(f) Summarize the story by rapid drill. (g) Have groups work out plans for dramatizing story. (h) Questions should be read and answered in class. (i) The oral telling of the story by pupils is an excellent form of review. (j) Have pupils find phrases in book by scanning to increase speed. (k) Make lists of words and phrases that tell "time," "size," "feeling," etc. 7. Professional Reading Suggested by Supervisors MCMURRY, Elementary School Standards 8. Motivation (a) Give motivated assignments. (b) Motivate by asking thought questions. (d) Motivate by using new, interesting materials. 9. Questions (Unclassified) Supervisor Would Ask of Teacher (a) How frequently is most of the class time spent in helping only a few pupils? (b) Do children understand what they read at a first reading? (c) Did all of the pupils need the drill? (d) Were you right in making it a coöperative exercise? (f) What was pupil's method of getting questions? (h) What is your opinion about devoting a class period (i) What good habits were you encouraging in the large part of your class? (j) What power was gained by their assigned work? (k) How was the smaller division better for the assignment? 10. Miscellaneous Suggestions (a) Visit a demonstration school. Observe and compare. (c) Take a year's vacation and go to school. (d) Make your lessons correlate with the child's activities and life. General conclusion. In attempting to analyze this situation, the great variety of suggestions made by the supervisors who participated again evidences the fact, stated elsewhere, that our supervisory theories are far in advance of our practices. It also reveals the need for use by our supervisors of definite criteria for judging teaching skill, in order that there may be more unity of judgment regarding remedial measures. The lesson following is also illustrative of the need for more analytical study of the recitation by supervisors. AN ORAL AND SILENT READING LESSON, GRADE 2A 1. Kind of school: City school in residential section. 2. Teacher: A high school and normal school graduate with five years of teaching experience in primary grades. She was a happy, orderly, stimulating teacher, a good organizer, able to control children easily, and created good working conditions without conspicuous effort; a woman of refinement. 3. Learning conditions: A comfortable room during the middle morning period. The seats were uniform in size but comfortable for the pupils. The heating and lighting conditions were satisfactory. The general tone of the room was conducive to industry and high standards of accomplishment. Stimulating assignments were on the blackboard. One section of the class was busily employed at their seats illustrating a story which they were to read in class. 4. Class activity: A combined silent and oral reading lesson. It was the only reading work done except sight oral reading in another class period. There were twenty-three pupils in the section. Those who were not called to recite in the morning, the teacher planned to call on for sight reading in the afternoon. 5. Children: The children were not sectioned for ability, but the entire group of forty pupils was regarded by the teacher as normal or a little above normal. No pupils were felt by her to be in need of special help, though she attempted to give some extra help to superior children. 6. Previous work and day's assignment: This class had spent eight months in studying second readers except for a short period early in the year when two first readers were read. About eight books had been completed either as sight reading or in the manner indicated by the lesson to follow. Daily lessons of fifteen minutes each had been conducted in phonics and phrases preparing for silent and oral reading of the type to be presented. Following this exercise the children were given seat work, other than a study of the lesson to be read. The class work was entirely advance study. 7. Materials used: BINGHAM, Stories of Mother Goose Village (Rand McNally), pages 119 to 125 and page 191. PEG'S TRIP TO THE SKY Little Peg was the miller's daughter. She was a cripple, you know, and had only one leg. But she was happy for all that. "Because, even if I have not two legs," said Little Peg, "I have two eyes, two ears, and two hands. That is much to be thankful for." Late one summer day she was lying on the grass looking at her picture book. Not a truly true picture book like yours and mine,— oh, no,-but one much more beautiful. Peg's picture book was the clouds; it had no end to it like yours and mine, but it was full of new pictures and new stories every day. Such a beautiful, wonderful, wonderful book! Sometimes she would see a picture that looked like the king's palace, with great marble pillars and arches and steps. Sometimes she would see lions and tigers and elephants, or graceful white swans swimming on lakes of blue. Often she would try to look at King Sun himself as he smiled warmly upon her. Sometimes there would be woolly sheep, and wee, fluffy lambs; and again, galloping gray ponies or stately ships with golden masts and puffy, silver sails. Then there would sometimes be cloud ladies; and children-boys and girls with merry, laughing faces. They seemed always beckoning to Little Peg to come and play with them in cloudland. "Oh, if I only could!" she said, and then,-guess what? She fell asleep in the grass. While she lay there sleeping the Old Woman who swept cobwebs from the sky passed by. "Deary me, "' she said, "the day has been too long for Little Peg. I believe I will take her to ride with me while I brush the cobwebs from the sky." So she tucked her down into the basket, with only the top of her curly head peeping out; then up, up, up, she sailed, straight to cloudland. Peg could hardly believe it when she opened her eyes and found herself among the clouds. The Old Woman smiled and said, "How do you like it, my dear?'' "Very, very much," replied Little Peg. "How did you know I wanted to come?" "Perhaps a bird or a fairy told me. We are passing through fairyland now, so listen, and I will tell you where they all live." "That beautiful palace over there belongs to my lady, the moon. She is the queen of the heavens, and the sun is king. With them dwell all the light fairies of both day and night. They are a busy set, I can tell you, these moonbeams and sunbeams which carry light to the earth. The large, gray palace with fluted columns is the home of the water fairies, another busy set. There dwell the snowflakes, the rain, the mist, and the dew. "They always dress in white or gray "Sometimes they join their hands in a row "Yes, yes," said Little Peg, “I have seen these fairies many times, though I did not know they lived in such a beautiful home. The stars, too, I have learned to love, watching them play hide-andseek with the clouds. I have seen them march and form pretty figures like the Great Bear, Jacob's Ladder, and the Sparkling Dipper. And best of all, I have seen them run a race,—pellmell down the Milky-Way Stream."' "Yes, indeed, laughed the Old Woman, "the star fairies are a merry troop. They are the Moon's children, you know, and she has named them all, though, dear me, I cannot see how she ever keeps up with them. Why, she is even worse than the Old Woman Who Lives in the Shoe." "But come, I have finished my sweeping, and Mother Goose will wonder what has become of me. Shut your eyes and count five, then open wide and you will find yourself in the grass where I found you." And so she did. 8. The lesson: "Peg, Peg, with a wooden leg- The children have just finished the seat work which followed the phonics class, and the teacher has checked this by passing up and down the aisles. As she reaches the front of the room she begins. Teacher. A class, are you ready with Mother Goose Village? We are going to use the little chairs to-day. Class stand. [Children stand promptly; the teacher nods and they skip lightly to chairs placed a comfortable distance apart in two rows in the front of the room.] All right. [The children sit quietly, and look up into the teacher's face confident that something interesting is going to happen.] What is our story about to-day? John. Peg's Trip to the Sky. Teacher. Yes; and now we are going to turn to page 191 and find the little verse that tells about Peg. Who can find it first? [Children open quickly to the right place and work diligently. One hand is raised in a moment.] You found it first, Henry. The one who reads this funny little verse through first to himself may read it to me. What did her father toss at her head? [Henry finishes first.] Henry, you read. Henry. "Peg, Peg, with a wooden leg Her father was a miller; He tossed a dumpling at her head, And said he would not kill her." Teacher. Is not this a funny little verse? [Children and teacher both laugh with genuine enjoyment.] Now turn back to the story of Little Peg on page 110. We'll read this story to ourselves first. What was the matter with Little Peg? [Children work very energetically.] Whoever finds out first, don't tell! [Teacher enters into the |