== 1 he Home Teacher iJi ^ REGIONAL LIBRARY FACILITY _||^^^^^^^^^^^^^^^^^^^^B Le45 THE ACT, WITH A WORKING PLAN AND Forty Lessons in English Published by The Commission of Immigration and Housing of California Copyright applied for. California egional acility Califobnia State PRrNTiNo Office 1916 .s The Home Teacher THE ACT, WITH A WORKING PLAN AND Forty Lessons in English Published by The Commission of Immigration and Housing of California Copyright applied for UNiVii 2161'i LIBRARY California State Printing Office 1916 PREFACE. The act creating the home teacher is the direct result of volunteer, overtime work by teachers in the Los Angeles Neighborhood Schools. They demonstrated to the satisfaction of the Commission that the aims to Ibe accomplished by district visiting can best be achieved by teachers instead of outside agencies. The law is merely permissive and it is hoped it will come into opera- tion gradually, since the careful establishment of correct precedent is of primary importance. Everything depends upon the pioneer workers being well balanced personalities with an all-around understanding both of the letter and the spirit of the home teacher law. They must not be primarily cooking teachers, sewing teachers, or English teachers, but teachers of improved living. One object is to bring educational opportunities to tlie mother direct instead of putting her off with vicarious enlightment tlu'ough her chil- dren : the old way that has proven itself not only ineffectual but actually fruitful of harm. The plan of work and the forty lessons in English herein submitted are merely tentative. We ask for constructive criticism which will lead to tlieir improvement. COMMISSION OP IMMIGRATION AND nOIISINCr OF CALIFORNIA. 'SI AMY S. Gibson. Edward J. Hanna. ]*ATJL SCHARRENBERG. Jamks If. McBride. SiAU)x J. Lumx. 2— 21G17 I III. IIOMK TEACIii:K ACT. ClIAI'TEK 37, (Statutes of California, 1'J15.) An (let It) (idil a new seclion to Ihc Political dodc to he iium- hirid si.rhrn hundred seventeen b, nhilinfj lo the employ- ment of home teachers. (Ai>piovc'd April 10, 1!)!;".. In effect August 8, 1915.) The people of the State of California do eiiact as follows: Section ]. A new section is hereby added to the Political Code, to bo nuinberod section sixteen liundred seventeen h, and to read as follows: ul.Xis. 1617&. Boards of school trustees or city boards of educa- tion of any school district, may employ teachers to be known as "home teachers," not exceeding one such home teacher for every five hundred units of average daily attendance in the common schools of said district as shown by the report of the county supi'rintendent of schools for the next preceding school year. It shall be the duty of the home teachers to work in the homes of the pupils, instructing children and adults in matters relating to school attendance and preparation there- for; also in sanitation, in the English language, in household duties such as purchase, prejiaration and use of food and of clothing and in the fundamental principles of the American system of government and the rights and duties of citizenship. JaMulIs! '^'lit^ qualifications of such teachers shall be a regular kinder- garten primary, elementary or secondary certificate to teach in the schools of California and special fitness to perform the duties of a home teacher; provided, that the salaries of such teachers shall be paid from the city or district special school funds. FOREWORD.* It was a wise person who first said "Charity sliould begin at home"; it was a wiser one who added, ' ' but should not stay there. ' ' The school people were wise in the days when they said : ' ' The public schools are for the children"; they are wiser now when they say: "The public schools are for the whole family. ' ' An idea seems to be born into the world and then to grow almost like a human being before it reaches a commanding influence. So this idea of the unity of the family for educational purposes has been years in growing. Before we could achieve the unity of the family we had to realize the unity of the individual child. To begin with, we considered him only as a mind. Later we concerned ourselves also with his moral nature and added "morals and manners" to the curriculum. John and Mary might come to school breakfastless, dirty, half blind, and troubled with adenoids, and we did not feel that we could do anything about it. It was not that sympathetic teachers did not view these conditions with sorrow, and with the realization that John and Mary's minds were hampered thereby. It was only that dealing with such matters was not considered a legitimate part of school activity. Little by little we have made John and Mary's bodies our concern — their recreation, their home life, everything about them. We will probably find still more to do for them in the future — nor can we do too much. Meanwhile we have gradually been taking some account of the remain- der of the family. Now, where our school systems are progressive, we have little brother and sister in the kindergarten and the wee babies thrive in the day nursery when the mothers are away at labor. We have "continuation schools" for the big brother and sister at work. The father is drawn into evening school and the Civic Center, either to learn English or to enliven the end of the toiler's day by introducing interests and diversions. Thus we have reached out for every member of the family except the mother. We have taken it for granted that the foreign mother, par- ticularly, was practically hopeless. She was a queer, outlandish thing, who could only learn through asking of her children at home, and not ♦The above is an address delivered by Mr.s. Amanda Matliews Cliaso, as a special representative of the Commission of Immigration and Housing, at a joint session of the National Congress of Mothers and the Parent-Teachers Association at Oakland, California, in 1915. This address was prepared at the suggestion of the Commission and it so admirably states the Commission's position that it is here reproduced in full. 6 Tin; IK (Mi: 'ri;A(;iii;i{. iiiiu'li even lliiis. Wv liavr iiol, Ix'cn so iiiikind !is to Ijold llic coiLscioiis llionj,'l)t, l)ut we have i-cally lurilly takon it for ^rantod that slif; wiw a Tiatiiral obstructionist, and that whon death ronioved her, the family coidd move on much more victoriously to Americanization. Now, in California, we are taking this next logical step willi our Home Teachers' Law — to educate the mother. The home teacher is a mother's special instructor. To be sure, the law says, "for children and adults"; but the mother always shares gladly with her children, and so will it be in this case. The Commi.ssion of Immigration and Housing is very grateful to the Mothers C'ongi'css and Parent-Teachers Association for their earn(?st support of this Home Teachers Bill. Now their assistance is needed in putting the law into operation. We hope, first, that they will use their iuHuence to have home teachers installed in their communities. Sec- ondly, after the teachers are at tlicir posts, we hope that these associa- tions will hold np their hands in the woi-k, for. more than any other teachers, do they need assistance. Suppose a home teacher went forth, merely with her unaided resources, to do the work outlined by this law. In each home she would find a problem; in one, economic difficulties; in another, sickness; in a third, perhaps, that Americanized children have slipped from the con- trol of their nn-Americauized parents. What could she do alone luit break her heart over the ills she could not help ? She needs behind her, not only the school system, but all organized helpfulness — in which the Parent-Teachers Association holds an important place. She must enter these homes as an envoy fi-oiii the schools, frr.in ilic community, from the State of California. COMMISSION OP IMMIGRATION AND HOUSING. WORKING PLANS FOR THE HOME TEACHER.* The text is the plain and simple law passed by the 1915 California Legislature. The measure was draughted and proposed by the State Commission of Immigration and Housing. On the initiative of the State Federation of Women's Clubs, it was endorsed by the "Women's Legislative Council, which worked for it most earnestly. It received the Governor's signature on April 10th and became operative on August 8, 1915. t We of the Coast feel it to be a momentous and far-reaching piece of legislation. Not that we claim to have invented the Visiting Teacher. Under many names, she is already, in a modified form, part of the public school system in several cities of the United States. She is employed by the Indian Service, who call her a field matron, while the Indians call her "the going-about woman" and wait for her with their troubles. We do claim, however, that California leads in giving the movement state-wide backing. All honor to the devoted volunteers who have shown what could be accomplished in favored spots, such as the immediate neighborhoods of social settlements. At the same time, they have demon.strated the inadequacy of private philanthropy to meet the whole situation. ]\Iuch of this semi-private institutional work has reached its seed-time, a noble seed-time, for it has sown itself into the public conscience and the fruitage therefrom is the enlistment of municipalities and states to undertake this same labor adequately. They bring to the work two inestimable advantages — one the resources and organization to make it universally effective, the other the gain of lifting it from being the acceptance of kindness bestowed by one social class upon another to the fine democratic level of communal possession. Thus the home teacher is employed by the people, and to the people her services are due — not donated. This latter consideration is one on which the iMothers Congress has expressed itself strongly and, because the Mothers Congress and Parent-Teachers Association is the one woman's organiza- tion which recognized the family as the unit, it is to this organization that the Commission of Immigration and Housing looks for co-operation in launching this pioneer effort — the energizing of this educational activity. *The above plans were prepared by Mrs. Amanda Mathews Chase in conjunction with members of the Commission. Mrs. Chase, as the representative of the Com- mission, presented these plans before the Elementary Education section of the Fifty- third Annual Convention of the National Education Association. tSee page 4 for act in full. 8 'I'llI'; IIOMIO TKACUKK. Tlic i)i'c.s.siii^f nerd lor I lie Ikuih' tcaclicr is in llif roi'('i|_'ii qiiarli-rs of cities, since irnnii^r;iiit ('diiciition is ;it pi-cscnt a critical issue between the Uiiilcd Stales and destiny. As rai)idly as may be, li(j\vcvcr, she will be placed in all conji^estcd districts. Our present bill allows no more than this, but the work will, in time, demand its logical extension to wherever, in town or villaj^c, livinf; conditions and domestic ideals Tall short of our American standards. But all Ih.it will be another story when it hai)pcns. In blazing trails for our (irst year's effort, wo need consider oidy wluit the home teacher can do in and for a congested neighborhood. The new law broadens our base of activity in such a school district. Heretofore the cry h.as been "Americanize the children and they will Americanize the home!" This topsy-turvy method Hies in the face of natural social evolution. What it has brought into the home is con- fusion and often disaster, since un-Americanizod parents lose control over their Americanized children who consequently are liable to fall into lawless ways and frequently bring up as delinquents before the Juvenile Court. The fault docs not lie in giving the children too much education, but in dividing the family against itself by bestowing too little on its other members. Latterly we have been more assiduous about gathering the foreign fathers into evening schools and we have still more sweeping efforts in contemplation for this severely important labor. The immigrant mother, however, has been left almost entirely out of account. We have ignored the natural home-maker and yet tried to Americanize the home. We now see our error and are undertaking here in California to educate the entire family instead of discriminating against that important member, the mother. The degree of success which we shall be able to achieve depends largely on the working plans with which we put our now law iuto actual execution. The act is as explicit as it is the business of such a law to be. Its very elasticity is in its favor if we have the wisdom to use that property wisely in fornnilating our corollaries. For corollaries, we must have. A compulsory education law. for instance, is not intended to take the place of a course of study and a school program. Even so, our home education law nuist be supple- mented by instructions to home teachers regarding the presentation of the designated subjects, these instructions roughly corresponding to the grade teacher's course of study. The home teacher .should also be pro- vided with a program, even though it be an india-rn1>ber one able to stretch indefinitely at the pull of emergency. COMMISSION OP IMMIGRATION AND HOUSING. 9 It is not desirable that the school district have two heads. We believe that the status of the home teacher is that of a specialist responsible to the principal of the public school with which she is connected ; that she should be part of the tield force of an elastic system. While the bill is noncommittal on the point, it seems natural to speak of the home teacher as feminine since most of the activity outlined is such as would naturally be assigned to women. There is in the field, however, place for a smaller number of men to attend to certain phases of the work, particularly along the survey line, finding out where the men and boys spend their evenings and their money — whether or not and why the saloon is the pleasantest spot in the district — dealing with men's lodging houses and rendering other valuable service along lines not practicable to women — connecting every abiding place with the school. Now to indicate sketehily a tentative working program for a home teacher. It would be quite natural for her to wish to be at her public school before nine o'clock in order to confer with the principal and teachers regarding any special children whose homes there are immediate and particular reasons for visiting. The forenoon would just as naturally be passed in making these visits and others on her own initiative. At every house her first endeavor should be to win the friendship and confidence of the mother. These visits must be unhurried. If the visitor is being initiated into the very heart of some particular home, its problems and difficulties, that is her time to hear the whole story even though she gets no farther that forenoon. The home teacher, like the family doctor and the family pastor, is to be a real and intimate possession of the family. May she be endowed with wisdom and grace to be worthy of this high phase of her ])ro- fession and may she emulate doctor and pastor in her sense of the sacredness of confidence. She must refrain from making the morning's experiences the theme of racy, gossiping narratives to entertain her friends or fellow workers. She will, surely, never use the word "slum," and will be chary of the word "case." We would not like to be "cases," not even to the angels of Heaven, nor would we appreciate hearing those same angels refer to their earthward fliglits as "slumming expeditions." The opening wedge into many family situations will be "attendance and the preparation therefor." Indeed, one of our prominent Cali- fornia educators rejoices in the home teacher as a "glorified attendance officer." To read backward into the causes wh}- the children of some 10 Till': iitiMK 'n;Aciii:K. p.irl iciil;ir r.iiiiily ;ill('ii(l .srlmo] irrcunhirly, or in poor |»liy.sii';il gon- dii ion, is to cliai^'Mosc llie weakness and perhaps llie tragedy of that family preliminary to tlie work of social reeonslrnetion. ^^)r this, tile liomc! leaelier will naliirally call to her aid the various ameliorativo aj^oncies of the eomnninity, the charities, district niirso.s and th(> like, as the need of their servii-e.s is indicated l^y her investiga- tions. She nnist not licrself be connected in people's minds with the bestowal of material pifts. She will, however, liave some share in prob- lems of employment since she will naturally come to know .something of th(> (piality of the workers — who can be relied upon — who have proved unemployable; for she must ktiow her field every month of the school year. Realizing the narrow, limited lives of many foreign women in this country, she will make every effort in her power to connect them with the municipal centers of recreation, playgrounds, parks and libraries. Juvenile difficulties w'hich the home teacher is endeavoring to settle out of court should take precedence of all other business. It is in ways like this that the need of a flexible program is apparent. It mast allow her to adapt herself to the necessities of her own particular neighbor- hood. It must give her liberty in hours and in days that her people may be served. It must not prevent her throwing herself into any emergency she comes across. She should be permitted to relinquish it only when proper assistance is available. So much for the morning. Let us now consider the afternoon. Every school located in such a neighborhood as will require the services of a home teacher should have, as part of its equipment, a "school cottage" or its equivalent in housekeeping rooms within the school building. This must be a model American home, small but complete, attractive, but simple and inexpensive. During the forenoons, this cottage can be used in connection with the grade work in domestic science. But afternoons it should be entirely at the disposal of the home teacher. We doubt the advisability of her actually living here, as it is, after all, only a modified schoolroom, and the teacher must keep in human touch with the outside world; but decidedly it should be her official residence. Here she should be dis- tinctly a hostess, welcoming the mothers as into her own home. The cottage itself will be a vital object lesson. How can we expect a foreign woman to imitate a variety of house furnishing and house- keeping which she has never seen 1 Here is something intelligible to go home and copy. Hence the ultimate ideal for the afternoon work will be to have it conducted for groups of mothers assembled in the cottage every school day but Friday; Friday afternoons being reserved for special uses. COMMISSION OF IMMIGRATION AND HOUSING. 11 At the cottage, the home teacher may be assisted by the special teachers of sewing, cooking and music. In addition to being hostess, she herself will teach English, civics, sanitation and other subjects. Weaving may be included in the cottage instruction. The home teacher should interest herself in fostering such handicrafts as she finds the people have brought from their own countries and in connecting them with a market for their w^ares. The sewing should be practical and include garment making, mending and making over. The cooking taught in the "real kitchen" of the cottage should be confined to simple wholesome dishes. About once a month each cook- ing class should jointly prepare a complete dinner, set it forth on a white table cloth with flowers in the center of the table and partake of the feast. Yet nothing must be too fine and elaborate for home copying. In teaching civics to foreigners, the heart must be appealed to C|uite as much as the understanding. The fundamental principles of our government are such as to arouse patriotism when properly presented. These impressions should be deepened by hero tales, patriotic songs and flag exercises. The teaching of English to adult foreigners, many of whom are illiterate in their own tongue, is a fine pedagogical art with a psy- chology of its own. The instruction must be live, practical, interest- ing, even dramatic. For some lessons the teacher's table will be a miniature grocery store where brisk trading is carried on. Others will introduce games, songs and dialogues. In addition, every class con- ducted at the cottage must assist the women in acquiring the Englisli language. In English they must cook and sew, sing and weave, and the Home Teacher must recognize and appeal to the dramatic spirit of a play folk. Now to dispose of the left-over Friday afternoons. Let them crown the labor of the weeks. One should be for a "Mothers Day" celebration in the assembly room when all the mothers of all the groups are entertained with a program furnished by a different grade each montii. There should be an address of welcome by a pupil, songs and recitations honoring motherhood. After the program, the mothers are. invited to inspect a display of pupils' work. Refreshments are served by tlie children. The lesson of seeing tlieir parents the honored guests of the school is a wholesome one. Another Friday aftcrnooji is nrodcd for an "At Home" in Ihe scliool cottage when the motliers may display their handcraft, excliangc lace patterns, sing folk songs and fed almost as if llioy had enjoyed an afternoon back in the far lands fi-oiu which they came, a— 21G17 I'J TIIK Ilo.MI'; TKACIIKU. The rcMuiiniiig Friday afternoons could he given over to a Hpeeial variety of visiting — the distinctly social call, only long enough for the cx('li;nif,'o of amenities. Tliat those calls const ilnte a tour of inspection looking for evidence of cotl;ige instruction in the houses will he the Home Teachers' professional secret. All improvements will be nottil with heartfelt praises. If the visitor has added some special touches to her dress, it will contribute to the joyous spirit of the occasion. As to her ordinary costume, let it be like that of other teachers. Tier working gowns can easily be simple and sanitary without emphasizing these qualities to a conspicuous degree. Every family, native and foreign, should be visited, but necessity should place the emphasis. The home teacher may reasonably be rctjuired to sj)ond one evening a week at her civic center, and thus she can do much to keep the neghbor- hood in touch with the advantages there offered them. Finally, those who enter this splendid pioneer field must realize the unity underlying the few and simple provisions of the Home Teacher Bill. The general aim for these next years is to put immigrant mothers in command of their own situation by correlating them with the best America has to offer. Hence no visit nor lesson can be limited or literal in its import. It must open out beyond itself into the vision of the whole achievement. REFERENCE BOOKS FOR TEACHERS. The House in Iloni-y Street. liillian W:ikl. I'racticivl Ilomemaking. A Second Course in Ilomemaking. Mable Hyde Kittredge. Social Aspects of Education. ' Irving King. MAGAZINES. Immisrauts. Tn American Review. 0."» Madison Ave.. New York. The Survey. 105 East Twenty-second St., New York. COMMISSION OF IMMIGRATION AND HOUSING. 13 SUGGESTIONS FOR TEACHERS. To be of practical use, language must come to the tongue auto- matically when needed. Hence the teacher should employ endless drill and constant reviews. These, however, should be conducted with so much vivacity and variety that the pupil has no sense of monotony. Never fail to use actual objects whenever possible. Encourage pupils to recite with dramatic gesture and expression. These are of the greatest assistance to memory. The course is divided into four series of ten lessons. Each series should be thorough^ mastered before the next is attempted. The First Series begins with household actions and objects. It leads to the purchase of staples at a grocery store. During the latter lessons, a "play store" should be conducted. At the close of the series each pupil of the group must be able to make purchases in English. In connection with this series, the teacher should know the market prices of groceries and compare with what pupils are paying to see if they are being cheated. In presenting the lessons the real prices should be used to familiarize the mothers w^th actual values. Similarly, the Second Series leads to the dry goods store. The teacher should be equipped with dolls dressed in a model manner, so that they may be instructive in more ways than language. Also these dolls should be provided with nightgowns which should be put on and off during lessons. The baby doll should have a basket of additional clothes, showing a small but complete outfit of necessities for an infant. The Third Series has for its unit the expression of personal feelings and family relations. It leads to the social visit. The Fourth Series deals with the immigrant mother's contact witli her American environment in other waj's than purely commercial. This series is composed of "Primer Lessons" intended for memorizing or dialogues. From them a "graduating" program may be arranged to celebrate completion of this course. Where pronouns are not all given in verb series, the teacher may supply thorn for oral drill. Each lesson must be first taught as ORAL English. A lesson must NOT be used for reading and writing until perfectly mastered orally. 14 '11 IK iio.Mi'; 'ri;.\(;iii;K. FIRS'J^ SKRIES. First Lesson. Good afternoon. How do you do 'i Very well, tliniik' yon. What is this? This is a chair What is tliis .^ ^riiis is a tabUv What is that? That is a bed. I cook. I wash. I sweep. I mop. I sew. 1,2,3,4,5 COMMISSION OP IMMIGRATION AND HOUSING. How many chairs? How many tables ? How many beds ? Goodbye. 15 Second Lesson. $1.00 $.50 $.25 $.10 $.05 We cook. We wash. We iron. We sweep. We mop. We sew IG 11 IK IKtMK TKACIIKU. Yoli cook. -r.-iy yC-^-g^ i:r^ You wash. -zyry^^yfy y^^.«i^-^C^ You iron. P You sweep. You moi3. ^.^^^p^^^^^-^^zy You sew. 1, "I ^i 4, 5, G, 7, 8, 9, 10. COMMISSION OP IMMIGRATION AND HOUSING. 17 They cook. They wash. They iron. They sweep. 2^ They mop. They sew. 18 'nil': iKi.MK •ri;.\<;iii;u. Third Lesson. jxHiiid (|iuirt j)iiit She cooks. ^^^^^^^^C-^^/C-^^^^^-^fc^ Mary cooks. Mary washes. Mary irons. Mary sweeps. //Zt^^yt.^-^, Mary mops. Mary sews. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. COMMISSION OF IMMIGRATION AND HOUSING. 19 Fourth Lesson, water milk bread meat beans Do you cook? Yes, I cook. Do you sweep? Yes, I sweep. Do you wash? Yes, I wash. Do you iron? Yes, I iron. Do you mop? ^^;?C^ Yes, I mop. />^/|^^^-^^ Do you sew? .^^f;^;^^^^.,..-^^^ Yes, I sew. p ^ ^ 4— 21G17 20 rm: ih»mk traciikr. Do you cook? No, T , 4, r,, f), 7, 8, 9, 10. COMMISSION OP IMMIGRATION AND HOUSING. 21 / "^^^ '-J^ y-^^^-^^-^z^^^ ..^^>^—^^-^^ '^^-t^ ^.<;i^;^-^^'^^^y r ^l -^<- -z^ '- ^ 'I'lIK iroMK TKACIIKK. Fifth Lesson. r^iip i»lutc knife I'ork spoon dozon A dozen spoons. A dozen eii])s. A dozen I'orks. A dozen plates. A dozen knives. '''^^E^^^/^?!^^^^-^-*^^^^^^^^-^^^^ Can you cook? Yes, I can cook. M-cAy, ^J/ y^-z>t:z--7^ Can you wash ? ~^^g>^'^/-|^'^'^^'2^--^^^'^-2^2:<:^^^^C-^ .^ Yes, I can wash. /^f^^J^, rj/ /C^^^i^-^^^ Can you iron? ^^^:i::^.'^'^^^^^f^"^^,-.''^^^:-^:^^^-2^ . 9 Yes, I can iron. Can you sweep? 6$^^^^^z^, Yes, I can sweep. Can you mop? Yes, I can mop. Can you sew? "^^^^^^^ Yes, I can sew. ^^^^^y ^ yOa^^^J^^^^^^^ COMMISSION OF IMMIGRATION AND HOUSING. 23 Sixth Lesson. Sunday Monday Tuesday Wednesday Thursday Friday Saturday a^ today yesterday tomorrow Yesterday I cooked. Yesterday I washed. Yesterday I ironed. Yesterday I swept. Yesterday I mopped. Yesterday I sewed. ^ y^-^^'-^t^^ ^<^^^-^^^^/^^^i.d>z^ 2J 'I'lii: iioMK ti;a(;iii;|{. Seventh Lesson, kettle till) wood stove i)aii Tomorrow Mary will cook. Tomorrow Mary will wash. Tomorrow Mary will iron. Tomorrow Mary will sweej). Tomorrow Mary will mop. Tomorrow Mary will sew. ^^^-:^^7^ Mjal t>^i^ ^^U^Z^i^^^ A^<^-^^ ,.^^^t-'''^^i^ ^.d^iCi^ Eighth Lesson, sugar salt flour eggs rice cheese I cook the eggs. I wash the dress. I iron the dress. I sweep the floor. I mop the floor. I sew the dress. ^A^.-^^^^'^'-^-''^^^ COMMISSION OP IMMIGRATION AND HOUSING. 25 Please cook the eggs. Please wash the dress. Please iron the dress. Please sweep the floor. Please mop the floor. Please sew the dress. _^<^^t^^^^ Ninth Lesson. tea coffee soup butter soap oil pepper potatoes flour I want a pound of butter. I want half a pound of tea. I want a quart of milk. -^^^ ^a^/>-^^yt-/~^.^■'^'-^ 26 'I'lllO IKt.Mr; 'I'KACIIKK. How JiiiK'li is hulicr today 1^ How niucli are (?ggs today? ^ Tenth Lesson. Playing Grocery Store. COMMISSION OP IMMIGRATION AND HOUSING. 27 SECOND SERIES. First Lesson. Colors: red blue yellow green brown purple black white gray I am happy. I have money. I go to the store. I buy cloth. I make a dress. I like my dress. '-^^-^^^.-^v/^ ...-^^^. pretty ugly 28 TJIK JiOMK TKACHKU. Second Lesson. Kinds of cldlli : cotton linen .silk wool Mary Ikis mouey. Mary goes to the store. Mary buys cloth. Mary makes a dress. Mary likes her dress. ^-^^^-€^€>^fe<^^<^^/^2^^^^^-^^-^^ light blue dark blue COMMISSION OF IMMIGUATION AND HOUSING. 29 skirt waist Third Lesson. coat cape dress stockings I was happy yesterday I had mone}^ I went to the store. I bought cloth. I made a dress. I liked my dress. hat shoes long short narrow wdde ;{() TIIK JfOMK TKACIIKU. Fourth Lesson. vest drawers petticoat chemise iiiiion-snit iii,<;"litii;o\vii I sliall l)e happy tomorrow. I shall have money. I shall go to the store. I shall buy cloth. I shall make a dress. I shall like my dress. I take off mv dress. I i)ut on my nightgown. COMMISSION OF IMMIGRATION AND HOUSING. 31 ^J^ '-^^-^-1^/ ^-r^^^-^- /? ^^:^^ i^y /-^';^^>:>..^:^^^ ^../i^":^^ /^;?^^^^;^ ^^.^C^^i^^l :{2 TIIK IIOMK TKAc;ni:u. Fifth Lesson. coat A'ost, Iroiiscrs shirt iiiKlci-shii-t (Irjiwcrs iiightsliii't suit hat hose Have you uiouoy'? Yes, I have money. I have no money. ^^z^^:^*-r^ ^-r v.unI lori^ wide TUa ta))J(i is live IVot loii.i;-. The floth is a yard wide. I Tow long is tliG cloth ? Mow wid(^ is tlie table? ^7,-^- ..-^^-t^-<^l<^^^;?^-^^^?^-'^-^:^ Tenth Lesson. Playing Dry Goods Store. COMMISSION OP IMMIGRATION AND HOUSING. 37 THIRD SERIES. First Lesson. child children living dead years old name boy girl Teacher — How many children have you ? Pupil — Seven. Teacher — Are they all living ? Pupil — Seven are living. Three are dead. Teacher — How many of those living are boys ? Pupil — Five are boys. Teacher — Then two are girls. Pupil — Yes, two are girls. Teacher — Please tell me the names of the boys. Pupil — Juan, etc. Teacher — How old is Juan ? Pupil — Juan is eight years old. Second Lesson. father mother husband wife son daughter brother sister grandmother grandfather uncle aunt cousin The brother loves the sister. I love my father and mother. •^-V^L-'^Ci •3i> 'IIIK IIOMK 'J'KACIIKU. Third Lesson. r.'U'ls of tlic ])()(!>': licad neck cliest arms Ic^s iiaiids I'cel iijigcrs lues cyos cars tongue nose I see with my eyes. I hear with my ears. I feel with my finf>fcrs. I tast(i with my ton.i;u('. I smell with my nose. tO--^ .^^;?^^;^^z: zy ^^<^1^-2^^^>-. ^^^o-j^^L^yL l-^-^J^^^. ^-^^^^z^-. ^--^^. '^;?^ Yon see with yonr eyes. They see with their eyes. We see with onr eyes. Maria sees with her eyes. Jnan sees with his eves. COMMISSION OF IMMIGRATION AND HOUSING. 39 Fourth Lesson. apple orange cabbage turnip sweet sour hard soft clean dirty fresh ripe bitter thirsty hungry Verb — Like. Teacher — Do you like apples'? Pupil — Yes, I like apples. No, I don't like apples. Teacher — Are you hungry ? Pupil — Yes, I am hungry. Teacher — Is the orange sweet ? Pupil — No, it is sour. Fifth Lesson, lace narrow wide thread- sell fine coarse Teacher — Can you make lace ? Pupil — Yes, I can make lace. Teacher— What size thread do you use ? Pupil — For fine lace I use number 60. For coarse lace I use number 20. Teacher — Linen thread or cotton thread ? Pupil — I use crochet cotton. Teacher — How much can you make in a da}^ ? Pupil — I can make a yard of narrow lace. I can make half a yard of wide lace. Teacher — Do you sell the lace ? Pupil — Yes. Teacher — For how much ? Pupil — A dollar a j^ard for the wide lace. TTalt' a dollar a yard for the narrow lace. 40 'I'lll-: IKiMK TKACMKK. Sixth Lesson. clock w.'ilcli lioiii- inimijc cai'ly hite tardy iiiL:,iil (lay sdionl sleep wake What time is Hi Tt is nine o'clock. ^ Seventh Lesson. house roof room ' wall window door ceiling landlord rent fair too high This house has three rooms. This room has two windows and one door. The rent is too high. The landlord must mend the roof. COMMISSION OP IMMIGRATION AND HOUSING. 41 ^^^-^^ 42 TIIK IIOMK TKACITRR. Eig-hth Lesson. spriiii;' siiiniiici' .-ml iiiiiii wiiitci* sun moon stars 'I'lic \vc;illici- is not w;iriii. The day is cold. It rains. The sun docs no< sliino. '^.fd^^.'^^l^^^ ,^^^-ZZ^,^^^'9^7^ 4^, i^Z '^/. ^i^^i^':^?yi^^i:^-^<^ ,^-9^1.^ Ninth Lesson. January February March Aj)ril May June July August September October November Deceniltcr When is yonr birthday'? My Ijirtlulay comes the twentieth of October. V^^^^'?''-^^^?^ '-^^ .i^^^---^^^^^^^^^^^;?^^^'^^/'^ .^-^i^'i^^^^^^-^^^^C^/^':?^ C^^i:^£^i^-^^^^-t^^y^ Tenth Lesson. Let us play at Making Visits. COMMISSION OF IMMIGRATION AND HOUSING. 43 FOURTH SERIES. First Lesson. Patriotism. I love the American flag. It is my flag now. I love its stars and stripes. This flag gives us protection and lilierty. My hnsband honors it. We teach our children to love the flag. Salute. This is my flag ; It stands for my comitry; I will love my flag And be true to ni}^ country as long as I live. Second Lesson. Street-car. [Teacher arranges chairs to represent two street-cars. Assign a pupil to be conductor for each car.] Pupil — I am going to visit a friend. I put on my hat. I go to the corner. I stop the car. I get on. I pay my fare. [To conductor.] Please give me a transfer to Grand Avenue. [Conductor gives transfer.] Where do I change? Conductor — Temple Block. [Pupil seats herself in car.] Conductor — [Calls.] Temple Block! [Pupil gets off and enters other car, giving transfer to that conductor.] Pupil — I want to get off at Ninth Street. Please call it for me. Conductor — All right. [Pause.] Ninth Street! Pupil — Thank you. [Gets off car.] 44 'iiir; iio.Mi.; 'ri:Ariii:ij. vjl'^\^c^^- . ^^^^^^_^^>^^^^. r^-/^,?-^ --^^-t:^-;^ ^^'t^^.^-C^. ^Cd^^^-^^^^-^tZ-^-A^ _^t^'^C'<^ ^-'C^-C'i^^C^t^^^^''^ ^^^^^e^ ^^-C^-7^-cy ^^t^/i,^ _^^J^^C-z2^-^ COMMISSION OF IMMIGRATION AND HOUSING, 45 Third Lesson. A house must not be damp. We need many windows. Dark rooms are very bad for the health. We must keep out flies with screens l)ecause flies bring sickness. Stale garbage is dangerous. A clean house is a good doctor. Fourth Lesson. In the Park. [Teacher has setting of this lesson as apj)ropriate as possible.] First Pupil — Let's go to the park. Second Pupil — Yes, I am very glad to go. [They cross room.] First Pupil — Now we are in the park. Second Pupil — The park is beautiful. First Pupil — See the flowers ! Second Pupil — Yes, and how sweet they smell. First Pupil — Hear the birds ! Second Pupil — I love to hear the birds sing. First Pupil — The sun is warm and bright. Second Pupil — The grass and trees are green. First Pupil — I must go home and get supper for my husband. Second Pupil — So must I. Let us go. [Tliey return to places.] U^ ^A-d^^-CytiU:.^ ^^/^/^^.Cd^ ^/'t'lJ^A^^'t^^/^^^^^ .^ /<^:^^^^>^'^- ^^i>^'^-z^^ -^^^S^t^-Z^-Z-i^-t:^ ^^yt-^^trz^'^^z^y^-^^t^.-^^^-C'^U'- ^-^a>-Z^ '-Z^ ^'i^l^^^'Ujy^- ^. ^^^^^(y^.^1^^<-^^<^ W ii^e^y^ ^^^■. €^ t^-^l.^i^^^^.'-C^i-^ J ^. >^^^^^ COMMISSION OF IMMIGRATION AND HOUSING. 47 Fifth Lesson. We must eat good food. We must drink good water. We must have good milk. We must bathe often. We must sleep with our windows open. We must not stay in the house all the tune. -^r-^^. y/^ ^^^^-^--cj^ ^Wd^^t^z.^ ^^.^^^^^-7^'V''^.^^^'^^^^^ ^y ..;^ ^^^^^-^^^ .^'P'Z^-t^i ^t^^^-^^^W^^^S-.^^S-^:^^^^^^^'^^ J^^y-^^7z^^^t:,jy^,jyd.^^^ /^-^ ^t^' ■6^:^-L IS IJII, lloMIC TKACIIKU. Sixth Lesson. I''ii;si Ti III. I w rile a letter. I |iiit, it. in an ('iiveloix;. I write the address. I liavo no stamp. I ^o to the Post ( )riiee. I ( loes to '* P. (). " I I want a stamp for this letter. Skcom) INi'ii. I Looking at lettei-.] Yn\\ need a five- ee)it stani|>. I''ii;si- 1*1 ni, lllaiids out money, receives stamp, puts il oil lettei'. I Where do I ma i I iiiv letter ? Sk('()M> I'i I'll.- Ovei- there. | Imlieates mail slot.] PinsT i'l rii,-Thaidv yon. [Mails letter.] Seventh Lesson. Visiting the School. [Kstahlish one pupil as Teac-lier with dolls to rei>resent children.] First Pui'iii — I am going to visit the .school. [Crosses to school.] Second Puj'IL — Uood afternoon. T am very glad to see yon. AVill yon have a seat? First Ptpil — [Seats herself.] Thank yon. My son J nan is in yonr school. Is he a good boy? Second Pupil — Yes, he is a good boy. FiKST PiiML — Does he stndy hard ! Second PrriL — Yes, he stndies hai-d. He is a line boy. 1 like to have him in my school. First Pupil — Thank yon very nmcli. ^ly Inisbaiid is l)rond of the l)oy. We hope he will make a fine man. Second Pupii^ — T am snre he will. First Pupil — [Rising.] I will go now. (ioodbye. Second Pupii^ — I thank yon for coming. I am always glad to see the parents of my pnpils. Goodbye. COMMISSION OP IMMIGRATION AND UOUSING. 49 Eighth Lesson. FiEST Pupil — I want to work. Second Pupil — What can you do ? FiEST Pupil — I can wash and iron. Second Pupil — What else? FiEST Pupil — I can wash windows and clean house. Second Pupil — Can you cook ? First Pupil — I can do plain cooking. ^ Second Pupil — What wages do you want ? First Pupil — Two dollars a day. Second Pupil — What l)y the month ? First Pupil — Twenty-five dollars. Second Pupil — What by the hour ? First Pupil — Twenty-five cents. Second Pupil — Will you come to my house Monday to wash ? First Pupil — Gladly. Second Pupil — I shall expect yuu. Goodbye. Ninth Lesson. Tea table attractively spread — actual refresliment. First Pupil — I am expecting company to tea. The tea is in the teapot. The cake is on the plate. Here comes my friend. Good afternoon. Second Pupil — Good afternoon. First Pupil — I am glad to see you. Second Pupil — Thank you. [She removes hat, which hostess puts away.] First Pupil — Sit down and we will have our tea. [Pours tea.] Do you take cream and sugar or lemon? Second Pupil — I take sugar but no cream. First Pupil — Will you have cake ? Second Pupil — Thank you. [Takes cake. Hostess serves herself. They take their cake and tea to a little distance and two other pupils use the tea table in similar manner.] 50 'I'lii'; iioMK 'I'lvNciiii;. Tenth Lesson. A\'<»i'(ls i\]u\ iiiiisir (>r '' AiiK ricji.'" Supplctncntarij. Otlicr solids, such as " IIoiiic, Sweet ironic." frames. Vov instance, anani;!' as for spelling matfli, only instead each coutestaiit must name an I^^nulish woivl. Tjatei", sen- tenees may be required. This book is DUE on the last date Htamped below m, WM 2 7 1931 mi «33 . 11 /iC in)-UBI 4WKFEB11 ICC*D LD-ttH JAN 2 11998 J|UV2 7^97S^ 0^ FEnn^9 JA|WLCg3©i979 iULSlWt 'orm L-9-35m-8,'28 OCT 06 ^M 3 11 58 00424 3571 NMlSillllllllliri "^°'°^'^'- LIBRARY FACILITY A A 001 433 956 a TY of CALIFORWA AT "-IBRARY Univ S(