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 COPyRIGHT DEPOSn. 
 
THE 
 
 First School Year 
 
 A COURSE OF STUDY WITH SELECTION OF 
 
 LESSON MATERIAL, ARRANGED BY 
 
 MONTHS, AND CORRELATED 
 
 For Use in the First School Year 
 
 BY 
 
 ANNA B. THOMAS 
 
 TKAINING TEACHER FOR FIRST GRADE, CALIFORNIA, PA. 
 STATE NORMAL SCHOOL 
 
 THEO. B. NOSS, General Editor of the Series 
 
 CHICAGO 
 A. FLANAGAN COMPANY 
 
LIBRARY of CONGRESS 
 Two Cooles Received 
 WAY 24 190r 
 
 A .Copyriarht Entry ^ 
 CLAss /\ XXCm No. 
 
 Copy b. 
 
 
 Copyright 1907 
 
 BY 
 
 A. FLANAGAN COMPANY 
 
PREFACE BY THE GENERAL EDITOR. 
 
 The authors of this series of books for the various 
 school years reaHze fully the difficulty of the task under- 
 taken. In our own training school we have felt the need 
 of a course of study, worked out for the successive school 
 months, and put in print, so that each student teacher 
 might have in convenient form the general plan of the 
 work to be done in any grade of the school. The proper 
 use of the books does not lead to dull uniformity ; but, 
 on the other hand, the general scheme of the work being 
 definitely and consistently arranged, the mind of the 
 teacher is left the more free to study variety and intro- 
 duce new material. The use of the books is designed to 
 encourage rather than discourage originality in the 
 teacher, to suggest the collecting, day by day, of new 
 material, and to provide a definite place for all that is 
 collected. ' 
 
 It is believed that the sequence of subject-matter 
 in each branch is approximately correct, and that the 
 general scheme for the correlation of the various subjects 
 is natural and helpful. The individuality of the teacher 
 has ample scope to display itself, in making such addi- 
 tions and omissions as may seem desirable. 
 
 The work of the General Editor has consisted 
 chiefly in proposing the general plan for the books, and 
 in getting them through the press. 
 
 Whatever credit attaches to the working out of 
 the subject-matter in each year belongs wholly to the 
 individual authors of the books. 
 
 Theo. B. Noss. 
 5 
 
AUTHOR'S PREFACE. 
 
 **A11 beginnings are difficult." No one realizes this 
 more than the teacher of first year children. The aim 
 in the preparation of this book has been to aid primary 
 teachers in the selection and arrangement of lesson 
 material and to ofifer some suggestions as to method of 
 teaching. 
 
 In the choice and arrangement of lesson material 
 for first-year pupils, it is not necessary to separate the 
 various subjects from each other as in later years. The 
 mental life of the child demands that no sharp lines 
 between subjects should be drawn. 
 
 Because of the child's physical surroundings and his 
 love for living things, Nature Study has here been largely 
 used as a basis of the course and other subjects have 
 been correlated with it. 
 
 The principle of correlation has not been forced. 
 The child's surroundings in nature form an important 
 and interesting part of his daily life, and hence should 
 often have a controlling influence in the choice of lesson 
 materials. 
 
 It is not absolutely necessary that one subject rather 
 than another should be thus used as a basis, but it is 
 important that the different subjects be properly and 
 helpfully related to each other in instruction. 
 
 History becomes at certain times in the year the 
 6 
 
AUTHOR'S PREFACE 7 
 
 leading subject. For example, "The Pilgrim Work" 
 takes the children by story and song and illustration into 
 other countries, bringing them into close relationship 
 with the people and their customs. 
 
 Advantage is taken of days that are of special im- 
 portance, as Thanksgiving, Christmas, the birthdays of 
 Washington, Lincoln and other noted men, these for the 
 time becoming the center of thought. 
 
 Many stories and poems related to the Nature Les- 
 are given. The books from which these selections have 
 been made are named in the outlines of the different 
 subjects. A. B. T. 
 
CONSPECTUS OF FIRST 
 
 
 I. NATURE STUDY 
 
 II. LITERATURE AND HISTORY 
 
 1 
 
 Fruits— Special study of 
 
 the apple 
 Leaves— Special study 
 
 of maple, oak and 
 
 horsechestnut leaves- 
 Flowers — Special study 
 
 of the goldenrod 
 
 1 The Sleeping Apple 
 
 2 The Little Maple 
 
 Leaves 
 .S The Anxious Leaf 
 
 4 Little Goldenrod 
 
 5 The Origin of the 
 
 Goldenrod and Aster 
 Miscellaneous Stories 
 
 Animal Stories 
 
 MEMORY POEMS 
 
 1 Lady Golden Rod 
 
 2 How the Leaves Came 
 
 Down 
 
 3 Sunny Golden Rod 
 
 pq 
 O 
 
 Planting 
 c»»-^= J ^Jathering 
 Seeds ■( ^se 
 
 ( Distribution 
 Special study of Indian 
 corn 
 
 1 Seedlings on the Wing 
 
 2 The Little Brown Seed 
 
 3 The Planting of the 
 
 Corn Field 
 
 4 Poem— Onlv a Little 
 
 Seed 
 
 Animal Stories 
 
 Indian Corn in Early 
 History 
 
 Cultivation by the In- 
 dians 
 
 Story of Mondamin 
 
 
 Preparation for Winter 
 
 1 Nature's preparation 
 
 2 Man's preparation 
 
 3 Animals' preparation 
 Special Study: 
 
 The Migration of Birds 
 
 1 The Crane Express 
 
 2 The Fantail Pigeon 
 
 3 Jack and Jenny Spar- 
 
 row 
 
 4 The Sandpipers 
 
 .5 Pearl and Her Pig- 
 eons 
 
 6 How Patty Gave 
 Thanks 
 Animal Stories 
 
 The Coming of the Pil- 
 grims. Voyage. Land- 
 ing. Winter. The First 
 Thanksgiving. Their 
 Relation to the In- 
 dians. Samoset. 
 Squanto. A National 
 Holiday 
 
 (4 
 
 o 
 H 
 
 Animal study — Sheep, 
 
 Camel, Donkey 
 Modes of Traveling 
 Teach in simple way 
 
 the surroundings of 
 
 the Christ Child 
 Mountain. Valley, Des 
 
 ert 
 
 The Legend of St. 
 Christopher. The Fir 
 Tree. The Christmas 
 Observations in Eng- 
 1 a n d, Germany. 
 France, Holland, Nor- 
 way, etc. Poems — Pic- 
 cola; Little Town 
 ot Bethlehem! Why 
 Do Bells for Christ- 
 mas Ring? etc. 
 
 The Christ Child. The 
 Journey to Bethlehem. 
 Tlie Shepherds. The 
 Wise Men (see Ben 
 Hur). The Story of 
 the Egyptian. The 
 Story of the Hindoo. 
 The Story of the 
 Greek. Christmas in 
 the Barn 
 
 1 
 
 THE NEW YEAR 
 
 1 Divisions: Seasons, 
 Months, Weeks. Days. 
 Hours, Minutes. 2 
 Measurement of Time: 
 niustrate, using Clock. 
 Calendar, Hour-glass, 
 etc. .3 Daily observa- 
 tion of ground, trees, 
 river, etc. 4 Eskimo 
 animals: Seal, Boar, 
 Walrus, Dog, Whale 
 
 1 The F a i r y's New 
 
 Year's Gift 
 
 2 An All-the-Year-Round 
 
 Story 
 
 3 The Discontented 
 
 Clock 
 
 4 How People Used to 
 
 Tell Time 
 
 5 The Unhappy Pine 
 
 8 The Story of Agoo- 
 
 nack 
 7 Selected Stories from 
 
 Little Children of 
 
 the Cold 
 S The White Seal 
 
 MEMORY POEMS 
 
 1 Old Time's Watchers 
 
 2 What Is the New 
 
 Year For'? 
 
 3 The Pine Tree's Se- 
 
 cret 
 
 4 Pine Needles 
 
 The Eskimo and His 
 Country 
 
 Country — Appearance, 
 Climate, Vegetation, 
 Seasons, Day and 
 Night 
 
 Eskimo — Appearance, 
 Home, Food, Travel, 
 Hunting. Games, Skill 
 
YEAR WORK. 
 
 III. NUMBER 
 
 Concrete exercises, based 
 on parts of flower, foot 
 ruler, calendar, etc. 
 
 1 The Four Steps. 2 One- 
 half of 2, 3, etc. 3 
 Lines one inch, two, 
 three, etc. 4 A trian- 
 gle one inch on each 
 side. 5 Science prob- 
 lems growing out of 
 Nature lessons. 6 Num- 
 ber of pints in quart 
 
 1 The Four Steps. 2 One- 
 half of 4, of 6, etc., V4 
 of 4. 3 A rectangle 
 one Inch on each side. 
 4 Compare with trian- 
 gle. 5 Science prob- 
 lems growing out of 
 seed work. 6 Measure- 
 ment. 7 Problems in 
 Nature work 
 
 1 The Four Steps. 2 One- 
 half of 5. one-flfth of 
 .^. 3 The Pentagon. 4 
 Lines — horizontal, ver- 
 tical, oblique. 5 Prob- 
 lems related to Nature 
 work. 6 November cal- 
 endar 
 
 1 The Four Steps. 2 One- 
 half of 6, one-third of 
 6. 3 The Hexagon. 4 
 Compare new figure 
 with pentagon. 5 T'sc 
 of tpy money — lessons 
 In buying and selling. 
 Nature problems. Rect- 
 angle work 
 
 1 The F o u r S t e p s. 2 
 Teach objectively ^A <>i 
 7, 1/7 of 7. 3 Lines 7 
 inches long, feet. 4 
 Seven days in one week. 
 5 Many problems relat- 
 ing to time. 6 Liquid 
 and Dry Measure. Jan- 
 uary calendars made by 
 pupils 
 
 IV. LANGUAGE 
 
 1 Oral expression. Word 
 Drill. 
 
 2 Short sentences from 
 Nature work 
 
 3 Printed lessons embody- 
 ing the thought of the 
 child 
 
 4 Chart lessons 
 
 1 Short stories reproduced 
 by children. Printed 
 lesson 
 
 2 The sentence 
 
 3 Capitalization and Punc- 
 tuation 
 
 4 Phonic work. Chart 
 
 Continue word and sen- 
 tence work 
 
 Printed lesson from liter- 
 ature given in the 
 child's language 
 
 Writing of easy words 
 from dictation. Chart 
 
 See former months. Print- 
 ed lessons in the child's 
 language. 1 Storv of 
 the Christ Child. 2 The 
 Wise Men. 3 The Shep- 
 herds. Short lessons 
 from chart and board. 
 Sentence forms 
 
 See former months 
 
 1 Reproduction 
 
 2 Sentence building 
 
 3 Printed lessons from 
 Nature work and Liter- 
 ature 
 
 4 Words from dictation 
 
 5 A First Reader or 
 Primer 
 
 6 Oral and written spell- 
 ing. 7 Use of capital 
 letters in the sentence, 
 proper n a m e s, places. 
 etc. 8 Printed lessons 
 from Eskimo and ani- 
 mal study 
 
 V. THE ARTS 
 
 Music — Scale and inter- 
 val work. Songs grow- 
 ing out of nature les- 
 sons. Pictures — 
 Fruits, flowers. Draw- 
 ing and modeling the 
 apple. Leaves for spe- 
 cial study drawn and 
 mounted 
 
 Music — Chart work. The 
 staff, lines, spaces. 
 Nature songs 
 
 Drawing — Draw- 
 i n g, mounting and 
 painting of seeds 
 
 Music — Chart and inter- 
 ^als. 1 Songs — Where 
 the Birds Go. 2 Chillv 
 Little Chickadees. 3 
 Thanksgiving Songs. 4 
 Father, We Thank 
 Thee. 5 Eight White 
 Sheep. Pictures — Ani- 
 mals, Fruits. Embark- 
 ing of Pilgrims 
 
 Music — Interval work. 
 Songs. Eight White 
 Sheep; Christ- 
 mas Songs. Pictures — 
 1 Madonnas. 2 Shep- 
 herds and Sheep. 3 
 The Nativity. Draw- 
 ing — S i m p 1 e lesson 
 growing out of work 
 Star, Tent, Manger, 
 Tree, etc. 
 
 Music — 1 Chart and In- 
 terval work. 2 Songs 
 —The Clock Song. The 
 Little New Yea r. 
 Tiny Little Snow 
 Flakes. Good Morn- 
 ing. New Day. The 
 Pendulum. Drawing — 
 Clock, Candle, Moon, 
 Sled. Igloo, etc 
 
 Pictures of Animals, 
 Pictures from Eskimo 
 Life. Modeling Clay 
 Cubes for building 
 house. Sewing, Rein- 
 deer, SL>al, Bear, Dog 
 
CONSPECTUS OF FIRST 
 
 
 I. NATURE STUDY 
 
 II. LITERATURE AND HISTORY 
 
 § 
 
 Daily Observations 
 
 Stories. Washington. 1 
 
 Washington— Stories re- 
 
 Animal Study 
 
 The Planting of the 
 
 lating to his life as a 
 
 Horse 
 
 Seeds. 2 The Cherry 
 
 boy, man, soldier and 
 
 Dog 
 
 Tree. 3 The First 
 
 statesman 
 
 \D 
 
 
 Flag. 4 Story of the 
 
 Lincoln— Stories relating 
 
 P3 
 
 
 Colt 
 
 to boyhood, manhood. 
 
 
 Lincoln. 1 His early 
 
 His life as a boy. 
 
 
 home. 2 Struggle for 
 
 man, soldier, states- 
 
 
 Education. 3 The 
 
 man 
 
 
 Story of the Pig, 4 
 
 
 
 
 Story of Jamie. 5 
 
 
 
 
 Poems 
 
 
 
 APPEARANCE OF 
 
 1 Lessons in Reading 
 
 1 Value of the Willow 
 
 
 SPRING 
 
 from "All the Y>ar 
 
 2 Preparation for weav- 
 
 
 TAviss and Buds' 
 
 Round" 
 
 ing. Its use in mak- 
 
 
 SiHMial study of Lilac, 
 
 2 Pussy Willow's Hood 
 
 ing baskets, chairs. 
 
 
 Ilorse-Cbestnut, Pussy 
 
 3 Pussy WM 1 1 o w — 
 
 etc. 
 
 
 Willow, Maple, as to 
 
 Child's -World 
 
 3 Fairy Pussies 
 
 
 size, color, covering, 
 
 4 The Maple Tree's Sur- 
 
 4 The Meeting of the 
 
 
 shape. position and 
 
 prise 
 
 Winds— Child's World 
 
 development of buds. 
 
 5 The Kind Old Oak— 
 
 5 Ulysses and the Bag 
 
 AIR, WIND. SUN 
 
 C.'s W. 
 
 of Winds 
 
 9 
 
 Air — Pure, impure 
 
 6 The Sun and the 
 
 6 What the Winds Bring 
 
 ^ 
 
 Properties of Air 
 
 Wind 
 
 — Steadman 
 
 s 
 
 Wind— Use, Power, Di- 
 
 7 How the West Wind 
 
 7 Hermes 
 
 
 rection 
 
 Helped Dandelion 
 
 
 
 Sun— Position, Size 
 
 8 Spring and Her 
 
 
 
 Day and Night 
 
 Helpers 
 9 The North W^ind at 
 
 Play 
 10 The Four Winds in 
 Hiawatha 
 
 
 
 1 Daily observation of 
 
 1 Only a Little Seed 
 
 7 The Lost Chicken — 
 
 
 the changes in Na- 
 
 2 How the Beans Came 
 
 Child's World 
 
 
 ture. The appearance 
 
 Up 
 
 8The Story of 
 
 d 
 
 of Spring flowers and 
 
 3 How the Thistle 
 
 "Speckle" 
 
 return of birds 
 
 Helped 
 
 9 The Street Musicians 
 
 1 
 
 2 Germination. From 
 
 4 The Straw, the Coal 
 
 10 The Ugly Duckling 
 
 the dry seed to the 
 
 of Fire and the Bean 
 
 11 The Little Red Hen 
 
 plant 
 
 5 The Pea Blossom — 
 
 
 3 S t u d y of Domestic 
 
 McMurry 
 
 
 
 Birds. Chicken and 
 
 6 The Farmer and the 
 
 
 
 Duck for special study 
 
 Birds— Child's World 
 
 
 
 Daily observations of 
 
 1 Mr. Rana's Dinner- 
 
 7 The Broken Wing 
 
 
 Nature 
 
 Shy Neighbors 
 
 S Origin of the Wood- 
 
 
 Length of Day— Heat, 
 
 2 Our Rain Frogs 
 
 pecker 
 
 
 Power of Sun 
 
 3 The Frog's Eggs 
 
 9 Little Yellow Wing 
 
 
 Rapid growth of plants 
 
 4 The Scarecrow 
 
 10 Mr. and Mrs. Robin 
 
 
 Special study of — 
 
 5 The Nest of Many 
 
 11 Who Stole the Bird's 
 
 >< 
 
 1 Frog and Toad from 
 
 Colors 
 
 Nest? 
 
 <i 
 
 the egg to the tad- 
 
 6 How the Robin Got 
 
 12 The Emperor's Bird's 
 
 ^ 
 
 pole, etc. 
 
 Its Red Breast 
 
 Nest 
 
 2 Birds in General. Spe- 
 
 The Story of Tiptop 
 
 Mr. and Mrs. Bluebird 
 
 
 cial — The Bluebird 
 
 
 
 
 and the Robin 
 
 
 
 
 3 N e s t s of different 
 
 
 
 
 birds. How con- 
 
 
 
 
 structed 
 
 
 
 10 
 
YEAR WORK. 
 
 III. NUMBER 
 
 1 The Four Steps. 2 Much 
 objective number work 
 related to Science and 
 Literature. 3 The oc- 
 tagon. 4 Rectangles 8x1, 
 4x2. 5 Half and fourth 
 of 8. 6 Measure, one 
 gal. — 8 pints 
 
 1 Combinations and sep- 
 arations. 2 Tlie rectan- 
 gles 3x3 and 9x1. 3 
 Problems growing out 
 of Nature work. 4 Much 
 outdoor measurement 
 
 5 Practical lessons in 
 buying and selling 
 
 6 Measures; pints, 
 quarts 
 
 7 Thinking problems 
 
 8 Square inch, foot, yard 
 
 1 The Four Steps 
 
 2 Money values. The 
 dime, dollar, eagle 
 
 3 Review of lines. Meas- 
 ure line ten inches, ten 
 feet. Estimate length 
 
 4 The rectangles 5x2, 10x1 
 
 5 Science problems. Buy- 
 ing and selling prob- 
 lems 
 
 6 Ground measurements 
 
 A Review of the Year's 
 Work 
 
 Much outdoor work 
 
 Making of garden beds by 
 measurement in feet 
 and yards 
 
 Measure and lay out 
 rectangles from direc- 
 tions given by teacher 
 
 IV. LANGUAGE 
 
 Continue former work 
 
 1 O r a 1 reproduction of 
 stories 
 
 2 Short written reproduc- 
 tions 
 
 3 Committing of short 
 poems 
 
 4 Daily reading and 
 phonic drills 
 
 1 Continue Reading from 
 book and board 
 
 2 G i V printed leaflets 
 using the child's oral 
 expression 
 
 3 Children write correctly 
 short stories 
 
 4 Daily phonic drills 
 
 5 Short poems for mem- 
 orizing 
 
 6 Dictation and copying 
 
 See former months 
 Children compose short 
 
 stories, selecting their 
 
 own subjects 
 Read frequently from 
 
 book and leaflets 
 Much review work of 
 
 words, sentences, etc. 
 Special care in articula- 
 tion, pronunciation and 
 
 capitalization 
 
 Supplementary reading 
 books 
 
 Review of the year's vo- 
 cabulary 
 
 Frequent tests in pronun- 
 ciation, writing, spell- 
 ing and reproduction 
 
 Printed leaflets from Na- 
 ture work adapted to 
 children 
 
 THE ARTS 
 
 Portraits of Characters. 
 Animal pictures. Easy 
 drawing of house, 
 tree, hatchet, hat, 
 sword, boat, etc. 
 
 National hymns and 
 songs 
 
 Work in national col- 
 ors 
 
 1 P a i n ti n g. d r a w- 
 ing, mounting and 
 
 ■ modeling twigs, buds 
 and leaves 
 
 2 Pictures, Spring 
 scenes 
 
 3 Nature Songs — 
 
 1 Which Way Does the 
 Wind Come? 2 Jesus 
 Bids Us Shine. 3 God 
 Is There. 4 Weather 
 Song. 5 See Millions 
 of Bright Raindrops. 
 G Little Jack Frost 
 
 Music — Chart and Inter- 
 val work. Songs — 1 
 What Robin Told. 2 
 Pretty Little Violet. 
 3 Oh. You Pussy Wil- 
 low. 4 Over the Bare 
 Hills. 5 The Song of 
 the Bee. 6 Rainbow 
 Song 
 
 Painting of the dry 
 seed, the plantlet and 
 leaf 
 
 Illustration of stories 
 
 Complete Music Chart 
 to "One Sharp." 1 
 All the Birds Have 
 Come Again. 2 The 
 Bluebird Song. 3 Two 
 Robin Redbreasts. 4 
 A Little Woodpecker. 
 5 Fly Little Birds 
 Clay modeling of eggs 
 Drawing and coloring 
 Stories illustrated by 
 teachers and children 
 Pictures adapted to 
 story 
 
 11 
 
I. NATURE STUDY. 
 
 There is no other time in the year when Nature 
 stretches out her hand so invitingly as in the month of 
 September. Green woods, brilHant flowers, fruit-laden 
 trees, birds and butterflies all around extend greeting and 
 seem to say, *'This is the crowning season of the year." 
 Children revel in their surroundings. They carry to the 
 schoolroom fruits, flowers, and whatever they are most 
 interested in, the things in which their interests have 
 been most awakened. The children of the first year wish 
 to tell you of the red apples, yellow pears, and rosy- 
 cheeked peaches that grow on their trees, of the blue 
 grapes on the vine, the bird's nest in the cherry-tree, and 
 the flowers in garden and field. It is therefore most 
 natural to plan the work according to the season of the 
 year, taking the child's environment as a guide, building 
 upon what he already knows, and leading him on new 
 voyages of discovery. 
 
 13 
 
14 FIRST SCHOOL YEAR 
 
 More material is suggested' than can be used by any 
 single class or grade. Primary rooms often consist of 
 two or even three grades. The thought is to give variety 
 in material, and much latitude in the use of it. 
 
 The presentation of the material must always be 
 adapted to the needs of the class. Brighten your lessons 
 by bringing into your work beautiful and suggestive 
 pictures, stories to illustrate subject-matter, blackboard 
 illustrations to interest and hold the attention ; and above 
 all, be interested yourself in whatever you present to 
 little children. 
 
 It was Froebel who said that the ideas introduced 
 from month to month should bear essential relations to 
 the life of the child and to each other, and that the child 
 should see more and more fully his own nature and that 
 of the world. 
 
 Fruits, Flowers, Leaves. 
 
 FRUITS. 
 
 1. Naming of familiar fruits. 
 
 2. Collection of many varieties. 
 
 3. Shape, color, parts, use, taste. 
 
 4. Compare the apple with pear, quince, peach, 
 
 etc. 
 
 5. Recall the blossom and trace the growth of 
 
 the apple. 
 
 6. Recall the early fruits (e. g., cherry). 
 
 7. Name fruits which we buy but do not find 
 
 growing in our climate. Banana, orange, 
 lemon, etc. 
 
 8. Talk of the trees on which our common fruits 
 
SEPTEMBER 15 
 
 grow ; use pictures and illustrations of the 
 trees from which we get our imported fruits. 
 In our schools are found children from other 
 coimtries than our own, and we remember 
 the pleasure with which the little Italian girl 
 carried in her ofifering of fruit, saying, 'This 
 is from my country," and what an opportunity 
 it was to get near to the little stranger. 
 
 She told of the blue sky, the water, the 
 fruits, and many other things, and thus the 
 class formed mental pictures of other lands 
 and understood to some degree our depend- 
 ence upon the products of other countries. 
 9. Make a special study of the apple and apple- 
 tree. 
 
 Outline. 
 
 T. Collect different varieties. 
 
 2. Compare form, size, color, taste. 
 
 3. Teach the parts of the apple — stem, dimple, 
 
 skin, pulp, seeds, core. 
 
 4. Teach the use of each part. 
 
 5. The food value of the apple. 
 
 6. Summer and winter apples. 
 
 7. The gathering of the fruit. 
 
 8. Preparation for winter use. 
 
 9. The planting and growing of an apple-tree. 
 
 10. The story of Apple Seed Johnny. 
 
 May be illustrated or dramatized. 
 
 11. Story. 
 
 The Sleeping Apple. Children suggest 
 illustrations. 
 
16 FIRST SCHOOL YEAR 
 
 12. Draw apples, large and small. 
 
 13. Model in clay. 
 
 14. Class visit apple orchard. 
 
 1. General shape of tree. 
 
 2. Size as compared with other fruit trees. 
 
 3. Study of apple-leaf. 
 
 4. Compare with leaves of other fruit trees. 
 
 5. Draw and color leaf. 
 
 6. Teach recognition of such words as : 
 apple core, red, leaf, 
 stem, seeds, yellow, leaves, 
 skin, fruit, round, 
 
 pulp, green, tree, 
 
 FLOWERS. 
 
 Conversation Lessons : 
 
 1. Lead children to recall spring flowers. 
 
 2. Then summer flowers. 
 
 3. Have collection of September flowers. 
 
 4. Talk of the uses of flowers. 
 
 5. Observe form, size, color, habits, fragrance, 
 
 beauty, etc. 
 
 6. Encourage children to bring them into the 
 
 schoolroom and have them tell what they 
 know of their habits, where they grow, what 
 makes them grow, which they prefer, why? 
 Do they have flower gardens? Which grow- 
 on bushes? Which grow from seeds? Do 
 any grow on vines ? Show me a red flower ; 
 a yellow flower. Do you know a blue flower ? 
 A white one? Which flowers grow in the 
 
SI<]PTKMH10R 17 
 
 f^ardcn ? Which in the fields? Where are tlie 
 s])rinL;' (lowers now ? 
 
 These (inestions are suj^i^estive of many 
 others that should he asked in the conversa- 
 tion lessons. The important thinji^- now is 
 freedom of expression, and the ahility to 
 (|uestion well means much to the children of 
 this ^rade. 
 7. S])ecial Study of the ( lolden Rod: 
 
 I. Habits, hound on the roadside, Held and 
 
 woods; hlooms late in summer; has 
 
 many roots. 
 
 2. Stem. Mrect — stout — hairy — two to six feet 
 
 hij^^h, and hranchinj; near the top. 
 
 3. Leaves. Alternate, lance-sha])e(l, toothed 
 
 and pointed. 
 
 4. Flowers. Yellow — many small heads — 
 
 clusters along" hranches and spreading; at 
 the top. I)rin^- the whole plant to the 
 class for ohservation and stud). 
 
 LlvWICS. 
 
 C"onversati( )n 1 .essons : 
 
 1. Rave many specimens of familiar leaves, as the 
 
 maple, oak, horse-chestnut, apple, etc. 
 
 2. Compare familiar leaves, showing- resemhlances 
 
 and differences. 
 
 3. Teach the followint;' ])arts: lilade, stem or 
 
 petiole, coverini;, pulj), stipules. 
 
 4. The shapes of a few well-known leaves. 
 
 5. \\y illustration and ohservation show venaticju. 
 
 Compare with the hody. 
 
IS FIRST SCHOOL YEAR 
 
 6. Compare the niai\q;ins of leaves of different 
 
 kinds. Compare a smooth edt^e with one 
 whicli is sa\v-to{^thcd. 
 
 7. Arran^s^ement of leaves on the stems : 1 . Op])o- 
 
 site. 2. Alternate. 3. W'horled. 
 
 8. Uses of leaves: i. To the plant. 2. To man. 
 
 3. To animals. 
 
 9. Autumnal changes. Wdrit ones change their 
 
 color? Why? Which do not? Use of leaves 
 after falling. 
 
 It should he understood that in the pri- 
 mary grades only prominent or attractive 
 features are to be emphasized, the chief ob- 
 ject being to awaken an interest in nature and 
 encourage a spirit of investigation. 
 
 The School Garden. 
 
 The school garden is an interesting part of the pri- 
 mary department. Under the direction of Dr. Herman T. 
 Lukens the entire garden is laid out to represent the map 
 of the Ignited States, and the State of California was 
 assigned to the first grade. 
 
 September Garden J fork. 
 Throughout the vacation months, the children OA\n- 
 ing plots, for which they paid a small rental, kept their 
 beds in as good condition as possible. In some instances 
 they were assisted by their older brothers and sisters or 
 their parents. In September the vegetables, such as 
 cnio'-'ir. a'ld beets, were gathered, the weeds pulled and 
 destroyed. 
 
20 FIRST SCHOOL YEAE 
 
 Nasturtiums, geraniums and some autumn flowers 
 were at their best, and the event of the month was our 
 "Flower Day," when the choicest were gathered and 
 brought into the schoolroom. 
 
 Home gardening also had been encouraged by the 
 school and the Civic Club. Seeds were procured and 
 distributed among the children, some free and others at 
 a small cost. The children were assisted in the prepara- 
 tion of the soil, the planting, and the care-taking of their 
 gardens. 
 
 II. LITERATURE AND HISTORY. 
 
 The work in Literature and History has its relation 
 to the nature topics. It is given in story form, either in 
 connection with the nature lessons or in separate lessons. 
 
 Whether literature or history, it is merely ''the 
 story" to the children. 
 
 Someone says that the nature lesson does for the 
 primary school what the gifts and occupations do for the 
 kindergarten, and the literature and history answer to 
 the plays and games. 
 
 We can not separate the literature from the history. 
 Emerson says, ''Literature is best history." In the con- 
 spectus an attempt has been made to place the literature 
 chiefly in one column and the history in another, yet the 
 history tells its story in poem and in song. 
 
 Stories. 
 
 1. "The Sleeping Apple," Child's World. 
 
 2. ''The Origin of the Golden Eod and Aster," Miss 
 
 Cook's Myths. 
 
 3. ' ' The Little Maple Leaves, ' ' Cat Tails. 
 
 4. "The Anxious Leaf," Beeeher's Norwood. 
 
SEPTEMBER 21 
 
 5. ''Maple Trees," American Primary Teacher, Septem- 
 
 ber, 1896. 
 
 6. ''The Little Maple Tree," lb., May, 1897. 
 
 7. "Little Golden Eod," Cat Tails. 
 
 8. ' ' What the Oak Said, ' ' Stories from Garden and Field. 
 
 9. " Falling Leaves, " 7&, 
 
 10. "The Old Oak Tree," lb. 
 
 11. "The Autumn Leaves," All the Year Eound. 
 
 12. "Autumn Leaves," Nature Stories, Florence Bass. 
 
 13. ' ' Stories of Philemon and Baucis, ' ' Cook. 
 
 14. Animal Stories. 
 
 STORY WORK. 
 
 The teacher who can tell a story well need never 
 despair on the rainy days or under any other unusual 
 conditions. The story carries with it rest, recreation, 
 pleasure, and is a means of bringing a tired and listless 
 company of children back to a happy and normal condi- 
 tion. Stories are the "lights along the way" in the lives 
 of little children and the avenues through which the 
 teacher comes in closest contact with child life. 
 
 The following story, "The Man and the Lion," has 
 been arranged from a memory picture. It is easily re- 
 produced and dramatized by children in the first grade. 
 
 The Man and the Lion. 
 
 Once upon a time a man was far away from his 
 home. He lived in a country where there were many 
 wild beasts, the lion being the one most feared. In 
 order to reach his home he was compelled to pass through 
 a thick jungle, the hiding place of the lion. 
 
 The man thought of his wife and children who were 
 waiting for him at home ; he loved them dearly, and 
 longed to see them once more. 
 
22 FIKST SCHOOL YEAK 
 
 The man carried a cane in his hand, which was his 
 only protection ; he started for his home early in the 
 morning, hoping to reach it by night-time. 
 
 All day long he traveled, and as night was coming 
 on he hastened his steps because it was the time when 
 he was in the greatest danger. Ever\^ few minutes he 
 looked behind him, and as he did not see anything he 
 began to think all danger was past and that he would 
 soon be with his dear ones again. When nearly through 
 the jungle and almost home, he looked behind him once 
 more, and what did he see ? A great lion creeping slowly 
 along. He could see the fierce, cunning look of the lion ; 
 his heart almost stopped beating from fear ; his first 
 thought was to run, but he knew the lion could soon 
 overtake him, spring upon his back and make a supper 
 of nim. 
 
 He said to himself, "Oh, my poor wife and my dear 
 children, what will become of them? They will have 
 no one to care for them and will never know w^hat has 
 become of me," 
 
 All this time the lion was coming nearer to the man, 
 and he felt that he must at least try to save his life. He 
 turned suddenly and looked at the lion. To his surprise 
 the lion stopped. Then he walked slowly and the lion 
 did the same. Next he walked fast, and the lion walked 
 fast. The man remembered that soon he w^ould come to 
 a turn in the road, where for a short time he would be 
 out of sight of the lion. His only hope was to play some 
 trick, so as to deceive the beast and perhaps save his 
 own life. As soon as the lion could not see him. he 
 quickly stuck his cane into the ground, near the edge of 
 the hill, put on it his coat and hat, and then hid himself 
 
SEPTEMBER 23 
 
 a short distance away. On came the lion, shaking his 
 mane and striking his sides with his tail, for he was 
 growing more hungry and savage every minute. When 
 he saw w^hat he thought was the man, he crept stealthily 
 along, just as your cat does when after a mouse, until 
 he was quite near ; then gave a quick spring, as he sup- 
 posed, upon the man. The cane gave way and the lion 
 fell over the hill and was killed in the fall. 
 
 Then the man came quickly from his hiding-place, 
 picked up his coat, hat and cane, and hurried home to tell 
 his wife and children of his escape from the hungry 
 lion. 
 
 Dramatizing the Story. 
 
 Children find much pleasure and profit in playing 
 this story. They will select their ow^n material and 
 arrange the acts. 
 
 The pointer will be dressed by a boy to represent the 
 traveler. The table is a make-believe hill. The family 
 is always a large one, and to be chosen the lion is a great 
 honor. As the teacher tells the story the children do the 
 acting and an appreciative audience w^atches their childish 
 interpretations with intense interest. 
 
 Other stories, as the Lion and the Mouse, The Street 
 Musicians, The Bear and the Molasses, Jack and the 
 Beanstalk, The Three Bears, Little Red Riding Hood, 
 any many others, may be ''acted" in the early days of 
 school life. 
 
 The stories should be told again and again until the 
 children are familiar with the whole and are able to give 
 a reproduction. When children know and feel a story 
 the natural thing is to want to play it. 
 
24 FIRST SCHOOL YEAR 
 
 September Poems. 
 
 1. "September," Helen H. Jackson. 
 
 2. ' ' Lady Golden Rod. ' ' 
 
 3. "How the Leaves Came Down," Classic Literature, 
 
 McMurry, 
 
 4. "Golden Rod." 
 
 5. "The Kitten and the Leaf," Wordsworth. 
 
 The following two poems may aid in the selection 
 of memory work : 
 
 September. 
 
 The golden rod is yellow; 
 
 TTie corn is turning brown; 
 The trees in apple orchards 
 
 With fruit are bending down. 
 
 The gentian 's bluest fringes 
 
 Are curling in the sun; 
 In dusty pods the milkweed 
 
 Its hidden silk has spun. 
 
 The sedges flaunt their harvest 
 
 In every meadow nook; 
 And asters by the brookside 
 
 Make asters in the brook. 
 
 From dewy Janes at morning 
 
 The grape's sweet odors rise; 
 At noon the roads all flutter 
 
 With yellow butterflies.— H. H. 
 
 Tell Me, Sunny Golden Rod. 
 
 Tell me, sunny golden rod, 
 
 Growing everywhere, 
 Did fairies come from fairyland. 
 
 And weave the dress you wear? 
 
SEPTEMBER 25 
 
 Did you get from mines of gold 
 
 Your bright and sunny hue? 
 Or did the baby stars some night 
 
 Fall down and cover you? 
 
 Are you clad in bright sunshine, 
 
 Caught from summer's day, 
 To give again in happy smiles 
 
 To all who pass your way? 
 
 Lovely are you, golden rod, 
 
 I will try, like you. 
 To fill each day with deeds of cheer. 
 Be loving, kind and true. 
 This poem is set to music in Primary Education, 
 September, 1898. 
 
 In Apple-Tree Town. 
 Three wise men lived 
 
 In Apple-Tree town. 
 So wise, each wore 
 A big, big frown; 
 
 But they couldn't tell whether, 
 
 Ahem ! Ahem ! 
 The apple seed points to the 
 
 Flower or stem : 
 'Tis sad, but true. 
 That none of them knew — 
 Do you? Do you? Do you? 
 
 Eain. 
 The rain is raining all around. 
 
 It falls on field and tree; 
 It falls on the umbrellas here 
 And on the ships at sea. 
 — From * ' A Child 's Garden of Verse. ' ' By Permission of 
 Rand, McNally & Co. 
 
 One poem for each month has been selected from this little 
 classic. They are ideal verses for children and require no inter- 
 pretation. 
 
26 FIRST SCHOOL YEAR 
 
 111. NUMBER. 
 
 Ideas of number are first given by use of objects. 
 
 This work is to be presented so that the children 
 will make all discoveries for themselves ; hence it is 
 necessary to have a variety of material for the number 
 lessons. Some teachers prefer to omit number work 
 altogether in the primary grades. If number is taught, 
 it should be by such concrete methods as are here sug- 
 gested, and in close connection with other subjects having 
 an interesting content. Objects should be used in which 
 the child is most interested ; like those named, or flowers, 
 leaves, fruits, insects, etc. The children are first led to 
 see numbers as wholes, as groups of objects ; two leaves, 
 three flowers, three horse-chestnuts. All the combina- 
 tions and separations are then worked out, either by the 
 objects in their hands or by observation of the same in 
 the hands of the teacher. 
 
 THE FOUR STEPS. 
 
 The four steps are taught at the same time, c. g., 
 show me three leaves ; put two on right-hand side of 
 desk ; one on the left-hand side. Tell the story. Two 
 leaves and one leaf are three leaves. Hold one flower 
 in the right hand, one in the left and put one on your 
 desk ; how many in each place ? How many in all ? One 
 and one and one are three. 
 
 I have how many apples ? Three. Now I shall give 
 Bessie one; how many are left? Two. How many did 
 I take away? One. This will serve as an illustration of 
 the first lessons. Following this oral work give the figures 
 and the signs: -\-, — , X , -^, =, using the terms andj 
 less, times, divided by, and are. 
 
SEPTEMBER 27 
 
 Colored sticks are helpful in the first-year work. 
 
 So many occupation lessons may be given in which 
 the sticks are used, besides their entering into almost 
 every lesson in number. The teaching of lines and 
 measurement is commenced and carried throughout the 
 year. Here the sticks are helpful. It will be necessary 
 to have them exactly one, two, three, or more inches in 
 length. The Foot Ruler. Teach the children how to 
 use the foot ruler ; to find one, two, three, or more 
 inches, to draw these measures first with, then without, 
 the ruler, always insisting upon neatness and accuracy. 
 Let the children make foot rules and half-foot rules from 
 cardboard, strips of wood, and other material. Teach 
 easy lessons in liquid measure, using the pint and quart, 
 having the pupils do the measuring. 
 
 PROBLEMS. 
 
 Many little problems must be given. Whenever 
 possible have them related to the nature lessons. 
 
 Toy money should be used that the value of the 
 pieces may be readily recognized. Simple business trans- 
 actions in buying and selling should be arranged. 
 
 THE TRIANGLE. 
 
 Teach the triangle, first using the colored sticks. 
 Take three sticks. Show how to form the triangle. 
 Talk about lines, sides and corners. Make it with the 
 inch sticks. Count number of inches around. Draw 
 triangle one inch on each side. 
 
 SEPTEMBER CALENDAR. 
 
 -I. Draw rectangle on blackboard. 
 
28 FIKST SCHOOL YEAR 
 
 2. Decorate with colored crayon, say Golden Rod 
 
 and Aster. 
 
 3. Divide into four-inch Sf|nares. 
 
 4. Teacher or children mark days of the week. 
 
 5. Count days frequently — days of week, days of 
 
 month. 
 The foregoing is intended to give an idea of what 
 may he done the first month in number work, and will 
 serve as a founrlation for the work of the year. 
 
 Outline or Number Lessons for September. 
 
 r. Combinations and separations. 
 
 2. The figures i, 2, 3, etc. 
 
 3. The words one, two, three, etc. 
 
 4. The signs +, — , X, ^, =• 
 
 5. The drawing of parallel lines both vertical and 
 
 horizontal, and oblique. At this time they 
 might be called standing lines, lying down 
 lines, and falling lines. 
 
 6. The measuring and drawing of one inch, two 
 
 inches, three inches, etc. Use of foot ruler, 
 etc. 
 
 7. The making of the triangle from sticks, cutting 
 
 from paper and drawing. Frequent lessons 
 in color. 
 
 8. Notice lines, sides and corners. 
 
 9. Easy lessons in liquid measure, involving pints 
 
 and fjuarts. 
 
 10. Money lessons involving cents. Also the dollar. 
 
 11. September calendar. 
 
SEPTEMBER 29 
 
 IV. LANGUAGE. 
 
 The language work of the first year naturally grows 
 out of the Nature work and the Literature. As oral lan- 
 guage precedes written language, so the first months of 
 the child's school life should be devoted largely to oral 
 expression. 
 
 Children should be allowed and encouraged to ex- 
 press themselves freely and often about the things that 
 are mo.st interesting to them. 
 
 All children are interested in a well told story, and 
 naturall}- wish to reproduce it. 
 
 Early in the year, short stories should be told for 
 oral reproduction. 
 
 The first efforts will be single sentences. 
 
 Connected sentences follow, the children finally be- 
 coming able to reproduce a story as a connected whole. 
 
 The written language must necessarily be very 
 simple. A foundation for this work will be the recog- 
 nition and writing of words, such as sec, ^ive, take, 
 hrini!;, and short expressions as / see, I have, using these 
 same words and expressions in the written work. 
 
 Short sentences, to be read from the blackboard, 
 growing out of the nature work, as, See the apple, I see 
 the leaf. See the red apple, I see the ^^reen leaf. The 
 same or similar sentences should be printed for the read- 
 ing lesson of the class. The language work is a part of 
 every lesson of the day, and every exercise, whether oral 
 or written, should have in it that which will give the 
 child power and accuracy in expression. 
 
 Leaf Stories, I^^irst Developed, then I'rinted. Such 
 as. 
 
30 FIRST SCHOOL YEAR 
 
 1. The sugar-maple leaf is yellow. 
 
 2. The sugar-maple leaves are green. 
 
 3. The maple-leaf has three sharp points. 
 
 4. The oak-leaf has seven points. 
 
 5. Oak-leaves have seven points. 
 
 6. The horse-chestnut has five leaves. 
 
 7. They are fastened together on one stem. 
 
 8. See the leaves falling. 
 
 READING. 
 
 Reading, as now taught, includes sense training, 
 voice culture, games and plays, imaginative work, and 
 reasoning. The word method gives a drill on the words. 
 The phonic method gives a key to independent thought, 
 vocal training, and conscious strength in making out new 
 words and the recognition of old ones. 
 
 PHONIC WORK. 
 
 The phonic work should begin about the second 
 month of the child's school life. From the very first 
 day, however, the teacher has in mind the preparation 
 of the children for this important step. The simplest: 
 sounds are given first, as in, u, s, t, p, followed by such 
 combinations as srn, st, sn, etc., the children at first 
 simply imitating the teacher. She must be able to use 
 lips, and teeth, and tongue, and throat in a clear and 
 distinct manner, and then come to the child's level and 
 show him how to use his organs of speech in producing 
 correctly the desired sounds. For drill work lists of 
 words containing the same sound or combination of 
 sounds are given, as baud, sand, land, ring, sing, bring, 
 string, light, might, right, sight, fight, bright, flight, etc. 
 In the mechanics of reading, devices are used as a means 
 in bringing about the desired results. 
 
SEPTEMBER 31 
 
 Poems. 
 
 Come, little leaves, said the ^vind ore day. 
 Come o 'cr the mieadows uith me and play ; 
 Put on your dresses of red and gold, 
 For summer has gone and the days grow cold. 
 
 Dear Apple, Wale Up. 
 
 1. A good little girl sat under a tree. 
 Calling, ' ' Dear apple, come down to me, ' ' 
 But the apple slept on, and did not hear. 
 Though loudly she called, ' ' Come, apple, dear. ' ' 
 
 2. The little birds flew to the old apple-tree, 
 And sang, * ' Dear apple, wake up for me. ' ' 
 The raindrops fell down with a gentle tap, tap; 
 But did not disturb the apple 's nap. 
 
 3. At last Mr. Wind came rushing that way, 
 
 The child said, ' * Dear Wind, O help me, I pray. ' ' 
 
 ' ' O yes, that I will ! ' ' and he blew all around. 
 
 Till the apple woke up, and jumped to the ground. 
 
 V. THE ARTS. 
 
 MUSIC. 
 
 The value of music, in every grade of the school, 
 is everywhere acknowledged ; but in no other department 
 does it play so important a part as in the primary grade. 
 
 The song has its place in the morning exercise, the 
 recreation period, and the regular class-work. 
 
 "Let us sing," is the request most frequently heard 
 from little children who are taught to love and feel the 
 worth of song. 
 
 That these songs make a lasting impression is be- 
 
32 I'lh'ST SCHOOL \K\n 
 
 \()U(\ (l(»iil)l, and il is lluTi'forc vct"\ iniportanl that all 
 selections be chosen with this ihonj^ht in mind. What 
 effect will this or that selection leave ni)on the children? 
 Do the son^s they sinj^ make them more kind, more 
 thon,L;hlfnl toward one another? 
 
 is the sentiment (d' the soni;s adapted to the child's 
 a^"e and nnderstandinj^-, and will this sentiment inllnence 
 him for good? Is the nuisic within the C(»mpass of his 
 voice, and is he tan.L;ht to nse this precions inslrnment 
 carefully ? 
 
 1 lieard a j^rown man say. "Phe son_i;s I learne<l in 
 my early life have ne\cr been forgotten. When hundreds 
 of miles awav from home these songs of childhood cc^nie 
 back, bringing with them untold happiness." 
 
 Make the children happ\' through uuisic. and keep 
 well in mind that tlu' inllnence of music pervades not 
 only childhood, but Ihe whole- of lile. 
 
 Suggestive songs for morning exercises: 
 
 1. I'\'ither. we Thank Thee. 
 
 2. Jesus r>ids us Shine. 
 
 3. ( iood Morning Song. 
 
 4. 'Jdie Lord is My Shepherd. 
 
 5. r.riug Them In. 
 
 (). lesus Is the Morning Star. 
 
 7. ( lod Is There. 
 
 S. ("hildrtMi, (irateful for Meeting. 
 
 September Songs : 
 
 1. CrasshopixM- (Ireeu. 
 
 2. See Millions <)i r.righl Raindrops. 
 
 3. The Song of the r>ee. 
 
 4. The Cobbler. 
 
si;i"n':Miii:K Xi 
 
 5. ( )iKV There was a I .illK- Kilty 
 
 6. Little I'oy \\\\\v. 
 
 7. The Little Miee are ( RH])iii.L;. 
 
 8. The l\-iniily. 
 
 9. A I atlK' W nodpeeker Am 1. 
 
 77/ 
 
 ('<>/ V. 
 
 1. Teaeh seale, aseeiidiiiL; and (k-seeiidiii^'. 
 
 2. Drill often in interval work, hei^inninji;" thus: 
 
 I , J, I. 1 , J, J. 1 . I . J. 3, I , ete. 
 
 3. Draw the slalT. teaehini;- lines, spaces, positions 
 
 of C, ete. 
 
 4. Insist upon soft, sweet tones. 
 
 DKAW I NC. 
 
 To (h^avv is the delight (d' the niajorits' of children. 
 Tlic crnde pictnres of the child's imagination represent 
 to him an entire story. 
 
 Me attempts lionses an<l trees and hills as well as 
 k)Conu)tives and wonderfnl ships. Shonld he not he 
 encouraged and assistecl in thus expressing; himself? 
 
 The Nature Stnd\ and tin- Literature can not he 
 well presented without the aid of illustrations, and from 
 these lessons also the drawiui; <>f the children uatmally 
 comes. 
 
 For the SeptcMuher work select the leaves that have 
 heen speciall\' studied and have them drawn. I lave chil- 
 dren ohserve carefully the sanu- points as in the ti-achini;" 
 lesson. 
 
 Draw stems havinc;- leaves arranged alternately ; also 
 those having- the opposite arrangement. 
 
34 FIRST SCHOOL YEAR 
 
 The painting of leaves and twigs in water colors. 
 
 For September chart work let there be a collection 
 of green leaves and flowers pressed and mounted, includ- 
 ing such as are given for special study. 
 
 WRITING. 
 
 The writing, as well as the language, is a part of 
 every lesson of the day, and is, therefore, taught in con- 
 nection with the other subjects. The children should be 
 supplied with lead pencils, without erasers, and pencil 
 paper. Slates may be used, but for many good reasons 
 the paper is preferable. 
 
 The forms of letters and words placed upon the 
 blackboard for copying should be several times the size 
 of ordinary waiting, and in the early writing lessons 
 children should be encouraged to make the forms large 
 upon the paper. 
 
 Children do not see things in the same way, any 
 more than grown people, and especially in regard to size 
 is this noticeable. Therefore we prefer paper without 
 lines and spaces, that they may have more freedom in the 
 written expression. 
 
 I heard two men discussing the size of the moon as 
 it appeared to them in the heavens. One said that it 
 looked the size of a wagon wheel, while the other saw it 
 the size of a dinner plate. Written forms on the board 
 appear of different size to different children. 
 
 Nothing but good forms should be given to the 
 children, and as the first writing is learned by imitation, 
 so the children by daily repetition of the same forms 
 gradually acquire a uniform size. 
 
 The necessity for all teachers using the same letter 
 
SEPTEMBER 35 
 
 forms in the primary grade will be readily seen ; there- 
 fore, a special system of penmanship should be adopted 
 and closely followed. 
 
 Children are generally more interested in writing a 
 word than in writing a single letter. 
 
 A child sees or draws a hill ; he wants to see the 
 crayon say it ; he wishes to write the word and his efforts 
 surprise you. The word ''hill" means something to him 
 and is much more interesting than h or i or 11 standing 
 alone. 
 
 There is a time, however, for the drill work on let- 
 ters as to form, and width, and height. 
 
 Someone says reading, spelling, language, and 
 writing are an organic unity, and it is economy of time to 
 know how to teach all while teaching one of them. 
 
 CONSTRUCTIVE WORK. 
 
 If you wish the children under your care to be happy, 
 let them ''make things." Before entering school little 
 hands have reveled in making clay marbles and mud pies. 
 Do not remove from them these pleasures, but direct their 
 hands now in the way of doing definite work. 
 
 The preparation of the clay is very simple. Direc- 
 tions may be found on each brick or package of clay 
 flour. 
 
 The teacher has an important part to perform in this 
 and every other lesson. It is her province to direct, to 
 encourage, and to help where necessary ; to make the 
 work pleasant and instructive, having in mind a definite 
 aim as to the result. Children must follow the leader 
 with eye and ear. 
 
36 FIEST SCHOOL YPJAR 
 
 In September the following obj-ects may be modeled : 
 Sphere, hemisphere, marbles, apple, peach, pear, lemon, 
 orange, etc. 
 
 The child's inventive power will soon assert itself, 
 and should be encouraged. He will find stems for his 
 apple. From the hemisphere he will construct a bird's 
 nest and model the eggs for it. He will change the 
 apple to an orange, peach or pear, and ask to model 
 something that is known only to himself. This is an 
 opportunity for the teacher to know better the child. 
 
 Cutting. 
 
 Circles, eggs, apples, etc. 
 
 Children early learn to draw around the tablets, 
 making for themselves many of the forms. 
 
 Folding. 
 
 Take the four-inch square. 
 
 1. Name the color. 
 
 2. Count the sides. 
 
 3. Count the corners. 
 
 4. Name the corners. 
 
 5. Fold the square, bringing the edges together, 
 
 as directed by teacher. 
 
 6. Name the form. 
 
 7. Show the edge of the book. 
 
 8. How many corners ? 
 
 9. Where is the outside? 
 
 10. What color is the inside? 
 
 11. Open the book. 
 
 12. Make a story for your book. 
 
 Many other questions will suggest themselves. 
 
 In another lesson the square is folded into four two- 
 
SEPTEMBER 3-;^ 
 
 inch squares and becomes a window, with four panes, a 
 large field made into four small fields. The children 
 observe and see new relations. They will make the fol- 
 lowing statements if questioned clearly. 
 
 The large field is four inches long and four inches 
 wide. 
 
 We made four small fields. 
 
 The small field is two inches long. 
 
 The small field is two inches wide. 
 
 There are two fields in one-half of the square. 
 
 Two fields and two fields are four fields. 
 2+2=4 
 2X2=4 
 Pasting. 
 
 ?\Iake borders of colored circles, teaching the stand- 
 ard color, shade and tint as early as practicable. 
 
 Give lessons showing arrangement. Have children 
 show standard color, tint and shade. Let number play 
 an important part in these lessons. 
 
 Sczi'iug. ' 
 
 Secure either the assorted threads, silkateen, or the 
 crewels. Buy the cards already perforated, and be care- 
 ful to have the perforations large. Thread the needles for 
 the children. 
 
 Patterns for Sezcing. 
 
 1. Single circle. 
 
 2. Double circle. 
 
 3. Apple and other fruit outlines. 
 
 4. Easy borders, consisting of vertical, horizontal 
 
 and oblique lines. 
 
38 FIEST SCHOOL YEAR 
 
 Here is an opportunity for teaching color, number, 
 and design. 
 
 Illustrations for September, either in color or pen 
 and ink. 
 
 FRUITS. 
 
 Apple, pear, peach. 
 
 LEAVES. 
 
 Maple, oak, horse-chestnut, apple, peach. 
 Drawing, tracing, and painting. 
 
 Some Suggestions. 
 
 The opening day of the primary school is a most 
 interesting and difficult one. It is the beginning of a 
 new life for the children who enter that day for the first 
 time, and a glad welcome should await them. 
 
 These first days call for skill and insight on the part 
 of the teacher. She can, by word and action, instil into 
 the heart and mind of the children a love for school life, 
 or create in them a dislike that may remain through life. 
 Let these first days be days of close companionship be- 
 tween teacher and children. Let the work be pleasant 
 and bright and never burdensome. There should be no 
 unhappy faces. It takes so little to .make children happy, 
 and there are so many avenues open for reaching them 
 that there should be no sad faces in the primary school. 
 To those who love and study children it is well known 
 that what is sweetest, best and noblest is brought out 
 through patience, sympathy and love ; and that it is only 
 as we enter into the closest relationship with them that 
 
SEPTEMBER 39 
 
 we reach and move that wonderful thing — a child's will. 
 Let all be done in a spirit of love. 
 
 These first days must be given largely to adapting 
 children to their new home. How shall this be done? 
 Let the children tell you of their own homes, of what 
 they do and what they most enjoy. Lead them through 
 conversation lessons to feel that this new home belongs 
 to all and to each of them ; that it must be taken care of 
 just as the home from wdiich they have come, and that 
 each one has a part in taking care of it and making it 
 beautiful ; that the management of the whole depends 
 upon the united efforts of all. 
 
 Do not notice mistakes in the early days. It takes 
 time to make the transition from the home to the school. 
 In a short time the children become accustomed to their 
 new surroundings and are glad and willing to do their 
 part in working out your plans. Help them to adapt 
 themselves to their new surroundings. In the very 
 simplest things, directing is ne'cessary. They must be 
 taught how to rise from their seats, how to stand, and 
 how to sit; how to pass to and from class so as to save 
 time and promote good order ; how to use the right and 
 left hands ; how to find place and direction, etc. 
 
 How shall all this be done? It takes time, and the 
 teacher may feel that she can not afford it. Take it now 
 and you will save it in the future. 
 
 FINDING PLACE. 
 
 Try the following for finding place : Show me the 
 right hand ; the left hand : the right foot ; the left foot ; 
 the right side of the desk ; the left side of desk ; the top 
 of desk ; the center of desk. 
 
'ID 
 
 i''ii{S'r sciiooi. \\].\\i 
 
 Wo call (lie tollovviiiL; "llic Hay of tlu- i'cnril:" 
 ("liildrcn may lake llu- pencil in the lii^lil hand; as I talk 
 move the pencil; llie pencil is on, nnder, over, helow, at 
 die rii^lil side, al Hie Ud'l si<K-. in llie centiT of, in llie 
 nnddle of rii^lit side, in the middle of lefl side, middle of 
 I rout (mImc, nnddle of hack ed,L;e, npper rii^hl hand corner, 
 lowcf ri<-hl liand corner, npper lefl hand I'orner, lower 
 Ud'l hand corner of (he desk. 
 
 ( Inldreii enjo\ doin^ (hese ihin^s. and the far-sccini:;" 
 leacluM knows how snch <h*ills will tend toward j^tmxI hah- 
 ils and lighten llie work of coming; da\s. Ver\' soon she 
 can sa\' lo her class, "Show me (he npper left hand cor- 
 nel", r.e^in Nonr woik (heiH." ( hildren nnderstand and 
 rcipiii'e no Imlliei (lirec(ions. 
 
 I III': (AUDI NAI, I'OI N IS. 
 
 I .e( (he cardinal poin(s he fixed l)y some iiUerestini,^ 
 device. 'I'his will illiisdale: hid \(tn see tin- snn rise this 
 mornini^? Wlici-e? Let iis point with (he y\i^h\ hand to- 
 ward (he j)()int where it rose. What shall we call it? 
 I'!ast. 1 )o \(»n e\i'r watch it _l;() out of siL;ht in the even- 
 ing? W here? What shall we call that? West. 
 
 Where are all (he hirds which were here (hroni;h 
 (he summer? Some child will say, "They have ^onc 
 South, where i( is warm." W ha( direcMion have you no- 
 (ici'tl (hem llNini;? Le( ns siiii;, "Wlu'ie 1 )o All (he 
 r.irdies ( io ?" and poin( (ovvard llu- Son(h as we sini;. 
 
 Now let us stand and extend the riL-Jit hand toward 
 the l''ast,or where the snn rist\s, and (lie k ft hand toward 
 (lu- i)laci' where it sets. 
 
 Wha( direclion is hehind us? .South. \ow. (lu're 
 is anodier dii-ectiou in which we are (dl lookini-. r»v 
 
SEPTEMBER 41 
 
 questioning as to where the cold winds come from you 
 will get them from the children, North. 
 
 Teach this stanza : 
 
 Whichever way the wind dcth blow 
 Some heart is glad to have it so ; 
 Then blow it east, or blow it west, 
 The wind that blows, that wind is best. 
 
 These general exercises bring out the timid children, 
 and are an excellent means of getting them to feel easy 
 and at home in their new surroundings. This first year 
 should be to the child an ideal school home, to which 
 he comes daily, not because he must come, but because it 
 is a place wdiere he is happy in having a part in the work, 
 and in having the feeling that school will not be complete 
 without his presence. 
 
 THE SCHOOL HABITS OF THE FH^ST YEAR. 
 
 "The usefulness of the school consists in the forma- 
 tion of good habits." So, in the first year the aim should 
 be to direct and help the children to form such habits as 
 may be followed throughout life. The time taken for 
 this training means more to the child than all the in- 
 formation he accjuires. 
 
 As the teacher faces a crowded room representing 
 nearly as many families as there are children, each hav- 
 ing his peculiar home hahils and natural characteristics, 
 the situation is a perplexing one. Even though it has 
 been met many times, the surroundings are never just 
 the same. 
 
 There are habits to be formed which afifect only the 
 child concerned ; there are others which relate to the 
 good of the whole school. 
 
42 FIRST SCHOOL YEAR 
 
 HABITS RELATING TO THE SCHOOL COMMUNITY. 
 
 The most important, perhaps, is the habit of re- 
 specting the rights of the other children. I'here are 
 many things which are not wrong in themselves, which 
 nevertheless cannot be permitted in the school. 
 
 The little child does not understand this. He has 
 not been restrained hitherto. He has been a noisy, happy 
 little creature, never still for a moment. He has, per- 
 haps, been the indulged child, whose every wish has 
 been gratified. Now the bold, impetuous ones and the 
 timid and tearful are all brought together for the first 
 time, and all is changed. They all belong to one family, 
 in which each one must respect the rights of his neighbor 
 
 Each must be taught that running, talking, sing- 
 ing, etc., are not wrong in themselves, but there must be 
 a time for these and all other exercises ; that his own 
 rights must be respected, and therefore he must respect 
 the rights of every other child. 
 
 ( In connection with this teach school culture^ I do 
 not see why in this or any other grade children should 
 not be systematically trained to observe the little acts of 
 courtesy which are so pleasing. To remove hats when 
 coming into the room, to hold them in their hands until 
 they pass out of the room, to lift the hat when they meet 
 you, to avoid passing in front of others and to apologize 
 when it becomes necessary, to receive favors with 
 "Thank you," to cultivate a pleasant tone of voice, to be 
 considerate one toward another, to help in keeping desk 
 and schoolroom in order, to be cleanly in person and 
 careful of clothes are among the habits that should be 
 formed. 
 
SEPTEMBER 43 
 
 Not less important are habits of observation, atten- 
 tion, industry, obedience, kindness, gentleness, and help- 
 fulness. Show pupils how they may help one another, 
 and that each little child must be on the alert to give as- 
 sistance to some other child who is in need of help. And 
 lastly, teach the child to be self-reliant, to have confidence 
 in his own strength, and do everything that he possibly 
 can without assistance. Instead of directing their ef- 
 forts we often hinder their progress by giving unneces- 
 sary or unwise help. 
 
 Morning Prayers for Little Children. — Selected. 
 
 I. 
 Dear Jesus, I come with the morning light, 
 To ask thy hand to guide me aright. 
 Keep me from sinning and show to me 
 How a little child may be helpful to thee. Amen. 
 
 II. 
 
 Keep my little voice today, 
 Keep it gentle while I pray ; 
 Keep my hands from doing wrong, 
 Keep my feet the whole day long. 
 Keep me all, O Jesus mild, 
 Keep me ever thy dear child. 
 
 III. 
 We thank thee for our daily bread 
 And all the blessings on us shed. 
 We pray thee fill us with thy love. 
 And guide us to our home above. 
 
 Father, send on us thy blessing. 
 
 As we come to thee in prayer; 
 Let us feel that thou art near us, 
 
 Keep us in thy tender care. 
 
44 FTRST SCHOOL YEAR 
 
 Lord, Ave come to thee for blessings, 
 Which thou only canst bestow; 
 
 Grant us all new hearts, clear Father, 
 Grant that we like thee may grow. 
 
 V. 
 
 Jesus, merciful and mild, 
 Hear my prayer, a little child; 
 While I try to pray to thee 
 Look in mercy down on me. 
 
 Good Night Poem. 
 
 Good night, good night, 
 Fast fades the light. 
 But still God's love 
 Shines from above, 
 Making all bright, 
 Good night, good night. 
 
OCTOBER NATURE STUDY. 
 These autumn days are rich in opportunity for 
 nature teaching. Flowers are daily becoming rarer, the 
 leaves have almost fulfilled their mission, but autumn 
 fruits and seeds take their place and tell the story of 
 nature's completeness, and through the seemingly life- 
 less seed the beautiful lesson of life is taught. 
 
 SEEDS. 
 
 The children are encouraged to bring many varieties 
 of seeds together for study ; to tell all they know of their 
 uses. Let the first thought be that through the seed the 
 plant reproduces itself ; that every perfect seed, whether 
 large or small, has in it the life element ; that people and 
 animals could not subsist without the seed as a food. 
 
 Show how nature has planned for the distribution 
 of seeds ; that wind and water have their parts as well as 
 man and animals. Have pupils notice carefully the re- 
 semblance and differences in seeds and the characteristics 
 of common ones. How such seeds as the thistle and dan- 
 
 45 
 
46 FIRST SCHOOL YEAR 
 
 delion will float upon the water and be borne great dis- 
 tances. 
 
 These and other seeds have special attachments by 
 which they are carried far away from the parent plant. 
 The maple seed has a wing, the dandelion a tuft of fine 
 hair, the baby milkweed a gown of silk, by which attach- 
 ments the wind carries them miles away. 
 
 Some seeds have hooks, others are found inside of 
 burs by which they attach themselves to whatever they 
 come in contact with ; for example, sheep, cow% and dog, 
 and are thus disseminated. 
 
 As the leaves of the horse-chestnut and oak were 
 selected for September, so the nuts of these trees are 
 given for special study. 
 
 The last week of the month is given to the study of 
 the Indian corn, which has been selected as a type in the 
 seed work of the first year. 
 
 SEEDS AND THEIR DISTRIBUTION. 
 
 I. Uses of Seeds. 
 
 1. Reproduction of ])lant. 
 
 2. A food for man and animals. 
 II. The Parts of the Seed. 
 
 ' man. 
 animals, 
 'ater. 
 
 III. Distribution of Seeds 
 
 r 
 
 nd. 
 
 IV. Planting of Seeds. 
 
 1. Preparation of soil. 
 
 2. Condition of soil. 
 
 3. Conditions for growth. 
 
 4. Seeds planted in the spring. 
 
OCTOBER 47 
 
 5. Seeds planted in autumn. 
 V. The Gathering of Seeds. 
 I. By man. 
 2, By animals. 
 
 SPECIAL STUDY INDIAN CORN. 
 
 Have the entire plant before class. 
 
 I. Study plant as a whole ; height, thickness, 
 joints, roots, arrangement of leaves, posi- 
 tion of ear, tassel, and silk. 
 II. Study Plant as to Parts. 
 
 1. Take each part of the plant, leading the 
 
 child to see for himself how the per- 
 fect grain comes from the harmonious 
 working of all the parts. 
 
 2. Notice length and width of leaves and 
 
 their venation. 
 
 III. The Dry Stalk. 
 
 1. Examine outside — inside. 
 
 2. How fiber differs from pith. 
 
 3. Compare with wood, having a cross- 
 
 section. 
 
 4. Compare bark of wood with fiber. 
 
 5. Compare rings with pith. 
 
 6. What the rings mean in the section of 
 
 wood. 
 
 IV. The Ear. 
 
 1. Arrangement of kernels. 
 
 2. Number of rows ; odd or even. 
 
 3. Varieties of corn. 
 V. Uses of Corn. 
 
 I. Ground for meal. How prepared? 
 
48 FIRST SCHOOL YEAR 
 
 2. Hominy. How i)rc])ared? 
 
 3. Boiled on, cob. Canned. 
 
 4. Corn starch. 
 
 5. Food for animals. 
 
 6. Use of husks. 
 
 7. Use of stalks. 
 VI. Cultivation. 
 
 1. How is it planted? 
 
 2. Process of cultivation. 
 
 3. Husking", storing, shelling. 
 
 4. Why called Indian corn? 
 
 5. How cultivated by the Indians? 
 
 WINDOW BOXES. 
 
 Geranium cuttings may be put into bottles of water in 
 September and in a few weeks will iiave a cluster of tiny 
 rootlets. 
 
 Make window boxes about one foot deep and set 
 out the cuttings. With care a winter bed will brighten the 
 schoolroom and furnish material for observations. 
 
 Other boxes may be planted .with nasturtium or 
 morning glory seed. 
 
 Children observe the rapid growth in the room and 
 work out the reasons. 
 
 Notice that the morning glory puts forth its flowers 
 when three or four inches high, and before it begins to 
 vine. 
 
 Clusters of nasturtiums may be put in jars of water. 
 If cared for they will continue to grow and bloom for a 
 long time. 
 
 Encourage children to bring their own plants and 
 to assist in their care. Thev will observe that good soil, 
 
OCTOBER 49 
 
 light, moisture, sufficient heat, cleanUness and regular 
 care are necessary to produce healthy plants. 
 
 Even young children can not fail to understand that 
 the care of their own bodies does not differ essentially 
 from that of the plants and that Mother Nature is most 
 exacting in her demands. 
 
 II. LITERATURE AND HISTORY. 
 
 From Longfellow's Hiawatha simplify and adapt the 
 story of Mondamin. As a preparation for this beautiful 
 Indian legend the following ma}- be suggestive : 
 
 1. Picture of Indian chief. 
 
 2. Picture of Indian children. 
 
 3. Wigwam. 
 
 4. Stories of Indian life. 
 
 5. Illustrations of Indian life. 
 
 6. Condition of our country when discovered. 
 
 7. The Indian's power of endurance. 
 
 THE STORY OF MOXDAMIX. 
 
 Word pictures and illustrations : 
 
 1. Ossea, the "Son of the Evening Star." 
 
 2. The tent in the forest. 
 
 3. His love for nature. 
 
 4. What he saw each day. 
 
 5. The coming of Mondamin. 
 
 6. The wrestling of Ossea and Mondamin. 
 
 7. The victory of the boy. 
 
 8. The grave of INIondamin. 
 
 9. The coming of the corn. 
 
 10. The mvsterv revealed to the bo v. 
 
50 FIRST SCHOOL YEAR 
 
 II. The (ircat Spirit's rich i2:ift, Mondamin ; the 
 nation's food. 
 
 The I^lanting- of the Cornfield is to be prepared in 
 the same manner. This Hterature from Indian Hfe gives 
 the children an insi<:^ht into the characteristics of another 
 race. History now forms an interesting^ study, as the 
 children hear for the first time of the discovery of their 
 country and the finding of this race of people ; of how 
 they lived ; of the finding of the corn. Tell them of the 
 rude methods of cultivation by the Indians, and have them 
 compare with modern methods. Let them draw their own 
 conclusions. 
 
 The Dandelion Cycle. 
 ''Pretty little Goldilocks, shining in the sun, 
 Pray what will become of you,- when the summer's done?" 
 
 ' * Tlien I '11 be old Silverhead, for, as I grow old. 
 All my shining hair will be white, instead of gold. ' ' 
 
 * ' And where rests a silver hair that has blown from me, 
 Other little Goldilocks in the spring you'll see!" 
 
 "Goldilocks to Silverlocks, Silverhead to gold. 
 So the change is going on every year, I 'm told. ' ' 
 
 Teach this poem : 
 
 Only a little seed. 
 
 Very small indeed, 
 
 Put it in the ground, 
 
 In a little mound, 
 
 Wait and see 
 
 What it will be. 
 Stories : 
 
 1. "Seedlings on the Wing," Cat Tails. 
 
 2. "The Little Brown Seed." 
 
 3. "The Chestnut Boys," Child's World. 
 "4. "The Stolen Corn," Grimm. 
 
OCTOBER 51 
 
 Bed in Summer, 
 
 In winter I get up at night, 
 And dress by yellow candlelight ; 
 In summer, quite the other way, 
 I have to go to bed by day. 
 
 I have to go to bed and see 
 The birds still hopping on the tree, 
 Or hear the grown-up people's feet 
 Still going past me on the street. 
 
 And does it not seem hard to you. 
 When all the sky is clear and blue, 
 And I should like so much to play. 
 To have to go to bed by day? 
 — From ' ' A Child 's Garden of Verse, ' ' by permission of Rand, 
 McNally & Co. 
 
 III. NUMBER. 
 
 To make the number lessons interesting and profit- 
 able with little children requires much in the way of de- 
 vices. The work is a building-up process, new numbers 
 being added to the structure each month. 
 
 Throughout the year the same general plan will be 
 seen in the outlines, but it will be necessary for the 
 teacher to find new ways of presenting the work. 
 
 NATURE NUMBER. 
 
 Count the leaves on the cornstalk. 
 
 How many are green ? 
 
 How ma'nv are brown? 
 
 Count the joints on the cornstalk. 
 
 How many large roots? 
 
52 FIEST SCHOOL YEAR 
 
 How many small ones ? 
 
 Are there more large roots or small ones? 
 
 Mary may find the tassel. Show me one part ; an- 
 other, until all are counted. 
 
 Let us look at the ear. Wlio will tell us something 
 about it? Teacher, lead the children to speak of the 
 rows. 
 
 Let us take out one row. Children, count as teacher 
 removes grains. 
 
 Now we will count the remaining rows. Each one 
 get an ear and find out how many rows of grain there 
 are on the cob. 
 
 Name all the varieties of corn you can think of. 
 What kinds furnish food for man ? For animals ? 
 
 COLOR WORK. 
 
 Color enters into the work of the first year, and has 
 its place largely in the number lessons. Children should 
 be taught early to recognize and distinguish the primary 
 colors ; to know something of shades and tints ; to ar- 
 range circles, triangles, and rectangles into beauty forms. 
 
 This is the ''color work," and it is most fascinating 
 to children. Through the bright circle and the square 
 the dry facts of number are made things of beauty. The 
 educational value is readily seen ; children get not only 
 number, but form, color, harmony, and arrangement. The 
 well arranged color lessons strengthen the habits of at- 
 tention, interest, industry, neatness, and cleanliness. 
 
 Ask for the half of four. Give each child four bright 
 circles and he readily tells you. Have the circles mounted 
 with the statement belc ■^^^ ^ of 4 circles = 2 circles. 
 
OCTOBER 53 
 
 THE RECTANGLE. 
 
 The rectangle work becomes a pleasure when con- 
 structed with colored squares. Beginning with the square 
 inch build up the rectangle 4x1 or 2x2, using either two 
 harmonious colors or different shades or tints of the 
 same color. 
 
 What is the result? The children express just what 
 they have done. 'The rectangle is four inches long and 
 one inch wide; it has four square inches. The rectangle 
 is two inches long and two inches wide." 
 
 Let there be frequent use of the foot ruler. Measure 
 at the sand table a garden bed two feet long and one foot 
 wide. Compare this with another bed four feet long and 
 two feet wide. What is the difference in length? In 
 width? In area? 
 
 Make all work interesting and practical. "Let things 
 that have to be done be learned by doing them." 
 
 OUTLINE OF NUMBER LESSONS FOR OCTOBER. 
 
 1. The perception of the number as a whole. Four 
 
 apples ; eight nuts ; six boys ; ten leaves. Pic- 
 ture representations of groups of four. 
 
 2. Combinations and separations. Children make 
 
 all discoveries bv means of objects, ^ of 4 ; 
 i of 4; i of 6. 
 
 3. The figures i, 2, 3, 4, etc. The words one, two, 
 
 three, etc. 
 
 4. Abstract work growing out of the concrete. 
 
 5. Science problems about trees, leaves, seeds, nuts, 
 
 squirrels, etc. 
 
 6. A line six inches long. Compare this line with 
 
 a line three inches long; two inches long. 
 
54 FIRST SCHOOL YEAR 
 
 7. TIk' s(jiuire inch. 
 
 8. The rectangle 4 X i ; 2 X, i . Compare. 
 
 9. The area of these pectanoles. 
 
 10. Comi)are rectangle with triangle. 
 
 11. Liquid measure. Dry measure. 
 
 12. P)U\ing and selling. 
 
 13. Making October calendar. 
 
 IV. LANGUAGE. 
 
 NEW WORDS. 
 
 Each day should add new words to the child's vo- 
 cabulary. l*>om the stories told to the children in con- 
 nection with the nature and literature studies these words 
 are selected. They are written upon the blackboard for 
 class drill in recognizing words, and for written or seat 
 work afterward. 
 
 The number of words given depends altogether upon 
 the interest the children take in their work, and the man- 
 ner in which it is presented by the teacher. 
 
 The October list should include such w^ords as the 
 following : Seed, coat, wheat, corn, stalk, acorn, walnut, 
 chestnut, dandelion, milkweed, tlour, meal, mill, roots, 
 joints, the name of the month, the names of the days of 
 the week, the names of colors as seen in nature and as 
 used in number work, etc. 
 
 To have children become familiar with the written 
 word and later the printed one requires skill, patience 
 and tact on the part of the primary teacher. Indeed this 
 work may become mere drudgery unless it is made at- 
 tractive and interesting by the use of good devices. The 
 following are suggestive. 
 
OCTOBER 55 
 
 1. Build a wall. Write a word on each brick. Chil- 
 
 dren see how many they can name. Children 
 sns^gest words or use the same device for seat 
 work. 
 
 2. Build steps on board. Tut difficult words on steps. 
 
 Children go up and down, naming all words. 
 Arrange sentences in same way. 
 
 3. Make a wheel. On each spoke write a word. 
 
 How many can go around the wheel ? 
 
 4. Draw a winter tree. On each limb write a word. 
 
 Children can take away the words. 
 
 5. Write action words — walk, skip, cry, sing. Chil- 
 
 dren perform action. 
 
 6. Teacher place words promiscuously on board. 
 
 Dictate a short sentence. Children find words 
 to build the sentence. 
 
 7. Write short sentences, as 
 
 Show me your hand. 
 Show me a pencil. 
 Show me a red dress. 
 Show me a green leaf. 
 
 BOOK.MAKING. 
 
 8. Make booklets for children. Material, manila or 
 
 heavy paper for back, and tablet paper for the 
 leaves. Tie with bright silkateen. Illustrate 
 the cover simply. 
 As soon as children are able to write allow them to 
 put the words or sentences into these books. The little les- 
 sons mean so much more if preserved day by day. En- 
 courage their efforts by putting in a star or a tiny pic- 
 ture here and there. 
 
56 FIKST SCHOOL YEAR 
 
 These books are helpful in many ways. They save 
 material, show the daily work and progress, do away 
 with loose papers, and are really a labor-saving device 
 in the end. When filled the child takes his book home. 
 
 WEATHER RECORD. 
 
 The children keep in their tablets a weather record 
 which may be in this form : 
 
 This is a bright Monday, a rainy Tuesday, a cloudy 
 Wednesday, etc. 
 
 These records are frequently read at the end of the 
 week. That the sentence should begin with a capital let- 
 ter and end with a period, that the first letter of the days 
 of the week and of the months should be a capital should 
 be permanently fixed. 
 
 These new words should stand out as mental pictures 
 in the minds of the children. They should be used first in 
 oral expression, then in the written. Have the best oral 
 expression printed for the reading work, giving each 
 child a copy. The printing may be done by boys in 
 higher grades. 
 
 Printed stories, such as 
 
 THE SEED. 
 
 1. We planted the seeds in the garden. 
 
 2. The wind plants seeds. 
 
 3. Milkweed seeds have wings. 
 
 4. We blew the milkweed seeds. 
 
 5. The birds plant seeds. 
 
 6. The water plants seeds. 
 
 7. Sheep carry seeds in their wool. 
 
OCTOBER 57 
 
 THE CORN. 
 
 1. We measured the cornstalk. 
 
 2. The cornstalk was seven feet high. 
 
 3. The corn has many roots. 
 
 4. The corn has long leaves. 
 
 5. The corn has a tassel. 
 
 6. The corn has ears. 
 
 7. We use the corn for food. 
 
 8. The Indians first planted corn. 
 
 9. They called the corn Mondamin. 
 
 10. Which kind of corn do you like best? 
 
 11. We like pop corn best, 
 
 IV. THE ARTS. 
 Music. 
 
 THEORY. 
 
 1. Scale work. 
 
 2. Continue interval work, i, 2, 2, I. i, 2, 3, 2, i. 
 
 I, 2, 3,4, 3, 2, I. 
 
 3. Do all the individual work possible. 
 
 4. Encourage children's singing alone. 
 
 5. Change the pitch frequently. 
 
 OCTOBER SONGS. 
 
 1. Good Morning, Dear Children. Opening 
 
 exercise. 
 
 2. Where Do All the Birdies Go? 
 
 3. Little Birdie in a Tree. 
 
 4. Come, Little Leaves. 
 
 5. The Little Leaves on the Maple Trees. 
 
58 FIRST SCHOOL YEAR 
 
 6. Dobbin Colt. 
 
 7. Linger Song — Shut Them Open, 
 
 It is the intention to add songs each month which 
 are suggestive of the time of the year and appropriate 
 to the needs of the school. 
 
 DRAWING. 
 
 Teacher's illustrations : 
 
 1. Drawing of common seeds, bean, corn. 
 
 2. Drawing of common nuts. 
 
 3. Drawing seeds having appendages, as dande- 
 
 lion, milkweed, and maple. 
 
 4. Drawing of the corn plant, showing position of 
 
 root, stems, leaf, ear, blossom, and tassel. 
 
 6. Illustrate the planting of the cornfield. 
 
 7. Let the children illustrate the stories. 
 
 8. Teach them the drawing of several seeds and 
 
 nuts. 
 
 9. Have the walnut and acorn painted in water 
 
 colors. 
 
 SUGGESTIVE PICTURES. 
 
 1. The Shepherd and the Sheep. 
 
 2. The Picture of a Cotton hleld. 
 
 3. The Harvest. 
 
 4. Animal pictures. 
 
 WRITING. 
 
 1. The writing of words. 
 
 2. The writing of sentences. 
 
 3. Forms of letters, capital and small. 
 
OCTOBER 59 
 
 4. Special drill on the simplest of the small let- 
 
 ters, i, o, t, u, n. 
 
 5. Blackboard writing. 
 
 6. Writing easy words from dictation. 
 
 CONSTRLXTI\E WORK. 
 CLAY MODELING. 
 
 Continue the modeling of objects based upon the 
 first type form. 
 
 ]\Iodel the cube : 
 
 1. Compare with the sphere. 
 
 2. Find number of surfaces. 
 
 3. Find number of corners. 
 
 4. Compare faces or surfaces with the surface of 
 
 the sphere. 
 
 5. Children show (round) curved surface. 
 
 6. Children show flat surfaces. 
 
 7. Apply these tests to objects in room. 
 
 8. Have the children name flat surfaces they can 
 
 think of but cannot see ; curved surfaces. 
 
 jModel objects based on cube, bar of soap, trunk, 
 chest, coffee-mill, steps, book, car, etc. 
 Cutting. 
 
 Give the children inch-square tablets and paper. 
 Show them how to place the tablets and draw around 
 the edge of tablet ; cut out the squares. 
 
 How many will it take to cover the faces of the clay 
 cube ? 
 
 Show picture or drawin-g of the wigwam. Chil- 
 dren cut wigwams of different sizes. 
 
 Cut one for ]\Iondamin. Cut one for the chief. 
 
60 FIRST SCHOOL YEAR 
 
 |-()ij)iNc;. 
 Take tlic four-inch s(|uare. 
 
 1. I'\)ld a book. 
 
 2. I'\)l(l the opposite way, makin<T^ four \viii(k)ws. 
 
 3. k\)kl u])])er rii^lit and upper left corner to 
 
 nii(klle of the square. Form a tent. 
 
 4. k^)kl the remainini^ corners to the middle of 
 
 the s(|uare. lv)rm the envelope. 
 
 5. Turn each corner face to edije. l^'orm picture 
 
 frame. 
 I\isfin<^. 
 
 l)orders made from the inch squares are very pretty 
 if the colors are well selected. Then alternate the circle 
 and the scjuare inch, fixinj;^ these forms by noticing their 
 differences. 
 
 I'orders made from circles and inch scpiares are 
 pretty and again emphasize the forms by their differences. 
 
 These forms may all be done with pen and the color 
 marked. 
 
 Illustrations for ()ctol)'er: 
 
 1. Indian corn. 
 
 2. Wigwam. 
 Scicliii:;. 
 
 1. .\utumn leaves. 
 
 2. 'l\Mits. outlined and ])erforate(l. 
 
 3. Kasv borders, representing fences ; straight 
 
 lines, zigzag lines. 
 M omit ill i^. 
 
 Collect antunin leaves. Tress and mount upon black 
 muslin or paper. Wm will have a beautiful bc^rder for 
 the November da\s. 
 
.^ 
 
 
 I. NATURE STUDY. 
 
 The preparation for winter, and a spirit of thankful- 
 ness for nature's bounteous j^ifts and all other blessingi^s, 
 are the underlying" thoui^hts for the month of November 
 Thou,c:h flowers and leaves are no more seen, though 
 skies are dull, there is no reason why November should 
 not be one of the most interesting months of the year. 
 
 APrROACII 0|- WINTER. 
 
 The children who have lived with nature from bud 
 and ilower to seed cannot fail to see the perfection of 
 her plan. The trees clad in the sober garb of winter 
 with well wTapped buds, the use of the fallen leaves as a 
 protection for flowers, seeds and roots, the coming of 
 Jack Frost and snow, all herald the ap])roach of winter. 
 In their observations they see the same preparation by 
 insects, worms and animals. Ants and bees have stored 
 away their winter's food ; the caterpillar has made its 
 cocoon and has already begun the long winter's sleep. 
 
 Tell the children, if they are not al:)le to find out for 
 themselves, of the careful preparation made by animals 
 as regards clothing and a winter habitation ; that some 
 
 61 
 
62 FIRST SCHOOL YEAR 
 
 put on their warm winter clothes just as we do, while 
 others, as the frog, turtle, and snake, lie dormant through 
 the cold weather. 
 
 MIGRATION OF BIRDS. 
 
 The migration of the birds is a subject interesting to 
 everv child. Some of the familiar birds have gone ; chil- 
 dren have been watching them as they disappear, either 
 singly, in pairs, or in flocks. Other birds stay with us all 
 the winter. Take time each day to talk about these 
 things. Let the children give their opinions. Why do 
 some birds go South? Why do others stay? Which 
 go first? Which stay with us longest? How do they 
 travel? Do they change their clothes? Why? Will the 
 children not understand that as nature and animals are 
 making preparation for a period of rest, so mankind 
 must also make provision for the winter, and that he 
 must draw his supplies from the abundance of nature? 
 
 PREPARATION FOR WINTER. 
 
 I. Nature's Preparation. 
 
 I. Preparation of trees and plants. Leaves 
 are dropped, buds are coated, wood 
 hardens, sap goes to roots. 
 IL Insects' Preparation. 
 
 1. Spin cocoons; bury themselves. 
 
 2. Store food underground. 
 in. Animals' Preparation. 
 
 T. Shed coats and get warmer coverings. 
 
 2. Store away food for winter. 
 
 3. Sleep during the winter. 
 
NOVExvIBER 63 
 
 IV. Man's Preparation. 
 
 1. Storing away of food 
 
 2. Fuel, coal and wood. 
 
 3. Warmer clothing. 
 
 V. Migration of Birds. 
 
 ^ ... { Climate 
 
 I. Cause 01 nns:ration. -l -^ 
 
 'fe' 
 
 Food Supply. 
 
 Which leave first ? 
 
 ^ , . . . Which leave last ? 
 
 2. Order of migration. -^ ,,,, . , , . 
 
 W hich travel alone ? 
 
 In pairs. In flocks? 
 
 ^ r r.- , i Rapidity. 
 
 3. Stages of flight. \ „,/ / ... , ^ , ^ 
 ^ ^ ) \\ hen ? \ ight or day ? 
 
 4. Sounds made during flight. 
 
 5. Peculiarities of birds in flight. 
 
 By sea. 
 
 6. Routes of migration. 
 
 By mountain. 
 By valley. 
 Bv river. 
 
 OBSERVING THE TREES. 
 
 7. Change in appearance. 
 
 8. Change in habits. 
 
 9. Select several familiar birds for observation 
 
 until the time of migration. 
 
 II. LITERATURE AND HISTORY. 
 
 During the month of November historical literature 
 becomes the center of interest. This should be a glad 
 and fruitful time for story-telling. The history of the 
 brave people who left their own homestead and went to 
 Holland, their return to England, the voyage of the 
 
64 
 
 FIRST SCHOOL YEAR 
 
 ^Nfayllower and the laiuliiii;- at Plymouth Rock, open up 
 a new world of interest to these first-year children. 
 
 Tell them of the hardships which these people en- 
 dured in their new home ; of sickness, and famine, and 
 trouble ; of their relation to the Indian, and the assistance 
 which thev received from the red men of the forest. Let 
 
 Tin: i'KiiAr^ 
 
 them feel well acquainted v/ith Squanto and with 
 Samoset, the great Indian chief. 
 
 Tiring out the child life in this history work. How 
 these children spent their time. Stories about their home 
 customs, schools, and church, their toys and games. How 
 the boys helped their fathers to clear the land and plant 
 the corn, while the girls helped the mothers to cook and 
 spin. Tell of the queer names given to these little chil- 
 
NOVEMBER. 65 
 
 dren — Thankful, Sunshine, Desire, Patience, Hope. 
 Compare the Ufe of a Puritan child with that of a child 
 of the present time. 
 
 No fairy tale is more interesting than the story of 
 the first Thanksgiving feast. Allow .the children to sug- 
 gest what the food would be. Tell all about this eventful 
 time ; that it lasted three days, a new program being 
 arranged for each. Not only religious services were 
 held ; there were many games of running, and leaping, 
 and jumping, and through these festivities the good-will 
 of the Indian was gained. 
 
 To this feast came King Massasoit with ninety of 
 his warriors, invited guests. Picture these Indians 
 marching into the village, dressed in their gayest clothes, 
 with painted faces, and wearing their longest feathers. 
 Show the picture representing the Indians' contribution 
 of five deer to the feast. 
 
 In conclusion, lead the children to understand, in a 
 measure, the significance of the Thanksgiving festival of 
 today, to feel a spirit of thankfulness, and to show this 
 gratitude by giving and doing for otheres. 
 
 THANKSGIVING WORK. 
 
 I. Meaning of Thanksgiving. 
 
 1. It is a harvest feast. 
 
 2. A day for giving thanks for all blessings. 
 
 3. A day of family reunions. 
 
 4. An important historical day. 
 
 5. An American holiday. 
 II. Historical Literature. 
 
 1. The Pilgrims in England. 
 
 2. The Pilgrims in Holland. 
 
66 FIRST SCHOOL YEAR 
 
 3. The voyage to America. 
 
 4. The landing — Plymouth Rock 
 
 5. The first winter. 
 
 6. The first Thanksgiving. 
 
 7. A. Thanksgiving Story, American Pri- 
 
 mary Teacher, November, 1897. 
 
 8. "Stories of Colonial Children." 
 
 Stories. 
 
 1. "Tlie Crane Express," Child's World. 
 
 2. "The Fan-tail Pigeon," lb. 
 
 3. ''Jack and Jenny Sparrow," lb. 
 
 4. ''The Thrifty Squirrels," lb. 
 
 5. "The Origin of Birds," Indian Myth. 
 
 6. "The Squirrels," All the Year Round. 
 
 7. ' ' Mr, and Mrs. Chipmunk, ' ' lb. 
 
 8. "How the Chipmunk got the Stripes on his Back," lb. 
 
 9. "Yearly Travelers," lb. 
 
 10. ■ ■ Winter Quarters, ' ' lb. 
 
 11. "History Stories," Mara Pratt's History. 
 
 12. " Massasoit, " Alma Burton's History. 
 
 18. "How Patty Gave Thanks," Child's World. 
 14. "Pearl and Her Pigeons," lb. 
 
 Good-By, Little Flowers. 
 
 Hark! through the ])ine boughs 
 
 Cold wails the blast. 
 Birds south are flying, 
 Summer is dying. 
 
 Flower time is past. 
 
 Cold are November skies, 
 
 Sunless and drear, 
 Goldenrod, eyelids close; 
 Asters, tuck in your toes; 
 
 Winter is here. 
 
NOVEMBER 
 
 "Goo(l-l)y. little fl()^Yers! 
 
 The icy Avinds sing; 
 Snow, blanket them over 
 Sleep -well, little clover. 
 
 1 
 
 1 
 
 
 ■ 
 
 1 
 
 1 
 
 
 ■ 
 
 ■ 
 
 1 
 
 1 
 
 • FKaSPS' 
 
 i 
 
 j 
 
 1 
 
 ^m 
 
 r ^ ^1 
 
 BHF^j^B 
 
 p^ 
 
 m^^ 
 
 ''3'' ' — 
 
 "' 
 
 
 
 
 vlH 
 
 H^^HRi 
 
 l. 
 
 
 
 
 
 
 
 
 
 PLAYING THE FIRST THANKSGIVING DINNI:R. 
 
 November Poems. 
 Trees brown and bare, 
 Dry leaves everywhere 
 Dancing up and down. 
 Whirling through the air. 
 
 Eed-cheeked apples roasted, 
 
 Pop-corn almost done, 
 Toes and chestnuts toasted — 
 
 That's November fun. 
 
 Thanlsgiving Song. 
 The happy thank-you day has come 
 
 And harvest time is past. 
 We've gathered fruits and nuts and grains, 
 
 We '11 say good-by at last ; 
 
68 FIRST SCHOOL YEAR 
 
 Good-by to Autumn, Autumn dear, 
 And with our parting words, 
 
 We'll sing our thanks to God above. 
 For fruits and trees and birds. 
 
 Morning Poem. 
 
 -Child Garden. 
 
 I. For this new morning with its light ; 
 For rest and shelter of the night; 
 For health and food, for love and friends; 
 For everything thy goodness sends, 
 We thank thee, Heavenly Father. 
 
 11. For flowers that bloom about our feet; 
 For tender grass, so fresh and sweet; 
 For song of bird and hum of bee; 
 For all things fair we hear or see, 
 We thank thee. Heavenly Father. 
 
 III. For blue of stream, and blue of sky; 
 For pleasant shade of branches high; 
 For fragrant air and cooling breeze ; 
 For beauty of the blooming trees. 
 We thank thee, Heavenly Father. 
 
 — Ralph Waldo Emerson. 
 
 November. 
 
 Now the birds have flown 
 To their Winter home 
 
 'Neath Southern skies so blue. 
 The tlowers, leaves and grass 
 Have said, ** Good-by, dear lass; 
 
 Good-by, dear laddie, too, ' ' 
 
 The winds begin to blow 
 And whistle for the snow — 
 The winds so wild and free! 
 
NOVEMBER (59 
 
 The little drops of rain 
 Roll down the window-pane, 
 And happy seem to be. 
 
 The winds and raindrops help us to remember 
 That this is Thanksgiving month, jolly November. 
 
 — Wilhelmina Smith. 
 
 A Thanksgiving " T." 
 (To be recited by a small boy holding in his hand a large ''T.") 
 I'm just a little bit of boy. 
 
 As everyone can see, 
 But then I 'm big enough to know 
 About the letter ' ' T. " 
 
 There's one I call the little ''T,'' 
 
 It always wears a hat. 
 And then the funny capital, 
 
 I think I'll speak 'bout that. 
 
 'Tis ''T" that stands for Thanksgiving, 
 
 It's straight and tall, you know. 
 Just like a little grenadier 
 
 That's standing at a show. 
 
 And oh! of all the funny things 
 
 About that letter ' ' T, " 
 It stands for just the very day, 
 
 'Tis Thursday, don't you see? 
 
 — By Isabella C, Woodland. 
 
 A Child's Thanls giving. 
 I thank thee. Father in the skies, 
 
 For this dear home so warm and bright; 
 I thank thee for the sunny day, 
 
 And for the sleepy, starry night. 
 
 I thank thee for my father's arms. 
 So big and strong to hold me near; 
 
 I thank thee for my mother's face; 
 I thank thee for my dolly dear. 
 
70 
 
 FIRST SCHOOL YEAR 
 
 I thank thee for the little birds 
 
 That eat my crumbs upon the sill ; 
 I thank thee for the pretty snow 
 
 That's coming- down so soft and still. 
 
 O Father, up there in the skies, 
 
 Hear me on this Thanksgiving day. 
 And please read in my little heart 
 
 The ''thank you's" I forget to say, 
 — By Kate Whiting Patch, Kindergarten Review. 
 
 VIRGINIA AS I'RISCliJ.A. 
 
NOVEMBER 71 
 
 The Little Pilgrim Maid. 
 
 1. There was a little Pilgrim maid, 
 
 Who used to sit up so.^ 
 I wonder if she ever laughed, 
 Two hundred years ago. 
 
 2. She wore such funny little mitts^ 
 
 And dainty cap of silk,' 
 She had a little porringer 
 
 For her brown bread and milk. 
 
 3. She was so good, so very good, 
 
 Ah, me, I most despair,* 
 She never tore her Sabbath dress,' 
 A-sliding down the stair. 
 
 4. But then, I really try, and try 
 
 To do the best I can ;« 
 Perhaps I may be most as good 
 As little Puritan. 
 
 5. And if, when next Thanksgiving comes, 
 
 I try to sit up so,' 
 Maybe I '11 seem from Pilgrim land 
 Two hundred years ago. 
 
 Motions. 
 
 'Hands folded in a prim manner; body erect. 
 'Hands held up to show mitts. 
 ■Point to cap. 
 ^Gesture of despair. 
 •'Dress held out at sides. 
 Hands folded. 
 'Position, same as '. 
 
 November. 
 
 And what do you say is the very best way 
 To show we are grateful on Thanksgiving Day? 
 The best thing that hearts that are thankful can do 
 Is this: to make thankful other hearts, too. 
 
72 FIRST SCHOOL YEAR 
 
 For lives that are grateful and sunny and glad, 
 To carry their sunshine to hearts that are sad, 
 For children who have all they want and to spare, 
 Tlieir good things with poor little children to share. 
 For this will bring blessing and this is the way 
 To show you are thankful on Thanksgiving Day. 
 
 — Selected. 
 
 A Good Play. 
 We built a ship upon the stairs, 
 All made of the back-bedroom chairs, 
 And filled it full of sofa pillows 
 To go a-sailing on the billows. 
 
 We took a saw and several nails. 
 And water in the nursery pails, 
 And Tom said, ''Let us also take 
 An apple and a slice of cake," 
 Which was enough for Tom and me 
 To go a-sailing on the sea. 
 
 We sailed along for days and days, 
 And had the very best of plays; 
 But Tom fell out and hurt his knee, 
 So there was no one left but me. 
 — From A Child's Garden of Verse. By Permission of Rand, 
 McNally & Co. 
 
 III. NUMBER. 
 
 Continue concrete number work of last month. With 
 the new facts presented, frequently review the work given 
 previously. 
 
 USE OF CHARTS. 
 
 Seed charts, showing collections of well-known 
 grains, should be arranged in connection with the number 
 work. With the small grains arrange groups, combina- 
 
NOVEMBER 73 
 
 tions, separations, figures, etc. Keep these charts for 
 reference, both in science and number. 
 
 DIVIDING AND MEASURING. 
 
 Teach the halves of numbers in the same way. 
 Measure cornstalk, leaves, and roots. Let the children 
 estimate lengths ; then afterward measure. Draw groups 
 of fruits and divide into two parts. One-half of five is 
 just as easily pictured and understood as one-half of four. 
 
 TRIANGLE, RECTANGLE, ETC. 
 
 With colored sticks construct the pentagon. Recall 
 a figure having three sides ; one having four. Compare 
 figures and fix words, triangle, rectangle, and pentagon- 
 Have children name things that look like these figures. 
 Use them in picture illustration, and have the children 
 reproduce the figures frequently for seat work. 
 
 THE NUMBER FIVE. 
 
 The number five is very suggestive. Children have 
 five fingers, five toes. They come to school five days in 
 the week. They are five years old. Continue measure- 
 ment and lines. Give the terms horizontal, vertical, 
 oblique. The pentagon illustrates the three classes of 
 lines. Illustrate lines by drawing, from dictation, houses, 
 boxes, kites, chairs, etc. Let the thinking of the number 
 work come through the doing. 
 
 COUNTING. 
 
 Count the buds on the twig. How many are small? 
 How many large? 
 
 How many birds did you see this morning? Count 
 
74 FIRST SCHOOL YEAR 
 
 flocks if not too large. Children will notice that some 
 migrate in pairs. How many birds make a pair? Two 
 pairs? Three pairs, etc. 
 
 Put the cocoons gathered in safe places for the 
 winter. Count them. 
 
 Select material for color work. Count the squares 
 and circles. Divide into groups, as directed by teacher. 
 
 Outline of Number Lessons for November. 
 
 1. Combinations and separations. 
 
 2. The figures and words. 
 
 3. One-half of three, of five, of seven. 
 
 4. Measurement. A line five inches, a line four 
 
 feet. 
 
 5. Teach the terms horizontal, vertical and oblique. 
 
 6. The pentagon ; build, fold, cut, draw. 
 
 7. Compare with triangle and rectangle. 
 
 8. A rectangle 3X1 inches, 3X1 feet. 
 
 9. Color and number. 
 
 .10. Science work and number. 
 
 IV. LANGUAGE. 
 
 Do not neglect the oral expression. Let there be 
 a time each day for a conversation lesson. Allow and 
 encourage the children to relate what they have ob- 
 served since the last talk. Tell them short stories, having 
 the children reproduce. They should now be able to 
 write a number of words either from memory or dicta- 
 tion. Continue the sentence work as in previous months. 
 Give the interrogative form. Compare it with the declar- 
 
NOVEMBER 75 
 
 ative statement. Prepare a list of familiar words. From 
 these words have the children first make statements ; 
 afterward use the same words in asking questions. Teach 
 period and question mark. Many proper names occur 
 in this month's work. Teach the use of the capital letter 
 by calling attention to its always being used with a 
 proper name. 
 
 In adding to the children's vocabulary do not hesi- 
 tate to give long words. Thanksgiving is just as easily 
 remembered as a word of one syllable. Squanto, Samoset, 
 Pilgrim, Plymouth Rock, and Mayflower are added to 
 the list and retained, because of the child's interest in 
 these words and the association he makes with the stories 
 that have been used. The written exercise is an out- 
 growth of the word-work. The same or similar sen- 
 tences are printed for the reading lesson. Toward the 
 close of November the children should be able to read 
 such printed sentences as the following: 
 
 BIRD STORIES. 
 
 1. The birds go south in autumn. 
 
 2. The robins and bluebirds come back first in the 
 
 spring. 
 
 3. They go south because it is cold here. 
 
 4. They go south to find food. 
 
 5. The birds fly by night and by day. 
 
 6. The birds go south in flocks. 
 
 7. The birds put on their winter clothes when they 
 
 go south. 
 
 8. The fantail pigeon went to see the owl. 
 
 9. The pigeon wanted to be wise. 
 
76 FIEST SCHOOL YEAR 
 
 10. He only blinked his eyes. 
 
 11. Jack and Jenny Sparrow lived in a nice bird- 
 
 house. 
 
 12. The cranes carried the little birds over to 
 
 Africa. 
 
 THE FIRST THANKSGIVING. 
 
 1. The Pilgrims had the first Thanksgiving Day. 
 
 2. The Indians came to visit them. 
 
 3. The Indians brought five deer with them. 
 
 4. Massasoit was the Indian chief. 
 
 5. Squanto came to see the Indians. 
 
 6. Samoset came, too. 
 
 7. The Pilgrims all went to church on Thanks- 
 
 giving. 
 
 8. They thanked God for his goodness. 
 
 9. They had three days of Thanksgiving. 
 10. We have one Thanksgiving Day. 
 
 THANKSGIVING WORK. 
 
 1. We drew a chest. 
 
 2. The chest had the laws in it. 
 
 3. Brewster owned the chest. 
 
 4. The chest had a lock. 
 
 5. We drew the kettle. 
 
 6. We drew the Pilgrim's hat. 
 
 7. Miles Standish was a good man. 
 
 8. He took care of the Pilgrims. 
 
 9. He had a big sword. 
 
 10. The Pilgrims loved Miles Standish. 
 
NOVEMBER 77 
 
 IV. THE ARTS. 
 Music. 
 
 Motion songs are especially adapted to the first- 
 year children. The imitation of the raindrops finds ex- 
 pression by tapping the fingers softly upon the desk. 
 The fluttering, dancing, and falling of the leaves, the 
 imitation of birds and animals by hand and body motion. 
 The success of the 'motion songs depends upon the 
 child's entering into the spirit and the thought of what 
 he sings. The sentiment of the songs should be adapted 
 to the ages of the children, and the words developed and 
 taught as carefully as any other lesson of the day. There 
 is no doubt but that the words and melody of these songs 
 will influence the mind and heart of the child for good. 
 
 A clerg}aTian, whose family was noted for amiability 
 and affection, was asked the secret of his successful train- 
 ing. 'T call," said he, "the influence of music to my aid. 
 If I see any of my children apparently angry, I say, 
 'Sing, children, sing;' and before the strain is ended 
 every unpleasant feeling disappears and harmony pre- 
 vails." May it not be well for teachers to profit by this 
 hint? 
 
 Nov&mher Songs. 
 
 1. '* Little Jack Frost." 
 
 2. ''The Little Leaves." 
 
 3. ''Five Little Chickadees." 
 
 4. ' ' Over the Eiver and TTiroiigh the Woods. ' ' 
 
 5. ' ' The Going of the Swallows. ' ' 
 
 6. ' ' Come, Little Leaves. ' ' 
 
 THEORY. 
 
 1. Interval work. 
 
 2. Draw the staff before children. 
 
78 FIRST SCHOOL YEAR 
 
 3. Ex])lain lines, spaces, added lines. 
 
 4. Place syllables, letters, and figures on the stafif. 
 
 5. Place simple exercises upon staff for drill. 
 
 WRITING. 
 
 Daily work in writing. Place copy upon the board 
 in the best form possible. Call attention to height, width, 
 form, and characteristics of letters. Teach capital forms 
 as they occur in the writing lesson and in the other work. 
 Give frequent tests to fix forms of the letters and their 
 arrangement in words. Write a word plainly upon the 
 blackboard. Have the children observe carefully. Erase 
 the word, having them reproduce the mental picture. 
 Spelling as well as letter forms are thus permanently 
 fixed. 
 
 DRAWING. 
 
 The work in November is rich in opportunity for 
 expression. While observing nature's preparation for 
 winter, in the shedding of leaves and the careful pro- 
 tection of the buds, have the children express their ob- 
 servations with the pencil. Pictures and illustrations, 
 representing the hibernating animals and the migratory 
 birds, are helpful and interesting in connection with 
 animal's preparation. The fruits and vegetable forms 
 are another source of expression. To keep up the interest 
 and add pleasure to the drawing work, devices must be 
 used. From the apple form, by adding a few lines, funny 
 faces are easily made. Let the children have a joyous 
 time through the November drawing. 
 
 The Pilgrim work would be very incomplete with- 
 out the illustrations. As the storv is told draw the fol- 
 
NOVEMBER 79 
 
 lowing with the crayon : Mayflower, Plymouth Rock, 
 sword, powder-horn, hat, Indian tent. Pilgrim's house, 
 the cradle. Elder Brewster's chest, and chair. 
 
 The following pictures should be used in the No- 
 vember work : 
 
 1. The Pilgrims Leaving England. 
 
 2. The Landing of the Pilgrims. 
 
 3. The Eirst Thanksgiving. 
 
 4. Pictures representing Indian life. 
 
 Con STRUCT I VK Work. 
 
 The month of November presents a new field for 
 work. Since history for the time has become the center 
 of interest, the making of charts has proven a pleasure, 
 besides being an excellent way for fixing the stories that 
 have been presented orally. 
 
 The teacher provides some sheets of cardboard, and 
 puts at the top a suitable heading, as. The Puritans in 
 England, The Puritans in Holland, The Voyage to 
 America, The Eirst Thanksgiving. 
 
 The teacher may make these headings very attractive 
 by illustrations, bright colors, and whatever her inventive 
 power may suggest. Beautiful pictures may be bought 
 at a penny apiece, such as, 
 
 1. Departure of the Pilgrims from Delft-Haven, 
 
 1620. 
 
 2. The Landing of the Pilgrims. 
 , 3. The Pilgrims on the Way. 
 
 4. Embarkation of the Pilgrims. 
 
 5. Eirst Sunday in New England, - 
 
 6. The Return of the Mavflower. 
 
NOVEMBER 81 
 
 7. The First Thanksgiving Dinner. 
 
 8. Plymouth Rock. 
 
 9. Pilgrims Going to Church. 
 
 10. Miles Standish. 
 
 11. Priscilla at the Wheel. 
 
 12. John Alden. 
 
 13. Indian pictures. 
 
 Have also a picture box for the children. Encourage 
 them to keep their eyes open for pictures from magazines 
 and newspapers. They will surprise you each day with 
 new offerings. 
 
 Give simple drawing lessons, mounting these with the 
 pictures. 
 
 DRAWINGS. 
 
 1. Plymouth Rock. 
 
 2. The Mayflower. 
 
 3. Cradle. 
 
 4. Pilgrim's chair. 
 
 5. Pilgrim's hat. 
 
 6. The chest. 
 
 7. Powder-horn. 
 
 8. Pilgrim's house. 
 
 9. Wigwam. 
 
 10. Bow and arrow. 
 
 11. Pumpkin, etc. 
 
 This work will repay you for all the time and outlay 
 when a happy child says, "This is my picture." 'T made 
 this drawing." "Are not the charts pretty?" From "The 
 Nature Work" make charts to illustrate : 
 
 1. Insects' preparation for winter. 
 
 2. Animals' preparation for winter. 
 
S2 l-MKST SCHOOL YEAR 
 
 3. ■Mii^ratiuii <>f l)ir{ls. 
 
 4. Xatnrc's ])rc])arati()n for winter. 
 
 5. Man's pre])aration irr winter. 
 ModcliiiL'. 
 
 I. 
 
 The chest. 
 
 2. 
 
 Rnth Endicott's beads 
 
 3- 
 
 Pilorim's house. 
 
 4- 
 
 Pumpkin. 
 
 5- 
 
 x\uts. 
 
 6. 
 
 Hat. 
 
 7- 
 
 Plymouth Rock. 
 
 THE PILGRIM STORY ON THE SAXD-TABLE. 
 
 It may help some teacher to make the historical ideas 
 more real by suggesting the following plan : 
 
 The number class measured and cut a quantity of 
 sticks from small limbs of trees ; wnth these they built 
 log houses. Plaster-making, mixing clay and w^ater, was 
 great fun. The chinks between the sticks were filled. 
 Oiled paper was used for window lights. 
 
 Doors were made from pieces of crayon-boxes with 
 leather strips for hinges. The houses were now ready 
 for the Pilgrims. 
 
 It was suggested that the children dress some dolls 
 after the manner of the Pilgrim's dress. 
 
 A Polish child brouglit the first product, a clothespin 
 in dress, apron, and kerchief. The hint was good, and 
 whole families of Pilgrims were easily procured. Raffia 
 was braided and sewed into hats for the men and bonnets 
 for the mamas and girls. A cradle was made for Pere- 
 grine from the same material. The Mayflower and 
 smaller boats v.ere folded from stiff paper. 
 
NOVEMBER 83 
 
 Early in the month the table work began. One side 
 was colored blue to represent the ocean, and the New 
 England coast outlined. The child who had been to the 
 ocean suggested some sand along the coast and her idea 
 was carried out. As the Pilgrim story was told day by 
 day, new material was made and arranged on the table, 
 on which soil had been placed and the country modeled 
 under the direction of the teachers in charge. A rude 
 church was constructed and the clothespin Pilgrims 
 marched, with sticks for guns, to church and home again. 
 The Indians played an important part. They were cut 
 out from pictures, stiffened and arranged on the hill, 
 ready to come to the first Thanksgiving dinner. The 
 Indian village was made in the following manner: Cut 
 circles from brown paper. Fold into at least eight sec- 
 tions. Cut out two or more sections, or fold one on each 
 side of opening to strengthen the tent. Fold back triangle 
 to make the entrance. Decorate tents in stars, canoes, 
 sun, moon ; see pictures of Indian tents. Stick small 
 twigs into sand-table to represent tent-poles and pin tent 
 around. A circle must be cut from point of tent to allow 
 sticks to come through. Many other details were worked 
 out and the Pilgrim story was a real thing to the chil- 
 dren, and is given with the thought that it may help those 
 who wish something more concrete than maps, illus- 
 trations, or even the splendid pictures of Pilgrim life. 
 
I. NATURE STUDY. 
 
 The first part of the Christmas month is given to 
 animal study. The sheep, camel, and donkey have been 
 selected at this time because of the relation they bear to 
 the story of the Christ child. Indeed the work of the 
 entire month should be a preparation for the full enjoy- 
 ment of the gladdest day of the year. 
 
 THE SHEEP. 
 
 The sheep is chosen by reason of its close relation to 
 the story of Christmas. It enters into many of the pic- 
 tures of sacred art, and because of its innocence and gen 
 tleness was used by the famous painters of olden times 
 to symbolize the Savior. 
 
 To the country child it is perhaps the pet most 
 loved ; he is very familiar w4th its habits and can tell 
 much of its usefulness. On the other hand we find chil- 
 dren in our city schools who have never seen one and to 
 such children the study is most interesting. There are 
 so many beautiful pictures that teachers should never be 
 at a loss for helps on animal studies. If possible have a 
 fleece of wool for study. Talk about the care a sheep 
 requires ; of the work of the shepherd. By story and 
 illustration describe the washing and shearing of the 
 
 84 
 
DECEMBER 85 
 
 sheep. Lead the children to see how dependent they 
 are upon it for winter clothing. Tell them the story of 
 "John's Trousers/' which illustrates the steps from the 
 shearing of the sheep to the cloth ready for use. 
 
 Bring out the sheep nature ; affection, docility, and 
 gentleness. Its habits ; why it needs care and protection. 
 Use the Bible for illustrations. Tell the children of the 
 wild sheep of the mountains. Have pictures and com- 
 pare with the domestic sheep. Why are the ears of the 
 wild one erect while those of the tame hang down ? 
 Which of the senses of the sheep are most developed ? 
 The following outline will suggest additional questions : 
 
 OUTLINE THE SHEEP. 
 
 I. Obvious points. Size, shape, color, covering. 
 Domestic. 
 
 2. Kinds. , ^^^ 
 
 3. Legs and feet. Compare with cow. 
 
 4. Teeth; chews a cud. What other animals do? 
 
 5. Xeck. 
 
 6. Tail. 
 
 7. Horns. 
 
 8. Habits. 
 
 9. L'se, 
 
 I 
 
 Flesh used for food. 
 Wool changed to clothing. 
 
 r Why this warm covering? 
 ,,. . I The shedding of the wool. 
 
 I The washing and shearing 
 1^ The usefulness of wool. 
 
86 FIKST SCHOOL YEAK 
 
 THE CAMI'.L. 
 
 The Christmas work would be incomplete without 
 the story of the three wise men who had waited so long 
 for the coming of the Christ child. A little time given to 
 the study of the camel will help the children to understand 
 the modes of traveling in a desert country, and how this 
 patient animal is so well adapted by its structure to its 
 home and the life it leads. 
 
 Nearly all children have seen the camel. Pictures 
 are easily procured and add much to the interest. Let 
 the children make their own observations. They will- tell 
 about the hump, legs, feet, head and hair. Compare the 
 camel with the horse. Where are the resemblances? 
 Where are the differences? What is the food of the 
 camel ? Does the horse eat the same food ? 
 
 Give the children an idea of a desert country. Use 
 the sand-table for illustration. Have pictures of desert 
 scenes and give vivid descriptions of the lives and customs 
 of the desert roving people. Tell them of the great cara- 
 vans crossing the deserts, through vast stretches of sand, 
 extending miles and miles without a stream of water; 
 then the little oases appearing in the distance to the joy 
 of both traveler and camel. The sense of smell- is so well 
 developed in this animal that he can detect the presence 
 of water at a great distance, long before his master. How 
 the camel is aUle to travel so long without water and 
 food will be not only interesting, but will show how dif- 
 ferent animals are adapted to the natural conditions of the 
 countries in which they live. Speak of the usefulness of 
 the camel as a beast of burden. How he receives his load. 
 Observe the calloused knees and chest. Speak of the 
 
DECEMBER 
 
 87 
 
 training of the camel for its work. For additional sug- 
 gestions see outline. 
 
 OUTLINE THE CAMEL. 
 
 1. Obvious points, size, shape, color, covering, 
 
 humps. 
 
 ( Arabian, single humped. 
 
 2. Kmds. I g^^^j.i^j^^ ^Q^ble humped. 
 
 3. Height, compare with horse. 
 
 ' horse. 
 
 4. Covering, compare with 
 5. Teeth. 
 
 dog. 
 
 sheep. 
 
 cow. 
 
 6. Food. 
 
 grass. 
 
 leaves. 
 
 dates. 
 
 beans. 
 
 grain. 
 
 7. Stomach. 
 
 8. Hump. 
 
 I What it is. 
 ' Use of hump. 
 I How increased. 
 9. Legs and feet. 
 
 Compare with leg and foot of horse. 
 Why the large and elastic pads ? 
 TO. Eyelids and nostrils. 
 
 r A protection from the sun. 
 
 A protection from the sand. 
 ' How are these organs adapted to a sand 
 storm ? 
 
88 FIRST SCHOOL YEAR 
 
 II. Uses of the camel. 
 
 A beast of burden. "Ship of the desert." 
 
 The coarse hair is woven into cloth. 
 
 The fine hair into artists' brushes. 
 
 The flesh is used for food. 
 
 The milk for drink. 
 
 The skin for making sandals, bottles, and 
 
 buckets. 
 The Arabs call the camel the "Gift of 
 
 Heaven." 
 Why? 
 The Donkey may be studied in the same manner. 
 
 II. LITERATURE AND HISTORY. 
 
 The work of the autumn month serves as a fitting 
 foundation for the Christmas thoughts. The gifts of the 
 fields, the gardens, and the trees should be bound into one 
 great whole, that of free and cheerful giving. As an ap- 
 propriate close, give the story of the gift of a life to the 
 entire world. 
 
 MEANING OF CHRISTMAS. 
 
 The Christmas thought of giving is no new one, but 
 the significance of the gift of the Christ child may not 
 be well understood by the children. Tell the children the 
 Bible story in the most interesting manner. Primary Ed- 
 ucation says of the Christmas story, "It is a mine of de- 
 scriptive material in itself. Why should children not 
 learn of Judea and Bethlehem with the same eagerness 
 with which they hear of the Eskimo and the -tropical 
 
90 F1K«T SCHOOL YEAK 
 
 islands?" By story, i)ictiirc. and illustration, take the 
 children with you on the journey from the humble home 
 in Nazareth to Bethlehem. Why going to Bethlehem? 
 Describe the journey. How long did it take them? Why 
 was the donkey used for traveling? Tell of the arrival 
 at Bethlehem and the new difficulties that awaited them. 
 Where did they finally procure a place of shelter? 
 
 BIRTH OF THE CHRIST CHILD. 
 
 There in the lowly stable the little Christ child was 
 born. On this same night, the shepherds were lying on 
 the hillside with their sheep. What were the dreams of 
 the shepherds? What did they see on awaking? What 
 did they do? Have at this point, if possible, the picture 
 entitled, 'The Adoration of the Shepherds." 
 
 How fitting to close the Christmas stories with the 
 narrative of the three wise men, who had waited so 
 long and knew so well the meaning of the star. Each 
 one, we may suppose, mounted upon a large white camel 
 with silver bells and golden trappings, had started from 
 his own country at the same time. From the west, the 
 south, and the east they came, across the great hot desert, 
 until they finally met and continued their journey to- 
 gether to Bethlehem. How beautiful the ending of the 
 story. They knelt before the manger, the shepherds in 
 their simplicity and the wise men in all their splendor, in 
 worship and adoration of the Christ child. 
 
 In Primary Education, December, 1893, and 189^). 
 are found excellent helps on the Christmas work. In 
 "Ben Hur" read the chapters describing the home, jour- 
 ney, and meeting of the Hindu, the Greek, and the 
 
DECEMBER 91 
 
 Egyptian. Simplify these stories and adapt lliem to 
 the children of the first year. 
 
 Leave with the children this lasting thought, that 
 to the entire world comes the greatest of all gifts, the 
 gift of the Christ. 
 
 ' ' For the Christ child who comes is the master of all ; 
 No palace too great and no cottage too small, ' ' 
 
 OUTLINE CHRISTMAS WORK. 
 
 I. The Expectation of the Christ Child. 
 
 1. The story of Joseph, the carpenter. 
 
 -ri . r AT ' Bible. 
 
 2. the story oi Mary. 
 
 Legends, 
 n. The Journey to Bethlehem. 
 
 1. The object of this visit. 
 
 2. The mode of traveling. Why? 
 in. The Arrival at Bethlehem. 
 
 1. The lodging place of Joseph and Mary 
 
 2. The birth of the Christ child. 
 l\\ The Shepherds. 
 
 1. The work of the shepherds. 
 
 2. The sheep, the dream, the star. 
 
 3. The journey to Bethlehem. 
 
 ii. The Egyptian. 
 2. The Hindu. 
 3. The Greek. 
 
 1. The journey of the Egyptian across the 
 desert. 
 
 2. His preparation to serve his friends. 
 
 3. The meeting and greeting of the three. 
 
92 
 
 IMIi'ST SCHOOL \K.\U 
 
 4. 'I'lu' story of (.'.'icli. (Adapted.) 
 
 5. TIk' journey to Uethleliem. (I'iclurc.) 
 (k The ,i;ifls to the Christ child. 
 
 lurr.Mi, i.ii(KM iioLV NKiirr ('<»■>■< </<iii). 
 
 1. "Tli(> Lo^MMul ,,f St. ('liiist..|.lH r," Child's Christ 
 
 TaloH, AiulrcM Ilofcr. 
 
 2. "Tho Fir Tree," Il:ms Anderson. 
 
 :\. "ChristniMs in the liarn," Cliild's World. 
 
DIOCI'IMBKR 93 
 
 Mcmonj Poem. 
 
 Why do Ihc hells for Clirisl iii;im rinj,'? 
 Why do little ehildren siii^? 
 
 OiUM' a lovely HJiiiiin^ .star, 
 Seen by Hlu'jjherdH from afar, 
 (letitly iiKJVcd until its lij,'lit 
 Made a maif^er'H cradle bright. 
 
 Therci a darling hahy lay, 
 Pillowed soft iipoii the hay, 
 And its mother san^ and smiled; 
 This is Christ, th(> Holy Ciiild. 
 Therefore bells for Christmas rin^, 
 'J'herefore little ohildren sin^. 
 
 - I'ln^rene l''ield. 
 
 The Shepherds and the Habr. 
 
 Onee a l»al)y caiiie to earth, 
 
 To a mother lioly ; 
 Angels told us of its liirtli, 
 
 In a, manj^er lowly. 
 
 And tlie shepher^ls heard the son^. 
 
 As they lay a-slceping, 
 'Mid tlieir sheep, beneath tin; stars, 
 
 Who silent watch wore keeping. 
 
 When the aii<,'els went away. 
 
 They hurried to the; manner. 
 And with j^ifts of new-born land)S, 
 
 They blessed the tiny straii^'er. 
 
 When they saw the lovely ba))e, 
 
 They left with joyous sinj^in^, 
 y\iid from house to house they went, 
 
 The aiii^cls' messa;^e biin^iii^f. 
 
 —A. 11. P. 
 
94 FIRST SCHOOL YEAR 
 
 Young Night Thoughts. 
 
 All night long and every night, 
 When my mama puts out the light, 
 I see the people marching by, 
 As plain as day before my eye. 
 
 Armies and emperors and kings, 
 All carrying different kinds of things, 
 And marching in so grand a way, 
 You never saw the like by day. 
 
 So fine a show was never seen 
 At the great circus on the green, 
 For every kind of beast and man 
 Is marching in that caravan. 
 
 At first they move a little slow, 
 But still the faster on they go, 
 And still beside them close I keep 
 CTntil we reach the Town of Sleep. 
 — From "A Child's Garden of Verse," by permission of Rand, 
 McNally & Co. 
 
 III. NUMBER. 
 
 As in the preceding months, teach the fundamental 
 steps by objects and ilhistrations. Continue the work 
 on Hnes, using dimensions from one inch to six or eight 
 inches. Preparatory to the Hue six inches give such ex- 
 ercises as the following: Boys and girls, show one inch 
 on your rulers. Draw a line one inch long. Two inches 
 on the ruler ; draw the line. Have all draw together the 
 same kind of line. Second line is how many times as 
 long as the first line ? How many of the first will it take 
 to make one of the second ? How long is the first ? The 
 
DECEMBER 95 
 
 second? Two times one incli are^ how many inches? 
 2 X I =^ 2. Draw a Hnc three incites ; comnare with Hnes 
 one and two. Draw hnes four, five, and six inches, fol- 
 lowing^ up the comparisons. Teach in connection the ab- 
 stract forms 2 X I, 3 X i, 4 X i, 5 Xi. 6 X i. 
 
 RECTANGLES. 
 
 In teaching the rectangle 6 X i use the colored inch 
 squares. Build up the rectangles 2X1. 3X1, 4X1. 
 etc., to 6X1. How many square inches in the first? 
 The children have the work before theni and if prop- 
 erly directed can make no mistakes. How many square 
 inches in the second rectangle? How long is the rec- 
 tangle? How wide? Continue binding until the new 
 step is reached and developed. 
 
 Now draw a horizontal line six inches long ; at the 
 right hand draw a vertical line one inch long ; another 
 at the left hand side ; connect the vertical lines and cut 
 out the rectangle. Measure on this rectangle one inch 
 and fold ; continue until the rectangle is folded into six 
 square inches. 
 
 RECTANGLE SIX INCHES BY ONE INCH. 
 
 Now take the rectangle 6 X i- Divide the colored 
 squares into two parts. Put three in one row. Place 
 the other three under the first. How long is this new 
 rectangle ? how wide ? how many rows ? how many square 
 inches in a row? how many in both rows? how many 
 times three square inches ? Two times three square 
 inches are how many square inches ? 2 X 3 =^ 6. Com- 
 pare this rectangle with the rectangle 6 X i. as to length 
 
96 FIRST SCHOOL YEAR 
 
 and width ; as to number of square inches. Teach line 
 one foot, two feet, etc., in a similar way. Let this be 
 followed by rectan^s^les whose dimensions are 6 X i feet, 
 3X2. Have the children measure frequently the doors, 
 tables, desk, etc., as to length and width. The teacher 
 should give many lessons in drawing both from dicta- 
 tion and by working with the children. 
 
 For color work, in addition to the rectangles, make 
 the hexagon by laying six equilateral triangles. Discuss 
 sides, corners, shape, color, etc. Compare the hexagon 
 with the pentagon. Teach the children to fold a six- 
 pointed star from the equilateral triangle. 
 
 The half and third of six is easily worked out 
 through form and color. 
 
 PROBLEMS. 
 
 The Christmas work in Nature study and Literature 
 is full of suggestions for problems. Let these science 
 problems have their place whenever opportunity presents 
 itself. 
 
 OUTLINE OF NUMBER FOR DECEMBER. 
 
 1. The fundamental steps. Concrete. 
 
 2. The figure and word. 
 
 3. The abstract forms following the development. 
 
 4. Problems related to the Nature work. 
 
 5. The rectangle 6X1. 2X3- Compare. 
 
 6. Construct the hexagon. 
 
 7. Compare with the pentagon. 
 
 8. Money values. 
 
 9. Drawing, fences, doors, windows, etc. 
 10. Color and number. 
 
DECEMBER 97 
 
 IV. LANGUAGE. 
 
 ORAL EXPRESSION. 
 
 As new subjects are presented there comes the 
 necessity for new expressions. The child looks at a 
 beautiful picture and he immediately seeks for words to 
 express his thoughts. He hears and enjoys a well-told 
 story and wishes others to enjoy the same ; so he repro- 
 duces it, adding new words to his vocabulary as new 
 thoughts present themselves. He frequently hesitates 
 for want of the right word, and here is the teacher's op- 
 portunity to give help just when it is needed. Every 
 new word adds to his power of oral expression. 
 
 In the beginning of the year he expressed his an- 
 swers in a single word, then a sentence or several sen- 
 tences bearing upon the same thought. In addition to 
 the work of former months encourage the oral repro- 
 duction of an entire story. As a preparation, tell the 
 story simply, and make it so real and picture-like that 
 the children can not but enjoy the reproduction of it. 
 
 REVIEWS ON WORDS. 
 
 To retain the words given from time to time requires 
 daily drill and frequent tests. Throughout each month 
 keep list of such words as are considered most important. 
 Have these ready for the spare moments. The children 
 may be asked to write as many as they can from memory. 
 The teacher may use them for dictation, the children 
 writing upon the board or in their tablets. Devices must 
 be resorted to as a help in retaining words. Write a word 
 upon the board. Who can tell what it is? Children get 
 the form; teacher erases and has children write. Again, 
 
98 FIRST SCHOOL YEAR 
 
 place a list of words on the board ; children point out 
 certain words ; erase a word and name it ; name a word 
 and have child erase it. Words requiring special drill 
 should have a permanent place upon the blackboard until 
 they are readily recognized. 
 
 LESSONS PRINTED FOR CLASS. 
 
 For reading matter have lessons printed from the 
 animal studies and Christmas literature and history. By 
 folding sheets of drawing paper into book form, and 
 making them secure with paper fasteners, a booklet may 
 easily be provided for each child. Each printed lesson 
 is then mounted in these booklets as they are needed by 
 the children. To have the child make his own reading 
 book, to see it grow from time to time, has been found 
 very interesting and helpful. 
 
 Printed stories, such as 
 Story of the Christ Child. 
 
 1. Joseph and Mary lived in Nazareth. 
 
 2. They went to Bethlehem to pay their taxes. 
 
 3. They rode on a donkey. 
 
 4. Joseph walked and led the donkey. 
 
 5. Many people came to Bethlehem. 
 
 6. The houses were all filled. 
 
 7. Mary and Joseph stayed in a stable. 
 
 8. The Christ Child was born in a stable. 
 
 9. Mary laid it in a manger. 
 10. We love the Christ Child. 
 
 The Shepherds. 
 
 1. The shepherds took care of the sheep. 
 
 2. They saw a light in the sky. 
 
 3. It was a bright star. 
 
DECEMBER 99 
 
 4. They followed the star. 
 
 5. It led them to Bethlehem, 
 
 6. The sheep came with them. 
 
 7. What did the shepherds see? 
 
 8. They saw Mary, Joseph, and the Christ Child. 
 
 9. The Christ Child was born in a manger. 
 
 10. The Christ Child was a Christmas gift to 
 the whole world. 
 The Wise Men. 
 
 1. The wise men went to see the Christ Child. 
 
 2. They took spices to the Christ Child. 
 
 3. There were three wise men. 
 
 4. The wise men rode on white camels, 
 
 5. They went across the desert. 
 
 6. The desert was covered with sand. 
 
 7. One of the wise men made a house. 
 
 8. It was a tent. 
 
 9. The camel is kind. 
 
 10." It can go a long time without water. 
 
 V. THE ARTS. 
 
 Music. 
 
 The Christmas spirit comes largely through the 
 Christmas songs. It is the month into which should 
 come many of the beautiful hymns and songs arranged 
 for the Christmas time. There seems to us a hidden 
 meaning which shows itself in the happy faces of chil- 
 dren, as they sing the sweet carols of the Christ Child. 
 Let them sing often. Tell them of the little children in 
 other countries w^ho also sing their glad songs. Teach 
 not only the music, but the words as well. L^t the 
 
 Lorc. 
 
100 FIRST SCHOOL YEAR 
 
 first-year children feel that the whole world joins in the 
 chorus, that the music would not be complete without 
 the help of each little voice. Teach this stanza: 
 
 ''List the bells are softly pealing; 
 Joys of Christmas-tide they bring; 
 Let us all with gladsome voices 
 Join the angels as they sing." 
 
 December Songs. 
 
 1. "A Flock of Sheep, ' ' Marching Songs, Guy Burleson. 
 
 2. ' ' Hark, 'Tis the Shepherd 's Voice I Hear, ' ' Ogden. 
 
 3. ''While Shepherds Watched Their Flocks by Night," 
 
 Hymnal. 
 
 4. ' ' Jesus is the Morning Star. ' ' 
 
 5. "Jolly Old St. Nicholas." 
 
 6. ' ' Carol, Children, ' ' Jenks and Walker. 
 
 7. "Merry Christmas Bells," lb. 
 
 8. "Tlie First Christmas," lb. 
 
 9. "Christmas Star." 
 
 Bethlehem Town. 
 
 I. Bethlehem Town, Bethlehem Town, 
 On thy dreams the stars look down. 
 On the hillside dark and deep 
 Shepherds watch their flocks of sheep. 
 Little Bethlehem Town, 
 Little Bethlehem Town. 
 
 II. Bethlehem Town, Bethlehem Town, 
 Stars have made for thee a crown, 
 Lo, the Glory of the hills. 
 Hark the Angel 's song that thrills. 
 Glorious Bethlehem Town, 
 Glorious Bethlehem Town. 
 
 III. Bethlehem Town, Bethlehem Town, 
 On the hay so crisp and brown. 
 
DECEMBER 101 
 
 In a manger wide and deep 
 Lies the King of kings asleep. 
 Blessed Bethlehem Town, 
 Blessed Bethlehem Town. 
 
 Tune—-' ' Silent Night. ' ' 
 
 — From Primary Education. 
 
 THEORY. 
 
 1. Continue the interval work. 
 
 2. "Write simple melodies in numbers, having chil- 
 
 dren sing. 
 
 3. Introduce the chart. 
 
 4. Have children able to sing from dictation the in- 
 
 tervals that have been given ; to give the syl- 
 lable for a tone or group of tones which the 
 teacher may sing, using la or loo or a word. 
 
 DRAWING. 
 
 Have drawing of pictures involving the three classes 
 of lines as suggested in the number work. 
 
 With as few lines as possible represent the sheep, 
 camel, and donkey. Pictures of the shepherds and their 
 sheep out on the mountains, of Joseph and Mary on the 
 way to Bethlehem, of the stable, the manger, and the 
 cradle, are all available, and from these crayon sketches 
 can be drawn for reproduction by the children. Beautiful 
 pictures can be purchased for a trifle ; educational maga- 
 zines are sending them out as supplements, so there can 
 be no excuse for the teacher's not making at least a small 
 collection of such pictures as will be most helpful in the 
 work of the school. The following pictures are among 
 those suggested for the Christmas month : 
 
102 FIRST SCHOOL YEAR 
 
 1. The Adoration of the Shepherds. 
 
 2. St. Anthony and the Christ Child. — Murillo. 
 
 3. Madonna della Sedia. — Raphael. 
 
 4. Madonna St. Sistine. — Raphael. 
 
 5. Madonna. — Bodenhausen. 
 
 6. The Journey of the Wise Men. 
 
 7. The Shepherd and the Sheep. 
 
 WRITING. 
 
 Continue work of former months. Write words 
 and sentences in connection with the language work. 
 Have a writing lesson daily, with special drill on some 
 letter or word. Teach spelling through writing. Insist 
 on the best the children can do, but be careful not to dis- 
 courage their efforts. Drill on such words as the names 
 of the days of the week, the months, names of colors, 
 etc. Let the writing mean something to the children. 
 
 Constructive Work, 
 drawing and painting. 
 
 1. Evergreen trees. 
 
 2. Christmas bells. 
 
 3. Star forms. 
 
 4. Piccola's shoe. 
 
 5. The holly. 
 
 6. Snow flakes. 
 
 7. Candle. 
 
 8. Stocking. 
 Makijig. 
 
 The time that young children take in making things 
 for others is time well spent. Shall we not help them 
 
DECEMBER 103 
 
 to get away from the selfish thought of receiving only? 
 "Oh, don't you know that giving is better than receiv- 
 ing?" 
 
 Much of this work must be cooperative, a kind of 
 partnership between pupil and teacher. What shall be 
 done in the first grade? 
 
 Christmas Booklets. 
 
 1. Small sheets of drawing paper. 
 
 2. Fold in book form. 
 
 3. Decorate edges. 
 
 ( 1 ) Holly leaves. 
 
 (2) Stars. 
 
 (3) Bells. 
 
 (4) Any simple border. 
 
 (5) Scallop edges and gild. 
 
 The teacher may draw all or part of design, and the 
 child color with pencil or water color. 
 
 4. Purchase the tiny INIadonnas or any other suit- 
 
 able picture. Mount one in the center of deco- 
 rated cover. 
 
 5. In the book may be placed the Christmas stories 
 
 as they have been written from day to day. 
 Scripture verses and short poems are likewise 
 appropriate. Copies of Eugene Field's poem, 
 "Why Do Bells for Christmas Ring?" may be 
 procured, one being pasted in each child's book 
 and given to him without comment. 
 Children do their best because the book is for mother 
 or father, or to send far away to some dear friend. 
 
 Cutting. 
 
 I. Strips of gilt or yellow paper for chains. These 
 
104 FIRST SCHOOL YEAR 
 
 are used for schoolroom decorations or for the 
 Christmas tree at home. 
 2. Take the four-inch square (bright colors). 
 
 ( 1 ) Fold as for a book. 
 
 (2) Cut in one-fourth inch strips, within a half 
 inch of edge. 
 
 (3) Unfold and glue edges. 
 
 (4) Finish with paper handle and some gilt 
 stars. A pretty lantern. 
 
 Chart Making. 
 
 1. Collect different Madonnas. 
 
 2. Bethlehem, Nazareth. 
 
 3. Santa Claus pictures. 
 
 4. Animals. 
 
 ( 1 ) Sheep. 
 
 (2) Camel. 
 
 (3) Donkey. 
 
 5. The Nativity. 
 
 6. Shepherds. 
 
 Arrange and mount. Place where children can see 
 and enjoy the pictures. 
 
 jMany beautiful little cuts are taken from the Sab- 
 bath-school papers, children's magazines, and educa- 
 tional papers. 
 Pasting. 
 
 See suggestions in number outline for December. 
 
^hfTM-Ml^M^M.^ 
 
 I. NATURE STUDY. 
 
 DIVISIONS OF TIME. 
 
 The beginning of a new year suggests a study of the 
 way ''Time" is divided. When the children return to 
 school after the Christmas vacation, they begin not only 
 a new day and month, but a new year as well. As a 
 preparation recall the months that have passed since 
 they entered school in September. What month followed 
 September ? Name the month in which Thanksgiving oc- 
 curred. What shall we call these three months? Au- 
 tumn. Was it cold when you started to school? Were 
 there any flowers blooming? Were the trees bare as they 
 now are? Allow the children to recall many of the 
 changes that they have observed. They will say that it is 
 colder now because winter has come. What is the first 
 month of winter? The second? The third? What shall 
 we call this season? The months may now be written 
 upon the board and divided into the four seasons. 
 
 105 
 
106 FIKST SCHOOL YEAR 
 
 Next consider the divisions of time into months. 
 Children know of their birthdays coming in a certain 
 month. Ask questions. In which of the months was 
 Thanksgiving? Christmas? When is your birthday? 
 Tell the ''All-the-Year Round Story," which is an ex- 
 cellent one for illustration. From a calendar on the 
 board, on w^hich the children know how to record the 
 day of the month, and their observations of the weather, 
 the division of time into months is easily understood. 
 
 MAKING CALENDARS. 
 
 The calendar also shows that four weeks make a 
 month ; that seven days make a week. Supply children 
 with paper and rulers that they may make their own 
 calendars. How is the day divided? How many hours? 
 How long is the day ? The night ? What time do you 
 come to school? Go home to dinner? How many hours 
 is that? Teach the children how to tell time by the 
 clock. Tell them the story of the ^'Discontented Clock." 
 
 The way time was reckoned long ago can be made 
 very interesting by story and illustration. How the In- 
 dians measure it by the coming and going of the moon, 
 with bundles of sticks, or by cutting notches in the trees. 
 
 Show the hour glass and observe the sand trickling 
 through it. An illustration will serve, if one can not be 
 procured. Tell the story of King Alfred's lantern ; of 
 the burning of colored wax candles. 
 
 Conclude this work with the story, entitled, "The 
 Fairy's New Year Gift." Let the aim be to present this 
 story in such a way that the children may draw their 
 own application. 
 
JANUAEY 
 
 107 
 
 I. Divisions of Time. 
 
 I. The 
 Year 
 
 Seasons 
 
 Months 
 
 Autumn. 
 Winter. 
 Spring. 
 Summer. 
 ' Weeks. 
 Days 
 
 Divisions. 
 Hours. 
 
 11. 
 
 III. 
 
 How Time is Reckoned. 
 
 r Water clock. 
 Sand glass. 
 Lantern. 
 ! Candles. 
 Clocks. 
 Watches. 
 ( By the moon. 
 J By bundles of sticks. 
 I By cutting notches in trees. 
 
 I. Ancient methods. 
 
 2. Modern 
 
 How the In- 
 dians told Time 
 
 Animals. 
 The work on the Eskimo is preceded by a brief 
 study of the bear, reindeer, seal, and dog. Show the 
 children, through these lessons, how very dependent the 
 people of the cold North are upon the animal life. 
 
 LIFE AMONG THE ESKIMOS — THE BEAR. 
 
 The bear supplies them with food, oil, and clothing. 
 When father brings home the bear, there is a feast that 
 always follows the hunt. In some parts of the polar 
 regions the bear is considered the most useful of all ani- 
 mals. 
 
 THE REINDEER. 
 
 The reindeer is another animal necessarv to 
 
 Es- 
 
108 FIRST SCHOOL YEAR 
 
 kimo life. It not only supplies him with food, milk, and 
 clothing, but becomes a substitute for the horse. The 
 flesh is used for food ; the milk made into cheese ; the 
 skin into clothing ; the tendons into thread ; the horns 
 into glue ; the bones into spoons. 
 
 THE SEAL. 
 
 The seal is studied as the other animals of the 
 North, and, in addition, its importance as an article of 
 commerce is considered. Have the children examine 
 pictures carefully, naming obvious parts. What does 
 the head of the seal resemble? The dog. What has it 
 like other animals you know? It has whiskers like the 
 cat. It has feet much like fins. The eyes are large and 
 beautiful. The seal is gentle, loves and protects its 
 young with a human-like affection. They live in fami- 
 lies ; many families congregate together. What is this 
 called ? 
 
 Bring out the dependence of the Eskimo upon the 
 seal. Without its skin and flesh he would freeze and 
 starve. The oil fills his lamp, and the skin is also used 
 to cover his canoe. By illustration and story show how 
 the seal is hunted ; how it may be caught when young and 
 tamed; its devotion to its master. Adapt and tell the 
 story of "The White Seal." 
 
 THE DOG. 
 
 To the children the dog will prove the most interest- 
 ing of the animals considered. They rejoice to know that 
 their faithful friend has the same place among the little 
 children of Eskimo land. These dogs are raised in the 
 igloo, in company with the children, and receive from 
 
JANUARY 109 
 
 them their earhest training. As they grow older the 
 larger boys continue this training, so that by the time 
 they are full grown they are ready to draw the sledge. 
 Compare the Eskimo dog with the ones most familiar to 
 us. Tell the children of their rough, thick coats. Why 
 such a coat? Do they bark as our dogs do? The dog 
 is usually gentle and affectionate. Is this true of the 
 Eskimo dog ? Why not ? How many dogs make a team ? 
 How are they arranged? Tell about the feeding of the 
 dogs. From ''Seven Little Sisters" tell the story of 
 Agoonack's Sled and her two brown puppies. 
 
 ANIMAL OUTLINES. 
 
 I. The Bear. 
 
 1. Pictures and illustrations. 
 
 2. Habits. 
 
 3. Food. 
 
 4. Covering — compare with seal. 
 
 5. The love of the bear for its cubs. 
 
 6. The use of the bear to the Eskimo. 
 
 7. How the bear is hunted. 
 
 8. How the bear kills the seal and walrus. 
 
 9. The taming of bears. 
 10. The training of bears. 
 
 n. The Reindeer. 
 
 1. Pictures and illustrations. 
 
 2. Obvious points, 
 horns, 
 flesh. 
 
 3. Use of ^ milk, 
 hide, 
 bones. 
 
110 FIEST SCHOOL YEAR 
 
 4. How captured. 
 
 5. A substitute for the horse. 
 
 6. Compare speed with the horse. 
 
 7. The food of the reindeer. 
 
 III. The Seal. 
 
 1. Pictures and illustrations. 
 
 2. Obvious points. 
 
 r Affectionate. 
 
 c. 1 , I Gentle. 
 
 3. beal nature ■{ ^^ ., 
 
 I Docile. 
 
 [ Love of offspring. 
 
 4. The Rookery. 
 
 5. Comparative size of male and female. 
 
 6. Use of seal to the Eskimo. 
 
 7. The seal as an article of commerce. 
 
 8. How the seal is hunted. 
 
 IV. The Dog. 
 
 1. Pictures of Eskimo dogs. 
 
 2. Compare with well-known dogs. 
 
 3. The training of the Eskimo dogs. 
 
 rr., r ,. ( What IS thcir food? 
 
 4. The feeding. | ^^^^ ^^^^^ ^^^^ 
 
 5. Their powers of fasting. 
 
 6. How they are hitched to the sled. 
 
 7. The nature of the Eskimo dog. 
 
 8. Little Agoonack and her two brown puppies. 
 
 II. LITERATURE AND HISTORY. 
 
 JOURNEY TO THE NORTH COUNTRY. 
 
 Through the stories of '"Agoonack" and "The Chil- 
 dren of the Cold,"- we take our children to the land of 
 
JANUARY 111 
 
 the Eskimo. Their knowledge of animal life prepares 
 them to anticipate many of the customs of these strange 
 people. Let us go with our children on an imaginary 
 journey to this far-off country of ice and snow. Talk 
 of journeys that the children have really taken. The 
 teacher may tell of her travels. In our own room is a 
 little boy who has lately come from Finland, and who 
 delights to tell in his broken English of his voyage and 
 the interesting things that occurred on the way. Another 
 boy has been to the State of California and returned 
 again. These subjects are discussed with the children 
 in their homes, why not in the school? Now we are all 
 going to the far-away land of the North, What direc- 
 tion is North? What comes from the North? The cold 
 wind and the snow. What preparation must be made? 
 We must get warmer clothes. We must take food with 
 us\ How shall we go? By railroad and ship. Tell the 
 children of a ship voyage toward the North, of the giant 
 icebergs which we shall see, appearing like high moun- 
 tains in the water. What shall we see when we come 
 to Eskimo land? The children will name the animals 
 studied. Show pictures of the people. Why are these 
 people so dressed? Where do they live? What do they 
 eat? How do they travel? How would they hunt the 
 bear, seal and reindeer? Let the children tell all they 
 can, the teacher helping and suggesting whenever neces- 
 sary. 
 
 THE IGLOO. 
 
 Draw the igloo and show how it is built from blocks 
 of ice. Speak of the furniture of the igloo. Could we 
 live as these people do ? Show pictures of knives, spoons, 
 
11 o FIRST SCHOOL YEAH 
 
 bowls, and shovel, telling how they are made. What are 
 the playthings of these h>skiino children? Compare with 
 the toys of our children. Show i)icture and describe an 
 l^skinio doll. What arc the s])orts of the older children? 
 Why do they not have the same games as our boys and 
 girls? Of what are the sleds made? Why? 
 
 11ic patience of the I Eskimo is wonderful. He will 
 work for six years in making a knife from a piece of 
 iron. The women make their needles from bits of iron, 
 and use for thread the sinews of the reindeer. 
 
 Manv are the interesting stories which are told of 
 these people and how well they adapt themselves to their 
 surroundings. They are a cheerful, happy, and con- 
 tented i)eople. What im])ressions are to be left on our 
 children from this study of the Kskimo and his country ! 
 
 TlIK RSKIMO STORY. 
 
 The Eskimo study has been made very interesting 
 by working out the leading parts of the story on the 
 sand-table. 
 
 The children modeled clay bricks from which the 
 igloos were built. A part of the sand-table was cleared 
 and colored with craxon to represent the ocean. The 
 sand represented the home of the Eskimo with here and 
 there some moss and shrubs. P)Oats were modeled in 
 clay or folded from stif¥ paper. Reindeer, bears, seals, 
 and dogs were cut from cardboard and colored with pen- 
 cil or water colors. Eskimo families were modeled in 
 clay and placed about tlie igloos. 
 
 Pictures of the ct)untry and of Eskimo life were 
 jilaced where children could observe the natural condi- 
 tion of the country and the life n\ tlie ])e(-»]ile. The Es- 
 
JANUARY 113 
 
 kimo land, as it was called, was llic center of interest to 
 the children. They made fields for their reindeer and 
 igloos in which to feed the dogs. They sent the fathers 
 out in their boats to catch the seal or to kill the bear, for 
 the Eskimo children's dinner. They not only learned 
 about these people, but for the time they lived their lives. 
 
 Reference Books. 
 
 1. "Seven Little Sisters," .Jane Andrews. 
 
 2. ''(Jhildren of the Cold," Schwatka. 
 
 3. "(.'hildren of All Nations." 
 
 4. "The Animal Kiii^doni." 
 
 5. "All the Year Kound," Winter. 
 
 6. "Animal Studies," American Triniary Teacher, 1898. 
 
 7. "The Snow Haby, " Mrs. Peary. 
 
 Foem and Song. — Aw, "America.' ' 
 
 Now comes the glad New Year, 
 To be a friend most dear, 
 
 If true we prove; 
 As glides the time away. 
 We'll give him day by day. 
 In all we do or say. 
 
 Kindness and love. 
 
 — L. F. Armitage in "American Teacher." 
 
 Memory Poems. 
 The Little Cloc]{. 
 "There's a neat little clock, 
 On its high shelf it stands. 
 And it points to the time 
 With its two little hands. 
 
 "May we, like the clock, 
 
 Keep a face ever bright, 
 With hands ever ready 
 To do what is right. ' ' 
 
114 FIRST SCHOOL i'EAR 
 
 "Sixty seconds make a minute, 
 How much good can 1 do in it? 
 Sixty minutes make an hour, 
 All the good that 's in my j)o\ver. 
 Twenty hours and four, a day, 
 Time for sleep and work and i)lay; 
 Days, three hundred sixty-five, 
 Make a year for me to strive 
 ■ Right good things each day to do, 
 That I wise may grow and true." 
 
 In January. 
 
 How can a little child be merry 
 In snowy, blowy January? 
 By each day doing what is best, 
 By thinking, working for the rest; 
 So can a little child be merry. 
 In snowy, blowy January. 
 
 For a Happif New Year. 
 
 Suppose we think little about number one, 
 Suppose we all help someone else to have fun ; 
 Suppose we ne 'er speak of the faults of a friend, 
 Suppose we are ready our own to amend ; 
 Suppose we laugh with, and not at, other folk, 
 And never hurt anyone "just for the joke; " 
 Suppose we hide trouble and show only cheer — 
 'Tis likely we'll have quite a Happy New Year! 
 
 —St. Nicholas. 
 
 This is the Way the Snoiv Comes Down. 
 
 (In Concert.) 
 
 Tliis is the way the snow conies down, 
 
 Softly, softly falling: 
 So He giveth His snow like wool, 
 Fair and white and beautiful. 
 This is the way the snow comes down, 
 Softly, softly falling. 
 
 — Primary Education. 
 
JANUARY 115 
 
 Turning New Leaves. 
 
 **Now, what is that noise?" said the glad New Year. 
 "Now, what is that singular sound I hear? 
 
 As if all the paper in all the world 
 
 Were rattled and shaken and twisted and twirled." 
 "Oh, that," said the jolly old Earth, "is the noise 
 
 Of all my children, both girls and boys, 
 
 A-turning over their leaves so new, 
 
 And all to do honor. New Year, to you." 
 
 The Glad New Year. 
 
 Who comes dancing over the snow 
 His soft little feet all bare and rosy? 
 
 Open the door, though the wild winds blow, 
 Take the child in and make him cozy. 
 
 Take him in and hold him dear, 
 
 He is the wonderful, glad New Year. 
 
 — Dinah Mulock Craik. 
 
 A Wi7id Song. 
 
 What does the North Wind say 
 When he swings in the pine-tree to and fro? 
 Oh, he sighs all day, 
 "Little flowers there below. 
 Cuddle down in your beds, 
 And cover your heads, 
 For I'm bringing the snow, 
 The cold, cold snow; 
 Oh, ho ! " 
 
 What does the North Wind say 
 
 When he whistles and roars down the chimney so? 
 
 Oh, he sings all day, 
 "Little folks there below. 
 
 Little Nell, little Ted, 
 
 Hurry out with your sled. 
 
-Helen T. Eliot. 
 
 110 FIRST SCHOOL YEAR 
 
 For I'm bringing the snow, 
 The merry, merry snow; 
 Oh, ho ! ' ' 
 
 Where Go the Boats? 
 
 Dark brown is the river, 
 
 Golden is the sand; 
 It flows along forever 
 
 With trees on either hand. 
 
 Green leaves a-floating. 
 
 Castles of the foam; ' 
 Boats of mine a-boating. 
 
 Where will all come home? 
 
 On goes the river, 
 
 And out past the mill; 
 Away down the valley, 
 
 Away down the hill. 
 
 Away down the river, 
 
 A hundred miles or more, 
 Other little children 
 
 Sliall bring my boats ashore. 
 — From *'A Child's Garden of Verse," by permission of Rand, 
 McNally & Co. 
 
 III. NUMBER. 
 
 TIME PROBLEMS. 
 
 As far as possible, relate the number lessons to the 
 nature work. Teach seven days in one week. This is a 
 good time to fix the words Monday, Tuesday, etc. Give 
 many problems relating to time. Have children draw 
 familiar objects in groups of seven. Measure seven pints 
 
JANUARY 117 
 
 of water. How many quarts in seven pints? What is 
 the half of seven? 
 
 COLOR EXERCISES. 
 
 For color work give each child circles, squares or 
 triangles. Teach arrangement of form and harmony of 
 color. Measure a strip of colored paper seven inches 
 long and one-half inch wide ; another strip six inches 
 long ; another five, etc. W^ith these strips arrange a color 
 lesson. Place the longest strip near the lower edge of 
 paper, the next above it one-half inch from each end. 
 Continue until all strips are used. If a standard color 
 and a tint, or a shade, are used, a pretty form and color 
 lesson is the result. The seven colors of the rainbow, 
 arranged in a similar manner, make an attractive and in- 
 teresting lesson. Have children make attractive calen- 
 dars. 
 
 OUTLINE OF NUMBER LESSONS FOR JANUARY. 
 
 1. The fundamental steps. Concrete development. 
 
 2. The figure and word. 
 
 3. Abstract work in the four steps. 
 
 4. Teach objectively Yi and 1-7 of 7; ^, 1-3, 1-9 
 
 of 9, etc. 
 
 5. A line nine inches long. 
 
 6. A line seven feet long. 
 
 7. A rectangle 8X1. 
 
 8. Liquid measure. Pints, quarts, etc. 
 
 9. ]\Ioney values. 
 
 10. Color and number. 
 
118 FIEST SCHOOL YEAR 
 
 IV. LANGUAGE. 
 
 The oral and written lani2:uage work of this month 
 adds many new words to the vocabulary already learned. 
 The names of months and days, of proper names, of the 
 animals of the Northland, are added to the list as they 
 occur in the development lessons. 
 
 Stanzas of poetry are given for development, for 
 reading, and for memory drill. Teach the thought of 
 the stanza, the arrangement of the lines, the use of the 
 capital letters, and the marks of punctuation. Give much 
 memory work, but do not memorize merely for the sake 
 of memorizing. 
 
 Continue oral and written language work and sight 
 reading from the board. The printed lessons from the 
 nature and literature work supply the reading material. 
 In addition, a first reader should be used. If possible, let 
 each child have his own copy. 
 
 Printed sentences, such as 
 
 The New Year. 
 
 1. This is a new year. 
 
 2. It is called 1907. 
 
 3. The name of the first month is January. 
 
 4. A year has twelve months. 
 
 5. A month has four weeks. 
 
 6. A week has seven days. 
 
 7. How many days do we come to school? 
 
 8. Who has a birthday in January? 
 
 9. What is the New Year for? 
 
 10. ''A year to be good in, and not to be bad in." 
 
JANUARY 119 
 
 Time Stories. 
 
 1. The Indians told time with sticks. 
 
 2. They told time l^y cutting notches on the 
 
 trees. 
 
 3. The Indians counted the months by moons. 
 
 4. A long time ago people measured time with 
 
 the hourglass. 
 
 5. The hourglass had sand in it. 
 
 6. The sand ran through a little hole. 
 
 7. It took an hour for all the sand to run 
 
 through. 
 
 8. Candles were used to tell the time. 
 
 9. King Alfred made a lantern. 
 10. We tell time by the clock. 
 
 Eskimo Stories. 
 
 1. Agoonack's papa made her a sled for her 
 
 birthday. 
 
 2. The Eskimo makes his boat of bone and seal- 
 
 skin. 
 
 3. The boys feed the dogs walrus skin. 
 
 4. Each dog has a name. 
 
 5. The Eskimo uses the sinews of the reindeer 
 
 for thread. 
 
 6. The little girls help their mamas to sew. 
 
 7. The boys help their papas to hunt and fish. 
 
 8. The boys make sleds of ice and bone. 
 
 9. The boys like to play. They hunt the 
 
 musk-ox. 
 
 10. Eskimo boys and girls like to play games. 
 
 11. Would vou like to live as the Eskimos live? 
 
120 
 
 FIRST SCHOOL YEAR 
 
 V. THE ARTS. 
 Music. 
 
 THEORY. 
 
 1. Chart work daily. 
 
 2. The whole-note, half-note, quarter-note. 
 
 3. The meaning of the 'Vest." 
 
 4. The value of the whole-rest, half-rest, quarter- 
 
 rest. 
 
 5. Continue scale and interval work 
 
 January Songs. 
 
 1. ' ' The Little New Year, ' ' Jenks and Walker. 
 
 2. * ' The Old Year and the New, ' ' lb. 
 
 3. ''The Clock Song." 
 
 4. *' Merry Little Snow Flakes." 
 
 DRAWING. 
 
 I. Draw, as simply as possible, the reindeer, bear, 
 seal, and dog. Have children copy. Cover 
 drawing and have the class reproduce from 
 memory. 
 
 ' Igloo. 
 
 Sled. 
 
 Boat. 
 
 Shovel. 
 
 Spoon. 
 
 Dishes. 
 
 Lamp. 
 
 Knife. 
 
 Drawings from Eskimo life 
 
 Drawing 
 
 Clock. 
 Candles. 
 Lantern. 
 Hour Glass. 
 
JANUARY 121 
 
 Model bricks (2X1) and build the igloo. 
 
 Show pictures of Arctic scenes. 
 
 Give sewing lessons on the animals studied. 
 
 WRITING. 
 
 1. The formation of letters. 
 
 2. The writing of words and sentences. 
 
 3. How to write a stanza. 
 
 4. Uniformity in regard to size of letters. 
 
 5. Do not allow careless writing in the first year. 
 
 Constructive Work. 
 
 Cutting, Arrangement, and Mounting. 
 
 The children have now used the ruler until they are 
 familiar with every part. They are able to measure and 
 cut lengths as directed. We have found the following 
 color work excellent for comparing and fixing different 
 lengths. 
 
 Material Required.. 
 
 1. Paper for mounting. 
 
 2. Paste, brush, cloth. 
 
 3. Paper strips for cutting. 
 
 4. Scissors. - 
 
 Direction. 
 
 1. Measure a strip one inch long. 
 
 2. Paste on upper left hand corner. (Teacher direct 
 
 this.) We will call this '*A." How long is A? 
 Children, A is one inch long. 
 
 3. Cut a strip two inches long. 
 
122 FIRST SCHOOL YEAH 
 
 4. Paste it one-half inch helow A, keeping the left 
 
 hand side even. 
 
 5. What shall we call the second strip? Children 
 
 will suggest B. Right. 
 How long is B ? 
 How long is A? 
 How long are A and B? 
 Children readily see, and give the result. 
 How long is C? 3 inches. 
 How long is D? 4 inches. 
 How long are they together ? A -|- B -|- C + 
 
 D= 10 inches. 
 
 And thus you may go on until the strips are 
 seven or more inches long. 
 
 Each added strip gives rise to new questions. 
 
 Give the children an opportunity to ask ques- 
 tions and make problems. 
 
 A pleasant game may be made from this 
 work. One child says, I will be A ; another B, 
 C, D, E, until all the letters are used. An- 
 . other child leads the game. Large capital let- 
 ters are cut from tablet paper for each child. 
 Leader says : 
 
 A and B? Ans. 3 inches. 
 
 A, B and C? Ans. 6 inches. 
 
 B + C + D ? Ans. 9 inches. 
 
 C+E? 
 
 F less A ? 
 
 G less F? 
 
 A and G? 
 
 Lines are drawn on the blackboard, repre- 
 senting the different lengths. 
 
JANUARY 123 
 
 Questions : 
 
 Find a line three inches long. 
 
 Find a line five inches long. 
 
 Find a line four inches long. 
 
 Find the longest line, etc. 
 
 Change of work is recreation to the norma: 
 child and this color work fully illustrates that 
 truth. He measures, cuts, compares, and 
 mounts ; he adds and subtracts. 
 
 Much of the work is done in the spirit of 
 play and all of it is a pleasure to the children. 
 
 6. Cut a strip as long as A and B. 
 
 Who will tell how long to cut it ? 
 What shall we call it? Call it C. 
 
 7. Paste it under B. 
 
 How long is A? i inch. 
 How long is B? 2 inches. 
 How long is C? 3 inches. 
 A + B + C = 6 inches. 
 
 8. Show four inches on ruler. 
 
 Cut a strip four inches long. 
 
 9. Paste this under C. 
 
 What is its name? 
 Its name is D. 
 
L NATURE STUDY. 
 
 In this, the last of the winter months, have the 
 children watch carefully what Nature is doing. Observe 
 the ground, river, trees, and bushes. Bring in some 
 twigs and examine the buds. Is there any difference 
 found in the buds? Are all alive? Probably the great- 
 est fall of snow may occur this month. Seize the oppor- 
 tunity for its study. Catch some of the flakes on a black 
 cloth. Examine them through a microscope. What a 
 revelation the beautiful six-pointed crystals will be to the 
 children. Draw pictures of snow crystals. 
 
 Bring out the uses of snow as well as the pleasures 
 it brings. When does it snow here? When in Eskimo 
 land ? Where does it never or rarely snow ? Tell the 
 story of ''The Little White Fairies," in AU-the-Year- 
 'Round series. 
 
 Animals. 
 
 The Horse. — Since the horse is so familiar to nearly 
 all children, they will be able to give much that is inter- 
 
 124 
 
FEBRUARY 125 
 
 esting in regard to the obvious parts. We have talked 
 about the use of the dog to the Eskimo, of the donkev to 
 people who travel over mountainous countries, and of the 
 camel as the "ship of the desert." 
 
 Now let us compare the horse with these other beasts 
 of burden. Why is he better suited to us than the other 
 animals we have studied? What are the points of re- 
 semblance? What the differences? Bring out the manv 
 uses of the horse. What food and care does he require? 
 Make a list of the different colors of horses. Call the 
 children's attention to the eyes of the horse. Whv placed 
 so ? What kind of feet ? How does he walk ? Let them 
 tell you of the shoeing of the horse. Does this hurt the 
 horse? Why not? Is the blacksmith always kind to the 
 horse ? Are all owners of horses as kind to them as they 
 should be? 
 
 Talk with the children of the intelligence of the 
 horse. Illustrate this by the story of *'The Wise Old 
 Horse" (see Child's World). Tell of wild horses and 
 their traits ; of the beautiful Arabian horses and the 
 love of the Arab for his faithful friend. The story of 
 "The Arab's Farewell to his Horse" will never be for- 
 gotten. 
 
 I. 
 
 OUTLINE — THE HORSE. 
 
 
 / Head. 
 
 
 1 Body. 
 
 / Black. 
 
 Parts and ) Tail. 
 
 I Gray. 
 
 their Uses \ Feet. II. Color 
 
 ( Sorrel. 
 
 / Mane. 
 
 / Bay. 
 
 \ Eves. 
 
 \ Brown. 
 
126 
 
 FIRST SCHOOL YEAR 
 
 III. Food 
 
 IV. Use 
 
 f Corn. 
 ' Oats. 
 
 Grass. 
 
 Hay. 
 
 Beast of 
 burden. 
 1 Driving. 
 [ Draft. 
 
 V. Kind 
 
 '\ 
 
 VI. 
 
 Charac- 
 teristics 
 
 Domestic. 
 Wild. 
 
 Courage. 
 
 Intelligence. 
 
 Beauty. 
 
 Afifection. 
 
 Swiftness. 
 
 Strength. 
 
 Memory. 
 
 Docility. 
 
 VII. Illustrate characteristics by stories. 
 
 The Dog. — The dog is the child's favorite pet. There 
 is no other animal with which he is so familiar. In many 
 homes he is much loved, having the same privileges as 
 the children. The dog is not only loved by children but 
 by great men as well. This is especially true of the char- 
 acters studied this month in the literature and history, 
 and it is partly because of their love and humanity toward 
 our dumb animals that they are given a place in the work 
 for February. 
 
 Every child has a story to tell about his dog. Our 
 children have trained their pets in much the same way 
 that the little Eskimo trained his within the igloo. They 
 know many of the habits of their dogs that older people 
 do not observe. Give them every opportunity to relate 
 their observations. One will tell how his dog can catch 
 a rat. What kind of a dog is he? Is he large or small? 
 Let teacher bring new knowledge about the rat terrier. 
 
 Another w^ill tell how his dog can swim when he 
 throws sticks into the water. Here tell of the bravery 
 of the Newfoundland dog and his service to man. The 
 
FEBKUAiJY 
 
 127 
 
 story of the dog's saving the Hfe of a child will not be 
 forgotten. 
 
 Tell of the noble St. Bernard dogs which are sent 
 out every night to search the mountain passes for some 
 traveler who may have lost his way. If they are told 
 of brave "Barry" that saved forty lives and was given 
 a medal for his services will it not quicken their admira- 
 tion for and interest in all dogs? 
 
 Bring out the characteristics as found in the outline. 
 What senses are most acute? Why? Prepare at least 
 one story illustrating the nature and value of each of the 
 dogs studied. The thought of kindness and sympathy 
 will be further brought out in the work in history and 
 literature. 
 
 OUTLINE THE DOG. 
 
 L Obvious parts and their uses. 
 
 II. Kinds-^ 
 
 'Shepherd. 
 Terrier. 
 
 Hound. III. Use 
 
 St. Bernard. 
 Pug, etc. 
 
 IV. Characteristics 
 
 Protection to man. 
 
 For hunting pur- 
 poses. 
 
 Substitute for horse. 
 La household pet. 
 Courage. 
 Strength. 
 Faithfulness. 
 Love. 
 
 Endurance. 
 Beauty. 
 Swiftness. 
 Intelligence. 
 Memory. 
 Docility. 
 
128 FIRST SCHOOL YEAB 
 
 II. LITERATURE AND HISTORY. 
 
 All •countries have their ideal men whose memories 
 they cherish and honor. From the many whose lives are 
 part of our history are selected the characters of Wash- 
 ington and Lincoln. The study of these men is adapted 
 to any grade, but to none better than to the primary. 
 We wish our children to have high ideals of character. 
 Should not our teaching in history and literature lead to 
 this? Is there any other way to teach lessons of truth, 
 bravery, integrity, humanity, faithfulness to duty, than 
 through the lives of great and good men and women? 
 
 There is a wealth of story and illustration connected 
 with the lives of Washington and Lincoln, which is avail- 
 able to every teacher. Let it be a patriotic month as well 
 as an historical one. Our boys and girls should under- 
 stand in early life that loyal children are needed as well 
 as loyal men and women ; that strong traits of character 
 are developed from childhood, as seen in the lives of these 
 typical men, Washington and Lincoln. 
 
 THE STUDY OF ABRAHAM LINCOLN. 
 
 A Talk About Birthdays. — Children are always in- 
 terested in the coming of their own birthdays, and the 
 birthdays of those whom they love. The study of char- 
 acters can be appropriately introduced by referring to 
 this event in this way. Does any boy have a birthday this 
 month? Who? Is there a little girl who has one? Let 
 us wTite their names on the board. 
 
 Lincoln's Youth. — A great man that we are going 
 to study about had his birthday in February. Would 
 you like to know his name? It was Abraham Lincoln. 
 
FEBRUARY 129 
 
 Shall we write it with the other names? Now we shall 
 begin to talk about him when he was a little boy just like 
 these boys. 
 
 Live over the life of Lincoln with the children. Let 
 them become familiar with his early life and the hard- 
 ships he endured. Picture the rude cabin in the woods 
 without windows and doors, and its meager furnishings 
 inside. Draw cabin on paper or blackboard. Tell the 
 children of Abraham's queer clothes when he was a little 
 boy. Why was he so dressed ? 
 
 School Days. — His school life should be given and 
 compared with the advantages of the boys and girls of 
 the present. He walked two miles to school when he was 
 five years old. What did he have for a slate ? How long 
 did he attend school? Only one year. Who helped him 
 afterward? What books did he have? What happened 
 to one of them? How did he pay for it? 
 
 Sonic Characteristics. — Bring out his kind and hu- 
 mane nature by the stories of the pig and the turtle. The 
 smallest children can understand and will appreciate these 
 stories from real life. 
 
 The children will anticipate the kind of man he be- 
 came. Tell them of his unusual strength ; how he could 
 run, and jump and wrestle; and how deep he could plow 
 the furrow. He could split more rails in a day than 
 any other man in the neighborhood. Why was he called 
 the railsplitter ? 
 
 Close the work by telling the children in a very sim- 
 ple way of the condition of the Negroes in the South. 
 Mr. Lincoln had gone among them, had seen them 
 whipped and sold. What would such a man do? He 
 would want to help them. So he did. The Negroes 
 
130 
 
 FIRST SCHOOL YEAR 
 
 were made free. He was so brave and kind and good 
 that the- people were glad to have him at the head of 
 our great country. So we keep his birthday every year. 
 Will the boys and girls tell some of the traits they 
 like best in Abraham Lincoln ? 
 
 OUTLINE ABRAHAM LINCOLN. 
 
 I. Boyhood 
 
 II. Stories of Boy- 
 hood and Man- 
 hood 
 
 III. Traits of Character -< 
 
 Parents. 
 
 Home. 
 
 Education. 
 
 The story of the turtle. 
 
 The story of the pig. 
 
 The story of Blossom. 
 
 Benny's Reprieve. 
 
 Honesty. 
 
 Truthfulness. 
 
 Perseverance. 
 
 Kindness. 
 
 Industry. 
 
 Braverv. 
 
 THE STUDY OF GEORGE WASHINGTON. 
 
 We must remember another birthday in February. 
 (Every teacher should have a large picture of each of 
 these great men.) On looking at the picture the children 
 will respond heartily. Let the children first tell you what 
 they know about Washington. 
 
 Boyhood. — Begin the work with the little boy, 
 Washington. This is new and always interesting to the 
 little ones. Tell them the many stories connected with 
 his childhood and boyhood life. Bring out his strong 
 traits, truthfulness, kindness, and bravery. Draw the 
 
FEBRUARY 131 
 
 first schoolhouse where "Hobby" ruled. There George 
 played at "soldier," being always chosen captain by his 
 schoolmates. Will this boyhood incident mean any- 
 thing to the children? Let them make the application. 
 
 Mount Vernon. — Passing to manhood by story and 
 illustration tell of his life as surveyor, soldier, citizen and 
 statesman. Procure a picture of his home. Take the 
 children with you on an imaginary trip to lovely Mount 
 Vernon. Tell of the mansion house with its many rooms, 
 and how they are still kept as nearly as possible as they 
 were when he and Martha Washington lived there; of 
 the deer park below the house and the grand Potomac at 
 its edge, of the tomb where they sleep, surrounded by 
 other members of the Washington family. 
 
 Honors. — Another interesting thing is the great 
 monument with its many memorial stones erected to his 
 memory in Washington City. Speak of the state and 
 city named in his honor. W^hen it becomes a fact to these 
 children that their own county (Washington Coun.ty, Pa.) 
 and its largest town bears his name, will it not be a real 
 thing to them? One state and very many towns, town- 
 ships and counties are named after him. Why should 
 all these honors be given to Washington? What must 
 people do that they may be remembered and honored? 
 These subjects are so full of interest and can be so 
 well adapted to primary children that they can not fail 
 to leave a higher conception of humanity and heroism. 
 
 OUTLINE — GEORGE WASHINGTON. . 
 
 Parents. 
 I. Boyhood -{ Home. 
 
 Education. 
 
132 
 
 FIRST SCHOOL YEAR 
 
 II. 
 
 Stories of 
 his Boy- 
 hood and 
 Manhood 
 
 III. Manhood 
 
 The planting of the seeds. 
 The Cherry-tree* — Truthfulness. 
 Riding the Colt — Courage. 
 Little George Washington. 
 Great George Washington. 
 His pony, Hero. 
 His love for dogs and horses. 
 Story of Betsy Ross and the first 
 flag. 
 
 'Surveyor. 
 Soldier. 
 Statesman. 
 Citizen. 
 
 IV. 
 
 V. 
 
 History of the Flag. 
 
 1. Design from Washington coat-of-arms. 
 
 2. Designed by George Washington. 
 
 3. Made by Betsy Ross of Philadelphia. 
 
 4. Adopted by Cong^ress, 1777. 
 
 5. Number of stars and stripes. 
 
 6. Arrangement of each. 
 
 7. The addition of new stars. 
 
 8. Colors : Red, the language of courage 
 
 and the emblem of war. White, sym- 
 bol of purity and emblem of hope. 
 Blue, language of loyalty, sincerity and 
 justice. 
 
 9. How Betsy cut the star. 
 Washington Geography. 
 
 *It has been proven that the story of the cherry tree is only 
 a myth, invented by a Rev. Mr. Weems to make his ''Life of 
 Washington" more salable. 
 
FEBEUARY I33 
 
 There have been named in his honor one state, the 
 capital of the United States, twenty-six counties, two 
 hundred cities and towns. Pennsylvania it is said has 
 twenty-four places named in his memory. 
 
 Reference Bools. 
 
 ''In the Child's World," Emilie Poulsson. 
 
 **The Story Hour," Kate Douglas Wiggin and Nora A. 
 
 Smith. 
 "Animal Kingdom." 
 ''Old Glory," Dr. A. E. Maltby. 
 ' ' Stories from the Life of Washington. ' ' 
 ' ' Stories from the Life of Lincoln. ' ' 
 
 Memory Poems. 
 
 Politeness. 
 
 "If a lady on the street, 
 Or my teacher I should meet, 
 From my head my hat I take, 
 And a bow like this I make; 
 Now I fold my hands up so, 
 To my seat I softly go." 
 
 February. 
 
 Here is February, 
 
 Such a tiny thing; 
 She's the shortest daughter 
 
 Mother year can bring. 
 
 Washington's Birthday. 
 Preparation : 
 
 Pictures of Washington. 
 Mount Vernon. 
 Large flag. 
 Clusters of small flags. 
 
134 FIRST SCHOOL YEAR 
 
 Blackboard Illustrations: 
 The Cherry-tree. 
 The Old Schoolhoiise. 
 The Planting of the Seeds. 
 
 Construction : 
 
 Washington hats. 
 
 Small hatchets. 
 
 Chains from red, white, and blue i)aper. 
 
 Sewing. — Border around Washington's picture. 
 
 SELECTED MATERIAL. 
 
 Exercises : 
 
 1. Song — America. 
 
 2. Salute to the Mag. 
 
 3. Song — Wave Our Bonny Flag on High. 
 
 Recitation : 
 
 I love the name of Washington, 
 
 I love my country, too. 
 I love the flag, the dear old flag. 
 
 Of red and white and blue. 
 
 4. Song — I Know Three Little Sisters. 
 
 I know three little sisters, 
 
 T think you know them, too; 
 For one is red and one is white 
 
 And the other one is bhie. 
 
 Chorus. 
 Hurrah for the three little sisters! 
 
 Hurrah for the red, white and blue! 
 Hurrah, hurrah, hurrah, hurrah. 
 
 Hurrah for the red, white and blue. 
 
FEBEUAKY I35 
 
 I know three little lessons 
 
 These little sisters tell, 
 The first is love, then purity 
 
 And truth we love so well. 
 Chorus. 
 
 RECITATION FOR SIX LITTLE GIRLS. 
 All. 
 
 Six little girls are we ; 
 
 Six little flags we see. 
 
 We have a word to say 
 
 On this glad holiday. 
 First Child. 
 
 Be brave like Washington. 
 Second Child. 
 
 Be kind to everyone. 
 Third Child. 
 
 Be true in all you say. 
 Fourth Child. 
 
 Be gentle in your play. 
 Fifth Child. 
 
 Be pure in act and word. 
 Sixth Child. 
 
 Be happy as a bird. 
 All. 
 
 Six little girls, etc. 
 
 We wear today the colors, 
 
 To which our hearts are true; 
 We wave them now above you, 
 
 The red, the white, the blue. 
 First Child. 
 
 Red like the rays of morning. 
 
 When comes the dawn's first gleam. 
 
136 FIRST SCHOOL YEAR 
 
 Within our glorious banner 
 
 Seven brilliant stripes arc seen. 
 Second Child. 
 
 Pure as the snowtiakes falling 
 
 Upon the mountain's side. 
 Amid the streaks of crimson 
 
 Six stripes of white abide. 
 Third ChUd. 
 
 And as the sky at evening 
 
 Enfolds the stars at night, 
 The blue field of "Old Glory" 
 
 Bears all its stars of white. 
 
 dll. 
 
 Give we our grand old banner 
 
 The honor that is due 
 To freedom's sacred emblem, 
 
 The Red, the White, the Blue. 
 
 I think I'll be like W'ashington, 
 , As dignified and wise ; 
 Folks always say a boy can be 
 A great man if he tries. 
 
 And then perha])s when I am old 
 
 People will celebrate 
 The birthday of John Henry Jones, 
 
 And I shall live in state. 
 
 John Henry Jones is me, you know ; 
 
 Oh, 'twill be jolly fun 
 To have a birthday set apart 
 
 Like that of Washington. 
 
FEBRUARY I37 
 
 If all the trees were cherry-trees, 
 
 And every little boy 
 Should have like young 
 
 George Washington 
 A hatchet for a toy, 
 
 And use it in a way unwise. 
 What would we do for 
 
 Cherry pies? 
 
 Other countries, far and near, 
 Other people hold most dear; 
 Other countries ne'er can be 
 Half as dear to you and me 
 As our own, our native land ; 
 By it firmly let us stand. 
 
 Review the early life of Washington. Children tell 
 the stories. 
 
 March, children wearing hats and carrying flags to 
 music. 
 
 Oh, Columbia, the Gem of the Ocean. 
 
 The Land of Counterpane. 
 
 When I was sick and lay abed 
 I had two pillows at my head, 
 And all my toys beside me lay 
 To keep me happy all the day. 
 
 And sometimes for an hour or so 
 T watched my leaden soldiers go. 
 With different uniforms and drills. 
 Among the bedclothes through the hills. 
 
 And sometimes sent my ships in fleets 
 All up and down among the sheets, 
 
138 FIKST SCHOOL YEAR 
 
 Or brought my trees and houses out 
 And })lante(l eities all about. 
 
 I was the giant great and still 
 That sits upon the pillow-hill, 
 And sees before him dale and plain 
 The pleasant Land of Counterpane. 
 — From "zl Child's Garden of Verse." By permission of Band, 
 McNally cj'- Co. 
 
 III. NUMBER. 
 
 It is ncccssar}- in the nnnibcr work constantly to re- 
 call the lessons of the precedino- months. The children 
 are prepared for each new step by its association with 
 what is already known. The number outlines are neces- 
 sarily much alike, and upon some of these points no 
 further su£^gestions will be made. 
 
 STUDY OF MONEY. 
 
 This month let us consider money values. The 
 educational toy money is one of the necessary helps in 
 the ])rimary school. In some lessons children are early 
 taught the value and use of money, and are able to con- 
 duct business transactions with surprising accuracy ; but 
 the majority of children need training in this direction. 
 Teach the quick recognition of the different pieces of 
 money. Make a collection of articles used in "keeping 
 store" in the schoolroom. Teach value of money ])ieces 
 by comparison. Give a row of children the dollar pieces; 
 another row half-dollars ; another cpiarters. Compare 
 the values, h^irst and second rows, compare, llow many 
 half-dollars must be exchanged for a dollar? What 
 other name has the half-dollar? Compare the quarter 
 and half-dollar in a similar manner; the quarter with the 
 
FEBKUARY 139 
 
 dollar. It is surprising how children work out the com- 
 parative values of the different pieces. 
 
 COST OF COMMON ARTICLES. 
 
 Have the children estimate the cost of articles of 
 food. What does a sack of flour cost? A paper of cof- 
 fee? A pound of tea? A quart of beans? Molasses? 
 Milk? What other articles are bought by the quart? 
 Name articles bought by the pound. Talk about the cost 
 of clothes. W'hat does a hat cost? A pair of shoes? 
 A suit for Herman? A dress for Edna? Give easy prob- 
 lems in which children are required to give "change." 
 This work is useful and interesting to children because it 
 enters into the problems of real life, 
 
 COLOR WORK FOR FEBRUARY MAKING A FLAG. 
 
 In connection with the number work make a small 
 flag from colored papers. From red paper measure and 
 cut out a rectangular eight inches long and one inch wide. 
 Fold this lengthwise and cut. Each flag will require 
 seven of these half-inch strips. Take a small sheet of draw- 
 ing paper and mount these strips, leaving a space of the 
 white the same width as the red. Cut a small blue oblong 
 for the corner. Upon this place thirteen stars. How 
 many red stripes? \Miat does the red mean? How 
 many white? Why thirteen stars?* Children will need 
 careful directing and help in this work, but facts in his- 
 tory and number will be permanently fixed in the doing. 
 Teach the cutting of the five-pointed star, as Betsy Ross 
 cut it. Why did she not approve of the six-pointed star ? 
 
 *The original United States flag contained only thirteen stars, 
 representing the original thirteen states. It now contains forty- 
 six stars — one for each state in the Union. 
 
140 FIRST SCHOOL YEAR 
 
 LINCOLN CABIN. 
 
 In connection with the Lincoln study, a log cabin 
 might be built by the children with the teacher's help. 
 Lath, or, better, rods may be used for logs. This cabin 
 building may be made the basis for a large amount of 
 concrete number work, such as comparing, measuring, 
 etc. 
 
 NUMBER OUTLINE. 
 
 1. The fundamental steps. Concrete. 
 
 2. The figure and word. 
 
 3. The abstract work. 
 
 4. Lines — eight inches ; eight feet. Drawings in- 
 
 volving the three classes of lines, using the 
 new length. 
 
 5. The rectangles 8 X i, 4X2. 
 
 ( Length. 
 Comparison of rectangles J Width. 
 
 [ Area, 
 dollars, 
 half-dollars, 
 quarters, 
 dimes, 
 nickels, 
 cents. 
 
 7. Lessons in buying and selling, using educational 
 toy money. 
 
 8. Liquid measure. Teach eight pints in one 
 gallon. 
 
 9. Problems related to nature study. 
 10. Color and number. Make a small flag by meas- 
 urement. 
 
 6. Monev valuer 
 
FEBRUAEY 141 
 
 IV. LANGUAGE. 
 
 FORMING PLURALS. 
 
 In connection with the phonic work, teach plural 
 forms. Write a list of familiar words upon the board 
 in the singular number. Give a drill on the sound of s. 
 Teach first such words as form their plurals by the ad- 
 dition of s only. How shall we teach the little children 
 the plurals of words? In a natural, easy way. What do 
 we say when we have more than one book? The child 
 says books. What sound did you hear added to the word 
 book? The sound of s. When you see more than one 
 bird, what do you say? Birds. Give a list of easy words 
 in the singular, having children form the plural by add- 
 ing ^. 
 
 FORMING THE POSSESSIVE. 
 
 Teach the possessive form. John has a pencil. John's 
 pencil is broken. Have the children tell the difference 
 between the sentences. Who owns the pencil? John. 
 Tell them that the mark between n and s shows the own- 
 ership. Have each child write his own name, showing 
 that he possesses something. Have children write from 
 dictation such forms as Mary's hat, Paul's book, Ernest's 
 sled. Arrange a list of words from the nature and litera- 
 ture work. Have children use these words in sentences 
 showing the possessive forms. 
 
 A LANGUAGE LESSON. 
 
 George. George's hatchet was new. 
 
 pony. The pony's name was Hero. 
 
 dog. The dog's ears are long. 
 
 horse. The horse's shoes are iron. 
 
 flag. The flag's colors are red, white, and blue. 
 
142 FIRST SCHOOL YEAR 
 
 In conversation the children use both the phiral and 
 the possessive forms. Why should they not be a part of 
 the language work of the first year? 
 
 PRINTED STORIES. 
 
 George and the Hatchet.* 
 
 1. George was fond of play. 
 
 2. His father gave him a little hatchet. 
 
 3. George took the hatchet and went into the 
 
 garden. 
 
 4. He saw a young cherry-tree. 
 
 5. What did George do? 
 
 6. He cut the cheery-tree down. 
 
 7. George's father saw his fine tree cut down„ 
 
 8. He asked George who did it. 
 
 9. George told his father the truth. 
 
 10. What did his father say? 
 
 11. He said that he would rather lose many cherry- 
 
 trees than have his boy tell one lie. 
 
 12. Do you think that George was sorry? 
 
 13. What does this story teach us? 
 
 George and the Colt. 
 
 1. George Washington was fond of horses. 
 
 2. His mother had a pet colt. 
 
 3. George was brave and truthful. 
 
 4. He caught the colt and rode it. 
 
 5. The colt was much frightened. 
 
 6. It ran away with George. 
 
 7. It ran so long that it fell dead. 
 
 See footnote on page 
 
FEBRUARY I43 
 
 8. George was very sorry. 
 
 9. His mother was sorry, too. 
 
 10. George had a little pony called Hero. 
 George and the Seeds. 
 
 1. One day George and his father went into the 
 
 garden. 
 
 2. His father made a little garden bed. 
 
 3. He wrote "George" in the soft ground. 
 
 4. Then they planted some little seeds in the 
 
 marks. 
 
 5. Soon after George ran to his father, and said, 
 
 "Oh, father, come and see my name made of 
 little green plants." 
 
 6. Why did the plants spell George? 
 
 7. We planted some seeds in the shape of a star. 
 
 8. What do you think we will see by and by ? 
 
 V. THE ARTS. 
 
 MUSIC. 
 
 1. The National Hymn. 
 
 2. Drummer Boy. 
 
 3. Our Flag Colors. 
 
 4. We'll March Around. 
 
 DRAWING AND PICTURES. 
 
 Blackboard pictures of horse and dog, house, 
 hatchet, hat. tree, sword, flag. 
 
 Have pictures of Washington and Lincoln. 
 Make charts of pictures of dogs and horses. 
 
141 FIEST SCHOOL YEAR 
 
 COLOR WORK. 
 
 Fold stars and make flag. 
 
 Cut the five-pointed star. 
 
 ]\Iake chains of red, white, and bkie paper. Fold 
 hat from paper. 
 
 Directions for making flag will be found in Dr. 
 A. E. IMaltby's book, entitled "Old Glory." 
 
 VALENTINE-MAKING. 
 
 Tell the story of good St. Valentine. Cut heart 
 shapes from cardboard and decorate. Give children 
 beautiful little sentiments of love and friendship to write 
 on the cardboard, or in a booklet if one is made. Send 
 these to parents, sick children or far-away friends. Other 
 designs, as horseshoe, clover-leaf, circle, bird, flower, en- 
 velope, etc., are appropriate. 
 
 This little card so dainty, 
 
 So snowy white and fair, 
 Brings peace and loving wishes 
 
 For God's great love and care. 
 
 This little gift so precious 
 
 Is from a friend of thine. 
 Who wishes thee great happiness 
 
 And sends this valentine. 
 
 *'We send you this sweet valentine 
 Your good, true heart to cheer, 
 And may the happiness it brings 
 Be with you ail the year." 
 
 — From Loving Friends at School. 
 
 Here's a loving letter with a kiss and a squeeze, 
 I'd like to be your valentine — that is if you please. 
 
FEBRUARY 145 
 
 -'- "^ ' February. 
 
 The proudest knight 
 
 In all the land 
 Bows low to kiss 
 
 His mother's hand. 
 
 If I say that I love you, 
 
 Mama mine, 
 What more can I say 
 
 For your Valentine? 
 
 If I were a river among the sweet clover. 
 
 Or flitting thru' skies so blue, 
 I'd sing of my valentine, over and over. 
 
 And carry a message to you. 
 
 If you my valentine will be 
 Accept these little flowers from me. 
 
I. NATURE STUDY. 
 
 HARBINGERS OF SPRING. 
 
 The observing child does not need to be reminded 
 that the harbingers of spring are already here. A few 
 warm days and there is a visible change in all nature. 
 The snow is gradually disappearing from the hillside and 
 field, and the ice-bound river is again a thing of the past. 
 The twigs begin to change their color, the pussy-willow 
 stirs from its winter sleep, and the little crocus peeps 
 through the ground. 
 
 THE BIRDS. 
 
 Every day the observations increase. The bluebird 
 is said to come first from his southern home, arriving 
 quite early in the month ; he is followed closely by the 
 robin. Notice the birds coming back again. Do they 
 come back in flocks, in pairs, or singly? The male rob- 
 ins come several days before the females. Do they look 
 as they did when they migrated south? What change is 
 noticeable in the plumage? Do they sing on returning? 
 
 146 
 
MARCH 147 
 
 Are they restless or quiet? Encourage the children to 
 observe the coming and habits of the returnmg birds. 
 
 THE TREES. 
 
 Early in the month study the maple-tree. Show 
 pupils the charts of maple leaves which they mounted in 
 the autumn. Consider the appearance of the tree now. 
 What changes has it passed through? Where did the 
 sap go during the winter? What is the sap doing now? 
 It is running up the tree again. 
 
 MAKING MAPLE SUGAR, 
 
 Give lessons on the sugar-maple and sugar-making. 
 Have the children tell you what they know about the 
 tapping of a maple-tree, the gathering and boiling of the 
 sap. How is the maple-sugar made ? Have children see 
 the conditions necessary for the flowing of the sap. Why 
 tapped at this particular time of the year? Of what are 
 the spiles made? Why? If possible, have some of the 
 sap that the children may know its taste. Does the sap 
 of the horse-chestnut tree or'of the oak taste like the sap 
 of the sugar-maple? 
 
 TWIGS AND BUDS. 
 
 Study carefully the twigs and buds of a few familiar 
 trees and bushes. Observe the length and shape of the 
 twig, its covering, and its arrangement upon the branch. 
 Observe the buds as to size, color, covering, shape, posi- 
 tion on the twig, and state of development. The lilac, 
 horse-chestnut, pussy-willow, and maple are the most 
 familiar to our children. 
 
148 FIRST SCHOOL YEAR 
 
 THE PUSSY-WILLOW. 
 
 Begin with the pussy-willow. Observe it day by day 
 in its changing beauty and rapid development. Tell the 
 story of the Pussy-Willow's Hood. Have the twigs 
 in the class. What color are they today? Have they 
 on their furs? Will they wear them long? Will the 
 dress be the same color in a few days? We shall watch 
 and see. 
 
 THE LILAC. 
 
 With the pussy-willow, or following it, study the 
 twigs and buds of the lilac bush. Are the twigs similar 
 to the twigs on the pussy-willow? Are the little buds 
 the same color, and are they arranged on the twig in the 
 same way as the fairy pussies? There is a great differ- 
 ence. Bunches of little buds placed opposite each other 
 on the twig. Cut a bunch of pussy-willow and a bunch 
 of lilac for the schoolroom. Put them in water, chang- 
 ing daily, and watch the rapid development. 
 
 STUDY OF BUDS. 
 
 Now turn to the maple-tree and look at the bunches 
 of tiny red buds. How are they arranged? Compare 
 these buds with the buds of the pussy-willow and the 
 lilac. How do they differ in size? Color? Position on 
 the twig? Look at the horse-chestnut. Compare it with 
 the maple, the lilac, and the willow. How are the buds 
 arranged? Where is the largest one? Where are the 
 leaf buds? The flower buds? Examine the bud by re- 
 moving the coat. Take off the scales one by one. Find 
 the tiny leaf wrapped in its blanket. Compare this leaflet 
 with the leaves mounted in the autumn. 
 
MARCH 149 
 
 Throughout the remaining spring months observe 
 the development of these four varieties of twigs and buds. 
 Do they change their color as they grow? How do they 
 differ from one another in shape and size of leaf ? .Watch 
 for the blossoms of each. What is the color of the lilac? 
 The pussy-willow? The maple? The horse-chestnut? 
 Which one is the most beautiful? Which one the most 
 fragrant ? Which one does the honey bee visit ? Which 
 tree bears a nut? Is it an edible nut? Why called the 
 horse-chestnut? Give the story, "How the Horse-Chest- 
 nut Received Its Name." 
 
 AIR AND WIND. 
 
 The variable month of March is selected for the spe- 
 cial study of air and wind. Going back to the autumn 
 the children will recall the work of the wind in the dis- 
 tribution of seeds. How it helped to strip the trees of 
 their leaves and brought the nuts down. They will tell 
 of the cold north wind bringing the snow and freezing the 
 streams. 
 
 THE AIR. 
 
 We will now consider the air at rest. We wish the 
 children to understand, not so much what it is, but that 
 it is essential to all life. Fix this fact by conversation 
 lessons, stories, and experiments. If all the boys and 
 girls were taken from the room, what would still remain? 
 The furniture. Remove that, and what remains? The 
 children may say, ''Nothing." Remove the crayon from 
 the box. It is now filled with something else. What is 
 it? The answer will probably be air. 
 
150 FIKST SCHOOL YEAE 
 
 We open the window. Why? To let in some fresh 
 air. Was there not air in the room before? The an- 
 swer will be that the air was too warm or that it was 
 not gODcl air. 
 
 What do we do with the air ? Take it into the lungs. 
 What kind of air should it be? We can now show how 
 the air becomes impure in the room. How impure air 
 taken into the lungs will eventually cause death. Illustrate 
 by people being crowded together in small rooms without 
 sufficient fresh air. Ask the children many questions 
 by way of comparison. What kind of air comes from the 
 open window? What kind comes from the radiator or 
 stove? Where does the warm air go? Where does the 
 cold air go? Show how heat expands air by the simple 
 experiment of the bladder. Hold the bladder over the 
 radiator. What happens? It becomes full. Why? 
 
 THE WIND. 
 
 Now talk about the wind. Can the children see it? 
 Can they feel and hear the wind? What is the wind? 
 It is the air moving about. 
 
 Have the children tell you what the wind can do. 
 They will speak of its rocking the birds in the trees, driv- 
 ing the sailboats, turning the wind wheels, flying their 
 kites, blowing off hats, and turning umbrellas. Name 
 the four winds. Record daily the direction from which 
 the wind is coming. Upon the board write a list of the 
 uses of the wind. In another place sho\v its destructive 
 power. The many stories suggested in the literature 
 work will make this study of wind and air both inter- 
 esting and practical. 
 
MAECH 151 
 
 THE SUN. 
 
 The lessons about the sun should be introduced 
 by questions that will lead the children to see the close 
 relation between it and the plant and animal world. 
 What causes the buds to swell? The flowers to bloom? 
 The grass to look so green? Children will answer, Be- 
 cause it is growing warmer. Where does the heat come 
 from? What comes from the sun besides heat? Could 
 we live without heat and light? Do you think that buds 
 and flowers could grow without heat and light from the 
 sun? 
 
 Have you noticed any difference in the rising of 
 the sun? Does the daylight come earlier than it did in 
 the winter time? Then the sun must rise earlier. What 
 about the setting of the sun ? It sets later. Will the days 
 be longer or shorter? What about the nights? They 
 become shorter. 
 
 That the sun is many times as large as the earth is 
 all that is necessary to say in regard to size. 
 
 It is very far away from us, and this makes it ap- 
 pear like a small body. The power of the sun's heat is 
 brought out by the story, 'The Wind and the Sun." 
 
 OUTLINE. 
 
 I. General Observation of Spring. 
 
 The disappearance of ice and snow. 
 The return of birds and bees. 
 The condition of the ground. 
 The winds of March, 
 
lo' 
 
 FIRST SCHOOL YEAR 
 
 II. Special Observations. 
 Pussy-Willow. 
 Lilac. 
 Maple. 
 Horse-Chestnut. 
 
 Twigs 
 
 Observe 
 
 'Color. 
 Length. 
 Use. 
 Position. 
 
 Buds 
 
 Shape. 
 
 Size. 
 
 Color. 
 
 Arrangement on twig. 
 
 III. Use of Willow Wood ^ 
 
 Chairs. 
 Baskets. 
 Easels. 
 Canes. 
 
 {Weeping-willow. 
 Weaving-willow. 
 Pussy-willow. 
 
 V. How is the wood prepared for weaving? 
 
 AIR AND WIND. 
 
 rWhat it is. 
 Where it is. 
 Essential to life. 
 Air i Pure air. 
 
 Impure air. 
 Cold air. 
 .Heated air. 
 
 What the wind is. 
 Wind -I Direction of winds. 
 
 Kind of weather each wind brings. 
 
MAECH 
 
 153 
 
 Uses of Wind 
 
 Destructive 
 Power of Wind 
 
 Changes vapor to rain. 
 
 Turns windmills. 
 
 Turns weather-vane. 
 
 Moves sailboats. 
 
 Flies kites. 
 
 Carries seeds. 
 
 Dries clothes. 
 
 Helps the birds to fly. 
 'Blows trees down. 
 
 Destroys plants and 
 flowers. 
 
 Causes great sand storms. 
 ^Destroys ships at sea. 
 
 The Sun 
 
 rSize. 
 Position. 
 
 Use i 
 
 Light. 
 Heat. 
 
 n. LITERATURE AND HISTORY. 
 
 The value of the willow-wood is taken up with the 
 study of the twigs and catkins. The children probably 
 know, or are led to observe, that the willow twigs are 
 used for making chairs, mats, and baskets. 
 
 HISTORY OF WEAVING. 
 
 The history of weaving is one of the most interesting 
 of the arts, as well as one of the most ancient. As far 
 back as history goes, men have woven together twigs and 
 reeds to form a rude shelter. The weaving of clothing 
 is one of the three primal race occupations, the others be- 
 ing planting of food and building for shelter. 
 
154 FIRST SCHOOL YEAR 
 
 The simplest form of weaving is that which enters 
 into the weaving of mats, wliich are w^oven from vege- 
 table fiber. 
 
 THE WEAVER BII^. 
 
 It is thought that the early savage races learned 
 this art from studying and imitating the habits of cer- 
 tain birds. The greatest architect among birds is a 
 native of Africa, wnich is known as the w^eaver bird, 
 and which makes its nest from vegetable fiber. One 
 of the birds stays inside the nest, the other outside, 
 pushing the strip in and out until the nest is finished. 
 Show the pictures of these wonderful nests. Why are 
 they placed so high? How do these birds enter their 
 nests ? 
 
 This wall lead to a discussion of the way in which 
 our familiar birds make their nests, and prepare the 
 children for keener observations during the time of nest 
 building. 
 
 MAT W^EAVING. 
 
 For weaving work the materials required are paper 
 mats and weaving needles. The mats come in such 
 beautiful colors, with corresponding tints and shades. 
 Each child is furnished with a square mat, cut length- 
 wise into a number of strips. The strips in the first 
 weaving lessons should be at least one-half inch wide. 
 The margin is left uncut, and this forms the warp. For 
 the woof give a corresponding mat, which is to be sep- 
 arated into a certain number of strips. These strips may 
 be a tint or a shade of the warp, or they may be of any 
 other color that w^ill harmonize with the w^arp. The 
 first weaving lesson must be the simplest form, consisting 
 
MAECH 155 
 
 of over one, under one, and continuing across the warp. 
 The second row will he under o)ie, over one. This is the 
 way mats were first made from vegetable fiher, the weaver 
 using a long stick where we use a needle. 
 
 These weaving lessons require patience and skill 
 on the part of the teacher, and these virtues grow in 
 the children as they watch the pretty mat growing under 
 their fingers. Many other valuable lessons may be 
 taught through the weaving work — neatness, industry, 
 cleanliness, exactness, design. These all have a place 
 in the weaving lesson. 
 
 Stories. 
 
 1. ' * Pussy Willow 's Hood, ' ' Cat Tails. 
 
 2. ''Pussy Willow," Child's World. 
 
 3. ''The Maple Tree's Surprise," Ih. 
 
 4. ' ' The Sun and the Wind, ' ' Esop. 
 
 5. ' ' How West Wind Helped Dandelion, ' ' Child 's World. 
 
 6. "Spring and Her Helpers," lb. 
 
 7. ' ' The Meeting of the W^inds, ' ' Ih. 
 
 8. "North W^ind at Play," Ih. 
 
 9. ' ' Ulysses and the Bag of Winds. ' ' 
 
 10. "Hermes," Flora J. Cooke. 
 
 11. "What the Winds Bring," Steadman. 
 
 Reference Books. 
 
 * * In the Child 's World, ' ' Emilie Poulsson. 
 "The Child's Book of Nature," Hooker. 
 ' ' The Republic of Childhood, ' ' Wiggin. 
 
 Memory Poems. 
 
 March Wind. 
 
 Whichever Avay the March winds blow, 
 
 W^e may have rain or we may have snow; 
 
 W^hether it blows to the east, 
 
156 FIKST SCHOOL YEAR 
 
 Or blows to the west, 
 The wind that blows, — 
 That wind is best. 
 
 Wind Play. 
 
 March now comes on his windy way, 
 And is always ready for fun and play; 
 Off the children's hats he blows, 
 Then hides and whistles, and away he goes. 
 
 — E. D. E. 
 The Lilac Bud. 
 
 **A smart little bud on a lilac twig 
 Whispered soft and low: 
 * The sunshine is bright and the air is mild, 
 So it 's time to begin to grow\ 
 
 * ' * Yes, yes, yes, — time to begin and grow ; 
 
 The sunshine is bright and the air is mild. 
 So it's time to begin to grow.' " 
 
 What the Winds Bring. 
 The North Wind. 
 
 Which is the wind that brings the cold? 
 
 Tlie north wind, children, and all the snow. 
 And sheep come scampering into the fold 
 
 When the north wind begins to blow. 
 
 The South Wind. 
 Which is the wind that brings the heat? 
 
 The south wind, Carrie, and corn will grow. 
 And peaches will redden for you to eat, 
 
 When the south wind begins to blow. 
 
 The East Wind. 
 Which is the wind that brings the rain? 
 
 The east w'ind, Arthur, and farmers know 
 That cows come shivering up the lane 
 
 W^hen the east wind begins to blow. 
 
MAKCH 157 
 
 The West B^ind. 
 Which is the wind that brings the flowers? 
 The west wind, Bessie, and soft and low 
 The birds sing in the summer bowers 
 When the west wind begins to blow. 
 
 — E. C. Steadman. 
 
 7/1 March Days. 
 
 Two little pussies 
 
 Came out one day, 
 One saw the other 
 
 Over the way. 
 
 *'Good morning, sister, 
 How do you do?" 
 The other answered 
 With only a mew. 
 
 One gray pussy. 
 
 In great surprise, 
 Could hardly believe 
 
 Her little eyes. 
 
 *'l could never 
 
 Stir from the bough; 
 That young pussy 
 Is walking now. ' ' 
 
 The other pussy 
 
 Went home with a bound; 
 *' Mother Tabby, 
 
 Guess what I 've found. 
 
 **A saucy kitten 
 Sat in a tree ; 
 Wore a brown bonnet 
 And mocked at me. ' ' 
 
 — Kate L. Brown. 
 
158 FIRST SCHOOL YEAR 
 
 What. 
 
 • • What do you think 1 saw 
 
 All bundled up in fur, 
 Swinging at ease on a willow spray? 
 ]Sine little pussies, plump and gray; 
 But I could not find a sign of a claw. 
 Not even a tip of. a velvet paw ; 
 
 What do you think they were?'' 
 
 Spring. 
 
 * * Spring is a little daughter, 
 
 The sweetest ever seen. 
 The grass comes up to meet her, 
 
 And all the trees are green. 
 How glad we are to see her 
 When first she comes this way; 
 I think we feel like saying: 
 
 ' Dear Spring, please always stay. ' ' ' 
 
 Poem. 
 
 1. The March winds are blowing, so fierce and so strong, 
 They say to the pussies, you've slept long, so long, 
 We'll blow and we'll blow; yes, we'll blow you about, 
 So pussies, dear pussies, awake and come out. 
 
 2. The pussies are sleeping in snug beds of brown. 
 
 At the call of March winds they awake and look round. 
 For they have been resting the whole winter long, 
 And welcome the call of the March wind's wild song. 
 
 The Wind. 
 
 I saw you toss the kites on high, 
 And blow the birds aoout the sky, 
 And all around I heard you pass 
 Like ladies' skirts across the grass— 
 Oh, wind a-blowing all day long. 
 Oh, wind mat sings so loud a song! 
 
MARCH 15«j 
 
 I saw the different things you did, 
 But ahvays you yourself you hid. 
 I felt you push, 1 heard you call, 
 I could not see yourself at all — 
 Oh, wind a-blowing all day long, 
 Oh, wind that sings so loud a song! 
 
 Oh, you that are so strong and cold, 
 Oh, blower, are you young or old? 
 Are you a beast of field and tree 
 Or just a stronger child than me? 
 Oh, wind, a-blowing all day long, 
 Oh, wind, that sings so loud a song! 
 
 — A Child's Garden of Verse. 
 
 III. NUMBER. 
 
 Teach the number work of Bud SUidy for March 
 largely through the nature work. Buds are placed 
 singly, in pairs, or in clusters. They are alternate or 
 opposite. Make use of this arrangement in the num- 
 ber lessons. Count the buds on the twigs. Count them 
 by twos and make the addition. Take groups of buds, 
 as the maple. How many in the group? How many 
 ones? Twos? Threes? Draw a twig with three "pus- 
 sies" on it. Draw another with two times three. An- 
 other with three times three. Problems. Abstract state- 
 ments. 3X1-= 3- 3X2 = 6. 3X3 = 9- 
 
 WEAVING EXERCISES. 
 
 Teach number through the weaving. Have the 
 children weave from dictation, counting the number 
 of times over and under. Measure ^wigs and branches. 
 Gather the long twigs of the swamp willow for foot 
 measurement. Encourage children to make problems 
 relating to the subjects considered. 
 
160 FIEST SCHOOL YEAR 
 
 Outline of Number Lessons for March. 
 
 1. The fundamental steps. Concrete development 
 
 through nature work, especially by study of 
 buds. 
 
 2. The figure and word. 
 
 3. The abstract forms. 
 
 4. Teach the equal fractional parts of nine. 
 
 5. A line nine. inches long. Compare with eight 
 
 inches, seven inches, etc. 
 
 6. A line seven feet long. Comparisons. 
 
 7. A rectangle 9 X i feet or inches. Teach sq. ft. 
 
 8. A rectangle 3X3 feet or inches. 
 
 9. Compare these rectangles as to shape, length, 
 
 width. 
 
 10. Lessons in buying and selling. 
 
 11. Color and number. 
 
 12. Weaving problems. 
 
 IV. LANGUAGE. 
 
 COMPOSITION. 
 
 The plan of the children's composition work should 
 be uniform throughout the class. Teach them as early 
 as possible the form to be observed in the language les- 
 son. Every child should know where to write Room i, 
 the month and date, and his name. In the sentence work 
 he must know where to begin the writing, how wide the 
 margin at the left side of the paper should be ; to place a 
 capital letter at the beginning of the sentence, and the 
 proper mark of punctuation at its close. There will not 
 be many mistakes in the spelling if the children have 
 
MARCH 161 
 
 seen nothing but correct arrangement of letters into 
 words. The writing to be copied by the children should 
 be a model worthy of imitation. Careless writing by chil- 
 dren is usually the outgrowth of careless work by the 
 teacher. 
 
 READING. 
 
 Give as much time as possible to the reading. In 
 addition to the printed lessons, make a collection of easy 
 stories for quick sight reading. Several excellent books 
 are now available for primary reading. 
 
 PRINTED LESSONS. 
 
 The Wind and the Sun. 
 
 1. The wind met the sun in a field. 
 
 2. The wind said, 'T am very strong." 
 
 3. The sun said, "I am strong, too." 
 
 4. Each one thought he was stronger than the other. 
 
 5. The wind laughed at the sun. 
 
 6. A man was walking in the field. 
 
 7. The man had a cloak on. 
 
 8. The wind tried to take off the cloak. 
 
 9. The wind blew very hard. 
 
 10. The man held the cloak tight around him. 
 
 11. The sun tried to take off the cloak. 
 
 12. The sun was very hot. 
 
 13. The man was too warm. 
 
 14. He took off the cloak. 
 
 15. Which was the stronger, the wind or the sun? 
 Air. 
 
 1. Air is everywhere. 
 
 2. We cannot see the air. 
 
162 FIRST SCHOOL YEAR 
 
 3. We can feel the air. 
 
 4. Heat expands the air. 
 
 5. We put the rubber ball on the radiator. 
 
 6. The radiator was hot. 
 
 7. What did we see? 
 Wind. 
 
 1. Wind is moving air. 
 
 2. The wind moves the ships. 
 
 3. The wind dries the clothes. 
 
 4. The wind flies the kites. 
 
 5. The North Wind brings ice and snow. 
 
 6. The South Wind brings birds and flowers. 
 
 7. The East Wind brings fog and rain. 
 
 8. The West Wind brings clear weather. 
 
 V. THE ARTS. 
 
 Music. 
 
 March Soiigs. 
 
 1. * * Over the Bare Hills Far Away, ' ' Jenks and Walker. 
 
 2. "Pussy-Willow Song," lb. 
 
 3. ' ' Which Way Does the Wind Come ? ' ' Eleanor Smith 's 
 
 Songs. 
 
 4. "The Windmill," Jenks and Walker. 
 
 5. "Weaving Song," lb. 
 
 6. "Sewing Song," lb. 
 
 7. "Mr. Sun is a Jolly Fellow.'' 
 
 8. "Songs of the Winds." 
 
 So7ig of the Winds. 
 
 I am the North Wind strong and bold, 
 
 Blow, blow, blow; 
 I bring the sleet and ice and cold, 
 
 Blow, blow, blow; 
 
MAECH 1G3 
 
 I bring the snowflakes light and gay, 
 Children with these rejoice to play, 
 Dear little fairies all are they. 
 Blow, blow, blow. 
 
 I am the East Wind mild and dry, 
 
 Blow, blow, blow; 
 Over the desert sands I fly. 
 
 Blow, blow, blow; 
 Chasing the sun from morn till night, 
 Over the mountains out of sight. 
 Filling the forest with delight, 
 
 Blow% blow, blow\ 
 
 I am the West Wind wild and warm, 
 
 Blow, blow, blow; 
 I bring the rain and roaring storm. 
 
 Blow, blow, blow; 
 Gently I lift the clouds of rain 
 Over the hot and thirsty plain. 
 Gladly I freshen the fields again, 
 
 Blow, blow, blow. 
 
 I am the South Wind low and sweet. 
 
 Blow, blow, blow; 
 I bring the daisies at your feet, 
 
 Blow, blow, blow; 
 Gently I bring on balmy breeze. 
 Flowers and buds and leafy trees. 
 Lambkins and birds and busy bees. 
 
 Blow, blow, blow. 
 
 DRAWING. 
 
 1. Drawing twigs and buds of the trees studied. 
 
 2. Painting the twigs in water colors. 
 
 3. Paper weaving and basket making. 
 
 4. Paper folding; sailboat; pinwheel. 
 
164 FIRST SCHOOL YEAR 
 
 5. Illustrate, 'The North Wind at Play." 
 
 6. Illustrate poem, "In March Days." 
 
 7. Illustrate story, "The Sun and the Wind." 
 
 WRITING. 
 
 See suggestions of former months. 
 See composition work for March. 
 

 I. NATURE STUDY. 
 
 *'Tlien let us sing and praise, 
 And thank the Father dear, 
 For April is the fullest month 
 Of all the children's year." 
 
 What a wide field for observations ! Every day new 
 flowers are welcomed ; birds are returning and bird voices 
 make glad the world around. Sunshine and shadow, 
 thunder storms and laughing showers, all tell the story 
 of fitful April. 
 
 RESURRECTION STORY. 
 
 In the morning exercises tell the Bible story of the 
 resurrection. Sing the hymns of Easter time and the 
 songs of returning life in all nature. The awakening to 
 new life is the underlying thought for the month. Mar- 
 tin Luther said, ''Our Lord has written the promise of 
 the resurrection, not in books alone, but in every leaf in 
 spring time." 
 
 THE COCOON. 
 
 Take the cocoon and recall how in the autumn it 
 spun the little cradle and prepared for its winter sleep. 
 
 165 
 
166 FIEST SCHOOL YEAR 
 
 It is apparently dead. What will soon come forth from 
 the dead-looking cocoon? The beautiful butterfly. Why 
 is the butterfly so often put upon our Easter cards? 
 Why the little chicken and the tgg? Why the rabbit? 
 Why do we color eggs at Easter time ? Tell the children 
 of the customs of other countries in celebrating this 
 festival. 
 
 SPRING FLOWERS. 
 
 The spring flowers are enthusiastically welcomed by 
 the little children. The dainty bloodroot and frail anem- 
 one are among the first to find their way into the 
 schoolroom. How carefully Mother Nature has pro- 
 tected the bloodroot by wrapping the curled leaf around 
 the lovely flower. The delicate anemone (windflower) 
 has an abundance of food stored away in an underground 
 stem. Read Lucy Larcom's pretty poem, "The Wind 
 Flower." 
 
 JACK-IN-THE-PULPIT. 
 
 Jack-in-the-pulpit grows in abundance and is a 
 great favorite. Anticipate the thoughts and questions 
 of the children. Why called Jack-in-the-pulpit? What 
 is his text? His sermon? Where is his pulpit? The 
 children may observe the plant throughout the summer 
 and notice the changes in appearance. By what other 
 name is it known? Is it of any use to man? 
 
 THE TRILLIUM. 
 
 The Trillium (Wake Robin) is another interest- 
 ing spring flower. Observe it carefully. How many 
 petals? How many sepals? Look at the pistil. How 
 many horns has it? How do the parts of the trillium 
 
APEIL 167 
 
 compare with the parts of the anemone ? The bloodroot ? 
 Why do you think it has been named "Trillium"? 
 
 Take up other spring flowers as they appear. Al- 
 most every flower has its myth or legend. Give these in 
 connection with the conversation lessons. The legends 
 of the dandelion, the iris, and the forget-me-not are 
 among the many beautiful ones with which the children 
 should be familiar. 
 
 SPECL\L WORK. 
 Study of Seeds. 
 
 Through the conversation lessons bring out the ob- 
 servation relating to the preparation of the gardens and 
 the fields for the planting of seeds. Recall the gathering 
 of the harvest and the value of grains and seeds as 
 articles of food. Now the seed is to be studied as the 
 organ of reproduction. Bring before the children the fa- 
 miliar seed used in the autumn work. Among these are 
 the corn, the bean, the pea, and several varieties of nuts. 
 Compare the bean and the corn as to size, shape, and 
 color. Call attention to prominent marks of distinction in 
 such nuts as the walnut, horse-chestnut, hickory-nut and 
 acorn. 
 
 The first lesson is the study of the dry seed. How 
 is the seed covered? How protected? Can the coat be 
 removed? Why not? Is there life in the seed? How is 
 the life brought forth ? The seed must be planted. Thus 
 lead the children to see the other conditions to plant-life, 
 heat, light, and moisture. 
 
168 FIRST SCHOOL YEAR 
 
 GERMINATION. 
 
 Soak the bean, pea, and corn. Remove the skin 
 carefully and find the tiny plantlet within. Compare the 
 bean and corn as to the position of the little plantlet. Of 
 what use are the thick parts of these seeds to the em- 
 bryo plantlet? Nature prepares food for the young plant- 
 let, just as parents provide for their children. 
 
 Plant seeds in the room under different conditions. 
 Place a piece of moist cotton on top of a glass filled with 
 water. Sprinkle the cotton with flaxseed. Observe the 
 rapid growth. Tiny green leaves form a mass of foliage, 
 while silver hair-like roots grow downward. Prepare 
 window boxes for seed planting. Into one put good soil, 
 into another poor soil and into a third, sand. Plant and 
 observe the difference in growth under the different con- 
 ditions. Plant another box, keeping it away from the 
 light. What is observed ? Notice the growing plants. In 
 what direction do they tend? Why? Plants seek the 
 light. Examine the plantlets frequently. Compare the 
 corn and bean as to their leaves. Was there anything in 
 the seed to indicate that the bean would have two cotyle- 
 dons and the corn only one? 
 
 THE GROWING PLANT. 
 
 Study now the three parts of the plantlet, root, stem, 
 and leaves. What is the work of the root? Compare it 
 with the stem. How is the root fed? Show the de- 
 pendence of stem and leaf upon the root. What addi- 
 .tional food do the stem and leaf require? Keep a few 
 of the bean plants. Shortly the blossom will appear, then 
 the food. The children will thus understand the circuit of 
 
APRIL 169 
 
 growth from seed to seed by having it brought before 
 them daily, and having their attention called to the suc- 
 cessive steps in the development. 
 
 If possible small garden beds should be prepared in 
 some suitable place in or near the schoolyard (See Sep- 
 tember Nature Work), and these should be planted and 
 tended by the children under the teacher's guidance. 
 
 APRIL OBSERVATIONS. 
 
 I. The Awakening to New Life. 
 
 1. The flowers from the earth. 
 
 2. The leaves on trees and bushes. 
 
 3. The butterfly from the cocoon. 
 
 4. The chicken from the egg. 
 
 11. Flowers for Observation. 
 
 1. Anemone — Wind Flower. 
 
 2. Bloodroot. 
 
 3. Jack-in-the-pulpit — Indian Turnip. 
 
 4. Violet. 
 
 5. Dandelion — The Day Star. 
 
 6. Forget-me-not. 
 
 7. Trillium — Wake Robin. 
 
 III. Seed Studv. 
 
 IV. Germination. 
 
 ''The dry seed. 
 The soaked seed. 
 Seeds planted under different 
 conditions. 
 
 " On cotton or sponge. 
 In good soil. 
 In poor soil. 
 In sands. 
 
170 FIEST SCHOOL YEAR 
 
 V. The Plantlet. 
 
 SCHOOL GARDEN. 
 
 1. Preparation of soil — plowing, spading, raking. 
 
 2. Measuring garden bed. 
 
 3. Measuring' paths. 
 
 4. Measuring border. 
 
 5. Selecting seeds. 
 
 6. Planting. 
 
 7. Watering when necessary. 
 
 8. Weeding and working beds. 
 
 Lettuce, radishes, beets, beans, onions, and peas were 
 planted. These vegetables were selected so that the chil- 
 dren might have their products to use before the close of 
 the term. A border was made along the eastern side 
 of the plat which was given to those who wished to plant 
 flowers. The southern part of the plat was reserved for 
 our schoolroom plants. 
 
 Groups of children were given a period each day to 
 care for their garden beds. The garden was open in the 
 evenings for those who wished to work at that time. 
 
 It was an entirely new experience for many of the 
 children, and valuable lessons in nature, geography and 
 number grew out of the experiment. 
 
 COMPARISON OF THE CHICKEN ANt) DUCK. 
 
 The chicken and duck are familiar and may be 
 selected as types of scratchers and swimmers. 
 
. APEIL 
 
 171 
 
 OUTLINE THE DUCK. 
 
 [Have live specimens of duck and chicken before the class.] 
 
 'Children name parts. 
 
 I. A Water Bird. 
 
 Where often seen? 
 Form. Compare with 
 the chicken. 
 
 11. Food. 
 
 Worms. 
 
 Insects and Slugs. 
 
 Water plants. 
 
 Grass. 
 
 Bread. 
 
 "j Compare foot with that of the chicken. 
 
 III. Feet. V Why has the duck a webbed foot ? 
 
 ) How many toes on each foot? 
 
 ( Compare with chickens as to 
 
 IV. Legs. J length, size, and position. 
 
 I Does the duck walk ? Can it run ? 
 
 V. 
 
 Feath- 
 ers. 
 
 r Examine feathers. They are close, 
 
 thick, and warm. 
 Some are long. Some are short. 
 They are beautiful in color. 
 Bring out the use of the feathers to 
 
 the duck. The use to man. 
 Compare with the feathers of the 
 
 chicken. 
 Does the chicken like to be out in 
 
 the rain? Does the duck? See 
 
 poem. 
 
172 
 
 FIRST SCHOOI^ YEAR 
 
 VI. Bill. 
 
 VII. 
 
 Hatch- 
 ing. 
 
 Compare the bill of the duck with 
 
 the bill of the chicken. 
 Compare their food. 
 Has the duck teeth? Has the 
 
 chicken ? 
 How is their food digested? 
 
 ' Compare the nests of the duck and 
 
 the chicken. 
 Have eggs of each and cgmpare as 
 
 to size, shape, and color. 
 The duck sits upon its eggs four 
 
 weeks. 
 The hen sits three weeks. 
 Which of the two is the better 
 
 mother ? 
 What are the young of the duck 
 
 called ? 
 I The young of the chicken ? 
 
 11. LITERATURE AND HISTORY. 
 
 THE MOON AND STARS. 
 
 The Indians call April the Moon of Starry Nights. 
 The nights are unusually brilliant. Have the children 
 observe the splendor of the April skies. Follow the 
 moon from the crescent to the full, thence to the cres- 
 cent again. 
 
 Tell the Indian story of the four dragons whose 
 duty it was to eat the moon. Explain simply the source 
 from which the moon receives its light. Compare the 
 light of the moon with the light of the sun. What do 
 
APRIL 173 
 
 the children see in the moon ? Not all will see the same 
 picture. Tell the children the "Moon Stories'' of the 
 different countries. 
 
 Observe the stars. Children report their observa- 
 tions. Some stars twinkle. Some look like the sun. 
 Some are larger than others. Locate with them the 
 evening star, the milky way, and the great dipper. See 
 the stories adapted to these lessons in the outline. 
 
 FRIEDRICH FROEBEL. 
 
 The picture of Froebel has a place in the primary 
 room as well as in the kindergarten. Let the children 
 know that he was a great teacher, and better still, that 
 he was the friend of the little children. April brings 
 the anniversary of his birthday. Plan the work of this 
 day so that much of the kindergarten material may be 
 used. Give a folding lesson from the colored squares 
 and a weaving lesson, using the prettiest of the mats. 
 Tell the story of his life, beginning with the little boy, 
 Froebel. See suggestions in outline. 
 
 Commit the following stanza : 
 
 ''April brings the springtime flowers, 
 And wakes the Easter morn ; 
 April is the merry month 
 
 When Froebel, too, was born. ' ' 
 
 OUTLINE FRIEDRICH FROEBEL. 
 
 Froebel as a Little Boy. 
 
 1. His home and parents. 
 
 2. His lonely life. 
 
 3. His love for birds, flowers, and animals. 
 
174 FIRST SCHOOL YEAR 
 
 4. How he tried to build churches from pieces of 
 
 wood. 
 
 5. His school life. 
 Froebel as a Man. 
 
 1. He becomes a teacher. 
 
 2. He names his school boys. Why? 
 
 3. Froebel's gifts. 
 
 4. Froebel and the home. 
 
 5. Froebel's death. 
 
 6. Show the plan of the monument erected to 
 
 his memory. 
 
 Stories. 
 
 1. ''The Life of a Bean,"— Plant Life. Florence Bass. 
 
 2. ''The Straw, the Coal of Fire, and the Bean," 
 
 Grimm's Fairy Tales. 
 
 3. ' ' The Pea Blossom, ' ' Hans Andersen. 
 
 4. ' ' The Farmer and the Birds, ' ' Child 's World. 
 
 5. "The Lost Chicken," lb. 
 
 6. "TTie Story of Speckle," Ih. 
 
 7. "The Street Musicians," McMurry's Classic Stories. 
 
 8. ' ' The Ugly Duckling, ' ' Andersen. 
 
 Flower Legends. 
 
 1. ' ' The Legend of the Dandelion, ' ' All the Year Round. 
 
 — Spring. 
 
 2. ' ' The Legend of the Iris, ' ' Stories from Flower Land. 
 
 3. ' ' The Forget-me-not. ' ' See memory poem. 
 
 4. ' ' The Legend of the Anemone. ' ' See memory poem. 
 
 Moon Stories. 
 
 The Greek Story — ' ' The Moon Maiden, ' ' Wiltse. 
 The Hindoo Story— " The Rabbit," Wiltse. 
 
 Tlie Egyptian Story — ' ' The Moon God, ' ' Wiltse. 
 The Iceland Story—' ' Jack and Jill, ' ' Fiske. 
 The Indian Story — Cooke's Myths. 
 
APEIL 175 
 
 The History of a Seed. 
 
 [Make suitable illustrations for each stanza on the black- 
 board.] 
 
 1. The Seed. 
 
 Only a little seed, 
 Very small indeed, 
 Put it in the ground, 
 In a little mound, 
 Then wait and see 
 What it will be. 
 
 ^. The Vine. 
 
 The seed became a lovely vine. 
 
 That o'er the brown earth loved to twine, 
 
 At our feet so very low 
 
 Went on and on to grow and grow. 
 
 3. The Flower. 
 
 The summer 's rain, the summer 's shine, 
 T*hat wet and warmed the pretty vine, 
 Had somehow quite a wondrous power. 
 That wrought a lovely yellow flower. 
 
 4. The Fruit. 
 
 The little flower grew and grew. 
 In sun and shower and moistening dew; 
 And when the leaves began to fall, 
 There lay a lovely yellow ball. 
 The prize for harvest best of all. ' * 
 What was the fruit? 
 
 JacTc-in-the-Pulpit. 
 
 Jack-in-the-pulpit is preaching to-day. 
 That's what the birds and the children say; 
 Preaching a sermon for them, you see. 
 Not heard by old-folks, like you and me. 
 
176 FIRST SCHOOL YEAR 
 
 The birds trill his text o 'er, * ' Springtime is here, ' ' 
 And children quick echo, ' * Oh, Dear, Oh, Dear ; ' ' 
 Jack talks of tops, and marbles, and hoops. 
 Balls and bats, with no hint of books. 
 
 For out in the woods, Jack holds church. 
 And who wants lessons with smell of birch, 
 And odor of violets and all things sweet. 
 
 And birds with chorus of ' ' Tweet ! " ' ' Tweet ! ' ' 
 
 Haven't you seen them, the boys and girls, 
 With laughing eyes and hair all curls? 
 Running to hear Jack's sermon, they say. 
 For them and the birds, this sweet spring day. 
 
 — Ellen Le-Garde. 
 
 Memory Poem. 
 
 "Who likes the rain?" 
 ''I," said the duck, ''I call it fun. 
 For I have my little rubbers on; 
 They make a cunning three-toed track 
 In the soft, cool mud ; quack ! quack ! ' ' 
 
 " I, " cried the dandelion, * * I, 
 My roots are thirsty, my buds are dry ; ' ' 
 And she lifted a towsled yellow head 
 Out of her green and grassy bed. 
 
 Sang the brook: "I laugh at every drop. 
 And wish they'd never need to stop 
 Till a big, big river I grew to be 
 And could find my way out to the sea. ' ' 
 
 *'I, " shouted Ted, "for I can run. 
 With my high-top boots, and the rain-coat on, 
 Through every puddle and runlet and pool 
 That I find on my way to school." 
 
 — Clara Doty Bates. 
 
APEIL 
 
 April. 
 
 177 
 
 ''Good morning, s-ueet April, 
 So winsome and shy, 
 With a smile on your lip 
 And a tear in your eye. 
 There are pretty hepaticas 
 
 Hid in your hair, 
 
 And bonny blue violets 
 
 Clustering there." 
 
 The Neiv Moon. 
 
 Dear mother, how pretty 
 
 The moon looks to-night! 
 She was never so cunning before; 
 Her two little horns 
 
 Are so sharp and so bright, 
 I hope she'll not grow any more. 
 
 If I were up there 
 
 With you and my friends 
 I'd rock in it nicely you'd see; 
 I'd sit in the middle 
 
 And hold by both ends, 
 Oh, what a bright cradle 'twould be! 
 
 I would call to the stars 
 
 To keep out of the way, 
 Lest we should rock over their toes; 
 And then I would rock 
 Till the dawn of the day, 
 And see where the pretty moon goes. 
 
 And there we would stay 
 
 In the beautiful skies; 
 And through the bright clouds we would roam. 
 We would see the sun set. 
 
 And see the sun rise. 
 And on the next rainbow come home. 
 
 — Mrs. Follen. 
 
178 FIRST SCHOOL YEAR 
 
 The Swing. 
 How do you like to go up in a swing, 
 
 Up in the air so blue? 
 Oh, I do think it the pleasantest thing 
 
 Ever a child can do! 
 
 Up in the air and over the wall 
 
 Till I can see so wide, 
 Rivers and trees and cattle and all 
 
 Over the countryside^ 
 
 Till I look down on the garden green, 
 
 Down on the roof so brown- 
 Up in the air I go flying again, 
 
 Up in the air and down ! 
 
 Suggestive Poems. 
 '^ Twinkle, Twinkle, Little Star," Jane Taylor. 
 * ' Tlie Stars are Coming, ' ' Nature in Verse. 
 ' * The Sunbeams, ' ' Emilie Poulsson, Ih. 
 ''Stop, Stop, Pretty Water," Mrs. Follen, lb. 
 ' ' The Little Red Hen, ' ' lb. 
 
 — Child's Garden of Verse. 
 
 III. NUMBER. 
 
 Nature's arrangement of petals and sepals, of 
 calvx and corolla, of stamen and pistil, certainly teaches 
 that number may be largely taught through nature. 
 Many of the early flowers are simple in their construc- 
 tion, and may be mad^ a valuable help in teaching the 
 "four steps" in number work. If one corolla has five 
 leaves, how many leaves have two corollas? The prob- 
 lem is vastly more interesting than a book problem, 
 which perhaps bears no relation to the child's interests. 
 
 This being the Froebel month, bring color lessons 
 into the number work. Grouping of circles and triangles 
 and squares into beauty forms. Mounting of the spring 
 
APRIL ;179 
 
 flowers in groups. Group of stars cut or folded from 
 colored papers. Drawings of ducklings and young 
 chickens growing out of the literature work. Number 
 and nature go hand in hand in the month of April. 
 
 OUTLINE OF NUMBER LESSONS FOR APRIL. 
 
 1. The fundamental operations. Concrete. 
 
 2. The writing of numbers. 
 
 Explain unit's place ; ten's place. 
 
 3. Money lessons. (Educational toy money.) 
 
 Teach : Ten cents in one dime. 
 Ten dimes in one dollar. 
 
 4. Problems in buying and selling. 
 
 Children estimate values. What can be 
 bought for a dime? A dollar? Five dollars? 
 
 5. Teach 1/2 and 1/5 of 10. 
 
 6. A line ten inches ; a line ten feet. 
 
 7. A rectangle loXi. Another 5X2. 
 
 Compare rectangles as suggested in previous 
 outlines. 
 
 8. Arrange all known combinations into tables. 
 
 Give daily drills in quick work. Arrange the 
 other three steps likewise. 
 
 9. Arrange color work in mounting lessons, using 
 
 ten circles, ten triangles, ten squares. 
 10. Science problems related to the nature work. 
 
 IV. LANGUAGE. 
 
 READING. 
 
 I. Selected lessons from "Stories for Young 
 Readers." Florence Bass. 
 
180 FIEST SCHOOL YEAR 
 
 1. Spring Rain. 
 
 2. The Wind and the Sun. 
 
 3. Stories of the Dandehon. 
 
 4. The Life of a Bean. 
 
 II. Selected Reading Lessons from "All the Year 
 Round." Spring. 
 
 1. The Bean Plant. 
 
 2. The Straw, the Coal, and the I'ean. 
 
 3. The Pea Vine and Blossom. 
 
 4. The Trillium. 
 
 5. The Dandelion ; also. The Legend. 
 
 6. The Duck. 
 
 7. The Hen. 
 
 SCRAP CARDS FOR READING. 
 
 Supplementary reading may be arranged by the 
 teacher who is not fortunate in having many books pro- 
 vided. Make clippings from educational papers. Aiount 
 the lessons on cards and arrange in sets adapted to 
 the time of the year and the subject under consideration. 
 
 Many short myths and legends referred to in the 
 outlines will provide excellent material for oral repro- 
 duction. Encourage and insist on the child's telling a 
 connected story. Write short stories upon the board for 
 sight reading. Have the same stories copied, insisting 
 on the best the children can do. Follow other sugges- 
 tions found in former months. 
 
 Printed stories, such as 
 The Bean. 
 
 1. We had some beans in a box. 
 
 2. The little seeds were asleep. 
 
 3. We put them to bed in some earth. 
 
APRIL 181 
 
 4. The earth made a nice cover for them. 
 
 5. The Httle beans will soon wake up. 
 
 6. They will begin to grow 
 
 7. Their coats w411 soon become too small. 
 
 8. They will soon peep through the earth. 
 
 9. Beans have two seed-leaves. 
 
 10. Sometimes we call the seed-leaves cotyledons. 
 
 V. THE ARTS. 
 
 Mumc. 
 
 1. ' * See Millions of Bright Raindrops, ' ' Jenks and Walker. 
 
 2. ' ' Seven Little Fairies Came, ' ' lb. 
 
 3. "Over the Bare Hills," lb. 
 
 4. ''The Song of the Bee," lb. 
 
 5. ' ' Five Little Chickens, ' ' Whiting 's Music Book. 
 
 6. ''Twinkle, Twinkle, Little Star," 76. 
 
 7. "The Cow Has a Horn," lb. 
 
 Six Nice Duels. 
 
 1. 
 
 Six nice ducks that I once knew, 
 
 Fat ducks, pretty ducks they were, too. 
 
 But the one with the feather curled up on his back, 
 
 He ruled the others with his quack, quack, quack. 
 
 With his quack, quack, quack; 
 
 He ruled the others with his quack, quack, quack. 
 
 2. 
 
 Across green fields those ducks would go, 
 Widdle, waddle, widdle waddle, all in a row, 
 But the one with the feather curled up on his back. 
 He led the others with his quack, quack, quack, etc. 
 
182 FIKST SCHOOL YEAR 
 
 3. 
 
 Here a fat bug, and there a small toad, 
 
 They snapped up quickly when on the road, 
 
 But the one with the feather curled up on his back, 
 
 He ate the biggest with his quack, quack, quack, etc. 
 
 4. 
 
 Down to the brook they went with a dash. 
 
 Into the water with many a splash, 
 
 But the one with the feather curled up on his back. 
 
 He swam the fastest with his quack, quack, quack, etc. 
 
 5. 
 
 If I 'd tell you all these ducks did. 
 
 The nice time they had in the meadow hid, 
 
 But the one with the feather curled up on his back, 
 
 He told the story with his quack, quack, quack, etc. 
 
 DRAWING. 
 
 1. The Ugly Duckling. Story illustrated. 
 
 2. Drawing lessons. The dry seeds. The little 
 
 plantlet. Finish in water colors. 
 
 3. Sewing lessons. Leaves, flowers. The chicken. 
 
 The duck. 
 
 4. Illustrate the poem, ''Only a Little Seed." 
 
 5. Illustrate the Moon Stories. 
 
 6. Model eggs in clay. Color some for Easter. 
 
 7. Draw a star. Cut stars. Fold stars. 
 
 WRITING, 
 
 1. Write words from dictation. 
 
 2. Write sentences from words. 
 
 3. Write short stories from given subjects. 
 
 4. Complete capital and small forms. 
 
I. NATURE STUDY. 
 
 THE CHILD AS AN OBSERXER. 
 
 Children are naturally keen observers. The pleasure 
 and value derived from being allowed to report his ob- 
 servations is too often denied the wide-awake child. He 
 sees that the days are becoming longer and warmer ; 
 apple buds have changed to apple blossoms ; April flowers 
 are disappearing and more brilliant ones, but not more 
 beautiful, are taking their places. Xew birds are daily 
 arriving. Of all these things the children wish to be 
 reporters. Should the child be reproved who comes to 
 school a few minutes late and reports, *T saw an oriole 
 building its nest, or a robin feeding its young?" Last 
 year a boy from the second grade was absent all day. 
 He returned the next day with at least a dozen different 
 kinds of nests which had been abandoned. He had 
 studied in nature's school all day. The nests were ar- 
 ranged and studied, not only in his own room, but in 
 other departments. 
 
 183 
 
184 FIRST SCHOOL YEAR 
 
 STUDY OF NEST-BUILDING. 
 
 The familiar birds are all back again in their accus- 
 tomed haunts. Let the children name all the dififerent 
 kinds they have seen. Keep a list upon the board for 
 reference. Have them report where certain birds are 
 building, how they are constructing their nests, and the 
 materials used. Who taught the bird how to build its 
 nest? Does it build the same way each successive year? 
 There are no new styles in bird architecture, yet each 
 bird has its own individual way of building. Are our 
 homes all built alike ? Show that there is as much differ- 
 ence in the architecture of nests as of houses, as to ma- 
 terial, form, skill, and beauty. Name the materials from 
 which our houses are made. The bird's niaterials are 
 wood, stone, twigs, straw, hair, feathers, moss, seaweed, 
 heather, mud, sand, strings, cotton, etc. Make a list of 
 these materials, keeping it upon the blackboard. Have 
 the children report the materials used by the birds which 
 they are observing. Teach here the poems, ''Bird 
 Trades." What do the birds use for tools? 
 
 MOVEMENTS AND SOUNDS OF BIRDS. 
 
 How do the birds go from place to place? Do they 
 always fly? Watch the robin. Does it travel over the 
 ground as the chicken and duck do? Now look at the 
 crow. Some birds hop. Which ones? Some birds 
 walk. Tell the story of the little boy who asked the 
 bird, "Why some birds walk and some birds hop." Talk 
 about the sounds made by the birds. Some chatter, 
 some scold, and some use plaintive and coaxing tones. 
 
MAY 185 
 
 Think about their habits. Which ones are objectionable? 
 Compare with the habits of people. 
 
 ROBIN AND BLUEBIRD. 
 
 The robin and the bluebird are not only the most 
 familiar, but the favorite birds of the children. They 
 have, therefore, been selected for special study. For 
 preparation make blackboard illustrations of these birds 
 and the kind of nest each one builds. Have before the 
 class the stufifed bird for a study of the parts. Prepare 
 outdoor lessons for a study of the habits and character- 
 istics. When teaching the robin's nest and food, use 
 the poems, "What Robin Told," and "Robin and the 
 Cherries." In the bluebird work use the poem, "The 
 Maiden and the Bluebird." 
 
 A longer list of legends, stories, and poems will be 
 given this month because of the abundance of good 
 material from which to select. For additional sugges- 
 tions see following outline, "Bird Questions" and "Bird 
 History :" 
 
 THE ROBIN. 
 
 1. Appearance. Distinguishing points. 
 
 2. Size. Compare with bluebird, swallow. 
 
 3. Color. Compare male bird with female. 
 
 Industry. 
 
 Cleanliness. 
 
 Love. 
 
 Devotion to young ones. 
 
 Cheerfulness. 
 
 Courage. 
 
 4. Habits 
 
186 
 
 FlKyT {SCHOOL YEAE 
 
 Insects. 
 Spiders. 
 Grubs. 
 
 5. Food ^ Worms. 
 Cherries. 
 Berries. 
 Plums. 
 
 What is the song? 
 
 6. Song ^ When does he sing? 
 Do both birds sing? 
 
 Material. 
 W^here built. 
 How constructed. 
 
 7. Nest -{ Number of eggs. Color. Size. 
 Time required for hatching. 
 Appearance of baby robins. 
 Care of the young. 
 
 8. The Baby Birds. 
 
 1. Size when hatched. 
 
 2. Covered with down. 
 
 3. Appearance of feathers. 
 
 4. Food. Of what does it consist? 
 
 5. Amount of food consumed. 
 
 6. The training of a robin. Give the story of 
 
 "Tip-Top." 
 
 7. Rapidity of growth. 
 
 BIRD QUESTIONS. 
 
 In the development lesson ask many questions which 
 will arouse a spirit of investigation. Allow the children, 
 if necessary, to observe and report at another lesson. 
 
MAY 18? 
 
 For little children these questions must necessarily be 
 very simple and short. The following list will illustrate : 
 When did the robins return? Where had they been? 
 In what kind of trees do robins build? In which part 
 of the tree ? With what do they build their nests ? What 
 are robins' tools? How is the nest lined? What color 
 is the robin's eggs? Which bird sits on the eggs? 
 What does the father bird dp? What is the food of the 
 baby birds ? Do they eat much ? Do they grow rapidly ? 
 How do they learn to fly? Time for hatching? How 
 many broods a season? 
 
 Prepare an outline for the teaching of the bluebird 
 similar to the robin outline. Prepare a list of questions 
 adapted to the outline. 
 
 SOME FACTS ABOUT BIRDS. 
 
 Birds of prey do not have the gift of song. 
 
 Wild birds do not sing more than ten weeks in the 
 year. 
 
 The woodpecker's call is not musical. It is like a 
 harsh cry. 
 
 The catbird mews. It sometimes imitates the sounds 
 of other birds. 
 
 The meadowlark is a great whistler. 
 
 The robin is the cheerful singer. 
 
 The woodthrush is said to be the most beautiful, 
 the finest in song, and the noblest in character of the 
 winged order in America. 
 
 The smallest Qgg is that of the Mexican humming- 
 bird. It is scarcely larger than a pin's head. 
 
 The largest egg is that of the ostrich. It weighs 
 
2gy FJKIST iSCllOOL VKAli 
 
 three pounds, and is considered e(|nal in amount to 
 twenty- four hens' ei^i^s. 
 
 Rohins come early in the sprin^-. At first they 
 appear one at a time. 
 
 The rohin is the last l)ir(l to ^o to 1)ed at ni^ht. 
 Its eyes are lar^e and it can well see by a dim li^ht. 
 It is also an early rvser. 
 
 The hluehirds come north about the last of Feb- 
 ruary or the first of Marcli. 
 
 The bluebirds are the tirst birds to mate. They 
 mate about the first of April. 
 
 The meadowlark builds its nest upon the ground. 
 
 The rook is the only bird that repairs its nest in 
 the autumn. The same birds use the same nests year 
 after year. Just before migratini;- they put their nests in 
 order for the winter. 
 
 The barn swallows come in May and migrate early 
 in September. 
 
 The cliff swallow is known l)y his square tail. 
 
 It is estimated that a swallow flies at least a mile 
 a minute. 
 
 The chimney swallow is the largest of the American 
 species. 
 
 Swallows are affectionate. Many build together. 
 They use the same nest year after year. 
 
 The sw^allow secures its food while on the wing. 
 
 The sand martin usually builds in cliff's and sand 
 stones, boring holes, with its closed beak, two or three 
 feet in dei)th 
 
 It is estimated that one crow will destroy 700.000 
 insects every year. 
 
 The humming-bird's nest is made of ferns, and 
 
MAY 
 
 189 
 
 mosses, and lichens, glued together. They are the most 
 courageous and combative birds in existence. 
 
 It is an established fact that as the number of birds 
 decreases there is a proportional increase of insects, grubs 
 and worms. 
 
 Frocks and Toads. 
 
 STUDY OF K(',(kS. 
 
 Make a visit to a ])on(l. V'lnd the eggs of the frog 
 and the toad. The eggs of the frog are in a jelly-like 
 mass, while the eggs of the toad are in long strings. 
 Roth are deposited in shallow water, upon leaves or 
 other vegetable matter. Study the toad by comparison 
 with the frog, the first difference being noticed in the 
 protection of the eggs. 
 
 Secure a mass of frog's eggs, placing them in a 
 glass jar of water. These eggs will change in shape, 
 and with a little care hatch in the jar. I'oth frog and 
 toad pass through the tadpole stage. Secure tadpoles 
 of different sizes and watch the devclo])ment. 
 
 THE FROG AND THE TOAD. 
 
 I. The Eggs. 
 
 II. The 
 
 Tadpole. 
 
 ( Found in masses and strings. 
 } Size, color, shape, covering. 
 ( Time for hatching. 
 
 "Gills appear. 
 
 Hind legs. 
 
 Front legs. 
 
 Tail shortens and disappears. 
 ^Gills disappear as lungs develop. 
 
III. Frog. 
 
 190 FIRST SCHOOL YEAR 
 
 'Observe head, eyes, feet, coat, tongue. 
 
 A land and water animal. 
 
 Full grown at five years. 
 
 Lives to ten or twelve years. 
 
 How the frog changes his dress. 
 
 The food of frogs. 
 
 The music of the frog. 
 I The use of the frog to man. 
 
 IV. Compare outline of the frog. 
 
 II. LITERATURE AND HISTORY. 
 
 Stories. 
 
 ''Mr. and Mrs. Robin," Cat Tails. 
 
 ' ' The Nest of Many Colors, ' ' Child 's World 
 
 ''Little Yellow Wing," lb. 
 
 "Tlie Origin of the Robin," Indian Legend. 
 
 ' ' How the Robin got its Red Breast, ' ' Legend. 
 
 ' ' The Origin of the Woodpecker, ' ' Cooke 's Myths. 
 
 "The Story of Tip-Top." 
 
 "The Broken Wing," Indian Myth. 
 
 "Mr. Rana's Dinner," Our Shy Neighbors. 
 
 ' ' Rain Frogs, ' ' lb. 
 
 "Fish or Frogs," Cat Tails. 
 
 "The Frog's Eggs," All the Year Round. Spring. 
 
 Poems. 
 
 "Tlie Emperor Bird's Nest." 
 
 "Who Stole the Eggs?" 
 
 "What the Bluebird Said." 
 
 ' ' The Polliwog. ' ' 
 
 "The Month of May." 
 
 "Bird Trades." 
 
 "The Maiden and the Bluebird " 
 
MAY 191 
 
 The Polliwog. 
 
 A tiny little polliwog 
 
 And little brothers three, 
 Lived in the water near a log, 
 
 As happy as could be. 
 
 A swimming, swimming, all the day, 
 
 A-sleeping all the night; 
 And trying, though they were so gay, 
 
 To do just what was right. 
 
 A-growing, growing all the while. 
 
 Because they did their best; 
 But I'm afraid that you Mali smile 
 
 When I tell you the rest. 
 
 One morning sitting on the log 
 They looked in mute surprise ; 
 
 Four legs had every polliwog, 
 Where tAvo had met their eyes. 
 
 Their mother letting fall a tear 
 
 Said, "Oh, my polliwogs, 
 It can 't be you that 's sitting there ; ' ' 
 
 For all of them were frogs. 
 
 And with their legs had grown some lungs, 
 
 So you just wait and see, 
 In summer time their little tongues 
 
 Will sing, ' ' Ka-chunk, ' ' with glee. 
 
 Month of May. 
 
 Here I am, and how do you do? 
 I've come afar to visit you. 
 Little children, glad and free. 
 Are you ready now for me? 
 I'm the month of May! 
 
 I've a store of treasures rare, 
 Laid away w4th greatest care — 
 
192 FIRST SCHOOL YEAR 
 
 Days of sunshine, song, and flowers. 
 Earth made into fairy bowers! 
 I'm the month of May! 
 
 In my loaded trunk I bring, 
 Bees to buzz, and birds to sing! 
 Flowers to fill the balmy air, 
 Violets are hiding there! — 
 I'm the month of May 
 
 — Youth 's Companion. 
 
 Bird Trades. 
 The swallow is a mason, 
 
 And underneath the eaves 
 He builds a nest and plasters it 
 
 With mud, and hay, and leaves. 
 
 The woodpecker is hard at work ; 
 
 A carpenter is he; 
 And you may find him hammering 
 
 His house high up a tree. 
 
 The bullfinch knows and practises 
 The basket-maker 's trade ; 
 See what a cradle for his young 
 The little thing has made. 
 
 Of all the weavers that I know. 
 The oriole is the best : 
 High on the maple-tree he weaves 
 A cozy little nest. 
 
 The goldfinch is a fuller; 
 
 A skilful workman he! 
 Of wool and threads he makes a nest 
 
 That you would like to see. 
 
 Some little birds are miners ; 
 
 Some build upon the ground; 
 And busy little tailors, too. 
 
 Among the birds are found. 
 
MAY 
 
 Tlie cuckoo laughs to see them work; 
 
 "Not so," he says, "we do. 
 My wife and I take others' nests, 
 
 And live at ease, — cuckoo ! ' ' 
 
 The Bluebird's Story. 
 
 'My back is blue just like the sky. 
 So are my wings with which I fly; 
 My breast is red, not very bright, 
 And a few of my feathers you '11 find are white ; 
 I've been here a month, my mate's come too. 
 Her dress is a little brighter blue ; 
 
 We are keeping house — now don't you tell 
 
 In that old apple tree near the well. 
 And some day soon, I hope there'll be 
 Five little bluebirds in that tree." 
 
 The Maiden and the Bluebird. 
 
 "Pretty iJUle bluebird, 
 
 Won 't you tell me true, 
 
 Why you wear a brown vest 
 
 With your suit of blue?" 
 
 Oh, little maiden, truly, 
 
 While flying very low, 
 I brushed against the brown earth 
 
 Long and long ago. 
 
 And once, my little maiden. 
 
 While flying very high. 
 My back and wings went brushing 
 
 Against the summer sky. ' ' 
 
 Saucy little bluebird 
 
 Singing, oflP he flew, 
 With his pretty brown vest 
 
 And his suit of blue. 
 
 — The Educational Repository. 
 
 193 
 
MAY 195 
 
 The Siceet Bed Eose. 
 
 'Good-morrow, little rose-bush, 
 
 Now prithee, tell me true 
 To be as sweet as a red rose, 
 
 What must a body do "? " 
 
 'To be as sweet as a red rose 
 
 A little girl like you 
 Just grows, and grows, and grows. 
 
 And that 's what she must do. ' ' 
 
 — Mary Mapes Dodge. 
 
 The Forget-Me-Not. 
 
 When to flowers so beautiful 
 
 The Father gave a name, 
 Back came a little blue-eyed one. 
 
 All timidly she came; 
 And standing at the Father 's feet, 
 
 And gazing in his face. 
 She said with meek and timid voice. 
 
 Yet with a gentle grace, 
 'Dear Lord, the name thou gavest me, 
 
 Alas, I have forgot ; ' ' 
 The Father kindly looked at her. 
 
 And said, ' ' Forget me not. ' ' 
 
 Why Cherries Grow. 
 
 ' ' Why do cherries grow ? ' ' 
 Said I, Kobin Eed, 
 * ' Cherries overhead 
 In the gleam and glow — 
 Why do cherries growV* 
 
 Paused he perkishly. 
 
 While he plucked at one, 
 
 Flushing in the sun. 
 Then he said to me, said he, 
 *' Cherries grovv' for me." 
 
196 FIRST SCHOOL YEAR 
 
 Beference Bools. 
 
 ' ' In the Child 's World, ' ' Poulsson. 
 
 ''Bird Ways," Olive TTiorne Miller. 
 
 "A Year with the Birds," Flagg. 
 
 ''Our Shy Neighbors," Mrs. M. A. B. Kelly. 
 
 ' ' All the Year Round, ' ' Frances Strong. 
 
 My Shadow. 
 
 I have a little shadow that goes in and out with me", 
 And what can be the use of him is more than I can see. 
 He is very, very like me from the heels up to the head. 
 And I see him jump before me, when I jump into my bed- 
 
 The funniest thing about him is the way he likes to grow, — 
 Not at all like proper children, which is always very slow; 
 For he sometimes shoots up taller like an india-rubber ball, 
 And he sometimes gets so little that there's none of him at alL 
 
 He hasn't got a notion of how children ought to play. 
 
 And can only make a fool of me in every sort of way. 
 
 He stays so close beside me, he's a coward you can see, 
 
 I 'd think shame to stick to nursie as that shadow sticks to me. 
 
 One morning, very early, before the sun was up, 
 I rose and found the shining dew on every buttercup; 
 But my lazy little shadow, like an arrant sleepyhead. 
 Had" stayed at home behind me and was fast asleep in bed. 
 
 — Child's Garden of Verse. 
 
 III. NUMBER. 
 
 A Review of the Year's Work. 
 
 Test children's knowledo^e : 
 
 I. Of the combinations, separations, multiplica- 
 tions, and divisions of numbers as far as de- 
 sirable. 
 
MAY ^^^ 
 
 2. Of all the even fractional parts of numbers. 
 
 3. Of measurements ; i inch to 10 inches, i foot 
 
 to 10 feet. 
 
 4. Of time ; the number of days in a week ; weeks 
 
 in a month ; months in a vear. 
 
 5. Of triangles, rectangles, pentagons, and hex- 
 
 agons of given dimensions. 
 
 6. Of lines ; horizontal, vertical, oblique. 
 
 7. Of areas of rectangles. 
 
 8. Of money values. 
 
 To know money pieces at sight. 
 To make change accurately. 
 To estimate value of things. 
 To buy and sell. 
 
 9. Outside measurement. Measure and lay off in 
 
 sq. ft. garden and flower beds. 
 
 IV. LANGUAGE. 
 
 Review as far as possible the vocabulary of the year. 
 Give frequent tests of the work of past months.' 
 
 1. In quick recognition of words. 
 
 2. Correct pronunciation of words. 
 
 3. In writing words from dictation. 
 
 4. In writing words from memory. 
 
 5. In the correct use of capital letters. 
 
 6. Writing of sentences. 
 
 7. Writing of stories. 
 
 8. Correct use of marks of punctuation as far as 
 
 taught. 
 Selected lessons for reading from ''All the Year 
 Round." 
 
198 FIRST SCHOOL YEAR 
 
 1. The robin. 
 
 2. How the robin got its red breast. 
 
 3. The humming-bird. 
 
 4. The woodpecker. 
 
 5. The origin of the woodpecker. 
 
 6. The frog's eggs. 
 
 7. Frogs and toads. 
 
 A Lesson on the Bluebird. 
 
 [The following is a stenographic report of a lesson on the 
 Bluebird as compared with the Robin. The lesson was given 
 recently by a student teacher in the Model School.] 
 
 Teacher's Preparation. — Blackboard illustrations of 
 both the robin and the bluebird. The nests of the birds 
 to be studied. Eggs drawn and colored. Poem written 
 upon the blackboard. Work covered until it is needed. 
 
 Picture of the bluebird shown. Children being 
 asked what they would like to sing, reply, 'T know the 
 song that the bluebird is singing." (This song had been 
 previously taught in anticipation of the work on the 
 bluebird.) Why do we wish to sing about the bluebird? 
 "Because it is drawn upon the board and we are going 
 to study about it." Yes, that is right. We are going to 
 study the bluebird. I want you all to look at this pretty 
 little fellow for a few moments, and then we will tell 
 each other what we have seen. (After the children have 
 observed closely, let them state their observations.) Now, 
 who is ready? John, 'The bird has two blue wings." 
 Katharine, 'The bluebird has a black bill." Arthur, 
 "The bluebird has a yellow breast." Is it yellow, Ar- 
 thur? "No, it looks something like red." The color of 
 
MAY 199 
 
 the breast is a reddish brown. Henry, "The bluebird has 
 eight toes.'' How many on each foot, Josephine? Four 
 is right. Now you have talked about the color of the 
 wangs, and the bill, and the breast. Does anyone see 
 another color? Martha, "There are white feathers on 
 the wings and the tail." Good. Come and point out the 
 white feathers. Now let us write the words that we are 
 thinking about upon the board. This will fix the main 
 points. The words bluebird, bill, feet, toes, wings, eyes, 
 tail, head, feathers, blue, black, white, etc., will be given 
 by the different children of the class. Drill upon these 
 words. Fix them by associations. Point to a word in 
 the list. Have some child find the part of the bird de- 
 scribed by the word. Have each child select a word 
 and write a story about it. Point to the words. Chil- 
 dren make oral statements. Copy the words. 
 
 We have another picture (showing picture). Last 
 week you sang Robin, Robin Redbreast, did you not? 
 Let us now look at the two birds and see wherein they 
 are alike, and how they are different. Children will 
 tell of the obvious points ; two eyes, two feet, wings, tail, 
 toes, etc. Now let us look at the color of these birds. 
 Lloyd, tell us about the color of the breast. "They are 
 nearly alike in color." Ernest, tell us about the color 
 of the back. "The bluebird's back is blue. The robin's 
 back is brown and black." William, w^hat have you to 
 tell? "The bluebird has some white feathers." Vincent, 
 tell us about the size of these birds. "The robin is larger 
 than the bluebird." Do you think of a bird that is about 
 the size of a bluebird? Alvie, "The sparrow." Then, 
 Alvie, how do you know a bluebird from a sparrow? 
 "The sparrow is not the same color as the bluebird." 
 
200 FIRST SCHOOL YEAK 
 
 Then we know two ways by which we may tell one bird 
 from another. What are the ways, Mary? "Color and 
 size." 
 
 Now let us think about the homes of these birds. 
 Wesley, where do we often see the robin? "In our 
 yards ; they come near to our houses." Is the robin a 
 tame bird or a wild one, Mary? "A tame bird." Why? 
 ''Because he is not afraid of us ; he eats the crumbs 
 which we throw to him." William, "He builds his nest 
 near our houses." Henry, "He sings near the window." 
 Yes; now let us sing, "What Robin Told." 
 
 Now, what about the bluebird? Edna, "The blue- 
 bird does not come so near the house as the robin does." 
 Herman, "We can hear the bluebird singing-, but we 
 can't see him." Russell, is the bluebird a tame bird? 
 *'No, he is not tame like the robin." Does his song sound 
 like the robin's song? Will you all watch for a bluebird 
 and listen to his song? 
 
 Where do the bluebirds build their nests? "In 
 trees." Yes, and in hollow posts and in birdhouses. Do 
 they build as near to our homes as the robins do? "No; 
 they are more afraid of us, and build farther away from 
 our houses." (Showing nests of several birds.) Which 
 is the robin's nest? Which the bluebird's? "The blue- 
 bird's nest is not large." "The bluebirds put more hair 
 in their nests." (Here is a discussion of the materials 
 used in the building of each of the nests.) Have you 
 ever seen the eggs of the bluebird? How many does 
 the mother bird lay ? Generally five pale-blue eggs. How 
 many eggs does the mother robin lay? Yes, about the 
 
MAY 201 
 
 same number as the bluebird. What is the color of the 
 robin's egg? We will call it a bluish green. Which is 
 the larger egg? "The robin's egg is a little larger than 
 the bluebird's." Compare the food of the baby bluebirds 
 with the food of the baby robin. (The robin having 
 been previously studied, the children will readily 
 respond.) 
 
 The bluebird tells his own story very prettily. 
 Would you like to hear what he says? Well, here it is 
 written upon the blackboard. We will move the curtain 
 and hear. 
 
 Which bird is talking? "The father bird." How 
 can we tell the father bird from the mother bird ? What 
 does the story say about her dress? "Her dress is a 
 little brighter blue." Where are they keeping house? 
 He says, "They are keeping house in the old apple-tree 
 near the well." How many little bluebirds does he hope 
 there will be ? Yes, five. Was this a very wild bluebird ? 
 What can we do to keep the birds near our homes? 
 Ernest, "Give them food." Lloyd, "Build houses for 
 them." William, "Do not frighten them." Edna, "Do 
 not kill them." Would these boys and girls like to have 
 a world without any birds? Can you help to protect 
 them? 
 
 [Note. — The material in this lesson would probably suflSce 
 for a week's time. The new words are to be learned. Language 
 lessons, oral and written, should be ptirt of every recitation. Much 
 seat work will grow out of the development lessons. Words are to 
 be copied from the board, and recalled from memory. The eggs 
 may be modeled in clay and colored with the water colors. The 
 children may cut the egg-form from paper and color. Other seat 
 lessons are easily planned.] 
 
202 FIRST SCHOOL YEAR 
 
 V. THE ARTS. 
 
 MUSIC. 
 
 I. Complete and review the interval work ar- 
 ranged for the first year. 
 ' 2. Complete chart exercises to one-sharp. 
 
 Songs, 
 
 1. "Pretty Little Violets," Jenks and Walker. 
 
 2. "See My Little Birdie's Nest," Anna Gordon's Marching 
 
 Songs. 
 
 3. * ' Two Little Robins in their Nest, ' ' Jenks and Walker. 
 
 4. ' * Robin, Robin Redbreast, ' ' lb. 
 
 5. "All the Birds Have Come Again." 
 
 6. "I Know the Song that the Bluebird is Singing," Child 
 
 Garden, March, 1898. 
 
 7. " Tiddlely-Winks and Tiddlely-We, " Child Garden, April, 
 
 1898. 
 
 8. ' ' What Robin Told, ' ' American Primary Teacher, March, 
 
 1898. 
 
 9. ' ' America. ' ' 
 
 10. "The Happy Hen" (For April), Guy Burleson's Marching 
 
 Songs. 
 
 11. "A Little Woodpecker Am I, ' ' Jenks and Walker. 
 
 DRAWING. 
 
 1. Pictures of birds studied. 
 
 2. Drawing and painting of eggs. 
 
 3. Clay modeling of the robin's Ggg. 
 
 4. Sewing of birds in colors. 
 
 5. Teacher illustrate in successive steps from the 
 
 Qgg to the frog. 
 
 6. Draw flowers and leaves from the object. 
 
 7. Water-color work. 
 
MAY 
 
 203 
 
 8. Secure pictures of many different kinds of 
 
 nests. 
 
 9. Draw a robin's nest. 
 
 WRITING. 
 
 See suggestions under Language. 
 
BOOKS 
 
 [Among the many books on Nature Work and Literature 
 the following list has been selected for special reference in the 
 first -year work. All these may be had from the publisher of this 
 work.] 
 
 "Stories from Flower Land." Mara Pratt. Educational Pub- 
 ishing Co., Boston. 
 
 "Stories from Garden and Field." Educational Publishing Co. 
 
 "The Child's Book of Nature." Worthington Hooker. Ameri- 
 can Book Co., New York. 
 
 * ' Special Method in Science. ' ' McMurry. Macmillan. 
 
 "Nature Study." W. S. Jackman. Henry Holt & Co., New 
 York. 
 
 * ' Lessons on Elementary Science. ' ' Salmon and Woodhull. Long- 
 mans, Green & Co, New York. 
 
 "Glimpses of the Animate World." James Johonnot. D. Ap- 
 pleton & Co., New York. 
 
 "Animals and Birds. Their Homes and Their Habits." Uncle 
 Warren. J. B. Lippincott Co., Philadelphia. 
 
 "From Seed to Leaf." Jane Newell. Ginn & Co., Boston. 
 
 ' ' Plants and Their Children. ' ' Dana. American Book Co. 
 
 "Wake Kobin. " John Burroughs. Houghton, Mifflin & Co., 
 Boston. 
 
 "Little Brothers of the Air." Olive Thorne Miller. Houghton, 
 Mifflin & Co. 
 
 ' * Children of the Cold. ' ' Frederick Schwatka. The Cassell Pub- 
 lishing Co., New York. 
 
 * * The Story Hour. ' ' Kate Douglas Wiggin and Nora Archi- 
 bald Smith. Houghton, Mifflin iS: Co. 
 
 ' * Cat Tails and Other Tails. ' ' A. Flanagan Co., Chicago. 
 
 204 
 
BOOKS 205 
 
 "Child's Christ Tales." Andrea Hofer Proiidfoot. A. Flanagan 
 Co., Chicago. 
 
 ''Bird Ways." Olive Tliorne Miller. Houghton, Mifflin & Co. 
 
 ' ' Classic Stories for Little Ones. ' ' Mrs. Lida Brown McMurry. 
 Public School Publishing Co., Bloomington, 111. 
 
 ''Old Glory." A. E. Maltby. Slippery Eock, Pa. 
 
 ' ' Nature Study and Life. ' ' Hodge. Ginn & Co. 
 
 "Jean Mitchell's School." Public School Publishing Co., Bloom- 
 ington, HI. 
 
 ' ' Little Black Sambo. ' ' Helen Bannerman. Frederick Stokes 
 & Co., New York. 
 
 "The Snow Baby." Frederick Stokes & Co., New^ York. 
 
 "The Story of Ab." By Stanley Waterloo. 
 
 ' ' Nature Myths and Stories. ' ' Flora J. Cooke. A. Flanagan Co., 
 Chicago. 
 
 "The Plan Books." A. Flanagan Co. 
 
 ' ' In the Child 's World. ' ' Emilie Poulsson. Milton Bradley Co., 
 Springfield, Mass. 
 
 ' ' Nature in Verse. ' ' Mary I. Lovejoy. Silver, Burdett & Co., 
 Boston. 
 
 ' ' Seven Little Sisters. ' ' Jane Andrews. Ginn & Co. 
 
 ' ' Stories of the Red Children. ' ' Educational Publishing Co. 
 
 ' ' Stories of Colonial Children. ' ' Mara Pratt. Educational Pub- 
 lishing Co. 
 
 "Short Stories of Our Shy Neighbors." Mrs. M. A. B. Kelly. 
 American Book Co. 
 
 * ' A Year with the Birds. ' ' Wilson Flagg. Educational Publish- 
 ing Co. 
 
 ' ' Plant Life. ' ' Nature Stories for Young Readers. D. C. Heatli 
 & Co., Boston. 
 
 "All the Year Round." Ginn & Co. 
 
 * ' Stepping Stones to Literature. ' ' Sarah Louise Arnold and 
 Charles B. Gilbert. Silver, Burdett & Co. 
 
 * ' Songs and Games for Little Ones. ' ' Gertrude Walker and Har- 
 riet Jenks. Oliver Ditson Co. 
 
 ' ' First Music Reader. ' ' Whiting. D. C. Heath & Co., New York. 
 
 ' ' Songs for Little Children. ' ' Eleanor Smith. Milton Bradley 
 Co., Springfield, Mass. 
 
206 FIEST SCHOOL YEAR 
 
 ' ' Marching Plays for Homes, Kindergartens and Primary 
 Schools." Guy Burleson. Alpha Publishing Co., Boston. 
 
 "In Story Land." Elizabeth Harrison. Milton Bradley Co. 
 
 '*Our Common Birds and How to Know Them." John B. Grant. 
 Charles Scribner's Sons, New York. 
 
 "Practical Color Work." Milton Bradley Co. 
 
 "Aunt Martha's Corner Cupboard." A. Flanagan Co., Chicago. 
 
 "The Story of Lincoln." Public School Publishing Co. 
 
 "Little Pilgrims at Plymouth." Pilgrim Press, Boston. 
 
 "Customs and Fashions of Old New England." Scribner's Sons. 
 
 ' ' Betty Alden. ' ' Houghton, Mifflin & Co. 
 
 ' ' The Book of Nature Myths. ' ' Houghton, Mifflin & Co. 
 
KINDERGARTEN MATERIAL 
 
 The following is a list of Kindergarten material used in the 
 first-year work. All these materials can be procured from the 
 A. Flanagan Co., Chicago. Send for catalog, ' ' Bradley 's Kinder- 
 garten Material and School Aids. ' ' 
 
 1. Spheres, cubes, cylinders. See catalog for prices and 
 postage. 
 
 2. Tablets, any form except F. Price, 60c per hundred. 
 
 3. Kindergarten Parquetry. Each envelope contains 1,000 
 pieces of one form. Ungummed, coated, inch squares. Price, per 
 envelope, 18c. See catalog for prices of gummed half squares, 
 circles, equilateral triangles, etc. 
 
 4. Mounting Sheets. 
 
 12 leaves, 8x8, white Bristol, $0.12 
 100 " 10x10, " " 1.25 
 
 5. Plain Sticks. 
 
 Plain. Colored. 
 
 1000 sticks, 5 inches long $0.20 $0.35 
 
 4 " " 18 .30 
 
 " '' 3 " " 15 .25 
 
 " " 2 " " 12 .20 
 
 *' " 1 " '' 08 .15 
 
 See catalog for postage on all goods. 
 
 6. Perforated Sewing Cards. One Hundred cards, $1.00. A 
 simple series of designs beginning with the circle. See catalog. 
 
 7. Colored Threads. Twelve spools, assorted colors, 60c. 
 
 8. Folding and cutting paper. One hundred squares, 4x4, 
 unruled, coated, price, 50c. These squares can be procured in a 
 standard color with tints and shades. For engine colors see 
 catalog. 
 
 207 
 
208 FIRST SCHOOL YEAR 
 
 9. Weaving. Mats 4-*)4x4% inches, slits % inch wide. Each 
 package of 12 mats and fringes, 10c. This is the most suitable 
 mat for beginning. For other sizes see catalog. 
 
 10. Brick of Dry Clay. One brick of 5 pounds, artists' clay. 
 Price, 25c. 
 
 11. Wooden Beads. Mrs. Hailman's i^-inch beads (spheres, 
 cubes and cylinders), per gross, 40c. 
 
 12. School Scissors. Price per dozen, $1.25. 
 
 13. Natural History Sewing Cards. 
 
 Plants, No. 2 box, 50 cards, 40c. 
 Vertebrates, 25 cards, 30c. 
 
 14. Colored pencils, assorted in box, tOc. 
 
 15. Wax Crayons. Eight crayons in a box. Price, per 
 box, 10c. 
 
 16. Water Colors. Boxes of paints and brushes may be pro- 
 cured from the same company. Send for special Water-Color 
 circular. 
 
 17. Large peg boards and pegs. 
 
 18. Weaving frames. 
 
 19. Raffia. 
 
Reading for F rimary (classes 
 
 THIS series of books for supplementary reading serves 
 admirably to introduce children in the lower grades 
 to a pleasant acquaintance with the various phases 
 of nature, and such parts of literature, history, geography 
 and biography as have been found to maintain their interest 
 and be acceptable to the young child after having been re- 
 duced to language of his comprehension. These Readers 
 have been prepared by well known educational writers, are 
 nicely illustrated, carefully graded and charmingly written. 
 They are all well adapted to classes of second and third 
 grades. The low price of FIVE CENTS A COPY makes 
 it possible to sijpply a whole class at trifling cost. 
 
 NATURE READERS 
 
 Bittqr-Gress and Roses Spring Beauty and the Anemone 
 
 Golden-Rod and Aster The Squirrel and His Home 
 
 Life of Bob, the Cat Stories About Animals 
 
 The Little Story Reader Stories About Birds 
 
 Pussy-Wiliow and Wake-Robin The Story of a Bee-Hive 
 
 FAIRY TALES, BIOGRAPHY, ETC. 
 
 y^sop's Fables Old Time Stories 
 
 Christmas Stories Our Little Sisters and Hiawatha 
 
 The Coming of the Christ Child Robinson Crusoe 
 
 Fairy Tales, No. 1 Stories from Andersen 
 
 Fairy Tales, No. 2 Stories of Seventy-Six 
 
 Hiawatha and Its Author Stories of Old New England 
 
 How Little Cedric Became a Knight The Story of Lincoln 
 
 Jack and the Beanstalk The Story of Washington 
 
 The Little FirTree andOtherStories Thanksgiving Stories 
 
 Longfellow and Hiawatha Two Fairy Stories 
 Whittier and His Snow-Bound 
 
 EACH BOOK CONTAINS ABOUT 32 PAGES. PRICE: 5 CENTS; 
 PER DOZEN, 60 CENTS POSTPAID 
 
 A. Flanagan Co. Chicago 
 
HOW TO TEACH 
 
 MANUAL SERIES 
 
 Hints and Suggestions for Wide-Awake Teachers 
 
 Many go through Hfe doing things in a bungling way because no 
 better or easier methods are pointed out to them. The easier way 
 may be called a device or an invention. 
 
 Some discourage the use of special devices in teaching, but the 
 person who rejects all new ideas and methods which the experience 
 of others has proved to be useful, must be classed with the man 
 who refused to divide the grain in a bag when he rode his horse to 
 mill, but put a heavy stone in one end of the bag to balance the grain 
 on the other side, because this had been done by his predecessors. 
 
 The authors of these little works give hints and suggestions that 
 may be easily followed and, it is hoped, found useful and helpful. 
 
 HOW TO TEACH HISTORY. History is usually not well taught. It is 
 easy and perhaps the most interesting of studies IF the teacher knows her subject 
 well and knows how to transmit her knowledge. This little book discusses: col- 
 lateral reading, teaching beginners, assigning lessons, imaginary tours, dates, geo- 
 graphical progression, historical obelisk (bettt-r than charts,!, current history, etc. 
 Linen cover. PRICE : Twenty-five Cents. 
 
 HOW TO TEACH COMPOSITION WRITING. The writing of com- 
 positions aids the pupil to express himself with the pen; may give tone to the 
 entire school; may give the pupil a literary taste that will prove a source of hap- 
 piness through life. This book is for all giades. It discusses: producing or 
 suggesting ideas, reproduction of stories, exhibition of pictures, incidents to arouse 
 opinions, gives list of subjects for young pupils, workmg plans for advanced pupils, 
 plans for teaching the pupil to correct his own composition, biographies, list of 
 five hundred themes and discourses, etc. Linen cover. PRICE : Twenty-five C ents. 
 
 HOW TO TEACH FRACTIONS. This manual contains hints, helps and 
 plans for teaching fractions by means of practical lessons for the first four years 
 in school. It gives ideas, many of which will be new to the average teacher, and 
 will most surely lighten work. Illustrated and replete with questions and examples. 
 Linen cover. PRICE : Twenty-five Cents. 
 
 HOW TO TEACH READING. In this manual is given ten great steps in 
 the process of learning to read, with the reasons for them. Many children are 
 
mentally stunted in methods employed in teaching beginners to read. It is hoped 
 that this little work will do some good in attempting to improve the teaching of 
 this most important subject. Linen cover. PRICE: Twenty-five Cents. 
 
 HOW TO TEACH PRIMARY ARITHMETIC. This manual presents the 
 teaching of primary arithmetic by the Grube method as follows : 
 
 First Year. 1 to 10 Second Year. 10 to 100 
 
 Third Year, Numbers above 100 Fourth Year. Fractions 
 
 It is especially helpful in large classes. Is illustrated, explained and revised for 
 
 the use of primary teachers in America. Linen cover. PRICE: Twenty-five Cents. 
 
 HOW TO TEACH CONSTRUCTION WORK. Gives designs and work- 
 ing plans in paper, cardboard and light wood; also the making of window designs 
 in colored paper. These subjects, such as canoe, match safe, sled, keyboard, 
 picture frame, clock shelf, bracket, etc., etc., are such as children delight to make. 
 Prepared especially for primary teachers. Linen cover. PRICE: Twenty-five Cents. 
 
 HOW TO MANAGE BUSY WORK. Gives suggestions for desk work in 
 language number, writing, drawing, morals, self, things, etc. Shows how to make 
 pleasure of occupation and how to employ pupils' desire for occupation. This is 
 one of the best manuals of the series. It tells how to get or make the apparatus 
 and how to use it for the various occupations given. Linen cover. PRICE: 
 Twenty-five Cents. 
 
 HOW TO TEACH PAPER FOLDING. Objects obtained from the 
 square by a combination of rules of edges and corners. Table napkin 
 objects formed from the oblong. Objects from the oblong in the pro= 
 portion of three to one. Table napkin objects formed from the square. 
 
 All illustrated, all described, all made simple and interesting. Forty-one objects 
 to be made. Among the number are basket, tent, shoe, cap, crown, pouch, fan, 
 pair bellows, bat. etc. In no other work of its size can be found so many practical 
 hints. Linen cover. PRICE: Twenty-five cents. 
 
 •OTHER BOOKS OF THE SERIES 
 
 How to Decorate the Schoolroom How to Teach Fishes, SheII=fish 
 How to Make Charts and Reptiles 
 
 How to Teach Botany How to Be a Successful Teacher 
 
 How to Teach Bugs, Beetles and How to Teach Birds 
 
 Locusts How to Teach Butterflies and Bees 
 
 How to Teach Nature Study How to Teach About Trees 
 
 Each of the above books is bound in linen, about sixty-four pages. PRICE of 
 any one. Twenty-five Cents; any two, Forty Cents; any three, Fifty Cents. 
 
 A. Flanagan Co. Chicago 
 
Books on Busy Work 
 
 GAMES. SEAT WORK AND SENSE TRAINING EXERCISES 
 
 By M. Adelaide Holton, Supervisor of Primary Schools and Eugene 
 Kimball of the Minneapolis School, Minneapolis Minn. The games, 
 seat work and sense training exercises contained in this little book are 
 the result of years of experience with thousands of children and hundreds 
 of teachers. Great care has been taken to give a variety of educative 
 exercises that cultivate attention, concentration, interest, judgment and 
 reasoning, and that train along the lines of regular school work. 124 
 pages. Cloth. Price 40 cents. 
 
 DEVICES FOR BUSY WORK 
 
 By Abbie G. Hall. One hundred of them. This book contains a 
 choice selection of plain, sensible, easily followed devices, to keep the 
 little ones busy. Enough for a whole year. Invaluable to all primary 
 teachers. Price, 10 cents 
 
 HOW TO MANAGE BUSY WORK 
 
 By Amos M: Kellogg. Being suggestions for desk-work in language, 
 number, earth, people, things, morals, writing, drawing, etc. All primary 
 and intermediate teachers need its help. It is a book not only of 
 devices but of methods. It describes in full the apparatus needed and 
 tells how to use it, Profusely illustrated. Price, 25 cents. 
 
 SUGGESTIONS FOR SEAT WORK 
 
 By Minnie M. George, author of the Plan Books — the most helpful 
 book for teachers ever published. This little book is worth its weight 
 in gold. Here are 62 pages of busy work devices that will supply 
 pupils with employment that will occupy head and hands; that will lead 
 pupils to observe closely; lead pupils to be inventive; and, best of all, 
 to relieve you of much care by furnishing your pupils something profita- 
 ble to do. There are suggestions and devices enough to last from 
 September to June, inclusive. This pamphlet will give you more help 
 in your work than the average dollar book. If not, return it and receive 
 your money back. Price, 15 cents. 
 
 A. FLANAGAN CO. .'. CHICAGO 
 
Helps in Geography 
 
 Chalk Illustrations 
 
 By Eliza H. Morton. A book of nearly 200 simple, freehand 
 sketches of many scenes and object of interest to classes in 
 geography, and a large amount of valuable information in connection 
 with each sketch. Many suggestions and full directions for the 
 drawings are also given. Each continent is taken up separately. 
 200 pages. Cloth. Price, 60 cents. 
 
 Geographical Spice 
 
 By Eliza H. Morton. A compilation of brief descriptions, of 
 natural curiosities, interesting notes of art and illustrative items not 
 found in the regular texts, but of much value in creating fresh interest 
 f nd teaching the wonders of geography. Gathered from all portions 
 of the globe and arranged by continents, with a copious and conven- 
 ient index. 210 pages. Paper, 25 cents. Cloth, 50 cents. 
 
 Industrial and Commercial Geography 
 
 By J. U. Barnard, Kansas City, Mo. A series of working out- 
 lines, with suggestions to teachers. Facts are given, references are 
 mentioned and a comprehensive outline is furnished by grades, f'-om 
 the third to the sixth. It teaches the true value of geographical con- 
 ditions as factors in the development of man, introducing the child 
 into the real activities of the business world. First it takes up the 
 diflPerent industries, one by one; then the different sections, showing 
 the products of each state, their industries, means of transportation, 
 etc. Invaluable to every teacher of geography. 164 pages. 
 Price, 30 cents. 
 
 Outlines of Geography 
 
 By J. M. Callahan. The best and most complete outlines of 
 geography published. Besides the topical outlines, the most impor- 
 tant facts are given, supplementary notes are added and general 
 questions are inserted for reviews. 51 pages. Price, 15 cents. 
 
 A. FLANAGAN COMPANY. :: CHICAGO 
 
MAY 24 I9U7 
 
LIBriMn 1 V-" 
 
 019 840 190