THE SECOND SCHOOL YEAR henre™ M.ULLD' MIM Rnok L Qi^^. CopightJl? COPYRIGHT DEPOSnV The Second School Year A Course of Study with Detailed Selection of Lesson Material Arranged by Months and Correlated BY HENRIETTA M. LILLEY Training Teacher for Second Grade, South- Western State Normal School California, Pennsylvania THEODORE B. NOSS, Ph. D. General Editor of the Series Principal of the South-Western State Normal School California, Pennsylvania CHICAGO A. FLANAGAN COMPANY V Copyright 1909 A. Flanagan Company 248348 ^ PREFACE BY THE GENERAL EDITOR The authors of this series of books for the various school years realize 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 printed form 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 gen- eral 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 6 PREFACE BY THE GENERAL EDITOR in proposing the general plan for the books, in grouping and correlating the school studies, and in incidental aid in getting the books through the press. Whatever credit attaches to the working out of the sub- ject-matter in each year belongs wholly to the individual authors of the books. THEO. B. NOSS. California, Pa. PREFACE BY THE AUTHOR The aim in this book is to arrange in a concise form the work done by Second Year children in the South- western State Normal School of California, Pa. The work outlined will not be exactly that done by the second grade each year, for precisely the same conditions will not exist from year to year. But the general plan as out- lined in the Conspectus is to be followed. The motive has been to present the work for the best all-round devel- opment of the child; to give each what he needs for his growth to-day. Inasmuch as habits are being formed now that will determine largely what the grown-up man is to be, the cultivation of good habits should be a guiding motive. It should be the aim of the teacher to cultivate attention, judgment, industry, neatness, helpfulness, and honesty in thought and expression, preparing the child for living in the world with others, respecting their rights. The various subjects suggested and outlined are used on account of their closeness to the life of the child. The child delights in the song of the bird and of the brook. He climbs dangerous rocks for a bright flower. He is deeply interested in nature, and through a practical study of material that is alike attractive and accessible, a 8 PREFACE BY THE AUTHOR substantial basis is found for the best possible training in the various form studies, such as number, reading, and writing. For this reason Nature Study has been largely used as the basis of the course, and other subjects have been correlated with it. The child's own thoughts are primitive, so he loves to help primitive people construct their houses and invent tools, dishes, and other things necessary to them. This line of work will often hold an important place, as in the Indian work and the story of Hiawatha. Thanks- giving, Christmas, and New Year's are days of special importance (as are the birthdays of Washington, Long- fellow, Lincoln, and Froebel, and are for a time the center of thought. Many poems are given that have a close relation to the nature work. H. M. L. CONSPECTUS CONSPECTUS OF I NATURE STUDY II LITERATURE AND HISTORY General Observations. Stories. Home Life. Birds. The Happy Family. Location and plan Insects. Little Goldenrod. of house. Plants and flowers. Story of Clytie. Material. n Weather. The Sheep and the Laborers. Sky. Pig. The work. Special Study. King Solomon and Rooms. H Insects: Caterpillar; the Ants. Work of the home. D- butterfly; ant. Life of a Butterfly. etc. u Flowers: Mallow. Aurora and Tithonus. Robinson Crusoe. Vi The Walnut Tree. At home. Rhoecus. The voyage. Poems. The island, etc. The Tree. In September. General Observations. Stories. The Indian. Trees. The Constant Tin Nokomis. Seeds. Soldier. Hiawatha. Special Study. The Three Billy Dissemination of Goats Gruff. seeds. Seedlings on the Milkweed. Wing. Burdock. The Little Brown Wheat. Seed. 06 (0 Plant preparation Treasure Boxes. for winter. Psyche's Task. Evaporation. Chestnut Boys. Aqua. What the Fire U Sprites Did. ° Poems. Young Night Thoughts. My Shadow. General Observations. Stories. The Pilgrims. Birds. Why the Bear Is Leaves. Stumpy-Tailed. i > i Fruit. Toomai of the Ele- Special Study. phants. Heat. Peep Star. The Apple. Diana and Endym- Nuts. ion. Preparation for Apollo. winter. Aurora. Birds. The Secret of Fire. The Tinder Box. Coming and Goixig. The Storks. Poems. 1 General Observations. Christmas work. ' Animals. Christmas stories. Special Study. The sheep. Wool. The pine. Other evergreens. Christmas poems. Christmas in other lands. SECOND YEAR WORK III NUMBER Nature Study prob- lems. Lines. Making book. Pentagon and octa- gon. Outdoor measurement. Use of the yard. Abstract work. Numbers 10. 11. 12. Nature Study Prob- lems. Lines. Scale work. Making seed envel- opes. Making box. Making table. Making chair. Nature Study prob- lems. Rectangles. Area. Lines. Weight. Drill. A.rea. Triangles. Making a sofa. Making Christmas cards. !tfaking a sled. IV LANGUAGE Oral Expression. Telling stories. Telling observa- tions. Written Expression. Trees. The Little Pine Tree. Reading. Animal life. A butterfly. Oral Expression. Telling stories. Telling observa- tions. Written Expression. October. Leaf. Reading. Stories of plants. Stories of Indians. Oral Expression. Telling stories. Telling observa- tions. Written Expression. Drying apples. Nuts. Birds. Reading. From All the Year Round. Autumn. Nature stories. Oral Expression. Discussions. Telling stories. Written Expression. Sheep. Shepherds. Christmas. Reading. V THE ARTS Writing: Words; sen- tences. Drawing: Illustration of stories; insects, fruits, leaves. Painting: River hill; butterfly on flower; goldenrod and as- ters. Modeling; fruits; val- ley, river, and cave in a story. Music: Theory. Songs. Pictures: Animals. Writing: Letters and words; sentences connected; stories. Drawing: Illustration of stories; seeds; plow; flail; wheat- field. Painting: October landscape; trees; Indian ^with bow and arrows; wig- wam; catooe; vase. Modeling: Indian settlement; clay dishes; vase. Making: Envelopes; canoe; wigwam. Music: Theory. Scale work. Songs. Pictures: Ruth the Gleaner; the Ange- lus; the Harvest; Indian pictures. Writing: Words; let- ters; sentences. Drawing: November landscape; nuts; fruit; Mayflower; Pilgrim home. Painting: November landscape; fruit. Modeling : Pilgrim mill ; Plymouth colony. Making: Pilgrim house; Mayflower. Music: Theory. Songs. Picture: Pilgrim Ex- iles. Writing: Drills on let- ters and sentences. Drawing: Shepherd scene; camel. Painting: December laadscape; Christ- mas tree; buds. Modeling: Animals; Bethlehem; vase. Making: Paper-mat weaving; Christmas cards. Music: Theory. Songs Pictures. CONSPECTUS OF I NATURE STUDY II LITERATURE AND HISTORY General Observations. Stories. The Cliff Dwellers. New Year. Story of the New The Pueblo Indians. Weather. Tear. < Special Study. Stony and Rocky. 5 Foods. The Bean, the z The Chicken. Straw and the Coal. mals. The squirrel. Animals in winter. Air. Poems. General Observations. Poems. The Laplanders. >* Special Study. Shingebis the Diver. Washington. Trees. A Fern Leaf. PC < Wood. Paul Revere's Ride. Paper. Fables. River pebbles. Fossils. U b General Observations. Stories. The Tree Dwellers. Signs of. returninfe- Spring and Her Holland. spring. Helpers. Birds. Wind. Flowers. Peter at the Dyke. X Grass. Poems. Temperature. The Cherry Tree. Special Study. Dandelion. << Light. S Solution and crys- tallization. Botany. Sugar-making. General Observations. Stories. The Cave Men. Plants. Birds of Killing- Showers. worth. Birds. The Drop of Water. Special Study. A Legend of the J Water. Cowslip. Flowers. The Wind and the ou Germination. Sun. Woodpecker. Gardening. General Observations. Stories. The Lake Dwellers. Plants. Hiawatha's Fishing. Abraham Lincoln. Special Study. Tad and Polly. Soil. Frogs and Toads. Earthworms. The Pea Blossom. >4 Crayfish. <: Snail. s Fish. SECOND YEAR WORK III NUMBER Nature Study prob- lems. Area. Liquid measure. Making cradle. Nature Study prob- lems. Area. Square foot. Bulk. Time. Making button box. Nature Study prob- lems. Parallelogram. Cylinder. Map of town. Lines. Making card case. IV LANGUAGE Practical problems. Nature Study prob- lems. Trapezoid. Making a tent. Nature Study prob- lems. Review of inch, foot, yard. Review of figures. Scale work. Making letter case. Oral Expression. Telling stories. Written Expression. Reproducing stories. The chicken. Foods. Reading. Nature Reader. Stories. Oral Expression. Telling stories. Written Expression. Writing stories. Reading. All the Year Round. Winter. Arnold's Reader. Oral Expression. Telling stories. Written Expression. Nature Study. Literature. History. Reading. Stevenson Reader. Richmond Reader. Oral Expression. Telling stories. Written Expression. Letter writing. Experiments. Stories. Reading. Printed lessons. Arnold's Reader. All the Year Round. Oral Expression. Telling stories. Written Expression. Experiments. Stories. Story of the plow. Reading. Printed lessons. Bass's Nature Reader. V THE ARTS Writing: Sentences; stories. Drawing: Illustration of stories; animals and plants. Painting: January landscape; fruits. Modeling: Vases. Making: Cliff home. Music: Theory. Songs. Pictures. Writing: Sentences and words. Drawing: Illustration of stories; animals and plants. Painting: February landscape. Modeling: Stories. Making: House of Lapps. Music: Theory. Songs. Pictures. Writing: Drills in penmanship; language lessons; words. Drawing: Illustra- tions for stories; sugar-camp. Painting: March land- scape; plant and animal life. Modeling: Holland and its dykes. Making: Tallow can- dles; ancient lamps. Music: Theory. Songs. Pictures: Birds; Dutch scenes. Writing: Daily drills in letters and words. Letter- writing; stories. Drawing? Illustrations for stories ; flowers and plants; animals. Painting: April land- scape; flowers, birds; seeds; trees. Modeling: Cliff and caiion; pottery. Making: Apparatus. Music: Theory. Songs. Pictures. Writing: Letter writ- ing; sentences; stories. Drawing: Illustrations for stories; animal and plant life. Painting: May land- scape; flowers; pond; flag. Modeling: Home of Lake Dwellers. Making: Flat-boat. Music: Theory. Songs. Pictures: Lincoln; fisherman. NATURE STUDY "Life is never more real than it is in childhood, and from the beginning the child must be kept in constant touch with those facts, phenomena, and forces in na- ture with which he must deal both as child and man. Not as a preparation for real life but for real life itself, should the work of the school-room be planned. "This is not to be accomplished by totally discardmg established studies, but through the intelligent applica- tion of them to subjects of thought in which the children are, by nature, deeply interested. Experience has shown that through a practical study of the material afforded by the broad domain of nature, a substantial basis in thought is established which demands, and with good 16 THE SECOND SCHOOL YEAR teaching will secure, the best possible training in the various form studies — drawing, painting, modeling, mak- ing, writing, number, and language — which are rightfully considered of fundamental importance. The thoughtful study of nature is not less a necessary preparation for the full appreciation of much that is beautiful and valu- able in literature. "It is not too much to say that Nature Study, in all its phases, is the first necessity and inalienable right of the child. By the shimmering light, through the tremu- lous air, and to his inquisitive touch, nature speaks to the child while even his mother strives vainly to be un- derstood. Education begins with these initial touches, and, as contact with nature widens and intensifies, the senses quicken, the judgment strengthens, the rational imagination grows, and the thoughts which come into the mind as it contemplates the mutual adaptations of the dif- ferent parts and their relations to the whole are, in their suggestions of infinite law, the loftiest that can possess the human soul." — Wilbur S. Jackman. After the vacation following the first year's work the child returns to school with his mind centered on the butterflies, birds, and insects, the garden and the flowers, the creek or the river with its fish and crayfish or its peb- bles and sand. Each day he carries some of these treas- ures to the schoolroom, where all may enjoy them. They are his friends. He has played with them all his life. He has talked to them and they have answered his many queries. Their interests, therefore, must furnish the main part of the work for the month. The old and natural SEPTEMBER— NATURE STUDY 17 interests in the world around him are to be so intensi- fied that he can : — 1 Discover new relationships — as between soil, plants, and animals. 2 Observe more about these things. 3 Find new and clearer ways of expressing himself. 4 Make himself helpful to others and kind to the help- less. The topics selected for study are those that bear di- rectly upon the lives of the children as the necessities of life — food, air, water, shelter, and clothing. Aid will be given by the use of simple experiments, that the chil- dren may be able to answer their own questions, and understand how to improve the conditions around them; that they may know the value of and understand how to get pure air to breathe, pure water to drink, and whole- some food to eat. In any line taken up, the children are to do all the work. They are to discover the impurities in the water, test to see what these impurities are, and find ways to purify the water for drinking. They will plant the seed; study the conditions for its best growth, as to soil, heat, and moisture; study the ripened fruit and its constituents, and thus make a prac- tical study of food. It is expected, in this line of work, that the children express their observation of the changes which take place during the year. It is taken up by a study of four sea- sonal pictures, which calls for very careful observation of the plants, animals, and soil of the locality. A chart has been arranged in which a record is kept of the forces which cause these changes. THE SECOND vSCHOOL YEAR DEW FROST The sunshine chart will help to make the season picture clearer. The month name and an appropriate picture (as Goldenrod and Asters for September) will be a sug- gestive heading. A bright yellow circle will denote a sun- shiny day. Gray will denote a cloudy day. For a cloudy morning and a bright afternoon, gray will partly cover the yellow circle. An arrow is cut out of paper and pasted on to show the direction of the wind. Other sym- bols are put on to show dew, frost, ice, snow, or rain. Many trips will be made upon the school-grounds. The natural interests of the children will be carefully studied. They will paint the school-grounds and our river hill in their September green. They will notice the flowers and make a collection to be pressed and mounted. The insects in the yard and their doings will be of in- terest. At the start the teacher must be guided by the interests of the children. The large collection of things brought into the school will be used to further the interest in life in the vicinity. The colors will be talked about; the spectrum will be shown and a game played in which its colors will be matched by the colors in nature. Insects This subject is so vast and the books dealing with it are so technical that it has been difficult to know where SEPTEMBER— NATURE STUDY 19 to begin or what to do. But leaving, if you please, the anatomy, the minute structure, and the classification for the specialist, we have an interesting^ field in the common forms alive and at their work. There is not a spot so inhospitable that some insects cannot adapt themselves to it. Look for them under stones and logs, on the leaves and the grass, and in holes in the ground. Notice the diflference between those that live out in the open air and those found under logs and stones. The aim is to teach what every one should know about a few of the most important insects, which may be taken up in such groups as the following : — 1 Insects of the Garden : Potato beetle, rose slug, bark louse, cabbage butterfly, apple maggot, grape moth. Tell their life-story. Observe them at work. Do they chew, or suck, or bore ? How do they injure fruit ? How may they be destroyed ? 2 Insects of the Household: Cockroaches, flies, mos- quitoes, carpet beetles, clothes moths. Observe them at work. Tell their life-story. How can we get rid of them? 3 Insects Beneficial and Beautiful: Honeybees, lady beetles, dragonflies, butterflies, and moths. Life-story and work. The Caterpillar. SUGGESTIONS FOR STUDY 1 Make a collection of eggs if possible. At least get a variety of caterpillars and interest the children in bringing others. The milkweed caterpillar is easily obtained. 2 To keep caterpillars : Fill a box with earth. Imbed 20 THE SECOND SCHOOL YEAR a bottle in the earth. Fill the bottle with water. Place in the bottle a branch or leaves upon which the caterpillar feeds. Cover the plant and the caterpillar with a lamp chimney, pressed down in the earth. Cover the top of the chimney with a netting. 3 Observe the caterpillars. a How do they move? How climb up the glass and the netting? b How many legs have they? How do they use their legs ? c How do they eat? How does their eating compare with ours? d How and where do they spin? e How does the caterpillar change to a chrysalis ? 4 Watch the pupae. Some of these will mature in the fall. Put others away until spring. 5 Habits and structure. a Injurious to plant or fruit, or not? b Body : Shape, length, rings. Head. 6 Movements: Body, legs. 7 Life. ^7 How long do they live? b Where are the eggs left? The Butterfly. SUGGESTIVE OUTLINE I Development of the caterpillar to the butterfly. The caterpillar brought to the room, if properly fed and cared for, will have begun the cocoon. The chil- dren will doubtless remember the cocoons that were kept SEPTEMBER— NATURE STUDY 21 in the schoolroom the previous year, and their joy at the moth flying around the room. II Characteristics. 1 Colors on one butterfly, the most brilliant parts. 2 Size. 3 Variety. 4 Habitat. a In the daytime. h During night or dark days. c Compare the color of the butterfly with the color of flower it visits. 5 Parts. a Head : Eyes, feelers, tongue. b Thorax. c Abdomen. d Wings : Compare the fore and hind wings. Compare the right and left wings of the same pair. Notice the venation of each. Notice upper and under parts of the wings. Which are the more brilliant? Is this any advantage to the butterfly? e Legs: Number, joints, use. Notice how a butterfly clings to a plant. 6 Food : Where obtained, solid or liquid. No- tice the use of the tongue. Notice the tongue when not in use. The grasshopper might be taken up in much the same manner. The beetle also would be interesting and might with profit be used as a special subject for study. The Ant. Ants are by far the most abundant of oui roadside 22 THE SECOND SCHOOL YEAR insects. Every one has been attracted to them, for their silent lessons in thrift and industry. Although they have been acquaintances of the pupils for some time, many in- teresting facts may be found out by close observation. Ants are social, very many working together to make a common home. In the warm September days the air will seem to be filled with thousands of flying ants. "Their moving wings divide the sun's rays into rainbow flashes, as they rise and fall, a silent onward-moving host. This is the wedding journey of the male and female ants, which have come from many communities and have taken flight together." In a short time the journey is over and they come down to the earth, where the males soon die. The females have no more use for their wings, so tear them ofif, and set to work to find a place in which to lay their eggs. The queen ant is not jealous, like the queen bee, but may live in peace with many other queens in the same dwelling. The larvae of ants are white and legless. Most species spin cocoons, which are the long egg-shaped bodies so often taken for ant eggs. The eggs are so small that they escape observation unless very careful search is made for them. The ants most commonly observed are the workers, perhaps because they constitute by far the greatest num- ber of individuals found in any nest. They are the most interesting portion of the colony because they do all the work. They build the nest, feed the colony, care for the young, and carry on wars. There are many forms of ant nests. Some ants build a simple tunnel in the earth; some have a large mound SEPTEMBER— NATURE STUDY 23 with tunnels and galleries leading many feet under- ground, and still others live in old hollow trees. Outdoor observation will be encouraged. With some care, the ants may be so favorably kept in the school- room that the questions of habits, food, and home will answer themselves. SUGGESTIVE OUTLINE I The ant home. 1 Outside. 2 Underground : Rooms, halls. II The work of ants in making a nest. 1 Select a place for the home. 2 Dig a hole with fore feet. 3 Work with feet and jaws. 4 Roll the dirt into balls and carry it out. 5 Make rooms and halls. 6 Work and rest periods. III Parts of the body, their uses. 1 Feelers. 2 Jaws. 3 Teeth. 4 Feet. 5 Wings. IV The ant at home. 1 Work ants; duties 2 Queens. 3 Drones. V Habits. 1 Kindness. 2 Industry. 3 Swarms. 24 THE SECOND SCHOOL YEAR 4 Traveling. VI Food. Flowers The special object of a study of flowers is to awaken an interest in the work of the plant ; to teach something about the plant as a whole, the relation and work of its parts, and the history of its life from the planting of the seed to the formation of the seed ; to show the child how Nature protects and cares for her children; to lead the child to love the flowers. A deep-rooted, genuine love is worth infinitely more than any amount of knowledge about flowers. The flower taken for study should be one with large, simple blossoms, showing all stages in the formation of leaves, flowers, and fruit, as the sweet pea, the primrose, the buttercup or the mallow- The Mallow. The mallow is an interesting plant to begin with, be- cause the children are familiar with it and because of its habits of turning its leaves toward the sun, and closing its flowers at night. It is one of the commonest weeds of our dooryards. FIELD LESSON — SUGGESTIVE POINTS 1 See where the mallow grows. 2 What is it good for ? Does it stand up straight, or creep along the ground? Does it beautify the earth? 3 Observe leaves, shape, and position. Notice the leaves in the morning, at noon, and in the evening. 4 Observe the flowers. See how the leaves protect the flowers. SEPTEMBER— NATURE STUDY 25 5 See where the "cheeses" grow. STUDY OF THE PLANT I As a whole: Length; height; position — creeping or upright. II Roots. 1 Central main root. 2 Many fine rootlets. Use : To draw up food for plant. Put a plant in jar of water in room, to study work of rootlets. III Stems. 1 Use: a To connect leaves and flowers with root. h To carry food from roots to leaves and flowers. c To hold leaves and flowers up to the sun- shine. 2 Position: Creeping or upright. 3 Shape : Cut crosswise. IV Leaves. 1 Use : To protect flowers and "cheeses" or fruit from the cold. 2 Parts : Blade ; margin. 3 Shape : Roundish or kidney-shaped. 4 Veins: Arrangement. Use: To carry food and water to all parts of leaf, from plant stem to leaf stem. 5 Habit of following sun. V Flowers. 1 How do roots help flowers? 2 How do stems help flowers? 26 THE SECOND SCHOOL YEAR 3 How do leaves help flowers ? 4 How do flowers grow? 5 How are flowers protected by leaves? 6 Notice the small bud, the open flower, and the old flower with its corolla withered and faded. 7 Calyx : Five parts. Use : To cover up or pro- tect the bud ; to hold the flower. 8 Corolla : Five parts or petals. Uses : To look pretty or attractive; to protect stamens and pistil. 9 Stamens : Number. Notice pollen. 10 Pistil. Notice stamens and pistil. Compare to soldiers standing around a king. Remove the corolla from some of the old flowers. See the tiny fruit wrapped up in the calyx. The greatest work of the plant is to make flowers, for flowers make the fruit or seed. The new plant must grow from the seed when the frost has killed all the plants we have now. REFERENCES ^ Nature and Life.—Uodge. Nature and the Child.— Scott. Nature Study. — Jackman. Nature Biographies. — Weed. Beauties of Nature. — Lubbock. Ants, Bees, and Wasps. — Lubbock. Flyers, Creepers and Szvimmers. — Johnnot. Greatest Things in the World. — Northrop. The Milkweed Butterfly. — Scudder. Among the Moths and Butterflies. — Ballard. Life History of American Insects. — Weed. SEPTEMBER— LITERATURE 27 LITERATURE We cannot overestimate the value of literature in our primary schools, on account of the important place it holds in the mental and moral development of the child. The nature myths are given that the children may see and hear nature more clearly. These bird, tree, and in- sect stories they love because they deal with the child's world of imagination and personification. The myths will be aids to the nature lessons, and may be given either in connection with the lesson or at a separate hour. Stories of bravery, strength, wisdom, courage, and kindness to animals will be given, that the children may have ideals for imitation. The stories are to be told in a most impressive way by the use of the purest and simplest language, and with every possible aid in the way of objects, pictures, and illustrations. STORIES 1 The Happy Family. — Hans Andersen. 2 Little Goldenrod. — Cat Tails. 3 Story of Clytie. — Cooke. 4 The Dandelion. — Longfellozv^s Hiawatha. 5 King Kindness and the Witch. — Helen Wells. 6 The Sheep and the Pig Who Set Up House. — Dasent. 7 The Town Musicians. 8 The Sleeping Beauty. 9 Boots and His Brothers. — Dasent. Insects. 1 King Solomon and the Ants. 2 Life of a Butterfl v.— Ca/ Tails. 28 THE SECOND SCHOOL YEAR 3 The Green Worm. — Cat Tails. 4 King Solomon and the Bee. — Saxe. 5 Aristaeus. — Cooke. 6 The Ant and the Grasshopper. — Nature Myths, Cooke. 7 Aurora and Tithonus. — Nature Myths, Cooke. Trees. 1 The Walnut Tree That Wanted to Bear Tulips. — Cat Tails. 2 Philemon and Baucis. — Nature Myths, Cooke. 3 What the Oak Said. — Stories from Garden and Field. 4 The Old Oak Tree. — Stones from Garden and Field. 5 Rhoecus. — Lowell. 6 The Apples of Hesperides. 7 Apple-seed John. — Child's World. POEMS 1 The Tree. — Bjornson. 2 September. — Helen H. Jackson. 3 Golden^-od. — Mrs. F. J. Lovejoy. 4 The Pine Tree's Secret. — Emilie Poulsson. 5 The Blue Gentian. 6 The Lamplighter. — Stevenson. 7 The Sun Travels. — Stevenson. 8 From the Posy Ring.— Kate Douglas Wiggin. The Tree The Tree's early buds were bursting their brown ; "Shall I take them away?" said the Frost, sweeping down. "No, let them alone Till the blossoms have grown," Prayed the Tree, while it trembled from rootlet to crown. SEPTEMBER— HISTORY 29 The Tree bore its blossoms and all the birds sung; "Shall I take them away ?" said the Wind as it swung. "No, let them alone Till the berries have grown," Said the Tree, while its leaflets, quivering, hung. The Tree bore its fruit in the midsummer glow ; Said the girl, "May I gather thy sweet berries now?" "Yes. all thou canst see; Take them ; all are for thee," Said the Tree, while it bent down its laden boughs low. In September Mornings frosty grow, and cold, Brown the grass on hill and wold ; Crows are cawing sharp and clear When the rustling corn grows sere; Mustering flocks of blackbirds call. Here and there a few leaves fall. In the meadows larks sing sweet, Chirps the cricket at our feet, In September. Noons are sunny, warm, and still, A golden haze o'erhangs the hill. Amber sunshine's on the floor Just within the open door. Still the crickets call and creak. Never found, though long we seek ; Oft comes faint report of gun. Busy flies buzz in the sun, In September. HISTORY The work in history for the year will be the study of homes and shelter. It will begin with our homes. Lead the children to tell something about their homes 30 THE SECOND SCHOOL YEAR and who keeps them tidy, and the mother-care in the family. Talk about the mother-bird feeding her young and building the home. Draw attention to the feathery cover- ing of the birds and to the clothing of the children. At this age the children do not think very much about their homes and parents, but they may be led to feel more interested and thus be made more helpful about the home duties. They must feel that the construction of the house is a great work and that constant efifort is required to keep it comfortable. Some house in course of erection may be used as an illustration and closely watched. Question: — Why do we need a home? For protection against cold, storm, and heat. Our homes are comforts ; consider what they cost. SUGGESTIVE OUTLINE I First work: Select the location, plan the house. II Material. 1 Stone : Kind and use. 2 Lumber : Kinds. 3 Bricks. 4 Mortar and plaster. III Men required to do the wofk: Masons, carpenters, painters, roofers, plasterers. IV The work. 1 Excavation. 2 Foundation. Dressing stones. 3 Framework. 4 Roof. SEPTEMBER— NUMBER 31 5 Floors. 6 Inside work. 7 Chimney. V Rooms in the house: Their use. VI Furniture: Of what made; where obtained ; use. VII Work of the home: Cooking; sewing. VIII Clothing: Woolen and cotton goods; leather. IX Light, oil, gas, electricity. X Heat. 1 By coal in a grate. 2 By a coal furnace. 3 By gas. 4 By steam or hot water. Robinson Crusoe may be substituted for this work. OUTLINE 1 Robinson Crusoe at home. 2 The voyage. 3 The island. 4 His house. 5 His work. 6 Surprises. Sickness. 7 Exploring the island. 8 Garden. 9 His work as cook, boatmaker, tailor. 10 The savages. 11 Robinson and Friday. NUMBER The purpose of the number work is to aid the child in making images clearer or more definite. In the work of Nature Study, gardening, and history, and in all forms 32 THE SECOND SCHOOL YEAR of manual activity, the children are constantly measuring and comparing, and so the number element comes into most of the work. Measuring is done in constructing the playhouse and its furniture ; also in papering the walls of the playhouse, or in making book covers. The number images are clarified and made definite after the number interests have become great enough, and they arrange themselves around various number centers. Then certain facts are emphasized by special drill. The beginnings of definite measurements and compari- sons are an important feature of the work. These are brought about through the various activities. Keeping accounts of school supplies, the addition of two columns of figures, the subtraction of numbers under one hundred are used. Also, pieces of money become familiar. In gardening, and in the construction of furniture, books, boxes, cards, and valentines, the fractions one-half, one-fourth, one-third, one-eighth are used. Drill is given in adding simple mixed numbers. Scale work is taught. The following units of measure are used : gram, ounce, pound, gill, pint, quart, and square and cubic inch. The children count by twos, fives, tens, fours, threes. They learn these tables : twos, fives, tens, fours, threes. They learn, by making, the square, the rectangle, the tri- angle, the circle. They are given drill in building up numbers and in taking them apart. We cannot go very far in the Nature Study work be- fore we are met with the questions, how much? how long? how many? and number must come in to settle them. SEPTEMBER— NUMBER 33 Number is best used when it makes some necessary con- cept clearer. In the work on butterflies such questions will present themselves : — 1 How many alight on protective colors ? 2 How many out of ten were yellow? 3 How many more do you see on a bright day than on a dark one? SUGGESTIVE QUESTIONS 1 On a certain branch of a maple tree how many leaves are eaten by insects? 2 How many are used for homes of insects ? 3 What part of twelve leaves are used by insects? 4 Try also, the horse chestnut, oak, pine, birch, and compare. 5 In the collection of fruit, how many pieces are in- jured? 6 What part is injured? 7 How many of the primary colors can you find in the fruits? 8 How many of the primary colors can you find in the fall flowers? 9 What do you find to be the most common color for the flowers in this locality? 10 In a collection of twenty flowers how many are yellow ? 11 What is the temperature in the sun to-day? What is it in the shade? How many degrees cooler is it in the shade ? 12 How much cooler is it to-day than it was yester- day? than it was one week ago to-day? 34 THE SECOND SCHOOL YEAR Very often a satisfactory answer to certain questions is to be obtained only by actual measurement, as of the length of the wings of the butterfly ; the growth of a twig in a season ; the height of a plant. A ruler is needed. It will not always be convenient to carry a ruler in the hand, so it will be necessary to carry a very nearly perfect picture of it in the mind. To make this possible very frequent drills in the judgment of distance and height are necessary. I The Inch as a Unit of Measure. The pupils will first find the inch on the ruler. A string one inch long is needed. Who can cut such a string? The child must first use his own judgment of the length and then verify with the ruler. We wish to make a color chart. Cut a piece of red paper one inch long; a blue, a violet, etc. These pieces must be accurately cut to be mounted for color drills. Work on one-half and one- fourth inch is now taken up . In order to know these fractions of an inch, the pupils must do much actual work using them. Many lit- tle drawing exercises will be used to aid in this work. Review horizontal, vertical, and oblique lines. A few suggestive problems are given on the Line Chart: — 1 How long is line A? B? C? 2 Which line is the longer, A or — ? 3 How long is D? 4 How many A's are in D ? 5 I is how much longer than B ? 6 B and — will make a line as long as J- 7 C, D and one-half of J will make a line how long? 36 THE SECOND SCHOOL YEAR 8 What two oblique lines will make a line as long as K? 9 How many G's in C? 10 How many H's in B? in F? 11 How many B's will it take to make a line as long as J? Much time must be given for the children actually to measure and judge distances. Find the length of the stem of this leaf; the blade; the new growth on the twig. After the judgment is ex- pressed the test must be applied and the correction made. TO MAKE A BOOK We need a book to keep the drawings in. Heavy paper or cardboard is to be used. The directions for making will be given orally or perhaps be written plainly on the board, to be followed closely by the workers : — 1 Draw a horizontal line five inches long. 2 At the ends of this line, draw vertical lines down- ward eight inches. 3 Connect these lines with a horizontal line. This makes one of the backs. 4 Follow the above directions and make another back. Cut them out. 5 Two and one-half inches from the top, on the long edge of the paper, make a dot. 6 Two and one-half inches from the bottom, along the same edge, make another dot. 7 Cut two strings three and a quarter inches long to tie the backs together. SEPTEMBER— NUMBER 37 II The Foot as a Unit of Measure. Fix the foot clearly in the minds of the class, by draw- ing lines, cutting strings, or holding the hands one foot apart. Produce sticks, boxes, and so on, that the class may judge of their length. The height of the children will be taken. The class will estimate the height of a child ; then one pupil will do the measuring, or the height will be marked on the wall and each can measure himself. QUESTIONS Who is the taller, John or Mary? How much taller is Mary? Who is the tallest person in the class? How much shorter is Mary than he? The record of the height of the class will be kept and compared with the record taken near the close of the school year. Measure things in the room ; the door. How much greater is the height than the width ? How long and how wide must a curtain be to fit the window? How long and how wide must a glass be to fit the book- case door? OUTDOOR WORK Measure the goldenrod. Which usually grows taller, the goldenrod or the aster? How long are the roots of the goldenrod? Compare the length of the roots with the branches of the goldenrod. How much taller does the sunflower grow than the goldenrod ? 38 THE SECOND SCHOOL YEAR How far is it from the ground to the first branch of the maple tree ? of the oak? of the pine? PENTAGON AND OCTAGON A pentagon may be made by placing a square above a square. The octagon will be drawn and cut from colored paper. Octagons and pentagons of different sizes will be made. Such questions may be used as : — 1 What is the perimeter of the pentagon? 2 What is one-half the perimeter? 3 One side is what part of the perimeter? 4 How many two-inches are in the perimeter? Ill The Yard as a Unit of Measure. Give much opportunity for using the yardstick. Teach 3 feet = 1 yard. 1-3 yard = 1 foot. 2-3 yard = 2 feet. 2 yards = 6 feet. Give much exercise in reducing a number of feet to yards or yards to feet. Give problems in selling goods, at a certain price, by the yard. Toy money may be used and drill in making change be given. OUTDOOR WORK 1 How long is the tennis court? How wide? 2 How many yards is it from the maple to the pine tree? 3 Mark off on the ground a square or rectangle that could be used for a certain building. Scale Work. 1 Draw to the scale of one inch to the foot. 2 Draw to the scale of one-half inch to the foot. september— language 39 Outline of Number Lessons for September I The numbers 10, 11, 12. II Quick work. III All combinations and separations, including frac- tional parts. IV Problems connected with nature work. V Work on the inch. VI To make a book. VII Work on the foot. VIII Height of pupils. IX Outdoor work on the foot. X Work on the pentagon and the octagon. XI Work on the yard. XII Outdoor work on the yard. LANGUAGE Language should be used to develop that thought which produces the best and highest growth of the hu- man being. Pupils should be trained to the automatic use of good oral and written expression. In the first months they must be encouraged to talk freely and express themselves honestly. Tact is required on the part of the teacher, who must correct all errors in such a way and at such a time that the pupils shall not become self- conscious. The point to be kept before their minds is that they must tell their story so that all may understand. The child acquires the ability to use correct written language by repeatedly seeing and using the form in his desire to express thought. Each lesson will have some- thing in it that he wishes to tell. During the development of the lesson the new and important words are presented 40 THE SECOND SCHOOL YEAR and repeatedly referred to, that they may be ready for use in the written work. The words are not to be copied from the blackboard, but must be so learned that they form a part of the pupil's vocabulary. In the second year there will be no copy work. The written work will consist of independent effort. The child will be asked to tell something on his paper. In the first week of September stories such as the following are written by the children: — "This is September. "I see yellow and blue butterflies. "The goldenrod is yellow. "We see the pretty asters. "There is dew in the mornings. "The grass is green. "Apples are ripe. "There are many caterpillars. "We see robins, bluebirds, red birds, and sparrows." The reading naturally grows out of the science and the literature work. The children describe in a simple way the lesson that has been presented and tell the same on paper. This then is printed and brought back to them to read. This reading-matter is always fresh and on the subject studied in the room. PRINTED LESSONS Trees We visited the maple and the pine trees. We also saw the birch and the horse-chestnut. The pine tree is pointed at the top. The pine tree has needles. Trees need soil to make them grow. SEPTEMBER— ARTS //;/^. 4 Toomai of the Elephants. — Kipling. Stars. 1 Peep Star. Star V^^^.—Wiltse. 2 The Legend of the Great Dipper. — Wiltse. NOVEMBER— LITERATURE 87 3 Callisto and Areas. — BulfincJis Mythology. 4 Orion. — Bulfinch's Mythology. Moon. 1 Diana and Endymion. — Bulfinch's Mythology. 2 Ladymoon. — Whittier's Child Life. Sun. 1 Apollo. 2 Aurora. 3 Baldur. 4 Phaethon. — Bulfinch's Mythology. a Talk of Jupiter and the gods of Olympus. h Epaphus. c Phoebus, father of Ph?ethon. d Phsethon's boast to Epaphus. e Palace of the Sun. (A beautiful description.) / Visit to his father and his request. g Phoebus's answer. h The result. i Description of the Sun Chariot. j Father Phoebus's advice. k Description of the ride. / Effect on the world. m Effect on Phaethon. Fire. 1 The Secret of ¥\vq.— Nature Myths, Cooke. 2 Prometheus. — Cooke, Bulfinch. 3 The tinder box. Migration. 1 Coming and Going. — Wiltse. 88 THE SECOND SCHOOL YEAR 2 The Storks. — Andersen. 3 The Crane Express. — Child's World. POEM Seal Lullaby. — Kipling. HISTORY The month of November carries with it a purely American holiday, Thanksgiving, which will be consid- ered in its various aspects, as a harvest feast, a day for giving thanks, a day for family reunions, and a day of most interesting historical origin. The season of harvest or plenty has been dwelt on at some length in the work on wheat and the preparation man makes for winter in gathering his crops of corn, pumpkins, potatoes, and apples, and canning fruit. The time-honored institution of the family Thanks- giving dinner is quite familiar. The new part of the work to the children will be the story of the Pilgrim Fathers. They will be able to help picture the country as the Pilgrims' land, on account of the Indian work they have had. This is a great step in advance in their study of man, as they compare the Indians and the Pilgrims in clothing, home, furniture, utensils, food, etc. The children must be made to feel the hardships of hunger, homesickness, and cold which the people suffered, and work with them to secure comforts. Many pictures, drawings, materials, and vivid word pictures must be used to this end. Children will suggest no aid unless they NOVEMBER— HISTORY 89 feel the need of it, for it is necessity that is the mother of invention. It would be well to picture on the sand-board the coun- try with its dense forests and few wigwams, and let the children work with the Pilgrims to cut down trees, build houses, and explore the country. Let them build a house two feet by one and a half in size. Let them suggest and procure the small logs, the roof (probably thatched), and the mortar for stopping up the holes. Some characters for special study will be taken up: Miles Standish, Governor Bradford, Priscilla, John Al- den. Peregrine White, Betty Alden, Lora Standish, Ruth Endicott, and Massasoit. We must not think the Pilgrims were sad, gloomy peo- ple ; although they had hardships, they were a brave, happy set. From "Customs and Fashions in Old New England" we find that their Thanksgiving week was a season of recreation and feasting. Edward Winslow wrote to a friend: "Our harvest being gotten in, our governor sent four men out fowling that we might after a special man- ner rejoice together after we had gathered the fruits of our labors. They four killed as much fowl as, with a little help beside, served the company about a week. At which times among other recreations we exercised our arms, many of the Indians coming amongst us, and among the rest their greatest king, Massasoit, with some ninety men, whom for three days we entertained and feasted, and they went out and killed deer which they brought and bestowed on our. governor and upon the captain and others." As Governor Bradford specified "beside waterfowle NOVEMBER-HISTORY 91 ther was great store of wild turkies," we feel sure that our forefathers and foremothers feasted on turkey on that occasion. They probably fared better than the people in England, for turkey was scarce in England. There were only fifty-five English to eat this dinner, yet there were plenty of guests by the time the ninety red men were around the board. But these did not come empty-handed, for the best from the forest were their gifts. The picture of that Thanksgiving day — the block- house with its few cannon; the Pilgrim men in buff breeches, red waistcoats, and green or sad-colored man- dillions; the great company of Indians, gay in holiday paint and feathers and furs ; the four overworked, home- sick women in worn and simple gowns with plaid coifs and kerchiefs, and the pathetic handful of little children — form a keen contrast to the prosperous, cheerful Thanksgiving of a century later. OUTLINE OF WORK I The Pilgrims in England. II In Holland. III Preparation for new home. Departure. IV The voyage: The ships, life on board, the storms, the babies. V Exploring expeditions. VI Plymouth Rock, season, landscape. VII Making homes. Kinds of houses needed; material for building. Material for fuel. VIII Build a house to a definite scale. Select the wood, mix plaster to fill the cracks, make the roof. IX Some colonial people: Miles Standish, William 92 THE SECOND SCHOOL YEAR Bradford, Priscilla, Betty Alden, Lora Standish, Ruth Endicott. X Mode of travel. Compare with that of the Indians. What the Indians thought of the ship. XI Animals. XII The first winter. 1 Shelter. Fireplace. Furniture. 2 Food. Hunting. 3 Clothing. Spinning. 4 Result of the winter. Sickness. XIII Friends — Samoset, Massasoit. XIV Harvests. XV Thanksgiving. The food and its preparation, the visitors, the dinner. Let the children dress in colonial costumes and serve the dinner to the Indians. NUMBER The quick work must be kept up every day by rapid sight work; it must be varied in its presentation by some device on the blackboard, or by cards with numbers on them, like that here shown. Test the work often by these questions: Are the children able to work more rapidly? Are they able to do more difficult problems with speed ? A few suggestive problems are given along the lines of work for the month. Each subject must be given the time it needs for its development. NATURE STUDY PROBLEMS 1 How many days in October were clear? 2 What part of the cloudy days were rainy? SPECIMEN CARD FROM SANFORD'S WORD METHOD IN NUMBER 94 'IHE SECOND SCHOOL YEAR 3 How many more frosts did we have than dews? 4 What was the prevailing wind during the month? 5 How many more rainy days had October than September ? 6 How many different animals store food for winter ? 7 Which is the greater, the number of animals that migrate or the number that stay at home during the winter ? 8 How many more of the animals named on the list hibernate without food than feed abroad during the win- ter? 9 Name sixteen animals that we see in summer. 10 What part of these hibernate? 11 How many plants can you find that bear leaves the whole year ? 12 What part of the trees north of the long walk on our campus bear leaves all the year? 13 How many plants can you name that live but lose their leaves? 14 What part of the list die down to the roots in winter ? 15 What part die entirely at the approach of winter? Area. SUGGESTIVE PROBLEMS I To change the sides of a box into a rectangle, the width of which will be the depth of the box, the length of which will be the sum of the four sides : — 1 Make a rectangle four inches long, one inch wide. , 2 Fold the short edges together. NOVEMBER— NUMBER 95 3 Fold again so as to show one square inch. Crease well and open. 4 Place it on the desk so as to show the four sides of a box. 5 Make a rectangle six inches long and one inch wide. 6 Make a rectangle eight inches long and two inches wide. 7 Give clear and accurate directions for folding the paper so as to make the sides each two inches. 8 How long is the box? how wide? ho\y high? 9 The sides and ends of the box make a rectangle how long and how wide? 10 How many square inches are in one side? n Given the length, width, and depth of a box, to find the rectangle into which it can be turned : 1 A box is two inches long, two inches wide and one inch deep; what size rectangle will its sides and ends make? 2 A box is three inches long, two inches wide, and one inch high ; how many square inches are on the bottom ? HI Given the four equal sides of a box, to find the square inches on the sides and ends ; or, given the size of a side and an end, to find the square inches on the surface: — 1 Fig. — is one of the four equal sides of a box. 2 How many square inches are on the sides and ends of the box? 3 How many square inches are on the top of the box ? 4 The square inches on one end are what p?rt of the square inches of the ends and sides? 96 THE SECOND SCHOOL YEAR Angles and Triangles. 1 Right angle. Apply to familiar things in the room. 2 Acute angle. Find examples. 3 Obtuse angle. Draw, cut, and find examples. 4 Make a right triangle; name the angles. 5 Isosceles triangle. 6 Equilateral triangle. 7 Work out a color lesson or design in triangles. Lines— The Rod as a Whole. 1 Have a pole or string in the room. 2 Test : Stand one rod from the door. 3 Notice the height on the wall of the vertical rod. 4 Use ruler to find 16>^ feet = 1 rod. 5 Use yard-stick to find 5^^ yards = 1 rod. Children measure off a string for their own use in measuring. OUTDOOR WORK 1 Stand one rod apart. 2 Find a tree one rod high ; two rods. 3 Estimate many things and then measure. Fix well the distance one rod; two rods. 4 Step off one rod. 5 How many rods long is the board walk? the tennis court? the fence? 6 Mark off the foundation for a house; find how many rods it is around it. Scale Work. Tell the children about a certain field that you wish them to draw. For every rod have them draw a half -inch on their pa- NOVEMBER— NUMBER 97 o • MATCH SAFE (For directions for making see pages 98 and 99) per. Make It an irregular field, and have gates of a definite size. In this work have many problems in which the child will need to change the rod quickly to feet or yards. « Weight. Talk of the use of scales or balances. Let the children plan some way of telling which of two things is the heavier. 98 THE SECOND SCHOOL YEAR An Upright stick having a horizontal piece fastened with a pivot on the top will make a fair balance. Use the scales with all the weights in the class : — 1 One pound — test the weight in the hand. 2 One-half pound or eight ounces. 3 One-fourth pound or four ounces. 4 One-eighth pound or two ounces. 5 Two pounds. 6 The eight-ounce weight and a two-ounce weight together equal what part of the pound weight? 7 If cinnamon costs ten cents an ounce, what will half a pound cost? Outline of Lessons for November I The numbers 15 and 16. II All, combinations and separations. III Quick work on numbers studied. IV Science problems. V Area. 1 Change sides and ends of a box into a rec- tangle. 2 Given the length, width, and depth of a box, to be turned into a rectangle. 3 Given four equal sides of a box, to find the square inches on the sides and ends. W Make a book for printed stories. \\\ Work on angles and triangles. ^TII Work on lines, rod. IX Work on weight. MATCH SAFE Draw a square eight inches on a side. Mark off in two-inch squares. NOVEMBER— LANGUAGE 99 Cut out the Upper corner squares. Cut in on the heavy lines and fold into shape. Perfo- rate for hanging. LANGUAGE Oral. There will be a time in the day for one group of children to tell stories to the other people in the room. These may be stories that they have heard in school or at home. They must be told so plainly that all can hear and understand them. Correct speech must be insisted upon, and the errors of individual pupils noted and corrected. See that they tell the story so as to bring emphasis upon the point. The observations made on the animals will be told by the children. They will talk about the coverings of the different animals, and decide which is the best for a cold country or for water, etc. Written. The main points of any lesson will be summed up and written by the child as a record of the work done on that day. These will be general truths reached by the development of the lesson, to which a child can turn at any time and tell the substance of the work. Other written work will be done, as : — 1 The covering of animals in the far North. 2 The Eskimo. 3 The home of the seal. 4 Story of a pumpkin seed. 5 The easiest way to heat a house. 6 Stories of the Pilgrims. 7 Betty Alden and Lora Standish. 8 The story of a sealskin coat. 100 THE SECOND SCHOOL YEAR SUGGESTIVE OUTLINE The easiest way to heat a house: — 1 It is getting cold and we must have fires in our houses. 2 We have grates and stoves in our houses. 3 Some people burn coal and some burn gas. 4 Furnaces are good for heating houses. 5 Our schoolroom is heated by hot water in radiators. 6 Some people near large forests use wood for their fires. 7 Corn cobs will make a good fire for the farmer who has shelled his corn. The price of corn has been so low at times that farmers have burned the corn for fuel. 8 The Indians knew nothing of the various kinds of fuel now used. 9 They burned wood. 10 The Eskimos have not even wood to burn. 11 They make oil from the fat of animals and bum that. 12 The Pilgrims burned wood. 13 They made wood fires to keep the wild animals away. 14 Gas is the best and least troublesome means of heating. The written work done by the children will be read from the papers or blackboard ; then printed and given to them to be used in reading-lessons. OTHER READING-LESSONS 1 Yearly Travelers. — All the Year Round. 2 Winter Quarters. — All the Year Round. NOVEMBER— ARTS 101 3 The Squirrels. — All the Year Round. 4 How the Chipmunk Got the Stripes on His Back. — All the Year Round. 5 Asleep on the Trees. — Nature Stories. 6 A Cocoon. — Nature Stories. 7 Asleep in the Ground. — Nature Stories. THE ARTS Writing Along with the use of plain, bold, legible script must come speed. The child's thought must not be crippled by the slow, painful drawing of letters so often seen in schools. Special daily drills must be given to help the children to acquire difficult forms. Give frequent drills in writ- ing words that have been developed. Give exercises in writing sentences about what the pupils can see in the room or from their window. The writing in language work must show the very best work of the pupil, as to sentence structure, capitals, and form of letters. Drawing 1 Pumpkin, Jack-o-lantern. 2 Cross-section of the pumpkin. 3 Nuts. 4 The seal. Its home. Its flippers. 5 Eskimo house. Sledge ; harpoon ; dogs. 6 The country as the Pilgrims found it. 7 The Mayflower. 102 THE SECOND SCHOOL YEAR 8 Cradle, chest, gun, powderhorn, and sword. 9 The Pilgrim home, and the Indians. Painting 1 November landscape, in its reds, yellows, and faded brown. 2 Trees for special study. Give direction and help for mixing the color for the pine or maple when necessary, 3 The pumpkin and vine. 4 Apples and corn. 5 Animals in feathers . Turkey, woodpecker. 6 Animals covered with hair. 7 Animals covered with fur. The seal. Modeling 1 The nuts in clay ; also apples, pumpkins, potatoes. 2 The seal. 3 The Pilgrim mill. 4 Plymouth colony on sand-board : Huts ; wigwams at a distance. Making 1 The Pilgrim house, roof, door, hinges. 2 Mayflower. (Large cucumber cut lengthwise, and hollowed out, with paper sails on top.) Music The teacher aims to develop the best elements in the child's nature. A little one whose environment has not been such as would tend to the higher development of his character often may be rescued and turned toward higher NOVEMBER— ARTS 103 and purer thoughts through this branch of human culture. Music is the expression of a beautiful thought. As the child sings he should feel and act out the sentiment. Theory. 1 Scale work. 2 Interval work. 3 Key of G. 4 Reading of exercises. 5 Singing of exercises. 6 Work on notes and time. Songs. 1 Over the River and Thro' the Woods. 2 Harvest Song. — Eleanor Smith. 3 Little Jack Frost. — Walker and Jenks. 4 The Mill by the Rivulet. — Walker and Jenks, 5 Make Us Truly Thankful. Pictures 1 The Pilgrim exiles. 2 The first Thanksgiving dinner. 3 The landing of the Pilgrims. 4 Indian pictures. NATURE STUDY In December the work on animal coverings will be taken up and viewed from a new standpoint, — that of their commercial value. The experience of the children will tell of a change in their own clothing, wraps, bed- clothes, etc. Notice the difference between the summer and the winter dress. Whom must we thank for our warm stockings and dresses? This will lead to a study of wool-bearing animals, of which the sheep will be the type. It is specially appropriate to study the sheep, be- cause it enters into the Christmas work. Sheep. SUGGESTIVE OUTLINE I The sheep. (Have a good picture.) 1 Size. 2 Head. a Horns — use. -Compare with cows' horns. b Teeth, cud. 104 DECEMBER— NATURE STUDY 105 3 Legs. a Cloven feet. b Compare with hoofs. c Compare with nails. 4 Neck. 5 Food in summer; in winter. 6 Adaptation of neck to food. 7 Adaptation of teeth to food. 8 Comparison with the cow. II History of the sheep. 1 First domesticated animal. 2 Habits — domestic, wild. a Live in flocks. b Means of defense. 3 The shepherd or shepherdess. a The dress. b The necessity for shepherds. c The crook. d The sheepfold. e The care of the sheep and the lambs, nec- essary in order that they shall have food and water, shall be protected, and shall not wander away. III Covering of the sheep. 1 Wool : Very fine hair. 2 The oil in the wool. Its use. Experiment with water. 3 Use of wool to the sheep: Protection. 4 Use to man: Clothing. IV Use of the sheep to man. 1 Wool : Clothing. 106 THE SECOND SCHOOL YEAR 2 Skin : Book-binding ; leather. 3 Flesh : Food. 4 Fat: Tallow. V Preparation of wool for use. In order that the preparation of the wool be fully un- derstood a woolen mill should be visited, where the wool may be seen in its various stages, from the raw material to the cloth in the loom. The children will have wool, and in a crude way go through the various steps in its preparation. DECE.MD::R— NATURE STUDY 107 STUDY OF WOOL I Washing sheep. 1 Why done. 2 How done. II Shearing sheep. 1 How done to-day, 2 The fleece. 3 Wool press. 4 Shearing in "Ramona." III Treatment of wool in the factory. 1 Sorted by hand. 2 Dipped into hot water. 3 Dried on racks. 4 Dipped in hot alkaline water. 5 Dried. 6 Cribbling machine. 7 Oil mixed with it. 8 Rovings. 9 Yarn. IV Coloring. Heat water and dissolve coloring-matter in it. Notice effect of one dip; of two or three dips. V Weaving. 1 Examine the loom, the shuttle, the warp, the woof. 2 A simple loom has been made for the room, in which the children can weave crude cloth and thus gain a better understanding of the principle involved in weaving. Have them compare the cloth they have made with that of their own clothing. 108 THE SECOND SCHOOL YEAR 3 Why is some cloth fine and some coarse? 4 Account for the different colors in your dress. 5 The different things made from wool. 6 Make a chart showing the picture of the sheep, the wool, carded wool, rovings, yarn, cloth, etc. 7 Fire test for wool. VI History of weaving. Weaving is perhaps the most ancient manufacturing art, its invention being lost in antiquity. Keary says: "The art of platting, which carries in it the germ of the art of weaving, is of immemorial, undiscoverable antiq- uity." There* can hardly have been a time when men did not weave together twigs or reeds to form a rude tent cover- ing — a primitive house. And one proof of the extreme antiquity of this practice is given by the many different names for twigs, reeds, etc., in different languages, which are derived from words signifying to twist or to weave. There are three primal race occupations mentioned by many authorities : planting for food, building for shelter, and weaving for clothing. Among the relics of many prehistoric races there has been found fine woven cloth, sometimes worked with an artistic design. It is said that for four thousand years there has been a practice of weaving hair and wool into cloth with distaff and spindle, and that the weaver's loom dates back to the time of Noah. We read of the weavers of ages ago in the Far East who built their houses near the mango trees, under which at sunrise they set their looms and diligently worked all DECEMBER— NATURE STUDY 109 day. In Lapland we see the maidens in their ice huts sit- ting by their looms of reindoor bones, weaving articles necessary to them. In the Old Testament references are frequent to this art. In the story of Samson the cultivation of flax and weaving and spinning seem to be a great industry. It is not known how the art of weaving was originated, but it WHITE PINE may be that from the observation of the birds primitive man saw how substances could be interlaced so as to form a continuous web. The simplest form of weavimg is that employed in making the mats of the uncivilized races. The Indians were quite expert in making baskets, the reeds being so closely woven that water could be carried in them. no THE SECOND SCHOOL YEAR The Begin Pine. the work bright green needles. by visiting a pine tree. Notice the Notice its form, tapering and point- ed so the snow can fall off. Com- pare with another tree, as the maple. Why have evergreens this shape? Think of them in a great windstorm. They do not catch so much wind as they would if they were broad at the top. SUGGESTIVE OUTLINE III I Trunk. 1 Reaches almost to top of tree; straight and tapering. 2 Length and straightness characteristic po i n t s. How well it is used for a flag-pole. II Branches. 1 Extend from trunk al- most hori z o n t a 1 1 y, longest nearest base. 2 Bend easily; quite tough. Notice how they bend under load of snow. Leaves. Arrangement and form. 1 Bundles of leaves clustered in masses, near CONE OF WHITE PINE DECEMBER— NATURE STUDY 111 ends of branches, where all can get the sunlight. 2 Leaves near base of branch or twig are fas- tened loosely, or perhaps have fallen off, leaving scars that make the branch rough. 3 Two, three or five leaves in a group, held to- gether by brownish cup at base. 4 Bundles grow out from all sides of twig, so that needles point in all directions. 5 Needles two or three inches long ; green, each flattened a little on side toward next needle and rounded on other side. Pointed, thick, and tough. 6 Compare with leaves of other trees. IV Cones — position: Near top of tree toward ends of branches. V Scales. 1 Arrangement. 2 Find the seeds — two at the base of each scale. How do they get to the ground ? Wing. 3 Notice the gummy substance sealing up the scales. VI Use of the pine tree. 1 Beauty. 2 Protection. (/ Rows of pines planted to protect a house from wind. b Furnish protection and homes for birds and animals. 3 Food. California pine nuts used as food. The seeds food for birds. 112 THE SECOND SCHOOL YEAR Resin or crude turpentine. a Spirits of turpentine, made from resin. h Tar, obtained from the wood. c Pitch. PITCH PINE 5 Lumber. a Matches ; kindUng ; window frames ; boxes. General building purposes. h Notice grain of wood. Soft or hard wood. c Best lumber from trees at least a hun- dred years old. 6 Christmas trees: America, Germany, Nor- way. DECEMBER— NATURE STUDY 113 OTHER EVERGREENS I Spruce. 1 Shorter leaves, growing singly from all sides of the branches. 2 Use: In manufacture of paper, and for lum- ber. II Hemlock. 1 Leaves short and flat, silvery underneath. Grow on opposite sides of branch. 2 Use : Lumber. Bark used for tanning leather. HOLLY AN EVERGREEN In the North, it is rare and quite small. In the South it grows from thirty to fifty feet high, a slender tree, tapering toward the top. The bark is light gray. The young branches are green, covered with a rusty coating of down; later they become smooth and brown. The leaves are tough, deep green, and glossy, havmg a wavy edge. Each projecting point is armed with a sharp tooth. The leaves cling to the tree for three years. The old leaves are pushed off in the spring by new buds. The blossoms are small and greenish white. They grow from the axils of the young leaves, and appear in June. The red berries remain on the tree all winter. The tree is slow of growth and lives to a great age. Tell how it is used for decorations; why it is liked so well. REFERENCES Animal Kingdom. Natural History. — Wood. Our Western Empire. — Brockett. 114 THE SECOND SCHOOL YEAR Savage World. — Buel. Popular Zoology. — Jenks. Hand Loom Weaving. — Todd. Nature and the Child. — Scott. The Common Trees. — Susan Stokes. A Year Among the Trees. — Wilson Flagg. Our Native Trees. — Harriet Keeler. Familiar Trees and Their Leaves. — F. Schuyler Mathews. Evergreens and Hoiv They Shed Their Leaves. — H. P. GouM, Cornell University Leaflet. Trees of Northeastern America. — Newhall. Earth as Modified by Human Action.— M.2ivs\i. AUSTRALIAN PINE LITERATURE AND HISTORY The great festival season is now at hand, and we are confronted with the question of what is to be done that will be both pleasant and profitable to the children. This DECEMBER— LITERATURE AND HISTORY 115 is preeminently the children's holiday season, and they have a right to the fullest enjoyment of it, which means that the teacher must give it much careful thought. The story of the Christ Child told in all of its simplicity and beauty cannot but touch and satisfy the hearts of little children. Develop the story, a part at a time, not as a faraway legend but as a vivid reality. Let the chil- dren first know the Christ as a little child like themselves. Give them the true story, putting all the love possible into it. Talk to them about travel in that day; tell why the donkey was ridden, describing the mountainous country. Tell of the habit of going to Bethlehem and let them start from the humble Nazareth home and travel with Joseph and Mary to Bethlehem. Tell of the wise men, their beautiful white camels and splendid trappings, and of the shepherds in their skin coats, lying under the starry sky with their flocks. They will almost see the light of the star and hear the music, and will unite in the chant, *Teace on earth, good will toward men." We have children in our school from foreign countries. It is enjoyable to them to tell and hear again the story of their own Christmas. Begin by considering Christmas as it is observed in the United States, and by questioning discover whether or not the American children believe that all other children have the same. Use pictures of landscapes and of people, tell stories of various holiday customs, and explain their origin; speak of parents' preparation for the festival, of children's preparation, of Santa Claus, and so oh. Find which country the children would rather be in at Christmas time, and why. 116 THE SECOND SCHOOL YEAR OUTLINE OF CHRISTMAS WORK I Expectation of the coming of Christ. 1 Joseph the carpenter. 2 Mary. II Journey to Bethlehem. 1 Home in Nazareth. 2 Why the journey was made. 3 Mode of travel. Why donkey was ridden. III Arrival at Bethlehem. 1 The inn. 2 The crowd of people. 3 The birth of Christ. IV The shepherd scene. 1 The fold. 2 The care of the sheep. 3 The light, the chant, and the star. V The wise men. 1 Why they journeyed. 2 Describe the Greek. 3 Describe the Hindoo. 4 Describe the Egyptian. 5 Mode of travel. Camel: Size, general char- acteristics. Why used ; endurance. CHRISTMAS IN VARIOUS LANDS I Christmas in America. 1 Christmas tree. 2 Christmas presents. 3 Christmas dinner, 4 Visit of Santa Claus. Sleigh, reindeer. DECEMBER— LITERATURE AND HISTORY 117 II Christmas in Germany. Ill IV V 1 National festivities. 2 Use of cedar boughs and trees. 3 Parents' preparation. 4 Children's preparation. 5 How the day is observed. Christmas in Holland. 1 Description of country and people. 2 Sports of children. 3 St. Nicholas. The white horse. 4 Parents' preparation. 5 Children's preparation. 6 How the day is observed. Christmas in Norway. 1 Show pictures of country and people. 2 How children go out on snowshoes to select the pine tree. 3 Preparation of parents. 4 Observance of the day. Christmas tree, feast- ing. 5 Gifts to all the animals. 6 Yule : Peace. Christmas in France. 1 Children's preparation. 2 Gifts to birds. 3 Observance of the day. Feasting. 4 Story of Piccola. In each case have the children tell in which country they would rather be at Christmas time, and have them give the reasons for their choice. 118 THE SECOND SCHOOL YEAR CHRISTMAS STORIES 1 St. Nicholas and His Gifts. — Mrs. Jameson's Legendary Art. 2 Tiny Tim, Christmas Stories. — Dickens. 3 The Fir Tree. — Hans Andersen. 4 The Last Dream of the Oak. — Andersen. 5 St. Christopher. — Wiltse. 6 Stories of the Madonna pictures. 7 Story of the First Christmas Tree. — Grimm. CHRISTMAS POEMS 1 Mrs. Yeardley's Guest. 2 Christmas Song. — Eugene Field. 3 While Shepherds Watched Their Flocks. Holly Not one pretty flower would stay, When old Autumn nipped the grass ; For she had a cruel way, Though as red-cheeked as a lass. Winter had our Northland taken. Her white flags by wind outshaken. What then was there bright enough For the Merry Christmas Day? "Good Dame Nature, be less rough," Said the folks, "leave storms, we pray; Bring some posies and be cheery, Lest she find the world too dreary." "What are posies in the gleam Of my beautiful white frost?" Said the old dame from her dream ; "By the hedge all snow-embossed Bloom itself the glad day carries" ; And she held up holly berries. DECEMBER-NUMBER 119 How their scarlet brightness shone In the morning's airy tracks ! Nature is a wise old crone : She knows what a picture lacks. Winter lost its melancholy ; Christmas laughed to see the holly. — Susan Hartley, Nature in Verse. NUMBER Teach all the combinations and separations of the numbers 17 and 18. Continue the quick work and the science problems. Practical problems should be given some of the time. SUGGESTIVE EXERCISES Area. I Change a triangle into a rectangle. Cut out a triangle with a base 4 inches long and alti- tude of 4 inches. Point to the vertex of the upper angle ; the vertex of the right angle. Fold the vertex of the upper angle on the vertex of the right angle. Crease and open. Mark the upper part A and the lower part B. Tear off A and place its oblique side next to the oblique side of B, so that A will be upside down. Note. — Make this triangle out of heavy cardboard and use little splints to join the cards to form the triangle or rectangle. 1 How long is the base of the triangle? 2 What is the altitude of the triangle? Turn it into a rectangle. 3 How wide is the rectangle ?j 4 How long is the rectangle? Work for this truth : The rectangle has the same base vS ^ -5^ SLED Cut on heavy lines, fold on dottetl. DECEMBER— NUMBER 121 as the triangle and an altitude equal to one-half the alti- tude of the triangle. II Change a rectangle into a triangle. Cut out a 2 X 4-inch rectangle. It has — rows, — square inches in a row, and — square inches in the area. One inch from the upper right corner on the four- inch line, make a dot. One inch from the upper left corner make a dot. Make a dot in the middle of the lower line. Draw lines connecting these dots, and mark the parts A, B, C. Cut on the lines drawn and turn A and C so that their vertical sides will be together. Place B over A and C so that B will be upside down. Give many exercises of this kind until the work be- comes easy. CHRISTMAS WORK Sofa. Draw and cut out an eight-inch square. Fold two opposite edges together. Crease. Open and fold the same edges to the middle crease. Now there will be four 2 x 8-inch rectangles. Open and fold the other two edges together, making eight 2 X 4-inch rectangles. Open and fold the same edges to the middle crease and make sixteen 2 x 2-inch squares. Cut off one row of squares, leaving a 6 x 8-inch oblong. Make two cuts, each two inches long, two inches from the long edge on opposite sides of the oblong. Lap the corner squares over the detached squares and paste. 122 THE SECOND SCHOOL YEAR It will make a box four inches long, two inches wide. Use the 2 x 8-inch strip as a back for the sofa. Christmas card. From a piece of drawing-paper cut two 3 x 5-inch rec- tangles. Ornament the edges with either scallops or a pretty border of water colors. Fasten the two papers to- gether with a ribbon. Decorate the outside with a Ma- donna picture or some attractive design. On the sec- ond page have a Christmas verse. Some beautiful cards have been worked out in this way by the children. Outline of Number Lessons for December I The numbers 17 and 18. II Quick work. III Combinations and separations. IV Science problems. V Area — triangles. VI Christmas gift. VII Christmas card. VIII Sled. LANGUAGE Oral language in this month will consist of the dis- cussion of subjects studied, as: — The use of the sheep to man ; the use oi the seal to the Eskimo ; why the Es- kimo would rather have a fish-hook than much money. Any phase of the work that the children have had expe- rience in may profitably be taken up in oral work. Insist on clearness in expression, and accuracy in articulation. Encourage little discussions on such subjects as : — Who has the better chance for food, the Indian or the DECEMBER— ARTS 123 Eskimo? Which animal is the more useful, the sheep or the seal? In each case the child must state clearly the reasons for his opinion. There will be written work with each lesson, but aside from this, after the lesson unit has been taught, some time will be given for reflection on the work. This is neces- sary after the presentation has been made, that the points may be welded together and that they may find a place in the experience of the child. This does not mean a mere reviewing of the work gone over, in every case ; it is often a comparison of the new points with old experience. On this month's work the child might write on : — 1 The Use of the Sheep to Man. 2 The Story of an Old Shepherd. 3 How the Lamb Helps the Boy. 4 Where I Should like to Spend Christmas. For reading-matter the language work will be printed and the pupils will read their own stories. These stories will be read also in the script, the children exchanging work and each child reading the story of another. For sight reading, write the sentence of a selection on slips of paper to be passed to the class, and have -them read in order. Children must not be asked to read aloud until they know the words and understand the thought. Good expression is often given if the pupils close their books and tell what they have read. THE ARTS Writing Continue the work of former months. Write words and sentences in connection with other work. Have a 124 THE SECOND SCHOOL YEAR writing-lesson daily in which more perfect form in the letters is the aim. Give frequent tests on the board of the important words in the nature and literature work. Never lose an occasion to teach spelling in this way. In- sist on the best the child can do, and always observe and praise honest effort. Drawing 1 Shepherd scene. 2 The journey of Mary and Joseph. 3 The donkey. 4 The inn, the stable. 5 The camels. 6 The wise men. 7 The wings of the bird. 8 The fins of the fish. 9 The legs of the bird. Cat. Painting 1 December landscape. 2 The sky and the clouds. 3 Trees and everything typical of the month. 4 Christmas tree. 5 Winter color of buds. Modeling 1 The journey of A^Tary and Joseph in sand. 2 Form of animals studied. 3 Modeling of surface forms ; cubes. 4 Vase. Making 1 Paper-mat weaving. DECEMBER— ARTS 125 2 Fold paper mats into baskets and add a handle. 3 Christmas cards. Music There is no better way to impress the children with the love and beauty of the Christmastide than by having them sing appropriate songs. Teach them beautiful Christmas carols and tell them some of the pretty stories about chil- dren in other parts of the world who also sing these car- ols. Make them feel that they themselves are a part of the great chorus of Christian children of many lands who at this season are joyfully singing because Christ was born. Songs 1 Merry, Merry Christmas Bells. 2 Shine Out, O Blessed Star. 3 Carol Children. 4 The First Christmas. 5 While Shepherds Watched Their Flocks by Night. 6 The Lord Is My Shepherd. 7 Hark, 'Tis the Shepherd's Voice I Hear. 8 Jolly Old St. Nicholas. Q A Flock of Sheep. 10 Fve Eight White Sheep. 11 The Weaver's Song. Pictures 1 Sistine Madonna. 2 The Adoration of the Shepherds. 3 The Good Shepherd. 4 The Shepherd and the Sheep. NATURE STUDY We have now not only a new day, a new week, a new month, but much more — a new year. When we met to- gether before we wrote December 19 — ; now we write January 19 — ■. Let the pupils recall many things that have happened in the past year, and tell of the many joys they hope to have in the coming year. Talk of how they have grown. Ask if they have grown taller and stronger, wiser and better, in the year that has passed. Now talk about the children of 19 — . January and February are dressed in white ; March in brown ; April and May in light green ; June, July, and August in darker green ; September in yellow ; October in red ; November in brown, and December in white. The sunshine chart will be examined and a clear pic- ture of each month recalled. Thus the changing seasons JANUARY— NATURE STUDY 127 will march before the eyes of the children in actual pro- cession. The series of landscape pictures also will be examined, making clearer the color aspect of the months. The temperature chart will show the gradual decrease of heat from September till January. Talk to the children of the good things they had for Christmas dinner, and of the foods eaten every day. Lead them to see that food is necessary to life. Foods. There are three things essential to life — air, water, and food. The last named is of very much more importance than it is generally thought to be. Webster says : "Food is anything- that supports and nourishes life." The kingdom of nature is divided into organic and inorganic bodies. Organic bodies have life and inor- ganic bodies are without life. Organic bodies include plants and animals and inorganic bodies include earths, metals, and minerals. Organic and inorganic bodies are continually wasting away. Only organic bodies can re- pair their own waste, so it is with organic bodies that we have to do in considering food. Foods are either nitrogenous or non-nitrogenous ; they are either tissue-builders or heat-producers. Tissue-builders are milk, eggs, cheese, wheat, meat. Heat-producers are sugar and starch, fats and oils. In order to keep the body in good condition a com- bination of the two is necessary, with a supply of water to dissolve them. The nutritive value of food depends to a very large extent upon the cooking of it. Cooking changes the food 128 THE SECOND SCHOOL YEAR SO that the digestive juices can act upon it. Cooking im- proves the flavor of food. It also kills the disease germs, parasites, and other dangerous organisms. SUGGESTIVE OUTLINE I List of foods eaten every day : Bread, butter, meat, potato, milk, eggs. II Sources of foods. 1 Animal: Meat, milk, eggs. Cow: Beef. Sheep: Mutton. Calf: Veal. Pig: Pork. Deer : Venison. Fish, poultry, game. 2 Plants : Fruit, vegetables, and nuts. 3 Minerals : Salt, lime, water. III Starchy foods. Test with diluted iodine. 1 Starch in plants. Potato, corn, wheat, rice, etc. Starch and sugar. 2 Effect of cooking upon starchy foods. Boil- ing potatoes or rice. 3 The digestion of starchy foods. 4 Value of starch for heat. 5 Necessity of masticating starchy foods. IV Uses of food. 1 To nourish body. 2 To furnish heat. 3 To repair waste. 4 To furnish energy, force, and motion. 5 In the young to induce growth. V Most nourishing foods and drinks : Milk, vegeta- bles, eggs, cocoa, bread, butter, fruit. A^I Hurtful foods and drinks: Unripe fruit or vegeta- bles. Strong tea or coffee. JANUARY-NATURE STUDY 129 VII Comparison of summer and winter diet. Recall food of the Eskimo. VIII Cooking. How and why it improves food. IX The well-set table. X The grocery store. 1 Transportation of foods needed: Wagon roads leading into California, Pa. Make a map of the town, showing these roads. Things brought in over these roads — butter, corn, potatoes, milk. 2 Railroads : Where they lead. What they bring. Trace some food from its home to the store. 3 The boats : Where they come from. Foods they carry. 4 Ships. a Pictures and descriptions of ships. b Foreign Commerce simply told. c Trace some foreign food to grocery — ■ cocoa, tea. d Dangers of the sea: Rocks, storms, ice- bergs. Lighthouses, foghorns, buoys. The Chicken. SUGGESTIVE OUTLINE I Size, length, height, weight. II Covering: Feathers (stiff and soft). 1 Parts. a Shaft : The middle part. h Web : The soft part on each side. Narrow on one side, wide on other. 130 THE SECOND SCHOOL YEAR Narrow web of one feather covers wide web of other. Can you account for this? Barb: Part of web. Notice how barbs are fastened together. The small teeth in each side of barb fit into those of barb next to it. 2 Use of the feathers. a To exclude air, and thus keep body warm. b To shed the rain (tail drooping; feathers overlapping). c To protect the chicks. d To aid in flying. 3 The soft feathers. a Arrangement : They point backward from the head. b Grow one overlapping the other like shin- gles on a house. c Are not barbed. d Use : To keep body warm. III The oil sack. 1 Position: Just above tail. 2 Use : To oil feathers. Tell how hen gets oil in bill, through which she passes each feath- er. Pour water on oiled paper. IV Moulting. 1 Time : Late summer. 2 Reason : Feathers wear out. A warmer suit needed for winter. V The wings. 1 Use : For flying to and from roost, from low to higher branches. JANUARY— Nature study 131 2 Position in flying. 3 Beating of wings against air. 4 Notice wing of dressed chicken — skin, mus- cles, bones. 5 Show with arm position of wing closed and spread. VI Roosting. 1 Protection from rats, dogs, skunks, etc. No- tice how chickens fly to roost — a short dis- tance at a time. 2 Position of toes : Three front ones curved around roost in front ; back toes reaching around from behind. 3 Position of body: Sitting. 4 Eyes : Closed. VII Food. 1 Bugs, worms, vegetables, seeds, corn, wheat. Importance of good, clean, wholesome food for chickens. Importance of chickens hav- ing large range where they can get good sup- ply of insects and worms, and seeds and grains going to waste. 2 Bran, meat meal, wheat screenings and oats bring good returns in eggs. VIII The bill. 1 Hard and strong, suited for getting certain foods. 2 Sharp-pointed, to break up hard food. 3 Curved. Good shape for picking up food. Notice position of thumb and first finger in picking up a pin. 132 THE SECOND SCHOOL YEAR 4 Sharp-edged, to cut off leaves, grass and vege- tables. IX The feet — scratching. How they serve the hen in getting food for herself and chicks. X The eyes — position. Help in food-getting. XI The crop. See corn, grass, and other food chicken has eaten. Soaked here, becomes soft, and then passes on to chicken's stomach. XII The gizzard: The chicken's stomach. 1 Outside coat thick and tough. 2 Inside coat thin, tough, and elastic. 3 Notice ground food and some pebbles. Tell how food gets into gizzard and is tossed back and forth with stones until it becomes very fine. XIII Ears. Position, size, protection, use. XIV Use of chicken. 1 To lay eggs, to hatch chicks. 2 As food. XV Care of chickens. 1 The chicken house. 2 The nests. 3 Brooding season. Time required. 4 Care of chicks. 5 How to have hens lay in winter. COVERINGS OF ANIMALS Do animals prepare for this winter weather? How do birds prepare? Do insects prepare for it ? Which ones lay away food ? Which animals prepare for winter? JANUARY— NATURE STUDY 133 Speak of the animals that change color in the winter — the rabbit, the ermine. Speak of the animals that store food for the winter — the beaver, the squirrel. Speak of the animals that sleep during the winter — the prairie dog, the young beaver, the frog, the snake, the clam, the snail, the turtle. Tell of the animals that have coverings to protect them from harm — the turtle, the snail. Tell of the animals that have coverings to protect them from the cold. The bird has feathers ; the cow, the dog, the horse, the rabbit, have hair; the sheep has wool; the beaver and the seal have fur. The Squirrel. SUGGESTIVE OUTLINE I Home of the squirrel : Warm, cold, temperate re- gions. II Varieties: Gray, ground (chipmunk), flying. III Size. IV Eyes: Sense of sight. Ears: Sense of hearing. Nose : Sense of smell. Teeth : Gnawing. V Body. Shape. VI Feet. 1 Fore paws, four toes, claws. 2 Hind paws, five toes. VII Tail : Long, bushy. VIII Covering. 1 Fur. 2 Color. 3 Use of skin and fur. 134 THE SECOND SCHOOL YEAR IX Food. 1 Nuts, seeds, eggs. 2 Fruits, birds, grains. X XI XII 3 Shoots of trees. 4 Manner of eating. 5 Storing for winter. Movements. 1 2 In running. In climbing. 3 In leaping. 4 In flying. Homes. 1 In trees. 2 3 In ground. Manner of building and caring for homes, The 1 2 young. Appearance. Care of the young. ANIMALS IN WINTER Hibernation. 1 Reason for it. 2 3 Food supply short. No locomotion. 4 5 Extra fat supply. Special study of : a Turtle. b Frog. c Snake. d Bear. e Snail. JANUARY— NATURE STUDY 135 II Change of covering. 1 Horse: Hair. Use of hair. Changing of coat in fall. 2 Turkey: Feathers. Arrangement. Down. Pro- tection from cold. 3 Beaver or cat: Fur. Use of fur. Protec- tion against cold. 4 Hedgehog : Quills. Use of covering. Air. SUGGESTIVE OUTLINE I Necessary to man. 1 Prove by simple experiment. 2 Other things to which air is necessary: Plants, fire (prove by putting candle under tight jar). II Air all around us. 1 Prove by a simple experiment. 2 Greatest height at which children have found air. 3 Distance under ground at which air has been found. III Eflfect of heat on air. Expansion. Partly fill a balloon with air and dip in hot water. IV Movements of air. 1 Hold a paper over the radiator. 2 Take the temperature of the air close to the floor and near the ceiling. 3 What happens to heated air ? 4 Hold a candle above and below a window. What causes the difference in the direction the flame turns? 5 In how many ways may air be made to move ? 136 THE SECOND SCHOOL YEAR V Should the air in the schoolroom move? 1 Breathe into lime water. Notice the change in the clear water. 2 Wliat is the condition of a closed room? VI How can we keep the air pure? VII Amount of air inhaled and exhaled in a single respi- ration. Experiment: — Have jar scaled in gills, pints, and quarts ; a bent tube, and a bucket of water. Invert jar in water and inhale through tube. Notice how far water rises in jar at each inhalation. When jar is full of water, measure in similar way quantity exhaled in one breath. Try this : 1 Sitting. 2 Standing. 3 After chest exercises, or gymnastics. VIII Wind : Air in motion. Work of the wind. 1 Turns mills. 2 Pushes ships. 3 Carries seeds. 4 Dries clothes. 5 Makes snowdrifts. REFERENCES Squirrels and Other Fw'-B caring Animals. — Burroughs. American Natural History. — Hornaday. Wild Neighbors. — Ingersoll. Animals and Birds. — Uncle Warren. Beasts of the Field. — Long. Familiar Features of the Roadside. — Mathews. Elements of the Theory and Practice of Cookery. — Williams and Fisher. The Chemistry of Cleaning and Cooking. — Richards and Elliott. JANUARY— LITERATURE 137 Nutrition and Nutritive Value of Food. — Farmers' Bulletin, No. 142. Domestic Science in Elementary Schools. — Wilson. Fowls, Care and Feeding. — Farmers' Bulletin, No. 41. Sugar as Food. — Farmers' Bulletin, No. 27. Geographical Reader, III. — King. Home Geography. — Dodge. Home Geography. — Fairbanks. LITERATURE In the language work there will be found some of the stories for the month as they were told or written by the pupils. The main points are there given ; and if the com- plete story cannot be found, the story-teller can use these points and weave in the beauty in word pictures and minor points, thus teaching the same truths. In telling these stories, the aim is .to leave lasting pic- tures and impressions in the child's mind. They must make him not say but actually feel that he will be kinder and more helpful to those who are not so fortunate as he. The story-teller must feel this deeply, and enter into the story so fully that every movement of the body makes the subject more impressive. STORIES New Yearns. 1 Janus. 2 Kronos. 3 The Story of the New Year. — Hans Andersen. 4 The Mail Coach Passengers. — Hans Andersen. 5 The Little Match Seller. — Hans Andersen. 6 Our Daily Bvt2id.—Wiltse. 7 The Story of Willie ^'mk\e.— Wilt se. 138 THE SECOND SCHOOL YEAR Geology. 1 Stony and Rock}^ — Child's World. 2 Story of the Amber Beads. — Story Mother Nature Told. 3 The Petrified Fern. 4 The Young Scientists. — Hegner. Food. 1 The Three Beans. 2 The Bean, the Straw, and the Coal. — McMurry. 3 How the squirrel eats his food. Air and zviud. 1 ^neas and the wind. 2 The Four Winds. — Hans Andersen. 3 Hermes. 4 The Wind and the Sun. — Aesop's Fables. 5 The Shoemaker and the Elves. 6 Snow White and Rose Red. 7 Fox and Turtle. — Uncle Remus. 8 The Enchanted Stag. — Wonder Tales, Hawthorne. POEM The Frost— Whittier's Child Life. HISTORY The Cliff Dwellers. This people is the earliest example of civilization on the American continent and is by far the most highly civ- ilized representative of the "Stone Age." The time at which the Clifif Dwellers lived has been variously fixed at from fifteen hundred to three thousand years ago. The ruins of some of their villages have trees growing through JANUARY— HISTORY 139 them which are doubtless hundreds of years old, but how many ages elapsed before those trees sprang into life is unknown. The most perfectly preserved relics of the Cliff Dwell- ers are those of the Caiion of the Colorado, where a suc- cession of villages remain almost intact, showing very clearly their method of building. Here many valuable remains have been found, which have thrown great light upon the lives of this far-distant race. Their building is peculiarly advanced for such primi- tive people, balconies, towers, windows, and doors show- ing evidence of an architectural instinct far better devel- oped than in many subsequent races: Great stone walls, in some cases as much as a hundred feet high, formed almost unsurmountable barriers against invading foes. Everything is indicative of their having been in constant danger of some, to us, unknown enemy, as they built no stairs, and cut no steps, but simply hollowed out slight foot and hand holds, by means of which and with the help of ladders they ascended and descended to their dwellings. The walls of their houses were strongly built of stones, cemented together, and in some cases balconies made of logs and covered with bark and adobe projected over the cliffs. The living-rooms, which are still to be seen, are in most cases circular; they have a low stone seat running along the sides, are fitted with hollowed-out stone closets, and have fireplaces in the center. Under separate ledges of rock are small, unlighted rooms where grain was stored. The weaving and pottery of the Cliff Dwellers are very interesting, as are their weapons, tools, and dress. 140 THE SECOND SCHOOL YEAR OUTLINE I Picture the country — cliffs, valleys, plains. II Enemies and dangers. III Home of the Cliff Dwellers. IV Construction of the house. 1 Material : Stone, logs, adobe. 2 Labor. 3 Rooms. 4 Size. 5 Characteristics. V Occupations: Making of pottery; weaving; agri- culture. VI Things made : Bone needles, thread of yucca fiber, arrows of reed, stone axes, drinking-cups, vases, lamps, baskets. VII The watch tower : Use ; how^ built. Pueblo Indians. These Indians live in Arizona and New Mexico. They are a step in advance of the Indians of the northern coun- try, previously studied. With them the house takes the place of the wigwam and the lodge. With them the wandering life, the hunting and fishing, are incidental rather than habitual, and their village life makes them conspicuous. The Pueblos are the first genuine builders whom we find as we progress to the south. They built a stone house in which mortar was necessary. They used bricks, but probably did not burn them, although the great heat of the sun hardened them sufficiently to render them quite durable. Their houses were rectangular in ground- JANUARY— HISTORY 141 plan. Some of them were several stories high, though the homes of the poor were but one story in height. All of these houses were built close together. Often many were built about a hollow square, furnishing accommoda- tions for quite a community of people. The villages were sometimes situated on the plains, but more often they were on a high cliff. This situation was selected as a safe resort, being defended by the nature of the place. Further to render themselves safe, they built the first story of the houses with no opening, so that to enter a ladder must be used. The second story of the houses was smaller than the first, so that the inmates could walk around outside the second story, on the roof of the first. Many times the solid rock of the cliff itself served as the inner wall of the house, the outer being built of loose stones. The foot of the cliff was reached by steps dug out of the solid rock. The Pueblos found the need of vessels for carrying water, etc., so they soon learned the art of making pot- tery. The soil above the cliff was cultivated by them. OUTLINE I The home. Community life 1 Situation. 2 Material. 3 Making of bricks and mortar. II Characteristics of the house, 1 Form of ground plan. 2 Size. 3 First story. 4 The entrance. 5 Upstairs porch. 142 THE SECOND SCHOOL YEAR III Tools. Material. Use. How made. IV Dress. Material. How made. V Occupations. 1 Agriculture. 2 Weaving cotton ; yucca. 3 Pottery. 4 Basket-making. VI Food. Kind. How obtained ; bow prepared. REFERENCES History of Civilization. Story of the States. Harpers, Vol. 93. History of United States and Mexico. NUMBER The numbers for special work will be 19 and 20. The combinations must be taught so well that the children will know at once the sum of two or more numbers, and in the same way the separations should be taught. Frac- tions are taught all along with the number under study, and are just as easily understood as the addition. The quick work will increase in speed and difficulty as the year advances, accuracy also being one of the ends to be attained. Along with the nature work many problems will come up. A few are here given which occurred in the com- parison of the months as kept on record by the school : — 1 How many cloudy days were there in December? 2 How many cloudy days in November ? JANUARY— NUMBER 143 3 How many more cloudy days in each of these months than in September? 4 What was the prevaihng wind in December ? Octo- ber ? November? 5 Which wind if any has not been recorded in Decem- ber? 6 What was the highest thermometer record in De- cember? September? 7 What was the coldest record for September? De- cember ? 8 Which month had the greatest number of dews? frosts ? SUGGESTIVE PROBLEMS On food lessons. 1 Make a list of the foods eaten in this climate. 2 In a list of twenty, how many are especially winter foods ? 3 What part of all are winter foods? 4 What part are included in every meal? 5 Of the list how many have been found to contain starch ? 6 What part of the list should we find in the far North? On air lessons. 1 How many pints of air do you exhale in a minute, breathing quietly? 2 In what length of time will you use a gallon? 3 How much air can you exhale forcibly ? 4 Measure a chest nearly empty and again after it is fullv inflated. 144 THE SECOND SCHOOL YEAR Area of Triangle. As soon as possible have the pupils see a triangle as a rectangle, — inches long and — inches wide, without fold- ing and actually making the change. Have triangles cut from cardboard or drawn, for exercises of this kind. On a mounting card draw triangles of different shapes and sizes, and number them for convenience 1, 2, 3, etc. SUGGESTIVE QUESTIONS 1 In what rectangle can you see Fig. 1 ? 2 What is the area of Fig. 1 ? 3 The area of Fig. 4 is equal to what part of Fig. 7? 4 What is the sum of the areas of Figs. 1 and 2? 5 How many two inches are in Fig. 4? 6 One square inch is equal to what part of the area of Fig. 3? 7 A triangle having a base of six inches and an alti- tude of six inches is equal in area to what other triangle on the chart? Area of Irregular Figure. Draw on the board an irregular figure. The problem is to find the number of square inches on its surface. This may be done by first dividing the figure into a num- ber of rectangles of known size and then getting the area of each rectangle to find the area of the whole. Liquid Measure. The measures will be used very frequently in this work. By actual measurement the children will discover that it takes four gills to fill the pint measure; that to one-half pint of milk the dairyman must give two gills. They JANUARY— NUMBER 145 CRADLE For directions for making see page 146. will find the cost of a gill of liquid after learning the cost of a pint. That they may form a better idea of a gill, have many bottles of various shapes and sizes, and let the pupils choose the vessel they think will hold the gill of water. If frequent exercises are given, children will become very accurate in estimating the size of a vessel. 146 THE SECOND SCHOOL YEAR Make the class so familiar with the subject that they are able to reduce pints to quarts or gallons and gallons to quarts and pints. The concrete form, which represents the principle, will be given first ; then the law which has been illustrated : and lastly the practical applications of the law in prob- lems, to fix it definitely in mind. CRADLE Use two squares cut and folded as indicated in the pat- tern shown on page 145. Fold and glue to shape and stand one on end inside the other one. This makes the body of the cradle and the hood. The rockers are made by dividing one six-inch square into four smaller ones, and on one of these tracing a circle. Fold through the middle and cut. Cut away that portion of the rocker that touches the floor, in order to have the cradle stand up. Outline of Number Lessons for January I The numbers 19 and 20. II Quick work. III Combinations and separations. IV Science problems. 1 Weather record. 2 Air. 3 Food. V Scale work. VI Area. 1 Triangle. 2 Irregular figures. VII Liquid measure. JANUARY— LANGUAGE 147 LANGUAGE The oral language will be continued as in former months, the children giving knowledge already acquired and telling the stories in the literature work. The oral language needs contant work, and another device will here be given to help in the use of good Eng- lish. The child need not be told that he does not speak correctly, for he realizes the difference between his lan- guage and the teacher's, and with conscious effort will shyly try to imitate her. Children learn to speak correctly through hearing, so it is necessary to make every lesson a language lesson. This may be done by making the pupils themselves critics. This must be carefully planned; for unless it is done in the right spirit, such criticism instead of bringing forth the hoped-for result will lead to strife and bad feeling. The plan must be talked over ; and a high standard of justice, helpfulness, and sympathy must rule in the room. Place as many idioms on the board as there are rows in the room, as : — 1 Are there? 2 Were you? 3 He saw. 4 We were. 5 She did. 6 I have not any. Each child in the first row will make a sentence, using the idiom for his row. So with each of the other rows, while the rest of the pupils are critics. The exercise, even if kept up only a few minutes each day, will result in good oral expression. 148 THE SECOND SCHOOL YEAR The written language will advance as does the oral expression. The pupils are talking in long statements, so they must write long sentences connected by conjunc- tions. By a little talk the teacher can show the pupil that he can tell a certain thing by writing many short sentences, or he can put two or more of them together by using and, but, or. The children will prefer the long sentence. Quotation marks will be used as they have been all dur- ing this year. ]\Iuch drill is necessary to make the pupils sure of the placing of the marks. Lessons will be writ- ten by the children and printed as in other months. PRINTED LESSONS Mineral Foods Have you ever thought that we eat mineral food? We can not do without salt. We must have it, either in food or by itself. Animals will travel miles to a place where they can get it. Farmers give salt to their horses, cows, and sheep. We have salt in oiir bodies, but we are losing some all the time. The perspiration that leaves our bodies contains salt. There is salt in the tears we shed. So you see we must eat salt because we lose so much. OTHER PRINTED LESSONS 1 The Food I Like in Winter. 2 January. 3 Air. 4 Pebbles. 5 Janus. 6 Kronos. JANUARY— ARTS 149 READING 1 Printed lessons from nature and literature lessons. 2 Jack Frost. — Cyr's First Reader. 3 Snow flake Story. — Bass's Nature Reader. 4 Winter. — Bass's Nature Reader. THE ARTS Writing Writing upon the blackboard and paper, in connection with each of the subjects studied, will be done as in the former months. Exercises in movement and form of let- ters with pen and ink on unruled paper will be given daily. Drawing Drawing is really necessary in teaching. A bright pic- ture presented at the right time photographs itself indeli- bly on the sensitive plate of the mind. Sometimes a story is forgotten ; words cannot recall it, but the picture sketched brings up the whole story. Teachers must draw freely and pupils must be given freedom in drawing from nature or from the imagination. suggestions 1 Vegetable and animal foods. 2 Flame of candle above and below the window. 3 Apparatus for testing lung capacity. 4 Other uses of wind — to carry seed, to push ships. 5 Illustration of the stories. Painting 1 January landscape : Hill, trees, frozen river. 150 THE SECOND SCHOOL YEAR 2 The sky and the clouds. 3 Fruits used as foods. 4 Some scene illustrating life of Pueblo Indians. Making 1 Miniature Cliff home. 2 Pottery of Cliff Dwellers. 3 Weaving of Cliff Dwellers. 4 The fruits in clay. Music Theory. 1 Scale work. 2 Interval work. 3 Time. 4 Chart reading. 5 Chart singing. 6 Key of D. 7 Writing of simple exercises on the board. Songs. 1 The Little New Year. — Walker & Jenks. 2 The North Wind.— Walker & Jenks. 3 Chilly Little Chickadees. — Walker & Jenks. 4 Snow Ball Song. — Eleanor Smith, Part II. 5 The Wild Wind. — Eleanor Smith, Part II. 6 Alice's Supper. — Eleanor Smith, Part I. 7 Tiny Snow Flakes. — Walker & Jenks. 8 Lightly Falls the Snow. — Walker & Jenks. Pictures Winter scene. NATURE STUDY Trees. SUGGESTIVE OUTLINE I Characteristics and habits of various trees. Observe buds. Discuss sap. Appearance of great forests now. 1 Primitive man's home and food. Fuel. Early settlers. 2 Fuel. Tell how and where used to-day. 3 Shipbuilding. II The lumber industry. 1 Securing timber lands. a Examination of trees by a "cruiser." b How boundaries of the timber lands are determined. c The work is started in the summer or au- tumn. 152 THE SECOND SCHOOL YEAR 2 The camp. a Location : Near timber to be worked ; near a good road to base of supplies; near good water. b Shanties: Log, cracks filled with mud and moss. Beds : Bunks around room in two tiers ; straw ticks and blankets. Stove in middle of room. Kitchen and dining room; long tables, wooden benches. c Barns ; horses ; tools ; feed. d Blacksmith shop. 3 Road-building : From timber to river. Roads cut and graded carefully to incline to land- ing; made good by ice or snow. 4 The work on the trees. a Felling trees. The saw ; how used. The axe for trimming off branches. b Marking logs : Private mark of firm cut into every log. Logs piled near road. c Loading on sleds : Large logs first, smaller ones on them. Show pictures of a load. Tell of strong log-sleds. Compare load with that of our large coke cars. Tell how load is taken to river or lake and left on shore. Speak of log trains now used in timber lands. d Floating down stream : Stream cleared of logs, stumps or sandbars, in late fall. In spring, as soon as ice is out of stream and water is high, logs are FEBRUARY— NATURE STUDY 153 started. Dangers. Logs must be kept moving; jams, how to prevent them. How logs are stopped at mill. Rail- road fast taking place of river in transporting logs from woods to mill. 5 Mills. Visit one if possible. Work of saws. Band saw, circular saw, trimming saw, ma- chines for making chair backs and other special forms of lumber. a Rough lumber. h Cooperage. c Shingles. d Laths. e Furniture stock. / Carriage and wagon stock. 6 Kinds of wood. a Hard woods, for strength and beauty. h Soft woods, for durability, lightness. Strength and ease with which they are worked. 7 Our forests. a Canada. b Northern and Western States ; Southern States. c Forests preserve soil in mountains. Con- trol water supply. 8 Planting trees — Arbor Day. Get hard and soft woods from the lumber yard, and make a chart or collection. Question: — Is all wood alike? 154 THE SECOND SCHOOL YEAR SUGGESTIVE OUTLINE I Children give experience. II Cut wood with the grain; crosswise; note ease in cutting. III Compare pine and hemlock with the oak. IV Polish and oil each specimen. V^ Cut specimens in a uniform size and weigh each. VI Strength test : Rest each end of the stick on a sup- port, and suspend a weight of ten or fifteen pounds from the middle. VII Which wood will endure most? 1 Notice pine, poplar, oak exposed to the weather. 2 Weigh the specimens painted and unpainted ; soak them thoroughly in water and weigh again. 3 The use of paint to wood. VIII Uses of hard wood. IX Uses of soft wood. X Industrial uses of trees. 1 Poplar and spruce to make paper. 2 Oak of Spain to make cork. 3 Maple trees to make maple sugar. It will sometimes seem best to take the complete his- tory of a chair or table for industrial study: — OUTLINE I The tree in the woods — hemlock, oak, walnut. II Woodcutter — his home, food, life, work. III Wood taken away from the forest. IV The sawmill, slabs, boards. FEBRUARY— NATURE STUDY 155 V The lumber yard. VI The chair factory. 1 Seasoning. 2 Warping. 3 Staining. 4 Polishing. 5 Carving. 6 The back, rounds. legs, seat. Paper. Tell of papyrus, and how the Egyptians made writing- material from this reed. The Chinese made pulp of vegetable fiber. The Arabs made paper from cotton fiber. Linen was used. Paper is now made from the following materials : Linen and cotton rags, refuse flax and hemp, jute, straw, waste paper, corn fodder, and soft wood. PROCESS 1 Materials are separated (linen, cotton) ; cut into small pieces, and sorted as to color. 2 The rags are put into a dusting machine, where iron spikes tear them to bits, and beat out the dirt. 3 They are boiled in water with lime or some material to remove grease or coloring matter. 4 The breaking machine tears them up still finer, into threads, 5 This substance is now bleached with chloride of lime. 6 It is then put into a beating engine and reduced to a fine pulp. 156 THE SECOND SCHOOL YEAR 7 Other substances are now added to make it glossy, or more solid, or tinted. 8 The principle of a paper mill is illustrated in the manufacture of hand-made paper. Ricks describes it thus : — "Hand-made paper is made on a very shallow mould. This mould has a bottom of wire cloth, supported by stout wires beneath, and a movable frame. The work- man dips this mould into the milk-and-water-looking pulp and takes up sufficient to form a sheet of paper of the required thickness. As the mould is lifted from the vat, the water drains ofif through the wire cloth and a sheet of pulp is left behind. The movable frame, or deckle, is now taken off and the sheet of pulp is turned over onto a sheet of felt. The pulp adheres to the felt. A number of sheets thus made are piled on each other, with pieces of felt between each pair. When the pile is complete, the whole is subjected to great pressure to remove the water. When sufficiently dried the sheets, which resemble blot- ting-paper, are removed and dippea into a solution of gelatine for the purpose of sizing. They are again slightly pressed, and dried slowly on lines or poles. Final- ly, to make them glossy, they are passed between hot roll- ers of polished steel." The children may experiment with the different ma- terials, and try to make the pulp and spread it out in thin layers. A collection of the great varieties of paper will be made, from the finest writing-paper to the heavy wrapping- paper. FEBRUARY-NATURE STUDY ♦ 15? SUGGESTIVE OUTLINE I River pebbles. 1 Collect many from creek and river banks. 2 Surface of pebbles compared with freshly- broken stones. 3 Account for the roundness. Marble-making. 4 Shape of pebbles. 5 Color in pebbles. 6 Test as to hardness. 7 Trace the course of the pebble from the rock. 8 Work of water, sand, floods in its formation. II Fossils. 1 Show fossils and have the children find othei forms on the rocks. 2 Distinguish each part of the fossil correspond- ing to the growing plant, stem, blade, etc. 3 Where fossils are found: Coal mine, hillside, valley, mountain. 4 The needs of the growing fern. a Water: River, ocean, lake, creek, rain, dew, vapor. b Heat. c Light. d Air. e Soil: Marsh, prairie, mountain. 5 What may have been its environment while growing? 6 Account for fossils. Experiment: — Have silt in jar of water, into which put leaves, sticks, etc., and pour off water. Let dirt dry, turn it out of jar and hunt for the leaves. 158 THE SECOND SCHOOL YEAR 7 Lead up to the very long time required in cov- ering and forming into rock. 8 Why do the leaves on the campus decay instead of forming fossils? REFERENCES Luiiibo'itig Great American Industries^ Products of the 6^(7//.— Rocheleau. Home Geography for Primary Grades. — Fairbanks. Special Method in Geography.— McMurry. Report of the Smithsonian Institution. — Langley. Review of Reviews, Jan.-June, 1903. Geographical Reader, North America. — Carpenter. Paper Natural History. — Ricks. Commercial Geography. — Adams. Commercial Geography. — Macfarland. Lectures. — John Stoddard. Great American Industries, Manufactures. — Rocheleau, Scientific American. Report of Secretary of Internal Affairs, i8gy. Pebbles How to Read Pebbles. — Charles. Town Geology. — Kingsley. About Pebbles.— A.\v>\\Q-i\s Hyatt. Geology. — Shaler. LITERATURE AND HISTORY In CONNECTION with the study of winter life this story of the North will be adapted from Longfellow's "Hia- watha" : — Shingebis the Diver. 1 The home of the North Wind. 2 His work. FEBRUARY— LITERATURE AND HISTORY 159 3 Shingebis visits him. 4 They wrestle — the result. The Laplanders. SUGGESTIVE OUTLINE I The divisions. 1 Sea Lapps. 2 Forest. 3 Mountain. II Appearance of the country (an imaginary journey). 1 Day and night. 2 Aurora Borealis. 3 Vegetation. III Animals : Reindeer. 1 Size. 2 Horns. 3 Legs, and feet. 4 Coverings. 5 Food. 6 Compared with Cow. 7 Uses: When alive, when dead. IV Appearance of the people : Color, size, eyes, hair. V Dress : Material ; how made. VI Homes : How built ; material. VII Furniture ; mats ; light and heat. VIII Food: How obtained; how prepared. IX Weapons and tools: How made; how used. X Mode of travel. XI Occupations. 1 Skin : Rugs, slippers. 2 Horn : Knives, spoons, fancy articles. 160 THE SECOND SCHOOL YEAR 3 Sinews : Thread. 4 Bone: Tools, spinning-wheel. Construct a small Lapland house — a mound-shaped hut which is made of a framework of timber covered with skin and then covered with turf. A Fern Leaf In a valley, centuries ago, Grew a green fern-leaf, pale and slender — Veining delicate and fibres tender — Waving, when the wind crept down so low ; Rushes tall, and moss, and grass grew round it, Playful sunbeams darted in and found it. Drops of dew stole in by night and crowned it. But no foot of man ere trod that way ; For earth was young and keeping holiday. Monster fishes swam the silent main. Stately forests waved their giant branches. Mountains hurled their snowy avalanches, Mammoth creatures stalked along the plain. Nature reveled in grand mysteries ; But the little fern was not of these, Did not number with the hills and trees ; Only grew and waved its sweet, wild way ; No one came to note it day by day. Earth, one time, put on a frolic mood. Heaved the rocks and changed the mighty motion Of the deep, strong currents of the ocean ; Moved the plain and shook the haughty wood. Crushed the little fern in soft moist clay; Covered it and hid it safe away; Oh, the long, long centuries since that day ! Oh, the agony! Oh, life's bitter cost. Since that useless little fern was lost! FEBRUARY— LITERATURE AND HISTORY 161 Useless? Lost? There came a thoughtful man, Searching for nature's secrets, far and deep; From a fissure in a rocky steep * He withdrew a stone o'er which there ran Fairy pencilings, a quaint design, Veinings, leafage, fibres, clean and fine, And there the fern's life lay in every line ! So, it may be, some souls are hid away, A sweet surprise for heaven's dawning day. Washington. High ideals of character are held up before the children all through the year. It is by knowing and admiring a brave character that they themselves become brave ; it is through a deep love for some hero that the habits of kindness, truthfulness, and wisdom are imitated. We give the work on George Washington because of the influence of the ideal upon the character of the chil- dren. Lessons on love of country; how the national life protects our lives; how the loyalty and bravery of our forefathers have af- fected our times and have much to do with the estab- lishment of our homes and schools, may all be incidentally taught. GEORGE WASHINGTON OUTLINE I Home. 1 The family. 162 THE SECOND SCHOOL YEAR 2 Plantation. Tobacco fields, storehouses. 3 Mode of travel. II Boyhood. 1 Stories. a Planting the seeds. b Riding the colt. c The hatchet. d Playing soldier. 2 School life. a Kindness. b Neatness. c Obedience. d Politeness. III Surveyor. 1 Why work was necessary. 2 Lord Fairfax. 3 Work in the woods ; food, dishes, cooking, beds, the compass. 4 Crossing the river on a raft, IV Soldier. 1 Preparation in childhood. a Strength. b Bravery. c Shooting. d Walking. c Riding. 2 Trouble between French and Indians. 3 Trouble between England and the colonies. 4 The stamps put on papers, etc. V Commander. 1 His undrilled, ununi formed soldiers. FEBRUARY— LITERATURE AND HISTORY 163 2 LaFayette and his soldiers. 3 The hardships of the winter. 4 Crossing the Delaware. 5 Close of the war. Yl President. 1 Wh}^ chosen. 2 The American flag. 3 Mt. Vernon. STORIES 1 Paul Revere's Ride. Work this out on the sand-table, constructing the church, roads, and so forth, to make a clear picture.' 2 The Honest Woodman. 3 Little One Eye, Little Two Eyes and Little Three Eyes. 4 Boots and His Brothers. — Dasciif. 5 The Golden Touch. FABLES 1 The Bundle of Sticks. 2 The Country Alouse and the Town Mouse. 3 The Pot of Gold. 4 The Farmer and His Sons. POEMS Our Flag. — Nature in J'erse. Love joy. Hurrah for the Flag There are many flags in many lands. There are flags of every hue; But there is no flag, however grand, Like our own Red, White and Blue. 164 THE SECOND SCHOOL YEAR I know where the prettiest colors are, And I'm sure if I only knew, How to get them here, I could make a flag Of glorious ''Red, White and Blue." I would cut a piece from an evening sky, Where the stars are shining through, And use it just as it was on high For my stars and field of Blue. Then I'd want a part of a fleecy cloud, And some red with a rainbow bright; And put them together side by side, For my stripes of Red and White. — Selected. Our Heroes Here's a hand to the boy who has courage To do what he knows to be right ; When he falls in the way of temptation He has a hard battle to fight. Who strives against self and his comrades Will find a most powerful foe ; All honor to him if he conquers, A cheer for the boy who says "No !" — Phcebe Gary Valentine Verses Here's a little wish so true, Which I send, dear friend, to you May you, like a sunbeam small. Bring delight and joy to all. The snow may fall. The sun may shine. Still I'm your loving valentine. If you'll be brave And kind and true, I'll send a valentine to you. FEBRUARY— NUMBER 165 Kindest, dearest mother mine, Here's my heart for a valentine. I'll send this with my dearest love To you, dear mother mine. To tell you that I'll always be Your faithful valentine. A Token of Love and Esteem. NUMBER The numbers for special drill this month will be 21 and 22. There will be work In area which will require the use of these numbers in addition, subtraction, multiplication, division, and partition. There will be some work in color, showing the number of square inches in a certain rectangle. A triangle will be cut out that will contain the same number of square inches; also an irregular fig- ure with the same area. The figures may be compared as to perimeters. Many devices may be used to keep up the interest in quick work, as : — Draw a wheel on the board, on each spoke and on the hub write a figure ; add or subtract the hub number from each of the other numbers. A ladder may be well used. A good way to teach fractional parts of a number is by the use of a rectangle marked off into rows of squares. The rectangle may be divided horizon- tally, showing halves, thirds or fourths; and vertically, showing other parts. Color certain portions and many questions will suggest themselves as : What part is blue ? What part of the first row is colored? 166 THE SECOND SCHOOL YEAR NATURE STUDY PROBLEMS 1 What was the lowest point the thermometer regis- tered in January? 2 What was the highest point registered during the month ? 3 How many degrees difference was there? 4 On how many of the cold days did it snow? 5 What was the prevailing wind on the snowy days? 6 Of twenty-two stones how many did you find to contain lime? What part of them had lime? 7 What part of the collection have been acted upon by water ? 8 How many of them are quartz? 9 Select from the list the most useful stones; what part of the whole did you select ? 10 How many have a colored streak through them? 11 Name twenty trees common to this community. 12 What part of them are useful as lumber? 13 What parts are useful for building? 14 Which specimen is the strongest? Test. Area. SUGGESTIVE PROBLEMS Square foot. 1 Cut out of a large piece of paper a square foot. Draw it on the board. 2 Draw rectang^les on the board and see the rows, square feet in eacn row, and the whole area. 3 Find the areas of given rectangles. 4 Find the areas of 'given flower beds, etc. Make the work practical, and have much actual measurement. FEBRUARY— NUMBER 167 Square yard. 1 Draw it on the blackboard ; on the floor ; mark it out in the yard. 2 Show one row of two square yards; three square yards. 3 Draw to a scale dictated rectangles. 4 Draw to a scale the floor of a hall three yards wide, seven yards long. Make the work practical by estimating and measuring in outdoor problems. Bulk. Children at this age are buying things by the peck and bushel, so it is necessary that they now know that four pecks make a bushel. The two measures will be in the room, that actual work can be done. Teach : 4 pecks = 1 bushel 1 peck = % bushel. 2 pecks = Yz bushel. 8 pecks = 2 bushels. Give many problems in buying and selling. Time. Explain and illustrate the Indian ways of telling time by the coming and going of the moon, by bundles of sticks, and notches on trees. Tell the story of King Al- fred's lantern and of the waterclock or clepsydra. ]\Iake the clepsydra as follows : — Draw a tube to a fine point at one end, and put it in an upright standard. Let the pointed end come down into a graduated glass jar. A free cork is in this glass jar and the water is poured into the tube and comes out of the pointed end drop by drop. As the water drops into the jar, the cork rises from mark to mark, thus measuring time. 168 THE SECOND SCHOOL YEAR The sand-glass or hour-glass is explained. The three- minute glass will explain it very well. The children can measure by the sand-glass the time required to go home, or to do certain work. The clock and work on telling i^ 3 ik 8. ^ ^ \\ \. 4 BUTTON BOX For directions for making see page 169. time will follow. This time work will be given many times during the year, until all can tell the time and do little problems. FEBRUARY- NUMBER 169 SUGGESTIVE PROBLEMS 1 The journey of the hour hand in one hour. 2 The journey of the minute hand. 3 One-half the journey of the minute hand. 4 The minutes in an hour; in a half-liour. 5 Place the hands so as to show a certain time. 6 Move the hands so as to show the time of the open- ing of school in the morning. 7 Many practical problems. R The sun dial. BUTTON BOX (See page 168 for diagram.) Use Essex bristol, or wallpaper to match the room, six inches square. Draw the diagonal lines. Place a dot on each line one inch from the point of intersection. Draw lines connecting the dots. The square thus formed makes the bottom of the box. To form the sides of the box, find the middle of the upper edge; from this point meas- ure one and one-half inches to the right and to the left, and at each of the points place a dot, marking the dots A and B. Draw lines from these dots to the corresponding corners of the inner square. Do the same on the other three sides. To form the laps, measure on the upper edge, three-eighths of an inch from points A and B, and from the corresponding corners of the inner square, meas- ure three-quarters of an inch on the diagonal lines. Con- nect these points with the opposite ones. Make laps on the opposite side of the box. Cut off upper corners of the laps. Cut and fold to place. 170 THE SECOND SCHOOL YEAR LANGUAGE Oral language will be continued along the lines sug- gested in the previous months. After a subject has been developed, often the best thing to do is to compare the material with something similar in the pupils' own expe- rience. Often such questions will be given : — 1 Which do you think the wiser, the Lapps or the Indians? 2 Compare the mode of travel of the two. 3 What kind of a quarry do you think you would rather own? 4 Which kind of wood is best for furniture? 5 Which does more for us, wood or stone? Many of these questions will elicit very interesting de- bates and thus the whole subject will be reviewed in a practical way. In written expression the pupils are expected to be able to write correctly declarative, interrogative, or exclama- tory sentences, and to put the correct punctuation mark after each. From constant practice they now use the quotation marks correctly. They use the possessives of many nouns, the form having been taught and nothing having been said of the rules. Throughout the year they have noticed that often a short form of the word is used, after which a period is placed, as in writing the names of the months ; for example, Feb. They will not have much use for abbreviated forms, however. They will no- tice that when many words or statements are connected with and, the last and only is needed and that a comma is used instead of the word in the other places. FEBRUARY- LANGUAGE 171 PRINTED STORIES Wood The pine wood is soft. The oak wood is hard. My desk is made of hard wood. My ruler is made of soft wood. My little chair is made of oak wood. Do you know how it was made? This is the way I think it was made. An oak tree was cut down in a big forest. All the branches were cut off. The trunk was hauled to the river by horses. It was floated down to the sawmill. There it was cut into boards. A man took the boards to a lumber yard. Then they were taken to the chair factory. A man made the seat out of a wide board. Another man made the legs. Another made the rounds. Do you know how? Then a man made the back. Another man put it together. It was painted and varnished and sent to the furniture store. It came from the store to our school, and now I sit in it. The Story of Our Flag. When our country was fighting to be free, the colonists wanted a flag of their very own. George Washington and a Mr. Morris were told to have the flag made. George Washington drew the picture of a flag with stars and stripes and took it to Betsy Ross. She made bonnets for the Quaker ladies of Philadelphia. He told her to make the stripes red and white and the stars white on a blue sky. He told her to make the stars six-pointed. She said, "No, they should be five-pointed." The stars in the sky are five-pointed, so she took her scissors and folded paper and cut a five-pointed star. So in her own little house Betsy Ross cut out and made the first flag with the stars and stripes. 172 THE SECOND SCHOOL YEAR The Stars and stripes stand for our beautiful free country. Would 3^ou like to know what each color means ? The red in the stripes means. Be brave. The white in the stripes and stars mean, Be pure. The blue in the flag means, Be true. Reading Testing to Find Lime. — All the Year Round. Quartz. — All the Year Round. How Sand Became Sandstone. — All the Year Round. The Oyster. The Little White Fairies. — All the Year Round. Longfellow. — Arnold's Reader. The Village Blacksmith. — Arnold. THE ARTS Writing 1 Writing in connection with each subject. 2 Daily drills in form and movement of letters. 3 Writing poetry. 4 Pen-and-ink exercises. Drawing 1 The grain in woods studied. 2 Forms of stones and their markings. 3 The elm tree. 4 Washington and his colt, Washington as soldier, in school, as surveyor, crossing the river on a raft. 5 Ancient ways of telling time : Dial, clocks, etc. 6 Reindeer; Lapland scenes. Painting 1 February landscapes; buds; sections of wood. 2 The flag. february— arts 173 Making 1 House of the Lapps and their implements. 2 A sun dial, a water-clock. 3 Surveyor's chain of red, white, and blue paper. 4 Paper lanterns to carry in the forest. 5 Tent in which Washington slept. 6 Valentines with pretty painted pictures or designs and appropriate verses. 7 The flag. ]\IODELING On the sand-board make the home of Washington. Model in clay the forms of stones and pebbles. Music Theory. Continue work as outlined in previous month. Songs. 1 The National Hymn. 2 We Are Little Soldiers. 3 We Are Little Soldier Men. 4 The Sap Has Begun to Flow. 5 Whose Name Is This We Hold So Dear? 6 In the Snowing and the Blowing. Pictures 1 Greek statues. 2 Washington and his horse. 3 Mt. Vernon. 4 Longfellow. NATURE STUDY "Those who are really awake to the sights and sounds which the procession of the months offers them, find end- less entertainment and instruction. Yet there are great multitudes who are present at as many as three score and ten performances without ever really looking at the scen- ery, or listening to the music or observing the chief actors." — O. W. Holmes. The Spring reveals herself in secret only, Through hidden signs we guess her mystic power. The fields are bare, the woodlands wild and lonely, But, lo ! beneath the earth she hides the flower. The willows quicken at the river's brim, The eager alder breaks her tiny buds, The upland hills are wrapt in hazes dim, And sweet, impulsive life has stirred the woods. — Dora Rf.ed Goodale. MARCH— NATURE STUDY 175 This is the month in which to begin anew the study of outdoor Hfe. If one closely watches, every bright, sun- shiny day will bring some harbinger of spring. There will still be many winter days, and but little of real spring life will be heroic enough to brave the sharp March winds. So it will be possible to study very care- fully the changes as they take place in the early spring. Spring is the general awakening and the forces are at work not only in the plant and insect life but in the pupils as well. The whole aim of this season is growth or de- velopment — growth of plant life and growth of the pupils in body and mind and in good habits. The great factors in the change are the sun, which has come to make longer visits ; the warm south wind that whispers to the buds the beauty of the spring; and the gentle rains that remind the roots of their work that the sap may flow. The direction and time of the rising and setting sun will be observed and compared with Decem- ber's observation. To keep a systematic record of events as they occur, a Natural History calendar is made. The observation is thus recorded under these heads: — Observation, Date, Place, Observer's Name, Remarks. Children will industriously look for the first birds and the appearance of the insects. SIGNS OF RETURNING SPRING 1 Days growing longer. See almanac. Notice sun's course. 2 Birds returning: Robin, bluebird. 3 Ice breaking up in river and creek. Snow melting, floods. 176 THE SECOND SCHOOL YEAR 4 Flowers up : Crocus, hepatica, anemone. 5 Sap running. 6 Grass green. 7 Animals appearing — frog, insects. 8 Temperature. MAKING CANDLES Light. The uses of light to man will be the theme of the work. SUGGESTIVE OUTLINE I Source of light: The sun. Day and night. The day and night of the Eskimo. II How are your houses lighted? MARCH— NATURE STUDY 177 1 Lamp. 2 Gas. 3 Electricity. Ill How you could most easily light a house. 1 Burning stick. 2 The pine knot used by Indians. 3 Melted grease. 4 Eskimo lamp. 5 Our early lamp : A wick held up by a cork, set in a bowl of melted grease. 6 The tallow candle. ]\Iake candles of sheep's tallow and use the molds. 7 The lamp. Compare with the other lights. Experiment: — Place two small pieces of wax equi-distant from lamp and candle. 8 Gas light ; its advantages ; uses. 9 Electric light. Compare with other lights. Solution and Crystallization. SUGGESTIONS FOR STUDY 1 Use salt, alum, sugar, washing-soda. Powder some of the substances and dissolve in water until no more will dissolve. 2 Heat solution and add as much more as can be dis- solved ; set away to cool. 3 Suspend a small stone in this solution, and after a few hours notice the crystals formed. 4 Form some crystals by boiling the solution. The crystals are not perfect but rather a shapeless mass. 5 Salt. a The salt licks. The salt in some well or spring 178 THE SECOND SCHOOL YEAR that bubbles up through the grass. The water evaporates and leaves behind a crust of salt on the grass and the stones. h Animals seek salt. c Salt in the sea water ; how to get it out. d Rock salt, salt mines ; how worked. e Uses of salt. 6 Crystals in building-stones. a Notice granites. b Marble. c Sandstone Botany. Now that the winter has passed, it is well to examine the buds of the trees, to find how many have been killed. Notice the terminal buds. Notice the lateral buds. Which kind seem to be best preserved? SUGGESTIVE OUTLINE I Twigs. 1 Frozen and live buds. 2 The rings; growth. 3 The bark. 4 The pith. 5 The buds, lateral and terminal, their covering; chances for life. 6 Measure length of last year's growth of oak and willow. Since growth of willow is much more than that of oak, why is former not so much larger ? Much of the long willow twig found to be dead. MARCH— NATURE STUDY 179 II Bark. Compare layers of trunk with layers of twig. 1 Number of layers. 2 Color. III Wood. Have cross section of branch of each tree studied, as oak, willow, maple, etc. 1 The old wood or heart wood. 2 The new wood or sap wood. 3 The pith. IV Sap. For sap tap each of trees under study. There are very many small passages which permit water to pass up from roots to leaves. As water goes to leaves it becomes sap. Wood is compact in heart, and will not allow sap to go through it. Open- ings are in sap wood. V Uses of the sap to the tree: To make leaves, flow- ers, fruit, bark, wood. VI Uses to man : To make sugar and molasses, medi- cine. Sugar-making. Sap was first used by the Indians. Sugar is stored in the trunk and branches of the tree and is dissolved by the crude sap. When the sap begins to circulate in the early spring, the sugar season begins. DESCRIPTION OF PROCESS 1 The tree is tapped — one and a half to two inches into the trunk. 2 A wooden or iron spout is put into the hole made. 3 A bucket is attached to the spout or set on the ground under the spout. 4 The sap buckets are emptied daily. The sap is col- 180 THE SECOND SCHOOL YEAR lected in a large tub made for the purpose, or a barrel, which is fastened on a sled and drawn by a horse or oxen to the sugar-house. 5 The sap is strained, to remove any bark, leaves or other substances. Old style of sugar-making: Tell how the sap was boiled in kettles, over wood fires in the open air ; the syrup poured off and strained through a flannel cloth and set aside to cool and settle. Improved method : Describe the evaporating pans ; the brick arch furnace, the rude house over it. Describe the making of the sugar from the syrup. Speak of the great sugar orchards of Vermont and New York. Study a sugar-maple tree near the school. It may be recognized by the trunk. Experiment: — Tap the tree, put in the spout, collect the sap, boil it until it thickens. Measure the sap and see how much syrup it will make. Then make sugar. LITERATURE AND HISTORY The aim of this work is to supplement the child's expe- rience with racial experience. As the lessons are pre- sented, the child meets with new problems, the like of which he has not seen, and he is compelled to reconstruct his experience. The Tree Dwellers— The Age of Fear. Although much remains unknown concerning Aryan life, its early stages are well marked out in the line of progress, through the hunting, fishing, pastoral, and agri- cultural stages. The problems that confronted man as he MARCH— LITERATURE AND HISTORY 181 took his first steps ii2 the use of metals and in the estab- Hshment of trade are somewhat famiHar. One value of this work is that it presents facts that come within the child's intellectual grasp. He can do many of the things the early Tree Men did. He climbs all over the trees and has found places where he can sit comfortably, or where the rain cannot fall on him. He finds stones that make good weapons or implements. He is able to gather grasses or rushes and weave a cradle for the baby or make a basket. He can show how a brave boy would meet a wild animal. The activities, such as dramatics and the making and doing the things that the Tree Dwellers made and did, make this work well adapted to second-grade children. The children will dramatize the stories. They will make the weapons and implements. They will weave cradles and baskets. In fact, they will live the life of the Tree Dweller and help him make his discoveries. SUGGESTIONS 1 The Tree Dwellers' homes. 2 Their needs. 3 Food. How procured, prepared, eaten. 4 Traveling. How, where, for what. 5 How and why they wove. 6 How they taught and cared for their children. 7 Their animals. Kinds. 8 How and why they learned to make tools. 9 Fire. Its first use. 10 How they formed a clan. 11 Shelter. What led to it. How made. 182 THE SECOND SCHOOL YEAR Katherine Elizabeth Depp's ''The Tree-Dwellers" is a most excellent book for this work. It has the main points concisely given, also very helpful suggestions to the teacher. The constructive work is well carried out. Holland. One of the striking points in the work on Holland is the influence of the physical peculiarities of the country on the Dutch. Their genius is in perfect harmony with the character of Holland. The traits of patience, firm- ness, and calm and constant courage have been developed by their struggles with the sea, which are represented by the great monuments still necessary to keep this mighty monster off their possessions. The glorious battles they have fought and the con- sciousness that all is the result of their own strength, must have infused within them a high sense of dignity, and a great spirit of liberty. The Dutch have been made an extremely economical and practical people by the necessity of constant sacrifices in defense of their existence. They are not great along many lines, but the tenacity with which they continue a line of work until it is accomplished is worthy of imita- tion. They are ever advancing, however, by very slow degrees, and never lose what they have gained. Show how the people have created and then preserved their country. SUGGESTIVE OUTLINE. I Struggle with the ocean. 1 The sand banks. 2 The piles made of masses of granite. MARCH— LITERATURE AND HISTORY 183 3 The dykes made of earth, granite, wood. Use pictures, drawings and sand-board to ex- plain dykes. II Struggle with the lakes. 1 Marshes and lakes surrounded by dykes. 2 Canals made around the dykes. 3 Windmills pump water into the canals. III Struggle with the rivers, which overflowed the land. 1 Some were channeled. 2 Some were turned from their course. IV Struggle with the soil. 1 Sand and peat. 2 Earth was brought from the continent. 3 Clay was used to make the ground fertile. V The windmills. 1 How made, of what material. 2 Uses. Pump water, break stone, pulverize tobacco, grind flour, wash rags, crush lime, saw wood. VI How Holland has made use of the enemy. 1 As defense in time of war. Tell the story. 2 Canals serve to irrigate the land. 3 Canals a means of communication. a Cities communicate with the sea. b Towns with towns. c House with house. 4 Canals serve as boundary lines, hedge and roadway. VII Houses. Material ; how made. 1 Outside appearance; inside. 2 Furniture. 184 THE SECOND SCHOOL YEAR 3 The kitchen. Furnishings. 4 The parlor. Use ; furnishings. VIII Dress. Material, how made ; favorite colors. Shoes. Head-dress. IX Peculiarities of the Dutch. X Occupations. 1 Agriculture. 2 Grazing. 3 Cheese-making. 4 Commerce. 5 Fishing. STORIES 1 The Story of Peter at the Dyke. — PJiccbe Gary. Shoemaker s Best Selections, No. 5. 2 Nuremberg Stove. — Louisa De La Rame (Ouida), 3 The Lilac Buds.— Cat Tails. 4 Pussy Willov^'s Hood. — Cat Tails. 5 The Four Winds. — Hans Andersen. 6 Spring and Her Helpers. — Child's World. 7 The Meeting of the Winds. — Child's World. 8 North Wind at V\d.y.— Child's World. 9 Mother Nature's House-Cleaning. — Wells's King Kindness and the Witch. 10 The Miraculous Pitcher. — Wondertales, Haw- thorne. 11 Little Thumbling. — Perrault. 12 Why the Sea Is SdM.—Dasent. 13 Gudbrand on the Hill- Side. — Dasent. 14 The Cock and Hen That Went to the Dovrefell.— Dasent. MARCH— LITERATURE AND HISTORY 185 15 Ulysses and the Bag of Winds. 16 ^neas and the Winds. POEMS 1 The Cherry Tree. — Bjornson. 2 DandeHon. 3 March. — Wordszvorth. 4 Windy Nights. — Stevenson. 5 How Queer. — Stevenson. 6 Waiting to Grow. 7 Spring Secrets. 8 The Wind. — Frank Dempster Sherman. 9 March. — Celia Thaxter. 10 Wynken, Blynken, and "Ho±— Eugene Field. 11 The Origin of the ^ohm.— Whittle r. 12 The Birds Are Coming Home Soon. — Nature in Verse. 13 The Weather-Cock's Complaint. 14 How the Wind Blows ! Pussy Willow The wood is brimmed with melting snow, The maple sap is running, And on the highest elm, a crow His coal black wings is sunning. A close green bud the Mayflower Hes Upon' its mossy pillow; And sweet and low, the south wind blows, And through the brown fields calling goes, "Come, Pussy ! Pussy Willow ! Within your close brown wrapper stir ; Come out and show your silver fur ; Come, Pussy ! Pussy Willow." 186 THE SECOND SCHOOL YEAR Soon red will bud the maple trees, The bluebirds will be singing, The yellow tassels in the breeze Be from the poplars swinging. And rosy will the Mayflower be Upon its mossy pillow, But you must come the first of all, — "Come, Pussy !" is the south wind's call. "Come, Pussy! Pussy Willow!" A fairy gift to children dear, The downy firstling of the year. "Come, Pussy ! Pussy Willow." I The Windmill Song I The wind must blow to turn the mill. Or else it will stand still, stand still; The corn makes meal, the meal makes bread. That all the people may be fed. The wind must blow to turn the mill Or else it will stand still. The seed must grow to form the grain. And softly fall the gentle rain. The sun must shine, the wind must blow ; All these must help the grain to grow. Oh, yellow grows the waving grain, ^lid sunshine and mid rain. — Kindergarten Chimes. REFERENCES Light Sunshine. — Johnson. The Sun. — Young. The Story of Electricity. — John Monro. American Inventions and Inventors. — Mowry. Sugar-Making. Chautauquan, Feb., 1904. Our Country East. MARCH— NUMBER 187 Great Amercian Industries, 11. — Rocheleau. Sugar as Food. — Farmers' Bulletin. Geographical Reader, IV. — King. Salt First Lessons in Minerals. — Richards. Practical Garden Book. — Hunn and Bailey. Plants and Their Children. NUMBER Special work on 23 and 24. Many problems will come from the nature lessons. Measure the twigs and make comparisons. Compare the weather record with last month's, and sum up the rainfall, dew or frost, wind, etc., of the present month. The new work will be : — Area of the Parallelogram. 1 Make a rectangle 2x5 inches. 2 Place a dot one inch from the right corner, on the upper side. 3 Connect the dot and the lower right corner and cut off the triangle thus made. 4 On the lower line, one inch from the left corner, make another dot. 5 Connect the dot and the upper left corner with a line, and cut off the triangle. 6 This is a parallelogram. 7 The parallelogram may be changed into a rectangle, the base and altitude being the same. 8 On the lower side, one inch from the right corner, place a dot. Draw a line from this dot to the upper right corner, connect with a line and cut off. 188 THE SECOND SCHOOL YEAR Place it on the figure, so the ique sides will meet. Give much drill in changing the figure to a rectangle. Give many problems. Area of the Cylinder. 1 Take a piece of paper eight inches long and six inches wide; hold it so as to make a cylinder whose alti- tude will be six inches. 2 What is the circumference of the cylinder? 3 What is the height or altitude? 4 Take a fruit can and measure the altitude, and the circumference. 5 Remove the cover from the can and form it into a rectangle. 6 What is the area of the rectangle ? 7 What is the area of the cylinder? Continue the work. Map. Draw to a scale of one inch to a block a map of the town, indicating the school building in its proper position, and representing the streets by lines. Each child will mark on the plan the location of his own home and trace with a red line his route to school. The children will be given the three-minute glass to carry home. With it they will discover how long it takes to walk to their homes. Line Work Continued. Work in measurements. Work on the yard and rod. MARCH— NUMBER 189 CARD CASE (See diagram on page 190.) Material : Essex bristol. Size : Eleven inches by eight inches. Use marble paper. Place the long edge in front of you parallel with the edge of the desk. From the upper right and upper left corners measure down one inch, and draw a line. From the ends of this line measure down five inches, and draw a line. From the ends of this line, measure down one inch, draw a line and cut it. From the upper and lower left corners, measure to the right two inches, and draw a line. Three inches to the right of this line draw another line, and three inches from this, still another line. Two inches to the right of the last line, draw another line, and cut. Cut away from both sides the oblongs three inches by one inch. This shows four projecting pieces two inches long and one inch wjde. Measure in one-half inch on each outside corner of all four and draw lines to the other corners. Fold and glue to form a card case. Outline of Number Lessons for March I The numbers 23 and 24. II Quick work. III Combinations and separations. IV Nature problems. 1 Weather chart. 2 Sunshine chart. 3 Growth of twigs. V Area of parallelogram. 8 // .../... ii^ - /-■- 1 Ol I ^ - / - ; N • - 7- ■ CARD CASH For directions for making- see page 189. MARCH— LANGUAGE 191 VI Area of cylinder. VII Scale work: Town. VIII Line work: Yard, rod. IX Color work of parallelogram. X Color work of cylinder. XI Card case. LANGUAGE In preparing a paper on any subject the pupils must be required to leave a margin of good size on the left. A definite form for the heading of the work will be given, that uniformity and neatness may be gained. The sub- ject of the paper, the date, the writer's name, and the room or grade should all appear in good form at the top of the paper. Young children are often very much an- noyed when in their writing they come to a long word that cannot all be written on the line. Teach them the sylla- bles and the use of the hyphen in this case. The pupils will find that the camel is a very important beast of the desert. Compare it with the reindeer of Lap- land. How is each best adapted to its environment ? PRINTED LESSONS 1 The best way to light a house. 2 The way Lincoln's home was lighted. 3 The earliest way of lighting houses. 4 Sugar-making. 5 Peter at the Dyke. 6 Holland. 7 The Desert Child. 8 The Camel. 9 Season picture. 192 THE SECOND SCHOOL YEAR The Camel ' There are two kinds of camels. One has two humps on its back and the other has only one. The camel can carry very heavy loads over the desert. It is called the "Ship of the Desert." The feet of the camel are large and wide. There is a cushion on the bottom of each foot. These are the best kind of feet for walking on the soft, burn- ing sand. The camel has heavy eyelashes to protect its eyes from the bright sun, and the blowing sand. It can protect its nostrils in the same way. The camel chews a cud. It has four stomachs. One is used to hold water. The water is used as it is needed. The hump on the camel's back is used to nourish the body when the animal can not get food. After a long journey the hump is very small. The camel kneels when it is loaded, so it must have pads to protect its knees. People ride camels, and I should like to have a ride, too. READING Awake. — Animal Life, Bass. The Robin's Song. — Animal Life, Bass. The Ostrich. — All the Year Round. The Robin. — All the Year Round. THE ARTS Writing Language lessons and daily drills. Drawing - 1 Maple tree; maple twigs and buds. 2 Sugar buckets ; kettles. .AIARCH— ARTS 193 3 Illustration of the process of sugar-making. 4 Articles of furniture made from maple wood, 5 Windmills and Dutch shoes. 6 Illustrations for stories. Painting 1 March landscape, trees. 2 Awakening of animal and plant life. 3 Peter at the Dyke. Modeling Holland and its dykes in sand. Making Tc dlow candles and ancient lamps. Music Theory. 1 Interval work. 2 Review of Keys D and G. 3 Key of F. 4 Tone and time. 5'anY7^. 1 Pussy Willow. — Walker and Jenks. 2 The Um.— Smith No. i. 3 Wind Song. — Smith No. i 4 Which Way Does the W^ind Blow ? 5 The East Wind. 6 The Alder by the River. 7 The Sap Has Begun to Flow. Pictures 1 Birds. 2 Holland scenes. ^, y^^^-<-l^J^-^^/ ' / NATURE STUDY Waken ! sleeping butterflies, Burst your narrow prison. Spread your gold wings and rise, For the Lord is risen. In April nothing deserves our time more than the showers. The trees unfold their buds and the green leaves peep out. The grass springs up, and the modest flowers put forth stems, preparing to bloom. Old Earth is active again, and the ground, water, and air, that have so lately been cold and desolate, are again teeming with life. There is more and more sunshine in a day, as the season advances, so the days are longer, brighter, and warmer. The rain and the sun have a great helper, the warm winds. In the Weather Record it will be observed that the warm growing days have had a warm south wind blowing. Now that all these warminj and growing agencies are at work, the birds, too, come back, for they know that APRIL— NATURE STUDY 195 the bugs and insects have made their appearance, and that food is abundant. It is indeed wonderful to think that every form of Hfe begins again the struggle for existence, each in its own peculiar way and sphere. The bird with bill, feet, or legs is fitted to secure the home and food necessary to it. One bird must peck its food from the trees ; hence a pecu- liar bill and feet are required by it. Another gets its food from the bottom of a pond, so in feet and bill it must be prepared to do so. The earthworm that is content to work in the ground is provided with a body adapted to its work. The adaptation of organs to work is an interesting study because of its perfect harmony. This is the happy time of the year. The cattle rejoice in going to the fields once more. The birds are happy in their nest-building. The animals and insects are glad to uncurl and come out of their hiding-places. The fish leap in the water, no longer icebound. This is the season for flowers. They make a great change in the appearance of the earth. The bare brown hills now yield the most beautiful pink and green flowers, the harbingers of the new life. The natural home of the flowers should be studied, and why they live in their own peculiar places — the woodland or the open field. The color of the flowers is a point of much interest to the children and it can be shown in no better way than by the water-color paint. The kind of soil best suited to each flower will be of great interest. Select as many flowers as possible for study. The first lessons should be ob- servations of the growing plants in their natural home. 196 THE SECOND SCHOOL YEAR The violet, dandelion, trillium, hepatica, spring beauty, Jack-in-the-Pulpit, and Dutchman's breeches are some of the common ones of this neighborhood. Water. SUGGESTIVE OUTLINE I Uses to man. 1 For bathing. Beauty and healthfulness of a clean body. 2 For washing clothes, vegetables, etc. ; cleaning house. 3 For cooking. Boiling vegetables and meat. Making tea, cofifee. Dissolving salt and sugar. Experiment: — Give instance in cooking. 4 For drinking. Quenches thirst ; dissolves food ; cleanses body internally. 5 For sailing boats and ships and carrying heavy loads over the water. Pictures and descrip- tion of traffic vessels. 6 For power. Water wheel ; mill wheel. How waterfalls have been used as power. 7 Steam. Experiment: — Put water in a glass vessel, over alcohol lamp. Watch for first change. Children will soon see "smoke," i. e., steam, coming from boiling water. Hold a plate or glass over vessel. Notice tiny drops of water. Tell how heat breaks water up into bubbles and then to water dust. Have children watch teakettle lid at home or tell how they have seen steam lift some lid. APRIL— NATURE STUDY 197 II Use to animals. 1 For drinking. Tell how animals go miles for water and how paths are made by them. 2 As homes for fish, frog, turtle, clam. 3 Medicine. Tell how animals seek mineral waters as cures. ("Lobo," by Ernest Thompson Seton.) III Use to plants. For drinking. Cleansing. Dissolves soil. IV Sources of water. 1 Ocean. 2 River. 3 Spring. 4 Stream. V Forms of water. 1 Water. 2 Ice. 3 Snow. 4 Vapor. VI Impurities of water. Have samples of water from many different sources — spring, river, hydrant, well, rain-barrel, cistern, swamp, etc. 1 Notice sediment in bottom of each vessel. 2 Place a few drops of each on a perfectly clean glass. Evaporate by holding over a lamp and notice what remains on glass. Water evaporates and leaves impurities on glass. VII How may the water be purified? 1 Use filter paper and charcoal. 2 Distill. Evaporate a few drops of water by putting on a perfectly clean glass. Catch 198 THE SECOND SCHOOL YEAR vapor on a cold glass as it escapes and evap- orate condensed vapor. Notice markings on glasses in each case. 3 Mix solution of salt and heat it in a test-tube. Catch escaping vapor on a cold glass. Taste solution ; condensed drops. Try also a sugar solution. VTII Where does the water get all these impurities? Trace course of water from clouds to earth, through soil and rocks, and into river or stream. IX The still. Fix bent tube in cork that will fit bottle in which water is to be heated. At other end of tube fix another bottle into which condensed vapor is to drop. In this way distilled water may be obtained for comparison with other water. X Hard and soft water. 1 Put some gypsum in rainwater. Add soap solution to the water. Put soap solution in pure rainwater and account for difference. 2 Test each sample of water with soap solution. 3 How does water in streams become hard ? Flowers. Anemone, Hepatica, Spring Beauty. * SUGGESTIVE OUTLINE I Make a study of the home of the flower. 1 Moisture. 2 Soil. 3 Temperature. 4 Sunlight. APRIL— NATURE STUDY 199 II Habits of the plant. 1 Time of blooming. 2 Habits at night. III Color. Why a good color in each case. IV Odof. 1 Seat of the odor. 2 Use of the odor. 3 Work of the insects. V Why can these plants bloom so early ? 1 Examine seeds planted in April, and see if they will bloom soon. 2 Examine roots of blooming plant. VI Arrangement of leaves. VII Arrangement of flowers. 1 Cluster. 2 Single. VIII Parts of the flower. 1 Calyx ; sepals. 2 Corolla ; petals. 3 Pistil ; ovules. 4 Stamens ; pollen. The flowers will be pressed and mounted. A painting and a written lesson of each will be kept. Germination. SUGGESTIVE OUTLINE I Refer to fall work on distribution of seeds. Their winter condition. Acorn, dandelion, etc. II Conditions for growth. 1 Plant seeds in boxes of sand in the room. 2 Plant some in loam. 200 THE SECOND SCHOOL YEAR 3 Plant some in clay. 4 Some in sponges in a glass. 5 Some out in the ground. 6 Keep some wet, some dry ; hot and cold ; light and dark. 7 Study the best conditions for growth, III The seed. Monocotyledons, bicotyledons. 1 Shriveled appearance of the dry seed. 2 Marks or lines. 3 Color. 4 Outer parts. a Hilum or scar. b Seed coats. Two. c Micropyle : Opening. 5 Inner parts. a Cotyledons. b Plumule : The tiny leaf. c Radicle : The tiny root. 6 The changes as the seed develops. a The seed coats. Their use. b Cotyledons. Food for plantlet. c Radicle: The root. d Plumule. The upward growth. IV Special work on the plant. In the painting and writ- ten work keep a-record of the development of each plant studied. V Test for energy contained in sprouting seeds : Place small number of beans in vessel closed at one end. Arrange another vessel with small hole in bottom to set down on beans; fill with water. Arrange beam on top of inner vessel that will have a weight APRIL— NATURE STUDY 201 on it. Experiment to see heaviest weight a certain quantity of beans can Hft. When in nature is seed called upon to exercise this wonderful energy of which it is capable? The Woodpecker. SUGGESTIVE OUTLINE parts, long bill, I General appearance. Use of the tail, toes. II Size. Compare with the robin. III Plumage : Black, white and red, IV Feet. Toes used for climbing. V Food. 1 Grubs, insects, acorns. 2 Berries, cherries, apples. 3 Corn, seeds. VI Manner of procuring food. VII Nest. 1 How made. 2 Material. 3 Its use. 4 Number of eggs. 5 Care of the young. VIII Flight: Noisy, flickering. IX Song. 1 Call : Loud and shrill. 2 Tapping on the trees. X Habits. 1 Carpenter. 2 Industry. 3 Wisdom. 202 THE SECOND SCHOOL YEAR Gardening. SUGGESTIVE OUTLINE I Preparation of the garden (clearing). 1 Preparation of the soil. 2 Marking off beds or plots. II Planting. Potatoes, beans, peas, corn, nasturtiunis, asters, four-o'clocks. III Careful cultivation. Weeds and grasses. Watch the growth of plants. IV Habits and life histories of some of the insects found in the garden. V Potato. . 1 Preparation for planting in the garden. 2 Underground stem and tubes. 3 The blossom. 4 The potato bug or beetle. Harm to the plant. How to destroy it. LITERATURE AND HISTORY The Cave Men. (Katharine Elizabeth Dopp.) SUGGESTIVE OUTLINE I The caves. Why these people wished to live in them. II How fire was used in securing caves. How it kept animals away. III Weapons. Stone, flint, wood, bone. IV Food. How procured, prepared, eaten. V Trees. 1 Birch; baskets. APRIL— LITERATURE AND HISTORY 203 2 Spruce. Splint for weaving. V^I The cave. How prepared for w^inter. VII Ornaments. How beads were made. How the holes were bored. VIII Clothing. How skins were prepared and clothes made. IX Fire. 1 How made with a strap drill. 2 How lost. 3 The flood. X Traveling. 1 Sandals . How made and used. 2 The skin water bottle. XI Articles useful and beautiful. 1 Baskets. 2 Mats. 3 Head ornaments. Designs. XIII Burdens. How carried. 1 On the head. 2 On the back, or dragging on the ground. The Coming of Spring The birds are coming home soon ; I look for them every day ; I listen to eatch the first wild strain, For they must be singing by May. The bluebird, he'll come first, you know. Like a violet that has taken wings ; And the redbreast trills while his nest he builds, — I can hum the song that he sings. 204 THE SECOND SCHOOL YEAR And the crocus and wind-flower are coming, too. They're already upon the way ; When the sun warms the brown earth through and through, I shall look for them any day. Then be patient, and wait a little, my dear ; "They're coming," the winds repeat ; "We're coming! we're coming!" I'm sure I hear From the grass blades that grow at my feet. Hide-and-Seek Now hid'e the flowers beneath the snow, And Winter shall not find them ; Their safety nooks he cannot know ; They left no tracks behind them. The little brooks keep very still, Safe in their ice-homes lying; Let Winter seek them where he will, There's no chance for his spying. Gone are the birds ; thy're hiding where The Winter never searches ; Safe in the balmy southern air, They sing on sunlit perches. But comes the Spring at least to look For all her pla3-mates hidden, And one by one — flower, bird, and brook — Shall from its place be bidden. Then shall the world be glad and gay, • The birds begin their chorus. The brooks sing, too, along their way, And flowers spring up before us ! "The Birds of Killingworth" (Longfellow) will be told in story form, that the uses of birds may be better recog- APRIL— LITERATURE AND HISTORY 205 nized and a kinder feeling created for them. A few of the best Hnes will be committed to memory. OTHER STORIES 1 An Indian Story of the Robin. — Cooke. 2 How the Robin's Breast Became Red. — Cooke. 3 The Red-Headed Woodpecker. — Cooke. 4 Mr. and Mrs. Rohm.— Cat-Tails. 5 A Queer Place for a Bird's Home. — Wiltse. 6 Mondamin. — Longfellow. 7 The Oak Tree. 8 Jack and the Beanstalk. 9 How Quercus Alba Went to Explore the Under- world. — Jane Andrezvs. 10 The Drop of Water. — Andersen. 11 Aqua or the Water Baby. — Story Hour. 12 A Legend of the Cowslip. — Wiltse. 13 The Seven Foals. — Dasent. 14 Well Done and 111 Y'di'id.— Dasent. 15 The Lark and Her Young Ones. — Msop. 16 The Wind and the Sun. — JBsop. \7 The Wolf and the Goat. — Fables and Folklore, Scudder. 18 Little White Cloud.— CooAr. 19 The Lone Lightning. — Indian Myths. Emerson. 20 The Pot of Gold. 21 Jack and the Beanstalk. REFERENCES Water Elementary Physical Geography. — Tarr. Primary Education, Jan., 1899. 206 THE SECOND SCHOOL YEAR Elements of the Theory and Practice of Cookery. — Williams and Fisher. Food and Dietetics. — Hutchinson. On Forms of Water. — Tyndall. Story of Germ Life. — Conn. Popular Readings in Science. — Gall and Robertson. Earth as Modified by Human Action. — Marsh. Drinking Water and Ice Supplies, and Their Relation to Health and Disease. — Prudden. In Birdland. — Leander Keyser. Woodpecker. — Eckstrom. Birds and Their Relation to Man. — Weed and Dearborn. Frail Children of the Air. — Scudder. Practical Garden Book. — Bailey. Amateur Garden Book. — Hunn and Bailey. Potato Diseases and Their Treatment. — Farmers' Bulletin No. 91, Flowers The Friendship of Nature. — M. O. Wright. How to Knoiv the Wild Flozvers. — Dana. Field Book of American Wild Flowers. — Mathews. NUMBER The number for special work this month is 25. Daily- drills in abstract numbers below 25 will be given. The addition of numbers in columns will be followed from the preceding months w^ith added speed and difficulty, and the work in subtraction also will be continued. Daily drills in the fractional parts of numbers should be given until the parts are known instantly. NATURE STUDY PROBLEMS Evaporation. Evaporation of water has many interesting problems connected with it. Have two vessels each of the same APRIL-NUMBER 207 size in which the same amount of water is placed. Weigh the vessels. Cover one with a tight lid and allow the other one to stand open. Set them side by side in a bright, sunny place. After a few hours weigh again and com- pare. Try placing the two vessels near the ceiling or out on the ground for the same length of time. 1 How much was lost in the evaporation when the pans were on the window ? 2 How much when the pans were on the ground? 3 What is the difiference between the experiment in the bright sun and the one in the yard? 4 In which of the experiments was there the greatest loss of water? Try the same experiments by having each of the vessels contain twenty-four cubic inches. 5 How many cubic inches were lost in the experi- ment ? Birds. 1 In a collection of twenty-five birds common to this neighborhood, how many are singers? 2 What part of them are helpful to man? 3 What part are migratory ? 4 How many of the birds are swimmers? Animals and plants. Measure off a given space of ground in which very carefully observe the animal and plant life. 1 How many different kinds of animals do you find? 2 At the same rate how many animals could inhabit the garden? 3 How many different kinds of plant life do you find? 4 How does the strength of the weeds and that of the 208 THE SECOND SCHOOL YEAR other plants compare? How many weeds are crowding out other plants? Lines — Time. Draw the picture of this town to the scale of one- fourth inch to a square. Mark off the streets and with a dot mark the school, the main buildings, and each child his own home. Simple instruction in direction will be given, in which each child will describe his course from home to school. In turn each child will take the three-minute glass and discover how long it takes him to go from school to his home. SUGGESTIVE QUESTIONS 1 Who lives farthest away from school? 2 Who lives nearest ? 3 How many blocks are between John's home and Mary's ? 4 Suppose it takes two minutes to walk a square, how long will it take each child to walk home ? 5 How much time is spent each day on the way to and from school? 6 How much time is spent in two days? 7 How much time is spent in a week? 8 How long will it take to walk from the station to the bank? Problems using the mile as a unit may be given. The mile marks are familiar to the children. Area — Trapezoid. Cut out a paper four inches square. On the upper line, APRIL— NUMBER 209 two inches from the left corner, make a dot. Draw a Hne from this point to the lower right corner. Cut on the line and put the triangle away. Observe the figure remaining — a trapezoid. Fold the parallel sides together. Make the upper part A and the lower B Tear off A and place it beside B, the oblique sides to- gether. Compare the two figures. The length of the rectangle is the sum of the parallel sides of the trapezoid. The alti- tude of the rectangle is half the altitude of the trapezoid. Find the area of the trapezoid. Draw and cut many trapezoids in which the area is to be found. Mark off trapezoids on the ground and find the number of square feet in them. TENT Material : Heavy cardboard or oak tag. Size, twelve inches by twelve inches. Measure along the upper edge of the paper, beginning at the left, one and one-quarter inches; make a dot and mark it A. Repeat this at the lower edge. Connect the two dots. From each of these dots measure to the right four inches, and connect dots ; mark B. From the ends of this line, measure two and one-half inches to the right, draw connecting lines, and cut on this line. The piece cut away forms the floor. Hold the original drawing in the same position, and from the upper left corner measure down three-fourths of an inch ; draw a line to A. From the lower left corner do the same. From the upper right corner measure down h '\ '4 DIAGRAM OF TENT APRIL— LANGUAGE 211 one and one- fourth inches ; same at lower right corner. Mark C, D, E, F. From points A and B measure down five and three- fourths inches and draw a Hne across. Draw Hues from the ends of this Hne to points C, D, E, and F. Cut and fold the body of the tent. Then fold the floor. Outline of Number Lessons for April I The number 25. II Quick work. III Drill in abstract work. IV Science problems. 1 Water. 2 Weather chart. 3 Birds. V Lines. VI Time. VII VIII Area- Tent. -trapezoid. LANGUAGE The children will feel like telling- about their work to friends who are not here. They have been expressing themsleves in simple statements, often telling a little story or explaining an experiment. Now they must have a new way of expressing themselves in order to communicate with friends far away. The regular letter will now be given them, with heading, place and date, the margin, and a little about paragraphing. They will be told that when a new subject is taken up in the letter, a new paragraph must be made and a wider margin left on that line. They 212 THE SECOND SCHOOL YEAR must be made to feel that they are to tell what they have to say in the most interesting way and bring just as much originality into the work as possible. A very interesting communication may be carried on by the children if each represents a child in one of the coun- tries studied through the year. A Dutch girl may write to the American children, telling about the dress, the houses, etc., of the people of Holland. The Laplander may write a letter telling of the homes of the Lapps, their food and sports and the reindeer. The desert child will tell of the desert, its peculiar houses and furniture, and the camel. So with the Indians, Eskimos, Cliff Dwellers. PRINTED LESSONS The Birds of Killingworth 1 It was in the spring of the year and the farmers were sowing their corn. 2 The birds were all singing in the fields. 3 The farmers feared that the birds would eat their crops. 4 The people held a town meeting. 5 They said they would kill the birds. 6 The preceptor tried to keep them from killing the birds. 7 He told the farmers that the insects would eat their crops. 8 The wicked farmers killed the birds. 9 The worms ate the corn and leaves and the farmers were sorry that they had killed the birds. 10 The next spring they bought birds and set them free in Killingworth. 11 Soon the trees were full of beautiful birds. 12 The corn grew and the farmers were happy. WRITTEN LESSONS 1 How to purify water for drinking. 2 Effect of hard and soft water on the skin. APRIL— ARTS 213 3 Do seeds have power? 4 The Chff Dwellers. 5 Mondamin. READING 1 Printed lessons. 2 Written lessons. 3 Cliff Dwellers. — Krackozvitzers First Reader. 4 Pueblo Indians. — Krackozvitzer's First Reader. 5 Tack and the Ostrich. — All the Year Round. 6 Origin of the Woodpecker. — All the Year Round 7 The Woodpecker. — All the Year Round. 8 The Bean Plant.— .-^// the Year Ronud. 9 The Pea Vine.— .4// the Year Round. 10 Suitable stories from Bass's Nature Reader. 11 Suitable stories from Arnold's Second Reader. THE ARTS Writing 1 Letters. 2 Language lessons. 3 Daily drills in letter and word forms. Drawing 1 Seeds and plantlet in germination. 2 Flowers and their parts. 3 Apparatus for work on water. 4 Parts of the woodpecker. Feet, toes, bill 5 Cliff, and cliff houses. 6 The town, and figures for number. 7 Furniture of Pueblos. 8 Tools and w^eapons. 214 THE SECOND SCHOOL YEAR POTTERY MADE BY PUPILS Painting April landscape. Flowers. Birds. Sprouted seeds. Trees and buds. Modeling Cliff and canon. Cliff house ; furniture. Pueblo house. Pottery. april— arts 215 Making Apparatus for purifying water. Music Theory. 1 Interval work. 2 Scale work. 3 Drill for good tone. 4 Time. 5 Reading of exercises from the chart. 6 Writing of simple ; exercises from dictation, 7 Singing of chart exercises. Songs. 1 This Is the Way the Rain Comes Down. 2 The Rain Coach. — Eleanor Smith. 3 Spring Rain. — Eleanor Smith No. i. 4 All the Birds Have Come Again. 5 The Blue Bird. — Walker and Jenks. 6 The Alder by the River. — Walker and Jenks. 7 Two Robin Redbreasts. — Walker and Jenks. 8 The Little Flowers Came Through the Ground. 9 Dandelion Ladies. Pictures 1 Birds. 2 Flowers. 3 Mountains. 4 Clifif homes. 5 Pueblo homes. NATURE STUDY Soil. It will be noticed that plants grow better in the garden than elsewhere. To answer the question why this is so, an examination of the constituents of the soil is necessary. SUGGESTIONS 1 Dry a small amount of the soil and mash the lumps up fine. Pick out the small stones and test them^with acid to find if they contain lime. 2 Take about four ounces of the dirt and rub it through a wire sieve. 3 Wash the part that will not pass through the sieve, until it is free from the fine dirt. This is the coarse gravel. 4 Again sift the soil, through a finer sieve, wash, and coarse sand will be the result. 5 Take some of the fine material and boil it in a test MAY-NATURE STUDY 217 tube. Pour water over this through a long tube that reaches to the bottom of the test tube, and catch the water that overflows. When the water runs off clear, pour off all the water and dry the substance. Fine sand will be the result. The soil will be found to contain gravel, loam, clay and sand. Qnestion: — Which soil is best for seeds? Consider: — 1 Capacity for each to allow moisture to rise rapidly or slowly. 2 Power of retaining water. 3 Effect of heat on each. Experiment: — Use three glass vessels. Tie loosely a thin cloth over the top of each. Put the same amount of soil in each vessel — in one clay, in another loam, and in the third sand. Pour the same amount of water over each, and notice that the sand allows the water to pass through and that the loam holds it. SUGGESTIVE QUESTIONS 1 What is the result if the garden is pure loam and the season is wet ? Refer to the swamp soil. 2 What is the result if the soil is pure sand and the season is dry? 3 What is the best soil for a garden? 4 At what depth do we find sand? 5 Where do we find pure loam ? 6 How did our soil become mixed? a Plowing. h Earthworms. 7 Effect of heat on soil? 218 THE SECOND SCHOOL YEAR Experiment: — Fill a large can with finely powdered soil and wrap it with many thicknesses of paper. Set it in the sunshine. Test the sand and the loam with a ther- mometer in the different parts of the can, and notice the effect of the heat on each. How will this affect the seeds? NATURE STUDY HOW SOIL IS MADE I Breaking or rotting of rock. 1 Work of frost and water in breaking or crum- bling rock. 2 Roots pushing into cracks help break rocks. 3 Acid in water helps dissolve rock. Notice crust inside teakettle. Experiment: — Get a little MAY -NATURE STUDY 219 muriatic acid and try its effect on stones ; try sandstone or granite. II Wearing off of pebbles in a running steam. Go to creek and study action of water. Tell story, ''Stony and Rocky" (Child's World). III Leaves and vegetables make soil. 1 Leaves fall in autumn. 2 Moisture helps them to decay and turn to soil. Take a field trip and see if your class can find an ex- ample of soil-making. Earthworms. Mark off a square yard of ground where the worms are at work and closely observe them. Notice the kind of soil — clay, loam, moist or dry — the work of mixing the soil. Notice the castings in the morning and in the evening. Question: — When do the earthworms do the most work ? Examples of work done by them : They cover rocks, loosen rocks and buildings. Put some in a glass jar of damp earth and keep in the schoolroom for close observation. SUGGESTIVE OUTLINE I Their adaptation to underground life. 1 Spindle-shaped body; no parts sticking out from the body. 2 Pointed head. 3 No legs. 4 Slimy covering to keep the soil from sticking to the body. 220 THE SECOND SCHOOL YEAR II Coveriiii '&• 1 Very thin and very sensitive skin. 2 Segments and bristles. The bristles aid in crawling. III Food. 1 Vegetable matter ; decayed leaves. 2 The mouth. IV Senses. 1 They have no eyes, yet are sensitive to light. 2 They have no nose, yet can distinguish differ- ent kinds of food. 3 They are very sensitive to any motion. V Their enemies and means of defense. VI The burrow. VII Uses. 1 Enrich the soil. 2 Mix the soil. 3 Loosen soil. Pond Life Not only the air and the soil teem with the new spring life, but the water as well is the scene of much activity. The temperature of the home of the crayfish will tell that all the winter animals are out of their winter hiberna- tion stage and have resumed by strength or craft their struggle for food and reproduction. SUGGESTIONS 1 Collect a mass of frog's eggs and put them in a jar of water to hatch. 2 Watch carefully the little black speck in the egg. *-^ ^' ''^^ '**-'*^iiS^ m^' i '' ^ '^BJ^^^^^n-C ■"dBi ..|^ Vr ^^^^^^^^^^H[^ ? 1 V. ; S ? 4^ :;;r' , 1 1 M 1 1 ^^■1 I '« ~%iK.'' ^2 . r-w^^m 1 r — 222 THE SECOND SCHOOL YEAR 3 Notice the tadpole, its form, its tail. 4 Notice the development, the appearance of the legs, the disappearance of the tail. The Crayfish. Collect and keep in a jar for study. SUGGESTIVE OUTLINE T Their home ; temperature of water ; water clean or muddy, still or running. II Motion : Forward, backward. III Organs of locomotion : Tail, fins, legs, swimmerets. IV Parts. 1 Abdomen. The flexible part. 2 Body. Its covering. 3 Legs. Position, use. 4 Antennae. One large and one small pair. 5 Eye stalks. Use. 6 Tail ; fins ; swimmerets ; pincers. V Food. VI Manner of taking food. VII Means of defense. 1 Pincers. Growth of new pincers. 2 Color. 3 Quick motion. VIII Growth. Change of skin. IX Uses of the appendages. 1 Swimming. 2 Walking. 3 Carrying young. 4 Fighting. 5 Taking food. MAY— NATURE STUDY 223 The Snail. SUGGESTIVE OUTLINE I Home : The shell. Show internal structure of an empty shell. II Parts. 1 The foot. The flat under part which helps it creep. 2 The head. Joined to the foot. 3 Feelers. Two pairs. The larger ones have eyes on the ends. Advantage of these eyes. III Food : Vegetables. IV Means of defense. V Hibernation. Fish. SUGGESTIVE OUTLINE I Adaptation of the fish to its environment. 1 Breathing with gills. 2 Cold-blooded. The more oxygen breathed the warmer blooded; fish breathe but little air, so are cold-blooded. 3 Covering. a Scale arrangement. h Temperature of the water. c Use of the oil. 4 Shape. Suitable for cutting through the water. Compare with a skifif. 5 Parts. a Backbone. h Fins : Two leg fins ; two arm fins ; tail fin. 224 THE SECOND SCHOOL YEAR 6 Use of fins. a Help in swimming b To balance fish. € To guide in the right direction. II Food. III Weapons and devices. 1 Swordfish has a sword. 2 Cuttlefish colors the water. 3 Shark has sharp teeth. 4 Whale has strength. 5 Sucking fish. IV Habits of river fish. 1 Spawn. 2 Day and night. V Uses. Food; oil. VI Fisheries. Boats; nets. LITERATURE AND HISTORY The Lake Dwellers. These people were by instinct and preference led to establish themselves in proximity to large bodies of water. If the water was fresh they had one great essential to life, many conveniences, and a wealth of fish for their food; if the water was salt many shellfish were obtainable. In many places primitive people sought the lakes for their homes, and now many relics are being brought forth that tell more and more of their dwellings, tools, food, etc. In the various ages and in diflFerent quarters of the earth these houses have been constructed on platforms MAY— LITERATURE AND HISTORY 225 out in the lake. A movable bridge connected the house with the shore. The reason for building the houses thus above the water and at a distance from the shore was for defense against wild beasts. The first thing to do was to select a suitable site on the edge of the water, for it was neces- sary that the shore be accessible from the lake. A forest must be near by, from which trees might be taken for the work of building. With this there was much labor con- nected. The trees were cut down with stone axes. This was so slow that fire also was used. First a ridge was cut in the tree, passing entirely around it; then the part cut was burned as much as possible, then cut again and burned until the tree fell to the ground. The branches were all taken off and the log was ready to be sharpened at one end. The sharpening also was done by axes and fire by turns, until a rude point was obtained suitable for driving into the mud. The piles thus made were driven into the bottom of the lake, and upon them was laid split timber on which the houses of the community were built. The houses were circular huts made of wood and mud. Cracks were filled with small branches of trees and moss and plastered on the inside with mud. Through a trap- door in the floor all the refuse of the house was thrown into the lake. When food was wanted a basket was let down through this opening into the water and in a few minutes it would be brought up full of fish. The small children w^ere often tied with a cord around the foot, for fear they might fall into the lake and be 226 THE SECOND SCHOOL YEAR drowned. These people ate the wild animals of the coun- try, and used their skins for clothing, and their bones for implements. The horns of the deer were used for handles for the implements. Most of the tools were made of flint, bone, and horn. There is evidence of the manufacture of pottery from the relics found. These people had stone or clay mortars or jars in which the grains were crushed for food. SUGGESTIVE OUTLINE II III IV The country: Mountains, valleys. plains, rivers, lakes. Enemies to man : Wild beasts. 1 In the mountain. 2 On the plain. 3 In the valleys. 4 In the lakes and rivers. Points in favor of this home. 1 Safety. ' 2 Food supply. 3 Water. To build a house. 1 Select a good shore, close to a i Forest. 2 Fell the trees. The stone axe ; burning. 3 Point one end of the log. The stone axe ; fire. How could they drive the piles into the lake bed? 4 The platform on the piles. 5 The house. Food 1. How obtained ; how prepared, MAY— LITERATURE AND HISTORY 227 VI Clothing. Material; how made. VII Implements ; tools. Stone mortar ; slingstones ; ham- mers ; arrow heads ; wdietstones. VIII Occupations: Spinning, weaving, fishing, hunting, pottery, agriculture. IX Animals : Sheep, goats, horse, ox, reindeer. Abraham Lincoln. SUGGESTIVE OUTLINE ABRAHAM LINXOLN I Early home. I I Parents and family. III Boyhood days. 1 School life. 2 School sports. IV Youth. Hardships. \^ Stories. 1 Stump speeches at school. 2 Kindness to an- imals. 3 Splitting rails for a suit. 4 Honesty in store-keeping. VI His education for the law. VII Trip to the South. VIII The slaves. IX Help to the country. X As president. XI The emancipation proclamation. XII Our soldiers. 228 THE SECOND SCHOOL YEAR XIII Close of the war. XIV "Sheridan's Ride." XV ''Barbara Frietchie." STORIES 1 Diamonds and Toads. 2 Gertrude's Bird. — Dasent. 3 The Lad Who Went to the North Wmd.— Dasent. 4 Little Ida's Flowers. — Andersen. 5 May Blossom. — Grimm. 6 Chinese Story of the Narcissus. — Fairyland of Floivers. 7 The Flax Flower. — Andersen. 8 The Pea Blossom. — Andersen. 9 Hiawatha's Fishing. 10 Karl and the Earthworms. — IViJtse. 11 The Story of Tad and FoWy.— Cat-Tails. 12 May Thirtieth.— Caf-ro//^. 13 Hurrah for the Flag. — Cat-Tails. 14 The Trillium. 15 Frogs and Toads. 16 The Turtles. 17 Sheridan's Ride. 18 Barbara Frietchie. POEMS From the "Posy Ring," by Kate Douglas Wiggin. Why are bees and butterflies Dancing in the sun? Violets and buttercups Blooming, every one? MAY— LITERATURE AND HISTORY 229 Why does Mr. Bobolink Seem so shocking gay? Why does — ah ! I'd half forgot ! This is really May. Why are all the water-bugs, Donning roller skates? And the solemn ladybiigs Dozing on the gates? Why do all the meadow brooks Try to rim away, As though some one were chasing them? Bless me ! this is May. Please to tell me why the trees Have put new bonnets on? Please to tell me why the crows Their picnics have begun? Why does all the whole big world Smell like a fresh bouquet Picked from one of God's flower beds? Oh, I know : it's May. In May the valley lilies ring Their bells chime clear and sweet ; They cry, "Come forth, ye flowerets all. And dance with twinkling feet." The blossoms, gold and blue and white, Come quickly, one and all ; The speed-well, the forget-me-not, The violets hear the call. 230 THE SECOND SCHOOL YEAR REFERENCES Soil The Soil. — King. The Action of Earthworms in. the Formation of Vegetable Mold. — Darwin. Aspects of the Earth. — Shaler. Geology, First Book. — Shaler. Our Western Empire. — Brockett. Earthworm. Animal Kingdom. Humboldt Library. Primary Education, Vols. 6, 7. Life in Ponds and Streams. — Fnrneaux. Worms and Crustacea. — Hyatt. Up and Domni the Brooks. — Bamford. Life in an Aquarium. — Rogers, Cornell University Leaflet, No. 11. NUMBER In this month the numbers thus far developed will be used in all combinations and separations. The addition and subtraction as suggested in the previous months will be continued, as well as work in multiplication. A num- ber, such as 12, 16, or 21 will be given to be multiplied by 2, 3, or 4. The fractional work must be emphasized, also. An excellent device for teaching fractions is to draw circles of uniform size. Color one-half of the first circle, one- third of the next; the next divide into fourths and color each part, etc. A little exercise in this given daily will bring good results. In this month a general review of all the number work should be made, special stress being given to the part that each child needs. MAY- NUMBER 231 NATURE STUDY PROBLEMS 1 How many rainy days had we in April? 2 What part of the month was wet? 3 What was the prevailing wind on the rainy days? 4 What was the prevailing wind for the month ? 5 How many more dews had we than frosts? 6 What was the lowest temperature for the month? 7 What is the difference between the lowest and the highest temperature? 8 How much dift'erence is there between the lowest temperature of January and that of April? 9 At what hour did the sun rise on December 1 ? What is the difference in time between that and sunrise May 1? At the end of each week the pupils will sum up the data collected and thus review the week. By this time rather definite pictures will be formed of the effect of heat and cold upon vegetation and the relation of the wind to rain and of rain to vegetation. Lines. Review inch, foot, yard, and rod. Have work on esti- mating many things and verifying by using the ruler. Some pretty and instructive color work may be done that the children may take home to help keep the facts before their minds. SUGGESTIONS 1 A paper cut one inch long. 2 An inch square, with this story : "The perimeter of this square is 4 inches." 3 Cut out a triangle three inches on a side. 232 THE SECOND SCHOOL YEAR 4 A square two inches on each side : "The perimeter of this figure is eight inches." ''There are four right angles in this square." 5 An octagon cut out two iches on each side: "The perimeter of this octagon is sixteen inches." "The octa- gon has eight obtuse angles." 6 A pentagon. 7 A trapezoid. ~~~~ ^l^ ^^--^^^^ -w "^ i ft^ N lO 4 '>^ 4 /4 \ / \ / ^cJ \ / =5^ CUT /2 I-ETTER CASE Use pretty wallpaper or Essex Bristol board 7x12 inches. Scale Work. Tell of a large farm to be sold. A man wishes to see a plot of the farm, so the pupils are asked to make it on paper, using one-half inch to a mile. Draw a township or county, using one- fourth inch to a mile. Give the boundaries and length of each. On the north it is ten miles ; on the south four miles : on the west MAY-NUMBER 233 two miles, and on the east six miles. The paper will be marked N., S., E., W., and the drawing done from writ- ten directions from the board or on printed slips. Area. Review the square inch, square foot, square yard, and square rod. In the nature work much in area will neces- sarily come in to make the work clearer. Estimate the area of many figures in the room and out- side. In color the area of triangles will be worked out. SUGGESTIONS 1 A right triangle will be cut out and pasted on the paper. Below that the triangle cut and formed into a rectangle will be pasted. Written statements about this will follow. 2 The same work with the isosceles triangle. 3 The same with the parallelogram. 4 Area of irregular figures. 5 The trapezoid. 6 The cylinder. 7 A basket, formed into rectangles. Outline of Number Lessons for May I Quick work. II Practical problems. III Abstract work in addition, subtraction, multiplica- tion, partition. IV Science work: Chart. V Lines : Inch, foot, yard, rod. VI Area: Triangles, trapezoid, cylinder. VII Letter case. VIII Scale work. 234 THE SECOND SCHOOL YEAR LANGUAGE All the mistakes in oral expression of the year have been noted and no time spared in correcting them. As the mistakes occur they ma}/ be corrected, for the children now understand why the correction is made, and in many cases the bad habit in question is one that the pupil himself is trying very hard to overcome. The children now begin to see how they can express themselves in the clearest way and try to tell all stories so that the other children will enjoy them. They will be taught to use good words and discard the baby idioms. The written language for the month will be the telling on paper something of the subjects studied. The pupils will write letters. They will write descriptions of animals. They will tell the story a picture suggests. They will write papers on "Why I Like Summer," "Why Birds and Plants Like Summer," "The Story of the Plow." The heading of the paper, margin, capitals, punctua- tion and quotation marks must all be carefully observed. The words are to be taught as they occur in the lessons and put in the room dictionary for the use of the children. The pupils will have phonic work all during the year, which will help them very much in mastering a new word. PRINTED LESSONS The Plow Long ago people wished to loosen the soil to plant corn. They did not know how to do it. They thought and thought and finally one man had a plan. He said, "Let us take a forked stick and stir up the ground." MAY - ARTS 235 They tried it and it was a very good thing. Then this man told all his neighbors the good news. A few years later, another man thought he needed a better instrument. So the stick was thrown away for a plow, which was much better. Now we have plows made of steel. In some places people have steam plows. Soil What is the best soil for a garden? We planted some seeds in a sand garden and they germinated very fast. I thought surely this was the very best garden. One day the garden was not watered and the sand became so dry that the plants withered. Then I decided loam would be the best soil for a garden. But it held so much water that it seemed like a swamp. Then I decided to mix the sand and the loam. This makes a very good garden. READING Printed slips. Written stories. The Duck. — Ail the Year Round. A Little Garden. — Bass. Which Has the Best Coat ?—Bass. A Cuttlefish. — Bass. THE ARTS Writing 1 Daily drills in letter forms. 2 Pen-and-ink exercises. 3 Letter-writing. 4 Language work. 236 THE SECOND SCHOOL YEAR ARTICLES MADE BY PUPILS Drawing 1 Illustration of stories. 2 Fish, crayfish, turtle. 3 Lincoln's home. 4 Lake Dweller's home. Painting 1 Landscape of May. 2 Flowers. 3 Pond. IMAY-ARTS 237 4 Fish. 5 Lake Dweller's home. IMODELING 1 Home of the Lake Dwellers. 2 Their implements. 3 Fish and animals. Making 1 Lincoln's boat. 2 The flag. 3 The Indian's plow. Music Theory. 1 Scale work. 2 Interval work. 3 Tone. 4 Time. 5 Reading exercises. 6 Singing. Songs. 1 Rain Song. 2 Pretty Little Violet. 3 Over the Bare Hills. Pictures 1 Fish and fishing. 2 Lincoln pictures. HELPFUL BOOKS FOR PRIMARY GRADES Nature Study Nature Study. — Jackman. Nature Study and Life.—Uodge. 233 THE SECOND vSCHOOL YEAR Special Method in Elementary Science. — McMurry. Nature and the Child. — Scott. Garden Making. — Bailey. The Life of Animals. — Ingersoll. Field Book of American Wild Floivcrs. — Mathews. Study of Trees in Winter. — Hutchinson. Flozvers and Fruit. — Newell. Our Native Trees. — Harriet Keeler. Familiar Trees and Their Leaves. — Mathews. The Apple. — John Burroughs. First Book of Forestry. — Roth. Nature's Garden. — Neltje Blanchan. A Guide to Wild Flozcers. — Alice Lounsberry. Familiar Flowers of Field and Garden. — Mathews. According to Seasons. — Frances T. Parsons. Little Folks in Feathers and Fur. — Olive Thorne Miller. Insect Life. — Comstock. Life Histories of American Insects. — Clarence Moores Weed. The Butteriiy Book.— Dr. W. J. Holland. Everyday Biittoiiies. — Samuel H. Scudder. Commercial Geography. — Macfarland. Commercial Geography. — Adams. Lectures. — John Stoddard. Geographical Readers. — King. Literature and History Indians Discovery of America. — John Fiske. Lectures. — John Stoddard. Footprints of Four Centuries. — Hamilton Mabie. Geographical Reader IV. — King. History of the People of the United States. — McMaster. History of the United States. — Bancroft. History of Our Country. — Richardson. Hozv New England Was Made. — Humphrey. Little Indian Folk. — Deming. Log School House. — Butterworth. HELPFUL BOOKS FOR PRIMARY GRADES 239 Massasoit. — Burton. On Snow Shoes to Barren Grounds. — Whitney. Reports of Smithsonian Institution, 1887 and 1895. Story of the Indian. — Grinnell. Pilgrims Pilgrims. — IMusick. American Explorers. — Higginson. American History Told by Contemporaries. — Hart. The Beginners of a Nation. — Eggleston. Betty Alden. — Austin. Captains of Industry. — Parton. Essentials in American History. — Hart. Fast and Thanksgiving Days in Nezu England. — Love. History of United States. — Andrews. How Nezv England Was Made. — Humphrey. Little Pilgrims of Plymouth. — Humphrey, Miles Stan dish. — Abbott. Old Times in the Colonies. — Coffin. Pilgrims and Puritans. — Moore. The Puritans in Holland, England and America. Lectures. — John Stoddard. On Plymouth Rock. Cave Dwellers Century Magazine, Vol. 48. Scientific American, Supplement, i8g2. Footprints of Four Centuries. — Mabie. History of Civilisation. — Allen. In the Land of Cave and Cliff Dwellers. — Schwatka. Universal History of the Races of Man. — Ridpath. The Story of Primitive Man. — Clodd. Cave Hunting. — Boyd. Some First Steps in Human Progress. — Starr. Tree Dzvellers Scribner's Magazine, July-Dec, 1902. 240 THE SECOND SCHOOL YEAR Cliff Dzvcllcrs Century Magazine, Vol. 44. Harper's Monthly Magazine, Vol. 93. In the Land of Cave and Cliff Dw