SUPERINTENDENT OF PUBLIC INSTRUCTION 
 
 STATE OF CALIFORNIA 
 
 BULLETIN No. 5 B 
 
 soinr 
 
 490 UNIVERSE Of M 
 
 UBR*' 
 
 
 THE IMMIGRANT CHILD 
 
 IN THE 
 
 PUBLIC SCHOOLS 
 
 PREPARED BY 
 
 Daliforn ETHEL RICHARDSON 
 
 Assistant Superintendent of Public Instruction 
 
 icility 
 
 FEBRUARY, 1922 
 
 CAI.IKOISNIA STATE PRINTING OFFICE 
 SACK \MEXTO, 1922
 
 THE IMMIGRANT CHILD IN THE PUBLIC SCHOOLS. 
 
 When immigrant education is spoken of, it is generally assumed that 
 the foreign adult is the recipient of such education. Departments of 
 immigrant education in our schools are usually concerned with night 
 schools^ mother classes and the like ; but there is a phase of immigrant 
 education that is just as important and probably more important to 
 which little thought has been given, and that is the education of the 
 non-English-speaking child. 
 
 One takes for granted that all the needs of this child are adequately 
 cared for since he passes through the grades of the public school and 
 receives the same education as English-speaking children. To take so 
 much for granted is to fall far short of the truth. The course of study, 
 the graded system, and usually the teacher herself are all prepared 
 for children who speak and understand our language and traditions. 
 The handicap which the child who does not speak English suffers has 
 never been completely estimated. Meeting his needs, helping him to 
 catch up, interpreting his reactions, understanding his foreign home 
 and old-world up bringing ; these essentials in his school life are left 
 to the initiative and intuition of a teacher. She undertakes a task for 
 which she has received no training and for which no time is given in 
 the school day. 
 
 As a result many children sit through two and even three y^ars of 
 school repeating the grade and understanding only a little more the 
 second year than they did the first. In one district in California 
 twenty-seven children were promoted, twenty-one of whom were 
 repeaters, averaging 2.7 years in a grade for each child ; or the twenty- 
 one children had almost fifty-seven years of school. 
 
 The result is serious for the child and the school. Very often this 
 child is obliged to work at the earliest possible age, and therefore has 
 a short school term in which no time should be wasted. The loss of 
 self-confidence, the sense of being "queer," the continued isolation 
 and silence have effects upon his personality which are disastrous for 
 Mm and for his future citizenship. It is said that the English-speaking 
 countries educate children primarily for their own good and secondarily 
 for the good of the State, in contradiction to the Prussian ideal which 
 educates for the State. The non-English-speaking child who wanders 
 through the grades as a dullard, always in a fog, never clearly follow- 
 ing J,he work, is apt to develop morbidities which make his education a 
 failure, for whichever of these ideals we may be striving. 
 
 From the standpoint of the school, failure to meet this situation pro- 
 duces equally serious results. All through the system the children who 
 are deficient in everything where language is necessary create a drag 
 on every grade. Many high schools in California are forced to have 
 sixth grade English because their freshmen can do no better. Their 
 teachers are often impatient and annoyed at the extra burden and with 
 those pupils who make it. It is obviously a question which educators 
 have to face. It presents several phases. 
 
 In the first place, there is the child of primary grade who has never 
 heen to school, speaks no English, who can not read or write in any Ian-
 
 4 
 
 guage. Then there is the child whose age and maturity would warrant 
 his entering a class beyond the primary grade and yet he can not 
 speak or understand enough English to keep up. The subject matter 
 of the ordinary primary grade is too childish to interest him and he 
 is humiliated by associating with much younger children. He may or 
 may not be able to read and write in his native tongue. Often he is 
 the child of the migratory laborer and has been out of school most of 
 his life and is therefore illiterate. Sometimes he is well educated in 
 his own language. 
 
 The various situations in which these children of any age are found 
 adds to the difficulty of formulating a plan for their education. First 
 and most easily handled, there is the school in the congested districts 
 of our large cities w r here the foreign child makes up almost the entire 
 school population. Any methods or devices which the teachers adopt 
 to make English the spoken language of the group are equally service- 
 able for all the children in the class. The great difficulty here is to 
 modify the course of study to fit the needs of the school. The teacher 
 is often hampered by city supervisors of special subjects, music, draw- 
 ing, etc., who plan their work for the whole city without reference 
 to the language problems and want all the schools to meet the standards 
 they have set. 
 
 The task presents even greater difficulties where this child is found 
 in all the grades of the school from the first to the sixth (he seldom gets 
 beyond the sixth) and in each grade forms the minority. Here most 
 of the children speak English fluently; learning to read is for them 
 merely learning to connect the written with the known oral word. 
 Numbers, geography, all the work of the grade is a matter of exploring 
 new fields by a well known path. The minority the nine or ten chil- 
 dren who do not understand the language have no such easy road. 
 They sit in silence, learning to understand certain expressions, not 
 through knowing the meanings of the words, but through recognizing 
 the tone of the voice, just as a dog responds when his master says, 
 "Let's take a walk!" Because they are self-conscious about their 
 deficiencies, they are quick to follow the other children and pretend to 
 understand. Many teachers are misled by this responsiveness into 
 believing that their pupils can understand the language. I have exam- 
 ined many children who knew the meaning of less than twenty-five 
 English words when the teachers had assured me that they understood 
 everything that was said in the classroom. 
 
 Besides this, there is the one or two-room school where the teacher 
 is handling many grades and finds her task further complicated by chil- 
 dren of all sizes and ages who do not yet speak English. Inasmuch as 
 the rural schools are very apt to get the young teachers without expe- 
 rience, the most difficult problem of elementary education is left to 
 those least fitted to solve it. 
 
 For teaching in any one of these fields special preparation and train- 
 ing is necessary. It is important that a teacher appreciate the view- 
 point of her class. The environment, the traditions, the race and 
 religious prejudices of a group must be sympathetically understood 
 before a teacher can reach her pupils.
 
 5 
 
 A teacher should be able to picture the innumerable ways in which 
 the life in America is in contrast with ideas and conditions in the 
 foreign country whence the foreigner came. Generally speaking, the 
 foreigner in America may be compared to a mariner without a com- 
 pass on a strange sea. Even the school regulations are often misunder- 
 stood. A festivity may thoughtlessly be set on a religious holiday, and 
 all unknown to the inquiring teacher, the children's parents may be 
 as much horrified as would be the parents in a Puritan community, if 
 the school gave a dance on Sunday. A school which is continually 
 going at variance to all the old world ideals, of which it is in ignor- 
 ance, can not perform its educational function. It sets up chaos and 
 anarchy in the minds of the children. It is necessary for the teacher 
 to value the struggle which has given immigrant peoples the courage 
 to leave their old home, and her imagination must be fired with the 
 possibility of utilizing all these pioneer values in the upbuilding of 
 the next generation; without this sociological background that makes 
 real to the teacher the life and history of the folk she is hoping to 
 teach, no amount of precise method will be of any use. 
 
 However, once the point of view is gained, and the situation is under- 
 stood, the teacher will be looking about for the tools with which to 
 work. 
 
 Special administrative methods are necessary. In a 
 Admmis- sc hool where practically all of the children come from 
 foreign homes, this is comparatively easy. While the 
 variations and individual differences are greater in such classes than 
 in schools where all of the children come from American homes, there 
 is a reasonable homogeneity. 
 
 The grading, although it should not follow the standards of an 
 English-speaking school, can be comparatively regular. Of course, 
 there should be great flexibility about passing a child forward into 
 the class which his age and maturity justifies, if his progress is tem- 
 porarily delayed by his English handicap. Such a school will always 
 require some special classes. There will be new families moving into 
 the neighborhood whose children can not keep up with the others of 
 their own age who have attended the school regularly. These will 
 need special intensive coaching in English and should be put into 
 classes where practically all the attention can be given to that one 
 subject. 
 
 As attendance in a foreign school is often more irregular than in an 
 American school and as many children are taken away from the city 
 to go with their parents harvesting crops, it is often necessary to make 
 special provision for these children when they return. It is not fair 
 to those who have been in school for a full year to be held back by a 
 large group which returns after a long absence. From the standpoint 
 of the migratory child, since he leaves school and returns at about the 
 same time each year, he is always repeating the same part of the term 
 and will never make up that part of the course he has missed unless 
 put in a class by himself and given special instruction. 
 
 The administrative problem is more difficult in the school where 
 some of the children speak English fluently and others do not under- 
 stand it at all. Recognition of that fact will necessitate arrangements.
 
 6 
 
 Obviously, it is unfair that one child should be held back until another 
 learns the language, and it is equally unfair to allow a child to sit 
 through a class in confusion and darkness. When the child does not 
 understand, or is slower than the majority to grasp the meaning, he 
 stops trying to recite and unless he is called on directly, he makes no 
 effort to formulate his replies. This soon produces a habit of silence 
 and a conviction of his own incompetence that is seldom obliterated. 
 
 Consequently all children with a language handicap should be put 
 in classes by themselves. The primary 7 class will probably be the 
 largest. It is important that these little children should not be in a 
 class with the older ones, who are also learning the language. The 
 most important factor in teaching children English is making them 
 leant to talk by creating a situation where they are so interested that 
 they are eager to express themselves. This can not be done when 
 there are such variations in the children's ages that no common inter- 
 ests can be found. 
 
 For the children above primary grade there should be at least two 
 other special classes those representing the third and fourth, i<nd 
 those representing the fifth and sixth grades age, provided there are 
 enough children with a language handicap to justify the use of two 
 teachers. For the more advanced grades the children should be classi- 
 fied, first, as to age no seven or eight-year-old should be in the same 
 grade with those who are twelve and thirteen then according to 
 ability to speak English and literacy in their own tongue and, finally, 
 according to the routine method of school grading. Age and English 
 should always be the first consideration. 
 
 It is exceedingly important that the basis of segregation be language 
 and not nationality. The foreign children must never get the impres- 
 sion that they are being segregated because of some inferiority, or 
 because their native country is despised. The spirit of the school must 
 be such as to prove the genuineness of this effort in the child's behalf. 
 Just so soon as any child can compete in the regular grade he should 
 be sent to continue his work in a regular class 1 . However, he should 
 compete as an equal, not as a laggard. 
 
 These special classes must be kept so small (never more than twenty") 
 that much private attention can be given. 
 
 In some schools the language difficulty will not warrant more than 
 one such ungraded room. In that case, it is unwise to put children 
 of the receiving grade into the ungraded room with children of all 
 other grades, and if there are not enough children to make two receiv- 
 ing grades, one for the English and one for the non-English-speaking 
 children, the receiving grade teacher should make the segregation and 
 teach her class in two groups. It is as absurd to teach English and 
 non-English-speaking children together, setting for them the same gen- 
 eral requirements and putting them through the same program as it 
 
 ir This discussion is not concerning itself with the suitability of the course of study 
 in general for the needs of the foreign child. It is very clear to the writer that here", 
 too, is need for great readjustment. Such fundamental changes, however, are scarcely 
 within the power of the individual teacher until careful and scientific experimenta- 
 tion has been made under careful supervision. It is greatly to be hoped that such 
 studies will be carried on in centers that are equipped to make the results of their 
 investigations and the material they cover available for the rest of the state.
 
 7 
 
 would be to put the receiving class pupils in the third grade and give 
 them all the same work 2 . 
 
 Similarly in the one or two-room school, the teacher should segregate 
 all the children who do not speak English and deal with them as a 
 separate grade. They should be given at least two half-hour periods 
 a day in spoken English. In their number work and those subjects 
 which are less dependent upon language, they can fit into their proper 
 grades. To such a rural school teacher already crowded for time, this 
 may seem impossible but in the end it will lighten her burden all along 
 the line and more than repay her for the extra planning. 
 M The most important thing to remember in teaching a 
 
 language either to adults or children is that we do not 
 learn a spoken tongue by reading, or spelling, or hearing some one else 
 talk. All children have an understanding of the language far greater 
 than their ability to express themselves in it. We learn to speak only 
 by speaking. We do not learn to talk even by learning the names of 
 innumerable objects about the room. Such a word vocabulary may be 
 enormous without the child's being able to express his thoughts or 
 convey an idea. For language to be useful, sentences, phrases and 
 word correlations are necessary. 
 
 For this reason in teaching the foreign child two principles must be 
 kept in mind. First, that he be placed in a situation where he desper- 
 ately wants to talk and is not hampered or embarrassed by those with 
 much greater facility of expression, and, second, that he acquire those 
 phrases and that vocabulary for which he will have frequent use and 
 consequently will have constant encouragement to practice what he has 
 newly acquired. 
 
 This demands that the teacher shall choose the vocabulary which 
 the child needs in his daily activities ; in the school room ; on the play- 
 ground; in referring to himself, his body, his clothes; on his way to 
 school and at home. Having determined the essential vocabulary, it is 
 necessary to plan the conversational games by which it may be made 
 a part of the child's instrument of expression. There is appended to 
 this discussion a vocabulary and some conversation exercises. These 
 will not be more than suggestive and every teacher will want to develop 
 her own plans in accordance with the environment and needs of the 
 children. 
 
 For the group of the primary class, who do not speak English, there 
 should be no reading for at least three months, or until a vocabulary ol 
 three hundred words can be used with a fair degree of facility. It 
 must be remembered that many children of even three years of age 
 have a vocabulary of 1600-2000 words. For the child of school age 
 there is often a vocabulary of 5000 words. The foreign child has such 
 a vocabulary in his native tongue which serves him perfectly until he 
 goes to school, when he suddenly finds himself without any means of 
 expression. The sooner he is provided with the necessary tools, the 
 surer are the chances of his taking his place with his fellows. All the 
 time spent in reading by English-speaking children should be given 
 
 -The city of Oakland is making rrfbre time for this work by sending the children 
 home to lunch in two sections. One group goes at eleven and returns at one, remain- 
 ing until three, while the other goes at twelve, and returns at one and stays until 
 two. This gives the teacher two hours in the day when she has only one-half of her 
 class, thus providing opportunity for intensive drill in oral English.
 
 8 
 
 over to conversation exercises for the foreign child. When the reading 
 time approaches, all of the words which come in the book to be read 
 should be brought into the conversation and thoroughly mastered. 
 
 In these conversation exercises the teacher must have a definite plan 
 and goal of accomplishment for each day. One often sees a group of 
 children gathered about the teacher, talking about every thing in the 
 room in a rather aimless fashion. The procedure is determined by the 
 objects which happen to catch the teacher's eye. No such hap-hazard 
 method produces a language. A definite building process is necessary. 
 No exercise is valuable unless the teacher knows beforehand just what 
 new concepts are to be acquired and the relation of those concepts to 
 those of yesterday's drill and to the drill to be used tomorrow. 
 
 Three new pivotal words and perhaps four less important words, 
 with the appropriate English forms and structure, should be learned 
 each day and they should all be a part of that minimum vocabulary 
 previously determined upon. In addition to the new words, there 
 should be much practice on the words of earlier lessons, used if pos- 
 sible with new context. In all this special drill, it must be remembered 
 that the sentence and not the single word is the unit of language ; every 
 question should be asked and every answer given in complete sentences, 
 and all the time the situation must be one where the children want to 
 talk. Any game which creates enthusiasm and self-forgetfulness is 
 invaluable. 
 
 In the beginning the most concrete language should be chosen and 
 every sentence dramatized by the teacher and the children. Where- 
 ever possible the objects talked about should be brought into the 
 school room, and the verbs illustrated with pictures or by action. 
 Teaching English to foreign children requires an immense amount of 
 preparation of materials by the teacher. Unless there is abundant 
 illustration and little verbal explanation, confusion is bound to result. 
 The teacher must be forever on the lookout for good supplementary 
 material, pictures, charts, toys and objects that will captivate attention 
 and interest. Objects are better than pictures when the former can 
 be obtained. In connection with pictures for classes of foreign chil- 
 dren, two things must be remembered one that they have not had 
 many pictures to look at and consequently are slower to recognize the 
 reproduction, and, two, that the picture must be simple. Because of 
 their unfamiliarity with pictures and their lack of knowledge of the 
 English symbol, if a picture is helpful it must clearly illustrate just 
 one thing. A picture with a number of characters, which tells a whole 
 story, is very confusing. For instance, a picture of a little girl jumping 
 rope, with no background, is good, because the teacher can jump and 
 the children jump, so there is no doubt about the action which is being 
 illustrated. On the other hand, a picture seen recently in a school 
 room labeled "work," where a boy is building a house for his dog and 
 the dog, bringing the timber in his mouth for his master to use, is 
 satisfactory enough for the child who knows "dog" and "house" and 
 "work" and "build" in his native language, but it illustrates so much 
 that the foreign child is no nearer the meaning of "work" than he 
 was before he saw the picture. As often as possible, for the sake of
 
 saving confusion, two pictures should be obtained to illustrate each 
 sentence or each verb so that the repetition brings out the particular 
 meaning that has been chosen. 
 
 Beside the conversation drill, where the language power 
 English* 81 is bein developed formally, there are all the innumer- 
 able occasions where with a little care the child can be 
 given informal practice. In the number work, instead of abstract fig- 
 ures, we can add two chairs and two chairs. In a well conducted class 
 everything is made a vehicle to teach English. Again, if the teacher 
 speaks distinctly and is careful of her choice of words, the non-English- 
 speaking child can carry out all sorts of simple commands; and tell 
 what he is doing. He who needs it most must be chosen for any such 
 special task. Whenever materials are being distributed, care must 
 be taken to see that all the children can give them their right names. 
 Similarly, in working with color charts or crayola, it is important to 
 say "This color is blue, this color is red," and not "This is blue, etc." 
 In many classes one sees children coloring yellow ducks, or green eggs, 
 who can not name the things with which they are working. Busy 
 work of this kind can be almost useless except for keeping the children 
 quiet or it can be an excellent means for getting in a little more lan- 
 guage work. The teacher must be certain that the vocabulary she uses 
 in conducting these activities has been previously included in her oral 
 drills. In asking questions of the American child, the teacher expects 
 the answer to express an idea which he has formulated. The foreign 
 child may be equally capable of formulating the idea, provided he can 
 understand the question, but he will be unable to find the English 
 words. Consequently he should always be asked questions in such a 
 way as to give him the words for the answer. What he needs is to 
 hear and repeat, hear and repeat until he is thoroughly grounded. For 
 instance, if, for busy work the teacher says, "We are going to make a 
 basket for flowers," she should ask, not "What are we going Jo do?" 
 but "What are we going to make?" and "What are we going to make 
 a basket for?" 
 
 The interested teacher can teach more English on the playground 
 than in the schoolroom, if she sees to it that the foreign child is included 
 in the games and suggests games where talking is necessary. In the 
 formal language lesson it is most important to give the vocabulary which 
 the child can use afterward in his play. Similarly the period of phys- 
 ical exercises can be used as the basis for an English lesson if the 
 teacher is careful that the commands are understood and not just 
 blindly followed. 
 
 R ,. After the child has a comfortable speaking vocabulary 
 
 and has mastered his three hundred English words, he 
 can be introduced to reading. It is essential that the subject matter 
 of this reading be suitable. For this reason it is better to begin with 
 stories in which there is as little of the purely imaginative and abstract 
 as possible. Fairy tales and folk lore are very confusing to children 
 who have never heard those stories and are constantly having to orient 
 themselves in a new situation. For instance, one small boy who ha'd 
 read "The Little Red Hen" story, but knew nothing of hens in his 
 every-day experience, was asked, "What does the hen do at Easter
 
 10 
 
 time?" and quite naturally he answered, "Bakes bread/' as if that 
 were the principal function of hens. This child, living in a strange and 
 difficult world, should be reading about the things he sees about him, 
 on the street, in his play life and in his home. The idle repetition of 
 phrases, where there is no plot, is equally unsatisfactory. Even with 
 the most suitable content in the reading book, every device known to 
 the primary educator will be needed to prevent the reading from becom- 
 ing a memory stunt and a process of calling words. Careful explana- 
 tion of the story before hand, project work, dramatization, charts and 
 flash cards are more useful for this than for any other group of chil- 
 dren. For it must be remembered that reading is not necessarily build- 
 ing up the language of expression just as ability to read aloud is no 
 test of the understanding of content. A child may be able to read 
 pages of words which are meaningless to him. He may even know the 
 meaning of many of the isolated words, and fail to get the thought. 
 This will not happen if the words in correlation are developed orally, 
 days before he sees them in print, and if he is given an opportunity 
 to reproduce the story after his silent reading of it. Oral reading is 
 the least important part of the reading process. It is as much an art 
 as singing or dancing, and with all our efforts we are not going to pro- 
 duce many artists. On the other hand, we can give every boy and girl 
 the open door to opportunity that comes with the ability to do silent 
 reading easily with personal pleasure and satisfaction. 
 
 There is no prescription that can be written for giving the foreign 
 child a chance to become an American, unhampered by cruel and unnec- 
 essary handicaps. At best, the foregoing can only serve to remind the 
 teacher of the importance of using her own initiative. After all, once 
 the teacher is conscious that her first and last task with the immigrant, 
 child is to give a medium of communication, she will find countless 
 ways, never before thought of, to accomplish that end. Until the 
 child has the language there is nothing worth teaching that does not 
 contribute to language facility. 
 
 A vocabulary for the primary grades and some suggestive oral lan- 
 guage lessons are appended, also a list of suitable subjects and a model 
 lesson for the oral lesson for an ungraded class of older children. The 
 vocabulary as well as the lessons can not very well be suggested for 
 this group because the age and interests of the pupils are the important 
 factors in determining this material. It is to be hoped that such 
 material can be developed in the near future and carefully graded 
 for the teacher who can not do this for herself. 
 
 Every teacher in the field should be familiar with the pamphlet 
 written by Miss Sarah Barrows of the San Francisco State Teachers 
 College on "English Pronunciation for Foreigners." This can be 
 obtained from the Superintendent of Public Instruction, Sacramento, 
 California, on request. 
 
 For the children beyond the primary age, the methods 
 Non-English- use( j j n f ne night school for teaching adults are often 
 Beyond g the suitable. "Where the children can read and write in their 
 Primary Age. wn language, the oral and written work can be carried 
 on simultaneously, always remembering that in learning 
 a language the sound should be heard and the words used orally before
 
 11 
 
 they are seen or written. For details of method, see Immigrant Edu- 
 cation Manual, published by the State Superintendent of Public 
 _, Instruction. The school readers are entirely unsuitable 
 
 for this class and should never be used. The vocabulary 
 of those whose content might be suitable is much too difficult. The 
 adult texts dealing with such subjects as the fireman, the policeman, 
 the store, the house, the school, are. far more satisfactory. 
 Model rpj^ f u ow j n g lesson is given as a model of the sort which 
 
 the teacher can write herself and present as indicated: 
 
 The grocery boy drives the automobile down street. 
 
 He stops at the filling station at the corner of and 
 
 streets and he buys gasoline. 
 
 The man at the filling station says, "How much gasoline do you 
 want ? ' ' 
 
 The boy says, "Five gallons." 
 The man says, "Do you want oil?" 
 The boys says, "No, I have plenty of oil." 
 
 He buys five gallons of gasoline and gives the man one dollar and 
 fifteen cents. 
 
 Gasoline costs twenty-three cents a gallon. 
 
 For this lesson, the teacher should have an automobile, 
 eitner a toy or a picture, and a picture of a filling station. 
 The new wor ds are underscored and methods of dramatiz- 
 ing or illustrating each one of these must be at hand. 
 After the lesson has been developed orally it can be acted out by the 
 children. As soon as possible, lessons on a topic like this with narrative 
 value, a real story, should be introduced. In presenting the lesson, 
 the teacher should say the first sentence and dramatize it. It is pre- 
 sumed that "grocery boy" occurred in a previous lesson on the store. 
 After the teacher says the sentence over several times, she has the class 
 say it in unison and allows each child to say it several times. Then it 
 is printed or written on the blackboard and read. Each sentence is 
 taken up in the same way, the teacher saying it first, the children 
 repeating it first in chorus and then individually. After each child 
 has formed a correct oral habit, the sentence can be read, and at the 
 end of the lesson, each child should copy it into his notebook. It is 
 important that no words be chosen for these beginning lessons that 
 can not be clearly understood by dramatization. 
 
 ,,, . The subject matter of these lessons should be chosen 
 
 from the child's experience. 
 
 School. Home activities. Store. 
 
 Street. Automobile. Buying food. 
 
 Street-car. Railroad. Clothes. 
 
 Parks. Policeman. Aeroplane. 
 
 Playgrounds. Fireman. Bicycle. 
 
 Games. Fire engine. Newspaper. 
 Home.
 
 12 
 
 PRIMARY CONVERSATION EXERCISES FOR NON-ENGLISH- 
 SPEAKING CHILDREN. 
 
 The following series of conversation exercises have been written to 
 illustrate certain fundamental principles that must be adopted if we 
 are to help the foreign child learn the English language. Teachers 
 will undoubtedly find better and more appropriate illustrations, but 
 the principles are sound. 
 
 1. The process of learning a language must progress from hearing, 
 to speaking, then reading and writing. Any attempt to introduce the 
 last two before the first produces chaos. 
 
 2. Facility can only come with abundant practice in speaking. 
 Complete familiarity with oral words can be obtained without the 
 child's being able to talk. 
 
 3. Synthetic development of language does not produce ability to 
 speak. The sentence (words in their correlation) must be used and 
 not single words; therefore all conversation drill must demand that 
 the children speak in sentences. 
 
 4. The drill for each day must introduce a few new words, not 
 more than four to six, and offer abundant opportunity for repetition 
 of the vocabulary of previous drills. 
 
 5. The vocabulary each day must be part of a minimum vocabulary 
 previously determined upon. This vocabulary must be chosen with 
 regard to the child's need for expressing himself in his daily activities; 
 in the school, on the playground, on the way to school, and at home and 
 must lead up to the books he will ultimately read. 
 
 '6. This conversation drill must concern itself with subjects of real 
 interest to the child and must create situations where the child is eager 
 to talk. 
 
 7. Each lesson introduces some problem of structure such as plurals 
 or pronouns which requires drills to establish correct habits. 
 
 In writing out the conversations in this manner, there is an inevitable 
 formalism that should not prevail in the classroom. As far as possible 
 all these English drills should develop out of. a play situation. The 
 more natural the conditions, the more favorable are the opportunities 
 for learning the language. 
 
 PRIMARY CONVERSATION EXERCISES FOR NON-ENGLISH- 
 SPEAKING CHILDREN. 
 
 LESSON I. 
 
 Teacher: Good morning. 
 Pupils: Good morning. 
 Teacher : Come and sit on these chairs or 
 Come and stand here. 
 
 NOTE. These can not be explained but the teacher will say this each day and 
 have the children follow out the command. 
 
 Let the teacher hold up two dolls, one dressed as a boy, and one as 
 a girl, and say "doll." Give one of the dolls to each child to hold for 
 a minute, and say "doll," having the child repeat the word several 
 times while he is holding it. Give the doll to each child, saying, "I give
 
 13 
 
 you the doll," then, by holding out her hand let the teacher indicate 
 the action, and say, "Give me the doll," and help the child to say "I 
 give you the doll." This should be done all around the class. When- 
 ever possible all through the day, the teacher should speak directly to 
 these children and say "Give me the paper," "Give me the pencil," 
 and require the child to repeat while complying "I give you the 
 " The teacher should use "Thank you" as often as pos- 
 sible and try to encourage the children to imitate her at the proper 
 time, with care that the "th" is correctly articulated before bad habits 
 are formed. 
 
 Structure Problem I and Me. 
 
 NOTE. All during the day, the teacher should bear in mind the particular struc- 
 ture problem which she has introduced in the oral lesson and use every opportunity 
 for special drill. Great care should be taken to avoid crowding too many difficulties 
 into one day. As correct speaking is often more a question of habit, than knowledge 
 of grammar, the correct habits should be established as soon as possible. 
 
 LESSON II. 
 
 Teacher: Good morning, girls and boys. 
 
 Pupils : Good morning. 
 
 Teacher : Come and sit on these chairs or 
 Come and stand here. 
 
 Holding up a doll, let the teacher wait for a response from the chil- 
 dren, attempting by questioning looks, holding the doll before individ- 
 ual children, etc., to get some child to say "doll." If it does not come, 
 let her help them until someone has said "doll." 
 
 After each child has said "doll," the boys and girls should be sep- 
 arated and the teacher says, "Boys, here," "Girls, there," or "Boys, 
 stand here," "Girls, stand there." Here again, although many of the 
 children will not understand girl or Tooy, not too much time should be 
 spent except by frequent repetition on the part of the teacher: 
 "Boys" "Girls," and indicating the group meant. 
 
 The boy doll should be given to one boy, and the girl doll to one 
 girl, and around the circle, each child saying to his neighbor, ' ' Give me 
 the doll," "I give you the doll," acting as they go. Then with rather 
 elaborate maneuvers, creating as much suspense as possible, the teacher 
 makes the two dolls sit on a chair and says, ' ' The doll is sitting on the 
 chair," and asks around the circle, "Where is the doll sitting?" It 
 is important that nothing less than a complete sentence should be 
 accepted as an answer at all times, "The doll is sitting on the chair." 
 
 Structure Problem Inverted Form Question. 
 
 LESSON III. 
 
 Teacher: Good morning, girls and boys. 
 Pupils: Good morning, Miss 
 
 Teacher: Come and stand here. 
 
 Boys, stand here, and girls stand here. 
 
 Let the teacher hold up a doll and wait for a response. Perhaps 
 someone will say ' ' Give me the doll, ' ' and he should get it immediately 
 to hold a long time, and the other doll should be held up to encourage 
 another child to say "Give me the doll." If this does not happen, the
 
 14 
 
 teacher should go about to several children and say, "Shall I give you 
 the doll?" Let the rising inflection indicate a question very clearly, 
 and give the doll to the child who comes nearest to making a complete 
 sentence. Then, the sentence should be repeated for the benefit of the 
 other children, and great enthusiasm shown over the child who said it 
 correctly. 
 
 Teacher: "John, make the doll sit on the chair." 
 
 This should be said to each of the children who has a doll, bringing 
 out the chair, putting it in place and indicating the meaning. There 
 should be plenty of time and repetition until each child understands, 
 and complies, and then let him say. "The doll is sitting on the chair." 
 
 Then around to each child : 
 
 Teacher: Shall I give you the doll? 
 
 Pupils : Give me the doll. 
 
 Teacher : Make the doll sit on the chair. 
 
 Pupils: The doll is sitting on the chair. 
 
 Then let the teacher hold up the dolls and say : 
 
 "My doll's name is ," giving a girl's name common to 
 
 the nationality most largely represented, and "Your doll's name is 
 
 ," giving a boy's name to a doll w r hich has been handed 
 
 to one of the children. 
 
 Then around the circle again, "What is the doll's name?" "What 
 is your name," and after that is completed let the teacher say, "My 
 name is ," said in concert. 
 
 NOTE. For busy work the children may be given a blotter on which their names 
 are written, and helped to follow the indentations, and later to write their names 
 independently. Whenever possible, while helping any individual child, the teacher 
 says, "What is your name?" and insists on the complete answer, "My name is 
 
 Structure Problem Sit, is sitting. 
 
 LESSON IV. 
 
 Teacher: Good morning, girls and boys. 
 Pupils: Good morning, Miss 
 
 Teacher: Boys stand here, girls stand here. 
 Teacher : Who wants the doll ? 
 Pupils : Give me the doll. 
 Teacher: What is the doll's name? 
 
 Pupils: The doll's name is 
 
 Teacher: What is your name? 
 
 Pupils: My name is 
 
 Teacher : What is my name ? 
 
 Pupils: Your name is 
 
 Then around to each child : 
 Teacher : Who wants the doll ? 
 Pupils: I want the doll. 
 Teacher : The doll is standing beside the desk. 
 Teacher: Where is the doll standing? (To each pupil.) 
 Pupils : The doll is standing beside the desk. 
 
 Then creating a moment of suspense, let the teacher put the doll on 
 the chair, and ask, "Where is the doll sitting?" The child who says
 
 15 
 
 it first gets the doll, and the teacher says, "Stand the doll beside the 
 desk." Performing the action, the child says, "The doll is standing 
 beside the desk." 
 
 Teacher: "Marie, make the doll sit on the chair," and around the 
 class, alternating, "beside the desk" and "on the chair," having the 
 child repeat the words while performing the action. 
 
 Teacher: "Shut your eyes" explaining "eyes" and "shut" and 
 "open." "Open your eyes." 
 
 Having changed the position of the doll she asks, "Where is the 
 doll?" and the child, either boy or girl, who answers correctly gets the 
 doll and it sits on a chair beside his desk the rest of the day. 
 
 At any leisure moment during the day, the teacher should ask dif- 
 ferent ones of these children to shut or open the door, sit on a chair, 
 stand beside the desk, until they are familiar with these commands. 
 
 Structure Problem Prepositions. 
 
 LESSON V. 
 
 Teacher: Good morning, boys and girls. 
 
 Pupils: Good morning, Miss 
 
 Teacher : Bring your chairs and sit here. 
 
 Teacher: (Without showing the doll) Who wants the doll this 
 morning ? 
 
 Pupil: I want the doll. 
 
 Teacher : Where is the doll ? 
 
 Everyone hunts around and the doll is found on a chair at the far 
 side of the desk. When one pupil finds the doll, let the teacher ask, 
 "Where is the doll?" 
 
 Pupil : The doll is sitting on the chair beside the desk. 
 
 Teacher: Bring me the doll. 
 
 Teacher: What are you bringing me? 
 
 Pupil : I am bringing you the doll. 
 
 With deliberation, and with care to hold the children's attention, let 
 the teacher begin to undress the doll, first the boy, and then the girl. 
 When the dolls are undressed she gives one to a boy, and one to a 
 girl, and gives each article of clothing to a different child and says, 
 "Let us dress the doll." 
 
 Teacher : Who has the shirt ? 
 
 Pupil with the shirt : I have the shirt. 
 
 Teacher : Give John the shirt. 
 
 Teacher: (To pupil with doll) What is giving you? 
 
 Pupil with doll : He is giving me the shirt. 
 
 Continue this exercise with stockings, shoes, pants, coat, hat, dress, 
 etc. 
 
 Teacher: John, where is your hat? 
 Bring me your hat. 
 
 There will, undoubtedly, be confusion here, and time must be given 
 to have John know the difference between "the doll's hat" and "your 
 hat." Each child should then be called on.
 
 - 16 
 
 Teacher : Where is your hat ? 
 Bring me your hat. 
 Pupil: I bring you my hat. 
 
 If time permits, the same exercise can be had with coats, if the chil- 
 dren have them. 
 
 Structure Problem You, your, who. 
 
 LESSON VI. 
 
 Teacher : Good morning, boys and girls. 
 Pupils: Good morning, Miss 
 
 Teacher: Please bring your chairs here. (When it has been done) 
 
 Teacher: Thank you. 
 
 Teacher: Today we are going to dress and undress the dolls. Who 
 
 wants the doll ? 
 
 Pupil: I want the doll. (The two who speak first each get a doll.) 
 Teacher: Undress the doll. Take off the girl's hat. Take off the 
 
 boy's hat, Who wants the girl's hat? 
 Pupils: I want the girl's hat. 
 Teacher: Who wants the boy's hat? 
 Pupils: I want the boy's hat. 
 Teacher: Take off the girl's coat. Take off the boy's coat. (Proceed 
 
 as above until all the garments are distributed.) Then, 
 Teacher : Shall we dress the doll ? 
 Pupils : Yes, we shall dress the doll. 
 Teacher: (To boy or girl with doll) What do you want? Do you 
 
 want the shirt? 
 
 Pupil with doll : Yes, I want the shirt. 
 Teacher: Who has the shirt? 
 Pupil : I have the shirt. 
 
 Teacher : Give John the shirt and he will dress the doll. 
 Pupil with shirt : I am giving John the shirt. 
 Teacher: Is it the boy's shirt or the girl's shirt? 
 Pupil: It is the boy's shirt. 
 
 Teacher: (To pupil with doll) Have you the shirt? 
 Pupil with doll : Yes, I have the shirt. 
 Teacher : Put on the shirt. What are you putting on ? 
 Pupil: I am putting on the shirt. (And so on until the dolls are 
 
 dressed.) 
 
 Let the teacher again distribute all the clothes, saying, "Who wants 
 the shoes?" 
 
 Pupil : I want the shoes. 
 
 Teacher: (After they are distributed) Who has the dress ? 
 
 Pupil : I have the dress. 
 
 Teacher: Bring me the dress. Thank you. Put the dress on the 
 
 chair. 
 Teacher : Where is the dress ? etc. Thank you. Until every one can 
 
 talk about the clothes. 
 
 This can be varied in countless ways and many games played. 
 Hiding the clothes, putting the wrong clothes on the dolls, having the 
 children blindfolded and some clothes put on or taken off and letting
 
 17 
 
 them tell what has been done. A week of work can be developed from 
 the doll and its clothes without loss of interest if the play spirit is kept 
 up and the conversations developed out of the children's natural 
 activities. 
 
 Structure Problem Possessive form. This is difficult because of 
 the pronunciation. It is important that the child should already be 
 familiar with the plural form through his number work. 
 
 LESSON VII. 
 
 How do you do? 
 
 Teacher: Good morning, boys and girls. 
 
 Pupils: Good morning, Miss 
 
 Teacher: How are you this morning, John? 
 
 Pupil : Very well, thank you. 
 
 Teacher: How are you, Mary? 
 
 Pupil : Very well, thank you. 
 
 Teacher: Put your hands above your head. Stand on your feet. 
 
 Put your hands down. Sit on your chair. 
 
 Have several children do this alone, saying, "I am putting, etc." 
 For this lesson it is best to use a simple play house which the chil- 
 dren have been building for their busy work. A number of good pic- 
 tures of a house can be substituted but are less satisfactory. 
 Teacher: What do you see? 
 Pupils: I see a house. 
 
 Have each pupil walk to the house and say, "I walk to the house." 
 Teacher : What do you see here ? 
 Pupils: I see a window. 
 Teacher : What do you see here ? 
 Pupils: I see a door. 
 Teacher: Can you find another door in the house? 
 
 I can find another door. 
 
 Can you find another window in the house? 
 
 I can find another window. 
 
 Find a door in this room (indicating room by gesture). 
 
 I can find a door in this room. 
 
 (Returning to the doll's house) Can you see the porch? 
 
 I can see the porch. 
 
 Put the chair on the porch. 
 
 I am putting the chair on the porch. 
 
 Open the window. 
 
 I am opening the window. 
 
 Close the door. 
 
 I am closing the door. 
 
 Pupil : 
 Teacher: 
 Pupil : 
 Teacher: 
 Pupil : 
 Teacher 
 Pupil: 
 Teacher: 
 Pupil : 
 Teacher 
 Pupil : 
 Teacher 
 Pupil : 
 
 Structure Problem I am, can.
 
 18 
 
 LESSON VIII. 
 
 Regular greeting as in Lesson VII. 
 
 Teacher: Did you walk to school this morning? (Show picture of 
 of school take children outside and explain school and 
 yards.) 
 
 Pupil: Yes, I walked to school this mom ing. 
 Teacher: It is cold in the yard. (Dramatize.) 
 
 It is warm in the school house. 
 
 Is it warm in this house? (Showing the doll's house.) 
 Pupil : Yes, it is warm in the house. 
 Teacher: The stove makes it warm. 
 
 What makes it warm? 
 Pupil: The stove makes it warm. 
 Teacher : Where is the stove ? 
 Pupil : The stove is in the house. 
 
 Teacher : Where is the stove that makes the school warm ? 
 Pupil : The stove is in the school. 
 
 Teacher has pupil walk to the stove. Where are you walking? 
 Pupil: I am walking to the stove. 
 Teacher : Walk to the door. 
 Pupil : I am walking to the door. 
 Teacher: Stand beside the chair. 
 Pupil': I am standing beside the chair. 
 Teacher: I am running to the door. (Dramatize.) You run to the 
 
 door. 
 
 Teacher: Where are you running? 
 Pupil : I am running to the door. 
 
 Teacher: I am cold. I sit beside the stove. Are you cold? 
 Pupil : Yes, I am cold. 
 
 Teacher: Do you want to sit beside the stove? 
 Pupil: Yes, I want to sit beside the stove. 
 Structure Problem It is warm, it is cold. 
 
 LESSON IX. 
 Usual greeting. 
 
 Teacher : Let us play house. John is the father, Mary is the mother, 
 Susy is the sister, William is the brother. (Show many 
 pictures to explain.) This is our house (showing the 
 doll's house). Let us name everything in the house. 
 AVhat is your name ? 
 Pupil : My name is Mary. 
 
 Teacher: What is the name of this (indicating a chair). 
 Pupil : That is a chair. 
 Teacher: The name of this is window, door, stove, bed, floor, table, 
 
 picture, rug, brush, tub, broom, etc. 
 What is the name of this? Each of the objects pointed out 
 
 separately as with chair above. 
 Then, objects or pictures distributed, and "Who has the 
 
 table?" 
 
 Pupil: I have the table. 
 
 This may be as much as can be done in one lesson. The following 
 may be used for next day. Whenever the names of the articles in the
 
 19 
 
 house are familiar to most of the class, the verbs which are common in 
 the house may be added. 
 
 Teacher : Mother, make the bed. 
 
 Pupil : I make the bed. 
 
 Teacher : Father, make the fire. 
 
 Pupil: I make the fire. 
 
 Teacher : Sister, sweep the floor. 
 
 Pupil : I sweep the floor. 
 
 Teacher: Brother, clean the window. 
 
 Pupil: I clean the window. 
 
 Teacher : What is father making ? 
 
 Pupil : Father is, etc. 
 
 Teacher : Who is making the bed ? 
 
 Pupil : Mother is making the bed. 
 
 Teacher: Who is sweeping the floor? 
 
 Pupil: Sister is sweeping the floor. 
 
 Teacher : What is brother cleaning ? 
 
 Pupil: Brother is cleaning the window. 
 
 Structure Problem This and that. 
 
 LESSON X. 
 Usual greeting. 
 
 Objects for this lesson: doll, basin, soap, water, towel, brush, comb, 
 toothbrush. (Slowly dramatizing.) 
 
 (There are enough words here for two lessons.) 
 
 Teacher: (using doll's name) is going to school. 
 
 She washes her hands and face, and dries them on a towel. She 
 cleans her teeth with the toothbrush. Her mother brushes her hair. 
 She walks to school. 
 Select one child after another. 
 
 Teacher: John, you wash (doll's name) face., 
 
 Mary, you brush (doll's name) hair. 
 
 James, you dry (doll's name) face. 
 
 Here is the towel. What did you dry her face with? 
 Have each child go through the motions of washing the doll's face, 
 etc., repeating as he does so. 
 
 LESSON XI. 
 
 Teacher: Good morning, boys and girls. Did you brush your teeth 
 this , morning ? Did you brush your teeth, John? Did 
 you brush your teeth, Mary ? and around the class, dram- 
 atizing to be sure the meaning is clear. 
 
 Teacher: Did you wash your hands? Show me your hands. John's 
 hands are clean. Miguel's hands are dirty. Miguel must 
 wash his hands. (All the dirty hands are washed while 
 the children recite) : "Miguel is washing his hands with 
 soap and water. He is drying his hands on the towel." 
 
 Teacher: Did your mother brush your hair? 
 
 Pupils answer. (Be careful to allow each child to hear the past tense 
 form and use it.) 
 
 Structure Problem Past tense.
 
 20 
 LESSON XII. 
 
 NOTE. It will be well to alternate the hours for the drill and meet occasionally 
 in the afternoon. 
 
 Teacher: Good afternoon, boys and girls. 
 
 Pupils: Good afternoon, Miss 
 
 . Teacher : How are you this afternoon ? 
 
 Pupils: Very well, thank you. 
 
 Have the children put the dolls at a small table and set it for a meal. 
 Talk slowly and dramatize. 
 
 Teacher: is eating her dinner. She is sitting at the 
 
 table. The knife, fork and spoon and plate are on the 
 table. She is drinking milk from her glass. John, can 
 you see (the doll's name) eating her dinner? 
 
 Pupil: Yes, I can see eating her dinner. 
 
 Teacher: Where is sitting to eat her dinner? 
 
 Pupils : She is sitting at the table to eat her dinner. 
 
 Teacher : Did you eat dinner yesterday ? 
 
 Pupils : Yes, I ate dinner yesterday. 
 
 Teacher: Is she eating her dinner with a fork? 
 
 Pupils : Yes, she is eating her dinner with a fork. 
 
 Teacher: Is she eating her dinner with a spoon? 
 
 Pupils: Yes, etc. 
 
 Teacher: What is she drinking? 
 
 Pupils: She is drinking milk. 
 
 Teacher : Did you drink milk for breakfast ? 
 
 Pupils : Yes, I drank milk for breakfast. 
 
 Teacher: Where is the milk? 
 
 Pupils : The milk is in the glass. 
 
 Teacher : John, do you drink milk ? 
 
 Pupil: Yes, I drink milk. 
 
 Teacher : Who wants a drink of water ? 
 
 1C781 5-22 2M
 
 21 - 
 
 VOCABULARY FOR NON-ENGLISH-SPEAKING CHILDREN IN 
 THE PRIMARY GRADES. 
 
 The following vocabulary is a suggested list from which the primary 
 teacher may select the three to five hundred English words which the 
 child should be able to use orally before beginning to read. For the 
 sake of brevity, only one form of the verb is given, and the auxiliaries 
 are not included, the various forms of the personal pronouns are omitted, 
 as well as numbers, proper names, the days of the week, and the months. 
 Obviously all these should be included in the child's vocabulary. 
 
 The list is made up in the following way: 
 
 Column 1 is the vocabulary worked out by Ethel Richardson, 
 Assistant Superintendent of Public Instruction, in charge of Immigrant 
 Education. 
 
 Column 2 is the vocabulary worked out by Miss Madeline Veverka, 
 Supervisor of Primary Education in the Los Angeles City Schools 
 
 Column 3 is the vocabulary worked out by Miss Sarah Barrows of the 
 San Francisco Teachers College. 
 
 Column 4 is the vocabulary list made from a study of twelve primers. 
 Every word is included that occurs in four of these primers. This work 
 was done by a committee of B-l teachers in the Los Angeles City Schools 
 in 1919. The texts chosen were: 
 
 Free-Treadwell Riverside 
 
 Elson Runkel Story Hour 
 
 Holton Curry Young and Field 
 
 Horace Mann Aldine 
 
 Natural Method Beacon 
 
 Progressive Road Gordon 
 
 Column 5 is a vocabulary of a normal American boy three years old 
 living in a cultured home. All the words in this child's vocabulary are 
 not included because they are too specialized in their interest to be useful 
 here. 
 
 Column 6 is the vocabulary given by William Boyd in "Development 
 of a Child's Vocabulary." Words which occurred in this list alone and 
 in none of the other six have been omitted as too localized to be useful. 
 
 Column 7 is the vocabulary to about 150 words used in an experiment 
 with non-English-speaking children by Dr. A. H. Sutherland of the De- 
 partment of Research in the Los Angeles City Schools. It was discovered 
 that with even this small oral vocabulary the child's progress was tre- 
 mendously accelerated. 
 
 Teachers of non-English-speaking children in California are urged to 
 use this list, add to it those words of local character which come within 
 their own pupils' experience and give an oral drill that will add a few 
 new words each day until the child has mastered at least 300 oral words. 
 Reading can come after this and will be taught much more easily with this 
 foundation. 
 
 S 16781
 
 22 - 
 
 a 
 
 about 
 
 absent 
 
 accident 
 
 across 
 
 add 
 
 address 
 
 aeroplane 
 
 after 
 
 afternoon 
 
 again 
 
 against 
 
 air 
 
 aisle 
 
 all 
 
 alone 
 
 aloud 
 
 baa 
 baby 
 back 
 bad 
 
 bag 
 bak 
 
 bake 
 
 baker 
 
 ball 
 
 banana 
 
 bank 
 
 bare 
 
 bark 
 
 basket 
 
 bat 
 
 bath 
 
 bathe 
 
 beach 
 
 bead 
 
 beans 
 
 bean-bag 
 
 bear 
 
 beat 
 
 beatdrum 
 
 because 
 
 bed 
 
 bedroom 
 
 bee 
 
 before 
 
 begin 
 
 behind 
 
 bell 
 
 belong 
 
 beside 
 
 best 
 
 better 
 
 between 
 
 big 
 
 bill (bird's) 
 
 bird 
 
 bit 
 
 ( 
 
 1234567 
 
 I 
 
 __***_ 
 
 _*__*__ 
 _ * _ * * _ 
 _____ * 
 
 _*_*__ 
 _ * * * _ 
 _ * _ * * 
 _ _ * * * 
 * _ _ * _ 
 _ _ * * _ 
 
 American flag 
 an 
 and 
 another 
 answer 
 any 
 apple 
 apron 
 arm 
 as 
 ask 
 asleep 
 at 
 aunt 
 automobile 
 
 *___**_ 
 E 
 
 awake 
 away 
 
 I 
 
 bite 
 
 
 black 
 
 
 blackboard 
 
 
 blacksmith 
 
 * * _ _ _ * _ 
 _*_*_*_ 
 
 blade of grass 
 blanket 
 blocks 
 
 
 blouse 
 
 * * _ _ * * _ 
 
 * _ _ _ * * _ 
 _**_**_ 
 
 * _ * _ * * _ 
 * _ _ _ * * _ 
 
 blow 
 blue 
 book 
 bottle 
 bottom 
 bounce 
 bow-wow 
 bowl 
 
 
 box 
 
 
 boy 
 
 * ~ * * * 
 
 branch 
 
 
 
 _ * * _ _ _ _ 
 
 break 
 breakfast 
 brick 
 
 
 bring 
 
 _ _ * _ * * _ 
 
 _ _ _ * * * _ 
 
 brook 
 broom 
 brother 
 
 *__***_ 
 
 brown 
 brush 
 
 * - 
 
 build 
 
 *-___*_ 
 *_****_ 
 *_*_**_ 
 
 build fire 
 bush 
 burn 
 but 
 
 * _ _ _ * _ _ 
 
 butter 
 button 
 
 * _ * _ * * _ 
 
 buy 
 buzz 
 
 _ _ _ * * * _ 
 
 by 
 
 1234567 
 
 * _ * * _ 
 
 * _
 
 23 
 
 cake 
 
 calendar 
 
 call 
 
 can 
 
 canary 
 
 candy 
 
 cane 
 
 cannery 
 
 cap 
 
 cape 
 
 capital 
 
 car 
 
 card 
 
 careful 
 
 carefully 
 
 careless 
 
 carpet 
 
 carpenter 
 
 carriage 
 
 carrot 
 
 carry 
 
 car tracks 
 
 cat 
 
 catch 
 
 ceiling 
 
 cent 
 
 certainly 
 
 chain 
 
 chair 
 
 chalk 
 
 change 
 
 cheek 
 
 cheese 
 
 chick 
 
 chicken 
 
 child 
 
 chocolate 
 
 choose 
 
 Christmas 
 
 church 
 
 circus 
 
 city 
 
 clap 
 
 class 
 
 claw 
 
 clay 
 
 clean 
 
 dame 
 
 damp 
 
 dance 
 
 dark 
 
 day 
 
 dead 
 
 dear (exp.) 
 
 decorate 
 
 deep 
 
 deliver 
 
 desk 
 
 dig 
 
 dime 
 
 c 
 1234567 
 
 
 * 
 
 clock 
 close 
 
 * ***** 
 
 closet 
 
 __**_ _ 
 
 clothes 
 cloth 
 
 _ _ * _ _ _ _ 
 
 clothespin 
 cloud 
 coal 
 
 *_*_*** 
 
 coat 
 cock 
 cocoa 
 cold 
 collar 
 
 *_*__*_ 
 _ *_____ 
 __*__*_ 
 _ *_____ 
 _____ * _ 
 
 * _ * _ * * _ 
 
 * _ _ _ * * _ 
 
 comb 
 come 
 conductor 
 cook 
 cookie 
 copy 
 cork 
 cost 
 
 * _ * * _ * * 
 
 corn 
 
 corner 
 cotton 
 cough 
 count 
 cousin 
 
 _ _ _ * _ _ _ 
 
 cover 
 cow 
 crack 
 cracker 
 crayola 
 crayon 
 
 * 4 * 
 
 cream 
 
 *__ __ * 
 * _ * * * _ 
 * * _ _ _ _ 
 * _ _ _ * _ 
 * * _ _ _ * 
 * _ * _ * _ 
 * _ _ _ _ * _ 
 * _ _ _ _ * _ 
 ***__*_ 
 
 creep 
 crib 
 cross 
 crumb 
 crust 
 cry 
 cup 
 cupboard 
 curtain 
 curl 
 cut 
 
 C 
 
 *_**_*_ 
 *_*_**_ 
 
 dinner 
 dirt 
 dirty 
 dish 
 
 * * _ 
 
 * _ _ * * * _ 
 __*_*__ 
 ____**_ 
 
 disorderly 
 ditch 
 do 
 doctor 
 dog 
 doll 
 
 * _ * _ * * _ 
 _*___** 
 
 dollar 
 door 
 down 
 
 1234567 
 
 * _
 
 24 
 
 1234567 
 
 
 
 drugstore 
 
 
 drum 
 
 
 te 
 
 drinking fountain --*_-__ 
 
 duck 
 dusty 
 
 drop *_*_**_ 
 
 dust pan 
 
 1234567 
 
 each 
 
 ear 
 
 early 
 
 easy 
 
 eat 
 
 elephant 
 
 empty 
 
 end 
 
 engine 
 
 enough 
 
 envelope 
 
 erase 
 
 eraser 
 
 evening 
 
 ever 
 
 every 
 
 everything 
 
 excuse 
 
 exercise 
 
 expect 
 
 eye 
 
 face 
 
 factory 
 
 fair 
 
 fall 
 
 family 
 
 far 
 
 fare 
 
 fanner 
 
 farther 
 
 fast 
 
 fasten 
 
 fat 
 
 father 
 
 feather 
 
 feed 
 
 feel 
 
 fence 
 
 fill 
 
 find 
 
 fine 
 
 finger 
 
 finger nail 
 
 finish 
 
 fire 
 
 first 
 
 fish 
 
 fix 
 
 flag 
 
 flame 
 
 floor 
 
 flour 
 
 flower 
 
 % 
 
 fofd 
 
 food 
 
 foot 
 
 for 
 
 forget 
 
 fork 
 
 fox 
 
 friend 
 
 frighten 
 
 from 
 
 front 
 
 full 
 
 fun 
 
 funny 
 
 fur 
 
 game 
 
 garage 
 
 garden 
 
 gate 
 
 get 
 
 get up 
 
 girl 
 
 give 
 
 glad 
 
 glass 
 
 go 
 
 goat 
 
 God 
 
 gold-fish 
 
 good 
 
 good-bye 
 
 good-morning 
 
 good-night 
 
 * _ _ 
 
 grandfather 
 grandmother
 
 25 
 
 gravel 
 
 gray 
 
 great 
 
 green 
 
 grocer 
 
 grocer}' store 
 
 1234567 
 
 _ * _ 
 
 groceries 
 
 ground 
 
 grow 
 
 guess 
 
 gun 
 
 1234567 
 
 * *_____ 
 ****_*_ 
 
 H 
 
 hair 
 
 half 
 
 hall 
 
 hammer 
 
 hand 
 
 handkerchief 
 
 happy 
 
 hard 
 
 hark 
 
 hat 
 
 haul 
 
 have 
 
 hay 
 
 haycock 
 
 head 
 
 hear 
 
 heavy 
 
 help 
 
 hen 
 
 here 
 
 hide 
 
 high 
 
 *_****_ 
 ___*_*_ 
 
 * 
 
 hill 
 
 hit 
 
 hold 
 
 hole 
 
 holiday 
 
 home 
 
 hook 
 
 hop 
 
 hope 
 
 horn 
 
 horse 
 
 hot 
 
 hour 
 
 house 
 
 how 
 
 How do you do 
 
 How much 
 
 hungry 
 
 hunt 
 
 hurrah 
 
 hurry 
 
 ice 
 
 ice-cream 
 
 ice-cream cone 
 
 if 
 
 in 
 
 ink 
 inside 
 into 
 iron 
 
 ironing board 
 
 jam 
 janitor 
 job 
 joke 
 
 * _ _ _ * _ 
 
 * * _ _ _ _ 
 _ * _ _ _ _ 
 
 * * * 
 
 jolly 
 jump 
 "ust 
 
 K 
 
 keep 
 kettle 
 
 kind 
 king 
 kitchen 
 kite 
 
 kitten 
 
 kitty 
 
 knee 
 
 knife 
 
 knob 
 
 knock 
 
 know 
 
 lace 
 
 lady 
 
 lamp 
 
 lap 
 
 large 
 
 last 
 
 late 
 
 laugh 
 
 laundry 
 
 law 
 
 lay 
 
 lazy
 
 2 
 
 1234567 
 lead ____*_ 
 leaf **_*** 
 
 6 
 lion 
 
 little 
 
 leave - - - * * - 
 
 listen 
 
 
 live 
 
 lend ____*_ 
 lesson 
 
 loaf 
 lock 
 long 
 
 
 look 
 
 lie ___*** 
 lift _*_**_ 
 
 lose 
 loud 
 love 
 low 
 
 
 lumber 
 
 rv 
 mail man .-*--**- 
 
 lunch 
 
 1 
 
 milk 
 
 
 Miss 
 
 
 
 many * - - * - * 
 marbles 
 
 money 
 monkey 
 moon 
 
 mark 
 
 more 
 morning 
 
 
 most 
 
 meal *___**_ 
 meadow ___*___ 
 measure __*____ 
 meat _**_**_ 
 medicine *___**_ 
 meet *__***_ 
 middle __*__*_ 
 middy _*_____ 
 
 t( 
 
 mother 
 mouse 
 mouth 
 move 
 much 
 mud 
 muddy 
 music 
 must 
 
 1 
 
 
 nickel 
 
 napkin _*_*__ 
 near _*_**_ 
 neck ___**_ 
 need ___**_ 
 needle _*_*__ 
 nest _***__ 
 
 night 
 noise 
 no 
 none 
 noon 
 nose 
 not 
 
 never - - - * - - 
 new **_*__ 
 newspaper 
 
 now 
 number 
 nurse 
 
 nice *___**_ 
 
 
 
 ocean _*__*__ 
 of *_****_ 
 off *_****_ 
 office _*__*** 
 often *___**_ 
 
 nut 
 
 open 
 orange 
 other 
 ought 
 out 
 
 
 outside 
 
 once *__***_ 
 onion ______ * 
 only *___**_ 
 
 oven 
 over 
 owl 
 
 1234567 
 
 _ _ * _
 
 27 
 
 pail 
 
 pain 
 
 paint 
 
 pan 
 
 pancake 
 
 pants 
 
 paper 
 
 park 
 
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 416781 5-22 2M 
 
 yes 
 
 yesterday
 
 - 
 
 University of California 
 
 SOUTHERN REGIONAL LIBRARY FACILITY 
 
 405 Hilgard Avenue, Los Angeles, CA 90024-1388 
 
 Return this material to the library 
 
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