Book One, page 100.

=Note 39= (page 74). The last lesson period preceding Christmas may be given to the teacher's reading aloud "A Visit from St. Nicholas," by Clement C. Moore.

=Note 40= (page 75). Dictate twelve dates, one in each month. Remind the pupils of the spelling of _February_ and of the fact that the names of the months begin with capital letters.

=Note 41= (page 75). Let children of foreign parentage tell about their unusual customs. Let them realize, as they tell about their home traditions, that they are making a most interesting contribution to the class entertainment.

=Note 42= (page 78). Pupils will enjoy and profit by a pantomimic presentation of the scene, as a preparation for the real dramatization. Let one pupil show how Jack slowly and painfully rose from the ground. Let another show the alarmed mother, another the wise doctor. Then ask each actor what the person represented might have said. See Notes 2, 3, 4, 5, 6, and 27.

=Note 43= (page 80). Other subjects will readily suggest themselves: as, a toboggan party, making an ice rink, trapping for muskrats or rabbits, fishing through the ice, ice boating, visiting the museum, visiting the zoo, visiting the botanical gardens, visiting the aquarium, a class dance, a class workshop for making things of wood, paper, or cloth.

The meeting may be presided over by a member of the class. Set speeches should be required and order maintained. The discussion should not lapse into undirected, fragmentary conversation. It is not enough for a pupil to say, "Let us go to the museum next Saturday afternoon." The speech should say when and where the class is to meet, how long it is to stay, what it is to do when it reaches the museum, who the leader is to be, whether the teacher is to be invited, and why this plan is preferable to the others proposed.

For seat work the class may make a picture book of winter fun, using colored crayons. An opportunity will here be incidentally offered to impress pupils with the fact that _if they could only write their thoughts_ they might now make a real book about winter fun, and not simply a picture book. The promise may be made that as soon as they learn to write their thoughts well, they will be given a chance to make books.

=Note 44= (page 81). The moment a word is mispronounced in the story-telling or other exercises, it should be added to a list kept on the board. Pupils will soon become alert for errors of this kind. From such a small beginning may well grow a class language conscience, a class pride in its English, and thus finally an individual conscientiousness in the use of the mother tongue.

=Note 45= (page 83). Freely rendered after Chance's "Little Folks of Many Lands." Other books containing suitable material are Andrews's "The Seven Little Sisters" and "Each and All," as well as Peary's "Snow Baby" and "Children of the Arctic." Some Eskimos do have houses of wood, mainly driftwood, but others do not. It is with these latter that the present lessons are concerned.

=Note 46= (page 86). It is advised that, as pupils suggest improvements, each account be rewritten by the teacher. The improved account should be placed on the board beside the original, so that the differences may be apparent to all. Teachers should guide in these criticisms and reconstructions, but very gently, leaving pupils free to suggest and change, making them responsible for the improvement, putting nothing down that does not appeal to the class, thus _confronting the pupils with the problem of making each account better_ and permitting them to feel and to enjoy the full challenge of this problem.

=Note 47= (page 89). Parents may be invited to hear the class recite poems. This will give an occasion and reason for reviewing the poems learned during the year.

=Note 48= (page 96). It seems inadvisable, in the present state of conflicting usage, to follow the greeting of some letters with a comma and of others with a colon. Not only may this arbitrary distinction prove embarrassing when a writer does not wish definitely to commit himself as to whether his letter is strictly business or merely friendly, but it also compels the teaching of two forms where one will do.

=Note 49= (page 97). Since the question may arise, why the subject should not become a matter of class discussion, it is advised that emphasis be placed on the fact that each pupil would probably prefer to talk the matter over with the teacher privately. Few pupils would like to announce publicly their desire to be postmaster, but all would be willing to tell this wish to the teacher alone. All these individual conferences, however, would be impracticable for the reasons stated in the text. There thus arises a real occasion and need for the personal letter from each pupil to the teacher.

=Note 50= (page 97). This will probably prove the strategic time for a conference between the teacher and each pupil. The letter written by each pupil alone should be made the occasion for this meeting. Sympathetic, constructive suggestions by the teacher, covering letter form (just taught) as well as the capitalization and punctuation of sentences, will do much toward giving letter writing a promising start with the class.

=Note 51= (page 103). Some of the best letters, as well as some of the poorest, should be utilized for criticism, in order that pupils may appreciate the excellence of the best and, on the other hand, may have ample opportunity for constructive, improving work in making over the poorest. See Note 20.

=Note 52= (page 106). This exercise involves, of course, the description of each pupil by himself. It is suggested that the spirit of play and fun be permitted to permeate the exercise, in order that wooden descriptions, mere catalogues of qualities, may be avoided.

=Note 53= (page 109). A committee of pupils, or several committees, may profitably be appointed to see that each pupil rewrites and copies neatly his sketch of himself. The committee would have charge of the making of the book after each sketch has been finished. During this work the need may arise of learning ways of lettering book titles. Then and there the teacher should study titles of books and articles with the class and inductively teach the rule that the first and every important word in a title should begin with a capital letter.

=Note 54= (page 113). Do not hurry in these critical exercises. Continue each one as long as the interest of the pupils will permit.

=Note 55= (page 114). If pupils manifest a desire at this point to talk about ponies, horses, goats, chickens, ducks, pigeons, rabbits, or other domestic animals, this desire should be utilized for a series of exercises similar to those about dogs.

=Note 56= (page 116). Pupils should arrive on their bicycles in animated talk, should dismount and lean the bicycles very carefully against the tree. Then they should step cautiously into the boat. When the boat leaves shore, the boy in the stern is sitting half twisted around and talking to his dog, while the other boy is seated squarely, well braced, so that he may row with steady strokes. Two girls may play the story as if it were about two girls.

=Note 57= (page 116). Repetition in these dramatizations must always have a clear and justifiable purpose that pupils understand. For instance, having a new audience (the pupils from another room or a visitor) would usually constitute a good reason for a second performance. Then, repetition before the _same_ audience might be justified by the endeavor to improve the playing by introducing more action or more speech and thus achieving a better representation, which the class recognizes as desirable. But every wise teacher knows that the play must stop before it has lost its savor. See Note 5.

=Note 58= (page 118). If this exercise is to reach the maximum of profit for the class, it will include constructive work in word study, variety in expression, expansion by happy additions of words and sentences, contraction, rearrangement, combination of sentences, shortening of sentences, the striking out of needless _and's_, as well as attention to mistakes in grammar. Only one critical question should be considered at each reading.

=Note 59= (page 120). Nine pupils may work at the board at the same time, each writing one of the nine sentences.

=Note 60= (page 123). Teachers will arrange matters tactfully, that every pupil may receive a letter from one of his classmates. Pupils may write more than one letter if they wish, but the postmaster should accept no slovenly mail.

=Note 61= (page 124). It is recommended that this correspondence be permitted to continue as long as pupils take pleasure in it. There should be allowed great freedom of content. Let pupils tease each other, poke fun at each other, even ask silly questions. See Note 2.

=Note 62= (page 125). Pronounced s[=e]´r[=e]z, pr[=o]-sûr´p[i]-n[_.a_], [_.a_]-p[o]l´[=o], pl[=o]o´t[=o].

=Note 63= (page 131). Since the next dozen lessons or more assume the spring-time as their background, it is strongly recommended that the room be fittingly decorated. If a class excursion could be made into the woods or to a river or park, it should be done. Some time during this group of lessons dramatization may take the form of playing that the schoolroom is a meadow or a wood in which pupils wander about picking flowers, seeing birds and animals. These they describe to the class.

=Note 64= (page 133). By seeing written products grow in clearness, force, interest, beauty, and language effectiveness as the class faces the problem of improving them, by seeing the better word displace the good and the phrase of color the colorless one, by watching the vague thought give way to the vivid thought, pupils will be impressed as in no other way with the fact that the first draft of any written expression, brief or long, is merely the first draft, merely a basis, a beginning, a preliminary sketch, for the finished written composition. See Notes 7 and 20.

=Note 65= (page 141). By having another pupil stand before the class and speak for the pupil who is a bird, flower, or animal (replying, for instance, "No, he is not a dandelion" or "Yes, he is a sparrow") the game _I am not_ is easily transformed into the game _He is not_. Similarly, the games _He has not_ and _He does not_ may easily be devised.

=Note 66= (page 143). A classroom correspondence, that is, a class exchange of riddles through the class post office, may be desirable at this time.

=Note 67= (page 149). The playing of this story, the preliminary pantomime, the discussion before and after, the playing by different groups in friendly rivalry, may well occupy several English periods.

=Note 68= (page 150). It is recommended that a real spring festival be held. See Percival Chubb's "Festivals and Plays" (Harpers). A committee of pupils may be appointed to take charge of it.

=Note 69= (page 151). During the telephone game the teacher may now and then take the receiver and show what clear, polite, efficient telephoning is. In fact, the entire game may be played between the teacher on the one side and different pupils in succession on the other.

=Note 70= (page 152). Sending by mail may not seem advisable in some schools; but if it is decided on, it should be preceded by an exercise on the writing of addresses.

=Note 71= (page 153). The writing of the titles _Mr._, _Mrs._, and _Miss_ should not be made the object of any extended drill at this time. Pupils should know how to write them for the purposes of the present exercises and of a few of the succeeding exercises.

=Note 72= (page 154). While some pupils are copying at their desks, others may copy at the board. The latter will write copies for class criticism. Then other addresses, supplied by the teacher, may be written from dictation or copied, other pupils now writing at the board.

=Note 73= (page 155). It will be delightful to decorate the schoolroom for this lesson and the lessons immediately following. Pictures of wild animals, of trick riders, of circus parades, should be hung on the walls. It would be the best of good luck if a large circus poster could be obtained and fastened on the front wall. See Note 26.

=Note 74= (page 156). In many schools the making of the book will be doubly enjoyed if the carrying out of the plan is put in charge of several committees of pupils, after the work has been initiated by the teacher.

=Note 75= (page 157). A committee of pupils, or several such committees, may now take upon itself the work of helping in the improvement of the remaining circus stories, their final copying, and their arrangement in the book. The whole class may be divided into six or eight small groups for this coöperative work. The teacher, apparently in the far background, is in reality in the thick of the work. See Note 79.

=Note 76= (page 159). A march may be played while the parade is on its way around the room. Let fun and play abound. Let pantomime be as extravagant as these dictate. The parade may well precede as well as follow the making of riddles. In fact, there might be an alternation of making riddles with marching, a short march following each half-dozen riddles.

=Note 77= (page 159). Wood's "Animals: their Relation and Use to Man" (Ginn) is recommended to teachers who wish interesting and reliable information about lions, tigers, elephants, and other wild animals.

=Note 78= (page 163). For the sake of difference from the preceding oral work it may be desirable to let each animal tell its own story in the written accounts for the class book. Each animal may say where it came from, how it used to live, how it was caught, how it likes to travel with a circus, and what it would do if it were free again.

=Note 79= (page 163). While this correction work is apparently entirely in the hands of the pupils, the teacher should make the most of the situation, first, by allowing pupils to feel the weight of responsibility (for a book with mistakes is no book at all, since it cannot be shown to other pupils and teachers), and, second, by imperceptibly and constructively assisting in the finding and correcting of mistakes. The teacher should pass from group to group, ready to help where help is needed, but very cautious about interfering or dominating or overturning the delicate balance of enjoyment, responsibility, and coöperative endeavor in any social group of workers.

=Note 80= (page 163). Only one question should be considered at one critical reading.

=Note 81= (page 165). The more realistic this can be made, the more fun there will be for the pupils, and the more profit for them from the English teacher's point of view. Each child should have a telephone number. A "Central" should answer rings and make connections. A little bell might be used. Toy telephones might be employed. The children are to play at telephoning, with emphasis on the _play_. Not until we have a deep stream of pleasure running in the class consciousness can we float the technical freight for whose sure delivery to the pupils the language teacher is responsible.

=Note 82= (page 165). Pupils will enjoy pretending to telephone to the animals in the circus. These may tell how they like circus life, what they think of their trainers, whether they would like to return to their homes in the wilds, what they think of other animals in the menagerie tent, and which kinds of people they like to have look at them. For still further variation, the different circus animals, as well as the circus people, may telephone to each other.

=Note 83= (page 168). If written work be desired at this time, it is suggested that this oral exercise be followed with the making of a book of vacation wishes or vacation plans.

INDEX

(The numbers refer to pages. The Notes designated are the Notes to the Teacher, printed at the end of the text)

Address on envelope, 153, 154, 155

Alcott, Louisa M., _Jack and Jill_, 76, 77, 78

Allingham, William, _A Child's Song_, 54

_And_ habit, the, 42, 72, 86, 107; Notes 30 and 58

Bible, quotations from, Note 21

Bird, Robert M., _The Fairy Folk_, 52

_Came_, 119, 120

_Can_, _may_, 92, 93, 94

Capitalization, Notes 16, 40, and 53; drill in, 8, 11, 25, 37, 45, 67, 72, 86, 119, 143, 163; sentences, 11, 25, 37, 67, 72, 86, 99, 118, 163; months, 41, 42, 43, 45, Note 40; _I_, 43; names of persons, 90, 91; titles, 153; to begin every line of poetry, Note 37

_Ceres, The Daughter of_, 125-129; _Ceres and Apollo_, 133-138; _Ceres and Pluto_, 144-149

Christmas, Notes 33, 34, 39, and 41

Circus, 155-166

Colon, 96, 99, 123, 153

Comma, 74

Committee of pupils, Note 53

Completing unfinished story, 3, 4, 72, 73, 74, 114, 116, 117, 118, 119

Copying, 8, 10, 25, 37, 45, 67, 96, 119, 143, 154; Notes 12 and 25

Correct Usage, Notes 19, 28, and 32; _saw_, 11, 12; _saw_, _seen_, 21, 22, 23, 119, 120; _have_, 40, 41; _did_, _done_, 45, 46, 47, 119, 120; _rang_, _sang_, _drank_, 70, 71; _may_, _can_, 92, 93, 94; _no_, _not_, _never_, 109, 110, 111; _went_, _came_, 119, 120; _I am not_, 141; _good_, _well_, 163, 164

Correlation, Notes 26 and 34

Criticism of compositions, 4, 5, 6, 9, 10, 11, 19, 20, 26, 42, 43, 51, 72, 73, 86, 90, 97, 98, 99, 100, 101, 102, 103, 109, 113, 114, 116, 118, 123, 124, 132, 133, 139, 140, 142, 143, 149, 151, 153, 157, 158, 161, 163, Notes 7, 8, 12, 17, 36, 50, 51, 53, 64, and 79; questions for, 26, 36, 42, 43, 67, 72, 86, 90, 98, 99, 103, 114, 116, 118, 123, 124, 139, 140, 151, 163, Note 80

Dates, 74, 75, 124; Note 40

Decoration of schoolroom, Notes 26, 33, 63, and 75

Description, exercises in, 8, 42, 52, 106, 112, 113, 158, 160, 161, 163; Notes 52 and 63

Dictation, 10, 37, 67, 73, 86, 96, 143; Note 18

_Did_, _done_, 45,46, 47, 119, 120

_Doesn't_, Note 65

Dogs, 111-123

Double negative, 109, 110, 111

Dramatization, 1, 2, 3, 8, 10, 15, 16, 26, 31, 32, 33, 38, 39, 42, 64, 69, 70, 75, 84, 89, 91, 92, 114, 116, 117, 130, 138, 139, 140, 149; Notes 2, 3, 4, 5, 6, 27, 42, 56, 57, and 63

_Drank_, 70, 71

Dreams, telling, 1, 2, 3, 4, 5, 6, 9, 10, 12; Note 14

Eastman, Charles A. (Ohiyesa), _An Indian Boy's Training_, 29; starting a fire, 35; character of Indian life, 38

Eskimos, 82, 83, 84, 85, 86; Note 45

Explanation, 28, 35, 36, 39, 75, 79, 80, 111, 116, 121, 123, 130, 150, 159, 160, 166, 167, 168; Notes 34 and 43

Fables, 13-25; _The Ants and the Grasshoppers_, 13

Fairies and fairy stories, 1-8, 47-74, 167, 168

Foreign children, Note 41

Game, 12, 22, 23, 40, 44, 45, 46, 47, 71, 90, 94, 109, 111, 119, 121, 164, 166; Notes 28, 31, and 69

_Good_, _well_, 163, 164

_Got_, 40, 41

Greeting of a letter, 96, 97, 99, 123, 153; Note 48

Group exercise, 9, 19, 20, 26, 34, 36, 42, 43, 45, 51, 67, 72, 81, 85, 95, 103, 107, 108, 114, 117, 118, 132, 133, 139, 140, 143, 149, 151, 153, 157, 158, 161, 163; Notes 15, 53, 58, and 79

_Hasn't_, Note 65

_Have_, _got_, 40, 41

Hood, Thomas, _Queen Mab_, 7

_I_, 43

_I am not_, 141; Note 65

Improvement in English, 4, 5, 6, 10, 19, 25, 35, 36, 42, 65, 66, 67, 72, 81, 82, 86, 90, 98, 99, 100, 101, 103, 107, 109, 113, 118, 133, 142, 143, 149, 151, 153, 157, 158, 161, 163; Notes 7, 8, 17, 20, 24, 46, 50, 51, 53, and 64

Indention, 96, 124

_Indian Boy's Training, An_, 29

Indians, 28-47; Notes 26 and 29

Individuality, Notes 5 and 20

Initiative, Note 6

_Isn't_, Note 65

Letter writing, 95-103, 123, 124, 152-155; Notes 49, 50, and 66

Making a book: class picture book, 107-109; dog picture book, 114; circus book, 156, 157; book about wild animals, 162, 163

_May_, _can_, 92, 93, 94

Memory exercise, 9, 59, 69, 89; Note 13

Months, 41-45; Note 29

_Mr._, _Mrs._, _Miss_, 153; Note 71

Names, writing, 90, 91

Negative words, 109-111

Observation, 22, 23; Note 23

Optional work. _See_ the Preface

Oral Composition. Not listed, since practically every page of the book would be included

Pantomime, 2, 8, 12, 15, 16, 17, 31, 32, 33, 69, 75, 78, 84, 89, 114, 116, 117, 138, 139, 140, 159; Notes 2, 3, 27, 42, 56, and 76

Parent coöperation, Notes 32 and 47

Period, 8, 11, 25, 67, 72, 86, 118, 120, 121, 163

_Peter and the Strange Little Old Man_, 47; _Peter Visits the Strange Little Old Man's Workshop_, 56

Picture, as basis for composition (_see_ Notes 26 and 33): frontispiece; _Safely First_, 27; _An Unfinished Story_, 115; _A Story to Finish_, 122

Picture, making a, with colored chalk or crayon, 8, 35, 36, 51, 52, 55, 64, 89; Notes 26 and 33

Poem, study of: _Queen Mab_, 6-9; _The Fairy Folk_, 52; _A Child's Song_, 54, 55; _The Light-Hearted Fairy_, 68-70; _Jack Frost_, 87-89; _Mr. Nobody_, 104-107

Post office, class, 94, 95, 97, 102, 103, 124; Notes 60 and 66

Posture, pupil's, while speaking, 20, 107

Project. _See_ Situation. _See also_ Note 46

Pronunciation, 23, 24, 34, 81, 82, 124, 125, 166; Notes 44 and 62

Punctuation, Note 16; sentence, 8, 11, 25, 37, 67, 72, 86, 99, 118, 119, 143, 163; period, 8, 11, 25, 37, 67, 72, 86, 118, 120, 121, 163; comma, 74; letter, 95, 96, 97, 99, 124; colon, 96, 99, 123; question mark, 120, 121, 124, 163

Question mark, 120, 121, 124, 163

Questions used in criticism of oral and written compositions, 26, 36, 42, 43, 67, 72, 86, 90, 98, 99, 103, 114, 116, 118, 123, 124, 139, 140, 151, 163; Note 80

_Rang_, 70, 71

Responsibility, Note 6

Review. _See_ Group exercise. _See also_ Notes 15 and 47

Rhythm in poems, 55, 68, 69, 70

Riddles, 44, 45, 65, 66, 67, 141, 142, 143, 158, 159; Note 35

_Safety First_, 26, 27

Salutation of a letter. _See_ Greeting

_Sang_, 70, 71

_Saw_, _seen_, 11, 12, 21, 22, 23, 119, 120

Sentence study, 10, 11, 24, 25, 34, 35, 36, 43, 44, 67, 71, 72, 73, 86, 94, 97, 113, 119, 120, 121, 133, 143, 157, 158, 163; Notes 16 and 58

Setoun, Gabriel, _Jack Frost_, 87, 88

Situation, long (_see_ the Preface): dreams, 1-12; fables, 13-25; Indians, 28-47; fairies and Santa Claus, 47-74; winter, Eskimos, Jack Frost, 80-92; valentines, 94-109; dogs, 111-123; spring-time, 125-151; circus, 155-166; vacation plans, 166-168

Spelling, 11, 37, 42, 45, 67, 72, 86, 119, 132, 143; Note 40

Spring festival, Note 68

Stanza, 55, 69, 89, 106; Note 37

Story-telling, 3, 4, 9, 10, 18, 19, 20, 21, 24, 26, 47, 51, 56, 64, 72, 73, 74, 76, 78, 79, 118, 123, 125, 133, 144; Notes 22 and 38

Study recitation, the, Notes 1 and 33

Telephone directory, making a, 90, 91

Telephoning, 90-92, 151, 165; Notes 69, 81, and 82

Telling interesting things, 28, 35, 36, 38, 39, 75, 82-86, 111, 131, 155, 160

Titles, 153; Note 53

Unfinished story, completing, 3, 4, 72-74, 114, 116-119

Vacation plans, 166, 167, 168

Valentine projects, 94, 95, 97, 102, 103

Variety in expression, Note 58

Voice, 20, 107, 151; Note 30

_Well_, _good_, 163, 164

_Went_, 119, 120

Word study, 7, 33, 34, 35, 55, 69, 72, 118; Notes 11 and 58

Written composition, 45, 97, 102, 108, 114, 118, 123, 124, 143, 156, 163; Notes 43, 49, and 64

* * * * *

Transcriber's Notes:

Pronunciation key for Note 62:

"=" indicates a long vowel (macron above), [o] and [i] indicate short vowels (breve above), and ".a" appears as the "a" with a dot above.

Phonetics shown in note 62 are more easily read in the html version of this book.

End of Project Gutenberg's Beginner's Book in Language, by H. Jeschke