waflMMOMiB— iw«nin.Bpft>t< THE FI SCHOOL m\mm im v>\m t uM\i KMat>tBiiiumt m^mi mtMa n m tt«m m i *i»umKmmm^^ Qi IM MEM©Il-L%iVV ■^ 'I ^.T - Digitized by tine Internet Arciiive in 2008 with funding from IVIicrosoft Corporation littp://www.arcliive.org/details/firstsclioolyearcOOtliomricli THE First School Year A COURSE OF STUDY WITH SELECTION OF LESSON MATERIAL, ARRANGED BY MONTHS, AND CORRELATED For Use in the First School Year By ANNA B. THOMAS Training Teacher for First Grade, California, Pa. State Normal School THEO. B. NOSS, General Editor of the Series Published by the STATE NORMAL SCHOOL California, pa. COPYRIGHT BY THRO. B. NOSS, 1S98 THE SCHOOL YEAR SERIES Prepared bj- the Training Teachers of the State Normal School, California, Pa. The First School Year. By Anna B. Thomas. Price, 80 cts. [Ready.] The Second School Year. By Henrietta M. Lilley. Price, 80 cts. [Ready.] The Third School Year. By Ellen Reiff. Price, 80 cts. [Ready.] The Fourth School Year. By Katharine A. Griel. [In preparation.] The Fifth School Year. By Herman T. Lukens, Ph.D. [In preparation.] The Sixth School Year. By Anna Buckbee. [In preparation.] The Seventh School Year. By Fr. A. Hildebrand. [In preparation.] The Eighth School Year. [In preparation.] PREFACE BY THE GENERAL EDITOR. The authors of this series of books for the vari(3ns school years, reaHze fully the difficulty of the task undertaken. In our own training school we have felt the need of a course of study, worked out for the suc- cessive school months, and put in print, so that each student teacher might have in convenient form the general plan of the work to be done in any grade of the school. The proper use of the books does not lead to dull uniformity ; but, on the other hand, the general scheme of the work being definitely and consistently arranged, the mind of the teacher is left the more free to study variety and introduce new material. The use of the books is designed to encourage rather than dis- courage originality in the teacher, to suggest the col- lecting, day by day, of new material, and to provide a definite place for all that is collected. It is believed that the sequence of subject-matter in each branch is approximately correct, and that the general scheme for the correlation of the various sub- jects is natural and helpful. The individuality of the teacher has ample scope to display itself, in making such additions and omissions as may seem desirable. The work of the General Editor has consisted chiefly in proposing tlie general plan for the books, and in getting them through the press. Whatever credit attaches to the working out of the subject-matter in each year, belongs wholly to the individual authors of the books. Theo. B. Noss. 54:^«95 AUTHOR'S PREFACE. ''All beginnings are difficult." No one realizes this more than the teacher of first year children. The aim in the preparation of this book has been to aid pri- mary teachers in the selection and arrangement of lesson material and to offer some suggestions as to method of teaching. In the choice and arrangement of lesson material for first year pupils, it is not necessary to separate the various subjects from each other as in later years. The mental life of the child demands that no sharp lines between subjects should be drawn. Because of the child's physical surroundings and his love for living things, Nature Study has here been largely used as the basis of the course and other sub- jects have been correlated with it. The principle of correlation has not been. forced. The child's surroundings in nature form an important and interesting part of his daily life, and hence should often have a controlling influence in the choice of les- son materials. It is not absolutely necessary that one subject rather than another should be thus used as a basis, but it is important that the different subjects be prop- erly and helpfully related to each other in instruction. History becomes at certain times in the year the leading subject. For example, "The Pilgrim Work," 2 Author's Pkeface. 3 takes the children by story and song and iUustration into other countries, bringing them into close relation- ship with the people and their customs. Advantage is taken of days that are of special im- portance, as Thanksgiving, Christmas, the birthdays of Washington, Lincoln and other noted men, these for the time becoming the center of thought. jMany stories and poems related to the Nature Lessons are given. The books from which these se- lections have been made are named in the outlines of the different subjects. A. B. T. " '•• ' ^ }'?."'■ r" "Z ?, „^l /o*" ■, ' " COI ^SPECTUS OF FIRST fV I. NATURE STUDY 11. LITERATURE AND HISTORY CO h DU liJ (J) FrrnVs— Special study of the apple Xmres— Special study of maple, oak and horse chest- nut leaves FZojr^Ts— Special study of the golden rod 1 The Sleeping Apple •2 The Little Maple Leaves 3 The Anxious Leaf 4 Little Golden Rod 5 The Origin of the Golden Rod and Aster Memory Poe.ms 1 Lady Golden Rod 2 How the Leaves Came Down 3 Sunny Golden Rod ■ U o h o o f Planting ^^vnsJ Gathering L Distribution Special study of Indian Corn 1 Seedlings on the Wing 2 The Little Brown Seed 3 The Planting of the Corn Field 4 Poem— Only a Little Seed Indian Corn in Early History Cultivation by the Indians Story of Mondamin Q* Preparation for Winter hj 1 Nature's preparation Tf, 2 Man's preparation ^ 3 Animal's preparation 2 Special Study: UJ The Migration of Birds > O z 1 The Crane Express 2 The Fantail Pigeon 3 Jack and Jenny Sparrow 4 The Sandpipers •5 Pearl and her Pigeons 6 How Patty gave Thanks The Coming of the Pilgrims. Voyage. Landing. Winter. The First Thanksgiving. Their Relation to the In- dians. Samoset. Squanto. A National Holiday w m u o w p Animal study-Sheep, Camel, Donkey Modes of Traveling Teach in simple way the sur- roundings o f t h e Christ Child Mountain, Valley, Desert The Legend of St. Christo- pher. The Fir Tree. The Chris" mas observations in England, Germany,France, Holland, Norway, etc. Poems.— Piccola; Little Town of Bethlehem; Why do Bells for Christmas Ring? etc. The Christ Child. TheJour- nev to Bethlehem. The Shepherds. The Wise Men. (SeeBenHur.) The S'.ory of the Egyptian. The Storv of the Hindoo. The Story of the Greek. Christmas in the Barn ( The New Year 1 Divisions: Seasons, Months, ►. Weeks, Days, Hours. •1* Minutes. 2 Measurement Ph of Time, Illustrate using < Clock, Calendar, Hour- 3 glass, etc. 3 Daily observa- )^ tion of ground, trees, river, if; etc. 4 Eskimo animals: Whale 1 The Fairy's New Year's Gift 2 An All-the-Y ear-Round Storv 3 The Discontented Clock 4 How People Used to tell Time 5 The Unhappy Pine 6 The Story of Agoonack 7 Selected Stories from Little Children of the Cold 8 The White Seal Memory Poems 1 Old Time's Watchers 2 What is the New Year for? 3 The Pine Tree's Secret 4 Pine Needles The Eskimo and his Country- Co!«;fr;/— Appearance, C 1 i - mate, Vegetation, Seasons, Day and Night .Es«?«o— Appearance, Home, Food, Travel, Hunting, Games, Skill YEAR WORK. III. NUMBER Concrete exercises, based on parts of tlower, foot ruler, calendar, etc. 1 The Four Steps. 2 One-half of 2. 3. etc. 3 Lines one inch, two, three, etc. 4 A triangle one inch on each side. 5 Sci- ence problems growing out of Nature lessons. G Number of pints in quart IV. LANGUAGE V. THE ARTS 1 The Four Steps 2 One-half of 4. of G, etc.,i40f4 3 A rect- angle one inch on each side. 4 Compare with triangle. 5 Science problems growing outof seed work. G Measure- ment. 7 Problems in Nature work 1 Oral expression. Word drill 2 Short sentences from Nature! work :> Printed lessons embodying the thought of the child 4 Chart lessons Miittic — Interval work. Songs growing out of nature lessons. Pictitrcs—FTmis, flowers. Drawing and mod- eling the apple. Leaves for special study drawn and mounted h- 1 Short stories reproduced tiy Music— Chart work. The children. Printed lesson stafY, lines, spaces. Nature 2 The sentence songs 3 Capitalization and punctu- Drau-iug— Drawing, mount- ation ing and painting of seeds 4 Phonic work. Chart 1 The Four Steps. 2 One-half Continue word and sentence Music— Chart and intervals, ot ;i, i of 5. 3 The Pentagon 4 Lines— horizontal, vertical oblique. .T Problems related to Nature work. 6 Nov. cal- endar work Printed lesson from literature given in the child's language Writing of easy words from dictation. Chart 1 Songs— Where the Birds Go. 2 Chilly little Chick- ad e e s . 3 Thanksgiving Songs. 4 Father we Thank Thee. 5 Eight White Sheep. Picttires— Animals, Fruits. Embarking of Pilgrims 1 The Four Steps. 2 One-half See former months. Printed 3/?mr-Interval work. Songs, of 6. i of G. 3 The Hexagon. 4 Compare new figure Avith pentagon, "i Use of toy money— lessons in b u y i n g and .selling. Nature prob- lems. Rectangle work lessons in the child's lan- guage. 1 Story of the Christ Child. 2 The Wise Men. 3 The Shepherds. Short les- sons from chart and board Sentence forms 1 The Four Steps. 2 Teach ob- See former months .iectively V.> of 7. i of 7. 3 1 Reproduction Lines 7 inclies long, feet. 4 2 Sentence building Seven days in one week. .5 3 Printed lessons from Nature Many problems relating to work and Literature time. G Liquid and Dry 4 Words from dictation Measure. January calendars 5 A First Re^Mler or Primer made by pupils. '6 Oral and written spelling. 7 Use of capital letters in the sentence, proper names, places, etc. 8 Printed lessons from Eskimo and a n i m a 1 1 study Eight White Sheep; <"hrist- nias Songs. Pictitre s—l Madonnas. 2 Shepherds and Sheep. 3 The Nativity. Drairing — Simple lesson growing out of work. Star, Tent, Manger, Tree, etc. Mvsic—1 Chart and Interval work. 2 5oMf/.s— The clock Song. The Little New Year. Tiny Little Snow Flakes. Good Morning. New Day. The Pendulum. Drawing- Clock, Candle, Moon, Sled, Igloo, etc. Pictures of Animals. Pictures from Eskimo Life. Model- ing Clay Cubes for build- ing house, Sewing, Rein- deer, Seal, Bear, Dog CONSPECTUS OF FIRST I. NATURE STUDY II. LITERATURE AND HISTORY Daily Observation^ Animal Study {^^l^^' Appeaeaxce of Spring Twigs and Buds Special study of Lilac, Horse Chesluut, ' Pussy Willow, M; pie, as to size, color, coveriuor, shape, position and development of buds AiPv, Wind. Sun Air— pure, impure Properties of Air Wind— Use. Power. Direction Sun— Position, Size Day and Night Stories. WashinqPn. 1 The Planting of the Seeds. 2 The Cherrv Tree. 3 The First Flag. 4 Story of the Colt Lincoln. 1 His early home. 2 Struggle for Education. 3 The Story of the Pig. 4 Story of Jamie. 5 Poems 1 Lessons in Reading from "All ihe Year Round" ■1 Pussy Willow's Hood 3 Pussy Willow —Child's World 4 The Maple Tree's Surprise 5 The Kind Old Oak— C."s W. 6 The Sun and the Wind 7 How West Wind helped Dandelion 8 Spring and her Helpers 9 The North Wind at Play 10 The Four winds in Hia- watha Washinglon — Stories relat- ing to his life as a boy. man, soldier and states- man Z^HCo/??— Stories relating to boyhood, manhood. His life as a boy, mwa, soldier, statesman 1 Value of the Willow 2 Pre]>aration for weaving. Its use in making baskets, chairs, etc. 3 Fairy Pussies 4 The Meeting of the Winds. — Child's World 5 Ulysses and the Bag of i winds 6 What the Winds bring— Steadinan 7 Hermes > ^ 1 Daily observation of the 1 Only a Little Seed j7 The Lost Chicken— CViiW I changes in Nature. The 2 How the Beans c^me up World appearance of Springs How the Thistle helped S The Story of "Speckle" ! flowers and return of birds 4 The Straw, the Coal of Fire 1 9 The Street Musicians 2 Germination. From the and the Bean 10 The Uglv Duckling n I drv seed to the plant 5 i 3 Study of Domestic Birds ^i Chicken and Duck for I special study ■5 The Pea BlObSom- McMnrnj 6 The Farmer and the Birds —CliiUVs World 11 The Little Red Hen Daily observations of Nature 1 Mr. Rana's J) inner— Shy 7 The Broken Wing Length of Dav— Heat, Power Neighbors of Sun 2 Our Rain Frogs Rapid growth of plants 3 The Frog's Eggs Special study of 4 The Scarecrow 1 Frf g and Toad from the Q^g 5 The Nest of Many Colors to the tadpole, etc. 6 How the Robin got its red 2 Birds in General. Special— Breast The Bluebird and the Robin 3 Nests of different birds. How constructed Origin of the Woodpecker 9 Little Yellow Wing 10 Mr. and Mrs. Robin 11 Who Stole the Bird's Nest? 12 The Emperors Bird's Nest YEAR WORK— Continued III. Nl'MBER I IV. LANGUAGE 1 The Four Steps. 2 Much Omtinue former work objective number work re- 1 Oral reproduction of stories lated to the Science ami lit- 2 Short written reproductions erature. 3 The octagon. 4 3 Committing of short poems rectangles 8x1, 4x2. 5 Hall 4 Daily reading and phonic and fourth of 8. 6 Measure, drills one gal.— 8 pints 1 Combinations and separa- tions. 2 The rectangles :^x3 and 9x 1 . 3 Problems growi ng out of Nature work. 4 Much out-door measurement 5 Practical lessons in buying and selling 6 Measures; pints, quarts 7 Thinking problems 8 Square inch, foot, yard 1 Continue Reading from book and board 2 Give printed leaflets using the child's oral expression 3 Children write correctly short stories 4 Daily phonic drills 5 Short poems for memorizing 6 Dictation and copying 1 The Four Steps 2 Money values. The dime, dollar, eagle 3 Review of lines. Measure line ten inch, ten feet. Es- timate length. 4 The rectangle .5x2, 10x1 5 Science i>roblems. Buying and selling j>roblems 6 Ground measurements See Former Months Children compose short stories, selecting their own subjects Read frequently from book and leaflets Much review Avork of words, sentences, etc. Special care in articulation, pronunciation and capitali- zation V. THE ARTS Portraits of Charactci-s. An- imal i>ictiires. Easy draw- ing of house, tree, hatchet, hat, sword, boat, etc. National hymns and songs Work in national colors 1 Painting, drawing, mount- ing and modeling twigs, buds and leaves 2 Pictures, Spring scenes 3 Nature Sungs 1 Which Way us bids us shine. 3 God is there. 4 Weather song. .'> see Mil- lions of Brit{ht Raindrops. 6 Little Jack Frost A Review of the Year's Work Much out-door work Making of garden beds by measurement in feet and yards Measure and lay out rectangles from directions given by teacher Supplementary reading books Complete Music Chart to Mvsic— Chart and Interval work. S o n g s : — 1 What Robin Told. 2 Pretty Little Violet. 3 Oh, You Pussy Willow. 4 Over the Bare Hills. 5 The Song of the Bee. 7 Rainbow Song Painting of ihe dry seed, the plantlet and leaf Illustration of stories Review of the year's vccabu lary | Frequent tests in pronuncia-| tion, writing, spelling and' reproduction | Printed leaflets from Nature i work adapted to children One Sharp.' 1 All the Birds have come Again. 2 The Bluebird Song. 3 Two Ro in Rolbreasts. 4 A Lit- tle Woodiiecker. 5 Flv Lit- tle Birds ' Clay moulding of eggs j Drawing and coloring 'stories illustrated by teach- I ers and cluldren 1 Pictures adapted to story SEPTEMBER. L NATURE STUDY. There is no other time in the year •when Nat- ure stretches out her hand so invitingly as in the m o n t h of Septem- ber. Green woods, bril- September Shrikbery li^^^- flowers, fruit-laden trees, birds and butterflies all. around extend greeting and seem to say, "This is the crowning sea- son of the year." Children revel in their surround- ings. They carry to the school-room fruits, flowers, and whatever they are most interested in, the things in which their interests have been most awakened. The children of the first year wish to tell you of the red apples, yello\y pears, and rosy-cheeked peaches that grow on their trees, of the blue grapes on the vine, the bird's nest in the cherry tree, and the flowers in garden and field. It is therefore most natural to plan the work 10 September, according to the season of the year, taking the child's environment as a guide, building upon what he already knows, and leading him on new voyages of discovery. It was Froebel who said that the ideas introduced from month to month should bear essential relations to the life of the child and to each other, and that the child should see more and more fully his own nature and that of the world. Fruits^ Flowers, Leaves. FRUITS. 1. Naming of familiar fruits. 2. Collection of many varieties. 3. Shape, color, parts, use, taste. 4. Compare the apple with pear, quince, peach, etc. 5. Recall the blossom and trace the growth of the apple. 6. Recall the early fruits (c. g., cherry.) 7. Name fruits which we buy but do not find growing in our climate. Banana, orange, lemon, etc. 8. Talk of the trees on which our common fruits grow; use pictures and illustrations of the trees from which we get our imported fruits. In our schools are found children from other countries than our own, and we remember the pleasure with which the little Italian girl carried in her offering of fruit, saying, ''This is from my country,'* and what an opportunity it was to get near to the little stranger. Nature Study. 11 She told of the lilne sky, the water, the fruits, and many otlier things, and thus the class formed mental pictures of other lands and understood to some degree our dependence upon the products of other countries. 9. ^Nlake a special study of the apple, as to form, parts, size, taste and variety. FLOWERS. Conversation Lessons. 1. Lead children to recall spring flowers. 2. Then summer flowers. 3. Have collection of September flowers. 4. Talk of the uses of flowers. 5. Observe form, size, color, habits, fragrance, beauty, etc. 6. Encourage children to bring them iiuo the school-room and have them tell what they know of their habits, where they grow, what makes them grow, which they pre- fer, wdiy? Do they have flower gardens? Which grow on bushes? \\hich grow from seeds? Do any grow on vines? Show me a red flower ; a yellow flower. Do you know a blue flower? A white one? Which flowers grow in the garden? \Miich in the fields ? Where are the spring flow^ers now? These cjucstions are suggestive of many others that should be asked in the conversation lessons. The important thing 12 Septembee. now is freedom of expression, and the abil- ity to question well means much to the children of this grade. 7. Special Study of the Golden Rod : 1. Habits. Found on the roadside, field and woods ; blooms late in summer ; has many roots. 2. Stem. Erect — stout — hairy — two to six feet high, and branching near the top. 3. Leaves. Alternate, lance-shaped, tooth- ed and pointed. 4. Flozvers. Yellow — many small heads — clusters along branches and spreading at the top. Bring the whole plant to the class for observation and study. LEAVES. Conversation Lessons : 1. Have many specimens of familiar leaves, as the maple, oak, horse-chestnut, apple, etc. 2. Compare familiar leaves, showing resem- blances and differences. 3. Teach the following parts : Blade, stem or petiole, covering, pulp, stipules. 4. The shapes of a few well known leaves. 5. By illustration and observation show vena- tion. Compare with the body. 6. Compare the margins of leaves of different kinds. Compare a smooth edge with one which is saw-toothed. 7. Arrangement of leaves on the stems: i. Opposite. 2. Alternate.- 3. Whorled. Literature and History. 13 8. Uses of leaves: i. To the plant. 2. To man. 3. To animals. 9. Autumnal changes. What ones change their color? Why? Which do not? Use of leaves after falling. It should be understood that in the primary grades only prominent or attractive feat- ures are to be emphasized, the chief object being to awaken an interest in nature and encourage a spirit of investigation. IL LITERATURE AND HISTORY. The work in Literature and History has its rela- tion to the nature topics. It is given in story form, either in connection with the nature lessons or in sep- arate lessons. Whether literature or history, it is merely "the story'' to the children. Some one says that the nature lesson does for the primary school what the gifts and occupations do for the kindergarten, and the literature and history answer to the plays and games. We cannot separate the literature from the history. Emerson says, "Literature is best history." In the conspectus an attempt has been made to place the liter- ature chiefly in one column and the history in another, yet the history tells its story in poem and in song. Stories. 1. "The Sleeping Apple," Child's World. 2. "The Origin of the Golden Rod and Aster," Miss Cook's Myths. 14 September. "The Little Maple Leaves," Cat Tails. "The Anxious Leaf," Beecher's Norwood. ■'Maple Trees," American Primary Teacher, Sep- tember, 1896. "The Little ^laple Tree," lb., May, 1897. "Little Golden Rod," Cat Tails. "What the Oak Said," Stories from Garden and Field. "Falling Leaves," Ih. "The Old Oak Tree," lb. "The Autumn Leaves," All the Year Round. "Autumn Leaves," Nature Stories, Florence Bass. "Stories of Philemon and Baucis," Cook. September Poems. "September," Helen H. Jackson. "Lady Golden Rod." "How the Leaves Came Down," Classic Litera- ture, Mc]\Iurry. "Golden Rod." "The Kitten and the Leaf," Wordsworth. The following beautiful little poem is given for memory work in connection with the study of the Golden Rod. Have the entire plant before the class or let each child have a plant. If the teacher will ask the questions and have the children give the answers, it can be easily learned. Golden Rod, Why Do You Look So Brightf 1. Golden Rod, why do you look so bright? The sun has given me part of his light. 2. What makes you grow so straight and tall? Fm trying to answ^er an upward call. 3. Why do 5^ou bloom in summer so late? Fm told to be patient — that I must wait. 4. What makes you beautiful. Golden Rod? Fm trying to tell what I know of God. 5. Golden Rod, what can we learn from you? To be cheerful and gentle, modest and true. Literature and History. 15 The following- two poems may aid in the selection of memory work : The golden rod is yellow ; The corn is turning brown ; The trees in apple orchards With fruit arc bending down. The gentian's bluest fringes Are curling in the sun ; In dusty pods the milkweed Its hidden silk has spun. The sedges flaunt their harvest In every meadow nook; And asters by the brookside Make asters in the brook. From dewy lanes at morning The grape's sweet odors rise ; At noon the roads all tlutter With yellow butterflies.— H. H. Tell Mc, Stinny Golden Rod. Tell me, sunny golden rod, Growing everywhere, Did fairies come from fairyland. And weave the dress you wear? Did you get from mines of gold. Your bright and sunny hue? Or did the baby stars some night, Fall down and cover you? Are you clad in bright sunshine. Caught from summer's day, To give again in happy smiles To all who pass your way? ,, Lovely are you, golden rod, I will try, like you. To fill each day with deeds of cheer, Be loving, kind and true. 16 _ ' September. This poem is set to music in Primary Education, September, 1898. In Apple Tree Town. Three wise men lived, In Apple Tree town, So wise, each wore A big, big frown ; But they couldn't tell whether, Ahem ! Ahem ! The apple seed points to the Flower or stem: 'Tis sad, but true, That none of them knew — Do you? Do you? Do you? UL NUMBER, Ideas of number are first given by use of objects. This work is to be presented so that the children will make all discoveries for themselves ; hence it is necessary to have a variety of material for the number lessons. Some teachers prefer to omit number v/ork altogether in the primary grades. If number is taught, it should be by such concrete methods as are here sug- gested, and in close connection with other subjects having an interesting content. Objects should be used in which the child is most interested ; like those named, or flowers, leaves, fruits, insects, etc. The children are first led to see numbers as wholes, as groups of objects ; two leaves, three flowers, three horse-chestnuts. All the combinations and separations are then worked out, either by the objects in their hands or by observation of the same in the hands of the teacher. THE FOUR STEPS. The four steps are taught at the same time, e. g.. show me three leaves ; put two on right hand side of Number. 17 desk ; one on the left hand side. Tell the story. Two leaves and one leaf are three leaves. Hold one flower in the right hand, one in the left and put one on your desk; how many in each place? How many in all? One and one and one are three. I have how many apples? Three. Now T shall give Bessie one ; how many are left ? Two. How many did I take away? One. This will serve as an illustration of the first lessons. Following this oral work give the figures and the signs : +, — , X, -i-, ^, using the terms and, less, times, divided by, and are. Colored sticks are helpful in the first year work. So many occupation lessons may be given in which the sticks are used, besides their entering into almost every lesson in number. The teaching of lines and measurement is commenced and carried throughout the year. Here the. sticks are helpful. It will be nec- essary to have them exactly one, two, three, or more inches in length. The Foot Ruler. Teach the chil- dren how to use the foot ruler ; to find one, two, three, or more inches, to draw these measures first with, then without, the ruler, always insisting upon neatness and accuracy. Let the children make foot rules and half-foot rules from cardboard, strips of wood, and other material. Teach easy lessons in liquid measure, using the pint and quart, having the pupils do the measuring. PROBLEMS. Many little problems must be given. Whenever possible have them related to the nature lessons. Tov monev should be used that the value of the 18 September. pieces may be readily recognized. Simple business transactions in buying and selling should be arranged. THE TRIANGLE. Teach the triangle, first using the colored sticks. Take three sticks. Show how to form the triangle. Talk about lines, sides and corners. Make it with the inch sticks. Count number of inches around. Draw triangle one inch on each side. SEPTEMBER CALENDAR. 1. Draw rectangle on blackboard. 2. Decorate with colored crayon, say Golden Rod and Aster. 3. Divide into four-inch squares. 4. Teacher or. children mark days of the week. 5. Count days frequently — days of week, days of month. The foregoing is intended to give an idea of what may be done the first month in number work, and will serve as a foundation for the work of the year. Outline of Number Lessons for September. 1. Combinations and separations. 2. The figures i, 2, 3, etc. 3. The words one, two, three, etc. 4. The signs +, — , X, ^, =• 5. The drawing of parallel lines both vertical and horizontal, and oblique. At this time they might be called standing lines, lying down lines, and falling lines. Lancuage. 19 6. The measuring" and drawing of one inch, two inches, tliree inches, etc. Use of foot rul- er, etc. 7. The making of the triangle from sticks, cut- ting from paper and drawing. Frequent lessons in color. 8. Notice lines, sides and corners. 9. Easy lessons in licjuid measure involving pints and quarts. 10. Money lessons involving cents. Also the dollar. 11. September calendar. IV. LANGUAGE. The language work of the first year naturally grows out of the Nature work and the Literature. As oral language precedes written language, so the first months of the child's school life should be devoted largely to oral expression. Children should be allowed and encouraged to ex- press themselves freely and often about the things that are most interesting to them. All children are interested in a well told story, and naturally wish to reproduce it. Early in the year, short stories should be told for oral reproduction. The first efforts will be single sentences. Connected sentences follow, the children finally be- coming able to reproduce a story as a connected whole. The written language must necessarily be very simple. A foundation for this work will be the recog- 20 September. nition and writing of words, such as see, give, fake, bring, and short expressions as / see, I have, using these same words and expressions in the written work. Short sentences, to be read from the blackboard, growing out of the nature work, as. See the apple, I see the leaf. See the red apple, I see the green leaf. The same or similar sentences should be printed for the reading lesson of the class. The language work is a part of every lesson of the day, and every exercise, whether oral or written, should have in it that which will give the child power and acQL.iracy in expression. Leaf Stories, First Developed, then Printed. Such as, 1. The sugar-maple leaf is yellow. 2. The sugar-maple leaves are green. 3. The maple-leaf has three sharp points. 4. The oak-leaf has seven points. 5. Oak leaves have seven points. 6. The horse-chestnut has five leaves. 7. They are fastened together on one stem. 8. See the leaves falling ! READING. Reading, as now taught, includes sense training, voice culture, games and plays, imaginative work, and reasoning. The word method gives a drill on the words. The phonic method gives a key to independ- ent thought, vocal training, and conscious strength in making out new words and the recognition of old ones. PHONIC WORK. The phonic work should begin about the second month of the child's school life. From the verv first Language. 21 day, however, the teacher has in mind the preparation of the children for this important step. The simplest sounds are given first as ;//, ;/, s, f, p, followed by such combinations as sm, st, sn, etc., the children at first simply imitating- the teacher. She must be able to use lips, and teeth, and tongue, and throat in a clear and distinct manner, and then come to the child's level and show him how to use his organs of speech in produc- ing correctly the desired sounds. For drill work lists of words containing the same sound or combination of sounds are given, as, band, sand, land, ring, sing, bring, string, light, might, right, sight, fight, bright, flight, etc. In the mechanics of reading, devices are used as a means in bringing about the desired results. Poetns. Come, little leaves, said the wind one day, Come o'er the meadows with me and play ; Put on your dresses of red and gold, For summer has gone and the days grow cold. Dear Apple. Wake Up. 1. A good little girl sat under a tree, Calling, "Dear apple, come down to me," But the apple slept on, and did not hear, Though loudly she called, "Come, apple, dear." 2. The little birds flew to the old apple tree. And sang, "Dear apple, w?ke up for me. ' The raindrops fell down with a gentle tap. tap ; But did not disturb the apple's nap,. 3. At last Mr. ^\'ind came rushing that way, The child said, "Dear Wind, O help mc, I pray." "O yes, that I will!" and he blew all around. Till the apple woke up, and jumped to the ground. 22 September. V. THE ARTS. MUSIC. ' The value of music, in every grade of the school, is everywhere acknowledged ; but in no other depart- ment does it play so important a part as in the primary grade. The song has its place in the morning exercise, the recreation period, and the regular class-work. ''Let us sing," is the request most frequently heard from little children who are taught to love and feel the worth of song. That these songs make a lasting impression is be- yond doubt, and it is therefore very important that all selections be chosen with this thought in mind. What effect will this or that selection leave upon the children ? Do the songs they sing make them more kind, more thoughtful toward one another? Is the sentiment of the songs adapted to the child's age and understanding, and will this sentiment influ- ence him for good? Is the music within the compass of his voice, and is he taught to use this precious in- strument carefully? I heard a grown man say, ''The songs I learned in my early life have never been forgotten. When hun- dreds of miles away from home these songs of child- hood come back, bringing with them untold happiness." Make the children happy through music, and keep well in mind that the influence of music pervades not only childhood, but the whole of life. Suggestive songs for morning exercises : I. Father, we Thank Thee. The Arts. 23 2. Jesus Bids us Shine. 3. Good Morning Song. 4. The Lord is Aly Shepherd. 5. Bring Them In. 6. Jesus Is the Morning Star. 7. God is There. 8. Children. Grateful for INTeeting. September Songs : I. Grasshopper Green. 2; See Millions of Bright Raindrops. 3. The Song of the Bee. 4. The Cobbler. 5. Once There was a Little Kitty. 6. Little Boy Blue. 7. The Little Alice are Creeping. 8. The Family.' 9. A Little Woodpecker Am I. Theory. 1. Teach scale, ascending and descending. 2. Drill often in interval work, beginning thus : I, 2, I. I, 2, 2, I. I, 2, 3, I, etc. 3. Draw the staf¥, teaching lines, spaces, posi- tions of C, etc. 4. Insist upon soft, sweet tones. DRAWING. To draw is the delight of the majority of children. The crude pictures of the child's imagination represent to him an entire story. He attempts houses and trees and hills as well as 24 September. locomotives and wonderful ships. Should he not be encouraged and assisted in thus expressing himself? The Nature Study and the Literature cannot be well presented without the aid of illustrations, and from these lessons also the drawing of the children naturally comes. For the September work select the leaves that have been specially studied and have them drawn. Have children observe carefully the same points as in the teaching lesson. Draw stems having leaves arranged alternately ; also those having the opposite arrangement. The painting of leaves and twigs in water colors. For September chart work let there be a collec- tion of green leaves and flowers pressed and mounted, including such as are given for special study. WRITING. The writing, as well as the language, is a part of every lesson of the day, and is, therefore, taught in connection with the other subjects. The children should be supplied with lead pencils, without erasers, and pencil paper. Slates may be used, but for many good reasons the paper is preferable. The forms of letters and words placed upon the blackboard for copying should be several times the size of ordinary writing, and in the early writing les- sons children should be encouraged to make the forms large upon the paper. Children do not see things, in the same way, any more than grown people, and especially in regard to size is this noticeable. Therefore, we prefer paper The Arts. 25 without lines and spaces, that they may have more free- dom in the written expression. I heard two men discussing the size of the moon as it appeared to them in the heavens. One said that it looked the size of a wagon wheel, while the other saw it the size of a dinner plate. Written forms on the board appear of dififerent size to different children. Nothing- but good forms should be given to the children, and as the first writing is learned by imita- tion, so the children by daily repetition of the same forms gradually acquire a uniform size. The necessity for all teachers using the same letter forms in the primary grade will be readily seen ; there- fore, a special system of penmanship should be adopt- ed and closely followed. Children are generally more interested in wanting a word than in w^riting a single letter. A child sees or draws a hill ; he wants to see the crayon say it ; he wishes to write the word and his ef- forts surprise you. The word "hill" means something to him and is much more interesting than h or i or 11 standing alone. There is a time, however, for the drill work on let- ters as to form, and width, and height. Some one says reading, spelling, language, and writing are an organic unity, and it is economy of time to know how to teach all vvhile teaching one of them. CONSTRUCTIVE WORK. If you wish the children under your care to be happy, let them ''make things." Before entering school little hands have reveled in making clay mar- 26 September. bles and mud pies. Do not remove from them these pleasures, but direct their hands now in the way of doing definite work. The preparation of the clay is very simple. Di- rections may be found, on each brick or package of clay flour. The teacher has an important part to perform in this and every other lesson. It is her province to di- rect, to encourage, and to help where necessary ; to make the work pleasant and instructive, having in mind a definite aim as to the result. Children must follow the leader with eye and car. In September the following objects may be mod- eled : Sphere, hemisphere, marbles, apple, peach, pear, lemon, orange, etc. The child's inventive power will soon assert itself, and should be encouraged. He will find stems for his apple. From the hemisphere he will construct a bird's nest and model the eggs for it. He will change the apple to an orange, peach or pear, and ask to model something that is known only to himself. This is an opportunity for the teacher to know better the child. Cufti]ig. Circles, eggs, apples, etc. Children early learn to draw around the tablets, makiuQ- for themselves manv of the forms. Foldiiig. Take the four-inch square. 1. Name the color. 2. Count the sides. The Arts. 27 3. Count the corners. 4. Name the corners. 5. Fold the square, bringing the edges together, as directed by teacher. 6. Name the form. 7. Show the cdi^^Q of the book. 8. How many corners? 9. Where is the outside? 10. What color is the inside? 11. Open the book. 12. Make a story for your book. ^lany other questions will suggest themselves. In another lesson the square is folded into four two-inch squares and becomes a window, with four panes, a large field made into four small fields. The children observe and see new relations. They will make the following statements if questioned clearly. The large field is four inches long and four inches wide. We made four small fields. The small field is two inches long. The small field is two inches wide. There are two fields in one-half of the square. Two fields and two fields are four fields. 2+2=4 2X2=4 Pastiiii^. ^lake borders of colored circles, teaching the standard color, shade and tint as early as practicable. Give lessons showing arrangement. Have chil- dren show standard color, tint and shade. Let number play an important part in these lessons. 28 Septembee. Sezving. Secure either the assorted threads or the crewels. Buy the cards already perforated, and be careful to have the perforations large. Thread the needles for the children. Patterns for Sezi'ing. 1. Single circle. 2. Double circle. 3. Apple and other fruit outlines. 4. Easy borders, consisting of vertical, hori- zontal and oblique lines. Here is an opportunity for teaching color, number, and design. Illustrations for September, either in color or pen and ink. FRUITS. Apple, pear, peach. LEAX'ES. Maple, oak, horse-chestnut, apple, peach. Drawing, tracing, and painting. Some Stigfgfestions. The opening day of the primary school is a most interesting and difficult one. It is the beginning of a new life for the children who enter that day for the first time, and a glad welcome should await them. These first days call for skill and insight on the part of the teacher. She can, by word and action, in- still into the heart and mind of the children a love for school life, or create in them a dislike that mav remain The Arts. 29 through hfe. Let these first days be days of close companionship between teacher and children. Let the work be pleasant and bright and never burdensome. There should l)e no unhappy faces. It takes so little to make children happy, and there are so many avenues open for reaching them that there should be no sad faces in the primary school. To those who love and study children it is w^ell known that what is sweetest, best and noblest is brought out through patience, sym- pathy and love ; and that it is only as we enter into the closest relationship with them that we reach and move that wonderful thing — a child's will. Let all be done in a spirt of love. These first days must be given largely to adapting children to their new home. How shall this be done? Let the children tell you of their own homes, of what they do and what they most enjoy. Lead them through conversation lessons to feel that this new home belongs to all and to each of them ; that it must be taken care of just as the home from w^hich they have come, and that each one has a part in taking care of it and mak- ing it beautiful ; that the management of the whole de- pends upon the united efforts of all. Do not notice mistakes in the early days. It takes time to make the transition from the home to the school. In a short time the children become accus- tomed to their new surroundings and are glad and willing to do their part in working out your plans. Help them to adapt themselves to their new surround- ings. In the very simplest things, directing is neces- sary. They must be taught how to rise from their seats, how to stand, and how to sit, how to pass 30 September. to and from class so as to save time and promote good order ; how to use the right and left hands ; how to find place and direction, etc. How shall all this be done ? It takes time, and the teacher may feel that she cannot afford it. Take it now and you will save it in the future. FINDING PLACE. Try the following for finding place : Show me the right hand ; the left hand ; the right foot ; the left foot; the right side of the desk; the left side of desk; the top of desk ; the center of desk. We call the following "The Play of the Pencil" : Children may take the pencil in the right hand ; as I talk move the pencil ; the pencil is on, under, over, be- low, at the right side, at the left side, in the center of, in the middle of right side, in the middle of left side, middle of front edge, middle of back edge, upper right hand corner, lower right hand corner, upper left hand corner, lower left hand corner of the desk. Children enjoy doing these things, and the far- seeing teacher knows how such drills will tend toward good habits and lighten the work of coming days. Very soon she can say to her class, "Show me the upper left hand corner. Begin your work there." Children un- derstand and require no further directions. THE CARDINAL POINTS. Let the cardinal points be fixed by some interest- ing device. This will illustrate : Did you see the sun rise this morning? Where? Let us point with the right hand toward the point where it rose. What shall The Arts. .'U \vc call it ? East. Do yon ever watch it .qo out of sight in the evening? Whore? What shall we call that ? West. W here are all the birds which were here through the summer? Some child will say, "They have gone South, where it is warm." What direction have you noticed them flying? Let us sing, "Where Do All the Birdies Go?" and point toward the South as we sing. Now let us stand and extend the right hand to- ward the East, or where the sun rises, and the left hand toward the place where it sets. \Miat direction is behind us? South. Now, there is another direction in which we are all looking. By questioning as to where the cold winds come from you will get them from the children, North. Teach this stanza : Whichever way the wind doth blow Some heart is glad to have it so ; Then blow it east, or blow it west, The wind that blows, that wind is best. These general exercises bring out the timid chil- dren, and are an excellent means of getting them to feel easy and at home in their new surroundings. This first year should be to the child an ideal school home, to which he comes daily, not because he must come, but because it is a place where he is happy in having a part in the work, and in having the feeling that school will not be complete without his presence. THE SCHOOL HABITS OF THE FIRST YEAR. "The usefulness of the school consists in the form- ation of good habits.' So, in the first year the aim 32 September. should be to direct and help the children to form such habits as may be followed throughout life. The time taken for this training means more to the child than all the information he acquires. As the teacher faces a crowded room represent- ing nearly as many families as there are children, each having his peculiar home habits and natural charac- teristics, the situation is a perplexing one. Even though it has been met many times, the surroundings are never just the same. There are habits to be formed which affect only the child concerned ; there are others which relate to the good of the whole school. HABITS RELATING TO THE SCHOOL COMMUNITY. The most important, perhaps, is the habit of re- specting the rights of the other children. There are many things which are not wTong in themselves, which nevertheless cannot be permitted in the school. The little child does not understand this. He has not been restrained hitherto. He has been a noisy, happy little creature, never still for a moment. He has, perhaps, been the indulged child, whose every wish has been gratified. Now the bold, impetuous ones, and the timid and tearful are all brought to- gether for the first time, and all is changed. They all belong to one family, in which each one must respect the rights of his neighbor. Each must be taught that running, talking, sing- ing, etc., are not wrong in themselves, but there must be a time for these and all other exercises ; that his The Arts. 33 own rights must be respected, and therefore he must respect the rights of every other child. In connection with this teach school culture. I do not see why in this, or any other grade, children should not be systematically trained to observe the little acts of courtesy which are so pleasing. To remove hats when coming into the room, to hold them in their hands until they pass out of the room, to lift the hat when they meet you, to avoid passing in front of others and to apologize when it becomes necessary, to receive fa- vors with Thank you, to cultivate a pleasant tone of voice, to be considerate one toward another, to help in keeping desk and school room in order, to be cleanly in person and careful of clothes are among the habits that sl:ould be formed. Not less important are habits of observation, at- tention, industry, obedience, kindness, gentleness, and helpfulness. Show pupils how they may help one an- other, and that each little child must be on the alert to give assistance to some other child who is in need of help. And lastly, teach the child to be self-reliant, to have confidence in his own strength, and do everything that he possibly can without assistance. Instead of di- recting their efforts we often hinder their progerss by giving unnecessary or unwise help. OCTOBER I. NATURE STUDY. Leisure Hour. These autumn clays are rich in opportunity for nature teaching. Flowers are daily becoming rarer, the leaves have almost fulfilled their mission, but autumn fruits and seeds take their place and tell the story of nature's com- pleteness, and through the seemingly lifeless seed the beautiful lesson of life is taught. SEEDS. The children are encouraged to bring many varie- ties of seeds together for study ; to tell all they know of their uses. Let the first thought be that through the seed the plant reproduces itself; that every perfect seed, whether large or small, has in it the life element ; that people and animals could not subsist without the seed as a food. Show how nature has planned for the distribu- 34 Nature Study. 35 tion of seeds ; that wind and water have their parts as well as man and animals. Have, pupils notice care- fully the resemblances an.d dififerences in seeds and the characteristics of common ones. How such seeds as the thistle and dandelion will float upon the water and be borne great distances. These and other seeds have special attachments by v.hich they are carried far away from the parent plant. The maple seed has a wing-, the dandelion a tuft of fine hair, the baby milkweed a gown of silk, by which attachments the wind carries them miles away. Some seeds have hooks, others are found inside of burrs by which they attach themselves to whatever they come in contact with ; for example, sheep, cow, and dog, and are thus disseminated. As the leaves of the horse-chestnut and oak were selected for September, so the nuts of these trees are given for special study. The last week of the month is given to the study of the Indian corn, which has been selected as a type in the seed work of the first year. SEEDS AND THEIR DISTRIBUTION. I. Uses of Seeds. 1. Reproduction of plant. 2. A food for man and animals. H. The Parts of the Seed. HI. Distribution of Seeds. man. animals, water, ^wind. 36 October. IV. Planting of Seeds. 1. Preparation of soil. 2. Condition of soil. 3. Conditions for growth. 4. Seeds planted in the spring. 5. Seeds planted in autumn. V. The Gathering of Seeds. 1. By man. 2. By animals. SPECIAL STUDY INDIAN CORN. Have the entire plant hefore class. T. Study plant as a whole ; height, ihickness, joints, roots, arrangement of leaves, posi- tion of ear, tassel, and silk. II. Study Plant as to Parts. 1. Take each part of the plant, leading the child to see for himself how the perfect grain comes from the har- monious working of all the parts. 2. Notice length and width of leaves and their venation. III. The Dry Stalk. 1. Examine outside — inside. 2. How fibre differs from pith. 3. Compare with wood, having a cross- section. 4. Compare bark of wood with fibre. 5. Compare rings with pith. 6. What the rings mean in the section of wood. LlTEHATUKE AND IIlSTOKY. 37 IV. The Ear. 1. Arrangement of kernels. 2. Number of rows ; odd or even. 3. Varieties of corn. \'. Uses of Corn. 1. Ground for meal. How prepared? 2. Homin}'. How prepared? 3. Boiled on cob. Canned. 4. Corn starch. 5. Food for animals. 6. Use of husks. 7. Use of stalks. \L Cultivation. 1. How is it planted? 2. Process of cultivation. 3. Husking, storing, shelling. 4. Why called Indian corn? 5. How cultivated by the Indians? IV. LITERATURE AND HISTORY. From Longfellow's Hiawatha simplify and adapt the story of ^londamin. As" a preparation for this beautiful Indian legend the following may be sug- gestive : 1. Picture of Indian chief. 2. Picture of Indian children. 3. \\'igwam. 4. Stories of Indian life. 5. Illustrations of Indian life. 6. Condition of our country when discovered. 7 The Indian's power of endurance. 38 October. THE STORY OF MONDAMIN. Word pictures and illustrations : 1. Ossea, the "Son of the Evening Star." 2. The tent in the forest. 3. His love for nature. 4. What he saw each day. 5. The coming of Mondamin. 6. The wrestling of Ossea and Mondamin. 7. The victory of the boy. 8. The grave of Mondamin. 9. The coming of the corn. 10. The mystery revealed to the boy. 11. The great spirit's rich gift, Mondamin; the na- tion's food. The Planting of the Cornfield is to be prepared in the same manner. This literature from Indian life gives the children an insight into the characteristics of another race. History now forms an interesting study, as the children hear for the first time of the discovery of their country and the finding of this race of people ; of how they lived ; of the finding of the corn. Tell them of the rude methods of cultivation by the Indians, and have them compare with modern methods, let them draw their own conclusions. The Dandelion Cycle. "Pretty little Goldilocks, shining in the sun, Pray what will become of you, when the summer's done?" "Then I'll be old Silvcrhcad, for, as I grow old. All my shining hair will be white, instead of gold." Number. 39 'And where rests a silver hair that has hlown from me, Other httle Goldilocks in the spring you'll see!" 'Goldilocks to Silverlocks, Silverhead to gold. So the change is going on every year, I'm told." Teach this poem : Only a little seed. Very small indeed, Put it in the ground, In a little mound. Wait and see, What it will be. Stories : 1. "Seedlings on the W^ing," Cat Tails. 2. "The Little Brown Seed." 3. "The Chestnut Boys. ' Child's World. 4. "The Stolen Corn," Grimm. IIL NUMBER. To make the mimber lessons interesting and prof- itable with little children requires much in the way of devices. The work is a building up process, new num- bers being added to the structure each month. Throughout the year the same general plan will be seen in the outlines, but it will be necessary for the teacher to find new ways of presenting the work. NATURE NUMBER. Count the leaves on the corn stalk. How many are green? How many are brown ? Count the joints on the cornstalk. How many large roots? How manv small ones? 40 October. Are there more large roots or small ones ? Mary may find the tassel. Show me one part ; another, until all are counted. Let us look at the ear. Who will tell us some- thing about it ? Teacher, lead the children to speak of the rows. Let us take out one row. Children, count as teacher removes grains. Now we will count the remaining rows. Each one get an ear and find out how many rows of grain there are on the cob. Name all the varieties of corn you can think of. What kinds furnish food for man ? For animals ? COLOR WORK. Color enters into the work of the first year, and has its place largely in the number lessons. Children should be early taught to recognize and distinguish the primary colors ; to know something of shades and tints ; to arrange circles, triangles, and rectangles into beauty forms. This is the ''color work," and it is most fascinat- ing to children. Through the bright circle and the square the dry facts of number are made things of beauty. The educational value is readily seen ; chil- dren get not only number, but form, color, harmony, and arrangement. The well arranged color lessons strengthen the habits of attention, interest, industry, neatness, and cleanliness. Ask for the half of four. Give each child four bright circles and he readily tells you. Have the cir- Number, 41 cles mounted with the statement below, ^ of 4 circles = 2 circles. THE RECTANGLE. The rectangle work becomes a pleasure when con- structed v.ith colored squares. Beginning with the square inch build up the rectangle 4x1 or 2x2, using either two harmonious colors or dififerent shades, or tints of the same color. What is the result? The children express just what they have done. "The rectangle is four inches long and one inch wide; it has four square inches. The rectangle is two inches long and two inches wide." Let there be frequent use of the foot ruler. Meas- ure at the sand table a garden bed two feet long and one foot wide. Compare this with another bed four feet long and two feet wide. What is the difference in length ? In width ? In area ? ^fake all work interesting and practical. ''Let things that have to be done be learned by doing them." Outline of Number Lessons for October. 1. The perception of the number as a whole. Four apples ; eight nuts ; six boys ; ten leaves. Picture representations of groups of four. 2. Combinations and separations. Children make all discoveries by means of objects. I of 4; i of 4; 1-3 of 6. 3. The figures i, 2, 3, 4, etc. The words one, two, three, etc. 4. Abstract work growing out of the concrete. 42 October. 5. Science problems about trees, leaves, seeds, nuts, squirrels, etc. 6. A line six inches long. Compare this line with a line three inches long; two inches long. 7. The square inch. 8. The rectangle 4X1 ; ^Xi- Compare. 9. The area of these rectangles. 10. Compare rectangle with triangle. 11. Liquid measure. Dry measure. 12. Buying and selling. 13. ^Making October calendar. IV. LANGUAGE, NEW WORDS. • Each day should add new words to the child's vo- cabulary. From the stories told to the children in con- nection with the nature and literature studies these words are selected. They are written upon the black- board for class drill in recognizing words, and for writ- ten or seat work afterw^ards. The number of words given depends altogether upon the interest the children take in their work, and the manner in which it is presented by the teacher. The October list should include such words as the following : Seed, coat, wheat, corn, stalk, acorn, wal- nut, chestnut, dandelion, milkweed, flour, meal, mill, roots, joints, the name of the month, the names of the days of the week, .the names of colors as seen in nature and as used in number work, etc. Language. 43 WEATHER RECORD. The children keep in their tahlets a weather record which may he in this form : This is a bright Monday, a rainy Tuesday, a cloudy Wednesday, etc. These records are frequently read at the end of the week. That the sentence should begin with a capi- tal letter and end with a period, that the first letter of the days of the week and of the months should be a capital should be permanently fixed. These new words should stand out as mental pic- tures in the minds of the children. They should be used first in oral expression, then in the written. Have the best oral expression printed for the reading work, giving each child a copy. The printing may be done by boys in higher grades. The school should have a small printing press. Printed stories, such as THE SEED. 1. We planted the seeds in the garden. 2. The wind plants seeds. 3. Alilkweed seeds have wings. 4. We blew the milkweed seeds. 5. The birds plant seeds. 6. The water plants seeds. 7. Sheep carry seeds in their wool. THE CORN. 1. We measured the corn stalk. 2. The corn stalk was seven feet high. 3. The corn has many roots. 44 October. 4. The corn has long leaves. 5. The corn has a tassel. 6. The corn has ears. 7. We use the corn for food. 8. The Indians first planted corn. 9. They called the corn Mondamin. 10. Which kind of corn do you like best 11. We like pop corn best. V. THE ARTS. Music. THEORY. 1. Scale work. 2. Continue interval work, i, 2, 2, i. i, 2, 3, 2, I. I, 2, 3,4, 3,2, I. 3. Do all the individual work possible. 4. Encourage children's singing alone. 5. Change the pitch frequently. OCTOBER SONGS. 1. Good Morning, Dear Children. Opening exercise. 2. Where Do All the Birdies Go ? 3. Little Birdie in a Tree. 4. Come, Little Leaves. 5. The Little Leaves on the Maple Trees. 6. Dobbin Colt. 7. Finger Song — Shut Them Open. It is the intention to add songs each month which are suggestive to the time of the year and to the needs of the school. The Arts. 45 DRAW IX G. Teacher's illustrations : 1. Drawing- of common seeds, bean, corn. 2. Drawing of common nuts. 3. Drawing seeds having appendages, as dan- delion, milkweed, and maple. 4. Drawing of -the corn plant, showing position of root, stems, leaf, ear, blossom, and tassel. 6. Illustrate the Planting of the Cornfield. 6. Illustrate the planting of the cornfield. 7. Let the children illustrate the stories. 8. Teach them the drawing of several seeds and nuts. 9. Have the walnut and acorn painted in water colors. SUGGESTIVE PICTURES. 1. The Shepherd and the Sheep. 2. The Picture of a Cotton Field. 3. The Harvest. 4. Animal pictures. WRITING. 1. The writing of words. 2. The writing of sentences. 3. Forms of letters, capital and small. 4. Special drill on the simplest of the small let ters, i, o, t, u, n. 5. Blackboard writing. 6. Writing easy words from dictation. 46 October. Constructive Work. clay modeling. Continue the modeling of objects based upon the first type form. Model the cube : 1. Compare with the sphere. 2. Find number of surfaces. 3. Find number of corners. 4. Compare faces or surfaces with the surface of the sphere 5. Children show (round) curved surface. 6. Children show flat surfaces. 7. Apply these tests to objects in room. 8. Have the children, name flat surfaces they can think of but cannot see; curved sur- faces. Model objects based on cube, bar of soap, trunk, chest, coffee-mill, steps, book, car, etc. Cutfijig. Give the children inch-square tablets and paper. Show them how to place the tablets and draw around the edge of tablet : cut out the squares. How many will it take to cover the faces of the clay cube? Show picture or drawing of the wigwam. Chil- dren, cut wigwams of different sizes. Cut one for ]\Iondamin. Cut one for the chief. Folding. Take the four-inch square. I. Fold a book. The Arts. 47 2. Fold the opposite way, inakini;- tour win- dows. 3. Fold upper right and upper left corner to middle of the square. Form a tent. 4. \'o\d the remaining corners to the middle of the square. Form the envelope. 5. Turn each corner face to edge. Form pic- ture frame. Pasting. Borders made from the inch squares are very pretty if the colors are well selected. Then alternate the circle and the square-inch, fixing these forms by noticing their differences. Borders made from circles and inch squares are pretty and again emphasize the forms by their differ- ences. These forms may all be done with pen and the col- or marked. Illustrations for October : 1. Indian corn. 2. Wigwam. Scu'iiig. 1. Autunm leaves. 2. Tents, outlined and perforated. 3. Easy borders, representing fences ; straight lines, zigzag lines. Mouiifiiig. Collect autumn leaves. Press and mount upon black muslin or paper. You will have a beautiful bor- der for the November davs. NOVEMBER. I. NATURE STUDY. Getttng Lesion Matep.ial from Books. The preparation for winter, and a spirit of thank- fulness for nature's bounteous gifts, and all other bless- ings, are the underlying thoughts for the month of No- vember. Though flowers and leaves are no more seen, though skies are dull, there is no reason why November should not be one of the most interesting months of the year. APPROACH OF WINTER. The children who have lived with nature from bud and flower to seed, cannot fail to see the perfection of her plan. The trees clad in the sober garb of winter 48 Nature Study. 49 with well wrapped buds, the use of the fallen leaves as a protection for flowers, seeds and roots, the coming of Jack Frost and snow, all herald the approach of winter. In their observations they see the same prep- aration by insects, worms and animals. Ants and bees have stored away their winter's food ; the caterpillar has made its cocoon and has already begun the long winter's sleep. Tell the children, if they are not able to find out for themselves, of the careful preparation made by ani- mals as regards clothing and a winter habitation ; that some put on their warm winter clothes just as we do, while others, as the frog, turtle, and snake, lie dormant through the cold weather. MICRATIOX OF BIRDS. The migration of the birds is a subject interesting to every child. Some of the familiar birds have gone ; children have been watching them as they disappear, either singly, in pairs, or in flocks. Other birds stay with us all the winter. Take time each day to talk about these things. Let the children give their opin- ions. \\'hy do some birds go South ? Why do others stay? Which go first? Which stay with us longest? How do they travel? Do they change their clothes? Why? Will the children not understand that as nat- ure and animals are making preparation for a period of rest, so mankind must also make provision for the winter, and that he must draw his supplies from the abundance of nature? 50 November. PREPARATION FOR WINTER. I. Nature's Preparation. I. Preparation of trees and plants. Leaves are dropped, buds are coat- ed, wood hardens, sap goes to roots. II. Insects' Preparation. 1. Spin cocoons ; bury themselves. 2. Store food underground. III. x\nimals' Preparation. 1. Shed coats and get warmer coverings. 2. Store away food for winter. 3. Sleep during the winter. IV. Man's Preparation. 1. Storing away of food. 2. Fuel, coal, and wood. 3. Warmer clothing. V. Migration of Birds. Cause of migration. Climate. 2. Order of misfration. I Food supply. [ Which leave first ? j Which leave last? j Which travel alone ? I In pairs? In flocks? r n- ^ I Raoiditv. 3. Stages of flight, -i ,,.. ^' x- w 1 ^ ^ ^ I \\ hen ? N ight or day ? 4. Sounds made during flight. 5. Peculiarities of birds in flight. By sea. ^ ... Bv mountain. Routes of migration. \ W u ^ By valley. Bv river. LiTEHATUKE AND HiSTORY. 51 7. Change in appearance. 8. Change in habits. 9. Select several familiar birds for ob- servation until the time of migration. IL LITERATURE AND HISTORY. During the month of November historical litera- ture becomes the center of interest. This should be a glad and fruitful time for story-telling. The history of the brave people who left their own homestead and went to Holland, their return to England, the voyage of the Mayflower and the landing at Plymouth Rock, open up a new world of interest to these first-year children. Tell them of the hardships which these people endured in their new home ; of sickness, and famine, and trouble; of their relation to the Indian, and the assistance which they received from the Red Men of the forest. Let them feel well acquainted with Squanto and with Samoset, the great Indian chief. Bring out the child life in this history work. How these children spent their time. Stories about their home customs, schools, and church, their toys and games. How the boys helped their fathers to clear the land and plant the corn, while the girls helped the mothers to cook and spin. Tell of the queer names given to these little children — Thankful, Sunshine, Desire, Patience, Hope. Compare the life of a Puri- tan child with that of a child of the present time. Xo fairy tale is more interesting than the story of the first Thanksgiving feast. Allow the children to 52 • November. suggest what the food would be. Teh all about this eventful time ; that it lasted three days, a new program being arranged for each. Xot only religious services were held; there were many games of running, and leaping, and jumping, and through these festivities the good-will of the Indian was gained. To this feast came King Alassasoit with ninety of his warriors, invited guests. Picture these Indians marching into the village, dressed in their gayest clothes, with painted faces, and wearing their longest feathers. Show the picture representing the Indians' contribution of five deer to the feast. In conclusion, lead the children to understand, in a measure, the significance of the Thanksgiving festi- val of to-day, to feel a spirit of thankfulness, and to show this gratitude by giving and doing for others. THAXKSGI\IXG \\ORK. I. ]\Ieaning of Thanksgiving. 1. It is a harvest feast. 2. A day for giving thanks for all bless- ings. 3. A day of family reunions. 4. An important historical day. 5. An American holiday. 11. Historical Literature. 1. The Pilgrims in England. 2. The Pilgrims in Holland. 3. The voyage to America. 4. The landing — Plymouth Rock. 5. The first winter. 6. The first Thanksgiving. LiTERATL'KE AND IIlSTOKY. 53 7. A Thanksij^iving Story, American Primary Teacher, November, 1897. 8. ''Stories of Colonial Children." STORIES. Stories. 1. "The Crane Express." Child's World. 2. "The Fan-tail Pigeon." lb. 3. ''Jack and Jenny Sparrow." lb. 4. "The Thrifty Squirrels. lb. 5. "The Origin of Birds," Indian Myth. 6. "The Squirrels," All the Year Round. 7. "'Sir. and Mrs. Chipmunk," lb. 8. "How the Chipmunk got the Stripes on his Back," lb. 9. "Yearly Travelers," lb. 10. "Winter Quarters," lb. 11. "History Stories," Mara Pratt's History. 12. "Massasoit." Alma Burton's History. 13. "How Patty Gave Thanks," Child's World. 14. "Pearl and Her Pigeons," lb. Good-Bye, Little Flon'crs. Hark ! through the pine boughs Cold wails the blast, Birds south are flying, Summer is dying. Flower time is past. Cold are November skies, Sunless and drear, Goldenrod. eyelids close; Asters, tuck in your toes ; \\'inter is here. ''Good-bye, little flowers!" The icy winds sing; Snow, blanket them over; Sleep well, little clover. 54 XOVEMBER. Novcuibcr Poems. Trees brown and bare, Dr}' leaves everywhere Dancing up and down, Whirling through the air. Red-cheeked apples roasted, Pop-corn almost done. Toes and chestnuts toasted — That's November fun. TJianksgh'ing Song. The happy thank-you day has come And harvest time is oast. We've gathered fruits and nuts and grains. W^e'll say good-by at last; Good-by to Autumn, Autumn dear, And with our parting words, We'll sing our thanks to God above. For fruits and trees and birds. — Child Garden. Morning Poem. I. For this new morning with its light ; For rest and shelter of the night ; For health and food, for love and friends ; For everything thy goodness sends, We thank thee. Heavenly Father. II. For flowers that bloom about our feet; For tender grass, so fresh and sweet ; For song of bird and hum of bee ; For all things fair we hear or see. We thank thee. Heavenly Father. III. For blue of stream, and blue of sky; For pleasant shade of branches high ; For fragrant air and cooling breeze ; For beauty of the blooming trees. We thank thee. Heavenly Father. — Ralph Waldo Emerson. LiTEKATURE AND Hl^TORY. 55 I'lovevibcr. Now the birds have flown To their Winter home 'Neath Southern skies so blue. The flowers, leaves and grass, Have said, "Good-bye, dear lass ; Good-bye, dear laddie, too." The winds begin to blow And whistle for the snow — The winds so wild and free ! The little drops of rain Roll down the window-pane, And happy seem to be. The winds and raindrops help us to remember That this is Thanksgiving month, jolly November. — Wilhelmina Smith. The Little Pilgnm Maid. 1. There was a little Pilgrim maid, Who used to sit up so.^ I wonder if she ever laughed. Two hundred years ago. 2. She wore such funny little mitts" And dainty cap of silk,^ She had a little Dorringer For her brown bread and milk. 3. She was so good, so very good, Ah, me, I most despair.* She never tore her Sabbath dress,^ A-sliding down the stair. 4. But then, I really try, and try To do the best I can f' Perhaps I may be most as good As little Puritan. 5- And if, when next Thanksgiving comes, I try to sit up so,' May be I'll seem from Pilgrim land Two hundred years ago. 56 November. Motions ^Hands folded in a prim manner; body erect. "Hands held up to show mitts. ^Point to cap. ■^Gesture of despair. ^Dress held out at sides. "Hands folded. ^Position, same as \ A Thanksgiving "T." (To be recited b;^ a small bov holding in his hand a large "T.") . I'm just a little bit of boy. As everyone can see, But then I'm big enough to know About the letter "T." There's one I call the little "T," It always wears a hat, And then the funny capital, I think I 11 speak 'bout that. 'Tis "T" that stands for Thanksgiving, It's straight and tall you know, Just like a little grenadier That's standing at a show. And oh ! of all the funny things About that letter "T," It stands for just the very day, 'Tis Thursdav don't you see —By Isabella C. Woodland. A Child's TJianksgiving. I thank thee, Father in the skies, For this dear home so warm and bright; I thank thee for the sunny day, And for the sleepy, starry night. I thank thee for my father's arms, So big and strong to hold me near; I thank thee for my mother's face ; I thank thee for my dolly dear. Number. 57 I thank ihee for the little birds That eat my crnnibs upon the sill ; I thank thee tor the pretty snow That's coming down so soft and still. O Father, up there in the skies. Hear me on this Thanksgiving day, And please read in my little heart The "thank you's" I forget to say. — By Kate \\liiting Patch. Kindergarten Review. IIL NUMBER. Continue concrete nimiber work of last month. With the new facts presented, frequently review the work given previously. USE OF CHARTS. Seed charts, showing collections of well-known grains, should be arranged in connection with the num- ber work. With the small grains arrange groups, combinations, separations, figures, etc. Keep these charts for reference, both in science and number. DIVIDING AND MEASURING. Teach the halves of numbers in the same way. Pleasure cornstalk, leaves, and roots. Let the children estimate lengths ; then afterward measure. Draw groups of fruits and divide into two parts. One-half of five is just as easily pictured and understood as one- half of four. TRIANGLE, RECTANGLE, ETC. With colored sticks construct the pentagon. Recall a figure having three sides ; one having four. Com- 58 November. pare figures and fix words, triangle, rectangle, and pen- tagon. Have children name things that look like these figures. Use them in picture illustration, and have the children reproduce the figures frequently for seat work. THE NUMBER FIVE. The number five is very suggestive. Children have five fingers, five toes. They come to school five days in the week. They are five years old. Continue measurement and lines. Give the terms horizontal, vertical, oblique. The pentagon illustrates the three classes of lines. Illustrate lines by drawing from dic- tation, houses, boxes, kites, chairs, etc. Let the think- ing of the number work come through the doing. COUXTIXG. Count the buds on the twig. How many are small? How many large? How many birds did you see this morning ? Count flocks if not too large. Children will notice that some migrate in pairs. How many birds make a pair? Two pairs ? Three pairs, etc. Put the cocoons gathered into safe places for the winter. Count them. Select material for color work. Count the squares and circles. Divide into groups, as directed by teacher. Outline of Number Lessons for November. 1. Combinations and separations. 2. The figures and words. 3. One-half of three, of five, of seven. 4. Aleasurement. A line five inches, a line four feet. Language. 59 5. Teach the terms horizontal, vertical, and ob- lique. 6. The pentagon ; build, fold, cut, draw. 7. Compare with triangle and rectangle. 8. A rectangle 3X1 inches, 3X1 feet. 9. Color and number. 10. Science work and number. IV. LANGUAGE. Do not neglect the oral expression. Let there be a time each day for a conversation lesson. Allow and encourage the children to relate what they have ob- served since the last talk. Tell them short stories, having the children reproduce. They should now be able to write a number of words either from memory or dictation. Continue the sentence work as in pre- vious months. Give the interrogative form. Com- pare it with the declarative statement. Prepare a list of familiar words. From these words have the chil- dren first make statements ; afterward use the same words in asking questions. Teach period and question mark. Many proper names occur in this month's work. Teach the use of the capital letter by calling attention to its always being used with a proper name. In adding to the children's vocabulary do not hes- itate to give long words. Thanksgiving is just as easily remembered as a word of one syllable. Squanto, Samoset, Pilgrim, Plymouth Rock, and ^Mayflower are added to the list and retained, because of the child's interest in these words and the association he makes with the stories that have been used. The written ex- 60 , November. ercise is an outgrowth of the word-work. The same or similar sentences are printed for the reading lesson. Toward the close of November the children should be able to read such printed sentences as the following : BIRD STORIES. 1. The birds go south in autumn. 2. The robins and blue birds come back first in the spring. 3. They go south because it is cold here. 4. They go south to find food. 5. The birds fly by night and by day. 6. The birds go south in flocks. 7. The birds put on their winter clothes wdien they go south. 8. The fan-tail pigeon went to see the owl. 9. The pigeon wanted to be wise. 10. The owl only blinked his eyes. 11. Jack and Jenny Sparrow lived in a nice bird house. 12. The cranes carried the little birds over to Africa. THE FIRST THANKSGIVING. 1. The Pilgrims had the first Thanksgiving Day. 2. The Indians came to visit them. 3. The Indians brought five deer with them. 4. Massasoit was the Indian chief. 5. Squanto came to see the Indians. 6. Samoset came, too. 7. The Pilgrims all went to church on Thanks- giving. The Art.*. 61 8. They thanked God for his goodness. 9. They had three days of Thanksgiving. 10. W'e have one Thanksgiving Day. THANKSGIVING WORK. 1. \Xt drew a chest. 2. The chest had the laws in it. • 3. Brewster owned the chest. 4. The chest had a lock. 5. We drew the kettle. 6. \\'e drew the Pilgrim's hat. 7. Miles Standish was a good man. 8. He took care of the Pilgrims. 9. He had a big sword. 10. The Pilgrims loved Miles Standish. V. THE ARTS, Motion songs are especially adapted to the first- year children. The imitation of the raindrops finds ex- pression by tapping the fingers softly upon the desk. The fluttering, dancing, and falling of the leaves, the imitation of birds and animals by hand and body mo- tion. The success of the motion songs depends upon the child's entering into the spirit and the thought of what he sings. The sentiment of the songs should be adapted to the ages of the children, and the words de- veloped and taught as carefully as any other lesson of the day. There is no doubt but that the words and melody of these songs will influence the mind and heart of the child for good. 62 November. A clergyman, whose family was noted for amia- bility and affection, was asked the secret of his suc- cessful training. "I call," said he, "the influence of music to my aid. If I see any of my children appar- ently angry, I say, 'Sing, children sing'; and before the strain is ended every unpleasant feeling disappears and harmony prevails." ]May it not be well for teach- ers to profit by this hint ? November Songs. "Little Jack Frost." "The Little Leaves." "Five Little Chickadees. "Over the River and Through the Woods. '"The Going of the Swallows." ''Come, Little Leaves." THEORY. 1. Interval work. 2. Draw the staff" before children. 3. Explain lines, spaces, added lines. 4. Place syllables, letters, and figures on the staff". 5. Place simple exercises upon staff for drill. WRITING. Daily work in writing. Place copy upon the board in the best form possible. Call attention to height, width, form, and characteristics of letters. Teach cap- ital forms as they occur in the writing lesson and in the other work. Give frequent tests to fix forms of the letters and their arrangement in words. Write a word plainly upon the blackboard. Have the children ob- serve carefully. Erase the word, having them re- The Arts. 63 produce the mental picture. Spelling as well as let- ter forms are thus permanently tixed. DRAW IX(;. The work in November is rich in opportunity for expression. While observing nature's preparation for winter, in the shedding of leaves and the careful pro- tection of the buds, have the children express their ob- servations with the pencil. Pictures and illustrations, representing the hibernating animals and the migra- tory birds, are helpful and interesting in connection with animal's preparation. The fruits and vegetable forms are another source of expression. To keep up the interest and add pleasure to the drawing work, de- vices must .be used. From the apple form, by adding a few lines, funny faces are easily made. Let the chil- dren have a joyous time through the November draw- ing. The Pilgrim work would be very incomplete with- out the illustrations. As the story is told draw the following with the crayon : Mayflower, Plymouth Rock, sword, powder horn, hat, Indian tent, Pilgrim's house, the cradle, Elder Brewster's chest, and chair. The following pictures should be used in the No- vember work : 1. The Pilgrims Leaving England. 2. The Landing of the Pilgrims. 3. The First Thanksgiving. 4. Pictures representing Indian life. Constructive Work. The month of November presents a n.ew field for work. Since historv for the time has become the cen- 64 November. ter of interest, the making of charts has proven a pleas- ure, besides being an excellent way for fixing the stories that have been presented, orally. The teacher provides some sheets of cardboard, and puts at the top a suitable heading, as. The Puri- tans in England, The Puritans in Holland, The Voy- age to America, The First Thanksgiving. The teacher may make these headings very at- tractive by illustrations, bright colors, and whatever her inventive power may suggest. Beautiful pictures may be bought at a penny apiece, such as, 1. Departure of the Pilgrims from Delft-Haven, 1620. 2. The Landing of the Pilgrims. 3. The Pilgrims on the Way. 4. Embarkation of the Pilgrims."" 5. First Sunday in New England. 6. The Return of the Mayflower. 7. The First Thanksgiving Dinner. 8. Plymouth Rock. 9. Pilgrims Going to Church. 10. Miles Standish. 11. Priscilla at the Wheel. 12. John Alden. 13. Indian pictures. Have also a picture box for the children. En- courage them to keep their eyes open for pictures from magazines and newspapers. They will surprise you each day with new offerings. Give simple drawing lessons, mounting these with the pictures. The Arts. 65 DRAWINGS. 1. Plymouth Rock. 2. The Alayflower. 3. Cradle. 4. Pilgrim's chair. 5. Pilgrim's hat. 6. The chest. 7. Powder horn. 8. Pilgrim's house. 9. Wigwam. 10. Bow and arrow. 11. Pumpkin, etc. This work will repay you for all the time and out- lay when a happy child says, "This is my picture." "I made this drawing." ''Are not the charts pretty?" From "The Nature Work" make charts to illustrate : 1. Insects' preparation for winter. 2. Animals' preparation for winter. 3. Migration of birds. 4. Nature's preparation for winter. 5. [Man's preparation for winter. ]\Iodclin 1. The chest. 2. Ruth Endicott's beads. 3. Pilgrim's house. 4. Pumpkin. 5. Nuts. 6. Hat. 7. Plymouth Rock. DECEMBER I. NATURE STUDY. A Winter Morning. The first part of the Christ- mas month is given to ani- mal study. The sheep, camel, and donkey have been se- lected at this time because of the relation they bear to the story of the Christ child. Indeed the work of the en- tire month should be a prep- 'aration for the full enjoy- ment of the gladdest day of the year. THE SHEEP. The sheep is chosen by reason of its close rela- tion to the story of Christmas. It enters into many of the pictures of sacred art, and because of its in- nocence and gentleness was used by the famous painters of olden times to symbolize the Savior. To the country child it is perhaps the pet most loved; he is very familiar with its habits and can tell much of its usefulness. On the other hand we find children in our city schools who have never seen one 66 Nature Study. 07 and to such children the study is most interesting. There are so many l^eautiful pictures that teachers should never be at a loss for helps on aninial studies. If possible have a fleece of wool for study. Talk about the care a sheep requires; of the work of the shepherd. By story and illustration describe the wash- ing and shearing of the sheep. Lead the children to see how dependent they are upon it for winter cloth- ing. Tell them the story of "John's Trousers," which illustrates the steps from the shearing of the sheep to the cloth ready for use. Bring out the sheep nature; affection, docility and gentleness. Its habits; why it needs care and pro- tection. Use the Bible for illustrations. Tell the children of the wild sheep of the mountains. Have pictures and compare with the domestic sheep. Why are the ears of the wild one erect while those of the tame hang down? Which of the senses of the sheep are most developed? The following outline will sug- gest additional questions. OUTLINE THE SHEEP. I. Obvious points. Size, shape, color, covering. ^•omestic. L- A J Do: 2. Kmds. I^^^.^^j^ 3. Legs and feet. Compare with cow. 4. Teeth; chews a cud. What other animals do? 5. Neck. 6. Tail. 7. Horns. 8. Habits. 68 December. 9. Use Flesh used for food. Wool changed to clothing rWhy this warm covering? I The shedding of the wool. 10. \\ 00 1. 1 ^pi^^ washing and shearing. I^The usefulness of wool. THE CAMEL. The Christmas work would be incomplete with- out the story of the three wise men who had waited so long for the coming of the Christ child. A little time given to the study of the camel will help the children to understand the modes of traveling in a desert country, and how this patient animal is so well adapted by its structure to its home and the life it leads. Nearly all children have seen the camel. Pict- ures are easily procured and add much to the interest. Let the children make their own observations. They will tell about the hump, leg^s, feet, head and hair. Compare the camel with the horse. Where are the resemblances? \Miere are the differences? What is the food of the camel? Does the horse eat the same food? Give the children an idea of a desert country. Use the sand table for illustration. Have pictures of desert scenes and give vivid descriptions of the lives and customs of the desert roving people. Tell them of the great caravans crossing the deserts, through vast stretches of sand, extending miles and miles without a stream of water; then the little oases appearing in the distance to the joy of both traveler Nature Stidy. 69 and camel. The sense of smell is so well developed in this animal that he can detect the presence of water at a great distance, long before his master. How the camel is able to travel so long without water and food will be not only interesting, but will show how diflerent animals are adapted to the natural conditions of the countries in which they live. Speak of the usefulness of the camel as a beast of burden. How he receives his load. Observe the calloused knees and chest. Speak of the training of the camel for its work. For additional suggestions see outline. OUTLINE THE CAMEL I. Obvious points, size, shape, color, covering, humps. / Ara1)ian. single humped. I Bactrian, double hi 2. Kinds. , ,^ . , , , . 1 lumped. 3. Height, compare with horse. horse, dog. sheep, cow. 4- Coverin o- compare with 5- Teeth. r grass. leaves. 6. Food. " dates. beans. ^ grain. 7. Stomach. rW'hat it is. 8. Hump, -s Vse of hump. LHow increased 70 December. { lO. Legs and feet. Compare with leg and foot of horse. Why the large and elastic pads? Eyelids and nostrils. A protection from the sun. A protection from the sand. How are these organs adapted to a sand storm? i II. Uses of the camel. r A beast of burden. "Ship of the desert." The coarse hair is woven into cloth. The fine hair into artists' brushes. The flesh is used for food. The milk for drink. The skin for making sandals, bottles and buckets. The Arabs call the camel the "Gift of Heaven." i^ Why? The Donkev mav be studied in the same manner. IL LITERATURE AND HISTORY. The work of the autumn month serves as a fit- ting foundation for the Chrietmas thoughts. The gifts of the fields, the gardens, and the trees should be bound into one great whole, that of free and cheer- ful giving. As an appropriate close, give the story of the eift of a life to the entire world. LiTERATUKE AND HiSTORY. 71 MEAXTN'G OF CHRISTMAS. The Christmas thought of giving is no new one, but tlie significance of the gift of the Christ child may not be well understood by the children. Tell the children the Bible story in the most interesting man- ner. Primary Education says of the Christmas story, "It is a mine of descriptive material in itself. Why should children not learn of Judea and Bethlehem with the same eagerness with wliich they hear of the Eskimo and the tropical islands?" By story, picture, and illustration, take the children with you on the journey from the humble home in Nazareth to Bethlehem. Why going to Bethlehem? Describe the journey. How long did it take them? Why was the donkey used for traveling? Tell of the arrival at Bethlehem and the new difficulties that awaited them. Where did they finally procure a place of shelter? BIRTH OF THE CHRIST CHILD. There in the lowly stable the little Christ child was born. On this same night, the shepherds were lying on the hillside with their sheep. What were the dreams of the shepherds? What did they see on awaking? What did they do? Have at this point, if possible, the picture entitled, 'The Adoration of the Shepherds." How fitting to close the Christmas stories with the narrative of the three wise men, who had waited so long and knew so well the meaning of the star. Each one, we may suppose, mounted upon a large white camel with silver bells and golden trappings, had started from his own countrv at the same time. 72 December. From the west, the south and the east they came, across the great hot desert, until they finally met and continued their journey together to Bethlehem. How beautiful the ending of the story. They knelt before the manger, the shepherds in their simplicity and the wise men in all their splendor, in worship and adoration of the Christ child. In Primary Education, Dec, 1893, and 1896, are found excellent helps on the Christmas work. In "Ben Hur'"' read the chapters describing the home, journey, and meeting of the Hindoo, the Greek, and the Egyptian. Simplify these stories and adapt them to the children of the fi.rst year. Leave with the children this lasting thought, that to the entire world comes the greatest of all gifts, the gift of the Christ. "For the Christ child who comes is the master of all; No palace too great and no cottage too small." OUTLINE CHRISTMAS WORK. I. The Expectation of the Christ Child. I. The storv cf Joseph, the carpenter. Bible. Legends. II. The Tourney to Bethlehem. 1. The object of this visit. 2. The mode of traveling. Why? III. The Arrival at Bethlehem. 1. The lodging place of Joseph and :^Iary. 2. The birth of the Christ child. 2. The story of ]\Iary. \ V. The Three \Mse Men.-ite simple melodies in numbers, having children sing. 3. Introduce the chart. 4. Have children able to sing from dictation the intervals that have been given ; to give the syllable for a tone or group of tones which the teacher may sing, using la or loo or a word. DRAUIXG. Have drawing of pictures involving the three classes of lines as suggested in the number work. With as few lines as possible represent the sheep, camel, and donkey. Pictures of the shepherds and their sheep out on the mountains, of Joseph and Mary on the way to Bethlehem, of the stable, the manger, and the cradle, are all available, and from these crayon sketches can be drawn for reproduction by the chil- dren. Beautiful pictures can be purchased for a trifle ; educational magazines are sending them out as sup- plements, so there can be no excuse for the teacher's not making at least a small collection of such pictures as will be most helpful in the work of the school. The 82 December. following pictures are among those suggested for the Christmas month : 1. The Adoration of the Shepherds. 2. St. Anthony and the Christ Child. — ]\lurillo. 3. ]\Iadonna della Sedia. — Raphael. 4. [Madonna St. Sistine. — Raphael. 5. [Madonna. — Bodenhausen. 6. The Journey of the Wise Men. 7. The Shepherd and the Sheep. WRITING. Continue work of former months. Write words and sentences in connection with the language work. Have a writing lesson daily, with special drill on some letter or word. Teach spelling through writing. In- sist on the best the children can do, but be careful not to discourage their efforts. Drill on such words as the names of the days of the week, the months, names of colors, etc. Let the writing mean something to the children. Constructive Work. drawing and painting. I. Evergreen trees. 2. Christmas bells. 3- Star forms. 4. Piccola's shoe. 5- The holly. 6. Snow flakes. 7- Candle. 8. Stocking. The Art?. 83 Making. The time that young children take in making things for others is time well spent. Shall we not help him to get away from the selfish thought of receiving only? ''Oh, don't you know that giving is better than receiving?" Much of this work must be cooperative, a kind of partnership between pupil and teacher. What shall be done in the first grade? Christmas Booklets. 1. Small sheets of drawing paper. 2. Fold in book form. 3. Decorate edges, (i) Holly leaves. (2) Stars. (3) Bells. (4) Any simple border. (5) Scallop edges and gild. The teacher may draw all or part of design, and the child color with pencil or water color. 4. Purchase the tiny Madonnas or any other suitable picture. Alount one in the center of decorated cover. 5. In the book may be placed the Christmas stories as they have been written from day to day. Scripture verses and short poems are likewise appropriate. Copies of Eu- gene Field's poem, ''Why Do Bells for Christmas Ring?'' may be procured, one being pasted in each child's book and given to him without comment. 84 December. Children do their best because the book is for mother or father, or to send far away to some dear friend. Cutting. 1. Strips of gilt or yellow paper for chains. These are used for school-room decorations or for the Christmas tree at home. 2. Take the four-inch square (bright colors). ( 1 ) Fold as for a book. (2) Cut in one-fourth inch strips, within a half inch of edge. (3) Unfold and glue edges. (4) Finish with paper handle and some gilt stars. A pretty lantern. Chart Making. 1. Collect different Madonnas. 2. Bethlehem, Nazareth. 3. Santa Claus pictures. 4. Animals, (i) Sheep. (2) Camel. (3) Donkey. 5. The Nativity. 6. Shepherds. , Arrange and mount. Place where children can see and enjoy the pictures. Many beautiful little cuts are taken from the Sab- bath school papers, children's magazines, and educa- tional papers. Pasting. See suggestions in number outline for December. JANUARY. I. NATURE STUDY. Winter Sports. DIVISIONS OF TIME. The beginning of a new year suggests a study of the way "Time" is divided. When the children return to school after the Christmas vacation, they begin not only a new day and month, but a new year as well. As a preparation recall the months that have passed since they entered school in September. What month followed September? Name the month in which 85 86 January. Thanksgiving occurred. What shall we call these three months? Autumn. \\'as it cold when you started to school? \\>re there any flowers blooming? \\>re the trees bare as they now are ? Allow the chil-. dren to recall many of the changes that they have ob- served. They will say that it is colder now because winter has come. What is the first month of winter? The second ? The third ? What shall we call this sea- son ? The months may now be written upcfn the board and divided into the four seasons. Next consider the divisions of time into months. Children know of their birthdays coming in a certain month. Ask questions. In which of the months was Thanksgiving ? Christmas ? \\' hen is your birthday ? Tell the ''AU-the-Year Round Story," which is an ex- cellent one for illustration. From a calendar on the board, on which the children know how to record the day of the month, and their observations of the weath- er, the division of time into months is easily understood. MAKING CALENDARS. The calendar also shows that four weeks make a month ; that seven days make a. week. Supply chil- dren with paper and rulers that they may make their own calendars. How is the day divided? How-many hours? How long is the day? The night? What time do you come to school? Go home to dinner? How many hours is that ? Teach the children how to tell time by the clock. Tell them the story of the ''Dis- contented Clock." The way time was reckoned long ago can be made very interesting by story and illustration. How the Nature Study. 87 Indians measure it by the coming and going of the moon^ with bundles of sticks, or by cutting notches in the trees. Show the hour-glass and observe the sand trick- ling through it. An illustration will serve if one can- not be procured. Tell the story of King Alfred's lan- tern ; of the burning of colored wax candles. Conclude this work with the story, entitled, "The Fairy's New Year Gift." Let the aim be to present this story in such a way that the children may draw their own application. I. Divisions of Time. The I Yeari r Seasons Months -I Autumn. Winter. Spring. Summer. r Weeks. [ Days II. How Time is Reckoned. ivisions. f Divisioi 1 Hours. ( \\'ater clock. I. Ancient methods Sand glass. Lantern. I Candles. 2. Modern / Clocks, I \\'atches. III. How the In- . dians Told Time. 1 r By the moon. Bv bundles of sticks. By cutting notches in trees. 88 January. ANIMALS. The work on the Eskimo is preceded by a brief study of the bear, reindeer, seal, and dog. Show the children, through these lessons, how very dependent the people of the cold North are upon the animal life. LIFE AMONG THE ESKIMO THE BEAR. The bear supplies them them with food, oil, and clothing. When father brings home the bear, there is feast that always follows the hunt. In some parts of the polar regions the bear is considered the most useful of all animals. THE REINDEER. The reindeer is another animal necessary to Es- kimo life. It not only supplies him with food, milk, and clothing, but becomes a substitute for the horse. The flesh is used for food ; the milk made into cheese ; the skin into clothing ; the tendons into thread ; the horns into glue ; the bones into spoons. THE SEAL. The seal is studied as the other animals of the North, and, in addition, its improtance as an article of commerce, is considered. Have the children examine pictures carefully, naming obvious parts. What does the head of the seal resemble? The dog. What has it like other animals you know? It has whiskers like the cat. It has feet much like. fins. The eyes are large and beautiful. The seal is gentle, loves, and protects its young with a human-like affection. They live in families; many families congregate together. What is this called? The Arts. 89 Bring- out the dependence of the Eskimo upon the seal. \\'ithout its skin and tiesh he would freeze and starve. The oil tills his lamp, and the skin is also used to cover his canoe. By illustration and story show how the seal is hunted; how it may be caught when young- and tamed ; its devotion to its master. Adapt and tell the story of "The White Seal." THE DOG. To the children the dog will prove the most in- teresting of the animals considered. They rejoice to know that their faithful friend has the same place among the little children of Eskimo land. These dogs are raised in the igloo, in company with the children, and receive from them their earliest training. As they grow older the larger boys continue this training, so that by the time they are full grown they are ready to draw the sledge. Compare the Eskimo dog with the ones most familiar to us. Tell the children of their rough, thick coats. \Miy such a coat? Do the\' bark as our dogs do? The dog is usually gentle and affec- tionate. Is this true of the Eskimo dog? Why not? How many dogs make a team ? How are they arrang- ed? Tell about the feeding of the dogs. From "Seven Little Sisters'' tell the story of Agoonack's Sled and her two brown puppies. ANIMAL OUTLINES. L The Bear. 1. Pictures and illustrations. 2. Habits. 3. Food. 90 January. 4. Covering — compare with seal. 5. The love of the bear for its cubs. 6. The use of the bear to the Eskimo. 7. How the bear is hunted. 8. How the bear kills the seal and wal- rus. 9. The taming of bears. 10. The training of bears. n. The Reindeer. 1. Pictures and illustrations. 2. Obvious points. r horns. I flesh. 3. Use of -{ milk. I hide. L bones. 4. How captured. 5. A substitute for the horse. 6. Compare speed with the horse. 7. The food of the reindeer. HI. The Seal. 1. Pictures and illustrations.. 2. Obvious points. Affectionate. 3. Seal nature < Gentle. Docile. LLove of offspring. 4. The Rookery. 5. Comparative size of male and female. 6. Use of seal to the Eskimo. 7. The seal as an article of commerce. 8. How the seal is hunted. Literature and History. 91 IV. The Dog. 1. Pictures of Eskimo dogs. 2. Compare with well-known dogs. 3. The training of the Eskimo dogs. {What is their food ? How often fed? 5. Their powers of fasting. 6. How they are hitched to the sled. 7. The nature of the Eskimo dog. 8. Little Agoonack and her two brown puppies. IL LITERATURE AND HISTORY. JOURNEY TO THE NORTH COUNTRY. Through the stories of "Agoonack" and "The Children of the Cold," we take our children to the land of the Eskimo. Their knowledge of the animal life prepares them to anticipate many of the customs of these strange people. Let us go with our children on an imaginary journey to this far-off country of ice and snow. Talk of journeys that the children have really taken. The teacher may tell of her travels'. In our own room is a little boy who has lately come from Fin- land, and who delights to tell in his broken English of his voyage and the interesting things that occurred on the way. Another boy has been to the State of Cali- fornia and returned again. These subjects are dis- cussed with the children in their homes, why not in the school? Now we are all going to the far-away land of the North. What direction is North ? What comes 92 ■ January. from the North ? The cold wind and the snow. What preparation must be made? We must get warmer clothes. Wq must take food with us. How shall we go? By railroad and ship. Tell the children of a ship voyage toward the North, of the giant icebergs which we shall see, appearing like high mountains in the water. What shall we see when we come to Eskimo land? The children will name the animals studied. Show pictures of the people. Why are these people so dressed ? Where do they live ? What do they eat ? How do they travel ? How would they hunt the bear, seal, and reindeer ? Let the children tell all they can, the teacher helping and suggesting whenever neces- sary. THE IGLOO. Draw the igloo and show how it is built from blocks of ice. Speak of the furniture of the igloo. Could we live as these people do? Show pictures of knives, spoons, bowls, and shovel, telling how they are made. What are the playthings of these Eskimo chil- dren ? Compare with the toys of our children. Show picture and describe an Eskimo doll. What are the sports of the older children? Why do they not have the same games as our boys and girls? Of what are the sleds made? W^hy? The patience of the Eskimo is wonderful. He will work for six years in making a knife from a piece of iron. The women make their needles from bits of iron, and use for thread the sinews of the reindeer. Many are the interesting stories which are told of these people and how well they adapt themselves to their surroundings. They are a cheerful, happy, and LlTE[^\TURE AND HiSTOHY. 93 contented people. What impressions are to be left on our children from this study of the Eskimo and his country ! THE ESKIMO AND HIS COUNTRY. I. The Country. 1. Journey to Eskimo land. rice. 2. Appearance of country < Snow. L Vegetation. 3. Day and night. II. The Eskimo. 1. Personal appearance. 2. Dress. / ^Material. L How made ? rThe igloo. 3. Home ^ How built? L Furniture. r Flesh. 4. Food i How obtained? L Weapons. f How and of what are they q Sledges J '^^^^• '^ 1 Drawn by dogs and the L reindeer. THow made? 6. Boats ^ Material. L Kinds. - Reference books : Reference Books. 1. "Seven Little Sisters," Jane Andrews. 2. "Children of the Cold," Schwatka. 3. "Children of All Nations." 4. "The Animal Kingdom." 5. "All the Year Round.' Winter. 6. "Animal Stiidie:.," American Primary Teacher, 1808. 94 January. Poem and Song. — Air, America. Now comes the glad New Year, To be a friend most dear, If true we prove ; As glides the time away, We'll give him day by day. In all we do or say; Kindness and love. — L. F. Armitage in "American Teacher.' AIeaiory Poems. The Little Clock. "There's a neat little clock, On its high shelf it stands, And it points to the time With its two little hands. ''May we like the clock, Keep a face ever bright, With hands ever ready To do what is right." "Sixty seconds make a minute. How much good can I do in it? Sixty minutes make an hour. All the good that's in my power. Twenty hours and four, a day. Time for sleep and work and play; Days, three hundred sixty-five. Make a year for me to strive Right good things each day to do, That I wise may grow and true." In January. How can a little child be merry In snowy, blowy January? By each day doing what is best, By thinking, working for the rest; So can a little child be merry, In snowy, blowy January. Literature and flif^TOKv. 95 For a Happy Xczu Year. Suppose we think little cbout number one, Suppose we all help some one else to have fun ; Suppose we ne'er speak of the faults of a friend, Suppose \ve are ready our own to amend ; Suppose we laugh i^'ith, and not at, other folk, And never hurt anyone "just for the joke;" Suppose we hide trouble and show only cheer — Tis likely we'll have quite a Happy New Year ! — St. Nicholas. This is the JVay the Snoiv Comes Dozvn. (In Concert.) This is the way the snow comes down. Softly, softly falling : So He giveth His snow like wool. Fair and white and beautiful. This is the way the snow comes down. Softly, softly falling. — Primary Education. Turning Xezu Leaves. "Now, what is that noise?" said the glad New Year. "Now. what is that singular sound I hear? As if all the paper in all the w^orld Were rattled and shaken and twisted and twirled." - "Oh, that," said the jolly old Earth, "is the noise Of all my children, both girls and boys, A-tunning over their leaves so new, And all to do honor. New Year, to you." The Glad iXezn' Year. Who comes dancing over the snow His soft little feet all bare and rosy? Open the door, rhough the wild wmds blow, Take the child in and make him cozy. Take him in and hold him dear. He is the wonderful, glad New Year. ' — Dinah Mulock Craik. 96 January. A U'ind Song. What does the North Wind say When he swings in the pine-tree to and fro? Oh, he sighs all day. "Little flowers there below. Cuddle down in your beds, And cover your heads, For I'm bringing the snow, The cold, cold snow ; Oh, ho!" Wliat does the North Wind say When he whistles and roars down the chimney so? Oh, he sings all day. ''Little folks there below. Little Nell, little Ted, Hurry out with your sled, For I'm bringing the snow. The merry, merrv snow ; Oh, ho!'"' —Helen T. Eliot. in. NUMBER, TIME PROBLEMS. As far as possible, relate the number lessons to the nature work. Teach seven days in one week. This is a good time to fix the words jMonday, Tuesday, etc. Give many problems relating- to time. Have children draw familiar objects in groups of seven. Pleasure seven pints of water. How many quarts in seven pints ? \Miat is the lialf of seven ? COLOR EXERCISES. For color work give each child circles, squares or triangles. Teach arrangement of form and harmony of color. Measure a strip of colored paper seven inches long and one-half inch wide ; another strip six inches Language. 97 long; another five, etc. With these strips arrange a color lesson. Place the longest strip near the lower edge of paper, the next above it one-half inch from each end. Continue until all strips are used. If a standard color and a tint, or a shade, are used, a pretty form and color lesson is the result. The seven colors of the rainbow, arranged in a similar manner, make an attractive and interesting lesson. Have children make atti"active cal- endars. Outline of Number Lessons for January. 1. The fundamental steps. Concrete develop- ment. 2. The figure and word. , 3. Abstract work in the four steps. 4. Teach objectively J and 1-7 of 7 ; ^, 1-3, 1-9 of 9, etc.' 5. A line nine inches long. 6. A line seven feet long. 7. A rectangle 8Xi- 8. Liquid measure. Pints, quarts, etc. 9. ]^Ioney values. 10. Color and number. IV. LANGUAGE. The oral and written language work of this month adds many new words to the vocabulary already learn- ed. The names of months and days, of proper names, of the animals of the Northland, are added to the list as they occur in the development lessons. 98 January. Stanzas of poetry are given for development, for reading, and for memory drill. Teach the thought of the stanaza, the arrangement of the lines, the- use of the capital letters, and the marks of punctuation. Give much memory work, but do not memorize merely for the sake of memorizing. Continue oral and written language work and sight reading from the board. The printed lessons from the nature and literature work supply the read- ing material. In addition, a first reader should be used. If possible, let each child have his own copy. Printed sentences, such as The New Year. 1. This is a new year. 2. It is called 1903. 3. The name of the first month is January. 4. A year has twelve months. 5. A month has four weeks. 6. A week has seven days. 7. How many days do we come to school? 8. Who has a birthday in January? 9. What is the New Year for? 10. "A year to be good in, and not to be bad in." Time Stories. 1. The Indians told time with sticks. 2. They told time by cutting notches on the trees. 3. The Indians counted the months by moons. 4. A long time ago people measured time with the hour glass. The Arts. 99 5. The hour glass had sand in it. 6. The sand ran through a httle hole. 7. It took an hour for all the sand to run through. 8. Candles were used to tell the time. 9. King Alfred made a lantern. 10. We tell time by the clock. Eskimo Stories. 1. Agoonack's papa made her a sled for her birthday. 2. The Eskimo makes his boat of bone and sealskin. 3. The boys feed the dogs walrus skin. 4. Each dog has a name. 5. The Eskimo uses the sinews of the rein- deer for thread. 6. The little girls help their mammas to sew. 7. The bovs help their papas to hunt and fish. 8. The boys make sleds of ice and bone. 9. The boys like to play. They hunt the musk ox. 10. Eskimo boys and girls like to play games. 11. Would you like to live as the Eskimo live ? V. THE ARTS. Music. THEORY. 1. Chart work daily. 2. The whole-note, half-note, quarter-note 100 January. 3. The meaning of the "rest." 4. The value of the whole-rest, half-rest, quar- ter-rest. 5. Continue scale and interval work. January Sojigs. 1. "The Little New Year," Jenks and Walker. 2. "The Old Year and the New," lb. 3. "The Clock Song." 4. "jMerry Little Snow Flakes." DRAWING. I. Draw, as simply as possible, the reindeer, bear, seal, and dog. Have children copy. Cover drawing and have the class repro- duce from memory. Drawings from Eskimo life r Clock 1 Candles. Drawing \ Lantern. Igloo. Sled. Boat. Shovel. Spoon. Dishes. Lamp. Knife. Hour Glass. Model bricks (2X1) and build the igloo. Show pictures of Arctic scenes. Give sewins: lessons on the animals studied. The Arts. 101 WRITING. 1. The formation of letters. 2. The writing of words and sentences. 3. How to write a stanza. 4. I^niformity in regard to size of letters. 5. Do not allow careless writing in the first year. Constructive Work. Cutting, Arrangement, and Mounting. The children have now used the ruler until they are familiar with every part. They are able to meas- ure and cut lengths as directed. We have found the following color work excellent for comparing and fixing different lengths. Material Required. 1. Paper for mounting. 2. Paste, brush, cloth. 3. Paper strips for cutting. 4. Scissors. • Direction. 1. Pleasure a strip one inch long. 2. Paste on upper left hand corner. (Teacher direct this). We will call this ''A." How long is A? Children, A is one inch long. 3. Cut a strip two inches long. 4. Paste it one- half inch below A, keeping the left hand side even. 102 January. 5. \Miat shall we call the second strip? Child- ren will suggest B. Right. How long is B? How long is A? How long are A and B? Children readily see, and give the result. How long is C? 3 inches. How long is D? 4 inches. How long are they together? A-j-B-]- C-j-D=io inches. And thus you may go on until the strips are seven or more inches long. Each added strip gives rise to new questions. Give the children an opportunity to ask questions and make problems. A pleasant game may be made from this work. One child says, I will be A; another B, C, D, E, until all the letters are used. Another child leads the game. Large capital letters are cut from tablet paper for* each child. Leader says: A, and B. Ans. 3 inches. A, B and C. Ans. 6 inches. B-|-C-|-D. Ans. 9 inches. C+E. F less A? G less F? A and G? Lines are drawn on the blackboard, representing the different lengths. The Arts. 103 Questions: Find a line three inches long. Find a line five inches long. Find a line four inches long. Find the longest line, etc. Change of work is recreation to the normal child and this color work fully illustrates that truth. He measures, cuts, compares, and mounts; he adds, and subtracts. ^luch of the work is done in the spirit of play and all of it is a pleasure to the children. Cut a strip as long as A and B. Who will tell how long to cut it ? \Miat shall we call it? Call it C. Paste it under B. How long is A ? i inch. How long is B ? 2 inches. How long is C? 3 inches. A-|-B-|-C=6 inches. Show four inches on ruler. Cut a strip four inches long. Paste this under C. What is its name? Its name is D. FEBRUARY L NATURE STUDY, In this, the last of the 'winter months, have the children watch carefully what Nature is doing. Observe the ground, river, trees, and bushes. Bring in some twigs and examine the buds. Is there any difference found in the buds? Are all alive? Prob- ably the greatest fall of snow may occur this month. Seize the opportunity for its study. Catch some of the flakes on a black cloth. Examine them What a revelation the beauti- ful six pointed crystals will be to the children. Draw pictures of snow crystals. Bring out the uses of snow as well as the pleas- ures it brings. When does it snow here? When in Eskimo land? \Miere does it never or rarelv snow? Library Front. through a microscope 104 Nature Study. 105 Tell the story of "The Little White Fairies," in All the Year 'Round series. ANIMALS, The Horse. — Since the horse is so familiar to nearly all children, they will be able to give much that is interesting in regard to the obvious parts. We have talked about the use of the dog to the Eskimo, of the donkey to people who travel over mountain- ous countries, and of the camel as the "ship of the desert." ' Now let us compare the horse with these other beasts of burden. Why is he better suited to us than the other animals we have studied? What are the points of resemblance? What the differences? Bring out the many uses of the horse. What food and care does he require? Make a Hst of the different colors of horses. Call the children's attention to the eyes of the horse. Why placed so ? What kind of feet ? How does he walk? Let them tell you of the shoeing of the horse. Does this hurt the horse? Why not? Is the blacksmith always kind to the horse? Are all owners of horses as kind to them as they should be? Talk with the children of the intelligence of the horse. Illustrate this by the story of 'The Wise Old Horse" (See Child's World). Tell of wild horses and their traits; of the beautiful Arabian horses and the love of the Arab for his faithful friend. The story of "The Arab's Farewell to his Horse" will never be for- gotten. 106 Fkp.ruaky. I. Parts and their Uses OUTLINE THE HORSE rHead. j^ody Tail.' Feet. Mane Eyes. iV. Use i Beast of burden. Driving. Draug-ht. V II. Color Black. Grey. Sorrel. Bay. Dapple. Brown. Corn (3ats. Grass. Hay. /Domes- tic. Wild. i Vl. Charac- teristics Courage. Intelligence. Beauty. Affection. Swiftness. Strength. Memory. i^ DociHty. ustrate characteristics by stories. ^. — The dog is the child's favorite pet. III. Food VH. II] The Do, There is no other animal with which he is so familiar. In many homes he is much loved, having the same privileges as the children. The dog is not only loved by children but by great men as well. This is espe- cially true of the characters studied this month in the literature and history, and it is partly because of their love and humanity toward our dumb animals, that they are given a place in the work for February. Every child has a story to tell about his dog. Our children have trained their pets in much the same way that the little Eskimo trained his within the igloo. Thev know manv of the habits of their dogs that ^'AT^HK Study. 107 older people do not observe. Give them every op- portunity to relate their observations. One will tell how his dog can catch a rat. What kind of a dog is he? Is he large or small? Let teacher bring new knowledge about the rat terrier. Another will tell how^ his dog can swim when he throws sticks into the water. Here tell of the bravery of the Newfoundland dog and his service to man. The story of the dog's saving the life of a child will not be forgotten. Tell of the noble St. Bernard dogs wdiich are sent out every night to search the mountain passes for some traveler w-ho may have lost his way. If they are told of brave ''Barry*' that saved forty lives and w-as given a medal for his services will it not quicken their admiration for and interest in all dogs? Bring out the characteristics as found in the outline. What senses are most acute? Why? Pre- pare at least one story illustrating the nature and value of each of the dogs studied. The thought of kindness and sympathy will be further brought out in the work in history and literature. OUTLINE THE DOG. I. Obvious parts and their uses. "vShepherd. Terrier. Hound. St. Bernard. Pug, etc. r Protection to man. J For hunting purposes. III. Lse ^ t^^^i^stit^^te for horse. I A household pet. II. Kinds -i 108 February. IV. Characteristics Courage. Strength. Faithfuhiess. Love. Endurance. Beautv. Swiftness. Intelligence. Memory. Docilitv. 11. LITERATURE AND HISTORY. All countries have their ideal men whose memor- ies they cherish and honor. From the many whose lives are part of our history are selected the charac- ters of Washington and Lincoln. The study of these men is adapted to any grade, but to none better than to the primary. We wish our children to have high ideals of character. Should not our teaching in his- tory and literature lead to this? Is there any other way to teach lessons of truth, bravery, integrity, humanity, faithfulness to duty, than through the lives of great and good men and women. There is a wealth of story and illustration con- nected with the lives of Washington and Lincoln, which is available to every teacher. Let it be a patri- otic month as well as an historical one. Our boys and girls should understand in early life that loyal children are needed as well as loyal men and women; that strong traits of character are developed from childhood, as seen in the lives of these typical men, Washington and Lincoln. Literature and History, 109 Abraham Lincui.n. THE STUDY OF ABRAHAM LINCOLN. A Talk About Birthdays.^ Children are always interest- ed in the coming of their own birthdays, and the birthdays of those whom they loye. The study of characters can be appropriately introduced by referring to this eyent in this way. Does any boy haye a birthday this month? Who? Is there a little girl who has one ? Let us write their names on the board. Lincoln's Youth. — A great man that we are going to study about had his birthday in February. W^ould you like to know his name ? It was Abraham Lincoln. Shall we write it wdth the other names? Now we shall begin to talk about him when he was a little boy just like these boys. Liye oyer the life of Lincoln with the children. Let them become familiar with his early life and the hardships he endured. Picture the rude cabin in the woods without windows and doors, and its meager furnishings inside. Draw cabin on paper or black- board. Tell the children of x\braham's queer clothes when he was a little boy. \Miy was he so dressed? School Days. — His school life should be giyen and compared with the adyantages of the boys and girls of the present. He walked two miles to school when he was fiye years old. What did he haye for a slate? How long did he attend school? Only one year. 110 February. \Mio helped him afterward? What books did he have? What happened to one of them? How did he pay for it? Some Characteristics. — Bring out his kind and hu- mane nature by the stories of the pig and the turtle. The smallest children can understand and will ap- preciate these stories from real life. The children will anticipate the kind of man he became. Tell them of his unusual strength; how he could^ run, and jump and wrestle; and how deep he could plough the furrow. He could split more rails in a day than any other man in the neighborhood. \Miy was he called the railsplitter? Close the work by telling the children in a very simple way of the condition of the Negroes in the South. ]\Ir. Lincoln had gone among them, had seen them whipped and sold. What would such a man do? He would want to help them. So he did. The Xegroes w^ere made free. He was so brave and kind and good that the people were glad to have him at the head of our great country. So we keep his birth- day every year. Will the boys and girls tell some of the traits they like best in Abraham Lincoln? OUTLINE ABRAHAM LIXCOLX. f Parents L Boyhood ^ Home. . I Education. LlTKKATlKE AND HiSTORY. Ill 11. Stories of Boy- hood and Man-^ hood III. Traits of Character The story of the turtle. The story of the pig. The story of Blossom. Benny's Reprieve. Honesty. Irnthfulness. Perseverance. Kindness. Industrw B raver V. THE STUDY OF GEORGE WASHINGTON. Wq must remember an- other birthday in Febru- a r y. (Every teacher should have a large picture of each of these great men). On looking at the picture the children will respond heartily. Let the children first tell you what they know about Washing- ton. Boyhood. — B e g i n the work with the little boy, Washington. This is new and always interesting to the little ones. Tell them the many stories connected with his childhood and boy- hood life. Bring out his strong traits, truthfulness, kindness, and bravery. Draw the first school house where "Hobby" ruled. , There George played at "sol- dier" being always chosen captain by his schoolmates. \\'A>H1.X(,ToX 112 February. Will this boyhood incident mean anything to the chil- dren? Let them make the application. Mount Vernon. — Passing to manhood by story and illustration tell of his life as surveyor, soldier, citizen and statesman. Procure a picture of his home. Take the children with 3'ou on an imaginary trip to lovel}' ]\Iount A'ernon. Tell of the mansion house with its many rooms, and how they are still kept as nearly as possible as they were when he and Martha Washington lived there; of the deer park below the house and the grand Potomac at its edge, of the tomb where they sleep, surrounded by other members of the Washington family. Honors. — Another interesting thing is the great monument with its many memorial stones erected to his memory in Washington City. Speak of the state and city named in his honor. When it becomes a fact to these children that their -own county (Wash- ington Countv, Pa.) and its largest town bears his name, will it not be a real thing to them? One state and very many towns, townships and counties are named after him. Why should all these honors be given to W^ashington? \Miat must people do that they may be remembered and honored? These subjects are so full of interest and can be so well adapted to primary children, that they can not fail to leave a higher conception of humanity and heroism. OUTLINE — GEORGE WASHINGTON. r Parents L Boyhood < Home . L Education Literature and History. 113 II. Stories of his Boy- hood and Manhood III. .Manhood IV. r The planting of the seeds. The Cherry Tree — Truthful- ness. Riding the Colt — Courage. Little George Washington. Great George Washington. His pony, Hero. His love for dogs and horses. Story of Betsy Ross and the [ first flag. Surveyor Soldier. I Statesman. I Citizen. History of the Flag. 1. Design from Washington coat-of- arms. 2. Designed by George Washington. 3. A fade by Betsy Ross of Philadelphia. 4. Adopted by Congress. 1777. 5. Xuml^er of stars and stripes. 6. Arrangement of each. 7. The addition of new stars. 8. Colors: Red, the language of courage and the emblem of war. White, symbol of truth and hope. Language of purity and emblem of hope. Blue, language of loyalty, sincerity and justice. Q. How Betsv cut the star. 114 February. \'. Washington Geography. There have been named in his honor one state, the capital of the United States, twenty-six counties, two hundred cities and towns. Pennsylvania it is said has twenty-four places named in his memory. Reference Books. "In the Child's World," Emilie Poulsson. 'The Story Hour," Kate Douglas Wiggin and Nora A. Smith. "Animal Kingdom." "Old Glorj," Dr. A. E. Maltby. "Stories from the Life of Washington." '"Stories from the Life of Lincoln." ^Memory Poems. Politeness. 'Tf a lady on the street. Or my teacher I should meet, From my head my hat I take, And a bow like this I make, Now I fold my hands up so, ^ To my seat I softly go." February. Here is February, Such a tiny thing; She's the shortest daughter, Mother year can bring. EL NUMBER. It is necessary in the number work constantly to recall the lessons of the preceding months. The chil- dren are prepared for each new step by its association with what is alreadv knowm. The number outlines are Number. 115 necessarily much alike, and upon some of these points no further suggestions will be made. STUDY OF MONEY. This month let us consider money values. The educational toy money is one of the necessary helps in the primary school. In some lessons children are early taught the value and use of money, and are able to conduct business transactions with surprising accur- acy; but the majority of children need training in this direction. Teach the quick recognition of the differ- ent pieces ot money. Make a collection of articles used in "keeping store" in the school-room. Teach value of money pieces by comparison. Give a row^ of children the dollar pieces ; another row half-dollars ; another quarters. Compare the values. First and second rows, compare. How many half-dollars must be ex- changed for a dollar? What other name has the half- dollar? Compare the quarter and half-dollar in a similar manner ; the quarter with the dollar. It is surprising how children work out the comparative val- ues of the different pieces. COST OF COMMON ARTICLES. Have the children estimate the cost of articles of food. What does a sack of flour cost? A paper of coffee? A pound of tea? A quart of beans? Mo- lasses? ]Milk? What other articles are bought by the quart? Name articles bought by the pound. Talk about the cost of clothes. What does a hat cost ? A pair of shoes ? A suit for Herman ? A dress for Ed- na? Give easy problems in which children are re- quired to give "change.'' This work is useful and in- 116 February. teresting to children because it enters into the prob- lems of real life. COLOR WORK FOR FEBRUARY MAKING A FLAG. In connection with the number work make a small flag from colored papers. From red paper measure and cut out a rectangle eight inches long and one inch wide. Fold this lengthwise and cut. Each flag will require seven of these half-inch strips. Take a small sheet of drawing paper and mount these strips, leav- ing a space of the white the same width as the red. Cut a small blue oblong for the corner. Upon this place thirteen stars. How many red stripes? What does the red mean? How many white? Why thir- teen stars? Children will need careful directing and help in this work, but facts in history and number will be permanently fixed in the doing. Teach the cutting of the five-pointed star, as Betsy Ross cut it. W^hy did she not approve of the six-pointed star ? LINCOLN CABIN. In connection with the Lincoln study, a log cabin might be built by the children with the teacher's help. Lath, or, better, rods may be used for logs. This cabin building may be made the basis for a large amount of concrete number work, such as comparing, measuring, etc. NUMBER OUTLINE. 1. The fundamental steps. Concrete. 2. The figure and word. 3. The abstract work. 4. Lines — eight inches ; eight feet. Drawings Language. 117 involving- the three classes of lines, using the new length. 5. The rectangles 8X1, 4X2. {Length. Width. Area, dollars, half-dollars, quarters, dimes, nickels. ^ cents. 7. Lessons in buying and selling, using educa- tional toy money. 8. Liquid measure. Teach eight pints in one gallon. 9. Problems related to nature study. 10. Color and number. ^lake a small flag by measurement. 6. Alonev values < IV. LANGUAGE. FORMING PLURALS. In connection with the phonic work, teach plural forms. Write a list of familiar words upon the board in the singular number. Give a drill on the sound of s. Teach first such words as form their plurals by the addition of «s- only. How shall we teach the little children the plurals of words ? In a natural, easy way. What do we say when we have more than one book? The child says books. What sound did you hear added to the word book ? The sound of ^. When you see more 118 February. than one bird, what do you say ? Birds. Give a Hst of easy words in the singular, having children form the plural by adding ^. FORMING THE POSSESSIVE. Teach the possessive form. John has a pencil. John's pencil is broken. Have the children tell the dif- ference between the sentences. Who owns the pencil ? John. Tell them that the mark between 71 and .? shows the ownership. Have each child write his own name, showing that he possesses something. Have children write from dictation such forms as Mary's hat, Paul's book, Ernest's sled. Arrange a list of words from the nature and literature work. Have children use these words in sentences showing the possessive forms. A LANGUAGE LESSON. George. George's hatchet was new. pony. The pony's name was Hero. dog. The dog's ears are long. horse. The horse's shoes are iron. flag. The flag's colors are red, white and blue. In conversation the children use both the plural and the possessive forms. Why should they not be a part of the language work of the first year? PRINTED STORIES. George and the Hatchet. 1. George was fond of play. 2. His father gave him a little hatchet. 3. George took the hatchet and went into the garden. 4. He saw a young cherry tree. 5. What did George do? Language. 119 6. He cut the cherry tree down. 7. George's father saw his fine tree cut down. 8. He asked George who did it. 9. George told his father the truth. 10. \Miat did his father say? 11. He said that he would rather lose many cherry trees than have his boy tell one lie. 12. Do you think that George was sorry? 13. What does this story teach us? POi"})!. "If all the trees were cherry trees. And every little boy. Should have, like young George Washington, A hatchet for a toy. And use it in a way unwise. What would we do for cherry pies?" George and the Colt. 1. George Washington was fond of horses. 2. His mother had a pet colt. 3. George was brave and truthful. 4. He caught the colt and rode it. 5. The colt was much frightened. 6. It ran away with George. 7. It ran so long that it fell dead. 8. George was very sorry. 9. His mother was sorry, too. 10. George had a little pony called Hero. George and the Seeds. 1. One day George and his father went into the garden. 2. His father made a little garden bed. 3. He wrote ''George" in the soft ground. 120 February. 4. Then they planted some Httle seeds in the marks. 5. Soon after George ran to his father, and said, "Oh, father, come and see my name made of httle green plants." 6. Why did the plants spell George ? . 7. We planted some seeds in the shape of a star. 8. What do vou think we will see bv and bv ? V. THE ARTS, MUSIC. 1. The National Hymn. 2. Drummer Boy. 3. Our Flag Colors. 4. We'll ]\Iarch Around. DRAWINGS AND PICTURES. Blackboard pictures of horse and dog, house, hatchet, hat, tree, sword, flag. Have pictures of Washington and Lincoln. Make charts of pictures of dogs and horses. COLOR WORK. Fold stars and make flag. Cut the five-pointed star. ]\Iake chains of red, white and blue paper. Fold hat from paper. Directions for making flag will be found in Dr. A. E. :\Ialtbv's book, entitled, "Old Glory.'' The Arts. 121 VALENTINE MAKING. Tell the story of good St. Valentine. Cut heart shapes from cardboard and decorate. Give children beautiful little sentiments of love and friendship to write on the cardboard, or in a booklet if one is made. Send these to parents, sick children or far-away friends. Other designs, as horse shoe, clover leaf, cir- cle, bird, flower, envelope, etc., are appropriate. This little card so dainty, So snowy white and fair. Brings peace and loving wishes For God's great love and care. This little gift so precious Is from a friend of thine, Who wishes thee great happiness And sends this valentine, "We send you this sweet valentine Your good, truf; heart to cheer, And may the happiness it brings Be with you all the year." — From Loving Friends at School. Here's a loving letter with a kiss and a squeeze, I'd like to be your valentine — that is if you please. MARCH. L NATURE STUDY. HARBINGERS OF SPRING. The observing child does not need to be reminded that the har- bingers of spring are already here. A few warm days and there is a visible change in all nature. The snow is gradually disappearing from the hillside and field, and the ice-bound river is again a thing of the past. The twigs begin to change their color, the pussy-willow stirs from its winter sleep, and the little crocus peeps through the Sfround. Physical Preparation TO Teach. THE BIRDS. Every day the observations in- crease. The bluebird is said to come first from his southern home, arriving quite early in the month ; he is followed closely by the robin. Notice the birds com- ing' back again. Do they come back in flocks, in pairs, or singly? The male robins come several days before the females. Do they look as they did when they mi- 122 Nature Study. 123 grated south ? What change is noticeable in the phuii- age? Do they sing on returning? Are they restless or quiet ? Encourage the children to observe the com- ing and habits of the returning birds. THE TREES. Early in the month study the maple tree. Show pupils the charts of maple leaves which they mounted in the autumn. Consider the appearance of the tree now. What changes has it passed through? Wliere did the sap go during the winter? What is the sap doing now^ ? It is running up the tree again. MAKING MAPLE SUGAR. Give lessons on the sugar-maple and sugar-mak- ing. Have the children tell you what they know about the tapping of a maple tree, the gathering and boiling of the sap. How is the maple-sugar made? Have children see the conditions necessary for the flowing of the sap. Why. tapped at this particular trme of the year? Of what are the spiles made? Why? If pos- sible, have some of the sap that the children may know its taste. Does the sap of the horse-chestnut tree, or of the oak taste like the sap of the sugar-maple ? TWIGS AND BUDS. Study carefully the twigs and buds of a few famil- iar trees and bushes. Observe the length and shape of the twig, its covering, and its arrangement upon the branch. Observe the buds as to size, color, covering, shape, position on the twig, and state of development. The lilac, horse-chestnut, pussy-willow, and maple are the most familiar to our children. 124 March. THE PUSSY-WILLOW. Begin with the pussy-wihow. Observe it day by day in its changing beauty and rapid development. Tell the story of the Pussy-Willow's Hood. Have the twigs in the class. What color are they to-day ? Have they on their furs? Will they wear them long? Will the dress be the same color in a few days? We shall watch and see. THE LILAC. With the pussy-willow, or following it, studv the twigs and buds of the lilac bush. Are the twigs sim- ilar to the twigs on the pussy-willow? Are the little buds the same color, and are they arranged on the twig in the same way as the fairy pussies ? There is a great difference. Bunches of little buds placed opposite each other on the twig. Cut a bunch of Pussy- Willow and a bunch of lilac for the school-room. Put them in water, changing daily, and watch the rapid develop- ment. • STUDY OF BUDS. Now turn to the maple tree and look at the bunch- es of tiny red buds. How are they arranged? Com- pare these buds with the buds of the pussy-willow and the lilac. How do they differ in size? Color? Po- sition of the twig? Look at the horse-chestnut. Com- pare it with the maple, the lilac, and the willow. Plow are the buds arranged? Where is the largest one? Where are the leaf buds ? The flower buds ? Exam- ine bud by removing the coat. Take off the scales one by one. Find the tiny leaf wrapped in its blanket. Compare this leaflet with the leaves mounted in the autumn. Nati're Study. 125 Throughout the remaining spring months observe the development of these four varieties of twigs and buds. Do they change their color as they grow ? How do they differ from one another in shape and size of leaf? Watch for the blossoms of each. What is the color of the lilac ? The pussy-willow ? The maple ? The horse-chestnut? Which one is the most beautiful? Which one the most fragrant? Which one does the honey bee visit? Which tree bears a nut? Is it an edible nut ? Why called the horse-chestnut ? Give the story, "How the Horse-chestnut Received Its Xame." AIR AND WIND. The variable month of ^larch is selected for the special study of air and wind. Going back to the au- tumn the children will recall the work of the wind in the distribution of seeds. How it helped to strip the trees of their leaves and brought the nuts down. They w411 tell of the cold north wind brinofinor the snow and 't>' freezing the streams. THE AIR. \\'e will now consider the air at rest. We wish the children to understand, not so much what it is, but that it is essential to all life. Fix this fact by conver- sation lessons, stories, and experiments. If all the boys and girls were taken from the room, what would still remain ? The furniture. Remove that, and what re- mains? The children may say, "Nothing." Remove the crayon from the box. It is now filled with some- thing else. What is it? The answer will probably be air. We open the window. Why ? To let in some fresh 126 March. air. Was there not air in the room before? The an- swer will be that the air was too warm or that it was not good air. What do we do with the air? Take it into the lungs. Wliat kind of air should it be? \\> can now show how the air becomes impure in the room. How impure air taken into the lungs will eventually cause death. Illustrate by people being crowded to- gether in small rooms without sufficient fresh air. Ask the children many questions by way of comparison. What kind of air comes from the open window ? What kind comes from the radiator or stove? Where does the warm air go ? Where does the cold air go ? Show how heat expands air by the simple experiment of the bladder. Hold the bladder over the radiator. What happens? Lt becomes full. Why? THE WIND. Now talk about the wind. Can the children see it? Can they feel and hear the wind? What is the wind ? It is the air moving about. Have the children tell you what the wind can do. They will speak of its rocking the birds in the trees, driving the sailboats, turning the wind wheels, flying their kites, blowing off hats, and turning umbrellas. Name the four winds. Record daily the direction from which the wund is coming. Upon the board write a list of the uses of the wind. In another place show its destructive power. The many stories suggested in the literature work will make this study of wind and air both interesting and practical. THE SUN. The lessons about the sun should be introduced Nature Study. 127 by questions that will lead the children to see the close relation between it and the plant and animal world. \\'hat causes the buds to swell ? The flowers to bloom ? The grass to look so green ? Children will an- swer, Because it is growing warmer. Where does the heat come from? What comes from the sun besides heat ? Could we live without heat and light ? Do you think that buds and flowers could grow without heat and light from the sun ? Have you noticed any difference in the rising of the sun ? Does the daylight come earlier than it did in the winter time? Then the sun must rise earlier. What about the setting of the sun? It sets later. Will the days be longer or shorter? What about the nights ? They become shorter. That the sun is many times as large as the earth is all that is necessary to say in regard to size. It is very far away from us, and this makes it ap- pear like a small body. The power of the sun's heat is brought out by the story, "The Wind and the Sun." OUTLINE. I. General Observation of Spring. The disappearance of ice and snow\ The return of birds and bees. The condition of the ground. The wdnds of March. II. Special Observations. Twigs Pussy- Willow. TVT 1 Observe Maple. L Horse-chestnut. Color. Length. Use^ Position. 128 March. Shape. TD J Size. Buds ^ „ , Color. Arrangement on twig. Chairs. III. Use of \Mllow Wood i ^^s^'f ^• I Kasels. Air Canes. f Weeping-willow. IV. Kinds of Willow < Weaving-willow. L Pussy-willow. V. How is the wood prepared for weaving? AIR AND WIND. r What it is. Where it is. Essential to life. Pure air. Impure air. Cold air. L Heated air. f What the wind is. Direction of winds Kind of weather each wind brings. Changes vapor to rain. Turns wind mills. Turns weather-vane. Moves sailboats. Flies kites. Carries seeds. Dries clothes. Helps the birds to fly. Wind Uses of Wind ^ Literature axd History, l29 Destructive i Blows trees down. Destroys plants and flowers. Power of \\'ind ^ Causes great sand storms. Destroys ships at sea. ■ Position. Size. fLi-ht. Use < LHeat. The Sun < IL LITERATURE AND HISTORY, The value of the willow-wood is taken up with the study of the twigs and catkins. The children probably know, or are led to observe, that the willow twigs are used for making chairs, mats and baskets. HISTORY OF WEAVING. The history of weaving is one of the most inter- esting of the arts, as well as one of the most ancient. As far back as history goes, men have woven together twigs and reeds to form a rude shelter. The weaving of clothing is one of the three primal race occupations, the others being planting of food and building for shelter. The simplest form of weaving is that which enters into the weaving of mats, which are woven from vege- table fibre. THE W^EAVER BIRD. It is thought that the early savage races learned this art from studying and imitating the habits of cer- 130 March. tain birds. The greatest architect among birds is a native of Africa, which is known as the weaver bird, and which makes its nest from vegetable fibre. One of the birds stays inside the nest, the other outside, pushing the strip in and out until the nest is finished. Show the pictures of these wonderful nests. Why are they placed so high? How do these birds enter their nests? This will lead to a discussion of the way in which our familar birds make their nests, and prepare the children for keener observations during the time of nest building. MAT WEAVING. For weaving work the materials required are paper mats and weaving needles. The mats come in such beautiful colors, with corresponding tints and shades. Each child is furnished with a square mat, cut length- wise into a number of strips. The strips in the first weaving lessons should be at least one-half inch wide. The margin is left uncut, and this forms the warp. For the woof give a corresponding mat, which is to be separated into a certain number of strips. These strips may be a tint or a shade of the warp, or they may be of any other color that will harmonize with the warp. The first weaving lesson must be the simplest form, consisting of over one, under one, and continuing across the warp. The second row will be under one, over one. This is the way mats were first made from veg- etable fibre, the weaver using a long stick where we use a needle. These weaving lessons require patience and skill on the part of the teacher, and these virtues grow in LlTKRATLRE AND HiSTdRY. 131 the children as they watch the pretty mat growing under their fingers. Many other valuable lessons may be taught through the weaving w'ork — neatness, indus- try, cleanliness, exactness, design. These all have a place in the weaving lesson. Stories. 1. "Pussy Willow's Hood." Cat Tails. 2. "Pussy Willow," Child^s World. 3. "The Maple Tree's Surprise." Jb. 4. "The Sun and the Wind," Aesop. 5. "How West Wind helped Dandelion," Child's World. 6. "Spring and her Helpers," lb. 7. "The Meeting of the VVinds," lb. 8. "North Wind at Play," lb. 9. "Ulysses and the Bag of Winds. 10. "Hermes." Flora J. Cooke. 11. "What the Winds Bring," Steadman. Reference Books. "In the Child's World," Emilie Poulsson. 'The Child's Book of Nature," Hooker. 'The Republic of Childhood," Wiggin. [Memory Poems. March Wind. Whichever way the March wnnds blow, W' e may have rain or we may have snow ; Whether it blows to the east. Or blows to the west. The wind that blows, — That wind is best. Wind Play. March now comes on his windy way. And is always ready for fun and play; Off the children's hats he blows, Then hides and whistles, and away he goes —E. D. E. 132 March. The Lilac Bud. "A smart little bud on a lilac twig Whispered soft and low : 'The sunshine is bright and the air is mild, So it's time to begin to grow. " 'Yes, yes, yes, — time to begin and grow ; The sunshine is bright and the air is mild So it's time to begin to grow.' " What the Wixds Bring. The North Wind. Which is the wind that b'-ings the cold? The north wind, children, and all the snow. And sheep come scampering into the fold When the north wind begins to blow. The South Wind. Which is the wind that brings the heat? The south wind, Carrie, and corn will grow, And peaches will redden for you to eat, When the south wind begins to blow. The East Wind. Which is the wind that brings the rain? The east wind, Arthur, and farmers know That cows come shivering up the lane When the east wind begins to blow. The West Wind. Which is the wind thai brings the flowers? The west wind, Bessie, and soft and low The birds sing in the summer bowers When the west wind begins to blow. -E. C. Steadman. In March Days. Two little pussies, Came out one day. One saw the other, Over the way. LlTERATl'RE AND HiSTORY. 133 'Good morning, sister, How do you do?" The other answered With only a mew. One gray pussy. In great surprise. Could hardly believe Her little eyes. 'I could never Stir from the bough ; That young pussy Is walking now." The other pussy Went home with a bound ; 'Mother, Tabby, Guess what I've found. 'A saucy kitien Sat in a tree ; Wore a brown bonnet, And mocked at me." -KateL. Brown. What. 'What do you think I saw All bundled up in fur, Swinging at ease on a. willow spray? Nine little pussies, plump and grey ; But I could not find a sign of a claw. Not even a tip of a velvet paw ; What do you think they were?" Spring. "'Spring is a little daughter, The sweetest ever seen, The grass comes up to meet her, And all the trees are green. How glad we are to see her When first she comes this way ; I think we feel like saying: 'Dear Spring, please always stay.' ' 134 March. Poem. 1. The March winds are blowing, so fierce and so strong, They say to the pussies, you've slept long, so long, We'll blow and we'll blow ; yes, we'll blow you about, So pussies, dear pussies, awake and come out. 2. The pussies are sleeping in snug beds of brown. At the call of March winds, they awake and look round. For they have been resting the whole winter long. And welcome the call of the March wind's wild song. m. NUMBER. Teach the number work of Bud Stud\ for ]\Iarch largely through the nature work. Buds are placed singly, in pairs, or in clusters. They are alternate or opposite. Make use of this arrangement in the num- ber lessons. Count the buds on the twigs. Count them by twos and inake the addition. Take groups of buds, as the maple. How. many in the group? How many ones? Twos? Threes? Draw a twig w4th three "pussies" on it. Draw another with two times three. Another with three times three. Problems. Abstract statements. 3X1=3. 3X2=6. 3X3=9. WEAVING EXERCISES. Teach number through the weaving. Have the children weave from dictation, counting the number of times over and under. IMeasure twigs and branch- es. Gather the long twigs of the swamp w^illow for foot measurement. Encourage children to make prob- lems relating to the subjects considered. Language. 135 Outline of Number Lessons for March. 1. The fundamental steps. Concrete develop- ment through nature work, especially by study of buds. 2. The figure and word. 3. The abstract forms. 4. Teach the equal fractional parts of nine. 5. A line nine inches long. Compare with eight inches, seven inches, etc. 6. A line seven feet long. Comparisons. 7. A rectangle 9X1 feet or inches. Teach sq. ft. 8. A rectangle 3X3 feet or inches. 9. Compare these rectangles as to shape, length, width. 10. Lessons in buying and selling. 11. Color and number. 12. Weaving problems. IV. LANGUAGE. COMPOSITION. The plan of the children's composition work should be uniform throughout the class. Teach them as early as possible the form to be observed in the lan- guage lesson. Every child should know where to write Room i, the month and date, and his name. In the sentence work he must know where to begin the writing, how wide the margin at the left side of the paper should be ; to place a capital letter at the be- 136 March. ginning of the sentence, and the proper mark of punct- uation at its close. There will not be many mistakes in the spelling if the children have seen nothing but correct arrangement of letters into words. The writ- ing to be copied by the children should -be a model worthy of imitation. Careless writing by children is usually the outgrowth of careless work by the teacher. READING. Give as much time as possible to the reading. In addition to the printed lessons, make a collection of easy stories for quick sight reading. Several excellent books are new available for primary reading. PRINTED LESSONS. The Wind and the Sun. 1. The wind met the sun in a field. 2. The wind said, 'T am very strong." 3. The sun said, "I am strong, too." 4. Each one thought he was stronger than the other. ■ 5. The wand laughed at the sun. 6. A man was walking in the field. 7. The man had a cloak on. 8. The wind tried to take off the cloak. 9. The wind blew very hard. 10. The man held the cloak tight around him. 11. The sun tried to take off the cloak. 12. The sun was very hot. 13. The man was too warm. 14. He took off the cloak. 15. Which was the stronger, the wind or the sun? The Arts. 137 Air. 1. Air is everywhere. 2. We cannot see the air. 3. We can feel the air. 4. Heat expands the air. 5. We put the rubber ball on the radiator. 6. The radiator was hot. 7. AMiat did we see? Wind. • I. AMnd is moving air. 2. The wind moves the ships. 3. The wind dries the clothes. 4. The wind flies the kites. 5. The North Wind brings ice and snow. 6. The South Wind brings birds and flowers. 7. The East Wind brings fog and rain. 8. The West Wind brings clear weather. V, THE ARTS. MUSIC. March Songs. 1. "Over the Bare Hills far away," Jenks and Walker. 2. "Pussy Willow Song," lb. 3. "Which way does the Wind come?" Eleanor Smith's Songs. 4. "The Windmill," Jenks and Walker. 5. "Weaving Song." lb. 6. "Sewing Song." lb. 7. "Mr. Sun is a Jolly Fellow." 8. "Songs of the Winds." Song of the Winds. I am the North Wind strong and bold, Blow, blow, blow ; I bring the sleet and ice and cold. Blow, blow, blow ; 138 March. I bring the snowflakes light and gay, Children with these rejoice to play^ Dear little fairies all are they, Blow, blow, blow. I am the East Wind mild and dry, Blow, blow, blow ; Over the desert sands I fly. Blow, blow, blow ; Chasing the sun from morn till night, Over the mountains out of sight, Filling the forest with delight, Blow, blow, blow. I am the West Wind wild and warm. Blow, blow, blow ; I bring the rain and roaring storm, Blow, blow, blow ; Gently I lift the clouds of rain Over the hot and thirsty plain. Gladly I freshen the fields again. Blow, blow, blow. I am the South Wind low and sweet, Blow, blow, blow ; I bring the daisies at your feet, Blow, blow, blow; Gently I bring on balmy breeze Flowers and buds and leafy trees, Lambkins and birds and busy bees. Blow, blow, blow. DRAWING. 1. Drawing twigs and buds of the trees studied. 2. Painting the twigs in water colors. 3. Paper weaving and basket making. 4. Paper folding ; sailboat ; pin-wheel. 5. Illustrate, "The North Wind at Play." 6. Illustrate poem, "In March Days." 7. Illustrate story, "The Sun and the Wind." WRITING. See suggestions of former months. See composition work for March. APRIL. I. NATURE STUDY. 'Then let ns sing and praise, And thank the Father dear. For April is the fullest month, Of all the children's vear." Looking at the Robin. What a wide field tor ob- servations! Every day new flowers are welcomed; birds are returning and bird voices make glad the world around. Sunshine and shadow, thun- der storms and laughing showers, all tell the story of fitful April. RESURRECTIOX STORY. In the morning exercises tell the Bible story of the resurrection. Sing the hymns of Easter time and the songs of returning life in all nature. The awaken- ing to new life is the underlying thought for the month. ^Martin Luther said, ''Our Lord has written the promise of the resurrection, not in books alone, l)ut in every leaf in spring time.'' 139 140 April THE CO COO X. Take the cocoon and recall how in the autumn it spun the little cradle and prepared for its winter sleep. It is apparently dead. What will soon come forth from the dead-looking cocoon? The beautiful butterfly. Why is the butterfly so often put upon our Easter cards? Why the little chicken and the Qgg? Why the rabbit? Why do we color eggs at Easter time? Tell the children of the customs of other countries in celebrating this festival. SPRING FLOWERS. The spring flowers are enthusiastically welcomed by the little children. The dainty bloodroot and frail anemone are among the first to find their way into the school-room. How carefully Mother Nature has protected the bloodroot by wrapping the curled leaf around the lovely flower. The delicate anemone (windilower) has an abundance of food stored away in an underground stem. Read Lucy Larcom's pretty poem, "The Wind Flower." JACK-IX-THE-PULPIT. Jack-in-the-pulpit grows in abundance and is a great favorite. Anticipate the thoughts and ques- tions of the children. Why called Jack-in-the-pulpit? What is his text? His Sermon? Where is his pulpit? The children may observe the plant throughout the summer and notice the changes in appearance. By what other name is it known? Is it of any use to man? Special Wokk. 141 THE TRILLIUM. The Trillium (Wake Robin) is another interest- ing spring- flower. Observe it carefully. How many petals? How many sepals? Look at the pistil. How many horns has it? How do the parts of the trillium compare with the parts of the anemone? The blood- root? Whv do vou think it has been named "Tril- lium"? Take up other spring flowers as they appear. Almost every flower has its myth or legend. Give these in connection with the conversation lessons. The Legends of the DandeHon, the Iris, and the For- get-me-not, are among the many beautiful ones with which the children should be familiar. SPECIAL WORK. STUDY OF SEEDS. Through the conversation lessons bring out the observation relating to the preparation of the gar- dens and the fields for the planting of seeds. Recall the gathering of the harvest and the value of grains and seeds as articles of food. Now the seed is to be studied as the organ of reproduction. Bring before the children the familiar seed used in the Autumn work. Among these are the corn, the bean, the pea, and several varieties of nuts. Compare the bean and the corn as to size, shape and color. Call atten- tion to prominent marks of distinction in such nuts as the walnut, horse chestnut, hickory nut and acorn. The first lesson is the study of the dry seed. How is the seed covered? How protected? Can the coat 142 April. be removed? Why not? Is there life in the seed? How is the Hfe brought forth? The seed must be planted. Thus lead the children to see the other con- ditions to plant-life, heat, light, and moisture. GERMINATION. Soak the bean, pea, and corn. Remove the skin carefully and find the tiny plantlet within. Compare the bean and corn as to the position of the little plantlet. Of what use are the thick parts of these seeds to the embryo plantlet? Nature prepares food for the young plantlet, just as parents provide for their children. Plant seeds in the room under difTferent condi- tions. Place a piece of moist cotton on the top of a glass filled with water. Sprinkle the cotton with flax- seed. Observe the rapid growth. Tiny green leaves form a mass of foliage, while silver hair-like roots grow downward. Prepare window boxes for seed planting. Into one put good soil, into another poor soil and into a third, sand. Plant and observe the difference in growth under the dififerent conditions. Plant another box, keeping it away from the light. What is observed? Notice the growing plants. In what direction do they tend? Why? Plants seek the light. Examine the plantlets frequently. Compare the corn and bean as to their leaves. Was there any- thing in the seed to indicate that the bean would have two cotyledons and the corn only one? THE GROWING PLANT. Study now the three parts of the plantlet, root, stem, and leaves. What is the work of the root? Special Wonr. 143 Compare it with the stem. How is the root fed? Show the clej)en(lence of stem and leaf upon the root. \Miat additional food does the stem and leaf require? Keep a few of the bean plants. Shortly the blossom will appear, then the food. The children wall thus understand the circuit of growth, from seed to seed by having it brought before them daily, and having their attention called to the successive steps in the development. If possible small garden beds should be prepared in some suitable place in or near the school yard (See September Xature Work), and these should be planted and tended by the children under the teach- er's guidance. APRIL OBSER\ATIOXS. I. The Awakening to New Life. 1. The flowers from the earth. 2. The leaves on trees and bushes. 3. The butterfly from the cocoon. 4. The chicken from the Qgg. IL Flow^ers for Observation. 1. Anemone — Wind Flower. 2. Bloodroot. 3. Jack-in-the-pulpit — Indian Turnip. 4. Violet. 5. Dandelion — The Day Star. 6. Forget-me-not: 7. Trillium — \\'ake Robm. The drv seed. III. Seed Stud^ The soaked seed. Seeds planted under dif- ferent conditions. 144 April. R^. Germination. J V. The Plantlet J Stem. I Leaves. ^On cotton or sponge. In good soil. In poor soil. In sands. > Root. COMPARISON OF THE CHICKEN AND DUCK. The chicken and duck are familiar and may be selected as types of scratchers and swimmers. OUTLINE THE DUCK. (Have live specimens of duck and chicken before the class.) I. A Water Bird. < II. Food Children name parts. Wdiere often seen? Form. Compare with the chicken. Worms. Insects and Slugs. Water plants. Grass. ^ Bread. {Compare foot with that of the chicken. Why has the duck a webbed foot? How many toes on each foot? r Compare with chicken as to Iv'. Legs J length, size, and position. L Does the duck walk? Can it run? Special "Work. 145 V. Feath- ers VII. Hatch- ing VI. Bill -<^ C Examine feathers. They are close, thick, and warm. Some are long. Some are short. They are beautiful in color. Bring out the use of the feathers to the cluck. The use to man. Compare with the feathers of the chicken. Does the chicken like to be out in the rain? Does the duck? See poem. Compare the bill of the duck with the bill of the chicken. Compare their food. Has the duck teeth? Has the chicken? How is their food digested? '' Compare the nests of the duck and the chicken. Have eggs of each and compare as to size, shape, and color. The duck sits upon its eggs four weeks. The hen sits three weeks. Which .of the two is the, better mother? What are the young of the duck called? The vouns: of the chickeii? 146 April. IL LITERATURE AND HISTORY. THE MOON AND STARS. The Indians call April the Moon of Starry Nights. The nights are unusually brilliant. Have the children observe the splendor of the April skies. Follow the moon from the crescent to the full, thence to the cres- cent again. Tell the Indian story of the four dragons whose duty it was to eat the moon. Explain simply the source from which the moon receives its light. Com- pare the light of the moon with the light of the sun. What do the children see in the moon? Not all will see the same picture. Tell the children the "Moon Stories" of the different countries. Observe the stars. Children report their observa- tions. Some stars twinkle. Some look like the sun. Some are larger than others. Locate with them the evening star, the milky way, and the great dipper. See the stories adapted to these lessons in the outline, FRIEDRICH- FROEBEL. The picture of Froebel has a place in the primary room as well as in the kindergarten. Let the children know that he was a great teacher, and, better still, that he was the friend of the little children. April brings the anniversary of his birthday. Plan the work of this day so that much of the kindergarten material may be used. Give a folding lesson from the colored squares and a weaving lesson, using the prettiest of the mats. Tell the story of his life, beginning with the little boy, Froebel. See suggestions in outline. LiTERATL'RE AND HI8TORY. 147 Commit the following stanza : ■fe "April brings the springtime flowers, And wakes the Easter morn, April IS the merry month When Froebel, too, was born." OUTLINE FRIEDRICn FROEBEL. Froebel as a Little Boy. 1. His home and parents. 2. His lonely life. 3. His love for birds, flowers, and animals. 4. How he tried to build churches from pieces of wood. 5. His school life. Froebel as a Man. 1. He becomes a teacher. 2. He names his school boys. Why? 3. Froebel's gifts. 4. Froebel and the home. 5. Froebel's death. 6. Show the plan of the monument erected to his memory. Stories. 1. "The Life of a Bean," — Plant Life.— Florence Bass. 2. "The Straw, the Coal of Fire, and the Bean," Grimm's Fairy Tales. 3. "The Pea Blossom," Hans Andersen. 4. "The Farmer and the Birds," Child's World. 5. "The Lost Chicken," lb. 6. "The Story of Speckle," lb. 7. "The Street Musicians," McMurry's Classic Stories. 8. "The Ugly Duckling," Andersen. 148 Apeil. ' Floiccr Legends. 1. "The Legend of the Dandelion," All the Year Round. — Spring. 2. "The Legend of the Iris,'' Stories from Flower Land. 3. ''The Forget-me-not." See memory poem. 4. "The Legend of the Anemone." See memory poem. Moon Siories. The Greek Storv — "The ]\Ioon Maiden," Wiltse. The Hindoo Story— 'The Rabbit," Wiltse. The Egyptian Story — "The ]\Ioon God." Wiltse. The Iceland Story — "Jack and Jill," Fiske. The Indian Story. — Cooke's ^^lyths. The History of a Seed. [Make suitable illustrations for each stanza on the black- board.] I. The Seed. "Only a little seed. Very small indeed. Put it in the ground, In a little mound, Then wait and see, What it will be. The Vine. The seed became a lovely vine. That o'er the brown earth loved to twine, A.t our feet so very low Went on and on to grow and grow. 3. The Flozi'cr. The summer's rain, the summer's shine, That wet and warmed the pretty vine, Had somehow quite a wondrous power, That wrought a lovely yellow flower. Literature and History. 149 4. The Fruit. The little flower grew and grew, In sun and shower and moistening dew ; And when the leaves began to fall. There lay a lovely yellow ball, The prize for harvest best of all." What was the fruit? Jack-iu-thc-Pulpit. Jack-in-the-pulpit is preaching to-day. That's what the birds and the children say. Preaching a sermon for them, you see, Not heard by old-folks, like you and me. The birds trill his text o'er. "Spring-time is here," And children quick echo, "Oh! Dear. Oh, Dear;" Jack talks of tops, and marbles, and hoops. Balls and bats, with no hmt of books. For out in the woods. Jack holds church. And who wants lessons with smell of birch, And odor of violets and all things swtet, And birds with chorus of "Tweet!" "Tweet!" Haven't you seen them, the boys and girls With laughing eyes and hair all curls? Running to hear Jack's sermon, they say. For them and the birds, this sweet spring day. — Ellen Le-Garde. Memory Poem. "Who likes the rain?" "I," said the duck, "I call it fun. For I have my little rubbers on ; They make a cunning three-toed track In the soft, cool mud; quack! quack!" "I." cried the dandelion, "I, My roots are thirsty, my buds are dry;" And she lifted a towsled yellow head Out of her green and grassy bed. Sang the brook; 'T laugh at every drop, And wish they'd never need to stop Till a big, big river I grew to be. And could find my way out to the sea." 150 April. "I," shouted Ted, "for I can run, With my high-top boots, and the rain-coat on, Through every puddle and runlet and pool That I find on my way to school." — Clara Doty Bates. April. "Good morning, sweet April So winsome and shy, With a smile on your lip And a tear in your eye. There are pretty hepaticas Hid in your hair, And bonny blue violets Clustering there." The Nezi' Moon. Dear mother, how pretty The moon looks to-nighl ! She was never so cunning before ; Her two little horns Are so sharp and so bright, I hope she'll not grow any more. If I were up there With you and my friends I'd rock in it nicely you'd see ; I'd sit in the middle And hold by both ends. Oh, what a bright cradle 'tvvould be ! I would call to the stars To keep out of the way, Lest we should rock over their toes ; And then I would rock Till the dawn of the day, And see where the pretty moon goes. And there we would stay In the beautiful skies ; And through the bright clouds we would roam. We would see the sun set, And see the sun rise, And on the next rainbow come home. —Mrs. Follen. Xlmi'.kr. 151 Suggestive Poems. 'Twinkle, Twinkle, little Star," Jane Taylor. 'The Stars are Coming." Nature in Verse. 'The Sunbean^s," Eniilie Ponlsson, lb. 'Stop, Stop, pretty Water, ' Mrs. Pollen, lb. 'The Little Red Hen," lb. III. NUMBER, Nature's arrangement of petals and sepals, ot calyx and corolla, of stamen and pistil, certainly teaches that number may be largely taught through nature. Many of the early flowers are simple in their construc- tion, and may be made a valuable help in teaching the ''four steps'' in number work. If one corolla has five leaves, how^ many leaves have two corollas ? The prob- lem is vastly more interesting than a book problem, which perhaps bears no relation to the child's interests. This being the Froebel month, bring color lessons into the number work. Grouping of circles and tri- angles and squares into beauty forms. Mounting of the spring flowers in groups. Group of stars cut or folded from colored papers. Drawings of ducklings and young chickens growing out of the literature work. Number and nature go hand in hand in the month of April. Outline of Number Lessons for April. 1. The fundamental operations. Concrete. 2. The writing of numbers. Explain unit's place ; ten's place. 3. Money lessons. (Educational toy money.) 1B2 April. Teach : Ten cents in one dime. Ten dimes in one dollar. 4. Problems in buying and selling. Children estimate values. AMiat can be bought for a dime? A dollar? Five dol- lars. 5. Teach ^ and -J- of 10. 6. A line ten inches ; a line ten feet. 7. A rectangle loXi- Another 5X2. Compare rectangles as suggested in pre- vious outlines. 8. Arrange all known combinations into tables. Give daily drills in quick work. Arrange the other three steps likewise. 9. Arrange color work in mounting lessons, using ten circles, ten triangles, ten squares. 10. Science problems related to the nature work. IV. LANGUAGE. READING. I. Selected lessons from ''Stories for Young Readers.'' Florence Bass. 1. Spring Rain. 2. The Wind and the Sun. 3. Stories of the Dandelion. 4. The Life of a Bean. IL Selected Reading Lessons from "All the Year Round." Spring. 1. The Bean Plant. 2. The Straw, the Coal, and the Bean. 3. The Pea Vme and Blossom. Language. 153 4. The Trillium. 5. The Dandelion ; also, The Legend. 6. The Duck. 7. The Hen. SCRAP CARDS FOR READING. Supplementary reading may be arranged by the teacher who is not fortunate in having many books provided. ^lake clippings from educational papers. Mount the lessons on cards and arrange in sets adapted to the time of the year and the subject under consider- ation. i\Iany short myths and legends referred to in the outlines will provide excellent material for oral repro- duction. Encourage and insist on the child's telling a connected story. Write short stories upon the board for sight reading. Have the same stories copied, in- sisting on the best the children can do. Follow other suggestions found in former months. Printed stories, such as The Bean. 1. We had some beans in a box. 2. The little seeds were asleep. 3. We put them to bed in some earth. 4. The earth made a nice cover for them. 5. The little beans will soon wake up. 6. They will begin to grow. 7. Their coats will soon become too small. 8. They will soon peep through the earth. 9. Beans have two seed leaves. • • 10. Sometimes we call the seed-leaves cotyl- edons. 154 April. V. THE ARTS. Music. 1. "See IMillions of bright Raindrops," Jenks and Walker. 2. "Seven little Fairies came," lb. 3. "Over the bare Hills," lb. 4. "The Song of the Bee," lb. 5. "Five little Chickens," Whiting's ]\Iusic Book. 6. "Twinkle, Twinkle, little Star,' 15. 7. "The Cow has a Horn," lb. Six Nice Ducks. Six nice ducks that I cnce knew. Fat ducks, pretty ducks they were, too. But the one with the feather curled up on his back. He ruled the others with his quack, quack, quack. With his quack, quack, quack; He ruled the others with his quack, quack, quack. Across green fields those ducks would go, Widdle, waddle, widdle waddle, all in a row, But the one with the feather curled up on his back, He led the others with his quack, quack, quack, etc. Here a fat bug, and there a small toad. They snapped up quickly when on the road. But the one with the feather curled up on his back, He ate the biggest with his quack, quack, quack, etc 4- Down to the brook they went with a dash. Into the water with many a splash. But the one with the feather curled up on his back. He swam the fastest with his quack, quack, quack, et( 5. If I'd tell you all these ducks did. The nice time they had in the meadow hid, But the one with the feather curled up on his back. He told the story with his auack, quack, quack, etc. The Arts. 155 DRAWING. 1. The Ugly Duckling. Story illustrated. 2. Drawing lessons. The dry seeds. The lit- tle plantlet. Finish in water colors. 3. Sewing lessons. Leaves, flowers. The chicken. The duck. 4. Illustrate the poem, ''Only a Little Seed." 5. Illustrate the Moon Stories. 6. iModel eggs in clay. Color some for Easter. 7. Draw a star. Cut stars. Fold stars. WRITING. 1. Write words from dictation. 2. Write sentences from words. 3. Write short stories from given subjects. 4. Complete capital and small forms. MAY, L NATURE STUDY. THE CHILD AS AN OBSERVER. Children are naturally keen "observers. The pleasure and Value derived from being al- lowed to report his observa- tions is too often denied the wide-awake child. He sees that the days are becoming longer and warmer; apple buds have changed to apple blossoms ; April flowers are disappearing and more bril- liant ones, but not rnore beautiful, are taking their places. New birds are daily arriving. Of all these things the children wish to be reporters. Should the child be reproved who comes to school a few minutes late and reports, "I saw an oriole building its nest, or a robin feeding its young"? Last year a boy from the second grade was absent all day. He returned the next day with at least a dozen different kinds of nests which had been aban- 156 Getting Lesson Material FROM Nature. Nature Study. 157 doncd. He had studied in nature's school all day. The nests were arranged and studied, not only in his own room, but in other departments. STUDY OF NEST BUILDING. The familiar birds are all back again in their ac- customed haunts. Let the children name all the differ- ent kinds they have seen. Keep a list upon the board for reference. Have them report where certain birds are building, how they are constructing their nests, and the materials used. Who taught the bird how to build its nest? Does it build the same way each successive year? There are no new styles in bird architecture, yet each bird has its own individual way of building. Are our homes all built alike? Show that there is as much difference in the architecture of nests as of hous- es, as to material, form, skill, and beauty. Name the materials from which our houses are made. The bird's materials are wood, stone, twigs, straw, hair, feathers, moss, seaweed, heather, mud, sand, strings, cotton, etc. Make a list of these materials, keeping it upon the blackboard. Have the children report the materials used by the birds which they are observing. Teach here the poems, "Bird Trades." What do the birds use for tools ? MOVEMENTS AND SOUNDS OF BIRDS. How do the birds go from place to place? Do they always fly? Watch the robin. Does it travel over the ground as the chicken and duck do? Now look at the crow. Some birds hop. Which ones? Some birds walk. Tell the story of the little boy who asked the bird, "Whv some birds walk and some birds 158 May. hop." Talk about the sounds made by the birds. Some chatter, some scold, and some use plaintive and coaxing tones. Think about their habits. Which ones are objectionable? Compare with the habits of people. ROBIN AND BLUEBIRD. The robin and the blue bird are not only the most familiar, but. the favorite birds of the children. They have, therefore, been selected for spcial study. For preparation make blackboard illustrations of these birds and the kind of nest each one builds. Have before the class the stuffed bird for a study of the parts. Pre- pare out-door lessons for a study of the habits and characteristics. When teaching the robin's nest and food, use the poems, "What Robin Told," and "Robin and the Cherries." In the blue bird work use the poem, "The Maiden and the Bluebird." A longer list of legends, stories, and poems will be given this month because of the abundance of good material from which to select. For additional sugges- tions see following outline, "Bird Questions" and "Bird History" : THE ROBIN. 1. Appearance. Distinguishing points. 2. Size. Compare with blue bird, swallow. 3. Color. Compare male bird with female. Industry. Cleanliness. Love. Devotion to young ones. Cheerfulness. , Courage. 4. Habits Nature Study. 159 5. Food 6. Song 7. Nest ( Insects. Spiders. Grubs. Worms. Cherries. Berries. Plums. r What is the song ? When does he sing? LDo both birds sing? f Material. Where built. How constructed. Number of eggs. Color. Size. Time required for hatching. Appearance of baby robins. Care of the young. The Baby Birds. 1. Size when hatched. 2. Covered with down. 3. Appearance of feathers. 4. Food. Of what does it consist? 5. Amount of food consumed. 6. The training of a robin. Give the story of "Tip-Top." 7. Rapidity of growth. BIRD QUESTIONS. In the development lesson ask many questions which will arouse a spirit of investigation. Allow the children, if necessary, to observe and report at another lesson. For little children these questions must nec- essarily be very simple and short. The following list 160 May. will illustrate : When did the robins return ? Where had they been ? In what kind of trees do robins build ? In which part of the tree? With what do they build their nests ? What are robins' tools ? How is the nest lined? What color is the robin's eggs? Which bird sits on the eggs? \Miat does the father bird do? What is the food of the baby birds ? Do they eat much ? Do they grow rapidly? How do they learn to fly? Time for hatching? How many broods a season? Prepare an outline for the teaching of the blue bird similar to the robin outline. Prepare a list of questions adapted to the outline. SOME FACTS ABOUT BIRDS. Birds of prey do not have the gift of song. Wild birds do not sing more than ten weeks in the year. The woodpecker's call is not musical. It is like a harsh cry. The cat bird mews. It sometimes imitates the sounds of other birds. The meadow lark is a great whistler. The robin is the cheerful singer. The wood thrush is said to be the most beautiful, the finest in song, and the noblest in character of the winged order in America. The smallest egg is that of the ^Mexican hum- ming bird. It is scarcely larger than a pin's head. The largest egg is that of the ostrich. It weighs three pounds, and is considered equal in amount to twenty- four hens' eggs. Robins come early in the spring. At first they appear one at a time. Nature Stidy. 161 The robin is the last bird to go to bed at night. Its eyes are large and it can well see by a dim light. It is also an early riser. The bluebirds come north about the last of Feb- ruary or the first of March. The blue birds are the first birds to mate. They mate about the first of April. The meadow lark builds its nest upon the ground. The rook is the only bird that repairs its nest in the autumn. The same birds use the same nests year after year. Just before migrating they put their nests in order for the winter. The barn swallows come in May and migrate early in September. The cliff swallow is known by his square tail. It is estimated that a swallow flies at least a mile a minute. The chimney sw^allow is the largest of the Ameri- can species. Swallows are affectionate. Many build together. They use the same nest year after year. The sw^allow secures its food while on the wing. The sand martin usually builds in cliffs and sand stones, boring holes, with its closed beak, two or three feet in depth. It is estimated that one crow wnll destroy 700,000 insects every year. The humming bird's nest is made of ferns, and mosses, and lichens, glued together. They are the most courageous and combative birds in existence. It is an established fact that as the number of birds decrease there is a proportional increase of insects, grubs and worms. 162 May. Frogs and Toads, study of eggs. Make a visit to a pond. Find the eggs of the frog and the toad. The eggs of the frog are in a jelly-Hke mass, while the eggs of the toad are in long strings. Both are deposited in shallow water, upon leaves or other vegetable matter. Study the toad by comparison with the frog, the first difference being noticed in the protection of the eggs. Secure a mass of frog's eggs, placing them in a glass jar of water. These eggs will change in shape, and with a little care hatch in the jar. Both frog and toad pass through the tadpole stage. Secure tadpoles of different sizes and watch the development. THE FROG AND TOAD. r Found in masses and strings. L The Eggs. J Size, color, shape, covering. L Time for hatching. ^ Gills appear. II. The Hind legs. Tadpole. \ Front legs. Tail shortens and disappears. Gills disappear as lungs develop Observe head, eyes, feet, coat, tongue. A land and water animal. Full-grown at five years. Lives to ten or twelve years. How the frog changes his dress. The food of frogs. The music of the frog. The use of the frog to man. IV. Compare outline of the frog. III. Frog.^ Literature and History. 163 II. LITERATURE AND HISTORY. Stories. ''Mr. and Mrs. Robin," Cat Tails. "The Xest of many Colors," Child's World. "Little Yeilow Wing. ' lb. "The Origin of the Robin," Indian Legend. "How the Robin got its red Breast," Legend. "The Origin of the Woodpecker," Cooke's Myths, "The Story of Tip-top." "The Broken Wing," Indian Myth. "]\Ir. Rana's Dinner," Our Shy Neighbors. "Rain Frogs," lb. "Fish or Frogs," Cat Tails. "The Frog's Eggs," All the Year -Round. Spring. Poems. "The Emperor Bird's Nest." "Who stole the Eggs?" "What the Bluebird Said." "The Polliwog." "The Month of May." "Bird Trades." "The JMaiden and the Bluebird." The Polliwog. A tiny little polliwog And little brothers three, . Lived in the water near a log, As happy as could be A-swimming, swimming, all the day, A-sleeping all the night; And trying, though they were so gay, To do just what was right. A-growing, growing all the while. Because they did their best ; But I'm afraid that you will smile When I tell you the rest. One morning sitting on the log They looked in mute surprise; Four legs had every polliwog. Where two had met their eyes. 164 May. Their mother letting fall a tear Said, "Oh my polliwogs, It can't be you that's sitting there" For all of them were frogs. And with their legs had grown some lungs So you just wait and see, In summer time their little tongues Will sing, ''Ka-chunk," with glee. Month of May. Here I am, and how do you do? I've come afar to visit you. Little children, glad and free. Are you ready now for me ? I'm the month of May! I've a store of treasures rare. Laid away with greatest care — Days of sunshine, song, and flowers. Earth made into fairy bowers ! I'm the month of May! In my loaded trunk I bring. Bees to buzz, and birds to sing! Flowers to fill the balmy air, Violets are hiding there ! — I'm the month of May ! — Youth's Companion. Bird Trades. The swallow is a mason, And underneath the eaves He builds a nest and plasters it With mud, and hay, and leaves. The woodpecker is hard at work; A carpenter is he; And you may find him hammering His house high up a tree. The bull-finch knows and practices The basket-maker's trade ; See what a cradle for his young The little thing has made. Literature and History. 165 Of all the weavers that I know, The oriole is the best : High on the maple tree he weaves A cozy little nest. The goldfinch is a fuller ; A skillful workman he ! Of wool and threads he makes a nest That you would like to see. Some little birds are miners ; Some build upon the ground ; And busy little tailors, too. Among the birds arc found. The cuckoo laughs to see them work ; "Not so." he says, "we do, My wife and I take others' nests, And live at ease, — cuckoo !" The Bluebird's Story. ' 'My back is blue just like the sky, So are my wings with which I fly ; My breast is red, not very bright. And a few of my feathers you'll find are white; I've been here a month, my mate's come too, Her, dress is a little brighter blue; We are keeping house. — Now don't you tell — In that old apple tree near the well. And some day soon, I hope there'll be Five little bluebirds in that tree." The Maiden and the Bluebird. "Pretty little bluebird, Won't you tell me true, Wh\^ you wear a brown vest With your suit of blue?" "O. little maiden, truly, While flying very low, I brushed against the brown earth Long and long ago. And once, my little maiden, While flying very high. My back and wings w^ent brushing Against the summer sky." 166 May Sancy little bluebird. Singing, off he flew, With his pretty orown vest And his suit of blue. — The Educational Repository. The Sweet Red Rose. "'Good morrow, little rose bush, Now prithee, tell me true To be as sweet as a red rose. What must a body do?" "To be as sweet as a red rose A little girl like you. Just grows, and grows, and grows, And that's what she must do." — ^lary Mapes Dodge. The Forget-Me-Not. 'When to flowers so bi^autiful The Father gave a name. Back came a little blue-eyed one, All timidly she rame ; And standing at the Father's feet. And gazing in his face. She said with meek and timid voice, Yet with a gentle grace, "Dear Lord, the name thou gavest me, Alas, I have forgot !" The Father kindly looked at her, And said, "Forget me not." Why Cherries Grozv. "Why do cherries grow?" Said I. Robin Red, "Cherries overhead In the ?leam and glow — Why do cherries grow?" Paused he oerkishly. While he plucked at one, * Flushing in the sun. Then he said to me, said he, "Cherries grow for me." NlMBKK. 167 Reference Books. "In the Child's World." Poiilsson. "Bird Ways." Olive Thorne Miller. "A Year with the Birds." Flagg. "Our Shy Neighbors," Mrs. M. A. B. Kelly. "All the Year Round," Frances Strong. III. NUMBER. A Review of the Year's Work. Test children's knowledge: 1. Of the combinations, separations, multipli- cations, and divisions of numbers as far as desirable. 2. Of all the even fractional parts of numbers. 3. Of measurements ; i inch to 10 inches. I foot to 10 feet. 4. Of time ; the number of days in a week ; weeks in a month ; months in a year. 5. Of triangles, rectangles, pentagons, and hex- agons of given dimensions. 6. Of lines ; horizontal, vertical, oblique. 7. Of areas of rectangles. 8. Of money values. To know money pieces at sight. To make change accurately. To estimate value of things. To buy and sell. 9. Outside measurement. Pleasure and lay off in sq. ft. garden and flower beds. 168 May. IV. LANGUAGE. Review as far as possible the vocabulary of the vear Give frequent tests of the work of past months. 1. In quick recognition of words. 2. Correct pronunciation of words. 3. In writing words from dictation, 4. In writing words from memory. 5. In the correct use of capital letters. 6. Writing of sentences. 7. Writing of stories. 8. Correct use of marks of punctuation as far as taught. Selected lessons for reading from ''AH the Year Round." 1. The robin. 2. How the robin got its red breast. 3. The humming bird. 4. The woodpecker. 5. The origin of the woodpecker. 6. The frog's eggs. 7. Frogs and toads. A Lesson on the Bluebird. [The following is a stenographic report of a lesson on the Bluebird as compared with the Robin. The lesson was given recently by a student teacher in the Model School.] Teacher's Preparation. — Blackboard illustrations of both the robin and the blue bird. The nests of the birds to be studied. Eggs drawn and colored. Poem written upon the blackboard. Work covered until it is needed. Language. 169 Picture of the blue bird shown. Children being asked what they would like to sing, reply, "I know the song that the bluebird is singing." (This song had been previously taught in anticipation of the work on the bluebird.) Why do we wish to sing about the blue bird? "Because it is drawn upon the board and we are going to study about it." Yes, that is right. \\q are going to study the bluebird. I want you all to look at this pretty little fellow for a few moments, and then we will tell each other what we have seen. (After the children have observed closely, let them state their observations.) Now, who is ready? John, "The bird has two blue wings." Katharine. "The bluebird has a black bill." Arthur, "The bluebird has a yel- low breast." Is it yellow, Arthur? "No, it looks something like red." The color of the breast is a red- dish brown. Henry, "The bluebird has eight toes." How many on each foot, Josephine? Four is right. Now you have talked about the color of the wings, and the bill, and the breast. Does any one see another color? Martha, "There are white feathers on the wings and the tail." Good. Come and point out the white feathers. Now let us write the words that we are thinking about upon the board. This will fix the main points. The words bluebird, bill, feet, toes, wings, eyes, tail, head, feathers, blue, black, vv^hite, etc., will be given by the different children of the class. Drill upon these words. Fix them by associations. Point to a word in the list. Have some child find the part of the bird de- scribed by the word. Have each child select a word and write a story about it. Point to the words. Chil- dren make oral statements. Copy the words. 170 May. We have another picture (showing picture). Last week you sang Robin, Robin Redbreast, did you not? Let us now look at the two birds and see wherein they are ahke, and how they are different. Children will tell of the obvious points ; two eyes, two feet, wings, tail, toes, etc. Xow let us lok at the color of these birds. Lloyd, tell us about the color of the breast. "They are nearly alike in color." Ernest, tell us about the color of the back. "The bluebird's back is blue. The robin's back is brown and black.'' William, what have you to tell ? "The blue bird has some white feath- ers." A'incent, tell us about the size of these birds. "The robin is larger than the bluebird." Do you think of a bird that is about the size of a bluebird? Alvie, "The sparrow." Then, Alvie, how do you know a bluebird from a sparrow? "The sparrow is not the same color as the bluebird." Then we know two ways by which we may tell one bird from anotlier. What are the ways, Mary? "Color and size. Now let us think about the homes of these birds. Wesley, where do we often see the robin? "In our yards; they come near to our houses." Is the robin a tame bird or a wild one, ]^Iary? "A tame bird." Why? "Because he is not afraid of us; he eats the crumbs which we throw to him." William, "He builds his nest near our houses. Henry, "He sings near the window." Yes ; now let us sing-, "\Miat Robin Told." Now, what about the bluebird? Edna, "The blue- bird does not come so near the house as the robin does." Herman, "We can hear the bluebird singing, but we can't see him." Russell, is the bluebird a tame bird? "No, he is not. tame like the robin." Does his Lanciuage. 171 song sound like the robin's song? Will you all watch for a blue bird and listen to hi5 song? \\'here do the blue birds build their nests? "In trees." Yes, and in hollow posts and in bird-houses. Do they build as near to our homes as the robins do? "Xo ; they are more afraid of us, and build farther away from our houses." (Showing nests of several birds.) Which is the robin's nest? Which the blue birds? ''The bluebird's nest is not large." "The bluebirds put more hair in their nests." (Here is a discussion of the materials used in the building of each of the nests.) Have you ever seen the eggs of the bluebird? How many does the mother bird lay? Generally five pale- blue eggs. How many eggs does the mother robin lay? Yes, about the same number as the bluebird. \\'hat is the color of the robin's egg? We will call it a bluish green. Which is the larger egg? 'The rob- in's egg is a litlte larger than the bluebird's." Com- pare the food of the baby bluebirds with the food of the baby robin. (The robin having been previously studied, the children will readily respond.) The bluebird tells his own story very prettily. \\'ould you like to hear what he says? \\'ell, here it is written upon the blackboard. We will move the curtain and hear \Miich bird is talking? "The father bird." How can we tell the father bird from the mother- bird? What does the story say about her dress ? ''Her dress is a little brighter blue.'' Where are they keeping house? He says, "They are keeping house in the old apple tree near the well." How many little bluebirds does he hope there will be? Yes, five. Was this a 172 May. very wild bluebird ? What can we do to keep the birds near our homes? Ernest, ''Give them food." Lloyd, "Build houses for them." William, ''Do not frighten them." Edna, "Do not kill them." Would these boys and girls like to have a world without any birds ? Can you help to protect them? Mr. Bluebird's Story. "My back is blue just like the sky So are my wings with which I fly ; My breast is red, not very bright. And a few of my feathers you will find are white. I've been here a month, my mate's here too, Her dress is a little brighter blue. We're keeping house, now don't you tell, In the old apple tree near the well. And some day soon, I hope there'll be Five little blue birds up in that tree." [Note. — The material in this lesson would probably suf- fice for a week's time. The new words are to be learned. Language lessons, oral and written, should be part of every recitation. Much seat work will grow out of the develop- ment lessons. Words are to be copied from the board, and recalled from memory. The eggs may be modeled in clay and colored with the water colors. The children may cut the egg- form from paper and color. Other seat lessons are easily planned.] V. THE ARTS, MUSIC. 1. Complete and review the interval work ar- ranged for the first year. 2. Complete chart exercises to one-sharp. TiiK Arts. 173 Songs. 1. "Pretty little Violets,"' Jenks and Walker. 2. "See my little Birdie's Nest," Anna Gordan's Marching Songs. 3. "Two little Robins in their Nest,"' Jenks and Walker. 4. "Robin, Robin Redbreast," lb. 5. "All the Birds have come again." 6. "1 know the Song that the Bluebird is Singing," Child Garden, March, 1898. 7. "Tiddlely-Winks and Tiddlely-We," Child Gar- den, April, 1898. 8. "What Robin Told," American Primary Teacher, March, 1898. 9. "America." 10. "The Happy Hen," (For April), Guy Burleson's Marching Songs. 11. "A Little Woodpecker am I," Jenks and Walker. DRAWING. 1. Pictures of birds studied. 2. Drawing and painting of eggs. 3. Clay modeling of the robin's tgg. 4. Sewing of birds in colors. 5. Teacher illustrate in successive steps from the Ggg to the frog. 6. Draw flowers and leaves from the object. 7. Water color work. 8. Secure pictures of many different kinds of nests. 9. Draw a robin's nest. WRITING. See suggestions under Language. n B o o ktt ) [Among the many books on Nature Work, and _Litera- ture. the following list has been- selected for special reference in the first year work.] ''Stories from Flower Land." ^lara Pratt. Educational Pub- lishing Co., Boston. "Stories from Garden and Field." Educational Publishing Co. "The Child's Book of Nature." Worthington Hooker. Ameri- can Book Co., New York. "Special Method in Science." Mc^^^Iurry. Public School Pub- lishing Co., Bloomington, 111. "Nature Study." W. S. Jackman. Henry Holt & Co.. New York. "Lessons on Elementary Science." Salmon and WoodhuU. Longmans, Green & Co., New Y^ork. "Glimpses of the Animate World." James Johonnot. D. Ap- pleton & Co., New Y'ork. "Animals and Birds. Their Homes and their Habits." Uncle Warren. J. B. Lippincott Co., Philadelphia. "From Seed to Leaf." Jane Newell. Ginn & Co., Boston. "Plants and their Children." Dana. American Book Co. "Wake Robin." John Burroughs. Houghton, ]\Iiffiin & Co., Boston. "Little Brothers of the xA.ir." Olive Thorne ^Miller. Houghton, Mifflin & Co. "Children of the Cold." Frederick Schwatka. The Cassell Publishing Co., New Y'ork. "The Story Hour." Kate Douglas Wiggin and Nora Archi- bald Smith. Houghton, ]\Iifflin & Co. "Cat Tails and other Tails. ' !^Iary Howlilson, Kindergarten Literature Co., Chicago. 174 Books. 175 "Child's Christ Tales." Andrea Hofer Protidfoot. Publishers Child-Garden, Morgan Park, 111. "Bird Ways." Olive Thorne Miller. Houghton, Mifflin & Co. "Classic Stories for Little Ones." Mrs. Lida Brown Mc- Murry. Public School Publishing Co., Bloomington, 111. "Old Glory." A. E. Maltby. Slippery Rock, Pa. "Nature Study and Life." Hodge. Ginn & Co. "Jean Mitchell's School." Public School Pub. Co., Blooming- ton, 111. "Little Black Sambo." Helen Bannerman. Frederick Stokes & Co., N. Y. "The Snow Baby," Frederick Stokes & Co., N. Y. "The Story of Ab." By Stanley Waterloo. "Nature Myths and Stories." Flora J. Cooke. A. Flanagan, Chicago. "The Plan Books." A. Flanagan. "In the Child's World." Emilie Poulsson. IMilton Bradley Co., Springfield, Mass. "Nature in Verse." Mary I. Lovejoy. Silver, Burdett & Co., Boston. "Seven Little Sisters." Jane Andrews. Ginn & Co. "Stories of the Red Children." Educational Publishing Co. "Stories of Colonial Children." ]\Iara Pratt. Educational Publishing Co. "Short Stories of our Shy Neighbors." Mrs. M. A. B. Kelly. American Book Co. "A Year with the Birds." Wilson Flagg. Educational Pub- lishing Co. "Plant Life." Nature Stories for Young Readers. D. C. Heath & Co., Boston. "All the Year Round." Ginn & Co. "Stepping Stones to Literature." Sarah Louise Arnold and Charles B. Gilbert. Silver, Burdett & Co. "Songs and Games for Little Ones." Gertrude Walker and Harriet Jenks. Oliver Ditson Company. "First Music Reader." Whitmg. D. C. Heath & Co., New York. "Songs for Little Children." Eleanor Smith. Milton Brad- ley Co., Springfield, Mass. 176 Books. ''Marching Plays for Homes, Kindergartens and Primary Schools." Guy Burleson. Alpha Publishing Co., Boston. "In Story Land." Elizabeth Harrison. Milton Bradley Co. ''Our Common Birds and How to Know Them." John B. Grant. Charles Scribner's Sons, New York. "Practical Color Work." Milton Bradley Co. "Aunt Martha's Corner Cupboard." Educational Publishing Company. "The Storv of Lincoln." Public School Publishing Co. yl Kindergarten Material iM The following is a list of Kindergarten material used in the first year work. All these materials can be procured from the Milton Brad- ley Co , Springfield, Mass. Send for catalogue, " Bradley's Kinder- garten Material and School Aids." T. Spheres, cubes, cylinders. See catalogue for prices and postage. 2. Tablets, any form except F. Price, 6oc per hundred. 3. Kindergarten Parquetry. Each envelope contains icoo pieces of one form. Ungummed, coated, inch squares. Price, per envelope, 18c. See catalogue for prices of gummed half squares, circles, equi- lateral triangles, etc. 4. Mounting Sheets. 12 leaves, 8x8, white Bristol, So 12 100 '' 10x10, " •' I 25 5. Plain Sticks. Plain. Colored. 1000 sticks, 5 inches long $0 20 So 35 4 " " 18 30 " 3 ' " 15 25 " " 2 " *' 12 20 " I " " 08 15 See catalogue for postage on all goods. 6. Perforated Sewing Cards. One hundred cards. Si. 00. A simple series of designs beginning with the circle. See catalogue. 7. C'.)lored Threads. Twelve spools, assorted colors, 6oc. 8. Folding and cutting paper. One hundred squares, 4x4, un- ruled, coated, price, 50c. These squares can be procured in a standard color with tints and shades. For engine colors see catalogue. 9. Weaving. Mats 4%X43/4 inches, slits i^ inch wide. Each pack- age of 12 mats and fringes, loc. This is the most suitable mat for beginning. For other sizes see catalogue. 10. Brick of Dry Clay. One brick of 5 pounds, artists' clay. Price, 25. 11. Wooden Beads. Mrs. Mailman's 14 inch beads, (spheres, cubes and cylinders), per gross, 40c. 12. School Scissors. Price per dozen, Si. 25. 13. Natural History Sewing Cards. Plants, No. 2 box, 50 cards, 40c. Vertebrates, 25 cards, 30c. 14. Colored pencils, assorted in box, loc. 15. Wax Crayons. Eight crayons in a box. Price per box, loc. 16. Water Colors. Boxes of paints and brushes may be pro- cured from the same company. Send for special Water Color circular. 177 Y8 352! 6 543095 UNIVERSITY OF CALIFORNIA LIBRARY