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32X

Prim

FIRST YEAR AT SCHOOL,

BLENDING OF KINDERGARTEN WITH PUBLIC

SCHOOL WORK.

A MANUAL FOR PRIMARY TEACHERS

S. B. SINCLAIR, Ph. B,

Pnn.ipal BamiUon "'^f^J^'^Mng School fornerly Mathematical Master

Ridgetoivn Collegiate Institute.

TORONTO:
WARWICK & SONS, Q& AND 70 FRONT STREET WEST.

1889.

Eiiteretl acoonliiiif to the A

cU,f Parliament of •'»»*.!». in tl.e ycur -.ne thn.mn.l

ciblit 'iu"'";^^^g gj ^•j^g MiniHter of Agriculture.

L:Bi507

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(

Bii
Wi
Soi
Dis
Til
Lis
Lis

Contents.

Preface,

First year at school,
Head ill",', ...
Nuiul)er work, -
Language, - .

(rt) Language Lessons proper,

(b) Object Lessons,

(d) Lessons on Form (Drawing) -

(e) Lessons on Color,
(/) Story Lessons,

(<j) Geography Lessons,

Busy Work, -

Writing,

Songs and Calisthenics,

Discipline and Tactics,

Time-tables,

List of Supplies,

List of Books for Primary Teachers,

PAGE.

Is;

103

105

100

120

124

125

wli
tusi
mil
tot
gra
Ii
puti
maj(
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of I
H
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Schc
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■■^

PRHF'ACH.

The reader will fiml nothing' in the following pa(,'cs
which has not been submitted again and again to the
tests of actual experience and careful criticism. For a
number of years the author has devoted his entire time
to the training of teachers and the supervision of primary
grades.

In the oversight of four hundred children who are
putting in their first year at Public School, a id the
majority of whom come directly from the Kindergarten,
he has had unusual opportunities of observing the results
of Froebel's methods of instruction.

He has also been able to study the best means of blend-
ing Kindergarten methods with methods of the Public
School in order that the children may pass in easy
gradation from one to the other. .

Again, in studying the requirements of those pupils
who had not received Kindergarten training, he has had
an opportunity of applying such Kindergarten methods
as can profitably be introduced into Public Schools.

The methods are specially adapted to graded schools,
but the w^ants of rural schools have also been kept in
mind.

PREFACE.

To be helpful rather than to be original has been
the aim throughout While some of the methods are the
outgrowth of observations at Toronto, Oswego and Cook
Co. Normal Schools, the author humbly hopes that the
enthusiastic searcher after truth will be able to pronounce
the greater part of the work not only neiu but good.

Within the narrow limits of such a book it has been
necessary simply to state methods without attempting in
any way to defend them, and the author muitt rely upon
the charity of his fellow-teachers to give the methods a
fair trial before condemning them. Realizing that it is
always better to teach from a principle than from a
copy, he has made the type lessons very short. They
are intended to be merely suggestive.

He take? pleasure in acknowledging his indebtedness
to Dr. Sheldon, Prin. Oswego N. and T. S., for phonic
plate, page 3 (the frontispiece is referred to here) ; to
Miss Walter, Oswego N. and T. S , for cabinet collection,
page 84 ; to Mrs. Newcomb, Kindergarten Supervisor,
Hamilton, for part of sequence, pages 88 and 96 ; and to
all others who have kindly aided in the preparation of
this work.

' ^^@v.

\f^^^

; ■ !

FIRST YEAR AT SCHOOL.

To the primary teacher is entrusted the most arduous
and, at the same time, the most responsible of all school
work. She stands at the very starting point of school
life, ready to switch the child off on a side track, where
he soon comes to a hopeless standstill, or to guide him upon
the main line to a glorious destiny. First impressions
are the most lasting, and, during the first year, the pupil
decides whether school is to be to him a happy home or
a hateful prison ; whether the object of his endeavor is
to be the development of strength — physical, mental .md
moral, or the cramming of the mind with a mass of
indigestible facts, as useless as they are distasteful.

There are few sadder sights than that of a primary
school where sixty, eighty, or perhaps a hundred children
are huddled together in a dingy, unventilated room, and
placed under the charge of a nervous, over-worked, half-
trained teacher, to be driven and cowed and deadened
until the last vestige of individuality has disappeared.
Such a state of affairs, which, in this enlightened age is
still unhappily too common, is largely due to a mistaken
'public seyUhnent, in regard to two questions : —

1st. The number of children that should be placed in
a primary grade.

2nd. The necessary qualifications of a primary teacher.

Forty children are the maximum for efficiency in a
primary grade. The Kindergartener finds it impos-
sible to train more than twenty or twenty-five, and
surely the methods should not be so differe^t th^j follow-

FIRST YEAR AT SCHOOL.

' 11

ing year as to make it possible for the teacher to train
three times that number. In order to do efficient work
the individuality of each child must be studied and this
cannot be done in a large class. Better results will be
attained by putting a primary class of sixty children
on half time, to teaching thirty forenoon and afternoon,
than by taking the whole sixty at once.

The teacher who is compelled to take charge of more
than forty children must spend very much of her time in
preserving order, for, unless very carefully watched, fifty
children will make twice as much noise as forty. The
amount of work done by the teacher cannot be judged
by the number of pupils she has in her room. It is one
thing to keep pupils quiet rnd quite another to educate
them, and the latter is by far the harder task.

To plead for smaller classes is not to ask for easier
but for more efficient work. The best Primary Teachers
seldom stand the strain for many years, and do not
generally receive more than a mere pittance for their
services. They continue teaching because they love the
work, and have caught something of the spirit of the
gifted Agassiz, who said he had not time to make money.
To the born teacher there are two great inducements
in this work — one that she will live in the memories ot
her pupils, the other that the world will be better for her
having lived. Such a teacher will work harder with
thirty than with sixty children, for in the former case
the very joyousness of her work will cause her to forget
the strain on her vitality.

The class should be divided into sections of ten or
twe ve children, each section being heard by itself in
4xithn^etic and Reading. In this way the teacher has a

4 Soo

t»RIMAllY TEACHERS* MANUAL.

> train
work
id this
^vill be
lildren
jrnoon,

B more
time in
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eachers
ao not
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)ries ot
for her
r with
ler case
forget

ten or
self in
r has a

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

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.

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.

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.

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.

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.

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<ls of the first thirteen lessons of First Pt. 1st Bk.
Ont. Readers. He is then ready to write for himself
new words by phonic analysis (Lesson VI), a much
easier task than by phonic synthesis.

When he has gained sufficient strength in phonic
analysis, lead him to word building by phonic synthesis
(Lesson VII), teaching the remaining phonic words of
the preceding thirteen lessons.

The teacher should adhere rigidly to some sequence of
words, and should always know what w^ords the children
have learned.

The following sequence is recommended : — Box, fan,
cup, dog, I, see, a, and, cat, the, have, See, on, hat,
pig, top, big, is, Is, in, The, boy, Tom, has, he, He,
rat, pet, fan, her, his, by, can, Can, mat, red, hand, for,

FIRST YEAR AT SCHOOL.

. ••

■*

me, get, well, run, from, hen, to, it. It, my. My, doll, may,
May, she. She, this. This, Dash, Yes, No, You, His, we, at,
that, That, are, old, men, them, ox, go, no, so, A, do. Do,
too, O, sat, fat, pat, let, kid, nut, vat, bat, wet, ' o, sup,
pup, put. Let, him, off, pen, not, an. An, pan, k »i, man's
ran, van, fun, gun, bun, rag, nag, bag, lag. Run, log, hog.
pot, hot, lot, got, mop, hop, cut, hut, but, gig, fox, bug,
mug, hit, set, net, sad, gad, did, lid, into, pin, bud, by
Will, pink. Where, tub.

The above list contains all the words in the thirteen
lessons previously mentioned, and is fairly satisfac-
tory. The type lessons in this book are based upon it.
Were it not for phonic considerations, it would be
better to select only such words as are familiar to the
child, thus the list for city children would differ from
that for country children. The natural science lessons
would also afford a valuable addition to the list.

By the preceding method, at the end of thirty weeks, a
child of average ability will be able to read and write to
dictation any word in the preceding list ; he will also
be able to discover for himself any phonic word formed
from the sounds known by him, and can thus complete
the word-recognition of First Pt. 1st Bk. in one year.

The change from script to print, if not attempted for
twenty weeks can be easily accomplished, the best
results being secured by a gradual change extending over
several weeks. {See page 41.)

Expressive Reading.

This is the most difficult of all primary work. The
teacher should keep from the child as long as possible
the impression that reading is different from talking.

"Ni

PRIMARY teachers' MANUAL.

She may begin with short conversations, It'ading the
child to talk to her and tell her about his home and
objects of interest to him, until he can describe a scene
so well that he makes her see it. This will reiiuire great
taet, labor and patience on the part of the teacher. She
may then train him to reproduce stories that she has
told him. One of the most valuable results of the
language lessons described later on is that they prepare
the child tor oral reading by furnishing his mind \^i'^
ideas and training him in the art of expression.

The ideal method for expressive reading would be to
teach a single child by the pure sentence method, the
teacher writing the child's own thoughts in the child's
own words as they were given spontaneously in conver-
sation, and then requiring him to say them over again
after the chalk had said them. In this way, w: hout
having been taught any individual words, it is probable
that at the end of eighteen months he would uncon-
sciously have learned to recognize all the w^ords in his
own vocabulary. If, during tliis time, he also had suffi-
cient vocal drill to remedy all defects in his vocal
machinery and render every organ responsive to the
will, so that he could produce pure tones, there is little
doubt but that he would be able to read with almost
perfect expression.

We have neither time nor opportunity to teach reading
by this ideal method in the public school, but we can
approach it in many ways. We can observe the sequence,
" ideas first, then words ;" we can adopt a vocabulary
familiar to the child and we can confine his reading
during the first year mainly to sentences that are the
product of his own thought.

FIRST YEAR AT SCHOOL.

II'

During the second half-year the teacher will have more
time to devote to expresnive rea«lin<( of lessons. (Lesson
VIll.) It would be better if the children could be sup-
plied with script readers. Toward the end of the year
the child's vocabulary will be sufHciently extended to
admit of lonir stories for silent readiiii;. This exercise
will aid him materially both in thought getting and
thought giving.

On page 4.S will be found a sim[)le story of this
description. The first chapter is suitable for children who
know the thirteen lessons previously mentioned, together
with the new words at the head of each chapter. The
whole story is suitable for children who have gone through
the 1st Prt. 1st Bk. The teacher may compose a dozen
such stories, write them on foolscap paper and distribute
them to a section for busy work previous to a language
lesson similar to the pict^.re lesson described, page G9.
Such stories are not intended so much for oral reading
as to impress upon the child the fact that he can gain
thought through the medium of written characters, also
to familiarize him with the forms he already knows, and
to furnish him with ideas for his language lesson.

PRIMARY teachers' MANUAL.

} exercise

LESSON I.-WORD METHOD.*

Purpose.— To teach to read and write Uio word " do*,'."

riath—lUM up a toy dog before the elasH and develop
from the cliild such sentences as—" I see a dog" ; " I have
a dog"; "A dog can run." By a short conversation
awaken interest in the subject.

Draw a picture of a dog on the board and have the
chihh-en tell you what it is. Under tlie picture write the
word " dog," and tell tliem this is the word " dog/" or the
chalk has said " dog."

Draw pictures of dogs in various positions, developing
sucli stories (sentences) as: "I see a dog in a box." Rub
out the picture of a dog and write the word instead,
developing the same story as before. Write the word
in new positions, developing new stories. Drill on the
word by writing it in a number of places with other
words, and having the children tind the " dogs" and erase
all other words.

Have class take seats and copy the word on the ruled
side of their slates, at first following you as you write
the word slowly on the blackboard, explaining the process
step by step. After this have them copy it from written
cardboard.

*The type lessons, devices for busy work and suggestions are inserted in
the condensed form, in which they were originally prepared, as notes of
talks to training class.

The Busy Work is intended to furnish work for the children at the
conclusion of the lesson. (See page 85.)

The suggestions are submitted as aids to teachers in teaching lessons
siiailar to the type lesson.

When Busy Work and suggestions are applicable to succeeding lessons,
which is generally the case, they are not repeated, as the teacher will
experience no difficulty in adapting them.

FIRST YEAR AT SCHOOL.

|> «

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.

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-

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.

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.

FIRST YEAR AT SCHOOL.

■ I !

lilt

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.

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»

FIRST YEAR AT SCHOOL.

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 !

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.

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.

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.

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

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.

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.

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.

PKIMAUY TEACIIEHS' MANUAL.

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

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

^.>

li.

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.

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*

FIRST YEAR AT SCHOOL.

1*^

!■'!

^'i

!f?

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.

theh'l

PRIMARY TEACHERS MANUAL.

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. '

(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

ff!

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.

see that
IS out to
I of a red
L will hay
lets Bess
cut!', that
dear girl
Ices good

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.

FIRST YEAR AT SCHOOL.

;^^

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.

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^

•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<l too
much abstraction. If the pupils thoroughly grasp the
thought and have had good training in vocal gymnastics
there will be little need of teaching reading by imitation.
The teaching of reading by imitation is a dangerous
expedient, but may sometimes be used with beneficial
results.

The teacher must supply her own limitations to the
, statement that children should read naturally, e. g., a
if pupil when personating Shylock should try to feel and
speak for the moment as Shylock felt and spoke.

^ From Script to Print.

Many primary teachers find the change so easy that the
pupils scarcely realize that there is any difference at all in
|the forms. Others experience more difficulty, and to the
latter the following suggestions may be of value. In no
j^ase, however, is the change very dijficidt, and it is a
Mistake for teacher or pupil to get the impression that
iie has a hard task before him.

FIRST YEAR AT SCHOOL

If!

Tlib* tcaclier must fii*st be sure that the children
thoroughly know the script form and can write it to
dictation without hesitation. In nine cases out of ten
when the child can do this the change is exceedingly
easy to him.

He may then be told that on the tablet and in the
book the words are not written exactly the same as he
has learned to write them, but that if he watches them
closely he will soon learn to make tliem out just as
quickly as when the chalk has said them.

Show him the same word written in script and print and
allow him to compare the forms ; then ask him to find
the word on the tablet or in Ids ])ook. The tablet is
preferable for class work.

Write a story in script on the blackboard and under
each word write the print form similar to interlinear
translations.

When the children have examined the story, erase the
script and have them write tlie script story on their
slates.

Write a story in print on the board and give the
children blocks with the script words on them and let
them arrange the story on their desks.

They may translate script into print in the same wa}'.

Distribute books to a section at their seats, and for
busy work ask them to read a certain lesson with lips
closed and write it on their slates, or draw a picture illus-
trating the story. When they come up to the class they
may read the story in script either from their slates or
from the blackboard. They may also tell the story in
their own words for language lessons, but it is not well at
first to attempt the oral reading of the print.

>-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 ?"

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,

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.

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."

FIRST YEAH AT SCHOOL.

■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.

-^-y-i

^^'^^

Hr*-

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."

PRIMARY TEACHERS MANITAL.

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," sai<l Fan, "shall I ^/ivv my ten hig nuts to
this old man, he is so sad i "

" Yes Fan, put them in his hat."

" You are a pet to do this for an old man," said he.
" Arc y(ju Fan ? "

" Yes. and this is May and this is Tom," said .she, "and
we have a hig box of nuts, .so bi<,' that we have to go to
that man's for a nag to put the box on."

" Do not go to him," .said the old man, " my hut is not
far oft*."

Fan, May and Tom go with him to liis hut, and see
him get his nag and red gig.

" May and Tom," .said he, " you may have my nag for
the nuts, but Fan let a sad old aan have the nuts so she
is to liave the gig."

" 1 have one by tlie hut, it will do for me. Tim, my
boy, may go with you and see to my nag, but Fan is to
have the gig."

" Go or the sun will set, and you far from the tree and
the box of nuts."

" Fan ! " said May and Tom, " see this red gig, and
it is for you."

Fan put her hand in the old man's, " Sir ! " said she,
" I can not," but he led her to the gig. " Tom," said he,
" put her and May in, and off with you."

Tom did so, and got in with them. " Off we go," said
Tom, " get up ! old nag get up ! see the old man at his
liut Fan, he is not sad is he ? and O Fan ! you have a
gig and May and I have a big lot of nuts, have we not
had fun for ojje dav ? "

FIRST YEAR AT SCHOOL.

NUMBER WORK.

The following methods are based on the system
laid down by Grube, a celebrated German educator,
(1816-1884).

The great object to be attained in primary number
teaching is to train the cnild to observe closely, and in
due time to think logically, that he may gain knowledge
and power which will enable him by-and-by to grapple
with practical problems. Many of the failures in life
are due to inability to sit down quietly and concentrate
the mind upon a problem, weighing it carefully, and
arriving at a wise solution.

A child who has studied numbers properly for three
years has received a certain amount of information, it
is true, but he has gained what will be of immensely
more value to him, a habit of observing and thinking, and
a power to investigate and to deduce conclusions which
will enable him in a very short time to acquire a thorough
mastery of practical arithmetic.

The amount of arithmetical knowledge really utilized
in every-day life is comparatively small, and could be
thoroughly learned by such a pupil in one year of good
earnest work by studying one hour per day.

A child who knows the perception of 2, 8, and 5, if
given 5 blocks, will discover for himself the fact that in
5 blocks there are 3 blocks and 2 blocks. In arriving'
at this knowledge he has performed a physical act of
separating into two groups, an act requiring but little
mental exertion. He has also observe 1 the number of
blocks in each group.

While the latter part of the process may or may not
^ave recj[uired pure reasoning, all will agree that it is

Ie,«
m(
thi

th(
pu]
wol

PRIMARY teachers' MANUAL.

n arriving'

almost entirely an act of observation, the knowledge
being gained through the senses. In proceeding from
this and a larofc number of similar observations to the
fact that in the mimher 5 there are 3 and 2, the power
of generalization has been called into play. As this
power is largely the gift of maturer years, we should
avoid asking children to perform operations requiring it.

The first year's number work should be entirely objec-
tive, the child performing all operations with his blocks
or splints, and discovering everything for himself.

He should be tauo-ht that a discoverer is a benefactor
to the race, and that there is a demand for brains.
During the first year it is best te avoid generalizations ;
the child will make them soon enough. To him the
addition of 3 and 2 should present a mental picture of
the union of 3 objects with 2 objects.

It is an im^^ortant psychological question whether the
pupil during the first year should be so taught such
generalizations as 3 and 2 make 5 as to give the answer
without a moment's hesitation, the action having been
performed automatically.

This is recommended to be done in the accompanying
lessons ; it may be defended on the principle that as the
memory is most plastic in early youth, the mind should
then be stored with useful facts.

The advocates of the Grube system, I believe, univer-
sally agree that it should be done, and it certainly is
very convenient in teaching succeeding numbers, but
with the lazy pupil it allows the opportunity of shirking
the work of investigation, and for memorizing words, the
pupil flattering himself that he has really performed the
work.

FIRST YEAR AT SCHOOL.

All primary arithmetic should be mental arithmetic.

The object aimed at is not so much speed as investiga-
tion and thought. The child will make a much better
lightning calculator by-and-by for having at the begin-
ning firmly fixed the processes in his mind.

The distinction between primary and advanced number
work should be constantly borne in mind.

The problem | X J can have no meaning to a young
pupil. To him, multiplication is nothing but addition,
where the groups are all the same size, and it is absurd
to talk of taking a group | of a time.

But to the advanced student, who has grown familiar
with the convention which allows him to extend his
definition of multiplication to that of finding the product
of several factors all of which may be fractions, the pro-
blem presents no difficulty.

This distinction becomes more marked as we approach
and enter the region of pure mathematics.

The first ten numbers are sufHcient for the first year.
Each number should be thoroughly learned before pro-
ceeding to the next. By following the methods laid down
in the development lessons, the teacher will find that one
year is all too short for this work.

During this time the pupil will be engaged upon funda-
mental principles, in which there are no processes requir
ing extended reasoning. When he does face such questions,
he should, in every case, be led to develop the reason.
It is possible, in many subjects, to carry development too
far, and waste time by

" Dipping buckets into empty wells,
And growing old in drawing nothing up."

But there is little danoer of making' this mistake in
arithmetic.

PRIMARY TEACHERS MANUAL.

In advanced forms there should he no hesitation in
using' objects in developing a fact. What student in
Spherical Trigonometry has not been aided by making a
solid tiiangle in order to have something tangiljle to help
him to the truth ? If so, what objection can there be to
occasionally resorting to such a device with advanced
classes ?

In teaching such a principle as "carrying in multipli-
cation," the teacher should have the class discover the
reason for the rule from objects, if necessary. It does
not follow, how^ever, that she should keep constantly
drilling on the proof and expect the pupils to give it at
a moment's notice.

The knowledge that we have investigated and proved
a fact, makes that fact, even though we have forgotten
the proof, more real to us than if we had simply accepted
it at second-hand, without investigation.

Starting out, then, with the intention of mastering
each step in detail, before proceeding to the next, we ask
what must be learned before a number is thoroughly
known ?

We must know : —

1st. The perception of the number as a whole.
(Lesson 9.)

2nd. Any two equal or unequal numbers to be found
in the number. (Lesson 10.)

3rd. Any two equal or unequal numbers which make
the number. (Lesson 11.)

4th. The equal numbers in the number. (Lesson 12.)

5th. The equal numbers which make the number.
(Lesson 1.3.)

Gth. The equal parts of the number. (Lesson 14.)

FIRST YEAR AT SCflOOt.

!1H

The tirst ten numbers, which form the first year's
work, include all the simple rules, the fractions J, J
and I, and the signs plus, minus and equals (possibly of
multiplication and division), also the figures. (Lessons
15 and IG.)

These last would be better untaught for at least five
months, l)ut as they are almost indispensable in assigning
busy work, it may be as well to teach them from the first,
always endeavoring to keep the number, and not the
figure, before the mind.

The teacher should begin the first day with the num-
ber one. If the children know " one " thoroughly, she
should proceed to the number "two," and so on, until
she reaches the point where the known and unknown
are mingled ; this point will generally be found in the
number " three." This review will be of service in grad-
ing the class into sections.

The teacher who can teach one number thoroughly
can teach any other number. On this account the num-
ber 6 has been taken as an illustration and from it the
teacher is expected to formulate her plan for other
numbers. Each number should be thoroughly taught
before proceeding to the next higher, e.g., at least a full
month should be devoted to the number six before pro-
ceeding to the number seven.

No definite limit can be set down as the amount which
a child should go over in a certain time. The tests of
advancement are power to do work, and knowledge of
preceding work. To an average child who has never
studied number at all, ten makes a full year's work, but
Kindergarten children and others may be able to do more.
The words add, subtract, multiply and divide need not

PRIMARY TEACHERS MANUAL.

le used in the number work of the first year. The
meanings of signs =, + and - should be taught during
the first half-year, and of -r- and x during the second
half-year, or later. The object in teaching the signs
at first is to enable the teacher to assign busy work
easily from the blackboard. It is well to teach the
meaning of " equals " first, writing such an example as
2 and 1 = 3, and teaching the child to read it. " two and
one are three," or better still, allowing him to supply his
own word. Perhaps he will prefer " make " to " are."
The luord "equals" should not be taught during the
first month. The third week he may learn "plus."
(Lesson VIII.)

It may be just as well, however, to reserve the name
plus until later.

By a little careful supervision the child will make a
correct inference in regard to the use of the sign, without
having his mind burdened with the difficult phraseology.
In teaching the sign X , the teacher must decide at the
beginning as to whether she will consider 3 X 4 to mean
three multiplied by four, or three times four. The latter
is preferable, the child being taught during the first half-
year to read the expression " three fours ;" in the second
half-year, " three times four," and afterward, " four
multiplied by three."

No lessons have been given on drill, as the teacher
will be able to develop her own plan. The numeral
frame may be of some service in drill work. At the
beginning it is a dangerous device, for the child may
watch the teacher perform the operations, and think
til at he has discovered when he has done nothing but

FIRST YEAR AT SCHOOL.

y' ''1

A lesson on the writing of a number of two digits is
added. (Lesson 17.) This work properly belongs to the
second year, but it is inserted here because notation is
of such great inipoi-tance in after study.

If a child has thoroughly learned the notation of a num-
ber of three digits, the reason for carrying in addition,
and the table of long measure, the operations performed
in the solution of the following problems will be almost
exactly similar to him : —

h. t. u.
12 8
114
1 1 3

3 5 5

yds.

ft.

in.

In this way, after properly learning the simple rules,
together with the tables of weights and measures, he can
deduce all the compound rules without the slightest aid
from the teacher.

LESSON 9. -THE PERCEPTION OP A NUMBER.

PvAyose. — To teach the perception of the number 6.

(Children stand around a table having spools, slats,
sticks, blocks, etc., on it.)

Plan. — Givf; short, rapid drill on the perception of 3, 4,
and 5.

Hold up six things before the class and have them find
the same number. " How many things have I ?"

if no one know s the name six, telj it.

1>I?IMARY teachers' MANUAL.

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 :

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.)

FIRST YEAR AT SCHOOL.

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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.

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PRIMARY teachers' MANUAL.

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.

F1K8T YEAR AT SCHOOL.

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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."

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PUIMAllY TEACHEUS' MANUAL.

)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

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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.

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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.

^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 ?"

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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.

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

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H . .1

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."

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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.)

i I

PRIMARY TEACH-

MANtAl.

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. " .

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FIRST YEAR AT SCHOOL .

Lanjniati'c teHcliinir is one of the most laborious an<l
important duties of the primary teacher, demanding con-
stant watchfuhiess, and most tliorough and careful
preparation.

The main object of language lessons is to teach children
to use lanii'uaii-e. The art of usino' lan(^uao:e is learned
by imitati(jn and practice. In primary grades the child
should be taught to speak good English, rather by exer-
cises in conversation than by studying the underlying
principles of the language. Very much of the difficulty
under wh1t-fi English has labored in the past has beeii
due to the mistaken idea that, in studying text-book
Grammar, ycung pupils were learning to speak correctly.

Again, language should be fhouf/ht expression. If not,
it is merely the raying of 'words. The pupil shoulil
speak because he has something to say, rather than
because he is asked to say something. We should also
see that the child has emphasized the thought before we
ask him to emphasize the words.

Two thoughts should therefore be constantly kept in
mind by the teacher :

1st. A child who has never heai'd any false syntax will
not be apt to speak incorrectly. If, from earliest infancy,
he be placed amid such environments as always to hear
the best and purest English, he will by unconsciou.s
imitation speak good English himself.

2nd. Words are useless and meaningless to us unless
they represent ideas, the sequence being — ideas first,
then words.

Every lesson should be a language lesson. If the child
says " I seen six boys," the teacher may say " You saw
six boys," and during the lesson, so direct the questions

PRIMARY TEACHERS MANUAL.

and answers that the coiTect form will Itc used scNcrnl
times. It is often better to insist on the corieet form at
once, except with very young children, for there is no
quicker or surer way to remedy a defect in Knglish tlum
to repeat the correct expression over and ovti- anain. It
is better not to criticize an error in a Primarv Lam-iiai-'e
lesson, but simply to correct it.

Wliile language should be thus taught incidentally in
t'Vcry h.'sson, it should receive special pn^ininence in the
following, all of which fill the re([uiremenis of tlic two
fundamental facts stated abo\'e :

1. Language Lessons, proper ; 2. Object Lessons; .'J.
Lessons on Size ; 4. Lessons on Form (Drawing) ; 5. Les-
sons on Color ; 6. Story Lessons ; 7. Geography Lessons.

1.— Language Lessons Proper.

There should be lessons for the express purpose of word
development and word drill. The conversation less<jns
spoken of in the chapter on primary reading come under
this head, and in fact the greater part of the work in
readinc: durin;]: the year.

Have the children describe pictures. Select two dozen
good pictures and paste them on connnon cardboard. The
pictures should be interesting and well executed.

As a preparatory lesson hold up a picture before the
class, withdraw it quickly, and allow the children to tell
you all they saw. By not allowing them very much time
to look at it they will learn that they must concentrate the
mind on "he work. Keep at this until they have discovered
nearly everything- in the picture and have described it
fully to you, but do not weary them. For the next lesson
give each child a picture, and, after allowing five minutes
to study it, let him tell the story of his picture. Let the

i I

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FIRST YEAR AT SCHOOL.

test of a good story be the power to tell it, so that the
others who have not seen the picture can draw a .similai-
picture fi'om tlie description given. It is amusing to
have them try to do this sometimes and see the results.
They may also exercise their imaginative and inventiNc
faculties in giving their interpretation of the picture, e. g.,
v^hat the persons portrayed in the picture are doing, and
why, etc. It is possible to cv- ate such an enthusiasm u\
this exercise that on th- vyiii.ving day you can (listributc
pictures to the children foi ' i . v work and liave tliem work
away quietly for ten minutes pi = firing a good descrij)-
tion of their picture. At the end of the ten minutes
bring them up for a conversation lesson and you will
have no lack of English. Insist on full sentences and
correct expression.

You may also develop words with the intention of
forming a basis for future grampvar study, e.g., such words
as " short," " shorter," " shortest," may be developed from
objects and the lesson be made thoi'oughly interesting.

The following is a good device for drill on words :

The teacher selects some word as " hen." She does not
tell the class this word but tells them another resembling
it, e. g., " pen." " I want you all to think of a word which
sounds like ' pen.' " '' Do not tell me the tvoixl you think
of, but ask me about it by a question." " Suppose yon
think of ' men,' you may ask me Is it what boys are
when they grow up V If that is the word that I had at
first I shall say ' yes ' and the game is yours, but if it is
not my wore* I shall say ' no ' it is not ' men,' and then
you must guess again."

Proceed in this way until the word " hen " is guessed,
or until five minutes have elapsed, then tell the wox'd.

PRIMARY tEACHERS* MANtTAt.

bat tho
similar

ising to
results.

iventivc

ivv, e. g.,
ing, and
siasm in
istribute
em work
(lescrip-
minutes

yon will
nces and

mtion of
cli words
ed from
ting.
»rds :
does not
Isembling
Ird which
lou think
pose yon
jboys are
I had at
it if it is
.nd then

gue
word.

ssed,

2.- Object Lessons.

Most of the teaching in a primary grade should be
ohjective, e.g., the cliild should be led up to the fact that 2
and 4 make 6 by means of a nund)er of objective illus-
tnitions, such as 2 leaves and 4 leaves make () leaves.

In an object lesson on the leaf we study the leaf itself
as to parts, size, color, etc. Object teaching, which con-
sists simply in giving a lot of liard names and useless
details in connection with an object, is of very little
value. On the other liand such lessons can be made most
beneticial when properly conducted.

The child should liave the object in his own hands anr
find out for himself everything which he can discov« ■
He should then be led by proper questioning to find cut
what Jias escaped Ids ol)servation, after which he sho 1
receive additional information in regard to the object from
the teacher.

One of the greatest aims is to furnish the child with
apian of investigation for liimself, e.g., so that by studying
one rodent thoroughly he may be able to study all
others without a teacher. For this reason there should
be a carefully chosen and logical sequence. Three weeks
is none too long to devote to the study of 'one sub-
ject, e.g., the squirrel. The study of natural science is so
entertaining and useful that it may be wise to confine
the lessons almost exclusively to such study of objects as
will lead up to zoology, botany and mineralogy. The
subjects chosen should be native to the locality, and will
be made more interesting if furnished by the cliildren.
By selecting subjects appropriate to the time of year, etc.,
nmch labor may be saved, c. g., lessons on flow^ers should
be taken during warm weather, the children being
encouraged to do some gardening on their own account.

I'fltST VEAll AT SCHOOL.

I i

■I •

III all tlieso k'ssons it is well to bc^qn with the; vlioia
animal, plant or mineral, and proceed to the jxtrts, avoid-
ing technical terms, and making generalizations from
observed facts only.

In the tirst year these lessons must be of the most
simple character, nothing difficult should he attempted.
The study of the anlnKd kingdom is the most interesting
to children. It is better not to attempt more than
a dozen subjt.'cts in the year.

The primary teacher should be a taxidermist, able to
prepare and mount her own specimens. This is not by
any means as difficult a task as will at first appear, for
a teacher can, in a few weeks, accjuire sufficient proficiency
in the art to fill all the requirements of a primary grade.

In studynig such a subject as the squirrel it is bettei*
to have a good many specimens for exanunation. The
numl)er of lessons Avhicli the teacher ^^'ill devote to the
subject will depend on her power to keep up the interest.
She should give at least ten consecutive lessons. In the
first and last lessons it would be best, to have a real live
squirrel in a cage, but the teacher will require to exercise
a good deal of discretion here. If her discipline is
weak, her class a mixed one of large and small pupils,
01' one with which she is not well acquainted, the
experiment might prove most disastrous. It is possible
to introduce a number of things into a certain kind of
school I'oom which will lead children to run riot, forgetting
the true ends of education.

On the other hand, if she knows her room to be a
home, as it ought to be, if every child is her Triend, if all
are fired with a common impulse to become wiser and
better, if her work is one constant, glad, united search

PRIiUHY TKACHEUS MAN T Ah.

after truth, such a di*,a'ession ns the hi*ingiii<; in of a live
squirrel will not create any uncalled-fur nierriuient or
excitement.

In such a elas.s ten or fifteen minutes devoted to tlui
tir.st lesson will be spent in ohseivinj^ the little strange-r
and conversing altout him, and at the tennination of the
lesson the childn;n will feel a strong desire to know more
ahout their visitor.

In the second and succeeding lessons they should have
stuffed specimens, and exanane them, telling her their
discoveries. She may have them first discuss the general
characteristics of the s(|uirrel as in the preceding lesson,
the color, etc.

The children may then name and point to the parts.
These may be discussed separately, in the following
order : — Head, body, legs, feet, tail. These parts may be
analyzed in succeeding lessons, e.g., one lesson may be
devoted to the parts of the head. The uses of the; parts
may also be taken \\\). (Lesson 18.) The habits may be
studied at the same time, or form the basis of several
lessons.

The teacher should allow the children to lead her to
a certain extent, but she should still supervise the
investigation, stimulating them to observe, discover and
tell.

An object lesson should not be a simple repetition of
the child's previous knowledge. The teacher shouhl
strive to have one investigation lead up to another ; thus,
when studying the legs of the squirrel she can easily lead
the children to a consideration of its actions. The lessons
may be varied by introducing stories abctut s(juirrel.s, eacJi
pupil contributing his quota to the general fund.

FIRST YEAR AT SCHOOL.

■t f;

Every object lesson sliouM be sueccMMlrd by a dniwinjf
or paintiiij^f lesson for busy work. Tin- ])upil sbonM be
given several preparatory h jSv>ns 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.

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.

FIRST YEAR AT SCHOOL.

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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.

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.

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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.

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.

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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.

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
t<thers." A child should read in a class not so niTjrh
because he is told to do so, as because he wishes to impart
information to the reso of the chiss, and at the same
i uie grow stronger for the im})arting of infoi-mation
to others. The stories should be chosen with this end
in view. It is not necessary to tack a raoraJ to the
end of a story in order to give a boy a higher conception
of what is pure and noble. Many a boy has been sa\ ed
by a sudden impulse coming to him from some story of
self-sacrifice.

It is well to tell the story and have children reproduce
it for you in their own words. The exercise may be
varied with good effect by having the children tell the
stories.

Children should be taught to memorize selections of
beautiful English. Youth is the most retentive period,
and the o'ems of literature memorized will serve as a
fund for after life. This consideration is one which is
apt to l>e 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^;.

^''^ KftmSfSmm
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pupl

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.

PRIMARY TEACHKRS' MANUAL.

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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<l ever perfect.

With this ultimate object in view the teacher will find it
possible to do much preparatory work diu'ing the first year.

The work of the year may embrace the following : —

1. Position of {a) objects on the desk, (6) objects in
the room, (c) objects in the yard, {d) principal buildings
in the city, (e) scenes of interest in the cily, etc.

2. Direction including cardinal points of the compass,
also direction of different objects in the room, yard,
city, etc.

3. Distance, including (a) tal)le of long measure, {h)
distance of objects in room, play-ground, city, etc., (c)
size of desk, room, yard, city, etc.

In addition to the above the child may be led to study
natural phenomena incidentally. From the results
arrived at in observing streams and puddles after a rain
storm, by-and-by he will draw most important con-
clusions in regard to rivers and lakes.

In taking up the above work the object should be
simply to lead to the study of GeogTaphy by language
lessons, training the chi Id to observe, memorize, imagine
and telL

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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

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.

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FIRST YEAR AT SCHOOL.

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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.

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.

^^^
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IMAGE EVALUATION
TEST TARGET (MT-3)

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1.25

2.0

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Photographic

Sciences
Corporation

23 WEST MAIN STREET

WEBSTER, N.Y. 14580

(716) 872-4503

2' ^

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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.

Arrange 4 triangular prisms with remain-
ing cubes, thus :

Place these around the square prism thus

FIRST YEAR AT SCflOOL.

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PRIMARY Teachers' manual.

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.

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FIRST TEAR AT SCHOOL.

PRIMAKV TEACHERS MANUAL.

(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.

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FIRST YEAR AT SCHOOL.

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The pupil will find 6, 7, 8 and 9 more difficult

m
in

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PRIMARY teachers' MANUAL.

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)

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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 :

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 : —

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UL:

FIUST VKAJl AT SCHOOL.

PIUMAHY TKArilKHs' MANUAL.

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.

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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 :

I f

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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,

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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.

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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

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.

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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:

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t-tildbtztzt;

-p o

iSi

:d=qzz— -q

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#—6>----3— #---^^ ----•—«— ^—^--1 — I——

CHORUS.

-f— f y :

^=i

A— N-

ititrj— ±L:±rd—

^^=J^-

.rt

--\

— *-^

-^--&

tz:::

--^-

l-zist

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^

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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

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.

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110

FmsT YEAR AT SCHOOL.

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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.,

Try to find out somet]iin<r of the nature of v<>ur
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

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112

FIRST YKAIl AT SCHOOL.

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(^ gui<led entirely by the opinion of .someltody
else. A system of discipline which will work like inagic
in the hands of one teacher may prove a compK?te failure
in the hands of another, and vice vev8<i.

If possible arrange y(mr class so that each row of seats
will ccmtain a section. In apportioning busy work to
those in seats, to be done while one section is being
taught, give such Busy Work as pegs, slats, script, etc. to
alternate rows, and slate work to the remaining rows. Do
not collect Busy Work and re-distribute to ditlerent rows
but allow pupils to change seats, e. <j. if you have a class
of fifty pupils, seated in five rows, ten in each, give first
section pegs, second section slate work, third section
slats, fourth section slate work, leaving fifth section to
be taught.

After fifth section have had lesson and are read\^ for
seats, let them take seats in fifth row. Then have class face
and stand, so that all in one row will stand in (me aisle,
then allow pupils of second section to take seats in the
first row, third in second, etc., leaving fifth row vacant,
^nd first section standing ; then as Busy Work has not

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114

FIRST YEAR AT SCHOOL.

been collected, each section will have a change of work,
and a rest in clianging seats. Take first section to
tioor for lesson, and repeat until each section has done
all the Busy Work, and had lesson, when each child
will be found in his own seat. In some rooms the
cliange may be made by the serpentine march.

In appointing monitors to distribute Busy Work, water
for slates, etc., it is a good plan to ask a backward or slow
pupil to (io the work. It will brighten him up and make
him active. If you have an especially restless pupil,
such work will be an outlet for Ins energy. It is well to
appoint monitors for a week, and the office may be made
a reward for conduct, or for work, and monitors who do
not strive to do their work quietly and quickly should be
changed at once. The choosing of monitors, if not done
very carefully, is apt to create a feeling of jealousy.
Let it be distinctly understood luhy you choose a
certain pupil for a certain work. If he is chosen because
he can do that work well, every pupil who wishes a like
honor will try to fit himself for it. Whatever plan is
followed try to let no pupil feel that he is neglected or
slighted in any way.

In giving commands, first see that your command is
such that it can be obeyed. Give it in a firm, decided,
courteous tone, and insist on its being carried out.

Let your rules be few, very few, but let every infringe-
ment of them be followed by its natural punishment.
If your bell says " Take position," never let it say any-
thing else, and never ring it unless you want position.

If children are told to raise the left hand when they
wish to leave the room do not allow a child to pass out
until he has complied with the rule, but even here you

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PRIMARY teachers' iMANUAL.

llo

t work,
tioii to
as (lone
1 child
•ms the

:, water
or slow
il make
; pupil,
well to
e made
wlio do
ould be
3t done
salousy.
loose a
pecause
a like
plan is
cted or

land is
ecided,

fringe-
iment.
y any-
ion.
\ they
iss out
re you

must m ike exceptions for extreme ca^es and for children
who do not yet know which is the left hand.

Never attempt to f^ive an ordei- with one-half of your
class listeninor, and the other half doinu' somethinu' else.
G(jt attention first, and then speak. Always speak to
your pupils in your natural voice, that is, if it is a
pleasant one, if not, try to make it so, and never be
snappy. Be as courteous to your pupils as to your
friends. If you once gain their respect and lovt^ you
will have little trouble with order.

Discriminate between noise and work, also between
accidents, and intentional [noises. Remember that your
pupils arc but human, and that accidents i/ji/Hiappen.

It is not wise to forlnd little children talking. Forbid
their talking too much or too loudly, and you can
regulate the order so as to cause no inconvenienc(; unless
you are one of those teachers who cannot teach, without
perfect silence. If you are, you must do one of two
things, either educate yourself to teach with the cheer-
ful hum of work going on, or make the little ones be
still and suffer. No child will work as well in a state of
repression as he will in a state of freedom, and no child
can feel free who must keep his lips closed for a very
long period at a time. Noise from work done should
not be considered out of ^lace. Perfect silence and
earnest work are almost impossible at the same time.

Allow no whispering while teaching a lesson to
the whole class, but when pupils are busy at seats
allow the liberty of whispering at times. They will
not abuse the privilege if the right spirit prevails in
the school room. It is a good plan to liave pupils try to
work for ten or fifteen minutes at a time with lips closed.

116

FIRST YEAR AT SCHOOL.

is,

1 : I

They rather enjoy this exercise which trains them to be
like grown up scholars.

If you forbid whispering, a few conscientious pupils
will obey the rule. The majority of the class will pro-
bably whisper if they get the chance, always with a
guilty feeling, which soon tells for evil on th3 character.
The same children have been accustomed to talk all
day long at home, with perfect freedom, then what a task
it must be for them to sit for even half an hour with
their lips closed.

Those who forbid all talking surely do not realize the
hardship it is to obey that rule, nor the lonely, isolated
feeling it gives one not to be able to communicate with
one's neighbor.

Go slowly at first with little children, and try to
remember how hard it is for them to learn, and how
often a thing must be repeated before they remember it.
Better spend two days at the beginning on one word,
than be compelled to teach that word over again at the
end of the term.

In all your work be patient and hopeful. Try to see
things in their proper light, not in the school-room light,
OS we often do.

The slamming of a slate, the noise of whispering are
annoyances, they are not crimes. A child is not necessarily
had because he does these things. He should not be
looked at or spoken to as if he had committed a grave
offence. Do not take all the pleasure out of a child's
school life by treating him as if he were your natural
enemy.

Be sympathetic with the little folk. If one of them
tells you his grandma has a cat, at least look as if you
felt an interest in that fact,

>mMARY 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'

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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

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<r,
etc., which is soni.etimes substituted for it.

In your opening exercises be earnest, cheerful and
brief. In some schools, pupils and teacher receive an
impulse in the morning exercise that makes the life of
each during the entire day a constant conscious approach
to the Divine image, and sucli school-rooms are more
numerous than some would have us believe.

•*->-;

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120

FIRST YEAR AT SCHOOL.

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PRIMARY teachers' MANUAL.

121

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PRIMARY teachers' MANUAL.

123

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124

FIRST YEAR AT SCHOOL.

Supplies for six months for a first grade of fifty

children.

Juniors.

S^A^iiir^t'ct

Slates

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.

2 qts.
2,000.

2,000

Lead pencils

Rulers

B. board brushes

50.

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.

ept on

•garten

onroe s,

dition.

The Primary Toaclier in pro))ariii;jf lessons, constantly
requires books of reference, ari<l should have a well-ston'd
library.

The following list is HuV)initted as a lielp in making
selections : —

Drawing Lessons, Praiif,' ; Arith., Wontworth and Reed; Aritli.,
Appleton; Art of School Managoinunt, lialdwin; IMiysical Culture,
Houghton; Mistakes in Teaching, Plughes ; Art of SecuriDg
Attention, Hughes; From Cradle to School, Meyer ; Four bec-
tures on Early Chihl Culture, Hailuiann : Princi[)les and Prac-
tice of Teaching, .lohonnot; l^nconscious Tuition, Huntington;
Leonard and Gertrude, Pestallo/zi ; Education ot Man, Fro-hil ;
Development Lessons, De CI raff'; Manual for Teacliers, Sliehlon ;
Lectures on Education, .Joseph Payne; Quincy Methods, Lelia
Patridge ; Practical Teacher, Col. Parker; Principles and Practice
of Education, McLellan ; Education by Doing, Ainiali .Jolmson ;
First Three Years of Child Life, Perez; Object Lessons, Calkin ;
Object Lessons, Sheldon ; Kindergarten Guide, Madame Krauss ;
Kindergarten Songs, Mr.^. Hubbard; Elocution, Mrs. Shoemaker;
Little Friends in Feathers and Fur, Johonnot ; Claws and Hoofs ;
Wings and Fins ; Stories aboutCats, Mrs. Surr ; Fairyland of Science,
Arabella Buckley ; Life and her Children ; Natural History for Little
Folks' Series, Bees, Butterflies, etc., Mrs. Sanborn Ternay; Greek
Heroes, Charles King^^ley ; Water Babies ; Madame What and Lady
Why ; Seven Little Sisters, Jane Andrews; Ten Boys on the Road
from Long Ago to Now ; Little Lord Fauntleroy, Frances Hodgson
Burnet; Hawthorne's Wonder Book.

^->^^®]]5^^->^