unmmii! tlo H. B. VVILSO GIFT OF H.B.Wilson Outlines for kindergarten AND PRIMARY CLASSES IN THE STUDY OF NATURE AND RELATED SUBJECTS. ARRANGED BY MONTHS. BY E. MAUD CANNELL AND MARGARET E. WISE. E. L. KELLOGG & CO., NEW YORK AND CHICAGO. ■ • ' ' Li5||S5 C3 yi/f *f w. -%. ivju*< m ED UCAT/ON DEFT. '.>>v • ' .* « • • • • -• » • » e « * • * • «•«»•- • » Copyright, 1897, by E. L. KELLOGG & CO., NEW YORK. PREFACE. THESE outlines are the outgrowth of an effort to help young teachers to live close to the heart and interests of the little child, and yet to do this in a logical, connected way. They aim to be scientifi- cally accurate, suggestive in development and device, while leaving to each teacher full oppor- tunity for originality and spontaneity. These outlines have been successfully used for the past three years in the kindergarten and first grade of the practice department of the Michigan State Normal School, and the many demands for them by graduates and others have led to their publication. We hope that these outlines are based upon the best and truest interpretation of the doctrine of correlation. It is not always possible to correlate gift-work in the kindergarten and give the child full scope for testing his own powers and the possibili- ties of his material, nor is it conducive to childish interest and right concepts of life that the first-grade pupil in making his number problems confine his thoughts entirely to one topic, e.g., Indian life. 3 i tut* 4 PREFACE. Songs, games, and stories on subjects not here given will of course find place upon the program, and rightly. The spirit of unification for which Froebel stood demands one thing, however, and this essen- tially: that the ideas introduced from month to month bear essential relations to the life of the child and to each other, and that the child see more and -more full)' his oivn ?iature and his place in the world. For exam- ple, the ideas of interdependence gotten from his study of the home in September must widen in its applications and deepen in its meaning, and draw to itself new examples throughout the year. The spirit of thankfulness apparently culminating in Thanksgiving, works out in love for friends at Christmastime, in patriotism on Washington's birthday, and in faith and insight at Easter. Where there is a kindergarten preparatory, there should be a division of the work. Under each topic the principal ideas lie within the experience of the kindergarten child. There is a real value in the first grade taking up these same subjects in which the child has already gained an interest in the kindergarten and giving them a fuller treatment. The child is delighted that he can from the first con- tribute something to the common fund, his interest is held, and he has a foundation upon which to build quickly. Care should be taken, however, to make such division of the outline that the primary pupils while singing their old songs and telling their old stories also have new and fresh material. PREFACE. 5 It is of course impossible to make out a set pro- gram for the kindergarten, covering the gift and occupation work for each division. The true kin- dergartner will never desire this, and it is not intended to help those who have not had training to conduct a so-called kindergarten. In the schoolroom these outlines may form the basis for the language work and the reading lessons — sometimes for the opening talk of the morning and for the number lessons. Lessons upon these subjects are written on the board — often being made by the children themselves, and may be type- written or printed for drill-work in review. A judicious disposition of the material in the older readers will make much of it available. For exam- ple, many of the older readers have considerable reading matter on children's toys which can be utilized at Christmas-time. The child's interest can be keenly aroused only for what in some way touches his nature and comes within his experience. The details of these out- lines do not necessarily make them heavy. They are but the recording of what we may naturally expect to be either within the child's own experi- ence or within his power to get, and which he will express if the opportunity be offered. If this be not so, the details must be cut to suit the child's own needs. A paucity of ideas is, however, a defect of many a school curriculum. To give concrete expression to the child's con- 6 PREFACE. cepts we have suggested a wide range of hand-work, suitable for the different divisions of a kinder- garten or as a fund from which the primary teacher may select. There are, however, some considera- tions which should govern the selection of the material in which an idea should be expressed. In general, it is well to represent an object in its most lifelike and natural aspect — e.g./an object having three dimensions, as a churn, is better represented in cardboard or clay-modelling, while for sewing, a selection should be made from objects having two dimensions and whose outlines make them suitable for decorative design, as leaves, flowers, or geometric patterns. Encourage large, free work. In cardboard sew- ing let the stitch be the length of the line, thus saving nerves and eyesight, and emphasizing the point as the necessary limit of a line. Little has been sug- gested in " sequence-work," in flat representations with tablets, or in fine folding, while plastic ma- terials, such as drawing, painting, free-hand cutting, and clay-modelling, are preferred. The child needs a variety of occupations, yet must see in them all a common use — that they afford an opportunity for the expression of ideas in many ways. The primary teacher will often prefer sewing on cloth to cardboard, and will use block-building as an aid to the number lesson. The use of kinder- garten material in the kindergarten way is not PREFACE. 7 advocated for the schoolroom. More and more the child's activity must be directed toward a definite end controlled by a conscious volition. His thoughts and interests change with his growth, but the reproduction of his work is as vital as the expression of his play, and the use of kindergarten material is legitimatized by the suitability of its selection. The vital consideration regarding hand-work which makes it of any worth is that it be genuinely the child's story of himself and an honest effort toward greater power. The teacher's hand must be restrained entirely to suggestion and guidance; it must never appear in re-shaping and perfecting of details. The references have been selected with thought to their accessibility and good standing. Many more could have been given, especially to books accessible to kindergartners and to scientific aids in the preparation of the subject-matter. A few good and inexpensive books which if not at hand can be easily obtained have been used freely. ©utltms for Eintrergartm anlr primary S&imk* SEPTEMBER. General Thought. Family Life.- The dependence of each member of the family upon the whole. The similarity of family life as seen in comparing our own homes with those of the birds as to: Paternal and maternal care. Life of the young: infancy, activity, growth, responsibility. The bond of common sympathy springing from similar experiences which unites all family lives. Preparation for winter, as seen in the mak- ing of winter homes by caterpillars — chrysalis or cocoon. 9 io OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. FIRST WEEK. Our Own Family Life. Members: father, mother, children. Love for one another, as seen in: Care for the young. Food. Shelr.fr. Clothing. Education. The obedience and helpfulness of the child. In all this compare the dependence of the young child with that of the young bird, and introduce games illustrating the movements and habits of birds. Help the children to feel the love, dependence, and mutual helpfulness existing among the members of the kindergarten or school. In making the home the centre of the work at the beginning of the school year the teacher must exercise tact and watchfulness, especially in the kindergarten. If there are children who feel keenly their first separa- tion from the home, bring out the central thought of love and dependence through the life of the bird, touching lightly upon their own home experiences. Encourage the children to watch the birds, care- fully noticing their movements and song, and through this help them to feel a real sympathy with bird-life. Also notice the location and construction SEPTEMBER. II of different kinds of nests. To guard against the formation of habits of cruelty it is well for the teacher to provide herself with specimens for closer study in the schoolroom. SONGS AND GAMES. " This is the mother so kind and dear." Songs for Little Children, Part I . . . Eleanor Smith. " Fly, little bird, fly around the ring." Merry Songs and Games . . . Hubbard. " Good-morning, lovely playroom." Song-stories for the Kindergarten . . . Hill. Postman. — Kindergarten Chimes . . . Wiggin. Prayer. — Father of all in heav'n above, We thank Thee for Thy love. Our food, our homes, and all we wear, Tell of Thy loving care. Amen. Song-stories for the Kindergarten . . . Hill. STORIES. Little Servants. — In the Child's World, p. 108 . . . Emilie Poulsson. The Story of Tip-Top (bird-story, obedience). Kindergarten Gems . . . KetcJium-J orgenscn . A Queer Place for a Bird's Nest. Kindergarten Stories and Morning Talks . . . Wiltse. MATERIALS. Gifts. — First Gift Plays: Represent the life and activities of the child and the bird — e.g., jumping (bounding the ball), little birds in the nest (ball in 12 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. the hand), parent birds flying for food (swinging the ball). Building-gifts. Represent homes, lumber-yards, cars, boats, wagons, etc., for the transportation of lumber. Use whatever gifts the children of a particular division are working with, and represent transporta- tion only if the children are ready for it. Tablets. Represent birds with the different kinds of triangles — e.g., right scalene. Lentils. To be used in representing dishes, etc., in the playhouse. Modelling. — House based upon a cube, or upon a cube and a right-triangular prism. Birds, nests, and eggs. Cutting. — Birds and eggs. (Free-hand or stencil.) Folding. — House, roof, dining-table, tablecloth. Pasting. — Use circles to represent First Gift balls and colored birds. Reproduce tablet-work in par- quetry. Mount cuttings. Sewing. — House, birds, eggs. (See Introduction.) Drawing and Painting. — First Gift Balls. Little children's dresses (illustrating the mother's care for the children). SECOND WEEK. Occupations of the Home. A Larger Idea of the Home. Occupations of the members of the family: The Father. — " He goes to work and earns money SEPTEMBER. 13 to buy food and clothing and to keep a house for us. He helps mamma take care of the little children when he is at home. He hangs the pictures, drives nails, and brings in coal for her. He takes care of the yard and the cow and the horse if we have them. He plays with the children in the evenings and tells them stories while he sits by the fire with the baby on his lap, and closes the doors and win- dows when we go to bed. Altogether a very helpful and cheerful somebody to have, and we could not do without him." Let the children tell what their papas do, thus bringing out trades and occupations. Especially emphasize the carpenter to illustrate a father's work and to correlate with the main thought of homes. The Mother. — " She takes care of the house, cooks our food, washes and irons our clothes as well as making and mending them, rocks the baby to sleep, and sings him little songs. She binds up our fingers when we cut them. She helps us to make little pies when she makes big ones, tells us stories, and kisses us when we get into trouble, and has a smile for papa when he comes home." The Children, their Work and Play. — " Brother, if he is large enough, helps papa with the garden, the horse or the cow, feeds the cat and the dog, and brings in kindling-wood and water, runs errands for mamma, and builds block houses for the baby." " Sister helps mamma when she sweeps, for she has a little broom, she irons some small pieces, 14 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. helps mamma wash the dishes, answers the door-bell when it rings, and runs to get papa's letters and papers from the postman." " So we see that every one in the family helps to make everyone else happy." See Practical Sug- gestions for Kindergartners . . . Gregory. We have been talking about our homes and those ^x/^. . of other people. Have we ever thought of the / W Jt ^*-. tf ^^ many little homes around us for spiadrs, ants'7bees, Xk <-&-^wa etc., and how wonderful these homes are? Arouse an interest in watching the construction of web s and ant-hills, notice the industry and perseverance displayed, and tell that all these efforts are for the protection of the little ones. SONGS AND GAMES. The Carpenter. — Songs for Little Children, Parti . . . Eleanor Smith. Pantomime Game. (Some child steps to the cen- tre of the ring and shows in pantomime an occupa- tion of father or mother to be guessed by the other children.) Skipping Game. (To represent the playful ac- tivity of the child.) A free skip to well-accented music, or the game in Song-stories for the Kinder- garten . . . Hill. Father and Mother's Care. — Song-stories for the Kindergarten . . . Hill. 6 SEPTEMBER. 15 STORIES. Little Deeds of Kindness (Carpenter). In the Child' s World, p. 27 ... Emilie Ponlsson. Charlotte and the Ten Dwarfs. — Kindergarten Gems . . . Ketchnm-Jorgensen. MATERIALS. Good pictures of home-life are desirable. Take children to visit the carpenter. Gifts. — Build carpenter's bench, houses, barns. Tablets, sticks, and rings. Represent carpenter's tools. See Child Garden Magazine, Vol. I, p. 119. Sticks and Hailman beads (cubes). Make ladders for the carpenter. Modelling. — Carpenter's tool-box, rolling-pin, flat-iron (father's and mother's work). Cutting. — Free-hand cutting of baby's playthings — rattle-box, ball, etc. (baby's life in the home). Sewing. — A spider-web (an example of an animal home). Painting. — A little child at work or at play, from outline drawn by teacher. THIRD WEEK. Special Study of Fruits. From the child's ideas of his own home and his larger concept of the home as a protection, seen in animal houses, lead him to think of fruits and the covering afforded the baby seed. The study of 16 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. fruits also affords excellent work in color and model- ling, and hints at our preparation for winter. The following story may be suggestive: Once a little girl held in her hand a grape. She was just going to eat it when she heard a small squeaky voice cry, " I want to get out, I want to get out." The little girl looked all around, but she did not see anybody; so she thought she would eat her grape, and was just going to put it into her mouth again when she heard the same voice say again, " I want to get out. Please let me out." The little voice sounded just as though it were in the grape, so the little girl asked, " Where are you? " and the little voice answered " In this grape- house. Please let me out." " How shall I let you out?" asked the little girl. "Why, eat the grape, of course, ' ' said the voice ; and then it added, " but be sure not to swallow me." So the little girl ate the grape very carefully, looking all the while for the owner of the small, squeaky voice. She found nothing but some seeds, but when she put one of these on the table, the squeaky voice said, " Oh, how glad I am to get out!" Then the little girl saw that the voice belonged to one of the seeds. " What can I do for you? " she asked. " I must be kept very comfortable," the seed replied, " or else I won't live, for I am very young, and as tender as a baby. I would like to go out into the warm sunshine for a while, to get SEPTEMBER. 17 my coat dry, for I feel rather damp after being in that juicy grape." The little girl placed the seed in the sunshine, and when it was nice and dry, she asked what else she could do for it. " Oh," answered the seed, " just keep me in a safe, dry place till spring, and then plant me in the ground where I can have rain and sunshine, and then I will thank you for being so kind, by growing into a grape-vine for you." During the winter the little girl often looked at the seed, but she could never get it to talk to her again, and when spring came she put it in the ground, and after a while it grew, just as it had said it would. — Taken from Kindergarten Magazine, Vol. I. Let the children talk of other " seed-houses," and suggest that they bring in as many kinds of seeds and their " houses " as possible. In opening the " houses " to find the seeds emphasize the pro- tection afforded. Special study of fruits, as apple, grape, etc., for the following: Color. — Have children try to find examples of each of the six spectrum colors. The " standard ' or most intense form of each color may not be found; accept the nearest approach to the standard. Form. — Classify fruit under main type-'forms, as, sphere — grape; cylinder — banana; etc.c^t Consistency. — Comparative rapidity of decay. If 1 8 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. the children are ready for it watch the fermentation of apple and grape juice; test by taste, odor, and color. Preservation. — Careful picking and packing, e.g., apple, grape. Play pack fruit in sawdust (using sand-table). Cooking. — e.g., peaches, pears. Drying. — e.g., corn, peaches, apples, cherries. Let children actually experiment in this line. SONGS AND GAMES. Sense Game (taste). — Kindergarten Chimes • • • Wiggin. (smell). — Kindergarten Chimes . . . Wiggin. These games can be played without music. Blindfold a child ; let him distinguish fruits by flavor or odor. Cherries Ripe. — Songs and Games for Little Ones . . . Walker-Jenks. This game can be played without music. It is especially for training the memory. Several kinds of fruit or colored balls (First Gift) are sold by a child to the other children. Another child gathers up the fruit in the order of selling, asking for each one by name; e.g., " Will you please give me your apple ? " An Orchard Game. Some children represent trees; others go about with real or imaginary carts gathering up the fruit, and emptying it into barrels SEPTEMBER. *9 set under the trees. (Waste basket or boxes may be used.) The game may be carried farther by storing the barrels in the cellar and letting the farmer sell his fruit at the store or from house to house. Picking Fruit. (For calisthenics.) Children pick imaginary fruit from trees overhead, carefully laying them in a basket at their feet. Pick lowest first ; stretch arms for the next higher; rise on toes and stretch arms; give one jump coming down on toes. STORIES. Baby Gay and Baby Grey. — Kindergarten Maga- zine, Vol. III. p. 27. Apple-seed John. Lydia Maria Child, found In the Child's World . . . Poulsson. MATERIALS. Select a fruit-tree near by for continuous obser- vation during the year. Gifts. — First Gift. . Represent fruits. Building Gifts. Build boxes for packing fruit, trellises for grape-vines, step-ladders for picking fruit. Tablets, sticks, rings, and lentils. Represent trees and vines bearing fruit. See Kindergarten Magazine, Vol. III. p. 31. Modelling. — Pears and grapes. Cutting. — Fruits from seed-catalogues (colored plates if possible). 20 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Folding. — Boxes, fill with seeds to plant in the spring. Pasting. — Mount fruits cut from seed catalogues. In the kindergarten, reproduce with parquetry the work done with sticks, rings, tablets, etc. Sewing. — Barrel; cross-section of an apple. Painting. — Fruits. FOURTH WEEK. Preparation for Winter as seen in the Making of a Winter Home by the Caterpillar {Chrysalis or Cocoon). Observe as many kinds as possible. Encourage children to bring in specimens. Teach children to handle them carefully — To care for living things; To guard against poisonous varieties. For suggestions as to catching and keeping speci- mens see Butterflies and Moths ... Kerby, p. 41 (Introduction). The milkweed caterpillar is an excellent one to study. Movement. — Crawling. What he uses in crawling. Are his feet all alike? (See VI. Structure.) Covering. — Let the children notice whether the caterpillar they are studying is comparatively smooth or covered with hair, If the hair is markedly in tufts, they will probably notice it. SEPTEMBER. 21 Color. — Note as many colors as possible. If possible trace connection between color of any species and its food. What advantage is there in this? Where found. — On or near the vegetable on which it feeds. Teach the children to notice this in collecting specimens: e.g., if milkweed caterpillar be found, look for food; if milkweed be found, look for cater- pillar. Habits. — Of protection. Sewing up a leaf as protection against weather. Suddenly dropping by a thread to escape from enemies. Emitting a disagreeable odor. Living upon vegetation similar to itself in color. Its chief enemies are birds, spiders, dragon-flies, beetles, ichneumon flies. Simple Facts of Structure. — This is primarily for the teacher from which to select such facts for the children as their own observations call for. There should be no forced work in this line. A typical caterpillar is taken, varieties differ in structure. The segments of the body are thirteen in num- ber. Only the first three segments have " true" feet. The next two have none; the sixth, seventh, eighth, and ninth have " false" feet, as does also the last segment. (" True " feet are articulated and remain on the butterfly; " false " feet are pro- 22 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. trusions of the skin, terminating in hooks, and found only in the caterpillar stage as props in crawling.) It has six eyes, five forming a compound eye, and one some distance behind these. (The eye does not move in its socket, hence the necessity for a number of eyes.) Its jaws have serrated edges and move laterally. In early life it begins at the tip of the leaf and fol- lows the veins, never biting into them ; later it follows no special method. It changes its skin several times on account of rapid growth. Its whole life is spent in eating. It devours an enormous quantity of food which necessitates these changes. The food may be leaves, stems, seed-pods, or even roots. Preparatio7i for Sleep. — Why made. — The cater- pillar is full-grown and his work is done. The change may be hastened by a scarcity of food. " When Jack Frost and the cold winds come Mother Nature closes the caterpillar's market." When made. — It may be at any time during the season, but especially during the autumn. Hozv made. — By spinning a thick blanket or cocoon. Look for " spinneret." By wrapping itself in a coat made of its own inner skin — chrysalis. Where made. — In secure and sheltered places. In general, the " winter-home," is of neutral color and not easily seen. SEPTEMBER. 23 For how long. — In the early season for a few weeks only. The fall caterpillars sleep until spring. SONGS AND GAMES. Fuzzy Little Caterpillar. — Finger Plays . . . Emilie Poulsson, " Crawling, spinning, shelter winning." — Song- stories for the Kindergarten, p. 40 . . . Hill. (Children representing sleepy flowers sway in the autumn breezes, and relaxing, drop down on one knee with bended head. A caterpillar made of several children, hands on the shoulders of the one in front, coils itself in spiral form into a chrysalis, leaving the head child free in the centre to come out later as a butterfly.) STORIES. The Story of " Woolly Bear." — Typical Lessons, p. 118, Mother s Portfolio; or Child Garden Mag- azine, Vol. I. p. 378. The Lark and the Caterpillar. — Kindergarten Gems . . . Ketcham-J orgensen. MATERIALS. A box for keeping caterpillars can be made from a chalk-box by removing one side and making a large hole in the cover, tacking wire-gauze over these places. A large box useful for both chrysalids and butter- flies can be made as follows: The top, front, and 24 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. one end should be made of white wire-gauze, the back and bottom of wood. A sliding glass door should form the other end, and staples should be fastened at the back for hanging up chrysalids. Gifts. — First Gift. Represent cocoons hanging in sheltered places. Build garden fences and orchards where cater- pillars live. Sticks, tablets, and rings. Represent trees and leaves where caterpillars live. Modelling. — Caterpillar. Imbed leaves in clay. (A leaf is laid upon a moist clay plaque and pressed down firmly. With a stick scrape away the clay surrounding it, and remove the leaf, leaving a clay leaf in relief. Teach older children to sketch the leaf on the plaque and build up a relief bit by bit.) Cutting. — Leaves (food for caterpillars). Drawing. — Caterpillar. September References. HOMES. Practical Suggestions for Kindergartens . . . Jean- ette Gregory, pp. 146, 147, 170, 171, 172, 173. In the Child's World. . . Emilie Poulsson, p. 25, A Talk on the Carpenter; p. 106, The Flower Basket, or Living and Giving. Mother Play. International Education Series . . . Froebel: "The Family;" "The Carpenter;" " The Nest." SEPTEMBER. 25 Mothers Portfolio, p. 114. (Suggestions for developing Carpenter song.) Kindergarten Magazine, Vol. IV. p. 145. (Fourth Gift — Lumber-yards.) FRUITS AND SEEDS. In the Child ' s World, Talks, pp. 3 and 5 . . . Emilie Poulsson. Flowers, Fruits, and Leaves, p. 45 . . . Sir John Lubbock. Systematic Science . . . Edward G. Howe. CATERPILLARS. Butterflies . . . Horace Scudder. (Especially good for pictures and information.) Insects at Home . . . Wood. Seaside and Wayside, No. 3... Julia McNair Wright. Sharp Eyes . . . Gibson. In the Child's World, pp. 302, 303, 313, 315 . . . Poulsson. OCTOBER. General Thought. Preparation for Winter seen in Plants and Animals. The gorgeousness of nature — autumn leaves. The helpfulness of plants to one another as seen in leaves sheltering seeds, covering plants, and en- riching soil. The migration of birds. Man's dependence upon animals and his care for them : e.g., sheep. In providing winter homes; In storing and preparing food for them. FIRST WEEK. Leaves, Buds, and Seeds. Select certain trees for constant observation dur- ing the year. Suggestive development. Hozv the tree gets ready for winter. The mother tree wraps up her baby buds in thick winter coats (waterproof), and stores food where 26 OCTOBER. 27 each baby can find it when it wakens, — starch and sugar, " bread and syrup." The little leaf children help the mother tree to do all this, preparing " bread and syrup." They work hard, and so when Mr. Wind gives his autumn party the mother tree lets them attend it. Jack Frost makes their party dresses. They dance and sing and play games, and after the party is over lie down at their mother's feet or in some sheltered place for their winter sleep. (Observation of leaves is to be continued through the month for colorings, veinings, midribs, margins: e.g., maple, horse-chestnut, oak.) Leaves help other plants during the winter: Keeping the roots of little plants warm — violet, hepatica: Enriching the soil: Covering the seeds. Seeds. — Collect and examine milkweed pods, horse-chestnut burrs, pea and bean pods, to enlarge the idea of "seed-houses' given in September work with fruits. SONGS AND GAMES. " ' Come, little leaves,' said the Wind one day." Song-stories for the Kindergarten . . . Hill. 44 Little Jack Frost went up the hill." Songs and Games for Little Ones . . . Walker-Jenks. Dramatization. Children represent flowers, 28 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. grasses, trees, moon, and stars. Little Jack Frost (a child) runs up the hill, while children imitate wind. The wind ceases; Jack Frost comes down; runs about touching grass, flowers, etc., which go to sleep with appropriate movements. STORIES. The Baby Buds' Winter Clothes. — In the Child's World . . . Poulsson. The Anxious Leaf. — Kindergarten Stories and Morning Talks . . . Wiltse. The Kind Old Oak (leaves sheltering seeds). — In the Child 's World . . . Poulsson. MATERIALS. Make excursions to visit trees and to gather leaves. Listen to " their sweet little song " (rust- ling). String horse-chestnuts for decoration of the room. Gather and press leaves. (Use warm iron and paraffin. With care leaves may be ironed on the branches.) Gifts. — First-gift balls: Represent falling leaves. Tablets, sticks, rings, and lentils: Represent bursting pods with falling seeds: With obtuse isosceles and right scalene triangles make maple leaves. Modelling. — Continue leaf- work begun when studying the caterpillar. OCTOBER. 29 Cutting. — Free-hand cutting of simple leaves. Conventionalized leaves using a folded ground form. Pasting. — Mount leaves. Reproduce tablet-work in parquetry. Drawing. — Children reproduce what they have seen in their excursions to the trees. Free-hand drawing of simple leaves, copying the natural object. Painting. — (Emphasize this week.) Each child tries to copy the colorings in a leaf he has selected. SECOND WEEK. The Scattering of Leaves. The Migration of Birds. The seeds' autumn journey. Their many ways of travel: Floating and flying — Aided by wings, down, etc. ; Aided by the wind. Examples, dandelion, maple. Falling. Example, nuts. Aided by hooks; clinging to men and ani- mals, as sheep, dogs, etc. Example, stick- tight. Why they go. So that the whole world may be green and fruitful. Through stories give an idea of the barrenness of certain localities and the necessity of vegetation to man. The birds' autumn journey. Suggestive development. 30 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Recall the caterpillar's preparation for winter: His snug, warm home. His long sleep, during which he needs no food. How about other animals, as birds ? Do they sleep all winter ? Birds must have food in winter as well as in summer. What do birds eat ? (Robins, bluebird, etc.) Birds eating worms and insects must leave when Jack Frost freezes the ground. Where do they go ? To a place where there is no very cold weather. (Teach North and South.) How they journey. Some of them alone. Others in large flocks (an excursion, or large party). Are sometimes helped by the wind. All birds do not live on worms or insects ; some live on seeds. Will they be able to find seeds in winter? Notice cones on the evergreen trees — Examine to find seeds. Examine grasses and weeds which still hold some of their seeds. Many of these plants have such strong stems that they can stand up against the winter storms, and so the snow does not cover their seeds. What birds stay during the winter ? Wood- pecker, crow, blue-jay, sparrow, owl, and others, depending upon the locality. OCTOBER. 3 1 SONGS AND GAMES. " Where do all the Daisies go? ' (Sleepy flow- ers, migrating birds.) — Songs and Games for Little Ones . . . Walker- Jenks. The North Wind. — Song-stories for the Kinder- garten . . . Hill. 11 The North wind blew one cold fall night, And started the birds on their southward flight, The sleepy flowers rocked in the breeze, The faded brown leaves soon fell down from the trees." Dramatization. Some children represent North wind (standing on North side of the room); others represent flowers, birds, and trees. Sleepy flowers rock in the breeze, close eyes, droop head, and re- laxing slowly drop on one knee; birds fly to the South ; trees bend in wind (arms represent branches, fingers, leaves fluttering downward). STORIES. How West Wind helped Dandelion (Scattering Seeds).— In the Child's World . . . Poulsson. Crane Express. — Holmes' Third Reader or In the Child's . . . World Poulsson. MATERIALS. Classify seeds according to appendages — hooks, down, wings, etc. 32 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Dry " wayside weeds " can be arranged upon the wall for a beautiful border. Many colors can be found; heavier seeds, such as burdock, can be used with more delicate plants with good effect. Watch migrating birds. Notice disappearance of insects and worms. Encourage children to make life forms out of seeds — such as mice out of apple-seeds and thread; necklaces by stringing seeds, e.g., squash and water- melon seeds; daisy faces by making eyes, nose, and mouth with paint or ink on daisies. Gifts. — Sticks, rings, lentils. Give idea of band lines and repetition in a border pattern, and repre- sent some conventionalized seed design. Modelling. — Nuts, birds, empty nests. Catting. — Outlines of birds. Mount a number on the wall flying southward. Folding. — Woodbine leaves. Draiving. — Flights of birds; milkweed seed. Sewing. — Maple-seed. THIRD WEEK. Man s Dependence upon Sheep. Man s Care for Sheep. Suggestive Development. Sing " Where do all the Daisies go ? " or " The North Wind," and lead out to a talk similar to the following: OCTOBER. 33 Flowers sleep, trees sleep, caterpillars sleep, and birds go away in winter. Do all animals sleep or go away in winter? How about horses? (other domestic animals suggested by the children.) How about the sheep ? Does he sleep or go away ? What does a sheep eat ? Can he himself get his food in winter? How does he keep warm? The farmer gives him a warm home in the barn; He himself grows a thick coat of wool. Make an excursion to visit a sheep if possible, to observe the wool; if impossible, be provided with sheep-skin. Appearance of wool. Fine or coarse. (Compare with dogs', cats', and horses' hair.) Straight or kinky. (Contrast with the curl of the dog's hair). Compare our present clothing with that of sum- mer. Can animals change their clothes? Who remem- bers kitty's hair coming out when it was stroked ? Do we ever help animals to take off their winter clothes ? (Clipping of horses and dogs.) How we help the sheep to keep cool in summer. Shearing. How it is done. Washing of the wool. Sheep shears and their use. The use of wool to us, — yarn, cloth. 34 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Spinning, weaving. Let the children twist wool to imitate spinning, and by ravelling coarse cloth let them see how weav- ing is done. FOURTH WEEK. Habits of Sheep. Talks or stories to bring out the following points: The foolishness of sheep — often going astray. Tendency to follow a leader — an old sheep, shep- herd, or farmer. Their love for the shepherd shown in — Obedience to his voice; Their being guided by his crook. Why the sheep love and obey the shepherd. Because he cares for them — Leading them from pasture to pasture; Finding them fresh water; Caring for the lambs; Guarding them from wild animals; Providing them with shelter {folds). The shepherd's helper (sheep-dog). His sagacity and faithfulness told in picture and story. A little about the shepherd's life — Often alone with his dog and the sheep; At night having no one to talk to, no books to read, he loves to watch the heavens and to make pictures with the stars. OCTOBER. 35 A second visit to the sheep — Observe his head, face, and ears; Observe his foot. Divisions of hoof. (Com- pare with horse and cow.) SONGS AND GAMES. Sense game {feeling) to tell wool, cotton, and silk. Kindergarten Chimes . . . Wiggin. Morning hymn : ' ' Little Lambs so white and fair." Songs and Games for Little Ones . . . Walker-Jenks. The Lambs (finger-play). Finger Plays . . . Ponlsson. This may be dramatized for a circle game. STORIES. Molly's Lamb. — Stories for the Kindergarten and the Home. . . M. L. Van Kirk, or, /;/ the Child's World . . . Ponlsson. How a Little Boy got a New Shirt. — Mother's Portfolio, or /// the Child's World . . . Ponlsson. Penelope, or any other suitable weaving myth. MATERIALS. Gifts. — Third gift and sticks. Represent rack. Fourth gift. Illustrate finger-play — " The Lambs." Fifth and sixth gifts. Build folds. Using gifts in sand-table, represent barns and 36 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. meadow: barn, of blocks; fences, of sticks and Hailman beads; watering-place, of a dish of water or a looking-glass. Modelling. — Sheep, drinking-trough. Cutting. — Cardboard sheep to be placed in sand- table. Sewing. — Crook, barn, sheep shears. Drawing. — Sheep and meadow, hoof of sheep. Weaving. — (Introduce and emphasize.) Weave patterns for cloth — check or plaids. October References. LEAVES, BUDS, AND SEEDS. Stories of the Trees . . . Mrs. Dyson. From Seed to Leaf . . .fane Newell. From Flower to Fruit . . . fane Newell. Flowers, Fruits, and Leaves . . . Sir John Lubbock. Seaside and Wayside, No. 3... Julia McNair Wright. In the Child's World, pp. 51, 253 . . . Emilie Poulsson. Kindergarten Stories and Morning Talks, p. 34 . . . Sara Wiltse. Child Garden Magazine, Vol. I. pp. 90, 246, 368. Kindergarten Magazine. BIRDS. In the Child's World . . . Poulsson. Kindergarten Stories and Morning Talks . . . Sara OCTOBER. 37 Wiltse, p. 4, The Bramble Bush and the Lambs {dependence of birds upon sheep); p. 8, Coming and Going. See also April references. SHEEP. Kindergarten Stories and Morning Talks . . . Sara Wiltse, p. 2, Mary had a Little Lamb {shearing). Familiar Animals and their Wild Kindred . . . James Monteith. Systematic Science, p. 102 . . . Edward G. Howe. Ten Boys who Lived on the Road from Long Ago till Now. The Story of Kablu {shepherd life), . . . Jane A ndrews. In the Child's World, pp. 307, 313 . . . Emilie Poulsson. Kindergarten Magazine, Vol. IV. p. 93, Typical Lessons. (Our loss should the sheep migrate.) NOVEMBER. General Thought. Preparation for Winter seen in the Stor- ing up of Resources. Instinct of animals. Example, squirrel. Prudence and foresight of man. Example, farmer. The historical Thanksgiving. A spirit of true thankfulness showing itself in giving and doing for others. The dependence of all upon the Giver of Life. FIRST WEEK. The Squirrel. Suggestive development. A resume of nature's ways of preparing for winter. Trees, frogs, caterpillars, sleep. Birds go away. The sheep stay with us, preparing their own winter clothing, and trusting the farmer for food and shelter. 33 NOVEMBER. 39 Do we know of any animals that prepare their own winter clothes as the sheep do, but have no one to provide them with food ? If the squirrel is not mentioned, suggest it, as " What about the squirrel? " (Present live or stuffed specimen.) What is the squirrel's clothing ? (Fur.) Do we know how warm fur is ? Many of us have muffs and collars of fur. Of course, then, we know how warm it will keep the squirrel. What does the squirrel eat? Where does he find his food? (On the trees, on the ground.) Can he find food in winter? If he can find no food in win- ter, and has no one like the farmer to provide for him, what must he do ? (Store food.) The storing of food. Where does he store it ? (In a hollow tree.) Traits shown in storing food : Industry. Lead them to think of the many trips the squirrel must make. Sagacity. Knowing how much to store. His choice of a home. Different kinds of trees. Special love of the oak, because of its acorns, its large trunk giving him plenty of room for his store- house, its strength to withstand storms. A talk or story upon the oak-tree to bring out the following points: Its length of life and consequent great size. The many uses to which its timber is put. Some historical oaks. (King Charles' oak.) The squirrel's movements: ceaseless activity, running, jumping. 4° OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SONGS AND GAMES. The Squirrel. — Finger Plays . . . Emilie Ponlsson. God's Care for all Things. Song-stories for the Kindergarten . . . Hill. " Father, Thou Who carest for smallest tiny flow'rs, And teachest bees and squirrels to save for winter hours, To Thee we little children our loving thanks would bring, For all Thy loving kindness, of all Thy good- ness sing. Amen. Chasing the Squirrel. (Game.) Songs and Games for Little Ones . . . Walker -J enks. STORIES. The Thrifty Squirrels.—/;/ the Child's World . . . Emilie Ponlsson. Thanksgiving in the Frisky Family. — Kindergar- ten Magazine, Vol. II. MATERIALS. Visit oak-trees; gather acorns and their " cups." With stems of the oak leaf or wire make acorns into dishes. Gifts. — Sticks, rings, and lentils. Free represen- tation of oak-trees, acorns, squirrel-cage. Modelling. — Acorns and cups. Cutting. — Squirrel from stencilled outline. NOVEMBER. 4* Free-hand cutting of acorns. Pasting. — Reproduce Gift-work. Drawing. — Illustrate Finger Play — " The Squir- rel." Saving. — Oak leaves. SECOND WEEK. The Farmer and What He Does. Suggestive development. Does Mr. Squirrel get his food by planting, watering, and caring for the trees and bushes? No. How are they planted ? (Recall distribution of seeds in October outline.) He can store up nuts if he finds them, but he depends upon Nature to plant and water. He plays all summer and works only when the nuts are ready to be gathered. Then he works hard, storing up food against the long winter. The farmer works hard all the year to make things grow. He has to begin in the early spring to think of winter and the things we shall need. What does he do first ? Prepares the ground. Next ? Plants. And then? Waits for the seed to grow. (The dependence of all upon the Giver of Life for the good gifts of sunshine and rain.) Why does he plant so much of everything ? So all may have food. What are some of the things the farmer plants ? Lead the children to think of corn and how peo- ple, horses, hens, sheep, etc., use it as food. 42 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Corn. — Present the whole plant and name the parts. Notice the stalk, — extreme length, cylindrical form, joints. The leaf, — extreme length, growth upon the stalk. Use of leaf and stalk for fodder. The ear, — form, covering. Remove cover. Kernels, — remove and count them. Why so many ? (For food and seed.) Grind up the corn in a coffee-mill making meal. A talk on how the miller makes meal. (Our dependence upon the farmer, miller, and grocer.) The uses of meal, — pudding, bread, pancakes, m food for little chicks and young lambs. Thankfulness of all for the harvest — thankful- ness to the farmer, thankfulness to God. SONGS AND GAMES. The Farmer. — Songs and Games for Little Ones . . . Walker-Jenks. The Mill. — Songs and Gaines for Little Ones . . . Walker -fenks, STORIES. The Farmer and the Miller. — Child Garden Mag- azine, Vol. I. p. 123. Three Little Sisters {corn). — Child Garden Mag- azine, Vol. I. p. 316. NOVEMBER. 43 MATERIALS. If possible, walk out to see corn growing in the field. Dolls can be made of corn-husks. (This work is very attractive to children.) See CJiild Garden Magazine, Vol. I. p. 40. Youngest children can build corn-cob houses. A corn plant can be made of paper. Each child rolls a hollow joint of paper, covering it with yellow tissue. These joints are slipped into each other to form the stalk. Fringe squares of tissue-paper at one end for silk and wrap around cotton-batting for ears. Cut leaves. Tie leaves and ears to stalk. Cut and twist tissue-paper to form tassel. Of dark gray or brown paper make -.roots. Gifts. — Second Gift to represent a mill; use box for mill, cylinder for wheel, cube for bin, sphere for miller, box cover for sliding down bags, etc. Building Gifts. Barns, corn-cribs. Sticks, rings, lentils. Represent farmer's tools. Mill-wheel. Modelling. — Farm-wagon, using sticks to form axles. An ear of corn. Cutting. — Free-hand cutting of corn-cribs, corn leaves. Ears of corn from seed catalogues. Drawing. — Field of corn, corn in the shock. Painting. — Farm-wagon; mill. Folding and Pasting. — Tissue-paper bags to be filled with grain. Mill-wheel. 44 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. THIRD AND FOURTH WEEKS. (One subject is carried through the two weeks.) . THIRD WEEK. The Concept of Pilgrim Life to be developed through following the Story of a Typical Pilgrim Child. — Mary Allerton. Mary Allerton. Her home in England. Why the Pilgrims left. Through conversation bring out the many churches represented among the children. Call their attention to the freedom we enjoy. Tell briefly of how Mary Allerton's father and mother and their friends were all compelled by the king to go to one church. Their sojourn in Holland (treat briefly). The voyage to America. Tell of the little baby, Peregrine White, born on the Mayflower. The new home. Dependence upon one another — many living together, helping one another. Their new neighbors. The welcome of Samo- set. A little about Samoset's life. As a child. His home. What? Wigwam. Where? In the forest. NOVEMBER. 45 His school. All nature, which he found to be filled with living things. His lessons. Learning the habits of birds, insects, and wild animals. As a chief. Why the tribe made Samoset chief. Because of his bravery and strength making him a leader. His wisdom to make good laws. SONGS AND GAMES. Church-bells (suggested by Pilgrim piety). — Song- stories for the Kindergarten . . . Hill. The Fishes (suggested by the free life which Samoset saw about him). — Kindergarten Chimes . . . Wiggin. STORIES. Tell little stories about Mary Allerton to bring, out the thoughts given this week. Indian stories can be made from material obtained from any history or from Indian story-books. Hiawatha is particularly helpful in making a story of Samoset. MATERIALS. Good pictures form some of the best material for developing this work. Histories, works on Indians, books of travel, and the U. S. Census Reports, are all good. 46 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. If obtainable, birch-bark affords an attractive material. A Mary Allertondoll made of tissue-paper affords great delight and good hand-work. The body is of pink tissue-paper, rolled; the head of the same, stuffed with cotton, with features marked on; arms are rolled of tissue-paper and pasted on; dress, of gray tissue-paper with large white kerchief and bonnet. Sand-table is used to illustrate the story as it progresses. Pan of water or silver paper for ocean ; small branches of trees for forest ; birch-bark or paper wigwams; birch-bark or clay canoes; logs, of small branches or rolled paper, for log houses; toy or paper ship (folded) for Mayflower; stones along the shore, one large stone for Plymouth Rock; Pilgrims and Indians cut from cardboard, the features and clothing being drawn by the children; etc., etc. Gifts. — First Gift. Church-bells, " Bells so high in steeple." Second Gift. Ships, paper sails, etc. Building Gifts. Build boats; Dutch windmills. Sticks, rings, lentils. Represent wigwams, for- ests. Modelling. — Peregrine White's cradle; canoes. Cutting. — Indians, Pilgrims, guns, from stencilled outline. Folding. — Ships; wigwam from a half-circle. Saving. — Bow and arrow. With birch-bark or paper make real canoes and wigwams. NOVEMBER. 47 Drawing. (Pencil and blackboard sketching.) — Forest, wigwam. Indians and original illustrations of Indian life. Mayflower. EOURTH WEEK. The Story of the Pilgrim ' s First Year. Thanksgiv- ing, True Thankfulness Showing Itself in Giving and Doing for Others. What Mary Allerton and the other little children learned to do: The girls, to spin (recall the October work on the sheep and spinning); The boys, to hunt and fish, and to help in planting the corn given them by the In- dians. The sufferings of all from lack of food and shelter. The aid of the Indians. The prosperous summer. Their thankfulness for the plenty which assured them of comforts for the winter. How they showed their thanks— By appointing a day on which to thank God for all their blessings, a day which we have kept ever since. How we keep Thanksgiving day — By family gatherings; By helping the poor to provide for the winter; By going to church. 48 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SONGS AND GAMES. Thanksgiving Song. — Songs and Games for Little Ones . . . Walker-Jenks. Making Bread. — Finger Plays . . . Emilie Poitlsson. STORIES. How Patty gave Thanks. — In the Child's World . . . Emilie Poidsson. The First Thanksgiving. — The Story Hour... Kate D. Wiggin. MATERIALS. The spirit of thankfulness may culminate in con- tributions of food and clothing to be distributed among the poor. Gifts. — Build churches, bridges (see Thanksgiving Song); dining-tables. Modelling. — Dishes for Thanksgiving dinner. Folding. — Chickens; basket for carrying food. Perforating. — A turkey. Drawing. — Illustrate Thanksgiving Song, " Over the river and through the woods." November References. PILGRIMS. In England. See " Ezekial Fuller " in Ten Boys Who Lived on the Road, etc. . .Jane A ndrews. Historical Reader, No. 2, p. 27. . . Gilman. Holland. Holland and its People . . . Dc Amicis. (Good for its pictures.) NOVEMBER. 49 Wide Awake, 1893. (Picture of dykes.) The Voyage. Historical Reader, No. 2, p. 12. . . . Gilman. American History Stories, Vol. I. p. 62 . . . Pratt. (Peregrine White.) Young Folks' History of the United States . . . Higginson. (Picture of Peregrine White's cradle.) The New Home. Popular History of the United States, Vol. I . . . Bryant, p. 546. Not a picture of Pilgrims, but good as showing the building of log house, and newness of the country. U. S. History, Household Edition . . . Eggleston. Columbus and Columbia . . . Ridpath. (For pic- tures of Pilgrim houses and schools.) INDIANS. U. S. History, Household Edition . . . Eggleston. (Excellent pictures.) Young Folks' History of the United States . . . Higginson, p. 132. Picture, Samoset wel- coming Pilgrims. See also Columbus and Columbia . . . Ridpath. THANKSGIVING. " Pat-a-cake." — Mother Play . . . Froebcl. In the Child' s World, p. 90 . . . Poulsson. Child Garden Magazine. Kindergarten Magazine, DECEMBER. General Thoughts. The Blessedness of Giving. The Story of Christmas. Use the child's belief in Santa Claus as a means to his feeling the spiritual truth therein embodied. " Let not the fond illusion pass away, Until a true thought may its place supply." — Froebel. FIRST WEEK. The Literal Santa Claus. Suggestive development. A talk on the morning following the Thanksgiving holiday, as to the pleasures of the day, such as family reunions, making others happy, etc. Lead the children to look forward to the coming holiday and to talk freely of the gifts and pleasures they are anticipating. As soon as Santa Claus is mentioned, let the children talk about him, picturing to themselves — When he comes; How he comes (reindeer, sleigh, pack, chim- ney). 50 DECEMBER. 5 1 How we get ready for him — By hanging up stockings; Sometimes by providing him with a Christ- mas tree; By going to bed early to be out of his way. How he leaves pleasures wherever he goes; Where he goes when his visits are over and his pack is empty. Santa Claus' home. He lives alone in the far north in the cold. Santa Claus' work. If he lives alone where there are no shops, where then does he get his toys? He spends all the year in his workshop mak- ing them. Just think of how many different things he makes, and the many kinds of tools he must have; how he laughs when he fin- ishes some funny toy and thinks of some little friend who will enjoy it. His little helpers. Without his reindeer he could never travel all around the world in one night. How obedient they must be; stopping at once when told, standing very still when left alone, and hurrying on at the sound of his voice. They love to obey Santa Claus, for he is kind to them and takes good care of them. After this busy night is over they go back 52 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. to the north, for they love the cold, and all the reindeer family are there. Of course they take Santa Claus back to his home, where he begins to work for another year. SONGS AND GAMES. Santa Claus. — Finger Plays . . . Emilic Poulsson. This may be dramatized for a circle game. Eight children representing reindeer are driven to the north by Santa Claus, while the rest of the children hang up stockings {drooping hands), and go to sleep, settling themselves in comfortable attitudes. Santa Claus drives in and around the ring, distributing imaginary presents. He drives off, the children awake, wish each other a " Merry Christmas," and show in pantomime what they have received; as, representing a book with the hands and reading stories, skating about room, beating drum, etc. Merry Christmas Bells. — Songs and Games for Little Children . . . Walker- Jenks, STORIES. m 'Twas the Night before Christmas. Use as a basis for this week's work. Study the pictures. The Bird's Christmas. — Child Garden Magazine, Vol. I. p. 15. MATERIALS. Use sand-table on which to build up a represen- tation of Santa Claus' home and work. Use salt DECEMBER. 53 and cotton batting to represent snow; build house, stable, workshop, etc., of gifts; cut reindeer of brown paper; sleigh of cardboard modelling or blocks; Santa Claus himself of cotton batting and tissue-paper; small toys or paper representations to fill sleigh. Gifts. — As suggested above; build sleigh, barn, home, workshop, chimney, fireplace, bed. Tablets, sticks, rings, lentils. Santa Claus' tools; toys. Modelling. — Dolls. Cutting. — Free-hand cutting of stockings to hang in fireplace. Reindeer (stenciled outline). Sewing. — Drum, horn, and other toys. Drawing. — Illustrate, " 'Twas the Night before Christmas." Pasting. — (Parquetry.) Design and color-work for handkerchief borders. SECOND WEEK. The Spiritual Significance of Santa Claus. Suggestive development. Why does Santa Claus work so hard for all the children ? Because he loves them all and wants to make them happy. Do we know of any one who works hard all the time and does not wait until Christmas time to make us happy? Yes, papa gives us things every day. Many of the things he gives 54 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. us he cannot make as Santa Claus does, but he works hard to earn money to buy them. He gives to his children because he loves them. He is a real " every-day Santa Claus." Let the children tell of the many ways in which their fathers earn money. We know of some one else who is a real " every- day Santa Claus." Encourage the children to tell of the many things the mother does to show her love for them. Papas and mammas love their little ones and work to give them things, so they are like Santa Claus. If any one else gives presents because he loves some one, couldn't we call him a Santa Claus? How would it be if, instead of giving a present, he were to do something loving and kind? What do we do for other people to help to make them happy? (Children tell of the man}' things they can do.) Each of us, you see, can be a little " every-day " Santa Claus, and wouldn't it be nice to plan to make this Christmas a very happy one, by making a present for some one we love, and doing something for some poor little child? (We are indebted to Miss Patty Hill of Louisville, Ky., for some of the treatment of the Santa Claus thought. Her article was published in the Kindergarten Magazine, Vol. IV.) SONGS AND GAMES. Presentation Song. — Song-stories for the Kinder- garten . . . Hill. DECEMBER. 55 {Sing while making gifts.) A Wonderful Tree (Christmas-tree). — Songs and Games for Little Ones . . . Walker-Jenks. STORIES. Fairy Bob. — Child Garden Magazine, Vol. I. Christmas in the Barn. — /;/ the Child's World . . . Poulsson. MATERIALS. The gift-work and the handwork for the first part of the week will show how papas and mammas work for their children, such as sewing, washing, and ironing, keeping store, driving delivery-wagons, etc. At the latter part of the week decide with the children upon gifts for the father, mother, and the poor children we hope to make happy. Suggestiofis for Christmas Presents : Picture frames. — 1. Cut rectangle or circle from the front of each of two envelopes and decorate around the opening with holly or other design with colored pencils or paint; tie together with bebe ribbon or crepe paper cut crosswise. Blotters. — White blotting-paper 3X5 inches, with cover of water-color paper or fancy Bristol- board. 1. Sew stars in yellow (large and small), gild inside of the stars and around the edge of the cover. Tie with yellow ribbon or crepe paper. 2. Print a Christmas motto on the cover (fancy 56 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. lettering, double lines), paint or color with brown pencils. Letter case. — Use delicate-colored Bristol-board. Make the back a circle, the front a crescent. Sew the two together " over and over," and then back to the starting-point, so that stitches cross. Motto or Christmas symbol may be added. Match-holder. — Delicate-colored Bristol-board. Rectangle \\ X 2^ inches, slash at intervals | inch on one long edge ; lap ends \ inch and paste, making cylinder. Bend the slashes out from the cylinder, stand on a 4-inch circle (base), slip over the cylinder a 4-inch circle with a hole cut from the centre. Paste circles together. Calendars. — 1. White Bristol-board. Cut twelve leaves (for months). Teacher draw fancy scroll and print names of months, children add figures and color names of months. Tie together. 2. Make fancy back of Bristol-board. Decora- tion, " A Happy New Year," using paint, colored pencil, or gilt. In the centre paste a small calendar gotten from druggist or insurance companies. Button-boxes. — Three boxes 2X3X1 inches, sliding covers (gotten from drug-store) ; gild or paint ends; fasten one on top of another and tie with broad ribbon or crepe paper whose width is the length of the box. Napkin-rings, pen-wipers, lamp mats, needle- books, etc., are also easily made, and are pretty gifts. DECEMBER. 57 By economizing material and making the gifts small, Christmas-work can be done with little ex- pense. Three sheets of Bristol-board would supply a room, one bottle of gilt paint (15 cents) is suffi- cient, blotters are given away by insurance com- panies. Ribbons from handkerchief-boxes cost nothing, and merchants, if requested, will save them in quantities. THIRD WEEK. Christmas Emblems. Some of the things that make the houses and churches beautiful at Christmas-time: wreaths of evergreen, holly, Christmas-trees, etc. The Christmas-tree — Why it is chosen (evergreen). Its leaves; shape, color, arrangement. Its trunk; cylindrical, tapering, suggests church spire. Its branches (main branches, twigs). Uses of the wood. Show pieces of pine and let children tell of the uses they know. Tell them that our kindergarten sticks, the masts of ships (because of tall, tapering trunk), some musical instruments (because of its resonance), are made of pine wood. The gum. Where it is found. Its uses. For violins, medicine, chewing- gum. 58 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Cones. " Seed homes." Position on the tree. Color. Use. Sheltering seeds (recall October work, winter food of birds). Seeds. Where found in the cone. How the door is unlocked and the little seeds come out. How they travel (wing: note similarity to the maple). SONGS AND GAMES. The Wonderful Tree. — Songs and Games for Little Ones . . . Walker-Jenks. (Continue work of last week and learn new stanzas.) For Calisthenics — imitate woodman felling trees in a pine forest, striking in time to music. STORIES. The Discontented Tree (pine) . . . Hans Christian Andersen, or Kindergarten Gems ... Ketchutn- Jor- ge -ns en. A Story of the Forest. — Story Hour . . . Kate D. Wiggin. MATERIALS. Select a spruce-tree for continuous observation during the year. No form of Christmas celebration is quite so beautiful as a Christmas-tree covered with gifts that December. 59 the children have made for friends and parents, who are invited to the celebration and presented with these gifts by the children. Strings of tiny cones are decorative on the wall. Let children bring branches of many kinds of evergreen trees for comparison ; use these later to decorate the room. As soon as presents for parents are finished, plan with the children to make some other little ones happy, as poor children in the vicinity or in a Children's Home or Hospital. Gifts — such as scrap- books of colored paper cambric, with pictures con- tributed and pasted by the children, cornucopias (made of mats woven by the children) filled with pop-corn, paper dolls with fancy tissue-paper dresses, etc., etc. FOURTH WEEK. The Story of the First Christmas. Suggestive development. Recall the life of the shepherd (see October out- line), especially his study of the stars. Tell the story of how the Star of Bethlehem appeared to the shepherds, and what the angels sang; of how the shepherds followed the star to where the Baby lay. Tell of the strange place in which the shepherds were told to look for the Baby, and the story of how Joseph and Mary journeyed to Bethlehem and why they had to sleep in a stable. Tell how the Babv was loved and how this love 60 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. was expressed in beautiful gifts, also something of His childhood and how He grew to be loving and helpful to every one, especially loving the little children. Those who loved Him were glad to be like Him, and tried to be as good to others as He was to them. He taught every one how to be kind and good, and now we all try to be like Him, doing good to other people. How we keep our friends' birthdays — By doing everything we can to make them happy ; By showing our love in gifts. Christmas is Christ's birthday, and we keep it by doing for others what He would like to have us do; showing our love in good wishes and Christmas gifts, and in thinking of the poor and needy. Tell some story as " The Legend of the Christ- candle," or " St. Anthony and the Christ-child," which shall express the constant presence of the Christ-child in our midst. SONGS AND GAMES. The First Christmas. — Songs and Games for Little Ones . . . Walker -Jenks. The Christ-candle. — Stories in Song . . . Emerson- Brown. STORIES. The Story of the First Christmas. — The Story Hour . . . Wiggin; or Kindergarten Chimes . . . Wig- gin ; or A Christmas Festival Service . . . Nora A . Smith. DECEMBER. 61 The Christ-candle. — A Christmas Festival Service . . . Nora A. Smith; or "The Christ-child." — Kin- dergarten Magazine, Vol. III. p. 190; or, " Little Taper." — Kindergarten Magazine, Vol. III. p. 197. MATERIALS. The rapid culmination of the spiritual thought necessary to hold the interest and preserve the spirit of reverence -will not give time for much correlated handwork, neither is it desirable to attempt to express the beauty of the Christmas story in con- crete material. Use freely stories and such good pictures as the following: The Christ-child (Murillo). St. Anthony and the Christ-child (Murillo). Madonna (Raphael, Defregger, Bodenhausen). These pictures can be collected from many sources. Munsey 's Magazine, April 1896, contains several. The children aid in decorating the room and the tree, cutting gilt stars, stringing corn, writing names and tying them on the gifts if possible, etc., etc. December References. DEVELOPMENT OF THE THOUGHT. " The Toyman and the Maiden." — Motlier Play . . . Froebel, " Typical Kindergarten Lessons." — Kindergarten Magazine, Vol. IV. p. 219. 62 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. " A Plea for Santa Claus." — Kindergarten Mag- azine, Vol. VI. pp. 321, 332. In the Child's World, p. 117... Poulsson. Kindergarten Stories and Morning Talks, p. 97 . . Wiltse. Kindergarten Sunday-school . . . Frederica Beard. Kindergarten Magazine, Vol. IV. pp. 196, 234, 246. Kindergarten Magazine, Vol. V. pp. 269, 281, 283, 289. Child 's Christ Tales . . . Andrea Hofer. THE EVERGREEN. Story of the Trees . . . Mrs. Dyson. " Symbolism of the Evergreen." — Kindergarten Magazine, Vol. V. p. 255. The Fairyland of Flowers, pp. 45, 95 . . . Mara Pratt. " Evergreens ' (identifying). — Primary Educa- tion, Dec. 1894. Kindergarten Stories and Morning Talks, p. 199 . . . Wiltse. Practical Flora {Cone family), pp. 300-315... Willis. JANUARY. General Thought. A fuller Development of Thanksgiving and Christmas Ideas of Interdependence and Love, Leading the Child through a Study of Other Peoples to a Sense of Kinship with All the World. The beauty of the heavens. ' ' The eternal stars. The beauty of the earth. Its white robe of starry snowflakes. Obedience, as seen in the laws governing the stars and the snowflakes. Life in the far north, Eskimo life. FIRST WEEK. The New Year. The Beauty of the Heavens. " The Eternal Stars." Suggestive development. A talk on the pleasures of our Christmas vacation, letting the children tell of how they spent Christ- mas day, their gifts, etc. Lead them to think of the holiday which has come since Christmas — New Year's Day. 63 64 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. The New Year and what it brings. Many holidays. (Children mention as many as they can.) A birthday for each one. Many days, weeks, and months for work and play. Lead the children to feel the value of the " every-day ' gifts or " blessings " of the year, as homes, food, clothing, playmates, etc. Through questions lead the children to note the long nights and short days of winter; to think of the moon and the stars that now wake up so early in the evening and make the heavens beautiful. Encourage the children to look at the stars before going to bed, and to come prepared to tell some- thing about them. Tell them that the moon and stars which we love to watch have always been in the sky, and have been watched and loved by all people. (Recall previous talks on the shepherd and his love and knowledge of the stars, the pictures which the stars made for him, and which we can still see, just as we can see pictures in the clouds.) Through blackboard drawings of some of the simple constellations and through stories and legends so interest the children that they will secure the aid of parents in locating "The Dipper," " The North Star," etc. Something of the uses of the stars to us — JANUARY. 65 For light ; For guidance — the North Star. (Play games to teach direction, emphasizing op- posites.) What the stars really are. Tell the children very simply of how the stars are worlds something like our own; dwell strongly upon the obedience of the stars — how each one has its own particular place and moves only in its own path. (In this work strive to make the stars near and liv- ing to the children, and to emphasize the spiritual over the material side.) SONGS AND GAMES. The Little New Year. — Songs and Games for Little Ones . . . Walker-Jcnks. Dramatization. The Little New Year, a child with string of bells, trips around the outside of the ring, coming into the ring at the close of the first stanza. During the second stanza children hold out their hands to receive "the blessings" the New Year gives, repeating the stanza if necessary for him to get around. During the last stanza each two children join and raise hands to make doors, through which the New Year trips in and out, shaking his bells merrily, giving the idea that he has been to every home. When the Little Children Sleep (Stars). — Kinder- garten Chimes . . . Wiggin. 66 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. STORIES. 11 The Little Match-seller "... Andersen. Linda and the Stars. — /;/ the Child's World . . . Poidsson. MATERIALS. Gifts. — Tablets, sticks, rings. Represent the heavens: moon, stars, or constellations (using one equilateral triangle for each star in the constellation). Folding. — Star sequence from equilateral trian- gular paper. Cutting. — Crescents and stars. Sewing. — The constellation " The Big Dipper." Drazving. — Illustrate " When the Little Children Sleep." SECOND WEEK. Snowflakes. Suggestive development. Rather than to take the children outdoors to examine snowflakes where their attention is dis- tracted by playing with the snow, it is better to put pieces of dark cloth outside the window when snow- flakes are falling, letting the children watch them from the window. (For closer study, open the window and examine the flakes with a reading or magnifying-glass.) Help the children to see the following: Their beauty and general form, reminding us of the stars in the heavens. JANUARY. 67 Their delicacy and purity. Note the rapidity with which they melt, resulting from their delicacy. Their symmetry. Observe their regularity and the number of points each one has. Tell the children that each little particle of the snowfiake has its own particular place, thus always making a six-pointed star (crystals). Show the obedience to law and order in other crystals, e.g., suspend wire in saturated solu ■ tion of copper sulphate, allowing crystals to form. The story of a snoiv flake. Encourage the children to talk freely to you and to each other about the snowflakes, and thus gather their ideas of where they come from ; how or why they come; how they got there in the first place; etc. What the children think and say will largely condition the spirit in which the subject is to be treated, and make clear the special points which need to be corrected or emphasized. In this conversation bring out the following facts, from the children if possible, or through stories which clearly state them: That while the snowfiake exists in the sky it wears a very thin gray dress — vapor dress. Experiment. — Boil water to show clouds of vapor, collect on glass, and freeze to show frost. That when Jack Frost touches its thin vapor 68 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. dress he turns it into a beautiful white dress, — snow flake dress. That it keeps the snowflake dress as long as it stays where Jack Frost is. If it goes where it is warm, it takes off its winter dress. Of course we know what it puts on then — water dress. Experiment to show this, if not readily given by the children. Do not assume their understanding of the fact. If Jack Frost catches it with its water dress on, what does he do to it? What dress does it wear then? Ice dress. Experiment. — Freeze water in a thin bottle to show that ice is a form of water and also to show the force of expansion. From this experiment lead the children to recall " The Sleepy Stream " in " The North Wind." See October songs. (" The water in the bottle grew sleepy too, and perhaps it wanted to stretch itself just as we do sometimes and so broke the bottle, ' ' was one child's explanation of the force of expansion.) In this connection direct the children's attention to icicles. If Jack Frost touches the water-drop he turns it into ice, but if the wind and the sun come to play with it, something very different hap- pens to it. The heat of the sun changes its water dress back into a vapor dress (just as we did the other day when we boiled water), JANUARY. 69 and the wind helps to carry it back to the sky. The dependence of flake upon flake. We have had the story of one little snowflake; but snowflakes do not come singly, they come in great crowds, dancing and whirling, and playing with one another. What advantages are there in their falling to- gether? They keep one another from melting; They form a mass of snow for our pleasure and use. SONGS AND GAMES. " Sense Game " {feeling).— Kindergarten Chimes . . . Wiggin. (Feel of triangles and hexagons, as snowflakes are based upon hexagons.) ' ' The Blacksmith. ' ' (Horses must be sharp shod for the snow.) — Songs and Games for Little Ones . . . Walker-Jenks. This game may also be played without words. The blacksmith is given a real horseshoe and hammer with which to strike it in time to some strongly accented music. All children join in the move- ment. Beautiful Snow Clouds. — Song-stories for the Kindergarten . . . Hill. 70 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. STORIES. The Snowflakes. — Kindergarten Stories and Morn- ing Talks . . . Wiltse. Our Daily Bread. — Kindergarten Stories and Morning Talks . . . Wiltse. MATERIALS. Gifts. — Tablets, sticks. Represent simple snow- flake crystals. With equilateral triangles make hexagons and six-pointed stars. Symmetrical de- signs with snowflake as a unit. Modelling. — Build up snowflake on clay plaque. Cutting. — Snowflake sequence with folded hex- agonal ground form. Pasting. — Mount snowflake sequence. Sezving. — Simple snowflake designs. THIRD AND FOURTH WEEKS. The uses of snow (three days). Eskimo life (the last two days and continued through the next week). The Uses of Snow. To give pleasure. We love to watch the soft feathery flakes as they fall silently to the earth. We love to see their starry forms. They make everything about us beautiful — Clinging to the trees and bushes; JANUARY. 71 Covering unsightly places; Sparkling in the sunlight and the moonlight. They make the children so happy in — Fort-building; Coasting; Snowballing; Skating; Sleigh-riding (merry bells, etc.). To aid man in his work by making good roads — So the farmer can bring wood and other things to town; And the woodman can draw his logs To supply water — To fill cisterns; To soak into the ground; To swell the streams so that the woodman may float his logs. To furnish a covering for sleeping vegetation, protecting it from the cold winds. Eskimo Life. Suggestive development . **Isn't it strange that the snow, which is so cold to us, should keep the little plants and seeds warm? I can tell you of another very strange use for the snow. If we could take a long journey, travelling to the north for weeks and weeks, we would come to a very strange land. We would find the ground covered all the year with snow, and sometimes we would find it very deep. One very strange thing 72 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. about this strange country is that the sun is not seen for weeks and weeks. We would go to bed in the dark and get up to find it still dark. Then, some day the sun would rise and shine all the time for weeks and weeks, so that we would go to bed in the bright sunlight and wake up to find it still shining. Sheltc?-. — The home; its construction; a snow village. In this land of snow it is so very cold all the time that no large trees grow as they do for us, so the people cannot build houses of lumber as we do. What do you think they use? They use snow. We make snow houses just {ox play, but they make them to live in. They cut blocks of snow shaped like our bricks, but very much larger. Upon a circle about 15 feet in diameter these blocks are built into a house (igloo), one man standing inside to shape the house, others working on the outside. The house grows smaller and smaller until it is closed overhead, mak- ing a dome-shaped roof, when the man inside cuts his way out, making a door. This door is so small that every one has to crawl in and out on his hands and knees. (Let the children think why the door must be so small.) Sometimes a very small window is made over the door and covered with a thin skin gotten from the inside of a fish. All around the inside of the house there is a shelf of ice built into the wall. They use this both for a bed and a table. JANUARY. 73 Several of these houses are often built near one another, thus making a regular snow village. The people are very kind to their neighbors, often shar- ing food with them. Personal Appearance and Clotliing. — They are very short, have brown skin, small black eyes, flat noses, and straight, coarse, black hair. They are not cleanly, do not know the use of soap, do not change their clothing. They protect their skin from the cold (chapped hands and faces) by greasing it. Clotliing. — They are dressed in fur from head to foot. Little children's boots, etc., are lined with feathers (soft and warm). Hoods large enough to draw almost over their faces are used in severe weather. Large bags with fur inside are used to sleep in. Food. — Walrus, seal, white bear. Meat is cut in strips, and is usually eaten raw. Cold tallow is their " candy." Occupations. — The father gets food and clothing. Tell of how long and how patiently he watches at a seal hole, and of his skill and bravery in catching the walrus and the white bear. The mother sews the clothes, chewing the skins to make them soft. She uses a needle of bone and a thread of skin. She beats the snow out of the clothes at night so that the skin will not become stiff and hard; she tends the lamp; melts snow for water; cares for the baby and all the family. 74 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. The children are dressed like their papas and mammas. The little boys learn to drive the dogs and shoot bows and arrows, and when they are old enough they go hunting with the men. The chil- dren play what they see their parents do. The boys like to get under a skin and play bear or walrus while their mates play shoot at them and try to catch them. SONGS AND GAMES. Beautiful Snow Clouds. — Song-stories for the Kin- dergarten . . . Hill. Coasting Song. — Songs and Games for Little Ones . . . Walker-Jcnks. Kindergarten dramatization. The movable top of a heavy kindergarten table, with a cleat under- neath, is set against another table to form a hill (or a broad board with a cleat at one end can be used). Lay a rug or piece of carpet at the foot of the hill. Children get ready to coast, putting on imaginary mittens, coats, and bonnets, and draw imaginary sleds to the hill. They climb the hill, stepping from a low chair to the table, seat themselves on the sliding-board, and are pushed and guided by the teacher. Free dramatization of snowballing. The children make a pile of imaginary snowballs, and then have a real frolic, running after one another, etc. At word of command they resume places, shaking off the JANUARY. 75 snow and removing outside wraps. This can be carried out only where there is a large open space. STORIES. While the Earth Slept (Snow). — Child Garden Magazine, Vol. I. " The Story of Agoonack." — Seven Little Sisters . . .Jane Austin. The whole story of Eskimo life, especially in the kindergarten, may be centred around Agoonack and her family life. MATERIALS. Pictures are necessary to the development of the Eskimo work. These can be found in books of Arctic Exploration. Schwatka's Search, by William H. Gilder, furnishes some excellent material. Gifts.— Build sledges for transporting logs. (Second-gift cylinders for logs.) Sleds, snow forts. Tablets, sticks, and rings. Represent spears, igloos, icebergs. Modelling. — Blocks of snow, combining them to make a snow house, " igloo." A simpler igloo is made of a half-sphere hollowed out and covered with cotton batting. Seals, Eskimo dogs. Cutting. — Free-hand cutting of mittens; paper dolls (Eskimo), seals. Folding and Cutting. — A hand sled. 76 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Sewing. — The woodman's axe ; a string of sleigh- bells; white bear. Drazving. — Illustrate the uses of snow, e.g., children sliding down hill, snowballing, or skating. An Eskimo village, a dog team. Painting. — Sleds; winter bonnets and coats. Cardboard Modelling. — Cut and sew with " over- hand " stitch an Eskimo boat. With pieces of soft kid make harness for Eskimo dogs. (Dogs of clay.) January References. STARS. Star land . . . Ball. Easy Star Lessons . . . Proctor. Half-Hours with the Stars . . . Proctor. (Gives the constellations for each night.) Astronomy with an Opera Glass . . . Garrett P. Serviss. (Gives legends of the constellations.) Story land of the Stars . . . Alar a Pratt. Astronomy for Children. — Kindergarten Maga- zine, Vol. VI. In the Child's World . . . Ponlsson. Kindergarten Stories and Morning Talks . . . Wiltse. SNOW. Forms of Water . . . Tyndall. Fairyland of Science, Chaps. IV and V . . . Buckley. JANUARY. 77 Schneekrystalle . . . Dr. Hellman. (Excellent plates of snow crystals.) In the Child's World, pp. 98, 104, 216... Poulsson. Kindergarten Stories and Morning- Talks . . . Wiltse, pp. 107, no, 113. Stories of snow and frost can be found in every volume of the Kindergarten Magazine. ESKIMO. Schwatkas Search . . . Gilder. Little Children of the Cold. . . Schwatka. Seven Little Sisters . . .Jane Andrews. Each and All . . .Jane Andrews. The Voyage of the Vega. The Polar World . . . Hartweg. Harper s Magazine, Vol. XXIX. The Open Polar Sea . . . Dr. Hayes. Wide Awake ; April 1889. St. Nicholas Magazine, 1885. FEBRUARY. General Thought. Man's Relation to Organized Society and to the State. Love must find expression in the concrete — in service. The symbolism of valentines. Love for country — patriotism. FIRST AND SECOND WEEKS. (From ist to 14th of Feb.) Birds from the North — Snowbirds. Pigeons. St. Valentine. Snowbirds. (Introduce the topic as connected with the North, of which we have been talking.) There is something which comes to us every year from the cold country where Agoonack lives — the little snowbird. We remember that our summer birds went away from us when cold weather came. 78 FEBRUARY. 79 Agoonack's summer birds (these little snowbirds) went South too, and so came to us. Some of their habits. They love the cold and the snow, and often come to us just before a snow-storm. They love to be together and to fly around in flocks. The strong-stemmed plants that still hold some of their seeds above the snow furnish them food. They go away from us when warm weather comes, to make their home in the far North. There they build their nests and rear their young. Make the children familiar with the snowbirds, encouraging them to watch them out of doors. Present them with a stuffed specimen, if possible, for closer study. This naturally suggests other winter birds. En- courage the children to make and report observa- tions upon them. During these observations direct the children's attention to the pigeon, and bring out the following characteristics and uses: Its loving disposition, shown in its constancy and devotion to its mate and its little ones. (Dwell upon this for the good effect it may have upon the children.) How it builds its nest. Tame pigeons living in our barns and pigeon- houses do not build nests. They use the straw or hay that we put in for them. Wild pigeons live in the woods and make nests So OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. in the trees. A hundred pigeons sometimes nest in one tree. (Doves will not build nests in the same tree, a marked difference between the two — see Audubon.) The nest is very loosely constructed and shows little skill. ' The care for the young. The pigeon lays two white eggs. When the little ones come, both parents care for them tenderly, feeding them with a milky fluid secreted in their crops. The mother and the little ones talk together, and their cooing is soft and low. The Carrier Pigeon. Uses. To carry letters and greetings to friends before the days of railroads and telegraphs. To carry messages in times of war. The advantage of using the carrier pigeon. It can be used at any time, day or night. It flies so high in the air that it cannot be easily seen. Its flight is so rapid (the average speed is a mile a minute). Where a pigeon can be sent. Only to its own home. (The affection of the pigeon for its home.) How it is trained to find its way home. By frequent journeys of constantly increasing length. FEBRUARY. 81 St. Valentine. Who he was. A priest who lived long ago and was so good that people called him " Saint " Valentine. His life. He worked for and loved his people, going from village to village to see them and to teach them how to be loving and good. His people. Every one loved him. The little children were always glad to see him because he was so good to them. His messages to them. When he became too old to go to them, he used to send them messages of love and remembrance. His birthday. After a while people began to keep his birth- day by sending messages to their friends to tell them they were loved, just as St. Valen- tine had sent messages to them. Valentines. These messages were finally called " valen- tines," in honor of the good old man. We still send them on his birthday, February 14th. Sometimes these valentines have a few words of love in them, sometimes they are just pretty cards. Whether they say anything or not, they always make us happy, and whenever we get a valentine we know 82 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. that some one loves us and has tried to tell us of it. Would it not be nice for each one of us to make a real valentine to give to some one we love very- much ? Plan valentines with the children. Let them trace a little valentine on its journey, thinking of the many people who help it on its way. (Post- office clerks, railroad men, postmen.) Symbols of love. By showing valentines (those of last year brought by the children if possible), let them see some of the symbols of love often used, as hearts, carrier pigeons, etc. From what we know of the pigeon, its tenderness and devotion, see its appropriateness as a symbol of love. SONGS AND GAMES. The Pigeon Song. — Songs and Games for Little Ones . . . Walker -J enks. Free dramatization of carrier pigeons: The ring represents the home; some child starts out on a journey taking his carrier pigeon {child) with him. Tying a letter or valentine about its neck he sets it free, and it returns to its home, where the imaginary letter is opened and read. STORIES. Valentines from the Princess Hexa (snowflakes). . . . Child Garden Magazine, Vol. I. FEBRUARY. 83 Birds and Their Nests. — Kindergarten Gems . . . Ketch u m -J or gen sen . A True Pigeon Story. — In the Child's World . . . Poulsson. The Dove and the Ant . . . JEsop. MATERIALS. Sieze every opportune for watching birds. Hang baskets of seeds and crumbs in trees to coax the birds near the building. A tame pigeon can often be brought into the room where the children can watch and feed it. Gifts. — Build pigeon-homes; letter-boxes, mail- cart, post-office, mail-cars. (Railroad.) Modelling. — Pigeon. Folding. — Envelopes for valentines; in corner paste colored square or draw a stamp. Cornucopia for bird-seed to hang in trees. Cutting. — Snow bunting. Sewing. — Pigeon-house. Painting. — Mail-box (for valentines). Drawing. — Pigeons flying and at rest. Snowbirds in flocks. Suggestions for valentines. 1. From silver paper cut a design from " snow- flake sequence " (see January), mount on hexagonal background of blue Bristol-board. Paint or color motto on the back. 2. Cut hearts of Bristol-board; cover one side of each with wadding, sachet-powder, and red crepe 84 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. paper; fasten the two together. Finish with a bow of crepe paper. 3. Cut small pigeon with letter in its mouth from heavy white paper; mount on card of colored Bristol-board ; gilt edge. THIRD WEEK. (14th to 22d.) Love of Country. Patriotism. George Washington as a Little Boy. In a talk with the children bring out the home- love that we have been thinking of all the year — the child's home, the bird's home, Agoonack's home, etc. Introduce the story of George Washington as that of a little boy who loved his home, his friends, and later his country, and who showed this love by doing brave and beautiful things for them all. His home. In the South on a large plantation. (Give the children an idea of a plantation.) His natural environments. Large fields to play in; running brooks, where he could watch the fish play, and many animals to love and care for. His family. Give the children some knowledge of the Wash- FEBRUARY. 85 ington family, and tell anecdotes to show the love of the parents. His occupations. His love and care for his dogs and his pony " Hero." His love for playing soldier. His school. Tell the children of the influence of his parents on his early life. Owing to the early death of his father much of George's knowledge of books and his real character- training was due to the judicious home- treatment of his mother. Give the children an idea of the district school that George attended, and empha- size his perseverence and completeness in all that he undertook. Surveying. Explain its use (measuring land so that each one may know where his own fence be- longs), and see the necessity for accuracy in such work. George's painstaking work in school fitted him for this difficult task. While out in the woods surveying he fre- quently met Indians, and came to know many of their habits. (Recall Indian work given in November outlines.) His employment as a messenger. Owing to his knowledge of the country and 86 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. of the Indians, gained largely while sur- veying, he was well fitted for this work, and showed himself trustworthy, brave and daring. George Washington as a Soldier. Condition of the country. Quickly and very briefly recall the injustice which drove the Pilgrims from England and their hardships in settling this, the new country. Tell the children simply of the growth and prosperity of the country, the exactions that were again coming from Eng- land, and the longing of the people for in- dependence. His generalship. Recall his boyish love for military play. Tell the children something of his duties as a general and why he was chosen for the position. Because of the confidence every one had in him, owing to his honesty, bravery and sense of justice displayed from boyhood up. Recall his love and care for his pony " Hero." Tell of his love and care for his powerful war-horse, and some of the ways in which it served him. How he Avon the love of his men. By always as far as possible pro- viding for their comfort, by his bravery FEBRUARY. 8 7 and courage. To the older children tell of his sympathy even when he could not materially alter conditions. Through a little of the story of " Valley Forge," let them see how with all these hardships the men's courage might have failed them, had it not been for Washington. Unity in diversity. Help the children to see that Washington alone could not have won the victory. It takes many men to make an army, and it is their courage and bravery which wins ; but so many people could not work together without some one to tell them what to do, and to set them an example of bravery and courage. Give some examples of strength in unity in everyday life. The flag. Through pictures lead the children to see that each country has its own flag and what use is made of it. Washington's soldiers wanted a flag of their own. They could not carry the English flag. They wanted a beau- tiful flag to love and carry, so they made one with the stars and the beautiful colors of the sky in it. To the older children explain sim- ply the meaning of the stars and stripes (thir- teen colonies, and our states). SS OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. George Washington as President. (For the older children.) After the war was over, people remembered how wise and brave Washington had always been and they thought he would help govern the country well, so they made him president. Just enough of the story of his inauguration to show how eager the people were to do him honor — arches of flowers, etc. Tell them of the city that was named after him and of how the President always lives there. SONGS AND GAMES. America. " There are many flags in many lands." — The Child's So?ig Book . . . Barnes. Military marching. Children wear paper caps, one child carries the colors, one child as captain leads the march and gives the orders. STORIES. The simple story of Washington's life can be built up from material taken from histories and from anecdotes given in children's story-books. The Story Hour, by Kate D. Wiggin, and A First Book of American History, by Edward Eggleston, are especially good. FEBRUARY. 89 MATERIALS. Encourage children to bring their story-books having pictures or anecdotes of Washington. Gifts. — Build colonial houses, bridges for the army. With triangular tablets represent tents. Modelling. — D r u m . Cutting. — Pony from stencilled outline. Badges of red, white, and blue to wear on the 22d of February. Folding. — Tents, soldier caps. (Caps can be made of white paper with cockades of red and blue, and worn during military marching.) Sewing. — Guns; Washington's sword. Pa in ting. — Flag. Drawing. — Illustrate Washington playing soldier. FOURTH WEEK. Benjamin Franklin. His Help in the War — " The Pen, not the Sword." Little Benjamin Franklin. Introduce the story of Franklin as that of another little boy who loved his home very much and later helped his country. Where he lived. In a city in the East. Contrast with Washing- ton's home in the country (plantation) in the South. 90 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. His family. Love and care of the parents. Number of children. Love of children for one another. Family circumstances. His occupations. Love of play. Flying kites, sailing boats, playing on the Commons. Making mud-pies (an anecdote, from which a lesson may be drawn). Building wharf (an anecdote. A good les- son may be drawn from this). Running errands. Benjamin Franklin as a Youth. School life. Of short duration. Faithfulness and love for study. Helping his father. Father's occupation — candle-maker. Impor- tance of candles in those days and how they were made. Kindness of his father in giving him time for play. Benjamin's duties: Cutting wicks, running errands, tending the shop. His love for printing — coming from his love of books and from seeing his brother print. FEBRUARY. 9 1 His work in his brother's shop and his sacrifice of meat to buy books. His journey to Philadelphia. How he worked to pay for his passage. His few clothes and little money. His arrival. The generosity he showed in giv- ing away his roll of bread. Benjamin Franklin as a Man. His industry and perseverance. He finally be- came a printer like his brother, and wrote a book full of good advice to people. Get from the children what they know of the uses of electricity — for street-lamps, street-cars, etc. Tell them Benjamin Franklin helped to find out something about electricity. Benjamin Franklin as a Patriot. His love for his country. His help in the war. Writing about it so all could know and love its purpose; going across the ocean to persuade people to send money and sup- plies. Contrast these services with those of Wash- ington. SONGS AND GAMES. Hymn. Jesus bids us Shine. (Emphasizes per- sonal duty.) — Songs and Games for Little Ones . . . Walker-Jenks. Fishing Game. (Correlates with Franklin's boy- 92 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. ish sports.) (See November, Third week.) — Kin- dergarten Chimes . . . Kate D. Wiggin. STORIES. The whole thought is to be carried out in story form. Material to be gained from histories and biographies. MATERIALS. Type can easily be obtained from a printing-office, and with the use of an ordinary stamping-pad the children can print short words or Franklin's name to get an idea of how printing is done. In the kindergarten, real candles are made from tallow. The moulds are made of cardboard. (Re- call the Eskimo's use of fat to light the igloo.) Sand table representation of Franklin's home and plays. Make the house of blocks, wharf of real stones, pond of basin of water, Franklin and his friends of paper dolls (cardboard). Table Game — fishing. Pasteboard box with slits in the cover represents the water. Cardboard fish (with holes in the mouths) are set in these slits. Children fish with string and bent pins. Gifts. — Build wharves; printing-offices. Modelling. — Make type (a raised letter on back- ground). Candle with string inside for a wick. Cardboard Modelling. — A candle-stick (modified match-holder. See suggestions for Christmas work.) FEBRUARY. 93 Cutting. — Free-hand cutting of fish (draw scales). Children use these fish for the table game — fishing. Measure and cut a given number of inches of string, thus representing Franklin helping his father to cut wicks. Pasting. — Chains of red, white, and blue to decorate the room. Folding . — Kite. Sewing. — Fish. February References. SNOWBIRDS. Our Birds and Their Haunts, p. 30... J. H. Langille. Our Common Birds and How to Know Them. . . John Grant. Sharp Eyes . . . Gibson. PIGEONS. Seaside and Wayside, No. 3 . . .Julia McNair Wright. Systematic Science . . . Hozue. In the Child's World . . . Poulsson. ST. VALENTINE. Kindergarten Magazine, Vol. I. p. 108; Vol. II. p. 316; Vol. III. p. 297; Vol. IV. p. 348. In the Child's World . . . Poulsson. 94 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. WASHINGTON. Life of Washington . . . Washington Irving. The Story of Washington . . . Mary Eggleston See lye. American History Stories, Vol. II. . . . Mara Pratt. Stories of Our Country . . .Johonnot. Stories of Our Country . . . Mrs. Monroe. The Story Hour . . . IViggiu. Kindergarten Magazine, Vols. I., II., III., IV., V. FRANKLIN. Autobiography . . . Edited by foJin Bigelow. Life and Times of Franklin . . .fames Part on. American Statesmen Series, Vol. I. . . .John T. Morse. American Men of Letters Series. . .JoJin B. Mc- Master. Child Garden, Vol. I. {Printing). Kindergarten Stories and Morning Talks. {Print- ing.) . . .Sara JViltse. MARCH. General Thoughts. Unseen Forces Exist and are the Mysteri- ous Causes of well-known Phenomena. The awakening of life in response to the mys- terious forces of nature — wind, sun. FIRST WEEK. The Forces of Nature — Wind, Sun. The Wind. Uses to nature. In autumn. (Largely review. See September and October.) Tells the birds of winter and helps them fly South. Helps the trees get ready for winter and plays with the leaves. Freezes the streams and scatters the snow with Jack Frost's help. Brings down the nuts and fruits, thus help- ing the farmer and the squirrel. 95 96 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Scatters the seeds and covers them with leaves. hi spring. Boisterous winds break up the ice and help Mother Nature with her spring house- cleaning, sweeping the ground and purify- ing the atmosphere. Gentle winds bring back the birds, and whisper to the seeds and trees that it is time to wake up. Uses to man. Gives the children a good deal of pleasure in helping them fly kites and pinwheels. Dries roads and clothes. (Recall talks on evap- oration, January.) Aids the miller in his work. (Recall talks on the miller, November.) Aids the sailor. (Recall Mayflower.) Aids the farmer by turning his windmill — (watering stock, etc.) Direction of the wind. The wind comes sometimes from one direction and sometimes from another. How indicated — weather-vanes, bending trees, etc. The wind is a force, and like all forces can be seen only in its action upon matter. Children will be made to think of this through such questions as the following: Can we hear the wind ? MARCH. 97 Can we feel the wind ? Can we see the wind ? Can we tell that the wind is blowing when we neither feel nor hear it (by seeing what it does — bends trees, etc.)? Can we tell whether the wind is travelling fast or slow (motion of trees, windmills, etc.)? The Sunshine. The work it does. Draw from the children their ideas of the work of the sun, especially noting: How it wakens people and animals each day, giving us light. How it melts the snow and " unlocks the streams." How it helps to dry the roads, and the clothes we wash. The pleasure it gives to man and animals : Through its warmth ; Through its aid to vegetation, thus making the world beautiful for us; Through its beauty — dancing on the water, sunsets, rainbow. SONGS AND GAMES. Wind Song. — Songs for Little Children, Part I. . . . Smith. The Sunbeams. — Songs for Little Children, Part II . . . Smith. Or, 98 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. " ' Awake,' said the Sunshine." — Songs for Lit- tle Children, Part I . . . Smith. Dramatize the early morning work of the sun- beams. Children go to sleep in their chairs {beds), some child {the stin) steals around the room, awaken- ing them. They awaken slowly, rubbing their eyes, stretching their arms, etc. Dramatize other work of the wind and the sun, as suggested by the children. For calisthenics. Four children represent the different winds, as each wind blows, the remaining children representing trees bend in the proper direction. STORIES. How the Wind Worked with a Will. — Kinder- garten Magazine, Vol. V. Hermes. — Nature Myths . . . Flora Cooke. The Wind and the Sun . . . JEsop. MATERIALS. Children find different kinds of weather-vanes in the neighborhood and report direction of the wind daily. Let the children help to make a simple weather- vane. Bore a hole in the end of a yardstick, put a round stick {penholder) in this hole, and with a heavy pin fasten to the end of this round stick a dart cut from pasteboard or a shingle. Put this MARCH. 99 weather-vane out of the window, shutting the win- dow upon it to hold it in place. A prism should be hung in the sunshine where the children can enjoy it every day. Gifts. — First Gift. Arrange the balls in spectrum order, and repeat until each child is able to arrange for himself. Second Gift — box and sticks. A support for a clothes-line. Build windmill with paper wheel; barns with paper weather-vane on top; pump worked by wind- mill ; beds and windows. Tablets, sticks, and rings. Represent seeds scattered by the wind; trees and plants bending in the wind, changing the slant to show wind coming from different directions; fancy windows (for the sunshine to come through). Modelling. — (Cardboard) pyramidal windmill. Cutting. — Pinwheels, free-hand cutting of weather-vanes. Folding. — Sailboats and kites. Sewing. — Windmills; sun with rays; rainbow. Pasting. — Reproduce tablet-work; beauty-forms laid with the fourth gift (windmill wheels). Drawing. — Illustrate the work of the wind, as: trees bending in the wind; children flying kites. Paste parquetry circle for sun and draw-rays. ioo OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SECOND WEEK. The Work of the Sun and the Warm Winds in Awakening the Maple and the Willow Trees. The Maple Tree. Select a tree in which the sap flows freely to visit and observe from day to day. Compare with the pine tree selected in December for continuous ob- servation. Notice the bare branches, the fine twigs and the general contour, the height at which the branching begins, etc. Contrast at each step with the pine. Break off twigs to see the sap flowing, and notice how the sap falls to the ground around the tree. Tap a maple tree and obtain at least two quarts of sap to boil, making syrup and sugar. While boiling notice the clouds of vapor arising (recall work on evaporation); notice the rapid decrease in bulk; the change in color. Taste sap, syrup, and sugar. A little study of sap. What it is. A thin liquid found in trees and plants. Color. Composition, and use to the tree — sugar and water. Influence of the frost and the sun on the sap. MARCH. ioi How obtained from the tree. Use to man — syrup, sugar. Uses of the tree: for shade, fuel, building, etc. (Special attention to its use in kindergarten ma- terials.) The Willow Tree. Select a tree and visit it often. Cut branches and keep in water, noting changes. Characteristics. Drooping growth of branches. Pliable character of branches. Character and color of bark on the trunk and on the branches. The arrangement of buds. "Pussy." What it is— flower. Collect two kinds of " pussies." Watch their development, noticing that there is pollen in one and not in the other. Explain very simply the use of the pollen. Notice growth of" pussies " {hugging the stem), also their arrangement on the stem. The " pussy's " cradle; its color and shape. The use of the " pussy-fur" to birds (lining nests). Uses of the tree — for shade, baskets, furniture, whistles, etc. 102 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SONGS AND GAMES. Pussy Willow. — Songs and Games for Little Ones . . . Walker-Jenks. The -Sap has begun to Flow. — Songs for Little Children, Part II ' . . Smith. STORIES. Mother Willow's Babies. — Kindergarten Maga- zine, Vol. II. p. 332. The Maple Tree's Surprise. — In the Child's World . . . Poulsson. MATERIALS. Gifts. — Second Gift. Box, a wagon for collecting sap; suspended sphere, a sap-kettle; cylinder; a can of maple-syrup; cube, a cake of maple-sugar. Build shanty (found in sugar-camp); sled or wagon for collecting sap. Sticks, rings, and tablets. Represent sap-kettle suspended over a fire (half circle for kettle, half ring for handle). With sticks and half circles represent pussy wil- lows {emphasizing position arid arrangement on the stein). Modelling. — Sap-buckets, kettle, cakes of maple- sugar [based on fourth gift). Cutting (free-hand). — Pussy willows of gray paper pasted on a stem of brown paper. Pasting. — Reproduce tablet-work. MARCH. 103 Drawing. — Branch of pussy willows; sugar-camp. Sand Table. — Represent sugar-camp. THIRD WEEK. Animal Life — the Freedom it Enjoys in the Spring. The Horse. Man' s greatest helper. Its use to man : Gives us pleasure — riding and driving. Helps us work — plowing for the farmer; delivering goods for the grocer; carrying heavy articles for the drayman. We make glue from the hoofs and use the hair in plaster. His dependence upon man for: Shelter — barn, blanket, bed. Food — pure water, oats, hay, grass (pleasure the horse feels in a change of food in the spring). Shoeing — by whom? how ? why ? For love and confidence. Often has courage in danger when spoken to kindly. Little children can keep papers and strange articles out of the road, so that horses may not be frightened. (Recall Washington's love and care for " Hero " and his war- horse.) Habits. Natural. To roll and play. (Think especially 104 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. of the pleasure the horse feels in the freedom that comes with the spring, rolling in the dirt, racing in the wind.) To walk, run, trot, and gallop. To whinny and to neigh. Acquired. To obey signals given by lines, the voice or by a bell {Jire-engine horse). (This obedience necessary to self-preservation, and safety of others.) To perform — dancing to music; standing on hind legs; kneeling. General appearance. Head, long and narrow. Eyes, large and able to see at the side and a little back as well as straight ahead. Ears. Children tell their use. Body. Shape; size; curve of the back; car- riage of head ; covering, winter and summer. Mane and tail. Long, coarse hair. Use. Gives beauty to the horse; helps to protect him from flies. Hoof. Shape. Use. To protect the horse's foot. Characteristics. Strength, intelligence, affection, patience. SONGS AND GAMES. The Blacksmith. (See January, Second week.) Dramatize the work of the horse. To quick, well-accented music, let horse trot around the ring. MARCH. I0 5 Represent horse plowing, letting boards of the floor be the furrows. STORIES. A wise Old Horse.— In the Child's World... Potdsson. The Horse that Fed His Friend. — /// the Child's World . . . Poulsson. r MATERIALS. Visit a horse if possible. In some places the children can see fire-engine horses in their daily drill. Gifts.— Build stalls, manger, wagons, fire-engine. Modelling. — Horseshoe, trough. Folding. — Barns. Cutting. — Horse and colt (stencilled outlines); blanket of cloth. Painting. — Horses, wagons. Drawing — Illustrate " The Blacksmith." FOURTH WEEK. Animal Life — the Freedom it Enjoys in the Spring. The Cow. Suggestive development. Recall the signs of spring we have noted, the warm winds, the sunshine, the maple-syrup, and the pussy willows. Emphasize the pleasure every- ic6 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. thing feels in the newly awakened sense of life within it. Tell of the early signs of spring seen in a railway journey through the country, the horses in the fields, running and racing: the hens scratch- ing in the dirt, and the sheep and cows feeding along the hillsides. Draw from the children their personal knowledge of the uses, appearance, and habits of cows. Plan to visit a cow if possible. At each step compare the cow with the horse and the sheep. The uses of the cow. Products. Milk and cream. Bring out the interde- pendence of the farmer and milkman, and the use of the horse in delivering milk. Butter and cheese. Relation of farmer and grocer. Fat for cooking and making candles. (Re- call Agoonack and Franklin.) Glue — from hoofs. By whom used. Fertilizers — from bones. Used by farmer. Ornaments, buttons, combs — from the horns. Hair for plaster. Leather — from skin. (Harness for the horse, aprons for the blacksmith, shoes for us.) Food — from the flesh; its name {beef). Strength. Use of the ox. (Ploughing the ground, drawing heavy loads.) MARCH. 107 Dependence upon man for: Food. In winter. Hay, cornstalks, vegetables, salt, bran-mash. (Think of the care and labor of the farmer.) hi summer. Grass, clover, running water. (The delight the cow feels in changing from the dry food of winter to the fresh grass in springtime.) Shelter. The cow must be kept warm if we want her to give us a good deal of milk. Milking. How often milked. The care of the milk. Love and kindness. Habits. How the cow eats — chewing the cud. Tell the children that in order to make us so much nice sweet milk, the cow must eat a great deal of grass. To do this takes so much time that she cannot stop to chew it, but rolls it up and swallows it, keeping it in a stomach which she has for that purpose. At night, or when she rests, she brings this food up again into her mouth and chews it very thoroughly. Tell the children that the sheep and reindeer eat in the same way. Love for the young. How the cow loves and cares for her calf, play- ing with it, fondling, and licking it. 108 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. How they talk to each other. General appearance. Notice the line of the head and back, and the carriage of the head. Eyes. Large, moist, gentle. Horns. Number, shape, construction (hollow inside). Tail. Use, shape, (compare with horse). Hoof. Shape (compare with sheep and horse). Teeth. If the children can visit a cow, notice that she has no front teeth on the upper jaw. Characteristics. Patience, kindness, usefulness. SONGS AND GAMES. Making Butter. — Finger Plays . . . Poulsson. Or, The Story of the Butter. — Song-stories for the Kindergarten . . . Hill. In the Barn-yard. — Songs for Little Children, Part II . . . Smith. Or, The Children's Supper. — Songs for Little Chil- dren, Part II . . . Smith. STORIES. A Series of Stories on the Cow. — Kindergarten Stories and Morning Talks . . . Wiltse. Lord Cornwall is' Knee-buckles. — In the Child's World . . . Poulsson. MARCH. i°9 MATERIALS. Butter has been successfuly made in the kinder- garten, using toy wooden churns, and also a glass egg-beater. It is well to obtain the milk and let the children themselves follow the process through to butter-making. Sand Table. — Fences of sticks and beads; barn, pump, trough, etc., of building gifts; meadow of short green sticks; a pasteboard cow to be led to the barn, pump, pasture, etc., and a paper doll milkmaid with stool, pail, etc. Gifts. — Build rows of stables for a dairy farm, milk-house, shelves for the milk-pans; refrigerator; milk-wagons. Modelling. — Pans, stools, cow's horns, a cheese with a slice cut out; a churn with a dasher made of a stick and a Hailman bead. Cardboard Modelling. — Milk-pails covered with silver paper. Folding. — A milk-stool from an equilateral tri- angle. Cutting. — Cow from stenciled outline, using dark red paper; skimmers from cardboard covered with silver paper, punch in holes. Sewing. — Comb. Drawing. — Illustrate "Tlje Story of the Butter." Painting.— Cow and calf; a card of fancy horn buttons. HO OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. March References. WIND AND SUN. In the Child's World. . . Poulsson. The Fairyland of Science . . . Buckley. Myths and Mother Plays . . . Wiltse. 11 The Weather-vane. " — Mother Play . . . Froebel. The Light Bird." — Mother Play . . .Froebel. MAPLE AND WILLOW. Stories of the Trees . . . Mrs. Dyson. In the Child's World . . . Poulsson. Child Garden Magazine, Vol. I. p. 246. {Sug- gestions for zvork with tablets.) Demorest Magazine. March, 1895. {Sugar-wak- ing.) Trees of North Eastern A merica . . . Newhall. Kindergarten Magazine, Vol. III. {How to tell trees in winter.) HORSE. Black Beauty . . . A nna Sewell. In the Child's World . . . Poulsson. Systematic Science . . . Howe. Winners in Life's Race . . . Buckley. « COW. Familiar Animals and their Wild Kindred . . . Monteith. MARCH. m The Naturalist's Library, Vols. III., VII., VIII. In the Child's World. . . Poulsson. Winners in Life's Race .... Buckley. Chapters on Animals . . . P. G. Hamerton. Kindergarten Stories and Morning Talks . . . Wiltse. Systematic Science . . . Howe. " Mowing Grass."— Mother Play . . . Froebel. " All's Gone." — M, other Play . . . Froebel. APRIL. General Thought. Easter and its Significance. " The germ of life that has been lying dormant in plant and animal through the winter months now awakens and comes forth triumphantly as it were, to assert its life power." " Nature is of service to man only as he sees through and beyond her." Encourage children to bring in everything sug- gestive of new life, such as: flies, spiders, bees, earth-worms, opening buds, etc. In all this, trace constantly the brighter life after apparent death and show that it follows only through obedience to certain conditions. FIRST WEEK. The Hen. Suggestive development. A conversation with the children upon the horse and the cow with a view to reinforcing the thought of the joy and freedom that everything feels in the 112 APRIL. 113 beautiful springtime. Direct the children's thoughts to the hen as being another barn-yard animal which is very happy to have spring come — to stand in the sun, to scratch in the dirt, to give us something we like to eat, and to love and care for the baby chicks that come to her in the spring. Let the children tell what they know of the hen, and any personal experiences they may have to relate. The horse and the cow are covered with hair; what is the covering of the hen ? She has two feet, not four. Who knows how many toes she has on each foot ? She does not help us with her strength like the horse and the ox, — what does she do for us ? Uses to man. For eggs. Where we look for them, " egg hunting." The nest. Its loose construction. Usually made for her. Compare with pigeon's nest. For meat. For feathers (beds, pillows). For destroying harmful worms and insects. Dependence upon man. For shelter. For food. Corn, corn-meal, scraps from the table, ground shells, etc. " U4 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. What does she find for herself ? For kindness. She should have everything to make her comfortable. Notice how little care she needs as compared with the horse and cow. Habits. Laying eggs. Number. How the hen talks after an egg is laid. Hatching. Tell how long the mother hen waits for the baby chicks to grow inside of the shell, and how she sits upon the nest to keep them warm. Tell how tired and almost ill she often becomes sitting so long on the nest, and think of how much she must love her baby chicks to do this. The baby chick. How it comes from the shell (pecking its way out). Its covering — down at first. (Isn't it nice that the little chick comes in the warm springtime, so that he may have all summer to grow feathers for winter ?) Its food. Corn-meal and water; worms and insects found by the mother. How the mother hen protects it: From cold. APRIL. US From danger. How the hen and. her chicks talk to each other {imitate). Scratching to find food. Roosting. Time for going to bed and waking. Where she goes to bed. How she holds herself on {toes). Does not fly much. (Compare with snowbird and pigeon.) SONGS AND GAMES. The Hen. — Finger Plays . . . Poulsson. Each Mother Loves Best.— Song-stories for the Kindergarten . . . Hill. STORIES. Susy's Dream. — Kindergarten Gems . . . Ketchum- Jorgensen. The Lost Chicken.—/;/ the Child's World... Poulsson. The Story of Speckle. — /// the Child's World . . . Poulsson. MATERIALS. If possible visit a hen and chickens. Gifts. — Build hen-houses and coops. Sticks and rings. Represent little chicks around a coop. Modelling. — Little chicks. 1 16 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Folding. — Chicken. Cut and fold a coop. Box (fill with excelsior for nest). Cutting. — Little chick breaking the shell (use stencilled outline). Free-hand cutting of eggs. Cut tissue-paper feathers to fill doll-pillows. Sewing. — A rooster's foot. Drawing. — Illustrate " Good Mother Hen." — Finger Plays . . . Poulsson. Painting. — Hen and chickens. SECOND WEEK. Easter. The awakening to new life presented to the chil- dren through a sympathetic study of a few Easter symbols: chick hid in the dark shell; butterfly hid in the chrysalis; Easter lily hid in the bulb. The caterpillar. Recall September work on the caterpillar and dwell especially upon the following: Its humble appearance. Its limited movements. Its patience and contentment. Its preparation for winter. The awakening butterfly. Tell how it is formed during its long winter sleep from the body of the caterpillar. (If APRIL. "7 the season be a forward one the cocoons gathered by the children in the fall will fur- nish examples of this.) Notice how in all these changes the butterfly yet preserves something of the structure of the caterpillar as to: Cylindrical form of the body. Number of legs. (Recall number of " true " legs of caterpillar.) Dwell especially upon the free, joyous life of the butterfly, its beauty and grace as con- trasted with that of the caterpillar. Suggest the Easter symbolism of the butter- fly through some story, e.g., A Lesson of Faith. — Parables from Nature . . . Gatty ; also found in In the Child's World... Ponlsson. The lily-bulb and lily. Show the children a bulb of an Easter lily. Notice its color, dry appearance, and lack of beauty. Show the children an Easter lily. Let them enjoy its beauty, purity, and fragrance. Give the spiritual idea through some story, as, The Easter Lily. — Kindergarten Magazine, Vol. V. Gather up in a conversation with the children Easter symbols, as: chick in the dark shell, butter- fly in the chrysalis, lily in the bulb, and other examples of the awakening to new life. n8 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SONGS AND GAMES. " The Caterpillar." — Songs for Little Children, Part II . . . Smith. Nature's Easter Story. — Song-stories for the Kin- dergarten . . . Hill. STORIES. A Lesson of Faith. — Parables from Nature . . . Gatty; or, In the Child' s World . . . Poulsson. The Easter Lily. — Kindergarten Magazine, Vol. V. MATERIALS. Plan with the children to make Easter cards. Gifts. — Build churches, greenhouses. Tablets, sticks, and rings. Represent butterflies and flowers. Modelling. — Caterpillar on a leaf, lily bulb. Cutting. — Easter eggs {free-hand). Painting. — Easter eggs. Drawing. — Brownie Easter eggs. A little chicken coming from shell can be made of a piece of cotton-batting tied to form the head and body, using a toothpick for the bill and mark- ing the eyes with ink. Put into a half egg-shell and hang with ribbon or thread. THIRD WEEK. Birds. Mating and Nesting. Review signs of spring already noted. Emphasize the returning birds. APRIL. IT 9 Think of where they have been, how they have returned, how tired they must be, etc. Something tells them when to go and when to come back. Think of the cold weather and the north winds that came in the fall and told the birds that it was time to leave and helped them on their way. Cold weather and the north winds caused all birds to fly South, driving our summer birds to the South and sending Agoonack's snow- birds southward too, thus bringing them to us. Warm weather and the south winds help all the birds to fly North, carrying the snowbirds back to Agoonack and bringing our robins and other birds back to us. The birds' preparation for staying with us. Mating. All nature is loving and serving others to show its happiness for the beautiful springtime. The cow loves and cares for her baby calf, the sheep for the lambs, the hen for her little chicks. The fruit and other trees are beautiful with their blossoms. The birds, too, are happy and gay; glad for the sun, the warm breezes, and the flowers. They show their happiness by loving one another, singing songs, and finding some other little bird to live with them all summer. 1 20 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Nesting. Why the nest is made. Recall our ideas of a home gained in Sep- tember — a fixed and definite place where there is always love for each member. The birds want some little ones to make a happy home for and to love and protect. The baby birds will need shelter from cold and danger, hence the nest. How the nest is made. Materials used: Wool from the sheep, Hair from the horse and cow, Silk from the pussy willow, Thistle and dandelion, Sticks, twigs, grass, moss, mud, string, etc. How gathered and woven together. The father finds and carries. The mother shapes and weaves. Tools used : Feet {tell the use). Bill {its use). Where made. As suggested by the observations of the children, emphasizing the thought that each bird knows best where to build its nest. The young birds. Care of the eggs. The father's care. APRIL. I21 The mother's care. Time for hatching compared with hen's eggs. As with the hen, emphasize the love and patience of the parent birds. The baby birds. Covering. Their need of shelter. Food. The large amount consumed. Training. Singing and flying. Lead the children to think of the care and training they receive as compared with the little bird. Rapidity of growth. If a special bird is to be studied, the following outline may be suggestive: The Robin. Manner of migrating. Singly and in pairs. General appearance. Song. Chirping, ' ' Cheer up. ' ' Mostly at morn- ing and evening and before a rain. Domestic tendencies. It easily confides it man, as seen by: Its nesting near the house. Being often found upon the ground. Allowing us to come quite near it. Nest building. Where? In crotches of trees and in rail fences. 122 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. (The nest is heavy and large, and needs a firm support. Why is it large ? The baby birds are large.) Of what ? Sticks, straws, grass, and mud. How ? Through instinct. " One of God's loving thoughts for them." Use of bill — carrying. Use of feet — placing. Eggs. Number. Color. Size. (Compare with hen's eggs.) Care of eggs. Length of time required for hatching. Baby birds. Covering. No feathers at first — later speckled breasts. Rapid growth. How they talk — " peep." Dependence upon the parent birds. For food. The great amount required. The many journeys the parent birds must make. For shelter. The mother's wings. Learning to fly. Movement. Flies, hops, and runs. Food. Worms and insects from the trees and gardens, crumbs and seeds. The use to man. Destroys harmful insects and APRIL. 123 grubs. Gives pleasure through its beauty and its song. SONGS AND GAMES. " A Little Bird once made her Nest." — Merry Songs and Games . . . Hubbard. Free dramatization of birds — flying to waltz time. Birdies in the Greenwood. — Songs a?id Games for Little Ones . . . Walker -J enks. STORIES. The Story of Tip-Top. — Kindergarten Gems . . . Ketch u m -Jo r gens en . Robin Red-breast's Visit. — Practical Suggestions . . .Jeanette Gregory. The Nest of Many Colors.—/?/ the Child's World . . . Poulsson. MATERIALS. Watch the birds. Work up a general sentiment for the protection of birds and nests. Stuffed specimens and good pictures of birds are useful. In the kindergarten the children may try to make nests of dry grass, etc., using balls for the parent birds. Through this they will the better realize the wisdom and skill of the little bird. Gifts.— With Hailman beads and sticks make fences in whose posts the birds can nest. With sticks, rings, and lentils, represent trees, nests, and eggs. 124 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Modelling. — Birds, nests, eggs. Cutting. — Flying birds. These may be mounted on the wall, flying northward to show the return of the birds. Pasting. — Reproduce in parquetry the work done in sticks, rings, and lentils. Painting. — Robin, bluebird, blackbird, oriole. Drawing. — Illustrate " A Little Bird once Built a Nest." FOURTH WEEK. Rain. Recall the forces of nature already studied — sun- shine and wind. Through observations upon the weather lead to the study of rain. Where the rain comes from. Recall work on evaporation in January. Enlarge the idea gained then by thinking more particularly of the wind and the sun as agents in evaporation. Where it falls. On everything — on the houses, trees, side- walks, etc. How it falls. Sometimes very gently, sometimes with a great deal of force; sometimes it falls straight down, sometimes slantingly, depending upon the wind. APRIL. I2 S Sometimes drops are large and sometimes very small. The work of the rain. Washing leaves, flowers, grass, etc. ' Mother Nature's face." Awakening the sleeping flowers and seeds. See " Rain Song."— Songs for Little Chil- dren . . . Smith. Supplies water. For bathing (people, birds, etc.). For cleaning (washing clothes, dishes, scour- ing floors). For cooking. For drinking (people, animals, plants). For heating {allude to this if the room is heated by steam). For quenching fire. For motive power (mill-wheel, engine). Swells the streams and makes a home for the fishes. The play of the rain. Patters against the window-panes. Gurgles in the gutters. Slides down the roof. Plays with the stones in the brook, rolling them over and over. Dances with the sunbeams. Plays with the color fairies {rainbow). How collected for use. Eaves-troughs, tubs, pails, etc. Cisterns (our dependence upon the mason). 126 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SONGS AND GAMES. " To the Great Brown House where the Flowers Dwell." — Songs for Little Children, Part I... Eleanor Smith. Washing and Ironing. — Song-stories for the Kin- dergarten . . . Hill. "To the Great Brown House" can be drama- tized for a circle game. Children represent sleep- ing flower-seeds; the sun, a child, hides his face while the other children, tapping on their chairs or the floor, imitate a rain-storm. Children represent- ing wind drive the rain-clouds away, the sun shines, and the flowers gradually unfold. Washing and ironing can be represented as a cir- cle game to appropriate gestures. STORIES. Aqua, the Water-baby. — Story Hour . . . Kate D. Wiggin. Stony and Rocky. — In the Child's World . . . Emilie Poulsson. Neptune. — In the Child's World . . . Emilie Pouls- son. MATERIALS. Watch the sky, notice signs of rain, etc. Take out the " water-babies ' from a dish of water — that is, drop water from a small stick to see the shape of the drops. APRIL. 127 Make clothes-line in the sand- table, wash dolls' clothes and hang them up to dry. Let the children assist in cleaning the room, washing the blackboard ledges, etc. Gifts. — Build houses, roofs, gutters, cisterns (see Kindergarten Magazine, Vol. III. p. 575), stand- pipes, fire-engine with second gift, stove, wash- bench, etc. Sticks and lentils. Indicate direction of rain. (See Kindergarten Magazine, Vol. III. p. 515.) Modelling. — (Clay.) Bars of soap, fire-engine hose, cooking utensils. (Cardboard.) Wash-tub and wash-board. Folding. — Wash-board, bench, flat-iron from equi- lateral triangle. Cutting. — Free-hand cutting of clothes to be washed. Clothes for the rainbow fairies (see Child Gar- den, Vol. I. p. 233). Each child cuts from the six spectrum colors a suit of clothes for his rain- bow fairy, e.g., a blue dress, red sash, yellow- bonnet, violet handkerchief, green stockings, orange apron. With toy clothes-pins cut from Bristol-board, and a clothes-line made from the second gift-box, the children exercise themselves in pinning these clothes on the line in rainbow order. Sewing. — (On cloth.) Make rainbow with etching stitch. (This is for the older pupils.) Painting. — The rainbow. 1 28 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Dr diving. — Illustrate the work of the rain, also some of the uses of water. April References. THE HEN. "Beckoning the Chickens." — Mother Play... Froebel. The Song of Life . . . Margaret Morley. Systematic Science, pp. 65, 67 . . . Edward Howe. In the Child's World, p. 331 .. . Emilie Poulsson. EASTER. Kindergarten Sunday-school . . . Frederika Beard. Kindergarten Magazine, Vol. II. p. 381. (Origin of Easter observances.) Kindergarten Magazine, Vol. III. p. 379. ''Awake Thou that Sleepest." Kindergarten Magazine, Vol. IV. pp. 406, 445, 448. MATING AND NESTING. Our Common Birds and How to Know Them . . . fohn B. Grant. A Year With the Birds . . . Wilson Flagg. Bird Ways . . Olive T. Miller. In Nesting Time . . . Olive T. Miller. The Return of the Birds . . . John Burroughs. Seaside and Wayside, No. 3... Julia McNair Wright. APRIL. 129 Winners in Life's Race, Chaps. VI., VII . . . Arabella Buckley. The Fairyland of Science, Chap. V . . . Arabella Buckley. In the Child' ' s World, p. 281 . . . Eniilie Poulsson. Kindergarten Magazine, Vols. IV., V. Kindergarten Stories and Morning Talks . . . Sara Wiltse. RAIN. The Fairyland of Science . . . Arabella Buckley. Brooks and Brook Basins . . . Frye. In the Child's World, p. 227 . . . Emilie Poulsson. Kindergarten Stories and Morning Talks, p. 160 . . . Sara Wiltse. Child Garden, Vol. I. pp. 226, 304, 313, 337, 233. 2 39. 272. Kindergarten Magazine, Vol. II. p. 398; Vol. III. pp. 323, 515, 571; Vol. V. p. 77; Vol. VI. P- 53- MAY. General Thought. Germination and Development. Conditions necessary to the awakening and growth of plant-life — heat, light, and moisture. Treat this as the continuation of work upon the forces of nature which has been carried on through March and April. The food of the plant. The young plant's first food. Where stored ? When stored ? Where and how the young plant finds food for itself. FIRST WEEK. Sprouting Vegetables — Potato, Onion. Lily bulb. May-day. Plan with the children a little celebration of this, the first day of May. Gather many kinds of 130 MAY. 131 flowers — dandelions, apple-blossoms, wild flowers, etc. Think of how they have been awakened by the rain and the sunshine. Help the children to be glad and happy in the freshness and beauty of the spring. Tell them how people have always loved to see the spring come, and of how glad little children always are to be able to play out of doors, to go to the woods, to gather flowers, etc. Tell them how people celebrate this day — making May baskets to hang on people's doors, winding May- poles, choosing a May queen, etc. If feasible, let the children choose a May queen who shall be crowned with flowers, and for whom they shall sing and play their spring games. If several children have birthdays during the month of May each may be queen in turn. A May-pole may be wound with narrow stripes of green and white cheese-cloth, or with wreaths of leaves and flowers. For hand-work, make May baskets of fancy shapes and materials, as: water-color paper, Bristol- board, tissue or folding paper. Fill with flowers and take home to some friend. The song " Lovely May," in Merry Songs and Games . . . Hubbard, is an appropriate one. A talk on the potato. Now that spring is here, what have we seen peo- ple doing to get things in their yards and gardens ready to grow ? Let the children tell of how the 132 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. leaves are being raked from the grass, straw is being removed from the roots of vines and rose-bushes, gardens being made and seeds planted. Remind them of the November talks on the farmer, and of how hard he works that every one may have food. Tell them how busy he is now planting many kinds of things. Among other things mention the potato, and follow with a talk similar to the following: Of what use are they to us? How do we like to have them cooked? Examine a potato and notice: The color. Call attention to the dirt upon the skin, and ask the children how it comes to be there. (Because it grows in the ground. Com- pare with other vegetables.) General form. (Cylinder or sphere.) (Select a spherical and a cylindrical potato, and with nails for the limbs unite to form a potato doll.) The eyes. See why so called. Find eyebrow and eye- ball. Cut open and notice: The thin skin. The pulp (white, hard, juicy). The odor and taste. The sprouts. (Select a well-sprouted potato.) Notice the stem and the tiny roots and leaves. MAY. >33 Tell the children that each sprout is a little potato plant. Show a firm unsprouted potato and a shrunken sprouted one. By noticing the sprouts and by thinking of the food the potato furnishes us, prepare their minds for the fact that the sprout or young plant gets its food from the potato. Notice the position of the sprout in the eye. If each sprout is a little plant and one sprout can grow from each eye, can we raise potatoes by planting a piece of a potato that has an eye in it? Try this. Experiments. Plant a whole potato. Plant single sprouts, with and without a piece of potato. Keep a sprouted one unplanted and note changes. Cut and wash slices of potatoes to collect starch. Bring in sprouted onions and bulbs, and through observations similar to those made upon the potato, draw this general conclusion — that the sprout has its first food stored in the bulb. Plant bulbs of different kinds and watch their growth. IJ4 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. SONGS AND GAMES. The Farmer. (See November, second week.) Lovely May. — Merry Songs and Games . . . Hub- bard. STORIES. Sunny Eyes. (Potatoes.) — Stories for the Kin- dergarten and the Home . . . Van Kirk. Spring and Her Helpers. — In the Child's World . . . Poulsson. MATERIALS. Watch the blossoming fruit-trees. If a potato-plant was preserved last fall it will be of great service now. In selecting a plant to pre- serve for spring use, choose one showing roots, stem, leaves, and potatoes (small ones will hang on the stem). The sand-table may be used for a garden. Teach the children to be orderly and symmetrical in shap- ing the beds and in planting. Let each child plant enough specimens to furnish him with material for the study of the different stages. Gifts. — With the fourth gift build potato-bins, working out problems in dimension, e.g., " With bricks on their sides, solid corners, build the largest possible bin." Modelling. — A potato. An onion. MAY. 135 Cutting. — Onions and potatoes from seed cata- logues. Free-hand cutting of potatoes and onions. Painting. — Onions, apple-blossoms. Drawing. — Sprouted potatoes. SECOND WEEK. The Bean. A talk on beans. Show beans of different kinds. Talk on the uses of beans. Through the dried plant preserved last fall or through pictures, recall the " pod-house " in which they live. (If the season is forward, string- beans may be obtained from the market.) Observation. Of dried specimen. Notice — Color. Surface (smooth, shiny). Consistency. Form. " Eye " or place of attachment. (Put beans to soak.) Of soaked specimen. Compare with dried specimen at each step. Notice — Increased size. Softened consistency. That the " skin ' or covering is easily removed. 136 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Use of " skin." By trying to remove the skin from a dried bean, the children will see one of its uses — the holding of the parts together. The young plant. Give the children beans that have been suffi- ciently soaked. Open the bean and find the baby embryo, and notice its position, color, and form. Planting. Plant enough so that some may be taken up daily to observe changes. (After being studied, have the children replant the beans each time, that they may feel the reality of plant-life. If the beans after being handled do not grow, it is well for the teacher to remove them without the children's knowl- edge.) Plant in different positions, e.g., " eye " up, " eye " down, etc., to see the twisting and turning of the roots and stems. Keep some in the dark, and do not water others long enough to establish the condi- tions necessary to plant-growth. Daily observation of the young plant. Through watching the beans planted in differ- ent positions, establish the fact that the root and stem are each determined to grow in its own direction. Watch the coming of the bean above the MAY. 137 ground, its change in color, its separation into two parts, and what finally becomes of it. Tell the children simply why this is so. Notice the stem and the true leaves appearing as the bean opens. Notice the white, tender roots. SONGS AND GAMES. The plant. — Finger Plays . . . Poulsson. Careful Gardener. — Songs and Games for Little Ones . . . Walker -J enks. Free dramatization of children picking wild flowers. Children step carefully among the im- aginary flowers, pretending to pick and arrange them, smelling of them, etc. (The stepping and bending are good calisthenic exercises.) Teach the children to be considerate of the flowers, not picking them ruthlessly. Returning to the ring, the children tell about their flowers, naming them, telling of their pretty colors, of what they are going to do with them, etc. STORIES. Quercus Alba. — Stories Mother Nature Told . . . Jane Andrews. The Story of the Beans. — In the Child's World . . . Poulsson. MATERIALS. In a schoolroom each child may contribute a tin box cover to be filled with dirt, and planted with 138 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. beans. These can be kept on their own desks by driving a hole through the side of the tin and tying to the desk. Encourage the children to make gar- dens at home, planting string-beans and caring for them so well that the family may have beans some day for dinner from the little garden. Gifts. — With fifth gift build a plough. With sticks and rings represent garden tools. Modelling. — Lima beans, bean-pod showing the impression of the beans. Cutting. — Free-hand cutting of beans. From a folded ground-form cut bean leaves. (A threefold ground-form made from either square or equilateral triangle.) Pasting. — Reproduce stick-work. Mount cut- tings from seed catalogues. Sewing. — The young bean plant; garden tools. Painting. — Bean leaves. THIRD WEEK. Corn. Let the children observe and talk about the dried and soaked specimens of corn. Plant corn and make daily observations of its growth. This furnishes a type of monocotyledon- ous plants which should be compared with the bean in all stages of growth. Duties of roots, stems, and leaves of plants. MAY. 139 Duties of the root servants. To find food for the plant. The root goes to market, digging down and down into the hard ground to find more food, sucking it up through its many mouths or rootlets. Every plant needs its own particular food, and the root servants must be careful to take up just what is needed. (If deemed advisable, the children may be told something of the mineral foods of plants.) Sometimes the root takes up more food than the plant can use, and stores it for future use. This also makes food for us, e.g., radish, turnip, and beet. To hold the plant in the ground, otherwise it would be blown from place to place. See how large plants have large roots and small plants have small roots, suited to the work they have to do. These root servants work in the cellar, and therefore wear strong, plain work- dresses. A plant must have roots to find food for it. It may lose stem or leaf and live, but the root is of vital importance. Duties of the stem servants. To hold the leaves and flowers up in the sunshine, sometimes twisting to accom- 14° OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. plish it the better, e.g., pea, bean. (Re- call experiments in planting beans in different positions, and how the stem turned to carry the leaves to the light.) To carry food from the roots to other parts of the plant. Experiment with transparent stems in colored water to see this. The dress of stem servants. Examine stems to see smooth and hairy (potato) stems. See gray, brown, green colorings, etc. Duties of the leaf servants. To cook the sap aided by the sunshine. To breathe for the plant through its many little noses. (Stomata.) Uses to man and animals. For food — grass, lettuce, dandelion, pars- ley. For shade — maple, willow, horsechestnut. For beauty — color, shape. Leaf form and arrangement. Leaves " stand on one leg." Some go alone, some in groups. The dress of the leaves. Gather leaves to show simple contrasts in margins — plain hems, scallops, sharp points. All these servants (roots, stems, leaves) are faith- ful, and never forget to do their work, nor do they grow lazy or tired. MAY. 141 SONGS AND GAMES. The Leaflets. — Stories in Song . . . Emerson- Brown. How the Corn Grew. — Finger Plays ... E mi lie Ponlsson. Dramatize this for a circle game. STORIES. Five Little Peas. — Hans Christian Andersen, found in Kindergarten Stories and Morning Talks . . . Wiltse. A Little Boy's Dream. — Practical Suggestions for Kindergartners . . . Jeanette Gregory. MATERIALS. Cut off the small end of a carrot, scoop out the inside of the larger piece, leaving about half of the flesh behind. Put strings through the upper rim, hang in a sunny window, and keep full of water. The leaf-buds will grow, and turning upward will soon hide the carrot in a green circle. This illus- trates the way in which stems always grow upward. (See From Seed to Leaf . . . Newell.) Flaxseed will grow and blossom if planted in a sponge, hung in the sunshine, and kept constantly wet. Plant buckwheat on cotton-batting and watch the twisting of the stems to grow up, and the efforts of the roots to go down, showing strength enough to push through the cotton-batting. Everything 142 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. planted should be cared for and observed. Use seeds collected by the children in September. MATERIALS. Gifts. — Tablets, sticks, and rings. Represent vines twining around a support; different leaf arrangements; jointed stalk and leaf arrangement of the corn. Modelling. — Build up leaves on plaque or back- ground. Model radish and turnip. Folding. — Fold the rhombus and the " kite " trapezium from square paper and use in conven- tionalized leaf arrangements. Cutting. — Free-hand cutting of corn leaves. Other leaves from stenciled outline. Painting. — Leaves. Dr diving. — Corn and beans in different stages. FOURTH WEEK. Butterflies dnd Moths. A talk on the number and variety of butterflies that are now seen out of doors. Probably butterflies will be emerging from some of the chrysalids gathered in the fall. These will form the basis for the work of the week. (The following work" will be, it is hoped, sugges- tive for the teacher. Forced observation on the part of the children should not be attempted.) MAY. 143 The condition on emerging from the chrysalis or cocoon. Weak, damp, wings crumpled. See it spread its wings and dry them in the sunshine, flying away when strong enough. It emerges full-grown. Recall the rapid growth of the caterpillar. How it spends its days and nights. Day. Moth asleep. Butterfly at work and play. Its work. — Searching for food. It eats nectar from any flower it chooses. Some varieties are very fond of water. The yellow butterflies may be found in numbers near marshy places. Butterflies seldom fly before the sun is well up in the morning. Its play. — Flits about chasing other butter- flies (plays " tag "). Spreads its wings and suns itself. Night. Butterfly asleep, clinging to grasses or flowers. Moth at work and play. Its work. — Searching for food. Gets nectar from flowers as the butterfly does. Its play. — Flits about in the darkness, plays about a light, etc. , 144 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Movements. Flitting. This irregular flight protects it from being easily caught. Movement of wings. Over the body. (Compare with movement of birds' wings.) Position of the wings when at rest. The butterfly holds its wings erect over the body. This is a protection, the most brilliant coloring on top of the wings being thus concealed. The moth folds its wings at the side of the body or holds thern horizontally. The moth flies at night and does not need to conceal its colorings as does the butterfly. Beauty. Various and brilliant colorings. Visit a museum, if possible, and find the spectrum colors in the various species. Gracefulness and delicacy of the wings. Wings are covered with scales, overlapping like shingles. (Some of these tiny scales resemble sticktights in form. See Butter- flies, p. 69 . . . Sctidder.) Scales are never replaced. Compare this fact with the regrowth of bird's feathers as seen in the ostrich. This knowledge will help the children to handle butterflies more carefully. MAY. 145 Habits. Some species live in families. Habits of protection. Irregular flight. Resting with folded wings. The prevailing color of butterflies at any given season corresponds broadly to the prevailing hue of flowers then in bloom, e.g., " in the sombre, leafless woods of spring come the dusky browns and blacks. With the violets come the little blue butterflies, and with the varied hues of later spring come ' Swallow-tails,' lustrous with metallic gleam or striped and belted with gay colors. With the blazing sun and the brilliant blossoms of summer, come the hot-looking ' Coppers.' Autumn with its orange and yellow brings us the ' Meadow-browns.' (See Butterflies, p. 121... Scudder.) Enemies of butterflies and moths. Birds, bees, bats, etc. Simple facts of structure. Wings. Their number. Compare the size of front and back pairs. Feet. Their number. Recall the " true " feet of the caterpillar. Parts of the body. 146 outlines for kindergarten and primary work. Three in number. Tongue. Its use. Why so long? To penetrate into the deeper flowers. Its position when not in use. Coiled up. (See this in a live specimen, uncoiling it with a pin.) Senses. It can see. (Compound eye.) It can hear. It can feel. (Antennae thread-like, ending in a knob in the butterfly, feather-like in the moth.) Reproduction. Before going to sleep (dying) the butterfly and moth lay little caterpillar eggs. These are laid near the plant upon which the cater- pillar will feed. These eggs hatch into caterpillars, which eat and grow and finally become butterflies. " The caterpillar eats and lives. The butterfly loves and dies.' 1 SONGS AND GAMES. Fuzzy Little Caterpillar. (See September.) The Caterpillar. — Songs for Little Children, Part II . . . Smith. MAY. 147 STORIES. Butterfly's Birthday. — Kindergarten Magazine, Vol. II. p. 372. Such a Beauty. — In the Child' s World . . . Ponls- son. MATERIALS. From time to time during the rest of the year bring in small branches of fruit trees and bushes to observe the growing fruits. Be provided with caterpillars if possible to help the children recall their study of them in September, and tell the children with what food to provide them. If the children bring butterflies, teach them to handle them carefully, giving them their liberty after all have enjoyed seeing them. With a pin the butter- fly's tongue may be uncoiled. The children will enjoy seeing its length and the butterfly's control of it. It may be tempted to eat sugar and water. Gifts. — With tablets and sticks represent butter- flies. With sticks and rings represent flowers. Modelling, — Build up butterfly on plaque or back- ground. Folding. — Butterfly. Cutting. — Free-hand cutting of wild-rose petals. Arrange and paste them on a background, and add a centre of yellow tissue-paper or a gummed dot. Painting. — Butterflies of different colors. Of pale-yellow tissue-paper make butterflies. A 148 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. rectangle of paper is gathered together and slipped into a toy clothes-pin for a body. The edges of the wings are painted with scallops and spots. Drawing. — Illustrate the round of life: cater- pillar, its food (leaves), chrysalis hanging on tree or bush, butterfly, flowers. May References. From Seed to Leaf . . . Newell. How Plants Grow . . . Gray. How Plants Behave . . . Gray. Little Flower People . . . Hale. Systematic Science, p. 279. . . Howe. Nature Study . . .Jackman. In the Child's World, pp. 5 1, 274, 399 . . . Pouls- son. Stories Mother Nature Told . . . Andrews. Lessons on the Root. Kindergarten Magazine, Vol. III. p. 6. Lessons on the Stem. Kindergarten Magazine, Vol. III. p. 57- BUTTERFLIES. Butterflies . . . Scudder. Transformation of Insects . . . Duncan. Insects at Home . . . Wood. Pictures and Stories of Animals . . . Mrs. Tenney. Seaside and Wayside, No. 3 . . . Wright. In the Child's World, pp. 302, 313 .. . Poulsson. Sharp Eyes . . . Gibson. JUNE General Thoughts. Interdependence as seen in: The work of roots, stems, leaves, and blossoms for each other and for the perpetuation of the plant. Institutional life among bees, and what each bee contributes to the social welfare of the hive. The relation of bees and flowers, and what each gives to the other. The care man gives to plants and bees and their return to him. The beauty of a life of service. FIRST WEEK. Flowers. Living characteristics of flowers. The idea of plant life may be brought out through a conversation upon what living things do — eat, sleep, work, talk, and are happy. Flowers have these characteristics in their way as we have in curs. 149 150 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. They eat — liking certain foods. (See " roots," May Outline.) They like certain localities. Some live in the woods, some love the sunshine, some dwell upon the mountain tops. Let the children name some of the flowers they know and tell where each may be found. They sleep. Some flowers sleep in the day- time and some sleep at night. See if the children have ever noticed the sleeping dandelion, the morning-glory, or the clover leaf. If they do not remember to have seen sleepy flowers, a simple description of how flowers look when asleep (folded petals, drooping heads) will probably enable them to recall having seen these and other flowers when asleep. Set them to carefully observing the sleep of some common plants, as poppy, tulip, yellow sorrel leaves, chicory, four-o'clock, sweet pea, oxalis. They talk to each other, to the butterflies and bees, and to us through their beautiful colors and their sweet perfume. As we walk along in the dark, roses tell us their names, and lilies of the valley call to us. With our eyes shut we play our smelling game, naming the different flowers by their odor, and we can play the same game on the way home, as we walk by JUNE. 151 people's flower-gardens. People who love flowers and carefully watch and listen to them often learn a great many things from them. The helplessness of the flower. The flower is a helpless little mistress who can neither eat, drink, nor breathe for herself. She is a tender, delicate thing, for whom many other little plant people love to work. She has servants who go to market, bring back food, cook it, and carry it to every hungry part of the plant. (Recall the duties of roots, stems, and leaves, May Outline.) The flower's dress. Be supplied with a variety of our common flowers, and show the children the green cloak (sepals) and the colored frock (petals). Call their attention to the many different colors and their shades and tints, which may be found in flowers. Notice the many different patterns in flower frocks — plain ones, fringed ones, etc. Count the petals in single and double flowers to see the variation in number. The preciousness of the flower, which makes it so necessary that she have good servants. It is she who gets the seeds ready and these in turn make the roots, stems, leaves, and blossoms of the future plant. Find the seeds in large simple 152 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. blossoms like the poppy. Tell the children that before the seeds can grow they need food. Their food is yellow pollen. Let them notice the pollen of different plants. SONGS AND GAMES. Sense Game. {Smelling Flowers.} — Kindergarten Chimes . . . Wiggin. The May Dance. (Flower-song.) — Stories in Song . . . Fmerson-Brown. STORIES. Clytie. — In the Child's World . . . Poulsson. The Dandelion's Birthday. — Child Garden Maga- zine, Vol. I. MATERIALS. In studying flowers teach the children to handle them carefully, to put them in water as soon as the lesson is over, and not to pick them to pieces un- necessarily. Make chains of dandelion stems. Gifts. — In the sand-table lay out flower-beds, using Hailman beads. With tablets, sticks, and rings represent vines, buds, and flowers. Modelling. — Flower-pot, watering-can, wild rose on plaque or background. Folding. — Honeysuckle, garden vase, flower- basket. JUNE. 153 Cutting. — Conventionalized flower forms from a pentagonal ground-form. Weaving. — Weave ribbon-grass into paper mats. Pasting. — Reproduce work with tablets, sticks, and rings. Select such flowers for this work as will afford opportunity for the study of shades and tints. Painting. — Use freely. SECOND AND THIRD WEEKS. The Bee. [Good reference works upon the bee are so difficult of access, and statements concerning its habits are so often conflicting, that the following outline has been made a full one for the judicious use of the teacher.] An introductory talk on bees, bringing out what the children already know, including the following simple facts of appearance and structure: Number of legs. Number of wings. (Wings are naked. Com- pare with those of the butterfly.) Position of wings when at rest. Color and markings. Parts of the body. The bee home — the hive. A hive of bees can be successfully kept in the schoolroom. Make a hive with glass sides and movable wooden " slides," so the hive may be kept dark when not under observa- tion. Fit to the inside of the window with a small opening through the sash so the bees may go in and out. 154 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. The bees live in the hive, making many little rooms or cells. Some are used as storerooms for food. Some are used as nurseries for the baby bees. The shape of these rooms or cells is hex- agonal. (Let the children model a cell in cardboard.) The care of the hive. Protection. Against weather. Stopping up cracks with gum from trees (propolis). Making all the outer walls very thick to strengthen them. Against enemies. (Moths, snails, slugs, flies, caterpillars, and other insects.) Stinging them to death. The sting. Where located. Covering with wax anything too large to be removed. Cleanliness. How they care for their own bodies. They brush and lick clean any bee that has become smeared with honey. They carry away dead bodies (bees or enemies) and other foreign substances, or cover them with wax if too large to be removed. JUNE. 155 Ventilation. Bees are stationed at the entrance and at intervals within the hive, who fan the air to keep the wax from melting. The bee family. Mother or queen. Long, slender body, brilliant yellow dress striped with black, small wings which cross when folded. Fathers or drones. Thick, broad body; no sting. Children or workers. Smallest of all; reddish- brown body striped with black. The duties of each member. The workers. (The number in a hive varies from 20,000 to 40,000.) To make honey. How the nectar is obtained from the flowers — the use of the tongue or pro- boscis. During any one journey nectar is taken onlv from some one selected kind of flower. This habit enables us to get " clover honey," " buckwheat honey," etc. How carried to the hive. In a special stomach from which it can be ejected later. Where deposited. In cells of honey- comb. The cells are closed with wax when filled. 156 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. To make wax. Where made. In the bee's body, coming out through the rings of the body in small scales. How made. Out of food the bee eats. When the workers are filled with food they attach themselves to one another, hanging in strings or festoons for about a day. If kept warm and quiet the wax then forms. Then each bee goes to some part of the hive where wax is needed and with the little pincers on its legs removes the tiny scales. It softens the wax with a liquid from the mouth and works it over with the head and tongue. Then it puts it where it is needed and shapes it into cells. Four thousand cells can be made in twenty- four hours. The value of wax. It is formed so slowly that the bees are very careful of it and shape the cells so as to use as little as possible. Use to man. To make bee-bread. The workers make a kind of bread of pollen mixed with honey to feed the baby bees (larvae). The bees collect pollen on the body, and JUNE. x 57 carry it in palettes found on the hind legs. These palettes are formed by depressions in the leg, surrounded by stiff hairs. The pollen is removed by the aid of brushes found upon the legs, and deposited in cells for future use. Queens and drones have neither palettes nor brushes. The queen. She is the mother of the hive and lays the eggs. The history of an egg. From 200 to 2000 eggs are laid daily, worker eggs being laid exclusively for the first few weeks, drones later in the season. The eggs are deposited in small open cells. (For good picture see The Insect World, p. 330 . . . Louis Figuier.) These eggs are hatched in a few days into small white larvae which never leave the cell and are fed bee-bread by the nurse bees. The first bread is much like flour, the pro- portion of honey being constantly in- creased. The food is always limited in quantity. In about five days the nurse bees close the cells with a mixture of bee-bread and wax. This is porous and darker 153 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. than the cap of the honey-cell. In about thirty-six hours after the cell is closed the larva has passed into the pupa, spinning for itself a silken cocoon. The pupa lies dormant seven or eight days, then works its way out as a per- fect bee, eating away the cap. While doing this it is attended and fed by the nurse bees. On emerging from the cell it is cared for by the other bees, who lick it dry and help it to spread its wings. In a short time it is able to fly out and work with the other bees. The history of a " royal egg.'' After the queen has finished laying " worker eggs " she lays a few " royal eggs." These eggs are deposited in large cylin- drical cells, one half inch long and one hundred times the weight of the other cells. They pass through the same stages as other eggs, but a little more quickly. The larvae are fed on " royal jelly " and very abundantly. A worker can be made into a queen if its cell is enlarged and it is fed " royal jelly ' within the first three days of its larval stage. The queen's position in the home. She is the mistress whom all love to obey. JUNE. 159 We have probably never seen a queen bee, for she rarely flies out. In the hive she has her own special attendants, who feed her, brush her, and bow down to her constantly. They form a circle with their heads toward her and move with her wherever she goes, walking back- ward if necessary. If at any time the bees seem careless of her wishes she makes a peculiar shrill, buzzing sound, and every bee falls motionless until it ceases. Swarming. Cause. — But one queen will live in a hive. When the queen hears the first new queen eating its way out of the cell, she tries to get at the cell to kill the new queen, but the worker bees prevent her from doing so. When she finds that she cannot do this she flies out of the hive, followed by many of the bees. This is called " swarm- ing." With them she makes a new home and never returns to the old hive. Bees swarm between ten and two o'clock, and never if a sudden cloud arises. The new queen. When she comes out of her cell she is treated with the same deference as was the old queen. When the next new queen comes out of the 160 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. cell the two queens engage in a battle and fight until one is killed. The surviving queen then tears open the remaining royal cells and destroys the larvae. SONGS AND GAMES. The Counting Lesson. (Bees.) — Finger Plays . . . Poulsson. The Song of the Bee. — Songs and Games for Little Ones. . . Walker- Jenks. Free dramatization of bees flying about gather- ing nectar from the flowers and returning to the hive. STORIES. A Story of Mr. Buzz. — Kindergarten Magazine, Vol. V. p. 132. A Narrow Escape. — In the Child's World, p. 356 . . . Poulsson. MATERIALS. Collect bees in wide-mouthed bottles for observa- tion, freeing them when no longer needed. Be provided with mounted specimens if possible, to examine with a reading-glass. If it is not possible to visit a hive, provide honey in the comb. Let children find nectar in clover and other flowers. Gifts.— Build bee-hives with fifth gift. With Hailman cubes and half-rings make a fence JUNE. 161 around a flower-garden. Lay flower-beds with lentils. With third gift make a hive, and let yellow spheres (Hailman) attached to strings fly around as bees going to the flowers and the hive. Let the bees fly into the hive at night, when it rains, for the winter, etc. Sticks and rings. Represent bees and honey- cells. Modelling. — H i ve. Cardboard Modelling. — Honeycomb cell. Sewing. — Bee (a large size). Cutting. — A buzzing bee. (Use cardboard. Stretch a rubber band tightly about the body and attach a string for whirling.) Painting. — Morning-glories of crepe paper. Cut strips of white crepe paper, two inches wide and three and a half inches long. Paint in streaks of color, blue, violet, or pink. Paste short the edges together; gather one edge; tie to a wire and wind the wire with green tissue-paper. Shape the morning-glory with the fingers. A number can be made and attached to wire for a vine, cutting leaves from green tissue-paper and mixing with the flowers. June References. FLOWERS. (See May References.) Flowers, Fruits, and Leaves . . . Lubbock. From Flower to Fruit . . . Neivell, 162 OUTLINES FOR KINDERGARTEN AND PRIMARY WORK. Seaside and Wayside, No. 3 . . . Wright. Little Flower Folks . . . Pratt. In the Child's World, p. 366 . . . Poulsson. Leaves and Flowers . . . Spear. Kindergarten Stories and Morning Talks, pp. 10, 146, 153, 163, 165, 170, 186... Wiltse. Volumes of the Child Garden and Kindergarten -Magazines are full of valuable stories and sugges- tions. BEES. The Honey Bee . . . L. L. Langstroth. The Insect World . . . Louis Figuier. Ants, Bees, and Wasps . . . Lubbock. Senses, Instincts, and Intelligence of Animals . . . Lubbock. Homes Without Hands . . . Wood. Pictures and Stories of Animals . . . Tenney. Birds, Bees, and Bright Eyes . . . Burroughs. Locusts and Wild Honey . . . Burroughs. In the Child' 's World . . . Poulsson. Kindergarten Magazine, Vol. I. {Mother's Port- folio), p. 70. A week's work on the bee. The Best Educational Periodicals. The School Journal is published weekly at $2.>;o a year and is in Its 25th year. It stha oldest, best known and widest circulated educational weekly i 1 tha U. S. The Journal is filled wiai ideas that will surely adva? ce the teacher.-' o inception of education. The best brain work on th work sf professional teaching; is found in it — not theoretical essav -., nor pieces scissored out of other journals. The Monthly School Board issue is a symposium of most interesting material relating J o new buildings, heating, and ventilation, school law, etc., 3tc, The Primary School is published monthly from September to June at $1.00 a year It u the ideal paper for primary teachers, being devoted almost exc-Bsively to original primary methods and devices. Several entirely n £v fea- tures this year of great value. The Teachers* Institute is published monthly, at $1.00 1 year. It is edited in the same spirit and from the same standpoint as The Journal, and has ever since it was started in 1878 been the most popular educational monthly published, circulating in every state. It is finely printed and crowded with i lus- trations made specially for it. Every study taught by the teacher is covered in each issue. The large chart supplements with each issue are very popular. EDUCATIONAL FOUNDATIONS. This is not a paper, but a series of small monthly volumes, $1.00 a year, that bear on Professional Teaching. It is useful for those who want to study the foundations of education ; for Normal Schools Training Classes, Teachers' Institutes and individual teachers. If you desire to teach professionally you will want it. Handsome paper covers, 64 pp. each month. The History, Science, Methods, and Civics of education are discussed each month, and it also c jntains all of the N. Y. State Examination Questions and Answers. OUR TIMES gives a resume of the imDOrtant news of the month — not the murders, the scandals, etc., but the neu's that bears upon the progress of the •vorld and specially wriitea for the school room. It is the brightest and best edited paper of current events published, and so cheap tiiat it can be afforded by every pupil. 30 cents a year. Club rates, £5 cents. * # * Select the paper suited to your needs and send for a free sample. Samples of all the papers (40 cents wotth) for 20 cents. E.L. KELLOGG & CO. , New York and Chicago. Best Books for Teachers Classified List under Subjects. To aid teachers to procure the books best suited to their purpose, wt give below a list of our publications classified under subjects. The division Is sometimes a difficult one to make, so that we have in many cases placed the same book uoder several titles; for instance, Currie's Early Education appears under Principles and Practice op education, and also Primary Education. Recent books are starred, thus * HISTORY OF JOTCATIOH, GREAT EDU- ^ ^ £ GAiOiiS, til Teachers fcitra Allen's Historic Outlines ot Education, - - paper -15 pd. Autobiography of Froebel, cL .w ,40 .05 Browning's Aspects of Education Best edition cloth Ja ,jO .03 " Educational Theories. Best edition. cL -50 .40 .05 •educational Foundations, bound vol. '91- "92, paper .«o po. • " »* •* *82-'93, cL 1.00 pd. Kellogg's Life of Pestalozzi, - - - - paper .15 pd. 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Best edition. - - eL l.uu .»o .iu Perez's First Three Years of Childhood, - - Ci, 1.50 1.30 .1M ♦Rein's Outlines of Pedagogics, - - - ca. .la bo us Tate's Philosophy of Education. Best edition. - cu ISO L^o ao ♦Teachers' Manual Series, 24 nos. ready, each, paper 15 pd. PSYCHOLOGY AND EDUCATION. Allen's Mind Studies for Young Teachers, *L J50 .40 .06 AJleo's Temperament in Education, - •» OL ^0 .40 .uo ♦Kellotrg's Outlines of Psychology, - - . paper ^ .20 CB= Perez's First Three Years ot Childhood. Beet edition. cL L50 1.20 .10 Booper's Apperception, Best edition. -• - «. •» •*• ««{ 'Tslch'a Teachers' Psychology. - 5*» *•£ *-V°. •Jf Best GENEKAL METHODS ASP SCHOOL MANAGEMENT Currte's Early Education, - Pitca's Art of Questioning, - •• Art of Securing Atteotioc ° Lectures cu leaching, ... Gladstone's Object Teaching, - - - Hughes' Mistakes in Teaching. Best edition. " Securing and Ketaining Attention, " How to Keep Older. Kehogg's School Management. - - - McMurry's How to Conduct the Recitation, •Parker's Talks on Pedagogics. " Talks on Teaching, - M Practical Teacher, * * ♦Page's Theory and Practice of Teachlnjr Pat ridge's Qmney Methods, illustrated. Quick's How to Train the Memory, - ♦Rein's Pedagogics, - - * - ♦Reinbart's Principles of Education, * " Civics m Education, ♦Rooper's Object Teaching, - Sidgwick's Stimulus in School, - Shaw and Donneli's School Devices, - Southwicls's Quiz Manual of Teaching, - Yonge's Practical Work in School, METHODS IN SPECIAL SUBJECTS. Augsburg's Easv Drawings for Geog. Class, - " Easy Things to Draw, ♦Burnz Step by Step Primer, - Calkins' How to Teach Phonics, - Dewey's How to Teach Manners, - Gladstone's Object Teaching, • Hughes' How to Keep Order, - ♦lies' A Class in Geometry - Johnson's Education by Doing, „"""*" ♦Rellogg's How to Write Compositions - Kellogg's Geography by Map Drawing - - ♦Picture Language Cards, 2 sets, each, - - Seeley's Grube Method of Teaching Arithmetic, '* Grube Idea in Teaching Arithmetic - Smith's Rapid Practice Cards, - - - 83 s Woodhull's Easy Experiments in Science, PBIMAEY AND KINDEBGAKTEN Caimus' Bow to Teach Phonics, Currie's Eirly Education, - Gladstone's Object Teaching, - Autobiography of Froebel, Hoffman's Kindergarten Gifts, - Johnson's Education by Doing, - - - ♦Kilburn's Manual of Elementary Teaching Parker's Talks on Teaching, - Patridjre's Quincy Methods. - Rooper's Object Teaching, - ..... ~ Seeley's Grube Method of leaching Arithmetic, " Grube Idea in Primary Arithineti&, - 38i»3U2r« Fiswt Yean* at Scfaoa^ cL L25 1.00 -« paper- .15 p 2 paper .15 pd. cL L2f» l.OO pd paper .15 p £ cl. .50 .40 .05 ed. cl. .50 .40 .05 paper cl. .75 .15 .60 pd .05 paper .15 P?,-, cl. 1.50 1.20 .12 CL 1.25 1.00 .09 cL 1.50 1.20 .14 «L .80 -64 .08 cl. 1.75 1.40 .13 paper .15 pd. cL .75 .60 .08 Cl. .25 .20 .03 cl. .25 .20 .03 Ci. .25 .20 .03 paper .15 pd. ci. 1.25 1.00 JO cL .76 .60 .05 paper 15 o-i JJECTS. paper paper .50 .30 .40 .24 .03 .25 pd. cL .50 .40 ,05 cl. ,50 ,40 .05 paper .15 pd. paper .15 p & .80 .24 .03 ci. .50 .40 .05 paper 15 pd. cL .50 .40 .05 .30 pd. cl. 1.00 .80 .07 cl. 30 .24 .03 ;ts, each .50 cl. ft VTrK! .50 .40 .05 ci. .60 .40 .05 cl, 1.25 1.00 .08 paper .15 pd =* a!. .50 .40 .05 papei .15 pd. oL .50 .40 .05 1.50 1.20 .,10 cl 1.25 l.OO .09 oL 1.75 1.40 .13 cL .25 .20 .03 CL LOO ,80 07 (SL .80 .24 .03 * 41 ,-WV M «AftWAl TKAIHUr© ftotier'g Argument tor Manual Training. - - pa pet .15 pd. •Larsaon's Text-Book of Sloyu, - - il L60 1.20 .15 Love's Industrial Education, - c. L60 1.20 .12 •Upnam's Fifty Lessons in Woodworking, - cL .50 .40 .06 QUESTION S00ES FOB TEACHERS Analytical Question Series. Geography, ci .50 .40 .05 • •* " C S. History, cL .50 .40 .05 •° mm Grammar, - cL .60 .40 .C6 ♦Educational Focm>ATiONS s bound vo.. "91 -"MS, paper .60 pd. • M ^TO. oL t.oo P d. N. Y. State Examination Quest ons, - ci LOO .80 .08 *3haw's National question Book Aewtu revised- 1.75 pd. Soutawick's Handy Helps. - - Ci. 1.00 .80 .Ob Southwick's Quiz Manual of Teuching. Best edition. cL 75 60 .06 PHYSICAL EDUCATION and SCHOOL HYGIENE, GrofTa School Hygiene, - paper 15 pd. MISCELLANEOUS. Blailde On Self Culture, - ci. 3t .20 .03 Fitch's Improvement in Education. - paper .15 pd. Gardner's Town and Country School Buildings, ci. 2J5C 2.00 .12 Lubbock's Best 100 Books, - paper .20 pd. Pooler's N. Y. School Law. - - - • oL JO .24 .03 Portrait of Washington, - - * - - 6.00 pd. 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(Sold by subscription.) „ 100 page classified, illustrated, descriptive Catalogue of the above and many other Method Books, Teachers' Helps, sent free. 100 page Cat- logue'of books tor teachers, of aliipublishers, light school apparatus, etc.. sent free. Each of these contain our special teachers' prices. E. L. KELLOGG & CO., New York & Chicago. SEND ATT. ORDE11S TO 22 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Kellogg s School Management ; " A Practical Guide for the Teacher in the School-Room." By Amos M. Kellogg, A.M. Sixth edition. Revised and enlarged. Cloth, 128 pp. Price, 75 cents ; to teachers, 60 cents ; by mail, 5 cents extra. This book takes up the most difficult of all school work, viz. : the Government of a school, and is filled with original and practical ideas on the subject. It is invaluable to the teacher who desires to make his school a ' ' well-governed '" school. 1. It suggests methods of awakening an interest in the studies, and in school work. "The problem for the teacher," says Joseph Payne, " is to get the pupil to study." If he can do this he will be educated. 2. It suggests methods of making the school attractive. Ninety-nine hundredths of the teachers think young people should come to school anyhow ; the wise ones know that a pupil who wants to come to school will do something when he gets there, and so make the school attractive. 3. Above all it shows that the pupils will be self -governed when well governed It shows how to develop the process of self-government. 4. It shows how regular attention and courteous behaviour may be secured. 5. It has an admirable preface by that remarkable man and teacher, Dr. Thomas Hunter, Pres. N. Y. City Normal College. Home and School.—" Is just the book for every teacher who wishes to be a better teacher." Educational Journal.—" It contains many valuable hints." Boston Journal of Education. — "It is the most humane, instructive, original educational work we have read in many a day." Wis. Journal of Education.— " Commends itself at once by the num> ber of ingenious devices for securing order, industry, and interest. Iowa Central School Journal.— " Teachers will find it a helpful and suggestive book." Canada Educational Monthly.—" Valuable advice and useful sugges- tions." Normal Teacher.—" The author believes the way to manage is to civ» ilize, cultivate, and refine." School Moderator.— " Contains a large amount of valuable reading ; school government is admirably presented." Progressive Teacher* — "Should occupy an honored ulace in every teacher's library." Ed. Courant.— " It will nelp the teacher greatly.' Ya. Ed. Journal.—" The author dcajro frcus « '«'i» experience.™ B3ND ASAj OBBKBS TO E. L. KELLOGG & CO.. NEW YORK & CHICAGO. 2] Johnsons Education bv 'Doing. Education by Doing: A Book of Educative Occupations for Children in School. By Anna Johnson, teacher to the Children's Aid Schools of New York City. With a prefatory note by Edward B. Shaw, of the High School of Ymkers, N. Y- Handsome red cloth, gilt stamp. Price, 50 cents . to teachers, 40 cents ; by mail, 5 cents extra. thousands of teachers are asking the question; ''How can ' seep my pupils profitably occupied?" This book answers the question Theories are omitted. Every line is full of in- struction. 1. Arithmetic is taught with blocks, beads, toy-money # et& 2. The tables are taught by clock dials, weights, eta 3. Form is taught by blocks, 4. Lines with 6ticks. 6, Language with pictures. R Occupations are given. 7. Everything is plain and practical. EXTRACT FROM PREFATORY NOTE. ' s In observing the results achieved by the Kindergarten, educators have felt that- Frcebel's great discovery of education by occupations must have something for the public schools — that a further application of the ' puv ting of experience and action in the plac6 of books and abstract thinking, could be maAz beyond the fifth or sixth year of the child's life. Thii book is an outgrowth of this idea, conceived in the spirit of the 'New Education .' "It will be widely welcomed, we believe, as it gives concrete method* of work — the very aids primary teachers are in search of. There has beeit a wide discussion of the subject of education, and there exists no little confusion in tae mind of many a teacher as to how he should impro-** upon methods that h:ive been condemned." Supt J W Skinner, Children's Aid Schools, says ;— " It is highly appi« Biated by our teachers. It supplies a want felt by all.'" Toledo Blade-— "The need of this book has born felt by teachers.' School Education--*" Contains a great many fruitful suggestions." Christian Advance-—" The method is certainly philosophical.'* Va, £d- Journal.— " The book is an outgrowth of Froebel s idea." Philadelphia Teacher. — " The book is full of practical information." Iowa Teacher,—" Kellogg's books are all good, but this is the beat f® teachers ,* The Educationist-— -" We regard it as very valuable." School Bulletin.— "We think well ot this book." QtkicagO Intelligence,—" Will be found a very serviceable book"' 8ESB ABL OBiDERS TO 34 E. L. KELLOGG & CO., NEW YORK & CHICAGO No. 4. Hughes' Securing and Retaining Atten* tion. By James L. Hughes, Inspector Schools, Toronto, Canada. Author of Mistakes in Teaching. Cloth, 116 pp. Price, 50 cents ; to teachers, 40 cents ; by mail, 5 cents extra. This valuable little book has already become widely known to American teachers. This new edition has been almost entirely re-written and several new important chapters added. It is the only edition authorized by the author. The testimonials to the old edition are more than deserved for the new one. Educational Times. England— " On an important subject, and admirably executed." School Guardian. England.—" We unhesitatingly recommend it." New England Journal of Education.—" The book is a guide and a manual oi : special value." New York School Journal.—" Every teacher would derive benefit from reading this volume." Chicago Educational Weekly— " The teacher who aims at best suc- cess should study it." Phil. Teacher.— "Many who have spent months in the school-room would be benefitted by it." Maryland School Journal.—" Always clear, never tedious." Va. Ed. Journal.— "Excellent hints as to securing attention." Ohio Educational Monthly.—" We advise readers to send for a copy." Pacific Home and School Journal— "An excellent little manual." Prest. James H. Hoose, State Normal School, Cortland, N. T., says :— " The book must prove of great benefit to the profession. ' Sunt. A. W. Edson, Jersey, City, N. J., says:— "A good treatise has long been needed, and Mr. Hughes has supplied the want." No. 5. The Student's Calendar. For 188* 5 . Compiled by N. O. Wilhelm. Elegant design on heavy cardboard, 9x11 inches, printed in gold and color, i'rice, 60 cts. ; to teachers, 48 cents. ; by mail, 8 cts. In book form, for any year, paper cover. Price, 30 cts. ; to teachers, 24 cts. ; by mail, 3 cts. extra. This beautiful, novel, and useful calendar is designed to assist teachers in preparing exercises for Memorial Days, and also to suggest topics for "talks," compositions, etc. The idea is entirely new. Opposite each date is a very short lifo of some great man who was born or died on that day. The design is superb, and printing, etc., tasteful and elegant- making it an ornament for anj room. SEND ALL ORDERS TO 82 E. L. KELLOGG & CO., NEW YORK & CHICAGO. Tere fs First Three Years of Childhood. An Exhaustive Study of the Psychology of Children. By Bernard Perez. Edited and translated by Alice M. Christie, translator of " Child and Child Nature," with an introduction by James Sully, M.A., author of "Outlines of Psychology," etc. l2mo, cloth, 324 pp. Price, $1.50 ; to teachers, $1.20 ; by mail, 10 cents extra. ..,-,,, j This is a comprehensive treatise on the psychology of chudhooo, ana is a practical study of the human mind, not full formed and equipped with knowledge, but as nearly as possible, ab origin*— before habit, environment, and education have asserted their Bway and made their permanent modifications. The writer looks into all the phases of child activity. He treats exhaustively, and in bright Gallic style, of sensa- tions, instincts, sentiments, intellectual tendencies, the will, the facul- ties of aesthetic and moral senses of young children. He shows how ideas of truth and falsehood arise in little minds, how natural is iniita- tion and hew deep is credulity. He illustrates the development of im- agination and the elaboration of new concepts through judgment, abstraction, reasoning, and other mental' methods. It is a book that has been long wantedby all who are engaged in teaching, and especially by all who have to do with the education and training oi children. "This edition has a new index of special value, and the book is care- fully printed and elegantly and durably bound. Be sure to get our standard edition. OUTLINE OF CONTENTS. CHAP. ! CHAP I. Faculties of Infant before Birth —First Impression of New- born Child. II. Motor Activity at the Begin- ning of Life— at Six Months — —at Fifteen Months. TTT. Instinctive and Emotional Sen- sations — First Perceptions IV. General and Special Instincts. V. The Sentiments. VI. Intellectual Tendencies— Ver- acity— Imitation— Credulity IX. Association of Psychical States —Association — imagination. X. Elaboration of Ideas— Judg- ment — Abstraction — Com- parison — Generalization — Reasoning— Errors and Allu- sions—Errors and Allusions Owing to Moral Causes. XI. Expression and Language. XII. ^Esthetic Senses — Musical Sense — Sense of Material Beautv — Constructive ln- VTI The Will stinct— Dramatic Ingtmct. VIII. Faculties of Intellectual Acqui- XIII. Personalty — Reflection— Moral sition and Retention— Atten- Sense, tion— Memory. Col Francis W. Parker, Principal Cook County Normal and Training School, Chicago, says:—" I am glad to see that you have published Perez s wonderful work upon childhood. I shall do all I can to get everybody to reaa it. It is a grand work." John Bascom, Pres. Univ. of Wisconsin, says:— "A work of marked G Stanley Hall, Professor of Psychology and Pedagogy, Johns Hopkins Univ.. says:— "I esteem the work a very valuable one for primary aria mi. dergarten teachers, and for all interested in the psychology of childhood. And many other strong covimendal iuv.s. SEND ALL, ORDSBS TO Jg. L. KELLOGG & C!0., NEW YORK & CHICAGO. 11 Shaw and ^Donneli's School ^Devices. " School Devices." A book of ways and suggestions foi teachers. By Edwaed R. Shaw and Webb Donnell, of tba High School at Yonkers, N. Y. Illustrated. Dark-folce cloth binding, gold, l6mo, 224 pp. Price, $1.25 ; to teach' ers, $1.00 ; by mail, 9 cents extra. 83*-A BOOK OF "WAYS" FOR TEACHERS.^ Teaching is an art ; there are " ways to do it." This booij is made to point out " ways," and to help by suggestions. 1. It gives " ways " for teaching Language, Grammar, Read- ing, Spelling, Geography, etc. These are in many cases novel ; they are designed to help attract the attention of the pupil. 2. The " ways" given are not the questionable " ways 'so often seen practiced in school-rooms, but are in accord with the spirit of modern educational ideas. 3. This book will afford practical assistance to teachers who wish to keep their work from degenerating into mere routine. It gives them, in convenient form for constant use at the desk, a multitude of new ways in wnich to present old truths. The great enemy of the teacner is want of interest. Their methods do not attract attention. There is no teaching unless there is attention. The teacher is too apt to think there is but one "way "of teaching spelling; he thus falls into a rut. Now there are many " ways " of teaching spell- ing, and some " ways " are better than others. Variety must exist in the school-room ; the authors of this volume deserve the thanks of the teachers for pointing out methods of obtain- ing variety without sacrificing the great end sought— scholar- ship. New "ways" induce greater effort, and renewal of activity. 4. The book gives the xesult of large actual experience in the school-room, and will meet the needs of thousands of teachers, by placing at their command that for which visits to other schools are made, institutes and associations attended, viz., new ideas and fresh and forceful ways of teaching. The devices given under Drawing and Physiolcgy are of an eminently practical nature, and cannot fail tc invest these subjects with new interest. The attempt has been made to present only devices of a practical character. 5. The book suggests " ways " to make teaching effective ; it is not simply a book of new " ways," but of " ways " that will produce good results. SEND *T.T. OEDKRS TO E. L. KELLOGG & CO., NEW YORK & CHICAGO. _ i *B Augsburg's Easy Things to Draw, By D. R. Augsburg, Supt. Drawing at Salt Lak fc City, Utah. Quarto, durable and elegant cardboard cover, 80 pp., with 31 pages of plates, containing over 200 different figures. Price, 30 cents; to teachers, 24 cents; by mail, 4 cents extra. This book is not designed to present a system of drawing. It is a collection of drawings made in the simplest possible way, and so constructed that any one may reproduce them. Its design is to furnish a hand-book containing drawings as would be needed for the school-room for object lessons, drawing lessons, busy work. This collection may be used in connection with any sys- tem of drawing, as it contains examples suitable for practice. It may also be used alone, as a means of learning the art of draw- ing. Aa will be seen from the above the idea of this book is new and novel. Those who have seen it are delighted with it as it so exactly fills a want. An index enables the teacher to refer in- stantly to a simple drawing of a cat, dog, lion, coffee-berry, etc. Our list of Blackboard Stencils is in the same line. Augsburg s Easy Drawings for the Geo- gkapht Class. By D. R. Augsbueg, B. P., author of "Easy Things to Draw." Contains 40 large plates, each containing from 4 to 60 separate drawings. 96 pp., quarto cardboard cover. Price 50 cents; to teachers, f° cents; by mail 5 cents extra. In this volume is the same excellent work that was noted in Mr. Augsburg's " Easy Things to Draw. " He does not here seek to present a system of drawing, but to give a collection of drawings made in the simplest possible way, and so constructed tnat any one may reproduce them. Leading educatois believe that draw- ing has not occupied the position in the school course hereto- fore that it ought to have occupied: that it is the most effectual means of presenting facts, especially in the sciences. The author has used it in this book to illustrate geography, giving draw- ings of plants, animals, and natural features, and calling at- tention to steps in drawing. The idea is a novel one, and it is believed that the practical manner in which the subject is treated will make the book a popular one in the school-room. Each plate is placed opposite a lesson that may be used in connection, Ar index brings the plates instantly to the eys- UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last date stamped below. r lMt®S3TE6MSS ! _ OCT i2 1940 MAY 7 1351 AUG 1 1952 AUG 1 1952 JAN 1 6 2001 LD 21-100wi-9,'48(B399sl6)476 rti J5U^ 677762 UNIVERSITY OF CALIFORNIA LIBRARY ■>'\