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The Board of Education

of the City of Chicago

The Education Division

The Office of the Superintendent of Schools
Departmentof Educational StandardsandStatistics

Ambrose B. Wight, Assistant Superintendent in Charge

English in the Elementary
Schools

Bulletin No. 21

SEPTEMBER
1923

Peter A. Mortenson, SuperintendentCHICAGO BOARD OF EDUCATION

J. Lewis CoaTH

W. K. FELLows

Epcar N. GREENEBAUM
Mrs. JOHANNA GREGG
Hart Hanson

Mrs. W. S. HEFFERAN
Cuartes M. MopERWELL
JAMES MULLENBACH

Dr. JoHN D. ROBERTSON
Jutius F. SMIETANKA

Miss Grace L, TEMPLEThe Board of Education

of the City of Chicago

The Education Division

The Office of the Superintendent of Schools
Department of Educational Standards andStatistics

Ambrose B. Wight, Assistant Superintendent in Charge

English in the Elementary
Schools

Bulletin No. 21

SEPTEMBER

IZ

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Peter A. Mortenson, SuperintendentBOARD OF EDUCATION
GiTyY OF CHICAGO

ADMINISTRATION BUILDING
650 South Clark Street
Telephone Wabash 2

DEPARTMENT OF EDUCATION
PETER A. MORTENSON,

Superintendent of Schools

To The Teachers:

The following Monograph was prepared by the
Course of Study Committee of the Chicago Principals’ Club,
and is an outgrowth of the three years’ special work carried
on in the thirteen elementary school centers for experi-
mental investigation in English, under the direction of Dr.
James E. Hosic, head of the Department of English in the
Chicago Normal School.

It is an authoritative interpretation of the Course
of Study in English and it is hoped that the teachers will

find it helpful in making their work more effective.

PETER A. MORTENSON,
Superintendent of Schools.

October 3, 1921.

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Wale ot Contente

 

PART I.
Page
Guiding Pringiples 2 cashes) ae 4-16
pie, Poin at We as 4

BSR eS ere 6 66S pe ws el ee

RRR GD ore SSS erates 5 is eta tern wa sea cee 5

ae ee a0 eo Oe OPO 0 eG od oh 626 G4 8 a sal A

ee ee aad ee OO OO Gen ee cy A A Gs

4. Composition and spelling Scales. ....2.. 9.5 2
B. Heide) eae ee) 10
Ve Beginnings—Primary Sige . 6). eee 10
2 EMOMeS 2.5, jo. | eZ
3; Study Neadine, “0.8 12
C. GHiterotule ck 14
i ThromshwReading 23 4.6... ae 14
@ Presented’ Orally =... 4, 15
D7 Wibtary Reading... 16
PARKA it.
mre Counse by Cycles and Grades......1....... .... ee 17
Binst Cycle—-Grades 1:11I.. |). 2 17-21
Cpe. i ug SU ae 22-28
Geade Bees. ee 29-36
pe ies ee se 37-47
pccoud (Cycle—Grades' TV2VL. 42... 3 48-49
Grade: IV oo. 50-55
Grade Ve eget et ne duce tes 56-62
Grade Vl AP Aes usin oan) eee 63-76
hind Cycle—-Grade VII-VIIl;.- 3... 3 77-79
GradesVIlo. Ue eeu oc. dead eli sda ee ee 80-85
Grade VIM Sh. oo: ia ee 86-96
PART fr
} Appendix.
m standards in Oral Composition by, Giades3) 2 2 97-107
. Wlechanics of Written Composition by Grades... 910) 108-111
C.. ssentials of (Grammar by Grades (9.6.07 ee 112-114
Dy spelling List by Grades. .0y, 2 tO Gos des eee 115-124
B Siibrary List-by Grades. i). 2% yo pee ee ee 125-146
Be Collections of Stortes and Collections of Verse... 9.2! 147
1
oe : i >COURSE OF STUDY IN ENGLISH

PART II.
First Cycle—Grade I to III

OUTLINE OF THE

fr A. Spealane.
1. Aims.
2. Materials.
3. Achievement.
bie 4. Suggestions.
I. Composition ....+.-+> ‘ B. Won

1. Aims, etc.
©. Spelling:

L., Aims;-ete:

 

A. Silent, Reading, Study.
1. Aims: etc,
B. Reading Aloud.
ih WReaGine Gece ee i ae oe
GC. Phonics.
i, Aims, etc.
A. Presented Orally.
fie Literature... <<. <.- 1. Aims, etc.

B. Through Reading.

i. »Aims; ‘ete:
PV Library Keadine:
Second Cycle—Grades IV-VI
XN. specs.

1. Aims, etc.

ie Bo Writine:
LOM. © oe ees ee 2

I. Compositio : 1, Aims, ete.
C. Spellume,

L 1 (Aims, etc,

(A. intormational.

= ZNintis, etc,
(ie ReadinGe sce ce hee | p ims, etc

 

Literary.
1. Aims, ete:

III. General Reading.

Third Cycle—Grades VII-VIII

, A. Composition
1. Speaking and Writing.
a. Aims, etc.
2. Mechanics.
a. Aims. etc
Grammar.
a. Aims. etc
4. Spelling.
a. dims. (ete:

Bb. Weadine:

L 1. Current Magazines, etc.

Is Practical Aspects. <=. a

 

{ A. Class Studies.

1: -Aams; ete:

| B. Individual and General Reading.

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PREFACE

PRINTED COURSE of study is valuable to the extent that it aids
supervisors and teachers to do the best work with the least waste.
Unless a better and richer educative experience accrues to the

children from the influence of the document, there has been useless spilling
of printer’s ink,

The actual writing of an effective course is a problem of English
composition. If you say too much or say it too abstractly, the course
will not be read. If you condense too much or resort to mere outlines,
you are not understood. The present course has sought to avoid both
these extremes, with what success time must tell.

There is a tradition that a course of study must not deal with method.
As a thing apart, method should of course be excluded. But since in fact
the course the pupils pursue is, in large measure, that which the teacher
determines by the situations which she organizes or selects, method is
an integral part of the total process and must be dealt with. This can
best be done, not chiefly by suggesting what the teacher should do but
by suggesting what the pupils should be doing. The course should leave

no doubt as to the character of the experience in which the pupils are
to participate.

The main features of this course are (1) aims and principles, (2)
materials and activities, (3) standards of achievement, (4) sources of help
and guidance. The part devoted to Guiding Principles is general and
deserves study by the teachers of each school under the leadership of
the principal. The books and articles named and others like them should
be collected into a teachers’ professional library for the school.

Ihe Syllabus of the Course is arranged by cycles as well as by grades.
This was done in order that what is common to several years of the
child’s school life might be seen as a whole. The setting up of aims,
ostensibly to be accomplished in a given grade, but really general, is stulti-
fying. The achievements possible at a given stage are here as definitely
set up as was possible but with due regard to the range of individual
differences and the insufficiency of present knowledge.

At least a part of the indispensable subject matter necessary for an
implied growth is also concretely set down. The suggestions offered in
Part II are not mere repetitions of the general principles announced in
Part I but have specific reference to the age and limitations of the children
of the cycle or grade.

For convenience, certain lists and summaries have been gathered in
Part III, but these are not to be taken as justifying formal and unrelated
treatment. This material is supposed to be digested or dissolved, as it
were, into the living, vital experiences and situations of the classroom
and of the school ensemble.

English deserves a large place in the school but, like so many other
phases of organized education, it is often a futile and ineffective study
and provides too little growth or happiness for the children to justify the
time they spend upon it. The present course calls for less rather than
more of the time on the weekly schedule. By eliminating the less needful,
by suggesting more efficient procedure, and by emphasizing activities which
bear more broadly on the whole of the children’s lives, both in school and
out, it seeks real economy—more and better results with less waste of
time and energy and greater satisfaction to all concerned

3 ‘

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Guiding Principles
I. THE POINT OF VIEW

1. The school is a place in which children may grow and enjoy life.

Zit undertakes, in company with the home and other institutions,
to enable each child to gain such control of the social inheritance through

direct and indirect experience as his native ability and stage of development
make possible.

3. School life prepares for mature life by offering opportunity for
participation in such socialized group activities as characterize democracy.
In various ways the school should enable children to learn how to play

a part in the home, in vocations, in citizenship, in philanthropy, and in
the enjoyment of leisure.

4. The course of study is best thought of, therefore, as a series of
selected and related experiences by which children gradually progress
toward the mastery of themselves and their world. Subject matter is
then looked upon as made up of ways of thinking, feeling and acting
and the method of the teacher as stimulation and guidance of individual
and group activities.

5. The social nature and value of each subject should constantly
determine the general character of the aims and activities of both pupils
and teachers, and an effort should be made to discover just what abilities
—knowledges, skills, habits, interests, and ideals—are to be cultivated
or controlled, in order that economy of time and energy may be secured
through definiteness of aim and soundness of method. We must first
asie therefore, what Hnolish’ is.

Il. WHAT IS ENGLISH?

1. English, as a part of life, is a form of human behavior. We use
our language in listening, speaking, reading, and writing, with their con-
comitants, associating, thinking, feeling, remembering, and imagining.

Z. The common purpose of these activities is to share experience,
to communicate.

3. This we do in both work and play.

4. In order to give children the joy of experience and develop the
various abilities which the use of the vernacular involves the school
organizes a group of studies, each with its specific objective, as displayed
in the following table:

THE ENGLISH STUDIES
A. Composition

1. Aims at greater effectiveness in the communication of ideas
To various audiences,

For various purposes, ;

Through use of various forms of expression, os

By drawing upon experience, (1) direct and (2) indirect;

ao me2 Proceeds toward its goal by means of
a. Abundant opportunity tor actual communication, guided by
(1) Ideals of excellence,
(2) Helpful direction and criticism, and
(3) Accompanying lessons in
(a) Grammar and
(b) Usage in speech and writing, including
(c) Spelling;
Affords numerous by-products, as
a. Training in participation in group activity,
b. Enlargement of knowledge,
c. Entertainment, and
d. Ability to think connectedly.
B. Reading
1. Aims at effective interpretation of ideas embodied in written or
printed symbols, addressed
a. To various readers,
b. For various purposes,
c. In various forms of expression,
d. In terms of various aspects of experience

Proceeds toward its goal by means of
a. Abundant opportunity for actual interpretation of various
forms of expression, for various purposes, guided toward
improvement by
(1) Ideals of excellence,
(2) Helpful direction and criticism, and
(3) Accompanying lessons in
(a) Phonics and
(b) Outlining.
Ca. aterature

1. Aims at the sincere enjoyment of idealized experience, embodied

in appropriate language, including experience with

a. iaiman: aiiairs,

b. Physical nature and

c. The supernatural ;

Proceeds toward its goal by means of

a. Reading (as above) and

b. Oral expression, including
(1) Hearing, telling, and dramatizing stories,
(2) Hearing, memorizing, and reciting poems,
(3) Making and acting plays.

III. PHASES OF ENGLISH STUDY: PROBLEMS AND
POLICIES
A. COMPOSITION

1, SPEAKING

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a. The Chiet Objectives.—The principal aim of the course in oral
English is to increase the children’s ability to speak clearly alagbau® “inte
point, and to foster the habit of doing so. This implies the growth of
ideals of form and method, knowledge of standards of Taos and th
attainment of readiness, poise, and tact. The children should learn ac

eee to find something worth saying and how to appreciate what others

 

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_ b. The Problem of Subject Matter—Opportunities for speaking
arise constantly throughout the day’s work; the pupils should be encouraged
to rise to their best whenever they occur. Any field of interest not already
sufficiently exploited in recitations devoted to it may furnish topics for
composition. Examples of the more commonly acceptable fields are the
following:

(1) Personal experience, ready to hand.
(a) Home and community.
(b) 7 Pravel:
(c) World of work.
(d) Dreamland.

(2) Investigation or Study.
(a) Individuals and public health.
(Db). Social order—citizenship.
(c) Science and invention.
(d) Natural surroundings.
(e) Reading and art.

Whatever the field, it should be regarded both as the source of ideas
already familiar—or to become so through investigation—and ideas to be
worked over, enlarged, reorganized, and made more useful. Composition
should be valuable for content as well as for form. Hence, in general,
hit and miss selection of topics is to be avoided.

c. Conditions Favorable to Expression — Youthful speakers, except
in the give and take of conversation, should face the class. They deserve
the stimulus of a real audience. They should speak to a very definite
and specific purpose which they have already in mind—one small aspect
of a subject. They should early learn how to organize their ideas into
definite sequence and they should proceed in the light of a few funda-
mental ideals, such as those of (1) sticking to the point, (2) being clear,
(3) leaving out the unnecessary, (4) supplying concrete details, (5)
beginning and ending strongly, and (6) being courteous in manner and
correct in speech.

d. Criticism.—These ideals make effective self-criticism possible,
both in planning and in considering the performance afterward. They
also enable the classmates to act as helpers, directing their efforts first
of all to suggestions bearing upon the speech as a whole in the light of
its purpose and general effect. The main principle which is being developed
or applied should first be attended to. Afterward polite corrections of
usage may be offered. The teacher as leader and chairman must establish
a genial atmosphere and call out those reactions from the class likely to
be most useful. She will do well to concentrate on one thing at a time,
often permitting the speaker to repeat his effort while the suggestions
he has received are fresh in his mind.

e. Formal Instruction—The facts and principles of correctness and
effectiveness (grammar and rhetoric) which are of real advantage to
children who are learning to speak, are few in number but not unimportant.
Much depends upon how they are arrived at and how they are brought
to bear. For the most part they should come to notice as occasion arises,
the teacher using the standard terms to designate them. In this way
children will learn to speak of sentences, capitals for proper nouns, clauses
and their connectives, etc., etc., just as they do of automobiles or new
breakfast foods. Occasional development or drill lessons will be necessary.
The policy of this course in that respect may be traced through the out-
lines for the successive grades.

6f. Gradation and Standards of Achievement.—Definite eae
of achievement are provided in this course. These were set ‘2 in the
first instance by several schools working independently but with common
aims and methods. In general, each teacher selected five ee Sa
narratives from experience, to represent poor, airs eee ieee ot
superior work at the end of the gerade. Fair was ee to te oe
a composition as at least 75% of the pupils could equal or excel a ee
time indicated. A committee of five teachers then selected grade standards
from these offerings. Finally the medium judgment of over two hundred
teachers in these schools (the English Centers) was obtained as to which
of the compositions marked fair in the various schools would best serve
as the standard. These compositions will be found in the appropriate
crade outlines and they are shown in comparison with higher and lower
standards selected in the same manner. They may serve to guide each
school in selecting its own standards in the manner indicated.

A considerable range of abilities in composition is to be expected
‘1 anv class, as the standards show. | The teacher must act accordingly,
trying to help each reach the level he is capable of. The rate of improve-
ment. too, will vary, both as between individuals and as between classes.
Gach class must be carefully observed and individual and group instruc-

tion given as the teacher’s skill and strength will permit.

s The Teacher’s Personal Attainment.—All this will be very easy

“t the teacher is herself well trained, that 1s, has good standards and can

lead others. This means not only a kindly spirit and an inspiring manner
but also really expert knowledge of the qualities of good composition and
of the actual processes by which trained and competent speakers get
results. In any case, she will familiarize herself with the best recent books

and articles on the subject. A selection of the best of these may be found
on pagé 9.
2. WRITING

a. Object——The main object of the work in written composition is
to develop accuracy and economy in putting speech on paper. The term
written composition is indeed almost*a misnomer in the case of children.
They really compose orally—in terms of spoken words.

b. Activities Preceding Writing—It is wise to give the pupils
opportunity to think out, frequently to speak, what they have to say
before permitting them to make a written record. This is especially true
of beginners. The difficulty of attaining correctness in the mechanics
of written form is so great that the younger pupils ought to have nothing
else to think of when attempting it. Correct writing comes with surprising
ease, however, when the pupils have first spoken what they write, “bliis
will surely be so if the teacher takes care to anticipate the mechanical
difficulties, especially those of spelling.

c. Criticism—Children should be habituated to self-criticism of
their written work. They should learn, for example, to go over a com-
position once to see whether they have said what they meant to say and
once to discover any lapses from correctness. In a given lesson the new
point which is being emphasized should first be considered and afterward
all the points taught in the course thus far which are germane. As in the
oral work the other members of the class should be taught to be definitely
helpful. The teacher should, however, attend to the spelling and should
use good judgment in knowing when to decide a moot point without
permitting useless debate. Obviously most will be gained from theeae of compositions on the blackboard; a few should appear there
aily.

d. Formal Instruction.

 

o Except as to mechanics formal instruction
In writing differs only in emphasis from that appropriate to speaking,
More can be done to improve the choice of words in writing. Remarks on
spelling appear below. Arrangement of manuscript, capitalization, and
punctuation are to be taught as needed and not till then. One thing at
a time, and that thoroughly, should be the rule. A definite scheme of
points to be covered is distributed through the grade outlines, according
to a consensus of the English Centers, checked by other investigators as
to where each point should first appear. If individual pupils need the
facts earlier, give them, but defer the class attack until the time set.
Nothing is to be gained by imtroducing formal instruction in mechanics
before continued use will be made OF th.

e. Gradation—For practical purposes the oral standards already
referred to will generally prove sufficient. If written standards are wanted,
they may be set up in the same way. The distinction between spoken
style and written style, aside from technical writing, 1s now, in the world

of affairs, slight. Elaborate written composition is not contemplated in
this course.

{. The Teacher’s Personal Attainment.—It should go without saying
that the teacher must be able to judge written composition in terms of
structure and style, not merely in terms of grammar, spelling, and other
mechanics. She should supplement her training in rhetoric with careful

reading of good current periodicals,

oS. SPELLING

a. Objective-——Much confusion of ideas seems to exist as to the
purpose of a school course in spelling. The object is to give each pupil
ihe “ability to spell correctly all the words he has occasion ito write.
Enlargement of vocabulary, clearing up of meaning, etc., are purely inci-
dental. To realize this objective pupils must learn how to memorize the
spelling of common words; they must develop a keen consciousness as to
whether they can or can not spell a given word; and they must form the
ideal and the habit of making sure in case of doubt.

b. Words to Select and Their Difficulty——The words to teach to a
given class or pupil are those which they or he will otherwise misspell in
the daily written work. Investigation by Jones and others has partly
shown what these words are. Each teacher in each school should supple-
ment this knowledge with notes and inventories of her own. This must
be done yearly. There can be no fixed and final list of words for spelling
lessons in any school. Beginning with the general list included in this
course, each teacher should make up her class list by checking against
her own notes, a school list compiled by a committee. The list in this
course represents the combined results of the work of the English Center
committees, revised and supplemented by the investigations of Ayers,
O’Shea, and others. It includes probably all of the words elementary
pupils will ordinarily have occasion to write. It should, however, be used
with discrimination. Standard lists, school lists, and individual lists are
all necessary. Discover what words your pupils do write and make sure
that they can spell them.

c. Conditions Favorable to Progress.—The pupils will advance most
rapidly if they are animated with the ideal of a perfect performance—
“no misspelling in our class.’ They should help to keep a record of their

8

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progress. They should try out different methods of ee eo hae
learn for themselves how best to get results. They S ce rea a
good spelling is a mark of courtesy and consideration, the absence Or which
is resented as evidence of ill-breeding.

d. Procedure.—Have a tryout of twenty words, more or less, on
Friday or Monday to determine their relative difficulty —who misspells
them, in sentences or in lists. Take up a very few difficult words—two
or five—at a lesson (reviewing others ). Teach each carefully—lead the
class to pronounce, spell orally, examine, compare, use, write, every pupil
concentrating on each step. Repeat to secure permanent retention. ‘Test.
Test later. Cause the individual to keep a list of his personal demons and
master them. Such heroic measures applied to the few common words

that require them will solve the spelling problem.

e Some Other Matters—‘Subject” or technical words should be
handled where they are used. Generally speaking such words need not
be made a part of the children’s permanent automatic spelling repertoire.
Let the pupils learn how to consult the dictionary for spelling division
into syllables, and, in the higher grades for composition and derivation.
Grammatical inflections, as the spelling of plurals, may well be taught in
the composition hour. ‘The use of capitals should be taught there likewise.

 

4. COMPOSITION AND SPELLING SCALES

A number of so-called standard scales in composition and spelling are
now in print. Those in composition all have the defect of including
mechanical errors and some of them, various types of discourse. The
parent scale, the Hillegas-Thorndike Composition Scale, has both of these.
The Trabue and the Hudelson scales, both based on Hillegas, are homo-
geneous as to type but include mechanical errors. So do the Harvard-
Newton and Willing scales. The composition standards set up in this
course lack the mathematical precision in their derivation which Hillegas
attained, but they are homogeneous—narrative from experience—and
they are free from mechanical errors. They represent, moreover, a con-
sensus of judgments by teachers as to what the pupils of the given grades
can do. (See p. 7 for an account of how these standards were derived.)

The Ayres Spelling Scale is made up of common words evaluated
by grades as to their difficulty. This grading has been found to be only
approximate, and of course when the scale is used for drill, its value as
a general test disappears. The real test is what the pupils do day by day,
provided systematic work in composition is carried on.

All teachers of English should know what scales are available, but
they should also know exactly what merits and limitations they have.
Experiments in their use will be found interesting and valuable.

REFERENCES
1. Sheridan, Speaking and Writing English—Sanborn & Co.

A practical discussion of aims and principles, with a course of
study and samples of children’s work—something to start from.

2. Mahoney, Standards in English—World Book Co.
Explains how a course like Sheridan’s was worked out.

3. Leonard, English Composition as a Social Problem—Houghton, Mif-
flin> Co.

A good point of view and many suggestions.pad en IE SES A a ci Dy yi yo

4. Hosic, Composition (in Rapeer’s Teaching the Elementary School
Subject ).—Chas. Scribners Sons.

A summary of principles.
9. Hosic and Hooper.) AnChild’shCorh
Grammar—Rand McNally Co,
Suggestive as to the essentials both in matter and in method (for

grades 4 to 8).

6. McKinney, Grammar (in Rapeer as above)—Chas. Scribners Sons.
Suggestive, especially as to formal lessons.

2 Wrap Supplementing the Hillegas Scale—Teachers College Pub-
lication.
Probably the most useful scale now available.
8. Tidyman, the Leaching of Spelling—World Book Co.
Sums up our present knowledge—indispensable.

9. Horn and Ashbaugh, Spelling Book—J. B. Lippincott.
A very good desk book.

position Book; A Composition-

B. READING

ip BEGIN NINGS—PRIMARY GRADES

a. Fundamental Process.—:-The primary stage of school reading is
characterized by the acquirement of the abilities that are common to all
reading. Chief among these are: (1) a sense of the value of reading as
a social acquirement—interest in reading; (2) control of the physical co-
ordinations required, viz., holding the book, keeping the place, rhythmic
movements of the eyes, keeping the lips still (in “silent” reading or
“study”’) ; pronouncing the words clearly (in oral reading) ; (3) skill in
the mental activities required, viz., “recognition” of common words, asso-
ciating ideas in groups, carrying meanings forward, reasoning or weighing
the meaning of each sentence as a whole in the light of the purpose which
has been perceived, being conscious that meaning is or is not being derived
—knowing when one is really reading; judging that the oral rendering
either does or does not express a certain meaning.

These processes are complex and difficult, There is great likelihood
that wrong or inadequate habits and co-ordinations will be formed. Yet
it is to be feared that too often the teacher of reading has made no serious
attempt to analyze the problem into its elements. This is the least that
any conscientious person can do. So much depends upon efficiency in the
use of books in the school as it is now conducted that the teaching of
reading deserves to have all of the scientific knowledge back of it that
is obtainable. The books named at the end of this section will help in
this connection and should be accessible to every teacher of reading.

b. Materials.—Because there is most likely to be experience embodied
in the words and because the vocabulary and sentence forms may be
so readily adapted to the advancement of the pupils, some favor the
exclusive use of blackboard lessons, based upon the children’s contribuy-
tions in the course of familiar talk, in the first steps of primary reading.
Certainly such lessons should play a prominent part in the early months
and should be resorted to even in the second and third years when occa-
sion demands. Books should be easy and interesting. The content should
be drawn about equally from matter of fact narrative and from literature,
the choice falling at first upon accounts and stories in which there jis

10

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natural repetition of common words. ““bhe Little Red Hem ots a good

example.

 

»—Reading involves a severe strain upon the eyes of
children; everything possible should be done to reduce it, Good, ieont,
7 and the right distance should be insisted upon. Books

correct position, ; oi
should fo! be allowed to lie flat on the desk before the reader. The pupils

should not be asked to read any but large plain writing on the board and
that from such an angle that there 1s no glare. Other things being equal,

those books should have pr

c. Hygiene.

eference which contain egg-shell paper, plain
type, and regular lines. (For specifications see Huey and Klapper. )

d. Favorable Conditions—The importance of attitude must not be
overlooked. Interest in reading, interest in learning to read, ideals of
how to study and to read aloud, consciousness of definite achievement,
satisfaction with the use to which the new tool is put will all help exceed-
ingly. Habits, it will be remembered, are best formed consciously. Teach

etl Continuity of subject matter which 1s made up of com-

methods of work. |
plete and significant units 1s essential. Use several books in order to

Bare it «et the period om silent study be free from distraction from
the first, but let the teacher be on the alert to discover and minister to
individual needs.

e. Expression—The entire reading exercise should be regarded as
primarily the exchange and enlargement of experiences. Pupils should
clarify and multiply their ideas; they should organize what is said and
thought into useful wholes centered around significant purposes, questions,
and problems; reading aloud should come only after adequate study and
preparation and should be given as natural a motive and setting as possible.
“Now let us enjoy the piece together,” says the wise teacher, and the pupil
reads to the class. Graphic illustration is legitimate when there are physi-
cal relations to be made clear or choice pictures to visualize. Literature
will often profit from dramatization.

f. Gradation.—Nothing is more certain than that a given class will
include a considerable range of abilities. The exigencies of childhood
will cause this to vary constantly. The pupils must not be treated en masse.
There should be frequent re-grouping. Often the majority should be
permitted to read freely for themselves while the teacher gives remedial
instruction to a few. No adequate standards for measuring reading
ability yet exist. This course, however, provides definite aid in this regard.
A consensus as to the relative difficulty of typical selections from the basic
readers has been made and also an analysis of achievement, in terms of
what the pupils should be able to do with a piece while and after studying
it. (See the grade outlines of the First Cycle.)

g. The Day’s Work—The daily program should include a variety
of work. That anyone should ask little children to read and re-read any
primer two or three times a day for a whole semester seems hardly pos-
sible. A blackboard lesson, a lesson from the pupils’ own books, a lesson
from a supplementary book—these with phonics, literature, composition,

and spelling make monotony unnecessary and indeed inexcusable.

Nor should reading be isolated from the remainder of the day’s work.
Let it be used as a tool in all subjects and in general exercises. Teach
the pupils to employ it freely in solving their problems. Especially intro-
duce very early the free or library reading period, at which each child
reads a book for himself.

11h. Scientific Investigation—Reference is made again to the data
on the reading process as carried on by beginners and by trained readers
which every teacher should have contact with. Most of this material is
new. Those who have not examined it are doing business on limited
capital and need to expand.

2. PHONICS

a. Purpose.—Children study the sounds of the letters in order to
recognize words for themselves. Important by-products are better pro-
nunciation and spelling. The work insures to many a power which they
would otherwise attain too slowly, if at all.

b. Materials—Patent charts and accessories are like other ready-
made school stuff; they may save labor but they are often ill-adapted to
the actual needs. With proper utensils teachers may easily make most
or all of the charts, cards, etc. that they require. Let the children help.
A good reference table should be at hand. The unabridged dictionary
is the authority to be consulted on pronunciation. Divided usage should
be permitted.

c. Principles of Procedure——Many little children do not distinguish
spoken sounds as distinct units at all. They must first have ear training.
The facts as to what sounds the letters in their usual combinations stand
for should then be learned by observation and analysis, not by mere
imitation. There is plenty of room for the exercise of intelligence even
in the class in phonics. Lively games will provide the necessary drill.

d. Grade Requirements.——The first work in pronics should be based
upon the pupils’ reading vocabulary of common words. To some extent
the books in use may help to decide what combinations to attack. More
important criteria, however, are, first, degree of difficulty and, second,
extent of usefulness. Of course many words must be learned as “sight”
words (words as wholes) no matter how much work in phonics has been
done. Grade standards in this course are set up in accordance with inves-
tigation and are understood to be only approximate. Remedial measures
are certain to be necessary in this subject, even beyond the primary grades,
certainly in them. ,

e. Standard Practices—There is a literature of phonics, but it
requires a discriminating judgment to make use of it. Each doctor has
his own treatment.

3. STUDY-READING

a. Objective-—Study-reading as training aims at habitual methods
of effective use of printed matter consciously attained. Most reading in
life is silent reading and the chief need of reading in school is in order
to perform serious mental work tending to the solution of the problem or
the consummation of a project. What the lower grades have begun the
middle and upper grades should carry on, namely, train pupils how to
study. The more complex organization and fuller context of the books
read provide these grades with an abundant task.

b. Materials—The books in common use in schools are none too
well adapted to the purpose. The textbooks are too scanty and the
reading books too scrappy. The pupils should have opportunity to deal
with larger wholes, better organized and more detailed than is now com-
mon. A list of such books is included in this course. Each school
should build up a library of them, and should have a supply of current
periodicals as well. ‘Too often we are at present trying to teach the
children to swim in a wash basin.

12> pores 1 pn EE TEA eS

A great variety of work is possible—class work, group work, indi-
vidual work; school work and home work. Use the public library (the
branch), Teach the children to notice all the editorial helps in their books
—title page, publisher, preface, chapter headings, section headings, outlines,
summaries, index. Observe the technique of scientific as contrasted with
literary writing. More is said about the matter below.

c. Favorable conditions——People study when they must. So long
as habitual reactions satisfy, why exert oneself? Hence training in study
presupposes specific needs and purposes to be served, Flere the project
point of view is invaluable. It assumes that the pupils will read with a
definite goal in view—and with a definite method in mind as well, for
ideals of procedure are as important as ideals of attainment, and nothing
stronger could be said than that. To the extent also that the pupil can
actually trace his own progress to that extent will he be stimulated and
eulded.

Study of discourse, moreover, is the reciprocal of making it. All
that has been learned in composition about sticking to the point should be
utilized in helping William and Mary learn to find the point of what
they read. They should expect such help. They should understand in
both reading and composition how these respective activities are similar
and how they help each other. In other words, “transfer” should be
provided for.

Probably definite provision in the program should be made for study-
reading, certainly in the middle grades. And in order that general reading
of an informational character may be properly stressed, both as training
and as opportunity for the development of intelligence, two periods a
week in grades 4, 5 and 6 should be set aside for it and material obtained
for the purpose. This will correlate helpfully with other subjects but
should be something more than a mere extension of any or all of them.
Consider what the ordinary citizen should be reading and act accordingly.

d. Progress of the Work.—The level of study attempted in any
grade should be determined primarily by the degree of expansion which
the pupils’ intellectual life has attained. Organization into sections, for
example, appears first in the third grade; the dictionary is useful only for
spelling and pronunciation below the seventh and so on.

e. Classroom Procedures.—The technique of study and of teaching
how to study is new to the schools. Yet substantial progress has been
made. Certainly the pupil may decide what he is attempting to learn and
what he must do in order to learn it—according to Dewey a very important
step. He can learn how to analyze, organize, weigh, and consider. He
can outline, summarize, supplement, fix main points in mind. All this he
will do best when it serves some real purpose.

 

 

f. First of all the teacher must know how.

REFERENCES :
1. Briggs and Coffman, Reading in the Public Schools. Row Peterson
& Co. Perhaps the best general treatment.

2. Goldwasser, Method and Methods in the Teaching of English. D. C.
Heath & Co. This contains useful tables of phonics.

§. Haliburton, Phonics in Reading. B. F. Johnson Pub. Co. A good
deskbook.

4. Jenkins, Reading in the Primary Grades (In Rapeer’s Teaching the
Elementary School Subjects).—Chas. Scribner’s Sons. A good
summary of the modern point of view.Due Judd, Reading : Its Nature and Development. Univ. of Chicago
Press. Scientific studies of the processes involved.

6. Klapper, Teaching Children to Read. D. Appleton & Co. A brief

formal compilation of facts as to the psychology of reading and
as to various “methods” of teaching reading.

Huey, Psychology and Pedagogy of Reading. Macmillan Co.
McMurry, Teaching Pupils How to Study. Houghton, Mifflin Co.
A basis for developing instruction in study-reading (cf. Lyman
in School Review for October, ToZ0
9. Thorndike, Reading as Reasoning. Journal of Educational Psychol-
ogy, June, 1917. Lays bare the causes of thoughtless reading.

10. Monroe, Measuring the Work of the Public Schools, Houghton,

Mifflin Co. An introductory account of reading tests, though not
up to date.

-C. LITERATURE
1. THROUGH READING

a. Objective.-—The study of literature in school should assist growth
in the ability and desire to enjoy idealized experience communicated
through language—of course through doing it. (There are important
by-products: familiarity with pieces every child should know; a taste
for the best and willingness to concentrate upon it; ideals of method in
study of story, poem and play; heightened sense of adequate expression
and actual increase of power; broadening of knowledge, refinement of
feeling, quickening of imagination and sympathy; building up of social
ideals; means to the profitable enjoyment of leisure; habit of reading ;
knowledge of how to find something to read.) From any standpoint litera-
ture deserves an honored place in the school program, but it is enough
that it is probably on the whole the most available and most inexhaustible
means to the wholesome enjoyment of leisure time.

b. Materials——Unceasing efforts by many hands for a generation
have made a wealth of material known and available. A good deal of it
will be found in the various school reading books. There are various
collections and “classics.” By supplementing with the class library, the
school library, and the public library the books which the children buy—
especially if the school is reasonably enterprising in the matter—a sur-
prisingly large amount of what the world recognizes as worth reading
and reading again may be made “real, familiar, and agreeable.” Choice
is fairly difficult; it’s a matter of taste, but certainly it ought to be a matter
of a reasonably catholic and cultivated taste. Ignorance may be a reason
but it is no excuse.. There should be variety and a balanced ration. Above
all there should be something to interpret America to young Americans.
This course endeavors to reserve to each teacher some of the pieces which
every American child should know.

c. The Teacher’s Role-—The part of the teacher of literature is a
grateful one. It is that of introducer, guide, and sharer with young friends
the wonders and joys already experienced. In some sense it is the applica-
tion of study-reading to belles lettres, though very often study-listening
is better, especially for a first impression, ‘The teacher should often create
expectancy, recall experience, and warm the sympathy. He should so point
the attention that the theme or main idea of the piece shall presently become
clear. He should develop the associations, clear up the pictures, organize
the sequence, lead to adequate and enjoyable expressions, and connect
this with new enterprises.

14d. The Program.—Literature which children can i. is not oe
to minute grading. Some of it will retain an active hold for several years,
some of it for a life time. All of it should be worth ae
and pieces literally. But maturity ot content and difficulty o ee
may be regarded. Certain pieces may be reserved. Continuity has value.
Occasion has even more. The anniversaries prepare the way for many
good readings and provide a use for them. Current events, the passing
seasons, and the changing life of the school give the setting for many
more. Some are good at almost any time.

2. PRESENTED ORALLY

a. Much of the literature taught in school need not be read by the
pupils themselves at all, at least not at first. The art of listening is not
vet a lost art with children, and their ability to grasp and enjoy exceeds
their ability to deal with the printed symbols.

b. Materials —Much literature lends itself to the voice. Literature
orginates as oral tradition and never wholly loses its appeal to the ear.
Poetry depends upon this. In the literature of tradition will be found a
large part of what we should like to read or tell to the children. Simplicity,
sincerity, directness—these are the essential qualities. The modern writer
is almost sure to be too sophisticated, especially for the younger ones.
Special care must be exercised to choose good versions and adaptations
—for literature for children has come to mean, in large measure, an
amazing welter of trash by ill-advised and uninspired hack writers and
editors.

c. The Pupils’ Activities—The nature of the selection should deter-
mine what the pupils do with it. Poems are to be recited, stories to be
told, plays to be acted—it is their genius. Conversation will bring out
the associations and occasion thinking; telling incidents will make them
vivid; dramatizing will tend to deepen the emotional effect; drawing,
memorizing, outlining, summarizing, reciting, composing, copying, illus-
trating—all have their proper place and function.

d. Memorizing—sSo much is made—and badly—of committing to
memory, that a special word about it is necessary. When a selection is
properly studied, memorizing almost takes place of itself. Once the
purpose of the whole is clear, the steps in the development have been
mastered, the suggestive details and pictures have been brought out, and
the whole has been heard two or three times as a part of the process, all
but the dullest will be able to repeat a short poem nearly without error
and, of course, with a degree of expression. This has been known to
happen in twelve or fifteen minutes. Parrot repetition of a line or two
and then another before the poem has been studied is the worst possible
practice. ‘Those who have tried the true or psychological method will
never fall into this error.

e. Dramatization—Dramatizing stories should be a creative exer-
cise, paving the way for some making of plays in school and discrimination
in the enjoyment of plays outside of school. The pupils should feel that
what to do and how te do it is their problem to solve—with the teacher’s
help. First of all each child should be clear as to what happened in the
story, should recognize the sequence of incidents leading to the outcome.
Then each can contribute to the decision as to what scenes shall be enacted
by what characters saying and doing what appropriate things. The process
then becomes one of evolving the performance step by step from pre-
liminary pantomime and trial speeches to completed form, a form not so
complete that it represents the teacher rather than the children.

15

eae TE PELE CPR Le eae ASf. Reading Aloud.—Oral reading of literature is a fine art, com-
| parable to singing. Few attain to the power of solo performance in it. But
| teachers should attain to a higher standard of both performance and of
guidance in it if their conceptions were higher. Beginning with clear,
| pleasant tones and distinct (not exaggerated) enunciation, the teacher

should lead on to discriminating emphasis through rate, pause, inflection,
# and stress, and to force appropriate to the message. Her main dependence
| must be, of course, upon adequate realization of the meaning and purpose

of what is being read. The use of the technique of oral expression will
be exactly comparable to that made of it in teaching oral composition. Did
the reader say well what he meant—or should have meant—to say? Why
or why not? How could he improve the performance? Let him try.

The teacher should be able and willing to show the pupils how to read
| by reading for them, not to give them details to imitate but a general idea
of good oral reading. Children are a thousand times more likely to have
_ heard good singing than to have heard good reading. The school should
supply this deficiency.

REFERENCES

Colby, Literature and Life in School. Houghton, Mifflin Co.

MacClintock, Literature in the Elementary School. Univ. of Chicago
Press. These two present a general theory of literature as a sub-
ject of study by children.

3. Hosic, the Elementary Course in English. Univ. of Chicago Press.

An outline of principles with extensive lists of stories and poems

by grades.

4. Bryant, How to Tell Stories to Children. Houghton, Mifflin Co.
Definite theory and numerous examples.
Johnson, The Oak Tree Fairy Book. Little, Brown & Co:

_6. Wiggin and Smith, the Posy Ring; Golden Numbers. Houghton,
Mifflin Co.

nN

Sal

D. LIBRARY READING

More than a passing reference to library reading is due. This is not
a mere accessory or luxury but an indispensable part of the child’s ex-
perience in school days. Without it few ever really learn to read. Without
it the joys of reading are decidedly limited.

The school must make provision for it. Cooperation with the public
library helps and is useful in setting up the right habits of using the facil-
ities provided by the community. But there is no substitute for books
_ always at hand. Hence schools should take steps to build up collections,
by classes and grades, and in the general reading room some definite
' care of the books and guidance in the use of the books should be provided.
In class the treatment of the books should be generally informal. In
' the first three grades the reading will be done in school. It is a profitable
form of seat work and should be scheduled. Occasionally some of the
' pupils may read or tell to the others something of what has been read.
| The teacher should make sure that there is no mere dawdling. At the
same time she should avoid anything like a “recitation.” In middle and
higher grades book talks, being exchange of impressions, should take
_ place. Let each pupil learn how to speak three minutes, saying only what
- those who have not yet read the book wish to hear. Others may supple-
_ ment and ask questions. In the hands of the informed and skillful such
' book hours are immeasurably interesting and profitable.

16x
peg pp oo

PART II.

THE COURSE BY CYCLES AND BY GRADES

INTRODUCTION

A general discussion of English study can make clear the kinds of
activities to be carried on, but it is inadequate as to details and as to when
and how much. Hence it is necessary to outline the work of each school
year. This may be done by laying out a surplus of possibilities and
leaving the teacher to decide upon essentials or by stating definitely that
certain things are basic and to be included, no matter how much more is
added. The present manual course aims to be clear as to basic material.
It prescribes a certain minimum for all schools. But it also provides the
indispensable margin.

The arrangement by cycles is intended to unify the work and enable
a better organization of it. The dominant interests of the pupils are
recognized and given play. It has also the advantage of giving time for
certain abilities to develop and of providing a distinct change of program
often enough to give the pupils a sense of conquest.

Whatever is common to the cycle is stated in the introduction to it.
Every teacher concerned should therefore examine carefully the intro-
duction as well as the several grade outlines.

Cycle I: Grades 1 to 3

The first cycle or stage of the English work may, for convenience,
be bounded by the entrance to school and the completion of the third grade.
This will include the kindergarten for such pupils as attend it. The
third grade marks approximately the conclusion of the primary steps
in reading, mastery of the processes common to all reading, and the
control of a working vocabulary of common words. The next cycle brings
the pupil at once into the realm of textbooks and demands a more technical
training in the use of books. |

Other characteristic features of the first cycle are (1) the emphasis
to be placed upon oral composition and the subordination of written
composition to it, and upon oral presentation of literature, (2) the treat-
ment of spelling and phonics so as to give the mastery of the forms of
the most commonly used words, and (3) the flexible handling of subjects
so as to avoid hard and fast lines of demarcation and enable the children
to enjoy many-sided experiences in which constructive and expressional
activities go hand in hand with studies in community life and natural
phenomena.

1. COMPOSITION
Ihe composition work of the cycle is mainly oral. It aims (1) to
give play to the children’s desire to communicate their experiences to
others and to train their judgments as to what is best to say, (2) to accus-
tom them to speaking distinctly and clearly to their class, and (3)! to

17

 

aa a ean as ¥ .
= FETE DAT EY ST Ce ate eee eeena Lh Maa eae eh aE Ae a oe ct DN gf

speaking in sentences. Many pupils will easily attain other desirable
qualities, such as (4) sticking to the point, (5) good sequence, and (6)
the,tise,.of strkine, details... the workiof such pupils will be considered,
however, as better than merely passing. The written composition should
be judged by similar standards. The mechanics to be learned are just
those required to write what the pupils speak and may have need to record.
(See Section d under Writing in Part I of this manual course, p. 8.)

Story telling will accustom the pupils to more mature sentence forms
and enlarge their vocabularies. The organization of the stories should
be made to stand out. For example, help the children to divide the story
of the Three Bears into its five steps or incidents, name each—While the
bears walk, the little girl comes; she eats the porridge; she sits in the
chairs; she lies in the beds; when the bears return, she runs away—and
let one child tell a simple complete incident and no more. This will lay
the foundation for the study-reading of the next cycle and for the more
mature composition of the higher grades.

The spelling battle is lost or won in the first three years. More than
half of all the words which the pupils will actually write in their school
course they already use in this cycle. Most of the “demons” are in this
list.

2. READING

Phonics, if taught through analysis, will help spelling. The study
of phonics is necessary to economy in learning to read. The work should
be so laid out that all the pupils of each grade get similar work and so
that one grade carries forward what the one before has begun. Good
committee work will easily accomplish this.

Reading should begin, however, before phonics in order that mere
sounding of meaningless symbols may not result. Sight words (words
unphonetic, at least as yet) should be taught in context through conversa-
tion and accompanying blackboard and card work. The pupils should be
permitted to study the lesson as a whole. The discussion following will
clear up obscure points and often call for oral reading to support a pupil’s
contention. Expression of the lesson by the pupils as a whole should come
only when it is thoroughly understood.

The stages of a typical lesson whole in the primary grades may be
distinguished as follows:

Stages in a Reading Class

I. PREPARATION

A. Necessary Experience

1. With the content. The teacher should make sure that the pupils
have freshly in mind a sufficient body of experience to enable them to
build up by imagination and thinking the experience they are to share.
Conversation, pictures, objects may all be necessary.

2. With language. The teacher must also make sure that the words,
in the case of beginners, are in the speaking vocabulary and are either
known at sight or contain familiar phonetic characters. During the
preliminary conversation introduce new words in script or in print or
in both.

18B. Attitude One
1. Toward the subject. There should be pleasurable anticipation,

the expectation that a question will be answered, an interesting experience
shared. Develop consciousness of a problem as the basis for reflective
thinking. : |

2 Toward the activity of reading. ihe children should be inter-
ested in good methods of procedure, physical and mental. For example,
set up the ideal of reasonable speed and alertness, of looking ahead, and
of accepting only reasonable meanings.

II, SILENT READING (STUDY)

A. The Units. The pupils should deal with significant wholes—
usually more than the single sentence. They should be in 2 position to
build up a related, organized body of ideas in the light of a dominating
idea or purpose.

B. The Process. Self-help should be the watchword. The teacher
should work with individuals.

III. EXPRESSION

A. Possibilities. Warious activities are in place—discussion, answers
to questions, telling experience, reproduction, reciting from memory, read-
ing aloud, dramatization, graphic art, industrial art.

Be Choice.

1. The nature of the selection will often determine.
2. The many-sided development of the class should be provided
for.

C. The Audience Situation. The pupil should read to the class.
Whether the other pupils should follow in their own books is a moot
question. If they are actively participating mentally in the reading there
is undoubtedly both pleasure and profit in their doing so.

D. Roles of the Teacher. The teacher must be versatile—question-
ing, suggesting, relating experience, reading to the class, telling stories,
emphasizing something to be remembered are some of her duties.

iv. THE FOLLOW-UP

A. Of the Subject. If a topic is worth while for one lesson it is
probably worth while for several. Deepen the interest and enlarge and
establish the knowledge by presenting a wealth of material.

B. Of the Activity of Reading. Give natural healthy exercise to the
abilities which the first lesson called out—do the same thing again with
new interest in the subject matter, but with repetition of words and
sentence forms and practice in handling them.

C. Of Details. Drill on words and expressions which are important
but elusive. Provide for repetition—with interest.

A Reading Repertoire

A balanced program in reading requires a “repertoire ;” no single book
will provide it. The titles suggested in the grade outlines in this course
were drawn from indexes which several schools have made. The lessons
were chosen from books in common use, each for a specific purpose, a
definite value. A 4x6 library card was used, the two faces of which were
printed as follows:

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eoeeeee

Key other side (over )

 

 

 

KEY (Reverse)

Grading: = Easy M=Medium D = Difficult
Classification
ne hewn: il Prose 2. « POetY 3. Drama

B. Subject-Matter :

1. -Adventure 7. Humaneness

Zt &. imumor

3. Biography 9. Ideals

A Child lite 10. Nature—out-of-doors

5, laney. if Patrionsm

6, History 12. Travel—life in other lands

Comment: Reason for teaching.

 

20ae oe on +" Sey fk RO
pe Ge ee ee ee

It is suggested that all schools build up classified indexes of best
reading lessons in the same manner.

3° LITERATURE

ter to reserve to each grade certain selections not to be taught
before and in order to give the children the benefit of expert selection of
pieces most valuable to them, a short list of poems and stories has been
made out. Teachers will add to this as they can. The poems which
should be learned by heart and the stories which should become so familiar
as to be easily told or acted out are starred as preferred selections. A
few pieces to be read to the children by the teacher are also indicated.
The teacher should, of course, not need the text in presenting the others
but should prepare as well as in the case of her music lessons. (See the

section on Literature, p. 14.)

In orc

4. LIBRARY READING

Most children, before the end of their first semester, can profitably
employ twenty minutes or more each day in reading at their seats books
of their own choice. Suggestive lists of suitable books appear in Part
Ill. The teacher should observe what is going on and tactfully put on
the track the pupils who fail to get started. If a pupil continues to leaf
his book through, settling down to no attentive reading, give him a cue
and encourage him to finish something.

21ae ae 3 CLL ieee ee Oe ee ie
eS ncaa Pty ee Be at ere Bak ioe

The First Grade

lt COMPOSITION

A. Speaking.—This constitutes nearly all of the language work of
this grade.

1. Aims: Readiness and the sentence sense; clear tones and distinct
utterance; the joy and profit of sharing experience.

Zz Materials: Actual experience; topics of conversation in all classes:
stories. (See outline of literature on page Al.)

By Achievement: Ability to make a speech of three or four sentences and
to tell a single complete incident from a simple story so as to be

heard distinctly by all of the group. Approximate standards are
as follows

STANDARDS OF ORAL COMPOSITION
Fair.
I have a cat. I pulled my cat’s tail. My cat scratched me.

(This composition has the merit of correct sequence in clearly defined
sentences, but is ordinary, i.e., has nothing to indicate that the cat is
different from any other cat.)

Good.
The Play-Ground.

I like the ladders. I can climb up them. I turn somersaults all the
way down.

(The theme is more mature than the Fair composition. The sentences
are closely related in thought. There is an expression of preference. )

Excellent.

We had a little yellow bird. One day my mother took me down-
town, and when we came home our bird was dead. We forgot to turn
off the gas heater and it killed the bird.

(The telling of a complete incident with the explanation involved
places this composition in the excellent group.)

Superior.

Yesterday I picked up my cat and held him on my lap. I saw some-
thing sticking on his paw. It was a grasshopper’s foot. He must have
had a fight with a grasshopper.

(This is interesting because of the suspense. The inference expressed
in the last sentence is unusual for first grade.)

(See page 7 for an account of how these standards were derived.)

4. Suggestions: Begin by calling for one statement, one sentence, one
thing the pupil has done. Select a center of interest for the day’s

“Note.—These examples are not intended to be used as models for the
children to imitate.

22

— TE Py SE Ne
REET ee ee ee ee
; >talk—-How I help mother, What my pet does. Do not tempt the
speaker to ramble on. Supply correct forms or missing words
politely when the speaker needs them. Set up the conditions for the
tse of sentences in various lessons by saying, Tell us so and SO,
instead of merely putting a question. (For suggestive list of topics
see p. 45.)

B. Writing—On the blackboard only.

1. Aims: To satisfy the children’s desire to do what they see others
doing.

2. Materials: Only what is supplied by the teacher or has previously
been spoken by the pupil.

3. Achievement: Ability to write the pupil’s name correctly.

4. Suggestions: Good images of the forms to be written and of the
movements necessary must be developed. Approve only large,
firm characters. The teacher’s example is the important thing,
at this stage, but analysis of letters 1s used by some success-
fully. Do not force the work in this grade.

C. Spelling—Mainly incidental and connected with phonics and
writing. In many schools at least three-fourths of the class will
know the following perfectly: Formal oral drills, however, are not
meant to be implied by this list.

a baby can dog girl
all ball cat doll give
am be come go
an bed for good
and big day fun
are bird did had
at boy do get hat
by

man Bp
has I may play us
have in me
he fs men ne
hen It my red was
her - Pon we
him e will
hic little a4 see
home lock ane yes

SO

of sun Ie

old

on the

one this

out to

(See p. 8 for an account of the derivation of this list.)

i READING

A. Silent Reading-Study.—This is the chief phase of reading and
should almost always precede any attempt on the part of children at
reading a passage aloud.

1. Aims: To form good habits from the beginning; to arouse, if
Ni necessary, interest in reading; to develop ideals of how to read; to re-
| organize important parts of the children’s experience and add to their stock
of information; to lead on to literature; to place an indispensable tool in
the children’s hands and put them in the way of using it effectively.

23

Sy cre EET ET Ee TRA ERE {CPSC Ribs Seees ee ee
= mest aE sei er ae aa Se Pi 84

bg

2. Materials: (a) Blackboard lessons made up of contributions

trom the pupils, reworded if necessary by the teacher. The following are
suggestive examples:

I have some roller skates.
I skate to school.
I can skate fast.
I don’t fall down.

We had a party.

It was my birthday.

Six little children came.

The little girls had their dolls.
The little boys had wagons.
They gave the dolls a ride.
They played games.

Mike has a dog.

His father brought him home.

The dog followed his father,

They think his name is Spot.

He has a black spot on his nose.

Mike’s father is going to make a house for him.

My mother cooks the grapes.

She puts them in the squeezer.
She squeezes out the juice.

Then she cooks it some more.
She cooks it until it turns to jelly.
Then she pours it into glasses.
She pours paraffin on top.

It is snowing.

The snow is coming down fast.
We are glad to see the snow.
We have no school this afternoon.
We will have some fun.

We can play horse with our sleds.
We can tie our dogs to our sleds.
We can make a snow hill.

We will have a good time.

The postman comes to our house.

He brings the mail.

He gets it from the postoffice.

The people put their letters in the mail box.
Then the collector comes in his machine.
He takes it to the postoffice.

Mildred’s father is a postman.

Leslie saw a moth in our room.

The moth came out of the cocoon.

We had the cocoon all winter.

The moth was sleeping in the cocoon all winter.
He is a beautiful moth.

He has pretty spots on his wings.

He spread his wings but he did not fly.

His wings were not very strong.

24

   

ET EERE EE eae ey Eg se
eer ee FT ee ee ee ee a ie(b) ;
a variety of fields of interest.
eest a scheme of selection.

Selected lessons from books grouped in sequence and covering
The following brief “repertoire” will sug-

With beginners cumulative folk stories may be used to good advant-

age.
vocabulary, the rhythm of the repeated
make the reading easy and attractive.

eye span, the ability to read by phrases

habit. Their content is of real value.
suggested.

Cumulative Stories:

The Little Red Hen

The Three Billy Goats Gruff

The Hen who Went to High Dover
Lambikin

The Old Woman and Her Pig
The Johnnycake

Ned Visits Grandmother

Child Life:

Playing Fire Engine and Railroad
The Greedy Boy

Nellie’s Present

Story of the Peas

The Fourth of July

The Circus

Humor:

Hi, Diddle, Diddle

Old Mother Hubbard

The Three Kittens

The Dog and the Cock
Chicken Little

The Little Porridge Pot
Amy’s Grapes and the Turkey

3. Achievement:

Others may be found in the usual grade readers.

The simple
phrases, the humor of the story
Their use tends to increase the
and to fix early a rapid reading

Other centers of interest are

Free & Treadwell Primer
Elson First

Elson First

Winston Primer

Free & Treadwell Primer
Elson First
Elson Primer

Elson-Runkel

Merrill First
Merrill First
Howe First
Howe First
Wideawake First
Wideawake First

Merrill First
Merrill First
Art-Literature
Winston First
Free & Treadwell
Winston First
Howe First

Book One

Ability on the part of at least three-fourths of the

children to read a selection like the following so as to be able to make such
explanations as (a) Why Tom played with the grasshopper, (b) Why
the grasshopper went to the ants’ house, (c) Why the ants did not give
him food, (d) How many children will be necessary to play the story.

Children should be able to play the game themselves.

May; Come and. play, Jom:

Let us play the ant and the grasshopper.

Tom: I will, if you will let me be the grasshopper.

May: Yes, Tom. You make big hops.

Tom: Well, call the ants,

May: Come, Alice and Grace. Bring Kate and Ella with you.

ae We are going to play the ant and the grasshopper.

Girls: Good! Good! Here we are. Where shall we have our ant-hill?
Tom: Over in the sand pile.

That makes a good ant-hill.

29we a
ath a fas BS ine

May: Well, we are ready now.

We are hard at work.

Come on, grasshopper.

Grasshopper: Knock, knock, knock!

Ants: Who is there?

Grasshopper: It is I, the grasshopper.

Ants: What do you want?

Grasshopper: I want something to eat.

It is very chilly out here.

ihe grass is all gone and I can not find any food.

Ants: We have no food for you.

Grasshopper: You have food now. You worked all summer.

Ants: What did you do all summer?

Grasshopper: Oh, I danced and hopped and played.

Ants: Why didn’t you work?

Grasshopper: I had no time for work.

Ants: Well, go dance now. Go play. He who will not work, can
not eat.

Howe First Reader, p. 90.

4. Suggestions: Go over the procedure on page 18 and apply the
spirit of it. While the new and unfamiliar written or printed characters
will inevitably receive much of the children’s attention, the experience
embodied in the piece must be kept steadily in mind.. Growth of power
to read is best attained by reading which provides the satisfaction of
rich and stimulating experience. To get as much at a glance as possible
and to accept only clear and reasonable meanings should be the conscious
ideal of the pupils.

B. Reading Aloud.—This is not to be confused with mere pro-
nouncing or “Studying out loud.” It should be regarded as one of the
means of giving expression to what has been read and read as a whole.

(See procedure on ppcobb) 16.)

l. Aims; .To.provide’ thé opportunity for saying, 11 which fhe
children crave; to show what meaning the pupil gets; to give practice in
pleasing and appropriate vocal expression; to assist the memory of printed
words; to clarify and deepen the impression of the passages read, both
for the reader himself and for those who follow.

2. Materials: All the reading material used in this grade.

3. Achievement: To read fluently (as opposed to stumblingly, halt-
ingly, word by word) and with inflections according to the sense, with
distinct enunciation, 1n a clear but not harsh or high-pitched voice, pieces
of the difficulty of the example given under Silent Reading above.

4. Suggestions: Build the ideal of reading aloud so that the reading
sounds much like talking. By questions, suggestions, illustrations, etc.,
increase the vividness with which the reader realizes the meaning of what
he is reading. Simple dramatization often helps.

C. Phonics.—By phonics is meant the study of the sounds of the
letters as they appear in common words.

1. Aims: To enable children unassisted to recognize in print or
script familiar words and thus to get on more rapidly in learning to read ;
to improve pronunciation; to assist spelling.

2. Materials: Words contatning sounds most commonly met with,
particularly consonants and the so-called “short” and “long” sounds of the

C4
ZO

ad FRET EE ae Ma ae ees ee eee ee rey Fel E Sae Uae ig he eee 4 a ad Lfee eee cal ulnnt SA assu ae

vowels as usually represented.

2 Achievement: The habit of self-help, the pupil calling for help
only when he really needs it; ability to make out the Ps of
words or parts of words whose phonic characters are included in the scope
of work outlined above.

4. Suggestions: Apply the principles stated in the section on phonics
in Part 1, page 12. Avoid extremes. Too much phonics makes slow and
formal readers; too little phonics throws too great a burden on the teacher
and leaves many pupils without the keys to reading. Don’t stop to teach
phonics when the time for the recitation in reading has come. Whatever
method or system is used, put life and zest in it, the spirit of the game or

contest, and let the pupils feel the joy of achievement.

i., LITER Oi

PRESENTED ORALLY.—Many stories and poems which the children
can not yet read are easily understood when heard and are best received
in this way.

1. Aims: To give familiarity with some of the best pieces; to build
up esthetic and moral ideals; to develop power in language, both as to
organization and as to vocabulary; to assist the reading.

2. Materials: Mainly folk tales and simple poems. The following
are reserved for this grade, the pieces deemed most worthy of permanent
familiarity being starred:

 

Stories.

ety cihe Flare and-the Vortoise: .. 0). Jacobs.

m2, slarce Billy Goats! Gium.......) 128: Dasent.

- 2. 2antvand the Grasshopper... 4. 1.5 Jacobs.

or Old \Woman and EHer Pig... 2.8 Jacobs.
pes Onickem leittle, oe Jacobs.

mao) GinSeronead: Boy. 7... (220.2. 4s. Howe Second Reader.
i (ite Ned Ridine blood. ........... Joseph Baldwin.

fee Whee Fis. ee Jacobs.
ie Abnee beans a eee Jacobs.

Oe eimlegived Pleny <4. 5. ae Johnson.

ol Whew Vind andthe Sun. 25 2020 Jacobs.

iz ie) Crow, and the Pitcher: ...-..... Jacobs.

toe tra: (Coal and the, Bean. 99. ea. Grimm’s Tales.

i Guerbreman Lown Minsicians.... Grimm’s Tales.

Non Miewllice VWisheses 3 6... Grimm’s Tales.

Hone ton, Whiutab. oo. 3 ee. Grimm’s Tales.

Wee decile’ Brown Seed. 6, Cat Tails and Other Tales.
ios) Ge lion and the Wiouse.-..° | Jacobs.

19. The Wolf and the Seven Goslings...Grimm’s Tales.
20. One Eye, Two Eyes, Three Byes... (Grimin’s Vales.

Poems
pal ed ane Simmer. 7 3 ee R. L. Stevenson.
pane Py Son Shi ee Oe R. L. Stevenson.
eo. Who Has Seen the Wind?.... =~ Rossetti.
fog. itee Birdie Serie tetas a dete Tennyson.
ey Gomme Witte Teaves.el 6.) Cooper.Te et” ag im Lee eS Le
paeaae gait es
— cS PPR aS PIG eS OS Fer a

: 6: “he Cow SuSiGe cise cos: Seon os eee R. L. Stevenson.
7 The Swing. ee A a ee R. L. Stevenson.

78. Uwinklewinkle, late Sry) Jane Taylor.

Oo) The Wand ]

Pee, ele ee R. L. Stevenson.
OU, Little Blane ee uo: Lara Papeete
12. Little Brown Brother

13. I Love You, Mother
it Christmas Sone

Pee ee eee The Posy King.

Hor. Cradice somaya ge A. ls ee. Tennyson.

HO ain Don, Matgles 65 * ii. «ie ao) Seleatens: for Memorizing.
iol Saugas SuipeNcatine: 6.8 one Charles Welch.

Me. Lhe ealsemaahite Wyse. 00 cpg ne Phoebe Cary.

Me fe UTES MeN te eo ccs A kk R. L. Stevenson.

20. Daisies

ye ee ee R. L. Stevenson.

3. Achievement: Sufficient acquaintance with at least ten poems
and ten stories to make possible intelligent preference among them; ability
to recite five of the starred poems from memory ; ability to tell what any
of the preferred stories is about and to tell any single incident from it.

4. Suggestions: Point the attention toward the main story-idea as
set forth in the outcome of the series of pictures or happenings. For
example, in presenting the “Three Bears” arouse expectancy as to the
coming of something to disturb them and curiosity as to what they did
about it. Develop the pictures and the suggestions. Make the pupils aware

of the principal steps or stages in the treatment. Apply the principles
stated in Part | under Literature, pp. 14, 15.

THRouGH Rerapinc.—Many lessons in modern first books retain

literary qualities in spite of simplification. Treat literature as literature
and information as information.

ly. THE LIBRARY HOUR

Arouse a desire to read at will and assist selection. Give sympathetic
but not meddlesome oversight. Give also opportunity from time to time
for the pupils to exchange impressions through conversation, relating

incidents, or reading to each other. A suggestive list of suitable books will
be found in the appendix.

28

ie ee Child’s Own Book of Verse.

¢
ae i
cor atl ace)“ ge DEY 3 %
: Se ak Bec © eee, ee “Roa San
a aad WE ga ie a ae ey cdl oak eae bee haelle ai ie

Py

The Second Grade

i. *COMPOSHION

A. Speaking.—This is far the most important part of the language
work of the grade.

1. Aims: Readiness, interest, sticking to the point, and the sentence
sense; the habit of regarding the audience by speaking clearly and dis-
tinctly: entertainment and enlargement of experience.

2 Materials: Observation and personal experience; topics of con-
versation in all classes; stories (see the outline on literature, p. 35, ff).

3. Achievement: Ability to make a short speech and to select and
tell one or more units of a simple story so as to be heard by all of the group.
Approximate standards of oral composition are as follows:

STANDARDS OF ORAL COMPOS] TiOx)
Far.

Saturday morning my brother and I made a snowhouse. Then we
were sitting in it. Then someone broke it and it fell on top of us.

(This is a little more complex in thought than grade one and has
more interest. The repetition of “then” and the use of the expression
“were sitting” in place of “sat” prevent its being classed as a good com-
position. )

Good.

Yesterday afternoon I saw an aeroplane. I followed it until it looked
like a speck. Then the bell rang.

(A picture is presented. The use of the comparison marks a step in
advance. )

Excellent.

Our canary was eating sugar very fast. I think he was very hungry.
When I looked at him he stopped eating it. He was afraid of me.

(This is better than Good because of the inference drawn from the
actions of the canary. )

(A statement is made; the inference follows. A second statement is
followed by still another inference. The inference in each case is true
and interesting. )

Superior.
How I Was Fooled.

Yesterday my sister went to her cooking lesson. When I finished
supper I looked in her pail to see what she had cooked. It looked like
candy. I took a bite. It was soap.

(This composition keeps to the point. There is variety in beginning
the sentences. The point is withheld until the last sentence, which is very
effective. )

See p. 7 for an account of how these standards were derived.

‘These examples are not intended to be used by the children as models
to imitate.

29Pe ae ag nn ee Lie ee
ates ae ies,

_ 4. Suggestions: Hold the pupil to a single phase of the subject and
rain him to decide beforehand just what things he wishes to say, Select
center of interest and encourage class interchange both as to ideas and
s to expression. Make the necessary corrections in grammar and pro-
‘unciation yourself. Supply the conditions for full sentences by making

equests instead of asking questions which call merely for yes or no. (For
uggestive list of topics see p. 45.)

3. Writing—Mainly on the blackboard.

1. Aims: To enlarge the facilities for communication in the class.
2. Materials: Principally the pupils’ oral compositions. They must
ie able when they write to give their attention to the mechanics,
3. Achievement:
Capitalization
Names of persons.
First word in a sentence.
Punctuation

Period at the end of a sentence.
Straight lines; spaces between words.

4. Suggestions: Write for the pupils. Give each pupil at least a
rard of space at the blackboard. The lines should not be much above the
evel of the pupil’s eyes. Insist on large and firm characters. Show how
o leave spaces between words. Point out the mechanical errors, particu-
arly spelling, yourself, and cause the correct form to be inserted. Let the

lass help to improve the thought and composition.

-. Spelling.—A large proportion of all the common words the pupils
/will ever write they begin to use in this grade. The following is a minimal
ist. At least three-fourths of the pupils should be able to spell all the
words in it by the end of the grade.

about dare head nest soap
add dark held never soft
after dead hello new some
ago dear help next song
air deep here nice soon
alike desk hide nine soup
any die hill noon spell
apple dinner himself nose spring
arm dirt hit now stand
as dish hold nut star
ask does horse still
asleep done hot oh stone
ate door house once store
aunt down how only story
away draw hungry open stove

; dress hunt or street
back drink hurt other Sunday
bad drop our sweet
band dry if over sewing
bank dust ill .
barn into paint table
basket each its papa tail
bear ear paper take

30been
before
begin
begun
bell
belong
best
bill
bite
black
blue
boat
body
boil
book
box
bread
brick
bright
brother
brown
bug
buggy
bush
but

cake
call
came
candy
cap
Car
card
care
careful
cart
catch
Cent
chair
chicken
child
chop
city
class
clean
clock
coat
cold
comb
cook
cost
could
COW
cross

eat
egs
ever
every
eye
face
fall
far
fast
father
fed
feed
feet
fill
find
fine
fire
first
fish
five
fx
floor
flower
fly
foot
found
four
free
freeze
fresh
from

full

game
garden
gave
glad
God
goes
going
gold
gone
got
erass
great
ereen
ground
grow
eun

hair
half
hand
hang

jump

keep
key
kall
kind
king
kiss
kitten
knife

laid
lake
land
large
last
late
lay
lazy
leat
leaves
led
left
leg
letter
life
live
long
lost
lot
loud
love
low
like

made
make
making
march
meat
meet
mice
milk
miss
Miss
moon
Monday
more
mother
mouse
mouth
move
much
must

31

 

Trey

park
party
pass
pay
peanuts
pen
pencil
pet
pick
pie
pin
pink
plant
pole
poor
pull
put
pond

rain
read
real
ride
ring
road
rock
rode
roll
room
rose
rug

said
sat
saw
say
school
seat
seed
sell
shall
shirt
shoe
shop
show
sick
sing
sister
sit
S1X
skate
sky
sleep
small

tall
teeth
tell
ten
than
them
there
these
they
thing
three
till
time
today
told
took
top
three
two

under
very

wagon
walk
wall
wash
water
way
week
well
went
were
west
wet
what
when
white
who
why
wind
window
winter
with
word
work
write
writing
wrote

yard
year
yellowNE ia ee ae
cry happy smile yet
cup hard name smoke your
cut having neck snow f

(See p. 8 for an account of the derivation of this list. )

j Follow fe suggestions on p. 9 for the teaching and testing of spelling.
.eep a notebook in which to record the words which give the class trouble
nd let each pupil make a little dictionary of his own.

Il. READING

4. Silent Reading—Study.—This is the chief phase of reading and

hould almost always precede any attempt on the part of children at reading
passage aloud. ,

i dims: To develop and strengthen good habits and ideals of
eading ; to enlarge the reading vocabulary and the experience of dealing
vith sentences and paragraphs of various lengths and types; to widen
perience of life and thought and give familiarity with literature worth

mowing.

m iWVaterials:

Lessons in books, on the blackboard, or printed on

he school press, arranged in sequence according to such centers of interest
is are suggested in the following sample repertoire:

Adventure:
The Sister of the Sun

The Goiden Blackbird

How the Pony Was Won

The Bremen Band of Musicians

Five in One Pod

deeynard the Fox

The Indian Story

How Grandpa Was Lost in the
Forest

Indiana

Tid Life:
Wora and the Light
iiiie Circus in the Barn
The Land of Counterpane
The Land of Story Books
Wynken, Blynken and Nod
A Child’s Garden of Verses
Sone, Lwo, Three’
Little Goody Two Shoes
Missak (In Armenia)
Jacob and Katrina (In Holland )

Patriotism:
The Flag
The Fourth of July
Our Flag
The Baker Boys of Andernach
and the Bees

The Dolls’ Thanksgiving Dinner

The Boy Washington

Free & Treadwell
Reading Literature

Winston II

Story Hour TI

Free & Treadwell I]

Winston II

Reynard the Fox

Beacon II

Blodgett II
Around the World II

Howe II

Howe II

Art—Literature II
Ant—lAteratune 11

William’s Choice Literature
Brooks II

William’s Choice Literature

Beacon II

Child Life in Other Lands
Child Life in @©ther Cands

Bisom Tf
Howe II
Howe II

Beacon II
Bison i
Brooks IIThe Little Cook (A Washington
Story )

The Boy Columbus
Memorial Day
Thanksgiving Day
Abraham Lincoln

Nature:
The Wind
The Voice of Spring
The Hill Pasture
Laura and the Birds
The Little Brook
Mother Frost
Two Little Crickets
The Magpie’s Lesson
Story of Seed Down
The Falling Snow
Funny Little Tadpoles
The Robin s Secret

Ideals: a
[ Didn't Think
The Discontented Pine Tree
The Stone in the Road
The Christmas Bells
Discontent
The Silver Shilling
Bruce and the Spider
Hindu Sykes and the Quails
Story of Peter Kabbit
The Pot of Gold

3. Achievement:

Elson II

Brooks Il

Brooks II

William’s Choice Literature
Blodgett II

Howe II

Wide Awake II
Wide Awake II
Brooks II
Aldine II
Beacon II
Blodgett II
Aldine II

Wide Awake II
Beacon II
Blodgett II
Elson II

Beacon II
Reading—Literature I]
Winston II

Brooks II

William’s Choice Literature
Aldine II

Beacon II

Story Hour

Howe II

Wide Awake II

Ability on the part of at least three-fourths of

the children to read a selection like the following so as to be able to
make such explanations as (a) How Peter differed from his brothers,
(b) What shows that Peter was naughty, (c) What shows that he was
clever, (d) How Peter had a joke played on him, (e) Whether Peter’s
mother discovered that he had been naughty.

THe STORY OF PETER RABBIT
I

Flopsy, Mopsy, Cottontail and Peter were four little rabbits. They
lived with their good mother in a sand-bank near a big fir tree.

One day Mrs. Rabbit had to go to the store. ‘Come, children,” she
said, “let me tell you what to do while I am away. You may play in the
field where the blackberries grow, but you must not go into Mr. McGregor’s
garden. I shall bring you some buns from the baker’s, if you are good.
Now run along.”

“We will be good, mother,” they cried, and off they went.

Flopsy, Mopsy and Cottontail went to the field to look for black-
berries, but what do you suppose naughty Peter did?

He ran straight to Mr. McGregor’s garden. He squeezed himself
under the gate, and was soon having a fine time in Mr. McGregor’s
lettuce bed.

When he had eaten all the lettuce he wanted, off he started to the
parsley bed, but just as he turned the corner, he had a great fright.

33° ° °

| eo McGregor, who was planting cabbages in the garden, suddenly
ooked up at him. Peter was so frightened that he forgot where the garden
gate was, but he started to run. i
Mr. McGregor picked up his rake and ran after him. He called,
Sop, tmich! Stop, thiet!’ until Peter became more frightened than

ever. ;
Flis shoe came off, but he could not stop to find it. And then! What

do you think? He fell into a net. There he was, caught fast, and Mr.
McGregor was very close to him now.

_ How Peter wished that he had gone to the blackberry field with
his brothers!

Poor Peter was sure that Mr. McGregor would soon catch him, when
a thought came to him. Guess what he did!

He found that the buttons of his jacket held him fast to the net. So
he slipped out of the jacket, left it in the net and ran off like the wind.

He made straight for the tool house. There he saw a watering-can.
“What a fine place to hide!” he said, and in he jumped.

“Oh! Oh!” Peter had jumped into a can of water. It was cold
and wet, but there he had to stay, for he heard Mr. McGregor coming.
I think Mr. McGregor would never have found him if Peter had not
sneezed. “Kerchoo!” went Peter. Then Mr. McGregor was after him
again.

Out of the window dashed Peter.

Mr. McGregor was tired of chasing Peter by this time. “Let him
go,” he said, “I’ll catch him one of these days.”

Il.

It was a long time before Peter stopped running. He looked behind
him.

No one was coming, so he sat down to rest and to find some way to
get out of the garden.

In front of him was a big, stone wall, without even a tiny, little hole.

A wee mouse ran by, but did not stop to listen when Peter cried,
“Little mouse, please show me the way out.” But the mouse only shook
her head and ran on.

Peter could not find the gate, so he thought he would go back to the
too] house. On the way he saw a wheelbarrow and climbed upon it
to look around. He saw Mr. McGregor, but his back was turned.

Near Mr. McGregor was the gate. Peter jumped down and ran to it
as fast as he could. Mr. McGregor saw him, but Peter ran so fast that
he could not catch him.

He slipped under the gate and was safe in the wood at last. He did
not stop running until he reached his home near the big tree. He was so
tired that he lay down on the soft sand, and was soon fast asleep.

His mother, who was busy cooking, came out. “Where are Peter’s coat
and shoes?” she thought. ‘“This is the second coat he has lost this month.”

Peter did not feel very well that evening. So his mother put him to bed
without any supper. But Flopsy, Mopsy and Cottontail had bread and
milk and blackberries for their supper.

4. Suggestions: Apply the spirit of the procedure outlined on p. 18.
Study the individual and help him to remedy any faulty habits he may
have acquired. For example, discourage movements of the lips in study-
ing, cause the book to be held hygienically, speed up the loiterers. Enforce

34the ideal of getting as much at a glance as possible and of accepting only

reasonable meanings.

B. Reading Aloud.—This should be regarded as one of the
appropriate means for expressing what has been already studied. (See
pa tt, 16.)

1. Aims: To enable the children to share each other’s impressions ;
to improve vocal utterance and stabilize the vocabulary; to enable the
teacher to discover and clear up difficulties.

2. Materials: Any of the reading matter used for class work in

this grade.

3. Achievement: To read fluently (as opposed to stumblingly, halt-
ingly, word by word) and with inflections and emphasis according to the
sense, with distinct enunciation, in a clear but not harsh or high-pitched
voice, pieces of the difficulty of the example given under Silent Reading
above.

4. Suggestions: Cultivate the desire to make reading aloud sound
much like talking; develop a vivid realization of the meaning; let the
reader try to make his hearers get each picture by proper phrasing.
Wramatizaion oltem telps, (See p. 15.)

C. Phonics.—Regular study of the sounds of letters and syllables
is usually desirable throughout this year.

1. Aims: Increased power to pronounce new words without help.

2. Materials: Additional sounds of consonants and of vowels, par-
ticularly double consonants and vowels represented by more than one letter.

3. Achievement: Ability to make out the sounds of phonetic words
as met with in study except in case of the less usual combinations.

4. Suggestions: See the section on Phonics on p. 12. Seek to avoid
inducing or permitting wrong sounds or exaggerated utterance. Avoid
the extremes of no phonics or all phonics. Let the pupils realize how the
work increases their power.

i Ee RAR

A. Presented Orally—Many stories and poems should first be
presented in this way.

1. Aims: To give familiarity with more of the best pieces; to build
up ideals; to develop power in language, both of organization and vocabu-
lary; to assist the reading.

Zz Materials: Mainly legends, folk tales, and simple poems; also a
longer piece like “Hiawatha.” The following are reserved’ for this grade,
the pieces deemed most worthy of permanent familiarity being starred:

Stories.
Pep epatmmondacts. i CS ye a ee Bryant
ue: lackrand the Bean Stalk. ws Shs. 82 Jacobs
poy Oeln Wicklmocs crs ee, ee. | Andersen
sie Doe and bis dinages).. 4. ee ee. Jacobs
Po ncter Rapin et a ee Burgess
po hie BoyvinoGried Voli (ft Jacobs

we Micherman and ‘eis Witte...) Baldwin Fairy Stories

‘They should be used for reference and comparison in later grades.
39RS Dick Wingtote ge. ue Beacon Second Reader
oo Why the@eaiwe that ls Short... Beacon Second Reader
*10. Elves and the Shoemaker

: PUG SLOG ONT, es cin i Grimm

al, Golden Touch Re re Mawes crea ly eee Beacon Second Reader
oi, Vom: Diao ee a Be Grimm

IO. Buss in wou eee se ces ee Grimm

I+,  Elow the ilephant Got His Trunk........ Just So Stories

I>, Why the Moraine Glory.@€limbs....,. . Bailey

Wome Witt, Vee Gate fs oe ae Story Teller’s Book

17. The Little Match Girl

 

18. Lad Who Went to the North Wind—East
o the Sun and West o’ the Moon...... Thorn-Thompson

IRS). Etre iGtay Womye so. ko ok es o. Maud Lindsay

Ze aCe es ee a Fk Merry Animal Tales

Poems.

moles Wie Wiel eid eg ek ape Eugene Field

gee SOven Mime One oe a ae, Jean Ingelow

po Maueelliehhe Hanm.......3..... 4. R. L. Stevenson
me Catan Countenpane..... 70. sc.a.. 3. R. L. Stevenson
moe Good lay... st. 2. Le ee ee R. L. Stevenson
poe \WWyaken, lymken and Nod.......... 2. Eugene Field

7 tomnMiges. 6.) se ee Rk. L. Stevenson
Boe anGnOn Sto BOOKS....... 0.20. 8 R. L. Stevenson
oe isin hime. 3 40. ee Rossetti
10) Eether io Heaven We Thank Uiee...... Emerson

ie rlom tie Weaves Came Down......... 74 Susan Coolidge

ie beseaminltohter: 1.0.06. ee RK: L. Stevenson
Se  Omerone Clamlken ok. 6. eg eae ee Kk. Ly Stevenson
Mee GU IMISIC BOX Fe oases oe, oh oe od ee Ae ee mona
ieee Me dNockeasaye lady. 9.00... 4.0. Eugene Field

HO Whe esrole tac bard's Nest.. 0:2... 3. . Lydia M. Child
We sinomsetyvine Daye oe ela oe Lydia M. Child
NS eee et ea a ee Acones Collier Gon
Ie Wine iwammdromsSs ss). 2k eee Howe First Reader
ZO AC ies caves 4 5 a ee ee Howe Second Reader

3. Achievement: Sufficient acquaintance with at least ten poems
and ten stories to make possible intelligent preference among them; ability
to recite five of the starred poems from memory; ability to tell what any of
the preferred stories is about and to tell one or more incidents from it.

4. Suggestions: Prepare the way for grasping the meaning of the
story as a whole and the happenings in their relation to the outcome, by rais-
ing appropriate questions in advance or as the story proceeds. The pupils
should be made aware of the main steps or stages in both stories and poemis.
(See the section on memorizing, p. 15.)

B. Through Reading.—Literature simple enough to be read by
the pupils should be treated in accordance with the methods outlined above.

IV. THE MIBRAR MY El@iin

Cultivate a desire to read at will and encourage selection. Super-
vise but do not permit the reading to seem like formal study or recita-
tion. Let the class exchange impressions; provide stimulus and guidance
as to what one should. get from a book. A suggestive list of books for
this grade will be found in the Appendix.

36ope coset

 

The Third Grade

fi. COMPOSITION

A. Speaking.—Still the most important part of the language
work of the grade.

1. Aims: Readiness and pose, interest, a good title, sticking to the
point, good sentences ; a firmer habit of regarding the audience by speaking
clearly and distinctly ; entertainment and the enlargement of experience:

2 Materials: Observation and personal experience; imaginative
situations; topics of conversation in all classes; stories. (See the outline
on literature, pp. 43, 44.)

2 Achievement: Ability to make a short speech, mecimig aie

approximate standards which appear below ; also ability to name the prin-
cipal steps or incidents in stories such as those listed and to tell one or

more incidents with good effect.

STANDARDS OF ORAL COMPOSITION.’
Farr.
My Doll.
Yesterday when I came home from school I played with my doll. I

made a nightgown for my doll. I put it on the doll and put her in bed.
Then I knit a cover and put it over her.

(This has more individuality than the fair compositions of the first
two grades, but it is only Fair because it is a bare recounting of actions
without any personal comment. )

Excellent.
My Dog and I.
Yesterday I had to stay in. My dog and I were playing hunters.. He

was the lion and I was the hunter. I hada pole for my gun. I would say
“Bang!” and he would fall down. We had lots of fun.

(This shows that the child has “thought through” the incident. He
has included the necessary situation and characters and has omitted unnec-
essary details. The element of imagination is new. )

Superior.
My Old Doll.

_ Last Christmas my mother did not buy a new doll for my little sister.
She dressed the old doll over. Mother was sure sister would not know

:
_ The examples are not intended to be used by the children as models
to imitate.

tree are - - Rrra oT -
: LL ea ea ee TR1t. Christmas day came. When my sister saw the newly dressed doll on
the table she cried, ‘Hello, there, Annie.”

| (This shows a very good grasp of what the writer has to say. The
clement of suspense and the subtle expression of the joke distinguish
It aS a superior composition for this erade. )

(See p. 7 for account of how these standards were derived. )

ee Suggestions: Train the pupils to hold to single phases of a sub-
ject and to decide just what they wish to say. Let the class help to select
centers of interest and encourage interchange of ideas and of helpful sug-
gestions as to expression. Deal with large matters first. emphasizing the
particular principle of good composition that is being learned. After-
ward pupils may help to correct errors. Supply the conditions for full
sentences in the various recitations by making requests instead of merely
asking questions. (For a suggestive list of topics, see p. 45 ff.)

B. Writing-—Mainly on the blackboard.

1. Aims: To give the pupils larger facilities of communication, both
in school and out.

2. Materials: Principally the pupils’ oral compositions. The increased
maturity of these demands additional technique.

3. Achievement:

Capitalization
Names of months
Names of days of the week

Names of special holidays, as Thanksgiving, Christmas, New Year,
Master

Titles of Compositions

Punctuation
Period in following abbreviations: Mr., Mrs., Dr., St., Av.
Comma after salutation in the simple, friendly letter, thus:

Dear Alice,

Anna Brown.
Manuscript
Letter as above

Letter and other composition must have margin of one inch at left
edge and indention (half-inch) of first line.

4. Suggestions: Give each pupil at least a yard of space at the
blackboard. Insist on large and firm characters and proper spaces between
words. Correct errors in spelling yourself. Do not expect more than
limited help from the pupils in other mechanical matters. Focus the
attention of the class first upon the composition,

C. Spelling.—This is one of the two grades in which the largest
number of new words appear in the written composition of the pupils.

38The following 1s a minimal list.
spell all the words 1n

be able to

above

across

act

afraid
afternoon
again

age

alley

almost
lone
lc
lso

jab)

alo Ng
als
always
among
ankle
another
anything
anyway
apiece
April
around
ashes
autumn
awake

baloon
banana
bath
became
because
become
beg
began
Rebiad
below
beneath
berry
besides
better
between
biggest
birthday
blew
block
blossom
blow
board
bone
born
both
bottle
bottom

aN Be tay 8 oeogs
at i ‘ety ahh. hha ws

bought
bowl
branch
brave
break
breath
breakfast
bridge
broke
broom
brought
build
built
bundle
burn
bury
busy
butter
buy

carried
carry
case
caught
chalk
change
chase
children
choose
Christmas
church
circle
circus
clear
climb
close
cloth
clothes
clothing
cloud
color
coming
cool
copy
corn
corner
cough
count
country
cousin
cover
cream

At least three-fourths of the pupils should

it by the end of the grade.

dance
danger
date
died
doctor
dollar
don’t
dozen
dream
drive
drove
early
earn
earth
east
easy
eight
elephant
else
empty
end
enough
even
excuse
Exper

Pal
fair
fairy
family
farm
fell
feel
felt
fence
few
fight
finish
flour
follow
fond
food
forget
forgot
Friday
friend
front
fruit
funny

e1ft
glass

39

 

grandmother
cTay

erew
grocery

guess

o

hall
happen
hear
heard
heavy
herself
high
hole
holiday
honey
hope
hour
hundred
hurry

inside
iron
invite

July
June
just

kitchen
knew
knee
knock

know

lady
laugh
law
leave
lemon
lesson
light
line
listen
loaf
lose
lunch

mail
manypumas cea ete eases

mark place ship thought
March plain should throw
May please shoot threw
maybe point short Thursday
mean porch shut tie
met pound sir tonight
might pretty side town
mile prize sight train
mill push since tried
mind son trip
mine quart sorry try
money quarter south Tuesday
month quick speak turn
morning quite spend twelve
most stairs twice
Mr. start
music race stamp facie
myself reach stay el
ready steal upon
ECEESS steep
naughty Pent ee use
near rest stockings vacation
need ribbon stood vere
nickel Poh stop
night right straw wait
Norse river struck wake
ae roof string want
nok rope study warm
north round such watch
note rubber sugar wear
nothing running ih ae
number summer where
salt supper which
obey ene sure while
off Saturday sweep whisper
often aie swim whistle
orange says spent whole
outside aa wish
own ae fate without
ee are wood
ae eed beach world
* teacher would
paid a Wednesday
parlor set their
part seven think
peach Sew third yesterday
pear shake through young
people shed those
piece sheep thread

(See p. 8 for an account of the derivation of this list.)

Follow suggestions on page 9 for the teaching and testing of spelling.
Keep a notebook in which to record the words which give the class trouble
and require each pupil to keep a similar record of the words which trouble
him individually.

40Te READING

A. Silent Reading or Study.—This is the chief phase of reading and
should almost always precede any attempt on the part of the children

at reading the passage aloud.

1. Aims: To develop and strengthen good habits and ideals of reading ;
to enlarge the reading vocabulary and the experience of dealing with
sentences and paragraphs of various lengths and types; to widen ex-
perience of life and thought and give familiarity with literature worth
knowing.

2 Materials: Lessons in books, on blackboard, or printed on the school
press, arranged in sequence according to such centers of interest as
are suggested in the following:

Ideals:
Blunder (at Wishing Gate)
Grumble and Cheery
Little Brown Hands
The Broken Flower Pot
The Merchant of Ser
The Boasting Bamboo

Children’s Activities:

Candlemaking at the Collidges
Games of the Dutch Children

Child Classies 117
Beacon III
Child Glassics Tt
Child Classics Mi
Winston III
Winston III]

Everyday Life in the Colonies
Around the World with the Children

Betty’s Guest
The Plant School
Katrina’s Home

Boys and Girls of Colonial Days
Stories of Luther Burbank
Trading and Exploring

 
 
  
 
 
 
 
 
 
 
  
  
 
 
 
  
 
 
  
 
 
   
   

Flistory:
The Master of the Land of
the Nile
The Shepherd Boy Who
Became King
, How a Thistle Saved Scotland
Daniel Boone and His Grape-
vine Swing
The Star Spangled Banner
The Last Lesson in French

Old Stories of the East
Old Stories of the East

Winston III
Stories of Great Americans

Stories of Great Americans
Chitd’ Classics ET

3. Achievement: Ability on the part of at least three-fourths of the
b children to read a selection like the following so as to be able to (1)
| give the story another name; (2) show that the jackal was selfish;
oe (3) give a reason why the jackal made so much noise; (4) explain
how the camel punished the jackal.

THE JACK AI. AND. Vee @ Avie
Howe Third Reader p. 9.

A jackal and a camel were good friends. One day when the jackal
was hungry, he went to the camel and said, “Cousin Camel, I know where
there is a fine field of sugar-cane for you, and where there are some crabs
i P es ) 66 ° “
and small fish for me. Let us go and eat.” “All right!” said the camel.

kG

Show me the place.”| “It is on the other side of the river,” said the little jackal. “I wish
I knew how to get across.”

“I can swim,” said the camel, “so you may ride over on my back.”

So the jackal jumped on the camel’s back, and they were soon on
the other side of the river. |

Ihe camel ate very slowly, but the jackal soon ate all the crabs and
fish he could find. Then he ran up and down the bank, screaming and
shouting.

Ihe noise awoke the people, who ran down to save their sugar-cane.
They beat the camel and threw stones at the jackal.

the jackal and the camel ran down to the river.

“Jump on my back,” said the camel.

When they were half way over, the camel asked. “Why did you make
such a noise and spoil my dinner ?”
ae I don’t know,” said the jackal, “I always sing after dinner, just
or fun.

“Well,” said the camel. “I always like to stretch myself and roll over,
alter dinner, just for fun.”

Then the camel stretched himself and rolled over in the water, and
shook the little jackal off his back.

“Oh, oh!” gasped the jackal, as he swallowed and splashed. “Save me!
Save me!”

But the camel only laughed, and the jackal almost died for his selfish-
ness.

But he reached the shore in safety at last.

4. Suggestions: Apply the spirit of the procedure outlined on pe
Study the individual and help him to remedy any faulty habits he
may have acquired; for example, discourage movements of the lips
in studying, cause the book to be held hygienically, speed up the
loiterers by means of timed exercises. Enforce the ideal of getting
as much at a glance as possible and of accepting only reasonable mean-
ings. The Ayers Silent Reading Test, published by the Russell Sage
Foundation, will be found useful in determining the relative ability
of the pupils.

B. Reading Aloud.—This should be regarded as one of the appro-
priate means for expressing what has been already studied.

1. Aims: To enable the children to share each other’s impressions; to
improve vocal utterance and stabilize the vocabulary; to enable the
teacher to discover and clear up difficulties.

2. Materials: Any ot the reading matter used for class work in this
grade.

3. Achievement: ‘To read fluently (as opposed to stumblingly, halt-
ingly, word by word) and with inflections and emphasis according
to the sense, with distinct enunciation, in a clear but not harsh or high-
pitched voice, pieces of the difficulty of the example given under
silent reading above. Dramatic selections are specially valuable for
reading aloud. Each “part” should of course be taken by a different

pupil.

4. Suggestions: Cultivate the desire to make reading aloud sound much
like good talking; develop a vivid realization of the meaning; let
the leader try to make his hearers get each picture by suitable phrasing ;

42IS

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helps to develop the meaning. Ask, “Is that what

dramatization orten
he meant to say

Phonics.—Regular study of the sounds of letters and syllables is
usually desirable throughout this year.

Aims: Increased power to pronounce new words without help;
training as needed by the individual.

Materials: Additional sounds of consonants and of vowels, parti-
cularly the less usual sounds.

Achievement: Ability to make out the sounds of almost all phonetic
words as met with in study.

Suggestions: See the section on Phonics on p. 12. Seek to avoid
inducing or permitting wrong sounds or exaggerated utterance.

Avoid the extremes of no phonics or all. phonics. Let the pupils
realize how the work increases their power. Find out what is needed

and give tt.
i Se RAT

Presented Orally.—Many stories and poems should first be pre-
sented in this way.

Aims: To give familiarity with more of the best pieces; to build
up ideals; to develop power in language, both of organization and of
vocabulary; to assist the reading.

Materials: Fairy tales, myths, legends, modern stories, and_ simple
poems, one or more longer pieces like “Robinson Crusoe.” The fol-
lowing are reserved for this grade, the pieces deemed most worthy
of permanent familiarity being starred :

Stories.
Third Grade.
ithe Picd Wiper ot Hamlin, 2.5... .. Browning
iG@necor tie Golden Kiver ...-. 7.2. 40:2... Ruskin
ACO VA (le fo clde cae te ke yas ies George Cox |
eaiby ane We HoCaSts 00. es eo Johnson |
viiivemm elle ere oes ee ee eis Ramee
ivi whe, SearmishOalbie Wi. 2 ate we Dasent
Siow, Ouecms M20: oe i ee Andersen
ar iiletesayl i cui gle okt agree Tete Kipling
Ginderellaes sve ee ee Johnson
Beales wie Wyk: yon oa ae ea . Searson & Martin III
SM RIGhINe WV 5 ch Bo a ae ee Art Witeratune Il
HMC AECASING (ome ao cg ee Studies in Reading II
CUM O NIG tg ee ee. So ean Longfellow
Dravic Moll SOCK ick. otha ee Hans Andersen
ive Warne Needle: 362i eee Hans Andersen
lack inedtinye,(MniCGeds) 18 2... a ee Anna Sewell
eka amduiie: AON eee. i he Sara Cone Bryant
How’ the Jack o’Lantern Frightened the
UG ATISE ee ce SE eke cs ee Stories of Colonial Chil-
dren—Pratt
Aladdin and His Wonderful Lamp...... Bi Seudder

lice NitimmbersSlOvel we: 2 fale ee. RameePoems

“1s Whete Go the oats)... Ri E. Stevenson
Soe. Sweet aageleow (0 et Tennyson
“3. Boys Senewwes 7s te 8 ee Howe Third Reader
* 4. Little Bean SATIS). "5 sth aed ee ee ie Howe Third Reader
~ 5. The Lite eose Dollies 5. Kingsley

© 6. . The (Biucbindies |. ee ee, EK. Huntington Miller
P71. HOrel erimeleaiaGlsign | Sa Gat ee ae oe R. L. Stevenson

7 8, My Bedgista Boats. ae.) ecru | R, L. Stevenson

# OO. Norse: Maliainge he ho ee ey Eugene Field

AO. “The Nagi Wynd. Ale ass Seca Wugene Field

Ie Chihicy Wilds en. G5 eee ee, Att. fit. Reader ait
i. TheBuildine oi tie Nestee. 6... Josephine PP, Peabody
IS: Youm Mlac ands Wy Klas 460). oes. N: Dv Nesbit

i. A. Mlowtitisyimen Miistake. 7458 Gh es Anna M. Pratt
Pe Bays en: ee ee George McDonnell
NG: Ameer to;a, Childis @iestione, 4.4.6. 4 Coleridge

7 Vine @wl-and the Prissy @at. .6.0).4.6 ear

FS. Why Do Bells for Christmas Rime... 4: Posy Ring

no. ie Goldenuod) a i ee ee Sherman

20. Younes WNieht 4 houghts. -" 94.5. 994.) 4. R. LE Stevenson

3. Achievement: Sufficient acquaintance with at least ten poems and
ten stories to make possible intelligent preference among them; ability
to recite five of the starred poems from memory ; ability to tell what
any of the preferred stories is about and to tell one or more incidents
feo mae te.

4. Suggestions: Prepare the way for grasping the meaning of the
story as a whole, the happenings in their relation to the outcome, and
what is left to inference by raising appropriate questions in advance
Or as the story proceeds. The pupils should be helped to make out
the main steps or stages in the treatment of both stories and poems.
(See the section on Memorizing, p. 15; see also the suggestions on
dramatization, p. 15.)

B. Through Reading.—Literature simple enough to be read by the
pupils should be treated in accordance with the methods outlined
above.

IVe -LI BINARY Re DiING

Cultivate a desire to read at will and encourage selection. Supervise
but do not permit the reading to seem like formal study or recitation. Let
the class exchange impressions, provide stimulus and guidance as to what
one should get from a book. A suggestive list of books for this grade will
be found in the Appendix.

ORAL COMPOSITION TOPICS
Cycle I—Grades 1 to 3

Centers of Interest

I telioiie 4 rips 7. NaAcanions
Zn bets 5. Special Days &. Street Mxpemenec
3. Toys and Games 6. school o. Nature

44o~
eee

pad peek
Sy

19

fond

Wh

2 Ao

=

LG.

18.
20.
a
a

1.0 NI GX G1 ES Go NE

  

Home.

 

i

Our baby.
Amusing my baby brother.

A birthday surprise for mother.

Helping my mother on Saturday.

How my best dress is made.

What I do ona rainy day.

How I got the money for the Thanksgiving collection.
A baby I know.

Washing the supper dishes.

A story grandma told.

Afraid of a mouse.

When mother goes away.

When company comes.

When father comes home from work.
When I was sick.

How we spend our evenings.

How I earn money.

When mother says “get up.”

Our Victrola.

When bed time comes.

Getting ready for school.

What happened when I disobeyed mother.

a

lies Pets

A trick my dog does.

How I taught my dog to beg.
Feeding our rabbit.

When the dog catchers caught my dog.
When we sold our dog.

My cat’s trick.

How our bird takes a bath.

How I play with my dog.

The mischief maker.

A trick I taught my dog.

When my dog followed me to school.
How our kitty plays with his tail.

III. Toys and Games

How I won the prize at a bubble party.
My first baloon.

My happy surprise.

Learning to roller skate.

Making a snow man.

Playing house.

How to make a mud pie.

Playing school.

My new toy.

Learning to ride a bicycle.

A funny race.

Making a dress for my doll.

Making a playhouse.

Making a kite.

Playing store.16.
Ze
18.
19.

Bl

ONOWMBWN-E

pam peek

ao

O ON AMURWNHE

+ OOONAWARWN

Sat ae ee es ae ge

My first party.

How f broke my doll.

The game I like best.

Playing ghost.

How we played Indian.

How to play “Blind Man’s Buff.”

IV. Trips

Our picnic at the park.

Coming home on the train.
Gathering wild flowers.

Lunch in the woods.

When mother took me shopping.
My first auto ride.

Visiting my playmate.

My first ride on a train.

V. Special Days

Getting ready for Santa’ Claus.

My birthday.

The valentine I like best.

How I entertained, at my birthday party.
Finding my Easter bunny.

How I was fooled on April Fool’s Day.
Our Christmas present.

My best Christmas present.

What the clown did.

Christmas at our house.

When I went to see Santa Claus.

What I did Hallowe’en.

The happiest day of my life.

My friend’s birthday.

Our Thanksgiving party.

Making a Jack O’Lantern.

Vin Sehool

Keeping our school room neat.
Why I like to go to school.
How the ink was spilled.

lf © were teacher.

The lesson I like best.

How I help my teacher.
When teacher is away.

When I was tardy for school.
Why I come to school.

A. visit to the office.

Why I had to remain after school.

VII. Vacations

Learning to swim.

Taking care of the chickens.
A. fishing trip.

When I caught a big fish.
Picking berries.

46

Bat id vores to Be tad sc6. Our camping trip:

7. Driving home the cows.

8. Nutting.

9. Getting the eggs.

10. The best time I ever had.
1d. Why first fide im a canoe.
12. In the haylott.

VIII. Street Experiences

A funny accident.
Going to the store.
Our peddler:

A lost child.

A lucky moment.
A narrow escape.
A false alarm.
viva tre:

Taking a chance.

OANA UBWN HE

IX. Nature

What the wind did to me.

How I know that spfing 1s coming.
Watching a bird build a nest.
Feeding the birds.

Why I like winter best.

6. An awful storm.

on Oo

47FA

ef sisi — oe
fas BUN a Ma Re Oe Bi tiki ni pau to ;

Cycle II—Grades 4 to 6

The work of the intermediate grades should }
aated from what has preceded that children will
ceeding to new conquests.

ve sufficiently differen-
feel that they are pro-

1. COMPOSITION

Oral composition should still lead, but topics involving investigation
and imagination should supplement narrative from personal experience.
Such narrative 1s, however, a good exercise to begin with. If it is neces-
sary in order to insure a good foundation for other types of work, it

. ‘ & i ’
should be emphasized at the opening of any

—.. grade or term or with any
individual. -

Pupils will have more need for expression in writing and hence it

should occupy a relatively larger place than in Cycle I. Letters should be
given special stress.

With the maturing of the pupils’ sentence form and vocabulary,
grammatical and rhetorical principles will play a larger part in the criticism
of composition, both in planning and in revision. The principles which
are useiul should be developed informally in direct connection with their
appheation. Drills in mechanics will sometimes be necessary but should
not be allowed to become formal and isolated. :

The end of the period should mark the completion, for most pupils,
of their effort to learn to spell the common words that demand extraordi-
nary attention. This will require careful inventory and checking up and
well directed teaching. Apply the methods suggested by Tidyman and
others. Study individual difficulties and treat each on its merits.

Z. READING

Two branches of the work should be provided for, (1) informational
reading and training in how to study, and (2) literary reading. The class,
working as a whole or in small groups, should do each year several volumes
contributing to general intelligence and so written as to provide adequate
opportunity for learning how to use books. Ordinary school textbooks
are not, as a rule, adequate. Such books are generally intended as outlines
Or summaries. They may suggest the field and movement and set the
problems, but they fail to provide the elaboration of a topic which general
informational reading requires. In the orderly progress of a subject
problems are attacked and material for its solution sought in various
quarters. But in the study-reading, or careful reading for general
information, here referred to, a book is taken up because it promises to
be interesting in itself, not because it fits into a subject of the school course,
like geography, history, or science.

Pupils should be taught to examine a book as a whole; to note how
it is organized; to observe what editorial helps it has and what the reader
must do for himself; to decide what question the book as a whole and
each section or chapter answers or why certain paragraphs are included,
to outline or summarize the contents; to say how the account matches
experience, where more may be learned about the topic, why the book
is valuable and may be recommended, etc. The teacher should regard
the reading of the books as a project and should help the children to plan
the procedure, carry it out, and organize the results. Apply Thorndike’s
doctrine of “Reading as Reasoning” to the whole process.

48MR tn ce

Remedial instruction in reading should be provided for many pupils
who have found their way into the middle grades. Stock should be carefully
taken of the pupils’ abilities when they begin each year’s work and the
shortcomings of each individual noted. Then, as far as possible, individual
and group work should be arranged to suit the actual needs. If vocabulary
‘s limited, converse and present words; if phonics 1s at fault, give phonics ;
if phrasing or looking ahead, give practice in it; if failure to think, set
questions and teach the pupil how to use his mind.

See the summary of principles in Part I, p. 1O¢f.

a)

oO. LULItERATURE

The literature work should show the good effects of the training in
how to study. But the difference in the character and purpose of the
material should never be lost sight of. Not information but a lively sense
of the experience depicted is now the end to be reached. The treatment
must be more suggestive; the imagination must be appealed to and the
emotional effect secured. Emotion is based on ideas, however, and senti-
mentalizing must not be substituted for thinking. (For suggestions of
method see Literature in Part I.)

The material chosen is believed to be worthy of careful thought and
of permanent value to American children. The age of the pupils is the
hero-worshipping age and emphasis has been given to heroes—not, how-
ever, soldiers merely but others no less admirable.

To do this, much outside the ordinary school reader must be brought
into play. It is doubtful whether a textbook, filled with short pieces and
excerpts deserves the place it now occupies in these grades. Certainly
some long selections should be read by each class each year and groups
of selections with a common interest or view point. To insure a minimum
of the best for all pupils, lists have been included in the grade outlines
in which the pieces most worthy of permanent familiarity have been
marked as preferred. (See the suggestions on memorizing, dramatizing,
and reading aloud in Part I of this course. )

4. LIBRARY READING

Both the informational and the literary reading of Cycle II should
be made to suggest wider reading of books obtained from the schools, the
home, or the public library. This may mow be done mainly outside of
school hours but should be planned for and reported in the free and easy
social intercourse of the fortnightly library hour. Thinking and clean-cut
expression should be called out and stilted and formal recitation avoided.
Let each pupil seek to improve both his repertoire of familiar books and
his methods of dealing with them. The classification provided in the
Reading Index on p. 20 has been used by some groups of pupils with
telling effect.’

‘see article in the Elementary School Journal for January, 1921.The Fourth Grade

Examine carefully the outlines for ¢]

1e first three grades. Discover
whether the pupils of the fourth grade have the abilities indicated. Develop
or redevelop them as necessary

y. Consider the aims of the cycle as a
whole.

E> COMPOSITION

A. Speaking.—This takes precedence over writing, both in time and in
importance. If speaking is properly taught, mechanics of writing will
be very easily mastered.

1. Aims: Readiness and poise, interest, a good title, sticking to the
point, good sentences; a firmer habit of regarding the audience by
speaking clearly and distinctly; entertainment and the enlargement
of experience; good sequence; habit of speaking connectedly in sen-
tences whenever the occasion demands; definite enlargement of
knowledge in the fields indicated by the centers of interest on pp.

68-73.

2. Materials: Personal experience and reading (see the topics suggested
on p. 68 if). Literary themes in connection with reading.

3. Achievement: Ability to make complete speeches of the kind indi-
cated by the standards which appear below; ability to finish, compose,

or reproduce stories like the simpler narratives found in the books
of the grade.

SlaANDARDS OF ORAL COMPOSITION.
Far.
A Day in the Playground.

One day my sister and I went to the playground. Just as we were
going to get on the swing a little girl fell out. Then she began to cry.
Then my sister said, “She is just scared; she is not hurt.”

“The examples are not intended to be used by the children as models
to imitate.

(This 1s an advance over Grade III because of the element of suspense
and relief. The use of direct discourse marks a step in advance. There
is an attempt at subordination but the repetition of the “then” puts it in
the Fair class for this grade.) 7

Good.
Ni Bet

My pet was a little puppy. He was about six months of age. I
liked him because he was smart and did not bite anybody. When I came
home from school he used to jump upon me and lick my face. I used to
feed him three times a day. I raised him until he was about four years
of age. Then he was run over by an automobile. . |

(This is a good composition for grade 4 because the pupil has told
what made his pet different from other dogs. It 1s not excellent because

 

 

‘The examples are not intended to be used by the children as models

to imitate.
50hich seem to have occurred to the child

of the stilted succession of facts w
one at a time rather than as a whole. )

Excellent.
How I Played Tom Sawyer.

One day a lady asked me to take some rocks out of her yard She
was going to make a garden. She told me that she would give me two
dollars if 1 would. 1 wanted to go to the lake that day, so I stood and
looked at the big job. Pretty soon a crowd of boys came along. ‘They
said to me, “Charles, are you going to the laker” I said, No, t am having
a good time playing cowboy.” They said, “How do you play? All you
have to do is to knock that can off the pole.” They began to throw. Pretty
soon all the rocks were out of the yard. The boys went home and I got the
money for what they had done. .

(This is more mature than the Good composition for this grade
because it follows a plan through to a successful completion. ie. direct

discourse is used naturally and effectively. )

Superior.
When I Had My Picture Taken.

Coming home from Sunday School one bright summer day, my
mother said, “You must have your picture taken, for you look so nice.”
She was very proud of me with my white linen dress on, with blue ribbon
in the holes of lace around the cuffs and collar. My hair was curled and
one curl at the top was tied with a pretty blue ribbon. I was very happy
when I got the pictures. They were very good.

(The merit of this composition is the use of descriptive detail. The
writer has observed very closely and has presented a picture clear enough
to be painted. A higher grade superior pupil would probably have begun
with the quotation and would probably have been more subjective. )

(See p. 7 for an account of how these standards were derived. )

4. Suggestions: Let pupils narrow their topics by the selection of specific
titles. WVeach them to plan. Aiter a pupil has spoken, let tae (class
make suggestions as to how he may better carry out his purpose. If
possibilities appear, let him try again while the suggestions are fresh
in mind. Let the class decide whether he has made improvement.
Avoid stereotyped and perfunctory comment.

B. Writing.—On blackboard or on paper as circumstances determine.
1. Aims: Mastery of mechanics needed for expression.
2. Materials: The same as for oral composition.
3. Achievement:
Capitalization
ee prefixed to proper names, as Aunt Jane, Cousin John, King
Midas.

Geographical names.
Names of people, as Indians, French.
Proper adjectives, as British, Swedish.

Punctuation

Period in abbreviations as used by the pupils of the grade.
Interrogation point.

Apostrophe in contractions, as doesn’t, haven't.

olApostrophe in those possessives which usually occur in children’s
compositions.

Comma in the courteous close of a letter as shown below.
Manuscript form

Title of composition in center of line.
Margin at the left edge of the paper; no crowding of words at

the right; no words broken at the end of a line in this grade.
Letter form extended to include the courteous close.

Dear Charles,

Your friend,

John Weaver.

4. Suggestions: Make sure at the outset that each pupil has a well
established ideal of good form, both on the blackboard and on paper.
Set the example. Teach the pupils how to make helpful criticisms,
beginning first with the larger matters of composition.

C. Spelling.—Determine the spelling ability of each class in terms of
the lists provided for the first three grades. Give preliminary tests
trom the lists of this grade. (See p. 9 for method in spelling.) Three-
fourths of the pupils should be able to spell all the words in this list
by the end of the grade.

able ditch kept post-office strong

aboard divide knot potato subtract

absent division pour surprise

ache double lawn power

addition drowned lead present taught

ahead dying learn president team

already level price tenth

angel eleven lie print themselves

animal engine lightning prison thick

answer enjoy list prove thief

anty: evening lonesome public | though

attend everybody lumber pumpkin throat

August everything lying thumb

author explain quarrel thunder

automobile express market question tight

master quiet too

beauty farther match tomorrow

beef fasten matter remember touch

behave fear meal report toward

believe feather merry roar track

bicycle fellow middle rough travel

biscuit field mischief row trouble

blanket fifteen monkey rule true

blind finger motor truly

bushel forest minute safe trunk

button form saucer twenty

inning fort navy Scissors

ae cciuith nearly second ugly

52senate

cabbage
camp
cannot
capital
capture
carpet
carriage
cast
cattle
center
chain
cheap
cheese
chiet
clerk
cloak
club

CC al
coffee
collar
company
cottage
cotton
crawl
crowd

dash
December
deer
dentist
depot
desert
discover
dismiss

ie
Be)
2

furnace
furniture
further
February

gas
gather
geese
geography
getting
goose

grain

grand
erandfather
groceries
guard
guide

hammer
hate
healthy
heat
history
honest
hoping

idle
inch
indeed
Indian
island
itself
January
jewel

needle
neither
news

niece
noisy,
notice
November

o’clock
October
oil
onion
orchard
order
ought

pair
palace
parade
past
peace
penny
perfect
piano
picture
pigeon
plan
pleasure
plenty
pocket
poem
poison
police
post

sentence
September
shadow
shape
shine
shining
shore
shoulder
shout
silk

Size

skill
slept
sleigh
slipped
soldier
somebody
sound
sour
spread
spoke
spot
square
slide
speech
spoil
state
station
steam
steamer
stole
straight
stream
strike

unless

village
visitor
vote

waist
war
wave
weather
wheat
whose
wide
wite
win
woman
women
wonder
worn
worth
wrapped
wraps
written
wrong
oe |

yourself

(See p. 8 for an account of the derivation of this list. Have each

pupil keep a list of the words he needs to learn.
of the words which the class as a whole has trouble with.)

READING

Keep careful account

A. Informational Reading.—Half the time set aside for reading in
this grade should be devoted to training the pupils in methods of

reading and study of informational material.

books at the end of this cycle.)

(See list of suitable

1. Aims: To train. pupils in definite methods of dealing with books of
informational character; to make substantial addition to their general

knowledge and permanent interests.

2. Materials: Well written accounts in the fields of nature, science, and

invention, travel, industry, exploration, and the like.

Ordinary text-

books should be left to the recitations in which they are required.

3. Achievement: Ability to find and state the purpose of a book or any
part of it—of the degree of difficulty indicated by the suggestive lists

 

53Home Life Around the World.—Mirick and Hol

at the end of this cycle; to give the substance of important parts of it.
lhe following is illustrative:

mes. Houghton Mifflin.
1. What is the book about?

2. How is it different from “The Dutch Twins ?”
3. Is each chapter ‘a story in itself or is the book one long story?
4. Chapter IV can be divided into four parts.

1. The Coming of the Ship.

2. The Journey to Norway.

3. -The Sail from Norway.

4. The Finding of the South Pole.

One child may tell the story of the first part, another of the second, etc.
5. What chapters tell about life in the cold parts of the earth?

6. If you want to learn about lands where cocoanuts grow and

monkeys live, which chapters will you select?

Ee
PAG,
ely,
a

£3.

NID BOON

Where will you find all the chapters listed ?
8. I find in the Index, “Lion of Lucerne, 39.” What does that mean?

Suggestions: let the pupils appreciate the two-fold purpose, namely,
to learn what the book contains and to learn how to get the content
of such a book most economically. Time the pupils and compare
records from day to day. Let the pupils determine what questions
the reader of the book should be able to answer. The study of

reading should assist the composition.

Literary Reading.—Literary selections may be presented both
orally and through silent reading.

Aims: To give familiarity with more of the best pieces; to build up
ideals of life and of method in dealing with literature; to develop
power in language, both of organization and of vocabulary; to assist
the library reading.

Materials: Stories, poems, dramatization, and miscellaneous prose as
indicated by the following suggestive lists. The pieces deemed most
worthy of permanent familiarity are starred.

Stories
Pingeemo 22 45. DA oes ce a ee Collodi
oC) HOOKS) 66s. eee OK. Abbou
WwteGe Ot (O47. ce ee L. Frank Baum
Inobinsom Crusoe... ... 5...) ... 15... Damen Weme
Slecmmo meaty... 022) ee ee Grimm’s Tales
mine Vales atid the Carpemer. 42 3. = Dodgeon
iit Baba and the Forty Robbers. 7... 5cudder

Lhe Goose that Laid the Golden Egg... Jacobs
Why Mr. Billy Goat’s Tail Is Short... .Harris
The Fairy, the Lark, the Grasshopper. . Ingiow

ite ludenient of Midas... 1.5.72. Sara Cone Bryant
‘he Camel. and His Master... 2... 2.) Baldwin
Aaventures OL a Brownle,: ..%. 25.4: ~MulochBe)
20.

in BO DOr

peep ps sp
ers: GD) IND ke GS

16.
17.
18.
19.
20):

y \@ CO NTO)

nee :
Alice in Wonderland Pelee ee Carroll ae
Joyous Story ot MeOtO. fo ee hee Laura H. Rachar@s
The Princess on the Glass Hill........-4 Adapted by Dyer & Brady
Mee tome Prumce..........--.+-.--Muloch
The Great W hite StOVess oo ats Bo Adapted by Muloch
Dien SHOES... ne Gt oss htc i eae ee
Little itty dow FUIEN, Seg es ee Hawthorne

Poems
Whe Capris Daushter....-....--»-:- ‘ield
Hie Ow ee ee Tennyson
Rrinen tm Vial 22s oa ee Se Wordsworth
October s Breht Blue Weather....-... daly jackson
tie Woillece Blackomith ..-25.5-.-... Longfellow
AO IsemteMe et oe eee eS Sama ©. jeweer
I) DOUG) ease ee 4}: 2... emnysou
Windy Nights ee ee ea IR, Stevenson
ie Biocon Doves © 0s: @ecelia, Uhascter
The Children’s ore ON ea ee. ae Longfellow
Pitelhe SOliee ri, re. accu aene. is sen) Shakespeare
Mountain and the Sutinnehy ss ks Emerson
atier iis Comins. 02 ee ss oe aL Tewitt
SURI a ee Thomas Nache
Sepiempce an tee 6 eel, Jackson
Ngaures (GOO¢oNtomt Ft. le
ite Shien aud Wie a Pe ee, wk. Stevenson
Somcwoleiune brook | 2.128.840... L. Tennyson
HACC eG seer es pee es cu gas unies Cary
ihe Bit ond the Wormouse,. 6. ..... Hereford

Achievement: Sufficient acquaintance with at least ten poems and
ten stories to make possible intelligent preference among them; ability
to recite five of the starred poems from memory ; ability to tell what
any of the preferred stories 1s about and to tell one or more incidents
from it.

Suggestions: Vary the attack, letting the pupils assist. Develop the
pictures, build up the associations, challenge the thought, and lead the
pupil to the point where the selection becomes the expression of his
experience, as it was that of the author.

General Reading.—Probably thee pupils may now read library
books at home. Encourage a varied ‘sel@étion. Make use of the public
library, especially the branch. Lét the class meeting stimulate the
pupils to thoughtful rea iding. Avoid formality. Suggestive lists will
be found in the Appendix. :

oD

nn Apa ee EEE ES a0 ESBy
Fab i ct ha oat Rae Cie eae
id Ne 2 a re (es esos iss Be S53

The Fifth Grade

Note carefully the suggestions for the entire cycle. Discover whethe:
the pupils of the fifth grade have the abilities indicated. Develop or
te-develop them as necessary.

1. COMPOSITION
A. Speaking.—This takes precedence over writing, both in time and

in Importance. If speaking is properly taught, mechanics of writing
will be very easily mastered.

Aims: A good title and nothing in the composition irrelevant to it:
good sentences, with something of smoothness; good beginning and
ending sentences ; good sequence leading to the outcome; choice of
interesting details; definite enlargement of knowledge in the fields
indicated by the centers of interest in the list of topics on page 68ff.

Z. Materials : Reading, investigation, observation, experience, amd
Imagination. Literary themes in connection with reading.

3. Achievement: Ability to make complete speeches of the kind indi-
cated by the standards which appear below; ability to finish, compose,
reproduce, or dramatize stories like the simpler narratives found
in the books of the grade.

STANDARDS OF ORAL COMPOSITION?
Fair
Never Again

One day I went to the show and stayed till night. My father came
after me. When I saw him, I went out the other side. I went home and
told my mother to tell my father not to whip me. After awhile father
came. Mother said, “Don’t whip him this time.’ Father called me and I
told him I shall not do it, never again.

(This is in advance over the fair composition of fourth grade because
of the variety in sentence structure. It is only Fair because it ends
ineffectively. The English of the last sentence is uncertain. )

Good
A Trick on Myself

One day when I was playing with my friend, I thought I would play a
trick on him. Just then his mother called him. When he had gone, I
dug a hole and put a paper over it. Then I put dirt over to cover it.
After a while he came out and said he had to go to the store. I went
with him and forgot about the hole. When we came back we started to play
again. We went over by the hole and I fell in. You can imagine how
my friend laughed when he saw I had been caught in my own trap.

‘The examples are not intended to be used by the children as models
to imitate.

56as the merit of clearness and directness. It moves
The last sentence rounds out the narrative effec-
in ce 9
ture is in advance of grade 4. The “one day

(This composition h
definitely toward its goal.
tively. The sentence struc : ad : ;
1e repetition of “play” in the first sentence keep this from
A higher grade pupil would probably have combined

the third and fourth sentences 1n some way. )

beginning and tl
being called excellent.

Excellent
Lucky for Me

When I tell you this story, you will think it was lucky for me. When

I had to stay after school one night, I stayed in till four o clock, ~My
mother had told me I had better be home before then. When I got there
[ was singing a song. All of a sudden I heard my cousin say, “That
strap’s going to play music on you.” I began to cry but suddenly I began
to laugh. Can you guess what I saw: It was the key. Then I knew
that mv mother was not home. Do you think I was sorry? I will tell
vou I was not.. I ran all around the house and over to my cousin’s scream-
ing, “Lucky, lucky for me!” ee
~ (There is a rapidity of movement and a variety of feeling which is
above the average for this grade. The intimate relation between the
speaker and the audience gives the composition a certain charm. ‘The
touch of sarcasm is good. The first sentence gives a good preparation
and is a step in advance of the “One day” type. The last sentence
“clinches.” The composition cannot be called superior because of the
monotony in the sentence structure and a lack of clearness about the
cousin’s part in the story. )

Superior
A Fishing Trip

All of a sudden I felt a terrible jerk on my rod. I saw flopping along-
side of the boat a great big Black Bass. ‘Hey Dad,” I yelled, “Help me,
help!” My father got up to get my rod, but the oar of the boat hit him
in the chest. My fish got away. That was the end of my fishing for the
rest of the week.

(This composition is superior for the fifth grade because of the
prompt beginning. The narrative is vivid and shows a power of selection
of important detail. The words “jerk,” “flopping” and “yelled” are well
chosen. The implication in the last sentence is a clever touch.)

(See p. 7 for an account of how these standards were derived. )

4. Suggestions: Let pupils narrow their topics by the selection of spe-
cine titles. Teach them to plan. Atter a pupil has spoken, leq mic
class make suggestions as to how he may better carry out his purpose.
If possibilities appear, let him try again while the suggestions are
fresh in mind. Let the class decide whether he has made improve-
ment. Avoid stereotyped and petty, perfunctory comment.

3. Grammar: Use grammatical terms freely in discussing composition
but do not require definitions nor formal pointing out of parts of
speech by the pupils. The term verb will come into play in correct-
ing such forms as “I seen” for “I saw.” Both “verb” and “adjective”
will be used in assisting the pupils to select more lively words, as for
example, to say dashed, crept, sneaked or wobbled in place of merely,
“went across the street.” The correct policy may be summed up by
saying “Call a spade a spade when the spade is there.” .

57Writing.—On blackboard or on paper as circumstances determine.
Aims: Mastery of mechanics needed for expression.

Materials: The same as for oral composition.

Achievement:

WN — td

Capitalization
First word in a direct question.
Important words in titles of story or book.
Punctuation
Quotation marks in unbroken quotation.
Comma
Before direct quotation.
Set off noun in direct address.
After yes and no.
Apostrophe in plural possessive as need arises.
(No formal teaching of columns of singuar and plural
possessives, )
* Manuscript form.

Nothing new in composition form.
Letter introducing heading,

465 Webster Avenue
Chicago, Illinois
Aprl ia, 92
Dear Amy,

Wee eee hee RS BIO l OEE Se ee eee oie fee le vate ie 0 6666 al 6 6 ce wm alw e)"ateneel ole  celnatte seca eee

Te See RAYS SBN SEARO Or ec Ae Serle. ow WW eye: ee ese) ae e616 te 0 ee 6 mi 1 w (6, aijacet(aheerin te icticti eat ate ee

Sh ESR Or ORR eRe 8 SOO Serie eek cele Ke 6) 6 el eo: piel len 6: .s, 6 sa «aie 6) 6) 6 hers eile sn ane <a se

Your cousin,

Dora Cox.

4. Suggestions: Make sure at the outset that each pupil has a well estab-
lished ideal of good form, both on the blackboard and on paper. Set
the example. Teach the pupils how to make helpful criticisms. Con-
centrate on one thing at a time. Let the pupils examine their own
written work carefully before submitting it. Pupils will hecome
accustomed to the distinction between common and proper nouns
through reference to the capitalization of the latter. For remarks
on grammar see suggestions under oral composition (p. 57).

C. Spelling: Determine the actual spelling ability of each class and
anticipate the spelling needs of the grade. Train the pupils not to
take chances but to know positively whether they can or cannot spell
the words they wish to use. Let them experiment with different
methods of studying their spelling. By means of preliminary tests
determine the dithculty of the words to be taught. Supplement the
suggested lists as necessary. Let each pupil keep a record of his own
difficulties. Three-fourths of the pupils should be able to spell all
the words in this list by the end of the grade.

absence dangerous hospital perhaps sneeze
accept daily hotel period solid
account daughter however person steady
address debt human picnic steak

58afterward
against
alarm
allow
although
American
angry
area
ATEeSt
arithmetic
artist
attack
auto
avenue
awful

bathe
beautiful
beggar
birth
blame
blot
breast
breathe
bruise
business
butcher

cabin
canoe
cause
celery
cellar
cement
chance
charge
cities
coast
cocoa
collect
colonies
column
comfort
command
composition
concert
couple
CORECCE
court
cruel
curtain
cushion

deserve
destroy
difference
different
direction
dispute
drill
driven
dropped
during
duty

edge
enter
equal
equator
English
entrance
errand
escape
examination
ExcepEe
extra

tact
factory
fertile
fever
fifth
figure
file

folks
forenoon
fortune
forward
fountain
fragrant
frighten

garage
gasoline
gentleman
grant
guest

handkerchief
handsome
heaven
height
hoarse
hollow

   

 
 

husband

injure
instead
inspect
intend

jail
journey
juice

known

language
lawyer
least
leather
length
less
library
lilies
linen
lining
loose
loss
luncheon

machine
madam
manner
manutacture
meant
measure
medal
medicine
member
metal
mistake
motion
mountain

narrow
nature
neighbor
newspaper

offer
omit
ocean
orphan
ourselves

package
passenger

59

pitcher
pity
pleasant
polite
position
praise
prepare
press
prisoner
problem
product
proper
promise
punish
purse

queer

railroad
raise
raisin
rapid
rather
really
reason
receive
recover
refuse
region
remain
repair
reply
result
return
review
rise

sail
saucy
scratch
screen
secret
select
sense
separate
serve
settle
several
shepherd
silver
sincerely
sixty

sometimes

smooth

    

steel
strange
subject
sudden
suppose
swear

tailor

tax

tear
telegram
telegraph
telephone
test
Thanksgiving
thin
thirty
ticket

tire
tobacco
together
tongue
trust
term

unable

understand
umbrella
upper
useful
usual

vegetable
view
visit
voyage

waste
weak
weight
weather
whom
wire
within
wonderful
wool
woolen
worry
wound
wreck
wristPe een ee ee Cee

If.- READING

Informational Reading.—Half the time set aside for reading in
this grade should be devoted to training the pupils in methods of

reading and study of informational material. (See list of suitable
books at the end of this cycle. )

Aims: To train pupils in definite methods of dealing with books of
an informational character; to make substantia] addition to their
general knowledge and permanent interests.

Materials: Well written accounts in the fields of nature, science and
invention, travel, industry, exploration, and the like. “Ordinary text-
books should be left to the recitations in which they are required.

Achievement: Ability to find and state the purpose of a book—or
any part of it—of the degree of difficulty indicated by the suggestive
lists at the end of this cycle: to give the substance of important parts
of it; to do this with reasonable speed and judgment. Also to make

intelligent use of the table of contents, index, and other editorial helps.
The following is illustrative:

Stories of Industry. Chase and Clow.
a. What is the purpose of this book?
b. The author quotes in the Preface, “That is a good book which is
opened with expectation and closed with profit.” What did you
expect when you began this book? Were you satisfied? What
good did it do you?
Do you miss the index? Why?
Does each chapter depend on the one before or is it independent ?
Select an industry which interested you most and tell the class
about it. Decide first what is important. If you select the mak-
ing of glass, for example, be able to tell

© 2.6

1. The process of making
a. a bottle
b. window glass
€ tubes and canes.

Z. Facts in the history of glass-making in the United States.

Suggestions: Let the pupils appreciate the two-fold purpose, namely,
to learn what the book or passage contains and to learn to get the
content of such a book most economically. Time the pupils and com-
pare records from day to day. Let the pupils determine what ques-
tions the reading of the book should enable one to answer. The study
of reading should assist the composition, particularly in the matter
of planning, and all studies in which books are used. Direct connec-
tion with the general reading should be established.

Literary Reading.—Literary selections may be presented both
orally and through silent reading. ‘

Aims: To give familiarity with more of the best pieces; to build up
ideals of life and of method in dealing with literature; to develop
power in language, both of organization and of vocabulary; to assist
the library reading.

Materials: Stories, poems, dramatizations and miscellaneous prose as
indicated by the following suggestive lists. These lists are reserved
for this grade but should be freely used and referred to afterward.
The pieces deemed most worthy of permanent familiarity are starred.

60Stories
71j io A emt id eis ee eee Howe Third Reader

Dey Piet he Pen. op oe cc oes Holpayae as

“ So A ies Sk a eee Holton Curry Third

3. Four Clever brothers......---

H Story Selle Gale... 25+ + pene ee Howe ee oe
*5 Brother Fox’s Two Dinners.........+--- Howe Third Rea
*6, Maggie Tulliver and the Gypsies... «iba: Eliot

Be he White: Sealy <bean ei eee epee ’
me  bhe Archery Contest, ... 604.0052 <4 eet Wa ea co
HO Three Goiden| Apples...) os 51 228 ee Hawthorne

Bt Fe feast ecSOi cues ot ce tee so ey Daudet
Me ie Comets. eves ie oe ee eae
Pe Achifies-arid Blector.. ss ss es ee |
im the Golden Micece.. +... +s. once American Book Co.
*14, Tilly’s Christmas (From Aunt Jo’s Scrap)
BAO eos Pe rae Louisa Alcott ate
*15. Japanese Folk and Fairy Moles oe es Mary F. Nixon- oule
1G; ‘Moni, the Goat Boy......-..-.--+5- 5-4 Johanna Spyri
"17. “Kane of the Golden River. .:...2--.5.6-) John Ruskin
ioe the Niunnbere StOVe.. 06. pee eee es: Ramee
19 Tom and. the Lobster (irom Water
Petes ye ee ep ee as ct eh Kingsley
20. Adventure of the Enchanted Bark (from _
DOR OUROIe) seo cs oe Seg Miguel de Cervantes
Poems
She. dhe tarctoot Boy iin. esnee il. nee Whittier

Oa Wie Gomo some). . eden aes. Whittier
Wor. (eau Nevyere’s Rides si. yh acc fuk. gee Longfellow
pa. Under the Greenwood Tree... .....4...... ohpkespeane

Be Wow tO Slee 5. gana ss a ee H. H. Jackson
pore POM: wae 5k. oe Wee. : wd ee Thomas Carlyle
ee lake COU es ous ocala ee Alice Cary
me on G Ging Dow. os ke ak ke Phoebe Cary
eee EMU OON ee. sk cape. ws ovo ew ee Coleridge

POR ey SUCGEIR MNO WER. i600 222 8 Co ERs J. W. Riley
i abbee Binds Christinas. ..tia0 06. Fae! Cecilia Thaxter
LZ, Plantingiof thevpple Trees... eS Bryant
Pes OM TOOd si. 4. iia oo Le de John Keats
by bie Daras Wotenia 2088) Bor dy a ek Longfellow
mee el olany (Galois. vais es J Bee William Cowper
pbs aimee. Meep im Janey aie Cini. i Bebe: J. W. Riley
Nis OED vote crete ee aie ae William Wordsworth
Or OID PONG, i hese ck hu vw oe ee ds EK, C. Stedman
Hee ean oretie Piloriins.. ... nei aie Felicia Hemans
Z0e Whose lvenme: Bells.. 00.2... Thomas Moore

3. Achievement: Sufficient acquaintance with at least ten poems and
ten stories to make possible intelligent preference among them; ability
to recite five of the starred poems from memory; ability to tell what

any of the preferred stories is about and to tell one or more incidents
from or to dramatize it.

4. Suggestions: Vary the attack, letting the pupils assist. Develop the
pictures, build up the associations, challenge the thought, and lead the

61ita i aad

pupil to the point where the selection becomes the expression of his
experience, as it was that of the author.

General Reading.—Probably the pupils may now read library
books at home. Encourage a varied selection. Make use of the public
library, especially the branch. Let the class meetings stimulate the

pupils to thoughtful reading. Avoid formality. Suggestive lists will
be found in the Appendix,ET OT TT SEE AS ETS TET aa aE HS TES

 

Me ae ci seh alba A

Loo

The Sixth Grade

sevestions for the entire cycle. Discover whether

Note carefully the sug ntire cycle
the pupils of the sixth grade have the abilities indicated. Develop or

redevelop them as necessary.

LL COMPOST EIGN:

A. Speaking—This takes precedence over writing, both in time and
in importance. If speaking 1s properly taught, mechanics of writing
will be very easily mastered.

1. Le A good title and nothing in the composition irrelevant tO! tes
good sentences, with something of smoothness; greater variety and
accuracy in sentences through combination and subordination ; good
beginning and ending sentences; good sequence leading to the out-
come; choice of interesting details; greater vividness through choice
of words; the paragraph sense; definite enlargement of knowledge in
the fields indicated by the centers of interest in the list of topics on

p. O8ff.
2. Materials: Reading, investigation, observation, experience and imag-
ination. Literary themes and dramatization in connection with reading.

3. Achievement: Ability to make complete speeches of the kind indi-
cated by the standards which appear below; ability to finish, compose,
reproduce, or dramatize stories like the simpler narratives found in
the books of the grade.

STANDARDS OF ORAL COMPOSITION:
Fair.
A Mistake.

One morning my mother asked me to put sugar in the coffee. I went
to the pantry for the sugar and instead of getting sugar I got salt. My
father was the first to drink his. He made an awful face and scolded me.
Now I always make sure whether it is sugar or salt, for my father is pretty
rough when he gets angry.

(This is an advance over the Fair composition of the fifth grade
because of the smoothness and variety of sentences. The generalization
in the last sentence is a step ahead. There is an attempt to give a picture,
which is not made in the earlier grades. It is only Fair because there is no
suspense or surprise although the situation held these elements. )

Good.
Burnt and Stung.
Near an old corn crib stood a box which was filled with corn cobs.

Bees had made their home there. My uncle lit a fire around the box.

_ The examples are not intended to be used by the children as models
to imitate.

63Pretty soon the bees began to make a great humming noise. It was quite
dark when I ventured out to see the box. I was barefoot. .I kicked the
box, when all of a sudden I felt two sharp pains. The first was a sting,

the second was a burn, for the moment I kicked the box I put my foot
down on a piece of burnt charcoal.

(The incident is told in clear pictures. The vocabulary is more mature

than in the good composition of grade five. An excellent composition
would contain still more mature sentence forms. )

Excellent.
My Most Embarrassing Moment.

On my father’s two weeks’ stay in Denver, Colorado, I was very lone-
some, and waited patiently for him. About eight days after he left, I saw

aman get off the car. He was holding two valises like my fathers. 2 ran
to meet him.

Before I knew what happened I was hugging him and saying, “Oh,
papa, I’m so glad you came home.” I was going to kiss him, when I saw
it was the the man who lived next door. I became very red and began to
tremble. I never had such a feeling before; but I begged his pardon,
and ran away. I was very glad that I looked at him before I kissed him.

(This composition has all of the elements of the Good composition
for this grade, plus an expression of emotion, and an effective closing
sentence. Note the defective subordination in the second sentence in the
second paragraph. The title is commendable in this composition. )

Superior
Kidnappers! Help!

My sister was lost! I remembered that my mother told me to take
care of her or she would give me a spanking. I dashed through the gang-
way and up the back stairs. My mother came out screaming and said,
~ What is the matter?” I cried, “Lillian is lost!” At this she flung on her
coat and rushed down after me. Soon the whole neighborhood was awak-
ened. I was just passing the basement door, when my sister popped her
head out. I felt like shaking her to pieces for making all that disturbance.

(The feeling of consternation, relief, and disgust at the cause of it all
is very well conveyed. The choice of words is unusually apt Dasha
“flung on her coat,” “rushed after me” keep the movement rapid. “Popped
her head out” is just right. Although no reference is made to the title, the
whole composition justifies its choice. )

(See p. 7 for an account of how these standards were derived.)

4. Suggestions: Let the pupils narrow their topics by the selection of
specific titles. “Peach them to plan. Aiter a pupil has spoken, let the
class make suggestions as to how he may better carry out his purpose.
If possibilities appear, let him try again while the suggestions are fresh
in mind. Let the class decide whether he has made improvement.
Avoid stereotyped and perfunctory comment. Emphasize one thing
at a time and beware of scattering your fire and of too much atten-
tion to petty details.

5. Grammar: Teach enough about the relationship of subject and predi-
cate and about verb forms to enable the pupils to understand agreement
of verb and subject. Explain present and past tenses sufficiently to

64. — eae heat x
2 ee ey ge oe, em J 3
_ Fe. Eee eee. ae sabe aa ee hace canets ees
va So gt cadet ce Sos a
Aas eae Se bee Soe SES
sail

ae fing, “I ask him to go” instead of “I asked
ek | upils to avoid saying, I as : :
fe oe ae the like. (Grammar, however, is to be introduced
only as called for by the ‘children’s endeavor to use English. )

~

Writing.—On blackboard or on paper as circumstances determine.
Aims: Mastery of mechanics needed for expression.

i. iS

2. Materials: The same as for oral composition. 3

3. Achievement: Work for fuller mastery of all points covered

a thus far in the course. Not much is introduced in this grade.
The advance is chiefly in wider application of principles and prac-
tices already taught.

Capitalization

Important words in titles of persons, as King of the Lordly Isles.

Punctuation
More extended use of quotation marks, not taught as an abstract
topic, but as the children may attempt 1n the course of writing an
interesting story, to divide a quotation, as “Mother,” I cried, “come
and help me out. I am sinking.” &
Hyphen at the end of a line where a word is properly divided
between syllables.
Colon in letter form as shown below.

Manuscript Form
Business Letter introducing the formal address:

325 W. 69th Street
Chicago, Illinois
May 15, 1921,
Marshall Field and Company
121 North State St.
Chicago, Illinois.

Gentlemen:

Yours respectfully,
Robert Wells.
Suggestions: Make sure at the outset that each pupil has a well
established ideal of good form, both on the blackboard and on paper.
Set the example. Teach the pupils how to make helpful criticisms.
Concentrate on one thing at a time and avoid too much emphasis on
petty details. Let pupils occasionally exchange papers and make brief
written comments. When the possibilities justify it, let the pupils

revise their written work. (For remarks on grammar see suggestions
under oral composition, p. 64.)

Spelling.—Determine the actual spelling ability of each class and
anticipate spelling needs of the grade. Train the pupils not to take
chances but to know positively whether they can or can not spell the
words they wish to use. Let them experiment with different methods
of studying their spelling. By means of preliminary tests determine
the difficulty of the words to be taught. Supplement the suggested
lists as necessary. Let each pupil keep a record of his own difficulties.

Three-fourths of the pupils should be able to spell all the words in
this list by the end of the grade:

65accident
accurate
acre
action
adopt
advice
agree
agriculture
almanac
alphabet
altogether
amount
amusement
appear
appetite
arctic
article
assist
assistance
attempt
attention
arrive

baggage
balance
brief
broad

burglar

calendar
calm
captain
ceiling
central
cereal
certain
check
chocolate
chorus
claim
climate
coarse
colonel
commence
companion
complete
concern

(See p. 8 for an account of the derivation of this list.)

connect
consider
contain
continue
contract
control
course
curve
custom
customer

damage
deceive
decide
decorate
deny
describe
description
desire
diamond
dictionary
direct
disgrace
distance
district
doubt
drawn
due

earnest
easily
elect
election
electric
enemy
entertain
excellent
exercise
expel

failure
familiar
famous
favor
favorite
fierce
final

it.

flight
freckles
freight
frigid
general
government

governor
grammar
guilty

icicle

idea
ignorant
image
immediately
important
importance
include
increase
inform
innocent
inquire
interest
introduce
invitation
isthmus

jacket
jealous
judge

liquid
local

maid
manage
mayor
measles
memory
mend
mention
mere
merely
moment
museum

national
necessary

negro
nephew
nineteen
ninety
ninth

objection
oblige
occasionally
occur

odor
opposite

particular
patient
patience
peculiar
peninsula
percentage
permit
pledge
population
possible
possibly
prairie
preter
primary
principal
principle
private
probably
prompt
provide
purpose
pursue

rate
receipt
recipe
refer
regard
regular
remark
respectfully
restaurant
retire
route

READING

royal
request

satisfy
scene
scenery
scholar
search
season
serious
severe
sign
source
special
stomach
stopped
strength
student
stuff
style
succeed

supply
support

temperature
terrible
theater
therefore
thirteen -
thorough
thus

torrid

total
traveler

valuable
vessel
victim
volume

wander
wealth
weapon
weigh
wrestle
wrinkle

yield

A. Informational Reading.—Half the time set aside for reading in
this grade should be devoted to reading and study of informational
(See list of suitable books at the end of this cycle.)

material.

66IS

WwW

el.
72.
“ESy

Oe
ao:

10.
De
LS:

*14.
WISE

EET ae ee ee mae Ee Sera meen Tene ee yen

* >

De iat ae as es

Woys: “bo tram pupils In effective methods of dealing with beoks
of an informational character ; to make substantial additions to their
| knowledge and permanent interests.

-itten accounts in the fields of nature, science, and
stry, exploration, and the like. Ordinary text-
ations in which they are required. (See
| informational reading and

genera
Materials: Well-w
‘nvention, travel, indu
books should be left to the recit
p. 48 for the distinction between genera

topical study. )
Achievement: Ability to find and state the purpose Of a book—or
any part of it—of the degree of difficulty indicated by the suggestive
lists at the end of this cycle; to give the substance of important parts
of it; to do this with reasonable speed and judgment; to grasp the
order and arrangement of the author’s ideas and judge their relative
importance; to read between the lines, supplementing what 1s said
with inferences and suggestions; where possible to make practical

applications.

Suggestions: Let the pupils appreciate the two-fold purpose, namely,
to learn what the book contains and to learn how to get the content
of such a book most economically. Time the pupils and compare
records from day to day. Let the pupils determine what questions
the reader of the book should be able to answer. The study ot
reading should assist the composition, particularly in the matter of
planning.

Literary Reading.—Literary selections may be presented both
orally and through silent reading.

Aims: To give familiarity with more of the best pieces; to build up
‘deals of life and of method in dealing with literature; to cultivate
the interpretative imagination; to develop power of organization and
of vocabulary, both in study and in expression; to assist the library
reading.

Materials: Stories, poems, dramatization, and miscellaneous prose
as indicated by the following suggestive lists. These lists are reserved
for this grade but should be freely used in succeeding grades. The
pieces deemed most worthy of permanent familiarity are starred.

Stories

BU euiInGi ho ee ee tee ee Maeterlink
Aaventures of Reddy Fox....... 2... Burgess
Flercates and his Mabors...-. 63. ec - Upton
HO MEMO es es se ee ee « Wagner
maventires ol Ulysses... . ot. irae. was Clarke
dite, Necklacesor (ruthie... ke ek
Pe Oumoumas (Carol. 6. ee es on Dickens
leieias Glodk. 0) fe es de oe Scott
INGESE StOmMeCh ek: ea ee. 2. Coe oe Mabie
The Stagecoach (Tom Brown’s School

DOS ee en Fe eee Hughes
We Wiovace to Lillipute 3 fo. os Swift
Niivs.ol Vood Molle). .55...45.0 eck. We j.-Eonk
ier SuOiny Ol the Beaver... 2.6650. ak - W. DD. Euibert
fie Suma Camp (Beng a, Boy)... 2... - C. D. Waruier

Spring in Kentucky (Kentucky Cardinal) .J. L. Allen
67ee ee ee ELLY rere ny Pe ne ee
pane weet: S65! : ra Ores ere et eee
mae ‘ en) , ey oF aia agi he se Ot rsh oi Re a oi oki A

The Shipwreck (David Copperiicld). 1... Dickens

I'he Peterkins are Obliged to Move...... Luctetia P. Hale
Among the Wreadow, People..........7. Clara Pierson
John Ridd’s Adventure (Lorna Doone) ...Richard Blackmore

Poems.
Breathes heretie Nidan... ae Scott
Whe Bugle Soma... 0 Tennyson
(ihe Daioditswts 5) ee Wordsworth
he NlageG@cecmbyes :) si... H. H. Bennet
Sans one er Proctor
Old. Inensdes) =... ee. J eee a Holmes
Planks Wl ne earl: 0 ns a a ee . Shakespeare
DOU Aen AGhem so... sAtiots wha. | 1. dake Lf eee
A Wonder iul Weaver... ass)... A. George Cooper
AGA mG AI, 2. . eee GA ad. aie. Clarence Cook
Wola Woatemiowl |... 4.0... eso ven ae Bryant
Ene Boyeandvise Aneel... . Robert Browning
Whe sbildlerse. 0 eee 8 ee eine Longfellow |
Concideie ys 9. 0. ee ee ah Rossetti
PlOnauis, 0 oe ee Macaulay
eam Of Noushan Bes, 0.0 .....499 6 Longfellow
iime Roberu Of Sicily... .2. 2. sana: Longfellow
ithe ocr andthe Children. 3... Whittier
ae Shepierd of King Amettis....... a J. B. Lowell
Utes lousekcenen, :. ..) i5.. 2 ee Charles Lamb

Achievement: Sufficient acquaintance with at least ten poems and
ten stories to make possible intelligent preference among them; ability
to recite five of the starred poems from memory; ability to tell what
any of the preferred stories is about and to tell one or more incidents
from it or to dramatize it. This implies the ability to analyze the
general structure of the piece studied so as to see how the whole
has been built up to carry out the author’s purpose.

Suggestions: Wary the attack, letting the pupils assist. Develop the
pictures, build up the associations, challenge the thought, and lead
the pupil to the point where the selection becomes the expression of
his experience, as it was that of the author.

General Reading.—The pupils should read library books—mainly
at home. Encourage a varied selection but know what is being read
and do not permit wasteful or really harmful reading. Make use of
the public library, especially the branch. Let the class meetings
stimulate the pupils to thoughtful reading. Avoid formality; the
pupils will be glad to help plan the library hours. Suggestive lists will
be found in the Appendix.

ORAL COMPO@SETION ROrics
Cycle II—Grades 4 to 6
CENTERS OF INTEREST

Home.
Pets.
Toys and Games.

dinips:

NE

685. Work.

6. Special Days.

7. School.

8. Vacations.

6. Phwriit.

10, Subjective Topics.
11. Street Experiences.
12. Books.

is: se Natire,

rt. Home.

{. Our cuckoo clock.
When I overslept.

The fun of house cleaning.
A visit from the rag buyer.
Getting ready for the party.
6. If I were my mother.

7. An unexpected visitor.

8. My experience with a mouse.
9. Grandfather’s story.

10. Making candy.

11. Playine with fire.

12. The day we moved.

13, Locked out.

14. My lost shoe.

15, “Playing mother.

16. A quiet evening.

17. At the supper table.

18. When I take care of the baby.
19. A well deserved punishment.
20. Taking medicine.

21. My first experience as cook.
22. My most difficult task.

23. Answering the telephone.

24. I didn’t mean to.

25. A burned lunch.

26. Discovering the secret.

27. When mother had company.
28. Decorating the Thanksgiving table.
29. A broken window.

1. Dressing the kittens.

Zo. Our turtles:

3. A chameleon.

4. When my rabbits got away.
5. Tricks I tateht my dog.

6. A horse ) know.

7. A faithiul tmend.

8. How my pet caught a mouse.
0. otrayed, im.

10. Polly as a tattle-tale.

11. Washing the dog.

12. Talking with Polly.

13. Punishing my dog.

69

 

Sy EG PERT RRL * MN RR TE rr ET Te rare
% : ns SLETraining my pet.

My dog’s tricks,

My cat’s habits.

The cat and our gold fish.
Our canary bird.

Guinea pigs.

My pet alligator.

3. Toys and Games.

The end of the game.

How we got even.

The winner of the race.

A race I won.

My toy balloon.

A magician.

Flying a kite.

The last inning.

My favorite game in summer.
My favorite game in winter.
No fun at all

A. chase.

An indoor pastime.

An experience at the playground.
An exciting game.

Spoiled fun.

The time I have to play.

An electric village.

My new game.

The funniest game I ever played.

A canoe race.

How I won a prize.
Playing pirate.

Digging a cave.

My electric set.

A chemical set.

Fun with an erector.

Dolls I have loved and lost.
An instructive toy.

ihe stalled: carr.

An hour at the Boston Store.
A gipsy camp.

A night on the ocean.

A queer ride.

An auto trip I shall remember.
Lost in a department store.
Mending a tire.

A good sleigh ride.

My first visit to Lincoln Park.
An Indian reservation.

The .sand dunes.

A. forest preserve.

On the top of the bus.

On the “Whaleback.”

705. Work.
1
Z:
3:
4.
ay
6.

SE RRS ROIS EE a

Delivering papers.

When I grow up.

When I lost my job.

When scout training proved valuable.
My paper route.

Cleaning the basement.

6. Special Days.

7. S@nool:

bt pet
Ne SOV aN or ON

How I lost my belief in Santa Claus.
How I spent my holiday.

The holiday I like best.

My Hallowe’en stunt.

A pleasant Christmas.

Fun on the fourth of July.

A Christmas surprise.

What not to do on Hallowe’en.
Childish beliefs about Easter rabbit.
An egg hunt.

Dyeing eggs.

An April Fool trick.

Mother’s birthday.

The valentine box in our room.

In a strange school.

A bluff.

My favorite study.

The Pilgrim play.

A joke on me.

Why everyone laughed.

A punishment I deserved.
How I built a bird house.

A funny incident.

How I made an igloo.
Showing off.

My first day at school.

Story telling hour.

A great relief.

Given another chance.
Serving me right.

Too smart.

What ended my fun.

A big mistake.

How I explained my tardiness to the principal.
AN thee Ghat

An unexpected holiday.
Waiting for the dismissal bell.
My first tardiness. e
Visitors at school.

How I explained my absence.
My report card.

In the gymnasium.

Facing the music.30.
Syl:
om
JO;
34.

How I was broken of a bad habit.
Care of corridors and stairways.

Our printing room.

Care of shrubbery.

Scattering paper on the school ground.

&. Vacations.

i. Thrift.

LO DONT DUR ON

LG
ee
1Z

Sandy “Wienies.”

Nearly on the rocks.

My happiest vacation day.
A muddy bath.

An unlucky moment,
Putting up a tent.

My first swimming lesson,
How to build a camp fire.
Roasting marshmallows.
A scare,

An adventure.

Roasting potatoes.

In a storm at sea.

A hornet’s nest.

Helping the threshers.

In the old barn.

Driving home the cows.
Horseback riding,

What happened at scout camp.
How to track an animal.
First aid.

My first fish.

My biggest fish.

Catching crabs.

Starved Rock. Park.

Boy Scout signals.
Hiking to camp.

A hayrack ride.

A launch ride.

How I earn money.

Flow I save money for Thrift Stamps.
What I do with the pennies.

Why I am saving.

One way of saving money.

How I earned my first money.

How I make my bank account grow.
Watching the penny.

My first attempt at saving.

A lemonade stand.

Selling popcorn.

How my bicycle helps me to earn money.

yro. Feelings.

I
Z

A. disappointment. .
The meanest thing I ever did.

72ee Se ee

3. When I was small.
4. A queer thing I used to believe.
5 ‘The silliest thing I ever did.
6. Caught in the act.
7, A strange dream.
8. My mistake.
9. Waiting in the dentist’s office.
10. Sitting for my picture.
11. Never again.
12. A wish that came true.
13. Practicing my music lesson.
14. A surprise on me.
15. My most embarrassing moment.
16. He learned a lesson.
17. A sad experience.
18. What I fear most.
19, A laugh on me.
20. Why I couldn’t sleep.
21. When a fellow needs a friend.
22. A compliment.
23. When I had the measles.
24. When I was vaccinated.
25. i Wish:
26. Atraid of the rag man.
27. My sensations on report card day.
28. A stitch in time.
29. Don’t count your chickens.

30. Spilled milk.

rz. Street Experiences.

1. A funny peddler.
2. et in time.
3. Lost and found.
4. A package I found.
5, - Saleby: mise.
6. The banana peddler.
7. (GOIne toa fire.
8. A runaway.
Oo. & tragic accident.
10. A bicycle accident.
11. When I lost my pocket book.
12. A Marrow escape.
13. A toy window.
14. A slippery day.
15. Finding some money.
16. How I lost my dollar.
17. How the fire started.
iS, Wy, tall on a busy street.
A 19, rossine the street,
20. The frightened horse.
21. My lucky day.
22. An accident that taught me a lesson.

73

Neen re
‘ Y ? z TEES EES TREES

Pee NS . - z y vir an aah Si Ne ii sy tae 5 ah ed ES On
, sl , ‘ we ena pet I Ll Sa ko aks ¥F: Pe ker oe aes Pee a ome ty B
¥ Sea tains eS AS yet ties sahig ie a pees
5, Baa a bag Se 0 eal tae pe phe ey ae ge
a ace eae ad iad PB ae ii oy ad oh aoe ee
fy S thd tee death oy tial oa shee

72. Books.
1. An interesting book.
2. Why I like the story of “Pinnochio.”
3. My favorite book.
4. The kind of story I like best.
5. Why I like fairy tales.
6. When we should read books.
7. Our library hour.
8. How my book was torn.
9. Care of books.

Z3.. Nature.
I. The big storm.

2. tats.

3. The first cold day.

4. My favorite bird.

9. My favorite flower.

6. The monkeys at Lincoln Park.

7. The pelican in the bird house.

8. When the lions are being fed.

9. The trained seals in the circus.

10. The trained elephants in the circus.

11. Watching a bird.

12. What I learned from ants.

13. <A strange thing seen in the woods.

MATERIAL FOR INFORMATIONAL READING

Note: These are books a boy or girl would like to read for the
| pleasure of knowing about things. They are sources of general informa-
'tion and not intended to be used as reference books in the preparation of
| other lessons.

GRADE IV.

Wonders of the Jungle—Ghosh.

A Visit to the Farm—Large.

Home Life Around the World—Mirick and Holmes.
Wilderness Babies—Schwartz.

Jack, the Fire Dog—Wesselhoeft.

Grasshopper Green’s Garden—Schwartz.

Thirty More Famous Stories—Baldwin.

Among the Meadow People—Pierson.

Stories of Great Americans for Little Americans—Eggleston.
White Patch—Patr1.

Little Pioneers—Warren.

Ten Boys on the Road from Long Ago—Andrews.
Animals at Home—Bartlett.

Lolami, the Cliff Dweller—Baylis.

Stories of Country Life—Bradish.

The Sandman—Hopkins.

Children of the Arctic—Peary.

The Dutch Twins—Perkins.

Five Little Strangers—Schwartz.

Four Old Greeks—Hale.

Big People and Little People of Other Lands—Shaw.
America First—Green.

 

74

 

Bi eee eg oe eeeee i

   

eae ~ eee
P aoen _
a ee

American History Story Book—Blaisdell.
Child’s Book American History—Blaisdell.
For the Children’s Hour—Bailey—Book III.
Glimpses of Pioneer Life—Livingston.
Stories of American Life and Adventure—Eggleston.
Stories of Illinois—FPratt.

Tales of Long Ago—Terry.

Safety First for Little Folks—Waldo.

Early Sea People—Dopp.

Story of Ab—Nida.

Later Cave Men—LDopp.

Lisbeth Longfrock—Aanrud.

Young America Readers—Fryer.

Bud and Bamboo—Thomson.

Farmer and His Friends—Tappen.

Fly Away and Other Seed Travelers—Fulz.
Makers of Many Things—Tappen.

Manuel in Mexico—McDonald and Dalrymple.
Our Little English Cousins—Roulet.
Travelers and Traveling—Tappen.

Boys and Girls Readers Book 1V—Bolenius.
Nature’s Children—Hawkes.

 

GRADE V.

Great Inventors and Their Inventions—Bachman.
Stories of Woods and Fields—Brown.

Old Settler Stories—Fletcher.

Wood Folk at School—Long.

Krag and Johnny Bear—Thompson-Seton.
Colonial Stories—Retold from St. Nicholas.
Children of History—Hancock.

Kwahu, The Hopi Indian Boy—Moran.

A Boy on a Farm—Abbott.

Story of Glass—Bassett, etc.

True Story of Benjamin Franklin—Brooks.
Cave, Mound, and Lake Dwellers—Holbrook.
Our Country’s Flag—Holden.

A Little Brother to the Bear
The Magic Forest—White.
Later Cave Men—Dopp.
Heroes of Everyday Life—Coe.

Ten Little Indians—Wade.

Hans Brinker—Dodge.

Children’s Classics—Stevenson.

Children’s Plays—Skinner.

Every Day Classics—Fifth Reader—Baker and Thorndyke.
Easy Road to Reading—Smith.

Heart of America, Fifth—Nicholson & Howe.

Our Holidays—Reprint from St. Nicholas.

Young. America Readers—F'ryer.

Silent Reader V—Lewis & Rowland.

Boys and Girls of Colonial Days—Bailey.

Camp and Trail in Early,American History—Dickson.

Days and Deeds of One Hundred Years Ago—Stone & Ficketts.

 

Long.Indian Child Life—Eastman.

The Iron Star—True.

Lake Michigan and the French Explorers—Morton.
Makers of Our History—Faris.

Real Stories from Our History
How We Travel—Chamberlain.
Travels of Birds—Chapman.
Stories of Industry—Chase & Clow.

 

Faris.

GRADE VI.

American Book of Golden Deeds—Baldwin.
Stories of Brave Dogs—Carter.

Makers of Our History—Faris.

Fighting a Fire—Hill.

Stories of Animal Life—Bass.

Story of Christopher Columbus—Brooks.
Stories of the Great West—Roosevelt.

Toward the Rising Sun—Lane.

Under Sunny Skies—Lane.

The Wide World—Lane.

Lobo, Rag, and Vixen—Thompson-Seton.
Secrets of the Woods—Long.

Bird Stories—Burroughs.

Pioneers of the Mississippi Valley—McMurray.
Adrift on an Ice-pan—Grenfel.

Black Beauty—Sewell.

American Indians—Starr.

Home Life in All Lands—Morris.

Around the World in the Sloop Spray—Slocum.
Lives and Stories Worth Remembering—Kupfte.
Heart of a Boy—DeAmicis.

Heidi—Spyri.

Heroes of Every Day Life—Coe.

Home and Country Readers—Laselle.

Lisbeth Longfrock—Aanrud.

Mexican Twins—Perkins.

Nurnberg Stove—LaRamee.

Some Merry Adventures of Robin Hood—Pyle.
Stories of the Spanish Main—Stockman.
Studies in Reading VI—Searson & Martin.
Tad and His Father—Hullard.

American Hero Stories—Tappan.

Lincoln: The Man of the People—Mace.
Stories of Thrift for Young Americans—Pritchard.

 

70- = eS P4e wee =i 7 ey ee
— ee Seas ska eek
rae eae, «bag in gt, Gaeta are eke
7 ‘ie. “ =o “a eee ee i ie et 3

   

 
 

Cycle I1I—Grades 7-8

The course in English for the third cycle has two chiet oe ney
the practical and the literary. In the first such Me ie aa ae
keep the pupils’ command of oral and written dong ish aula 0 ao
intellectual needs; in the second, studies in poems, fiction, pa - ee 1
biography and miscellaneous prose in which the spirit 1s characteristically
American.

Lo Pre PRACTICAL

The most important steps to be taken in the practical course are to
attain the power of topical organization and the power of varying sentence
structure for the sake of clearness or accuracy. The first implies that
the pupils learn how to make simple analytical outlines and to divide into
paragraphs without, however, any technical study of paragraph develop-
ment. The second requires some basic studies in the grammar and rhetoric
of the sentence, to be carried on primarily in connection with the revision
of oral and written composition. No topics are included in the grade
outlines of this course merely for general information or as a preparation
for high school studies. .

Reading will also play a part in the practical course. As a factor
in composition it will function as a source of information and also as
means to the attainment of better ideals of form and method, particularly
as regards organization and the use of concrete illustrations. In this
relation it will be most useful if 1t comes after the pupils have spoken or
written in a similar vein. Mere reproduction of an author’s words and
slavish imitation of his “model” treatment, used as a starting point for the
pupils’ efforts, are precisely what is not meant by the above suggestion.
Such practices belong in the pedagogical age which we are leaving behind us.

Besides ordinary reading, pupils of the higher grades should also
practice reference reading and skimming. ‘The first requires the ability
to find the needed item in a highly organized encyclopedia or similar
work; the second, a rapid searching of many pages to discover what is
there, with the intention of evaluating the whole or of appropriating
certain parts if found. Pupils should be led to analyze their reading-needs
and methods and should become skillful through self-directed practice in
the pursuit of actual ends. -

ihe material read should be mainly current, comparatively simple
and direct, and made up of topics which fit into the lives and interests
of the pupils, widening and enriching them, but more to them than words,
words, words. The best periodicals are most available. They constitute,
moreover, the major part of the reading the “people” actually do. Tiney,
should be used with temperance and judgment. Probably no duty of the
hour is more pressing than to habituate American young people to a sane
policy as to our magazines and particularly as to our newspapers, our
irresponsible but nearly all-powerful government through the formation
of prejudiced opinion.

The work in mechanics, including spelling, which any class or indi-
vidual in this cycle should do must be determined largely by the actual
state of the case. If a pupil has had the advantage of coming up through
the lower grades of a single school and one in which all the teachers have
carried out successfully the plans laid down in this course, he should
usually require but little additional training in these matters. That will
lie in the field of letter-writing. Each teacher should take stock carefully
and give the instruction needed, no matter to what grade the topic oralti tiMtipe

 

item was originally assigned. Mere formal reviews, however, are not to
be justified by this principle.

2. THE LITERARY

The reading of the upper grades has hitherto lacked definite motive.
One is provided in this course, namely, to develop an appreciation of the
best in American thought and life. The books and pieces to be used are
not, however, solely by American writers nor is the theme confined to
Americanism in the narrow sense. The sentiments to be cultivated range
widely—love and discriminating admiration of our natural surroundings,
joy in our characteristically fine individual and social activities, and
responsiveness to the appeal of the highest intellectual and spiritual
aspirations of the leaders, past and present—these are the ends in view.

To attain them to any satisfactory degree the right books must of
course be handled in the right way. Cursory reading aloud of pieces
selected at random will certainly not do it. Neither will technical examina-
tion of the author’s art and style. Attention must be directed to the ideas,
the author’s message, as embodied in writings which give as comprehensive
a review of American life as the growing maturity of the children and the
time at their disposal permits them to take. Obviously the chief effort
should be to assume sympathetically the author’s point of view, to see as
he sees and think as he thinks, reserving the right to evaluate and _ re-
evaluate his message as experience provides the data.

First of all the student must discover precisely what the author has
done—what his purpose was and what he actually wrote. Here the teacher
has an opportunity to add materially to the pupils’ power of mastering a
book. They should apply and enlarge what they learned about this in
the previous cycles. The most important point is that the reader should
first grasp the significance of each part or unit as a whole and in this
way arrive at a preliminary hypothesis as to the meaning and intent of
the work in its entirety before details are more closely examined. Pro-
ceeding in this way, the reader maintains perspective and discovers relation-
ships. Details have their proper setting and take on their real significance.
In such a study intensive dwelling upon details has small place.’

Both the ideals built up by class study and the power to deal with
books as wholes may be greatly strengthened by the individual, home, or
general reading which this manual course calls for. Often the class work
should be the starting point for excursions into the field thus suggested.
Not only will each reader in this way enlarge his own experience but
he will, if suitable opportunity is offered, come back to his group bearing
his sheaves with him. ,

Keeping in mind that her pupils are already establishing the customs
and standards which they will obey throughout life, the teacher will include
current periodicals in the class-work in literature. She here comes nearest
to helping them where they most need help, to get beyond the sensational
and the obvious to the restrained and the deeply suggestive.

A list of books and pieces reflecting the democratic spirit and express-
ing American interests and ideals has been prepared for this course. Much
more was in mind than merely interest in America. What was intended
was a sampling of those writings fitted to build up the intellectual and
spiritual life and aspirations of our American children; to make them

‘See Hosic, Empirical Studies of School Reading and Reading Books.
78happier and more useful participants in the life of the home, the com-
munity and those greater communities, our country and the other countries
of the modern world. The interests and ideals to be cultivated are not
narrow though they are all such as we fondly hope will more and more come

to characterize the America we all love.

 

79 |
} |
SET TT eer TIE - pelea eras eae — ra |
Me tee Das Qh aE Sees ARNT ER TET

he eee fen :The Seventh Grade

Note carefully the suggestions for the previous cycles. Discover

whether the pupils of the seventh grade have the abilities indicated. Develop
or redevelop them as necessary.

I. PRACTICAL ENGLISH

_ This division of the work comprises speaking, reading and writing
as involved in the ordinary affairs of life. In some cases it will be well
to devote one of the two semesters of the grade entirely to this phase of
the subject. Where this is not done, ten week units may be organized.
Either of these plans is better than the attempt to carry on practical
English study two or three days a week and literary English study the
remainder. Whatever plan is followed, general reading of books and
magazines of various sorts should be continued throughout the year.

A. Composition.—This should include both speaking and writing. By
proper handling of the oral work the difficulty of securing correctness
in the written work may be reduced to a minimum.

1. Aims: To enable the pupils to organize composition on a somewhat
larger scale than in previous years. This will require simple outlines
and elementary instruction in paragraphing. Better command of the
various qualities of good composition outlined for previous years
should be sought.

2. Materials: From various fields of interest, both actual and imaginary.
The possibilities are suggested by the list of topics at the end of
this cycle.

3. Achievement: Ability to plan and revise both speeches and written

composition so as to approximate the merits of the sample composi-
tions which follow:

STANDARDS OF ORAL, COMPOS ERO
Fair
Some Punishment

I heard talking and laughing. When I entered the house I found out
we had company. I went into the kitchen, where I found the table all set
with dainties. As I glanced about the table, where I saw a lemon cream
pie—one of my favorites—I got a piece of paper and threw it on the pie,
intending to get it off the table. When I threw it on the pie, the pie
broke. I was expecting to be punished, but to my surprise, when my
grandmother came in she said, “Now you must eat the pie.”

(This is an advance over the standard for sixth grade because the
situation is presented more vividly and with more detail. It is only Fair
for seventh grade because of a lack of clearness about the breaking of
the pie by the paper. The repetition of the word “pie” is typical of Fair
work. The idea of subordination is not mastered but the free use of it
is characteristic. )

Good
The Happiest Moment of My Life
It was nearing Christmas time and I was wondering if Santa would
think of me. My auntie had told me he wouldn’t because I had been
*The examples are not intended to be used by the children as models

to imitate.
01 aGe SU RN RSS
eds. Se Ae bs

I took a pencil and a piece of paper and wrote the following:

3)

naughty. - a
“Dear Santa, please bring me a do
Christmas morning I was up before day. I looked into my stockings

but found nothing. 1 was so disappointed that I sat down and aoe
to cry. I got up to go into the dining room and what do you think I saw:
A great big doll with large blue eyes sat on the table staring at me. his
was the happiest moment of my life because this was the first real doll
rer had.
Pe this composition states very well the situation and the child’s re-
action. She has outlined her difficulty, her hope, her disappointment and
her relief. The variety of sentences makes the narration smooth. The
last sentence gives unity by returning to the title. The composition 1s not
Excellent because of the immaturity of the vocabulary. )

Excellent
A Happy Little Girl

A smiling and happy little girl was walking in a beautiful garden,
admiring many things. I was the happy little girl because I had never
had such an opportunity before. Everything about me was beautiful.
The birds sang sweetly and the cool breeze blew my hair all over my face.
The flowers were so beautiful that I was tempted to pick them. Of course
I picked the biggest, best. and sweetest.

Somebody was shaking me. I woke. My mother was holding a
beautiful bouquet of flowers for me. They were like those I picked in
dreams. This was my birthday. I really was a happy little girl.

(This composition contains good descriptive details of sound, touch,
and sight. It is consistent throughout and is told smoothly. The first
sentence is strong and vivid. )

Superior
Almost Forsaken

“All aboard!” yelled the conductor. There was a flash of lanterns
and then the train moved slowly out of the long depot. I was sitting up
in my berth waiting for my father to come. He was to see a gentleman
before he boarded the train.

I waited and waited. The minutes seemed like hours. Was I alone
on the train with no friends leaving Chicago to enter a strange city? I
began to see myself going through the most terrifying experiences. All.I
had was my baggage and a Bunte Tango.

I would look out of my berth every few minutes to see if my father
was coming. But it was useless. I tried to amuse myself by looking out
of the window or to fool myself into believing my father was on the train.

Finally I became too frightened to do anything but lie down and cry.
While I was in the midst of this, I heard two men talking. I peeked out
and there stood my father. I was never so glad to see anyone in all
my life. |

(The opening sentence plunges into the story and one graphic sentence
follows another to keep up the interest. The sudden relief at the close
is dramatic. This is a higher type of composition in that it deals with
emotions. The title is attractive and the composition, besides making
its point, compels sympathy. )

(See page 7 for an account of how these standards were derived.)

4. Suggestions: Speaking, writing, reading, rewriting is a good sequence
to enable the pupils to do all they can for themselves, A few periods

81

 

 

7 wie IRS Caer aT ee ama Saris
a Bey a “ , Y co we tsmay well be devoted to considering the merits of the standards.

These are not, however, to be used as “models.” Let the pupils
start with their own situations.

B. Mechanics.—Additional items needed in this grade will probably
be as follows:

Capitalization—
In topical headings.
Teach here outline form, showing subordination, as follows:

te
A,
Ee
Cc.
i,
A.
ise
Punctuation —

Comma where needed.
To set off a subordinate clause at the beginning.
Ina senes,
In compound sentences.
‘To separate words in address and in dates.
Colon before an itemized list.

Manuscript Form—

Indentation to indicate a new paragraph. (In this grade is devel-
oped the idea of a paragraph as a division of a subject, constituting
a unit of thought.)

At least 75 per cent of the pupils in this grade ought to be habitually
correct in all of the mechanics of written work so far set down in this
course. Carefully planned dictation exercises may be necessary to over-
come particular deficiencies or to meet the needs of small groups.

C. Grammar.—lIn the discussion of the composition, particularly the
written composition, some additional distinctions with regard to the
parts of speech will be found necessary. Adverbs must be dis-
tinguished from adjectives, the case forms of the pronouns will be
noted for the sake of correct usage, and verbs particularly for the
sake of proper contraction. The terms phrase and subordinate clause
will both be useful, the former in deciding where to place phrases to
secure greatest effectiveness or to help in the interpretation of litera-
ture; and subordinate clauses for the sake of greater accuracy in
the expression of meaning or for grace and smoothness. The work
in grammar, however, should be informal and in direct connection

with composition.

D. Spelling —First of all determine whether each of the pupils has
the habit of correctness in spelling in all written work. Drill indi-
viduals or groups on common words from previous grades if neces-
sary. Suggested list below includes words which have been found
commonly needed by pupils of this grade. (See p. 9 for suggestions
on spelling. )

82- ARP ;
Ay, Sigma ee as ae ee
28 hse

absurd
according
acquaintance
acquire
advantage
advertise
advertisement
aeroplane
affect

angle

animal
anxious
apply
appoint
approach
arrange
arrival
artificial
athletic

barely
bargain
benefit
bouquet

capable
cashier
caution
cease
century
chauffeur
choir
Christian
cinnamon
citizen

civil

college
combination
complaint
condition
conduct
confectionery
confess
connection
consideration
convention
convict
courage
cylinder

deal

death
declare
degree
department
desirable
develop
diameter
director
disappear
disappoint
disease
distribute

education
effect
effort
either
employ
endure
engage
entitle
estate
event
expense
experience

fashion
feature
finally
firm
foreign
frequent
frontier
future

gracious
graduate
grateful
gymnasium
gymnastics

honor
horizon

illustrate
immense
impossible
improvement

independent
information
interrupt
investigate
issue

jewelry
journal
justice

knowledge

leisure
liberty
license
lieutenant

marriage
marry
material
mistress
modern
mosquito
musician
mysterious

noble
nuisance

object
obtain
occupy
opinion
opportunity

parcel
personal
persuade
physician
pierce
popular
practical
prejudice
proceed

professor
progress
property
provision
publication
publish

punctual

realize
Feceme
reference
regret
rehearse
reign
relative
relief
religion
relieve
religious
representative
require
respect

salary
science
SeGhetaly
section
secure
sensible
service
session
sleeve
sole

spirit
statement
superintendent
system

treason
treasure
twilight

usually

vacant
various

witness
wretch

Ki. Reading.—Selections from a suitable current magazine will pro-
vide good examples of modern writing for consideration in class.

There should be much individual study and report.

 

 

 

 

TF PTYrd
st
i

Il. - LITERATURE

Literary English will be understood to include hearing, reading, acting,
speaking, and writing for purposes of enjoyment and inspiration as con-
trasted with the so-called practical purposes of life. These activities should

occupy one entire semester of the seventh grade or at least two ten-week
periods of the grade.

A. Class Studies.—Class Studies will provide opportunity for train-
ing in methods of work and for the intensive study of pieces a little
more difficult than the pupils would readily get on with by themselves.

1. Aims: In addition to the aims common to all literary study (see p.
14) there is set up for grades seven and eight in this course the special
aim of giving familiarity with books and writings in which are
embodied interests and ideals characteristic of Americans at their best.
Emphasis should be placed in this grade upon the attainment of this
special aim.’

2. Materials: Mainly writing of American authors not too mature for
pupils of this grade. The following list is suggestive:

SELECTIONS EMBODYING AMERICAN IDEALS

Ipreathes Dhere the Man... 4:2... 2) ee SCOte

ite of Columbus). 0.50 ee. ee Moore
Wemoin ot \Winther. 5505.00 ee Perry
Crown Our Washinotone. 2.) .0 ee Butterworth
Fite: SNOW-OlOlin. © oe eo nee Emerson
die ternal Goodmess.. ..2.-. 0... = ee Whittier
jie (Gray Champion. 9.) 27.5). ...7 4 8 Hawthorne
Wincieed Of tie Wilds... 26355 e* foe Roberts
Boy sete Ol tae Prairie... 5 260)... oe Garland
Ciimstimas: Mverywieke:. 200-654 eee Brooks
Sitem@an s RIde. oui el? ee ek ie Read

ihe wanow ond the SONG); 5... 474. Longfellow
hiceBely of: Atti... 8.0 a ee Longfellow
@iie Beoomsiick Train. .2... oe ee ee Holmes
Wine Glristuias Carols. 5.3.05. 03a Dickens
angie of the Pilorims.0.. 3:4. 53 Hemans

ii Sciool Ways... 2s ee en ee Whittier
SMOW- DBOUNG os os cele ac eee ee Whittier
WGUSSOUE . 2062 ye ee ee Lowell
Haig Wectine VV USC sc ee Irving
iPesena Gt Sleepy Tiollow. «4.02 a0. ee nee Irving

Sho tee Dandelion. =... cee 30 os oe ee Lowell
ithe Poor Vater; on Election Dayo 3.. 1... Whittier
‘be tumble Bee. 4 0-6-0 50 ee Emerson
‘he, Psa of Liles. 2. vote 550s oo ee Longfellow
How I Served My Apprenticeship........... Carnegie
The House by the Side of the Road......... Foss

i aman Americaty ....6cea st ee oe Lieberman

Biography—of Lincoln, Roosevelt, etc.—is invaluable for the purpose
of the course and should be liberally provided.

3. Achievement: Ability to apply to the study of literature and biog-
raphy the methods of dealing with books which have been taught

Seer pp. 78; 79.
84Se es ens a es a

= — — '
] ha ‘ CF ee . ae

in previous grades; ability to grasp and enter sympathetically into
the ideas, feelings, and points of view of such writings as appear
in the suggested list.

Suggestions : Regard literature as the idealization or heightening
of experience and therefore to be realized in the imagination. Ideals
are built up through the successful solution of problems. The pupils
must, therefore, appreciate the situations set forth in the pieces read
and come to believe in the solutions as satisfying. The danger of
over development of emotion without any proper outlet for it must,

however, be avoided.

Individual and General Reading.—This is of peculiar importance
in the seventh grade because of the fact that so many pupils become
omniverous readers about this time. Great care should be exercised
to retain the children’s confidence while helping them to find the best
books which they can like. Particularly they should be led to read
from a variety of authors instead of spending time on numerous
volumes in some popular series in which the characters are all much
alike. Tactful handling of group discussions will be the best means
for accomplishing this purpose. Formal book reports should be
avoided and informal talks about reading planned for. (A suggestive
list will be found in the Appendix.)

85

 

 

 

> GAL eek DORR S Tr ae ERC Tee Mee nn eee Re - .
, Fete tee ieee , Peon ire TOY er Sy SRR PR COME ae 1
" - . s } aia hice thee poat Si) “bars, nates |The Eighth Grade

Note carefully the suggestions for the entire cycle. Discover whether

the pupils of the eighth grade have the abilities indicated. Develop or
redevelop them as necessary.

LER ACTIGAL ENGHISH

This division of the work comprises speaking, reading, and writing
as involved in the ordinary affairs of life. In some cases it will be well
to devote one of the two semesters of the grade entirely to this phase
of the subject. Where this is not done, ten-week units may be organized.
Either of these plans is better than the attempt to carry on practical
English study two or three days a week, and literary English study
the remainder. Whatever plan is followed, general reading of books and
magazines of various sorts should be continued throughout the year.

A. Composition.—This should include both speaking and writing. By
proper handling of the oral work the difficulty of securing correctness
in the written work may be reduced to a minimum.

1. Aims: To enable the pupils to organize composition on a somewhat
larger scale and with a more effective handling of details than in
previous years. This will require simple outlines, elementary instruc-
tion in paragraphing, practice in manipulating and transforming
sentences for smoothness and accuracy, and definite training in the
selection of words, particularly in the revision of written composition.

2. Materials: From various fields of interest, both actual and imaginary.

The possibilities are suggested by the list of topics at the end of
this cycle.

3. Achievement: Ability to plan and revise both speeches and written
composition so as to approximate the merits of the sample composi-
tions which follow:

STANDARDS OF ORAL COMPOSITIONG
Fatr
The Fishing Trip

While visiting my aunt in Wheeling, Illinois, my friend and I decided
to go on a fishing trip. Being that the river was just across the prairie, we
did not need to take any lunch with us. We took our lines and started off.
When we arrived there, we fixed our lines and threw them into the water.
After a while my line began to move. I drew my line out of the water and
was surprised to see a fish on the end. But I pulled it so hard that the
fish fell back into the water. I felt kind of bad to think I couldn’t catch
it, so I drew my line and went to a different place. In a little while after
my friend had a fish on her line which she got safe in her hand. She went
home happy with a big fish, while I went home sad with nothing. ea

(This is an advance over the standard for seventh grade because it 1s
more interesting. There is an element of feeling which is not shown in
any of the other fair compositions. The last sentence is very good. The

‘These examples are not intended to be used by the children as
models to imitate.

86ee mal
a Pe ee oe

air for the grade because of the incorrect expressions,

sition is only F ae
oe 7 tc., “felt kind of bad,” and because of repetition of

oe ,
“being that the river,” e
“my line.’’)

Good
My First Dollar

When I was about six years old my grandfather gave me my choice
between a dollar bill and one cent, which was lying on the table. If I
chose the penny, I could spend it at my own free will. If 1 chose the
dollar bill, I had to put it in the bank. I looked upon the penny as a
luxury that I could go across the street and spend and looked upon the
dollar bill as nothing but a piece of paper that I would put into the bank
and never see again. I knew that the dollar bill was the most money,
but I wanted the penny.’ When I put my hand toward the penny, my
erandfather would have a sober, dull face, but when I put my hand toward
the dollar he would smile. Therefore I took the dollar bill, which made
my grandfather feel pleased. . ;

(The theme is unusual and interesting. The problem moves steadily
toward a solution, every sentence helping. It has the merit of clearness
and sincerity. The analysis of his own thoughts and those of his grand-
father indicate an advance over the previous grade. )

Excellent
A Close Shave

My cat was in the habit of letting other cats bite and scratch him.
One day he turned over a new leaf and wouldn’t let any cat into our
yard or the neighbor’s tho sometimes the invaders put up a fight first.
This day a brave warrior came across the road from the park only to be
chased back again. My saucy puss was standing in the middle of the road,
hissing and spitting with his back at an enormous height. Along came
Mr. Marshall Field’s delivery wagon! There was a scream from my
mother which brought me flying up the back stairs just in time to see the
wagon run over my beloved cat. To our great relief, when the car had
passed, there stood puss hissing and spitting just as hard but his back and
tail were slightly lowered.

(This has the merit of concreteness gained through the use of well
chosen words. The description is strong and vivid. An amused attitude
is shown by the expressions “brave warrior,’’ “saucy puss,” etc. The last
Sentence is very effective. )

Superior

A Baking Experience

I have always been teased at home about my cooking. Every time I
baked or cooked anything Daddy was going to have his life insured.

One afternoon I was home alone and, as I had nothing to do, I
decided to bake bran muffins. I went into the kitchen, put on a large
apron and began to mix my muffins. How carefully I stirred them and
how carefully I measured the ingredients! As I mixed those muffins I
thought of the big, brown, fluffy muffins I would surprise the family with.
I put them into the oven and busied myself while they baked. Every few
minutes I would look at them. They had been baking fifteen minutes
and had not even begun to rise.

I began to worry. What was the matter with them? I was sure IPT BSc” gain He eee Meee ee Pee, " he og. vate, Oa ee ee ee Vr. ee eee
a al am i oh ee Nl ad AE ale pet aee ys

had put soda in the mixture.

Maybe the oven was not hot enough, so I
turned up the gas.

I waited ten more minutes and still they did not rise.

Maybe they were not supposed to rise. I left them in until I was
sure they must be done. How disappointed I was when I took them from
the oven: They were very hheavy,and when | broke onc open, lo and
behold! it was soggy. I tasted it and it had a queer salty taste. “Then I
knew something was wrong. I knew I had the correct measurements:
so I examined the ingredients. I looked at the flour, then at the milk,
and I found them both perfect. Then I looked at the baking soda. I
looked at the package and to my astonishment “Cream of Tartar” stood

pe ee black letters. So that was it! I had used cream of tartar instead
of soda.

What was I to do with them? I tried to feed them to the dog but
he refused to ruin his health. I wasn’t going to let the family tease me,
so I emptied the dozen of muffins into the garbage can.

I cleaned up the mess in the kitchen, and when mother came home
her kitchen was as she had left it. To this day the family has never found

out about those muffins. Between the dog and myself it will always
remain a secret.

(This relates a familiar experience with humorous and interesting
detail. The speaker presents clearly her expectations, her doubts, the

possible solution of the difficulty, the final solution and her escape from
the consequences.

The composition has a charm of personality. The writer recognizes
the challenge from the family, the joke on herself, and the necessity of
getting out of the difficulty without being detected. The part which the
dog plays is unusually well managed. The variety of sentences and the
richness of vocabulary are more than excellent for eighth grade.)

(See p. 7 for an account of how these standards were derived. )

4. Suggestions: Speaking, writing, reading, writing is a good sequence
to enable the pupils to do all they can for themselves. A few periods
may well be devoted to considering the merits of the standards. These
are not, however, to be used as “models.” Let the pupils start with
their own situations. Occasional blackboard exercises in the trans-
formation of sentences and in selecting among various synonyms the
the best verb or adjective will be found useful in supplementing the
study of the children’s own composition.

B. Mechanics.—For convenience a summary of the items in the
mechanics of written composition of which pupils should attain the
mastery in the elementary school follows. Instruction in any of
these should be given only as the actual needs of individuals, groups, or
the whole class call for it. Examples from the pupils’ own composi-
tions may be supplemented with occasional carefully selected dictation
exercises. The pupils should always understand perfectly the specific
purpose of each such exercise.

1. Capitalization.

Pronoun I and interjection O.

First word of a sentence.

Proper nouns and adjectives.

Important words and titles.

Titles of relationship or vocation prefixed to proper names.
In quotations as required.

88

rho aooPp—__ . Re eee 2 <i ek eee
eg sae ated ens Ga es ec

2. Punctuation.

a, Period.
1. After declarative or imperative sentences.
2. After abbreviations.
3. In letter forms as required.

b. Commas.
1. To set off a word in direct address.
To set off the name of a city from a state.
To separate the day of the month from the year.
To set off an appositive with its modifiers.
To separate items in a series.
As required in compound and complex sentences.

(Note: Avoid the error of separating short com-
plete sentences by commas. )

Interrogation Point.
Exclamation Point.
e. Apostrophe.
1. In possessives.
2. Incontractions.
f. Hyphen—-between syllables at end of line.
g. Colon—before itemized list and in letter form.

ea cic in

A.

3. Manuscript.
a. Arrangement of composition.
1 Vitle im center of first ine:
2 Marei at leit edge of paper.
3. Paragraph indention.

Db. Wetter forms. (See Grace VI.)

_ Notes: While the block system is used in typewritten letters in
introduction and address, the indention of consecutive lines (three spaces)
is preferred in both personal and business letters written in long hand,

Uniform capitalization of first and last words in the salutation is
required, as: Dear Sir: My dear Sir: My dear Mother:

Only the first word in the courteous close is capitalized, as:
Yours very truly,

: In the salutation in letters addressed to firms, the use of Gentlemen
is preferred to Dear Sirs.

C. Grammar.—tThe task of the eighth grade is to organize the gram-
matical material that has been informally handled in the earlier grades
and to amplify further the ideas of sentence structure and of parts
of speech in order to enable the pupils to revise more effectively their
oral and written composition. The basis of instruction is still the
pupil’s own use of language. No set order of topics should be
followed. The knowledge which the pupils will probably be able
to make use of is summarized in the two following paragraphs:

1. Sentence Structure: (1) the simple sentence as declarative, inter-
rogative, imperative, or exclamatory, as the basis of end punctuation;
(2) essential elements of the simple sentence as simple and com lete
subject, simple and complete predicate; (3) complex scntene as
involving the functions of subordinate clauses for clearness. variet
or economy of words; (4) compound sentence with the logical alee

89. — es = re ty ‘Ter ete
: ¥ ye Ri gas Se ches Be oe ae ‘ Gs A or
sh pare br Seas “ape te gtd fs ae

of common connectives for its value in summin
statements,

Z. Parts of Speech: (1) singular, plural, and possessives of nouns for
correct usage; (2) pronouns as to case forms of personal and relative
pronouns for correct usage, and gender for correctness of reference
(who and which); (3) adjectives for correct form of comparison ;
(4) verbs for correct use of tense and of voice (find principal parts
of troublesome verb in the dictionary) ; (5) adverbs distinguished
from adjectives when necessary for correct usage; (6) prepositions
to secure correct idiomatic use; (7) connectives treated very simply,
not for classification but for the purpose of enlarging vocabulary and
securing more accuracy of speech.

g up or in balancing

N.B. None: of these topics should be treated exhaustively. The
purpose of the course is fulfilled in the realization that there is a law
of language, the basis of correct speech; in the recognition that there are
certain elementary principles of grammar whose understanding gives
greater force, flexibility, and variety of expression. Briefly, the children

should pursue the course with the conscious purpose of learning how to
make better sentences.

D. Spelling.—First of all determine whether each of the pupils has
the habit of correctness in spelling in all written work. Drill indi-
viduals or groups on common words from previous grades if neces-
sary. The suggested list below includes words which have been found
commonly needed by pupils of this grade. (See p. 9 for suggestions
on spelling.)

ability behavior decision kerosene recognize

abundant descend recommend

academy campaign difficulty magazine reputation
accommodate camphor discipline majority responsible
acknowledge candidate discussion masculine restrain
affair career distinguish
agreeable catalogue mischievous satisfactory
agreement cemetery earliest mortgage seized
alcohol character elaborate senate
ammunition circular electricity necessity society
ancient circumstance emergency sovereign
apologize clothe especially obedient suggestion
apparent comfortable estimate occasion summon
appearance commencement _ occurrence surgeon
application commercial evidence official suspicious
appreciate committee extreme oppose sympathy
argument compliment organization
arrangement conceal feeble organize tariff
asparagus conference testimony
associate conscience genuine parallel —

association comvenience grease pneumonia unfortunate

assure convenient political university

athlete corpse imaginary politics
attendance -—_ cordially immediate possession variety
attorney counterfeit independence preliminary ventilate
average criticize intelligent privilege vicinity

curious villain
bachelor judgment

90Suda tne Pe, ts eS a

E. Reading.—Selections from current periodicals and simple modern
books will provide good examples for consideration in the composi-
tion class. There should be much individual study and report.

ie Et eRATURE
Literary English will be understood to include hearing, reading,
acting, speaking, and writing for purposes of enjoyment and inspira-
tion as contrasted with the so-called practical purposes of life, These
activities should occupy one entire semester of the eighth grade or
at least two ten-week periods of the grade.

A. Class Studies—Class studies will provide opportunity for training
in methods of work and for the intensive study of pieces a little more
difficult than the pupils would readily get on with by themselves.

1. Aims: In addition to the aims common to all literary study (See
p. 14) there is set up for grades seven and eight in this course the
special aim of giving familiarity with books and writings in which
are embodied interests and ideals characteristic of Americans at their
best. Emphasis should be placed in this grade upon the attainment
of this special aim. Seek specially to make the personality of the
characters in literary works and in biographies as vivid in the minds
of the pupils as real persons; show the family, social, and national
environment of the author and his reaction to it to enable the pupils
to discover some of the sources of the person’s inspiration and the
ideals which guided him.

2. Materials: Mainly writings of American authors not too mature for
pupils of this grade. The following list is suggestive:

SELECTIONS EMBODYING AMERICAN IDEALS

dime. Chanabered: Nautilus. 2.3... goes yg se Holmes
NOGmeCG site Gerry SOMEO cnt. <6): esis bees oe <3 oe GG Lincoln
MUM DIO CMA oye eG et. Se Gore Cele ais eid a oe Franklin
Ie Ch \WeSMINetOn ee aii. a ented ane Scudder
(Garnmine Outlets ek Aas Py oink ti we ee Van Dyke
ae Ghiriscaais ANSE 5 0 ee ee ee ere Van Dyke
sii aViiie mr EtelOlwem ce ne eo Shae ee es Jewett
ithe MeaneNVannoul a COunthy. .. kaye cay ocak. Hale
Drotessouaine Greate VWesk:....ceanei iis... ee Roosevelt
 NVictewer in the VWOodS. ./.: s:eul cee. et ee oman
ie meactromenne Mohicans: . i. one esting. ea. Cooper
ENO INCOM) 2k. ety ss. ete sina... vale wotoddand
die eitevaniG the sGiray insicn 2. ona ee. ls. : Rares Finch
five, SoncondsWelyintin ec. eed ss Phas [Xmerson
HO GMY GE ek nents... ke eetiiay ies ee so uae [Emerson
ORCamiain: Vive Caprateea, ac. . 5-6. ss 6 ee. stews Whitman
Feiomecens ©) OneehSe ass oe... a wile oe Whitman
elie DeMndenee f0 6 ee sec oN ee AGN
dike Wisronvor oir leauntal 60). cian. ©. « aes Lowell
MOAR ALC THOW ot hy cen Gora oe se eo ie ee ee eet Bryant
aire Goldie kh ee ee ee re tee Poe
(Oo RUC ny oa ft. len ce Si eke Cis Sill
pay Notathe Strucele Naueht Availeth........... Clough
SOMO Mea Heresy (Cimeni eee, eee eh a ge ee Lanier
OMS OlmADOL cbs be a cae ce etd her ce es Whittier
IMEC CSSUONAIM Ries eG ains oars ek 1G ek ee ey Kipling
igre OMe @) it DenIOCraCy 4. 655 ey.) eo Whitman
91he" Datodis eet oweg. 5. 2 ee . Wordsworth
Up Pe ae a ee Rossetti
sonnes Oniiic Blindness,..... 3 ee Milton
Jralitis “CACSat Ano. cate a ee Shakespeare
SUCAVielS An GWAC as, Wine oes ke i Clemens
dine Tonge Itai a: Be cc ge Garland

Biography of several successfu] men in various walks of life should

be provided.

a:

Achievement: Ability to apply to the study of literature and biog-
raphy the methods of dealing with’ books which have been taught in
previous grades; ability to grasp and enter sympathetically into the
ideas, feelings, and points of view of such writings as appear in the
suggested list; reasonable familiarity with at least a portion of the
suggested books and permanent interest in reading of this kind.

Suggestions: Regard literature as the idealization or heightening of
experience and therefore to be realized in the imagination. Ideals are
built up through the successful solution of problems. The pupils
must, therefore, appreciate the situations set forth in the pieces read
and come to believe in the solutions as satisfying. The danger of
over development of emotion without any proper outlet for it must,
however, be avoided.

Individual and General Reading.—This is of peculiar importance
in the seventh and eighth grades because of the fact that so many
pupils become omniverous readers about this time. Great care should
be exercised to retain the children’s confidence while helping them
to find the best books which they can like. Particularly they should
be led to read from a variety of authors instead of spending time on
numerous volumes in some popular series in which the characters are
all much alike. Tactful handling of group discussions will be the
should be avoided and informal talks about reading planned for. A
suggestive list will be found in the Appendix.

ORAL, COMPOSITION TORIES
CYCLE WT

CENTERS OF INTEREST
Home.
School and education.
Recreation.
Subjective topics.
Books and reading.
Vacation and travel.
hirtee
Civic topics.
Vocational topics.
10; Topics tor debate.
I Patriotism.
IZ. Nature.
13. Industrial operations.
14. Ideals for conduct and life.

whe

LO FONT OV en

1. Cold pack canning.
2. A well balanced dinner.
8, Playing mother.

O2How to start a furnace.
The trials of moving.
Alone in the house.
Before a Thanksgiving Dinner.
My busy day.

An only child.

My room.

Salt for sugar.

Our vacuum cleaner.

13. The tiresome guest.

The visitor I welcome most.

15. The dinner I cooked for father.
16. Coming home late.

17. A fireless cooker.

   
 
  
  
 
 
 
  
  
   
  
  
  
 
  
  
 
  
  
  
 
  
   
   
 
   

—_—
OS OM oS

—
Ne

—
-

2. School and Education:

1. How to improve our school paper.
2. What it means to be a Boy Scout.
3. Keeping a neat desk.

4. School spirit.

5. An unprepared lesson.

6. When teacher sent for mother.

7. Our visit to the kindergarten.

8. Teaching the first grade room.

9. Our power sewing machine.

10. Why I was not promoted.

11. The value of oral composition.

12. How to get a history lesson.

13. My first baking lesson.
A pleasing interruption.
15. Our scout master.

16. A spell down.

iZ olen cents foreach “1.”

—_—
a

3. Recreation:
1. My first circus.

2. Angry at the umpire.
3. How I learned to dive.
4. When the ice broke.
5. How a school team should be chosen.
6. Our baseball team.
7. Winning the cup.
8. The best movie I ever saw.
f 9. Our club.
: 10. The ninth inning.
Mi 11. What decided the came.

12, My stamp collection.

4. Subjective Topics:

Caught in the act.

Giving up my play period.

A package I found.

No carfare.

Trying to borrow an umbrella.
Too late.

When I held my breath.

93

NOR ON

 

 

CR A Ee : A
al ceo Ses ee 1 Rae Pap gt) Gee ereMy greatest childhood fear.

An embarrassing moment.

A near accident.

At the photographers.

When the principal gives out the report cards.
I left the price tag on,

Answering the telephone at midnight.
Stealing a ride.

My first long trousers.

Taking a music lesson.

When I sang a solo.

When I entered a new school.

Alone on the stage.

Waiting for the postman.
Examination day.

Not a burglar after all.

5. Books and Reading:

An interesting magazine.

Ihe most interesting news from Washington.
How to obtain a Public Library card.
My favorite character in history.
How to use the index of a book.
How to skim a book,

A book that induced me to save.
Losing a library book.

An incident from “Treasure Island.”
My own library.

A journal which all should read.

How I choose a book.

How I happened to read this book.

6. Vacations and Travel:

oS) oo

OMNAMARWNHHE

The most interesting place I have ever seen.
My most enjoyable ride.

My first venture into the surf.

In a railroad wreck.

An out-in-the-woods meal.

The end of a perfect day,

My first day in a new town.

My experience in a Pullman berth.
A dining car meal.

A Christmas morning in Cuba.

A thrilling moment at the bonfire.
A fight with hornets.

If I had a dollar.

How to save school supplies.

A saving system.

A. safe investment.

A checking account.

My personal expense account.
My thrift stamp book.

How to save fuel.

A penny saved is a penny gained.

9410.
Ha:
12.
13.
14,

15.

Why I like to save.

Money from junk.

Thrift in care of clothing.

How I save time.

The first money I ever earned.

A great invention that has helped people to save.

§& Cwic Topics:

t

lO FON Dur ow

Milk inspection.

Swat the fly.

How water is wasted.

The value of passenger subways.
The baby death rate.

How to mark an election ballot.
A United States life saving station.
A two-level street.

The aig mailservice.

The money value of garbage.
Keeping quarantine.

The value of good roads.

The cost of a street lamp globe.
The smoke nuisance.

Turning in a fire alarm.

Forest preserves.

The bravery of firemen.

The crossing policeman.

Street lighting and crime.
School medical inspection.

9g. Vocational Topics:

lO FONT DVR ON

My plans for the future.

My Saturday job.

My earliest ambition.

Why I learned to knit.

Waiting on customers.

Why I should like to be an aviator.

When my plans were spoiled.

How I obtained a position.

My parents’ plan for me.

Our family talent.

My experience in keeping house.

A blind alley job.

The money value of a high school education.
Why I returned to school.

My father’s occupation.

What I could do if I left school immediately.
A day in the life of a messenger boy.

The training required to become a stenographer.

On. Lopics jor Debate;

eeu Cot. Fe

Examinations.

Departmental teaching.
Lengthening the school day.
Moving picture shows.
Handwork in school.
Compulsory education.7
8.
yy
LO;
ny
HZ,

Home work.

City schools vs. country schools,
Large schools vs. small schools.
Games as physical education.
Military training.

Junior high school.

Ir. Patriotism:

12. Nature:

19 90 NOV on BN

My ideal American.

Conserving our forests.

Our coal supply.

Why my parents came to America.
The meaning of Decoration Day.
My personal hero.
A good citizen.

My patriotic ancestors.

Why I am glad that I am an American.

My observation of a spider.
Making friends with a squirrel.
The preservation of wild flowers.
A. destructive storm.

The troubles of a mother robin.
The nest of a paper wasp.

An expensive pet.

My specimen case.

The Audubon Bird Society,

13. Industrial Operations:

10,
We

SOON AWA WN

The manufacture of ice.

The manufacture of pearl buttons.
A visit to a brick yard.

The evolution of boats.

From tallow dip to mazda lamp.
The blacksmith shop.

How a canal lock works.

My visit to a wagon factory.
The manufacture of lead pencils.
Transportation contrasts.
Processes seen in films.

14. Ideals of Conduct and Life:

SI Sat

The bravest thing I ever did.
Abused pets.

Honesty is the best policy.
The value of thinking twice.
A. land) act.

How I was broken of a bad habit.
The value of obedience.

A new boy in our school.
When I was in the wrong.
The joy of giving.

A New Year’s resolution.
Cigarette smoking.
Respecting laws.

96ore ee. ee A cay a ca ee ak ‘
Pe Cet k ae om ee

APPENDIX A
COMPOSITION STANDARDS—INTRODUCTION

The purpose of the composition standards given below is two-fold:

1. To set up standards of attainment to be reached by 75 per cent of
the pupils at the end of each grade.

2. To provide a practical means of judging the merit of pupils’
compositions.

It is in no sense a scientific scale, although the word “scale” has
been used for lack of a better. For this reason the compositions are
evaluated in terms familiar to both teachers and pupils, as follows:
Superior, Excellent, Good, Fair, Poor.

It should be borne in mind that the scale is based on one type of
composition, viz.: narrative from personal experience. This choice was
made for two reasons, first because this type of composition appears in all
grades from the first to the eighth, and second, because of the need of
a unifying element for the sake of comparison. All of the compositions
are the actual work of the pupils, judged by teachers as to their merit,
and should be regarded as oral compositions transferred to paper. In
order that each composition might be judged as nearly as possible as an
oral composition, the mechanical errors were eliminated wherever they
appeared. In the first grade the oral composition was written by the
teacher as the child spoke.

In making the scale the FAIR or passing standard was taken as
the starting point. It is to be regarded as the composition in each grade
which 75 per cent of the pupils can equal or excel at the end of the
grade. Its choice was determined as follows: Each teacher in the English
Centers selected from the compositions of her class five compositions
which she had graded Superior, Excellent, Good, Fair, and Poor. A com-
mittee in each school selected from these the grade standards. Finally
the median judgment of more than two hundred teachers was obtained
as to which of the Fair compositions would best serve as the standard
in each grade. Thus it is plain that the standards here presented repre-
sent what teachers say 75 per cent of their pupils can achieve at the end
of the grade. The standards above and below Fair were obtained in the
same way, except that the Fair composition was taken as the starting point
from which the higher and lower standards were obtained.

It is evident that the Fair composition in each grade should be better
than that of the preceding grade, and that the Good composition in each
grade should be better than the Fair in the same grade and better than
the Good in the grade below. In like manner, there should be a gradation
among the Poor, Excellent, and Superior compositions. The scale has
taken these facts into account and in each case a reason has been given
for the placing of the composition so that the scale may be of the greatest
service to teachers. (It can be used to advantage by pupils as well under
the direction of a skillful teacher. ) |

It need scarcely be said that no purely objective scale for measuring
the quality of children’s compositions is possible or even desirable. On
the other hand, a certain standardization of judgment to which the pupil
is entitled 1s possible of attainment by the teacher who forms the habit
of using the scale frequently.

97POOR COMPOSITIONS

It seemed best to choose a Poor which was not good enough to be
called Fair rather than one which was so bad that there could be no question

about its value. For this reason those which were so foreign as to be
almost unintelligible were omitted.

GRADE I
We have a baby. I know a little baby. She is little.

(This composition is weak and disorganized. It is tol

1po d in clear cut
sentences, but it is mere talk.)

GRADE [i
I went downtown with my father. We took

a street car and then
we went downtown.

(The sequence is incorrect. There is useless repetition and the incident
has no personal element to make it worth telling. )

GRADE ITI

Every morning I get up and make a fire for my mother and she gave

me a quarter and my brothers wanted one too, and my mother gave them
one too and they had some candy.

(This is a sample of the “run-on’’ sentence type. The shift of tense
after the first statement is characteristic of a poor composition. “Had” is
not the right word in the last line. )

GRADE TV
Earning Money

Every Saturday I go with a peddler. He gives me seventy-five
cents. When I get home I go to the store and feed the chickens and the
rabbits. I got a knife.

(This lacks unity. The third sentence is not needed. The con-
nection of the last sentence is not plain. It is possible that he means
that he bought the knife with the money earned.)

GRADE, V
Queer Things I Used to Think

I used to think that there were bogymans. When I was going to the
store I would walk behind a man. The big boys were the ones that said
there were bogymans. One day my mother said there was no such thing.

(This is very immature in thought and expression. The third
sentence 1s out of place and the last sentence makes an unsatisfactorily
ending. The English is poor. There is no expression of feeling and the
whole composition is barren. )

GRADE VI
A Happy Hour

My cousin came to stay with me one night. My mother was not at
home. It was a Christmas night. It seemed to me that my mother was
not coming. Soon after the phone rang. I went to answer it. It was
my sister. She said to me, ‘Come over.” I told her mother was not here.
She said, “I know it.” When I went to tell my cousin what my sister said,
I was very glad to go. Soon after I was ready my mother came in. I was

98Se oes haan aie ae

clad to see her. My aunt came in and brought me a dress. For one hour

I was very happy.

(This is neither cle
no relation to the preceding.
listener to grasp the situation and to rea
The vocabulary is very meager. )

GRADE VII

After School

After school a girl by the name of Ada waits for me at the door.
I alwavs tell her to come and she never wants to go home because her
girl friends are calling her to go for a walk.
She said if I don’t want to wait I can go home. I felt very angry and
went home. I said I will never go with her again.

(This composition is weak and aimless. The title is “After School’
but the writer tells how her feelings were hurt. The tenses are contused.
She tells of what Ada usually does and changes without transition to a
specific incident. The vocabulary with the possible exception of “felt very
’ is exceedingly childish. )

GRADE Vit
Do Not Count Your Chickens Before They Are Hatched

One Saturday morning while I was sitting on the back porch a lady
asked me if I would cut her grass. I said, “Yes.” I got finished about
twelve o’clock. I then went home for dinner. After dinner I was going
to the store when I saw some boy friends playing football. They asked
me if I wanted to play. I said “Yes.” We played about an hour. I then
said, “All of you come to the store with me and I will buy you some
candy and pop.” We went into the drug store. All of the boys wanted
pop and candy. I put my hand into my pocket to get my fifty cents but,
alas, it was gone and my hopes were shattered.

(This is a rather common type of poor composition. It is a list
rather than a composition. It is extremely wordy and makes no attempt
at selection. The first half with its recurring “I said, ‘Yes’ ” contributes
nothing to the story. He does not mention the money earned until he tells
of its loss. The title is misapplied. )

STANDARDS OF COMPOSITION TO BE EFQUALLED Of 2
GEULED BY 75 PER CENT OF THE PURI S TN pels
RESPECTIVE GRADES AT THE END OF THE Ghana

GRADE

I have a cat. I pulled my cat’s tail. My cat scratched me.

(This composition has the merit of correct sequence in clearly defined
sentences, but is ordinary, i.e., has nothing to indicate that the cat is dif-
ferent from any other cat.)

ar nor unified. Each fact stands out with almost
This makes it difficult for the reader or
lize that her final sentence 1s true.

angry’

GRADE II
Saturday morning my brother and I made a snowhouse. Then we
were sitting in it. Then some one broke it and it fell on top of us.

(This is a little more complex in thought than grade one and has
more interest. The repetition of “then” and the use of the expression
“we were sitting in it” prevent its being classed as a.good composition. )

99GRADE III
Yesterday when I came home from school I pl
I madea nightgown for my doll. I put it on the doll
Then I knit a cover and put it over her,

~ (ous has “more individuality then the first two, 1
fair because it is a bare recounting of
comment. )

ayed with my doll.
and put her to bed.

ut it is only
actions without any personal

Gis WV:
A Day in the Playground
_ One day my sister and I went to the playground. Just as we were
going to get on the swing a little girl fell out. Then she began to cry.
hen my sister said, “She is just scared: she is not hurt:
(This is an advance over the Fair composition of Grade III because
Of the element of suspense and telief. The use of the direct discourse
marks a step in advance. There is an attempt at subordination but the
repetition of the “then” puts it in the Fair class for this grade. )

GRADE, V¥
Never Again
One day I went to the show and stayed till night. My father came
aiter me. When I saw him I went out the other side. I went home
and told my mother to tell my father not to whip me. After while
father came. Mother said, “Don’t whip him this time.’ Father called
me and I told him I shall not do it, never again.
(This is an advance over the Fair composition of Grade IV because
of the variety in sentence structure. It is only Fair because it ends inef-
fectively. The English of the last sentence is uncertain. )

GRADE VI
A Mistake

One morning my mother asked me to put sugar in the coffee. I
went to the pantry for the sugar and instead of getting sugar I got salt.
My father was the first to drink his. He made an awful face and scolded
me. Now I always make sure whether it is sugar or salt, for my father
is pretty rough when he gets angry.

(This is an advance over the Fair composition of Grade V because
it ends very well. The generalization in the last sentence is a step ahead.
There is an attempt to give a picture, which is not made in the earlier
grades. It is only Fair because there is no suspense or surprise although
the situation holds these elements. )

GRADE VII
Some Punishment

When I came home from school I went up the front way where I
heard talking and laughing. When I entered the house I found out we
had company. I went into the kitchen where I found the table all set
with dainties. As I glanced about the table where I saw a lemon cream
pie, one of my fayorites, I got a piece of paper and threw it on the pie,
intending to get it off the table. When I threw it on the pie the pie
broke. I was.expecting to be punished -but, to my surprise, when my
grandmother came in, she said, “Now you must eat the pie. |

(‘This is an advance over the Fair composition of Grade VI because
the situation is presented more vividly and with more detail. It is only

100Fair for the seventh grade because of a lack of clearness about the breaking
of the pie by the paper. The repetition of the word ‘“‘pie” is characteristic
of Fair work. The idea ot subordination is not mastered but the free

use of it is characteristic. )

GRADE ‘VIII
The Fishing Trip

While visiting my aunt in Wheeling, Ill., my friend and I decided to
eo on a fishing trip. Being that the river was just across the prairie
we did not need to take any lunch with us. We took our lines and
started off. When we arrived there we fixed our lines and threw them
‘nto the water. After awhile my line began to move. I drew my line
out of the water and was surprised to see a fish on the end. But I
pulled so hard that the fish fell back into the water. I felt kind of bad
to think I couldn’t catch it, so I drew my line and went to a different
place. In a little while after my friend had a fish on her line, which
she got safe in her hand. She went home happy with a big fish, while I
went home sad with nothing.

(This is an advance over the Fair composition of Grade VII because
it is more interesting. There is an element of feeling which is not shown
‘a any of the other compositions. The last sentence is very good. he
composition is only Fair for the grade because of the incorrect expressions,
“being that the river, etc.,” “felt kind of bad.’’)

Good
GRADE I
The Playground

I like the ladders. I can climb up them. I turn somersaults all the
way down.

(The theme is more mature than the Fair composition. The sentences
are closely related in thought. There is an expression of preference. )

GRADE 2

Yesterday afternoon I saw an aeroplane. I followed it until it looked
like a speck. Then the bell rang.

(A picture is presented. The use of the comparison marks a step in
advance. )

GRADE 3
At the Show

Last Sunday I went to the show with my cousin. I had on my new
blue silk dress. He had on a new suit and a new necktie. He said, “If
we went to the park, people would think we were Rockefeller’s son and
daughter.”

(This clearly makes the point that they were well dressed and would
make an impression on people. The detail is good for third grade, although |
it is marred by the repetition of the word “new.” See the Superior of
Grade 4 for a more vivid description of clothing. A higher grade pupil |
would probably have told something of the pride they felt in their appear- |
ance. The mention of Rockefeller implies a certain maturity in that she
recognizes that his name stands for wealth. The statement of what would
happen if they took a different course of action is also mature. )

101ee ae ae ? fibeeow Rn) Soe Nay i .
ns ta ee Be A are ot ee mak ilar Fey
BBS datas tatlis 3 eT serie imaaalt ee

GRADE 4

My Pet
_ My pet was a little puppy. He was about six months of age. I liked
him because he was smart and did not bite anybody. When I came home
from school he used to jump upon me and lick my face. I used to feed
him three times a day. I raised him until he was ab

age. Then he was run over by an automobile,

Cihis 1S a good composition for grade 4 because the pupil has told
what made his pet different from other dogs. It is not excellent because

of the stilted succession of facts which seem to have occurred to the child
one at a time rather than as a whole. )

out four years of

GRADE 5
A Trick on Myself

__ One day when I was playing with my friend, I thought I would play a
trick on him. Just then his mother called him. When he had gone [|
dug a hole and put a paper over it. Then I put dirt over to cover it. After
awhile he came out and said he had to go to the store. I went with him
and forgot about the hole. When we came back we started to play again.
We went over by the hole and I fell in. You can imagine how my friend
laughed when he saw I had been caught in my own trap.

(This composition has the merit of clearness and directness. It moves
definitely toward its goal. The last sentence rounds out the narrative
effectively. The sentence structure is in advance of grade 4. The “One
day” beginning and the repetition of “play” in the first sentence keep this
from being called Excellent. A higher grade pupil would probably have
combined the third and fourth sentences in some way. )

GRADE 6
Burnt and Stung

Near an old corn crib stood a box which was filled with corn cobs.
Bees had made their home there. My uncle lit a fire around the box.
Pretty soon the bees began to make a great humming noise. It was quite
dark when I ventured out to see the box. I was barefoot, I kicked the
box when all of a sudden I felt two sharp pains. The first was a sting,
the second was a burn, for the moment I kicked the box I put my foot
down on a piece of burnt charcoal.

(‘The incident is told in clear pictures. The vocabulary is more mature
than in the Good composition of Grade 5. An excellent composition would
contain still more mature sentence forms. )

GRADE 7
The Happiest Moment of My Life

It was nearing Christmas time and I was wondering if Santa would
think of me. My auntie had told me he wouldn’t because I had been
naughty. I took a pencil and a piece of paper and wrote the following:
“Dear Santa, please bring me a doll.”

Christmas morning I was up before day. I looked into my stockings
but found nothing. I was so disappointed that I sat down and began
to cry. I got up to go into the dining room, and what do you think I saw?
A great big doll with large blue eyes sat on the table staring at me. This
was the happiest moment of my life because this was the first real doll
I had ever had. ee ie

(This composition states very well the situation and the child’s re-
action. She has outlined her difficulty, her hope, her disappointment and

102<es the narration smooth. The last sentence

. relief. The variety mal
a le. It is not excellent because of the

cives unity by returning to the tit
immaturity of the vocabulary. )

GRADE 8

My First Dollar
When I was about six years old my grandfather gave me my choice

between a dollar bill and one cent which was lying on the table: Til
chose the penny, I could spend it at my own free will, Gl chose. the
dollar bill I had to put it in the bank. I looked upon the penny as a
luxury that I could go across the street and spend and looked upon the
dollar bill as nothing but a piece of paper that I would put into the bank
and never see again. I knew that ‘the dollar was the most money but |
wanted the penny. When I put my hand toward the penny, my erand-
father would have a sober, dull face, but when I put my hand toward the
dollar he would smile. Therefore I took the dollar bill, which made my
erandfather feel pleased. |
(The theme is unusual and interesting. The problem moves steadily
toward a solution, every sentence helping. The analysis of his own
thoughts and those of his grandfather indicate an advance over the previous
crade. It also has the merit of clearness and sincerity. )

Excellent

GRADE l

We had a little yellow bird. One day my mother took me downtown,

and when we came home our bird was dead. We forgot to turn off the
cas heater and it killed the bird.

(The telling of a complete incident with the explanation involved
places this composition in the Excellent group. )

GRADE 2

Our canary was eating the sugar very fast. I think he was very
hungry. When I looked at him he stopped eating it. He was afraid
Of me.

(This is better than Good because of the inference drawn from the
actions of the canary. A statement is made; the inference follows. A
second statement is followed by still another inference. The inference in
each case is true and interesting. )

GRADE 3
My Dog and I

Yesterday I had to stay in. My dog and I were playing hunters. He
was the lion and I was the hunter. I had a pole for my gun. I would
say “Bang!’’ and he would fall down. We had lots of fun.

(This shows that the child has “thought through” the incident. He
has included the necessary situation and characters and has omitted un-
necessary details. The element of imagination is new. )

GRADE 4
How I Played Tom Sawyer

One day a lady asked me to take some rocks out of her yard. She
was going to make a garden. She told me that she would give me two
dollars if I would. I wanted to go to the lake that day so I stood and
looked at the big job. Pretty soon a crowd of boys came along. They

103said to me, “Charles, are you going to the lake?” I said, “No, I am having
a pretty good time playing cowboy.” They said, “How do you play?”
~All you have to do is to knock that can off the pole.” They began to
throw. Pretty soon all of the rocks were out of the yard. The boys went
home and I got the money tor what they had done. ~ ;

(This is more mature than the Good composition for this grade be-
cause it follows a plan through to a successful completion. The direct
discourse is used naturally and effectively. )

GRADE 5
Lucky for Me

When I tell you this story you will think it was lucky for me. When
I had to stay after school one night I stayed in till four o’clock. M
mother had told me I had better be home before then. When I got there
f owes sitigine a sone. All of a Sudden 1 heard my cousin say, “That
j ; . ie es =s na aha =
straps going to play music on you.” I began to cry but suddenly I
began to laugh. Can you guess what I saw? It was the key. Then I knew
my mother was not at home. Do you think I was sorry? I will tell you
1 was not. I ran all around the house and over to my cousin’s screaming
Pletcky, Lucky for me!”

(There is a rapidity of movement and a variety of feeling which
is above the average for this grade. The intimate relation between the
speaker and the audience gives the composition a certain charm. The
touch of sarcasm is good. The first sentence gives a good preparation

, and is a step in advance of the “One day” type. The last sentence “clinches.”
The composition cannot be called superior because of a monotony in the
, sentence structure and a lack of clearness about the cousin’s part in the
| story. )
GRADE 6
My Most Embarrassing Moment
On my father’s two weeks’ stay in Denver, Colo., I was very lone-
some, and waited patiently for him. About eight days after he left, I
/ Saw a man get off the car. He was holding two valises like my father’s.
| I ran to meet him.

Betore I knew what happened I was hugging him and saying, “Oh
papa, I’m so glad you came home.” I was going to kiss him, when I saw
it was the man who lived next door. I became very red and began to
tremble. I never had such a feeling before, but I begged his pardon, and
ran away. I was very glad that I looked at him before I kissed him.

(This composition has all of the elements of the Good composition for
this grade, plus an expression of emotion, and an effective closing sentence.
| Note the defective subordination in the second sentence in the second
paragraph. [Expression of the idea without reverting to the words used
}in the title is commendable in this composition.)

j

oe a ee

GRADE 7

A Happy Little Girl
A smiling and happy little girl was walking in a beautiful garden,
‘admiring many things. I was the happy little girl because I had never
had such an opportunity before. Everything about me was beautiful.
_The birds sang sweetly and the cool breeze blew my hair all over my
iface. The flowers were so beautiful that I was tempted to pick them. Of

.course I picked the biggest, best, and sweetest.
Somebody was shaking me. I woke. My mother was holding a

104

FL ea TT

POR e. Sere
e es
M Bi pbeautiful bouquet of flowers for me. They were like those I picked in
dreams. This was my birthday. I really was a happy little girl,

(This composition contains good descriptive details of sound, touch,
and sight. It is consistent throughout and is told smoothly. The first
sentence is strong and vivid.)

GRADE 8
A Close Shave

My cat was in the habit of letting other cats bite and scratch him.
One day he turned over a new leaf and wouldn’t let any cat into our
yard or the neighbor’s, though sometimes the invaders put up a fight first.
This day a brave warrior came across the road from the park only to
be chased back again. My saucy puss was standing in the middle of the
road, hissing and spitting with his back at an enormous height. Along
came Mr. Marshall Field’s delivery wagon! ‘There was a scream from
mv mother which brought me flying up the back stairs just in time to see
the wagon run over my beloved cat. To our great relief, when the car
had passed, there stood puss hissing and spitting just as hard but his
back and tail were slightly lowered.

(This has the merit of concreteness gained through the use of well
chosen words. The description is strong and vivid. An amused attitude
is shown by the expressions “brave warrior,” “saucy puss,” etc. The last
sentence is very effective. )

Superior
GRADE l

Yesterday I picked up my cat and held him on my lap. I saw some-
thing sticking on his paw. It was a grasshopper’s foot. He must have
had a fight with a grasshopper.

(This is interesting because of the suspense. The inference expressed
in the last sentence is unusual for first grade. )

GRADE 2
How I Was Fooled

Yesterday my sister went to her cooking lesson. When I finished
supper I looked in her pail to see what she had cooked. It looked like
candy. I took a bite. It was soap.

(This composition keeps on the point. There is variety in beginning
the sentence. The point is withheld until the last sentence, which is very
effective. )

GRADE 3
My Old Doll

Last Christmas my mother did not buy a new doll for my little sister.
i She dressed the old doll over. Mother was sure sister would not know it.
Christmas day came. When my sister saw the newly dressed doll on the
tree she cried, “Hello, there, Annie.”

(This shows a very good grasp of what the writer has to say. The
element of suspense and the subtle expression of the joke distinguish
it as a superior composition for this grade.)

A GRADE 4
: When I Had My Picture Taken

Coming home from Sunday School one bright summer day, my mother
said, “You must have your picture taken, for you look so nice.” She was

105very proud of me with my white linen dress on, with blue ribbon in the
holes of lace around the cuffs and collar. My hair was curled and one
curl at the top was tied with a pretty blue ribbon. J] was very happy when
I got the pictures. They were very good. ? - |

(The merit of this composition is the use of
writer has observed very closely
to be painted. A higher gr
the quotation. )

descriptive detail. The
and presented a picture clear enough
ade pupil would probably have begun with

GRADE 5
A Fishing Trip
All of a sudden I felt a terrible jerk on my rod. I saw flopping
along side of the boat a great big Black Bass. “Hey, Dad? I yelled,
Help me, help!” My father got up to get my rod, but the oar of the

boat hit him in the chest. My fish got away. ‘That was the end of my
fishing for the rest of the week.

_ (This composition is superior for the fifth grade because of the prompt
beginning. The narrative is vivid and shows a power of selection of
important detail. The words, “jerk,” flopping,” and “yelled” are well
chosen. The implication in the last sentence is a clever touch. )

GRADE 6
Kidnappers! Help!

My sister was lost! I remembered that my mother told me to take
care of her or she would give me a spanking. I dashed through the
gangway and up the back stairs. My mother came out screaming and
maa. VVhat is the matter?’ 1 cried, “Lillian is lost!?? At this she flung
on her coat and rushed down after me. Soon the whole neighborhood
was awakened. I was just passing the basement door when my sister

popped her head out. I felt like shaking her to pieces for making all
that disturbance.

(The feeling of consternation, relief, and disgust at the cause of it
all is very well conveyed. The choice of words is unusually apt. “Dashed,”
“flung on her coat,” “rushed after me,” keep the movement rapid. “Popped
her head out” is just right. Although no reference is made to the title,
the whole composition justifies its choice. )

GRADE 7
Almost Forsaken

“All Aboard!” yelled the conductor. There was a flash of lanterns
and then the train moved slowly out of the long depot. I was sitting up
in my berth waiting for my father to come. He was to see a gentleman
before he boarded the train.

I waited and waited. The minutes seemed like hours. Was I alone
on the train with no friends leaving Chicago to enter a strange city? I
began to see myself going through the most terrifying experiences. All
I had was my baggage and a Bunte Tango.

I would look out of my berth every few minutes to see if my father
was coming. But it was useless. I tried to amuse myself by looking
out of the window or to fool myself into believing my father was on
the train.

Finally I became too frightened to do anything but lie down and cry.
While I was in the midst of this, I heard two men talking. I peeked out

106ogy ot a TET,
a

na a ee

and there stood my father. I was never sO glad to see anyone in all

. “(The opening sentence plunges into the story and one graphic sentence
follows another to keep up interest. ‘The sudden relief at the close 1s
dramatic. This is a higher type of composition in that it deals with
Poione. (che tile is attractive and the composition, besides making
its point, compels sympathy. )

GRADE 8.
A Baking Experience

I have always been teased at home about my cooking. ° Every time
I baked or cooked anything Daddy was going to have his life insured.

One afternoon I was home alone and, as I ‘had nothing to do,
decided to make bran muffins. I went into the kitchen, put on a large apron
and began to mix my muffins. How carefully I stirred them and how
carefully I measured the ingredients! As I mixed those muffins I thought
of the big, brown, fluffy muffins 1 would surprise my family with. I
put them “nto the oven and busied myself while they baked. Every few
minutes I would look at them. They had been baking fifteen minutes and
had not even begun to rise. I began to worry. What was the matter
with them? I was sure I had put soda in the mixture. Maybe the oven
was not hot enough, so I turned up the gas. I waited ten more minutes
and still they did not rise.

Mavbe they were not supposed to rise. I left them in until I was
sure they must be done. How disappointed I was when I took them
from the oven! They were very heavy and when I broke one open, lo
and behold! it was soggy. I tasted it and it had a queer salty taste. Then
I knew something was wrong. I knew I had the correct measurements
so I examined the ingredients. I looked at the flour, then at the milk,
and I found them both perfect. Then I looked at the baking soda. | looked
at the package and to my astonishment “Cream ot Tartar” stood aie
big black letters. So that was it! I had used cream of tartar instead
of soda.

What was I to do with them? I tried to feed them to the dog but
he refused to fuin his health. I wasn’t going to let the famuly tease ime,
so I emptied the dozen of muffins into the garbage can.

I cleaned up the mess in the kitchen and when mother came home
her kitchen was as she had left it. To this day the family never found
out about those muffins. Between the dog and myself it will always remain
a SECIEL.

(This relates a familiar experience with humorous and interesting
detail. The writer presents clearly her expectations, her doubts, the pos-
sible solution of the difficulty, the final solution and her escape from the
consequences. The composition has a charm of personality. The writer
recognizes the challenge from the family, the joke on herself, and the
necessity of getting out of the difficulty without being detected. The
part which the dog plays is unusually well managed. The variety of
sentences and the richness of vocabulary is more than excellent for eighth

OTc d a
grade. ) ‘

107ge tdi tne
ies ots

APPENDIX B
THE MECHANICS OF WRITTEN COMPOSITION BY GRADES
MINIMAL ESSENTIALS
75 Per Cent of Pupils Should Rank 100 Per Cent

The writing of a composition involves two processes; on the thought
or content side, organization; on the mechanical side, getting on paper the
thought to be expressed. The simple fundamentals of mechanics should
in large part be mastered (made automatic, that is) during the first six
years of the child’s school life. The time when they should be taught is
determined by the time when they are needed. The need is developed
through the activities of the pupils. From grade to grade the complexity
of the thought to be expressed increases. Consequently there is increased
complexity in the uses of mechanical aids to expression, which are Capital-
ization, Punctuation, and Manuscript Form.

GRADE I
Capitalization:
Child’s own name.
Pronoun |.
GRADE II

Capitalization:
Names of persons.
First word in a sentence.

Punctuation:
Period—at the end of a sentence.

GRADE III
Capitalization:
Names of months.
Names of days of the week.
Names of special holidays, as Thanksgiving, Christmas, New Year.
Easter.
Titles of compositions.

Punctuation:
Period in abbreviations, Mr., Mrs., Dr., St., and Av.
Comma after salutation in the simple friendly letter, thus:

Dear Alice,

e/a eke) 62.8

ANNA Brown.
Manuscript. Letter as above. |
Letter and other composition must have margin (one inch) at left
edge of paper with indentation (half inch) of first line.

GRADE IV
Capitalization: :
Titles prefixed to proper names, as Aunt Jane, Cousin John, King
Midas.

Geographical names.
Names of peoples, as Indians, French.
Proper adjectives, as British, Swedish.

108

 

 

TFT % OF Ee ee eee FT ae ee ee ee ee ee
TT ys en ee ner yy whe aa tid ; grees A ;Pa seers

Punctuation: lig |
Period in further abbreviations as they may be used by pupils in this
erade.
Interrogation point. .
Apostrophe in contractions, as doesn’t, havent. o
Apostrophe in possessives as these occur in the children’s compositions.
- Comma in the courteous close of letter as shown below.

Manuscript Form:
Title of composition in center of line.
Margin at left edge of paper persistently followed up; no margin at
right edge, except sufficient allowance to insure no crowding of
words at end of line. No word broken at end of line in this grade.
Letter form extended to include the courteous close:

Dear Charles,

Your friend,
JoHN WEAVER.
GRADE V
Capitalization:
First word in a direct quotation.
Important words in titles of story or book.

Punctuation:
Quotation marks in unbroken quotation.
Comma :
before direct quotation.
to set off a noun in direct address,
after yes and no.
Apostrophe in plural possessive as need arises.
(No formal teaching of columns of singular and plural possessives.)

Manuscript Form:
Nothing new in composition form.
Letter—Introducing heading:
465 Webster Avenue
Chicago, Illinois
April 12, 1921

Dear Amy,

Mies ies ee ae Ras es SLO Oe Rae Os e188. mms ese ie) Jeli ie) te, ta, tein Say led ents Waa tae

Your cousin,
Dora Cox.

GRADE VI

Work for completer mastery of all points covered thus far in the
course. Not much is introduced in this grade. The advance is chiefly a
wider application of principles and practices already taught.

Capitalization:
Important words in titles of persons, as King of the Lordly Isles.
109Punctuation:

More extended use of quotation marks, not taught as an abstract
topic, but as the children may attempt in the course of writing an
interesting story to divide a quotation, as “Mother,” I cried,
“come and help me out. I am sinking.”

Hyphen at the end of a line where a word is properly divided between
syllables.

Colon in letter forms as shown below.

Manuscript Form:
Business Letter introducing the formal address:

465 Webster Avenue
Chicago, Illinois
April fj. eZ
Marshall Field & Company
IZ! North State St.
Chicago, Illinois.

Gentlemen:

Yours respectfully,
RosBert WELLS.

Achievement at the end of the Sixth Grade: The power comedy
to arrange, capitalize, and punctuate an original theme of from six to
eight sentences, or a friendly letter, or a business letter, as an application
for a position, order for merchandise, etc.

GRADE VII
Capitalization:

In topical headings.
Teach here outline form, showing subordination:

ile
A
B
Cc
ie
A
B
Punctuation:

Comma where needed ae
to set off a subordinate clause at the beginning

im” 2 ‘Series
in compound sentences
to separate words in addresses and dates.

Colon before an itemized list.

Manuscript Form:
Indention to indicate a new paragraph. In this grade is de-
veloped the idea of a paragraph as a division of a subject, constituting

a unit of thought.
110GRADE VIII

 
   
  
   
  
  
  
  
   
    
   
  
   
  
  
  
  
  
    
   
    
 
    

The course is cumulative, and the Eighth Grade must be held account-
able for all that precedes. The summary of requirements for this grade
includes little that is new.

Summary of Mechanics of Written Composition

I. Capitalization:

Pronoun J and interjection O.

First word of a sentence.

Proper nouns and adjectives.

Important words in titles.

Titles of relationship or vocation prefixed to proper names.
In quotations as required.

OV On B G WA)

IIT. Punctuation:

a Period:
i. Atter a declarative or imperative sentence:
2. After abbreviations.

a

So. in letter tors as required.

B. Comma:

To set off a word in direct address.

To set off the name of a city trom a state:

To separate the day of the month from the year.

To set off an appositive with its modifiers.

To separate items in a, series.

. As required in compound and complex sentences.
Note: Avoid the error of separating short complete sen-
tences by commas. )

Dob oN

es

C. Interrogation point.
D. Exclamation point.
EK. Apostrophe:
1. In possessives.
2. In contractions.
F. Hyphen—between syllables at end of line.
G. Colon—before itemized list and in letter form.
LI. Manuscript: |
A. Arrangement of composition: |
ie Uitle im center of arse line.
Z. Margin at left edge of paper.
3. Paragraph indentation.
im.) Wetter, forms (See Grade V1.)
Notes:
While the block system is used in typewritten letters in introduction
and address, the indention of consecutive lines (three spaces) is preferred
in both personal and business letters written in long hand. ~
Uniform capitalization of first and last words in the salutation is |
required, as: Dear Sir:—My dear Sir:—My Dear Mother: |
iS Only the first word in the courteous close is capitalized, as:
Yours very truly. |

; In the salutation in letters addressed to firms the use of Gentlemen is
preterred to Dear Sirs.APPENDIX. G
ESSENTIALS OF GRAMMAR
GENERAL AIMS AND METHODS

Grammar is to be taught with a definitely practical aim, not as an
end in itself. That aim should be:
(1) ‘To help in the formation of habits of correct English.

(2) To assist in the mastery of the sentence as the unit of oral and
written English.

The teaching of grammar must grow out of the needs of the children
in so tar as their attempts at expression indicate those needs. Such sug-
gestions as follow must not be misconstrued to mean the formal erammar
of definition, classification and subtle analysis. The course to be effective
must be co-ordinated with the work of composition, i. e., primarily with
the speech of the children. Only in the highest grades may the simpler,

more obvious facts of grammar be so employed as to aid in the interpreta-
tion of literature.

GRADES I-IV

Correct errors of speech as they appear. Attempt the elimination of
the characteristic errors of the class in hand, such as, double negative,
wrong form of pronoun, incorrect uses of the verb. The common errors
are so many and so well known that it is unnecessary to list them here;
moreover they vary somewhat in different districts. It is’ advisable for
the teacher to list those most prevalent in her own class and then work
persistently to overcome them.

Contrive games and three-minute drills to give children practice in
the correct use of words they commonly misuse.

GRADE V

In this grade the teacher should gradually and carefully introduce a
small amount of grammatical nomenclature; that is to say, she may begin
to call a spade a spade. She must not require definitions nor formal
pointing out of parts by the pupils. She may accustom them to her distine-
tion of common and proper nouns, with reference to the capitalization of
the latter. The terms verb and adjective may well be used in criticism
of their speech, e. g., that the verb is wrong when they say “I seen” for
“I saw;” that a narration might be more interesting if instead of saying
that one “went across the street” a verb were used that gave more of a
picture, as dashed, crept, sneaked, or wabbled.

If such a procedure is judiciously followed throughout the grade in
connection with the children’s composition they will gain a fair acquaintance
with a terminology which is useful at the time by way of economy and
which serves as what might be called the beginning of a foundation of
some measurably formal instruction later.

Notation: Guard against “action word.” Call it a verb.

GRADE VI

The “sentence sense” has been developed through five years of oral
composition. If they have been taught right, the children have been
consciously “speaking in sentences.” They should be taught enough about
the relationship of subject noun and predicate verb and about verb forms
to assist them to understand the agreement of verb with subject. Present

112and past tenses may be taught by way of helping the child who says “I
ask him to go” to correct his speech.

Note. Whatever of grammatical content 1s taught here must be the
natural outgrowth of the children’s endeavor to use English.

GRADE VII

With the composition of the pupils as the basis of the study the idea
of parts of speech should be amplified to include in this grade:

(1) Adverbs: Distinguish from adjectives for the sake of correct
usage.
(2) Pronouns: Case forms for subject, object, and possessive—
purpose as above, correct usage.

(3) Verbs: Participles, also proper contractions; e. g., show why
“he don’t” is incorrect.

In sentence structure consider:

(1) Phrases: To place them most effectively in composition, or
to help in the interpretation of literature.

(2) Subordinate clauses: To use them as a means of more accurate
or graceful expression.

GRADE VIII

The task of the Eighth Grade is to organize the material that has
been informally handled in the earlier grades and to amplify further the
ideas of sentence structure and of parts of speech. The basis of the
material of mstruction is, as before, the pupils’ use of language. This
being the case the outline which follows is not given as direction for the
order in which the topics should be considered, but as a summary of the
grammatical knowledge which the pupils may be expected to assimilate in
the course of the year’s work in composition.

Note carefully the suggestions for the previous cycles. Discover
whether the pupils of the seventh grade have the abilities indicated. Develop
or redevelop them as necessary.

te Parts of Speech.

(1) Nouns: common and proper, singular and plural, possessive.

(2) Pronouns: case forms of personal and relative pronouns as
subject or object; gender, for correctness of reference, (who
and which.)

(3) Adjectives: recognition, for effectiveness in use; comparison,
for correct form.

(4) Verbs: tense, voice, noting principal parts of troublesome verbs
(use dictionary).

(9) Adverbs: distinguish from adjectives by form and use.
(6) Prepositions: to secure correct idiomatic use.
(7) Connectives: treated very simply, not for classification, but with

the purpose of enlarging vocabulary and securing more accuracy
of speech.

IT. Sentence Structure.

(1) Simple Sentence: classified according to purpose as declarative,
interrogative, imperative, exclamatory,
(2) Essential Elements of Simple Sentence:
Subject, simple and complete.
Predicate, simple and complete.
Modifiers, classified as to use, not form.

113(3) Complex Sentence: function of subordinate clause: clearness,

variety, economy of words.

(4) Compound Sentence: value in summing up or in balancing

statements.

N.B. None of these topics should be treated exhaustively. The
purpose of the course is fulfilled in the realization that there is a law of
language, the basis of correct speech; in the recognition that there are
certain elementary principles of grammar whose understanding gives
greater force, flexibility, and variety to expression.

Briefly, the children should pursue the course with the conscious
purpose of learning how to make better sentences.

114

 

TORR eT
3 .APPENDIX D

The 1920 words in the following list have been selected through a
study of: (1) The spelling investigations of Ayre, Jones, Cook “and
O’Shea, Mivinen, eryer cic: (2) + ihe spelling lists of Boston, Kansas
City, Washington, Johnstown, Pa., and other public school systems. (3)
Lists found in several of the modern spelling text books. (4) Words

which a majority:of the pupils of a given’ grade actually use in their
i atary composition work as determined by ‘the teachers of the English
oan study has involved the consideration of about 15,000 words.
Many of the words are found on the list of all the investigators, but no
word appears here unless it was listed at least three times. Since: dis
list contains only the most commonly used words in the language, the
greatest number of words will be found in the lower grades. In placing
the words in the grades the difficulty of Pe has generally been dis-
regarded and the w vords have been placed where a majority of the children

have been found to need them.

Pi! GRADE SPELLING List

a day hen no the
all did her not this
am do him to
an dog his of
and doll home old up
are on us
at for I one

fun in out was
baby is we
ball get it play will
be girl
bed give let ran yes
big gO little red you
bird good look run ;
boy
by had man see

hat may she
can has me SO
cat have men sun
come he my

SHCOND GRADE SPELLING LIST
about aunt begun bread came
add away bell brick candy
after belong bright cap
ago back best bring Car
air bad bill brother card
alike band bite brown care
any bank black bug careful
apple barn blue buggy cart
arm basket boat bush catch
as bear body but Cent
ask been boil chair
asleep before book Caley. : chicken
ate begin box call child
115

ME TR TE OT ee
PT ie Ne a eee ee
i sy oe FE eee < 5 =
Se Tope vay ts Besechop
city
class
clean
clock
coat
cold
comb
cook
cost
could
cow
cross
cry
cup
cure

dare
dark
dead
dear
deep
desk
die
dinner
dirt
dish
does
done
door
down
draw
dress
drink
drop
dry
dust

each
ear
eat
ess
ever
every
eye

face
fal
tar
fast
father
fed
feed
feet

fill
find
fine
fire
first
fish
five
fix
floor
flower
fly
foot
found
flour
free
freeze
fresh
from

full

game
garden
gave
glad
God
goes
going
eold
gone
got
grass
great
ereen
eround
eTOW
eun

hatr
halt
hand
hang
happy
hard
having
head

held
hello
help
here
hide
hill
himself
hit

hold
horse
hot
house
how
hungry
hunt
hurt

ice
if
ill
into
its

jump

keep
key
kill
kind
king
kiss
kitten
knife

laid
lake
land
large
last
late
lay
lazy
leat
leaves
led
left
leg
letter
life
like
live
long
lost
lot
loud
love
low

made
make
making
march
116

meat
HIEGEL
mice
milk
miss
Miss
moon
more
mother
mouse
mouth
move
much
must

name
neck
nest
never
new

Next
nice
nine
noon
nose
now
nut

oh
once
only
open
or
other
our
over

paint
papa
paper
park
party
pass
pay
peanuts
pen
pencil
pet
pick
pie
pin
pink
plant

pond
pony
pole
poor
pull
put

rain
read
real
ride
ring
road
rock
rode
roll
room
rose

rug

said
Sat
saw
say
school
seat
seed
sell
shall
shirt
shoe
shop
show
sick
sing
sister
sit
Six
skate
sky
sleep
small
smile
smoke
snow
soap
soit
sold
some

song
soon
soup
spell

 

RT DTT TY ee ee ee ee
5 . Cy eee
‘ tag 5spring
stand
star
step
still
stone
store
story
stove
street
sweet
sewing

table
tail

above
across
act
ATraid
afternoon
again
age
alley
almost
alone
along
also
always
among
ankle
another
anything
anyway
apiece
April
around
ashes
autumn
awake

baloon
banana
bath
became
because
become
beg
began
behind
below
beneath
berry

take
tall
teeth
tell
tel
than
thank
that
them
then
there
these
they
thing
three

RHIRD GRADE SPELEING LIse

besides
better
between
biggest
birthday
blew
block
blossom
blow
board
bone
born
both
bottle
bottom
bought
bowl
branch
brave
break
breakfast
breath
bridge
broke
broom
brought
build
built
bundle
burn
bury
busy
butter
buy

carried
carry

till
time
today
told
took
top
three
two

under
very

wagon
walk

case
caught
chalk
change
chase
children
choose
Christmas
church
circle
circus
clear
climb
close
cloth
clothes
clothing
cloud
color
coming
cool
copy
corn
corner
cough
count
country
cousin
cover
cream

dance
danger
date
died
doctor
dollar

117

 

 

wall
wash
water
way
week
well
went
were
west
wet
what
when
white
who
why

don’t
dozen
dream
drive
drove

early
earn
earth
east
easy
eight
elephant
else
empty
end
enough
even
excuse

EXpece

fail
fair
fairy
family
farm
fell
feel
felt
fence
few
fight
finish
flour
follow
forget
Friday

wind
window
winter
with
word
work
write
writing
wrote

yard
year
yellow
yet
your

fruit
friend
front
food
fond
funny
forgot

glass

gift
good-bye
grade
grandmother
Stay

grew
grocery
guess

hall
happen
hear
heard
heart
heavy
herself
high
hole
holiday
honey
hope
hour
hundred
hurry

inside
iron
inviteJuly music quart since throw
June myself quarter Sir Thursday
ust Mond i ; ;
J onday quick something tie
quite son tonight
kitchen naughty sorry town
knee near recess south train
knew need rent speak tried
knock nickel rest spend trip
know night ribbon ptalns try
noise rich stamp Tuesday
lady none right start turn
laugh nor river Beek twelve
face north Tonk steal twine
note steep
leave rope
lemon nothing round Se uncle
(econ number Sabber a eee until
light running stoo upon
stop use
line obey
such
listen off salt os ' ;
leat eat s sugar vacation
same suit voice
eo i le Saturday summer
ae Sa save supper wait
says sure wake
mail sea sweep want
aay page seem swim warm
mark paid seen spent watch
March parlor send Sunday wear
May part sent wheel
maybe peach set where
mean pear seven talk whole
met people sew taste wish
might place shake teach without
mile piece shed teacher wood
mind plain sheep their world
mine please ship think would
money point shoot third Wednesday
month porch short through
morning pound should those yesterday
most pretty shut thought young
Mr. prize side thread
Mrs. push sight threw
FOURTH GRADE SPELLING ist
able answer biscuit capture
aboard army blanket carpet
absent attend blind carriage
ache August bushel cast
addition author button cattle
ache automobile beginning center
addition beauty chain
ahead beef cabbage cheap
already behave camp cheese
angel believe cannot chief
animal bicycle capital clerked

eae ee

cloak
club
coal
coffee
collar
company
cottage
cotton
craw!
crowd

dash
ao
dee
Bee
depot
desert
discover
dismiss
ditch
divide
division
double
drowned
dying

eleven
engine
enjoy
evening
everybody
everything
explain
express

farther
fasten
fear
feather
fellow
field
fifteen
finger
forest
form
forty
fourth
furnace
furniture
further
February

gas
gather

 

 

eese
eography

TQ oR

r

getting
goose
grain
orand

orandfather

oroceries
guard
euide

hammer
hate
healthy
heat
history
honest
hoping

idle
inch
indeed
Indian
island
itself
January
jewel

kept
knot

lawn
lead
learn
level

lie
lightning
list
lonesome
lumber
lying

market
inaster
match
matter
meal
merry
middle
mischief
monkey
motor
minute

119

navy
nearly
needle
neither
news
niece
noisy
notice
November

o’clock
October
oil
onion
orchard
order
ought

pair
palace
parade
past
peace
penny
pertect
piano
picture
pigeon
plan
pleasure
plenty
pocket
poem
poison
police
post
post-office
potato
pour
power
Present
president
price
print
prison
prove
public
pumpkin

quarrel
question
quiet

remember
report
roar
rough
row

rule

safe
saucer
scissors
second
sentence
September
shadow
shape
shine
shining
shore
shoulder
shout
silk

size
skin
slept
sleigh
slipped
soldier
somebody
sound
sour
spread
spoke
spot
square
slide
speech
spoil
state
station
steam
steamer
stole
straight
stream
strike
strong
subtract
surprise

taught
team

tenth
themselves
thickthief
though
throat
thumb
thunder
tight
top
tomorrow
touch
toward
track

absence
accept
account
address
afterward
against
alarm
allow
although
American
angry
area
arrest
arithmetic
artist
attack
auto
avenue
awful

bathe
beautiful
beggar
birth
blame
blot
breast
breathe
bruise
business
butcher

cabin
canoe
cause
celery
cellar
cement
chance
charge
cities

travel
trouble
true
truly
trunk
twenty

ugly
unless

village

coast
cocoa
collect
colonies
column
comfort
command
common
composition
CON CET
couple
Eorrect
COULL
cruel
curtain
cushion

dangerous
daily
daughter
debt
defeat
delay
deliver
deserve
destroy
ditherence
different
direction
dispute
drill
driven
dropped
during
duty

edge
enter
equal
equator
English

120

visitor
vote

waist
war
wave
weather
wheat
whose
wide
wite

PIPE CRADE SPELLING bist

entrance
errand
escape

-xamination
except
extra

Tact
factory
fertile
fever
fitth
fifty
figure
file
folks
forenoon
fortune
forward
fountain
fragrant
frighten

garage
gasoline
centlemen
grant
guest

handkerchief
handsome
heaven
height
hoarse
hollow
hospital
hotel
however
human
husband

xi tad

2 fis ie
ae ea bea es AG

win
woman
women
wonder
worn
worth
wrapped
wraps
written
wrong
yourself

/injury

instead
inspect
intend

jail
journey
juice

known

language
lawyer
least
leather
length
less
library
lilies
linen
lining
loose
loss
luncheon

machine
madam
manner
manufacture
meant
measure
medal
medicine
member
metal
mistake
motion
mountain

narrow
Ta ture

 

 

PERT x Trh

ey

i
La

neighbor
newspaper

ocean
offer
office
omit
orphan
ourselves

package
passenger
perhaps
period
person
picnic
pitcher
pity
pleasant
polite
position
praise
prepare
press
prisoner
problem
product
proper
promise
punish
purse

accident
accurate
acre

action
adopt
advice
agree
agriculture
almanac
alphabet
altogether
amount
amusement
appear
appetite
arctic
article
assist
assistance
attempt

queer several

shepherd
railroad silver
raise sincerely
raisin Sixty —
rapid sometimes
rather smooth
really sneeze
reason solid
receive steady
recover steak
refuse steel
region strange
remain subject
repair sudden
reply suppose
result swear
return
review tailor
rise tax

tear
sail telegram
saucy telegraph
scratch telephone
screen test
secret Thanksgiving
select thin
sense thirty
separate ticket
serve tire
settle tobacco

SIXTH GRADE SPELLING Lich

attention climate
arrive coarse
colonel
baggage commence
balance companion
brief complete
broad concern
burglar connect
consider
calendar contain
calm continue
captain contract
ceiling control
central course
cereal curve
certain custom
check customer
chocolate
chorus damage
claim deceive

 

 

together
tongue
trust
Lenin)

unable
understand
umbrella
upper
useful
usual

vegetable
view
visit

voyage

waste
weak
weight
weather
whom
wire
within
wonderful
wool
woolen
worry
wound
wreck
wrist
ones g

eect! 6 tens a weeedl

decide
decorate
deny
describe
description
desire
diamond
dictionary
direct
disgrace
distance
district
doubt
drawn
due

earnest
easily
elect
electionelectric
enemy
entertain
excellent
exercise
expel

failure
familiar
famous
favor
favorite
fierce
final
flight
freckles
freight
frigid

general
government
governor
grammar
guilty

feicle

idea
ignorant
imagine
immediately
importance
important
include
increase

inform
innocent
inquire
interest
introduce

absurd
according
acquaintance
acquire
advantage
advertise
advertisement
aeroplane
affect

angle

animal

invitation
isthmus

jacket
jealous
judge

liquid
liquor
local

maid
manage
mayor
measles
memory
mend
mention
mere
merely
moment
museum

national
necessary
negro
nephew
nineteen
ninety
ninth

objection
oblige
occasionally
occur

odor
opposite

particular
patient
patience

SEVENTH GRADE SPELLING Elst

anxious
apply
appoint
approach
arrange
arrival
artificial
athletic

barely
bargain

peculiar
peninsula
percentage
permit
pledge
population
possible
possibly

prairie
prefer
primary
principal
principle
private
probably
prompt
provide
purpose
pursue

rate
receipt
recipe
refer
regard
regular
remark
respectfully
restaurant
retire
route
royal
request

satisfy
scene
scenery
scholar
search
season

benefit
bouquet

capable
cashier
caution
cease
century
chauffeur
choir
Christian

 

serious
severe
sign
source
special
stomach
stopped
strength
student
stuff
style
succeed
success
supply
support

temperature
terrible
theatre
therefore
thirteen
thorough

thus
torrid
total
traveler

valuable
vessel
victim
volume

wander
wealth
weapon
weigh
wrestle
wrinkle

yield

cinnamon
citizen

civil

college
combination
complaint
condition
conduct
confectionery
confess
connection

 

 

 

SR eee eeeconsideration
convention
convict
courage
cylinder

deal

death
declare
degree
department
desirable

develop
diameter
director
disappear
disappoint
disease
distribute

education
effect
effort
either
employ
endure
engage
entitle
estate
event
expense
experience

fashion
feature
finally
firm

ability
abundant
academy
accommodate
acknowledge
affair
agreeable
agreement
alcohol
ammunition
ancient
apologize
apparent
appearance

 

 

foreign
frequent
frontier
future

gracious
graduate
grateful
eymnasium
gymnastics

honor
horizon

illustrate
immense
impossible
improvement
independent
information
interrupt
investigate
issue

jewelry
journal
justice
knowledge

leisure
liberty
license
lieutenant

marriage
marry
material
mistress

modern
mosquito
musician
mysterious

noble
nuisance

object
obtain
occupy
opinion
opportunity

parcel
personal
persuade
physician
pierce
popular
practical
prejudice
proceed
professor
progress
property
provision
publication
publish
punctual

realize
FeECenE
reference
regerTet
rehearse
reign

relative

relief

relieve
religion
religious
representative
require
FESPECt

salary
science
secretary
section
secure
sensible
service
session
sleeve
sole
Spirit
statement
suggest
superintendent
system

treason
treasure
twilight

usually

Vacant
various

witness
wretch

RIGHTH GRADE SPELLING ais?

application
appreciate
argument
arrangement
asparagus
associate
association
assure
athlete
attendance
attorney
average

bachelor
behavior

campaign
camphor
candidate
career
catalogue
CeMeteny,
Character
circular
circumstances
clothe
comfortable

commencement
commercial
committee
compliment
conceal
conference
conscience
convenience
convenient
corpse
cordially
counterfeit
criticize
curiousdecision
descend
difficulty
discipline
discussion
distinguish

earliest
elaborate
electricity
emergency
especially
estimate
evidence
extreme

feeble

genuine
grease

imaginary
immediate
independence
intelligence
intelligent

judgment
kerosene

magazine
majority
masculine
mischievous
mortgage

necessity
obedient

occasion
occurrence

124

official
oppose
organization
organize

parallel
pneumonia
political
politics
possession
preliminary
privilege

recognize
recommend
reputation
responsible
restrain

satisfactory
seized

 

senate
society
sovereign
suggestion
summon
surgeon
suspicious
sympathy

tariff
testimony

unfortunate
university

variety
ventilate
vicinity
villain

 

 

EL LES L Tee “i ce ERE Te oe ys bee eek areAlderman
Alexander
Arnold and Gilbert

Banta
Baker and Carpenter
Barnes
Bass
Blaisdell
Blaisdell
Blaisdell
Blaisdell
Blaisdell
Brooke
Brooke
Blaisdell
Brown
Brown and Bailey
Baker
Bass
Beacon
Bryce
Bryce
Buffington
Burchill]

Coe
Chutter
Coe and Christy
Caldecott
Caldecott
Crane
Craik
Crane
Crane
Crane
Crane
Crane
Crane
Crane
Crane
Crane

Dressel

Dwyer and Merrill
Dopp |
Elson

Elson and Runkel
Fassett

Finch

Fox

 

 

APPENDIX E

LIBRARY BOOKS
FIRST GRADE

Classics Old and New

Child Classics
Stepping Stones to Literature

Brownie Primer

Language Reader

First Reader

Animal Life

Cherry Tree Children
Tommy Tinker’s Book
Twilight Town

Child Life

Mother Goose Children
Johnny Crow’s Party
Johnny Crow’s Garden
Rhyme and Story Primer
The Jungle Primer

The Jungle Primer

Baker’s Action Primer
Beginner’s Reader

Beacon Primer

Short Stories for Little Folk
Folk Lore from Foreign Lands
Circus Reader

Progressive Road to Reading

Story Hour Reader

Art Literature I.

Story Hour Primer

Panjandrum Picture Book

Hey Diddle Diddle Picture Book
Baby’s Own Aesop

So-fat and Mew-Mew

Beauty and the Beast (Picture Book)
Bluebeard (Picture Book)
Cinderella (Picture Book)

Goody Two Shoes (Picture Book)
Mother Hubbard (Picture Book)
Red Riding Hood (Picture Book)
Song of Sixpence (Picture Book)
This Little Pig (Picture Book)
Buckle My Shoe (Picture Book)

Barnes Reader

Culture Readers I

The Cave Dwellers
Reader I

Primer

Beacon Reader Primer ]
First Reader

Indian PrimerFox
Fox
Finch

Greenaway
Greenaway
Gordon
Gordon
Grover
Grover
Grover
Grover
Grover
Grover
Gaynor

Haliburton
Haliburton
Holbrook
Haliburton
Haaren
Howard
Holton
Holbrook

Kenyon
Kingsley

Lane

Lansing

ipeBevre
Longmans,Green &Co.
Lansing

Lucas

McCloskey
McCloskey
McCullough
McManus and Hasron
McManus and Hasron
McManus

McDonald

Murray

Murray

Murray

Mother Goose

Noyes

Parmely
Potter
Potter

Robinson

Spaulding and Bryce
Stebbins
Summers

First Reader
Fox Mother Goose
Primer and First Reader

Marigold Garden

Under the Window

Primer, New Series

First Reader, New Series
Outdoor Primer

Kittens and Cats

Folklore Readers
Art—Literature

The Overall Boys

The Sunbonnet Babies Primer

Songs of the Child World

Primer

First Reader

Phillip at School
Playmates

Rhymes and Fables
Banbury Cross Stories
Holton Primer
Hiawatha

Culture Readers
First Year Nature Reader

Stories for Children

Child’s Word Garden

The Cock, the Mouse, and the Hen

The Snow Man and Other Fairy Stories
A Primer

Four and Twenty oilers

First Reader

Primer

Little Stories for Little People
Natural Methods Primer
Natural Methods Reader I
Nursery Tales Primer
Child Life Readers

Wide Awake Primer
Wide Awake First Reader
Wide Awake Junior

—in Silhouette—Buffin

Sunshine Primer

First Reader
Tales of Peter Rabbit
Little Black Sambo

In Toyland

Aldine Primer and First Reader
Golden Treasury
Primer and First Reader

126pa, Wire Sage

Scribner’s Sons
Smith
Smith
Smith
Saxby
Seton

Skinner and Lawrence.

Smith
Searson and Martin
Smythe

Treadwell and Free
Varney

Warner

Wiley

Wiltsie

Winston

Winston

Walsh

Wright

Welch

Wright

Weimer and Jones

Young and Field

Alexander

Arnold and Gilbert
Adelberg

Aesopus

Alderman

Bigham
Baldwin
Baldwin
Brice
Blaisdell
Blaisdell
Blaisdell
Blaisdell
Blaisdell
Blaisdell
Bates
Bates
Bass
Blodgett
Baldwin and Bender
Bowen
Baker and Carpenter
Beacon
Burchill
Burnett
Brown

Literary Reader

Stevenson Reader

Arabella and Araminta Stories
Reggie and Reggie Stories

Little Eskimo

Life of a Wooden Doll

The Wild Animal Play for Children
Little Dramas for Primary Grades
Children’s World

Studies in Reading—Primer

Old Time Stories

First Reader
Robin Reader

Culture Readers

Mother Goose Primer

Folklore Stories

Primer

First Reader

Mother Goose Nursery Rhymes
The Real Mother Goose

Book of Nursery Rhymes
Seaside and Wayside

Chats in the Zoo

SECOND GRADE

Child Classics II

Stepping Stones to Literature
Clean Peter

Fables

Classics Old and New II

Mother Goose Village
The Fairy Reader

Fairy Stories

Short Stories

Polly and Dolly

Cherry Tree Children
Twilight Town

Pretty Dolly Flinders
Child Life I]

Boy Blue and His Friends
Fairy Tale of a Dog and a Dame
Fairy Tale of a Fox
Stories of Animal Life
Second Reader

Second Reader

Old Time Stories

Second Reader

Second Reader
Progressive Road II
Barty and the Good Wolf
The Lonesomest Doll

127Bayliss
Burgess
Bass
Bryce
Burgess
Burgess
Bannermann
Bryce
Beckwith
Bingham
Bryce

Coe
Cox
Chutter
Craik
Crane
Chance

Deming
Deminz
Dopp
Dopp
Dopp
Dole
Dutton

Caldecott
Caldecott
Cooke
Craik

Dodge

Edson-Laing
Elson

Fox

Free and Treadwell
Faulkner

Faulkner

Gordon
Grover
Greenaway
Greenaway
Garnett
Grover
Grover
Grover

Haliburton
Holton-Curry
Hunt

Piarris

Hix

Hax

Lolami, the Little Cliff Dweller
Old Mother West Wind
Nature Stories: Plants
Stevenson Reader

Goops

More Goops

Little Black Sambo

Short Stories for Little Folks
In Mythland

Merry Animal Tales

That’s Why Stories

Story Hour Reader
Brownie Reader
Art—Literature IT
Adventures of a Brownie
The Baby’s Own Aesop
Little Folks of Many Lands

Fairy Sea People
The Tree Dwellers
The Cave Men

In Field and Pasture
Crib and Fly

Little Indian Folk
Little Red People

Come Lassies Picture Book

Hey Diddle Diddle Picture Book
Nature Myths and Stories
Bow-bow and Mew-mew

Rhymes and Jingles

Second Reader
Elson Reader I

Second Reader
Second Reader
Italian Fairy Tales
Old Russian Tales

Second Reader—New Series
Folk Lore Readers

Marigold Garden

Pied Piper

The Muffin Shop

The Overall Boys

Kittens and Cats

Sunbonnet Babies

Second Reader

Second Reader

Cat Stories

Eugene Field Reader

Jack and the Bean Stalk
Once Upon a Time Stories

128Henry
Harren
Headland
Heller
Heller
Howard

Ivimey
Klingsmith

Lucia
Lang
Lang
Lefevre
Lang
Lane

McCullough
Meyer
Murray
Murray
Morley
Mott

Mott

Naomi

Noyes and Guild

Oswell and Gilbert
O’Shea

Parmely
Potter
Poulsson
Pyle
Perkins
Perkins
Pyle
Poulsson
Pyle

Schaffner

Spaulding and Bryce
Stebbins and Coolidge
Smythe

Skinner

Smith

Smith

Smith

Smith

Smith

omuth: Is.

Smith, J.

Sigur

Smith, E.

Smith, E,

Smith, G.

 

   

Adventures of a Brownie
Songs and Stories

Chinese Mother Goose Rhymes
Jack and the Bean Stalk
Snowdrop |

Banbury Cross. Stories

Three Blind Mice
Household Stories

Peter and Polly in Summer
The Princess on the Glass Hill
Jack and the Giant Killer

The Cock, Mouse and Red Hen
Jack and the Bean Stalk

Stories for Children

Little Stories

Outdoor Book

Wide Awake Reader II
Child at Play

Seed Babies

Fishing and Hunting
Indoors and Out

Jewish Fairy Tales
Sunshine Primer

' American School Reader

Six Nursery Classics

Reader IT

Tales of Peter Rabbit
Runaway Donkey

Two Little Mice

The Eskimo Twins

The Japanese Twins

In the Green Forest
Through the Farm Gates
Careless Jane

Sam or Our Cat Tails

Aldine, the Second Reader
Golden Treasury, Second Reader
Reynard the Fox

Nursery Tales

Bunny Boy

Eskimo Stories

Tale of Bunny Cotton Tail
Roggie and Reggie

Three Cotton Tales

The Circus Book

Four True Stories

Story of the Donkey

Farm Book

Santa Claus Book

Lovable Tales? Saxby

? Sindelar

? Sindelar

» Shaw

) G. Smith
}G. Smith
Beomith, 1..R.
’ Scudder

1 Schwartz

| Smith

- Turbin
' Tilston
i Tolman
' Tileson

' Varney

/ Weatherly

/ Williston

/ Wiley

/ Wiltse

i Wiltse

/ Welsh

/ Winston

- Young and Field
' Withers

. Alderman
, Alexander
. Anderson
, Aspinwall
, Aspinwall
. Anderton

| Baily

| Baily

| Bailey

| Baker and Carpenter
| Baker and Thorndike
| Baldwin

| Baldwin and Bender
| Baum

1 Baum

/ Baldwin

| Blodgett

1 Brooks, L.

Brooks, D.

1 Brooks, S.

1 Browne

| Browning

1 Bryce

| Bryce

| Burgess

BR eae ah ah ee ee eet UP Gp ‘
2 aie a Mics bi up Coed é

Life of a Wooden Doll

Father Thrift and His Animal Friends

Nixy Bunny in Far Away Land

Big People and Little People of Other Lands
Nursery Tales from Many Lands

Arabella and Araminta Stories

Bunny Boy and Grizzly Bear

Dodley Grandchildren

Five Little Strangers

Easy Road to Reading II

Classic Fables

Sugar and Spice
Around the World I
The Children’s Hour

Robin Reader

Book of Gnomes

Japanese Fairy Tales
Children of the Cliff
Grimm’s Fairy Tales

Folk Lore and Proverbs

A Book of Nursery Rhymes
Second Reader

Literary Reader

Child’s World

THIRD GRADE

Classics Old and New. Vol. III.
Child Classics, Third Reader
Fairy Tales

Can You Believe Me Stories
Short Stories for Short People
Fairy Tales from Tuscany

Seven Peas in a Pod

Boys and Girls of Colonial Days
For the Children’s Hour

Third Reader

Everyday Classics for Third Grade
Fifty Famous Stories

Third Reader

The Wizard of Oz

The Castle of Grumpy Grouch
Fairy Stories and Fables

Third Reader

The Golden Goose Book

The Red Children

New Era Third Reader

The Plant Baby

The Pied Piper of Hamlin

R. L. Stevenson Reader

That’s Why Stories

Adventures of Grandfather Fox

130

‘ pea eae ills ke Oe Lire" ed
Caceres wyBurgess
Beacon
Bigham
Brevard
Brown
Brown
Burgess
Burgess
Blaisdell
Burgess
Brooke
Brown
Blanchard
Burgess
Burgess
Burgess
Blaisdell
Blaisdell
Burgess
Burgess
Burgess

Cady
Carpenter
Chance
Cox
Craik
Carroll
Carryl
Craik
Cox
Colson
Deming
Deming
Dopp
DeFoe
Dodge
Dwyer
Dutton

Edson-Laing
Eggleston

Faulkner
Faulkner
Field
Foulke
Foulke
Francis
Fox

Grimm
Gale
Gordon
Gates
Gerson

Fe ee en ee
yi KE: oye ee 4 >

es eT er re tat! aes eee 5 he eeome eve ree AE
SMI sre hasan ae A in eos a See

Foe

Adventures of Reddy Fox

Third Reader

Merry Animal Tales

Around the Lightwood Fire

The Christmas Angel

The Lonesomest Doll

Adventures of Paddy the Beaver
Adventures of Old Mr. Toad
Tommy Tinker’s Book

Bed Time Story Book

House in the Wood—Other Stories
Little Miss Phoebe Gay

Kittyboy’s Christmas

Mother West Wind’s Why Stories
Mrs. Peter Rabbit

Johnny Chuck

Boy Blue and His Friends
Children in Many Lands

Old Mother West Wind

Old Mother West Wind’s Animal Stories
Old Mother West Wind’s Neighbors

Picture Stories from Great Artists
Around the World With the Children
Little Folks of Many Lands

The Brownies; Their Book
Adventures of a Brownie
Through the Looking Glass

Davy and the Goblin

The Little Lame Prince

The Brownies at Home

The Child Housekeeper

Children of the Wilds

Little Brothers of the West

The Tree Dwellers

Robinson Crusoe

New Baby World

Culture Readers Third Book

In Field and Pasture

Third Reader

Great Americans for Little Americans

Old English Nursery Tales
Christmas Stories

Lullaby Land

Braided Straws

Twilight Stories

Book of Cheerful Cats
Adventures of Blackberry Bear

Fairy Tales

Achilles and Hector

Third Reader, New Series
Story of Live Dolls

The Happy Heart Family

131Haaren
Haliburton
Holton-Curry
Holbrook

Heller and Bates
Hopkins
Hopkins

Hoft

Holbrook

Ingelow
Ingelow

Jewett
Johnston
Jackson

Judd

Kipling
Klingensmith
Kipling
Kirby

Lang
Lang
Lang
Lang
Lang
Lang
Lansing
Lansing
Lucia
Lucia
Lucia
Lucia
Lear
Lang
Lang
Lang
Lang
Lang

McMurray
McMurray
Meyer
Mulock
Morley
McDonald
McDonald
Malory
Mulock

Nixon-Roulet

Oswell and Gilbert

* ide, wig Mem xg Nit Bet ie Fae ON See ae 6 thie, Fo ° , We 5 a
Nat AY SO NS Man AS Ir? eel eC en Soe rt A eyes § an Rid Me at. as A Pee
GALT Nee BGO WOE HAL AA See eb Saul Nes ties
—_ eee. ELS ER SES EY PO es eu : eb eg de

Fairy Life

Third Reader

Third Reader

Nature Myths

Little Golden Hood

The Sandman: His Farm Stories
The Sandman: His Ship Stories
Jack the Fire Dog

Hiawatha Primer

Three Fairy Tales
Mopsa the Fairy

Bunny Stories

Book of Plays for Little Actors
Cat Stories

A ©, Gk. Birds

Just-so Stories

Just Stories

Jungle Book

Aunt Martha’s Corner Cupboard

Jack the Giant Killer
Cinderella

Little Red Riding Hood

Prince Darling

Princess on the Glass Hill

The Sleeping Beauty

Rhymes and Stories

A Story Garden for Little Children
Peter and Polly in Autumn

Peter and Polly in Spring

Peter and Polly in Summer

Peter and Polly in Winter

Book of Nonsense

Aladdin and His Wonderful Lamp
Pretty Goldilocks

The Snow Man

The Snow (Queen

Dick Whittingham

Classic Stories for Little Ones

Story of Robinson Crusoe
Outdoor Book

The Little Lame Prince

Seed Babies

Boy Blue and His Friends
Child Life in Many Lands
Story of King Arthur's Knights
The Adventures of a Brownie

Japanese Folk Stories

American School Reader

132Pyle
Pyle
Powers
Perkins
Perkins
Perkins
Pierson
Pyle
Perkins
Pierson
Pierson
Perkins
Price
Peary
Pyle
Pyle

Ruskin
Skinner

Steadman
Summers

Spaulding and Bryce

Smith
Stevenson
Sindelar
Scudder
Sindelar
Skinner
Scudder

Dery
Tarpan

Valentine

Woodward

Anderson
Aanrud
Alexander
Alcott
Alcott
Alden
Abbott

Barrie
Bayliss
Brown
Burgess
Burgess
Burgess
Burgess
Burgess
Burgess

ee rains a ee eS

a

 

Ree eae hy eet ae
ey oe

The Christmas Angel

Six Little Ducklings
Stories of Famous Pictures
The Snow Baby

The Japanese Twins

The Dutch Twins

Among the Farm People
Careless Jane

The Eskimo Twins

Among the Forest People
Among the Meadow People
The French Twins

Heroes of Myth

Children of the Arctic

As the Goose Flies

The Counterpane Fairy

The King of the Golden River

Merry Tales

Nursery Tales

Third Reader

Aldine. Third Reader

Lovable Tales

Child’s Garden of Verses

Nixy Bunny in Far Away Land
Fables and Folk Stories

Father Thrift and Big Animal Friends
Child’se Own Book :
Arabian Nights

Tales from Far and Near
The Golden Goose

Aunt Loutsa’s Book of Fairy Tales

The Peter’ Pan Picture Book

FOURTH GRADE
Fairy Tales
Lisbeth Longfrock
Child Classics, Fourth
Jack and Jill
Under the Cilacs
Why the Chimes Rang
Boy on a Farm

Peter Pan

Little Cliff Dwellers

The Lonesomest Doll

Mother West Wind’s Animals
Mother West Wind’s Children
Mother West Wind’s Neighbors
Where Stories

When Stories

Why Stories

133Baker and Carpenter
Baker and Thorndike
Baldwin

Baldwin and Bender
Bigham

Blodgett

Baily

Brooks

Bassett

Burnett

Browne

Burnett

Bayliss

Brown

Brown

Bass

Campbell
Craik
Cravens
Carroll
Collodi
Campbell
Campbell
Campbell
Cruikshank
Chamberlain
Collodi
Cook

Chow Leung
Carpenter
Carryl
Crichton
Crack

Dopp
Dopp
Dutton
Dickson
Dickens
Dodge

Eddy
Eggleston

Faulkner
Faulkner

Grimm
Grimm

Ghosh

Harris
Husted
Husted
Hopkins

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AeA rN I ee TE EEA LM i oak Sa Sa as a ge i ith cS Be de ae ae "
A EM a a A a ie AR er he Ne ee aie ik Wee pie aioe ao 1

Third Reader

Everyday Classics for Fourth Grade
Fifty Famous Stories

Fourth Reader

Fanciful Flower Tales

Fourth Reader

Boys and Girls of Colonial Days
Hansel and Gretel

Story of Lumber

Sarah Crewe

John of the Woods

The Children’s Book

Lolami in Tusayan

Little Miss Phoebe Gay

The Wonderful Chair

Stories of Pioneer Life

Jan, the Dutch Boy

So Fat and Mew-Mew

Story of Lincoln

Alice in Wonderland
Adventures of Pinocchio
Konrad, the Dutch Boy

Metzu, the Japanese Boy

Wah Sing, The Chinese Cousin
Fairy Book

How We Travel

Pinocchio

The Story of Ulysses

Chinese Fables and Folk Stories
How the World is Housed
Davy and the Goblin

Peep in the World

Little Lame Prince

Early Sea People
Early Cave Men

In Field and Pasture
Camp and Trail
Christmas Carol
Hans Brinker

Friends and Helpers _
Stories of Great Americans

Italian Fairy Tales
Russian Fairy Tales

Best Stories
Household Tales
The Wonders of the Jungle

Mrs. Thimblefinger
Indian Chieftains
Indian Children
Sandman Farm Stories

134Se SF eo ee
Ee sat ba UE SS Se
SE he Bada nse pe Ss st Te

Hopkins
Houghton
Hope

Jewett

Kirby
Kipling

Lang
Lang
Lang
Lang
Lang
Lang
Lucas
Lang
Lang
Lucas
Large

Mulock
MacDonald
Miller

May

Morley

Mabie

Miller
Montgomery
Munroe

Nida
O’Shea

Paine
Perkins
Perkins
Perkins
Page
Peary
Peary
Peck
Pierson
Pyle
Pyle
Pyle
Pyle
Pyle
Paine

Scandlin
Schwartz
Segur
Schwartz
Scudder
Scudder *

Sandman Ship Stories
Russian Grandmother Tales

The Bobsey Twins
Bunny Stories

Aunt Martha’s Cupboard
The Jungle Books

Dick Whittington

Aladdin

The Snow Queen

The Nursery Rhymes Book
Pretty Goldilocks

The Snow Man

The Book of Verse

Blue Fairy Book

Yellow Fairy Book

Anne’s Terrible Good Nature
Stories of Pioneer Life

Adventures of a Brownie

Double Story

Little Neighbors

Little Prudy’s Sister Sue

Donkey John of Toy Valley
Legends Every Child Should Know
The First Book of Birds

Billy Whiskers

Snow Shoes and Sledges

Ab, the Cave Man
Old World Wonder Stories

How Mr Rabbit Lost Bis Parl
‘he Tash vw ims

The Eskaine Twins

The French Twins
Tommy Trot’s Visit
Children of the Arctic
Snowland Folk
Adventures of Mabel
Three Little Millers

As the Goose Flies
Christmas Angel
Counterpane Fairy

Story of King Arthur
The Wonderful Clock
How Mr. Dog Got Even

Hans the Eskimo
Wilderness Babies
Story of a Donkey
Five Little Strangers
Book of Fables
Book of Folk Stories

135Scudder
Scudder
Sewell
Starr

Richards
Richards

Tappan
Thorne-Thompson

Walker
Warren
Washburn
Witte
White
Williston
Welsh
Waggaman
White
Wyss
Wesselhoeft
Wiggin
Weedon
Wade

Zwivilgmeyer

Abbott
Anderson
Alden
Alden
Alden
Anderson
Alcott

Bassett
Bassett
Beebe
Blaisdell
Brooks
Brooks
Brooks
Brooks
Browne
Burnett
Baldwin
Brown
Burt
Burton
Burton
Boyeson
Burnett
Baldwin

ES RI EN Re LO Ra et TN es TA
ate UN ee RTE wish LAr es
He SF: SS ATA Sit ate et na ces hs q

The Children’s Book
Arabian Nights

Black Beauty

Mustapa, the Egyptian Boy

The Joyous Story of Toto
Toto’s Merry Winter

Golden Goose
East of the Sun and West of the Moon

Laly Holly-hock

Little Pioneers

Indian Legends

Hansel and Gretel

When Molly was Six

Japanese Fairy Tales Retold
Fairy Tales Children Love

The Ups and Downs of Marjorie
The Magic Forest

Swiss Family Robinson

Jack the Fire Dog

Patsey

From the Grain to the Loaf

In the Shadow of the Great Peril

Johnny Blossom

FIFTH GRADE

A Boy ona Farm
Wonder Stories

The Canoe Clib

Moral Pirates

The Cruise of the Ghost
Fairy Tales

Little Women

Story of Sitk

Story of Leather

Four American Naval Heroes
Short Stories of American History
Benjamin Franklin

Boy settlers

Christopher Columbus
Lafayette

Granny’s Wonderful Chair
Little Lord Fauntleroy
Thirty More Stories

In the Days of the Giants
Eugene Field Book

Four American Patriots
Lafavette

Boyhood in Norway

loretle Princess

Story of Siegfried

136

Pore ee TTS
i Remmeakai Lie 0» ' oo iseBrowning
Boutet

Carter
Carter
Coburn
ete
Crothers
Cerwood
Coffin
Carryl

Carroll

Dodgson

De La Ramee
De la Ramee
Drummond
Dopp

Dopp

Duncan
Dodge

Eddy
Eggleston

Fletcher

Greene
Grimm
Grimm
Gladden
Golding
Gordy

Haris
Hauft
Houghton
Howells
Hall

Hays
Hays
Harris
Harper
Hawthorne
Harris

Ingelow

Jacobs
Judd
Jacobs
Jacobs
Jamison
Jenks
Johnson

Kaler

Kaler

The Pied Piper of Hamlin
Joan of Arc

About Animals

Stories of. Brave Dogs

Little Swedish Cousin

hittle- came - Prince

Miss Muffet’s Christmas Party
Nomads of the North

Boys of ’76

Davy and the Goblin

Thro’ the Looking Glass

Alice’s Adventures

Dog of Flanders

The Nurnberg Stove

The Monkey Who Would Not Kill
Early Cave Men

Later Cave Men

Adventures of Billy Topsail

Hans Brinker

Friends and Helpers
The Hoosier School Boy

Old Settler Stories

Legends of King Arthur

Fairy Tales

German Household Tales

Satta Claus om a lank

The Story of David Livingstone
American Leaders and Heroes

Aaron in the Wildwood
Fairy Tales

Russian Fairy Tales
Christmas Every Day
Viking Tales

Prince Lazybones
Princess Idleways

Mr. Thimblefinger
Outdoor Book for Boys
Wonder Book

Uncle Remus Stories

Mopsa the Fairy

Celtic Fairy Tales
Wigwam Stories

English Fairy Tales
More English Fairy Tales
Toinette’s Philip

The Children of: Ji-Shib
The Oak Tree Fairy Book

Raising the Pearl
Mr. Stubbs Brother

137Kaler
Kaler
Keary
Kingsley
Kipling
Kipling
Kingsley
Kipling

Lang,
Lang,
Lang,
Lang, Xv.

Lang, Jeanie
Lang, Jeanie
Lang, Jeanie
one, W. |].
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Mabie, H. W.
Mabie. Hl. W.

Macauley
MacDonald
McSpadden
Maeterlinck
Marshall
Marshall
Mowry
Mowry
Maitland
Mansfield
Mansfield
Mansfield
Morley

Noel, M.
Olcott

Paine
Page
Pyle
Pyle
Pyle
Pyle
Pyle
Perry

Richards
Roulet
Roulet
Ruskin
Richards
Roberts

Stone
Segur

PTS iy Gey gaara Be ee ee a i
ie ce Pe AO stk 1 te
eee Ene da A ass RK ie ~ i %

Teddy and Carrots
Toby Tyler

Heroes of Asgard
Water Babies

Just So Stories
Captains Courgeous
Greek Fairy Tales
Jungle Book

Blue Fairy Book

Story. ot Joan of Arc
Trusty John

Yellow Fairy Book
Stories of General Gordon
Story of Robert Bruce
Story of Captain Cook
Lite Srothem tovtie Bear
Secret of the Woods
Ways of Woodfolk

Fairy Tales Every Child Should Know
Norse Stories

Camp Jolly

The Princess and the Goblin
Stories from Robin Hood

The Children’s Bluebird
Stories of Beowulf

Stories of William Tell

Little Mitchell

American Heroes and Heroism
Heroes of Chivalry

Our French Cousin

Our English Cousin

Our Scotch Cousin

Bee People

Buzz, The Life of a Honey Bee
Red Indian Fairy Book

The Arkansas Bear

A Captured Santa Claus

The Garden Behind the Moon
The Wonder Clock

Nancy Rutledge

Merry Adventures of Robin Hood
Twilight Land

Four American Inventors

Captain January

Our Little Alaskan Cousin
Our Little Brazilian Cousin
The King of the Golden River
Five Minute Stories

Hoof and Claw

Everyday Life in the Colonies
Sophie’s Trouble

138Swift
Spyrl
Sewell

Tappan
Taylor

White
Wesselhoeft
Wesselhoeft
Welsh
White
Wiggin
Woolsey
Williams
Wesselhoeft
Wiggin
Wyss
Warren
Williston

Zwilgmeyer

Anderson
Aldrich
Alcott

Asujornsen
Alsher
Alcott
Alcott
Austin

Beard
Beard
Baldwin
Baldwin
Baldwin
Barker
Bennett
Bostock
Brooks
Brooks, N:
Burnett
Brown
Blaisdell
sarbour
Barbour

: — age ee SEN. eae ee
Ce tes pings GaN sek By ee a ee
on ee ae See a

Gulliver’s Travels
Heidi
Black Beauty

Robin Hood
Boys of Other Countries

The Magic Forest

Foxy the Faithful
Hipwing the Spy

Fairy Tales

Pittle Gin

Christmas Carol
Mischief’s Thanksgiving
Choice Literature
Sparrow the Tramp

The Fairy Ring

Swiss Family Robinson
King Arthur and His Knights
Japanese Fairy Tales

Johnny Blossom

SIXTH GRADE

Fairy Tales

Story of a Bad Boy
Little Women

Little Men

Joe’s Boys

Europe

Asia

United States

Fight Cousins

Jack and Jill

Fairy Tales from the Far North
Eyes of the Woods
An Old Fashioned Girl
Spinning-wheel Stories
Uncle Sam’s Secrets

The Jack of All Trades

New Ideas for Out of Doors
The Story of the Golden Age
The Story of Roland

The Story of Siegfried
Wagner Opera Stories
Barneby Lee

The Training of Wild Animals
Century Book

The Boy Emigrants

A Little Princess

The Lucky Stone

Stories from English History
Captain of the Crew

The Halt Back

139Barbour
Barbour

Cumming
Commelin
Crockett
Cooper
Carter

Defoe
Dickens
Du Charu
Du Chaillu

Davis, K. H.

Dodge
Dodge
Dana
Dix
Downes
Du Bois
Dickens
Driggs
Duncan

Ewing

Eggleston
Eggleston
Eggleston
Eggleston

Fabre
Ford
French
Finn
Finn
Finn

Grimm
Greene
Greene
Grinnell
Grinnell

Hawthorne
Harris
Hamp
Hawkes
Houghton
Hughes
Hall
Harding
Hornaday
Hale

Irving
Ingersoll

ina eg eet RL —o Sa daae F ;
! tel etn wie ce ara PS OR cael s tian 1 a date eeehe Oa
Ei tide A) Fl gia Tas vs ea eck di ob a

Wannine Dig: OY
The Crimson Sweater

The Lamp Lighter
Famous Legends

Red Cap Tales

Last of the Mohicans
Stories of Brave Dogs

Robinson Crusoe

Christmas Carol

Stories of the Gorilla County
The Country of the Dwarfs
Gallagher

Hans Brinker

Donald and Dorothy

Two Years Before the Mast
Merry Lips

Fire Fighters and Their Pets
Lass of the Silver Sword
Little Nell. (Abridged from Old Curiosity Shop)
Adventures of Arnold Adair
Billy Topsail

Jan of the Wind Mill
The Big Brother
Last of the Flatboats

Southern Soldier Stories
The Hoosier School Boy

Our Humble Helpers
Horses Nine |

-Greetir the Strong

Tom Playfair
That Foot Ball Game
Best Foot Forward

Fairy Tales

With Spurs of Gold

The Blind Brother

Jack, the Young Trapper
Jack, Among the Indians

Wonder Book

Uncle Remus

The Treasure of Mushroom Rock
Shaggycoat

Russian Grandmother’s Wonder Tales
Tom Browne’s School Days

Men of Old Greece

Story of Greek Gods

American Natural History

Man Without a Country

Rip Van Winkle
Book of the Ocean

140

 

Bi 3aIngersoll
Inman

Kipling
Kipling
Kaler
Kipling
Kaler
Kaler

Lang
Lang
Lagerhof
Lagerhof
Lamb
Lathrop
London
London

Monroe
MacDonald
MacDonald
Munroe
Munroe
Munroe
Munroe
Munroe
Munroe

Ollivant

Page
Pyle
Pyle
Porter
Porter
Porter
Paine
Perkins
Pyle
Pyle

Rankin
Raspe
Rankin
Rankin
Roosevelt
Rice

Seton
Seton
Seton
Sewell
Stowe
Stevenson
Stoddard
Stoddard

 

 

The Ice Queen
The Ranch of the Oxhide

Jungle Book

Second Jungle Book

Wireless Station at Silver Fox Farm
Captains Courageous

Raising the Farm

Toby Tyler, Ten Weeks 1n a Circus

Arabian Knights

Animal Story Book

The Wonderful Adventures of Nils
Further Adventures of Nils

Tales from Shakespeare

Five Little Peppers. (Five books in series)
Call of the Wild

White Fang

Flamingo Feather

At the Back of the North Wind
The Princess and the Goblin
Snow Shoes and Sledges

he Bur. Seals toot

The Arkansas Bear

The Flaming Feather
Campmates

Cavemates

Bob, Son of Battle

Two Little Confederates
Robin Hood

Theodora

Pollyanna

Just David

Freckles

The Arkansas Bear

The Twin Books

Men of Iron

Jack Ballister’s Fortune

Dandelion Cottage

Baron Munch

Adopting of Rosa Marie
Castaways

Stories of the Great West
The Young Forester

Wild Animals I Have Known
Johnny Bear

Biography of a Grizzly

Black Beauty

Uncle Tom’s Cabin

Treasure Island

The Red Mustang

Little Smoke

141Spyri
Swift

‘Twain
Turpin
Trowbridge

Wiggin
Woolsey
Woolsey
White
Wiggen
Warren
Wallace
Wallace

Adams
Adams
Adams
Alcott
Altsheler

Baldwin
Barbour
Boyesen
Brooks
Brown
Brown
Burnet

Cotes

D’Amicis
Deland
Dix
Dixon
DuBois
DuChaillu

Ewing
Eastman

Grinnell
Hagedorn

Jacobs
Jacobs
Jackson

Kneeland

Knipe

Knipe

Lodge and Roosevelt
aMotte-Fouque

Masefield

oe a et ee
aE EY Satin ens ine cs OIL hgh ftp

Heid:

Gulliver’s Travels

Tom Sawyer
Treasure Mountain

The Satin Wood Box

Christmas Carol

What Katy Did at School
What Katy Did Next

The Magic Forest

Rebecca of Sunnybrook Farm
King Arthur

Wilderness Castaways

Fur Trail Adventures

SEVENTH GRADE LIST

Log of a Cowboy
Harper’s Indoor Book for Boys
Harper’s Outdoor Book for Boys

Under the Lilacs
The Forest Runners

Book of Golden Deeds

For the Honor of the School
Norseland Tales

Cruise of the Cachelot

The Four Gordons

Two College Girls

Sara Crewe

The Story of Sonny Sahib

Cuore

Oakleigh

Little Captive Lad

Arabian Nights

The Lass of the Silver Sword
Lost in the Jungle

Jackanapes
Wigwam Evenings

Jack in the Rockies
Boys’ Life of Roosevelt

Joan of Juniper Inn
Joan’s Jolly Vacation
Nelly’s Silver Mine

Smugegler’s Island
The Lucky Sixpense
Beatrice of Denwood

Hero Tales from American History
Undine

Jim Davis
142

 

ae Pe - 3 Pe Se: Sere ey Y
Pe OR ee PO ee rePorter
Pyle
Pyle
Pyle

Seaman
Seawell
Seton
Seton
Stockton
Stockton
Stockton
Stockton
Stoddard
Stoddard

Taylor
Trowbridge
Trowbridge

Vaile

Wesselhoeft
Wiggin
Wiggin
Wiggin

Young

Zollinger

Adams
Andrews
Adams
Alcott
Austin
Alcott
Alcott
Alcott
Altsheler
Altsheler
Ames

Baker
Barber
Baldwin
Bates
Bellew
Bennett
Bolton
Bolton
Bolton
Bolton
Bobstock
Brooks

 

 

 

Pollyanna
King Arthur and His Knights

Otto of the Silver Hand
Jack Ballister’s Fortune

Jacqueline of the Carrier Pigeons
Paul Jones

Lives of the Hunted

Two Little Savages

A Jolly Fellowship

Buccaneers and Pirates

Fanciful Tales

Stories of the Spanish Main
Lost Gold of the Montezumas
Two Arrows

Jon of Iceland
His One Fault
Cudjo’s Cave

The Orcutt Girls

Jack, the Fire Dog

Polly Oliver’s Problem
Mother Carey’s Chickens
New Chronicles of Rebecca

Algonquin Indian Stories

The Widow O’Callaghan’s Boys

EIGHTH GRADE List

Harper’s Machinery Book
The Perfect Tribute
Wells Brothers

Eight Cousins

Betty Alden

Aunt Jo’s Scrap Bag
Jack and Jill

Rose in Bloom

Guns of Shiloh
Scouts of Stonewall
Pete the Cow Puncher

Book of Inventions, I—II
Wagner Opera Stories

Fifty Famous Rides and Riders
Tales of Canterbury Pilgrims
Tales from Tennyson

Master Skylark

Famous American Statesmen
Girls Who Became Famous
Poor Boys Who Became Famous
Famous American Authors
Training of Wild Animals
Historic Girls

143Brooks The Boy Emigrants
Bunyan Pilgrim’s Progress
Burnett Little Lord Fauntleroy
Burnett The Secret Garden
Barbour Behind the Lines
Barbour The Crimson Sweater

Beach An Annapolis First Classman

Brown When Max Came
Catherwood The Story.or Lonty
Cervantes Don Quixote

Chapin Story of the Rhinegold
Churchill Richard Carvel

Churchill ‘he Ciisis

Churchill The Crossing

Clemens Huckleberry Finn

Clemens Prince and Pauper

Clemens Tom Sawyer

Clemens Travels at Home

Clark Child’s Guide to Mythology
Coult Letters from Many Pens
Cody Selection from the World’s Great Oratio
Cooper Last of the Mohicans
Cooper The Deerslayer

Cooper The Pilot

Cooper leo py,

Craik John Haxifax

Crommelin Famous Legends

Custer Boots and Saddles

Custer Following the Guidon

Dana Two Years Before the Mast
Defoe Robinson Crusoe

Dickens A Tale of lwo, Cities
Dickens Christmas Carol

Dickens Cricket on the Hearth
Dickens David Copperfield

Dickens Oliver Twist

Doubleday Stories of Inventors
Duncan Adventures of Billy Topsail
Eastman Indian Boyhood

Eggleston Bale Marked Circle 6
Eggleston Wreck of the Red Bird
Eliot The Mill on the Floss
Franklin Autobiography

French Story Of Roll

French Lance of Kannana

Fox The Little Shepherd of Kingdom Come
Garland Son of the Middle Border
Garland The Long Trail

Grimm Hansel and Gretel

Hale Man Without a Country
Hart Colonial Children

144Hart

Hawthorne
Hawthorne
Harper Brothers
Hamp

Homer

Homer

Jenks
Jennes
Jackson
Johnson
Johnston

Ingersoll

King
aa
Kipling

Lamb

Mace
Matthews
Montgomery
Montgomery
Martin
Macleod
Masefield
Moffet
Munroe

Nicolay
Ollivant

Pyle

Pyle

Page

Pendleton
Porter

Porter

Porter

Porter, Jane
Parkman, i. LL.
Parkman, F.

Rice

Rice
Richards
Rolt-Wheeler
Rolt-Wheeler

Seton
Stevenson
Stevenson
Swift
Stowe
Stevenson

How Our Grandfathers Lived
Tanglewood Tales

Wonder Book

Boyhood of Great Men

Dale and Frazer

Iliad

Book of the Odyssey

Boys’ Book of Exploration
The Young Homesteaders
Ramona

Big Brothers

Famous Scouts

Book of the Ocean

Cadet Days
Captains Courageous

Tales from Shakespeare

Lincoln the Man of the People
Poems of American Patriotism
Anne of Avonlea

Anne of Green Gables

Emmy Lou

Shakespeare Story Book
Martin Hyde

Careers of Danger and Daring
White Conquerors

Boy’s Life of Lincoln
Bob, Son of Battle

Men of Iron

Story of Banister’s Fortunes
Red Rock

King Tom and the Runaways
Freckles

Girl of the Limberlost
Laddie

Scottish Chiefs

Fighters for Peace

Tne Orecon’ rail

Mrs. Wiggs of the Cabbage Patch
Lovely Mary

Florence Nightingale

Boys with the U. S. Foresters
Boys with the U. S. Survey

Trail of the Sand Hill Stag
Kidnapped

David Balfour

Gulliver’s Travels

Uncle Tom’s Cabin
Treasure Island

145Scott
Scott

Thompson, D. P.
Thompson, M.
Thompson, D. P.
Phurston, ft. 1.
Trowbridge

Verne

Waller
Webster
Williams

(ple  ch siaaunl AY ea te TRS 2 de tye re Licey cabaret cpa ; ee
ee Bb T e okoke et ik Se PM ra we Sagi echo ade ye pie ee ae Pao

Ivanhoe
The Talisman

Green Mountain Boys

Alice of Old Vincennes

Gold Seeking on the Dalton Trail
The Bishop’s Shadow

Tinkham Brothers’ Tidemill

Twenty Thousand Leagues Under the Sea
A Daughter of the Rich

Daddy Longlegs
Our Short Story Writers

146

 

Pe ee ee Pl PO Se OR INE ae 7 Te ee eT Yee re ae = i A eee
Ay e oe SM a PEL SY é ‘See oe eee cee enn

APPENDIX F
COLLECTIONS OF STORIES

Brvant. How to Tell Stories to Children. Houghton, Mifflin Co.

Bailey. Stories for Every Holiday. The Abingdon Press.

Partridge. Story-Telling in School and Home. Sturgis and Walton Co.

Esenwein and Stockard. Children’s Stories and How to Tell Them. Home
Correspondence School.

<eyes. Stories and Story-Telling. D. Appleton & Co.

Cather. Educating by Story-Telling. World Book Co.

C

bs

ross and Statler. Story-Telling for Upper-Grade Teachers. Row, Peter-
son & Co.

Johnson. The Oak Tree Fairy Book. Little Brown & Co.

lacobs. Fables of Aesop. Macmillan Co.

Hyde. Favorite Greek Myths. D. C. Heath & Co.

COLLECTIONS @F VERSE

Stevenson. Home Book of Verse.

Wiggin and Smith. The Posy Ring.

Wiggin and Smith. Golden Numbers.
Scudder. The Children’s Book.

Stevenson. Days and Deeds (Verse).

Blake and Alexander. Graded Poetry Readers.
Shute and Dunton. The Land of Song.
Harris and Gilbert. Poems by Grades.» 4 oe tess, "448 Fi, at Moan ae z Pe RP SN As in P aa ah & ay wy # . Is A By eh
er nts shy an Mare eee en Stee aay AB phd g Sai Se 2 BUT Rat aey er YAS Nae Pie 4 Fe NOLS ol , eer ies eh gh fee
225% Reise ys : Geack Bete a a $ Sid Pea Mags be a ey Rete aa a RA aa

COURSE OF STUDY COMMITTEE OF THE CHICAGO
PRINCIPALS’ CLUB

Lewis W. CoLweti, CHAIRMAN

SUB-COMMITTEE ON ENGLISH
WALTER R. HATFIELD, CHAIRMAN
MarGarRET Mappen, SECRETARY
Mary G. GUTHRIE
DawNIEL J. BEEBY
ARCHIBALD O. CoppINGTON

James F. Hostcbceatst aint

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