turns to the first name, an 1 this time her efforts will probably meet with success. Then she calls the names of the children who are standing, saying after each name, "Sit!" The teacher must be careful to perform the action herself at the order, until there is a prompt response from each child.

When all the children are seated, the teacher again calls on one of the confident ones to stand, and when he has done so, pointing to him she says, "Your name is Paul Rocco." After getting several to stand and repeating their names, she points to herself and says, "My name is Miss Brown." "What is my name?" Each pupil in turn says-as best he may-"Miss Brown." Then she asks in turn the names of those standing. "What is your name?" Answer: "Paul Rocco." "Paul Rocco, sit!" The teacher emphasizes words my and your. In this lesson she has developed the words stand, sit, name, my, your and what.

I have given this lesson from the syllabus as an example of the kind of work that teachers must adopt to obtain successful results from these beginners. Day by day, a similar process is followed to develop new words, and to drill on those already taught. The method is oral, objective and inductive. In the following model lessons the words expressive of ordinary actions are taught, as I walk, I run, I sing, I talk, I have: then names of common objects as cup, desk, door, book, cap. These are taught objectively, and in connection with verbs of ordinary use: the teacher saying, as she performs the action, "I stand," "I walk to the desk," "I have a book" and so on.

The teacher must know in advance what new word or words are to be in

troduced into the oral and reading work, and, whatever she teaches-be it one or more words a day-she must do it thoroughly.

All reading words taught should be kept on the board, or as some call it in the bank, in sight of the pupils for days, but the position of these words on the board should be changed occasionally. The underlying principles of these lessons to non-English speaking children are the idea or object before the word, the verb, the soul of the sentence comes first; action words accompanying the action and talking on the part of the child, are more useful than talking on the part of the teacher. From the beginning, the teacher should use objects and blackboard pictures as an effective aid in teaching reading.

CHART I.

The drawings on the chart illustrate what the teacher can do in this line. The drawings need not be artistic; simple outlines, drawn in the presence of the pupils, are best. They must illustrate objects from the daily life of the child.

Get the pupils to talk about these pictures, and insist on full-sentence answers as soon as possible. One or two picture lessons a day, each illustrating a new word, will be sufficient. We must always keep in mind the fact that we are talking of children who have no English vocabulary beyond what the teacher is building up from day to day.

In all this work the teacher herself must pronounce slowly, and enunciate clearly and distinctly, for, whereas, in the case of English speaking children, the form is of greatest importance (in teaching reading), with these foreign children, the sound is of greatest im

portance, especially in the beginning. Special attention should be given to ear training. The pupils must be taught to listen most carefully to the teacher, to "watch" her speak, and to imitate her. Pupils have varying ability to discriminate between sounds. This is especially true of young children.

Therefore special drills are necessary. The teacher should occasion. ally give the sounds of words, and not the words themselves, let the children tell the words. The difficulties of enunciation, pronunciation and articu. lation will vary with the nationality of the pupils. As these difficulties appear the teachers should note them carefully, and reserve a list for special drill.

CHART II.

In Chart II., I have placed such sounds as present the greatest difficulties to these children. As, for instance:

I.

The final "g" omitted in "ing." 2. Dropping final d or t.

3. Omitting a letter altogether, as r in girl, York.

4. Introducing a letter or syllable wrongly, for example: Sore for saw, umberella for umbrella.

RUSSIAN AND POLISH JEWS.

1. Adding extra "g" or "k" sound, at the end of the syllable "ing."

2. "V" sounded like "w," and "w" like "v."

3. To correct the rising inflection so prevalent among these children, ask a question, and require an immediate answer from the child.

ITALIAN CHILDREN.

1. "Th" sound, as in that, with, weather.

2. Italians often place the "h"

sound unproperly (at beginning of word), or omit it altogether.

From the very beginning the teacher should be animated, interesting and sympathetic in her work, so that her expression will tell the story to her pupils.

Landon advises the use of simultaneous utterance (concert recitation), to correct faults of enunciation and pronunciation; but this ought to be used only in connection with much individual practice.

The teacher here should make every lesson a lesson in English.

In number work, in nature study, in every subject the teacher should encourage the children to talk. The methods of presenting the work must vary; the lessons should not exceed twenty minutes in length.

The good teacher has here a wide field for legitimate devices. She can do excellent work with the common objects of everyday life. On her desk, she can display such objects as cap, cup, fan, top, ball.

Holding up one, she says, "top." then calls on several pupils to repeat. Then she draws the picture of a top on the board, and says, "top." Children again repeat, collectively and individually. So with other simple objects. Next, the teacher introduces sentences. "I have a top," and calls again for repetition on the part of the pupils.

The teacher should keep in mind the fact that this is not an object lesson, but an objective lesson in English.

I desire to impress this important fact again upon your minds: This is not an object lesson, but an objective lesson in English.

Later in the day, one or two words may be taught as reading words. The

teacher, for example, shows the top; the children recognize it, and say "top." The teacher draws a picture of the top; the children recognize this again, and say "top." Lastly, the teacher writes the word top, and leads the child to associate the symbol with the object or the picture. The picture may then be erased, and the word left. The teacher says "The chalk talks top." The teacher might have a toy dog or cat or wagon on her desk, and lead her pupils to form sentences, using action words they already know in connection with these new words. The teacher here has the greatest freedom in which to exercise her spontan, eity and individuality. In the first ten weeks the greatest stress should be laid upon the oral work, but gradually the reading is becoming more and more an important element in the work. The method to be followed here is a combination of the Gouin, lookand-say, word, and phonic methods of teaching reading.

The work in phonics should be synthetic at first-it is to be phonic reading. The simple phonograms are to be taught first, and children led to blend these into words which they know orally, but which, now, they are to read.

If it is important in all first reading that the teacher go slowly in taking up new work, it is doubly so here. There is special necessity also for thorough drill.

The teacher, however, must avoid spending too much time on word forms, and not on the meaning, otherwise the child will pay too much attention to the construction of the word, and none to its use.

From the beginning in sentence reading, the teacher should insist on

As soon as children can read the symbols for simple actions, the orders may be written on the board, after the teacher acts the thought, as "I rise," "I walk," "I open the door," etc. Next, let the children obey the written. directions.

The method of teaching reading in primary schools of all kinds is of as great importance as the context of the subject. Sometimes it is good, in the first year, to write the new word on the board in a story, as "I have a fan," then give the fan to some pupil, and ask him what he has, and for answer point to the board. He reads the sentence.

Then develop interrelated sentences: "I have a fan." "It is my fan." "It is his fan." "It is John's fan."

This gives the child the power to develop thought from the written words, and the further power of adequate vocal expression.

In this work of teaching reading, the teacher must know that eye-training is the foundation of good reading. A strip of cardboard on which a sentence or word is written, held up before the class for a moment, and then withdrawn, leads the pupil to visualize the sentence. Then ask the child to tell you the sentence. Even in these first sentences the teacher should set the ideal for proper expression. She should read in natural tone and insist on children doing the same. No books need be used for the first term. Blackboard work and class-made charts in script will cover the ground. Have silent reading as soon as pupils can read the simplest sentences. Expression is gained by having the children read aloud after silently getting the whole sentence. Then erase the sen

tence from the board, and have the children tell what was written.

One sentence can give excellent drill in placing emphasis on different words. I have a very good book. I have a very good book. I have a very good book.

The teachers of these classes should be experts in the knowledge of the formation of the sounds of letters in the throat, and in the mouth; the position of the teeth, lips and tongue; and they should show objectively by holding the lips down, how certain difficult. sounds are uttered.

Now, as to writing.-Begin it immediately, but not as formal penmanship. Have the pupils imitate writing in the air. The teacher should stand with her back to the class to give the correct position and movement in writing.

When pupils write on the board, have them move along to avoid writing up hill. Drill thoroughly on writing their names. Have them write on the board and on paper, simple words connected as type words with certain sounds. Use few diacritical marks. The child should learn the symbols as they usually appear in print or script. Insist on the correct position in writing from the very outset.

At the end of the first term, these pupils can recognize at sight two hundred or three hundred words. At the beginning of the second term, the teacher can aim at the rapid recognition of words. The words selected for recognition being those which present fewest difficulties,-but they must be meaningful words, the nouns, verbs and adjectives of daily life, with a few connecting and relative words. taught in simple sentences.

The teacher must be sure that in