as key words in teaching the form and sound of the initial letters, a, e, ch, v, and o, drill upon these words is very important.

The next sentences introduce the phrase You have. The teacher directs a pupil to hold up any object he chooses,—for instance, the bell. She then writes the sentence, You have the bell, and, looking at the child, she speaks it. Another member of the class is then allowed to come to the board, run the pointer under the sentence, and speak it to the child who holds the bell. Other sentences to be taught here are: You have the drum. You have the doll. You have the rope. You have the ball. You have the rabbit.

These sentences will be used to add variety and naturalness to the next group of sentences, in which are introduced the longest sentences yet presented to the class.

The teacher hides one of the objects behind her, or in the folds of her dress,—perhaps the doll. She writes, and then asks the class, as she runs the pointer under the sentence, “Do you know what I have?” The child called on peeps to find out what the object is and then whispers to the teacher, “You have the doll.” The teacher says, “I will write just what you said and you may say it to me again out loud from the board.” She writes the sentence and then runs the pointer under it for the child to read aloud. In this way, the class reviews the group of sentences taught last. The new lesson appears on the board somewhat as follows:

Although the pupils are not yet ready to read from the book, the teacher may begin to introduce the class to the Primer in the ways suggested. She may show them how to care for the book—that is, how to open and shut it properly—may show them which is the front and which is the back of the book, and tell them that they will go from the front toward the back of the book as they read it through. She may then tell them that it is a storybook,—a book that tells the story of some boys and girls, of about the same ages as themselves, and the good times they had. She promises that by and by she will tell them at each lesson a part of the story and that they will read it for themselves. She then offers to tell them at once the names of the boys and girls in the storybook.

She selects some picture in the Primer which shows Frank, Alice, Grace, and Max. The picture on page 45 is perhaps the most suitable for this purpose. Pointing to the different children in the picture, the teacher says, writing each name only, on the board, as she speaks: “This tall boy in front is Frank. This tall girl is Grace. The smaller girl is Alice, and the smaller boy is Max.”

She then asks some child to hold up his book and show her Frank; she points to the name on the board as she says it. The names of the other children in the picture should be reviewed and fixed in the pupils’ minds in the same way.

As a next step to fix the new names, she holds up her book and, pointing to Frank in the picture, says, “Who is this? Show me his name on the board.” In this way she drills the pupils upon all the names until they know the four Primer children, Frank, Max, Grace, and Alice.

The teacher next writes and speaks the following sentences for the children to obey: Show me Grace. Show me Alice. Show me Max. Show me Frank.

The next group of sentences consists of stories for the children to make true. I can show you Grace. I can show you Alice. I can show you Frank. I can show you Max. This exercise is interesting to the children when they are allowed to make each story true by holding up the picture and pointing to it, as they speak the sentence from the board.

In an exercise of the same kind the following sentences may be taught: This is Frank. This is Grace. This is Alice. This is Max.

The teacher begins the next lessons by telling the class that she will write the questions for them to ask each other before they speak them, but that she will write the answers after they speak them.

She starts the lesson by writing the question, Is this Max? Then she holds up her book and points to one of the other children,—not Max. Of course, the pupil she calls on knows it is not Max. So he says, “No, that is not Max.” Or he may say, “No, that is Frank.” The teacher writes his answer and requires him to read it. Two other children are then called upon to read the question and the answer again. The questions and answers will appear on the blackboard somewhat as follows:

This exercise, which requires oral reading, offers excellent training in correct, varied expression.

A lively lesson with which the teacher may bring to an end the preliminary blackboard reading lessons partakes of the nature of a game, in which the new phrase to be taught is I saw. The teacher writes the phrase I saw, and says, “These words say I saw. We are going to play a game in which one of you will whisper to me what he saw in your book, and then the chalk will tell the class what it was that he whispered to me.”

Following the teacher’s instructions, a pupil picks out one of the Primer children from a picture in the book—Max, for instance—holding his book so no other pupil can see which picture he looks at. Then closing his book, he whispers to the teacher, “I saw Max.” The teacher writes this sentence for someone to read. In this way the following sentences may be quickly taught: I saw Max. I saw Grace. I saw Alice. I saw Frank. The pupils should be allowed to pick out and use thus any object pictured in the Primer, whose name the pupils know; as, for instance, I saw a rabbit.

If the Word Cards have been used as we have recommended, the children will recognize the printed forms as easily as the script forms of all the words that have been taught them. From the use of the Phonic Drill Cards, they will also know the key words, apples, eggs, oxen, violets, chicks, show, this, and know, with their initial letters and sounds, a, e, o, v, ch, sh, th, and kn.

The children will learn the letter x with its sound from the word Max. The teacher should use the word thank very often in her talks with the children, and whenever she uses it she should write it on the board.

Although no child at this early period is expected to write, the foundation for his writing should be laid in his making ovals and other regular exercises. He may be told frequently to follow the teacher’s movements, as she writes on the board, with his finger uplifted in the air. The teacher calls this writing in the air. She may teach the word write, merely to connect the act with the word, in the following way: When the class is ready for the writing movement, the teacher writes on the board as she speaks the command, Write for me, or You may write. The children will learn the word write as one of the key words.

The phrases taught up to this point are: to me, to you, You may, See me, be quick, I can, I have, You have, Do you, Show me, This is, That is, I saw, Thank you, Is this.

Besides these phrases, the following action words have been taught: run, get, pitch, catch, bounce, toss, kick, hide, find, jump, walk, dance, sing, whistle, look, march, write.

The name words taught are: Frank, Alice, Grace, Max, ball, rope, hen, chicks, bird, kitty, nest, drum, doll, bell, dog, apples, violets, eggs, horses, oxen.

The other words are: now, what, know, and, up, high, not, yes, go, goes, and the,—which is always to be taught with its noun, as a phrase.

If the work outlined above has been thoroughly taught, reading the Haliburton Primer will be easy work. The lines along which progress will be safe, and sure, and permanently valuable will have been definitely established, and the young students will find themselves far on their way, with their initial impetus, not spent, but rather strengthened daily by interest in the book.

Detailed Lesson Plans in Reading from the Primer

A. Introduction

The Primer Story given in this Manual is a story with a purpose,—in fact with more than one purpose. As a mere story it may lack in vivid interest, as do most stories with a purpose, but, if rightly used, it will prove to be of great help to the teacher.

Since the Primer itself is a continued story, there may seem, at first glance, no necessity for the Primer Story as given in this Manual. The inability of the beginner in reading, however, to master any but the shortest, simplest, and easiest of written or printed sentences necessarily limits the story, as set forth in the Primer itself, to what is merely the skeleton of a story which must be filled out orally, by the teacher, to the form of a real story. This amplified, real story is given in this Manual as the teacher should tell it, bearing in mind the following points:

(1) Continuity is as much to be desired in the child’s very first reading as in that of any later period. To make obvious to the child the real continuity in the simple sentences of the Haliburton Primer is the first purpose of this Primer Story.

(2) That the reading matter be interesting is another essential for the early books in reading. To make interesting such short, easy sentences as must be used in the child’s own working book is the second purpose of this Primer Story.

(3) It is generally admitted that each new word in a reading lesson should be given to the child, as a whole, or sight word, that the word should be full of meaning and, if possible, of interest. To gain these two ends, the teacher must present each new word in its textual relation, and immediately thereafter write or print it for the child to see, so that he may get its meaning and its form simultaneously. To provide opportunity for teaching, using, and drilling the new words is the third purpose of the Primer Story. Telling a continued story usually calls for several spoken repetitions of any one word and hence furnishes the opportunity for speaking and writing it as many times as may be necessary.

(4) The reading of simple dialogue produces the most satisfactory results in expression if the beginner understands clearly who is speaking as well as what is being said. Yet this understanding should be secured if possible without giving to the beginner a book which contains several different kinds of type on each page, in some such confusing arrangement as the following:

The teacher is strongly advised to tell her class the Primer Story as the best way of making clear to the children who is supposed to be speaking, to whom he is speaking, how many sentences are supposed to be spoken by one person before another speaks, etc.,—all of which fulfills the fourth purpose of the Primer Story.

The teacher may add anything to the Story as given in this Manual that will help her to give life and animation to the story and so to fill it with vital interest. She must, however, stick to the text to the extent of using the very sentences that are to be read a little later by the children from their Primer lesson. The skillful teacher can do this in a natural conversational style and she can, at the same time, by an animated manner, make the story interesting to the little people, who will then become eager to read their Primer lesson. To be sure, what they will actually read is only the few, short, simply worded sentences in the Primer lesson, but it will seem to them as if they really read every full, glowing sentence that they heard fall from the lips of their vivacious teacher, and their reading will be correspondingly intelligent.

The teacher will find it worth while to read over, Primer in hand, more than once before the recitation period, that section of the Primer Story which corresponds to the day’s reading lesson. In some circumstances, it may seem to the teacher desirable to read to the pupils the lesson section of the Primer Story from the Manual, rather than to tell it, but such occasions should be exceptions and not the rule.

The lesson picture is to be studied by the class as part of the preparation for reading the sentences in the Primer. These pictures may be used for posing, for pantomimic exercises, or for dramatizing. The teacher should point out that the sentences on the pictured page always represent the conversation of the children shown in the picture. This understood, the pictures help the children greatly in reading the dialogue in which the Primer abounds. The Primer Story is based chiefly upon the illustrated lessons of the Primer. In many cases the picture also suggests the seat work for the lesson. The teacher should bear in mind that the pictures were placed where they are, not only to adorn the pages, but to extend the usefulness, and so enhance the value, of the reading content.

At the bottom of some of the Primer pages (3, 5, 7, etc.) will be found the key words, with the corresponding initial letters. Any child who was not present for the exercises upon these words and letters during the Preliminary Lessons in Reading with the rest of the class will have the opportunity of learning to use the key words with their initial letters and sounds when he comes to them in his Primer. For those who have learned them in the preliminary blackboard work, the key words and initial letters at the bottom of the Primer pages may be treated as review work in ear training, or any other kind of drill.

At the close of each lesson given in detail in this Manual will be found lists of words in word families. These lists are not to be found in the Primer except in a few pages near the end. There is an important reason for thus giving lists of words for phonic exercises at the close of each of the early reading lessons in the Manual, but not in the Primer itself. We wish to emphasize the fact that mechanical drill and reading are two separate and distinct processes and as such should be kept apart, especially in the earliest reading. That is to say, during the reading period the child should think and read with as little interruption as possible, and with no distraction from the thought of the lesson; and, at the period for phonic exercises, the child should be put through the purely mechanical drill with as much speed and vigor as possible. Yet the lists of words drilled upon should be deduced as often as possible from words learned as wholes in a previous reading lesson; hence the arrangement in the Manual of lists of words for phonic exercises. These lists in the Manual are to be written on the blackboard by the teacher. The use of these word lists may well be supplemented by work from the Haliburton Phonetic Chart, supplied by the publishers, D. C. Heath and Company. The teacher should note especially that these phonic exercises for the blackboard, introduced in the Manual, are not to be used for word drills—since similar exercises to teach the words are given in the Phonetic Chart and again in the First Reader—but as phonic drills, pure and simple.

By the time they reach page 29 of the Primer, the pupils should know how to “dig out” for themselves simple words containing the short sounds of the vowels. They are shown the way to do such “digging out” when, at the drill period, the teacher covers some of the letters in a known word, calling upon the children to give the sounds in the word one after another until the whole word is pronounced, according to directions given later on.

The procedure in teaching the Primer lessons changes somewhat as the work advances, but it follows generally the steps given below:

1. Study and discussion of the lesson picture.

2. Telling the Primer Story.

3. Dramatization of the lesson picture; Primer Story.

4. Reading the Primer lesson.

5. Drill on words given in Phonic Exercises.

The teacher will find that the Primer falls into four groups of lessons.

The first group (pages 1-21) is composed of lessons about the Primer Children’s outdoor play,—running races, playing ball, playing at hide and seek, jumping rope, etc. This whole section of the Primer may be treated under the head of Outdoor games. The teacher’s talks with her class and the school recreation exercises at this time may center around games; the teacher might even participate in her pupils’ outdoor recreation.

The second group of reading lessons (pages 22-37) is composed of lessons about the Primer Children’s baby sister. The teacher’s talks may at this time deal largely with her pupils’ baby brothers and sisters at home, how they play with them, sing to them, care for them, and so forth.

The third group of reading lessons is a large group (pages 38-111). It is composed of lessons that tell of the Primer Children’s visiting Cousin, of the pets which they so proudly exhibit, and of the dumb creatures about which the little cousin from the city knows so little.

The last group of lessons is the smallest (pages 112-121) and is composed mostly of Mother Goose rimes. (See the suggestions in Chapter V, page 403.)

B. Lessons Complete

Lesson I, Page 1 of Primer

The teacher’s first talk may be somewhat as follows:

The children will probably speak of jumping rope, playing ball, etc. The teacher should lead them to talk of running races if they do not mention this of their own volition.

Picture Study.—Following the teacher’s directions, the children find the picture on page 1 of the Primer. After studying it a while, they tell what they think the children are doing. One child may say that the children are chasing the ducks and geese. Another may say that he thinks they are trying to catch the kitty-cat. The teacher should have as many pupils as possible tell something that they see in the picture, or, better still, something that they think about it.

Primer Story.—You have seen the picture of Alice, Grace, Frank, and Max. You remember I showed them to you. The book doesn’t tell anything about Max just at first, but we will read about him a little later on.

Grace and Alice are two little girls who live in the country, and Frank is their brother. They have a little sister whom they call Baby; but we will not look for her picture just yet.

These children have happy times playing together. One of the things they like to do is to run races. Sometimes Frank beats, or wins, the race, and sometimes Grace beats. Alice is such a short, dumpy, little girl that she can’t run fast, and always falls behind in the races. Grace and Frank call her “Slow Coach,” and whoever beats the race Alice calls “Lightning Express.” Sometimes Grace is “Lightning Express,” but more often Frank is.

One day they were running races across the back yard and Lad, Frank’s little dog, was running with them, barking and yelping in great glee. They made so much noise as they ran shouting and laughing across the yard, that the ducks and geese ran before them flapping their wings and squawking shrilly, and the kitty-cat rushed up the tree.

When they were all ready to start another race, Frank said, “When we are all in a straight row and ready to start, I’ll say, ‘Run!’ ” (The teacher writes the word Run on the board.) “The one who gets to the big tree first, will say, ‘Now stop’ ”—the teacher writes the words Now stop on the board—“and the rest of us must stop that very minute so we can see who is ‘Slow Coach’ in this race, and how far behind he is.”

Little Alice soon fell behind the others, but she called out, “Run, run.” (The teacher writes the words.) Grace got to the tree first, and as she put out her hand to touch the tree, she called out, “Now stop!” (The teacher again writes these words.) Alice didn’t stop quickly enough and Frank called out “Stop, stop.” (The teacher writes the words.)

These lessons are described here so minutely that, if the teacher wishes to do so, she can omit the Preliminary Lessons in Reading from the Blackboard and begin reading from the Primer on the first day of school. This, however, is not advised. If the preliminary blackboard reading has been done as prescribed, the class will be able to read several Primer pages at each lesson.

Reading from the Blackboard.—The teacher should plan her questioning so that the children’s answers will reproduce the text of page 1,—the same sentences in the same order. This is simple enough to do.

She asks: “Now, what was it that Frank said when they were ready to start?” (She points to the word Run and waits for the children to give it.) “What did Alice call out as she ran?” (Points to the words Run, run, and the children give them.) “What did Grace say as she reached the tree?” (Points to the words Now stop, as the children give them.) “What did Frank say when Alice did not stop soon enough?” (Points to the words Stop, stop, as the children give them.)

The words should then be arranged thus on the board:

For a rapid review of the sentences, the teacher hands the pointer to first one and then another child, saying, “What did Frank say first? What did little Alice say? What did Grace say when she reached the tree? What did Frank say when Alice didn’t stop soon enough?”

To answer these questions, the children should read aloud the sentences on the blackboard with the rapidity of speech natural in answering questions. They should run the pointer under the sentences corresponding to what they read.

Dramatizing the Lesson Picture and Primer Story.—After hearing the Primer Story and before reading the lesson from the book, three of the children may be allowed to pose the lesson picture on page 1 of the Primer. Racing may be considered by some as a kind of dramatization too noisy for the average schoolroom, but posing is noiseless. If, however, the teacher chooses to try it, she will probably find that it pays to begin the work of dramatization with a situation as simple and natural as one developed from a story and picture like this. The children may be taught to run lightly—almost, if not quite, noiselessly—across the room, to touch the blackboard or wall for the make-believe tree. Some boy will be only too happy to run and bark “Bow-wow-wow,” in the character of Lad, the little dog. The sentences of the lesson will be called out by the little actors in the most natural tones, when dramatizing the Primer Story, and the children will instinctively use the same tones when reading the same sentences in the Primer lesson.

Reading from the Book.—After dramatizing the lesson, the children will read it from the printed page of the book with good expression.

Drill on Printed Words.—Stop is the only new word in the lesson, if the blackboard work has been done as previously described. The printed word stop should be shown on the Word Card and in script on the blackboard, as suggested at the beginning of these detailed lesson plans. We shall not refer again to such drill on new printed words, since such drill is to be taken for granted as part of every lesson until print and script become equally familiar to the class.

Exercise in Phonics.—The teacher should review the key words and their initial letters and sounds after every reading lesson until all the class knows them thoroughly.

Lesson II, Page 2

Picture Study.—The pupils study the lesson picture on page 2,—after which the teacher encourages them to talk about it.

Primer Story.—The next day Frank told Alice he could catch her even if she started running several yards ahead of him. Alice ran as fast as she could, and Frank ran after her, calling out, “Run, Alice, run.” Alice soon grew tired of running and cried, “Stop, Frank, stop.”

Reading from the Blackboard.—(See page 33 for caution on teaching sentences beginning with the word See.) The children should read the script sentences as answers to the teacher’s questions in the following plan: “I wish you to see Frank as he looked when chasing Alice.” (The teacher holds up her book, points to Frank in the picture, and speaks the following imperative sentence as naturally as possible, with no suggestion of interrogation: See Frank. She then writes the sentence.) “I wish you to look at Alice.” (Points to Alice and speaks the following sentence before writing it, as before, See Alice.) “I wish you to see Alice run.” (Points to Alice, speaks and writes the next sentence, See Alice run.)

“Now, how do you tell me who it is that you wish me to see?” (The teacher points to the first sentence on the board and the child reads, See Frank.) “Whom do you wish me to see or look at next?” (The teacher points to the next sentence and the pupil reads, See Alice.) “What do you wish me to see Alice do?” (See Alice run.) “This is what Frank called out to Alice.” (The teacher writes and child reads, Run, Alice, run.) “This is what Alice called out to Frank.” (The teacher writes and the child reads, Stop, Frank, stop.)

Dramatization of the Lesson Picture.—Two of the children take the positions shown in the picture and repeat what they can remember from the Primer Story of the conversation between Alice and Frank.

Reading from the Book.—The class read page 2.

Drill on Printed Words.—The words see, Frank, Alice, need no special drill. See is the only one of the three to be found among the Word Cards, which do not include the names Alice, Frank, Grace, Max.

Exercise in Phonics.—The teacher writes the word stop on the board for a type word and the following words for drill. (See Phonetic Chart, Group (12), page 376.)

Lesson III, Page 3

There is no picture to be studied in this lesson except the one on the preceding page. Neither is there any part of the Primer Story to be told. The only new word to be developed is the word Do. To introduce the written form of this word, the teacher may hold up her book, point to Frank in the picture on page 2, and ask as she writes the question, Do you see Frank? Calling attention to the new word Do, she may say: “This is the word with which we sometimes begin a question, and this mark” (pointing to the question mark) “is the one that we always put at the end of a question when we write it. You must always watch for the question mark when you read.” The teacher may drill on the word do, with capital and with small letter.

Then the pupils are ready to read page 3 of the Primer. As will be seen, the sentences are in three groups. The children should be told that the first group of sentences, tells us something about Alice and Frank; that, in the second group of sentences, Alice is talking; and that, in the third group of sentences, Frank is talking.

Exercise in Phonics.—The children should pronounce the word run, shown at the bottom of page 3, and give the sound of the letter r. They should then be asked to give as many words as they can that begin with the same sound as run. The teacher may lead them to do this by giving such words as r-ed, r-ace, r-ide. From this exercise the children are led to give, of their own initiative, other words that begin with the sound of r. The Phonic Drill Card bearing the word run should be used in a review drill upon the form and sound of the letter r. We shall not refer again to this use of the key words and their initial letters and sounds. Key words are given at the bottom of many pages in the Primer for the purpose of review.

Lesson IV, Page 4

Picture Study.—The pupils tell what they think the Primer Children are saying and doing.

Primer Story.—One day Father gave Frank a large rubber ball. Frank wanted Alice to see how he could kick it and pitch it, and how it could roll and bounce over the ground. When Alice came, he sent the ball flying over the ground toward her and cried: “See the ball. Get the ball. Get the ball, Alice. Run, Alice, run.”

Alice ran and picked the ball up. She came back to Frank and then she tried to pitch the ball as Frank had done. But, though she could roll the ball, bounce it, and toss it, she could not kick it or pitch it. So she cried, “Get the ball, Frank. Run, run, Frank. Now get the ball.”

Reading from the Blackboard or Book.—As there are no new words in this lesson, there may be no necessity for writing the sentences on the board. There is very little action in the lesson picture, but this one, together with the next five pictures, forms a series of excellent pictures for posing. Hearing the Primer Story before posing the picture should enable the pupils to repeat naturally what the Primer Children in the picture are supposed to be saying.

The printed page of the Primer will then be read easily and naturally, as a conversation between the two pupils who take the parts of Alice and Frank.

Phonic Exercise.—Using the word run as a type word, for a drill upon the un word family, the teacher may give the following words for the pupils to sound (See Phonetic Chart, Group (28), page 378):

Lesson V, Page 5

There are no new words in this lesson. The children will read the sentences with ease and with good expression if they are made to understand that they are talking about the children shown in the picture on page 4, and if the teacher calls for the sentences as answers to what she asks; for example, the first group may be treated as follows:

For the second group, the teacher says:

Exercise in Phonics.—Using the word can as a type word, the teacher may give the following words for drill on the an word family (see Phonetic Chart, Group (4), page 375).

Lesson VI, Page 6

The teacher should note that from pages 6 and 7 to pages 28 and 29 the text under the picture on the left-hand page represents a conversation between the Primer Children, which is to be read as a dialogue, while the text on the opposite page represents a talk about the Primer Children. Throughout this section of the Primer, it is only in developing the lesson on the picture page that the teacher gives a section of the Primer Story.

Study of Picture.—The children tell what they think Alice and Frank are doing and saying.

Primer Story.—One day Alice asked Frank to teach her how to play ball in the right way. She said to Frank: “Get the ball. Get the ball, Frank. Pitch the ball.” Frank said: “Can you pitch the ball? I can pitch the ball to you.”

Then he threw the ball. Alice tried to catch it by holding up her dress for it, but the ball went flying by her. Then Frank said: “Stop the ball, Alice. Run and get the ball.”

Alice ran and got the ball and Frank said, “Now you can pitch the ball.”

Dramatizing the Lesson Picture.—After the Primer Story has been told, two pupils may pose for the picture. They may be asked to remember that in the Primer Story Alice says only three things.

Phonic Exercises.—Get should be used as the type word for the class drill on the et word family (see Phonetic Chart, Group (21), page 377).

Lesson VII, Page 7

The only new word in this lesson is the word said. This word the teacher presents in the following talk:

“In this lesson we are going to tell some of the things that Frank can do with the ball, we are going to ask two questions about Alice, and we are going to tell what Alice said.” (Writes the word said.) “Alice said” (writes the word said again) “three things to Frank, and then asked one question. Then we are going to tell what Frank said.” (Points to the word said.) “He said three things to Alice.”

The teacher need not write this lesson on the board. The sentences of the first group should be read from the Primer in answer to the teacher’s questions.

The sentences of the second group are to be read in response to the following from the teacher: “Alice said three things to Frank. Tell me what three things she said.” Pupil reads first three sentences of this group. “Then what question did she ask him?” Pupil reads: Can you pitch the ball to me? “Frank said three things to Alice. Tell me what he said.” Pupil reads last three sentences.

Phonic Exercise.—The word see is to be used as the type word in drilling on the ee word family (see Phonetic Chart Group (77), page 383).

Lesson VIII, Page 8

Picture Study.

Primer Story.—Frank told Alice that no one should try to catch a ball in the way she did, and he showed her how to hold her hands. Then he took the ball and said: “Catch the ball. Catch it, Alice. Can you catch it?”

Alice held out her hands and said: “Pitch it to me, Frank. I can catch it. See me catch the ball. See me run and catch it.”

Frank called out: “Run, Alice! Catch the ball.”

Dramatization of Lesson Picture.—Two children pose as Alice and Frank, as they appear in the picture.

The teacher may begin to encourage the children from now on to read over silently the text of the new lesson, before the class is to recite, and so of course before they dramatize the lesson picture. She may remind the class that this will help them remember what Frank said—as, for instance, the first three sentences and the last sentence—and what Alice said—the fourth, fifth, sixth, and seventh sentences. She may tell them that, when they pose or act the story, they will talk for Alice and Frank much better for having read it over silently beforehand. This may provide the first impulse to silent and thoughtful effort at preparatory reading, which is later to develop into the study of a lesson. From this point in the work on, the picture study assumes more and more the character of a lesson study.

Reading from the Book.—There being no new words in this lesson, the children will be able to read it aloud at once, with ease and expression.

Phonic Exercise.—The class should be taught to build up lists of words on a known word used as a basic phonogram, such as it, in, an, on. (See Phonetic Chart, Groups (18) and (13), page 376.)

Lesson IX, Page 9

The word did is the only new word in the lesson, if yes was taught, as prescribed, in the preliminary blackboard work. A good drill on the new word may be given in the following way: The teacher opens the book and shows for a moment some picture, as, for example, the one on page 1. She then writes and asks her own questions. She writes and the children read their answers aloud.

The teacher drills on the words Did, did, and Yes, calling especial attention to them. The class may then read page 9.

Exercises in Phonics.—(See Phonetic Chart, Group (14), page 376.)

Lesson X, Page 10

The only new word is like. The teacher says, “Let us tell what we like to do with a ball.” Calling attention to the word like, she writes and reads, “I like to toss a ball.” Then the children read aloud rapidly from the blackboard the following sentences: I like to kick a ball. I like to bounce a ball. I like to pitch a ball. I like to catch a ball. I like to toss a ball.

Study of Lesson Picture.

Primer Story.—Alice found that she couldn’t catch a ball when Frank pitched it, and that she couldn’t pitch it straight either. But she knew she could bounce a ball, so she said: “Bounce the ball, Frank. Can you bounce it? Pitch the ball to me. I can bounce it. I like to bounce a ball.”

She took the ball and began to bounce it, catching it as it bounced back from the ground. “See me bounce it,” she said. “See me catch it. Bounce, ball, bounce.”

Dramatization of Lesson Picture.—The sentences on page 10 are to be read by the class.

Phonic Exercises.—(See Phonetic Chart, Group (145), page 390.)

Seat Work.—The teacher can draw a brick wall on the board as suggested by the picture on page 10. On each brick in this wall, the teacher may write one of the sight words taught in the series of reading lessons on the ball up to this time. As the children call the words, the teacher may “tear the wall down” by erasing the words. For seat work, each child may have the picture of a wall hektographed on a large sheet of manila paper, on each brick of which he is to place the Seat Work Cards (see page 419) that tell about the ball. This device—which may be used for other lessons, also—will familiarize the class, in an interesting way, with pitch, catch, bounce, toss, kick, get, etc.

Lesson XI, Page 11

The word him is the only new word in the lesson. The class can easily sound this, so no preparatory work on words is needed for this lesson, which can be read at once.

Phonic Exercise.—(See Phonetic Chart, Group (15), page 376.)

Lesson XII, Page 12

There are no new words in this lesson.

Study of Lesson Picture.

Primer Story.—Alice likes to toss a ball. And so, after she had bounced the ball for a while, she wanted to toss it up and catch it. She wished Frank to toss it first, however, and so she said: “Toss the ball, Frank. Toss it up, up. I can toss it up. I like to toss a ball.”

Then she took the ball from Frank and tossed it as high as she could, saying: “Up, up! See me toss it. I can catch the ball. I can run and catch it. Can you toss it up and catch it?”

The class may then read page 12 of the Primer.

Exercise in Phonics.—The teacher should use the word up as a basic phonogram and hold drills on the list of words built upon it; also on the words containing phonogram oss. (See Phonetic Chart, Group (32), page 378.)

The teacher may introduce at this point a new kind of phonic exercise, which will help the children get new words for themselves, whether or not they happen to have had, in their phonic drill work, the combinations or phonograms composing the unknown word. All of the words which have been given to the class, both as sight words and in drills on different word families (run, can, get, and him, up, stop, it, did), may be divided into two sounds and also into three (except up and it). The teacher writes one of these words on the board and covers up all of the letters in it except the first. She has the class sound this letter, then the next, and then the last. Since she should uncover the letters in order, as rapidly as the pupils can sound them, the whole word is pronounced, but slowly.

Seat Work.—The teacher may draw a rail fence on the blackboard, and write the known sight words on the rails. Then, as the children recognize the words on each rail, that rail may be “knocked down.” This kind of device is interesting and humorous to little children.

Lesson XIII, Page 13

The phrase I have has been taught in a previous lesson. The new word with may be taught by the teacher speaking and writing the sentences which follow, calling attention to the new word: I saw Frank with a ball, I saw Alice with a ball.

Exercise in Phonics.—(See Phonetic Chart, Group (97), page 385.)

Lesson XIV, Page 14

There are no new words in this lesson.

Study of Lesson Picture.

Primer Story.—You know all boys can kick a ball very high, and they like to do it. Frank would rather kick a ball than bounce it or toss it, but Alice can’t kick a ball very well. Frank said: “I can kick the ball, Alice. I like to kick a ball. I can kick a ball high.”

He took the ball and gave it a kick, saying: “See me kick it high. See me run and kick it. Can you kick a ball, Alice? Do you like to kick a ball? Run and kick it, Alice.”

Alice tried to give it a little kick and Frank laughed as he said, “Kick it high, Alice.”

The class read the sentences on page 14.

Exercise in Phonics.—The word and should now be used as a phonogram upon which to build a list of new words; as:

Seat Work.—The children will enjoy the seat work for this lesson if they are shown how to draw a figure with straight lines which will clearly represent a boy kicking a ball.

Lesson XV, Page 15

The word not was taught in the preliminary blackboard work, but play and boy are new. These two words may be taught in written sentences; as: Frank is a boy. Frank likes to play. Max is a boy. Max likes to play.

Exercise in Phonics.—The word play should now be used as a type word for making lists of words for sounding (see Phonetic Chart, Group (91), page 384):

Lesson XVI, Page 16

Will is a new word, which the children can easily get if they are simply told that double l at the end of a word is to be sounded as one l.

Study of Lesson Picture.

Primer Story.—One day Alice and Frank were playing in their mother’s greenhouse among the flowers. Frank saw Grace coming and said in a low tone to Alice: “Alice, I see Grace. Grace did not see me. I will run and hide.” (The teacher writes this last sentence, calling attention to the word will.) “Will you hide, Alice?” (She writes this also, calling attention to the word will.) “Run, run and hide. Grace will catch you. Hide, Alice, hide. Grace will see you.”

The sentences on page 16 are then to be read by the class.

Exercise in Phonics.—(See Phonetic Chart, Group (47), page 380.)

Lesson XVII, Page 17

The new words on this page are them, He, he.

Primer Story.—You have just read about Frank and Alice hiding. Now you will read about Grace finding them. (The teacher writes the word them.) Frank saw Grace coming when he—(she writes he)—and Alice were in the greenhouse, and thought of a good place in which to hide. He—(the teacher writes He)—thought Grace could not find them (she points to the word them). I wonder whether you children like to play hide! Let us talk to each other about this from the book. Then I will tell you where Alice and Frank hid from Grace.

The sentences on page 17 are then to be read by the class.

Exercises in Phonics.—(See Phonetic Chart, Group (19), page 376.)

Lesson XVIII, Page 18

The only new word is Sister.

Study of Lesson Picture.

Primer Story.—I told you that Frank thought of a place where he and Alice might hide and where he thought Grace couldn’t find them. It was in the library. He and Alice ran into the library and hid under a table. Then Alice called: “Sister! Sister Grace!” (The teacher writes this and calls attention to the word Sister.) “Find me, Sister. Find Frank. Find me.”

Grace, who had seen Alice and Frank as they ran, also saw them stop and run behind the table, although she couldn’t get under it. So she called back to Alice: “Yes, I will find you. I saw you and Frank run. I saw you stop. I can find you and him.” Then she stooped and looked under the table; she saw Alice’s feet and cried, “I see you now, Alice.” She caught Frank and cried, “I have you now, Frank.”

The class then reads the sentences on page 18.

Exercise in Phonics.—(See Phonetic Chart, Group (143), page 390.)

Lesson XIX, Page 19

The new words in this lesson are she and us. The children can sound both of them. Class reads the sentences on page 19.

Exercise in Phonics.—(See Phonetic Chart, Group (52), page 380.) The teacher writes on the board words that contain the short sound of i, and, by adding e to these, makes words with the long sound of i. Drill on these words should follow.

Lesson XX, Page 20

The new word is come.

Study of Lesson Picture.

Primer Story.—One day Grace found some pieces of rope out in the orchard. She picked up one of them and began to jump. She soon saw Alice, and called out to her to come—(she writes the word come)—to her.

“Come”—(the teacher writes the word Come)—“and jump, Alice,” said Grace. “Jump the rope with me. Do you like to jump a rope? I can jump high. You can jump with me. Come jump, Alice, jump.”

The class then read the sentences on page 20.

Exercise in Phonics.—(See Phonetic Chart, Group (54), page 381.)

Lesson XXI, Page 21

The new words are children and has. The pupils can easily sound has. The word children may be taught by the teacher saying: “Look again at the picture on page 20. How many children”—(she writes children)—“do you see? What children”—(she points to the word children)—“do you see?”

The pupils read page 21.

Phonic Exercise.—(See Phonetic Chart, Group (40), page 379.)

This ends the first group of lessons in the Primer. The conversations connected with these lessons will naturally have been about play and outdoor games.

The next group of lessons will end with Lesson XXXVII. During the lessons of this group the conversation should center around the pupils’ baby sisters or baby brothers at home, around their play with the baby brothers and sisters, the care they give them, etc.

Lesson XXII, Page 22

The new words are here and baby.

Study of Lesson Picture.

Primer Story.—One day Frank found that his baby sister was trying to walk (the teacher writes the word baby), so he held her and tried to get her to walk to Grace. He called out: “Grace, here comes Baby.” (Teacher writes the sentence, calling attention to the word here). “Walk with me, Baby.” (Teacher writes the word Baby). “She can walk, Grace.”

Grace said: “Yes, Frank, she will walk to me. Come here, Baby. Come, Baby, come to me.” Perhaps Baby was afraid she would fall, but Frank helped her along, saying: “Walk to Sister Grace. Walk, Baby. Walk to Grace. Here she comes to you, Grace.” Baby took three steps alone and came near falling. She was not frightened, but laughed when Grace caught her and said, “Grace has you, baby sister.”

The sentences on page 22 may be read by the class.

Phonic Exercise.—(See Phonetic Chart, Group (64), page 382.)

Lesson XXIII, Page 23

The only new word in this lesson is your. The children know the word you; from this they may get the word your by the addition of r; and from usage they know the pronunciation. The pupils read the sentences on page 23.

Phonic Exercise.—(See Phonetic Chart, Group (147), page 390.)

Lesson XXIV, Page 24

There are no new words in this lesson.

Study of Lesson Picture.

Primer Story.—Grace found Baby when she was trying to walk. Grace began to play and dance with Baby, while Frank and Alice watched them.

Grace said: “Now I have you, Baby. Come and dance,” etc.

The rest of the sentences on page 24 of the Primer are to be woven into the Primer Story by the teacher, as has been done in almost every lesson. She must remember only to make it clear that they are spoken by Grace.

The pupils then read the sentences on page 24.

Exercise in Phonics.—

Lesson XXV, Page 25

The new words in this lesson are Does and her.

Primer Story.—We have been reading about Grace and Frank playing with Baby. What were they trying to teach her—(the teacher writes the word her)—to do? Does Baby like to dance? (The teacher writes the word Does). No, Baby does not like to dance. (Teacher writes does.)

The pupils read the sentences on page 25.

Exercise in Phonics.—(See Phonetic Chart, Group (8), page 375.)

Lesson XXVI, Page 26

The only new word in the lesson is the word for. The teacher develops it by writing the phrases in which it is used, as they occur in the Primer Story; as, for her, for you, for us, for me, for him, for Grace.

Study of Lesson Picture.

Primer Story.—Baby wouldn’t try to dance for Grace, so Frank asked Grace to sing, and see if Baby would dance for her. He said, “Baby will not dance, Grace,” etc.

The rest of the sentences on this page should be woven into the Primer Story so as to show that they are spoken by Frank. The pupils read the sentences on page 26.

Exercise in Phonics.—(See Phonetic Chart, Group (36), page 378.)

Lesson XXVII, Page 27

The new words in this lesson, hear and too, may best be presented in the teacher’s talk. “We have read about Grace dancing with Baby. Baby likes to hear Grace sing.” (Teacher writes and repeats the phrase likes to hear, calling special attention to the word hear). “She likes to hear Alice sing, too,” (She writes the word too.)

The pupils read the sentences on page 27.

Exercise in Phonics.—

Lesson XXVIII, Page 28

Study of Lesson Picture.

Primer Story.—Frank was about to run out of the room when Grace called him to come and whistle, so that she and Alice could persuade Baby to dance.

“Come here, Frank,” she said. “Will you whistle for us? Baby likes to hear you whistle. Whistle and she will dance for us. Alice and I will dance with her. Whistle for us to dance, Frank.” (Teacher calls attention to the fact that Grace said all this and that Frank said the three sentences following.)

Frank came back and sat down. He said, “Yes, I will whistle, Grace. Little sister, will you dance for me?” (Teacher writes phrase Little sister.) “Now dance, little sister.” (Writes phrase little sister.)

The pupils read the sentences on page 28.

Phonic Exercise.—(See Phonetic Chart, Group (94), page 384.)

Lesson XXIX, Page 29

It is not necessary to tell any part of the Primer Story in connection with this lesson. The new words, am and glad, should be put on the board before the lesson is read by the children, however. The teacher may say, “These new words will be found in your lesson to-day. Sound them and see if you cannot get them for yourselves.”

The pupils then read the sentences on page 29.

Oral Exercise in Phonics.—The teacher should drill the children in pronouncing the word whistle at bottom of page, calling upon them to give the sound of the initial letters wh and as many words as they can think of that begin with that sound. The teacher will find that a great many children give the initial sound incorrectly of such words as white, wheat, what. This is particularly true of children of German parentage. American children, also, in certain localities, say wite for white, weat for wheat, wat for what, etc. A helpful device is to tell such children to blow and then say the part of the word which follows the wh. For example, the child, to pronounce white, blows and says ite; to pronounce wheat, blows and says eat; to pronounce when, blows and says en; to pronounce while, blows and says ile, etc. (For Seat Work, see page 418.)

Phonic Exercise.—The words am and glad should be used as type words upon which lists of new words are built.

Lesson XXX, Page 31

Study of Lesson Picture.—The study of the picture on page 30 is important, since the sense of the text is even more closely dependent on the illustration than usual.

After the children’s silent study of the picture, the teacher asks: “Can you see what Alice is ready to do?” The children will answer, “She is ready to catch the ball.” The teacher writes the word catch. “Can you see what Frank is ready to do?” “He is ready to pitch the ball.” The teacher writes the word pitch. “Now I will tell you what I can see Grace do. I can see her toss the ball.” The teacher writes the word toss. “I will tell you what I can see Baby do. I can see her jump.” She writes the word jump.

“We can tell what the Primer Children are doing in another way. Frank is pitching the ball. See how easily I can make the longer word pitching from the short word pitch.” The teacher adds ing to pitch, making the word pitching. She makes catching from catch, tossing from toss, and jumping from jump. Then, in order to make the children do this work, she says:

“What is this word?” (She writes the word do.) “How can I make from it the word doing?” (The children will be quick to see and say that it is by adding ing to do.) “What is this word?” (Writes the word play.) “How can I make from it the word playing? What is this?” (Writes the word sing.) “How can I make from it the word singing? What is this word?” (Write the word dance.) “To make dancing from this word dance, I must leave off the last letter, e, before I add ing.” (The teacher here calls the name of the letter e and the names of the letters in ing.) “In the same way I make bouncing from bounce”—(writes the word bounce and makes from it the word bouncing)—“and hiding from the word hide.” (She writes the word hide and makes from it the word hiding.)

“Now, what must we do with the last letter, the letter whose name is e, in the words dance, bounce, and hide, when we wish to make the ing words?” (The class should tell in their own childlike way that we “drop” or “leave off” the letter e before adding ing.)

The children may then open their books to page 31 and pronounce the words listed at the top of that page; thus, do, doing, play, playing, etc.

After this the children read the sentences on page 31.

Lessons from Pages 32, 33, 34, and 35

Of the words listed as new, the following must be taught by means of sentences: white, are, Mother, black, pretty, name, and Ducky. All the other new words can and should be sounded by the pupils. The teacher should ask the children to look at these words and think each sound in them. She may show the class how to sound for themselves such words as duck. She says, “You know this word,” and writes on the board the word chick. She sounds the word for them, by disclosing and giving one sound at a time until the last one, ck; then she tells the class that ck at the end of a word must be given as one sound, the sound of k. She then writes lists of words for the children to master for themselves in the same way by giving one sound at a time.

Primer Story.—Alice has a white hen. The white hen has six little chicks, but the chicks are black. (Writes the words are black.) Grace has a black hen whose chicks are white. (Writes the words are white.) The children think it is very strange that a black hen should have white chicks, and a white hen should have black chicks. I think so, too. Don’t you? You know the name (writes name) of Grace’s black hen. I told you about Mother Jet (writes Mother Jet) and little Ducky Bet (writes the words Ducky Bet).

Baby likes to watch the pretty (writes pretty) little chicks put their heads down to the drinking water and then hold their bills up high, to swallow it. Alice had told Baby she thought that when the chicks did that they were thanking God for the good cool water, and Baby loves to watch them “give thanks.”

Alice took Baby to the chicken yard one day to see her hen and little chicks, and after that Grace carried her to see Mother Jet’s children, the eight little white chicks and naughty little Ducky Bet.

We are now going to read the four pages that tell about Grace and Alice’s pet hens and all the little chicks.

The pupils then read pages 32, 33, 34, and 35.

Exercise in Phonics.—(See Phonetic Chart, Group (25), page 377.)

Seat Work for Pages 32-36 inclusive.—In connection with this series of lessons, a pretty scene may be drawn on the blackboard by the teacher, showing Mother Jet and her chicks, and their home (the coop).

The children can cut out the coop from black paper and, if the teacher encourages them to do so, may even try to cut out the hen and her chicks.

Lessons from Pages 36 and 37

The words Dot, kitty, and look were taught in the preliminary blackboard lessons, making the new words only these three: but, how, and Mink. The first of these can be sounded by the class. The teacher may write the words Dot and but on the board and ask the pupils to look at them and “think” the sound of each letter, telling her, finally, what each word is.

Phonic Exercise.—(See Phonetic Chart, Groups (119) and (86), pages 387 and 383.)

Primer Story.—Do you remember the stories and jingles we had some time ago about the two kitties,—Dot, who is as white as snow, and lazy, little, black Mink? (Write the word Mink.) Well, to-day we are to read in our Primer about Dot and Mink.

One day Grace and Alice were out in the chicken yard, watching Mother Jet and her chickens. Kitty Dot, who was on the porch, saw her dear little mistress Alice and came running into the chicken yard, frightening Mother Jet’s children out of their wits. Grace saw Dot and said: “Now here comes Dot. Alice, here is your kitty. She has come to see the chicks.” Then she pointed to the baby duck, saying to Dot, “See Ducky Bet, Dot.”

Alice saw that the chicks were frightened and she said to Grace, “The little chicks run to the hen.” Then she said to the chicks and the duckling, “Do not run, little chicks. Dot will not catch you, Ducky.”

Grace said teasingly to the kitty: “The chicks do not like you, Dot. The little duck does not like you.”

Alice put out her hands and, as she took Dot in her arms to pet and smooth her, she said: “But I like my little kitty, Dot. Come to me, you little white kitty.”

Pages 36 and 37 may then be read by the class.

Phonic Exercise.—(See Phonetic Chart, Group (41), page 379.) Two of the words just mastered—Mink as a sight word and but by analysis into its component sounds—may now be used as type words upon which to build word lists.

Seat Work for Page 37.—The children can trace and cut from black and white paper the white kitty, Dot, and the black kitty, Mink. Young children are particularly fond of jointed animals, which can be made by fastening on the legs and tail with small brass fasteners, in such a way that they can be moved.

Lessons from Pages 38 and 39

The new words in these lessons are make, sweet, cake, cousin, must. All of these words except sweet and cousin can be sounded by the children, since they learned in Lesson XIX the effect of a final e on the vowel preceding the consonant.

Study of Lesson Picture.—This is good for dramatization after the story has been told.

Primer Story for Lessons on Pages 38 and 39.—You remember I told you that we would read about Max, the children’s little cousin (writes the word cousin) who has always lived in the city and whom none of them had ever seen till he came to stay with them in their country home.

Max has no father or mother. They both died when he was a tiny baby, and Max has lived with his aunt until now, when he is coming to live with Frank and his sisters.

When the children’s father told them that he was going to the city to get Max, and bring him to live with them, they were wild with delight. Father told them that Max was of about the same age as Alice and that they would all love him as if he were their own brother. Alice and Grace said they had always wanted a brother apiece, and Frank said he had always wanted one brother, at least. They could hardly wait for their father to return from the city with Cousin Max (writes the word Cousin). The day before Max came, Mother and Grace were in the kitchen, where Mother was making a big cake (writes the word cake) for Max. Grace was helping her make it (writes make).

Grace saw Alice out in the yard and called: “Alice, Alice! Come here, Alice. Come see me make a sweet cake.” (Writes the word sweet; later the children should sound this word, as well as must, cake, and make.)

Alice ran in and said, “You cannot make a cake, Grace.” Then, turning to her mother, she asked, “Can Grace make a cake, Mother?”

Mother said, “I will show her how to do it, Alice.”

Then Alice said; “Show me, too, Mother. I can make a cake if Grace can. May I make a cake, Mother?”

“Yes, you and Grace may make it,” replied Mother. “I will show you how to make it. I am glad to have you make the cake.”

The class is then ready to read both page 38 and 39.

Phonic Exercise.—(See Phonetic Chart, Groups (130) and (131), page 388.)

The teacher uses the words cake and make as type words upon which to build lists containing the phonogram ake.

After this phonic exercise, the teacher may call attention to the effect of e at the end of these words,—that is, “it makes a tell its name.”

Lessons from Pages 40, 41, and 42

The words listed as new in these lessons are father, let, live, this, and home. The words let and this have been taught, and should now be sounded by the children, who first think the sound of each letter and then pronounce the word. They can also sound the word home, if the teacher reminds them that the effect of final e on o is to make it tell its name.

Primer Story.—The next morning Frank and Alice were sitting on the window seat watching for Father. (Writes the word Father). They soon saw him coming, holding Max by the hand.

“Look, look, Alice,” said Frank. “Here comes Max. He is with Father. Let us run and see him. I am glad Max has come.”

They ran to meet Max and welcome him to their home.

Frank caught his hand, saying: “How do you do, Max? I am glad to see you. I am glad you have come. I am glad you are a boy, for I am glad to have a boy here. I am glad you are to live”—(writes the word live)—“here.”

Now, Mother was in the library and did not see Father and Max when they arrived. So Frank took Max by the hand and led him toward the library, saying: “Come with me, Max. Come and see Mother.” When they saw Mother, Frank said, “Max, this is Mother,” and, drawing his cousin nearer, he said: “Mother, here is Max. He has come to live with us. Are you not glad, Mother?”

Mother smiled her kind sweet smile and, putting out her hands to Max, she said: “Yes, I am glad, Frank. Come to me, Max. How do you do, my boy? I am glad to see you, Max. I am glad you are to live with us.”

The picture on page 42 is a very good one for dramatization in connection with the Primer Story.

Lessons from Pages 43 and 44, 45 and 46

The new words in these lessons are give, big, top, ran, that, and say. The words drum, doll, and march were taught in Preliminary Lessons in Reading. The words big and that were learned in Phonic Jingles. The words top, ran, and say have been learned in previous exercises in phonics. If necessary to do so, the class can give the separate sounds in each. The pupils can easily sound the word say, having had it in the drill on the phonogram ay. The word give should be taught in a sentence.

The pictures on pages 43 and 45 are very good ones for dramatization in connection with the Primer Story.

Primer Story.—While Mother was showing Max where his clothes and books were to be kept in his room, Frank carried downstairs to his sisters the toys that Max had brought them from the city. He had brought a pretty doll for Alice which had on short dresses like a little girl’s. There was another doll, just like Alice’s, only smaller, for Baby. He had brought Grace a big doll almost as big as a “sure enough” baby, and it wore a long dress like a real baby. He had brought Frank a beautiful red drum.

Baby stuck a finger in her mouth and stared at the dolls, speechless with delight. Grace held her baby doll in her lap, so happy she could scarcely speak, but Alice, holding her doll, chattered away to Frank.

Frank said, “See my drum, Alice.”

Alice asked, “Did Max give”—(writes the word give)—“the drum to you?”

“Yes, and here is a doll for Baby,” answered Frank, as he held up Baby’s doll. “This doll is for you, Baby. See your pretty little doll.”

“My doll is a pretty doll, Frank,” said Alice. “See! Grace’s doll is a baby doll. Did Max give us the dolls, Frank?” Frank said, “Yes, he did, Alice.”

And then they all ran to find Max and thank him for the pretty toys he had brought them. Grace and Alice took Baby to Mother, who wanted to see the dolls, and Frank asked Max to play soldier with him.

He said, “Come and play with my drum, Max. Do you like to march?” Max said, “Yes, Frank, I like to march.”

They made some tall paper caps and put them on, and then Frank whistled and beat his drum while he and Max marched up and down the yard.

After a while Frank called to his sisters, “Alice! Grace! Come and play.” And when he saw Mother on the porch he cried: “Look, Mother, look! See us march.”

Alice heard Frank beating his drum, and she said to Grace: “Hear Frank whistle and tap his drum. Rub-a-dub! Rub-a-dub!” (Writes the phrase Rub-a-dub-dub.) “Let us go and play soldier with him and Max.”

Alice and Grace came out to march with the boys. Soon Frank, who had been beating the drum, said: “Now Max may tap the drum. Rub-a-dub-dub! Tap the drum, Max.”

Alice thought she would make a good drummer, so she said: “I will tap the drum. Rub-a-dub-dub! Rub-a-dub-dub! Can you tap it like that?”

Frank didn’t think that Alice knew how to tap, or beat, a drum, so he took the drum again and said: “Hear me tap it, Alice. Hear it say Rub-a-dub-dub! Rub-a-dub-dub! You must tap it like that, Alice. Now let us march. Now we must run. Quick, quick!”

Then the children ran, or marched fast, in the way they thought soldiers do when they march in double-quick time.

Then the class reads pages 43, 44, 45, and 46.

Phonic Exercise.—(See Phonetic Chart, Groups (31), (16), (3), (1), pages 378, 376, and 375.) The teacher should use the words drum, big, tap, ran, and that as type words on which to build up lists of words for drill.

Seat Work for Page 43.—The teacher may have the children draw Frank’s drum, using the simplest lines. Little girls love dearly to cut out paper dolls and to make different colored dresses for them. The teacher who is wise will seize the opportunity which is offered here in the reading for a welcome kind of seat work. Her ingenuity will suggest ways of cutting out paper dolls.

The teacher may easily connect the seat work for page 45 directly with the lesson by saying, “Let’s get ready to march by making the soldier’s cap like those shown in your picture.” Directions for making: One piece of paper twelve by eighteen inches. It may be newspaper or wrapping paper. Hold the paper with the shorter edges at right and left. Fold the right and left edges together. Hold paper with creased edge at top. Fold right and left edges together. Unfold, to find the crease thus formed. Fold right half of upper edge to this crease; left half. Fold front oblong at bottom upward along front edge of triangle; back oblong upward along back edge of triangle. Fold corners down one over the other.

The children may cut out a line of soldier boys wearing their caps as they march along.

Lessons on Pages 47 and 48

The words listed as new are Lad, dog, at, go, rats, stick, and over, all except the last three of which can be sounded by the class, unless it be the little word go. Go, no, so, and lo may be shown together and the child told that, at the end of most little words like these, the vowels “tell their names.”

Primer Story for Lessons on Pages 47, 48, and 49.—When the children were tired of marching, Grace and Alice ran back into the house to play with Baby, while Frank took Max with him to find his little dog, Lad. Lad had been lost a long time and had only just found his way home.

Lad was a rat-terrier and delighted in catching rats and mice. He could jump very high and Frank liked to hold a stick high above the ground and make him jump over it. (Teacher writes the word over.) He was very proud of Lad and wanted to show him to Max; but Lad was nowhere in sight, so he began to call him.

“Here, Lad, here, here, here!” called Frank.

Max asked, “Is Lad your dog’s name, Frank?”

Frank said, “Yes, that is his name, Max.”

Frank kept calling, but still Lad didn’t come. While Max waited for Lad to come, he asked questions about him. “Is Lad a big dog, Frank?” asked Max.

Frank said: “No, he is not a big dog. I do wish he would come. I will whistle.”

Just at that moment Lad came running up. Frank called to Max: “Here he comes, Max. Look at him. See how little he is.”

Max wanted Lad to come over to him, so he stooped down and held out his hand, saying: “Come here, Lad. Come to me.” He kept trying to coax the dog to come to him, and was a little vexed because Lad would not move. So he said to Frank: “Look at him. He will not come.”

Lad sat as still as a stone, with his tongue hanging out, and he wouldn’t go to Max, until Frank said to him, “Get up and go to Max, little dog.”

Max asked, “Will your dog catch the chicks, Frank?”

Frank said, “No, Max, he will not catch them. But he will play with the chicks,” etc. [The rest of the sentences on page 48 are to be woven into the Primer Story so as to show that they are spoken by Frank.]

Frank wanted Max to see Lad jump over a stick. (Writes the phrase over a stick.) So, while he was trying to make Lad jump as high as he could without a stick, he said to Max, “Can you find a stick, Max?”

Max saw a stick and answered: “Yes, I see a stick. Here it is.” Frank held out his hand, saying, “Give it to me, Max.”

“Can Lad jump over that stick?” asked Max, as he saw how high Frank held it.

“Yes,” said Frank, “he can jump over this stick.” (The rest of the sentences are spoken by Frank.)

The class reads pages 47, 48, and 49.

Oral Phonic Exercise.—The pupils should pronounce the word you at bottom of page 48 and drill on the sound of the initial letter. The sound of y as an initial is often given incorrectly, even by teachers who have taught phonics for years. The correct sound is the same as the sound of double ee prolonged. To tell a teacher this does not always help her to get the correct sound of the initial y, but to practice giving the following words as two sounds (as indicated) will help her: y-et, y-es, y-am, y-ou, y-elp. The children should be given these words for drill, for they will hardly be able themselves to think of words that begin with the sound of y.

The teacher may use the word dog as a type word and build up a list of words for drill on the phonogram og. (See Phonetic Chart, Group (11), page 376.)

Lessons on Pages 50 and 51

The words listed as new in this lesson are spot, on, bat, and then. They should all be shown on the blackboard and the children required to give the separate sounds in each word. This they can do easily by this time.

Primer Story.—One morning Alice and Max were out in the yard playing. Alice had just washed Dot and put a new red ribbon on her neck. She held the snow-white kitty in her arms as she talked to Max. Kitty Mink came walking slowly long, and as Max stooped down to rub her black fur, he asked, “Is this black kitty yours, Alice?”

Alice said: “No, that is Baby’s Kitty Mink. See how white my kitty Dot is. She has not a spot on her.”

Max looked at the tiny white kitty and asked, “Can Dot catch rats, Alice?”

Alice answered: “No, she is too little to catch rats. But she came very near catching a bat once. I will tell you about it. I think it is a good joke on Dot. The idea of being a cat and not knowing a bat from a rat!”

Then Alice told the story about the kitty-cat and the bat. You remember that I told it to you and you learned to sing the jingle about it. Who can tell the story? Who can sing the jingle?

Thus the teacher recalls the phonic jingle and its basic story given in Preliminary Lessons in Phonics. (See page 357.)

The class will read page 50 with ease. If the teacher wishes to do so, she may have them read the jingle on page 51, also, although the jingle is not required work in reading.

Lessons on Pages 52, 53, and 54

The words listed as new are rabbit, apples, an, away, Bun, keep, sleep, pen, bed, in. These words should all be put on the board except the first two, rabbit and apples. The children should be required to give the separate sounds and master each word for themselves. The word away has been given in a previous drill on the phonogram ay. The teacher should show again the word containing the phonogram; thus, away, and should give the sound of ay. This is all the assistance the pupil should need to master the word for himself. The phonogram ee has been taught, and so it is an easy matter for the teacher to lead the child to master other words containing that phonogram. For example, she pronounces the word keep, then writes it, then points out and sounds the phonogram ee. Then she gives the three sounds in the word; thus, k ee p. Then the children sound and pronounce keep, and follow it by sleep. The word rabbit should be taught in a sentence. Later the two syllables may be shown; thus, rab bit. These syllables may be sounded separately, but not until after the word has been learned as a whole. The word apples, which was taught long ago, should, of course, be perfectly familiar.

Primer Story for Pages 52, 53, and 54.—Frank and Max were gathering apples for Mother and talking about pets. Max said he liked pet dogs and pet cats.

Then Frank said: “I like rabbits, Max. I have a white rabbit.” (Teacher writes the word rabbit.) “His name is Bun. Come and see my rabbit, Max.”

They ran into the back yard where Bun stayed. Frank caught Bun and said: “See how white he is. Bun has not a spot on him.”

Max said, “Do rabbits like apples, Frank?”

“Yes,” replied Frank, picking up an apple, “I will give Bun an apple.” But Bun had leaped away, and Frank had to call after him: “Bun, Bun, Bun! Here is an apple. Apples, apples. See the apples, Bun.”

Max liked to see Bun hop and jump, so he said: “Jump, Bun. Jump for the apple. He will not jump for the apple. Can you catch him, Frank?”

Frank said, “Yes, you can catch him, too, Max.”

Max got an apple and said: “I will give him an apple, Frank. Then I will catch him.” When Bun came nearer to get the apple, Max caught him quickly, saying: “Now I have him, Frank. How white he is!”

Frank said: “My rabbit runs away, Max. I cannot keep him at home. I will make a pen for him. Then we can keep him here.”

Max had never learned how to handle a saw and hammer, and, in fact, thought a boy couldn’t use those tools. But Frank’s father had taught him how to use a hammer and saw. “Can you make a pen, Frank?” asked Max.

Frank said, “Yes, I can make a pen for Bun.”

While Frank was making the pen for Bun, with Max helping him, Alice ran out, with Dot in her arms.

She looked at the pen and asked, “What is that, Frank?”

Frank said: “This is a pen for Bun. You see he runs away. Now I can keep him in this pen.”

“Yes, you can, Frank,” said Alice. Then she added: “Make a little bed for Dot, Frank. You and Max can make it.” Frank said, “Yes, I will make the bed, Alice.”

Max had never heard of a cat having a bed to sleep in, so he asked, “Will Dot sleep in a bed, Alice?”

Alice replied: “Yes, she will sleep in a doll bed. I will make her sleep in it.”

Pages 52, 53, and 54 may then be read by the class.

Phonic Exercise.—(See Phonetic Chart, Group (23), page 377.)

Seat Work.—Draw or cut out the rabbit; cut out of black paper a pen for Bun.

Lessons from Pages 55, 56, and 57

The new words in this lesson are where, oh, into, they, and we. The words in and to being well known, into needs no drill. The word we should be listed on the board with the little words be, he, me, and she, and the fact should be demonstrated that the vowel e “tells its name at the end of little words like these,” just as o told its name in the words so, no. The words where, oh, and they should be taught in sentences.

Primer Story.—Frank and Max made a pretty bed for Alice’s cat. They got Father to help them make it. When it was finished Alice was very proud of it,—and so was Grace. Mother had made Alice a little mattress for the bed, and Alice, with Grace’s help, made the sheets, the spread, and the pillows and the pillow covers. They tied blue ribbon on the bed, and then they began to look for Dot to show her the bed. Alice went about calling and calling for Dot and, while she was gone, Grace found Dot in Mother’s room, playing with Baby. She took them in to see the new bed and then Grace saw that Dot had a dirty black spot on her snowy white fur. Now Grace knew that Alice would punish Dot for this, so she took Dot in her arms and said:

“Oh, kitty, kitty, what a black spot!” (Teacher writes the phrase Oh, kitty, kitty.) “Where did you get this spot, kitty?” (Writes the word where.) “How did you get it on you?” etc.

Grace scolded Dot and then tried to put her to bed, but Dot ran away. When Grace told Alice that Dot had got herself dirty and then had run away, Alice said: “I must find her. I shall put her to bed to punish her.” Alice was Dot’s own little mistress and she could make Dot mind better than Grace could.

You children know what Alice did to punish Dot; for I told you the story and you learned the jingle about it. Who can tell the story? Who can sing the jingle about Dot?

The whole class should read pages 55 and 56. Many of the pupils will be able to read the jingle on page 57, also.

Phonic Exercise.—(See Phonetic Chart, Group (72), page 382.)

Seat Work.—The children may draw or cut out Dot’s little bed,—almost all of straight lines. They can also outline the bed on top of their desks with pegs.

Lessons from Pages 58 and 59

The words listed as new are, town, barn, horses, and says. The pupils already know the word say, from which they get the word says by simply adding s. Usage teaches the correct pronunciation. The other new words should be taught in sentences.

Primer Story.—One day Father was going to drive to town. (Writes the word town.) He told Frank to run and ask Mother whether he and Max might go, too. If Mother said that they might go, they were then to run down to the barn (writes the word barn) and catch the horses (writes the word horses) for him. Frank and Max ran in where Mother was reading.

“Mother, may we go with Father?” asked Frank. (The rest of the sentences on page 58 constitute the ensuing conversation between Frank and Mother.)

Frank told Alice and Grace to get ready to go into town with Father, and then he ran down toward the barn.

Max said, “Where are you going, Frank?”

Frank said, “I am going to the barn, Max,” etc. (The remainder of the sentences on page 59 make the conversation between Frank and Max.)

Phonic Exercise.—(See Phonetic Chart, Group (120), page 387.) The class know the phonogram ow, as in now and how. They will find it easy enough to sound a list of words built upon town as the type word; as: town, down, gown, crown.

This forward step in the advancement of the class will be made both longer and surer if the pupils are now carried farther toward word analysis and shown that these words contain the digraph ow,—the same phonogram that is found in now, how, cow; that is, that ow can be sounded separately in the word town as well as in now; thus, t ow n.

Lessons from Pages 60 and 61

The new words are pull, drive, through, oxen, woods, were, and red. The last word can easily be sounded by the children, thus leaving only six words, pull, drive, through, oxen, woods, and were, to be taught in sentences.

Primer Story.—At one place on the way to town, Frank got out of the wagon to let down the bars in a fence so Father could drive through. (Teacher writes the phrase drive through.) He saw a farmer’s boy driving a pair of big red oxen which were pulling—(writes phrase were pulling)—a wagonload of straw. Frank told the boy to drive ahead, as he would put up the bars for him.

Then Frank called to Max to come and look at the oxen,—for he knew Max had never seen oxen in the city. He said, “Max, come and look at the red oxen.”

Max said: “Oh, how big the red oxen are! See how they can pull.” (Writes the word pull.) “Oxen can pull like horses. Can the oxen run, Frank?”

Frank said, “Yes, Max, oxen can run.” etc. (The rest of the sentences on page 60 are spoken by Frank.)

Lessons from Pages 62 and 63

The new words are birds, head, there, tell, trees, as, sap, hole. The first three words should be taught in sentences. The last five should be written on the board for the class to learn independently, which they can do by giving the separate sounds in the words.

Primer Story.—The children enjoyed the ride to town with Father. The road ran most of the way through the woods. (Teacher writes the phrase through the woods.) Frank can drive very well, and his father often lets him drive for him. Father let Max drive a little way, too. There were a great many birds in the woods. (Writes the phrase birds in the woods.) Father told Max to listen to the songs of the birds, and to look closely at the birds themselves. Father said he wished Max to notice how the birds looked and be able to tell what they were doing. (Writes the phrase were doing.) He said Max must learn to know the different kinds of birds. As they were driving along, Father heard a sharp little sound of tapping on one of the trees. He asked Frank if he heard it, and whether he knew that a bird was doing that tapping.

You have heard about the bird that makes the little tapping noise. I told you the story about the bird that had the pretty red head—(writes the word head)—and you learned the song about him. Who can tell the story? Who can say the jingle?

The class should then read pages 62 and 63.

Phonic Exercise.—(See Phonetic Chart, Group (96), page 385.)

Seat Work.—Cut out a picture of Red-Cap as he went “tip-tap” on the old apple tree.

Many will be able to read the jingle on page 64.

Lessons on Pages 65, 66, and 67

The words listed as new are school, another, chickadee, tomtit, write, quit, came, which, hop, nests, way. Of these write is a key word, the last six can be sounded by the children, and only the first four must be taught in sentences.

The six words that the children can sound should be written on the board and the children asked to give the separate sounds in each of the words, or to find the phonograms that they know in each and sound those phonograms.

Primer Story.—One day Grace, Alice, and Frank started to school (teacher writes the word school), which is held in the summer time in the country. Mother said Max was to go with them. Max had been to school in the city but had never gone to a country school. There were two roads to the schoolhouse from the children’s home. One way was through the pretty woods, where birds were singing and building their nests. (Writes the word nests.) Frank was delighted when he found that they were to have Max go to school with them. He knew Max would love to walk through the woods. So he ran to Max and said: “We are going to school, Max. I am glad you are going with us. I like to go to school. I like to write in school. Do you?”

Max said: “Yes, I like to write, Frank. Is your school in town?” Frank said, “No, we do not go to school in town.” (The rest of the sentences on page 65 are spoken by Frank.)

When school was out the children played near the school door for a little while. Then, when it was time to go home, Frank called out, “Come, Alice. Come, Grace. We are going home now, Max.”

As they started off, Max asked: “Which way are you going, Frank? We did not come this way.”

Frank said, “No, we came another way, Max.” (Writes the word another.) “That way was through the woods. Did you like the school, Max?”

“Yes, Frank,” said Max. “I like your school. I do not like to go to school in town. I like to go to this school.”

As the children were nearing home, they saw a little bird.

The top of its head was black. The children watched it as it hopped from the tree to the fence. You children know what bird it was. I told you the story and you learned the jingle about Tomtit. Who will tell me the story? Who will say or sing the jingle for me?

The class reads pages 65, 66, and 67.

Phonic Exercise.—(See Phonetic Chart, Group (49), page 380.)

Seat Work.—The pupils make pictures of the schoolhouse that Grace, Alice, Frank, and Max attended, to show how they think it looked.

Lessons on Pages 69, 70, and 71

The new words in these lessons, as listed in the Primer, are: greedy, curly, funny, Piggie Wig, Piggie Wee, tail, goes, rimes, about, cows, pigs, and bee. The last three words are known to the children through previous blackboard exercises. The teacher should show how easy it is to make the words cows and pigs from cow and pig by simply adding s, also how to make the word goes from go. The first nine words should be taught in sentences. Piggie Wig is treated as one word, and so is Piggie Wee.

Primer Story.—One day the children saw Father at the barn. Frank wanted Max to go to the barn to see the horses, the cows, and the pigs.

He said, “I see Father at the barn.” (Remainder of sentences on page 69 are spoken by Frank.)

When the children got to the barn, they ran to the pen in which Frank and Alice kept their little pigs. Max saw the pig with the funny curly tail—(writes the phrase funny curly tail)—and the other pig that was so greedy—(writes the word greedy)—the one that goes about—(writes the phrase goes about)—saying, “Wee, wee.”

The children told Max about the pigs and the funny rimes—(writes the words funny rimes)—that Father made about them. You children know all about the pigs and you have learned the rimes. Who will tell me about the pigs and sing the jingles?

The class reads pages 69, 70, and 71.

The pupils will probably ask to be allowed to read the jingle on page 72, and many no doubt will read it well, although it is not included in the required Primer work.

Phonic Exercise.—(See Phonetic Chart, Group (89), page 384.)

Seat Work.—Cut out Piggie Wig, with a curly tail, and Piggie Wee, with a curved tail.

Lessons from Pages 73-78, and 80

Of words listed as new, pond, under, after, of, water, lambs, don’t, other, caught, and brook, should be taught in sentences, although the pupils should first sound pond and brook. Blackboard exercises have already included the words day, lay, all, back, quack, cluck, peep, and sheep, while violets was taught long ago as a key word. Such imitative words as shoo and bow-wow may be easily mastered by the pupils, who have had drills on the words too, coo, and now, how.

These lessons show especially clearly how much those previous blackboard drills may lighten the pupil’s burden of learning new words in the reading lessons, and how much more rapidly he can progress in consequence.

Primer Story.—One of the prettiest places near the children’s home is the wood, where there is a pond. It is such a lovely pond, of clear blue water! (Writes the word water.) It lies far back in the deep shade of the green trees. There is a brook running into the pond (writes the word brook); beautiful purple violets bloom there. (Writes the word bloom.) Mother loves violets more than any other flowers, and the children like to gather them for her.

Frank wanted to take Max to see the pond and go after—(writes the word after)—violets for Mother.

He said, “Let us go to the pond, Max.”

“Where is the pond, Frank?” asked Max.

“It is over in the woods,” answered Frank. (Remainder of sentences on page 73 are spoken by Frank.)

The brook that runs into the pond is a beautiful stream, that sparkles and shines in the sunshine and murmurs softly as it runs along toward the pond under the big shady trees. The children say it seems to be talking to the violets that bloom near its banks. The sheep and lambs—(writes the words sheep and lambs)—and the cows love to come down to the shady pond and brook when the summer sunshine makes the meadow too hot and bright for them to stay there. But the ducks like the brook even more than the sheep and cows do. Some of the ducks roost at the barn and come down to the pond only for a little while during the day. But there are other ducks that stay in the woods all the time. They swim and dive and catch their food in the pond; they hide their nests, where they lay their eggs, in the deep grass and rushes that grow around the pond. The children like to hunt for the hidden nests of the ducks and they sometimes find enough eggs to fill a hat. They like to find the eggs for Mother.

It was a beautiful day when Max first went to the pond. He, Alice, and Grace stopped by the pond to rest while Frank and Lad roamed farther off in the woods. After a while Alice left the pond, too, and ran on, going away up the brook where there were great beds of violets. Max stayed with Grace by the pond.

He said, “What a pretty day it is, Grace! And what a pretty pond this is! Look at the ducks in the water. See that big duck with the curly tail.” (The pupils should have before them the picture on page 74.)

Grace said, “Yes, the ducks are here all day in the water. They make nests here at the pond.”

“Do all the ducks lay here, Grace?” asked Max.

Grace said, “No, I have some ducks at the barn. They lay at the barn. That is where they live.”

Then Grace began to talk to Max about the brook. She said, “A big brook runs into the pond.” (All sentences of the first group on page 75 are spoken by Grace.) Grace saw Alice walking under the big trees away up the brook gathering violets. She heard Alice calling them to come and see the great bed of violets.

“Can you hear what Alice says to us?” asked Grace. “She says, ‘Violets! Violets! Come see the violets!’ ”

Max still stayed by the pond to watch the ducks. Alice soon came back, and sat down by Max while Grace ran into the woods, declaring that she heard Mother Jet clucking somewhere near. Soon Alice and Frank heard her calling them to come where she was in the woods. She wanted them to see Mother Jet and her children following the ducks who had come from the barn to visit the ducks that lived at the pond. Mother Jet soon came with her children to the brook where Max and Alice were sitting. (The pupils should have their books open to look at the pictures on pages 76 and 79 while the teacher tells the rest of the story.)

Ducky Bet behaved herself very well until she got near the water; then she gave all the trouble of which you will read on page 80. But first, some of you must tell me the story and recite the jingle which I taught you about naughty Ducky Bet. Then we will read from our books.

The pupils will tell the basic story and repeat the jingle about Ducky Bet, appearing on page 78. No doubt some of them will wish to read the jingle also.

The teacher may make a blackboard sketch of the picture on page 74. By using crayons to give the delicate coloring of the pond with the ducks floating on top of the water, of the tall green rushes and the brown cat tails forming the background, she may make a picture well worth the effort.

Phonic Exercise.—(See Phonetic Chart, Group (82), page 383.)

Lessons from Pages 81, 82, and 83

Of the new words, some and watch should be taught in sentences. The words frog, went, and made should be sounded by the children before reading the lesson. Eggs was taught as a key word.

Primer Story.—One warm, foggy morning the children took Lad and went down in the woods where the brook runs through a bog. A bog is a wet, swampy place. When there is a good deal of water in the bog, the frogs like to stay there and often lay eggs there. Now, Max had seen bird eggs and bird nests and was learning a great deal about birds and where to find them. But he knew nothing about frogs or frog eggs or where to look for them. When he saw Frank looking down into the muddy water and stirring it with a stick, he said, “What are you looking for, Frank?”

Frank said, “I am looking for frog eggs, Max. The frogs lay eggs in the water.”

Max said, “Oh, do find some”—(writes the word some)—“of the frog eggs. Find some and let me see them. Do frogs lay eggs in nests, Frank?”

This made Frank laugh aloud and he said, “Oh, Max, frogs don’t make nests. Don’t you know that? How funny! I will show you some frog’s eggs. I can find them in the pond.”

Frank looked until he found the lump of jelly-like matter, which he showed to Max, saying, “Here are some of them now. Come and look at the eggs, Max.”

Max had expected to see something like bird eggs. “Eggs? Well! They are funny eggs,” said he. “They are not at all like bird’s eggs.”

Then Frank took Max on what he called a “frog hunt.” You know they had Lad with them, and I told you some time ago how this little dog caused one of the frog hunters to get into trouble. (The teacher recalls jingle on page 83 and its basic story.) Who will tell me the story I told you? Who will sing or repeat the jingle about the little frog?

The children read pages 81 and 82. They will also be able to read the jingle on page 83.

Phonic Exercise.—(See Phonetic Chart, Group (50), pages 380 and 381.)

Lessons from Pages 84, 85, 86, and 87

Of the new words, again, out, please, ground, was, and one should be taught in sentences. The word time can be sounded by the children, and thank has been taught incidentally.

Primer Story.—Grace and Alice were hunting duck eggs while Frank and Max hunted frogs. When the girls came back, they found Max sitting in the sun drying his shoes and stockings, which had become soaked with muddy water when he took that plunge after the frog. There! I have told you who it was that fell “kerchog!” into the bog, according to the jingle story. I hadn’t meant to tell on Max, but now the secret is out.

Grace and Alice helped scrape the mud off Max’s shoes and spread his stockings on a log in the sun. By the time these were dry, it was getting late. So Grace said, “It is time to go home, Max.”

But Max was feeling very much vexed on account of his muddy clothes, and feared he would be teased at the house if he went there before it was dark. So he said, “Oh, no; please”—(writes please)—“don’t go home, Grace.”

Grace said, “Yes, we must go, Max. Let us go through the woods. We will go to the barn and play.” She thought Max, who loved the big old barn, would like this, and, as it was near the house, she knew her mother would not be uneasy even if they played there until dark.

So Max said, “Yes, Grace, please go to the barn.”

As the children were going home through the woods, Frank saw a little gray rabbit and called to Max, “Look at that rabbit!” Max did not see it at first and cried out, “Where, Frank, where? Please show me.”

Frank pointed to the place where the rabbit was sitting still for the moment and said, “Look in the woods!”

Then Max saw the rabbit and cried, “Oh, I see him now! Look at him hop! See his little white tail! There he goes! See him jump!” Then Max turned to Frank and said, “That rabbit is not like Bun, Frank.”

Frank said, “No, that rabbit is Bun’s cousin. Bun’s cousins live here in the woods. They have homes in the woods.”

“What is a rabbit’s home like, Frank?” asked Max.

Frank said, “It is a hole under the ground, Max.” (Writes the word ground.) “The rabbits make the hole in the ground.” Then Frank began to tell Max about rabbits’ homes, and the one—(writes the word one)—which he had seen. He said, “One time I saw a rabbit’s home,” etc. (The next seven sentences are spoken by Frank.)

Max wished very much to see a rabbit’s home. So he said, “Please show me a rabbit’s home, Frank.”

Frank said, “Yes, some day I will be glad to, Max.”

Max said, “Thank you, Frank, thank you.” Then, as he saw the rabbit jumping again in the woods, he said, “I like to see a rabbit jump. Don’t you?”

Frank said, “Yes, I know a rime about a rabbit. It is a rime that I can sing.”

Max said, “Please sing it for me, Frank.”

Then Frank sang the song about “Wild Little Bun,” which you have learned to sing and may try to read to-day.

The class read pages 84, 85, and 86. They will be able to read the jingle on page 87, also.

Phonic Exercise.—(See Phonetic Chart, Groups (115) and (117), page 386.)

Seat Work.—Have the children cut out “Wild little Bun” in the act of jumping over the stump. The results of this kind of work—which looks so difficult and would be well-nigh impossible, were it not for the excellent illustrations which serve as models—will be both surprising and gratifying to the teacher.

Lessons from Pages 88-92

Of the new words in these lessons, fly, mouse, and flew should be developed in sentences. The words, bat, cat, hat, hay, bake, and when have been sounded and drilled upon in previous phonic exercises. These words should be now sounded again by the class, and also the words owl and down.

Primer Story.—It was late in the afternoon when the children reached the barn. Max had been trying to do as Father suggested; that is, learn to know as many different birds as possible. When he saw a bat flying overhead, he thought it was a bird he had never seen before. So he called to Frank, “Look, Frank! What bird is that?”

Frank said, “That is a bat, Max.”

Max thought only birds could fly. (Writes the word fly.) So he said, “It can fly, Frank.”

Frank said, “Yes, a bat can fly. It can fly like a bird. A bat can fly as high as a bird, too. There it goes. Up, up, it goes.” Max asked, “Can you catch the bat, Frank?”

“Yes, I will catch it with my hat,” replied Frank. So he ran and tried to catch the bat under his hat. He kept saying as he ran, “Bat, bat, come under my hat, And when I bake, I will give you a cake.”

At last he caught it under his hat, and showed it to Max. He said, “Here it is. I caught it under my hat.”

As Max looked at the bat, he said, “It looks like a rat, Frank.” Frank, who had seen many mice, said, “No, it looks like a mouse.” (Writes the word mouse.) “We will show the bat to Father. Then we will let it fly away again.”

The children carried the bat to the barn and put it in a little box. Then they climbed up into the barn loft, where there were great piles of hay. They began to run and jump on the hay.

Frank said, “We will run up on the hay. Then we will jump down again. Alice, we will pull you up on the hay.”

After they pulled Alice up, she said, “Thank you. Now I will jump down.” Then she called to Grace, “Jump down. Jump this way, Grace.”

Frank said, “It is your time to jump again, Alice.”

Just then Frank saw a big round-eyed owl as it flew down, and he cried out, “Max, look over your head.”

Max saw the big eyes of the owl and cried, “What is that? What is that, Frank?”

Even though its eyes are big, an owl cannot see well when it is light. This owl swooped down, almost striking Max on the head, and Frank called out, “Look out, Max! Run, run, Max!” When Max ran away, Frank caught the owl as it flew down. (Writes flew.) He showed it to Grace, who said it looked like a cat.

Frank called to Max, “Come back, Max. It is an owl. Come and see it.” Max went back to look at the owl and said, “How that owl made me run!” (Remainder of sentences are spoken by Max.)

Phonic Exercise.—(See Phonetic Chart, Group (116), page 386.)

Seat Work.—Have the children cut out the bat and the owl that Frank caught.

Lessons from Pages 93-98

Of the new words, window is the only one that must be taught in a sentence. The words so, much, swing, and shook can all be mastered from drills which the class has had.

Primer Story.—As soon as the children got to the house, they put away the owl and the bat to be shown to Father, who was then away from home for a day.

The next morning Grace found Baby near the window—(writes the word window)—with no one to amuse her except Mink and Dot. You remember the story I told you of the little girl and her baby sister who watched the kitty and the sly little fly, don’t you? Do you remember the song the little girl sang to her baby sister about the little fly, while they watched it? Well, that little girl was Grace. After the little fly flew away, Baby wanted to go and find Mother. But Grace took her back to the window to show her a little bird, and then she amused and kept Baby quiet by telling her as much about what they had seen in the woods the day before as she could think of. When she took Baby to the window to look at the little bird, she said a rime about the little bird which Baby liked very much.

Just then Alice came in and said, “It is so pretty to-day. Let us go out and swing Baby. Grace, you may swing with Baby.” Alice called the boys, as Grace and Baby got into the swing, “Come, Frank, let us swing them.” Frank and Max ran up behind the swing, and Alice said, “Pull, Frank. Pull the swing back. Now let it go again, Frank. You may run under the swing, Max.”

As she was swinging with Baby, Grace called out to the others, “Don’t you hear the birds singing? They say, ‘Sweet, sweet, sweet!’ Look up over your head at the birds. Sing, Baby! Sing, Alice! Sing, boys!”

And then Grace and all the children sang the song about the birds, the flowers, and the sweet springtime, which you have been taught to sing. You may sing that song and the one about the little fly, too (pages 94 and 99). Then we will read from our books.

Children read lessons from pages 93 through 98.

Phonic Exercise.—(See Phonetic Chart, Group (122), page 387.)

Class should sound the following words in three parts:

Seat Work.—With brown and green crayons the children should draw the large oak tree with the swing, in which Grace and Baby had such a good time, hanging from a stout lower limb.

Lessons from Pages 100, 101, and 102

Of the new words, very, Mr., and Mrs. should be taught in sentences. The word well can be sounded by the children.

Primer Story.—When Father came home, the children began to tell him about the day they spent in the woods, and about the bat and owl which they had been taking care of and now wished to show him.

Frank said, “Father, we have a bat and an owl which we caught. Grace says that the owl looks like a cat.”

“Yes, Frank,” said Father. “I think an owl does look much like a cat.”

Frank said, “Max says the bat looks like a rat. I say it looks like a mouse. Which does it look like, Father? We will run and get the owl and bat, and show them to you.”

Father looked at the bat and said, “It looks very much like a mouse.” (Writes very.) “It looks like a rat, too, Frank.”

Then Frank said, “Father, tell about the owl and the bat. Tell about Mr. Owl and Mrs. Bat.” (Writes Mr. and Mrs.)

So Father told the children the story which you are going to read. He also drew a picture of the owl and the bat sitting up in a tree looking down at a cat and a rat. While he told them the story of Mr. Owl and Mrs. Bat, the children looked at the picture.

Children read pages 100, 101, and 102.

Pages 100 and 101 may be dramatized, or there may be a dramatized reading of these pages.

Phonic Exercise.—From the word owl, the children should build a list of new words:

Seat Work.—The picture on this page presents a splendid model for illustration work, in paper cutting or drawing.

Lessons from Pages 103-109, and 111

Of the new words, orchard, flower, meadow, clover, Bossy, and tinkle should be presented in sentences. The words bees, hum, bell, and hill have been taught in phonic exercises.

Primer Story.—One day the three children wanted to go to the orchard and to the meadow. (Writes the words orchard and meadow.) They called Max, and Alice began to tell him about the orchard, the apple trees, the birds that nested there, the bees that she liked to hear hum over the clover—(writes the word clover)—and buzz from flower to flower. (Writes the word flower.) She said, “Max, we are going to the orchard,” etc. (All the sentences on page 103 are spoken by Alice, except the ninth sentence, which is a question asked by Max.)

When they reached the orchard, Max cried, “Oh, how pretty the apple trees are! Look at the bees on the flowers!”

Alice said, “Do you know what the bees say?” Then she began to hum like the bees and afterwards she sang “The Song of the Bee,” which you will read soon (page 104).

While the children were in the orchard, Max told Frank about the way a bee once got even with Piggie Wee for being so greedy. You have heard the story some time ago and learned the jingle about “Piggie Wee and the Bee.”

The day after the children were in the orchard, they drove the cows down to the meadow where the sheep, the cows, and the lambs feed on the clover. Grace’s cow, Bossy (writes the word Bossy), goes to the meadow that opens into the shady little valley where the pretty brook runs through. It is there that they generally find Bossy, about whose little bell you sing a song. Let us sing the song and then we will read about the orchard, the meadow, about “Piggie Wee and the Bee” and “Bossy’s Little Bell.”

Phonic Exercise.—

Lessons from Pages 112 through 115 and 117

Of the new words, two, hickory, dickory, pease, pudding, broke, crown, tumbling, love, and cunning will all have been learned when the rimes in which they occur were first taught from the blackboard, as directed in Chapter V of this Manual. The words given below the class can sound, since they were included in previous phonic exercises: Jack, Jill, sat, clock, dock, struck, rot, hot, old, cold, fell, pail, song.

Before these last lessons of the Primer are taken up by the class, the teacher should have read the suggestions in Chapter V for teaching Mother Goose rimes.

At the beginning of the Primer lesson, the teacher talks for a little while with the class, recalling the way in which they have played the rimes, “Two Little Blackbirds,” “Hickory Dickory Dock,” “Pease Pudding Hot,” “Jack and Jill,” “Jack, be Nimble,” etc. She may have them recite the jingle about “Kitty Mink” (page 119) and the rime “I’ll Sing a Song” (page 118). They may also recite the rime, “Merry Have We Met” (page 121). The children are supposed to have learned these rimes by heart weeks before they are to read them in the Primer.

Primer Story.—One rainy day Alice was playing with Baby. She said, “Play ‘Two Little Blackbirds’, Baby.” (All sentences on page 112 are spoken by Alice.)

After a while the other children came in, and Alice said to them, “Let us play ‘Hickory, Dickory, Dock’.”

“Oh, Alice! Baby cannot run,” said Grace.

“Can she play that she is the mouse?” asked Alice.

Grace said, “No, but she can watch us run.”

So they all sat down on the floor and recited the rime while they played the game.

After the children played “Hickory, Dickory Dock,” Frank and Max got up from the floor and sat in chairs to play, “Pease Pudding Hot.” (Writes the words Pease Pudding.) They wanted Grace and Alice to watch and see if they kept good time, and whether they could tell, from the way the boys touched their hands and knees, when the pease pudding was hot, when it was cold (writes the word cold), and when it was in the pot. The two boys repeated the rime and struck with their hands, keeping good time.

After the boys played “Pease Pudding Hot,” they recited “Jack and Jill” with the girls. Then they all played it. Frank got a pail for Alice, who was to be Jill, carrying a pail of water. Max, who was to be Jack, helped to carry the pail. Frank was to sing the rime while Max and Alice acted it and Grace watched to see how they did it. Grace could always tell the others how to play the rimes, and she it was who started the children off when they were trying to decide how to begin. She said, “Alice will be Jill. Max will be Jack. You know Jack fell down on his head, and Jill came tumbling after.”

Then Grace told Max and Alice just when to come tumbling to the ground. When Frank, who was singing, should come to the words, “fell down,” Max was to fall down and Alice was to do the same.

Grace could be heard calling to the actors, “Max, come tumbling to the ground. Then Alice must come tumbling after.” (Writes the word tumbling.) Max and Alice tried to come tumbling down at the same moment, and so they fell to the floor together. At this Grace laughed and clapped her hands, saying, “Oh, you did it very well.” Then she wanted to have them act it again, so she said to Frank, “Now sing.” But Frank was laughing so much he couldn’t sing, so Grace asked Mother to help them this time by singing the rime while Max and Alice acted it.

The Primer Children know the rime called “I’ll Sing You a Song” (page 118). It tells about a cunning—(writes the word cunning)—little mouse, sometimes seen running about the house, and the pretty little kitty that is black all over like Kitty Mink. Baby likes that song and the jingle about Kitty Mink. So, after they had played Jack and Jill, Frank asked the others to say the rime about the little mouse and to sing the jingle about Kitty Mink, just to please Baby.

Class reads lessons from pages 112-115, and 117.

Phonic Exercise.—

Seat Work.—Illustrate the rime by drawing or cutting out a picture that will tell the story of “Jack and Jill.”

Lessons from Pages 120 and 121

Suggestions for teaching the rime “Jack Be Nimble” will be found in Chapter V of this Manual, and also for using the rime on page 121. Although this last rime is not included in the required work of reading from the Primer, the teacher will find that the children can read it and enjoy doing so. After having memorized it, they like to sing it as a happy closing of the day’s work in school, standing in a circle for the first four lines and dancing around for the last four lines.

Of the words in this last rime, merry, part, been, and happy are new. These and the words nimble, candle, and night from the rime on page 120 should be taught in sentences.

Last Section of Primer Story.—When it is time for the children to go to bed, Mother lights a candle—(writes the word candle)—in an old-fashioned candlestick for each child. The children generally put their candles on a table while they dance around and sing their song for Father, “Merry Have We Met.”

Mother goes with them to their bedrooms, and often, after they are ready for bed, they beg to play “Jack Be Nimble.” They are never allowed to play this unless Mother is there, ready to blow out the candle just before “nimble Jack” starts on his run to jump over the candle.

Our last lesson tells about Max as “nimble Jack” on the last night of which we read in our Primer. We will read it and then we will say good-by to our Primer Children, who were so merry when we met them first, who have been so merry all the way through the Primer, and who will still be merry when they meet again to play and sing and work through the happy year of the First Reader.

Phonic Exercise.—

Seat Work.—The teacher may have the children cut a picture of Jack jumping over the candlestick. One of the class may pose and then perform the act of jumping over some object to represent the candlestick. While the image is fresh in their minds, the pupils should cut out the picture.

Detailed Lesson Plans in Reading from First Reader

A. Introduction

An examination of the plan of the First Reader shows the following characteristics: To a certain extent this book is a continuation of the connected story begun in the Primer, since it carries the same Primer Children through a year,—from one spring to another.

The book is divided into seven different Story Groups, each of which contains several short lessons and one or more long story. Each of the long stories, however, is divided into short parts, not more than a page in length. In this way, it will be seen, the book is so planned that very backward or poorly prepared children may have as short lessons as may be necessary; that is, they may have, as one recitation, one of the short lessons of the story group, or one division of the long story. For the child of ordinary ability and normal advancement this will be neither necessary nor desirable. Indeed, if the pupils have had the preliminary blackboard lessons and Primer work in phonic exercises and reading as outlined in this Manual, they will be able to read through the First Reader at a very rapid rate, and will begin to read for the pleasure of reading.

With a view to adapting the book to the normal pupil, as well as to the pupil whose progress has been retarded, a plan for the development of the subject matter is given below, which, though perhaps somewhat unusual, will be of value to the teacher who follows it.

The treatment of the short lessons of a Story Group is quite different from that given to the long stories and to the longer poems of the same group. The long story or longer poem, although included in the Story Group, is not treated as essentially a part of it, but is treated as a unit in itself and is presented as a type lesson; that is, as a model which may be followed in developing any story of a similar kind. On the other hand, the shorter stories and rimes of each group are treated as so many parts of a unit, the Story Group being the unit of which they are the parts. Several of the short stories of each group are taken together and developed at the same time under the five steps which are given below. The teacher will take at one time only as much of what is given under each step as she needs, if her pupils cannot take all that is indicated for one recitation.

At the end of most of the short lessons and at the close of some of the divisions of the long stories in the First Reader appear lists of words for phonic exercises, each list emphasizing one certain phonogram. It will be found that many of these phonic exercises are only reviews of what the children have had in the Primer work. The vocabulary of the First Reader comprises about 360 words, of which at least 60 have been learned already by the pupils who have had the phonic exercises outlined in the Manual for the Primer work.

The five steps in developing a number of short lessons at one time are as follows:

Step 1. Study of the lesson pictures. Talk with the teacher.

Step 2. Study of the words listed as new, to be classed under three heads:

(a) Words that the children have had in previous phonic drills and should now be able to pronounce at sight.

(b) Words that are new but which the children can sound and get for themselves since they know some letter or combination of letters in each word that serves as a key to the pronunciation of the whole word; as, ea in stream, oa in toast, ai in waiting.

(c) Words that the teacher has just used in sentences.

Step 3. The silent reading of the lesson preparatory to the oral reading.

Step 4. The oral reading of the lesson.

Step 5. Exercises in sounding and syllabifying lists of words. Exercises with the Phonetic Chart are included under this Step. The teacher will not need numbered references to sections of the Chart, which is to be found on pages 373-398 of this Manual.

The work under Step 2 and that under Step 5 is to be kept separate from the work done at the regular reading period; it should be done during the time allotted to Word Study and Phonic Exercises.

B. First Story Group; “With the Children and the Birds,” pages 1-13

Section to be Read—Pages 1, 2, 3, and 5

Step 1.—Study and Discussion of Lesson Pictures. Preparatory Talk with the Teacher. Teacher: I wish you to look at the first three pictures in your book. Look first at the one on the title-page. Tell me who these children are. Yes, here we see again Frank, Grace, Alice, Max, and Baby, grown now into a girl large enough to be called by her own name, Betty. (Writes Betty.) I think the Story Children have all grown a great deal. Don’t you?

Look next at the picture on page 1. Here you see our three girls—(writes girls)—again. Tell me what you think they are doing and saying. Have they any of their—(writes their)—playthings with them? Don’t you think they seem to be having a happy—(writes happy)—time?

Now turn to the picture on page 4. Tell me whom you see in the picture, what each is doing and what you imagine each is saying. Now tell me everything else you see in the picture. I am glad you noticed the tall oak tree, and the stone wall with the rose vine on it, and the pump where father gets the good cool water. Yes, he must be giving some to Betty for the hen and chicks. Don’t you remember Mother Jet and Ducky Bet? I wonder what has become of them! Yes, I see the black kitty-cat. It does look like our lazy little friend, Mink, but it can’t be Mink. No doubt she is a grown-up mother cat by now. What place do you think this picture shows? Yes, it is the children’s home. We will read about it, about the little girls we know, about a bird swing, and we’ll read the song about the red, red rose on the wall. But first let us be sure we know all the words of these lessons. (The teacher should have made opportunities to point to the newly developed words on the board during her talk and thus incidentally to have given drill upon them.)

Step 2.—Word Study. Teacher: (a) Pronounce these words, which we have already had in phonic drill: hope, dear, years, tree, top, three; (b) Sound these words (you can do so, though you may never have seen them): rose, oak; (c) Now, pronounce the new words we learned to-day: their, Betty, girls, happy.

Step 3.—Silent Reading at Seats. Teacher: You may read the lessons on pages 1, 2, 3, and 5 so that you may be ready to answer the questions I shall ask in class.

Step 4.—Oral Reading in Class. Discussion of Lesson with the Teacher. The teacher will know how to make good use of the questions in the lesson on page 5, allowing one child to read the questions and another to look at the picture and find there the answer. She will take time to discuss any point that interests the children even if it is merely their surprise to find a new black kitty-cat named after Alice’s old pet, the snowy white Dot.

Step 5.—Pronunciation and Analysis of Words. Teacher: (a) Pronounce rapidly the words at the bottom of pages 1, 2, 3, and 5. (See Phonetic Chart.) (b) We will build new words from some words that you know (the teacher writes the words on the blackboard and the children pronounce them):

(c) Give each of the parts, or syllables, of these long words as if each syllable were a short word, then give the whole long word:

Section to be Read—Pages 6, 7, and 8

Step 1.—Children study picture on page 6. The teacher talks about the kind of bird and nest shown in the picture. She draws out the children to tell all they know about orioles and their nests, shows colored picture of the bird and a deserted oriole nest, if one can be procured.

Teacher: Of what does this kind of nest make you think? (Swing, hammock, cradle.) What does the wind—(writes wind)—do to the nest and the baby birds when it bends the bough—(writes bough)—gently? What happens when the bough breaks? Who knows the song, “Rock-a-by, baby, in the tree-top”? (Writes phrases Rock-a-by and in the tree-top.) Who knows the song about three little eggs—(writes phrase three little eggs)—that are blue as blue can be? (Writes phrase blue as blue can be.)

Who remembers the rather sad story I told you long ago about the lost baby birds? It was the story that the poor parent birds told of leaving their baby birds to go and find something—(writes something)—for them to eat, and of finding the birdies gone—(writes gone)—when they came back to the green tree. Who can sing the song of “The Green Tree” in which the sad little bird mates tell us their story again?

Step 2.—(a) Children pronounce known phonic words: just, rock, by, rest, hung, sung; (b) Children sound unknown phonic words: safe, safely, vine, eat; (c) Children pronounce newly developed words: bough, wind, blew, something, gone.

Step 3.—Children read lesson silently at seats.

Step 4.—Children read lesson orally in class. Discuss points of interest with the teacher.

Step 5.—Children pronounce and analyze words, (a) Pronounce rapidly lists of phonetic words at bottom of pages 6, 7, and 10, and those at the right of page 9. (See Phonetic Chart.) (b) Children pronounce the new words that are built from the known word eat:

Suggested Seat Work, Page 7.—Draw a nest with three eggs in it. Color the eggs blue.

Section to be Read—Pages 10-13

Step 1.—(Teacher asks the class to look at picture on page 10.) Tell what each of the children is doing. Tell what you fancy each is saying. Look at picture on page 11. What kind of birds shown? By what other name is the meadow lark called? (Writes lark.) Yes, the field lark. Where do they build their nests? Yes, down on the ground in the grass. (Writes grass.)

Teacher tells about another kind of lark not found in this country, called the sky lark, which sings as it flies higher and higher through the air (writes air), and whose song can be heard even when the bird has flown so high that he cannot be seen.

(Children look at picture on page 13; teacher speaks of the gentleness of lambs.) Notice how still the lamb stands for Alice to put—(writes put)—the flowers on its neck. What time of the year do you think it is? Yes, in the beautiful verses under the picture we read that once again ’tis spring. (Writes once again.) I will read those verses for you after you read the other lessons for me; then you may read the verses for me.

Step 2.—(a) Children pronounce known phonic words found in the lesson: such, found, round, deep, ’tis; (b) Children sound unknown phonic words found in the lesson: neck, God; (c) Children pronounce newly developed words: larks, air, grass, put.

Step 3.—Children read lesson silently at seats.

Step 4.—Children read lesson orally in class. Discuss points of interest with the teacher.

Step 5.—Children pronounce and analyze words, (a) Pronounce rapidly words at bottom of pages 10, 11, and 12. (See Phonetic Chart.) (b) Children pronounce new words built from known words:

Suggested Seat Work, Page 11.—Mold a lark’s nest of clay. Show the eggs in the nest. Page 13.—Draw a landscape that will show it is spring. How will the sky look? What color will the grass be? Is there anything else you can include that will show it is spring? Re-read the poem.

C. Second Story Group: “In Summer Time,” Pages 14-39

Section to be Read—Pages 14, 15, and 16

Step 1.—Teacher: Tell what you think the picture on page 14 shows. What is each person doing? What time of the year do you think it is? Yes, it is summer. (Writes summer.) What is Frank helping Father to do? Yes; did you ever see anyone mow grass? (Writes mow.) Alice met Max going to the meadow and sang—(writes sang)—a song that you know. You’ll read it in the lesson.

Look at the picture on page 17. It is the picture of a beautiful—(writes beautiful)—summer night. You know what the moon sees when the stars—(writes stars)—peep down at the meadows, where the lambs and the baby larks and other creatures are all asleep, and you can sing the song called “All Asleep.” You will like to read the words of the song, on page 18, and sing it from the book.

Step 2.—(a) Pronounce the known phonetic words: bright, sleep, asleep; (b) Sound the unknown phonetic words: green, help, stars; (c) Pronounce the newly developed words: summer, mow, sang, beautiful, stars.

Step 3.—Read lesson silently at seats.

Step 4.—Read lesson orally in class. Discuss interesting points with teacher.

Step 5.—(a) Pronounce rapidly words at bottom of pages 14, 15, and at the right of page 18. (See Phonetic Chart.) (b) Build new words from words that are already known:

(c) Syllabify long words:

Suggested Seat Work, Page 14.—Draw or cut out rakes like those that Frank and Max have.

Section to be Read—Pages 19 and 33

Step 1.—Teacher: On page 19 you will read of a little mouse which the children saw while they were in the field—(writes field)—with Father. It was a field mouse and is a cousin to the mice—(writes mice)—that stay in the house. The children’s father told them about another mouse which is called the white-footed, or deer, mouse. It is a pretty little creature with soft, clean fur. It builds its nest in a tree, much as a bird does, and strange to say it makes a noise that resembles the singing of a bird. Alice thinks it must have been taught by the birds how to build its nest and how to sing; and perhaps it was. Father told the children a pretty story—(writes story)—about some little mouse cousins, and the story of a little lamb. You will read both stories—(writes stories)—by and by.

But before you read them I wish you to turn to page 33 and look at the picture. Tell me what each child is doing, what you fancy each is saying. What place does the picture show? Yes, it is the stable. (Writes stable.) What are Father and the boys going to do? Where will they put the hay? Yes, in the hayloft—(writes hayloft)—where you see Grace and Betty. How do you suppose they got up in the hayloft? Yes, by the ladder—(writes ladder)—at the door. The children think the hayloft is a fine place—(writes place)—to play. They like it best when it is filled with newly mown hay like that which they have just brought from the meadow.

Step 2.—(a) Sound the new phonetic words: mice, place, from; (b) Pronounce the other newly developed words: field, story, stories, stable, ladder, hayloft.

Step 3.—Read the lesson silently at the seats.

Step 4.—Read the lesson orally in class. Discuss interesting points with teacher.

Step 5.—(a) Pronounce rapidly the words at bottom of pages 19 and 33; (b) Make lists of new words from known words.

(c) Syllabify words as follows:

Suggested Seat Work, Page 33.—Cut out the ladder that the children used to climb in the hayloft. Cut out or draw the pitchfork.

Section to be Read—Pages 34, 35, and 36

Step 1.—Teacher: Look at the picture on page 35. What are the little girls doing? Where do you think they are? Yes, in the garden. (Writes garden.) What flower do you think Grace is gathering? (Writes gathering.) Yes, she is gathering roses or rosebuds. (Writes rosebuds.) In the poem on that page you will find that Grace is saying to the rosebuds, “Good morrow”—(writes Good morrow)—which is a quaint, pretty, old-fashioned way of saying Good morning. You will find that Grace asks the rosebuds what a body—(writes body)—must do to become as sweet as the rose.

Alice is not gathering roses. What flowers do you think she is gathering from the ground? Yes, violets, I suspect. What other flowers can you think of that grow in flower gardens? How many of you have sweetpeas—(writes sweetpeas)—in your garden? What color are they? How many have daffodils? (Writes daffodils.) What color are daffodils? Yes, they are a lovely yellow. (Writes yellow.) Do you remember a rime we learned to say about little Daffydowndilly? (Writes Daffydowndilly.) She was described as wearing a yellow bonnet—(writes bonnet)—and a green gown. (Writes gown.) You know, Daffydowndilly is another name for the daffodil with its green stem and leaves and its yellow blossom. Perhaps at the still hour of midnight in the sweet summer time, the daffodil is changed into a beautiful little fairy, Little Daffydowndilly who has just come to town—which means, has just sprung out of the ground—in her yellow bonnet and green gown. Perhaps at midnight, she looks like the fairy on page 36.

Step 2.—(a) Sound the phonetic words: pray, true, gown; (b) Pronounce the newly developed words: body, morrow, garden, rosebuds, yellow, daffodils, gathering, Daffydowndilly.

Step 3.—Read lesson silently at seats.

Step 4.—Read orally in class. Discuss interesting points with teacher.

Step 5.—(a) Pronounce rapidly lists of words at bottom of page 36; (b) Syllabify long words as follows:

Suggested Seat Work, Page 34.—With colored crayons draw violets and any other pretty flowers you see growing in gardens. Page 35.—Draw the daffodil.

Section to be Read—Pages 37, 38, and 39

Step 1.—Teacher: Look at the picture on page 37. What do you think is the trouble? Why is the little girl wiping the tears from her eyes? (Writes eyes.) Yes, she has lost her little shoe. (Writes lost her little shoe.) Do you not remember the rime about little Betty Blue?

Now you may look at the picture on page 39. Where are the little girls? What has Alice in her hands? What has Grace? What has little Betty? What do you suppose the little girls are playing? What are they making believe that Betty is? Yes, a queen. (Writes queen.) I think so. She has on a crown of flowers, instead of diamonds—(writes diamonds)—such as real queens have in their crowns. Don’t you remember how you played the rime that begins, “Little girl, little girl, where have you been?” (Writes been.) Well, I think you will find that Alice, Grace, and Betty are acting that rime.

Step 2.—(a) Sound the words: lost, queen, gave; (b) Pronounce the new words: eyes, shoe, been, and diamonds.

Step 3.—Read lessons silently at seats, with the purpose stated by the teacher: “When you come to class, be able to show me, before you begin to read, just which sentences on page 38 are spoken by Grace and which by Alice. Remember, Grace is the one who always tells the other children how to act the rimes.” The teacher should have studied the lesson closely enough to be able to guide the children in this.

Step 4.—Read the lesson orally in class, emphasizing dialogue reading.

Step 5.—(a) Pronounce rapidly words at bottom of pages 37 and 38; (b) Syllabify words as follows:

The Field Mouse and the Town Mouse: A Study Lesson with the Teacher

In the following exercise the teacher and class work together to find the main thought of the lesson. The pupils need not be aware of the purpose that the teacher keeps constantly in mind, which is that she is developing a method of study, training her pupils to study; but they will enjoy the work thoroughly if it moves swiftly and vigorously.

The child’s interest in the subject matter may be depended upon to some extent for the mastery of new or difficult words and phrases as he reads—without special preparation—to find the answer to the teacher’s questions.

The teacher who knows the strength of her class will know when special help is needed and, in the preparatory discussion or talk, will use the words and phrases which require drill, writing them on the blackboard as she speaks them.

After the preparatory talk is finished, the teacher will put questions to the class, which are designed to bring out the thought of the lesson and which must never become dry and mechanical. The children, with books open before them, will read to find the answers, which they will give in their own words, since it is the child’s own interpretation of the thought which is of most value. Sometimes he may be asked to “tell it from the book” or be asked to “give the very words that were spoken.” This will mean that he is to read certain lines aloud. When he reads aloud “the very words that were spoken,” he must try to read with expression, thus being prepared for dramatic reading exercises.

Preparatory Talk.—I wish you to tell me whether you would rather live in the town or in the country and why.

(Probable answers.) In the town. Because there are more people in the town, and the houses are nearer together. There are more interesting places to go to. There are more interesting things to see. It is so much easier to get what one needs. People have so many more things in town, etc. The houses in the country are too far apart. It is lonely in the country. There are no interesting things, like picture shows, to be seen in the country. People have to work harder in the country. People don’t have so many things that they like if they live in the country, etc.

Do you think that those who have most of the things they like are always the happiest?

Let us read this story before you try to answer.

You may read the first two lines and then tell me whom the story is about and where they lived. (Ans.) It is about two mice. One lived in town and the other in the fields.

What did the town mouse do? (Ans.) He went to see the field mouse.

Read the part that tells you about this visit and what the mice said to each other. Then you may tell it to me. (Children read to bottom of page 20; one gives the substance of what they’ve read in his own words.)

Do you think that the town mouse liked what his cousin gave him to eat? Find and read aloud the words he spoke which make you think he didn’t like it. (Child reads aloud, “Are wheat and corn all you have? . . . Come with me. I will give you something good to eat.”)

Did the field mouse go? Read on page 21 to find out.

In what kind of house did the town mouse live? (Ans.) A fine house.

Find and read aloud the words that the town mouse spoke. (Child reads aloud, “This is my home. Now I will show you the things I eat.”)

Read the part that tells what the mice did and what they saw, but don’t tell me what was said. (Ans.) They stole into the house. They saw sweet cakes, buns, apples, oranges, a pudding, and some meat.

Find and read aloud the words that the field mouse spoke and which show what he thought of all he saw. (Child reads aloud, “This is fine! Just look at that meat! I do like meat! I shall not live in the fields again.”)

Now we will read the rest of the story and decide whether the country or the town is the best home for a little mouse.

Read eight lines on page 22 and then tell me what the mice did after they had looked at all the good things, and what happened. (Ans.) The mice fell to eating, and just then a boy and a dog came into the room.

Read aloud the words that the town mouse called out to his cousin. (Child reads aloud, “There is Jack with the dog! Run!”)

What did the dog do? (Ans.) Ran after the mice with a growl.

Read the rest of page 22 and then tell me what happened when the mice came into the room again. What did the girl do? Read aloud the words that the town mouse called out this time. (Child reads aloud: “There is Jill with the broom! Run! Hide!”)

Read four lines on the next page and tell me what happened when the girl left the room.

Read aloud the words that the town mouse called out.

Read the rest of the page and then tell me how you think the field mouse felt about all that had happened.

Read aloud the words that the field mouse spoke.

Now tell me which place you think makes the best home for a mouse, the town or the country, and why you think so.

Now that you have told me what you think about that, what do you think about ourselves? If we happen to have less than some other people, should we be dissatisfied?

Should you like to have me arrange this story so you can play it? Well, after you read it smoothly from the book I will write it for you to play it; though you will have to read what I write for you several times.

Who do all the talking in this story? Yes, the two mice.

There are others in the story who do things; who are they? Yes, the boy Jack, the girl Jill, the dog, and the cat.

The following suggested dramatization may be written on the board for a dramatized reading. The words in parenthesis may be read by the teacher in tones lower than those used by the children, who may thus be led gradually to read silently all such directions.

The pupils should learn that in a dramatized reading lesson the voice alone must show who is talking and what the talker feels. They can be led to help the voice by facial expression, posture, gestures, etc., while speaking.

Movement and gesture may be left until they have read the sentences so often as dramatized reading that they can give them in their own words, and be free to act or really play the story.

The Field Mouse and the Town Mouse: Suggested Dramatization

Scene I.—Town Mouse (talking to himself as he walks along a road): I am going to see Cousin Field Mouse. I just must see how he lives, out here in the fields. (Walks on until he meets the field mouse.)

Field Mouse: Good day, Cousin, where are you going, this fine day?

Town Mouse: I was on my way to see you.

Field Mouse: Good! Such fine fun as we will have, running in the fields. Let’s be off at once. (Mice run out of sight but soon return.)

Field Mouse: We must have something to eat soon. I hope you like wheat and corn, Cousin.

Town Mouse: Are wheat and corn all you have?

Field Mouse: Yes, I eat wheat and corn year after year.

Town Mouse: Come with me to my home. I will give you something good to eat.

Field Mouse: I am very glad to go home with you, Cousin. (The two mice walk off arm in arm.)

Scene II.—Town Mouse (pointing): We have come safely to this fine house. It is my home. Now I will show you good things to eat. (The two mice steal into the house and then into a room where there is a table filled with things to eat.)

Field Mouse (holding up his paws as he walks around the table): Oh, what do I see? Such good things to eat! Here are oranges and apples. Here is pudding and some meat. This is fine! Just look at this meat! I do like meat! I shall not live in the fields again.

Town Mouse: Let us fall to eating at once. (Mice begin to eat. Boy with dog comes into room.) There is Jack with the dog! Run! (Mice run; dog runs after them with a growl till the mice get out of sight. Boy and dog leave the room. Mice steal in again, begin to eat. Girl with a broom comes in.) There is Jill with the broom! Run! Hide! (Girl strikes at the mice with the broom as they run out of sight. Girl leaves the room. Mice come back, begin to eat. Boy with the cat steals in.) There’s the eat! Jump! Run! Hide! (Mice run out of sight, the cat after them. Boy leaves and mice come back into the room.)

Field Mouse: Good-by, Cousin; I’m going where corn and wheat grow. To be sure I have not much to eat. But I’m safe there. Good-by, Cousin. (Leaves the room. Town Mouse falls to eating again, but soon runs out as the girl the boy, the dog, and the cat come in and run after him.)

Lambikin: A Study Lesson

Lambikin is an old folk tale, which, as a child’s story, has admirable qualities. It has a good beginning and ending. It makes a story appeal to the child’s interest all the way through, since something is happening all the time, and the child stands on mental tiptoe to know what is going to happen next. Besides being full of dramatic action, it abounds in such repetitional phrases as, “So he went hopping, jumping, and dancing along,” “The fox with a howl,” “The wolf said with a growl,” “The lion said with a roar,” and longer riming sentences; as,

or,

Repetition of such riming phrases and sentences delights children and makes the story easy for them to read.

If the First Reader class have had the training outlined in the Primer work, they should be able to read this story as a unit; but if more than one lesson is necessary, the story may be divided naturally, as: Part I, Lambikin’s Journey to Grannikin’s; Part II, Lambikin’s Journey Home.

Part I, Lambikin’s Journey to Grannikin’s.—A stated aim that would introduce the story and give a motive for reading it might be, “Let us read this story of a little lamb to learn how he saved himself,” or, “Let us read and find out who in this story was cleverest.” The last will call for a comparison later of what each of the characters accomplished.

Teacher: Here is the story as Father told it. Read to find what Lambikin did one day and then tell me. (Ans.) He went to the other side of the hill to see Granny.

Now read so that you can tell me whom he met first, what was said, and what was done. (It will require some judgment on the part of the child to select just the part that tells about the meeting with the fox; but if the instructions for Primer work have been carried out, the pupils will, by this time, have been trained to read thought units.)

Read and then tell whom Lambikin met next, what was said and done. Whom did he meet next, and how did this meeting turn out?

Did Lambikin reach the place for which he started out? Read the line that tells you so. (Child reads, “At last he came to kind old Granny’s house.”)

Read on the next page the words that Lambikin spoke when he got there. What did he begin at once to do? (Ans.) To eat. Read the line that tells you so.

Lambikin stayed with Granny and ate grass for a good while, and then Granny said something to him. Find and read her words. (Child reads, “Lambikin, my pet, you are as fat as you can be. You must go home to-morrow.”)

I wonder if Lambikin wanted to go home! You say he didn’t want to go home. Why didn’t he want to go? Read and find out. Read the words that Lambikin spoke.

Read the words that Granny spoke.

Part II, Lambikin’s Journey Home.—Whom did Lambikin meet first as he went rolling along?

Could the lion see Lambikin? I wonder why he couldn’t!

Do you suppose the lion thought the drum was some live thing, some animal? Why do you think so? (Ans.) He spoke to the drum.

What did he ask the drum? What did he call the drum? Drumikin means “little drum.” Read aloud what Lambikin called out from the inside of the drum.

How did that make the lion feel? (Ans.) Afraid. Read the lines that make you think he was frightened.

Whom did the Lambikin meet next as he went rolling along? Could the wolf see the Lambikin?

Read what he said and what Lambikin called out. How did the wolf feel? What did he say? What did he do?

Whom did Lambikin meet next as he went rolling along?

What did the fox say to the drum?

What did Lambikin call out?

Read what the fox said to himself. You will have to read some lines on page 31 to find all that he said to himself.

What did the fox do? What about the drum? Read the words that the fox could hear Lambikin singing as he got near to his home.

While the story and the repetitional phrases in which it is told are fresh in the minds of the children, it might be well to dramatize the story, after it has been studied with the teacher, and before reading it uninterruptedly from the book.

The responsibility of planning the dramatization should be placed as far as possible upon the children. The characters should be selected for their peculiar fitness to take the parts assigned them. The teacher assists mostly by asking questions such as the following: Who will make a good Lambikin? Come and show me how Lambikin went along as he was going to Granny’s house. Who will make a good lion? How must the lion talk? Show me how you will roar as you talk. Who will make a good wolf? How does a wolf talk? Show me. Who will make a good fox? How did the fox talk?

A dramatized reading may be secured by simply requiring the chosen “readers” to read only the words that were spoken. Afterwards the teacher may write on the board for dramatized reading—and still later for acting—the suggested dramatization that follows.

Lambikin: A Dramatization

[Note.—No paraphernalia are needed for this very simple dramatization except a large paper basket to be used as the drum. No suggestions will be needed except, perhaps, that the impersonator of “Lambikin inside of Drumikin” might whirl at intervals as he runs, to suggest Drumikin rolling downhill.]

Scene I: Lambikin’s Journey to his Granny’s House.—

Lambikin: I’m a wee happy lamb. I’m going to the other side of the hill to see my Granny. (He goes hopping, jumping, and dancing along. The Fox comes toward him out of the woods.) I see a fox.

Fox (with a growl): Lambikin! Lambikin! I’ll eat you! (Lambikin runs away from the Fox, who pursues; then, looking back, speaks as he runs.)

Lambikin:

Fox (stopping): Well, I like fat lambs. So go on your way to your Granny’s house, but be sure to come back this way. (Lambikin goes hopping, jumping, and dancing along. The Wolf comes toward him, howling.)

Lambikin: I see a wolf.

Wolf: Lambikin! Lambikin! I’ll eat you! (Lambikin runs away as before, speaking to the Wolf over his shoulder as he runs.)

Lambikin:

Wolf (stopping): Well, I like fat lambs. So go on to your Granny’s house. But be sure to come back this way. (Lambikin goes hopping, jumping, and dancing along. The Lion comes toward him, roaring.)

Lambikin: I see a lion.

Lion: Lambikin! Lambikin! I’ll eat you! (Lambikin runs away as before, speaking to the Lion over his shoulder as he runs.)

Lambikin:

Lion (stopping): Well, I like fat lambs. So go on to your Granny’s house. But be sure to come back this way. (Lambikin goes hopping, jumping, and dancing along to Grannikin’s.)

Lambikin: At last I’ve come to kind old Granny’s house. (Calls out.) I’m here, Grannikin! I’ve come to eat grass and grow fat. Just come and see me eat it! (Lambikin begins to eat grass. Grannikin comes out of her house and joins him. They pass out of sight, eating grass as they go.)

Scene II: Lambikin’s Journey Home.—(Lambikin is lying down. Grannikin walks up to him.)

Grannikin: Lambikin, my pet, you are as fat as you can be. You must go home to-morrow.

Lambikin (crying aloud): Baa! Baa! What shall I do? The Fox, the Wolf, and the Lion like just such fat lambs as I am. They will be sure to eat me to-morrow.

Grannikin: No, no. You shall go home in a sheepskin drum. Just see me make a drum of this sheepskin. (Grannikin works at the drum, and soon throws it over Lambikin.) Now roll away, my pet. (Lambikin rolls along, peeps out, sees the Lion.)

Lambikin: I’m about to meet the Lion. But he can’t see me inside of Drumikin. (Lion comes roaring.)

Lion: Drumikin! Drumikin! Have you seen Lambikin? (Lambikin, without stopping, calls out from inside the drum.)

Lambikin:

Lion: The woods must be on fire. I’ll run away as fast as I can go. (The Lion runs out of sight.)

Lambikin (peeping out): I’m about to meet the Wolf. But he can’t see me inside of Drumikin. (Wolf comes howling.)

Wolf: Drumikin! Drumikin! Have you seen Lambikin? (Lambikin, without stopping, calls out from inside the drum.)

Lambikin:

Wolf: The woods must be on fire. I’ll run away as fast as I can go. (The Wolf runs out of sight.)

Lambikin (peeping out): I’m about to meet the Fox. But he can’t see me inside of Drumikin. (Fox comes growling.)

Fox: Drumikin! Drumikin! Have you seen Lambikin? (Lambikin, without stopping, calls out from inside the drum.)

Lambikin:

(Fox stops to think.)

Fox: Lambikin is in that Drumikin as sure as I’m a fox. And Drumikin is nothing but an old sheepskin. I’ll soon stop your ride, Mr. Lambikin. (Fox runs after Lambikin. Lambikin talks to himself as he rolls faster.)

Lambikin: We are rolling safely along. Down the side of the hill we go.

(Lambikin peeps back at the Fox and sings aloud.)

I’m in the Drumikin! Tum-tum-too!

(Lambikin jumps out, waves at the Fox, and sings louder.)

I’m safe at home. How do you do?

(He runs out of sight. Fox turns and walks back.)

D. Third Story Group: “Fun for Rainy Days,” pages 40-63

Section to be Read—Pages 40-45

Step 1.—(Words to be developed: want, every, who, should, our, picture, beggars, velvet, horn, chair, haystack.) Teacher: Study the picture on page 40, so you can answer my questions. Where are the children standing? What are the children doing? They are repeating a rime that you children know and which you sometimes say here in the school on rainy days. Who—(writes the word who)—can tell me what it is? Repeat it. You shall read it soon.

There is a pretty song that I like to have you sing when we have a gloomy, rainy day, when some of us feel a little gloomy ourselves because it is dark and we want—(writes want)—it to stop raining, though we should—(writes should)—be glad to have the rain help the flowers grow. Who knows what song I mean? Yes, it is the song that says, “In every—(writes every)—little drop, I see field flowers on the hills.” Who will sing it? You may read it soon.

Now look at the picture on page 42. What are the children doing? What book do you think they are looking at? What book do we love very much and use a great deal on Friday afternoons and on rainy days? Yes, our—(writes our)—Mother Goose book. We say at those times that we are having a good time with Mother Goose, don’t we? What do we do when we have our good times with Mother Goose? Yes, play or act Mother Goose Rimes. These children like to recite, sing, and play Mother Goose Rimes.

Look at the picture on page 43. It tells us one of the rimes that the children like to repeat. What is it? “Hark! Hark!” means “Listen” or “Hear! Hear! the dogs do bark.” Do you see any beggars—(writes beggars)—that have on velvet gowns—(writes velvet)—or velvet dresses? Do you see any in rags and tags? (Writes phrase in rags and tags.)

Now look at the pictures on pages 44 and 45. Who is the boy in the first picture? Max is posing. The children must be playing a rime. What is it? What do you see in the picture that makes you think so? Yes, the horn. (Whites horn.) What is that on the chair? (Writes chair.) Yes, the broom and chair must be the make-believe haystack. (Writes haystack.) Do you think the children are playing indoors or out? Yes, it must be indoors and I think it must be a rainy day. Look at the other picture. Frank is posing this time as Little Boy Blue. Where do you think the children are playing this time? Indoors or out? Why do you think so? What is their haystack this time?

Step 2.—(a) Pronounce the known phonetic words: book, rags, tags, wake, blow; (b) Sound the new phonetic words: rain, Spain, our, read, Goose, hark, bark, barn, chair, haystack; (c) Pronounce and drill on newly developed words which are not phonetic for the class as yet: want, every, who, should, picture, beggars, velvet.

Step 3.—Read lessons silently at seats. As one aim for the silent study the teacher should ask the children to find out who is speaking each sentence on page 42, when it is Grace speaking and when it is Alice.

Step 4.—Read orally, emphasizing the dialogue on page 42.

Step 5.—(a) Pronounce rapidly words at bottom of pages 40, 42, 43, and 44; (b) Build new words from the known word our:

(c) Syllabify words:

Put two words together to make one.

Suggested Seat Work, Page 40.—Fold paper to cut out umbrellas both open and closed. Page 44.—Draw Boy Blue’s horn. Page 45.—Make a poster, using green paper for the meadow, at the bottom of a blue sheet, which represents the sky. From white paper, cut out Boy Blue’s sheep and paste them in the meadow.

Section to be Read—Pages 46-51, and 63

Step 1.—Words to be developed in sentences: Pussy, answer, frightened, London, buy, ever, we’ve, first, pie, began, master, fiddling, cock-a-doodle-doo. Teacher: Look at the picture on page 46, and tell me which of our rimes we are going to read. Before you answer—(writes answer)—you may look at the title at the top of the page. Yes, it is the rime of Pussy-Cat—(writes Pussy-Cat)—and the queen. To what place did Pussy-Cat go? Yes, to London—(writes London)—and what did she do? Yes, she frightened—(writes frightened)—the little mouse.

Now look at the pictures on page 48. Tell whom you see. Yes, Mrs. Pussy-Cat and one of her kittens. What has the kitten on his paws? What do we call that kind of glove? Yes, mittens. Mrs. Pussy-Cat has been somewhere to buy—(writes buy)—those mittens for the kittens who cried for some pie—(writes pie).

Now look at the picture on page 62. We sometimes give to a rooster as his name the word that tells us what he is supposed to say when he crows. What is it? Yes, Cock-a-doodle. You remember the rime in which Cock-a-doodle tells that his master—(writes master)—couldn’t play his fiddle—(writes fiddle)—because he had lost his fiddling—(writes fiddling)—stick. We will read that rime, too.

Step 2.—(a) Pronounce known phonetic words: straw, paw, fear, dame, while; (b) Sound new phonetic words, using knowledge of syllabification as well as of phonograms: kittens, mittens, ever, began; (c) Drill on new words: Pussy, answer, frightened, London, buy, pie, fiddle, fiddling.

Step 3.—Read lessons silently at seats. To give an aim, the teacher should say: I wish you to read pages 46 and 47 so carefully that you will be able to tell me whether it is Grace or one of the others telling how to play the stories.

Step 4.—Read lessons orally. Dialogue reading is emphasized on each page.

Step 5.—(a) Pronounce rapidly the words at bottom of pages 46 and 49; (b) Syllabify words:

The Gingerbread Boy: A Study Lesson

In The Gingerbread Boy we have another old folk tale of somewhat the same qualities as the story of Lambikin; being quite as full of action, and having even more of the riming repetition in which children delight.

The Gingerbread Boy would be an ideal story for dramatization were it not for the awkwardness, if not the practical impossibility, of having any child put into action the parts of the chief characters: the Gingerbread Boy while he is being “cut out of dough,” “put into a pan to bake,” “taken up in the little old dish,” to say nothing of turning from gingerbread dough into a boy who must run and talk. This, indeed, might be managed by not having a child take the part of the Gingerbread Boy until he appears “jumping over the dish.” But another still more awkward situation will arise when the Gingerbread Boy must be eaten, and must call out as he gradually disappears down the “sure enough” boy’s throat, “I’m going! I’m half gone! I’m all gone!”

The conversational parts of the story, however, stand out so distinctly from the rest of the matter that it is peculiarly well adapted for dramatic reading, which will be better than any attempt on the children’s part to play the story, that is, to reproduce it in actual dramatization.

Perhaps the best preparation for the children’s reading of this story is the teacher’s telling of it in its fullest form,—* *a telling into which she may bring all the details which make a story entrancing to children.

This telling should take place several days, or even weeks, before the time arrives for the children to read the story from their books. Then, as a further preparation, the teacher may review the story, just before the reading, by questioning the children. This will also provide an opportunity to develop the new and unphonetic words in the story, as woman, kettle, whose, love, done, half gone. The phonetic words, dish, wish, take, dark, and poor, should be left for the child to sound for himself as he comes to them in his reading.

The questions asked might be: What is the name of our story? Yes, the Gingerbread Boy. (Writes Gingerbread Boy.) Who cut him out of the cake dough? Yes, an old woman. (Writes an old woman.) Besides the dish and the pan, what did the old woman use in her cooking? Yes, a kettle. (Writes kettle.) There was a “sure enough” little boy in the story, and he became whose—(writes whose)—little boy? Did they learn to love him? (Writes love.) He ate the Gingerbread Boy, but not all at once. Do you remember what the Gingerbread Boy called out as he was being eaten? “I’m going! I’m half gone!—(writes half gone)—I’m all gone!”

I wish you to make a new word for me from an old word. (Writes one.) What is this? Yes; now I put a letter before it and what is it? Yes, done. Things began to happen pretty fast as soon as the gingerbread was done, didn’t they?

When the reading begins, the teacher says: Who can tell me how the Book Children learned the story of the Gingerbread Boy and when it was they learned it. You may read the first two lines on page 52 silently and then tell me.

Read the rest of the page to yourselves. Then I’ll ask one of you to read it to me, so that it will sound just as it did when I told it to you.

I wish you to read page 53 and pick out the words that were spoken by the little old woman and those that were spoken by the little old man. Now which two of you would like to read, one reading what the little old woman said, and the other what the little old man said?

Now read silently the next page, so that when I call on nine of you, each can read a sentence when I ask you to do so.

Now read all of the next page, except the last two lines; for one of you may read it aloud. He must talk just as the Gingerbread Boy did. You know how he talked, for I told you.

Now we will all read the last two lines on this page and all of the next, 56, except the last five lines.

Now read the last five lines of the page and all of the next page except the last four lines. Then someone may read it aloud just as the Gingerbread Boy talked.

Now who wishes to read the rest of this page 57?

Read the first eight lines on the next page (58) to yourselves and then tell me what you saw while you read them.

Who were walking together? Don’t you think that must have been a funny sight? I can see them walking, two and two, can’t you? What is meant by “Up came”? To what place did they come? Yes, into the dark woods.

Now read the rest of the story to yourselves. Who spoke first when they saw the “sure enough” little boy in the woods and what was said? Yes, all spoke at once. What a funny sound that must have been! How did the little old woman’s voice sound? Who can say it as she did? Who can say it as the little old man said it? How do you suppose the kettle and the pan said it? the little old dog? the little old cow? Who spoke next? What did he say? Then who spoke? What did they all say? Why did they say, “Poor little boy!” What did the little boy say to them then? Read and then tell me what they all did.

Do you like this story? Why do you like it? Who do you think was the happiest in the story? Which do you think the little old woman and man would rather have had, the Gingerbread Boy or the real live little boy? Were you sorry to have the real little boy eat the Gingerbread Boy? Can you think of anything else that you’d rather have had happen to the Gingerbread Boy?

Afterwards a second and uninterrupted reading of the story may be given. The children will then read it with ease, fluency, and enjoyment.

The Gingerbread Boy: Suggested Dramatization

If the work up to this time has been conducted in the vital way it should be, the pupils are freely taking the initiative in selecting the cast of characters and should know who does the talking. They should give the directions as to where each character should be placed and what each one should do and say.

Little Old Woman (making gingerbread): I wish we had a little boy to eat this gingerbread.

Little Old Man: I wish we had a little boy, too. I could love one very much.

Little Old Woman: I’ll cut this cake to look like a little boy. (Does this.) I’ll put the cake in the little old pan to bake and when it is done I’ll take it up in the little old dish. . . . It is done now; I’ll put it in the little old dish. (Gingerbread Boy runs away. Kettle, pan, woman, and man run after him.)

Gingerbread Boy (runs by Dan): I’ve run away from the little old kettle and the little old pan, the little old woman and the little old man. I can run away from you too-oo! I can and I can. (Dog runs after him. Gingerbread Boy runs by Fan and repeats what he said to Dan, adding the dog to those he has run away from, Cow runs after him.)

Gingerbread Boy (comes to dark wood and sees boy crying; repeats his speech to boy, adding): And I will run away from you, too, and I will if you don’t eat me as quick as you can. (Boy eats Gingerbread Boy.)

Gingerbread Boy: I’m going. I’m half gone. I’m all gone!

All the Others (coming up, out of breath): Have you seen the Gingerbread Boy?

Little Boy: Yes, he told me to eat him.

All: Come along with us and be our little boy.

Little Boy: I should like that. (They all go back to live in the house in the woods.)

The Pig with the Curly Tail: A Study Lesson

This story is largely repetitional and consists almost entirely of conversation. All the expressions are so true to a child’s way of thinking and talking that the entire story can be easily read and then reproduced in a most natural way. The teacher’s real work lies in the preparatory talk, which may run somewhat as follows:

How many of you have ever seen a pig in his pen? Of what do people generally build—(writes build)—pens? Yes, people generally put pigs in a rail—(writes rail)—pen; that is, a pen made of rails. How many know what rails are? Should you like to live in a rail pen? Why not? Would it be comfortable when it rains or snows? Most people put boards or planks over part of the pen for piggie. But that wouldn’t be enough for you. Why? Yes, it would most likely leak—(writes leak)—pretty badly. Well, most of you have seen a pig.

How many have seen a rabbit? What kind of teeth have rabbits? What can they do with their sharp teeth? (Writes sharp teeth.)

Has a pig or a rabbit a mouth like a duck? What kind of mouth has a duck? Did you ever see a duck getting its food from the muddy water? Did you ever see ducks run their bills down into the soft wet mud? Did you notice the two broad flat parts of the duck’s bill? They look as if they could carry things very easily, don’t they? What kind of noise does the duck make?

What kind of noise does a rooster—(writes rooster)—make? When does a rooster crow? Did you ever hear one crowing early in the morning? (Writes morning.) He seems to be trying to wake the whole world—(writes world), doesn’t he? What good does his crowing do?

Don’t you suppose that carpenters and workmen who have to begin work early in the morning are glad to have the rooster crow and wake them? What do carpenters do? What do they need, to build houses? Where do they get lumber? Where does lumber come from? Do you know how chimneys and brick walls are made? What is needed besides bricks? Did you ever see any plaster? (Writes plaster.) How do people make it? Did you ever see men carrying plaster as they help build a house? How did they carry it? (Writes carry.)

The story falls into short distinct parts which the teacher should name in the recitation, thus aiding the children to read thought units, and describe the parts on the board:

1. The pig’s pen: why he didn’t like it and what he said.

2. The pig’s meeting with the rabbit and what was said.

3. The pig’s meeting with the duck and what was said.

4. The pig’s meeting with the rooster and what was said.

5. The new home.

The teacher may begin the lesson thus: Here is the story of a pig who lived in a pen.

Read the first part, which tells why he didn’t like his home and what he was going to do. (7 lines.) Now tell me.

Read the part that tells whom he met first on his way to the woods and what they said to each other. (17 lines.) Then someone may tell me.

Read the part that tells whom the pig met next and what was said. Now someone may tell me.

Read the part that tells whom he met next and what was said. (18 lines.) Then someone may tell me.

Read the rest of the story and then tell me what they all did and what they soon had.

A second reading, in which only “the talking parts” are read aloud, will lead to independent dramatization. Indeed, there could not be a better story than this for such training. The dramatization will be so easy and so simple that it may be turned over almost entirely to the children.

The teacher may find it well to start them off with a few questions, as: How many people are needed to play this story? Which four of your class will you select?

Very well, then; they would better read their parts over so that they can “talk straight along” when they begin to play. The rest of us can look on our books while they are playing the story, and see if they are talking pretty nearly as our books read.

E. Fourth Story Group: “At Sunset,” Pages 64-70

The Rainbow, A Beautiful Bridge: A Study Lesson

Preparatory Talk.—How many have seen a rainbow? At what time of the day did you see it? Was it raining hard when you saw the rainbow? Was the sun shining? Yes, I dare say you noticed that it was raining a little and the sun was shining at the same time. Sometimes there are clouds in the sky when you see a rainbow, but the sun shines through them. The bright rays from the sun meet the raindrops as they fall; that is, they shine on the drops of falling rain, and it is then that the sun and the rain together make the rainbow. What colors show in the rainbow? Look at the next rainbow you see, and you will find six colors: red, orange, yellow, green, blue, and violet.

Of what shape is the rainbow? Does it show in a straight line across the sky? No, if you ever see a perfect rainbow, you will see that it has the shape of a bow, the kind of bow with which we shoot arrows.

There are several beautiful stories told about the rainbow. The Indians used to think that all the red, yellow, blue, violet, and orange colored flowers with their green leaves died down here on the earth and then their souls or spirits flew to heaven in the sky above, and stayed there together, making the rainbow. Wasn’t that a pretty thought?

Then there were some people living long ago called the Greeks who had another pretty story about the rainbow. They thought the sun was a great king or god who lived up in the sky. His wife was a beautiful queen who lived on top of one of the high mountains of the earth. This king and queen had a beautiful daughter named Iris. Iris always wore beautiful robes of red, orange, yellow, blue, green, and violet. Her father and mother made the robes and other beautiful things for Iris from the clouds. Iris used to bring messages from the sky or heavens down to the people on earth. Her father and mother built her a beautiful curved bridge which could be dropped down from the sky so that the ends of the bridge rested upon the earth. Down this bridge Iris could glide, bringing her messages to the people on earth. She could then glide up it and return to the sky and lift the bridge back out of the earth people’s sight.

It was said that Iris once hid a pot of gold on the earth at the foot of the bridge. When I was a child I used to wish to run to the foot of the rainbow and find the pot of gold.

You are going to read the story of Iris and her bridge.

Another story of the rainbow is found in the Bible. Shouldn’t you like to hear it? I will tell it to you soon.

I will show you a glass prism. If we let the sun’s rays shine through it at the wall, we shall see all the colors of the rainbow on the wall.

The teacher will see and grasp her opportunity to develop the following new words in her preparatory talk: rainbow, bridge, daughter, Iris, above, mountains, colors, and shouldn’t. The phonetic words clouds, lift, and foot should be left for the children to master for themselves, when they come to them in the reading lesson.

The Bible story and the exercise with the glass prism may be given before the preparatory talk or after the reading lesson, as the teacher prefers.

Section to be Read—Pages 67-70

Step 1.—Words to be developed in sentences: wonder, great, bonny, silver, afloat, rosy. Teacher: Our lessons to-day are all rimes and riddles. (Writes riddles.) Do you remember a riddle we learned and asked each other while we were reading in the Primer—a riddle about some white sheep, a bright horn, and a blue meadow? We had to find our answer in the sky. There was another riddle about a bonny silver boat—(writes bonny silver)—which means a pretty silver boat and it was afloat—(writes afloat)—on a rosy—(writes rosy)—sea. Do you remember what we found the rosy sea and the boat to be? Yes, the sky and the moon. Have you ever seen the moon when it reminded you of a boat? Was it the big full moon? Go to the board and show me how it looks when we call it a bonny silver boat. That is the way it looks when we call it a bright horn or a silvery bow.

Look at the picture on page 70. Do you see a bonny boat? Now look back at the picture on page 69. At what are the children looking? Have you any idea what they are saying? I think they are looking at a little star, and perhaps, as they look at it, they wonder—(writes wonder)—how such a little star can be as large as the great—(writes great)—sun, as they have been told is true of some of the stars. I think, too, that they are saying one or both of the rimes that you have learned to say when you see the first star begin to twinkle—(writes twinkle)—in the evening. We are now to read both the riddles and the rimes.

Step 2.—(a) Pronounce the known phonetic words: moon, more, light, dew; (b) Sound the new phonetic words: boat, afloat, sea, silver, bonny; (c) Drill on the words: wonder, great, twinkle.

Step 3.—Read lessons silently at seats.

Step 4.—Read lessons orally in class.

Step 5.—Pronounce rapidly words at bottom of pages 67, 68, and 70. Syllabify words as follows:

F. Fifth Story Group: “In the Fall Woods,” Pages 71-87

Section to be Read—Pages 71, 85, 86

Step 1.—Teacher: Look at the picture on page 71. Whom do you see? Tell what you think each is doing. Tell what you imagine each is saying.

Do you see the same people in the picture on page 86? What are the children doing? I wish you to read these two pages. Then read that “Great Rime” on page 85 that tells about a great ax. I wish you to read the rime now, because Mother told the children, during such a happy day in the fall woods, two long stories that were both about an ax.

Step 2.—(b) Sound all the new phonetic words: leaves, dead, hang, splash, winter.

Step 3.—Read lesson silently at seats.

Step 4.—Read lesson orally in class.

Step 5.—(a) Pronounce rapidly the words at the bottom of pages 71, 85, and 86.

Suggested Seat Work, Page 86.—This page may be illustrated with paper cutting. Cut out a picture that will show a big tall tree. Cut out the children in the different positions, some stooping over to pick up nuts, some in the act of filling their baskets.

The Brook: A Study Lesson

Preparatory Talk.—Have you ever watched a little brook, or branch, as some of you children call a stream of water? How did the water look,—clear and bright, or dark and muddy? Did the water make any noise as it ran along? What kind of noise? Did it sound as if the little brook were glad and happy, or sad and sorrowful? Did the water run fast or slowly? How does the water run over flat or nearly level land? Does it run fast or slowly? How about when it runs down sloping land, as down a little hill?

Did you ever throw sticks or leaves or other things into the water of a stream, to see them carried off? When I was a child I used to make little boats of bark and watch the water of a fast little brook whirl them away. I dare say some of you have done the same thing.

To-day we are going to read a little poem that tells what was said to a pretty brook by a little girl named Mary. Listen carefully while I read it, and then you can answer some questions I shall ask.

(The teacher reads aloud the four stanzas of the poem and then questions the children.) What did Mary say to the brook? Find the words she spoke and read them aloud, but don’t read any other words in the poem.

What did Mary mean by, “I wish you would stay”? What do you think she had dropped into the water of the brook? What kind of boat do you suppose it was? Why did she put those things into the water? What did she say she would do? Who had told her that she might run after the water? Why did Mary wish to run after it? Do you think that Mary ever found where the brook ran away? Read aloud the stanza that makes you think so. Now, someone may read aloud the whole of this pretty poem.

If I ask all of you to read along with me as I read it aloud, will you read softly and all try to keep together? Very well, we will try that.

(Concert reading is not to be indulged in often, but any teacher who is skillful in training pupils to read poetry may permit concert reading of a poem occasionally, especially when it is a poem so simple and easy as this.)

The Honest Woodman: A Study Lesson

This is a Greek fable that has been simplified for children’s reading, but no amount of simplification can change the fact that the central thought introduces a purely adult situation. However, children are often tempted to act dishonestly, and even this Greek fable may be brought down to the child’s plane of experience.

Preparatory Talk.—In our lesson to-day, children, we will read about an honest woodman. (Writes honest on the board.) What is a woodman? What do they do? Why do they cut down trees? With what do they cut down trees? Of what are axes made? Does an ax cost much money? It is well that they do not, since most woodmen are poor, and must depend upon their axes to make a living.

Does a woodman go to work to cut down a tree with all its wide-spreading branches on it? What does he do before he begins to cut into the trunk of a tree to make it fall? Why does he first cut off the wide-spreading boughs?

What do we mean when we speak of the woodman as honest? (Writes honest again.) Yes, he must have been a man who would not steal. Can one be dishonest in any other way than by stealing something? How? We will find in our story how the woodman proved that he was honest.

Read the first two sentences carefully, and then tell us all about the place in which the woodman was. Yes, I think he was in a forest where there were oak trees that grew near some deep water. Did you find out what the woodman was doing in the forest?

Read the next sentence. Tell us what happened to the woodman. How do you suppose such a thing could have happened? How do you think the poor woodman felt?

Find the words that the woodman spoke and read them aloud just as you think he said them.

Read the rest of the page and one line on the next page; then one of you may tell me what was said.

Read three sentences; then tell what the fairy did and what was said. Finish the page. Someone tell us what happened next and what was said. Read all of the next page. Now tell what the fairy did next and what was said.

During this “study recitation” a child may come to some such word as neither, which is new and somewhat difficult for him. He should be encouraged to try all his “keys” upon this word; that is, he should ask himself, “What other word would make sense here?” Failing to get it thus from the context, he should “sound it silently.” If he cannot get it by either of these means, he should ask for help.

Before the period for the oral reading of the lesson, the teacher should have put on the blackboard, and used for a quick, spirited drill, some of the phrases from the lesson, as:

Such phrase drilling is a wonderful aid in securing smooth, expressive reading.

The Oral Reading Lesson.—The oral reading lesson should, as nearly as possible, be a sight reading lesson.

It is a good plan sometimes to call for the reading of thought units, following some such simple outline on the board as the one given below:

1. The woodman drops his ax. (6 sentences.)

2. Fairy comes up out of the water. (6 sentences.)

3. Fairy brings up silver ax. (3 sentences.)

4. Fairy brings up golden ax. (4 sentences.)

5. Fairy brings up the woodman’s own ax. (8 sentences.)

6. Fairy rewards the woodman. (3 sentences.)

The teacher says, “Read the part that tells about No. 1.”

Pupil looks at the board and reads the first six sentences.

The words in parenthesis are not to be shown on the board. They are given here merely to guide the teacher, who should endeavor to train the child to select the words he should read, to read these words, and no more. A good deal of practice is required to get young children up to this.

A final discussion of a story such as this may prove of great ethical value to the child, upon whose mind the central teaching of the lesson should be impressed.

Teacher: Which of the axes should you like most to own? Why the golden one? Which would you prefer next to the golden ax? Why? Where do you suppose the fairy left the silver ax while she went down into the water to get the golden ax? Where do you suppose she left the golden ax while she went down for the woodman’s old ax? What might some men have done when they were left alone with a silver ax and a golden ax? Do you suppose the woodman knew that the fairy would give him the silver ax and the gold ax? You are quite right about it. I don’t suppose he ever dreamed that she would give them to him.

Do you think he was wise to refuse to claim the silver ax and the golden ax? Didn’t the fairy act as if she thought the silver ax and the gold ax were the woodman’s property? Do you suppose he wanted the silver ax and the gold ax very much? Was he right to tell the fairy that they were not his? Why? Suppose the woodman had said, “Yes, this silver ax is mine,” what do you think the fairy would have done?

Did the woodman deserve all he got? Did it pay him to be honest? What if the fairy had not given him the silver ax or the gold ax?

A Dramatic Reading Lesson.—When the thought and the phraseology of the lesson have been fully mastered, and each situation has been clearly grasped by the class, such a story as “The Honest Woodman” may be turned into a dramatic reading lesson, simply by having the pupils take the parts of the characters in the story, pick out the “talking parts” of the story, and read them aloud in conversational tones, or “talk from the book,” as this may be called.

A Dramatization.—The story may afterwards be worked up into an actual dramatization by the pupils with very little help from the teacher.

After reading this story as the dramatic reading lesson, as described above, the children may wish to read the lesson again and act it; that is, read it at sight and act it at the same time. Or they may wish to memorize the parts and give the story as a play before an audience.

Such an exercise may be developed in the following way: The teacher asks questions, children answer, and the teacher then writes on the board just enough to guide the pupils.

“How many pupils must we have to play this story, and what characters are they to represent; that is, who must they ‘make believe’ they are? Yes, two pupils. They must represent the characters of the woodman and the fairy.”

The teacher writes on the board:

“What place must we make believe the schoolroom is? Yes, a forest. What must we make believe we see in the forest? Yes, some oak trees, and some deep water near them.”

The teacher writes on the board:

“Where must we make believe we see the woodman standing? What has he? What is he doing? What happens? Yes, the woodman is standing by the stream. He has an ax. He is cutting down a tree. His ax falls into the water. While I write this, the class must select two pupils to be the woodman and the fairy. You must decide which part of the schoolroom you will make believe is the forest, and what you can use for the tree. What else do you need to play this story? Yes, three axes. Well, you must decide upon something that will represent the axes.”

The teacher writes on the board:

She leaves space enough for the first two or three words spoken by the woodman.

The children who are to act take their places. They, as well as the others of the class, have their books open.

The teacher says: “Show me how you are going to make believe you are cutting down a tree. Very good. Show us how you are going to drop your ax. That is very good.” Then to the other pupil who is to act: “Show me how you are going to rise from and go down into the water.”

If this presents a difficulty, the wise teacher will leave the pupils to solve it, skillfully leading them to use their eyes and their own judgment. Perhaps one more quick-witted than the others will suggest some such plan as having the pupil rise from behind a desk or chair and stoop behind it again to represent the fairy rising and sinking in the water.

When such matters are settled, the teacher continues the outline begun on the board.

“Find in your books what the woodman said when he dropped his ax. Tell me, so that I can write the first two or three words of it as ‘key words’ in the right place. You may read them, or talk them from your book.”

The plan worked out will show on the board in some such way as follows:

Woodman (standing by a stream, cutting into a tree with an ax, drops ax into the water): Oh, what shall, etc.,

Fairy (rising out of the water): Why do you, etc.

Woodman: My ax fell, etc.

Fairy: I will get, etc. (Sinks into the stream, rises again with an ax, holds out ax to Woodman.) Here is your, etc.

Woodman: That is not, etc.

Fairy (sinks into stream, rises again with another ax, holds out ax to Woodman): Is this, etc.

Woodman: No, oh, no.

(Fairy sinks into stream again, rises with another ax, holds out ax to the Woodman. The Woodman takes ax.)

Woodman: Oh, thank you, etc.

Fairy: Why would you not, etc.

Woodman: The silver ax, etc.

Fairy: You are a very, etc. (Gives Woodman the silver ax and the gold ax, then sinks into stream. Woodman runs off joyfully with the three axes.)

The Three Brothers: A Study Lesson

This story covers eight pages of the First Reader,—too much to be read at one recitation, since eight pages, even of this large print, means a long story.

The treatment of the long story for the First Grade differs somewhat from that of the shorter stories.

There must be a carefully planned division of the story into its main parts, which will lead naturally to a lively discussion of the characters, of the main events, their sequence and the results, so that the children may get the larger thought groups. These discussions may come before the reading of the lesson, during the reading, and after the reading. It is perhaps safer, however, for the young or less experienced teacher to confine these discussions mostly to the period before and after the reading.

The new words of the lesson should be first heard and seen as far as possible in their context. When they can be introduced naturally in the phrases of the preliminary talk preparatory to the reading, they should be so introduced.

In this story there are twenty-four new words, many of them so phonetically regular that the child will master them without trouble when he comes to them in his reading. His growing power to get words for himself will be reinforced by his interest in the story context, his desire to find out what happens next, and the realization of his need to know the words in order to find out what he wants to know regarding the story incidents.

The ethical teaching of this story is that it pays to think about what one sees and hears; that it is well to try to find out things for oneself. Of course, the teacher will let these truths teach themselves as the story progresses.

A few questions may be asked after the story is finished in order to fix more firmly in the minds of the pupils the ethical truths taught in the story, but this quiz must never degenerate into a preachy talk for the sake of pointing a moral.

The definitely planned division of the story to be kept in mind by the teacher, and followed in developing the lesson, may be as follows:

I

II

(21 lines, 22 lines, 25 lines, respectively.)

III

Preparatory Talk.—How many can tell me what a castle is? We are going to read in this story about a beautiful castle. (Writes a beautiful castle.) We are going to read, also, about a tree that was very old and very large. It was more than a hundred years old. (Writes more than a hundred years.) It had more than a hundred boughs. (Writes more than a hundred boughs.) The story doesn’t tell us what kind of tree it was. I think that it was perhaps a walnut tree. (Writes walnut tree.) It grew near the castle. (Writes grew near the castle.) It stood just before the door of the castle. (Writes before the door.)

The Study Lesson.—“I wish you to read to yourselves; then I wish one of you to tell me about the castle and the tree. Another may tell me about the king’s trouble, and someone else may tell me about the king’s offer.”

After the children have given in their own words the substance of what they have read, the teacher may discuss with them the portion they have read.

“What is a king’s kingdom? Does the half of a kingdom mean very much? Who do you suppose heard the king as he stood crying these words aloud? Do you suppose many tried to cut down the tree and dig the well? Why do you suppose both were such hard things to do?

“Now read again to yourselves. Then someone may tell me about the three brothers.” (Writes three brothers.) “Someone may tell me what happened as they were going through a forest.” (Writes going through a forest.) “Then someone may tell me what happened as they were passing a mountain.” (Writes passing a mountain.) “And someone else may tell me what happened as they were passing along by a stream.” (Writes along by a stream.)

Except the first, each of these is a long division. If she prefers, the teacher may discuss each division after it has been reproduced by some child in his own words.

The discussion of the four parts of the second division may be approached somewhat as follows:

Teacher: Do you suppose the three brothers had been present when the king made his offer, and heard him as he spoke, or does it mean that they heard about the king’s offer? Why do you think so? Read the line that makes you think they were at some distance from the king’s castle. What does set out mean?

If you should hear a chopping noise, shouldn’t you know what it was? Why did the youngest brother wonder about it? (Writes youngest brother.) But you must remember where they were—away off in a forest. Do many people live in a forest that is far away from towns and cities? What kind of boy or man do you think the youngest brother was? Should you have left your brothers and gone away off into a forest by yourself? (Writes by yourself.) How do you suppose he felt when he saw an ax chopping down a tree without anyone holding it? Should you like to have such an ax? Why? How did the youngest brother speak to the ax? What kind of boy or man does that show him to have been? (Polite.) Did the others get far ahead of him? Why do you think so? What kind of boy does that show he was? (Quick, full of energy, etc.)

Did you ever see a pick? How does it differ from a hoe? Which is the best for digging deep holes or wells?

Have you ever watched a stream of water flowing past you? Did you ever think of the fact that it had to start somewhere? Did you ever wonder where it came from? How many of you ever followed a stream, going up its banks toward the place where it started?

How many have seen a walnut? If you should see a walnut from which a stream of water kept running, shouldn’t you think it a strange walnut?

If you should hear that more than a hundred men had tried to do some one thing and that all of them had failed, should you care to try?

After the oldest brother tried and failed—(writes oldest brother tried)—and the second brother tried and failed—(writes second brother tried)—should you have thought the youngest brother would care to try?

What made him feel sure he could win half the kingdom offered by the king? What did the work for him? Yes, but who had done the thinking that got these tools for him? What was the difference between him and his brothers? Does it pay to find out all you can? Does finding out about things help you to do things?

The Oral Reading Lesson.—With the outline of the divisions on the board, the teacher may say, as she points to them: “Read the part that tells about the castle and the tree. Read the part that tells about the king’s trouble,” etc.

Good-by to the Birds: A Poem Lesson

This little poem is so easy to read that the children will enjoy it for that reason if for no other. But the jingle and rime of the lines has also a charm for children.

The thoughts of the previous lesson are those of the fall time; the fading and falling of the leaves, the ripening of the nuts, the departure of the birds, etc.

This little poem gives one of these thoughts fancifully expressed. It is easily linked with the previous lesson by means of a very few questions from the teacher.

“Do you not feel sorry to have the birds leave us? to have to tell them good-by until the spring comes again? How do you suppose the little birds feel as they go flying so swiftly and easily across the beautiful blue sky? Who is telling the birds good-by? Where do you think the children are, when they watch the birds and call good-by to them? Do you ever feel as you watch the birds that you’d like to fly, too,—to go with them to the countries far away?”

One reading of the lines by the teacher will, in most cases, be sufficient. Almost without effort, the children will memorize the poem. The teacher may recite two lines:

and then wait for the class to complete the stanza, which they will do easily, the word sky suggesting the lines that end with the riming word by:

In this way the teacher may gradually develop a keen appreciation of melody and rhythm. She may also lay the foundation of a high type of language lesson, in which originality and inventiveness as well as thought on the child’s part will have some play. The work with the phonic jingles in the Primer was the first step in this double development.

After the children have had such lessons as this one on “Good-by to the Birds,” the teacher can continue it. She gives a line, of which the children must complete the thought with a riming line; as,

Teacher: The stars are bright—

Pupil: They shine at night.

Teacher: I like to run and play—

Pupil: On a lovely summer day.

G. Sixth Story Group: “Winter Days and Nights,” pages 88-115

Section to be Read—Pages 88, 89, 92, and 93

Step 1.—Words to be developed in sentences: feathers, sleigh, pleasanter. Teacher: Compare the picture on page 88 with the one on page 86. Tell me all the differences you see. Do both pictures show the same time of the year? Tell me the difference. What is the heading of the lesson just under the picture? Yes, “Winter Fun,”—and that is what these children are having. Is it raining in this picture? Can you see the flakes of snow falling like little feathers—(writes feathers)—as they come thicker and thicker and faster and faster? The children have fun in the day time playing in the snow, coasting down the hills, skating on the ponds and going for sleigh—(writes sleigh)—rides. But they think the winter nights are even pleasanter—(writes pleasanter)—than the winter days.

Turn to the picture on page 90. You see the same children that you saw out in the snow. Where are they now? Do you think they are having fun here? Is it day or night? Why do you think so? Oh, yes, you can see the moon through the window. Such a slender little moon! It is not like the full moon of the summer night, when it looked down at the baby larks and lambs with their mothers, in the meadows, “all asleep.” It is not exactly like the pale slender moon of the afternoon when it shone like a horn so bright, among the white cloud sheep, in the blue meadow of the sky. It is more like the bonny silver boat that was afloat on the rosy sea of the sunset; but it is now most like a silvery bow, that hangs low in the sky on the winter nights. You remember the song, called “A Winter Night,” that you learned, which told what the moon sees down on the earth on a winter night: the white snow on the ground, the dark waters that flow so silently and slowly because of the ice; the icicles that grow larger as they hang from the trees and the roof of the house, and the cozy room where the flames of the fire blaze and glow and throw queer shadows of the “five sprites that sit in a row” before the fire.

Well, here are the “five sprites.” They are singing songs, saying rimes, and telling long interesting stories. You will read some of the stories that they are telling. You know how to play a game that they called “matching rimes.” You know, too, the short sayings they repeat, “As green as grass,” etc. You have played the same game here in the schoolroom. Read the song on page 91 with the lesson.

Step 2.—(a) Sound the new phonetic words: flakes, thick, thicker, roast, toast, short, glass, tar, ice; (b) Drill on newly developed words: feathers, sleigh, pleasanter.

Step 3.—Read lessons silently at seats.

Step 4.—Read lessons orally in class. Let different pupils take the parts of Frank, Grace, Alice, and Max, and read as if they were playing the game of matching rimes.

Step 5.—(a) Pronounce rapidly the words at bottom of pages 88 and 89, the words at the right of page 91, and also the words on page 93 that are given in pairs; (b) Syllabify:

Suggested Seat Work, Page 88.—Draw a funny picture of a snow man. Page 89.—Draw a picture that shows boys and girls sliding downhill on their sleds. Gray drawing paper will be best for this. Use white blackboard chalk for the snow. The little boys and girls will likely wear red or blue sweaters and red, blue, or green toboggan caps. Page 90.—Make a poster which will represent a night scene, using black paper for the ground, on gray paper which represents the night sky. Cut out the crescent moon of yellow paper and paste it on the sky.

A Teeny Tiny Story: A Study Lesson

The source of keen enjoyment for the child in this story is the quality of suspense and the surprise in the climax.

The lesson requires no preparatory work at all. The child’s first introduction to the story should be through the teacher’s reading it to the class with no word or hint as to what they are to expect. If the teacher reads with an air of expectancy she will hold the intense interest of the class as they follow the “Teeny Tiny Lady” with bated breath in her quest for that “teeny tiny noise.” It is worth a great deal to arouse surprise and enjoyment which is shown when the climax is reached and the teeny tiny lady found nothing but—a mouse! The teeny tiny lady’s absurd fright as she cries, “A mouse! A mouse!” and flies up her teeny tiny stair can be shown in the teacher’s reading. No comment is necessary from the teacher. But one can easily see how such a story may be spoiled in the handling.

The lesson assignment might be: “Read this story to your father and mother so that they may enjoy it as you did in class. You must keep them guessing what that noise was, until the very end. Make them as curious to know what it was as you were.”

With this motive for study, the reading in class next day will be animated and expressive. The word groups will present no difficulty to the children. They are composed of such familiar household terms as “stole down the teeny tiny stair,” “looked under her teeny tiny table,” “there was nothing under the table,” etc.

Phonic Exercises.—List of words on page 95 and exercise groups from Phonetic Chart furnish material for drill.

Billy Boy and His Friends: A Long Story Lesson

Just as there was reason for the teacher’s reading aloud the last story to prepare for the reading recitation, so there is reason for her telling this story as a preparation for the reading by the class. The teacher should supply fuller details, in the telling of the story, than it is possible to give in the child’s Reader. She should tell the story with the gestures and facial expression which are essential to the success of her chief aim,—which is to enable the children to get hold of and enjoy every bit of the humor in which this story abounds.

This story also appeals to the child’s sympathy for animals, but this is a secondary consideration just here; for that sympathy is emphasized in many stories for children, while true humor is all too rarely found. All the new words are phonetic and easily mastered by the child without any drill,—unless it be the words fortune, donkey, and friends.

These may be given first in the few sentences with which the teacher introduces the story, as:

“I will tell you the story of a little lad called Billy Boy who was very poor, who had no home, parents, brothers, sisters or friends—(writes friends)—who once started out all alone to seek his fortune—(writes fortune)—and who was helped by a donkey—(writes donkey)—and some other animals who became his friends.”

In the telling and afterwards in the reading recitation and, still later, in the dramatization, the outline below should be kept in mind and followed by the teacher.

I. Billy Boy seeks his Fortune

II. Billy Boy finds his Fortune

A motive for the reading of this story may be given by teacher saying: “Why do you like this story? Do you think your father and mother or your little sister and brother like funny stories as well as you do? Shouldn’t you like them to have a good laugh over this story? Very well, suppose you read this story so carefully that you can read it aloud at home and make it just as funny in your reading as I made it in the telling. Then, too, I think you will enjoy playing the story when you can read it well.”

If the entire story is found to be too long for one reading recitation, as it probably will be, it may be divided into as many sections as is necessary, the divisions following the outline given above. A suggestive dramatization is given below for the teacher who may desire to use it.

To help the child find the slight vein of ethical truth that runs through the story, a few concluding questions might be asked, such as: “What kind of boy was Billy? Why do you think he was kind? Which of his friends helped Billy most? What was the cleverest thing that Billy did? What could Billy do that his friends could not do?” (Think and plan.) “Was it right to take the house from the robbers? How had they got it? What do robbers do to other people who may happen to live near them?”

Billy Boy and His Friends: A Dramatization

[Note.—This is a suggested dramatization, the primitiveness of which, as a story, appeals strongly to young children, especially to boys, who should take all the parts unless, perhaps, it be that of the cat.]

Scene I: Billy Boy Seeks His Fortune.—Billy Boy: I am only a poor lad. Everyone calls me Billy Boy, but I have no home. So I’m going out to find my fortune. (Walks along until he comes to a donkey with his head hanging down.)

Donkey: Wee-haw! Wee-haw! Wee-haw!

Billy Boy: What’s the matter, old Wee-haw? Why do you hang your head?

Donkey: I’ll tell you what’s the matter. My master gives me nothing to eat but old wheat straw. He says I’m too old to work.

Billy Boy: Come with me, old Wee-haw. You may help me work for my fortune. You shall have sweet hay and not old straw. (Billy Boy and the donkey walk on till they come to a dog sitting still, with his head hanging down.)

Dog: Bow-wow! Bow-wow!

Billy Boy: What’s the matter, old Bow-wow? Why do you hang your head?

Dog: My master says I’m too old to watch and bark at night. So he never gives me meat to eat.

Billy Boy: Come with me, old Bow-wow. Help watch for my fortune and you shall eat meat every day. (Billy Boy, the donkey, and the dog walk on till they come to a cat sitting still, with her head hanging down.)

Cat: Mee-ow! Mee-ow!

Billy Boy: What’s the matter, old Mee-ow mee-ow? Why do you hang your head?

Cat: My master knows that my teeth are old. Yet he gives me nothing to eat. While my teeth are not sharp now, my claws are as sharp as ever. Still it takes me a long time to catch a mouse. I should have meat to eat.

Billy Boy: Come with me, old Mee-ow mee-ow. You may help catch my fortune. Then your claws and jaws will do all you want them to do. (Billy Boy, the donkey, the dog, and the cat walk on till they see a rooster sitting up in a tree crowing.)

Rooster: Cock-a-doodle-doo!

Billy Boy: What’s the matter, old Cock-a-doodle? Why are you singing in the top of that tree at this time of the day?

Rooster: My master says I am to go into the pot. I’m to boil, boil, boil, then roast and toast, till I’m done.

Billy Boy: Come with me, old Cock-a-doodle. You may help me sing for my fortune. Then no one shall boil you. (Billy Boy, the donkey, the dog, the cat, and the rooster walk on till they come to a forest.) Let us rest, now. To-morrow we will march into the forest. (Billy Boy, the donkey, the dog, and the cat lie down at the foot of a tree; the rooster flies up into the tree. They all fall asleep.)

Scene II: Billy Boy Finds his Fortune.—Rooster: Cock-a-doodle-doo! I see a light, friends.

Billy Boy: Is it the light of the moon?

Rooster: No, it is not.

Billy Boy: If it is not the moon, let us go and see what it is. (The friends walk off into the forest till they come to a little house. They all stop.)

Billy Boy (trying to look in at a high window): I can’t see into the house. Cock-a-doodle, you fly up on Wee-haw’s back and tell me what you see.

Rooster (getting on Wee-haw’s back and looking in at the window): I see some men sitting around a table. They have gold in a heap on the table.

Billy Boy (in a low tone): The men in the house are robbers. I think we can drive them away. When I say, “Three,” make all the noise you can. One, two, three!

The Friends (all at once):

(Robbers run from the house and out of sight. The friends enter the house.)

Billy Boy: Here is a bed. I’ll get in it and go to sleep. (Lies down and goes to sleep.)

Cat: Here is a chair by the fire. I’ll jump up in it and go to sleep. (Jumps into chair and goes to sleep.)

Dog: Here’s a table. I’ll get under it and go to sleep. (Lies down under table and goes to sleep.)

Donkey: Here’s some straw by the barn. I’ll lie down on it and go to sleep. (Lies down and goes to sleep.)

Rooster: Here’s a tree. I’ll fly up into it and go to sleep. (Flies up and goes to sleep. A robber comes stealing back from the woods, goes into the house; in the dark runs against the cat in the chair, she jumps up and scratches his eyes.)

Robber: Ouch! (Runs against the table, dog jumps out and bites him.) Ouch! Ouch! (Runs out by the barn, donkey jumps up and kicks robber down.) Ouch! Ouch! Ouch! (Jumps up to run.)

Rooster (from the tree): Cock-a-doodle-doo!

Robber: Oh, he’ll get me! (Runs out of sight into woods; the friends go to sleep again. The first robber and another come out of the woods.)

First Robber (pointing to the house): I shall never go back to that house. There’s an old woman there, who tried to scratch my eyes out. There’s a man there with a sharp knife. He cut me as I ran by him. There’s another man with a big stick who knocked me down. As I got up to run a little man hiding somewhere cried, “I’ll knock the noodle, too!” but I’ll never be such a noodle as to go back there. (The two robbers run off into the woods.)

Rooster: (flapping wings and crowing): Cock-a-doodle-doo! (The friends wake up and stand around Billy Boy.)

Billy Boy: The robbers will never come back here. So we can stay here. We shall be safe and happy here as long as we live.

The Friends (holding their heads very high):

Robin’s Yule Song: A Folk Tale

This is a Scotch folk tale which is always loved by children beginning school because of the lifelike personification of the animals in the story and because the great number of repetitions makes it so easy to read.

This story, with the one that follows, “Robin Redbreast and Jenny Wren,” and the rime of “Who Killed Cock Robin?” on account of the close thought relation between the three, should be treated as three parts of one whole.

In “Robin’s Yule Song” the different sections of the story stand out clearly, each as a distinct thought unit. As the story proceeds from section to section, the teacher should question the children; the children should read silently for the answer to be given in their own words, and the teacher writes on the board the outline which they together make of the story. Such an outline helps the children to keep clearly in mind the main points of the story at each stage; that is, whom wee Robin meets, where he meets them, and what is said in each case.

In order to arouse a proper interest in the bird characters of the story, the teacher holds a short introductory talk with the children about the birds which are mentioned in the story.

Preparatory Talk.—We are to read a long story about birds that used to be told to the children far away across the ocean a long, long time ago.

We know a good deal about the birds of which the story tells and love most of them, because they are such lovable little creatures. But there are a few birds that are not loved, by us, or by the other birds, either.

For instance, the sparrow—(writes sparrow)—of which we see so many in towns and cities, is a noisy, quarrelsome, dirty, disagreeable little fellow. Sparrows are of very little help to us in taking care of our plants and trees, and they never sing sweet songs for us. They are great fighters and very unkind to other birds, driving off those who cheer us with their sweet songs and who eat the insects that are so destructive to our plants and trees. These quarrelsome sparrows are called English sparrows here, because the first that were ever in this country were brought from England. But in England they are called house sparrows.

We have several different kinds of our own native sparrows, the tree sparrow, the ground sparrow, the song sparrow, etc. The sparrow of whom we are to read was, I feel sure, one of these song sparrows that we love.

There is another kind of bird that is not loved, because he has such disagreeable, mean habits. It is the cuckoo. (Writes cuckoo.) The cuckoos do not build nests for themselves. The mother cuckoo flies around to the nests of other birds and lays her eggs in them so that these other birds will hatch them and, thinking the cuckoos are their own baby birds, will feed and care for them. When the young cuckoo gets strong enough, he pushes the other baby birds out of their own nests, and then he gets all the food that the parent birds bring for their own babies.

After you read the story, you will see why the cuckoo is not liked by the other birds and you will not wonder at it.

The hawk is another bird for whom we cannot feel any love. He is big and strong, and he kills other birds who are smaller than he. The other birds hate and fear the hawk, because he is so cruel.

In this story the bird that is called Robin Redbreast—(writes Robin Redbreast)—is not the same bird that you children know as Robin Redbreast. It is the dear little bluebird with a reddish brown breast, a little bird that sings very sweetly. In England it has always been called Robin Redbreast.

The little brown wren which the story tells about is the same little brown bird that most of you know. In the story she is called Jenny Wren.

This story is one that Frank, Max, and the girls like to tell at Christmas—(writes Christmas)—that is, Yule time. (Writes Yule.)

In our story, wee Robin takes a long journey, and he meets with some very dangerous creatures on the way.

Can you think of the creatures that would be most likely to harm a wee robin? Yes, there are a great many creatures who are enemies to the bluebird.

We will read about Robin’s Journey. Read the first page, then someone may tell me where wee Robin was going, why he was going, whom he met first and what was said.

The outline of the story, as produced by the teacher’s questions and the pupils’ answers, is put on the blackboard.

Part I: Robin’s Yule Song

The teacher asks, “Who will read, and then tell me about Robin’s journey and when it took place?” (Writes first of outline, 1. Robin’s journey.) The children should be required to use their judgment in reading enough lines.

“Someone may tell me whom Robin met, where he met her, and what was said.”

After the children have read silently the next four lines, and then told what they read, the teacher writes:

2. Robin meets gray greedy Pussy-cat in the woods.

This shows how the whole outline for part I is obtained.

Part II: Robin Redbreast and Jenny Wren

Part III: Who Killed Cock Robin?

After the reading of Part I, the teacher and the children may discuss Robin Redbreast, bringing out in the discussion the leading ideas of this part, which are (1) that the little bird wanted to thank his king and his God with sweet songs for his happy Christmas, and was brave enough to undertake a long journey to do this, and (2) that he could not be fooled by the pretended friendliness toward himself on the part of those whom he knew to be cruel to others. Robin’s cleverness in seeing through the tricks of the cat, hawk, and fox, will be a source of wholesome enjoyment to the children.

After all three parts of the story have been read, section by section, the children will be ready to “read it so carefully” that they will be “able to read the whole story aloud at home to father and mother.” Such a suggestion from the teacher will form a sufficiently impelling motive for careful rereading on the children’s part.

In reading the rime “Who Killed Cock Robin?” one child should read the question in each stanza and another child should read aloud the answer given in the same stanza. If it is taught as it should be, the rime will not be rattled off as so many jingling words. It will be read with feeling and even with pathos; for the children will experience a real sorrow for Robin’s sad fate, and sympathy for the grief of the sighing sparrow and the sobbing bride, poor little Jenny Wren.

Robin’s Yule Song is so full of interesting dialogue that it readily lends itself to dramatization. The children will find no difficulty in naming the characters needed and in finding the words spoken by each character. They can play the story with their books open before them, reading only the talking parts of the story. The teacher and children together can arrange a play or actual dramatization, as was suggested in the work on “The Honest Woodman.”

Robin’s Yule Song: Suggested Dramatization

(Robin Redbreast hopping about in the woods meets Greedy Pussy-cat.)

Greedy Pussy-cat: Pray, where are you, etc.

Robin: I’m going to see, etc.

Greedy Pussy-cat: Come, here, wee Robin, etc.

Robin: No, no, gray Greedy, etc.

(Robin flies away; comes to a wall; meets Greedy Hawk.)

Greedy Hawk: Pray, where are you, etc.

Robin: I’m going to, etc.

Greedy Hawk: Come here, wee Robin, etc.

Robin: No, no, gray Greedy, etc.

(Robin flies away; comes to heap of rock; sees Greedy Fox.)

Greedy Fox: Pray, where are you, etc.

Robin: I’m going to see, etc.

Greedy Fox: Come here, wee Robin, etc.

Robin: No, no, gray Greedy, etc.

(Robin flies away; comes to the King’s house; hops on the window and sings to the King and Queen.)

The King: What shall we do, etc.

The Queen: Let us give him, etc.

(Robin flies away to find the nice Jenny Wren.)

Section to be Read—Pages 113, 114, and 115

Step 1.—Words to be developed in sentences: chimney flue, shadow, knitting, stocking, Santa Claus, twilight, fairy, pleasanter. Teacher: Turn to the picture on page 115. Do you think this is the same room you saw in the picture on page 90? Yes, I think it is the same room. Whom do you see here that you will not see in the other picture? Here are the Story Children. Don’t you think they have grown a great deal since you first met them in the Primer? Do you suppose the kitten that you see is Alice’s Kitty Dot? No, Dot is a grown cat by now and that must be one of her kittens.

I wish you to look at each person in the picture and answer my questions. What is Father doing? Yes, he is making shadow—(writes shadow)—pictures for Betty. What is Mother doing? Yes, Mother is knitting stockings—(writes knitting stockings)—and Pussy’s got the ball. What are Grace and Alice doing? Yes, they are trimming a little Christmas tree. So it must be “The Night Before Christmas,” just as I thought it was. What is Max doing? Yes, he is looking up the wide chimney flue (writes chimney flue). Can you imagine for whom he is looking? Well, yes, I think he must be looking for old Mr. Santa Claus—(writes Santa Claus); I dare say Max thinks Santa is taking a long time to come. Why, I do believe this is about what Max is saying, “Old Mr. Santa Claus, what is keeping you?”

It is snowing hard and the little fairy snowflakes come dancing into the flue only to melt in the warm air of the chimney. What is Frank doing? Yes, and what a big stick of wood he is going to heap on that fire! I think Father has just spoken to Frank in poetry, saying something he read the other day from one of his favorite books.

I don’t think it is late at night. I think it is just getting dark, the time we call twilight—(writes twilight)—and I am sure there are no electric lights in the room,—nothing but the fire light. The fire light and twilight shadows come and go in that warm, cozy room. Perhaps the children hear out on the roads the merry chime of sleigh bells, as they tinkle through the snow, and they know that to-morrow they, too, will have a sleigh ride. No wonder they are saying to Father and Mother, as I think they are, “Don’t you think that winter’s pleasanter—(writes pleasanter)—than all?”

I know you are eager to read about the good times these children are having, but let us see first if you know the new words in the lessons.

Step 2.—Sound the new phonetic words by separating them into syllables: shad ow, knit ting, stock ing, San ta Claus, chimes, twi light, chim ney flue, pleas ant er.

Step 3.—Read the lesson silently at seats.

Step 4.—Read the lesson orally.

Step 5.—Drill on syllabifying words:

H. Seventh Story Group: “The Year’s at the Spring,” pages 116-133

Section to be Read—Pages 116, 117

Step 1.—Teacher: What are the children doing in the picture on page 118? What time of the year do you think it is? Although they may think that “winter’s pleasanter than all” when they are having winter fun, I dare say they are glad when spring comes again,—as glad as the little flower is at the morning sunshine when it lifts up its head; as glad as the tiny seed is after having been asleep, deep down in the ground where the frost and snow could not touch or hurt it, but where it was dark and sunless.

There are stories that suit the springtime which you will like and read soon. One is a story that has been told and loved for hundreds of years by the people who live in a far-away and very cold country where the winters are long and dreary, and everyone is filled with rejoicing when the spring sunshine comes and wakes the cold sleeping earth into joyous life and beauty. When you read that story, I wish to see if you know what it all means.

Step 2.—Sound all the new phonetic words in this lesson: seem, seemed, frost.

Steps 3 and 4.—Read silently at the seats and then orally in class.

Step 5.—(a) Pronounce rapidly words at bottom of pages 116 and 117; (b) Syllabify words, and make words that mean more than one:

The Wind Story Group—Pages 118-121

The lessons on these pages center about the wind. Language work, correlated with this story group, may be profitably introduced at this time.

After the children have studied the picture on page 118, the teacher asks questions so worded that the sentences on this page may be read in answer; for instance, as the answer to, “What are the children doing?” the pupils will read the first sentence; to, “How do they fly the kites?” they read the second sentence; to, “Where are the kites now?” the third; and so on, to the end of this page.

Teacher: Children, we have found that the wind will fly kites. Let us read and find out other things about the wind. The story on pages 119 and 120 tells about the sun, also.

Read the first two sentences (merely introductory).

Read what the wind said to the sun. What do you call a person who talks thus about what he can do? Yes, bragging or boasting. What kind of things did he say he could do? Bend and break trees,—that was very rough, was it not?

Read what the sun said. What do you think of the sun?

Now read the last sentence the wind said and the last sentence the sun said (on page 119). We find that both claim the same thing. Let us see how this matter was settled.

Read the first two sentences at the top of page 120.

Read the wind’s trial. How did he do his work? Yes, roughly; he tried to force the man to take his coat off.

Now read the sun’s trial. How did the sun do his work?

Which is better: a rough way or a gentle way of working?

The poem on page 121 is one of those poems so beautifully expressed that it needs no explanation. It is written for the child and the child will appreciate and make it his own. No skillful teacher will force her pupils to memorize a poem. Children know poetry when they love it; they memorize the things they love as if by instinct.

In this connection read to the children Robert Louis Stevenson’s poem, “The Wind.” There are other choice poems about the wind, such as Eugene Field’s “The Night Wind.” The children will especially enjoy them at this time.

Suggested Seat Work, Page 118.—Draw boys flying kites. Draw a picture of clothes hanging on a line, and indicate that the wind is blowing.

Phonic Exercise.—Phonic drills on the words on pages 118, 120, and 121, with drills on groups chosen from the Phonetic Chart, will suffice at this point.

Briar Rose: A Study Lesson

Briar Rose, or The Sleeping Beauty as it is often called, is a fairy story of the most fanciful kind, but it is one that the children love. This fact alone would be sufficient justification for teaching it, if justification were needed. Besides, it symbolizes the most beautiful of nature’s glorious changes.

It is a long story, but the teacher should develop one thought-whole at a time, ending a reading lesson at the end of any one of these thought-wholes if it seems best to do so. The best outline of these thought-wholes is given below:

The teacher’s questions and preparatory talk set forth the problem to be solved and lead directly to reading the introduction to the story.

Preparatory Talk.—What is the name of our story? Yes, Briar Rose. (Writes Briar Rose.) That was the name of a princess (writes princess.) Who can tell me what we mean by princess? Yes, the daughter of a king or queen. What do we mean by a prince? (Writes prince.) Well, we are to read about a princess and a prince. After we have read the story, I shall ask someone to tell me why they called the princess Briar Rose.

In our story we will read about six wise women. (Writes six wise women.) Now a wise woman was a kind of fairy, one who could do things which could not be done and knew things which were not known by men ordinary and women,—not even by kings and queens. They did not look in the least like the other kind of fairies, who were tiny, beautiful creatures. They looked just like homely old women who worked at weaving and spinning and other tasks. (Writes spinning.)

How many of you have ever seen a spinning wheel, at which women used to spin thread—all the thread they had to sew with? Do you know what the spindle of a spinning wheel is like? (The teacher should show pictures of spinning wheel, explain and describe the way it turns and whirls, the use and appearance of spindle.)

Now I wish you to read the first five lines and tell me when Mother tells this story to the children. After we have finished reading the story, I’ll see who can tell me why Mother waits till springtime to tell this story.

How does the story of Briar Rose begin? Read the next two lines aloud. Well, if they were a good king and queen I hope they were happy.

The queen makes a wish. (The teacher writes the headings as she speaks them.) Read to bottom of page and then tell me what the wish was and whether it came true.

The king gives a feast for the wise women. Read the next page (123) and tell me about it.

Some of the wise women make gifts to the princess. Read ten lines on next page and then tell me about this.

The angry wise woman makes her gift to the princess. Read the rest of the page (124) and five lines on next page. Then tell me about it.

The last wise woman makes her gift. Read rest of the page (126) and tell me about that.

The king tries to save the princess. Read seven lines on next page; then tell me about it.

The princess finds a dark stairway and a forgotten room. Read eight lines on this page and five lines on the next page (128). Then tell me about this.

The princess strikes the spindle and everything falls asleep. Read rest of page and tell me about this.

The hundred years pass. Read next page (129) and tell me what happened during that time.

A brave prince hears of the castle. Read 15 lines on next page (131) and tell me what he does.

The prince finds Briar Rose and wakes her. Read all the rest of the story except the last two lines. Then tell me what happened. What did the children say about this story? Why do you suppose they liked it? Do you like it? Why?

Now who can tell why the princess was called Briar Rose? Do you know why Mother waits till the springtime to tell this story? Think a little and you will find out. What about the trees and flowers during the winter? Do they seem to be awake as they do in the summer, or do they seem more as if they were asleep? When do plants seem to be waking up? Yes, in the springtime. Does not the whole earth seem to be waking up then? What makes everything wake up in the spring? Yes, the warm bright sun. Now can you tell me what makes Mother think of the prince? Yes, the bright warm sun. What makes Mother think of the princess, lying asleep a long time, waiting for a bright prince to wake her up? Yes, the earth in the winter time. Now can you tell me why Mother waits till the springtime to tell this story?

A second reading—that is, an oral reading—should afterwards be conducted, in which the teacher points to the headings of the outline on the board and asks, “Of what are we going to read next?” The children answer by reading the heading aloud, and then by reading aloud from the book that part of the story which applies.

Language and Phonic Exercise.—

Farewell to the Farm: The Last Lesson

Teacher: Turn to the last lesson in your book and look at the picture on page 133. Whom do you see? Yes, I think it is Grace. What is she doing? I think she is waving a good-by to you children, who have been visiting her and the others at their farm, all through this First Reader.

I will read you the verses on this page and then you may read them to me. In these verses we will say farewell to all the places that we went to with Grace and the other children: farewell to the house and yard, the field and lawn, the pump and stable, tree and swing, to the ladder at the hayloft door, and to that dear old hayloft itself, where the cobwebs cling, and which we love, for it was such a jolly place to play! We must say good-by to it and everything.

If the teacher reads the verses with natural feeling in her tone, the children will be stirred, and they will close their First Readers with feelings that surely mark the inception of appreciation and love for literature.

Detailed Lesson Plans in Reading from the Second Reader

The first lesson in the Second Reader is a link connecting this book with the First Reader.

The pupils who have read the Primer and First Reader will recall with pleasure the good times they have had with Grace, Alice, Frank, Max, and Betty. The interest they have felt in Grace and Frank will be increased by finding that they, too, have advanced to the Second Grade and that with them are other interesting young people, Dan, Will, Carrie, and May. It will seem quite natural to these young readers that Max, Alice, and Betty have not yet attained the honor of being included among the members of the Second Grade.

All these facts and the links connecting this book with the ones previously read should be brought out by the teacher’s talk when the book is first placed in the hands of the pupils who are to read it. Then, as a more special preparation for the first as well as for the second and third lessons, the teacher should hold a conversation lesson about Indians, bringing out all that the children know, or need to know at this time, of the red people. Of the words listed as new the teacher should use the following in her talk, writing them on the board as she speaks them:

The children can sound the remainder of the new words. After the talk about Indians, the teacher asks: “What is an Indian brave? squaw? pappoose? wigwam? Tell all you know about them. How do Indian men spend their time? Who does the work? What is the warpath? the war cry? Do Indians give their children such names as we give ours? Why do they call their girls by such names as Light-Foot, Bright-Eyes, Blue Bird? Why do they call boys such names as Kill-Quick, Big Bear, Red Fox? Why are Indian women afraid of the braves or warriors to whom they are married? Who does the work of cooking, tending the children, waiting on the men, and so on? Do Indian children who have always lived in the forests go to school? How do they learn the stories that they tell to each other?”

As an assignment for the silent reading or study of the first lesson, the teacher writes on the board the following: What do the Book Children think they would like to do? How do they play after school?

After the oral reading of the lesson the teacher may use for drill exercises in phonics and syllabication the following:

In syllabifying, the words are written undivided into syllables; the pupils divide them into syllables by drawing lightly a vertical line between the syllables. They should give the words by syllables before pronouncing them as wholes; thus:

The children give one syllable at a time, accenting one as strongly as the other. When they give the word as a whole, however, they must accent the correct syllable.

Playing Indians, Pages 7-9

As a special preparation for the lesson on page 7 the teacher directs the study of the lesson picture by questions, as: What are the children doing? How many of the Second Grade boys do you see? How many of the girls? They are dressed so much like Indians and look so much alike that we cannot tell from the picture which is Grace or Frank or the other children.

Preparatory Talk.—Read the story carefully so that you can find out by comparing the sentences with the picture who it is that has the bow and arrows, who it is that holds the fishing pole, who is making the fire, and so on. After you have read the story carefully, you may play it from the book and afterwards you may play it without the books, if you wish. Then you will not have to remember the very words of the book, but you will have to know how to talk for the children in the picture and how to do what they are represented as doing. I shall write on the board a few things I wish you to find out by reading the lesson carefully to yourselves: Which of the boys knows best how to play Indians? Read to find which boy is Will and which girl is Carrie, and just what each is doing and saying. Read to find which boy is Dan and which girl is May. What are they saying to each other? Read to find what Grace is saying and doing.

The oral reading, or the recitation, will be a dramatized reading of the lesson.

After the reading recitation, the teacher should hold a quick, spirited phonic drill on the words listed at the close of the lesson, pointing out particularly the effect of the letter m upon the following a or ar, also the soft and beautiful sound of the letter a in the words path, bath.

Kill-Quick and the Bears, Pages 9-12

The teacher’s talk should include facts about the brown bear,—his appearance, habits, food. The divisions of the story as given in the book are not to be followed in the arrangement of the study lesson. This consists of the ten questions on the board. (See specimen study lesson under Chapter II; page 21 of this Manual.)

A short discussion of the lesson may follow the oral reading of it. In this discussion the child should be led to perceive the ethical teaching of this story by means of the following questions, among others: Do animals ever help people? How did the bears help Kill-Quick? Could he have found the honey so easily by himself? In what other ways, besides finding food for him, did the bears make Kill-Quick happier and more comfortable in the wild forest? Would it have been safe for a little boy to live in the cave alone? What if Kill-Quick had begun to fight the baby bears as soon as he saw them that first morning in the cave? What was the best thing that Kill-Quick learned by living in the wild forest?

After the reading lesson there should be held a phonic drill on the words at the bottom of page 10, to emphasize the phonograms ir, es, and the families irst, ush, and the ending ful: also, in the words on page 12, the phonogram alk, the soft and beautiful sound of a in the family ask, and the ending ed; and a short exercise in syllabifying the following words:

How the Robin got his Red Breast, Pages 13-14

In a preparatory conversation with the children, the teacher should try to convey some idea of what the cold dreary Northland is, and what the condition of the people living there would be if they had no fire.

The talk will become to some extent a nature lesson on the appearance, the habits, the food, of the fierce white bear, the struggle he has to obtain food, and of the conflict that necessarily arises between himself and the people of the cold Northland, who prize the same food and who often find it as difficult to secure as the bear does.

If the class is not familiar with the robin, good pictures of the bird should be shown them, enough should be told of the bird’s cheery song, his services to the farmer and, therefore, to us all, to arouse the children’s interest in the bird before they read this lesson and the poem following it. To guide the silent reading, or study, of the lesson, the following may be written on the board:

Read the lesson through. Find what was the work of the old man and the boy. Find who undid all their work and why and how he undid it; who helped the man and the boy and all the people, and how. Which bear do you like the best, the white bear in this story, or the brown bear with whom Kill-Quick lived? Why do you like that bear best? Of what will you think, hereafter, every time you see a robin with his pretty red breast?

The phonic exercise to follow the oral reading should emphasize the phonograms oy and ur, and the endings, ed and es.

Robin Redbreast, Pages 15-16

This poem (pages 15 and 16 give two parts of one poem), like all, or nearly all, poems, should be read aloud by the teacher before it is read by the children, and it requires a preparatory talk by the teacher, even before she reads it to the class, to be clearly understood by the pupils.

The following questions may be asked: How many of you love the summer time? Why do you love it? To what things do you have to say good-by when the summer is nearly gone? (To the birds, butterflies, bees, the flowers, etc.) How do the flower gardens look late in the summer and in the fall? During the summer we say the flower gardens smile brightly at us; what do we mean by that? But in the fall they smile very faintly, not so brightly as in the summer; what do we mean by that? Yes, they are fading, smiling faintly, for summer is nearly done or gone. How do the trees look before the leaves fall in the autumn? Yes, in some parts of the country they are very beautiful; the leaves turn from green to different shades of yellow, red, brown, and orange.

Preparatory Talk.—I think the poet who wrote the verses we are going to read lived where the leaves turned these beautiful colors in the fall. He says the autumn trees are Indian princes. Indian princes wear beautifully colored robes of bright yellow, red, and orange. But soon the beautiful leaves begin to fall; they come fluttering down in hosts, that is, in great numbers. Soon the trees are naked. The poet says they have changed from Indian princes to ghosts. The fruit trees do not bear such gorgeously colored leaves, but some of them, especially the pear and apple trees, look very beautiful sometimes, when the sun shines on the red or russet yellow fruit. How many have ever seen a bough laden with russet—brownish-yellow—pears?

Do we see as many birds in the fall and winter as in the summer? Why not? How many have heard a thrush singing in the summer? The thrush’s song is very beautiful. How many have seen the swallows skimming along through the summer air? When the breezes of the fall begin to blow very cool—almost cold—we no longer see the swallows flying overhead nor hear the song of the thrush. The swallows and the thrushes and most of the other birds have flown away to a warmer part of the country. The robin stays with us till later, and flies about hither and yon over the country, going from place to place. Flocks of them visit us, making us all glad by their cheery song when we hear it in the “falling of the year”, as the poet calls it.

After some such preparatory talk and after the teacher has read the poem aloud to show the music in it, the children will enjoy reading it themselves.

In the list of words on page 15 the following sounds are emphasized: oo in the family ool, ow in the family own, ai in the family aint, and ea in the family ear. The last is a difficult sound for children who do not give long e before r correctly in their everyday speech.

The words for drill on page 16 emphasize the phonograms ince and inces, and the terminal, low. Children should not be allowed to say princis for princes, or yeller for yellow. By means of the drill on this list of words, the close interrelationship between phonics and spelling may be pointed out by calling attention to the change of f into v when making such words as leaves and sheaves from leaf and sheaf.

This lesson may be considered as closing the first of the nine story groups or lesson groups of the Second Reader.

The Wee Good Folk, Pages 17 and 18

This represents a teacher’s talk to her pupils about the wee good folk, the fairies, the elves, the brownies, the trolls, and other imaginary creatures to whom frequent reference is made in the songs, stories, and games that characterize Halloween festivities.

Perhaps there can be no better way of presenting this lesson than by the teacher assigning it as a silent reading lesson and then reading it aloud to the class, adding any bit of information that may be necessary to give a rather full introduction to “wee good folk” of storyland.

The teacher may say: “I wish you to read for yourselves this lesson about the Wee Good Folk”—(writing the phrase)—“of whom we shall hear and read a good deal in our talk and stories about Halloween.” (Writes Halloween.) “We shall read more about elves, brownies and trolls”—(writes elves, brownies, trolls)—“than we shall about fairies.”

She asks the children to read the lesson through in silence and when they have finished it to answer all the questions on the board in their own words.

It is sometimes a good exercise to have pupils take turns at asking each other the questions written on the board.

The teacher may read this lesson and try to make it as nearly as possible “a talk from the book,” lifting her eyes and looking at the children as she speaks the sentences she gets from rapid glances at the page.

The little poem on page 19 may be given with this lesson. The picture must be studied and discussed, of course,—who is seen in the picture; what they are doing; which one is standing up; why the boy is kneeling; how much taller the boy must be than the elf, which is “grown up,” or as big as he will ever be; what flowers we see; what we mean when we say where the lilies bloom and where the lilies blow,—two ways of saying the same thing.

Concert reading is not to be indulged in too often, but children are always delighted with this quaint fancy of John Kendrick Bangs and every one in the class will probably beg to read it aloud after he hears his teacher read it. She might make an occasion for reading it aloud the second time and then allow the class to read it in concert.

The list of words at the bottom of page 18 furnishes drill on the sound of the phonogram ea in the family each, and on ar in the family arm, and on the terminals es and er. The words at the bottom of page 19 will emphasize a point in spelling which has already been made; that is, the change of f into v in forming such plurals as elves, shelves, selves, and yourselves, from elf, shelf, self, and yourself.

The Magic Hammer, Pages 20-25

In planning this lesson, the teacher will see that, aside from the story interest, which is always the greatest thing to the child’s mind, the big thing, the central thought—or, as Miss Jenkins terms it, “the heart of the story”—is the nobility of gratitude, the fact that “it pays to be kind to others.” Even the youngest of the readers will appreciate the fact that Paul was already tired from a hard day’s work when he began to count for the elves, also that to stand still and count for the elves all night was very, very tiring. It was not in itself a pleasure, yet Paul did it and did it gladly, for he remembered what one of the elves had done for him. The children cannot find the central idea of the story unless they read it thoughtfully more than once.

The following questions written on the board will guide the silent reading for thought:

Read the lesson through to find:

After the class has read the story silently, they may be asked to reproduce it, giving in their own words the answers to the questions above, before reading it orally. If the teacher thinks best, she may have them read the story aloud, following this outline, and omit reproducing it.

When reading page 22 the children will be much interested if the teacher shows them on a yardstick how much “two feet” is, reading again the lines:

This helps the children to visualize the scene described. She may suggest also: “Let me show you how the elves were chanting or singing their counting rime: One, two, three and four, etc.” After the teacher speaks the word “seven” she halts suddenly, giving the children the right idea of reading this rime with marked rhythm and an abrupt halt. The teacher may suggest: “Let us all repeat together this counting rime, just as the elves did, and all halt suddenly as soon as we say ‘seven’ just as if we, like the elves, had forgotten how to count.”

After the children have read the story, the teacher may discuss it with them, for the purpose of leading up to the central thought of the story and impressing it upon their minds. How did Paul feel when he went into the woods? Why was he so tired? How else did he feel that day? Why was he so sad? Have you ever seen a hunchback? Did you feel sorry for him? Do you suppose Paul enjoyed standing still and counting all night long for foolish little elves to dance, especially after he had been working hard all day? Why did he do it? Do you suppose Paul knew that the elves would give him something valuable like that magic hammer? No, he didn’t know it or even expect it; he thought he had gained a big favor, already. What if Paul had refused to continue counting, after he had grown so tired and so sleepy as he must have been? Would he have become such a happy, prosperous man if he had not received the hammer? Did anyone ever do you a kindness? How did you feel toward him? Did you wish for a chance to do something to help or please him, even though you knew you would get nothing more for doing it? What did you like about the elf who found Paul asleep? What do you like most in Paul?

Probably every child in the class can get every word in the lesson for himself in his silent reading.

After the oral reading of the lesson, a drill on the words on page 21 should emphasize the sound of au, in the phonogram aul, of unk, and the terminals mer, ed after ow.

The drill on the words on page 23 emphasizes the sound of the phonogram igh in the family ight, the sound of a in the phonogram ance, the contrasting sounds of ou in the phonogram ount and in the phonogram ought.

Bruin and the Troll, Page 25

Preparatory Talk.—The title of our story to-day is “Bruin and the Troll.” You know what a troll is. Well, “Bruin”—(writes Bruin)—“is just another name for bear. Our story will tell us of the strange”—(writes strange)—“adventure of a soldier”—(writes soldier)—“and his pet bear, which he found in the cold North Country”—(writes country)—“when it was a little cub.” Have you ever seen a pet bear, or a tame bear? Did you see it march with a make believe gun over its shoulder, and keep time to the drum beats? Did you ever see it dance while its master whistled or sang for it? Our story tells of a bear who could do all this for his master.

The teacher then assigns the silent reading lesson, by telling the class to follow the directions written on the board:

I. The soldier finds the cub.

Read the lines that tell:

II. Night in the stormy woods.

III. In the little house.

IV. In the forest again.

The foregoing outline will guide the children’s silent reading, as well as their oral reproduction of it in their own words,—their books being closed during the reproduction exercises. It may serve also in the oral reading or recitation, as an indication of what each pupil is to read,—where he is to begin and where to stop.

A drill upon the words on page 26 will emphasize the phonogram of the family, aught, the soft sound of a (short Italian a) in the phonogram ast, and the terminal er. The words on page 33 emphasize the sound of oi in the phonograms oise and oises, and the terminal dle.

The story of “Bruin and the Troll” may be used to good purpose as the material for a dramatization which the children can be led to arrange for themselves by slightly adapting the story. This work of adaptation might take the place of the regular oral reading lesson. The teacher’s suggestion of the fun there will be in “playing” the story will be sufficient to arouse the children’s enthusiastic coöperation.

She asks: “How many people shall we need to play the story?” (Four.) “Yes. Who are the characters in the story?” She writes, as the children answer:

“Very well, these are the characters for our play or dramatization. You know, in a play the characters talk nearly all the time. Now, look over the story and let us see which of you can tell me the best place in the story for our dramatization to begin.”

Acting upon the above hint about the “talking” in a dramatization, some child will be very apt to decide quickly for the class by saying, “Begin at the second paragraph on page 27.”

The teacher agrees and asks: “What scene shall we write for this first act of the play? I mean by that, what place must we make believe we are showing in our first scene? Read over page 27 and tell me. Yes, you are right, in the woods. But shall we play that it is day, or night, in the woods? What kind of night? Yes, a stormy night. Are all four characters to appear in this first act or scene, that is, do all four of them meet in the woods on this stormy night? Well, which characters appear in this first scene,—that is, on the stormy night in the woods? You are right, only the soldier, Bruin, and the woodman. What characters talk in Act I, or Scene I? Yes, the soldier and the woodman. Is there anything that will help those who are to act in the play to know where to stand, what to hold, and how to look, while they talk? Yes, the picture will help. Look over the rest of the story and try to find out just when the talking ends in Act I, or in the first scene; that is, does the talking end while it is night in the stormy woods? Yes, the talking in Scene I ends near the bottom of page 29. Who spoke last, and what did he say? Yes, the soldier; he said, ‘I should be glad to have some sticks from your bundle.’

“What is the last thing that is done in Act I? Yes, the woodman takes some sticks from his bundle and hands them to the soldier. What five words tell you what the woodman did after he gave the sticks to the soldier? Yes, the words ‘and he went his way.’ But don’t you suppose they said one other thing to each other before they parted? What would you have said? Yes, I think both said, ‘Good night.’ What must the boy who is acting the part of the woodman do after he gives the soldier some of his sticks and says, ‘Good night’? Yes, he leaves the scene; that is, he walks off, passes out of sight. Where is he supposed to go? Yes, to his wife and children at home. Where is the soldier supposed to go with his bear? Yes, to the little house at the foot of the hill. Now we are ready to compose Act I.”

The teacher writes the beginning of the play on the board and, by questioning on her part and by silent reading on the part of the children in their search for the “talking parts” (which they give orally when they find them), the following division of the dramatization is put on the board:

(The soldier stands holding Bruin’s chain with one hand, and a pole with the other hand. The woodman comes walking slowly toward the soldier. He has a bundle of dry sticks on his back. The soldier does not see him at first. He begins to talk to the bear.)

The Soldier: Well, Bruin, I never . . . about.

(The soldier gives a start as he sees the woodman coming toward him.)

The Soldier: I am very glad . . . thanks.

(The woodman stops, looks at the great white bear, and shakes his head.)

The Woodman: That bear would . . . any money.

The Soldier: I can’t leave . . . the storm.

(The woodman points to a place in the distance. The soldier looks in the same direction.)

The Woodman: Do you see . . . found it.

The Soldier: What did he do to . . . little house?

The Woodman: Oh, he played . . . is still there.

The Soldier: Well, Bruin and I . . . a fire.

(The soldier holds his pole by resting it on the bear and he holds out his left arm curved to take the sticks, which the woodman gives him.)

The Woodman: Good night.

The Soldier: Good night.

(They both pass out of sight, the soldier leading his bear.)

(The soldier makes a fire with the sticks as he talks to Bruin, who is sitting on his haunches beside him.)

The Soldier: I wish I had something to cook in this fire! Well, I will lie down in the back of the room. You may curl up here by the fire and go to sleep, Bruin.

(They both lie down and are soon fast asleep. Everything is perfectly still. Then the troll comes in, dragging a big heavy bag behind him. He passes the soldier without seeing him; but the soldier wakes and sits up. The troll sees the bear, drops his bag, stands still a minute, then tiptoes up to the bear and stands still looking down at Bruin, and begins to talk in a low tone to himself.)

The Troll: My! What a big . . . her home.

(The troll picks up a stick and with it strikes the sleeping bear, who slowly lifts his head, opens his eyes, rolls over and then stands up on his hind feet, snatches the stick from the troll, and sends it spinning to the back of the room. Then Bruin and the troll fight, till the troll snatches off his cap; with it he strikes Bruin in the face and rushes from the room, howling as he runs. The soldier gets up, comes to Bruin and pets him as he speaks.)

The Soldier: Good for you . . . that is in it.

(The soldier opens the bag that the troll left; takes something out of it; sits down with it before the fire, begins to cook it. Bruin sits by him while he cooks the sheep and then eats it. After a little while the soldier leads Bruin away.)

(The woodman meets the soldier and his bear.)

The Soldier: The troll came to the little house last night. When he saw Bruin asleep he took him for your cat. He began to beat Bruin with a stick of wood from the fire. I wish you might have seen the battle they fought! I guess he thought your cat was a good fighter.

(The woodman holds his sides and laughs till he shakes.)

The Woodman: Ha! Ha! So he . . . like Bruin.

The Soldier: Well, good-by.

The Woodman: Good-by to you.

(The woodman walking along with a bundle of sticks on his back; the troll sitting up in a tree.)

The Troll: Hi, there, . . . the other night?

The Woodman (looking up at the troll and laughing aloud): Ha! Ha! Yes, . . . won’t you?

The Troll: Six kittens! Then I’m off. (He jumps down and runs out of sight. Woodman walks off laughing to himself.)

The Children’s Halloween, Pages 34-39

Like the lesson on page 17, this lesson should be first read aloud by the teacher after she has given the preparatory talk. If any teacher happens not to know such facts as the way Halloween originated, how it used to be regarded and celebrated, to what festivities and games it gives rise, etc., she should inform herself by looking up the subject so as to be able to talk intelligently and interestingly to her class about Halloween. In this talk, and before the children read the lesson, the games referred to in the lesson should be described minutely, just how fortunes were tried by little lighted candles in English walnut shells, set afloat in tubs of water; how they told fortunes by dropping melted lead through the open end, or handle end, of a key into the water in a tub or a bucket to see what shapes it would take, etc.

She may arouse great interest in the expected lesson on Halloween by encouraging the pupils to memorize at home some riddle their mothers, grandmothers, or other grown ups might teach them, and which they can ask their classmates to guess. Such riddles, written on the board by the teacher as some child dictates the words, make good reading exercises and add interest and variety to the work in reading. If the pupils read as well as Second Grade children should be able to read, the teacher will not need to read this lesson aloud. Instead, she may put the following directions on the board to guide the pupils’ silent reading, or their “study” lesson, as well as their oral reading or recitation:

Read the lesson through so you can tell:

The words for drill on page 36 emphasize the sound of ea in the phonogram ead and the terminal y; the sound of a (short Italian a) in the phonogram art, and the terminals en and ened, and the sound of igh in the phonogram ight.

The charming little poem on page 40 by a gifted cousin of Father Tabb embodies a fancy as quaint as that of John Kendrick Bangs’ “Little Elf Man.” The teacher should read this aloud to the class, and then have them read it in concert with her. If she can set the last stanza to some suitable and familiar tune and sing it with the children, they will enjoy it greatly. This poem closes the second lesson group of the Second Reader.

Autumn Fires, Page 41

Preparatory Discussion.—Robert Louis Stevenson could, as you know, play happily by himself, but he was even happier to have other boys and girls to play with. He tells us in the poem we will read next of some of the good times he had with the boys and girls, his cousins, with whom he often spent the summer in the country, staying until late in the autumn when the farmers were clearing off the land.

How many of you have ever seen a bonfire? What is a bonfire? Who will tell how you make a bonfire? Have you ever helped to build a bonfire? Why do people build bonfires? At what time of the year do they build bonfires? Where do you build them? Do you like to build bonfires? Why? Do you like to watch a bonfire? What do you see besides the red fire as it blazes up? What color is the smoke as it goes trailing, or moving, over the fire? Where does the smoke go? How high does it go up, while most of it keeps together? Do you know what a tower is? Did the smoke of your bonfire look something like a high tower of smoke? That’s what we mean when we say anything towers above us: it goes high above our heads.

Where would a bonfire burn best, up on the side of a hill or down in a valley, or vale, as we sometimes call a valley? After I have read this poem to you I want you to tell me whether other people besides Louis and the children with him were making bonfires, and what makes you think so?

Teacher reads the entire poem, rereads it by stanzas, and discusses each stanza. She should ask if they can tell which stanza shows what a happy boy Robert Louis Stevenson was and why they think so. She then rereads it again, straight through, while the children close their eyes and try to see the picture in the poem. She may ask the questions below and may expect some such answers as those that are given here.

Whom did you see as I read the poem? Where were they? What were they doing? What were they watching? If you could see the fire, tell how it looked. If you could see the smoke, tell how it looked. What did you see away off in other gardens? What were the children singing?

(Answers) I saw some children in a garden. They were building a bonfire. They were watching the fire and the smoke. The fire was bright and red. The smoke was blue and gray. I saw bonfires away off in other gardens. The children were singing:

Getting Ready for Thanksgiving, Pages 42-47

This lesson presupposes a knowledge on the pupil’s part of certain facts which no teacher should allow her pupils to be ignorant of when they enter the Third Grade.

The teacher should see to it that, before Thanksgiving arrives, her pupils can answer intelligently such questions as the following, based on information which she gives from time to time in her conversation lesson: When was the first Thanksgiving kept? Tell something of this country at that time. What people lived in this country first? Tell something of how they lived. What people came to this country from far away beyond the sea? Why were these people called the English? Why were they also called Pilgrims? Why did they leave their old homes in England? To what country did they go before they came to this country to live? How did they get here? What can you tell about the ships? How did the Pilgrims live for a while, after reaching the shores of this country? Tell some of the sad things that they experienced after arriving in this country. How did the Indians treat them? Where did the Pilgrims stay until they could build houses to live in? What kind of houses did they build? Tell about the buried corn that the Pilgrims found. Why was this such a great thing for them? Why is maize, or corn, called Indian corn? Tell all you can about the first Thanksgiving that the Pilgrims kept. Why did they call it Thanksgiving? Tell what they had for the feast, who were the invited guests, how the guests were dressed for the feast, and how the time of feasting and thanksgiving was spent by the Pilgrims and their guests.

If the pupils are as well informed on the subject of Thanksgiving as they should be, they can answer the foregoing questions, writing their answers in short sentences, after having given them orally. Such exercises should compose their language lessons for some time previous to Thanksgiving. Their written answers should be in sets of sentences like those shown in the lesson as the work Miss Brooks’ pupils did in telling all they could about Thanksgiving. They can doubtless illustrate their language lessons, also.

As an assignment for the silent reading or study lesson, the teacher may simply say: Read what Miss Brooks said to her pupils and what the different children wrote about Thanksgiving. For the oral reading lesson, one child may read what Miss Brooks said, and several others may read what the children wrote about Thanksgiving.

Drills upon the words listed on page 44 should emphasize the phonograms ch, tch, and the terminal es. The words on page 47 present a point valuable in spelling.

Though the child should hear and say nothing about rules of spelling, he should be led to notice that certain laws prevail, such as, that the final e is dropped and the preceding vowel is doubled when we make such words as hidden from hide, written from write, etc.

The Thanksgiving Party, Page 48

The five paragraphs on page 48 describe what is done in so many of our schoolrooms on the last school day before Thanksgiving. No preparation for the development of the lesson is necessary. It is simply an introduction to the stories and other kinds of work that are described here as features of the Thanksgiving time. The teacher may very well read this page aloud to the children.

It is not likely that any pupil in the class does not know the story of “Jack and the Beanstalk.” So the teacher would better tell the story in the form given on pages 207-212 of this Manual, and have it retold by the children as part of the language work, until they know it well enough to reproduce it readily. After the pupils have read “How the Fox Traveled,” they may read about how Miss Brooks’ children worked “Before the Play” getting ready to play “Jack and the Beanstalk.”

How the Fox Traveled, Pages 49-50

The subject-matter as well as the wording of this story is so simple that the story can be and should be read without any form of preparatory work by the teacher.

The first exercise should be a silent reading lesson which is, this time, not necessarily a study lesson and should not be called so by the teacher in her assignment. The assignment should be merely a suggestion; as, “Read this story and see if you like it, and whether you think it is a good story to play. If you think it is, you may read it to me in a way that will help us play it.”

When the period for the recitation arrives, the teacher may say: “Several of you may take turns at reading the parts of the story that tell what the fox did. Some others may read just the words that the fox spoke and some others may read what was said by the different women whom the fox met. We must find out from this reading who can talk from the book in a way that is most like the talking we wish to hear when we play the story.

“How many women did the fox meet? Yes, five. Did they all talk? Yes, they each spoke a few words. Besides the fox and the five women, who else are found doing things in the story? Yes, the bee, the rooster, the pig, the ox, the dog, and the little boy. Did any of them talk in the story? Yes, the little boy spoke once, but none of the animals did. So we must have some one act and talk for the little boy, and others to act for the bee, the rooster, the pig, the ox, and the dog. We will select these after we show in our reading how to play the story and how the characters talk. Those who are to read the talking parts of the story must always be ready to read at exactly the right time.”

The expectation of playing the story will furnish sufficient motive for efforts at expressive reading, and the oral reading of the story will be attended with much interest.

When the children are ready to play the story without their books, they should be allowed to have all the fun (and that will be considerable) that they can get out of it.

One class that dramatized the story declared it was “bushels of fun.” The providing of a big “sure enough bag” in the form of a stout sack was their own idea; and, when the strongest boy in the class, as the fox, went dragging along the sack, containing first one and then another classmate as the bumble bee, the rooster, the pig, the ox, the boy, and the dog, the appreciative audience was convulsed with laughter so contagious that the “five women” found it difficult to control their own mirth sufficiently to play their parts. It was also the children’s own idea of a way out of the dilemma as to how to show the rooster, the pig, the ox, and the dog, “eating up” their victims. They very quickly made the suggestion that the victims be carried off, “clean out of sight,” so that the repeated tragedy of the “eating” might be supposed to take place “behind the scenes.” All the other actions of the play were enthusiastically and fully carried out, even to the rapturous eating of the pumpkin pie by the poor little hungry boy, and the careful hiding of him behind the door by the shrewd owner of the dog, even though this last act is not given in the details of the story. This, as well as the lively resistance of each vigorously kicking victim as the fox popped him into the bag, was also the children’s own idea, and received delighted applause from the spectators.

Perhaps it may not be necessary, but it will be safer to repeat the caution that one of the hardest things for an enthusiastic teacher to do is to “let the children alone” when problems arise in the matter of arrangements for the dramatization. If let alone, the children will use their own judgment; they will be found rich in imagination and in invention when it comes to “let’s pretend” or “let’s make believe.” To do for them things that they can do for themselves, to anticipate results at which they should arrive of their own initiative, is to rob them of valuable opportunities for the development of their own powers of imagining, of reasoning, and of judging.

The list of words for drill on page 55 emphasizes the sound of the letter n before g.

Before the Play, Pages 55-58

This lesson, which follows the teacher’s telling of “Jack and the Beanstalk,” may be regarded as an introduction to the dramatized reading of that story. It is intended to help and encourage pupils in playing stories, by showing them that even the Book Children get ready to play a story just as they themselves do.

To read the lesson intelligently and with interest the pupils must study the picture on page 57. The teacher guides this study and the silent reading by suggestions and questions, thus: “Miss Brooks’ children know the story of ‘Jack and the Beanstalk’ as well as we do. They are getting ready to play it in much the same way that we get ready to play stories. You can see that in the picture on page 57. The children are working and talking together. Look at the top of page 56 and tell me who speaks first as these children talk together before the play. Yes, Carrie speaks first. Let us read silently what she says and then someone may tell me from the book just what she says.”

Then the teacher asks, “Who speaks next?” and makes the same suggestion for the silent and oral reading by another child of what Dan says on page 56. The study of the picture now enters into the exercise of silent reading. The teacher says: “Read page 57 and two lines on page 58, studying the picture as you read. Then someone may tell me which child in the picture is Will, which Frank, which Dan, Grace, May, and Carrie. Who can tell me what Will is doing in the picture? Now tell me from the book what he is saying. Who speaks next? Yes; Grace. What does she say? Tell me from the book.

“Do you see Grace showing the beans? I do not. Who speaks next? Yes, May speaks next. Look at the picture and tell me what May is doing. Yes, she is placing the chairs together. What is she saying? Tell me from the book. Who speaks next? Yes; Frank. Tell me what he says. Is that Frank on the stepladder? No, I’m sure it is not. What is that he has in his hand? Yes, a hammer. Read to see who it is that is saying something about the hammer. Yes; then that is Dan standing on the stepladder with the hammer in his hand and he is talking to Frank. What is Dan saying to Frank? Tell me from the book. Who speaks next? What is Carrie saying? Show me in the picture which is Carrie. Who is opening the box that is to be the make-believe oven? Who speaks next? Yes; Grace. Read to yourself what she is saying this time. Then show me in the picture which is Grace. Tell me from the book what she is saying about that empty picture frame.”

Such oral reading as described here will be sufficient. This lesson will have served its purpose and holds no more interest for the children. It has told them what the Book Children did and said before the play.

Jack and the Beanstalk, Pages 58-65

This is intended for a dramatized reading primarily, but the promised permission to play it without the book will prove an incentive to careful and thoughtful reading. So it may be dramatized after it has been read dramatically if the teacher is willing to have it played. During the dramatic reading, the material in italics may be treated as indicated at the bottom of page 58 or it may be read orally by the pupils, in lower tones than those used in the dramatic reading, as answers to questions put by the teacher.

To facilitate a smooth and ready reading of the text, certain pupils should be selected to read the words spoken by Mother, Jack, and the Butcher in Acts I and II and certain others to read in lower tones the matter in italics when the teacher calls for this matter by her questions.

Other children should be selected to take the parts of Jack, the old Woman, and the Giant in Act III and of Jack and Mother in Act IV, and for each of these acts certain other pupils should be selected to read the italicized matter as answers to the teacher’s questions, just as in Act I.

As an assignment of the study lesson, nothing more is necessary than the request from the teacher that they read Act I so carefully that they will be able to help each other get ready to play the story by their oral reading. The same may be done for Acts II, III, and IV. These different acts or parts may be read as far apart in point of time as the teacher thinks best, but the class should be able to read the whole lesson in one recitation period.

Before the oral reading of Act I, the teacher says to three pupils: “You are to talk for Mother. Tell from the book what she said. You are to talk for Jack. Tell what he said to Mother. Tell me in a lower voice what Jack does after answering Mother.” This last child reads the words in italics: He throws the rope over the cow’s head and drives her along until he meets the butcher.

In this way the four acts or divisions are read orally, the teacher bringing out the proper emphasis by such questions as, “Do you think Mother spoke so cheerfully as that, when they were without food or money and had to sell the cow, which was just about all they had in the world? How do you think she felt? How do you think she told Jack of their bad plight? Show me how you think she spoke.” Or, “How did Jack say that, as he looked at the beans and thought they were so very beautiful and so wonderful? Show me how he said that.” Or, “Don’t you think Mother was very angry with that silly boy, Jack, for selling their good milk cow for a few beans? How did she say that? Show me how you think she spoke.”

To prepare for the action in the forthcoming play, she may say, “Show me how Mother catches up the beans in her great anger and throws them as far as she can send them. Show me how she throws her apron over her face and head and cries out loud in her grief over the loss of their cow.”

The prospect of playing the story just as well and perhaps better than the admired Book Children will prove an incentive to persistent effort at expressive reading and action.

This lesson closes the third group of the Second Reader.

Jack and the Beanstalk

Once there was a poor woman who had one child, a son named Jack. They were very poor. Besides their little house, the only thing they possessed in the world was a little red cow.

At last the woman found that they had nothing to eat and that they must sell the little red cow for money to buy bread and meat. She made up her mind to do this and said to Jack: “We have nothing in the house to eat, Jack. We must sell the cow.”

Jack, too, hated to give up their cow, but he said cheerfully, “Very well, Mother, I will drive her to town.” So he threw the rope over the cow’s head and took her away.

As he was driving the cow along, he met a butcher, who said, “Where are you taking that cow?”

“I’m taking her to town to sell her,” said Jack.

“Sell her to me,” said the butcher. “I’ll give you these wonderful beans for her,” and as he said this he showed Jack his hands full of beans that were of many different bright colors. Jack looked at them and cried, “My, but they are beautiful! Here, take the cow and give me the beans.”

He handed the rope to the butcher, held out his hat for the beans, and ran back toward his home.

When he came near the house he called out, as he ran: “Oh, Mother! Just look at these wonderful beans! I sold our cow for them. Take them in your apron, Mother!” And he held them out toward her, as he cried, “See, they have all the colors of the rainbow!”

The poor woman could hardly believe her ears.

“What!” she cried. “You sold our cow for a few beans, when we have nothing to eat? You silly, silly boy!”

Catching the beans in her hand she threw them through the open window, as she cried angrily, “There! that’s what I’ll do with your wonderful beans!” Then she threw her apron over her head and cried out loud. Jack looked toward the open window and said sorrowfully, “Oh, why did you throw my wonderful beans away, Mother?”

His mother took the apron from her face and said, still more angrily, “Don’t talk to me! Get to your bed and stay there, you silly, silly boy!” Then she threw her apron over her head again, and, still crying, she left the room. Jack went sadly to his bed and lay there until he fell asleep.

Next morning when he waked, the room seemed very dark. He sat up, rubbed his eyes, looked around the room, and then looked at the window.

“How dark the room is!” he said to himself; “yet it must be morning.” Just then he noticed that the thickly growing leaves of a vine were keeping the light from coming through the window, and he exclaimed aloud, “Why, look at those leaves! How do they come to be growing over my window? I will run out and see.” He jumped up, ran out and saw a great bean vine growing just outside his window. He ran toward it and, throwing his head back, tried to see the top of the vine.

“Oh, what a wonderful beanstalk!” he cried. “It is like the trunk of a tree! Why, it’s so tall I can’t see the top of it!” Then he called out: “Mother! Mother! Come and see this wonderful beanstalk, that is higher than the house.”

His mother came running toward the beanstalk, looked up as far as she could see, and cried in amazement:

“Why, how strange! How ever did this large plant get here, Jack? I never saw a vine here before.”

“It must have come up in the night, Mother, from those beans you threw away. May I climb the beanstalk, Mother? I should like to see how high it goes.”

But the poor woman, who had managed in some way to get a little money, said: “Wait, Jack. I am very hungry. Go get something for breakfast, and then you may climb this wonderful beanstalk.” Jack ran to do his mother’s bidding and she went to make a fire to cook their breakfast.

After the breakfast was eaten, Jack ran to the wonderful beanstalk and began to climb it. Up, up, he went, climbing higher and higher yet, until he was out of his mother’s sight, away up in the sky.

At last he got to the top of the wonderful beanstalk and saw stretching before him a strange bare road, full of great stones. Jack was very tired from such a long climb, but he didn’t stop to rest long. With hands on hips, he walked along the rocky road and then stopped to look around.

“My!” he said, drawing a deep breath, “how tired I am after climbing that beanstalk! I climbed, and I climbed, and I climbed. And here I am, at last, at the top. What a strange place it is, to be sure! I will walk along this road and see where it goes.”

As he was walking along, he saw an old woman standing in front of a very large house. “What do you want here, boy?” said the woman.

“Something to eat, if you please,” said Jack; “I have come a long way, and I am very hungry. Won’t you give me some bread?”

“You’d better go away,” said the old woman. “A cruel giant lives here. He will eat you up, if he sees you; and he will beat me, if I give you anything. Everything you see here was once mine. But the giant took it all from me.”

Just then they heard the sound of heavy walking behind them. The woman turned her head to see who it was and began to tremble all over with fear. “Here comes the giant now!” she whispered excitedly. “Oh, what shall I do?”

Then she pointed to a large brick oven near them and cried in a low voice, “Hide in this oven, boy. There is no fire under it. Jump in!”

Jack quickly hid himself in the oven whence he peeped out at a great, ugly giant, who came walking heavily.

The giant stopped near the oven, and began sniffing the air as he looked around the room.

“Fee, fi, fo, fum! I smell the blood of an Englishman!” said the giant in his terrible voice.

The woman pointed toward a door and said in a frightened voice, “You may smell the blood of that sheep behind the door that you killed for breakfast.”

“Well, it may be the sheep’s blood,” said the giant in a harsh, rough voice. “But go and get my golden harp. I will sit here and count the golden eggs that my hen laid for me. Then you are to go and cook my breakfast. Cook the whole sheep, for I am hungry.”

The woman left the room, and the giant sitting down by a table began to take some golden eggs from his pockets, counting them as he laid them down on the table. While he was doing this, he fell asleep and began to snore so loudly that the house shook. Just then the old woman came in with the harp. When she saw that the giant was asleep, she tiptoed to the oven and whispered to Jack, who started to speak: “Hush-sh-sh! Take this harp, boy. Now get those golden eggs. My hen laid them. Take them and run for your life, but be careful not to wake the giant. If he catches you he will kill you.”

“Thank you! Thank you!” said Jack in low tones. He took the harp, climbed out of the oven, tiptoed to the table, and put the golden eggs into his pockets. Then he ran off.

Just as Jack started off, the giant waked with a last big snore and looked on the table for his golden eggs.

“Where are my golden eggs?” he cried at the top of his voice. Then he caught sight of Jack running down the road with his golden harp. “Who is that running off with my harp?” he roared angrily. “Let me catch him, and I’ll eat him up.” Then he jumped up and ran after Jack, who was just passing out of sight down the road.

Jack reached the top of the beanstalk long before the giant did, and holding the harp under one arm he caught hold of the beanstalk and went sliding down the stalk almost as fast as lightning.

Long before he reached the ground, he shouted to his mother, “Run, Mother! bring me the ax!” His mother caught up the ax and ran with it to the foot of the wonderful beanstalk. As Jack touched the ground, he gave the harp to his mother and then told her to hold out her apron, into which he emptied his pockets of the golden eggs.

Then Jack began to cut down the beanstalk. It soon fell to the ground with a sound like thunder. The giant must have fallen with it and been killed, since he was never seen or heard of again. Jack’s mother felt very proud of him as she stood looking down at the wonderful beanstalk stretched upon the ground. She held the golden harp in one hand and her apron full of golden eggs with the other while she watched Jack, who still held the ax.

“There!” he said, pointing to the beanstalk. “I have cut down the wonderful beanstalk. I just had to do it. If I had not, that giant would have come down and eaten me. It is well for me, Mother, that you heard me call, and that you had the ax ready. How fast I had to slide down that beanstalk!”

“Yes, I am very glad I heard you, Jack. But where did you get these golden eggs, and this beautiful golden harp, that makes such sweet music by itself?”

“I took them from the giant. The old woman told me to do so. I just wish you could have heard that giant snore!”

His mother looked first at the golden harp and then at the golden eggs. “Oh, Jack,” she said, in delighted tones, “now we can buy the little red cow again. And we can have a fine new house to live in. These golden eggs will make us rich all our lives.”

“Yes, Mother,” said Jack, “and the harp will play every day, and we shall be happy, always.”

A Real Santa Claus, Pages 66-67

The picture accompanying this poem is suggestive of what the teacher’s preparatory talk should be about: old-fashioned, wide fireplaces and chimneys, the belief that Santa Claus traveled down these chimneys, the time-honored custom in this country of hanging stockings by the chimney to hold the gifts left by Santa Claus.

The talk should branch off naturally into the joys of Christmas, the time to which people are looking forward with delightful anticipations. Into this talk the teacher should bring the more serious side of Christmas, the fact that there are hosts of children the world over who never hang up their stockings, perhaps have no stockings—only poor worn shoes to wear; who never see any pretty toys except as they pass the windows of the toy stores or shops; who never have good things to eat, even at Christmas; who never have any of the merry times that more fortunate children have, but for which they so long that they sometimes dream about them, only to wake in their bare cold rooms and find that it was only a dream.

Without any moralizing or “preaching” in, such discussions, the teacher can touch the tender hearts of her pupils and drop many a seed which will later blossom into acts of kindness and true benevolence. She must remember, however, how extremely imaginative and impressionable young children are, and should be careful to keep her suggestions sketchy and give no graphic pictures of misery.

After some such talk, the teacher may return to the study of the picture, and suggest the thought of the poem to be studied in some such way as the following:

“You have told me what you see in this picture and what you think the boy is doing and saying. I think you are right in supposing that the boy is in a comfortable home where he has everything to make him happy. But I don’t think he is asking Santa Claus for things he wants himself. I think he is telling Santa Claus that he is hanging up two stockings, one for himself and one to go to another boy he knows—a very poor boy who has no stockings and only the poorest sort of old worn-out shoes.

“I think he is telling Santa about the old chimney in this poor boy’s house down which Santa has never traveled to take gifts to the poor boy. I think he is telling Santa Claus about the room he’d find if he did go down that poor boy’s chimney,—a room all cold and bare, with no soft carpets or rugs on the floors, no thick curtains at the windows, no soft comfortable chairs; he’d see only a broken bed, and he tells Santa Claus that in that bed he’d see a boy asleep, who is just about the age and size of the one who is talking up the chimney—a poor boy dreaming of the pretty toys he had seen in the windows and which he knew would be given to other boys, dreaming of what a merry Christmas those other children would have, and how it is only when he is dreaming of other children that Christmas ever seems merry. Then this kind little boy begs Santa Claus to stuff the stocking he is hanging for the other boy with all that that boy dreams of, and he says that when the stocking is filled to the brim, he will play Santa Claus to the poor boy, that is, he will take the stocking full of gifts to him, and in that way be a real Santa Claus to the poor boy.”

The teacher may then say, “I have told you in one way what this boy is saying, but Frank Dempster Sherman, the poet, has told it all in a much more beautiful way. I will read it as he has told it; then you may read it for me, and when you can read it well, you may read it to your parents, who will like it as much as I do.”

This poem lacks the swing that characterizes most poetry written for children. It is not an easy poem for children to read aloud unless they are led at the beginning to see that each two lines should be read as one long line, thus:

It might be well for the teacher to write the poem on the blackboard as given above, and let the children read it in that form before attempting to read it from the book. Of course, the pupils grasp the central meaning or truth of this poem after the teacher’s talk.

If not dwelt upon too long, the appeal which the poem makes to the sympathy of the children will arouse their best emotions and the desire to become a real Santa Claus.

The words listed for drill at the bottom of page 67 emphasize the sound of the letters au in the phonogram ause, the terminal ed, and the short sound of e before two r’s.

Christmas Holidays, Pages 68-69

This lesson embodies the spirit that characterizes the activities of most schoolrooms just before Christmas.

An outline somewhat like the one given below may be written on the board as a guide to the pupil’s silent reading of what he is to reproduce later in his own words, or read orally.

In this lesson, as in the last, the teacher’s unspoken aim should be to awaken in her pupils the true Christmas spirit,—the spirit of giving to those who have little or nothing.

The words listed for drill at the bottom of page 69 emphasize the sound of ar in the phonogram, or family, ark, also the terminals en and ened.

The Silver Cones, Pages 70-73

Before having this lesson read, the teacher should find out what the children know of coniferous (cone-bearing) trees, such as the pine, the hemlock, the fir, etc.

An evergreen branch and a cluster of brown cones, with pictures and descriptions of fir trees and their cones, should be displayed by the teacher during the preparatory talk, before the story is touched upon. There will then be no danger that the children’s only conception of “silvered cones upon the Christmas tree” really meant silvered ice cream cones, as was found to be the case when one class was questioned after the story had been read!

From such description and pictures, from the real branch and cones, the teacher may naturally and easily pass to a brief description of “the country across the sea,” with its great mountains where hardworking miners live, and where the evergreen firs bear loads of dark brown cones, rich with gum and rosin, which make most delightful fires if gathered at the right time and kept for this purpose.

A passing reference should be made to the good Saint Nicholas who does for the boys and girls in that country across the sea what Santa Claus does for our boys and girls.

Then the class is ready for the outline upon the blackboard:

Read the lines that tell

After the lesson has been read, the teacher may discuss it with the class, as follows: Was the miner who cared for Hilda rich or poor? Was it easy for him to buy her clothes and food? Was he ever repaid for being kind to the little orphan girl? What if he had said, “I have enough children of my own to care for. Hilda is not akin to me or my family. Why should I work for her? Let someone else take care of her, I shall not do it?”

Does it pay to be kind to those who are poor and helpless?

Was Hilda grateful to the miner who let her live with him? Can you turn again to the lesson and find the lines that tell that Hilda was grateful to the miner? Was Hilda polite as well as grateful? To whom was she polite? Read again the lines that tell that she was polite. What if Hilda had said, “I work at the miner’s house; that is enough for me to do. I don’t care if his children don’t have anything for Christmas”? What if she had spoken rudely to the old white-haired man? She didn’t know it was Saint Nicholas talking to her. What if she had felt angry when the big cones began to come down upon her? Do you suppose the story would have ended as it did?

The words listed for drill at the bottom of page 73 emphasize the change of the terminal y into i before es or ed is added.

The Wonder Flower, Pages 74-79

The big thing or central truth in this story is evident to the teacher from her first reading of it; it is all that is found in Carl’s character,—his love for his home and for his mother, his spirit of self-sacrifice and unselfishness, his determination and bravery.

The teacher can easily lead the pupils to discover for themselves the heart of this story. To do this they must interpret through their own lives the truth taught by the story. In other words, the teacher must connect the heart of this story with the children’s own experience, by taking the child into his own life, by asking questions which the child can only answer by recalling his own past experiences. The teacher may ask: “When you love anyone very much, how do you show it? Yes, by doing the things you know they wish you to do; by helping them in every way you can. But suppose in doing something for one you loved, you placed yourself in great danger,—ran the risk of getting hurt or perhaps killed—would you do it anyway?

“We are to read to-day about a boy who lived in a country called Switzerland, far away across the sea. The mountains in Switzerland are very, very high and it is dangerous to climb them, especially in winter when they are covered with ice and snow. This little boy was named Carl. He was a shepherd boy; that is, a boy who herded or took care of sheep. No doubt you would like to know what kind of boy Carl was. You may tell me what you think of him after we have finished reading the story.”

The story falls naturally into three parts:

Study of the Lesson.—(The children read silently pages 74 and 75 (Part I). Then the teacher should question them.)

Was Carl a rich boy? How do you know he was poor? What did he and his mother own? What good did the little garden do them? What help to them was a goat? (Took the place of a horse and a cow; goat’s milk used by poor people.) Did Carl love his home? Do you think his home was in a beautiful country? What made it beautiful? (Shining river, green forests, high mountains.) Did Carl love these beautiful things? What other beautiful things did he love? Where did he find the beautiful flower growing?

Do you love flowers? Carl loved them more than most of us do. He would rather have had a beautiful rare flower than anything else. By rare flower, we mean one not often seen, one hard to get; one growing in very few places. There are people who will walk miles to get a rare flower, or even to see one. I think Carl must have been like that.

What did Carl do every morning? What did he do all day? I wonder if he were lonely away off there by the river with no one to talk to. Did he have anything besides the sheep to keep him company? What did he have? When night came, what did Carl do?

After he put the rich man’s sheep in their fold, where did he go? What is meant by “at the foot of the mountain”?

What did Carl do when he reached his little home?

What about Carl’s mother? Why did she have to spin so much? (To make thread out of which to weave clothes and bedclothes for Carl and herself; to make thread to sell.)

Did Carl love his mother very much? Why do you think so? How did he show it? Was there anything else he might have done to show how much he loved her? We shall see about this. You find that Carl and his mother were very poor. Was Carl a happy boy? Why do you think so? (What made him happy, although he was poor and had to work hard, was that he was contented and always helpful to his mother and made her happy.)

Part II: Carl’s great trouble and dangerous journey.—(Children read silently pages 76 and 77 and two lines on page 78.)

We have read the happy part of this story, but there is a sad part, too! Carl had a great trouble and he did a very brave thing. I know you’d like to know all about this and I’d like to know what you think of Carl after reading this part of the story.

Were you ever out in the cold when the rain was freezing and the wind blowing as if it would cut your face to pieces? I don’t suppose you ever were, at least not for many minutes. Can you imagine how it feels, or how you would feel, if you had to be out in such weather for hours and hours? Did you ever try to climb a mountain or a very high hill? Do you think you could do it if the hill or mountain were covered with ice and snow? Think how hard it is to walk along on level ground when the wind is blowing very, very hard, and the rain is freezing as it falls upon the ground.

Can you shut your eyes and see Carl climbing the mountain? Can you imagine how he felt as he climbed on and on, up that snow-covered mountain with the wind beating him in the face and almost freezing his hands and feet? Do you suppose that Carl knew before he started what a hard thing he would have to do? Why do you think he knew? (He had lived at the foot of the mountain all his life, had often seen it covered with snow, knew how steep it was.) Who can find the sentence that tells what a dangerous thing Carl was to do? (But the snow was very deep on the mountain, etc.) What might have happened to Carl? (Might fall and kill himself, or freeze to death.) Did he think about himself? What was the one thing he was thinking about? What happened on his way up the mountain which showed that he thought only of getting that plant which would cure his mother? Did he want very much to pick the wonder flower? If he had done so, do you think he would have found the little brown plant? Why would he have been apt to miss it? (Busy watching beautiful flower and caring for it.) Do you believe if he had thought only of himself that he would ever have seen the beautiful flower?

How do you suppose he felt as he hurried down the mountain? What do you think of Carl now? Can you tell in your own words what kind of boy Carl was? Do you think Carl wanted to be rewarded or paid for doing what he did for his mother? What did he want more than anything in the world? (To see his mother well.) Yes, I think he did. Let us see whether Carl got what he wanted—whether he received a reward for his unselfishness and bravery.

Part III: Carl’s reward.—(Children read silently the remainder of page 78 and page 79.)

What was the first reward that Carl received for undertaking this dangerous journey? (Saw wonder flower.) Was he glad to have seen that wonderful flower? Do you suppose many people had seen it? Why not? Read the lines that make you think so. (It blooms only at Christmas time, once every hundred years, etc.) Who were the only people who ever saw it? What do you think is meant by “pure hearts”? How had Carl proved that he had a pure heart?

What was the next reward that Carl received? (Found the brown plant.) What was the third reward Carl received? (Treasures of gold and diamonds.) What was the thing that made Carl happiest of all?

Words for drill at bottom of page 75 emphasize the terminal tain (sounds as if written tin) and the terminal er. Those on page 77 emphasize the sound ar and ge and the terminals est and ly. Words for drill at bottom of page 79 emphasize the sound of ee and short ea, the terminals ed and ure.

The Christmas Bells, Pages 80-83

Before the children read the story of “The Christmas Bells,” they may be well prepared for the mood of this story by the teacher reading—or better, telling—the story of the widow’s mite, told so beautifully and simply in Mark xii: 41-44. Also, if the teacher wishes to do so, the children may be given at the language period the story of “The Gift Scale,” found in the Plan Book for February 19.

The story of “The Christmas Bells” falls naturally into five short divisions:

Preparatory Talk.—How many of you have ever listened to several different church bells ringing at the same time? It is a very beautiful sound, sometimes. The bells do not all sound alike. Some of the bells—the largest ones—have a deep sound, Clong! clong! clong! Others not so large do not make quite so deep a sound. They sound more like Clang! clang! clang! and the smallest bells have a clearer, sweeter, lighter sound, more like Cling! cling! cling!

Sometimes the church bells are rung on Christmas Day, and it does seem that they should always be rung on that day.

In Spain, a country across the sea, they tell a beautiful story about three wonderful bells—a big bell, a middle-sized bell, and a small bell. These bells hung in the tower of a beautiful church and they used to ring of themselves every Christmas Eve—no one touched them, but all at once they would begin to ring.

After a while they ceased to ring on Christmas Eve. For years and years no sound came from the bells, till, after having been silent for a long, long time, they rang again one Christmas Eve, and this made the people all wonder what caused the bells to ring again. You may read the story and then you will see if you can tell what caused the bells to ring again.

The class may read silently and then reproduce the story, following the outline given below:

After reading the story the children may be allowed to give their own ideas as to why the bells rang.

Having heard the story of the widow’s mite, they will naturally apply it to this story.

Christmas Carol, Page 84

The meaning of “angels in heaven” and of “souls on earth” will not be difficult for the children. The teacher uses the phrases in her reference to what beings in heaven are full of praise for Him who came to us at Christmas and why “souls on earth” should sing and rejoice.

This old carol should be read in concert by teacher and pupils and sung if the words have been set to music that the class knows.

The Glad New Year, Page 86

The teacher’s talks with the children about the approaching Christmas lead naturally to a discussion of the New Year so soon to follow. It will most probably not be spent in the schoolroom, but will be included in the holidays which the children will spend at home. Therefore, what the teacher says about it will be best said just as the school closes for Christmas and the holidays, or just as soon as the children begin school again after Christmas. Without any “preaching” the teacher should try to arouse in her pupils the feeling that the coming New Year offers a grand opportunity to begin again more hearty striving to do well, to live well, better than ever before; that we should be glad to have another opportunity to make a fresh start; that it is not a time to give way to sadness for any failure we have made during the old year; that the New Year should be a time to gain good for ourselves and to give to others loving thoughts, kind words, and helpful deeds.

In such a talk the teacher may develop such unusual words as striving, thriving, etc.

The Twelve Months, Pages 87-93

The central idea of this story is found by comparing the characters of the two sisters, the unkindness and rudeness of Katinka compared with the gentleness and politeness of Dobinka. This comparison will grow in the children’s minds as they read, and should be more firmly impressed by the closing discussion of the lesson after it has been read. The story falls into two main divisions, with several subdivisions of each, which should be developed during the progress of the reading lesson. The main divisions are:

As to preparing the children for reading this lesson, the teacher will have begun to do this incidentally long before the time arrives for the reading. In her “nature talks,” or “morning exercises,” the teacher will have given the children a pretty clear notion of the four seasons, fall or autumn, winter, spring, and summer.

If the pupils live far in the south, where the characteristics of the four seasons are not so marked as they are farther north, they should be told enough of such phenomena to enable them to visualize the changes of the seasons, and the general appearance of each, such as the snowdrifts that make a white world in the winter; the freshly growing grass that makes the world so green in the spring; the glow of ripening grain and fruits, that give the rich yellow tones of summer; the varied shades of green and yellow and red that are found in the flowers and leaves of autumn.

The names of the months of the year should be known by all children before they are ready for the Second Grade.

The teacher may naturally and easily develop, in her talk just before the reading lesson, the words listed as new for this lesson, as well as the more difficult phrases.

Preparatory Talk.—Suppose we were to dress each month in a long cloak or mantle—(writes mantle); of what color should the mantles for the winter months be? Yes, white, like the snowdrifts. (Here the teacher may sketch on the blackboard, or show a sketch already made, of three figures in long white robes with hoods. These are to represent the three winter months.)

Of what color should we make the mantles and hoods of the spring months? Yes, green like the grass in spring. (Three figures in mantles and hoods of green may be sketched to show the spring months.)

Of what color should the mantles of the summer months be? Yes, yellow like ripened fruit and like sheaves of yellow wheat. (Three figures in yellow mantles and hoods may next be sketched). Of what color should the mantles of the fall be? Yes, red, yellow, and green, like the leaves of autumn trees. (The last sketch may show three figures in mantles and hoods showing the autumn colors.)

At certain seasons of the year we expect to find things blooming or growing which we do not find at other seasons. When do flowers bloom? Would it be reasonable to expect to find spring flowers growing out of doors when snow is on the ground? In what season are wild strawberries found growing and ripening? Would it be reasonable to expect to find them ripening in winter?

Suppose someone should send you to find spring flowers or ripe strawberries in the winter woods, or to do something else that you knew you couldn’t do, what should you think of such a demand? Shouldn’t you think the one who made it was very unreasonable?

You know what it is to be polite. Do you like people who are polite? Are polite people generally kind to other people? Do you think it pays one to be polite and kind? We shall speak of this again after you have read this story.

This is the story of two little Russian girls,—sisters, who had Russian names, of course. They are harder to pronounce than your names, but when I show you how they are pronounced, I think you will like to say them: Do bin ka and Ka tin ka. (Writes the names and pronounces them slowly.)

The two main divisions of the story and their subheads may be written on the board for an exercise in silent reading or for a study lesson as follows:

After the oral reading of the story, it should be discussed briefly, somewhat as follows: What kind of girl was Dobinka? How did she treat Katinka? How did she speak to the Twelve Months? What did Dobinka gain by being kind to Katinka and polite to the Twelve Months? (Got the help of the Twelve Months so that she found the violets, the strawberries, and the apples.) What kind of girl was Katinka? What did she lose by being unkind and impolite? (Lost the help of the Twelve Months; failed to find anything; lost her way home.) Did Katinka deserve her punishment? Why? Is it right that one who does wrong to another should suffer punishment for it?

Of what do you suppose Katinka thought when she was all alone in the wild woods, lost in the darkness of the stormy night? Don’t you suppose she thought of how unkind she had been to her sister? I hope she was sorry, don’t you?

The Snow, Page 94

As a preparation for reading the poem, the pupils’ observations of falling snow should be recalled. If they have had no such actual experiences, the teacher’s description of a snowstorm, supplemented by good pictures, must make it all so real to the children that they become able to visualize a snowstorm and ready to enjoy the poem.

The words listed for drill at the bottom of page 94 emphasize the terminals ly, er, and est.

The Eskimos, Pages 95-100

Nature lessons on the animal life of the Far North, with pictures of the life and habits of the white bear, the seal, the walrus, the whale, the reindeer, the Eskimo dog, the polar seabirds, etc., are given in most Second Grades. Through the medium of these pictures and descriptions the pupils should be enabled to visualize the country, rocky, snow-covered land, bare of trees, vines or flowers, and to imagine somewhat the intense cold, the deep snow and thick ice that never melt, the frozen ground that never thaws, and the fierce winds that cut the face and freeze the breath when one ventures out.

The kinds of houses and the furniture, the dress and habits of the Eskimos, should also be described for the children.

The teacher should relate the story of the Arctic day, describing the appearance of the first sunrise after months of darkness, the light that lasts but a minute, the day that is only a minute long, but which, with every return of the sunrise, grows longer and longer until the sun sets no more for weeks and weeks; this is the Eskimo’s long day, which is at the same time their summer. She should describe the small delicate flowers, the fresh ripe berries that last only a short time, passing away when the short summertime—the long day—is over; the nights that grow longer and longer as the days grow shorter and shorter, until the long night of winter returns. From these descriptions and from pictures the children may obtain some idea of the brilliant stars that do not set, the bright moon that circles round and round the horizon, neither setting nor rising for weeks, the wonderful and mysterious northern lights that blaze and glow and fade, to flame and fade again during the long winter night.

Such preparation must, of course, be carried on for some time before the pupils are ready to read these pages in their Reader. When they are ready for the study lesson or silent reading, the teacher may give the following outline:

The Snowbird, Page 101

The snowbird is not so familiar a sight to the children in the south as it is to those in the more northern sections of our country. But everywhere it is a common sight to see little birds hopping about, picking up crumbs of bread or cake or other things scattered on the ground. Teachers everywhere can call their pupils’ attention to the eagerness with which the little birds pick up bits of bread, crumbs of cake, etc., the happiness they seem to feel in their freedom to walk about on their little bare feet, which make such pretty, pointed, star-shaped tracks in the soft moist sand, or mud, or snow. The teacher reads the poem aloud before it is read by the class.

The words given for drill at the bottom of page 101 emphasize the changing of the letter y into i without changing the sound before the terminals er and est.

Making Valentines; Saint Valentine’s Day, Pages 102-104

These two lessons may be treated as parts of the same lesson.

The work described in the first part of the lesson is a kind of hand work done by the pupils in most of our schools before Saint Valentine’s Day. Since this is the case, little or no preparation is necessary for the reading of this lesson. The outline on the board may be as follows: