LIBRARY OF THE University of California. G I FT OF ^ Class ^^^^' ft^ LANGUAGE PLAN FOR THE WISCONSIN Day Schools for the Deaf PREPARED BY -MISS FRAXCES ^y ETTSTi:ir>r MILWAUKEE ISSUED BY C. P. GARY state Stiperintendent . ViSM \ MADISON Democrat Print[ng Company, State Printer 1905 b c Language Plan. ARRANGED BY FRANCES WETTSTEIN It is needless to say anything regarding the import- ance and difficulty of teachings language to the deaf, for a year's experience will reveal the fact to every teacher. The plan as laid out may seem rather elaborate, but it is mainly intended as a guide to inexperienced teachers, and ex- perience has taught that unless all the points are drilled upon, a difficulty is suddenly encountered when least expected. All lessons in geography, nature work, history, arithmetic, science or any other study must be considered a means to teach- ing language. Of what use is the knowledge if the thought cannot be expressed? No matter what is being taught if a child wishes to express a thought, the opportunity ought to be given to him. It is taken for granted that the teacher uses common sense and makes each lesson so interesting that the child does not desire to interrupt when she is trying to develop a new idea. Let the child talk, when he wishes to do so, and encourage him to talk all of the time, is a general principle. The first years are devoted to acquiring a vocabulary. In- stead of giving the language only when occasion demands it, the occasion must be created over and over again, until the Ian- 181162 2 Language Plan. guage has become the child's own. No language forms are merely memorized, but the actions and objects are associated with the language so often that the idea and the word create simultaneous mental images. The plan is made out for children beginning at the age of five or six years. If they are older more ought to be done the first year. The /work is taken up under the following heads: Conversation. Eeproduction. Composition. Action work. Language forms. G-rammatical drill. General Questions and Quick Lip-reading. This plan represents work gathered from so many different sources that mention cannot be made of all. Language Plan. CONVERSATION. Aim: Spontaneity of speech, to give pupils an opportunity to express their own thoughts in good English, and to give^them such forms of expression as are i^sed in every day conversation. The material ought to be suggested by the pupils, at least pupils should be made to feel that they must have something to tell during that period. Throughout the course, for all thoughts that the pupils desire to express thoughts that are their ovm the language must be memorized. For instance: Something has happened which the child can express only imperfectly, the correct language is given him, and the next day che child is required to relate the event correctly and fluently. To have pupils ask questions in return should be encouraged. Example: T. "What did you do after school, Charlie?" Ch. "I went down town. What did you do Miss ?" FIRST GRADE. Short journals (ideas of pupils) consisting of four or five sen- tences in the beginning and increasing in length as the power of the pupils develops are placed upon the board by the pupils. A drill in articulation and lip-reading is given, and then the pupils are required to write independently what they remember. Instead of using the journal form entirely, the letter form may be introduced very early; in fact, the pupils show much interest in this work when the letters are addressed to the par- ents and they are permitted to take them home. SECOND GRADE. Instead of studying the statement only, the question, com- mand and statement must be borne in mind. [See first grade method.] General Plan : On Monday, every pupil must tell something that happened on Saturday or Sunday. On Tuesday (question day) some child will tell something and 4: Language Plan^ the others ask questions upon that topic and demand questions in return from the pupil in the teacher's seat. On Wednesday (command day) the same method is pursued as on the previous day only the command is added: "Tell me what Helen said." "Ask Flora what she said," etc. All sentences, questions, statements and commands that are not thoroughly known by all the pupils are copied and memor- ized. The whole three days' work is kept on the board until Thurs- day, when pupils are requested to change the tense of the verb. Ex. :-.-On Monday, Mary went into the woods. She picked some violets^ etc. On Tuesday, Charlie went down town with his mother to buy a pair of new shoes. They cost , etc. Flora told us that her aunt visited them on Wednesday, etc. Only the statements are written, studied and reproduced inde- pendently on Friday. After three or four months of this work, pupils ought to be able to change the tense without any help, and journals or letters may be written on Thursday, and Friday maybe devoted to some game which will bring forth spontaneity of speech, or rapid work may be given, each child may tell something ask a question give a command. Pupils ought to write letters of friendship with proper ad- dress on the envelope. THIRD GRADE. IF'oUow method of second grade.] Journals or letters are written at home once a week. Thursday is taken up with newspaper work and Friday with iihe books the pupils have read. Every other Friday a game should be played. Pupils ought to be encouraged to give more than one sen- tence upon a certain topic, personal experiences should be related. As these thoughts and ideas are suggested by the pupils, there can be no question but that they understand, hence the correct language must be memorized. Before new work is taken up, pupils should relate fluently the happenings of the preceding iay. Language Plan. FOURTH GRADE AND UP TO THE EIGHTH. [Read method of second and third grades.] General plan: On Monday have each pupil tell something, not only one statement, but tell some incident that happened on Saturday or Sunday. On Tuesday have one pupil relate something and have others ask questions upon the topic. Lay stress upon questioning in return as mentioned in the preface. On Wednesday, follow plan of Tuesday and add command with "ask" and "tell. " On Thursday, newspaper work. On Friday, book reviews or a game. Pupils must be led to choose the right articles to read. At first they will bring in all the sensational ones. It is advisable for the teacher to bring such articles to school as she wishes her pupils to read and lead them to see the difference between the important news and the sensational. Books from the public library are sent to school and taken home by the pupils. Where this cannot be done it would be well for the teacher to make out a list of books that would inter- est the child and then let him draw them directly from the library, either school or public. It is very important that a careful selection be made, for if the child receives, books that he does not understand at all, he will come to dislike them; but if an interest in books is created, which will be done if he understands what he reads, the work of teaching language is much simplified. Language Plan. REPRODUCTION. ALL THE GRADES. Aim: To get the thought from the printed page or from the iips, and to gain the power of expressing a thought independ- ently by means of writing, speaking or drawing; to develop judgment and reasoning. In the lower grades : I. Tell a short story and let pupil illustrate it and then relate it orally. II. Tell a short story and let pupils write it. III. Act out short stories and then have pupils first tell orally and then, write them. In all the grades : I. Have pupils read a story and let them answer in phrases, or in words, the questions that have been placed upon the board. II. Have pupils read a story through once, and let them re- produce it in their own language. Do not let the pupils memorize and do not give them any help whatever even if the exercise is very poor. Repeated effort will finally bring about the desired result. III. Select quite a long story and tell it to the pupils in units After you have related a unit, ask the child to repeat it. Before continuing, ask pupils what they think happened next. Continue in this way until the story is completed. Then let pupils repeat the whole story orally, and then in writing. Language Flan. COMPOSITION. Airn: To enlarge the vocabiilarly, to gain continuity of thought and the power to express thought in simple but good language and to develop the imagination, judgment and reason- ing. FIRST GRADES. Dascription of an object or a picture. Method: 1st step. Let each child tell you what he can about the ob- ject, or picture. 2d step. Teacher asks questions, child answers. The pupils write both questions and answers upon the board. 3d step. Pupils ask questions of each other. 4th step. Drill in lip-reading; questions and statements are dictated without reference to arrangement. 5th step. The composition without the questions is placed upon the board and read. Special drill in articulation. 6th step. Pupils reproduce what is remembered both orally and in writing. The following day an object or a picture which resembles the one that has been studied is placed before the pupils and they are required to speak and then write upon this topic independently. Care must be taken not to discourage this independent work even if it seems very poor, but if the child has attempted to ex- press a new thought and if the work is the child's best, praise him for it. I would suggest that the correction marks be withheld from the pupil's notice, but that the incorrect sentences be borne in mind and brought up at the next lesson that is studied with the teacher. It is so easy to memorize, but the independent work is far more valuable, and the child should always be encouraged in his first efforts. Language Plan, For Independent Work. During the different months the objects that are being studied may be described by some one and guessed by the others; or you may hide an object and pupils may find out by questioning which one you hid. Use pictures in different ways. I. Let pupils ask questions. II. You ask questions and let pupils Lnswer in phrases oi more often in complete sentences. FIRST GRADE B. Subjects for Composition 1st B. Throughout the year study pictures and objects alternately. [The pictures on the walls in the room are chosen first.] September. Names of trees: Elm, oak, maple, pine. A Tree, or The Oak. A Boy. hidependent. The Elm. A Girl. October. Names of fruits and vegetables: Apples, pears, peaches, plums, bananas, oranges, potatoes, tomatoes, peas, beans, beets. An Apple. The House. Incle2)ende7it. A Pear. The School. November. Names of animals: Dog, cat, mouse, rabbit, horse, cow, squirrel, sheep. A Dog. Our School-room. Independent. A Cat. Miss Room. Decem,ber. Names of nuts: Hazel, walnut, hickory. A Nut. Christmas. Independent. Santa Claus. A Letter to Santa Claus. January. Winter. A Table. Independent. Miss . A Chair. February. A Church. A House. March. Language Plan, A Ball. Independent. A Marble. Names of birds: Robin, blue-jay, sparrow. A Robin. A Lamb. Independent. A Blue-jay. A Sheep. April. Spring. Story of a Seed. Independent. A Strawberry. A Tree. May. iSIames of flowers: Rose, lily, violet, daisy. A Flower. A Fish. Independent. A Rose. Our Goldfish. June. Summer. Review. FIRST GRADE A. Throughout the year pictures and objects are studied al- ternately. For method see first grade B. Subjects for Composition. Septetnber. Names of trees: Oak, elm, soft and hard maple, spruce, pine, cedar, birch and bass. Let pupils collect leaves, press them and mount them on cardboard. Take pupils for a walk and let them name the trees in the neighborhood. Trees, or The Birch. A Knife. Independent. The Bass. This Room. October. Names of fruits and vegetables: Apples, pears, peaches, plums, oranges, grapes, bananas, pine-apples, straw- berries, raspberries, blackberries, blueberries, currants, gooseberries, cherries, carrots, beans, peas, beets, on- ions, corn, celery, turnips, tomatoes, potatoes, cabbage, pumpkin. Grapes or Bananas. Beans or Peas. The Dining Room. 10 Language Plan. Set tae table. Carry on "table conversation. " Teach soup, pudding, bread, butter, potatoes, meat, vegetable, cheese, pic kles, pie, dessert. Independent. Cherries or some other fruit and a vegetable. [Omit one picture if this proves too much.] Novernher. Names of nuts: Peanut, filbert, walnut, hickory, Brazilnut, butternut. Choose a picture of "Children Going Nut- ting." The Turkey. Nuts. A picture sugfgesting a Thanksgiving story ought to be chosen. Independent. The Pumpkin. The Walnut. Dece7nbe7\ Christmas. A Fur Coat. Independent. The Christmas- cree. Santa Claus. A Letter to Santa Claus. A picture which will suggest a Christmas story ought to be chosen. January. Names of meats: Beef, pork, mutton, lamb, veal, beef- steak, ham, chop. Names of animals: Cow, ox, pig, sheep, lamb, calf, dog, cat, horse, colt, camel, elephant, bear, lion, tiger, wolf, fox, kittens, puppies. A Cow. My Dress. Independent. A Horse. Miss Dress. February. Description of persons. Washington. Winter. Independent. Describe different people and let pupils guess whom you describe. Let pupils get up and describe and let others guess. Draw out by questions the name of the person of whom you thought. A.djectives to be Used. Tall, short, stout, strong, weak, thin, sallow, fresh, rosy, feeble, light, dark, honest, true, truthful, dishonest, honest, obedient, disobedient, playful, lively, quiet, sad, happy, cheerful, diligent, lazy, good, bad, wicked, old, young, erect, straight, bent, neat, clean, dirty, kind, gentle, sweet, pheasant, lovely. Language Plan. 11 March. Names of minerals: Gold, iron, silver, copper, lead, graphite, lime-stone, sand, sand-stone, granite. Pupils tell something about each. The Pencil. A Pair of Scissors. Independejit. Play a game describing minerals. Pens. A Stove or a Watch. A2yril. Names of birds: Robin, blue-jay, sparrow, cedar-bird, canary, duck, goose, turkey, peacock, oriole, wood- pecker. The Blue-jay. Spring. I7idepe7ident. The Sparrow. Our Garden. May. Names of flowers: Rose, violet, lily, forget-me not, hepat- ica, daisy, geranium, grass, ferns, .nasturtium, apple- blossoms, cherry-blossoms, etc. Story of a Seed. Our Trip to the Woods. The Violets. A Suit of Clothes. hidependent. Any flower that is of special interest. Let pupils describe flowers and let others guess which one it is. Hide a flower and let pupils find out by questions which one you hid. June. Summer. Vacation. Other Topics. A Desk. A Cup and Saucer, A Jacket. A Wagon. Cheese. An Umbrella. A Clock. Meat. Myself. A Chair. A Boot. A Dog, etc. SECOND GRADE. I. Description of an object or a picture. [See method of Eirst Grade B. ] Each Composition is to be followed by an independent one, or you may let pupils discuss the topic orally for a few minutes and then let them write about it. //, Have pupils draio a story, or desciipjtio7i, of object, or person, from you by questions. Let only new questions or those given incorrectly be placed on the board and studied. Read the complete story, or description, and let children re- produce it. 12 Ixinguage Plan. III. Description of a person. Let each child describe a person and the class guess the name of the person. This is good for review. Adjectives to be used. tall short stoat strong weak feeble light dark medium honest dishonest truthful obedient disobedient playful lively quiet sad happy cheerful diligent lazy good bad lean thin wicked old young erect straight neat clean dirty large small bright pleasant cheerful kind unkind gentle angry generous handsome beautiful upright grand crooked bent dull left right sharp early big long powerful fierce lovely cunning tender quick- tempered stylish fashionable manly womanly lady-like fearless bald-headed. IV. Memory reproduction. The principal aim of this lesson is to enlarge the vocabulary^ therefore new language forms are given and these must be studied very thoroughly. ^"By memory" is not to be understood that the lesson is simply to be memorized, but the material should be used in so many different ways that the thought and language become the child's very own before an attempt at memorizing is made. Method: The whole composition is read, explained, acted out, if necessary, and new words placed upon a separate board for special drill in articulation. 2d step. Each sentence is thoroughly transposed pupils form as many questions as possible, teacher asks as many ques- tions as she can think of, and pupils answer first in shorty and then complete statements. 3d step. All these different forms of questions and com- plete statements ought to be given orally first, then written and memorized. 4th step. After each sentence has been worked over thor- oughly, the teacher brings out the different thoughts of the whole composition by varying her questions. 5th step. After the child understands each sentence, the whole is read over and made a special lesson in articulation. 6th step. Lip-reading exercise. Dictation, or let pupils point to difficult words or phrases that teacher pronounces very rapidly. 7th step. Let pupils reproduce independently. Suggestive Topics. After each subject a picture is studied. Those in the room to be taken first. Language Plan. 13 September. Names of trees: Elm, oak, soft maple, hard maple, pine, spruce, bass (linden), cedar, cotton-wood, mountain ash, birch, catalpa, hickory. Take the pupils for a walk and let them point out the differ- ent trees. Let them collect leaves, press them and mount them. The Oak. The Kitchen. Independent. The Elm. Think of a tree and let pupils ask questions until they have guessed the one. Let one child describe a tree and let the others guess which one. In like manner, think of some utensil in the kitchen : range, tea-kettle, etc., and let pupils guess of which you thought. October. Names of fruits and vegetables: Beets, peas, beans, car- rots, turnips, cabbage, radishes, potatoes, tomatoes, celery, asparagus, cucumbers, spinach, corn, cauli- flower, pumpkin, apples, pears, plums, peaches, grapes, bananas, oranges, watermelon, muskmelon, pine apples, cherries, strawberries, blackberries, raspberries. Compare beets and carrots. The Dining Room. Setting the table and placing the objects, is to be taken during this period also. Review: Soup, fish, meat, steak, veal, mutton, chop, roast, vegetable, cheese, pie, dessert, pudding, rolls, bread, butter, coffee, tea. chocolate, sandwich, pickles, olives, salt, sugar, pepper, vinegar, oil, lunch, luncheon, breakfast, supper, dinner, breakfast food. November. Names of nuts: Peanuts, walnuts, hickory, pecans, filberts, hazel, butter nuts, Brazil nuts. Try to get a picture that suggests a story of "Nutting," or let pupils relate a day's occurrences while out nutting. The North wind; or Fall. The Bedroom. Independent. Let pupils draw a story of the Pilgrims from you by ques- tions. Let each child choose a different article of the bedroom and describe it. December. Names of toys: Take pupils to a big toy store. Let pupils write what they saw. Christmas. 14 Language Plan. Use Christmas pictures and introduce the story form in- stead of mere description. Use pictures in as many ways as possible. Let pupils ask questions on pictures. Hold up a picture for a moment and let pupils tell what they saw in it. Let pupils tell or write the story that the picture suggests. Teacher places questions upon the board and pupils write answers; sometimes short but oftener complete an- swers. January. Names of animals: Cow, calf, dog, puppies, cat, kittens^ sheep, lamb, horse, colt, donkey, bear, cub, lion, tiger, wolf, fox, camel, deer, elk, kid, walrus, reindeer, seal, otter, mink, marten, monkey, squirrel. Describe the fox. Compare squirrel and monkey or some other animal. The Little Esquimo Boy. Indejyendent. Describe some animal. Play a game as you did the previous month with the fruit. Winter. February. Description of persons. Adjectives to be learned : Stout,, strong, weak, feeble, light, dark, medium, honest, dis- honest, truthful, true, obedient, disobedient, playful, lively, quiet, sad, happy, cheerful, diligent, lazy, wicked, old, young, erect, straight, bent, neat, clean, dirty, soiled, smooth, powerful, bald-headed, exact, generous, sincere, kind, gentle, pleasant, mild, sweet, charming, handsome, beautiful, pretty, good-looking, lovely, stylish, fashionable, grateful, interesting, bright, cheery, robust, delicate, tender, kind-hearted, quick-tempered. Washington. Lincoln. (Why we love them.) The Living-room. Independent. Dining-room, or Kitchen. Some person they know. March. Rocks and minerals: Gold, silver, iron, copper, lead, graphite, limestone, marble, sand, sandstone, feldspar, mica, hornblende, quartz, granite. Give properties of each and tell how limestone, marble and sandstone are formed and of what granite is composed. The Bathroom, Choose a picture of Hiawatha, the little Indian boy. Independent. The Knife. The Bed-room. Language Plan. 15 April. Birds: Robin, blue-jay, duck, goose, sparrow, oriole, ca- nary, yellow-bird, sea gull, woodpecker, cedar-bird, hawk, cat-bird, parrot. Compare the sparrow and the robin. The Parlor. Indepei^dent. Let each child choose a bird, write about it and illustrate it How we planted the seed. Spring, or . May. Nanies of flowers: Rose, violets, hepaticas, grass, moss, ferns, lily, lily-of-the-valley, forget-me-not, pansy, geranium, nasturtium, peony, lilac, jasmine, apple- blossoms, cherry-blossoms, etc. Short descriptions, and illustrate the same in water-color. Make booklet or cards. Our visit to the Woods. Story of the Seed. The Farmer. Independent. The Garden. Memorial Day. June. Summer. Vacation. Revieiv. The following may be discussed in general and written upon at spare moments, if there are any: A Cup and Saucer. A Boot. A Church. A Cake. A Ball. Sunday. Butter. A Soldier. Milk. A Letter-carrier. Cheese. A Motorman. The Sun. A Conductor. The Moon, etc. 16 Language Plan. COMPOSITION, THIRD GRADE. Every other composition ought to be suggested by a picture. About half of them should be descriptive and the others treated as stories. The principal aim is to develop the imagination, reasoning, and judgment. Such questions as the following ought to be brought up con- stantly: What will happen? What will so and so do? How do you know? What makes you think so? Do you imagine? Why? What do you suppose. For the story, a careful selection of pictures is essential. Method: Teacher asks certain questions and each child may answer differently. Each child writes his own answers. When che story is finished the best may be read to the class. The story is studied and reproduced independently. The next day, place a similar picture before the class and ask the members to write a story without help. Care must be taken not to discourage the first attempt at independent story writing. Every original thought should be praised and, if there are not too many, read to the class. Memory reproduction. [Method, see 2d Grade.] Description of persons. Have pupils draw a story from you by questions. [Method, see 2d Grade.] Show objects or pictures for a moment and let pupils describe them. For descriptions of persons use the following words: Complexion, character, manner, characteristics, light, dark fair, sandy, sallow, rosy, healthy, robust, sickly, clear, attractive homely, blonde, brunette, handsome, beautiful, honest, truthful dishonest, upright, pleasant, cheerful, quiet, lively, kind, un kind, tender, kind-hearted, gentle, polite, amiable, graceful generous, awkward, gay, stylish, fashionable, well-to-do, com fortable, poor, wealthy, rich, impolite, rude, offend, insult afford. Informal invitations, acceptances, regrets. Language Flan. lY S uGGESTivE Topics. September. Names of all the common trees and flowers. Let pupils distinguish the different kinds of wood. Maple trees. (Including the manufacture of maple sugar.) Compare two flowers. Inde2:)endent. Let each pupil describe a different tree and let others guess which one has been described. Let pupils make booklets with illustrations of trees, ox flowers. Think of a tree and let pupils draw out by questions Of which one you thought. October. Names of ah common fruits and vegetables. The Story of a Potato. The Little Desert Girl or Boy. (Illustrated.) Inde2)endent. Compare the Desert Girl with the Eskimo Girl. To make it less difficult two pictures may be placed before the class. I7ide2ye7ident. The teacher and pupils, rapidly and alternately, ask ques- tions- like the following: What is round? Oval? Pear shaped? Red? Blood-red? etc. What has seeds? A stone? Pulp? A skin? What do we pare? Peel? What grows on vines? On trees? Under the ground? Name some roots. Which grow above ground? Which grow in warm countries? In the north, etc. Groups of vegetables or fruits must be painted in water- color and with the descriptions made into booklets. November. Names of all common nuts and grains. Give uses of each. Story of a Grain of Corn. The Little Puritan Boy. (Illustrated.) If the children have gone out nutting, it is better to have them relate their own experiences than to take a pic- ture that will only suggest the story. Independent. Autumn. The Biography of the Author or Artist of the Month. Let one pupil think of either a tree, a flower, a vegetable, a fruit, a nut, or some grain. Let others ask ques- tions that will be answered only by "yes" or "no." Give the child to understand that the final question, 2 18 Language Plan. "Is it a lemon?" must be asked only after tbe full de- scription has been obtained. This obviates similarity of questions, as: "Is it a potato?" "Is it an orange?" etc. December. Toys. Take the pupils to a big toy store and give them the names of the different toys. Write about your visit to Gimbel's. What We Shall do Christmas Morning, or Christmas Eve; or The Story of Santa Ciaus. Use pictures that will suggest Christmas stories. For independent work, use pictures in as many different ways as possible. [See second grade,] Decemter. Perry reproductions of great masterpieces are suitable. Describe some toy and draw it for booklet. January. Names of all common animals. Story of the Reindeer. The House. Review all the rooms. Add cellar and attic. Independent. Description of animals. "Our Room;" or some room that the child wishes to de- scribe like, "The Sitting-room at Home, " etc. February. Lincoln. Washington. A reading lesson on either or both of these characters may be so thoroughly studied that it can be reproduced ^^not verbatim, but the thought given in good English. Short description of persons. See list of words in the preface of this grade. Independent, Let each child write a short description of some person^ let these be read and pupils guess who is meant. Think of some person and let pupils find out by questions who the person is. March. Rocks and minerals: Gold, iron, iron-ore, silver, silver-ore, copper, copper-ore, lead, peat, coal (bituminous and anthracite), graphite, diamond, shells, coquina, lime- stone, gneiss, marble, granite, feldspar, quartz, mica or hornblende, sand, sand-stone. Uses and properties of each, how they are formed and of what they are composed. Let pupils distinguish by touch, with closed eyes, the differ- ent specimens. The Watch or Clock. The Little Brown Baby. (Illustrate.) Language Plan. 19 Independent. Comparing different rocks or minerals. The Playground. Aprils Names of birds: By holding up the colored pictures the pupils ought to be able to name about twenty-five of the common birds. The Owl. Contrast it with one that is known. Review the school. INames of ail the rooms and their uses. Describe your own. Tell size, height and position. Independent. Compare two birds that are well known. Spring. Spring Vacation. May. The names of about twenty- five flowers ought to be known by holding up the colored picture. Our Visit to the Woods. The Story of Violet. The Farmer. (Millet's and Breton's pictures will be help- ful. Independent. Compare the rose and the violet. Story of a Seed. Our garden. June. Vacation. Summer. Review. Other Topics. The Little Dutch Maiden. Pen-se, the Little Chinese Girl. Gold. Sugar. A Printer. Silver. Salt. Marble. A Shoemaker. A Clock. The Authors and Ar- A Tailor. A Policeman. tists that have been A Minister. A Baker. studied. McKinley. Benjamin Franklin. FOURTH GRADE. A great deal of work in this and the following grade should be in story form; autobiographies of different objects and com- parisons. Never omit the use of an object. Ask questions to develop the imagination and reasoning. Pictures of great artists ought to be chosen for stories and preceded by a short biography of the artist. At least one pic- ture should be studied each month, to be followed by an inde- pendent story suggested by a picture. 20 Language Plan. Memory Reproduction. [Method, see 2nd Grade.] Description of persons and character followed by some inci- dent told which will prove the characteristic. Review adjec- tives of third grade and add: medium, industrious, idle, wicked, good-looking, homely, bent, smooth-fa(;ed, clean-shaven, pure, innocent, modest, awful, terrible, manly, lady-like, womanly, delicate, tender, tender-hearted, kind, kind-hearted, able, capable, skillful, generous, grateful, sincere, sharp, dull, stupid, crooked, straight, straightforward, thrifty, prosperous, shattered, shaggy, full-grown, thickset, lifeless, crabbed, aged, vigorous, fearless, simple-minded, narrow-minded, child-like, childish. Have pupils clrmo a story or description from you by questions. [See method of 2nd Grade.] Imaginative letters and somewhat formal introductions and complimentary endings to regular letters. Pupils write letters imagining that they are traveling in a country about which they are studying. Suggestions. My dear Miss : Your kind letter of recent date was received with pleasure. It gave me great pleasure to receive your letter telling me of . It was with pleasure that I received your kind letter in which you told me of the pleasant trip you . Hoping that you will have a pleasant journey, I remain . Trusting that we may have the pleasure of seeing you soon, I am . With kind regards believe me Kindly let me hear from you soon Hoping that this wiJl find you in good health, I remain For short and i7idep)endent vjork continue with descriptions and stories of objects a^id pictures. Questions upon a picture answered by pupils. Questions given by pupils. Let pupils look at a picture for a moment and write either a description or story. Visits to the Museum, etc. A Day's Happenings. Excuse for absence or tardiness; bill for goods bought; man- ner and significance of receipting the same. Request to be excused from school. Receipt for goods deliv- ered. Some incident of special interest. Compositions on trees, flowers, etc. A Personal Experience. Language Pla7i. 21 Suggestive Topics. Review names of all trees and flowers in the collection. f Industry of Milwaukee. Location of yards. Lumber: ^ Where it comes from. ! How transported. [^ Uses. Visit a lumber yard and a planing mill. Comparison of a Tree and a Fern. Autobiography of a Flower. Biography of the greatest artist represented in the room. Story of one picture by same artist. Imaginative letter. Octobe7\ Review vegetables, '^fruits, grains and victuals. Autobiography of a Grain of Corn. A Myth. Columbus. Make use of pictures for independent work. JVovember. The First Thanksgiving. Autobiography of a Grain of Wheat. A visit to a Flour Mill. Whittier. Character and incident to show characteristic. December^ A visit to a Toy Shop. How We Celebrate Christmas. A Christmas Legend or Myth. For independent work make use of pictures, masterpieces of art. Short biography of Raphael. Review all animals of previous grades and classify them into families according to outline. " Write a composition on the deer. Take Landseer's pictures for basis and in conclusion write a story in which the deer plays an important part. Biography of Van Dyck followed by a story of Charles I. and Children. Suggested by the picture. Captain John Smith and Pocahontas. The Indians. For independent work pictures by Landseer are suggested. Compare his animal pictures with those by Rosa Bon- he ur. 22 Language Plan. February. Review Lincoln and Washington. Benjamin Franklin. Cotton (Eli Whitney) Independent. Play the following game. Place the name of a person on the back of each pupil and let each one find out whom he represents. When the signal is given, guessing must stop and new names are given. The one who guesses the greatest number of characters correctly, wins. March. Review all common rocks and minerals. Add: opal, topaz, emerald, sapphire, diamond. Coal: formation, use, how and where obtained. Longfellow. Sugar. Imaginative letter. April. Birds. In General. How built, breathe or are able to fly. Classification, j Name some in each class. [ Characteristics of each class. Industries: Visit a glass factory or a tannery and let pu- pils describe the process. Paper. May. Sheep and wool. Where wool comes from. How the crop is harvested. Weaving of cloth. The story of a woolen dress. Visit a place where you can see the process of weaving. A Myth. Milk, butter and cheese. Where milk comes from. How transported to city and how distributed. How butter and cheese are made. Where they come from. How transported. June. Review. Optional. A visit to a foundry. Mat industry. Bread and cake. C How made. Fuel. R v ' -^ visit to a Milwaukee. " i brick-yard. Spanish Explorers. (^ Shipment. The Pilgrims. William Penn. Language Plan. 23 FIFTH G^RADE. Henceforth, the special aim will be to give the child the power to express his thoughts independently. He ought to have quite a large vocabulary at his command and must now learn to apply his knowledge. Fill him with new and interesting ideas and then let him place these on paper, or express them orally. /. Outline Composition. Method: 1st step. Placed on board, read, explained and new words placed on another board for special drill. Very difficult sentences or those of entirely new construction should be analyzed as in a memory reproduction. 2d step. An outline is placed on the board and topics under the different headings discussed. 3d step. Reproduced by pupils. II. Formal Letters. See suggestions, fourth grade. Letter of introduction, proper address on envelope; advertise- ments of articles lost or found, with answers Application for P. O. Money Order. Teach method of get- ting such an order cashed; Letter of recommendation; Envelope when sent by the hand of the person recommended. Memory reproductions. (Only a few.) Method, second grade. Faraphrase. Method: The poem is read, discussed and reproduced in the child's own language. Choose selections that will create vivid mental pictures and then let the child relate what he sees, even though he elaborates upon the contents of the poem. Descriptio^i of historical characters. Review fourth grade adjectives. Imaginative letters. (Geographical and historical.) Indeperident stories, suggested by their history stories. Let them write stories imagining themselves to be children living in the colonies; or that they were captured by Indians; or any- thing that the history study might suggest. These should be written at home instead of a journal. tSt07nes suggested by pictures. Fupils draio a story frorn you by questions. For a short composition see plan of fourth grade. For stories choose the pictures in the room first. Give a short biographical sketch of the artist and then describe the picture, and write the story it suggests. If it tells a certain story, give it to the pupils and let them reproduce it. 24 Language Plan, Suggestive Topics. Different kinds of lumber: Mahogany, ebony, black walnut, pine, cypress, bass, sweet gum, cedar, white poplar, etc. The Pine: Family, varieties, where found, how obtained, manufacture of the lumber, uses. Finish by writing a story of a pine tree. Illustrate this and put in booklet. Formal invitation, acceptance and regret. Tea. October. A trip to the part of the city containing the wholesale grocery houses. Names of groceries. Principal food products and where they come from. A Grocery Store. Queen Elizabeth. A Paraphrase. (The Village Blacksmith. ) An imaginative letter. November. Fuel: Coal, wood, gas. Where coal comes from, Kinds. Transportation. How gas is made and how it is dis- tributed. A visit to a gas plant. Raleigh. A Paraphrase. (Snow-bound.) Thanksgiving. December, Christmas in G-erman}^ or Holland, or any country that they are studying. A Myth or Legend. Christmas stories suggested by pictures. Charles I. January. Animals: Study 1st order and 2d order of animals. [Miss Merrill's classification.] The Meat Industry. Where the cattle, sheep and hogs come from. A visit to the stock yards and a packing establishment. Shipment of meats. Shakespeare. A Paraphrase. February. Compare Lincoln and Washington. McKinley. Longfellow. Coffee. For games, see fourth grade. March. Iron: Kinds of ore. How obtained. Uses. Where found. A visit to a blast furnace and foundry. The Story of a Rail. A Myth. Michael Angelo. Language Plan, 25 April. Birds: Classify them. Contrast birds of prey and perch- ing and singing birds. Bryant. A Paraphrase. May. A Myth. Holmes. The Story of a Silk Dress. June. Review. Other Topics. MUwaukee. A Trolley Ride through Milwaukee. A Trip down the Amazon or Thames. Lost in the Forest. Dialogue between two birds or two animals, etc. Autobiography. Biographies of authors or artists that have been studied. SIXTH GRADE. Outline Compositions. [Method, fifth grade.] Stories Suggested by Pictures and Original Stories. Stories Based Upon Historical Knowledge. [See 5th Grade.] Independent Compositions. Pupils read as much as possible upon a certain topic and then are required to write upon it. Let pupils write these in school otherwise they might be tempted to copy the language of the book. Paraphrases. [Method, fifth grade.] Description or Persons. For adjectives, see 4th grade. Imaginative Letters. Geographical and Historical. [See 5lh Grade.] Formal Letters. Order to pay money or to deliver goods; telgrams ; invitations ; acceptances ; regrets. Business Letters. Advertisements for rent, sale, wanted, etc., and answers. Suggestive introductions and complimentary endings. Your kind favor of the inst. is at hand and in reply Enclosed, please find check for . Your favor of recent date has come to hand, and in reply would say . Re sponding to your favor of the receipt of which we beg to acknowledge . W e beg to acknowledge the receipt of your communication of rece nt date. 26 Language Plan. As published on page 16 of your catalogue > Awaiting your pleasure, I am, , Thanking you in advance, I remain, Hoping that you will receive them without delay, I am, Thanking you for the order, we remain, By giving this your prompt attention, you will greatly oblige. We trust you will give this matter your immediate attention. Kindly let me hear from you at your earliest convenience, and oblige, It was with great pleasure that 1 received your letter stating Trusting that we may have the pleasure of seeing you with us shortly, I remain, Hoping that you will have a pleasant journey, I am, With kindest regards, believe me, Awaiting your early response, Hoping that you will find it convenient to give this matter your prompt attention, I am, We trust this communication will merit a speedy reply. For short independent work: Independent Stories suggested by pictures. Independent Composition described above. Hold Up a Picture for a Moment and let pupils tell what they saw in it, or describe it. Have Pupils draw a story from you by questions. Place questions upon a picture or object on the board and let pupils answer in phrases, or complete sentences. Use questions which will require thought in answering. What will so and so do? How do you know? What makes you think so? What do you imagine will happen? If you were so and so, what would you do? Why do you imagine ? Do you suppose ? Why ? Do you presume? For what reason? What do you pre- sume was the cause? What was the object? If you had known Let pupils ask questions upon a picture. Games. [See previous grades.] Suggestive Topics. September. Trees: How they grow. Where. Families. Uses. End by having pupils choose some tree or trees and write a story in which these take a prominent place. For instance, "The Autobiography of a Tree," or "The Pine and the Oak," personified, etc. Formal letters. Review invitation, acceptance, regret. Imagine yourself to be a historical character and you write to some other well-known person. Biography of the principal artist in the room. Describe the picture and relate the story it means to convey. Language Plan. 27 October. Half formal note of invitation, acceptance, regret. Busi- ness letters. Going shopping. Grocery store. Paraphrase. (The Star Spangled Banner.) For independent work select from suggestions above. November. A letter telling of some experience while away from home. Let the introduction be a reply to an invitation which reached you while away. The first Thanksgiving. Let this be in story form. Let pupils imagine themselves to be at the festivities. Going shopping. Dry goods store. December. Christmas: Invitation to a friend to spend Christmas va- cation with you. Tell him or her how you intend to spend Christmas. Christmas stories. Use many pictures. A Myth or Legend. Going shopping. Toy store. January. Marie Antoinette and Louis XVI. , Animals 3d and 4th order. Business letters. [For independent work drill on stories, original, suggested by pictures, history, etc.] February. Napoleon. Compare with Washington. Paraphrase. Going shopping. Jewelry store. [For independent work, imaginative letters. Game of authors. Games suggested in previous grades.] March. Limestone and marble. Shells, coquina, limestone, gneiss, marble; stratification. Visit to a Quarry. Process of quarrying. Architecture. (Egyptian.) Business letters. April. The Iron Industry of Milwaukee. Birds: Compare and contrast scratchers, climbers, and runners. Going shopping. Hardware store. May. A visit to a Florist. Buying a Plant, etc. Bryant. Paraphrase. (The Planting of the Apple Tree.) Lafayette. 28 Language Plan, June. Review. Review. All artists. All authors. Topics for Short Compositions. The Seasons. Flowers. Trees. Vegetables. Historical Topics. Fruits. Rain. Cotton cloth. A Peril at Sea, etc. The Sea. The Lake. A Trolley Ride on the 40th Parallel. SEVENTH GRADE. Study the standard works of literature. Works like Enoch Arden, Miles Standish, etc., are studied and during composi- tion period, pupils write the contents in their own language. Follow plan of sixth grade. Formal Letters: Applying for position and answer. Once a month a picture. Short biography of artist, descrip- tion of picture and meaning, or story it tells. Such pictures as the "Aurora," "Corot's Morning," and Watts' or Abbey's "Sir Galahad" may be chosen. September. Ancient Inhabitants of America: Mound-builders, Aztecs, etc. Formal letters. Invitations, regret and acceptance. Imagining yourself to be a historical character writing to some famous person. The reply. Buying lumber. Conversation used in buying lumber. October. Soil and how Wisconsin was formed. Paraphrase. Holmes. A Myth. November. Reasons for Being Thankful. Business letters. Paraphrase. (Landing of the Pilgrims.) Going shopping. (Hats and caps, or millinery.) December. Christmas in foreign countries. Letters. One could imagine coming to a Dutch home, an- other to a German, etc. Invitation to Christmas parties, formal and informal. Blashfield. Going shopping. Toys. Language Plan. 29 Ja?iua7y. Animals. 5th and 6th Order. Compare and contrast. Stories, autobiographies, or dialogues. Paraphrase. A Trip on a Certain Parallel. February. Lowell. Longfellow. Compare. Lincoln and McKinley. Why were they heroes? Paraphrase. (The Heritage.) (Sir Launfal.) Value of Historical Study. March. G-reek ALrchitecture, or A Visit to Greece in the Fourth Century. Visit to some factory. (Brick-yard.) Canals. Their uses. How made, etc. April and the remainder of the year. Visit as many factories as you can. Birds. Waders and swimmers. Review all classes. Com- pare and contrast. Take as many industries as possible and write upon them. Include the conversation used in buying the articles. Fruit raising in California. Artificial Irrigation. The Cultivation of Tea. Write imaginative letters in which you tell of a visit to a cotton plantation, a coffee plantation. A Trip to the Top of a Mountain above the Clouds. Imagine yourself a Bedouin, a Chinese, a Japanese, an Ital- ian, and tell a day's happenings. The Influence of Slavery upon the Development of the Coun- try. Great Inventions of the 19th and 20th centuries. Islands. Volcanoes. Winds and currents, etc. Shells and corals. EIGHTH GRADE. Reproduction of standard works of literature. All kinds of business letters, applications, ordering, counter- manding, demanding reduction on account of damage. Call for or notice of meeting to be held, set of resolutions, report of a committee. Stories suggested by pictures. Original stories. Independ- ent compositions. Problems in physical science. Topics in civics. Abstract topics. December; " Christmas Thoughts. " "Prog- ress." November, (comparing the first Thanksgiving with that 30 Language Plan. of today). Nature, Character, etc. Topics of current history: Literary men of England. Our great American heroes, etc. The Great Powers. Compare the different countries and show in which respect each is great. Is Electricity More Useful than Steam? Which is the Worthier Enterprise, the Building of a Battle- ship, or the Erection of a Monument? Imaginative: The Story of a Dollar. The Adventures of a Walking Stick. Story of a Ruined Castle, etc. Dialogues between two birds, animals, trees, flowers, etc. Paraphrase: The Chambered Nautilus. The Ship of State. Union and Liberty, etc. Thanatopsis. Study the English authors. Let pupils write their biogra- phies before studying the poems. MISS HARRIET E. MERRILL'S OUTLINE. r Animal Kingdom } Vegetable (^ Mineral Animal Kingdom. c, , , . , ( V^ertebrates bub-kingdom I Invertebrates Vertebrates Mammals Birds Class \ Fishes I Amphibians [ Reptiles Invertebrates Insects ^, Molluscs Class ^ ^ , Corals Sponges, etc. 1st Order Primates (means first or chief). 2nd Order Cheiroptera (has hands). 3d Order Insectivora (eat insects). Mammals. f baboon I I chimpanzee ^ Ape family ^ monkeys orang-outang Bat family Mole family I apes Different kinds of bats. shrews moles tenrec L hedgehog Lomguage Plan, 31 Cat family ' cat lynx panther jaguar puma lion leopard . tiger Civet family mungoose civet Wolf f Aard-wolf, resembles the family | hyena. Hyena f , family | ^^^^^ tth Order Carnivora (flesh eating). Dog family wolf fox jackal dingo dogs 'C polar Bear family ] ^.Ify Raccon family Weasel family Seal fam iiy- { b]a?k (^ brown pandan raccoon coati marten ermine mink otter wolverine badger skunk seal walrus 32 Language Plan. 5th Order Ungulates Hoofed animals. Even-toed Ungulates, Odd-toed Ungulates Ruminant family Prongbuck family- Deer family Griraffe family Camel family Pig family \ Hippopota- mus family Tapir family Rhinoceros family oxen sheep goats antelopes bison musk-ox yak chamois kudee pronghorn N. A. reindeer elk moose musk-deer giraffe two humped camel vicunia guanaco llama alpaca wild boar peccaries hippopotamus tapir rhinoceros Horse Elephant family horse mule s, wild ass ' bra I tapir in Orient I quagga \ elephant Language Plan. 33 th Order Cetacea r porpoises } whales (^ dolphins 71h Order Rodents. Squirrel family Beaver family Mouse family Porcupine family Chinchilla family Rabbit family squirrel chipmunk gopher wood-chuck marmot beaver rats porcupine chinchilla hares rabbits 8th Order Edentates 9th Order Marsupials 10th Order Monctremes (egg laying) sloth great anteater lesser anteater two-toed anteater armadillos pangolin kangaroo koala bandicoot I Tasmanian wolf (^ opossum duck-bill echidna 34 Language Plan. ACTION WORK. "The verb is the soul of the sentence and on it the attention must be centered. " This work is based upon Miss Katharine Barry's "Five Col- umn Slate System. " Throughout the course the complete sentence must precede the analysis. The command, statement and direct question, affirmative and negative forms are kept in a book. From the second grade through the fifth, the progressive form is taken up e\Qry other week. It is a good plan to have a collection of pictures showing ac- tion on separate charts. These charts are helpful in the upper grades and ought to be used frequently. A game that the little ones enjoy: The class is divided into two sections. One side acts out something and after each child on the opposite side has guessed what has been acted, the teacher claps her hands, and those who guessed, try to catch those on the opposite side. FIRST GRADE B. Intransitive verb, past tense for statement. List of verbs: run, walk, jump, cry, laugh, dance, fall, bow, rise, eat, wash, talk, write, sew, fly, hop, stand up, sit down, read, sing, cough, knit, sleep, swim, skate, creep, drink, hides, study, mew, smile, slide, play, iron, sweep, dust, march, get up, wake up, wave. Method: Child acts. Teacher asks. What did you do? Child answers, I ran. 1st step: Teacher gives command, Elsie run. Child places objects in columns and writes the sentence. 2d step: Teacher gives command. Child acts. A child asks, What did you do? Child answers, places objects and writes statement. Pronouns in the first, second and third person, singular and plural number, names of pupils and teacher are used. Language Plan. 35 3d step: Teacher gives command. One pupil acts. Another child asks a question and another answers, places objects and writes statement. Teacher: Who can give me a question? Pupil : What did Elsie do? Another pupil: Ran. Teacher: Who can give me another question? Pupil: Who ran? Another pupil :v Elsie. These questions and short answers ought to be written on an- other board. 4th step: Child gives command. 5th step: Teacher acts and pupil tells what she did. The compound subject and the compound predicate are usually given before all the verbs are learned. FIRST GRADE A. Introduce the progressive form with pictures. Make charts upon which pictures suggesting action are pasted. Transitive verb: see, buy, take, eat, wash, shake, make, open, shut, sharpen, catch, pick, sew, get, break in half, in two, tear in two, in half, throw, lose, find, put, lay. place knit, roll, spin, carry, build, hold, drink, drive, draw, pull, shoot, brush, play, steal, hide, weigh, study, feed, comb, write, read, admire, smell, kill, ride, obey, tease, rock, paint, ring, upset, sprinkle, put on, look for, water, frighten, shave, spin, take off. The steps as pursued with the intransitive verbs are taken up. In the third step another questi^on is added. Example: Teacher: Mary, open the door. Pupils ask and others answer: Who opened the door? Mary. What did she do? Opened. What did she open? The door. Possessive nouns and all possessive pronouns. Example: Mary, get John's book. Teacher: Give me four questions. Pupils: What did Mary do? Got. Who got the book? Mary. What did she get? A book. Whose book did she get? Mary's. Never let a child write or say both question and answer. Adjectives: white, black, biue, red, yellow, green, purple, pink, brown, orange, square, oblong, round, long, short, soft, hard, small, big, large, good, bad, old, new, stout, fat, thin, pretty, sweet, sour, sore, dirty, clean, cross, dead, sick, well, little, tall, hungry thirsty. 36 Langy/f.ge Plan. Example; John, tear the dirty paper. Question added: Which paper did he tear? The dirty paper. Add: see, hit, kiss, love, wash, push, shake, whip, scold, reprove, catch, call, bring, find, bite, scratch, chase, strike, kick, shoot, brush, hide, weigh, follow, pity, pinch, admire, obey, disobey, tease, seize, paint, draw, leave, surprise, shave, frighten. Use these with the objective personal pronoun and also nouns. Question added: Whom did she call? Review intransitive verbs with adverbs and adverbial phrases. (In, on, under, up stairs, down stairs, indoors, out-of-doors. ) Example: Write on your paper. Questions: What did you do? Who wrote on the paper? Where did you write? Ofi what did you write? 0?i lohose paper did you write? Adverbs: fast, slowly, softly, neatly, gently, quietly, quickly. Question : How? To whom? at whom? near whom? for whom? to be taken up with the verbs: run, walk, go, come, look, sit, stand, bow, talk, wave, ride, slide, smile, jump, hop, write, fly, dance, read, skate, call, make, sew, buy. SECOND GRADE. Use progressive form with pictures. Make action charts and preposition charts. Transitive verb with adverbial phrase. Verbs: put, lay, place, give, take, write, get, bring, break, in half (in two), tear, throw, find, buy, sell, pay, receive, pull draw', sit, set, lay, lie, tear in half in two. The various games. Let us play. Command. Example: Helen, put your book on the table. Questions: What did Helen do? Who put her book on the table? What did she put on the table? Whose book did she put on the table? Where did she put the book? On the table. On ivhat did she put the book? On the table. Prepositions: In, on, under, from, to, at, by, for, of, off, through, into, upon, across, against, around, without, in front of, behind, out of, along, near, far from, beside, in the middle Language Plan. 37 of, between, north of, in the northern part of, south of, in the southern part of, east of, in the eastern part of, west of, in the western part of. Adverbs of time: Now, before, after a while, by and by, yesterday, to-day, to-morrow, this morning, yesterday morning, last night, to-night, day before yesterday, day after to-morrow, at noon, after school, before school, soon, in a few minutes, next week, next year. Add: Adverbial phrase of time. I received a letter this morning. Q. : When did you receive a letter? A. : This morning. I came to school at half past eight. Q. : At what time did you come to school?" At half past eight. Adjectives : Review those that have been given and add, wide, broad, narrow, high, low, thick, thin, deep, shallow, beautiful, handsome, homely, tidy, untidy, sweet, sour, bitter, salt3^ Mary, take warm water to water the flowers. Question added: What kind of water did you take to water the flowers? List of games. Let us play ball. Let us play tag. Let us play blind. Let us p'ay hide and seek. Let us play marbles. Let us jump the rope. Let us play "cat and mouse." Let us play "drop the handkerchief", etc. Let us play "I spy. " Let us play "who has the button?" Let us play foot ball. Let us play basket ball. Let us climb the pole. Let us swing on the rings, etc. THIRD GRADE. Adjective phrase: Command; " llhe gxrX loith the red cess gave the pencil to your neighbor. Question added: "Which girl gave the pencil to her neigh- bor? The girl imth the red dress. The difference between which and what kind. Continue with adverbial phrases and add the following prepo- sitions to those of the previous grade: During, since, until 38 Language Plan. among, down, up, before, toward, like, far from, near to, about, with, without^ against, below, above, over. The days of the week are taken up in the following way: What do we do on Monday? We wash on Monday. What does the washer woman do? She puts the dirty clothes into the tub. She fastens the wash-wringer to the tub, etc., until the clothes are folded for the ironing next day. Washing day. Ironing day. Mending day. Visiting day. Cleaning day. Sweeping and dusting. Baking and scrubbing. What Does Your Mamma Do On Washing-day? She puts the wash-tub upon the wash-bench. She puts the dirty clothes into the tub. She puts the wash-board into the tub. She fastens the wash-wringer on the tub. She rubs soap on the clothes. She rubs the clothes on the wash-board. She puts the clothes through the wash-wringer. She puts the clothes into the wash-boiler. She takes the clothes out of the wash-boiler with a stick. She puts the clothes into the tub. She pours cold water over the clothes. She rinses the clothes. She makes bluing-water with cold water and a little bluing. She puts the clothes into the bluing- water. She blues the clothes. She puts some starch into a pan. She pours boiling water upon the starch. She stirs the starch. She starches the clothes. She wrings out the clothes with her hands. She puts the clothes through the wringer. She puis the clothes into the clothes-basket. She carries the clothes-basket intc the yard. She puts up the clothes-line. She fastens the clothes upon the clothes-line with clothes-pins. She takes the clothes off from the clothes-line. She puts them into the clothes-basket. She takes down the clothes-line and winds it up. She carries the clothes-basket, the clothes-line, and the 'Clothes-pins into the house. <^/- Language Plan. Ironing Day. The woman makes a fire in the stove. She puts the flat-irons on the stove. She takes the clothes out of the clothes-basket and puts them on the table. She pours some water into a bowl and puts it on the table. She sprinkles the clothes. She folds the clothes. She puts the clothes into the clothes-basket. She puts the ironing board upon the backs of two chairs. She tries an iron to-see if it is hot. She takes something out of the clothes-basket, shakes it and puts it on the ironing-board. She smoothes it with her hands. She irons the clothes on the ironing-board. She folds the clothes. She hangs the clothes on the clothes-bars. She takes the clothes off from the clothes-bars and folds them. She puts the clothes into the bureau drawers. Mending Day. My mamma sorts out the clothes that need mending. She darns the holes in the stockings with yarn or mending- cotton. She sews up the rips in the clothes. She patches the places that have been torn. She patches the places that have been worn out. She sews on buttons that have come off. Cleaning Day. My mamma sweeps the floor with a broom. She dusts the furniture with a cloth or a feather-duster. She sweeps the cobwebs down from the wall. She washes the windows. She polishes the stove with stove-blacking. She changes the papers on the pantry-shelves. She washes the wood-work. She scrubs the kitchen floor with a scrubbing-brush. FOURTH GRADE. Special drill with sentences that require the question, in which, near which, for which, by which, on which, with which, before which, about which, among which, to the right of which, to the left of which, from which, next to which, in the center of 40 Latiguage Flan. which, in the middle of which, within which; also near whom, for whom, to the right of whom, etc. TTTi, X J 4. -1 J o ( He sponges the cloth. What does a tailor do? ^ tt x. ^ ^ ( He takes measures, etc. What does a dressmaker do? What does a printer do? What does a shoemaker do? What does a farmer do? What does a gardener do? What a Cook Does The cook will bake a cake. She first puts on a clean apron. She places the dishes and ingredients before her on the table. She gets a large, deep dish from the cupboard. She pours some hot water into the dish to make it warm. Then she empties the water and wipes the dish. Then she puts some butter into the dish. She stirs the butter until it i creamy. She adds sugar and milk. She beats the eggs. She mixes them with the other ingredients. She flavors all with vanilla. She pours the batter into a pan. She puts it into the oven to bake. In an hour it is done. She places it in a cool place to cool. When it is cool, it is ready to eat. What Does a Printer Do? He sets type. He distributes type. He takes the paragraph out of the composing-stick. He ties it together firmly with a string. He puts it on the galley. He sets up the paper. He locks up the form. He takes a proof. He reads the proof. He corrects the form. He inks the plate. He prints the paper. What Does a Dressmaker Do? She sponges the cloth. She uses the tape-line. She takes the measure. She uses the scissors. Language Plan. 4:1 She cuts the cloth. She threads the needle. She makes the knot. She puts on her thimbb. She bastes the seams. She lits the dress. She stitches the seams She overcasts the seams. She puts stays in the waist. She shirrs, or tucks the yoke. She fastens the hooks and eyes onto the dress-waist. She lines the dress. The gathers, or plaits the skirt. She faces the skirt. She binds the skirt with a braid. She makes a placket. She puts a band on the skirt. She hems ruffles. She trims the dress. She gathers the sleeves. What Does a Gardener Do? First, the gardner plows the ground. Then he breaks up all the lumps with a rake. When the ground is soft and light, he divides the garden into beds. Then he makes the little drills for the seeds. Then he sows the seed and covers up the drills again. He waters the garden every day. He watches for the seed to sprout or come up. He weeds the garden carefully, every day. When the flowers, vegetables, and fruit are ready to pick the gardener gathers them He sends them to the city to sell. What Does a Farmer Do? In the spring the farmer plows. After plowing he drags the land. Then the grain is sown, and the land is rolled. The seed sprouts and comes up all over the field. It grows four or five feet high. In August, it is harvested. A man cuts the giain with a reaper. The reaper cuts, binds, and throws the grain in sheaves. Two men follow the reaper. They put twelve or fourteen sheaves of grain together in a shock. By and by, the sheaves are loaded on a wagon and hauled to the barn. It is threshed next. It is fed into a threshing machine This machine separates the straw from the grain. The grain is put into sacks. It is hauled to the mill. It is ground. 42 Language Plan. FIFTH GBJ\DK How do you make bread? How do you make cake? How do you make a dress? How do you build a lire? How do you m-ake a box? How do you make a suit of clothes* How do you print a ]>aper? How do you make a picture frame? The different industries are also taker, up. How THE Garpenteb Makes a Box. He chooses his wood. He saws it off about the right length. He squares up his working-edge. He marks his working-edge. He measui-es from the working-edge. He measures for the width. He planes to the width. He gauges for the thickness. He planes to the thickness. He lays off his joints. He numbers the pieces that go together. He makes his joints. He glues them together. He clamps them. He planes oft' the ends, after the joint is set. He planes off the surface of the box. He makes a cover to fit the box. He bevels the edge of it. He carves the cover. He fits the hinges and locks. He fastens the hinges and locks on to the box with screws. He finishes his work with shellac. He varnishes or oils the box. Others in like manner. At this stage we drop the five column slate, but continue with a verb drill. Each of the following verbs is taken up and given in as many different ways as it can be used. For idiomatic expressions, resort to the International Diction- ary. Verbs: pull, draw, drag, strain, stretch, push, drive, thrust, throw, pitch, send, press, force, spread, scatter, stop, stay, ar- rest, prevnt, check, resist, oppose, hold, strike, smite, beat, whip, punch, poke, flog, buffet, stab, pierce, prick, punish, spear. Language Plan. 43 kill, slay, murder, shoot, scratch, scrape, polish, file, sweep, brush, scour, scrub, grind, hurt. Example: Pull. Pull down, . Pull it up. Pull it toward you. Pull it off. Pull to. Pull in. Pull out of place. Pull- apart. Pull in pieces. Pull it to pieces. Pull fruit. Pull a bell. Pull an oar. Pull a lever. Pull down the proud. Pull at . The pull upon the ring. A bell pull drawer pull. A pull on a river. He has a pull (in- fluence). SIXTH GRADE. Verbs: Burn, drown, flay, hang, behead, smother, smash, crush, destroy, annihilate, go, walk, run, pass (go by), ad- vance, retreat, leap, fly, spring, bound, trip, trot, gallop, can- ter, rush, dance, creep, crawl, slide, skate, skim, come, ap- proach, desert, forsake, turn, twist, twiue, wind, swell, behold, look, listen, thirst, hunger, pine, yawn, sleep, awake, rub. SEVENTH GRADE. Verbs: Open, germinate, bud, bloom, flourish, thrive, grow, burst, shrink, contract, shrivel, decay, wither, fade, sail, row, paddle, steam, float, swim, dive, wade, dip, dredge, fish, plunge, suspend, swing, dangle, cling, shake, agitate, rouse, toss, tumble, stumble, trip, strive, resist, overcome, dress, put, tie, bind, take, hear, touch, smell, taste, feel. EIGHTH GRADE. Verbs: Carry, fetch, bring, crush, squeeze, pinch, bite, gape, crack, split, burst, explode, rend, rip, cut, cleanse, clean, bathe, sprinkle, sponge, scald, boil, melt, smelt, dissolve, parch, singe, broil, seethe, kindle, liquefy, scorch, chill, breathe, groan, sigh, snore, lament, try, endeavor, bring, suc- ceed, attain, rake, plow, harrow, drill, dread, design, plan, devise, imagine. 44 Language Plan. LANGUAGE DRILL. Always associate the object, or action, with the language. If occasion does not present itself often enough, create the occa- sion until the language form is thoroughly understood and known. Present the whole sentence. The only words that may be taught separately are the nouns. For these the object or picture must be on hand. FIRST GRADE "B." Show me . Here is . What is that? That is . What is this? This is . Is that ? Yes; that is No; that is not Is this ? Yes; this is No; this is . What have you? I have . , ^ What have I? You have . I mu u- ^ ^u What has Flora? Flora has . i ^'^.^ f^f^ 'P, *= What has he - she? He has . | hand of pup.l. What have we you they? J What have you I he she? ) ti i. c 4.^ u ^ . ^ . , X.' ;i ^ ^ Parts of the body. A man a girl a bird etc. ] ^ You have a book? Yes, I have No; I have no book. Has he she it a dog ? Yes; . No; . Have you we they some ? Yes; . No; . Are you cold warm, etc.? Yes; T am . No; I am not . Is he cold, etc.? Yes; he is . No; he is not . Is she it the boy the dog etc. ? Yes; No; - Are you we they the boys etc? For adjectives refer to list. Are you a boy a girl etc. ? Yes; . No; Language Plan. 45 Is he she it a boy etc.? Yes; -. No; . Are we you they boys? Yes; we are . No; we are not any . What are you? I am a . What is he she ? He is . What are you we they? They are . Nouns : People: a man a woman a boy a girl a baby papa mamma brother sister Miss Mrs. Mr. . Animals: A cow a calf a cat a horse a dog a sheep a goat a bird a fish a chicken a lamb a mouse a duck a goose a turkey a butterfly a bee a rat a spider a bear a frog a lion a turtle a tiger a snake a monkey a deer. Parts of the body: A head the hair a nose a mouth an eye an ear a" chin a cheek a lip a tooth a neck a shoulder an arm a hand a thumb a leg a foot a toe a knee a tongue. Clothing: A hat a cap a collar a coat a dress a gown an apron a necktie a muff the shoes the stockings the pants the trousers a shirt a button a handkerchief a pocket a ring a watch a clock. Miscellaneous: A house a room the stairs the hall up stairs downstairs out of doors the window the floor the table the closet a chair a stool a book a basket a slate a pencil a rubber some crayon some paper a pin a bell a box a ball a top a hoop a doll a fan a clock a door - a comb a brush a kettle a candle a broom a rose a bottle a plate a knife a fork a cup a saucer a spoon some grass the sun the moon the stars the star the fence a car the cars a boat the snow the rain a tree a leaf a flower, a stove the church a bicycle a hammer a hatchet an umbrella a drum a horn a key a pail a mat a letter a glass some bread some ice cream some milk some butter some meat some cake some candy some sugar some peanuts an orange an apple a cent a nut. Pronouns: (I you me) (your -- your your) (he his him) (she her her) (it its it) (we you). Adverbs: Today yesterday tomorrow. Prepositions: In into on under out of to. Adjectives: White black blue red yellow green purple pink brown good bad old new stout fat thin large big well short pretty sweet sour hard soft slow fast funny cold warm happy sorry sore dirty clean cross dead small sick long little tall hun- gry thirsty. THf ,^iVRSirY 46 ' Language Plan. Verbs: (Past and present.) Run walk jump go come cry laugh dance like love fall see hit sit down stand up bow rise kiss buy take eat wash push put shake talk make whip to be give open shut love sharpen caught pick write sew get brought break tear throw lose find fly hop have bring. FIRJST GRADE A. Continue drill on the verbs "to be" and "to have"; especially on "is" and "has". Do you see ? Yes; . No; I do not . Does he she a boy etc. see? Yes; . No; . Do we you they see? Yes; . No; . What do vou ? I See? I . What does Clara he she etc. see? Do you like apples? Yes; . Do vou like mice? No; I do not . Does he she a dog etc. ^ like ? Yes; . No; What do you like? What does he she etc., like? Do you like to play? Yes; I . No; I do not . Does he she it a boy etc., . Yes, . No. What do you like to do? Drill on the difference between: What do you like! What do you like to do? What else ? Do you I want some apples? Yes; I want some . No; I do not want any . Does he she the boy want some? Yes ; . No; he does not want any. Continue as with "like"; drill on the difference of "want' and " want to do. " Can you he she it a boy a dog ? Yes: . No; . What can you he she it we they a cow a dog a bird etc. , do? How many ? What color ? What shape ? Are all apples red? Some are , and some . One is the other is . A few are the others are . Langitage Playi. 47 Two are the others are . What did have? What will have? What was were ? What will be? Did have? Was were a boy? J Drill on omission of article with Was were cold? | predicate adjective, Will you have ? I shall . You will. Will you be cold? Will you be a ? Did you see ? What did you see ? Will you see ? buy eat etc. take find sharpen catch throw bring get etc. What will you see ? After the complete sentence is thoroughly mastered, take up the short answer. Idioms. Never mind. It does not matter. Make fun of, Go on. Go ahead. Put on. Has on. Put off. Pass on. Go by. Turn round. Hold up. Get up. Get ready. Look for. Find out. Take care of. SECOND GRADE. Drill every day on the verbs "to be" and "to have"; state- ment, question; affirmative, negative; present, past and future tenses. It is suggested that the teacher make a set of charts contain- ing sentences with blanks to be filled out by the pupils. Example: A robin a bird. A robin feathers. I am . I am a . My father a carpenter. A cow a calf, etc. 48 Language Plan. Instead of using the singular form, as: "Have you a book?", use "Have you any books?", any brothers, etc. Yes; I have some . No ; I have not any . Add the expression "have on". Have you your watch on? Yes; I have my watch on. Have you your watch on? No; I haven't any watch on. Take all the verbs given in the list and use them in the pres- ent, past and future. Add the expressions: "have on", "put on", "take oft", "wear". Example: Do you wear *? Does he she wear ? Did wear? Will wear? What do you wear? What does she wear? What did she wear? What will he wear? etc. Use progressive form where practicable. Example: "Sew". Do you sew? Are you sewing? Does she sew? Is she sewing? Did she sew? Was she sewing? Will she sew? Will she be sewing? What does she do? What is she doing? What is she sewing? What does a cat, a dog, a cow, a bird, a sheep, a horse, a rat, a mouse, a lion, etc., do? Use short answers to develop the idea, but have pupils speak the complete sentence before you leave it. Warren Robinson's "Bracket System" is very helpful with the following. Who? What? What has a pin? a dog a horse a cow a sheep a cat a bird a knife a book a table a chair a dress a coat a hat a ring a watch a window a room etc. What is on the table? A book. On what is the book? On the table. What barks? A dog. Review: What does a cat do? Laps milk. What laps milk? A cat. Where? Where is are ? Where was were ? Where will be? Where do you play, sew, write, swim, skate, have your pic- nic, pick flowers, etc. ? Where does take the car, get off the car, go coasting, go skating? Language Plan. 49 Where are or is standing, sitting, running,, playing, go- ing, etc. ? Where did put, buy, sell, lay. place, find, lose, take, jump, etc. ? Where \cill sew? Where did you get ? Is there a book on the table? Yes; there is . No; there is not any . Where is there a book? There is . What is there on the table? There is a book on the table. Whose ? Whom ? To whom ? When ? To-day, to-morrow, this morning, this after- noon, to-morrow morning, yesterday morning, yesterday, day before yesterday, before school, after school, by and by, after awhile, soon, in a little while, at recess, at noon, during lunch time, this week, last week, next week, next month, during va- cation, two weeks ago, in two weeks, a week from to-day, a week ago, etc. At what time ? What time ? What month ? What season ? What year ? How many are there ? What would you like to have? What would you like to play? Tag, hide and seek, ball, base- ball, I spy, a guessing game, going to Jerusalem, charades, etc. ? What do you think? Would you like to have, to play, etc,? Yes; I should \\kQ to have, etc. Would he like ? Yes; he icould. This these. That _ those. Is this pretty? Yes, this is . Is this a book? No; this is not . Let us play, sew, run, jump, hop, skip, jump the rope, play ball, play hide and seek, slide, skate, go coasting, go skating, take a walk, go in-d'^ors, go out of doors, go downstairs, eat our lunch, play in the basement, go to the store, etc. School furniture. House furniture. Kitchen utensils. Meats, fruits, vegetables, trees, flowers, nuts, minerals, grains. A pair of . A piece of . . A glass of . A bag of A sheet of . A bar of . 50 Language Plan, Idioms. [Review of those of on tip-toe. on foot, set on fire, put to sleep, put to bed. play sick, think much of. show off. set down, put in order, make believe, go coasting, pull into pieces, cut in half. First Grade.] on the sly. go to bed. get out of the way. get up. get ready, get into a carriage, get into trouble, get out of prison, get away, make fun of. promise to be. go skating, cut in two. tear in two. THIRD GRADE. The perfect tense is introduced. What does do? A cat? a dog? a cow? etc. What do do? First thing in the morning? What did you do? then? next? at recess? at noon? after school? when you get home? after breakfast? after lunch? before break- fast? before dinner? before you go to bed? when you get up in the morning? at three o'clock? etc., a few minutes ago? Are you going to ? What will you do? What are you going to do? What will the boy do? [The pictures in Mrs. Sweet's books are quite suggestive.] Will you let me see ? Must you do ? Must you have? Must you do? What do you do with? What did you do with ? What will you do with ? What will you be ? become? What would you like to be ? [Tiades. ] What must you do? Have you ever seen Have you ever been Did you ever find What kind ? Did vou ever see Did you ever see ? Were you ever ? Will you ever be .? buy? sell? fall, etc? What sort? Language Plan^ 51 Were you ever ? Will you ever be ? What sort ? Which ? In which ? Behind which ? By which ? Which ? Adjectives phrases and adjective. Behind which ? For which ? By which ? Whom ? To which ? To whom? For whom ? By whom ? Near whom ? etc. What is made of? Of what is made? What is it used for? For what is it used? What is its use? Of what use is it? What is it good for? For what is it good? Why? Example: "Why did your mamma go down town? She went to see, to buy, to visit. Because she. . In which direction? How much ? How long ? How short ? How often ? How many times ? How tall ? How high ? How far ? How^ wide ? How broad ? How narrow ? How deep ? How thick ? How heavy ? How large- ? How thin ? How small ? How does look? cross, sad, solemn, happy, angry, proud, pleasant, silly, wise, foolish, pretty, handsome, homely, dirty, clean, neat, tidy, untidy, sweet. What happened? What is the matter? Prepositions : Review those of the second grade and add: during, until, since, among, down, up, before, toward, far from, near to, next to, in the middle, north of, northern part of, about, against, below, above, over. Trades. A carpenter, a tailor, a shoemaker, a shipbuilder, a shepherd, an author, a cooper, a doctor, a dentist, a painter, a printer, a gardner, a mason, a dairyman, a letter-carrier, mail carrier, a 62 Language Plan. dressmaker, a policeman, a conductor, a motorman, a farmer^ a teacher. bag of - piece of pair of - bar of A A A A A A A A A A jug of A pitcher of - A package of- A bunch of A roll of A strand of - A load of glass of - sheet of - basket of spool of - plate of Several A few - A A A A A A pane of - - case of barrel of - vase of cup of dish of A jar of A barrel of - bundle of parcel of - sack of bale of pail of A basketful A boxful A box of A string of . A paper of . A couple of . A loaf of . A piece of loaf sugar A bolt of . A bottle of . A ball of . A box of crayon A iDlock of ". A stick of . A skein of . Tdioms. press on go coasting take care of it does not matter make yourself at home make fun of tpke off put off pass on go by has on come to draw near go from turn round run round spring up ^ fade away hold up rouse up strive together find out take up ouorht to have look for pull into pieces go skating in its place never mind make faces struck me funny look cross look sad look solemn look happy shed tears look angry proud look pleasant look silly look wise look foolish aim at bring about long for throw off pull off are you going look on look after Language Plan, 53 FOURTH GRADE. Special drill on why. Why ? to buy , because , for the sake of , on account of . What happened ? What is the matter ? How ? Which ? Adjective phrase and adjective and adverbs. [Seelist.J I saw falling, heard sing-ng, went skat- ing, went to see, went to buy, tried to open, wants me to do, makes me work, etc., going to do. What do you think ? How do you know ? What makes you think ? What for? For what? What is used for? What is good for? Of what is made? What relation is to ? father, mother, son, daugh- ter, uncle, aunt, niece, nephew, cousin, grandfather, grand- mother, grand-daughter, grandson. Are you cold or warm? A boy or a girl? land or water? etc. It is not a boy, nor a girl. It is neither a boy nor a girl. Any, anybody, somebody, nobody, nothing, something, some- one, no one, not any, not, nor neither; or either, (either meaning all, each and both,) himself, herself, etc. ; one of them, the other, few, some, so well as, as neatly as, so good as, not so pretty as, as softly as, not so quickly as, etc. Participle and infinitive: To work is . By working . Picking up a stick he stumbled. Used. Used to teach, etc. While skating, while running, etc. It is wrong. It is a pity. It is easy to. Ought . Need to . It is necessary . It is against the rules of the school. It is impolite It is an offense to . It is criminal . It is kind. It is hard to . It is right It is polite to . It is naughty to . It is against the law to . It is against the rules of the school. Compound sentences. 54 Lmiguage Plan. Connectives: and, but, because, therefore, although, unless, tried but could not. Sentences in the active and passive voice. Choose sentences in which the interrogative pronouns would be the same. Example: A. city was destroyed by fire. Fire destroyed a city. What was destroyed? What destroyed? Fred pushed Mary. Who pushed? Who was pushed? Do not choose sentences like: "Mary wrote a letter," for when you ask the question, "Who wrote? it would be answered correctly as it is known that "Who" calls for a name, and the difference between the active and the passive may not be under- stood. Prepositions. Review those of the second and third grades and add: dur- ing, since, "until, besides, without, with, within, before, beyond, far from, near to, next to, in the center of, to the right, to the left, about, like, by way of, except, but, among, amid, to (too, two). Likes to do, to eat, to run, etc. Wants to sew, to read, etc. Wants me to jump, to make a, etc. Tries to sew well, read fluently, etc. Expects to visit, etc. Infinitives. To read is enjoyable. It is enjoyable to read^ etc. What can you do to make him ? Ought to know, to do, etc. It is wrong to do . Participles. Saw a snake crawling . Picking up a stick . Taking a switch he , A hunter walking over the mountains . A hunter taking aim . A hunter raising the gun . A man whipping his horse . A boy taking out his handkerchief . A girl carrying a pitcher, etc. for doing good. for setting fire to a barn. For breaking the laws. Language Plan. 55 For crossing the For being late. For making. For stealing. For sending. For writing, etc. In learning. In making. In idling. On leaving. On coming. On exchanging. On seeing. By eating. By falling. Without working. street. In smoking. In doing good On returning. On making. On receiving. On hearing. By stamping. By working. By studying. Without running. Without hurrying Without stopping. Without buttoning. Without wishing. Without putting. Some Suggestive Questions. Used : - Who used to teach your class? Who used to be president? What did Lincoln do when he was a boy? Where did the Indians use to live? Where did you use to go to school? Double questions: Can you see and hear? I can see but I cannot hear Can you speak and write? Can you swim and skate? Can you sew and knit? I can sew and knit also. Can you fly and run? Can you write your own name and mine? My name as well yours. Can you write your father's name and those of your brothers and sisters? Yes; I can write my father's name; also those of my brothers and sisters. Can you churn and make cheese? I can neither churn nor make cheese. Can you eat bread and stones? Can you drink milk and salt water? Are you sitting and sleeping? Are you talking and crying? Are you writing and crying? Neither writing nor crying. Have you a pen and a watch? Has he a beard and a mustache? Is a river land or water? 66 Language Phji. Is a peninsula land or water? etc. Have you seen a rabbit and a mouse? Both. Have you seen a tiger and a lion? Neither. Do you like dogs and rats? Here are two apples, which one will you have? Either. What would you like for tea raspberries or blackberries? Where will you spend your vacation? Either at Beaver Lake or Pine Lake, etc. Do you like cats and dogs? I like cats as well as dogs. Do you like Mr. as well as your father? No; I do not like Mr. as well as my father. Who is the tallest and who is the shortest pupil in the school? etc. You may sit at either side of the table, etc. Adjectives: Very much afraid, ashamed, delighted, disappointed, pleased, displeased, excited, interested, frightened, scared, grieved, pro- voked, troubled, disliked, honored, obliged, confused, tired, learned, animated, talented, distinguished, celebrated, elevated, polished, degraded, insulted, offended. Well educated, informed, versed, prepared, satisfied, trained, managed, dressed, cooked, written, arranged, behaved, con- ducted, painted. Very charitable, honest, moral, guilty, fierce, modest, novel, sincere, efficient, well-to-do, comfortable, handsome, beautiful, graceful, charming, pretty, successful, neglectful, influential, sensible, juicy, amiable, pleasant, silly, comical, funny, strange, curious (too bad, ) Change the adjectives to adverbs and use them all in sen- tences. Adverbs: Softly, neatly, quietly, rapidly, gently, prettily, beautifully, industriously, diligently, intelligently, thoughtfully, carefully, modestly, quickly, honestly, fiercely, sincerely, lovingly, pleasantly, sensibly. Adverbs of place: here, there, thither, hither, yonder, away^ wherever, nowhere, where, nigh, on, without, within, to-and-fro. Adverbs of time: soon, presently, immediately, to-morrow,, always, never, seldom, suddenly, often, formerly, then, when,, whenever, now, recently, lately, still. Idioms: choose sides get along cut across get on cut out get over call on get at come across get hold of come nigh to get used to Language Plan. 57 come true cast anchor carry out carry on carry through come about cannot sleep a wink drop off every little helps eat away figure out fool with for example get used to get the hang of get hold of get through get rid of make sure make up my mind make yourself at home make room for make out make up make believe on foot one-sided out of work on tip-toe on the sly out of temper put up (at a hotel) put up with put up (fruit) promise to be put to death put to sleep put to bed put to shame put an end to get out of go out (fire) go off go without gone for good mind your own business help yourself help out inside out it will not do look it up long for look after play sick pay back put on airs put to blush run down run down (clock) set in order set a going set fire to sit down set a trap shut off set about stand by set on fire show off shake head set in second-hand set for that will do think much of turn out the light turn up the light turn down the light turn down a person 58 Language Plan. FIFTH GRADE. Complex sentence. Connectives: who, whose, whom, that, which, what, where, when, how, why, before, after, while, to whom, for whom, for which, in which, by whom, etc. How long ? What distance ? How deep ? What width ? How far ? What heft ? How wide ? What thickness How heavy ? What height ? How thick ? What number ? How high ? How many ? What quantity ? What kind ? How much ? How old ? What quality ? What age ? How much ? What price ? How large ? What cost ? How in every form. What amount ? How long sinte? What size ? What length ? What depth ? How long until? Is it long since? How do you get? How do you make? How do you do? How long does it take? How did you make? How did it happen? How did he do ? How would you do .? How does it look? How dressed? How does he , well Since when? or poorly ? Until when? Made of, made into, - made from, made out of. What variety? What character? What characteristic? What kind of taste by. thing place? Adjective and adverbial phrases: easy-going, ever so much, empty-handed, free and easy, far from bad, far more, true blue, true as steel, true as gospel, think much of, too hard on, uphill work, well to do, well off, worn out, with open arms, out of date, stylish, fashionable, out of patience, open-handed, open-hearted, high minded, happy-go-lucky, long-winded, look black, hale and hearty, outright, upright, sour, put out, look grave, intelligent, industrious, magnanimous, charitable, generous, liberal, narrow- minded, broad-minded, sincere. Language Plan. 59 Used as prepositions, put, of (off), throughout, next, nigh, as to, as for, on this side, on that side, alongside, by way of, instead of, for the sake of, in order to, on account of, except. Review conjunctions: and, but, either, or, neither, nor. Idioms. at a loss at all times at all hours all sorts of as one pleases arm-in-arm apt to a peck of trouble about to be bound for bear in mind broken up bear fruit back out back down by one's self burst out laughing burst into tears by the week by the month by the piece by way of by name cut up change one's mind come short of cut. it short catch up with catch it cut across come to do away with do without drop me a line draw near drive one to distraction do up end is near examine into feel at home fly into a rage fall out for instance from top to toe have no backbone head first hold over have your hands full have a care have your own will in person in and out in a mood in a body in the wa}^ of in secret in private in detail lend a hand leave over look over look hard at lose no time laugh with the rest leave off leave alone leave to die lie at anchor lay before make light of make the best of make the most of make much of next to nothing not used to out of fashion out of keeping out of season out of respect out of love out of patience on purpose overlook overhear out of reach set on foot set eyes on stand up for GO Language Plan, from head to foot fly in pieces give way go halves good taste hang dog look head for head on have an eye on strike a light speak to one's face steal away see to it tickled to death take pains take steps to turn out SIXTH GRADE. Complex and compound sentences. Because, therefore, hence, if, whether, though, although, that^ since, until, before, after, while, besides, except, where, when, who, whose, whom, what, which, to whom, for whom, by whom, near whom, next to whom, to which, for which, by which, near which, between which, from whom, from which, unless, lest, for, as, else, yet. Prepositional phrases: From here, from beyond, from the top, before then, at once, between now and then, on high, from under, from behind, for good, instead of. on top of. What was done to? ^ What was done with? t All tenses. What will be done to? ) What will be done with? What would you do if? What would you do with if ? What may happen if ? What might happen What will vou do when? if Idioms. hard by have your own way have tested have the blues in doubt in spite of it pays to in want of in particular in broad daylight keep up with keep clear of lay off light of foot high time have no business to have Lo backbone in error in suspense in keeping with in sight of in general in a rage it is likely keep up thinking lay down their arms lose heart look out for number one Language Plan. 61 lifelong let one off miss the train on hand on the war path on business out of power on duty take place take interest in take cold take aim take up arms take to one's heels take to turn out (manufacture turn up take the trouble up to something all at sea all the rage at best all the year rouna all the same to beyond question bring on by chance behind time black and blue but for cast down come to grief calls for need drive one mad drag by (time) elbow room fall short of fritter away for your age for all one knows fall off leave for make out to over head and ears in oft' hand out of fashion out of date off duty out of the way take sides take root take effect take part in take to heart take by surprise turn up one's nose take a look at take a hint tco hard on you can depend on it at any rate after the manner of all the world over all cne to by all means bear examination by no means by main strength before long believe to be break into (a run) come to a standstill cut and dried carried off dart up a tree eye witness eyes kindled fall in with fly at feel put out few and far between from place to place 62 Langiiage Plan. SEVENTH GRADE. What fare ? What rent ? What wages ? What salary ? What is it like? Where: In which place ? In which part? In which quarter? In which ward? On which side? In which direction? In which position? When ? Day by day; every now and then; at last; presently; early and late; for the time being; from time to time; from now on; in good time; in less then no time; in the course of time; in broad daylight; in the meantime; in time to come; in time past; in the first place; many a time; once upon a time; on time; over time; of laie; right away; of late years; on second thought; up to date; on the spur of the moment; on short notice; time and again ; as time slips by; year after year; of late years; right along; year in and year out; in good time; in due time; lifelong; livelong; last moment. What o'clock? What time of year? day? In what year? part of year? ? In what month? In what week? On which day? During which time season, period, decade, -century? Near what time? About what time? Difference between: I saw a boy falling, and, 1 saw a boy who fell? Expect, think, hope, intend, mean, imagine, recognize, sup- pose, recollect, remember. Connectives: yet, however, still, only, nevertheless, for, then, whether or, as well as, as long as, as yet, as soon as, whence, for that, provided, so that, in order that, seeing that, for all that, knowing that , even though, in case, owing to. Prepositional phrases: in regaid to, according to, at ease, on board, on fire, at hand, on the whole, for the present, on account of, in vain, from beyond, in that place, with haste, in consequence. Language Plan. 63 Idioms : handed down have a hand in heels over head have reason to ia all respects in view of in the face of in accordance with in any case in hopes in my heart in turn lead to lose one's temper lay up meet your eye on the point of pay in advance run through run a risk run down rests with one to take heart take in throw light on wheel around wear and tear worth while time wears on walk abreast at all events at arm's length at one's ease at call at death's door bring down the house bear up beyond recovery bring about break down bury the hatchet cut the acquaintance of call off cut to the heart come true do away w^ith down upon me dead beat has a mind to hang together have an eye to in the long run in the main in order to in the hope of in case in vain in behalf of in demand in cold blood lead the life of leave in the lurch minute account of make for on file out of the question quit studying run out of run in debt ready money take in hand take breath time on one's hands ten to one within reach wait a bit with all one's might wash my hands of you can depend on it at a fearful rate about to be at a loss at heart at a disadvantage below par by turns beyond praise break off break away back number catch cast a glance at chip in conscience pricked him dead drunk draw to a close draw in 64 Language Plan. eaten up with envy en route eyes flashed fire face the consequences feel a sense of awe for lack of for a fact go ab road give to understand hold one's tongue at this time to rest EIGHTH GRADE. Take for granted. Why, wherefore, for what, what for? What was the reason? For what reason? cause? On what account? On what ground? For whose sake? On whose account? Of what use? For what purpose and what was the purpose, expectation, in- tention, design, aim, motive? What made do? What led, induced? Review all prepositions: in, on, under, above, over, beneath, below, into, onto, unto, from, frora behind, from beyond, from the top, from below, from above, to, at, by, beside, besides, of, off, off of, through, throughout, till, until, upon, against, across, during, since, with, without, within, among, amid, but, around, round, dtwn, up, before, behind, beyond, about, toward, amongst, along, near, next, nigh, like, far from, near to, out of, from out, as to, as for, on this, on that, by the side of, north of, in the northern part of, by way of, because of, for the sake of, instead of, in respect to, except, between now and then, at once, to here, till now, before then, in the central part, since then, to rest, with haste, for long, at present, in vain, for the present, on the whole, at the head of, in accordance with, ac- cording to, in regard to, in order to, at ease, on board on lire, at hand. Idiomatic Expressions. as a matter of course a cat and dog life a hard nut to crack at stake at one's time of life all at sea at any rate an ax to grind a drop in the bucket at outs at death's door by fits and starts beat about the bush by word of mouth bear telling bear repeating Language Plan. 65 bone of contention build castles in the air cannot find the heart to come by chip in dead in earnest fall victim to feather in your cap from force of habit from hand to mouth from my standpoint grind teeth give way (to lose self control) give out give vent to give rise to hand to hand have a finger in the pie in mortal fear in point of in defiance of keep body and soul together keep wolf from the door laugh in one's sleeve look on the bright side of make public nip in the bud no royal road to learning on the fence off duty pay respect to pay one back in one's own coin pour oil on the waters pick a quarrel put one off the track ripe old age steal a march on skirt the shore sore need of sidelong look set heart on till doomsday to and for under way beneath contempt seen better days change hands catch one's breath cost one dear drive a nail into one's coffin fix in your mind free and easy from one extreme to the other from bad to worse gain the upper hand give way (break) go one's way give heed to hit the nail on the head hold one's temper in a tight fix in the same pickle in peril of one's life in store keep up with keep one in the dark look of stole over his face mouth water make friends with not care a cent no use of crying over spilt milk on the occasion of piece of one's mind penny wise, pound foolish put in mind of presence of mind pick flaws with run to weeds struck dumb stick together sleep over it swallow one's anger show colors take a joke tied to mother's apron strings toe the mark up to the mark 06 Language Plan^ DRILL ON ASK AND TELL. THIRD GRADE. Command : Direct and indirect quotation. Example: Teacher: Tell Gustave to shut the door, Agnes. Agnes: Shut the door, Gustave, Teacher: What did Agnes say? Pupil: Agnes sa^(/, "Shut the door. " Teacher: What did Agnes do? Gustave Agnes told me to shut the door. Statement: Tell that. Teacher: Tell Flora that you have five cents, Mary. Mary: I have five cents. Teacher: What did Mary say? Pupil: Mary said, "I have five cents. '" Teacher: What did Mary do? Pupil: Mary told Flora that she had five cents. Question: Asked if. Teacher: Natie, ask Flora if she still lives on Thirty-sixth Street? Natie: Do you still live on Thirty-sixth Street? Flora: Yes, I still live on Thirty-sixth Street. Teacher: What did Natie say? Pupil: Natie said, " . " Teacher: What did Natie do? Pupil. Natie asked Flora if she still lived on Thirty-sixth Street. Teacher: What did Flora say? Pupil: Flora said, "Yes, T still live on Thirty-sixth Street. ' " Teacher: What did Flora do? Pupil: Flora told Fannie that she still lived on Thirty- sixth Street. Asked who when what where how old how manv at what time where there was what there was Language Plan. 6Y whose whom what kind which in which behind which for which to which to whom by whom near whom of what what color what shape etc. Can you ? Must you ? Will you ? Do you have to ? Are you going ? May I ? could. must. should and would. had to. was going to (do). might. Command: FOURTH GRADE. Example: Teacher: Annie, tell Myrtle to tell Walter to clean the board. Annie: Myrtle, tell Walter to clean the board. Teacher: What did Myrtle do? Pupil: Myrtle told Walter to clean the board. Teacher: What did Annie do? Pupil: Annie told Myrtle to tell Walter to clean the board. Teacher: What did 1 do? Pupil : You told Annie to tell Myrtle to tell Walter to clean the board. Teacher: What did Walter do? Pupil: Walter cleaned the board. Teacher:- What did Annie say? Pupil: Annie said, "Tell Walter to clean the board." Teacher: What did Myrtle say? Pupil: Myrtle said, "Clean the board." [Question and statement treated in the same way. Take all forms given in third grade.] Ask him for a pencil in three ways. Please let me have your pencil. May I have your pencil? Will you let me have your pencil? What did I do? [three ways.] You asked him to let you have his pencil. Tell to open the window in three ways Please open the window. Will you open the window? You should open the window. What did I do? You told him to open the window. You told him that he should . You asked him to open . You asked \i\m if he icoidd open . 68 Language Plan, Do not play on the sidewalk. What did I do? You told me not to play on the You told me that I should not [Drill especially upon the negative form. Let child give the command as well as the statement.] FIFTH, SIXTH AND SEVENTH GRADES. In connection with the review of fourth grade work, add the negative in all forms. Example: Command. "Shut the door." What did I do? You told me to shut the door. You told me what to do. You told me what to shut. Do not shut the door. You told me what not to do. You told me what I should not shut. You told me what not to shut. Statement: Your mittens are in your pocket. You told me that my mittens were in my pocket. You told me where my mittens were. You told me what was in my pocket. The same negative: You told me where (the mittens were.) where (there were some mittens.) when what happened. In like manner take She told me to . She told me that I should. She told me that I ought to . You told me to tell her to . You told me 1o tell her that she should . You told me to tell her that she ought . You told me to ask her if Question: You told me to ask her who when where what where she was were saw etc. How old, how many, at what time, where there was, there were, whose, whom, which, what kind, to whom, to which, for whom, for which, near whom. Lojiguage Plan^ 69 near which, by whom, next to whom, next to which, of what for what, what color, what shape, whether. would could would be able might must had to were going to do What the matter was with . How . What would like could would do. He told me that he asked for . He told me that he asked where, etc. Asked to do. Asked to give. Asked for Asked to let have, etc. Do you live on the north or on the east side? You asked me xohether ^^ Language Plan. GRAMMATICAL DRILL. FIRST GRADE. This grammatical drill is given for the sake of the repetition of the language forms, and only after the language is fully un- derstood. !_ A complete thought is repeated.^ never a phrase, or only words. First Grade. The article "a'" or "an" precedes the noun when first given. Nouns and pronouns, singular and plural number, nomi- native, possessive and objective case. Examples : Singular. Plural. A boy plays. Some boys play. This boy gave his knife to These boys gave their knives me. to me. Suggestions for busy work : Have cards containing sentences with blanks to be filled out, or sets of sentences to be changed to the opposite form. Verbs. Special drill on the verbs "to be" and "to have." Impress it upon the pupil that ths noun attribute refers to the subject and is one and the same thing or person, while with "have" two objects are represented. Example: Martha is a girl. Martha has a book. Change sentences denoting present time to past, or future and vice versa. A bird builds its nest in a A bird built its nest in a tree. tree. I am ill. I was ill. Language Plaoi. Yl Never forget the verb "to be." Special drill is always re- quired. Begin conjugation. [See second grade. J Prepositions : Let pupils write sentences containing certain prepositions and let them fill out blanks. Give statement and let pupils give a suitable question to same. Example: Yes, I am cold. Are you cold? I am cold. Who is cold? Yes, I did it. Did you do it? I did it. Who did it? SECOND GRADE. Change statements to questions, and commands, and vice versa, affirmative and negative form with all. Example: Make suitable questions to these statements. Question. Statement. Where do you live? I live on Vliet Street. Do you live on Vliet Street? Yes, I live on Vliet Street. Change these statements to commands. Statement. Command. Ella comes to school regularly. Ella, come to school regu- larly. Change nouns and pronouns in the singular to plural num^ber, and vice versa; nominative, possessive and objective case. Refer to plan of first grade. Verbs: Continue drill on verb "to be" and "to have". Change sentences denoting present time to past and future and vice versa; add progressive form. For method, refer to plan of first grade. Common and progressive form. Statement and question, affirmative and negative. [See first grade. ] Conjugation. Example: Conjugate the verb "to be" with good in the pres- ent tense, interrogative form. Am 1 good? Are you good? Is he good? 2 Language Plam. Is she good? Is the boy good? Are we good? Are you good? Are they good? Are the boys good? Keep a list of verbs in a blank book in the following manner Present. Past. Future, go went shall or will go. goes is going was going shall be going. Prepositions: Method same as in first grade. THIRD GRADE. Change statements to questions and commands and vice versa, affirmative and especially negative form with question and com- mand. Example: Questions. Statements. Do you not like apples? Yes, I certainly do. Commands. Do not throw any paper on Martha does not throw any the floor, Martha. paper on the floor. Nouns and pronouns. . Continue drill on singular and plural of nouns and pronouns. Verbs. Continue drill on verb "to be" and "to have" especially the past, future and present perfect tense. Conjugation. All forms and four tenses, especially interrog- ative sentence, present and present perfect tense, and negative form. Keep list of principal parts of verb in a blank book as follows: Present. Past. Future. Present Perf. take took shall or will takes take has taken is taking was taking will be tak- ing has been taking; Change sentences to denote different time. Prepositions. Continue with drill on prepositions assigned to third grade. Language Plan. 73 FOURTH GRADE. Change sentences from one form to the other; drill especially upon different forms of questions. Ex. : Walter, while skating, fell down and broke his leg. Teacher: Write four suitable questions to this statement. Pupil: Who, while skating, fell down and broke his leg? When did Walter ? What happened while ? What did Walter do? Verbs. Continue with conjugation and changing sentences to denote different time. Active and passive voice. Ex. : Longfellow wrote many beautiful poems. Many beautiful poems were written by Longfellow. If the teacher would ask, "Who wrote poems?" and the pupil would answer correctly, " Longfellow, " it would not be due to the fact that they understood the difference between the two forms, but rather to their knowledge of the meaning of the word "who;" therefore choose sentences like the following and form questions with the same interrogative pronoun. Examples: 1. A city was destroyed bv fire. I ,xtu ^ ^ ^ ' jo ^ J . j What was destroyed? o V u- 1 u -1. 4. ) What built? 2. A bird built a nest. y ^^, . , .,. ^ What was built? What covered? What was covered? 3. The snow covered the ground. ! 4. John pushed Mary. I ^xtu^ ^^ ^ "u ^o ^ -^ j Who was pushed.'' ? With sentences like these the teacher gives no inkling to the answer and the pupils have to reason which object or person really acts or works, and which remains quiet and receives the action. As this is difficult for the pupils, much time should be de- voted to it. Prepositions. Drill on prepositions assigned to fourth grade. Adjectives and adverbs. Give complete sentences containing adjectives and adverbs ia the different degrees. Ex.: The daffodil is pretty. The violet is prettier than the daffodil. The rose is prettiest. The lily is as pretty as the rose. The sunflower is not as pretty as the rose. 'T4 Language Plan. Compare adjectives in the following manner: good better than the best not good as good as less good than the least good not as good as Adverbs : slowly more slowly than most slowly not slowly as slowly as less slowly than least slowly not as slowly as Change adjectives to adverbs and vice versa. Drill on the difference in the use of the article before the ad- jective and adverb. Ex. : This is the best apple. I like ap- ples best. Articles. "A," or "an," is used in place of one. It precedes a noun when it occurs for the first time. When you refer to one of a whole class. "The" is definite, and "that" or "this" can be substituted. "The" is used when there is but one of a kind, as, the king, the sun, etc. "The" precedes nouns in the plural number. "The" precedes the names of rivers and mountains, oceans, gulfs, seas, days of the month. No article is used before names of states, countries, conti- nents, lakes, seasons, days of the week, and proper abstract nouns and nouns in the plural, generally. As there are many exceptions to these rules, each noun ought to be given with the correct article when first presented. Examples : The Atlantic Ocean. Mississippi, The Mississippi River. The sun. A boy. An apple, etc. Some salt. Language Plan. 75 QUICK LIP-READING. "Variety of expression" is what every teacher of the deaf aims to secure. It is evident that this will necessitate much repetition, for each new form looks different on the lips. A word, well known as an adjective, will often cause difficulty when given as an adverb or in a phrase as a noun or if the expression, "What is your name?" is changed to "Tellme your name." It does not always follow, that the best lip-readers are those who respond quickly to "stock phrases" which the teacher may use. Lip-reading is a difficult art and cannot be learned "in a day. " As the hearing child has to hear a word spoken many times before it becomes his own, so the deaf must see a sentence on the lips, over and over before he will recognize it at a glance. The patient teacher who will be persistent in repeating a sen- tence until the child gets it from the lips, is the one who will produce the best lip readers. As a test of the pupil's progress it is a good plan to have a period set aside each day for quick lip-reading. From the first, the child should learn to read a complete sentence of four or five words from the lips. Sentences with which the children are familiar, should be presented in different "settings", and the child at this time, should be able to get them with once telling. This is an excellent exercise to follow any period that has wearied the pupils. They enjoy action, and for this reason, commands are often chosen or combined with the questions. It is also good for the listless or dieamy pupils, as each child is stimulated to answer the most questions. Care must be taken not to prolong this exercise beyond five minutes for the little ones and ten for the older ones as the close attention required tires the eyes of the children. KINDERGARTEN. Pupils should ask for everything. These sentences are only suggestive and teachers should add their own. Good morning. Good-bye. How do you do? I am well, thank you. 76 Language Plan. Thank you. You are welcome. What is your name? My name is . How old are you? I am . May I leave the room? May I wash? May I have some water? May we eat our lunch? march? May we play? May we eat now. Shall we Quick Lip Reading. Come to me. Open the door. Open the window. Shut the window. Bring the pointer. Get the looking glass. Get a dust cloth. Throw the ball. Go to Miss . Go to the cloakroom. Go to the closet. Go into the hall. Bring some chalk. Give me your pencil. Water the plants. Catch the ball. Give me tbe blue red yel- low orange green brown black white ball. Take your seats. Sit down. Stand up. Give me one two three four five six seven eight nine ten blocks. Show me your fingers, thumbs, eyes, nose, mouth, etc. How many fingers have you? Eight. How many eyes have you? Two, etc. Is that a book? A boy? A girl? Yes or no. FIRST GRADE " B. " Complete Answers. Good morning. Good-bye. You are welcome. What is your name? How old are you? Where do you live? May I leave the room? May we eat our lunch? Shall we march? Shall we draw? Shall I write it? Shall I read? Shall I rub it out? May I clean the erasers? Thank you. May I get some water? May I wash my hands? May I go to the store? May we play? May we eat now? (Whenever children change occupation, have them tell what they do.) Shall I erase it? Shall I clean the board? Language Plan. 77 How many brothers have you? Do you like to come to school? How many sisters have you? Do you love mamma? Papa? Have you a baby at home? What is the baby's name? Is it a boy or a girl? How old is the baby? Have you a dog at home? Have you a cat at home? What -is the dog's name? What is the cat's name? Do you love ? Are you cold? How many hands have you? How many eyes have you? Are you warm? In whose class are you? Who is your teacher? Miss . Who is your principal? How is the weather to-day? Can you speak? ' Can you read? Can you write? Will you have a seat? I am sorry. What day is to-day? What day was yesterday? What day will to-morrow be? Quick Ltp-Reading. Review those of Kindergarten. Stand up. Sit down. Stand behind your chairs. Co to your seats. Get a chair. Get the pointer. Get some chalk. Get the cloth. Get the erasers. Clean the erasers. Clean the board. Open the window door book hands . Shut the window door book mouth, etc. Put the pointer in its place. Put the book on the table. Put the paper under the book. Put the chalk in the tray. Take off your rubbers hat coat, etc. Put on your coat hat mittens, etc. Take your pencil paper books, etc. Put your pencils away. Go to the manual training Go to the assembly room. room. Go to the office. Take the book to the office. Answer in Short Answers. How many fingers have you? Eight. How many thumbs have you? Two, etc. How many eyes have you? How many ears have you? How many hands have you! How many feet have you? How many toes have you? How many noses have you? How many pencils have you? How many books have you? 78 Language Plan, How many boys are here? How many girls are here? How many teachers are here? Have you a book? Have you a slate? Have you a pencil? Have you some paper? Have you a horse at home? Have you a dog at home? Have you a blank book? Where is mamma? Where is your brother? Where is papa? Where is your sister? What is the color of your dress? etc. What is the color of your eyes? FIRST GRADE A. General questions, complete answers. What is your name? Where do you live? On what street do you live. How old are you? Is your father alive? What is your father's name? Have you any brothers? Where is your mother. What is your father? Can you speak? Can you write? Is your mother alive? What is your mother's name? Have you any sisters? Where is your father? What is your father's business? Can you read? Do you like to go to school? How long have you been in Why do you come to school? school ? What do you learn in school. Who is your teacher? Who is your principal? How do you come to school? How is the weather to-day? Yesterday was . May we play in the basement? May I go to the store? May we play out of doors? Shall we go to the manual Who is absent? training room? Shall we go to the assembly room. May I clean the erasers? May I take the book to the office? Why is absent? How much do you weigh? What is your teacher's name? What day is to-day? What day was yesterday? How was the weather yesterday? May I wait for you? May I go up stairs? Shall we march? May I get some water? May I clean the board? Language Plan. T9 Quick Lip-Reading. Walk up-stairs Walk downstairs. Go to the manual training room. Gro to the office. Go to the assembly room. Go to the gymnasium. Walk with Laura. Take a walk with me. Write with the yellow chalk Clean the board. red blue, etc. Take your seats. Clean the erasers. Stand behind your seats. Show me your desk, seat, chair, book, etc. Point to the window, closet, door, hail, cloakroom, etc. Put the paper into the basket on the table; under the book; etc, Take the book off the table, out of the closet, cloakroom, etc. Look out of the window. What did you see. Sit on my lap. Look at my watch. Count the pictures. Look for my keys. Sharpen your pencil. Water the plants. Put the flower on the window- Bring me a pointer. sill. Take the pointer. Get a pointer. Come into the room. Go out of the room. Make a boat out of paper. Draw the picture of a boy run- ning. Rub the board with a rag. Washyour hands with soap and water. Wipe your hands on a towel. Call Arthur. Go up to the office. Talk to Sarah. Go and see who is in the hall. Call him back. Go downstairs. Fill the cup with water. Roll up ycur sleeves. Pick it up. Stay in the room, Clara. All Shake your hands, others leave the room. Drop the handkerchief. Nod your head. Requiring Short Answers. Are you cold? Are you warm? Are you thirsty? Are you hungry? Are you sick? Are ycu well? Are you a good girl? Are you a naughty boy? Are you wild? Are you careful? Are you careless? Are ycu happy? Are you happy? Are you writing? Are you crying? Are you sleeping? Are you lazy? Are you fond of school? Are you fond of candy? Can you read? Can you write? Can you write a letter? so Language Plan. Can you write your name? ' Can you wash yourself? Can you swim? Can you fly? Can you run fast? Can you sew? Can you jump the rope? Can you lift the desk? Can you make a fire? Can you hear? Can you skate? Do you want some candy? Do you want some milk? Do you want to go home? Do you know him? Do you know her sister? broth. er? father? mother? etc. | Do you like oatmeal? Do you like milk? Do you like your bed? Do you like Miss ? Do you like rats? Do you like nuts? Can you write mine? Can you put on your clothes yourself? Can you sing? Can you knit? Can you jump over a fence? Can you speak? Can you ride? Can you make a bed? Can you slide? Do you want a drink? Do you want some apples? Do you want to come to school? Do you know me? Do you know her? Do you like mush? Do you like school? Do you like cake? Do you like pudding? Do you like mice? Do you like apples? Do you like molasses? Do you like to learn? Have you any marbles? Have you any books? Have you any paper? Have you any apples? Have you any string? Have j^ou any money? Have you any coats? Have you any pencils? Have you any vest? Have you a pair of trousers? Have you a pair of boots? How many eyes? ears? etc., have you? How many girls are here? How many teachers are here? How many teachers are there in the school? How many pictures are there in this room? Have you a pencil in your pocket? Have you a red pencil? Have you a small knife? What is your name? What is your age? In which city do you live? On what street? the number of your What is your home address? What is house? Write your home address. Where do you go to school? Get out of the way. Get ready to play. Language Plan. 81 Why do you go to school? Take the book from the table. What do you like to study best? Bring me a book. How far from the schoof do youPut the basket in front of the live? table. How do you get to school? Place the basket beside the desk. How much do you pay the con- Do you like to go to school? ductor? Where is the school? Can you hear at all? What do you learn in school?' Can you hear a little? Can you read? write? spell Where is your mamma? correctly, etc. ? What is your father doing? Do you walk to school? What is your father's business? Can you speak? What is your father's occupa- Are you totally deaf? tion? Can you hear my voice? When do you go to bed? . Where is your father? When do you have your break What does your father do? fast? What is your father? At what time do you have your When do you get up in the dinner? morning? What did you have for break- At what time do you have your fast? luncheon? What did you have for dinner? What did you have for luncheon? What did you have for supper? At what time do you start for At what time do you leave home? school? At what time do you arrive at At what time is school out? school? How many meals do you have in At what time do you leave a day? school? What day, etc.? At what time does school close? Do you put on your clothes your- Do you know this gentleman? self? Do you know this lady? Do you dress yourself? Are you fond of apples? Can you add? You may look for the marble. Play jacks. Can you subtract? Play hide and seek. Are you fond of school? Play spy. You may hide the book. Play drop the handkerchief. Throw the bean bag. Play puss in the corner. Play tag. Play charades. Play button. Whisper to me. Play pull away. Drop the blue marble. Play marbles. Show me something green. Play going to Jerusalem. Show me something red. Play guessing game. Raise your right arm. Listen. Raise your foot. Drop the blue ball. Raise your right foot. Show me something blue. Lower your arm. Show me your right arm. Lower the shade. Raise your left arm. Open the parasol. 82 Language Plan, Raise your left foot. Let it down. Lower that window. Raise the sliade. Open the umbrella. Tell me your name. Hop on your left foot. Hand me a picture. Hand me the rake. Hand me the book in the Pass me the salt. Pass me the bread. Get up. Close the parasol, etc. Hop on your right foot. Show me a picture. Show me a rake. Hand me the book on the table. Pass me the pepper. Pass me the potatoes. Get ready to go out of doors. Get ready to march, drawer. Get the book from Mrs. Soren- son. Lay the book down. Requiring Short Answers. Where are you? Where is your handkerchief? Where is your cap? Where is your slate? Where is your copy book? blank book? Where is your reader? ' Where are the pupils sitting? Where is the teacher? Where is Miss ? Where are the mats lying? Where does a horse sleep? Where do you wash yourself? Where is the manual training room? Where is your bed? Who made your vest? Who made your cap? Who made your clothes? Who is your teacher? Who cooks your food? Who gave you your pencil? Where do you learn your les- sons? Where do you sit? Where do the pupils weave mats? Where do the pupils whittle? Where do you play? Where do we cook? Where is the coal kept? Where are the tools kept? Where do you get your shoes? When does school begin in the afternoon? When do you play? When do we have luncheon? When do we have breakfast? When does the snow fall? When is it pleasant? Where is your mamma? Where is my handkerchief? Where is your pencil? Where is your paper? Where are your pencils lying? Where is the principal? Where are the pictures hanging? Where do you sleep? Where does your dog sleep? Where is the kitchen? Where is the office? Who made your coat? Who made your trousers? Who made your boots? Who made your desks? Who teaches you? Who washes your clothes? Who gave you your clothes? Where do you sew? Where do the pupils make bas- kets? Where do you march? Where are the clothes washed? Where are the potatoes kept? Where do you keep your papei ? Where is the food cooked? Language Plan. 83 Where did you get a new suit of clothes? Where did your mamma buy the shoes? etc. Where do you sleep? When did you have a picnic? When did you see your mother? When did you receive a letter? When did }ou get the new shoes? When did you get the new suit? When will you return? When do you lea/e home? When do you get up in the morning? Where do you get your dress? When did you see ? When did you see your father? When did you get a letter? Wiien did you hear from ? When did you get the new cap? When do you go home? When do you si art for school? When do you arrive at school? When does school begin in the morning? When does school dismiss? When do you work? When ('o we have dinner? When do we have no fire? When is it very warm? Questions. iiiCie VTaBasi Shall I rub this out? Shall I put my book away? Shall I put my paper aside? Shall I take away the ink? Shall I go for the girls? Shall I tell Miss to come? Shall I get some chalk? Will you let me take a walk? Will you give me a pen? Will you rule a line for me? Will you lend me a pencil? Will you take me with you? Will you post my letter? Will you come back? Will you have more? Is your father quite well? Are you going away? Is it snowing? Is it fair? Is it quite cold? Did you wash yourself? When did you wash yourself? When did you dress yourself? Where did you dress yourself? Where did you hurt yourself? Did you enjoy yourself? When did you enjoy yourself? Shall I take out my reader? Shall I put my paper in my desk? Shall I call the girls? Shall I go for Elsie? Shall I go for some chalk? Will you let me go to the store? Will you give me a sheet of pa- per? Will you let us go skating? Will you let me wait for you? Will you mail my letter? Will you have some candy? nuts? Will you let us play in the gym- nasium? Is he going away? Is it raining? Is it freezing? Is it very cold? Are papa and mamma both well? Where did you wash yourself? Did you dress yourself this morning? Did you hurt yourself? .When did you hurt yourself? Where did you enjoy yourself? 84 Language Plan. THIRD GRADE. Requiring Complete Answers. Review second grade. Tell me your name. Tell me your age. In which state is Milwaukee? In what country is Wisconsin? What is the capital of the United States? How many rivers has Milwau- kee? Did you ever see the river? Did you ever see Lake Michi- gan? In which direction from here do you live? How long does it take you to get here? How long have you been in school? How long have you been absent? How long did you have vaca- tion? What day is this? What day of the month is this? What year is this? What day was yesterday? What day will to-morrow be? What day will the day after to- morrow be? What month will next month be? What month was the one be- fore last? What month wil 1 the month after the next be? What date is this? What date will tomorrow be? Did you go to church last Sun- day? Did you go last Sunday? Do you know this gentleman? Where did you meet him? Did it snow last night? How did you become deaf? Climb the ladder. Clap your hands softly. Iron the clothes. Spread them out. Dust the pictures. Make the bed. Spread the cloth. Empty the tumbler. Fill the pitcher. Fill the cruet with vinegar. Wash the woodwork. Put it into the oven. Wipe them. Wet the sponge. Where do you live? In which city do you live? What is the capital of Wiscon- sin? Who lives in Washington? Who is president of the United States? What is east of Milwaukee? Is it land or water? How do you get here? How long has been in school? How long did you stay at home? What month is this? What season is this? What day was the day before yesterday? What month was last month? What date was yesterday? Do you ever go to church? Did you ever go to Sunday school? Did you ever see him before? Did it frtieze last r.ight? Did it snow night before last? Did you ever have small -pox? Did you ever have measles? Did you ever have scarlet fever? Language Plan. 86 What made you deaf? How old were you when you be- came deaf? At what age did you become deaf? Did you ever have diphtheria? Did you ever have mumps? Did you ever have toothache? Have you ever had an arm broken? Have you ever had your finger cut? Have you ever been in Madison? Have you ever been in Wash- ington? Were you ever in the Public Museum? Set the table. Crack a nut. Pare a potato. Draw a line across the board. Swing your arms. Light the lam.p. Turn on the electric light. Polish your shoes. Bring a newspaper. Give me a newspaper. Make a bow. Pick up the chalk. Shoot an arrow. Taste the juice. Bend your arm. Straighten your arm. Wind the yarn. Crochet. Cut the grass with a lawn mower. Rinse the clothes. Sprinkle the clothes. Look at the clock. Look through the key-hole. Turn over the paper. Turn down the book. Turn the apron inside out. Turn the book right side down. Set the bottle on the shelf. Set the plant on the window sill. Have you ever had a tooth pulled? Have you ever had five dollars of your own? Were you ever in the City Hall? Eat a nut. Peel a banana. Extend your arm. Scatter the seeds. Swing your feet. Light the gas. Polish the stove. Blacken your shoes. Send me a newspaper. G-et a nev/spaper. Salute the flag. Bend the bow. Smell the flowers. Wave your handkerchief. Bend your knee. Extend your chest. Knit. Sweep the carpet. Wash the clothes. Hang up the clothes. Hand me a newspaper. Look for the marble. Turn the rope. Turn up your seat. Turn your coat inside out. Turn the book right side up. Sit down. Jump over the box. Jump the rope. Clasp your hands. Spin a top. Fold the clothes. Dust the furniture. Clean the stove. Set the table. Place the spoons beside the plate. Place the tumbler in front of the plate. Make bread. Wash the dishes. Set them away. Bite into an apple. Language Plan. Requiding Short Answers. Where are you going? Are you going down town? Are you going down town after school? Are you going home after school is out? Are you going to visit ? Are you going to buy a new hat? Will your mamma buy you a pair of new shoes? Is your mamma going to buy you a pair of new shoes new hat mittens? Is your mother going to mend your dress? Are you going to take a walk? Are you going to take a nap? Are you going to take care of Elsie? etc. Did you ever see an elephant? an ostrich? a lion? a tiger? an eagle? a whale? a cat? a dog? Have you ever been at the Public Library? -;. Have you ever been at the Museum? Have you ever been at the Exposition? Have you ever been in the Court House? Have you ever been at Lake Park? etc. Have you ever been on board a man-of-war? Have you ever been across the sea? Have you ever been blistered? Have you ever had any of your books stolen? Have you ever had a sail in a boat? Have yod ever had a ride on a horse? Have you ever had a pleasure excursion on Lake Michigan? Have you ever taken care of your little brother? Would you like to visit Chicago? Would you like to go to Canada? Would you like to have some candy? Would you like to have a holiday? Would you like to have a trolley ride? Would you like to be able to swim like a fish? Would you like to be able to fly like a bird? Would you like to be able to make a dress? Would you like to be able to trim a hat? Would you like to be able to buy a new hat? Why are you not able? [Because I can not afford it, etc.] Would you like to be able to buy a gold watch? Why are you not able? [Because I cannot afford itj. Would you like to be a shoemaker? Would you like to be a carpenter? Would you like to be a tailor, etc? Did you study your lesson last night? Did you write a letter? Did you clean your boots this morning? Language Plan, 87 Did you get a quarter this week? Did you go out last night? Did you tear your clothes? Did you build a fire this morning? Did you get your breakfast this morning? Did you take a walk? Did you leave the door open? Did you leave the water running? Did you study a while ago? Did you behave well today? Did you light the gas? Did you put it out? Did you ring the bell? Did I look over your paper a little while ago? Did you look it over? Did you fasten the gate last night? Did you get a scolding? Did you get a whipping? Could you ever hear? Could you write before you came to school? Could you walk to school? Why not? Could you jump over the fence? Why not? Could you swallow a whole apple? Why not? Could you swallow an egg whole? Why not? Could a bird fly if it had its wings clipped? Could you walk if you had lost your legs? Have you ever seen a horse? Did you ever catch a bird? Did you ever ride a horse? Did you ever shoot a bird? Did you ever row a boat? Did you ever catch a fly? Did you ever eat one? Did you ever hear or speak? Did you ever see the president? Were you ever sick? Were you ever lame? Were you ever hurt? Were you ever vaccinated? Were you ever punished? Were you ever in Chicago? Were you ever in Boston? Were you ever at church? Were you ever in the cars? Were you ever on a steamer? Were you ever on a train? Were you ever at a wedding? Were you ever on the roof of a Were you ever in a balloon? house? How do you like apples? How do you like molasses? How do you like tea? How do you like soup? How do you like beefsteak? How do you like your play- How do you like veal, pork, mates? nuts? How do you like your class- How do you like your school- mates? mates? [Double questions may be made of these, if desired]. S8 Language Plan. FOURTH GRADE. Sit on the chair. Sit next to . Sit beside . Set the plant on the floor. Lie down. L/ay the book on the shelf. Place the vase on the bracket Walk toward the window. Ask for a pencil. Cover the plants with paper. Spade the ground. Rake the ground. Dig a hole. Tell him not to . Tell him that . Ask me how ? Collect the copy books. Write the word "book". Hand me . Ask: him to let you have a pencil Knead the dough. Cook the peas. Empty the basket. Fix the chair. Repair the clothes. Travel to Chicago. Remain in the room until we call you. Continue writing. Withdraw your hand. Depart. Plane the edge. Write your address. Cling to the door. Arrange the chairs. Do tell her not to disturb the girls. Give aid to . Guess what I have in my poc- ket. Weed the garden. Feed the chickens. Present her with a book. Save your money. Descend the stairs. Watch for me. Cure the sickness. Sit near. Sit in your seat. Set the bottle on the window- sill. Lay the brush on the chair. Put the handkerchief in your pocket. Point toward the north. Mend your shoes. Warm your hands at the radi- ator. Plow the earth. Let down the shades Teli him . Ask him if . Distribute the pencils Measure the room. Drive a nail. Pass me . Lower the shades. Explain the example. Examine the work. Fill the bucket. Mend the apron. Launder the clothes. Buy some oranges. Swallow the water. Keep away from . Count CO twenty-five. Address a letter to . Salute. Take leave of us. Admit Flora. Help with her example. Guide Flora to the door. Hoe the garden. Provide with food. Promise to be good. Ascend the stairs. Sound the fire alarm. Extract a tooth, cork. Punish the naughty boy. Language Plan. Requiring Short Answers. d you ever gather flowers in the woods? d you ever pick berries there? d you ever gather nuts there? d you ever shoot rabbits there? d you ever find any nests there? d you ever find any bears there? d you ever roll a hoop on the playground? d you ever play w th your friends there? d you ever play with your companions there? d you peel potatoes in the kitchen yesterday? d you drink milk there? d you drink water there? d you eat an apple there? d you eat your dinner there? d you ever eat your dinner there? d you strike anybody this morning? d you meet anybody this morning? d you meet anybody you knew on your way to school? d you ever fight with anybody? d you kick John? d you push him? d you pinch him? d you pull his hair? d you hurt him? Was it an accident? Did you mean to hurt him? Did you pat the little dog a little while ago? Did you smell a flower yesterday? Did you ever wash, wring, and dry your own clothes? Did you ever starch and iron a shirt collar? Did you ever mend your own shoes? Did you ever mend your own clothes? Did you ever malce your own bed? Did you ever cook your own food? Are you going to write a letter this evening? Are you going out to-night? Are you going to help your mother after school? Are you going to walk home? Are you going to deliver newspapers? What were you doing before breakfast? What were you doing after breakfast? What were you doing this forenoon? What were you doing between breakfast and luncheon? What did you do first thing yesterday morning? What did you do after you got up? What did you do then? 90 Language Plan, What were you doing between the time you got up and break- fast time? What did you do at recess? What did you between lunch time and the beginning of school? What were you doing between two and four o'clock? What did you do after school was out? What will you do after supper? What will you do then? . What will you do between bed time and morning? Y/hat will you do between tea time and bed time? Who is the tallest? Who is the strongest? Who is the smallest? Who is the smartest? Who is the oldest? Who is the youngest? biggest? most diligent? most careless? most advanced? the best scholar? least advanced? Are vou as strong as a baby? [I am far stronger.] Is a lemon as sour as an orange? [It is more sour.] Is honey as sweet as sugar? [It is more sweet.] Are you as tall as your father? [No, not as tall.] \ Have you been at school as long as I? Have you been at school as long as he has? Have you as many eyes as I? Have you as many legs as a horse? Have you as much money as President Roosevelt? Is it as warm in July as in March? Is December as cold a month as February? Is August as warm a month as January? Is it much warmer? [January is not warm at all.] Do you like to live here as well as in Chicago? Where would you rather live here or in Chicago? What would you rather play ball or tag? What would you rather eat something warm or some- thing cold? Which of the boys is the smartest? [Answer in phrases. The one to my right, etc. ] Which of the boys is the best runner? Which of them is the best skater? Which of the girls is the best sewer? best worker? best knitter? best scholar? the oldest? the prettiest? best look- ing? Which is the warmest month of the year? coldest? hottest? season? coldest season? Which box do you like the best? Which picture, etc? [Ad- jective phrases.] Which desk has the least scratches? Which chair has the most scratches? Language Plan. 91 Which do you like better tea or coffee? your sister or your brother? Whom do you like better [One as well as the other. I like them both alike.] Which pen writes better his or hers? Which books are more interesting these or those? Does the apple look like a watermelon? Does a horse look like a donkey? Does John look like James? Like whom does John look? Like what does an apple look? [John does not look like anyone whom I know.] FIFTH GRADE. Plane the edge of the wood. Carve your own design. Indicate the mistake. Deposit it in the bank. Tell her not to hurt the bird. Tell her not to imprison the bird. Gather the flowers. Receive the . Buy the , Drive the cows to pasture. Cultivate the soil. Plan your lesson. Run a race. Soothe the little girl that is cry- ing. Advance towards . Twist the red and the blue. Alter your position. Correct the mistake. Rouse the sleepy boys. Announce . Award the prize to the one who read the most. Attend the session. Beat against the wind. Beat the eggs. Knit the stockinors. Tell him not to go begging. Stoop to the floor. Make a straight line. Draw a vertical line. Draw a slanting line. Blot the paper. Bore a hole in the board Fetch me a cup and saucer. Burst the balloon. Tell them not to gossip. Claim your own . Chisel the side. Set the type. Save your money. Observe . Tell her not to let the bird fly. Sell your mittens. Pay for the . Tend the sheep. Prepare the food. Build a fire. Perform on the stage. Squeeze the lemon. Combine the red and the blue yarn. Change the positions. Amuse the little children. Annex . Appoint a monitor. Bear the heavy burden. Beat the cloak. Knock at the door. Go begging. Bend the willow. Make a curve. Draw a horizontal line. Draw parallel lines. Blacken the shoes. Slip on the ice. Mark your working edge Bring me the microscope Split the wood. Shout . Cancel the . 92 Language Plan. Recall . Carry oa war. Collect taxes. Cause a quarrel. Capture the escaped convict. Celebrate the 4th of July. Cast away your jewels. Chat together. Cease talking. Choose your partners. Attack the enemy. Conceal your money. Requiring Short Answers. How? How do you do? [Quite well, thank you. ] How do you feel? [Pretty well, thank you.] How are you? [Not very well, thank you.] How is your father? [Very well, thank you.] How are your parents? How are all the pupils? How are your brothers and sisters? How do you like beef? mutton? syrup? etc. How does a horse look? a cat? a cow? a deer? How does Sarah? Mary? etc, look? How does the dress look on her? etc. How does he walk? run? sew? whittle? walk up stairs? speak? write? read? etc. How does a horse walk? How does a cat drink her milk? How do you make known your wishes? How does a dog make known his wishes? How long have you been here? In Milwaukee? In the world? absent? at school? etc. How long do you expect to remain? How long do you mean to stay at school? How long ago did Lincoln die? Garfield? How long ago did you come here? How long is it since you came back? How long is it since Christmas? How long is it since vacation? How long will it be until vacation? How long is it since you were home? How long will it be until you go home? How long is it since Mr, was here? How long will it be until Mr. will come? How long is it since Sunday? How long will it be until Sunday? How long is it since you had your hair cut? How long will it be until you will have your hair cut How often do you go to church? How often do you come to school? How often do you take food? Language Plan. 93 How often have you been to the museum? How often have you been to a factory? How often do you ride on the car, etc? How often have you been absent this term? How long does it take to go to Chicago by train? by water? by steamer? How long does it take to go from Boston to New York by steamer? by rail? How long does it take to get from New York to Liverpool by steamer? by sailing vessel? How long does it take you to dress in the morning? How long do you take to eat breakfast? How long does it take you to write a letter? How long did it take you to make ? How long did it take you to build the school? How long will it take you to finish the example? How long would it take to walk to the Post Office? How far is it to Chicago, New York, etc? How far from here do you live? How far from here is the library. West Park? How is dressed? How was dressed at the wedding? How are the soldiers dressed? How was dressed at the party? How high is the room, tower, tree, etc? How thick is the frame of the picture? the leg of the desk? the door? How wide is the room, door, window, etc? How deep is the harbor, river, etc? How deep is the soup plate? How deep is the tea cup? How tall are you, the tree, etc? How narrow is the tape, Draid, etc? How soon do you hope to meet your friends? How soon do you intend to go home? How broad is the ruler, etc? How heavy are you, the package, parcel, etc? How old were you when you became deaf? How much tea did you take last night? How much sugar do you like in your tea? How much bread did you eat at dinner? How much ink is there in the inkstand? How much water is there in the pitcher? How much coal is there in the furnace room? How much wood is there in the basement? How much chalk is there in the box? How much cloth will it take to make a dress? a suit of clothes? a pair of trousers? How much material v/ould Nora need for a dress? how much would you require for a vest? 94 Language Plan. How much did you pay for your hat? How much did it cost? How much does a kitchen stove cost? How much does a bureau cost? How much did the printing of this book cost? pictures? What did he give ? How much do you weigh? How much is the fare from here to Chicago? How much is the fare from Chicago to New York? How much is the first cabin fare to England? How much is the second cabin fare to Germany? How much is the salary of? How much are his expenses? How much are his wages? How much does a day laborer earn? How old is the youngest pupil? How old is the oldest pupil? How old must a child be to enter the school? How old must a pupil be in order to be admitted to the school? How was Pompeii destroyed? How did (xarfield die? McKinley? How was Roosevelt elected? How do we talk? How do you earn the money? Walter, etc? How do you get to the library? How can I get to Chicago? How can I get to the post office, etc? How can I learn to swim? How can I learn to play the piano? How did you get here? How did yoLi make the dress? the basket? the match safe? the plate rack? How is a box made? How did Columbus come back to Spain on his last voyage? How was he received in spain after his first voyage? How are you treated by your parents? by your teachers? by your friends? by your enemies? How did you deceive your friend? How is the school supported? How is your mamma supported? How are you supported? How does your father support himself? How did the robber get the money? How did the burglar get into the house? How can you be made happy? How are you getting along? How are you getting on? How do you write slowly or rapidly? Language Plan. 95 How do you communicate at home? How do you speak distinctly or indistinctly? or on the fingers? How do you behave? How should you behave toward your parents? teachers? su- periors? etc. How should you act toward one another? How was he hurt accidentally or purposely? How should you study? How should we treat animals? How did he shoot the bird? How did he cut his finger? How did it happen that he lost his foot? How do people come or go across the sea? How do you go to Europe by land or water? How are mills turned? How are the cars run? How are railroads run? How are wagons drawn? How are carts drawn? How are steamers propelled? How do street cars go? How do trains go? How are you taught to read? to speak? How do the blind learn to read? How are you taught? How are the pupils taught at ? How did Armour grow so wealthy? How did Armour acquire his wealth? How do you enjoy picnics? traveling? How did people enjoy travel a hundred years ago? How do we travel today? How can we transport goods? How do the pupils march? Two abreast? two by two? etc. How do you answer my questions one by one, or all to- gether? [In concert.] How is oak wood sawed lengthwise or crosswise? How are the desks placed? How is the school divided? How should you stand? sit? How should you leave the lunch room? How do soldiers march? How are houses divided inside? How are the words arranged in the Dictionary? How in the Encyclopedia? In the Gazetteer? How are potatoes planted? How is grain sown? How are flowers set? How is hay raked before it is taken from the field? 96 Language Plan, How is lumber brought down the river? (In rafts.) How are trees felled? How do you see lumber lying on the wharves? [In piles.] How do wild geese go? How do grapes grow? ' How do apples grow? How does the ice come down from the Arctic seas? How does the snow fall? How does the rain usually fall during an electric storm? [In torrents. ] How do we sometimes see people standing at the corners of the streets? (In groups.) How are islands usually found in groups, or isolated. How did Miss have her picture taken? How do they do at prayer in the Catholic church kneel or stand? How did the general arrive afoot or on horseback? How does a king appear when opening parliament. [In his royal robes?] How are the poor fed and clothed? How is sugar sold? How is cloth sold? milk? meat? apples? flour? medicine? groceries? hay? coal? wood? etc. How are laborers paid? carpenters? tailors? other tradesmen? How are servants generally hired? How do plants differ from animals? How does the beast differ from the bird? How is a bird different from an insect? How does man differ from animals? How has our city been improved lately? How do our parents show their love to us? How should we show our love to them? How do the teachers show their interest in your welfare? How should you show your gratitude to your teacher? How is it that you are here? How is it that some are rich and others poor? industrious? lazy? fortunate or unfortunate? How did Prince Henry travel in America? How will the crown prince travel? [Incognito.] How did Alfred the Great? Peter the Great? Frederick the Great? disguise themselves when they traveled through the country? How should we eater church? How did you feel when you first came here? How would you feel if you had to leave home? How would you feel if you came into the possession of a mil- lion? How would you feel if you received a check for a hundred dol- lars? How did come to his death? Language Flan. OY How was Prince Henry received in Milwaukee? How should we receive visitors? How should we show our sympathy to the poor and afflicted? How do you use your money? How can you learn how to spell a word? How can you learn about famous men and women and places? How do you keep from freezing? How did you spend your vacation? How do you spend your Sunday? Sabbath? How do you amuse yourself out of school? How do you know when some one is at the door? How do you suppose you will be employed after you leave school? SIXTH GRADE, Expect, Think, Hope, Intend, Mean. When do you expect your friend? Do you intend to go to the country before vacation? Whom do you expect to come to take you home? Do you think you could find your way yourself? Where do you intend to go this summer? What does expect to become when he leaves school? What do you mean to become when you leave school? What do you intend to do after you leave school? How long do you intend to remain in the country? Do you expect to return after vacation? Do you think your parents intend to send you back next year? Do you mean to be a soldier or a sailor? What does mean to do? When do you expect a letter from home? Do you hope there will be one for you this morning? When do you intend to write to your home? Do you expect to make progress if you do not pay attention to your studies? How soon do you expect your dress to be finished? When do you expect to finish your work? When do you mean to finish your work? When do you intend to finish your work? When do you hope to finish your work? Are you expecting to hear from them soon? Remember, Recollect and Recognize. Do you remember having seen that lady? Do you remember being at ? Do you remember your first day in school? 7 98 Language Plan. Do you remember how long it is since you first came here? Do you recollect the name of the person to whom you spoke at the picnic? Do you recollect on what day of the month the picnic was held last year? Do you recollect what you did yesterday at about this time? Do you remember the first verse of the "Psalm of Life?" Did you recognize the lady who was here a few moments ago? Do you think you could recognize the man who took the TQoney out of the telephone box? Do you thiak you would recognize if you saw her? Do you think you would recognize this place if you came here twenty years hence? Do you think would recognize this place if he came here DOW? Take, Think, Suppose, Imagine, and Presume. How old do you suppose T am? How old would you take him to be? Where do you imagine I was born? Of what nationality would you take to be? What do you take him to be? Would you take him for a minister? Do you presume that he tells you the truth? Do you presume this example is correct? What do you infer from this note? What do you presume is the matter with ? What would you suppose the stars to be? What are they really? Can you imagine the stars to be planets? How high do you imagine Niagara Falls to be? Would you take to be older than ? Would you take and for sisters? Would you take and for friends? If I should say what would you infer? Done to and Do When. What is done to this room every morning? What is done to the clock every week? What is done to the fire when it is low? What is done to the stairs when they are dirty? What is done to the garden every spring? What is done to the ground before the seeds are put in? What is done to the house every spring? What is done to the wool after it is cut off the sheep's back? Language Plan. 99 What is done to it then? And what then? What is done to the shirtwaists after they'^are washed? What is done to your hair when it is too long? What should be done to the desks? What should be done to your apron? What should be done to your shoes? What will you do when school is dismissed? What will you do after you get home? What will you do when your education is finished? What will you do when you are a ? What did you do when you came into the school room this morning? What did people do when they had no telephones, telegraphs, electric cars? etc. What would you do if you were I? What would you do if you had five dollars? What would we do if we had no telephone? What would we do if we had no railroads? What would we do if we had no cars? etc. What would you do if you had a nice little pony? What would you do if you had no pencil? What would you do if you had a boat of your own? What would you do if you saw this building on fire? What would you do if you saw some boys stealing? What would you do if you saw a little child fall into the water? What would you do if you saw a big boy striking a little one? What would you do if you could not finish school? If you had a dollar what would you do with it? If you found a purse what would you do with it? If you found a book with the owner's name in it, what would you do with it? If you found a bunch of keys, what would you do with them? If you had a large fortune, what would you do'with it? If you got a present of a couple of fowls, what would you do with them? If you caught some fish, what would you do with them? When your pencil becomes dull what do you do with it? If you tore your new gown, what would your mother do to you? What would you do to it? If the pupils disobey, what will be done to them? When the seats are dusty, what does the janitress do to them? What do you do to the flowers when they begin to wilt? If you neglected to study what would your teacher do to you? What was done to Andre for being a spy? What was done to for breaking the window? What was done to the pipe to keep it from leaking? What was done to the burglar for robbing people? 100 Language, Plan. Has anything been done to the window that was broken lately? Was anything done to your coat yesterday? What was done to Booth who assassinated Lincoln? What was done to the assassin of President McKinley? What happened when there was a fire in the theater? What happened when there was an eruption of Vesuvius? What happened when John Smith ventured among the In- dians? What happens when it rains very much? What happens when there is no rain for a long time? What happens when the weather is very frosty? What happens when coal is scarce? What happens when the sun goes down? What happens when it is very windy? Do you know what will happen to-morrow? Do you know what will happen when you leave school? What would happen if this school were burpt down? What might happen if it were burnt down? What would happen if you fell from the top of a house? What might happen if you fell from the top of a house? What would happen if you went skating on thin ice? What might happen if you went skating on thin ice? What would happen if you jumped oft' a wharf into the harbor? What might happen if you jumped off a wharf into the har- bor? What would happen if you broke your leg? What would happen if you threw some gunpowder into the fire? What would happen if you held a match to some gasoline? What might happen if you built a fire with kerosene? What might have happened if the fire in the store had not been extingjuished in time? SEVENTH GRADE. For what reason do you swim? For what did Columbus wish to sail westward? What was the cause of the quarrel? What was the cause of the war? Wherefore did you go down to the beach? Why did you not come to school yesterday? On what ground do you believe ? For what use are sunshine and rain? For what purpose did you turn on steam? For what object did the Pilgrims come to America? With what aim do people go to Alaska? With what aim do students go to college? What was the great aim of Washington, Napoleon? Language Plan. 101 With what expectation do farmers sow the seed? With what expectation do you go to the World's Fair? What was Benedict Arnold's motive in betraying his country? For what motive are murderers hanged? With what motive in view do you try to be at the head of the class? What is the motive of the parent who punishes his child? What was the motive of the Puritans in banishing Roger Williams? What was Oglethorpe's object in coming to America? What was his motive? What should be the object of our life? What should be the motive in everything we do? What led to come to school in such a round-about way? What induced her to take up the work with the deaf? What made to tell a lie? What made to play truant? What made dislike ? What led astray? What induced to hide the knife? For whose sake do parents work? For whose sake does wear that blue ribbon? On ichose account was punished? On what account was he detained? In what respect do plants differ from animals? In what respect are you better than when you first came to school? In what way is the city improved? Ill v:hat respect are a cow and a horse alike? In what respect are a cow and a horse unlike? In what respect are a cow and a horse different? Ovnng to what are you deaf? To what do owe their wealth? To what do they owe their good positwos? In ichat spirit should we obey our teachers? In what spirit should we pray? Wherein lies the difference between and ? Wherein has your condition improved? Whereto is the money appropriated by the legislature to the school, applied? To what end is it applied? ' To what use is it applied? To W)hat purpose is it applied? Whereby did you know the old gentleman? Whereby was the Greek architecture distinguished Roman? By lohat can you distinguish a bull dog? By what can you distinguish a picture by Raphael? Will you write a letter every week according to promise? 102 Language Plan, Did the employer pay the boy his wages according to agree- ment? Does the engineer go according to orders? Who was the first to discover America according to some his- torians? EIGHTH GRADE. Review. Book. "Words and Phrases. " Published at the American School for Deaf, Hartford, Conn. ^^ INITIAL FIJE OJ 2^ENTS THIS BOOK ON T"^ "^Ji^TS ON THE FOURTH ^j^V^ir^O .' oroN^'H% SEVENTH O.V OVERDUE. LD21-l00m-7.' 40 (69363) 181162