slowly, abruptly (lentamente, bruscamente).
--Rise _slowly_ from your seats. --Rise _abruptly_ from your seats.
politely, cordially (gentilmente, garbatamente).
--Offer your chair _politely_ to your nearest neighbor. --Shake hands _cordially_ with your nearest neighbor.
alternately, in succession, simultaneously (successivamente, alternativamente, simultaneamente).
--Raise your two hands _alternately_ above your heads. --Raise your two hands _simultaneously_ above your heads. --One of you children walk around the room bowing to each pupil _in succession_.
Well, badly, fairly, best, worst (bene, male, meglio, peggio, così così, benino, maluccio, benissimo, malissimo).
--One of you call the children to the end of the room, carefully observing how they walk; judge their carriage without speaking and distribute the following cards where they belong: _well_, _badly_, _fairly_, _best_, _worst_.
--One of you stand in the center of the room; the others gather round him. Suddenly all of you run _away_ from him. Then come _back_ to him again.
here, there, somewhere, elsewhere (qui, qua, costì, costà, lì, là, altrove).
--Form in line and the first four children come to me _here_; the rest go and stand _there_ by the window. Now go and stand _somewhere_ in the other room. Remain where you are a moment, then go and stand _elsewhere_. Finally all come back _here_ to me.
--One of you walk around the room holding his arms in a certain position. The rest of you do _likewise_. --All of you hold your hands _thus_, as I am doing.
--Roll your handkerchiefs into balls and throw them _up_ to the ceiling. --Pick them up and throw them _down_ again to the floor. --Look _upward_ to the ceiling. Now look _downward_ to the floor.
--Lay two rods _crosswise_ on the table. Then lay them _lengthwise_ on the table.
--_Sharply_ order your nearest neighbor to rise from his seat. --Ask him _gently_ to sit down again. --Sit _sullenly_ in your chair with your eyes lowered. --Smile _kindly_ at your nearest neighbor.
THE FUTURE OF THE WRITTEN LANGUAGE IN POPULAR EDUCATION
In our own private experiments when we reached the adverb there occurred among the children a veritable explosion into a new kind of activity. They insisted on making up commands themselves. They invented them and then read them aloud to their companions or had their companions interpret the slips which they had written. All were most enthusiastic in performing these commands and they were rigorously scrupulous in acting them out down to the minutest detail. The executions came to be a literal, intensely real dramatisation: if a word was inexact or incorrect, the interpretation of the command threw the error into noisy relief, and the child who has written it saw before him an action quite different from what he had in mind. Then he realized that he had expressed his thought wrongly or inadequately and immediately set to work to correct his mistake. The revelation seemed to redouble his energy. He would hunt among his numerous words for the one necessary to translate his idea into a living scene before his eyes. Suppose a child had written the following sentence involving the use of the adverb _sempre_ "always":