until his own is again reached. As soon as he is seated, the next child in that row does the same, etc. The row whose last player is seated first is the winner. Tuesday Repeat above, allowing the rows not playing yesterday to try. Wednesday Play "Hunt the Ball." A ball is hidden (in plain sight) while several pupils leave the room or are blindfolded. When they return, they search for the ball, and as soon as each sees it, he or she returns to his or her seat, without indicating in any way the position of the ball. Thursday Review parts of the body and parts of the head. Friday Review parts of the arm and leg. Who is the postmaster? What are his duties? How is the mail handled? What different classes of mail are there? What postage is required on each kind? How much does it cost to send a letter? What is meant by a special delivery letter? What machines and instruments are necessary in a post-office? Is there any limit as to the number of pounds and size of a package which may be sent by mail? How is mail transferred to and from trains? How is it sorted at the post-office? What are the duties of the mailman? What uniform does he wear? How does he arrange his mail for delivery? Does bad weather ever keep the mailman from delivering his mail? Spend one day in visiting a large post-office, having first obtained permission from the postmaster, who will gladly show you around and explain matters. On the last day of the month require each pupil to write a composition on "Our Post-office." FIRST WEEK Music Monday Teach a song by rote. What are sharps? How are they made? Where is high "do"? Me? Sol? etc. SECOND WEEK Although their school had only half-day sessions and was closed six weeks because of sickness, this class during the first year read 23 standard first, second and third year books. This enviable record is typical of Story Method results. Miss Pearson has used this method four years. Three years ago she wrote: "I have never had such splendid results in Phonic work or such fine readers as I have had this year. In previous years the children lacked independence. Now I am seldom called upon for help. They have read twenty books this year, and their power of mastering new words is considered wonderful by those who have heard them read." "Tell Me a Story" HIS is the natural plea of every child that has ever enjoyed the delight of listening to a charming story. When my niece, a tiny tot of three, with golden locks and eyes of deepest blue, climbs upon my lap and cuddles down and wistfully pleads "Tell me a story," and when her little sister with raven locks and soft brown eyes climbs up beside her and repeats the teasing plea, I know that they are speaking the desire of children all over the world. They are giving expression to one of the most deeply implanted desires in the human race. They are repeating the plea that has come so often from the lips and eyes of my own children. They are repeating the plea that has come from your children, and from every child whose mother or teacher has ever told it a charming story. Hence, all great teachers have taught through story. One of the greatest assets that any successful primary teacher can possess is the ability to tell a story in such a manner as to delight her hearers. So valuable is this ability to tell a delightful story that in many cities the schools employ teachers who devote their entire time to story telling. Every child that has heard one fascinating story wants to hear another. Every mother who has told such a story to her children, and every teacher who has charmed her children with a story must recall the oft repeated request, "Tell us a story." Then, as each story has been M. SCHWALMEYER, Florida State College for Women, Office of The President, Tallahassee, Fla. "I think the book the most concise and yet complete compendium of reading that I have seen, for all classes, irrespective of grades." STATE SUPT. M. P. SHAWKEY, of West Virginia. "I am convinced that your method has great merit in it. It is founded on natural laws, and is bound to produce good results." MRS. ADA B.WOODWARD, Primary Teacher, Methods in Oak Cliff Summer Normal, "It has proved such a boon to me Iwill urge my teachers to get it. I used my class (of first year pupils) in demonstrating your methods to my students yesterday, and they were amazed at the results." ROSINAR. MERRITT, Supervisor of Practice, State Normal School, Oshkosh, Wis. "The best results I have ever seen in primary reading and spelling were secured by following this method. I heartily recommend it as the most scientific and interesting method I know." stished, finished, who can forget the persistent "Tell us another Can any mother or any teacher have the heart to ignore such a plea? Can she afford to deny it at any cost? By heeding it she can mold the character of her children as the potter molds his clay. Not only can she inspire them with the desire to read these and other stories for themselves, but as thousands of teachers and mothers have done, she can procure a series of charming stories which, when told, as if by magic, will give her children the key that will open up to them all the treasures of story land; a key that will enable them with ease and pleasure to recognize in the written and printed language everything that is already familiar to them through oral language; and that will make them independent readers and spellers in the shortest possible time. These stories form the basis of THE LEWIS STORY METHOD OF TEACHING READING AND SPELLING with which marvelous results have been achieved. Classes of ordinary first grade pupils, during their first year, have read eight primers, eight first, seven second and two third readers, or more than 3400 pages. Thousands of primary teachers and educators in prominent positions recommend the Story Method in the highest terms. Here are a few brief quotations from some of these: LILLIAN A. LIPPMAN, Chancellor Avenue N. C. MACDONALD, Ex-State Supt. of North Dakota. "This is a very fine work of yours, and I wish COUNTY SUPT. IDA B. MARLEY, Labette "I cannot recommend this method too highly method." STELLA CAMPBELL, Denver, Colo. "My little foreign children loved it from the moment of presentation and now read with such joy in expression. Surely you are to be congratulated upon having found such a 'royal road to learning.' LILLIAN CHANEY, Winston-Salem, N. C. "The 'learning to read' process, as you unfold it, is so simple and attractive that every child responds with delight and enthusiasm; and the early and easily acquired independence of the pupils will recommend your method to every primary teacher." SISTERS OF THE HOLY CROSS, St. Joseph's School, Pocatello, Idaho. "I am very much pleased with it. It is the most practical and thorough method I have yet seen. I shall take pleasure in recommending the Method to other teachers." Sincerely yours, Sister M. Pacifica PROF. T. J. COATES, First Rural School Supervisor of Kentucky. has given you all the good features of the best "I thoroughly believe in what he has." He modern methods of teaching reading and none of the objectionable features." MAUD L. DUNCAN, Mitchell, So. Dak. "I have never seen a method that I enjoy teaching as I do this. There is an inspiration in each lesson and the children dearly love the five little fairies and the dwarfs." Write for our special 30 day offer Read "Problems in Teaching Reading" in this magazine. Read also "The Pleasure Motive in Beginning Reading" in Normal Instructor and Primary Plans for October, 1919. G. W. LEWIS PUBLISHING COMPANY., 4559 Forrestville Avenue, Chicago, Ill. “Action, Imitation and Fun Series" of Primers and First Readers By MARA L. PRATT CHADWICK This series consists of one phonic reader, which is a basic text, and ten supplementary readers, based on stories dear to childish hearts. These supplementary readers are carefully graded and form an ideal series through which to develop both sight reading and sound interpretation. Each book is complete in itself and independent of the others. Each may be used with any system of teaching reading. The illustrations, in addition to being pleasing to children, are of such nature as to inspire creative imagination. PRICE, 60 CENTS EACH gain such a welcome from beginners as greets Buster Brown and Foxy Grandpa with every issue of the Sunday newspaper, and to utilize it in the mastery of a vocabulary that is an ample preparation for the first reader. THE THREE BEARS Strikingly illustrated with original drawings. Like the Little Red Hen and the Three Pigs, this little book avails itself of a classic story from which to evolve very pleasantly a good working vocabulary. HOP O' MY THUMB-TOM THUMB Fully illustrated. Dr. Harris very pertinently remarks: "If a beginning is made with literature sufficiently childish, the children may be led by their own growing taste and capacity." Incident follows incident at short intervals, so that the little mind is not too long on the stretch, and the short chapters hold in store fresh surprises from the beginning to the close of the book. RED RIDING HOOD-THE SEVEN KIDS Fully illustrated. Tested in the schoolroom, it is found that the terest is heightened by putting these familiar classics into a primer form from which he may learn to read; for childhood delights to go over again and again the dear old story and tirelessly to repeat the doings imaginative or real, once made familiar. The happy Kid Family, the wicked deception of the hungry wolf, the harrowing tragical incident, the joyous restoration, and the righteous retribution must so divert and intensify the interest that the labor of reading will be really a labor of love. THE LITTLE PEOPLE'S SOUND PRIMER (Basic Text) Each lesson specially illustrated. 128 pp. Consider the leading original practical features: (a) Wordbuilding from the start, with sound stories, with drills, inciting the child to self-activity. (b) Illustrations, unique, alive with action, and impressively interpreting the sounds. (c) Abundant busy work. THE LITTLE RED HEN Fully illustrated with original drawings. Prof. M. V. O'Shea, University of Wisconsin, in a recent letter remarks: "I have carried a child through the Little Red Hen, and it has seemed to me to be based upon psychological principles more fully than any primer I know. The material is of interest to the child and the verbal forms are introduced in such a way as to let the learner become familiar with them most effectively." EDUCATIONAL PUBLISHING CO. Chicago |