Game 13. The teacher reviews previous cards by placing them along the blackboard ledge. She says "Find — "[here she reads for them the card that she wants.] The children read the cards rapidly until they find the one that says what she announced. The child who reads it aloud correctly takes it to his seat. reads it aloud for the class. (SR and OR)

Later he

Game, 14. The teacher divides the class into sides and plays game No. 13 by announcing a "Find" alternately to each side. At the end, each side reads its cards to the other side. (SR and OR)

Game 15. The Teacher Game. A child plays teacher. He stands at the board and approves (or criticizes) what each child says. The real teacher writes "Find (here comes what she wants found). She writes at different places on the board various words on which she is drilling. Then when she writes the direction "Find run," for instance, a child goes up to the board and points to it, saying the word aloud. Zest may be added to this game by dividing the class into two groups, writing the words twice at different ends of the blackboard and having the children draw a circle about the words they recognize by saying them. The side that has the more cards wins. (SR)

Game 16. The Find Game with printed slips of words. A puzzle game, like that with walk, run, hop, can be played by an even number of children, say from two to six. Each child is to find a certain word from the cards spread out on the table. The children choose in turn and match them to what they have, spread out before them. The child with the most cards wins. (SR)

Game 17. The children form groups which subdivide into Bunny Rabbits and Gray Squirrels (Primer), or Kitty Cats and White Mice (First Reader). On the table are a number of cards with hop, run, walk; red, yellow, blue. The children take turns in telling each other what to draw. If a child draws the right card for the name said, he may keep it. The side with the greater number of word cards wins. (OR and SR) Game 18. The Thinking-about Game. This is played either with numbered sentences on the board or with cards. The child stands up and says, "I am thinking about something. Can you read it?" The other children take turns in asking "Is it —‚” reading the line aloud. The first child answers, "No, it is not "Yes it is," thus emphasizing the word even more strongly. reads the right sentence stands up and thinks about another line.

or

The child that (SR and OR)

Game 19. Silent Reading Card Game. In script or print copy on heavy paper, 5" X 2" in size, sentences that are suitable for a silent reading game. Distribute the cards. The children lay them face down. At your signal a child turns the card and takes a quick glance, then does what it says. A child across the aisle may verify. The cards should be made a standard size and kept as a pack in an elastic band.

Game 20. Making stories of words. When a word card is flashed, instead of saying it aloud the children make up a sentence using it in a story; as, teacher flashing the card barn, the child reads silently, then says "My father went into the barn to feed the cows," or "I saw a barn."

Other Games

Many additional games are described throughout the Manual. space forbids giving details a second time here. See Games in Index.

Lack of

III. OPTIONAL AND SUPPLEMENTARY

A. PROJECTS, OCCUPATIONS, AND FREE-TIME ACTIVITIES To utilize the planning and playing propensity of childhood, reading activities may be carried over into occupational and free-time work.

Purpose. In this course the occupational activities, suitable for freetime, run side by side with the reading and mirror it. Acquisition of vocabulary and power to get meanings of sentences quickly are thus given great importance in the child's mind, rather than only in the teacher's, as is sometimes the case. He becomes eager to improve in reading, for even from the beginning he sees that reading is going to be vital in doing things he likes to do.

The activities. These may well be entered upon at once after the Incidental Reading of the day. They are optional, however, for the course is complete without them.

Bibliography. The teacher will find the following books helpful:

Moore, A. E.: "The Use of Children's Initiative in Beginning Reading." Teachers College Record, vol. 17, pp. 330-343.

Kilpatrick: "The Project Method." Teachers College Record, September, 1918.

Dobbs: Primary Handwork. Macmillan.

Seegmiller: Primary Hand Work. Atkinson, Mentzer & Co.

Holton and Rollins: Primary Hand Work.

Russell and Bonser: Industrial Education.

Finley: Practical and Artistic Basketry. Barnes.

Beard: Little Folks' Handy Book. Scribner.

Froelich and Snow: Art Education. Prang.

Beard: Mother Nature's Toy Shop. Scribner.

Sage and Cooley: Occupations for Little Fingers. Scribner.

Prang: Text Book in Art Education. Prang.

The Twentieth Yearbook, Part I. New Materials of Instruction (a description of projects used in schools). Public School Publishing Company.

B. CORRELATION WITH OTHER SUBJECTS

Reading fundamental. Reading is concerned with the thinking processes of the child, with the formation of proper habits, with the broadening of his experience. All the activities of the first year can be so closely connected with reading that both they and the reading exercises gain in importance in the minds of the children.

Correlating art. The following sketches show how one of our most successful primary teachers (The Horace Mann School) constructed an easel on which the children could paint scenes suggested by their reading.

Correlation with other work. In this course the following are interwoven with the reading exercises. Definite suggestions are given at the end of each week during the Primer, and after each group during the First Reader.

1 Perry pictures. The Perry Picture Company, Malden, Mass.

One cent size. 3" X 31⁄2".

For 50 or more.

For 25 or more.

Picture study
Collections
Games

1

New York Edition, for 15 or more.

Bird pictures in natural colors. 7" X 9". 3 cents each for 15 or more.

When the number of any size specified above is ordered, with them may be ordered any number, however small, of a smaller size picture, but not of a larger size.

C. SUPPLEMENTARY READING AND STORY-TELLING

The need. No course in reading can be complete without a reinforcement in song, rhyme, poem, and story. The prime favorites of children are presented in this course with the hope that children will appropriate Mother Goose, Stevenson, Rossetti, and others as their exclusive property. Song games, poems, story-telling. These are listed at the end of each week of the Primer, and after each group in the First Reader.

The text of the Mother Goose rhymes, poems, and stories to tell children each week is given at the end of the Manual. Rhymes or poems may be copied on the board and on cardboard for reading purposes.

plementary reading between periods of work on the basal book.
The advantages are:

1. The teacher can check up bad habits better by coming back to a
basal book and an organized daily course.

2. The children run short lengths in extensive reading and come back,
after each period of independent reading, to the careful training
of the course, instead of running a longer period with no oppor-
tunity to check up.

It has also been provided during the weeks of basal lessons on each group

in the First Reader.