VI
VERBS
When I gave the first grammar lessons to defective children I put special emphasis on nouns and verbs. The noun (= object), and the verb (= action) were distinguished with the greatest clearness, much as we distinguish matter from energy, chemistry from physics. Condition and motion, as potential and kinetic energy, are both expressed by verbs. Whereas formerly the child took the objects in his hands and studied their name and attributes, here he must perform actions. In the execution of actions he must necessarily receive some help, for he is not always capable of interpreting the word with the precise action which corresponds to it. On the contrary, the study of the verb is necessary to initiate him into a series of "object lessons" upon the different actions he must perform. The teacher therefore must give individual lessons teaching the child to interpret the verb.
Analyses
In the usual manner we present a box which has four compartments, for the article, the noun, the adjective, and the verb. The sections are designated by the usual title cards: tan, black, brown, and red. In the compartment at the back of the box there are six slips for each exercise, and for every written word there is a card, except for such words as are repeated in successive sentences. For example: if the following sentences are written on the cards:
Close the door!
Lock the door!
on the corresponding cards will be found the words:
| Lock | the door. | |
| Close |
And so the child after he has composed his first sentence needs to change only one card (lock for close) for the second sentence. This brings out the force of the verb, showing that one sentence may be changed into another by indicating an entirely different action. The child performs the action and then on his table he builds the sentences with the cards. In the series we have prepared, the verbs are either synonyms or antonyms. Here is the material:
SERIES A