Grammar Boxes, showing respectively four and five parts of speech 78
Grammar Boxes, showing respectively six and seven parts of speech 79
Grammar Boxes, showing respectively eight and nine parts of speech 114
The children working at their various occupations in complete freedom 115
Interpreted reading: "Smile and clap your hands" 174
Interpreted reading: "Take off your hat and make a low bow" 175
Interpreted reading: "Whisper to him" 188
Interpreting the pose and expression of a picture 189
Interpreted reading: "She was sleepy; she leaned her arms on the table, her head on her arms, and went to sleep" 200
Exercises in interpreted reading and in arithmetic 201
The bead material used for addition and subtraction 214
Counting and calculating by means of the bead chains 214
The second counting-frame used in arithmetic 226
Working out problems in seven figures 227
Bead squares and cubes; and the arithmetic-board for multiplication and division 239
The bead number cubes built into a tower 282
The decagon and the rectangle composed of the same triangular insets 283
The triangular insets fitted into their metal plates 283
Showing that the two rhomboids are equal to the two rectangles 288
Showing that the two rhomboids are equal to the two squares 289
Designs formed by arranging sections of the insets within the frames 297
Making decorative designs with the aid of geometric insets 312
Material for indicating the intervals of the major scale 334
The children using the music bells and the wooden keyboards 352
Analyzing the beat of a measure while walking on a line 353
THE TRANSITION FROM THE MECHANICAL TO THE INTELLECTUAL DEVELOPMENT OF LANGUAGE
In the "Children's Houses" we had reached a stage of development where the children could write words and even sentences. They read little slips on which were written different actions which they were to execute, thus demonstrating that they had understood them. The material for the development of writing and reading consisted of two alphabets: a larger one with vowels and consonants in different colors, and a smaller one with all the letters in one color.
(In English, to diminish the phonetic difficulties of the language, combinations of vowels and consonants, known as phonograms, are used. The phonograms with few exceptions have constant sounds and little attention is paid to the teaching of the separate values of the different letters: not until the child has built up his rules inductively does he realize the meaning of separate vowel symbols.)