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 SEAT WORK FORj) 
 m PRIMARY GRADES 
 
 NAN L. MILDREN 
 
 PRIMARY SUPERVISOR »' 
 CAROLINE AND TALBOT 
 COUNTIES, MARYLAND 
 
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 SEPTEMBER 1, 1909 
 
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 COPYRIGHT DEPOSIT. 
 
SEAT WORK FORo 
 PRIMARY GRADES 
 
 NAN L. MILDREN 
 
 PRIMARY SUPERVISOR of 
 CAROLINE AND TALBOT 
 COUNTIES, MARYLAND 
 
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 COPYRIGHT, 1909 
 BY NAN L. MILDREN 
 
 SEPTEMBER 1, 1909 
 
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 SEAT WORK. 
 
 VALUE OF SEAT WORK. 
 
 As children spend the greater part of the school day at their 
 seats (especially true of the child in the country school) and as 
 activity is the strongest factor in the life and growth of the normal 
 child, it is vitally true that: — 
 
 The problem of suitable and profitable occupation for young 
 children, while not reciting, is one most important and fundamental 
 in the Primary School. 
 
 Upon this problem rests: — 
 
 (a) A happier, a more helpful, a more active school life. 
 
 ( b ) The development of power to see and to do. 
 
 (c) The strengthening of right habits. 
 
 (d) The addition of knowledge. 
 {e ) The fixing of facts. 
 
 (/) A better solving of the question of discipline, for — system 
 and seat work make "discipline" look pale, 
 
 ig) Growth in every sense of the word growth. 
 
 Activity means life! It is the strongest factor in child life. 
 It is an essential factor in growth ! 
 
 Activity well directed means life and growth — physically, men- 
 tally, morally. 
 
 To be able to efficiently do means mastery. 
 
 To be kept busy is a demand of the child's nature. 
 
 To keep him busy in a way which tells for the good of the child 
 and the good of the school is the problem facing the Primary teacher. 
 
 Not to be kept busy along lines of right activity for the best 
 interests of the school means that: — 
 
 He will keep himself busy along other lines not helpful. 
 
 He will become listless, uninterested, stupid. 
 
 He will take relief in blessed sleep — "Nature's sweet restorer." 
 This last — the safest of the three, for — Blessed be the man who 
 invented sleep, as well as "dreams," for these helpless little ones 
 burdened with— ' 'Nothing to do. ' ' 
 
 The teacher who does not keep him busy along right lines: — 
 
 (a) Should expect her whole day to go wrong. 
 
 ( b ) Should not expect growth or good results in either work 
 or discipline. 
 
 ( c ) Should not wonder why she is so worn and tired at close of 
 day. 
 
 {d) Should expect to grow old before her time. 
 
 (e) Should expect to "hate teaching and children." 
 Seat work tests knowledge and skill: — 
 
 When you present lesson: — 
 
 You think he understands; he says he understands. 
 
Put him down to actual doing; it will prove itself. 
 
 In doing he is placed in critical position; he must work out his 
 own salvation. Such positions make him better able to 
 meet life. 
 
 Seat work opens up new thought: — 
 
 In actual "doing" many new avenues open to his delighted eye. 
 
 He makes application of new thought, in various ways, along 
 lines of expression. 
 
 Plan for recitation and occupation: — 
 
 (a) Recitation:— Teacher presents with objects — "Two and 
 two are four." 
 
 (6) Occupation at seat: — Children form all over top of desks 
 with objects (com, lentils etc.) — "Two and two are four." 
 
 (c) Result: — Repetition makes fact all the clearer. The fact 
 becomes fixed. The child grows in power to do from doing. 
 
 Seat work must he enjoyable if attention and interest are to be 
 held. 
 
 Seat work is enjmjable if systematically planned in regard to 
 purpose, method of handling, and results; and, if interest and ability 
 of the child have been taken into consideration. 
 
 Enjoyable seat work: — 
 
 (a) Makes children think. Children like to think — if allowed. 
 
 (6) It is neither too easy or beyond their grasp. 
 
 (c) It has to the child some definite purpose, some definite 
 result. 
 
 (d) It is closely associated with other work and interests of 
 the school. 
 
 (e) It is varied. 
 
 (/) It gives time for freedom of thought and action on part 
 of children — it means initiative. 
 
 Attitude of the Successful Teacher. 
 
 She appreciates the value of seat occupation. 
 
 She understands the fundamental educational principles. 
 
 She understands child life and child needs. 
 
 She is willing to give some time outside of school hours to col- 
 lecting and preparing various forms of material for the work. She 
 must make thoughtful provision for the active needs of children. 
 
 She is willing to make out and plan as careful a schedule for 
 the day's work at seats as the day's recitation. This is essential! 
 
 She keeps before her definite purpose, definite method, definite 
 result in the preparation of each day's work. 
 
 She makes sure that the work is purposeful. 
 
 She plans it as a help to the work of the day, a I'eview and 
 drill on something done, or a preparation for something to be taught. 
 
 She is sure it is of interest to the child, that it gives clearer 
 vision and power to execute. 
 
She gives clear, definite, concise directions for its being done. 
 She directs as well as assigns. 
 
 She does not ask for more than can be done in the time. 
 She makes the children feel that her quick, careful eye will 
 see all work. 
 
 She has system in keeping, distributing and collecting work. 
 She makes her presence felt in study period as well as recitation. 
 
 Collection of Material by Teacher. 
 
 It is said that the successful Priamary teacher makes use of 
 everything, no matter how small or how poor. She uses everything 
 from a scrap of paper or a bit of cord to the most valuable picture 
 or costly book; and and she uses them all to good advantage. She 
 walks through this life with both eyes and ears open, — always awake, 
 always on the alert. 
 
 She collects during the summer months; in the long winter even- 
 ings; during her time of reading, sight seeing, resting — in fact, — 
 all the time. 
 
 During the summer months she has found a good time, for then, 
 free from strain and hurry, she can more leisurely collect. And, 
 just as the good house wife, at the close of the season, views with 
 a feeling of satisfaction her well filled shelves of labelled jellies 
 and pickle so can the far sighted teacher view with more than satis- 
 faction her efforts of the summer's gleaning. 
 
 A little can be done each evening and at spare moments — golden 
 m,oments, which might otherwise be lost. 
 
 She collects as she goes along; stores away for rainy days or 
 days given to its preparation for use. 
 
 She asks her relatives, friends and neighbors to collect for her. 
 They, flattered at being asked, prove of great service. 
 
 She asks the ever anxious children to collect. 
 
 This asking of others she need not mind, for although they are 
 helping her, she, in turn, is doubly helping them to be more observ- 
 ing, more thoughtful, more awake to the interests of the Public 
 School. 
 
 She says she has not time to collect and prepare this material? 
 It is not that she does not liave time but that she does not know 
 how to use time to the best advantage. Five minutes taken in 
 planning and preparing this work will save many hours wasted in 
 correcting bad habits. 
 
 It pays to have a collection of seat work! 
 
 Supervision of Teacher. 
 
 The teacher's presence and supervision is felt in the seat work 
 just the same as in the recitation, but here the child is working out 
 his own problem, dependent upon self activity. 
 
 The teacher has planned this seat occupation with as much care 
 as she has planned the recitation. 
 
 5 
 
Her directions are definite, clearly given, concise. 
 
 Her watchful eye is over all and is to see all work asked. 
 
 Every child is being held to his best effort. 
 
 In the country school where classes are many and time is limited, 
 a large boy or girl can be trained to supervise, distribute and collect 
 the seat work of the younger children. The child chosen for this 
 must be reliable and must be one with whose work this will not 
 interfere. This would be most helpful to one planning to teach. This 
 same pupil is held responsible for care, passing and collecting of 
 pencils, paper and all seat work supplies. 
 
 A pupil or pupils may assist, but all directions are given by the 
 teacher, and the teacher's quick eye always sees all work, if only 
 a glance be given. 
 
 To put forth best efforts children must feel the all pervadin 
 power of the teacher behind all things. 
 
 Distribution and Collection of Materials. 
 
 Here again a strong plea for system ! 
 
 Decide early upon the best plan for your condition in the distri- 
 bution and collection of materials. Have it understood from the 
 beginning that this is the way you will do things. Children then 
 know what to expect, and, if they see you are a person with a good 
 plan, thoroughly capable of carrying it through, they will almost 
 unconsciously conform to all good things set in action. 
 
 As said before, the teacher may have a child or children as 
 helpers with the handling of materials and seat work of primary 
 children. This is especially needed in the country school. 
 
 This plan in regard to "helpers" suggested itself to me and I 
 have found it to work well in my condition. It might not in another, 
 then invent a better to meet your needs: — The children at the end 
 of each month, chose by vote, name on slip of paper, the helper and 
 the assistant helper for coming month. If considered a wise choice 
 by teacher, these children were then considered the helper and the 
 assistant. A short after school meeting is at once held by the 
 teacher for the object of preparing these two for their work. At 
 this meeting, a definite plan for the passing, collecting and care of 
 all things is given, and they are shown what is expected in the way 
 of supervision and help with the seat work of younger children. 
 
 Several meetings of this kind are held until children become 
 familiar with the handling of different forms of work. After a 
 time, these meetings will number few, only held when some new 
 form of seat work is to be used. 
 
 The helper and assistant helper (if needed) may be chosen 
 directly by the teacher for a month or for any given time. This, 
 in your condition, may be the better plan. 
 
 These helpers are only kept as helpers as long as they prove 
 worthy of the trust. 
 
These helpers collect and pass wraps, papers, seat work ma- 
 terial of all kinds, they pass, care for and collect pencils; they over- 
 look the seat work of children and lend assistance where needed; 
 they are responsible for a watchful eye over the little ones on the 
 play ground (not to lose their exercise but to simply keep a watchful 
 eye over these little ones,) they suggest games and help play them 
 they tell stories and show children how to dramatize stories. All 
 this the teacher has brought out at the meetings with them. She 
 has suggested books where they may find stories (incentive to good 
 reading for them. ) She has shown them how to handle for dramati- 
 zation She has shown them games and how to play them. 
 
 In overlooking and helping with seat work, the helper does this, 
 unless she is not through with her own work, then her assistant 
 takes her place. In other words, which ever finishes her own work 
 first overlooks the work of the Httle ones. But it is understood by 
 the children that the keen eye of the teacher will also see their work. 
 In passing and collecting wraps, the helper attends to the boys, 
 her assistant to the girls. They know without being told by watch- 
 ing teacher and being able to tell time (if clock is where it can be 
 seen) when to do this. 
 
 The watchful eye of the teacher sees all. 
 
 In passing and collecting material of any kind have it under- 
 stood from the beginning that they are supposed to go down one 
 side of desks in distributing and other side in collecting. 
 
 The helper distributes and collects pencils starting at one side 
 of room, the assistant starts at other side with paper. Not more 
 than two children on floor at same time. 
 
 Each child takes from the numbered hole his pencil m morning. 
 Each child places his pencil in the numbered hole at close of day. 
 Paper may be passed in this way :-The one passing places a little 
 pile of the kind needed on front desk of each row. Each child takes 
 a piece and passes back. The child in the last seat m each row 
 brings any pieces not needed to the one helping or the one helping 
 collects extra pieces from the last desk in each row. 
 The watchful etje of the teacher is over this. 
 Papers may be collected in this way:-Beginning with child in 
 last seat of each row papers are passed forward, the children in the 
 front desk in each row bring to the one helping, or the one helping 
 collects from the front desk of each row. 
 
 The watchful eye of the teacher is over this. 
 Seat work material needed, placed by the helper at each desk, 
 and collected by the assistant helper at close of each session or at 
 recess, and put carefully away each in the right place. 
 The watchful eye of the teacher sees that this is done. 
 The teacher gives all directions for work also does all placing 
 
 ""^ 'rWsTssTstaS'does not mean that the teacher is relieved of 
 any real responsibility, her all prevading spirit is everywhere 
 above, over and under everything 
 
Keeping Material. 
 
 "A place for everything and everything in its place." 
 
 The teacher who systematically keeps her work the same as 
 she systematically collects, prepares, and plans is the teacher who 
 saves time and energy, who enjoys her work; whose school room is 
 always in good order and not just occasionally so. 
 
 Children imitate so closely in these early years, they are so 
 plastic that it behoves the teacher to impress by her life and action 
 lessons of neatness and order. 
 
 The teacher who keeps the untidy desk may expect to see the 
 children's desks in like condition. 
 
 The teacher who is slovenly in appearance cannot conscientiously 
 ask children to be neat in person and dress. 
 
 The teacher who does careless writing on the boards will soon 
 find the same condition existing on the papers of her pupils. 
 
 A good sized closet of some sort is very necessary in the country 
 school, or some place for keeping materials to take the place of it. 
 
 If there is not one a part of the school or belonging to the 
 school, then as soon as possible raise enough money to buy one or 
 have some one in the community make one. Large boys in school 
 who are handy with tools could construct a fair closet for keeping 
 things. 
 
 If impossible to have a closet then have shelves. These shelves 
 protected in some way from dust. 
 
 Some ingenious teachers have taken large store boxes, placed 
 one on top of the other, tacked a curtain to take the place of a door, 
 and have in this way constructed something to take the place of the 
 needed closet. This "home made" closet covered with a desirable 
 shade of plain wall paper and having shelves of boards cut to fit is 
 not such an unattractive adjunct as one would suppose, and its use- 
 fulness well repays for the trouble taken in construction. 
 
 Store boxes may also be made into chests for keeping things. 
 Some of the teachers in country schools have done this. 
 
 Clean pieces of white paper, cut just the right size and changed 
 as soon as soiled, placed on the shelves gives a neat appearance. 
 This paper can be bought for little money at a printers. 
 
 All text books and library books (if kept in this closet) should 
 be neatly arranged. (A) Text books arranged in piles or standing; 
 new books according to grades by themselves, fair condition books 
 by themselves, poor condition books by themselves. (B) Library 
 books standing with some degree of neatness according to size and 
 subject treated, as books on history not scattered, books of fiction 
 kept where always know where to place hand. These library books 
 should be numbered and kept according to some good system. 
 
 All paper for use of children is cut in sizes desired and neatly 
 kept in different piles. 
 
 8 
 
All pencils can be kept in one place and all in good condi- 
 tion by some device of this kind: — (A) Have one or two shoe boxes 
 with holes punched and numbered (as many holes as pupils.) Pupils 
 have numbers corresponding to numbers of holes. Every night 
 every child's pencil is in its right place. Every night the teacher 
 or an older pupil sees that they are in good condition, and puts them 
 so, if not. Every morning they are in place and in good order for 
 work. Flat wooden receivers can be bought or made (by janitor or 
 older pupils) to take place of these boxes. 
 
 (B) Ten cents brought at beginning of year will furnish child 
 with his supply of pencils for the year. This has been found true 
 where the Dixon or Eagle pencils have been used in First Grade, 
 and have been kept in school as suggested, instead of taken home. 
 Two of these pencils a year, handled carefully, will last most chil- 
 dren. If this is presented to the parent clearly there are few 
 parents who will refuse the ten cents for they will see that it is 
 economy far in advance of the usual way. The matter of economy 
 appeals to most parents. The Dixon pencil No. 308 is good for 
 Primary grades. Eagle Pencil Co. gives a nice variety. 
 
 The teacher can buy the pencils in bulk and sell to the children 
 at different times as needed. If they each bring ten cents at be- 
 ginning, then from her supply, she replenishes as needed. 
 
 Have one place for keeping these large pencil boxes and always 
 keep them in that place. 
 
 Many small things like shoe pegs, corn etc., are kept in indi- 
 vidual spool boxes, then these boxes collected and packed in shoe 
 boxes. These shoe boxes in turn having their special place on one 
 of the shelves. 
 
 These spool boxes (two, three or four) may be kept in child's 
 desk, but better to keep only two forms of seat work there at a time. 
 
 In one box child may have corn or pegs; in another, letter- 
 builders; in another, number builders; in another, scissors, paste, 
 crayon etc. 
 
 Let child always have at desk two forms of set work, one cor- 
 related with lesson and one of special interest to him in way of 
 being attractive — one plain food, one dessert. 
 
 (A) Plain food: — After the reading lesson, let him take word 
 builders and match words. 
 
 (B) Desert: — If he finishes matching words before teacher is 
 ready for recitation, he weaves a mat, sews or colors pictures. 
 
 Many small things like sentence builders for stories etc., may 
 be kept in envelopes and these envelopes in turn packed in shoe 
 boxes. These boxes having their special place on shelf. 
 
 Corn, lentils, seeds etc. , when not kept in individual spool boxes 
 are kept in shoe boxes and given to children by the one passing 
 (each child receiving a handful.) 
 
 Mats for weaving, cards for tracing and drawing can be kept 
 neatly in boxes or between card board covers (covers of large tablets 
 or drawing books may be used.) 
 
Pictures helpful in work and collected from many sources can 
 be kept in covers made of card-board, and each cover marked as— 
 Christmas Picutres, Easter Pictures, Holland Pictures, etc. 
 
 Have models and other objects kept neatly, either in boxes or 
 arranged on shelves. 
 
 See that all forms of seat work are neatly kept and carefully 
 labelled so that when shoe pegs are wanted shoe pegs are found at 
 once without loss of time and energy of looking through boxes, just 
 as the good house- wife, when she wants currant jelly, sees at a 
 glance the label "currant" and knows she is right without loss of 
 time testing in the light numerous others, and then, perhaps failing. 
 
 Occasionally put up the best seat work papers of the child. 
 Accept only the best effort of each child. Compare his work from 
 time to time with his own effort not with the results of some other 
 child. 
 
 Booklets may be made by the child at his hand work period. 
 In these booklets may be kept his written composition, a result of 
 oral composition. A booklet a month means nine or ten at the close 
 of the year. 
 
 Work should be done on neat uniform papers. 
 
 Keeping of work means:— (A) A spur and incentive to children 
 to do work worth keeping. (Saving this from year to year they 
 notice their own advancement.) (B) That parents can see in 
 tangible form what is really being done by their children. They 
 often express themselves as pleasantly surprised. 
 
 His work may be placed in a certain part of the room intended 
 and arranged for the keeping of such. 
 
 Motto repeated:— "A place for everything and everything in its 
 place." 
 
 Things to Collect. 
 (A) No Expense:— 
 
 Empty spools. String these and use for counting. 
 
 Corn-Cobs. Enough to string across room. Every fifth one 
 red. Use for counting. (Device of good old colored teacher of 
 Frederick, County.) 
 
 Spool boxes. Each child three or four for keeping material. 
 
 Colored wrapping paper (used in stores.) Cut and kept in piles. 
 
 Plain white paper (used in stores and printing office.) Cut and 
 keep in piles. 
 
 Stiff wrapping paper and card board. Cut and kept in piles. 
 
 Egg boxes. Used for keeping seat work material. 
 
 Generous supply of shelled corn. Keep in shoe box or indi- 
 vidual boxes. 
 
 Sun flower seed. Keep same as com. 
 
 Milk weed seed. Keep same as corn. 
 
 Pumpkin and watermelon seed. Keep same as com. 
 
 Different colored twines. Cut different lengths. 
 
 10 
 
Diflferent colored cord. Cut different lengths. 
 
 Different colored yarns. Cut different lengths. 
 
 Cord from candy boxes. 
 
 Meat scures of wood. Also taffy sticks. 
 
 Cut splints like tooth picks. 
 
 Narrow strips of card board like splints. 
 
 Old matches. Cut away dark part. 
 
 Pressed leaves, wild flowers, ferns. 
 
 Old Educational Journals. Use pictures, stories, poems etc. 
 
 Magazines of different kinds. 
 
 Old newspapers. Keep large print columns and advertisements. 
 
 Flower, Vegetable, Fruit, Tree, Poultry, Catalogs. 
 
 Farmers' Magazines of different kinds. 
 
 Children's picture books. 
 
 Children's story books. 
 
 Old school books not in use. 
 
 Maps, books and circulars given away by Railway Companies. 
 
 Cards and pictures given away by Tea Companies and Singer 
 Machine Company. 
 
 Any books of views worth while. Helpful in Geography, 
 History, Language, Reading. 
 
 Papers from fruit cans having on pictures of fruit. 
 
 An unused kitchen table. Cut legs and use for number table. 
 
 Croquet ball (sphere.) Cut broom handle (cylinder.) Block 
 (cube.) 
 
 Objects from home like plinths and prisms. 
 
 Large boy with tool box can make models. 
 
 Teacher or larger pupils make models from card board. 
 
 Piece of glass hanging from old fashioned lamp (spectrum 
 colors.) 
 
 A shoe box full of tiny squares all same size cut from tag board 
 and having on all letters of alphabet both capital and small. 
 
 A shoe box full of tiny squares, all the same size, having on 
 figures and signs. 
 
 A shoe box full of oblongs having on words in the use of child 
 and gathered from other lessons especially reading. 
 
 A box full of tiny squares composed of letters (sounds) and 
 sound groups as — ing, ight, at, ike, ate etc. 
 
 A box of card board forms, as— small circles, squares, oblongs, 
 triangles etc., stocking forms, stars, leaves, flags etc. 
 
 A number of home made drawing cards, tracing cards, sewing 
 cards. 
 
 A dozen or two of home made mats and strips to lace. 
 
 A number of homes-made language cards. 
 
 A number of cards having on combinations and problems in 
 arithmetic. 
 
 A number of stories mounted on card board. 
 
 Pictures mounted on card board. 
 
 11 
 
A number of written short stories, gems, maxims appropriate 
 for different months mounted on tag board (card board.) 
 
 (B) Small Expense: — 
 
 Pegs for counters, per box $ . 15c 
 
 1000 sticks assorted lengths (1 in. to 5 in) 25c 
 
 100 slats (10 in. long) 15c 
 
 100 lentils (colors) 30c 
 
 100 enlarged sticks (1 in. long) 10c 
 
 1000 colored squares, assorted colors 15c 
 
 Paper squares for folding (4x4), per package 12c 
 
 100 paper strips for lacing, per package 15c 
 
 25 mats for weaving 15c 
 
 100 assorted sewing cards 12c 
 
 Ward sentence builders, per box 15c 
 
 Picture sentence builder, per box 25c 
 
 Phonetic sentence builders, per box 15c 
 
 Word making tablets (letters) , per box 25c 
 
 Number builders, per box 12c 
 
 Table builders, per box 12c 
 
 "Dushane's figure cards," per box 25c 
 
 Language cards, per box 25c 
 
 "Fitch number cards." (36 cards) 35c 
 
 Toy money, per box 25c 
 
 Sectional animals and birds 15c 
 
 Combination stencils (18 cards) . 25c 
 
 Geography stencil maps 25c 
 
 ' 'Johnson poster patterns, ' ' (5x6) . . 
 
 Animal set 10c 
 
 Bird set 10c 
 
 Flower and fruit set 10c 
 
 Clock dials from 12c to 1.25c 
 
 Drawing cards, per box 15c 
 
 Primary colored stencils, per box 10c 
 
 Waxed crayon, per box 10c 
 
 Latshaw rulers, per gross ^ 1.50c 
 
 Tag board (making seat work.) Send for samples 
 
 Cover paper (mounting pictures. ) Send for samples 
 
 Perry pictures, Maladen, Mass. Send for catalog 
 
 Brown pictures 
 
 Little Classics, Ed. Publishing Co 05c 
 
 Little Journeys, Flanagan Co 15c 
 
 Books of animals and birds 25c 
 
 Instructive post cards 01c to . 10c 
 
 Children's books of stories 10c to .25c 
 
 Uses of Materials Collected and Made. 
 
 In the following the thought and needs of the country school 
 have been chiefly considered. 
 
 12 
 
1. Colored paper (cut in different forms and sizes) :— Use for teach- 
 ing form, designing, mounting. Use for folding, cutting and 
 teaching fractions. 
 
 2. Plain white paper:— Beginners use for writing and number. 
 Other grades use for number. All grades use for cutting. 
 
 3. Stiff paper and card board:— Used for mounting things for use 
 of children. Used by children in mounting things. Used in 
 making forms of seat work. 
 
 -4. Seeds (sunflower, melon, milkweed, lentils, split-peas, corn) :— 
 Children assort according to shape, size, color. They use in 
 making designs and borders. They count and string by I's, 2's, 
 3's, 4's etc. They use for placing around words and sentences 
 written on paper. They use for laying words and sentences 
 like those on the board, those they remember, sentences they 
 make up. They use for laying "famihes" of words. They use 
 for laying forms like those on board or those on cards. 
 They use in making groups of 2's, 3's, 4's or 5's on top of desk. 
 In making groups and placing figures under, in building com- 
 binations, in laying tables. 
 
 5. Colored strings, cords, twines, and yarns:— Assort in piles ac- 
 cording to color; length; certain number in each pile; in bundles 
 of ten (used same as tooth picks in teaching units and tens.) 
 
 6. Meat scares, tooth picks, sticks, cut splints, narrow card board 
 strips, old matches, tajffy sticks:-Vsed for building forms and 
 design on desk. Used for counting, and for making bundles of 
 tens. 
 
 7. Pressed leaves, wild flowers, ferns:— Used for tracing and draw- 
 ing. Used for mounting and writing names. Used for tracing, 
 drawing and mounting and writing sentences about. Used for 
 making bookets of leaves or flowers. 
 
 8. Educational Journals:— Teacher cut pictures and mount on card 
 board for children to trace, draw or write about. Teacher cut 
 stories in large print to use for supplemental reading (Paste on 
 card board.) Teacher collect monthly poems in a composition 
 book kept for such. Teacher collect all problems in arithmetic 
 intended for different grades keep in a book intended for such 
 (A great help with outside or extra problems.) Gather infor- 
 mation concerning different holidays collect under different days 
 (names of holidays.) 
 
 9. Flower Catalog (sent out by florists) :— Teacher cut and mount 
 flowers on tag board squares with name written under. Chil- 
 dren trace flower, write name; draw flower, write name. Chil- 
 dren draw flower, write name, and five describing words; do as 
 done and make sentences using words. Children draw flower 
 and write names of five more flowers. Children draw flower, 
 tell color, write names of flowers having different colors; tell 
 
 13 
 
in sentences. Write names of all flowers having sweet odors. 
 Write names of flowers liked best, tell color and why they are 
 liked best. Design and mount these cut pictures. First grade 
 children arrange and make scrap book. 
 
 10. Vegetable Catalog: — Teacher cuts and mounts just as done with 
 flowers. Children trace, draw and write names as done with 
 flowers. Describe in sentences the vegetables as seen; when 
 tasted. Tell in sentences how and when planted and how they 
 grow. Tell how prepared and how used. Draw pictures of these 
 and other vegetables, write names. Picture and write names 
 
 of vegetables you like best. Write an original story of a ' 'po- 
 tato" etc. Tell shape of a vegetable and name others like it 
 in shape; tell color and name others like it in color. Name and 
 write names of vegetables in your garden; write names of those 
 you have seen at stores. Name vegetables growing in sandy 
 soil. Write five words telling how different vegetables taste 
 to you. Name five vegetables and tell when seen in market. 
 Which vegetables are most used and why. Write all different 
 ways in which vegetables are used. Which vegetables grow 
 high, which close to the ground. Write names of vegetables 
 growing in your county. 
 
 11. Tree and Fruit Catalog: — Teacher cuts and mounts just as done 
 with flowers and vegetables. Children, draw, trace and write 
 names. Draw tree and write three things about. Draw tree 
 and describe. Draw tree write name, draw three others and 
 write names. Draw tree, write name and tell parts. Draw 
 different trees you saw on way to school, write names. Draw 
 fruit trees, write names; draw and tell uses. Draw shade trees, 
 write names; draw and tell uses. Write sentences telling how 
 trees can be protected. Draw three trees of different shapes, 
 write names. Name parts of tree in sentences and tell what use 
 parts are to tree. Write sentences telling how wood of tree is 
 used. Write name of tree you like best and write sentences 
 telling why. Write names of all trees around school house. 
 Write names of trees known in history. Write names of trees 
 spoken of in poetry (a number in "Hiawatha.") Write names 
 of all gems or poems speaking about trees. Trace and draw 
 fruit, write names and write sentences about just as about 
 flowers and vegetables. Place those of one shape together, 
 write names. Place those of diffierent shapes together, write 
 names. Place those of same color together, write names. Place 
 those of different colors together, write names. 
 
 12. Cattle Catalog (farm catalog) : — Teacher cuts and mounts on 
 tag board just as done with other pictures from catalogs. 
 Children trace, draw and write name just as done with other 
 things used. Trace, draw, write name and tell three things 
 animal can do. Children draw, write name and describe. Draw, 
 
 14 
 
write name and tell uses. If teacher has written words around 
 picture, then have children write story from picture; write de- 
 scription of picture. Draw, write name, tell foods he eats. 
 Draw, write name, tell how to care for him. Draw, cut, and 
 write names of other animals. Write names of domestic animals. 
 Write names of wild animals. Write names of wild animals of 
 this country; of other countries. Name animals whose flesh we 
 use for food. Name parts of animals used for making clothing, 
 and other articles. Draw, and write names of all different ani- 
 mals you know. Poultry and other farm catalogs can be used 
 the same way. Cut large print part of catalogs into strips or 
 columns, let children use for putting rings with pencils around 
 words known. Let them hunt words having a common element 
 and place rings around. Children are given these catalogs to 
 color and cut themselves (First Grade.) 
 
 13. Raihvay Catalogs:— Children cut pictures and used as other 
 pictures are used. Use pictures for making books in Geography, 
 imaginary trips; making books in history. Use map (found in 
 these books) for mounting on card board and putting in produc- 
 tions (pictures) or small samples as— cotton etc. Paste on these 
 maps in right place pictures of vegetables or things on break- 
 fast table, found in this part of country. Flour and salt maps 
 can be made— two-thirds flour, one-third salt, just enough water 
 to make a paste. Most suggestions given under this are good 
 for higher grades. Guide books to different cities:— Cut 
 pictures, use for Geography, History and Language (composi 
 tion) in higher grades. 
 
 U. Cards and Pictures:— Color, cut, mount and write sentences 
 about. 
 
 15. Pegs:— Lay form with pegs (square, circle, etc.,) draw forms. 
 Place pegs around written name (child's,) lay name from mem- 
 ory. Place pegs around letters and figures, lay letters and 
 figures. Place pegs around written words, lay words. Place 
 pegs around sentences, lay sentences. Lay sentences you make. 
 Build lines (vertical, horizontal, oblique) with pegs 1 in. long; 
 2 in. long; 4 in. long etc. Build lines twice as long as others. 
 Build Hnes one half as long as others. Lay different angles 
 (right, acute, obtuse.) Lay squares, triangles, oblongs etc. Lay 
 one form (square) then one twice as large, three times as large 
 etc. Lay one form and then one one-half as large etc. Make 
 designs using lines; angles; forms. Make designs using combi- 
 nations of these. Make borders of lines; angles; form. Make 
 borders using combinations of these. Lay designs and borders 
 and then draw. Assort pegs in piles of different colors ; different 
 number in a pile etc. Cover top of desk with groups of 2's after 
 handling "Two" in recitation; then turn each pile (2 pegs) into 
 an angle of some kind. Cover desk with groups S's after hand- 
 
 15 
 
ling "Three;" then turn each pile into a triangle. Cover desk 
 with groups of 4's after handling "Four;" then turn each group 
 into a square. Cover desk with groups of 5's after handling 
 "Five;" then turn each group into a pentagon etc. After 
 counting by I's to 5 in class, then count piles of 5 all over desk. 
 After counting by I's to 6 in class, then count piles of 6 all over 
 top of desk. This can be continued after each lesson in count- 
 ing. Place piles of three pegs over top of desk, place tiny square 
 having on figure three under each pile. Place piles of four pegs, 
 place under figure four. Place piles of five pegs, place under 
 figure five. This can be continued. Place piles in groups to ten, 
 place under figure 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Make dominoes 
 of pegs, place lentils for dots. Lay pegs in lines of given length 
 (by measure.) Lay pegs in lines of given length (by eye.) 
 Lay squares of one color and diameters of another. Lay squares 
 of one color and diagonals of another. Lay oblongs, circles, 
 triangle etc. Make triangle with pegs and put three pegs in- 
 side. Make square with pegs and put four pegs inside. Make 
 a pentagon with pegs and put five pegs inside. Have children 
 make what they like — ladder, chairs, hats etc. 
 
 16. Word Builders (small cards having on letters): — These are 
 script. It is good to have printed ones, and script, also. Lay 
 new word from board all over desk; lay it from memory over 
 desk. Lay new word a number of times and then write it. 
 Lay words like those on board, then write words. Lay all words 
 you can remember, then write words. Lay words like those in 
 the book. Lay all words you can find in book beginning with 
 certain letters; all words ending with certain letters. Lay all 
 words remembered beginning with certain letters; all words 
 remembered ending with certain letters. Lay sentences like 
 those on the board. Lay sentences like those remembered. 
 Lay sentences from memory. Lay original sentences. Lay 
 families of words on desk as — ate, ook, ike or an families (any 
 others;) write this family. Build a family then lay sentences 
 using words. Lay script and printed sentence. 
 
 17. Sentence Builders (words written on oblongs) : — These should be 
 both written and print. Place down one side of desk the words 
 known, down the other side the words not known. Children 
 build sentences like those on board; like those in book. Chil- 
 dren build sentences from memory or make original sentences. 
 Children lay script sentence, lay printed under it. Children 
 match words like those on board; put in columns all the words 
 alike. After building sentences like those on board, then write 
 the sentences from board. 
 
 18. Family Builders (small squares having on letters and others 
 having on groups of letters) : — Lay words to make families like 
 one on board. Lay words to make families like those on board. 
 
 16 
 
Lay families of words like those in book. Lay families from 
 memory. Lay sentences using any of these families of words; 
 sentences like those on board; like those in book; from memory; 
 make original. 
 
 19. Number Builders (small squares having on figures and signs) : — 
 Count by ones to yourself and lay the right figure each time as 
 you count. Count by twos and lay the right figure each time 
 as you count. This continued with other counting. Place a 
 group of pegs and lay under group the figure standing for group. 
 Lay number combinations like those on board, find answer and 
 lay. Lay number combinations like those on cards and lay 
 answers. Make certain groups of number combinations as com- 
 binations of six and lay answers. Lay combinations from mem- 
 ory and lay answers. Lay all combinations as far as you can 
 beginning with "one and one are two" and lay answers. Lay 
 addition table from chart and lay answer. Lay subtraction 
 table and lay answers. Lay multiplication table with pegs then 
 lay both ways with figures. Lay division tables. After laying 
 any of above with "number builders" then write the same on 
 paper. 
 
 20. Card Board Forms (squares, circles, oblongs, triangles etc.) : — 
 A good supply of each form, so that each child may have a 
 square when using squares etc. These forms afford a wealth of 
 seat work for the First Grade child. They teach form. Given 
 card board square, the child traces squares until he fills his 
 paper, he places in each the new word learned. (This gives him 
 idea of form and impresses form of new words.) He traces 
 squares on paper and puts in each the new number group. He 
 traces squares and places in each any figure. He traces squares 
 and places inside each a number group with figure under. He 
 traces squares and places diameters; diagonals. He traces 
 squares and divides each in halves (oblongs) and colors one-half. 
 He traces squares and divides each in halves (triangles) and 
 colors one-half. He divides squares in fourths, thirds, sixths, 
 eighths etc. according to Grade of child. He colors any number 
 asked but begins by coloring one of each division as one-fourth 
 or one sixth etc. He traces squares and makes designs. He 
 traces squares and forms borders. He draws pictures of objects 
 like the square, as a window, a play-house etc. I f given a 
 number of different forms, he assorts according to size, accord- 
 ing to shape, according to angles, according to number of sides. 
 Most of what has been suggested for the square can be done 
 with other forms. The oblong can also be used for domino work. 
 Using several forms, he can make especially attractive designs 
 and borders. 
 
 21. Domino Card: — He traces around small oblong, filling paper. 
 He makes domino like one on board (number combination to be 
 
 17 
 
impressed.) He makes domino like two or three or more on 
 board (hard number combinations.) He makes set of domino 
 cards like cards used for drill. He makes figure story under 
 domino card. He makes domino cards for all combinations of 
 six or eight or any number given. He makes from memory 
 the dominoes and writes figures showing combination under each. 
 He fills in domino card when just one number of combination 
 and result are given. He fills in domino card when just the 
 result is given. 
 Forms (card board) appropriate for month (Used for tracing around 
 and for filling with new words; words known; number stories 
 etc.) : — 
 
 September forms — Apple, other fruits, playthings. 
 October forms — Seed cases, leaves, canoes, wigwams etc. 
 November forms — Leaves, vegetables, fruits, turkey, Mayflower. 
 December forms — Evergreen trees, stars, stockings etc. 
 January forms — Stars, snow-crystals, seal, dog, polar bear. 
 February forms — Soldier hat, shields, flags etc. 
 March forms — Kites, windmills, cows, robin. 
 April forms — Birds, garden tools, farm tools etc. 
 May forms — Birds, flowers, trees, nests, flags, shields etc. 
 These little card board forms are drawn around just as the small 
 squares, circles, oblongs etc., were used for tracing. 
 
 22. Old Newspapers: — Cut columns of large print. Children in 
 First and Second Grades, place rings with pencil around words 
 known; words like other words; as many times as one certain 
 word is found; words of one syllable; words of two syllables 
 etc.; words beginning with certain letters; words ending with 
 certain letters; phrases; certain groups of words etc. Cut 
 advertisement sheets also have children bring. Use for mak- 
 ing original problems in Third Grade. State under "original 
 problems" for Third Grade. 
 
 23. Old School Books (Not used in school or not in use) : — Children 
 use at seats for reading when other work is finished. They may 
 be cut by teacher into stories, these stories pasted on card board 
 and children use at seats to prepare for class reading. They 
 may be cut into separate words, these words pasted on pieces 
 of card board and used as suggested under "sentence builders. " 
 
 2i. Language Card: — Children copy sentences and fill in as card 
 suggests. Children copy, then make original similiar. 
 
 25. Cards having on other work: — Copy, work problems or do what 
 subject calls for. Pictures mounted on card board:— Picture 
 mounted with name under. Children trace or draw picture and 
 write name. Use same picture and word or sentance builders. 
 Match word found on picture or words. Let them see how many 
 times they can find same name in readers. As many times as 
 found, write. More found under subject "Pictures." 
 
 18 
 
26. Minerals (Samples, with pasted slip of paper having on name 
 of mineral) : — Children look at mineral and copy name. Copy 
 three things found out from feeling mineral. Copy three things 
 found out from looking at mineral. Write names of different 
 minerals looking at name on collection. Write names from look- 
 ing at mineral. Write names then write sentences telling their 
 uses. Write names and tell in sentences where found. Write 
 names and tell in sentences why considered so valuable. 
 
 27. Soils (Collect in boxes or bottles and paste name of each on box 
 or bottle) : — Children copy names from written slip. Look at 
 soil and write names. Write sentences telling things grown in 
 different soils. Seat work suggested for "Minerals" can be 
 used with this (soils.) 
 
 28. Leaves of different trees (Fress these and kee-p. Some few sug- 
 gestions have been given) :— Keep for making border for room 
 or boards. Use for mounting in books. Use for mounting in 
 design or border. Children trace them and draw them. Teacher 
 mounts them on tag board cards and writes name under. Chil- 
 dren draw certain one and write name. Draw different ones 
 and write names. Draw different ones and write names of parts. 
 Draw leaves of like shapes and write names. Draw leaves hav- 
 ing cut margins. Draw leaves unlike in shape. Draw leaves 
 showing different veinings. A collection of ferns, different 
 garsses and grains can be used in like manner. 
 
 29. Flowers (Fresh flowers in season or pressed) : — Write names of 
 Spring flowers. Write names of Fall flowers. Write names of 
 different colors. Write name of wild flowers. Write names of 
 garden flowers. Write names of flowers of warm countries. 
 Tell story of plant from seed to flower in sentences. Name 
 five flowers and tell where they grow best. Name soils in 
 which they grow best. Name three wild flowers and picture 
 places you have seen them growing. Write names of all blue 
 flowers you know; yellow flowers; red flowers etc. Write names 
 of all sweet smelling flowers. Write names of flowers first in 
 Spring; last in Fall. Name parts of plant and uses. Write 
 how Mr. Bee cares for flowers. 
 
 30. Birds (Children are taught to observe birds. Mounted pictures 
 may also be used) : — Children write names of birds from boards; 
 from chart or slips. Picture or cut birds, write names. Write 
 names of birds seen this month; other months. Write names 
 of colors of a certain bird. Write where you have seen different 
 birds. Write what you have seen them doing. Write senten- 
 ces telling about bird homes. Write sentences telling their 
 uses; their food etc. Write name of bird you like best and 
 describe him. Write a description of a bird from a picture; 
 write a description from memory. 
 
 19 
 
31. Trees (Some found about trees on other pages) :— Write name 
 of trees around your home; around your school house. Write 
 names of trees from board; from slips or cards. Picture or cut 
 a tree and write name. Picture a tree and write a description. 
 Write telling uses of trees. Which tree do you like most and 
 why? 
 
 32. Paper Folding (after some few dictated lessons, then use for 
 seat-work): — Fold paper, by measure, in folds one inch apart; 
 fold one inch apart by judging. Fold squares and oblongs on 
 diameters. Fold squares and oblongs on diameters and diag- 
 onals. Fold circles on diameters. Fold forms and make designs, 
 and borders. Fold from memory forms used as class work. 
 Fold and cut strips of paper; divide into halves, fourths etc. 
 Fold and cut forms in halves, fourths etc. Fold and cut cabins, 
 beds, chairs, cradles, wagons, shirt waist boxes, hat boxes etc. 
 Fold, cut and make designs and borders. 
 
 Few suggested folds for different months: — September — folding to 
 straight line; folding book (square on diameter;) window (square 
 on two diameters;) tent or shawi (square on diagonal;) star 
 (square on diagonals.) 
 October — Fold and cut wigwam or canoe. 
 November — Puritan bonnet, hat, cradle, log cabin etc, 
 December — Fold star, picture frame. 
 January — Snow crystals, sled. 
 February — Soldier cap, shield. 
 March— Windmill, kite. 
 April — Umbrella, screen, fan, chicken coop. 
 May — Parasol, birds, boat. 
 
 33 Paper Cutting ( after a few dictated lessons much of this can be 
 done for seat work ) : — Cutting pictures from cards and books. 
 Cutting on lines of writing paper; cutting to straight Hne free 
 hand. Cut to straight line making fringe; cut strips for weav- 
 ing. Cut to curved and oblique lines (ruled;) cut free hand. 
 Cut squares and oblongs different sizes by measuring; cut with- 
 out measuring; arrange in design and border. Cut other forms 
 by measure; cut free hand; make designs and borders. Make 
 combinations of any forms in design and border. Bisect any 
 forms; arrange in design and border. Arrange design and 
 borders on paper curtains, towels, book marks, book covers etc. 
 Cut, free hand, fruits, vegetables, animals, trees, leaves etc. 
 Cut, free hand, furniture for doll houses. Cut, free hand, 
 objects spoken of in stories and poems; cut a connected story. 
 
 Few suggested cuttings for different months:— 
 
 September — Cut toys and things at home, apple, other fruits, 
 
 vegetables, sunflower, caterpillar. 
 October— Trees, fruits, seed pods, seeds, Indian corn, wigwam, 
 canoe, squirrel, crow. 
 
 20 
 
November— Fruits, vegetables, May flower, Puritan hat, Puritan 
 
 bonnet, pumpkin, turkey. 
 December— Things wanted for Christmas, star, crook, shep- 
 herd, sheep, stocking, Santa Claus, reindeer, camel, ever- 
 green trees. 
 January — Stars, snow crystals, Eskimo house, sled, dog, clock 
 
 face, reindeer, sparrow. 
 February— Shield, flag, log cabin, banana, sword, soldier cap, 
 
 hatchet, cherries etc. 
 March — Pictures of sap gathering, trees, pussy-willow, what 
 
 wind does, Holland shoes, cows, windmill, kites. 
 April — Umbrellas (open, folded or closed,) hen; rabbit, birds, 
 flowers, ships, Japanese dress and furniture, garden tools, 
 robin, butter cup, wood pecker. 
 May— Parasols, birds, flowers, tad pole, plant life, garden tools, 
 violets, bees and their homes. 
 SJ).. Crayons ( Best for children to bring money, if school does not 
 furnish, and then let teacher buy crayons so that she will be 
 sure of same for use ) :— 
 Follow language outline month by month use crayon for work sug- 
 gested. Children color fruits, grains, vegetables. Illustrate 
 gems, poems, stories. Color pictures in books; trace pictures 
 and color. Copy in color pictures from board; from book; draw 
 pictures from memory. Use colors in number work, in fraction 
 and form study. Use colors in Nature work. When talking 
 about golden rod in language, picture it for seat work. When 
 teaching about apple in class, then picture apple for seat work. 
 
 The teacher selects from all the seat work given that adapted to 
 the age and abihty of her pupils and that an outgrowth of or 
 bearing upon the other work of the day. She gives the right 
 form at the right time in the right way. She can only do this 
 by carefully studying her subject. 
 
 Preparatory to "First Day." 
 
 The successful teacher visits her school sometime before the 
 eventful "first day." There are many things about that school 
 helpful for her to know before that time. 
 
 She will want to know whether that school is clean as to walls, 
 ceiling, floors, desks, windows etc. 
 
 She will want to know whether there are curtains at the win- 
 dows and whether they are in good condition. 
 
 She will want to see how the desks are arranged so as to plan 
 for seating and to arrange for coming in and going out of children 
 at opening and closing of school and at recess. 
 
 She will want to plan for the keeping of wraps, dinner pails etc. 
 and the handling of such. 
 
 She will want to see that there is a closet or shelves for the 
 
 21 
 
keeping of material and that this is in good condition in every way. 
 
 She will want to see that the teacher's desk and desks of chil- 
 dren are clean and in good condition. 
 
 She will see whether there is a basket for waste paper (Potato 
 basket, neatly lined, will do, ) and whether there is a good basin, 
 soap plate, tin, towel roller, duster, bucket and small looking glass. 
 
 She will see that there are erasers and crayon; a yard stick and 
 a pointer. Also a clock of some kind. 
 
 She will find the record of names of the children and of work 
 left by teacher of previous year. She will become familiar with 
 those names and the record of those children before that first day. 
 
 She will see how many and what kind of books are in the school 
 library. Will make a list of some good ones needed and plan for 
 some way to secure them. 
 
 She will see how many text books are in good condition, fit for 
 use, and how many are needed. She will try to have on hand for 
 first day the needed ones. 
 
 She will dust and arrange on desk all guide books and see how 
 many she can add to the small number from her gathered store. 
 
 She will see what pictures are on wall, if any, and will plan to 
 add others and better. 
 
 Placing a good shade of plain green wall paper (get at paper 
 hangers) or sheets of green cover paper, about width of paper, above 
 board, gives a nice border and a splendid place for mounting pictures. 
 
 Pictures bring joy and pleasure to the childish heart and help 
 make discipline easier. Have some good ones there to welcome the 
 children on the first day. 
 
 Perry and Brown pictures and nursery rhymes good. 
 
 Arrange wall paper in one comer of the room for mounting 
 work. Put up good width paper to match border. Tell children 
 from the first day that their best efi'orts will be seen from time to 
 time in this corner. 
 
 She will place neatly in the closet or on shelves the seat work 
 she has provided during summer, also a supply of various papers 
 for various forms of work (with lines and without. ) 
 
 She will place in her desk some clean writing tablets, fools-cap 
 paper, some pen holders, a box of pens, and some pencils neatly 
 sharpened to supply those coming without on first day. 
 
 She will see that the boards are clean, and, if possible, have on 
 in colored crayon a good September border (golden-rod border ap- 
 propriate. ) If teacher cannot draw, stencils may be used. 
 
 Bird or fruit borders or "Sunbonnet Babies" with books also 
 good for September. 
 
 On the board she may carefully write the September poem for 
 her school or some good gem. 
 
 She will also place the work for each grade for the first day 
 neatly on the board. 
 
 See what this work might be from suggestions following. 
 
 22 
 
She will have both capitals and small letters on boards or on 
 large sheets of tag board. (Made with black waxed crayon or with 
 ink. ) Also have sheets of tag board with figures, at least as far as 
 ten. This, with seat work prepared in the summer will give plenty 
 of seat work for the first few days. 
 
 She will see that the school grounds and out buildings are clean. 
 She will see how they could be improved and what she can do toward 
 improving them. 
 
 She will study most carefully her state course of study so as to 
 have a good grasp of just what is expected of each grade and how 
 to prepare for it. 
 
 She will start with definite plan from the beginning. It will 
 insure confidence of children in her from the start, giving good ex- 
 ample, also preventing much trouble later. Children see from start 
 that she knows what she is doing and knows how to go about it. 
 They see from the results gained that things are really worth while. 
 
 Visit your school before that "first day" so that you may be 
 more composed from having come in touch with your surroundings 
 before and having planned to meet the problem. 
 
 Beginners' "First Day" Seat Work. 
 
 One of the hardest problems facing the teacher, especially in 
 the country school, in what work to give beginning children before 
 they have become accustomed to their surroundings, and before they 
 have learned to read and write. 
 
 The first day is especially trying. There is no review work of 
 the previous year to give, there is little correlation which can be 
 made except by way of picturing, tracing, or grouping and counting. 
 
 We use something which has been of interest to him in the home. 
 
 It takes more real skill on part of teacher to handle the First 
 Grade successfully than to handle any grade from this on clear 
 through the High School. 
 
 Just a few suggestions for "first day" work with these little 
 ones:— 
 
 Given scissors and cards, they cut, arrange and paste pictures 
 in old books gathered for the purpose. These books may be called 
 scrap-books. 
 
 They may be given books of pictures for coloring and cutting. 
 Old fashion-books will answer. Milton Bradley Co., furnish very 
 attractive ones. 
 
 Given picture books, tissue paper and crayon, children draw, 
 trace and color. 
 
 One dozen picture books, animal books, bird books etc., kept on 
 hand will prove a blessing in a time of need. Parents often send 
 these in if out -grown in home. 
 
 Drawing cards — fruits, vegetables, animals, trees etc., are used 
 for drawing and for tracing. Children may copy same from teacher's 
 drawings on the board. Have fruits common to September on 
 board. Have them draw in outline, have them show in mass. 
 
 23 
 
Leaves of different trees, vegetables of the home garden, 
 animals common to the home, may be used in the same way. 
 
 Children may lay on desk with com or lentils any of the above as 
 well as any outlines of articles of furniture in the home, or articles 
 of dress. After they lay, they may then draw. 
 
 They may lay, cut or draw lines of the same length, lines of 
 different lengths. 
 
 They may sort pegs in piles of different colors; in piles of the 
 same color. 
 
 They may sort twines and yarns in piles of different colors; in 
 piles of the same color. 
 
 They may string corn, beads or seeds. 
 
 They may make piles of pegs, corn, twines or yams with same 
 number in each pile until all are used. 
 
 They may trace o r go around large figures ( calendar figures 
 good, if large.) 
 
 They may lay, trace or draw different forms as square, circle etc. 
 
 They may be shown how to weave simple mats or use sewing 
 cards. 
 
 These are just a few forms that are being used by primary 
 teachers. There are many more. 
 
 If your entering children are in advance of this kind of work 
 then by no means disgust them the first day by giving them some- 
 thing they think "too easy." 
 
 If they can write, have planned the copying of sentences from 
 board or cards; some beginning work in number. 
 
 The "suggestions" given are intended for "first day" children 
 who know nothing of school work and who are young and immature 
 as many are. 
 
 The beginning teacher who successfully plans for the "first 
 day" need not dread the following days for she has taken the first 
 great step toward success. 
 
 Work for an entering class in advance of the usual beginner 
 can be found under any of the work suggested for First Grade in 
 this little book. Teacher studies her pupil and studies work sug- 
 gested for First Grade, and then makes a selection of that she 
 thinks best to meet the condition. It is not long before she knows 
 the standing of her beginners. If possible, she finds before the first 
 day how many to expect and something about them. 
 
 Second Grade "First Day" Seat Work. 
 
 While teacher and children are becoming adjusted to conditions 
 and surroundings as they are the first day or week, it is well to have 
 taken "time by the forelock" and to have on hand a good supply of 
 profitable and interesting seat work not only for First Grades but 
 for all grades. 
 
 This seat work can be a review of the woi'k of the preceding 
 year showing teacher what child can do and how much he has re- 
 
 24 
 
tained, or it can be something of special interest to the month and 
 the children. 
 
 It is impossible for the teacher to hear many recitations the 
 first day but during this time children must be kept busy in some 
 profitable way so as to form good habits from the first. 
 
 Children detect in a very short time any weakness in the teacher. 
 The wise teacher has work planned and has system from the start. 
 
 The work of the first day or days can be a review of any of the 
 work of the year before. For Second Grade review look under 
 suggestions for First Grade work. Use what you think wise for 
 your condition and the time of day. 
 
 Suggestions: — Copy carefully from the board one or two stanzas 
 of the class poem; monthly poetnfor school, (shows penmanship of 
 child to teacher and gives drill in capital letters (new lines) and 
 punctuation marks.) 
 
 Copy carefully from the poem words not known (shows pen- 
 manship and grasp of words.) 
 
 Copy in the best writing the rhyming words. 
 
 Copy all words you know are names of things. 
 
 Read through poem a number of times and then write sentences 
 about it. 
 
 Read the poem and then picture with crayon. 
 
 Copy from the board any one of capital or small letters a number 
 of times or copy them all (shows penmanship.) 
 
 Open Reading book, read through the lesson as many times as 
 necessary to be able to answer these questions on board. Some- 
 times write answers. If you write, be careful of marks. 
 
 Lesson from Stepping Stones First Reader, Page 110. 
 
 What is the lesson about. 
 
 Tell how the two move. 
 
 Tell what each said to the other. 
 
 Tell what happened. 
 
 Who won? 
 
 If they can answer these questions, it shows they have thought. 
 
 Write all hard words found in reading lesson. 
 
 Write all words beginning with certain letters as — with a or b 
 or bl or cl etc. 
 
 Write words ending with certain letters. 
 
 Write all words names of things. 
 
 Write names of things you see in picture of lesson. 
 
 Write telling sentences and asking sentences about lesson. 
 
 Write any words you can remember from last year. Make 
 sentences using words. 
 
 Copy words from board. Use in sentences. 
 
 Fill in elliptical sentences made with words taught in First 
 Grade as: — Use "is" or "are" in sentences Hke following. "The 
 boy — - here," and "The boys here" etc. 
 
 Write names of all objects in the room, write words describing 
 these objects. 
 
 25 
 
5-13= 
 
 5+4= 
 
 5+5= 
 
 3+5= 
 
 6+4= 
 
 4+4= 
 
 5+4- 
 
 4+6= 
 
 3-^3= 
 
 3^4- 
 
 8-5= 
 
 9-7= 
 
 7+2= 
 
 7-4- 
 
 10-6= 
 
 5^2= 
 
 6-4= 
 
 10-5= 
 
 In using a story, picture or poem for seat work look under 
 "Suggestions" on these subjects in this book. 
 
 Cut and illustrate "Three Bears, " "Little Red Riding Hood" etc. 
 
 Copy all numbers from one to one hundred from the chart, from 
 memory. Do the same by writing them by 2's, 3's, 5's. 
 
 Copy problems from addition chart and write answers, same 
 with subtraction chart. 
 
 Copy problems from board and write answers as — 
 
 Set I: 3+3= 5+1= 6-1= 6-3= 
 
 4+2= 1+5= 6+4= 
 
 2+4= 6-5= 6-2= 
 
 Set II: 
 
 Set III: 
 
 Additions and subtractions as they have been used in First 
 Grade. 
 
 If division and multiplication have been used in First Grade, 
 then problems could be given. 
 
 Write all combinations of a certain number as combinations of 
 six etc. 
 
 Lay tables of 2's on desk with pegs and then write table both 
 ways as— 2x1 and 1x2 etc. 
 
 Picture or cut trees as they look now; do same with fruits, 
 flowers vegetables. 
 
 These are just a few suggestions, use any to meet the needs of 
 school until in good running order and seat work can then be handled 
 with its chief aims in view. 
 
 Third Grade "First Day" Seat Work. 
 
 This can be a review of any of work covered in Second Grade 
 (giving teacher an idea of what child can do and how much he has 
 retained. ) 
 
 Use monthly poem as suggested for Second Grade. 
 
 Copy capitals and small letters as suggested for Second Grade. 
 
 Open reading book, read through the lesson as many times as 
 necessary to be able to answer questions on board. Sometimes 
 write answers. Lessons chosen from book to be used by this grade. 
 
 Do same things with reading lesson as suggested for Second 
 Grade. 
 
 Write any words you can remember from last year. Make 
 sentences using words. 
 
 Look through reading books, find certain words and copy as 
 often as found. 
 
 26 
 
Write names of fruits, grains, vegetables; make sentences using. 
 
 Fill in elliptical sentences with words taught in Second Grade 
 as saw, seen, did, done, etc. 
 
 Follow same suggestions as Second Grade for use of story, 
 poem or picture. 
 
 Write numbers from one to two hundred. 
 
 Write as far as you can by 2's, 3's, 4's, 5's, lO's. 
 
 Write the 45 combinations, make subtraction problems. 
 
 Write tables of 2's, 3's, 4's, 5's both ways and make division 
 tables. 
 
 Write all combinations within certain numbers as within 6, 
 
 8, 10, etc. 
 
 Do simple problems in addition, subtraction, multiplication and 
 
 division from board. 
 
 Do simple problems from the book in use, or from problem or 
 number cards. 
 
 FOLLOWING LANGUAGE OUTLINE. 
 
 First Grade Seat Work. 
 
 September. 
 
 First Week:— hay corn, pegs or lentils around (trace) any short 
 sentence on home life. Sentence written in large hand on large 
 piece of paper. Lay corn around or trace "I see." Lay form 
 of home, cradle, toys— lay from board, from cards, from mem- 
 ory. Cut, picture or model home, cradle, toys. 
 
 Second Week:— hay or trace any short sentence from class compo- 
 sition on home of bird, as— "See the nest," etc. Lay or trace 
 any word like ' 'bird" or ' 'nest. ' ' Picture, cut or model bird, nest. 
 
 Third Week:— hay or trace a short sentence from class composition 
 on "apple," as— "I see an apple." Lay expression "an apple," 
 "the apple." Picture, cut or model an apple. 
 
 Fourth Week:— hay or trace a short sentence or sentences from 
 class composition on golden rod, as— "I see the golden rod." 
 
 Poems:— "Boy Blue" and ' 'Little Birdie. ' ' Lay, cut or picture ' 'Boy 
 Blue. ' ' Lay, cut or picture ' 'Little Birdie. ' ' Lay word ' 'nest' ' 
 or "birdie." 
 
 Story:— Red Riding Hood (simply suggestive). Lay picture or cut 
 Red Riding Hood. 
 
 Picture:— Baby Stuart. Lay words "baby," "apple." 
 
 Hand Work:— Has been suggested. 
 
 Special Drill:— haying action words— "run," "jump," "hop," etc. 
 Laying expression "I see." 
 
 Children are not expected to retain all words used. These are few 
 words used during month— I see, see the nest, bird, an apple, 
 the apple, baby, run, jump, hop. 
 
 27 
 
October. 
 
 First and Second Weeks: — Lay, trace or copy from class composi- 
 tion telling about occupation of those upon whom child life is 
 dependent, as — "The farmer works," etc. Lay, trace or copy 
 words chosen from these topics as "works, " bakes, etc. Lay or 
 trace parts of poem or song about the farmer, baker, carpenter, 
 etc. Lay figure of farmer and his tools, baker and his wagon, 
 etc. These might be drawings over which child places corn or 
 lentils. Cut, draw, picture or model these persons and their 
 work. Cut, draw or model "The Little Red Hen." 
 
 Third and Fourth Weeks: — The work with "Hiawatha" may be left 
 until the Second Grade. Using in place of this rhymes, nature 
 stories, poems, songs. If "Hiawatha" is used, they lay short 
 sentences from oral composition on Hiawatha, as, "Hiawatha 
 was a little boy" etc. Lay any word or words from composi- 
 tion. Lay, cut, picture or model, wigwam, canoe, bow and 
 arrow etc. 
 
 Poem: — Lay parts of any poem or gem. "Little Bo-Peep. " Picture 
 
 or cut^ "Little Bo-Peep," sheep, crook etc. 
 Story: — "Little Red Hen." Lay, picture, cut or model anything 
 
 spoken of in story. 
 Picture: — "Piper and Nut Crackers." Cut or picture squirrels. 
 Special Drill: — Lay, trace or copy "I like." Review, "I see." (In 
 
 this capital "I" is impressed.) 
 
 November. 
 
 First Week: — Lay with letter builders, trace, or copy any short 
 sentence or sentences on "Preparation for winter;" names of 
 some of things gathered. Lay Jnames of vegetables and fruits. 
 Trace from hectograph copies fruits and vegetables laying name 
 under. Cut, picture or model fruits and vegetables. 
 
 Second Week: — Lay with letter builders or word builders short 
 sentences from class composition on Nature's preparation. Lay 
 the word "squirrel." Trace, cut, draw or model squirrel. 
 
 Third and Fourth Weeks: — Lay, trace or copy sentence or sentences 
 from class composition on "Thanksgiving." Lay, trace, copy 
 the word "Thanksgiving." Lay, cut, picture or model — Ply- 
 mouth Rock, Mayflower, cradle etc. Construct cabin or cradle. 
 Picture the "First Thanksgiving." 
 
 Poem: — Lay gem or poem. Lay "Thank you, pretty cow," etc. 
 
 Story: — Picture or cut "First Thanksgiving." 
 
 Picture:— "First Step" Millet. Lay words— "baby," "father," 
 "mother." 
 
 Special Drill: — Lay "I have;" copy "I have." Lay "I see" and 
 "I have;" place after them any word to finish sentence and 
 
 28 
 
show dot or period. Lay each a number of times laying different 
 words after. Look at print in primer, lay written story like 
 it. Look at written story and lay it in print. 
 When word "lay" is used in November, it means use of word or 
 sentence builders rather than corn, lentils and seeds as used in 
 September and October. 
 
 December. 
 
 First Week: — Lay sentence or sentences from class composition on 
 "Santa Claus" and "Christmas." Copy sentences from board 
 or cards. Lay and copy words from class composition. Lay, 
 cut, draw, model any of things you want for Christmas. Trace 
 or draw stockings, place inside all words you can write; draw 
 inside things you want for Christmas. Cut and make chains; 
 make simple presents. 
 
 Second Week: — Lay from class composition sentences on "trees." 
 Lay the word ' 'tree, ' ' copy the word ' 'tree. ' ' Picture or cut 
 tree. Make chains for tree. 
 
 Third Week: — Lay or copy sentence or sentences about "sheep," 
 "shepherd life, " etc. Lay or copy words sheep, shepherd, wool, 
 etc. Cut, picture or model sheep, shepherd, crook, star, etc. 
 
 Fourth Week: — Lay or copy Christmas gem or poem. Fold picture 
 frames for madonna pictures. Make tiny Christmas booklets. 
 Make scrap books of Christmas cards. 
 
 Poem;— "Sleep, Baby, Sleep. " "Why do Bells for Chistmas Ring?" 
 
 Story: — Christ Story. 
 
 Ptciwre;— Madonna or "Mother and Child." 
 
 Special Drill: — "I give." Review — "Hike," "I have." Lay, copy, 
 make complete sentences^, using any words known, copy sen- 
 tences made, find same in books. "Do I See?" Lay and copy 
 this (capital letter and question mark brought out) . 
 
 January. 
 
 First Week: — Lay or copy from class composition sentence or sen- 
 tences on what was done at Christmas vacation, what was re- 
 ceived. Write short sentences using "I see," "I give," "I 
 like. " Lay and copy the word New Year. Lay the word Janu- 
 ary. Lay or draw clock face. 
 
 Second Week: — Lay and copy short sentences on class composition 
 on "ice" and "snow." Lay and write short sentences from 
 memory. Lay and write words "ice," "snow." Cut snow 
 flakes, picture snow scene. 
 
 Third and Fourth Weeks: — Lay from class composition sentence or 
 sentences on Eskimo, copy sentences from composition. Lay 
 words from work, copy words. Lay sentences from memory 
 about Eskimo. Lay original sentences about Eskimo. Lay, 
 
 29 
 
trace, cut, picture or model Eskimo, his home, dress, sled, dog, etc. 
 Poem: — "Twinkle, twinkle little star." Copy line or lines. 
 Story: — "Three Bears." Cut or picture. 
 Picture: — "Can't you talk?" Copy word "dog." 
 Special Drill: — "This is. " Lay and complete with different words, 
 
 copy and complete. Copy sentences using "is" and "are." 
 
 Review — "I see," "I give," in this form— "Can I see?" "Can 
 
 I give?" "Have I?" 
 
 February. 
 
 First Week: — Lay name of month, lay birth days. Lay sentence 
 or sentences from class composition or "winter birds" or 
 ' 'changes in nature. ' ' 
 
 Second Week: — Lay sentences from class composition on Lincoln as 
 taken up by topics each day. Copy any sentence from class 
 composition. Lay words describing Lincoln as — "good," "kind," 
 etc. Copy words from board, lay sentences using words; copy 
 sentences from board. Lay cabin with corn. Lay name with 
 letters. Model, cut, picture, fold cabin. Mount picture of 
 Lincoln, mount cut cabin, copy sentence from board underneath. 
 
 Third Week: — Lay sentence or sentences from class composition on 
 Washington as taken up day by day, copy sentences from class 
 composition. Lay words describing Washington, lay sentences 
 using words; copy sentences from board. Lay with pegs — soldier 
 hat, flag, shield, hatchet, etc. ; lay with letters names of these. 
 Fold soldier cap and picture- frame. Lay and copy "hero," 
 "I love" and "cherries." 
 
 Fourth Week:— hay or copy any sentences about Longfellow; lay 
 or copy any words from class composition. Make picture frame 
 for Longfellow picture. Lay or copy any words describing 
 ' 'pony. ' ' Cut or picture pony. 
 
 Poem : — ' 'Marching Song" by Stevenson. Copy gem or lay gem from 
 memory. 
 
 Story: — Lincoln stories; Washington stories. 
 
 Picture: — Men used for study. "Cat Family." 
 
 Special Drill: — "I love." Lay, copy, write from memory. Copy 
 sentences using "was" and "were." Make sentences using 
 "is" and "are." 
 
 March. 
 
 First Week: — Lay or copy from board class composition on the 
 "Wind and its work." Lay sentences from memory, write 
 sentences from memory, make original sentences. Lay words 
 taken from lesson in script, in print; copy words from board; 
 lay as many words as remembered. Picture what wind does. 
 Picture "Wind" by Stevenson. Cut or picture story of "Wind 
 and Sun." 
 
 30 
 
Second Week:—T>o same with "Sun" as suggested for "Wind." 
 Picture sunset. 
 
 Third TTee/c:— Lay and copy sentences about pussy willow. Lay 
 and copy parts of poem ' 'Pussy Willow. ' ' Picture Pussy Willow. 
 
 Fourth Week-.—h&y and copy sentences on "cow." Make and lay 
 sentences on "cow." Make and write sentences on cow. Lay 
 or copy poem "Cow" by Stevenson. Lay poem from memory 
 after study. Copy names of parts of cow. Draw, cut or picture a 
 cow. 
 
 Poem:— "The Cow" by Stevenson. Picture or cut. 
 
 Sfori/:— "Bag of Winds." "Cinderella." 
 
 Ptciwre:— "Escaped cow" by Dupre. 
 
 Special DriZ^:—Write from board sentences using "has" and "have." 
 Review:— is— are— was— were. Copy sentences using. Make 
 sentences using these words. Fill elliptical sentences. 
 
 April. 
 
 First Week: — Lay name of month. Lay names of months from 
 board. Copy name of month or months. Copy class composi- 
 tion on "awakening life." Copy any sentences on class com- 
 position on "chick." Make and lay original sentences. Make 
 and write original sentences. Cut, picture, model — eggs, chick. 
 Construct Easter basket. 
 
 Second Week:— Copy sentences from class composition on "rain." 
 Make and lay original sentences. Make and write sentences. 
 Lay or copy "Rain" by Stevenson. Copy this poem from mem- 
 ory. Illustrate "Rain." (See under "Poems.") 
 
 Third Week: — Copy any of sentences from class composition on 
 "Spring Preparation." Make and lay original sentences on 
 what mother is doing, father is doing; write these sentences. 
 Cut or picture tools used. 
 
 Fourth Week: — Copy class composition on "robin." Lay word 
 "bird;" copy word. Lay word "robin;" copy word. Picture, 
 model or cut birds. 
 
 Poem:— Lay "Rain." Lay "Garden Bed." Illustrate poem. 
 
 Story :— ' 'Sleeping Beauty. ' ' ' 'Chicken Little. ' ' ' 'Origin of Robin. ' ' 
 
 Picture:— "Feeding Chickens" by Jacque. 
 
 Special Drill:— May I? Review— is— are— was— w e r e— has— have 
 —excuse. Fill in elliptical sentences using words above; also 
 frequently copy correct form of these in sentences. 
 
 May. 
 
 First WeeA;:— Copy word May. Lay and write sentences about 
 spring. Lay sentences from memory; copy sentences from 
 memory; make number of sentences and place in right order. 
 Write sentences on "farmer" and what he does. Make sen- 
 tences about Spring using "have" and "has." 
 
 31 
 
Second Week: — Copy sentences on class composition on "garden- 
 ing." Copy words from board; make sentences using words. 
 Cut, picture, model garden tools, etc. Make sentences about 
 gardening using "is" and "are." 
 
 Third Week: — Copy sentences from class composition; write sen- 
 tences about "frog." Copy words "frog," ''egg,'' "pond," 
 make sentences using these words. Model, draw, cut from 
 egg to frog. 
 
 Fourth PFeeA;:— Copy or make sentences on "bean." Copy words 
 "bean," "plant," "blossom," "pod," etc., use words in sen- 
 tences. Model or picture from bean to plant. Cut or picture 
 flowers or birds. Make sentences about plant using "was" 
 and "were." 
 
 Poem: — "Little Birdie." Copy parts. Illustrate. See "Poems." 
 
 Story: — Story on origin of flowers. 
 
 Picture:— "Feeding her Birds" Millet. Write sentences about 
 picture. 
 
 Special Drill (Review):— is — are— was — were — has — have. Write 
 sentence telling and sentence asking using: — I see, I have, I 
 like, I love, I give. Copy elliptical sentences filling in word or 
 words, and frequently copy as models correct form from board. 
 
 FOLLOWING LANGUAGE OUTLINE. 
 
 Second Grade Seat Work. 
 
 September. 
 
 First Week: — Copy name of month and its abbreviation. (Can be 
 used on written work papers.) Copy name of town and name of 
 state. Make sentences about September using name of month 
 in each. Write sentences in answer to questions on "building 
 of house" (after oral work.) Answers to questions should form 
 a connected story. Copy words — building, brick, frame, etc. 
 Draw plan of house using rulers and having dimensions given, 
 (very simple plan.) 
 
 Second Week:— Copy parts or all of class composition on "furnish- 
 ing of home" (Capitals, punctuation, orderly arrangement.) 
 Copy names of different articles on furniture. (Save the words 
 for spelling. ) Write sentences telling uses of articles of f urni^ 
 ture. Construct from square folded in sixteenths — a bed, chair, 
 house. Fold or cut any articles of furniture as — a picture frame 
 etc. Make raffia napkin ring. 
 
 Third Week: — Write sentences telling about the sunflower. Write 
 sentences in answer to questions. Write five words describing 
 sunflower; make sentences using same. Illustrate story of 
 "Clytie." 
 
 Fourth VTeeA;:— Write sentence telling about caterpillar (after oral 
 work.) Write five words describing as "downy," etc. 
 
 32 
 
Poem: — "September" by Helen Hunt Jackson. Copy whole or parts 
 of poem. Copy gems from board; from memory. Illustrate 
 poem. 
 
 Story: — "Clytie. " Copy any part of story worked up for class corn- 
 composition. Illustrate story. 
 
 Picture: — Any good September farm scene. Copy names of objects 
 seen in picture. Picture a September scene (crayon;) make an 
 apple spelling book. 
 
 Special Drill: — The "Telling Sentence." (A) Copy from slips; 
 copy from board; find in books, write. {B) Bring out capitals 
 and periods in connection with. Teach correct forms: — It is I; 
 It is he; It is she. Copy from board and from cards. 
 
 October. 
 
 First and Second Weeks: — Copy name of month and abbreviations 
 from board; from slips. Write asking sentences using the word 
 October. Copy gem from board; from memory. The class com- 
 position or oral work of children is placed on the board each 
 day as oral work on "wigwam" (one day's work): — (a) Chil- 
 dren copy this from board. (6) Words of poet copied telling 
 about wigwam (beauty of form and expression. ) (c) Children 
 write description of wigwam in sentences (observe sequence of 
 thought.) (rf) Write from memory words of poet, telling 
 about wigwam (memory, correct spelling, etc. (g) Write 
 questions about wigwam; answer questions; write questions for 
 others to answer. (/) Picture wigwam and write word under. 
 {g) Cut and construct a wigwam. Same plan as this may be 
 taken in handhng any topic found in Language Outline. Another 
 might be ' 'Canoe. ' ' A whole month may be given ' 'Hiawatha. ' ' 
 Cut and picture: — Canoe, wigwam, bow and arrow, head-dress, 
 blanket, etc. Make Hiawatha booklet. Weave or braid: — 
 mats, baskets etc. Model: — Indian pottery. 
 
 Third Week:—{CaiX\ be omitted for "Hiawatha.") Copy parts of 
 poem "Hiawatha" telling of com. Picture Indian com and write 
 sentences under. 
 
 Fourth Week: — Write story of "Crow and Pitcher" in answer to 
 questions (after oral work.) Picture or cut storJ^ 
 
 Poem: — "Hiawatha." Copy parts of poem; write from memory 
 short sections. Write gems from memory. 
 
 Story:— "Crovf and Pitcher." As has been suggested. 
 
 Picture: — "Piper and Nut Crackers. " Indian pictures. Write sen- 
 tences above. Write describing words. 
 
 Special Drill: — "Asking" sentences, (a) Copy from board; slips; 
 book. (6) Bring out capital letters and question mark. Cor- 
 rect forms:— Is it I? Is it he? Is it she? Picture October 
 scene. Make squirrel spelling book. 
 
 33 
 
November. 
 
 First and Second Week: — Copy name of month and abbreviation. 
 Copy names of Fall months and abbreviations. Write sentences 
 about November using name of month in each. Copy word 
 "Thanksgiving." Copy whole or parts of each day's composi- 
 tion (oral) on Puritans, as (one day) — "Home in England," 
 another, "Voyage," etc. Write sentences telling about Puri- 
 tans. Write five words describing Puritans. Copy words — 
 Indian, Pilgrim, Plymouth Rock, May Flower, etc. ; use these 
 words in sentences. Make sentences about Thanksgiving into 
 longer sentences. Cut and draw Plymouth Rock, May Flower 
 etc. Make Puritan booklet. Construct— Puritan cradle, bonnet 
 etc. The whole month may be devoted to the Puritan work. 
 
 Third Week:— {If Puritan work is not used for month.) Write 
 sentences about the pumpkin. Write word pumpkin. Picture 
 and cut pumpkin. 
 
 Fourth Week: — Make sentences telling about turkey. Picture turkey 
 and cut same. 
 
 Poem: — "Over River and Through woods." Copy parts; cut and 
 illustrate. Write from memory —September, October, and Nov- 
 ember gem. 
 
 Story: — "Fox and Grapes." Reproduce from copy; reproduce with- 
 out. Cut or picture. 
 
 Picture: — Any telling Pilgrim life or Thanksgiving story (Bougton 
 pictures good.) Write sentences about. 
 
 Special Drilt.—TeWmg and asking sentences, (a) Copy and also 
 write sentences, (b) Bring out capitals, period, question mark. 
 Correct forms:— It is I, It is he, It is she, It is we; It is they, 
 and these turned into questions. Picture a November scene; 
 make a pumpkin spelling book. 
 
 December. 
 
 First and Second Weeks:— Co-py name of month and abbreviation. 
 Write sentences about September using name of month in each. 
 Copy name Christmas and Santa Claus. Copy whole or parts of 
 each day's composition on "Christmas in other lands." Write 
 from question a short description of Christmas in Holland. 
 (Logical sequence in questions of teacher.) Write without 
 questions a little description on Christmas in Germany (after 
 oral composition.) Copy words gathered from this work, as — 
 Holland, shoes, etc. Write sentences telling one thing done for 
 Christmas in each land studied. Write all name words gathered. 
 Picture or cut spruce tree and write sentences about it. Make 
 booklet of Christmas in other lands. 
 
 Third and Fourth Weeks:— Copy any part of class composition. 
 Write sentences telling about shepherd, arrange in best oi'der. 
 
 34 
 
Copy words — shepherd, sheep, care, crook, wool, etc. ; use these 
 words in sentences. Cut or picture— stars, shepherd, camel, 
 crook, etc. Write sentences about camel and its uses. Write 
 words camel, etc.; write words describing. Cut or picture 
 camel. 
 
 Poem: — Copy poem used for Christmas. Copy and write Christmas 
 gems. (Teacher collect gems for months and holidays. ) 
 
 Story : — ' 'Town Mouse and Country Mouse. ' ' Copy any part of class 
 composition. 
 
 Picture : — Madonna. 
 
 Hand Work (Instead of special drill) : — Booklet of Madonna pictures. 
 Booklet of Christmas pictures. Fold picture frames for Ma- 
 donna pictures. Cut and make things for tree. RafRa picture 
 frames. Make Christmas boxes. Make star or stocking spell- 
 ing book. Cut and picture story. 
 
 January. 
 
 First and Second Weeks: — Copy name of month and abbreviation. 
 Copy names and abbreviations of all months up to January, 
 write them. Write sentences about January using word in 
 each; write sentences about other months. Write names and 
 dates of all holidays past. Write names of days of week and 
 abbreviations; make sentences using each. Write sentences 
 telling changes in nature. Copy any of class composition. 
 Draw clock-face and write number of hours a day, etc. Copy 
 these words: — January, snow, ice, clock, hour, minute, second, 
 hands, face, etc. ; m a k e sentences using. Copy any of class 
 composition on the "Eskimo. Write sentences telling about 
 Eskimo; names of things Eskimo uses (name words;) things he 
 does (action words.) Write a story about Eskimo, see that 
 sentences are in good order. Cut or picture Eskimo house, 
 sled, dress, etc. Make Eskimo booklet. Make star or clock- 
 face spelling books. Study of Eskimo may be used for whole 
 month. 
 
 Third Week (If Eskimo is not used) :— Write sentences describing 
 reindeer. Write description of a reindeer (orderly arrange- 
 ment.) Cut or picture reindeer. 
 
 Fourth Week: — Write sentences about the sparrow. Write words 
 telling what sparrow does (action words.) Picture or cut spar- 
 row. "All Things Beautiful." 
 
 Poem: — Copy whole or parts. Illustrate some poem. 
 
 Story: — "Lion and Mouse." Write from class composition story or 
 part of story. Cut or picture story. 
 
 Special Drill: — It is for me, It is for him, It is for her. It is for 
 them. Picture a January scene. 
 
 35 
 
February. 
 
 First Week: — Copy name of month and its abbreviation. Copy 
 names and abbreviations of winter months. Write sentences 
 using name of month in each. Copy names and dates of birth- 
 days coming in February. Write names of days of week and 
 abbreviations. Copy any part of class composition on any of 
 men studied —Washington, Lincoln, etc. 
 
 Second and Third Weeks:— Copy any or all of class composition on 
 Washington (any other used as well.) Write words describing 
 Washington. Copy words — Washington, Lincoln, birthday, 
 brave, kind, noble, honest, hero, etc.; write sentences using 
 words. Copy class composition on St. Valentine or write story 
 from question as remembered. Make a Washington, Lincoln 
 or Longfellow booklet. Make a February booklet. Design and 
 cut — banner, shield, flags, soldier cap etc. Fold picture frames. 
 Make shield spelling book. Make valentines. 
 
 Poem: — "America." Copy whole or parts of any poem. Copy 
 patriotic gems, write gems from memory. Write any short 
 poem you like best. 
 
 Sior?/:— Stories of brave deeds. "Hare and Tortoise. " Illustrate 
 or cut. 
 
 Picture: — Lincoln, Washington, Longfellow, etc. 
 
 Special Drill: — Correct use of is and are; was and were. Make 
 sentences using these words; copy sentences from board or 
 reader; fill in elliptical sentences. Contractions:— I'm, he's, 
 she's, I'll, he'll, she'll, we'll. Find in reader; copy from board; 
 find in poems. Picture a February scene. 
 
 Fourth Week of February given to stories of brave deeds etc. 
 
 March. 
 
 First and Second Weeks: — Copy name of month and its abbreviation. 
 Copy name of school, home-town and state. Can be used on 
 written work papers. Copy names of winter months and abbre- 
 viations. Write sentences about March, using name each time. 
 Copy any part of class composition. Write telling and asking 
 sentences about Holland. Tell in elliptical sentences about 
 Holland using is or are; was or were. Write sentences about 
 Holland making a connected story. Write short description of 
 a Holland picture in answer to questions. Cut or picture any- 
 thing pertaining to Holland. Construct windmill or Dutch cart. 
 Make Holland booklet. This Holland work may be continued 
 for the month. 
 
 Third Week:—{Ii Holland work is not continued.) Picture a twig 
 from any tree; write sentences telling changes. Write sentences 
 telling changes in nature. 
 
 Fourth Week: — Write sentences about rabbit; fill in eUiptical sen- 
 tences about rabbit with is or are; was or were. Cut rabbit. 
 
 36 
 
Poem:— "My shadow." (Any other may be used.) Copy poem; 
 
 write story of poem (use for oral work first.) Copy gems; write 
 
 from memory any gem. 
 Story :— ' 'The Sun and the Wind. ' ' ' 'Hero of Holland. ' ' Illustrate 
 
 the first story. 
 Picture: — "WindmiW" by Ruysdael. Write sentences why you 
 
 think storm is coming ( after class composition. ) 
 Special Drill:- Co^py sentences, fill in eUiptical sentences, find in 
 
 reading book and make sentences using saw or seen, did or done, 
 
 write, wrote, written, break, broke, broken. Contractions— 
 
 I've, you've, we've, wouldn't, shouldn't couldn't. Picture a 
 
 March scene; Dutch— shoe— spelling book. 
 
 April. 
 
 First and Second Weeks:— Copy name of month, use name in sen- 
 tences. Copy on papers name of school, town, state. Copy 
 any part of class composition, made day by day, on Japan. 
 Write sentences about Japan. Write words describing Japanese; 
 make sentences. Tell in elliptical sentences about Japanese 
 using saw or seen; did or done. Write sentences about Japanese 
 and collect in an orderly way ( after oral work. ) Copy words 
 from oral work; write sentences using these words. Fold and 
 cut Japanese dress, screen, fan, parasol, etc. Make Japanese 
 booklet. Construct Japanese tray. Copy some simple Japanese 
 design. Study of Japanese may be used for month. 
 
 Third Week (If study of Japanese is not continued) :-- Write sen- 
 tences about buttercup. Write words describing buttercup; 
 use in sentences. Write words— yellow, stem, leaves, flower, 
 root. Picture buttercup; use for design. Copy any quotation 
 on buttercup. Fill in elliptical sentences on buttercup with is 
 or are; was or were; did or done; saw or seen. 
 
 Fourth Week:— Copy any of class composition on woodpecker. 
 Write from questions a description of the woodpecker. Write 
 names of common birds from board, from chart, from memory. 
 Illustrate story of Woodpecker. 
 
 Poem:— "Daisies" by Sherman. Copy parts or whole. Picture the 
 poem pictures (after class work.) Write gems from memory. 
 
 Story: — Iris. (Picture the rainbow. ) 
 
 Picture: — Japanese pictures. Rainbow. 
 
 Hand Work:— Make raffia parasol; raffia basket. Picture birds and 
 change in trees. 
 
 Special Drill:- Using words— set or sat; lie or lay; sing or sang. 
 Copy sentences using these; fill in elliptical sentences; write 
 sentences. Review contractions, add any others from books 
 used. Write and copy sentences using possessive. Picture 
 April scene. Make bird speUing book. 
 
 37 
 
May. 
 
 First and Second Weeks: — Copy name of month; use name in sen- 
 tences telling about May. Copy names of Spring months; make 
 sentences telling about each; picture something suggestive of 
 each. Write names of seasons; picture each. Write names of 
 days of week; use in sentences. Write names of all holidays 
 and birthdays celebrated. Copy any description of the violet 
 ( poem or short prose selected. ) Copy any of class composition 
 on talk about violet. Picture violet; use for design. Copy any 
 or part of class composition on "bees." Picture or cut hive. 
 Write sentences about bees. (Make by combining short ones.) 
 Write action words connected with bees; also list of words de- 
 scribing bees; make sentences using words. Make elliptical 
 sentences (teacher) about bees. Children fill in sentences with 
 did or done; saw or seen. 
 
 Third and Fourth Weeks: — Copy any or parts of class composition 
 on Arabian children. Write sentences describing Arabian 
 children (after oral work.) Write sentences describing camel. 
 Write sentences describing desert. Make booklet on Arabian 
 work. Fill in elliptical sentences on camel with is or are; was 
 or were; set or sat; lie or lay; sing or sang. 
 
 Poem: — "Seven Times One." Copy parts of poem. Illustrate any 
 part of poem. Copy gems; write from memory and gem. 
 
 Story: — Cut or picture story. 
 
 Picture: — "Spring" by Carot. Tell in short sentence what makes 
 you think it is spring. 
 
 Hand Work: — Picture or cut flowers; use in design. Make a book- 
 let of Spring flowers. 
 
 Special Drill: — Fill in elliptical sentences with set or sat; he or lay; 
 sang or sung. Use in sentences correctly — I, he, she, we, they, 
 her, his, is, are, was, were, has, have, saw, seen, did, done, 
 write, broke. Contractions: — Look for contractions in books, 
 copy and write words for which they stand. Abbreviations: — 
 Write four months, days, town, state. Mister, Mistress, etc. 
 Picture a May scene; make a flower spelling book. 
 
 FOLLOWING LANGUAGE OUTLINE. 
 
 Third Grade Seat Work. 
 
 September. 
 
 First Week: — Write name of month, the day and year at top of 
 papers ( continue through the year. ) Write names of Summer 
 months with their abbreviations. Write names of days of week 
 with abbreviations. Write names of places and people ( capital 
 letters brought out. ) Copy from board or slips short descriptions 
 of September, (either prose or poetry. ) Teacher can collect 
 and keep them on hand. Write names of foods on breakfast 
 
 38 
 
table (name words. ) Write names of home grown things under 
 one column; of other things under another. Describe some one 
 thing in writing without giving name. Write sentences about 
 these things using words this and that. 
 
 Second and Third Weeks:— YI rite names of places and people; use 
 each in a sentence. Write sentences telling about study of 
 wheat and milling (arrange sentences in good order.) Copy 
 words gathered from above topic. Find in reading book number 
 of paragraphs in a lesson; copy one or two. (Let this lesson 
 be a reading lesson on wheat and miUing if possible. ) As chil- 
 dren write they think how paragraph begins; number of sen- 
 tences in it; kinds of sentences; how they begin and end. Some- 
 times they copy only telling sentences found in paragraph, 
 sometimes asking. Fill in elliptical sentences using this or 
 that. Review contractions of the other grade; bring out any 
 new. 
 
 Fourth W^ee/j:— Copy a model short letter written by some famous 
 person ( Teacher collects these letters as letters of Eugene Field 
 etc. ) Write sentences about the Aster. See whether you can 
 combine these into longer sentences. 
 
 Poem:— "September" or "Village Blacksmith." Copy whole or 
 parts of poem. Write a September gem from memory. Illus- 
 trate poem September. 
 
 Sior?/:— "Golden Rod and Aster" or "Little Red Hen." Write story 
 in answer to questions. 
 
 Picture:— "Giolden Autumn Days" by Marcke. "Village Black- 
 smith" by Herring. "Windmill" by Ruysdall. "Landscape" by 
 Ruysdall. Write names of objects in picture; make sentences 
 using these. Write names for picture. 
 
 Hand Worfc:— Make Wheat booklet. Make a September design 
 (Golden Rod.) Make booklet of September flowers. Illustrate 
 any poem. Make September calendar. Fold and cut cube. 
 
 Special Z)/-t^Z:— Finding paragraphs in Reader. Copying model 
 letters. Combining sentences. Use in sentences of — this, that, 
 throu. Review:— I, he, she, we, they in sentences telling and 
 asking. 
 
 October. 
 
 First and Second Weeks: — Copying name of month with abbrevia- 
 tion. Write names of days of week with abbreviations; make 
 sentences using. Write sentences like models (complex.) Make 
 sentences similar. Write names of different articles of cloth- 
 ing; place those coming from animals in one column, those from 
 vegetable in another. Describe in well formed sentences any 
 one thing made and worn. Write as much as you can telling 
 about linen or cotton ( after class work; ) arrange your sentences 
 in good order. Find paragraphs in Reading lesson. Give names 
 
 39 
 
to paragraphs and write names, (after class work.) While 
 copying one or two paragraphs think of order of sentences. 
 What does each sentence tell? Write what it tells. Make ellip- 
 tical sentences about clothing and fill with words — these or those. 
 Whole month may be taken for study of linen. 
 Third Week (If study of linen is not taken) : — Write sentences on 
 spider; picture spider. Use story "Arachne." Copy a descrip- 
 tion of October or of trees. Copy a model letter or well con- 
 structed sentences. 
 
 Fourth Week: — Write about milkweed in well formed sentences; 
 
 picture milkweed. 
 Poem: — "October" or Flax Flower. Pick out and write name words; 
 
 describing words, action words, any abbreviations, contractions, 
 
 possessives. Copy poem ; copy gems from memory. 
 iStor^/:— "Arachne." Write from question the story of "Arachne." 
 Picture: — "Spinning" by Millet. Tell action of picture. Write 
 
 words describing. 
 
 Hand Work: — Booklet of study of linen or cotton. Illustrate poems. 
 
 Make October design for book covers. Make October calendar. 
 
 Mount October seed pods. Fold and cut square prism. 
 Special Drill: — Abbreviations; describing words; models. Use of 
 
 words — draw, these, those. 
 
 November. 
 
 First and Second Weeks: — Write name and abbreviation of Fall 
 months. Picture something suggestive of each and write in 
 sentences. Write names of things made of wool. Write sen- 
 tences brought out in class composition on wool, arrange sen- 
 tences in good order making paragraph (class work at first.) 
 Copy a description of November (prose or poetry.) Copy a 
 model letter (see how paragraphed.) Find paragraphs in Read- 
 ing books and give names. Use expressions — there is and there 
 are in writing about wool. Study of wool may be continued for 
 month. 
 
 Third Week (If not continued) : — Write sentences about seal using — 
 did or done; saw or seen. Copy addressed envelope, draw and 
 address your own; fold and address. Copy model letter. 
 
 Fourth Week: — Give names to paragraphs in Reading lesson; copy 
 one or more sentences or copy one or more paragraphs. Write 
 sentences about "potato;" combine these sentences (making 
 compound or complex.) Fill in elliptical sentences about the 
 potato with — there is, there are, did or done, saw or seen. 
 
 Poem: — "November" by Alice Carey. Write story of poem from 
 questions. Copy contraction of words in any poem in book. 
 
 Stor?/:— Thanksgiving story. Copy class composition. This is 
 erased and children write from outline. 
 
 40 
 
Picture: — "Sheep (Autumn)" by Mauve. "Shepherdess" by Le- 
 RoUe. "Potato Planting" by Millet. Write short description 
 of picture after oral work. Use words to describe. 
 
 Hand Work: — Make booklet of study of wool. Illustrate poem. 
 Make November design (leaves;) use design in border. Make 
 booklet of Thanksgiving work. Calendar for November. 
 
 Special Drill: — Naming paragraphs. Orderly arrangement of sen- 
 tences. Addressing an envelope. 
 
 December. 
 
 First and Second Weeks: — Write name of month and abbreviation. 
 Write names of days of week and abbreviations. Write names 
 and dates of holidays. Copy sentences in which contractions 
 have been used. Copy description of some winter scene (prose 
 or poetry.) Write names of parts of tree; tell uses of trees; 
 picture different evergreens and write names. Write short 
 paragraph on lumbering (after class composition.) Write any 
 of topics on lumbering used in class; copy words on lumbering 
 used in class; copy words gathered from these topics. Use — 
 "there was" and "there were" in writing sentences about 
 lumbering. Write all action words you have used in talking 
 about lumbering, as — chop, saw, etc. 
 
 Third Week: — Write letter telling what you want for Christmas; 
 address envelope. Write description of evergreen tree in form 
 of paragraph. Copy poem telling about evergreen tree. Use 
 words — "there is" and "there are" in telHng about evergreen 
 tree. 
 
 Fourth WeeA;;— Write possessive form in connection with presents, 
 as— "May's doll" or "The boys' tops," etc. 
 
 Poem: — "Christmas Carol" or Eugene Field — "Why do Bells for 
 Christmas ring?" Copy poem. 
 
 Story: — Christmas stories. "Fox and Crane." Reproduce from 
 outline (two paragraphs.) 
 
 Picture: — Madonna. Write a short story of a Madonna picture 
 (after oral work.) 
 
 Hand Work: — Make booklet on lumbering. Make booklet of De- 
 cember story. Make booklet of Madonna pictures. Make De- 
 cember box (square plinth. ) Make design for booklets. Picture 
 Hemlock tree; copy poem "Hemlock Tree." 
 
 January. 
 
 First and Second Weeks: — Write name of month and abbreviation. 
 Write name of months to first of year. Write name of holidays. 
 Review contractions; possessives; and place singular name words 
 in one column and those meaning more than one in another 
 column. Write sentences telling different ways of heating a 
 
 41 
 
house. Copy parts of class composition on coal. Write sen- 
 tences on coal mining (after class composition;) collect these 
 sentences and arrange in proper order. Write two paragraphs 
 on coal mining (after class composition. ) Copy some quotations 
 about January; description of stars or some winter scene. 
 Write a letter to a friend telling of your Christmas vacation, 
 address envelope. Study of Coal may be used for month. 
 
 Third Week: — Write describing orange. Picture orange. Combine 
 sentences (making compound and complex.) 
 
 Fourth Week: — Write sentence about elephant etc. Copy model 
 letters; address envelopes. Copy elliptical sentences and fill 
 with words suggested by teacher. 
 
 Poem: — "Childrens' Hour." Write story of poem in your own 
 words, (after oral work.) 
 
 Story: — "Secret of Fire" Fable — make outline in class and then 
 write. 
 
 Picture: — "Shepherdess" — Millet. Describe picture by answering 
 questions on board or suggested topics. 
 
 Hand Work: — Make booklet of coal mining. Make January design 
 — stars or snow crystals. Use design in border. Make clock 
 face. Make January Calendar. Make pyramid, (folding and 
 cutting. ) 
 
 Special Drill: — Possessives — find in books. Quotation marks — copy 
 paragraphs in which found. Use in sentences — this, that, these, 
 those. 
 
 February. 
 
 First and Second Weeks: — Write name February and abbreviation. 
 Write names of three winter months. Write quotations from 
 board; from book. Copy name words from lesson, make them 
 show possession. Make sentences using words — this, that, 
 these, those. Copy any description of February or of any brave 
 deed; write patriotic gems. Write a letter to a friend telling 
 what games you play now. Make up and write rhymes for 
 valentines. Write a letter telling what you know about Lincoln. 
 
 Third Week: — Copy quotations from books. Copy model letter. 
 Review contractions in sentences. Write sentences using pos- 
 sessives. Write sentences using^ — There is; There are; There 
 was; There were. Write story of St. Valentine. 
 
 Poem: — "Star Spangled Banner." Pick out pictures. Write name 
 for each (after oral work.) 
 
 Story: — "St. Valentine" or any fable. Write from outline; make 
 outline and write. 
 
 Picture: — Longfellow, Lowell, etc. Give other pictures names; 
 tell what you like about each; write words describing each. 
 
 42 
 
Hand Work:— Make a Longfellow booklet or any of great men 
 
 studied. Make a February booklet. Make February design; 
 
 use on cover. Make February Calendar. Make booklet of story 
 
 of St. Valentine. 
 Fourth Week:— Make class composition on study of oyster. Make 
 
 oyster booklet. 
 
 March. 
 
 First and Second IVeeks:— Write name of month and abbreviation. 
 Write names of all months and abbreviations. Copy quotations 
 from books, placing marks. Copy description of wind (prose 
 and poetry.) Write telling and asking sentences on Sugar 
 making; copy any of class composition; write two paragraphs 
 on sugar making. Write a letter telling a friend about sugar 
 making as you have studied it. 
 
 Third W^'ee^;— Picture a banana aud write sentences. Make para- 
 graph of sentences. 
 
 Fourth fTee/t.-— Copy any or all of class composition on ostrich; 
 write words describing. Make ostrich booklet. 
 
 Poem.-— "Little Brown Hands." Copy poem. Write gems from 
 memory. Pick out poem pictures and tell in your own words. 
 Copy action words in poem; copy, name words. 
 
 Story:— Write from outline. 
 
 Picture;— "Plowing" by Bonheur. Write name words in picture, 
 action of picture. 
 
 Hand JVork:-Make booklet on Maple Sugar. Make booklet of 
 story. Illustrate a poem. Design a border. Make Pussy 
 Willow booklet. Make ostrich booklet. Picture banana. 
 
 Special Drill:— Making outlines of stories; write from outlines. 
 Quotation marks. Paragraphs. Review— did, done, saw, seen. 
 Bring out question mark, period, capitals. 
 April. 
 
 First and Second IVeeks:— Write name of month. Write sentences 
 using a name of a month in each; write sentences using name 
 of a hoUday in each; write sentences using names of days of 
 week. Write sentences telling about changes in nature. Write 
 sentences telling about the silk worm, (sentences arranged in 
 right order.) Write two short paragraphs on silk worm. 
 Picture the story of silk from beginning. Write letter telling 
 a friend what you have learned about silk worm. Copy a de- 
 scription of nature in April or of rain. Copy quotations from 
 books or from cards. Use possessives in connection with topics 
 of week; hunt possessives in books and copy; copy from board; 
 make original sentences using. Find all words meaning one and 
 write them; write them when they mean more than one. Make 
 sentences using words meaning one; using words meaning more 
 than one. Study of silk may be used for month. 
 
 43 
 
Third Week (If study of silk is not used for month) : — Picture the 
 lily and copy gems telling about lily. Use in this week any of 
 poems, stories, pictures. 
 
 Fourth Week: — Write sentences telling about the pigeon and its 
 habits. Use any poems, stories, pictures. 
 
 Poem: — Copy poem; tell in your own words about pictures in poem. 
 Copy any action words; write others you can and have used; 
 make sentences using. Copy all name words, copy any begin- 
 ning with capital letters; make name words mean more than 
 one and write. Copy all describing words in poem and also 
 name of thing described. Copy all phrases found in poem (after 
 class work.) 
 
 Story: — "Aurora" or "Iris." Write story from topics (after class 
 work.) 
 
 Picture: — "Aurora" by Reni. "Song of Lark" by Breton. Write 
 and tell why you like picture after you have studied it most 
 carefully. 
 
 Hand Work: — Make booklet of study of silk. Design parasol. 
 Weave a mat. Picture a spring landscape. Make booklet with 
 mounted pictures telling story of Easter. Picture buds and 
 flowers. Make raffia basket. 
 
 Special Drill: — Make and copy in your note books, from work you 
 have done: — A telling sentence tells something; it begins with 
 a capital letter and is following by a period. Do same in regard 
 to question, paragraph, capital letters, contractions, possessives, 
 singular form and plural form etc. In other words, child 
 makes his own rules from his work and copies them to keep in 
 his language note book. 
 
 May. 
 
 First and Second Weeks:— Write names and abbreviations of all 
 months; days of week; names of holidays. Write any topics on 
 "dairying" having been taken in class. Write three short 
 paragraphs on ' 'dairying. ' ' Copy any of words from work ; use 
 words in other sentences. Picture any part of dairying and 
 write about it. Use these words in telling about dairying: — 
 there is, there are, there was, there were, this, these, that, 
 those. Write letter (and address envelope) telling a friend 
 about your visit on a dairy farm. Copy any quotations (use 
 marks.) Copy some good complex sentences; make sentences 
 similar. Copy any beautiful selections of literature telling 
 about spring and especially May. Dairying may be used for 
 the whole month. 
 
 Third Week (If dairying is not used): — Tell in sentences about 
 observations of morning glory seed to plant (sentences in proper 
 order.) Copy words gathered from work. Picture from seed to 
 plant and tell. Use these words in sentences: — I, me, he, him, 
 she, her, we, us, they, them, is, are, was, were. 
 
 44 
 
Fourth Week: — Write sentences telling about oriole. Cut and picture 
 oriole and nest. Copy any selection of literature telling about. 
 Use study of poem, story or picture. Use these words in sen- 
 tences: — saw, seen, did, done, ran, run, set, sat, lie, lay, sing, 
 sang, write, wrote, written, break, broke, broken. 
 
 Poem: — Copy from memory any gem used during year; copy any 
 poem, write from memory. Tell story of poem in your own 
 words. Write (teacher) every other stanza on board, children 
 fill in missing stanza. Teacher write on board different expres- 
 sion, children copy stanza in which found. 
 
 Story: — Write from outline. 
 
 Picture: — "The Churner" by Millet. Make outline for work in class. 
 Children write for seat work. 
 
 Hand l^ork; — Make booklet of dairying. Make a May design; use 
 for border, book cover. Design wall paper. Make raffia May 
 basket. 
 
 Special Drill: — Review — contractions, possessives, abbreviations, 
 singular and plural, rules made and copied, correct English with 
 use of words given. 
 
 Poem as Seat Work. 
 
 Copy all or parts of poem. (Teaches beauty of form also capitals 
 and punctuation.) Copying words from poem (impressing form 
 of words. ) Copying certain parts of poem to bring out some 
 form of expression, beauty of thought or marks of punctuation. 
 Pick out pictures and tell about each in your own words. Tell 
 the story of poem in your own words. Tell what you like about 
 poem. Write the rhyming words carefully; use these words for 
 making rhymes of your own. Illustrate poems in various ways 
 by cutting, folding, modeling, with crayon. Illustrations: — 
 "Rain" by Robert L. Stevenson. On one large piece of paper, 
 children could first picture toward top the rain falling on ' 'field 
 and tree. ' ' Under this, they could paste a cut umbrella. Under 
 the umbrella, they could paste a folded ' 'ship. ' ' 
 
 Cutting:— Cut tree, umbrella, ship. 
 
 Fold: — Umbrella (open or closed;) ships. 
 
 Picture: —Field, trees and rain coming on both; umbrella with rain 
 coming down; ships with rain. Combination of cutting, folding, 
 picturing could be used. Illustration (2) : — (Just handling first 
 stanza for pictures.) "September" by Helen H. Jackson. On 
 one piece of paper place goldenrod by road side; next corn in 
 field; trees bending down with fruit. Three pictures of first 
 stanza. Each stanza may be pictured. Some forms of seat 
 work from this poem: — Write names of flowers spoken of in 
 poem. Write names of fruits spoken of in poem. Write names 
 of places you have found goldenrod growing. What makes the 
 
 45 
 
corn turn brown? Why are trees bending down? What makes 
 ' 'genti an ' s f ri nges curl? ' ' What do you mean by ' 'hidden silk ? " 
 What are sedges? What is their harvest? What do you mean 
 by "asters by the brook side, make asters in the brook." 
 When are lanes dewy? When do fruits have sweet odors? 
 What are tokens of September? What places do you think of 
 when you read the first stanza of September? Describe a milk- 
 weed pod. Why do you like this poem? Illustration (3): — 
 "Little Birdie" by Tennyson. 
 
 Cutting: — Cut tree, nests, mother bird, little birds. Cut bed, 
 mother, child. 
 
 Fold:— Bed. 
 
 Picture: — Tree with nest, mother and little ones. Bed with baby, 
 mother near. Might be done with combination of cutting and 
 picturing. 
 
 Stories as Seat Work. 
 
 After a story has been told, it is reproduced in various ways, much 
 of this reproduction furnishes valuable seat work. Words are 
 selected from the story and copied (Impressing form of word.) 
 Certain parts of the story are copied to bring out form and 
 certain marks. The class reproduction is copied from board 
 (written by teacher but oral work of children.) The story is 
 written from an outline (after oral work. ) Children make and 
 write original stories; stories from pictures; stories about pets 
 etc. Children fold, cut, picture things spoken of in story; 
 pictures of story; the story. Illustration ( using two old stories) : 
 1 — "Three Bears." 
 
 Cutting:— Cut home of bears, bears, bowls on table, chairs, beds, 
 trees of forest. 
 
 Folding and Cutting: — Fold and cut home of bears, beds, chairs, cut 
 bowls, golden locks, trees of forest. 
 
 Picture: — Cut thing spoken of in picture. Picture — The bears 
 on their walk. Their home. Their return. If clay is used, 
 things can be modeled. 
 2— "Red Riding Hood:"— 
 
 Cutting: — Little girl with basket, wolf, wood choppers, house, trees, 
 bed. Mount little girl on walk among trees, wolf beside her, 
 grandmother's house in distance among trees. 
 
 Fold: — House, bed, basket, hood, cap. 
 
 Picture: — Red Riding Hood, trees, wolf, grandma's house. Com- 
 bination of crayon and cutting — The landscape can be done with 
 crayon, the rest done by cutting. 
 
 Pictures as Seat Work. 
 
 Keep on hand a good supply of pictures to be used in various ways. 
 Put before children pictures of nursery rhymes, have children 
 
 46 
 
write rhyme either from board or from memory. Place before 
 class mounted pictures and have them write names for pictures. 
 Pass small mounted pictures, children, study and then write 
 what picture tells (Third Grade.) Placing on picture before 
 class, have class give as many names as possible for picture. 
 Look at pictures then write and tell what you noticed first in 
 each. Write description of picture using outline given (after 
 oral work. ) Placing a large picture before the class, have chil- 
 dren write names of objects seen; write a list of words describ- 
 ing picture; write sentences about picture; write description of 
 picture; tell story of picture. Mount picture on card board, 
 write words around picture, have children copy words; make 
 sentences using words; make story using words. The litttle 
 children trace, draw, color, cut pictures, make scrap books, put 
 together cut pictures. 
 
 READING. 
 Arnold Primer — Lessons Showing Seat Work. 
 
 Page 7. Lay with corn, lentils or letters a number of times on desk 
 (written form and printed) — "This is." Lay the sentence: — 
 "This is Ned. " Lay "How do you do, " a number of times; then 
 whole sentence. Lay the "ed" family as — Ned, red, bed, fed, 
 etc. Lay "Ned" a number of times. Trace the picture found 
 in book. Copy from board — "This is Ned." 
 
 Page 8. Handle same as page 7. Build "ot" and "an" famiHes 
 on desk. 
 
 Page 9. Handle same as page 8. Build ' 'ot, ' ' ' 'ame, ' ' ' 'en" families. 
 
 Page 10. Lay with letter builders: — "Do you see Ben?" "Do you 
 see Dot?" "Do you see Ned?" Lay any families had so far. 
 
 Page 11. Handle same as other lessons. Picture apple with crayon; 
 cut or trace. Lay "an apple;" "the apple;" "this is." Copy 
 from board — ' 'This is an apple. ' ' Lay any family of words. 
 
 Page 12. Lay any or all of words found; lay any one a number of 
 times; lay sentences using any of these words; lay all sentences 
 you can using these words. 
 
 Page 12. Trace picture or show with crayon the vase. Lay words 
 at the top; lay any of sentences. Lay — "Dot's vase;" Dot's 
 rose." Lay — "ose" family; lay r's over desk and think of sound. 
 
 Page 15. Lay sentence ( lentils or corn) — "See this baby, " ( written 
 form.) Lay under written form the printed form with letter 
 builders. Lay and copy capital and small "b" all over desk 
 (think sound.) Lay ( corn or lentils) — "Baby Rose. " Copy from 
 board — "See this baby." 
 
 Page 16. Lay (com or lentils) — "This is" (written and printed 
 form. ) Lay written form with letter builders. Lay with letter 
 builders — "See Kate's book;" lay printed form under this. Lay 
 (corn) — Ben, book, Kate. Lay "B, " "b," "K." Following 
 pages handled similiar to those handled. 
 
 47 
 
Page 25. Lay (cord, lentils, etc. ) any of words; lay same with letter 
 builders. Lay any one word a number of times. Lay — top, 
 doll, drum, rose, vase, book, read and add s. Lay the same and 
 add apostrophe and s. 
 
 Page 26. Trace orange; picture orange with crayon; picture and 
 cut orange. Lay ( letter builders ) — "See this orange. " Lay — 
 ' 'this orange" (written and printed form; ) the oi-ange, an orange 
 ( written form. ) Lay — "Is it your orange. Dot?" Lay (com) 
 — "orange" and lay "O." 
 
 Page 27. Lay ( letter builders ) every other sentence. Draw every- 
 thing spoken of in sentence, lay sentence under thing. Draw 
 things and lay names, as— "An orange;" "a flag;" "an apple;" 
 a book etc. 
 
 Pages 28-29. Draw pictures. L a y ( corn, pegs etc. ) written and 
 printed letters ( capitals and small ; ) lay same with letter builders. 
 Lay words found (capital and small letters. ) 
 
 Page 35. Picture, model, or cut cherries. Lay (corn or pegs) — 
 "cherries;" same with letters. Lay (corn or pegs) — "ch;" 
 same with letters. Lay any sentence; lay "ipe" family 
 
 Page U2. Lay capitals, small letters and sentences; lay any one a 
 number of times, lay a certain number at a given time. Lay 
 alphabet; copy from board any letter or letters. 
 
 Page H- Trace, picture or cut a bird; model nest. Lay any word, 
 words, or families; copy from board any sentence pertaining to 
 same. 
 
 Page U8. Trace, draw or cut any of pictures. Lay letters (capital 
 and small, ) think sounds. Lay words (capital and small letters. ) 
 
 Pages 52-53. Lay (corn or lentils) alphabet (capital and small 
 letters ) in script and print. Lay figures. 
 
 Page 5Ji.. Lay as suggested for other pages. Copy from board any 
 sentence. Wherever script sentence is found, use for copying. 
 
 Pages 56-57. Picture tree without leaves; with leaves; fir tree. 
 Lay (corn or lentils) word leaves; lay words — summer, winter; 
 lay same with letter builders. Lay any families of words. Use 
 script at bottom for copy. Lay words telling kind of tree, as — 
 "green," "tall," "beautiful." Lay these sentences: — "How 
 green it is!" "How tall it is!" "How beautiful it is!" 
 
 Page 60. Picture blossoms. Lay these expressions:— "An apple 
 tree;" "in Jack's yard;" "an old tree;" "pink and white;" 
 "In the spring;" "In the summer;" "red apples;" "beautiful 
 to see;" "good to eat." 
 
 Page 61. Lay (corn or lentils) any of words; any hard one a number 
 of times. Lay rhyming words in columns, add more; Lay sen- 
 tences using any of words. Copy words from board; copy sen- 
 tences from board. Lay hard words found at bottom ; lay these 
 words in sentences; write any sentence from board made of them. 
 
 Page 6A. Lay figures and lay words, as — I, one. 
 
 48 
 
Page 65. Lay brick wall putting in words also ladder with words; 
 stockings filled with words (Christmas time;) stars; shields, 
 soldier caps, flags (February) etc. 
 Pages 68-69. Lay— "Mother bird;" "father bird;" hungry birds." 
 Copy script on page 70. Lay any family, as — est, nest, rest, 
 best, etc. 
 Pages 68-69-70. Draw, model or cut the pictures. Lay (corn lentils 
 or letter builders ) 
 
 A tree! A bird! 
 
 in the field A mother bird! 
 
 A beautiful tree under her wings 
 
 A nest! Birds! 
 
 in the tree Little birds ! 
 
 Four eggs! in the nest 
 
 blue eggs crying to be fed 
 
 in the nest 
 
 in the beautiful tree 
 Page 73. Lay name George; words telling all thing George has on 
 farm. Draw, cut, model any of these things. Lay any family, 
 as — arm, farm, harm, alarm, etc. Lay the words and expres- 
 sions :— horses and cows; sheep and pigs; ducks and geese; 
 rides the horses; milks the cows; feeds the sheep and pigs; feeds 
 the ducks and geese. 
 Page 75. This page affords much valuable seat work. Children 
 lay a certain number of words in script, the same in print. 
 They may lay sentences using these words:— (a) sentences like 
 those on board; original sentences. Copy same words from 
 board; copy sentences using words. Draw a square, place a 
 certain number of words inside; draw a circle place so many in 
 one half so many in another; draw any form, place words inside. 
 Make families of words whenever possible. Copy elliptical sen- 
 tences from board and fill blank with any word from middle 
 column. Lay sentences and fill blank with right word. 
 Page 81. Use for copying. 
 Page 90. Use for copying. Lay any of these; lay sentences using. 
 
 Page 96. Lay words broken into sounds and sound groups, a s — s 
 un, sh ine, k ind etc. Lay any of families; lay sentences using 
 any. Lay: — 
 
 the children to-day 
 
 High up on the children 
 
 the great sun work and play 
 
 for the children 
 every one 
 Show in crayon "the great sun" shining. 
 
 Page 97. Show in crayon the sunflower. Show story of "Clytie. " 
 Lay words and expressions: — the sunflower; this pretty sun- 
 
 49 
 
flower; loves the sun; its bright face; looks like the sun. Copy 
 any sentence from board or bottom of book. 
 
 Page 98. Lay or copy- old rhyme "Jack and Jill" from board. 
 Picture old rhyme. Lay these words: — North, South, lives, 
 grows, plays, writes, letters. Lay all name words; families. 
 
 Page 110. Picture or cut — squirrel, tree, (Landseer picture.) Lay 
 these expressions: — squirrel, gray squirrel, in a tall tree, up the 
 tree, like the wind, a picture, long bushy tail, big eyes. Lay 
 any sentences: — "Not I," he says etc. Copy any sentence 
 from board. Lay original sentences. Lay family chosen from 
 lesson, as — ut, nut, hut, rut, etc. 
 
 Page 117. Show Rosa Bonheur's hons or any other Hon picture. 
 Trace or cut Hon. Lay word "lion;" write word "lion." Lay 
 word "wild;" write word "wild." Lay expressions: — in the 
 woods; ride a horse; feed the cow and the sheep. Lay sentences 
 about the lion; words describing him. 
 
 Page 118. Copy parts of Longfellow's Village Blacksmith; lay 
 names of things seen in picture. Cut pony; make hen coop; 
 fold barn; write names of things from board. Lay names of 
 boy and pony ; ' 'blacksmith ; " ' 'shoe ; ' ' words telling kind of man ; 
 "Rollo's shoes;" "Jack's shoes." Lay all name words. 
 
 Page 120. Show scene with crayon. Fold sail boat; boat without 
 sail. Cut or model boats. Lay words:— sand, boat, sail, water, 
 houses. Lay expressions:— "would you;" "Do you?" "I like." 
 
 Pages 122-127. Cut, picture or model— the Little Red Hen, cat, 
 rat, duck, pig. Picture— mill; corn growing. Model — mill; 
 cakes. Lay any of these: — "Not I," said the cat. Lay — "Then 
 I will," said the Little Red Hen. Lay:— 
 
 Little Red Hen began to grow 
 
 in the garden Who will water 
 
 some corn this corn 
 
 have found So she watered 
 
 will plant So she pulled 
 
 So she planted the weeds 
 
 Who will grind 
 So she ground 
 Who will make 
 So she made 
 Who will bake 
 So she baked 
 Now who will eat 
 So she ate 
 
 Picture the Little Red Hen finding, weeding, going to mill, 
 making cakes, baking cakes, eating cakes. 
 
 50 
 
READING. 
 Stepping Stone First Reader—Lessons showing Seat Work. 
 
 Different forms simply suggested. Select most helpful. 
 
 (A) Preparatory to Recitation:— ChiMr en read silently sentences 
 a number of times (making sure of thought and words;) read 
 same from board (same written there;) reverse this order. Lay 
 a number of times the hard words found; lay as many times as 
 you found. (Shows where drill is needed. ) Lay sentences like 
 those on board; like those in book. Lay all family words. 
 
 (B) Folloiving Recitation (Pages 6-7):— Children lay "This is" 
 over top of desk; lay after each some known word, as— "This 
 is baby." Lay word "Kitty" a number of times; lay sentence 
 "This is Kitty." Lay— "Ben, see Kitty" a number of times. 
 Lay— en, an, ate families. Trace, color, cut pictures; write sen- 
 tences; lay last three. Copy from board any written sentence. 
 Do not copy print or try to put print in written form. 
 
 Page 8. {A) Preparatory to Recitation:— Redid silently sentences 
 for thought. Lay hard words. Lay family words. Lay sen- 
 tences like those in the book; like those on board. 
 
 {B) Folloiving Recitation:— Lay— "Kate can run," and "Run, 
 Ben." Lay "Run" and "run" a number of times. Lay sen- 
 tence— "Run, run, run!" Lay the un, an, en famihes. Lay 
 expression "like to run" a number of times. Lay any or all of 
 sentences like those on board (same as book. ) Trace picture 
 and lay sentences telling what they are doing. Trace pictures, 
 lay sentences telling what you see. Trace picture and write 
 sentences from board. 
 
 Page 9. (4) Preparatory to Recitation:— Read sentences silently 
 a number of times both from board and book. Lay new words 
 a number of times. Lay all family words. Lay expressions— 
 "the ball;" "a cup. " Draw any picture found, lay name under. 
 
 {B) Following Recitation:— Lay any one or more sentences; write 
 any one or more sentences from board. Lay the "all" and "up" 
 families! Write all familiee from the board; write without look- 
 ing at board. Trace any picture; lay stories under; write stories 
 under. 
 
 Page 13. (A) Prepartatory to Recitation ( Same as suggested. ) 
 
 {B) Following Recitation:— Lay— "1h\s is" and "I like" a number 
 of times placing after them words to finish sentence. Lay— "I 
 see you, good Fan. " Lay any one or all of sentences; write any 
 from board. Lay— ow, ike, ood families. Lay word "good" a 
 number of times and after it any word from list; write from 
 board. Trace picture and write under it ' 'a cow. ' ' Trace picture 
 and lay sentences under. Trace picture and write sentences 
 from board. 
 
 Page 18. Read sentences then lay and fill in. 
 
 51 
 
to little Fan 
 
 drink 
 
 to drink 
 
 to eat grass 
 
 water 
 
 drinks milk 
 
 takes 
 
 too 
 
 come 
 
 
 brook 
 
 
 Page 19. (A) Preparation for Recitation — same. Also lay these 
 expressions:— "This is;" "little hand;" "a ball;" "little ball;" 
 "Come;" "come;" "Baby has;" "Can you." 
 (B) Following Recitation:— Lay any of above expressions, write 
 them from board. Lay the "and" and the "all" family; write 
 from board different families; write from memory. Trace 
 picture, write under "This is baby." Trace picture and lay 
 under sentences; trace and write under sentences. 
 Page 22. (A) Preparation — same. And lay: — 
 Fan has 
 to the brook 
 with her 
 Baby Fan 
 Old Fan 
 of Baby Fan 
 She is 
 (B) Following Recitation: — Lay any or all sentences. Lay "Baby 
 Fan;" write it. Lay any of list above; write same from board. 
 Lay — ook, ake, ink, ike families; write any of same from board 
 or from memory. Copy from board — old, brook, grass. Make 
 and write sentences using any expressions in list. Trace 
 picture; lay sentences about it; write those on board; write 
 original; write names of all you see. 
 Page 2i. Lay sentences as in book, lay answers; lay question, write 
 
 answer; write question from board, lay answer. 
 Pages 25, 26, 27, 28. Draw pictures, lay names (letter builders;) 
 draw pictures, lay a sentence about each; draw picture, write a 
 short sentence about each. Copy written names from board. 
 Page 29. Copy any letter a number of times; copy all letters in 
 very best writing. Find and lay words beginning with these 
 letters; lay words from memory. Lay sentences beginning with 
 any of these letters. Copy figures a number of times. 
 Page 30. Lay figures with names under; write figures with names 
 
 under. 
 Page 33. {A ) Preparatory to Recitation : — Same as in earlier lesson. 
 List of expressions to lay or write: — 
 
 This boy ten chickens to drink 
 
 Baby Bess the dog's name 
 
 Fred's sister to little Bess 
 
 Fred has with her 
 
 a big dog her milk 
 
 In teaching possession write whole sentence as— "Baby Bess is 
 Fred's sister." After thought is gained erase all except — 
 "Fred's sister" etc. 
 
 (B) Following Recitation: — Lay or write any or all of sentences. 
 Lay or write any expressions from list; lay or write sentences 
 
 52 
 
using. Find and lay sentences in which expressions are found. 
 Lay or write these expressions and finish with words: — "Fred 
 has;" "Fred is" etc. Lay or write these families: — ed, ess, ig, 
 og, et, ish etc. Lay sentences using these words. Lay or write 
 these words — sister, chicken, swim. Lay in one column: — boy, 
 chicken, dog, fish etc. Lay in another: — boys, chickens, dogs etc. 
 Page 35. Lay question with letter builders and under each lay ans- 
 wer; write question, lay answer; lay question, write answer. 
 Lay or write any of list: — 
 
 sister's name brother's name 
 
 What is Can you 
 
 Have you a baby brother 
 
 Do you of baby 
 
 run like Ben A cow 
 
 just like Kitty 
 a baby sister 
 Find and write sentence in which these are found; make sen- 
 tences using. 
 Page 37. Lay any of families found; lay sentences using words of 
 family. Lay families, then write; lay sentence then write.. 
 Picture any of words in families, as — est family — nest. 
 Page JfS. Lesson read by two children as dialog. Handle as 
 
 others were handled. 
 Page Jt6. {A) Preparation — same. Lay or write these expressions : 
 by the sea his father's boat 
 
 a fisherman can swim 
 
 a little fisherman like a fish 
 
 a boat swim and sail 
 
 Jack is the sea 
 
 He has Do you like 
 
 Can sail 
 {B) Following Recitation: — Lay two or more sentences. Lay: — 
 Jack lives He has Can you 
 
 Jack is He can Do you 
 
 Lay or write any of following famihes:— oat, ail, im, ish, ea; 
 lay sentences using these words. Find sentences in which 
 any expressions from list are found, write sentences. Lay or 
 write sentences about picture. Write — fisherman, boat, sail, 
 swim. 
 Page 50. Lay any of words found; lay in sentences. Copy any of 
 these words from board or sentences using same. Lay all 
 families, add more words. Draw anything for which word 
 stands, write word under; sentence under. Lay sentences tell- 
 ing what you find on farm, in field etc. Lay or write sentences 
 telling what father, mother, brother, sister do. Lay sentences 
 telling about fish, horses, boats, chickens. Draw and write 
 what a fisherman does or a farmer; draw things they use. 
 
 53 
 
Show children in field gathering flowers, copy "children" and 
 "flowers" from board. Write sentence — "The children gather 
 flowers." Copy or lay words coming under "to." Look over 
 lesson, copy, lay sentences where these words are used; make 
 sentences and lay; copy any from board. 
 Page 55. {A) Preparation: — same. Lay or write any expressions 
 from list: — 
 
 an apple on the tree 
 
 under the apple tree • I love 
 
 likes to eat Come down 
 
 the ripe red apples Sweet apples 
 
 is singing ripe apples 
 
 Red apples 
 {B) Following Recitation: — Lay or write the quotation beginning 
 with "Red" and ending with "me!" Find sentences having in 
 any expressions from list, write them. Lay and write these 
 famlies of words:— ound, ipe, ed, ing, eet. Lay or write all 
 words beginning with capital letters. Lay or write "an apple;" 
 as many sentences about an apple as possible. Lay or write "I 
 love;" finish with word. Lay and write all words telling kind 
 of apple. Lay or write: — an egg, an orange, an apple, an ape, 
 etc. Lay, draw, cut or color an apple, an apple tree; hang words 
 on tree. Lay or write names of any other trees, any other 
 fruits. Make an apple border booklet. Write names of other 
 things red; other things sweet. 
 Page 68. {A) Preparation — same. After you have read poem 
 several times, see whether you could answer these questions : — 
 (1) Why love the cow? (2) How does she spend her time? 
 Write answers to these questions. Write the rhyming words. 
 Copy one stanza or more of poem. Lay or copy these expres- 
 sions: — 
 
 friendly cow pleasant light 
 
 red and white And blown 
 
 with all my heart by all winds 
 
 with all her might that pass 
 
 with apple tart And wet 
 
 wanders lowing by all showers 
 
 here and there She walks 
 
 And yet Among meadow grass 
 
 pleasant open air And eats 
 
 the meadow flowers 
 {B) Following Recitation: — Copy any stanza from book or copy 
 poem. Copy word or expression (hard.) Copy all name words; 
 describing words. Copy rhyming words and build families; 
 write sentences using; make rhymes of your own. Picture with 
 crayon any part of poem, as — "walks among the meadow grass. " 
 Cut cow, make cow booklet. Write sentences telling what cow 
 eats; naming parts of body; how used. 
 
 54 
 
Page 87. He knows the nursery rhyme by heart. He can then find 
 
 words by place in line. 
 {A) Preparatory to Recitation:— Write rhyming words, add others. 
 Write any of following expressions from board: — 
 Little Boy Blue 
 your horn 
 The sheep 
 in the meadow 
 the cows 
 in the corn 
 
 Where's the little boy 
 After sheep 
 
 He's under the haystack 
 fast asleep. 
 Picture Boy Blue; play Boy Blue. 
 {B) Folloiving Recitation:— W rite or lay any or all of lines. 
 Write rhyming words; make other rhymes. Make families of 
 words; use in sentences. Write contractions and words:— 
 Where's— where is, he's— he is. Write sentences using. Cut or 
 picture Boy Blue, write sentences under. Use all words describ- 
 ing sheep; tell what they eat. Make Boy Blue booklet. 
 Pages 90-91-92. (A) Preparatory to Recitation:— Study picture 
 carefully before reading. Read silently several times. Think 
 what woman is doing. What is before her? What is her name? 
 Have you ever seen any one make butter? Where does milk 
 come from? What does she do with milk? Where does she put 
 cream? What happens? Tell how Elsie looks. If you feel 
 thankful to her, what do you say? What say to cow? What is 
 standing against Elsie? What does cat like? After read, 
 answer any of these questions. Copy all family words. Copy 
 words found at top also these words— every, pailful, covered. 
 Copy any expressions from list: — 
 
 Good Elsie into milk pans 
 
 making butter In the morning 
 
 the big churn into her churn 
 
 every night and every morning goes the dasher 
 a pailful up and down 
 
 gives Elsie 
 of sweet milk 
 Elsie puts 
 (B) Following Recitation :— Copy words from top of page ; make sen- 
 tences. Copy any expressions from list, make sentences. Break 
 words into sounds and sound groups. Make any families of 
 words. Study picture again. See first woman working then 
 see her surroundings. Tell in sentences about this. Write 
 names of all objects seen in picture. Tell in sentences about 
 making butter. 
 
 55 
 
Page 96. (A) Preparatory to Recitation: — Recited through by 
 teacher; children read; if it has been used as recitation words 
 are easily acquired. Copy words ending in "ing" as often as 
 found. Copy rhyming words. Close eyes and picture. 
 
 (B) Following Recitation: — Copy or lay any stanza or lines of a 
 stanza. Copy rhyming words and make families of words; use 
 these in sentences; make rhymes using these words. Write in 
 short sentences what poem tells. Picture poem, write any lines 
 under. Write in short sentences what you know about a mill. 
 
 Page 105. {A) Preparatory to Lesson: — Read through for thought. 
 Poem part copied. Copy these words: — hundreds, weather, 
 dewdrops, dawn, purple clover, butterflies. Copy rhyming 
 words, as — sky, by; dawn, lawn; together, weather; clover, over. 
 Copy or lay these expressions: — 
 
 my mother from morning till night 
 
 the best mother sings sweet songs 
 
 in the world with all our hearts 
 
 like sunshine 
 
 (S) Following Recitation: — Copy or lay poem. Copy word "Hun- 
 dreds" as often as found; use in sentences. Copy or lay:— of 
 stars, of shells, of birds, of bees, of dewdrops, of lanes, of butter- 
 flies; make sentences using any of these in making. Copy rhym- 
 ing words; make families of words; make sentences using; make 
 other rhymes; make rhymes using other words. Picture or cut 
 stars, write line telling about stars. Picture shells on shore, 
 write second line. Picture or cut birds, write third line. Picture 
 or cut bees and hives, write fourth line. Picture sky at dawn 
 and flowers, write fifth line. Picture and cut purple clover and 
 lambs, write sixth line. Picture butterfly over flowers, write 
 seventh line. Study picture carefully on page 104, write as 
 many names as possible for picture. Tell about picture in short 
 sentences: — (a) About mother and little girls — what they are 
 doing. (6) About surroundings. Write names of different 
 things seen in picture; tell something about each. Write in sen- 
 tences why you like picture; what you think of mother. Copy a 
 poem from board telling of mother care. 
 
 Page 107. Use any five words for copying; making sentences; build- 
 ing families. Copy all words beginning with certain consonants; 
 ending with some certain one. Copy all words beginning with 
 certain vowels; having in certain vowel sounds. Copy all words 
 having certain combination of letters. 
 
 Page 112. Read silently for thought. These words copied:— (A) 
 Christmas Day, stockings, enough, Santa Claus, waited, awoke. 
 Make sure of these expressions (lay or copy) : — 
 
 Christmas Day to fill the stockings 
 
 all the children big round moon 
 
 every day was shining 
 
 56 
 
could be cold and white 
 
 hang up I think 
 
 our stockings fell asleep 
 
 so little When I awoke 
 
 They say full of toys 
 
 stockings full 
 Brake words into sounds and sound groups :—l ike, wish, night, 
 hang, etc. 
 
 (B) Following Recitation:— Copy or lay any part of story. Find 
 sentences and lay having in word from list. Write all words 
 with capitals. Make sentences using hard words. Write short 
 sentences telling why you like Christmas; what you want for 
 Christmas. Write and lay words found on page ; make sentences ; 
 make families. Draw or cut stocking, show inside what want. 
 Draw stocking, place inside all hard words. Picture— things 
 you want for Christmas; "big round moon;" Santa Claus. 
 Write names of all things might be in "pack. " Make sentences 
 using ' 'Christmas Day, ' ' ' 'Santa Claus. ' ' Copy Christmas poem 
 from board, telling of old Santa. Picture children hanging 
 stockings. 
 
 Page 127. {A) Preparatory to Recitation: — Poem used for mem- 
 ory work, knowing poem helps with new words. Preparation — 
 same. 
 
 {B) Following Recitation:— Copy any line or lines bringing out use 
 of quotation marks, comma after name of person etc. Write 
 sentences telling about "birdie;" about "baby." Lay and write 
 rhyming words; add other words to rhyme; make rhymes of any. 
 Lay sentences in own words about:— (a) Birdie in nest; (h) 
 Baby in bed. Arrange sentences in right order. Copy poem 
 from board. Picture— "Birdie in nest;" write sentences under. 
 Picture— ' 'Bady in bed ; ' ' write sentences under. Cut or picture 
 — birds, nests, beds, etc. Construct bed; model nest. Copy 
 from board and use in sentences: — long, longer, longest, strong, 
 stronger, strongest. 
 
 READING. 
 Stepping Stone Second Reader— Lesson Showing Seat Work. 
 
 So many good suggestions for seat work are already given in this 
 book. ( Stepping Stones Second Reader. ) 
 
 Pages 11-12-13-14-15. (A) Preparatory to Recitation:— Children 
 read silently for thought then write answers to these questions: — 
 Where was "Chicken Little" and what happened to her? What 
 did she do? What did she say each time? Name all to whom 
 she talked. What happened to all? Count the number of parts 
 (paragraphs) and write any ones selected. Copy all quotations; 
 all questions; all statements; all words written with capitals, 
 etc. Write other names for story. Copy any hard words or 
 family words. Use seat work on page 15 (bottom. ) 
 
 57 
 
(B) Following Recitation: — Copy any certain part to bring out 
 certain marks. Make and write original sentences about dif- 
 ferent characters of story. Write all the name words; action 
 words; describing words. Write all words meaning one; more 
 than one. Cut or picture story. 
 
 Page 25. Copy poem. Copy rhyming words. Picture on page 24. 
 Study picture. Write story picture tells (arrange sentences.) 
 Write names of things seen in picture. Write and tell why you 
 like picture. 
 
 Pages 26-27. Use Landseer pictures with lesson. 
 
 Page 30. Read silently. Write and tell how many paragraphs. 
 Write a sentence telling what each tells about, as — (1) Where 
 tree is. (2) Where vine grows. (3) Where grapes hang. (4) 
 Mr. Fox. (5) How he tried to get them. (6) Result and what 
 he says. Copy any quotations or any hard words. Use words 
 given at bottom. 
 
 Page 31. Study picture and use suggestions at bottom. 
 
 Page 3Jt. Copy any number of words; use in sentences; gather in 
 families. Write other words for lists. Copy all name words; 
 action words; describing words. 
 
 Page 39. Copy poem. Copy rhyming words; make families. Tell 
 about poem in own words, as — Who is speaking? Name and 
 describe different places visited etc. 
 
 Page 38. Draw the picture. Describe what is seen in sentences. 
 
 Page 52. Preparation for Recitation : — Same as given in regard 
 for thought and new words. Write number of paragraphs. 
 Tell number of sentences in each, as — "There are two sentences 
 in the second paragraph, ' ' etc. Tell what each paragraph tells 
 about, as — (1) Ones in story. (2) Crow and meat. (3 and 4) 
 Scheme of fox. (5) What crow did. (6) What happened 
 Copy any quotations, questions, exclamation, etc. Following 
 recitation: — Any above plans can be used. Use words at bottom 
 in sentences. Cut or picture story. Write story in own words 
 following topics. 
 
 Page 53. Do as suggested. 
 
 Page 5^. Copy poem. Copy and write words standing for con- 
 tractions: — don't, I've, I'm, they 're; use in sentences. 
 
 Page 55. Study picture. Write in your own words telling first 
 about girl and dog then about meadow, sheep, sky, tree. 
 
 Page 59. (A) Preparation for Recitation:— same. Copy and use 
 in sentences any of following: — 
 
 Once upon a time into the water 
 
 a large piece his image 
 
 said to himself another dog 
 
 by myself jumping into water 
 
 ran off already had 
 
 with it there was nothing 
 
 As he crossed the bridge for being so greedy 
 he looked down 
 
 58 
 
(J5) Following Recitation:— kny above can be used. Copy quota- 
 tions; any or all of story. Picture or cut story. 
 
 Page 73. Copy poem. Copy quotations of poem; copy answer of 
 book. Copy rhyming words. 
 
 Picture Page 72. Study carefully. Telling in sentences first about 
 mother and child, and then tell about surroundings. Make two 
 paragraphs of story. 
 
 Pages 75-79. {A) PreparatorTj to Recitation:- Find number of 
 paragraphs; write names for different paragraphs; write any of 
 paragraphs. Copy any hard words. Write sentences to ques- 
 tions (on board.) 
 
 (i5) Following Recitation: — Write story in own words, making just 
 three paragraphs. These topics could be used— (1) Bear's 
 morning walk. (2) Golden Locks in Bear's house. (3) What 
 happened. Copy all hard words; quotations; words with capitals 
 etc. Copy phrases teacher places on board; make sentences 
 using. Cut or picture story. 
 
 Pages 81-83. (A) Prepai^atory to Recitation:— Read through to get 
 thought. Write other names for story. Give names to para- 
 graphs. Name number of good pictures you see in story (write. ) 
 Copy hard words and any of these expressions: — 
 
 a country mouse tasted such dainties 
 
 a town mouse set before her 
 
 H visit a fine piece 
 
 a broad plowed field hardly believe 
 
 on the wheat stalks with great delight 
 
 which she found spoke truly 
 
 very hard fare of the pantry 
 
 your scanty dinner hardly escaped 
 
 In my town house aimed at them 
 
 smacked her lips So it happened 
 
 hungry country mouse pantry shelves 
 
 felt hungrier finest food 
 
 gladly promised were filled 
 
 set out together whenever they tried 
 
 have feast died of hunger 
 
 in the furrows to enjoy 
 
 can dwell in safty 
 
 Use any of them in sentences. 
 (B) Following Recitation:— Any above plans can be used. Follow 
 
 suggestions on page 83. Picture or cut story. 
 Page 90. Copy poem. Picture flag. Make booklet. 
 Page 98. Picture or cut snow crystals. 
 
 Pages 116-118. {A) Preparatory to Recitation:— Reading through 
 to get thought. Write answer to questions (teacher's) on board, 
 as— (1) Where was smithy? (2) Describe blacksmith. (3) Tell 
 
 59 
 
what he does "week in week out." (4) Tell about children, 
 (5) What does he do on Sunday? etc. Copy any hard words or 
 any of these expressions : — 
 
 under a spreading chestnut tree 
 
 the village smithy 
 
 a mighty man 
 
 with large and sinewy hands 
 
 of his brawny arms 
 
 like the tan 
 
 with honest sweat 
 
 week in, week out 
 
 from morn till night 
 
 bellows blow 
 
 swing his heavy sledge 
 
 with measured beat 
 
 from a threshing floor 
 
 singing in the village choir 
 
 the flaming forge 
 
 fortunes must be wrought 
 
 on its sounding anvel etc. 
 
 smithy 
 
 a mighty man 
 
 sinewy 
 
 brawny 
 
 crisp 
 
 like the tan 
 
 honest sweat 
 
 the whole world 
 
 bellows blow 
 
 heavy sledge 
 
 forge 
 
 fly like chaff 
 
 rejoice 
 
 attempted 
 
 night's repose 
 
 wrought 
 
 anvil 
 Make sentences using any of these. Write what each stanza 
 tells about, 
 (B) Following Recitation: — Any of above can be used. Copy any 
 part of poem; tell poem in your own words. Picture poem; make 
 booklet of poem. Write names of all describing words; use in 
 sentences. Write names of all action words; use in sentences. 
 Page 129. Use for copying. 
 
 Page 132. {A) Preparatory to Recitation: — Getting thought of 
 poem. Copy hard words. Copy rhyming words. Copy any of 
 these words or expressions: — 
 
 60 
 
stuck to play 
 
 sleepsin — by 
 
 fright my mind 
 
 slumber hold me tightly 
 
 lawn 
 
 before the morning 
 
 behind the wood 
 
 the sun is going down 
 
 with linen smooth and fair 
 
 in the lilacs 
 
 round the lawn 
 
 Write answers to these questions: — 
 
 What do you mean by "before the morning?" 
 
 Why was the little boy happy? 
 
 What time of day in second stanza? 
 
 When does sun go down? 
 
 How does sky look at this time? 
 
 What time of day in third stanza? 
 
 What time of year? 
 
 How tell the time of year? 
 
 What mean by "Sleepsin— by?" 
 
 What time of day in fourth stanza? 
 
 How does sky look? 
 
 What mean by slumber holding tightly? 
 
 When is dawn? 
 
 What kind of bird is a thrush? 
 
 Where do they build? 
 
 What in the last stanza tells you time of year? 
 
 What in the last stanza tells you time of day? 
 
 (B) Following Recitation: — Any of above can be used. Write 
 story of poem in your own words. Write and tell why you like 
 poem. 
 
 Page lJt3. (A) Preparatory to Recitation:— Ks suggested for 
 others,— getting thought, writing hard words. Finding number 
 of paragraphs, giving names. Writing and telling how many 
 sentences in each paragraph; kind of sentences; how they begin 
 and end. 
 
 (5) Following Recitation:— Any of above can be used. Write story 
 in own words making just three paragraphs. Use these topics : — 
 (1) Finding water. (2) Attempts to get it. (3) Result. Cut 
 or picture story. 
 
 Page 158. Copy any number of words; use in sentences; make 
 families. 
 
 Page 158 gives valuable seat work any time during day. 
 
 61 
 
NUMBER. 
 
 First Grade Seat Work. 
 
 Counting. 
 
 Under "Uses of Materials" many First Grade forms of Seat Work 
 have been given. Just a few lessons will be given here show- 
 ing recitation and forms of seat work to follow. 
 
 (A) Recitation: — (Teacher finds that number is known in right 
 relation as far as three.) Children count different objects this 
 far. 
 
 (B) Seat Work: — Children count (corn, pegs or lentils) in piles of 
 3's all over desk; make triangles of each pile. 
 
 (A) Recitation: — New number relation is four. Children count 
 four using different objects. 
 
 (B) Seat Work: — Count piles of 4's all over desk; make square of 
 each pile. 
 
 {A) Recitation: — New number relation is five. Children count 
 
 five using different objects. 
 (B) Seat Work: — Count piles of 5's all over desk; make pentagons 
 
 of each pile. 
 
 (A) Reciation:—New number relation is six. Children count six 
 using different objects. 
 
 {B) Seat Work: — Count piles of 6's all over desk; make hexagons 
 of each pile. This can be continued as far as desired. Different 
 days use different objects at desk. 
 
 {A) Recitation: — Countings by I's. 
 
 (B) Seat Work: — Arrange pegs in number order on desk — I, II, 
 III, nil, etc. 
 
 (A) Recitation: — Association of number, figure and word. 
 
 (B) Seat Work — ^Arrange pegs on desk in order of counting; place 
 under each the word (one, two or three etc. ;) place under word 
 the figure (1, 2, 3, etc.) 
 
 (A) Recitation:— Figures in order and neatly made. 
 
 (B) Seat Work: — Copy figures from chart or board; copy between 
 lines. Few more forms: — One day make 3's; another make 8's 
 etc. Write figures as far as counting goes. Count all pegs in 
 shoe box by I's, write figures on paper as count. Make one red 
 line, write "one" (colored crayon. ) Make one red and one blue, 
 write "two." Make two red and two blue write "two" over 
 each. Make two red and two blue (close) write "four." Make 
 one red line, one red circle, one square, one triangle; write 
 ' 'one" over each. Make two blue lines, two circles, two squares, 
 two triangles; write "two" over each. Make three yellow 
 leaves, three yellow apples, three flags, three cups; write 
 "three" over each. This may be carried on to other numbers. 
 
 62 
 
Seeing Groups. 
 
 {A) Recitation: — Seeing "two" as a group— two pieces of chalk, 
 two blocks, two pencils, etc. 
 
 {B) Seat Work: — Build (pegs, com, lentils) all over desk groups 
 of 2's, place under each pile tiny figure 2. Other forms:— Cut, 
 draw, or lay two vertical, horizonal or oblique lines. Build 
 with pegs anything having two sides. Build on desk two lines, 
 having between each set two apples, two leaves, etc. Show 
 groups of 2's of as many things as can make— ladders, chairs, 
 etc. After seeing groups of 2's, then count by 2's. 
 
 (A) Recitation: — Count objects by 2's; count without objects. 
 
 (B) Seat Work: — Place pegs over desk, as— II, IIII, IIIIII, etc.; 
 place figures under each as 2, 4, 6, etc. Other groups 3, 4, 5 can 
 be handled in same manner as 2. After seeing three as group, 
 count by 3's. After seeing four as group, count by 4's. After 
 
 seeing five as group, count by 5's. Write sentence "I see 
 
 ( Fill blank with two objects) then write" I see 2 (write name. ) 
 Do same with expression "I have." 
 
 Combination. 
 
 (A) Recitation ("Two and two," addition):— Each child standing 
 around number table takes from pile in center four blocks. He 
 tells sentence— "I have four blocks. " He places blocks in piles 
 "Two and two." He tells problem: — "Two blocks and two 
 blocks are four blocks." 
 
 ( B ) Seat Work : — He places pegs all over desk in piles two and two. 
 Other forms:— Place yarns and twines in two bundles having 
 two in each. Trace around any card board form, place inside 
 "two apples and two apples, " draw any of the forms traced and 
 any other objects placed inside. Draw groups of two and two 
 of any objects; from board; from memory. Associating figures: 
 — Lay number story, place figure story under; draw number 
 story inside any form, place figure story under. Show domino 
 as suggested under "Domino." Other combinations can be 
 handled in like manner. 
 
 (A) Recitation (Four less two): — Children work with blocks on 
 table. 
 
 (B) Seat Work:— hay pegs "two and two" all over desk lay peg 
 obliquely on one group (two) showing it is crossed; trace around 
 any form and show inside as shown with pegs. Draw any 
 group of 4's of any things, — cross two of each. Show with 
 domino the subtraction combinations. Lay figure story — 
 4 — 2=. Other combinations can be handled in like manner. 
 
 {A) Recitation (addition — abstract): — 
 
 2+2= 2 11 
 
 3+1= ^ 3_ 3_ 
 
 1+3= 
 
 63 
 
B) Seat Work:— Copy from board and place answers. (Pegs or 
 corn at each desk, if he does not know answers, he finds. ) 
 
 (1) 
 
 (2) 
 
 (3) 
 
 (4) 
 
 (5) 
 
 2+2= 
 3+1= 
 l-^3= 
 
 2+?=4 2 
 
 3+ ?=4 J^ 
 l+?=4 4 
 
 ?+2=4 
 ?+l=4 
 
 ?+3=4 
 
 ?+?=4 
 ?+?=4 
 ?+?=4 
 
 2+2= ? 
 
 3+?=2 2^ 
 
 ? + 3=4 4 
 
 Same forms carried out with any number. 
 (A ) Recitation ( subtraction — abstract) : — 
 
 2+2= 
 4—2= 
 3+1= 
 1+3= 
 4-3= 
 4-1= 
 
 3 1 
 
 ? ? 
 
 3 ? 
 _L A 
 
 4 4 
 
 (5) 
 (1) 
 
 Seat Work: — Copy from board and place answer. 
 
 4-2= 
 4-3= 
 4-1= 
 4-4= 
 
 4 
 -2 
 
 4 
 -1 
 
 4 
 
 -4 
 
 Go back to addition for fact. 
 
 (2) 
 
 4-?=2 
 4-?=l 
 4— ?=3 
 4— ?=0 
 
 4 
 
 ? 
 
 4 
 — ?^ 
 1 
 
 64 
 
(3) 4— ?=2 4 ? 4 4 
 
 ?— 3=1 -zL —1 -^ —L 
 
 4—1= 1 
 4— ?=0 
 
 Same forms carried out with any numbers. More forms of seat 
 work:— Copy combinations from addition chart, write answers; 
 copy from subtraction chart, write answers. Copy certain com- 
 binations from chart, write answers and make original problems. 
 Copy certain combinations, write answers then make up other 
 combinations making up number. Make chart at desk, put in 
 answers. Lay with number-builders all combinations making 
 "four," lay answers; lay all subtractions within "four," lay 
 answers. Lay additions and subtractions and copy on paper. 
 Lay any on boards, charts or cards and lay answers. Lay any 
 from memory and lay answers. 
 
 (A) Recitation:— (1) Problem— There are two apples on one plate 
 and two on another; how many on both? (2) Children place two 
 pegs in one group and two in another. (3) Answer— "There are 
 four apples. ' ' 
 
 (B) Seat Work: — Simple problem put on board. Child copies from 
 board this much and fills in:— "There are- apples." Copy any 
 abstract problems from books (guide) place these on board or 
 cards. 
 
 Form Study. 
 
 ( A ) Recitation :— Study of square— Name ; number of sides ; number 
 of corners; equal sides; equal corners. 
 
 (B) Seat Work:— Lay (pegs, corn, etc. ) squares over top of desk. 
 Draw or cut squares, place inside any word or number com- 
 bination. 
 
 (A) Recitation: — Square in comparison with others. 
 
 (B) Seat Work:— Lay, draw or cut a one inch square. Lay, draw 
 or cut a two inch square. Lay, draw or cut a four inch square. 
 Paste these squares side by side, write simple statements tell- 
 ing comparison. 
 
 (A) Recitation: — Study of dividing lines (squares) making oblong, 
 making triangles. 
 
 (B) Seat Work: — Draw, cut or lay squares one size putting in 
 diameters; squares of different size. Draw, cut or lay of one 
 size putting in diagonals; squares of different size. Make 
 designs and borders of squares. Other forms used in like 
 manner as square. With seven sticks:— Form a triangle and a 
 square; three connected triangles; two connected squares. With 
 nine sticks of equal length:— Form three separate triangles; 
 make one oblong twice as long as wide and one triangle; make 
 four connected triangles; make oblong with eight and divide 
 
 65 
 
oblong with other. With twelve sticks: — Form four separate 
 triangles; three separate squares; six square corners. 
 
 Comparison. 
 
 (A) Recitation: — Compaving lines of different lengths. 
 
 (B) Seat Work:— Lay or draw lines twice as long as given line; 
 three times as long; four times as long etc. Much seat work of 
 this kind can be found in Primary arithmetics. Forms can be 
 compared same as lines. 
 
 Fractions. 
 
 {A ) Recitation (one half of single thing):— Objects (apple, square, 
 circle, etc. ) cut in half in front o f child. Child fold and cut 
 squares, circles etc. 
 
 (B) Seat Work: — Children trace around card board form, divide 
 in halves, color one-half, write J. Divide oblongs and squares 
 by diameters; by diagonals. Color J. Divide circle by diame- 
 ters, color. Divide any forms and color. Cut circles, squares, 
 oblongs etc.; divide by folding; color. Any of cut forms can 
 be mounted showing that they have been divided; problems 
 made can be written under. Make designs and borders of cut 
 forms. 
 
 (A) Recitation (one thing one-half as large as another): — Show 
 with lines, sunfaces, solids. 
 
 (B) Seat Work ( when shown with lines ) :— Draw line one inch, next 
 to it line two inches (different colors over paper.) Other 
 forms:— Draw lines in color, then draw hnes one half other 
 ( horizontal, vertical or oblique. ) Lay or cut lines showing one 
 one-half the other. 
 
 Seat Work (surface) :— Lay (pegs or corn) squares one one-half 
 other; lay oblongs. Cut squares one one-half other; cut oblongs. 
 Draw and color surfaces one one-half other. 
 
 Seat Work (solids): — Model cubes one one-half other; model other 
 solids. Build (inch cubes ) solids one one-half other. 
 
 {A ) Recitation: — (One-half of group of things):— Divide objects in 
 piles with same number in each pile. 
 
 (B) Seat Work:— hay (pegs, corn, lentils) in piles of 4, 6, 8, 10; 
 divide each into two equal groups. Other forms:— Divide square 
 into two equal parts and divide four pegs intotv/o equal groups, 
 place one-half of four in each half of square; same done with 
 other forms and groups. Draw six red lines so as to show two 
 equal groups; draw six small squares showing halves of six; 
 draw six of a great many different things divide in even groups, 
 copy from board showing things divided into equal parts. Count 
 pegs in piles of certain number in each pile, over top of desk 
 divide piles in equal groups. Count different numbers in differ- 
 
 66 
 
ent piles and divide each pile into two equal groups. Make 
 piles of unequal numbers and divide. Place number builders 
 showing problems on board, as — One-half of four. One-half of 
 six. One-half of eight. One-half of ten. Place answers to 
 these. Make problems, lay problems and answers. 
 
 FOLLOWING NUMBER OUTLINE ( FIRST TWO MONTHS. ) 
 
 Second Grade. Seat Work. 
 
 September. 
 
 Sets of Primary Arithmetics passed during seat work period, chil- 
 dren work from books. Boards, cards and charts used. 
 
 (A) Recitation: — Count to 100. 
 
 (B) Seat Work: — Write numbers to 100 looking at chart; without 
 looking at chart. 
 
 {A 
 (B 
 {A 
 (B 
 (A 
 (B 
 (A 
 {B 
 {A 
 {B 
 {A 
 {B 
 
 (A 
 (B 
 {A 
 IB 
 
 {B 
 
 (A 
 {B 
 
 {A 
 {B 
 
 Recitation:— Count by 5's to 100. 
 
 Seat TV^or/c:— Write numbers by 5's to 100. 
 
 Recitation: — Count by lO's to 100. 
 
 Seat Work: — Lay bundles of lO's and write lO's to 100. 
 
 Recitation: — Count by 3's to 30. Write figures. 
 
 Seat PForA;:— Count by 3's and write 3's to 30, 
 
 Recitation:— Count by 4's to 40. Write figures. 
 
 Seat Work: — Count by 4's to 40, write 4's to 40. 
 
 Recitation: — Difficult combinations reviewed. 
 
 Seat Work:— Copy difficult combinations, write answers. 
 
 Recitation: — Work with addition table. 
 
 Seat Work:— Copy addition table, write answers. Same with 
 subtraction table. 
 
 Recitation: — Review all combinations of certain numbers. 
 
 Seat Work: — Write from memory and write answers. 
 
 Recitation: — Write addition and subtraction combinations. 
 
 Seat Work: — Write from memory addition combinations and 
 then make all subtractions possible. 
 
 Recitation: — Fundamental operations with any number with- 
 in 12. 
 
 Seat Work:— Copy problems from board or book and write 
 answers. 
 
 Recitation: — Develop table of 2's. 
 
 Seat Work:— Lay table of 2's with pegs, write table on paper 
 both ways, as— 2x1 and 1x2 etc. 
 
 Recitation: — Drill on table out of order. 
 
 Seat Work: — Copy table from board (out of order) and write 
 answers. 
 
 67 
 
(A) Recitation: — Drill on table in order. 
 
 (B) Seat l^orA::— Write table from memory with results. 
 
 (A) Recitation: — Develop division table. 
 
 (B) Seat Work:— Write division table with results. 
 (A) Recitation: — Short column addition. 
 
 {B) Seat Work:— Copy problems from books, board, cards and 
 write answers. Review seat work of First Grade with frac- 
 tions— J, i, h- 
 
 (A) Recitation: — Fraction \ (addition and subtraction): — 
 
 11 2 1 
 
 ( B ) Seat Week: — \ — = ; -^ 5"= Show by dividing 
 
 squares, circles, oblongs, etc. 
 
 (A) Recitation: — So many halves; make how many whole? 
 
 (B) Seat Work: — Divide circles, squares etc., and paste show whole 
 and number more. Review table of 2's, write in order; write 
 out of order. 
 
 (A) Recitation: — Develop table of 3's. 
 
 (B) Seat Work: — Lay (pegs) table of 3's on desk; write table both 
 ways; write table from memory; write table out of order. 
 
 (A) Recitation: — Develop division table of 3's. 
 
 (B) Seai PForA;:— Write table both ways; write out of order. Make 
 problems and write from tables; solve problems made. 
 
 (A) Recitation: — Add short columns of figures without carrying. 
 
 (B) Seat Work: — Copy problems from boards or books, write ans- 
 wers. Work with fractions as in September. Showing addition 
 and subtraction problems for seat work. 
 
 (A) Recitation: — Showing lines, surfaces or solids one one-half as 
 large as other. 
 
 (B) Seai Vro?'A::--Picture; draw or cut lines to show. Cut and paste 
 surfaces to show. 
 
 (A) Recitation: — Showing fractional part of group — J, I, |, J of 
 any number within that studied. 
 
 (B) Seat Work: — Pegs on desk. Copy work from board or books 
 and write answers. Make problems and write answers. Show 
 halves, fourths, thirds mounted; make problems. 
 
 (A) Recitation: — Work with eights. Divide lines, squares, circles, 
 etc. 
 
 (B) Seat Work: — Divide lines, squares or circles at desk. Paste 
 showing problems on board, as — 
 
 8'^8 8^8 8^8 
 
 {A) Recitation: — Develop — 12 inches =1 foot; 12 things =1 dozen, 
 (J5) Seat Work: — Copy this. Work problems found on board. 
 
(A) Recitation:— T!a\k about clock face. 
 
 (B) Seat Work:— Draw clock face, make problems. 
 
 (A) Recitation:— Learn different pieces of money. 
 
 (B) Seat Work:— Draw and tell what each piece equals in cents; 
 write names of different pieces. 
 
 (A) Recitation: — Play store with money. 
 
 (B) Seat Work:— Make and solve store problems. (Problems take 
 in addition, subtraction, (especially) multiplication and division.) 
 
 October. 
 
 (A) Recitation:— Review 3's to 30; 4's to 40; lO's to 100. 
 
 (B) Seat Work:— Write 3's to 30; 4's to 40; lO's to 100. 
 (A) Recitation: — Count 2's to 50. 
 
 {B) Seat Work:— Lay and write 2's to 50. 
 
 (A) Recitation:— Count lO's to 200. 
 
 (B) Seat Woi-k:— Lay bundles of 10 's to 200, write numbers to 200. 
 
 (A) Recitation:— Count lO's to 100; count lO's to 200; count lO's to 
 300; 100 's to 300. 
 
 (B) Seat Work:- Lay bundles of lO's to 100, lay another hundred* 
 lay another hundred. Write numbers by 10 's to 100, by 100 's 
 to 300. 
 
 (A) Recitatio7i:— Reviewing 6, 8, 10, 12. 
 
 (B) Seat Work:— Write all combinations of 6, 8, 10 or 12. Write 
 subtractions. 
 
 (A) Recitation: — Combinations of 14 (addition.) 
 
 (B) Seat Work: — Copy combinations from board placing answers ; 
 write from memory. 
 
 (A) Recitation: — Combinations of 14 and subtractions. 
 
 (B) Seat Work :— Copy combinations from board, make subtractions ; 
 write from memory and place answers of additions and subtrac- 
 tions. Handle 16 same as 14. 
 
 (A) Recitation: — Addition of columns. 
 
 (B) Seat Work:— Copy problems from board or book (sum not over 
 16) and write answers. Lay bundles of 14, of 16. 
 
 (A) Recitation: — Count to 200. 
 
 (B) Seat Work:— Write numbers to 200. Copy addition table and 
 place answers. 
 
 (A) Recitation: — Increasing and diminishing numbers of two 
 orders by 1, 2, 3, 4, 5 or 6. 
 
 (B) Seat Work:— Copy from board or cards and write answers. 
 Make problems for seat work as suggested for September. 
 Problems using tables; measurements; money; pts., qts., gals., 
 time. Teacher, herself, following Number OutHne can plan 
 seat work for other months. 
 
 69 
 
Various Forms of Number Seat Work. 
 Second and Third Grades. 
 
 Children copy problems from book, board or cards and solve. 
 (Several sets of Primary Arithmetics furnish most helpful seat 
 work. Pass during seat work period, collect when through. A 
 good supply of cards made from time to time having on prob- 
 lems of different forms are most helpful.) 2 Children copy from 
 charts and write answers. (Addition chart, counting chart etc., 
 kept up in room forms endless devices for seat work.) Write 
 same from memory. 3 Lay tables with pegs or com, write both 
 ways; write division tables. 4 Write all hard combinations, place 
 answers; write all easy. Make every numerator one ten greater, 
 two tens greater etc., and write ansv/ers. Make both numerator 
 and denominator so many tens greater. 5 Count by any number 
 and write figures as you count. 6 Begin with a certain number 
 and add an equal number each time. 7 Write on board a number 
 like 30 and list of numbers to be added and taken away. Chil- 
 dren write results. 8 Write all combinations within certain num- 
 bers. 9 Lay bundles of tooth picks in tens and units, write num- 
 ber; looking at board lay picks like numbers. 10 Children look at 
 mounted squares, oblongs etc., and write size. Primary arith- 
 metics are so full of good seat work in number of various forms 
 that just some suggestions for problem will be added. 11 Cut 
 paper in strips, cut one strip in halves, one fourths, one eights; 
 mount these showing fractions. Make and solve problems. 
 Same can be done with squares, oblongs, circles. 12 Cut forms 
 with measure; without measure. 13 Picture conditions, in prob- 
 lems, as — "Mary's lily has two blossoms, Ruth's has three 
 times as many; draw both plants. " 14 Write tables of measures; 
 make problems and solve. 15 Look at drill circle, make problems 
 and solve. 36 Write tables and then make problems, as — "If one 
 stamp costs two cents; what will five stamps cost?" Write 
 addition tables from charts and make problems. 17 Make problems 
 use toy money; solve problems. 18 Cut forms or strips into frac- 
 tional parts; make problems. 19 Teacher place type problems on 
 board; children change figures in example and work. 20 Children 
 bring in store prices of things in own country store, teacher 
 write on board; children copy in composition book; children make 
 and write problems for other children to solve; make, write, and 
 solve themselves. These problems may be made about any one 
 article or about several. One day addition problems could be 
 made, another subtraction etc., and one day problems taking in 
 all fundamental operations. 21 Children collect advertisement 
 sheets from newspapers; make problems for others to solve; 
 make problems and solve. 22 Draw clock face; make and solve 
 problems. 23 Make different rulers (paper) of different lengths; 
 write what part each is of foot, as — "This one is | of a foot 
 etc." Make problems about inches and feet. 24 Make problems 
 about days of week; hours of day etc. 
 
 70 
 
Various Forms of Seat Work. 
 First Grade. 
 
 1 Children outline forms with any small objects, as— seeds, pegs etc. 
 Forms are on cards or long strips of card board. Forms of 
 squares, triangles, animals, birds, "Sunbonnet Babies," etc.; 
 children draw forms. 2 Lay line of so many pegs, then line twice 
 as long, etc. 3 Lay squares and rectangles of different sizes; 
 divide into different fractional parts. 4 Make number pictures 
 with lentils, enclose each with sticks. 5 Match figures with num- 
 ber picture; match picture with figures. 6 Lay calendars for 
 each month with number builders. 7 Have rulers with lengths 
 marked (Latshaw rulers,) children cut paper one inch length, 
 two inch, three inch, etc. 8 Cut writing paper on lines; cut strips 
 and cut in half. Cut one whole length; paste it. Cut next in 
 halves; paste under whole. Cut next in fourths; past under 
 halves. Cut next in eights; paste under fourths. Same as done 
 with strips can be done with squares, circles, triangles, etc. 
 9 Measure sheet of paper in one inch squares, place inside figures, 
 letters, words, then cut. 10 Lay off building with splints; lay 
 garden using pegs for trees, etc. 11 Lay words of speUing lesson 
 from board; lay Mst of words— names of birds and trees. 12 From 
 slips of paper, lay sentences with blanks, fill blanks; copy sen- 
 tences, fill blanks. 13 Cut up old copy-books, use copies as seat 
 work. 14 Keep name (child's) in desk, written large on tag board 
 sheet. Child copy for seat work. 15 Match script and print words. 
 16 Lay letter form.s on tag board, cover outlines with lentils or 
 corn; lay on desk and copy. 17 Columns cut from newspapers, 
 children draw rings around words known; words with capital 
 letters; beginning with certain letters; ending with certain 
 letters, etc. 18 Words cut from old books or papers mounted on 
 tag board, assort into all words similiar; words beginning with 
 certain letters; ending with certain letter, etc. 19 Fold and cut 
 paper on straight lines. 20 Fold from memory any form having 
 been made. 21 Fold and cut strips of paper into different frac- 
 tional parts. 22 String seeds and berries; string in 2's, 3's, 4's, 
 etc. String two and one, three and one. 23 Model any of things 
 having been studied. 24 Envelopes full of paper forms of different 
 colors;— AiTange those of one color, one form, one size. Ar- 
 range colors of rainbow with any form. 25 Have on strips of tag 
 board the spectrum colors, child match yarns and twines. 26 Have 
 mounted action pictures for children to trace and copy. 27 Lay 
 (pegs, corn, etc.,) furniture for doll's bed room, dining room, 
 parlor, flower and vegetable garden; fruit orchard. 28 Lay designs 
 and then copy on paper. 29 Lay a square and show a circle inside. 
 Lay a circle and show a square inside. 30 Have children collect 
 and keep pictures from house furnishing books and catalogs and 
 fashion books. Mount on large sheets of tag board to form 
 
 71 
 
rooms, or collect all things for parlor in one box, for dining room 
 in another, for bed rooms in another, etc. Paste pieces of tag 
 board to make things stand. Arrange one room at a time on desk 
 according to individual taste. Divide card board boxes into 
 rooms, children furnish one room at time. One room furnished 
 a day. Piano catalog for piano. Wall paper samples helpful. 
 Furniture catalog helpful. Construct any piece of furniture; 
 make mats, design paper and carpet, fold picture frame, etc. 
 Lay names of all pieces of furniture; copy names from board. 
 Write names of rooms; things found in each. Make flower and 
 vegetable garden around house. Lay names of all fruits, 
 flowers, vegetables and animals (of home;) copy names from 
 board; lay sentences about any. 31 Keep alphabet on cardboard 
 where all can see. 32 Show children how to make one border, let 
 them make and design others. 33 Let them block papers for wall 
 paper, carpet, etc. 34 Tie knots certain distances apart; tie-dif- 
 ferent kinds of knots. 35 Collect burrs, form houses, baskets, etc. 
 
 Various Forms of Seat Work. 
 Third Grade. 
 
 1 Make a picture of each month and bind in booklet form, as — May- 
 gathering flowers; April — rain etc. 2 Make picture of each day 
 of week and bind in booklet form, as— Monday— washing, etc. 
 3 Make spelHng book for each month, as -November— pumpkin; 
 December -stocking, etc. 4 Diflferent books made:— SpelHng 
 book for year; one for each month. Make and keep fraction 
 book (work with fractions.) Keep composition book for Arith- 
 metic. Keep composition book for Language. Make monthly 
 booklets (outgrowth of thought of month.) Booklets of famous 
 men and birthdays. Booklets of pictures and artists. Book- 
 lets of pressed flowers. These are simply suggestive. 5 Make 
 list of words having common element, as — ake, bake, cake, 
 take, fake, sake, etc. Mark a in each word of list. 6 Make tell- 
 ing and asking sentences using these words. (This afi'ords good 
 drill and review of all families of words taught in First and 
 Second Grades and will give endless profitable seat occupation 
 in word building.) 7 Make all lists you can think of belonging to 
 long a family. Mark a in each word. Do same with long e, i, 
 o, u, as with long a family. 8 Make all lists you can think of be- 
 longing to short a family. Mark a in each word. Do same with 
 short e, i, 6, u, as with short a family. 9 Look through reading 
 lesson and break words into sounds and sound groups, as — s-ing- 
 ing. 10 Write all name words found; action v/ords; describing 
 words. Make sentences using words. 11 Write all phrases in 
 lesson beginning with "to;" "in;" "on," etc. 12 Write words in 
 lesson which tell how anything is done; words similar; make 
 other sentences using these words. 13 Copy phrases of lesson from 
 
 72 
 
board; make similar. 14 Look through book, find "an," copy as 
 often as found with word coming after. 15 Look through book 
 find all members of ake, and, eat, et, ite, it, out, ot, ute, up 
 families and write. 16 Look through book, write all words belong- 
 ing to long a family. Do same with long e, i, o, u and also 
 short a, e, i, 6, u. 17 Find name words in book, write in one 
 column those meaning one; in another those meaning more than 
 one. 18 Write all words beginning with any certain letter; ending 
 with any certain letter; beginning with any combination of 
 letters, as — bl, cr, etc.; ending with any combination, as — "ing, " 
 "ed, " etc. 19 Write words beginning with g (hard;) C (sound k;) 
 g (soft;) C (sound of s.) 20 Write names of five things heavy; 
 two things brown; three things large; two things sweet. Make 
 sentences for each. 21 Write names of ten things made of iron. 
 22 Write all words beginnig with capitals, tell why. 23 Write sub- 
 jects of all lessons in book ; give other names. 24 Write name of 
 lesson you like best and tell why. 25 Children put together, cut 
 maps like map on board. 26 Make clock face and write problems. 
 Draw a kite and tell how you would make one. 27 Draw an orange 
 and tell all you know about it. 28 Short poems written on tag 
 board, passed and children illustrate. 29 Copy hardest words in 
 lesson. 30 Write ten questions to be answered by class. 31 Copy 
 model letters; address envelope. 32 Draw picture of something in 
 school room, write its name; tell of what it is made; how it is 
 used. 33 Write names of games played in summer; in winter. 
 34 Write names of things eaten in summer; in winter. 35 Copy all 
 sentences in lessons followed by question mark; in book. 36 Copy 
 all sentences having exclamation mark. 37 Copy quotations from 
 book using marks. 38 Copy sentences where names of persons are 
 set off by commas. 39 What are these things good for — tell in a 
 sentence. 
 
 an apple a hat 
 
 a broom a basket 
 
 a rug a plow 
 
 a coat a hammer 
 
 a rake a shoe. 
 
 40 Where have you seen these things — write in sentences — 
 
 a plow the moon 
 
 a forge an engine 
 
 a desk a wagon 
 
 a fish a clock. 
 
 41 Tell in writing: — What a cai-penter does; a farmer, a doctor, 
 a sailor. 42 Copy all words which rhyme in lesson; copy other 
 words rhyming with these. 43 Copy four rhyming words and make 
 original verse. 44 Pass cards having on rhyming words, each 
 child make original verse from his words. 45 Use these words in 
 sentences.- — strong, stronger; soft, softer; hard, harder; heavy, 
 
 73 
 
heavier; good, better; fine, finer; sweet, sweeter; bright, 
 brighter. 46 Write words having two vowels coming together. 
 
 47 To words like at, pin, cut, hop, cub, etc. , add final e and mark. 
 
 48 Write names of children in school; names of all places known. 
 
 49 Teacher place name of month on board ; children write quotation. 
 
 50 Quotations given on slips, childrenwrite name of season. 51 Given 
 slips with part of quotation, children finish and write. 52 Write 
 names of winter poems, summer, spring, autumn. 53 Write names 
 of seasons, under each put — games played; clothing worn; 
 change in weather, birds, animals, trees. 54 Put up pictures of 
 common birds; children write names; one thing about each; how 
 build nest, how care for young, value of birds. Same can be 
 done with pictures of animals and trees. 55 Imagine yourself a 
 blacksmith, write all things you would do. Write sentences 
 telling all things a blacksmith does, a baker, a sailor, etc. 56 Name 
 all things in room, place names under one of three kingdoms — 
 animal, vegetable or mineral; write all you can think of belong- 
 ing to each. 57 Block papers and make original designs. Make 
 original book covers. 58 Make baskets and rugs of raffia. 59 Pic- 
 tures of people of other coun tries passed, children write names ; write 
 one thing about each. 60 Write names of grains of your county, 
 fruits, vegetables, trees, birds, flowers, industries, bodies of 
 water, mountains, points of interest. 61 Write names of things 
 seen on way to school, of things on breakfast table ( place under 
 kingdoms.) Name and write different kinds of fences seen, 
 gates, bridges, wagons. 62 Have samples of material on card 
 board, children tell in sentences name of each and where it 
 comes from. 63 Samples of grains and minerals can be used in 
 same way. 64 Show picture, write quotation about picture, as — 
 "The Rainbow" by Millet and quotation— "Tis the heaven of 
 flowers you see there," etc., by Longfellow. 65 Give names to 
 pictures by one artist; names to picture by different artists. 
 66 Write names of colors of rainbow; write names of things same 
 color. 67 Write names of colors in flag and what each stands for; 
 draw flag, write quotation. 68 Name and write names of different 
 seeds, tell how they travel. 69 Write names of all things round. 
 70 Description of animals on slips, children copy description and 
 write name of a picture, of things in room, line of poem, quo- 
 tation from story. Teacher give name and have children write 
 description. 71 Make words from a given words, as— Maryland — 
 Mary, land, and etc. 72 Make books for keeping Perry pictures. 
 73 Make spelling book of eight sheets of school writing paper, 
 fasten at top, make any design on cover. Write in book: — 
 names of birds, flowers, vegetables, fruits, animals. Place on 
 board words to which ed, ly or ing may be added; children copy 
 and add. Make list of words whose letters are not sounded, 
 list of words containing certain letters. Place phonograms on 
 board and write words under each; place on board and have 
 
 74 
 
children write ten words containing. 74 Have collection of things 
 like coal, cotton, linen, apple, etc. Children write name of each 
 at head of column and then from board write all words describ- 
 ing. Child makes selection of words, as — 
 Coal Cotton 
 
 hard soft 
 
 smooth white 
 
 black, etc. warm, etc. 
 
 Make sentences using these and then make sentences similiar 
 to — "Coal is harder than Cotton." Cut samples of wall paper 
 into designs, design these. Books collected and placed on shelf 
 for children to read. Any of these forms can be adapted for 
 use in Second Grade. 
 
 Note:— The suggestions for seat work given in the outline corre- 
 late with the work suggested in the Number, Language and Read- 
 ing Outlines used in Frederick County, Maryland. 
 
 Many of the same suggestions will be helpful, however, where 
 these Outlines are not used. 
 
 The forms of expression of the material of this outline is not 
 the form given directly to children; it is intended for the teacher, 
 she in turn adapting to understanding of her pupils. 
 
 The country school teacher with her limited equipment of sup- 
 plies has been kept constantly in mind. 
 
 The forms of seat work given are those of the "every-day sort" 
 workable in the most shut-away country school. 
 
 Trusting that this little book will be of some help to our teachers 
 in the every-day work of the school room. Faithfully, 
 
 NAN L. MILDREN. 
 
 75 
 
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 /COPY. ryn. TO rf^-f '~ v. 
 
 DEC ! y , ;i03 
 
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 LIBRARY OF CONGRESS 
 
 021 763 964 5 
 
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