IMAGE EVALUATION TEST TARGET (MT-3) Mp^'^' /^^A^' *'-.V^ 1.0 I.I I^|2j8 |2.5 ■ 50 "^ M^H ■^ 1^ 1 2.2 1.8 ^ i m iu 11.6 p^ "^ -^^ 'a -y 'V..^ '^ '> W^^^ om ^ PhotDgraphic Sciences Corporation ^^ ^y ,V iP ^s A c^ 23 WEST MAIN STREET WEBSTER, N.Y. 14583 (716) 872-4503 f/j V o CIHM/ICMH Microfiche Series. CIHM/ICMH Collection de microfiches. Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductlons historiques Technical and Bibliographic Notes/Notes techniques at bibliographiques The tot The Institute has attempted to obtain the best original uopy available for filming. Features of this copy which may be bibliographically unique, which may alter any of the images in the reproduction, or which may significantly change the usual method of filming, are checked below. D D D D D D □ D Coloured covers/ Couverture de couleur Covers damaged/ Couverture endommag6e Covers restored and/or laminated/ Couverture restaur6e et/ou pellicul6e Cover title missing/ Le titre de couverture manque Coloured maps/ Cartes gdographiques en couleur Coloured inic (i.b. other than blue or black)/ Encre de couleur (i.e. autre que bleue ou noire) I I Coloured plates and/or illustrations/ D Planches et/ou illustrations en couleur Bound with other material/ Relid avec d'autres documents Tight binding may cause shadows or distortion along interior margin/ La re liure serr6e peut causer de I'ombre ou de la distortion le long de la marge intdrieure Blank leaves added during restoration may appear within the text. Whenever possible, these have been omitted from filming/ II se peut que certaines pages blanches ajout6es lors d'une restauration apparaissent dans le texte, meis, lorsque cela 6t train work id this ^vill be lildren jrnoon, B more time in d, fifty '. The judged t is one educate r eLoier eachers ao not their ove the of the money, ements )ries ot for her r with ler case forget ten or self in r has a I manageable class, she can therefore study the special needs of each pupil, and promote from one class to anotlier when the child is ready. The proper time to promote a child is when he is ready to go on, not when the majority of the class are ready. Promotions may be made daily. Again, so varied and extended are the necessary quail' Jlcationf^ of a primary teacher, that many prominent educators have been led to the conclusion that the very best teacher should have charge of the lowest grade. The loerfect 'primary teacher should first of all be heartily in love with child nature, and feel herself instinc- tively drawn to little children. She should possess rare natural gifts, a good voice, a ready hand, and a pleasing address, for by music, and picture, and personal magnet- ism, she will be able to win the hearts of her pupils. She should be widely read. Although it may not be necessary to be so profound as for advanced teaching, she will find that in order to hold the attention and answer the many questions proposed, she must have an almost inexhaustible fund of information, and be able to draw on it at a moment's notice. She should know something of heart culture experi- mentally. She should have sat at the feet of the Great Teacher, not only long enough to value objective methods, but to have learned the great lesson of self-sacrifice. While there should be nothinf]: of creed or dojjma in her teaching, she should, by * wearing the white fiower of a blameless life,' exercise a constant, positive infiuence for good. Her professional training should have extended over at least one year, and would be all the better for 10 FIRST YEAR AT SCHOOL. an additional year in the Kindergarten and Normal School. bhe should know something of Psychology, not only theoretically, but practically, i c, she should have learned to look into the mind and study its operations. One of her greatest duties is to train children to think. She should therefore know what thought is, viz., the holding of ideas in relation. Her work will consist in part in the furnishing of tlie mind with materials for its future operations, and to do this it will be necessary for her to have an intelligent conception of the metliods involved in this furnishing. She is thus, at the outset, met with the old question, " How do ideas cume into the mind ? " a problem which she should have carefully investigated. Every method used should be adapted to the mental condition of the children, and this adaptation requii-es, on the part of the Teacher, the ability to discern the stage of mental development of the children, and a knowledge of the peculiar nourishment suited to that period of development. To one who has thus prepared herself for her profes- sion, there is a beauty in it never dreamed of by the untrained teacher. The work po^^sesses an irresistible charm to her, and, as time goes on, she finds it neces- sary to guard against a fascination which makes her oblivious of all else but school. At the same time it is not wise for tlie primary teacher constantly to place herself alongside a perfect standard and feel how far short she comes of it. Many good teachers have become so deeply impressed with the importance and responsibility of the work and their own unfitness for it, that they have entered other less responsi- PRIMARY TEACHERS MANUAL. 11 ble and more remunerative callings, forgetting that their places are apt to be filled by teachers who care nothing for method, fitness or responsibility. She who has an earnest desire to help children, and is able and willing to work, will, in all probability, in the end make a good primary teacher. The introduction of the Kindergarten has done much to awaken public interest in primary work. A careful investigation of the Kindergarten must convince every- one that the songs, the games, the occupations, the home-like charm, and, above all, the heart culture to be found in it, afford the best gymnasium hitherto offered for children between the ages of four and six years. It is very doubtful, however, whether the Kinder- gartener is right in thinking that the average child should continue in such a school after he is six years of age. For children of that age who have had a year of Kindergarten training, the methods proposed in this book will afford as good a gymnasium as the advanced Kindergarten, and at the same time teach them Reading, Writing, etc., a consideration which is of some import- ance in these days of reaching out after the practical. These methods are so objective that the child scarcely notices the transition, and the casual observer, stepping into the room, would conclude that he was in a real Kindergarten. Thus the objection so often urged by Public School Teachers to the restless activity displayed by children coming from the Kindergarten is completely overcome, for with these methods the teacher prefers Kindergarten children to any other. Again, the Kinder- garten teacher finds it difficult to teach more than twenty -five children for half a day. By these methods the teacher can teach forty for a whole day. 12 FIRST YEAR AT SCHOOL. The first year at school should be a continuation of the previous child life and habits. He has been accus- tomed to outdoor exercise and freedom, and to a thousand liberties which cannot be afforded him at school. The teacher should bear this fact in mind, and not make the change too abrupt. Wherever practicable, she should introduce anything that will enhance the charm of school life. Heaven lies about us in our infancy, Shades of the prison-house begin to close About the growing boy. The Primary Teacher will do well to see that the " light of common day " does not too soon break upon the immortal souls under her leadership. Reading. This is the most important subject on the curriculum of a Primary grade, demanding more time and attention than any other, and perhaps than all others combined, embracing as it does the subjects of reading, writing, spelling and language. In no other subject is it so necessary for the teacher to avoid teaching anything which the child will require to unlearn. On this account she will find it better at first to " hasten slowly." The stilted, mechanical, hesi- tating drawl which passes for reading in some schools is largely due to an attempt to cover too much ground at first, and to make children read ready-made sentences containing thoughts of others rather than their own. During the first half year there should be very little oral reading, the time being occupied in (a) word recog- nition ; (b) language lessons for the purposes of tJiought PRIMARY teachers' MANUAL. 13 getting and thought expression ; (c) the expressing of the child's own thought in written form ; (d) the silent interpretation of his own written tliought after a hipse of time ; and iinally (e) the silent interpretation of the thoughts of others Irom the script page. (See pages 14, 23, 24, 43, 6G.) He should then commence oral reading of script, and silent reading of print, until the print is as easy for him as the script. The child should be taught script entirely and should not attempt print at all for twenty weeks. There is no diflSculty in making the method proposed intensely interesting to the little folk. The teacher may find con- siderable difficulty, however, with parents who, having begun with the alphabet themselves, wish their children to have books, and who, with the very best possible intentions, insist on helping the child prepare his reading lesson at home. T^>a solution of this deli« ate problem requires much tact on the part of the teacher. A few words of explanation to the parent will often settle the whole question. The teacher may adopt the plan of sending home a slip of paper showing the child's pro- gress during the week. She will find it a good substi- tute for the much longed-for books. (See Page 87.) Again, in the change from script to print, there is no occasion for great haste. In order to show how easily and quickly this change can be efiected many devices have been resorted to, but while tiiese devices may lessen, they do not overcome the difficulty. The plan of changing from the perfect script to a series of hieroglyphics supposed to be half- way between script and print, is decidedly objectionable. 14 FIRST YEAR AT SCHOOL. ! ^ By the following methods a child can, in one year, learn the First Part, 1st Book Ont. Reader, so as to read it all from print and write it all in script to dictation. It would be as well, however, to postpone the oral reading of print until the second year. A child may know printed words well enough to read a lesson silently, get the thought, and write the lesson in script on his slate, or tell it to you in his own words, and yet not be sufficiently at home with the print to be able to read the lesson orally, without hesitation. If, then, a child can read all these lessons with good expression when they are written in script on the black- board, and has been trained to interpret the lessons in print, and to reproduce them both on his slate in picture or in script, and in his own spoken language, he has acquired more power for expressive reading than the pupil who has been hurried to oral reading of print ; and as a rule will overtake him in the race before the second year is completed. It would be better to devote a year and a half to this first book, and to supplement the reading by a number of easy stories from other series. Ten or twelve primary Readers such as Monroe's New Primer, would answer for Busy Work (See Page 124) for a section, and thus for a whole grade ; they could be secured at trifling expense. Word Recognition. The teacher may begin with the words box, fan, cup, dog, etc., taught by the word method. (Lesson I.) She may next introduce the sentence " I see a dog." (Lesson 11.) PRIMARY TEACHERS MANUAL. 15 The " word and sentence " method may be used in teachincf .-.iich words as '• and." (Lesson 111.) The teacher will use her own jud«,niient as to which method is best achipted to the teaching of the respec- tive words. She should endeavor so to rivet the attention of the pupil upon the work in hand that the word or sentence will become finally fixed in the mind in such a way that the written form will call up not nly the spoken form but the corresponding idea or thought. At the end of about four months she may begin phonic analysis incidentally. (Lesson V.) The child siiould also have had considerable practice in combining sentences from words previously learned. (Lesson IV.) At the end of the fifth month he should know the twenty phonic sounds, and one hundred non-phonic wor « 1 ,> ':• Busy Work. Copy the word on slate from script cardboard for twenty minutes. (See page 88). Draw a picture of the toy dog. Draw pictures of other dogs from memory. Draw original pictures, as in lesson, and be prepared to tell story of picture when busy work is examined by the teacher. Outline with shoe pegs on desk the picture of a dog drawn on the board. Suggestions. Slates should be ruled according to directions, page 86. If you cannot secure a toy object get a good picture or draw one on the board with colored crayon or from a stencil. The picture and the written name should be left on the board for one day at least. Lists of all the words learned should be kept in view, the phonic words at one end of the board, the non-phonic at the other. These word ladders should be constantly referred to and should be used for daily drill with the full class. When the child has learned a number of nouns, have him write them on his slate and place the toys on the corresponding names. Enliven the lesson by letting the children frighten the " dogs " away by erasing them from the board, etc. Do not spend too much time in word development, but let the children use both eyes and ears. The word should be written on the board within five minutes from the time pupils take their places on the floor. j*>*.> V PRIMARY teachers' MANUAL. 21 e of a dog s, page 86. picture or or from a uld be left t in view, on-phonic eferred to class, luns, have ^s on the ghten the etc. ment, but •rd should from the Face the class and write on the board with the right hand. Always insert punctuation marks, and have the child- ren insert them. Do not hold a class after the interest begins to flag. Drill carefully and thoroughly on the word. The class may answer simultaneously as you point to the name, but do not allow the children to repeat the name several times. See that the class have long pencils for writing, and that they observe the proper position of the hand. Do not expect the child to write well at first. All he can do is to try. Encourage him. Do not attempt to teach more than one word per day for the first two months, but teach that one word so thoroughly that it will be as familiar to him as his teacher's face. Practice drawing the objects in your first year limit until you can draw a picture upon the board very rapidly. If possible every primary teacher should take a course in freehand drawing. Vary the method very often, e. g., instead of developing the word from the toy, describe the object and let the children guess its name, or tell a story suggesting the name. In developing the word let the children close eyes, feel the toy, and guess its name. Write a name on the board for review, and ha'^e a child describe the object which it represents. Show a number of toys and have the children close their eyes while you take something away. Let them open their eyes and write on the board the name of the object yon removecj- 22 FIRST YEAli AT SCHOOL. Dii You should write a good, plain, uniform hand, the Spencerian is probably the best. It is well to write in large characters on the board when developing the word. The children may practice writing the word in the air before attempting to write it on their slates. This device will also be found helpful in drawing, for it enables the child to become accustomed to the " muscular sweep " required in making outlines. In tracing make the divisions as simple as possible, e.g., in writing the letter "u" have five steps and explain each step by itself. Keep on hand a quantity of foolscap paper, cut in slips, and ruled as in Busy Work, page 87. Let pupils write on these slips with pencils, on Friday afternoons, a story containing the new words learned during the week, and take it home as a sample of that week's progress. Have lines drawn on blackboard similar to ruling on slates and allowing about two inches for small letters. These lines should be near the bottom of the board at suitable height for a small child to write on when standing up. The lines may be painted upon the board or drawn from day to day with chalk and line, the line being thick cord about eight feet in length. Hang a curtain to con- ceal a small portion of the blackboard. A picture drawn before school time may thus be kept from view until required. ' I. • f PRIMARY teacher's MANUAL. 23 hand, the write in Dping the le word in eir slates, ing, for it * muscular LS possible, ad explain per, cut in Let pupils ifternoons, during the lat week's ruling on all letters, board at n standing or drawn eing thick lin to con- A. picture Tom view • LESSON 11. -SENTENCE METHOD. Purpose. — To teach to read and write the sentence, " I see a dog." " I see a fan," etc., to a class who know the words " dog," " fan," " cup," thus teaching the combina- tion " I see a." Plan. — Develop from the children the sentence, " I see a dog." Write the sentence on the board and tell the pupil that the chalk has told his story. Ask another pupil to tell you vvhat the chalk has said. Similarly develop and write the sentences, " I see a box," " I see a fan." Drill on these sentences, letting each child read first his own story, and then the other stories. Write the sentence, " I see a cup," and let the children try to make it out. If they cannot do so, develop the story by holding up the toy. Rub all out, send class to seats and write on the board the sentence, " I see a dog," the class imitating you as in Lesson I. Suggestions. Do not allow the child to read the sentence one word at a time. By a rapid sweep of the pointer indicate that the sentence expresses the one thought. Do not accept rapid reading instead of expressive reading. The child should be kept two days on this lesson. Adapt busy work of preceding lesson. u FIRST YEAR AT SCHOOL. ■ I ! lilt I! ! 1 I » \ si ' •Ji 11 ' 'i LESSON III.— WORD AND SENTENCE METHOD. Purpose. — To teach to read and write the word " and," introducing it in a sentence. Plan. — Drill on the words box, fan, cup, dog, I, see, a. Have the objects on a table and send one pupil to it, asking him to tell you a story about any huo things he sees on the table. Develop such a story as, " I see a box and a cup," and write it on the board. Continue with such stories as " I see a dog and a fan," etc. Drill on the word " and." Busy Work. Write stories containing "and." Copy the word " and " from the script cardboard. Arrange the cardboard blocks to make stories contain- ing " and." Draw pictures of the stories the children have written. Suggestions. If the children read mechanically, get them to tell you the story while looking at the objects, until they can read it naturally. Let one child take the pointer and point to words in succession forming a story, and let the other children tell his story. Let each child tell you a story about any two things he sees on the table, and write the stories on the board. Let each child tell you his own story from the board, and afterwards the other stories. Illustrate with objects for expressive reading. !!■ I PRIMARY TEACHERS MANUAL. 26 3THOI3. d " and," I, see, a. pil to it, bings he ee a box aue with le word contain- written. ings he ird. aid, and ects for Ask the children to find the new word and tell its name. Write a long story containing all the Nouns known by the children, such as, " 1 see a cup, and a fan, and a do^," etc. Do not allow the children to read this story orally, but have them bring the articles named and place them in view of the class. Similarly develop a story from the objects by placing them in certain positions and have children write the stories on the board. Vary this to suit the size of the class, and the number of words learned. Do not allow the children to point to the words one by one when reading a sentence. Do not allow them to begin to read a sentence until you think they are certain of every word in it. LESSON IV. Purpose. — To teach expressive reading of short sen- |tences, formed from words known by the child. Plan. — Have on a table a number of objects, the names of which have been learned by the children. Drill the [class on these words. Tell the children that you are goino- jto talk to them with the chalk, and they may answer the questions you ask, or do anything the chalk tells them to do. Write such a question as — " Where is the cat, Arthur V i Then write Arthur's answer, •' The cat is on the table," etc. " Put the cat in the box, James." " Put the rat in the box, Minnie." '* Put the hat by the box, Kobert," etc. " Where is the cat, John ? " etc. v» 26 FIRST YEAR AT SCHOOL. Hi I) .■ ■ Suggestions. The teacher should talk as little as possible, and endeavor to impress the fact that writing gives us a new avenue for conveying thought. The benefit derived from such a lesson varies inversely in the ratio of the number of words spoken by the teacher to the number of words spoken by the class. Write a word with chalk on each of half a dozen slates- Give the slates to as many pupils. Let these stand on the platform facing the class and having the words exposed. Write a sentence on the board, and let one of the others arrange the six pupils in such a way that the story will be read from their slates. Sometimes let the children arrange themselves, or let one child arrange them, and the othero tell his story. i 'I ! LESSON V. -PHONIC DISCOVERY. Purpose. — To lead the child to discover the sound of the letter " s " from the words " at " and ' sat," pre- viously known. Plan. — Write " at " and " sat " on the board and drill on them. Ask a pupil to find something in " sat " that is not in " at." Let him draw a circle around the letter " s " in " sat," or mark it off in some way. If this be his first lesson in phonics tell him that we are going to begin to learn parts of words now, that these parts of words are called letters, and that we are going to try to find the sound of this letter (s). PRIMARY teachers' MANUAL. 27 md drill on Write a number of Wo"ds containing the letter " s " on the board and have him point the letter out until he is thoroughly familiar with its form. Returning to the words *' at" and " sat," have the class pronounce both words and develop from them the facts that " at" is in both, that the difference is at the beginning of " sat," and that it consists of a hissing sound. Have the class try to find out this sound for themselves by saying the words " at " and " sat " over and over again slowly and when they think they know it, lot them raise the hand and whisper the sound to you. Have one pupil give it aloud correctly for the class, and then give it yourself. Draw a diagram on the board showing position of the vocal organs in making tlie sound. By a looking glass or some other device impress upon the child the importance of a proper use of these organs. {See plate on page 3.) Busy Work. Have the children copy the letter " s " from the card- board and write all the words they know that have "s" in them. A number of cardboard or paper letters may be given each child, and he may select all the " s's " from them. They may take all the words which contain " s " out of their word box. (See pag'^. 88.) Draw pictures of things which make this hissing sound. Suggestions. After two or three lessons the children will have an appetite for the discovery of the new sound, and the teacher may attack sound discovery almost imm^ediately. 28 FIRST YEAR AT SCHOOL. Vary the method by first taking the difference in the sounds of "at" and "sat" and then the difference in the form of the words. Sloiu pronunciation is the secret of successful phonic work. The teacher should train the children to detect sounds by giving such commands as " Put your h-a-n-d-s on your h-e-a-d," " Bring me the b-o-x," etc. If the child has difficulty in getting a sound correctly from the word given it is well to take another word with a different vowel, e. g., if in learning the sound of " m" from "mat" the child inclines to the combination "may" he will discover his mistake by trying the word "men" It is sometimes much easier for the child to discover a sound at the end of a word than at the beginning, thus " m" from "him." It is better to adhere to one type word to be remembered as the one to which a child must refer should he forget the sound. He should be taught to correct himself not by trying to remember the sound made by the teacher, but by referring to this type word, and rediscovering the sound for himself. It is well after a few lessons to tell the child that the letters do not always have the same sounds. Show him that in some cases he cannot make the cor- rect sound by itself. He can only do that when he pro- nounces the word, e. g., in giving the sound of " t " in the word " cat," the sound is made almost instantaneously. In pronouncing a word naturally, a child gives its phonic spelling in the most perfect way possible. Have the child practice making the same sound in rapid succession thus "r-r-r-r-r." Let the pupils give each other sounds to write on the board. PRIMARY teachers' MANUAL. 29 36 in the ice in the ul phonic to detect h-a-n-d-s I correctly word with id of " m" ion "ma," d "men." discover a ming, thus ) type word must refer ) by trying ler, but by r the sound ild that the bke the cor- hen he pro- " t " in the intaneously- s its phonic und in rapid give each Let the children suggest something which they think resembles the sound, e. (/., the sound resembling that made by red hot iron when plunged in water, or that which we make when we drive a cat out of a room, etc. Write the j letter on the board, and have the children copy it at their [seats. If the child gives the alphabetical name of the letter, accept it, but tell him that what he has said is the naTne, that we shall learn the name by-s.nd-by, but it is the sound we want now. It is well to postpone names of letters until the second year. Children seldom require to bo taught them in school, having generally been taught the alphabet incidentally at home. In teaching phonics the teacher will find the following sequence, which contains all the phonics in first part 1st ^k., a good one. After each letter is the word from Vhich the sound is discovered : s — sat. h — hat. 1 —let. ff —muff. f fat. r — rat. g get. ck — neck. p — pat. c — cat w — wet. sh — shed. a at. n — no. d — dog. ch — chin. t — top. 6 — on. k kid. th — thin. m — mat. e — pet. 11 tell. wh — whip. V — vat. 1 — it. ss — toss. ng— ring. b — bat. u — nut. While the teacher possesses the power by the plan of lis lesson to determine the correct position and forma- m of every sound, it may be of service to her to have Jiese indicated. On this account the following doscrip- m is submitted : [The nature of the sound depends upon two things : the |r from the lungs may be driven against the vocal chorda Wid its force spent in causing them to vibrate, the column It Iff 'h SO FIKST YEAE AT SCHOOL. of air above the larynx ])eing thereby put in vibration ; or ^; it may be emitted without ))eing converted into vocallfij. In the hitter case the air is made audible by a rushin^r P^' sound given to it on benig driven through some compressed *^f opening either of the glottis or of some of the speech ^Pc organs. When the air is made vocal it is called " tone," or " voice," if not vocal, " breath," or " aspirate." Posi " s " — In making " s " the throat and lips are open, tlvj teeth separated, the sides of the tongue touch the teetli*^^^ and the roof of the mouth. The tip of the tongue nearly^ ^^ touches the roof of the n-outh just above the front teetl '^^^ ^ The breath is softly hissed out through the narro\ *^ opening. -onta " f " — In making " f " the throat and lips are open, tli'*"^ teeth separated. The middle part of the lower lip : ^ placed against the edges of the upper front teeth. Th *'^® breath is driven out between them. ® ^^ " p " — In making " p " the lips are pressed tightly t( ^ " gether. The breath is compressed in the mouth an *^^ allowed to escape with a gentle pufF by the suddi^® ^ separation of the lips. ^* " a " — In making " a " open the mouth and lips wi( « j^„_ keeping the tongue in its natural position, and cause t! W^ voice to pass suddenly between the tongue and palate. *"' " t " — In making " t " apply the edges and point of t: ■^^'J tongue to the upper gum, compress the breath and can ^ it to escape by suddenly removing the tongue. ^P' " m " — In making " m " close the lips , compress t^^^ voice and cause it to escape through the nostrils. ^' " V " — In making " v " the position of the organs is t^l same as for " f," the 'yoice^being driven out in the sat^^^ way that the breath was in making " f." ! i , III PRIMARY TEACHERS MANUAL. 31 ^i um and cause the voice to escape so tonirue vibrato. This s(juiid is vil)ratiou*,or|||^^^,,^j^ ^^^^^^.^^^^ ^ ,, ^^^^^^ ^^^^ or«,^ans in the same into voca ^ • ||gj^|^^j^ ^^^ ^^^^, .. ^^^ >. (^'[,,_^^. i\^^, n^sai pji.ssii<,a's and cause jy a I'US r ^ ^^^.^^ ^^^ make a niuttted sound. Wlien the lips are "^ ^ ^ ^ V opened a gentle pun is produced. o£ the spe^<^ «h"— In makin-- "h" i)lac<^ tlie mouth in the same ii 1 " tone *'' r^ t ^^^^^ ' position as for " a " and allow th«' hreath to escape gently, -• M ••r" — In makinjj- "r" raise the ])oint of the tongue ,s are open, thv i „ \ { ii towards the upper gum a ,oucli the tee^.^ ^ ^^^^^^^^ ^^^^ ^^^ ^^^^ oton«'ue neari\ ^ . i. f >tV^^°^ heard betore a consonant, tlic front tee ^ „_^^^ making " c " place the back of the tongue in gh tne 30ntact with the soft palate, compress the breath and .liause it to escape with a slight putt', ips are open, \ «,j»__i,^ making " n" place the edge of the fore part the lowe ^,.f the tongue tirndy against the upper gum. Compress L'ont tee • j^^ voice and cause it to escape throug}i the nostrils. , , " 8" — In makiniT " e " place the origans in the same essed tig j QgitJon as for " a," open the mouth a little wider, enlarge the mo ^g back cavity by raising the tongue a little higher, and ■ by tnQ i^^jg^ ^l^g voice to escape .suddenly. . "t " — In making " 1 " arch the tongue and raise it h and np .yWfljrd the roof of the mouth, the point being depressed ton, ana ^^ ^^ jjpg narrowed, the mouth slightly open and the jgue ana p ^.jj. cavity enlarged. Cause the voice to escape suddenly. Is and point o „ g,>_jj^ making " o " open the mouth widely, round breath a *■ ^ ^^^ raise the tongue slightly, and cause the voice to tongne. ,^pg suddenly. ips , compre , ^, — j^^ making " li " open the mouth not quite so Le nostri s. ^ j^ .^^ j-^^. „ ^ „ ^.^^-g^ ^|^^, tongue somewhat and cause f the orga ^ v^ice to escape suddenly, out m j-#, — jj^ making " 1 " place the tip of the tongue againist per gum and cause the voice to flow over the edges re tone. 1 ^ 32 FIRST YEAR AT SCHOOL. "g" — In making "g" place the l»ack of the tongut closely against the soft palate and compress the voice An eH'ort to produce voice causes a mutlled sound ii the throat, a clicking sound being nuide on the separatioi, of the organs. " w " — In making " w " round the lips and cause tli voice to escape so as to blend with the following vowt " k " — Is formed exactly like " c." " d " — In making " d " place the organs of speech in tl same position as for " n " and close the nostrils. A endeavor to produce voice without removing the toni^i results in a muflled sound being made in the throat, slight pufi being heard on the separation of the ton^i and gum. tJ U th ca: %^ I , 1 I LESSON VI.-PHONIO ANALYSIS. Purpose. — To teach to write the new words "sir " pup," " pen" and " not," by phonic analysis to a el who know all the sounds in these words. Plan. — Pronounce the word " s^tp " slowly to the el. Ask them to tell you how many sounds there are in t word. Ask for the first sound, then the last, and finally middle sound. Now let the children write the word on the board. Drill on the word and develop its meaning, gotf stories containing the word, etc. Proceed similarly with the other words. thvl ingl I l\ tell i 'i. PKIMAUY TEACIIEHS' MANUAL. nn of the ton^ut ress the voict' jUca sound ii ,1 the sevaratini ^ ami cause tlv ollowint^ v()^v. ^ of speech in tl le nostrils. A )ving the ton-i in the throat, ion of the ton^' ,-^ew words " sw ,lysis to a cl ,na s lowly to the d^ there are in ' ,st, and finally 1 on the board, s meaning, g*'^^ Busy Work. Copy tilt' letters in t\\v words. Write stories containing' the new v/ords. § ( '()I)y the new words. I Draw pictures illustrating written stories. Suggestions . It' the word is the name of an oliject, ns " box," draw tb." jdcture on the board, let the childri'n name it, and toll tin* iHuidn'r of sounds in the name. Di'ill on tile word after it is written. It does not follow that when a pupil can write a word in this way that he can irad the woi'd. After a little practice lie will write ft do/en new woi-ds in a minute, and pei'haps the follow- ing moi-ning not ))e able to recognize one of them when written for Inm. The great value of this exercise is to train the child to observe and think sounds and to gradually lead him to phonic synthesis. It is well to drill on the sounds of letters involved in the new words, if there be any doubt as to tlie eliild know- ing them. Do not hurry. Let the child think out the sourid. Have a pupil write a letter on the board and other pupils tell him words containini:' that sound. 3rds. '! ill :l ^.> \i I I J! hi i: a! li. Mi 34 FIRST YEAR AT SCHOOL. LESSON VII. -PHONIC SYNTHESIS. Purpose. — By phonic synthesis to teach to recognize the words "cup," "sup," "sip," etc., Lesson XVI., 1st Pt., I Bk., and to teach the meanings of these words. Plan. — Drill on the sounds to be used in the lesson — s, i, b, p, 1, c, t, a, u. Write the letters " u " and " p " separated by a dash, thus " u — p," also write the word " up." Have the class give the sounds separately and make the w^ord "up" by combining the sounds. As they already know the word "up" they will do this innnediately, but they should be shown how they could have discovered this word by putting the sounds together. Similarly by placing the sound " c " before up show how the word " cup " could have been discovered by syn- thesis, if not previously known. Apply this method of synthesis to the discovery of the unknown word " sup." Write " s "— " up " and " sup." Ask children to tell the sound of " s " anel of " up." Then have them put t\w sound of " s" before " up " and find what word they get. Let them raise the hand and whisper the word to you when they think they know it. When nearly all have it, let one child give it aloud for the class. The meaning of " sup " may then be taught, but it 'Yould be better postponed until after tlie synthesis of " sip," when the meanings of the two w^ords can be taken tojxt'ther. Write the combinations of " up " and " ap." Refer to the way in wdiich we got the combination " up " by writ- ing "u" and "p," and have the pupils try to find what they PRIMARY TEACHERS MANUAL. 35 ISIS. to recognize LVL, 1st Pi, )rds. the lesson — I " and " p " ite the word [y and make ; they ahx'ady lediately, but ^e discovered f(jre up show vered by syn- ;covery of the iklren to tell them put the v^ord they get. word to you e it aloud for aught, but it synthesis of can be taken ." Refer to up " by writ- ind what they I will get by uniting the sounds of "a" and "p." Have i them trv tlie sounds slowly and continue for some time f whispering the combination " ap ' as before. If this be too dlfHcult, return to phonic analysis or tell the sound and pi'oceed. Write "s — ap " and "sap." Have the children give the sound of " s " and of "ap " just learned. Ask them to put the sound of " s " before " ap " and whisper the woid. fHaviuLj discovered the word, develop its meaninii' and ;;>«^/ask fur stories containing it. M Busy Work. '-f Let the children make new words by putting other ■consonants liefore the condjination " up," etc., and be able to pronounce fclui new word when written. Tlu' teacher may write on the board a continued story containing blanks for new words learned, and the child- ■ ren may write the story filling in the words in their i proper places. S Suggestions. Do not hurry the child or help him too much in dis- covery. If children experience great difficulty in coalescing sounds it is a sign that the previous work has ibeen imperfectly done. (live a short drill on building words they already know, jsiniilar to the method used in accompanying lesson. I Let the teacher give the sounds of some woi-d, |(pi'('viously learned) slowly, and have the pupils try to |put the sounds together and tell the word. I Develop several combinations and get the children to |niake words by attaching the same consonant to the fbeginning or end of each, e. g., " ap," "tap," " apt," " an " f'tan," "ant." ! I i L C I* 86 FIRST YEAR AT SCHOOL. 1*^ !■'! ^'i 1 !f? If Let one pupil take the pointer and point to successive letters on the word ladder, and have the others tell the word. Teach the meanings of words objectively, where pos- sible. Children who have not heard the word " sap," will learn more about its meaning by seeing and tasting sa[), than by any amount of explanation. Avoid spending too much time on word recognition, and not enough on the meaning, otherwise you will send the child away with his mind tilled with the idea of the construction of the word to the exclusion of its use. If the meaning of a word be already known, try to impart some new information regarding it. When possible always let the pupil see the word associated with other words in a sentence. The teacher will require to exercise great caution in word building by phonic synthesis, or the children will misspell new words, which they use in conversation, but which are not purely phonic, e.g., writing "cum" for " come." A child seldom misspells a word which he has learned by the word method. But if allowed to make new words indiscriminately for a couple of weeks by phonic synthesis, he will soon unlearn his spelling of non-phonic words. All experienced teachers who have tried it will undoubtedly grant that pupils will learn word recognition more rapidly, by the phonic than by an} other method, and many good teachers think it better t( begin phonics the first week, but there are the followin^^ objections to this : — lie children must learn a certain number of non («)T phonic words at an early stage. he m theh'l PRIMARY TEACHERS MANUAL. 37 successive rs tell the where pos- " sap, will tasting sap, recognition, ou will send Q idea of the : its use. nown, try to _ e the word ^at caution in children will conversation mg "cum" f<^^ lie has learned Ito make ne^Y jks hy phonic of non-phonic Lave tried it [1 learn w^ord than hy any Lnk it hetter ti the following (h) The nature of the English language is such that the pupil cannot attack a new word, knowing with certainty that he can pronounce it correctly by phonics. ' (c) Expression is not taught in any sense. (d) The child learns to name words of which he does not know the meaning. (e) He *.5 apt to misspell new non-phonic words. (/) At the beginning phonic synthesis may be too hard for him. However, in the hands of a thoroughly trained and enthusiastic teacher who follows the method indicated in the preceding pages, these objections will be almost ;i entirelv overcome. ' ' It is better not to attempt phonics at first. The child will find the sentence method more interesting ; he will learn to write all the letters and to know a number of non-phonic words. He will also acquire strength to grapple with the more difficult problem of phonic iynthesis and will be able to take up the work untram- UQelled by many things which must distract his attention compelled to begin phonics the first day. After four ^Jionths of such preliminary drill phonics should certainly ie introduced. LESSON VIII. -EXPRESSIVE READING. Piiriwse. — To teach to read Lesson XXVII, 1st Prt., I, Bk. — Ontario Readers. Plan. — Ask the children to open their books at Lesson umber of non XXVII and read down to " one " on the next page, with their lips closed. til t ff! , r 38 FIRST YE'iR AT SCHOOL. The following is the paragTtiph : — " Do yoa see that girl with the rose-bud in her hand ? She runs out to meet Miss Ross, and give it to her. It is the bud of a red nicjss rose, and Miss Ross will kiss lier for it, and will isay to her, What a dear pet you are ! Miss Ross lets Bess have her muff, and also asks her to pin on her cuff, that has come off And Bess wi'l do it. What a dear girl Bess is ! She does rot let a day pass but she does good to some one." Tell them to raise hands when they come to a word they do not know, and have them show the word to you. Write all the unknown words on the board, and have the children close their books. Then develop and drill on the new words. " All open books at the lesson we were at." " Look at the beginning of it." " How far does the first question go, Mary ?" " Ask me the question, Frank." " You may point to the picture of the girl, and ask John the same question, Esther." " What does the girl do, John ?" '' You may tell me what she does, James." '• Who can tell me what kind of bud it is ?" " Minnie may tell." " So it is." " What will Miss Ross do for it, Effie ?" " What will Mis3 Ross say to her, Herbert ?" " Now I would like some one to tell me the whole story from ' it '' down to * are.' George may tell." " What does Miss Ross let Bess have, Lillian ?" " What does she ask her to do, Frank ?" " Will Bess do it ?" " Point out the cuff and muff in the picture, everybody. " You may read from ' Miss Ross ' to ' it,' Minnie." " What kind of girl is Bess, John ?" " Tell me some more about Bess, Esther." • aec -fon ' brc, mis •Hiis rjs PRIMARY TEACHERS MANUAL. 39 see that IS out to I of a red L will hay lets Bess cut!', that dear girl Ices good m to a word )rd to you. , and have ) and drill " Look at luestion go, "You may n the same nay tell me hat kind of " What will would like it ' down to e, Lillian f Bess do it?" everybody. Minnie." ell me some " This is a hard part to understand. If Minnie were Bess, and eacli boy were a day, what must Minnie do before she lets a boy go past ?" " I know sDme boys and girls like Bess." Busy Work. Pupils may copy ditficult words on their slates and make new stories using these words. They may write the lesson 'n their own words or copy it on their slates. They may also draw a picture illustrating the lessen, from book and memory. Let them write the lesson to dictation. Suggestions. The accompanying lesson contains only the "dry bones " of a perfect reading lesson. The teacher's very countenance should be radiant with interest in the sub- ject, while each earnest effort should receive a sparkling recognition from her. She must feel a childlike enthusiasm, which is sure to be contagious. A child has a unit of energy to expend in a reading lesson. It should be the busine^js of the teacher to see that V)ut a very small fraction of this unit is diverted into uany other channel than that of expression. If half the energy be expended in endeavoring to idecipher the lialf-learned words in the sentence and one- fourth in tr3'ing to keep the pupil's toes within a hair's fbreadth of a chalk line, or, worse still, in making no Tnistah'es in reading so that he may keep his place in Ihis class, the chances are that the oth(3r one-fourth will pQ expended in longing for the time for dismissal from rison to freedom and sunshine. [i I 40 FIRST YEAR AT SCHOOL. I ;^^ 11 ill Never allow a child to attempt to read a sentence without being sure that he knows every word in it. See that the child gets the thought of every sentence he reads. " Saying the words " is of little use. Never allow n, primary class to read a sentence simultaneously. They may occasionally read the le;:!Son backward for word drill, although this is a dangerous expedient. Do not let pupils speak out in the class, no matter how eager they are, unless you ask the whole class to answer. Propound the question before naming the pupil who is to answer. Insist upon good posUion in Reading. Have the pupil stand on both feet, hold his book in one hand, and speak loud enough for all to hear. Do not allow the children to point to the words with the finger as they read. They should l^ave had enough blackboard drill on sentences to teach them to glance forward constantly, the voice following the eye. Do not adhere rigidly to any system of class tactics. Vary, by allowing the children to stand in a promiscuous group, in a semicircle, or in two straight lines marked on the floor. In drilling on the different words, ask the children to find the word in their books as you point to it on the board. Or locate it thus, " Who can tell me the second word in the second line ?" When the pupils come to anything in the lesson which is distinctly represented in the picture, have them find it. Talk about the characters in the story. juet the children personate the characters in the story, asking questions and receiving answers in the word^ of the book. 'fattl :^as(3i iis< le PBIMARY teachers' MANUAL. 41 sentence nit. See ; he reads. r allow »i, ly. They tor word natter how to answer, upil who is e the pupil , and speak words with had enough n to glance ^e. ilass tactics. promiscuous s marked on e children to to it on the ,e the second pils come to represented J in the story, in the word^ i •Sfe If the child finds difficulty in reading from the hook, write the story on the board in script, and after he has read it, return to the book. If a child does not keep the place have him look on the same book with you, and show you the place every few minutes. Whenever you can develop a sentence from the child do so, e.g., if a child has difficulty with such a sentence as " Tom has ten nuts in an old rag bag," reality will be imparted to it if the teacher shows the child a bag con- taining ten nuts and develops the sentence from him. Tliis can be carried to an extreme, but the great majority of teachers err on the side of too little reality an-i;i ^^r # PRIMARY TEACHERS MANUAL. 4f? children ^rite it to ►ut of ten xceedingly md in the ;aine as he bches them ut just as id print and lim to find le tablet is I and under interlinear ry, erase the ry on their ,nd give the bem and let le same way. oats, and for son with lips picture illus- ,he class they leir slates or the story in is not well at ut. Where the children have leaniud a niun'jci' of phonic sounds the printed letter may be written in the [)honic ladder alongside the script iind the ditlerence pointed out. The pupils may aiimse themselves by finding all the letters on a certain page. It is better not to allow them to ixrint the letters at all, the results are always disastrous to the script writing. Do not attempt too many words or letters at first. •*->: H-^ CHAPTER I. STORY FOR BUSY WORK. New Words in addition to list, imge 15. — 'Said," " « carry. " one," '' day," " with," " tree," '< shall," " drop. Said Tom one lay to May and Fan, "See the nuts on that big tree !" " May, go and put on a hat and get one for Fan. Fan, will you get a big box for the nuts ? I sliall ,cet Dash and we will go ofi" for them. Run !" May and Fan run and get them. " See, Tom," said May, " did not Fan get a big box ?" " Yes, it is a big one, May. That is not a big one you have ; is it for nuts ?" " No, Tom, you will see." " Fan ! we are ofi"," said Tom. " Dash ! Dash ! old boy !" " Did he go, May ?" M 44 FIRST YEAR AT SCHOOL. I* ' *• Yes, ho is off' for tliat cat ; let hiin ^o ; you will see that he will get to the tree with you, Tom. Dash is the dog to run !" Tom, May and Fan go on to the tree with no Dash. Tom is on the run, so that he can see Dash, and get him to go with them, ior Dash is his pet dog. May and Fan do not run, so Tom and Dash get to the tree, and Tom has to put the nuts in an old pan, for Fan and May have the box. " See Fan !" said May, " Tom and Dash are at the tree, we will run '" " May, I cannot run, this box is so big." " Yes, so it is. Fan Let me have it. I did not see Tom runoff with my box. He is no man to let you have the big one to carry to the tree. We will not let him put his nuts in it, Fan," said she. " No, May, that will not do. You see, Tom is not a man, he is a boy, and he did not see that the box is so big for you and me. This is the tree. Let us put the box on that old log by it." May and Fan put the box on the log, and sit on one by it. Fan has her hat in her hand to get the nuts Tom may drop into it. ^^ ^-^^^ C^^ PUIMAUY TKACIIEUS' MANUAL. 45 MO Dash. i£ut him jet to the 1, for Fan t the tree, d not see you have t him put 1 is not a box is so IS put the on one by nuts Tom CHAPTER II. (Words used in chapter I., also the following words found in 1st Part 1st B'k— 0, but, hot, gig, lot, sap, fun, bun, too, got, had, sit, am, sip, far, nag, sir, led, bit, ham, if, did.) Tom and Dash do not see them,, so May and Fan get no nuts in the hs't. "Tom! Tom!" said May, "we have got to the tree, but we see no nuts. Are the nuis on it ?" " 0, I did not see you," said Tom from the top of the tree. " No nuts. May ! sec the lot we have, and see the nuts on the tree, up at the top ! I have had to put them in this old pan, I had not the box that Fan got for us, with me. I ran off for Dash and did not get it." " 0, we have it Tom, can you not see it on the log ? " said May. " You have it !" said he. " Did you and Fan carry that big box up to this tree ? and you are so red and hot ! Do not get up for it Fan, Dash and I will go and get you and May a cup oi sap and the nuts, so big !" said Tom with his hand up. Tom and Dash go off. " May," said Fan, " Tom is a man is he not ? see the big cup of sap he has for us, and the nuts ! " May and Fan sit on a log and sip the sap. " You may have the ten big nuts Fan, I have a lot ! " " Let us go at the nuts on the tree," said Tom, " T am off*, are you May and Fan ?" " Yes Tom, and we will get the old pan." 4G FIRST YEAH AT SCHOOL. t ■I Tom has put tlic nuts from tlie pan into tbo big box, and is up the tree. " Fan and I will [)ut up the pan for yon to drop the nuts into, Tom. We will let the nuts get to the top of the pan, and I will put them into tlio box." Fan, May and Tom go at the nuts and get a big lot. I 1^ -^-y-i ^^'^^ Hr*- .i CHAPTER III. .4) 18' (Same words as in Chap. II.) ' " Tom," said May, " you had my box, will you get it ?" " Yes May, tliis is it" May put up the lid of the box. It had ham and a big- bun in it " ! ! " said Tom with a hop. " I wdll cut them for you May ! " " O, I can do it." said she. May cut them and Fan, Tom and she sit on the log, and have a bit of bun and ham. " Is not this fun!" said Tom. " Fan, may Dash have this bit of ham ? It is not biff." " O yes Tom, he may have it," and Dash has it. " You have a lot of nuts in that box, Tom, and I have my ten in my hand too. Let us go," said Fan. " But Tom can you get on with the big box and that lot of nuts in it too." " I will see, Fan," but he cannot do it. " Do you see that man's hut ? Let us run to it and see if we can get the man to let us have his nag." I* PRIMARY TEACHERS MANITAL. 47 May and Fan soo an oM man l»y a l()^^ he has an ax, l)ut he is so old he cannot cut with it, and lie is sad. "O Tom," saiI?IMARY teachers' MANUAL. 55 otation is Have children take six things, and develop such stories as " I have six pens ;" " John has six blocks," etc. Have pupils bring you 6 things from a distance. Have knowledge of six gained through different senses, e.g., let a pupil take six steps, close his eyes and touch six desks, tell you how often you ring a bell under a desk, etc. Test his memory of six. Develop such stories as, " I saw six trees in the park this morning." Ask him to draw six pictures on the board. Busy Work. Draw pictures of six things on slates. Draw a picture containing 6 things, e. g., a picture of a tree having G apples on it. Write the word " six." Arrange pegs, slats, cardboards, etc., in groups of 6 ep.ch. Write 6 words on slates, Write six stories on slates. Make 6 vertical, horizontal, or oblique lines on slates. iiake 6 pictures with slats or pegs. Arrange 6 colors on desks. Copy figure 6 on slates. Picture numbers may be made on slates. These con- sist in stars arranged symmetrically in many combina- tions thus : * m or * Suggestions. If convenient, test through the different senses. (The author once met a pupil who could fetch five things from another ^oom, but who invariably said, when a bell was rung five times, that it rang six times.) 56 FIRST YEAR AT SCHOOL. h i '• ti » '.I i The Tuachor must be prepared to furnish a large number of [)roblems, and should procure an arithmetic containing a large collection carefully graded. Such a work, however, should not entirely take the place of original problems by the teacher. Children find difficulty in proposing problems at first, but after a few lessons do so very readily. A string of beads may be hung on each desk, the num- ber of beads on the string corresponding to the number which the child is studying. LESSON 10.— SUBTRACTION. Any two equal or unequal numbers in a number. Purpose. — To teach that 6-2=4. Plan. — Drill on the perception of 6. Ask pupils to take six things, and lay two of them on the table. " How many have you in your hand now ?" Give such problems as the following — " If you have 6 blocks of wood and 2 of them are burned up, how many blocks will you have left ? " " Show me with your blocks." " Johnnie has 6 ducks and two of them are on the pond. How many are not ? " Endeavor to get children to propose problems similar to the foregoing. " Who will tell me a story about 6 slate pencils and 2 slate pencils ? " Impress the fact of the lesson by developing and meniorizing the following — " In 6 there are 2 and 4." Have children draw 6 pictures on the board and separate them, so as to show that 6-2 — 4. It ■li 1^ PRIMARY teachers' MANUAL. w a large ithmetic Such a place of lifficulty ' lessons he num- number er. ihem on n it ^OW ? ou have w many on the similar 9 and 2 ng and 4." rd and Busy Work. Take 6 splints, pegs, blocks, etc., and divide them into groups of 4 and 2. Pupils may draw a picture to represent a story which the teacher has written on the board, e. g. : " Tom had G lats in a box. Dash got two of them. How many ran off ? " Draw original pictures of 6-2 = 4. 6-2= may be written alongside a nmnber of pro- blems previously known and children retpiired to work tliem with their splints and pegs on tlie desks, also to copy them on slates and fill in answers, e.g.: 6-2 = 34-1 = 2+ =5 6-2 = +4=5 Suggestions. The teacher will notice that she re(juires only six splints to teach the accompanying lesson. By this method the child will see that the subtrahend is always a part of the minuend. The word "left" may perhaps require some explanation, e. g., the child \vOuld naturally answer 2 to the following problem : " If there are 6 ducks on a pond, and I shoot 2 of them, how many will be left ? " It will be necessary to explain to a class how to draw pictures representing problems such as 6 — 2 = 4; e.g., the teacher may draw a picture of a tree A\loh 4 apples on it, and two on the ground below. The child will tind it hard to do this at first, but he soon becomes completely absorbed in the exercise. 58 F1K8T YEAR AT SCHOOL. it I '. I m R-^' ill In a review witli tlie whole class, one pupil may pro- pose a question for all the rest. In the class, onci pupil may arrange his articles to illustrate a story, and another tell the story thus : " John had 6 leaves. He divided them into two piles, with 4 in one, and 2 in the other." Avoid such words as subtract, etc. Avoid the error of thinking tliat a child thoroughly knows a problem when he can write tlie answer. Do not attempt too much at one losson. If the child never again makes a mistake in the fact that G — 2 = 4, ten minutes have been well spent. The other subtractions in 6 similar to the above are — Jn 6 there are I and 5 u ^ u - 3 " 8 LESSON 11. -ADDITION. — ANY TWO EQUAL OR UNEQUAL NUMBERS THAT MAKE A NUMBER. Piorpose. — Vo teach that 5 + 1 = 6. Plan. — Drill on the perception of 6, 5 and 1. Have children take 5 things in one hand and one in the other. " Now put them all in one hand." " Tell me what you did." " How many have you altogether ?" Propose such problems as the following : — " If a boy has 5 marbles and some one gives him one more, how many marbles will he have then ?" " Show me with your sticks." Endeavor to get the pupils to propose problems similar to the above. If necessary, aid by suggestion, thus : " Ask me a question about 5 apples and 1 apple." .It ■•If? f ) J.'H PUIMAllY TEACHEUS' MANUAL. 69 )vc are — Develop the sentence — " five and one make G," and drill on it. Have the children all go to the hoard and draw original pictures of 5 things and one more. Suggestions. It is a vexed question which should he taught first, — 1 = 5 or 5 + 1 = 0. It may he well to take the two processes at once. As a general rule chihhvn like to hreak dishes hefore they want to huild houses, but not always. It is better to follow the lead of the child in this respect. Some children instinctively divide their blocks into groups, and continue the process of analysis. Others at once take some more blocks and continue to synthetize. With others the processes are naturally intertwined, and they cannot learn 6 — 1 = 5 without at the same time learning 5 + 1 = 6. It might appear that in the additions of 6 we should include probleuis containing three addends, e. g., 2 + 8 + 1=6; but in learning 5 the children have learned 2 + 3 — 5, and it is unnecessary to teach this fact a second time. In such lessons it is necessary to give a great number and variety of problems. The child should ])e led to call up his previous experiences for he has often in the past observed the union of 5 things and one thing, and after this lesson each observed case will strengthen Ids generalized fact. The other additions in 6, similar to the foregoing are : 1 and 5 make 6 2 " 4 "6 3 " 3 " 6 4! " 2 " a !>■■ 60 B'lllST VEAH AT SCHOOL. i..; LESSON i2.-DIVISION.-THE EQUAL NUMBERS IN A NUMBER. P}tr/)()se. — To teach tliat in 6 there are three 2's. IHan. — Drill on the })ereepti()n of 2, I], and G. Ask pupils to take G things and do as you do, dividing six blocks into three groups of two each. " How many groups ?" " How many in eacli group?" Have children take G articles and tind for tliemselves how many twos are in six. Develop the story — " In six there are three twos." " A hoy bought six skates, how many pairs of skates did he buy ?' Give a number of such questions. Have the pupils propose questions similar to the preceding. Draw a picture on the board illustrating such a story as " there were 6 chickens, and they walked off two together, so there were three groups of chickens." Have children draw pictures on the board to show that in 6 there are three twos. The other divisions of 6 similar to the foregoing are : in 6 there are 6 ones. " 6 " "2 threes. t I' : 'li •r ' ';!! ■Sm? LESSON 13. —MULTIPLICATION. — THE EQUAL NUMBERS THAT MAKE A NUMBER. Purpose. — To teach that three 2's make 6. Plan. — Drill on previous numbers, also on the fact learned in a previous lesson that "in 6 there are 3 twos." Have children take 2 splints together, 2 more together, and 2 more together. "How many splints in each PfllMAllY TEACHERS MANUAL. 61 ^H'oup ?*' " IIow many <4;roup.s ?" "How many altogotlier ?*' Dc.'Velop from the class the story — "three twos make six." Have chiltlren sliow this with sticks splints, etc. (iive .such problems as, " H' there are two boys at each desk, how many will there be at thrcv. desks f' "Three boys are looking at me, how many eyes are lookini,^ at me f Have class ask such questions as the above. " Show me on the board tliat three 2's make 6." The other multiplications in G similar to the t'ore^^oing lesson are : 6 ones make six. 2 threes make six. LESSON 14. -THE EQUAL PARTS OP A NUMBER. Par pose. — To teach that J of 6 = 3. (The teacher must provide herself with an apple or a stick or a circular piece of paper cut in halves, besides splints, blocks, etc.) Plan. — Hold up the apple before the class. " What is this ? " Break it into halves. Hold up a half apple. " What part of the apple is this ? " " How many of such pieces are there in a whole apple ?" " Why do you call tliis half an apple ? " Develop such an answer as — " I call it half an apple because you divided the apple into two parts, exactly the same size." "Take splints." "How will you find out what h of 6 is?" "Divide six sticks into tw^o piles exactly the samo size, and find the number of sticks in one pile." " Do this and tell me how many you find." " The half of 6 sticks is l:ow many sticks ?" H •*j jit;- i .. !yi::: l! FIRST YEAR AT SCHOOL. "Find how many pens in A of 6 pens." " Show Hie J of G blocks." " How many blocks ? " " If I have 6 apples, and give you h of my apples, how many shall I give you ? " Lead pupils to propose such questions as the preceding. Develop the sentence, " one half of six is three." VV^rite .V of G=3 on the board and drill. Have the pupils draw pictures on the board to illustrate the fact taught. Suggestions. It is likely that in teaching 4, the term one-half will have been fully taught. If so drill on J of 4, and proceed at once with the discovery of the proposed fact from the splints. If the pupils are not familiar with the word " half " it will b3 necessary to spend a full lesson on it, previous to such a lesson as the accompanying one. In that case it is well to begin with a straight line or string, proceed to strips of paper and plain figures on the board, then to regular solids, afterwards to numbers. A little child will often find the number in half a pile of sticks by making two piles, beginning by placing one stick in one pile and one in the other until his sticks are exhausted. In this way he can tell how many sticks there are in J of a pile containing 20 sticks, when he cannot count above ten. In teaching fractions, paper circles are good for illus- tration. Let the child measure the circumference with a strinsf, and then measure half his strino;. The other partition in 6 similar to the foregoirxr lesson is J of 6 is 2. PRIMARY TEACHERS MANUAL. 63 LESSON 15. -PLUS AND MINUS. Purpose. — To teach the sign +. Plan. — Write on the board such a problem as 1 2 = 3. Ask children to read it for you, and tell what is left out. Instead of writing " and " in our stories we can put in a mark like this + , ivhlch always means ' and.' " Who can tell me what this mark ( -|- ) means ? " " Tell me what it is like." " Make it for me with two splints." " Put the mark which means " and " in its place in this story 5 1 = 6." " It looks like a little boy with his arms stretched out." " How many blocks has he in one hand ?" " How many in the other ? " " What is he going to do with his blocks ?" " When he puts them together how many blocks will there be together V " These two horizontal lines mean that he has put his arms together," etc. " We call this boy "^^^(,s." "What is his name?" Make "plus" for me on the board." " Make him with your splints, and say the name as you make him." " Put 'plus' in this story, 2 2 = 4, and read it." "Finish this story, 3 3 = 6, and read it." Drill carefully. Busy "Work. Have children copy on slates, a number of problems which lack the signs, fill in the proper signs and work with pegs, putting the answers opposite the problems, 3 |!''h I- '' I H . .1 64 FIRST YEAR AT SCHOOL. Let them copy problems, tilling iu the signs, but not working them with the pegs. Let them copy problems containing the signs + and — . Let them make the signs with their splints and pegs. Do not be satisfied when the child can read a problem, putting in the signs. Be sure that he sees the force of the signs, by requiring him to work problems, which he makes himself, with his pegs, repeating to you each operation as he performs it. The Primary Teacher will find that devices similar to the one used in the acc(jmpanying lesson are exceedingly helpful, even though they may appear childish, and in many subjects, notably phonics, she will find them a happy variation to the hum-drum routine of every-day work. LESSON 16.-FIGURBS. Purpose. — To fix the first nine digits in the mind and drill on previous number work. P/an. — Write a figure on the board. Ask the chil- dren to show you that many fingers. "Tell me something which has this many feet," writing the figure 4 on the board. " Tell me a story about this," writing the figure 2 ou the board. " I am thinking of an animal and want you to guess its name. It has this many feet, this many ears, eyes," etc. Continue your explanation until the children guess a jox. J'RIMAUY teachers' MANUAL. Gr> Tell a story about a fox and some chickens. Have the children take " this many " sticks to make a hen- house, " this many" pegs for hens to put in it, take away " this many" that the fox caught, etc. Continue the story in this way, until all the figures have been drilled on. LESSON 17.— NOTATION. Purpose. — To teach to write a number of two digits. Preparation. — The class should know the first ten num- bers, and the perception of 11, 12 and 18. Have a small board which can be hung up and in which there are two liooks in a horizontal line two inches apart, also a num- ber of small splints and rubl)er bands. Plan. — Have pupils take ten splints each and put an elastic band around them. Let them repeat this process until they can bunch into tens quickly. Have them put all their bunches back, and try to take ten in the quickest way they can. They will discover that the quicker way is to take a bunch. Develop that we call these bunches, tens. " Take tw^o tens in your left hand." " Take three ones in your right hand." " Tell me what you have." " We always hold tens in our left hand, and ones in our right." " Put them all back." "Take one ten and four ones." " Tell me what you have." " Where do you hold tens ?" Drill. " Look at the board." " Which hook is opposite your right hand ?" " We will call that tlio right hand hook." " Let me see which hook you think these two tens should hang on." ;• ' i^ ■■ M ' n ! I" 4 FIRST YEAR AT SCHOOL. " I have one ten and two ones." " You may hang' them on the proper hooks," etc. " You know how to write numbers up to ten. We have a quick way of writing numbers greater than ten, by using just the same figures as before." Make two marks on the blackboard similar to the relative position of hooks. " Which is the right hand dot ?" " Under which dot do you think you will write your tens ?" " How many tens are there on the small board ?" " What shall I wri' 3 under the left hand dot ?" " You may write it for me." " You may write the ones." Drill by repeating this a number of times until the children can transfer readily to the blackboard from the small board, writing figures for bunches. " Now we always write tens in this way." " If we have more than ten, we find out how many tens and how many ones we have, and write a figure on the right hand side for the ones, and on the left hand side for the tens." " Write one ten and two ones for me." (The preceding lesson is only suggestive and might better be taken in several lessons, as the subject is worthy of time.) Hi i I PRIMARY TEACH- MANtAl. 67 LANGUAGE LESSONS. After enlarging on the importance and capabilities of the English Language, Mathews says : " Let us carefully guard its purity, maintain its ancient idioms, and develop its limitless resources, that it may be made, if pc.sible, even more worthy than it now is to be the mother tongue of not only the two great sister nations whose precious legacy it is, but of the whole family of man." This appeal comes with special force to the Primary Teacher, charged with the oversight of the child during the first stages of his development. Most of us remem- ber the difficulties experienced in early childhood in grasping thought, and trying to talk like grown-up people. How hard it was to understand some things, and how easily we understood others that everybody else thought were completely beyond our ken ! When we framed our first baby sentences, was there any one there to help us ? If so, we can never forget their kindness. Was there any one to mimic our feeble stammerings and make fun of our failings ? If so, their cruelty may be forgotten, but its evil results will ever remain with us. Many of us too, have reason to regret early companion- ships, which have left us a legacy of incorrect expres- sions, slang phrases, and faulty pronunciation, A whole school has been known to assume the pro- nounced brogue natural to a teacher who had taught the school for several years. Incorrect expressions drop- ping from the lips of a teacher will be repeated by the pupils. In scarcely any other particular is the old proverb .^o fully verified, that " as the teacher, so is the school. " . !§>■; u I h I', j U < ^ 1 -'f ■1 1 i." lil .. 1 ■. fl i ' 1 fl * ; J. 1 1 I'll ' ' >i 68 FIRST YEAR AT SCHOOL . Lanjniati'c teHcliinir is one of the most laborious anns in niixin;;' paints, etc. Forms should also be moulded in clay. After a lesson on the head of the scjuiri-cl, half-ati-hour may be spent to good advanta;^'e in moulding a clay form of the head. (See pages 101, 102.) At the conclusion of the* series the live s(]uirrel may again be brought before the class. He is now a well known friend. Before leaving the subject, the knowledge gained may be classified in a general way, and supple- mented with such other information as may be helpful to the child. This additional knowledge may be given incidentally during the lessons. The teacher should have studied the subject thoroughly, so as to feel perfectly at home with it, and know that she is competent to answer questions which will arise from time to time, lait she must studiously resist the temptation to tell anything which the child can find out for himself. Plants may be studied in a similar manner. It is almost impossible to arrange any series of lessons which will be of real value to the teacher on these sub- jects, so varied are the requirements of individual teachers. LBWSON 18.-OBJECT LESSON ON THE SQUIRREL. Purpose. — To teach the peculiarity of growth of the squirrel's teeth. Plan. — Show the class a number of squirrels' teeth ; also some nuts, and talk about thera. Develop from the class that a squirrel lives on nuts, ftud first gnaws holes in them before he can eat tb^»". i:i I nil. MARY TKACIIEUS MANUAL. 75 Have ji child t»ik«' a toi.tli and try to nuikc a lioli' in tin* nut l»y rul)l)iM;^ it, tlic other eliilthtii dliscrvin^" closely Imt hct'orc hcginniny, have the child cxaMiiuc the tooth carcl'ully. After this is (haic, ilcvclop from the class tnat the tooth is worn, and that if a sijiiiiiil nuule a great many holes in nuts, his teeth would lie apt to wear out. "Do our finjjjer nails wear out :*" " Why not ?" " Who can t(dl me what would keep a Sipiirrel's teeth from wearin<^ out ?" " Yes, a scjuirrel's teeth <;"i'ow, like our fin<:,'er nails." " What would happen tlie s(|uirrel if his teeth did not grow ? " How kind God is to the little S(piirrel." " If I were to put a s(piirrel in a cage and feed him on porridge, what would happen to his teeth ?" " A man once did this, and tlie poor s(|uirrers teeth grew as long as your fingei's !" " Do your teeth grow that way ?" 3.— Lessons on Size. In all object lessons the child should be trained in the study of size, form and color, but lessons should be given in which each of these receive special con- sideration. During the lirst yoar a number of lessons should be given to make the chih^ familiar with such spoken words as large, small, long, short, thick, thin, wide, narrow, etc., and at the same time to teach him to oltserve objects carefully as to size. 76 FIRST YEAR AT SCHOOL. i .. Wi '\- \i -S 4. — Form. — Drawing. The cliiM lovts to draw, and should be allowed to develop himself in this direction to the full. Colored crayons are a necessity in a primary grade. The child prefers di'awing from real objects, but it is well, in addition to tins, to begin ct fundamental princi- ples, and, by a carefully developed sequence, to lead him to the art itself. By object lessons teach the following in the order indicated : — Sphere, cube, cylinder, surface, hemisphere, curved surface, plane surface, face, edge, curved edge, straight edge, corner point. Then reversing th(^ process, teach the child to draw in the following order : — Point, line, straight line, curved line, angle, square, circle. The Second Kindergarten Gift, consisting of sphere, cube and cylinder, can be purchased for about GO cents. LESSON 19.-DRAWING- LESSON. Purpose. — To teach the circle and centre. (Be provided with sphere, cube, cylinder, hemisphere and a nunr u* of circular cardboards, having the position of the centre marked on each.) Plan. — " Find me a cube." " What kind of surface has it ? " " How do you know it is a plane surface ? " Develop the answer — "I know it is a plane surface because I can slide the cube and move my fingers along it." " Show me a curved surface that ends." " What does the curved surface on the hemisphere end in ?" Develop the anssver — "It ends in a curved edge." "Show me PRIMARY teachers' MANUAL. 77 another .surface that ends in a curved edixc" Have children point out plane surface of hemispliere, tojj of cylinder, and the cardi)oards. Give each child a cardboard. Call attention to the mark in the middle of it, and develop that this is called the centre. " You may all take lead pencils and draw a straij^ht line from the centre to the edgo." " Draw two more lines from the centre to the edge." " Measure the lines." Develop that all lines drawn from the centre to the edge are equal to one another. " What kind of edi^e has this cardboard ?" "If you draw a picture of a curved edge, what do you call it ? " " I want you to draw a picture of your cardboard." "How shall we begin ?" " Make a dot for the centre." " How far will your curved line be from this dot ? " " Measure and find out." " You may put some more dots for your curved line to pass through." " Draw your curved line." " Who can tell me the name of this picture of the cardboard ? " If the children do not know the name, tell them that it is called a circle. " What do you call this middle point ? " " What kind of line is this around the outside ? " " What do vou know^ about the distance of this curved line from the centre ? " Develop some such definition as tlie following : — A circle is a fi^'ure havino- a curved line around it, and everv point in the curved line is the same distance from the centre. Busy Work. Let the children draw on their slates pictures ( >f circulai- objects, such as the face of a clock, target, plate, pipe hole, etc. lii^ V: i >M ^ I . n FIRST YEAR AT SCHOOL. Let them arrange their pegs as nearly in a circle as possible. Let them draw circles with squares as groundwork. If they have paints, let them paint circles of primary colors. Suggestions. This lesson should be followed by a lesson on diameter. Do not let the children play with the cardboard. Have them think. Do not continue too long at one thing, but proceed rapidly from point to point, making the lesson as bright and lively as possible. Do not attempt to teach too much in one lesson. One- third of the accompanying lesson is a review. Drill a few moments on new facts when discovered. In busy work be satisfied with small beginnings, but insist on the pupil's best work. 5.-Color. The importance of a knowledge of color in every-day life renders it necessary that a child should be trained to this department from the very first. During the first year he may confine his attention to the primary and secondary colors. Teach one color at a time, and illustrate by numerous exj^mples. The study possesses such an attraction for little people that it may be introduced for recreation. The only difficult part in any sequence that a teacher may adopt is the formation of secondary from primary colors. (Lesson 20.) The First Kindergarten Gift, containing six woollen balls, representing the primary and secondary colors, costs about $1.00. \ PRIMARY teachers' MANUAL. 79 LESSON 20.— COLOR LESSON. Purpose. — To teach secondary colors from primary, using colored crayon and 1 st Kindergarten Gift. Plan. — Drill on the primary or standard colors, red, yellow and blue, previously learned. Hold up the red ball. Ask pupils to take a piece of crayon of the same color as the ball. Have pupils make, near the upper left hand corner of their paper, a broad, vertical mark, about an inch long, with the red crayon. Similarly, taking yellow crayon, have them make a broad, horizontal mark, an inch long, from left to right, beginning at the top of the red line. At the place where the lijies meet, mix the two colors, applying a little of each. " Tell me a fruit that is the same color as the new color." " We call this new color orange." " What two colors did you mix to get orange ? " Develop and drill on the sentence. " We get orange by mixing red and yellow." Ask questions for drill such as, " If I look through a yellow glass at a red house, what color will the house seem to be ? " Continue in a similar manner with other colors. Suggestions. The teacher should supervise the mixing of the colors. Such lessons may be given in a full room by liaving one pupil come forward and draw the colored lines on the board. !! . 1 . 80 FIiliT YEAR AT SCHOOL. It will h^ necessary f ??' pupils to wash their hands after such a 1p3 .H., if the}' all use the crayons, which is ninch the better plan. Children always remember a game in whicli they are the pla^^ers. 6.— Story Telling. The child comes .^o us when fancy is at its highest point. He creates his own little world, and lives in the future. No one can estimate the teacher's power to make this fanciful world a pure one, and in no better way can this be accomplished than by beautiful stories. Whether these be Bible stories or fairy tales, they should be care- fully chosen to suit the re([uirements of the pupil. There comes a time when the child no lonwr believes in Santa Claus, but it does not follow that he is then ready for the study of the Calculus or the Categories. Aii'ain, the selections should be made from the best authors. Tn this way the child learns language by the correct method. He becomes saturated with good English, and speaks it spontaneously. All children love to hear stories, anrl the teacher who knows how to tell a story ivell will fos^ : n love for history in the young mind, which in lao-i ^vcars will make the subject as interesting as a fairy tale. By careful selections she will be able to impart considerable informa- tion, which can be classified in later years when the child enters upon the study of history proper. Indeed he should thentind himself quite at home with such characters as Alfred, Watt and Howard. He may study a little local histor;, in these language lessons. Most people like to talk about lii<_))t.seb ;\s and their relatives. The teacher, of course, must be cautious in dealing with the history of the pioneers of ^he ^ >inity, its progress, etc., but the good ,! V. i'iiUVlARY teachers' MANUAL. 81 tactician will oxperionce no difficulty here. In these stories an endeavor should he made to impress ui)()U the young mind the advantages of civil ;uid religious liherty enjoyed by us, and to lead his mind hack to the tiinf> when our forefathers sufiered in order that we mi^•ht inherit these blessings, thus preparing him foi* a philo- sophical study of history. Here, too, the teacher has ample opportunity to exercise her highest power, that of "heart cidture." The object of all educaticjn should he " to gain power to help te overlooked, especially by ardent admirers of oh j ecti V e me thods, Friday afternoons should be devoted to recitations, dialoirues, sin<>'infr. etc.. and the Duoils should be assisti l^;. b ^''^ KftmSfSmm IT F^ .... "o> pupl 82 FIUST YEAR AT SCdOOL. making their selectiorjs. This is the time for the teacher to cultivate a love for a kind of literary entertainment, which, in sjme places, is unfortunately compelled to give place to that which presents the veriest trash. The small child naturally has as high an appreciation for choice literature suited to his age as he has for maudlin sentimentality and debased language, which deprave the taste and weaken the m.ind. In the hands of a good teacher he will enter heartily into the discussion of such gems as this by J. A. Garfield : — " Ideas are the warriors of the world." 7. -Geography. It may be as well to omit the following work until the second year, and to devote more time to the subjects of size and form. However, if the teacher can find time to devote to it, dui'ing the first year, the child may learn considerable Geography, incidentally by language lessons. To many young chxldren the processes of analysis and synthesis may be equally easy, but the majority naturally proceed by analysis either of qualities or extent. The child beginning Geography does not desire to begin with the study of the univose as a whole, and proceed to its parts. He may not even wish to begin with the study of the luhole space known by him. He likes to commence with the local vb/ that he knows the most about. His concept of his owd school room probably contains more to him than his concepi^ )f any other locality of the same area. He may begin with his own desk, if preferable, moulding a pattern of it in sand and drawing a picture of it on paper. Pir^ceeding .similarly with the room, he piay hang up his T;icturt3 of it, by the north side, etc. Ih PRIMARY TEACHKRS' MANUAL. 88 teacher linment, to give eciation maudlin ave fclie a good ^jsion of are the rk until subjects nd time ^y learn lessons. sis and iturally The begin proceed th the kes to about. 3ntains of the erable, picture om, he tc. Having continued tliis " circular " Geography as far as is deemed profitable, perhaps to the boundary of his own county, he may start upon the real study of Geography l)y a preparation for the study of the continent. This implies a study of structure. Tlic cliild should be taught to draw his own conclusions in reference to tlie effects of mountains, rivers, etc. The principal object in geographical study is to gain a perfect concept of the locality studied, one which will adapt itsidf to the onward march of time, anticipating ei'osion and upheaval, the building of cities, and the growth of nations, thus forming a dissolving view, ever changing an'-— V ■ i| !■ 1 84 FIRST YEAR AT SCHOOL. Durin-^^ tlie tirst year it is best not to study the world as a whole, altlicnigh the child will incidentally learn a ti'reat deal about the luiiverse from a hundred difierent sources Cabinet. The following suggestions n.iay be helpful in arranging a cabinet of curiosities and materials for busy work in a primary grade. The objects lould be collected mainly from the imme- diate vicinity, and the children should be encouraged to help in furnishing them. They should possess idditional interest to the children from having been studied in object and language lessons. Where the pupils are made to feel that the cabinet is real^; theirs, the visitor will be astonished to find with what interest and pride they show their collection and dilate on the peculiarities of the objects. The children should classify from the first, and should learn to recognize the objects, know their names, and a few facts concerning tl < m. The cabinet may consist of five shelves arranged as follows : — Toj) Shelf. — Animal kingdom : Insects mounted. Birds and mannnals stufi^ed. Other specimens presei'ved in alcohol, e. //., the frog in dift'erent stages. Animal pro- ducts. Glue, wool, silk, coral, shells, etc. Second Shelf. — Vegetable kingdom : Vegetal»le pro- ducts of the vicinity, grain, flowers, fruit, nuts, etc. Manufactiu'cd vegetable products : Linen, cotton, wicker work, wooden objects, etc. Third Shelf. — Mineral Kingdom : Stones and pebbles of the vicinity, iron, ^old ore, flints, arrowheads, etq. fUlMARY teachers' MANUAL 95 Fourth Shelf. — ()]>jects illustrative ot* form, measure- ments and color, manufactured by childriii wlion possible : First and second kindergarten gifts, clay forms, etc. Fifth Shelf. — Objects used in numlx'i' work and read- ing, splints, script, etc. BUSY WORK. This term, whicli 1 liave cliosen from the Kindergarten, is applied to any material with which the pupil ean pro- fitably amuse himself during school hours. The objects of its use are to enhance the charm of school life and to aid the child in the acquisititm of know- ledge through the senses, his mental and physical powers being developed simultaneously. The strongest objection which has been ui'ged against what have by some been called the " new methods" is that the teacher is expected to teach a highly interesting lesson to ten children and at the same time supervise thirty or forty other children at their seats. Until it can be practicall}' shown that an aveiuge primary teacher can learn in a reasonable time how to do this without imperilling her health, vhc onward march of these methods must be necessarih^ slow. In grades of not more than forty children tins objec- tion is entirely overcome by adopting suitable Inisy work. In grades of more than fortv cliildren better results can be attained than bv other iDcthods, although the fact must never be overlooked that forty is the maximum for efficiency. There is room for much careful thought along the line of providing good Busy Work. 'p' 86 FIRST YEAR AT SCHOOL. 1 ?S 1 '^ ? 1 1 .1 A Public Scliool-room can bo seated with Kinderp^arten tables and cliair.s at about th(! same expense as with ordinary desks. Tliey an; pi't'tV-rable to the; desks for Busy Work, and in many otlier ways, Imt are apt to create noise, occasioned by the falling of pencils and, the moving of tables. It is not so difHcult to find occupations which will keep children quiet as to give them irrotitahlc employment, and very much of the Busy Work recommended from time to time is interesting and nothing more. The following kinds of Busy Work can be safely introduced into the Public School : 1.-- Writing. The materials consist of script cardboard copy, pencil, and slate or paper. It is well to rule slates on one side at least. The ruling can l)e done with a common ruler and an old knife. Make the small letters one-fourth inch in height, and long letters (as " f ") three spaces high, i. e„ five spaces long. Rule lines at the top and bottom of these long letters, but do not rule for two space letters (as " t "). Thus you will have a line one-half inch from the top of the slate, a second line a quarter of an inch below the first, a third line one-half inch below the second, a fourth line one-quarter inch below the third, and so on. Insist upon long pencils for writing and do your best to encourage the whole arm movement and perfect posi- tion of the hand from the first. The end to be attained is certainly worthy of persistent effort, and the results are often surprisingly satisfactory. Stencils will be found useful in showing the proper posi- tion of the hand in writing. PRIMARY' TEACHEKS MANUAL. 87 Do not be discouraged if the cliild does not take kindly to the writing at first ; persevere, and at the end of a niontli he will like it. Where children experience great ditliculty in beginning with the whole word it is well to begin with the elemen- tary principles, which in all cases should go hand-in-hand with the other writing and should be taken up daily with the whole class. The paper slips on which the children write are ruled with red ink, and are SJ inches long by 3.J inches wide, the ruling being similar to that of slates, thus : — These are used mostly on Friday to send home with sample of children's writing of words learned during the week. ^^^ >^?^^ ^^. %^. IMAGE EVALUATION TEST TARGET (MT-3) ^o 1.0 s I.I 1.25 m 2.0 IM 1.4 1.6 Photographic Sciences Corporation ^^ 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 2' ^ t : 1'' t •' it i i i t ' i t 1 88 FIRST YEAR AT SCHOOL. 2.— Script and Boxes. This consists of cardboard blocks with words and letters written on theui in script, also a little box an inch each way in which each child keeps the words he has learned. Their use is exj^lained in suggestions to Reading lessons. 3.— Cubes. This is the fifth Kindergarten gift, and consists of twenty -seven half inch cubes ; twenty-one of them are solid, three are divided diagonally into halves, and three twice diagonally into (piarters. These cubes form an almost endless variety of busy work in making forms of Beauty, Life and Knowledge. Tlie teachei- may draw a picture of the required form on the blackboard and give each child in a section a box of cubes. After a little preliminary explanation the pupils will construct the forms without any assistance. They should be urged to invent and make new designs. The pictures may be left on the board. Forms of beauty are symmetrical forms, made either by repetition, or combination or by working out from a given centre, always keeping opposites alike ; take for example the following se(|uence : — Begin b}^ dividing the whole gift into sections. Place one third on the diagonal thus : PRIMARY teachers' MANUAL. 89 Arrange 4 triangular prisms with remain- ing cubes, thus : Place these around the square prism thus 1. 90 FIRST YEAR AT SCflOOL. i ■» '. 4. 1 i 3 :• i »- . E i i ►1 ; PRIMARY Teachers' manual. 91 '1 The process may be repeated by making 5. Like No. -.. 4 like No. 3. 3 like No. 2. 2 like No. 1. The pupil will find 6, 7 and 8 more difficult. 6 t 1 i : i r i : / ' i ^^• 1 ,1 II I ll! ' ,' ' ^ 92 FIRST TEAR AT SCHOOL. r. 8. PRIMAKV TEACHERS MANUAL. 93 0. (Sic alKD I'icture Frame, page 93). Forms of life are oV)jects witli wliich tin; chikl is familiar in nature and art, as trees, birds, flowers, animals, etc., houses, furniture, monuments, archways, bridges, fences, etc. The following afford an easy se([Uence in Forms of Life, beginning with the whole gift: l,cube; 2, three steps ; 3, chair ; 4, house ; 5, arch. 1. 2. 3. / y i / / / 7 / / / / / / / f ■^ V t ^ I I 94 FIRST YEAR AT SCHOOL. / / / / / 1 r ^ The pupil will find 6, 7, 8 and 9 more difficult 7. m in st: l»^V PRIMARY teachers' MANUAL. 95 Forms of knowledge are those conHtructed upon a mathematical basis, and derived from numerical divisions in the gifts. All the geometric solids and pianos in the gifts and occupations fall under this head. Fifth Gift.— Numerical Lesson. Divide cube into 3 parts horizontally. Divide thirds into 3 parts giving 9th s. Divide ninths into 3 parts giving 27th s. Kecombine into ninths, then into thirds. The Pythagorean theorem may be objectively demon- strated by this gift, thus : — (4) I 'f 96 FIRST YEAR AT SCHOOL. 4. -Slats. This is ^'enorally called the tenth gift of the Kinder- garten. The slats are of wood, ten inches long and two- fifths of an inch wide. They are used for interlacing into a great many forms. The child seldom tires of the beautiful figures created by his active fancy and dexterous fingers. Slats of an inferior quality may be secured in bundles of about three hundred, at ten cents per bundle. The best hardwood slats, in six different colors, cost about twenty-tive cents per hundred. In assigning busy work with slats, have a number of forms drawn on the blackboard. It will be necessary to explain the method of making the combinations for a few times, then the child will discover for himself. The following sequence for beginners is a good one : — Take four slats in the left hand, thus : Another, thus: Weave one in horizontally with the right hand, thus : Another, thus i: ' And another, thus : ri' *■: Kinder- ,nd two- ,erlacing Bs of the exterous , bundles lie. The >st about amber of ;essary to for a few )d one : — rith the vmr \RY teachers' manual. Push centre vertical slats together, thus : 97 Push two vertical and two horizontal slats together, thus : Return to window, thus : Push diagonal corners together, thus : Enclosing Rhombs. Place the last fan on the table, and Jiove out vertical slats to form the window, thus : The Teacher will exercise her discretion as to the amount of such explanation she will give. After the children have learned to manipulate the slats^ they may try the following difficult combinations : — I 1 1^' ■1' lii ! 1 • UL: 98 FIUST VKAJl AT SCHOOL. PIUMAHY TKArilKHs' MANUAL. 99 5.— Shoe Pegs. The material consists of common she emaker's pegs of the largest size, dyed various colors. They can be bought for five cents j)er quart. Diamond dyes sell for ten cents per package, sufficient to dye four quarts of pegs. The use of these pegs is explained in suggestions for number work. They are almost indis- pensable in primary grades. 6.— Drawing. The materials are slate and pencil, or drawing paper and lead pencil. Drawing should occupy much of the pupil's time, as indicated in suggestions to lessons. Children should be allowed to draw free-hand very much more than they generally are. They should also learn to draw fearlessly. There is danger of too much of erasing of lines and drawing with rulers. jl ■ i- i •^ \/l^ i 1 . m ' i ^, 100 FIRST YEAR AT SCHOOL. 7.— Paints. These are common water-color paints, each pupil having a box of paints and a small glass bottle with wide top containing about a cubic inch of water, also a cloth for cleaninr^ brushes. They are used in painting objects at the conclusion of natural history lessons. {See page 73.) The painting can be done on common drawing paper. The boxes of paints can be secured for about twenty-live cents each. 8.— Parquetry. Parquetry papers, gummed on one side and colored on the other, can be used to form mosaics or artistic forms mounted on sheets of cardboard. These papers consist of squares, right-angled triangles, scalene and isosceles triangles. Children can reproduce the forms of beauty in the 5th Gift in this work, combining colors in har- mony. By moistening the gummed side of the paper they adhere to the cardboard. This forms excellent busy v/ork but is somewhat ex- pensive. The papers can be got as Kindergarten sup- plies, boxes of 1,000 costing about forty cents. Designs similar to the following may be constructed : ipil having' wide top cloth for elusion of in ting can 3 of paints 1. PRIMARY TEACHERS' MANUAL. 101 iolored on itic forms rs consist . isosceles 3f beauty s in har- the paper ewliat ex- lYten sup- structed : m I f iv 1^. 9i 102 FIRST YEAR AT SCHOOL. 9.— Clay. This can be secured from any potter's. It may be used in moulding forms similar to objects taken up in natural science, e. g., birds, etc. (See page 74.) It may also be used in moulding forms taken up in object lessons, preliminary to drawing lessons. The following sec|uence and hints may be helpful : — A Sphere may be moulded. By additions it may be transformed into a tea-kettle, apple, cherry basket, etc. A Hemisphere may be made by cutting the sphere into two equal parts. By additions it may be transformed into toad-stool, bowl, cap, etc. A Circle may be illustrated by taking a plane slice from hemisphere. It may be transformed into a watch and chain in case or on a card. Original forms may be made from these thr .;e in com- bination. To Mould a Cylinder. — Make a sphere first, then lengthen it by rolling on the board, and flatten two opposite sides. Transform into a syrup pitcher, water cooler and bottle. A Cube may be made from a sphere by flattening six opposite sides, giving six square flat faces, eight right corners and twelve clearly defined edges. The cube may be transformed into a house, coffee-mill, and ink-bottle. For the roof of the house, cut a cube the same size, by a diagonal line through one of its square faces. Place this triangular prism on top of the cube. Ornament accord- ingly. A half cube may be made by cutting a cube perpen- dicularly by a line running from edge to edge. This may be transformed into bureau, washstand, table, chair, etc, ^1- PRIMARY teachers' MANUAL. 103 be used aatural I up in Lil :— may be t, etc. 3re into iformed .ne slice a watch in com- t, then ien two <:, water ling six lit right ^be may -bottle. Ize, by a lace this accord- Iperpen- lis may Ir, etc. A Square may be illustrated by cutting a thin slice from this half cube. This may be transformed into chess-board, school-bag, etc. The children may continue with inventions, singly or in combination, from these normal types. 10.— Sand. It may be used for primary Geography work. Brass- moulder's sand is the best and costs but little. The sand should be kept moist but not wet. It is best used on a moulding board, but where this cannot be obtained the Teacher can improvise something. An} thing from a tin pan to a common table will answer the purpose. 11.— Cards. The pupils bring business cards or pictures to school. These are each cut into a number of pieces and placed in envelopes. One of these envelopes is given to each child, and he exercises his ingenuity in putting the puzzle to- gether. This exercise trains the observing and inventive faculties but is not as profitable in results as the preced- ing kinds of busy work. Writing. Writing, or " talking with the pencil," is the second great means of thought expression. The sooner a child can write easily and well, the sooner he will have in his hands a means to express his oiun thoughts in an inter- esting and profitable way. A child trained to the proper forms of the letters from the first will not require to spend any time correcting and changing his writing when he reaches a higher grade. i I' I , l!;i' i< 3 104 First year at school. To obtain an approach to perfect handwriting from the little chihl requires constant watchfulness and labor. It* possible, he should never be allowed to see a wrong form. In order that he should not see wrong forms, the teacher must be able to present an almost perfect model of writing on the board. She nuist be able to write rapidly as well as correctly, and this requires long practice. But it is well worth the time and labor spent on it. The child should be given sufficient time to do his h^st work when writing, and then nothing but his best should be accepted. All careless work should be promptly erased and required to be re- written. A firm, rigid drill, at first, on the proper position of body, arm, and hand, will tend to produce an easy and perfect writer afterwards. The child should sit squarely in front of the desk, the feet being placed flat on the floor. The forearm should be kept at right angles to the writing line and should foru) an angle of not less than 90 degrees with the arm. The pen should be held loosely between the thumb and two first fingers, the pen-holder pointing over the shoulder. The whole arm movement should be used, exercises being conducted in it with pencils on slate or paper, in time to the teacher's counting or to music. The child should be drilled not only on word writing, but also on the elements of the letters. On the first day of school the children may begin by making the first principle or " one " on their slates. This furnishes profitable and entertaining busy work for the little folk before they can write anything, and also drills them on the proper slant. The pupils may be told that 1 t JJ PRIMARY teachers' MANUAL. 105 r front labor, wrong IS, the model write i long spent lis hi'st should erased •f body, perfect n front to the S8 than 111 b and loulder. cereises )er, in writing, !gin by 5. This for the o drills )ld that the marks are little boys numing, and they are in such a hurry to get away that they all lean over. Such a device will interest the children, and they will work away happily. Proceed with the elenicnts of the letters until all have been made. Tln'n attempt a whole letter. The letter " i " is an easy one to start on. Practice this one letter until they can make it almost perfectly. Then take the next harder, and so on until all are finished. Do not grow discouraged. Persevere until they reach the perfect form, no matter how long it takes. You will be surprised to see what an interest the children will take in it. They will never tire as long as you do not. Search for little devices and suggestions to make the work bright, and you will soon have a class of excellent writers. In marking slates for writing, it is a good device to sketch with colored crayon a dais}^ pansy, flag, or some- thing similar on those slates that deserve it; or you may simply write the capital " R," and for any remark- ably neat slates, add " -f- 1 as a reward." SONGS AND CALISTHENICS. The greatest objection that can be urged against primary teaching, as presented in the preceding pages is that there is danger of the child being kept in a state of hiffh nervous tension. The thoughtful teacher cannot fail to be impressed with the fact that as she approaches pcrfecti(m in her methods of training and instruction, the child's heart 106 FIRST YEAR AT SCHOOL. ■'■l.v iiii ^ ■. I,s . beats more quickly and his eye receives an unwonted lustre, the whole system indicatinor that the child is growing old too rapidly. High mental action is healthful, if not continued too long, so instead of abandoning her methods it is better to remove the objection by adopting one of two expedients : 1st, Place the child on half time, training him to work at high pressure while he works; or, 2nd, Devote the greater part of school hours to busy work, which is a mild and gentle play to the child, and to Songs and Calisthenic exercises suited to develop " a perfect physique." Where practicable, the latter is the better plan. In teaching a new song, lead the children to talk about the subject until they become thoroughly interested. Read the first line and have them repeat it after you, and so on with the first stanza. It is as well to teach one stanza at a time. Teach the singing by singing the first line yourself alone, and then with the children accom- panying you. Be careful to check discord and insist upon pupils learning correctly what they attempt. Do not allow children to strain their voices. After they have learned the piece by heart and learned to sing it, teach the exercises, line by line. The work must be done almost entirely by imitation. There should be some kind of musical instrument in every primary class room. In selecting songs, be careful that the song is not so childish as to appear silly to the pupils. The songs should also suit the time of year and day, e. g., children will not sing " It is lovely May " half ^ heartily in Decenaber as jn May, PRIMARY TEACHERS' MAXUAL. 107 ;vontcd liild is ion is ead of ve the , Place ,t high greater Id and sthenic Where : about 5d. er you, ich one le first accom- . insist ►t. Do r they sing it, tation. ent in not so r and " half Song. The following is a simple song, suitable for primary grades, combining as it does, both exercise and singing: £a^^^§E^^^=^ :£^tzt: t-tildbtztzt; -p o iSi :d=qzz— -q /TV #—6>----3— #---^^ ----•—«— ^—^--1 — I—— CHORUS. -f— f y : ^=i A— N- ititrj— ±L:±rd— ^^=J^- .rt --\ — *-^ -^--& tz::: --^- ^ l-zist I Here we stand, hand in hand, Ready for our exercise ; Heads upright, with delight, Sparkling in our laughing eyes. CHORUS — Singing cheerily, cheerily, cheerily, Clapping merrily, merrily, merrily, One, two, three, don't you see Where the children love to be ? The children stand in straight lines, holding each other's hands, with heads erect, and faces animated. IijL the chorus, when the word " clapping " is reached^ - ;» . ' L- u u ■■ i 108 FIRST YEAR AT SCHOOL. they clap hands softly, four times, once on " chipping,"' and once on each *' merrily." II. Right hand up, left hand up, Twirling see our fingers go ! Folded now, let us bow, Gently to each other, so ! Singing, etc. In the first line the children extend first the right, and then the left hand above the head, and in second line move the fingers rapidly, with arms still extended. In third line arms are folded, and in fourth, children bow to each other, at the word "so." III. Eastward point, westward point, Left hand nadir, zenith right, Forward fold, backward fold. Arms a-kimbo, chests upright. Singing, etc. In the first line the children point, with arm extended, in the directions indicated. In the second, the left hand points downward and the right upward. In the next the arms are folded in front, then behind, in the lasfc line the hands are placed on the hips the chest being active. IV. Upright stand, lungs expand, Backward make our shoulders go, '^ife and health, comfort, wealth. We can thus improve, you know. Singing, etc. Children stand erect, heels together, chests active, and roll shoulders backward. PRIMARY teachers' MANUAL. 109 PPing, ht, and e move ird line o each ended, le left 'n the nd, in chest e, and V. Now we're done, with our fun, Let U8 to our work return, Doing right gives delij^lit, So we will our lesaons learn. The tonic sol-fa is just the tiling for children a little older, but is not used very much during the first year. The singing of hymns in schools should not V)e accom- panied by Calisthenic exercises. Make the exercises attractive and give the commands in such a prompt, enthusiastic way, as to convince pupils that you like them yourself, know how to do them, and intend that they shall, too. Exercises should combine health, recreation and cul- ture. The motions should be neither exclusively angles nor curves. They should prepare the pupil for gesture in reading, and for a graceful bearing on the street. They can be so chosen that there will be a sequence in the movements, and yet no monotony. DISCIPLINE AND TACTICS. It is probable that the order of your school during the first three days will determine the nature of your order during the term. The first day is therefore a critical period in your school life. It is probably better to begin by erring on the side of sternness than,on that of laxity. Your principal objects to-day are: (a) To create in the child's mind a favorable impression of school and teacher. (6) To establish a kind of order which will daily improve. r r'i 110 FmsT YEAR AT SCHOOL. i 1 . i i1^ if -'1 111 and (c) To tost os far as possibh* the relative standing of your pupils and to divide them into sections. The last is the least important. You nuist he kind as well as firm. L' e child see that school is going to he a pleasant home to him. Every moment of the time must be occupied, in order that he may he diverted from that feeling of homesick- ness which comes over the young heari when placed amid new environments, and tliat he may not be led into mischief through idleness, also that you may have an opportunity to study his nature when he is not thinking about himself. It will no doubt be a long day to you, but it will be a longer one to him. Let the little teaching that you do be your very best etfort, animated, earnest, hopeful and interesting, so that the child will long to come to school to-morrow and hear your voice again. It is a great mistake for the teacher to do very much talking or teaching the first day. A merchant does not put all of his goods in the window. It will be necessary to take all the class together during the forenoon, and you must have yoiu* time-table thoroughly mapped out beforehand, so that there will be no hitch in the proceedings. You require materials for busy work more to-day than any other day of the term, and you should havo them ready for distribution if possible. Avoid assigning work too difficult for the child. It is better to run the risk of giving him work that is too easy, for nothing will discourage a child quicker during his first day than to give him a task which he has no idea how to begin to do. Study then to find such work as may be adapted both to brilliant and to dull pupils, e. g., the drawing of horizontal lines. \ PRIMA UY TEACHEIts' MAJ^r'AL. Ill ding of lild see n order iiesick- placed be led y have is not ng day le little mated, ill long again. much )es not irether table kvill be lis for term, ion if It is is too uring idea >rk as e.g., i\ Try to find out somet]iinur class beforehand, the songs tlu-y know, etc. If any of your pupils have attended school before utilize thcui to the fullest extent. On entering, if possible have pupils march around the room, hang up hats and take seats. If they can march to music let them do so. Be sure that the tune is one that thijy can k(;ep step to, and out' familiar to some of the pupils. Perfect ordei' having been secured, proceed with very brief opening exercises, followed by singing. If children know songs, let them sing several. Few children can resist the infiuLUce of music, and if any of the little folk feel awkward and shy, lively singing will do much to cause them to feel in harmony with their surroundings. A class which can face and stand pr luptly on the word of command, is ready for work. It will hi; well at this juncture to begin to teach them how to do this. Give orders — ready — face — rise. On the word " ready ' have pupils sit erect at end of seats, in position of attention. On the word "turn" have them turn facing the aisle, the feet being lifted noiselessly and placed in the best position for rising, the hand being placed on desk to assist in risinof. On the word "rise" have childivn rise quietly and face front, standing in military position of attention. Never allow pupils to stand in a hurried or disorderly manner, no matter how pressed for time you may be. If you do, your discipline will surely suffer. Let the exercises during the first few days consist in standing, turning, marching, and other things necessary to class management. Little children were not made to .1 ■'i 'I. ' ■-■(. 'ft '< J!" ;J (, , 112 FIRST YKAIl AT SCHOOL. I stand in strai<(lit linos. Tlu^y like to do so for a short tinio, Imt cannot remain in thu same position long with- out impairing their health. - After the preceding drill, your class are ready to begin work. Have pupils in front seats distribute busy work. See that every child has something to do and that the work has bc«?n thoroughly ex[)lained. Impress upon the pupil from the first that his best work is expected, and accept nothing which you are sure has cost no tjHort, always remembering to give a pupil credit for his Ixif^t work, no matter how poor it may be. In order to secure the best results the teacher must examine all busy work. It takes time, certainly, but you lose more by not doing it than you can make up in the time you save. Feel yourself, and let him feel that you really want that work done well. Such a command as " Now you may make figures," given in a tone of voice which the children have learned to know means, "I want to keep you working," will result in careless w^ork which weakens the child. Utilize every opportunity to test the relative power of the children without interferincr too much with the work in hand, and grade into sections as soon as possible. Get hold of a dozen names as soon as you can. Deal with cases of discipline as they occur. When the first pupil leaves his seat without permission is the time for you to explain that you wish pupils to raise the right hand and receive permission before leaving their seats. Let pupils know that all grading and seating during the first few days is only temporary. When children grow restless vary the exercises by songs, calisthenics, etc. " There is a familiarity which breeds contempt " and the teacher will find it better to hold the reins pretty / \ I'RIMAUV TKACHEUS MANUAL 113 I shf)rt ith- •• Wi ) bL'gm ' work. Iiat the )on the jd, and t'ffbrt, his hent r must )ut you ) in the wit you land as f voice I want which wer (d work Get il with t pupil you to id and during lildren cs, etc. " and pretty tightly (hirini,' tlic Urst wt'(»k, if sh«' wishes to he ahio to lay them down altogtither after a time. Corporal punishment should ii(»ver he us»'d r'xoept in the most extreiiu; cases ; howcu'er, if there is to hr any occasion for its use, that occasion will pr<»hal>ly arise during the first we(;k. Very many yoinig teachers fail owing to an undecided, vacillatiu'j: mniiner at the outset. Voii must tret attention before you can Mliieate. When you once have your class in satisfactory condition, unhend a little. Adopt such discipline as your best ju'lgment dictates. Do not b(^ guimMARY teachers' MANUAL. 117 3m to be IS pupils ^ill pro- with a laracter. talk all it a task ur with ilize the isolated ite with try to ,nd how mber it. e word, at the to see n light, ing are issarily not be lb grave child's latural ■ them if you It is well to create a kind of home feelincf in the school- room, and if you have only one pupil whose home is not all that could be desired, you may be giving him a few bright hours, and that is surely worth a little trouble. Do not govern your pupils : help them to govern themselves. This end will not be reached, if you make a rule for everything that goes on in your room. Give your pupil the opportunity of exercising his power of choice, and help him to strengthen his will power. He cannot be taught too early that he alone must choose for himself the good or the evil, and abide by the result of that choice. It is possible to create such a spirit in a class, that if there be a thoroughly bad boy in it every pupil wdll feel it his duty to do all in his power to save that one. Do not do your work in a hurried manner, as if you were always trying to catch up. Be energetic without being fussy. Remember that the little people are watching and imitating you all day long ; yes, and discussing you, too. Be true. Children will discover a fraud more ([uickly than older people, and we all know the feeling of disappoint- ment, and loss of respect and confidence that follows such a discovery. Do not remember a pupil's faults against him from day to day. You will foster prejudice and discourage the child. Never scold, threaten, or lose your temper. Private reproof is often the most etfective. 118 FIRST YEAR AT SCHOOL. ri' >'■ ■■•■ U ', It' ■ '! 'i Do not deal with a serious offence when it is contimittecl but wait an hour or two. Strive to prevent any open opposition to your authority. Violent methods of disci- pline mar the harmony of the school-room and often, injure innocent pupils who are compelled to gaze in trembling and humiliation upon scenes which stamp their impress indelibly on the memory. Take it for granted that the majority of your class are on your side, and are desirous of doing what is right. Have a care for the physical comfort of your pupils. The temperature of a room should range from 62° to 66°. It is almost impossible to preserve order in a room below 60° or above 70°. Keep your room thoroughly ventilated. Lower windows from the top. If they have not been constructed to do this, they can be easily changed. Windows should be provided with curtains hung over a pulley at the top in such a way as to cover the lower part of the window and admit light at the upper part. If the children's feet do not touch the floor, have seats changed, or place something under the feet. Avoid corporal punishment. In no school-room should it be at all frequent. When used, the infliction should be in private, the instrument being a leather or rubber strap. The punishment should be inflicted on the palm of the hand. It is a good plan ne^ er to inflict such a punishment without the pupil's having first admitted his oflence and the justice of his punish- ment. The best teachers never find it necessary to resort to corporal punishment. Children are not angels by any means, but there is a chord in the heart Ox every mmitted ny open of disci- d often, gaze in 1 stamp ur class what is ' pupils. ° to m°. n below itilated. ot been hanged. \ hung ) cover i at the ^e seats should should rubber )n the inflict g first )unish- ary to angels every PRIMARY teachers' MANUAL. 119 child which can be touched by the earnest teaclier, and she, who is born to teach, will find it, too, if she be left untrammelled. ^ With weaker disciplinarians it may be necessary at times, and it is certainly better than tlio nagging, cuffin-; ^^^i: H-^ 120 FIRST YEAR AT SCHOOL. Q <1 O O I— • "A •-3 I Eh 0) o o O ce CO 2 2 s o u m o S 01 o S o _ ^ _U CO a> bo 09 >■ O) S o bc-2 o 0) EH - s a iz; d o o O § i i^ H O b 1 -s t H o o o CC ?E p. _g ^J 09 ^ 5P ^ Oh o •^ ffii O 'co 0) w O CC O 09 m o Pm |2^ O c. i?5 C3 \ i o O (^ U-t 'S 'S P<^ o w O O O cc w w ^ -^ ^ -P m +3 > C:* ' n. Q >^-i^ a L, ai &s tf S^— ^ ? 60 CO W' CO ;:^-i V i" o 09 O 09 o W. ^ Pm o O 09 -tJ T3 ^ M 'a O fl ^ -^J i a: C^H 02 •r" 1— H 1^ O 00 O o '« M (-1 fl -^ H «•-? rt •r" C>2 10 1e r^ 05 0) a: 1 P 1 c J 11^ S S 3 CQ c «+- . ) 1 1 ! > fl o 09 CO a> C a: S '=^ A a OP- D ^ ^ 1 CD O 0) p^ 1| ^6 ;z; • s !z5 o 5 w 4 * > c o 09 o M 09 g 1 c £ 4 a> p— 1 -2 J/2 c aj 09 u ?1 0) -u ^ Ph a > c 1 09 ^ s O OQ tz ^ C > CO tz; o O IC. > ic. ) lO o lO O lO O tH G< •^ Tf ) iH CC ^ o o do d d r-i iH T- ) iH iH tH iH rH r-( 66 i6 c IC ) 6 lo d lo d iC) H O T^ (M -^ Tt O r- CO Tt< lO o OS o-. 05 05 o: d d d dc tH ' ^ r-l tH iH T— 1 iH IJ PRIMARY teachers' MANUAL. 121 a o B o o . o a< O Cm o O M O CQ o c a o a o n3 o O O Ch g a, 3 O cc ^ o o 09 o «3 1—4 o 13 g n o O Mh 03 CO T^ V ^< l-H O i^ ^ « ,JQ S 3 O ^ a o o O 03 o O o .3 w flj OQ o o OQ 03 0) t-t 0) s o c3 -(J a, *C o as s o u O o O 03 o o a 09 a o o 0} o CO o (N P lO o (N CO lO jH 1— I r-l iHtH O « 8 o o 03 -M O . O ;3 o5.aj o ^Xi ^ a o A -^ - of rt '^^ n3 o ^ ?^ ^ r^ ^ a ?n^d o £« W O C «! 0) M M o 03 -^ © M 1— 1 CM tjo'ti; bB dra uag lire .S'^ ^H ^ s S M fcn-*? 03 o a* P5 iS » 4) , ^*H M o c 03 u o o ^ ClH M U fh 1) o a; rO !/3 o «M 0) • fH m 3 -*-* !<— < bn o O^ CQ ^H y CO 1— t en '— H 1^ i^ 7* m fH ^ O PQ o o lO O lO lO o O Cj (N o o lO o rH CO o o Tj* uo CO CO CO CO CO 1 M \--i m ' I ■■ il I* ■'' I-. > I. ! '• n ^ 5 122 H Q (^ O I H PQ I III 1^ o M H O CO s H S5 o M H a o M H O a o M H H FIRST YEAR AT SCHOOL. 09 -2 cc ^ 2 GQ be Of^ o t-i '~' ^ be Oh « O « •0 01 o o »-> ^ a s 2i ^ i 3 ^ S - Oi^ 9> 3 :5 C d O 03 Wo a; ^ c o 55 03 O) ^-1 s-> N QQ •— ( I— I 03 03 f-i »-i tn O O «J ^ ^^ »^ f-l (H (U O) 4) as? P P 3 o 03 ti go 3 ^ Q O oj w JS tie 5 ic aj 5 M tC C.2 C rj p^ H Q pL^ o 03 03 0) l-H 03 -ts CO 03 o 03 ■ « (U • 0) JS • "^ s g § M ^1 ^H (U ID ■ 1 u; ..H • OQ '-< M G 03 . o . 1^ ri >i M ^ 5^ ^ bC :3 ® o ie0i00r-l 22 ©^ (M* ft i i 124 FIRST YEAR AT SCHOOL. Supplies for six months for a first grade of fifty children. Juniors. S^A^iiir^t'ct ' Slates 50 Slate pencils ()00 (500. thirst readers 50 1st Part. White crav(»n 3 boxes 1 box 1 large box and 50 small boxes. . 3 bunches 2 bunches 4 qts 2 boxes. Colored cra"'on 1 box. Sinclair's script \ Long slats Short slats Large shoe pegs Foolscap slips 1 bunch. 1 bunch. 2 qts. 2,000. 2,000 Lead pencils Rulers B. board brushes 50 50. 50 4 50. 4. Pens 1 box 1 box. In addition to the preceding, there should be kept on hand from term to term, the following: — (a) Samples of First, Second and Fifth Kindergarten Gifts. (6) Twelve Primary Readers, all alike, p. g., Monroe's, Sheldon's, Barnes'. : ; ; , ; : • {c) One copy of each of the following : Prang's Primary Drawing. Calkin's Object Lessons. Elementary Lessons in English, Teachers' Edition. Wentworth and Reid's Arithmetic. PRIMARY teachers' MANUAL. 125 fifty BOOKS FOR PRIMARY TEACHER. uois. Part. C9. cli. ch. t ept on •garten onroe s, dition. The Primary Toaclier in pro))ariii;jf lessons, constantly requires books of reference, ari^^®]]5^^->^