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-

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.

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.

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.

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.

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

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

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.

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

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

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

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

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.

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

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 -

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

(

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__***_

_*__*__
_ * _ * * _
_____ *

_*_*__
_ * * * _
_ * _ * *
_ _ * * *
* _ _ * _
_ _ * * _

American flag
an
and
another
answer
any
apple
apron
arm
as
ask
asleep
at
aunt
automobile

*___**_
E

awake
away

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

_ _ _ * * * _

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* _ * * _

* _

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
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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

*_**_*_
*_*_**_

dinner
dirt
dirty
dish

* * _

* _ _ * * * _
__*_*__
____**_

disorderly
ditch
do
doctor
dog
doll

* _ * _ * * _
_*___**

dollar
door
down

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* _

1234567

drugstore

drum

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

goat

God

gold-fish

good

good-bye

good-morning

good-night

* _ _

grandfather
grandmother

gravel

gray

great

green

grocer

grocer}' store

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_ * _

groceries

ground

grow

guess

gun

1234567

* *_____
****_*_

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

ink
inside
into
iron

ironing board

jam
janitor
job
joke

* _ _ _ * _

* * _ _ _ _
_ * _ _ _ _

* * *

jolly
jump
"ust

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

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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

milk

Miss

many * - - * - *
marbles

money
monkey
moon

mark

more
morning

most

meal *___**_
meadow ___*___
measure __*____
meat _**_**_
medicine *___**_
meet *__***_
middle __*__*_
middy _*_____

mother
mouse
mouth
move
much
mud
muddy
music
must

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

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_ _ * _

pail

pain

paint

pan

pancake

pants

paper

park

partner

party

pass

paste

pastestick

pat

path

paw

pay

peanut

peel

peep

pegboard

pen

pencil

penny

pet *

piano

pick

pick up

pickle

picture

pie

piece

Pig

pigeon

quack

quarter

question

rabbit

race

railroad

rain

rainbow

'raise

rat

read

receive

recess

red

remember

ribbon

rice

ride

right

ring

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* _ * _ * * _

pile
pillow
pillowcase

*_****_

pin
pink
pitcher
place

* * * *

plant

* *_____

plate
play

*_*__* *

_ * _ * * _
_ _ * _ * * _
_*_*__
**__**_
_ _ * _ _ _ _
_ _ _ _ _ * *

playground
please
plum
pocket
point
policeman
pony
poor
popcorn
post office

postman

pour

- *

present

*_*_**_
*_****_

pretty
principal
pull
purple
pussy
put
put away

*_*__*_

put down
put on

*_*_

put up

quick

* ___*_
F

*___**_

river
robin
rock

*__*_

roll
roof

_ _ _ * * * _

room
rooster

*___**_
* * _ *

rope
rough
round

row

***_**

rub-a-dub-dub

*_*_**_

rug
ruler

12345

* _

_ * _ *

* *

* _ _ _ _ *
_ * _ * _

' _ _ _ *
*

sack
salt
sand
sand box
sand pile
sandwich
Santa Glaus
saucer
saw

Sool
scissors

second

see

seed

sell

send

set

set down

set the table

sew

sharp

sheep

sheet

shelf

shell

ship

shirt

shoe

shoot

shop

short

shoulder

shovel

show

shut

sick

side

sidewalk

silver

sing

sister

sit

size

skate

skin

skip

skirt

sky

sleep

sleeve

slide

table

tablecloth

tail

take

takeoff

talk

tall

tap

1234567

_ *_____
_ * _ _ * * _

slow
small

smell
smile
snow

**__*__

soap

soft

*_*_***

__**_*_

soldier
some
song

__*_**_

soup

sour

_*___*_
* *

speed

*_*_*_

*
_ * _

spin
spool
spoon

*_**_*_
*_****_

squirrel
stairs

_ _ * _ * * _
*___*_*
___*_*_

stand
star
stay
step

______ *
_*___*_
* * * _ _ * _

*_*_***

stick
still
stocking
stone
stop
store
stove

* _ * _ * * _
**__**_
_ _ * _ _ * _

street
street car
string

study

subtract

*_*_**_
__*_***

such
sugar
sugar bowl
sun
upper

sweep

weet

*___**_

_*___**

swim
wing

_ _ * _ * * _

tardy
taste
teacher

_ _ * _ _ _ _

teddy bear
telephone

tell

__**___

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thank you

1234567

___**_

* _ * *

that

the

then

there

thing

think

third

this

thread

through

throw

thumb

tie

tiger

tight

time

till -Soldier

tired

today

together

toilet

tomorrow

umbrella

unbutton

uncle

under

understand

undress

29
1234567

tongue

too

tooth

toothbrush

top

touch

toward

towel

toy

track

traffic

train

train of cars

tree

trimming

trolleycar

trousers

truck

trumpet

tub
turn

A 000015287 6

1234567

_ _ _ * * * _
***_***
***_**_

United States

uniform

until

upon

vaccinate
vase

vegetable
very

wagon
wait
wake
walk
wall
want
warm
wash
;te

waste b

watch

water

wave

way

wear

weave

wee

week

well

wet

what

when

w r here

whistle

violet
violin
voice

white

who

why

wind

window

window pane

window shade

wing

wipe

wise

wish

with

without

wolf

woman

wood

woods

wool

word

work

wreck

wrist

write

wrong

yard
yellow

416781 5-22 2M

yes

yesterday

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