J->KACTICAL 
 ENGLISH 
 
 
 O'TOOLE 
 
 TEACHER'S MANUAL 
 
PRACTICAL ENGLISH 
 
 FOR NEW AMERICANS 
 
 BY 
 
 ROSE M. OTOOLE 
 
 TEACHER'S MANUAL 
 
 D. C. HEATH & CO., PUBLISHERS 
 BOSTON NEW YORK CHICAGO 
 
COPYRIGHT, 1920 AND 1921, 
 BY D. C. HEATH & CO. 
 
 21* I 
 
Obv 
 
 5074 I 
 
PREFATORY NOTE 
 
 The author is indebted to Mr. John F. McGrath, Principal of 
 the Eliot School, Boston, Massachusetts, for his many helpful 
 suggestions; to Mr. James Farrell, Chief Examiner for New Eng- 
 land, Bureau of Naturalization, for his expert assistance in com- 
 piling the naturalization "Facts" found at the end of each lesson; 
 to Dr. Henry C. Link, Industrial Psychologist, for his exposition 
 of the psychological principles involved; and especially to Mr. M. 
 E. Fitzgerald, Superintendent of Schools in Cambridge, Massa- 
 chusetts, who has been a constant source of inspiration to the 
 author in her work with the foreign born, and without whose aid 
 and encouragement this book would never have been attempted. 
 
MESSAGE TO TEACHERS 
 
 It has been my privilege for the past ten years to observe and 
 study the teaching methods of Miss Rose M. O'Toole in her work 
 with the non-English speaking pupils in the city of Cambridge. 
 
 Her remarkable success as a teacher of the foreign-born first 
 manifested itself in the Evening Schools. This success led to her 
 appointment as model teacher, her work embodying the training 
 and supervision of inexperienced teachers in this highly important 
 field of immigrant education. 
 
 Her work has since grown from instructor of Americanization in 
 plant classes to that of an industrial director of Americanization, 
 with the supervision and direction of several Americanization 
 schools. 
 
 Miss O'Toole's success has been due largely to certain factors 
 which characterize her work; first, a careful analysis of and her 
 keen insight into the needs of the adult alien; second, a sympa- 
 thetic understanding of his difficulties; and third, the close con- 
 tact and actual experience of the teacher in the classroom. 
 
 The lessons and methods developed in this book are based on 
 the foregoing factors, that is, upon real experience and solid 
 practice. They are well balanced and practical. They are suited 
 to the needs of adult minds and have grown out of and been t.est- 
 ed by actual classroom experience. 
 
 It is generally admitted that a great deal of the reading matter 
 presented to the alien is too difficult for his comprehension. There 
 is not a sufficient amount of easy reading material to allow the 
 pupil to acquire anything like fluency. He is given only what 
 would be called a meagre supply of beginners' reading before he 
 is thrust headlong into intermediate work far beyond his ability 
 to grasp or retain. 
 
 vii 
 
viii MESSAGE TO TEACHERS 
 
 The outstanding features of this book are that it provides a 
 generous amount of simple reading, with constant repetition and 
 review by means of various devices, and that the lessons are so 
 evenly and carefully graded, at the same time supplying a fund of 
 interesting and practical reading material, that the pupil is en- 
 couraged by his ability to grasp the subject-matter to continue 
 his study of English in the intermediate and advanced classes. 
 
 A unique feature of this book is the introduction of "Facts" at 
 the end of each lesson. The pupils memorize these "Facts," and 
 while learning the mechanics of English are also laying the foun- 
 dation of a knowledge which will fit them for the examinations for 
 naturalization and help them to become intelligent citizens. 
 
 Idioms are found at the head of many lessons, the knowledge of 
 which will smooth out many of the idiosyncrasies of speech heard 
 from the immigrant in his effort to master our everyday expres- 
 sions. 
 
 I strongly commend this book to all those who are engaged in 
 the work of teaching the foreign born, feeling confident that its 
 use will guide the inexperienced teacher intelligently, and prove a 
 valuable contribution to the more experienced teacher who is ac- 
 quainted with the problems and needs of adult pupils. 
 
 To the pupil himself it will be an invaluable aid in his worthy 
 endeavor to become acquainted with our language and our gov- 
 ernment. 
 
 M. E. FITZGERALD 
 
 Superintendent of Schools 
 
 Cambridge, Mass. 
 
CONTENTS 
 
 INTRODUCTION 1 
 
 Principles of Method and Content. Method of Francois Gouin. The 
 Objective Method. The So-called Laboratory Method. Use of Pic- 
 tures. Application of Discussed Methods. An Experiment. De- 
 velopment of Pivotal Words and Sentences. Lesson Procedure. 
 Model Lesson. Reading. Use of Book. Where Leaflets are Used. 
 Sight Reading. Conversation. Personal Information. Subjective 
 Language and Idioms. Use of Variants. Verb Forms. Memorizing. 
 Writing. Arithmetic. Phonics. The First Lesson. Review and 
 Drill. Devices. 
 
 TIME SCHEDULE AND CLASS ROOM PROGRAM 22 
 
 Greeting. Alphabet Study, or Number Exercises. Personal Infor- 
 mation. Conversation and Reading Lesson. Writing Lesson Dic- 
 tation. Phonics. Informal Language, Including Study of Signs. 
 Sight Reading. Facts Memorizing. 
 
 MODEL LESSON 24 
 
 Lesson I. Greeting. Alphabet Drill. Counting. Personal Infor- 
 mation. Conversation arid Development of Pivotal Words. Sen- 
 tence Building Using Pivotal Words. Drill. Writing. Dictation. 
 Phonics. Informal Language. Signs. Sight Reading. Facts. 
 Memorizing. Closing. . 
 
 DEVICES 36 
 
 i. Word Recognition: Class Drill, ii. Word Recognition: Card 
 and Blackboard Drill Introducing Idiom, iii. Word Recognition: 
 Individual Drill: Use of Complete Sentences, iv. Color Vocabu- 
 lary and Incidental Use of Prepositions, v. Development of Vo- 
 cabulary Through Graphic Representation, vi. Recognition and 
 Drill on Difficult Words. - vii. Rapid Drill, viii. Test for Un- 
 known Words, ix. Class Activity and Drill, x. Drill on Nouns, 
 xi. Drill on Verbs, xii. Drill on Nouns and Verbs, xiii. Device 
 for Sight Reading, xiv. Numbers, xv. To Be Used in Review of 
 Signs, xvi. Review of Difficult Sentences, xvii. Writing: Filling 
 in Blanks, xviii. Physical Training Device, xix. Weather Record 
 Device, xx. Phonics. 
 
 CONDUCT or AMERICANIZATION IN FACTORY CLASSES . . 45 
 
 Management. "Selling" the English Classes. Organization. Co- 
 operation. Lantern Slides and Films. Libraries. Social Activities. 
 
 ix 
 
x CONTENTS 
 
 THE INTERMEDIATE SERIES 
 
 PACK 
 
 ORAL READING 58 
 
 SILENT READING 59 
 
 Devices for Testing Silent Reading. 
 
 SPELLING 60 
 
 Devices to Aid in Spelling. 
 
 ARITHMETIC 63 
 
 Factory and Related Arithmetic. 
 
 GRAMMAR 64 
 
 NATIONAL AND RACIAL HOLIDAYS 65 
 
 ALLOTMENT OF TIME IN AN INTERMEDIATE CLASS ... 66 
 
 Time Schedule and Class Room Program. 
 
 A. Arranged for a One Hour Session. 
 
 B. Arranged for a Two Hour Session. 
 
 CLOSING EXERCISES 69 
 
 Invitation. 
 Program. 
 
 EXHIBIT OF SCHOOL WORK 72 
 
 ECONOMY OF TIME IN CLASS ROOM PROCEDURE , 74 
 
INTRODUCTION 
 
 The pressing need for Americanization calls for a much 
 greater number of teachers than have been trained for the 
 purpose. It is of urgent necessity that this teaching may not 
 be haphazard or unorganized. 
 
 Of the twofold purpose of this book, one is to present a 
 method so thoughtfully worked out, so carefully analyzed in 
 detail of class procedure and time allotment, that even an 
 entirely inexperienced teacher can handle it in such a way that 
 definite and valuable results will be obtained. 
 
 The second purpose is to present instruction to the foreigner 
 which shall be at once useful and practical, and of such a 
 nature that he will see its direct application in his daily life, 
 and which will enable him to understand and converse with 
 English-speaking people on questions of American life and 
 government. 
 
 The organization of material and subject matter is based 
 on logical and psychological principles, guided by actual 
 experience. 
 
 The fact that the immigrant pupil has been, up to the pres- 
 ent time, such a variable quantity in evening schools, makes it 
 necessary to consider carefully what shall be presented to 
 him and how it shall be presented. Acting on these consid- 
 erations the author has thought: 
 
 i st. Of the student, of his immediate needs, and of the 
 many situations in which the knowledge of English is in- 
 dispensable. 
 
2 PRACTICAL ENGLISH 
 
 2<i. Of arranging the material in such a way that the 
 lessons are based on the actual experiences of the student, and 
 follow in a natural sequence of development. 
 
 3d. Of grading the vocabulary, especially in the early 
 lessons, so that it may not be too comprehensive, and that 
 sufficient repetition may be provided so that the text does not 
 become so difficult and exhaustive as to create confusion in 
 the pupil's mind. 
 
 4th. Of presenting the lessons with an enlivening interest, 
 including a variety of devices, in order that the pupil may be 
 stimulated to attend school regularly, and acquire new and 
 higher standards of achievement. 
 
 It will be seen that the method is comprehensive and 
 flexible, giving ample room for the originality of the experi- 
 enced teacher. It is true that no one particular method or 
 text will suit the needs of every class, and that any method 
 or text finds its fullest expression when adapted to those 
 needs, and when the ingenuity of the individual teacher is 
 employed in its use. The author commends this method 
 and text to such adaptation and use. 
 
 A knowledge of the " Facts" found at the end of each lesson 
 will enable a student to pass the naturalization examination 
 for citizenship. These " Facts" have been examined and 
 approved by Mr. James E. Farrell, one of the chief Naturaliza- 
 tion Examiners of the Federal Government. 
 
 The following pages are the product of ten successive years' 
 experience and careful study of the best and most practical 
 methods of teaching English to foreigners. No lesson is 
 introduced, no method or device presented, which has not 
 actually been developed and tried out in the classroom, within 
 the personal experience of the author in working with foreigners 
 as an evening school teacher, as a model teacher and supervisor 
 
INTRODUCTION 3 
 
 of evening school classes, as an instructor of plant classes, 
 and as a Director of Americanization in Industry. 
 
 PRINCIPLES or METHOD AND CONTENT 
 
 It is generally admitted that to teach English to foreigners 
 in the most practical and economical way, that is, in the 
 minimum of time, it is necessary to employ a Direct Method. 
 We may define a Direct Method as one in which English is 
 the medium of instruction. 
 
 It is undoubtedly a fact, that interest and even enthusiasm 
 can be aroused in the most phlegmatic pupils, if the teacher 
 can speak or write the foreign equivalent of a technical or 
 abstract phrase which she may have difficulty in teaching. 
 This gives a personal touch, and the bond of sympathy that it 
 creates, aside from its pedagogical value, cannot be denied. 
 It is, however, true, that the further use of the foreign equiva- 
 lent is unadvisable and impractical. There is danger of 
 developing an Indirect or Translation Method, which at best 
 is a long-drawn-out and tedious procedure, in that it teaches 
 the pupil to think in the foreign language rather than in 
 English. For this reason all of the methods employed in this 
 book are Direct Methods. 
 
 It may be said that methods resolve themselves into a few 
 of primary importance, which are most effective in class 
 work. No one of these methods is complete within itself, no 
 one of them could be developed and used to advantage to the 
 exclusion of all the others; instead, the employment of the 
 best features in the many varieties of methods is necessary 
 
 in practice. 
 
 METHOD OF FRANCOIS GOUIN 
 
 The Theme-Series Method as developed by M. Gouin is 
 the result of his experiences while endeavoring to learn the 
 
4 PRACTICAL ENGLISH 
 
 German language. He had tried vainly to master this 
 language through an exhaustive study of the dictionary, the 
 study of grammar, by translation, and in many other ways, 
 but was unsuccessful in his attempts. He finally found the 
 key to the situation after observing how a child who had made 
 a trip to the mill and had seen flour made went over its experi- 
 ences at play. From this study of the child as it played and 
 talked, he built up his method of teaching a language by 
 means of the "theme." A theme is a series of connected 
 sentences which describe the particular acts which serve to 
 define a general act. 
 
 For example: 
 
 walk I walk towards the door. 
 
 draw near I draw near to the door. 
 
 get to I get to the door. 
 
 stop I stop at the door. 
 
 stretch out I stretch out my arm. 
 
 take hold ...... I take hold of the handle. 
 
 turn I turn the handle. 
 
 pull I pull the door. 
 
 moves The door moves. 
 
 turns The door turns on its hinges. 
 
 let go I let go the handle. 
 
 This procedure is manifestly too intricate to present to 
 a class of beginners. It illustrates the sequence of time and 
 action, however, and a " theme" may be developed in a 
 much simpler form which describes the act sufficiently for all 
 practical purposes. 
 
 The sentences in the theme are related to one another, 
 spoken and written in logical sequence, and are a detailed 
 description of the act performed. 
 
 The Gouin Method is dramatic in form; it deals primarily 
 
INTRODUCTION 5 
 
 with the verb, and recommends itself as being especially 
 useful in teaching action. 
 
 The development of subjective language which is dwelt 
 upon later, enables the pupil to acquire incidentally many 
 idiomatic phrases. 
 
 THE OBJECTIVE METHOD 
 (Using the theme as a vehicle of expression) 
 
 The Objective Method is largely a visual method, and 
 deals with the noun, or the name of the object the pupil sees. 
 He already knows what the object is, knows its name in his 
 own language, and wants to know its name in English. 
 
 There is always a fund of valuable objective material 
 obtainable, such as household utensils, articles of dress, the 
 tools used at work, etc., which can be taught simply and easily 
 through the Objective Method. 
 
 The Objective Method has an important function, and its 
 value should not be underestimated. To quote from a recent 
 textbook on Americanization: "This method offers the 
 easiest approach to the task of initiating the immigrant into 
 the mysteries of English speech." 
 
 Thus far we have the Dramatic or Verb Method, which is 
 excellent in expressing action and movement, and which is 
 especially useful in teaching the verb, with its accompanying 
 dramatization, plus the Objective Method, which deals with 
 the noun, the adjective, and the prepositional phrase. Each 
 of these methods has an important function in the teaching of 
 English, but neither should be over-emphasized at the expense 
 of the other. They are mutually complementary, and only 
 through the dovetailed use of both can the best, quickest, 
 and most accurate working knowledge of our language be 
 gained. 
 
6 PRACTICAL ENGLISH 
 
 THE SO-CALLED LABORATORY METHOD 
 
 The Laboratory Method or Device is employed to a greater 
 extent with intermediate and advanced classes than with 
 beginners. It consists of teaching in their natural setting 
 such lessons as cannot be adequately illustrated in the class- 
 room. A trip taken by the teacher and pupils to the public 
 library, the fire station, or to city hall, will do much to clear 
 up a great deal that is vague in the minds of foreigners con- 
 cerning our public institutions. 
 
 USE OF PICTURES 
 
 If it is impossible to make trips to the library and other 
 places of interest, pictures may be used as illustrations. Also, 
 when objects cannot be introduced, pictures may be used to 
 advantage. Much of interest can be gained from their use, 
 illustrating scenes in country, city, or domestic life, and the 
 activities of great industrial concerns. 
 
 The impression obtained by the pupil is not as clear as if a 
 personal visit were made, or as if the desired object were at 
 hand, but it is sufficiently valuable to recommend its use 
 where a trip is impracticable, or adequate objectivication 
 impossible. Every illustration should have a definite value 
 if its use is to be employed. It is better to omit a lesson rather 
 than present it in a vague form by means of an unsuitable 
 picture. 
 
 APPLICATION OF DISCUSSED METHODS 
 
 The application of the discussed methods as applied in this 
 book is as follows: 
 
 I. The theme is used as the vehicle of expression. 
 
 II. The themes are dramatized, giving particular attention 
 to the verb. 
 
INTRODUCTION 7 
 
 III. The lessons are objectified, with special reference to 
 the noun, the adjective, and the prepositional phrase. 
 
 IV. Field trips to the fire station, city hall, etc., are 
 recommended . 
 
 V. Pictures may be used for illustration when objects are 
 not at hand and when field trips are not possible. 
 
 AN EXPERIMENT 
 
 For the purpose of arriving at the best, simplest, and most 
 comprehensive line of attack in presenting the theme, the 
 author took up the study of a foreign language, and made note 
 of the experiences, difficulties, and successes in that study, 
 anci the causes which contributed to each. 
 
 Several lessons were studied which employed the sentence 
 as the unit of advance before any special preparation had been 
 made to become acquainted, through dramatization or objec- 
 tivication, with the various units within the sentence. 
 
 It was found that in order really to understand the sentence 
 thoroughly, analyzing the sentence itself was necessary to 
 find what each unit in it was. The same experience was 
 obtained that M. Gouin had in his study of German the 
 sentence itself sounded like one long word. 
 
 Several lessons were then studied in which a series of 
 pivotal or key words were presented and their meanings 
 taught by use of the objective and dramatic methods, before 
 undertaking the study of the sentences. The sentences were 
 then taken up as before. , 
 
 It was found that these lessons were undoubtedly the 
 clearer, and weeks afterward when both sets of lessons were 
 reviewed for the purpose of testing the experiment, it was 
 found that the latter group contained the ones that were 
 retained. 
 
8 PRACTICAL ENGLISH 
 
 DEVELOPMENT OF PIVOTAL WORDS AND SENTENCES 
 
 The result of this experiment confirmed the author's belief, 
 gained through many years of teaching, that to present a 
 series of related pivotal words, arranged in their proper 
 setting, and in logical sequence of development, to objectify 
 and dramatize this series of words, and, using them as a 
 basis for thought, to have the class itself develop and 
 make up, by means of conversation and questions, the 
 series of related sentences which form the theme, has a 
 greater pedagogical value than to give the pupil a series 
 of sentences already grouped and arranged for him by some 
 one else. 
 
 If we learn to do by doing, by this method the pupil must 
 learn, for he does it all. He participates in the oral conversa- 
 tion when the pivotal words are presented; he sees them 
 objectified; and he dramatizes them. They are not isolated 
 words; they are connected, related, and associated, and they 
 are the basis from which the pupil himself formulates the 
 sentences, which are linked together in logical sequence of 
 time and development. 
 
 In the development, the pupil should be given the word 
 orally only after he has seen the object, or knows the meaning 
 of the word through dramatization. Only after he knows its 
 pronunciation and meaning thoroughly, should he see the 
 written form of the word, and no word should ever be pre- 
 sented in the abstract; every word should be related to a 
 concrete illustration, or object already known, and of personal 
 interest to the student. 
 
 The procedure of developing the sentences from the pivotal 
 words already known is informal and develops the imaginative, 
 conversational, and constructive powers of the pupil. He 
 
INTRODUCTION 9 
 
 can say what he wishes to say. He is encouraged to take 
 the initiative in the class-room, to enter into a real con- 
 versation in a natural, life-like fashion, rather than merely 
 to repeat in a stilted, formal way the sentences which are 
 constructed by the teacher, the product of her brain activ- 
 ity rather than his. 
 
 We can teach the immigrant to talk by talking, rather than 
 by the artificial procedure of repeating a number of short 
 sentences already arranged and constructed by some one 
 other than the pupil himself. 
 
 The question arises, does not the formal theme, in the 
 construction of which the pupil does not participate, give him 
 a perverted and unnatural idea of our language? Does it 
 teach him to speak English as well as to read it? 
 
 It is necessary that the pupil should understand the 
 English which goes to make up the theme first, even if it 
 be only a few words, that he should not only understand 
 this simple English, but that he should also be taught how 
 to use it in conversation, and in the construction of the 
 sentences that form the theme. Otherwise the educational 
 value of the theme is lessened, in that it teaches him to 
 speak the formal thoughts of others. 
 
 The development of the theme allows and encourages a 
 variety in sentence structure. It permits the immediate 
 correction of the ordinary mistakes in these sentences, and 
 emphasizes that correction, not only through the ear, but by 
 visualization when the sentences are written on the black- 
 board. 
 
 English must be taught in such a way that it gives the pupil 
 the power to use it out of the classroom as well as in the class- 
 room. It must be taught in such a way that it functions in 
 the home, in the shop, and on the street. 
 
io PRACTICAL ENGLISH 
 
 LESSON PROCEDURE 
 
 The lesson procedure, as based on the foregoing analysis, 
 consists of the following steps. 
 
 I. Oral presentation of pivotal or key words, with drama- 
 tization and objectivication. List to be written on the black- 
 board word by word as presented. 
 
 II. Oral construction, by the pupil, of sentences which 
 form the theme, from the list of pivotal words. Sentences to 
 be written on the blackboard as developed. 
 
 III. Drill on the lesson as written on the blackboard by 
 means of various devices, for the purpose of clinching new 
 words or difficult phrases. 
 
 IV. Oral reading from the blackboard. 
 
 V. Oral reading of the corresponding lesson in the book 
 or from the leaflets. 
 
 MODEL LESSON 
 
 The model lesson on pages 24-35 exemplifies exactly the 
 various steps in development here set forth, and illustrates 
 them concisely in practice. Each minute detail is worked 
 out, so that the totally inexperienced teacher cannot fail, or 
 even have any difficulty in following the procedure indicated. 
 The model lesson should be studied carefully. There is no 
 step included in the class procedure that the teacher can 
 afford to omit. 
 
 READING 
 
 The reading in itself, after the development of the pivotal 
 words and sentences, is a simple and pleasurable proceeding. 
 There is no need or excuse for halting, stumbling, meaningless 
 calling of words. The oral presentation, and actual use of the 
 
INTRODUCTION n 
 
 words preceding the reading lesson obviates the possibility of 
 any lack of recognition, pronunciation, or understanding. 
 
 USE or BOOK 
 
 Each lesson in the book consists of (i) a list of pivotal words, 
 (2) sentences in the form of a theme, using those words, (3) a 
 Fact (see page 2), (4) exsrcisss which provide a test for the 
 pupil's understanding of the text, and introduce further 
 drill and varied sentence structure, and which form the basis 
 for conversation and discussion. 
 
 The lesson in the book should be read after the blackboard 
 lesson has been taught, from which it will differ in some re- 
 spects, because the blackboard lesson is constructed from the 
 actual experiences of the individuals in the "class, although the 
 lesson subject and vocabulary are the same in both. 
 
 For example, in Lesson VIII "Going to Work," the pupil 
 developing the second or third sentence, may or may not take 
 his lunch, he may ride to the factory instead of walk, etc. 
 
 The advantages in this fact are very distinct, in that the 
 blackboard lesson, using the pivotal words as a basis for 
 thought, gives a chance for self-expression, and the lesson in 
 the book, while substantially a review, takes on and sustains 
 a new interest through the very change of subject matter or 
 construction. 
 
 WHERE LEAFLETS ARE USED 
 
 Do not allow the pupils to have the leaflets in their hands 
 until after the blackboard lesson has been taught. The 
 sentences that comprise the theme on the leaflets are con- 
 structed from the same list of pivotal words used in the black- 
 board lesson. By teaching the blackboard lesson first, the 
 
12 PRACTICAL ENGLISH 
 
 reading will be free from the ordinarily too frequent correc- 
 tions and explanations of the teacher, thus permitting con- 
 tinuity of thought as well as of oral expression. 
 
 The printed leaflet has been found very satisfactory in 
 industrial classes. It encourages concentration on the particu- 
 lar lesson being taught, which is absolutely essential to the 
 best work, and the pupil can take it from the class for study 
 at home or during spare moments in the shop. 
 
 SIGHT READING 
 
 A valuable exercise in teaching the foreigner to think in 
 English is employed in the use of sight reading cards. A 
 sentence is written on each card. The card should be held 
 up before the class by the teacher. The sentences present 
 orders which are to be obeyed with alacrity, without any oral 
 reproduction on the part of either teacher or pupils. The 
 value of the exercise is greatly increased if it can be carried on 
 without even one word being spoken from the beginning to 
 the end. 
 
 The greatest teaching value of this sight reading obtains 
 when the subject matter grows out of the particular needs 
 of the class, and when sufficient snap is introduced into the 
 exercise so as not to give time for the mental translation 
 of what appears on the cards, into the foreign language, and 
 then back into English. 
 
 An interesting review and valuable drill in rapid sight 
 reading is accomplished by the use of similar cards, the read- 
 ing consisting of sentences from previous lessons rather than 
 of commands. The reading should be spontaneous. It is a 
 good setting-up drill, and arouses interest and enthusiasm, 
 besides being a basis for review. See Device XIII. 
 
INTRODUCTION 13 
 
 CONVERSATION 
 
 Conversation is the first step toward acquiring the English 
 language. The development of the theme is an excellent 
 conversation exercise as it is an oral expression of thoughts 
 and ideas. 
 
 Pupils should be taught to speak English first. To know 
 how to express himself and understand others is of more 
 importance to the beginner than to know how to read and 
 write, although reading and writing follow in logical sequence. 
 
 There are several conversation lessons in the text which 
 include many everyday expressions and idiomatic phrases. 
 Dramatize these lessons and encourage pupils to take part in 
 original conversations on similar subjects. 
 
 PERSONAL INFORMATION 
 
 The pupil must be taught to give certain Tacts of personal 
 information in an intelligent and intelligible manner. Teach 
 him to read these facts and to write them. The value of being 
 able to give this personal information when looking for a 
 position, and as a matter of identification in case of accident, 
 etc., cannot be overestimated. (See Model Lesson, page 26.) 
 
 SUBJECTIVE LANGUAGE AND IDIOMS, 
 
 Subjective language may be defined as the particular 
 idioms which the teacher uses to commend and encourage the 
 pupil. No verbal attention need be directed to these phrases 
 but merely convey to the pupil, by play of feature, gesture, 
 and inflection of the voice, the fact that you are pleased with 
 his effort, that he does very well, or fairly well. This gives the 
 teacher an opportunity for friendly encouragement and com- 
 mendation, and also develops a language which expresses feeling. 
 
14 PRACTICAL ENGLISH 
 
 SUGGESTED FORMS OF SUBJECTIVE LANGUAGE 
 
 Good No, not that 
 
 That's right Not quite right 
 
 Fine That's it 
 
 Excellent Well done 
 
 Right Be careful 
 
 That's good I like that 
 
 Very good No, not that way 
 
 Try again No, that's not it 
 
 Idioms are found at the head of many lessons. Direct 
 attention to these, and have them learned. An intimate 
 knowledge of our common idioms would do much to correct 
 and eliminate many of the grotesque expressions used by 
 immigrants. 
 
 USE OF VARIANTS 
 
 In the early themes as presented, the action described is 
 that which the person performs himself. The first person 
 "I" is used, and the present tense of the verb, as in Lessons 
 I, II, III, IV, V, VII, VIII, etc. 
 
 In order that the action of another person or other persons 
 may be described, using the second or third person, singular 
 or plural, the use of the pronouns he, she, we, you, and they is 
 introduced in Lessons XV and XX. 
 
 After Lessons XV and XX have been taught, these pronouns 
 may be substituted in the previous lessons to take the place of 
 "I." To illustrate: A pupil may describe his own action as, "I 
 walk to the window." Another pupil walks to the window, and 
 his action is described as, "He walks to the window." Two 
 or three pupils walk to the window, and their action is de- 
 scribed as, "They walk to the window," thus establishing the 
 habit of correct usage of pronouns. 
 
INTRODUCTION 15 
 
 VERB FORMS 
 
 The vast majority of foreign-born men and women use the 
 present tense of the verb whether describing events which are 
 occurring or which have occurred. We hear them say almost 
 invariably, "I go to City Hall last night. I pay my taxes," 
 instead of "I went to City Hall last night. I paid my taxes." 
 One way of correcting this almost universal error is by not 
 presenting too much reading matter in the present tense of the 
 verb. 
 
 In the first instruction the present tense is easier for the 
 pupil to comprehend, because the sentence describing the act 
 can be taught while the action is being performed, and this 
 fact justifies its use in the early lessons; but the rareness of 
 occasions when in real life we say, "I walk up the street," or 
 "I go to the store," does not justify its continued use later 
 than the earliest date on which the past tense can be taken up 
 intelligently with a class. Therefore the past tense of the 
 verb is introduced early in this text (Lesson IX) , in an effort 
 to offset this error, which is one of the most common in the 
 speech of the foreign born. After taking up Lesson IX the 
 previous lessons should be reread, using the past tense instead 
 of the present. 
 
 MEMORIZING 
 
 Memorize only that which will be helpful to the pupil. Do 
 not spend valuable time memorizing lessons or leaflets. The 
 teacher's object is to teach pupils to read the lesson under- 
 standingly, not to memorize it. The pupil should memorize 
 the "Facts" at the end of each lesson, the knowledge of which 
 will help him to pass examination for naturalization and 
 make him a better citizen. 
 
16 PRACTICAL ENGLISH 
 
 WRITING 
 
 Definite and specific attention should be given to writing. 
 Merely telling pupils to "Copy this/' does very little toward 
 teaching writing, as is illustrated by the fact that many pupils 
 at the end of the school year write much the same as they did 
 in the beginning, including the same errors in the formation 
 of letters, and making the same characteristic mistakes. 
 
 Certain errors are most common, for example / for /. Fre- 
 quently all the letters in a word are separated as w a I k, the 
 pencil being taken off the paper after writing each letter. 
 Aside from being incorrect, much time is wasted in this 
 practice while writing even one page. 
 
 These and other errors common in penmanship can be 
 corrected and handwriting improved only by well-directed 
 and systematic effort on the part of both teacher and pupil, 
 in a definite writing period, under supervision. (See Model 
 Lesson, page 32.) 
 
 For the above reasons writing steps are arranged as 
 follows. 
 
 1. Name and address. 
 
 2. Alphabet. Intensive study of four letters at a time, 
 capital and small. Study as to formation, relative size and 
 length above and below the line. Letters on the back of the 
 leaflets and in the book can be used for constant reference in 
 writing. 
 
 3. Copying simple sentences. 
 
 4. Copying sentences from Personal Information Cards. 
 
 5. Copying lessons into note books for reference, review, 
 and out-of-class work. 
 
 6. Copying simple letter forms. Addressing envelopes. 
 
 7. Dictation of short sentences from the text, correlating 
 
INTRODUCTION 17 
 
 the study of spelling. Correction of dictation. Keep first 
 dictation papers for comparison with later ones. 
 
 8. Writing simple letters. 
 
 9. Filling in blank spaces in exercises at the end of lessons. 
 Keep the pupils first writing or attempt at writing for 
 
 comparison with writing in the middle of the year, or at the 
 end of it. 
 
 ARITHMETIC 
 
 Adult pupils usually have a knowledge of number and are 
 familiar with its concept. The first necessary step is to learn 
 the new name for the concept they already possess. They 
 should be taught to count, read, and write numbers, using 
 the objects, the articles, and the people in the room as illustra- 
 tions in counting. Money should also be used to illustrate 
 when possible. Simple problems should be taught, the read- 
 ing and understanding to be emphasized before their solution 
 is attempted. All work in arithmetic should be practical and 
 suited to the immediate needs of the class. 
 
 PHONICS 
 
 The teaching of phonics is especially valuable to the adult 
 foreigner, for he is usually conscious of his difficulties and 
 shortcomings in the matter of enunciation, pronunciation, 
 and accent, and desires to correct them. 
 
 The study of phonics is the logical method of correction, 
 and a few minutes' intensive study each session will do more 
 to acquaint him with the correct pronunciation of troublesome 
 sounds than can be done incidentally in a much longer time. 
 
 Phonic study also opens up untold possibilities in the 
 matter of vocabulary. Far more can be done for the pupil 
 by making it possible for him to help himself than in any 
 
i8 PRACTICAL ENGLISH 
 
 other way. If he is furnished with the key to the door, he 
 may open it as wide as he chooses. 
 
 The teacher should practice so that she may give the correct 
 sounds of the letters. The ear must be trained so that she 
 can distinguish the elementary sounds to which the letters 
 correspond. She should show pupils how to place the teeth, 
 lips, and tongue to enable them to give the correct sound. 
 
 The phonic exercises should be brisk, and the attention of 
 pupils must not be kept too long on one kind of exercise. A 
 few minutes' study, not more than ten, is sufficient at each 
 session. Phonic study should not begin until after the 
 alphabet has been taught, so that pupils will not confuse the 
 name of the letter with the sound. 
 
 The following procedure is outlined in the study of phonics : 
 
 I. Use words of which the pupils already know the meaning 
 and pronunciation, as in Lesson I, sit, say. Write them on 
 the board, and pointing to them, pronounce them slowly and 
 carefully sit, say. 
 
 II. Analyze the words, and divide them into their compo- 
 nent sounds, dwelling on the first letter. 
 
 s it s ay 
 
 Point to the parts of the word as pronounced. 
 
 III. From the careful enunciation of the teacher, the 
 pupil discovers that words are made up of sounds. By 
 imitating the teacher he moves his vocal organs quickly and 
 easily from one position to another in enunciating the given 
 parts of the word. 
 
 IV. As he blends the sounds consciously, the teacher 
 pointing to them, he recognizes the written symbols before 
 him as 
 
 s it s ay 
 
INTRODUCTION 19 
 
 Through the continued separating of known words, the 
 pupil is taught to recognize many different sounds and to 
 build new words by combining them. For example, in: 
 
 Lesson I. From it in sit, build b it, h it, f it. From ay in say, build 
 d ay, p ay, m ay, w ay. 
 
 Lesson II. From alk in walk, build / alk. From eat in seat, build 
 b eat, h eat, m eat, n eat, etc. 
 
 Build only such words as have a real meaning and which 
 have a useful place in the pupil's vocabulary. 
 
 Members of different nationalities have difficulty in pro- 
 nouncing certain sounds. Study should be made of the 
 existing difficulties and special attention given to these. The 
 following is a suggested list of troublesome sounds, the pupil 
 frequently substituting: 
 
 sh for s d for th 
 
 ch for j w for v 
 
 d for / v for w 
 
 t for d ink for ing 
 
 b for p eat for it 
 
 THE FIRST LESSON 
 
 The average teacher does not go to Evening School or to an 
 Americanization class with any outside preparation for the 
 first lesson. To allow pupils to leave the classroom, however, 
 without gaining some inkling, at least, of our language, some 
 knowledge, however elementary, upon which they must be 
 encouraged to build a structure of good, serviceable English, 
 is one of the greatest mistakes that a teacher can make. Too 
 often the time is taken up almost wholly with clerical work 
 which can usually be done at the close of the session in ten 
 or fifteen minutes. Too often the teacher thinks, "This is 
 
20 PRACTICAL ENGLISH 
 
 the first session anyway, and it doesn't count." Contrary 
 to this idea, the first session does count it is all-important. 
 
 The pupil there gets his first impression, and in many cases 
 it is a lasting one; for the simple reason that if it is unfavorable, 
 he does not come back to obtain any other. Observation 
 and experience have proved that most Evening Schools 
 and Americanization Schools are no stronger than their 
 first session. 
 
 For the reasons stated, the first lesson in this text, " Going 
 to School," is carefully worked out in detail. The selection 
 of the lesson subject is based on the fact that it is the latest 
 incident within the pupil's personal experience, and for this 
 reason is the least difficult to work out in detail. 
 
 The sentence structure is simple, the number of new words 
 limited to the capability of relatively untrained minds, so 
 that the impression and knowledge of our language gained 
 may be clear, concise, and definite in its scope, rather than 
 confused or indefinite owing to the too varied sentence- 
 structure or too comprehensive vocabulary. 
 
 REVIEW AND DRILL 
 
 The teacher should constantly bear in mind that the 
 number of new words, or the amount of new material to which 
 a class of immigrants is receptive, and which they can retain, 
 is much less than is ordinarily believed. If any teacher who 
 has recently taken up the study of a foreign language will try 
 to recall just how much of the first lesson she retained, not 
 losing sight of the fact that her mind is trained, and that 
 study has been her life work, it will probably help her to 
 decide the amount of new material that she should present 
 to a class. 
 
 To teach a limited amount of English, to provide interesting 
 
INTRODUCTION 21 
 
 and spirited drill, so that the lesson may be driven home, and 
 recalled as occasion requires, is far more serviceable than to 
 present a fund of material of which the pupil gets a more or 
 less confused conception. 
 
 The nature of the drill and review is very important. Too 
 often it takes the form of dull, listless repetition, which is at 
 once monotonous and tiresome. Contrary to this, the drill 
 should be spirited, with sufficient variety and snap to keep 
 the pupils "up on their toes" during the procedure. 
 
 DEVICES 
 
 Acting on the above considerations, the author has included 
 in this book twenty devices which provide repetition in such 
 a way that the ear-minded, the eye-minded or the motor- 
 minded pupil is reached in interesting, stimulating, and 
 purposive drills. Class activity which presents an opportunity 
 for the student to "do" something, and which always increases 
 his confidence in himself, is introduced in every device. 
 
 By the use of these devices it will be found that the same 
 material may be gone over with interest and enthusiasm, 
 that one exercise strengthens another and that the subject 
 matter is "clinched" in a definite and permanent way. 
 
TIME SCHEDULE AND CLASS ROOM PROGRAM 
 
 Arranged for Two Hour Session 
 (For one hour session, divide each period in half.) 
 
 I. Greeting 
 
 Greet each pupil individually, as he enters the room. Vary greetings 
 from day to day, and teach them as idioms. 
 
 II. Alphabet Study, or Number Exercises 10 Minutes 
 Repeat all the alphabet once. Take up four letters for intensive study 
 
 each day. Procedure similar to that of model lesson. 
 
 In number exercises concentrate on study of ten numbers at each 
 
 lesson. Many foreigners have a concept of number. Teach them the 
 
 new name for the concept they already possess. 
 
 III. Personal Information 10 Minutes 
 
 Teach one statement at a time, as given on Personal Information 
 Cards, until pupils can repeat, read and write all the facts intelligently 
 and intelligibly. The value of this exercise as a means of identification, 
 and in making the problem of the Employment Manager in Industry 
 simpler, cannot be overestimated. 
 
 Copying the statements on the card makes a constructive form of 
 seat work. 
 
 IV. Conversation and Reading Lesson 40 Minutes 
 
 Review previous lesson. Development of Pivotal Words and Sentences. 
 Present series of related pivotal words, arranged in their proper settings, 
 and in a logical sequence of development. Objectify and dramatize 
 these words, and have the pupils themselves develop the series of related 
 sentences which form the theme, rather than present to them, formally, 
 a series of sentences constructed, grouped and arranged for them by some 
 one else. Follow the class procedure developed in the model lesson. We 
 learn to do by doing. Let the foreigner learn to talk by talking. 
 
 Make sure that the pupil understands the thought contained in the 
 printed word. 
 
 Strive for correct enunciation and pronunciation. 
 
 Use series of devices for review and drill. 
 
 22 
 
TIME SCHEDULE 23 
 
 V. Writing Lesson Dictation 20 Minutes 
 
 Teach name and address. Study alphabet, four letters each session. 
 Call attention to the most common errors in penmanship, such as taking 
 the pencil from the paper after writing each letter, and failing to join the 
 letters of a word. Pupils should refer to alphabet on back of lesson 
 sheets or in book. Much individual work may be done by the teacher, 
 giving special attention to pupils who require it most. 
 
 Keep first attempts at writing for comparison with writing of six 
 months, or a year later. Correlate study of Spelling with Dictation. 
 Use the vocabulary of the themes in simple dictation exercises. One or 
 two sentences from the theme may be studied. Study a simple letter 
 
 and dictate it. 
 
 Vl. Phonics 10 Minutes 
 
 Spend a few minutes each day in intensive study of phonics. Much 
 can be done at this time to correct foreign accent and pronunciation. 
 Make list. of sounds which are particularly troublesome to your class, 
 and give them special attention. Teach pupils to find the key to new 
 words, thereby helping them to help themselves. 
 
 VII. Informal Language, Including Study of Signs 10 Minutes 
 
 Correct the most common errors of speech. Establish correct habit 
 by repetition and practice. Carefully note and drill on idiomatic forms. 
 
 Dramatize the most common and practical signs. Teach them as 
 occasion offers. 
 
 VIII. Sight Reading 10 Minutes 
 
 Present orders to be obeyed with such alacrity that the foreigner 
 must think in English. The greatest teaching value in Sight Reading 
 obtains when the subject matter employed grows out of the particular 
 needs of the class. Follow procedure indicated in model lesson. 
 
 IX. Facts Memorizing 10 Minutes 
 
 Teach a new "Fact" every session if possible. Explain its meaning 
 and have pupils memorize it. These "Facts" are all truths about our 
 country, its history and government, and while the pupil's memory is 
 being trained his knowledge of our history and government is being 
 increased materially. Review all "Facts" frequently. Have them 
 repeated in order from memory. 
 
 Teach Flag Salute, a few lines of "America" or the "Star Spangled 
 Banner" at the close of each session . 
 
MODEL LESSON 
 
 Lesson I 
 I. Greeting 
 II. Alphabet and Counting 10 Minutes 
 
 III. Personal Information 10 Minutes 
 
 IV. Conversation and Reading Lesson 40 Minutes 
 V. Writing Lesson Dictation 20 Minutes 
 
 VI. Phonics 10 Minutes 
 VII. Informal Language; Signs 10 Minutes 
 VIII. Sight Reading 10 Minutes 
 IX. Facts ; Memorizing 10 Minutes 
 Total, 1 20 Minutes 
 
 I. GREETING 
 
 Meet class at the door, shake hands with each pupil and 
 say "Good Evening." 
 
 Put "Good Evening" on the board, and pointing to it, have 
 pupils read it. Teach it for the first idiom. 
 
 Write, "I say, 'Good Evening'" on the board. 
 
 Have pupils read it, "I say 'Good Evening.' ' 
 
 II. ALPHABET DRILL 
 
 Put alphabet, capital and small-letters, ' on the board. All 
 pupils wish to know the alphabet, and often request help 
 with it. 
 
 Have pupils who can, repeat all of the alphabet once, making 
 note of those who appear not to be familiar with it. Take 
 up the first four letters for intensive study. 
 
 24 
 
MODEL LESSON 25 
 
 Put them on the board in another space, separated from 
 the alphabet as a whole. 
 
 Have the class repeat the letters in concert; one row down 
 the room repeat; one row across repeat; girls repeat; boys 
 repeat; go around the room, each pupil giving a letter; have 
 pupils give them consecutively, then skipping, etc., until 
 everyone knows them. 
 
 Make copies of these four letters for study. 
 
 Put the letters on flash cards. Hold the cards up and have 
 pupils call the letters. This arouses interest and concen- 
 trates attention on one letter at a time. 
 
 COUNTING 
 
 1 one 6 six 
 
 2 two 7 seven 
 
 3 three 8 eight 
 
 4 four 9 nine 
 
 5 five 10 ten 
 
 Have pupils count ten, drilling in much the same way as 
 with the alphabet. 
 
 Write the word "one" beside the figure i, "two" beside the 
 figure 2, etc. Many pupils recognize the figures but do not 
 know their names in English. This knowledge is important 
 in industrial work. 
 
 Count the desks, chairs, windows, pupils, etc. in the room. 
 Use money for illustration also, i cent, 2 cents, 3 cents, 5 
 cents, 10 cents. Flash cards may be used as in the study of 
 the alphabet. 
 
26 PRACTICAL ENGLISH 
 
 Adult foreigners have a concept of number. Be sure that 
 they get the new name for the concept they already possess. 
 
 III. PERSONAL INFORMATION 
 
 Put your name on the board in this manner, "My name is 
 
 Miss ." Read it slowly and distinctly, pointing to 
 
 each word as you say it, and to yourself when you say, "Miss 
 
 ." Do this once, twice, or three times, as the need 
 
 may be, until pupils understand. 
 
 Have each pupil give this sentence, "My name is ," 
 supplying his own name. Have the brighter ones do it first, 
 so that the others may hear them, and become familiar with 
 the sentence. 
 
 At first, some one will say his name is identical with the 
 teacher's, repeating of course what she has said, but by point- 
 ing to herself as she gives her own name, and to the pupil 
 when he speaks, he very quickly understands. 
 
 This exercise affords an opportunity to do some of the 
 clerical work, it being possible to get each pupil's name in 
 this way. The value of this personal information and the 
 other statements which follow in later lessons, cannot be 
 overestimated as a matter of identification. It has been 
 stated by foremen and clerks in large industrial plants that 
 foreigners have worked for five years in their establishments, 
 known to the paymaster and to those in charge by their 
 numbers only, it being impossible to get their correct 
 names. 
 
 At the top of a card about n x 4^ inches (half the ordinary 
 sized piece of construction paper) write "Personal Informa- 
 tion." Beneath write the first sentence. Pass this card to 
 the pupil each evening, asking him to read it and copy it. 
 This gives him practice in saying, reading, and writing the 
 
MODEL LESSON 27 
 
 sentence. If he has a few minutes to spare before the opening 
 of the session, he can be profitably employed in copying the 
 Personal Information facts, which is a constructive form of 
 seat work. 
 
 Write the name and address of the pupil on the ordinary 
 name card. Let the pupil carry this in his pocket. Pupils 
 often learn to write this by copying outside of the class. 
 
 The following statements appear on the Personal Informa- 
 tion Card when it is complete, a new statement having been 
 added at each session, or every two or three sessions, as the 
 ability of the class permits. 
 
 PERSONAL INFORMATION 
 My name is Charles Palumas. 
 I live at 46 West St., St. Louis, Mo. 
 I am thirty-four years old. 
 I was born in Italy. 
 I have been in'this country two years. 
 
 I work for the Midwest Manufacturing Company, St. Louis, 
 Missouri. 
 
 IV. CONVERSATION AND DEVELOPMENT or PIVOTAL WORDS 
 
 The first word to be developed is sit. Teacher sits on a 
 chair, and says, "I sit," slowly and distinctly. She rises, and 
 sitting again repeats, "I sit." 
 
 She now asks, "What do I do?" and pupils answer, "sit." 
 She points to herself as she says, "I," and says, "sit," as she 
 sits. 
 
 She writes "sit" upon the board. Pupils read "sit." She 
 points to the word, sitting as she does so. She asks pupils to 
 tell what the word is. Pupils repeat, "sit." 
 
28 PRACTICAL ENGLISH 
 
 The teacher now stands and says, "I stand," pointing to 
 herself as she says I, and standing as she says "stand," always 
 performing the action as the word is given. 
 
 She asks the pupils what she does. They say, "stand." 
 She sits, and pupils say, "sit." She stands, and pupils say, 
 "stand." She writes "stand" on the board. 
 
 Teacher walks to the door and says, "I walk." She re- 
 peats the word "walk" several times, walking each time as 
 she says it. 
 
 She calls on a pupil to walk, requiring him to repeat the 
 word as he performs the action. 
 
 She now walks to the board and writes the word " walk " on it. 
 
 Teacher stands near the door, which is closed. She touches 
 the door, and says, "door." Class repeats, "door." She 
 touches another door and says, "What is this?" class answers, 
 "door." 
 
 A pupil touches the door, and the teacher asks the class 
 what he touches. Class replies, "door." 
 
 Teacher writes "door" on the board. 
 
 The teacher now opens the door, saying the word "open" 
 as she does so. 
 
 A pupil opens the door, and gives the word "open" while 
 performing the action, that is, opening the door. Teacher 
 writes "open" on the board. 
 
 Teacher, "When I leave home to come to evening school, 
 I say ' Good-bye." (Pupils have had the word "say" in 
 the greeting.) 
 
 "What do you say when you leave home to come to evening 
 school?" 
 
 Pupil, " I say ' Good-bye/" 
 
 Teacher, to another pupil, "What do you say?" emphasiz- 
 ing the word say. 
 
MODEL LESSON 29 
 
 Pupil, "I say ' Good-bye. ' " 
 
 Teacher, "I will write say on the board." 
 
 She writes "say," speaking the word as she writes it. 
 
 Walking to the door, the teacher closes it, saying the word 
 "close" as she performs the action. She closes another door, 
 asking the class to name the action. She writes "close" on 
 the board, and the class repeats it. 
 
 The teacher walks across the room, and asks the class what 
 she does. Class answers, "walk." 
 
 She has a pupil "walk" to the front of the room, asking, 
 "What do you do?" Pupil answers "walk," and "walk" is 
 written on the board. 
 
 Teacher asks, "Where are we now?" "Are we at work? 
 No, we are in school, " making a gesture to convey the meaning 
 of "school." 
 
 Class repeats "school," and "school" is written on the 
 board. 
 
 This completes the list of pivotal words which are as follows, 
 the nouns being placed at the top, and the verbs at the left of 
 
 the board. 
 
 door 
 
 school 
 
 sit 
 
 stand 
 
 walk 
 
 open 
 
 say 
 
 close 
 
 walk 
 
 Teacher points to the list of words, and the class repeats 
 in concert with her, door, school, sit, stand, walk, open, say, 
 close, walk. As the class repeats the words, the teacher 
 
3 o PRACTICAL ENGLISH 
 
 touches the door, conveys with a gesture the meaning of 
 school. She sits, stands, walks, opens the door and closes 
 it, always connecting the actions and the objects with the 
 printed words. 
 
 The class repeats the words in concert and individually, 
 the first row says them, the second row, each pupil gives one 
 word, up the column and down the column, until meaning 
 and pronunciation are known to all. 
 
 SENTENCE BUILDING USING PIVOTAL WORDS 
 
 Teacher, sitting and pointing to herself, says, " I sit." Pupils 
 repeat "I sit," and teacher writes on the blackboard "I sit." 
 
 She tells a pupil to stand, and says, "What do you do?" 
 Pupil, pointing to himself, says, "I stand," and the teacher 
 writes on the board "I stand." 
 
 The teacher, pointing to a pupil or calling his name, says, 
 "Walk to the door," the pupil walks to the door saying, "I 
 walk to the door." She writes on the board "I walk to the 
 door." 
 
 Motioning to the pupil to open the door, the teacher says, 
 "Tell me what you do." Pupil replies, "I open the door," 
 Teacher writes on the board "I open the door." 
 
 Teacher, "What do you say when you leave home to come 
 to evening school?" She points to herself and to the word 
 "say" on the blackboard, and the pupil gives the sentence, 
 "I say, ' Good-bye.' Teacher writes on the blackboard "I 
 say 'Good-bye.'" 
 
 The teacher asks a pupil to close the door, saying, "Tell me 
 what you do." If he is not able to give the complete sentence 
 she may point to the words "close" or "door," which he will 
 recognize on the blackboard. The pupil then says, "I close 
 the door, " and it is written on the blackboard. 
 
MODEL LESSON 31 
 
 The teacher asks, "Who can tell me where you walk when 
 you leave home? " Pupil answers "I walk to school." Teacher 
 writes on the blackboard "I walk to school." 
 
 The theme now reads: 
 
 door 
 school 
 
 sit I sit. 
 
 stand I stand. 
 
 walk I walk to the door. 
 
 open I open the door. 
 
 say I say, " Good-bye." 
 
 close I close the door. 
 
 walk I walk to school. 
 
 This list of words and sentences is sufficiently difficult for 
 the beginner. It is better to teach a few words and a few 
 sentences thoroughly, so that they will be retained, than to 
 teach ten or fifteen sentences and have the knowledge un- 
 certain and confused. 
 
 The pupils have been led to use the pivotal words, with 
 which they had become familiar through objectivication and 
 dramatization, in the complete sentences which form the 
 theme. As the work increases, they are taught to do this 
 more and more. They are encouraged to talk, to take an 
 actual part in the conversation, and to take the initiative to a 
 greater extent, in using the pivotal words in original sentences, 
 thus getting actual experience and practice in correct sentence 
 structure. 
 
 DRILL 
 
 Now comes the drill, ceaseless, tireless, but interesting drill. 
 The sentences are gone over as the words were, by the class 
 
32 PRACTICAL ENGLISH 
 
 as a whole, by half the class, by two rows at a time, by one 
 row, and finally by the individual. 
 
 Many devices can be used successfully. Any device that 
 will get and hold the pupil's interest is profitable. 
 
 Twenty devices that have been tried out and found success- 
 ful in arousing interest and in clinching subject matter, are 
 found on pages 36-44. 
 
 The devices to be used in the early lessons are suggested at 
 the head of each lesson. After the teacher becomes familiar 
 with all of them, and with their application, she may choose 
 the ones best adapted to the lesson being taught, or most 
 enjoyed by the class. 
 
 V. WRITING 
 
 Name and address should be taught first. 
 
 Make a copy of the first five letters of the alphabet, placing 
 them on alternate lines. Study as to formation, relative 
 size, and length above and below the line. 
 
 &J- 
 
 Direct pupils to write their letters upon each blank line, 
 each time looking to the copy on the line above for the model 
 letter. 
 
 The teacher will find it helpful to put the letters on the 
 board, drawing lines as on paper. Call attention to their 
 shape and size, before the student begins to write. 
 
MODEL LESSON 33 
 
 Study and practice on two or three letters will be sufficient 
 for pupils who cannot write at all. Guide their hands during 
 early lessons. 
 
 Preserve the first attempts at writing for comparison with 
 that of the middle of the year or at the end of it. 
 
 DICTATION 
 
 Dictation should not be attempted during the first lesson 
 unless the majority of the class can write. The procedure 
 indicated below is for such classes. 
 
 Correlate spelling with the study of dictation. 
 
 Select one sentence from the reading lesson for study. 
 
 / open the door. 
 
 Write it on the board and have it copied three or four times 
 on paper. Call attention to the number of letters in each 
 word. Have the words spelled by the class in concert and 
 individually. Ask pupils to write on the board the various 
 words in the sentences and correct them. Attention is thus 
 focussed on the words, their spelling, and the formation of 
 letters before the written lesson. 
 
 After sufficient drill has been given, erase the sentence, 
 pick up the practice papers, and dictate, 
 
 I open the door. 
 
 Correct the papers, and hand back at the next session. 
 Make note of the most common errors and pay particular 
 attention to their correction. 
 
 VI. PHONICS 
 
 Phonics should not be attempted until all of the letters are 
 taught. Pupils should be entirely familiar with the letter 
 
34 PRACTICAL ENGLISH 
 
 names, before learning their sounds. When the ability of the 
 class permits follow the procedure indicated in the Introduc- 
 tion. 
 
 VII. INFORMAL LANGUAGE 
 
 First idiom, "Good evening" (as in Greeting). 
 Teacher's idiom, "Good." 
 
 Use " Good-bye, " the idiom found in Lesson I, when pupils 
 are going home. 
 
 SIGNS 
 
 HELP WANTED 
 
 Display a "Help Wanted" sign. Have class say it, and 
 read it. Put it on the board and explain what it means. 
 
 Ask pupils where they have ever seen this sign, what they 
 did when they saw it, etc. 
 
 Teacher, to one pupil, "If I were trying to find work, what 
 sign would I look for?" 
 
 Hang about the room for drill and reference this and other 
 signs as they are studied. See Device XV, page 42. 
 
 VIII. SIGHT READING 
 
 Follow directions for Sight Reading given in the Introduc- 
 tion, page 12. 
 
 Teach "Open the door," for the first command. Make 
 every exercise in Sight Reading brisk. Do not give time 
 for thought in any language except English. 
 
 IX. FACTS 
 
 The first "Fact" is, "Columbus discovered America in 
 I4Q2." 
 
MODEL LESSON 35 
 
 Write this "Fact" on the board. Read it slowly and 
 distinctly. Explain its meaning. 
 
 Have pupils read it from the board, then from the book or 
 leaflets, and memorize it. 
 
 In the beginning, the teacher may have to use the same 
 "Fact" for several lessons. Later, one may be memorized 
 at each lesson. After several have been memorized, call on 
 pupils to give the first three "Facts," the first five, etc. 
 
 During this study a pupil's attitude toward the country 
 may be learned. 
 
 MEMORIZING 
 
 In the beginning, memorize "Facts." A little later, 
 memorize also the first stanza of "America." 
 
 CLOSING 
 
 Teacher says, "John, pick up the books, please," and 
 teaches him to say, "I pick up the books." 
 
 Teacher, "Charles, pick up the pencils." 
 
 Charles, "I pick up the pencils," etc., until all the material 
 has been collected. 
 
 Much can be taught incidentally as above, and the pupil's 
 English greatly broadened, if the teacher takes advantage 
 of the opportunity to teach the language of the classroom. 
 
 This completes the first lesson. 
 
 The teacher goes to the door and says, "Good-bye" to 
 each pupil as he leaves, using in its natural setting the idiom 
 included in the subject-matter of the theme. 
 
DEVICES 
 
 DEVICE I 
 Word Recognition. Class Drill 
 
 Make out of construction paper flash cards about 4^2 x 1 1 
 inches. Write the pivotal words on them with a carbon 
 pencil, rubber pen, or brush. The letters should be about i>^ 
 inches high. Use print on one side, and script on the other. 
 The teacher holds up these cards, one at a time. The class 
 studies the card as she holds it up, and then gives the word in 
 concert when she lowers the card. The teacher should insist 
 that the word should not be given until she lowers the card. 
 This gives the slower pupils a chance to study it, and perhaps 
 compare it with the written lesson on the board. Otherwise 
 the brighter pupils will always say the word first, not giving 
 the other pupils a chance to react. Go through the whole 
 list in this way. Much interest is always shown. 
 
 DEVICE II 
 Word Recognition. Card and Blackboard Drill Introducing Idiom 
 
 Teacher holds up flash cards and asks different members 
 of the class to place one of these cards under the corresponding 
 word in the blackboard lesson, and pronounce it. This 
 necessitates concentrated study of the sentence, and aiter 
 the device has been tried once, will insure closer attention by 
 the pupils during the lesson, knowing that they may be called 
 upon to find the word. As the pupil places the card under 
 the word, he says it, and the class repeats it. He takes the 
 card to his seat, and exchanges with a neighbor after all the 
 words have been found. 
 
 36 
 
 V 
 
DEVICES 37 
 
 The teacher collects the cards and the pupils give aloud the 
 words they now have. 
 
 As the teacher collects the cards, she says, " Thank you," 
 requiring the pupils to say, "You are welcome." This phrase 
 has been taught idiomatically. 
 
 DEVICE III 
 
 Word Recognition. Individual Drill. Use of Complete 
 
 Sentences 
 
 Write all the pivotal words as studied, lesson by lesson, on 
 small cards, about 3x4 inches, one word upon each card. 
 Each day the new words are added to the pack of cards. 
 The teacher holds up one card at a time, giving it to the pupil 
 who recognizes and says it first. When all the words are 
 given out, making a complete review of all the words taught 
 up to date, the pupils hand their cards to the teacher, who 
 passes up and down the aisle to collect them. As she collects 
 them, the pupils give the sentence, "I have two cards." "I 
 have five cards, " or "I have no cards, " as the case may be. 
 
 This device arouses enthusiasm and rivalry, and besides 
 being a complete review, also helps to establish the habit of 
 giving a complete sentence. The correct usage of " I have no " 
 is introduced. 
 
 DEVICE IV 
 
 Color Vocabulary and Incidental Use of Prepositions 
 (After the colors have been taught) 
 
 The use of colors which " catch the eye, " correlates previous 
 teaching. 
 
 The teacher holds up a card about 5x12 inches which is 
 divided into six oblongs, and filled in with colored crayon 
 giving the six primary colors. She has the class give the 
 
38 PRACTICAL ENGLISH 
 
 names of the colors as she points to them and asks pupils to 
 give sentences, using the words, red, orange, yellow, etc. 
 Oral sentences : 
 
 1. Red is the danger color. 
 
 2. I like oranges. 
 
 3. Lemons are yellow. 
 
 4. Green is the safety color. 
 
 5. There is blue in the flag. 
 
 6. I like violets. 
 
 She writes the word "red" on the board in red crayon, 
 "orange" in orange crayon, etc., asking, "What color is this?" 
 
 Teacher : "Put your hand under your desk." Class does so. 
 
 Teacher: "I am going to draw a red line under a word in 
 our lesson on the blackboard." Does so, "Tell me the word." 
 
 Class recites "whistle." (Lesson X.) 
 
 Teacher: "Put your hand over the desk." Class does so. 
 
 "I am going to draw a green line over a word in our lesson. 
 Give me the word." 
 
 Class recites "blows." 
 
 Teacher: "Show me your right hand. Show me your 
 right foot. I am going to draw a blue line at the right of a 
 word. Tell me the word." Class recites "work." 
 
 Teacher: " Show me your left foot. Raise your left hand. 
 I am going to drawn an orange line at the left of a word. Tell 
 me the word." 
 
 Class recites "take." 
 
 Teacher: "I am going to draw two blue lines under a 
 word." 
 
 Class recites "o'clock." 
 
 Teacher: "I am going to draw two yellow lines over two 
 words. Tell me the words." 
 
DEVICES 39 
 
 .Class recites "go back." 
 
 The extent to which incidental English can be introduced 
 in teaching is illustrated in this device. A straight line, a 
 curved line, a double line, the prepositions over and under, 
 the words left and right, etc. can all be taught incidentally 
 while the teacher is reviewing colors and drilling on difficult 
 words. 
 
 DEVICE V 
 
 Development of Vocabulary through Graphic Representation 
 
 The teacher draws a circle O on the board and tells the 
 class its name, "circle." 
 
 Teacher: "I am going to draw a circle around a word on 
 the board. "Tell me the word." 
 
 Class recites (wej 
 
 Drawing circles around different words in the lesson, she 
 can introduce a new form of drill and teach "circle" at the 
 .same time. 
 
 DEVICE VI 
 
 Recognition and Drill on Difficult Words 
 
 Teacher to the class, "Find as many ' books' as you can on 
 the board (or choosing any word she wishes to drill upon). 
 Point to each and pronounce.it." 
 
 The next pupil finds how many times "woman" is used, 
 and pointing to each, pronounces it. All the pivotal or diffi- 
 cult words may be drilled upon in this way. 
 
 DEVICE VII 
 Rapid Drill 
 
 Finally, the teacher says, "Which is quicker, you or my 
 eraser?" and erases one word at a time from the board. 
 
40 PRACTICAL ENGLISH 
 
 The class watches for the word and tries to call it out before 
 it is erased. This device always creates interest, and is 
 enjoyed exceedingly. 
 
 DEVICE VIII 
 Test for Unknown Words 
 
 The teacher gives each pupil two or three cards from the 
 pack of small cards which contains all of the pivotal words, 
 up to date. One word is written on each card. She asks 
 pupils to study them. She then passes around with a box in 
 her hand, and each pupil puts in as many cards as he knows, 
 saying the word on each card. The teacher may pick up one 
 card at a time, around the class if preferred. The pupil 
 retains the words which he does not know, and the teacher 
 may emphasize the review of these particular words after all 
 the other cards are picked up, or at the next lesson. 
 
 DEVICE IX 
 Class Activity and Drill 
 
 Place the flash cards on the chalk tray of the blackboard. 
 Have a pupil come forward and pick out all the cards that he 
 knows. The pupil hands them to the teacher and calls the 
 words as he does so. 
 
 DEVICE X 
 Drill on Nouns 
 
 Pick out the flash cards on which nouns are written, such 
 words as chair, window, desk, table, door, etc. Give cards to 
 pupils, directing them to place them where they belong; e. g. 
 on a chair, at the door, etc. 
 
DEVICES 41 
 
 DEVICE XI 
 Drill on Verbs 
 
 Expose cards describing actions. Permit pupils to perform 
 an action and choose a card that describes the action. 
 
 DEVICE XII 
 Drill on Nouns and Verbs 
 
 The teacher points to an object and permits a pupil to 
 name it. She names an object and has the pupil point to it 
 as he repeats its name. The teacher acts and permits a pupil 
 to name the action. One pupil acts, and the other pupils 
 name the action. 
 
 DEVICE XIII 
 Device for Sight Reading 
 
 On cards 6 x 20 inches write such commands as, " Stand, " 
 "Sit," "Open the door," "Close the door," "Open the 
 window," "Close the window," "Open your books," "Close 
 your books/' "Pass the papers," "Pick up the papers," 
 "Sit up straight," "Count the windows," "Pass the pencils," 
 "Pick up the pencils," "Breathe deeply," "Write your 
 name on the board," "Salute the flag," etc. 
 
 These cards are to be used for sight reading. They are 
 held up to the class by the teacher, and the orders presented 
 on them are obeyed without any oral reproduction on the 
 part of pupil or teacher. (See Introduction, page 12.) 
 
42 PRACTICAL ENGLISH 
 
 DEVICE XIV 
 Numbers 
 
 Write the figure " i " on a card about 6 x 4^ inches. Write 
 the word "one" on another card. Write "2" and "two," 
 "3" and "three" on cards in like manner. Place all the 
 numbers, "i," "2," "3," etc. in a box. Arrange the corre- 
 sponding words on the chalk tray so that each may be seen. 
 Have a pupil take a card, as "5," from the box. Have him 
 find "five" on the chalk tray and hand it to the teacher with 
 the number "5." Another pupil takes out a number, it may 
 be "10." He finds "ten" on the board, etc. 
 
 DEVICE XV 
 To Be Used in Review of Signs 
 
 As each sign is taught, it should be printed on cards in 
 letters 2^ or 3 inches high. Hang the signs about on the 
 walls of the schoolroom. Place them, as far as possible, in 
 positions similar to those in which they would usually be 
 found; for example, "Entrance," over the door at which the 
 class enters; "Exit" over the door through which the class 
 passes out, etc. Confusion is avoided if signs are hung in a 
 horizontal line around the room. 
 
 An interesting exercise, which is also a review, enables the 
 teacher to test the knowledge of her pupils and also the prac- 
 tical value of her teaching. 
 
 She describes in a few words a natural setting, where it 
 would be necessary to look for a certain sign. Without 
 mentioning the sign itself, she asks the pupil to point to it, 
 giving a sentence describing it as he does so. For example, 
 "I wish to get into the subway to ride home. What sign do 
 I look for?" 
 
DEVICES 
 
 43 
 
 A pupil rises and points to " Entrance, " telling what 
 " Entrance" means. 
 
 Teacher: "I am in the subway and wish to get up to the 
 street. What sign shall I look for?" 
 
 A pupil points to "Exit" or "This Way Out," and tells 
 briefly what the sign means. 
 
 DEVICE XVI 
 Review of Difficult Sentences 
 
 Write on slips of paper review sentences which pupils have 
 had difficulty in reading. Distribute them, keeping the 
 difficulties of the individual pupil in mind. Have each pupil 
 study his sentence and read it aloud. After he has read the 
 sentence he may copy it. 
 
 DEVICE XVII 
 
 Writing. Filling in Blanks 
 
 Give pupils slips of paper with several sentences on them, a 
 blank in each sentence. Have him copy the sentences, filling 
 in the blank from memory. 
 
 . DEVICE XVIII 
 Physical Training Device 
 
 After the pupils have been taught to do a certain 'number 
 of physical exercises, the directions may be written on cards. 
 The teacher presents the cards, having previously arranged 
 them in the order she wishes. Pupils go through the exercises 
 with snap, and through the interest aroused soon learn to read 
 the cards at sight, thus connecting the thought immediately 
 with the printed word. 
 
44 PRACTICAL ENGLISH 
 
 DEVICE XIX 
 Weather Record Device 
 
 Discuss the weather briefly at each session, explaining the 
 meaning of the terms: 
 
 Clear Cloudy Mist East Wind 
 
 Cold Showers Fog West Wind 
 
 Fair Rain Hail North Wind 
 
 Warmer Cold Wave Frost South Wind 
 
 - On cards about 12x5 inches print in 2^2 inch letters the 
 words describing the weather. Punch holes about 2 inches 
 apart in the middle of the upper edge of each card. Insert a 
 piece of cord by which the cards may be hung. Place them 
 on the chalk tray or expose them in some other manner, and 
 let the pupils choose the one which is descriptive of local 
 weather conditions. It should then be hung in a space 
 reserved for the purpose. It may be changed if the weather 
 conditions change during the session. 
 
 DEVICE XX 
 Phonics 
 
 Phonograms, beginning with the consonants and vowels, 
 may be written on cards as they are taught, or on large sheets 
 of manila paper, which may be called charts. The charts 
 should be tacked on the wall. 
 
 Drill with the cards in any of the ways suggested in previous 
 devices. Pupils may be asked to point to any sounds they 
 know on the chart, and give a word with that sound in it. 
 After this kind of drill, pupils will be able to recognize certain 
 sounds in the new words they find in the textbook, or the 
 newspaper, and arrive at the correct pronunciation of these 
 words by sounding them. 
 
CONDUCT OF AMERICANIZATION IN 
 FACTORY CLASSES 
 
 I. MANAGEMENT 
 
 1. Director or Supervisor. 
 
 The responsibility for the conduct of Americanization in an 
 industry should be definitely assigned to one person in the 
 plant, whose duty it is to supervise the work. 
 
 This activity would naturally come within the function of 
 the Educational Director, if a Department of Education exists. 
 If there is no such department, an executive should be chosen 
 who possesses qualities of initiative and leadership, who is 
 sympathetic with the Americanization project, who under- 
 stands aliens, and knows something of their racial background. 
 
 He should act as a clearing point of information for com- 
 mittees, teachers, and employees, decide on questions of 
 policy, and provide a definite plan of action. 
 
 2. Cooperation with the Public School Authorities. 
 
 The next step in the management of plant classes is to 
 establish active cooperation with the local School Board 
 through the Superintendent of Schools, and with the State 
 Board of Education. 
 
 A personal visit to the Superintendent of Schools to ac- 
 quaint him with the project will always interest him, and 
 often result in hearty cooperation. 
 
 Inasmuch as education is a public institution, the element 
 of permanence is developed when a cooperative program with 
 the public schools can be arranged. The local school boards 
 
 45 
 
46 PRACTICAL ENGLISH 
 
 should be assisted in obtaining sufficient funds, apart from the 
 regular school budget, to finance the conduct of Americaniza- 
 tion . 
 
 j. Survey of the Plant. 
 
 a. Take census and register the names of all the foreign- 
 born employees, according to nationality. If this information 
 can be obtained from the employment cards, a census will not 
 be necessary. 
 
 b. As a new employee is hired, his name and status 
 should be included in the above list. 
 
 4. Foremen's Committee. 
 
 Appoint a committee, made up of foremen, with an official 
 such as the Factory Superintendent or Assistant Superinten- 
 dent as chairman, which, acting with the Educational Director, 
 shall be in direct charge of Americanization activities. 
 
 The assistance of the official as chairman, who has the 
 authority to direct in the regulation of work, plus the assist- 
 ance of the foremen who have the authority, and are in a 
 position to see that directions and regulations are carried out, 
 is invaluable. 
 
 II. "SELLING" ^HE ENGLISH CLASSES 
 i. Racial Leaders. 
 
 Appoint a committee of racial leaders who are intelligent 
 and sympathetic with the Americanization movement. Pro- 
 vide them with the lists of foreign-born employees (divided 
 according to nationality) obtained from the census. Request 
 them to interview every employee of their nationality in the 
 factory, to explain to them the. benefits and advantages of 
 learning the English language. Urge them 
 
CONDUCT OF FACTORY CLASSES 47 
 
 meetings" to explain the project, and to help establish the 
 classes. 
 
 2. Notices. 
 
 Print notices in English and in the foreign languages, to be 
 posted on the bulletin boards, naming the date of opening the 
 school, the place where the sessions are to be held, etc. These 
 notices may also be published in the factory paper. 
 
 3. Plant Meetings. 
 
 Hold Plant Meetings at which officials, heads of depart- 
 ments, members of committees, and others talk to the em- 
 ployees on the advantages of learning to speak, read, and 
 write English. 
 
 4. Circulars. 
 
 Circularize the factory with handbills, printed in English 
 and in foreign languages, calling to the attention of employees 
 the advantages of learning the English language. 
 
 The following is a typical circular or handbill, to be used 
 for recruiting classes: 
 
 SEVEN REASONS WHY 
 YOU SHOULD LEARN ENGLISH 
 
 1. Avoid injury by learning to read signs, warning you 
 of danger. 
 
 2. Your children learn English in the Public Schools. 
 You should learn English too. 
 
 3. Learn English so that you can talk to your neigh- 
 bors, and others you meet on the street, in cars, 
 trains, etc. 
 
 4. Learn what the United States Government is your- 
 self. Don't let others mislead you. 
 
48 PRACTICAL ENGLISH 
 
 5. Men and women who speak, read and write English 
 are in line for better jobs. 
 
 6. Get a vote. Help to make the laws you mi st obey. 
 
 7. You are getting your living in America. Speak 
 the language of America. 
 
 Join the English classes. Get your friends to join 
 them. Ask your foreman about it. 
 
 5. Personal Solicitation. 
 
 Urge membership by personal solicitation of the foremen 
 and fellow workmen. 
 
 The names of those desiring to go to school should be 
 listed by the racial leaders and the foremen. These lists 
 should be placed in the hands of the Educational Director, 
 who shall organize classes from them. 
 
 III. ORGANIZATION 
 
 i . The following plan of organization is based on the pupil's 
 knowledge of English: 
 
 a. Beginners' classes should be made up of pupils who 
 speak no English or very little. (In the beginners' class 
 where numbers are adequate, pupils of the same nationality 
 may be placed together. This grouping should be retained 
 in this class only, as it serves to reinforce the tendency 
 toward national cliques.) 
 
 b. Intermediate classes should be made up of pupils who 
 speak some English well, or considerable English poorly; who 
 have finished the work of the beginners' class, or have had 
 instruction equivalent to it. 
 
 c. Advanced classes should be made up of pupils who 
 speak considerable English well, or who can read a simple 
 newspaper article intelligently. 
 
CONDUCT OF FACTORY CLASSES 49 
 
 2. Series of Questions and Reading Tests. 
 To be used for classification and grading. 
 
 BEGINNERS' CLASS 
 
 A beginner may be quickly determined by asking the follow- 
 ing questions : 
 
 a. Can you speak English? 
 
 b. Can you read English? 
 
 c. Can you write English? 
 
 d. Can you read and write in your own language? 
 
 INTERMEDIATE CLASS 
 
 Pupils who have completed the work of the Beginners' 
 Class. 
 
 a. Where do you work? 
 
 b. In what state do you live? 
 
 c. What date is this? 
 
 d. In what way has learning English helped you. 
 
 Read: 
 
 I can buy a postal card for one cent. A newspaper 
 costs two cents. My carfare costs a nickel. A loaf of 
 bread costs thirteen cents. I pay twenty cents for a 
 quart of milk. 
 
 ADVANCED CLASS 
 
 Pupils who have finished the work of the Intermediate Class. 
 
 a. What does the postman do? 
 
 b. Where do you see these signs Exit, Information, 
 
 Ticket Office, Fire Escape? 
 
 c. Do you understand the American Government? 
 
 d. Can you write a letter? 
 
 Have pupil read a simple newspaper article. Test his 
 ability to understand it. 
 
50 PRACTICAL ENGLISH 
 
 j. Classroom. 
 
 Classrooms should be centrally located, with good lighting 
 and ventilation, as free as possible from the noise of machinery. 
 
 4. Equipment. 
 
 The furniture should be suited to the needs of adult students. 
 There should be considerable blackboard space, one or two 
 bulletin boards, a map of the United States, a map of the 
 world and an American flag. 
 
 5. Supplies. 
 
 One box white crayon; one box colored crayon; two black- 
 board erasers ; three dozen pencils ; two dozen pen holders ; one 
 box pens; two blackboard pointers; a foot ruler; equipment 
 for teacher's desk, including red and black ink; one package 
 of ruled manila paper; one package of unruled manila paper; 
 one package of ruled white paper; one box thumb tacks; one 
 box paper clips; two boxes colored pencils; a notebook for 
 each pupil; one package white name cards; ten sheets white 
 cardboard and a Time Book. 
 
 6. Size of Class, Frequency and Length of Sessions. 
 
 Fifteen pupils make a good class. Meet at least twice a 
 week, for a one hour, session. 
 
 7. Daily Schedule of Classes. 
 
 Schedules I and II are arranged for eight classes, each of 
 which meets twice a week, the classes to be held either in the 
 morning or afternoon, during working hours. Four beginners' 
 classes: Beg. A, Beg. B; Beg. C; Beg. D; two intermediate 
 classes: Inter. A; Inter. B; two advanced classes: Adv. 
 A; Adv. B; are represented. The teacher can profitably 
 
CONDUCT OF FACTORY CLASSES 
 
 spend the vacant periods from nine to ten or from one to two 
 in the factory, observing operations, and becoming acquainted 
 with the problems of hex pupils at first hand. 
 
 SCHEDULE I 
 9 A.M. to 2 P.M. 
 
 M. 
 ~T~~ 
 
 9 to 10 
 
 10 to ii 
 
 II tO 12 
 
 I tO 2 
 
 Factory 
 
 Beg. A 
 
 Beg. B. 
 
 Inter. A 
 
 Factory 
 
 Beg. C 
 
 Beg. D 
 
 Inter. B 
 
 W. 
 
 Adv. B 
 
 Inter. A 
 
 Adv. A 
 
 Beg. A 
 
 T. 
 
 Factory 
 
 Beg. B 
 
 Beg. D 
 
 Beg. C 
 
 F. 
 
 Factory 
 
 Inter. B 
 
 Adv. B 
 
 Adv. A 
 
 SCHEDULE II 
 i P.M. to 5 P.M. 
 
 
 I tO 2 
 
 2 to 3 
 
 3 to 4 
 
 4 to 5 
 
 M. 
 
 Factory 
 
 Beg. A 
 
 Beg. B 
 
 Inter. A 
 
 T. 
 
 Factory 
 
 Beg. C 
 
 Beg. D 
 
 Inter. B 
 
 W. 
 
 Adv. B 
 
 Inter. A 
 
 Adv. A 
 
 Beg. A 
 
 T. 
 
 Factory 
 
 Beg. B 
 
 Beg. D 
 
 Beg. C 
 
 F. 
 
 Factory 
 
 Inter. B 
 
 Adv. B 
 
 Adv. A 
 
 Schedule I is arranged for morning classes. Schedule II is 
 arranged for afternoon classes. 
 
 It will be observed that pupils do not attend school two 
 days in succession, for the obvious reason that it would be 
 impractical to have them leave their work on two successive 
 days. It is important also that pupils attend school at a 
 time when it is most convenient for the foremen to permit 
 them to go, such an arrangement minimizing any loss to 
 
PRACTICAL ENGLISH 
 
 production. The classes should be made up of a few employees 
 from each department rather than several from any one 
 department. 
 
 Schedule III is arranged for classes which meet from four 
 to six. It is arranged for five classes, including three Begin- 
 ners' classes, Beg. A; Beg. B; Beg. C; one intermediate class; 
 Inter. A; and one advanced class. 
 
 SCHEDULE III 
 4 P.M. to 6 P.M. 
 
 
 4 to 5 
 
 
 5 to 6 
 
 M. 
 
 Beg. A 
 
 
 Beg. C 
 
 T. 
 
 Beg. B 
 
 
 Inter. A 
 
 W. 
 
 
 Advanced 4 to 6 
 
 
 T. 
 
 Beg. A 
 
 
 Beg.C 
 
 F. 
 
 Beg. B 
 
 
 Inter. A 
 
 The above schedules are tentative and are merely intended 
 to be suggestive. The arrangement of classes, while they may 
 conform, in most respects, to those outlined, must be based on 
 local conditions and requirements. 
 
 8. A ttendance. 
 
 It is not a difficult matter to get a large number of em- 
 ployees "enrolled" in factory classes. The novelty of the 
 experience attracts them. Some one who works nearby may 
 be going to school, so they go along, too. For the first week 
 or two the attendance will be satisfactory, but afterwards, 
 unless the teacher takes direct and vigorous means to make 
 the instruction worth while, she will find her class growing 
 smaller. Therefore the work should be on a practical basis 
 
CONDUCT OF FACTORY CLASSES 53 
 
 from the beginning. The first lesson should be made as 
 strong as possible. A week should not be wasted in getting 
 down to business, for by that time the class may have 
 vanished. 
 
 There are many methods and devices which are valuable in 
 securing and retaining attendance. The following devices 
 have been tried and found successful in practice. The in- 
 genuity of the individual teacher may be employed in adapt- 
 ing them to the needs of her class. 
 
 a. On a card, 4x5 inches, write the pupil's name and 
 number, the department in which he works, the days and 
 hours he is scheduled to come to school. Place a mark (i) 
 in red ink on the card each session that he attends. This 
 makes an easy way to check up attendance, and pupils take 
 great pride in their record. They like to see the marks 
 "grow." (A foreigner in a certain class insisted laughingly 
 that this was his "pay.") 
 
 The card is carried in the pupil's pocket, and serves to 
 remind him of the day and hour when his class meets. 
 
 b. Write lists of pupils' names on a piece of cardboard to 
 be posted on the wall of the schoolroom. Place a red star 
 or a tiny flag after a pupil's name for each five sessions that 
 he attends. 
 
 c. Each succeeding month post lists of names of all pupils 
 who have attended regularly the previous month. 
 
 d. Issue a certificate, 6 x 10 inches, which will be signed 
 by the Superintendent of Schools and by the Instructor, to 
 be given to those who have a record of perfect attendance 
 for the year. Post a copy of this certificate on the bulletin 
 board at the beginning of the year, so that pupils may know 
 of its existence and become familiar with it. 
 
54 PRACTICAL ENGLISH 
 
 AMERICAN STEEL COMPANY 
 BIRMINGHAM. ALABAMA 
 
 This Certifies that 
 
 has been present at every session of the 
 Americanization School 
 
 _Supt. of Schools 
 
 Date Instructor 
 
 e. The teacher should keep an accurate record of atten- 
 dance in a "time" or attendance book. She should make a 
 report each day to the Director or Supervisor of Americaniza- 
 tion in the plant, listing the absentees. They should be 
 followed up daily for the purpose of information and establish- 
 ing a regular attendance. 
 
 Other things being equal, the attendance reflects somewhat 
 directly on the teacher and the character of the instruction 
 given. 
 
 IV. COOPERATION 
 i. Community Relations. 
 
 It is always an advantage in any project to have harmonious 
 relations with other agencies taking part in the same activity. 
 It is also important that there may not be any overlapping 
 on the part of these agencies. Cooperation of the industry 
 with the various societies interested and active in Americani- 
 zation will tend to broaden and strengthen its influence in the 
 community. 
 
 Organization of neighborhood meetings and entertainments 
 
CONDUCT OF FACTORY CLASSES 55 
 
 to bring together native and foreign-born, promotes better 
 understanding on the part of both. 
 
 Women's home classes should be formed in cooperation 
 with the classes in the industry. 
 
 2. Newspapers. 
 
 It is well to keep in touch with editors of foreign and Ameri- 
 can newspapers in the community. A newspaper can do 
 much to further the cause of Americanization, and editorial 
 comment on its advantages proves very helpful. Invite the 
 newspaper man's cooperation. He may be able to reach 
 someone who could not be reached otherwise. 
 
 V. LANTERN SLIDES AND FILMS 
 
 The use of lantern slides and films has special value in 
 teaching such subjects as safety, sanitation, industrial health, 
 and industrial activities. 
 
 Many films have been released recently which have a direct 
 bearing on American life and citizenship. 
 
 The employment of moving pictures involves the use of a 
 language common to all. 
 
 VI. LIBRARIES 
 
 Cooperate with the Public Library in establishing a branch 
 library in the factory. Insert reading notices concerning 
 facilities in the factory paper, and on the factory bulletin 
 boards. 
 
 Establish a School Library. Place all available material 
 in the way of textbooks (three copies of each), and magazines, 
 on a shelf where they are accessible to employees at all times. 
 Encourage reading in school and out of school. 
 
56 PRACTICAL ENGLISH 
 
 VII. SOCIAL ACTIVITIES 
 
 Hold picnics, outings, social mass meetings, etc., in which 
 the active leadership will be assumed by native and foreign- 
 born in cooperation with each other. Supply opportunities 
 when the foreign-born and the American-born may become 
 acquainted and associate in a wholesome environment. 
 
 CONDUCT or AMERICANIZATION IN PLANT CLASSES 
 
 MANAGEMENT 
 
 
 SELLING THE 
 ENGLISH 
 
 
 ORGANIZATION 
 
 
 COOPERATION 
 
 
 LANTERN SLIDES 
 
 AND 
 
 1 
 
 
 CLASSES 
 
 
 I 
 
 
 1 
 
 
 FILMS 
 
 DIRECTOR 
 
 
 1 
 
 
 
 
 COMMUNITY 
 
 
 1 
 
 OR 
 
 
 RACIAL 
 
 
 
 
 RELATIONS 
 
 
 
 SUPERVISOR 
 I 
 
 
 LEADERS 
 
 
 1 
 
 
 I | 
 
 
 
 COOPERATION 
 WITH PUBLIC 
 5oioot AUTHORED 
 
 
 1 
 NOTICES 
 
 BULLETINS 
 
 
 SERIES OF 
 QUESTIONS AND 
 READING TESTS 
 
 
 SOCIETIES 
 
 
 i 
 
 SANITATION 
 I 
 
 1 
 
 
 1 
 
 
 . 
 
 CLA55 
 
 
 MEETINGS 
 
 
 INDUSTRIAL 
 
 OF 
 
 
 MEETINGS 
 
 
 ROOM 
 1 
 
 
 
 
 HEALTH 
 1 
 
 PLANT 
 
 1 
 FOREMEN'S 
 
 
 1 
 
 CIRCULARS 
 
 
 EQUIPMENT 
 
 
 LNTERTAINHCNT5 
 1 
 
 
 INDUSTRIAL 
 ACTIVITIES 
 
 COMMITTEES 
 
 
 1 
 
 PERSONAL 
 SOLICITATION 
 
 
 SUPPLIES 
 1 
 
 
 HOME 
 CLASSES 
 I 
 
 
 1 
 
 AMERICAN 
 Lire 
 
 
 
 
 
 SIZE OF CLASS 
 FREQUENCY 
 
 
 NLW5PAPER5 
 
 
 1 
 ClTlZtNSHlP 
 
 
 
 
 
 LENGTH orStsiON 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 DAILY 
 SCHEDULE OF 
 CLASSES 
 
 
 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 ATTENDANCE 
 DEVICES 
 
 
 
 
 
INTERMEDIATE SERIES 
 
 THERE is usually a lapse of six months between the closing 
 of the spring term of Evening Schools and the opening of the 
 fall term. During this period the average alien who has 
 finished the work of the Beginners' class may or may not have 
 become more fluent in the use of English. 
 
 The degree of fluency which he may have acquired will not, 
 in most cases, be sufficient to authorize any abrupt advance 
 in the subject matter which is to form the basis of his inter- 
 mediate work. 
 
 When the pupil opens the Intermediate book (and the wise 
 teacher will first review the Beginner's book), he should be 
 conscious of the fact that here is something that he can handle 
 with comparative ease, even though it is a second book. He 
 should not be discouraged by its difficulty, although it imme- 
 diately impresses him as something new, vital, and interesting. 
 
 It is the author's belief, gained through several years of 
 observation and study, that a large proportion of the pupils 
 who leave Evening Schools and Americanization classes do 
 so because the increase in difficulty of the reading matter has 
 been unsuited to the ability of the average class, because 
 the average class could not grasp or retain the work presented 
 to them. 
 
 It has been true in Intermediate class work as in Beginners' 
 class work that there has not been a sufficient amount of well- 
 graded reading material to fill the wants of a class for a term. 
 The available texts contained, for the most part, only one 
 
 57 
 
58 PRACTICAL ENGLISH 
 
 third of the reading necessary for a year's work, and the class 
 foundered on difficult and unsuitable reading long before the 
 term was completed. 
 
 The subject matter, to a great extent, has not been suited 
 to the needs of the adult pupil, or of such a practical nature 
 that he could see its connection with his daily life. 
 
 Every endeavor has been made in the preparation of the 
 second series of Practical English to eliminate these outstanding 
 faults ; to provide a text so carefully graded that the average 
 intermediate pupil can grasp it readily, at the same time being 
 conscious of the fact that he is progressing, lesson by lesson, 
 to the work of the Advanced year ; and to include in its con- 
 tent such information as is useful, interesting, and vital to his 
 safety, happiness, intelligence, and right living, from a social 
 as well as a civic point of view. 
 
 The lessons, after having been subjected to the test of actual 
 classroom experience, have been remodeled and rebuilt in the 
 light of that experience, and represent, in their present form, 
 material which not only can be read but actually has been 
 read to th"e profit and enjoyment of average Intermediate 
 classes. 
 
 ORAL READING 
 
 As has just been stated, one of the chief factors in Evening 
 School losses has been the weakness found in the teaching of 
 reading. 
 
 This is true when the texts used are unsuited to the needs 
 and abilities of the class. It is also true when the teacher 
 allows the reading period to develop into an uninteresting 
 and meaningless calling of words. 
 
 Many teachers err in having too much poor oral reading, 
 
INTERMEDIATE SERIES 59 
 
 which, needless to say, is an advantage to neither the reader 
 nor the listener. For this reason very careful preparation 
 should be given to the pronunciation, meaning, and use of the 
 pivotal words which are the key to each lesson. After these 
 have been mastered and the difficulties overcome, the pupil 
 will be able to read with a degree of fluency and accuracy 
 sufficient to warrant oral reading which is pleasurable both to 
 himself and the class. 
 
 The Exercises following each lesson provide further practice 
 and drill on the text. 
 
 Corrections in oral reading should be made after the pupil 
 has finished reading, rather than during the process. 
 
 Pupils always enjoy hearing the lesson read aloud by the 
 teacher. They listen attentively and often gain a great deal 
 by concentrating their attention on her correct pronunciations, 
 proper phrasing, and accent. 
 
 It is worth repeating for the sake of emphasis that oral read- 
 ing is not of real value unless it can be free from the numerous 
 errors of the pupil, and the too frequent corrections of the 
 teacher. To bring this about pupils must be taught to under- 
 stand thoroughly at least that part of our language which 
 forms the reading lesson, through the drill on and use of the 
 pivotal or key words and phrases which make it up. 
 
 SILENT READING 
 
 Reading has been denned as getting thought from the 
 printed page, that is, from words that are seen, not heard. 
 
 The greater part of our reading in real life is silent. We 
 do not find it necessary to read a newspaper or a magazine 
 aloud to get the thought. On the other hand, we do frequently 
 discuss or relate to others what we have read. Therefore 
 
60 PRACTICAL ENGLISH 
 
 pupils should also be taught to read silently, and to express 
 what they have read. 
 
 In order to make sure that pupils are getting what they 
 should from silent reading the teacher will find it necessary 
 to supervise and test this form of reading very carefully. 
 The following are suggestive. 
 
 DEVICES FOR TESTING SILENT READING 
 
 I. Pupils read the lesson silently and the teacher asks 
 questions based on the text. The pupils should give each 
 answer in a complete sentence. 
 
 II. Pupils read the lesson to themselves and the teacher 
 calls upon a pupil to reproduce orally what he has read. Other 
 pupils, who have also read silently, add any information that 
 the first pupil has omitted. 
 
 III. Pupils .may be requested by the teacher to dramatize 
 the lesson which they have just read. 
 
 IV. The Exercises following each lesson should be studied 
 regularly at its close. 
 
 V. The teacher should cut excerpts from newspapers and 
 magazines and, presenting one to a pupil, ask him to read it to 
 himself and tell the class about it at the next session. Later, 
 pupils should be encouraged to bring other interesting articles 
 which they have found and explain them to the class. 
 
 VI. Pupils in an advanced class may be asked to reproduce 
 in written form an article or a lesson they have read. 
 
 SPELLING 
 
 Seven out of every ten foreign-born pupils who come to 
 school have a definite desire to learn how to spell correctly. 
 This is true because they naturally find it difficult to master 
 
INTERMEDIATE SERIES 61 
 
 our English words. In order to give the greatest aid possible, 
 the teacher should choose very carefully the words she gives 
 her pupils to spell, selecting only the ones which are apt to 
 occur in the writing they may be called upon to do. 
 
 The time for formal spelling, with its attendant written 
 lesson, must be left to each teacher's judgment. The needs 
 of her class should determine when it is to begin. Considera- 
 able oral spelling should precede it. 
 
 The words containing the simpler sounds should be chosen 
 first, and the knowledge of sound combinations acquired by 
 the pupils during their study of phonics should be taken ad- 
 vantage of. Concert work will help, especially in the be- 
 ginning. 
 
 A great aid in the teaching of spelling is the clear articu- 
 lation of the teacher. She should strive to speak the spell- 
 ing words slowly and distinctly and the pupil should be 
 trained to imitate her, pronouncing the word before and after 
 spelling it. This not only gives him practice in correct pro- 
 nunciation and articulation, but also helps to emphasize the 
 word and its spelling. 
 
 DEVICES TO AID IN SPELLING 
 
 I. Write spelling words on the board. Do not give more 
 than three or four words for the first lesson. Have pupils 
 spell the words orally in concert, the teacher pointing to each 
 letter as it is spelled. Have different rows spell all the words. 
 Go around the class having individuals spell the words in 
 rotation. Have different pupils spell all of the words orally. 
 
 II. Have pupils, when their ability permits, copy each 
 word five times. Ask pupils to spell, looking away from paper 
 or blackboard. 
 
62 PRACTICAL ENGLISH 
 
 III. Direct pupil to write on a spare space on his paper or 
 on the blackboard a word which you name. Then permit 
 him to compare it with the correct form on the blackboard. 
 This is done before the regular written lesson and often serves 
 to concentrate the pupil's attention on the correct form so 
 closely that he is sure to receive the correct image. 
 
 IV. Pupils sometimes like to write the words in the air 
 or with the blunt end of the pencil. The learner becomes 
 fully conscious during this procedure as to whether he does 
 or does not know how to spell the word without hesitation or 
 doubt. 
 
 V. After papers on which the words have been written are 
 picked up and the written lesson is erased from the board, 
 each of three or four pupils may be permitted to write one of 
 the words on the blackboard for the inspection of the class. 
 
 VI. When the words are being dictated the teacher should 
 say them clearly and distinctly, but only once, thereby insisting 
 on the class's undivided attention. 
 
 VII. Pupils may be allowed to correct their own or their 
 neighbor's papers under the teacher's supervision. 
 
 VIII. Give simple rules for adding -s or -es to form the 
 plurals, or for doubling final consonants, with examples of each. 
 
 IX. Group together words of the same family and spell 
 them orally in a rapid drill. 
 
 X. A list of all misspelled words should be kept on the 
 blackboard and in pupils' notebooks. 
 
 XI. Write the difficult part of words in colored chalk. 
 
 XII. Call attention to the fact that there is something 
 in the middle of the word believe, which we should never be- 
 lieve, that is, lie, also that an e precedes and follows the c in 
 receive, etc. 
 
INTERMEDIATE SERIES 63 
 
 To teach pupils to spell correctly by the shortest and quickest 
 route it is necessary for them (i) to spell orally, (2) to hear the 
 words spelled orally, (3) to read the letters from the board 
 as they spell them or hear them spelled, and (4) to write the 
 words thus getting the impression through the visual, the 
 auditory, and the motor senses. 
 
 ARITHMETIC 
 
 The arithmetic taught in the second or intermediate course 
 of Evening School or factory class should have as its founda- 
 tion a complete review of the work taught in the first course. 
 Special emphasis in this review should be given to reading 
 and writing numbers, United States money, and the four 
 fundamental processes. The work should be practical in 
 every detail. 
 
 The various forms and steps in arithmetic as taken up in the 
 second series of Practical English are as follows : dates, time 
 tables, advertisements, bills and receipts with addition of 
 expenditures, weights and measures, problems, costs, money 
 orders, Roman numerals, fractions, interest, checks, insurance, 
 cable remittances, drafts, and mail remittances. 
 
 FACTORY AND RELATED ARITHMETIC 
 
 In the factory class an opportunity presents itself for the 
 teacher to give excellent service. A great many operations 
 in the various departments of any industry require a knowledge 
 of simple arithmetic. It is the duty and privilege of each 
 teacher to discover the arithmetical requirement in the work 
 of the employees. If it is reading numbers, she should give 
 special attention to this phase of arithmetic; if the pupils' 
 work involves writing numbers, addition, subtraction, multi- 
 
64 PRACTICAL ENGLISH 
 
 plication, division, fractions, decimals, or percentages, the 
 time assigned to arithmetic should be used to teach the class 
 these essential needs. 
 
 There is no better way of being of service and of demon- 
 strating to the alien the value of education than by helping 
 him to be a more efficient and a more intelligent workman. 
 
 The teacher who by her instruction in class enables the 
 alien to compute his piece rates, make up his week's pay, or 
 perform accurately the simple arithmetical operations neces- 
 sary in the daily task, thereby proves to both employee and 
 employer the practical value of her work. 
 
 It has sometimes been said by industrial firms doing Amer- 
 icanization that they did not receive any direct benefit from 
 the work in the classroom, nor did they expect to do so. 
 This need not be true. 
 
 An hour spent by the teacher each day in the factory, be- 
 coming acquainted with the various operations and their 
 specifications, will enable her to direct her efforts in the class- 
 room so intelligently that the difficulties under which many 
 aliens are working will be smoothed out. Many of thess 
 difficulties will be entirely removed by teaching the arithmetic 
 related to the job. 
 
 The average Evening School pupil in an intermediate class 
 knows sufficient English to tell his teacher what instruction 
 in arithmetic will help him most. The teacher who wish?s 
 to be of real help to her class will take advantage of this knowl- 
 edge and base her instruction upon it. 
 
 GRAMMAR 
 
 The grammar in an Intermediate course should be informal, 
 and based on the most common errors of the class. 
 
INTERMEDIATE SERIES 65 
 
 As many idiomatic phrases as possible should be taught, and 
 attention always called to them when they occur in reading. 
 
 Several lessons based on informal grammar will be found 
 in the text of the second series of Practical English, and par- 
 ticular attention should be paid to teaching these grammatical 
 forms. 
 
 NATIONAL AND RACIAL HOLIDAYS 
 
 The teacher will find it interesting and instructive to learn 
 something definite concerning the racial background of her 
 pupils. Through this knowledge she is often able better to 
 understand and help them. 
 
 A teacher should at least acquaint herself with their national 
 heroes and holidays. A study of these may be coordinated 
 with the study of our American heroes and holidays. While 
 we naturally emphasize the latter more, the former should 
 receive some attention and study. 
 
 As material for the work of Americanization, the United 
 States Bureau of Education has prepared the following list of 
 the most generally recognized holiday of each of the principal 
 nationalities and races represented in the United States. 
 These selections were verified, wherever possible, by communi- 
 cating with the Embassy or the Legation of the respective 
 nations represented : 
 
 Belgium July 21, . Independence Day. (Independence from Holland 
 secured in 1831.) 
 
 Czecho- Slovakia July 6, Martyrdom of Jan Huss Day. 
 Denmark June 5, Constitution Day. (Signed in 1849.) 
 England First Monday in August, Bank Day. 
 France July 14, Bastille Day. 
 Greece April 7, Independence Day. 
 Hebrew April (or March), Passover. 
 Ireland March 17, St. Patrick's Day. 
 
66 PRACTICAL ENGLISH 
 
 Italy September 20, Italy Day. (Complete unification of Italy.) 
 
 Jugo-Slavia June 28, Kossovo Day. (Anniversary of Battle of Kossovo 
 1389.) 
 
 Lithuania March 4, King Casimir Day. (Patron of Lithuanians.) 
 
 Mexico September 16, Independence Day. (Independence gained in 
 1810.) 
 
 Netherlands August 31, Queen's Birthday. 
 
 Norway May 17, Independence Day. 
 
 Poland May 3, Constitution Day. 
 
 Portugal October 5, Republic Day. 
 
 Russia Easter or Christmas. 
 
 Serbia June 28, Kossovo Day. (Anniversary of Battle of Kossovo, 1389.) 
 
 Sweden November 6, Gustavus Adolphus Day. 
 
 Spain May 17, King's Birthday. 
 
 Switzerland August i, Federation Day. 
 
 ALLOTMENT OF TIME IN AN INTERMEDIATE CLASS 
 
 The following Time Schedules are suggested for use in the 
 Intermediate class. 
 
 The pupils of an Intermediate class have already acquired 
 some power to use the English language. They have become 
 at least partly assimilated, and have developed a greater 
 variety of needs than pupils of the Beginners' class. An impor- 
 tant function of the teacher is to make the proper apportion- 
 ment of the time in class work so that these needs may be 
 provided for. 
 
 The Time Schedules below are merely intended to be sug- 
 gestive, and while they may be suited to the great majority 
 of classes, the author strongly recommends that they be 
 adapted so that the apportionment of time is based on the 
 difficulties and necessities of the individual class. 
 
 In like manner we find special needs among different na- 
 tionalities. If a class is composed of pupils of a certain na- 
 tionality whose greatest need is writing, then by all means 
 
INTERMEDIATE SERIES 67 
 
 the teacher should emphasize this phase of the work in her 
 apportionment of time. 
 
 In other words, each teacher should study her special prob- 
 lem as presented by her class, and adapt any program in the 
 light of that problem. 
 
 It is with these essential points in view that the following 
 allotments of time are suggested. 
 
 TIME SCHEDULE AND CLASSROOM PROGRAM 
 
 A 
 Arranged for a One-Hour Session 
 
 I. ORAL ENGLISH 15 minutes 
 
 Conversation Review of previous theme Use of piv- 
 otal words in sentences Development of new lesson. 
 
 II. READING 20 minutes 
 
 Blackboard and Book. 
 
 III. WRITING 15 minutes 
 
 Spelling Dictation 
 
 IV. PHONICS 5 minutes 
 
 V. MEMORIZING 5 minutes 
 
 "Facts" 
 
 B 
 
 Arranged for a Two-Hour Session 
 
 I. ORAL ENGLISH 15 minutes 
 
 Conversation Review of previous theme Use of 
 review pivotal words in sentences. 
 
 II. ORAL DEVELOPMENT 15 minutes 
 
 Construction of theme from new pivotal words. Sen- 
 tences to be written on blackboard as developed. 
 
 III. READING '. . 2$ minutes 
 
 Blackboard and Book. 
 
 IV. WRITING 15 minutes 
 
 V. PHONICS 10 minutes 
 
 VI. SPELLING OR DICTATION , , . 10 minutes 
 
68 PRACTICAL ENGLISH 
 
 VII. HISTORY OR Civics 15 minutes 
 
 Presentation of some fact in history by means of a story 
 Description of life or achievements of some great 
 American. 
 
 Discussion of some phase of civics which is directly ap- 
 plicable to the life and interests of pupils. 
 
 VIII. ARITHMETIC 10 minutes 
 
 IX. MEMORIZING 5 minutes 
 
 "Facts" 
 
CLOSING EXERCISES 
 
 IN industries, as in communities, the various racial groups 
 are often segregated. We find the Portuguese people living 
 and working by themselves, in like manner the Italians, the 
 Polish, the Greeks, etc. 
 
 Unless means are taken to prevent it, this segregation will 
 also take place in an Evening School or in an Americanization 
 School, because people of like nationalities prefer to be together. 
 
 It is of course true that racial languages and customs are 
 perpetuated in this way, and that as long as the foreigner 
 continues to live in isolated communities and to remain in 
 isolated groups, so long will he cling to the old-world methods 
 of thought and attitude, and so long will he present to America 
 a problem of a very serious nature. 
 
 One way of offsetting this condition in the Evening Schools 
 and Americanization Schools is the introduction of social 
 features during the year, when American-born and foreign- 
 born alike may mingle together and establish contacts of a 
 social nature. 
 
 One of the greatest needs in American life to-day is more di- 
 rect contact between the various groups of the foreign-born 
 with the native-born and with each other, when race prejudices 
 and hatreds may be forgotten, when firmer friendships and 
 better cooperation may be established. 
 
 The closing of a year's work in immigrant education pro- 
 vides a natural opportunity for a gathering of this kind, so 
 that pupils of all nationalities may meet together with a com- 
 
 69 
 
70 PRACTICAL ENGLISH 
 
 mon interest and receive from teachers and officials the recog- 
 nition and commendation that they so well deserve. At 
 such a time certificates of regular or perfect attendance, or for 
 work accomplished may be presented. 1 
 
 Such an occasion provides also an opportunity to present 
 speakers of marked ability, sound judgment, and broad sym- 
 pathies, who will give words of encouragement and good ad- 
 vice to the members of the classes. The mayor of the city, 
 members of the bureau of naturalization, the superintendent 
 of schools, the clergy and other public-spirited citizens accept 
 willingly the invitation to be present and talk to the pupils. 
 
 A gathering where the Portuguese, the Polish, the Italians, 
 the Greeks, the Hungarians, the Americans, and all others 
 meet together in wholesome enjoyment, entertaining and 
 being entertained by one another, is a welcome break in the 
 middle or at the end of a year of hard work or persistent 
 effort. It can only result in the development of a better 
 spirit of loyalty to the school, to the community, and to 
 America. It also offers to the alien a greater incentive to 
 learn our language and be one of us. 
 
 A program given by the pupils is greatly appreciated, and 
 can be prepared in ten days or two weeks before the exercises 
 are held. The teacher should strive to have the program 
 rendered as well as possible. On the other hand, she should 
 not be discouraged if the speaking and reading numbers are 
 not perfect, because the very errors in speech and pronuncia- 
 tion which are evident at such a time bring before the audience 
 the difficulties which have to be overcome in class work. 
 
 Invitations may be sent out two weeks before the closing 
 exercises and pupils should be urged to bring their friends. 
 
 1 See Practical English, First Series, page 54. 
 
CLOSING EXERCISES 
 
 An invitation which is simple and appropriate is shown below. 
 The invitation may be printed on white cardboard. 
 
 You are cordially invited to attend 
 THE CLOSING EXERCISES 
 
 OF THE 
 
 AMERICAN STEEL COMPANY 
 
 AMERICANIZATION SCHOOL 
 
 Friday, June 24, 1921 
 at 3 P.M. 
 
 Exhibit of Work in the Schoolroom 
 
 The exercises should not be too long and should be varied. 
 The following program is suggestive. 
 
 CLOSING EXERCISES OF THE 
 
 American Steel Company 
 Americanization School 
 
 JUNE 24, 1921 
 
 I. CLASS MARCH Music Orchestra 
 
 II. ADDRESS or WELCOME Name of Pupil 
 
 III. OUR COUNTRY Name of Pupil 
 
 IV. ITALIAN FOLK DANCE Names of Pupils 
 
 V. AMERICAN'S CREED Name of Pupil 
 
 VI. ORIGINAL ESSAY, "What America Means to Me." Name of Pupil 
 
 VII. VIOLIN SOLO Name of Pupil 
 
 VIII. HE'S TAKEN Our His PAPERS Name of Pupil 
 
 IX. ADDRESS Mayor or Supt. of Schools 
 
 X. VOCAL SOLO Name of Pupil 
 
 XI. PRESENTATION OF CERTIFICATES .... Director of Education or 
 
 Official 
 
 XII. FLAG SALUTE, LED BY A PUPIL School 
 
 XIII. AMERICA . All 
 
72 PRACTICAL ENGLISH 
 
 EXHIBIT or SCHOOL WORK 
 
 It is often desirable to supplement the closing exercises at 
 the end of the school year with an exhibit of school work. 
 
 The object of such an exhibit of the practical everyday 
 work done in the Evening Schools or Americanization schools 
 is to bring to the attention of school officials, plant officials, 
 the pupils of the various classes, and all others interested, 
 the character of the work done during the year. This is a 
 good thing to do from a logical and a psychological point of 
 view. It will serve to eliminate much that is indefinite in 
 the minds of even our most public-spirited citizens on the 
 nature and practicability of the work. To the pupil himself, 
 and sometimes to the teacher, the progress shown is in the 
 nature of a revelation. It may also serve to set a standard 
 of what may be accomplished in all schools. 
 
 It is needless to say that such an exhibit should be the result 
 of regular classroom practice only, and that extra time should 
 not be wasted in getting "show" material into shape. In- 
 stead, specimens of everyday work should be collected from 
 the beginning of the year, so that when the closing comes it 
 will only be necessary to arrange the material for exhibit 
 purposes. 
 
 Black mosquito netting may be used to good advantage. 
 It should be tacked on the wall of the schoolroom or hall, and 
 the papers fastened on by means of small card or ticket holders. 
 
 The exhibit should be posted in sections and a card, designat- 
 ing the character of the work, placed on the wall above each 
 section. For example, a card about 18 by 5 inches, with the 
 words " Handwriting, Showing Progress" printed upon it, 
 should be placed over specimens of handwriting showing 
 
CLOSING EXERCISES- 73 
 
 progress from date to date. Such specimens may be pasted 
 on dark cardboard, with the date of the first attempt at 
 writing and later attempts, written in red ink on each speci- 
 men. The progress shown is always a matter of much com- 
 ment, and is one of the few definite ways of showing the direct 
 results of the efforts of both teacher and pupils. 
 
 The following suggestions as to the nature of the exhibit 
 are made from the personal experience of the author in pre- 
 paring and supervising several exhibits. 
 
 Handwriting showing progress, original essays, social and 
 business letters, first and second naturalization papers which 
 have been filled out by pupils, letters answering advertise- 
 ments, addressed envelopes (letter, advertisement cut from the 
 newspaper, with trie addressed envelope, to be pasted on one 
 piece of cardboard), bills, receipts, checks, domestic and inter- 
 national money orders (filled out by pupils), stories of Wash- 
 ington, Lincoln, the flag (illustrated), arithmetic papers, 
 grocery slips, pay checks signed by pupils unable to write 
 when entering school, a production map of the United States 
 with pieces or pictures of cotton, rice, copper, gold, silver; 
 coal, wood, fruit, etc., pasted on showing where these commodi- 
 ties are found, production map of your city, showing its re- 
 sources and factories, specimens of the articles made, in the 
 various stages of production from the raw material to the 
 finished article, charts showing attendance, the textbooks, 
 and reading material used during the year. All of these pro- 
 vide very suitable and practical material for an exhibit and 
 should represent the sort of work done in any progressive 
 school for the adult immigrant. 
 
 Notice of such an exhibit should be posted, or included on 
 the card of invitation to the closing exercises. 
 
ECONOMY OF TIME 
 
 FOR the past twenty years and up until quite recently, 
 classes in immigrant education have come, and classes in im- 
 migrant education have gone, while it seemed that the general 
 lack of stability in immigrant education itself went on forever. 
 
 Those who have been in the work have seen on the first 
 night the sidewalks in front of the Evening Schools thronged 
 with applicants anxiously and even impatiently waiting for 
 the doors to open, that they might have an opportunity to 
 enter and partake of that which they thought was within 
 Education. 
 
 In October the rooms have been overflowing with men and 
 women eager to learn to speak, read, and write America's 
 language, to become a part of America. 
 
 This in October. 
 
 But how many have ever witnessed in March these same 
 rooms overflowing notwithstanding the fact that new 
 registrations have taken place almost every night? How 
 many teachers have seen in March the same faces they saw 
 in October? 
 
 History has repeated itself, and time after time a large pro- 
 portion of those who came to Evening School in October were 
 missing quantities and were otherwise engaged than in going 
 to school before the end or even the middle of the season came. 
 
 One of nature's laws is that of cause and effect. So often 
 has the foregoing effect been obtained in evening schools that 
 it is necessary to analyze the situation for some of the causes. 
 
 74 
 
ECONOMY OF TIME 75 
 
 Why open the topic of "Economy of Time" with the 
 question of enrollment in classes ? The answer is, that there 
 is no more important question in any teaching project than 
 enrollment, and because it reflects in at least five cases out of 
 seven the character of the work done in the schoolroom and 
 the way in which the time is spent. Because in Evening 
 Schools or in Americanization classes in an industry the 
 enrollment is a question of primary importance, and because 
 there is a direct relation between the enrollment and the 
 class procedure. 
 
 It is true that enrollment in the Evening School is affected 
 by weather conditions, the location of the school, the equip- 
 ment, etc., and there are some things that affect enrollment in 
 an industry such as unsettled labor conditions, the time at 
 which classes are held, but it is also true that in five cases out 
 of seven it is the quality of the work done and the way in 
 which the time is spent which has the greatest effect. 
 
 And to approach the fine quality of work which must be 
 done in the classroom in order to retain the pupils and bring 
 success to the teacher's efforts, it is absolutely essential that 
 the most businesslike economy of time should prevail. 
 
 It is necessary to bear in mind that in many Americaniza- 
 tion projects in industry to-day, men and women meet for a 
 one-hour session twice a week, that the sum total of time in 
 which the teaching may be done, teaching which must bear 
 the acid test of results, is one hundred and twenty minutes, 
 or two sessions of sixty minutes each. 
 
 In the average Evening School the time is limited to three 
 two-hour sessions of one hundred and twenty minutes each. 
 
 In this short time the teacher must present her subject 
 matter in its logical sequence of thought and development if 
 
76 PRACTICAL ENGLISH 
 
 she is to obtain the best results. She must also keep in mind 
 the high lights and the salient points. 
 
 It is well to remember that practically all Evening School 
 pupils are engaged in some kind of work during the day. In 
 an industry, production is of primary importance. Many 
 people are occupied with piece work, where every motion from 
 morning till night means so much money in the pay envelope. 
 
 In piece work the operator must accomplish a certain amount 
 of work per hour and per day if she is to make what she con- 
 siders a good day's pay. Every movement is studied, she or 
 he works at top speed with no false motions, with no loss of 
 time. Every bend and twist of the body counts. She has 
 studied her work and specialized in economy of time, and she 
 produces among other things, results. 
 
 In order to prove to these piece workers or perhaps over- 
 time workers who know so well the value of time, that the 
 instruction in Evening School or the Americanization class 
 pays as well or better than the work they do in the shop during 
 the day with their hands, to encourage them to partake of this 
 instruction, it is necessary for the teacher to make a study of 
 how these pupils shall spend the hours with her in the class- 
 room so that there, too, there will be no loss of time and no false 
 motions, that every move she or her class makes shall count. 
 
 The teacher, too, must study her work, specialize in economy 
 of time, and produce results. She must of necessity show her 
 pupils that they are gaining something vital, or they will not 
 come to school after a day of hard manual labor in the shop. 
 The question arises, "How will she do it?" 
 
 Each lesson may be considered as a unit. A unit in which 
 the teaching of speaking, reading, and writing of English is 
 commonly thought of. 
 
ECONOMY OF TIME 77 
 
 It is necessary to analyze and break up this unit into its 
 integral parts, and so put it together again in the organization 
 of subject matter ^that the teacher shall present first the things 
 that should come first and present last the things that should 
 come last, with the proper apportionment of time to each. 
 
 There must be none of the useless, purposeless calling of 
 words sometimes designated as reading, and none of the worse 
 than useless, purposeless copying designated as writing. 
 
 To take the part of teacher in a school of that kind is little 
 less than criminal, bearing in mind that men and women 
 come to school for assistance of the most vital sort, that the 
 teacher is often their only hope, and that there are a hundred 
 and one occasions in the day on their job, in the home, and on 
 the street when pupils need to know how to speak and read 
 English intelligently, and how to write it. 
 
 It should also be remembered that, if pupils who come to 
 school in the hope of learning English turn away through any 
 fault of those in charge of the work, such teachers and Ameri- 
 canization workers are responsible. They are responsible 
 for more than failure in the mere mechanics of teaching the 
 language of America, for the rest of America never becomes 
 truthfully interpreted to the alien because he has lost faith in 
 the helpfulness of one of America's greatest institutions its 
 school system. 
 
 Too often has this happened in the past. Each teacher 
 should try to avert it in the future. Economy of time in 
 all class procedure is one way in which this may be done. 
 
 From a broad study and close analysis of classroom pro- 
 cedure, with economy of time and effort in mind as one of the 
 chief elements in successful teaching, the author has found 
 it necessary to organize the work so as t meet the essential 
 
78 PRACTICAL ENGLISH 
 
 requirements, that the maximum amount of work might be 
 done in the minimum time, rather than by hit or miss methods 
 and a disorganized line of attack accomplish the minimum 
 amount of work with the maximum of time and effort. 
 
 In bringing about this result, two factors have been found 
 to be of the greatest importance, namely the "Time Schedule 
 and Classroom Program" and the use of various devices to 
 arouse and maintain interest because the teacher's work 
 must be definite- in certain fundamentals, because there must 
 be in every teacher's mind a practical purpose and a definite 
 aim, a practice and an aim from which waste is eliminated 
 and in which lost motions have no part. 
 
 In the one-hour or two-hour period allotted to the teacher, it 
 is necessary to take advantage of every available inroad into 
 the pupils' consciousness, to bring every sense into play, if 
 she is to accomplish results satisfying to herself and to her 
 pupils. 
 
 To summarize, the aim of the teacher must be definite rather 
 than indefinite. Her purpose must be clear rather than vague. 
 No time can be lost in poor marksmanship or hit or miss 
 methods. It is necessary for her to have a certain objective 
 in view, and to take her class "over the top." 
 
 One exercise must strengthen another, and the subject 
 matter as a whole must be clinched in a definite and permanent 
 way. 
 
 The route the teacher takes in her class work must be as 
 clearly defined as careful preparation can make it. 
 
 She should select with care what shall be presented, em- 
 phasizing the more important points rather than the less im- 
 portant. It -is necessary to get down to business the minute 
 the class enters the room and to work with them, or better 
 
ECONOMY OF TIME 79 
 
 still to work them, until the minute of closing time, keeping 
 each pupil so busily engaged with constructive work that his 
 mind is not occupied elsewhere. 
 
 Let the aim be specific and concise in character, the teacher 
 determining to make the most of the allotted time. The 
 pupils enjoy the work and will remain in school as long as they 
 are being helped. 
 
 These are some of the elements to plan for and emphasize 
 in any successful Evening School or Americanization School 
 program, and reduced to lowest terms may be called " Economy 
 of Time in Classroom Procedure." 
 

 VC 01356 
 
 5074 , I 
 
 UNIVERSITY OF CALIFORNIA LIBRARY