L u 6 H650 Iduc. t'sych. tic ,-NRLF 1 1 $C 31 b4fl Textbooks in Jinglish for Beginning Adults toy Kdwaird Hay Hirarod A. B. (Unlvereity of California) 1921 ? H E « I 3 Sabnitted in oartial satisfjiction of the req^uiretnenta ' for the degree of M A s r 3 R :^ A K T s in iiducation in the GRilBIJATE "D IV IS I ON of the JI?IVER3ITY OF OALIFOPJIIA ADcroTed ^k.T.^ « Instructor in Charge liepoaited in the University Library Date LiDrarian 9y^ EDUCATION DEFT. TEXTBOOK IIJ ENGLISH FOR BEGIRDING ADULTS By Edward Ray Himrod "Textbooks in Eziplish for Beginning Adults," by Edward Ray Himrod, is a thesis suibmitted in partial satisfaction of the requirements for the depree of Master of Arts in Education, in the Graduate Division of the University of California, Hay, 1922. The puroose of this study may be said to be twofold. i'irst, the ourooae of this study is to show that the available textbooks in English are inadequate to meet the needs of beginning adults — adults vyho are beginning the study of the English language. Sec- ondly, the purpose of this study is to offer su?7gestion3 concerning the organisation of textbooks in English for begizming adults. The thesis is divided into six chapters, followed by an extensive selected and annotated bibliography in the subject, aiid a directory of leaders and sources of information concerning the -"imericanization movement. Chaater I gives a statement concerning the ourpose and a discussion of the importance of the study. In Ohaoter II, the tracing of the development of illustrated elementary textbooks with narticular reference to recently published textbooks in English Duroorting to meet the needs of adult students leads to 'I r» r> ^ /^ 4* conclusions to the effect that there has been a noticeable continuity in that development , and that certain orincioles have been ent&blished which aay be applied at the present ti-ae in the production and Judgment of textbooks in English for beginning adults. Chapter III contains a re'oort on a survey of a typical olaos in English for beginning adults, in Garfield Evening School, Oakland, California* Xhe analysis of this report provides an additional basis for conolusions concerning textbooks. Chapter IV is devoted to descriptions of available textbooks in iiSnglish in order to determine if any of them iieet the needs of adult students, ;ind to determine if my of them offer examoles of the application of the orinciples summarized in oreceding chaoters* Chapter V offers a discussion of the psycholog- ical basis of direct methods in teaching English to beginning adults, with conclusions favoring the discarding of translation methods in favor of direct methods. Chaoter VI answers the eternal question: "what kind af a textbook can you use in teaching English to illiterates of different nationalities?" The chaoter contains samole pages illustrating the aoplication of the orincioles ditscussed in oreceding chaoters, with suggestions to publiishers and teachers* TABLE OP COKTEKTS CHAPTEE I DIXRODUCTION The purpose of this atudy... Outline of problens... The value of such a study... 2he language situation in the iinited States... The necessity of a knov7lodfe of the liinglish lajagua^^e. . . The advantage to the couxitry... The importance of adult education... CHi^TER II THE DEVELOPHSIIT 0? ILLUSTRATES) ELEMEKTARY TEiTBOOiGJ 'TITH P^iRTIOULAH RliS'l^RSNCE TO RECENTLY PUBLISHED TSLTBOQKS IV- EUGLI3H FOR BEOIUNIITO AI>ULT3 Progress in teaching methods... Early primers... Melancthon. . . Schulte... Ichelsamer. . . Comenius... Early English orlmers... The New Eni'land ?rimer... Spelling books... Tilworth... Based o\^... i?8atalozzi.., Boah Webster... Sheldon... Object lessons... Oral language lessons... (^ouin... Taylor... Harrington and Cunningham... Textbooks for adults... Chancellor... iiharpe... Roberts... Markowitz and Starr... Crist... Goldberger. . . General criticism... Berlitz... Thompson... i'isher and Call... Tetmore... Galeno... Cleveland Lessons... Conclusions... Summary... ,, CHAPTER III A TYPICAL CLASS III EHGLISH FOR BEGIKKIUG iilkJLTS Selection for survey of the class in Garfield Evening School... Location... Representation of nationalities.., Occupations of students... Ambitions, olana, and pros- pects of students... Language ability... Conclusions... CHAPTER IV THE available: textbooks in ?aJGLI3H FOR BBGIKNIWG ADULTS Textbooks used in Garfield Evening School... Bescrlo- tions of textbooks... Austin... Berlitz... Beshge- turiari... Chancellor... >'ield and Coveney... Fisher and Call... Goldberper. . . Harrington and Cunningham... Houghton... Jirnoerieff . .. Markowitz and Starr... Matheeon... Mintz... O'Brien... 0' Toole... Price... Sharpe... .'.allach... ^etntiore... Summary... Conclusions CHAPTER Y THE ?SYCHOLOGICAX BASIS OP DIRECT TffiTHODS IH TEACHIBG EI^GLISH TO BEGII^BIBG ADJLrs The formation of language habits... Thinking in English... The oral approach... Direct methods. Translation.... Summary... CHAPTER TI SAMPLE PAGES ILLUSTRATING THE APPLICATION OF THE ^INCIPLES SUMMARI7,ED IN TKF- PRECEDING CKaPTRHS. TTITH SUGGESTIONS TO PaSXlSHERS AND TEACHEliS Textbook requirements... Pieturos for oral drill... Su/'gestions to the teacher... Illustrations. . • The key to the pictures... Testing comorehension. . . Review list... Spelling... Commands... Pergonal (iuestions a(id samole ansj/ers... Lialoguea... The place of suggestions to the teaoher... Type... Summary. . • SELEC TED BIB'LI JGRaPHY SOME LEADERS Oy THE AUIERICANI^^^ATIOH MOVEMENT AND ADDITI'ONikL SOURCES OF INFORMATION CHAPTER I INTRODUCTIOB In Judging a study such as this thesis, the critic usually asks three q^uestions: 1, What is the purooae? 2. Is the study vrorth while? 2. Is it well done? The aim in this introductory chapter is to offer answers to quest ions 1 and E. iinawer to question Z is left to the teachers who labor in the great field of adult education; to the employers and workers who know the handicap which retards the non- £n,o;lish- sneaking adult; to the a.niericans by choice, who, having overcorae the language barrier, appreciate the nature of the oroblenas besetting the immigrant; to all who seek to make smoother the oath for those who shall follow. PORP03S 1- That Is the wirooso of this study? The Durpose of this study may be said to be twofold. First, the oarooao of this study la to show that the available textbooks in JSnplish are inadequate to meet the needs of bepinninp adults — adults who are ber inning the study of the Knfrliah language. Sec- ondly, the puroose of this study is to offer suf -restions concemlnr the organization of textbooks in £ngli8h for beginning adults. ICany oroblsras arise in connoction ^ith the production and Judf:ment of textbooks* The problesos giTen attention in this thesis are outlined below. a. Does a study of the deTelooment of illustrated elMMntary textbooka reveal any noticeable continuity in that dovelopnent? Does each a study reveal any •atublished priociolea which may be applied at the present tinie in tho production and judgment of textbooks in BJn^lish for beginning adults? (See Chapter XI.) b. Khat is the nature of a tyoical class in ftkgliah for be r* inning adults? Considering the ans/rer to this qaeation, frhat conclneions eoncoming textbooks can be drasm? (See Ohapter III* ) o* (I^hat Is the nature of the available textbooks in English for beginning adults? lio any of the avail- able textbooks offer ezaqiples of the aoplication of the princiolos summarized in oreceding chapters? (See Chaoter IV.) d. Is the psychological basis of direct methods in teaching English to beginning adults strong enough to justify recommendation that translation methods be discarded in favor of diveot methods in all such teaching, whether class or individual? (See Chapter V.) e. In order to meet the needs of beginning adults, how should a textbook in Jinglish be organized? (See Chapter VI. ) VAIOE 2. Is a study of textbooks in English for begin- ning adults fiorth while? The language barrier aust be broken down. The men and women who laid the corner stones of this nation cried: "IB UfflOH THERE IS iTRENGTHl" Union depends upon community of thought, and community of language is a mighty factor in the production and 'nain- tenance of that community of thought. He who makes easier the overcoming of that language barrier serves the whole nation; indeed, he serves all mankind, THE Language situatiow in tee united states No one knows how many million peoole in the United i^tates carnot speak Knglish, Of these people who cannot soeak iinglish, the large majority is foreign-born, but not a few are native-bom. Of the men examined by the draft boards, 1917- 1918, £4.9 per cent, could not read a newspaper or write a letter in Jingliah. Array authorities were comoelled to establish schools to teach the ^glian language to soldiers who could not understand spoken commands. John y» TTeoks, f^ecretary of Tar, gives ignor- ance of the English language first place among the enemies of the United Btates. He 'declares further that many soldiers were killed or wounded in the war because they did not clearly understand, English. Weeks, John W. American legion Weekly, August 12, 1921., 4. "Americanism and the Problem of Illiteracy." THE NECESSITY OP A KNOWLEDGE OP THE ENGLISH LANGUAGE Mrs. ii. Km r. Bent has ore pared a statement in which the declares that a knowledge of the English language is necessary in this country in order to obtain •mDloyment, t* understand orders, to avoid accidents, to know the laws, to comprehend court processes, to be Indeoendent of interpreters, to escape exploitation and fraud, to be able to live outside of colonies of foreigners, to associate with Knftlish-apeaking oeoole, to maintain intimacy with children learning English in the day schools, to learn the history, ideals, and standards of the country, and to actiuire the feeling of being an American, Bent, Mrs. H. Z, W, Americanization: Suggestions for Speakers. Sacramento, California titate Printing Office, iyi9. THE A3>VABTAnE TO !I?EE COUHTHY Concerning the advantage to the country, Mrs. Bent Doints out that kno.7ledge of English decreases the concentration of immigrants in foreign colonies, increases the value of immigrant labor, relieves the courts of offenders against ordinances which are not understood, lessens the power of the alien propagandist and trouble maker, and opens the way for socializing influences of every kind. THE IMPORTANCE OF ADOIT SDXATIQN In a aiscuaeion of the need of more and better English teaching and aids to English teachera, Vinthroo Talbot writes as follows: "The government of the United States is a government by representation, and its integrity and effectiveness deoend uoon the intelligence of all the people. This intelligence rests mainly UDon the easy transfer of thought and information from one oerson to another by means of the spoken word and the printed page. In an illiterate com- munity the sense of civic responsibility is at its lo^fest, and disease, social isolation, and industri- al inefficiency are found in highest degree, "It is difficult for those who oan read easily to form even a bare conception of the mental li-iitations of the illiterate, the neetr-illiterate, and the non-reader. It is still harder to aporec- iate the material handicaps to earning a livelihood entailed by illiteracy. ^hile illiteracy does not necessarily imaly ignorance, it does predicate lack of information, coranrehension, and understand- ing. It increases prejudice, suspicion, and passioli, and di-ninishes natural appreciation and power to coSoerate, yet ooSperation is the essence of modern civilization, and inability to co8perate is the basis of race hatred. So that illiteracy is clearly a toDic for national solicitude, and its eradication a orooer subject for government action "The do-nothing oolicy has been costly in many respects. The oercenta;re of avoidable accidents is increased through the inability of workers to read danger warnings or comprehend direc- tions which would orevent accidents. "Inability to read involves waste of raw material in many industrial operations, entailing needless exoense in manufacture and disappointment and irritation with regard to expected earnings. ''In industrial organizations illiteracy results in ignorance of essential inforiiation and important work directions, and this causes misunderstanding and friction. It is noteworthy that industrial oenjrers characterized by a high percentage of illit- eracy are especially subject to costly and orolonged labor difficulties; notable examples have been Lawrence, Mass., Paterson, li, J., and the Colorado alining districts. ** Talbot, ^inthrop. Adult Illiteracy. Kashington, U. S. Bureau of Education, Bulletin, 1916, JUo. 36. 18-21. Zho teaching of English to adult i imi grants ami to native-born men and women who have failed to learn ftiglish is a public responsibility which should command the best of teachers and equipment. During the strenuous years of the war, 1917-1918, the Americanization movement strengthened the growing demand for easier methods of teaohing adults to soeak, to read, and to write the English language. The oresence of raen and women of several nationalities in the same classes made imperative the development of non-translation -nethods of teaching which would eliminate guessing and failure and consequent discouragement. It is this situation which tiakes especially worth while a study in textbooks in English for beginning adults. CHAPTER II mt£ ii'iSMii^O^UEMI 4}ir lU^U^X^USiO) JSUEMUfZAiiY £JLl.7JKK)iCi riTK PAHTIC'JLAR RWHSUSflCR TO RBCEIfTIY POBIlSHia) T2XTB00KS II JSfieLISE fOR BJ»ISfiUI9 AB17LT3 The aira in this chaoter is to trace the devel- ofMaent of illustrated elementary teztboolcB, irith oartio- alar reference to recently nublished textbooks in £nf lish intended to taeet the needs of bepinnin^ adalta. in order to determine if there has been any noticeable continuity in that developnent, and to determine what principles ao established may nojr be applied in the production and judgment of textbooks in iSn^rliah for beginning adults. PKlOKESa O TSACHI90 USZHODS Froa tlms to ti'ae, sinoe Comenius began his great ;rork nearly four hundred ^eara ago, progress ive lariguage teachers have ooicted out and demonstrated the value of aroasing and maintaining interest by dealing with faiailiar aotivitlea, situations, and objeots. ab an aid to habit build izig, they have tried to sti'nalate effort by oroviding oodortAnity for continuous success • They have avoided skips in the development of soeakinp, reading, and writing vooabularies* They have shown the tMianing of new words objectively, they have draoatiied situations, or they have explained the new in terns of the familiar. More and more teachers have sought to reach the mind of the student through as nany senses as oosRible, in order to facilitate the formation of the desired language habits. In liUipuage study, they have given firat olaoe to oral diseunsion and active demonstration. They have learned to use textbooks for reference iuid for testing comprehension, rather than aa a basis for osnign- ment of tasks. Courses have been organised in small units in efforts to reduce the possibility of failure and diacour- agement and to provide a ladder of success up «hich the student may climb aa raoidly as he is able. / Ihe first Drivers ixrere books of rellploas instractlon. In the minds of teaohera and authors, laniraage teaohing took a olaco of secondary I'nportanos* Huey, £l» J3* The Psychology and i?ed&go/^y of Reading, limr York, Maostillan, 1^16. 'dA0^261, Xxaoiplss of these religioas pritaers include: "Abecedarian,** "Paternoster, " "ats Maria,** •♦Benedicito,** and "Gratiaa.'* 3!he first Protestant pritners served as manuals in the church services and as textbooks in the schools* Here attain, content and vocabulary failed to link up ^Ith the ordinary events of daily life* 2hen Philip ilelanothon wrote a priraer in which he dovoted fourteen oages to Greek philosoohy, thereby paving the way for the develoottent of secular readers* A a?iMER FOH cHixraiiai Schulte made an attempt in lb32 to adaot a oriner to the interests of children. He used oictures and rhysaes to fix the Ie88<»i8 in the Ttind of the student. He invited interest by reference to the situations and activities of daily life* Two years later, Ichelsamer placed in oarallel columns Dictures of animals, the names of the animals. and tho letters .vhose sooz^s ooat reseablod the orios of the anisialB pictured. rhas. ooooalte the picture ot a dog appeared the inrord dog and the letter r. John iiraos Coraenias. the founder of nodem pedagogy, staada aa the first great international exponent of the right of every huiaan being to an eduoa* tion« He l8 credited J7ith reforn in the laethods of language teaching in nany countries* Cabberly, £. '. The History of Rduoation. Boston, Houghton llifflin, 1920. 409-415. In 1631, Oonenius published the "Junna Lingu- arua Reserta,** 7hioh was raade ap of si-nple sentences, Latin and the Temacular in parallel colunais. The "Janua** became popular inmodiately. It /ras soon translated into d4xteen languages, including JSnglish. UoneniUB followed the "Janua" with the '*Ve8tilmluffl,'^ srhich sras also printed in parallel columns. In 1658, Comenius published the more simple "Qrbis Sonsualiuffl Rictus, ** his famous illustrated orimer. It was STen more pooular than his earlier books. In the one hundred fifty illUHtrations, single objects were nttabar«d. In the billngaal loss on texts onderneatb the oic tores, the names of the nurnbered objeots were aarked with the corresoond ing nantbera. The lessons srere develooments of tooios suggested by the pictures. The language was oonversational, and the content vas familiar to ordinary students. the "Orbis ?ictus" »as widely used for nearly £00 years. It .Taa translated into mAny languages, and re or in ted in rarious editions. An excellent edition aooeared in England in 17£7. In 1810, an edition was printed in ;inierica. In 1887, C* IT. Bca>deen. of iiyracuae, Jiew York, reprinted the English edition of 17U7. Coaenlas shifted the early eaphaais in lanpua?e teaching froa mere soonds and abstract ideas to every-day things, to familiar objects, to Physical activities, and t> otmorete concepts. Be attacked the spelling method of teaching reading'* when he introduced his system of numbered oictures followed by a orinted key to the pictures. Uia ai-n was to connect the word with the object, the sentence with t^ie action, the topic jrith actual life. EARLY EHOLISH PSI!n!RS 'ShQ early orl iters in JiSagllah were aoatly onfrraded and unillast rated. inhere is litrle evidence of effort to orovide books in e8sau, lanpuapes were taught through conversation. ?ESfA102ZI In 1774, Pestaloszl ooened hla famoua school at Baahof • Liks HoasBoaa and Baaedour, Peatalozsi triad to work out more natural methods of lan/ruage teaching. For "chattering of worda" he substituted obaerration, cxperi- 'aent, ;uici reasoning. Perception of real objects and devel- opraent ot real idoaa preceded conversation, and oonversation preceded reading and writing. The word was connected )irith the object, vith the act. with the idea. Both Kngliah and iioaerican pedagogy show the influence of these iuiropean teachers. Cubberly. History. 539. UOAH ^TKBaUKR Ihe production of graded orimers was greatly stirQulated by Hoah V.ebster. He published his "Americiin ftpiilling Book** in'«178:'^. 7hia book was a co'nbined alpha- bet, oriaer, soeller, and reader. the word lists were carefully graded. This book soon dioolaced the older spellers. GRADED ?H ITERS In the early years of the nineteenth century. P«8taloz::ian id«aa gre«7 raoidly in popularitji' in wserica. Manjr Bflriea of graded road era aopeared. JCaag.v'8 '*Primar," published in 18£6, was one of a number of graded orimera featuring object lea tons. iPierpont diaoarded treat iaea on inflection, •aobasis, accent, and punctuation in elementary textbooka. He .Trote: "Keadinfr, lik-e conversation, i:^ learned from exaiaple rather than by rule.** Six million of Cobb's readers were sold betireen 1821 and 1841. Cobb tried to interest children through stories and infomation about aninals* Horaoe Mann ridiculed the oBthod of teaching reading laid down in 7«eb8ter's Soelling Book, and encour- aged the use of words in comolete sentences. ORAL LABGUiOK LKSSOSS About 1848, i^i7ard ^. £>heldon attained a nosition of leadership ationf those who were active in the introduc- tion of -Pestalossian ideas and aethods in ^^aerioa. In 1860, Sheldon imported froa Kn^land the objeot-nethod apparatus and the oublioations of the English Uotae and Colonial Infant Society. Those nho had a ptirt In the Os.vego raovo'nent started by ^holdon regarded the develoonnent of the senses as more inoortant than asre fsemory ^vork. In their oral teaohlng ixni olasa diseusaions they ained orimarily at the develoDnient of fluency In language. Oral language lest^ans vrere a natural oatgro.7th of the Oswego moToment. Since 1060, usage as a (ooans of learning En/^liah has gradually displaced the study of fomal granmar, and the building of whole sentences instead of the analysis of sentonoes has beooae conaon practice. Cubberly. Public Education in the United Estates. Boston, Houghton Mifflin, iyl9. 270, 296-:600. Francois Gouin devised the method of grouoing a nunber of tientences around 3ne central activity. SSuoh a grouD of sentences, called a theme. Is int^ided to be dramatized and angaage. Uwvr lork. ScribnerV",, ia92. In the thdoiG raethod of lanpaagd teaohlng, tli« ▼erb roceives the rgajor em-Jhafila. 7eaoher ana atadent perforra the act aa they aooak the ^ords. In the textbook, the verbs uued are orlnted In a column at the aide of th*» nacre, ?he verb ia directly connected irith the action, and the noun with the verb, Couin did not distinguish bet'• C. Heath and Company oabliahad an anillastrated book, "i-irat iiook for fion'>i!;ne;li8li--i>peaking People,'* by !?• L« Harrington and Catharine J. Cunningham. The pooalarity of this book araong imaigranta at the oreaent time warrants the deol^iration in its introduction that the method of teaching used by the authors enables atudonta of any age to acquire in three 'aonths a good foundation on which they raay build with ordinary reading. The method ia one of usage of English in the classroom. Correctness in spoken and written Kngliiih is the dofainant aim. The aoproach ia oonTeraational, natural, and objective. .ientences are built as thoughts concerning the objects named. Oral mastery of the sentence precedes reading and jrriting. letting of copies on the blackboard, the erasing of these oooics, an^ the dictation of these cooies. follosred by the resetting of the copies, enable the student to correct his ovn vork. JSow verb forms are reoeated in varying associations. lil^hen verbs of action appear, performance of the action by the pupil is suggested. rhe past tense aooears first in Lesson £4. By neans of draoatiaation, the sieaning of tli« early loauons can b« easily demonstrated. Coamands Insure drill in tbo use of the sl^aple present Terb fom^. The more difficult verb forits «nd eoastructiono are oarofully graded. Xhe sentenceR are otinsiatently short. rho value of the appeal to the different Qonses is oointed out. The use of £0 point type in orinting the early losaona shows appreciation of the needs of beginners sviiioh has not been manifest in the use of s.iiallor type in certain textbooka rmbliahed since 1904. lo oictnres are necessary in this book, as the objocts and parts named aay easily be pointed out in the classroom. ^ost of the language used is suitable to adults as well as to children. Several years itere to pass, however, before nuch interest was taken in the Dublication of textbooks intended to aeet the needs of beginning adults. CEAUCEilOR In 1911, the .American Book Company oublished W. £. Chancellor's "Standard Short Course for Kvening Schools," a summary of four earlier textbooka by the ■aoM author. Chancellor points out the efficiency of isr 5 lit .nr direct HMthods In teaching Kn^rlish to bef:lnning adults, and 8ho«8 that the adult learns to sooak a language easiest 'Then he aooroaohes it .^uat as a little child apnroaches the lampoage orohlera, i.e.. he learns to speak before he learns to read. He also aakes clear the vaakness of translation raethods. nevertheless, in his first lesson, Chancellor introduces ttotAb ^rhose meaning cannot be demonstrated objectively. The value of his «ork lies in the excellent Die tares of scenes and individual objects. ?IAHT F. ^HARm In this same year, 1911 « the ^erican Book CoTjpany nnblished "a First Reader for l^'oreipners,'* by Hary F. Shame, anoarontly aitaed to be aaed in the teaching of Kngliah to foreign-born children. Verbs of action and con^aands are given proroinenoe. Complicated langua/TO is introduced gradually. The illustrations are clear and attractive. In 1»12. the Association J?reBS took up the adult oaa8« in the otibllcatlon of "Kn/rliah for Comlzm Americans," a t«aohar*B manoal, aocoaoanled by loose leaf lesRona and wall charts , by Peter Roberta. Roberts develooB the irlnclolee laid flown by Gouin tvrenty yeara before, and sujaa np the experiences of rauny Rucoessfol teachers of beginning adults. The lensons outlined by Roberta are baaed on aotivltlea. The aoproa^h is strictly oral. Iha student learna to aoeaJr new Knflish sentences in each lesson. MARKOITI?': A.NB 35ARR in 1914, the /t^-aerioan Book Company oublished **jfiveryday Lan^aa^e lesRons," by Alfred J. Ifarkowitz and ti&iiuel iStarr. The oreface announces that the teacher Is reminded in ever, lesson to nso the text as a basis for conversation, and notes the advantage derived from hearing and nsin^ and seeing the Tord in cojineotion srith interesting objects and activities. The organisation of this book ahowa ra^ard for the environment and needs of tl» student. Sentences are selected from those the student in "loot likely to hear anfl need to osa. Moat of the lan^na^e la auitable to adolts. Commands axid ananovrered quo&tlons ap9«ar frettuently. yrom the bep inning, correct use of verb for'nn is th» domlnamt aia* RAYKOlt]} F. CHISS In I'iie, the iiureau of Hataralisation, U. B. Bepartment of Labor, ?>ubli3hed a "Student's Toxtbook, " by Hnymtrnd F. Criat. Xha attitude of the author is ancooraf in^ to those looking to the povernaent for a textbook useful in the teaching o:^ iir-liah to orosoeotlve citizens. The folloi^vlnp announcement apoears on oage £; "The teacher who will write down any thought to ImDroTe the text at any part or ooint and ut onoe forrard it to the Bureau of Katuraliaation will render a patriotic ouhlio iiervice. Available ideas will be incorporated in a new edition.'* ThlM book was com oiled after suggestions had boen invited frora the Oiiblio achoola of the country. The )»ook olalms to 'Attetapt to orovide what the sturtent reaQly needs. i?he jrreuteat value of the book lies in tnlB spirit. %i^ it orove contariousl I'he type used in printinp the lessons ta ridiculously arnall, and the soaoe devoted to loosons in Kn;jllah is abbreviated, but the oral approach is encouraged. 'I'he book is not illus- trated. BFJtHY B. OlIXBERGiSR In tho saiae .year, 1918. Charles Scribnsr's 3on8 pabll3hed "JSn/^lish for Comin/^, nmericons," by Henry H» Gold berg or. This book in based on tho principle that Booaklng is the oaycholopioal bajis for reading and writing- its iaoiaediate ala is to holp the stadont express hia noefls In En,clish to Sngllsh-aoeaking oeoole. 'She sentence i i«uogrJ.zed as the payohologioal nnit of soeooh. The lessons are built around tooica. Ability to use Knfliah is declared to be -aore essential than. ability to conjurata Terbs and ability to chart the oersonal oronouns. In addition to textbooks, Goldberger la the author of seTaral teacher 'a ra^inuals. He discusaos Yarioua ictare« are uaed as illustrations. He particularly eaohacizes the need of textbooks so organized that the understand inp of papila may be tested. Uo soggeuts that a textbook should contain aeries of qOAstions ..'hich ctannot be answered unless the text is understood. fie advises the orinting of sample atunrars in the early lessons. ii& further nufffuBata that all difficult *ords shoulo be correctly oronounoed and jaastered before they are seen in orlnt or in script. > "rSHEHAl CRITIC t3!« Whenever leaders in /inioricanisation /rather to discuss thoir orobleras, one critic iarn of available textbooks in Kn^^liiih for bafinninp adults is onre to be heard. This critic isa is to the effect that authors and oubliL^hers of textbooku try to do too much In one book* Textbooks give too much evidence of an eagerness to win the coveted adoptions by school boards and principals whiolx insure profits. Claasroom needs desorve greater consideration. Attention ia fretiaently called to- *he fact that the available textbooks are too far advanced for many bo/T inning adults. They are based on a8f;amption of a foundation and a raastery of vocabulary not possessed by thousands of nen and ffonen who would attend oveninf schools If they were sure of receiving help. feaohers are warned oonoeminf^ the comparative aselossnesa of explanation and definition of abstract terras in elementary language textbooks. We are told to use no language so abstract that its meaning oannot . b« draaatised. Ae are urged to get back to objects and pictures and aotiona and illustrations . back to coanands and t^uestions and similar teats of comorehension. > BKRIITZ Xhe textbooks of M. T. Berlitz are examnles of what oan be done when nastery of language is the dominant aim of the textbook ;7riter. In 1919, florlltx oublished his '*:iethod for Teaching Modem Languages, ifin,^liah i?art. First Book." large colored wall charts and objects are UBod in •xolainiog the ateaelng of concrete words. Abstract words are defined in terras of the farailiax. The aesocia- tlon of ideas is enaployed. U&« iwords and sentences are directly connected tfith perception and thought* ivnglish is ttsed constantly and oxcluslvely. taking the i^syoholopioal process by arhich ci.ildren learn their ?iother tongue, Berlitz adapts it to the needs of the student of any a^e. In tho early lessons, conversation is develooed about objects. Xho later lessons are divided into three oarts: the oral development of vocabulary, the reading of the text, question and answer exercises. iJo lessons are assigned in advance. Constant review and practice ia encoura.'^ed. Berlitz employs ncvr words In such a manner that the aeanlng is conveyed by the context. ^iarstions are then asked which cotioel the student to use the new word. These questions also serve as accurate tests of comprehension. Idioias artf explained as wholes, rather than by analyais. Heading ia preceded by oral development, e.-siuiing the student to raaster the ^ord orally before he nees it printed or itritten. YRABK TH^IPiOH Frank Thomnnon's oarticular contribution lies in the field of theoretical discussion. In 1920, Harper and Brothers published his book, "The Schoolinp of the Immigrant. " Ghaoter V of this book is devoted to the oroblem of teaching Knpllsh to the immigrant. Thompson believes In making the lesson fit the student. He insists on the use of the conversation method of aporoach (page 211.) He declares that language which is to be the medium of corataunication should be taught by a method which emphasizes such comTwnicataon. He declares the teacher of beginning adults needs the highest professional skill. FliSHEH Aim UiLLL In 1920, Cinn and Company published "JSnglish for Beginners, Book Qno,'* by -4nr.ie Fisher and Arthur Deerin Call. The content is better suited to the experience of children than to the exoerience of adults. Uinety tooical leasons are developed in 248 pages, illustrated with hundreds of pictures of single objects. Many of these pictureo of single objects are labelled with the names of the objects. Oommands are introduced in the first lesson. The organization of the lessons in the form of dialogue between teacher and pupil Insures the use of conversational language. •,£ inie meaning of the early lessons can be easily dramatized. Sentences with blanks to be filled by the student appear frequently. iSxcellent suggestions to the teaqher appear in the Introduction only. ?honetlc word lists appear in the aopendix only. !Phe aonondix also contains groups of sentences useful for drill in the correct use of preoositions* The flood of orders which followed the announce- foent of this book in anaole eYldenee of the demand for an Illustrated textbook using the conversational method. FRAHCSS K. rvT?fOHE In this same year, 192^0 , the Ohicago ^sociation of Commerce published "A First Book in English for Kon- English Speaking Adults," by Prances ^» Wetmore. The organization of this book shows evidence of effort to meet the needs of adults. The ilVustrations picture single objects. Each picture is large and clear. Printed alone on numbered pages, they provide the equivalent of a series of numbered pictures of single objects. The fifty-two lepical lessons are printed with large clear type, paralleled by equally large clear scriot which furniahes excellent writing copy. There are no sugpestions to the teacher or notes to confuse the student. Deniionatration of the meaning of a few of the words is difficult, but the lessons do not increase in difficulty. OUGaB. SALEfiO The work of Oscar Galeno is also vrell suited to the needs of adults. In 1921, the Gregg Publishing Oomoany published the "Caleno fiatural Method," consisting of "Book One" and "Book Two" and a large thirty-five page picture chart. The books contain reproductions of the pictures which appear on the chart. The books are bilingual, and may be used in teaching either Spanish or English. The charts raay be used in teaching any language. An excellent teacher's manual has aopeared more recently. Flaenoy in thd oae of langaage is Galons 's dOBinauit fidm* He declares that the beginner in the study of a lonfuage should approach that lanj^uof^e very such as a child aporoachos its mother tongue* He enoh^iisises the importance of thinlcin;; in the languai^ which is bein/; learned • The hundreds of objects, scenes, and aotiTities pictured by Craleno are aade the basis of conversation. i^he aoproach is oral and direct. The textbooks are intended for aids in testing the student's ooraprchension, and for helTW in review study, and not for use in the classroom as readers. Objects and oarts in the pictures are numbered. ^ oa^e of oictures is followed by a key to the pictures. THE CLETKLAlT]) ].£SSQ|IS In I^ecerabor, 19H1, the -imericanization 3>epartraent of the Oakland J?u'blic achools received a set of twenty-six lessons published by the atlantio Monthly i?res8. The series is called, "First Heaalng Lensons for Adults. ** Xaeh lesson is illustrated jrlth a larf.e angraving. Lessons and Diotnres are winted on heavy, unbound ahects, 11 5/8 by 8 z/A inches. The lessons are orinted with 6 mm. type. .^ This excellent aeries of lessons, prepared by public school teachers in the field of adult education in the various factories and community centers in Cleveland, Ohio, has become known as "The Cleveland Lessons." The content of the lessons is suited to the experience of adults. The meaning of the lessons can easily be demon- strated by means of the pictures, objects, and dramatisa- tion. While unbound, this series of lessons merits special commendation in a study of toxtbooka in English for beginninr adults. COHCIUSIOJIS Considering the facts treated in the foregoing historical sketch, we may conclude that, bopinning with Comenius, there has been a noticeable continuity in the development of Illustrated elementary language textbooks. We may also conclude that cert;a.in principles as established by the experience of successful teachers, orinoiples whose apolicatlon is illustrated in various textbooks, may be applied at the present tine in the production and Judgment of textbooks in Knplish for beginning adults. A summary of these vorking orinciples follows. SOICCARY OF J23TA3Ll3H2t' PRIHCIPUffl For the sake of econoay and efficiency, the learning and the teaching of the iinrlish languafre Bhoald be aado aa easy aa possible. Teaching methods ahoald obey the laare of osyohology. liffort by the student shonlo be sti-nulated by the elimination of the likelihood of guesBing and failure. Stated more ooeitirely, effort el ould bo stimulated by the organization of coursee in small units in such a way that opportunity is provided for continuous success and orogress according to ability. Vhere oossible, new words should be heard and used .azid seen in connection rrith Interesting a,i'A familiar objects, situations, activities, and ideas. 1h» eraohasis ahoald be placed on overy-day things, fa^ailiar objects, phyaioal activities, and concrete ideas, rather thm on nere>3oand8 and abstract idoaa connected .vith rellfion and patriotism. In textbooks for beginning adults, content and Tocabulary shotilc: be linkd up vith tiie ordinary events of daily life, in vhich coTismd of the Ijinguago is essential. Content and vocabulary ahould be suited to the thourhts and experiences and oroblcms of adults. Vocabulary and constructions introduced should be carefally graded, ao that increase in difficalty may be counterbalanced by IncreaRe in ability on the part of the student* Uoreover, new ^orda and neir complloated exores- elona shoiild be introduced f?radually and repeated ..everal titoea with varying asaooiationn. Direct methods are preferable to trauislation methoda in teaching Knflinh to beginning adulta, ;irithout reference to the fact that, due to the Tariety in the nationalities reorosented, only newi-transluti on methoda are expedient in raost of oar Americanization claaaea* Idiocia ahould be explained an wholea. They shoald be explained through the context, in terraa of the faraillar, or tbror^h use, rather than through analyaia and attempta at tranalation. Percpotlon and thought shoald be directly connected with nevr words and aentenoca, Contlnni^ty In the asf^ociation of tho ideaa Introduced In deairable, eapecrially throuph t^ucoeedinp aentencep in the conversation built around any one topic. ojci pa »?hoald be avoided in the dcvelooment of apeakinp, reading, and writing vocabularies, i.e., the new ahould be oxnlained in terms of the familiar. Uo avoid akipB and breaka in the continuity of thm acqaisitipn of the new language habits, textbooks should not be too Inclusive. The textbook for beginners should helo lay the foondation on whloK the teaching of history and civics may bo laid. Tha ai-a should be instruction . rot preaching. The hand nhould bo ealled uoon to helf) the brain in the acquisition of language habita. In early le^Bons, the verb should be given prominence. For connecting the word with the action, and for testing comorehrnnjion at the same ti^e, no better aaeans than cormanda have been devised. Xhe early ooranoands should b& selected frooi those which the student will hoar and see and need to give inost frequently. ?he selection of these oomaands should be limited to those //hoae ?neaning. can be denon- fitrated. Other oom*7iands are valueless in a typical evening school class in Knrlish for befinnlng adults. The student shoulg oerforra the action indicated by the comnand, and then he should In turn make another oerson understand the corawjand. Saaes of faniliar objects -Thich the student rnuat recognize and know are aecond in importance only to the sjore comion verbs. Perce ration of objects and the deTelooment of real Ideas should orecede conversation. The -aeanlng of nsw words should be shown object iToly If possible. ^hen oicturea are used as illttstrationa, jast aa in the use of objects, tests of comorehension are essential. textbooks should be so organized that the understanding of the student lay be eaaily tested. Pictures of individual objects and parts of ol>Jeets should be numbered. Baaes of objects should be seoarated froa the oictures of the objects. The naiaee and the corresoondin^ numbers should be arranged IB a Jcey. Speaking is the pnycholo/tical baaiu for reading and ^ritinp. Hooakinr nuturMly oreccdes reading. Xarifuaife which is to be used for communication of thoupht should be taught by -aethods based on cora.iaanicatia>n of thought. Where correct pronunciation is an aim, words should be understood, oroRouneed, and mastered orally before they are seen in print or in script. In any case, oral devslopmont of vocabulary should precede reading and -rriting. fhia devolopment conslats of oonTersaticni about the objects, aotions, and ideaa Involved. Coranrohension In silent reading i3houl<}, be oresent before oral readlnf: is begun. 3rd i nary read are shoiild be used only for refer- ence txoA in toating ootaorekenslon in nilent reading* ileadinp, like conversation, ia learned from exa'sole rather tban by rule, and tshould be taught by examole. ihis orinciple eliminates from textbooks in IJtoglish for beginners treatises on inflection, emphasis. ohonetics, accent, and ounctuatior. ^'sage as a means of learning ii^n/'liah should diaolace early study of formal grsaaar* iiccuraoy in comprehension and lluenoy in ooa^QuniOiition srould receive aajor emphasis in the aiiis o£ the teacher. The olno of the stuaent should be reached throu^'h as nuuiy seiines aa possible. Thinking in i:.n;-liah ia essential to the develoo- -nont of fluency in speaking and writing, as well as to the develonent of accuracy in comprehension. Observation, experioient, reanoning, -ind the draining of conclusions in fin^f^lish ahould be stitoiiliiited. the iiUGstions introduced in early lessons should be answered in the book^. Hhe printing ot th« qaestlonR In numbered lists followed by the correct an8;rers in airailarly nuTibered lints fumlshea a Btiraulant to thinking in ICn^'lish. Th9 eectonce is the psychological anit of Boeech. A tendency to expresu thought in complete sentences should be cultiTated. 3?he early sentences should be - ort, Involvinp not more than seven or eight syllables. Words should be used in sentenoes as soon as oossible. The early lesrions nhonld aonear in both print and acriot. licript and nrint should be larpe and clear. CHAPTSR in A TYnCAL CI^ASS IB EMGXISE POH BaOIBMIBO ADOITS Study of the orinei»les applied in the oroductlon and judgaont of toxtbooka in Hn^f^lish for beginninp adalts ijufrftoatu at once liueatlons cjncerning the axaot nature of a typical olaaa in ifin/xlish for bo^inning adulta. Bhat nationalitioa are re ores anted 7 Ho^^r old are the students? tihat are t/ieir ocouoations? ^hat are their aabitions and olane? »hat are their proaoects? What ia their language abllityi' Bhat ia their eductitional utatas? ^hat concluaiona concorninf textbooks oan be dra^fn fr'5m a study of the answers to these .^ueBtiono? I'he aim in this chapter lu to analyze a tyoical class in inplish for bo^inninp adults in order to ansvrer the above queationai iatniliarity Trith .iaericanization 'A i,f efforts in Oakland, California, to,?ether with classroom experionce in the achool choson, led to the oeloction of the class in Knpliah for topinning adults in Uarfiold Evening ijchool uc a typical class on which to base a surrey oif the oreaent aituation. Oarfleld Kvening S>chool is locatod at the corner of Sixteenth atreot and Twenty-third Avenue, Oakland, Calif- ornia, fhe build inf* used la the largest of the buildings vhioh house the Garfield l>uy iichool. In the districts nearer Lake Merritt on the one Bide, and the foothills on the other, CJarfield i^ivcning School is knoT^n «8 a water front school. Uerabers of the Garfield Parent- Teacher 3 ikssociation resent this attitutfs. At any rate, the school is about one half aile from the ahore of San Francisco Bay, in the heart of a district la ^hleh foreigners cor.gregate. REPRESFJTTATIOK OF KATinNAlITTSrS Miss Hyan, a teacher in C^arfleld I>ay iichool , has investigated the nationality of the families represented in the school. <)f 699 families, £64 (AZ»4%) are American torn; ZAb (b7,ei^) are foreign born. In these foreign bom families, twenty-three nationalities are rooresented. l^a'tjilies from i?ortugal, Hawaii, and the Azores are grouped together. The totals of the different nationalities follow. a^JiVii cjuja^TKrt VAiaxixs Austria-Huncary 6 B«nraarJc 8 ISnf^land 11 Pinlaod t Kracoe 8 Germany 17 Greece 3 Holland 7 Italy 13 Ireland 7 Japan 1 Jugo-iilavia 2 lithuanla 1 Mexico b M or*f ay 14 i? aland 1 Portugal, iu./aii, the Azores •• and 192 Huaoia 4 Scotland 9 Servia 2 Spain 15 Sweden 14 Svritzorland 2 Total 346 familiea Children underage nine were excluded from th« above onurnQrrition. Ji' tho children in Garfield T'ly School, 42 »er cent, are ^nerlcan born; 35 per cont., though of Ijreipn birth, have suffiv-ient naatery of iSn^llnh to carr.v on ref'ulj.r school Trork; '" ^pt cent, are seriously handicapped by lan.^uoge deficiency. The students in Oarfield Kv^ninp School ire drawn 'rom tho foraipn bom fa-niliea In this san» neighborhood. Bove-nbor r, 13^1, a visit was made to the olaas in En^iieh for bnginnln,*^ adults in thia sohool. Sixteen Btadents Tero -^resent, out of a total enrollment of forty- six. Four nationalities ;rere represented in the class, aa follows: ?ortuna6fle 6 Spariish *• o Italian £ fiorwegian 2 The class roll showed that natives of Germany, Uweden, ^ustria, and Louiaiana had attended since Aufust H2, 19£1. She ages of the students ranged from 17 to 44, as follows: 17, 10, 10. 18, 19. ly, ly. £0, El, hi. E2, £2, 24. J:b. xe, ii», 44. Modian. 20,5 years. OCGli'ATIOjrS OF THK STUDENTS )f the two women In the olasa, one »aa carried. The other vronaan was a seTrlnp f^achine ooerator in a cotton mill. Three of the men ^ere loora operators in a cotton mill} two were machine ooerators; two were -nachinist's heloera; one w&a a machinist; one was a oaroenter; one was a battery maker; one was a truck hand in a cotton mill; one was an ee,r candler; one was a furnace tender; one was a dru^pist aoparently oarmanently reduced to the dishwashing trade. AiraiTIONS, PLANS, ANI» ^Kr^SPEOTS fflj* mambera of the class VHrie-l widely in aabltions, olans, and orosoocta. The ,f0?aan *ho worked in the cotton mill exDressed satisfaction .vith her present oocaoation* One of the loom operators had no plans, while the other looa operators said they were satisfied with their 8iti*i.ox ^i.. The roachinist'e heloers /anted to be rated as sxaohiniats, chiefly because of the increase in pay Involved. They had r*o higher aiibltion. i'he batter/ raaker ;;rimtGCl to oli.ab in his prafesfiion, but he had fortiad no definite alan. ihe truck hnnd seeaetl indifferent to prosoecta of advancement* fhe egg candler aaid he v7oaia be HntiaXied with any kind of v/ork that oaid well. i.'he siiioyard furnace tender had no olans. Xhe diah^racher who had l>een a Grapfiiat in Mexico expressed preat eafrerneaa to fet an education in /ytigllah, to ^o throuph hi/^h school and on to the university. A machlniat and a carpenter, unemoloyed, aaid they were satisfied when Ciioloyed at their trades. One nachine operator in a cotton mill had no olans. iknother operator In the saas mill »ald he wanted to beoome a l^uvyer, ";rho does not have to work.** He showed energy axra enthuaiaaii to a degree unuaaal in auoh clasaes. The caajority of the atudenta in such claanea as the one described above are satiafied .7hen eiiployed at manual labor, provided, of coarse, that the f>A^\ii not too little. Choice bfltvreen occupations la larpoly governed by the oay involved. LAJ?CUAr:c ABILITY IilW KTUCA^IOEAL STATDS flflc variation Is also evident in tho language ability imd educational ntatus of the Ptudonta In thia clann. >i' the \73raen, tns Italian cotton "aill worker could soealc, read, mid Ttrite aone JJnplish. !Che other ?/oraan was Morwegian. 3ho had aafle raold pro£rfi33 In .jooakin,^, reading, and writing English during tha t-ro werskM she had attonciod the school, Ono of tho Portu,?ue30 had beon stodyinp fb^lish ten months. Ke could ■.i')9:ut, read, and ./rite eome ^gllsh« lu^ could read and write very little Portagusse. Another Portuguese who had l>een atudying Sn^liah six r^ontha ^uj; also -»,lmioi^.t illiterate in his native lixnf.uafo. Three other Portufrucse, who had been studying iSnglish aboat one year, could s^oak, road, and ^/rite aoae Kn/rlish. '*Thc>ie three nen were able to read and write their o:ra lan;a:aage. '^o Portuguese, 7-0 had been studyin,*? En/rlish six "lontha, covxld talk well in both Knrliah and French. The Soaaish boy, with vMjbitions to become a laaryor, had a good foundation in Spanish. He could road, vvrite, and nooak both En-fliah and Portuguese, and should have been olaoetf in a more advanced olass. Ha oref erred to be able to sho* off in a class for boplnnera, 2Ph0 Mexican drug/? is t knew Booe latin forraulafi bat very little Jia^lish. A Norwegian carpenter, Jauabsinfi of the vroiaan already referred to, vaa able to speak without auch difficulty. He was also aiJcin^ progress in reading and writin,'^ iSnfliah. ^lO ii Danish cotton mill worker had been attending ev«ming BChoolB for two yeara, but had made little progresB. He aaid ho understooci French and Italian. ^e Spanidh y auth had bern in the school one month, but he could understand none of tho ^^uestioas put to hira in Kn^lish, Interpreters were used to traiislate liuestions aiid answers in several cases* The follOvTinp table indicates the language ability of the class: fiunber able to speak Jin^liah fluently .... E JIuaber able to soeak oonje English 12 HuTiber able to s oeak no Kn^lish 1 i'uniDor able to road some iua^^liah 15 Jiumbcr able to read no itn-^lioh 1 i^uiibor able to vrrite aooia iih,liah ifa liufibor able to write no Enpliah 1 £aah student expressed deeire to loam to write iSn,^lisJi, but tre^; vrere all raaro anxiooa to learn to soeak English. COITCIUilOIIS Jfrom sons id or :it ion of the facts treated in tha forof!OinK analyeia of the class in ::In;?liah for baginnin/; adulto in a typical evening school, .re aiay conclude that in such a olase there ie wide rariation in nationalitien, ages, occuaations, intercets, ambitions, and abilities of the students. Choice of textbooks to meet the needs of all the members of this class Tioet be influence:! by the extent of this variation. it should be evident that the orinciples summarized in Ohaoter II na^sr noiir be applied in the production and Jud^.-nent of textbooks for such cliiscea* 7he students are in desperate need of a ooa'oand of sookon Knplish. They all noed to learn to rcdul mt » to ,»rite Kngliah, but ability to underntand spoken iSnplish, together jith ability to apeak Knrliah, is of proater i'-^^-tance. For further toatlaony on thie vital ooint apply to Miss Ethel Kiohardn on. Superintendent of .vnerican- ization, iitato of California, lorum liuildinp, f>;icranento, California, Other authorities are liiited at tho close of the bibliography aub-aitted herewith. 'iheee evening school students aro useally •aoloyed at manual laoor in the dayti-ne. btuoldly ainriiii at a reaaer resulta usually in aTldecca of ATOWHirmaa, ii the stuaantA are to learn English, intereat .ijuat be aroused and iiAintained by artificial flSAafia* iitttdents drift from school, searching for a teacher to start tiiea on the ro&d toward taastery of Jfiogliah, a road they nave found anythin^c bat royal. It might direll be stated in this oonnection that any textbook oau 3ervo only as an aid to the teacher. Any one WHO prooooes to teach oral iSnf?li8h by raeans of a book, eliminating the teacher, is -nisinfonned or a faJcer. Whenever there exists such a vride diversity of ability as is found in these evsnlnr olaaaes, imy course wat be so organized that ;?o^ne .tadonts ^aay advance faster than others. uhildren can be forced into locksteo In the day school, but tho*lr fathers and aothsrs need a different system. -Che necesHity of oroviciinp constant ovidence of increasing ability in order to encourage tho beginner to continue jiiatifiea insistonoe on amall lesson units. 'i?he value of each step in the course should be evident to tne student. 'i*he story is tol4 of an Xtiilian trho visited four different schools on four sucoessive eveninfra. Throe tines he endurocl to the ond. i'he fourth evening he ap -reared in the orlncioal's oliice very aoon aftar the arrivaJL of the teacher. x.e ijuid : "Koar r.ifr.ta the teacher «ays, 'Go to the door.' i go." This man was ready for an advanced claso- The needs ol the atodenta snould nave nad /greater influence on Icspon organisation. i^extbooks lor bepinnem mist deal vrith a variety of topioe and eituationa if the interest of any ^reat number of students ia to be held. Text books shoald invite practice in the aort of conversation in which the •tudenta -nust engage in real life. Other tnattera may prove entirely irrelevant. attention has already been called to the fact that, as a rule, translation rgethods are incxpodientt for tefichora cooioetont to converse with students of every race and tongue do not exist. In claau work, direct viethods viat bo used. atudenta'in those evoninf schools are iimericans in the making, uaa some day they will road about Ceorge Washington and the cro;>pinp of the telaware, but that historic event raay have utterly no oignificance to the beginner in the study of Knglish. his love of the flag la lilrely to be in direct ^^^ -portion to the degree in which the schools maintained under that flag raeet his oartic- alar needs at the oreaont "aoraent. The above statement is illuminated by the exoerienco of )scar '•ia.lQno irhon he camo to ban Francisco. Washington crossing the I>elaware tras the subject of hia first loet; on in En/?liah, .vhile his imfSGdiate need was ability to order a meal in a restaurant. ?:ith inforniatlon at hand concerning the textbook needs of claBoes in ik,F,lish for beginning adults, (questions no« arise concerning the nature of the available textbooks, i/eecriotions and discussion of textbooks Afill be found in the following chapter. CHAPTER IV top: availabls TjasaooKs Ui eikjlish fb iiHOIIIIflBG iiDUXiJd Several •wblishin,'? hoaees httve on tlio laarket textbooks for uae ir. claaoes in Ifiofrlish for botrinninf adults. Th« aira in this chapter ia to describe these textbookc In some detail. In arder to detnr-nino if any of thera 'aeot the needs of sach classes, and to determine, also. If anjr of them offer exaToles of the application of the orincioleg sii'SfBaris^ed in 'irocedinp chaotera. TRX.'SBOIXS USSD IJI GARFIKIJ) £.^miMG SOHOOL fioveraber 2, 1921 » tba claas in i::n^;li8h for beginning adults at ('urfleld Kvening ^ohool was eiiuipgad with a dozen oopiea eaoli of three textbooks. Ihese boolco were: Beshfetorian, ^nlB. Koroi/rners* Guide to Jinfllsh. ^allach. laabel Kichman. A First Book in Knplioh for Beginners* Ooldberger, Henry H, iSnglish for tJoming Americans. 2)JSaCiU.^10Mb UJf a\^UmAU: TiiATaOQiCS IB i::XiL'JLISH. FOR BEBIfiBIKG ABULTS Austin, Kath. Lessons in Knglish for Foreign iS'(MBen. Hew York, American Book Oomimny, 1913. 159 pages. Xhis book is printed with 14 ooint type. The thirty-two clear illustrations are made fron drawings. iibout twenty of these pictures would be asefol at Garfield. There is no writing in the book. Kxcollent suggestions to the teacher, noattered through the book, are printed with 10 ooint type. The organisation of the lesQOns suggests oonTersation rather than mere reading. }CacDepting the rerbs, the meaning of the words in the early lesnons can easily be demonstrated. The ftC >>K- Terbs used are reoeatad many tidies in Tarjrlng asaooiations. This book ^ould be of more value in a class for v7omen only than it v70uld be at Oarfield. Berlitz, :!. !>• Method for Teaching 'fodem Langaa^ea, English Part. First Book. flew York, Berlitz, 1919. 106 pages. This book is printed ^ith 11 ooint type. It contains no illttstratiana or script. For illuatrationa, reference is laade to the large colored Jrall charts published by Berlits. The preatest Talao of this book lies in the suggestions to the teacher. It is really a combined teacher's manual and textbook. The psychology of direct methods in language teachizig ia diacusssd on pap<>s l-Z. Assignment of les8<»as in actvance is forbidden. Lescons 1-ie consist of converoatioiai about objects. Verbs of action and commxAm apoear in the fourth lesaon. In thest early lesrons the meaning of the language used can be easily demonstrated arith objects and dramatisation. Throughout the book, the introduction of new words is gradual and logical. The moaning of abstract H^fnr expressions is explained in familiar terios, or by reference to the context. The later leBscms are diTided into three parte: 1. !rhe oral developoent of -vooabularj; £• Heading; ' S« «4aestion and answer exerciaee. Ihe appendix contains sappleroentary exercises, a table of iiaportant irregular verbs • and phonetic word lists. Beshgeturian, Afnii/. For ignera* Guide to Kn^lish. Yonkers, V«rld Book CcMaoany, 19S0. 268 napes. This book is orinted rith IE point type. the two hundred Bixty-one illustrations are aade from outline drawings, chiefly of individual objects* The book contains t77o pages of written mottoes. The ramatisation of the early lessons .Tould be Tery difficult. • Field, If. Stanwood, and Coveney. Mary B. English for Coming Araerlcans. Boston, Silver Bardett, 1911. 290 pages. This book is F^rinted irith 18 point type. ')ne hundred thirty illustrations are made from drawings. Uany pictures of individual objects are labelled nrith the names of the objects. flM organisation of tho early lesf^ons aofgests conversation about the objects pictured. tbe first verbs of aotion appear (m page 56. Denonatration of the noaning, pages 1-90. is The book oontains Tooabularies in lin/^lish, Axtsenian. Arabic. Italian, i>pani8h, Greek, Swedish, Polish, Lithaanian, Hassiaa, Yiddish, Chinese, and Jap.'inese. The book oontains considerable script. ]fiaher, Annie, and Call, Arthur B. Kn^llsh Ibr Beginners, Book One. Boston, (?inn, I'JZO. E48 oafres. This book is printed with 1£ poi.t type. The ninety topical lessons are developed as dialofiues between teacher and oapil. The book contains sixty large illuat rat ions, and hundreds of oictures of single objects. Ilany of the Jictares of airgle objeots are labelled with the naraos of tho objects. The book oontains no script. The content is suited to children, rather than to adults. .-■i^i Benioiistration of the meonlnft of the earljr lessons is easy. Coramaxicla aopear in the first lesson* Sentenced with blanks to be filled by the stadelit aopesr in the second lar.son. ^onetio word lists appear in the aopendix only. i&xoellent sa/^gestions to the teacher apoear in the introduction only. She appendix contains groups of sentences asefal for drill in the oorrcct use of orepositions. Goldberger, Heni7 U. iihplish for Coming Americans, fiew YorJc. Soribner's. 1918. 236 pa^es. This book ia printed vrith 14 ooint type. The fifty-four illustrations are made trwa photofrafdia* Ihey are complicated, but aoprooriate for a class of adults. less ona*^ 1-66 contain no acript. In addition to the twelve oages of sufrgestions to the teacher, other valuable sufgostions are soattored through the book. It is evident that the author tried to do too ■uch. The use of other material seems to be assumed. •MB\ Beaonatratloh of the meaning of words In th« 8«oond and folloirln^ lessons is difficult. The third lesson is an excellent model theme. Coaaands appear In the first lesson. The organizaticm of cho eurly lessons enooura^-es conrersation. Barrinpton, T., L«, and Connin/^ham. Catharine J. First Book for Hon-Snglish Speaking Peoole. Boston, Heath, l'J04. 125 oages. The early lessons in this book are printed with £0 ooint type. The latter part of the book is orinted with 10 ooint type* Klxceot in the ali^abet, there is no script in the book. Suggestions to the teacher, placed at the bott(xa of the oages, are orinted with 1£ ooint type. There are no pictures in the book. Demonstration of the Tieaning of the lesaons is ea»y. The organisation of the lescons encourages oonTsrsation and dronatisation. The language used is suitable to adults. She aantonoes are. short. Hew forms are reoeated several ti^iea in ▼aryixag ass oolat ions. Cofluaands are introducad In Leeson 24. HoBg^ton, FreAariok. First lesoons in Snpllsh for Foreigners in Svening Schools. Hew York, Aierloan Book Company, 1911. 140 oages. Tbis book is printed ^rith IS point type. Twenty-five excellent illa&trations are maA0 from dra«7ings. There is no Bcript in the book. Homm of the lessons are topical. Some snfpeat conversation. The vocabulary is appropriate. '*Phonics'' liats inolade nonsense syllables audi unfamiliar words. The vocabulary in the appendix ftives equivalents in JS^liah. O^tmmn, Polish. Italian, and Yiddiah. Jimperieff, Mary. Progressive Lessons in English for irorei£;ners. Bew York, Cinn, 1916. 1S2 pa/res. This book in printed with 18 point type. The thirty-seven topical lesaons are organized for reading and dramatization. Many of the seventy-eight illaatrationa are oictares of single objects. Soae mottoes aooear in script. lleraonstration of the meowing of the early lesRons is difficult. Vo oommonds aro orlnted or sofrgeated in thia book. Markowits, Alfred J., and Starr, Jia-nuol. Kveryday Language Xeaaona. Sew York, Amerioan Book Company, 1914. 176 pa^ea. This book iQ orlnted vrith 12 point type. The fifty illustrations are laade from dra.Ting8. The book contains seYoral oa^es of single lettera auggeating oraetioe in writing, but barely twenty complete word a in aoript. The aoggestiona to the teacher scattered through the book are orlnted with 10 oolnt type. The first of the "Practical lesoons" consists of a 9«rie3 of aonnonao syllablea. Beaonstration of the ^neaning of .vords in the early lessons ia difficult. Some of the lessons surpost convorsation. Others are written as dialogue. Katheams, liury B. Americanisation PriMnt8 cannot be conreyed to bepinncrs without translation. Price. Isaac. The Direct Uethod of Teaching ifn/rlish to Koreignors. Mew York, lloble, 191?. 144 Tages. ?hl8 book is orinted with 9 ooint type. The organization of the lessons encoara^ea conversation. -» The 3ix larpe illautrationa are made from dra-7in^8. Sonie excellent soggeations to the teacher appear in the introdaction. Other helpfal au^gestiona are aoattered throagh the lessona. The language ia well adapted to the needs of foreirn bom students. Corn.Tuuids aooear in the early lcs.>ons. The soriot in the oarly louaons is too s-aall for writing copy. Sharpe, JCury F. A First Reader for Foreignera. Eew York, American Book Company, 1911. 170 oa/rea. this book in printed urith 14 point type. The Beventy-aeven clear illuntrationa are aad« from ohotogranhe, mintin^a, and ciraTings. The color plate cintaina nine colora* Demonstration of the -aeanin^ of trords in the early lessons ia diffioalt. Beginning with lesaon 11, demonstration of the moaning la easier. The brief ataggeationa to the teacher are printed with 10 point type at the bottcmi of the pages. The few sa-Qple^ of script are large enouf^h for A&e ao rrriting copy. rhis book la 'noro aaefal in a claaa of children than it ia in a class of adults. 7allaoh. Isabel Kich-nan. A First Book in Kngliah for Beginners. Hew York, Silver Burdett, 1906. ItZ oages- Thia book is printed with 12 point type. Many of the one hundred clear illui-trationa, made from dra.»inga, are pictures of single ob,teot8. The book contains a few oarallel oolurrma of print and sorlpt. llottoea in ecrlot ar« scattered through the book. Valuable suggestions to the teacher scattered throufh the lesnone are orlntea ./ith small type. The lesnons are conversational in form. iilarly introduction of complicated verb forma aakes rather difficult demon^stration of the meaning of aocM of the aentenoos* Wstmore, Frances X. ▲ I'irst Book in Knrllsh for I^on- &iglish Soeaking Adults. Chicago, ChicafO iiaaooiution of Commerce, 1^20. 95 oages. This book is orlnted ;7ith 5 am. type. The title of the book ia appropriate and correct. The organization of the book shows evidence of effort to ineet the needs of beginning adults. Kach of the thirty-three large clear illustrations appears on a number ed page. Thus there is provided the equivalent of a* series of numbered oictures. The illustrations are oictures of single objects, vithout background . The fifty-tvro lesffone are tooical. Kach aopears in lur=:e clear orint, paralleled by otiually large clear script, which fumiahca oxcellerit ijrriting cooy. There are no sofgestlons to the teacher or notes In the book. There are no dialopues or eoonanda in the book. The lesaons are orgs^ized for objectisre drana- tl^ation, reading, and Jtrriting oractioe. I^nonetration of the neaning of some of the earlj Terbs is not easy. There is no increaae In difficulty in the later lessons. SUHTIABT (In this somiiary, the last name of the author i:;) aaed in referring to textbooks described above) yor ezamoles of textbooks printed ;irith large clear type, see Field and Ooveney, Harrington and Canitingham, Jimoerieff, i^etraore. All of the textbooks described above are illus- trated with olctures, except Harrington tmd Cunningha'a, Berlitz. In the fomer, the meaning is easily demonstra- ted vithoat oictures. In the latter, reference is nade to colored .7all charts oublinhed by the author. In l^etmore, pictures of single objects appear on naiabered pages. fione of the textbooks described contain numbered Pictures follov/ed by a key. For exaTiolea of such textbooks, see: Comenlns. Ofbls Pictus. Syr^usaee, Bardeeri, 1887. UreyBorlnp. Kasy I^esfiona in Geruan. fl«ir York, anerlcan Book Coraoaxiy, 1886. Galeno, Oscar, Galeno fiataral ilethod. Hew York, Oragg, l^Sl. For oarallel arraHi||«ci«nt of script and print, ••e Wallaoh, V^etmor*. For other examoles of large ole&r scriot, see Kield and Ooveney, :iharpe« Sight of the nineteen books deacrib«d above contain no acriot* For good axa^aolee of early lees one carefully graded as to vocabulary and oonatructiona and tirord forma, ao that the -waning la easily deiionstrated vflth objeota, oictarca, and drasatisation, nee Berlitz. Beahpeturian. Field and Coveney, Fisher and Call, Harrington and Connlng- ham, illntz. yor convaraatlonal language arranged In dialogue, aee Fiaher and Call, Ifarkowitz and dtarr. Berlitz. For content suitable to adulta, see Berlitz. Chancellor, Field and Coveney, Ooldberger. Houghton, Price, 7etmore« COnCllTslOHS Among the illustrated textbooks r.ulted to the needs and experience of adulta, the book by Jfotmore would take first place If the -noaning could be de-nonst rated raore •aaily. 7hl8 feature of easy domonstrabillty of meaning sMkes the book by Field and'Coveney of equal Talma with the book by Wetmore as fiourcas of exatioles of the apolication of the princiolee flaaoariaed in prcoeding chapters of this study, Comraendatlon is also due the books by Chancellor, Coldberger, Houphton, and Price. There is arailable no book In which are combined all the desirable features suggested. There is available nn book vhioh offers a scries of numbered pictures of single objects, for i/hich a key is provided in orint and script, follojyed by series of commands and dialogues in which the content is suited to the needs and experience of beginning adults. CEiiPTJeR T IKE ?StCH010GICAL BASIS 1» DIBECf METHODS IB TSACRIHO EBGIISH TO 3E(?IB!!I1IG AIKJITS ReoognlsinjT tho faot that expediency compels dlreot methods in teaching Enpllsh to befrinning adults in the great najorlty 11 not in all <^ericanizatlon schools, there reriains a (question concerning the efficiency of direct methods as oi^>osed to translation methods in any teaching of English to be^ inning: adults* ^Should dlreot methods only be used in clasr.es in «hioh all the students soeak the saae language? Should direct methods be used in individual instruction? .An ana.7er to both ot these i^ueationa is offered in this chaoter. mH P-^JR^lATIOfi OF LANOUAGK HA3II3 Direct nethods in language teaching stand the test of the Dsjcholof leal laars of habit building. Pictures and actions oommand interest. Hearing and soeaking the word in connection with the object or the action insure a strong first i-apreaaion. liooetition of the new word in varying ass ooiat ions provides for deeoening and nakinn permanent this imores8iini« iiHiRiina- tion of the mother tongue reduces to a nainimum the excoptions which interfere with habit fonaatlon. /is language learning is largely if not entirely a aatter of habit fortaation, the stronger habit should be avoided until the breaker habit is strenpthened* Degree of effort and intensity of mental and physical activity determine the surenens of t^e new habit •> the dependability of the new habit. Talking about a language in another tongue gives no trp,ining in the use of that language. Use of the language in the vital situations of life is a orimary essential in the process of the acquisition of language. TEIJIXIIIO IB KB0LI3H Just so lonp as the Mexican imrnigrant thinks mesa when he sees a table, he is certain to h^ive a language difficulty. A.8 surely as a straight line is the distance between t>TO points, a foreigner vill give outjrard evidence of slownesa in his aontal prooesses 30 long aa he mast translate Knglish into his -nother tongue before he grasps the thought. For the sake of soeoA in comprehension, soecd in thinking, shooed in aoeaking, and s'^ced in -vriting, the developrMnt of po.Ter to think in ISnglish should be the ultimate aim of every foreigner in thin country. To develop in the inuaigrant desire and ability to think in Knglish should be the constant endeavor of the Aaericanisation worker, for tiiat comnranity of thourht and action on which the strength of the nation is so largely based dopends to a great extent on com-aunity in langaage symbols. To i^uote £arl Barnes: "Spoken ii^lish gives co-mion ideas, and these give social feeling, oolitical efficiency, and numy of the saitreiM Joys of life..... Ono Ttho roast translate can nover tough the deeper soul of the people." Barnes, i^arl.'* Jsi. S. iu Addresses and Proceedings. I'Jlfl. 171-S. THE )RAL A"'?ir')ACH ▲ beginner's textbo )k nhould enconrrige the oral aonroaeh. It should go further. it should reduce to a miniTnaii oooortunity and su.crgeation for a teacher to call uDon a student to st md and read the next oaragraoh . "She 8tadent3 in /uacricanisation classes nosd a kno^lndro of Kngllsk orlmarily tor oarooass of oonoMini- oatlan* and most of that com«mmioation is oral. Just aa svifaming can be taught only in the 7ater, lanj^iia^a to bo asad in conversation ?i'> la^n^aai^e »atf 8f>oken before it was written or read, and no one has been able to ahow an; absence of lof^ic in the order of lan^oa^e habit forraation iri&loh has reraained fixed throufrh the ages. The written aisd orintad synbola iierely represent the aooken word. To quote John C. VTeifol: ••The |5ri?aal factors in the soench inaape are artiou- latory and auditory sensations*. •• This speaoh iinai^e ip a plexus, reinforced by the kinaesthetic sensations of writing movcnento, on the one hand, aad the visual sensations of orlnted synbola, on the other. How the critic isn of modom lanpuapo teaching as it is p«Ker<5ll7 conducted lieo in the fact that teachers have atto^'npted to build up a reading knowledge by niaans of the visual sensations, reinforced by Qome raeans of writing movements and have, broadly soeoking, almost wholly disregarded the most important ohases of all, the active articulatory novements and the auditory receptivity that comole-nents the^, those ohases which are primal in the speech image and those ohaaaa which are the most economical naturally and pedagoglcally in the acHUisltlon of a permanent soeech image.... In order to pet the more receptive reading habit fonod, we rrmst first get our active speaking habit formed." Weipol, John C, Modern Language Journal, M^y, 19ia. S:344,&. "The Acquisition of a Vocabulary." To (^uote Kobert floyd Cray: '*Tho first principle is the faot that we ohould first train the ear, the receptive organ of langastge*" Gray, Kobert Floyd. Americanisation in the Kvening School. Borkoley, University of California Master* o IheBis, 19P.0. 1£0. DIRECT !IR«Hlrect nethods In teaching Sngllsh to beginning adults may be justified by an aopeal to that lav of fliattoaiBatlaB which states that a straight line is the shortest distance between tv70 points. Direct methods oo-anoaj^ the interest of the student. l^lrect methods Insure a strong first Iraoresslon. I>lrcct methods encourage craotice In corz^iot eyery-^ay Knglish. Direct nethods develop speed in comprehension and in com.'ounicatlon. Direct methods invite thinking in Kn^-lish. Direct methods give to the student an active command of the language. .*jl; CHAPTER YI SAMPLE PAGES ILLUSTRATING THE APPLICATION OF THE PRINCIPLES DISCUSSED IK THE PRECEDING CHAPTEES, ^ITH SUGGESTIONS TO PUBLISHERS AND TEACHERS Following the determination of the expediency of direct methods in teaching Enflish to beginning adults, me are now ready to take up the more specific problems of lesson organization and textbook making. TEXTBOOK REQUIREMMT3 To meet the reqairernents of sach classes In En/'llsh for beginning adults as that at Garfield Evening i;>chool, a textbook mast be so organized that students who rary widely In age, occupation, interests, prospects, and ability may oroflt from its use in the same class, at the same time. The boolt must meet the needs of both sexes and many nationalities. Ifirst of all, the early lessons mast not be extremely technical. Topics must be of comTion Interest. The Tocabulary should bo selected from the words needed immediately by the most students. The exoresslons offered for oractlce should be those used most frequently by foreigners when carrying on conyersations in i^S^glish. Feeding the oat and dressing the baby are not Imoortant topics for most beginners, but nearly every one needs to know the names of hundreds of objects and actions seen outside the home. Hearly every one needs to understand and to answer a great variety of questions. Likewise, nei^rly every one needs to be able to ask for information, and he needs also to be able to understand the answers to his questions. PICTURES FOR ORAI BEIIL The first ten or t.velve pages in a beginner's textbook should be devoted to pictures of objeots not usually found in a classroom. 7o avoid confusion concerning Just what is meant, these individual pictures should be drawn without any background. These individual pictures may well be numbered, bat the names of the objects should not be writt^i or printed on the page with the pictures. When parts of an object are to be named, the parts may be clearly indicated with numbered arrows. Labelling the pictures with the mames of the objects is heloful in teaching illiterates to read, but all the advantages which may be derived from such labelling remain if the numbered pictures are followed by a key which gives the names of the objects and Darts in large clear orint i and script. When such a plan is followed, the student who already reads one or more languages learns the correct pronunciation of the word before he sees it in print or in script. He may thus avoid developing or acquiring the foreign accent evident in the soeeoh of peoole who have learned the English language from books. Pew beginners are mentally able to master a system of diacritical markings, and those who learn the meaning of English i^MSt t'i It vords by means of translation, and the pronunciation of those vrords through the eye rather than through the ear, .nrlthout acquiring an accent are rare Indeed. Too many students attain the unoleaaant situation of a Ifrenoh student who was a guest at a banq[uet In honor of a distinguished Englishman. The Frenchman made several /attemots to begin a conversation .vlth the Englishman, but .7lth little suocess. Finally the Englishman turned to the host and Inquired, •'Will you please tell me vrhat lan- guage this gentleman is speaking?'* Thy, I am speaking EngllBhl** announced the Frenchman, greatly hurt. •♦My dear air," returned the Englishman, "kindly Inform me by vvhat method you studied English. " "I learned English from books," was the reply. ' "But did no one tell you," asked the Englishman, ''that English is nj)t pronounced as it is spelled in books V" As soon as the students Tiaster the numbers, vocabu- lary drill may be conducted v»ithout any pointing to the pictures, and a hundred students may be taught as easily as /f4ur or five. As muoh Americanization .Tork must be done with large groups, this feature ^111 bear emphasis. Methods of using such series of pictures jrill be found in the suggestions to the teaoher which follow. Supgeetions to the teacher In teaching students who do not know the numbers, point to the picture of the knife and say, "This is a knife.' (Then haTe the students point to the picture and say, in concert and indiTidually, ''This is a knife.** Repeat with other pictures. Use objects ^hen they are arailable* Sow say to a student, "Point to the picture of the axe.** When the student connects the word with the picture or the object and points as directed, have him give the command to another student. Continue until each student has understood, obeyed, and piven the command. Drill intensively in identification of the numerals so that the following method may be used. Ask, "-That is liio. 3?** If no student answers, say, "Ho. 3 is a hammer.** Then repeat the question. As soon as a student answers the question, say, "Right 1 No. 3 is a hammer. Mow please ask Ijir. Black: What 18 Ho. 3?" Oontinae until each student has axisvrered and asked the question. Reoeat ^Ith other objects and nlctures. KeTlew and check comorehension by calling the name of the object, and then asking for the number of the object. Conduct this oral drill ^rithout any reference to the key in type and script which follows. y-Hv f. f. iO, II. S, ^ 13l. . "^ I ?. 7 "^r% ^^ .V .<^v .w K » A- tv / oo loa- t 3 ( OH lO^ - -./^,i--<:-^f^ie_--' KEY TO THK PICTURES 100. headlight 101. radiator cap 102. hood 103. steering vrheel 104. windshield 105. top 106. running board 107. spoke 108. ricfi 109. hub 110. tire 111. fender C-&-yfc^^ TESTING C0MPREHENSI05 Too maoh emphasis cannot be laid on the Talae of conyenient mechanical means of testing comprehension in teaching language by direct methods. Combination of the process of instruction with the {process of testing leads to greater classroom efficienoy and less of the irritation attendant upon the learning process. In fact, actual demonstration in Garfield and in other schools has shown that the teaching of English and the learning of Soiglish oan be made pleasant for all concerned. The lists suggested below may bo used in group or individual oral testing, as well as in written review tests* anjtuestions to the teacher Call the names in the following list of names, and have the student locate the picture and give the number of the object or part. » After this oral test, hare the student copy the list, locating the pictures and recording the numbers without reference to the key. After checking for errors, the student oan oonoentrate on the words he did not know. j*il RKVIBW LIST ocm padlock trl cycle rifle aeroplane hood hammer running board • radiator ci ap hub tire fish ax 8 poke rim sailboat bicycle automobile fender steering wheel headlight horse knife top windshield buggy flC wi'O SPBLIIHS Correctness In spelling should be an aim of students who do any writing. Some stadenta will have no difficulty in regard to spelling. Others need some help. The following suggestion offers another incentire for the organisation of pictures and names in numbered series. Suggestions to the teaoher If a student has difficulty with spelling, hare him go through the picture series, writing the names of the objects and parts. Show him how to refer to the key in case of doubt, and encourage him to continue the process until he can write the series without error. The student can check his own work. If he nakes errors, he can record the numlpers correspon- ding to the words, eliminate the words he has mastered, and concentrate^^on those giTing trouble. Such checking, elimination, and concentration in the use of numbered lists will be found raluable in the spelling of all parts of speech. Ber«fi &£ie 5iun Bad eit BbTow 9d^ SutHTB » ^1 .it tiT: o-i r,: «t«^£l oamusjs Both oomniands and qaestions meet the needs of teachers desiring nechanical aids to teaching and testing comprehension at the same time. The use of commands aakes possible drill in the use of verbs of action, which are of primary importance in the activities of daily life. The man who does not understand dig may place a rather low value on ability to distinguish between a soade and a shovel. The names of objects in the classroom may be learned incidentally through the use of commands. As time is always an important element in education, this fact should b« eflQ»hacized« A beginner's textbook in iSnglish should contain a series of numbered commands, in both orint and script. The numbers will be found heloful in testing comprehension in silent reading, as the commands can then be given by number. Difficulty in testing comore hens ion will develop if use is aade of commands whose meaning cannot be demon- strated through dramatization in the classroom. &4rjU. Sttj^gestions to the teaoher Baaonstrate by dramatization the meaning of a oomand until a student understands. Have hind carry out the action indicated. Then have hira give the oommand to another student. Continue until each student has understood the conuaand and made another student understand. Bo not call the attention of the student to the printed or written oomniand until it has been mastered orally* Saoh oommand may well be preceded by, '^Please.'* !?he classroom oonversation may well be punctuated vrith such exoressions as: !l?hank you. Yes. Ko. That is right. That is not right. You are doing very vrell. Pine! To oromote silent reading, and to test comorehension, ' I oall the number of the oommand, or write it on the blackboard. ', Invite rivalry to be the first to understand and to carry out j the action indicated. , Pronounce words and entire commands again and again, • and enc oarage imitation in the students. +*, r r .f . .* oanusBs 1. Stand up. 2. Sit down. 2. Go oat. 4. Come in. 5. Walk forward. 6. iitop! 7. Go ahead! 8. Go baokl 9. Walk* backward. 10. Turn aroand. 11. Ooen the book. 12. Close the book. 13. Open the door. 14. Close the door. 15. Open the window. 16. Close the window. • 17. Eat the bread. 18. Drink the water. 19. Hit the table. 20. Xiok the box. 21. Fold the cloth. 22. Tear the paper. 23. Lock the door. £4. Unlock the door. 25. T,are the flag. £6. Draw a circle. 27. Make a square. £8. Take the newspaper. 29. I>rop the newspaper* 30. Uncover the jar. 31. Cover the jar. 32. ansll the rose. 33. Ihxst the book. 34. Lift the ohalr. 35. BvLt thQ chair dowm. 36. J?ull the thread. 37. Break the string. 38. Get the vase. 39. Bring the spool. 40. Sharpen the pencil. 41. Bend the wire. 42. Straighten the wire, 43. Oome here. 44. Go to the table. 46. Roll the paper. 46. Unroll the paper. .£n^<: .^^ 47. Turn the door knob. 48. 'iJurn off the light. 49. Tarn on the light. 50. Push the button. 51. Give me the book. 52. Take the red book to Mr. Smith. 63. Give the green book to Mrs. Jonet. 64. Put the pencil into the box. 65. Take the eraser out of the glass. 66. Look at me. 67. Look at Mr. Smith. 68. Point at the floor. 69. Point at the ceiling. 60. Hun toward the door. 61. Take your seat. 62. Show me your left ear. 63. Shake my right hand. 64. Shake his^ right hand. 66. Shake her right hand. 66. Hold up your left hand. 67. Lower your hand. 68. Raise both your hands. 69. Put both your hands down. 70. Turn the red book over. 71. Turn the green book around. .««T( 72. Put on your hat. 73. Take off your hat. 74. Put the knife into your oocket. 76* Fasten the sheets of paper together. 76. Write your name here. 77. Fold the sheet of paper. 78. Put the folded paper into the envelope. 79. Seal the smallest envelope. 80* Open the largest envelope. 81. Hold the yellow hook between your hands. 62. Put the black book between the two red books. 83. Draw a circle inside the 8q.uare. 84. ]>raw a triangle outside the square. 85. Make another circle around the triangle. 66. Bring ne a short piece of chalk. 87. Oet me A long oieoe of string. 88. Put the piece of chalk under the book. 89. Zie the string around the magazine. 90. Untie the string and put it into your pocket. 91. Face toward the corner of the room. 92. Walk around the table and two chairs. 93. Fill the pitcher with water. .i»a •sccI&Tne • fl*^- .;?,€■ .T'- S*j 94. Fill one glaas full. 96. Give half a glass of water to Mrs. Jones, 96. iDear the newspaper into wide strips. 97. Tear this newspaper into narrow strips. 98. Give that bottle of ink to Mr. Smith. 99. Give these apples to Miss Jones. 100. Smile . .*€ QUESTIONS ASD ANSWERS A series of perscmal questions and sample answers such as the students need to use and understand In daily life orovldes ample opportunity for teachers able to use translation methods In teaching English. Such a series furnishes models vrhioh the ainbitlous student naay i.^aitate. muestions and answers in script will be found valuable copy for students learning to write. Space has already been given to the imoortanoe of ability to understand and answer questions, together with ability to ask for informaticm and then to understand the answers when they are received. Any method by which the meaning of these questions and answers may be conveyed to the student is permissible. The English word danger may mean nothing to a Russian until he hears the Russian word apaznis . Occasional failure to reach a student who speaks an unknown tongue should not interfere with the encouragement which oomes to the beginner v/hen he discovers that teacher or custodian or other students understand his native language* bf, »B0 Sugpeetions to the teaoher Devote some time every ev-'nlng to these vital qaestions. iievlew and add one or two q^uestions eaoh evening* £ncoarage students to ask (Questions of their own. iiim constantly at mastery of oral English. Do not oall attention to the textbook until the question is understood and answered suad asked orally. Let the student who first understands and answers a question be the first to put the question to another student. Invite silent reading and test oomprehension by calling the nurnbors instead of reading the questions* fk* QUESTIQKS ASD ANSWERS 1. What is your name? Answer ; My name is John Brown. 2. Where do you live? Answer: I live at 1648 iilast Sixteenth Street, Oakland, California. 3. What is yoar address? Answer ; My address is 1648 Kast Sixteenth Street, Oakland, California. 4* Where do you work? AMwer ; I work in the Pacific Cotton Mill. 6. What is the name of your boss? Answer : Mr. Harmon is my hose. 6. Are you married? Answer : Yes, I am married. Answer ; Ko, I am not married. 7. Have you any children? Answer ; Yes, I have two children. Answer : Bo, I have no children. 6. How old are you? Answer : I am thirty-one years old. 9. When were you born? Answer: I was bom March 8, 1891. saw 10. What Is the date of yoar birth? Answer: March 8, 1891. 11. How old is yoitr wife? Answer : ify wife is twenty-five years old. 12. What is your wife's birthday? Answer : May 17, 1897. 13. Where were you born? Answer ; I was bom in Italy. 14. Was your wife born in Italy? Answer : Mj wife was bom in France. 16. How tall are yott? Answer : I am five feet, ten inches, tall. 16. How much do you weigh? Answer ; I weigh one hundred fifty pounds. 17. Khat color are your eyesT iggwer : My eyes are blaclc. 18. What color is your hair? Answer: My Jialr is black. 19. Of what country are you a citizen? Answer ; I have apolied for my first papers for American citizenship. 20. Of what city are you a resident? itnswer: I aa a resident of Oakland. CIAI00U23 Th« series of oersonal questions and sutnple answers should be follo;yed by conversation lessons or di&logass bftssd on pictures. If photograohs are ased, they shoald be clear-cut. Drawings are liable to be less conlaaing and therefore aore useful. The dialOi^ues baaed on these pictures snould etjploy ezpresslonf; coraraonly used in convoraation in Ifinglish. The language should be suited to adult conceots anS exoericr.ce. Sim^estione to the teacher Develop convers'itlon abont the picture before asking students to read the questions and answers. Drill in the uae of ore ooo it ions by aaking questions concerning the position of objects and oarta. Drill in the use of verbs by asking questions concerning the actions oicturod or suggested. include in your oral questions the questions askod in the printed lesson. Vary the order. stimulate silont readix^g by as.rinf: , "..hat doeB the book say?" Xhen ask one student to read the questions, and emother student to recid the answers. TBS IINHUAR ^ — ~~^ _---^ ^^^^r~" o T E" .... 1. Q.- Where ia the lineman? A,* The lineman is on the pole. B. vi.- What ia in front of him? A.- The cross oiece is in front of hi-n. 3. «i«- What ia above himY A.- ?he wires are above hira. 4. ^.^ iThere ia lis l*ft hand? A.- His left hand is on the crossoieoe. 6. i^-- Where is his right hand? A.- His ripht hand is by his aide. 6. ^•- "hat is around his .7alst? ft A.- A safety belt ia around his waist. 7. 4.- How "aany cross pieces are on the oole? A.- There are two cross oieces on the pole. 8. y.- How many wires do you see? A,- I see six wires. ,1 HEADIHO 1. 2. 4. 5. 6. vi.- What are these aen doing? A... They are reading. ^•- rThat is the man at the rii^ht reading? A.- He is reading a nedrsoaper. ^.- Against what ia he resting his head? A.- lie is resting his head against the back of the arm chair. 'i." C)n what are his elbovrs? * A.- His elbOA's are on the arms of the chair. >ti.- Xhat is the other nan reading? A.- He is reading a book, •t.- On what ia he restin^-' his head? A,- He is rostinF his head on his left hand. a«(d e fiirt JlsX e. Hie tyoe of dialoj^ue llluatrated above -my be used by the auttbltioae stadent in aelf-testlng, if he ^111 oover arith a oard the answers (tiran ui\tll he has formulated an8;7er8 of hits own. Jaojyever, as in the follo;rlnp il.aatra- tions, it la a simple matter to print a numbered liat of qaestioBB, and then to give answers to these (questions on the next f>age. lEith such aeries of queations and answers, tha student may oheok his own work for error, and he will also be in a position to aak intelligent (Uestiona oonoerning different ways to correctly oxpreso the same thought. Originality is encoaraf ed. Self-reliance is developed. Zeaidiers with large olasaes or more than one class know the value of auoh busy ,7ork . THf: OFFICE 1. In jrhat are these rsent Zm Ho» many men are standing? 3. What ia in this man* a right hand? 4. yor srhat ia he reaching? fi. What is the other nan doing vd th the paper? 6. Is this man standing? 7. which of theae two men ia ;7earing a coat? 6. ^hich of them ia r.ot vraaring a coat? 9. What ie bet^jeon thera? 10> What ia on the dosk? U. Are both men in front of the deslc? IR. !rhat is under the teloohone? ■S Answers 1. These nen are in an office. E. f>ne n&n la standing. 5. This aan has nothing in his right hand. 4. He is reaohinf for a paper. &• The other man is holding the paper in his hand. 6. This aan is not standing. He is sitting. 7. The nan who is sitting is wearing a ooat. 6. The nan who is standing is not wearing a ooat. 9. A desk la hetvreen the two men. 10. On the desk are some papers, a telephone, a calendar, and an inkstand. 11. Both men are not in front of the desk. Olne :aan is In front of the desk, but the other man la behind the desk. The desk is between them. IS. The too of the desk is under the telephone. »AS SCSRK3 FROM DaILY LIFK »hlle the dialofues suggested above oravlde an excellent basis for drill in the getting and in the piving of information in i!;nfli8h. as well as a baaia for drill in the correct use of i!4nglish in oral and vrritten comoo- sition. there remains an evident laok of a basis for practice in the use of those exoreusions 9vhich are ocynmonly eiiit)lo7ed by Knp 11 sh-s peaking oeoplo in the situations pictured. Tho need of orinted dialogues making use of this ovory-dajr idiomatic conversation han been so Dressing that certain Americanization xorkers have gone so far as to discuss the advisability of the exclusion of everything but such dialoi'uea from the beginner's textbook* ^uoh dialopues, with the prooer stage directi:>n8 . should certainly b« given as lauoh space as is 7iven to t/ie other types of dialogues or to the Picture series. To any one fa^ailiar vrith direct methods of teaching Knplish to adults it vrill of course be evident 4 that no class should be expected to go through a textbook oage by oage, lino by line, without reference to other matter of interest and value. A textbook for beginners is of course but the first of a series of textbooks. a book of ^'Scenes'* should be included in such a series. OS &it Sttjmeatlona to the teacher Before reading the staf e dlrectlonfl or the dlalogae, dlscaan the situation with the olase. Ask queetiins as tlth orevlourt flialopuea. Jtoeoarafe the students to oomooBe eonTereation and to act out the situation without reference to the text. Ihon read, or, orefcrablf, have a student read the Btape directions and direct the draraatisation, while other students act out the parts and carry the dialogue. iVtib *a6 r*^- IHE COLLI SI OK itr, Frank iSmlth is driving hla automobile north on Telegraph iivonae. There are larfe blao}c and gray oheoks in hia cap. Mr* RalDh Broum is drivin;> hie automobile east on Durant Avenae. His cap ia oade of plain black cloth* The t;70 aatomobilos reach the intersection of the two streets at the same ti'ne. The front left fender of Mr. Bro^xm's automobile strikes the side of the left front fender of Ifr. Smith's automobile. Both fsaohines are moving slowly* Both stop as they strike, and no daaa/re is d one* Mr. iilaith is an^ry and shakes his fist at Mr* BrOim* Hr* Brotrn remains calm and smiles at Ur* 3ml th* MB* amiH: "Why don't you watch what you are doing? had the right -of -way I " Mii* BHOtTH: 'H^on't get excited. Ur. amith. I ?iffl sorry* There is no harm done at all* Your car is not even ,4-+ aoratohed.'* iLU aillTH: 'All rlptot. Luclqr for yoa it lan't hurt. Uatoh vhere you drivo after thi«: Unci ©rnt and?** Mii. aaj^TB: -y . . ,,±t, it vrtll not happen again. I have had thia car :>nly t.70 days. i .^ui .^ast learning to drivdtit.'* Mil. J:iIX9i: •*??ell, let no ooggeat that you one. ice a tfhile on s(»Be other street. You might )cill aoae one on this crowded street."* IGU BiiOTJT; "thank yoa. I shall do that.** Ifr. Broim books hia oar a fe« feet* Mr. Smith drives on up Telepiraph i*.vcnuo. Mr. Brown drives cm up I^uront Avcnue. SAFETY FIRST REFRKSmiiSHTS Mr. Arthur Martin ana Miss Loojr Cook are sitting on a sofa* They ura having refrashasnts. Miss Cook is holding a glass of aherbet in her laft hand, and a spoon in her right hand. Mr. Martin ic holdlzig a olate of little oakes in his right hand. Uo is lemming tovvard £Ii3S Oook. MB. M^TIR: MISS COOX: MR. UARlin: 4ISS COOX: "Is the sherbet good?" "Yes. air. I like it rery noch.** **Take another oake.** **Bo, thank you. I have eaten three already, lake one yooraelf.** 'smmjsn «T« *: fiSiUC ilK. iT.^TIS! MISS COOK: UR. PARTIS'. aiSiS C )C«: USS& C00£: MR. lUBTUli '"Chank you. I have eaten several. You see I have been out in the kltc^hen." "Is that 80? T.hy don't you eat aome :jherhetV "Oh, ray trainer says it ia not good for ne. I an in training for a cross- country race. I am not allovred to eat sherbet or los cream* ** '*But you are allo«od to eat cookies?** •*He did not aay anything about oookies." "I don't think a little sherbet jvould hurt you. Yon like ahorbet, don't you?" "Oh« yos. X like aherbet «ell enough, but nemo this evening, thank you." IHK PLACK OP 3UG3BSTIOH3 TO TOR IKACHJ® Qm printing of safTFoationg to the teacher in textbooks for bep.inners has become a oarvnon practice, iiug/^estiona outside of the introductioa nhoald be very brief and orinted in nukU tjpm, With the publication of teacher's editions and teacher's manuals the sise and cost of the pupil's text has been reduced. Xhose who wish helpful aoMaations based on the experience of socoessful teachers can get a teacher's edition or manual. rhose «ho do not need a manual, and the students arho are only confused by these suggestions, are at the sane time relieved of their weight* The contentions of those who debate the relative !«erit3 of 10 point tyoe and 12 ooint type have no place in this study. Publishers should know that snaall tyos does not meet the peeds of beginners of any age. At least 18 point type should be used in orinting the early lessons, and not less than 14 point in orinting the later lessons* Tho»e oublishera who have used still larger type have done a -service to teachers and pupils aliXe. somuBT To rodet the needs of o lasses in Knplish for beginning adults saoh aa that at Garfield Evening iichool, a textbook should contain, first, a series of Pictures, with the individual objeots and parts labelled with numbers, rather than with words; second, a key to the oictures in orint paralleled by script; third, a aeries of numbered oooaands; fourth, a series of personal quest iOBB and sample answers; fifth, dialogues based on oictures. 3ELaC1!SD BI3LIXKAPHT The literature dealing with the suhject of lan/;aa^e teaching is extensive. 'Uin^ hundreds of referenceo to similar material -nay be found In the works selected for this bibliography, A fe'.7 of the items in this biblio^^raphy refer to saatter whloh does not bear solely on the si}ecific oroblea of the production and ;}udg!aent of textbooks in JEnglish for boginnin^t sulults. Certain vorks are included because of the light they throw on the payohology of language and the orocessos of nev language habit forraation. IThc nature and contents of th« works linted are suggested by the annotations. Keferences marked with an asterisk (*) will be found of particular ralue to any one seeking to make •asier the teaching of Knglish to beginning adults* at}3D^ Abbott, Grace. The IneQiprunt and the Cooatsonity. ntm York, Century, 1917. £21-246. A genor:il survey of the lanf^uage oroblem of th« i'sralgrant. * Ale, Ida CJ. Jln/Tliah Journal, January, 1920. 9:1S-19. "Teachinf, the Foreign Bam." A dlBcusslon of textbooks and teaching methods* A'serlcanlssatlon, u. S. Borean of Education, >^nricanlsation liiTlslon, April 1, 1919. l;li>. "Pictorial Jingliah Lessons with Phonetic IJrannlations." A study of methods. Illuatrated. * A'aerloanlzatiOQ, October 1, 1^19. 2:1, 13. **tfethod8 of Teaching Kcflish to Foreign Bom." 3urQaary of direct methods. Anderson, J. fred. Superintendent's Bulletin, Oakland Public Schools, October 8, 1920. S-5. ''Aaericanization or Cltizenahip." A brief survey of the lan^ruaf^e oltuation in Oakland. Aronovici, Carol. Americanization. i>t. i^aul, iieller, 1919. S£-28. BiscttSBion of the inoortance of the teaching of English. Condensation of the prohibition of the use of foreirn languages. Aronovici, Uarol. American Journal of Sociology, May, 1920. £5:694-750. "Aaiericaniaation." A oonaerrative discusnion of the lanf:uage problem. * Aaoinwall. l':ducation, 1916. £7:45-48. "Direct Method of Teaching a Modern Longaage." A discussion of the use of direct methods in France. Austin, Huth. Lesaoas in i£aglish for Foreign Woiacn. Xe9 ^ork, American iiook Comoany, 1912. An illustrated textbook. Introduction. I>etailed suggestions for draoatiaations, games, and drills. • Babbitt, K. H. Heath's Pedagogical Library, 17. Methods of 7e€u:hing IJodem Langoa^es. 3o:ston, Heath, 1915. 186-a06. "Coa-aon SeoQe in Teaching Modem Languages." A disousBion of the psychology of lon^oage learning. * Baj^ley, ^« C. The iildaoativo Process. Sew York, Maomillan. 1912. 2-47-295. A discassion of the psychology of objective teaohlng* '*' Bahlsen, Leooold. Teaching of Modem L^infttages. Boston, Ginn. 1905. An historical study of the evolution of methods in Irin^uafre teaching, with ^articular enohasis on direct tiethods based on the ohonetic approach. KactonsiVQ bibliography. ^ * Ballard, Anna Toods. Eaucational ReTiear, April, 1914. 47:379-S90. ** Efficient teaching of a liodem Language. •* A discussion of successful oral methods. Barnard, Henry. American Journal of Education. 6:487- 620. "Johann Bernhard Basedow and the Philinthropinum. " A diaouBSicm of nethods and illustrated textbooks. • Barnes, Karl. H. E. A. Addroaaes, 1918. 171-2. **!Spoken Kn^lish as a factor in Aaericanization. " A discussion of the p3yoholof^y of language loarning. Barro-jrs, Sarah T. Bnglish Speech for Foreign Tongues. Oolumbua, Ohio Branch Council of National l>efense, 1918. Americanization Bulletin Ko. 5. BascMi. Lelia. iinflish Journal, iipril, 1920. 9:224-L£C. "Knpliah Lesnons for Haval Recruits." ]>i8cu88ion of direct methods e^tiohasising verbs of action. Baogtoaan, Kuby. A Tentative Course of Study in iin^lish for i^ori-iSnf^liah iitudcnts. Los ^»n{?;eles, 3)e>artment of Iia-nifrant ]S«iacation, 1919. Jud/rraont of textbioJco, cha^. 5. iixtensive bibliograohy. Beglinger, Bina J. ilupgestions for Teachers in Evening Eleraentary Schools. Detroit, Board of Education, 1920. AMtt, Itrs* U*. K« W, Amerloanization. Saora-nento, Salifomla Stata Comfalaalon of Imnlgratlon, 1919. 8. liacassion of the inaportanoe of Knglisli. Berkoiritss. J» H, The Kyeoirht of School Children. ^a8hinpt«»i, U. a. '3ttraau of Kducatlon, bulletin, 1919, Ho. 69. iitandards In textbooks, 27-R8. Graded Sanolee of tyoe, 59-67. JJibllograohy, 11£-1£6. B«rlitz, M. »• Method for feaohing Modein langaa/ros, Knglish Part, >'iist Book. Jew York, Berllts. 1919. An unlllustratad textbook. Intended for atudonts of any a/?© or race. 3 irect raothodg. Helerence to lar^e colored olotare charts. Baahpeturian, Af niv. Foreigners* Guide to linglish. Yonkers, 'J^orld Book Cosjoany, 19E0. Illustrated textbook. Introduction .^ivea detailed directions concerning direct methods. Blaok, Jl« f* iilh^liah for the Hon-^^liah. Kegina, ftaak., Keglna Book Shop, 1913. Presents the importance of the language problon. Dlscnaaion of -aothoda and textbooks. Bibliogx-aohy. * Blaokia. liaview of Hevie:ni. Aogost, 1092. 6:i31-53. "How to X«am a Lanpua/^e." A recall to life of the de aa languafrea. 'J?he osychology of lan^Rua^e learning. BogardUB* £:nory iii>tephen. Essentials of Americanization. Loa Angeles, University of So. Cal. Press, 1919. Statistics on the use of the £iiFliah languatge, 19. Influence and itiportance of the Sngllsh language, 1E7, £07, £19. Teaching methods. EE1-SS3. Bovee, Arthur G. Mod em Language Journal, Hoveraber, 1919. 4:6S-7£. "Teaching Vocabulary by the I>lrect Method. ** * Brobner, Mary. The Method of Teaching Modern languaFea in Germany* London, Clay, 1898. A raoort on the use of direct ziethods. * Brovn, Samuel J«, and Goldberper, Henry H. A Sai>?g68t»d Caarea of Stad^ and Syllabas for Hon-aa/rllsh Speaking AliiltB. Hartford, iitate Board of ifidueatioK, 1918. I'irect raethoda. Ualifornia £itate CoTimisslon of lawigration. A Sufgeste* frogram of /^^Arlcanlzatiom of the Goneral Federation of Toaon's Clubs, San Francisco, 1918. Bibliography. SajM. Report on Fresno's Imrnl juration Problea. Saoraaonto, ilarch, 1918. A surrey of conditlcms* KecoT>mexidation8* Same* A Ifanoal for Hoiae feachers* Sacramento, 191ii« Suggestions for direct tiethoda. Saoe* Our Soldiers and the i:bglish Ionsualiain Pictne. 1658. Kngliah edition. 1727. American edition. 1810. Syracuce, Bardeen, reorint of 17?;? edition. 1887. A bilingual illustrated textbook. Introduction. l>iscussion of the osycholory of direct methods. •tfv Connecticut :>tate Board of Kduoatlon* Clasaos for Foreign Bom Adults, (^>rf animation and Maintenance* Jiartford. aeries 1920-£1, iJullotin lio. 1. Cortina, H. 0. de la. ^ngllsb in English. Sew York, Cortina, 191£. Illustrated to:jtboolc« Crist, Haj^ood Vm Student's Textbook. .''aohln^ton, U* 3* Boroaa of Baturalisation, 1918. ▲ textbook, acoodoaniod by a teaoher's manual. Cubberly, Kll/roofi P. i'ublic Education in the United atates. BoBton, Hourhton ilifflin, 1919. £70, r.96-.'!00. Discuasion of ob.ioct lesfions and oral laxigua^e lessons. Saae. History ol --viucation. Boston, Houghton Hifflln, 1920. 409-416, 440, £25, 639. Early textbooks. * Cufomings, Thomas ^m How to Learn a Langua/^e. Sew York, CooQiinfS, 1916. A 8ti:dy of direct methods. Bibliography. < Cusachs, C. V, El orients of Sooken l^^lish for Jipanish- aooaking Students. Bow York, ^iraerican Book Oomnany, 1904. A textbook. I>aTl8, *hilip. Immifjration and -iaericcinization.* Boston, a inn, 19r;0. Bibliography, 749-766. Oanria, Jfiehael. Immigrant Health and the Coanonity. Hew York, Hj^roer, 1921. 291-r:94. DisouasiOR of the language barrier. Bibliography. * De Suiaiohraat, r. C. fioath's i*odap^^ical Library, 17. ISothodS of Toachtnp Modem Languages. Boston, Heath, 1915. 81-86. "Conversation in Language Study." I>o.rnar, Charlos H. Modern Limgaage JouT^al, March, 1918. £:£:!9-247. "Teaching American Soldiers a Little French.' A rooort on the succossful use of a combination of Tar 1 OUR raethods. Federal Board for Vocational Jidacation. Kn^lieh for Bon- KnpUsh SpeaJcln^ Hen Illiterate In their Kative Languafre. Rehabilitation Monoi>raoh, Joint Series, Wo. 4, ^ashinfton 1919. A teacher's aanual adTiaing the use of direct lethods. • iea, Mary Helen. i^nglish Journal, KoTombor, lal. . 2:f>^isou8Bion of the need for adult education. G old be r per, Hcnr.v H. Methods of Teaching Kn/rliah to the Non-Eiiglish-SDeaking Foreign i3orn. Albany, State I>eoartment of Education, Inmigrant -education. Pamphlet No. 2. Lessons and directions for direct methods. -,J iJ J "^ ;t eiric. TB*L ,ac •tn&t^ Goldberger, Honry fi, 'Cethods of Uoachlng %gli8h to the Jlon-Sn^llah-Soeaklng Forolgn-3om. Philad«lohla, ^oriojjiization Bureau of ?eim5ylvanla« Saae. English for Corainf /imericann. Hew York, Scribner'o, Vila. Illustrated textbook. Introduction and notes. 3>otailed direct iona for tiio ase of dlroct -nethods* Same* B0.7 to Teaoh Kngliah to Korei^nors. Hew York, Goldberger, 1918. Slsousi^lon of methods and textbooks. iSyllabua. Blbliorr-iohy. Same. Ho.? to 'ifeach iiin/.lich to i'orei<';ner8. Hew York, International Prosrr, I'JIS. Bibliography. 3aae« and Bro.7n, Sa.-3ael J. 4 Course of Study and Syllabos for Coaching iingliah to ISon-En/^llah Speaking? Adults. Sew York, acrlbner's, 1919. lessons and directions for direct -nethoda. Blblioisraohy. SaxM. Teaching ■iin£:liiih to the Forcis'^ Bom. -ashlngton, U. S. Bureau of Education, Bulletin, 1919, Bo. 80. ifethods and textbooks, 9-20. iiaraolo lessons, 21-37. Bibliography, 44-46. • Gouin, Francois. Art of Teaching and Studying Languages. Bew York, Scribner's, lti9£. Birections for the these -aethod. • Gray. Hobert Floyd. Aaaericanlzation in the Bvonlng School. Berkeley, university of California raster's Thesis, 1920. Methoda of teaching iinpliah, 119-1*68. Bibliography. Guimps, Hoger de. ?estaloa2i, his Life and iJ^ork. Transla- ted by J. Huiiaell. Hew York, Apoleton, 1890. 2>iscuoalon of rathods, 412-424. HarriTian, H. lU i>u/;festiona for ijaerioaniaation Teachers. University of Utah, ?ixtenslon Biviaion, I^Carch, 1920. Vol. 1, Ho. 3. Harrington and Cunnlnphara. A First Book for Hon-fingllah- Sj^eaking -*eople. Boatoji, Heath, 1904. textbook. Su/^,ie8tlons and notes oonceminp direct aethoda. Hedger, Carolirie. L. .. ^ Addreaaes, 1918. 167-171. '*'5he iClndorgarten as a Factor in Aaerioanization." A plea far the aao of direct raethods. Henke, >ranae8oa a. I'rirriarjr ^uoaCion, Iecer3l>er, 191£. 22:6£l-r;5. '♦Teaching ^gllsh to J oreign Children In Hartford, Connectlcat." An illustrated report on auccessful direct methods. Henry, desa. "Santa .ma's Pro..leia in Amerlc nization." fianta -^Vna. Santa Ana -^blio i^ohoola, I>epartiaent of Haaearoh, Bulletin 2o. 2, I obruary, 1920. Hervejr, Williaat Addison. ^ouem Lunf^uti^e Journal, loceaber, 1916. 1:79-91. "Oral Practice — Its ^rooae. Means, and liffioultiea.'^ Diaoasaion of dlreot methoda. * Uevrett, »". X. Heath's ?edago|Tical Library, 17. Ifethods of 1!eaohing Modem Langua|[e8. Boa ton. Heath, 1915. 45-49. "'Jhe Katural Method.** A discusnlon of oral aethoda* Einndale, -i. a. Horaoo Mann. Eew York, Scrihner's, 1898. 166, 189. 190. Biaoasalon of word methods. Hoaghton, Irederick. >irst Xeasona in isjagllsh for yorei^ners in i'Svenlnp Schoola. Hew York, American Book Conpansr, Ull. Illustrated textbook. Ilreot methods diacaaaed in the introduction. Houghton, -brederiok. Second Book in Kngliah for li'oreigners in Kvening •'iiohools. Hew York, -^iaerican Book Company, 1917. Illustrated textbook. Ilrect oethoda discuaaed in the introduotion. Hrbkora, Sarka B. Bridging the Atlantic: Biaouaaion of Problona and 2Iethod3 of .Americanization and English Teaching. Reriaed Edition. Xos Anftelea, Herman, 1920. r9C . --A. m&. Bttay, J^ntand ^rke. The Psychology and Pedagogy of Reading* Jtew York, liaciaillan, 1916. IlluBtrated. Blblio/rranhy* The hlst^rj' of reading methodB and textbooks, 240-ii61. She pedagogy of reading, 265-S83. Hygienic resiuirementB in the r>rinting of hoicks and papers, 406->41S. JnrJga, Jereaiah -, Tho Inynigrat ion Problem. Hew Tork, Punk and ^a,. S14-318. Statistical study of ability to soeak Ehglish. * Jeanersen, ^tto. How to Ceaoh a Foreign Iani»aage. Hew York, Macraillan, 1904 • Translated by Sophia BertolRon. A elassic on direct methods. Bihliograohy. Jiaoeriaff, liary. Progressive lesfJonB in Jfinglish for yorei^nors. Boston, (iinn, 1915. Illustrated textbook* Journal of lidacation, Airil, ia9£. 188-189. A reoort on direct methoda. e^ohasizing the ohonetio approach. iihort biblio^raohy. Xellor, >rance« A. Educational Heview, June, 1914. 48: 21-36. "The Education of the Im-ai^'trant.'' • Xraase, Carl. A. Modern Lanpaa^e Journal. Critical bibliograohy. October, 1916. l:3.'3-40. "Literature of 'doaexn Language Methodology for lulfc." October, 1917. 2:29-43. Sfome for 1916. October, 1916. 3:^1-38. Same for 1917. October, 1919. 4:14-2:;, and Uoveabor, 1919. 4:77-89. 3aae for 191d. &aaae,.Carl A. The rirect Method in Modem Languages. Hew York, iicribner's, 1916. Study of direct methods. i?he oral aoproach. JSxtensiTe bibliography. Lenz, Frank B. £ducation;a Review, May, 1916. 51:469- 417. "The Jfiducatlon of the Xmraigrant.** log Angeles City iichools. iilomentary Adult Kdacaticm. School Publication Ho. P.7, Sovoniber, 1919. 29-^2. Tidcuasion of teaching ciaterials. inf^ hnm^f^- ,t'->. MftoCarthjr, Jesaie Howell. -here Uarmants and ^imerloans Are Made. Hew York, .-riter'a Publishing CjaTianjr, 1917. A report on the '^iaicher ^yL;tem" of direct methods. Slahoney and Horlihy. rirst iiteps in 'traorlcanlzatlan. Boston, Hou.Khton Mifflin, li>18. A manual for teacherB. Ifohonoy, ^Vct-nore, Ttinliler, Alaberg. draining Teachers for Amerlceinlzatlon. I^'ashlngton, U. S* Bareaa of lilducation. Bulletin. 19S0, Bo. 12. loaching JSn/?linh, 2;3-33. Blbliof.raphy. I'ho oral aooroacht textbooics, and lanthods in inciustrial clti&aeo, 45-^8/ Markowita and ^tarr. Kverydajr Lan^aage Lessons. Hew Yorlp, iraerican Book Coaipany, 1-)14. IlluBtrated textbook. Saggeationo concerning direct mothoda, eaohaeizing the verb, introduotion and notes. Massacfaiisetts i^tate Board of iik^acation. 1 7eaoher*8 Handbook to »coompany Stai^ard Lessona In JSnpliah for ^asricun Citizenai.io. May, 1918. Vol. IV. »o. 2. ^holo Ko. SI. SaMO. English for iimerican Citizenship. Bulletin Ifo. 16. UathssoB, Mary B. iyaeriofinization Primer. Boston, Allyn and Bacon. 19E0. An illustrated textbook. Maxjfell, .*xllia.Ti Henry. ^Jhe textbooks of Coaenius. Syracuse, Bard e en, 1893. Illustrated • tfercler, Louis J. J5dueational Hsvievr, January, 1919. 67:43-59. "I'aaching to Sooak irenoh in College.** Lifscussion of the psycholo^iy of langa;ige learning. Mints, Frances tiankstone. ■»■ iirst *^eader for B«w -»aisrican Citiaens. *ew York, aacaillan. 1915. SuggestiOBB oonceriiinfi uireet ioothods, introduction •nd notes. * Monteaer, Frederick. H. »• A. Addreasea, 1910. 622*£9. "Direct Method of leaching :iodem LrjigUaf.os and Proaent Conditions in Our Schools." Contrast between translation and direct methods. * Moore, iiurah kTood. uiurvey, June 4, lyiO. 24:386-9£, •The reaching, of Foreifnora.** A study of direct raethods, particularly tho use of numbered picturea oX single objects. Morgan* Bayard viuincy. :iodnrn lan^quapo Journal, Aoril, 1917. Iz'cZb-hAl, 'In o^efense of translation. " l>iscur,Bion favoring; tho mental disoiolino thoory jantlfylnr >i United aaount of translation, being tno last stand of the Old Guard. Hew finglana Priraar. Ho;? York, Todd Head. 1899. Edited by *. L. Ford. a reproduction of the original text, with an historical introduction, discussing early illustrated primers. Mew York City i-epartment of J*ducation. Siyllabus for th« Teaehljvr of Knglieh to yoreignors. 1306« and 1915. O'Brien, Sara H. 2n;:li3h for Porelgnera, Boole )ne. Boston, Houf^hton Wiffiin, 1909. Illuotratod textbook. O'Totfle, Hose K. Practical fttt^'^liah for iTew ..iaierioana. Boston, Heath, 1921. * Palmer, Harold Ji. i!ho iicicntific Study and Teaching of Languages. Yonkera, ^orld Book Coapany, 1917. An extoneive review of the factors and problems connected with the learniji/^ and teaching of modern languages, with technical analysis of various raethoda, conclusions, au,;gostions, and glosuary. Parker, iaauel Cheater. A Textbook in the History of Modern lilomuntary iJducatlon. Boston, Ginn, 1912. S2G-332. A atudy of ?o3talo8siaa object methods. Patterson, A. S. Hodorn Language Journal, January, 1917. 1:1.^6-14S. "Lan/ruage Fact and language Habit." A study in tho osychology of l Pannsylvania Americanization Bureau. Organisation of Schools in jinpllsh for the Foroif^n-Bom- Saopleraen- tary folio Ho. 1. ::. >« Bach, Chief. Poire. Review of Heviews, Movember, 1892. 6:424. "How to Learn a lansraafo In Blx Months.** A reoort on a sucoessful test of the Goain direct method of teaoMnp I'renoh. Price, Isaac. Tho I'lreot Met nod of Teaching Sn^lish to Foreigners. Hew York, Koblo, lyl2. Illustrated textbook. Introduction and notes. Printer's Ink, May 1*0, 1918. 114-117. •'Proraoting .^ericanisia aionp, >'or©i^n-3om "Orkmen.'* Reoort on the Droblea of factory edaoation. Purin, Charles M. Modem xiijapuji^e Journal, Doveaber. 1916. 1:43-61. "rhe liireet -ifeachinp of Modern Foreign La-n^aapea in American iiifh bchojls." Biseusaion of iiethods and textbooks. Reeder, H. H. HlBtorlcal I»evclopment of School Headers, and 01 Method itt Teaching Heading. ham York, Maomillan, 1900. Richardson, Ethel. California Blue Bulletin. Sacramento, California State lepartnient of lilducation, l-cootaber, 19P0. 19-?2. "Training for Citizenship.'* Brief iiurvey of the ■&aericaniz&tion sitoation in Berkeley, "^kland, and Los Angeles* Rick'iTd. )!• !>• Proceedings *u«er loan! nation Conference. Tachinpton, U. S. Btireau of Education, 1919. 60-68. "Use of the Stereootlcon." IHrect raetfc^^e. Klndpe, >red H. Jr. Vox-Id's .Vork, March* 1914. 27:505- £11. "S.eoo College tJtudonts Hunanizing Industry.** A reoort on success wi^ direct methods. Roberta, Peter. 12ngliah for Coming /Americans, >'irst Ko-idor. ilQit loTlx:, Asnociation Press, iy09. Sxerelses for beginners, xioberts therM taethod. --lis oj a£. Roberts, Poter. fti^lish for Cominf: •'Waericana. Mow York, Aaoociation Press, 1912, and 19i8« A teacher's nanvial, to accDi>any srall charts and 1"^^ leaf losijons. A ntiidy In the psychology of 2 -go learning. * Roberts, i^eter, and othern. Illinois Bulletin Bo. 3, Chicago, Illinois Elinors' and Hechfxnlcs* Imititate, S* Y« uillluaa. director. liincuaoion of woblera of teaching &igli3h to forei^^ners, inBisting on ths oral aporoach. Boberts, ^« H. .-'r'jceedir.rs rtmeric^u^^iration {-onforenco. Taahington, U- i>» Bureau of J^ucatlon, 1919. 144-lBO. "i'ronjotion of Kducation in Industry." DiBcuijfilon of the i-.Tortxnco of iSn/;lish teaching* I'lroet njethods In industrial claf^ses. Schov^a Life, "eots-nber 1, 19SO. 5: IP, •'Instruction by Hear and liiroot Methods." liuotation from a rooort eonc«mlnp ^nceessful us© of direct methods* * Scripture, Mrs* iS. ::* >atlook, 1897. 66:566-7* "In the Jaoanese T?ay.** discussion of direct methods of teaching roadln|5 and writing. a olea lor sianllcity in hand-Tritinp * Scudder, Horace i2* life of Koah Tehstor* Boston, Hourhton Mifflin. 188:^.. r.3-51. T iscu^pioji of Webster's tsxtb^orke* ^harpe, Hary i. * First Header for Forei,tin^,wipe in iiix '4 mths." The story of &wrln*B atudiee and dlecoveriea, with details oncoming his :aethaa of tsachin/r French. Santo. Review oi lievie^^a, .'iurch, 1095. 7:192-8. "A Roj-al Road to Jrfja>n 2an/ruagen." A rooort of u 8u<:co8Bful six months test of the Ooain direct aethod of teaching Pronch. Steiner, ISdward /i. i?rora Alien to Citizen. Kew York, Hevell. 1914* 7i;-80. The. cxnerionce of an im-il rant learning English. Stewart, ('ora V:ilson. Country life Readers, J-'irst Book. Rlcl^ond, Johnaon, I9lb« Illuatratod textbook. Sjreet, henry. A Practical ^tuay ol lanfuages. Bew York, Holt, 1900. A critical study of methods cf leaaming lan^cua^es, favorinf the use of phonetic alphabets. Bibliography. • Talbot, 'inthrop. .idult Xlliteraoy. ..-hinpton, U. S. Burc ■■" "^ - 'trcation, iiullctin, 191t/, iio. 'ct» The handicap, 18-£1. Textbooks and niethods of teaching, 38-60* Saat* Teaching iiin^^lish to Adult ^iens. 7.aahington, U. S. Bureau of Kducation, aulletln, 1917, Bo. 39. Bibliorraohy ol tnxtbookfj, Jictionaries, glossaries, and aids to librarians. 1078 items. Saj5». Industrial Mar^ --nt, October, 1919. 58:313-320. "One Lan^uape indi- .1 i*lant.'* A reoort on successful uoo of direct methods in an industrial plant. Taylor, I'raaces Lilian. erner iViiasr. Bew York, -imorican Book tioipemy, 1900. Illuatratad textbook for children. Intr^uofcion. ^f * rirat Reader. Saw York, .jnorican Boole Ooapaxiy, I'JOO. Illustrated textbook for children. Shoraas, Calvin. Heath's i?odaf,ogioal library, 17. Methodit of Teaching Modern L^mgua^es* Boaton, Heath, 1915. ll-r;8. "Xsorvations upon Jlethod in the Teaching of Modorn iionguages." The iitoort«ince of oractiRo in language study. * thompson, Prank V, !?he Kahoollnf: of the loniprant. Jhwr York, Harper, lUEO. 164-J^lS. A :itudy in vuriouii I'i&thodo, Strongly f ivorahlc to direct methods* Staoe. In i?hiHp X»avl8, Irarnlgration ami .1. lorieanization. Boston, '-inn. lyf.O. 58£-£9y. "The School as the Instrunent for Kationalization Hera, and Jia.sQWhero.'* Statistics concerning- the literacy of imaigraxita, 503. ConpulBory education, E8i). Thorngate, Klla. Kn^liah Journal, M?irch, I'JEO. 9:12.'5-128. "aaerictuii; ation in ^aha." I>iraot methods, 1E7# * fom&e, Oharloa F. Proceedini?;s .ciericaniaatiaaa Gonferonoe. iSaahinfton, vJ* i>. rfareau of Education, l;il9. 21-49, "Beat x'eohnleal Methods of Teaching ^iLglish to the Foreign iJom.'^ U« S. bureau of J^ucation. Amcric^mlsation aa a ^ax lEieaaare. laahineton. Bulletin, iJia, £0. 10. S2-44. Tne lanfuaf.e oroblesi. U. »• iJureaa of ilducation. The Aiblic iichool ^iystora of San Franciaeo, California. T^'ashington, Bulletin, 1917, Bo. 46. 6Si-569, SSttoation of the ii^migrant. Statiatioal survey. * U. S. Bureau of jiducation. -Jho i'roblen of Adult Education in Passaic, ^ew Jersey. 7.?iahington, Bulletin, l'J?,0, Ho. 4. 16-19. Seoeseity of the oral approach. V n« S. liihrary of Confre««, I^irision of Bibliogra'>hy. Blbliofraohy on I:nmifration. i-'oehlnfrtoa, iJeptsciber, 1918. ?88 items. Mimeographed. sswdft tf« S« Ti&r Beparttaent. Kducation for Citizenship. Waahin^ton, Jar.uir.v, 19S1. A critical bibliogra|>hy, Univeraity of ^orth Carolina. A Coarae on Aaerieanizatlon. Chaoel Hill. IVter: ior. loaflGtB, Vol. II, No. 8, April, 1919. K^teuslve bibliograohy. University of the t>tate of If©;? York. Th« Hochsstar Plan of Imaiigrant fidaoation. Albany, 191&. Callach, Isabel mchman. A First iiook in Knglish for BeginnerB. Hev? York, Silver Burdott, 1^06. Illustrated textbiok. Warshaw, J. Modern ian^uage Journal, Boceiaber, 1919. 4:10ft-ll.?i. Jinirary, 19r,0. 4:156-170. 'The Utility of Teaching lievioaa." A atndy in ixtothods. * Vatson, John B. Psycholopy froia the Standpoint of a Behavlorist. Philadelnhia, Lipoincott, 1919. 310-?47« A study in the paycholopy of lar^ua/^e. Webster, Boah. The American Spelling Book. Concord, Perkins, 1H18. W«ek8, John "'- American Lopion ^oekly, Au/rust 12, 1921. 4. ''i^cricanlsm and the Problem of Illiteracy." The lanfraafe proble.Tj and handicap. * Weigel, John 0. liodem Language Journal, May, 1919. 3:3, 9- .'560. "The Acquisition of a Vocabulary." A study in tie osycholofrical basis of direct -nethods- Wetaore, Prances K. A First Book in Hngliah for Kon-2nglish Speaking Adults. Chicago, Chicago Association of Cornnerce, 19J:o. Illustrated textbook. Lessons in tyoe and script. Wheaton, H. H. j?rocooding8 of the Congress of ConstructiTe Patriotism Held under the Aunoices of the X^ational ^Security League, in Washington, January £5-27, 1917. Bew York, l«ational Sreurity League, 1917. 94-100. Ih« ifflportanoa of a oonamon language. .Ji Vilkins, liuwrence «•• i^oanlnh in the Kl|^h S^chools* Uhicafio, JJanbom, 1918. 6C-189. Sufgestiona concerning direct cMthods, eiphaaizing the verb. Tinkler, Helen. iJarvey, J.inaarj' 26, 1918. :^9:4fc2-62. "laggards at I'iA'ht; School." A study of the problem of illiteracy?, vith recora*nenda*> tiona for the organization of classes in factories* • Woolbert, C. }?. :i;3.rterly Journal of Soeech F-diication, 1920- 6:54-75. •Soeech an5 the Learning Process." A study of the osychology of fsoeech devoJoprasnt. SOKE LKADSiS IB THE AFiBRICABLiiiTIOJi :fOVJ!inaif AKD Al^DItlOHAL Sf/.mCSS OF IKF OKUaTI OS Americanization. A oublication of the U« :^'>. Bureau of lildueation, -^erioanlzation tS'iTision, containing; reoorta, stadies, and bibliopraohice in methods of laniTunge teaohijif,. Vvaehinp.ton, r<. C indorson, J. Fred. Superintendent of Americanization, Chttbot liall, Oakland, California. Bach, K. 2* Chief, Americenization 3areou, State of Pennsjlv-jjiia. 706 Finance iiuildiiif', Philadelphia. Barns, Allen T. ileraber Jfixecutive Ooraraitteo, Interstate C 3 on imtilprant F:ducation. I>irector, Study Oi --: -aods of i'jQoricanization, The Carnegie Foundation. Bflitor, St«di<»a on Americanization Series* b2B Fifth Avenue, flew York City. CarnejEtie Cor»oratlrm« 62£ Fifth Avenue, liew York City. Consuaere' ]Li?a='tte. lOfe Ifiast £2d Street, Kew York City. Deraing, Robert C. Member Executive Committee, Interstate Council. Director, lepcirtment of Americanization, State Capitol, Hartford, Conn. Ooldberper, K. H. Professor of iiklucation, Columbia, Univoroity, Wew York City. Hjirt, Miss Helen. Member Jeixecutive Committee, Interstate Council. Executive Secretary, I>elaware Americaniza- tioaa Oo^BBittec, Public Library Building, «ilminf,ton, I>elaware. Uennessy, 3>. L. Principal Burbank Kvenlnp School, Berkeley, California. Mahoney, JohniJ. Chairman Executive Committee, Interstate Council. State Supervisor of Americanization, Hoon 217, State Houoe , Boston. • jyr.M, Siiii. z aoley, Haymond. Mernber Sxecutive Committee « Interatate Council. Director, Cleveland Kotmdation, CleTeland, Ohio. Hational Aaericanisation Con-nlttas. 20 Went Mth Street, Hew York City. Jfational Eoncn's iTrade Union Leapue. 1S9 North Clark Street, Chioapo, lllinoin. ^Imbjr, Oaorre K. Member i^xecutiTe Coramittee, InterBtate Council. InduBtrial Service Secretary, Associated IndttBtries of Maesaefcanetts. lOM Kiu per intend ent of Public Instruction. oupcrlntcndent of Amerioanisation, State of California. ioroia Build lag, Sacraraento. Slaughter, John />illia« lectarar on ClTicB and Phllan- throoy, lilce Institute, Houston, Xexas* Smith* -illiam C, Meniber JfixecutiTe Conraittoe, Interstate Council. Sap'^rviaor of Invaigrant JSducation, ^tate Deoartment of Education, Albany, Ke.v York. Vertaillion, iSdward C. Secrctar^y, ioceoutive Cominlttee, Interstate Ooancil. Hepional Director, Deoartment of Public Instruction, :^H4 Court House, ?itt8burfh, Pennsylvania. H 96 3 J 14 DAY USE RETURN TO DESK FROM WHICH BORROWED EDUCATION-PSYCHOLOGY LIBRARY This book is due on the last date stamped below, or on the date to which renewed. Renewed books are subject to immediate recalL LD 21A-10m-6,'67 (H2472sl0)476 General Library University of California Berkeley