Class \-l g > ^'^^ S 
 Book- 
 
 
 Gopyiight]^°_ 
 
 COPreiGHT DEPOSIT. 
 
STANDARD READER SERIES 
 
 TEACHERS' MANUAL 
 
 FOR 
 
 FIRST READER 
 
 CONTAINING AN INTRODUCTION FOR 
 THE ENTIRE SERIES 
 
 Edited by 
 
 ISAAC K, FUNK, LL.D. 
 
 Editor-in-Chief of the Standard Dictionary 
 
 MONTROSE J. MOSES, B.S. 
 
 FUNK (2f WAGNALLS COMPANY 
 
 New York and London 
 
 igo2 
 

 THF i *8RARY •F 
 CONGRESS, 
 
 Two OOP.feS RECEIVEt 
 
 APR. 30 1902 
 
 OOPVRWHT ENTRY 
 
 CLASS a^ XXO. N«. 
 
 3 ^ 
 
 CO 
 
 1^ 
 
 
 CopyrighU 1902, by Funk & Wagnalls Company 
 
 Published in Mat, 1902 
 
 Printed in the United States of America 
 
GENERAL INTRODUCTION 
 
 ^ In the following pages is repeated some- 
 what largely the Introduction to the First 
 Reader, but thoughts there given are here 
 enlarged upon, and others are introduced. 
 
 A child learns words in trying to tell or 
 understand some thought. Keep him inter- 
 ested in the thought, and 
 
 Teacli Words ^^^ ^^^^tle is soon won. 
 The prattling babe is not 
 told that this is the name of a cat or a dog. 
 The father asks him, "Does Frank wish a 
 cat?" "Does Frank w4sh a dog?" And 
 the child tries to understand the thought, 
 and afterward he tries to express it by 
 imitating what he has heard. The words 
 come to his lips without any effort ; it is 
 nature's way. In teaching words to a child, 
 the words should not be separated from the 
 thought, and the child should be kept free 
 as possible from self-consciousness. 
 
 (iii) 
 
iv Teachers' Manual 
 
 A child learns words as easily when the 
 thought expressed is something worth know- 
 ing as when it is trivial. 
 
 K.now'ino- ^^ Readers to make each 
 lesson instructive. We 
 have sought to follow this ideal even in the 
 First or Primary Reader. The child is not 
 told that ''The hen laid an egg in John's 
 hat," or that "The cat sat on the mat." 
 Yet we have tried to keep easily within the 
 reach of a child of five or seven years of age 
 — seeking to be childlike, but not childish. 
 
 Preference has been given to that kind of 
 information that is in-/orm-ation — that 
 which builds character. 
 
 Every effort has been made to bring the 
 mind of the pupil into contact with thoughts 
 that inspire love for home, 
 '^ClTar^tfr^ for country, for all people, 
 for nature, for truth be- 
 cause it is truth ; to awaken love for the 
 inner other world ; to impress thoughts that 
 help to make close-observing, self-respect- 
 ing, self -con trolled, courageous men and 
 women. Thoughts that suggest cruelty, 
 envy, meanness are avoided, for it is well 
 to make life beautiful to a child. His 
 
General Introduction 
 
 nature is easily quickened and lifted by 
 love, by hope, by joy, by things sweet and 
 attractive. 
 
 All children should be in close contact 
 
 with nature. A First Reader especially is 
 
 fatally faulty that does 
 
 That I.ead ^^^ gj^^jj ^^ ^^le earth, 
 
 Back to Nature _ , i /. ^i 
 
 of the woods, of the new- 
 mown hay, of flowers — that is not full of 
 the chirping of insects, the song of birds, 
 the murmur of water. Teach a child to 
 love nature, and the chances are greatly in- 
 creased that he will grow up a good citizen. 
 Pullman, the inventor, said: "I have flow- 
 ers in front of every home in this city of 
 Pullman ; their civilizing influence reaches 
 through the mothers and the children to the 
 fathers." 
 
 Children should be taught the names of 
 the various animals and plants of their 
 neighborhood — the birds, trees, shrubs, 
 flowers, and blossoms — and facts about 
 them. They should be led intelligently to 
 watch the spider spin his web, the ant dig 
 in the ground, the bird build her nest ; to 
 wonder at and revere the spark of life in 
 every insect ; to look up at night and see 
 the splendor of the sky. As Emerson says, 
 
vi Teachers' Manual 
 
 ''If the stars appeared only once in every 
 thousand years, what a marvel upon marvel 
 it would be, how their appearance would be 
 handed down from generation to generation, 
 and how all the world would turn out at 
 their reappearance to see the city of God." 
 
 With intelligent encouragement and di- 
 rection, nature will remain a great school- 
 house to children, and a 
 
 ^^^FreeT^"'^ source of never - failing 
 to Children ^^^ wholesome enjoy- 
 ment and instruction, for 
 she is responsive to children, and it is beauti- 
 ful to see how easily they learn of her. She 
 has a thousand tongues for little folks where 
 she is dumb to the average adult ; but train 
 a generation of children to keep in love with 
 nature and to commune with her, and she 
 will not be dumb to them when they are 
 full grown. Nature loves a lover and is 
 never done talking to him. When God 
 created a flower. He had in His mind a dis- 
 tinct thought, and we never fully understand 
 a flower until it awakens in us that thought. 
 
 Yet there is danger that in the backward 
 swing of the pendulum, too much emphasis 
 may be given to nature lessons. We have 
 striven in this matter to be moderate, but 
 
General Introduction 
 
 not too moderate, remembering that there 
 are other lines of thought with which the 
 little ones should be made acquainted to 
 start them rightly. 
 
 The mind and heart of a child of six years 
 
 are not too young to have uncovered in them 
 
 the bubbling springs of 
 
 Scliools ^^^^ philanthropy, patri- 
 
 Sliould Grow ^. ^ , ^ i 
 
 Character ^^i^^' ^^^^ f^^' ^r^^^' 
 
 heroism, religion. It 
 
 would be worth far more than all the dia- 
 mond fields of Africa were this thought 
 fixed in the mind of every teacher, even to 
 the primary classes and the kindergarten : 
 
 The school that does not grow character 
 is a failure. 
 
 Truthfulness, honesty, loving others, liv- 
 ing for others, self-denial, self-dependence, 
 capacity for prolonged effort, patience, obe- 
 dience, humility, courage, true heroism, 
 love for home, love for parents, love for 
 country, all should be woven on the loom 
 of the school into the texture of the minds 
 and hearts of children. 
 
 It is not diflScult to get the children, even 
 in the primary class, to help make the 
 neighborhood prettier by now and then 
 planting an acorn or other seed of either 
 
viii Teachers^ Manual 
 
 tree or flower ; to decorate the classroom 
 with flowers or leaves ; it is even feasible to 
 
 have them form little 
 Beginnings of a ^j^^s for good works ; as, 
 Public Spirit . x ,i . !• 
 
 against cruelly treating 
 
 birds or other dumb creatures, against throw- 
 ing paper on the sidewalks; to gather flowers 
 for the poor, for hospitals, for jails — to try to 
 make somebody happy. The aim should be to 
 make real love the actuating motive, some- 
 thing more than pity, something much more 
 than a desire for praise. Pupils should act 
 out the sentiment taught. Doing grows 
 character. It is the nature of truth to be 
 self-evident to any one up to its own level. 
 Hence the growth of the inner nature — 
 character — is the chief object to be aimed 
 at in education. 
 
 Of course, care should be taken not to let 
 the child gi-ow morbid or over-anxious 
 about such things. Very much in this, as 
 in all lines of teaching, depends upon the 
 tact, that is the common sense, of the 
 teacher. 
 
 It is helpful to fasten proverbs that inspire 
 hope and courage in the pupil's mind ; as, 
 *' Great oaks from little acorns grow ; " *' Do 
 your best, angels can do no more ;" ** Many 
 
General Introduction 
 
 small raindrops make large farm crops ; " 
 *' Little helpings make great helping." 
 
 Teachers should keep in mind such 
 thoughts as this : As public schools are sus- 
 tained by the state, the state has a right to 
 expect, as the product of schools, good citi- 
 zenship. And this : He who does some- 
 thing, be it ever so little, toward making 
 the neighborhood in which he lives cleaner 
 or better is laboring to make the world a 
 better place in which to live. 
 
 While we remember that the flag is a 
 
 symbol, and that a symbol can be made a 
 
 way of teaching patriot- 
 Of Patriotism . ^ . , , ^ f^- 
 
 ism, we should not forget 
 
 that the flame of patriotism is not often 
 lighted by abstract thought, or by compulsory 
 saluting of the flag — these are e/ficient, but 
 not si^/ficient. Nothing teaches like life ; 
 much use should be made of biography. 
 To love things that are right, to love 
 country, a pupil n\ust be made to see that 
 righteousness, patriotism, heroism, are lov- 
 able. One living example of a hero who 
 made tremendous sacrifices for the flag 
 will do more toward teaching the child 
 patriotism than days spent in attempting 
 to enforce abstractions about patriotism. 
 
Teachers^ Manual 
 
 Children, more than adults, are taught by- 
 living examples. 
 
 Every teacher should master the art of 
 story-telling — the stories should talk ; it is 
 easy to overmoralize. Many stories of pa- 
 triotism are suggested in the ** Teachers' 
 Manual." But, above all, the teacher must 
 he to the children the embodiment of pa- 
 triotism. He must burn who vrould set 
 others on fire. A true teacher is worth 
 many books ; nothing teaches like life. It 
 is said that a cannon must be a hundred 
 times heavier than the ball it throws. 
 Much, very much, depends upon the char- 
 acter behind the words the teacher speaks. 
 A teacher must be what she would have the 
 children think she is, and what she would 
 have the children be. Generally speaking, 
 truth can only be taught by those who live 
 it. In the second and the other more ad- 
 vanced Readers of this series, the pupil 
 should be made to understand clearly the 
 position his country has in the world, what it 
 is, and what it has done ; that is, a rational 
 basis must be given for patriotism. 
 
 Above all, as Bolingbroke has put it, *' Pa- 
 triotism must be founded on great principles 
 and supported by great virtues." Children 
 
General Introduction 
 
 should be taught these principles and these 
 virtues. Mere sentiment is an uncertain 
 foundation to build upon. It also should be 
 made clear to pupils in just what sense it is 
 true that the whole world is ' ' my country 
 and all peoples one family." Avoid the pa- 
 triotism that narrows sympathies, and 
 would build up our own country by the 
 injury or ruin of others. The Golden Eule 
 applies to nations as to individuals. A 
 strong motive for the exaltation of our 
 own land should be that we thereby may 
 be a help and inspiration to all other 
 nations. 
 No better service can be rendered a child 
 
 than to give him noble 
 Of Religion , i,^ ^ . • i. . j 
 
 thoughts of his being and 
 
 of his destiny ; thus you hitch his baby-cart 
 to the inner, the unseen, the truest of all 
 forces. Ethical truths should be given re- 
 ligious sanction. 
 
 The state trusts to an oath ; that is, to an 
 appeal to God. It is then reasonable that 
 schools supported by the state should help 
 to grow men who will respect their oaths. 
 
 Pupils should be imbued with a deeply re- 
 ligious sentiment, a spirit of reverence. In 
 this series of Readers we seek to do this in a 
 
xii Teachers' Manual 
 
 way that most carefully avoids dogmatism 
 and all sectarian instruction. 
 
 As an example, there will be found in the 
 First Reader, on page 20, a lesson that tells of 
 Washington, in the woods at Valley Forge, 
 praying for his fellow soldiers and for his 
 country. Who can object to telling children 
 this historic fact ? The story teaches the 
 idea of God, the idea of prayer, and the idea 
 of love for man. There is much in the Bible 
 itself which can be taught as literature in a 
 way that should not give offense to any 
 reasonable person. True religion is simple 
 and altogether reasonable. It is being right 
 and doing right with a right motive. A 
 school that trains its pupils to love un- 
 selfishly and to show this love in acts has 
 progressed far in becoming a truly religious 
 school. 
 
 On these and similar lines it is easy to find 
 common religious ground where Protestant, 
 Catholic, and Jew alike can stand. 
 
 In the notes for the various lessons of the 
 First Reader given in this manual, the above 
 thoughts are illustrated in many ways. It 
 is hoped that the teacher will study carefully 
 the notes for each lesson. The coming of a 
 teacher before her class, even tho it be a 
 
General Introduction 
 
 primary class, should be a matter of careful 
 preparation and of serious thought. 
 
 The first step in this teaching is to train in 
 the ability to detect and produce each of the 
 sounds that make up the 
 The Exact spoken English languae'e; 
 Pronunciation ,^. ^, . ^ , ^i 
 
 of Words ^^^ ^^^^ "® done thor- 
 
 oughly and the pupil has 
 taken a long step toward becoming a good 
 reader, a good speller, and, incidentally, a 
 good talker. 
 
 The drill in phonetics should begin early — 
 in the kindergarten is not too soon ; even 
 better were it to begin in the nursery. Effort 
 should be made to detect and overcome every 
 defect in the action of the organs of speech, 
 as drawling, stammering, weakness of voice. 
 Suggestions which it is believed the teachers 
 will find helpful to secure these results will 
 be found under these notes to teachers. 
 
 With a large proportion of children, certain 
 sounds are produced with difficulty. A 
 teacher should be able to detect whether the 
 trouble is in the vocal cords, tongue, or lips. 
 Let the drill be patient and persistent on 
 those sounds which are defective. The skil- 
 ful teacher will use different devices with 
 different scholars, and with the same schol- 
 
xiv Teachers^ Manual 
 
 ars at different times. Eemember, the 
 shortest road is still a hard road ; there is 
 no excellency, here as elsewhere, without 
 great labor and the exercise of will-power, 
 endurance, and patience by both teacher 
 and pupil — nor icould it he well were it 
 otherivise. 
 
 For the correct ase of tongue, lips, teeth, 
 breath, vocal cords in giving the sounds, 
 carefully prepared directions will be found 
 under the various lessons in the First Reader 
 or in the accompanying notes. These 
 directions are in harmony with those given 
 by Alexander Melville Bell, and have been 
 passed upon by Prof. F. A. March, LL.D., 
 who was the Chairman of the Committee of 
 the American Philological Society, which 
 led in the development of the Scientific 
 Alphabet. 
 
 For drill in phonetics and for pronuncia- 
 tion, we have chosen in this series of Readers 
 the Scientific Alphabet. 
 
 For simplicity, exactness, and thorough- 
 ness in training the pupils to pronounce the 
 sounds of the language, 
 Tlie Scientific ^^ system of diacritics 
 Alpliabet » , 
 
 compares for a moment 
 
 with this alphabet, invented and recom- 
 
General Introduction 
 
 mended by the philological societies of Eng- 
 land and America. The powers of the let- 
 ters of this alphabet are similar to those 
 used in the orthography of the United States 
 Board of Geographical Names, by the Royal 
 Geographical Society of England, in the 
 pronunciation of the great Oxford Historical 
 Dictionary, and in the Funk & Wagnalls 
 Standard Dictionary Series. Through it, for 
 the first time, is supplied a strictly scientific 
 series of diacritic markings. Dr. March has 
 been consulted at every step in the use, in 
 this First Reader, of the Scientific Alphabet 
 in the Pronunciation Drills, or drills in 
 phonetics. 
 
 There is no definite relation between the 
 name of a letter and its sound in the ordi- 
 nary spelling, hence it is that the common 
 alphabet name should not be the first taught 
 to a child learning to read, as this leads to 
 confusion, for a letter in 
 
 Al'hTbe't *^® common alphabet 
 
 often stands for many 
 sounds. This confusion of symbols and 
 sounds in the common alphabet makes an 
 appalling difficulty for young children, ' ' los- 
 ing," as says United States School Commis- 
 sioner Harris, "two years of the child's 
 
Teachers' Manual 
 
 early school life." At the very best it is an 
 enormous draft on the energy of the 
 child to learn to read. Sweet charity, if 
 nothing more, should make us enthusiastic 
 for everything that simplifies this task. It 
 is maintained by educators that the child, 
 during his first seven years, learns more 
 facts than in all the rest of his life. It is ex- 
 ceedingly unfortunate that a child should 
 be compelled to waste so much of his time, 
 at this most important period of his life, 
 in trying to master the spelling of English 
 words — a task that receives its whole sig- 
 nificance from the fact that the language is 
 not phonetic. 
 
 Let it be remembered that the Scientific 
 Alphabet is used in the First and Second 
 
 Eeaders of this series 
 
 Used Only ^^^y for pronunciation 
 
 Pronunciation P^rposes, and is always 
 
 printed in red ink, while 
 the common alphabet is always printed in 
 the color usually seen in the books and 
 newspapers. In this way the pupils will 
 distinguish at a glance which are the letters 
 of the Scientific Alphabet. This is the first 
 time this alphabet has been used in any 
 series of readers. 
 
General Introduction 
 
 There are many advantages in having a 
 pupil first learn the fixed symbols that stand 
 for the sounds in spoken English. After 
 the pupil has mastered these sounds of the 
 Scientific Alphabet, and fixed their unvary- 
 ing symbols in his mind, he can then with- 
 out confusion proceed to master the hun- 
 dreds of equivalents of these symbols which 
 are to be found in the common spellings. 
 For example : in the Scientific Alphabet 6 is 
 the unvarying symbol for the sound of the 
 vowel o in no ; in the common spellings the 
 sound is expressed by many symbols and 
 combinations of symbols, as o^v in know, 
 eau in beau, oe in foe, oa in boat, ew 
 in sew, ou in soul, oo in floor, ougb in 
 tbongb. (See the Table of Equivalents in 
 the Appendix of the First Reader.) 
 
 The variations and vagaries of the com- 
 mon spellings are so confusing even to 
 grown people that a child 
 One Sound, should not be taught them 
 One Sy^j^^j5 until after he has fixed 
 ^ne^S^nd' ^^ ^^^ mind the actual 
 sounds that make up 
 English words and has tied these to unvary- 
 ing symbols — one sound for each symbol, 
 one symbol for each sound. The mind of 
 2* 
 
Teachers' Manual 
 
 the child then has something fixed to tie to. 
 Any other system is needless torture to little 
 folks, and a waste of time. 
 
 This is the way music is taught — first 
 the sounds, then the symbols of the sounds, 
 and then the variations. The variations of 
 *'America"or ''Home, Sweet Home" are 
 never taught first. 
 
 We have sought in every way possible to 
 
 keep the training in phonetics as far from 
 
 drudgery as possible, striving to make it a 
 
 delight to both pupils and 
 
 J^^\^^ ^ teachers. Let it always 
 
 Royal Road . , • n ^, ^ 
 
 be borne m mmd that 
 
 there is no royal road to exact pronunciation 
 
 and orthography other than this : (1) To train 
 
 the pupil to detect and produce each sound 
 
 in the language ; (2) to fix in his mind an 
 
 unchanging scientific sign for each sound ; 
 
 (3) to fix in his mind the equivalents in the 
 
 common spelling for each of these signs. 
 
 It is urged upon the teachers to require 
 
 the children, beginning with the latter part 
 
 of the First Reader and continuing through 
 
 the Second Reader, to make on slate, pad, 
 
 or blackboard each symbol of the Scientific 
 
 Alphabet until they are able to recognize it 
 
 without thought. It may be well to have 
 
General Introduction 
 
 thein write the scientific symbols for the 
 different sounds over words written in the 
 common alphabet ; this they should do on 
 their pads or slates or on the blackboard. 
 It will be found that this course will teach 
 not only pronunciation in an independent 
 way, but also the common spelling. The 
 aim throughout this series of Readers is to 
 lead to exact pronunciation, and to reading 
 by the sense, and, in the end, to good spell- 
 ing, while in every lesson the thought is 
 kept in mind that education is control and 
 development of the organs of the body 
 and mind, with instruction and character- 
 building. 
 
 The scientific symbols that have been 
 chosen for these sounds are so like those of 
 
 the common alphabet 
 Common Al- ^^^^ ^^^ ^^ ^^^^ ^^^ ^^ 
 pbabet Ctuickly ^, ,, ^ .,. 
 
 I^earned ^^® ^^^^"^ ^^^^ ^^^^ ^<^ 
 
 trouble. No effort need 
 
 be made to teach the common alpha- 
 bet. Before children have finished the 
 First Reader, it will be found that they 
 have ** learned their letters," and then the 
 letters can easily be put in their alpha- 
 betical order. It has been demonstrated 
 that those taught to read by the Scientific 
 
Teachers^ Manual 
 
 Alphabet learn both this method and the 
 method of reading in the common spelling 
 in less time than they are able to learn to 
 read otherwise, because, being familiar with 
 the phonetic symbols, the variations from 
 them will attract attention and fasten them- 
 selves on the memory. 
 
 In reply to a question touching this point, 
 School Commissioner Harris fully indorsed 
 what is here said, and 
 Commissioner added: ^'I am glad that 
 Harris' x.. 
 
 Judgment ^""^ ^^^ gettmg out a 
 Reader in which you 
 give emphasis to the importance of pho- 
 netics. I think that the use of a phonetic 
 alphabet would help forward the work of 
 teaching English in Porto Rico and Manila." 
 Mr. Harris accompanies his letter with 
 the following description of a conclusive 
 experiment which he made when superin- 
 tendent of the schools in St. Louis : 
 
 "The silent letters in the language were printed in 
 hair-line type (skeleton type); the other letters were 
 printed in type of a modified form, showing by the 
 modification the sound of the letter used. This alphabet 
 of modified letters amounted to some seventy or seventy- 
 five characters, but when the sound of a character was 
 once learned, the child, on seeing the letter again, could 
 be sure that it represented the same sound as before. Pre- 
 
General Introduction xxi 
 
 vious to the introduction of the new alphabet, the children 
 required a year to finish the First Reader and another 
 year to finish the Second Reader. No child began the 
 Third Reader before the third year. With the new alpha- 
 bet two books were printed instead of one (a Primer and 
 a First Reader), doubling the amount of reading matter. 
 One hundred and fifty primary teachers commenced 
 teaching the books printed in Dr. Leigh's type at the be- 
 ginning of the year, and in ten weeks' time all reported 
 the Primer finished and well learned. A second ten 
 weeks finished the First Reader with similar thorough- 
 ness. In the second half-year the entire Second Reader 
 was finished by many pupils and at least one-half of it by 
 all. The bright pupils, who were promoted from class to 
 class and not kept back for the dull pupils, were found 
 to be able to complete in the first year the Primer and 
 First Reader in Leigh's type and the Second Reader and 
 one hundred pages in the Third Reader in the ordinary 
 spelling. This showed a saving from one and a half to two 
 ^ years in learning to read. It was found, moreover, that 
 these children not only learned to read rapidly, but that 
 they learned to spell the ordinary spelling much more 
 correctly than other pupils. This was due to the fact 
 that they noticed the silent letters more carefully. The 
 children learned logical habits of analysis and were more 
 intelligent in regard to the meaning of what they read 
 than others. This system was used about twenty years 
 under my observation, and is, I doubt not, still in use in 
 St. Louis. It was noted that the children found learning 
 to read so easy a task by Leigh's method that they took 
 more pleasure in reading books and newspapers at home, 
 and yet Leigh's system would be called a very difficult 
 method of learning to read as compared with any per- 
 fectly phonetic alphabet; for the phonetic alphabet for 
 English should have only forty letters, while Leigh's 
 
Teachers' Manual 
 
 alphabet had more than seventy. Leigh's alphabet was 
 intended only as a transition alphabet, to be used in 
 learning how to read the ordinary spelling. It was seen 
 that the child could learn the forms of words by the 
 phonetic system first and then recognize the words in 
 their ordinary spelling by their general resemblance to 
 the words printed phonetically. 
 
 " American children are thus weighted with the heavy 
 load of learning the spelling of words written without 
 regard to any consistent system. It is not strange that 
 they are not able to make so rapid progress as German, 
 French, and Italian children, who are taught [more] con- 
 sistent systems of orthography. It should be mentioned 
 that the spelling of the Spanish, French, Italian, and 
 German languages has been modified from time to time 
 and simplified by national academies or commissions of 
 learned men acting under government sanction." 
 
 Make no attempt to load the child's mem- 
 ory with rules for pronunciation. When he 
 has mastered the signs and sounds that make 
 up the Scientific Alphabet, he has mastered 
 practically and scientifically the art of pro- 
 nunciation, and has laid the surest of all 
 foundations for expertness in common spell- 
 ing. The general introduction of teaching 
 of this kind in the schools of our country 
 would be the death-knell of provincial pro- 
 nunciation, of dialects. 
 
 The teacher herself should thoroughly 
 master the sounds of letters ; that is, be an 
 expert in phonetics. No teacher would 
 
General Introduction 
 
 think of teaching a child to read until she 
 herself had mastered the common alphabet ; 
 and yet that would be no more unreasonable 
 than for her to try to teach phonetics with- 
 out having trained herself to detect and 
 produce each sound of the language with 
 facility and accuracy. 
 
 It is sometimes objected that to build the 
 lessons on a phonetic plan in a First Reader 
 gives stiffness to the lesson. This need not 
 be so any more than rime or meter must 
 necessarily make poetry stiff. In addition 
 to the simplicity and accuracy with which 
 the Scientific Alphabet gives pronunciation, 
 
 it familiarizes the rising 
 Line of I.east generation with the forms 
 Resistance , . , t , i , 
 
 which words would have 
 
 were our language spelled phonetically ; that 
 is, scientifically. The pupils thus prepared 
 will not be shocked, when full grown, at 
 any step it may be found necessary to take to 
 simplify spelling in years to come. It thus 
 becomes a kind of flank movement of sim- 
 plifying spelling ; it is in the line of the least 
 resistance. 
 
 In teaching sounds and fastening them on 
 the memory in the First Reader, we have 
 had recourse to music specially prepared 
 
Teachers' Manual 
 
 by musical experts for this purpose. Chil- 
 dren love music. Rhythm and rime greatly 
 
 assist the memory. It 
 Music Helps ^.iii |3^ g^^^ ^1^^^ ^ g^^g 
 
 Memory . ... .^, 
 
 of music IS given with 
 
 each lesson and that all the staves under 
 one group of sounds make a complete song. 
 In the first part of the First Reader the 
 vowels in their order are given for drill. In 
 the second part the lessons are primarily a 
 drill in consonant sounds. The object is to 
 have the children, by the time they have 
 finished the book, masters of the sounds that 
 make up the language, with the exception 
 of several diphthongs which are taught in 
 the Second Reader; 
 
 The mottoes or sentiments in smaller type 
 in the lessons of the First Reader are not to 
 be read by the pupil, but are to be read by 
 the teacher, and the thoughts explained ; 
 proverbs are often the bottled wisdom of the 
 ages, and it is a gain to have them fastened 
 in the mind at an early age. The teacher 
 
 will be greatly pleased to 
 Mottoes to ggg Yiov7 many of these 
 Be Elxplained ,, , , 
 
 mottoes have been com- 
 mitted to memory without effort by the 
 pupils. The explanations and other talks 
 
General Introduction 
 
 by the teacher should not be left to impulse 
 or the inspiration of the moment, but be 
 carefully prepared. Each motto contains 
 words that embody the sounds of the lesson 
 in which it appears. 
 
 It will be found of great advantage after 
 the pupils have read through the iirst part 
 of the First Reader for the teacher to begin 
 all over again and have the pupils read also 
 the motto lessons, and answer questions as 
 to their meanings. 
 
 Franklin was not amiss when he said that 
 in teaching it is well to see that the chil- 
 dren's minds are stored with wise maxims 
 and proverbs. 
 
 All the pictures have been drawn or 
 painted with skill by able artists to illus- 
 trate the lessons ; the aim has been to help 
 fasten thought, not simply to make a 
 picture. Each picture 
 Tlie Pictures ^^^ j^g j^gg^^ together, 
 Help Tliought xu ^ +1. Tr 
 
 SO that the pupil's eye 
 
 helps the ear to give the mind the idea, 
 for it must never be forgotten that the 
 natural way for a child to learn words is 
 by trying to understand or tell a thought. 
 Do not attempt, especially in the First 
 Reader, to have the pupil learn many new 
 
Teachers' Manual 
 
 words in a single lesson. A great help in 
 enlarging a pupiFs vocabulary is to induce 
 
 him to talk and to tell 
 Enlarging a ^y^^^^ ^^^ ^^ ^^^ 
 
 Pupil's *= ' 
 
 Vocabulary ^^ on his way to school, 
 or to tell any little inci- 
 dent or story he has heard or read. In 
 aiming to teach children ideas, we should 
 keep in mind that they grasp ideas 
 quickly, and are pleased when they have a 
 new idea, and that the remembering of a 
 word is incidental. 
 
 Train the children to think. This is a 
 
 chief object of education. Encourage in 
 
 every way original thought. Ask the pupils 
 
 what water is good for, 
 
 Train to ^j^^^ ^^^^ ^ ^^i the 
 
 air moves, what are the 
 sounds made by different familiar animals, 
 and have the children try to imitate certain 
 of these sounds. Have them give the names 
 of different birds and flowers, and describe 
 them. 
 
 Seek in every way to develop the creative 
 faculty — originality, invention, initiative. 
 To this end have the children use dough, 
 putty, clay, peas. With a little encourage- 
 ment they will make many original forms 
 
General Introduction 
 
 that will show thought and inspiration. 
 Visit with the pupils carpenter shops, black- 
 smiths' shops, paper-mills, foundries, rope- 
 walks, glass- factories. Show them how 
 things are made. Have them cut tools out 
 of paper ; this will help familiarize them 
 with their shapes and names. Pupils three 
 to five years old do this in the kindergarten 
 schools. Have them make pictures giving 
 the different shapes of leaves of trees, as oak, 
 beech, cherry, peach, birch, sycamore. The 
 aim should be to let the children do much of 
 this work themselves; this will quicken orig- 
 inal thought. To teach knowledge is of 
 secondary importance, to teach independent 
 thinking is of chief importance. 
 
 It is desirable, in every way, to avoid con- 
 fusing the mind of the child ; his atten- 
 tion should be fixed on only one thing at a 
 time. The child should be permitted to 
 learn incidentally many things. No special 
 effort in the First Reader 
 How Script Is ig ^^^^ ^^ ^^^^Yi script. 
 
 to Be Tauglit _,, , . o • 4. a i i 
 
 The entire Script Alpha- 
 bet is given on the page opposite the first 
 lesson. To mingle it with the print letters 
 on the lesson pages confuses the eye of the 
 child and divides attention. These letters 
 
xxviii Teachers' Manual 
 
 are made so nearly like the print that a child 
 learning the one will learn the other. The 
 teacher will find no difficulty in using the 
 script on the blackboard, and the child will 
 quickly fall into the way of using it in 
 slate or pad exercises. In this way the 
 object aimed at by lessons wholly or in 
 part in script can be equally well secured, 
 and with far less confusion to the pupils. 
 Besides, it is well to remember that a child 
 has occasion to read the printed page one 
 hundred times at home to once the written 
 page. 
 
 A child must learn prolonged effort and 
 hard work — to dig ; that is, patience and 
 perseverance ; the work can be made a 
 pleasure if the teacher has tact and enthusi- 
 asm and knows how to inspire pupils. Yes, 
 make the lesson pleasant; still we must never 
 forget that an essential part of education is 
 to learn to do that which 
 Teach Cliildren ^^ ^^ ^^^ jij^^ to do. 
 
 to Do Tasks . ^ xi ^ 
 
 Any system that secures 
 
 knowledge to a child without work is likely 
 to be hurtful and end in degeneration — 
 we may easily overdo the pleasure side of 
 learning. The predigestion of food may be 
 carried so far as to undermine the tone of 
 
General Introduction 
 
 the stomach. Of course, every right-minded 
 educator will consider the kindergarten an 
 indispensable aid, but the true measure of 
 its worth is its power to impart to its pupils 
 such qualities as these : independent think- 
 ing, self-dependence, self-control, patience, 
 courage. 
 
 Here are a few commonplaces — are they 
 commonplaces ? — which will commend 
 themselves to every teacher : 
 
 Cultivate sympathy and imagination — 
 the ability to put yourself in the pupil's 
 place, and feel as he feels. 
 
 Never forget that the highest aim of the 
 teacher is not to give knowledge, but to give 
 character. Eemember 
 
 Sow thought, reap act; 
 Sow act, reap habit; 
 Sow habit, reap character. 
 
 Character is the end of the chain of 
 which thought is the first link. 
 
 See that the pupil is kept interested 
 while he is learning the drills in sounds, but 
 see that what he learns is worth learning. 
 
 Distinguish between simplicity and 
 simpleness ; there is such thing as sensible 
 simplicity. 
 
XXX Teachers' Manual 
 
 On the one hand, avoid teaching rude- 
 ness ; on the other, namby-pambyism. 
 
 Eemember that the best teaching is to 
 teach the child to be a self -teacher. 
 
 Keep the pupil from forming the habit of 
 introspection, self- watching, self -conscious- 
 ness. Do not tell the children that you are 
 trying to give them a clear or strong voice, 
 that you are trying to get them to pro- 
 nounce or read with precision. Go to the 
 other end of the room and have the pupil, 
 without raising his voice, talk so that you 
 can understand every word he says. A 
 piano or tuning-fork can give the key for 
 the pitch of the voice. Do not say to the 
 child, "Now repeat that word again; this 
 sound is not quite clear," but tell the child 
 you did not quite understand. Put the 
 question to him that will cause him to give 
 emphasis on the sound that he slurs or gives 
 wrongly. 
 
 Teachers, study tact, tact, tact. 
 
 Be patient, above all, with any sincere 
 effort on the part of the pupils. Encourage- 
 ment and sympathetic assistance rightly 
 applied will often prove of lasting value. 
 
 Never forget that in moral and religious 
 education almost everything depends upon 
 
General lutroduction 
 
 the teacher. The stream can not go above 
 the source. The teacher is the source. 
 
 I am much indebted to Montrose J. 
 Moses for assistance in giving final verbal 
 shape to much of the First Reader and of 
 this accompanying Manual. During the 
 last year of their preparation he has been 
 my constant helper. In the earlier stages 
 of the work on the First Reader, large credit 
 is due to Mrs. T. H. Roberts, James C. 
 Fernald, and H. C. Rankin. Much helpful 
 advice has been received from Francis A. 
 March, LL.D., of Lafayette College, and 
 scores of other prominent educators, and 
 from many principals and teachers in 
 schools in this country and Canada, also in 
 schools in England and on the Continent. 
 
 I. K. Funk. 
 
 March 20, 1902. 
 
Teaciiees^ Manual 
 
 LESSON I 
 
 The Sounds Taught : The first lesson 
 introduces the vowel sounds a, a ; always 
 speak of these sounds as "ah short," as in 
 so^-fa, and "ah long," as in arm (see Sci- 
 entific Alphabet in the Appendix of the 
 Keader, page 106, and the list of long and 
 short vowels on page 63 of the Eeader 
 proper) ; a short appears in the unaccented 
 syllables of pa-pd^, ma-ma'; d long in the 
 accented syllables. Preferably the final syl- 
 lables in pa-pd^, ma-md^ are accented. 
 Guard the pupil against vulgarisms, such as 
 ' * popper, " ' * mommer. " 
 
 By free use of the blackboard there may 
 be further drill in a short as it appears 
 in the unaccented syllables of a-live', 
 a-wake', a-vray^; and in d long, in bdr, 
 cdr, fdr, stdr. These words should be 
 printed upon the board, and the a and d 
 letters written with colored chalk. 
 1 
 
2 Teachers' 3Ianual 
 
 If care be taken to avoid drawling, the 
 vowel may be made emphatic by break- 
 ing the vowel sound thus, Cd-arl=Carl, 
 ba-ar=bar, etc. The teacher should note 
 that the vowel sounds a, a, are the saTiie 
 sound, only one is short in voice-effort and 
 the other long ; the organs of the mouth 
 must be held in the same positions in ma- 
 king both of these sounds. In this and 
 subsequent Pronunciation Drills it will re- 
 quire tact to secure the proper positions of 
 the organs, and at the same time to avoid 
 self -consciousness on the part of the pupils. 
 
 Tlie Tlioug-ht : Eead by sentences, not 
 by words separately, keeping the mind fixed 
 on the thought of each sentence; and let the 
 drill always be kept subordinate to the 
 thought ; the drill, however, must be prac- 
 tised until mastered. The sentences of the 
 text may be varied, as "Papa, good-by"; 
 "Mama, good-by"; "Good-by, girls"; 
 "Good-by, boys." 
 
 Articulation : Avoid loudness, and in- 
 sist on clear articulation. Go to the opposite 
 side of the room from the pupil and ask : 
 " To whom did you say * good-by ' ? To your 
 sister 9 " See that the pupil's reply is clear 
 and distinct. Put question after question 
 
Lesson I 3 
 
 suggested by the lesson, and do not permit 
 any false or undue raising of the voice in 
 the answers. This method will help to give 
 clearness and a carrying power or intensity 
 of tone to the voice. Strive to cultivate in 
 the pupils a pleasant, sweet conversational 
 tone of voice. 
 
 music: To impress the sounds further, 
 two verse lines with words containing the 
 vowel sounds are set to a simple and bright 
 tune. These lines and the ones succeeding 
 will, at the end of the '' A " sounds, make a 
 complete song. The singing will be found 
 an effective and a pleasing way of rehearsing 
 and fastening the sounds of the lessons in 
 the memory. The lines of the preceding 
 lessons are to be sung with the lines of each 
 day's lesson. Be sure that the tune is sung 
 and not shouted, and that the tones are pure 
 and pleasant. For the completed song see 
 Reader, Lesson XV, page 23. 
 
 Consonants and Words : Give no 
 special attention at present to consonants. 
 Teach " see" and ^' good-by " as wholes, but 
 indicate that "good-by" is formed of two 
 words. 
 
 mottoes : The following motto contain- 
 ing other examples of the a sound may be 
 
Teachers' Manual 
 
 useful, and it would be well to print it upon 
 the blackboard : 
 
 Carl and Margie start to school ; 
 " Never tdrdy " is their rule. 
 
 In this and succeeding lessons the mottoes 
 are to be read and explained by the teacher 
 to the class, and after a few repetitions 
 the teacher will often be surprised to find 
 that the children thus have learned the 
 mottoes by heart. 
 
 Expression: Clear thinking must pre- 
 cede and accompany right utterance. See 
 that the pupils think the thought in each 
 word and sentence, before attempting to 
 speak it. Questions rightly chosen will help 
 this. When practicable, have the thought of 
 the sentence acted out by the pupils, as by 
 waving hand or handkerchief for '' good- 
 by^^ in this lesson, and by ''playing cars'"* 
 in Lesson III. If convenient, have the 
 children play "going to school,''' one of 
 them to be the papa, another the mama, 
 and the others to pass before them, waving 
 their handkerchiefs and saying * ' Good-by , 
 papa," * "Good-by, mama." Watch for errors 
 in emphasis and enunciation ; correct by 
 questions, as "John, what was that you 
 said ? " If he gives a sound incorrectly, the 
 
Lesson I 5 
 
 teacher should, in some question, give the 
 sound correctly, laying emphasis on the 
 word or sound defectively uttered by him. 
 Enlarge the Pupil's Vocabulary 
 
 by leading him or her to talk on the thought 
 of the lesson, ''going to school"; as, Ques- 
 tion: "William, please tell us somethings 
 you saw on your way to school this morning." 
 Answer: "Horses, wagons, cars, trees, peo- 
 ple." "Mary, can you tell us some things 
 we do in school?" etc. This will encourage 
 close observation. The picture in the lesson 
 may be used to advantage. Have the pupils 
 repeat the story it suggests — how every 
 morning papa and mama come to bid Carl 
 and Margie (preferably these names, as they 
 contain the u sound) good-by when they go 
 to school ; how they go early, not wishing 
 to be late, etc. Call attention to the flowers 
 and other details in the picture, and draw 
 from the pupils as much individual thought 
 about the picture as possible. 
 
 Stories: Interest the children with 
 stories suggested by going to school ; as, 
 how President Lincoln was too poor to go 
 to school ; walked ten miles to get a book, 
 and had no light to study by, save that of a 
 log fire ; President Andrew Johnson did not 
 
6 Teachers' Manual 
 
 learn to read until he was twenty-six years 
 old ; JEsop was a slave in ancient Greece, 
 and yet became a very wise man, writing 
 what are known as " ^sop's Fables." En- 
 courage the pupils to tell these stories at 
 home and to other children. 
 
 If simply told, the following story may be 
 used to advantage, in connection with the 
 motto : Daniel Webster, when a boy, once 
 became tired of school, and so was told by 
 his father that he need go no more, but as 
 there was a ditch to be dug in one of the 
 fields, Daniel could stay at home and dig it. 
 After a day or two of hard work in the 
 ditch, Daniel thought that he would rather 
 go to school, and so told his father. He be- 
 came a very learned man. Do not empha- 
 size too much the moral of a story. 
 
 The Teaclier : The teacher should have 
 a definite plan, as to the manner of treat- 
 ment, for this lesson and for each lesson to 
 follow. Upon her rests the task of making 
 the text of the lesson interesting and in- 
 structive to the pupils. The text is to be 
 read by her to the class, and then the points 
 are to be enforced. The notes given in this 
 Manual are to be considered only as sug- 
 gestive. 
 
LESSON II 
 
 Pronunciation I>rill: The drill on 
 the a and a (short and long " ah") sounds is 
 continued. The teacher should remember 
 that every sound in the Scientific Alphabet 
 has but one sign : one sign, one sound ; one 
 sound, one sign ; therefore, in each lesson, 
 the symbol for the sound should be familiar- 
 ized. If convenient, have red chalk for 
 making scientific letters upon the black- 
 board. Attention should be given to the ac- 
 cented syllables found in each word of the 
 Pronunciation Drill. In addition to the ac- 
 cents, words of more than one syllable are 
 separated by hyphens into their respective 
 syllables. Review the drill of the previous 
 lesson. See that there is accuracy and clear- 
 ness in enunciation, so that every sound 
 when pronounced is heard across the room, 
 the pitch of the voice being kept natural. 
 . Natural Pau§es : In this and in nearly 
 all of the succeeding lessons, the object has 
 
 (r) 
 
8 Teachers^ Manual 
 
 been to end a reading line in the text on a 
 natural pause, thus making it easier for a 
 beginner ; for this reason the lines are in 
 many cases made quite short. 
 
 The Teaching of ^e^w Word§ 
 and of Thong^ht : Care should be taken 
 that the meanings of the new words in the 
 large type are imderstood, and that such new 
 words are rightly used, by one or more of the 
 pupils, in original sentences. The teacher 
 should be patient with the pupils in forming 
 these sentences, giving help when needed. 
 Do not fail to see that the pupils think the 
 thought ; then the word usually comes with- 
 out effort. This is the natural way of teach- 
 ing language to children ; the child learns 
 words by trying to tell or understand some 
 thought. Make no attempt to teach any 
 words in this lesson except those in the 
 large type, and teach them as ivholes. To 
 make sure that the pupil understands what 
 has been read, carry on a conversation 
 somewhat after the following manner : 
 
 Teacher : *' Where are mama and papa ? " 
 Pupil : ''In the parlor." Teacher : " Who 
 are in the parlor ? " Pupil : ' ' Mama and 
 papa." Encourage the children by asking 
 such questions while in the classroom. 
 
Lesson II 9 
 
 Such an analysis will show whether or not 
 the meaning of the sentence is understood. 
 
 Blackt>oard : It will be well to place 
 the new words used in this lesson on the 
 blackboard, in new sentences; as, ^'I see 
 Margie by the sofa in the parlor"; ''Papa 
 and mama sit on the sofa,'* etc. 
 
 Mu§ic and Picture: In the music, 
 the a and d sounds are used; the music- 
 line, at the bottom of the lesson page, is to 
 be practised and sung in connection with 
 the music-line of the previous lesson ; re- 
 member that these music-fragments are 
 parts of an entire song, which in its com- 
 plete form contains examples of all the 
 sounds of the letter "A." (See Eeader, 
 page 23.) The details of the picture should 
 be discussed, and a story told, emphasizing 
 affection among people, and also of people 
 for the lower animals. Tell the story of 
 Dr. Abernethy, who was a great physician 
 in England. One night he fixed the broken 
 leg of a strange dog. The next night the 
 same dog brought to the doctor another dog 
 that was sick, and scratched at the door till 
 the doctor's attention was attracted. The 
 doctor came out and tenderly cared for both 
 patients. The best of all ways to teach 
 
10 Teachers' Manual 
 
 kindness and politeness is by being kind 
 and polite. Life far more than speech 
 teaches, especially children. Be what you 
 would have your pupils be. 
 
 Motto : In repeating the motto, encour- 
 age the children to tell why they love their 
 papas and mamas. In the little verse, the 
 last line, " Mama,'' has been substituted for 
 the original, '* My mother," for the sake of 
 the a and d sounds. 
 
 Action : Have the pupils act the lesson. 
 When the words ''I see mama," etc., are 
 read, have them wave their hands, and let 
 them ' ' play family. " 
 
 Sources : The teacher must not hesitate 
 to seek help from every source, and not 
 try to be as wholly original as the quaint 
 Scotchman said Gladstone was — '*a greater 
 statesman than Moses, for Moses got the 
 laws ready made from God, but Gladstone 
 got his ' hoot ' of his own head." 
 
 Home : Enlarge upon the thought that 
 " home is home, tho it be ever so homely." 
 " Home, Sweet Honie," could be sung to 
 the pupils. Tell the story of the author of 
 this song, J. Howard Payne ; how while 
 wandering homeless in Paris one evening, he 
 heard the strains of this music. 
 
LESSON III 
 
 Pronunciation Drill: The a sound 
 is continued. Be sure that the pupil does not 
 merely memorize the words ; see that the 
 meaning of each word is grasped. (Do not 
 forget that children learn language, not by 
 committing words to memory, but by trying 
 to understand and to express thought ; try 
 to have the pupils use the words of the 
 lesson in sentences other than those given 
 in the text.) The motto likewise contains 
 words with the a sound ; such words must 
 be emphasized, as part, licart [ea=a]. It 
 will be found advantageous to have the 
 pupils attempt tracing the letters of the 
 Scientific Alphabet as they appear in each 
 lesson. Tracing-paper may be used at first. 
 Give on the blackboard additional words 
 with the a sounds, as drm, mdr'-ble, harp, 
 etc. 
 
 (11) 
 
1^ Teachers' Manual 
 
 Action : As the words ' ' Hark, the cars " 
 are uttered, have the pupils place the right 
 hand to the ear as if listening and act as tho 
 the cars were coming ; but strive to have 
 the pupils avoid self-consciousness. The 
 pupils will be amused by this simple action, 
 and will catch more fully the meaning of 
 the word ''hark." 
 
 The Picture: Questions should be 
 asked about the picture, encouraging close 
 observation; as, ''How many things do 
 you see in the picture?" "What story 
 does the picture tell you ? " etc. Ask what 
 sound a railroad train makes. 
 
 Stories : Do you not think that you 
 could tell the following story in language 
 so simple that your pupils will understand 
 it and repeat it at homer Stephenson, the 
 inventor of the railroad, was made fun of at 
 one time by a member of Parliament, who 
 said, "Suppose your cars, going fifteen 
 miles an hour, should meet a cow ? " He 
 answered, ' ' My lord, it would be bad for the 
 cow." Tell of James Watt and the reputed 
 story of the tea-kettle lid — of the time when 
 there were no cars, only stage-coaches, etc. 
 See "St. Nicholas Song Book," page 55 (The 
 Century Co.), for a song, "Riding on the 
 
Lesson III 13 
 
 Kail," which is full of action and heartily 
 recommended. 
 
 Click-e-ty, clack-e-ty, how the wheels run ! 
 Crick-e-ty, crack-e-ty, isn't it fun ? 
 Rushing thro' bridges and over the streams, 
 Seeing the country hke so many dreams. 
 
 From " Riding on the Rail." 
 
 I^ingular and Plural: Explain the 
 difference between car and cars, girl and 
 girls ; and in as simple a way as possible 
 show that in these words the addition of s 
 signifies more than one ; that while car 
 means only one car, cars may mean two 
 or more cars, etc. At present, do not teach 
 the irregular plurals, as man, men ; goose, 
 
 Mu§ic : In the verse lines accompany- 
 ing the music, the a sound is given ; the 
 teacher should see that the words contain- 
 ing this sound are used apart from the song, 
 and in conjunction with the words found in 
 the Pronunciation Drill. 
 
 Critic! §111 : Do not permit the pupils to 
 laugh over the mistakes of one another. 
 Yet remember it is well to have the children 
 inured to criticism from others. Teach 
 independence ; on the one hand, to avoid 
 rudeness, on the other, namby pambyism. 
 
LESSON IV 
 
 By word-guessing is 
 meant that the pupil must supply the words 
 suggested by the outline pictures. Many of 
 these words contain the vowel sounds pre- 
 viously studied. The small outline pictures 
 in this and similar lessons will (1) acquaint 
 the pupils with the pictorial symbols of 
 words already known ; (2) suggest new words 
 for drill in the vowel sounds. It will help if 
 the teacher reproduces the pictures roughly 
 on the blackboard, and directs the pupils to 
 call the name of each as it is drawn. The 
 merest outline would be sufficient. En- 
 courage the pupils to draw the pictures on 
 their slates or tablets. Bring out the thought 
 of each outline picture, and of each sen- 
 tence, by action, by illustration, by all the 
 side-lights available. If unrecognized by 
 the pupils, give the name yourself of the 
 object represented by the picture. Drill in 
 (14) 
 
Lesson IV 15 
 
 the long sound a in barn, cart, Iiarp, 
 
 heart, and other simple words. Note that 
 in heart ea=a. 
 
 Tlie ^Vords: The words represented 
 by the outline drawings and given in the 
 order of appearance in the text are the 
 following : ma-md'', pa-pd', Cdrl, Mdr^- 
 gie, girls and boys, cdrt, po^'-iiy, arm, 
 bdrn, dog, bars, dog and pony. 
 
 The Picture : At the bottom of the 
 page a picture is given which is full of ac- 
 tion ; see if the children w^ll not become 
 interested in guessing what the girls and 
 boys are doing. Ask, *'Are they playing 
 * tag,' or are they running toward the bars ? ■' 
 Continue, " I wonder who will reach the 
 bars first," etc. Lead them tactfully to use 
 words which contain the vowel sounds of 
 the lesson, and to give each sound correctly. 
 
 Script : Those teachers who prefer to 
 teach writing the first year may find it well 
 to have the pupils begin with this lesson 
 to write such words as ma-ma^, pa-pa', on 
 their pads or on the blackboard, using either 
 the print or script letters as given in the 
 Reader, page 8. The script is so nearly like 
 the printed letter that the pupils should be 
 trained to recognize them as interchangeable. 
 
LESSON V 
 
 Prommeiatioii Drill : The vowel 
 sound g in gslt, gnt, glass, is the a sound 
 as in arm, varying toward a in at. Care 
 should be taken that a clear, natural, and 
 distinct sound is produced. Drill so as to 
 bring out clearly the difference between this 
 sound and the two previous sounds. As 
 suggested before, place new sentences upon 
 the blackboard, and introduce into these 
 sentences words containing the present 
 sound and the previous sounds ; as, 
 ''Mama, do gnts like the grass?" etc. Be 
 sure that there is no repetition of words from 
 memory alone. 
 
 The ILesson : Do not teach by phrases, 
 as *' a class,^' " the class,'' etc., but tell 
 something about the class. The teacher, 
 after reading the lesson aloud, should have 
 the pupils tell in their own language what 
 has just been read. Sometimes the lesson 
 
 (16) 
 
Lesson V 17 
 
 may be read to part of the class, out of 
 hearing of the other part of the class, and 
 then one who has heard may be asked to tell 
 to the others what has been read. By this 
 means the attention is trained and the 
 vocabulary enlarged. Many questions con- 
 taining the same words should be asked. 
 Besides the words in the Pronunciation Drill 
 containing the g sounds, the teacher should 
 call attention to bgtli and rgft, which ap- 
 pear in the text. These likewise have the 
 same sound. 
 
 Blackboard and music: As previ- 
 ously suggested. 
 
 The Notes to the Teacher: Re- 
 member that many things in these notes 
 are merely suggestions ; the teacher must 
 use her own judgment as to the pupil's 
 power of continued attention. A tired pupil 
 learns slowly ; a tactful teacher will not let 
 the interest of her class flag. 
 
 Picture : This lesson is a nature-lesson, 
 based upon ant-life. Tell the pupils of the 
 habits of the ants ; the different kinds of 
 ants ; how they tunnel ; an ant-tunnel is 
 shown at the bottom of the picture ; en- 
 trances may be seen on the ground to the 
 left of the page showing ants in the act of 
 8 
 
IS Teachers^ Manual 
 
 entering. The picture gives a side section 
 of the tunnel. Call attention to the ants 
 with wings. The teacher should store her 
 mind with facts about the ants, reading 
 about them in some natural history or en- 
 cyclopedia. 
 
 Stories : Tell the story of the ant saved 
 from drowning by a blade of grass, dropped 
 by a dove, as shown in the picture. See 
 '*La Fontaine's Fables," W. Wright, book 
 II, page 39 (George Bell & Sons, 1896); 
 **Ants, Bees, and Wasps," Avebury (D. 
 Appleton & Co. , 1900). Also talk of the bees 
 and the blossoms. Imitate the sound the bee 
 makes, as " buzz, buzz." Encourage the 
 pupils to tell some little experience with 
 bees or ants, as watching ants dig holes 
 in the ground ; the swarming of bees ; bees 
 working hard to gather honey from flowers. 
 Ask the pupils if they have watched ants 
 digging holes in the ground, and whether 
 they have thought how strong the little 
 workers are. If convenient, take the class 
 where ants are at work. Tell them the way 
 the ants build their houses ; that if we 
 crush in their hole we may cause hundreds 
 of these ants days of extra labor. 
 
LESSON VI 
 
 Pronunciation Orill : The a sound is 
 continued and the a sound is reviewed in 
 dark, park, and pdr^-ty. Care should be 
 taken that the accented syllable in bgs'-ket 
 be properly emphasized. 
 
 Colors: Observe that colors are intro- 
 duced in this lesson for the first time, as 
 blue and green. (This lesson may be used 
 as a nature-lesson.) It would be helpful to 
 draw leaves with colored chalk on the black- 
 board and have leaves of different shapes 
 brought to the class-room. 
 
 Bfumtoers : Count up to three ; six trees 
 are to be seen in the picture Count them 
 as follows : one tree; a group of two trees; 
 a group of three trees. It would be best not 
 to carry counting too far at first. In reading, 
 the numbers are associated with the sound; 
 place the figures 1, 2, 3 on the blackboard, 
 anfl have the pupils copy them. Then intro- 
 duce ways of using numbers, as : dra w on 
 
 (19) 
 
20 Teachers' Manual 
 
 the blackboard, in outline, three cherries, 
 two boxes, etc. Put one mark on the board; 
 ask how many more marks would make 
 three. Arrange the pupils in groups of two 
 and three, and have some one count the 
 number of pupils in each group. Ask the 
 pupils to show you three books; to point to 
 two chairs, etc. From this the advance will 
 be easy to the idea that three and two make 
 five, and that three and three make six. 
 When the five is taught, the counting of the 
 fingers will be found a valuable aid, and, 
 later, by the use of the two hands, become 
 the foundation of the decimal system. 
 
 Text and Picture : Give a short talk 
 about the pleasure one may have at a picnic 
 in Spring time. Let the pupils talk about 
 the picnics at which they have been; also 
 about the one shown in the picture. Talk 
 about the grass and the flowers. Ask 
 " What tree do you like? " *' What flower 
 do you think the prettiest?" Awaken an 
 interest in nature. If convenient, have the 
 pupils bring in one or more of their favorite 
 flowers and leaves. In conversation, men- 
 tion the names of simple flowers and of 
 trees. Read aloud some poems about flowers. 
 Remember always to give a clear explana- 
 
Lesson VI 21 
 
 tion of each thought in the text,. and intro- 
 duce a review of some of the old sounds. 
 
 Music and Hotto : There should be a 
 review of the previous music-lines, and a 
 reading of the motto. 
 
 The Lesson : It should be remembered 
 that it is not necessary to complete a lesson 
 in a day; as long a time as is necessary is to 
 be given to each sound. Review the sounds 
 often, keeping up the interest by introducing 
 new sentences and new stories in which care 
 should be taken to use some words contain- 
 ing the sounds to be reviewed. 
 
 Poems : The '' St. Nicholas Song Book " 
 (The Century Company) contains a song 
 called *'In the Woods," the first stanza of 
 which is : 
 
 What says the brook, my lassie, 
 What says the brook to thee? 
 
 It says the woods are beautiful, 
 The blossoms fair to see, 
 
 It says the birds sing merrily 
 A little tale of glee. 
 
 Care should be taken that the pupils give 
 the correct pronunciation of says (sez, never 
 sez). Read the entire poem to the class. 
 
 In Eugene Field's '' Lullaby-land" (Charles 
 Scribner's Sons), read the poem called " The 
 
22 Teachers'' Manual 
 
 Sugar-plum Tree," telling about the tree full 
 of sugar-plums where a gingerbread dog and 
 a chocolate cat are to be found : 
 
 You say but the word to that gingerbread dog 
 
 And he barks with such terrible zest 
 That the chocolate cat is at once all agog, 
 
 As her swelling proportions attest. 
 And the chocolate cat goes cavorting around 
 
 From this leafy limb unto that, 
 And the sugar-plums tumble, of course, to the 
 ground — 
 
 Hurrah for that chocolate cat ! 
 
 There are marshmallows, gumdrops, and peppermint 
 canes, 
 
 With stripings of scarlet or gold. 
 And you carry away of the treasure that rains 
 
 As much as your apron can hold I 
 
 To the Teacher : Learning to read is 
 not the only thing, nor is the getting of ideas. 
 The one is the correlative of the other and is 
 so necessary to the other that neither is com- 
 plete by itself. 
 
LESSON VII 
 
 Directions for Peas and l^ticks: 
 
 This play can be made very amusing and 
 instructive to children. The only things re- 
 quired are a box of wooden toothpicks, cost- 
 ing only a few cents, and some dry or green 
 peas. Dry peas should be soaked over night 
 before using, but they should bie firm 
 enough to hold the toothpicks, as shown in 
 the diagrams given in the lesson. Encourage 
 the pupils to exercise their ingenuity in ma- 
 king these and other objects. The teacher 
 may use the blackboard effectively in sug- 
 gesting designs for the pupils to follow, as : 
 draw a box, hoe, shovel, and have the pupils 
 reproduce them with the peas and sticks. 
 It will also be well to have the pupils 
 draw or trace the objects on their pads or 
 slates. 
 
 After drilling in elementary designs, the 
 teacher should suggest other objects to be 
 made with the peas and sticks, such as 
 
 (23) 
 
24 Teachers^ Manual 
 
 letters of the alphabet, numbers, flags, 
 swords, stools, chairs, etc., preferably 
 objects with which the child is familiar. 
 Remember that this is a play-day, and that 
 the pupils expect to be amused. The things 
 made should, however, be useful as well as 
 entertaining. The peas could be utilized 
 for counting, by twos, threes, etc. Many 
 helpful suggestions are to be found in a 
 book by Charles Stuart Pratt, entitled 
 " Stick-and-Pea Plays " (Lothrop Publishing 
 Company). 
 
 Music : The music of the previous lessons 
 should be reviewed. 
 
 Review: A short review of the three 
 sounds of ** A " thus far studied is given and 
 is intended to be used in the same way as the 
 former Pronunciation Drills under each 
 lesson. Care must be observed that every 
 sound is properly given, and that the accents 
 are placed on the right syllables. 
 
LESSON VIII 
 
 Word-Ouessing : The objects illus- 
 trated by the small pictures in the text are 
 to be guessed by the pupils, while the text 
 is being read aloud by the teacher. In the 
 word-guessing, make the pupils think the 
 idea of each sentence, and not merely repeat 
 the sound heard. Several of these guess- 
 words contain the g sound, and one the a 
 sound, so that a review lesson is here given 
 in a different form. It would be advisable 
 to have the words represented by the out- 
 line drawings placed upon the blackboard 
 in the order in which they appear in the 
 text, as follows : 
 
 gnt— tree. 
 
 bgfs^-ltet— eggs. 
 
 dove— bgth. 
 
 cgslt— hand— glgss. 
 
 mgst— sliip. 
 
 book:. 
 
 bars. 
 
 (25) 
 
 Sentence 1. 
 
 
 2. 
 
 
 3. 
 
 
 4. 
 
 
 5. 
 
 
 6. 
 
 
 7. 
 
Teachers^ Manual 
 
 Have the pupils make sentences contain- 
 ing these words; as, *' The man made a mast 
 out of the tall tree," etc. Always see that 
 in pronunciation the articulation is clear. 
 
 Story: Take sentence 2 for example, 
 and have one of the pupils start a story and 
 let the others give suggestions. Tell the 
 story of Little Red Riding Hood, and the 
 basket she took to her grandmother. Tell 
 the revised story, in which the wolf is 
 frightened away just as he is going to hurt 
 the little girl. Keep sunshine as much as 
 possible in children's lives, remembering 
 always that little folks as well as big folks 
 are helped mostly by hope and love. 
 
 Music : As there was no music-line in the 
 preceding lesson, and as there is none in this, 
 the teacher will find it advisable to repeat, 
 as a review, all of the music-lines thus far 
 practised. 
 
LESSON IX 
 
 Pronunciation I>rill : A new sound 
 is introduced in the word flag. Care should 
 be taken that the positions of organs are as 
 given in the directions, and that the sound 
 is obtained without straining. 
 
 The Picture shows Gen. Frederick 
 Dent Grant, whose father, Ulysses S. Grant, 
 was General of the Northern armies in the 
 Civil War, and Gen. Fitzhugh Lee, whose 
 uncle, Eobert E. Lee, was General of the 
 Southern armies. The Northern and the 
 Southern man are side by side now, under 
 one flag. Tell how in the war against Spain 
 for the liberation of Cuba, these two rel- 
 atives of the great opposing generals in the 
 Civil War upheld the same flag—*' Old 
 Glory." 
 
 The Flag: Tell what the flag repre- 
 sents ; how all Americans love it. If the 
 schoolhouse has a flag on it, explain that as 
 
 (27) 
 
Teachers' Manual 
 
 all the people in the school are under one 
 flag, and love it — so are the people of the 
 whole United States under one flag. Ex- 
 plain what patriotism means. Always see 
 that the oral lesson relates to the reading 
 lesson in some way. Let the pupils name 
 the flag colors, pointing to them on a flag ; 
 it will help to teach them colors ; draw a 
 flag on the blackboard, and let the pupils 
 copy it with colored crayons. 
 
 Attention : Close observation is to be 
 encouraged. Tell the pupils to look at the 
 picture carefully, then shut their eyes, and 
 name the things seen by them in the 
 picture. This suggestion could be used in 
 the form of a game. 
 
 Action: "Hurrah for the red, white, 
 and blue ! " Let the pupils wave their 
 hands or a flag when this part of the text 
 is read. 
 
 Music : Drill as heretofore on the line of 
 music, repeating the music-lines of previous 
 lessons. In this lesson it would also be ad- 
 visable to make the pupils familiar with the 
 air of "The Star-Spangled Banner," playing 
 it over some time during the day. 
 
 Story : Tell the story of how this song, 
 "The Star-Spangled Banner," was com- 
 
Lesson IX 29 
 
 posed. The Educational Gazette writes it 
 thus for children : 
 
 " During the second war with England, 
 in 1814, the British made an attempt to 
 capture the city of Baltimore. As it was 
 necessary first to attack Fort McHenry, 
 which lay a little below the city, the war- 
 ships moved near it and opened fire. 
 
 *' Francis Scott Key, with a few Ameri- 
 cans, had gone out to the British fleet under 
 a flag of truce, to gain the release of an 
 American citizen who had been taken pris- 
 oner. The party was held over night in 
 the fleet, and the men watched the bom- 
 bardment all through the night, listening 
 to the sound of the guns and watching the 
 rockets and bursting bombs. Late in the 
 night the guns ceased flring. Had the fort 
 been surrendered? Only the dawn of day 
 would tell. Eagerly the anxious watchers 
 scanned the horizon for the break of day. 
 As the light began to dawn, they saw with 
 joy the Stars and Stripes still waving over 
 the ramparts of the fort. 
 
 *' In the depth of his gladness Mr. Key 
 gave vent to his feelings by scribbling on a 
 scrap of paper the words of 'The S tar- 
 Spangled Banner.' On his return to camp 
 
30 Teachers^ Manual 
 
 he read the lines to several of his comrades, 
 who received them with delight. A happy- 
 idea seized one of them. Hunting up a 
 volume of flute music, hidden away in a 
 tent, he whistled snatches of the tunes, as, 
 in turning the pages, they caught his eye. 
 When he came to one, he gave a shout and 
 exclaimed, ' Boys, I've hit it ! ' and then 
 and there rang out for the first time the 
 words and music of the beautiful song. It 
 spread like wildfire — the soldiers sang it 
 in camp, the boys whistled it in the streets, 
 and after peace was declared, it was carried 
 to all American homes — a precious bit of 
 the war of 1812." The teacher should sim- 
 plify this account. [See also ' * Stories of 
 Our Country," James Johonnot, page 187 
 (American Book Company); "Stories of 
 Great Americans," Edward Eggleston, page 
 107 (American Book Company).] 
 
 Much suggestive material about the flag 
 may be found in '* Holy-Days and Holidays," 
 Edward M. Deems (Funk & Wagnalls Com- 
 pany). From it thQ following is taken : 
 
 ''It has been impossible to decide with 
 certainty who designed the American flag 
 as first adopted by Congress, but the best 
 recorded evidence gives part of the credit of 
 
Lesson IX 31 
 
 designing it and all the credit of making it 
 to Mrs. John Ross, an upholsterer, who re- 
 sided on Arch Street, Philadelphia. Her 
 descendants assert that a committee of Con- 
 gress, accompanied by General Washington, 
 who was in Philadelphia in June, 1776, 
 called upon Mrs. Ross and engaged her to 
 make the flag from a rough drawing. This 
 drawing was, at her suggestion, redrawn 
 by General Washington with pencil, in her 
 back parlor, and the flag thus designed was 
 adopted by Congress." 
 
 *' The adoption of the ' Stars and Stripes ' 
 occurred on June 14, 1777, nearly a year 
 after the declaration of independence, 
 [when] the American Congress 'Resolved, 
 that the flag of the thirteen United States 
 be thirteen stripes alternate red and white ; 
 that the union be thirteen stars white on a 
 blue field, representing a new constella- 
 tion.' " [*' Encyclopaedia Britannica."] 
 
LESSON X 
 
 Word-Ouessing: : For general direc- 
 tions, see notes for Lesson VIII. The words 
 represented in the outline drawings are as 
 follows : (1) cannon ; (2) apple ; (3) lamb ; (4) 
 cat ; (5) cap ; (6) arrow. 
 
 These words contain the same a sound as 
 in flag. 
 
 Pronunciation Drill : A number of 
 easy words containing the a sound are given 
 for pronunciation purposes. Make up sen- 
 tences containing these words and see that 
 the meaning of each sentence is understood 
 by the pupil. Aim to teach by thought, and 
 not by mere memorizing of words. 
 
 Numberi: The word-guessing here 
 aims to teach counting ; the use of num- 
 bers was suggested in the notes for Lesson 
 VII. The numbers are carried up through 
 six. 
 
 (3^) 
 
Lesson X 
 
 Impelling and Blackboard : While 
 it is not the intention to teach the pupils to 
 spell, at the outset, but to master the sounds 
 of the Scientific Alphabet, still by clear 
 enunciation the pupil will be able to place 
 the vowel sound between two given con- 
 sonant sounds to make a word ; thus : — 
 What sound of "A" is placed between f 
 and n to make fan ? If rightly managed the 
 pupils will delight in this guessing. Upon 
 the blackboard, the following should be 
 printed : 
 
 1. [l]-r-m. 
 
 2. m-a-m-m. 
 
 3. c-ni-t. 
 
 What letter, the teacher should ask, must 
 be placed within the brackets of 1 to make 
 arm, etc. This '' play " constitutes, in itself, 
 a review of the vowel sounds. 
 
 Music : Review of music-lines of the 
 previous lesson. 
 
 Singular and Plural: Continue the 
 ideas suggested in Lesson III. 
 
 Stories : Tell some story about the can- 
 non, as Tennyson's ''Charge of the Light 
 Brigade" in very simple language — em- 
 phasizing the bravery and love for country. 
 3 
 
34 Teachers' Manual 
 
 Repeat the following lines from the poem : 
 
 Cannon to right of them, 
 Cannon to left of them, 
 Cannon in front of them, 
 "Volleyed and thundered. 
 
 About the apple. Story of William Tell 
 and how he shot the apple off his son's head 
 with an arrow. 
 
 Blackboard Exercises : The teacher 
 will probably find it advisable to print the 
 sentences of the lesson in full upon the black- 
 board, as : 
 
 One cannon and one cannon are two can- 
 nons. 
 
 She might also, during her talk on num- 
 bers, place the following on the board : 
 1 + 1 = 2 
 1 + 2 = 3 
 1 + 3 = 4 
 3 + 2 = 5 
 . 2 + 4 = 6 
 3 + 3 = 6 
 It is well to familiarize the pupils as early 
 as possible with the numbers from 1 to 10. 
 
LESSON XI 
 
 Pronunciation I>rill : The long 
 sound of a in air [rti=a] is here given, which 
 is a prolongation of a in at. Follow direc- 
 tions carefully, reading the text to the pupil, 
 and emphasizing the new sound. Write on 
 the blackboard words containing this a 
 sound found before r in the following : bear 
 [ea=:a], care, dare, fair [ai=a], lair, pair, 
 etc. Make new sentences with old words, 
 as: ''Where [^=a] are papa, Cdrl, and Mar- 
 gie ? " introducing by this means a review of 
 the previous sounds. In the Pronunciation 
 Drill, the word there has the first e itali- 
 cized. It is equivalent to a, as is shown in 
 the brackets following the word ; so in the 
 words given above, a equivalents are placed 
 in the brackets. The teacher should take 
 care that no confusion is raised in the 
 pupil's mind because of the italicized letters. 
 
 (35) 
 
36 Teachers' Manual 
 
 Picture and Stories: In cities, and 
 in some towns, small parks are often called 
 squares. Ask the pupils to name objects 
 which they have seen in such a square, as : 
 fountain, statues, benches, ivalks, grass, 
 people, etc. Tell of well-known statues in 
 parks, as in Union Square, New York, 
 where the statues of Washington, Lafay- 
 ette, and Lincoln are placed. Lafayette's 
 statue was given to the city of New York 
 by the city of Paris. Tell in simple words 
 of Washington and Lafayette, and the kind- 
 ness of France in helping us in our American 
 Revolution. Tell how in cities, were it not 
 for the parks and the squares, many poor 
 children would never see the flowers, the 
 grass, or trees. 
 
 Questions : Ask questions about the 
 picture, as : •' How many trees do you see? 
 How many cars ? How many carriages ? " 
 etc. 
 
 Blackboard : Draw the figure of a 
 
 square 
 
 on the blackboard. Explain 
 
 the difference between it and a public square 
 in the city or town. 
 
Lesson XI 37 
 
 Music : Let one pupil sing one part of 
 the song previously learned ; another pupil 
 another part, etc. Then let them all sing it 
 over together as far as they have gone. 
 
 The Child's Mental Powers : 
 
 Nicholas Murray Butler, President of 
 Columbia University, in his "The Argu- 
 ment for Manual Training," said: "For 
 educational purposes we may agree that the 
 mental powers are roughly divisible into two 
 classes, the receptive and the expressive or 
 active. By means of the former the child 
 is put into possession of new facts, and by 
 means of the second, he makes these facts 
 his own, and uses them in practical life. 
 As food will not nourish unless assimilated, 
 so knowledge, or mental food, is not really 
 knowledge, is not really possessed, until we 
 have so gained control of it as to be able to 
 express or use it." 
 
LESSON XII 
 
 Pronunciation Drill : This lesson 
 gives a continuation of the a sound, found 
 both in the text and in the words to the 
 music. 
 
 Picture, Motto, Music : As in previ- 
 ous lessons. 
 
 Stories : The lesson lends itsel£ easily to 
 a patriotic talk by the teacher. After ex- 
 plaining the text thoroughly, tell about the 
 following : 
 
 (a) Suffering of soldiers at Valley Forge 
 during the Revolutionary War. Emphasize 
 that they suffered for love of country. 
 
 (b) Tell why Washington is called the 
 *' Father of his Country." 
 
 (c) Story of the canary-bird, hanging in a 
 cage over a shoemaker's bench. Day by day, 
 the shoemaker whistled "Yankee Doodle." 
 One morning he was startled by snatches of 
 
 (38) 
 
Lesson XII 39 
 
 the tune being sung by the bird. Soon the 
 bird could give the entire tune, without the 
 loss of a note. 
 
 Prayer : Impress upon the pupils that 
 there is a Power beyond that of man's eyes 
 to see, that guides and protects us and cares 
 for us. Avoid being dogmatic or sectarian, 
 but emphasize the necessity of truth, of 
 reverence, of faith in the Supreme Power 
 that strengthens the good and overrules the 
 bad, that makes for righteousness. 
 
 Socrates was a great philosopher who 
 lived 500 years before Christ's time. Plato 
 tells us that Socrates frequently prayed 
 — always before doing anything of unusual 
 importance. Frederick the Great, Abraham 
 Lincoln, StonewallJackson, Bismarck, Glad- 
 stone, and nearly all other great men be- 
 lieved in prayer. Joan of Arc was a 
 wonderful woman who loved France, her 
 native country, and led the French army. 
 She died for what she believed to be right ; 
 she always prayed to God. 
 
 Avoid too much solemn moralizing or 
 speculation. Be constantly on your guard 
 against this. Never make the children feel 
 that you are lecturing them, especially 
 when you are telling them stories. 
 
40 
 
 Teachers' Manual 
 
 New Sentences : It would be well to 
 write upon cards parts of sentences, for the 
 pupils to piece together, so as to obtain 
 complete sense ; for example : 
 
 man 
 
 the 
 
 see 
 
 see 
 
 the 
 
 man 
 
 This method is a good way of finding out 
 if the sentence has been understood, after it 
 has been read aloud by the teacher. 
 
 Take also short sentences from the text 
 with which the child is familiar, and treat 
 in the same way : 
 
 soldier 
 
 was 
 
 Washington 
 
 a 
 
 Washington 
 
 was 
 
 a 
 
 soldier 
 
LESSON XIII 
 
 Pronunciation Drill : Care should 
 be taken in the use of this & sound, which 
 seldom occurs except before double conso- 
 nants. Because it is a rare and obscure 
 sound, only two words containing it are 
 given, at-tack' and ^t-ten^tion; these are 
 big words for little folks ; they should be 
 carefully explained. 
 
 Talks : Tell some things about patriot- 
 ism, bravery, etc., but avoid any accounts 
 of bloodshed. In the teaching of very 
 young children, subjects suggesting suffer- 
 ing or ugliness — all things unpleasant — 
 should, as a rule, be avoided. Too little 
 sunshine always hinders the grov^th of 
 flowers, yet it is well to remember that 
 clouds and rain, and even lightning and 
 thunder-storms, help the flowers to grow ; 
 thus repellent things have their share of 
 work in developing men and women. 
 
 (41) 
 
42 Teachers' Manual 
 
 The Picture : Call attention to the 
 laurel wreath, and tell a story about its 
 being used in Greece for the crowning of 
 victors in the Olympian games. See that 
 the pupils observe the soldier's uniform, 
 sword, drum, etc. The soldier in the 
 picture is a marine. Tell the differences be- 
 tween marine soldiers (those who fight on the 
 ships when it is necessary — the naval reserve) 
 and land-soldiers ; also, between the cavalry 
 (who ride on horses) and the infantry (foot- 
 soldiers). Ask questions about soldiers : ask 
 if any of the pupils had relatives who were 
 soldiers. Tell the pupils that there is not so 
 much war now as there used to be, and 
 that the time may soon come when all 
 people will feel that they are brothers and 
 have the same Heavenly Father (Peace 
 Congress at The Hague). Tell how certain 
 kinds of ants have bands or companies of 
 soldiers who protect the other ants ; how 
 they sometimes have battles with strange 
 colonies of ants. 
 
LESSONS XIV, XV 
 
 Revieiv: This review contains a drill 
 on all of the "A" sounds of the Scientific 
 Alphabet, which have been considered in 
 the preceding lessons. The song will help 
 to group and to fasten these sounds in the 
 memory. While here placed as one lesson, 
 the teacher must use judgment about ma- 
 king one or more lessons of the review. Sen- 
 tences containing the vowel sounds are to be 
 repeated by the pupils until clear sounds 
 are obtained without effort or straining. 
 At present, the words are not to be spelled, 
 but are to be treated as wholes. Remember 
 always that enunciation is secondary to 
 thought, and the teacher must see that the 
 pupils think as well as memorize. This is 
 accomplished by 
 
 Usin^ tlie \irords in short sentences. 
 Where words denote action, as in bdrlt, 
 lidrk, stand, tliere, etc., have the pupils 
 
 (43) 
 
44 Teachers' Manual 
 
 express it by some outward movement. 
 Where it is possible, by a drawing, to re- 
 present upon the blackboard the object for 
 which the word stands, it would be well for 
 the teacher to do so. For example, draw a 
 car, a cat, a pan, a glass, etc. 
 
 Equivalents : In the treatment of the 
 sound a, care must be taken that the equiv- 
 alents ai=a, e=a, and ea=a are not con- 
 fused in the mind of the pupil. 
 
 The Picture: In discussing the pic- 
 ture, call attention to the various attitudes 
 of the children sitting on the bench. 
 
 8ong : The entire song must be reviewed. 
 It comprises the lines that have appeared at 
 the bottom of many of the preceding lesson 
 pages, with the music. The song forms 
 Lesson XV, page 23, of the Reader. 
 
 Interest : See to it that the lesson is 
 made interesting ; while it is a review with 
 the express purpose of reviewing the sounds, 
 the interest must be sustained. If the class 
 shows signs of being tired, turn to the song. 
 
LESSON XVI 
 
 Pronunciation Drill? The directions 
 for positions of organs are to be carefully 
 followed in drilling on this short (e) sound. 
 
 Text : Three points are mentioned which 
 should be emphasized: 
 
 (a) Color. If in season, show a cherry to 
 the child, calling attention to the red color; 
 speak of the white blossoms. In examining 
 the fruit show: 
 
 1. stem. 
 
 2. leaf. 
 
 3. stone. 
 
 (b) Number. Outline drawings of cherries, 
 2+4 = 6. Vary this ; let the pupils count 
 up to seven. Put upon the blackboard 
 3 + 2 = [?], then place three cherries on a 
 desk and have the pupils count them; add 
 two more cherries to these and have the 
 pupils count again. Then write the result 
 on the board in place of the interrogation- 
 point, as 3 + 2 = 5, 
 
 (45) 
 
46 Teachers* Manual 
 
 (c) Nature lesson. The cherry-tree blos- 
 soms so early that it is subject to Spring 
 frosts which very often kill the flowers. 
 The fruit is of such a brilliant color that 
 it readily attracts birds. Have the pupils 
 bring in cherry blossoms or cherries on 
 the stem Show how many parts enter into 
 the blossom. If this lesson is studied be- 
 fore the cherry season, it should be reviewed 
 in that season. The same rule will hold for 
 the nature lessons throughout the Eeader. 
 
 Story: Of course the teacher will be 
 unable to resist telling the story of George 
 Washington and the cherry-tree. If so, use 
 it so as to awaken independent conscience 
 in the pupils. A lie is just as wrong if all 
 the children we are with tell it as it is if 
 told by one ; disobedience is just as bad in 
 twenty as in one. We must do right be- 
 cause it is right, not because others do it. 
 
LESSON XVII 
 
 Pronunciation Drill : The e sound, 
 found in dan'-d§-li'^-oii, varies toward i 
 in it. 
 
 Nature Lesson : If this lesson is stud- 
 ied in season, the pupils should be taken 
 into the fields to hunt for the dandelion. 
 If it is not convenient to do this, or if the 
 lesson does not fall in season, then a picture 
 of the dandelion should be shown. Instil 
 into the pupils a love for the fields and at- 
 tempt to make them closely observant of 
 the beauties of nature; also lead them to 
 think of the intelligence behind nature; tell 
 them that God had a thought in His mind 
 when He made each flower, and that we 
 must try to think that thought. 
 
 If a real dandelion is used, call attention 
 to the stem, the leaves, and the inner whorl 
 of petals giving a deeper yellow to the 
 center. The teacher will find it advisable 
 
 (47) 
 
48 Teachers' Manual 
 
 to read about the dandelion {Vid, "Nature's 
 Garden," Neltje Blanchan (Doubleday, Page 
 & Co.) ], and to prepare an outline about the 
 flower, as 
 
 (1) Where found — lawns, grassy waste 
 places. 
 
 (2) Name — from dent de lion^ lion's tooth, 
 which the jagged leaves suggest. 
 
 Tlie Text : In connection with the text, 
 the following conversation may be carried 
 on: 
 
 Teacher — What flower is yellow? 
 
 Pupil — The dandelion. 
 
 T, — What color is the dandelion? 
 
 P.— Yellow. 
 
 T. — Where do dandelions grow ? 
 
 P. — In the fields, gardens, etc. 
 
 T, — Can you name other flowers that are 
 yellow ? 
 
 P. — Sunflower, buttercup, etc. 
 
 Poems on tlie Handelion: *'The 
 Dandelion," by Mary N. Prescott (''St. 
 Nicholas," May, 1881). 
 
 "Little Dandelion," by Helen B. Bostwick 
 [''Round the Year in Myth and Song," page 
 150 (American Book Co.)], of which the 
 following is one verse : 
 
Lesson XVII 49 
 
 Cold lie the daisy banks 
 
 Clothed but in green, 
 Where in the days agone 
 
 Bright hues were seen. 
 Wild pinks are slumbering; 
 
 Violets delay: 
 True little dandelion 
 
 Greeteth the May. 
 
 Stories : Never forget to fasten thoughts 
 in the minds of children by stories. For 
 example, in this lesson tell them that 3,000 
 years ago in the city of Babylon was a 
 queen who so loved to see trees and flowers 
 that the king had made great gardens, that 
 were called " hanging gardens, "because they 
 seemed to overhang the city from their lofty 
 height. 
 
 Revieiv: A review of some of the 
 sounds thus far studied may be printed 
 upon the blackboard, such as 
 
 a — a-round' 
 
 a — gdr'-dens 
 
 a — and, dan^-de-li'^-on 
 
 a — wliere [e = a] 
 
 e — ev^-er 
 
LESSON XVIII 
 
 Pronunciation Drill : In the use of 
 
 this variant g sound, care should be taken 
 that it is not made a full u sound; the e 
 varies toward u, but is not the u sound. 
 
 Text : This is based upon a picture of 
 the Capitol. In the motto a few lines from 
 "The Star-Spangled Banner" are intro- 
 duced. If the story of how the song was 
 written has been told, as suggested in Les- 
 son IX, have one of the pupils re-tell it or 
 what he remembers of it. [Vid. "Stories 
 of Our Country," James Johonnot, page 187 
 (American Book Co.).] 
 
 Storie§ : Give added facts about Wash- 
 ington ; how during the war for Independ- 
 ence [in'^de-pend'ens] (this word contains 
 the g sound) he crossed the Delaware during 
 a Winter's night and captured many prison- 
 erg. [ Vid. ' ' Stories of Our Country," James 
 Johonnot, page 131 (American Book Co.).] 
 
 • (50) 
 
Lesson XVIII 51 
 
 Tell the story of the Declaration of Inde- 
 pendence, how it was adopted, the ringing 
 of the liberty bell by the grandfather of a 
 lad, who, upon hearing that independence 
 had been declared, cried to his grandfather 
 up in the belfry, "Eing, grandpa, ring for 
 liberty." [Vid. *^ Stories of Heroic Deeds," 
 James Johonnot, page 80 (American Book 
 Co.).] When talking about the War of Inde- 
 pendence, read aloud " Paul Revere's Eide" 
 (Longfellow), or tell in your own way the 
 story of the ride. In giving these references, 
 it is to be remembered that the teacher is to 
 read the accounts, and simplify and explain 
 in such a way as will interest and instruct 
 the class. 
 
 Words : Explain to the pupil what is 
 meant by capitol—a> building; but do not as 
 yet explain the difference between capital 
 and capitoL Tell in simple words some of 
 the chief duties of Congress, and of the 
 President. 
 
 Helen Keller, born blind, deaf, and dumb, 
 when told by Phillip Brooks there is a God, 
 replied, '^ I knew that there must be some 
 one." 
 
LESSON XIX 
 
 Clay-modeling* : This lesson in clay- 
 modeling is intended to be suggestive for 
 work throughout the year. The teacher 
 should refer to books and manuals on the 
 subject, such as " Clay-Modeling in the 
 School Room " (Milton Bradley Co.). 
 
 A progressive method should be used in 
 the treatment of the objects to be made, 
 and such a method is here suggested, start- 
 ing with the sphere {Figure i), which is most 
 easily made by pupils. The teacher should 
 show how to make each object, preparing 
 the clay herself, and mixing it to the con- 
 sistency of stiff dough. Talk about the 
 sphere, and ask what objects have a like 
 shape. Answer: Balls, marbles, etc., and in 
 a general sense, the earth. 
 
 Figure 2 is the sphere changed into a 
 sugar-bowl. I 
 
 Figure 3 is an apple, with the sphere 
 shape modified by indentations. Have the 
 
 (52) 
 
Lesson XIX 53 
 
 pupils tell the difference between the sphere 
 and the apple. 
 
 Make a sphere, cut it in half, as in Figure 
 4. Show the pupils how to put two hemi- 
 spheres together, and explain that these two 
 hemispheres make a sphere. 
 
 Figure 5 (a bowl) and Figure 6 (a basket) 
 are based upon Figure 4. 
 
 Figure 7 is an ovoid, an almost egg-shaped 
 figure, obtained by rolling out a sphere, with 
 a little pressure on opposite sides. 
 
 Figure 8 (semi-ovoid) and Figure 9 (dish) 
 are based upon Figure 7, 
 
 Figure 10 is a cube and is given last be- 
 cause it is most difficult to make. Explain 
 in simple language the difference between a 
 sphere and a cube, illustrated by the differ- 
 ence between a ball and a square box. 
 
 Figure 11 (inkstand) and Figure 12 (book) 
 are based upon Figure 10, 
 
 The Lesson : Always have something 
 definite to make with the clay; do not allow 
 the pupils to play aimlessly. At times while 
 working, it may be well to sing in review 
 the bars of music given in previous lessons. 
 
 Oame : With the models made by the 
 children, the following game could be 
 played : With closed eyes, have the pupils 
 
54 Teachers' Manual 
 
 handle the models, telling the difference 
 between a sphere and a cube. Have them 
 guess by the shape what they have in their 
 hands. 
 
 Teacher — What have you in your hand? 
 
 Pupil — A sphere. 
 
 T. — How do you know ? 
 
 P. — Because it is round, etc. 
 ■ Association : Attempt to develop the 
 associative faculty as much as possible, for 
 example, that a sphere makes one think of 
 an orange or an apple, because all three ob- 
 jects have the quality of roundness. 
 
 £neourageineiit : Any earnest en- 
 deavor on the part of the pupil to mold 
 these objects should be encouraged, even 
 tho the object made falls far short of the 
 model. Remember that failure does not 
 necessarily mean lack of ability. 
 
 Knowledge is progressive. Children first 
 have an instinct, then a belief, and then they 
 know. Inspire them with the courage to 
 follow their instincts. 
 
LESSON XX 
 
 Review: The review of these three 
 sounds of " E " should be used as suggested 
 in the review of the ''A" sounds. The re- 
 view does not necessarily mean that the 
 words are the same that have heretofore 
 been used. New words are introduced with 
 the old sound ; therefore the teacher should 
 see that these words are understood by the 
 pupils and both the pupils and the teacher 
 should use them in sentences of their own 
 construction. 
 
 Drawing I^esson : This is intended 
 for paper, blackboard, or slate use. Upon 
 the blackboard, it would be well for the 
 teacher to make free-hand drawings of these 
 diagrams. The pupils should watch care- 
 fully while the teacher is drawing. After 
 drawing the straight line many times, a cer- 
 tain steadiness of hand will be obtained. See 
 that the pupils hold the pencil or the chalk 
 
 (55) 
 
56 Teachers' Manual 
 
 properly between the forefinger and the 
 thumb, the pencil resting against the middle 
 finger. The entire drawing lesson is based 
 upon the straight line, and each figure should 
 be explained many times before passing to 
 the next. 
 
 In the diagrams, the top row illustrates 
 the processes in making a square, the second 
 row a rectangle, the third row a cube and a 
 box. Two extra diagrams are given, show- 
 ing parallel perpendicular and parallel hor- 
 izontal lines. 
 
 Peas and sticks : It would be well 
 also to construct these objects with tooth- 
 picks and peas, thus lending additional in- 
 terest to the lesson. 
 
 Otoject-Teacliiiig : Show that the 
 edge of a ruler represents a straight line ; 
 show how a straight line may be ruled upon 
 the board; show how a straight line may be 
 represented by a straight piece of wire, and 
 how from this wire, by pulling the two ends 
 slightly together, a curved line may be made. 
 'Wherever in any lesson, the actual objects 
 can be shown, it would be well to do so. 
 Have the pupils draw squares and rectangles 
 on cardboard, and give them scissors for 
 cutting out the figures. 
 
Lesson XX 57 
 
 The lje§§0]i : This is not necessarily 
 to be finished in one day. Properly used, 
 the teacher will see that the freehand draw- 
 ing results in steadiness of hand and ac- 
 curacy of eye. 
 
 mottoes : A few mottoes are here given, 
 containing some of the words found in the 
 review : 
 
 To look up and not down, 
 To look forward and not back, 
 To look out and not in — and 
 To lend a hand. 
 
 — Edward Everett Hale. 
 
 I remember, I remember 
 The roses red and white. 
 
 — Hood. 
 
 I would rather be right than be President. 
 
 — Henry Clay. 
 
 We should never forget that children are 
 largely influenced by hope or fear ; are crea- 
 tures of imagination, of the play of fancy 
 and make belief ; have imaginations that are 
 reminiscent, rather than constructive ; and 
 that their language is naturally metaphor- 
 ical and picturesque. 
 
LESSON XXI 
 
 Pronunciation Drill : The er sound 
 is different from the e sound, inasmuch as it 
 is affected by the consonant r, which follows 
 it. The r sound, while it is not to be rolled, 
 should be pronounced distinctly. The Pro- 
 nunciation Drill contains all the er sounds 
 to be found in the text, and the two verse 
 lines accompanying the music contain four 
 examples of this sound. 
 
 The Picture: The color-plate shows 
 six birds which, in order of appearance, be- 
 ginning with the Scarlet Tanager in the 
 lower left-hand corner, are : the Blue Jay, 
 the Robin, the Humming-bird, the Gold- 
 finch, and the Golden-crowned Kinglet, The 
 teacher will find Neltje Blanchan's ** Bird- 
 Neighbors " (Doubleday & McClure Co.) and 
 *' Birds that Hunt and Are Hunted" 
 (Doubleday & McClure Co.) of great use, 
 
 (58) 
 
Lesson XXI 59 
 
 and will probably think it advantageous to 
 prepare for the lesson a short description of 
 each bird, such as : 
 
 Blue Jay. — A little larger than the 
 robin. Black band around neck ; under 
 part white ; tail blue, with black bars across 
 it ; many feathers tipped with white. Found - 
 from eastern coast of North America to 
 plains ; Canada to Florida and eastern 
 Texas ; permanent resident. This is a mis- 
 chievous bird and has a harsh scream. ( Vid, 
 '* Bird Neighbors," page 104.) The blue jay 
 is the torment of the hunter, as it will fly 
 ahead of him, perching on the tallest trees, 
 out of range, and screaming so as to warn 
 all birds and animals of his approach. 
 
 Mumming-Bird.— Green above ; wings 
 and tail ruddy purple ; throat and breast 
 changeable as light strikes them ; bill long. 
 Found during Summer in eastern North 
 America from Canada to Gulf of Mexico ; 
 winters in Central America. Very small 
 bird ; frequents honeysuckle, roses ; a great 
 fighter. {Vid. " Bird Neighbors," page 170, 
 etc.) 
 
 Awaken the interest of the pupils in the 
 habits of birds. In season, call attention to 
 the different birds — show the nests, tell how 
 
60 Teachers' Manual 
 
 they are made. Imitate as nearly as pos- 
 sible the different calls of the birds, so that 
 the children may soon begin to recognize the 
 birds by this means and begin to imitate the 
 sounds themselves. Keep the pupils con- 
 stantly on the alert for sounds, color, etc. 
 Color variety is exemplified in plumage and 
 eggs. 
 
 Equivalents : The gr sound which 
 occurs in bird is equivalent to ir. Pho- 
 netically, bird^bgrd. 
 
 Poems and Stories : See Jessie L. 
 Gaynor's ^' Songs of the Child World" 
 (The John Church Co.), and read the words 
 from some of the songs ; as : 
 
 (a) '' The Birds' Nest," page 10. 
 
 There's a wee little nest in the old oak-tree, 
 
 Safe and high, safe and high ; 
 There are three tiny eggs, blue as blue can be, 
 
 Like the sky, like the sky. 
 And the dear mother bird keeps them warm 'neath her 
 breast, 
 
 'Neath her outspreading wings safe the blue eggs can 
 rest ; 
 There'll be three little birds in the tiny nest, 
 
 By and by, by and by. 
 
 (6) " Farewell to the Birds," page 66. 
 (c) '* Robin Red-Breast," page 73. 
 {d) ** Spring Song," page 75. 
 
Lesson XXI 61 
 
 See also Eleanor Smith's '' Songs for Little 
 Children" [2 parts] (Milton Bradley Co.): 
 
 (a) '* Hark, Hark, Like the Lark," Part I, 
 page 66. 
 
 (6) '^Fly, Little Bird," Part H, page 40. 
 
 (c) *' Welcome, Little Robin," Part II, 
 page 106. 
 
 See '' St. Nicholas " (June, 1883, page 635), 
 for a poem *' Birds and Words." In "The 
 Story Hour," by Kate Douglas Wiggin and 
 Nora A. Smith, page 29 (Houghton, Mifflin 
 & Co.), a story, "The Oriole's Nest," which 
 tells of the habits of the oriole, may be read 
 aloud to the pupils. 
 
 In the "Story of the Mocking-Bird," by 
 Sidney Lanier, an incident is told of how the 
 bird saw itself in the glass, and thinking an- 
 other bird was in the room, fought at its 
 own image for quite a while. The teacher 
 may be able to invent a story about the 
 cardinal, after reading James Lane Allen's 
 delightful story, "A Kentucky Cardinal." 
 
LESSON XXII 
 
 Pronunciation Drill : The e sound 
 is a prolongation of the e in met, vanishing 
 toward i, and in some dialects is recognized 
 as a distinct diphthong ; it is found in such 
 words as eight, freight, etc. 
 
 Equivalents : The equivalents of this 
 e sound are found marked in the Pronuncia- 
 tion Drill. The italicized letters in the dif- 
 ferent words are equal in sound to the e 
 sound. In the Tables of Equivalents, found 
 in the Appendix of the Reader (page 108), 
 the definition of Equivalents is thus given : 
 ''Separate letters or groups of letters hav- 
 ing the same sound." 
 
 Text : In the text several questions are 
 asked. Have the pupils make some attempt 
 to answer them. In the nature lesson, a 
 daisy should be brought to the class-room if 
 possible, or if not studied "in season," the 
 
 (62) 
 
Lesson XXII 63 
 
 lesson should be reviewed at the time the 
 daisy blooms. Out of season, pictures 
 of the flower may be used to advantage. 
 The pupils, in all nature lessons, should be 
 made familiar with the actual objects. Call 
 attention to the numerous yellow or white 
 rays, the yellow or black centers, accord- 
 ing to the kind of daisy used ; show the ox- 
 eyed daisy. 
 
 Description : The daisy has a long 
 stem from ten to twenty inches high ; grows 
 in meadows, pastures, roadsides, etc., and 
 blooms from May to November. Teachers 
 will find Neltje Blanchan's book ''Nature's 
 Garden," pages 270, 354 (Doubleday, Page 
 & Co.), helpful. It is strongly advised that 
 as the different flowers bloom, and as the 
 various birds come, the pupils should be 
 told their names. Train the pupils to be in- 
 terested in nature. No studies are so likely 
 to bring school and home close together as 
 nature studies. 
 
 Mottoes : These are taken from well- 
 known authors. The simplicity of the lan- 
 guage in Wordsworth's poem "The Daisy" 
 would warrant the teacher reading it aloud 
 and commenting upon the poet's description 
 of these " stars of the fields. " Eleanor Smith, 
 
64 Teachers' Manual 
 
 in her book *' Songs for Little Children" 
 (Milton Bradley Co.), has many songs about 
 the daisy — the words could be used by the 
 teacher profitably: 
 
 Part I. A Little White Daisy, page 14 
 
 Part I. The Daisy page 86 
 
 Part II. Stars and Daisies page 68 
 
 Part II. Daisies Are Dancing, page 80 
 
 I'm a humble little thing, 
 Always coming in the spring. 
 In the meadows green I'm found, 
 Peeping just above the ground; 
 And my stalk is covered flat 
 With a white and yellow hat. 
 
 From "The Daisy." 
 
 The stars are tiny daisies high. 
 Opening and shutting in the sky, 
 While daisies are the stars below, 
 Twinkling and sparkling as they grow. 
 
 From " Stars and Daisies.'' 
 
LESSON XXIII 
 
 Pronunciation Urill : The e sound 
 is a shortened form of the sound heard in 
 day (ay=e); it does not occur in accented 
 syllables. The sound approaches the sound 
 of i in pity. It should be noted that ay is 
 equivalent to e. 
 
 Text : See that the pupils learn the 
 names of the days of the week, and to lend 
 interest to the exercise, a playful illustration 
 has been made of seven little girls carrying 
 the names of the days on *' sandwich" 
 boards. This suggestion might be used in a 
 game called "The days of the week'- — the 
 boards made of cardboard, which is in- 
 expensive — each little girl being a day of 
 the week— the seven together being the 
 week entire. With these boards on, mix 
 up the "days of the week " and ask them to 
 arrange themselves in the order in which 
 
 5 (65) 
 
66 Teachers' Manual 
 
 they should come. Ask one pupil, "What 
 happened last Tuesday ? " Say to another, 
 ''Smce there are seven days in a week, 
 which day of the week is Thursday?" An- 
 siuer: " The fifth day." 
 
 Have the pupils make calendars of the 
 days of the week, with slips of paper. Show 
 them a regular calendar. 
 
 In " Round the Year in Myth and Song," 
 page 47 (American Book Co.), an account of 
 how the names of the days of the week were 
 derived is given. In Northern Mythology : 
 
 Sunday — from the sun. 
 
 Monday — from the moon. 
 
 Tuesday — from Tiu, god of war. 
 
 Wednesday — from Woden, king of gods. 
 
 Thursday — from Thor, god of thunder. 
 
 Friday — from Frigga, queen of gods. 
 
 Saturday — from Saeter, god of harvest. 
 Full accounts of the legends may be found 
 in a mythology or an encyclopedia. Simply 
 outline these stories, making them interest- 
 ing and readily understood. The stories 
 will be told in full in one of the advanced 
 Readers of this series. 
 
LESSON XXIV 
 
 Review : The review of three sounds of 
 
 '' E " here given should be carefully studied, 
 attention being paid especially to the clear 
 articulation. After going over the words, 
 for they are new, tho the sounds are famil- 
 iar, and after seeing that the meaning of each 
 word is grasped, use the words in sentences, 
 as " See the bird fly "; '' The girl is study- 
 ing "; '' Monday, the girl will go to school," 
 etc. Upon the blackboard, place three or 
 four of the words arranged in columns 
 marked singidar and plural, thus : 
 Singular, Plural, 
 
 bird • birds 
 
 girl girls 
 
 day days, etc. 
 
 Drill upon the singular and plural as here- 
 tofore suggested. Have cards with the days 
 of the week printed upon them — for review, 
 have these cards mixed up so that the pupils 
 
 (67) 
 
Teachers' Manual 
 
 may arrange them in the order in which 
 they should go. 
 
 £quiTaleiit§ : The equivalents which 
 have appeared in previous Pronunciation 
 Drills should be carefully reviewed. 
 
 Miiiic : The completed song for the 
 sounds of '' E " is here given, and should be 
 sung in its entirety. The pupils by this time 
 should be able to sing the tune if desired 
 without the piano accompaniment. 
 
 Stories : Tell the story of Oliver Gold- 
 smith ; how he wandered through Europe 
 with a flute ; how the children gathered 
 about him to hear him play. The ** Ency- 
 clopedia Britannica" says: '*His flute 
 proved a useful friend. He rambled on 
 foot through Flanders, France, and Swit- 
 zerland, playing tunes which everywhere 
 set the peasantry dancing, and which often 
 procured for him a supper and a bed. He 
 wandered as far as Italy." 
 
LESSON XXV 
 
 Color Drill : This color lesson, the only 
 one found in the book, is intended for use 
 throughout the Reader. Judiciously han- 
 dled, it may be made to teach much about 
 color — as much as little children need know. 
 
 Explanation of Diag^rams : The six 
 rectangles on the right and left at the top of 
 the page consist, popularly speaking, of the 
 six fundamental colors : Red, orange, yellow, 
 green, blue, violet. The central triangle 
 contains red, blue, and yellow (the three 
 primary colors), overlapping to show that 
 
 (a) Red4-Yellow= Orange. 
 
 (b) Red+Blue-Violet. 
 
 (c) Blue+Yellow=: Green. 
 
 The orange, violet, and green are to be 
 found in the three corners of the triangle. 
 
 The Lesson : The pupils should be 
 drilled in the recognition of the six colors. 
 It would be helpful to show the pupils many 
 
 (69) 
 
70 Teachers^ Manual 
 
 strips of paper which have been printed in 
 these colors and ask them to pick out all the 
 reds, the blues, etc. — in the same way that 
 an oculist would test one of his patients for 
 color-blindness. Probably, it will be found 
 that the foregoing is sufficient for one day's 
 lesson. 
 
 Blackboard : For practical purposes 
 the combination of two colors may also be 
 shown in the mixing of paints or crayons. 
 In these color lessons, the use of the black- 
 board is advised. When in the first day's 
 lesson the colors are mentioned, if conve- 
 nient, have colored chalk and, as each color 
 is described, draw a square containing that 
 color. In Eleanor Smith's song-book — 
 ** Songs for Little Children," Pt. II, page 54 
 (The Milton Bradley Co.) — there is a song 
 called "We Are Red Birds," each verse of 
 which contains the name of one of the six 
 colors. It would be helpful to read the 
 words of the song to the pupils ; the follow- 
 ing verse will give some idea of the poem : 
 
 We are red birds, we are red birds, 
 
 So fearless and bold ; 
 We are out in all weather, 
 
 And fear not the cold. 
 
 ^hade and Tint : The large circular 
 
Lesson XXV 71 
 
 diagram in the illustration is composed of 
 three circular bands of color and a black 
 central spot. The second circular band con- 
 tains the six standard colors ; the outer band 
 a lighter tint of the standard colors ; the 
 inner band a darker shade of the standard 
 colors. 
 
 From this a good idea of tint and shade 
 may be given : 
 
 (a) A tint of red is a red lighter than the 
 standard color, tending toward white, the 
 white being represented by the surface of 
 the page. 
 
 (5) A shade of red is a red darker than the 
 standard color, tending toward black, which 
 is the central spot. 
 
 (c) A little white mixed with any of the 
 standard colors will result in a lighter color; 
 a little black mixed with any of the stand- 
 ard colors will give a darker color. 
 
 This explanation should be used carefully; 
 not more than one tint and one shade should 
 be taught in a single lesson; three or four 
 lessons should be given to the subject. In 
 the mixing of color, it would be advisable 
 to obtain a book or manual discussing the 
 teaching of color. [Vid. "A Class-Book of 
 Color," Mark M. Maycock, M. P. (The Mil- 
 
72 Teachers' Manual 
 
 ton Bradley Co.).] If you write to the pub- 
 lishers of the Standard First Reader, they 
 will send you a page from the Standard 
 Dictionary, giving the exact proportions of 
 standard colors required to make a given 
 color in combination; this mixture may be 
 easily demonstrated by means of the Stand- 
 ard Color Wheel, which may be procured 
 likewise from the same publishers. 
 
 Application of Color Drill: The 
 color drill may be made very helpful in 
 training the eye of a child ; see that the 
 child has clear ideas of different colors. To 
 encourage close observation, it would be 
 well to ask questions such as *'John, look 
 out of the window until I count ten and tell 
 us how many different colors you see." 
 ^'Mary, do you see anything in this room 
 which is blue, green, red, etc." A glass 
 prism will show the pupils the prismatic 
 colors to be seen when the glass is held up 
 to the light. One of the glass pendants of a 
 chandelier will do good service as a prism, 
 and can be obtained at trifling cost. 
 
 A simple but interesting experiment may 
 easily be made with what are called comple- 
 mentary colors. Have the pupil look for a 
 minute at a blue color and then look at the 
 
Lesson XXV 73 
 
 wall or a white piece of paper, and the 
 complementary of blue, which is orange, 
 will be seen. The complementary color of 
 red is green, of yellow is violet. Remem- 
 bering that the primary (or primitive) colors 
 are red, blue, and yellow, the following ex- 
 planation will be of service : 
 
 "If the given color be a primitive, its 
 complementary color is composed of the 
 other two primitive colors; e. g., the com- 
 plementary color of blue is orange (red and 
 yellow). Again, if the given color be a sec- 
 ondary, its primary color is the remaining 
 primitive color. Thus, the complementary 
 color of green — blue and yellow — is red." 
 ("The International Encyclopedia" [Dodd, 
 Mead & Co.].) 
 
 Stories : The following stories are sug- 
 gested for the teacher to use some time 
 during the lesson : 
 
 (a) Little Red Riding Hood; 
 
 (b) Little Boy Blue; 
 
 (c) Revised version of Little Snow White 
 (Grimm). 
 
 Once upon a time there was a little girl 
 named Snow White, who had a very cruel 
 mistress. This mistress had a mirror which, 
 whenever she repeated to it the following 
 verse, 
 
74 Teachers" Manual 
 
 Mirror, mirror, on the wall, 
 Wlio is the fairest of us all ? 
 
 would reply that she was the fairest of them 
 all. This made the mistress very vain and 
 proud. When Snow White grew to be a 
 big girl she became very beautiful, so beau- 
 tiful that it made the mistress jealous, and 
 one day when she asked the mirror ^vho was 
 the fairest of them all, it replied: "Snow 
 White." 
 
 The mistress ordered Snow White to be 
 taken away to a distant country ; but the 
 hunter who carried her off took pity upon 
 the young girl and let her wander away. 
 Snow White came to a house far in the 
 woods ; she entered and found there a table 
 upon which were placed seven bowls of 
 porridge. She took a taste from each bowl 
 and going to a room where she found seven 
 beds she lay down on one and fell asleep. 
 Soon after the owners of the house, seven 
 dwarfs, returned home and found her. Snow 
 White woke up and the dwarfs asked her if 
 she had taken the porridge from the seven 
 bowls. She explained everything, and the 
 dwarfs told her that they would like her to 
 stay with them and keep house for them. 
 
 Soon after this the mistress heard that 
 
Lesson XXV 
 
 Snow White had not been carried away, 
 and her jealousy being aroused, she deter- 
 mined to seek the girl. The last time 
 she came to see Snow White, she poisoned 
 her with an apple, and the dwarfs when 
 they returned home found her apparently 
 lifeless, but they could not believe that she 
 was dead, because her cheeks were still 
 pink, as tho she were alive. They put her 
 in a glass case and took her to a tall rock, 
 where they placed the case in charge of a 
 dwarf. 
 
 Shortly after, a Prince passed by and saw 
 the case with Snow White in it, and he 
 asked the dwarf to give her to him and he 
 would take care of her. This the dwarf 
 finally did, and the Prince ordered his men 
 to carry the case away. As the men bore 
 Snow White away, they stumbled over some 
 rocks and the case dropped from their 
 shoulders. The apple, which had been in 
 her mouth all the time, fell out, and Snow 
 White opened her eyes. The Prince took 
 her to his father's castle, and there the two 
 were married and lived happily ever after. 
 
 The mistress after a while grew to like 
 Snow White, because at one time she re- 
 ceived great kindness from her. The mis- 
 
76 Teachers' Manual 
 
 tress became quite sick, and Snow White 
 had her brought to the palace, where she 
 was taken care of and soon recovered. 
 Snow White forgave all the hard things 
 her former mistress had done and said to 
 her. 
 
 Questions : Ask the following : 
 
 What color are many apples? Eed. 
 
 What color are many grapes ? Blue and 
 green. 
 
 What color are ripe lemons ? Yellow. 
 
 What color are ripe oranges ? Orange. 
 
 What color are most leaves ? Green. 
 
 (See *' Object Teaching for Infant School " 
 [No. 201].) 
 
 V I B Cr Y O R : Teachers will doubt- 
 less remember this device by which the 
 order of the colors in the spectrum may be 
 remembered :— V I B G Y O R 
 
 V = violet 
 I = indigo 
 
 B = blue 
 G = green 
 
 Y = yellow 
 O = orange 
 R = red 
 
LESSON XXVI 
 
 Pronunciation I>rill: The vowel 
 sound i is short and sharp, being cut off by 
 the consonant following. The word squirrel 
 (scwir^-el), upon which the lesson is based, 
 has the i sound modified by the r sound 
 following, whereas in such words as in, is, 
 it, to be found in the Pronunciation Drill, 
 the sound is stopped by the n, s, and t. 
 
 Mature Lesson : In a book entitled 
 ** Squirrels and Other Fur-bearers " (Hough- 
 ton, Mifflin & Co.), by that lover of nature, 
 John Burroughs, is an interesting account 
 of the habits of squirrels, which is told in a 
 charming way, and is within the easy reach 
 of any child. From it we cull the follow- 
 ing, advising the teacher, if possible, to con- 
 sult the book: 
 
 "One reason, doubtless, why squirrels are 
 so bold and reckless in leaping through the 
 trees is that, if they miss their hold and fall, 
 
 (77) 
 
78 Teachers' Manual 
 
 they sustain no injury. Every species of 
 tree-squirrel seems to be capable of a sort 
 of rudimental flying, — at least of making 
 itself into a parachute, so as to ease or break 
 a fall or leap from a great height. 
 
 * * * * -Jf -x- 
 
 **As I drew near he [the squirrel] took 
 refuge in the topmost branch, and then, as 
 I came on, he boldly leaped into the air, 
 spread himself out upon it, and, with a 
 quick, tremulous motion of his tail and legs, 
 descended quite slowly and landed upon the 
 ground thirty feet below me, apparently 
 none the worse for the leap, for he ran with 
 great speed, and eluding the dog, took 
 refuge in another tree. 
 
 ****** 
 
 *'The tails of the squirrels are broad and 
 long and flat, not short and small like those 
 of gophers, chipmunks, woodchucks, and 
 other ground rodents, and when they leap 
 or fall through the air the tail is arched and 
 rapidly vibrates, A squirrel's tail, there- 
 fore, is something more than ornament, 
 something more than a flag; it not only 
 aids him in flying, but it serves as a cloak, 
 which he wraps about him ^vhen he sleeps. 
 
Lesson XXVI 79 
 
 " His [the squirrel's] home is in the trunk 
 of some old birch or maple, with an entrance 
 far up amid the branches. In the spring he 
 builds himself a summer-house of small 
 leafy twigs in the top of a neighboring 
 beech, where the young are reared, and 
 much of the time passed. But the safer 
 retreat in the maple is not abandoned, and 
 both old and young resort thither in the 
 fall, or when danger threatens. 
 
 •3f * * -JS- * -Sf 
 
 *' The elegant creature [the squirrel], so 
 cleanly in its habits, so graceful in its car- 
 riage, so nimble and daring in its move- 
 ments, excites feelings of admiration akin 
 to those awakened by the birds and the 
 fairer forms of nature. His passage through 
 the trees is almost a flight. Indeed, the fly- 
 ing squirrel has little or no advantage over 
 him, and in speed and nimbleness can not 
 compare with him at all. If he miss his 
 footing and fall, he is sure to catch on the 
 next branch ; if the connection be broken, 
 he leaps recklessly for the nearest spray or 
 limb, and secures his hold, even if it be by 
 the aid of his teeth. 
 
 ' ' I have seen his [the squirrel's] savings — 
 
80 Teachers' Manual 
 
 butternuts and black walnuts — stuck here 
 and there in saplings and trees near his nest ; 
 sometimes carefully inserted in the upright 
 fork of a limb or twig. One day, late in 
 November, I counted a dozen or more black 
 walnuts put away in this manner in a little 
 grove of locusts, chestnuts, and maples by 
 the roadside, and could but smile at the wise 
 forethought of the rascally squirrel. 
 * * * ^ * * 
 
 '' The cheeks of the red and gray squirrels 
 are made without pockets, and whatever 
 they transport is carried in the teeth. They 
 are more or less active all winter, but Octo- 
 ber and November are their festal months." 
 
 It would be well for the teacher to put in 
 tabular form upon the blackboard some 
 characteristics of the squirrel, such as 
 
 (1) Timid. 
 
 (2) Bushy tail. 
 
 (3) Sharp teeth. 
 
 (4) Swift flight. 
 
 If convenient, take pupils to the woods or 
 park to see the squirrels; tell them how some 
 squirrels will run away as soon as they see a 
 man ; others, if the man keeps very still, 
 will creep near him. 
 
Lesson XXVI 81 
 
 l§ong[ : In the '* St. Nicholas Song Book " 
 (The Century Co.) there is a piece called 
 " Little Squirrels," of which the following is 
 a verse : 
 
 Little squirrels, crack your nuts ; 
 
 Chirp your busy tune ; 
 Sound your merry rut-a-tuts — 
 
 Boys are coming soon ! 
 Hide to-day and pile to-day, 
 
 Hoard a goodly store ; 
 When the boys are gone away. 
 
 You may find no more. 
 
 The song beginning the drill upon the 
 sounds of "I" should be used as suggested 
 in previous lessons. 
 
 Blackboard Sentences: 
 
 (a) The squirrel's tail is like a brush. 
 (h) The nuts drop on the ground. 
 (c) The squirrels pick up the nuts. 
 {d) The teeth of the squirrel are sharp. 
 (e) Some squirrels are gray. 
 (/) Some squirrels are red 
 
LESSON XXA^I 
 
 Pronunciation I>rill : Continuation 
 of the i sound. Be sure to review the pre- 
 vious words containing the sound, and to 
 aim at clear enunciation. The pupils should 
 be made to know the difference between 
 loudness and clearness. A clear, low, sweet 
 voice is scarcely an American accomplish- 
 ment, but should be. 
 
 Text : If an aquarium is near, it would 
 be well to have the pupils examine for them- 
 selves the movements of the fish, the 
 teacher calling attention to the motion of 
 the tail, the eyes, the gills and gill-slits, and 
 the mouth. 
 
 The picture contains all the fish mentioned 
 in the motto except the salmon. At the top 
 is the herring ; the long-mouthed fish is the 
 pickerel ; the fish immediately below with 
 bubbles above its mouth is the bluefish ; and 
 the last is the trout. The teacher will find 
 the children interested if she gives a general 
 
 (82) 
 
Lesson XXVII 83 
 
 description of the fish somewhat as follows : 
 Man can not live in water ; fish can not live 
 out of water. The air raan breathes keeps 
 his body warm ; the air the fish draw from 
 the water is not enough to keep them 
 warm, hence they are called *' cold-blooded." 
 Man breathes through lungs. Fish breathe 
 through gills, seen within gill-slits. Man is 
 covered with skin ; fish with skin and scales. 
 The shape of the fish aids it in moving 
 through the water. The fish swims by the 
 undulations of its body, especially of the 
 tail, which acts much like the screw of a pro- 
 peller. The lateral fins merely balance it in 
 the water, and enable it to move upward or 
 downward. The teeth of the fish are many, 
 close together, and minute. It may be con- 
 venient to show the children goldfish in 
 clear water. In some schools aquariums 
 are started, the children taking part in ma- 
 king them. The attention should be called 
 to the colors of some of the fish. Show the 
 numerous bones. Tell the pupils about 
 fishermen ; what lives they lead ; how they 
 catch fish in nets. In "Familiar Fish," 
 Eugene McCarthy, page 187 (D. Appleton & 
 Co., 1900), there is a diagram showing the 
 important parts of a fish. 
 
LESSON XXVIII 
 
 Pronunciation Urill : This i sound 
 is equivalent to ea in \eat and ee in see, 
 and great care should be taken to see that 
 the pupil obtains a pure sound in pronoun- 
 cing words containing these equivalents. 
 The 1 sound, which is a variant between i in 
 it and i in tree, is not used in any of the 
 lessons of the Reader, because words in 
 which this sound occurs (to quote the 
 Standard Dictionary) have (in the Standard) 
 the preferred pronunciation e, as re-vie vr'. 
 
 Bfature Lesson : Call attention to : 
 
 f roots — in ground 
 1 Ppjjpi. r Leaves— shape. (Pre- 
 
 tree I branches— large J pares the way for 
 
 I and small ] next lesson on 
 
 t (^ leaves) 
 
 fcoZor— pink 
 2. Blossom ] leaves— green 
 
 (In May) 1 center of blossom; bees hover around the 
 l^ center 
 o yt\\\\ ^ shape — Show how different from sphere 
 /T,n,^^ I w/or— Pinkish touches over surface 
 V„ w ' I 5A:m-Fuzz 
 
 July, 
 August, 
 and Sep- 
 tember) 
 
 (84) 
 
 ^ r shape 
 
 ! r>nlnr 
 
 . , color 
 
 sione i indentations 
 ^kernel 
 
Lesson XXVIII 85 
 
 Drawings and Clay - Hodelmg^ : 
 
 Draw upon the blackboard an outline of a 
 peach on the stem. Color with crayon, and 
 have the pupils copy it on their pads. As a 
 recreation, pupils might model the peach in 
 clay, using suggestions given under lesson 
 on clay modeling (Lesson XIX). Remem- 
 ber that most young children learn drawing 
 easily if well taught. 
 mottoes : 
 
 The ripest peach is highest on the tree. 
 
 — James Whitcomb Eilet. 
 
 In this motto, the words peach and tree 
 contain the particular vowel sound being 
 studied. The motto on the lesson page 
 shows examples of the sound in the words 
 trees and sweetest. 
 
LESSON XXIX 
 
 Pronunciation Drill : A continua- 
 tion of the i sound. Drill on the previous 
 sounds contained in many of the words, as 
 
 a are 
 
 a tlicre [e=a] 
 
 e many [a=e] 
 e shapes [a=e] 
 
 Bfature Lesson : The picture for this 
 lesson contains a number of leaves taken 
 from the familiar trees to be seen in almost 
 any neighborhood. They are of different 
 colors and of various shapes; call attention 
 to these shapes and the varying way the 
 indented sides are shown. Do not use scien- 
 tific terms in describing leaves, but make 
 the differences between them as clear as 
 possible, and in as simple language as pos- 
 sible. Call attention to the colors of the 
 leaves, some green, others red; in Autumn 
 some of them turn yellow. Show the parts 
 of the leaf: 
 
 (1) The blade or leaf proper. 
 
 (2) Stem. 
 
 (3) Veins. 
 
 (86) 
 
Lesson XXIX 
 
 87 
 
 In Spring, the little green leaves come out; 
 in Summer, they are big leaves; in Autumn, 
 they are old leaves, and die and fall to the 
 ground; in Winter, there are no leaves on 
 most of the trees. Try to make the pupils 
 observant. The following outline drawing 
 will serve as a key to the color illustration 
 of the Eeader, page 37: 
 
 \. Maple 
 
 2. Red Oak 
 
 3. LoMBARDY Poplar 
 
 4. Downy-leaved Poplar 
 
 5. Buckeye 
 
 11. Black Haw 
 
 6. White Oak 
 
 7. Scarlet Oak 
 
 8. Burr Oak 
 
 9. AVhite Birch 
 10. Chestnut 
 
88 Teachers' Manual 
 
 Describe the trees about the schoolhouse 
 or in the parks ; tell the names of the trees. 
 The leaves to be seen in the colored drawing 
 are shown in outline on the preceding page, 
 with names attached. Children love to be 
 out of doors. Encourage them to hunt for 
 leaves and to bring them to school. Let the 
 pupils talk about the leaves they have 
 brought, and encourage them to bring more. 
 
 Ask what things besides trees have leaves? 
 Ansioer: Rose-bushes, nearly all plants. 
 Call attention to large leaves and small ones; 
 consult books on leaves ; e. g, , S. Mathews' 
 *' Familiar Trees and Their Leaves " (D. Ap- 
 pleton & Co.). 
 
 Color and Form : This lesson teaches 
 color as shown in the leaves, for example: 
 yellow, green, red, and brown. It would be 
 well to see if some of the pupils can not 
 draw upon paper a leaf in outline. They 
 will be delighted if permitted to use colored 
 chalk in making these drawings. Let the 
 pupil lay a leaf on paper and draw the out- 
 line around the edge. 
 
 Story: "The Babes in the Woods"—- 
 which story is, of course, familiar to every 
 teacher; the emphasis in the story should 
 be laid upon the leaves which were dropped 
 upon the children by the birds. 
 
LESSON XXX 
 
 Review: The review contains exam- 
 ples of the sounds of " I " with which the 
 previous lessons have been dealing. Care 
 should be taken that proper enunciation is 
 given and that the meaning of each word is 
 grasped; also that no confusion is caused by 
 the use of the equivalents. As heretofore, 
 have the words used in sentences. 
 
 ^ong^ : The review song should be used 
 with this lesson. The suggestions already 
 given under music should be followed. 
 
 Aetion : The song admits of a little 
 gesture on the part of the pupils ; e. g,, mo- 
 tion of the snow as it falls ; the planting of 
 seed. Remember that it is natural for chil- 
 dren to be active. 
 
LESSON XXXI 
 
 Word-Cruessing : This is to be used 
 like the previous word-guessing lessons ; 
 some of the words represented by the out- 
 line drawings contain the sounds hitherto 
 studied ; e. g.: 
 
 a in cat. 
 
 i in fiddle, disli. 
 
 i in slieep [ee=\]. 
 
 The words represented by the drawings, 
 in the order of appearance in text, are as 
 follows : 
 
 Cat, fiddle, cow, moon, dog, dish, spoon, 
 horn, sheep; cow. 
 
 The picture found at the foot of the lesson 
 page illustrates " Little Boy Blue." 
 
 Mother CrOo§e Rimes : Find out 
 from the pupils how many of the Mother 
 Goose rimes they know, and encourage them 
 to recite some of the verses, or tell the 
 Mother Goose stories in their own language. 
 (90) 
 
Lesson XXXI 91 
 
 Below are given a few more of these popu- 
 lar rimes. ^ Would it not be well for the 
 teacher to obtain a Mother Goose book and 
 read still others to the class, as little children 
 seem never to tire of them ? 
 
 Rain, rain, go away, 
 Come again another day, 
 Little Johnny wants to play. 
 
 RocK-A-BY, Baby. 
 
 [Have this acted.] 
 Rock-a-by, baby, 
 
 On the tree- top ; 
 When the bough bends 
 
 The cradle will rock ; 
 When the bough breaks 
 
 The cradle will fall, 
 Down will come baby, 
 
 Cradle, and all. 
 
 What Is It? 
 
 I have a little sister ; they call her Peep, Peep, 
 She wades the water, deep, deep, deep ; 
 She climbs the mountains, high, high, high ; 
 Poor little thing ! she has but one eye. 
 
 Answer: A Star. 
 
 * The teacher will observe that the original and etymo- 
 logically correct spelling of the word rime is here fol- 
 lowed. The spelling rhyme is a sixteenth-century error 
 due to the supposed necessity of makiug this word cor- 
 respond with rhythm. 
 
LESSON XXXII 
 
 The bounds : o (short) and 6 (long) are 
 studied in this lesson. The short sound, 
 occurring only in unaccented syllables, is 
 found with few exceptions in words beyond 
 the vocabulary of a First-Reader pupil. The 
 directions for both sounds should be care- 
 fully studied, and should the teacher think 
 best, the Pronunciation Drill upon the 
 long sound might be reserved for Lesson 
 XXXIII, where the sound is continued. 
 
 The Lie§§on : This is another bird- 
 lesson, and the teacher is referred to the 
 following books as helpful in preparation : 
 
 "Bird Neighbors," Neltje Blanchan 
 (Doubleday & McClure Co.). 
 
 " Nature Study in Elementary Schools,'' 
 Wilson (The Macmillan Co.). 
 
 "Bird Studies with a Camera," Chapman 
 (D. Appleton & Co.). 
 
 "Bird Life," Chapman (D. Appleton & 
 Co.). 
 
 (92) 
 
Lesson XXXII 93 
 
 As has been suggested in a previous bird- 
 lesson (Lesson XXI), the teacher will find it 
 of advantage to prepare a chart to be repro- 
 duced upon the blackboard, giving 
 
 1. Color of swallow. 
 
 2. Where found — in garden or meadow. 
 
 3. Color of eggs. 
 
 4. What season found in neighborhood. 
 
 5. Building of nest. The swallows after 
 building a nest become much attached to it 
 and return to it season after season. {Vid, 
 •' Industries of Animals," Houssay [Charles 
 Scribners' Sons].) 
 
 6. Sound it makes. 
 Singular and Plural: 
 
 Swallow, swallows. 
 Sparrow, sparrows. 
 
 One sparrow, one swallow. 
 Two sparrows, two swallows. 
 One bird, two birds, six birds. 
 
 There are six birds in the picture. 
 
 Arltlinietie : Cover one of the birds in 
 the picture and ask how many birds remain ? 
 Ans.: Five. 
 
 Put upon the blackboard the following 
 sentences : 
 
94 Teachers' Manual 
 
 (a) One swallow taken from six swallows 
 leaves five swallows. 
 
 {h) One swallow added to fivQ swallows 
 makes six swallows, etc. 
 
 Vary this drill. 
 
 ]flii§ic : Heretofore, in the music given 
 with many of the lessons, not only words 
 containing the sound being studied, but the 
 sounds themselves apart from words, have 
 been used in the verse line accompanying 
 each music-line. In the songs for the 
 sounds of '' O " and '' U," it will be noticed 
 that the above scheme is not followed. 
 Italicized words containing the sound being 
 studied are used, and such words are to be 
 emphasized in pronunciation. For ex- 
 ample, in this lesson the 6 sound is repre- 
 sented by the. words go, foVlow \ow=o\, and 
 \liiow. 
 
 The Teacher : Remember that sen- 
 tences express thought, and it is the duty of 
 the teacher to see that the pupils understand 
 the thought. Not everything suggested to 
 the teacher in these notes is to be rigorously 
 impressed upon the pupil It is for the 
 teacher to simplify so that no confusion will 
 remain in the minds of the pupils 
 
Lesson XXXII 95 
 
 Stories : Frank M. Chapman in his 
 book '* Bird Studies with a Camera," quoted 
 before, tells some interesting stories about 
 his feathered friends. Of the sparrow he 
 says : 
 
 '^ In my own case, I have learned almost 
 to tolerate the House Sparrows, with which 
 I have been at war as long as memory serves 
 me, for the pleasure found in attempting to 
 outwit these shrewd, independent, impudent 
 rats among birds; and, on closer acquaint- 
 ance, they prove such interesting subjects 
 for study that, if their vocal ability equaled 
 their intelligence, they might be as generally 
 liked as they are hated. So much for the 
 magic of a sweet voice. As it is, they pos- 
 sess a greater variety of notes than they are 
 generally credited with, and their conversa- 
 tional powers undoubtedly exceed those of 
 many accomplished singers. In addition to 
 the insistent, reiterated chissick, chissicJc, 
 which constitutes the song of the male, one 
 soon learns to recognize calls of warning, 
 alarm, flight, battle, and the soft whistle 
 which the bird utters when it approaches its 
 nest — the only musical note in its vocabulary. 
 
 ''Quick to notice the slightest deviation 
 from normal conditions, House Sparrows 
 
Teachers' Manual 
 
 are difficult birds to photograph. They 
 seem to be constantly on the watch for some 
 sign of danger, and an unusual arrangement 
 of blind or shade at once arouses their sus- 
 picions. After a heavy fall of snow, how- 
 ever, hunger dulls the edge of their fears, 
 and by scattering food near a suitable win- 
 dow, the birds may be decoyed within pho- 
 tographing distance. It will be found 
 necessary, even then, to conceal the camera, 
 which they evidently distinguish from fa- 
 miliar pieces of furniture and regard with 
 alarm." 
 
 Sentences : Write parts of sentences on 
 cards, and have the pupils arrange them so 
 as to make complete sense ; cg.i 
 
 ithe 
 
 IS 
 
 swallow 
 
 come 
 
 i 
 the swallow 
 
 is 
 
 come 
 
LESSON XXXIII 
 
 The Ije§§on : The lesson is based upon 
 the word rose, containing the o sound intro- 
 duced in Lesson XXXII. Draw, however 
 roughly, a rose-leaf upon the board, a rose- 
 bud, and a full-blown rose; if convenient, 
 have a rose upon your desk. Examine it 
 carefully, showing the stem, the petals, the 
 leaves, and the thorns. Have the pupils note 
 the picture in the lesson, telling which rose 
 they think the prettiest, and request them to 
 bring some roses to the schoolroom. Have 
 them count the number of roses in the pic- 
 ture. Devote as much time as convenient 
 to talking about roses, rose gardens, dew on 
 the petals of the rose in the early morning, 
 etc. Unless a rose drinks water it will die, 
 therefore when we pick flowers and wish to 
 keep them we should give them some water. 
 Have as much outdoor study as possible in 
 all the nature lessons. Write upon the 
 board the following sentences: 
 
 7 (97) 
 
98 Teachers' Manual 
 
 1. I see a red rose. 
 
 2. I see a pink rose. 
 
 3. I see a white rose. 
 
 4. I see a yellow rose. 
 
 It is suggested that the teacher base a 
 colcn^ lesson upon the rose, at some future 
 time, if she thinks advisable. 
 
 If this lesson falls "out of season," the 
 teacher should review it in the Spring or 
 early Summer. 
 
 The teacher will find in " The St. Nicholas 
 Song Book " a song called " The Sweet, Eed 
 Rose," by Mary Mapes Dodge. The first 
 verse is : 
 
 To be as sweet as a sweet, red rose, 
 
 A little girl like you 
 Jast grows, and grows, and grows, and grows, 
 
 And that's what she must do. 
 
 After the lesson, the teacher, if the song- 
 book above mentioned be available, would 
 find it well to play over the music to the 
 children. The music-lines of the previous 
 lesson should be reviewed. 
 
 §tory : Grimm's •* Briar Eose," about the 
 household that slept one hundred years, 
 among them Princess Briar Rose. 
 
 Once upon a time there lived a King and a 
 Queen who dwelt happily together, but they 
 
Lesson XXXIII 99 
 
 had no children, and this soon made them 
 very sad. One day, however, as the Queen 
 was coming from the baths, a frog jumped 
 out of the water and told her that very soon 
 she would have a little daughter. A short 
 time after, a little girl was born, and the 
 King and Queen were so happy that they 
 invited all of their relatives, and all the w^ise 
 women of the realm who knew how to treat 
 children kindly, to a magnificent feast in 
 honor of the birth of their daughter. Thir- 
 teen wise w^omen were invited to the festal 
 board, but as the King only had twelve gold 
 plates, he decided that one of the women 
 should stay away. The day arrived on which 
 the feast was to be given. The different wom- 
 en brought presents for the little baby, and 
 while they were at the feast, the thirteenth 
 woman rushed to the hall and predicted that 
 on the little one's fifteenth birthday she 
 would prick her finger with a spindle and 
 die ; but one of the old ladies who had not 
 given any gift to the baby lightened the 
 sentence of the jealous old woman, and said 
 that the little girl would fall asleep and sleep 
 for a hundred years. The King and the 
 Queen watched over their dauo:hter, and on 
 the approach of her fifteenth birthday they 
 
 LofC. 
 
100 Teachers' Manual 
 
 had all the spindles in the realm burned, as 
 they supposed. When the little girl's birth- 
 day arrived, it happened that she was left 
 alone in the great palace. Wandering about 
 the roonio, she came to a hidden chamber 
 where an old woman sat spinning, and as was 
 predicted, she pricked her finger with a spin- 
 dle. Immediately she fell asleep. The King 
 and the Queen, who had just returned, also 
 fell asleep. The cook, who was broiling a 
 chicken at the time, and all the other serv- 
 ants and the various animals slept, too. 
 For a hundred years not a sound was to 
 be heard in the palace. The garden became 
 choked with weeds, and large briar-rose 
 bushes hid the palace from public view. 
 
 Princes, upon hearing of the beautiful 
 Princess, who was known throughout the 
 realm as Briar Kose, tried to penetrate the 
 thick hedge. Finally, on the day before the 
 end of the one hundred years, a Prince came 
 and went to the palace. He determined to 
 make his way and capture the Princess. 
 When the one hundred years came to an 
 end, the birds began to sing; the dogs 
 began to wag their tails; the cook woke up 
 and continued broiling her chicken, and 
 all in the palace showed great activity, 
 
Lesson XXXIII 101 
 
 resuming life where they had left off one 
 hundred years before. 
 
 The Prince found the Princess just as she 
 opened her eyes. Of course, the Prince and 
 the Princess were married, and lived happily 
 ever after. 
 
 Eead parts of Tennyson's "Day-Dream," 
 such as the following : 
 
 The Revival. 
 
 A touch, a kiss ! the charm was snapt. 
 
 There rose a noise of striking clocks, 
 And feet that ran, and doors that clapt, 
 
 And barking dogs and crowing cocks; 
 A fuller light illumined all, 
 
 A breeze thro' all the garden swept, 
 A sudden hubbub shook the hall. 
 
 And sixty feet the fountain leapt. 
 
 . . . the King awoke. 
 
 And in his chair uprear'd, 
 And yawn'd, and rubb'd his face, and spoke, 
 
 " By holy rood, a royal beard! 
 How say you? we have slept, my lords. 
 
 My beard has grown into my lap." 
 
LESSON XXXIV 
 
 Lesson : This lesson is composed of two 
 parts, and may, at the discretion of the 
 teacher, be used as one or two lessons. The 
 paper-folding is somewhat a play-day exer- 
 cise ; the drawing lesson should be made a 
 little more ''serious." 
 
 Paper-Folding- : The teacher will find 
 it well to use paper that will bear a great 
 deal of pulling — as, very often, the paper 
 tears before the boat is completed. With 
 the following directions and the diagrams 
 on page 42 of the Reader, the teacher w ill find 
 no difficulty in mastering the movements : 
 
 1. Take a piece of paper, with shape as in 
 Fig 1. Fold it in half at A and A'; the 
 result will be as in Fig. 2. 
 
 2. Fold over the corner A until it meets 
 the line A' A"; the result will be as in Fig. 3. 
 
 3. Fold the corner B until it meets the 
 other turned-down corner ; the result will 
 be as in Fig. i. 
 
 (102) 
 
Lesson XXXIV 108 
 
 4. Turn up the single flap AD ; the result 
 will be as in Fig. 5. 
 
 5. Turn up the flap BB' on the reverse 
 side ; the result will be as in Fig. 6. 
 
 6. Turn os'er the double corner A ; the 
 result will be as in Fig. 7. 
 
 7. Turn over the double corner B on the 
 reverse side ; the result will be as in Fig. 8. 
 
 8. Take hold of the single flap with the 
 fingers at point A, and do the same on the 
 opposite side also ; pull the two flaps apart as 
 far as they will go ; shape results as in Fig. 9. 
 
 9. Take point A ; raise it as far as it will 
 go ; the result will be as in Fig. 10. 
 
 10. Take point B ; raise it as far as it will 
 go on the reverse side ; the result will be as 
 in Fig. 11. 
 
 11. Take the paper at the bottom of the 
 bisecting line, and on opposite sides ; pull 
 out until it assumes shape as in Fig. 12. 
 
 13. Take points A and B in fingers, and 
 pull apart as far as they will go ; the result 
 will be Fig. 1 3, which is the boat. 
 
 The teacher will find it convenient to have 
 the pieces of paper prepared for the class 
 before the lesson hour ; when the pupils first 
 undertake the task, the teacher should go 
 through every stage of the making of the 
 
104 Teachers' Manual 
 
 boat, taking as much time as is necessary for 
 each pupil to understand every movement. 
 This paper-folding may be used as a recrea- 
 tion for several review lessons. 
 
 ]>ra\ring^ Lessoii : This treats of the 
 straight line introduced in Lesson XX. The 
 fourth diagram is made with the straight 
 line, but likewise introduces a new element 
 — the curve. The object of the drawing les- 
 son is to obtain accuracy of eye, and, as has 
 been said before, steadiness of hand. Each 
 diagram should be put upon the board at 
 first by the teacher, and each pupil should 
 receive careful supervision. No rulers 
 should be used at the outset ; free-hand 
 drawing requires and develops moral cour- 
 age, as well as truth of hand and eye — to 
 fix the direction in the mind, and then strike 
 boldly and firmly for it. It does not hurt to 
 fail sometimes, for one can try again. Every 
 part of each diagram should be analyzed 
 and drawn separately. Talk about the dif- 
 ferences between a straight line and a curved 
 line, and show the difference by something 
 in the schoolroom. The teacher may make 
 the first three diagrams with toothpicks, and 
 the different lines could be drawn with 
 colored chalk. 
 
LESSON XXXV 
 
 The Teacher: Throughout these 
 notes, there has been occasion to impress 
 the teacher with the idea that neither the 
 lessons nor the notes were rigid, the only- 
 permanent thing not to be changed at 
 the will of the teacher being the Scientific 
 Alphabet. Not only should the teacher 
 allow her imagination to enter into her 
 work as much as possible, but she should 
 seek in every way to develop the creative 
 faculties of the pupils. Do not adhere too 
 strictly to the lesson. Simple as they are, 
 the lessons are arranged in such a way that 
 a unity is found in each. The unity found 
 in sameness, however, has been avoided. 
 
 The Child : By this time, the pupils 
 will have realized what is meant by Pronun- 
 ciation Drill, and will begin to have some 
 idea of the significance of study. The o 
 sound of the previous lesson is here con- 
 
 (105) 
 
106 Teachers^ Manual 
 
 tinned. The music is to be used as previ- 
 ously suggested. The words to he empha- 
 sized in the verse-line accompanying the 
 music-line are : boat [oa=6], float, and go. 
 Each day the teacher should have the song, 
 from the beginning to the point reached in 
 the day's lesson, sung in its entirety. 
 
 The Leisson : Have the words contain- 
 ing the 6 sound placed upon the board, and 
 ask the children to suggest other words 
 with the same sound. Eead the little poem 
 printed below the text ; it is an old kinder- 
 garten song, for which music has been 
 written. All the music in this Reader has 
 been specially prepared for it. Print on 
 the blackboard the words in the poem con- 
 taining the o sound. Pay special attention 
 to the equivalents 6=oa in boat, o = ow in 
 bloit*. 
 
 Question§ : Ask how many of the 
 pupils have seen a boat ; what kind? Put 
 upon the board the names 
 
 1. Canoe. 2. Sailboat 
 
 3. Rowboat. 4. Steamboat. 
 
 If possible, show pictures of each boat, as 
 mentioned. Tell how the Indians used to 
 go on the rivers in birch-bark canoes ; how 
 
Lesson XXXV 107 
 
 at the colleges, the men row in "shells." 
 Tell the pupils that sailboats are moved by 
 the wind, steamboats by steam. 
 
 Stories : Tell of Washington crossing 
 the Delaware in a boat on Christmas night. 
 If convenient, show a picture of the histor- 
 ical incident. [Vid. ''Stories of Our Own 
 Country," page 131 (American Book Co.)] 
 
 Poems : Read Robert Louis Stevenson's 
 "My Bed Is a Boat" ["Child's Garden of 
 Verses" (Charles Scribner's Sons)], the first 
 verse of which is : 
 
 My bed is like a little boat, 
 Nurse helps me in when I embark ; 
 
 She girds me in my sailor's coat 
 And starts me in the dark. 
 
 Read the following verse : 
 
 The wind blows north, the wind blows south, 
 
 The wind blows east and west. 
 A gentle wind, a roaring wind— 
 
 Which one do you like best? 
 
 Have the children point N. S. E. W. as 
 the directions are mentioned. The teacher 
 should remember that the best way for a 
 child to secure a good vocabulary is to talk 
 about what he has seen and heard. Have 
 the child talk — tell things in his oVn lan- 
 guage. 
 
108 Teachers' Manual 
 
 In the "Chinese Mother Goose Rhymes,"' 
 Prof. Isaac Taylor Headland (Fleming H. 
 Re veil Co.) the following riddle is printed ; 
 
 My boat is turned up at both ends. 
 
 All storms it encounters it weathers. 
 On its body you'll find not a board, 
 
 But covered all over with feathers. 
 
 We daily reload it with rice, 
 'Tis admired by all whom we meet, 
 
 You will find not a crack in my boat, 
 But you'll find underneath it two feet. 
 
 Answer : A duck. 
 
 Slaekboard l§eiiteiiee§ : 
 
 (a) The boy has two oars. 
 (5) See the trees on the shore. 
 (c) The sun shines on the water. 
 Analyze the sentences of the text as fol- 
 lows: 
 
 Teacher: What ripples when the wind 
 blows ? 
 
 Pupil : The water. 
 
 T, : The water ripples when what blows ? 
 P. : The wind. 
 
 T.: The water ripples when the wind does 
 what? 
 
 P.: Blows. 
 
LESSON XXXVI 
 
 L<es§oii : In this lesson, while there is no 
 Pronunciation Drill or song to emphasize the 
 sounds of the Scientific Alphabet, a review 
 of some of the previous sounds might be 
 found advantageous ; e. g. : 
 
 Write upon the blackboard the verse, em- 
 phasizing the sounds in the following words: 
 
 a- 
 
 -a-new' 
 
 e 
 
 —elm i- 
 
 -siF-ver 
 
 a 
 
 -larcli 
 
 
 eve-'-ry 
 
 tbings 
 
 
 Mcircli 
 
 i 
 
 -bud'- ding 
 
 twig 
 
 ^- 
 
 -grass 
 
 
 fringe 
 
 wir-lovv 
 
 a- 
 
 -and 
 
 
 grow'-ing i- 
 
 -tree [ee=i] 
 
 
 Mack 
 
 
 in 
 
 green, etc. 
 
 
 tlian 
 
 
 lit^-tle 
 
 
 e- 
 
 -bent 
 
 
 robMn 
 
 
 In the same way the teachers should make 
 a list for the sounds of "O" thus far 
 studied. 
 
 Mature LiCSSon : It has been previ- 
 ously urged that the teacher train the 
 pupils to become true lovers of nature. Tell 
 them the names of the common trees and 
 
 (109) 
 
110 Teachers' Manual 
 
 birds, and how to recognize them. Either 
 the open fields or the museum will afford an 
 opportunity for such study. Thomas Bailey 
 Aldrich's verse used in the lesson shows a 
 love for nature, but no description is equal 
 to the actual impression. First impressions 
 are often the most vivid ones ; those of 
 childhood are often lifelong. 
 
 The lesson is based upon Summer. Write 
 the seasons upon the board : 
 
 Spring 
 Summer 
 Autumn 
 Winter 
 
 The Seasons 
 
 Ask the questions : What is the difference 
 between Spring and Summer ? Summer and 
 Autumn? etc. 
 
 The '' St. Nicholas Song Book" (The Cen- 
 tury Co.) contains many delightful songs 
 dealing with the Summer seasons, namely : 
 
 " Marjorie's Almanac'' (of which the 
 verse quoted in the lesson is a part): **In 
 the Tree Top " ; ^' A Summer Song " ; '' The 
 Merry Rain." 
 
 Word§ : The words that have been 
 placed upon the board in lists reviewing the 
 sounds should be used in sentences and 
 
Lesson XXXVI 111 
 
 their meanings explained simply to the 
 pupils. When the little verse is read, the 
 picture should be so described that the 
 child, in his own language, will be able to 
 tell what the picture means. Do not aim 
 too high in instructing a child. Always re- 
 member this psychological truth : an appeal 
 to man or child will miss his intelligence 
 unless there be something in his own ex- 
 perience that responds to what is told. 
 
 Spring^ Tlioug^lits : 
 
 Came the Spring with all its splendor, 
 
 All its birds and all its blossoms, 
 
 All its flowers, and leaves, and grasses. 
 
 —Longfellow, " Hiawatha." 
 
 It is the season now to go 
 About the country high and low. 
 Among the lilacs hand in hand, 
 And two by two in fairyland. 
 
 —Robert Louis Stevenson. 
 
LESSON XXXVII 
 
 The Clock: The lesson is based upon 
 the words clock and watch, both containing 
 the e sound; it would be well after drilling 
 thoroughly upon the sound and getting 
 the children familiar with the symbol of the 
 sound to show them how to make the face 
 of a clock. Take a piece of cardboard and 
 cut out a disk (see illustration of clock 
 in the lesson). Make the hands of card- 
 board, calling attention to the fact that the 
 large hand is the minute hand, the small 
 one the hour-hand. Clamp the hands in the 
 center of the cardboard disk with a piece 
 of flexible wire, not too tight, as there 
 must be allowance made for movement of 
 both hands. Number the hours on the disk 
 in Roman figures. After the face of the 
 clock is thus completed, explain simply about 
 the movements of the hands. Question : 
 What time do you get up? Answer: At 
 seven. Place the hands of the clock at 
 
 (112) 
 
Lesson XXXVII 113 
 
 seven. Q.: What time does school begin? 
 Ans.: At nine. Place the hands at nine. 
 Give this time-drill each day until the pupils 
 recognize easily the position of the hands at 
 certain hours. Let the children count the 
 spaces between the hour numbers marked 
 on the face of the schoolroom clock. 
 
 In explanations, be careful not to confuse 
 the pupils by too much detail, but take one 
 step at a time and do not pass to another 
 until everything previously shown is under- 
 stood. It would be advisable to have a 
 clock near by so as to show the relation 
 between the movements of the hour-hand and 
 minute-hand. Explain that when the clock 
 runs down, it has to be wound up, etc. 
 
 Ver§es : Read to the child the following 
 verses: 
 
 "Tick, tock," 
 Said the clock, 
 *' Girls and boys must open their eyes; 
 The day's begun, 
 Ho, ho — the sun 
 Is rising, so you too must rise/' 
 
 '' Tick, tock,'' 
 Said the clock, 
 " The sun is sinking in the west; 
 The day is done, 
 And you've had fun — 
 So go to bed an4 take ^ rest! '^ 
 
114 teachers' Manual 
 
 Talk by the Teacher: Ask if the 
 
 pupils know how people told the time of 
 day when there w^ere no clocks. Then ex- 
 plain about the movements of the sun; how 
 it rises in the east and sinks in the west. 
 Point to the east and to the west. When 
 the east is on our right hand and the west 
 is on our left, the north is in front, and the 
 south is back of us. Explain that at noon 
 the sun is directly south. With the use of 
 a globe and a candle flame, day and night 
 may be explained very readily and simply. 
 
 Farmers used to have a " noon-mark " on 
 the door- step or other convenient place, and 
 when the shadow of a tree or post reached 
 that mark, they knew it was noon. Tell 
 how Jay Gould when a young man supported 
 himself by making "noon-marks" for the 
 farmers, getting his dinner and fifty cents in 
 money for each one made. 
 
 Ask — ' ' Where is the sun at night ? " Tell 
 the pupils that when American boys get up 
 in the morning, Filipino boys are going to 
 bed; when it is morning in America, it is 
 evening in the Philippines, and when it is 
 morning in the Philippines it is evening in 
 America. 
 
Lesson XXXVIT 115 
 
 Picture : A Revolutionary or grand- 
 father's clock is shown in the picture. Ex- 
 plain about the pendulum, and the bell that 
 chimes the hours. On the New York Herald 
 building, in New York city, two bronze 
 figures of men are seen, holding sledge- 
 hammers and standing on either side of a 
 large bell. At twelve o'clock and six o'clock, 
 the hammers strike the hour upon the bell. 
 Tell how some clocks are large enough to 
 hide in. Sometimes this was done during 
 the American Revolution. 
 
 The L<e§soii : It must be remembered 
 that the foregoing material is only suggest- 
 ive ; in these notes there are many repeti- 
 tions, because it is essential that many things 
 should be repeated to the pupils — as only 
 through familiarity, through thinking a 
 thought over and over again, will a child 
 gain the establishment of varied associations 
 resulting in permanence of impression and 
 ready recollection, which are among the chief 
 aims of all education. Every teacher is 
 expected to use the notes as supplementary 
 to her teaching and only in the way of sug- 
 gestions. Before the talk above outlined is 
 given, the pupil should be drilled upon the 
 following items in the order given ; 
 
116 Teachers' Manual 
 
 (1) The sound (Scientific Alphabet). 
 
 (2) "Words containing that sound found in 
 text and Pronunciation Drill. 
 
 (3) The text. 
 
 (4) The music. 
 
 (5) Material suggested in notes. 
 
 Thoug^liti^ for the Teacher : 
 
 The new teaching . . . requires alertness, vitality, and 
 sympathetic enthusiasm. It is exhausting. Virtue goes 
 out of the teacher at every moment. 
 
 — Charles William Eliot. 
 
 We need to be strongly reminded that wickedness is 
 closely akin to weakness, and then to consider the moral 
 consequences of our physiological ignorance. 
 
 — Nicholas Murray Butler. 
 
LESSON XXXVIII 
 
 Christiiia§: Your pupils are probabl;> 
 at an age when the imagination is most 
 vivid, and happiness clings to the expecta- 
 tions of what Santa Claus will bring them. 
 Shall we dispel this illusion ? The editor of 
 the New York Sun was once asked by a little 
 girl, eight years old, if there was a Santa 
 Claus. " Please tell me the truth," the little 
 one pleaded, and here is the answer : 
 
 "Yes, Yirginia, there is a Santa Claus. He exists as 
 certainly as love and generosity and devotion exist, and 
 you know tliat they abound and give to your life its 
 highest beauty and joy. Alas! how dreary would be the 
 world if there were no Santa Claus! It would be as 
 dreary as if there were no Virginias. There would be no 
 childlike faith then, no poetry, no romance to make 
 tolerable this existence. We should have no enjoyment 
 except in sense and sight. The eternal light with 
 which childhood fills the world would be extinguished. 
 
 " You may tear apart the baby's rattle and see what 
 makes the noise inside, but there is a veil covering the 
 unseen world which not the strongest man, nor even the 
 united strength of all the strongest men that ever lived, 
 
 (117) 
 
118 Teachers' Manual 
 
 could tear apart. Only faith, fancy, poetry, love, 
 romance, can push aside that curtain and view and 
 picture the supernal beauty and glory beyond. Is it all 
 real? Ah, Virginia, in all this world there is nothing 
 else real and abiding. 
 
 "No Santa Glaus! Thank God! he lives, and he lives 
 forever. A thousand years from now, Virginia, nay, ten 
 times ten thousand years from now, he will continue to 
 make glad the heart of childhood!" 
 
 On the other hand, a well-known author 
 says : 
 
 "From thorough experience, I know that children 
 enjoy fairy stories and myths if told frankly that they 
 are 'make-believe' or imaginary — just as we enjoy 
 Homer and * Paradise Lost.' The truth should always 
 be told children; it is too precious to be vaporized. I 
 told my children the exact truth about Santa Glaus, and 
 I am sure they got as much enjoyment out of Santa Glaus 
 as did those children who believe him a real being." 
 
 In discussing Christmas, emphasize the 
 fact that it is a season when '' peace on earth 
 and good-will toward men " reign. Have 
 the children talk about Christmas, and ask 
 questions to encourage them. Talk about 
 holly, the fir-tree, etc. 
 
 Pronunciation I>rill: Eeview the 
 sounds as given in Lesson XXXVII and then 
 take up each word relating to the sound 
 found in the text and in the drill ; see that 
 the positions of the organs are those indi- 
 
Lesson XXXVIII 119 
 
 cated in directions. Note the equivalent 
 a=e in Avatcli. 
 
 Holidays : Christmas is both a holy day 
 and a holiday, coming in December. There 
 are twelve months in a year. If the children 
 do not knov7 all the months of the year, have 
 the names v^^ritten upon the board and in- 
 troduce in such list the most important holi- 
 days ; thus : 
 
 January — New^ Year's Day. 
 
 -p , ^ j 22 — Washington's Birthday , 
 (12 — Lincoln's Birthday. 
 
 March. 
 
 April — Arbor Day (in some states). 
 
 Tyr j Victoria Day (Canada), 
 
 ( Memorial Day, or Decoration Day. 
 
 June. 
 
 J 1 j Fourth of July (Independence 
 
 ( Day), Dominion Day (Canada). 
 
 August. 
 
 September — Labor Day (first Monday). 
 
 October. 
 
 November — Thanksgiving Day. 
 
 December — Christmas. 
 
 [Ftd. '^Eound the Year in Myth and 
 Song " (American Book Co.)] 
 
 Explain the meaning of each holiday as it 
 comes ; not all at once, or you will confuse 
 
120~ Teachers' Manual 
 
 the pupils. Ask question: In what month 
 were you born ? December is the last month 
 of the year. January begins a New Year. 
 On the blackboard divide the months into 
 seasons : 
 
 ( March i September 
 
 Spring \ April Autumn ■< October 
 
 ( May ( November 
 
 { June ( December 
 
 Summers July Winter < January 
 
 ( August ( February 
 
 Stories : Read to the children the poem 
 " A Visit from St. Nicholas," by Clement C. 
 Moore. The following is the first verse of 
 the same : 
 
 'Twas the night before Christmas — 
 
 When all through the house 
 Not a creature was stirring — 
 
 Not even a mouse. 
 
 Tell the story of Christmas. [Vid, *'The 
 Story Hour," Kate Douglas Wiggin and 
 Nora A. Smith, page lOl (Houghton. Mifflin 
 & Co ).] 
 
 Tell the story of Thanksgiving. {Vid, 
 *' The Story Hour," page 107.) 
 
LESSON XXXIX 
 
 Review : Three sounds of " O "' are here 
 reviewed, and should be used in the man- 
 ner suggested in previous lessons. Use the 
 v^ords in short sentences, and see that the 
 meaning of each word is understood; where 
 pictures are available, show an oar, a rose, 
 a bow, etc.; have the pupil count the num- 
 ber of doors in the room; point to the floor, 
 etc. Have the words mean something to 
 the child — each to express a thought. 
 
 Drawings Leisoii : The circle is here 
 given in combination with the straight line; 
 the teacher may use either a compass and 
 ruler, or draw the circle with the aid of. a 
 pencil and string. The figures may thus be 
 explained — of course care being taken that 
 the child is not unnecessarily confused by 
 the technical words radius, diameter, quad- 
 rant, and concentric. 
 
 Fig. 1. Circle with radius. 
 
 (121) 
 
122 Teachers' Manual 
 
 Fig. 2. Circle with diameter which di- 
 vides circle in half. 
 
 Fig. 3. Circle in quarters; Fig. 5 same. 
 
 Fig. 4. Square in circle made by connect- 
 ing the four points in Fig. 3. 
 
 Fig. 6. Quarters of Fig. 5 bisected. 
 
 Fig. 7. Square in circle, constructed on 
 points different from those in Fig. 4. 
 
 Fig. 8. Two squares in circle, constructed 
 on the eight points of Fig. 6. 
 
 Fig. 9. Two circles with the same center 
 (concentric); do not use the word concentric. 
 
 Fig. 10. Three circles with the same cen- 
 ter. 
 
 Fig. 11. Same as Fig. 4, only a circle is 
 placed inside the square, drawn with a ra- 
 dius equal to the distance from the center 
 of the circles to the center of one side of the 
 square. 
 
 The diagrams should be explained care- 
 fully, and each one should at first be placed 
 upon the blackboard by the teacher. 
 
LESSON XL 
 
 Pronunciation Drill: The e sound 
 is equivalent to aw in t\\aw and to a in fall. 
 It is a long vowel sound as heard in pro- 
 nouncing the o in or. 
 
 Text : Before using the text, give a little 
 talk to the pupils about ice, frost. Winter, 
 and skating. Then take up each sentence 
 of the text separately, and see that it is 
 understood before passing to another. Em- 
 phasize especially the words containing the 
 vowel sound as found in the Pronunciation 
 Drill, and see that the sound is given in a 
 natural tone. 
 
 Winter : Put upon the blackboard some 
 of the characteristics of Winter time, as : 
 
 Cold; snow; ice; frost; snow flakes. 
 
 Q. : What do you put on when you go out 
 to walk in Winter ? 
 
 Ans,: Coat; mittens; earpads; muffler. 
 
 (123) 
 
124 Teachers' Manual 
 
 Q. : How do you keep warm ? 
 
 Ans.: Fire, coats, etc. 
 
 Q. : What can you do in Winter that you 
 can not do in Summer ? 
 
 Ans.: Snowball; skate. 
 
 Talk about snow and snow-men; toboggan- 
 slides; snowbirds. 
 
 I^kating : Describe roller-skates and ice- 
 skates. Get the children to ask questions 
 about skating. Tell of the girls and boys of 
 Holland who nearly all know how to skate, 
 and go from place to place on the steel run- 
 ners. In *'St. Nicholas Song Book" (The 
 Century Co.) there is a " Song of the Roller 
 Skates," by Maria J. Hammond; the first 
 verse is as follows : 
 
 Swoop-a-hoo ! Swoop-a-hoo ! * 
 
 To the left, to the right; 
 Swoop-a-hoo! Swoop-a-hoo! 
 
 On our rollers so bright. 
 
 Read this verse to the pupils, and if you 
 have the book, read the entire poem. 
 
 Siiowflake§ : Explain to the children 
 as simplv as possible how snowflakes are 
 made, how frost comes, and read the follow- 
 ing verses taken from another song by IMary 
 Mapes Dodge in the ''St. Nicholas Song 
 Book": 
 
Lesson XL 125 
 
 Whene'er a snowflake leaves the sky, 
 
 It turns and turns to say " Good-by ! 
 
 Good-by, dear cloud, so cool and gray! " 
 
 Then lightly travels on its way. 
 
 But when a snowflake, brave and meek, 
 
 Lights on a rosy maiden's cheek, 
 
 It starts, " How warm and soft the day! 
 
 'Tis summer!" and it melts away. 
 
 Experiments : While it is not intended 
 to teach young children science, still there 
 are a few experiments that may be shoivn 
 and explained in simple language. Not 
 only will the children enjoy the experi- 
 ments, as something seen will always leave 
 a deep impression, but at the same time 
 they will learn a truth, and "knowing a 
 thing because I have seen it " is a long way 
 on the road toward reaching the "why," 
 which will come later. 
 
 Place a glass of water on a table. 
 
 Put a cork in the water; it floats. 
 
 Put in a stone; it sinks to the bottom. 
 
 Put in a piece of ice; it floats. 
 
 Idea of Weight : (a) Tell the pupils 
 that the cork and the ice. floating in water, 
 are lighter than water. All things that float 
 in the water are lighter than water. 
 
 (b) The stone, sinking to the bottom of 
 the glass, is heavier than water. All things 
 
126 Teachers' Manual 
 
 that sink in the water are heavier than 
 water. 
 
 Heat and Cold : Have an iron ring 
 and two iron balls, one that will just slip 
 through the ring and one that is just a little 
 too large to slip through. 
 
 (a) Heat the ball that will slip through 
 the ring, and when it is blood-red, show 
 that it will not slip through the ring; in 
 other words, that it has grown larger. The 
 heat has made the iron ball grow larger. 
 
 (5) Take the remaining ball and freeze it ; 
 this freezing may occupy some time, so it 
 had better be started early in the morning, 
 and the ball allowed to stand incased in ice 
 till thoroughly chilled. Show that this ball 
 will now slip through the ring. The cold 
 has made the iron ball grow smaller. 
 
 llu§ic and Motto : To be used as 
 heretofore explained. The motto is to be 
 read and a talk based on it ; it is taken from 
 Shakespeare. Tell something about Shake- 
 speare. 
 
LESSON XLI 
 
 The l^ound : The © is an obscure sound, 
 and great care should be taken in drilling 
 upon it. The syllable -or in saiF-or should 
 not be slurred, but it should be remembered 
 that it is not the full or long or sound, as in 
 nor. 
 
 The I^esson: Explain to the pupils 
 what is meant by the word harbor. Ask if 
 they have ever seen a sailor. Have them 
 tell what they know about sailors. Sailors 
 that are in our navy are sometimes called 
 "Uncle Sam's Boys." If you have the 
 music, play "Nancy Lee," and "Sailing" 
 with its chorus: 
 
 Sailing, sailing 
 
 Over the bounding main, 
 For many a stormy wind shall blow 
 
 Ere Jack comes home again. 
 
 Describe Uncle Sam's war-ships ; how 
 large, how fast they can go, what big guns. 
 Ask the boys if they can name any of the 
 ships. 
 
 (127) 
 
128 Teachers' Manual 
 
 Stories : Many stories of war- vessels 
 may be found in American history ; but in 
 telling such, always emphasize the bright 
 side for children. War-ships are not made 
 for play, but to children they suggest adven- 
 ture, "The Frigate's Namesake" (The Cen- 
 tury Co.) is a delightful story, dealing with 
 a little girl who knew all about ships, had a 
 boat of her own, and one day visited a 
 real ship. If procurable, the teacher will 
 find it a help. Talk to the pupils about 
 Decatur, Dewey, etc. The "St. Nicholas 
 Song Book" (The Century Co.) contains a 
 song, " There's a Ship on the Sea." 
 
 Sailors : Explain wigwagging, or signal- 
 ing with flags, to the children. This may 
 be illustrated in the form of a game; for ex- 
 ample, have a girl and a boy stand in opposite 
 corners of the schoolroom, each with flags, 
 and tell the boy that a certain movement he 
 makes with his flag will mean "Are you 
 'going out to play?" and tell the girl that 
 the movement she makes with her flag will 
 mean "Yes." Tell how signaling is done 
 at night by electricity or other lights. Talk 
 about the search-lights on a battleship, etc. 
 Sometimes the sailors on a war-ship have 
 rescue drill in this way: a life-buoy is thrown 
 
Lesson XLI 129 
 
 overboard, and the ship quickly leaves it 
 behind. The man on watch calls "man 
 overboard," the ship is stopped, a life-boat 
 is lowered, and a crew of sailors get in and 
 row back fast, just as if a man were sinking, 
 till they can pull the poor "buoy" out of 
 the water and take it on board the ship. 
 Thus, in case of a real accident, these men 
 would be ready. 
 
 Review : Review the making of the 
 paper boat, found in Reader, Lesson XXXIV, 
 page 42. 
 
 To the Teachers From *' Scientific 
 
 Side-Lights," James C. Fernald (editor) 
 
 [Funk & Wagnalls Co.] : The following is 
 culled from topic 680 : 
 
 [Materials] taken in gradually, day after day, recurring 
 in different contexts, considered in various relations, 
 associated with other external incidents, and repeatedly 
 reflected on, grow into such a system, form such connec- 
 tions with the rest of the mind's fabric, lie open to so 
 many paths of approach, that they remain permanent 
 possessions. This is the intellectual reason why habits 
 of continuous application should be enforced in educa- 
 tional establishments. — James Psychology^ vol. i, ch. 16, 
 page 663. (H. H. & Co., 1899.) 
 
LESSONS XLII, XLIII 
 
 Ol)ject-I>r Having : This is the first les- 
 son designated as an Object-Drawing lesson. 
 It is based upon the straight line and the 
 curve, both of which have been given in a 
 previous drawing lesson. The teacher is to 
 use discretion as to whether this lesson 
 shall be completed in one or more days. It 
 may be advisable to make several lessons of 
 it. Of course, the objects are to be drawn 
 free-hand. If possible, have the objects 
 themselves placed before the class, in the 
 positions as seen in the cut, Eeader, page 50. 
 Do not confuse the child with the term per- 
 spective, but explain that a little of the top 
 of the box in Fig. 2 is to be seen, and show 
 how the side lines converge to make this 
 top. Explain everything as simply as pos- 
 sible. The drawings may be gi'ouped in the 
 following manner, running across page : 
 
 (1) Square. (2) Box. (3-4) Cylinders. 
 
 (5) Door. (6) Book. (7) Cup. (8) Pail. 
 
 (9) Ink-bottle. (10) Rolling-pin. 
 
 (130) 
 
Lessons XLII, XLIII 131 
 
 The teacher on careful examination will 
 see that the groaps are practically repeti- 
 tions in new shapes of elements that have 
 already been introduced in previous drawing 
 lessons. 
 
 RevicAV Lesson : Two sounds of '*0" 
 are to be reviewed in the same way as di- 
 rected in previous review lessons. See that 
 the meaning of each word is understood. 
 Write sentences or verses containing the 
 words upon the blackboard and read to the 
 pupils, as: 
 
 Humpty Dumpty eat on the wall; 
 Humpty Dumpty had a great fall, etc. 
 
 Music : The completed song, containing 
 the examples of all the sounds of "O," is 
 given on page 51 of the Header, and should 
 be carefully practised. As much gesture as 
 possible should be taught the children. The 
 flowing of the water, the exclamation 
 *' Hark ! " lend themselves readily to action 
 on the part of the pupils. 
 
 Verse : The little verse from Robert 
 Louis Stevenson's *' Child's Garden of 
 Verses " (Charles Scribner's Sons) is to be 
 read by the teacher to the class. 
 
LESSON XLIV 
 
 Pronunciation ]>rill: The two dia- 
 grams at the top of the lesson page contain 
 nine words formed by the addition of 
 
 (1) Six consonants to ook. 
 
 (2) Two consonants and the digraph sli 
 to ould (digraph = two letters representing 
 one sound). 
 
 • Put upon the blackboard the sentences : 
 
 (1) I would if I could. 
 
 (2) You should if you could. 
 
 Explain in a simple way the moral sig- 
 nificance of such expressions. 
 
 The two equivalents found in this lesson 
 are oo = u and ou = u. 
 
 Stories : The teacher by this time has 
 probably found that the pupils show some 
 eagerness in suggesting words containing 
 the vowel sound that is being studied. Upon 
 such words the teacher may often base a 
 
 (132) 
 
Lesson XLIV 133 
 
 story. It is not asked that the teacher 
 always use the story suggested in these 
 notes, but a child's interest needs stimula- 
 tion, and the desire for a story should be 
 met. '* Little Red Elding Hood "has else- 
 where been used ; if the pupils remember 
 having heard it, let one of them repeat the 
 story. Tell the class that the word wolf 
 contains the u sound, and write a sentence 
 upon the blackboard in which the word is 
 used ; as, " The wolf is cross." Narrate the 
 story of the boy who cried ' ' Wolf . " In brief 
 it runs : 
 
 Once there was a boy who went into the 
 fields to watch his flock of sheep ; during the 
 day he thought he would have fun with the 
 village folk, so he cried aloud, '^ Wolf, wolf, 
 wolf," and the people came running out, 
 thinking that the sheep were being eaten up. 
 But they only found a laughing boy, and the 
 sheep quietly grazing in the meadow. One 
 day, however, a real wolf came, and when 
 the boy called out, '' Wolf, wolf, wolf," no 
 one ran to help him, and his sheep were 
 killed. 
 
 The following Mother Goose rime should 
 be read to the pupils ; the word crooked con- 
 tains the u sound : 
 
134 Teachers' Manual 
 
 There was a crooked man, 
 
 And he went a crooked mile, 
 And he found a crooked sixpence 
 
 Against a crooked stile; 
 He bought a crooked cat, 
 
 Which caught a crooked mouse, 
 And they all lived together 
 
 In a little crooked house. 
 
 music : The same idea of emphasizing 
 the different sounds of " U" by italicizing 
 words containing the sound studied, as sug- 
 gested in the '*0" song, is here followed. 
 The two music lines should be practised 
 carefully, and the italicized words in the 
 Terse lines should be written upon the black- 
 board, and used in connection with the 
 Pronunciation Drill. 
 
LESSON XLV 
 
 Pronunciation I>rill: The u sound 
 is continued in this lesson, and as it is rather 
 a difficult sound, it should be studied care- 
 fully ; we repeat that the teacher should see 
 that no pupil raises the voice too high ; a 
 natural pitch is desired — aim at intensity^ 
 not loudness. 
 
 T^cison: The lesson and the picture 
 show unity ; in fact, it has been the aim 
 throughout the Reader to show that the 
 best results are obtained by the use of 
 related subjects rather than isolated ones, 
 and also by the emphasis of such relation. 
 There is scope for a large variety of related 
 topics, based upon the picture illustrating 
 the lesson : 
 
 (1) Winter time. 
 
 (2) Ice and snow. 
 
 (3) Sunset. 
 
 1135) 
 
136 Teachers' Manual 
 
 (4) Trees and bushes. 
 
 (5) The brook nearly frozen over. 
 
 (6) Deer. 
 
 (7) Color lesson. What colors do you see 
 in the picture ? 
 
 (8) The woods. 
 
 ISin^ular and Plural : Put upon the 
 blackboard the following sentences : 
 I see a deer. 
 I see two deer. 
 
 Explain that the word deer may mean 
 one or more. As the pupils by this time 
 have some idea that the plural is formed by 
 the additions of s or es to the singular, care 
 should be taken that a simple explanation, 
 leading to no confusion, is given about the 
 plural of the word deer. The irregular 
 plurals in general shoidd he avoided for the 
 present. Of course, the children will under- 
 stand the ideas that the words plural and 
 singular represent long before they need be 
 taught these terms. 
 
 I>eer : Talk to the children about deer : 
 
 (1) Color. 
 
 (2) Horns — different from cow's ; how 
 they are shed. 
 
 (3) Eyes — keen, bright. 
 
 (4) Tail— short. 
 
Lesson XLV 187 
 
 (5) Timid animals. 
 
 (6) Swift runners. 
 
 Reindeer: Attached to sleighs in very 
 cold countries ; used as we use horses. Tell 
 of Santa Claus coming in a sleigh drawn by 
 reindeer. 
 
 Story : Have one of the pupils repeat the 
 story of the ''Babes in the Woods," which 
 was told in a previous lesson. 
 
 Poem : Tennyson's '' The Brook." While 
 the poem as a whole is beyond the under- 
 standing of the average pupil studying a 
 First Reader, it is believed that certain lines, 
 supplemented by the teacher's explanation, 
 will give a vivid picture of a brook : 
 
 And sparkle out among the fern. . . . 
 
 By thirty hills I hurry down, 
 Or slip between the ridges. . . . 
 
 I chatter over stony ways. . . . 
 
 With many a curve. . . . 
 
 By many a field. ... 
 
 I chatter, chatter, as I flow 
 
 To join the brimming river. . . . 
 
 I wind about, and in and out, 
 With here a blossom sailing. . . . 
 
 I steal by lawns and grassy plots. . . . 
 
138 Teachers' Manual 
 
 I slip, I slide, I gloom, I glance. . . . 
 I murmur under moon and stars. . . . 
 I linger, etc. 
 
 Wherever in the lessons it is possible to 
 illustrate the many points in a simple way 
 by using the words of a master-artist such 
 as Tennyson, it would be well to do so. 
 
 Longfellow thus describes *' The Brook " : 
 
 Laugh of the mountain ! — lyre of bird and tree ! 
 
 Pomp of the meadow ! mirror of the morn ! 
 
 The soul of April, unto whom are born 
 The rose and jessamine, leaps wild in thee! 
 
 There is everything in entering into the 
 spirit of a season, and the above lines are 
 given not necessarily to be read to the 
 pupils, but to emphasize that sympathy 
 with all nature which a teacher should 
 strive to cultivate. 
 
LESSON XLVl 
 
 Pronunciation Drill: Take partic- 
 ular care in tlie drill upon the ii equivalents, 
 o, oo, and ou. 
 
 The Teacher: Each point of the lesson 
 should be studied in regular order. First 
 the Scientific Alphabet sound should be con- 
 sidered, along with the words containing 
 the sound to be found in the text and 
 Pronunciation Drill. After reading the 
 text to the pupils, see that every thought 
 therein contained is clearly understood. 
 Ask questions. Remember that it is the 
 object of this Reader to have each lesson 
 tell something to the pupil that is worth his 
 while to know. Emphasis of the sound 
 must not be neglected, wherever it is pos- 
 sible to emphasize it. 
 
 The Text : The last sentence in the text 
 asks a question. In a previous lesson (XL), 
 an experiment with water, ice, and a stone 
 
 a39) 
 
140 Teachers' Manual 
 
 was suggested. If the pupils have been shown 
 the experiment, they should be able to an- 
 swer this question. If the experiment is not 
 remembered, perform it again before giving 
 an answer. In every case, the thoughts sug- 
 gested to the pupils should relate to Winter 
 time, which is the basis of the lesson. 
 
 Experiment : If this lesson is studied 
 during very cold weather, it might be shown 
 the pupil how ice forms on pools of water, 
 at first in thin sheets, then becoming so thick 
 that men can skate and horses walk upon it. 
 
 An inexpensive experiment could be 
 shown by the teacher at this point of the 
 lesson. Ask the pupils if they have ever 
 seen a thermometer; show them one. Have 
 two glasses placed upon a table, one filled 
 with cold water and the other with warm 
 water. Put the thermometer into cold water 
 and show how the mercury in it drops; then 
 put it into warm water; show how the mer- 
 cury rises. 
 
 Inference : When put into hot water 
 the mercury rises — becomes larger (or ex- 
 pands). When put into cold water the mer- 
 cury falls — becomes smaller (or contracts), 
 
 Quest! on § : Do you remember how the 
 ball grew larger when it was heated ? Do you 
 
Lesson XL VI 141 
 
 remember how the ball grew smaller when 
 it was frozen? 
 
 Literature: See "Nature Study in 
 Elementary Schools," Wilson (The Macmil- 
 lan Company) : 
 
 (a) Snowflakes — pages 108, 109. 
 
 (b) Snow, Hail — pages 154, 155. 
 
 In Lovejoy's ''Nature in Verse" (Silver, 
 Burdett & Co.) there are many poems rela- 
 ting to the "Winter season. One called ' ' The 
 Snow-Storm " (page 269) is quoted in full : 
 
 The Snow-Storm. 
 
 We are free! we are free! the snowflakes cried, 
 
 Hurrah! hurrah! away we hide. 
 
 Now we're whirling, and twirling, and dancing around, 
 
 And gently sinking to the ground. 
 
 The jolly north wind! how he makes us fly, 
 
 And whistles the tune we are dancing by. 
 
 We cover the valleys, we cover the hills. 
 
 We bury the flowers and frozen rills, 
 
 We're dashing out this way, and that way again, 
 
 We're dashing against the window-pane. 
 
 Then away, away, away, away. 
 
 We'll make a track for the merry sleigh; 
 
 We're drifting high, ah! ah! here's fun 
 
 For the boys and girls 
 
 When school is done. 
 
 Now we're whirling, and twirling, and dancing around. 
 
 And gently sinking to the ground. 
 
 Other poems that might be of use to the 
 
143 Teachers' Manual 
 
 teacher may be found in the same volume on 
 pages 258-276. 
 
 The following songs might be consulted to 
 advantage by the teacher : 
 "Songs of the Child- World," Gay nor (The 
 John Church Co.) : 
 (a) "Jack Frost," page 68. 
 (5) " Tracks in the Snow," page 69. 
 (c) " Sleighing Song," page 70. 
 " Songs for Little Children," Eleanor Smith 
 (Milton Bradley Co.) : 
 (a) "In the Snowing and the Blowing" 
 
 [Part I], page 12. 
 (5) " The Snow Clouds" [Part I], page 35. 
 
 (c) "Jack Frost" [Part II], page 28. 
 
 (d) "Snow Ball Song " [Part II], page 31. 
 Talks : Tell the pupils of the provision 
 
 of nature by which, when water freezes, the 
 ice always forms at the top, the water below 
 retaining a certain amount of warmth, and 
 thus protecting the fish during the cold 
 months. Describe the extra amount of fur 
 to be found on animals in Winter time. 
 
LESSON XLYII 
 
 The Teacher: The thought of the 
 lesson should go through the mind of the 
 pupils. Carlyle at one time said, "Hold 
 your tongue and do something." Never 
 forget that in moral and religious education 
 almost everything depends upon the teacher. 
 A stream can not go above its source; the 
 teacher is the source. As has been well 
 said, "Truth can be promulgated only by 
 those who possess it." 
 
 The Ije§§on : Write out parts of the 
 lesson on the blackboard, dwelling upon the 
 vowel sounds contained in it. It would be 
 well for the teacher to prepare herself for 
 every lesson on the day before it is given, 
 and determine in what way she will make 
 the details of the lessons clear to the class. 
 
 Vocahiilary : A good way of securing 
 a conversational vocabulary is by inducing 
 the pupils to talk freely about things they 
 have seen on their way to school. Have them 
 
 (143) 
 
144 Teachers' Manual 
 
 repeat any little story they may have had read 
 to them either at school or at home. En- 
 courage the children to talk by asking ques- 
 tions and by keeping up the interest in the 
 topic being studied. Remember that chil- 
 dren learn words by efforts to understand 
 and to express ideas. 
 
 Proiiiiiiciatioii I>rill: The word 
 bugle, found in the text, contains a combi- 
 nation of i and u sounds, and is pronounced 
 l>iu'-gl. 
 
 Picture : This is divided into three 
 parts : 
 
 I. Soldiers. Have the children count the 
 number in each row or rank, and repeat the 
 following stanzas : 
 
 One little, two little, three little soldiers, 
 Four little, five little, six little soldiers, 
 Seven little, eight little, nine little soldiers, 
 Ten little soldier boys. 
 
 Ten little, nine little, eight little soldiers, 
 
 Seven little, six little, five little soldiers, 
 
 Four little, three little, two little soldiers, 
 
 One little soldier boy. 
 
 In the same verse, substitute the word 
 sailors, and repeat it. 
 
 II. Bugler. Tell the pupils some things 
 the cavalry bugler has to do, e. g,: Blows 
 
Lesson XL VII 145 
 
 bugle for soldiers (1) to get up (reveille); 
 (2) to go to bed, *' lights out," ^'taps"; (3) 
 to make a charge in battle. 
 
 The West Point cadets, it is said, think 
 that the bugle-call in the morning means the 
 following : 
 
 And I can't get them up, and I can't get them up, 
 And I can't get them up in the morning, 
 
 And I can't get them up, and I can't pet them up, 
 And I can't get them up at all. 
 
 Tennyson in his "Bugle Song," found at 
 the end of the third part of *' The Princess," 
 gives this refrain : 
 
 Blow, bugle, blow, set the wild echoes flying, 
 Blow, bugle; answer, echoes, dying, dying, dying. 
 
 O hark, O hear! how thin and clear, 
 And thinner, clearer, farther going ! 
 
 The bugle is also sounded on board a war- 
 ship. Play some of the bugle-notes on the 
 piano. If a phonograph be obtainable, a 
 record may be readily procured that repro- 
 duces all the well-known bugle-calls. 
 
 III. Sailors. See suggestions in a previous 
 lesson (XLI). 
 
 Storie§ : (1) Sir Philip Sidney, wounded 
 on the battle-field, gave the single cup of 
 water which had been brought for him to 
 10 
 
146 Teachers' Manual 
 
 a dying soldier, saying, ' ' Thy necessity is 
 greater than mine." (2) The little drummer- 
 boy, wounded and being left behind by a 
 defeated and retreating army, beat his drum 
 until the soldiers took heart and rushed back 
 up a hill to victory. 
 
 ISSackboard Sentences : 
 
 (a) The soldiers are marching. 
 
 (5) They have guns. 
 
 (c) The soldiers wear hats. 
 
 (c?) The sailors wear caps. 
 
 (e) Soldiers belong to the army. 
 
 (/) Sailors belong to the navy. 
 
 (g) Hurrah for the soldiers ! 
 
 (h) Hurrah for the sailors ! 
 
 (?) The soldiers and the sailors love one 
 flag. 
 
 (j) Hurrah for the red, white, and blue ! 
 
LESSON XLVIII 
 
 The Teacher : It is told of a certain 
 teacher how, when he had to give to his 
 class a lesson on measurement, he sought for 
 means by which to interest the pupils at the 
 outset. Entering the room, he took a ruler 
 from the desk, and getting down upon the 
 floor, began measuring one side of the room. 
 The pupils, on the qui vive, watched intently, 
 and finally, when one side had been meas- 
 ured, and the result put upon the blackboard, 
 the teacher began his explanation. This in- 
 cident should be borne in mind ; if the pupils 
 are interested, they will go a long way be- 
 cause of that interest. What matter if mis- 
 takes are made at the beginning? The 
 teacher should see that the children are not 
 too sensitive to criticism. 
 
 The L<esson : Draw a straight line five 
 inches long on the blackboard. Give to one 
 of the pupils a piece of cardboard one inch 
 
 (147) 
 
148 Teachers' Manual 
 
 long and ask him to go to the board and 
 mark the line off into spaces equal to the 
 length of the cardboard in his hand. Count- 
 ing, he will find that he is able to mark off 
 five spaces within the length of the line. 
 Tell the pupils that each space is called an 
 inch. 
 
 Draw a square on the board, each side of 
 which is one inch. Have a pupil measure 
 the sides of this square. 
 
 Let the pupils measure things in the 
 schoolroom. Train the child's eye to see 
 how high a thing is ; how far off a thing 
 is, etc. 
 
 The Sound: The sound u is obscure, 
 and is found in the terminations -jure, -sure, 
 when unaccented. 
 
 RerieAV : Three sounds of "XJ-'are here 
 reviewed, and some of the words in which 
 the sounds occur are new. Be sure that the 
 meaning of each word is understood, and 
 use the words in sentences of the pupils' 
 making. Cards might be used for making 
 sentences, each word of the sentence being 
 on a separate card, and the cards mixed up, 
 for the pupil to arrange so as to make com- 
 plete sense. See the suggestion given under 
 notes for Lesson XII. 
 
LESSON XLIX 
 
 Buttercups : Color — yellow. 
 Stem — hairy. 
 Where found — meadows, 
 fields, roadsides, grassy 
 places. 
 Season — May-September. 
 For further description, see "Nature's 
 Garden," Neltje Blanchan (Doubleday, Page 
 & Co.); ''Nature Study in Elementary 
 Schools," Wilson (The Macmillan Co.). 
 
 Butterfly : Emphasize the following in 
 talking about these brightest of insects : 
 
 (1) Colors. 
 
 (2) Size of wings. 
 
 (3) Wings in motion. 
 
 (4) Wings at rest. 
 
 (5) Spots on wings. 
 
 (6) Eyes. 
 
 (7) Feelers. 
 
 It would be well for the teacher 
 
 (1493 
 
150 Teachers^ Manual 
 
 (1) To draw a large diagram of a butterfly 
 on the blackboard. 
 
 (2) To show how the butterfly comes from 
 a caterpillar, explaining its growth by the 
 following diagram : 
 
 small grub 
 
 or 
 caterpillar 
 
 chrysalis state — 
 time of .change 
 
 butterfly 
 In a book entitled "According to Season " 
 [Talks about the Flowers in the Order of 
 Their Appearance in the Woods and Fields], 
 by Frances Theodora Parsons (Charles Scrib- 
 ner's Sons, 1902), there is a chapter entitled 
 ''A Long Island Meadow,"' in which certain 
 statements about the butterfly are found 
 tliat will be of interest to the pupils. The 
 author says that the monarch or milkweed 
 butterfly is probably the best-known butter- 
 fly in the United States, and its conspicuous 
 
Lesson XLIX 151 
 
 orange-red, black-bordered wings, as it darts 
 about, may be seen almost everywhere. The 
 author likewise comments upon the strength 
 and endurance that a fragile thing such as a 
 butterfly can show at times. It often jour- 
 neys, so it is said, thousands of miles, and, 
 somehow or other, escapes destruction from 
 its enemies, despite its brilliant coloring. 
 There are two points emphasized by the 
 author in the short description of this butter- 
 fly found in this chapter — its weapon of de- 
 fense against other insects and birds, and its 
 lack of keen vision, (a) It defends itself by 
 means of the odor exhaled from its entire 
 body. (5) It flies around, guided principally 
 by the sense of smell, rather than of sight. 
 
 The two following paragraphs are quoted 
 from this work ' 'According to Season, " which 
 book would be of valuable assistance to teach- 
 ers who wish to extend the nature work in 
 their class beyond the lessons suggested 
 throughout the Reader and Manual : 
 
 "The butterfly . . . along the coast in 
 the Fall has frequently been seen assembling 
 in flocks numbering hundreds of thousands, 
 changing the color of the trees on which it 
 alights for the night. 
 
152 Teachers' Manual 
 
 ** Clinging to a leaf or a blade of grass, 
 occasionally we see the caterpillar of the 
 milkweed butterfly, its plump body banded 
 with yellow, black, and white. These cater- 
 pillars come from eggs deposited by the 
 butterfly upon the upper surface of the new 
 leaves of the family food -plant (usually a 
 milkweed). In about four days the cater- 
 pillar hatches, and spends the next two or 
 three weeks, while attaining its size, upon 
 the food-plant. During this period it molts 
 its skin four times. When the time comes 
 for the change to chrysalis, it usually leaves 
 the food-plant and seeks some safe and 
 steady spot, where it hangs from nine to 
 fifteen days, when the butterfly emerges." 
 
 Poem : Read the following poem to the 
 pupils, taken from Lovejoy's "Nature in 
 Verse" (Silver, Burdett & Co.). 
 
 The Butterfly. 
 
 Out in the garden, wee Elsie 
 
 Was gathering flowers for me; 
 "O mama! " she cried, "hurry, hurry! 
 
 Here's something I want you to see." 
 I went to the window; before her 
 
 A velvet- winged butterfly flew, 
 And the pansies themselves were not brighter 
 
 Than the beautiful creature in hue. 
 
Lesson XLIX 153 
 
 ''Oh! isn't it pretty! " cried Elsie, 
 
 With eager and wondering eyes, 
 As she watched it soar lazily upward 
 
 Against the soft blue of the skies. 
 "I know what it is, don't you, mama? ' 
 
 Oh ! the burden of these little things 
 When the soul of a poet is in them — 
 
 *' It's a pansy — a pansy with wings!" 
 
 To the Teacher: ''Any piece of 
 knowledge which the pupil has himself ac- 
 quired, any problem which he has himself 
 solved, becomes by virtue of the conquest 
 much more thoroughly his than it could else 
 be. The preliminary activity of mind which 
 his success implies, the concentration of 
 thought necessary to it, and the excitement 
 consequent on his triumph, conspire to regis- 
 ter all the facts in his memory in a way that 
 no mere information heard from a teacher, 
 or read in a school-book, can be registered." 
 ■—Herbert Spencer. 
 
LESSON L 
 
 Drawing : The teacher must bear in 
 mind that this is an o5/ec ^-lesson, and as 
 such, should deal, as nearly as practicable, 
 with the objects themselves. In their order, 
 the objects pictured in the drawing are as 
 follows : 
 
 (1) Bali (6) Bowl and Fish 
 
 (2) Hemisphere (7) Dumb-bell 
 
 (3) Bowl and Spoon (8) Glass 
 
 (4) Hemisphere (9) Pitcher 
 
 (5) Cap (10) Lantern 
 
 At first, these objects should be drawn 
 upon the blackboard by the teacher, and 
 then careful supervision should be given to 
 each child as he draws them on paper, board, 
 or slate. After drawing from the "flat," 
 as pictured in the lesson, another drawing 
 might be made from the object itself rather 
 than from a picture of the object. The 
 teacher should place upon her desk each 
 
 (154^ 
 
Lesson L 155 
 
 object to be drawn, in full view of the entire 
 class. 
 
 Sentences : Have the pupils make sen- 
 tences containing the words represented by 
 the objects ; as, ** The ball is round." 
 
 Form : Give some idea of form. Ask 
 questions, bringing out points to enable the 
 child to obtain an exact idea of the object — 
 its shape, etc. Question : What is the differ- 
 ence between a box and a ball ? Answer : 
 One has corners, the other has not, etc. 
 Furthermore, analyze sentences in the fol- 
 lowing manner : 
 
 (a) The ball is round. 
 
 (b) The ball is what ? Round. 
 
 (c) What is round ? The ball. 
 Modeling^: As this lesson deals with 
 
 solids, easily reproduced in clay, it would be 
 advisable for the teacher to reserve part of 
 the day for clay-modeling (see Lesson XIX 
 for suggestions). 
 
 (1) Have the ball made (Fig. 1). 
 
 (2) Cut in half (Fig. 2). 
 
 (3) Press flat side in with finger-tip 
 (Fig. 3). Add the spoon. 
 
 (4) Same as Fig. 2, only reversed (Fig. 4). 
 
 (5) It would be advisable not to make, as 
 
156 Teachers' Manual 
 
 the brim would be hard for a child to 
 manage. 
 
 (6) Sphere cut off slightly at top, with 
 addition of flat bottom. 
 
 (7) Two spheres, joined by a rod, thick in 
 the middle. 
 
 (8) (9) (10) Care should be taken in model- 
 ing ; the teacher should make each part 
 separately. 
 
 The Teacher should see that, in the 
 drawing lesson, the pupils use their hands 
 properly and hold their pencils in such a 
 position as not to result in any strained 
 movement. The use of both the right and 
 the left hand should be encouraged. Exer- 
 cises upon the straight line and the curve 
 should be given to the class. 
 
LESSON LI 
 
 Word-Ouessing' : This lesson, just as 
 the previous word-guessing lessons, is given 
 to sharpen and to strengthen the imagina- 
 tion of the pupils. The right answers are 
 likely to be given only so far as the child 
 has had experience with the objects them- 
 selves. When such experience is found to 
 be wanting, the teacher should supply it as 
 far as possible, and awaken an interest, 
 a desire on the part of the pupil to see and 
 to know something about each object. The 
 words in the text represented by the outline 
 drawings are as follows : 
 
 House, flag, bee, chestnut, basket, lion, 
 sponge, slate. 
 
 In the second part of the Reader two les- 
 sons are based upon bees and upon the 
 sponge. 
 
 Pronunciation Drill : The Pronim- 
 ciation Drill should be thoroughly studied, 
 
 (157) 
 
158 Teachers' Manual 
 
 and new words containing the sound u 
 should be put upon the blackboard — such 
 common words as lion^-ey (liun'-e), mon'-ey 
 (mun^-e), tongue (tung). 
 
 Stories : The picture at the foot of the 
 lesson page shows fiYQ rabbits in different 
 characteristic attitudes. No one knows our 
 animal neighbors, wild or tame, better than 
 John Burroughs — and here is a description 
 of wild rabbits written by him, which will 
 be suggestive to the teacher. The selections 
 are from " Squirrels and Other Fur-Bearers" 
 (Houghton, Mifflin & Co.) : 
 
 " The rabbit evidently loves to be neighbor 
 to man, and profits by it. Nearly every 
 Winter one takes up her abode under my 
 study floor, and when the snow is deep and 
 the weather is cold she usually finds every 
 night a couple of sweet apples on her 
 threshold. I suppose she thinks they grow 
 there, or are blown there by the wind like 
 snow. At such times she does not leave her 
 retreat ; the apples are good fortune enough. 
 If I neglect to put them there, in the morn- 
 ing I see where she has gone forth over the 
 lawn looking for them, or for some other 
 food. 
 
Lesson LI 159 
 
 *'One summer a wild rabbit came up 
 within a few feet of my neighbor's house, 
 scooped out a little place in the turf, and 
 reared her family there. I suppose she felt 
 more secure from prowling cats and dogs 
 than in the garden or vineyard. My neigh- 
 bor took me out to let me into her secret. 
 He pointed down to the ground a few feet 
 in front of us, and said, 'There it is.' I 
 looked and saw nothing but the newly 
 mown turf with one spot the size of my two 
 hands where the grass was apparently dead. 
 'I see no rabbit nor any signs of a rabbit,' 
 I replied. He stooped to this dry spot and 
 lifted up a little blanket or carpet of matted 
 dry grass and revealed one of the prettiest 
 sights I had ever seen, and the only one of 
 the kind I had ever looked upon ! — four or 
 five little rabbits half the size of chipmunks, 
 cuddled down in a dry fur-lined nest. They 
 did not move or wink, and their ears were 
 pressed down close to their heads. My 
 neighbor let the coverlet fall back, and they 
 were hidden again as by magic. 
 
 "' They had been discovered a few days 
 before when the lawn was mown, and one, 
 as it sprang out from the nest, was killed by 
 the mower, who mistook it for a young rat. 
 
160 Teachers' Manual 
 
 The rest of thera fled and disappeared 
 through the grass, but the next morning 
 they were back in the nest, where they re- 
 mained for several days longer. Only at 
 night, so far as was observed, did the mother 
 visit and nurse them. 
 
 *' There was no opening into the nest, the 
 mat of dried grass covered it completely, so 
 that the mother, in her visits to them, must 
 have lifted it up and crept beneath. It was 
 a very pretty and cunning device. One 
 might have stepped upon it in his walk, but 
 surely his eyes alone would never have 
 penetrated the secret. I am told by men 
 wise in the lore of the fields and woods that 
 the rabbit always covers her nest and young 
 with a little blanket, usually made of fur 
 plucked from her own breast." 
 
 The question has been asked in the lesson : 
 Can you tell the story of the lion who saved 
 the life of a mouse ? The story is found in 
 La Fontaine and u^sop, and, in brief, is as 
 follows : 
 
 Once upon a time a mouse troubled a 
 sleeping lion, who, waking suddenly, caught 
 it beneath his big paw, and would have 
 killed it, had not the mouse pleaded for 
 life ; so the noble lion let it go. Now soon 
 
Lesson LI 161 
 
 after, the lion, roaming the woods for food, 
 was caught in a net, and could not get out, 
 no matter how hard he struggled ; but the 
 mouse, hearing the roars of distress, came 
 and nibbled the cords of the net and set the 
 lion free. 
 
 By this pretty fable the teacher may fasten 
 in the minds of her pupils the thought that 
 kindness begets kindness. '' The liberal de- 
 viseth liberal things, and by liberal things 
 shall he stand." " Blessed are the merciful, 
 for they shall obtain mercy." This is a law 
 of our being. 
 
 Music : The music-lines thus far studied 
 should be sung in review ; it must be re- 
 membered that the italicized words contain 
 examples of the sounds of " U," and should 
 receive careful consideration. 
 
 11 
 
LESSON LII 
 
 Pronunciation Drill: After drilling 
 upon the positions of the organs, it would be 
 well for the teacher to put upon the black- 
 board other words containing the u sound 
 different from the examples found in the 
 Drill ; as, furl, liurl. (The words swish and 
 swirl, used in the text, imitate, in a measure, 
 the sound of the wind.) 
 
 The* JLe§son : When the teacher has 
 read the lesson over to the children and seen 
 that each sentence is understood, she may 
 proceed to make a weather-vane, following 
 the directions as given on the next page. 
 
 Have the children point to the north, 
 south, east, and west. Then explain to them 
 that there is a wind which comes from each 
 of the four directions, and write upon the 
 blackboard : 
 
 (a) North wind. 
 (5) South wind. 
 
 (c) East wind. 
 
 (d) West wind. 
 (168) 
 
Lesson LII 
 
 163 
 
 <^ 
 
 
 ARROW 
 
 — MADE OF 
 CARDBOARD 
 
 . KNITTINQ- 
 NEEDLE 
 
 BOX OR 
 BLOCK 
 
 Read a poem by Edmund Clarence Sted- 
 man called " What the Winds Bring," which 
 we quote in full : 
 
 What the Winds Bring. 
 
 " Which is the wind that brings the cold ? " 
 "The north wind, Freddy, and all the snow, 
 
 And the sheep will scamper into the fold 
 When the north begins to blow." 
 
 " Which is the wind that brings the heat ? " 
 "The south wind, Katy; and corn will grow, 
 
164 Teachers' Manual 
 
 And peaches redden for you to eat, 
 When the south "begins to blow.'' 
 
 " Which is the wind that brings the rain ? " 
 "The east wind, Arty; and farmers know 
 
 That cows come shivering up the lane, 
 When the east begins to blow." 
 
 " Which is the wind that brings the flowers ? " 
 "The west wind, Bessie; and soft and low^ 
 
 The birdies sing in the summer hours, 
 When the west begins to blow." 
 
 The Weatlier-Vane : Tell the pupils 
 that when the point of the vane is turned 
 toward the east, then an east wind is blow- 
 ing. The feather always points in the oppo- 
 site direction to that from which the wind 
 is coming. Put the following on the black- 
 board, showing the different positions of 
 the vane for the four winds : 
 
 ^o^-^^^ ^ei-^'' 
 
 Sentence - iriaRins : The following 
 
Lesson LIT 165 
 
 sentences containing examples of the w sound 
 could be used to advantage : 
 
 Butter, churn; 
 Biscuits turn — 
 Before they lxu7m. 
 
 There was a iittle girl, 
 
 And she had a little curl, 
 And seven little curls had she — 
 
 With a swish and a swirl 
 
 The wind caught each curl, 
 And mussed it up horribly. 
 
 Ijiterature : The literature upon the 
 subject of the lesson is extensive, and the 
 teacher is referred to ' ' Nature Lessons in 
 Elementary Schools," Wilson (The Mac- 
 millan Co ), pages 10-18, for many helpful 
 suggestions. Mythology gives several in- 
 teresting stories about the wind. Tell 
 the pupils about ^olus, king of all the 
 winds. When the wind blows against 
 strings, as, for example, violin strings, 
 music is heard, and we say ^olus is playing 
 upon his harp. [See ' ' Eound the Year in 
 Myth and Song" (American Book Co.).] 
 
 The JEolian harp is thus described in the 
 ** Columbian Cyclopedia"; it is suggested 
 that the teacher use the description as the 
 basis for a story : 
 
166 Teachers' Manual 
 
 [The ^olian harp is] "a very simple musical instru- 
 ment produciijg harmonic sounds when placed in a cur- 
 rent of wind. It is formed by stretching eight or ten 
 strings of catgut, all tuned in unison, over a wooden 
 shell or box, made generally in a form sloping like a 
 desk. The sounds produced by the rising and falling 
 wind, in passing over the strings, are soft and lulling, 
 and have been beautifully described by the poet Thom- 
 son, as supplying the most suitable kind of music for the 
 Castle of Indolence^ 
 
 The different winds have particular 
 names : 
 
 Boreas — north wind. 
 Eurus — east wind. 
 Notus — south wind. 
 Zephyrus — west wind. 
 
 Tell in simple language how ^olus helped 
 Ulysses, who was a king living many, many 
 years ago ; how when Ulysses stopped to 
 see ^olus, the latter put all the bad winds 
 in a bag and gave them to Ulysses to keep 
 on board his ship, so that only good winds 
 could attend Ulysses while at sea. Setting 
 sail, Ulysses fell asleep, and the ship's crew 
 opened the bag and all the bad winds flew 
 out, and the ship was driven back to shore 
 during a terrible storm (see Bulfinch's '' Age 
 of Fable ")• 
 
 Robert Louis Stevenson, in his '* Child's 
 
Lesson LIT 167 
 
 Garden of Verses" (Charles Scribner's Sons), 
 wrote a poem on " The Wind," one stanza 
 of which reads : 
 
 I saw you toss the kites on high 
 And blow the birds about the sky; 
 And all around I heard you pass, 
 Like ladies' skirts across the grass — 
 O wind, a blowing all day long, 
 O wind, that sings so loud a song. 
 
 Eugene Field, in his ''Lullaby-land" 
 (Charles Scribner's Sons), wrote " The Night 
 Wind," one stanza of which is : 
 
 My mother told me long ago 
 
 (When I was a little tad *) 
 That when the night went wailing so, 
 
 Somebody had been bad; 
 And then, when I was snug in bed. 
 
 Whither I had been sent. 
 With the blankets pulled up round my head, 
 I'd think of what my mother said, 
 
 And wonder what boy she meant! 
 And ''Who's been bad to-day? " I'd ask 
 
 Of the wind that hoarsely blew. 
 And the voice would say in its meaningful way, 
 " Yoooooooo! 
 Yoooooooo ! 
 Yoooooooo!" 
 
 Reference§ : The teacher will find the 
 following books useful : 
 
 * Tad, a very small boy. 
 
Ib8 Teacfiers^ Manual 
 
 ** Nature in Verse," Lovejoy (Silver, Burdett 
 & Co.). contaiinng : 
 
 (a) "The Four Winds." 
 
 (b) " What the Winds Bring." 
 
 ** Songs of the Child World," Gaynor (The 
 John Church Co.) : 
 "The Wind." 
 "Songs for Little Children" [Part I], 
 Eleanor Smith (Milton Bradley Co.) : 
 "The North Wind." 
 " St. Nicholas Song Book " (The Century Co.): 
 
 (a) " The Wild Wind." 
 
 (b) " The North Wind Doth Blow." 
 
 (c) " Sleep, Sleep, the South Wind." 
 ^sop's Fables, " The Wind and the Sun." 
 
 "A mental discipline which takes no ac- 
 count of differences of capacity and taste is 
 not well directed. It follows that there 
 must be variety in education instead of 
 uniform prescription." — Charles William 
 Eliot. 
 
LESSON LIII 
 
 Text : The teacher will find that in the 
 text, the D sound is given ten times in the 
 words churn and turn. Learn has the gr 
 sound. The text could be divided into two 
 parts, the one dealing entirely with a talk 
 about churning, the other with direction, 
 or points of the compass. 
 
 Chum : Ask the pupils questions about 
 a cow, as : 
 
 (1) What color is she ? 
 
 (2) Has she a tail? 
 
 (3) How many feet has she ? 
 
 (4) What has she on her head ? 
 
 (5) Where did you see her ? 
 
 (6) What does she eat? 
 
 Talk about milk and ask what color it is. 
 Most of the pupils will have seen cream and 
 will know that it always forms at the top of 
 the glass, bottle, pan, or crock of milk. 
 This cream, when put into a churn and 
 churned, will make butter. Talk about the 
 
 (169) 
 
170 Teachers' Manual 
 
 picture and call attention to the objects seen 
 in it, imitating the motion in churning. Re- 
 cite the two lines : 
 
 " Where are you going, my pretty maidf' 
 " I am going a milking, sir," she said. 
 
 Direction : Draw upon the blackboard 
 a diagram of a compass similar to the one 
 given below : 
 
 W^ 
 
 ^E 
 
 Then show the pupils a real compass and 
 call their attention to the fact that the 
 needle of the compass points north. Turn 
 around, holding the compass in your hand, 
 
Lesson LIII 171 
 
 and show how the needle revolves until it 
 again settles in the position pointing north. 
 Locate N. S. E. W. in the schoolroom and 
 ask the pupils to name certain objects seen 
 on the north side of the room, etc. 
 
 Ask the question, •* In what direction is 
 your home from this place ? " A book pre- 
 pared by the School Board of Newark, N. J. , 
 suggests that in showing the four directions, 
 the teacher should 
 
 1. Locate pupils with reference — 
 
 (a) To different parts of the room. 
 
 (6) To other pupils. 
 
 (c) To objects in the room. 
 
 2. Locate room with reference — 
 
 (a) To other rooms on the floor. 
 
 (b) To other parts of building. 
 
 3. Locate buildings with reference — 
 
 (a) To parts of yard. 
 
 (b) To child's home. 
 
 (c) To objects of interest near by. 
 
 (d) To part of city. 
 
LESSON LIY 
 
 Review : The review of two sounds of 
 **U" is here given. The words should be 
 explained to the children by placing such 
 words in sentences made either by the 
 teacher or by the pupils. It is suggested 
 that the teacher now review all the sounds 
 of "U." 
 
 ^ong^ : The '""U" sounds having been 
 studied and the music-lines found under the 
 several lessons having been practised from 
 day to day, the song with the music, which 
 is here given in its completed form, should 
 be sung some time during the course of the 
 lesson. Emphasis should be laid upon the 
 italicized words, containing the several 
 sounds of "U." 
 
 (172) 
 
LESSON LV 
 
 Oeneral Revievr: In the preceding 
 fifty-four lessons, the vowel sounds of the 
 Scientific Alphabet have been introduced 
 into the Pronunciation Drills, and the pupils 
 should be thoroughly familiar by this time 
 with the symbols representing such sounds. 
 In all, twenty -four separate sounds have 
 been studied, and it has been shown from 
 time to time that these sounds could be 
 grouped according to the long, short, and 
 variant sounds. In this lesson, which is 
 supposed to embrace a general review of the 
 vowel sounds, the teacher upon examination 
 will see what is meant by this grouping of 
 the vowel sounds. The first column contains 
 all the short vowels to be found in the 
 Scientific Alphabet ; the second column 
 contains all the long vowels ; the third 
 column contains the variants. To explain 
 the table, take the first line, reading across 
 
 (173) 
 
174 Teachers' Manual 
 
 the page ; the a sound as found in the words 
 ma-ma", pa-pa"; the a sound as found in 
 the words car and are. The g sound is a 
 variant or intermediate sound, not as short 
 as a in the first syllable of the word ma- 
 ma', not as long as d in the second syllable 
 of the same word. The teacher should see,' 
 in drilling the pupils, that a knowledge of 
 what has been studied concerning the posi- 
 tions of the organs, and the keeping of the 
 voice at a natural pilch, has been retained 
 by the pupils. 
 
 It is suggested that five lessons be made of 
 this general review. The first lesson should 
 embrace a review of all the sounds of "A," 
 accompanied by the song for the "A" sounds; 
 the second lesson, a review of the sounds of 
 *'E," with the '' E " song ; the third lesson, 
 a review of the sounds of "I" with the 
 song "The Seasons"; the foarth lesson, 
 a review of the sounds of '* O " with the 
 song '*The Eipples"; the fifth and last 
 lesson, a review of the sounds of *'U" 
 with the song ' ' Which Would You Rather 
 Be?" When this has been completed, if the 
 teacher is thoroughly satisfied with the 
 progress of the class and feels that sufficient 
 time has been spent on the drill upon the 
 
Lesson LV 175 
 
 vowel sounds of the Scientific Alphabet, she 
 may pass to the second part of the Reader, 
 which treats of the consonant sounds. 
 
 Stories : No stories are given here, 
 because, as it is a general review, it is 
 thought better for the teacher to see how 
 many of the stories suggested in the various 
 lesson notes have been remembered by the 
 pupils. After one or two trials, it will be 
 found that the pupils will become interested 
 in telling these stories in their own language. 
 
 To the Teacher: Prof. John Dew- 
 ey, in his " The Educational Situation," 
 writes: "The real course of study must 
 come to the child from the teacher. What 
 gets to the child is dependent upon what is 
 in the mind and consciousness of the teacher, 
 and upon the way it is in his [or her] mind. 
 It is through the teacher that the value even 
 of what is contained in the text-book is 
 brought home to the child." 
 
INTRODUCTION TO THE CON- 
 SONANT DRILLS 
 
 The lessons comprising the second part of 
 the Header are based upon the consonants. 
 A few general introductory remarks are 
 necessary. 
 
 The Pronunciation Drills upon the conso- 
 nants to be given are only preliminary to 
 those to be introduced into the Second Reader 
 of this series. The first method of Pronunci- 
 ation Drill used may be called *' word-build- 
 ing," as, under each consonant, two words 
 are given, the second word being the first, 
 increased by an additional letter. It will 
 be noted that the addition of this letter, in 
 most cases, changes the vowel sound of the 
 word ; thus, at the same time that the con- 
 sonants are being taught, a review of the 
 vowel sounds is given ; as, b, bet, beet. 
 
 The second method of Pronunciation Drill, 
 found in the notes for each lesson of this 
 
 (176) 
 
Introduction to Consonant Drills 177 
 
 second part, consists of the analysis of a 
 word into its sounds and finally a synthesis 
 in the combination of the sounds found in 
 the complete word ; for example, h, it, bit 
 — the first sound is the letter b; then fol- 
 lows a combination of a vowel w^ith the 
 consonant t in the word it; and the final 
 word contains the preceding sounds in com- 
 bination — Mt. The teacher should pay 
 special attention to the directions that are 
 given with each lesson, and should see that 
 not only are the organs in their proper posi- 
 tions, but that there is no straining of the 
 voice in the perfection of the sound. Re- 
 member that intensity is desired : quality 
 and not loudness. Do not pass a consonant 
 until the pupils have sounded it satisfac- 
 torily. 
 
 The teacher should pronounce distinctly 
 each consonant to the pupils, as was urged 
 in the drill on the vowel sounds, and should 
 have the pupils repeat such sound after her. 
 
 (1) The words given in the Pronunciation 
 Drills after the text of each lesson should be 
 carefully used in sentences, and the teacher 
 should see that the meaning of each word is 
 thoroughly understood. 
 
 (2) It is the intention to review as many 
 12 
 
178 Teachers^ Manual 
 
 of the vowel sounds of the first part of the 
 Reader as time will allow. 
 
 (3) Emphasis is laid upon the fact that 
 here, as in the first part, the notes are simply- 
 suggestive, that they need not be literally 
 followed. The Scientific Alphabet is the 
 only part of the Reader that will admit of 
 no change. 
 
 (4) It will be noticed that in the directions 
 given for the pronunciation of the conso- 
 nants, reference is made to lip-closing and 
 lip-opening sounds ; for example, in the word 
 cab, b is a lip-closing consonant ; in the 
 word bar, b is a lip-opening consonant, de- 
 pending upon the position of the consonant 
 in the word. The teacher should be very 
 careful in the use of the initial and the final 
 positions of the consonants, which are in- 
 dicated in the drills. 
 
 (5) The lesson is printed in ordinary type 
 on one page, and on the following page the 
 same text is printed in the type of the 
 Scientific Alphabet. It is earnestly recom- 
 mended that the teacher follow the sugges- 
 tion on page 64 of the Reader, and teach 
 this second part twice, the first time using 
 the text printed in the Scientific Alphabet 
 type. Pupils, by this time, should be famil- 
 
Introduction to Consonant Drills 179 
 
 iar with the vowels of the Scientific Alpha- 
 bet and should be able to sound the word 
 when the symbols representing its com- 
 ponent sounds are given. 
 
 Script : Throughout the following les- 
 sons, the teacher may find it well each day 
 to have the pupils practise making, on slate, 
 pad, or blackboard, the script letters given 
 in the Reader, page 8. 
 
 Time : Tho, in the succeeding notes, 
 many lessons are treated together, the 
 teacher will understand when such les- 
 sons are used in the classroom, but one 
 lesson is to be gone over in a day. 
 
 To the Teacher : To quote Prof. John 
 Dewey : *' Just in the degree in which the 
 teacher's understanding of the material of 
 the lessons is vital, adequate, and compre- 
 hensive, will that material come to the child 
 in the same form ; in the degree in which 
 the teacher's understanding is mechanical, 
 superficial, and restricted, the child's appre- 
 ciation will be correspondingly limited and 
 perverted." — From ** The Educational Situ- 
 ation." 
 
LESSONS LVI, LYII 
 
 The Consonants : The consonants 
 b, c, d, f, and s are here introduced ; see 
 that the pupils give the sounds in a clear 
 and distinct tone ; not a loud, but a pleasant 
 tone. The same care should be taken, and 
 the same method should be adhered to, in 
 the lessons that are to follow as previously 
 recommended in the lessons dealing with 
 the vowel sounds. 
 
 Pronunciation Drill : After the 
 carefully prepared directions giving the 
 relative positions of the organs have been 
 used by the teacher in drills similar to those 
 given with the vowel sounds, it will be found 
 advantageous to turn to the loord-huilding 
 exercise, printed on the same page with the 
 text in the scientific type. This exercise, as 
 has been said, gives in review a drill upon a 
 number of vowel sounds at the same time 
 that a drill upon the consonant sounds is 
 (180) 
 
Lessons LVI, LVII 181 
 
 secured. The change in sound is due in 
 nearly every case to the addition of one 
 letter only. Wherever it is practicable, 
 review some of the vowel sounds. 
 
 Additional Pronunciation I>rill : 
 It has been said that two methods of Pro- 
 nunciation Drill were to be used in the les- 
 sons upon the consonant sounds. The word- 
 building method is given with the lesson. 
 The analytical and synthetical method is as 
 follows : 
 
 b 
 
 c 
 
 d 
 
 f 
 
 s 
 
 it 
 
 at 
 
 in 
 
 an 
 
 ad(d) 
 
 bit 
 
 cat 
 
 din 
 
 fan 
 
 sad 
 
 A glance at the table given above will 
 show v^hat is meant by the analytical and 
 synthetical method ; there is an analysis of a 
 word into its composite sounds (b, i-t), and 
 these are then recombined to make the 
 final w^ord bit. 
 
 With the words in the Pronunciation 
 Drills, make up sentences in which one or 
 more of the consonant sounds shall pre- 
 dominate. If a child have difficulty in pro- 
 nouncing a certain consonant, drill carefully 
 upon that consonant, putting it in different 
 relations with other sounds. Suppose, for 
 example, the child should pronounce s in- 
 
182 Teachers' Manual 
 
 distinctly ; after drilling upon the consonant, 
 isolated from other sounds, put upon the 
 blackboard such sentences as : 
 (a) She sells sea- shells. 
 ip) Six small slim saplings. 
 
 Have the pupil repeat each sentence 
 slowly a number of times ; he will often 
 delight in attempting to say such sentences 
 rapidly. These particular sentences are 
 beyond most little children ; yet they will 
 amuse them all and be helpful to some. 
 
 The Text: As we said in the In- 
 troduction, the text is printed both in the 
 ordinary and in the Scientific Alphabet 
 type. It is advised that the teacher use 
 the Scientific Alphabet type first, turning 
 afterward to the text in the ordinary type. 
 The pupil has had sufficient practise with 
 the vowel symbols of the Scientific Alpha- 
 bet to be able to recognize them and give 
 the exact sounds they represent. 
 
 The I^esson : The subject of the lesson 
 being Columbus and the discovery of Amer- 
 ica, the teacher should aim to give some 
 unity to it, and should try to have the things 
 that are discussed in the class bear upon the 
 subject. 
 
 The Picture : As heretofore, discuss 
 
Lessons L VI, L VII 183 
 
 the details, and lead up to a general talk 
 about Columbus. 
 
 The Dipper : The teacher will find it 
 well to concentrate the children's attention 
 upon the constellation of seven bright stars 
 known to astronomers as Ursa Major, or 
 the Great Bear, or in popular speech as 
 ' ' the Dipper. " The likeness of the constella- 
 tion to a *' dipper" may be brought out by 
 drawing the seven stars on the blackboard in 
 a different position, with no other objects in 
 association with them, and connecting the 
 stars by lines as in the accompanying dia- 
 gram : ^^ 
 
 '"^^ 
 
 a- f 
 
 Show how the two stars opposite the 
 "handle" of the '* Dipper" point always 
 (almost exactly) to the one bright star, the 
 North Star ; that hence these two stars are 
 called ''the Pointers." Draw a dotted line 
 through "the Pointers" in the blackboard 
 diagram, prolonging it to the proper relative 
 length, and there mark the North Star in its 
 place on the board. Fix attention on this 
 single star — the North Star. 
 
184 Teachers' Manual 
 
 The teacher should tell how for ages mar- 
 iners, travelers, and fugitives have found 
 their v^ay at night by this means of identi- 
 fying the North Star — otherwise called the 
 Polar Star — which always holds its place, 
 while all the other stars change their posi- 
 tions in the sky, some appearing to rise and 
 set; others, as the constellation of the Dipper, 
 keeping always above the horizon and seem- 
 ing to revolve in a complete circle around 
 the North Star. 
 
 Write upon the blackboard the names of 
 the three vessels forming Columbus' fleet 
 in his first voyage : the Pinta (Pin^-td), the 
 Nina (Ni'-iiu), and the Santa Maria (San^- 
 ta Ma-ri'-a). Describe the little vessels, 
 scarcely larger than the fishing-boats of to- 
 day. The Santa Maria only had a deck. 
 Call attention to the incident of the tree- 
 branch that floated by the vessels, showing 
 that land was near. Tell of the great dis- 
 coverer pacing the deck and watching the 
 stars in the still night with no land in sight, 
 the only world he knew hundreds of miles 
 away, and his sailors all afraid to sail over 
 the unknown sea to mysterious lands that 
 might lie beyond. 
 
 Tell of Columbus' alarm at the deviations 
 
Lessons L VI, L VII 1 85 
 
 of the compass (which are now explained by 
 the fact that the earth is a great magnet, 
 with poles at the north and at the south, 
 but that the magnetic poles do not coincide 
 with the geographical poles). Columbus did 
 not understand the reason of the change, 
 but it shows how high and strong was his 
 determination to reach the western lands, 
 when he kept on his way, even when he 
 thought the North Star was changing its 
 place. Washington Ir ving's ' ' Life of Colum- 
 bus " will be of very great assistance to 
 the teacher, who is recommended to glance 
 over the chapters dealing with this first 
 voyage. 
 
 The teacher is strongly advised to consult 
 books upon Columbus' first voyage, or, if 
 not convenient, to consult at least an ency- 
 clopedia. *' Holy-Days and Holidays," Ed- 
 ward M. Deems (Funk & Wagnalls Co.) 
 contains a great deal of suggestive mate- 
 rial bearing upon the subject. [^Hd. also 
 " Stories of Other Lands," James Johonnot, 
 page 7 (American Book Co.).] 
 
 I>ra\¥ing^ : Many kindergarten or other 
 devices can be employed to furnish desk- 
 work for this lesson. 
 
 The teacher may show the children how 
 
186 Teachers' Manual 
 
 to draw a star with five points by a single 
 line without lifting the 
 chalk or pencil, as shown by 
 the accompanying diagi*am. 
 The line begins at A, runs 
 to B, thence to C, D, and E, 
 and from E back again to A. 
 Let the pupils practise draw- 
 ing this on slips of paper or on the slate, till 
 they can make it symmetrical. The at- 
 tempt to make the figure accurate will be 
 found preoccupying and interesting. The 
 conventional figure of a star may also be 
 shaped with toothpicks, straws, or the like, 
 or molded in clay. 
 
 Two equilateral triangles may be com- 
 bined to make a six-pointed star, thus : 
 
 These triangles may be of 
 paper of different colors, or 
 made with sticks, straws, or 
 otherwise. Their exact for- 
 mation, with perfectly equal 
 sides, and their symmetrical 
 combination will give little 
 hands and eyes occupation enough for a 
 lime, with the interest that always attends 
 exactness and the conquering of difficulties. 
 
LESSON LVIII 
 
 Object-Hraiwing : In the drawing 
 lessons that have been given from time to 
 time, only two elements have been intro- 
 duced, the straight line and the curve. In 
 one or two of the previous diagrams there 
 have been introduced also some simple illus- 
 trations of perspective. When the thing 
 imagined by a child is put upon paper, it is 
 often crude, but to the child-mind these 
 creations of the fancy mean something 
 and represent some object apparently famil- 
 iar. The present drawing lesson is the only 
 one introduced in the First Reader in which 
 the imagination and the free fancy of the 
 child are allowed full play. The purpose of 
 the previous drawing lessons was to train the 
 eye in accuracy and the hand in steadiness ; 
 in this lesson, however, the hand becomes a 
 little freer and the eye is not restricted to 
 definite lines and curves. 
 
 (187) 
 
188 Teachers' Manual 
 
 The objects, in the order represented in 
 the outline drawings of the lesson, are : 
 Cherries, apple, peach, cat, duck, horse, dog, 
 cow. 
 
 On examination it will be seen that 
 the cat and the duck may be constructed 
 by the simple elements practised in the 
 previous lessons ; for example, the cat is 
 constructed by means of two circles, one 
 being smaller than the other; the dog is 
 formed by two ovoids, the smaller ovoid 
 representing the head and drawn at a cer- 
 tain angle of inclination (about 40°). In 
 every instance it is to be remembered that 
 free-hand drawing is to be aimed at. 
 
 If the pupil is not quite ready to draw 
 objects free-hand, have prepared squares 
 of tracing-paper and let each pupil 
 trace the object by placing the paper 
 between the leaves of the book. After 
 this lesson is used (and it is not intended 
 that it should represent only one day's 
 work, but several), let the pupils sug- 
 gest certain objects which they would like 
 to draw, and have such objects, if possible, 
 in the schoolroom, so that they can be seen. 
 The child's conception of the objects may 
 indeed be entirely different from the objects 
 
Lesson LVIII 189 
 
 themselves, but any sincere effort on the 
 part of the pupil should be encouraged. 
 
 Try to make all criticism helpful and not 
 discouraging, pointing out only such faults 
 as the child has ability to remedy, and 
 showing him how he can make his drawing 
 better — at least next time. 
 
 To make a consonant drill of this lesson, 
 have the words represented by outline pic- 
 tures written upon the blackboard, and have 
 one of the pupils sound the consonants in 
 each word ; in the same way drill upon the 
 vowels. Have each word used in a sentence, 
 and tell one or more stories dealing with the 
 cat, the duck, etc. 
 
LESSON LIX 
 
 Pronunciation I>rill : The lesson 
 should be a review of all the vowel sounds 
 and also of the consonant sounds thus far 
 studied. The guess-words, in the order of 
 their appearance in the text, are as follows : 
 (1) hen, (2) elephant, (3) leopard, (4) desk, (5) 
 pens, (6) pencils. 
 
 Have these words written on the black- 
 board, and use them in sentences other 
 than those given in the text. 
 
 Motto and IStories : Explain to the 
 pupils that the motto given in the lesson 
 was written by Benjamin Franklin. Tell 
 the simple facts of Franklin's early life 
 [Vid. " Stories of Heroic Deeds," page 123 
 (American Book Co. ) ; also * ' Stories of Our 
 Own Country," page 108 (American Book 
 Co.)]; how he was the son of a tallow-chan- 
 dler ; also an apprentice in a printing-office ; 
 how he read in his spare time. Tell how it 
 (190) 
 
Lesson LIX 191 
 
 took him five days to travel from New York 
 to Philadelphia ; how, rather than make 
 money in a dishonest way, he slept on the 
 floor and lived on bread and water ; describe 
 his services to the United States. Tell the 
 story of Franklin's kite and the spark that 
 ran along the string from the clouds, prov- 
 ing that lightning is the same as electricity. 
 [ Vid. " Stories of Great Americans for Little 
 Americans," pages 26, 29, 33 (American 
 Book Co.).] It would be well, in discussing 
 the picture representing ''sleepy time," to 
 read to the pupils Tennyson's "Sweet and 
 Low": 
 
 Sweet and low, sweet and low, 
 
 Wind of the western sea, 
 Low, low, breathe and blow, 
 
 Wind of the western sea! 
 Over the rolling waters go. 
 
 Come from the dying moon, and blow, 
 Blow him again to me — 
 
 While my little one, while my pretty one sleeps. 
 — From " The Princess." 
 
 Also see a poem by Eugene Field, 
 *' Wynkin, Blynkin, and Nod " (from 
 *' Lullaby-land"). 
 
LESSONS LX, LXI 
 
 The Consonants : The consonants b, 
 
 d, q, r, V, w, are here introduced. Besides 
 aj)pearing in the Pronunciation Drill, these 
 consonants are found in words of the text ; 
 it would be well for the teacher to arrange 
 in a list such words containing the sounds 
 that the pupils are studying. This could be 
 placed upon the blackboard in the following 
 manner : 
 
 b d q 
 
 ball driuk qneer 
 
 beard told 
 
 After the teacher has written such a list, 
 she may also review the vowel sounds these 
 words contain. 
 
 Pronunciation Drill : Follow previ- 
 ous directions ; special care should be taken 
 when drilling upon q, because it is equiva- 
 lent in sound to the consonant k. 
 
 The additional Pronunciation Drill is as 
 follows : 
 (192) 
 
Lesson LX, LXI 193 
 
 b 
 
 d 
 
 q 
 
 r 
 
 V 
 
 w 
 
 in 
 
 on 
 
 ear 
 
 am 
 
 an 
 
 in 
 
 bin 
 
 don 
 
 queer 
 
 ram 
 
 van 
 
 vrin 
 
 Text : This should be studied carefully — 
 first from the Scientific Alphabet type and 
 then from the ordinary type. Arouse the 
 pupils' interest in the content of the lesson 
 before beginning the Pronunciation Drills. 
 Remember that interest must never be al- 
 lowed to flag. 
 
 In writing these lessons, the child's view- 
 point has always been considered, and the 
 teacher should stimulate the imagination of 
 the pupils. Pictures and text in this lesson 
 will be attractive to the pupils, and, in con- 
 nection with the lesson, the teacher should 
 read aloud parts of -'Rip Van Winkle." 
 Show the pupils a picture of Washington 
 Irving, and tell them that he wrote the story 
 of "Rip Van Winkle." 
 
 13 
 
LESSONS LXII-LXY 
 
 The Lessons ; Lesson LXIII should be 
 studied first ; the consonants li, 1, n, p, t, are 
 
 given in ihe Pronunciation Drill, with direc- 
 tions for positions of organs of speech. 
 
 Lesson LXII should then be read, after 
 the text has been studied, phonetically. 
 
 Lesson LXV should be studied next ; the 
 consonants m, r, ^w, are there given in the 
 Pronunciation Drill. It will be noted that 
 the consonants r and w have been studied 
 before ; the aim in this second part is to in- 
 troduce each consonant twice. The teacher 
 must bear in mind, however, that the conso- 
 nant drills are simply a preparation for the 
 fuller treatment to be given in the Second 
 Eeader. 
 
 Lesson LXIT is Lesson LXV in ordinary 
 type. 
 
 Pronunciation Drills : Lesson LXIII 
 — Special attention should be given to the 
 phonetic sounds, and each consonant should 
 
 (194; 
 
Lessons LXIT-LXV 195 
 
 be drilled upon until a clear enunciation is 
 secured. The second Pronunciation Drill is 
 as follows : 
 
 li 1 n p t 
 
 at ad(d) or an in 
 
 Iiat lad nor pan tin 
 
 Lesson LXY — The following is the addi- 
 tional Pronunciation Drill : 
 
 m r w 
 
 an an as 
 
 man ran was 
 
 Hiawatha: These lessons deal with 
 the story of '' Hiawatha." In Lessons LXII 
 and LXIV (it must be remembered that 
 LXIII and LXV are repetitions in Sci- 
 entific Alphabet type), Longfellow's own 
 words are given ; it is believed that they are 
 simple enough for a child to understand. 
 An analysis of the simplest portions of the 
 poem is given on the next page. 
 
 Longfellow : Show a picture of the 
 poet to the pupils ; tell in simple language 
 Avho he was ; where he lived. Speak of his 
 friends (Lowell, Emerson, Hawthorne) and 
 tell of his meeting Washington Irving, the 
 author of "Rip Van Winkle,*' while trav- 
 eling abroad. Altho the lessons are based 
 upon "Hiawatha," the poem called "The 
 
196 Teacher's' 3Ianual 
 
 Children's Hour' could be read with profit 
 to the pupils, and Longfellow's fondness for 
 children emphasized. 
 
 Analysis of Illawatlia : In reading 
 the text to the pupils, describe Hiawatha 
 and how he lived ; by no one can it be told 
 more simply than by Longfellow himself : 
 
 IIia\vatlia'§ Cliildtiood : 
 
 Of all the beasts he learned the language, 
 Learned their names and all their secrets, 
 How the beavers built their lodges, 
 Where the squirrels hid their acorns, 
 How the reindeer ran so swiftly. 
 Why the rabbit was so timid. ... 
 
 (Part ni.) 
 
 Hiawatha went into the forest with his 
 bow and arrows, 
 
 And the birds sang round him, o'er him, 
 " Do not shoot us, Hiawatha ! '' 
 
 And the squirrel 
 
 Coughed and chattered from the oak-tree. 
 Laughed, and said between his laughing, 
 " Do not shoot me, Hiawatha!" 
 
 And the rabbit 
 
 Sat erect upon his haunches. 
 Half in fear and half in frolic, 
 Saying to the little hunter, 
 "Do not shoot me, Hiawatha!" 
 
Lessons LXII-LXV 197 
 
 Hiawatha's I>re§s : When he went 
 to hunt for his father, Mudjekeewis, the 
 West wind : 
 
 From his lodge went Hiawatha, 
 Dressed for travel, armed for hunting ; 
 Dressed in deer-skin, shirt and leggings, 
 Richly wrought with quills and wampum; 
 On his head his eagle-feathers. 
 Round his waist his belt of wampum, 
 In his hand his bow of ash-wood, 
 Strung with sinews of the reindeer; 
 In his quiver oaken arrows. 
 Tipped with jasper, winged with feathers. . . . 
 
 (Part in.) 
 
 The Wind : The pupils, having had a 
 lesson on the winds, will enjoy a simple 
 narration of the Four Winds (Part II), es- 
 pecially those passages giving the character- 
 istics of the seasons. 
 
 Hiawattia's Friends (Part VI) : The 
 musician, who fashioned instruments from 
 reeds ; when he played, 
 
 the brook 
 
 Ceased to murmur in the woodland — 
 
 the squirrel 
 
 Ceased his chatter in the oak-tree — 
 
 the rabbit 
 
 Sat upright to look and listen. 
 
198 Teachers' Manual 
 
 Kwasind was also his friend — a man 
 noted for his sti-ength — who could hurl 
 trees and huge stones with one hand. 
 
 Canoe-Buildini^ (Part VII) : From 
 the bark of the tree ; the boughs of the trees 
 were used for ribs ; the roots to bind the 
 ribs together ; balm to close the seams. 
 
 Fishings (Part VIII) : 
 
 Through the clear transparent water 
 
 He could see the fishes swimming 
 
 Far down in the depths below him. . . . 
 
 Magic : Hiawatha's magic mittens, giv- 
 ing him strength to tear away rocks. 
 
 Hiawatha's magic moccasins of deerskin ; 
 " At each stride a mile he measured." 
 
 Indians : 
 
 Social life : Who they were : 
 
 Wigwam — home Braves 
 
 W^ampum — money Squaws 
 Dance — war-dance Children 
 
 What they did : What they wore : 
 
 Hunting Blankets 
 
 Fishing Feathers 
 
 Rowing Moccasins 
 
 This comprises in tabular form a few 
 subjects the teacher could bring up in the 
 course of the lesson. 
 
Lessons LXII-LXV 199 
 
 Talks : Compare the child life of Hia- 
 watha with that of the modern child. One 
 of the artistic employments of the Indians 
 is the manufacture of fancy articles with 
 colored beads. The teacher can obtain, at a 
 nominal cost, beads of various colors with 
 which a play-day game could be advantage- 
 ously arranged. 
 
 (1) Have the pupils pick out the beads of 
 different colors, as blues, reds, greens, etc. 
 
 (2) Show the pupils how to make simple 
 designs by arranging the beads in lines on 
 the desk, or on any other flat surface. 
 
 Que§tioii§ : It has been often said in 
 these notes that a child's conversational vo- 
 cabulary is increased when he is led to talk 
 about things that interest him A few ques- 
 tions are found in Lesson LXIY bearing 
 closely upon the text. Have the pupils ex- 
 amine carefully the details of the pictures, 
 and obtain from them as much individual 
 criticism as possible. If interested, children 
 will not have to be made to do things. 
 
 Blackboard : In Lesson LXV, black- 
 board sentences are given. The teacher 
 could use such sentences, besides which she 
 could print also upon the blackboard some 
 words containing the consonant sounds of 
 
200 Teachers' Manual 
 
 the lessons, and emphasize the consonant by 
 using red chalk. 
 Disputed Pronunciation : In the 
 
 text, Hiawatha is pronounced TLaV^-a-xKa^- 
 tlia. "The Hiawatha Primer " (Houghton, 
 Mifflin & Co.) publishes a letter from Miss 
 Alice M. Longfellow, in which she says 
 that her father pronounced the name Hi'^- 
 a-wa'-tlia. 
 
 To the Teacher : Prof. John Dew- 
 ey, in his "The Educational Situation," 
 discussing the teacher's appreciation of 
 educational values, states that tho a school 
 board may legislate in regard to the ed- 
 ucational curriculum of a school, prescri- 
 bing certain time for literature, pencil and 
 paper and music exercises, "there is no magic 
 by which these things can pass over from 
 the printed page of the school manual to 
 the child's consciousness. If the teacher 
 has no standard of value in relation to them, 
 no intimate personal response of feeling to 
 them, no conception of the methods of art 
 which alone bring the child to a correspond- 
 ing intellectual and emotional attitude, these 
 studies will remain what precisely they so 
 often are — passing recreations, modes of 
 showing off, or exercises in technique." 
 
LESSONS LXYI, LXVII 
 
 The Consonants ; In every case, the 
 teacher should consult the lessons referred 
 to, noting the directions given under each 
 consonant. 
 
 Pronunciation Drill: The equiva- 
 lents of g and of s should be used so as not 
 to confuse the pupils. The following is the 
 additional Pronunciation Drill : 
 
 It 
 
 s 
 
 in 
 
 at 
 
 kin 
 
 sat 
 
 old 
 gold 
 
 The Text : The story of King Arthur 
 has been simply told by Frances Nimmo 
 Green in her " King Arthur and His Court " 
 (Ginn & Co.) ; she follows Tennyson's poem 
 very closely, quoting passages at intervals 
 from this masterpiece. In the lessons on 
 Hiawatha, it was suggested that the char- 
 acter of the Indian boy be described by the 
 selection of simple lines from Longfellow's 
 poem. While the "King Arthur " of Tenny- 
 son would hardly be understood by the 
 
 (201) 
 
202 Teachers* Manual 
 
 pupils studying a First Reader, occasionally 
 lines are found so simple and direct as to be 
 readily within the comprehension of a child 
 of six or seven years. But with the teacher 
 rests the task of telling the numerous stories 
 known as the Arthurian legends. Many 
 such stories will have to be omitted, but 
 children delight in fairy tales, and there is 
 much in the Arthurian legends of a fairy- 
 like character. 
 
 The Picture in the lesson shows many 
 details illustiative of the life of the times, 
 and the text mentions the characteristics of 
 Arthur and his knights. Describe the duties 
 of the knight — to protect the weak — to 
 love truth and honor ; the chivalric spirit 
 of the kiiights should be emphasized — the 
 obligation they were under to protect 
 women, children, and all who were defense- 
 less, endangered, or oppressed — to right the 
 wrongs of the world (repeat the story of 
 Sir Philip Sidney and the soldier, as told 
 in a previous lesson). Call attention to the 
 dress of the men and the armor of the 
 horses. Show the pupils a picture of Tenny- 
 son. It would be well to have the pictures 
 of Irving, Longfellow, and Tennyson on the 
 schoolroom wall. 
 
LESSON LXVIII 
 
 Peas and Sticks : In the first part of 
 the Reader, Lesson VII, page 15, a "Play- 
 Day" exercise was given called "Peas and 
 Sticks." Elementary designs were intro- 
 duced, and under the notes for this lesson 
 directions were given in regard to the han- 
 dling of sticks and the soaking of peas. The 
 teacher is referred to this lesson. In the 
 second part of the Reader some complicated 
 designs have been suggested. These the 
 teacher should herself first make, taking 
 care that each process in the construction of 
 the object should be seen and examined by 
 the pupils. To find out whether they under- 
 stand thoroughly the manner in which the 
 peas and sticks should be handled, the 
 teacher should ask a number of questions. 
 Other objects than those given on page 77 
 of the Reader should be suggested by the 
 pupils. If it is thought best, this play-day 
 could be divided into two or more lessons. 
 [Vid. " Stick-and-Pea Plays," Charles Stuart 
 Pratt (Lothrop Publishing Co.).] 
 
 (203) 
 
LESSON LXIX 
 
 A Neur mother Ooo§e : This lesson 
 consists of verses from the " Chinese Mother 
 Goose Rhymes," by Isaac Taylor Headland 
 (Fleming H. Re veil Company), combined 
 with the word-guessing idea as illustrated in 
 previous lessons. The outline pictures in 
 the order of their appearance in the text are 
 as follows : 
 
 Nose, eyes, kite, mule, hill, donkey, street, 
 horse, hill, flowers, sun. 
 
 The teacher should give as many hints as 
 possible concerning the words represented 
 by the outline drawings and should make 
 sentences containing such words as : 
 Flowers bloom in the Spring. 
 Jack and Jill went up the hill. 
 
 The teacher should select from the verses 
 such words as contain examples of the 
 vowel and consonant sounds previously 
 studied by the pupils ; for example, the i 
 sound in liill ; the -er in floi;ir^-ers. 
 (204) 
 
Lesson LXIX 205 
 
 The Cliinese : From "Little Folk of 
 Many Lands" (Chapter XIII, page 185), 
 Louise Jordan Miln (Charles Scribner's Sons. 
 1899), we take the following, as being sug- 
 gestive to the teacher in giving a talk about 
 the children of China : 
 
 " A child's name is usually given it when its head is 
 shaved " (page 187). 
 
 * * * 
 
 " In most ways Chinese children are very like all other 
 children. They are a little brighter than most, and more 
 obedient than many others. They are as fond of frolic 
 and of laughter, games, and toys, and good times generally 
 as any youngsters in the world '" (page 188). 
 
 * * * 
 
 " The children of the well-to-do Chinese, in the Winter, 
 and in the north of China, wear quaint frocks of silk, of 
 satin, of brocade, made thick and warm with a padding 
 of cotton wool, and deftly embroidered, and gauntlets of 
 fur. In the summer they wear thin silk and lovely 
 Chinese crepe " (page 189). 
 
 * * * 
 
 " Almost every Chinese child of high station carries a 
 fan. Fans are the rattles of Chinese babyhood " (page 
 
 '' Chinese children are as skilful as Japanese children 
 in kite-flying '' (page 189). 
 
 " Courtesy is one of the first lessons taught to the 
 children of China. Almost every Chinese child, rich or 
 
206 Teachers' Manual 
 
 poor, is taught how to address his parents, his superiors, 
 his fellows, and his inferiors " (page 190). 
 
 * * * 
 
 " Chinese children are bom with a love of nature. I 
 have seen the smallest mites sit for hours thoroughly 
 happy in the contemplation of a flowering tree or a 
 peculiarly beautiful sky " (page 192). 
 
 * * * 
 
 ''Chinese babies are carried on the backs of their 
 nurses. They are slung in big handkerchiefs, the ends 
 of which pass over the nurse's shoulders, and are firmly 
 fastened in front or about her belt " (page 193). 
 
 * * * 
 
 Professor Headland in his preface to the 
 " Chinese Mother Goose Rhymes " says that 
 there are probably more nursery-rimes in 
 China than in England and America com- 
 bined. His book of verses is an attractive 
 one, and to the teacher would be an inter- 
 esting acquisition. 
 
LESSONS LXX, LXXI 
 
 The Consoiiant§ : The consonants of 
 this lesson, with the exception of y, have 
 appeared in former lessons. 
 
 Pronunciation Drill: 
 
 c 
 
 k 
 
 1 
 
 t 
 
 y 
 
 all 
 
 ill 
 
 and 
 
 in 
 
 on 
 
 call 
 
 kill 
 
 land 
 
 tin 
 
 yon 
 
 Besides drilling upon the consonants, the 
 teacher should remember to review the dif- 
 ferent vowel sounds whenever the opportu- 
 nity presents itself. 
 
 The Text : This should be used as here- 
 tofore, first studied from the Scientific 
 Alphabet type, and then from the ordinary 
 type. The following, taken from the 
 '^ Columbian Cyclopedia," will be of use to 
 the teacher : 
 
 '' The surface of the living sponge is generally covered 
 with minute pores through which water is imbibed, 
 carrying with it both the air and the organic particles 
 necessary for support of life. . . . The sponges em- 
 
 (207) 
 
208 Teachers' Manual 
 
 ployed for domestic and other purposes derive their 
 value from the elasticity and compressibility of their 
 fibrous framework, divested of their glairy substance, and 
 from its power of imbibing fluids. . . . Some small 
 species of sponge live at great depths. One has been 
 brought up in the Gulf of Macri from a depth of 185 
 fathoms [a fathom equals six feet]. . . . The trade 
 in sponges is large ; it is carried on chiefly by the Turks 
 and the inhabitants of the Bahama Islands. . . . The 
 sponge is obtained by diving, the diver taking down 
 with him a flat piece of stone of triangular shape, with a 
 hole drilled through one of its corners. [This weight is 
 to sink him by overcoming the buoyancy of his body. 
 It is attached to a separate rope. When he wishes to 
 ascend, he kicks off the weight and is drawn up swiftly 
 to the boat. The boatmen pull up the weight, to help 
 another diver down.] When he reaches the growing 
 sponges, he tears them off the rocks, and places them 
 under his arms ; he then pulls at the rope, which gives 
 the signal to his companions in the boat to haul him up." 
 
 In another volume of the "Columbian 
 Cyclopedia," a description of the diving- 
 dress is given : 
 
 ''The modern diving-dress is made of india-rubber 
 cloth ; a strong metal helmet, with round pieces of 
 plate-glass in front, rests upon a pad on the shoulders ; 
 the air is supplied to this helmet from above ; . . . 
 leaden weights are attached to the side of the diver, and 
 thus he may descend a ladder and walk about below. . ." 
 
 The Picture : The picture for this les- 
 son shows the sponge and the divers. On 
 the left-hand side of the page, the diver is 
 
Lessons LXX, LXXl 209 
 
 in the act of descending, and he is shown in 
 a precarious situation, where he is being at- 
 tacked by four fish. The diver has on his 
 diving-clothes and also his helmet. Call 
 special attention to the line or tube through 
 w^hich the air is sent from the surface of the 
 v^ater to the diver ; also show the bubbles 
 ascending, caused by the air escaping 
 from the helmet of the diver. At the 
 bottom of the page will be seen a diver 
 seated, and in the act of tearing up a sponge. 
 Call attention to a '' starfish," the ''sea-fan," 
 the '"coral," and other objects around 
 him. Explain that the orifices in the 
 sponge are simply so many small mouths 
 through v^hich the water with the particles 
 of food passes, the food remaining and the 
 water flowing through. Take a dry sponge, 
 hard and small, and place it in a glass 
 of water. Show how it swells to large 
 proportions. Take another sponge, hold it 
 in the air and pour water upon it as slowly 
 as possible, and show that at a certain point 
 the sponge will hold no more water. 
 
 Thougtits for the Teacher: Be 
 
 patient with slow scholars. Slowness is not 
 
 a sure sign of dulness. Moses, that mighty 
 
 statesman, who founded a nation that has 
 
 14 
 
210 Teachers' Manual 
 
 profoundly influenced the world, said he 
 was "slow of speech." It should never be 
 forgotten that pupils differ in characteris- 
 tics. Seek not to bring all to the same level 
 or think of all as cast in one mold. Unity 
 should not be found in sameness. The com- 
 pleteness of unity, or its highest conception, 
 is to be found in great variety, as the perfec- 
 tion of music will show a great variety of 
 tones, yet one theme. 
 
 Let every effort be made to treat the 
 cliildren after a sensible fashion ; aim at 
 simplicity, but not simpleness. There is 
 such a thing as sensible simplicity. Much 
 has to be done to keep up the pupil's inter- 
 est while he is studying the Pronunciation 
 Drills ; but let what he learns be something 
 that is worth the effort. 
 
LESSONS LXXII, LXXIII 
 
 The Consonants : The consonant 
 Sounds introduced into this lesson have been 
 studied before, and the drills that are given 
 may be used as a review of both vowel and 
 consonant sounds. 
 
 The following is the additional Pronuncia- 
 tion Drill : 
 
 f 
 
 li 
 
 m 
 
 n 
 
 P 
 
 lag 
 
 ate 
 
 ill 
 
 ear 
 
 at 
 
 flag 
 
 bate 
 
 mill 
 
 near 
 
 pat 
 
 The Bee and the Cell : The special 
 design of this lesson is to fix in the chil- 
 dren's minds the idea of the cell, which is 
 fundamental to a great region of nature 
 study. The cell is wonderfully exemplified 
 in the honeycomb. The bees make the cells 
 exactly six-sided, so that all fit perfectly to- 
 gether, and there is no lost space between 
 
 (211) 
 
212 Teachers' Manual 
 
 the cells. There are but two other forms 
 
 that would fit together so — the square and 
 the triangle. But neither the square nor 
 
 the triangle would be of the right shape for 
 the baby-bee, which the bees mean to have 
 live in the cell. Circular cells would answer 
 for the little bee, but they would leave waste 
 
Lessons LXXII, LXXUI 213 
 
 space between the cells. (See diagram 3.) 
 The bees have to work very hard all the 
 season to make their honeycomb, and they 
 
 do not want any space to be lost. So they 
 make their cells six-sided. These all fit 
 snugly together and exactly fill the space. 
 The six sides also act as braces, as seen in 
 diagram 4, making the comb very strong. 
 
 The teacher should on the blackboard draw 
 the various diagrams of cells, that have been 
 given, that the children may appreciate the 
 wonderful instinct by which the little bee 
 (that has never been taught geometry) is led 
 to choose the most perfect of all possible 
 forms for building its cells. Tell the chil- 
 
214 Teachers' Manual 
 
 dren how in olden times straw hives were 
 used, and when the honey was wanted, the 
 only way to get it was to smoke the bees to 
 death. Now we care for the lives of the 
 
 wise, busy little workers, and avoid such 
 cruel methods. The small, square frames 
 or boxes shown in the illustration for this 
 lesson are set into the hive. The bees fill 
 them with honeycomb. Then the full 
 frames are quietly lifted out, and new 
 frames put in for the bees to fill. If this is 
 done in the day time, a little smoke is blown 
 in, to quiet the bees a few minutes, but not 
 to kill them. 
 
 Tell of the bee's instinct in finding his 
 
Lessons LXXII, LXXIII 215 
 
 hive, flying in a perfectly straight line 
 across any distance. Hence the phrase a 
 bee-line. Tell how wild bees will pack 
 honey in hollow trees. Read to the class 
 Washington Irving's account of the bee-tree 
 in his *' Crayon Miscellanies" : 
 
 A Bee-Hunt. 
 
 *'The beautiful forest in which we were encamped 
 abounded in bee-trees ; that is to say, trees in the decayed 
 trunks of which wild bees had established their hives. 
 It is surprising in what countless swarms the bees have 
 overspread the Far West, within but a moderate number 
 of years. The Indians consider them the harbinger of 
 the white man, as the buffalo is of the red man, and say 
 that, in proportion as the bee advances, the Indian and 
 buffalo retire. We are always accustomed to associate 
 the hum of the bee-hive with the farmhouse and flower- 
 garden, and to consider those industrious little animals 
 as connected with the busy haunts of man, and I am told 
 that the wild bee is seldom to be met with at any great dis- 
 tance from the frontier. They have been the heralds of 
 civilization, stedfastly preceding it as it advanced from 
 the Atlantic borders, and some of the ancient settlers of 
 the West pretend to give the very year when the honey- 
 bee first crossed the Mississippi. The Indians with sur- 
 prise found the moldering trees of their forests suddenly 
 teeming with ambrosial sweets, and nothing, I am told, 
 can exceed the greedy relish with which they banquet for 
 the first time upon this unbought luxury of the wilderness. 
 
 "At present the honey-bee swarms in myriads in the 
 noble groves and forests which skirt and intersect the 
 prairies, and extend along the alluvial bottoms of the 
 
216 Teachers' Manual 
 
 rivers. It seems to me as if these beautiful regions 
 answer literally to the description of the land of promise, 
 'a land flowing wath milk and honey'; for the rich 
 pasturage of the prairies is calculated to sustain herds of 
 cattle as countless as the sands upon the seashore, while 
 the flowers with which they are enameled render them 
 a very paradise for the nectar-seeking bee. 
 
 " We had not been long in the camp when a party set 
 out in quest of a bee-tree, and, being curious to witness 
 the sport, I gladly accepted an invitation to accompany 
 them. The party was headed by a veteran bee-hunter, a 
 tall, lank fellow in homespun garb that hung loosely 
 about his limbs, and a straw hat shaped not unlike a 
 bee-hive; a comrade equally uncouth in garb, and with- 
 out a hat, straddled along at his heels, with a long rifle 
 on his shoulder. To these succeeded half a dozen 
 others, some with axes and some with rifles, for no one 
 stirs far from the camp without his firearms, so as to be 
 ready either for wild deer or wild Indians. 
 
 "After proceeding some distance, we came to an open 
 glade on the skirts of the forest. Here our leader halted, 
 and then advanced quietly to a low bush on the top of 
 which I perceived a piece of honeycomb. This I found 
 was the bait or lure for the wild bees. Several were 
 humming about it and diving into its cells. When they 
 had ladeu themselves with honey they would rise into 
 the air and dart off in a straight line, almost with the 
 velocity of a bullet. The hunters watched attentively 
 the course they took, and then set off in the same direc- 
 tion, stumbling along over twisted roots and fallen trees, 
 with their eyes turned up to the sky. In this way they 
 traced the honey-laden bees to their hive in the hollow 
 trunk of a blasted oak, when, after buzzing about for a 
 moment, they entered a hole about sixty feet from the 
 ground. 
 
Lessons LXXIl LXXIII 217 
 
 "- Two of the bee-hunters now plied their axes vigor- 
 ously at the foot of the tree to level it with the ground- 
 The mere spectators and amateurs, in the meantime, 
 drew off to a cautious distance to be out of the way of 
 the falling of the tree and the vengeance of its inmates. 
 The jarring blows of the ax seemed to have no effect in 
 alarming or disturbing this most industrious community. 
 They continued to ply at their usual occupations, some 
 arriving full freighted into port, others sallying forth on 
 new expeditions like so many merchantmen in a money- 
 making metropolis, little suspicious of impending bank- 
 ruptcy and dowmfall. Even a loud crack which an- 
 nounced the disruption of the trunk failed to divert 
 their attention from the intense pursuit of gain; at length 
 down came the tree wath a tremendous crash, bursting 
 open from end to end, and displaying all the hoarded 
 treasures of the commonwealth. One of the hunters im- 
 mediately ran up with a wisp of lighted hay as a defense 
 against the bees. The latter, however, made no attack 
 and sought no revenge; they seemed stupefied by the 
 catastrophe and unsuspicious of its cause, and remained 
 crawling and buzzing about the ruins without offering 
 us any molestation. Every one of the party now fell to 
 with spoon and hunting-knife to scoop out the flakes of 
 honeycomb with which the hollowed trunk was stored. 
 Some of them were of old date and a deep brown color, 
 others were beautifully white, and the honey in their 
 cells was almost limpid. Such of the combs as were 
 entire were placed in camp-kettles to be conveyed to the 
 encampment; those which had been shivered in the fall 
 were devoured upon the spot. Every stark bee-hunter 
 was to be seen with a rich morsel in his hand dripping 
 about his fingers and disappearing as rapidly as a cream 
 tart before the holiday appetite of a schoolboy." 
 
218 Teachers' Manual 
 
 The illustrations of the drone, queen, and 
 worker given below will enable the teacher 
 to give the class much valuable instruction 
 in regard to the nature and habits of bees, 
 the material for which may be found in 
 any good encyclopedia. The idleness of the 
 drone, contrasted with the industry and use- 
 ful achievements of the icorker, will afford 
 valuable lessons in the worth of diligence. 
 
 The Honey-bee. 
 1. Queen. 2. Drone. 3. Worker. 
 
 A Few Fact§ About the Bee : (a) 
 
 To reach liquid food at the bottom of the 
 tubes of flowers, the lower lip of the bee is 
 elongated. 
 
 (5) Feather-hair on body and legs ; this 
 collects the pollen, which is brushed into the 
 hollow of the hind legs. 
 
 (c) In front of the head two large eyes are 
 found : the bee has great power of sight. 
 
Lessons LXXII, LXXIII 219 
 
 (d) Also three small eyes on top of the 
 head. 
 
 (e) The queen bee frequently lays 300 eggs 
 a day ; sometimes in the Spring, 1,000 to 
 2,000 a day. The combs contain at times 
 4,000 cells, sometimes made in 24 hours. 
 
 Poem : Eead the following poem, by 
 Marian Douglass, to the pupils : 
 
 The Song of the Bee. 
 
 Buzz! buzz! buzz! 
 
 This is the soug of the bee. 
 His legs are of yellow; 
 A jolly good fellow, 
 
 And yet a great w^orker is he. 
 
 In days that are sunny 
 He's getting his honey; 
 In days that are cloudy 
 
 He's making his wax: 
 On pinks and on lilies, 
 And gay daffodillies, 
 And columbine blossoms. 
 
 He levies a tax! 
 
 Buzz ! buzz ! buzz ! 
 The sweet-smelling clover, 
 He, humming, hangs over; 
 The scent of the roses 
 
 Makes fragrant his wings : 
 He never gets lazy; 
 From thistle and daisy. 
 
220 Teachers' Manual 
 
 And weeds of the meadow, 
 
 Some treasure he brings. 
 Buzz! buzz! buzz! 
 From morning's nrst light 
 Till the coming of night, 
 He's singing and toiling 
 
 The summer day through. 
 Oh ! we may get weary, 
 And think work is dreary; 
 'Tis harder by far 
 
 To have nothing to do. 
 From ''Nature in Yerse." — Lovejot. 
 
 Blackboard Exercises: 
 
 (a) There are three kinds of bees. 
 
 (b) There is the worker. 
 
 (c) There is the queen. 
 {d) There is the drone. 
 
 (e) The worker bee is always busy, 
 (/) The drone is a lazy bee. 
 
LESSONS LXXIV-LXXVII, 
 LXXXII 
 
 The L<essoii§ : The five lessons grouped 
 here under one heading deal with seeds and 
 plant life. Each lesson should form at least 
 one separate day's study and should be 
 treated as the lessons have been here- 
 tofore. Let every lesson be a review of 
 as many as possible of the sounds previ- 
 ously studied. Train the children to think. 
 If they are interested in the lesson, they will 
 exert a great deal of energy with very little 
 urging. Eemember that more important 
 than knowledge is the exercise of the facul- 
 ties by which knowledge is secured. Care 
 should be taken that the lessons are not 
 made so simple as to leave the faculties 
 untrained. A child's ideas naturally take 
 the form of pictures, and the teacher 
 will soon discover that the imagination 
 
 (221) 
 
223 Teachers' Manual 
 
 of the child, if put upon the subject of 
 the lesson, will very often result in the 
 quaintest fancies and give shape to some of 
 the most curious questions. Teach a child 
 to talk upon the things he sees. Again, it is 
 urged that the thought of every sentence in 
 the lesson be understood. To make sure of 
 this, ask tactful questions. 
 
 Pronunciation Drills : Lessons 
 
 LXXIV, LXXY— The consonants gj, v, x, 
 and z are introduced. Care should be taken 
 in the proper drill of j, x, and z. The other 
 consonants have been previously studied. 
 The following is the additional Pronuncia- 
 tion Drill : 
 
 g 
 
 J 
 
 V 
 
 a 
 
 ad(d) 
 
 as 
 
 am 
 
 at 
 
 X 
 
 z 
 
 gas 
 
 jam 
 
 vat 
 
 ax 
 
 adz 
 
 Lesson LXXVII — A review of the conso- 
 nants f, r, s, and %v. The following is the 
 additional Pronunciation Drill : 
 
 f 
 
 r 
 
 s 
 
 nr 
 
 or 
 
 am 
 
 it 
 
 in 
 
 for 
 
 ram 
 
 sit 
 
 win 
 
 The Text : In the text of Lesson 
 LXXIY, the following words are to be 
 
Lessons LXXIV-LXXVII, LXXXII 223 
 
 found containing examples of the conso- 
 nants g and v: 
 
 s 
 
 V 
 
 ground, 
 
 covered. 
 
 spring, 
 
 
 green, 
 
 
 began, 
 
 
 groTi^. 
 
 
 Take the words thus given, and after 
 drilling upon all the consonants in this way, 
 review some of the vowel sounds ; z is rep- 
 resented by final s in the word stems. 
 
 Lesson LXXIV admits of varied treat- 
 ment. ''Nature Study and Elementary 
 School," "Wilson (The Macmillan Co.), has 
 many suggestions concerning seeds and 
 their germination. If available, this book 
 should be examined. The teacher by season- 
 able preparation can obtain seeds in the 
 various stages of growth and show them to 
 the pupils. The pictures on the lesson pages 
 afford two interesting subjects of conversa- 
 tion. Let the pupils take as much part as 
 possible in the lessons. If they feel them- 
 selves a vital part of the lesson, the teacher 
 will find her task much easier. A book which 
 will be of service in describing the distribu- 
 tion of seeds is "Seed Dispersal," W. J. 
 
224 Teachers' Manual 
 
 Beal (Ginn & Co.) ; it has many chapters 
 which will be suggestive to the teacher, 
 such as " Plants Spread by Means of Roocs "; 
 '•Plants Multiply by Means of Stems"; 
 " Water Transportation of Plants " ; '■ Seeds 
 Transported by Wind " ; "Plants that Shoot 
 Off Their Spores or Seeds "; "Plants that Are 
 Carried by Animals "; " Man Disperses Seeds 
 and Plants." At the end of the book there 
 is a bibliography which the teacher will find 
 of service. 
 
 I*oe!ii§: "Nature in Verse," Lovejoy 
 (Silver, Burdett & Co.) contains many poems 
 on seeds and seed planting acceptable for 
 schoolroom reading, such as "A Seed" 
 (page 14), "Winged Seeds" (page 15). The 
 book is divided into "Songs of Spring"; 
 "Songs of Summer " ; "Songs of Autumn"; 
 " Songs of Winter." 
 
 §torie§ : Many stories may be told 
 about seeds, plant life, etc. On pages 92 and 
 93 of the Reader, a short story is given, 
 which should be read to the pupils by the 
 teacher. After this, if it be thought advi- 
 sable, the words in the lesson containing 
 vowel and consonant sounds previously 
 studied could be emphasized and drilled 
 upon. 
 
Lessons LXXIV-LXXVII, LXXXII 225 
 
 Blackboard Sentences : Lesson 
 LXXVI — A few sentences intended for 
 blackboard use are suggested ; other sen- 
 tences dealing with the lesson in hand 
 should be made both by the pupils and by 
 the teacher. One of the sentences is put in 
 the form of a question relating to the lesson 
 on leaves (Lesson XXIX). Let the child 
 answer this question and turn to the picture 
 referred to. 
 
 Sentence Analysis : 
 
 Teacher : What are the three parts of a 
 plant? 
 
 Pupil : Roots, stems, leaves. 
 
 T. : Of what is a plant composed ? 
 
 P. ; Of cells. 
 
 T,: What is the water in the cells of a 
 plant called ? 
 
 P.; Sap. 
 
 r. ; What parts of the plant, besides the 
 leaves, are full of cells ? 
 
 P.: The stems and the roots. 
 
 15 
 
LESSONS LXXVIII, LXXIX 
 
 The Consonants : All of these have 
 been studied in former lessons, and the 
 teacher is referred to the same for direc- 
 tions. The additional Pronunciation Drill 
 follows : 
 
 b 
 
 c 
 
 li 
 
 lot 
 
 all 
 
 and 
 
 blot 
 
 call 
 
 band 
 
 Tlie Text : After studying the lesson, 
 both from the Scientific Alphabet and ordi- 
 nary type, the teacher should talk about the 
 blacksmith's occupation. If a blacksmith 
 has his shop in the neighborhood, take the 
 children to see him work ; a much clearer 
 impression is retained if a thing is seen 
 rather than described. 
 
 Tell about the work done by a blacksmith, 
 and draw on the blackboard an outline of a 
 horseshoe. The text asks a question which 
 
 (226j 
 
Lessons LXXVIII, LXXIX 227 
 
 the pupils should answer ; the text also in- 
 troduces the sound of the hammer upon the 
 anvil. Let the pupils imitate the sound. 
 The following is a verse taken from "The 
 Blacksmith" [*' Songs for Little Children," 
 Part I, Eleanor Smith (Milton Bradley Co.)]: 
 
 "Busy blacksmith, what are you doing, 
 
 At your anvil all day long? '' 
 " Horses now you see I'm shoeing; 
 
 Making nails so good and strong.'' 
 
 Cling, clang, cling, clang, hear the anvil ringing. 
 Cling, clang, cling, this song 'tis ever singing, 
 Bellows blowing, 
 Sparks are upward going, 
 While the anvil sings its song. 
 
 liOngfellon^ : Tell the pupils that 
 Longfellow, who wrote the story of ' ' Hia- 
 watha," also wrote a poem about " The Vil- 
 lage Blacksmith," from which a few lines 
 have been selected for the lesson. 
 
 Story : In heathen mythology, Vulcan, 
 the son of Jupiter, was a blacksmith of the 
 Greek gods. His forges were supposed to be 
 in volcanic mountains. Vulcan made the 
 palaces of the gods, the armor of Mars (god 
 of war), the shield of Minerva (goddess of 
 wisdom). He made also the shield of 
 Achilles, the thunderbolts of Jupiter, and the 
 
228 
 
 Teachers' Manual 
 
 arrows of Cupid. Vulcan was lame, because 
 his father, Jupiter, kicked him out of heaven. 
 He was twice flung from Olympus ; the sec- 
 ond time he fell for a whole day. Heathen 
 gods often had very bad tempers. 
 
 Vulcan had a magnificent palace on Olym- 
 pus. His workshop contained an anvil and 
 twenty bellows which were worked at his 
 command. Many statues have been made 
 representing Vulcan as being lame, but 
 others show him in the vigor of manhood. 
 [Vid, *' Round the Year in Myth and Song," 
 page 112 (American Book Co.).] 
 
 Sentences : Place words of sentences 
 upon cards, and have the latter shuffled 
 and so arranged by the pupils afterwards 
 as to make complete sense, thus : 
 
 the 
 
 see ! 
 
 iron I I horseshoe 
 
 n 
 
 see 
 
 the iron 
 
 1 
 
 horseshoe 
 
 ! 
 
LESSON LXXX 
 
 Countings : This may be done in several 
 ways, either by reproducing the diagram 
 (page 89 of the Header) on the blackboard, 
 or by using peas and sticks as has been 
 suggested before (Lesson VI). While only 
 the numbers from one to six are given, the 
 diagram may be made with ten or more dots 
 in the bottom row, decreasing as in the dia- 
 gram, to one at the top. The pupils will de- 
 light in making these dots with different- 
 colored chalk. 
 
 Place upon the blackboard six of these 
 dots, take away one, and show that five re 
 main ; take away two, and show that four 
 remain, etc. From this exercise the follow- 
 ing may be placed upon the blackboard : 
 
 6-1 = 5 
 
 5-1 = 4 
 
 4-1 = 3 
 
 (229) 
 
230 Teachers Manual 
 
 In the same way : 
 
 8 + 1=4 
 
 4 + 1 = 5 
 
 5 + 1 = 6 
 
 Explain the use of the plus and the minus 
 signs and also of the equality sign. 
 
 Measuring^ : In a previous lesson 
 (Lesson XL VIII), measurement was intro- 
 duced, and it was suggested that to arouse 
 the interest of the pupils, they should be 
 made to measure objects about the room. 
 Lines three inches and one inch in length 
 are given on this lesson page. Draw these 
 lines upon the blackboard ; have the pupils 
 divide the three-inch line into inch spaces, 
 and after this is done, count the number of 
 spaces thus made. The teacher could vary 
 the exercise in this way : Place a line six 
 inches in length upon the board ; give a 
 pupil the piece of cardboard three inches 
 long and have him measure the six-inch 
 line and find out how many spaces he can 
 divide it into with his three-inch cardboard. 
 Place the result upon the blackboard : 3 
 plus 3 equals 6. Draw the lines upon the 
 blackboard with chalk of different colors. 
 
 Have the pupils guess the length of vari- 
 ous things : pencil, book, desk, width of 
 
Lesson LXXX 231 
 
 a board of the floor, etc., and afterward 
 measure them and compare the result of the 
 measurement with their guesses. They will 
 enjoy this as a game, and it gives wonder- 
 ful accuracy of perception. By many other 
 devices the eye and the ear may be trained. 
 
 To the Teacher : *' Self -activity in 
 the child means more than his being busy, 
 more than his voluntary performance of 
 work, more than his overcoming of difficul- 
 ties by personal effort, more than his accom- 
 plishing any result unassisted, and by force 
 of his own powers; 'it implies,' as Miss 
 Peabody said, ' that, at all times, Ms whole 
 self shall he active, for no activity accom- 
 plishes all the good it can, unless it enlists 
 his entire self in all the phases of be- 
 ing.' . . ." — Kate D. Wiggin and Nora 
 A. Smith in '* Froebel's Occupations." 
 
LESSON LXXXI 
 
 Song^ : The song introduced into this les- 
 son is the only one to be found in the second 
 part of the Reader. It is more pretentious 
 in scope than the songs of the first part, 
 since it attempts to inti'oduce all the con- 
 sonant sounds of the alphabet. An examina- 
 tion of the words of the songs will show that 
 with the exception of x, all of these conso- 
 nant sounds appear in the verses. 
 
 b — birds 
 c =lt 
 
 d — daisies, dandelions 
 f — flo\i^ers 
 
 g — bringing, tiling, etc. 
 li— liappy 
 j —jolly 
 It — coming 
 1- little 
 m— irrarcli, merry 
 n — dandelions, Winter 
 p — April 
 (232) 
 
Lesson LXXXI 23B 
 
 q — quoth 
 r — surely, merry 
 s — Spring 
 t — Winter 
 V — violets 
 11^— \Finter 
 
 y — May, happy, surely 
 z — daisies, roses, dandelions 
 
 In the examples for y, it will be noted 
 that the common alphabet consonant has a 
 Scientific Alphabet vowel sound. 
 
 The music, which has been especially 
 prepared for the Reader (as have all the 
 previous songs introduced into the first part), 
 should be carefully practised. The tune 
 should be studied first, and after it has 
 been mastered by the pupil, then the teacher 
 should have the song sung with the piano 
 accompaniment. 
 
 The tune is so pleasing and so simple that 
 the teacher will find no difficulty in drilling 
 upon it. The song could be sung by the en- 
 tire class, or by one pupil only. The refrain 
 especially could be sung in chorus. 
 
LESSON LXXXIII 
 
 General Review : Some of the words 
 introduced into the previous lessons in deal- 
 ing with the consonant sounds have been 
 grouped according to the regular order of 
 the consonants. The teacher should be very 
 careful in this reviewing, and should see 
 that the several consonant sounds are given 
 in clear tones. 
 
 Take up each consonant separately and 
 drill upon it, reading across the page rather 
 than down the column. It will be noted 
 that a vowel drill may also be given after 
 the consonant drills have been completed. 
 The lesson is not intended to be finished in 
 one day ; in fact, it would be best to ex- 
 tend this review over three or four days, 
 introducing with it also a review of 
 the texts of some of the previous lessons. 
 If the pupils show that they are beginning 
 to be fatigued, either practise the song 
 
 (234) 
 
Lesson LXXXIII 235 
 
 '* The Coming of Spring" or adopt some of 
 the suggestions previously given for the sev- 
 eral " play-days," such as those referring to 
 peas and sticks, clay-modeling, color work, 
 etc. It is also to be remembered that while 
 the drill upon the vowel sounds has been 
 completed in the first part of the Reader, it is 
 not supposed that the songs introduced into 
 this first part will have been forgotten by the 
 children. They should be led to sing those 
 songs whenever the opportunity presents; for 
 instance, when they are doing work in clay- 
 modeling, it would be well to have them 
 accompany their work with one of the songs. 
 
APPENDIX 
 
 The Appendix to the Funk & Wa^alls 
 Standard First Reader is divided into four 
 parts : 
 
 (1) Vocabulary. 
 
 (2) Scientific Alphabet. 
 
 (3) Tables of Equivalents. 
 
 (4) A Practical Method for Teaching the 
 Scientific Alphabet. 
 
 (1) Vocabulary: It has been suggested 
 that the vocabulary which consists of the 
 words used in the texts of the Reader has 
 been arranged that every day a group of 
 words selected from it by the teacher, can 
 be put upon the blackboard as a spelling 
 lesson, if she so desires. It is not the 
 intention of the First Reader to give regular 
 graded spelling lessons, but a glance at the 
 vocabulary will show that it lends itself 
 easily to such use. The teacher should use 
 her own discretion in regard to the selec- 
 
 (236) 
 
Appendix 237 
 
 tion of words and the number to be used 
 in each lesson, 
 
 (2) Scientific Alphabet : It is advised 
 that the teacher read very carefully what 
 is written about the Scientific Alphabet ; 
 with what has been said in the preceding 
 pages of the Manual, and also what has 
 been said in the Reader proper, it is believed 
 that the explanation given of the Scientific 
 Alphabet will leave the teacher in no doubt 
 upon any point that may come up. If, 
 however, a fuller explanation is desired 
 than the one here given, the teacher is 
 referred to the Appendix of the Standard 
 Dictionary. 
 
 (3) Tables of Equivalents : These 
 tables have been so arranged that the teacher 
 may easily find what equivalent a certain 
 symbol of the common alphabet has in the 
 Scientific Alphabet, and, vice versa, what 
 equivalents a particular sound of the Scien- 
 tific Alphabet has in the ordinary alphabet. 
 To illustrate : The a of the common alpha- 
 bet has eleven Scientific Alphabet equiva- 
 lents, whereas, consulting the second table, 
 the Scientific a has three ordinary alphabet 
 equivalents. The teacher is not supposed to 
 have the pupils study from this table, but 
 
238 Teachers' Manual 
 
 whenever she deems it advisable, she may 
 select such words from these tables as will 
 afford a drill upon the sounds that the pupils 
 have previously had. For example : Table 
 one : When studying the a sound, the 
 teacher may place the word col^-lar on the 
 blackboard, and show that the a in -lar has 
 the particular a sound. So throughout the 
 table this method may be employed. As for 
 the second table : When studying the a 
 sound, if the teacher wishes to give some 
 words containing that sound, she will find 
 them with their ordinary equivalent accen- 
 tuated by boldface type. It is to be remem- 
 bered, however, that this table is for the 
 teacher's use only, and is not to be used by 
 the pupil. 
 
 (4) The Practical method for teach- 
 ing the Scientific Alphabet is self-explana- 
 tory. It is a method that was suggested to 
 simplify the teaching of the Scientific 
 Alphabet by the use of pictorial symbols 
 representing words that contain the sounds 
 to be studied. The teacher should use this 
 key in conjunction with the lessons dealing 
 with the vowel and consonant sounds. 
 
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 STANDARD 
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 English Synonyms, An- 
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