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NEW CENTURY SERIES 
 
 OF 
 
 ANATOMY PHYSIOLOGY AND HYGIENE 
 
 BY 
 
 WINFIELD S. HALL, Ph.D. M.I). (Letpsic) 
 
 Professor of Physiology, 
 Northwestern University Medical School, Chicago. 
 
 HENRY F. HEWES, A.B., M.D. (Harvard) 
 
 Instructor in Physiological and Clinical Chemistry, 
 Harvard University Medical School, Boston. 
 
 JEANNETTE WINTER HALL 
 
 Special Teacher of Physiology, Berwyn, Illinois. 
 
 HENRIETTA AMELIA MIRICK, A.B. (Wellesley) 
 
 Assistant Editor School Physiology Journal, Boston. 
 
NEW CENTURY SERIES 
 OF ANATOMY PHYSIOLOGY AND HYGIENE 
 
 1. Anatomy Physiology and Hygiene 
 
 For High Schools 
 By Henry F. Hewes, A.B., M.D. (Harvard), Instructor in Physiologi- 
 cal and Clinical Chemistry, Harvard University Medical School, 
 Boston. 
 
 2. Elementary Anatomy Physiology and Hygiene 
 
 For Higher Grammar Grades 
 By Winfield S. Hall, Ph.D., M.D. (Leipsic), Professor of Physiology, 
 Northwestern University Medical School, Chicago. 
 
 8! Intermediate Physiology and Hygiene 
 
 For Fifth and Sixth Year Pupils, or Corresponding Classes in 
 Ungraded Schools 
 By Winfield S. Hall, Ph.D., M.D. (Leipsic), Professor of Physiology, 
 Northwestern University Medical School, Chicago, and 
 
 Jeannette Winter Hall, Special Teacher of Physiology, Berwyn, 
 Illinois. 
 
 4. The New Century Primer of Hygiene 
 
 First Book for Pupils' Use 
 By Jeannette Winter Hall, Special Teacher of Physiology, Berwyn, 
 Illinois. 
 
 5. Oral Lesson Book in Hygiene 
 
 For Primary Teachers 
 By Henrietta Amelia Mirick, A.B. (Wellesley), Assistant Editor 
 School Physiology Journal, Boston. 
 
NEW CENTURY SERIES 
 OF ANATOMY PHYSIOLOGY AND HYGIENE. 
 
 ORAL LESSON BOOK 
 
 HYGIENE 
 
 FOR PRIMARY TEACHERS 
 
 HENRIETTA AMELIA MIRICK, A.R. (Wellesley) 
 
 Assistant Editor School Physiology Journal, Boston 
 
 NEW YORK •:• CINCINNATI •:• CHICAGO 
 
 AMERICAN BOOK COMPANY 
 
RA43| 
 
 O (1 «J 
 
 >N OEf»t- 
 DtDOBSEMENT 
 
 
 Ms 
 
 ' • We, the 'tmdesfsi'gned, have carefully examined the school text-book 
 entitled 
 
 ORAL LESSON BOOK IN HYGIENE 
 
 by Henrietta Amelia Mirick, with reference to the following points: — 
 
 1. Fullness and accuracy of subject-matter relating to the nature and 
 effects of alcoholic drinks and other narcotics upon the human system. 
 
 2. Amount of matter on general hygiene. 
 
 3. Presentation of matter with regard to its adaptability to the class 
 of pupils for which it is designed. 
 
 We are satisfied that on all these points, as well as in physiology, 
 the treatment is as complete as is required for the teacher's assistance 
 in giving oral instruction to primary pupils, while both in statement and 
 method it is fully in harmony with the results of the latest investigations. 
 We therefore heartily indorse the book for the use of teachers in primary 
 classes, and are especially happy to commend its successful presentation 
 as being the first work of the kind to which our attention has been called. 
 
 A. H. Plumb, P.D. Mrs. Mary H. Hunt, 
 
 Rev. Joseph Cook, LL.D. World's and National Superin- 
 
 Daniel Dorchester, D.D. tendent of Scientific Temperance 
 
 William A. Mowry, Ph.D. Instruction of the Woman's 
 
 L. D. Mason, M.D. Christian Temperance Union. 
 
 T. D. Crothers, M.D. 
 Chas. H. Shepard, M.D. 
 George W. Webster, M.D. 
 Text-book Committee of the Ad- 
 visory Board. 
 
 Copyright, 1901, by 
 AMERICAN BOOK COMPANY. 
 
 Entered at Stationers' Hall, London. 
 
 or. LESS. IN IIY. 
 
 W. P. 4 
 
PREFACE 
 
 The teachers in the public schools of nearly all the United States, 
 and in some other countries, are required by law to teach all pupils 
 under their instruction the laws of health, including those which 
 relate to the nature and effects of alcoholic drinks and other nar- 
 cotics, with physiology enough to make such laws intelligible. 
 
 A subject like this carried through all grades is manifestly designed 
 to be a progressive study, adapted to the varying capacities of each 
 class from the primary to those more advanced. The words physi- 
 ology and hygiene, from previous association, suggest to the minds of 
 many primary teachers a dry study, wholly beyond the capacities 
 of their pupils. 
 
 The object of this volume is to correct this prejudice, and to show 
 by its suggested oral lessons for the first three years of school life 
 that as much knowledge of the body and the laws of its health as 
 primary pupils are able to comprehend can be made interesting to 
 them, and is of educational and practical value. 
 
 A school superintendent asked : — 
 
 '•How can we teach this study so that it will stick and influence 
 future life ? " 
 
 Teach it just as you do anything else which you wish to have stick 
 and influence life, just as you teach mathematics, for instance. In 
 that case, when the pupil first enters school you bring to his attention 
 a few facts which he can understand. You do this with repeated 
 drills, w.hich insure that he comprehends and remembers. Each year 
 you add more facts from the same science, with an enlarged develop- 
 ment, as your pupil passes from grade to grade, until the truths he 
 has been taught become a part of his stock of intelligence, and as 
 time goes on he scarcely remembers when or how he learned them ; 
 he seems always to have known and acted on them. Teach physio- 
 logical temperance in the same way and you will get the same results. 
 
 For the benefit of the teacher who recognizes her opportunity 
 and duty to teach this subject, but who may not have access to ex- 
 tended authorities, quotations from eminent physiological writers are 
 appended at the close of each subject. 
 
 At no period is the human being more amenable to reasons that 
 can be understood than in early childhood. The question "Why?" 
 so sure to follow a statement made to a child, is the reaching out of 
 his intellect after " the reasons for things." 
 
 54! 776 
 
6 PREFACE 
 
 A study of the simplest facts about his body and the laws that 
 govern its health, will give him the reasons for many prohibitions 
 which are a marked feature of his daily experience. This study will 
 change these prohibitions from arbitrary commands, to which he must 
 yield whether he wishes or not, to appeals to his understanding. 
 
 Because health and strength of maturity are largely dependent 
 upon the early formation of right habits and consequent early growth, 
 no study can be of more practical value than one which clearly points 
 the way to such habits. A study which will help a child to act 
 intelligently has real educational value. 
 
 An able writer on child nature says : — 
 
 "The child bears within himself instincts which may be trained 
 upward or downward." 
 
 Many of these instincts are closely connected with bodily habits. 
 That such training as will lead to the formation of right habits 
 should be a part of early instruction is now conceded by all advocates 
 of education. 
 
 The true teacher seeks to develop character. The best character is 
 that in which the will is controlled by an enlightened conscience. 
 The study of the laws of health as written in the child's own body 
 furnishes worthy motives for the guidance of his will, while that will 
 is strengthened by acting on the promptings of such motives. 
 
 There comes to you, teacher, with this study, a rare opportunity to 
 help your pupils to the development of the best of which they are 
 capable. To this end we offer you the lessons on the following pages, 
 with the hope that their hints and outlines will help in your God- 
 given mission. These lessons and suggestions have been successfully 
 tested in actual schoolroom work. If you bring to their application 
 a burning desire to guide the little ones under your care "upward" 
 and not "downward," you will help them a thousand times more than 
 cold, spiritless words can do. By so doing you will more than save 
 a child, for hope to-day looks to the school to prevent the evils of 
 intemperance from being projected into the future. 
 
 If all the school officers in our land will do their utmost duty for 
 this study, if they will arrange adequate time and place in the cur- 
 riculum for its pursuit, if school boards will prescribe good, well- 
 graded text-books for pupils above the primary, and needed helps for 
 teachers of all grades, and if teachers with these helps will do their 
 part, a nation redeemed from the thralldom of strong drink will rise 
 up to call them blessed. 
 
 Credit is due Miss Kate L. Brown, teacher in the Boston Primary 
 Schools, author of "Plant Babies" and many stories and poems for 
 children, and to others, for assistance in preparing several of the 
 lessons ; also to Miss Ada Van Stone Harris, Supervisor of Primary 
 Schools and Kindergartens, Newark, N.J., who has kkidly read the 
 book in manuscript, and has made valuable pedagogical suggestions. 
 
CONTENTS 
 
 FIRST YEAR 
 Introduction .... 
 
 TOP 
 
 ICS 
 
 
 
 
 ?AGB 
 9 
 
 I. First Days in School. 
 
 
 
 
 
 
 13 
 
 II. Water .... 
 
 
 
 
 
 
 21 
 
 III. Cigarettes . 
 
 
 
 
 
 
 28 
 
 IV. Growth, Height, and Wkk 
 
 JHT 
 
 
 
 
 
 31 
 
 V. Food and Rest 
 
 
 
 
 
 
 38 
 
 VI. The Apple . . . . 
 
 
 
 
 
 
 43 
 
 VII. The Body as a Whole 
 
 
 
 
 
 
 50 
 
 VIII. Cleanliness . . . 
 
 
 
 
 
 
 54 
 
 IX. The Head . 
 
 
 
 
 
 
 57 
 
 X. The Face . 
 
 
 
 
 
 
 61 
 
 XI. The Arms . 
 
 
 
 
 
 
 67 
 
 XII. The Hands . 
 
 
 
 
 
 
 74 
 
 XIII. Grains 
 
 
 
 
 
 
 81 
 
 XIV. The Trunk . 
 
 
 
 
 
 
 89 
 
 XV. The Legs . 
 
 
 
 
 
 
 96 
 
 XVI. The Feet . 
 
 
 
 
 
 
 102 
 
 XVII. The Five Senses . 
 
 
 
 
 
 
 109 
 
 SECOND YEAR TOPICS 
 
 I. The Body as a Whole 117 
 
 II. Food .129 
 
 III. The Sense of Taste 134 
 
 IV. The Grape and Wine. . . . . . . 141 
 
 7 
 
8 CONTENTS 
 
 PAGE 
 
 V, The Eye 140 
 
 VI. The Voice 157 
 
 VII. The Ear 160 
 
 VIII. The Nose 1(58 
 
 IX. The Sense oe Touch 172 
 
 X. Tobacco 178 
 
 XI. Beer 184 
 
 THIRD YEAR TOPICS 
 
 I. Pure Air and Breathing 195 
 
 II. Drinks which Hurt 204 
 
 III. Food 200 
 
 IV. The Stomach 214 
 
 V. The Blood 220 
 
 VI. Brain and Nerves 230 
 
 VII. The Bones 245 
 
 VIII. The Muscles 252 
 
 IX. Beer ,201 
 
 X. Cigarettes 266 
 
 XI. The Skin and Cleanliness 274 
 
 XII. The Special Senses 281 
 
 Index 291 
 
INTRODUCTION 
 
 The September day has come when 
 closed doors swing open and small foot- 
 steps echo in late empty halls, while a babble 
 of childish voices arises from long-deserted 
 playgrounds. 
 
 Nine o'clock strikes, and you look down upon a sea of won- 
 dering little faces, — wondering because it is their first school 
 day, and all is new. 
 
 The yellow butterflies flitting in the sunshine, the birds as 
 they track the stainless blue, the brook, and that free careless 
 rover, South Wind, have been the outdoor companions of the 
 happy country child. But bird, wind, and butterfly are subject 
 to certain laws ; they do not roam utterly at will, neither 
 should the child. 
 
 
 
10 
 
 FIRST YEAR 
 
 Nature bids her young things grow. Every day should 
 mean increase of life and consequent power, wrought through 
 free and constant activity. 
 
 The healthy, normal child is never still during waking hours, 
 unless attracted by some object of surpassing interest. 
 
 Does the primary school continue this free happy life of 
 investigation and steady growth, when the time has come for 
 the child's faculties to have a more systematic training ? 
 
 Four bare walls replace the universe. Enforced quiet takes 
 the place of former freedom. Tasks are imposed, apparently 
 as remote from the child's real realm as the poles are far 
 asunder. 
 
 Bear these facts in mind, and try to make the contrast 
 between the school and the child's former freedom less sharp, 
 that he may enjoy the school and reap its fruits. 
 
 Essentials to the Child's Comfort. — Every child should 
 have a seat adapted carefully to his body. The sole of the 
 foot should come down squarely and rest upon the floor. 
 
INTRODUCTION 11 
 
 If the lowest seat in school is too high for the smallest pupil, 
 a board firmly fitted over the floor between the desk irons will 
 give needed support. 
 
 The desk should be low enough to allow the arms to rest 
 upon it without straining the body from the waist up. If 
 the desk is too low, the upper part of the body will naturally 
 droop to rest the arms ; thus rounded shoulders will be encour- 
 aged. 
 
 The desk should be broad enough to allow the child to write 
 and draw facing directly forward, rather than turning and 
 facing the aisle. 
 
FIRST YEAR TOPICS 
 
 I. 
 
 First Days in School 
 
 
 
 
 13 
 
 II. 
 
 Water .... 
 
 
 
 21 
 
 III. 
 
 Cigarettes 
 
 
 
 
 28 
 
 IV. 
 
 Growth. Height, and Wbighi 
 
 
 
 
 31 
 
 V. 
 
 Food and Rest 
 
 
 
 
 .38 
 
 VI. 
 
 The Apple 
 
 
 
 
 43 
 
 VII. 
 
 The Body as a Whole . 
 
 
 
 
 60 
 
 VIII. 
 
 Cleanliness 
 
 
 
 
 54 
 
 IX. 
 
 The Head .... 
 
 
 
 
 57 
 
 X. 
 
 The Face .... 
 
 
 
 
 . Gl 
 
 XL 
 
 The Arms .... 
 
 
 
 
 67 
 
 XII. 
 
 The Hands 
 
 
 
 
 74 
 
 XIII. 
 
 Grains .... 
 
 
 
 
 81 
 
 XIV. 
 
 The Trunk 
 
 
 
 
 89 
 
 XV. 
 
 The Legs .... 
 
 
 
 
 96 
 
 XVI. 
 
 The Feet .... 
 
 
 
 
 102 
 
 XVII. 
 
 The Five Senses 
 
 
 
 
 , 109 
 
 IS 
 
FIRST YEAR 
 
 FIRST DAYS IN SCHOOL 
 
 LESSON 1.— POSITION 
 
 Show the children how to sit erect, feet squarely on the floor, 
 weight of body on posterior parts and on the balls of the feet, 
 hands lying loosely in the lap. 
 
 The lower part of the back should 
 be. against the chair, even if the 
 rest of the spine does not touch. 
 Never allow the child to slide 
 forward so that his weight rests 
 on the end of the spine and 
 on the heels. 
 
 Do not require the atten- 
 tion of the class more than 
 live or ten minutes at a time, 
 but strive to secure correct 
 position during that time. 
 
 Show the children that the 
 chest held high, as when we 
 straighten up, is the active 
 chest, and the position we must J 
 have for exercise, or anything done 
 in a standing position ; the chest drooped 
 or relaxed is the passive chest. Encourage the active chest. 
 
 At the close of a lesson that has been taken sitting, give 
 
 18 
 
U FIRST YEAR 
 
 .' \8fip& ex6i|cise Ifttat will require standing, some little gymnastic 
 . movement, or a march around the room ending in a light run- 
 ning jump. 
 
 Exercise that implies entire change of position and motion, 
 and surroundings that include fresh air should take place at 
 the end of every hour for primary children. Be sure to keep 
 them, meanwhile, protected from draughts. 
 
 Every period of seat work should be followed by occupation 
 in standing position, as at the board. When this is impossible, 
 give some form of hand work which permits freedom of move- 
 ment. 
 
 If your pupils loll or fidget, the air in your schoolroom is 
 not fresh, or your period has been unduly lengthened and the 
 children need change, or you are working unskillfully and 
 failing to hold their attention. 
 
 Bessie 
 
 Bessie was a little girl just five years old. She was anxious 
 to go to school, but her mother said, "When you are older, ;ui<l 
 can sit as Miss Gray wishes, and listen to what she says, then 
 you can go." 
 
 One day mamma's club met at the house. A club is a com- 
 pany of people who meet to study, talk, or have just a pleasant 
 time. 
 
 Mamma's club was a study club, and Mrs. Tyron was com- 
 ing to tell about birds. 
 
 Bessie was very anxious to go into the parlor and hear the 
 talk. 
 
 " You will get tired, dear," said her mamma. 
 
 " Oh no, I won't," said Bessie, " I love birdies, and Aunt 
 Isabel is going to show me how to sit and listen. Please let 
 me." 
 
 " Very well, then, you may try it this afternoon, if you can 
 remember to sit as Aunt Isabel tells you." 
 
FIRST DAYS IN SCHOOL 
 
 15 
 
 Sitting 
 
 After the ladies had come, Bessie walked quietly in and 
 sat down in her little chair. 
 
 She sat up straight, with the back of her body against the 
 back of the seat. She dropped her hands in her lap, and 
 looked into Mrs. Tyron's face. 
 
 Aunt Isabel had told Bessie 
 that a child's bones are not very 
 hard, and might grow in a bent 
 and crooked way if she should 
 twist her legs around her chair 
 instead of putting them straight 
 down with her feet before her. 
 So the good little feet in their tan 
 shoes stayed quietly in place. 
 
 Mrs. Tyron told pretty stories 
 about the birds. 
 
 She said the color of a robin's 
 feathers makes him look as if he 
 had on a reddish brown bib. 
 
 The little chickadee looks as if 
 he were wearing a gray feather 
 overcoat. 
 
 How many of you have ever 
 seen a robin? Those who have 
 may lift up their hands. 
 
 How many have seen a chickadee ? What did he say ? 
 What time of the year did he come ? 
 
 What birds have you seen in winter ? When do the birds 
 sing most ? 
 
 Mrs. Tyron said she had been watching some robins whose 
 nest was just outside her window. She had taken pictures of 
 Mr. Robin and his little wife and babies with her kodak. 
 
16 
 
 FIRST YEAR 
 
 Standing 
 
 Mrs. Tyron asked Bessie to stand and hold up a picture 
 for her. 
 
 She stood as straight as a little Christmas tree. She remem- 
 bered why she should stand straight, and now I'll tell you 
 why you should. 
 
 This part of my body over which I 
 place my hands is the chest. (Teacher 
 illustrates.) 
 
 How many of you feel some- 
 thing swell out? All who do 
 may lift their hands. The lungs 
 are the parts of our bodies with 
 which we breathe. They are in 
 the chest under where our hands 
 rest. When they fill with air, they 
 swell the chest out. When the air 
 goes. out of the lungs, the chest 
 falls back. 
 
 How many feel it ? Breathe 
 again and see. 
 
 Aunt Isabel told Bessie that 
 if she did not stand straight, 
 but rounded her shoulders, her 
 back would grow crooked and 
 her lungs would be so crowded 
 that she could not take enough air 
 into them, 
 isessie was as quiet as a little mouse. 
 
 She did not knock against her chair or the table. See if 
 you can sit down as she did. 
 
 Mrs. Tyron told about a bluebird that came in March when 
 the sky was gray and the earth bare and brown. 
 
FIRST DAYS IN SCHOOL 17 
 
 He looked as if he had on a little blue coat — blue as the 
 sky on a pleasant day, and a brown vest — brown as the 
 earth. 
 
 You may play that you are bluebirds and that your arms 
 are wings. Show me how the bluebird made his wings go as 
 he flew to the sky. 
 
 You may stand as Bessie did. Now be a flying bluebird. He 
 sang but one sweet note. It was something like this — listen ! 
 (The teacher makes a gentle whistle. Children imitate.) 
 
 Ask the class repeatedly to sit and stand as Bessie did, until 
 the little ones naturally take the right position. 
 
 "No one has listened better than Bessie," said Mrs. Tyron. 
 
 She sat nicely in her chair. 
 
 She did not loll or fidget. 
 
 When she stood she did not lean. 
 
 She looked at Mrs. Tyron and listened. 
 
 LESSON 2. —A NOISY SCHOOL 
 
 There was once a school with thirty children in it. When 
 the bell rang, they would start and run just as fast as their 
 feet could carry them. Each child wanted to be first inside 
 the door. They crowded together in the porch and pushed 
 and tugged. 
 
 The larger ones trod on the smaller ones ; heads got bumped, 
 aprons and dresses torn. Sometimes a child would be pushed 
 against the wall or door and really hurt. When these chil- 
 dren were excused from school, each child wanted to be the 
 first one out. It was a noisy school. 
 
 We should not be rough and rude with our mates any more 
 than with older people. Ladies and gentlemen are thought- 
 ful of every one. Every child should try to be kind and 
 polite. 
 
 OR. LESS. IN HY. 2 
 
18 FIRST YEAR 
 
 I will tell you how we can leave the room without any noise 
 or confusion. 
 
 Show me your right hand, the hand that holds the spoon and 
 throws the ball. Stretch out your right arms as far as you 
 can without moving your bodies. It points toward your 
 right. 
 
 Turn your heads toward the right. Wave your right hands 
 toward the right. Point to a picture on the wall at your 
 right. Point to a window at the right of your seats. 
 
 Turn softly in your seats to the right. Turn back facing 
 me. Stand facing the right. 
 
 I will name each row, or file, from the child in front. 
 
 Daisy's file may come first — the rest watch until your turn 
 comes. Her file may walk quietly out in a line in front of me. 
 
 Now let us see how we get to our seats. Turn and face the 
 left. Willie will be the leader now. File back to your seats. 
 Stand in the middle of the aisle opposite your chairs. Take 
 your seats. 
 
 Let us do this again, and then I'll try another file. 
 
 In this manner the teacher, with a kind face and sweet 
 loving voice, drills her pupils day after day, until any file can 
 come out for recitation, return, and go to any part of the room 
 at the word of command. 
 
 Marching 
 
 How many of you have marched in a procession ? 
 
 Horace may tell how he did it. 
 
 Horace : " The band played, and we all kept time with our 
 feet." 
 
 Show us, Horace. Which foot comes first ? Yes, the left 
 foot. Left, right ; left, right. We like to march because it 
 is such fun to keep time. 
 
 Who will march with Horace ? Ben and George may try. 
 
 We keep time with our feet — left, right ; left, right — as if 
 
FIRST BAYS IN SCHOOL 
 
 19 
 
 we were marching, only without leaving our place. Let us all 
 try it. Roy's file may march to the front, across to the left, 
 up the side aisle, across the back of the room to their places 
 again ; the school keep on marking time. 
 
 Other files should be drilled in the same way. 
 
 A Fourth of July Story 
 
 Philip was Bessie's cousin. He was seven years old, and 
 had been to school a whole year. 
 
 Summer vacation had come, and the Fourth of July, on 
 which Miss Gray had promised them a picnic. 
 
 Philip and Bessie got up very early and ran out of doors to 
 blow their tin horns, snap their torpedoes, and fire off their 
 firecrackers. 
 
 After breakfast Philip put on his white linen suit and a red, 
 
20 FIRST YEAR 
 
 white, and blue tie. Bessie wore a white dress and a sash of 
 red, white, and blue. 
 
 They ran to the schoolhouse, where the rest of the children 
 had gathered. Every one had a flag. 
 
 Philip's school inarched to a grove, and played there all day. 
 They took just the same signals that you do. 
 
 They carried their flags in their right hands and marched 
 on the ball of the foot — the part that comes next to the toes. 
 
 Once in a while, as they marched, they waved their flags 
 and shouted, " Hurrah for the Fourth of July ! " 
 
 When Philip and his friends got to the grove, they put up 
 the flags and began to play. They swung, played seesaw, 
 rode on donkeys and flying horses, and went out on the water 
 in boats. They had a royally good time. At dinner they 
 had sandwiches, cake, lemonade, strawberries, and ice cream. 
 
 They played all the afternoon, and at sundown marched 
 home, waving their flags and shouting, "Hurrah for the Fourth 
 of July ! " 
 
 Would you like to play that you are carrying flags, and 
 would you like to say, " Hurrah for the Fourth of July " ? 
 
 We will march around the room and play we are going to 
 the picnic. Dick's file may lead. 
 
 Perhaps we can have a real picnic some day, and every child 
 who has learned to march well may have a flag to carry. 
 
 MEMORY POINTS i 
 
 We must stand up straight, so that we can breathe enough air 
 into our lungs. 
 
 We must not twist our legs about the chair. Our bones will 
 not grow straight and strong if we do. 
 
 We should not push and rush when we enter or leave school 
 and when we go to and from our seats. 
 
 1 The memory points throughout the book should he put on the board by 
 the teacher as each is developed. 
 
WATER 
 
 21 
 
 WATER 
 
 LESSON 3.— WHY WE NEED WATER TO DRINK 
 
 A little girl whose name is Maud has a doll. She lent it 
 to me. Here it is. Maud is very fond of the doll ; she dresses 
 and undresses it ; she puts it into her doll's carriage and takes 
 it to visit Dora, who lives on the same street, and who also 
 has a pretty doll. Maud and Dora play together for hours 
 with their dolls. When Maud wakes in the night she often 
 asks her mamma for a drink of water, but the doll never 
 does. 
 
 Why does Maud want water to drink, and why do you 
 want it ? 
 
 I will tell you. It is because we are alive and growing. 
 
 Maud had a lovely little .rosebush given her on her birth- 
 day. It had roots and bright green leaves and one beautiful 
 red rose. 
 
 " It will blossom every month if you take good care of it," 
 her mother said. 
 
22 
 
 FIRST YEAR 
 
 The first week Maud watered it every day. The little 
 put out two new leaves and a bud, and grew an inch taller 
 
 One day 
 Maud and 
 her mother 
 were invited 
 to spend a 
 week in the 
 country. 
 When they 
 got back, 
 Maud ran 
 out to see 
 her rose. 
 There were 
 no new buds 
 this time. 
 The pretty 
 blossom 
 
 hung its head, and all its red ■; 
 petals had fallen to the ground. 
 The green leaves were withered 
 and yellow. How sad Maud felt ! 
 
 She brought it fresh water, 
 and cut away the dead leaves. 
 By and b} r it raised its head and 
 began to grow again. 
 
 Plants get thirsty just as we do. 
 They want water to keep them alive 
 Nothing can live without water. 
 
 One day, as Maud was playing with 
 her doll, she said, "My dress doesn't feel good, mamma, 
 pinches me, and my shoes are tight." 
 
 rose 
 
 It 
 
WATER 23 
 
 " That is because iny little girl is growing," her mother said. 
 
 The next day Maud had a new dress and a new pair of shoes 
 that did not pinch, because they were larger. Then Maud 
 wanted a larger dress for her doll. Her mother said, "No; 
 the doll does not grow. She does not need a larger dress." 
 
 " Poor dolly ! " said Maud ; " I am sorry you will never grow 
 to be a big doll." 
 
 The doll is not alive ; it does not eat ; it never asks for a 
 drink of water as a child does ; it will not grow. 
 
 All healthy boys and girls are growing, and that is what 
 makes them thirsty so often. 
 
 A well child wants to drink very often because he is 
 growing. 
 
 Water is Better than Tea or Coffee 
 
 " Why, Maud ! " said mamma, one morning, as she saw 
 Maud washing her doll's dress in dark-looking water, "what 
 are you doing ? " 
 
 " I am washing dolly's dress in tea to make it black, so that 
 she can go to the grasshopper's funeral. Wasn't it too bad 
 the grasshopper we took away 
 from kitty had to die ? We put 
 him in a box with green leaves 
 around him to make him think of 
 the fields, and gave him fresh 
 water, too. We were going to 
 be real doctors to him until his leg was mended. But this 
 morning he was dead, and we are going to have a funeral 
 for him. The dolls must go in black dresses." 
 
 " How came you to think that tea would change the color of 
 dolly's dress ? " 
 
 "Dora's mamma told her that if she drank tea her skin 
 would be darker than if she drank water; so I thought tea 
 
24 FIRST YEAR 
 
 would make my doll's dress black, and cook gave me some tea 
 to wash it in." 
 
 Mamma laughed, and said, " I will find some pieces to make 
 a prettier black dress for your doll than the tea will make." 
 As mamma was helping Maud to make the dresses, Maud 
 asked : — 
 
 "Mamma, will tea truly make a little girl's face dark ? " 
 "It is true," said mamma. "A child that drinks tea and 
 coffee will have a darker face than one who drinks only water 
 or milk. And what is worse, the child who drinks tea and 
 coffee is not likely to be strong, and may be cross and fretful, 
 not pleasant and happy." 
 
 Tea and coffee are bad for children. 
 
 The Kind of Water to Drink 
 
 We have all learned that water is the best drink, but if any 
 dead or dirty things get into the water, they make it bad and 
 unfit to drink. 
 
 We must not drink bad, dirty water. 
 
 What made Tom Sick 
 
 One day Tom was sick. The merry old doctor, whom Tom's 
 mother had sent for, came in laughing. " Hello, Tom, been 
 eating green apples ? " 
 
 " No, sir," said Tom ; " I knew those would make me sick, 
 so I did not touch them." 
 
 The doctor felt of Tom's pulse, looked at his tongue, and 
 sat thinking for a moment. Then he went to the well and 
 drew a glass of water. He held it up and looked at it, then 
 smelled of it. 
 
 "Ah, that's the trouble," exclaimed the doctor; "this water 
 is impure; better have your well cleaned out, or you will 
 
WATER 25 
 
 all be sick. Pure water is the best drink in the world, but 
 when water has a bad smell you may be sure it is not fit to 
 drink." 
 
 The well was cleaned out at once, and they found dirty 
 things which had dropped into it spoiling a well full of 
 water. 
 
 The water which comes from rivers through pipes to differ- 
 ent houses, towns, and cities sometimes gets impure and makes 
 people sick. 
 
 We must drink clean, pure water. 
 
 Tell me about something else you have seen drinking 
 water. 
 
 I saw a chicken drinking from a basin. 
 
 I saw a dog drink from a pail. 
 
 My rabbit drinks water from a saucer. 
 
 All animals like to drink water. We must remember to 
 place dishes of water where the chickens, birds, cats, and dogs 
 can drink. Their bodies need the water just as much as ours. 
 
 Every tree and plant needs water to make it grow. Rain 
 keeps the grass green. 
 
 LESSON 4. — OTHER USES OF WATER 
 
 What else is water good for ? 
 
 Water is good to bathe in. 
 
 Water is good to wash clothes in. 
 
 We wash our hands and faces in water. 
 
 It is good to scrub the kitchen floor with. 
 
 I wash my mamma's dishes in water. 
 
 People sometimes get sick from being dirty or living in 
 dirty places. No one likes to see dirty people. Let us all 
 look at our hands and see if they are just as clean as soap 
 and water can make them. 
 
 Stimulate the child's thought by asking how things would 
 
26 
 
 FIRST YEAR 
 
 look if we had no water. Then he will be ready to be im- 
 pressed by the fact that — 
 
 We need water to keep ourselves and our clothes clean. 
 
 On your way home notice all the water you can see. It may 
 be in a brook, or where some one is watering the lawn, or just 
 from a pump. To-morrow you may tell me what you see. 
 
 <2£3 
 
 Forms of Water 
 
 Bring the children into touch with nature in their search for 
 
 beautiful forms of water. Call their attention to the dewdrops 
 
 glistening on the grass blades in all the 
 
 wA £* colors of the rainbow. What colors do 
 
 ^1 {§7 ^b we see tnere '• Look for the raindrops 
 
 on the spider's web. 
 
 ^zWi,! JP Read Tennyson's Brook to the chil- 
 
 *|^^^yjjjy^)^% dren. How many have seen a brook ? 
 
 Did it look like the one Tennyson tells 
 
 about ? 
 
 Where does the rain come from ? 
 Point out the clouds in the sky. Show 
 that they are made of water, by holding 
 a slate in front of a boiling teakettle 
 and letting the steam condense on its 
 cold surface. What becomes of water when it boils away ? 
 
 Who has seen a foggy morning ? What becomes of the fog 
 when the sun shines ? Tell the children that fog rises to 
 form clouds in the sky. How do the clouds look when it rains ? 
 When the sun shines on them ? What colors have you seen in 
 the clouds ? 
 
 How does Jack Frost change the rivers and brooks when 
 winter comes ? What does he do on the windowpanes ? We 
 can imagine we see his long white fingers in the icicles hanging 
 from the trees and roof. 
 
WAT£R 27 
 
 What do we find on the ground after a storm in winter ? 
 
 What becomes of the snow when summer comes ? Snow 
 covers up the grass and flowers and keeps them safe from 
 Jack Frost. 
 
 MEMORY POINTS 
 
 Every part of our bodies needs water. This makes us thirsty. 
 A well child icants to drink often because he is growing. 
 Tea and coffee are bad for children. 
 Water is the best drink for everybody. 
 We should drink only pure water. 
 Without water ice could not keep clean. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Water an Important Constituent of the Body 
 
 Water exists in all parts of the body, in the hardest structure, 
 as in the bones and the enamel of the teeth, and in the fluids, 
 some of which, as perspiration, contain little else. — Austin 
 Flint, M.D., LL.D., Professor of Physiology in Bellevue Hospital 
 Medical School. 
 
 The Necessity of Water 
 
 Of all articles used for food or drink, water in some form 
 or other is the most indispensable. Men can live longer on 
 water without food than on food without water. — Roger S. 
 Tracy, M.D. 
 
 The Uses of Water in the Body 
 
 Water dissolves material in the alimentary canal, and carries 
 the solutions through its walls into the blood vessels, so that 
 they can be conveyed from place to place; and it permits 
 interchanges by enabling the things it has dissolved to soak 
 through the walls of the vessels. — H. Newell Martin, M.D., 
 F.R.S. 
 
28 
 
 FIRST YEAR 
 
 CIGARETTES 
 
 LESSON 5.— WILLIE AND HARRY 
 
 I am going to tell you a story about two little boys. One 
 was named Harry. The other was Willie. Harry lived in a 
 brown stone house. Willie lived in a red brick house. 
 
 Because they were born the same day, their birthdays 
 always came at the same time. When these birthdays came, 
 
 Harry with his father and mother went to Willie's house to 
 dinner to celebrate Willie's birthday. Then they all played 
 games with Willie and gave him presents. The same day, 
 Willie and his father and mother went to Harry's house to 
 supper to celebrate Harry's birthday, to play games with him, 
 and to give him presents. 
 
 Their mothers always had nice things the boys liked, for the 
 birthday dinner and supper. 
 
CIGARETTES 29 
 
 When they left the table after dinner or supper, each boy's 
 father marked on the wall just how tall the boys were. The 
 marks stayed there and showed how much each grew in a 
 year. 
 
 They grew fast ; they were almost always well. 
 
 When they had had six birthdays, they went to school. 
 They began the same day. They went to the same school 
 until they had passed the fourth grade. Then Harry went 
 into the fifth grade, but Willie could not. 
 
 He was dull in school. 
 
 He did not give attention nor remember what the teacher 
 said. 
 
 He was behind his class. 
 
 When his birthday came and he stood up after dinner for 
 his father to mark his height, the marks on the wall showed 
 that he was not growing so fast as Harry. 
 
 He did not like to play so well as he used to. 
 
 He was often sick. 
 
 He did not try to be good. 
 
 Can you tell me what had happened to Willie ? 
 
 Why was he shorter than his little friend ? Why had he 
 fallen behind in his studies ? Why was he often sick ? 
 
 We are all sorry to know that Willie could not keep up 
 with Harry in school and that so many other bad things hap- 
 pened to him. Willie's father and mother were very sorry 
 too. The next time Willie was sick, they sent for the doctor. 
 That wise doctor found out what made him sick and dull, 
 why he did not like to play, and why he did not grow well 
 or keep up with his class. 
 
 Willie was smoking cigarettes. A large boy had shown 
 him how to smoke. Willie spent for cigarettes the pennies 
 his father gave him, and smoked them when his father and 
 mother did not know it. 
 
30 FIKST YEAR 
 
 The doctor told Willie cigarettes are made of tobacco. 
 Then he told him what tobacco would do to a boy. Willie's 
 mother wrote it down and had it printed in large letters on a 
 card. She hung this card over the marks on the wall in the 
 dining room, which showed how much Willie and Harry grew 
 each year. 
 
 This is what the doctor said and what was printed on the 
 card : — 
 
 MEMORY POINTS 
 
 There is tobacco in cigarettes. 
 
 Tobacco will make a boy dull. 
 
 A boy who uses tobacco will not give good attention. 
 
 A boy who uses tobacco will not remember well. 
 
 A boy who uses tobacco will not keep up with his class in school. 
 
 Tobacco will hinder a boy's growth. 
 
 Tobacco icill make a boy ill. 
 
 Tobacco will keep a boy from caring for play. 
 
 Tobacco will keep a boy from trying to be good. 
 
 A boy should never use tobacco in any form. 
 
 Beview this story by asking the class to tell — 
 
 Why Willie did not care to play as he used to. 
 Why he did not give good attention. 
 Why he did not grow so fast as Harry. 
 
 Some' pupil may want to know if Willie stopped smoking 
 cigarettes. This will give an opportunity to tell of the diffi- 
 culty he had, because tobacco can make those who use it like 
 it so much. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 I have found that a boy who smokes becomes morally and 
 mentally weaker than those who do not. I have observed that 
 boys who are employed in business houses and smoke are often 
 
GROWTH, HEIGHT, AND WEIGHT 31 
 
 dishonest, and that they never attain the success that non- 
 smoking boys do. — Charles Bulkley Hubbel, New York 
 Board of Education. 
 
 Cigarette smoking blunts the whole moral nature. It has 
 an appalling effect upon the whole system. It stupefies the 
 nerves. It sends boys into consumption. It gives them 
 enlargement of the heart, and it sends them into the asylum. 
 I am a physician to several boys' schools, and I am often 
 called to prescribe for palpitation of the heart. In nine cases 
 out of ten it is caused by the cigarette habit. — C. A. Clinton, 
 M.D., San Francisco Board of Education. 
 
 Out of thirty-two young men in New York City who were 
 recently examined for West Point cadetship, only nine were 
 accepted as physically sound. Such a note might well make 
 the young men of our cities pause for a moment's thought. 
 Beer, the cigarette, too much amusement, and the hidden vices 
 are making havoc with the physical manhood of all our towns 
 and cities. — Journal of the American Medical Association. 
 
 GKOWTH, HEIGHT, AND WEIGHT 
 
 LESSON 6. —LIVING THINGS GROW 
 
 The day before this lesson is to be given ask the children 
 to find out how tall they are and how much they weigh. They 
 might ask an older brother or sister to write the desired in- 
 formation on a slip of paper which they can bring to school. 
 Never mind if some slips are lost ; the interest of the children 
 in the coming lesson will have been awakened. These slips 
 may be copied into a chart and kept for reference. Ask some 
 boy to bring a tiny maple tree, or a little oak with the acorn 
 still fastened to the rootlet. Another may bring a bud and 
 flower, or even a little kitten in a basket, if one of the chil- 
 dren is its proud possessor. 
 
82 
 
 FIRST YEAR 
 
 Holding up one of these little trees, begin the lesson with 
 the story of — 
 
 Bob and the Cherry Tree 
 
 One day Bob went out into the orchard to see his papa plant 
 some little cherry trees which had just come in the express 
 
 wagon. Bob was only rive years 
 old and had never seen trees 
 planted before. He wondered 
 where the expressman got 
 them. 
 
 "Papa," he asked, 
 " where did that man get 
 these little trees ? " 
 
 "They came on the 
 train from the nursery- 
 man," answered his fa- 
 ther. " The place where 
 little trees are taken care 
 of so that they will grow, 
 is called a nursery, just 
 as rooms where babies are 
 cared for as they grow and play are called nurseries." 
 
 Show the class the little oak, with acorn still attached to 
 its rootlets, and lead them to compare it with some tall tree 
 which they have seen. Then compare the bud with the flower, 
 bringing out the thought that trees and plants grow. Next, 
 direct their attention to the kitten. Why is it not so large 
 and heavy as the mother cat ? Will it ever be ? How will 
 it become large and heavy ? 
 
 Young animals and plants grow. 
 
 Ask all who know, to tell their own height and weight. 
 Take some measurements of height by having different chil • 
 
GROWTH, HEIGHT, AND WEIGHT 
 
 33 
 
 dren stand against the blackboard, while a line is drawn to 
 indicate how tall they are ; or have the class compare their 
 height with some object in the schoolroom. 
 
 How many are 
 
 taller and heavier 
 
 than they were last 
 
 year ? By questioning, 
 
 lead the children to tell 
 
 how they know that they 
 
 have grown, until some one 
 
 gives the desired answer. 
 
 When children grow, they get taller 
 and heavier. 
 
 Paul and Bert 
 
 Paul and Bert were two friends who lived 
 
 |V V across the street from each other. They were just 
 
 the same age, and on their sixth birthday Paul's big 
 
 OR. LESS. IX HY. 3 
 
34 
 
 FIRST YEAR 
 
 brother measured their height on the gatepost, marking 
 it with a pencil. He found the boys were just the same 
 height. 
 
 Paul was fond of playing out of doors in the fresh air and 
 sunshine. He wanted to be large and strong like his big 
 brother, so he ate the oatmeal and bread and milk which his 
 
 mother gave him, without teasing for candy or other sweets. 
 He was seldom sick. 
 
 Bert stayed in the house and played with his toys. He did 
 not want to eat plain foods, but teased for cake, pie, and candy. 
 When he did go out of doors he sometimes took cold and was 
 sick because he was not used to it. His mamma said that 
 Bert was not very well or strong. 
 
 When the boys were eight years old, they were measured 
 
GROWTH, HEIGHT, AND WEIGHT 35 
 
 again, but they were not the same height this time. Which 
 do you suppose was the taller ? 
 
 We must try to keep well and strong if we want to grow 
 fast. Ask the class to name some things which help children 
 in their growth. From the story they may be able to state at 
 once a few of the essentials. If not, question them about the 
 story. 
 
 Write at one side of the board in large letters : — 
 
 Some Things which help to make us Grow 
 
 Sketch below this a loaf of bread, an oatmeal dish with a 
 spoon in it, and a glass labeled "milk." This will aid in 
 obtaining from the children the following statement, which 
 should be written under the picture : — 
 
 GOOD FOOD HELPS TO MAKE US GROW 
 
 Draw on the board the picture of a boy working or playing, 
 and beside it a child resting or asleep, or show the children 
 such pictures, obtaining from the class by questions the state- 
 ment : — 
 
 We need to work, to play, and to rest if we want to grow 
 well. 
 
 Ask about their bedtime, and help the mothers by explain- 
 ing to the children that little people who are growing need 
 much more sleep than grown people, so they should be glad 
 to go to bed early in order to grow fast and become stronger 
 and heavier each year. 
 
 Some Things which hurt our Growth 
 
 Call attention to the appearance of grass which has been 
 covered by a board for some time. How do plants look when 
 they are first brought up from the cellar in spring ? Why do 
 the grass under the board and the plants in the cellar change 
 
36 FIRST YEAR 
 
 their color ? They have had food from the earth and water to 
 drink. Why are they not strong and green like plants which 
 are out in the air and sunshine ? 
 
 Plants cannot grow well without fresh air and sunshine. 
 
 Can you think of anything which may hurt the growth of 
 little boys and girls ? 
 
 Bad air may hurt the growth. 
 
 Lack of sunshine makes people look sickly. 
 
 Improve this opportunity to impress upon the little people 
 the healthfulness of out-of-door sports, and especially the 
 benefit of playing in sunshine. Teach also by example and 
 precept such principles of ventilation as the pupils will be 
 able to apply at home. Watch the condition of the air in the 
 schoolroom, being careful to keep it pure. 
 
 Why Eddie stopped Growing 
 
 Eddie was a little boy who lived in Illinois. He was a 
 pretty little fellow, with bright brown eyes and pleasant man- 
 ners. He always lifted his hat when he met his teacher, but 
 although he learned his lessons quite well when he began 
 school in the first grade, before the year's work was done he 
 was far behind the other children, and in June could not pass 
 into the second grade. He had not grown much besides. 
 His teacher felt sorry and wondered what was the matter. 
 
 One day she found something in his pocket which looked 
 like this (sketching a cigarette on the board). It was of a 
 dirty white color and had something rolled up inside of it 
 which did not smell good. Who knows what it was ? 
 
 A cigarette. 
 
 Yes, that was it. Eddie had been smoking cigarettes for 
 several months. Then his teacher knew why he could not 
 pass into the second grade, for there is a poison in cigarettes 
 
GROWTH, HEIGHT, AND WEIGHT 37 
 
 which makes the boy who smokes them dull and stupid. She 
 also knew why he had not grown like other boys. She told 
 him how he was dulling his brain and hurting his body, so 
 that he could not grow well, and he promised not to smoke 
 any more. But one of the most dreadful things about ciga- 
 rettes is that boys who smoke them are likely to break their 
 promises. Another bad thing is, that the boy who smokes a 
 few wants to smoke more. Eddie broke his promise because 
 he had smoked so long he could not stop, — or thought he 
 could not, — and when his teacher saw him again four years 
 afterward, he was still very small and was only in the third 
 grade in school. 
 
 MEMORY POINTS 
 
 Young plants and animals grow. 
 
 Children become taller and heavier when they grow. 
 
 We must keep well if we want to grow fast. 
 
 Wholesome food helps ns grow. 
 
 We grow when we work, play, and rest. 
 
 We need fresh air and sunshine. 
 
 Children who smoke cigarettes are likely to be small and sickly. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 The teachings of elementary physiology indicate the neces- 
 sity for the growing child of continuous exercise out of doors 
 and pure air in school, a larger allowance of sleep than is 
 necessary for the adult, and pure air in the sleeping room. — 
 London Lancet. 
 
 Tobacco interferes with and impairs general development, 
 physically and mentally, probably by retarding progressive 
 cell changes and impairing nutrition. — British Medical and 
 Surgical Journal. 
 
38 
 
 FIRST YEAR 
 
 FOOD AND REST 
 
 LESSON 7. — WHY WE NEED FOOD 
 
 The wise teacher will have her food lesson after, not before, 
 
 a meal. Talking about food on an empty stomach puts a 
 
 severe strain on the self-control and amiability of the class. 
 
 Take a box of strawberries, or some other article of food, to 
 
 school, placing it out of sight in the desk. 
 
 Intimate to the class that you are going to talk about what 
 we have every day, and the child who guesses first may have 
 some. 
 
 I was in Mildred's home the other day, and saw something 
 that pleased me very much. 
 It was about as long as this. 
 
 It was kept in a basket when I saw it. What do you think 
 it was ? No, it was not a kitty nor a dog nor a doll. Mildred 
 loves it better than all the dolls in 
 the world. She would not exchange 
 it for a whole toy shop full of dolls. 
 
 Yes, it is a baby, Mildred's dear 
 sister Helen. 
 
 Lucy: "I saw Mildred's Helen 
 when she was no bigger than a doll. 
 Her hands were just as wee ! She 
 is bigger now." 
 
 Why is Helen bigger now ? 
 Kate : « She is older." 
 Lucy : " She has grown." 
 Name something else that grows. 
 
 Dogs, cats, birds, flowers, grass, trees, hair, nails, may be 
 mentioned. 
 
 If we should take Helen and put her in a room by herself 
 and leave her there for a week, what would probably happen ? 
 
FOOD AND REST 
 
 39 
 
 Roger : u She would cry." 
 
 Faith : " I think she'd die, because she would have nothing 
 to eat." 
 
 What does a baby need ? 
 
 It needs food. 
 
 What else needs food ? 
 
 After a little the children will grasp the thought that every- 
 thing alive needs food. 
 
 If Helen had just enough food to keep her alive, would that 
 be all she needs ? 
 
 Children state that she would not be happy, she would cry, 
 would not be fat, would 
 be pale. 
 
 Food insures growth. 
 
 What else needs food 
 for growth ? 
 
 The pet kitty must 
 have her milk regularly. 
 
 The dog needs his 
 meals as regularly as 
 we do. 
 
 The canary in his cage, and all other pets, must be cared for. 
 
 The plants must be watered regularly. God sends sunshine 
 and moisture to the grass, trees, and flowers. The trees suck 
 up juice from the soil with their roots. 
 
 What will mother do when winter comes, to keep Helen 
 from getting cold ? 
 
 Mildred : " She will have a fire in the nursery, and put 
 thicker dresses on her." 
 
 That is one of the ways to keep warm. 
 
 Refer to the wadded cover mamma puts over the tea or coffee 
 pot, at the table, and point out that the cover keeps the heat 
 from coming out of the pot. 
 
40 
 
 FIRST YEAR 
 
 So our clothes keep the heat from leaving the body too 
 rapidly. 
 
 Show that some kinds of clothing let the heat out more 
 readily than others, hence the reason for wearing woolen in 
 
 winter and cotton in summer. 
 In very cold countries peo- 
 ple must eat more to keep 
 them warm. 
 
 Agoonack, the little Es- 
 kimo in Seven Sisters, must 
 eat much fat to keep her 
 warm. Perhaps she would 
 enjoy a tallow candle more 
 than a stick of candy. 
 Why do we need food ? 
 
 To keep us alive. 
 
 To make us grow. 
 
 To keep us warm. 
 
 There is another reason. 
 Harold, why did your 
 mamma throw away her 
 rubbers and your rubber 
 boots? 
 
 Harold : " Because they were all worn out. The heels were 
 out in her rubbers, and my boots had a lot of holes in them." 
 
 Daisy : " My school sack is worn out. It isn't good enough 
 for any one to wear." 
 
 Everything wears out sooner or later. Our bodies do the 
 same thing, for every minute little parts of us wear out, and 
 if new parts are not put in very quickly, we grow thin and ill. 
 What do you suppose keeps our bodies from wearing out ? 
 Here is a new point to add to our knowledge. . 
 
 We need food to keep the body from wearing out. 
 
FOOD AND REST 41 
 
 LESSON 8. — THE KIND OF FOOD WE NEED 
 
 After we take a bath how does the water look ? 
 
 It looks dirty. 
 
 When we wash ourselves, rubbing hard, what comes off ? 
 
 Harold : " Mamma calls it dead skin." 
 
 Yes, parts of us are wearing out all the time. These must 
 be built up as fast as they wear out, or we shall be ill. 
 
 When any part of your house grows old and leaks, what does 
 father do ? 
 
 He mends it. 
 
 So we have to keep our bodies mended, or they will not grow. 
 We do not mend them as we do our clothes or china when it is 
 broken. 
 
 When we feel hungry we eat, and our food builds up again 
 the worn-out parts of our bodies. It does this just as rain 
 makes the flowers grow. 
 
 I once saw a baby that was very ill and thin and cried all 
 the time. The mother told me they could not find any food 
 the baby could eat. Poor sick baby ! Its little body was 
 wearing out fast, because they did not know how to mend the 
 worn-out parts. We need food which will make the body grow 
 and keep it mended. 
 
 Kitty sat up very late last night. Mamma had company 
 who were anxious to see the little girl. 
 
 This morning Kitty is sleepy. She does not feel like work- 
 ing, and she cried because she did not get her number lesson 
 done in time. 
 
 What is the matter ? 
 
 Walter : " She didn't have sleep enough." 
 
 Roger : " Perhaps she ate her supper too late." 
 
 That must be it. Our bodies need to rest. We must not 
 keep them working all the time. Do you remember the pop- 
 gun your uncle brought you from New York, Willie ? 
 
42 
 
 FIRST YEAR 
 
 Willie: "Yes, indeed. It didn't last a week. I played 
 with it every spare minute. Mother said I wore it all out." 
 
 Our bodies need rest or they will 
 not grow well. 
 
 Is it a good plan to eat be- 
 tween meals half a dozen times 
 a day? 
 
 Poor stomach, how hard 
 it has to work if we eat 
 so often! By and by it 
 will get out of order. 
 
 If our bodies are to 
 grow, if our food is to do 
 us any good, we must rest 
 as well as work. 
 
 We must sleep well at night. 
 "\Ye must not eat anything 
 that will make our stomachs 
 work too hard. 
 
 Is it well to ride one's bicycle 
 too long at a time ? 
 Shall we sit up late at night ? 
 Shall we jump rope or roll hoop long at a time ? 
 Shall we eat too much and too often ? 
 
 MEMORY POINTS 
 
 Food keeps us alive and makes us grow. 
 
 It helps to keep us warm. 
 
 It keeps the body from ivearing out. 
 
 We must not eat between meals. 
 
 Our bodies must have time to rest. 
 
 (Mildren need a great deal of sleep. 
 
THE APPLE 43 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Food repairs the Body 
 
 • 
 
 The only way we can repair the waste of the body is by the 
 process of eating. — Journal of Hygiene. 
 
 Make the bodily income as large as possible by the best food 
 in the right proportions, by good air, appropriate rest, and 
 restraint over evil habits which squander the bodily resources. 
 — M. L. Holbrook, M.D. 
 
 Food for School Children 
 
 Breakfast should consist chiefly of porridge and milk, brown 
 bread should be substituted for white, and tea and alcohol 
 should be banished. — London Lancet. 
 
 Alcohol is not a Food 
 
 It is in great part oxidized in the body, but it cannot take 
 the place of any of our necessary foods. — P. J. Mobius, M.D., 
 Leipsic. 
 
 THE APPLE 
 LESSON 9— A NATURE STUDY 
 
 Select a large, handsome, ripe apple to use in this lesson. 
 If possible have an apple in the hand of each child. 
 
 Question and help the children to tell the shape of their 
 apples, the color. Dwell upon the beauty of the apple, asking 
 all who think that rosy-red apples or yellow apples are pretty 
 to raise their hands. 
 
44 
 
 FIRST YEAR 
 
 Potatoes grow in the ground. How many ever saw potatoes 
 dug ? Where do apples grow ? Do all kinds of trees have 
 apples growing on them ? 
 
 Help the children to name the 
 common trees of their own local- 
 ity and describe the fruit of each. 
 Teacher: "I have here an 
 apple. What color is it ? " 
 It is green. 
 
 Teacher: "Come here, Roy, and press this green apple 
 with your finger. Tell us whether it is hard or soft." 
 It is hard and green because it is not ripe. 
 
 Teacher : " Is it good to eat ? " Almost every child will be 
 able to tell from experience that green, unripe apples may 
 make us sick if we eat them, that they are not good to eat. 
 
 Teacher : " When are apples good to eat ? " 
 
 Apples are good to eat when they are ripe. 
 
 Question about cooked apples, leading the children to tell 
 that baked or stewed apples, or ripe uncooked apples are good 
 
THE APPLE 45 
 
 to eat. Appeal to the sense of gratitude in the child for the 
 beautiful apples which taste good and which all like. 
 
 Teacher : " Will ripe apples keep good always ? " Hold up 
 a good apple and another which is decayed. Cut both in sec- 
 tions and pass them, calling attention to the difference in color 
 and odor. Explain that rotten or decayed apples are not fit 
 to eat. They would make us ill. 
 
 Teacher: "What is inside of our apples?" Before you 
 answer, I will tell you a story about — 
 
 Tom and his Ball 
 
 A little boy whose name was Tom had a large rubber ball 
 that he kicked with his feet, and a small one that bounded 
 back when he threw it. One rainy day he was playing in the 
 house. All at once his mother heard him crying and went to 
 see what was the matter. There Tom sat, in tears, with his 
 knife in his hand and both balls in bits on the floor. 
 
 " What is the matter, Tom ? " his mother asked. 
 
 " I cut the balls open to find what was inside of them, and 
 there isn't anything there," sobbed Tom. 
 
 Teacher : " If we should cut open our apples, should we find 
 anything in them ? What is inside the skin of an apple ? " 
 
 Question until the children name the core of the apple, the 
 seeds, the pulp, and the juice. 
 
 Teacher : " How do you suppose the apple will keep sound 
 longer, — whole, or after it has been cut open ? " 
 
 " Yes, the apple spoils very soon after the skin is broken, and 
 then it is no longer good to eat." 
 
 Men sometimes crush apples and press out their juice. Do you 
 know what they call such pressed-out juice ? It is called cider. 
 
 This cider is a very common drink. But it is a drink which 
 boys and girls should let alone. It contains a substance formed 
 in the decay of the apple juice, which is a poison. This sub- 
 stance is alcohol. 
 
46 FIRST YEAR 
 
 Explain in very simple language what a poison is ; that 
 it is something which may hurt ns. Some plants are poison- 
 ous, and we should not handle or taste them. Some drinks 
 contain the poison alcohol, and this makes them unsafe to 
 drink. 
 
 There is not much alcohol in new cider. Yet it is best to 
 let it alone, because even a little alcohol has the power to 
 arouse a liking for itself in those who drink it. This liking 
 often makes people take more and more cider until they have 
 formed a very harmful habit. 
 
 Care should be taken not to exaggerate the truth. Empha- 
 size the fact that the danger in cider lies in the power of the 
 alcohol it contains to make one want more and more until he 
 has taken enough to hurt him, and is perhaps unable to let it 
 alone. 
 
 Teacher : "I will not drink cider, because there is alcohol 
 in it. If you think I am right, raise your hands." 
 
 There are two things about cider that make it a very bad 
 drink. We have learned one of these : — 
 
 There is alcohol in cider, and alcohol is a poison. 
 
 The second bad thing about cider is this : — 
 
 The alcohol in cider can make one who drinks it want more. 
 
 Poor Horace 
 
 When the juice of apples is first pressed out, and people 
 think there is no alcohol in it, they call it sweet cider. 
 
 Many years ago there lived in a pleasant country town a 
 boy whose name was Horace. His father had a large apple 
 orchard, and in the autumn many of the apples were taken to 
 a mill to be made into cider. 
 
 Horace began to drink cider when he was a little boy, and 
 soon became very fond of it. At first he drank only what was 
 
THE APPLE 47 
 
 called sweet cider, but after a time the stronger it was the 
 better he liked it, and he wanted it every day. When he was 
 a big boy he wanted something stronger, and often went to a 
 store in the village where he drank whisky and rum. Before 
 he was twenty years old he became a drunkard. He began 
 this bad life by drinking what he called sweet cider. He 
 thought it would not hurt him any more than the apples did. 
 After telling this story, ask the children to repeat what they 
 can remember of it, until they have brought out the points in 
 their own words. Make sure that all understand why it is that 
 ripe apples are good to eat, while cider made from the juice of 
 these same apples is a bad drink. Leave them with this 
 thought : 
 
 I ought not to drink cider, and you ought not, because there 
 is alcohol in it. 
 
 Some child will doubtless ask if sweet cider is not good. 
 Then will be the time for the teacher to tell the class that 
 alcohol ordinarily forms in cider in about six hours after it is 
 pressed out, and if they never drink any cider they will never 
 become cider drunkards. 
 
 MEMORY POINTS 
 
 Ripe apples are good to eat. 
 
 Apple juice soon changes after it is pressed out of the apple. 
 
 It is not so sweet as before. 
 
 Its color is different. 
 
 It is no longer safe to drink. 
 
 Alcohol forms in pressed-out apple juice. 
 
 Alcohol is a poison. 
 
 A poison has the power to do us harm. 
 
 The alcohol in cider may hurt us. 
 
 It may make us ivant more. 
 
 We must not drink cider. 
 
48 
 
 FIRST YEAR 
 
 APPLE SONG. 
 
 10. 
 
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 1. One, two, three,one, two,three,Come now to 
 
 2. One, two, three,one, two,three, Come now to 
 
 3. We may eat ap-ples sweet, Give them to 
 
 the ap - pie tree ; 
 the ap - pie tree ; 
 the friends we meet ; 
 
 *2 
 
 ^iiS=eS=* 
 
 ±=± 
 
 m^mmmm^m 
 
 Here we go, in a row, Where the nice red ap - pies grow. 
 All around, they are found, Ly - ing thick - ly on the ground. 
 Pick them now from the bough, We will glad - ly show you how. 
 
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 2££Ei 
 
 6 
 
 mmmm 
 
 v v v v y v 1 
 
 Now we're stand - ing by a tree, And the fruit so 
 
 Here the small de - cayed ones lie, And we quick - ly 
 
 But of ci - der take we none, This bad drink let 
 
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 Cho. Now we're march-ing all a - round, Where the ap - pies 
 
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 fair we see, One,two,three,one,two,three,Pick them from the tree, 
 pass them by, One,two,three,one,two,three,Pick them from the tree, 
 chil-dren shun,Ono,two,three,one,two,three,Pick them from the tree. 
 
 ^^Efe^g 
 
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 nice are found,As we go in a row,Sing - ing joy - ful - ly. 
 Music used by permission of Oliver Ditson Company, owners of the copyright. 
 
THE APPLE 49 
 
 Suggestions for Motions to accompany the Song 
 
 The children rise, and as they sing, march to the music till 
 they come to the words, "Now we're standing by a tree"; 
 they then stand still, and as they sing, " One, two, three," 
 etc., they raise both hands as high as possible, allowing them 
 to fall again with the rhythm of the music, and continuing 
 the motion to the end of the stanza. 
 
 The music for the chorus is the same as the last four lines 
 of each stanza. The chorus may be omitted at the option of 
 the teacher. This is designed for a marching song, and if it 
 is desired that the pupils march around the room before sing- 
 ing the second stanza, the chorus may be repeated as many 
 times as required, 
 
 In singing the second stanza, the children march as in the 
 first, till they come to the end of line beginning, "Come now," 
 etc., when they stop and look downward, continuing to sing, 
 "All around," etc., at the same time dropping and lifting the 
 hands with a downward movement, to the end of the sixth line, 
 then resume the motion of gathering the fruit as in first stanza. 
 
 In the third stanza, as the first line is sung, hands may be 
 passed to the mouth, repeating to end of first line. 
 
 Through the second line the hands may be thrown out with 
 extended palm, and drawn back as the words are sung, " Give 
 them," etc., to end of second line. The motions in the third 
 and fourth lines are the same as in the last line of the first 
 stanza. When the words " none " and " shun " are sung, 
 the right hand is thrown out as though throwing something 
 away. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Cider can Intoxicate 
 
 When the juice of apples is pressed out and exposed to the 
 air, ferments from the surface of the fruit and ferments float- 
 
 OR. LKSS. IN HY. 4 
 
60 FIRST YEAR 
 
 ing in the dust of the air reach it and break up its sugar into 
 carbon dioxide and alcohol ; the result is cider, an intoxicating 
 liquor. — H. Newell Martin, M.D., E.R.S., Johns Hopkins 
 University. 
 
 Alcohol in Cider 
 
 Dr. S. Dana Hayes, State Assayer of Massachusetts, says 
 hard cider has as much as ten and one half per cent alcohol. 
 
 Alcohol a Poison 
 
 Alcohol is a virulent poison, and as such, should be placed 
 in the list with arsenic, mercury, and other dangerous drugs. 
 — Alfred Carpenter, M.D., Examiner of Public Health in the 
 University of London, President of the Council of the British 
 Medical Association. 
 
 THE BODY AS A WHOLE 
 LESSON 10. —OUR LIKENESS TO TREES 
 
 Bessie and Philip went out to walk one day with Aunt 
 Bertha. It had been dull, rainy weather for nearly a week, 
 but now the sun had come out, and the sky was blue once 
 more. 
 
 The children were glad as kittens, and they skipped and 
 played along the road, very much like our little four-footed 
 friends. 
 
 " I want to stop and look at the oaks," said Aunt Bertha. 
 So they turned up a side path, which wound up a hill where 
 the trees stood. 
 
 " This is my tree," cried Philip, running and putting his 
 arms about it. 
 
 Do you know the name of the part that he clasped in his 
 arms? 
 
THE BODY AS A WHOLE 
 
 51 
 
 Roger: "It must have been the trunk. He couldn't get 
 hold of the branches unless he were very tall." 
 
 It was the trunk, and it was so large even Aunt Bertha's 
 hands could not meet when she tried to clasp it. 
 
 The children ran about, trying to find trees they could 
 entirely clasp with their arms. 
 They found only one or two, 
 for these were old oaks, 
 and very large. 
 
 Suddenly a bird sang 
 over their heads. They 
 tried to see it. Where do 
 you think it was ? 
 
 Mildred : " Up in the 
 leaves." 
 
 What do the leaves 
 grow on ? 
 
 Mildred : "On the 
 branches." 
 
 It was like looking up 
 into a cool green bower. 
 They could hear the bird's 
 sweet note, and by and by he 
 flew out and perched upon a lower 
 limb. Bessie laughed, and the bird 
 flew away. 
 
 "He must have a nest up there somewhere," said Philip. 
 
 "No doubt there are many nests in that tree," said Aunt 
 Bertha. "The oak is a kind old tree. It shelters many little 
 bird families." 
 
 " Here are some violet leaves," said Philip. 
 
 " There must have been hundreds of violets here a month ago." 
 
 " Do you know what the oak did last fall to help the vio- 
 lets ? " Aunt Bertha asked. 
 
52 FIRST YEAR 
 
 " It dropped its leaves down to make a warm blanket," said 
 Philip. 
 
 " The oak gives us acorns," said Bessie. " Papa made me a 
 set of dishes out of acorns and acorn cups." 
 
 Can you think of any other good the oak does ? 
 
 " It is a shady tree. When we are out walking and get hot 
 we sit down and rest. I like the oak," said Bessie. " I wish 
 I were a tree." 
 
 A growing tree is a beautiful thing, but a growing child is 
 even better. We are not unlike trees in some ways. What 
 part did you clasp, Philip ? 
 
 " I clasped the trunk." 
 
 Each of you has a trunk. Show where it is. 
 
 Bessie threw her arms about her brother Philip, and gave 
 him a big hug under his arms, saying : — 
 
 " This part is the trunk." 
 
 What is above and below the trunk ? 
 
 Philip thought a moment, then said, "My head is at the 
 top, and my legs are at the bottom." 
 
 Do we have branches, like trees ? 
 
 " Oh, yes, we do," said Bessie. " Our arms are the branches. 
 What are our legs, Auntie ? " 
 
 " There is another name for branches," said Aunt Bertha. 
 
 " Oh, I know — limbs. I tore my red and white dress on 
 the limb of the old pear tree." 
 
 Yes, our arms and legs are our limbs. 
 
 Which are the upper limbs ? 
 
 " Our arms must be our upper limbs, because they are higher 
 up," said Philip. 
 
 " Then our legs would be the lower limbs," said Bessie. 
 
 "Trees haven't lower limbs," said Bessie, gazing at the old oak. 
 
 Why doesn't a tree blow over in a storm ? 
 
 " Oh, I know," cried Philip, " the roots hold them fast. I 
 guess the roots are as good feet as the tree can have." 
 
THE BODY AS A WHOLE 53 
 
 Can you tell the parts of a tree ? 
 
 Philip : " Trunk, limbs, roots, — yes, and leaves." 
 
 What are the parts of the body ? Begin at the top. 
 
 Philip : " Head, trunk, limbs ; the upper limbs are my arms ; 
 
 my legs are my lower limbs." 
 
 Bessie : " Our fingers are the leaves, are they not ? " 
 
 "We can call them so," said Aunt Bertha. "I saw some 
 
 verses the other day that I think will please you." 
 
 The Maple's Fingers 
 
 " « Green leaves, what are you doing, 
 Up there- on the tree so high ? ' 
 « We are shaking hands with the breezes, 
 As they go singing by.' 
 
 " 4 What — green leaves, have you fingers? ' 
 Then the maple laughed with glee, 
 * Yes, just as many as you have, 
 Count them, and you will see.' " 
 
 " I like that," said Bessie ; " but I didn't think trees were 
 so much like people. I will tell mamma it when I get home." 
 
 " Aunt Bertha," said Philip, " we are going to have lessons 
 about our bodies next term. Herbert has them and he told me 
 about it. His teacher told them about the trunk and the 
 Jimbs. I like this way better." 
 
 Aunt Bertha : " You must try to remember what we have 
 found out so you can tell your teacher. When we get home 
 I'll ask you again to tell me the parts of the body." 
 
 " I hate to leave the oak," said Bessie, " it is so beautiful 
 and so kind. Good-by, old oak, take care of the birds, and 
 give me some more cups and saucers next fall." 
 
 "Good-by," cried Philip, "be getting your blankets ready 
 for the flowers." 
 
 "Now we will go down to the brook," said Aunt Bertha, 
 and the children skipped merrily away. 
 
54 FIRST YEAR 
 
 MEMORY POINTS 
 
 The parts of a tree are the trunk, limbs, roots, and leaves. 
 The parts of the body are the head, trunk, and limbs. 
 The arms, hands, and fingers are our upper limbs. 
 The legs, feet, and toes are our lower limbs. 
 
 CLEANLINESS 
 
 LESSON 11. — COVERING OF THE BODY 
 
 Edmund was a little boy who lived in the country. One 
 day when it was storming so hard he could not play outside, 
 the rain began to come down on the inside, too. It made a 
 wet place on the ceiling and the floor below. 
 
 " The roof leaks," said Edmund's father. " 1 must put some 
 new shingles on it to-morrow." 
 
 The next day was bright and sunny, and Mr. Clapp was 
 early at work. He tore off the old shingles and put fresh ones 
 in their places until the whole roof was as good as new. 
 
 The next time it rained no water could get into the house. 
 
 " How do shingles keep out the rain ? " asked Edmund. 
 
 His father took some of the boy's blocks and showed him 
 how the roof of a house is built; then how the shingles are 
 laid, overlapping one another and so close together that no 
 water can get between them. 
 
 " Do you know why water does not soak into our bodies when 
 we have been out in the rain ? " asked Mr. Clapp. " You 
 know it wets only the outside and runs off quickly." 
 
 "I don't know," said Edmund. "Why doesn't it? We 
 are not shingled the way houses are." 
 
 "Our bodies are covered with something better," his father 
 explained. " Sit down and I will tell you about it." 
 
 Mr. Clapp took a microscope out of his pocket and told 
 Edmund to look at the back of his hand through it. 
 
THE NEED OF CLEANLINESS 55 
 
 The little boy saw that the outside of his skin was made up 
 of many tiny scales placed one on top of another. He saw 
 also tiny hairs all over the surface, and many little holes. 
 
 His father told him that perspiration comes out of these 
 little holes, and that in this way the body gets rid of some of 
 its waste matter. They help, too, to cool the body. 
 
 " They are something like little ventilators," said Mr. Clapp. 
 
 We are made much more carefully than the best houses, for 
 our skin grows as fast as it wears out, and keeps our bodies as 
 good as new. 
 
 The Need of Cleanliness 
 
 One day Mr. Clapp came home with something queer in his 
 hand. 
 
 "It looks like a snake," said Edmund, " but it hasn't any 
 insides." 
 
 His father told him that it was a snake's skin, and that 
 when one of these creatures gets too big for his clothes or 
 needs a new suit, he wriggles and twists until he crawls out 
 of the old skin. Then he goes away with a soft new skin 
 which has been growing underneath. 
 
 " Our skin, too," said Mr. Clapp, " is all the time wearing 
 out, but we get rid of it a little at a time, and not all at once 
 as a snake does. When you take off your clothes to-night turn 
 them inside out and shake them, then tell me in the morning 
 what you saw." 
 
 " My clothes were all full of dust," said Edmund the next 
 day. 
 
 His father told him that much of this dust was really tiny 
 pieces of dead skin which people need to get rid of, just as 
 the snake needs to lose his worn-out covering. 
 
 Ask the children in your class to shake out their clothing 
 when they go to bed. How many find the same thing that 
 
5G FIRST YEAR 
 
 Edmund did ? Why do we need at night to air the clothes we 
 have worn all day ? 
 
 Sometimes there is something on our faces and hands and 
 other parts of our bodies which does not belong there. Where 
 does this dirt come from? Should we always stay indoors 
 and never romp and play or work for fear of soiling our hands 
 or clothes ? 
 
 If we tried that plan, we should grow up thin and pale. We 
 need to play while we are children, but when we are ready for 
 something else we should wash our faces and hands and make 
 them lit to be seen. 
 
 The Use of Cigarettes is Uncleanly 
 
 When Edmund was a little older, Mr. Ames, the grocer, 
 asked if he would like to work for him every Saturday. 
 
 Edmund was delighted, for he had to earn his own spending- 
 money, and here was a fine chance. 
 
 " Do you know why I gave your boy the place ? " Mr. Ames 
 said one day to Edmund's father. 
 
 "It is chiefly because he does not smoke cigarettes. Ed- 
 mund is two years younger than Burt Page, the last boy I had, 
 but he is worth as much again. 
 
 "When he comes in the morning his hands and face are 
 clean, his hair is well brushed, and there is no odor of tobacco 
 about his clothes. 
 
 " I want a boy who is bright and quick to run errands. 
 When I send Edmund off with a package I know he is not 
 loafing on some corner with a cigarette in his mouth. 
 
 " Then, too, he is neat in the store. When Burt was with 
 me, I used to find tobacco juice in the corners and behind the 
 counter, but there is nothing of that sort now. My store is as 
 clean as a parlor." 
 
 It pays to be neat. 
 
THE HEAD 
 
 57 
 
 MEMORY POINTS 
 
 Our bodies are covered with skin to protect them. 
 
 There are tiny holes in the skin to cool the body and let out 
 waste matter. 
 
 The skin is all the time vjearing out, and new skin is all the 
 time growing. 
 
 We must bathe often to keep the skin clean and healthy. 
 
 At night we should air the clothing we have worn through the day. 
 
 We must keep our breath sweet and clean by not smoking 
 cigarettes. 
 
 THE HEAD 
 LESSON 12 — PARTS OF THE HEAD 
 
 Hold up in sight of 
 the class a copy of Sir 
 Joshua Reynolds's "An- 
 gels' Heads." 
 
 There was once a 
 painter who was very 
 fond of children. 
 
 He had.no little boys 
 or girls of his own, but 
 he was so gentle and 
 jolly that he made 
 friends of all he met, 
 even the beggar children 
 in the street. 
 
 Sometimes he would 
 take them into his studio 
 and paint their pictures. 
 
 Nobody else could 
 paint children so well. 
 
 Sir Joshua Reynolds. 
 
58 
 
 FIRST YEAR 
 
 One day a little friend of his was taken sick and had to 
 spend his birthday away from home, so Sir Joshua Reynolds, 
 for that was this good painter's name, went to see him. 
 
 " : Never mind," he said ; "if you can't go home, I'll paint 
 your picture and send that to your father instead." 
 
 Little Frances Gordon was one of his favorites, and he 
 painted these five heads from hers, in different positions, so 
 they are all pictures of one little girl. They are called angels' 
 heads, but we like also to think of them as pictures of a real 
 
THE HEAD 59 
 
 live little girl who had a beautiful face and head, and who took 
 the right care of them. 
 
 Look at her picture while we talk about it, and we'll see if 
 we can find some of the reasons why it is beautiful. Then we 
 shall know how to treat our own heads properly. 
 
 You may stand and put your hands on your heads. What 
 does the head feel like ? 
 
 My head feels hard. 
 
 My head feels round — something like a ball. 
 
 Our heads feel hard because there is a layer of bone just 
 underneath the skin. Some day we shall learn what is inside 
 this bony covering, but now we need to remember only that 
 the outside is made hard and strong to protect the parts 
 within which are very soft and delicate. 
 
 We must know the names of the different parts, or we can- 
 not talk about them. How many can you name from the pic- 
 ture? 
 
 Call upon one of the most self-possessed girls or boys to 
 stand before the others while they look to see whether he or 
 she has features and parts of the head corresponding to those 
 of the child in the picture. Give the class the name of any 
 part unfamiliar to them. 
 
 Suppose we rise and find the parts of our own heads. You 
 may point them out while I name them, and all who get them 
 right may stand here with me and give the names for the rest 
 to find. 
 
 Point to the front of the head, the back, the right side, left 
 side, crown, left ear, the hair, the right ear. 
 
 When all can do this quickly, ask different ones to point to 
 these parts in the pictured heads and in the pictures of other 
 people or of animals which hang in the room or are found in 
 their story books. 
 
 If a live dog or kitten can be brought into the class for the 
 same purpose, so much the better. 
 
60 FIRST YEAR 
 
 Care of the Head 
 
 Put your hands on the tops of your heads. What sort of a 
 covering do you find there ? 
 
 Tell me how many different colors of hair you can see. 
 Why do we have hair on our heads ? 
 
 Our hair keeps us from taking cold. 
 
 The hair on our heads makes us look better. 
 
 Look at this picture of the " Angels' Heads " and tell me 
 what kind of hair little Frances Gordon had. 
 
 Question and suggest until the children notice that her hair 
 looks soft and silky. 
 
 There are little bags of oil at the roots of our hair. How 
 does this oil make our hair soft and smooth ? 
 
 The painful experiences with brush and comb through which 
 children pass will suggest the right answer, and help to make 
 them patient while having the hair brushed. 
 
 What else does the hair need to keep it in good condition ? 
 
 The hair needs to be kept clean. 
 
 The skin at the roots of the hair is apt to dry and form in 
 little scales which we call dandruff. We need to brush our 
 hair and wash our heads often to get rid of this dry, dead skin. 
 
 Sometimes the hair splits at the ends and grows brittle and 
 rough to the touch. Then we need to have some one cut off 
 the ends with the scissors, and we must take extra pains to 
 keep it clean and well brushed until it grows soft again. 
 
 MEMORY POINTS 
 
 The parts of the head are the face, back, crown, sides, hair, 
 and ears. 
 
 We must keep the head clean. 
 
 The hair needs to be brushed every day. 
 
THE FACE 61 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Alcohol stunts Growth 
 
 There is no better way of interfering with the growth and 
 development . of body and mind in lads and lassies than by 
 giving them alcoholic liquors. — Medical Pioneer. 
 
 Tobacco prevents Development 
 
 Smpking prevents healthy nutrition of the structures of the 
 body. Hence result, especially in young persons, an arrest of 
 the growth of the body, low stature, and weak bodily powers. 
 — J. Copeland, M.D., F.B.S. 
 
 THE FACE 
 LESSON 13. — GENERAL SHAPE 
 
 Begin the lesson with some motion song which ends in 
 hiding the face. Waken the children by telling them that 
 now you wish to see their faces. Ask one of them to come to 
 the front of the room and turn his back to the school, select- 
 ing a child with an oval face. Ask the class how much of 
 Johnny they can see. 
 
 We can see the back of his head, his hair, his back, arms, 
 and legs. 
 
 Turn the boy around, facing the school, and ask again what 
 the children see. 
 
 Select for emphasis the answer : — 
 
 We can see his face. 
 
 Call another child to the front of the room, and ask him to 
 trace with his finger the outline of Johnny's face. 
 
 Where is Johnny's face the widest ? Where is it the nar- 
 rowest ? Where is it the longest ? Name some object which 
 is shaped like a boy's face. Name a fruit oval in shape. 
 
62 
 
 FIRST YEAR 
 
 Some child thinks of the egg, while the pear is quickly 
 recalled as the egg-shaped fruit. 
 
 Provide each pupil with drawing paper and pencil. 
 Teacher : " Look sharply at Johnny's face and draw the 
 outline on your papers. Remember where it is widest and 
 where it is narrowest." 
 
 Teacher: "Do your pictures look like 
 a boy's face ? " 
 
 " Mine looks like an egg," volunteers 
 Fred. 
 
 What do your drawings need to make 
 them look more like the picture of a 
 boy's face ? (The teacher rapidly draws 
 a vertical oval on the board to correspond 
 with those drawn by the children.) 
 
 " My picture ought to have some eyes," 
 suggests Harry, eyes being the most prominent feature of the 
 face to him. 
 
 Very well, let us put some eyes in our pictures. Look 
 at Johnny's face and put the eyes in the right place. (The 
 teacher makes dots in the oval on the 
 board to represent eyes.) 
 
 Does our picture look like a face 
 now? The children suggest one after 
 another of the additions necessary in 
 order to represent the features of the 
 face, — nose, mouth, and lastly, perhaps, 
 eyebrows and eyelashes. 
 
 Suggest to the children by lines 
 which you draw in the picture on the 
 board, how the different features should 
 be represented. 
 
 Then ask them to put these into their own drawings. 
 The picture when completed looks something like this : — 
 
THE FACE 
 
 63 
 
 An Exercise in Ovals 
 
 Tell the following story as a recreation exercise, illustrating 
 it on the board. Let the children follow your drawings with 
 pencils and paper. 
 
 Johnny's old hen wanted to sit. His mamma told him 
 that he might go to the neighbor's and buy some eggs to put 
 under her, and then by and by he 
 would have some nice chicks. 
 
 Johnny took the basket and 
 some money and went to the 
 neighbor's. The lady filled the 
 basket with eggs. They looked 
 like this : — 
 
 But she did not take Johnny's money; she gave him the 
 eggs. He thanked her and was 
 very glad ; he looked like this : — 
 
 On the way home he wondered 
 if his mamma would like it, be- 
 cause he let the lady give him 
 the eggs. He was as sober as 
 this : — 
 
 At the gate he stubbed his toe 
 and fell, basket and all. He 
 thought all the eggs were broken. 
 
 Johnny found three good eggs 
 which were not broken. He picked 
 them up, put them into his basket, 
 
64 FIRST YEAR 
 
 and went into the house to tell his mother what had happened. 
 She was sorry he had broken the eggs, for she wanted the 
 old hen to have a nice brood of chickens. However, she told 
 him to put the three eggs into the nest, and in three weeks there 
 were three little chicks peeping from the shell, like this : — 
 
 LESSON 14— A GUESSING GAME 
 
 Some one child is sent from the room while the class decide 
 which feature of the face they will select. 
 
 The guesser is then recalled to the room and asked to indicate 
 by pointing to his own face what feature he thinks they have 
 in mind. 
 
 Child enters. 
 
 Joe, we are thinking of some part of your face ; you may 
 point to the part we are thinking of. 
 
 Joe points to his cheeks. 
 
 Class : " We are not thinking of your cheeks." 
 
 Joe points to his chin. 
 
 Class : " We are not thinking of your chin." 
 
 He points to his eyebrows. 
 
 Class : " We are not thinking of your eyebrows." 
 
 Joe points to his lips. 
 
 Class : " We are thinking of your mouth." 
 
 Continue the exercise until the children have named and 
 located all the features from brows to chin. 
 
 After the names of all the parts are familiar to the children 
 
THE FACE 65 
 
 the teacher draws from the class, as far as possible, the 
 uses of the different features. 
 
 The little ones readily tell why we need eyes, nose, and 
 mouth, but are not so sure about the need of eyebrows and 
 eyelashes. 
 
 Suppose the day were very hot and you should run fast, what 
 would there be on your foreheads and faces ? 
 
 Water would run down our faces. Our foreheads would be 
 all perspiration. Our faces would be red and wet. 
 
 Does the perspiration from your foreheads often run into 
 your eyes ? Why doesn't it ? 
 
 Lead the pupils to understand the use of the eyebrows. 
 
 The eyebrows make the face look prettier and keep the 
 perspiration from running into the eyes. 
 
 What do you do to keep the snow out of your eyes when 
 you have to face a driving snowstorm ? 
 
 I almost shut my eyes. 
 
 I just peep through the lashes. 
 
 The snow would hurt our eyes. We could not see in a storm. 
 The eyelashes act as a screen to keep out snow or dust. 
 
 The lashes also make a little curtain to shut out some of the 
 light, when it is so strong that it may hurt the eyes. 
 
 Now that we have found out about the parts of the face, tell 
 me what kind of faces we like best to see. 
 
 The answers are varied — pretty faces, bright faces, and 
 sweet faces, until some one, perhaps from a memorable experi- 
 ence, exclaims, " clean faces." 
 
 We cannot all have pretty faces, but each of us can have 
 a sweet, clean face, and people like to see clean faces. There 
 was once a little boy who wasn't the least bit pretty, but his 
 teacher was always glad when he came into the room. People 
 liked to see him at play. There were other things about the 
 boy that made people like him, but that which they oftenest 
 spoke about was his clean face. 
 
 OR. LESS. IN HY. 5 
 
66 FIRST YEAR 
 
 There is something else that we must learn about faces. 
 When any one is cross, how do we know it ? 
 
 He looks cross. 
 
 When we feel glad or happy, how do people know it ? 
 
 We look happy. 
 
 Happy looks, kind looks, cross looks, are called expressions 
 of the face. It is a long word, but we can understand it for 
 it means how a face looks. What kind of an expression do you 
 like best to see ? 
 
 A pleasant expression. 
 
 A happy expression. 
 
 Miss Cloud and Miss Sunbeam 
 
 Once there were two little children who played together in 
 a large yard. One little girl tried to make everybody happy 
 and was always smiling and pleasant at her play. The people 
 called her little Miss Sunbeam. The other little girl was self- 
 ish and unhappy. She used to pout and frown when anything 
 did not please her. She was very hard to please. She was 
 called little Miss Cloud. Miss Cloud would not do anything 
 to help people, and was so cross that no one liked to look at 
 her or have her for a playmate. 
 
 W T hat made Miss Cloud look so cross ? 
 
 Because she was cross. 
 
 She felt cross. 
 
 That is just the reason. We must not let ourselves feel 
 cross, if we want to look pleasant and have sweet expressions 
 on our faces. If we are kind and pleasant and thoughtful of 
 others, our faces will tell it. Here is a verse for us to learn : — 
 
 " Little children, you should seek 
 To be good as well as wise, 
 For the thoughts you do not speak 
 Shine out in your cheeks and eyes." 
 
THE ARMS 67 
 
 MEMORY POINTS 
 
 We all have faces. 
 
 Most faces are shaped like an egg. 
 
 Some are round. 
 
 The parts of the face are: eyebrows, eyelashes, eyes, nose, 
 mouth, cheeks, and chin. 
 
 We see with our eyes. 
 
 We smell with our noses. 
 
 We eat with our mouths. 
 
 The eyebrows keep the perspiration on our foreheads from run- 
 ning into our eyes. 
 
 They make the face look prettier. 
 
 The eyelashes keep the snow, dust, and light from hurting the eyes. 
 
 TJie cheeks make ivalls for the mouth. 
 
 If we try to be happy and make other people happy, we look 
 pleasant and kind. We have a pleasant expression on our faces. 
 
 The expression of our faces tells people how we feel. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Be beautiful and you will by and by appear so. Carve the 
 face from within, not dress it from without. For whoever 
 would be fairer illumination must begin in the soul ; the face 
 catches the glow only from that side. — W. C. Gannett, D.D. 
 
 As regards the importance of observing the laws of health, 
 it is very pertinently pointed out that, if good temper is essen- 
 tial to courtesy, good health is essential to good temper. 
 
 — London Lancet. 
 
 THE ARMS 
 
 LESSON 15. — THEIR PARTS 
 
 Teacher : " Suppose we begin our lesson this afternoon 
 with a story. I'll begin, and if any words are left out you 
 
68 
 
 FIRST YEAR 
 
 must think quickly what they are, and we'll put them back 
 right away. 
 
 "Last spring I saw two little birds hard at work build- 
 ing a— 
 
 " It was made of mud and sticks and 
 straw, all nicely lined with tiny bits of 
 cloth and thread and hair. The little 
 birds had to carry all these things to the 
 nest in their — 
 
 " A few days after the nest was 
 done, I looked inside and saw four 
 bluish white — 
 
 " The little mother is sit- 
 ting on the nest now, keep- 
 ing the eggs nice and warm 
 
THE ARMS 69 
 
 so that little birds will hatch out by and by. After school I'll 
 show you where her home is, and every boy or girl who thinks 
 hard about the rest of the lesson, and answers all the questions 
 he or she can, may carry some crumbs for father and mother 
 birds' supper." 
 
 Why do the birds carry the material for their nests in their 
 bills ? 
 
 They have no other way to carry things. 
 
 Birds have no hands or arms. 
 
 If you were going to build a playhouse and had to bring 
 together all the things to make it, would you carry them as 
 the birds do ? 
 
 No ; we have arms to use. 
 
 Our lesson to-day is about the arms. Stand up and point to 
 your arms, first to the right arm, then to the left. 
 
 Fold your arms in front and tell me what we call the place 
 where the bend comes. I'll write it here on the board. 
 
 The part of the arm which we can bend is called the elbow. 
 
 Find another place in the arm which will bend, and tell its 
 name. 
 
 The lower part of the arm which we can bend is called the 
 wrist. 
 
 The parts of our body which we can bend are called joints. 
 
 We must find what our wrists and elbow joints are for. 
 
 Why were not our arms made in long, straight pieces with- 
 out any joints ? 
 
 Ask all to hold their arms as stiff as they can, then try to 
 pick up something from the floor and lay it on their desks. 
 The effort to do this will suggest the answer to the question. 
 
 If our arms were in long, straight pieces, we could not pick 
 up anything so quickly and easily as now. 
 
 What is a joint ? 
 
70 
 
 FIRST YEAR 
 
 If necessary, explain until all know that — 
 
 A joint is a part of the body which bends. 
 
 Now we must find out about the other parts of the arm 
 This part between the shoulder and the elbow is called the 
 upper arm. We have a lower arm, too, or the forearm. How 
 many can find it ? 
 
 We have learned now the names of all the different parts of 
 the arm. Tell me, in order, what they are, beginning at the 
 shoulder. 
 
 The parts of the arm are the upper arm, elbow, forearm, 
 wrist. 
 
 Exercise and Rest 
 
 Teacher : " I saw Ned and Arthur trying to see who could 
 throw a ball the higher, this afternoon Which of you did ? * 
 
THE ARMS 71 
 
 "Neither of us could throw it so high as the schoolhouse 
 roof," answered the boys, " but we are going to keep practicing 
 until we can. Burt Page, over at the high school, can throw 
 it up almost out of sight." 
 
 Teacher : " What is the reason you cannot throw the ball so 
 high as Burt ? " 
 
 " We aren't so large and strong as he is ; we haven't muscle 
 enough yet, but we shall have when we are as old," said the 
 boys. 
 
 Teacher: "You said just now that you were going to prac- 
 tice until you could throw the ball high, too. Try to think 
 what good practice will do you, and then tell the rest of us 
 about it." 
 
 Emphasize still more the fact that exercise of different kinds 
 is needed to develop the muscles of the arm, by writing on the 
 board the following incomplete sentence, and letting the chil- 
 dren think of games and modes of exercise for the arms to fill 
 in the blank space : — 
 
 If I want my arm to grow large and strong I can — 
 
 Teacher: "I'll write what you give me in two columns, and 
 we'll call one ' Work for the Arms,' and the other ' Play for 
 the Arms.' " 
 
 Work for the Arms Play for the Arms 
 
 Fill the woodbox. Koll the hoop. 
 
 Set the table. Climb trees. 
 
 Carry packages. Jump rope. 
 
 Practice on the piano. Play croquet. 
 
 Write a letter. Swim. 
 
 Put the room in order. Play ball. 
 
 All such work and play will give you good stout arms if you 
 do not try to do too much of either at once. When you have 
 given them plenty of exercise, how do your arms feel ? 
 
 "Mine feel tired sometimes when I go to bed," some little 
 mischief-maker may reply. 
 
72 FIRST YEAR 
 
 Of course they do, and then they must have a chance to rest: — 
 
 Our two arms need plenty of both exercise and rest to make 
 them strong and help them grow as they ought. 
 
 If we do not give them enough to do, or if we wear our 
 clothing so tight that we have not room to grow, our arms will 
 be small and weak. 
 
 The Boy who broke his Arm 
 
 There was once a little boy named George, who fell from a 
 ladder and broke his arm. It had to be kept bandaged tightly 
 for several weeks to give the bones a chance to grow together. 
 
 When it was quite well again George found he could not 
 play ball so well as before. His arm felt very weak and soft ; 
 it was not so large as the other. What do you think he did ? 
 
 Yes; as it grew strong he gave it plenty of exercise as 
 the doctor advised. He ate enough good food, which makes 
 healthy blood. Then he wore loose clothing, and his mother 
 had him go to bed early every night to get plenty of rest. 
 
 You will be glad to learn that his broken arm was soon as 
 large and strong as the other. 
 
 Suppose George had begun to smoke cigarettes or drink any 
 liquor which had alcohol in it. Do you think that would have 
 helped his arm to get well quickly ? 
 
 How many think he was right to let these things alone ? 
 
 MEMORY POINTS 
 
 The parts of our arms are the upper arm, elbow, forearm, wrist. 
 We have joints in our arms so that we can bend them. 
 Work and play make our arms grow. 
 When our arms are tired we must give them rest. 
 Tight sleeves are bad for the arms and keep them from growing. 
 We must not use tobacco or alcohol if we want to have strong 
 bodies and be able to do good work. 
 
THE HANDS 
 
 73 
 
 CLAP, CLAP, HURRAH. 
 
 i 
 
 Lively. 
 
 Words and Music by W. H. Walker. 
 
 St 
 
 ^P^^fpp^i 
 
 I I 
 
 Hold the right hand up, hold the left hand up ; Whirl the 
 
 To the east - ward point, to the west - ward point ; Fold your 
 
 Here we all stand up clap-ping mer - ri - ly; Let the 
 
 Let us seat - ed be, and our arms fold up, Then a - 
 
 Now we rise a - gain, and our hands stretch up, Back and 
 
 1 
 
 imi^i^ ^=Njii 
 
 t 
 
 i i 
 
 fin - gers brisk-ly, clap, clap, clap ; See the black-smith strike while the 
 arms be - hind you, heads up - right ; See the drum-mer drum on his 
 arms ex - tend a clap once a -gain; 6 See the saw- er saw c at the 
 gain clap merri-ly, merri-ly oh 1 See the schoolgirl wash-ing her 
 
 for - ward quickly the el-bows draw; d See the schoolboy driv - ing his 
 
 $^^m^mm^i 
 
 iron is hot ; Lit -tie boy wake up from your drow - sy nap 1 
 big bass drum ; Let us step to - geth - er — left foot, right 
 big wood - pile ; How it makes the blood move through each vein I 
 
 hands and face, For to school all clean she loves to go. 
 
 hoop a - long, — ha, ha, ha, ha, ha ! — Hur - rah I Hur - rah l c 
 
 a.— Horizontally, to the left and right. 
 
 b— Keep the arms perfectly straight, and swing them upwards till they meet over 
 
 the head. 
 c— Bend the body over slightly, then move the hands and arms with great force 
 
 in imitation of the wood-sawer. This movement expands the chest 
 
 admirably. 
 d. — Stand perfectly erect, shut the hands, and throw the elbows back suddenly as 
 
 far as you can, then forward, till the arms are straight. 
 e. — Swing the right hand in the usual way. 
 N. B.— As soon as the Hurrah is over, give the Triple Applause: i.e., all clap 
 
 briskly, then stop; clap again briskly, then stop; clap s once more briskly, 
 
 then stop. The teacher can hold up one hand as a signal for stopping. 
 
 Music used by permission of Oliver Ditson Company, owners of the copyright. 
 
74 FIRST YEAR 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Exercise aids Growth 
 
 Proper exercise tends in every way to increase nutrition, 
 and to a greater growth, while over exercise tends in the oppo- 
 site direction. — Journal of the American Medical Association. 
 
 Narcotics are opposed to Health 
 
 He who desires the supreme vigor of health can have no 
 use for alcohol, tea, coffee, or tobacco. 
 
 — Charles H. Shepard, M.D. 
 
 Alcohol gives no Strength 
 
 Alcohol increases muscular fatigue and lessens power of 
 endurance. — T. D. Crothers, M.D. 
 
 I found that alcohol weakens the muscular contraction and 
 lessens the time during which the contracting' can remain 
 active. — Sir B. W. Richardson, M.D., LL.D., F.R.S. 
 
 Total abstinence from alcohol and tobacco is required from 
 all competitors while in training for athletic games and races. 
 — H. Newell Martin, M.D., F.R.S. 
 
 THE HANDS 
 
 " Beautiful hands are those that do 
 Work that is earnest, brave, and true, 
 Moment by moment, the whole day through." 
 
 LESSON 16. — PARTS OF THE HAND 
 
 Pass paper, pencil, and scissors to each pupil. Have the 
 children place one hand flat upon the paper, tracing its outline 
 with their lead pencils. Ask all who can to write the names 
 of the fingers in their proper places. 
 
THE HANDS • 75 
 
 When they have finished drawing, allow them to cut out the 
 paper hand so that the shape will be as nearly like the original 
 as possible. 
 
 Ask the children to put their hands on the desks beside the 
 paper hands. Name a difference between them. 
 
 " My hand is thick, the paper hand is flat." 
 
 " My fingers have nails." 
 
 " The paper hand cannot move itself." 
 
 Teacher : " What is there in your hand which makes it 
 thick ? " 
 
 " There are bones and flesh in my hand." 
 
 Draw a large hand horizontally on the blackboard and write 
 the names of the fingers in their places on the drawing, or 
 sketch faces on the nails in the picture, and name the little 
 men, as the fingers are often called in children's songs. 
 
 This will be of service when the care and training of the 
 hands are considered. If the child feels that his fingers are 
 his servants and that he is responsible for their appearance 
 and ability to do certain work, he* may be more careful, both 
 in keeping them clean and in the manner of doing work 
 assigned to him. 
 
 After teaching the names of the fingers, return to the real 
 hands upon the desks. 
 
 Count the bones in your fingers and thumbs. Why do we 
 need so many? You may pick up your pencils, watching 
 your fingers as you do so. John may come here. Play that 
 you have but one long bone in each finger, and that you have 
 no knuckles ; then pick up this ball. 
 
 John soon discovers that he must take both hands. By a 
 few such experiments the children will observe that we need 
 many little bones with joints to help us grasp objects, and to' 
 enable us to do fine work. 
 
 Ask all to lay their hands flat on the desk, palms upward, 
 and touch each part as you give the name. Then let them 
 
76 FIRST YEAR 
 
 turn the backs of their hands up and repeat the process. 
 Have the names of all the parts of the hand written as a 
 spelling lesson, — back, palm, fingers, tips, thumb, ball, joints, 
 nails. 
 
 Bring a pet cat into the class and ask them to find what 
 parts of the kitty correspond to our hands. How many toes 
 has she on her fore feet? on her hind feet? How do her 
 nails differ from ours ? What can the cat do with her paws 
 which we cannot do with our fingers ? What can we do which 
 she cannot ? How is the covering of her fore paws unlike 
 that on our hands ? How many joints have the fore paws of a 
 cat ? How many in our hands ? Why do we need so many 
 joints ? How are our hands joined to our arms ? How many 
 ways can we move our hands ? our fingers ? Ask the chil- 
 dren to notice all the animals they see and find which ones 
 have fore limbs like the cat. What do cows have instead of 
 hands ? instead of fingers ? 
 
 Put on the board the picture of a fish. Let the children 
 point out its fore limbs anct show how these are unlike their 
 own. What do we call the fore limbs of a fish ? What are 
 they used for ? 
 
 Study the wings of a bird in the same way. What can the 
 canary do with its wings which we cannot with our hands ? 
 What can we do with our hands which birds and fish cannot 
 do with their fore limbs ? 
 
 Review by describing the fore limbs of well-known animals 
 and letting the children guess the names. Test their powers 
 of observation also by putting drawings of the same on the 
 board and asking them to write the correct name under 
 each. 
 
 Have the class count the bones in each finger ; in the thumb ; 
 in the hand. How many in all ? 
 
 Call attention to the way the thumb is placed in the hand. 
 Why is it not \n line with the fingers ? How does it help in 
 
THE HANDS 77 
 
 picking up objects or holding them ? How are the fingers 
 tipped on the back ? How do the nails help ? 
 
 Ask the children to name all the things they can think of 
 which could not be made if we had no hands. Then turn to 
 the subject of the protection of the fingers and hands. 
 
 Teacher : " Did any of you boys ever pound your finger- 
 nail ? Fred may tell us what happened." 
 
 " The nail turned black and came oif." 
 
 " My finger hurt every time I hit it against anything until 
 the new nail grew." 
 
 Of what use are the finger-nails ? 
 
 The nails make the fingers look prettier and keep them from 
 being easily hurt. They help us to pick up small things such 
 as pins. 
 
 LESSON 17. — CARE OF THE HANDS 
 
 Read to the children the first stanza of Longfellow's Vil- 
 lage Blacksmith. Why did the smith need " large and sinewy 
 hands " ? How did they come to be so strong ? What other 
 people need powerful hands ? Tell the class the story of the 
 emperor who used to bend a gold coin double in his fingers 
 and leave it at the door instead of a card when he made a call, 
 the only man in Europe strong enough for such a feat. The 
 hands of the strongest men were soft and delicate in child- 
 hood, but they grew strong and large because they were given 
 a great deal of exercise. How can we get strong hands ? 
 
 W x hat kind of hands must a watchmaker have ? a pianist ? 
 a nurse ? What people need clean hands ? What can we do 
 to our hands to keep them soft and flexible and able to do fine 
 work. What hands do we like best ? 
 
 Freddy in No-Hand Land 
 
 Freddy didn't like to have his hands washed. His finger- 
 nails were often dirty, too, so that his mamma was ashamed 
 
78 
 
 FIRST YEAR 
 
 to have him come to the table. Freddy would play all day 
 and all the next day without ever having clean hands if his 
 mother did not take him into her room and wash them herself. 
 
 One day this little boy was very cross, and when it came 
 time for his hands to be washed he became angry and ran out- 
 of-doors and into the barn. 
 
 " I wish I hadn't any hands," he exclaimed, as he threw him- 
 
 self down on the soft haymow; "then they wouldn't have to 
 be washed." 
 
 In a few minutes a little man came up close to him. 
 
 "You are in my country now," said the queer little man, 
 ''and, first of all, I must take off your hands." 
 
 " What do you mean ? " exclaimed Freddy, surprised and 
 frightened. 
 
 " Don't you see you are in * No-Hand Land/ where all the 
 people live who wish they had no hands? Some people 
 come here because they do not want to work, but," he contin- 
 
THE HANDS 79 
 
 ued, glancing at Freddy's hands, "I see that you came to 
 escape being washed. Well, you won't be bothered any more, 
 for you will have no hands to wash." 
 
 Freddy felt helpless, for the little man was very strong. 
 He had said that he wished he had no hands, and he wouldn't 
 be a coward now, so he shut his teeth very tight and winked 
 hard to keep back the tears while the little man unfastened his 
 hands and took them off. Then the little man laughed, and 
 told Freddy that he would find some other children over the 
 hedge in the field and that he might go and play with them. 
 
 Freddy went, but it was a very sorry little group of children 
 that he found. Play — what could children play without 
 hands ? There was no use in thinking of ball, marbles, or 
 shinney. Even pullaway and tag could not be played there, 
 for how could any one be caught if the catcher had no hands ? 
 
 A bell rang, calling the children to dinner. 
 
 Freddy was very hungry, but he could not see how he could 
 get anything to eat without hands, and when nobody else had 
 any hands to help him. He lay down on the ground and 
 cried loudly. He was very sorry for the foolish wish he had 
 made in the barn. Soon the bell rang again, louder this time, 
 and some one was shouting, " Freddy." 
 
 Freddy opened his eyes. The rafters of the barn were over 
 his head, the soft hay was under him. It was his father's 
 voice calling his name. The queer little man was no longer 
 in sight. 
 
 At first Freddy was almost afraid to look at his hands, lest 
 he should find them missing, but finally he pulled them both 
 from under his head and looked at them. It had all been a 
 dream, but it seemed to him they had never looked so dirty 
 and neglected before. 
 
 He swung from a beam down to the barn floor and scam- 
 pered into the house. He was very hungry, and his father 
 and mother had been waiting for him, but before he sat down 
 
80 FIRST YEAR 
 
 to the table he went to his mother's room and washed his 
 hands and carefully brushed his nails. He did the same 
 thing at supper time. His mamma wondered, but said 
 nothing. 
 
 That night, after she had put him to bed, Freddy told 
 his mamma about the queer little man and his visit to "No- 
 Hand Land," and how his wish that he had no hands was 
 fulfilled. 
 
 " I mean to keep my fingers clean after this," he said ; 
 "but if I ever forget, you just say ' No-Hand Land,' and 
 I'll remember at once." 
 
 MEMORY POINTS 
 
 TJie parts of the hand are the back, palm, fingers, tips, thumb, 
 ball, joints, nails. 
 
 The joints help us to bend our hands and fingers. 
 
 TJie nails help us to pick up things. They protect the ends of 
 the fingers. 
 
 We can have strong, skillful hands if we use them rightly when 
 we are young. 
 
 The hands should be kept clean. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Naturalists tell us the hand of man is one cause of his great- 
 ness, and that the secret lies in the opposable thumb, which 
 makes it possible for him to grasp objects as the lower animals 
 cannot. — Joseph Cook, LL.D. 
 
 Simple nourishment, good fresh air and plenty of it, are 
 the two essentials of human life, and they should never be 
 lost sight of.— N. S. Davis, M.D., LL.D., F.R.S. 
 
 A shaky hand may be developed by irregular modes of liv- 
 ing, by the moderate use of alcohol, and by smoking. — T. D. 
 Crothers, M.D. 
 
GRAINS 81 
 
 GRAINS 
 LESSON 18. — RIGHT USE OF GRAINS 
 
 Material for the Lesson. — Wheat, oats, rye, barley, 
 corn, and rice in small boxes or bottles, an ear of corn, stalks 
 of wheat, oats, and other grains ; pictures of the different grains 
 growing, of mills where the grains are prepared, of bakeries, 
 or of a home kitchen. 
 
 Begin this lesson by telling the children about the — 
 
 Field of Gold 
 
 Little Helen took a journey with her parents one summer. 
 They traveled westward from Boston until they came to Wis- 
 consin, where Aunt Jean lived. 
 
 I wish you could have seen the Happy Valley, Aunt Jean's 
 home. The green fields were full of lovely flowers; a little 
 river ran along over the yellow sands, laughing softly to 
 itself; there were groves of forest trees with great bowers 
 of fern underneath, and all about the valley were beautiful 
 hills. Do you not think Aunt Jean's home was well named ? 
 
 On some of these hills the sheep grazed, up others forest 
 trees climbed. There was one great hill opposite the house 
 that seemed to Helen the most wonderful thing she had ever 
 seen. 
 
 "Oh, mother," she cried, "it is all gold. It moves; is it 
 alive ? " 
 
 " It is a field of wheat, my dear," replied Mrs. Lyon. u It 
 is nearly ripe. To-morrow we will go to see it." 
 
 The next day Mrs. Lyon and Helen walked over to the 
 wheat field. 
 
 "Why, it's something like grass," said the little girl, when 
 they drew near. 
 
 OB. LESS. IX HY. 6 
 
82 
 
 FIRST YEAR 
 
 " It is a kind of grass," replied the mother. 
 
 She broke a stalk, and they sat down under a tree to 
 examine it. 
 
 She showed Helen the little hard grains, each with its husk 
 coat, and then told her that when these grains are crushed 
 flour is made from them — flour that we use for our daily bread. 
 
 One day when they were out driving Helen saw another field. 
 
 "There's some 
 instead of gold." 
 
 more wheat," she cried, "only it's green 
 
 \ 
 
 
 ' s « 
 
 
 
 'Mi'- 
 
 . 
 
 Wg A ^5P" '^w 
 
 
 : ! 
 
 . 
 
 
 H 
 
 ! 4im 
 
 
 "That is rye," said her mother, "another kind of grass full 
 of seeds out of which we make flour." 
 
 "Oh, I'd like some rye bread," said Helen; "How does it 
 taste ? " 
 
 That night Helen went with John the farmer to drive in the 
 cows. She stopped at his cottage,' and had some rye bread and 
 fresh milk for her supper. It tasted so good — better than 
 cake or pie, she thought. 
 
 When she returned home she was never weary of saying, "I 
 saw a field of gold when I was in Wisconsin. It was ripe, 
 golden grain climbing up a hill toward the sky." When any- 
 
GRAINS 83 
 
 thing was said about good things to eat, Helen would shake 
 her curly head wisely, and say, " You never have driven the 
 cows home, and had rye bread and warm milk for your supper 
 in the farmer's cottage." 
 
 Teacher: "How many of you have ever seen wheat grow- 
 ing?" 
 
 In many sections of the country the children will be familiar 
 with fields of grain. If such is the case in your school, ask 
 the pupils to describe a wheat field, the harvesting and thresh- 
 ing. If not, show them pictures of these scenes and specimens 
 of the dried grains in the ear and out of it. 
 
 Teacher (holding up a vial of oats) : " Here are some seeds 
 that are very useful. Old Tom out in .the stall is just as fond 
 of them as some little people I know." 
 
 Percy : " Why, those are oats — we don't eat oats." 
 
 Mabel: " But we eat oatmeal ; I do every morning." 
 
 Douglas : " My grandma lived in Scotland when she was a 
 little girl, and all the bread she had, except at Christmas, was 
 oat cakes, scones she called them." 
 
 Teacher : " Our kind Father in heaven gives every country 
 seeds of some kind, that they may be ground into flour to make 
 bread. In this country we have several kinds. Tell me the 
 name of each as I show it to you. What do we make from the 
 wheat stalk ? the rye ? oats ? " 
 
 Develop the idea that all these grains are food-producing, 
 and that bread is the result. This statement is then written 
 on the board : — 
 
 wheat 
 
 Grains 
 
 rye 
 
 I oats 
 
 They give us food. We make bread from tKem. 
 
 Teacher: "We have still other kinds of grain. What is 
 
 this? 
 
84 FIRST YEAR 
 
 Inez : " That is corn. I like to pop corn." 
 
 Herbert: "I like jolmnycake. My grandma makes it for 
 me." 
 
 Teacher : " Here is another kind of grain. Does any one 
 know it ? I like it very much in soups. It is barley. This 
 kind my mother always called pearl-barley, because the grains 
 when cooked were as white and shining and just the shape of 
 pearls. 
 
 " Here is a picture I want to show you. It is the picture of 
 a rice field. 
 
 " Do you see those men working halfway up to their knees 
 in mud and water? They are cultivating rice. Katherine, 
 find the rice in our specimens. In some hot countries across 
 the sea, millions of people live on little else but rice. 
 
 " Let us add corn and rice to our list ; then we have the chief 
 grains, those that feed the greatest number of people. As I 
 name each I want some child to come and hold up what I 
 name : Wheat, rye, oats, barley, corn, rice." 
 
 LESSON 19. —WRONG USE OF GRAINS 
 
 Ask the children what they like best to eat. What would 
 you choose if you could have but one thing to eat ? 
 
 Talk with them until they see that bread from the various 
 grains is really the " staff of life " and does most to build up 
 and nourish the body. But this noble gift may be perverted. 
 
 Two Heads of Rye 
 
 Near Jenny's home was a pretty field of rye. Jenny liked 
 to watch it from the moment the first blades peeped from the 
 soil until the heads were bending down heavy with the ripe 
 grains within. In the midst of the field were two little heads 
 that liked to play together. As the breeze rocked them they 
 would cross their stems and whisper all about the sunshine, or 
 
GRAINS 85 
 
 the blue sky, or the birds flying over that almost touched them. 
 One day they saw Jenny running through the field, and after 
 that they could talk of nothing else, think of nothing else but 
 the little girl. 
 
 " What blue eyes she has ! " said one head. 
 
 " What golden hair ! " said the other. 
 
 "Her step is almost as light as the wind," said the first 
 head. 
 
 " I wish she would stay by us always," sighed the second. 
 
 Harvest time came and the rye was gathered in. Now I 
 have something to say that makes me very sad. With winter 
 a great trouble visited Jenny's home. Her mother's cheeks 
 grew pale and her eyes dim with weeping. Little Jenny lost 
 her bright color and plump cheeks. The father whom they 
 had loved so much was now seldom at home, and when he did 
 return to his wife and little one there was more fear than joy 
 in their hearts. 
 
 During the summer Jenny used to look at the waving fields 
 
 and sing : — 
 
 11 By and by, pretty rye, 
 Bread you'll give to Jenny." 
 
 Now the rye had gone, but it made no bread for the dear 
 little girl. At last a night came when there was nothing to 
 eat in the house — not even a fragment of cold oat or rye cake. 
 Jenny and her mother went hungry to bed but not to sleep. 
 Pretty soon they heard some one coming up the path shouting 
 and singing. Jenny began to cry, for she knew what it meant. 
 Her mother jumped up and, seizing the blanket, ran up the 
 ladder into the little attic with Jenny. There they lay cold 
 and trembling until the morning dawned. Poor little Jenny. 
 
 The rye had been made into a bad drink which her father 
 had learned to like. That is why Jenny was cold and hungry 
 and afraid. 
 
 In similar ways show the children that barley is made into 
 
86 FIRST YEAR 
 
 beerj and that various drinks are 'prepared from other grains. 
 Show that what God meant for food is thus turned into a 
 poison. 
 
 Why Beer, Rum, and Whisky are Bad 
 
 Teacher: "Why was Jenny afraid of her father? I will 
 tell you. He had been drinking. When he was in this condi- 
 tion he would be very cross, perhaps strike her, and she and 
 her mother always tried to keep out of his way. Poor little 
 Jenny. Do you not suppose she hated the poison that changed 
 her dear father into a cross, angry man ? " 
 
 Strong drink makes us cross and angry. 
 Sometimes it makes people hurt others. 
 
 Teacher : " One day Jenny came to school barefooted. Her 
 father had carried away her shoes to sell for liquor. He used 
 to love his little girl, but alcohol had so changed him that he 
 no longer cared for her." 
 
 Do you not think we ought to keep far away from a poison 
 that does so much harm ? Is it safe to drink just a little ? 
 When we are sliding down hill is it easy to stop after we get 
 started? 
 
 What is the safest way ? 
 
 What made Olga Sleepy 
 
 Olga was a very little girl who had just begun going to 
 school. She had a round pink face that was always shining 
 with pleasure, bright blue eyes, and flaxen hair braided in two 
 little tails and tied with pink ribbon. 
 
 Olga liked everything in school and tried heartily to follow 
 her teacher's directions. Whenever a song was sung or a game 
 played, Olga's little face was like a sunbeam. At first she 
 learned the new words quickly, and her number lesson was no 
 trouble to her as it is to some children. 
 
GRAINS 87 
 
 But after a few weeks one thing puzzled Miss Angier. 
 Every afternoon Olga seemed sleepy. She yawned over her 
 primer and nodded in the writing exercise, and her lessons 
 were not learned so easily as before. Every day before three 
 o'clock the little head would be on her desk, and when recess 
 came some child would say, " Olga's asleep again." 
 
 Miss Angier did not know what to do. She found out that 
 her little pupil went to bed early and slept well during the 
 night. What could be the trouble ? At last a thought came 
 to her. " Olga, dear," she asked, " what do you eat at noon ? " 
 
 " Bread and beer," replied Olga. " We have our dinner at 
 night when father gets home, since he works in the mill." 
 
 "Ah," thought the teacher, "I think I know what makes 
 Olga sleepy, and why it takes her so long to get her lessons." 
 
 She wrote a note to the child's mother and said : — 
 
 "Dear Mrs. Grimm: Our little Olga seems very sleepy 
 every afternoon and cannot do her work. I should be very 
 glad if you would not give her beer at noon, for I think that 
 is the trouble. Very truly, 
 
 "Alice Angier." 
 
 This answer came back : — 
 
 " Dear Teacher : W T e will try to go without the beer. You 
 so good to my child. Yours truly, 
 
 "Christina Grimm." 
 
 So Olga had fruit with her bread at noon, and Miss Angier 
 was pleased to see that she went to sleep no more, but was as 
 wide-awake as any one. 
 
 Teacher : " Tell one reason why beer is bad for us." 
 
 Hugh : " It makes us sleepy." 
 
 Teacher: "There is something in beer which makes people 
 sleepy when they ought to be awake. W T hat is it ? " 
 
 Class : " It is alcohol." 
 
88 FIRST YEAR 
 
 Teacher: "Name some of the other ways in which beer, 
 drinking may hurt the body and the health." 
 
 Beer makes the body less able to endure the cold. 
 It makes people less able to work. 
 
 When we take food, something very different happens. 
 
 Food is carried in the blood to all parts of our bodies. 
 
 It builds up every part and makes it strong. 
 
 It helps to keep us warm in winter. 
 
 It makes us able to work and play. 
 
 Substances which interfere with the growth of the body, and 
 which tend to make it weak, are not good foods. 
 
 This is the reason why we should not drink beer or any 
 other strong drink. 
 
 All such drinks contain more or less alcohol, and alcohol is a 
 poison. 
 
 MEMORY POINTS 
 
 Wheat, rye, oats, com, barley, and rice are good to eat. They 
 are food-producing grains. 
 
 Some of them are found in every country. 
 
 Tliey nourish the body and help to 7nake it grow. 
 
 The right use of these grains is to make them into food for 
 ■people and animals. 
 
 Sometimes these grains are made instead into beer and other 
 bad drinks. 
 
 This is a wrong use to make of grains. 
 
 Beer makes people sleepy and stupid. 
 
 Beer and other substances containing alcohol, as whisky and 
 rum, make us less able to endure cold, 
 
 They ivill keep us from doing good work. 
 
 All these drinks hurt people instead of making them grow or 
 giving them strength. 
 
 Tliey all contain alcohol. 
 
 Alcohol is a poison. 
 
THE TRUNK 89 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Of all alcoholic drinks, the most dangerous is beer, because 
 no other is taken in such quantities. — Gustav Bunge, M.D., 
 Basel. 
 
 Most drunkards commence on beer and wine, and finally 
 drink stronger beverages A beer drunk is the worst kind of 
 a drunk. — L. D. Mason, M.D. 
 
 Alcohol, not in strong liquors alone, but in the diluted kinds, 
 as beer and wine, is a poison. — August Forel, M.D., Zurich. 
 
 THE TRUNK 
 LESSON 20. —UPPER PARTS OF THE TRUNK 
 
 How many can think of a part of the body which we have 
 talked about before ? Each may name the part he is thinking 
 of j what parts have we not yet studied ? What do we call 
 the middle part of our bodies ? 
 
 Name something else which has a trunk. 
 
 Teacher: " To-day we are to learn all we can about this part 
 of the body. Guy, will you stand before the class and help 
 me ? You may put your hands on your head. Put them on 
 the part just below. What is the name of that part ?" 
 
 The neck. 
 
 Teacher: "Clasp your fingers about your own necks. Tell 
 me one reason why we need to have necks." 
 
 They fasten the head and trunk together. 
 
 Teacher: "What is the shape of the neck? It is like one 
 of the blocks we draw. Who can find another part of the 
 body shaped something like a cylinder ? 
 
 "Yes, the arm, the leg, the trunk. Who can draw the trunk 
 and join it to the neck ? 
 
90 FIRST YEAR 
 
 "Every one may rise and place his hands on the upper part 
 of his trunk just below the neck. This upper part is called 
 the chest. How may we know what the chest is for ? " 
 
 Helen : " We have a chest in our attic. My mother keeps 
 pieces of cloth in it." 
 
 Teacher: "The chests in our bodies are made to hold some- 
 thing too. Put your hands on the upper part of the chest. 
 Now take a long breath. What do you feel ? " 
 
 Albert: "I feel something swell out." 
 
 Teacher: "What you feel is the lungs. They are what we 
 breathe with. Put your hands now on your left sides. What 
 do you feel there ? " 
 
 Bessie: "I feel my heart beat. It ticks just like a 
 watch." 
 
 Teacher : " Bessie is right. We all can feel our hearts beat. 
 They never stop so long as we live, and they keep all the rest 
 of our bodies going." 
 
 George : " Just like the big engine in the mill ? That keeps 
 the rest of the machinery going." 
 
 Teacher: "Yes, the heart is sometimes called an engine for 
 that very reason. Sometimes, too, it is called a pump. The 
 chest holds not only the lungs and heart, but other organs 
 that work for us and keep us alive. You see what an 
 important part of the trunk it is." 
 
 The chest holds the lungs and heart, the parts of the body 
 that keep us alive. 
 
 " Find the part of your bodies opposite the chest. George, 
 feel Guy's back and tell me about it." 
 
 George : " It feels hard. There are bones in the middle and 
 some near the top. It isn't soft and fat like our chests." 
 
 Teacher : " The row of bones we feel in the middle of the 
 back is called the spine. Why do we need a spine ? Tell me 
 something alive which does not have a backbone. Which can 
 
THE TRUNK 91 
 
 stand up better, boys and girls with good straight spines, or a 
 caterpillar which has none ? 
 
 " Show me the place where the arm is joined to the trunk. 
 What do we call this ? " 
 
 Glass : " That is the shoulder." 
 
 Teacher : " Point to the right shoulder ; the left shoulder. 
 In what ways can you move your shoulder ? " 
 
 I can move mine up — so. 
 
 I can put mine down. 
 
 I can move mine up and down, and forward and back. 
 
 Teacher: "Point to your right side; the left side. Who 
 can tell me the upper parts of the trunk as quickly as I write 
 them ? You may each name one part." 
 
 The upper parts of the trunk are the chest, back, spine, 
 right shoulder, left shoulder, right side, left side. 
 
 The Care of the Trunk 
 
 Teacher : " The other day I saw a poor little boy who 
 walked all bent over. He had a great hump on his back." 
 
 Esther : " I think he was sick, or perhaps he had hurt his 
 back." 
 
 Teacher : " Both were true. When he was a little baby his 
 mother let him roll off the bed. He fell on the floor against 
 a rocking-chair, and lay there crying a long time." 
 
 Rose : " Why didn't his mother pick him up ? Was she 
 asleep ? " 
 
 Teacher : " Yes ; but something had put her to sleep when 
 she ought to have been awake. She had been drinking. 
 Now poor little Tim must suffer all his life from the fall. 
 We must be very careful not to hurt the back, it is such a 
 delicate part of the body. 
 
 " When you boys were playing the other day I saw George 
 
92 FIRST YEAR 
 
 hit Koger on the back with a big stick. It was only in fun I 
 know, but you must not do it." 
 
 It is not safe to strike the back. 
 
 Teacher : " How many of you boys want to be humpbacked ? 
 I notice that some of you lean over on your bicycles so far 
 that your backs are all humped up. This squeezes your chests 
 and gives the parts inside no room to do their work. If you 
 keep on riding in that way, by and by you will not be able to 
 sit and stand erect when you want to." 
 
 What do we mean when we say any one is round- 
 shouldered ? Let me show you. 
 
 Does that look well ? 
 
 How does my back look ? Do you see how it is curved over 
 instead of being perfectly straight ? 
 
 Chest high, chin down, and shoulders back. That is the 
 way God's children are meant to stand. 
 
 LESSON 21.— CARE OF THE TRUNK 
 Margery's Waist 
 
 Margery was rather a fat little girl, and was ashamed to be 
 so large, I am sorry to say. She wanted all her clothes made 
 very tight to give her a slimmer figure. 
 
 One day, when her mother was very busy, she said : " Mar- 
 gery, start for school early to-day, and stop at Miss Lake's. 
 She will fit a new waist to you." 
 
 When Margery was ready to try on the new waist a great 
 temptation came to her. She would try one a size smaller 
 than usual. 
 
 " I think this is too large," she said to Miss Lake, as she 
 tried on the first one. 
 
 "It is your usual size," Miss Lake told her. 
 
THE TRUNK 
 
 93 
 
 "I'd like to try another size," said foolish Margery; so 
 Miss Lake brought out a smaller waist. 
 
 "This is just right," said Margery. "Please button my 
 dress, or I'll be late to school." 
 
 "I'm afraid your mother will not like it," Miss Lake ob- 
 jected. 
 
 " Oh, yes, she will," and Margery ran away to school, feeling 
 very proud — and very uncomfortable. Some- <,\ . 
 how she could not study that morning. Her 
 new waist grew tighter and tighter, and all 
 she could think about was how it pinched 
 and hurt her. 
 
 When noon came, she ran home 
 crying, "Take it off! take it off! 
 my new waist hurts." 
 
 Margery's mother unbuttoned her 
 dress, and began to unfasten the new 
 waist. 
 
 "Why, Margery," she said, "this 
 waist is too small. How did Miss 
 Lake happen to give it to you ? " 
 
 " I made her," said Margery, hon- 
 estly. " I wanted to look small." 
 
 "You silly little girl," said her mother; 
 " but I'll not scold you, for I think you 
 have been punished enough." 
 
 " Oh, I have ; I could hardly breathe, 
 couldn't study, and at recess I couldn't play. 
 I'm so glad to have on my old waist again." 
 
 Teacher: "What did the tight waist do to 
 Margery's chest ? How must we take care of the trunk ? 
 
 1 
 
 The shoulders must be kept down and back. We must not 
 stoop over when we stand or walk or ride the bicycle. 
 
94 • FIRST YEAR 
 
 We must wear loose clothing, and not squeeze the chest. 
 In standing and walking, we must hold the chest high. 
 We must not strike the back. 
 
 The Lower Parts of the Trunk 
 
 Teacher: "Place your hands on your trunk just below the 
 chest. This part is the waist. Try to see how far you can 
 bend at the waist. Keep the knees perfectly straight, and try 
 to touch the floor with your fingers. How must we dress to 
 give the waist plenty of room to grow ? 
 
 " The soft fleshy part of the trunk just below the waist is 
 the abdomen. You may repeat the word after me, and I will 
 write it here where we can see how it looks. 
 
 "Put your hands on your sides just below the waist. What 
 do you find ? Who knows the name of these bones ? 
 
 "Maud is right. They are our hip bones. Point to your 
 right hip ; the left. 
 
 " Which parts hold the trunk upright and keep it in place ? 
 These parts need to be very strong to do all this work." 
 
 The lower parts of the trunk are the back, sides, waist, abdo- 
 men, hips. 
 
 Teacher : " How can we take care of the trunk and all its 
 parts ? " 
 
 The body needs to be bathed often to keep it clean. 
 We must wear loose clothing to give every part room to 
 grow. 
 
 This part of our body needs plenty of exercise. 
 
 If we want tall, straight bodies we must never use tobacco. 
 
 MEMORY POINTS 
 
 The neck joins the head and trunk. 
 
 The chest holds the parts of the body which keep us alive, the 
 lungs and heart. 
 
THE TRUNK 95 
 
 TJie shoulders join the arms to the body. 
 
 The spine helps to hold the body erect. 
 
 The upper parts of the trunk are the chest, back, spine, shoul- 
 ders, and sides. 
 
 We must be careful not to hurt the back. 
 
 The shoulders must be held down and back, the chest high. 
 
 We must sit and walk erect. 
 
 The lower parts of the trunk are the waist, abdomen, back, 
 sides, and hips. 
 
 The body must be kept clean. 
 
 We must wear loose, comfortable clothing. 
 
 We must take plenty of exercise. 
 
 We must not stunt the body by using tobacco. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Alcohol injures the Bodily Structure 
 
 Alcohol in time depraves nearly every .tissue of the body 
 and induces morbid conditions. At once narcotic and irritant, 
 whatever it comes in contact with of vital structure is affected 
 disastrously. — H. S. Drayton, M.D. 
 
 Alcohol and Tobacco hinder Development 
 
 Even the moderate use of alcoholic liquors and tobacco 
 retards both physical and mental development during youth 
 to such a degree that both should be entirely abstained from 
 until full maturity is reached. But if these narcotics are ca- 
 pable of so impairing these processes during growth as to render 
 such growth incomplete, will they not as certainly impair the 
 same processes in middle and old age, and thereby make the 
 nutrition necessary for tissue repair less perfect, and thereby 
 encourage tissue degeneration and early failure of life ? 
 
 — X. S. Davis, M.D., LL.D., F.R.S. 
 
96 
 
 FIRST YEAR 
 
 Tobacco interferes with Growth 
 
 To the young, tobacco is injurious in any form or quantity 
 and at all times, because, owing to the stage of development, 
 the nicotine, which it is impossible to prevent passing off with 
 the smoke, is in all doses hurtful, and even poisonous. — Lon- 
 don Lancet. 
 
 THE LEGS 
 
 LESSON 22. — PARTS OF THE LEGS 
 
 Bring a jointed doll dressed as a sailor boy into the school- 
 room on the day before this lesson is to be given and place it 
 where it can be seen and handled by all. 
 Teacher: "We have a little visitor 
 with us to-day. Let me introduce him 
 to you. His name is Jack Seaman. To- 
 morrow we are to talk about the parts 
 of our bodies which help us to move 
 about from place to place. Who can 
 tell what we call them ? 
 
 " I am going to see who can find out 
 most about legs for our next lesson, and 
 you may look at Jack as long as you 
 like. Perhaps you can learn something 
 from him. Then you may ask your 
 fathers and mothers and big brothers 
 and sisters, and see how much you can find out from them. 
 I shall want to know the names of all the different parts of 
 the leg, what they are for, what will help to make them grow, 
 and anything else you can find. I should like to have you 
 notice all the animals and living creatures you meet, too, and 
 tell me how their legs differ from those of people." 
 
THE LEGS 97 
 
 The next day bring out all the points which the children have 
 collected. Then help them to classify these as clearly and 
 simply as may be, perhaps beginning in this way:- — 
 
 Teacher: "We have our little visitor Jack here again this 
 morning. Everybody who can name one or more parts of the 
 leg and can show where they are, may come and point to them 
 in Jack. What do you know about the legs of real live boys 
 and girls and people ? Let us rise and find the parts of our 
 own legs. 
 
 " Where shall we begin ? Yes, at the top. What is the 
 name of this long fleshy part ? " 
 
 If the word " thigh " has not been brought out by the chil- 
 dren in their talk about the doll, it may be given now by the 
 teacher and written on the board. 
 
 Teacher : " Who can tell me about the lower parts of the 
 legs ? Do they look alike or feel alike all the way around ? " 
 
 The legs are hard in front and softer behind. 
 
 What do we call the hard part ? It is hard because the bone 
 is so near the surface. What do we call the soft, fleshy part ? 
 
 The upper part of the leg which joins the body is called the 
 thigh. 
 
 The front part of the lower leg is called the shin. 
 The back part of the lower leg is called the calf. 
 
 Teacher : " Tell me whether the leg is made in one piece or 
 in several ? How can you find out ? " 
 
 We can tell by bending our legs. We could not stoop down 
 or bend them at all if each was made in one piece. Find all 
 the places where we can bend our legs. How many such places 
 are there ? 
 
 We call those parts of our bodies which can bend joints. 
 
 Who can give the names of these three joints in the legs ? 
 
 Which of these joints can we move most freely ? In how 
 many directions can we move the hip joint ? 
 
 OR. LESS. IN HY. 7 
 
98 FIRST YEAR 
 
 What is the name of the joint near the middle of the leg ? 
 In how many ways can you move the knee joint ? 
 
 What is the lowest joint in the leg ? Why do we need a 
 joint at the ankle ? 
 
 The upper joint is called the hip joint. It is between the 
 trunk and the thigh. 
 
 The middle joint is the knee joint. It is between the thigh 
 and the shin. 
 
 The lower joint is the ankle joint. It is between the leg 
 and the foot. 
 
 What other joints in our bodies are like these in our legs ? 
 
 Call attention to the fact that these joints correspond 
 to the shoulder, elbow, and wrist joints in the arm, and that 
 they have very nearly the same motions. 
 
 LESSON 23. — USES OF THE LEGS 
 
 Who knows what our legs are for ? 
 
 We run with our legs. 
 
 Our legs help us to stand. 
 
 No one could walk if he had no legs. 
 
 Teacher : " Which of you can run fastest ? You may all try 
 a race at recess and I'll watch to see. What kind of legs must 
 a boy or girl have to run fast, or to play a long time without 
 getting tired ? Is that the kind we all want ? " 
 
 We need good, strong legs for work and play. 
 
 Teacher: "Look at Jack Seaman again and tell me how 
 much larger and stronger his legs are now than they were last 
 year. Do you think they have grown any ? 
 
 " No ; Jack's legs do not grow because he is a doll. 
 
 "Your legs are quite a good deal longer and larger than 
 they were last year ; what do you do to make your legs grow 
 which Jack cannot do ? " 
 
THE LEGS 99 
 
 Jack can't eat, and we can. 
 
 Teacher: "That is one reason why children's legs grow and 
 dolls' do not, but there is another reason. 
 
 " Suppose you had hurt your legs so you could not walk, 
 and had to go about all the time in a wheel chair, could your 
 legs grow very fast then ? 
 
 " Tell me two things which will help to make our legs and 
 all parts of our bodies grow as they ought." 
 
 Good food will help to make our legs grow. 
 Our legs will grow strong and large if we give them plenty 
 of exercise. 
 
 Sometimes people drink beer or rum, which are not good for 
 them ; then they are likely to get sick. 
 
 Those who take much of such drinks cannot stand up 
 straight and strong like other people. Their legs are weak 
 and shaky, and sometimes they topple clear over. Do you 
 know why ? Here is a little story which shows the reason. 
 
 Elsie and Karl 
 
 Karl came home from school one day and found his little 
 sister in tears. 
 
 " What's the matter, Elsie ? " he called out cheerily. 
 
 " Father's been drinking again," said the child. " He could 
 hardly get home at all, his legs wobbled so. And the boys 
 made fun of him all along the street, and one of them threw 
 a stone which 'most hit him. He's asleep now, but he'll be 
 awful cross when he wakes up. He always is, you know." 
 
 Karl put his arm around Elsie's neck. 
 
 "Don't feel bad," he said. "I know why whisky makes 
 people tumble down, and go to sleep when they oughtn't to, 
 and be cross. We learned about it in school to-day, and we'll 
 tell father when he wakes up, and perhaps he won't drink any 
 more. Whisky hurts people 'cause there's a poison in it." 
 
100 
 
 FIRST YEAR 
 
 " What poison ? " said Elsie, with wide-open eyes. 
 " Alcohol," continued Karl. " There's lots of it in whisky 
 and rum and gin, and that's why they make people drunk. 
 If they should drink enough 'twould kill 'em right off quick." 
 
 "There's alcohol in beer, too, Miss 
 
 White said, and in wine and cider. 
 
 Not so much, you know, but 
 
 enough to hurt you, and make 
 
 you want more. I'm not 
 
 going to drink any more 
 
 beer for breakfast after 
 
 this, and you mustn't 
 
 either, Elsie. We don't 
 
 want to get to be cross and 
 
 trembly." 
 
 "No, let's not," said 
 Elsie. 
 '|£jpr *£*"^ & " You will be glad to know 
 
 that Elsie and Karl kept their 
 
 promise to each other and that 
 
 they grew up tall and straight 
 
 and healthy. 
 
 They told their father what they had learned about alcohol, 
 
 and begged him not to drink any more whisky. 
 
 "If I had known all this when I was your age," he said, " I 
 shouldn't be such a poor, miserable creature, but it's too late 
 now to stop drinking. I should die if I didn't have liquor." 
 But he did try, to please Elsie and Karl. 
 Teacher: "Tell me now why beer and whisky and gin and 
 all such drinks sometimes make people walk crookedly and 
 always hurt them more or less." 
 
 Whisky, gin, beer, and all such drinks hurt people because 
 they contain a poison, alcohol. 
 
THE LEGS 101 
 
 Boys and girls who want to grow tall and strong must not 
 take any drink which has alcohol in it. 
 
 MEMORY POINTS 
 
 The upper part of the leg is called the thigh. 
 The shin is the front part of the leg below the knee. 
 The calf is the back part of the lower leg. 
 There are three joints in the leg. 
 The hip joint joins the thigh to the trunk. 
 The knee joint joins the thigh to the shin. 
 The ankle joint joins the leg to the foot. 
 Our legs help us to stand, ivalk, and run. 
 We need stro?ig legs to carry us about. 
 Wholesome food, exercise, and rest will make the legs grow. 
 Drinks which contain alcohol sometimes make people walk 
 crookedly. 
 
 Such dri?iks may injure the growth. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Alcohol lessens Strength 
 Every dose of alcohol, even the most moderate, diminishes 
 the strength. All that man asserts of the strengthening effects 
 of alcohol is founded on delusion. — Adolf Fick, M.D., Uni- 
 versity of Wurzburg. 
 
 Tobacco weakens Muscle 
 
 Even moderate amounts of tobacco in the form of smoke 
 lower the working power of the human muscle by a high per- 
 centage. — W. P. Lombard, M.D. 
 
 Nicotine is a Poison 
 Nicotine is so deadly a poison that what is contained in one 
 cigar, if extracted and given to a person in a pure state, would 
 cause speedy death. — Journal of Science. 
 
102 FIRST YEAR 
 
 THE FEET 
 LESSON 24. — PARTS OF THE FOOT 
 
 The best way to teach this part of the body is to have some 
 little foot, clean, sweet, and bare, for a model. Some child 
 may be willing to assist in this way. If not, use a drawing on 
 the board or a plaster cast. 
 
 If a living model is presented, put the child in a chair 
 on the platform, and elevate the bare foot on a stool or 
 cushion. 
 
 Teacher: "We are to learn about the foot to-day. Roger 
 has been so kind as to let us study his foot. We are very 
 grateful to him, because we can learn so much more in this 
 way than from a picture. What use are the feet ? " 
 
 Daisy : " We could not walk without them." 
 
 Teacher: "A foot is a wonderful thing. It is nearly as 
 wonderful as the hand and can do almost as much. How 
 many of its parts do you know? Come and point to 
 them." 
 
 Guy: " This is the heel and these are the toes." 
 
 Teacher: "What shall we call this part between the ankle 
 and the toes, on the outside of the foot ? " 
 
 Some one may know it as the instep ; if not, the class must 
 be told. 
 
 Teacher: "I'll turn Roger's foot over. Tell me about the 
 under part next the toes." 
 
 May: "It is soft like a cushion." 
 
 Teacher: "We call it the ball of the foot. This is the part 
 we should walk on. When Roger has his foot down in the 
 proper position, Avhat parts touch the ground ? " 
 
 Kate : " The ball and toes and part of the heel. There is a 
 part between that does not touch." 
 
 Teacher: "That is the arch. I will draw a picture of the 
 
THE FEET 103 
 
 foot on the board and write the names of its parts beside it as 
 you give them to me." 
 
 Parts of the Foot 
 
 Instep Heel 
 
 Arch 
 Ball Toes 
 
 Teacher : " Each of you may draw a foot and write the 
 names of its parts in their proper place." 
 
 Care of the Feet 
 
 There was once a little girl named Agnes, who had a pair of 
 fancy kid shoes. She thought them the most beautiful shoes 
 in the world, and was never so happy as when she had them 
 on. Agnes grew larger and larger, but her shoes stayed just 
 the same size, and by and by they hurt her feet. 
 
 "Your shoes are too small for you," her mother said one 
 day ; " you must have a larger pair." 
 
 Agnes was afraid the new shoes would not be so pretty as 
 those she had, so she answered quickly : — 
 
 " Oh, no, they're not a bit too small. I can wear them just 
 as well as not." 
 
 But every day they hurt her more. She couldn't run like 
 the other girls, because the pretty shoes pinched her feet. 
 The pain made her cross and fretful, and small, hard bunches 
 grew on her toes where the shoes were the tightest. 
 
 At last her pride gave way and she begged for a larger pair. 
 Her mother took her on her lap and showed her the picture 
 of some Chinese girls with their tiny feet. Then she told her 
 how tightly their poor little feet had to be bandaged until 
 they stopped growing, and how much pain they suffered in 
 order to wear smaller shoes than other people. 
 
 "I shouldn't think they could have a good time at all," said 
 Agnes. 
 
104 
 
 FIRST YEAR 
 
 " They can't," her mother continued. " They have to lie on 
 couches or be carried about wherever they want to go, instead 
 of running and jumping like their little brothers. 
 
 " Many of them have beautiful dresses to wear as they lie on 
 
 their couches all day, and 
 lovely ornaments, but I'm 
 quite sure my little girl 
 would not like to change 
 places with them." 
 
 " No, indeed ! " said 
 Agnes, "I'm glad I'm 
 not a Chinese girl, and 
 I'll not wear tight shoes 
 again, even if they are 
 pretty." 
 
 "No one can have 
 beautiful feet who wears 
 ill-fitting shoes," said her 
 mother. 
 
 "In the first place 
 they must be large 
 enough. Then they must 
 be of the same shape as 
 the foot. Let us see if 
 this is true of your shoes. 
 "Put your bare foot 
 down on this paper. I 
 will mark around it with 
 my pencil. Now place your shoe on the drawing. Are the 
 two of the same size ? " 
 
 " Why, my shoe is ever so much smaller," said Agnes. 
 "It isn't so wide, or so long as my foot, and the heel is 
 smaller too. I'm going to make a picture of my shoe right 
 beside the other." 
 
THE FEET 105 
 
 " Which picture do you like better ? " asked her mother, 
 when Agnes had finished. 
 
 " I think I like your drawing better," said Agnes, thought- 
 fully. " It is prettier to have my foot and shoe the same 
 size." 
 
 " I will tell you how to keep a pretty foot," said her mother. 
 " Then you can tell Horace when he comes home from school. 
 Do you think you can remember ? " 
 
 "Of course I can," said Agnes. 
 
 Teacher : " Can you tell me what Agnes told her brother ? " 
 
 In order to have beautiful feet we need — 
 
 Shoes a little longer than the feet. 
 
 Shoes as wide as the feet. 
 
 Shoes with broad low heels. 
 
 Shoes which are not too large. 
 
 Shoes which do not hurt the feet in any place. 
 
 Teacher : " How many have a pet cat at home ? What 
 
 does your pussy do to clean her feet when she gets them even 
 
 a little soiled ? " 
 
 George : "She licks them off with her tongue." 
 
 Teacher : " Our feet must be taken care of, too, but we do 
 
 not do it in the same way that pussy does. What shall we 
 
 do to keep our feet in good order ? " 
 
 We must wash our feet often to keep them clean. 
 
 We must keep our toe-nails cut. 
 
 We must not let the nails grow longer than the toes. 
 
 Teacher : " There is one more thing we must be careful 
 about." 
 
 We must not sit with wet feet. 
 
 If we get our shoes wet we should change them as soon as 
 we come into the house. 
 
106 
 
 FIRST YEAR 
 
 LESSON 25. —THE RIGHT KIND OF FEET 
 
 "Oh, grandma," said Bertha, "won't you please tell me a 
 story ? I've almost run my feet off to-day, and I'm so tired. 
 Tell me what you used to do when you were a little girl." 
 
 " Suppose I tell you how my feet carried me into mischief 
 one day," said grandma, with a smile. 
 
 " Oh, do," exclaimed Bertha ; so grandma began her story of 
 
 The Feet which got into Mischief 
 
 When I was about your age, I went to a private school kept 
 
 by a little old lady named Miss Prim. She used to wear a 
 
 cap and kerchief, and knit 
 while we studied our les- 
 sons. We were so afraid 
 of her we hardly dared 
 raise our eyes from out- 
 work while she was in the 
 room. One day she was 
 called out and we planned 
 some fun. We watched 
 her out of the corners of 
 
 our eyes until she was fairly gone ; then the mischief began. 
 
 Our spelling books and 
 
 slates were flung into a 
 
 corner and each of us tried 
 
 to outdo the others in hav- 
 ing a good time. Miss 
 
 Prim's chair was pulled 
 
 out into the middle of the 
 
 room, and one of the boys 
 
 gave the other a mad ride 
 
 in it. My sister harnessed 
 
   : 
 
 EL 
 
 I 
 
 i 
 
 I Mi 
 
 
 mS--%. 
 
 
 / 
 
 f\ J!.!?>p i 8p 
 
 
 \\ 
 
 
 
THE FEET 
 
 107 
 
 two of our stools together and drove them tandem, while I 
 practiced a new dance step upon the other stool. 
 
 We played until we were tired; then, fearing Miss Prim 
 would come back and find us out of order, we began studying. 
 
 Pretty soon the door 
 opened and in she came. 
 No one dared look up for 
 we all felt guilty, but work 
 went on just as usual, and 
 by and by we breathed 
 more easily. Perhaps she 
 wouldn't know after all. 
 
 Just before luncheon 
 Miss Prim said : — 
 
 "You were so good and studious while I was away this 
 morning that I shall give you a treat now. We will not have 
 any more school to-day, but go for a picnic instead." 
 
 Can you imagine how small and mean we felt? We were 
 
 almost too ashamed to 
 speak, but at last my sister 
 faltered out : — 
 
 " We weren't good while 
 you were away, Miss Prim. 
 Our feet just wouldn't keep 
 still. We ran all round the 
 room and played and did 
 lots of naughty things till 
 we were tired." 
 " Was it your feet which led you into mischief ? " said Miss 
 Prim, very soberly. 
 
 " No'm," I said, " they got into mischief 'cause we wanted 
 them to." 
 
 Grandma stopped a moment. " Do you know what Miss 
 Prim said next ? I have never forgotten it." 
 
108 FIRST YEAR 
 
 " What was it ? " said Bertha. 
 
 " Remove thy feet from evil. 
 
 " Even a child is known by his doings, whether his work be 
 pure, and whether it be right." 
 
 "Then Miss Prim told us we must not blame our hands or 
 our feet when we got into mischief or did wrong, because they 
 were only our little servants and did just what they were told." 
 
 Teache)- : " If we want the right kind of feet, what sort of 
 orders must we give them ? " 
 
 We must tell our feet to do right. 
 
 MEMORY POINTS 
 
 The parts of the foot are the instep, ball, arch, heel, and toes. 
 
 We should walk on the ball of the foot. 
 
 Tight shoes hurt the feet and make corns. 
 
 We should wear shoes which just Jit the feet. 
 
 Small high heels hurt the health. 
 
 The feet should be kept clean. 
 
 Tlie nails should be kept trimmed. 
 
 No one should sit with wet feet. 
 
 We must help our feet to do right. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Alcohol injures the Body 
 
 Alcohol destroys health and strength. — Adolf Baer, M.D., 
 Royal Sanitary Commissioner, Berlin. 
 
 Tobacco checks Growth 
 
 Upon the young tobacco has a decidedly injurious effect, so 
 much energy being wasted through all the years when so much 
 is needed for growth and repair, and the whole organism being 
 in a state of disorder. — Selma Severson, M.D. 
 
THE FIVE SENSES 109 
 
 THE FIVE SENSES 
 
 " Heaven sends us ten thousand truths, but because our doors and 
 windows are closed to them they sit and sing awhile upon the roof and 
 then fly away." 
 
 LESSON 26. — SEEING 
 
 Teacher (taking a checkerberry wafer) : " Children, your 
 eyes look so bright I should like to find out what they are for. 
 Who can tell me ? " 
 
 Katie : " We see with our eyes." 
 
 Teacher : " We must find out if Katie is right, and if it is 
 really our eyes which see. Shut your eyes. Can you see 
 now? 
 
 " No, we cannot see if our eyes are shut tight. Keep them 
 shut a moment more. I am going to take something in my 
 hand. Now open 
 your eyes and look 
 at it. How many 
 know what it is 
 (showing the bit of 
 round color in her 
 open palm) ? 
 
 " I will tell you. 
 It is a wafer. 
 
 " We will play that each of us has a little servant who shows 
 the wafer to us, and that her name is Sally Seeing." 
 
 We give her this name because she sees for us. 
 
 Bring out the idea that a servant is a helper. 
 
 Teacher : " Let us try to think how Sally Seeing helps. We 
 want to find out something about this wafer. Does Sally 
 Seeing show you a white wafer ? " 
 
 No, it is red. 
 
 Teacher: "Sally Seeing is right. This good little servant has 
 
110 FIRST YEAR 
 
 told us its color. Can Sally Seeing tell us if the checkerberry 
 wafer is large like this big peppermint lozenge, or smaller ? " 
 
 Sally Seeing says it is smaller. 
 
 " I wish it was as big, if you are going to give it to me," 
 pipes a little candy -lover. 
 
 Teacher : " Can Sally Seeing tell us its shape ? " 
 
 Sally Seeing says it is round. 
 
 Teacher: "Could Sally Seeing show anything very well if 
 you were sleepy ? " 
 
 If we were sleepy, Sally would be sleepy too, because she is 
 our eyes. 
 
 Teacher: "If the room were full of smoke, could Sally do 
 her work well, and help us see ? " 
 
 Smoke hurts so we cannot see well ; a good deal of smoke 
 makes us shut our eyes. Sally Seeing cannot help us find out 
 about things if our eyes are shut. 
 
 Teacher: "Would tobacco smoke help Sally do her work 
 well ? " 
 
 Tobacco smoke makes our eyes smart. Sally Seeing does 
 not like it, for then she cannot do good work. 
 
 Tell the class that doctors have found that tobacco hurts the 
 eyes, and sometimes makes people who smoke almost blind. 
 Cigarettes which boys smoke hurt the eyes too. Poor little 
 Sally Seeing has a very hard time trying to work for boys who 
 smoke. 
 
 It is not good for the eyes to be in a closed, room where 
 people are smoking. 
 
 LESSON 27. —FEELING 
 
 Teacher : " Shut your eyes, and send Sally Seeing away. 
 She has worked hard enough, and we must try to find another 
 little servant to help us. Keep your eyes shut. Willie, I will 
 put something into your hand, and you may tell me what it is 
 without looking at it." 
 
THE FIVE SENSES 
 
 111 
 
 Willie : " It is the wafer." 
 
 Teacher: "You are right. Pass the wafer along until all 
 can tell the wafer by feeling." 
 
 Teacher: "Here is another little servant. We will call her 
 Fanny Feeling." 
 
 Question as before until the class agree that it is Fanny 
 Feeling who helps them to find out that the wafer is smooth, 
 hard, round, and small ; that it is Fanny 
 Feeling who tells them when they have 
 a toothache or a headache, and can tell jr 
 them very quickly when the head and 
 
 p A 
 
 tooth stop aching. If Fanny Feeling is awake she can tell 
 us when we burn a foot or a finger, but if she were asleep 
 she would know nothing about it. People have sometimes 
 been burned to death because Fanny Feeling was asleep. 
 
 Alcohol puts Fanny to sleep when she ought to be awake. 
 Tobacco hurts Fanny, and makes her sick and lazy. Whole- 
 some food to eat and water or milk to drink will keep her wide 
 awake and active in the daytime, but we must see that she 
 goes to bed early at night. 
 
 LESSON 28.— TASTING 
 
 Teacher : " Shut your eyes and put your hands behind you. 
 I will put a piece of wafer into your mouths. Tell me some- 
 thing about it which we have not learned before." 
 
 I taste the wafer. 
 
112 
 
 FIRST YEAR 
 
 The wafer is sweet. 
 
 Tommy Tasting may now be added to the list of serv- 
 ants. 
 
 A little lesson on self-control should follow. Question until 
 the class agree that Tommy Tasting cannot be trusted always, 
 and that if he urges us to eat too much candy because it tastes 
 sweet and good, we must say no to him. We must learn what 
 is good and what is not good for us, so that we may keep 
 Tommy Tasting from making mistakes. . We must teach 
 Tommy to be a good servant. 
 
 Teacher: "Could Tommy tell you how a nice ripe pear 
 tastes if your mouth had been burned ? 
 
 "Tommy Tasting gives us a great deal of pleasure if we 
 treat him well. He tells us how good our dinner is ; what a 
 
 lovely flavor the ripe ap- 
 ples, peaches, grapes, and 
 pears have; he told you 
 that the pieces of wafer I 
 put into your mouths had 
 a good checkerberry flavor. 
 Tommy Tasting is a very good fellow if only 
 he is treated rightly. But people sometimes 
 treat Tommy so badly he cannot tell them about these good 
 things. When they drink a liquor which has alcohol in it, 
 as wine, beer, or cider, it hurts Tommy, and he cannot tell 
 so well how other things taste. Tommy cannot tell the boys 
 or men who smoke or chew tobacco how good their dinner 
 really is, so they lose more pleasure from smoking and drink- 
 ing than they get." 
 
 Alcohol and tobacco hurt Tommy Tasting because they are 
 poisonous. 
 
 If Tommy Tasting is to be a good little servant for us, we 
 must not take either alcohol or tobacco. 
 
 How many little servants have we found already ? What 
 
THE FIVE SENSES 113 
 
 is the name of the first one? What does Sally Seeing do 
 for us ? 
 
 What is the name of the second little servant? What does 
 Fanny Feeling do for us ? How do we know when to put on 
 our heavy coats and jackets ? Could Fanny Feeling tell us it 
 is cold and we need our overcoats if she were asleep ? What 
 sometimes puts Fanny Feeling to sleep when she ought to be 
 awake ? What sometimes makes Fanny Feeling sick so she 
 cannot work ? 
 
 What is the name of the third little servant ? What does 
 Tommy Tasting do for us ? What must we teach Tommy in 
 order to make a good little servant of him ? 
 
 LESSON 29.— HEARING AND SMELLING 
 
 Teacher : " Shut your eyes and mouths, and put your hands 
 behind you so that Sally Seeing, Fanny Feeling, and Tommy 
 Tasting will not know what 
 we are doing. Be very still 
 and tell me what I am doing 
 with this wafer." 
 
 You are breaking the wafer. 
 
 Teacher : " How do you 
 know I am breaking the 
 wafer ? " 
 
 I hear you break the wafer. 
 
 Teacher : " Very well ; we will add Hatty Hearing to our 
 list of servants." 
 
 How do we know when the clock strikes ? When the 
 bells ring ? What little servant tells us when a dog barks ? 
 You may each name a way in which Hatty Hearing helps 
 us. 
 
 We train this little servant to do better work when we pay 
 attention to what is said. 
 
 on. less, in hy. — 8 
 
114 
 
 FIRST YEAR 
 
 If we listen carelessly when people speak to us, Hatty Hear- 
 ing will grow careless too, and by and by she will not tell us 
 what we ought to hear. 
 
 Smelling 
 
 Teacher: "One more little servant can tell us something 
 the other four have not found out. 
 
 " Lucy, I am going to put this wafer close to your nose. 
 You may tell me something new about it." 
 Lucy : " I smell checkerberry in the wafer." 
 When the wafer has been passed along, and all have become 
 familiar with its odor, Sammy Smelling is introduced. By 
 
 questioning show that it is 
 he who tells when mamma 
 is cooking something we 
 like for dinner ; that it is 
 Sammy Smelling who tells 
 us how sweet or fragrant 
 the flowers are; when food 
 is spoiled and unlit to eat; 
 when the air indoors is bad 
 and should be changed ; when we should go out to play and 
 get the nice fresh air. 
 
 Sammy Smelling will be a very active little servant if we 
 train him rightly. It is his work to give us pleasure, to warn 
 us of danger, and to tell us many things which we could not 
 find out in any other way. 
 
 MEMORY POINTS 
 
 These Jive little servants are called our Five Senses. 
 
 Through them ice learn what ice know of this world. 
 
 We must help them to do good work. 
 
 Alcohol and tobacco dull all the senses. 
 
 It is wrong to use anything that icill dull these little servants. 
 
THE FIVE SENSES 115 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Alcohol dulls the Senses 
 
 Alcohol diminishes the acuteness of all the senses. Half a 
 small glass of wine impairs feeling, vision, and sensibility to 
 weight. — Charles H. Shepard, M.I). 
 
 The use of alcohol blunts the delicate and swift perception 
 of the physical senses. — R. Hingston Fox, M.D. 
 
 Tobacco injures the Sight 
 
 The use of tobacco may help to cause defective color sense. 
 
 — London Lancet. 
 
 LESSON 30.— REVIEW QUESTIONS 
 
 Why should we sit, stand, and walk properly ? 
 What are the best drinks for children ? 
 What may happen to the boy who uses tobacco ? 
 What do we need to make us grow ? 
 Why do we need food ? 
 
 Why is cider a bad drink, while apples are good to eat? 
 What are the parts of the body ? 
 How should the head be taken care of ? 
 How can every one have a pleasant face ? 
 Why do we need joints in our arms and legs ? 
 W T hy should we keep every part of our bodies clean ? 
 Name the good uses of grains ? 
 
 How do the rum, beer, and whisky made from these grains 
 hurt people ? 
 
 What are the parts of the leg ? of the foot? 
 
 How can we help our limbs to grow strong and firm ? 
 
 What do we learn through our senses ? 
 
 Why is it wrong to do anything which will injure them ? 
 
SECOND YEAR TOPICS 
 
 I. 
 
 The Body as a Whole 
 
 
 
 
 
 117 
 
 II. 
 
 •Food .... 
 
 
 
 
 
 129 
 
 III. 
 
 The Sense op Taste . 
 
 
 
 
 
 . 134 
 
 IV. 
 
 The Grape and Wine 
 
 
 
 
 
 141 
 
 V. 
 
 The Eye 
 
 
   
 
 
 
 146 
 
 VI. 
 
 The Voice . 
 
 
 
 
 
 157 
 
 VII. 
 
 The Ear 
 
 
 
 
 
 160 
 
 VIII. 
 
 The Nose 
 
 
 
 
 
 168 
 
 IX. 
 
 The Sense of Touch . 
 
 
 
 
 
 172 
 
 X. 
 
 Tobacco 
 
 
 
 
 
 178 
 
 XI. 
 
 Beer . 
 
 
 
 
 
 184 
 
 116 
 
SECOND YEAR 
 
 THE BODY AS A WHOLE 
 LESSON 1.— PARTS OF THE BODY 
 
 Teacher: "Suppose this picture on the board were a reai 
 live child like one of you, and we were to invite him to take 
 dinner with us. What parts of his body would he need to use 
 in eating ? Come to the board and point to them. What parts 
 would he use in catching a ball ? in riding a bicycle ? in 
 drawing a long breath ? in laughing ? Point to each of these 
 parts. What parts of the body have we not named ? " 
 
 Ask each child to name something he likes to do, then to 
 tell what parts of the body he uses in doing it. 
 
 Compare the human body in various ways with that of ani- 
 mals. Name animals which are larger than man ; those which 
 are smaller. Who can think of an animal whose body is all 
 in one piece ? If no one can do this, show an oyster and ask 
 the class to find whether it has any distinct head or legs. 
 How many parts are there in the body of an eel or a snake ? 
 How many in a caterpillar ? in a frog ? a boy ? 
 
 What parts of the body can we bend ? What do we call 
 these parts ? Find the joints in your arms ; your legs. What 
 other joints are there in the body. What is the use of each 
 joint ? 
 
 What animals have their bodies composed of the same gen- 
 eral parts as man? What differences can be thought of 
 between the body of a horse and the human body ? Which 
 can run faster ? Which can stand upright ? Which has 
 
 117 
 
118 
 
 SECOND YEAR 
 
 hands ? which is stronger ? which has the better brain, and 
 can think and learn more quickly ? 
 
 Name as many acts of animals as you can think of. Make 
 a blackboard list of these. Ask the children to come to the 
 board, one at a time, and check off from this list everything 
 which man can do. Which is more skillful and able to do the 
 greater number of things, man or the lower animals ? 
 
 How many have seen a person who has lost a finger, an arm, 
 or a leg ? What parts can be taken away and the person still 
 live? What parts would cost a person his life if he should be 
 deprived of them ? 
 
 What parts does a person need to do the best work ? 
 
 LESSON 2. — REPAIR OF THE BODY 
 
 Teacher : " Suppose our boy on the blackboard lived in a 
 real house, and he were to find some day that his house was 
 
 all coming to pieces; 
 holes in the roof where 
 the rain could come in, 
 plastering coming off the 
 walls, and everything 
 about the place untidy 
 and disagreeable. What 
 would you advise him 
 to do?" 
 
 He might build a new 
 house. 
 
 He could mend the old 
 
 roof and repair the house 
 
 he now lives in. 
 
 He might buy another house and move into that. 
 
 Teacher: "He could do any of these things if he had 
 
 money enough, but how is it with our bodies ? We have to 
 
 V>N\T/^. 
 
THE BODY AS A WHOLE 119 
 
 live in them all the time, just as a turtle lives in his shell. 
 If we hurt them or wear them out, can we buy new bodies ? 
 Can we even repair them so they will be as good as new ? I 
 am afraid they would always look patched and show that we 
 had not taken good care of them. I know a man who has 
 lived in- the same house for seventy-one years, and it is just as 
 strong and comfortable now as it ever was. How do you sup- 
 pose he has kept it in such good condition ? y 
 
 It was built strong in the first place. 
 
 He has had it repaired just as soon as anything needed to be 
 done. 
 
 Teacher : " These are two good reasons why his house has 
 lasted so long. I wonder why it is that some people's bodily 
 houses last so much longer than others'." 
 
 Jasper : " Perhaps it's because they take better care of them. 
 But I don't see how people can take care of that kind of a 
 house." 
 
 Teacher : " Let us see if we can find out. In the first place, 
 what are houses built of ? " 
 
 Class : " Mine is built of stone." 
 
 "Our house is made of wood." 
 
 " Ours is brick." 
 
 Teacher: " These are all good materials for houses, and when 
 they are worn in any place we can put in a new brick or board 
 and make them almost as good as new. Our bodies get worn 
 too, with all our work and play, and need repair. Only the other 
 morning I heard a little girl trying to tell how hungry she was. 
 She said, ' Oh, mother, there is such a big hole in my stomach, 
 I can't wait any longer for breakfast.' 
 
 " You couldn't mend that kind of a hole with wood or stone. 
 What do you suppose her mother did use ? 
 
 " Yes, we need food to make good the waste of our bodies, 
 — bread and butter and milk and eggs and fruit and fresh 
 vegetables and meat." 
 
120 SECOND YEAR 
 
 Who has been in a mill and watched the men at work ? 
 Grain is put in at one end of the mill and comes out at the 
 other fine white flour, all ready to be made into bread. Some- 
 thing like that happens to our food when we eat. We put it 
 into our mouths, and in a very little time it doesn't look in the 
 least like beef or potato. It has been ground very fine by our 
 teeth and mixed with different juices until it is ready to be 
 made a part of the arm that we play ball with, or the legs 
 that we run with. Every time we work or play or think we 
 wear out tiny parts of our bodies, and every time we eat, our 
 food goes to mend these worn-out parts, and make them as 
 good as new. 
 
 LESSON 3.— NEED OF EXERCISE AND REST 
 
 There are other ways in which we can take care of these 
 wonderful bodies of ours. Let us think what they are. 
 
 Sometimes you have chicken for dinner. Have you noticed 
 a difference in color between the meat on a chicken's leg and 
 that on his wing ? Which meat is more tender ? Which part 
 did the chicken use more ? Why does a horse have very 
 strong legs ? How do a baby's arms get strong ? 
 
 By such questions develop the idea that every part of the 
 body grows strong by exercise. 
 
 Many children are unwilling to go to bed at an early hour. 
 They must be taught that plenty of sleep in the first part of 
 the night is another important essential to growth. Show 
 them the picture in this lesson of little Jessie Hilton, and tell 
 them how she got her bright face and clear complexion. 
 
 Early to Bed 
 
 Jessie Hilton was never ready to go to bed. " Let me sit 
 up just a few minutes longer," she used to beg her mother 
 
THE BODY AS A WHOLE 
 
 121 
 
 when seven o'clock came. " It's so early, and I'm not one bit 
 tired." 
 
 One night Mrs. Hilton called Jessie to see the new dress 
 she had just finished for her. The child was delighted. 
 
 "Now I won't have to wear my old one any more," she 
 said. " Fm so glad, for it's almost worn out." 
 
 " How is it that little girls don't wear out as well as dresses ? " 
 asked her mother. " I should think they would, running about 
 and playing as hard as they do every 
 day." 
 
 " How funny ! " laughed Jes- 
 sie. " Of course they don't 
 wear out, 'cause, 'cause 
 they're alive, I guess." 
 
 "That is one reason," 
 said Mrs. Hilton. "But 
 they wouldn't stay alive 
 very long if they romped 
 and played all the time. 
 Every time you run or 
 jump, or even move, you 
 are wearing out your body 
 whether you feel tired or 
 not, and these worn places have 
 to be kept mended. We don't 
 use cloth and needles and thread 
 
 to repair our bodies as we do to mend dresses. A good break- 
 fast and dinner will answer the purpose much better, but 
 something else is necessary besides food, and that is sleep. 
 If we get all the rest and sleep we need every night, this 
 will give our bodies a chance to grow, and they will be even 
 stronger than they were before." 
 
 " Is that why you make me go to bed early ? " asked Jessie j 
 " so I won't wear out ? " 
 
122 SECOND YEAR 
 
 "That's just it," said her mother. "I want my little girl 
 to have bright eyes and rosy cheeks and a strong, active body, 
 so I take care that she gets a good long sleep every night, with 
 plenty of fresh air in her room." 
 
 Do you want to know how Mrs. Hilton's plan succeeded ? 
 She had Jessie's picture taken that summer, and here it is. 
 Don't you think she looks like a healthy little girl ? 
 
 LESSON 4. — NEED OF CLEANLINESS 
 
 Make neatness and cleanliness the fashion. Commend those 
 who come to school with hair nicely combed, face, hands, and 
 nails clean, and with spots washed off their clothes, and shoes 
 brushed. It is marvelous to note the growing and healthful 
 desire which may be developed even in young children to 
 improve their personal appearance'. 
 
 How Dan got his Cherries 
 
 Baby Marion had found a prize. She trudged out to the old 
 cherry tree one morning, hoping to find some of the ripe fruit 
 low enough for her to reach, and there on the ground was a 
 newspaper nearly full of bright red cherries. Here was luck 
 indeed. Just as she had gathered her treasures into her arms, 
 along came Dan Evans with both hands in his pockets. When 
 he saw Marion he gave a low whistle of surprise. She had his 
 cherries. 
 
 Dan was only a rough boy, but he never thought of taking 
 his property away from a little girl, neither did he want to 
 lose those cherries. He flung himself down on the grass to 
 think the matter over. 
 
 M arion drew back a little. She was afraid of boys, and Dan 
 looked tumbled and dirty. Perhaps he would take her cherries 
 if he got a chance. But Dan never moved. Marion ate one or 
 two, then she began to feel a little selfish. 
 
THE BODY AS A WHOLE 
 
 123 
 
 " If you were a nice clean boy," she said after a while, " Pd 
 give you some cherries." 
 
 Dan grinned till he showed all his teeth. 
 
 " Am I dirty ? " he said. " Wait a minute then, and I'll 
 clean up." 
 
 He scrubbed his face and hands vigorously in the brook 
 near by, then presented himself again to the little maid. 
 
 " Will I do now ? " he asked. 
 
 Marion held out a big cherry for reply, and soon the two 
 children were eating away in the most friendly fashion. 
 
 " Do you know what made me look so bad ? " Dan asked 
 after a while. " I got all tumbled up picking those cherries 
 this morning." 
 
 " Were they yours all the time ? " said Marion. " Then I 
 like you 'cause you didn't take them away from me, but I like 
 you better now you're clean." 
 
 Name some of the ways in which the hands and face get 
 soiled. Can we work or play at anything and keep perfectly 
 
124 SECOND YEAR 
 
 clean ? "Why do we need to bathe often ? Why should the 
 hands and face be washed before meals ? Why do we need 
 clean hands in school ? clean faces ? How do birds keep 
 clean ? What animals have you seen take a bath ? 
 
 How do the pretty flowers and plants in our gardens keep so 
 fresh and bright ? How do they look when it has been dry 
 and dusty for a long time ? What do the crops in the fields 
 and the grass on our lawns need to keep them fresh and 
 green and growing ? How do we keep our streets and houses 
 clean? How do we clean our soiled clothing? the dishes 
 from which we eat our food ? 
 
 Get from the children as many reasons as you can why 
 cleanliness is both desirable and necessary. 
 
 A large china doll can be used as an object lesson in show- 
 ing how every part of the face, neck, and hands should be 
 washed ; how the ears should be kept clean and how the nails 
 should be cared for to keep them neat and of the proper length. 
 Give only a few of these facts at a time, but emphasize by 
 repeated drills until each child knows just how to keep his 
 own hands and face clean. 
 
 At the same time, do not neglect to instruct the class as 
 to the proper place for cleaning the nails, remembering that 
 many children have little or no training in etiquette at 
 home. 
 
 Ask the children what kind of men and women they would 
 like to be when grown. All will want to be tall and strong, 
 with clear eyes, quick ears, and able to think well and readily. 
 Bring out these facts, then write on the board at their dicta- 
 tion a review of the essentials to such growth and development 
 already brought out in this lesson. 
 
 How many have a bird at home or some other pet? Let 
 them decide whether their pets need proper kinds of food, 
 plenty of sunshine, a chance to exercise and rest, water to 
 drink and loathe in, in order to grow and keep well. Would 
 
THE BODY AS A WHOLE 125 
 
 it be a good plan to feed them anything which might make 
 them sick, or stop their growth ? Ought we to be any less 
 careful of ourselves than of our pets ? Who can give a reason 
 why children should never taste beer or any other liquor which 
 has alcohol in it ? 
 
 LESSON 5. — THE TEETH 
 
 Have ready on the board drawings of the teeth as they 
 appear in each jaw, also an enlarged drawing of a single tooth. 
 Ask the children to come one at a time to the board and find 
 some of the differences between the front and back teeth. 
 
 Why do we need teeth with thin sharp edges in front? 
 Which teeth do we use mostly in chewing our food ? How are 
 they shaped ? What kind of teeth has the cat ? the horse ? 
 
 Bring to the class a tooth and show the hard smooth sub- 
 stance which covers it. Explain how this keeps the tooth strong 
 and well and prevents it from aching, just as the skin on our 
 bodies keeps them from getting hurt. Tell the class that this 
 covering is very thin, and that if we bite hard substances with 
 our teeth we may crack it or even split it off in places ; then 
 the tooth will soon ache. 
 
 Show that clean teeth and a clean mouth are necessary 
 because the inside of the mouth is so warm that bits of food 
 left there soon begin to spoil and hurt the teeth. Explain 
 just how the toothbrush should be used, first up and down 
 the teeth, then across them both front and back. 
 
 Teach the children to brush their teeth gently but thoroughly 
 after each meal, using a soft brush and plenty of warm water, 
 taking care to clean the back side of the teeth as well as the 
 front. Show them also how to remove particles from the 
 spaces between the teeth by using bits of floss silk. 
 
 Tell them the story of Colonel Roosevelt and his Rough 
 Riders as they went into the battle at El Caney. All the 
 
126 SECOND YEAR 
 
 luggage had to be left behind except the mackintoshes 
 which protected the men from the heavy rains, but they 
 needed their toothbrushes so much that they stuck them into 
 their hatbands and carried them in this way rather than go 
 without them. Form a toothbrush brigade in your own school 
 for each boy and girl to join who will try to take as good 
 care of their teeth as did this regiment of United States 
 soldiers. 
 
 LESSON 6. — CIGARETTES SPOIL THE LOOKS OF THE TEETH 
 
 Arthur's mother has taught her little boy to take care of 
 himself in a great many ways. In warm weather he often 
 goes barefooted, but he always washes his own feet and hands 
 and brushes his teeth before he goes to bed. 
 
 One night he started up to bed with his arms full. His pet 
 kitten, Muff, and Towser the puppy, sleep in little baskets 
 just outside Arthur's door. He tried to carry them both up- 
 stairs at once and his Noah's Ark too, but he soon found that 
 this was too much of a load for a little boy, and Towser had 
 to be left behind to do his own climbing. 
 
 When his mother came up to tuck him into bed, he asked 
 if Muff and Towser didn't need to have their teeth brushed. 
 
 Mrs. Grant told him that dogs and cats know how to keep 
 themselves clean better than any one can do it for them. 
 They are very neat and nice in all their ways if given an 
 opportunity, much more so than many people. You never 
 saw a dog with black teeth ; they are always white and shin- 
 ing like ivory. One reason is that dogs never smoke cigarettes 
 or chew tobacco. 
 
 No one who uses tobacco will have nice looking teeth very 
 long. They soon have a dirty yellow color which spoils their 
 appearance. Then we cannot get them clean, no matter how 
 carefully we brush them. There is a strong odor about them, 
 too, which no one likes. Tobacco users often spit out the 
 
THE BODY AS A WHOLE 
 
 127 
 
 juice on the sidewalks or in other places where people must 
 walk. No one who wishes to be truly clean will smoke 
 cigarettes or use tobacco in any way. 
 
 The Care of the Hair 
 
 Read to the class the following story of the " Snarlies " and 
 then sketch Mrs. Brush and Mr. Comb on the board. This pic- 
 ture, with an occasional allusion to 
 the story, will be of great aid in 
 keeping snarls out of the children's 
 hair. 
 
 The Snarlies got into a little girl's 
 
 hair; 
 They said, "Let us make us a little 
 
 nest there." 
 Mrs. Brush came along, and she said, 
 
 « Oh, no, 
 This little girl's hair was. not meant to 
 
 look so." <c^< — iM 
 
 The Snarlies determined that there they would stay ; 
 They wanted to sleep, and they wanted to play. 
 So they said, " Mrs. Brush, you are not doing right ; 
 If you don't go away, we will tie you up tight ; 
 To stay in this hair is our greatest delight." 
 
 So then Mrs. Brush sent for good Mr. Comb, 
 And asked him to help send the Snarlies all home ; 
 And together they drove every Snarly away, 
 And told them in some other place they must stay ; 
 Then wasn't that little girl happy and gay ! 1 
 
 There will be no difficulty in persuading the class that well- 
 combed hair looks better than snarls, and, by an encouraging 
 word and smile now and then, in commendation of those who 
 
 1 Charlotte E. L. Slocum, in Our Little Men and Women. 
 
128 SECOND YEAR 
 
 have tried to make themselves tidy, quite a change may be 
 wrought in the general appearance of the class. 
 
 MEMORY POINTS 
 
 Our bodies are made up of many parts because we have many 
 different things to do. 
 
 Our bodies are all the time wearing out because we use them so 
 much. 
 
 We need plenty of wholesome food to keep them in repair. 
 
 Exercise helps every part of the body to grow strong. 
 
 Children need plenty of sleep. 
 
 Fresh air and sunshine aid growth. 
 
 Every part of the body should be kept clean. 
 
 The hair and teeth should be well brushed every day. 
 
 Cigarettes spoil the appearance of the teeth. 
 
 Alcohol and tobacco htirt the body and stunt its growth. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Cleanliness 
 
 Cleanliness covers a large part of the field of sanitary labor. 
 Cleanliness, that is purity of air ; cleanliness, that is purity of 
 water ; cleanliness in and around the house ; cleanliness of 
 person ; cleanliness of dress ; cleanliness of food and feeling ; 
 cleanliness in work ; cleanliness of life and conversation j 
 purity of life, temperance, — all these are in man's power. 
 Modern knowledge of bacteria has given enormous impetus 
 to cleanliness in medicine. — Journal of Hygiene. 
 
 The stunted growth, the increasing number of weak, sickly 
 children, arrested alike in their moral and their physical devel- 
 opment, and the increase of crime — all these are to be laid at 
 the door of alcoholism. — K S. Davis, M.D., LL.D., F.R.S. 
 
FOOD 129 
 
 Alcohol destroys the body and undermines the health. — 
 A. Baer, M.D., Royal Sanitary Commissioner, Berlin. 
 
 The tobacco habit is injurious to health, to scholarship, and 
 to character. It weakens the will, diminishes the power of 
 application, and lowers the tone of thought and feeling. 
 Excessive smokers are uniformly poor scholars. — W. D. 
 Hyde, D.D., President of Bowdoin College. 
 
 FOOD 
 LESSON 7. — WHAT FOOD IS FOR 
 
 Teacher (holding a doll) : " I must tell you what happened 
 to Doll Marion last week. 
 
 " My little niece took her to play in the orchard and forgot 
 to carry her home. The next day she went to my uncle's for 
 «, little visit. The day she came home her brother found 
 Marion in a bush and brought her to me. 
 
 "You may look at her carefully and see if she has been 
 harmed." 
 
 Carrie : " Her clothes are rather soiled and she looks as if 
 she had been out in the rain, but I don't think she is hurt at 
 all." 
 
 Teacher: "Suppose Carrie had been left alone in the fields 
 or woods as the doll was, with no food for a week, with no 
 shelter from sun and rain, what would have happened to 
 her?" 
 
 " She would have died just as the ' Babes in the Wood ' 
 did," said Ada. 
 
 Teacher : " But here's Doll Marion as gay and smiling as 
 ever." 
 
 Percy : " She's only a doll ; she isn't alive. A doll doesn't 
 eat." 
 
 OR. LESS. IN HV. 9 
 
130 SECOND YEAR 
 
 Teacher : " Suppose Daisy doesn't feed her canary or Donald 
 his dog for a week — what then ? " 
 
 Cecille : " They would both die." 
 
 Teacher : u What do living things need to keep them alive ? " 
 
 All living creatures from the great elephant down to the 
 tiniest insect must take food to keep them alive. 
 
 Teacher : " Suppose I put Carrie in a room and give her a 
 little food — just enough to keep her alive. Will that be all 
 that is necessary ? " 
 
 Norman: "No, indeed, she would be hungry all the time 
 and cry." 
 
 Teacher : " If I asked her to carry a heavy basket for me 
 when she had not had enough to eat, could she do it ? " 
 
 Guy : " She would be too weak, she could not carry it." 
 
 Teacher : " What does food do besides keeping us alive ? " 
 
 Mabel: "It makes us strong." 
 
 Teacher: "There was once a little boy who lived in a dark 
 alley in a great city. This child was very small, no larger 
 than children usually at five. One could hardly believe he 
 was nine years old. 
 
 " He went into the country to stay with a kind farmer and his 
 wife. There he had all the good food he wanted, and in two 
 months he had to have a new suit of clothes although he had 
 not worn out the one he came in. Why was this ? " 
 
 Hugh : " I think he grew fast." 
 
 Teacher : " That is it ; the good food and air and sunshine 
 began to change him at once from a puny, thin, undersized 
 child, to the size he should have been." 
 
 LESSON 8.— WHAT TO EAT 
 
 Show a picture of a cow grazing, another of a girl or boy at 
 a table eating bread and milk. 
 
 Call attention to the first and ask, What is the cow eating ? 
 
FOOD 
 
 131 
 
 What is the child eating ? Suppose Lillie and Tom went into 
 the pasture and tried to make a dinner of grass, or into the 
 barn and munched the dry hay, as the cow does, would they 
 thus get a good dinner ? Would the cow like bread and milk 
 as well as hay ? 
 
 Explain that God has provided the food needed for every 
 living creature, and such food as each needs to build it up, 
 to repair the waste, and keep it strong. What do birds eat ? 
 Wliat does the Eskimo eat ? 
 
 The Eskimo lives in a cold country and eats foods that 
 make fat because he needs 
 such to keep him alive in 
 the great cold. 
 
 People in cold countries 
 need fatty and oily food 
 to keep the body warm. 
 
 People in warm coun- 
 tries eat fruit and vege- 
 tables which keep the 
 body cool. 
 
 A mixed diet is best 
 in countries partly hot, 
 partly cold. 
 
 In the winter we should take food that will protect the body 
 against the cold. 
 
 In the summer we should take less fatty food and should eat 
 cooling foods : grains, vegetables, fruit, and only a little meat. 
 
 What foods do most to build up the body and keep it 
 strong ? 
 
 Milk, bread from whole grains, fruit, vegetables, and meat 
 
 A Good Breakfast for a Child 
 Emit, oatmeal, cream, bread, eggs. 
 
132 SECOND YEAR 
 
 A Good Lunch 
 
 Pea or bean soup, bread, fruit — raw or stewed — and very 
 light plain cake. 
 
 A Good Dinner 
 
 Meat — beef or lamb. 
 
 Vegetables — potatoes, beans, or peas in season. 
 Salad — lettuce or other green vegetable dressed with oil and 
 a little lemon juice. 
 
 Dessert — fruit stewed or raw, or a very simple pudding. 
 
 LESSON 9. — WHEN WE SHOULD EAT AND HOW MUCH 
 
 Explain that what we eat goes into the stomach, and that 
 the stomach has to get the food ready to make us strong and 
 well and keep us alive. 
 
 Ask the children how they would like to be called in every 
 time they went out to play, to do some piece of work. Would 
 they like to be awakened in the middle of the night to work ? 
 
 The stomach needs times of rest as well as other parts of the 
 body. If we make it work at any and every time it becomes 
 tired, gets sick, and works poorly ; sometimes it refuses to 
 work at all. 
 
 Suppose mother said, " I'll not get breakfast until ten o'clock 
 when you are in school ; " would you like it ? How often should 
 we eat ? 
 
 Develop the idea of regularity in work and play. Show how 
 much in life depends upon doing things at the right time and 
 place. Make plain the idea of confusion that arises when 
 things are done irregularly. Show that irregularity in eating 
 causes confusion in the stomach. Teach that because things 
 do not distress us at the time we take them, that is no sign 
 they are harmless. Nature does not always require her bills 
 paid on presenting. 
 
FOOD 133 
 
 MEMORY POINTS 
 
 Every living thing needs food. 
 
 Food keeps us alive, makes us grow, and gives us strength. 
 
 In warm weather we should choose fruits and vegetables for a 
 large part of our food. 
 
 In temperate climates a mixed diet is best. 
 
 Very rich food is not good for the body. 
 
 In the morning the body is rested from the night's sleep and 
 needs food to strengthen it for the work of the day. 
 
 At noon the body needs food to supply what has been used up 
 during the morning hours. 
 
 At night we need food to supply what has been lost during the 
 afternoon, and what will be needed during the long hours of 
 resting at night. 
 
 Grown people, and children large enough to go to school, who 
 are in good health, do not usually need to eat between meals. 
 
 Do not keep nibbling at all times. 
 
 A stomach that is well treated will be a good friend for life. 
 
 Alcohol is not a food ; it is bad for the stomach. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Alcohol is not a Food 
 
 Alcohol is not in any sense a true food-stuff. Containing no 
 nitrogen, it cannot contribute to the muscular, the nervous, or 
 the glandular systems. It fails to meet the demand of the 
 body for proteid material, and so supplies no necessity of life. 
 — A. F. Blaisdell, M.D. 
 
 Brimstone can be burned in the furnace of a steam engine, 
 but it would not be proper fuel, and would destroy the engine. 
 So alcohol is not entitled to be called a food, as, even if burnt, 
 it does harm to the apparatus. — Lauder Brunton, M.D., 
 F.R.S. 
 
134 SECOND YEAR 
 
 Alcohol does not build up the Body 
 
 .Neither alcohol nor tobacco supplies any material for the 
 growth or repair of organized structures. Their presence 
 diminishes the activity of both vegetable and animal nutri- 
 tion and growth. — K S. Davis, M.D.. LL.D., F.R.S. 
 
 Alcohol injures Growing Tissue 
 
 According to the highest authorities, alcohol exerts an exceed- 
 ingly deleterious action on rapidly growing tissues, interfering 
 with their nutrition, and preventing the development of their 
 proper function. — G. Sims Woodhead, M.D. 
 
 THE SENSE OF TASTE 
 LESSON 10. — WHAT TASTE IS FOR 
 
 Supply each child at the beginning of the recitation with a 
 tiny gingersnap. Ask what they can tell about the ginger- 
 snap by looking at it, then by touching, smelling, and last by 
 tasting it. 
 
 Using a similar device, bring out what the children know of 
 the sense of hearing. 
 
 Teacher : " Here are two apples ; one is sweet, the other is 
 sour. Harry, which is the sour one ? " 
 
 Harry : " I do not know." 
 
 Teacher: "He cannot tell by the sense of sight which of 
 these apples is the sweet one. Let us see if he can find out by 
 the sense of touch." 
 
 The teacher cuts the skin from a small place in each apple, 
 and asks Harry to touch each at that point with his fingers, 
 and to tell which the sweet one is. 
 
 Harry: "They both feel alike." 
 
THE SENSE OF TASTE 135 
 
 Develop the fact that neither the sense of sight nor of feel- 
 ing can tell us which apple is the sweet one. 
 
 Teacher : " How can Harry find out which is the sweet 
 apple?" 
 
 He can tell which the sweet apple is by tasting it. 
 
 What does taste tell us about a peanut which we could not 
 find out in any other way ? 
 
 Which one of our senses tells us that the kernels of green corn 
 are good to eat, but that the husks which grow around them 
 are not good ? 
 
 The sense of taste tells us what is good to eat. 
 
 Teacher: "Let us see if this sense tells us anything about 
 things which are not good to eat. I will tell you a story which 
 will help you to answer." 
 
 Harold's Maple Sugar 
 
 " What do you think Uncle Frank tucked into my bag just 
 before I came away?" said Harold Wilson's mother to her 
 eight-year-old son, the day after her return from a long visit 
 in Vermont. 
 
 " Something for me?" cried Harold, dancing up and down 
 in great excitement. " Oh, mother, do tell me what it is." 
 
 "It's sweetness from the very heart of the maple woods," said 
 Mrs. Wilson, smiling at his eagerness. " Now can you guess ? " 
 
 " Maple sugar, maple sugar ! " shouted Harold. " Please do 
 tell me quick where it is ; it's been so long since I've had any 
 I've forgotten almost how it tastes." 
 
 "It is on the second shelf in the storeroom, just beyond 
 the — " but Harold was out of sight and hearing. 
 
 A moment later he flew back to his mother, spluttering and 
 choking and crying between his sobs : — 
 
 " 'Tisn't maple — sugar — 't all ; 't's nothing — but — old — 
 brown — soap." 
 
136 
 
 SECOND YEAR 
 
 " Why, my dear boy, you got hold of the wrong package. 
 The sugar is there. The cakes do look something alike, but it 
 doesn't take very long to find out the difference when one has — " 
 
 Let the children supply the word. 
 
 What is the second thing which taste tells us ? 
 
 The sense of taste tells us what things are not good to eat. 
 
 Does taste help us remember to eat our breakfast in the 
 morning ? 
 
 Name some good wholesome foods which give us pleasure, 
 and also some things which are unpleasant to the taste. 
 
 Taste is meant to give us pleasure so that we may enjoy the 
 food we need to eat. 
 
 Teacher : " What kind of food does us more good, that which 
 we like, or what is disagreeable ? " 
 
THE SENSE OF TASTE 
 
 137 
 
 Call attention to the fact that taste, as some one has said, is 
 the "watchdog of the stomach," whose duty it is to see that 
 we do not eat what might do us harm. 
 
 Wholesome food which is not pleasant to our taste does not 
 do us so much good as wholesome food which we like. 
 
 Lead the class to see that a taste for wholesome food, which 
 we may not like at first, may be cultivated, and that we should 
 try to like such food as will make us grow and keep us strong 
 and well. 
 
 LESSON 11. — WHY HELEN DID NOT EAT HER CANDY 
 
 It was the day after Christmas, and Helen was lost. Her 
 mother called and called, but no Helen. At last she opened 
 the door of the back parlor and 
 saw a woe-begone little figure 
 curled up on the sofa. 
 
 " Oh, here you are," said 
 her mother. "Just see 
 what Aunt Kate has sent 
 you — another box of 
 candy." 
 
 Most children would 
 have been pleased, but 
 Helen wasn't ; she shook 
 her head and began to' cry. 
 
 "Why, my dear, — " said 
 her mother. Then she saw an 
 empty box on the floor which told 
 the whole story, for it had been full 
 of candy that morning. 
 
 What was the matter with Helen, and how 
 did her mother know what made her feel sick ? 
 
138 SECOND YEAR 
 
 If we eat too much of anything just because it tastes good, 
 we may lose our taste for it. 
 
 How many of you ever tried to eat a very hot potato that 
 burned your mouth ? What happens to our sense of taste at 
 such times ? 
 
 We caunot taste so well when the mouth or tongue has been 
 burned. 
 
 This sense is so very delicate we must take care that it is 
 not injured in any way. Mention some of the things which 
 are most likely to hurt it and make it unfit to do its proper 
 work. 
 
 If the children cannot do this at once, help them by a few 
 suggestive questions until they know that biting things such 
 as pepper, mustard, spices, when taken in any but very small 
 quantities, may injure the taste for good food. 
 
 Tobacco will blunt and harm the sense of taste. 
 
 Teacher: "If we injure this sense by such things, how will 
 good food taste to us ? " 
 
 Help the pupils to realize that when the taste has been 
 blunted by the use of any strong, biting substance, good food 
 will taste flat, and we cannot so well enjoy its delicate flavors. 
 
 Call attention to the fact that people who have injured their 
 sense of taste by alcoholic drinks, very often use too much 
 pepper or salt or mustard to make food taste as they think it 
 ought. In that way they blunt this sense still more, and so 
 lose much of the pleasure these things taken in small quantities 
 are meant to give. 
 
 Develop some of the differences between the sense of taste 
 in animals and human beings. What foods taste good to dif- 
 ferent animals which people could not eat at all ? What 
 foods do we like which they do not ? 
 
 Show that animals are often wiser than people in their care 
 
THE SENSE OF TASTE 139 
 
 of the sense of taste, for they do not eat more than they need, 
 nor do they eat substances which hurt this sense. 
 
 Taste is one of the senses which we need most to control. 
 
 Eead aloud to the class Mrs. Ewing's Story of a Short Life, 
 showing how one little boy, who had at first no idea of 
 self-control and made every one around him miserable because 
 he could not go to war and be a brave soldier, learned little by 
 little to master his temper and speak softly when he was in 
 pain, until every one came to love him and think him braver 
 than if he had faced an enemy on the battlefield. 
 
 Teach the children to see that in controlling themselves in 
 the sense of taste, they have taken a long step toward self- 
 mastery. 
 
 LESSON 12. —TABLE MANNERS 
 
 Children often feel that even the most common rules of 
 table etiquette are arbitrary and unreasonable. It should be 
 our aim to show that this is not the case, and to teach the 
 relation which exists between such rules and the laws of 
 hygiene and courtesy ; that it is neither healthful for ourselves 
 nor polite to others to eat rapidly. 
 
 Bring out the fact that our food needs to be well chewed 
 and mixed with the juices of* the stomach, if it is to do us 
 good and make us grow strong and healthy. 
 
 Teacher: "How many think it good table manners to be 
 cross and glum over your breakfasts or dinners because you 
 feel out of sorts or because the special kinds of food you 
 like best are not served ? " 
 
 We want sweet bright faces always when we come to the 
 table. 
 
 What should we talk about when we eat ? 
 
140 
 
 SECOND YEAR 
 
 Which meal tastes better, that which is made cheerful by 
 pleasant talk and a good laugh now and then, or one eaten 
 almost in silence ? 
 
 Our food tastes better and does us more good when we are 
 happy and talk pleasantly at the table. 
 
 Make the noon lunch hour an object lesson in good table 
 manners. If the teacher acts as hostess and her pupils as 
 
 guests on such occasions, and if the illusion of play is kept up 
 throughout, the hour may be made most enjoyable as well as 
 instructive ; while the spirit of politeness and thoughtfulness 
 for others will become natural to the children, not to be laid 
 aside when the play is over, but going with them into their 
 own homes as a leaven of refinement. 
 
 MEMORY POINTS 
 
 The sense of taste tells us the difference between foods. 
 
 It tells us what things are good and what are not good to eat. 
 
 Taste helps us to enjoy our food. 
 
THE GRAPE AND WINE 141 
 
 If we eat too much of any kind of food, we may lose our taste 
 for it. 
 
 Much pepper or spice of any kind will be likely to blunt the 
 taste. 
 
 Drinks which have alcohol in them may blunt this sense. 
 
 Tobacco harms the sense of taste. 
 
 We must always control the sense of taste. 
 
 Food tastes better and does us more good when it is eaten slowly. 
 
 No one should come to the table feeling cross or angry. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Alcohol hurts the Senses 
 
 Careful experiments have proved paralysis of the special 
 senses of smell, taste, touch, sight, and hearing after small 
 doses of alcohol. — Captaix P. W. O'Gorman, D.P.H. Cantab. 
 
 Alcohol diminishes the acuteness of all the senses. — 
 Charles Shepard, M.D. 
 
 Tobacco blunts the Sense of Taste 
 
 The use of tobacco tends to blunt all the senses and to 
 weaken the action of all the nerves of sensation. The persist- 
 ent smoking of tobacco often renders a person almost incapa- 
 ble of distinguishing flavors. — W. E. Baldwin, M.D. 
 
 THE GRAPE AND WINE 
 
 LESSON 13. — OBJECT LESSON ON GRAPES 
 
 Before this lesson is to be presented place upon the board 
 a sketch of two bunches of grapes, putting a face with a smil- 
 ing mouth on each grape in one bunch, and sad-looking faces 
 with mouths turned down on the grapes of the other bunch. 
 
142 SECOND YEAR 
 
 Have also on hand grapes of different colors, a glass of 
 grape jelly, a bunch of raisins, an apple, plum, or other fruit. 
 
 Hold up the grapes and ask the class to describe their shape 
 and color. Find what other kinds of grapes they have seen 
 and tasted. Bring out the following facts by questions and 
 illustration : — 
 
 There are purple grapes, and others which are red, white, 
 green, and black. 
 
 Some grapes are round, and some are shaped like plums. 
 
 Grapes have a tough skin. 
 
 There are seeds inside of grapes. 
 
 A field that is planted with grapes is called a vineyard. 
 
 Show the apple, plum, pear, and other fruits, and ask the 
 children to compare their size, color, and taste, with that of 
 the grape. 
 
 What kind of grapes do you like best to eat ? 
 
 Hold up the glass of jelly, ask what it is, and if they have 
 ever seen it made. 
 
 Show the bunch of raisins and find how many can tell what 
 they are made from. 
 
 Raisins are dried grapes. 
 
 LESSON 14.— A VISIT TO THE VINEYARD 
 
 Hazel and Fred Burton had just moved to California, where 
 the big white grapes grow. Not far from the house where 
 they lived was a large vineyard, in the center of which stood 
 a long, low house or shed. No one lived there, and the 
 children often wondered what it was for. By and by the 
 grapes began to ripen, and one day the children saw men and 
 boys going through the vineyard, cutting the clusters of ripe 
 grapes from the long rows of vines. Fred asked his father 
 what they did with the grapes. 
 
THE GRAPE A XI) WINE 
 
 143 
 
 " They are curing them for raisins, my son," said his father ; 
 " I will take you over to the vineyard and show you how it is 
 done." 
 
 The next day Fred, Hazel, and their father visited the vine- 
 yard. They found large racks upon which clusters of grapes 
 cut the day before were drying in the sun. In the shed, they 
 found many girls sorting the dried grapes or raisins, and pack- 
 
 ing them in boxes, ready to be sent away on the cars to all 
 parts of the United States. 
 
 Fred said he fancied the grapes were smiling on the racks, 
 because they were going to be so sweet and nice for people to 
 eat. 
 
 "Yes," said his father, "the grapes look merry, and the 
 owner looks merry, too. He knows he is making the best 
 possible use of his grapes." 
 
 Fred imagined that those grapes looked like this bunch 
 (pointing to the picture on the board with the merry mouths). 
 
144 SECOND YEAR 
 
 One day when Mr. Burton and the children were riding 
 through the country, they saw another vineyard which did not 
 look like the first one. They got out of the buggy and went 
 to see what the men were doing there. 
 
 In this vineyard, instead of the racks for drying the raisins, 
 there were several large presses in which the grapes were 
 squeezed until all the juice had run out. 
 
 "What are they going to do with all the juice, papa?" 
 asked Fred. " Are they going to make lots and lots of jelly ? " 
 
 "No, they do not boil the juice," said his father. " They let 
 it stand, and after a few days it becomes changed. Alcohol 
 is formed in it, and it is called wine. Some people drink wine, 
 but the v alcohol in the wine is a poison which may make the 
 one who drinks it want more wine. This may hurt his body 
 and brain so that he cannot work or think well. Wine often 
 makes people do and say bad things. Sometimes people who 
 have taken wine make others unhappy." 
 
 " I do not believe those grapes want to be made into wine, 
 to make people bad and unhappy," said Hazel, as one of the 
 men passed by carrying a big basketful of the fruit. 
 
 " It is too bad for men to make a bad drink out of grapes, 
 when there are so many nice ways to use them," said her father. 
 " We will eat the grapes and the raisins and never touch the 
 wine." 
 
 How Wine is Made 
 
 Call the attention of the children to the dust on the skin of 
 the grapes, and tell them about the little plants called fer- 
 ments which are found in that dust. 
 
 How many have seen moss growing on the trunks of trees, 
 and on the roofs of cottages ? This moss is a tiny plant. 
 Other little plants very much smaller than moss are found in 
 the dust on the grapes, plants so small that we cannot see them 
 without a strong glass called a microscope. 
 
THE GRAPE AND WINE 145 
 
 Explain that just as the moss has no means of getting into 
 the heart of the tree, but has to stay on the outside, so these 
 other little plants which grow on the grapes cannot get through 
 the skin to hurt the grape. 
 
 Crush a few grapes in a cup and let the children see that 
 the dust and the plants in it have been washed into the juice. 
 
 Tell the class that these tiny plants or ferments* which do 
 not hurt the grapes while the skin is unbroken, can change the 
 grape juice when they get into it, until it loses its sweet taste 
 and becomes a very different liquid. Fart of the juice becomes 
 a gas more like air than sugar, and another part becomes the 
 sharp-tasting liquid called alcohol which Mr. Burton told the 
 children about. 
 
 Why does wine hurt those who drink it, when the grapes 
 it is made from are so good to eat ? 
 
 Under the picture of the unhappy grapes let us write some 
 sentences, which show that a bad use of grapes makes people 
 very unhappy and sometimes causes them to say and do wicked 
 things. Who can think of one ? 
 
 MEMORY POINTS 
 
 Grapes are of different colors and shapes. 
 
 They grow on vines. 
 
 Afield of grapes is called a vineyard. 
 
 Ripe grapes are sweet and good to eat. 
 
 Other good uses for grapes are to make them into jellies and 
 sauces. 
 
 Raisins are dried grapes. 
 
 People get the grape juice by crushing the grapes and pressing 
 it out. 
 
 Little plants called ferments are found on the skin of the grape. 
 
 When the juice is pressed out, these ferments can change the 
 grape juice into a gas and alcohol. 
 
 OR. LESS. IN in. 10 
 
146 SECOND YEAR 
 
 The poison alcohol in wine hurts people who drink it. 
 Wine sometimes makes people who drink it do and say bad 
 things. 
 
 Wine has made many drunkards. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 In fermentation the juice of grapes is changed from being 
 sweet and full of sugar into a vinous liquor which no longer 
 contains any sugar. — Sir B. W. Richardson, M.D., LL.D., 
 F.R.S. 
 
 Vinous fermentation changes sugar into alcohol. Grape 
 juice splits up into alcohol and carbonic acid. — Gustav 
 Bunge, M.D., Basel, Switzerland. 
 
 All alcoholic drinks are poisonous and injurious to health. 
 They should never be used for beverage purposes. — H. New- 
 ell Martin, M.D., F.R.S. 
 
 THE EYE 
 LESSON 15. — PARTS OF THE EYE 
 
 Dull children usually suffer from some physical defect. 
 
 Test the eyes of all pupils and assign the most advantageous 
 seats to those who may be near-sighted. If spectacles seem 
 necessary, suggest that an oculist be consulted at once. 
 
 Teacher : " I am thinking about a part of the face. Let 
 me tell you something about it while you try to guess what it 
 is. It is shaped somewhat like a ball, but we can see only 
 one side of it. Most of it is tucked away in a kind of bony 
 cradle to keep it from getting hurt, for it is very delicate, and 
 precious. It is not fastened into its cradle so tightly that it 
 cannot move at all. We can move it up and down and from 
 side to side whenever we like. In the daytime it is almost 
 
THE EYE 147 
 
 always in motion. A curtain lined with pink and edged with 
 a curious sort of fringe hangs in front of it, and this can be 
 let down to cover it all up when night conies and it needs to 
 rest, or when anything comes near which might hurt it. 
 
 "Who knows what a camera is? This part of the face 
 which I am telling you about is like a camera in some respects ; 
 at least you can take pictures with it of anything you like, 
 and you do take them all the time except when you are asleep. 
 
 " How many know what part I am thinking about ? " 
 
 The part of the face you are thinking of is the eye. 
 
 Teacher : " To-day we are going to find out something new 
 about these wonderful little cameras of ours, as we may call 
 them. Arthur may draw the curtain and let us see what we 
 have on the blackboard." 
 
 When a good-sized drawing of the eye which has been pre- 
 viously prepared is thus shown, the teacher continues: "I 
 want some one to come to the board and find the part of the 
 eye which takes pictures for us. Is it on the inside or the 
 outside of the eye ? " 
 
 If possible, have a small camera and let the children look 
 through this at one another and at different objects in the 
 room. 
 
 Tell them there is something inside the machine which 
 makes an exact picture of whatever is in front of it, and that 
 in much the same way pictures of everything we look at are 
 formed on the inside of the eye. 
 
 Ask some child to find the spot in the drawing on the board 
 where the light can get through to form these pictures. 
 
 Teacher : "You may all rise by twos and look at each 
 other's eyes for a moment. How many can see the place in 
 them where the light gets to the inside ? " 
 
 The light goes through the black spot in the middle. 
 
 Teacher : u I wonder if you know what this black spot is 
 called. It is the pupil of the eye. 
 
148 SECOND YEAR 
 
 " It is really a little hole to let the light into the eye, and in 
 front of it there is something like a little window which lets 
 the light shine right through, but keeps the dust out. You are 
 looking at this little window when you see the sparkle in any 
 one's eyes, and it is this which makes them look so bright." 
 
 How many have noticed whether the pupil of the eye is 
 always the same size ? Why is it larger at some times than 
 at others ? 
 
 What do we do when the sun shines too brightly in the 
 room ? 
 
 We pull down the curtain. 
 
 This is just what our eyes do for us. Did you know we had 
 curtains in them all around this little window we call the 
 pupil ? This colored part of the eye is a kind of curtain 
 which almost covers the pupil. When the light is very strong, 
 it lets in only a little. In the dark it opens very wide to 
 admit a great deal of light. 
 
 How many different colored eye curtains can you see ? 
 
 How many have a pet cat at home ? Those who have may 
 look at her eyes to-night, and you will see how this queer little 
 curtain works. Put her into a dark room for a few minutes 
 and then bring her out into the light where you can watch her 
 eyes. Of course you will be sure to hold her very gently and 
 not hurt or frighten kitty in any way. 
 
 This beautifully colored eye curtain is called the iris. 
 
 Teacher : "Take another look at the eyes of the one nearest 
 you and tell me some other part which has not been named. 
 
 "Frank is right; I meant the white of the eye. This part of 
 our eyes is made quite hard and firm to help hold them in place." 
 
 Name all the parts of the eye we have learned. 
 
 The parts of the eye are — 
 
 The pupil, a little black hole in the center of the eye which 
 lets in the light. 
 
THE EYE 
 
 149 
 
 The iris, a colored curtain which keeps too much light from 
 getting into the eye. 
 
 The white of the eye, which is firm and hard to help hold 
 the eye in place. 
 
 LESSON 16. —MABEL AND HER UMBRELLA 
 
 One morning as a lady went down street she saw a little 
 girl named Mabel with a large open umbrella. The little girl 
 thought it would be great fun to play lady and carry the 
 
 umbrella open. The wind blew very hard and almost blew 
 the umbrella away from her, but she clung to it with both 
 hands. By and by she wanted to turn around and go home, 
 so she braced her feet hard against the ground, but the wind 
 took her and the umbrella along. Poor little Mabel, she needed 
 
150 SECOND YEAR 
 
 help ! The lady shut the umbrella for her and found that she 
 was crying hard, and that drops of water were coining out of 
 her eyes. The lady wiped these drops off her face and led 
 her home to her mamma. 
 
 What do we call such drops of water ? Tears. 
 
 What are tears ? 
 
 Tears are drops of water that come into our eyes when we cry. 
 
 When we feel bad, too much tear water comes into our eyes 
 and runs out on our cheeks. A little of this tear water is 
 coming into our eyes all the time, and when we wink it is 
 spread around over our eyeballs to keep them moist. Who can 
 tell what winking is ? 
 
 Winking is shutting our eyes and opening them quickly. 
 
 We have to wink to spread the tear water over our eyeballs. 
 Here is another story about a little girl who cried : — 
 
 Susie and the Dark 
 
 One evening a lady heard a little girl, who had gone to bed, 
 crying very loudly. The lady went to see what was the mat- 
 ter. The little girl, whose name was Susie, said, " I don't 
 like the dark." The light had gone out, and she could not 
 see anything; that made her cry. The lady brought in 
 another lamp, so that the room was light again. She wiped 
 away Susie's tears, told her to shut her eyes, and then asked 
 if everything seemed dark again. Susie said, " Yes ; when I 
 shut my eyes, it is dark to me. I don't like the dark, I want 
 to see. I am glad jou brought in the lamp." The lady talked 
 kindly, and told Susie there was no reason to be afraid in the 
 dark. Susie listened, but she thought, "I like the light 
 better." 
 
 Teacher : " All of you who like the light better than the 
 dark may stand up. 
 
THE EYE 151 
 
 " I will stand with you, too, because I like the light. But 
 when we are tired and need to sleep, the dark is better for 
 our eyes than the light. For that reason the night is good as 
 well as the day. But when we are rested, if we have good 
 eyes and are well, we all like a bright, beautiful morning, 
 because we like to see one another and the things about us. 
 
 " Shut your eyes, and keep them shut until I say, Open. 
 Your eyes are now shut ; does the room seem light or dark to 
 you ? " 
 
 The room seems dark when our eyes are shut. 
 
 Teacher : " If anything were the matter with your eyes so 
 that you could not see, it would always be dark to you. 
 
 " Now you may open your eyes again. 
 
 " Why are you glad you have eyes and can see ? 
 
 " What kind of eyes do you like best ? " 
 
 Beautiful Eyes 
 
 One day a man was walking on a crowded street ; his eyes 
 were shut, he could not open them, and he could not have seen 
 if he had opened them. He carried a cane right before him 
 with which he seemed to feel the place to put his feet as he 
 walked. 
 
 What was the matter with this man ? He was blind. 
 He came to a place where he had to cross the street. He 
 could hear the feet of horses and the wheels of wagons and 
 carriages in the way, but he could not see where or when he 
 could safely cross. He stood on the edge of the street and 
 looked troubled. 
 
 A bright-eyed, happy boy, with his books in a strap on his 
 way to school, saw the blind man, ran up to him, and said, " My 
 name is Willie. I will be eyes for you and lead you over. 
 Quick now, please, before that next horse and wagon get 
 here/' 
 
152 
 
 SECOND YEAR 
 
 The blind man took Willie's hand, and together they hurried 
 safely across the street. As the blind man thanked him, he 
 
 added, " I am glad 
 you are not blind, 
 Willie. I cannot 
 see your eyes ; this 
 world is all dark 
 to me, but I know 
 that you have kind 
 eyes and they are the most beautiful eyes in the world. 
 
 What do we mean by kind eyes ? 
 
 How can we have them as well as Willie ? 
 
 LESSON 17.— TRAINING IN OBSERVATION 
 
 Exercises in observation may be introduced at this point, the 
 object of each being to develop in the children quickness and 
 accuracy of perception. Send them one at a time to the door, 
 or into another room for a moment, to notice everything in 
 sight and then tell the class just what they have seen. 
 
 Write short lists of familiar words or a sentence or two on 
 the board, and after erasing them call for their reproduction 
 from memory by the class. 
 
 Vary these exercises by asking different pupils to stand 
 
THE EYE 153 
 
 before the class and describe some object, while the others 
 guess what it is from their description. 
 
 Lesson in Color 
 
 Write the names of the primary colors on the board one at 
 a time and hold up strips of paper of the same color where all 
 can see them. Ask the children to name all the objects they 
 can think of which have this color, pointing out those which 
 are in the room. 
 
 When the seven principal colors have been learned in this 
 way, show the class a prism, or let them see these colors in a 
 glass of water upon which the sun is shining, and name them. 
 
 Call attention to the next rainbow and ask the class to tell 
 the colors they see in it. 
 
 Have ready a box of different colored worsteds cut in short 
 lengths for the children to sort as busy work. Ask them to 
 match the colors exactly, then to arrange them in the follow- 
 ing order — red, orange, yellow, green, blue, indigo, and violet. 
 
 How Tom learned to see Things 
 
 At the dinner table one day, a little boy whose name was 
 Tom told his parents that as he came from school he saw five 
 boys playing marbles on the street in front of the brick church. 
 
 Sam said, " Mother, I think something must be the matter 
 with Tom's eyes ; he does not see straight." 
 
 " Why do you say that ? " the mother asked. 
 
 " Because," Sam replied, " I came home right behind Tom 
 and saw the same boys, and there were only four playing 
 marbles, and not five, as Tom says. I don't suppose he meant 
 to tell an untruth, so I think something is the matter with his 
 eyes." 
 
 " Oh, dear," said Tom, " Sam is so particular ; he wants me 
 to tell just exactly how many I see every time, and everything 
 just as it is ; I don't see what difference it makes." 
 
154 SECOND YEAR 
 
 " It makes the difference between telling what is true or what 
 is not true, ray son," said his father, " and that is a great and 
 serious difference. The boy who is careless about noticing 
 exactly what he sees may not mean to tell an untrnth when he 
 tries to tell what he saw, but he will not be sure he is telling 
 what is true. Now, Tom, for the rest- of this week, I would 
 like to have you and Sam tell us at the dinner table, each day, 
 just what you see on the way home from school at noon." 
 
 The mother said : " I think that will be a very good exer- 
 cise, and I hope my dear Tom will have seeing eyes that notice 
 as well as see. I know he does not want to be one of those 
 who ' seeing, see not.' " 
 
 When Tom kissed his mother good-by as he started back to 
 school, he said, " Mamma, I do want seeing eyes, and I will try 
 to beat Sam in telling what I truly see on the way home to 
 dinner the rest of this week." 
 
 LESSON 18. — CARE OF THE EYESIGHT 
 
 Teacher: "If we are unfortunate enough to break off a 
 tooth, we can go to the dentist's and have a new one put in. 
 Suppose we should once lose our eyesight, would glasses or 
 anything else help us to see ? 
 
 " No, there is nothing to take the place of our eyes, so we 
 must take good care of them that they may last as long as 
 we live. 
 
 " Who can think of some of the ways in which we may hurt 
 our eyes ? 
 
 " I will tell you a little story which will help to show you 
 what I mean." 
 
 How Dan hurt his Eyes 
 
 Dan Benton was just getting well from an attack of the 
 measles. He wanted to get up and play with the other boys, 
 
THE EYE 155 
 
 but the doctor had said he must lie still in a dark room for 
 another day or two. 
 
 " Much he knows about how a fellow feels," grumbled Dan 
 to himself. " A little light won't hurt anybody, and I'm going 
 to read my new book if I can't do anything else." 
 
 Dan pushed open the blinds and read until Nora came in 
 with his supper. " To-morrow I shall get up and have a good 
 time," he thought ; u I'm not going to lie here forever." 
 
 That night Dan woke up with a sharp pain in his eyes. 
 They had never ached so before and he screamed for his 
 mother. 
 
 She bathed them in cool water, but they still hurt so much 
 that the doctor had to be sent for. 
 
 " You'll know enough to obey orders next time, won't you, 
 young man ? " he asked, when he heard what Dan had been 
 doing. 
 
 " You'll have to keep those eyes of yours bandaged for 
 several days yet if you want to get rid of that pain. It's lucky 
 for you, you don't use tobacco, or your eyes would be a great 
 deal worse than they are now. Have you heard about Burt 
 Carter down at the Mills ? " 
 
 " No ; what is the matter with him ? " asked Dan. 
 
 " I'm afraid he's going to lose his eyesight," said the doctor. 
 "He's been smoking cigarettes pretty steadily for several 
 years, and now his eyes are paying the penalty. They are 
 going to take him to a city oculist to-morrow, but I'm afraid 
 no one can help him." 
 
 " Why, his eyes used to be as strong as anything." said Dan. 
 " He could look right up at the sun when all the rest of us 
 had to use smoked glass, and he says he always reads on the 
 cars; I can't because it makes me dizzy." 
 
 " He never will again," said the doctor. " He has abused 
 his eyes too often, and now it looks as if he were going to be 
 blind for the rest of his life." 
 
156 SECOND YEAR 
 
 Dan looked pretty sober. "Miss Gray told us all these 
 things in the physiology class," he said presently, "but we 
 boys thought she was just trying to scare us ; maybe she 
 wasn't, though." 
 
 " No, indeed," said the doctor, " she was telling you the 
 truth ; you'd better be thankful you've found it out in time. 
 If I had known as much at your age about the care of my 
 eyes as you boys are learning in school, I shouldn't be 
 wearing spectacles, I can tell you. You just tell the boys 
 that." 
 
 When Dan went back to school the physiology class was 
 having a review lesson on the eyes, and his hand was the first 
 to come up when Miss Gray asked who could tell some of the 
 ways in which the eyes may be hurt. 
 
 MEMORY POINTS 
 
 The eye takes pictures of everything we see. 
 
 The pupil, iris, and white are parts of the eye. 
 
 The pupil is a small black hole which lets light into the eye. 
 
 The iris is a colored curtain which helj)s to protect the eye from 
 light. 
 
 The white of the eye helps to give strength and firmness and 
 hold the eye in place. 
 
 Tears keep the eye moist and help to wash out specks. 
 
 When we cry more tears come than the eyes can hold. 
 
 If we had no eyes we could not see the faces we love, nor the 
 birds and grass and flowers. We could not see to work or play 
 or read. 
 
 The best eyes are kind eyes which see for others as well as for 
 themselves. 
 
 The colors of the rainbow are red, orange, yellow, green, blue, 
 indigo, and violet. 
 
 Our eyes should help us tell the truth. 
 
THE VOICE 157 
 
 We must notice and remember ivhat we see, if we want to have 
 truthful eyes. 
 
 It hurts the eyes to look steadily at the sun or any very bright 
 light, or to try to see in a poor light. 
 
 It strains the eyes to read when one is lying down, or riding in 
 the cars or a wagon. 
 
 It is bad for the eyes to use them much when one is sick or not 
 feeling well. 
 
 Tobacco hurls the eyes, and sometimes makes people lose their 
 eyesight. 
 
 Any liquor which contains alcohol may make the eyes red, 
 and hurt them in other ways. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 It lias become evident that alcohol alone is not in all cases 
 the cause of acquired color blindness; that very often the 
 abuse of tobacco has much to do with it. — J. H. Thompson, 
 M.D., Surgeon Wabash Railway. 
 
 THE VOICE 
 LESSON 19. —THE USE OF THE VOICE 
 
 There is something attractive in a pleasant voice. When 
 we hear coarse loud tones in the home or in public places, 
 our immediate verdict is, "The owner of that voice lacks 
 refinement." 
 
 Teach the children that we can control the voice, that sweet 
 tones add to the happiness of those about us. They are a 
 mark of good breeding and refinement, and within the reach 
 of every one. 
 
 The lesson may be begun with a guessing game which will 
 arouse the curiosity of the children. 
 
158 SECOND YEAR 
 
 Teacher : " We all possess something which no one has ever 
 seen. We may make people happy or unhappy by it. When 
 Fred's mamma wants him to come home from Charlie's, she 
 uses hers, and Fred hears and comes home. Some people 
 have to talk on their fingers because they do not know how 
 to use this something I am thinking about. Some people have 
 such sweet ones that we love to listen to them. What am I 
 thinking of ? " 
 
 You are thinking of the voice. 
 
 Teacher : "Try to imagine for a moment how it would seem 
 if the birds had no voices and could neither twitter nor sing, 
 if the sheep could not bleat, if the dogs could not bark, and if 
 boys and girls, and men and women, could not speak or laugh 
 or sing. Tell me^now of what use the voice is." 
 
 If we had no voices we could not talk. 
 We could not sing, and sweet singing makes us happy. 
 We can understand each other better by talking than in any 
 other way. 
 
 We could not shout or laugh if we had no voices. 
 The world would be painfully still if no one could speak. 
 
 Care of the Throat 
 
 Teacher: "We can express joy and pleasure with our voices, 
 and in many ways cheer those about us. But people's voices 
 are not always pleasant. Sometimes they allow themselves 
 to get angry and talk in loud, coarse tones which hurt the feel- 
 ings of their friends and all who hear them. Sometimes they 
 forget and talk too loudly when they are not angry. We can 
 control our voices if we try, and thus form the habit of speak- 
 ing in sweet, pleasant tones, which every one will enjoy. Who 
 can think of ways in which we may injure the voice, if we are 
 not careful of it ? " 
 
TFIE VOICE 159 
 
 We may injure our voices by shouting until we are hoarse. 
 
 Our voices are injured by singing too loud or too high so that 
 our throats are strained. 
 
 We should not sing or use our voices much when we have 
 colds. 
 
 Teacher : " When you happen to get too near a bonfire and 
 get smoke in your faces, and breathe in a little of the smoke, 
 how does it make your throat feel ? " 
 
 The smoke hurts our throats and makes us cough. 
 
 Teacher: "What habit do boys and men sometimes indulge 
 in which may hurt their throats and voices ? " 
 
 Cigarette smoking or smoking tobacco. 
 
 Tell the class that some people make their throats sore and 
 hurt their voices by smoking tobacco or cigarettes, for the poi- 
 sonous smoke hurts the delicate membranes of the throat and 
 may make the voice harsh and unpleasant. The air in a room 
 in which others are smoking is not good for our throats. 
 
 MEMORY POINTS 
 
 Each one of us has a voice. 
 
 We use the voice every time we speak or sing. 
 
 The voice is meant to give pleasure to those who hear it. 
 
 Every one can have a sweet voice who tries to control his tones 
 and always speaks kindly and gently. 
 
 The voice may be strained by shouting or singing too loudly. 
 
 We should use the voice very little when we have a cold in the 
 throat. 
 
 The voice is often injured by cigarette smoking. 
 
 We will try to speak kindly. 
 
 We will try to use pleasant tones when we speak. 
 
 We will not smoke cigarettes. 
 
160 
 
 SECOND YEAR 
 
 THE EAR 
 
 So many people listen badly, when not sleepily, that the wonder is 
 that anything ever is rightly understood. — George Macdonald. 
 
 LESSON 20. — HOW WE HEAR 
 
 Knowing what one hears is largely a matter of attention. 
 By holding pupils accountable for knowing the place of lessons 
 once assigned, or for hearing with the mind definite instruc- 
 tions once given, the teacher is contributing to the hearing- 
 capacity of her class. 
 
 Teacher : " This morning you all were at play outside. How 
 did you know when it was time for school to open ? There 
 was no clock in sight." 
 We heard the bell ring. 
 Teacher : " Our lesson to-day is about that 
 part of you which heard the bell ring. We 
 are to see how much we can find out about 
 it. What is the name of this part ? Point 
 to it." 
 
 What do deaf people sometimes use to 
 help them hear ? 
 
 Here is a picture of an ear trumpet. 
 What is an ear trumpet for ? 
 Ask some child to come to the board and 
 trace with pointer an imaginary sound as it 
 enters and passes through this tube to a person's ear. 
 
 Question until the class understand that one end of the ear 
 trumpet is made large and flaring to collect as much sound as 
 possible, while the other end is small to fit the ear. Then 
 transform the drawing by a few strokes of the chalk to a like- 
 ness of the outer ear. 
 
 The resemblance will appeal to the children, and when asked 
 
THE EAR 
 
 161 
 
 the use of this part of the ear they should be helped to under- 
 stand that — 
 
 The use of the outer ear is to collect sound. 
 
 The outer ear must be large enough to collect a good deal of 
 sound, but our ears would be very much in the way if they 
 were as large as the ear trumpet, 
 and we should not like to see them. 
 
 Look at the outer ear of the 
 child who sits next you. Can you 
 tell how it is made large enough 
 to collect the sound and yet not 
 be in the way ? 
 
 The outer ear is made large to 
 catch the sound and then wrinkled 
 up to be out of the way. 
 
 If the parts of our ears which 
 are on the outside of our heads are 
 used only to collect sounds, we must 
 find out what we really hear with. 
 
 When sounds enter the large part of the trumpet they pass 
 along inside the ear trumpet and out of the small end into 
 the ear. 
 
 Ask some child to come to the board and trace from the 
 drawing the course of a sound from the large part of the ear 
 to the end of the tube. 
 
 If we could see sound and watch it after it enters our heads, 
 we should find it hurrying along this tube until it reaches the 
 farther end, where it knocks against a tight skin stretched 
 across the opening. Do you think we have found the place 
 now where we hear ? No, not yet. The sound goes on until 
 it reaches the part of us with which we think. This is called 
 the brain. 
 
 OR. LESS. IN IIY. 11 
 
162 
 
 SECOND YEAR 
 
 The teacher should next add to the drawing on the board an 
 outline sketch of the middle and inner ear, with the nerves 
 of hearing reaching from the latter to the brain. 
 
 Call upon several of the children in turn to utter a word or 
 sound, while others at the same time from the drawing on the 
 
 board trace its course from the outer ear to the brain. If care 
 has been taken to keep the main thought before the children, 
 they will be able now to answer the question : — 
 
 What do we hear with ? 
 by the statement : — 
 
 We hear with the brain by means of the ear. 
 
 LESSON 21. — QUICKNESS AND ACCURACY OF PERCEPTION 
 
 Allow a child to leave the room, closing the door behind him. 
 Then tell him to ring a bell or make some noise. Ask the 
 class where Harry is. 
 
 Harry is out in the hall. 
 
 Teacher : " Can you see him ? * 
 
 No, we cannot see him. 
 
THE EAR 163 
 
 Teacher : " How do you know he is there ? " 
 
 We know he is there because we can hear him. 
 
 Teacher : " We cannot see out of these windows because they 
 are too high, but I am sure there is something passing in the 
 street. What is it ? " 
 
 A heavy wagon is passing. I hear the wheels. 
 
 There is a boy in the street. I hear him whistle. 
 
 Teacher : " Let us listen again. Perhaps we may be able to 
 learn something about what is farther away than our street. 
 You may tell what you hear." 
 
 The train is coming in. I hear the engine whistle. 
 
 The mill is going. I hear the noise of the machinery. 
 
 I hear the bells on the electric cars. 
 
 Let us play we are so deaf we cannot hear anything. 
 Tell me some things we could not know without' the sense of 
 hearing. 
 
 We could not hear the birds sing. 
 
 We could not hear the bells and whistles. 
 
 We could not hear the train coming if we were crossing the 
 track. 
 
 We could not know the sound of each other's voices, or 
 what our friends are saying when they talk to us. 
 
 Teacher : " There are some people who are born entirely deaf, 
 and some who were made deaf by disease when they were chil- 
 dren. These people cannot talk, for they have either never 
 learned or have forgotten how, and we call them deaf and dumb. 
 Can you tell why deaf people cannot talk ? " 
 
 By skillful questioning lead the class to see that deaf chil- 
 dren cannot hear the sounds of words, and so are unable to re- 
 produce them without much careful training by special teachers. 
 
 We should be very thankful for good hearing. 
 
 In connection with this subject a lesson in kindness to the aged 
 and deaf may fittingly be given. When we realize how much 
 
164 SECOND YEAR 
 
 we gain by good hearing we can better appreciate the privation 
 of those who are deaf, while* we sliould be prompted to do 
 what we can to relieve their discomfort. 
 
 LESSON 22.— CARE OF THE EARS 
 
 Have each child name some pleasure which comes to him 
 through his ears and which he would have to give up if he 
 should lose his hearing. 
 
 Hold up an ear trumpet and ask if people could hear well 
 through it if the tube were filled wholly or in part. 
 
 Point to the drawing on the board and ask similar questions 
 in regard to the human ear, developing the idea that — 
 
 Anything put into the ear may hurt the hearing. 
 
 Tell the class that if an insect accidentally gets into one's ear, 
 he should not try to get it out but go at once to his teacher or 
 some grown person who can remove it without injury to the 
 ear; and that no one should put sharp or hard instruments 
 into his ear for any purpose. 
 
 What happens when you blow up a paper bag and strike it 
 with your fist ? Point to the drawing and from it explain 
 that in just the same way a blow on the ears may crack the 
 little skin which separates the outer ear from the middle part. 
 If this were torn or hurt in any way the hearing would be 
 greatly injured. 
 
 Explain what a dangerous thing it is to pull or strike the 
 ears. Not only is the outer ear thus pulled out of shape, but 
 the delicate parts within the ear may be strained and the hear- 
 ing itself hurt. 
 
 A Cause of Earache 
 
 Once there was a little boy who liked to hear the wind blow. 
 The house in which he lived was not very new and there were 
 wide cracks around the doors. One day when the wind was 
 
THE EAR 165 
 
 blowing hard, he put his head down to the crack and let the 
 wind blow into his ear. It hurt a little, but he thought it was 
 fun to hear the roar. That night he cried so loudly that he 
 awakened his mother. What do you suppose the matter was ? 
 He had the earache, and was almost sick with it the next day. 
 This boy lived to be an old man, but he often had earache, and 
 he always said that it began with the time when he let that 
 strong wind blow into his ear. 
 
 Teach the class how to clean the ears without injuring the 
 drum. The best method is to use only a soft cloth in the outer 
 ear and allow the wax, nature's cleanser, to clean the drum 
 and the inner part of the opening. One should never use 
 pins, hairpins, or the little ear shovels which sometimes come 
 with penknives, as the hard substance pressed against the deli- 
 cate little drum may injure it beyond recovery. 
 
 There are other things which may injure our sense of hear- 
 ing, just as they hurt every other part of our bodies. These 
 are alcohol and tobacco. Shall we take either of these poisons 
 if we want to hear quickly and well ? 
 
 We must not drink anything which has alcohol in it, or use 
 tobacco in any form, if we want to have good hearing. 
 
 Who had the Best Ears? 
 
 Dorothy and Louise Burke were two little sisters with a 
 large family of dolls. They decided to play one day that it 
 was the big doll's, Lena May's, birthday, and that they 
 would have a party to celebrate it, with all the other dolls 
 invited. 
 
 They had the whole nursery to themselves, for their mother 
 was going out for the afternoon. Before she went she looked 
 in at the door, and said : — 
 
 "Betty will bring up the birthday supper when you are 
 ready for it. You may have bread and butter and some of the 
 
166 
 
 SECOND YEAR 
 
 cold chicken, and lemonade and cookies. But put Frisk out 
 of the room before you begin your supper." 
 
 Frisk wagged his tail when he heard " cold chicken," but he 
 lay very still in the corner. 
 
 By and by everything was ready and the little table looked 
 very tempting. 
 
 Lena May had a chair all to herself and sat up very stiff and 
 straight. Three dolls sat in their own big chair where they 
 behaved beautifully, and Louise held the baby doll in her lap. 
 
 They were just ready to pour the lemonade when a dreadful 
 thing happened. 
 
 Frisk, who had come up so softly that no one had heard 
 him, suddenly put his fore paws on the table and as quick as 
 a wink had all the chicken in his mouth. 
 
 Dorothy screamed and put both hands to her head in fright, 
 while Louise tried in vain to pull Frisk away. He swallowed 
 the last bit of the chicken. 
 
 Just then Mrs. Burke opened the door. 
 
 " Oh, mother ! " both girls sobbed out at once, and the dolls 
 would have joined them if they could, " Frisk has eaten all 
 the chicken." 
 
THE EAR 167 
 
 Mrs. Burke walked up to the table. " Let me look at your 
 ears," she said to the two girls. 
 
 After she had looked she said, " I can't find anything wrong 
 with them, but they don't seem to hear well. Frisk seems to 
 have paid attention when I spoke about the chicken and to 
 have remembered, but you forgot about putting him out of the 
 room, as I told you. 
 
 " Which ought to have better ears, do you think, children or 
 little dogs ? " 
 
 Teacher: "What do you think Dorothy and Louise said? 
 I think they took good care after that not to let a dog get 
 ahead of them either in hearing or remembering what they 
 heard." 
 
 MEMORY POINTS 
 
 The outer ear collects the sounds we hear. 
 
 It is made in wrinkles to take up as little room as possible. 
 
 We hear with the brain by means of the ear. 
 
 The sense of hearing tells us the song of birds, what people are 
 saying, and how to avoid danger. 
 
 Deaf people are often unable to talk because they can hear no 
 sounds and so do not know how to make them. 
 
 We should be very thankful that we can hear. 
 
 Anything put into the ear may hurt the hearing. 
 
 Any blow on the head or ear may hurt the hearing. 
 
 We must not use any hard substance to clean the ears. 
 
 We must not dull the hearing by smoking cigarettes or tobacco 
 in any form. 
 
 Our ears are given us to hear with. 
 
 We should listen carefully and remember what is said to us. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Owing to the congestion of the nose and throat produced by 
 alcohol and tobacco, it is found that deafness is quite common 
 
168 SECOND YEAR 
 
 among drinkers and smokers. — Roger S. Tracy, M.D., New 
 York. 
 
 The sense organs are affected by alcohol and the acuteness 
 of perception dulled. The habitual smoker usually suffers 
 from what is known as " smoker's sore throat." Cigarettes 
 especially are apt to cause these symptoms. — H. Newell 
 Martin, M.D., E.R.S. 
 
 THE NOSE 
 LESSON 23. — THE ORGAN OF SMELL 
 
 Teacher: "My little nephew came to visit me last night, 
 and he was hardly inside the door before he called out, ' Some- 
 body's been roasting chestnuts; please may I have some?* 
 
 " There wasn't one in sight when he came in, and nobody 
 had said anything about chestnuts. How do you suppose Jas- 
 per knew we had been having some roasted ? " 
 
 I think he smelled the chestnuts, and that was how he knew 
 you had been roasting them. 
 
 Teacher: "Herbert has guessed. To-day we are going to 
 find out what we can about the organ of smell. Point to it 
 and tell its name. Everybody who knows may rise and touch 
 it with the tips of his fingers." 
 
 What are our noses for ? Tell something we find out through 
 this sense which neither our ears nor our eyes nor our mouchs 
 nor our hands can tell us. 
 
 We smell with the nose. 
 Some things smell good. 
 Others have a bad smell. 
 
 With our eyes shut we can tell any flower we know by 
 smelling it. 
 
 I like the smell of ripe fruit. 
 
THE NOSE 169 
 
 Parts of the Nose 
 
 Teacher: "Suppose we think about the parts of the nose 
 next. We cannot talk very much about things until we know 
 what to call them. Anybody who can name a part may rise 
 and tell what it is. Point to the part you are thinking of and 
 tell something about it." 
 
 The top of the nose is called the bridge. 
 The bridge-bone helps to give shape to the nose. 
 The tip of the nose is soft like a cushion to protect the end 
 of the bridge-bone. 
 
 The nose has two holes called the nostrils. 
 We breathe through the nostrils. 
 
 Teacher : " Is there any other way in which we could breathe 
 if we had no nostrils ? Hold your handkerchiefs over your 
 noses and see." 
 
 We can breathe through the mouth also. 
 
 Teacher : " Why do we need two ways in which to breathe ? " 
 
 " I had a cold last week," said Helen, " and it stopped my 
 nose up so I had to breathe through my mouth." 
 
 Teacher: "It was fortunate for Helen that she had two 
 ways to breathe. I should like to have her tell us which way 
 she likes better." 
 
 Helen: " I would rather breathe through my nose, because 
 it makes my throat sore to breathe through my mouth all the 
 time." 
 
 Teacher: "There is another reason why we should breathe 
 through the nose instead of the mouth, and that is because it 
 looks better. Who would like to see people going about with 
 their mouths open all the time ? " 
 
 We will take care not to breathe in that way. 
 
 Teacher: "I have another question I want to ask Helen, 
 and perhaps some of the rest of you can answer it too. When 
 
170 SECOND YEAR 
 
 you had such a bad cold last week, could you smell just as 
 well as before ? " 
 
 " No, I could smell hardly anything," said Helen. " Why 
 couldn't I?" 
 
 " We shall talk about that next," said the teacher, " but first 
 we must know what part of the nose it is that we smell with. 
 I have a little bottle of perfumery with me, and you may come 
 here one at a time. Try smelling with the bridge of the nose 
 first; then with the sides; with one nostril at a time; with 
 both. What do you find ? " 
 
 We smell through the nostrils with the upper part of the 
 inside of the nose. 
 
 LESSON 24.— CARE OF THE NOSE 
 
 Teacher : " When we have a cold in the head the nose often 
 swells on the inside and almost closes the openings, so that 
 odors cannot pass through them easily. That is why Helen 
 found it difficult to smell when she had a cold. Tell one way 
 in which we may take care of this organ, so that we can smell 
 flowers and fruit and other good things as soon as we come 
 where they are." 
 
 We must be careful not to take cold if we want to have a 
 keen sense of smell. 
 
 MEMORY POINTS 
 
 The sense of smell tells us what odor a substance has. 
 We smell with the riose. 
 
 TJie nose tells us that some things smell good and others have a 
 bad smell. 
 
 We can tell flowers and fruit by the different odor of each. 
 The bridge, tip, and nostrils are parts of the nose. 
 We breathe through the nostrils. 
 
THE NOSE 171 
 
 We should not breathe through the mouth because it looks bad, 
 and because it makes the throat sore. 
 
 We smell through the nostrils. 
 
 We must try not to take cold if we want to have a keen sense of 
 smell. 
 
 We must keep our noses clean. 
 
 We must not forget to use our handkerchiefs when necessary. 
 
 We must not pick the nose or we may make it sore. 
 
 We must not put our fingers into the nostrils for this will make 
 them grow ill shaped. 
 
 We should not smell very strong odors like ammonia, for they 
 blunt or injure the sense of smell. 
 
 We must not use tobacco in any form because it may hurt the 
 sense of smell. 
 
 Breathing Exercises 
 
 1. Inhale slowly through the nostrils ; exhale slowly through 
 the nostrils ; practice until at least thirty seconds can be spent 
 in each exercise. 
 
 2. Inhale and hold the breath an instant; inhale again and 
 hold ; do this until the lungs are full ; then exhale rather 
 slowly. 
 
 3. Repeat exercise 1, rising meanwhile on the toes, and 
 raising the extended arms to shoulder level. Reverse during 
 exhalation. — Household Hygiene. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Improper Breathing destroys Health 
 
 How much imperfect development of feeble vitality, how 
 much indifferent health, how much pulmonary disease, is due 
 to neglect of systematic training of the breathing would be 
 difficult to determine, but the amount of mischief thus caused 
 is large. 
 
172 SECOND YEAR 
 
 In some schools the act of breathing is systematically 
 taught. It is a simple matter to insist upon the habit of tak- 
 ing regular and full respirations, especially in the open air. 
 
 — London Lancet. 
 
 Alcohol interferes with Proper Breathing 
 
 Alcohol greatly lessens the oxidation of the blood, weakens 
 respiration, and largely interferes with the elimination of the 
 various toxemias upon which disease depends. — D. F. Mat- 
 ter, M.D. 
 
 Effects of Tobacco 
 
 Cases of lung disease are aggravated by the use of tobacco. 
 Tobacco smoke makes the air impure. In bronchitis tobacco 
 smoke acts as an irritant to the already irritable surface of the 
 bronchial tubes ; it keeps up a cough. — Sir B. W. Richardson, 
 M.D., LL.D., F.R.S. 
 
 THE SENSE OF TOUCH 
 
 LESSON 25. — WHAT WE LEARN THROUGH TOUCH 
 
 Before it is time for this lesson to be given, collect a number 
 of objects having different qualities of surface or material ; 
 those, for instance, which are hard, soft, smooth, rough, cold, 
 warm, heavy, light, for use in teaching the sense of touch. 
 Later on in their school life the children will learn to distin- 
 guish between the sense of touch proper, and temperature and 
 muscular sensations, but in primary grades such close classifi- 
 cation is unnecessary. If many of the objects chosen are un- 
 familiar to the class, place these on a low table and call all 
 the children about to examine them. Let some of the articles 
 be bright-colored silks and woolens, others attractive fruits and 
 flowers. 
 
THE SENSE OF TOUCH 173 
 
 How many know the name of every object on the table? 
 Who does not ? Let each one examine carefully a substance 
 he does not know, find out how it looks, smells, and feels to 
 the touch, until all are familiar. Then blindfold the children 
 in turn and ask them to tell these different objects apart by 
 handling them. A little practice will enable them to tell silk 
 from cotton, apples from pears, glass from stone, and so on 
 throughout the list. 
 
 When all can do this readily help them to compare objects ; 
 to tell how they know a peach from an apple of the same size, 
 a marble from a plum, a fur rug from straw matting. 
 
 Find a triangular block from touch alone ; one that is square, 
 round, oval. What have we learned about these blocks by 
 handling them ? 
 
 The sense of touch helps us to know the form of an object. 
 
 What else can we learn about things simply by touching 
 them ? How do you know that this is a piece of flannel and 
 that a bit of cotton? How can- we tell brussels carpet from 
 oilcloth if we do not look at either? a file from a knife 
 blade? the bark of a tree from the leaves? What new 
 fact about objects have we learned from touching these 
 things ? 
 
 Give further illustration if necessary, allowing the children 
 to describe their own sensations in each case, until they know 
 that some objects feel smooth, others rough, and that we learn 
 these qualities by the sense of touch. 
 
 Teacher: "Is this glass tumbler smooth or rough? Tell 
 me without touching it. How did you find out ? What other 
 sense besides touch helps us to know whether objects are 
 rough or smooth ? " 
 
 Sight and touch help each other in this, but if we could use 
 only one we should choose touch because it is less likely to be 
 mistaken. 
 
174 SECOND YEAR 
 
 The sense of touch helps us to know whether objects are 
 rough or smooth. 
 
 Teacher: "Here are two glasses of water which look just 
 alike. Harold may see if he can find any difference between 
 them." 
 
 Harold : " The water feels warm in one glass and cold in 
 the other." 
 
 Teacher : " How many have ever played snowball ? Is 
 snow cold or warm? Can you tell just by looking at it? 
 How do we know ? How do you know whether a flatiron is 
 hot or cold ? ice cream ? the flame of a candle ? What is the 
 third thing that the sense of touch tells us about objects ? " 
 
 The sense of touch helps us to know whether objects are 
 cold or hot. 
 
 How much can we find out about a ball by touching it ? a 
 piece of ice ? a pineapple ? a crayon ? the books on our desks ? 
 the door ? 
 
 Continue this exercise with familiar objects until every 
 child has had an opportunity to review all that he has learned 
 about the sense of touch. 
 
 Let the children have a quiet game of blindman's buff until 
 they can recognize one another by the sense of touch, and can 
 also tell how they know May from Esther, or George from 
 Lewis, when they cannot see them or hear them speak. Give 
 each child blindfolded some article which he has seen before, 
 and let him try to tell what it is from the sense of touch alone ; 
 then ask him to describe it. 
 
 Allow the children, two or three at a time, to move slowly 
 about the room with eyes closed, until they can recognize the 
 different articles of furniture by touch and can name the 
 qualities each possesses. 
 
 Eeview the work of this sense in other ways until the class 
 can describe correctly the shape and surface of all familiar 
 
THE SENSE OF TOUCH 175 
 
 objects, and can compare them with reference to these quali- 
 ties. Give a memory drill at this point by asking the children 
 to recall how fur feels to the touch, also snow, putty, molasses, 
 pitch, a marble, wood, and other substances they have recently 
 handled. Thorough training in work of this kind and prac- 
 tice in trying to describe the different sensations felt or re- 
 membered will not only make the sense of touch more delicate 
 and helpful to each child, but will greatly aid in developing 
 his mental powers. 
 
 LESSON 26. — THE ORGAN OF TOUCH 
 
 Teacher: "How can we find out that an orange is round 
 and an egg oval when our eyes are closed ? Where is our 
 sense of touch ? Could we tell anything about objects if we 
 had no hands ? Are our feet of any use in this ? If we lay 
 an object against our cheeks or on our arms can we tell any- 
 thing about it? 
 
 " Kate may stand with her eyes closed, while I tap different 
 parts of her body lightly with my pencil. Which parts did I 
 touch ? What parts of the body have no feeling ? " 
 
 Experiment with the children until they know that the 
 sense of feeling is in the skin, and present in every part of 
 the body except the hair and tips of the nails. Let them find 
 out for themselves in what part of the hand this sense is 
 most delicate. Tell them the ever new story of Helen Keller, 
 and how she succeeded in passing the Harvard examinations 
 for entrance to Radcliffe College by cultivating her sense of 
 touch to the highest possible degree, and through this sense 
 her mind. They will be interested also in hearing about 
 Captain Nat. Herreshoff, one of the famous boat builders of 
 the world. He has been blind ever since he was a boy, and 
 yet has trained his sense of touch so thoroughly that he knows 
 more about boats than most people who can see, and has 
 
176 
 
 SECOND YEAR 
 
 even helped to build some of the boats which have won the 
 America cup in our famous yacht races. 
 
 What a Blind Man Did 
 
 Here is a true story about another blind man, who lived 
 in Ohio. He was a carriage maker and worked at his trade 
 until he was about thirty years old. One day while he was at 
 work a piece of iron struck his eye and destroyed the sight. 
 By and by the sight of the other eye began to be affected 
 and he lost that too. 
 
 He did not grow discouraged, because he had two dear little 
 children, and the thought that he must take care of them 
 
 made him feel that he could work even without his eyesight. 
 He went back to his shop, and after a little found that he 
 could do many kinds of work as well as before. 
 
 Both the children's birthdays came the same day, so they 
 called themselves the twins, although Helen was three years 
 older than her little brother. When she was seven years old 
 and Roger four, their father made them a little cart and taught 
 Leo, the big black dog, to draw them up and down the road. 
 
THE SENSE OF TOUCH 177 
 
 Leo had a harness made just to fit him, and he was 
 very proud when he could have it on and go out with the chil- 
 dren. Don't you think they must have had pretty good times 
 together ? 
 
 " Our papa doesn't need eyes in his head," said Helen and 
 Roger one day to some of their little playmates, "because he 
 can see with his fingers. Anyhow, he can make nicer things 
 than other people's papas who have eyes. And we see for 
 him every time he wants us to, 'cause he's the best papa in the 
 world." 
 
 Care of the Senses 
 
 What did Helen and Roger mean when they said their 
 father could see with his fingers ? Can we see with ours if we 
 try as hard as he did to train them ? In what kinds of work 
 do we need a delicate sense of touch ? How can we keep it 
 delicate ? How shall we take care of our hands ? our nails ? 
 Why do blind people usually have a finer sense of touch than 
 others ? Do we need to lose our eyesight in order to give our 
 sense of touch proper training ? 
 
 MEMORY POINTS 
 
 The sense of touch tells us the form and shape of any object. 
 
 It tells us whether objects are rough or smooth, hot or cold, hard 
 or soft. 
 
 We can recognize objects by the sense of touch. . 
 
 The sense of touch is in every part of the body except the hair 
 and nails. 
 
 A blind man sees with his fingers. 
 
 We must keep our nails and fingers clean and neat. 
 
 We need a delicate sense of touch in order to do any kind of 
 work. 
 
 We do not need to lose our eyesight in order to train our sense 
 of touch. 
 
 OR. LESS. IN HY. — 12 
 
178 SECOND YEAR 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Careful experiments on the sense of touch, on the muscular 
 sense, on sight, on hearing, on simple reaction to a given sig- 
 nal, on discrimination of signals, have all shown that rapidity 
 of perception, or discrimination, is invariably diminished, even 
 by exceedingly small doses of alcohol. — T. Morton, M.D. 
 
 As a result of the study of the effects of alcohol on the 
 senses, it is found in each instance that the power of the sense 
 diminishes. The sense of touch is obscured. In all the five 
 senses a marked paralysis and diminished acuteness followed 
 the use of small doses of alcohol. — C. H. Shepard, M.D. 
 
 TOBACCO 
 
 11 The severest test of the modern gentleman is his willingness to forego 
 his pipe for the comfort and health of another." 
 
 LESSON 27. — THE TOBACCO PLANT 
 
 Give a general talk about plants, and what we obtain from 
 them. Ask the children to name different articles of food, such 
 as oatmeal, flour, Indian meal, fruit. From what plant is each 
 obtained ? How is each prepared for food ? 
 
 After some of the useful plants have been mentioned, call 
 for the names of some of the harmful or poisonous ones. 
 Most children have been warned against the poison ivy, wild 
 parsnips, and certain weeds, and will doubtless be able to tell 
 something of the results of handling such plants. 
 
 Teachex : "Some plants do not poison the skin when we 
 touch them, but their leaves contain poisonous juices, which, 
 if taken into the body, may injure it. To-day we are 
 going to talk about a kind of plant which men sometimes 
 smoke and chew. Who can tell me what it is ? " 
 
TOBACCO 
 
 179 
 
 More than four hundred and fifty years ago there were no 
 white men living in America. The Indians, who lived in small 
 huts called wigwams and moved from place to place to find 
 pasture for their ponies or game in the forests, were the only 
 people here. 
 
 There were no nice farms with plows and other farm 
 machinery as there are now, but some of the 
 Indians raised corn and a few other things. 
 
 In the Indian family the man hunts and 
 fishes, while the woman does all the work 
 around the wigwam. So the women Avere 
 really the farmers. 
 
 This is the way they did it. They chose 
 a piece of ground near their wigwams, and 
 with their hands and the aid of a strong 
 forked stick they scratched up the earth as 
 deep as they could and made it smooth and 
 mellow. Then they planted the corn and 
 watched it carefully to keep the crows and 
 ravens from scratching it up. 
 
 No one in Europe had ever heard of 
 Indian corn until some men came over in a 
 ship to America and saw it growing around 
 the wigwams of the Indians. But besides the corn they found 
 another plant growing in the cultivated spots. This plant 
 seemed stranger to them than the corn. The leaves were 
 large and hairy ; the lower ones were sometimes two feet long, 
 and the plants were from three to six feet high. The men 
 looked for fruit, but there were only pretty flowers and very 
 tiny seeds. This new plant was tobacco. 
 
 The men asked the Indians what this curious plant was good 
 for. Then the old Indians brought out their pipes — long pipes 
 made of soft red stone with queer pictures carved on them, and 
 putting some of the dried leaves of last year's crop into the 
 
180 SECOND YEAR 
 
 bowls of their pipes, they began to smoke. It was all very- 
 new and surprising to the white men at first, but after a time, 
 as often happens with tobacco unless people refuse to touch it, 
 these men began to like to smoke it themselves. When they 
 went back home across the ocean they took some of the dried 
 leaves and also some of the seeds. They planted the seeds 
 the next year, and in a few years tobacco was raised in many 
 of the countries of Europe. 
 
 In those days, doctors and scientists did not know so much 
 as they do now about disease or about the things which hurt 
 the body and brain, but they soon found out that tobacco was 
 not good for people. The priests and rulers opposed it, and one 
 of the kings of Europe wrote a book against the use of tobacco. 
 One of the popes would not allow tobacco users to belong 
 to the Catholic Church. But still this habit had got such 
 a hold on some people that they kept on using it. That is 
 one of the great dangers of touching tobacco at all. When a 
 man begins to smoke or chew, he is likely to become a slave 
 to the habit, and it is almost impossible to break away and 
 become free from it — at least it is so hard that few ever do. 
 
 How Tobacco hurts People 
 
 Teacher : " Now that we know the story of the tobacco plant 
 and how the white men first came to use it, who can tell — 
 " Why tobacco is not good for people to smoke or chew ? " 
 
 In tobacco there is nicotine, which is a strong poison, and 
 this poison has the power to hurt people who smoke or chew. 
 
 Teacher: "Tell me some things which you have learned 
 about the ways in which tobacco may hurt those who use it." 
 
 The following should be brought out : — 
 
 Nicotine may hinder the development of the bones; so that 
 boys who smoke do not grow well. 
 
TOBACCO 181 
 
 Cigarettes often dull the brain and make boys who smoke 
 them stupid. 
 
 Cigarette smoking hurts the eyes, and sometimes makes the 
 smoker color blind. 
 
 Tobacco hurts the heart, and sometimes people have a kind 
 of heart disease caused by smoking. 
 
 When one has used tobacco for a time, he becomes a slave 
 to the habit, and it is very hard to be free again. 
 
 The tobacco habit is a dirty one, and selfish as well, for 
 people who do not smoke are often compelled to breathe the 
 stale smoke from the cigarette or pipe of the smoker. 
 
 After the pupils have been drilled upon these truths until 
 even the slowest members of the class know why it is a dan- 
 gerous and unwise thing to begin the use of cigarettes or of 
 tobacco in any form, tell the following story : — 
 
 How Tobacco hurts Land 
 
 Albert and Mamie Brown lived in Massachusetts, but their 
 Uncle Frank owned a large farm in the South. The children's 
 father raised oats, corn, and hay on his farm, and kept several 
 cows. That was the only kind of a farm the children knew 
 anything about. 
 
 One day Mrs. Brown started south to visit at her brother's 
 home, taking Albert and Mamie with her. It was the first 
 time the children had ever been there, and everything seemed 
 strange aud new to them. 
 
 The day after they arrived, Uncle Frank asked Albert if he 
 would like to go over the plantation with him. They call the 
 large farms plantations in the South. Albert was delighted, 
 and said he would be very glad to go. 
 
 They passed some hayfields at first which looked very much 
 like the fields at home ; then they came to fields that looked 
 very queer to Albert. When they were quite a way off, Albert 
 
182 SECOND YEAR 
 
 thought perhaps it was a field of corn, but when they came 
 nearer, the plants did not look at all like corn. 
 
 There were men working in the fields. 
 
 " What is the prospect for a crop ? " asked Uncle Frank of 
 a man who was working near the road. 
 
 " Pretty poor prospect," said he. " The land is almost run 
 out. Tobacco is dreadfully hard on the soil. The Colonel 
 Briggs place, over east, is about as barren as a desert from 
 raising tobacco." 
 
 Uncle Frank and Albert went on toward some large sheds 
 in the lower field. 
 
 " Why, uncle," said Albert, " tobacco isn't good for anything, 
 is it ? We learned at school that it is likely to injure the 
 health and the minds of those who use it> and now that man 
 says it ruins the land. What makes you raise such a crop as 
 that ? " 
 
 Uncle Frank looked sober. 
 
 " That is about what it does," said he ; " but there used to 
 be money in it." 
 
 "Isn't there money in anything else which doesn't spoil the 
 land it grows on, and everything else it touches ? " 
 
 " I suppose there is, if one found the right thing," was the 
 reply. 
 
 Albert said nothing, but he was thinking hard. 
 
 Then they entered the sheds, and Uncle Frank showed 
 Albert that, when they had been cut from the stalks, the 
 leaves were bound together in bunches or " hands " and hung 
 in the sheds to cure, ready to be packed for the market. 
 
 That night Uncle Frank overheard Albert telling Mamie 
 what he had seen on the plantation. 
 
 "Would you believe it, Mamie," said he, when he had told 
 her what the workman had said, "people keep on raising to- 
 bacco when they know that it spoils the land, and may hurt 
 everybody who uses it ? " 
 
TOBACCO 183 
 
 A. few days later, Uncle Frank came home from town with 
 a mysterious smile on his face. After a little coaxing he told 
 the family that Albert had set him thinking, and that at last 
 he had made up his mind not to raise the useless tobacco any 
 longer. 
 
 " I am going to study the soil," said he to his sister, Mrs. 
 Brown, " and find what it needs to help me raise crops which 
 will be of use to people without hurting the land." 
 
 MEMORY POINTS 
 
 A large part of our food comes from plants which grow in the 
 earth. 
 
 All plants are not good for food. Some are poisonous to the 
 touch or taste. 
 
 Tobacco is one of these poisonous plants. 
 
 It is almost sure to hurt the health of any one ivho smokes or 
 chews it. 
 
 It is harmful because it contains the poison nicotine. 
 
 Nicotine may stunt the growth. 
 
 It often dulls the brain and makes the user stupid. 
 
 It is bad for the eyes and often causes color blindness. 
 
 It hurts the heart. 
 
 It makes one a slave to a bad habit. 
 . It is a selfish, filthy practice to smoke or chew. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Physiology and observation both lead to the same conclusion, 
 that cigarettes not only dwarf the boy mentally and physically, 
 but make a criminal of hirm Their sale to young men should 
 be prohibited, and to a boy under sixteen made criminal. 
 — Hon. Geo. Torrance, General Superintendent Illinois State 
 Reformatory. 
 
184 SECOND YEAR 
 
 Effects of Tobacco on General Health 
 
 An agent that is capable of such potent evil, which through 
 its sedative effect upon the circulation creates a thirst for 
 alcohol ; which exerts a depressing and disturbing effect upon 
 the nerve centers ; which determines functional diseases of the 
 heart; which impairs vision, blunts memory, and interferes 
 with mental effort and application, — ought, in my judgment as 
 a sanitary officer, at whatever cost of vigilance, to be rigorously 
 interdicted. — Philip S. Wales, Surgeon United States Army. 
 
 The smoker is liable at any time to be wafted out into the 
 deep waters of serious nervous disease, or to injure his eyes or 
 sense of taste, or form a love for exciting food, or even drink, 
 or he may go down on the rocks of some acute disease, because 
 he has wasted his nervous force and has not vitality enough to 
 resist it. — Journal of Hygiene. • 
 
 BEEB 
 
 LESSON 28. — WHY BEER IS NOT A FOOD 
 
 Ix order to give little children an intelligent idea of the 
 reasons why they should not drink beer, which in too many 
 localities flows almost as freely as water, it is especially need- 
 ful to begin with the facts already familiar to them. This 
 lesson may be introduced by a story to illustrate the first point. 
 We suggest 
 
 Pietro's Two Breakfasts 
 
 Where was Pietro ? Dorothy and Prince had got into dis- 
 grace waiting for him. When he didn't appear as usual, 
 directly after breakfast, they had gone for a romp into that 
 forbidden ground, the study, and Prince had torn up Mr. Gray's 
 half-written sermon. 
 
 " I s'pose I ought to sit in the corner half an hour for that," 
 
BEER 
 
 185 
 
 sighed Dorothy, who usually planned her own punishments; 
 " and it's all your fault too, you careless Prince." 
 
 "No, it wasn't either, 'cause I shouldn't have let you come 
 in here, but it was such a nice place to play," went on 
 Dorothy mournfully, as 
 she climbed on the high 
 stool to do penance. 
 
 Prince leaned against 
 her knee, a world of sor- 
 rowful sympathy in his 
 doggish eyes and heart. 
 He felt wholly to blame, 
 but how was he to know 
 what papers were choice 
 and not to be played 
 with. He could only 
 take his punishment in 
 the corner too, and say 
 nothing. 
 
 Just then a mop of 
 curly, black hair and two 
 shining eyes appeared 
 at the window. They 
 belonged to Pietro, the 
 hand-organ boy. 
 
 " Me play-a for you ? " he said, with his sweetest smile. 
 
 " Oh, do," begged Dorothy, forgetting all about her punish- 
 ment and running to the window. Prince ran too, barking 
 loudly, for Pietro was a great friend of his. 
 
 " Have you had any breakfast, Pietro ? " asked Dorothy, 
 when the boy had played all his tunes. 
 
 " Me had-a big mug-a beer." 
 
 " That wasn't any breakfast, at all. My mamma'll get you 
 one," said Dorothy, running to find Mrs. Gray. 
 
186 SECOND YEAR 
 
 - " Me big-a man some day ! Keep-a store ! " said Pietro as he 
 finished the nice steak and potatoes Mrs. Gray brought him. 
 
 " Does the monkey have beer too for his breakfast ? " asked 
 Dorothy. 
 
 "No, no; beer mak'-a monk' sick," said Pietro, hastily. 
 Mrs. Gray smiled, then looked grave. 
 
 " Do you think beer is a good thing for boys when it is so 
 bad for monkeys ? M she asked finally. 
 
 Pietro didn't know what to say to this, so he kept still. 
 
 " Suppose I gave Dorothy for her breakfast only a large glass 
 of water, with a very little food in it, and that little spoiled 
 by having a tiny bit of poison mixed with it. Do you think 
 she would grow or keep well ? That's what she would have 
 if I gave her beer to drink, and boys need good food as much 
 as girls." 
 
 " Beer plent'-a cheap," said Pietro, after a moment's thought. 
 
 Mrs. Gray considered. 
 
 " How would you like to work here for your meals ? " she 
 said presently. " I will give you all the good food you can 
 eat every day, if you will help me an hour or two in the 
 morning." 
 
 "Monk' plent'-a eat, too ? " said Pietro, hesitatingly. 
 
 " Yes, your monkey shall have all he can eat too," said Mrs. 
 Gray, with a smile, and so it was arranged. 
 
 Pietro drank no more beer, and to-day he is a large strong 
 man, with a fruit store all his own. 
 
 Teacher : " Who knows why Pietro needed two breakfasts 
 that morning ? Why wasn't the beer enough ? " 
 
 If all cannot answer the question, hold up two apples, one 
 sound and ripe, the other nearly all decayed. Ask why every 
 one would choose the sound fruit, bringing out the facts that — 
 
 The partly decayed apple was once good to eat. 
 Only a little of the good part is left. 
 
BEER 187 
 
 Its good taste and flavor are now spoiled. 
 It is no longer a good food. 
 It is not safe to eat. 
 
 Then show that a glass of beer is like this apple in some 
 ways because — 
 
 It was once good barley or other grain. 
 
 Only a very little of the good part is left when it is made 
 into beer. 
 
 Its good taste and flavor are spoiled. 
 
 It is no longer a good food. 
 
 It is not safe to drink. 
 
 " Who can tell me now why Pietro was so glad to get the 
 steak and potato Mrs. Gray brought him ? " 
 
 He was hungry. 
 
 The beer wasn't a good breakfast for a boy. 
 
 Get the thoughts of all on this question; then ask how 
 many remember what food does for us when we eat it, bring- 
 ing out in review the facts learned in previous lessons, that — 
 
 {Makes us grow. 
 Gives us strength. 
 Keeps us warm. 
 
 Teacher: "Beer would make a good breakfast for us if it 
 could do all these things, but it can't. 
 
 "One of my neighbors used to give her little girl sips of 
 beer at the table, to give her an appetite, she said. But that 
 didn't help matters. The child was sick and fretful, and did 
 not care to run and play with her little friends. 
 
 " The doctor told the mother to give the little girl milk in- 
 stead of beer, and to keep her outdoors as much as possible. 
 After a little the roses began to come back to the child's pale 
 cheeks, and she grew stronger. Now she is straight and tall 
 like her brothers, but she never touches beer. 
 
188 SECOND YEAR 
 
 "Some people drink beer in winter, thinking it will help 
 keep them warm. Are they right ? 
 
 " Suppose we open all the doors and windows on a very cold 
 day to let the heat from our stoves and furnaces warm the 
 air outside, would that give us summer weather? 
 
 " No, indeed ; we should not feel the difference outside, but 
 our houses would get so cold we could not live in them. 
 
 " It would be just as foolish to drink beer to keep us warm, 
 for it sends the heat to the surface of our bodies where it 
 passes off, just as it does from the open doors and windows 
 of the house, and doesn't leave enough behind to keep us 
 warm." 
 
 What would beer do for us if we were to use it in place of 
 the food we need ? 
 
 Write these statements on the board when given, in contrast 
 to the review facts already brought out regarding food. 
 
 {Hinders our growth. 
 Makes us weak. 
 Does not keep us warm. 
 
 LESSON 29— WHY BEER IS A BAD DRINK 
 
 Teacher : " Do you remember that beautiful plant I would 
 not let you touch when we went to the woods last fall ? " 
 
 Grace : " You said it was poison ivy, and would make our 
 hands burn and smart if we picked it." 
 
 Teacher : " Grace is right. Listen while I tell you what a 
 poison is." 
 
 A poison is something which can hurt us or make us sick. 
 
 Some things are poisonous to the touch, and we have to be 
 very careful to let them alone. Others are poisonous when 
 we put them into our mouths, or swallow them. What is the 
 
BEER 189 
 
 name of the poison in beer and other like drinks made from 
 grains ? Tell me one reason why beer is harmful. 
 
 Beer is a bad drink because there is a poison, alcohol, in it. 
 
 If it is still difficult for all to understand why beer is a 
 dangerous drink, when the grain from which it is made is good 
 for food, show or tell them about other food substances which 
 may be so changed as to be disagreeable or totally unfit to eat. 
 Familiar instances of such changes are sour milk, moldy 
 bread or cake, fruits and vegetables which have begun to 
 decay. 
 
 Do not give the children the idea that one and the same 
 change has occurred in each of these instances ; that beer is 
 the same as rotten grain, for instance. 
 
 They know already, from simple lessons on the grape and 
 apple, that wine and cider are made from these fruits by the 
 action of tiny plants called ferments. Tell them that other 
 tiny plants cause each of the changes referred to ; that we call 
 one kind molds, another germs of decay, while the ferment 
 which makes beer is yeast. They will readily understand 
 that since there is a different result in each of these instances, 
 there must be a different kind of plant in each case. 
 
 Teacher: "There is another reason why we should never 
 begin to drink beer. It is because it is so hard for people to 
 give it up when they have once begun its use. Food does not 
 act in that way. 
 
 "Yesterday I was visiting my friend in her pretty home. 
 While we were talking her little son came running toward the. 
 house as fast as he could go. He dashed up the steps and fell 
 head first over a hassock on the piazza, bumping his head 
 badly. 
 
 « t Why, Ernest, what made you in such a hurry ? ' asked his 
 mother, as she bathed his forehead and comforted him. ' Didn't 
 
 you 
 
 see the hassock ? ' 
 
190 SECOND YEAR 
 
 " < Yes, mother ; but I was going so fast I couldn't stop.' " 
 Teacher: "That's what people say sometimes when they 
 
 get into the habit of beer drinking. 'I want to stop but I 
 
 can't ; I like it too well.' How can we be sure not to get the 
 
 beer appetite ? " 
 
 Tell me two reasons why we should never taste this bad 
 
 drink. 
 
 Beer contains a poison, alcohol. 
 
 People who drink beer may want more and more of this 
 poison. 
 
 How Beer hurts People 
 
 Teacher: "What are some of the ways in which beer hurts 
 those who drink it ? Let us see if we can find out. 
 
 " What does a boy need to make him a good football 
 player ? " 
 
 Hugh : " He needs lots of muscle." 
 
 Teacher: "Tell me some other people who need muscle. 
 How many of you would rather have firm, strong arms and 
 legs than soft, flabby ones ? You must be very careful to let 
 beer alone then, for beer cannot make good muscle. It makes 
 people weak instead of strong. 
 
 " When I was a little girl I was very much afraid of the 
 blacksmith who lived near by. He didn't like children, and 
 was always grumbling and finding fault with his own boys 
 and girls. One day I saw him carrying a jug into the 
 house. 
 
 " ' What do you suppose he has in it ? ' I asked my mother. 
 
 " ' I'm afraid it's a jug of beer,' she said. Then she told me 
 that this blacksmith I was so afraid of used to be kind to 
 every one, but that since he began to drink beer he had grown 
 cross and disagreeable." 
 
 Why was beer a bad drink for this man ? 
 
BEER 191 
 
 Would it be any better for us ? 
 
 Name all the ways we have found in which beer hurts 
 people. 
 
 MEMORY POINTS 
 
 Beer has no use as a food. 
 
 It hinders growth, makes people weak, and does not keep them 
 warm. 
 
 The good grain is changed into a harmful drink when it is made 
 into beer. 
 
 This change is caused by tiny plants called ferments. 
 
 Beer is a bad drink because there is some of the poison, alcohol, 
 in every glass of it. 
 
 We should not drink beer because it is so hard for people to 
 give it up when they have once begun its use. 
 
 Beer injures the health. 
 
 Beer often makes people want stronger liquor. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Beer contains Alcohol 
 
 In beer the percentage of alcohol varies from' two to ten per 
 cent. — M. Joffrey, in Revue Scientijique. 
 
 Beer not a Food 
 
 So far from being an innocent and healthful article of diet, 
 beer and all that class of liquors are poisonous and unwhole- 
 some, with no practical food value. — Norman Kerr, M.D., 
 F.L.S. 
 
 Beer lessens Strength 
 
 A moderate dose of beer or wine would in most cases at 
 once diminish the maximum weight which a healthy person 
 could lift. — William Brunton, M.D., F.R.S. 
 
192 SECOND YEAR 
 
 Beer produces Fat 
 
 The less of alcohol or of malt the better, if we would be 
 thin. — London Lancet. 
 
 Beer makes People Cross 
 
 Our beer drinkers become besotted. Beer makes them 
 cross. It makes their homes unpleasant. It prevents them 
 from rising in civilization. — John Todd, M.D. 
 
 Beer enslaves People 
 
 Beer not only creates an appetite for something stronger, 
 but it excites men to acts of violence, desperation, and crime. 
 
 — Scientific American. 
 
 LESSON 30. — REVIEW QUESTIONS 
 
 What keeps our bodies from wearing out? 
 
 What three things does food do for us ? 
 
 What can we do to keep our bodies well and help them 
 grow? 
 
 Why do we need to bathe often ? 
 
 How do cigarettes often hurt the teeth ? 
 
 How should the hair and nails be taken care of ? 
 
 What kinds of foods are best in hot weather? in cold 
 weather ? 
 
 How does the sense of taste help us in choosing our food ? 
 
 How can we help this delicate sense organ to do its work ? 
 How can we control it ? 
 
 Why does wine hurt those who drink it ? 
 
 How does wine differ from grape juice ? 
 
 What parts of the eye can we see ? 
 
 Why do we need eyelashes ? eyebrows ? tears ? 
 
BEER 193 
 
 What do we learn through our eyes which we could not 
 find out any other way ? 
 
 How should we take care of our eyes ? 
 
 Of what use is the voice ? 
 
 How can we train our voices to be sweet and pleasant ? 
 
 Why has the outer ear many curves and wrinkles ? 
 
 Why have we been given the sense of hearing ? 
 
 What does the sense of smell do for us ? Why do we need 
 more than one way to breathe ? Which is the better way ? 
 
 How can we take care of the nose ? 
 
 Why is tobacco so likely to injure those who smoke or 
 chew it? 
 
 Why is beer not a food ? 
 
 Why is it a bad drink ? 
 
 How does it often hurt people ? 
 
 OR. LKSS. IN HY. V3 
 
THIRD YEAR TOPICS 
 
 I. 
 
 Pure Air and Breathing . 
 
 II. 
 
 Drinks which Hurt . 
 
 III. 
 
 Food 
 
 
 IV. 
 
 The Stomach 
 
 
 V. 
 
 The Blood . 
 
 
 VI. 
 
 Brain and Nerves 
 
 
 VII. 
 
 The Bones . 
 
 
 VIII. 
 
 The Muscles 
 
 
 IX. 
 
 Beer 
 
 
 X. 
 
 Cigarettes . 
 
 
 XI. 
 
 The Skin and Cleanliness 
 
 XII. 
 
 The Special Senses 
 
 
 195 
 204 
 209 
 214 
 220 
 230 
 245 
 252 
 261 
 266 
 274 
 281 
 
 194 
 
PURE AIR AND BREATHING 
 LESSON 1. — MISS AYER'S SCHOOL 
 
 It was a dull rainy day outside, and even if the teacher's 
 face was twice as bright as usual to make amends for the 
 external gloom, her pupils were not making much progress in 
 their work. 
 
 Homer was cross because he had a sore throat, and the 
 teacher wouldn't let him wade in the little pools of water out- 
 side during recess time. 
 
 Ean couldn't get her spelling because her head ached. 
 
 Kate's pencil was lost, and her best friend, Dora, just across 
 the aisle, had refused to lend one of hers, although she had 
 three long ones in her box. Kate, the careless one of the room, 
 hated to call the teacher's attention to this fresh loss. She 
 would be sure to say, as she had before : — 
 
 " Another lost pencil, Kate ? I am afraid you were not at 
 home when Fairy Order called at your house this morning, 
 so she has been helping some other girl look after her things." 
 
 Miss Ayer noticed the doleful faces and the general depres- 
 sion, and said : " You may close your books, and Homer may 
 open the windows on the south side of the room, and the door. 
 We will march around the room, drawing in deep breaths of 
 air as we go." 
 
 When this was over and they were seated again, she told the 
 following story : — 
 
 The Secret of a Fine Figure 
 
 Last summer I visited a famous school, which is more than 
 a hundred years old. In one of the galleries hang portraits of 
 
 195 
 
196 THIRD YEAR 
 
 many fine-looking men and women who went to this school 
 when they were young. All of them have fine graceful figures. 
 As the principal saw me looking at them, she said : — 
 
 " Our school is noted for the health, ease, and grace of its 
 pupils." 
 
 I asked the secret, and she said : — 
 
 " Pure air and proper breathing help our pupils to stand and 
 walk well, and to become healthy and graceful." 
 
 " That is something for me to remember," I thought to my- 
 self. " I'll find out more about it and tell my boys and girls 
 when we are back in school next fall, and we'll see if they can 
 be as straight, healthy, and graceful when they are through 
 next year's work." 
 
 I asked this principal many questions which she kindly 
 answered, and just before I came away she told me about a 
 famous breathing exercise which had been in use in that school 
 ever since it started. Suppose we all take it now while I tell 
 you about it, and perhaps some of our round shoulders will go 
 back into place before we know it. 
 
 Stand with heels together and toes turned out in this way at 
 an angle of forty-five degrees, arms down at the side. 
 
 Raise arms to the level of the shoulders, with bent elbows, 
 holding the arms in front of the chest so that the middle 
 fingers just touch. Then draw in a deep breath, rising slowly 
 meanwhile on the toes, and at the same time raise arms over 
 the head with fingers still touching. 
 
 Let arms descend back of the head, keeping fingers together 
 as long as possible. At the same time bring the heels back to 
 the floor and breathe out. 
 
 That was nicely done by all. Let us try it once or twice 
 more so that you will not forget how to do it when you are by 
 yourselves. It will be a good exercise when you get up in the 
 morning, and will give you an appetite for breakfast if you do 
 it in the fresh air. Try it and see. 
 
PURE AIR AND BREATHING 
 
 197 
 
 Now Hugh may close the windows, and I think we are ready 
 for lessons again. 
 
 Sure enough, all the frowns and cross looks had taken to 
 themselves wings and flown away. 
 
 Fan forgot her headache, and the spelling lesson was soon 
 learned. 
 
 Dora quietly laid her box of pen- 
 cils on Kate's desk, and the two 
 were once more firm friends. 
 
 Even Homer looked happy. He 
 had decided that it would be 
 nearly as much fun to show Tim 
 Rogers how to do this new trick 
 in breathing as to wade in 
 any more puddles — it was 
 pretty cold to wade, anyhow. 
 
 Pure air makes us feel 
 brighter and more wide-awake 
 than impure air. 
 
 Miss Ayer: "It is very impor- 
 tant to know why pure air makes 
 us feel brighter, but before we can 
 understand it we must find out where 
 the air we breathe goes. 
 
 "Harry may open the windows again. 
 The class may rise. Stand straight and 
 throw your shoulders back. Spread the palms of your hands 
 on your chests just below your necks — so. 
 
 " Draw in slowly a long, deep breath. Notice as you do this 
 how your chest swells out, lifting your hands. Can you tell 
 why ? " 
 
 The air breathed in makes the chest swell out. 
 
198 THIRD YEAR 
 
 Miss Ay er: "Yes, it is the air we breathe in that does it; 
 but where does this air go ? Let us place the palms of our 
 hands on our chests again while I tell you. 
 
 " The parts of ns to which the air goes are in our chests just 
 underneath our hands. Can any one tell their names ? " 
 
 The air we breathe in passes into our lungs. 
 
 Tell the class that the lungs are composed of very small air 
 sacs, held together by tissue, with very tiny blood vessels all 
 through them. 
 
 Call attention to the fact that when these little air sacs in 
 the lungs fill with the air breathed in they become larger, and 
 that is the reason the chest swells out in deep breathing. 
 
 Show from some physiology a picture of the human lungs 
 and windpipe, cr draw outline of same on the board. Call on 
 some pupil to trace the journey of the air from his nostrils to 
 his lungs. 
 
 Miss Ayer: "Kow we must find out why we should breathe 
 pure air. 
 
 "We should breathe pure air because it contains something 
 called oxygen, which we need every minute and cannot live 
 without. 
 
 "Oxygen is a gas which is everywhere in pure air, though 
 we cannot see it. 
 
 " Why does the air which may be pure when we come into 
 the schoolroom in the morning soon become unfit to breathe, 
 and so make us feel dull and stupid ? " 
 
PURE AIR AND BREATHING 199 
 
 With every breath we draw in we use up oxygen, so we soon 
 make the air of a closed room unfit to breathe, because there is 
 not oxygen enough left in it. 
 
 Miss Ayer : " There is another way in which we make the air 
 unfit to breathe. We must find out about that. You may 
 rise, stand erect, with shoulders back ; put the palms of your 
 hands over your lungs as before. Draw in slowly a long deep 
 breath of air, and notice that after we have held it as long as 
 we can we send out a breath." 
 
 After a little practice the class will understand that for 
 every breath of air we draw into our lungs, we send out 
 another breath. 
 
 What kind of air do we breathe out from our lungs ? 
 
 The air we breathe out from our lungs is bad, poisonous air, 
 unfit to breathe again. 
 
 With every breath breathed out of our lungs we poison a 
 half -barrel of air. 
 
 Question the pupils until they understand that they are 
 unconsciously breathing ail the time, whether sleeping or wak- 
 ing, and that the value of deep breathing in pure air is that it 
 enables one to take in more oxygen than ordinary breathing, 
 and thus to fill all the air sacs of the lungs with good pure 
 air, thereby making them stronger. 
 
 LESSON 2. — TIGHT CLOTHING A HINDRANCE TO 
 HEALTHFUL BREATHING 
 
 Let the children rise and draw in a deep breath while hold- 
 ing their hands pressed tightly against their sides. This will 
 show how difficult the process becomes when the lungs are 
 cramped and forced to do their work in a smaller room than 
 mother Nature has given them. After one or two experi- 
 ments in this line, they will understand that no one should 
 
200 THIRD YEAR 
 
 wear tight clothing because it does not give room to breathe 
 properly. 
 
 Show pictures of some of the best Greek statues. Explain 
 that these people who had such beautiful, well-developed 
 forms not only lived largely out-of-doors, where they breathed 
 pure air, but they never squeezed their waists, thereby reduc- 
 ing their breathing capacity, as foolish people sometimes do in 
 these days. 
 
 If a spirometer can be borrowed for the occasional use of 
 the class, the children will take greater pleasure in their 
 breathing exercises and be more eager to practice them. If 
 this is not feasible, one child after another may be called up to 
 
 have his present chest measurements taken while inspiring, 
 and again after expiration. A record of these measurements 
 may be kept and compared with others taken after a week or 
 month of regular practice in breathing exercises. 
 
 Some of the children will probably be disappointed when 
 the measurements are first taken, to find that their breathing 
 capacity is much smaller than that of others, but they will be 
 comforted to learn that this defect can be overcome by daily 
 practice in deep breathing in pure air. 
 
 Ask how one becomes a skillful player upon the piano, or what 
 makes a boy the best ball player in town ? The answer will 
 be, practice upon the piano, or on the ball ground. Show that 
 practice is also needed to make one a good breather, and 
 that the lungs need exercise just as truly as the hand or the 
 muscle or any organ of the body. 
 
PURE AIR AND BREATHING 201 
 
 Emphasize the fact that there is a great abundance of pure 
 air, and that all that is necessary is to have our lungs large 
 enough and free enough to take it in, and to be wise enough 
 to do this. 
 
 Show that the lungs will not grow large and strong any 
 more than any other organ, if the deep-breathing exercise 
 taken for this purpose is not regular and systematic and in 
 pure air. 
 
 Small weak lungs will grow stronger and larger and will be 
 able to take in much oxygen, if we give them every day plenty 
 of pure air and practice in deep breathing. 
 
 Strong healthy lungs make us better able to resist disease 
 than weak lungs. 
 
 Miss Ayer : " You said we cannot see the air. Do you know 
 whether we can smell it ? " 
 
 We can smell most kinds of impure air, but good pure air 
 has no smell ; it simply makes us feel brighter and better as 
 soon as we breathe it. 
 
 An unpleasant smell in the air shows that it. is not the 
 right kind to breathe, and that we should avoid it as quickly 
 as possible. 
 
 All poisonous gases do not give off odors, so we should keep 
 away from places where we have reason to think the air may 
 be bad. 
 
 Miss Ayer : " Where besides in our schoolrooms should we 
 be careful to have pure air ? " 
 
 Explain that we need plenty of pure air in the rooms we 
 live in at home and in the rooms where we sleep. 
 
 Ask pupils how they would keep the air in their living rooms 
 pure all the time. 
 
 Help them to understand the best ways of doing this in 
 cold weather. Why should windows be opened at the top 
 more frequently than at the bottom ? 
 
202 THIRD YEAR 
 
 How Maude keeps Pure Air in her Bedroom 
 
 Maude cannot open her windows wide at night because when 
 very cold air blows directly on her bed she is apt to take cold, 
 so, in addition to her window being opened a little way, she 
 leaves her door open into the hall, and has a window out there 
 open, because she knows she cannot sleep well unless she has 
 pure air to breathe. In the morning, when she is dressed, she 
 spreads her bedclothes one at a time over the chairs. Then 
 she turns up her mattress and pillows, and opens her windows 
 wide for the sun and wind to come in and make everything 
 fresh and sweet. 
 
 How many think that girls' beds should be opened nicely 
 and their rooms aired so that they are sweet and clean, but 
 that boys should sleep in stuffy rooms and leave their beds 
 just as they get out of them ? 
 
 What a Teacher saw behind a Bush 
 
 The teacher of a third year primary class was on her way 
 to school. Near a clump of bushes by the side of the street 
 she 'smelled a strong kind of smoke. Going around to see 
 what made it, she found two boys who belonged to her class. 
 Each had something round, not very long, wrapped in paper, 
 in his mouth. It was burning at the end, and he was drawing 
 in the smoke and puffing it out again with every breath. The 
 teacher looked very sorry, but only said : " Good morning, 
 boys. It is almost school time, so please throw away those 
 things you are smoking and walk with me to school." 
 
 That morning these boys were dull. They did not give 
 good attention. The teacher showed what may happen to any 
 one who smokes as those boys were doing. 
 
 What made these boys so inattentive ? 
 
PURE AIR AND BREATHING 203 
 
 MEMORY POINTS 
 
 Proper breathing in pure air helps us to sit and stand erect. 
 
 The air we breathe goes to our lungs. 
 
 Pure air contains oxygen which keeps us alive. 
 
 We must not breathe the same air over and over because the 
 oxygen in it has been used up, and because it has been poisoned 
 by the air we breathe out. 
 
 When we draw long, deep breaths of pure air, we take in a great 
 deal of oxygen. 
 
 We inust wear loose clothing in order to give our lungs plenty 
 of room to work in. 
 
 We can enlarge the chest by constant practice in breathing 
 properly. 
 
 Strong healthy lungs help to keep us well. 
 
 Pure air has no odor. We should keep aicay from all places 
 where the odor is bad. 
 
 We need pure air in every room in the house. 
 
 Cigarettes are made of tobacco. 
 
 TJiere is a. poison in tobacco called nicotine. 
 
 The boy who smokes cigarettes gets some of this poisonous 
 nicotine. 
 
 Cigarettes will make a boy sick when he begins to smoke them. 
 
 When a boy smokes cigarettes, they make him dull and stupid. 
 
 The smoke may make his throat sore and hurt his lungs. 
 
 Tobacco smoke makes the air impure. We should avoid places 
 where smokers have filled the air with tobacco smoke. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Value of the Recess Period 
 
 The chief use of the recess is its complete suspension of ten- 
 sion of will-power and the surrender to caprice for a brief 
 interval. . . . The great physical need of the pupil is relaxa- 
 
204 THIRD YEAR 
 
 tion ; the pupil needs to stretch his cramped muscles, and send 
 the blood in torrents through his limbs which become torpid 
 with unuse. The pupil is in want of fresh air and of the deep 
 inflation of the lungs that exercise in the open air gives. He 
 ought to use his voice too. — Hon. W. T. Harris, LL.D., U.S. 
 Commissioner of Education. 
 
 The Danger in Tobacco 
 
 The boy who starts out in life as the user of tobacco embarks 
 on an unknown ocean from which he can never return with the 
 same vigor and strength of body and mind, the same sweet 
 breath and clear eye. He may keep in sight of land for a long- 
 time and live to be old, but it will be only through a combina- 
 tion of the most favorable circumstances over which he has no 
 control, and which he cannot foresee. — Journal of Hygiene. 
 
 As regards the respiratory system, there is increased liabil- 
 ity to bronchial catarrh in those who take much alcohol. 
 
 — R. Hixgston Fox, M.D., M.R.C.P. 
 
 DRINKS WHICH HURT 
 
 LESSON 3. — CIDER 
 
 Teacher: " Here are four questions for you to think over and 
 answer." 
 
 Why are ripe apples good to eat ? 
 
 How is apple juice changed when it is made into cider ? 
 What poison does cider contain which apples do not ? 
 What will cider do to those who drink it ? 
 
 Ask the class to tell what they can about apples as in a 
 nature lesson, bringing out the facts : — 
 
DRINKS WHICH HURT 205 
 
 Ripe apples are a healthful fruit. 
 
 The juice of the ripe apple is good as we get it in eating the 
 apple. 
 
 Standing before the class, break open a ripe apple, and hold 
 it up so that all can see that the juice is clear like water. 
 Then, if it is obtainable, show a glass of fermenting apple juice. 
 Bring out by questions some of the differences in appearance 
 between the apple juice as it is in the apple, and the ferment- 
 ing juice. 
 
 The apple juice has been changed to cider by the action of 
 ferments. 
 
 A short story will help to make clear how we know that 
 these tiny ferments can change apple juice to cider even though 
 we cannot see them at work. 
 
 Tom had been There 
 
 " Hasn't Tom come home from school yet ? " asked Mrs. 
 Harley of her little daughter, one crisp November afternoon ; 
 " it is nearly five o'clock." 
 
 " Yes, mother," called Gertrude from the garden, where she 
 was looking for the last pansies. 
 
 " Where is he ? " continued Mrs. Harley ; " Uncle George 
 will be here in a few minutes to take us all for a drive behind 
 his new horses." 
 
 '•'How jolly," cried Gertrude, hurrying into the house. "But 
 I don't know where Tom is. I haven't seen him at all, but I'm 
 sure he is at home by the way the study looks." 
 
 Mrs. Harley quite agreed with her when she had opened the 
 door and given one glance within. Two chairs were over- 
 turned, the dictionary was sprawling on the floor, and the rugs 
 had been kicked into a heap. Tom had been there sure enough. 
 
 Ask the class how Mrs. Harley and Gertrude knew that Tom 
 had come home when neither of them had seen him. 
 
206 
 
 THIRD YEAR 
 
 Explain that just as they knew that Tom had been in the 
 room because they saw there the kind of mischief he was in 
 the habit of making, so we can tell that 
 the ferments have been at work in apple 
 juice whenever we see that the sort of 
 mischief they do in such a place has 
 been done. 
 
 Ask different pupils to name 
 again the changes which the fer- 
 ments have made in the apple 
 juice, noting in the cider the 
 deepening color and the bub- 
 bles of gas which pass up 
 through the fermenting juice 
 and burst at the top. 
 
 These bubbles show that 
 a gas (carbonic acid) has 
 been formed, which bub- 
 bles out of the juice. 
 
 Alcohol has been 
 formed which stays in 
 the juice. 
 
 Cider contains a Poison — Alcohol 
 
 Review briefly what the children know already of poisons, 
 giving such additional points as they are ready for. 
 
 A poison is a substance which has the power to harm those 
 who take it. A little of it may hurt people, and much may 
 kill them. 
 
 Alcohol is a poison. Alcohol begins to form in pressed-out 
 apple juice after it has stood a few hours in a warm place. 
 
 Ask different pupils to name some of the things which cider 
 makes people who drink it do. 
 
DRINKS WHICH HURT 
 
 207 
 
 Cider cannot help or strengthen the body, while it may do it 
 a great deal of harm. Worse than all, it may make people 
 want more cider and stronger drinks containing more alcohol 
 until they become drunkards. 
 
 LESSON 4.— WINE 
 
 Find whether the previous lesson on cider has been under- 
 stood thoroughly by asking similar questions in regard to 
 wine. 
 
 What is wine made from ? 
 
 What changes grape juice to wine ? 
 
 What poison does wine contain which grapes do not ? 
 
 Bring grapes to the class and let each child tell by tasting 
 that they are sweet. Question until all can tell that sugar 
 forms in the grapes as they 
 ripen, just as the seeds do, 
 but we cannot see it because 
 it is dissolved in the juice. 
 Kipe grapes from which 
 raisins are made contain 
 more sugar than unripe 
 grapes, and in raisins this 
 sugar can be seen in little 
 lumps, colored, of course, 
 by the juice. Some peo- 
 ple think that grapes are 
 dried in sugar to make 
 raisins. This is not so, nor 
 is it necessary because there 
 is enough sugar formed in the grapes themselves as they ripen 
 and are dried. 
 
 Show grapes with the bloom still on them. Rub off some on 
 
208 THIRD YEAR 
 
 the fingers and review the fact that this dust contains the 
 little plants called ferments, and that these live on the outside 
 of the grapes. 
 
 Why do grapes need such a tough skin ? Why do they keep 
 longer when the skin is unbroken ? Why do not these little 
 ferments which we take into our mouths when eating grapes 
 hurt us as they hurt the grape juice ? 
 
 Help the class to understand that the ferments are plants, 
 and are not harmful themselves any more than asparagus, corn, 
 or lettuce, but that they can make a poison in the grape juice 
 when they get into it after it is pressed out. 
 
 Test the pupil's knowledge of the work of the ferments, by 
 asking if there would be any alcohol in wine made very care- 
 fully at home where nothing but good fruit juice is used in its 
 making. Explain fully that it is not necessary to put alcohol 
 into fruit juice, for the ferments themselves will make the 
 alcohol from the sugar in the juice, and that all homemade 
 wine contains alcohol. 
 
 MEMORY POINTS 
 
 Apple juice is a good food as we find it in the apple. 
 
 When apple juice is pressed out of the apple and allowed to 
 stand, its odor, taste, and color soon become changed. 
 
 It is changed to cider by the action of the ferments. 
 
 Ferments are tiny plants which can change sweet apple juice to 
 carbonic acid gas and alcohol. 
 
 The gas bubbles out of the juice ; the poison, alcohol, stays in it. 
 
 A poison is a substance having the power to hurt those who 
 take it. 
 
 Cider cannot build up the body. 
 
 It often gives an appetite for much stronger liquors. 
 
 Good ripe grapes contain sugar, but no alcohol. 
 
 There are ferments on the outside of grapes, but none in whole 
 grapes. 
 
DRINKS WHICH HURT 209 
 
 Ferments in })ressed-out grape juice change its. sugar. 
 
 When the ferments change the sugar in pressed-out fruit juices 
 they leave alcohol in its place. 
 
 There is alcohol in wine even though no one puts it into the 
 grape juice. 
 
 The alcohol in wine has the power to make those who take it 
 •want not only more and more wine, but drinks which contain 
 more alcohol. 
 
 Wine is a dangerous drink. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Alcohol, not in strong liquors alone, but in the diluted 
 kinds as beer and wine made from fruits is a poison. — August 
 Forel, M.D., Zurich, Switzerland. 
 
 The homemade wines are often stronger of alcohol than the 
 imported; hence they are far from being innocent, harmless 
 beverages. — William Hargreaves, M.J). 
 
 The taking of alcohol excites a constant craving for more of 
 itself, day after day. — Benjamin Ward Richardson, M.D., 
 LL.D., F.R.S. 
 
 A very large number of people are dying day by day, poi- 
 soned by alcohol, but not supposed to be poisoned by it. — Sir 
 William Gull, M.D. 
 
 FOOD 
 
 LESSON 5. — WHAT FOOD IS FOR 
 
 There was once a beautiful pink and white blossom which 
 felt something small and hard and round growing up from her 
 very heart. Ever since she had been a tiny bud, the very pret- 
 tiest on the tree, this blossom had danced and played with the 
 breezes, and smiled back at the sun, and had been a very gay 
 little flower, but now she felt for the first time that even an 
 
 OR. LESS. IK HY. 14 
 
210 THIRD YEAR 
 
 apple blossom has work to do. Not a moment did she wait. 
 Her pink and white holiday gown with its dainty frills and 
 wide flounces was given to the wind, leaving in its place, on the 
 top of the little apple, something with sharp green points that 
 looked more like tiny green leaves than a blossom. The arms 
 of the tree on which the little apple grew were stretched out 
 so gracefully that it was quite out of the question for the sun 
 and air to refuse anything they had which the apple wanted. 
 Special messengers ran up and down the staircase of this tree 
 home to bring to the apple things from the dark ground where 
 all the roots of the tree were. You couldn't see them or what 
 
 they brought, but the apple could. 
 They brought it the right things 
 every time, and it grew larger and 
 larger, until by and by most won- 
 derful colors were painted on it. 
 Here it was yellow like gold, with 
 tiny black dots, while on the other 
 side it was red as the reddest 
 peach. Then the little pointed 
 green leaves, on the top of the 
 apple, turned brown, curled up, 
 and went fast asleep, for their work was done. If we look at 
 the big ripe apple very closely, we can see the little brown 
 mother blossom still asleep in her nest. 
 
 Show pictures of a tiny elm or oak and others of the same 
 kind of tree of several years' growth; pictures of hens and 
 chickens, kittens and their mothers ; or write on the board in 
 one column the names of different young animals, and opposite 
 these the names of their grown-up representatives. How is the 
 calf unlike the cow ? the puppy unlike the dog ? Why do 
 not healthy plants and animals remain the same from year to 
 year ? What kinds of food are needed by animals ? Where 
 do plants get their food ? 
 
FOOD 211 
 
 Plants need food to make them grow, just as people do. 
 Plants get the food they need from the sun, air, water, and 
 earth. 
 
 Ask each member of the class to bring to the next recitation 
 an answer to the question, What is food ? Ask them to bring 
 also lists of food containing articles which they have eaten or 
 would like to eat. 
 
 Get as many individual answers as possible and put the best 
 on the board : — 
 
 Food is a substance whose nature it is to nourish the body 
 and build it up without doing it harm. 
 
 Call for the children's lists and have selections made from 
 them for the board : — 
 
 Milk Potatoes 
 
 Eggs Sugar Salt 
 
 Beef Bread 
 
 Lead the pupils to see that the first column contains the 
 names of animal foods ; the second, vegetable ; and the third, 
 mineral. These descriptive names should then be written over 
 the lists. 
 
 Tell the class that the foods in the first column make flesh 
 and bone and muscle ; those in the second enable us to do work 
 and keep us warm. Salt is used to season our food. Most 
 other mineral foods, as lime, for instance, we do not eat by 
 themselves, but only as found in animal and vegetable foods. 
 The children will then be ready for the question : — 
 
 What does Food Do? 
 
 Help the children to compare one of their number with a 
 pupil in the high school. Which is taller, larger, weighs more, 
 stronger, able to do more ? 
 
 Referring to the story just told, ask why the little apple 
 still needed food after it was grown ? Lead them to see that 
 
212 THIRD YEAR 
 
 without it it could not grow ripe and sweet and of a fine color. 
 From this help the pupils to see that all people need food to 
 keep them well and strong as well as to make them grow. 
 
 We need food to make us grow and to repair the waste in 
 our bodies so that they will not wear out. 
 
 Eating too much food prevents the stomach from doing the 
 work it ought. 
 
 Too frequent eating may tire the stomach so that it may not 
 be able to do its work. 
 
 We should eat enough good food to nourish our bodies, but 
 should not overload our stomachs just because food tastes 
 good. 
 
 We should eat at regular times and not between meals. 
 
 Poor food cannot make good blood or strong bodies. 
 
 Notice the contents of the lunch baskets brought to school, 
 and give the class hints as to the proper preparation of food, 
 leading the pupils to tell why fried meats, soggy bread, green 
 fruit, and that which is overripe, are unhealthful and injurious. 
 
 LESSON 6. — SOME THINGS WHICH ARE NOT FOOD 
 
 There are some substances often used as foods although they 
 are really nothing of the sort. 
 
 The most frequent examples of such substances are the com- 
 mon forms of alcoholic beverages, as cider, beer, and wine. 
 
 We need food in proper quantities for three reasons : — 
 
 Food to make us grow and keep us well, i.e. to build up the 
 tissues of the body, as muscles, bones, skin, which are all the 
 time wearing out. 
 
 Food to keep us warm. 
 
 Food to give us energy for work and play. 
 
FOOD 213 
 
 Brinks which contain alcohol do not belong to the first class 
 of foods, because alcohol does not build up the body tissues. 
 It forms neither flesh nor bone. 
 
 J)rinks which contain alcohol do not belong to the second 
 class, because alcohol does not keep us warm. It seems to 
 warm the body because it makes red faces and causes a glow 
 and a sense of warmth. But if we take the temperature of 
 the body with a thermometer, we find that after a short flush 
 of warmth the body begins to cool, and cools so much that it 
 takes a long time to get warm again. The reason for this is 
 that much of the inner heat of the body has come to the 
 surface and passed off. 
 
 Drinks which contain alcohol do not belong to the third class, 
 for the body is made less able to work by their use. People 
 think they can do more work after taking alcohol, but they are 
 really weaker than before. 
 
 If the roots of the apple tree had been given alcohol instead 
 of water the apple would not have grown large and beautiful. 
 It would have stayed small and would have withered away 
 into a rough, gnarled little apple that nobody would have 
 wanted. 
 
 Which has more need of good wholesome food, little apples 
 on the tree or boys and girls ? 
 
 MEMORY POINTS 
 
 Plants need food to make them grow x just as animals and 
 people do. 
 
 The food of plants comes from the sun, air, water, and earth. 
 
 We get our food mainly from plants and animals. 
 
 We need different kinds of food. 
 
 Such foods as milk, eggs, and meat give strength and muscle. 
 
 Such foods as potatoes, bread, and sugar form fat and keep 
 the body warm. 
 
214 THIRD YEAR 
 
 We need food for growth, and to repair the ivaste of our bodies. 
 
 Too much food tires the stomach and keeps it from doing its 
 work properly. 
 
 We should eat enough food, but not so much as to overload the 
 stomach. 
 
 Wholesome food will make good blood and strong bodies. 
 
 Alcohol does not build up the body tissues. 
 
 It does not help people to do more ivork. 
 
 It does not strengthen the body or keep it warm. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Alcohol does not act as a food; it cuts short the life of 
 rapidly growing cells or causes them to grow more slowly. 
 — Lionel S. Beale, M.D., Professor Principles and Practice 
 of Medicine, King's College, England. 
 
 For the animal and human organism, alcohol is not both a 
 food and a poison, but a poison only, which, like all other 
 poisons, is an irritant when taken in small doses, while in 
 larger ones it produces paralysis and death. — Max Kasso- 
 witz, M.D., Professor in University of Vienna. 
 
 Alcohol, taken however moderately, is not to be classed 
 among nutritious substances. — Adolf Fick, M.D., Wurtzburg. 
 
 Alcohol is a slow but sure working poison that robs men of 
 their physical and mental force, the more it takes the place of 
 ordinary food. — A. Baer, M.D., Royal Sanitary Commissioner, 
 Berlin. 
 
 THE STOMACH 
 
 LESSON 7. -THE HUMAN MILL 
 
 Show the picture of a mill and ask those children who have 
 visited mills to tell what they saw. In the East they may 
 have seen a paper mill where rags are ground up and made 
 
THE STOMACH 
 
 215 
 
 into clean white paper. In the West many will have seen the 
 flour mills in which kernels of wheat are put into the hopper 
 and ground into fine flour, or the grist mills where corn and 
 
 oats are made into meal for the cows 
 and horses. Surely one child in 
 every room will have seen a mill of 
 some kind. If the description is of 
 a flour or grist mill, ask about the 
 hopper into which the grain is 
 poured, and the big rough stones be- 
 tween which the grain is crushed 
 and ground. Then speak of the 
 miller who keeps all the machinery oiled and in the best 
 order so that it will last as long as possible and run 
 easily. He watches the hopper too, and does not let any 
 
216 THIRD YEAR 
 
 pieces of iron and nails which may have got mixed with the 
 corn or oats get down to the grinding stones, lest they should 
 hurt the stones. He takes the best kind of care of the mill- 
 stones, for they do the grinding for him. 
 
 The Grist Mill 
 
 Teacher : " There is a part of the body which does work 
 something like that done by the mill, only it is not the least 
 
 bit like a mill. In- 
 stead of being fed with 
 whole wheat, or corn, 
 or oats, this curious 
 little mill is fed with 
 potatoes, oatmeal, milk, 
 bread, and vegetables. 
 Who knows what we 
 call it ? " 
 The stomach. 
 Teacher : "Yes, this 
 is a picture of it. Tell me what it is shaped like." 
 
 " I think it is shaped something like a big egg," said Albert. 
 " It looks like a bag with two mouths," said Rose. 
 Teacher : " It is very much like a strong fleshy bag. It is 
 not at all like the hard millstones, but the strong muscles in 
 the sides of the stomach squeeze the food which we put into 
 it until it is as fine as a big mill could grind it. In the 
 mouth the stomach has many little helpers which grind the 
 food before it gets to the stomach, something as the millstones 
 grind the grain. Who knows their names ? " 
 The teeth. 
 
 Teacher : " The stomach does not like to do the work of 
 the teeth. It cannot talk, but it often does not take us long 
 to find out when we have made the stomach do the work of 
 the teeth, or when we have given it something which is not 
 
tup: stomach 217 
 
 good for it and which it cannot digest easily. What happens 
 in such a case ? " 
 
 We get sick. 
 
 We have the stomach ache. 
 
 Teacher : " That is usually the way we know. Harold may 
 tell the story of a piece of bread in its journey from the plate 
 to the stomach of the boy who eats it. We will watch to 
 see if he leaves out anything." 
 
 Harold : " The boy takes the bread in his hand and carries 
 it to his mouth, where he chews it with his teeth. Then he 
 swallows it and it goes into his stomach." 
 
 Teacher : " Did Harold leave out anything ? " 
 
 Some one may know of the juice or saliva in the mouth. 
 
 Teacher : " Yes, he forgot to tell how the food is softened 
 and mixed with the saliva." 
 
 When the food is chewed fine it becomes well moistened in 
 the mouth, and that helps the stomach to do its work. 
 
 There is a wonderful juice which comes from the walls of 
 the stomach, just as the saliva comes from the walls of the 
 mouth. This is called the gastric juice. 
 
 After the food has been squeezed by the strong muscles in 
 the walls of the stomach, a great deal of gastric juice will be 
 mixed with it. 
 
 By the motions of the stomach and by the gastric juice the 
 food which we have eaten is changed to a thin gray substance 
 something like soup or gravy, and does not look at all like the 
 meat, potatoes, and other things we swallowed a few hours 
 before. 
 
 Who remembers why we eat ? Arthur may tell us. 
 " We eat to grow," said Arthur. 
 
 Teacher : " Is there any other reason ? Do people never eat 
 unless they are growing ? " 
 
 We eat to build up worn-out parts. 
 
218 THIRD YEAR 
 
 Teacher : "Now we must learn how this changed food in the 
 stomach gets to the different parts of the body in order to 
 build up the bones, muscles, and various organs. How do we 
 know that the blood goes all over the body ? " 
 
 If necessary, suggest that we know because all parts of the 
 body except the hair and nails bleed if cut. 
 
 Teacher : " If anything gets into the blood then it would be 
 carried to every part of the body. 
 
 "Now we must find out how the food we eat gets to the 
 blood. 
 
 "The blood is in little blood vessels or tubes which run to 
 every part of the body. 
 
 " In the walls of the stomach are tiny blood vessels which 
 have very thin walls. The dissolved food soaks through these 
 thin walls and gets into the blood, which carries it all over the 
 body, so that every part gets what it needs." 
 
 Teacher: "You will learn more about this wonderful mill 
 when you are older. It seems almost like a fairy tale. But 
 you can learn now how you should take care of this marvelous 
 little mill to keep it strong and well, and prevent its becoming 
 worn out or diseased. How did the miller take care of the 
 millstones ? " 
 
 He was careful not to let any hard thing get to them that 
 would hurt them. 
 
 Teacher : " There is another thing he sometimes does. When 
 the stones get very hot from turning so fast and from crushing 
 the rough grain, the miller stops the wheel and lets them rest 
 and cool off. Now let us think what we can do to help keep 
 our stomachs from being injured." 
 
 LESSON 8.— HOW TO CARE FOR THIS WONDERFUL MILL 
 
 We must chew our food so well that the stomach will not 
 have to do the work of the teeth. 
 
THE STOMACH 219 
 
 We must let the stomach rest, and not eat too often. 
 
 We must not eat or drink things which hurt the stomach. 
 
 Teacher: "Let us try to think of some things which the 
 stomach does not digest easily — things that have made some 
 of us sick." 
 
 " Green apples made me sick one time," said Bert. 
 
 " I ate too many nuts at a party and they made me sick," 
 volunteered Joe. 
 
 " Too much candy isn't good for us," suggested Blanche. 
 
 Teacher : " When we want things which we know are not 
 good for the stomach, we must remember that our stomachs 
 are mills and that we are the millers, and make up our minds 
 to take good care not to eat what will hurt them. 
 
 " People sometimes drink something which hurts the stom- 
 ach very much. Who knows what it is?" 
 
 " Drinks which have alcohol in them, like wine, beer, or 
 cider," said Jack. 
 
 Teacher: "Yes, alcoholic drinks injure the lining of the 
 stomach, and when people drink much of them they may pre- 
 vent the food from being digested, and make the person sick 
 and unhappy. People with unhealthy stomachs are often very 
 cross and disagreeable. Now what shall we add to the list 
 of ways in which we may help take care of our wonderful 
 mill-? " 
 
 Alcoholic liquors hurt the stomach, and we must never 
 drink them if we want to keep well. 
 
 MEMORY POINTS 
 
 TJie stomach softens the food and helps make it ready to be 
 carried all over the body. 
 
 TJie gastric juice in the stomach helps to digest the food. 
 
 The stomach cannot do its work well unless the food is first well 
 cheived in the mouth and mixed icith saliva. 
 
220 THIRD YEAR 
 
 There are tiny tubes or blood vessels in the walls of the stomach. 
 The digested food soaks through the walls of these blood vessels into 
 the blood. The blood carries the food to every part of the body. 
 
 We must not eat or drink anything which would hurt the 
 stomach. 
 
 Alcoholic liquors may hurt the lining of the stomach. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 It is claimed that alcohol aids digestion. On the contrary, 
 it provokes nausea, indigestion, and causes the gastric catarrh 
 that troubles all drinkers. — Dr. de Vaucleroy, Professor of 
 Hygiene in the Belgium Military School. 
 
 It is commonly thought that alcoholic drinks act as aids to 
 digestion. In reality, it would appear that the contrary is the 
 case. — Professor Bunge, M.D., Professor of Physiological 
 Chemistry, University of Basel, Sicitzerland. 
 
 THE BLOOD 
 LESSON 9. —THE WORK OF THE BLOOD 
 
 Teacher: "A few days ago I visited a school just as the 
 children were coming in. It was raining hard, and all the 
 little tots had their umbrellas. This is the way two of them 
 looked as they came along the road. 
 
 " I didn't see a frown or a scowl although it was such a 
 disagreeable day. Every little face was as bright and rosy 
 as plenty of fresh air and a dash of rain could make it. 
 
 " Why did they have rosy faces when they came indoors ? 
 What makes our cheeks red ? All of you have seen it when 
 you have been unfortunate enough to cut your fingers. 
 
THE BLOOD 
 
 221 
 
 "That is right; it is the blood. It gives us rosy cheeks 
 when we run because more of it comes to our faces then and 
 makes them warm and red." 
 
 How many have watched men tap maple trees to get the 
 sap ? What time of year was it ? 
 
 How does the tree change in looks after the sap begins to 
 rise in the spring ? 
 
 Bring out at this point the different stages of growth from 
 bud to leaf, blossom, and fruit. 
 
 What has the sap to do with the new leaves and blossoms ? 
 
 " My father says the sap makes them grow," volunteers one 
 boy. 
 
 Yes, the sap carries to every part of the tree the food and 
 water it gets from the earth. If it didn't the tree would stop 
 growing and die. Every part of our bodies needs food, too. 
 Can you think of a way in which it can get it? 
 
 " The blood carries the food we eat just as the sap carries 
 food for the tree," suggests some one. 
 
 Quite right. Tell me again how food gets to every part of 
 the body. 
 
 The blood carries the food we have eaten to all parts of our 
 
222 THIRD YEAR 
 
 bodies just as the sap carries the food it gets from the earth to 
 the branches of the tree. 
 
 Teacher : " How is water brought into our cities and houses ? " 
 Our blood is all the time moving about in little pipes too. It 
 
 is not loose in our bodies. These pipes we call blood vessels. 
 
 Here is a picture of them. Tell what you see. 
 
 A large colored chart showing the entire circulatory system 
 should be hung on the board at this point, or a colored draw- 
 ing of the same used, and each child asked to state what he 
 notices. They should find that — 
 
 Some of the blood vessels are red and others are blue. 
 
 Blood vessels are found in every part of the body. 
 
 The blood vessels are of different sizes, largest near the 
 center of the body and growing smaller in the head, arms, and 
 legs, and near the surface. 
 
 Every part of the body has both red and blue blood vessels. 
 
 LESSON 10. — THE WORK OF THE HEART 
 
 Robert : " You said the blood was all the time moving in the 
 blood vessels. What makes it move ? " 
 
 Teacher : " Rise and put your right hands on your chests 
 just a little to the left. Stand very still a moment, and tell 
 me what you feel." 
 
 I feel my heart beat. 
 
 Teacher : u Look at the chart again and see if you can find 
 the heart. Tell us about it." 
 
 The heart is shaped something like a pear. 
 
 One side of the heart is colored blue. 
 
 The other side of the heart is colored red. 
 
 All the blood vessels seem to start from the heart — the red 
 
Circulatory System. 
 
 223 
 
224 THIRD YEAR 
 
 blood vessels from the left side and the blue blood vessels from 
 
 the right side. 1 
 
 Teacher: "How does a pump work? Oliver may tell us." 
 Oliver : "You move the pump handle up and down, and the 
 
 water runs out of the spout." 
 
 Teacher : " The heart works in something the same way, so 
 
 we may think of the heart as a kind of pump that works itself. 
 
 When we feel it beat it squeezes together and sends the blood 
 
 all over the body." 
 
 The work of the heart is to send the blood to every part of 
 the body through the blood vessels. 
 
 Teacher : " We know the blood is all the time moving, be- 
 cause there are several places in the body where we can feel 
 it. Who can find another such place besides the heart ? " 
 
 After a little experimenting the children will find the pulse 
 in the wrist, and at the sides of the neck and forehead. 
 
 Why can't we feel the blood move in all parts of our bodies ? 
 
 Teacher : " Many of the blood vessels are so small that 
 they do not hold enough blood for any one to feel it passing 
 through." 
 
 Look at the chart and point out the blood vessels which 
 you think have enough blood in them for us to feel it move. 
 
 Most of these large blood vessels are so deeply hidden 
 under the skin and muscle to protect them from injury that 
 we cannot feel them. 
 
 These that we have found are near enough to the surface 
 for us to tell where they are. 
 
 Most of the large blood vessels are covered up deep in the 
 body to keep them from being hurt. 
 
 Many of the small blood vessels lie near the skin. 
 
 1 At some suitable point in the lesson the teacher will explain that the heart 
 is not really colored red and blue, but is represented thus on the chart to show 
 which side contains pure and which impure blood. 
 
THE BLOOD 225 
 
 LESSON 11. — THE FOOD'S JOURNEY IN OUR BODIES 
 
 Teacher : " This morning we are ready for another question 
 about the blood vessels. 
 
 " Why are some of the blood vessels red and others blue ? 
 
 "Before we try to answer, let us follow the blood as it 
 carries food and air to every part of the body and see what 
 happens. 
 
 " Suppose this man on our chart has just eaten a piece of 
 steak. What becomes of it ?" 
 
 The steak is chewed in the mouth and mixed with saliva. 
 
 It is swallowed and goes down into the stomach. 
 
 There is a watery juice in the stomach which helps to dis- 
 solve the steak and make it something like a thick soup. 
 
 When it is fine enough part of it soaks through the sides of 
 the stomach into little tubes. 
 
 These little tubes are called blood vessels. 
 
 Just as soon as the food which thus becomes part of the blood 
 has moved along in the blood vessels from the stomach to the 
 heart, the heart sends it in the blood to every part of the body. 
 
 Teacher : " Suppose we begin with the red side of the heart 
 and find where the red blood vessels and the food which they 
 carry along in them go. 
 
 " Dora may come to the chart and show how those parts of 
 the steak which a man's right arm needs would get to it after 
 they leave his heart." 
 
 With the pointer Dora traces their course on the chart 
 through a large red blood vessel along the shoulder, and then 
 into smaller and smaller ones down the arm, and into the tiny 
 blood vessels in the fingers. 
 
 Teacher : " The blood vessels become so very small after a 
 while that we cannot see them at all unless we look at them 
 through a magnifying glass." Call upon different members of 
 
 OK. LESS. IN HY. 15 
 
226 THIRD YEAR 
 
 the class to trace the course of the blood from the heart to the 
 left arm, the head, and other parts of the body. 
 
 Teacher : " How does the blood get back again from the tips 
 of the fingers, or the toes, or any other part ? We have found 
 that it keeps moving all the time, and it cannot go back the 
 same way because more blood keeps coming right behind it." 
 
 "Perhaps it goes back through the blue blood vessels," 
 suggests Harold. 
 
 Teacher : " That is just what it does do. Now I'll tell you 
 why the blue blood vessels have this color. 
 
 "How are your hands and face likely to look after you 
 have been hard at work or play ? " 
 
 Black, dirty, soiled. 
 
 Teacher : " That is what has happened to the blood after it 
 has gone quite a distance from the heart. It picks up so many 
 worn-out parts of the body and carries them along with it that 
 it becomes very dark-colored by the time it gets back to this 
 blue side of the heart. What do you think it needs then ? " 
 
 " I should think it ought to have its face washed," says 
 one mischievous youngster who has often had this remedy 
 suggested to him. 
 
 Teacher : " Something of the kind really does happen. 
 Thomas may come to the chart and trace the blue blood 
 vessels after they leave the heart, and we'll find out where 
 they get cleaned up." 
 
 Thomas takes the pointer, and with the teacher's help traces 
 the blue blood vessels from the heart to the lungs, showing 
 that as they get farther from the heart they grow smaller and 
 smaller, and there are more and more of them until in the 
 lungs they seem to run into little bits of red blood vessels. 
 What make them red ? 
 
 Teacher: "When our rooms get close and stuffy, what do 
 we do to make them sweet and fresh again ? " 
 
 We open the windows and let in the fresh air. 
 
THE BLOOD 227 
 
 Teacher: "When the door and windows are opened, fresh 
 air comes in and helps to make the air in the room pure and 
 tit to breathe j so the fresh air we breathe goes into our lungs 
 and thus reaches the blood. 
 
 " Fresh air changes the impure blue blood to pure red blood. 
 Then we have good fresh blood again to be sent to every part 
 of the body. 
 
 " Alice may show us on the chart how the air gets down to 
 the lungs and then what becomes of the fresh red blood." 
 
 The air passes down a tube in the throat into two other 
 tubes, one on each side, which go to the lungs. 
 
 These tubes grow smaller and smaller, until there are a great 
 many of them. 
 
 The fresh air brought by these little tubes cleans the dark 
 blood and makes it bright red. 
 
 The clean blood goes through the red blood vessels back to 
 the left side of the heart ready to go out again all over the 
 body. 
 
 LESSON 12. — GOOD FOOD AND FRESH AIR MAKE GOOD 
 BLOOD 
 
 Teacher : " You remember the pictures on the board the 
 other day of the little school children in the rain. This shows 
 how they looked when they went home that night after the 
 rain had cleared away." 
 
 It is a good thing for children to run and play, because it 
 makes their blood move faster and they take more fresh air 
 into their lungs. Fresh air helps make good blood. 
 
 Good blood will make every part of the body grow, and will 
 keep us well and strong. 
 
 Keview this part of the lesson by drawing a circle upon the 
 board, filling it in with red chalk for a head, and drawing 
 
228 
 
 THIRD YEAR 
 
 lines for the body, arms, and legs. Outline a basket in each 
 hand. 
 
 Teacher: "Let me introduce Mr. Blood to you; he is just 
 starting out from the heart on a journey through the body, and 
 in this left-hand basket he is carrying things which the differ- 
 ent parts of the body need. 
 
 " Tell me what some of them are while I put them into the 
 basket for him." 
 
 Remembering a previous lesson on food, the class may sug- 
 gest milk, eggs, beef, to make the body grow and keep it well ; 
 
 potatoes, sugar, and butter to keep it warm and supply the fat 
 needed; whole wheat bread and vegetables to build up strong 
 bones and teeth ; and plenty of water and fresh air for every 
 part. 
 
 Teacher: " Can any one think what Mr. Blood's other basket 
 is for?" 
 
 He needs the right-hand basket to carry away worn-out parts 
 of the body. 
 
 Teacher : " Then we will leave it empty and let him fill it 
 himself." 
 
THE BLOOD 229 
 
 Alcohol and Tobacco poison the Blood 
 
 I knew a boy once, not larger than some of you, who thought 
 it would make him manly to smoke cigarettes and drink beer. 
 Instead, it kept him so small and thin he was not much more 
 than half a boy. Do you know why he did not grow any more ? 
 
 Boys and girls need good blood and strong hearts to make 
 them grow. 
 
 There is a poison in all alcoholic drinks like beer, wine, 
 whisky, ale, and in cigarettes which may hurt the blood and 
 weaken the heart. 
 
 When this poison gets into the blood it must go where the 
 blood goes, and that is all through the body; so every part 
 may be injured. That is what had happened to this boy, and 
 that is the reason why he did not grow as he ought. 
 
 Teacher: "We found a little while ago that we must have 
 two things in order to make good blood — good food and fresh 
 air. Tell me two other things that may hurt our blood and 
 keep us from growing." 
 
 Which shall we choose for ourselves ? 
 
 MEMORY POINTS 
 
 The heart pumps the red blood all over the body. 
 
 Wlien the red blood leaves the heart it is carried in blood 
 vessels about as large around as a finger. 
 
 The blood vessels grow smaller and smaller the farther aicay 
 from the heart they are, until they get so small we cannot see them 
 without a microscope. 
 
 The red blood takes food and air to all parts of the body. 
 
 The small blood vessels take up waste matter from the body. 
 This makes the blood very dark-colored. 
 
 Hie dark blood goes back to the heart, which sends it to the 
 lungs to be made fresh and clean and bright red again. 
 
230 THIRD YEAR 
 
 The fresh blood goes back to the heart and is ready to be sent 
 to all parts of the body. 
 
 Beer and all such drinks hurt the body, and may keep boys and 
 girls from growing as they ought. 
 
 There is a poison in cigarettes and other kinds of tobacco which 
 hurts those who use it. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 When considerable quantities of beer and wine are taken 
 frequently, it is not merely the alcohol in these beverages that 
 is injurious, but also the temporary overfilling of the blood 
 vessels, because that entire stream of fluids is obliged to pass 
 through the blood. All of that superfluity has to be equalized 
 by means of increased action of the heart. — F. von Birch- 
 Hirschfeld, M.D., Professor of Pathology, Leipsic. 
 
 Experiments show that the real vital force of the heart is 
 diminished by the use of alcohol. — T. D. Crothers, M,D. 
 
 BRAIN AND NERVES 
 LESSON 13. — THE BRAIN 
 
 Place a live, healthy plant and a dead and shriveled one 
 side by side. 
 
 Call attention to the two. What is the difference ? 
 
 Question until all understand that the live plant can grow 
 and put out more leaves and branches, and that the dead one 
 cannot. Name other things besides plants which are alive. 
 
 Teacher: "There is a great difference between live plants 
 and live children. We must find what it is, and what makes 
 it. You have told me this plant is alive. All who think 
 Mary is alive, raise their hands. 
 
 " Mary, will you show that you are alive by bowing to the 
 class ? 
 
 " Mary is alive. She heard what I said, and when I asked 
 
BRAIN AND NERVES 231 
 
 her to bow to you she did. The plant you said was alive. 
 Will it do the same thing I asked Mary to do ? 
 
 " No, the plant cannot hear or obey, but there is something 
 inside our heads which helps us think and decide what we will 
 do." 
 
 The brain is that part of us with which we think and decide 
 what we will do or will not do. 
 
 The brain is inside the head. 
 
 Teacher: "Tap your heads lightly just above your right 
 ears with the ends of your fingers. Do your heads feel hard 
 or soft ? " 
 
 The brain is soft, softer than the flesh of your cheeks. It 
 is covered on the outside with hard, thin bone to protect it 
 from being hurt. 
 
 The head feels hard because the bone that covers the brain 
 is hard. 
 
 The bone covering the brain is called the skull. 
 
 Make sure that the children understand that the skull which 
 they feel is hollow and that the brain is inside. Ask the shape 
 of the skull and the shape of the head. Show that while it is 
 much like a ball, it is not quite so round as a ball. Hold a 
 ball by the side of the head that all may see the difference. 
 Dwell on the danger that might come to the soft and delicate 
 brain, how easily it might be hurt, if the hard bony skull did 
 not protect it. 
 
 The brain is the most important part of us. The plant has 
 no brain. If we had no brain we could not think any more 
 than the plant. We could not see. Neither our eyes nor our 
 ears would be of any use if we had no brain, for the eyes and 
 ears tell the brain what they see and hear. 
 
 Teacher: "We must find how the eyes and ears can tell 
 the brain what they see and hear. They do not speak to the 
 brain with the voice, as I talk to you. There are fine white 
 
232 
 
 THIRD YEAR 
 
 cords that run to all parts of our bodies. Some of them go 
 from the eyes and ears to the brain. They carry to the brain 
 the message of what the eyes see and what the ears hear." 
 
 Show an outline picture of the nervous system or reproduce 
 it on the board. Point out the little cords running up to the 
 brain and ask the class to trace them. 
 
 The little white cords that carry messages to and from the 
 brain are called nerves. 
 
 LESSON 14.— DICK AND THE CARVING KNIFE 
 
 Dick was a little boy who was very fond of doing whatever 
 he saw older people do. He liked to dress up in his papa's 
 
 coat and hat. He liked to go riding as he saw his big brother 
 do. He made a chair take the place of his brother's prancing 
 pony. He used to get down from his make-believe horse, stride 
 
BRAIN AND NERVES 233 
 
 around, and talk to his sister Rose as though she were a big 
 grown-up lady. 
 
 Their mamma had given Rose a tiny dinner table and a set 
 of pretty little dishes. Rose and Dick were playing with them 
 for the first time and pretending to give a dinner party. The 
 jointed dolls were the guests. Dick made them sit in the little 
 chairs around the table. 
 
 "Now, Rose," he said, " I am going to be the papa and carve. 
 You haven't any carving knife, and I am going to get the big 
 one in the dining room." 
 
 " Dick, don't ! I don't think mamma would want you 
 to. She told us to be good and play here while she was gone 
 to see grandma. It isn't good to get the carving knife; I know 
 it isn't. Don't, Dick." 
 
 But Dick paid no attention to what Rose said, and as there 
 was no one in the dining room to stop him, he soon appeared 
 with the large, sharp carving knife and fork he had often seen 
 his papa use, and began to flourish the knife over the bread, 
 oranges, and cake that the cook had given them for their 
 party. Dick tried to be very polite to the dolls, and asked 
 them, as he had heard his papa do, what part of the chicken 
 they liked best. But he was too small to manage such a knife, 
 and all at once he brought its sharp edge a gainst the side of 
 his hand and cut a deep gash. The blood spurted out, and 
 Dick dropped the knife and screamed so loudly that his mamma, 
 who had just come into the front hall, heard him and rushed 
 up to the playroom, where he was crying, " Oh, my hand, my 
 hand ! How it hurts!" 
 
 It was a bad cut. The doctor came and helped Dick's mamma 
 bind up the hand; but it was very sore and ached for many 
 days before it was well again. After that, Dick liked to play 
 doctor and come to see make-believe cuts in the hands of the 
 dollies, but he never again wanted the real carving knife to 
 play with. 
 
234 THIRD YEAR 
 
 One day Rose cut the hand of one of her dolls so that Dick 
 might have a real patient. 
 
 " It won't hurt her," Dick said, when he asked her to do it. 
 
 That afternoon Dick's mamma took him to the barber, who 
 cut his hair. " It didn't hurt when the barber cut my hair," 
 Dick told Rose, after he came home. 
 
 Teacher : " There are three things about this story to find 
 out. 
 
 " First, why did it hurt Dick to cut his hand ? 
 
 " I will tell you. There are so many little nerves all through 
 our bodies, that we cannot prick ourselves without a nerve 
 feeling the prick and sending a message up to the brain that 
 it is hurt." 
 
 The knife cut and hurt the nerves in Dick's hand, and 
 they sent a message of pain to his brain. 
 
 Why did it not hurt Dick when the barber cut his hair ? 
 
 Help the children to understand that it does not hurt to cut 
 the hair because there are no nerves in the hair. 
 
 It hurts to pull the hair, because there are nerves in the 
 roots of the hair. 
 
 It did not hurt the doll when Rose cut its hand, because the 
 doll has no brain and no nerves. 
 
 LESSON 15.— WORK OF THE NERVES 
 
 The nerves of our eyes tell the brain what we see. 
 
 The nerves in the nose tell the brain what we smell. 
 
 The nerves in our ears tell the brain what we hear. 
 
 The nerves in the mouth tell the brain what we taste. 
 
 The nerves in the skin tell the brain what we touch. 
 
 There are nerves in almost every part of the body except 
 the hair, the nails, and the outside parts of the teeth and 
 skin. 
 
BRAIN AND NERVES 235 
 
 Teacher: "Suppose you take hold of anything that burns 
 you, what makes you drop it at once ? " 
 
 We drop it because it is hot. 
 
 Teacher : " Let us think how we know it is hot. These little 
 nerves in our fingers, which we have been talking about, cany 
 the message to the brain that they are being burned, and the 
 brain quickly sends back the answer by another set of nerves 
 to the muscles, ' Drop it at once ! ' and we let go the hot thing. 
 
 " Messages go very quickly over these little nerves, — quicker 
 than over telegraph or telephone wires, and they have to be 
 quick because we cannot know anything or do anything with- 
 out their aid. Think of some message which you want your 
 nerves to carry to your brain, and tell about it." 
 
 Call upon different pupils to mention any simple act, such 
 as smelling a rose, pinching one's finger, or hearing the dinner 
 bell ring, while others tell whether a pleasant or painful mes- 
 sage has been carried to the brain, and what nerves have 
 carried it. 
 
 Our nerves help us to know about things. 
 
 The nerves tell the brain when we are hurt, when we are 
 warm or cold, what we see and hear and smell, and when 
 things are pleasant or disagreeable. 
 
 We could not move or take a step without nerves because 
 all parts of the body are moved by their aid. 
 
 What Nerves Need 
 
 Teacher: "Name some part of your body which grows and 
 is larger and stronger this year than last." 
 
 Before the list is complete some child will probably hazard 
 the statement that all parts of the body grow. If not, tell 
 them that this is true, and also that because nerves are a part 
 of the body they too must grow. 
 
 What does the body need to make it grow ? What do the 
 
236 THIRD YEAR 
 
 nerves need in order to increase their size and strength, and to 
 keep them healthy ? 
 
 To have good, healthy nerves, we need — 
 
 Plenty of good food to eat. 
 
 Much exercise in the open air and sunshine. 
 
 Pure air to breathe when we are awake and asleep. 
 
 Plenty of sleep, especially in the early part of the night. 
 
 LESSON 16. — WHAT WILL HURT THE NERVES 
 
 . Teacher : " We have found out some of the things we must 
 have if we want to help our nerves to grow strong and healthy. 
 There are other things which always hurt these delicate parts 
 of the body and keep them from growing as they ought, and 
 these we must be just as careful to avoid using. We will have 
 two of them written on the board to remind us that they are 
 poisons and that we must not use them in any form." 
 
 One or more pupils may be asked to write on the board 
 the names of these substances as they are given by others. 
 Some of the effects of each upon the nerves may then be taken 
 up more in detail. 
 
 Alcohol and tobacco are powerful narcotic poisons. 
 A narcotic is a substance which can make people stupid and 
 put them to sleep. 
 
 Ask the class to give the name of the narcotic poison found 
 in beer ; in cider ; in wine. 
 
 Alcoholic liquors have the power to hurt the nerves which 
 tell us about things, and to prevent them from carrying right 
 messages to the brain, because they contain some of the nar- 
 cotic poison, alcohol. 
 
 Alcoholic liquors have the power to hurt the nerves which 
 move our bodies, so that those who use them cannot walk 
 steadily. 
 
BRAIN AND NERVES 237 
 
 Alcoholic liquors have the power to keep the nerves from 
 telling us when we are cold or tired. 
 
 Alcoholic liquors have the power to make us so dull and 
 stupid that we can neither study well nor play well. 
 
 Alcoholic liquors have the power to make us think bad 
 thoughts. 
 
 Alcoholic liquors have the power to keep us from doing 
 right and to make us do wrong. 
 
 Jack's First Cigarette 
 
 Jack Hunter thought himself almost a man. He had just 
 had a birthday, and that made him feel much older than the 
 twins, Amy and Ned, who would not have a like celebration 
 until the next summer. Then, too, he went to school and had 
 lessons to learn, while they played all day. 
 
 One night he came home much excited. "We are going 
 to have a vacation next week," he told the twins, " and I'll 
 not have to go to school. Miss Lake says that everybody who 
 works hard at lessons needs a vacation to rest his brain and 
 nerves. 
 
 "The brain is what we think with, you know, and the 
 nerves are little teenty white cords almost all over your body 
 on the inside. They're so close together you can't stick a pin 
 into you without touching them somewhere, and then they tell 
 the brain about it right off. That's how you know you're hurt. 
 Our last lesson in physiology was about the nerves, but 'I don't 
 suppose I can make you understand about them. You're not 
 old enough." 
 
 "We want a 'cation, too," demanded Ned and Amy, who 
 always longed for just what Jack had. 
 
 " You can't have a vacation, of course," explained Jack with 
 much superior wisdom. " Nobody does who isn't in school. 
 Now don't cry," he added, at sight of the twins' doleful faces, 
 
238 
 
 THIRD YEAR 
 
 " you'll be big enough to go to school next year, and then you 
 can have a vacation every time I do." 
 
 That seemed to Ned and Amy a long time to wait, and there 
 were symptoms of an outcry when Jack thought of something 
 else. 
 
 "What do you suppose I've got in my pocket?" he said. 
 " Sit down here and I'll tell you, but you mustn't tell anybody. 
 Will you promise ? 
 
 " One of the fellows gave it to me this afternoon, and I'm 
 going to try it after dinner, down behind the barn. You may 
 
 come along if you like. 
 It's a cigarette.. Some 
 of the boys of my age 
 smoke 'em. You'll be 
 big enough to by and by, 
 Ned, but Amy can't ever 
 because she's a girl." 
 
 "I don't want to," 
 said Amy, in strong dis- 
 gust. "I don't like 
 boys who smoke. They 
 are cross and horrid and 
 smelly. I wish I hadn't lu-omised not to tell." 
 
 About four o'clock that day Ned came running to the house. 
 Amy was there alone. 
 
 " Where's mother ? " he asked. 
 
 u She's gone away for two hours, and we're to be good until 
 she gets back," said Amy, who was rocking her doll to sleep 
 on the doorstep. " What do you want ? " 
 
 " Jack's awful sick," wailed Ned. " I'm afraid he's going to 
 die. Do come quick." 
 
 They found Jack under the apple tree, too sick to speak. 
 Amy was so distressed at Jack's forlorn condition that she 
 forgot to feel glad that his first cigarette had made him ill. 
 
BRAIN AND NERVES 
 
 239 
 
 She and Ned helped him into the house and on the big 
 couch. "Now I'll be the nurse and take care of you," she 
 said, and when Mrs. 
 Hunter came home, a 
 little later, she found 
 a cool wet cloth on 
 poor Jack's aching 
 head, and Amy bend- 
 ing anxiously over him. 
 
 When Jack was bet- 
 ter he told his mother 
 the whole story, and 
 she explained why the 
 cigarette made him 
 sick. 
 
 There is a poison called nicotine in cigarettes, and all other 
 kinds of tobacco, which always hurts those who use it and some- 
 times makes them very sick. 
 
 This poison makes people nervous and cross. It so deadens 
 the nerves that they cannot tell the brain quickly what to do. 
 
 It hurts the nerves of sight. 
 
 It keeps those who use it from being quick and bright at 
 their lessons or on the playground. 
 
 It makes those who use it like it so well that it is very hard 
 for them to give it up even when they know it hurts them. 
 
 " Do you think now there is fun enough in smoking to pay 
 for all the harm it does ? " asked Mrs. Hunter. 
 
 "There isn't any fun in it at all," said Jack, "and I'm never 
 going to smoke again." 
 
 " Neither am I," chimed in Ned, who always agreed with 
 Jack. 
 
 Amy clapped her hands. " Then you'll be just as good as 
 girls," she said. 
 
240 
 
 THIRD YEAR 
 
 LESSON 17. — KINDNESS AND MERCY 
 
 Teacher : " We have learned that because we have nerves 
 and brains, we feel pain if we are hurt. Any child who has a 
 dog may raise his hand. When you whistle to your dog or 
 call him by name does he hear and come to you ? 
 
 "How can the dog hear and do what you tell him? The 
 plant could not." 
 
 The dog hears because he has ears and nerves and a brain. 
 
 Teacher: "If the dog has nerves and a brain he can feel 
 pain. Then how should we treat him ? " 
 
 ^^^S^^^Sl We must be good to 
 
 ' >l the dog, and not hurt 
 '   him or give him pain. 
 , Bring out the fact that animals, as well as children and peo- 
 ple, can feel pain because they too have brains and nerves. 
 Bring out also the cruelty and great wrong of not being kind 
 to all living things, to their own playmates and younger 
 children, and especially to the lame, the sick, the poor and 
 the neglected. 
 
 Forming Habits 
 
 Teacher : " Tell me again the name of that part of us with 
 which we think and decide what we will do or not do. 
 
BRAIN AX1) NERVES 
 
 241 
 
 " Every time we decide to do a thing, and do it, the easier it 
 will be for us to -do it the next time. If we have decided a 
 great many times to do the same thing, we do it almost without 
 thinking. When we do a thing in that way we call it a habit. 
 I will tell you a story about this." 
 
 The Cousins 
 
 Harry was a bright boy, but it was easy for him to get angry 
 and strike if he did not like anything. His mother was a wise 
 woman, and she knew that this hasty temper might make her 
 little son a great deal of trouble ; and every time he raised his 
 hand to strike because he was angry, it would make it easier 
 for him to do it again, until he would have the habit and 
 would strike without thinking. She talked 
 very earnestly and lovingly with him about 
 it, and taught him, when he began to feel 
 angry, to clasp both hands together and 
 hold them so, and to shut his mouth tight 
 and keep it shut until he was not angry any 
 more. The little fellow had a hard time 
 doing it at first, but his mother watched 
 and helped him to remember by saying, 
 " Quick ! clasped hands and shut mouth ! " 
 when Harry was getting angry. Finally 
 it became as much a habit to do this as 
 it was once a habit to strike. His mother 
 was greatly delighted, and used to call 
 him, '/ Harry the Conqueror." 
 
 A conqueror makes some one do what he wants, 
 conquered himself. 
 
 Harry's cousin Sam came to visit him. For a while they 
 played together with Harry's playthings very pleasantly. Sam 
 liked playing horse best if he could ride all the time in the cart, 
 with Harry harnessed as the horse to draw him. In this way 
 
 Harry had 
 
 OR. LESS. IX HY. 
 
 16 
 
242 THIRD YEAR 
 
 they went round and round the garden walks, Sam shouting, 
 " Get up ! go on ! " and snapping the whip as he had seen men 
 do who were driving real horses, while Harry cantered and 
 pranced, making believe horse. 
 
 But the day was warm, and Harry, after a time, was tired 
 of drawing his cousin; he wanted Sam to be horse. Sam 
 would not, but went off and sat down on the grass, pouting 
 and looking very cross. Harry's mamma came out and told 
 them that if one boy wanted to have all the pleasure and to 
 let the other boy do all the work, he was selfish ; that a selfish 
 child or person always wants the best of everything himself. 
 She told them how bad and unlovely selfishness is. The boys 
 were interested, and Sam did not look cross now, for his aunt, 
 Harry's mamma, talked so lovingly to them, and told them 
 stories of boys who were not selfish but generous, and wanted 
 others to share in the best, that Sam began to be ashamed of 
 wanting always to ride. His aunt told him that every time 
 he acted in a selfish way it would be easier to be selfish the 
 next time, until it would become a habit always to be selfish; 
 and that if, every time when he wanted the best of anything 
 himself, he would divide with some one else, it would be easier 
 to do it the next time, until he would get in the habit of being 
 generous, because his brain would get more used to thinking 
 generous thoughts than selfish ones. 
 
 "Then he would be Sam the Conqueror, wouldn't he, 
 mamma?" asked Harry. 
 
 Sam wanted to know what that meant, and Harry told him 
 how he got the name of " Harry the Conqueror." Sam said, 
 " That is a good story ; now let's play again and I'll be the 
 horse." 
 
 Teacher : " Why had Sam begun to be a conqueror ? " 
 
 We are learning how important it is for us to decide, up 
 in our brains, to do right every time, and thus form good 
 habits; but if we have a bad habit, as Harry had of strik- 
 
BRAIN AND NERVES - 243 
 
 ing, and as Sam had of selfishness, what must we do about 
 it? 
 
 Explain that we must begin at once to overcome the bad 
 and thus become conquerors. Strive to have each child think 
 of what he or she. needs to conquer, rather than of the faults 
 of others. 
 
 The most valuable lesson you can teach your pupils is that 
 of self-control. A very wise mother of a large family of chil- 
 dren of various dispositions named each one after the special 
 grace of character which that child most lacked. The hot- 
 headed little fellow, who was the fighter of the family, she 
 called the peacemaker, and met his most irascible outbreaks 
 with the reminder that he was Tom the Peacemaker, and 
 must keep the peace for the family. 
 
 The most irritable child of the whole flock was called " Susie 
 the Sunbeam ; " and the little fellow whose vivid imagination 
 led him to embellish everything he told was called " Jack the 
 Truthful," and so on. This led each child to feel that he or 
 she must sustain the character ascribed to him. This is hold- 
 ing up the ideal, and will be as effective in school as in the 
 home. 
 
 MEMORY POINTS 
 
 We think and decide what we will do, with the brain. 
 
 The brain is soft and delicate, and is shut up in a bony box 
 called the skidl to protect it from harm. 
 
 The nerves are tiny white cords that carry messages to the brain 
 from all parts of the body, and also from the brain to every part. 
 
 We see, hear, feel, smell, and taste because the nerves carry 
 messages from these senses to the brain. 
 
 There are no nerves in the hair and' the outside of the teeth and 
 skin. 
 
 Our nerves tell us what is going on in the world. 
 
244 THIRD YEAR 
 
 Through them ive know when we are warm or cold; what we 
 see, hear, smell, and taste; and what things' are pleasant or 
 harmful. 
 
 We could not move any part of our bodies if we had no nerves. 
 
 To have strong, healthy nerves we must eat good food, live much 
 in the fresh air and sunshine, and take plenty of sleep. 
 
 Alcoholic drinks put the nerves to sleep and dull the brain. 
 
 They have the power to make us think bad thoughts and do 
 wrong things. 
 
 TJie nicotine in tobacco often makes people cross and nervous. 
 
 It deadens the nerves and keeps them from carrying right 
 messages. 
 
 It puts a boy behind in his classes and keeps him from getting 
 on in the world. 
 
 Animals have nerves and brains, and feel happy or suffer paiii 
 just as we do. 
 
 We must form' right habits when we are young. 
 
 We must be kind to every living thing. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 The Power of Habit 
 
 There is no more miserable being than one in whom nothing 
 is habitual but indecision. Could the young but realize how 
 soon they will become mere walking bundles of habits, they 
 would give more heed to their conduct while in the plastic 
 state. Every smallest stroke of virtue or of vice leaves its 
 never so little scar. — William James, in Principles of Psy- 
 chology. 
 
 Alcohol injures the Entire Nervous System 
 
 The nervous system cannot escape injury from the use of 
 alcoholic drinks. It fails to receive correct impressions; it 
 fails to send out correct orders ; it fails to receive proper rest. 
 
 — GrEORGE H. McMlCHAEL, M.D, 
 
THE BONES 245 
 
 Alcohol diminishes nerve force in direct proportion to the 
 quantity present in the system. — Ni S. Davis, M.D., LL.D. 
 
 It takes longer for a person to think who has had a small 
 quantity of alcohol. — Victor Horsley, M.D., Professor of 
 Chirurgy, London University. 
 
 Under the influence of alcohol the development of caution, 
 judgment, perseverance, conscientiousness, and all other good 
 qualities is hindered. — Adolf Fick, M.D., Zurich. 
 
 Nicotine paralyzes Nerve Activity 
 
 Nicotine paralyzes the activity of the nervous tissues. — 
 Michael Foster, M.D., F.R.S. 
 
 THE BONES 
 LESSON 18— USE OF THE SKELETON 
 
 Have ready as large a picture of the skeleton as possible, 
 several small bones from the market washed perfectly clean, 
 the backbone of a fish, and an oyster with its shell. 
 
 Teacher : " How many in the room have seen a tiny baby ? 
 Could it sit or stand or walk ? Why not ? It is alive, and has 
 legs and feet just as we have. What is it that holds our bodies 
 upright when we sit or move about ? " 
 
 Describe a bone. Tell how it looks ; how it feels. Suggest 
 that each feel the bones in his own arm, in his wrist, hand, 
 fingers, or head, and then try to draw one or more of these 
 bones. Show the chart of the skeleton, and let each find for 
 himself how nearly correct he has made his drawing. 
 
 Teacher: "All our bones taken together make up the skele- 
 ton. Our skeletons are inside our bodies, and so they are in 
 cats, and horses, and dogs, and most other animals, but not in 
 
The Skeleton . 
 
 246 
 
THE BONES 247 
 
 every living thing. Who can think of something alive which 
 has its skeleton on the outside ? " 
 
 Give the class time enough to think out answers for them- 
 selves ; then show them a snail, mud turtle, oyster, or clam. 
 
 Why is it better to have one's skeleton on the inside of the 
 body rather than on the outside ? 
 
 Teacher: "Look at this picture of the skeleton and think 
 what our bodies would be like if we had no bones at all." 
 
 Ralph: "We couldn't stand up anymore than a jellyfish. 
 I saw one at the seashore last summer, and it was all soft and 
 squashy when I touched it. I'm glad I have some bones." 
 
 Teacher: "You have seen a new house going up; what do 
 the carpenters erect first on the foundation ? " 
 
 Tom : " They put up the frame first to fasten the rest of the 
 house to. Is that what our bones are for ? " 
 
 Teacher : " Yes ; bones are the framework of our bodies. 
 Many of our muscles are fastened to them, and these move the 
 different parts. 
 
 " Look at the oyster I have here, and think of the jellyfish 
 Ralph saw last summer; then tell me another use for our 
 bones." 
 
 Sarah : " They help to keep the shape of the body." 
 
 Teacher : " What does a snail do when you pick it up ? 
 What would become of the snail and the oyster if they had 
 no shells to protect themselves ? " 
 
 Clara : " They would get hurt. Some large creature would 
 eat them up." 
 
 Teacher: "That is another reason why snails and clams and 
 oysters have shells, and why we have bones. It is because 
 these protect the soft parts and keep them from harm. 
 
 "Place your hands on your sides and feel the bones there. 
 What do we call them ? What do they protect? What is the 
 use of the bones in the head ? 
 
 " Look at the bones below the knee on this chart, and 
 
248 THIRD YEAR 
 
 compare them with those above the knee. What are the 
 differences ? " 
 
 There is only one bone above the knee, and there are two 
 below. 
 
 The bone above the knee is longer and larger than those below. 
 
 Teacher: " Do you see the same thing anywhere else ? " 
 
 Marion: " It's just the same in the arms." 
 
 Bring out the reasons for these differences by asking which 
 part of the leg is moved more frequently, that above the knee 
 or below. Which part of the arm is more in use, the upper 
 part or the lower ? When we want strength merely, as in the 
 upper parts of the leg and arm, do we find large or small bones ? 
 When skill and great variety of motion are needed, as in the 
 lower arm and leg, and still more in the foot and hand, what 
 kind of bones is to be found ? 
 
 A lesson on the manifold uses of the hand and the marvel- 
 ous skill of which it is capable may be introduced at this 
 point, and the thought suggested that the training of the hand 
 and brain must always go together. 
 
 Ask each child to name an animal that can run very fast, or 
 is especially quick in its movements ; then one that is strong 
 and powerful. Ask them to tell what they can about the dif- 
 ferences between the bones of these animals. Which have 
 long slender bones ? Which have bones that are thick and 
 stout ? 
 
 Send one after another to the chart to point out as many 
 bones of different shapes as they can find. Explain the rea- 
 sons for the different shapes and sizes. 
 
 Have the class notice the human spine as shown on the 
 chart. Then show the backbone of a small fish and let them 
 examine this closely. When they notice that it is composed 
 of a number of small bones strung on an elastic cord, get their 
 opinions as to the reason for this. 
 
THE BONES 249 
 
 Bring into class a small stick about the same length and size 
 as the backbone and ask some boy or girl to try to bend it. 
 Then have all rise and bend their bodies forward and back- 
 ward, and notice the greater ease with which the spine can be 
 moved because it is not made in one straight stiff piece. 
 
 LESSON 19. —PROPER CARE OF THE BONES 
 
 Review all points about position learned previously. 
 
 Why does not a baby walk at once ? What will make his 
 bones strong enough to support his body ? Show one differ- 
 ence between the bones of a child and those of an old person, 
 by bringing into class a bone which has lain in acid until it is 
 soft enough to bend easily, and another which has been in a 
 clear fire until all the soft parts have been burned away. 
 
 Let the children find by handling both, that the soft bone 
 will take any position, while the other, instead of bending, 
 is brittle and easily crumbled or snapped in pieces. 
 
 Why is it worse for a child to stand or sit badly than for an 
 older person ? Why will one shoulder grow higher than the 
 other if a child always carries everything in the same hand ? 
 Why will sitting bent over at study cause rounded shoul- 
 ders ? Why will standing crookedly by and by twist the 
 spine ? Why should not children do the same thing long at a 
 time ? Why is it easy for a child to correct these faults and 
 almost impossible for an old person to do so? 
 
 Write on the board the question : — 
 
 What will help a child grow and give him a tall, straight 
 body? 
 
 Frequent change in position and plenty of exercise aid 
 growth. 
 
 Sunshine and fresh air make rosy cheeks and strong 
 bodies. 
 
250 
 
 THIRD YEAR 
 
 Standing and sitting erect will help to give one a graceful 
 figure. 
 
 The growing child needs plenty of good simple food. 
 
 Two Things which stunt Growth 
 
 Teacher : " You remember the strange things that befell 
 Alice in Wonderland. What happened .to her after she had 
 taken a drink from the little bottle on the table ? " 
 
 Esther : " She shut all 
 up like a telescope, and 
 kept growing smaller 
 and smaller until she 
 was only about ten 
 inches high." 
 
 Teacher: "You 
 thought that was very 
 wonderful until you 
 found it was only a 
 fairy story. But some- 
 thing quite as bad as 
 that really happens to 
 people, now and then, 
 Fm sorry to say. Let 
 me tell you what I mean. 
 " A little German boy 
 lived near me last win- 
 ter. His name was 
 Hugo, and we got to be 
 great friends. One day 
 I asked him how old he 
 was, and he told me he 
 was nearly fifteen. I 
 could hardly believe 
 
THE BONES 251 
 
 him, for he was no larger than some of you. Some weeks 
 afterward I learned that Hugo drank beer every day, and that 
 he had been in the habit of smoking cigarettes ever since he 
 was five years old. 
 
 " Then I knew why he was so small and puny. The beer 
 and tobacco had poisoned him. We found that growing chil- 
 dren need plenty of food every day, and beer and tobacco will 
 not serve the purpose of foods. Children need to be kept warm 
 and comfortable, and the alcohol in beer sends the heat to the 
 surface of the body, where the air cools it. They need to get rid 
 of waste matter from their lungs and skins and bodies, and 
 these poisons prevent this work from being done as it ought. 
 
 " Poor little Hugo was much worse off than Alice in Won- 
 derland, because nothing he could eat or drink would make 
 him so tall as he ought to have been. He will have to stay 
 undersized all his life, because he did not know in time what 
 these poisons have the power to do to children. 
 
 " Perhaps some of us would like to be Alice, and grow tall 
 or short whenever we please ; but is there any one who would 
 care to be like Hugo, and always have to stay smaller than 
 other people ? What is the best way to prevent such a thing 
 happening to us ? " 
 
 MEMORY POINTS 
 
 We need bones, to give shape to the body. 
 Bones protect the brain and chest and other delicate parts. 
 Bones hold our bodies together and help make them strong. 
 Without our bones we could not move about or do what we wish. 
 Large bones are for strength; many small bones working 
 together are for skill. 
 
 Wliolesome food and pure water help give strong erect bodies. 
 Work and play in the open air and sunshine give us rosy cheeks 
 and healthy bodies. 
 
252 THIRD YEAR 
 
 We must sit and stand erect, if we want to have graceful figures. 
 
 Children need frequent change in work and play, and plenty of 
 
 time for sleep. 
 
 We must take good care of our bodies. 
 
 We must let beer and tobacco and all other poisons entirely 
 
 alone. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Alcohol hinders Development 
 
 From the standpoint of race hygiene we must oppose with 
 the utmost energy the use of alcohol as a beverage for children. 
 If during this most important period of their development, so 
 far as their future is concerned, our youth are prohibited from 
 using alcoholic drinks, they will grow up mentally and physi- 
 cally more energetic. — Richard Demme, M.D., Professor, 
 University of Berne. 
 
 Alcohol poisons the Body 
 
 Alcohol is a functional tissue poison. — Frank Payne, M.D., 
 Vice President London Pathological Society. 
 
 Tobacco retards Development 
 
 Tobacco retards both physical and mental development of 
 boys and youth. This effect is so fully proved that all intelli- 
 gent writers agree in prohibiting the use of this narcotic until 
 maturity of growth has been attained. — N. S. Davis, M.D., 
 LL.D., F.R.S. 
 
 THE MUSCLES 
 
 LESSON 20.— WHAT MUSCLE DOES 
 
 Have ready on the platform a weight of some kind, about as 
 heavy as the average child in the room, and ask some of the 
 strongest children to try to lift it. See that no one strains 
 
THE MUSCLES 253 
 
 himself in the attempt, which should last but a moment and 
 is intended only to show how heavy it is. Tell the class that 
 each one of them is really lifting as much every time he runs 
 or jumps. 
 
 Teacher : " This morning we are to talk about the parts of 
 our bodies which are strong enough to do all this work. You 
 may stand while we find what they are. 
 
 "First let us see what moves the arm. Take hold of your 
 right arm below the shoulder. Bend the elbow as far as you 
 can and tell what you feel." 
 
 This experiment may be repeated several times with the 
 class, until all find that however slowly the arm is lifted the 
 fleshy part always swells up and then stretches out again as it 
 moves back and forth. 
 
 Teacher: "Find the part of you that moves your fingers, 
 your toes, the upper leg, the lower. Watch me as I turn my 
 head from side to side. Where is the part which does the 
 work for me ? " 
 
 The muscles are those parts of the body which help it move. 
 
 Teacher : " We have learned that muscles help to move the 
 parts of the body. What different motions can we make ? 
 George may come to the platform and move his head in 
 as many ways as he can. Do this very slowly while the rest 
 notice the motions you make." 
 
 Others may be asked to illustrate the different movements 
 of the face, arm, hand, leg, foot, and body, while the class 
 either write what they see or describe each motion orally. 
 
 Show that every action has its own set of muscles, and that 
 the muscles usually work in pairs, one stretching out while the 
 other contracts. 
 
 Teacher : " Here is a picture which shows many of the mus- 
 cles. Tell the different shapes you see, and to what each 
 muscle is fastened." 
 
The Muscular System. 
 
 254 
 
THE MUSCLES 255 
 
 Ask each member of the class to select a muscle from the 
 chart, describe its shape, arid show its points of attachment. 
 
 What Muscle is 
 
 Teacher : " We know how the outside parts of the body 
 look, and what some parts of the inside look like, such as the 
 blood and bones. Who has seen a muscle and can tell about 
 it?" 
 
 Muscle is lean meat. 
 
 Have ready a piece of boiled corned beef. With a large 
 needle separate it into small fibers and pass it about for all 
 to examine. If a microscope can be hapl, let the class look 
 through this at a piece of the meat, and describe what they 
 see. 
 
 Muscle is made up of many little fibers. 
 
 Each fiber is wrapped up in a thin skin or membrane. 
 
 These fibers are very strong. 
 
 Teacher: "What else do you see in this piece of meat 
 besides muscle ? Tell me about some animal which has more 
 fat than muscle." 
 
 Bring out some of the differences between swine and dogs. 
 Which has more fat ? more muscle ? Which can run faster and 
 has more strength and power of endurance ? What muscles are 
 very strong in birds ? in the race horse ? why ? 
 
 Show that some fat is necessary to protect the body and keep 
 it warm, but that muscle is needed to give strength. 
 
 We need plenty of good hard muscle to make us strong for 
 work and play. 
 
 LESSON 21. — WHAT MAKES GOOD MUSCLE? 
 
 Teacher : " How do we get this kind of muscle ? A baby's 
 arm is weak and has almost none at first. How does he get 
 
256 
 
 THIRD YEAR 
 
 r : ~ 
 
 strength enough as he grows older to row a boat or chop down 
 trees ? " 
 
 Show a picture of swallows and ask how the young birds 
 
 learn to fly and what develops 
 their muscles. 
 
 Ask each one to name a strong 
 
 ^. bird or animal. What 
 
 makes it strong ? 
 
 Teacher : " Ralph, is 
 
 the muscle in your right 
 
 arm hard or soft ? Try the 
 
 muscle of every right arm 
 
 in the class. What do 
 
 you find ?" 
 
 Ralph: "Only a 
 
 few of the girls 
 
 have hard 
 
 muscles, but 
 
 most of the 
 
 boys have. Why 
 
 do they?" 
 
 Teacher: " What 
 
 do boys do outside 
 
 of school? What 
 
 do girls do ? Try 
 
 to answer your own question." 
 
 Ralph : "Boys have more muscle 
 
 than girls because they exercise more. 
 
 Girls sit in the house too much." 
 
 Nelly's Doctors 
 
 "Kelly isn't well enough to be in school," her mother told 
 me when I first saw her ; " she does not get up until ten o'clock 
 and she has no appetite. 
 
THE MUSCLES 
 
 257 
 
 " She eats nothing for breakfast but hot rolls and coffee, and 
 she cares little about dinner except dessert." 
 
 " What time does she go to bed ? " I asked. 
 
 " Usually between ten and eleven ; she can't sleep early in 
 the evening." 
 
 Just then Nelly came in. She was pale and listless. 
 
 " Let's go skating," said her big rosy-cheeked brother. 
 
 " dear, no," Nelly answered, with a shiver; "it's too cold." 
 
 " Who wants to wipe the dishes for me ? " called mother's 
 cheery voice. 
 
 " My head aches," whined Nelly. So she spent the after- 
 noon on the sofa or in a rocking-chair by the window, reading 
 stories and nibbling choc- 
 olates, instead of working 
 and playing like other 
 children. 
 
 It was a long time be- 
 fore I saw Nelly again, but 
 last summer, when I was 
 going through a bit of 
 woodland, I heard two or 
 three quick barks. Then 
 a frisky little dog sprang 
 into view, followed by a 
 young girl holding abunch 
 of flowers just beyond his 
 reach. She was bare- 
 headed, and looked the 
 picture of health with 
 her fresh clear com- 
 plexion, and her fluffy yellow hair floating on the wind. 
 
 " Why, it's Nelly," I said, when she came a little nearer. 
 " How well you look, my dear. What have you been doing to 
 yourself ? " 
 
 OR. LESS. IN HY. 17 
 
258 THIRD YEAR 
 
 She gave a merry little laugh, and said, " Father has been 
 trying some new doctors this summer. Shall I tell you who 
 they are ? " 
 
 " Please do," I said. So. she began : 
 
 "The lirst one is Doctor Sunshine, and I have him four 
 hours a day. Then there is Doctor Fresh Air, who stays 
 with me all the time ; Doctor Three Meals, who comes every 
 day and brings his pellets with him ; Doctor Housework, who 
 helps me do lots of things ; Doctor Exercise, who cures my 
 headaches ; and ever so many others who never charge a cent. 
 But Doctor Spring is the very best of all. Here, Spring, shake 
 hands with Miss Carey." And the dainty brown and white 
 dog, who had been dancing all about us, and who wanted to 
 speak but couldn't, gravely sat up and put out his paw. 
 
 " But, Nelly, where are all the aches and pains and the pale 
 face you used to have ? " 
 
 " Oh, my doctors have cured them. That's what doctors are 
 for, isn't it ? " she said, with a roguish little laugh. " Just 
 feel my muscle. Hal says it's almost as hard as his," and a 
 well-rounded little arm, with more than a suspicion of tan on 
 it, was held out for my inspection. 
 
 "Well, well," I said, " this is truly wonderful. I shall have 
 to tell my boys and girls about your doctors when I go back 
 to school. I'm afraid some of them need the same prescrip- 
 tions." 
 
 Teacher: "Write the names of Nelly's doctors. What do 
 you think each prescribed ? 
 
 " How many other doctors can you think of who cure weak 
 muscles ? Each one may find a set of muscles on the chart 
 and name a good doctor for them. Write the doctors' names 
 on the board. I move that we adopt them all as our family 
 physicians. It will not do to take one or two and leave the 
 rest out, because they do not like to do each other's work, and 
 some of our muscles might not get any care at all." 
 
THE MUSCLES 259 
 
 What hurts Muscle 
 
 There are two things that hurt our muscles so much that 
 even these good doctors cannot always cure them. Do you 
 know what they are ? 
 
 Tell the class some of the effects of alcoholic drinks and 
 tobacco upon the muscle without giving the names of these 
 substances. 
 
 Write them on the board in this way : — 
 
 makes the muscles weak and flabby. 
 
 lessens or destroys the power of motion. 
 
 stunts the growth of the muscles. 
 
 makes the muscles unsteady in their movements. 
 
 Ask the class to fill in the blank spaces. 
 
 Why are not men in training for football or other contests 
 allowed to drink beer or to smoke ? 
 
 If the muscles of an athlete are injured by the use of beer 
 and tobacco, how will these poisons be likely to affect the 
 muscles of growing girls and boys? 
 
 MEMORY POINTS 
 
 Muscles are of many different shapes and sizes because each has 
 a different work to do. 
 
 The muscles of the arms and legs are long and rather slender, 
 those of the back are broad and flat, the muscles of the mouth are 
 round. 
 
 Most of the muscles are fastened at the ends to bones. When 
 they move they pull the bones toward each other. 
 
 The muscles that move the eyes and those we use when we 
 whistle are not fastened to bones. 
 
 The muscles in the face help us to smile, laugh, wink, frown, 
 and to look cross or pleasant. 
 
 Ho part of the body can move without muscles. 
 
 Muscle is lean meat. 
 
260 THIRD YEAR 
 
 It is made up of many little fibers, each torapped in thin 
 membrane. 
 
 The body needs firm, strong muscles to do its work. 
 
 The best doctors for weak muscle are sunshine, fresh air, good 
 food, exercise, and rest. 
 
 Beer and tobacco tend to lessen the force of the muscles, and may 
 hinder their growth. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 How to strengthen Muscle 
 
 Exercise develops and tones up muscle, thus increasing the 
 heart's action and causing the lungs to expand and send richer 
 food to the brain. Manual labor and exercise should be wisely 
 interspersed with study. Physical culture will give our boys 
 and girls more grace and finer physiques. Twelve of the dull- 
 est boys in a school, after a course of physical training, increased 
 their class rank from 41 per cent to 74 per cent. — Charlks E. 
 Winslow, M.D. 
 
 Alcohol lessens Strength 
 
 Contrary to the popular opinion, heavy work is not made 
 easier by alcohol. The laborer who earns his livelihood by the 
 exertion of his muscles destroys the source of his strength most 
 effectually by the use of alcohol. — Professor Kraepelin, 
 Heidelberg University. 
 
 Alcohol stunts Growth 
 
 No one who is addicted to the chronic use of alcohol pos- 
 sesses a healthy body. — H. J. Hall, M.D. 
 
 Alcohol induces Idleness 
 
 Alcohol makes men indolent, indisposed to any exertion. 
 
 — Gr. Bunoe, M.D., Basel. 
 
BEER 261 
 
 Alcohol relaxes Nerve Control 
 
 Alcohol is a paralyzer of all the vital functions. In the con- 
 centration which the strong wines possess it even kills the 
 lower forms of life. — J. Gaule, M.D., Zurich. 
 
 Alcohol lowers Working Power 
 
 Alcohol has an injurious effect on an unwearied muscle, and 
 manifestly diminishes the quantity of work produced. On the 
 other hand the sensation of fatigue is lessened by the use of 
 alcohol and work consequently appears easier. — Professor 
 E. Destree, M.D., Brussels. • 
 
 BEER 
 LESSON 22. — THE STORY OF BREAD 
 
 It was time for the physiology lesson, and Miss Laird opened 
 the treasure cupboard, as her class called it, out of which 
 was sure to come new and fascinating material for each day's 
 work. 
 
 Forty pairs of eyes sparkled in eager anticipation, as she 
 laid on her desk a large slice of bread, some wheat stalks, and 
 two small boxes, one containing dry starch, and the other grains 
 of wheat which had been- kept in warm water until they had 
 begun to sprout. 
 
 " The first thing we are going to do to-day," said Miss Laird, 
 " is to have a tasting class. Who want to be tasters ? " 
 
 Everybody was eager to act in this capacity, so all formed 
 in line and marched past their teacher's desk.   
 
 When they were seated again, and each had a bit of bread, 
 some starch, a head of wheat, and a few kernels of sprouted 
 grain, Miss Laird began : — 
 
262 
 
 THIRD YEAR 
 
 " Eat your piece of bread first, very slowly, and be ready to 
 write a story about it. 
 
 " I'll put on the board the questions I want you to answer 
 in your story, and you may draw just as many pictures to go 
 with it as you like." 
 
 Here are the questions : — 
 
 What is bread made from ? 
 How is wheat made into bread ? 
 Why is bread a good food ? 
 
 The children went to work with a will ; it was 
 great fun to illustrate their own stories. 
 Here is one of the stories told : — 
 
 Bread 
 
 Bread is made from wheat. This is the 
 way it looks when it is growing : — 
 
 Wheat is run through a mill and ground up 
 
 into flour. This 
 is a bag filled 
 with the flour : - 
 
 Flour is made into bread 
 which is 
 
 good to eat. 
 A loaf of 
 bread looks 
 like this : — 
 
 Good bread makes boys and 
 girls strong and gives them 
 lots of muscle. 
 
 This is a boy who thought 
 he had more muscle than any 
 other boy in school : — 
 
BEER 263 
 
 LESSON 23. — THE STORY OF BEER 
 
 After all the stories had been talked over, Miss Laird 
 asked : — 
 
 " How many know how starch tastes ? 
 
 " Taste some of the starch you had given you. 
 
 " Now we are ready to taste our wheat. 
 
 "Suppose we begin with the dry grains. I will cut open 
 some of them so that you may see how they look on the 
 inside. Chew some of the kernels you have, and tell me if 
 they taste at first like the starch." 
 
 There is starch in wheat and other grains. 
 
 " What about the wheat which has begun to sprout ? See 
 if it tastes like the other." 
 
 " Mine tastes sweeter than the dry grains did at first," vol- 
 unteered one of the most observing pupils. 
 
 " So does mine," said another. All were agreed upon this 
 point. 
 
 " I shall have to tell you about that," said Miss Laird. 
 
 " The farmers sow wheat in their fields so that there will be 
 grain to be made into bread. After the grains of wheat have 
 been in the ground a little while they begin to sprout and grow 
 just like these sprouted kernels we have here. These sprouts 
 just peeping out of the grain are little new wheat plants that 
 must have their food made ready for them until they are large 
 enough to throw out leaves which can take what the plant 
 needs from the air, and roots that will go down and get what 
 it wants from the earth. 
 
 " These tiny little plants could not live on starch, but they 
 can live on sugar, so when they begin to grow some of the 
 starch you see here in the dry grains turns to sugar. 
 
 "Who knows now why the sprouted grains taste sweeter 
 than those which are dry?" 
 
264 v THIRD YEAR 
 
 When grain sprouts its starch changes to sugar. 
 
 Miss Laird : " We have found two ways in which grain may 
 be used/' 
 
 Wheat can be ground into flour to make bread. 
 It can be sown in the ground to make new plants that will 
 produce more grain. 
 
 These are both right uses, but sometimes people spoil good 
 grain by making it into a drink which is called beer. Let us 
 find out if this is a wise use to make of it. 
 
 First, large quantities of grain, usually barley are kept in 
 a warm moist place until it begins to sprout. What change 
 will that make in the grain ? 
 
 The starch will change into sugar. 
 
 Next, this sprouted grain is crushed and put into a huge 
 tank of water where the sugar soaks out, and then yeast, which 
 is a kind of ferment, is added. 
 
 What did we find out about ferments when we had a lesson 
 on the grape ? " 
 
 Ferments are tiny plants which can change the sugar 
 in pressed-out grape juice and other sweet fruit juices to 
 alcohol. 
 
 The yeast ferments do just the same kind of work when 
 they are put into this liquid made sweet because it has soaked 
 the sugar out of the sprouted grain. 
 
 The ferments go right to work to take the sugar to pieces, 
 and alcohol is left in its place. 
 
 What is yeast and what can it do ? 
 
 Yeast is a ferment that can so change the sugar in a sweet 
 liquid that alcohol will be formed. 
 
 When alcohol is formed in a sweet liquid made by soaking 
 sprouted barley in water, such a liquid is called beer. 
 
BEER 265 
 
 Alcohol is a poison which is always dangerous to take 
 because a little may make one want enough to ruin him. 
 
 " If alcohol is a poison, and there is alcohol in beer, can peo- 
 ple drink it without hurting themselves ? " was Miss Laird's 
 next question. 
 
 Beer always hurts those who drink it, even if they feel all 
 right for a time. 
 
 MEMORY POINTS 
 
 There is starch in wheat and other grains. 
 
 This starch changes to sugar when the grain sprouts. 
 
 When yeast is added to water in which sprouted grain has 
 been soaked, part of this sugar is changed to alcohol. 
 
 Yeast is a kind of ferment. 
 
 Beer is made by adding yeast to the water in which sprouted 
 barley has been soaked. 
 
 There is alcohol in beer. 
 
 It is therefore not to be used for food. 
 
 Beer takes away Gyle's appetite for good food. 
 
 Its use tends rather to weaken than to help the body. 
 
 Beer makes those who drink it want it more and more 
 
 The use of beer often leads to that of stronger liquors. 
 
 Beer has led many people to commit crime. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 One can accustom himself more readily to the drinking of 
 beer than of any other intoxicant, and no other so rapidly 
 destroys the appetite for normal food and nourishment. — ' 
 Gustav Bunge, M.D., Professor of Physiological Chemistry at 
 University of Basel, Switzerland. 
 
 Beer is not so intoxicating, but it is demoralizing. Our beer 
 
266 THIRD YEAR 
 
 drinkers become besotted. Beer makes them cross. It makes 
 their homes unpleasant. It prevents them from rising in civ- 
 ilization. — Journal of Hygiene. 
 
 CIGARETTES 
 LESSON 24. — THE DANGER IN CIGARETTES 
 
 Review the story of tobacco, its cultivation by the Indians, 
 and its introduction into England by those who came over here 
 to colonize Virginia. 
 
 Tell the story of Sir Walter Raleigh and his servant, then 
 write on the board the question : — 
 
 Is tobacco good for food ? 
 
 Some boy, whose father chews tobacco, will be ready to say 
 that people never eat it, that chewers are very careful not to 
 swallow even the juice, and that is one of the reasons why they 
 spit so frequently. 
 
 Then draw out the fact that tobacco does not make muscle, 
 or bone, or blood ; that it does not help a boy grow as milk, 
 vegetables, and meat do. It is plain then that : — 
 
 Tobacco is not a food and does not in any way help to make 
 us strong. 
 
 Ask what it is in the tobacco that makes its use injurious, 
 and in some cases fatal. 
 
 Tobacco contains nicotine which is an active narcotic poison. 
 
 Do not give the pupils an exaggerated idea. The truth is 
 sufficiently strong. Tell them that, like many other poisons, 
 nicotine, taken in very small quantities, as for instance in 
 smoking one cigar or cigarette, does not often kill a person 
 outright, but may be injurious. 
 
CIGARETTES 267 
 
 The following outline may be used in taking up this topic : — 
 
 Materials of which cigarettes are made. 
 Natural appetite and tobacco appetite. 
 Smoking may lead to drinking. 
 Effects on a boy's health. 
 
 Effect on growth. 
 Cigarettes Effect on brain. 
 
 Effect on the heart. 
 
 Effect on the nervous system. 
 Selfishness of the habit. 
 Effect on business prospects. 
 Cost of the tobacco habit. 
 
 The class should be told of what cigarettes are made, for 
 nicotine is not the only poison which lurks in these tiny rolls. 
 Some cigarettes are said to contain opium or other narcotic 
 drugs. 
 
 What is the effect when one first smokes ? Does the natural 
 appetite crave tobacco ? Assure the class that the only true 
 test of the natural appetite is that of one who has never been 
 accustomed to the smell of tobacco, or whose parents have 
 not used it. Such an one usually dislikes the smell of the 
 smoke from cigar or pipe, and is made very sick by his first 
 attempt to learn to smoke. After a time the system becomes 
 accustomed to the nicotine, and the person does not feel so sick 
 when smoking, but the health may be injured by the tobacco 
 whether the smoker is conscious of it or not. 
 
 What could one eat, if milk or eggs should disagree with 
 him ? Do people ordinarily so crave any one article of food that 
 they are wretched and unable to work if they are denied it ? 
 
 Bring out plainly the distinction between the natural appe- 
 tite for food, which may be satisfied with any wholesome, pala- 
 table article of diet, and the unnatural appetite for tobacco, 
 which so enslaves a man that nothing else will satisfy him. 
 
268 THIRD YEAR 
 
 The use of tobacco may create an appetite for itself which 
 no food will satisfy and which may enslave the user. 
 
 In connection with the last topic, bring out the fact that the 
 use of tobacco may lead to the drinking of alcoholic liquors. 
 
 Horace Greeley said, " Show me a drunkard that doesn't use 
 tobacco, and I will show you a white blackbird." 
 
 Do not give the class the idea that all smokers drink, but 
 the fact that so large a proportion of the drinkers smoke, and 
 that, in so many instances, the tobacco habit has led to the 
 drink habit is one good reason for shunning cigarettes. 
 
 Cigarette smoking dries the membranes of the mouth and 
 throat, and tends to create a thirst which may lead to the use 
 of alcoholic drinks. 
 
 Teacher: "Suppose that one of the boys in this class owns 
 a colt. He wants some day to have a large strong horse to 
 draw heavy loads and help him with his work. He knows 
 that if he gives the colt good food and lets it exercise in the 
 pasture and takes good care of it, it will grow to be just the 
 kind of a horse he wants ; but, instead of doing this, he feeds 
 it something which hinders its growth and makes it nervous 
 and unmanageable. What would you think of such a boy ? 
 Would he be showing good sense to treat the colt in such a 
 way ? " 
 
 Is a boy sensible or wise who begins the use of something 
 which doctors and learned men know will hurt his growth, dull 
 his brain, and injure his heart and nerves ? 
 
 Some boys think that tobacco does not hurt them, because 
 they cannot see the daily injury to growth and health. It 
 would be as reasonable to say they did not grow, because they 
 could not see one day that they were larger than they were the 
 day before. 
 
 Cigarette smoking will hinder a child's growth, dull his 
 brain, and injure his health. 
 
CIGARETTES 269 
 
 Ask the class if it is right or fair that people who dislike 
 the smell of tobacco or who are made sick by it, as many are, 
 should be compelled to inhale the smoke of cigarette, cigar, or 
 pipe used by others. Lead the pupils to see the selfishness of 
 a habit which inconveniences and annoys hundreds of people 
 every day, on the street, in cars, in public parks where many 
 people resort hoping to get fresh air, on steamer decks and 
 other public conveyances, and in other places. 
 
 The fact that sometimes the home is made unpleasant and 
 unhealthful through the agency of tobacco should also be 
 brought out. Young children and babies are sometimes made 
 ill by being obliged to breathe the air of rooms filled with 
 tobacco smoke. 
 
 It is neither fair nor right to smoke tobacco where those 
 who do not use it are obliged to breathe the smoke. 
 
 Most boys have some ambition or dream of the future. 
 They hope and intend to succeed in life when they become 
 men. Such boys will find, when they enter the business world, 
 that the cigarette habit will be of no help to them. Many 
 business men will not employ boys who smoke. Many cor- 
 porations do not allow their employees to smoke while on duty ; 
 others do not want their men to smoke at all. The number of 
 firms taking this position is yearly increasing. 
 
 Cigarette smoking can be of no advantage to a boy in 
 his life work, and may seriously interfere with his business 
 chances. 
 
 LESSON 25. — COST OF THE CIGARETTE HABIT 
 
 Although the desire to accumulate great wealth is not the 
 noblest aspiration of which the human mind is capable, it is 
 right that all should plan to acquire a competence and to pro- 
 vide themselves and those who may be dependent upon them 
 with the comforts of life. Children should be inspired with 
 
270 THIRD YEAR 
 
 the idea that no matter how much or how little wealth their 
 parents may have, they should prepare themselves to make 
 the world better by doing useful work of some kind, that 
 wastefulness is wrong, and that those who have their own 
 way to win and their own fortune to earn should carefully 
 guard against useless and unnecessary expenditures. Ask the 
 pupils to name some of the unnecessary expenditures which 
 may be done away with. 
 
 Cigarettes will doubtless be named among other things. 
 Then write upon the board the following problem for the 
 class to solve : — 
 
 A boy begins at the age of ten to spend five cents a day for 
 cigarettes, and continues to do so until he is twenty-one. Had 
 he put the same sum in the savings bank each day, how much 
 money, without interest, would he have saved when he reached 
 his twenty-first birthday ? 
 
 Which is the more sensible and profitable way of using the 
 money, to burn it up in cigarettes, or to place it at interest in 
 the savings bank ? 
 
 Cigarette smoking is an expensive habit which no boy or 
 young man should afford. 
 
 The Twins' Lost Trip 
 
 Leslie had a twin sister, Alice. He was very fond of her. 
 Every day they went to school together, and they were in the 
 same class. 
 
 They had many nice books to read at home ; some of them 
 were full of stories about other countries, England, France, 
 Switzerland, and Germany. Leslie thought he should be the 
 happiest boy in the world if he could only visit those countries 
 and see the wonderful sights that were pictured in his books. 
 
 Papa told the children that if they tried to do well at school, 
 and nothing prevented, he would take them with their mamma 
 on a delightful trip to see these very countries that had inter- 
 
CIGARETTES 
 
 271 
 
 ested them. He said they would take the trip during their 
 summer vacation, when they were twelve years old. 
 
 "Of course we shall do well at school, and nothing will 
 keep us at home," said Leslie. But something did happen. 
 
 A few months after Leslie and Alice had had their eleventh 
 birthday, mamma asked them to count the pennies they had 
 saved in their banks. She said that each of them might 
 send one half of the money 
 to the charity box at the 
 church, to help buy cloth- 
 ing for poor children. It 
 seemed very strange to 
 mamma that Alice should 
 happen to have at least a 
 dollar more than her 
 brother. They had had 
 the same amount only two 
 weeks before, when it was 
 counted. Leslie said he 
 didn't know anything about 
 it — nobody did. Mamma 
 was unhappy. 
 
 The next week nearly 
 every night Leslie was 
 awakened by dreadful 
 dreams. He became so 
 
 nervous that he did not like to go to bed at all. He cared 
 nothing for his nice breakfast in the morning, and left it un- 
 tasted upon his plate. Papa got a big bottle of medicine from 
 the doctor, and Leslie had to take it three times a day. He 
 did not like it a bit, and it did not seem to help his appetite. 
 
 Every morning Leslie had a bad headache. He felt sleepy, 
 and could not put his mind upon his lessons. He made his 
 sister promise not to tell their mamma about the lessons he 
 
272 THIRD YEAR 
 
 failed in. He told her he would make her sorry for it if she 
 did. This frightened Alice, for Leslie had never been cross to 
 her before. Now he seemed cross all the time. Alice no 
 longer cared to study with him, or to share with him her 
 pleasures. 
 
 One morning papa said : " My boy, have you been using your 
 toothbrush lately? Your teeth are beginning to look dark." 
 Leslie declared that he had forgotten to use his toothbrush, 
 but would be more careful hereafter. 
 
 As time went on matters grew worse. Leslie felt sick and 
 ill-tempered most of the time ; what seemed worst of all, at 
 the end of his school term his teacher sent word that Alice 
 had been promoted, but that her brother had fallen far below 
 his class. Papa felt very badly about it, but told mamma that 
 he thought it wise to take Leslie out of school, for he knew 
 the boy had been really ill for some time. 
 
 He Was put to bed and the doctor sent for. The doctor 
 very quickly discovered the cause of all the trouble. What do 
 you suppose it was ? Cigarettes ! For some time Leslie had 
 been spending many hours playing with older boys of bad 
 character who had influenced him to smoke, until the habit 
 was firmly fixed. Where do you suppose he got the money to 
 buy the cigarettes ? I see you know ; from his bank. What 
 do you suppose was the real cause of Leslie's deceiving his 
 mother ? 
 
 What had caused his bad dreams ? his headaches ? What 
 had taken away his appetite ? Why was he so unkind to his 
 sister ? Why was he sleepy in school and unable to think 
 about his lessons ? What had made his teeth discolored ? 
 
 Did Leslie go to Europe that summer ? No ; how could he ? 
 He had grown very weak and thin and had to lie down much 
 of the time. The doctor said it might be a. year before he was 
 quite himself again. Poor Alice was heartbroken over her 
 brother's behavior, but she was a forgiving sister, and never 
 
CIGARETTES 273 
 
 reproached him for being unkind to her, and for depriving her 
 of that much longed-for trip. 
 
 Leslie was a long time getting well ; and he found it very- 
 hard to give up the cigarettes. But he did at last. He is a 
 man now, and he tells his mother that he hates the very sight 
 and smell of a cigarette. He declares that he will do all he 
 can to keep boys from smoking them. 
 
 MEMORY POINTS 
 
 Cigarettes hinder the growth and hurt the nerves and health. 
 
 Cigarettes may make one a slave to the tobacco habit. 
 
 Smoking may lead to drinking. 
 
 The cigarette habit does not help a boy in his ivork, and may 
 prevent his obtaining a desirable position in business. 
 
 It is a selfish habit which may injure others besides the smoker. 
 
 It costs more than boys can afford to pay to have their health 
 and nerves ruined. 
 
 It tends to make one lie and deceive. 
 
 It dulls the mind a?id conscience. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Tobacco is a powerful poison. — Medical Record. 
 
 The smoker cannot escape the poison of tobacco. — Mar- 
 shall Hall, M.D. 
 
 No smoker can be a well man. — London Lancet. 
 
 Youths who before the habit of smoking was contracted 
 were resolute, manly, and vigorous in mental fiber, become, 
 after indulgence in tobacco, timid, fearful, hesitating, and 
 irresolute. — Journal of Hygiene. 
 
 Tobacco is one of the slowest and one of the surest poisons 
 to the human race. Some of its effects are great weakness 
 of the heart's action, lessened respiration, and impaired intel- 
 lect.— C. H. Powell, M.D. 
 
 OR. LESS. IN HY. 18 
 
274 THIRD YEAR 
 
 Stunted growth, impaired digestion, palpitation, and other 
 evidences of nerve exhaustion and irritability have again and 
 again impressed a lesson of abstinence from tobacco which has 
 hitherto been far too little regarded. — London Lancet. 
 
 THE SKIN AND CLEANLINESS 
 LESSON 26. — THE BODY COVERING 
 
 Tell your pupils you will let them find out for themselves 
 the subject of their next physiology lesson. Then step to the 
 board and write this question : — 
 
 What garment have we which always fits us and which 
 lasts as long as we live? 
 
 Some boy or girl will doubtless guess the answer at once. 
 If not, place these questions on the board also, and let all think 
 about them until the next day : — 
 
 Why does not this garment wear out like others ? 
 What different styles of such garments have you seen? 
 Describe one kind. 
 
 What are the uses of this garment ? 
 
 How should it be taken care of to keep it in good repair ? 
 
 What will injure it and make it of less service to us ? 
 
 The Skin repairs Itself 
 
 Hold up a pair of gloves and let the class decide how long 
 these would last if you were to put them on and wear them all 
 the time in doing every sort of work. Pass them about for 
 examination. What are they made of? How long would 
 they probably have remained in good condition upon the ani- 
 mal which first wore them ? 
 
 Why do we not wear holes in our fingers or our toes when 
 we use them almost constantly ? 
 
THE SKIN AND CLEANLINESS 275 
 
 In addition to the probable answer — that a person's hand or 
 foot is alive, and thus does not easily wear out — call for rea- 
 sons why we are alive and what keeps us so. 
 
 Some will remember that the food we eat is one thing neces- 
 sary to keep us alive and to prevent any part of our bodies 
 from wearing out. 
 
 Put drawings upon the board in colored chalk to represent 
 the circulatory and digestive systems. 
 
 Tell the story of the cars loaded with food which our 
 Western states sent to the starving people in India, and ask 
 the children to imagine that something of the same kind is 
 taking place when the food we eat starts on its journey through 
 the body. They may think of the mouth, throat, and stomach 
 as different stations through which this food must pass before 
 it is ready for its ride with the blood to every part of the 
 body which needs it. They should be able also to name these 
 stations in their proper order. 
 
 The skin does not wear out because the blood is all the time 
 bringing it just the food it needs to keep it in good repair. 
 
 The Skin of Different Animals 
 
 So far as possible, give each pupil an opportunity to describe 
 fully the skin of some animal with which he is very familiar. 
 Suggest that the color and texture be spoken of, the general 
 appearance of the hair and nails, where these grow, and how 
 they are connected with the rest of the skin. Then suggest 
 that each one compare, as well as he can, the skin of birds 
 with that of animals, reptiles, fishes, and insects. Others may 
 listen and be ready to correct £alse statements or add further 
 information. Children can easily be trained to be close ob- 
 servers, and very few evident facts should be left for the 
 teacher to bring out. 
 
276 THIRD YEAH 
 
 The Appearance of the Skin 
 
 In most schools a fairly good microscope will be available. 
 If possible, secure one and permit the class to look through it 
 at the skin on the hand or arm, and notice what can be seen in 
 this way. After such an observation exercise tell them about 
 the sweat glands and oil glands, and how each is useful and 
 necessary to the skin. 
 
 Let them look also at a hair and a finger nail under the micro- 
 scope. Put on the board a drawing of the former, showing 
 the oil glands beneath the skin, which keep it soft and smooth, 
 and ask how the hair must be taken care of in order to keep it 
 in good condition. 
 
 Show from some physiology or a large chart the position of 
 the nerves of the skin ; then ask why a slight blow or scratch 
 on the surface of the body does not hurt one, and explain that 
 the skin is made up of two distinct layers. 
 
 Bring out the relation between a clear fresh skin and per- 
 sonal beauty, and the duty as well as the privilege of every 
 one to take such care of this part of the body as shall render 
 him attractive to others. 
 
 LESSON 27. — CLEANLINESS HELPS MAKE US BEAUTIFUL 
 
 One of the first requisites to a beautiful skin is cleanliness. 
 Ask the class to describe the drainage pipes in a house, and 
 explain what happens when these become filled with refuse ; 
 then ask if the microscope showed them anything in the skin 
 which corresponds to such pipes, if they can think of any rea- 
 son why these tiny tubes need always to be kept open, and 
 what would be the best way to^do this. 
 
 Your pupils may be inclined to resent as personal any hints 
 regarding cleanliness and think that their own skin is kept 
 in fairly good condition. If any feeling of this kind shows 
 
THE SKIN AND CLEANLINESS 277 
 
 itself, ask all to try this experiment at night just before 
 retiring — to wash their faces and hands in warm water and 
 a little soap, and notice how much the water is changed in 
 color during the process. It is safe to say that even the most 
 skeptical will be convinced that the exposed parts of the skin 
 cannot be kept clean without frequent bathing. 
 
 The next time the sun shines brightly into the room, call 
 attention to the dust which it reveals and which is always 
 present, as one reason why people need to bathe often. Ask 
 if a desk or chair needs washing every day and why people's 
 hands and faces get soiled more easily than furniture. If no 
 one thinks of a reason, show the class once more a picture of 
 the oil glands of the skin and call upon some one to describe 
 again their use. Ask if the skin would get soiled as quickly 
 if it had no such glands, and the reason why. 
 
 Some one may raise the question, Why does the skin need 
 oiling ? Ask how many have ever had rough chapped hands 
 and faces. Call attention to the fact that such skin heals 
 more readily when an oily substance is applied to it. This 
 will suggest a use for the oil glands found in the skin. 
 
 Cleanliness helps to keep us Well 
 
 In bringing out another important reason for cleanliness, tell 
 the class of the dreadful plagues which swept over Europe 
 during the Middle Ages. Then describe briefly how people 
 lived in those times, huddled together in poor mean huts 
 with little or no ventilation, eating badly cooked food, seldom 
 or never taking baths or changing their clothes until obliged 
 to do so. Why are people healthier to-day ? How many 
 think our different ways of living have anything to do 
 with it? 
 
 One of the most dreaded diseases is yellow fever. In 1853 
 it killed one out of every ten people in N"ew Orleans. Tell 
 your pupils how General Butler kept this fever away from 
 
278 THIRD YEAR 
 
 that city during the Civil War by insisting that all houses as 
 well as the people should be kept thoroughly clean, and that 
 all decaying animal or vegetable matter should be effectually 
 disposed of at once. 
 
 Frequent bathing will help keep the skin in good condition. 
 
 Cleanliness prevents disease. 
 
 Very rich food will hurt the blood and spoil the complexion. 
 
 Tea and coffee often keep people from having a clear beauti- 
 ful skin. 
 
 Any drink which has alcohol in it may hurt the skin. 
 
 Cigars and cigarettes clog up the pores of the skin and give 
 it a strong, bad odor. 
 
 How Alcohol hurts the Skin 
 
 Call attention to the harm done the skin by the use of 
 alcoholic drinks by asking the question : — 
 
 Why do people who use much alcohol in any form seldom 
 have good complexions ? 
 
 Call for volunteers to trace the alcohol in a glass of liquor 
 from the mouth to the skin. As the different organs through 
 which it passes are named, the class may tell in what ways the 
 alcohol injures each and keeps it from doing its work as it 
 ought. 
 
 Explain that alcohol, when used for long periods of time, 
 even in small quantities, often cnanges the structure of the 
 arteries and capillaries. Their walls ought to be firm and 
 elastic. When much alcohol is used, however, they lose their 
 elasticity. In the skin these blood vessels are often enlarged, 
 and the face grows to look red and bloated. 
 
 When this happens, the skin cannot properly do its work of 
 helping to throw off waste matter. 
 
 The health is likely to suffer if waste substances which ought 
 to be got rid of are kept in the system. 
 
] 
 
 THE SKIN AND CLEANLINESS 279 
 
 Alcohol reduces Bodily Temperature 
 
 It is more than likely that some of the pupils, in your room 
 have been told that people should drink rum or some other 
 alcoholic liquor to keep them warm in winter, or when start- 
 ing upon a long cold journey. Every young person should be 
 taught that this is a false idea, and that instead of keeping 
 people warm alcohol really makes them colder. 
 
 To show how this is true, ask what keeps the body warm. 
 If no one suggests the blood as the chief source of warmth, 
 bring this to their minds by asking why they feel hot after a 
 hard run or frolic. Ask whether the blood will cool off faster 
 when it is close to the surface where the air can get at it, or deep 
 in the body away from the air. They have just learned that 
 alcohol sends the blood in large quantities to the surface of 
 the body, and a few moments' thought will show them that 
 when this happens it will be cooled much faster than when 
 it comes more slowly to the surface. 
 
 When all understand that alcohol really makes people cold, 
 ask why it is that those who have taken such liquors think them- 
 selves warmer than before. 
 
 People who have taken alcoholic drinks think themselves 
 warmer than before because alcohol deadens the nerves of feel- 
 ing and keeps them from knowing how cold they really are. 
 
 MEMORY POINTS 
 
 TJie skin covers and protects the body. 
 
 The blood keeps the skin supplied ivith food, thus repairing it 
 as fast as it wears out. 
 
 TJie oil glands in the skin keep it soft and smooth. 
 
 The skin needs frequent bathing to keep it clean and healthy. 
 
 We must eat plain simple food and drink pure water if we 
 want clear complexions. 
 
280 THIRD YEAR 
 
 Tobacco often turns the skin a dirty yellow color, and gives it a 
 strong, bad odor. 
 
 Alcohol sometimes enlarges the capillaries of the skin, and 
 makes the face look red and bloated. 
 
 People who use much alcohol are not likely to have good 
 complexions. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 
 Cleanliness prevents Disease 
 
 The essential step in fighting infectious diseases, such as 
 yellow fever, plague, typhoid fever, and many others, is the 
 enforcement of cleanliness ; cleanliness of person, of house, of 
 food and drink, of drainage and sewage disposal, and in 
 water supply ; always and everywhere cleanliness. — Dietetic 
 and Hygienic Gazette. 
 
 Alcohol lessens Bodily Heat 
 
 Alcohol warms a man up in cold weather by benumbing the 
 sense of temperature, while it really lessens the body heat. — 
 N. S. Davis, M.D., LL.D., F.R.S. 
 
 While the oxidation of alcohol within the body may give rise 
 to a certain amount of heat . . . the increased bodily tempera- 
 ture lasts only for a single moment. Within two or three 
 minutes after its ingestion, paralysis of the peripheral nerve 
 endings causes a dilatation of the surface blood vessels, giving 
 rise to increased heat radiation ; , so that, though the total 
 amount of bodily heat may for a short time be increased, the 
 increase in heat radiation more than compensates for the in- 
 creased production, so that the actual temperature of the body 
 is lowered after the imbibition of even very small quantities of 
 alcohol. — John Madden, M.D., Professor of Physiology, Wis- 
 consin College of Physicians and Surgeons. 
 
THE SPECIAL SENSES 281 
 
 The Effect of Tobacco 
 
 Tobacco lodges itself in the tissues ; hence tobacco users 
 emit a decided tobacco odor from the skin. — J.C.Jackson, 
 M.D. 
 
 THE SPECIAL SENSES 
 LESSON 28. — TOBACCO INJURES THE SENSE ORGANS 
 
 Before taking up in class the points brought out in this 
 lesson, the teacher should review all work on the special 
 senses done during the first two school years, making sure 
 that her pupils know what these organs are for, something of 
 their uses, and of the ways in which each should be taken 
 care of to insure the best work. Special training should also 
 be given at frequent intervals to quicken each sense and ren- 
 der it alive to impressions. The class are now ready to learn 
 how the use of tobacco affects the organs of special sense. 
 
 Teacher : " The last time I was on a railway train I got into 
 the wrong car. The air was blue with smoke and, although I 
 hurried out, my eyes and throat smarted for some time. I 
 didn't see any fire. Where do you think the smoke came 
 from ? 
 
 " You are right. I had gone into the smoking car, where 
 nearly every man had his pipe or cigar or cigarette. Is tobacco 
 smoke better for people than other kinds of smoke? Why 
 not ? " 
 
 Eeview the facts about tobacco learned in their first and 
 second years' work until all remember that : — 
 
 Tobacco contains the poison nicotine. 
 
 When tobacco is smoked or chewed some of this poison gets 
 into the body and hurts it. 
 
 Teacher : " There are hurtful substances in all kinds of 
 smoke which are bad for our eyes and throat, but tobacco 
 
282 
 
 THIRD YEAR 
 
 smoke is worst of all because it contains these and nicotine 
 too ; just as it hurts us more to burn both hands than to burn 
 one. 
 
 " This morning we must find out some of the ways in which 
 tobacco hurts those parts of our bodies which help us find 
 out about things. 
 
 " Who knows the names of these parts ? " 
 
 Eyes that cannot See 
 
 "Bedtime, 
 Ethel," said her 
 father. "And it's 
 story night, you 
 know, so hurry 
 up." 
 
 "Just as soon 
 as I've said good 
 night to Tick- 
 tock," answered 
 Ethel, flitting 
 across the hall 
 for a last look at 
 the long brass 
 pendulum sway- 
 ing solemnly back 
 and forth at the 
 foot of the stairs. 
 
 " Good night, 
 old Tick - tock ; 
 wake me up in 
 the morning." 
 
 "What time is 
 it ? " said her fa- 
 
THE SPECIAL SENSES 283 
 
 ther, when Ethel was cuddled up in his lap for the good- 
 night story. " Your eyes are younger than mine and can see 
 better." 
 
 " Can't I see the figures on Tick-tock, when I'm as old as 
 you ? " asked Ethel, as she told the time. 
 
 " I hope so, my dear, if you are more careful of your eyes 
 than I've been. Shall I tell you the reason I can't see any 
 better ? " 
 
 " Oh, do," said Ethel. 
 
 So father began : " The doctor says it's because I've smoked 
 too many cigars. I'm trying to stop, but it's hard work, and 
 I'm afraid it's too late to make my eyesight as good as it was 
 once." 
 
 " Is that what makes your eyes red ? " asked Ethel. 
 
 " Yes, dear ; I suppose so. You know how very delicate the 
 eyes are. We can't touch them without pain, as we can our 
 arms or feet. Smoke seems to be particularly bad for them." 
 
 " It makes my eyes ache when you smoke in the house. 
 I'm glad you aren't going to any more," said Ethel, with a 
 little sigh of relief. 
 
 "The doctor told me several things about tobacco, that I 
 didn't know before," her father continued. " He said there 
 is a poison in it that often hurts the nose and throat as well as 
 the eyes, and makes them raw and sore. Perhaps that is why 
 I have had so much trouble with my throat, though I never 
 thought of it before. It's been sore a great deal of the time 
 lately, and my hearing isn't so good as it used to be either. 
 
 " The doctor tells me that children are learning these things 
 in school now. If I'd been taught them when I was a boy, I 
 might have saved my eyes, and my other senses would have 
 done me more good, too." 
 
 Then it was time for Ethel to go to sleep, so father left her 
 in her little white bed, for old Tick-tock to wake up in the 
 morning. 
 
284 THIRD YEAR 
 
 Tobacco makes the eyes red and bloodshot. 
 Tobacco irritates the lining of the throat and nose. 
 Tobacco often makes the throat sore. 
 
 Tobacco hinders the Work of the Sense Organs 
 
 In showing how the use of tobacco makes the senses dull 
 and stupid, begin by reviewing briefly some of the things 
 which each sense ought to do for us. 
 
 Let the class go in turn to the window or door, then return 
 and name all the objects they have noticed in this one glance. 
 Ask each to name some pleasure he enjoys every day because 
 he has eyes and can see with them. Continue this exercise 
 until many such pleasures have been thought of and given, and 
 until every child realizes in some degree how much he owes to 
 his eyes, and what care he should take of them that they may 
 last as long as he lives. 
 
 How did the use of tobacco affect the eyes of Ethel's father ? 
 Has tobacco the power to hurt other people's eyes in the same 
 way ? What gives it this power ? What pleasures would we 
 have to do without if we should lose our eyesight ? 
 
 Talk with the class in a similar way about each of the senses, 
 helping them to name the pleasures we receive through each 
 when it is well trained and able to do its best work. Then let 
 the children tell what they would have to get along without if 
 they could not hear, or taste, or smell, or feel any object. 
 
 Tobacco hurts the eyesight and may destroy it. 
 Tobacco sometimes hurts the hearing. 
 Tobacco may injure the senses of taste and smell. 
 Tobacco makes all our senses dull and stupid. 
 
 LESSON 29. —GENERAL EFFECT OF TOBACCO 
 
 When your class have a good idea of the way in which tobacco 
 dulls the different senses, they need to connect with this the 
 
THE SPECIAL SENSES 285 
 
 injury to the person as a whole, and to all his interests, whether 
 work or play. 
 
 Uncle Mason's Toad 
 
 Johnnie Eaton was helping the gardener, picking up stones 
 and bits of sticks and carrying them off in his little cart, when 
 
 an old toad hopped out of the bushes and sat blinking solemnly 
 at him. 
 
 " Hallo, old fellow, where did you come from ? " said John- 
 nie, stopping all operations to look at the intruder. 
 
286 THIRD YEAR 
 
 "Here's a toad, Uncle Mason," he called to the gardener. 
 " Shall I put him out ? " 
 
 The old man hobbled up. "No, no, my boy, let him be. 
 He catches bugs and flies, and helps to keep away the insects 
 that would spoil our plants. See him run oat his tongue and 
 snap up that fly ? He never fails to get him, and the first time 
 trying, too. Suppose we sit down on this bank awhile and 
 watch the little fellow, and I'll tell you how a toad made me 
 stop using tobacco." 
 
 " Why, Uncle Mason, how could a toad do that ? " asked 
 Johnnie, with wide-open eyes. 
 
 " Well, I'll tell you. I used to smoke and chew, but I've 
 stopped for good now, and this is how I came to do it. 
 
 " One day I came across something a great doctor had writ- 
 ten, that there was enough nicotine in one cigarette to kill two 
 toads. I didn't know what nicotine was, but it set me think- 
 ing, and I kept asking 'round until I found out that it was a 
 poison that's in all kinds of tobacco. That sounded kind 
 o' scary, and I got out my pencil and did a little figuring. A 
 good-sized toad weighs about half a pound, and I weigh one 
 hundred and sixty pounds. According to weight, it would 
 take just one hundred and sixty cigarettes to kill me, to say 
 nothing of chewing tobacco, and I'd get them smoked up in 
 about a week. W T hen I looked at it that way, I said to myself, 
 1 Mason, it's time to quit; ' and I did quit, then and there. 
 
 "Of course I knew there were men that used tobacco and 
 yet lived to be older than I was, and I'd used it a good many 
 years myself and hadn't died yet. But then I thought, 
 ' Maybe there are toads that it takes more to kill than it does 
 others, and anyhow, it isn't safe to take chances with that 
 sort of thing.' 
 
 " Then I got to wondering whether a toad that was stuffed 
 half full of tobacco poison would be much use killing flies, and 
 I said : — 
 
THE SPECIAL SENSES 287 
 
 " ' Mason, that's just what's been the matter with you. 
 When you went to school, you were always at the foot of your 
 class. You weren't quick at seeing things, or hearing what 
 was said, and you didn't seem to be more than half awake any 
 of the time. The boys that didn't smoke could run faster and 
 play better, and they were always ahead of you.' 
 
 "After I left school, it was just the same. The other boys 
 got good places to work, and I didn't get much of anything, 
 and when I did, I couldn't keep up with the other men. It 
 was tobacco that did it all. Now I've stopped, I can see better 
 and hear better and work better. I've got this good job and 
 I'm doing well at it, and it's all on account of a toad, so you 
 see I'm fond of the creatures and like to see them around." 
 
 Uncle Mason hobbled off to work again, and Johnnie went 
 too, but he smiled at the toad under the bushes and decided 
 he would never begin the use of tobacco. 
 
 Tell the story slowly, then let the children try to give it in 
 their own words. As the different ways in which tobacco 
 hurts people by dulling their senses and thus hindering their 
 chance of success in life are brought out, have these written on 
 the board and read aloud by the class. 
 
 MEMORY POINTS 
 
 Tobacco makes the eyes red and bloodshot. 
 
 It hurts the lining of the nose and throat and often makes them 
 sore. 
 
 It often dulls the hearing. 
 
 It injures the sense of smell. 
 
 It blunts the sense of taste. 
 
 It weakens all the seiises and keeps them from doing good 
 icork. 
 
 It keeps us from learning our lessons quickly. 
 
 It prevents our being quick and active at work or play. 
 
288 THIRD YEAR 
 
 It keeps us from enjoying life as we should. 
 It makes us poor workmen. 
 It keeps us out of many good positions. 
 It is always a hindrance; never a help. 
 
 EMINENT AUTHORITIES FOR THE TEACHER 
 Tobacco irritates the Sense Organs 
 
 When tobacco is smoked there are developed certain acrid 
 vapors which have an irritant action on the mouth and throat. 
 The effects of smoking are in part due to irritant matters in 
 the smoke. 
 
 The habitual smoker usually surfers eventually from what 
 is known to medical men as smoker's sore throat. The 
 inflammation may spread up the Eustachian tubes and im- 
 pair the hearing. Cigarettes are especially apt to cause these 
 symptoms. — H. Newell Martin, M.D., F.R.S. 
 
 Tobacco impairs the Functions of the Senses 
 
 Tobacco frequently causes disturbances of the special senses. 
 Owing to the irritation of the nasal mucous membrane the ol- 
 factory sensibility is impaired; and probably owing to the 
 irritation and congestion set up in the nose and throat, together 
 with central nerve disturbance, the hearing is sometimes low- 
 ered. 
 
 But of all the special senses the sight is most seriously 
 affected, and tobacco amaurosis or amblyopia is a not infre- 
 quent result of the excessive use of the drug. — E. Stuver, 
 M.D., Ph.D. 
 
 Tobacco dulls the Intellect 
 
 The habit of cigarette smoking is increasing, even among 
 boys of not six years of age. It prevents development mentally, 
 morally, and physically. — C. T. Cranfield, M.D., Ph.T). 
 
THE SPECIAL SENSES 289 
 
 LESSON 30. — REVIEW QUESTIONS 
 
 Why do we need pure air to breathe? What does it do 
 for us ? 
 
 How is the air we breathe out different from what we 
 breathe in ? 
 
 Why should we wear loose clothing ? 
 
 How can we enlarge our lungs ? 
 
 How do cigarettes hurt the boy who uses them ? 
 
 Why are all alcoholic drinks dangerous ? 
 
 How may cider hurt those who drink it ? wine ? beer ? 
 
 Why does alcohol form in pressed-out fruit juices ? 
 
 What is food ? What does it do for us ? 
 
 How do we know that alcoholic drinks cannot be used as 
 foods ? 
 
 Where is food prepared for use in the body ? 
 
 How does it get to every part ? 
 
 Describe the work of the heart. 
 
 Why do we need two sets of blood vessels in the body ? 
 
 What is the work of the brain ? of the nerves ? 
 
 Why does it hurt to cut the foot or the hand ? 
 
 Why do we feel no pain when the hair is cut ? 
 
 Why do we need special senses ? What work does each do ? 
 
 How does tobacco injure the sense organs ? 
 
 How can we keep our nerves strong and healthy ? 
 
 How do alcoholic drinks hurt the brain and nerves ? 
 
 What is a habit ? How can we form right habits ? 
 
 What are the uses of the bones in our bodies ? 
 
 How should the bones be taken care of ? 
 
 How is the proper growth of the bones sometimes hindered 
 or stopped ? 
 
 What will make good muscle ? 
 
 Why do we need muscles ? 
 
 Why do boys usually have stronger muscles than girls ? 
 
 OK. LKSS. IN HY. 19 
 
290 THIRD YEAR 
 
 Why are boys in training for athletic contests not allowed 
 to drink or smoke ? 
 
 How can we train to become strong, well men and women ? 
 
 Why is beer such a dangerous drink ? 
 
 How is beer made ? 
 
 Why do we need a covering of skin on our bodies ? 
 
 How does cleanliness improve our looks ? How does it help 
 to keep us well ? 
 
 How is tobacco always a hindrance to a person ? 
 
INDEX 
 
 Abdomen, 94, 95. 
 Alcohol. 
 A Poison, 88, 100, 206, 23(5, 265. 
 Effects on 
 Blood, 278. 
 
 Body Temperature, 279. 
 Growth, 251, 252. 
 Nerves, 236, 237, 278. 
 Senses, 111-115, 165. 
 Skin, 278-280. 
 In Beer, 88, 100, 236, 264, 265. 
 Cider, 46, 47, 50, 206, 207, 236. . 
 Rum, 88. 
 
 Whisky, 88, 99, 100. 
 Wine, 145, 236. 
 Alcoholic Appetite, 46, 47, 100, 144, 
 
 146, 189-191, 207-209, 265. 
 Alcoholic Drinks, 99-101, 125, 212-214, 
 219, 264, 265. 
 Beer and other Drinks made from 
 Grains, 85-89, 125, 184, 191, 
 192, 261-266. 
 Contain a Poison, 188-191, 229, 
 
 230. 
 Effects, 85-89, 190-192, 264-266. 
 Destroy Appetite for Food, 265. 
 Diminish Strength, 191. 
 Dull the Mind, 87-89. 
 Hinder Growth, 187, 188, 251. 
 Hurt the Blood, 229, 230. 
 Lower the Temperature, 88, 89, 
 
 188. 
 Make Fat, 87-89, 190-192. 
 Weaken the Body, 99-101, 190, 
 192. 
 How made, 186, 187, 264, 265. 
 Lead to Stronger Liquors, 192. 
 Not a Food, 184-191, 212-214. 
 
 Cider, 45-50, 204-207. 
 
 Effect on Individual, 46-50, 20(5, 
 207. 
 
 How made, 45-50, 205, 206. 
 
 Not a Food, 212-214. 
 
 Why Dangerous, 45-50, 206, 207. 
 Effects of Alcoholic Drinks on 
 
 Blood, 72, 229, 230. 
 
 Brain and Nerves, 236, 237. 
 
 Breathing, 172. 
 
 Feeling, 111. 
 
 Growth, 250, 251. 
 
 Hearing, 113-115. 
 
 Muscle, 259-261. 
 
 Nerve Control, 80. 
 
 Sight, 115, 157. 
 
 Smelling, 114, 115. 
 
 Stomach, 219, 220. 
 
 Structure, 134. 
 
 Taste, 112-115, 138, 139, 141. 
 Wine, 144-146, 207-209. 
 
 Effects on Individual, 144-146, 208, 
 209. 
 
 How made, 144-146, 208, 209. 
 
 Not a Food, 212-214. 
 Ankle, 98, 101. 
 Apple, 43-50, 204, 205. 
 A Nature Study, 43-45, 204, 205. 
 Color, Growth, Locality, Texture, 
 
 Shape, 43-45, 204, 205. 
 Hcalthfulness, 44, 205. 
 Parts, 45. 
 Arms, 67-74. 
 Care, 70-74. 
 Parts, 67-74. 
 
 Back, 90-92. 
 Backbone, 90. 
 
 291 
 
292 
 
 INDEX 
 
 Blood, 218, 220-230, 275. 
 Care, 227-230. 
 Function, 220-230. 
 Blood vessels, 218, 222. 
 Body as a Whole, 117-129. 
 Care, 118-120. 
 Parts, 50-54, 117, 118, 128. 
 Arms, 53, 54, 67-72. 
 Feet, 52-54, 102-108. 
 Hair, 127, 128. 
 Hands, 53, 54, 74-80. 
 Head, 53-60. 
 Legs, 52-54, 96-101. 
 Lower Limbs, 52-54. 
 Teeth, 125-128. 
 Trunk, 50-54, 89-96. 
 Upper Limbs, 52-54. 
 Bones, 75, 97, 98, 245-252. 
 Care, 249-252. 
 Function, 75, 245-249. 
 Structure, 249. 
 Brain, 161-168, 230-245. 
 Function, 230, 231. 
 How protected, 231. 
 Bread, 262. 
 
 Breathing, 16, 169, 170. 
 How to breathe, 1(5, 169, 170. 
 What to breathe, 16. 
 Why we breathe, 16. 
 Breathing Exercises, 171, 196, 197. 
 
 Calf of the Leg, 97, 101. 
 Chest, 13, 16, 90-92, 197-200. 
 Cider, 45-50, 204-207. 
 Cigarettes, 29-31, 183, 202, 266-274, 
 281-288. 
 Contain a Poison, 229, 230, 266, 267. 
 Cost, 269, 270. 
 Effect on 
 Growth, 29-31, 36-37, 267-269. 
 Health, 29-31, 36, 37, 59-60, 267- 
 
 274. 
 Mental Ability, 29-31, 36, 37, 59- 
 60, 181, 183, 202, 203, 239, 268, 
 269. 
 Senses, 110, 155-157, 181, 183, 239, 
 
 281-288. 
 Teeth, 126-128, 272. 
 
 Throat, 159. 
 
 Will Power, 30, 31, 181, 183, 268, 
 269. 
 Cleanliness, 54-56, 1 22-124, 276-278, 280. 
 Clothing, 39-40, 72. 
 Kinds, 40. 
 Need, 39-40. 
 Coffee, 23-24, 74, 214. 
 Color, 153. 
 Condiments, 138-141. 
 
 Ear, 160-168. 
 Earache, 164, 165. 
 Ear Wax, 165. 
 Eminent Authorities. 
 Alcohol. 
 A Narcotic, 95. 
 A Poison, 50, 89, 146, 209, 214, 230, 
 
 252. 
 Effects on 
 Blood, 172, 230. 
 Bodily Heat, 280. 
 Brain, 214. 
 
 Development, 61, 95, 128. 
 Digestion, 214, 220. 
 Excretion, 172. 
 Growth, 61, 95, 128, 134, 252, 
 
 260. 
 Health, 74, 108, 129. 
 Heart, 230, 260. 
 Muscle, 74, 133, 134, 260-261. 
 Nervous System, 115, 133, 134, 
 
 244, 245, 261. 
 Nutrition, 95, 133, 134, 220, 252. 
 Respiratory System, 172, 204. 
 Senses, 115, 141, 157, 167, 168, 
 
 178, 245. 
 Skin, 280, 281. 
 Strength, 43, 74, 80, 101, 108, 
 
 129, 191, 261. 
 Structure, 95, 133, 134. 
 Teeth, 252. 
 Tissue, 252. 
 Will Power, 245. 
 In Beer, 209. 
 In Cider, 49-50. 
 In Wine, 146, 261. 
 Not a Food, 43, 133, 134, 191, 214. 
 
INDEX 
 
 293 
 
 Eminent Authorities. 
 Alcoholic Appetite, 89, 209. 
 Alcoholic Liquors, 61, 89, 146. 
 Beer, 89, 191, 192. 
 Contains a Poison, 191. 
 Destroys Appetite for Food, 265. 
 Diminishes Strength, 191. 
 Leads to Stronger Liquors, 192. 
 Makes Fat, 191, 192. 
 Is degrading, 192, 265, 266. 
 Breathing, 171, 172. 
 Cider, 49, 50, 209. 
 Cigarettes, 31, 183. 
 Cause Disease, 31. 
 Effects on 
 Health, 31. 
 Heart, 31. 
 Morals, 31. 
 Nerves, 31. 
 
 Respiratory System, 31. 
 Strength, 31. 
 Cleanliness, 128, 280. 
 Coffee, 74, 214. 
 Exercise, 37, 74, 260. 
 Face, 67. 
 
 Fermentation, 146. 
 Ferments, 49-50. 
 Food, 43, 80. 
 Good Health, 67, 74. 
 Good Temper, 67. 
 Growth, 74, 128. 
 Habit, Power of, 244. 
 Hand, 80. 
 Health, 67, 74. 
 Nutrition, 74, 80. 
 Nicotine, 101,245. 
 Pure Air, 37, 43, 80, 204. 
 Recess, Value of, 203, 204. 
 Rest, 43. 
 Sleep, 37. 
 Tea, 74, 214. 
 Tobacco. 
 
 Contains a Poison, 96, 101, 273. 
 Effects on 
 Digestion, 274. 
 Development, 37, 61, 95, 252, 
 
 288. 
 Growth, Height, and Weight, 61, 
 
 74, 95-96, 108, 134, 184, 252, 
 273, 288. 
 Health, 74, 129, 183, 184, 204, 
 
 273. 
 Heart, 184, 273, 274. 
 Mental Power, 30-31, 37, 95, 129, 
 
 184, 204, 273, 288. 
 Muscular Power, 74, 101, 273. 
 Morals, 30, 31, 129, 265, 266, 273, 
 
 288. 
 Nerve Tissue, 141, 184, 245, 273. 
 Nutrition, 37, 61, 95, 134. 
 Respiration, 172, 204, 273. 
 Senses, 115, 141, 157, 167, 168, 
 
 184, 204, 288. 
 Strength, 61, 74, 80, 101, 108, 
 
 183, 184, 204. 
 Throat, 168, 172, 288. 
 Water, 27. 
 
 Wine, 89, 115, 146, 191, 209, 261. 
 Essentials to Child's Comfort, 10, 
 
 11. 
 Exercise, 14, 70-74, 94, 95, 99, 101, 120- 
 
 122, 200, 201, 236, 249, 256. 
 Eye, 109-114, 146-157. 
 Eyebrows, 65, 67. 
 Eyelashes, 65, 67. 
 Eyesight, 154-157. 
 
 Face, 61-67. 
 Care, 65-67. 
 Parts, 62-65. 
 Shape, 61-62. 
 Uses, 65-67. 
 Feeling, Sense of, 110, 111, 114, 115. 
 Care, 111, 114. 
 Uses, 110, 111, 114. 
 Feet, 102-108. 
 Care, 103-105, 108. 
 Parts, 102, 103, 108. 
 Fermentation, 146. 
 Ferments, 49, 50, 144-146, 189, 205-209, 
 
 264, 265. 
 Food, 34-35, 38-43, 87, 99, 119-121, 
 129-134, 136-140, 187, 209-214, 
 225, 228, 250, 275. 
 Need of, 38-40, 119-120, 136-137, 
 209-212. 
 
294 
 
 INDEX 
 
 Food. 
 Proper Kinds, 34-35, 41-43, 83, 84, 
 
 119, 130-133, 210-212. 
 Right Amount, 132, 133, 212. 
 Uses, 40-43, 87, 99, 120, 129-130, 187, 
 
 211-212, 275. 
 When to eat, 132, 133, 212. 
 
 Gastric Juice, 217. 
 Grains, 81-89. 
 
 Kinds used for Food, 81-84. 
 
 Right Uses, 81-84, 88. 
 
 Wrong Uses, 84-89. 
 Grapes, 141-146. 
 
 Description, 142. 
 
 Uses, 142-146. 
 Growth, Height, and Weight, 10, 29-40, 
 98, 99, 101. 
 
 Aids, 23, 34, 35, 91-95, 99, 101. 
 
 Hindrances, 34-37, 91-95, 99-101, 125. 
 
 Result, 32-35. 
 
 Habit, 240-243. 
 
 Hair, 59-60, 122, 127-128, 276 
 
 Hands, 74-80. 
 
 Care, 77-80. 
 
 Parts, 74-77, 80. 
 Head, 57-60. 
 
 Care, 59-60. 
 
 Parts, 57-58. 
 Hearing, 113-115, 160-168, 283-288. 
 
 Care, 162-168, 284-288. 
 
 How we hear, 160-163. 
 
 Training, 162-164. 
 Heart, 87, 90-94, 222-230. 
 Heel, 102, 108. 
 
 Instep, 102, 103, 108. 
 Introduction, 9. 
 Iris, 148, 149. 
 
 Joints, 69, 70, 76, 77, 97, 98, 101, 117. 
 
 Kindness and Mercy, 240. 
 
 Legs, 96-101. 
 
 Parts, 96-98, 101. 
 
 Uses, 98-101. 
 Lungs, 16, 90, 94, 197-203, 226-227. 
 
 Memory, 30, 60, 167. 
 
 Effects of Alcohol on, 30. 
 
 Effects of Tobacco on, 60. 
 Memory Points. 
 
 Apple, 47. 
 
 Arms, 72. 
 
 Beer, 191, 265. 
 
 Blood, 229, 230. 
 
 Body as a Whole, 54, 128. 
 
 Bones, 251, 252. 
 
 Brain and Nerves, 243, 244. 
 
 Cider, 47, 208. 
 
 Cigarettes, 30, 273. 
 
 Ears, 167. 
 
 Eyes, 156, 157. 
 
 Face, 67. 
 
 Feet, 108. 
 
 Food, 42, 133, 213, 214. 
 
 Grains, 88. 
 
 Grapes, 145, 146. 
 
 Growth, Height, and Weight, 37. 
 
 Hands, 80. 
 
 Head, 60. 
 Legs, 101. 
 Muscles, 259, 260. 
 Nose, 170, 171. 
 Position, 20. 
 
 Pure Air and Breathing, 203. 
 Senses, 114. 287, 288. 
 Skin, 56, 279, 280. 
 Stomach, 219, 220. 
 Taste, 140, 141, 
 Thumb, 80. 
 
 Tobacco, 183, 273, 287, 288. 
 Touch, 177. 
 Trunk, 94, 95. 
 Voice, 159. 
 Water, 27. 
 
 Wine, 145, 146, 208, 209. 
 Muscles, 252-261. 
 Care, 256-261. 
 Function, 252-255. 
 Structure, 255. 
 
 Nails, 105, 108, 122, 124, 276. 
 Narcotics, 236. 
 Neck, 89, 90. 
 
INDEX 
 
 295 
 
 Nerves, 231-245. 
 
 Care, 235, 236. 
 
 Function, 231-235. 
 Nicotine. 
 
 A Poison, 96, 180, 239, 286-288. 
 
 An Ingredient of Tobacco, 96, 239, 
 286. 
 
 Observation, Training in, 152, 153. 
 
 Parts of the Body, 50-54, 117, 118, 128. 
 
 Perspiration, 65, 67. 
 
 Poems. 
 
 Beautiful Hands, 74. 
 
 Little Children, 66. 
 
 The Maple's Fingers, 53. 
 
 The Snarlies, 127. 
 Position, 13-20, 249, 250. 
 
 Marching, 18-20. 
 
 Sitting, 15-17, 250. 
 
 Standing, 16, 18, 20, 250. 
 Pupil of the Eye, 147, 148. 
 Pure Air, 14, 122, 195-204, 226-228, 249, 
 258. 
 
 Effect, 195-199, 258. 
 
 Need, 198, 199.   
 
 Rest, 71-74, 120-122, 128. 
 
 Need, 72, 120-122, 128. 
 
 Result, 72, 120-122, 128. 
 Review Questions. 
 
 First Year, 115. 
 
 Second Year, 192, 193. 
 
 Third Year, 289, 290. 
 
 Saliva, 217, 225. 
 Seeing, 109, 110, 114, 115. 
 Care, 109, 110, 114. 
 Training, 152-154. 
 Uses, 109, 110, 114, 173. 
 Self-Control, 112, 139, 158, 243. 
 Sense Organs. 
 Ear, 160-168, 281-288. 
 Care, 164-168. 
 Parts, 161, 162, 167-168. 
 Training, 162-164, 167, 168. 
 Use, 160-162. 
 Eye, 109, 110, 146-157, 281-288. 
 Care, 110, 154. 
 
 Parts, 146-149. 
 Training, 152-154. 
 Use, 109, 110, 153. 
 Nose, 114, 168-172, 281-288. 
 Care, 170. 
 
 Parts, 114, 169, 170. 
 Use, 114, 168. 
 Skin, 54-56, 172-176, 274-281. 
 Appearance, 54, 276. 
 Care, 56, 276-281. 
 Uses 
 
 As Sense Organ, 172-176. 
 As Protecting Organ, 54, 274, 275. 
 Tongue, 111-115, 134-141. 
 Care, 112-114, 137-141. 
 Uses, 111-114, 134. 
 Shin, 97, 98, 101. 
 Shoulders, 91-95, 98. 
 Skeleton, 245-252. 
 Skin, 172-176, 274-281. 
 Smelling, 114-115, 168-172, 287, 288. 
 Care, 114, 170-172. 
 Organ of, 168. 
 Uses, 114, 168-170. 
 Songs. 
 Apple Song, 48. 
 Clap ; Clap ; Hurrah, 73. 
 Spine, 90. 
 
 Stomach, 42, 132, 137, 214-220. 
 Care, 42, 218-220. 
 Description, 216-218. 
 Work, 218-220. 
 Stories. 
 A Cause of Earache, 164. 
 A Fourth of July Story, 19. 
 Agnes's Fancy Shoes, 103. 
 A Noisy School, 17. 
 Arthur and his Mother, 126. 
 A Visit to the Vineyard, 142. 
 Beautiful Eyes, 151.' 
 Bessie, 14. 
 
 Bob and the Cherry Tree, 32. 
 Dick and the Carving Knife, 232. 
 Early to Bed, 120. 
 Elsie and Karl, 99. 
 Eyes that cannot see, 282. 
 Feet which got into Mischief, 106. 
 Field of Gold, 81. 
 
296 
 
 INDEX 
 
 Stories. 
 Freddy in No-Hand Land, 77. 
 Harold's Maple Sugar, 135. 
 How Dan got his Cherries, 122. 
 How Dan hurt his Eyes, 154. 
 How Maude keeps Pure Air in her 
 
 Bedroom, 202. 
 How Tobacco hurts Land, 181. 
 How Tom learned to see, 153. 
 Jack's First Cigarette, 237. 
 Mabel and her Umbrella, 149. 
 Marjory's Waist, 92. 
 Miss Ayer's School, 195. 
 Miss Cloud and Miss Sunbeam, 66. 
 Nelly's Doctors, 256. 
 Our Likeness to Trees, 50. 
 Paul and Bert, 33. 
 Pietro's Two Breakfasts, 184. 
 Poor Horace, 46. 
 Secret of a Fine Figure, 195. 
 Story of Bread, 261. 
 Susie and the Dark, 150. 
 The Bird's Nest, 68. 
 The Boy who broke his Arm, 72. 
 The Boy who stopped Growing, 
 
 250. 
 The Cousins, 241. 
 The Cross Blacksmith, 190. 
 The Good Painter, 54. 
 The Human Mill, 214. 
 The Little Apple Blossom, 209. 
 Tom and his Ball, 45. 
 Tom had been there, 205. 
 Toothbrush Brigade, 125. 
 Twins' Lost Trip, 270. 
 Two Heads of Rye, 84. 
 Uncle Mason's Toad, 285. 
 Water better than Tea or Coffee, 
 
 23. 
 What a Blind Man did, 176. 
 What a Teacher saw behind a Bush, 
 
 202. 
 What Cigarettes may do to the 
 
 Head, 58. 
 What made Olga Sleepy, 86. 
 What made Tom Sick, 24. 
 Who had the Best Ears, 165. 
 Why Eddy stopped Growing, 36. 
 
 Why Helen did not eat her Candy, 
 137. 
 
 Why we need Water to drink, 21. 
 
 Willie and Harry, 28. 
 Strong Drink, 86-88. 
 Sunshine, 249, 251, 258, 260. 
 
 Table Manners, 139-141. 
 Tasting, 111-115, 134-141. 
 Care, 112-114, 137-141. 
 Uses, 111-114, 134, 135. 
 Tea, 23, 24, 74, 214. 
 Tears, 150. 
 Teeth, 125-128, 272. 
 Care, 125-127. 
 Shape, 125. 
 Uses, 125. 
 Thigh, 97-98, 101. 
 Throat, 158-159, 281, 282. 
 Tight Clothing, 92-95, 199-201. 
 Tight Shoes, 103-105, 108. 
 Tobacco, 178-184, 2(56-274. 
 Contains a Poison, 180-184, 236, 266, 
 
 273. 
 Effects on 
 Land, 181-183. 
 User, 180, 181, 183-184. 
 Blood, 229, 230. 
 Bones, 180, 183. 
 Brain and Nerves, 237-239, 
 
 268. 
 Breathing Organs, 172, 283-288. 
 Feeling, 111, 115. 
 Growth, 94-95, 108, 251, 252, 268, 
 
 273, 274. 
 Health, 182-183, 268-274. 
 Hearing, 113-115, 165, 167-168, 
 
 283-288. 
 Heart, 181, 183, 184. 
 Muscle, 259, 260. 
 Nerve Control, 80. 
 Sight, 110, 115, 155-157, 281-288. 
 Smell, 114-115, 281-288. 
 Taste, 111-115, 138, 139, 141. 
 Teeth, 126, 128, 272. 
 Throat, 159. 
 Leads to Drinking, 268, 273. 
 The Plant, 178-180. 
 
INDEX 
 
 297 
 
 Toes, 102-108. 
 Topics for 
 
 First Year, 12. 
 
 Second Year, 116. 
 
 Third Year, 194. 
 Touch, 172-178. 
 
 Care, 177. 
 
 Organ of, 175-178. 
 
 Use, 172-178. 
 Trunk, 50-54, 89-95. 
 
 Back, 91, 92. 
 
 Care, 91-95. 
 
 Lower Parts, 94, 95. 
 
 Upper Parts, 89-92, 94, 95. 
 
 Voice, 157-159. 
 Care, 158, 159. 
 Use, 157, 158. 
 
 Waist, 94, 95. 
 Water, 21-27, 124. 
 
 Danger in Impure Water, 24, 25. 
 
 Forms, 23, 24. 
 
 Kind to drink, 24. 
 
 Uses, 21-27. 
 Wet Feet, 105, 108. 
 Wiuking, 150. 
 
 Yeast, 263-265. 
 
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 UNIVERSITY OF CALIFORNIA LIBRARY