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it is understood. These explanations
should be in English and Chinese but
every care should be taken to eliminate
so much of the Chinese explanation as
possible, e.g. in a story about a tiger
if there is a picture of a tiger at the head of it the word * need never be
said at all, even if the boys do not
know a word of English.
At the end of the lesson an explanation
(as much as possible in English) should
be extracted from the Class.
In Infant Readers such sentences as "The
nag is sad, it jambed its leg" occur.
They are simply exercises in reading and
it is waste of time to explain them.
Even of stories it is not necessary to
make sure that every word and phrase is
fully understood as long as the general
meaning is mastered. It is desirable to
get on as fast as possible, and detailed
explanations will come easier on revi-
sion. But I repeat the general sense
must be clear.
Above all a word for word Chinese Trans-
lation should NEVER be given.
Reading (b) from Wall sheets.
This is a convenient way of teaching
word building and the Elements of Gram-
mar, and is also a colloquial lesson.
The sheets should be made by the Master
as