"In teaching our child the English language, we talked to her as an adult except that our words were simple and concrete. In general our practice has been not to correct her mistakes, trusting to the force of good example. As much as possible we have tried to have her words stand for real things; for instance, we took her to see pigs and bears and skunks, so that she would not get her conceptions merely from stories, pictures and s. Finally we make an effort to avoid the dead level of too simple language by at times dealing with familiar situations in new words."