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SC H O O L D O C UM E N T
NO
—1 2 1
9
9
.
B O S TO N P U B L I C S C H O O L S
LI A
N
G OUR SE 0 F STII II Y I N I TA
FO R S EVE NT H AN D E I G H T H G R A D E S
F I RS T U NI T
O F I NT E R M E D I AT E SC H O O L S AN D C L ASS E S O R
F I RS T Y E AR C L A SS E S I N H I G H SC H OO LS
,
.
F O R N I NT H G R AD E S O F I NT E R
S EC O N D U N I T
M E D IAT E SC H OO L S O R F O R S E C O N D Y E AR
C L ASS E S I N H I G H SC H OO L S
,
WI VE R S I TY
of
CAL I F OR N I A
AT
L O S AN G E LE S
LI BR AR Y
TY
TI N
P R I N
G
D E
1
TO N
P AR T M E
B OS
OF
CI
9
2 1
1 27 9 1 1
N
T
I N S CH OO L C O M M I T T E E B O S T O N S E P T E M B E R 12
,
,
,
Or dered , T hat the C o u rse of S t u d 'in I ta li an , F i rst U ni t
S ev e n th and E i ghth G rad es of I n terme d i ate S c h oo ls and C
F i rst Y ear Classes in H i gh S c h oo ls ' S e c o n d U nit 'F o r
G ra d es of I n terme di ate S chools , or S econ d Y ear Clas ses i
a
n
f
b
d
d
d
chools
i
s
here
a
o
te
the
r
in
t
in
t
e
n
t
o
w
S
,
'
p
p
g
'fiv e h
,
or
c
opies
there o f as a
s chool d o cument
,
i s here b 'au th
Attest '
TH O R N T O N
D
.
AP O L L ON I O
,
)
P C
I 008
U 5 8 4?
O UTLINE S O F WO R ' IN ITALIAN F O R
I N TER M E D IAT E S C H OO LS AN D C LASS E S AN D
F O R FIRST AN D S E C O N D Y E AR
C LASS E S IN H IGH S C H OO LS
,
.
In the interme d iat e schools where I talian i s taught
pupils should b e gin the stu d ' of thi s langu age in the
se v enth and eighth g r a d es The work of the s e two y e ars
taken t oge th er constitutes the Fir st U nit In rare
cases inte rme diat e pupils may have thi s work in the
e ighth and ninth gr a d es
The work of these two ye ar s
would likewise constitute the First U nit I n either
case the s tu d y would d eman d five half hour periods of
instruction weekly for two y e ar s
It may further happen that the interm ediate s chool
pupil will not take up Italian until the ninth gr a d e
The committee fe e ls that thi s plan is inferior to either
o f the preceding for the earlier the pupil b e gin s a foreign
If th e work is taken only in the
langu a g e the b e tt e r
ninth gr a d e a mini mu m o f se v en half hour periods per
wee' or 210 mi nute s weekly per year must b e devoted
to it This work must be e quivalent to the work of
Grades VI I and VIII together and therefore likewise
constitutes the First U nit The av erage first year for
e ign langu age cour se in high schools consists o f fi v e forty
minute periods per week or 20 0 minutes weekly the whole
y e ar This al s o constitutes the First U nit
Ninth grade forei gn language preceded b ' langu age
work of Grades VI I and VIII constitutes the Second
This is e quivalent to second year language work
U nit
in the high school which also constitutes the Second U nit
The allotment of time for each grade or each unit was
carefully considered on the basis of the degree of m aturity
o f the pupils and o f the m ethods followed in intermediate
s chools and high schools respecti v ely The plan as de
s cribed abo v e wa s accepted by the committee appointed
to draw u p the outline of work in Italian
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(3)
The membership of the co mmittee is as follows '
M R P A U L V D O N O VAN C hairman
M aster of the C ontinuation S chool
M ISS '
ESSI E L A AM S
D orchester H igh S chool
MR '
O E L H A E WA
C hief E 'a miner
M I ss A V I S A 'I N G ST O N
G i l H igh S chool
M I SS M A R IE A SO LA NO
B oston N ormal S chool
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D
,
TH
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,
Y
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,
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.
r s
,
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’
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,
.
I T ALIAN
O U T LIN E O F
.
WO R ' F O R
.
TH E
FIRST UNIT
.
According to th e new plan the First U ni t comprises
the work of Grades VI I a n d VIII of interm ediate schools
or clas ses or o f the first year in h igh schools
.
.
,
.
M
E TH
OD
.
The conversational method should be used througho u t
the course no text book being employed for the firs t
half year
At the outset make it clear to the pupils that the
Italian lan guage is purely phonetic Give many illustra
tions with marked emphasis on the indivi dual sounds
Special dr ill s must
of whi ch the words are composed
be given in the vowel sounds
Select names o f familiar O bj ects in the schoolroom for
the basis of a vocabulary adding names o f well known
O bj ects at home in pictures in books etc D rill thi s
list and add to it in succeeding lessons T he fact that
a ll nouns in Italian are of the masculine or o f t h e feminine
gender constitutes a chief d ifficulty for E ngli sh speaking
pupils T o overco m e this constant attention must b e
given to the association o f the article with the noun
The knowledge o f a comparatively few words enables
the pupils to formulate answers to simple q uestions asked
by the teacher These q uestions must contain all the
Words necessary to form the answer To give practice
in the langu age these questions and answers may be
written o n the board by the teacher and Copied by th e
pupils
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(4 )
After a few lessons the pupil answering the question
may write both q uestion and answer on the blackboard
care being exercised by the teacher to see that the correct
s pelling be gi v en
The pupils should be able soon to reproduce in their
o wn words the s ubstance of so m e sim ple stories told by
the teacher who should first satisfy himself that the
content is clearly understood This m ay be done orally
an d in writing
A review o f the pre vious lessons should be given daily
and made as varied as possible some min utes of each reci
tation b e ing given to the review of the main points of the
preceding lesson
C onj ugation of the more co mmonly used verbs should
be introduced early
The individual and the concert
r ecitation of the present tense and later of the other
tenses should be a part of the d ai ly lesson
These v erb
forms should be used in connection with the vocabularie s
to compose simple sentences
Interest in the language will be fostered and heightened
by an ac q uaintance with some simple songs an d poems
In this connection a phonograph is a valuable adj unct
and ma' be used to present to the pupils well rendered
Italian songs and selections from the m ore familiar
Italian O peras such as 11 Trovatore Ai da Lucia di
Lammermoor and C avall eria Rusticana
All the work here described should be continued for a
full half year supplemented in the second half year by
the use of a text book At no time should an incorrectly
pronounced word be allowed to pass unnoticed The
”
“
pupils should be drilled in the use of both t u a n d Lei
Grammatical se quence should be constantly in the
mind of the teacher as the work progresses although little
or nothing should be s aid about grammar as such
Un til
the time comes when pupils can understand the reasons
for the use of certain constructions formal rule s should
n o t be given
The study of for mal grammar belongs to
the Second Uni t
In general Italian shou ld be the langu age of the recita
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( 5)
tion B u t there will be times when an explanation in
E nglish will be u seful and necessary
G R AM M AR
The following topics should not be taught as technical
gramm ar b ut the order should be followed as closely
as possible by the teacher a s the work progresses
Articles '
( a ) defi nite
( b ) indefinite
( c) contraction with prepositions
( d ) s ingular and plural
Nouns '
( a ) plural of
“
”
fem inines in unaccented a
“
”
m as cu lines in unaccented a
“
”
m as cu lines and fe minines in unaccented o
”
“
and e
”
“
”
“
m asculines in ca and ga
m onosyllable s
( b ) the partiti v e constru ction
Adj ecti ves '
( a ) position
u sually before when shorter than noun
an d denoting si z e and q u antity After
denotin g nationality m aterials color
tas te s mell etc
( 6 ) number
( similar to nouns )
” “
“
'
—
fem inines in o
e
ca
co
( c) gender
go
( d ) agreement
( 6 ) num eral s
cardinals 'ordinals to 10 0
( f ) po s sessive a d j ecti ves
(g) demonstrative adj ecti v es
( h ) comparison
P ronoun s '
( a ) personal
conjuncti ve
disj u ncti ve
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(6 )
i)
,
I
,
(e)
( a)
( b)
pos s es s ive
”
“
us e of ne with partiti v e
.
present in d icative
past definite
.
.
pre s ent perfect
VO
.
C A B O LA R
IL COR
P
la bocca
I
’
I O I T A L IA N O
O
UM
A NO
mignolo
la faccia
la fronte
la gamba
la gola
la guan cia
i1 labbro
la lingua
la mano
i1 mento
LE P
frat llo
la sorella
lo z io
la ma dre
.
.
naso
occh o
il
’
1
i
’
l ore cchio
il
il
anul are
il
il fi glio
il
e
.
petto
piede
la spalla
lo stomaco
I a testa
ERSON E
la nonna
il nonno
i1 marito
la moglie
la sposa
il nipote
la nipote
il presi dente
il re
la regina
il si gnore
la signora
la signorina
L A C ASA
la m b iglia
o
l orologio
.
An tonio
C arlo
D omenico
rancesco
G iovanni
Luigi
P aolo
E nrichetta
F rancesca
Luisa
M argheri ta
M aria
F
.
la sco della
la sedia
i1 soffi tto
’
la parete
i1 pavi mento
(7 )
lo specch i o
la stan z a
cucchiaio
l cucin a
il div no
la fin t
la forchetta
il guardaroba
il Ietto
i1
piatto
la poltron
la porta
i1 portone
la sala da pran z o
i1 salotto
la scala
a
a
es ra
I a h b re ria
G
A B IT I
LI
la berretta
la calz a
CI B I E L
la fragola
il frutto
I
l a gna
o
l aran cio
’
il
bu ro
il
c afi e
pettine
1 scarpe
la spa zz ol
la tasca
il
E
e
a
B
EV AND E
l insala ta
’
r
i1
la cam e
la cena
la cola z ione
il dolce
i f gi li
la fame
la farina
il formaggi o
a
.
'
an e ll o
’
e
i calz oni
il cappe llo
i1 fa zz oletto
i guanti
l ab ito
’
l
la tavola
i1 tavolino
1a ta zz a
il te lefono
1 tendine
i1 tetto
la tovaglia
i1
a
’
il ta pe to
latte
u
i maccheroni
la mela
la minestra
l olio
il pane
la patata
i1 pepe
sale
la s te
gli spaghetti
i1
e
il te
’
l uva
’
la z uppa
I L G IA R D IN O
la foglia
il garofano
i1 gigli o
l al b e ro
’
la castagna
l e rb a
’
LA
e gli
S tati
S CU O LA
l in gles e
l I tali an o
l pi
la l vagna
la lettera
il libro
1 maestra
I L T EM P O
l ora
l primavera
il quarto d ora
la sera
la settimana
a
s
a
l anno
l
au tunn o
il di
il
dopo pran z o
l esta te
’
maestro
1 pagina
la parola
la penna
il quaderno
la scat la
lo scrittoio
la scrittura
o
a
’
.
a
’
il
la margherita
la ro a
il tulipano
la vi oletta
il
l in chi ostro
’
’
la busta
i1 calamaio
il campanello
la carta
il direttore
.
s
il fi ore
’
la pera
i piselli
iI pran z o
la pr gna
il h mon e
uo
la bandiera d
.
’
a
’
( 8)
.
agosto
sette mbre
ottobre
novembre
di cembre
d omeni ca
lunedi
martedi
mercoledi
giove di
venerdi
sabato
la stagione
il
febbraio
mar z o
me zz ogi orno
C AM P A G NA
la montagna
il prato
LA
.
terreno
la vi a
i1
la strada ferrata
A'IO N I
I N
.
italiano
la R ussia
n russo
un
l I n gh ilterra
’
u
municipio
l ospedale
la strada
la sta z ione
i1 teatro
l a torre
l ffi io della posta
il
’
il
la prigione
la scuola
marci a pie de
i1
’
gall o
l
’
u
z
orso
tigre
1a vacca
il
il
passero
l usignuol o
’
la mosca
P
R ONO M I
.
tu egli ella esso essa
io,
,
mi ti
,
,
,
Si,
me
,
,
gli
a
,
1e ,
me
'
,
noi voi essi esse
,
la
,
10 ,
,
ci vi
ne
,
,
,
,
loro li s i
1e ,
,
te a te se a se lui a lui lei a lei
,
,
,
( 9)
,
,
,
,
,
la quale
che
il qu al e
I
chi ?
n terrogativi
.
che cosa ?
qu a l e ?
D imostratim
'
.
questo
quello
quel
questa
quell a
qu ests
quei
P ossess ivi
tuo
il
i1 su o
il
i1
nostro
vostro
i1 loro
qu al cuno
un
altro
la mia
la tua
la sua
la nostra
la vostra
la loro
u
r
mi ei
i tu oi
i suoi
i nos tri
i vostri
i loro
el o
brutto
bui o
buono
contento
e d ucato
basso
corto
gran de
mie
1e tue
l sue
le nostre
1e vostre
1e
e
'
nulla
un o
nessuno
ni ente
o
gri gi o
nero
.
rosso
verde
'
giall
G
b l
.
i
AG G E T I VI
a zz rro
bianco
b uno
quelle
r
ene al i
inutile
m aled ucato
mesto
nuovo
piacevole
povero
puli to
ricco
ro zz o
scuro
.
sgarbato
impatico
s
splendido
sp orco
v el oce
roton do
sottile
largo
lungo
piccolo
stretto
( 10 )
tutto
troppo
Compa
r
ativi e
r
S u pe la tivi I
ottimo
peggi ore
ERB I
V
contenere
coricarsi
correre
costare
cucinare
cucire
dimenticare
dispiacere
d overe
essere
fare
fumare
guardare
lavorare
a dagio
insieme
1a
ancora
come
lesto
male
meglio
meno
md mvd m
no
levarsi
mandare
mettere
morire
mostrare
muovere
nevicare
nuotare
pagare
parlare
partire
pensare
piacere
piovere
portare
potere
pregare
prendere
recitare
respirare
ricevere
rincrescere
piu
poche volte
poco
presto
pure
qualche volta
quanto
( 1 1)
pessimo
superiore
rispon dere
rompere
saltare
scrivere
sedersi
sorgere
spegnere
sperare
spingere
stracciare
strisciare
studiare
suonare
tagli are
tenere
tirare
tramontare
udire
vedere
vendere
venire
vi vere
volere
.
non mai
non piu
oggi
peggio
qui
.
.
A VV ERB I
gia
m
rregolc
'
raramente
sempre
si
solamente
spesso
subito
tardi
troppo
nu
po
poco
velocemente
un
e
n
C O N G I U N 'IO N I
'
ne
Oppure
ma
me n tre
perch e
P
a
con
contra contro
dietro a
dopo di
durante
fra
,
da
d
.
avanti a
in
intorno
di
O UTLIN E O F
a
quando
se
tuttavia
RE O S I 'IONI
invece di
lonta no da
per
prima di
sen z a
sotto
P
.
WO R' F O R
sopra
su
tra
verso
vicino a
T H E SE C O N D
UNIT
.
This Unit compri ses the work of the ninth grade in
inte rmediate schools or classes when preceded by two
years of the study of Italian or the work o f th e second
year in high schools
,
.
M
E TH
OD
.
The work of the first few week s of the Second Unit
s hould con s ist of a rapid but thorough review of the vocab
ulary and the main points taught in the First Unit
The problem of teaching Italian diff ers fro m the work
in French or in Spanis h The pupils in the Italian classes
are in general of Italian parentage and nearly all of them
have some kn owledge of the langu age either in th e form
o f faulty Italian or as a dialect
C ons eq uently the aim
o f the instructor should be to teach these pupils the cor
rect pronunciation the proper use of words and the right
grammatical construction In accordance with thi s pur
pose the us e o f Italian as the language of the classroom is
earnestly recommended a n d all mistakes in grammar or
in pronunciati on m ade by the pupils whether in oral
practice or in reading should be carefully correcte d by
“
the teacher F or this reason th e so c allled sociali z ing
”
o f recitation s
is not reco mmended in teaching a foreign
langu age The pup il must hear speak and write only
correct forms Thus a procedur e which may be a dmi s
sible and hav e it s ad v antages in the teaching of subj ects
whi ch hav e the nativ e ton gu e for a bas i s beco me s danger
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( 12)
when teachin g a foreign lan guage especially durin g
the fir st ye ars of instruction Instead selected poem s and
dialogues should be carefully prepared memori z ed and
recited by different pupils to the profit and pleasure of th e
entire class The learning of songs is also of great v al u e
for by following the music the pupils ac q uire the correc t
pronunciation and accentuation of words
Form al translation may be started early in this Unit
E xtracts and complete stories from the best writers of
prose and O f poetry should be chosen and used either for
readin g or translating The vocabulary m ay be enr iched
by noting carefully the new words found in these reading
lessons These words should be written in the note book
and used in dril ls given by the teacher
In this Unit the pupils should make a m ore c ompreh e n
siv e and formal study of grammatical principles includin g
the review of the rules which were inductively presented in
the F irst Unit C onstant practice must be given in th e
use o f pronouns conjunctions and prepositions
T he verbs given in the syllabus should be conj ugated in
full and each tense thoroughly drilled so that the pupil s
m ay know how to use it correctly
Formal composition and much of th e oral practice m ay
be based on matter read or translated O riginal compo
sitio u oral or written based on a subj ect selected by the
teacher ma' be attempted at the close of the Second
Unit This work is useful when carefull y directed by the
instructor The pupils must use o nl y what they know
fo r to attempt the use of unf amil iar words or construe
tions leads only to difficulty and co nf usion The skillfu l
teach er who wishes to do this advanced form of composi
tion will know how to direct it to the best adv antage
At least twice a week for periods of from ten to fifteen
minutes the teacher should give dictation taken from so m e
poem or from reading selections familiar to the pupils
T he necessity and usefulness O f dictation cannot be too
strongly emphasi z ed
T he occasional use of phonographic records of spoken
Italian is recommended
ou s
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( 13 )
CO N CL U S I O N
.
Although the m atter has been touched u pon in the
s pecial report s the committee wi shes once m ore to rem ind
teacher s of classe s of beginners that the gramm ar outline
for the First Unit of work h as bee n constructed for the sole
p urpose of furnis hing a concise compact and sy s tem atic
outline of those f act s o f gramm ar which may appropriately
be taken up during the cour s e of the Firs t Unit work It
is not expected that the grammar will be taught in a form al
way n or that the teacher will follow the order of presen
The order method of actual presenta
tation gi v en here
tion etc are left to the j udgment of the teacher It i s
not expected however that the limits here noted will
ordinarily be exceeded The sam e consideration applies
to the Second Unit with the understanding that the
gramm atical work O f this Unit wi ll be m ore systematic
and complete
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1 27 9 1 1
( 14 )

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