Song Literature from the Modern Music Primer.
| The Fireman | Frederick Manley. | |
| The Journey's End | " | |
| The Humming Bird | " | |
| The Reason Why | " | |
| The Woodpecker | " |
Song Literature from Small Songs for Small Singers.
| Mr. Duck and Mr. Turkey | W. H. Neidlinger. | |
| Tiddledy-winks and Tiddledy-wee | " | |
| Tick-Tock | " |
"The Drum," by Eugene Field.
Book: "Poems of Childhood."
"Who Stole the Bird's Nest?" by Lydia Maria Child.
Book: "Child Life," (Selections) John G. Whittier (Ed.).
"Robert of Lincoln," by William Cullen Bryant.
Book: Whittier's "Child Life."
"The Clucking Hen," from "Aunt Effie's Rhymes."
Book: Whittier's "Child Life."
PRELIMINARY BLACKBOARD LESSONS.
(Time, about eight weeks.)
Directions.1. This Manual contains thirty Preliminary Blackboard Lessons. The purpose is to associate thought and symbol. These preliminary lessons anticipate the first twenty-nine pages in the Primer but do not exactly reproduce the text. By means of the blackboard work the pupil accumulates a small initial vocabulary which enables him to read the lessons in the Primer with no fear or uncertainty of the text.
2. There is no exact limit to the number of Preliminary Blackboard Lessons that should be taught. Those given in the Manual indicate the order of development, not the time. American children will master the lessons given in from six to eight weeks. Foreign children will require a little more time, since they must learn to associate thought with both the spoken and the written symbol. When children read lessons written on the blackboard with ease, put the Primer in their hands.
I.
The teacher writes the action sentence Run. on the blackboard in a clear, distinct hand. The initial capital and the period at the end are consistently used, so that from the beginning the children are accustomed to them. After writing the word the teacher expresses the action by running. If her dignity will not permit her to do this, she may bring in a child from the second or third grade and ask him to perform whatever action is indicated by the word written upon the board. The word is not spoken at this time; the child discovers the meaning from the action. The whole purpose of the teacher is to associate the thought expressed by the action with its written symbol. Let this word remain on the board; write it in a larger hand near the place where the word was first written. Again let the teacher or child perform the act. Select another board; write the word in a smaller hand. Again express the thought in action. The class will watch this with deep interest. Some member of the class will soon associate the written word with the action, and will stand upon the first round of the ladder leading to the interpretation of thought from written symbols.