LB ¥ J HE TnIRD Class ^_B.ZfZ/_ Book_v^2^ Copyright N" COPYRIGHT DEPOSIT. The Third School Year A Course of Study with Detailed Selection of Lesson Material Arranged by Months and Correlated FOR USE IN THE THIRD SCHOOL YEAR BY ELLEN REIFF Formerly Training Teacher for Third Grade State Normal School, California, Pa. THEO. B. NOSS. PH. D. General Editor of the Series A. FLANAGAN COMPANY CHICAGO LIBRARY of CONGRESS Two Copies Received FEB 14 1907 A CopyrUrht Entry 0UV8S V) XXC, No. I (o 3io0 . COPY B. Copyright 1906 BY A. FLANAGAN COMPANY. THE SCHOOL YEAR SERIES Prepared by the Training Teachers of the State Normal Scl^ool, California, Pa. The First School Year. By Anna B. Thomas. The Second School Year. By Henrietta M. Lilley. The Third School Year. By Ellen Reiff. The Fourth School Year. By Anna Buckbee. The Fifth School Year. By Herman T. Lukens, Ph.D. The Sixth School Year. By Anna Buckbee. [In preparation.] The Seventh School Year. [In preparation.] The Eighth School Year. [In preparation.] PREFACE BY THE GENERAL EDITOR Ellen Terry once said to an interviewer that her suc- cess was due to the three I's — industry, individuality and imagination. The finest quality of any very good teacher's work is due chiefly to these same three I's, and especially to the last two. These School-Year books are designed to encourage rather than check the originality of the teacher and to promote the free play of the imagination, without which school work must always drag and seem dull. The Year Books present a working plan which not only may be modified by the teacher's own ideas, but a plan which provides (what even many good teachers lack) a definite place, according to subject and season, for those ideas. An incidental value of the books, therefore, is the plan or system which they offer for a classified record of the teacher's own methods and selections of lesson material. In this respect, as in some others, it is believed that the Year Books will aid the teacher in finding the best lesson material for her pupils, and will also strengthen her desire to find "the more excellent way" to use it. 7 8 PKEFACE BY THE GENEEAL EDITOK The work for the third year is here presented in the hope that the material given and the methods sug- gested will prove helpful to many teachers. Great care has been taken by the author, Miss Eeiff, in the preparation of the book for the press, and to her all credit for this work is due. Theo. B. Noss. PKEFACE BY THE AUTHOR It is a recognized aim of educators to carry into tlie higher grades of school work the same orderly system and splendid unity which have so long characterized the kindergarten. This little book, therefore, is the outcome of an effort so to select and group the various lines of subject matter presented to children that there may be some logical coherence, and that the child may frequently be called upon to make use of the knowledge which he already has, calling forth those previously acquired ideas and associations which are so valuable in helping him to understand the new material which is presented. In selecting this subject matter we have been guided by that experience which has shown us that the third grade child is active, energetic, wide-awake, and ready to absorb and make a part of his life experience any- thing that is well adapted, and for which preparation has been made. As a central subject about which to group those ingredients which should form the mental food for the child, we naturally select the subject of geography, using the term in its broadest, most comprehensive 9 10 PEEFACE BY THE AUTHOE sense, including those sciences which are now recog- nized as divisions of this one great subject. With this as our foundation we build as does the architect, not placing stone upon stone in parallel columns; but we would interlace and overlap, refine and polish until the structure stands a unit, harmonious and symmet- rical, an outgrowth of that which has been and a prepa- ration for that which is to come. The dominant thought during the 3^ear is that the earth (more specifically the three kingdoms) furnishes the materials which supply the wants of man; and that on his part energy and effort are required to adapt these products to his different needs. While much of the subject matter grows out of a considera- tion of this thought, no attempt has been made to force the correlation. During the first months geography and nature study are almost inseparable. Later, his- tory and geography are closely related, while through- out the year "History and literature hand in hand. Loving sisters thus they stand." As the children of this grade use no text-books but those which furnish reading selections, the teacher must in a way be the text-book for her pupils. It is hoped, therefore, that by giving in this course of study methods and material which have stood the test of actual school-room work, the teacher will find that PEEFACE BY THE AUTHOK 11 which may lessen the burden of selecting and adapting subject matter, and thus be aided in her efforts to contribute to that soul growth which is the great purpose of all educatioi^ E. E. CONSPECTUS CONSPECTUS OF H Pu C/3 I. GEOGRAPHY Weather Observations Review Evaporation and Condensation The Earth as a Whole Form, Size, Land and Water Effects of Heat and Dampness upon Veg- etation. Review Plant and Ani- mal Life in Hot Countries II.NATURE STUDY The Sun and Moon Light and Heat Autumn Flowers- Composite Family Special- Clover, Daisy Insects-Bee, AVasp General Health Les- sons III. LITERATURE AND HISTORY TheFour Sunbeams The New Moon Great, Wide, World The Three Golden Apples — Haw- thorne. The Daisy .-Clvtie The Busy Bee — Watts Sun Myths, Apollo and Aurora Ancient Beliefs Con- cerning the Earth Lack of Books and Geographical Knowl- edge. The Story of the Book The Printing Press Books, Newspapers § u O 0^ > O FieldWork-The Work of Water Local Physical Feat- ures — Hill, Valley, Brook, River The Wants of Man- Food, Clothing, Shel- ter, etc. Special Study— Food Industrial — Agricul- ture Trip to a Farm Autumn Changes- Plant Life Leaves-General Study Special— EdibleLeaves October Fruits ReviewProtection and Scattering of Seeds, Edible Seeds Food— Flesh Making, Heat Giving The Frost-H.Gould How the Little Wa- ter Drops Ran Away FromHome The Brook-Tenny- son The King of the Golden River. — Ruskin Faded Leaves.— Gary Discovery— Columbus Institutional Life ol the Indians of East- ern U. S. Emphasize Food and Shelter Settlement— Stories of Virginia John Smith, Pocahon- tas Food in Colonial Days Village of California, (Pa.) Occupation of the People HomeExports andlm- ports Ideas ofMassachusetts Manufacturing Clothing, Cot ton, Linen Review — Preparation for Winter by Nature, Man, Animals Special Study— Stor- ing Food Roots and Tubers as Food Beets, Turnips, Pota- toes, etc. Physiology— The Skin Alice November Cary Thanksgiving Po- ems.— Whittier A Song of Harvest The Corn Song The Landing of the Pilgrims. — Mrs. Hemans The Mountain and the Squirrel— Em- erson EarlyHistory of Home Village I ndianLif eHere—First Settlers Growth of the Town- Village Government Settlement. — Massa- chusetts Stories of Colonial Children— Pratt Thanksgiving--Signif- icance and Observ- Pi, M CQ u Q ReviewPlant and Ani- mal Life in Cold Countries "Seven Little Sisters" and "Little Lucy's Wonderful Globe" Fuel— Wood, Coal Mining— Mines of Cali- fornia (Pa.) Water Forms— Snow SnowBirds— Sparrows Trees—TheEvergreens General Study The Fir or Christmas Tree A Piece of Coal The North Wind andtheSnowPrin cess.— Whittier Biography and Birth-day Observ ance In School Days Christmas Poems The Bird's Christ mas Carol.— Wig gin Ideas of theHoly Land Manners and Cus- toms in Bible Lands Jerusalem Bethlehem Christmas History and Customs Bible Story of Child Life of Christ Stories of His Later Life and Teachings < ID z < Weather Observations Ideas of Other Lands, Greece Shelter,General Study Our Common Build ing Materials, Trip to a New Building Building a House The Stars, Principal Constellations Water Forms— Ice Minerals and Building Stones, Mica, Sand- stone, Limestone Physics — Divisibility of Matter Physiology-Bones and Joints Star Myths — Per- seus Pegasus The Legend of tha Dipper What Broke the China Pitcher Snow Bound- Adapted The Builders- Longfellow The Wonderful Ar- tisian— Greek Sto- ries Building Materials in Other Lands Improvements in Our Dwellings The Greeks— Life De- velopment Greek Heroes History of Greek Art Solomon and the Tem- ple—Bible THIRD YEAR WORK IV. NUMBER Numbers Twenty-Five to Thirty. Estimate and Measure Dis- tances—inch, foot, yard, as units. Relation of Lines DrawParalleiogramsto a Scale Review Number Facts by use Nature Problems Construct and Repeat Tables Throughout Year V. LANGUAGE Story Telling, Memory Selec- tions (through year) English Exercises — Nature Study, Literature, etc. Review Technical Work of Previous Grade Simple Grammatical Forms- Correct Use Reading Selections— See text Phonic Drill— Rational meth- od (through year) VI. THE ARTS Music — Nature Songs — See text Exercises in Major Scale (Year) Writing — Vertical Daily (Year) Drawing — Brush in ink, Illus- trative FormStudy-Constructive Work —Text Pictures — "Apollo and Aurora," "The Gleaners" Numbers to Forty Develop New Numbers by Illustrations Measure Fences, Buildings, Campus Yard, rod, ten-foot pole as units Use of Square Foot, Square Yard Relations of Measures— Dry, Write lable Concrete Problems— Values of Fruits, Seeds Statements-Answets toBoard Questions Descriptions— Fruit, Leaves etc. Technical— Break Up Double Negatives The Comma- Words in a Series Reading— "How the Leaves Came Down," "How the Milk W^eed Seed look Wings," etc. Music — Autumn Songs Drawing — Free-hand, Illustra- tive Brush andColor — Leaves, Fruits Modeling— Fruits, Leaves—Color Study Constructive Work — Charts Pictures-"Grape Eaters," "The Fruit Venders" Numbers to Fifty Draw Plan of School-room to Scale Map of the Town— California Ratios of Numbers — Parts to Whole Count by Given Numbers Throughout the Year PupilsMake Problems— Fruits Vegetables Buy and Sell Clothing Ma terials Reproduction of Subjects Studied Dictation- Verb Forms-Grow, Grows, etc. Correct Use of 'i his, Those, etc. Reading — "Story of the Pil- grims," "Winter Quarters," "Yearly Travelers," "The Flax," "The Flax Flower." Thanksgiving Songs Illustrate "Story of the Pil- grims" Draw Map of Home Village IDesign for Prints — Paint Vege- tables Charts — Pictures, Illustrative Language Picture Study — Thanksgiving Subjects Numbers to Sixty Rapid Combination of Num- bers Subtract by Given Numbers Comparison of Magnitudes- Rectangles Draw Oblong and Square Rectangles to a Scale Find Areas; State Ratios Concrete Problems— Cost of Coal; of Transportation Descriptive Work-Evergreens, Coal Paraphrasing— Simple Poems Punctuation — Quotations Reading-' The Coal Forests," "Coal Mining" "The Evergreens" "Hiawatha's Sailing" Christmas Poems (See text) Music — Christmas Songs Drawing — Plan of Mine, Tools, etc. Paintings — Evergreens Branches, Cones, etc. Form Study — Type, the Cone Decorative and Constructive Work— Gifts Picture Study — Madonnas, Selected Numbers to Seventy Continue Separating and Uniting Numbers Measures of 1 ime-W^riteTable Excavating, Cubic Foot, Cu- bic Yard Problems -Cost of Building Materials Surface of Bricks, Boxes, Rooms Multiplication by Two Figures Description, Narration— from Subjects Studied Paragraph as Unit of Com- position Comma — Explanatory Words and Phrases Reading-"The Snow Fairies" "A Story About Glass" How the Sand Became Sand- stone, etc Winter Songs, Snow Songs, Star Songs DrawHouse Plan — Scales, Cube, Prism, Objects ResembUng Types Fold and Cut Boxes, Frames, etc Wall Paper Designs — Units Decoration — Greek Ornament I. GEOGRAPHY Transportation — Pri- mitive and Modern Modes, Hudson Riv- er — Fulton's Steam- boat, Animals Used in Transportation Wants of Man: Money, Ornaments Washington City- Im- aginary Journey, the Capitol, WhiteHouse Treasury, Library, Mt. Vernon. II. NATURE STUDY Animal Study— Beasts of Burden. Special Study the Elephant Precious Metals, Gold, Silver Physics — Ductility; Malleability Physiology — TheMus- cies III. LITERATURE AND HISTORY Rip Van Winkle- Irving Hurrah for the Flag Paul Revere-Long- fellow Independence Bell The Golden Touch- Hawthorne Longfellow— Birth- day Observance Early Modes of Travel and Transportation Settlement— R e v i e w Life of Dutch in Hol- land, Henry Hudson, Settlement of New York Growth of the Colony George Washington — Citizen, Soldier, Pres- ident Stories of the Revolu- tion—Pratt Pennsylvania Ideas. Position andExtent, Physical Features, Chief Industries. Im- portant Cities, Im- aginary Trip to Philadelphia Manenko— "SevenLit- tle Sisters" Signs of Spring — Re- turn of Life Seeds — Germination Tree Observations — Growth of Buds Useful Metals — Iron Steel, the Magnet Imported Fruits — Orange, Lemon, Ba- nana Physiology — The Cir culation March— Lucy Lar- com Easter Poems Mother Earth's First Child The Magnet ' s Choire The Village Black- smith-Longfellow The Fiftieth Birth- day of Agassiz— Longfellow Settlement of Penn- sylvania, The Quakers, William Penn Settlement of Phila- delphia, Early His- tory Stories of Penns3i- vania Gardening, Farming Louise, Child of the Western Forests — S LS Forests Arbor Day Beauty and Uses of our Forests, Useful Trees, Fruit Trees, Nut Trees, Shade Irees Month Indications — Preparation of Soil, Tree Observations — Leaves, Blossoms Tree Products — Tar, Turpentine, India Rubber, etc. Spring Flowers—Blood Root, Narcissus Thi Story of the Seeds-Garden and Field Planting the Apple Tree Bryant Apple-seed John— L M Child Woodman Spare That Tree-Morris The Palm Tree— Whittier Growth of Slavery Abraham L i n c o 1 n — Review Early Life, Soldier, Citizen, Pres- ident. Secession, and War The Bible Story of Easter Weather Observations Continued Irrigation— Causes and Effects Ideas of Other Lands "Little Lucy's Won- derful Globe" 1 Birds of Other Lands Birds Valued for Food, for Plumage Spring Life - Blooming Flowers. Dandelion, Violet, Returning Birds General Study Special, Oriole, Swal- low Waiting for the May- M Douglas Summer is Coming The Yellow Violet, Robert of Lin- coln—Bryant How the Robin Came— Whittier Sleep, Soldier, Sleep— Parker OurHeroes-Phoebe Cary May Day Customs inj Other Lands, Eng- land, Sweden Significance of Mem- orial Day, Special Observance of the Day, Grand Army IV. NUMBER Numbers to Eighty {Areas of Rooms Continued Problems— Painting, Plaster- ing, Furnishing Teach Cubic Measure Measures of Weight— Troy, Ratios Gold and Silver Coins— United States Money Roman Numerals— Distin- guish and Apply V. LANGUAGE Dictation and Reproduction Continued Paragraph Study Continued Possessives. Name and Action Words Reading — Selections About Animals; Selections Con- cerning Gold Stories of George Washington VI. THE ARTS National Songs Illustrate "Rip Van Winkle" Ink Brush Drawing— Animals Make Valentines and Envelope Decorate Book Covers, Pictun Frames Pictures— Chart — Washington Longfellow, etc. • Numbers to Ninety Differences in Dates Problems— Seeds, Imported Fruits Make Bills, Addition of Higher Numbers Values of Iron and Steel Notation of Numbers— Hun- dreds, Hundredths Decimals, Cubic Measure Description— Imaginary Trips Oral and Written Impersona- tions Conventional Forms— Letter Writing, Study of Abbre- viations Reading— Spring— "The Lilac Twig," "Spring in theApple Tree," etc. Music--Spring Songs Study Type Form— TheCylinde Draw Twigs Showing Buds Model and Paint Importec Fruits Make Border Patterns— Twig Buds, Charts Numbers to One Hundred Areas— Garden Beds, Walks, Number of Plants Planting an Orchard— Tree Products ContinueRapid Combinations of Numbers Exercises in Operations Mas- tered Teach Short Division Continue Notation and Num- eration Description of Trees Impersonations Sketches of Lincoln Notes of Invitation, (Arbor Day Ex.) Words Which Describe— Ex- panding Rhyming, Capitalization of Poetry Reading— Stories of Trees, T>incoln Easter Songs, Arbor Day Song Draw Easter Emblems Mold Ovoid, Easter Emblems Illustrate" Woodman SpareTha* Tree" Draw Plan of Garden Picture Study. Charts Application of Pkinciples Considered Concrete Problems— Use of Familiar Numbers Measure with Familiar Unit? Compare Magnitudes Construct and Repeat Tables —Complete Teach Simple Percentage Roman Numbers to C Reproduction and Class Criti- cism Dictation Exercises C o n - tinned Application of Principles Considered The Dash, Exclamation Point Reading— Selections Concern- ing Birds— Flowers. "The May Basket," "The Pea Blossom" Bird Songs. Memorial Songs Illustrate "The Sandpiper"— ( Thaxter Paint Flowers— Dandelion, Vic let Original Designs— Floral Borde Patterns Pictures— Millet— "Feeding He Birds," "Feeding Her Chick ens," "The Sower." "The lands are lit With all the autumn blaze of golden rod And everywhere the purple asters nod And bend and wave and flit." I GEOGEAPHY [Note. — The familiar phenomena and general earth facts here presented are not too difficult for third grade pupils. If it is thought best, however, part of this work may be deferred until the fourth year.] Throughout the previous years of the child's school life, through the study of nature at home, he has been gradually led to the beginning of geography. From "Seven Little Sisters," "Eobinson Crusoe," etc., he has already acquired much knowledge of "The Ball Itself," and has received ideas of many far-away peoples and places. England, the early home of the Pilgrims, is to him simply "across the ocean." With places and region 19 20 THE THIKD SCHOOL YEAR of Bible lands, too, he has long become familiar, though his impressions are somewhat vague. It will be the purpose of the work of this year : 1. By deductive and inductive study to enrich the child's conception of the earth as a whole. 2. To aid him by inductive study to receive general ideas of the geographical elements, as hill, river, etc. 3. To continue the study of racial types. 4. By subject matter selected from the child's en- vironment, to show how his wants are supplied. 5. To lead him to see, also, that man must work for his living, and is dependent upon his fellow man. The Earth as a Whole The study of the work of heat will review evapori- zation and condensation. The Earth. 1. Form; size. a. Use globe in teaching the spherical form of the earth. b. Shape of horizon; apparent shape of the sky. c. Distances seen from elevations. d. Why we know the earth is spherical. 2. Continents and oceans; land and water. a. Show by the globe the distribution of these. h. Locate our position relatively. 3. Describe hot regions of the equator. 4. Eeview plant and animal life in hot countries — readings from "Seven Little Sisters." SEPTEMBER 21 The Sun-Light axd Heat Light. I. Sources. What do children know of sources of light? 1. Natural light — sun light, moon light, star light. 2. Artificial light — fire light, gas light, elec- tric light, candle light. II. Where the sun seems to rise and set. III. Comparative size of the earth and sun. Illustrate b}^ a circle one-half inch in diameter and one fifty-four inches in diameter. IV. The work of the sun. 1. Gives light and heat. 2. Makes plants grow. 3. Causes winds to blow. 4. Gives currents of electric power. 5. Has given us coal. Heat. I. Sources. 1. The sun. 2. Friction — recall work of previous year — the Indians, Crusoe. 3. Chemical changes — illustrated by unslaked lime and water. 4. Combustion — illustrated by burning of fuel. II. Effects of heat. 1. Changing liquids to gases. 2. Changing solids to liquids. 3. Expansion of bodies. III. Effects of heat and dampness upon vegetation. 22 THE THIED SCHOOL YEAR Weather Study During the 3'ear have the children make daily weather observations. Ask them to record these ob- servations in note books and at stated times make sum- maries. Ask suggestive questions concerning various water forms — dew, fog, clouds, etc. Question con- cerning frost, snow, freezing; direction of the wind; thermometer readings. Each month make a black- board diagram to be used as a weather chart. II NATUEE STUDY Eecognizing the fact that the child is always inter- ested in everything which has life and grows, and that from the actual, his own little world, he has already learned his greatest lessons, it will be our effort, through the study of nature, to keep him in close con- tact with the things which are so closely related to his past experiences. Before this love for nature, this sympathy with all about him becomes educated out of the child, before he comes to be out of tune with the birds, the bees, and the flowers, we aim to cultivate and strengthen this interest by systematic study, giving him facts which are real and alive, and have some reference to his own life. While undue importance must not be given to classi- fication and terminology, even in this grade it is neces- sary that every line of work begin with some observa- tion and work towards a generalization. Agassiz said : "Study the fish." So the child, instead of studying about the object, must in each case see, handle, and examine the thing for himself, this observation being SEPTEMBER 23 directed by the teacher that it may not become chaotic, but may lead to the discovery of a general law. Of the many advantages of this study, one of the greatest, perhaps, is the habit of close observation which results from this careful training; for to him who will investigate the earth yields up her secrets, each rock giving its fragment of history and every DAISIES little flower telling him its life story. Instead of the sealed volume, the whole realm of nature becomes his open book, and the lessons nature imparts will enrich him with a fulness of life unknown to one whose life has become warped by dry facts and memory materials. The selection and arrangement of subject matter adapted to this particular grade, and the methods of 24 THE THIED SCHOOL YEAR instruction, will be considered during the work out- lined for the different months. From the abundance of material available at the different seasons of the year, choice has been made of that deemed best adapted to help to a clear understanding of the central thought of the year's work in geography. September Flowers Lead the pupils to tell of the flowers studied in the spring. Encourage them to talk freely about their summer flower gardens. Flowers now blooming. Field excursions to study flowers in their natural environ- ment. Ask the pupils to bring in flowers for class- room work. ■ Have them collect flowers belonging to the sun-flower family — -daisy, aster, golden rod, etc. After these specimens are pressed .and mounted, place them on a chart. For special study the clover has been selected. Use other composite flowers for comparative study. Review work of the previous year. For definite aims have : 1. The recognition of more -varieties. 2. The study of the special work of the parts of the plant. THE CLOVER The children will have abundant opportunity to study this bright, attractive flower in its environment. Have them bring specimens into the class-room for investi- gation. Lead the pupils to examine these specimens ^nd observe the facts of form, color, etc. Ask them to SEPTEMBEK 25 describe the flower as it looks to them. How does it differ from others studied ? The clover, like the dandelion, is a composite flower. The pretty rose-red cluster is made up of small tube flowers. Why are so many of these little flowers crowded V .^ UM.:^f' STUDYING THE CLOVER together in a dense head ? If each little flower grew alone, would it be very fragrant? What insects have you seen visit it? Why? To what flower did they go next? How insects aid the farmers. I. General appearance — where found season. blooming 26 THE THIED SCHOOL \EAK II. Parts. 1. Eoot — fibrous. 2. Stem — length — branching — appearance inside and outside. 3. Leaves — number of leaflets in the compound leaf — color — size — veining — arrangement. 4. Flower — where placed — number on stem — comparison of those on small and large branches — form — color, etc. 5. Seed — appearance — how protected and how sown — market value. III. Kinds of clover. IV. Uses. Food for cattle. Furnishes nectar for insects. Used as fertilizer when plowed under. Blossoms are used as medicine. V. Harvesting and marketing. For comparative study use the daisy and the sun- flower. Here tube flowers form the center of the head and strap flowers make up the outside. The dandelion, which illustrates the third way in which the flower head is made up, will be studied during the spring months. Here the little flowers are all strap flowers. INSECTS Recall what children know of insects — their general plan of structure. Lead pupils to discuss the main characteristics of those studied the previous year — ant, butterfly. TTU^. t3iAAtter|^ iLiUi^ INSECTS 28 THE THIED SCHOOL YEAR DETAILED STUDY OF THE BEE General plan of work. I. Purjjose — To teach structure, physiology and domestic economy of bees. II. Materials — Bees, wax, hone3'-comb, pictures, black- board drawings. III. Teaching Suggestions. Pupils are already interested in this remarkable insect. Lead them to speak of its form, general struc- ture, size, habits. How does the bee get honey from the flowers? Necessity for long tongue or proboscis. Show need of sharp instruments — jaws or mandibles — to snip open small flowers, lesser jaws or maxillse. Direct attention to antennae or feelers. Xecessity of good eye-sight. Two compound eyes, supposed for seeing things at a distance; three or four eyes or ocella in the top of head. Show adaptation of parts of the chest or thorax. Number of wings; how fastened together. Use of, stiff hairs on the legs of bees — ^lielps them to get the pollen or bee bread. Need, of vessel to hold it. Pocket in hind leg called bread basket. Hairs on foot make the pollen brush. Structure of the sting — two lances or darts — "sword," sheath for it when not in use — connected with poison bag. If opportunity offers, have the children observe the interior of a bee-hive. Lead them to discover interesting facts — how the w^orkers make a new queen : how they make wax ; feed the young; how they live through the winter. Have pupils note shape and structure of the comb. Why do SEPTEMBER 29 the bees store the honey in a great many small cells, rather than in a few large ones ? IV. Blackboard outline. After the presentation of the material, make an outline upon these subjects: Description; kinds of bees; habits of hive-bees; uses. Description : — Main parts : head, thorax, abdomen. Eyes Head Thorax Abdomen compound, simple. Feelers or antennse. i mandibles, maxillae, proboscis. Wings, — two pairs. i thigh, Legs, — three pairs — parts J shank, I foot-brush. Rings, Sting. Information upon growth and habits of the bee. There are three kinds of bees in each swarm. The queen bee is larger than the others and is ruler of the hive. She may live several years. She has a sting. Her chief work is to lay eggs; she gathers no nectar or pollen. The worker bee is the smallest of the bees. They are found in the greatest numbers, forming about nine- tenths of the swarm. They perform all the labor. They live about six weeks, though they may live six months through the winter. 30 THE THIKD SCHOOL YEAE The drone is distinguished by his thick body, round head, and flattened shape. The drones are few in number. They produce neither wax nor honey, but live off the labor of the workers. They live about four months. The bee passes through distinct changes from early life to maturity. Compare the butterfly and other insects studied. The worker bee feeds larva for ten days, then closes the cell with wax. It stops eating; spins a cocoon or a kind of silk lining for its cell; passes into a state of inactivity, and in about a week comes out of its prison in its perfect form — about the twenty-first day of its existence. The comb is built from above downward. It is built of wax made of nectar which the workers eat, and consists of thin partitions which enclose hexagonal cells. These cells are built partly as nurseries for the young and partly as store-houses for honey. Wax is trans- ferred from the underside of the abdomen by the legs and the jaws to the place of building. SPECIAL POINTS Sagacity of the bee — builds cells in the form of a hexagon. This affords the greatest space for each cell with the same quantity of materials. The bee flies in a straight line — "bee-line." It rises with circular flight into the air, seemingly to get the direction — darts forward, and never fails to arrive at its own home. Bees use their wings as fans; seen at the door of the hive flapping their wings in order to circulate the air through the hive. SEPTEMBEE 31 It is thought they use their antennse as a means of conversation; to hear and to smell with. The bee visits only one kind of flower during the day. It is supposed the eyes in the top of its head are to help it find its way out of a flower. The bee makes the plants bear more fruit. Its most important work is the fertilizing and cross-fertilizing of flowers. John Burroughs says: "Honey is a product of the bee. What she gets from the flowers is mainly sweet water or nectar; this she puts through a process of her own, and to it adds a minute drop of her own secretion, formic acid. It is her special personal con- tribution that converts the nectar into honey." Extraordinary qualities which raise bees above other insects : Disposition to social union. Cooperation in labor for the welfare of the community. Attachment to hive, courageous defense against intruders. Affection for the queen, attend upon and supply her wants. Ten- der care for their young — collect and bring in pollen and nectar to feed their young ; brood and defend them. THE WASP Study the wasp in a similar way, though not so much in detail. Compare the general structure with that of the bee. Wasps, too, build for large societies. Like bees, they have queens and workers. The queens work and have no special ruling power. Wasps build their houses of paper, which they make chiefly of the fibre of wood. They chew the fibre; work it into balls, and carry it to the place of building. 32 THE THIED SCHOOL YEAE There they roll these balls into thin sheets, out of which they make six-sided cells. The wasp is the oldest paper-maker known. GENERAL HEALTH LESSONS Have conversations upon "Our Body and How We Live." Impress upon pupils the importance of taking proper care of their bodies. Eecall something of the work in this line during the previous year. Discuss care of eyes, teeth, and skin. Hygiene of eating, drinking, and breathing. Ill LITEEATURE AND HISTORY Literature In the whole domain of education there is no greater indication of progress than the giving of the world's best literature to the children in our public schools. Like Goethe, our educators are beginning to feel that only the best is good enough for children. In selecting those literary materials which, it is believed, are such an important factor in enriching and beautifying the life of the child, choice must be made only of those classical masterpieces which are best adapted to enlarge the child's whole mental and spirit- ual horizon. As to subject matter our best educators say that the literature of the ancient Persians, Greeks, Norse, being the expression of the childhood of the race during the SEPTEMBEE 33 time when its thoughts were concentrated upon the objective^ is best fitted to the child nature. In accordance with the belief of our best teachers, these selections must be classical masterpieces. And as each selection is a unit — an artistic whole — they must be given, not in fragments, but^as wholes. In the work for the year, while due importance is attached to the value of the classical myth and the well selected fairy tale in stimulating the child mind, it has been deemed wise to give a line of work adapted to the children, selected from our American writers. As a matter of patriotism children cannot too early be led to appreciate their country's noble language and its priceless literature. GENERAL SUGGESTIONS 1. Let the chief aim be to have the children know and love good literature. 2. Make the study a means of giving the child noble and beautiful language. 3. Assist him to gain the power to idealize — to cul- tivate his imaginative power. 4. Secure thoroughness rather than rapidity. 5. Know the one thing to teach and teach it. 6. Present the story to the children in an oral form, thus making it more of a reality to them, causing them to see and to feel its conditions more vividly. 7. When the expression is most beautiful give choice bits of the selection in the words of the author — read it. 8. Assist the pupils to a careful interpretation of all the poems used for intensive work. 9. Kequire the memorizing of extracts and suitable poems. 34 THE THIBD SCHOOL YEAR THE THREE GOLDEN AYFLES— Hawthorne. This classical story is selected for this time as it is the story of Atlas holding the world on his shoulders, and is in a way connected with the work in geography. While the underlying thought is the importance of overcoming difficulties, real or imaginary, a close study will reveal many beautiful subordinate truths unnoticed by the casual observer. As the pupil with intense interest follows the adventures of the mighty hero, Hercules, aid him to make these lessons of duty, courage, helpfulness, and perseverance a part of his own life experience. I. Material — Story as found in the "Wonder Book,'' to "The stranger seemed impatient." II. Teacher's preparation. 1. Discovering the generalization or underlying truth. ♦ 2. Analysis into topics. Iniroduction. a. Place — where — direction. h. Early attempts to find the fruit. c. The dragon. Development. d. Hercules — his wanderings through Italy, appearance, dress, sayings, and character. e. His further attempts to find the Garden of the Hesperides. /. The maidens — interview — their occupation, warnings. g. Hercules recounts his early experience. 3. Adaptation of the story. SEPTEMBER 35 III. Suggestions for presentation. Introduce the lesson by means of a preparatory dis- cussion. Call clearly to mind the pupiFs past thoughts and experiences which are related to the topic in hand : such older ideas as will assist the understanding of the new. Thus secure the interest of the child and prepare the foundation for the new lesson. What do pupils know of far-away places, especially Greece? What of the Greeks, Ulysses, and other heroes studied the pre- vious year? Present the story orally, a portion each day. Develop the meaning of new words and phrases. Ask questions to bring out significant thoughts. Aid the children to see the main characters and incidents in the story, and the less important features in their proper relations. Develop judgments as to the right or wrong of certain actions. Draw contrasts and comparisons. Lead the children to form conclusions concerning the character of Hercules. By skillful questions lead them to formu- late the generalizations. The application is suggested in the introductory paragraph. GENERALIZATIONS 1. Hercules did his duty m obeying Jupiter. 2. The flower maidens treated him very kindly. 3. He did not turn back when the maidens told him of the dangers in the way. 4. Hercules overcame all the giants on the way. 5. He was willing to do a favor for Atlas. 6. Atlas was not truthful, and he was punished for shifting his burden upon Hercules. 36 THE THIKD SCHOOL YEAK 7. Hercules was rewarded by obtaining the golden apples. Stories. The Three Golden Apples. — Hawthorne. Apollo and Aurora. — Sun Myths. Clytie. — Cooke's Nature Myths. Poems. The Daisy. The Busy Bee.— Nature in Verse. The Four Sunbeams. The New Moon. Great, Wide World. — Stepping Stones to Litera- ture. FOUR SUNBEAMS Four little sunbeams came earthward one day, Shining and dancing along on their way, Eesolved that their course should be blessed. "Let us try," they all whispered, "some kindness to do, Not seek our own pleasuring all the day through. Then meet in the eve at the west." One sunbeam ran in at a low cottage door, And played hide and seek with a child on the floor. Till the baby laughed loud in his glee, And chased with delight his strange playmate so bright, The little hand grasping in vain for the light That ever before them would flee. One crept to the couch where an invalid lay, And brought him a dream of a sweet summer day Its birdsong, and beauty, and bloom; SEPTEMBEK 37 Till pain was forgotten and weary unrest; And in fancy he roamed through the scenes he loved best Far away from the dim^ darkened room. And one where a little blind girl sat alone, Not sharing the mirth of her playfellows, shone On hands that were folded and pale. And kissed the poor eyes that had never known sight, That never would gaze on the beautiful light Till angels had lifted the veil. One stole to the heart of a flower that was sad, And loved and caressed her until she was glad. And lifted her white face again. For love brings content to the lowliest lot. And finds something sweet in the dreariest spot; And lightens all labor and pain. At last when the shadows of evening were falling. And the sun, their great father, his children was calling. Four sunbeams sped into the west. All said, "We have found that in seeking the pleasure Of others we fill to the full our own measure." Then softly they sank to their rest. — Selected. SEVEN TIMES ONE FROM "songs of SEVEN " There's no dew left on the daisies and clover, There's no rain left in heaven ; I've said my "seven times" over and over. Seven times one are seven. 38 THE THIRD SCHOOL YEAR I am old, so old, I can write a letter, By birthday lessons are done. The lambs play always, they know no better, They are only one times one. moon, in the night I have seen you sailing And shining so round and low. You were bright, ah bright, but your light is failing — You are nothing now but a bow. You moon, have you done something wrong in heaven That God has hidden your face? 1 hope if you have you will soon be forgiven, And shine again in your place. velvet bee, you're a dusty fellow. You've powdered your legs with gold ! brave marsh marybuds, rich and yellow. Give me your honey to hold. columbine, open your folded wrapper. Where two twin turtle-doves dwell ! cuckoo-pint, toll me the purple clapper That hangs in your clear green bell ! And show me your nest with the young ones in it; I will not steal them away; 1 am old, you may trust me, linnet, linnet — I am seven times one to-day. — Jean Ingelow. SEPTEMBER 39 THE DAISY "The daisy is the meekest flower That grows in wood or field; To wind and rain, and footsteps rude, Its slender stem will yield. "In spring it dots the green with white, And blossoms all the year. And so it is a favorite flower With all the children dear. "Before the stars are in the sky The daisy goes to rest. And folds its little shining leaves Upon its golden breast. "So children when they go to bed Should fold their hands in prayer, And place themselves and all they love, In God's protecting care." Spake full well in language quaint and olden, One who dwelleth by the castled Ehine, When he called the flowers so blue and golden, Stars, that in earth's firmament do shine. — Longfellow. Along the river's summer walk The withered tufts of aster nod. And trembles on its arid stalk The hoar plume of the golden rod. — Whittier. 40 THE THIKD SCHOOL YEAR Then doth thy sweet and quiet eye Look through its fringes to the sky. Blue — blue^as if that sky let fall A flower from its cerulean wall. — Bryant. The gentian's bluest fringes Are circling in the sun; In dusty pods the milkweed Its hidden silk has spun. —E. H. "Now nature, prodigal of gold, Inverts her horn o'er meadow lees, And golden rod waves in the breeze." A little sunbeam in the sky Said to itself one day : "I'm very small, but why should I Do nothing else but play? I'll go down to the earth and see If there is any work for me." — Selected. "Kind words are little sunbeams That sparkle as they fall; And loving smiles are sunbeams, A light of joy to all." "The honey-bee is hard at work; Children, come and see ! The pretty brown and yellow bee In the clover worketh he, Oh ! how merrily !" SEPTEMBEK 41 THE BEE Among the daisies all astir Observe the belted rover. The merry little mariner That sails the seas of clover. Whene'er a shower falls, pell mell Upon the seas of clover, He flies into some flower-bell, And waits until it's over. — Selected. HISTORY History and literature are kindred subjects and can- not be widely separated; and, as one expresses the real side of life and the other the ideal, both are closely related to human experiences. In discussing the relative value of studies, Mr. Mc- Murry, in his "General Method," places history at the head of the list. He shows us that in the "real studies," history and literature, we have abundant material to aid us in the important work of moral character build- ing — that here the child coming in contact with the conduct of persons whose lives illustrate right actions, has moral object lessons furnished to him, and as a result of the moral judgments which he is compelled to give, there arises that which is so vital, a favorable disposition toward the right. In selecting historic, as well as literary subjects, it is our aim to choose only those things which make the thought of right and truth and character a vital element 42 THE THIRD SCHOOL YEAR in the life of the child, that while that life is being enriched, it may also be uplifted. In considering history, the life development of a people, educators recognize three historic units ; the life of the individual, the community, and the nation. For this year we continue the study of the first by means of the biography of great historical characters. With the lives of these men as centers we reach out into the community of which they formed a part, thus consid- ering the second historic unit and preparing for its more exhaustive study in the intermediate grades. The lines of institutional development will be indi- cated in the suggestions for October. While teaching the earth as a sphere, by means of the sun myths give the pupils some knowledge con- cerning the beliefs of the ancient Greeks, with reference to the form of the earth. The children can .understand something of the lack of geographical knowledge at this time. Call attention to the lack of books, and study the development of the book. Here much use will be made of illustration, concerning which more will be said in the work on arts for this month. THE STORY OF THE BOOK I. Before paper was made. 1. The cairn — a pile of stones by the sea. 2. Oral traditions. 3. Early writing materials — sand, stone, bricks, bark, etc. 4. Hieroglyphics chiseled upon Egyptian monu- ments. STORY OF TPIE BOOK 44 THE THJED SCHOOL YEAE 5. Tablets of wax for letters and note books — stylus. 6. Indian picture-writing. 7. Parchment — skins of goats, lambs, and calves. The scroll. 8. Manuscripts engrossed and illuminated by the Monastic scribes. II. Our first paper — papyrus. First paper probably made in Egypt from papy- rus, a kind of reed which grew on the banks of the Nile. Term paper derived from papyrus. Character of reed — preparation for use. III. The wasp a paper maker. Connect with the study upon insects. IV. Paper making by man. From the wasp man learned to make a pulp, to moisten it and let it dry and harden. Ex- perience has taught him many improve- ments. 1. Materials — cotton and linen rags, wood, straw, and waste paper. 2. Preparation — sorting, cleansing, and tearing rags. 3. Process — making pulp, beating, adding clay and coloring matter. Draining pulp and pressing into paper. Show pupils the picture chart of paper making. V. Kinds and uses of paper. — Make a chart of dif- ferent kinds of paper. VI. Invention of printing — printing press. Instead of a trip to a press we brought the school SEPTEMBER 45 press into the room. The children were delighted when a practice teacher printed some of their names. VII. Books, newspapers. IV NUMBEE "Number has its origin in measuring, and is the expression of a ratio obtained by comparison." Our work for the year is planned in accordance with the belief that the child gains his number ideas by means of measuring quantity. This work is concerned with the mastery of numbers from twenty-five to one hundred, and includes facts of numbers obtained by comparison of magnitudes, notation of numbers through hundreds and hundredths, fundamental operations, con- struction and use of tables, concrete problems growing out of nature study, geography, etc. It is our aim to recognize the child's intelligence by giving him definite ideas as to why he is to perform certain operations — to have him understand the motive — the necessity for the process. On the part of the child, therefore, the number work will be largely inci- dental, while on the part of the teacher the most careful preparation will be necessary that sufficient opportunity may be provided for this incidental work. In all the number teaching for the year give the child full opportunity to develop by means of his self-activity. Eequire him to make and illustrate problems — to measure and construct. Lead him to make discoveries for himself. During this month, before developing the numbers from twenty-five to thirty, inclusive, provide frequent 46 THE THIED SCHOOL YEAK^ occasions for the child's use of the number facts which he has already acquired, as by constant use only will they become a permanent part of his mental content. Preparatory to the home geography or field w^ork, give much practice in estimating distances. Have pupils correct these estimates by actual measurements, using the inch, foot, and yard as units. For this preliminary work let them measure objects in the school room — books, desks, blackboards, etc. The children have had many exercises in finding areas of rectangles. Continue this line of work; during the first weeks they may divide the figures into the required units of measurement to find the area. How many rows of square inches? How many in one row? etc. From these exercises lead them to formulate the generalization or rule for finding the area. By using units of measure, with which the children are already familiar, let them find and make formal statements of these ratios. Relation between: An inch and a foot; Foot and an inch; Foot and a yard, etc. Draw the line a, 28 inches long; h, 21 inches long; 6% 14 inches long; d, 7 inches long. Find the relations. DEVELOP NEW NUMBERS 1. Teach the number as a whole; emphasize the whole. 2. Find all possible relations. 3. Separate into parts. SEPTEMBEK 47 4. Ee-unite to form the original whole.- 5. Apply number ideas to concrete problems. V LANGUAGE Trench says: "The love of our native language is the love of our native land, expressing itself in one direction." One of the most hopeful signs of the times is the recognition of the need of more efficient teaching of English in our elementary schools. Many of our best schools are now coming into harmony with modern ideas on this suoject, so that this has already been spoken of as the Golden Age of English. It should be the earnest purpose of each teacher to assist her pupils to speak and to write their own lan- guage clearly, concisely, fluently, accurately, and orderly, thus giving to our boys and girls a sense of power and mastery which will enable them to lead more helpful and more useful lives. In fact, the teacher can perform no better service for the pupil than to instil into his mind a love for clear, correct, perfect English. Here, too, reform must begin in the lower grades. The memory of the child is very retentive. He is sus- ceptible to new words and sounds and will learn, even a foreign language, in a short time. Begin early to acquaint him with the beauties and the possibilities of his own tongue. The child acquires language by imita- tion. You now become his model, and happy for him if your language is clear, accurate, and beautiful. In these early years let the chief aim be to secure fluency of expression. To secure this end the work of 48 THE THIED SCHOOL YEAR conscious vocabulary building must be carried on earnestly. That the newly-acquired words may become perma- nent possessions, give constant practice in speaking and writing. Let the material for all language work grow out of the other branches of subject matter — nature study, history, literature, etc. Order — first the thought, then the oral expression of it, and then the written expression. In the work outlined for the different months varied lines of language work w411 be indicated. Some general suggestions will be given at this time. SUGGESTIONS 1. Interest the pupil in his own language; lead him to form a correct language habit. 2. Lead the child to drop the incorrect expression which he uses and to substitute good English. 3. Make reproduction a profitable exercise by using it rightly. 4. Avoid that common expression of the school room, "Now tell it in your own words." 5. While aiming to secure fluency of speech, attend also to the sentence structure; emphasize the sentence as the unit of thought. 6. Develop new and interesting thoughts concerning the material used for nature study. 7. In addition to the memory poems have the chil- dren commit choice bits of prose and little gems of poetry — they put idioms of good English into the mind. During this first month of school work give much time to oral language. Connect the home life of the SEPTEMBER 49 cliild with his school life by giving him opportunity to talk freely of what he has seen and done during the summer. The field excursions and school room nature study have given him abundant concrete material for thought. Lead him to report upon his out-door observations, and to interpret the results of his investigations upon the plants and insects studied in the school room. For oral reproduction use chiefly the story of the ^'Three Golden Apples;" after it has been presented orally. Insist that the story be well told. The various^i elements of the story should be given their relative importance, and the connective links should not be forgotten. Insist that the pupils have some elements of beauty in the language used. Suggest to them words and phrases which will better express the meaning. Aim to have the child become more free in oral expres- sion. When fluency is the end in view, do not correct at that time. Give ideas of clearness, smoothness, and order in the sentences themselves. Give practice in writing sentences. Let the state- ments be the answers to the questions written on the board concerning lessons which have been presented. Give careful, but kindly, criticism. When necessary, have these exercises re-written. THE CLOVER Pupils write answers. 1. Where have vou seen clover o-rowing? 2. When does it bloom? 3. Tell all you can about the root. 4. What can you say about the stem? 50 THE THIRD SCHOOL YEAR 5. How many leaflets usually make the compound leaf? 6. Describe the flower, and tell why there are so many little flowers on the flower head. 7. What insects have you seen visiting the clover ? 8. Tell something about the use of clover. THE THREE GOLDEN APPLES It is said a tree once bore apples. This tree grew a long time ago in the of the Hesperides. It was guarded by a terrible with a hundred Only of these heads slept at a time. A young hero went to these golden . He met some beautiful who were flowers. The maidens warned him of the in the way and told him to . The stranger crushed a with his mighty to show the maidens how he was. He then told them the of his life. READING "Eeading is thought getting and thought giving." Impression must first be made upon the mind and heart of the reader, as no one can express to others that which he does not know and feel himself. That children may grasp the sense of what they read, they must have the ability to recognize words and their meanings readily. It becomes necessary, then, to have two distinct aims in reading — word getting and thought getting. As reading and literature both deal with the inter- SEPTEMBEK 51 pretation of discourse, they are in a measure identical. Here, too, as in literature, the complete selection, the classical unit is the desirable one. So far as is possible, the selections relate to other branches of subject matter. Three courses of reading have been prepared for the children. One line of work is for regular class room exercise, the lessons having been prepared by the pupils. This is supplemented by frequent exercise in sight read- ing. A second course consists of selections to be read to the pupils. The third course is selected books to be read by the pupils: "Fables and Folklore." — Scudder. "Alice in Wonderland." Stories from "Colonial Children." — Pratt. 1. Secure distinct enunciation and correct pronun- ciation by devoting time to voice culture and phonetic drill. 2. Give the pupil power to become independent in determining new w^ords. 3. Remember that" saying words is not reading. 4. By means of sight reading, assist the child to cultivate quickness and accuracy in grasping new thoughts and forms. 5. Assist the pupil to read sympathetically, and to realize in himself somewhat of the spirit of the author. 6. Let the child picture the incidents narrated. 7. Make frequent use of dialogue and impersona- tion. This will help to overcome the habit of reading in monotonous and unnatural tones. 8. Aid the child to analyze the incident, or story, into its main features, to see the various elements of the 52 THE THIED SCHOOL YEAR story in their proper relation, and to give each element its due emphasis. 9. Lead him to make distinctions and to form con- clusions — to make the lesson a part of his own life experience. Class Worh. "Evaporation" "Clouds," "Eain."— ^// the Year Round Series. "The Daisy and the Lark." — Stepping Stones to Lit- erature. "The Good King." S. S. L. Eead in connection with the study of light. Selections from Ward's Third Eeader — ''The Rational Method.'' Seat Reading. "Cljtie.''— Nature Myths. "Proserpina.'' — Scudders Fables and Folklore. Sight Reading. "The Fairy of the Flowers." — Garden and Field. "Bees and Flowers."— G^. F. Phonic Work.— 'The Rational Method.'' Yl THE ARTS As man expresses his ideals in certain realms of activity, known as the arts : poetry, music, sculpture, architecture, so the child expresses his inner life by means of creative self-activity in drawing, painting, modeling, etc. During this month, and throughout the year, we wiL' endeavor to offer full opportunity for the artistic devel- opment of the child through the subjects named, as well SEPTEMBEE 53 as by means of the study of music and pictures — usually copies of masterpieces by our great artists. FORM STUDY AND DRAWING In this day, when the idea of education has been expanded to mean much more than it formerly did, it is no longer necessary to consider only the practical bearing of school studies. With broadened view, look- ing at the subject of drawing from a psychological standpoint, educators agree that drawing is one of the subjects adapted to develop the existing powers of the child. In form study and drawing not only is free oppor- tunity given to develop the perceptive power of the child and to cultivate his imagination, but also, here judgments must be formed and the will power is given due exercise. The lessons in manual training should relate closely to the form study and the number work. The aim here should be to train the judgment of the child, and to aid him to form habits of neatness, promptness, and accuracy. The work for the year will include : 1. Free-hand drawing in connection with the form study, the models used by the children being type forms. Let much of the drawing be the expression of images gained by studying objects, by touch as well as by sight. See that the pupils obtain clear mental pictures, as correct drawing can come only from correct images. 2. Industrial drawing growing out of the various lines of school work. 3. Illustrative drawing in connection with the lit- 54 THE THIED SCHOOL YEAR erature and history. "A child's illustration is a mirror showing just what is in his mind." 4. Decorative drawing. This subject, as well as the constructive work, will be discussed more at length as need arises in the work for the different months. As in the study of geography, the pupils are having elementary lessons upon the world and the sun, let the type forms for the month be the sphere and the hemi- sphere. For free-hand drawing use objects resembling the type forms. See Augsburg's Drawing, Book I. This book will be used as a guide in this line of drawing during the year. Like the sphere — fruits, many vegetables, beads, balls, some vases. Like the hemisphere — flower bells, toad stools, thistle seed, cup, bowl, shells. For subjects illustrating the story of the book, see history outline. Some of these subjects were suggested by a series of interesting paintings in the Congressional Library, Washington. While copies of these are not available, good descriptions are given in the guide-book, and pictures found in histories will aid in the repre- sentation of the scroll, the Egyptian monument covered with hieroglyphics, and others. BRUSH DRAWING By using ordinary writing ink and the water color brushes, in oblongs and squares of different sizes, have drawings made of the subjects studied in nature this month — weeds and flowers of the sunflower family: thistle, aster, daisy, and others. Draw in artistic posi- SEPTEMBEK 55 tions, avoiding mechanical division of the enclosing forms. Let the background be made by using washes of a light tint of ink. See "With Brush and Pen."— Hall. Make border patterns, using the clover leaf as a unit (brush drawing). Allow the children to fold drawing paper of ordinary size and make original designs for book covers, using the flowers studied during the month for decorative subjects. During the study of the sphere and the hemisphere, let the children cut circles and semi-circles from colored paper. Ask them to arrange designs and paste them in symmetrical border patterns. PICTURE STUDY While discussing the very artistic and suggestive picture, "The Aurora/' tell the children interesting facts concerning the artist Guido Reni, who painted beautiful pictures when but a child of thirteen, and when he was twenty could be taught nothing more by his teachers. Interest them in the peasant boy Millet and his studies of peasant life. Last year copies of many of the pictures named in this course were cut from the Great Artist Series, Edu- cational Publishing Company, and mounted on gray cardboard for school use; when available large copies were brought in. As it is scarcely possible to over- estimate the influence of good pictures in the home, it is our aim to have the child learn to so appreciate and 56 THE THIED SCHOOL YEAR value these copies of the great works of art, that in time they may come to adorn the homes, supphinting valueless decorations which too often are found there. MUSIC During each year of the child's school life, music should form a part of the day's exercises. It is not necessary to speak here of the importance of having music a regular subject of school study. Devote a part of each day's exercise to the formal side of the study. Continue the chart and interval work of the preceding years. Do not burden the child with technical terms. Devote considerable time to voice culture — to the correct use of organs of speech and song. Aim to secure good tones. See that the child establishes good habits in the use of lips, tongue, teeth, etc. Cultivate correct habits of articulation and enunciation. Let attractive rote songs be an important feature of the music. See that the songs have high educational value. Create a strong desire for good music. Use it to instil moral and Christian training into the life of the child. See that the songs are sung properly. Avoid loud singing. Children should sing very softly. They should produce soft, high tones and not strong, low ones. Secure easy, natural singing. Have the pupils main- tain an erect, easy position of the body. Consider carefully the thought of the song. See that the chil- dren understand the words and secure the quality of voice suited to the words. SEPTEMBER 57 OUTLINE Devotional Songs. Keview work of preceding year. Interval work and rote songs. Morning Song : When the Little Children Sleep. — Smith Music Primer. Sweet and Low. — Tennyson. Now the Day Is Over. Nature songs: The Busy Bee, The Ant. — Song Budget. Little Gypsy Dandelion. — Music Primer. Exercises for teaching the scale. Form Study and Drawing. Type forms: the sphere, hemisphere. Objects resembling the type forms. Insect life : bee, hive, comb ; wasp. Illustrative Drawing. Story of "The Three Golden Apples." The development of the book. Brush Drawing with Ink. Flowers : clover, and members of the sunflower family. Constructive and Decorative Worh. Cutting geometrical forms. Border patterns; book covers. Picture Study. The Aurora. — Guido Reni. The Gleaners.— Millet. H < a o > O U SEPTEMBER 59 Many beautiful songs related to the seasons, and to the different subjects of school work considered in this book, are found in the "Modern Music Primer." —Smith {Silver, Burdett & Co.) SONGS IN SEASON There are songs of Spring, Autumn, Winter, also flower songs, bird and miscellaneous songs — for all grades, but more particularly for primary and inter- mediate classes. COLOR STUDY During the 3'ear pursue a systematic course in the study of color. Give the pupils practice in making orange, green, and violet from the primary colors yel- low, red, and blue. Use a color chart and teach the pupils to make the six other colors found in it. See Prang's Text Book of Art Education, Book III. In the design work of the year, complementary colors should be used. Each color may be grayed, or made less bright, by adding a touch of its complementary. Use the natural colors of flowers and foliage in all color study. Have these colors recognized and com- pared with those found in colored papers, or made by using water colors and crayola. Prang's Text Book of Art Education, Book V, gives this helpful paragraph on "Xature's Use of Comple- mentaries" : "The blue bird is all the more beautiful because of the orange on his breast. Bed apples or cherries nestling among the green leaves are most attrac- tive in their coloring. Sometimes you see a yellow sunset sk}^ with distant hills or trees in violet masses against it." Oh, sun and skies and clouds of June,. And clouds of June together, Ye cannot rival for one hour October's bright blue weather. — Helen Hunt Jackson. I GEOGEAPHY FIELD WORK — THE WORK OF WATER LOCAL PHYSICAL FEATURES The work in geography this month will be mainly that which comes within the child's observation and experience. This is the acknowledged scientific method of laying the foundation of all knowledge of geog- raphy. What knowledge have the children of level fields, hills, valleys, brooks, rivers, etc.? Use types found in the district and by actual jour- neys give the pupils opportunity to distinctly observe these forms in nature. How did these features come to be what they are? Why located w^here they are? Brooks and Rivers. How formed; source and mouth; bed; banks; channel; current; river systems; drainage; water parting or divide ; basin. 60 OCTOBER 61 Monongaliela, Origin of the name. Direction of flow. Situation of the town, California, with reference to banks. Character of the bed and banks. Depth, movement of water, i. e., swift, if so why ? Navigable — why ? Eelative importance. Eemarkable industry of the valley. Eapid growth of towns. Hill and Mountain. Trip to a hill; general form; top, oase, side, slope; appearance from a distance. Use sand table; illustrate by blackboard draw- ings. Assist the child to cultivate his imagination by taking imaginary journeys. Use pictures, draw- ings, etc. Teach mountains ; valleys — plains — lowlands. Give needed terms. Lead the child to think of geysers, waterfalls, and other distant forms. In this way prepare for subsequent work in geography. SUGGESTIONS Develop local surface features by outdoor observa- tional work. Make much use of demonstration and experiment. Connect all w^ork with that given pre- viously. Study the work of water. What do children know of soil-making? In pre- ceding year they learned that water, by freezing in 62 THE THIRD SCHOOL YEAR rocks and expanding, makes mud and pebbles. They are familiar with the most common surface materials. 1. Eroding and depositing action of water. Appearance of sand banks and roads after violent rains. How water changes the earth's surface — tears away hills and fills up valle3's. Scouring action of pebbles on bed and banks of a river. Character of sediment carried by different cur- rents. 2. Trace water in its journey to the sea and out THE WANTS OF MAN GENERAL STUDY Before continuing the work upon the child's home surroundings, i. e., taking up the study of the town of California, occupations of its people, etc., give son:e preparatory work under the wants of man and how these necessities are supplied. Lead the children to discuss our chief wants : food, clothing, and shelter, and lead them to see that the three kingdoms furnish everything we need. Grains and vegetables must be raised and stored away. Cloth must be manufactured and made into clothing. Houses must be built, etc. This gives rise to various occupations — need of labor in other climates ; adaptation of food, articles of clothing, shelter, found in other countries. Food. Make lists of articles of vegetable and animal foods. When do we use most animal food, most vegetable? OCTOBEK 63 Articles of food raised about California — imported foods. Eecall what children know of the food used by the Indians. Discuss scarcity of kinds of food in the early colonial days — this work will be carried on throughout the year. In the work upon colonial his- tory much opportunity for comparison will be given. Discuss food of hot countries; that used in cold cli- mates. Eecall the life of the Eskimo. In what climate is most animal food used ? Most vegetable? Note that in temperate climates vegetable and animal foods are used in about equal quantities. Clothing. What have the children learned of articles of cloth- ing? Chief kinds — how furnished. Recall their knowledge of silk and wool. Show that wool and leather come from animals; flax and cotton from plants. Compare different kinds of clothing. Do we need much clothing? Where do people need much clothing ? Where do people n^ed little clothing ? Com- pare kinds of clothing used in different climates. Shelter. Why needed? What do the children know of dif- ferent kinds of shelter? Eecall the work of the pre- vious year — wigwam, snowhouses, etc. Discuss our dwellings — chief building materials — improvement in our buildings. Show pictures of rude houses and costly city homes. Special work will be given upon building materials later. By pictures and blackboard illustrations show various kinds of dwellings — huts — tents — etc. lii » 6 w gI TU I§Ioo. Jflon^Q 3^ou.se Uke J)ui^nei-^ SHELTER OCTOBER 65 I. Food. III. Shelter. 1. Vegetable. 2. Animal. 3. Mineral. f 1. Vegetable. II. Clothing, j 1. Vegetable. 2. Mineral. I 2. Animal. <| fruits, grains, vegetables, animals — beef, pork, mutton, venison, birds.- fish, oysters, clams, water, salt, many medicines, linen. cotton. r silk. I woolen, leather, fur. wood. grass. leaves. linen. cotton. stone. iron. brick. marble. snow and ice. AGRICULTURE Trip to a farm. Appearance of the farm. Buildings on the farm. 66 THE THIRD SCHOOL YEAE Animals used on the farm. The work of the farmer at this season. His work at other seasons. Farming implements. : Improvements in methods of farming. Compare primitive farming tools with the improved machinery of to-day. II NATUEE STUDY How will it be when the woods turn brown, Their gold and crimson all dropped down, And crumbled to dust? Oh, then, as we lay Our ear to earth's lips we can hear her say, "In the dark, I am seeking new gems for my crown : We will dream of green leaves when the woods turn brown." — Lucy Larcom. AUTUMN CHANGES Signs of Autumn ; Preparation for Winter. Discuss changes of atmosphere — frost. What flowers are now blooming ? What birds do you see ? insects ? Appearance and condition of trees, — ripe fruit, nuts, colored leaves, withdrawal of sap. Condition of gardens, — seeds, vegetables. What is the farmer doing? Describe a walk in October — real or imaginary. PLANT LIFE I. Leaves. General Study. Autumn. Appearance of nature. The dying leaves ; the beauty of their coloring. OCTOBER 67 1. Their life story. Appearance during growth, maturity and decay. 2. Eeview parts, shapes, margins. Have pupils col- lect leaves and arrange in classes as to shapes, veining, and margins. 3. Teach stipules, lobes, sessile leaves. 4. Special aims : Eecognition of more varieties ; more detailed study of leaves; function of parts of the leaf. How the plant breathes. Veins make leaf spread out and carry sap. Hairs on blade hold drops of moisture. 5. Why do leaves fall ? If they did not, what would happen to the branches in winter? Absorbing of ma- terials by branches and roots for future use — frost hastens but does not cause the autumn change. Tree at rest — has finished the year's work. 6. Use of leaves to tree, buds, plants, and insects. 7. Use to man : edible leaves — asparagus, rhubarb, celery, spinach, etc. Onions are thick leaves full of food. We pour water on dry leaves to make tea. Cab- bage, lettuce — whole leaf used for food. LEAVES CLASSIFIED Shapes. 1. Broad bases — violet, birch, morning glory. 2. Widest between base and apex — apple, quince, willow. 3. Widest near apex — some oak leaves. 4. Heart shaped or cordate — violet, morning glory, lilac, etc. 68 THE THIKD SCHOOL YEAR Margins. 1. Crenate, rounded notches — catnip, geranium, violet, etc. 2. Serrate or saw toothed — teeth pointing toward apex, elm, cherry, apple. 3. Dentate — asters, dandelion, hawk-weed. 4. Whole or entire margins — honeysuckle, lilac. 5. Wavy-dock leaves. II. Seeds What are they — their function. Recall the different ways in which seeds are protected and scattered. How are the dandelion seeds scattered? The clover? Make black-board classifications of seeds scattered in different ways; by man, by animals, by wind. Have pupils make collections of farm and garden seeds. Edible Seeds. 1. Peas, beans, rice, etc. 2. Cereals : wheat, corn, oats, rye. 3. Nuts : chestnut, walnut, hickory, etc. 4. Condiments : mustard, nutmeg, allspice. Seeds used for mahing drinks. Coffee, chocolate bean. For Oil. Flax, cotton seed, almonds. Harvesting seeds. Commercial value. III. Fruits What fruits are now ripe? Summer fruits. Talk about color and form of various fruits. Bring speci- FRUITS 70 THE THIED SCHOOL YEAE mens to class. What are fruits — berries — vegetables? Compare. Eecall what children have learned of stone fruits, fleshy fruits, dry fruits. Use of fruits — to reproduce plants — for food and medicine. Value and use as food. After considering home fruits, discuss imported fruits. Prunes are dried plums. Dates — dried fruit of a palm. Raisins are fleshy grapes dried. Dried currants are the raisins of a small grape. Pineapples, like raspberries and blackberries, are many fruits grown together in one. The orange is a berry Tomato, egg plant, squash, pumpkins, cucumbers, string beans, are fruits, commonly called vegetables. SPECIAL STUDY OF FRUITS : GRAPE, PEACH I. The Grape. . 1. General appearance. Form — size — color. 2. Parts of the grape. Skin, — color — surface — use. Pulp,— color — fibrous — juicy. Seeds, — number — color — form — how fastened. 3. The cluster. Appearance — how grapes are fastened — how attached to the vine. 4. Kinds of grapes. 5. Uses. 6. How grapes are cultivated. Vineyards. 7. Ripening season. How marketed. OCTOBER 71 11. Study the Peach. Compare these fruits with dry fruits — nuts. Observe peach tree during the year. FOODS Flesh making foods. Heat giving. What they are. Why we eat them. Unwholesome drinks. Bad effects of tobacco. Ill LITERATUEE AXD HISTORY LITERATURE About two weeks of this month will be occupied in presenting Euskin's ''The King of the Golden River." This is a literary classic of great beauty, written by a master of English prose. In it are illustrated, not deeds of daring and bravery, but many of those virtues and vices which come into the life of the child. Here greed, selfishness, dishonesty, cruelty, as illustrated by the actions of Hans and Schwartz, receive their merited punishment, while Gluck is rewarded for displaying those virtues which we would emphasize in our efforts to train the habits of the child. Present the story somewhat as directed in previous month, each main division forming a lesson. Let the first lesson be concerned chiefly with the old knowledge. Recall past related experiences which will prepare the way for the story. Connect the work with the month's study in geography. Show pictures of water-falls, mountain peaks, etc. Suggestive questions to be given each day after the 72 THE THIRD SCHOOL YEAR subject matter has been presented. How did Hans and Schwartz become so wealthy? What do you think of their treatment of the servants? Why were they called the "Black Brothers" ? How did Gluck differ from them in appearance? Had they any reason for treating him so unkindly? Jn this part of the story what shows that Gluck was thoughtful for others? etc. After all the new or "second step" material has been developed, there will be much opportunity for contrast and comparison. Assist the children to draw conclu- sions — to formulate the generalizations. By definite questions bring the thought of the children from the individual to the universal. The next and last step will be the application. This is most important. Lead them to see their duty along these lines. Oral and written reproduction will be discussed under the language work for this month. OUTLINE I. The Golden River. II. Treasure Valley. III. The Three Brothers. IV. South Wind, Esquire. V. The Golden Mug. VI. The King of the Golden River. VII. The Black Stone. VIII. The Two Black Stones. STORIES AND POEMS I. The Frost.— F. Gould. II. How the Little Water Drops Ran Away from Home. — Primary Education. OCTOBER 73 III. The Brook. — Tennyson. IV. The King of the Golden Eiver. — Rusl-in. Y. Faded Leaves. — Alice Carij. FADED LEAVES "The hills are hright with maples yet, But down the level land The beech leaves rustle in the wind As dry and brown as sand. "The clouds in bars of rusty red Along the hilltops glow, And in the still sharp air, the frost Is like a dream of snow. ^'The berries of the brier-rose Have lost their rounded pride; The bitter-sweet, chrysanthemums, Are drooping, heavy-eyed. "The pigeons in black wavering lines Are swinging toward the sun ; And all the black and withered fields Proclaim the summer done. ^'His store of nuts and acorns now The squirrel hastes to gain. , And sets his house in order for The winter's dreary reign. " Tis time to light the evening fire, To read 2;ood books, to sing 74 THE THIED SCHOOL YEAE The low and lovely songs that breathe Of the eternal spring." — Alice Cary. "In the still October wood We will wander, now, to-day; Nuts are dropping softly down, Scarlet leaves, and gold, and brown, Make the antnmn forest gay." "This is the way the leaves come down. Gently, gently falling. In gold and brown and crimson drest. Rocked by the wind, they lie and rest. This is the way the leaves come down. Gently, gently falling." "When the busy breeze Whirls the leaves, hear them sigh, Chilling days are these; Little folks, good-bye ! Summer's gone, good-bye !" " ^I'll tell you how the leaves came down,' The great tree to his children said; ^You're growing sleepy. Yellow and Brown, Yes, very sleepy, little Red; It is quite time to go to bed.' " "Children are we Of the restless sea. Swelling in anger or speaking in glee ; OCTOBER 75 We follow and race, In shifting chase, Over the boundless ocean space ! Who hath beheld when the race began? Who shall behold it run?" "Thus said Hiawatha, walking In the solitary forest, Pondering, musing, in the forest, On the welfare of his people. From his pouch he took his colors. Took his paints of different colors. On the smooth bark of a birch tree. Painted many shapes and figures. And each figure had a meaning. Each some word or thought suggested." A FALL SONG Golden and red trees Nod to the soft breeze. As it whispers, "Winter is near;" And the brown nuts fall At the wind's loud call. For this is the end of the year. Now the days grow cold. And the year grows old, And the meadows are brown and sear; Brave robin red-breast Has gone from his nest, For this is the fall of the year. 76 THE THIRD SCHOOL YEAR I do so softly pray At the close of the day That the children so dear May as purely grow As the fleecy snow That follows the fall of the year. — Selected, JACK FEOST HAXNAH F. GOULD. The Frost looked forth on a still, clear night, And whispered, "Xow I shall be out of sight ; So, through the valley, and over the height, In silence I'll take my way. 1 will not go on like that blustering train. The wind and the snow, the hail and the rain, That make such a bustle and noise in vain ; But I'll be as busy as they !" So he flew to the mountain, and powdered its crest, He lit on the trees, and their boughs he dressed With diamonds and pearls; and over the breast Of the quivering lake, he spread A coat of mail, that it need not fear The glittering point of many a spear Which he hung on its margin, far and near, Where a rock could rear its head. He went to the window of those who slept, And over each pane like a fairy crept: Wherever he breathed, wherever he stepped, OCTOBER 77 By the morning light were seen Most beautiful things ! there were flowers and trees, There were bevies of birds and swarms of bees ; There were cities, and temples, and towers; and these All pictured in silvery sheen ! But he did one thing that was hardly fair : He peeped in the cupboard, and finding there That all had forgotten for him to prepare, "Now, just to set them a-thinking, ril bite this basket of fruit," said he; "This costly pitcher I'll burst in three ! And the glass of water they've left for me, Shall HchicV to tell them I'm drinking !" — Child Life. HISTORY Let the first weeks of this month be spent upon work preparatory to celebrating the anniversary of the dis- covery of America, October 12. This will include a study of the life of Columbus and his voyage to the Xew World. Follow this with a study of the primitive people found here. Consider only the barbarous Indians, the class with which the early settlers came in contact. For their distribution in eastern United States see Fiske"s History. Do not spend time on the detailed study of the appearance and characteristics of the Indian, as this has been considered quite fully in the lower grades. Use the pupil's previously acquired knowledge in the 78 THE THIRD SCHOOL YEAR work of considering the Indian along the lines indicated in the outline. The special consideration of food in the geography work for the month will cause the children to be eager to decide just what food the Indian must have used under these primitive conditions. In discussing their shelter^ compare with the half- civilized class, studied in the second year. Contrast the long house of the barbarous with the Pueblo of the half-civilized. "Hiawatha's Childhood/' which is now being read by the pupils, is well adapted to aid them to under- stand the life development of this people. Who was Hiawatha's teacher? About what did he learn? etc. Let this work be followed by a study of the first permanent English settlement here. By means of simple black-board sketching during the lesson, this can be made very attractive to the children. Some of these sketches may be copied for the chart. The girls and boys are much in sympathy with this subject, entering into it with real enjoyment, so that two weeks may very profitably be spent upon it. As, according to Mr. Fiske, there is no special reason for discrediting the story of Pocahontas, relate this thrill- ing incident while concerned with the marvelous work of John Smith. One of our most suggestive charts was an historic chart of "Early Virginia," containing pictures of Smith, the first houses, the first church, the stocks, etc. When pictures were not available for this use, sketches were made from different books on history. OCTOBEK 79 THE DISCOVERY OF AMERICA I. The Northmen.— Lief; Eric the Red. II. Necessity for new trade routes between Europe and Asia. III. Christopher Columbus. Early years — school life — sea life. His ideas concerning the shape and size of the earth. His plan to reach India. Attempts to gain aid for the voyage. IV. The Great Voyage. The fleet and crew ; caravels. V. Subsequent Voyages. VI. Condition of the New Country. VII. Inhabitants found there. What do pupils know of their appearance, cus- toms, etc. ? Recall previous study. Three classes of Indians: savage, barbarous, half-civilized. Special study of the second class — the one with which the early settlers came in contact. INSTITUTIONAL LIFE OF THE BARBAROUS INDIANS Inhabited all of North America East of the Rocky Mountains. I. Home Life. 1. Food — Indian corn, beans, pumpkins, fish, wild animals. 2. Shelter — round house; long house. 3. Clothing. 80 THE THIED SCHOOL YEAE II. School Life. 1. Nature — the teacher. 4. The Indian moons. III. Eeligious Life. 1. The Great Spirit; happy hunting grounds. 2. Worship of dead ancestors and powers of nature. 3. Eeligious ceremonies; sacred animals and emblems. IV. Industrial Life. 1. Fighting, the chief business; hunting; fish- ing. 2. Agriculture — raising corn and vegetables. 3. Manufacturing — potter}', pipes, stone tools and weapons, coarse cloth. V. The Government Life. 1. The clan — composed of related families. Elected its sachem and war chiefs. Houses and food belonged to the clan. Weapons and trinkets the only private property. 2. The tribe — ^^composed of a number of clans. The tribal council. THE VIRGINIA COLONY I. The Founding of Jamestown. 1. When founded? Why? 2. Number and character of the settlers. II. Relative Position of A^irginia; Geographical Features. III. Growth of Colony — Institutional. 1. Sickness and Indian troubles; John Smith . — Pocahontas. OCTOBER 81 2. Xew colonists; Lord Delaware, Sir Thomas Dale. 3. Lines of development : a. Home life — houses — furniture — food, etc. h. Business life; communism; slavery; occupations — building houses, bridges — trading with Indians — raising corn, tobacco, etc. c. Schools — delay in establishing — first college. d. Religious life — first church a board fastened between trees. Church of England. e. Government; charters. First governors — laws, punishments — ducking stool, stocks, etc. lY LANGUAGE Continue the oral and written work as in the pre- ceding month. Aim to break up bad habits, e. g., double negative — "I hain't got no pen.'' Substitute. a correct expression and provide frequent occasions for its use. Teach the correct use of is and are, was and were, has and have, by questions which will call these words into use. Give frequent dictation exercises. Eead the entire sentence — it is the unit of thought and must be so recognized. Require the correct use of the capitals and the punctuation marks used during the previous year. Teach the use of the comma as separating words 82 THE THIED SCHOOL YEAR of a series. Prepare exercises similar to the following, which is formed from the work in literature. LANGUAGE "tHE KING OF THE GOLDEN RIVER " Each day have the children reproduce a definite division of this interesting story orally, and then require them to write it. First let the work be the answers to definite questions — later, when thoroughly familiar with the subject matter, they may discuss short divisions by topics. By this method accuracy of statement and orderly arrangement are best secured. This also simplifies the work of the pupil, aiding him to become more fluent by making it unnecessary for him to stop and think of what should come next. This story affords excellent opportunity for writing character sketches, and is admirably adapted for illus- trative work. The children will enjoy sketching the persons and scenes as they appear to thejn. Suggestive language exercises for written work : 1. Tell about the Golden Eiver. 2. Describe Treasure Valley. 3. What kind of men were Schwartz and Hans? 4. Tell all you know about Gluck. DICTATION EXERCISE — NATURE STUDY AND GEOGRAPHY Apples and peaches are used for food. We eat fruits, grains, and vegetables. Apples, peaches, pears, and plums are fruits. Corn, wheat, oats, rye, and barley are grains. Houses are built of wood, stone, brick, and marble. We make clothing of cotton, linen, silk, wool, skins, and furs. OCTOBER 83 SENTENCE EXERCISE — HISTORY Columbus hunting grounds voyage stone hoe Indians pipes barbarous trinkets long-house coarse cloth weapons domestic animals buffalo clan-sachem Ex. I. Write full answers to these questions. 1. Why did the London Company wish to send settlers to America? .2. How many came to the river which they named the James river? 3. What kind of men settled Jamestown? 4. How did the Indians treat them.? 5. What caused so many to become ill? 6. How did John Smith save the men from starving ? Ex. 11. Write eight statements about John Smith. Ex. III. Tell about the work of the colonists. Use the words, — houses — food — clearing land — building bridges — tobacco — trading — slaves — Indian corn. VIRGINIA Pupils write statements. 1. First houses. 2. Furniture. 3. Food. 4. Clothes. 84 THE THISD SCHOOL YEAR After fifty years. 1. Houses. 2. Furniture. 3. Food. 4= Clothes. READING Class Work. "Columbus." — Stepping Stones to Literature. "Hiawatha's Childhood." — Riverside Series. Selections from Ward's Third Eeader. Graded Poetr}- — Third Year. Seat Reading. "How the Milkweed Seed Took Wings," etc.— Autumn Series. — All the Year Round. Sight Reading. •••How the Leaves Came Down." — Susan C ootid ge. ''Faded Leaves." — Atice Gary. Ihonic ^Yorl•. Daily drills throughout the year. \ XUMBEE Continue the work in measuring, as a real knowledge of distance can be acquired only by actual measurement. Let this work be a part of the study of home geography. Have the pupils measure buildings, campus street, fences, etc., using yard stick, tape line, or ten-foot polo as units of measurement. Develop rod and use as a unit of measurem.ent. x\lthough the detailed study is limited to certain numbers for each month, this must not interfere with OCTOBER 85 the incidental use of higher numbers in these exercises in measuring. Use number facts previously acquired. Develop numbers from thirt}' to forty, emphasizing those which occur in the tables. Give much actual use of numbers before expecting the children to give defi- nite results from memory. In learning the combina- tions the child must make haste slowly. Give much practice in rapid combinations of numbers. Require the pupils to write the third table and repeat in tabular form. Find relations of measures — dry measure: quart, peck, bushel. Give concrete problems related to the work of the month — values of fruit, seeds, etc. How many tens do you find in the number tnirty? Add two units to these tens — what do we call this number?. Develop facts by board illustrations. Rectangles: 2x16; 4x8. Draw line 1 eight inches long; draw lines 2, 3, and 4. Discover and state ratios of these lines. The eight- inch line is what part of the 32-inch line, etc. ? ' The number 36. Draw a square 6 in. on a side. Find area^^eri- meter. Draw an oblong rectangle that shall contain 36 sq. inches. Find perimeter. The length is what part of the perimeter?— the width? 86 THE THIRD SCHOOL YEAR VI THE AETS MUSIC. Exercises in Double Measure. Beats, Accent and Measure. Autumn Songs. "Good-Bye to Summer." "Come, Little Leaves." "Jack Frost." "Little Boy Blue." ILLUSTRATIVE AND FREE-HAND DRAWING Hiawatha's Childhood — illustrate. Indian long house; round house. Geographical elements — see geography study. Leaves showing parts and veining. Continue drawing from objects resembling the type forms of the preceding month. Select objects fine in form and color and see that the pupils really draw from observation. Aim to secure large free drawings. A writer on the subject of form study says : "The teaching of form does not so much mean the teaching of any clear, definite form in its mathematical precision as the teaching to find the beauty, utility, fitness to purpose, of any and all forms." She uses these exer- cises for developing the imagination : The hemisphere holds or contains — covers or pro- tects. Lead the child to make discoveries. The flower cup holds the dew. The seed cup holds the seed. The acorn cup holds the acorn. The bird's nest holds the little ones. BORDER PATTERNS— LEAVES 88 THE THIED SCHOOL YEAR COLOR study; brush drawing with color. Connect with the study of autumn changes. Study the natural colors found in the fruits and the foliage. Wliat are the predominating colors at different seasons ? Let the pupils compare these natural colors with the pigmentary colors of the colored papers. Ask them to find standards in the fruits and leaves — to match shades and tints. Have them make brush drawings of these o1)jects, employing pigments or water colors to represent these natural colors. CLAY MODELING Geometrical forms studied. Fruits and leaves. CONSTRUCTIVE WORK Mount leaves and arrange on charts, grouping as to shapes and margins. Make seed trays of different shapes and dimensions using card board or heavy paper. PICTURE STUDY The Grape Eaters; Fruit Venders. — Murillo. Life sketch of Murillo Van liyck; Baby Stuart; Children of Charles I. BABY STUART VAN DYCK 'And now/' said the Governor, gazing Abroad on the piled-up store Of the sheaves that dotted the clearings. And covered the meadows o'er. ii ? Tis meet that we render praises, Because of this yield of grain; 'Tis meet that the Lord of the harvest Be thanked for His sun and rain." I GEOGRAPHY This month the work in home geography is concerned with the town and the business life of the people. Connect this work with that of the preceding month. The children have been led to see that while the earth furnishes the materials which man needs, work leads to the supplying of his necessities. They have studied one branch of industry in con- nection with their work on food. Eecall the trip to the farm. What products are obtained from the farm, garden, etc. Based upon the occupation of the home people, dis- cuss the other chief branches of industry — manufactur- 89 90 THE THIED SCHOOL YEAR mg, mining, commerce. Develop the generalizations: manufacturing is making articles. Mining is taking minerals from the earth. The business of exchanging goods or buying and selling them for money is called commerce. Show that all the home people are engaged in some form of industry. Eecali something of the business life of primitive people. Show improvcment>i in various forms of industry since our grandfather's day. Use pictures and board illustrations. Compare our articles of food and clothing, and our buildings with those of early times. Show the advantages of exchange of labor; something of its development and extent. Lead the children to see the dependency of man upon his fellow men. OCCUPATIONS OF HOME PEOPLE Manufacturing. Study in a general way the manufacturing of the town of California. "What factories, mills? Who are engaged in this industry? Discuss this great inelustry along the Monongahela — glass works, steel and iron works, etc. Articles we use that were manufactured in distant places. For special work study flax and the making of linen. Mining. Products of the mine. To what extent carried on in .California. Locate some mines of this vallev. NOVEMBER 91 Articles we use that were mined in other plaees. Special work on coal later. Commerce. What products of farms and gardens are sent aAvay from this village. Name some articles which we receive from other places. List of articles farmers and manufacturers want which they do not produce. Who are engaged in exchanging goods? Our trade routes — railroad — river — common roads Compare these means of transportation. MAP-DRAWING The child has already made maps of the school-room and school-grounds, and has had lessons upon direction. Lead him to acquire a real knowledge of distance. Give much practice in estimating distance, and in measuring by using different units ; this will prepare for the work of map-making. Require the plan of the home village, California, drawn to a given scale. The points of the compass may be fixed definitely from the school-house by the direction of the street and the railroad. Have the principal streets, the railroad, and river located, also the chief business places and important buildings. MANUFACTURING SPECIAL. For special industrial work in our line of geography study, the subject of manufacturing linen has been selected for this month. The various processes are quite within the grasp of the child, and he finds the subject full of interest. 92 THE THIED SCHOOL YEAR Recall what children have learned in previous years concerning wool and cotton. Have pictures of rippler, brake, scutching frame, weaving machine. Tell something of the history of this industry. Flax was cultivated from the earliest times. The Egyptians in the time of Joseph practiced the art of spinning flax. Solomon purchased linen yarn in Egypt. The mum- mies of Egypt were wrapped in linen. Present a separate division of the subject each day. Compare methods of preparing other clothing materials. On the chart place children's language work and draw- ings; linen fibre, thread, coarse and fine cloth, etc. FLAX — LINEN Material. — Linen cloth, thread, tow, raw flax, seed. OUTLINE OF TOPICS I. The Flax Plant. 1. Where found — soil. 2. General appearance. a. Stem — smooth, slender — branching near top; fibrous bark. h. Leaves — small, distant, lanceolate. c. Flower — beautiful blue in color, rarely white — develops into pods. d. Seeds — brown — oval — oblong — flattened at one end — ten in pod. IL The Harvesting. The crop is pulled up by the roots when seeds begin to fall. Roots are all laid one way. III. Preparation for Spinning. 1. Rippling — tearing off bolls or capsules by NOVEMBEK 93 pulling stalks through teeth of an iron comb. 2. Eetting or rotting — separating fibre from woody core or boon. Small loose bundles are steeped in water till boon begins to rot — time, eight to ten hours. It is then spread upon grass to dry. Dew retting is conducted entirely upon the grass. 3. The brake. — The dry flax is again bundled and passed through a brake or revolving rollers, to crack the woody fibre still re- maining. 4. Scutching — freeing the flax from the broken woody matter. It is placed in a slit in the scutching frame, where it is struck with a flat sword until the fibre is clear. 5. Heckling or combing removes all dirt and arranges the fibres in a parallel order. The fibre is now soft, fine and silky looking. IV. Spinning. The fibre is spun into yarn after it has been sorted into different grades. Skeins of three hundred yards are called leas. Ten leas make a hank and twenty hanks a bundle. V. Weaving. The yarn is woven into cloth on a kind of machine called a loom. VI. Uses of Linen. Used to make articles of clothing, table cloths, towels, thread, lace, paper, etc. 94 THE THIRD SCHOOL YEAR VII. Compare linen with other kinds of cloth used for clothing.. Cotton. Cotton is raised in almost all warm countries. It requires a warm climate, free from frost about one-half of the year. Much moisture is necessary while the plant COTTON BLOSSOM is growing. The best quality of cotton is raised in the southern portion of the United States. Texas, Missis- sippi, Georgia, Alabama and South Carolina are cotton states. Cotton is planted about the last of April or the first NOVEAIBER 95 of May. It is planted in ridges which are made by throwing two furrows together. Two kinds are raised in this country — the upland or short staple and Sea Island or long staple. COTTON LEAF AND BOLL The plants vary greatly in height ; they usually range from two to six feet, but have been found to grow much larger. The height of the plant depends upon the char- acter of the soil, the season, and the kind of cotton. 96 THE THIRD SCHOOL YEAR The large, beautiful leaves are shaped something like the hollyhock and are of a soft, satiny green. About the middle of June the plant begins to blos- som. The first day the blossoms are of a creamy white PICKING COTTON color. On the second day they change to a pale rose color. Soon they drop off and the bolls appear. The seed pod or boll is about as large as a bean. In six weeks it is as large as a small peach. The snowy NOVEMBEK 97 puff of cotton foririvS a nice covering for the growing seeds of the plant. Some of the bolls are ripe and ready for picking in July. The picking season lasts for several months, sometimes extending until nearly Christmas. The cotton is carried in wagons to the gin where it is separated from the seed and packed into bales which weigh about five hundred pounds. II NATURE STUDY The aged Indian Michabo, having taken his pipe and smoked until the air is full of smoke, has now gone to sleep. We call these beautiful days the Indian summer season, and we know that Nature, too, is preparing for her long sleep. In previous years the child has been led to see how carefully and wisely plants and animals prepare for this long resting tine. Recall this knowledge and connect with the study of autumn changes during last month. What have children learned of man's preparation for winter? What fruits and vegetables are now being stored aw^ay? Where are they being stored? Study vegetables or fleshy roots as food. Connect with the October work on food. ROOTS AND TUBERS AS FOOD What parts of the plant have pupils used for food? Seeds — leaves — fruits, etc. The root is the most im- portant part of the plant. 98 THE THIRD SCHOOL YEAR Uses. Holds plant in the ground. Gathers food from the air and the ground. Store-houses of the early blossoms. Food for man and animals. Fleshy Roots. Turnip, beet, parsnip, radish, carrot, etc. Structure. Of what composed — parts — form — color. Discuss the general appearance of the plant — seed — when sowed — time necessary for maturing. How prepared and used as food. Compare the different vegetables. Compare with fruits — with fibrous roots. How is this food stored away? What roots or vegetables are now stored in the cellar ? ANIMAL COVERINGS — THE SKIN What changes do we make in our clothing as winter approaches ? Changes made in animal coverings. Adaptation of animal coverings to their modes of life. SKIN OF THE HUMAN BODY Use, structure, care of the skin. Ill LITEEATITEE AXD HISTOEY LITERATURE At this time, as a part of the Thanksgiving literature, several poems are given which will require more critical interpretative study than has heretofore been deemed VEGETABLES LOFC. 100 THE THIED SCHOOL YEAR necessary for some of the simple nature poems which have been presented. Many of the suggestions given for the study of the story in previous months will serve here. Suggestions for study of "The Landing of the Pil- grim Fathers." Teacher s Preparation. Divide the poem into its respective stages. Discover the underlying thought of generalization. Note what application can be made. Make a line or thought analysis. Note adaptation of language to the character of the poem. Decide upon what word and blackboard illustrations to use — what pictures. Presentation. Eecall children's knowledge of this historical event, supplying such material as will help to form a good setting for the poem. Lead them to note what part of the poem forms the introduction — where the story or incident begins. What is the picture given in the open- ing stanzas — make mental picture vivid by graphic description of existing conditions. Why do you know the storm was heavy? Question concerning "breaking waves," "rockbound coast/' "giant branches." After developing difficult and doubtful words and phrases, call attention to elements of subject matter. Contrast the coming of the conqueror and the coming of the "flying" with the manner in which these Pilgrims came — third and fourth stanzas. Which stanzas tell of the people who came — note different classes of people. Discuss various objects which might have brought them from their homes. Bring out distinctly their real object in coming to this country — compare motives which NOVEMBEK 101 influenced early Jamestown settlers. Did the Pilgrim Fathers find what they sought here? How did they leave it for us? POEMS Thanksgiving Poems. — Whittier. A Song of Harvest. The Corn Song. The Landing of the Pilgrims. — Mrs. Hemans. The Mountain and the Squirrel. — Emerson. From "For an Autumn Festival." — Whittier. Once more the liberal year laughs out O'er richer stores than gems or gold, Once more with harvest song and shout Is Nature's bloodless triumph told. Our common mother rests and sings, Like Ruth among her garnered sheaves; Her lap is full of goodly things, Her brow is bris^ht with autumn leaves. 'to^ This day,, with all its many joys. Has come to gladden girls and boys; The table's spread with bounteous store, How can we ever hope for more ! We wish that every one were gay Upon Thanksgiving Day ! — Wide Awake, 102 THE THIRD SCHOOL YEAR THAXKSGIVIXG The ripe, rosy apples are all gathered in, They wait for the winter in barrel and bin; And nuts for the children, a plentiful store," Are spread out to dry on the broad attic floor. The ^p'eat golden pumpkins, that grew such a size, Are ready to make into Thanksgiving pies ; And all the good times that the children hold dear Have come round again Avith the feast of the year. Now, what shall we do in our bright, happy homes To welcome this time of good times as it comes? And what do you say is the very best way To show we are thankful on Thanksgiving Day? The best thing that hearts that are thankful can do Is this: to make thankful some other hearts, too. For lives that are grateful, and sunny, and glad, To carry their sunshine to lives that are sad; For children who have all they want and to spare, Their good things with poor little children to share. For this will bring blessing, and this is the way To show we are thankful on Thanksgiving Day. NOVEMBER 103 TALKING IN THEIR SLEEP "You think I am dead," The apple tree said, "Because I have never a leaf to show; Because I stoop And my branches droop, And the dull gray mosses over me grow. But I^m alive in trunk and shoot, The buds of next May I fold away, But I pity the withered grass at my root." "You think I am dead," The quick grass said, "Because I have parted with stem and blade; But under the ground I am safe and sound. With the snow's thick blanket over me laid. Fm all alive and ready to shoot Should the spring of the year Come dancing here, But I pity the flower without branch or root." "You think I am dead,'' A soft voice said, "Because not a branch or root I own. I never have died. But close I hide In a plumy seed that the wind has sown. Patient I wait through the long winter hours — 104 THE THIKD SCHOOL YEAR You will see me again — I shall laugh at you then Out of the eyes of a hundred flowers." — Edith M. Thomas. STORY OF THE PILGRIMS Children, do you know the story Of the first Thanksgiving Day, Founded by our Pilgrim Fathers In that time so far away? They had given for religion Wealth, and comfort, yes, and more, Left their homes and friends and kindred For a bleak and barren shore. On New England's rugged headlands, Now where peaceful Plymouth lies; There they built their rude log-cabins, 'Neath the cold, forbidding skies. And too often e'en the bravest. Felt his blood run cold with dread; Lest the wild and savage red man Burn the roof above his head. Want and sickness, death and sorrow, Met their eye on every hand; And before the spring-time reached them They had buried half their band. But their noble brave endurance Was not exercised in vain : NOVEMBER 105 Summer brought them brighter prospects, Eipening seed and waving grain. And the patient Pilgrim mothers As the harvest time drew near. Looked with happy, thankful faces, At the full corn in the ear. So the governor, William Bradford, In the gladness of his heart, To praise God for all His mercies. Set a special day apart. This was in the autumn, children, Sixteen hundred twenty-one; Scarce a year from when they landed. And the colony begun. And now, when in late November Our Thanksgiving feast is spread, 'Tis the same time-honored custom Of those Pilgrims long since dead. We shall never know the terrors That they braved, years, years ago; But for all their struggles gave us. We, our gratitude can show. — Selected. SONG OF THE COTTON PLANT Sing, oh sing for the cotton plant! Bravely may it grow. Bearing in its seeded bolls Cotton white as snow ! 106 THE THIED SCHOOL YEAR Spin the cotton into thread; Weave it in the loom; Wear it now, clear little child, In yonr happy home ! When you've worn it well and long, Will it worthless be? No; a book made from this dress You yet, in time, may see. Sort the rags and grind to pulp; Weave the paper fair; Now it only waits for words To be printed there. Thoughts from God to man sent down May these pages show. Sing, oh sing for the cotton plant, Bravely may it grow ! May ten thousand cotton plants Spring up fresh and fair. That words of wisdom and of love O'er all the world shall bear. HARVEST IS COME Harvest is come. The bins are full, The barns are running o'er; Both grains and fruits we've garnered in, Till we've no space for more. NOVEMBER 107 We've worked and toiled through heat and cold To plant, to sow, to reap; And now for all this bounteous store Let us Thanksgiving keep. — Selected. For the fruits upon the tree. For the birds that sang of Thee, For the earth in beauty drest. Father, mother and the rest; For Thy precdous loving care, For Thy bounty everywhere, Father, we thank Thee ! Father, we thank Thee ! Father in Heaven we thank Thee ! — Mary Mapes Dodge. NOVEMBER The leaves are fading and falling, The winds are rough and wild. The birds have ceased their calling But let me tell you, my child, Though day by day, as it closes. Doth it darker and colder grow; The roots of the bright red roses Will keep alive in the snow. And when the winter is over. The boughs will get new leaves, The quail come back to the clover. The swallov/ come back to the eaves. 108 THE THIED SCHOOL YEAR The robin will wear on his bosom A vest that is bright and new, And the loveliest wayside blossoms Will shine with the sun and dew. The leaves to-day are whirling, The brooks are dry and dumb. But let me tell you, my darling. The spring will be sure to come. So, when some dear joy loses Its beauteous summer glow. Think how the roots of the roses Are kept alive in the snow. — Alice Cary. LOCAL HISTORY — TOWN OF CALIFORNIA I. Name. Why so called. Story of the gold discovery in the state of California. II. Location. On which bank of the Monongahela. Nearest towns and cities. Advantages of situation. III. Early History. 1. Indian life here. Eelics found. Burial ground. Characteristics of the tribe. The old Indian road. The Council. 2. The early settlers. Who they were; the first houses. 3. Town. — When laid out. Direction of streets. Size and value of the lots. NOVEMBEE 109 IV. Growth of California. — Institutional Life. 1. Homes. — Kinds of houses, etc. 2. Business life. — Early business life — mills, boat-yard, steam tannery, etc. Occupa- tions of the people to-day. Connect with the work in geography. Travel and trans- portation. Early modes of travel. — Horse- back, stage-coach, ferry-boat. Eoutes. — Historic Brownsville road, i. e., The Nat- ional Pike. Compare modes of travel and transportation to-day with those of early times. Compare travel by rail with travel by water. 3. School and school-grounds. The old Acad- emy. The Normal School. — The Model. 4. Church life. The first church. Growth in this line. 5. The government life. 1. The borough — what it is. 2. Officers and their duties. Burgess. Jus- tice of the Peace. School directors. Assessors. Other officers. SETTLEMENT. MASSACHUSETTS. Ideas of Massachusetts. The Pilgrims — recall previous study. Locate places on blackboard maps. Stories of Colonial Children. — Pratt. Colonial Schools. Their Sabbaths. Books, Newspapers. Indian Troubles. Hundred Years from the Settlement. 110 THE THTKD SCHOOL YEAR THANKSGIVING DAY — SIGNIFICANCE AND OBSERVANCE Festivals of the Israelites. Pentecost, or the feast of weeks. — Lev. 23. A festival for the harvest. Feast of Tabernacles. — Dent. 16. A special thanksgiving for the safe ingathering of the crops. The Pilgrim's first Thanksgiving. Our Thanksgiving Observance. IV DUMBER Have the children make constant use of the number ideas previously gained. Develop the nevr numbers to fifty, devoting the time chiefly to numbers 42, 48, and 49. Before making maps of the school room and the town give the pupils considerable practice in the use of scales in drawing, e. g., one inch to one foot; one- eighth inch to a foot; one-half inch to one yard, etc. For the map of the village of California, a drawing of convenient size can be made by allowing one inch to represent the length of a square. Let the practical problems be concerned largely with the buying and selling of fruits, vegetables, and articles of clothing. Bring in units of measure that the chil- dren may see the actual amount — make drawings show- ing their comparative sizes. For helpful suggestions in the use of concrete problems see "Speer's Primary Arithmetic.'' Give the children opportunity to make problems. Ask for ratios of numbers — parts to whole. NOVEMBEE 111 Have the fourth table constructed and repeated. Give exercises in counting by given numbers — by threes^ fours, etc. Examples. Let line A represent one peck; draw B representing one-half bushel, and C one bushel. Line A is what part of line C? The cost of a peck is what part of the cost of a bushel? At ten cents a peck what will a bushel of turnips cost? What will three- fourths of a bushel cost? ,, If a bushel of potatoes cost 48 cents, what will a peck cost? What will a half-bushel cost? At six cents a half-peck how many pecks of potatoes can you get for 48 cents? V LANGUAGE Have much oral work in narration and description. Give frequent opportunity for the use of this, that, these, those, and simple verb forms, e. g., grow, grows; raise, raises. Let the children describe an act, e. g., harvesting or threshing of wheat. Help them to use new words by substituting a new or an unfamiliar word for one in common use. After the different subjects have been developed and the generalizations well formulated orally, have them carefully reproduced in writing, using blackboard questions as before directed. DICTATION EXEECISE^ — STORING FOOD The farmer stores grain in the granary. 112 THE THIED SCHOOL YEAR Farmers store beets, turnips, and potatoes in the cellar. They bury cabbage in the ground. Apples, too, are often buried. Mr. White buries apples in his garden. The farmer raises many grains. Some farmers raise corn, wheat, rye, and barley. SPELLIXG As spelling is such an important part of education it is necessary that we assist the pupil to secure the ability to become a good speller. We can best do this by aiding him to develop what has been called the "spelling mind,'' or a mind having a distinct mental picture of words. Spelling, therefore, becomes the study of form — lessons in sense perception, rather than the memorizing of letters which go to make up the words. It is our aim not to treat this branch of school study as an isolated subject but as a vital part of all other subjects. As each subject is developed, the words re- lating to it are taught. From a line of work, such as nature study, we classify or group these words into those relating to insects, leaves, flowers, fruits, etc. The pupil is required not only to pronounce and write these words but frequent opportunity is provided for their use. At this period of the child's school life we wish to aid him to build a good working vocabulary — to this end we omit all those words which have no part in his life and can not be so assimilated as to become necessary to him. NOVEMBER 113 SENTENCE EXERCISE CLOTHING 1. Sheep — wool — rolls — yarn — cloth. 2. Cotton plant — cotton bale — yarn — muslin. 3. Cocoon — silk thread — skein — ribbon-^dress goods. 4. Flax plant — fibre — linen thread — cloth — lace. 5. Otter — beaver — ermine — fiir — seal skin. THE TURNIP Mamie Cross, age 8. (Answers to written questions.) The turnip is a fleshy root. It takes it two years to go to seed. The parts of the turnip are the skin and the flesh. The form of the turnip is flat and round. I can say that some turnips are red on the top and white on the bottom. The color of the turnip is white and red. We use the turnip in the fall. We bury the turnips and put them in barrels. SELECTIONS FOR READING Class Work. "The Flax." — Ha?is Anderson (adapted). S. S. L. "The Flax Flower."— /S. S. L. "Hiawatha's Fasting." — Riverside Series. Seat Reading. — Autumn Series. "Frost Pictures." "Little White Fairies." "Winter Quarters." "Yearly Travelers.^' Sight Reading. "Story of the Filgnms.''— Booklet— Ed. Pub. Co. 114 THE THIED SCHOOL YEAR VI THE AETS THAXKSGIVIXG SOXGS Over the Mountain Wave. The Corn Song. — Whittier. The Landing of the Pilgrims. — Mrs. Hemans. A Child's Thanksgiving. Exercises in triple and quadruple measure. DRAWING Map drawing — home geography. Subjects relating to the manufacture of linen. Illustrate "Story of the Pilgrims." PAINTING Designs for prints — related to study of clothing. Vegetables: beet, turnip, carrot, etc. CLAY MODELING Objects resembling the type forms. Model vegetables studied. PICTURES The Embarkation of the Pilo^rims. The Landing of the. Pilgrims. John Alden and Priscilla. CHART WORK Chart of painting and language work. Thanksgiving chart containing pictures and illus- trated stories by the children. "Free as the mountain air, Bright as the morning dew. Tender, calm, and fair. May Christmas come to you." I GEOGEAPHY AND NATURE STUDY COAL AND MINING In accordance with the plan of having the child's environment furnish the subject matter for his mental development, the subject of coal and mining has been selected for this time, the general study of occupations having prepared the way for detailed work upon this industry. As the town of California is situated in the soft coal district, one mine being within a few rods of the school buildings, the children already have the deepest interest in this subject. Lead the children to talk freely about coal, mines, and miners. Have them determine the qualities of coal by handling, observing it burn, etc. Give a simple account of the plant nature of coal and of the processes of heat and moisture which gave it its present form. Make a diagram of a mine showing main shafts and passages. Use pictures and drawings. Material. — Specimens of different kinds of coal, coke, charcoal, peat. 115 116 THE THIKD SCHOOL YEAR GENEBAL PLAN OF AVORK I. Characteristics of Coal. 1. Properties. — Color^ structure, luster, etc. 2. Traces of organic structure. 3. Compare different kinds of coal. 4. Character of coal beds. II. How Coal is Obtained. 1. Appearance of a coal mine. 2. The work of miners. Tools. The motor. 3. The Davy lamp. Gases and ventilation. III. Uses of Coal. IV. Commercial Value and Transportation. EVERGREENS In our search for concrete material for nature study we can find no more interesting work for the Christmas season than the study of evergreens. Many of these trees are in the campus and about the homes of the children. What do children know of them? Teach them to recognize more varieties. Beauty of the evergreens. Value to birds and animals. Use at Christmas. Use as shade trees. Compare with other trees. Study the parts of the evergreen. For class work have branches, buds, cones. I. Needles. Why called. Color, shape, size, arrangement. Adaptation to winter — compare with leaves. DECEMBER 11. Buds. Where found — number. How protected. Use. 117 CONE AND BRANCH III. Cones. How made up — character of scales and seeds. Color, shape and size of the cone. Why called fruit — compare with other fruits. 118 THE THIKD SCHOOL YEAR SNOW I. What Snow Is (frozen water). 11. Characteristics of Snow Crystals. Color — shapes — number of sides. Give out light — prismatic edges give colors of the rainbow. Fill more space than water. III. Uses of Snow. Stores moisture^ melts and irrigates dry places. Protects roots of plants. Snowflakes collect dust and leave the atmos- phere pure. lY. Pleasures Afforded by Snow. Makes the winter season beautiful. Furnishes opportunity for sleighing, coasting, etc. y. Where it Never Snows. VI. Where There is Snow All the Year. Connect with geography work on cold countries. II LITERATURE AND HISTORY LITERATURE Stories and Poems. The North Wind and the Snow Princess. — Garden and Field. Whittier — Biography and Birthday Observance. In School Days. The Birds' Christmas Carol. — Wiggin. Christmas Poems: The Lonely Pine Tree. — All the Year Round, The Sparrows. — Celia Thaxter. Christmas Carol. — Brooks. DECEMBEE 119 JOHN GREENLEAF WHITTIER I. Early Life. 1. Birthplace near Haverhill, Mass., Dec. 17, 1807.— The Quakers. 2. Greenleaf s play — horses — sheep — playing king — thoughts about brooks, leaves, grass. 3. Work on the farm — preparing wool and flax for weaving. 4. His school — the school-house; story told in "In School Days." 5. Love of Books — Burns' poems. 6. Whittier's verses — Mr. Garrison. IL Student and Teacher — Haverhill Academy. III. Life in Boston — studying — reading — writing poems. IV. Editor in Hartford — return to farm. V. Removal to Amesbury. Poems : "Snow Bound," "In School Days." VL Life at Oak Knoll. Friday, the squirrel; David, the mocking-bird; Whittier's dogs. VII. The "Whittier School." The poet's death. Why we love to read his poems. 0, LITTLE TOWN OF BETHLEHEM 0, little town of Bethlehem, How still we see thee lie, Above thy deep and dreamless sleep, The silent stars go by; 120 THE THIKD SCHOOL YEAR Yet, in th}^ dark street shineth The everlasting Light; The hopes and fears of all the years Are met in thee to-night. For Christ is born of Mary, And gathered all above While mortals sleep, the angels keep Their watch of wondering love. 0, morning stars together Proclaim the holy birth, And praises sing to God the King, And peace to men on earth ! — Phillips Brooks. CHRISTMAS MOEXING "The bells ring clear as bugle note. Sweet song is filling every throat, 'Tis welcome Christmas morning! 0, never yet was morn so fair, Such silent music in the air, ^Tis merry Christmas morning ! "Dear day of all days in the year. Dear day of song, good will and cheer, ^Tis golden Christmas morning ! The hope, the faith, the love that is, — The peace, the holy promises, 'Tis glorious Christmas morning !" — Joaquin Miller. DECEMBEE 121 A merry Christmas, children all, Eich and poor, large and small. To north, to south, to east, to west, In every land where Christ is guest, A merry, merry Christmas ! — Youth's Campanion. When sprays of holly deck the hall And evergreen festoons the wall. When berries red roll on the floor, ^/. .= And bitter blasts blow through the door, When all outside is white with rime — Ah ! then we know 'tis Christmas-time ! — Harper s Young People. ^Sweetly Christmas bells are ringing. Through the morning air; Peace and joy, good tidings bringing. Gladness everywhere." For little children everywhere, A joyous season now we make; We bring our precious gifts to them Even for the dear child Jesus' sake. — Phoehe Gary. Out of the bosom of the air, Out of the cloud-folds of her garments shaken, Over the woodlands brown and bare. Over the harvest fields forsaken. Silent and soft and slow Descends the snow. — LongfeUoiv. 122 THE THIRD SCHOOL YEAR This is the way the snow comes down. Softly, softly falling: So He giveth His snow like wool, Fair and white and beautiful. This is the way the snow comes down. Softly, softly falling. — Selected. When the snowflakes, whirling downward. Hissed among the withered oak leaves. Changed the pine trees into wigwams, Covered all the earth with silence. — Longfellow, Delve in the mellow mold Far, far below. And so, Little evergreens, grow! Grow, grow ! Grow, little evergreens, grow! "I am clad in needles, Hateful things V he cried, "All the trees about me Laugh in scornful pride; Broad their leaves and fair to see; Worthless needles cover me." — The Discontented Pine. "Stood the groves of singing pine trees. Green in summer, white in winter. Ever sighing, ever singing." DECEMBER 123 And the larch with all its fibres, Shivered in the air of morning, Touched his forehead with his tassels, Said with one long sigh of sorrow, "Take them all, Hiawatha." — Longfellow. "0, Pine tree ! 0, Pine tree ! How true are thy branches ! Green not alone in summer time. But in winter's frost and rime ! 0, Pine tree ! 0, Pine tree ! How true are thy branches !" "If Mother Nature patches the leaves of trees and vines, I'm sure she does her darning with needles of the pines ; They are so long and slender, and sometimes in full view. She has her thread of cobweb and thimble made of dew/' HISTORY Let the history of the Christmas season center about the Bible story of Christ. Discuss Christmas manners and customs in our own and in other lands. Give ideas of Bible Lands. Eecall what children have already learned concerning the Holy Land. Tell of the im- portant part this country once played in history. Con- trast its condition to-day with that of the time when Rome counted it her richest province. Tell of the ruin produced by nations which envied its beauty and fer- tility. Give ideas of its position and extent — area a 124 THE THIED SCHOOL YEAR little larger than that of Massachusetts. Sketch simple map locating the Jordan Eiver, Dead Sea, Bethlehem, Nazareth, Jerusalem, etc. towers — pools — churches — monasteries. Via Dolorosa, Joppa or Jaffa. — Xoted seaport — approach to Pales- tine. Wealth of Tyre and Sidon brought through here. Visited by many pilgrims. Home of Dorcas. Reputed house of Simon the Tanner. Many nationalities rep- resented. Noted market — fruits, fish — "Jaffa oranges." Box shaped limestone houses — flat roofs — no chimney — no windows — no sidewalks — streets winding, narrow, carriages cannot enter. Dense population — people of all types. Zion. Mount of Olives. Damascus gate — most sacred street, believed by many to be the route along which the Saviour bore His cross to Calvary. Bethlehem. — About six miles, or a Sabbath day's journey from Jerusalem — historic route — ragged hill olive groves. Bethelehem to-day. Shepherds still graze their sheep on the plains. Population about six thou- sand. Chief business making beads of mother of pearl, and pearl paper cutters for pilgrims. Houses built of stone — usually one story — without yards or gardens. The stables are caves. Church stands over the stable where it is said Christ was born — much changed by decoration — visited by pilgrims. Christmas here is a day of joy and feasting. Jerusalem. — The Holy City, Mount Zion, The City of David, The City of the Cross, The City of Peace. " Thirty-three miles from Joppa — trains have taken place of saddle horses and coaches. A city set on a hill — see Bible references to beautiful situation. Deep ravines on three sides — a fortified city. Enclosed by a 126 THE THIED SCHOOL YEAE wall two and a half miles long. Walls about thirty- eight feet high, marked at intervals by projecting towers. Ill NUMBER Develop and use all the important number facts from the number 50 to 60, dwelling longest on numbers 54 and 56. Strive to secure speed and accuracy in the operations of the fundamental rules. To this end give much prac- tice in the rapid combinations of numbers. Use com- bination cards and devices. Point to figures in columns on the board, asking pupils to give the sum promptly. Give exercises in adding and subtracting upon the same plan. Continue adding and subtracting by given numbers. The different exercises suggested, by cultivating close- ness of attention, promptness and rapidity in making combinations, will be of the greatest practical value to the child, as in real life this is the line of work he will be called upon to use. Moreover, this Avor}s: is never drudgery but is entered upon with the keenest zest and enjoyment on the part of the child ; therefore, there is no reason why we should fail to give him this oppor- tunity to gain power and mastery by the skillful use of numbers. Continue the development and use of numbers in constructive work — making the card-board Christmas gifts, book covers, etc. Use various scales both for board and seat work. Rectangles: 6x7, 4x11, 6x8, 7x7. As the subject of coal forms the basis of the geogra- DECEMBEE 127 phy work for this month, let the concrete examples be concerned with the buying and selling of this fuel. Ask children to quote prices of coal. What is the cost of coal per bushel? What does it cost per ton? Discuss prices here compared with those of regions remote from mines — cost of transportation. Give simple problems of gain and loss — problems concerning the wages of miners. Have pupils write examples : Write a problem about 7 bushels of coal at cents a bushel. Write a problem about 12 tons of coal at dollars a ton. Continue the construction of tables. Add by fours to sixty. Begin with two and add by 4's. — Begin with three. Begin with 60 and subtract by 3's. Begin with 60 and subtract by 6's. IV LANGUAGE Continue the oral and written work, still using the sentence as the unit of composition. Arrange lessons upon coal, evergreens, etc. While punctuation and capitalization are taught in- cidentally throughout the year, it cannot be done in a haphazard way, but must be orderly and systematic, each dictation lesson or other language exercise having a special aim. At this time teach the use of the quotation marks and the capital letter as used in personification. Let 128 THE THIED SCHOOL YEAE the pupils apply this knowledge by punctuating sen- tences arranged from reading lessons. Continue to emphasize the use of verb forms, as cost, costs, in order to eliminate very common errors. After the children have read such simple poems as "The Good Little Sister," ask them to write the story. Ask them to read it again and see if they cannot im- prove upon the first writing. THE CONE (Pupils written answer to black-board questions.) Cones are found on some evergreen trees. The cone is the fruit of the tree. The color of the cone is a light brown. Some cones are five inches long. The outside of the cone is made of scales. The seeds are in the cone. The scales protect the seeds. The seeds are scattered by the wdnd. When the cone gets ripe it falls off. When the cones get wet the scales close up. DICTATION EXERCISE (From reading lesson.) 1. "Lay aside your cloak, Birch Tree !" 2. "Give me of your boughs, Cedar!" 3. "Give me of your roots, Larch Tree !" 4. "Take them all, Hiawatha!'' 5. "Give me of your balm, Fir Tree ! Of 5^our balsam and your resin. So to close the seams together That the water may not enter. That the river may not wet me!" DECEMBER l29 SENTENCE EXERCISE. VERB FORMS Complete these statements by using appropriate words selected from the list. Evergreens The evergreen The cone Cones — Miners The miner The coal barge Coal barges Grow, ripens, carry, cover, grow, protect, carries, digs, ripen, falls. READING. '"the GOOD LITTLE SISTER "' Many children read well after they have mastered the difficult words of a selection and have thoroughly grasped the thought intended to be conveyed ; others, however, have acquired bad habits, such as high pitched and monotonous tones. In such instances constant effort is needed on the part of the teacher in order that she may assist the child to secure the ability to express thought well, orally. Begin the lesson by discussion — scene of the incident — time of year-^kind of winter. What three words describe the winter? Name some crops. What might have caused this failure? If the family w^as not so very poor why was the father full of anxious care? Eead the stanza which tells of the trouble in the home. If you feel sorry for this family let your voice tell me. What kind of a man was the father ? Eead the stanza — let me hear again whom he loved. 130 THE THIRD SCHOOL YEAR Continue the interpretation — question fully concern- ing what is said of Jennie and of the "good little sister." Lead the children to show by their reading that Jennie was glad when she received these gifts. Bring out the underlying truths fully by comparisons and contrasts — the generalizations are formulated and the application is given in these stanzas: "And this, if you have but little, Is what I would say to you : Make all you can of that little — Do all the good you can do. "And though your gifts may be humble, Let no little child, I pray, Find only an empty stocking On the morn of the Christmas Day !" SELECTIOXS FOR READING Three lines of work continued. From Winter Series of A. Y. R.: The Eskimo. Hunting Seals. The Coal Forests. Coal Mining. The Evergreens. The Disconsolate Pine. The Fir Tree (Christmas poem). From Stepping Stones to Literature: The Boy Hero (Story of Holland). Hiawatha's Sailing. The Good Little Sister (Christmas poem). — Phoehe Cary. DECEMBER 131 V THE ARTS Let the art study for this month center about the Christmas season. For color study see suggestions for October. Emphasize the decorative and the constructive work at this time. In this creative work aim to train the individuality of the child — remember that the simplest inventions are worth much to him. Let the children make pretty gifts of card or celluloid tied with ribbons — baskets, card trays, etc. After the evergreen study ask them to decorate covers for booklets with paintings of holly, pine cones, branches of evergreens, etc. These booklets containing their brush drawings, written de- scriptions, and literary gems are very attractive and will make beautiful gifts. Boyden's "Nature Study by Months" gives valuable suggestions upon this subject. The cone is called the form of beauty. Compare with other form studied. Note in what compound form it enters — fruits, vegetables, and seed vessels. MUSIC Exercises in Key of G. Song Exercises. Twinkle, Twinkle. A Lullaby. Christmas Songs. Christmas. — Hymnal. Silent Night. — Chapel Hymnal. Santa Claus. — Ideal Music Course. Jolly Old St. Nicholas. The Silently Falling Snow. Sleighing Song. 1 T^r *^ 1^^^^^^ ' ^ ^m RP^ f ^^^^^^^^^ yw PAPER CONSTRUCTION MADONNA OF THE CHAIR. BY RAPHAEL. DECEMBER 133 FORM STUDY AND DRAWING Plan of a mine. Miner's tools. Coal cars, etc. Brush drawing with color : Evergreens — Branches showing buds. Evergreen cones. Form Study. — The cone. CONSTRUCTIVE AND DECORATIVE WORE Booklet of evergreen study. Chart of evergreen paintings and language work. Christmas gifts of card-boards. Picture frames, card trays, etc. PICTURE STUDY Madonnas — Selected. — Eaphael. Adoration of the Magi. — Diirer. The Flight into Egypt. — Diirer, Holy Night. — Correggio. ^^fTM-Mtm^m^^- Ring out the old^, ring in the new, Ring, happy bells;, across the snow : The year is going, let him go; Ring out the false, ring in the true. — Tennyson. I GEOGRAPHY - In the month of October there was a general dis- cussion of shelter in connection with the consideration of the wants of man. Later more specific work was given upon food, and upon clothing ; and now the sub- ject of building will occupy the greater part of the month. Lead the children to talk freely about what they have observed concerning this process. What buildings are now in process of erection? Have pupils observe dif- ferent stages of the work and report in school. Plan a trip to a new building. Arrange to have much number and decorative work grow out of the study upon building. Geographical ideas of Greece and the study of Greek 134^ JANUAEY 135 architecture will be connected with the history of ^'Cleon, the Greek Boy." Have pupils plan the building and furnishing of a house. Give much opportunity for developing judg- ment, imagination, and aesthetic feeling. BUILDING A HOUSE I. Location. Buying the Land. 11. The Architect. Plan of the Building. III. Materials. Where obtained. How supplied. Commercial value. ly. The Workmen. Number required. Classes — masons, carpenters, etc. Cost of this labor. V. Stages in the Process. Excavating the cellar. Laying the foundation, etc. VI. Decorating the house. VII. Furnishing. VIII. Drawing and Description of the Completed Building. (Extend into February.) II NATURE STUDY "How can a little child be merry In snowy, blowy January?" In snowy, blowy January the child can be happy and very much interested in the study of nature indoors. The subject of building, considered in the geography 136 THE THIKD SCHOOL YEAE class, will prepare the way for somewhat detailed work upon our most common building materials. Have sufficient comparative study to bring out im- portant generalizations concerning their structure, etc. How are these materials adapted to their use. Lead pupils to see that certain kinds of building stones are used because they are hard enough to give strength, yet soft enough to be easily shaped, GENERAL PLAN OF WORK I. Materials. Sandstone, slatestone, limestone, marble, chalk, etc. II. Suggestions. Have pupils collect and bring specimens. By skillful questions lead them to discover com- mon properties — color, structure, luster, hard- ness, etc., and to detect any trace of organic structure — corals — shells. Can these stones be cut into good shapes? Can they be easily polished ? Under limestone, study limestone rocks, marble and chalk. Kinds of marble. Uses. How marbles are made. Compare with mica, glass. Have diagram on the board in which to place the characteristics of these minerals as they are discovered by the pupils. PHYSICS Simple Experiments Showing Properties Peculiar to Matter : Divisibility of matter. Illustrate by minerals studied. JAXUAKY 137 SOME SPECIAL CHARACTERISTICS Sandstone is hardened sand full of little grains, crumbling. Hard grains of quartz form sand and finally sandstone. Slate is hardened clay; it is a variety of shale. Slatestone is firmer and smoother than sandstone — it is hard. Limestone makes up a large portion of the stratified rocks ; it is often full of shells. Marble is composed of small shiny pieces or crystals. The fine particles or grains of chalk rub off easily. SOME DESCRIPTIVE TERMS Common Properties 1. Color — grayish white, yellowish white, reddish brown, etc. 2. Structure — scaly, compact, granulated, fibrous. 3. Luster — dull, pearly, glassy, metallic. 4. Other properties — transparent, elastic, brittle, tough. — Clapps "Observation of Common Minerals." GLASS I. Characteristics of Glass. Compare with Mica and Building Materials. II. Kinds of Glass. III. Uses of Glass. IV. How Glass is Made. ,V. Value of Glass. VI. What People Used Before They Had Glass. 138 THE THIKD SCHOOL YEAR THE STARS "Silently, one by one, in the infinite meadows of heaven. Blossomed the lovely stars, the forget-me-nots of the angels." — Evangeline. THE STARS I. "Sky Flowers/— What They Are. II. The Colors of the Stars. III. Shooting Stars. Comets. IV. Why the Stars Twinkle. V. Stars that do not Twinkle i. e. Planets. VI. Principal Constellations. THE TELESCOPE Instrument which made distant objects seem near invented by an optician in Holland. This instrument, due to a discovery made by his little son — tell the story in "Storyland of Stars."— Pra/f. Galileo and the first telescope. BONES AND JOINTS 1. Uses of the bony framework of the body. 2. Composed of many bones. 3. Characteristics of bone. Composition — structure. Kinds of matter — illustrate. 4. Adaptation of size and shape of bones to use. 5. Kinds of joints — illustrate. Adaptation to use. 6. Cartilage; ligaments. 7. How the spinal column is made up. JANUARY 139 8. Compare bone with other tissue. 9. H3^giene of bones. How bones may become distorted; narrow chest; stooping shoulders. How tobacco and alcohol affect the growth of bones. Ill LITERATURE AXD HISTORY LITERATURE Stories and Poems. Star Myths.— Age of Fable. The Legend of the Dipper. What Broke the China Pitcher.— Cat Tails and Other Tales. — Howlitson. Snow Bound — adapted. — Whittier. The Builders. — Longfellow. Old Greek Stories. — Baldunn. HAPPY NEW YEAR "Happy New Year!" Like a bell Peals the happy, joyous call; "Happy New Year!" Louder yet, "Happy New Year! One and all!" Hope again, with tints of rose. Paints our castles in the air; Happy thoughts drive care away; And happy smiles our faces wear. 140 THE THIED SCHOOL YEAR "Happy New Year!" Speed the wish! Send it thrilling through the air, Till every heart beats perfect time To "Happy Xew Year" everywhere! — Sarah E. Sprague. From "The Vision of Sir Lannfal." There was never a leaf on bush or tree, The bare boughs rattled shudderingly ; The river was dumb and could not speak, For the weaver Winter its shroud had spun, A single crow on the tree-top bleak From his shining feathers shed off the cold sun. — Lowell. - For the structure that we raise. Time is with materials filled; Our to-days and yesterdays Are the blocks with which we build. — Longfellow. In the elder days of Art Builders wrought with greatest care Each minute and unseen part; For the gods see everywhere. ''The Builders'' — Longfellow. HISTORY In planning the work for the year, besides prepar- ing the way for the child's understanding something of the development of our own national life through the study of individual and community life, it is our JANUARY 141 aim to aid him to acquire ideas of far away places, and also to comprehend something of the life development of the Aryan race through the study of the life history of a branch of that ancient people. To secure this end the oral presentation of some of the facts of early Greek life as related in the story of Cleon from "Ten Little Boys" has been selected as a basis for the month's work. The mythological stories which the pupils have al- ready had, when recalled, will serve as excellent prep- aration for the successful development of this line of history. What do the pupils remember of Ulysses, of Hercules, of Zeus? Present the subject as suggested in work of previous months; the outline given here will help to determine the extent of each day's lesson. Make the work vital and real, frequently asking the girls and boys to form mental pictures of scenes and incidents described. As- sist them to a clear understanding of the Olympian games. Let them draw lots to determine who shall run in the races. Write the names of the winners of the four races on the board to show who were to run for the olive crown. Make frequent use of pictures and black-board drawings. Building Materials in other Lands. Improvements in our Dwellings. The Greeks — Life Development. Stories of Greek Heroes. History of Greek Art. Solomon and the Temple — Bible. 142 THE THIRD SCHOOL YEAE CLEON THE GREEK BOY Introduction. I. The Valley of Elis. II. The Temple — statue of victory — of Zeus — the throne. Statue of Zeus. By whom made. Materials used. Height — general appearance. Development. I. March to Olympia — Spartan Boys. Food — black bread and water. Must be athletes. Few luxuries. Bed of rushes and thistle down. II. The Athenian Boys — Cleon. 1. The pedagogue. 2. Cleon's school. — How time is reckoned — school hours — Glaucus and Lysias — Cleon's studies — reading, repeating poetry of Ho- mer, writing — waxed tablet — st3'lus, music — singing, playing lute. Atticus. 3. Cleon's games. — Skip shells, ball, leap frog, the hoop, training for the races in the Olympic games. III. Journey to Olympia — Athenian Boys. Dress of Boys — reckoning time — camping at night — food, wild olives and almonds, broth, cakes, and honey from the farmhouses — the sacred laurel. IV. The Games. Why sacred — the runners — Aristodemus — sacri- fice to Zeus. JANUAEY 143 1. The Eace. Who can enter. Preparation for the race. The victors. Eimning for the olive crown. Winning the crown. 2. The Wrestling. Preparation for wrestling. The contest. The victor. V. Cleon's Keturn to Athens. — His Home. 1. His little brother — the festival day. 2. His home — plan of house — why doors open on the outside — statue of Apollo — sacred hearth — spinning and weaving. 3. The sacred oracle at Delphi. 4. Statue of Pallas Athene — the Acropolis. Athene, guardian goddess of Athens — made the olive tree — her help sought in war and peace — taught the arts of spinning and weaving, etc. Festival in her honor — the torch race — Dal- dion — the Phirric dance. 5. Celebrating naming of Cleon's brother. Prep- aration — the guests — their dress — work of the slaves — the feast. IV NUMBER Continue the development of numbers, ending with the number seventy. Let the concrete work center about buildinsr. Give 144 THE THIED SCHOOL YEAR problems concerning the value of wood, stone, brick, etc. — cost of labor — masonry, carpentry. Eequire the children to measure and find areas of glass panes, bricks — construct card board boxes and find areas. Use this form from "Baldwin's Industrial Arithmetic.'' Length of side. Breadth of side. Area of one side. Area of both sides. Length of end. Breadth of end. Area of one end. Area of both ends. State dimensions of top and bottom in the same way. Area of entire surface. Let the children plan to build a house according to the work outlined in geography. Ask them to decide upon the number and kind of rooms and give dimen- sions. Have them draw the ground plan, also the plan for second floor, giving names to the different rooms. Teach the cube as a whole by means of a box having each dimension twelve inches, made solid by being filled with some substance. Give idea of cubic yard. Use these units in simple problems; theix detailed study will be reserved until later. Emphasize finding the surfaces of rooms — floors, ceiling, walls. Teach multiplication by two figures as occasion for its use presents itself. JANUARY 145 Continue counting by different numbers — by 6's, 7's, etc. Write and repeat the sixth table. Eecall something of primitive ways of measuring time. Discuss the Greek divisions of time in connection with the story of Cleon, the Greek Boy. Complete this table : 60 seconds = — minutes^ one hour. — hours = one day. 7 days = 4 weeks == — months = one year. 365 days = 100 = a century. V LANGUAGE The story of Cleon, the Greek Boy, as well as the work on building and building materials, will furnish abundant material for narration and description. Teach the use of the comma in separating explana- tory words and phrases, as, Cleon, the Greek Boy, played in the Olympic games. Take up the study of the paragraph as a unit of composition. Question concerning paragraphs in the reading lessons. What is each about ? Note indenta- tion. Ask the children to decide upon good subjects for paragraphs in their evergreen study just com- pleted. Needles — buds — cones. While presenting the work in history, have a para- graph written each day from a detailed outline, e. g. 146 THE TRIED SCHOOL YEAK THE STATUE OF ZEUS Where placed — by whom made — materials used — height — general appearance. After the entire subject has been presented, have it reproduced by the topical outline, the pupils devoting several days to this work. CLEOX^ THE GREEK BOY Subjects for written language worlc. I. The Valley of Elis. II. The Temple— Statue of Zeus. III. The Spartan Boys. IV. The Pedagogue. V. Cleon's School. VI. Cleon's Games. VII. The Journey to Olympia. VIII. The Olympic Games. IX. Cleon's Eeturn — His Home. X. Pallas Athene. XL The Xaming Festival. SELECTIONS FOR READING Three lines of work continued. — See September. "The Snow Fairies." — Ward Reader. "Echo."' — Stepping Stones to Literature. "A Story About Glass."— .4// the Year Round. "The Travels of the Kings Window Panes." — A. Y. R. "Cinderella or the Glass Slipper." — Ward Reader. "How the Sand Became Sandstone." — ^4. Y. R. "Testing to Find Lime." — .4. Y. R. "The Playhouse.* —>S. S. L. "A Child's Prayer." — Graded Poetry. JANUAKY 14', VI THE ARTS MUSIC Exercises in Key of F. The Tie. The Slur. Observe the Rests. Song Exercises. Rote Songs. Twinkle, Twinkle, Little Star. Star of the Evening. Wynken, Blynken and Nodcl. — Field. Slumber Song. — E. E. Rexford. A Winter Lullaby. — R. de Koven. WRITING Give daily exercises in the vertical writing. See that every written lesson is prepared in the pupil's best hand. Aim to secure freedom of movement by giving frequent arm and finger exercise. See that the child has a definite idea of form — that he has vivid pictures of the letters. FORM STUDY AND DRAWING Type forms : cube, square prism. Draw cube, boxes, baskets, etc. Ground plan of a house. Houses from sketches and pictures. As the subject of building will form the basis of the work in geography for the month, the type forms sug- gested for study are those which prevail in various forms of building. From his previous investigation of objects found in nature, resembling the type forms, 148 THE THIKD SCHOOL YEAR the child learned that nature deals chiefly in graceful curves; now let him form contrasts between the forms studied and these angular forms which enter largely into architecture. Have the type forms and objects which resemble them drawn in different positions with reference to the eye — see Augsburg's Drawing, Book I. CLAY MODELING Type forms: cube, square prism. Boxes, baskets, furniture. CONSTRUCTIVE WORK: DECORATION. Card-board or paper construction. Fold and cut type forms. Square box, picture frames. Cut tablets — squares and oblongs; arrange in border patterns. Wall paper designs — units. Fold and cut Greek cross. Greek ornament — border patterns. By using card board and the binding slips, have the pupils make these geometrical forms, as by construct- ing his own models the child will gain clearer ideas of the different forms and the relations between them. For suggestions see Speers "Lessons in Forms." -To make the Greek cross trisect colored squares of paper and remove the corners. For Greek border patterns use simplest designs. Part IV., Prang's Teachers Manual. For these and the wall paper designs have the pupils use brush and color, making the back ground of a tint as in the previous work. 150 THE THIRD SCHOOL YEAR PICTURE STUDY Pictures of Greek Architecture and Statuary. Acropolis, Athens. Parthenon. Olympia. CALENDARS Picture Study in Elementary Schools, by Mrs. L. L. Wilson, gives full information for using small pictures on calendars. "Eembrandt mounts," 8x10 inches, make the most convenient mount. On each of these paste an appropriate picture. Below the picture fasten the leaf for the month on the calendar. After pressing the mounts, eyelet them and fasten them together. Interesting calendars may be made from the pictures of Eaphael, Murillo, Reynolds, Breton, Corot, and many other artists. For a Millet calendar these pictures are suggested: Portrait of Millet for the cover and one picture each month, beginning with the month of Januarv — Girl Spinning, Woman Churning, Labor, Potato Planting, The Sower, Going to Work, The Gleaners, The Angelus. The Rainbow, Feeding the Hens, The Wood Chopper, :\rother and Child. MINERVA MEDICA. Vatican, Rome. Many, many welcomes, February, fair maid. Ever, as of old time. Solitary firstling. Coming in the cold time, Prophet of the gay time. Prophet of the May time. Prophet of the roses; Many, many welcomes, February, fair maid. — Tennyson. I GEOGKAPHY BEASTS OF BURDEN During this month a line of work upon animals will be pursued. The pupils have been brought to see that man must work for his living, and are now ready to consider those animals which help him to do his work. During the past two years the children have studied our chief domestic animals; and they have learned much of animals of other countries in their work upon 151 152 THE THIED SCHOOL YEAE "Seven Little Sisters." Eecall what children know of these useful animals — horse, camel, reindeer, etc. AVhere are they found? Use made of each? How adapted to this use? Use picture charts in the picture-room — black-board drawings. Make charts using pictures which children bring from home, their drawings, and language work. For special study the elephant has been selected. Here, too, begin where the child's knowledge ends. Present the subjects in the outline in a series of lessons. With the preparatory work, and final written reproduc- tion, this will occupy almost two weeks. Show adaptability to climate — for certain lines of work — adaptability of parts. Why does the elephant not have wool or fur for a covering? How is his thick, hard skin suited to the forest life? Why is the leg so short and thick? Why are the feet not like those of the horse. Call attention to small eyes — hence, neces- sity for large ears as a safeguard. Use of huge earf^aps in ridding himself of insects. Show how structure of trunk enables him to use it with such Avonderful skill. For comparative work use the animals studied. THE ELEPHANT I. Where Found. Asia and Africa. 11. General Appearance. Largest land animal. Strong as twenty oxen. Height, 8—13 ft. Weight, 3—4 tons: III. Parts. 1. Head large — neck short. a. Large, flapping ears. h. Eyes small — how situated? FEBEUAKY 153 c. Trunk formed by upper lip and nose drawn out. Lower lip forms a cavity, or mouth. Length of trunk, 6-8 feet. End small, flexible — resembles a finger. Used to get food to mouth — ^to breathe — smell — seize — defend himself. d. Tusks — white — tapering. Ivory tusks are two long teeth. Used for de- fense — to plough up ground for juicy roots. Weigh about 150 pounds. 2. Body large and thick, slopes towards tail. Skin dark, thick, wrinkled — little hair. 3. Legs thick, short, straight. Foot — five toes. Hoof has many thorny springs — can tread softly. 4. Tail small, short. With trunk can fan a branch back and forward about himself. IV. Character. The elephant is docile and patient, gentle — easily trained. V. Food. Grass, juicy roots, foliage — ^large quantity — drinks 2-3 bbls. water daily. VI. Habits. Elephants live in herds, each having a leader. They fear fences, test bridges before crossing — are fond of swimming. They often live to be over one hundred years old. VII. Hunting. Trapped by fastening sharp stick in a pit-fall. 154 THE THIED SCHOOL YEAR Led into pens by tame elephant. Trunk of sleeping elephant is cut off — bleeds to death. ELEPHANT VIII. Uses. Lifts heavy weights — carries stores — lays stone walls — piles timber. In war drags artillery. A houdah or seat is fastened to the back of an elephant for two or more persons to ride in. Natives of Africa use them for food. From the tusks is obtained ivory. IX. Mammoths and Mastadons. Enormous elephants which lived hundreds of years ago — skeletons found now. Sacred white elephant of Burmah and Siam, Hannibal's use of elephants in war. X. Stories of Elephants. Barnum's Jumbo and others. FEBEUAEY 155 STORIES ABOUT ELEPHANTS JUMBO Jumbo was an African elephant captured when he was five years old, and brought to the Eoyal Zoologi- cal Garden in London in 1851, where he remained a great pet of the English children until he was pur- chased by Mr. Barnum and brought to this country in 1882. Every paper in the land had columns of inter- esting news about the wonderful beast that had grown to be the largest known elephant in the world. He was killed in a railroad accident in Canada. At the last moment he showed great intelligence by his efforts to save the lives of his keeper and Tom Thumb, the baby elephant. He put them both off the track. In doing this he lost so much time that the engine was upon him before he could move away. The locomotive struck him on the head and crushed his skull. jumbo's pranks The bed of Jumbo's keeper was near him. Jumbo would often wait until his keeper was asleep and then carefully take off his bed clothes without awakening him. In cold weather his keeper would often find the quilts crowded into the ventilator overhead. One morn- ing the keeper's coat and vest were missing. He searched' f or ' them for half an hour. During this time Jumbo kept swinging his trunk, as he always did when he was pleased. Finally he pointed his trunk to the grating of the car, and there they were tucked 156 THE THIRD SCHOOL YEAR away out of reach. The keeper told Jumbo to get them, which he did. JUMBO AND THE LITTLE CHILD One day as Jumbo was passing through a crowd, he suddenly stopped, and would not move when his keeper told him to go on. The keeper then noticed that a lady in the crowd seemed very much frightened as she came running toward Jumbo. A little child had fallen in the pathway, and was lying between Jumbo's fore feet. Jumbo would not stir until he had taken the child up carefully in his trunk and put it into its mother's arms. ELEPHANTS IN THE TIMBER YARDS The work of the timber yards in India is nearly all done by elephants, and it is great fun to watch these enormous beasts push the huge logs along with their tusks to the required place, and then lift them care- fully with their trunks on to the pile with the other logs. The mahouts — drivers — sitting astride of their necks, seemed hardly to direct them at all. The mother elephants teach the baby elephants how to pile logs, and if they do not lay the logs evenly, the mother elephants will hit them with their trunks. All the elephants know when it is Sunday, and nothing will induce them to work on that day. On week days at six o'clock a bell is rung in the timber yard, showing that the work is over for the day, and even if an ele- phant is is the act of placing a log on the pile, at the sound of the bell he will instantly let it drop, and will walk off to his shed. FEBRUAEY I57 HOW A FAITHFUL ELEPHANT HELPED WIN A BATTLE During a battle in India, an elephant carried on his back the standard bearer of the army. In the begin- ning of the fight the mahout, who had just commanded the elephant to halt, was killed, and fell at the feet of the huge beast. The faithful animal, true to his train- ing, stood still at the word of command, and after that no one could make him move. The voice for which he listened was not to be heard again. Meanwhile the battle went on, and the side to which the elephant belonged got the worst of it, and had he not stood with the flag flying above his back the enemy would have won the victory. His people seeing the flag still at the front, rallied around him and at last won the battle. The faithful creature would not move for days and nights, not until the soldiers sent a long distance and brought the mahout's little son, whose authority the elephant recognized. The boy had helped his father to train the elephant, and when the boy spoke he obeyed at once. — Educational Journal. II NATURE STUDY GOLD I. Material. Specimens of ore, gold leaf, wire, coin, jewelry, etc. 11. Teacher's Preparation. 1. Outline of all the distinguishing properties of gold. a. Color — yellow. h. Luster — metallic. 158 THE THIED SCHOOL YEAR c. structure — granular, compact. d. Hardness — soft. e. Weight— 7heavy — carries much value in a small bulk. /. Other properties — opaque. flexible, malleable, ductile. g. Tests — ^does not dissolve in any one acid. 2. Adaptation of language and information. 3. Preparation of a diagram in which to note the various properties as observed by the children. III. Suggestions. Discover what child already knows of this metal. Have him compare it with other metals. How does he know gold? Why is it the most precious metal? Why is it useful? Name uses of gold. By directing his observation, lead the pupil to gain additional information. Add facts of such a nature as to be readily grasped by child. Eecall the account of the discovery of gold in the state of California. This was given to the children in connection with their home geography. Tell something of the history of the use of gold — its use in Bible times, etc. TOPICS FOR STUDY OF GOLD 1. Common Properties. 2. Values and Uses. 3. How and Where Found. FEBRUARY 159 4. Preparation for Using. 5. Story of Gold Discovery. 6. Money and Ornaments — the Mint. INFORMATION The gold found in the earth is native gold. It is not often found in a native state, but is generally mixed with silver, copper, or other substances. Gold is too soft to work in a pure state and is hardened by one part of copper to nine parts of gold. To make jewelry, silver is added to this gold and copper. Much of our gold has been found in minute parti- cles in the gravel and sand of rivers. To separate the gold this is washed in a shallow pan; the gold, being heavier, collects in the bottom. Gold is sometimes found in rocks in scales, or plates, and sometimes in lumps called nuggets. Eocks con- taining gold are broken in a mill; the sand is then run over mercury, which attracts the gold and draws it together. Water is then turned on, and the next process is separating the mercury or quicksilver from the gold. Gold does not rust or perish. It can be worked in many shapes and ways. A single grain of gold can be beaten so as to extend over a surface of fifty square inches. Study silver — use plan similar to the one suggested for the study of gold. Use the useful metals for comparative work. Physics — Ductility. Malleability. MUSCLES AND TENDONS I. Muscles. 1. What are muscles? 160 THE THIBD SCHOOL YEAR 2. Of what composed? 3. Shape of muscles. 4. Attachment to bone. 5. Use of muscles. 6. How muscles work. 7. Hygiene of muscles. Effect of exercise. Stimulants and narcotics. 8. Compare with other tissue. II. Tendons. 1. How tendons are formed. 2. Use of tendons. 3. How they differ from muscles. Ill LITEEATURE AND HISTORY LITERATURE Two memory poems are given for this month : "Hur- rah for the Flag," and "Children." In connection with the history relate the story of "Paul Revere's Ride." Read the poem to the children, accompanying the reading with suitable comments and explanations. Several stories are to be presented in instalments — for suggestions see September and October literature. THE GOLDEN TOUCH HAWTHORNE^S WONDER BOOK This is a favorite story with the children. Its oral presentation, however, will require less time than any other upon which they have done intensive work, as the incidents are readily grasped and easily remembered. While fascinated with the details of the story see FEBEUAEY .161 that they do not miss important features. They, too, can understand the words of the stranger to King Midas : "The commonest things, such as lie within everybody's grasp, are more valuable than the riches which so many mortals sigh and struggle after." How was this king punished for his selfish love of money? Did he deserve this? Did he really wish to get rid of the golden touch — why? How did he show his sorrow for his foolish choice? Do you think he would have been forgiven if he had not been so much in earnest ? For topics for study see language outline. RIP VAN WINKLE IRVING The extreme pleasure which children derive from hearing this delightful story, together with the splen- did opportunity it aifords for mental discipline, is suf- ficient reason for its presentation. However, there are special reasons for selecting it at this time. The study of the Dutch and the Hudson river during this month will furnish appropriate preparatory work for the story, while the study of Washington and the Eevolution will aid the children to understand something of the great change which took place in our government during the prolonged sleep of Eip Van Winkle. For general suggestions for presenting, see Septem- ber and October outlines and suggestions. Locate places on black-board map. This is a masterpiece of English prose, but what will it profit the child if you relate it in poverty stricken phrases, connected by that enemy of good, graceful 162 THE THIKD SCHOOL YEAK English — the ever recurring "and"? In nature study the child must interpret his investigations in his own words, but here let it be your object to supplement his meagre vocabulary by some of the beautiful language of the author, which, indeed, is none too beautiful for the children. The author, Washington Irving, does not come under our line of biographical study, yet the girls and boys should be told something of his life and work. Tell of the masterly use he made of language. In- spire in them a love for good English, so that they may give interested and intelligent cooperation in the im- portant work of their own vocabulary building. Show pictures of "Sunnyside," his beautiful home on the picturesque and historic river which they are now study- ing, about three miles below Tarrytown. Tell of the pilgrimages to his grave on the hillside — the worn and beaten path a greater tribute than a costly monu- ment. FEBEUAEY 163 "Here lies the gentle humorist, who died In the bright Indian Summer of his fame! A simple stone with but a date and name, Marks his secluded resting-place beside The river that he loved and glorified." — Longfellow. RIP VAN WINKLE I. Introduction. 1. The Kaatskill Mountains. 2. The Village of Kaatskill. II. Development. Kip Van Winkle. 1. His life in the village. His characteristics — home — family — friends. 2. His experiences on the mountain. a. The hunt — resting — stranger. h. Amphitheatre — nine-pins party — flagons — sleep. c. Awakening — place — condition. 3. His return to the village. Changes in the village-home — friends — government — his son — Judith Gar- dener. III. Conclusion. 1. Eip Van Winkle's peaceful old age. Eelating his story to strangers. 2. Belief of the people concerning Henry Hud- son and the game of nine-pins. 164 THE THIED SCHOOL YEAK HENRY W. LONGFELLOW Suggestions for Birthday Observance As Mr. Longfellow is really our poet for the year, the pupils are already prepared to discuss certain phases of his life and work considered in connection with their reading of Hiawatha, and the study of mem- ory poems, so that little time need be occupied in preparation for the birthday celebration. Let this day, Feb. 27, be a centralizing point for the somewhat scat- tered work of the year. 1. Have Pictures of the Poet and His Homes. 2. Discuss His Early Life. Birth-place — child life — education. 3. His Later Life. Home in Cambridge — travels — writings adapted to children. Dwell upon the beauty of his life and his great love for children. 4. Have pupils repeat their memory poem for this month and those learned previous to this time — Hiawatha's Childhood, The Builders, etc. 5. Eead "The Children's Hour/' and other poems. 6. Ask the children to give memory gems and simple recitations prepared for the occasion. 7. Let them sing appropriate songs. THE FLAG "And when we wanted an emblem To carry in war and peace, A flag to tell to the nations, That the Union never should cease, FEBRUARY 165 We locked to the heavens above us. To the stars in the fair blue skies, And we copied the red from sunset clouds In the west, when the daylight dies. "The red of the stripes is an emblem of war, — Definance it speaks to our foes; It tells of our courage, valor, and truth. Wherever this free flag goes. The spotless white of the beautiful stars Means purity, innocence, peace; May these bind the group like a golden cord, Till time with its troubles shall cease. "An emblem of faith is the azure field. Like the beautiful sky above; It whispers God's promises ever are sure, And tells of his boundless love. And now to the breezes our beautiful flag. Unfurl for the nations to view; Let tyranny tremble and wrong hide away, At the sight of its red, white and blue." Shortest month of all, we greet you! Bring us clouds, or bring us sun. Surely all will bid thee welcome, Month that gave us Washington ! —E. C. Dowd, A heart that was brave, strong and sure, A soul that was noble, great and pure, A faith in God, that was held secure, This was George Washington. — Yout¥s Companion. 166 THE THIKD SCHOOL YEAR "The flag for which he fought, we bring. Our own red, white and blue; It says to each, 'be brave, dear child,' And then, 'be pure and true/ "Oh, may its folds above a land . United float for aye; We'll give our hands and hearts and lives To keep it there alway." This should little children learn: How to sing when skies are gray, How to smooth another's way, How to carry bravest heart Cheerily through every part. — Harpers. WASHINGTON'S BIRTHDAY ' Tis splendid to live so grandly. That, long after you are gone. The things that you did are remembered. And recounted under the sun; To live so bravely and purely, That a nation stops on its way. And once a year, with banner and drum, Keeps its thought of your natal day. — Margaret E. Sangster. HISTORY The life and work of George Washington will form the basis of this month's history, the study of Abraham FEBEUAKY 167 Lincoln being deferred until April, for reasons which will be stated in the work for that month. Contrary to what the mythical stories of his childhood would have us to believe, Washington's matchless char- acter was a growth — the outcome of formative influ- ences which teachers of any grade of children should bear well in mind. Why is Washington's birthday celebrated all over our fair land ? Children can more clearly understand the greatness of his life and work if conditions during revolutionary times and later are graphically pictured to them. All teachers should be familiar with the life of Washington, by H. C. Lodge. This is an extension of the work entered upon during the first year of the child's school life, and as the new subjects need not be treated in detail, sufficient time at the beginning of the month will be available for the study of Dutch settlement as outlined. This being the birth-month of four of our great Americans — Washington, Lincoln, Lowell, and Long- fellow — there is a wealth of available material for chart work. The ^Tebruary Chart" usually contains pictures of these men, their homes, language and art work by the children — a valentine, etc. GEORGE V7ASHINGT0N I. Review of Boyhood of Washington. Parents — homes — schools. II. Our Country in Washington's Day. III. The Young Surveyor and the Ohio Country. Washington's Journey. IV. Citizen and Soldier. The French War. 168 THE THIRD SCHOOL YEAR V. Stories of the Eevolution. — Pratt. Emphasize Washington's courage — honor — ■ patience — unselfishness — faithfulness in lit- tle things — acts of kindness and generosity to his soldiers. VI. Life at Mt. Vernon. — Mt. Vernon To-day. VII. Tributes to Our Honored Hero. COLONIAL HISTORY THE DUTCH I. Eeview Manners and Customs of the Dutch in Holland (studied second year). II. The East India Company. III. Henry Hudson. 1. His voyage and discovery. 2. His probable fate. IV. Purchase of Manhattan Island. V. The First Settlers : Their Institutional Life. 1. Home life — Dutch houses, furniture, dress, etc. 2. Education. 3. Religion. 4. Business life — trading with the Indians, etc. 5. Government. VI. The Growth of the Colony. TRAVEL AND TRA:NSP0RTATI0N Discuss primitive modes of travel and transportation, comparing them with those of our own day. After giving the work upon the settlement of New York by the Dutch, as suggested in the outline for the development of the subject, tell of Robert Fulton and his steamboat on the Hudson. FEBEUAEY 169 In connection with this month's geography study, discuss animals used in travel and transportation — horses, oxen, dogs of Holland, elephants of India, the reindeer of the Northland, and the camel of the desert. ONE OF THE FIRST RAILROAD TRAINS ly NUMBEK Teach numbers from seventy to eighty, emphasizing those found in the tables. Continue the work on building. Have pupils meas- ure and find surfaces of boxes, rooms, etc., until they can formulate the generalizations or rules for finding entire surfaces. Find entire surface of the school room. Have pupils decide which dimensions must be used in finding area of the ends — the ceiling, etc. Give problems upon painting, plastering — upon deco- rating and furnishing the house. Continue construction of tables and drills upon rapid combinations of numbers. Distinguish and apply the Roman numbers. Teach values of gold and silver coins; have these coins in class. 170 THE THIED SCHOOL YEAE Children copy and complete : 10 mills = 1 cent. — cents = 1 10 dimes = 10 dollars= 1 Eagle. Teach value and use of measures of troy weight. Have measures in the school room. Find ratios. — Eelation of ounce to pound — pound to ounce, etc. V LANGUAGE Continue the study of the paragraph. Suggestive outlines are given for oral and written reproduction. Teach possessive singular of nouns and provide occa- sion for its use by dictating such sentences as : Eip Van Winkle's home was on the Hudson. His daughter's name was Judith. His dog's name was Wolf. While formal work in language should form little part of the year's work, preparatory to the following year's work simple lessons may be given upon name words or nouns, and action words or verbs. These exercises are always pleasant to the children and can be made quite profitable. Ask the pupils to name objects studied this month — gold, silver, copper, etc. These name words, not the objects, are called nouns. Eequire lists of nouns used in different lessons; names of objects seen in various places. Plan action lessons for the class. After stating when FEBEUAKY 171 the lesson will begin, perform a series of actions, call- ing upon a child to describe what you have done. Ask a child to perform a series of actions and then call for descriptions as before. Prepare sentences to be completed by this class of words selected from their reading and other lessons. The Golden Touch. — Outline for written reproduc- tion. THE GOLDEN TOUCH 1. King Midas. 2. His Treasure Room. 3. The Stranger. 4. The Golden Touch Eeceived. 5. Little Marygold. 6. The Golden Statue. 7. The Stranger's Return. 8. The Golden Touch Removed. THE ELEPHANT 1. Where Found? 2. General Appearance. Height — weight — form — color. 3. Parts. Head — eyes, ears, tusks, trunk. Body. Legs. Tail. 4. Character. 5. Food. 6. Habits. 7. Hunting the Elephant. 8. Uses. 172 THE THIRD SCHOOL YEAR SELECTIONS FOR READING Class work, seat reading, and sight reading continued. Selections related to: 1. Beasts of Burden. The Lost Camel. — Stepping Stones to Litera- ture. The Old Man and His Donkey.— 5. S. L. 2. The Dutch and Holland. The Boy Hero, story of "The Leak in the Dike.'* —S. S. L. 3. Gold. The Wise Fairy. — Alice Cary — *S'. S. L. 4. George Washington. Stories of George Washington. — BooJclet Educa- tional Pub. Co. Let this be sight reading after the work in history has been developed. YI THE AETS MUSIC Exercises in Key of D. Song Exercises. Vocal Culture. National Songs. America. Columbia, the Gem of the Ocean. Our Land is Free. Freedom's Flag. The Big Drum. During this month place more than usual stress upon the singing of patriotic songs. Songs should be used not only to instil moral and religious principles, but FEBEUAEY 173 also love of home and country. Give sufficient atten- tion to the interpretation of these songs so that the children may understand the meaning which they are to convey, DRAWING AND PAINTING Draw boats, ships, animals used in transportation. Illustrate "Eip Van Winkle." Paint the flag. The children will take much interest in illustrating the story of Eip Van Winkle if the recital has been graphic, and they have been asked to form mental pic- tures. See that their illustrations follow the order of the incidents narrated in the story. Children should have some practice in drawing from copies; let them supplement their free hand drawing by copying from the black-board sketches or picture charts, boats, ships, and animals used in transportation. Before having the flag painted, speak of its history. Note the number of its stars, stripes — reason for this number — significance of the colors. CONSTRUCTIVE AND DECORATIVE WORK Decorate book covers, picture frames. Make valentines, envelopes. Observe St. Valentine's Day. Tell the children of St. Valentine's sweet and true love for the young, and how others aimed to carry out his meaning by sending verses and loving letters to their friends. Discourage the comic and the ridiculous by emphasizing the appre- ciation of beauty and loveliness for which St. Valentine stands. Let the pupils use original designs in making 174 THE THIED SCHOOL YEAE these valentines; they may be heart-shaped, oblong, etc. Flowers, birds, etc., may adorn the outside, and appropriate verses may be written on the inside pages. Let the children cut and paste envelopes in which to place these valentines. Ask the children to decorate covers for little booklets in which to put their illustrated work on history and literature. Let them decorate frames for small pictures of Washington, Longfellow, etc. CHART WORK Animal Chart — Pictures of Beasts of Burden. February Chart — Pictures of Washington, Mt. Ver- non, Longfellow, Lowell, Lincoln and their Homes. Valentines, etc. PICTURE STUDY Pictures of Animals by Sir Edwin Landseer; Sleeping Bloodhound. Shoeing the Bay Mare. Saved. Monarch of the Glen. The Sanctuary. Hang out your flags, birch and willow ! Shake out your red tassel, larch ! Up, blades of grass, from your pillow ! Hear who is calling you— March ! — Lucy Larcom. I GEOGRAPHY PENNSYLVANIA During this month the lines of work upon geography and history blend very closely for a time. In present- ing the work upon history, the simple map sketched on the board should show the settlements previously studied— Jamestown, New York. Now let Pennsyl- vania appear in full outline, with chief rivers and mountains located. Locate Philadelphia on the map— Pittsburg and our home village — California. Teach relative position of the places studied. Follow this work with a series of lessons upon the geography of the state as it is to-day— physical features resources— industries— chief cities, etc. Have pupils decide where cities should be located. Connect the work with the previous study of the Monongahela valley — coal, coke — present the study of iron. 175 176 THE THIED SCHOOL YEAR When studying Philadelphia have plan of city sketched upon the board. Make frequent use of pic- tures — those in the picture room, and those collected by children. The work outlined here is not intended to be ex- haustive; as has been said, home geography forms the basis of the year's work. It is the purpose at this stage to reach both backward and forward — making much use of acquired knowledge, and preparing for the following year's work. PENNSYLVANIA I. Position and Size. II. Boundaries. III. Physical Features. Rivers — mountains — climate. IV. Chief Cities. V. Leading Industries; Products Exported — Im- ported. VI. Government. Harrisburg, the State Capitol. VII. An Imaginary Trip to Philadelphia, stopping at Pittsburg, Altoona, and Harrisburg. 1. Direction — route — time. 2. General appearance of city. Location — size — width and direction of streets. 3. Principal streets. Character of buildings — residence and business streets. 4. Chief places of interest: Independence Hall — public buildings — mint — zoological gardens, etc. MARCH 177 II NATURE STUDY For March is come. What joy to welcome the Eobin home ! But wait, the furrows are not upturned : Only the berries that hung and burned, Of last year's fruit, are good to eat, With balsamed spruce and the Pine-seed sweet, And a taste of snow, so fresh and crisp, Till mild winds whisper and green leaves lisp. But call aloud, Bluebird proud ! And build your nest. Dear old Eedbreast, Framed with sticks and plastered with mud. And greeting give to the swelling bud. — Selected. SEEDS The study of the germination of seeds which the pupils made during the earlier school-life awakened in them a deep interest in the beginning of the life history of the plant. Continue the observational work in the school-room, upon seeds planted in earth, and upon moist cotton or sponge. Use a variety of seeds so that sufficient ma- terial may be afforded for comparison. Have the pupils take measurements and make drawings at stated times. Let them keep a record of these observations. En- courage those who will be able to have home gardens to raise young plants for placing out. 178 THE THIKD SCHOOL YEAE THE SEED OUTLINE I. General Appearance. Form — size — color, etc. 11. Parts. 1. Skin or seed-coat, — character — use to the seed. 2. Seed leaves or cotyledons — number in differ- ent seeds, pea, bean, corn, wheat — use to the plant. 3. The plantlet or embryo. a. Plumule — direction of growth — appear- ance during stages of growth — feeds upon cotyledons. The plumule pushes the bean through the ground and it becomes the first pair of seed leaves. Leaves are the lungs of the plant. h. The radicle — direction of growth — size and appearance at stated times — branches and hairs on the roots. Boots drink up moisture from the ground. GROV^TH OF BUDS 1. When Buds Begin to Grow. 2. How They are Protected. 3. How Leaves are Placed in the Buds. 4. How Buds are Arranged on the Twig. 5. Appearance at Different Stages of Growth. 6. How the Buds Open. 7. Observe Peach Tree at This Season. 8. Compare with Lilac, Horsechestnut and Others. MAECH 179 IMPORTED FRUITS Eeference to the preceding work in nature study and geography will acquaint you with the lines of work planned out upon food, clothing, and shelter. This month, when our fields are bare, we will study those foods shipped to us from warmer climates. This work upon imported fruits is most attractive and interesting —affording fine opportunity for art and language work. Study the orange, lemon, and banana. Here, also, present the subjects in the outline in installments. Plenty of object material is at hand— fruit— wood- leaves ; use pictures, drawings, etc. Here, as in all object work, have the pupil make his own discoveries; require him to report the results of these investigations in his best way. Picture an orange grove — tell of the beauty and fra- grance of the blossoms, etc. Oranges ripen from late in November until early in March, depending somewhat upon the variety and the season. The regular blossoming season is the spring, but trees may be seen in blossom at all seasons. Some- times one may see on the tree, blossoms, green and mature fruit at the same time. If all ripened at once the branches might break down— we could have fruit only at one season. Oranges are picked before they are ripe— they are packed in soft paper or Indian corn husks and shipped. They may remain in the boxes for several weeks without injury; each box holds about two hundred and fifty oranges. 180 THE THIED SCHOOL YEAR THE ORANGE I. General Appearance. Form, color, size. II. Parts. 1. Rind used for medicine and in confectionery. 2. Pulp — cells which contain juice. 3. Seed cells — little jackets, or pockets. 4. Seeds — number, size, color — covered with thick seed coat. Placed in parts of the orange which are formed by membranous partitions. III. Uses. IV. Where the Orange Grows. Climate — warm. Soil — moist, fertile, clayey. Cultivated in California, Florida, Texas, etc. V. Character of Tree. 1. An evergreen — height 10 to 25 ft. — many branches. Tree covered with smooth gray bark. Wood yellowish white — used for furniture. 2. Leaves — dark green, shiny, fragrant — used in medicine — contain oil used in perfum- ery. 3. Blossoms — snow white, waxy look, star- shaped, yellow center — very fragrant and very beautiful. 4. Fruit — ripening — picking — packing— ship- ping. VI. Varieties. 1. Lisbon — round — thick peel. 2. China — thin rind — round and juicy. MAECH 181 3. Egg — oval shaped. 4. Majorca — seedless. 5. Blood — pulp a blood color. 6. Tangarine. A USEFUL METAL IRON I. Use of Iron in Building. II. Characteristics of Iron. Compare with other metals. III. Kinds of Iron. Wrought iron, cast iron, eto. Articles made of each kind. IV. Iron Ore. How obtained. How prepared for use. V. Iron Industries of Our State. Location of chief foundries. Importance of this industry. THE MAGNET Illustrate magnetism. Simple apparatus: a bar or horseshoe magnet, iron filings, tacks, bits of copper wire, etc. Ill LITERATURE AXD HISTORY LITERATURE Stories and Poems. March. — Lucy Larcom. Mother Earth's First Child. — Garden and Field. The Magnet's Choice. — Hoivlitson. The Village Blacksmith.— Lon^fe?7ow. The Fiftieth Birthday of Agassiz.— Longfellow. The Four Winds. — Sherman. 182 THE THIKD SCHOOL YEAE STUDY OF A POEM The Village Blacksmith. — Longfellow. I. Material. II. Teacher's Preparation. 1. Discovering underlying truth or generaliza- tion. 2. Development of words and phrases. 3. Discovering elements of subject matter. Thought or topical analysis. III. Suggestions for Teaching. See previous work. ANALYSIS I. Introduction. Lines. 1- 2. Scene. II. Development. 3-40. Theme: The sacredness of toil. 3- 8. Blacksmith's appearance described. 9-18. Characteristics: Honesty and perseverance. 19-24. Pleasure afforded the children. 25-36. At church. His boys — the parson. Daughter's singing causes joyous mood — this gives place to sorrow. 37-38. Work, pleasure and sorrow are commingled in his life. 39-42. Eeward for daily duty done. III. Conclusion. 43-44. Our indebtedness to the blacksmith. 45-48. Analogy between our lives and his. MARCH 183 SONG (Tune, ''Juanita.") Soft o'er the mountain. Conies once more the glad refrain, Wake stream and fountain. Spring is here again. All the buds are swelling, Hear the bees low, drowsy hum. List to wild birds telling Gentle spring has come. Springtime, lovely springtime. Thou art clothed in beauty rare, Springtime, lovely springtime, Thou art fresh and fair. Now from their dreaming FlowTs awake in beauty new. And sunshine beaming Steals away the dew. Now the ring-dove's cooing, All the robins sing and sing. And the thrush's wooing Makes the wild woods ring. Springtime, lovely springtime, Notes of rapture greet our ear; Springtime, lovely springtime, Welcome, welcome here. THE FIFTIETH BIRTHDAY OF AGASSIZ May 28, 1857. It was fifty years ago In the pleasant month of May 184 THE THIED SCHOOL YEAR In the beautiful Pays de Vaud, A child in its cradle lay. And nature, the old nurse, took The child upon her knee, Saying : "Here is a story-book Thy Father has written for thee." ''Come, luander with me," she said, "Into regions yet untrod ; And read what is still unread In the manuscripts of God." And he wandered away and away With Mature, the dear old nurse, Who sang to him night and day The rhymes of the universe. And whenever the way seemed long. Or his heart began to fail, She would sing a more wonderful song, Or tell a more marvelous tale. So she keeps him still a child. And will not let him go. Though at times his heart beats wild For the beautiful Pays de Vaud; Though at times he hears in his dreams The Ranz des Vaches of old, And the rush of mountain streams From glaciers clear and cold. MARCH 185 And the mother at home says "Hark ! For his voice I listen and yearn ; It is growing late and dark. And my boy does not return !" — Longfellow. "Wind-Flower, Wind-Flower, why are you here? This is the boisterous time of the year For blossoms as fragile and tender as you To be out on the roadsides, in spring raiment new ! The snow-flakes yet flutter abroad in the air And the sleet and the tempest are weary to bear. Have you not come here, pale darling, too soon? You would seem more at home with the blossoms of June. " ^Why have I come here T the Wind-Flower said : ^Wliy?' and she gracefully nodded her head As a breeze touched her petals : ^Perhaps to show you That the strong may be sometimes the delicate, too. I am fed and refreshed by these cold, rushing rains. The first melting snow-drifts brought life to my veins; The storm rocked my cradle with lullabies wild : I am here with the wind — because I am his child I' " "I must be in my place Although it is so chilly. For the children all expect me," Says the daffy-down-dilly. — Youth's Companion. Dear little blossoms down under the snow. You must be weary of winter, I know. 186 THE THIKD SCHOOL YEAR Hark ! while I bring you a message of cheer : Summer is coming, and springtime is here. —Mrs. E. H. Miller. HISTORY PENNSYLVANIA In the previous work upon colonial history, and in connection with the geography for this month, sufficient suggestions have been given for the presentation of this subject. In addition to the work outlined select and present stories from '^Stories of Pennsylvania.^' — Walton and Brumbaugh. In the study of the school-life the chap- ters: "A School in the Early Day" and "The Pious Schoolmaster on the Skippack" will be found especially helpful. I. When and Why Settled. — William Penn and the Quakers. II. The Grant of Land. — Position with Eeference to Other Colonies Studied. III. Penn's Treaty with the Indians. Treaty Elm — wampum belt — monument mark- ing the spot. IV. Founding of Philadelphia. Plan of the City. V. Early History of Philadelphia. First houses-^-animals brought from England, etc. VI. Government — the "Great Law.'^ VII. Growth — Institutional Development. — See Vir- ginia Outline. MAKCH 187 IV NUMBER Develop new numbers to ninety. Give problems concerning steel and iron. Have pupils write problems involving the cost of seeds and imported fruits. Give much practice in the making of bills, as by this means the pupils will become more familiar with the use of the different units of measure. Children greatly enjoy playing store-keeping. Select a child to be mer- chant and ask others to buy different articles, using real money in payment. While the buying is in progress have one child write the bill of goods on the board, the others copying and finding amount of the sales. This will provide for exercise in addition of whole numbers of three or more figures. Give detailed work upon the cube, using it to develop the subject of decimals. For this work employ the method illustrated by W. M. Giflfin. See Gifiin's Arithmetic. Teach notation of numbers through hundreds and hundredths. Continue counting by given numbers. Require pupils to construct the eighth table and repeat it in tabular form. Teach differences of dates, using subtraction of whole numbers of four figures. Philadelphia was laid out in 1683; how long ago was that? How long after Jamestown was settled? How long before George Washington was born? 188 THE THIED SCHOOL YEAR V LANGUAGE Continue the sentence work during the development of the lessons on histor}^, nature study, etc. At the end of the week or whenever a lesson unit has been pre- sented, have it reproduced from outlines on the board, the children first discussing the subject orally and then making written reproductions. PENNSYLVANIA OUTLINE FOR PARAGRAPHS 1. By whom settled? When? Where? 2. Quakers — dress — language — customs. 3. Treaty. Where made — wampum belt — treaty elm. Arrange similar lessons upon the early history of Philadelphia. Have the imaginary trip to Philadelphia reproduced. Our boys and girls of last year's class took much pleasure in writing to their parents, giving them an account of the trip. They were aided by sug- gestive words written on the board. OUTLINE FOR DESCRIPTION OF A FRUIT The Banana. I. Appearance, — size — form — color. II. Parts. III. Uses. IV. Where Found. Kinds. V. How Eaised. The Plant. 1. Shoots — trunk. 2. Leaves, — length — width — shape — ^uses. 3. Blossoms. 4. Fruit, — where placed — gathering — shipping. MAECH 189 LETTER WRITING Give the children the privilege of writing letters frequently. This is always a pleasure to the girls and boys and it may be made very profitable to them. That they may have some special motive for these exercises ask them to write to their parents describing their imaginary trips; frequently let language reproduction take the form of letter writing. Study the abbreviations used in correspondence, and others which may be employed in the various branches of school work. Dictate words and ask the children to write the abbreviations. Pay attention to these conventional forms : The Heading. Address of the writer. Date in full. The Introduction. Name and address of the correspondent. The salutation. The Body of the Letter. The Conclusion. Complimentary close. Signature. THE LEMON Vesta Yorty, age 9. The form of the lemon is ovoid. Some lemons are twice as large as an egg. The color of the outer skin is light yellow and the inner skin is white. There are from nine to twelve parts in the lemon. The lemon tree is found in India, California, and Florida. The height of the tree is from ten to fifteen 190 THE THIED SCHOOL YEAE feet. The leaves are light green and they have little dots in them. The kinds of the lemons are common lemon, thin skinned lemon, and the citron lemon. We use the common lemon for baking. We pack lemons in crates. Some crates have one hundred and fifty lemons and some have two hundred lemons in them. When we go to pack the lemons we put tissue paper around them so they will not get bruised. We ship lemons in crates. The lemon is used as cooling drink, for flavoring, medicine and food. We flavor cakes and pies with lemons. When we get thirsty we make lemonade. THE ORANGE TREE Blanche Stokes, age 8. I am a little orange tree. I grow in Florida in a grove. Florida is a warm country. I am found in warm countries; it is too cold for me here. I could not grow if I lived here. I am about twenty feet high when I have my full growth. The people think I am very nice. Sometimes the people of Florida cut dov/n my friends and make things out of them. They also make furniture out of them, too. My leaves are dark green. They have little dots on them as if a pin had jagged them. They have large veins as well as small ones. You can hardly see the little ones in the leaf. Have you ever seen an orange leaf? My blossom is white, it has a yellow center. I have blossoms all the time. My fruit is round and it is orange color. The rind MARCH 191 of the orange is rough on the outside. The parts are the skin, rind, and pulp. There are from twelve to fifteen parts. In those parts are little sacs. The sacs ha\e juice in them. The seeds are white. There is a little kernel inside of the seeds ; the seed is ovoid in shape ; it has two skins before you can see the kernel. SELECTIONS FOR READING Class work, seat reading, and sight reading continued. The Lilac Twig. — Spring Series. — A. Y. R. Spring in the Apple Tree. — A. Y. R. The Little Seed. — Stepping Stones to Literature. Selections from Ward's Third Eeader : The Grateful Swan. — Cary. The Legend of the Northland. — Cary. The Hen That Hatched Ducklings. Sight reading from Garden and Field. VI THE AETS MUSIC Exercises in the Key of A. Exercises in Dynamics. The Triplet. Articulation and Breathing Exercises. Spring Songs. The Lovely Spring. The Little White Lily. Springtime. Tune, Juanita. The Voice of Spring. — Song Budget Sweet White Lily.- — Cecilian Series. The Wind. — Music Primer. 192 THE THIRD SCHOOL YEAR FORM STUDY AND BRUSH DRAWING Type forms continued. Study of the cylinder. Draw with brush and color: Twigs showing buds. Use twigs and buds in original designs. Simple landscapes. Imported fruits — orange, lemon, etc. Model cylinder and objects resembling it. Model imported fruits. Few explanations are needed with reference to the work of this month. For drawing lessons based on the type forms see "iiugsburg's Drawing, Book I." What objects in nature resemble the cylinder? Twigs, branches, trunks of trees, some fruits and vegetables. On the way from school — at home? Poles, pillars, pipes, cans, tumblers, pottery. What type forms previously studied do the imported fruits resemble? CHARTS History of Pennsylvania. Imported Fruits. Trees in Simple Landscapes. The chart on history may contain reproduction exer- cises by the children, pictures of William Penn and the Indians, drawings of the wampum belt, treaty monu- ment, etc. The children usually bring interesting pic- tures from their homes for these charts. Let the chart on fruits contain the children's descrip- tions, decorated with the fruit painted at top of the LANDSCAPES 194 THE.THIED SCHOOL YEAE paper. Usually the student teacher decorates the head- ing of the large chart. Last year an orange grove was painted in one corner ; a pine apple plant, banana plant, etc., formed other decorations. PICTURE STUDY St. Anthony of Padua. Divine Shepherd; St. John. Children of the Shell. The booklet on Murillo, Educational Publishing Com- pany, gives this account of the picture called St. Anthony of Padua: There is the kneeling saint with outstretched arms reaching forward to embrace the Christ child, who comes sliding down through the nebulous light from among a host of joyous angels. From the ecstatic look on the face of St. Anthony we know that the Child of God has been drawn to earth by the prayerful love in the Saint's heart. We feel certain that the open book on the table nearby is none other than the best of all good books. The vision has come to Saint Anthony on the earth, for that is common daylight that streams in through the open door, and those are perishable lilies in the vase there by the open book. By the painting of this picture Murillo gained for himself the title of "The Painter of Heaven." The picture has always been highly prized, and even the hardships of war did not tempt the men of the cathedral of Seville to accept the Duke of Wellington's offer to literally cover the canvas with gold, to be given in exchange for the precious picture. /// V '// ^-^_^!^K^-<'i^J*j^^/ / "0 Eisen Christ ! Easter Flower ! How dear thy grace has grown ! From east to west with loving power. Make all the world thine own." I GEOGEAPHY In accordance with the Easter thought of awakening to new life, observe the renewal of life in the tree. Study trees and forests according to the outline, spending several weeks on the subject. Emphasize the importance of forest preservation and tree planting. Tell how the Germans preserve the Black Forest by planting trees. Describe high mountains of the world — show pictures. Eead to the class "Louise, the Child of the Western Forest." — "Seven Little Sisters." Observe Arbor Day by the use of appropriate songs, poems and memory gems — have readings of children's descriptions. Ask the children to collect tree products: camphor, resin, cork, rubber, woods of various kinds, coffee, sassa- fras, spices, etc. Some of these may be placed on a chart — for cinnamon, cloves, etc., use small bottles which may be easily tied on the chart. 195 196 THE THIED SCHOOL YEAR TREES AND FORESTS I. Appearance of Trees. 1. At this season — renewal of life in the tree. 2. During the winter months — period of rest. 3. The autumn dress of the trees. 4. Trees in the summer season. II. The Life Story of the Tree. 1. Parts of the tree. 2. What it eats and drinks. 3. How it eats and drinks. 4. The little tree — the great tree — the dying tree. III. Some Kinds of Trees. 1. Shade trees — in country and city. 2. Evergreen trees. 3. Kut trees. 4. Fruit trees. IV. The Wood of Trees.— Uses. V. Why Forests Should be Preserved. 1. Forest and rainfall. 2. Forests and soil. 3. "Wind breaks" for crops. 4. Shelter for animal life. 5. Use poisonous gases. 6. Beauty of scenery. VI. Useful Trees of Other Lands. Coffee, chocolate, nutmeg, India rubber, palm tree, olive, cork. SOME HISTORIC TREES The Wadsworth Oak at Genesee, N. Y., said to be five centuries old. The Charter Oak at Hartford, Conn. APEIL 197 Washington's Elm, Cambridge. The Old Elm on Boston Common. The Treaty Elm on the banks of the Delaware, under which Wm. Penn made a treaty with the Indians in 1683. A monument now marks the spot. II NATUEE STUDY The Greeks of olden times welcomed the coming of Aurora, the Spring, with signs of great rejoicing. This season should bring joy and gladness to the heart of every child, for has not the Spring returned, the birds and the flowers with her? How fitting it is, too, that this season, when nature is fast awakening from the death of winter, is the time when the Christian world will celebrate the anniversary of the resurrection of Christ, our Lord and Saviour. For Easter observance see work on history, as space here will be devoted to suggestions for nature study. GROWTH OF LEAVES Continue to observe the peach tree. N"ote the changes in size and appearance of the leaf during its develop- ment from bud to maturity. Use other leaves for com- parative work. For suggestions upon leaf see October outline. Present the work which is adapted to this season. Helpful reference books are suggested in the reference list. SPRING FLOWERS Plan excursions to localities where flowers grow, that children may study the plant in its environment. Col- lect early wild flowers. Why are they early? Have 198 THE THIED SCHOOL YEAK the child examine root, stalks and underground stems. Eecall what he has learned about storing up food. As in the autumn work, have pupils study specimens in the class room. Add to the number of varieties which they have learned to distinguish. Eecall facts learned — parts, etc. Beauty of form and color. Func- tion of the flower — of its parts. Adaptation of each part to its use. Select flowers for observation during the summer — the dandelion is a good specimen, as all the parts can be seen at once. Ask children to make flower gardens. Interest them in the work of insects on flowers. Detailed work on the blood-root is here given. For comparative study use anemone and spring beauty. THE BLOOD-ROOT I. Habits. Where found. Character of soil. Blooming season. II. General Appearance. •One of the most beautiful of the early spring flowers. A large, showy, pure white flower on a scape. The absence of calyx is due to the fact that it falls off so soon — before flower is fully developed. The flower bud is well protected by being enclosed with the leaf in sheathing bract, almost entirely be- neath the ground. When broken the plant bleeds, hence the name blood-root. III. Parts. 1. Boot. — Bootstock — thick and fleshy, filled with orange red juice — multiplies by root. APEIL 199 2. Stem. — Underground. 3. Leaf. — Kidney shaped. One leaf — deeply lobed. Color — dark green above, whitish beneath. 4. Flower. — Parts : a. Calyx — pale green — 2 sepals, oval in shape. b. Corolla — white — 8 to 12 petals — ar- ranged in circles, two or more — inner petals smaller. c. Stamens — many — unequal in length. Pollen yellow. d. Pistil — one — oblong. Short style. Stig- ma "united — thick. The flowers are regular — parts in twos and fours. Belongs to the poppy family. 5. Seed — oblong pod, two valved. Ill LITERATUKE AND HISTORY EASTER During the morning exercises continue to tell the story of Christ to the Ascension. Give Bible readings from the story of the resurrection. Have the children commit appropriate verses. Tell of the old Anglo-Saxon festival in honor of Eastre, the goddess of Spring, to whom the month answering to our April was dedicated. Describe some of the ceremonies, popular sports, and observances which have characterized the celebration of Easter in all Christian countries. The most common 200 THE THIKD SCHOOL YEAR of these is that of making presents of eggs, the egg being used as an emblem of the Resurrection of Christ. Formerly these eggs were highly ornamented and were called Paschal eggs because they corresponded to the Paschal lamb in the feast of the Passover of the Jews. It is said, that during the fifteen clays alter Easter, when two Eussian people meet they salute with, "Christ is Eisen,'' the other replies, "He is indeed risen." Then they kiss and present each other with a colored egg. POEMS ABOUT TREES The Trees. — Lucy Lav com. The Palm Tree.— Tf/it7ft>r. The Planting of the Apple Tree. — Bryant. What Do We V\^Tit—Ahhey. Woodman, Spare That Tree. — Morris. Apple-Seed John. — L. M. Child. Flower Myths : Narcissus. — Laurel. AN APRIL WELCOME Come up, April, through the valley, In your robes of beauty drest; Come and wake your flowery children From their wintry beds of rest; Come and over them blow softly. With the sweet breath of the south : Drop upon them warm and loving, Tenderest kisses of your mouth. Call the crow-foot and the crocus. And the pale anemone. Call the violet and the daisy. Clothed with careful modesty; APEIL 201 Seek the low and humble blossoms, Of their beauties unaware, Let the dandelion and fennel Show their golden hair. — Phoebe Cary. o' Now April is here, in her apron sheen. The Willow dons her silvery green, Pee-wee and Sparrow settle down, And Swallows chatter in Swallow-town; Barn and cave and cliff shall twitter, And thronging pinions sail and flutter, Sweeping the meadow and skimming the lake, While air and water new graces take. Look and list ! from the low ground-vine. While brown leaves cluster and old stems twine, Eises the Wood-thrush, with rippling note; Song-thrush and Mavis their swelling throat Fill with delicious harmony. Pouring it forth to the breezy sky. — Selected. ^^The spring beauties wake for the girls and the boys. And the earth groweth green without bustle or noise. From tiny brown beds, now wrapped fold upon fold. The loveliest garlands will soon be unrolled.'' Ah, welcome ! sweet April, whose feet on the hills Have walked down the valleys and crossed o'er the rills, The pearls that you bring us are dews and warm showers, And the hem of your garments are broidered with flowers. ' — Selected. 202 THE THIED SCHOOL YEAR EASTER POEM "The little flowers came through the ground, At Easter time. At Easter time. They raised their heads and looked around, At happy Easter time. And every little bud did say, 'Dear children, bless this happy day. For all that sleep shall wake some day, At happy Easter time.' "The crocus to the sky looked up At Easter time. At Easter time. The snow-white lily raised her cup. At happy Easter time. *We feel the smile of heaven,' they say, *Its glory shines on us to-day. Oh, may it shine on us alway. At happy Easter time.' " — Selected. Ring, happy bells of Easter time, The world is glad to hear your chime; Across wide fields of melting snow The winds of summer softly blow. And birds and streams repeat the chime Of Easter time. — Youth's Companion. Let your lives, 0, children dear. Be as Easter lilies white. Scattering sweetness far and near. Carrying everywhere delight. — Youth's Companion. APEIL 203 And sweet and low the South wind blows. And through the brown field calling goes, "Come Pussy ! Pussy Willow ! Within your close brown wrapper stir; Come out and show your silver fur, Come Pussy ! Pussy Willow !'' — Harper's Young People. Spring is flinging her blossoms wide. Cowslips, anemones, arbutus sweet; Oh, may she ever with you abide. To flower the pathw^ay under your feet. — Edith Foster. A little of thy steadfastness, Eounded with leafy gracefulness, Old oak, give me, — That the world's blasts may round me blow. And I yield gently to and fro. While my stone-hearted trunk below And firm-set roots unshaken be. — Lowell. ^Plant trees, plant trees on Arbor Day, Along the shadeless, dusty way; Who plants a tree shall surely be A blessing to humanity.^' TEEE-PLANTING He who plants a tree Plants a hope. Eootlets up through fibres blindly grope; Leaves unfold into horizons free. 204 THE THIED SCHOOL YEAR So man's life must climb From the clods of time Unto heaven's sublime. Canst thou prophesy, thou little tree, What the glory of thy boughs shall be? He who plants a tree, He plants love; Tents of coolness spreading out above Wayfarers, he may not live to see. Gifts that grow are best; Hands that bless are blest; Plant ! Life does the rest ! Heaven and earth help him who plants a tree, And his work its own reward shall be. — Lucy Larcom. "WOODMAN, SPARE THAT TREE" Woodman, spare that tree! Touch not a single bough! In youth it sheltered me. And I'll protect it now. 'Twas my forefather's hand That placed it near his cot ; There, woodman, let it stand; Thy ax shall harm it not. That old familiar tree, Whose glory and renown Are spread o'er land and sea. And would'st thou hew it down? APBIL , 205 Woodman, forbear thy stroke ! Cut not its earth-bound ties; Oh, spare that aged oak, Now towering to the skies. When but an idle boy, I sought its grateful shade; In all their gushing joy. Here, too, my sisters played. My mother kissed me here; My father pressed my hand — Forgive this foolish tear, But let that old oak stand. My heartstrings round thee cling, Close as thy bark, old friend ; Here shall the wild-bird sing, And still thy branches bend. Old tree ! the storm still brave ! And woodman, leave the spot; While I've a hand to save. Thy ax shall harm it not. HISTORY This month's work in history will be concerned chiefly with the life of Lincoln. There will also be some discussion of the Civil War, for which the March study of the Southland has opened the way. It is desirable to treat this war after the study of the Revolution in February, and, as in the month of April occurs the anniversary of the assassination of Lincoln, as well as that of the opening of the war, it 206 THE THIED SCHOOL YEAK is deemed more appropriate to consider this subject at this time than in the already crowded month of February. At this stage of the year's work it is scarcely neces- sary to repeat teaching suggestions. ABRAHAM LINCOLN — OUTLINE FOR STUDY I. Eeview Early Life. Parents — Kentucky home — first school. II. The Xew Home. Backwoods life in Indiana. School life. The boatman. III. First Years in Illinois. Indian War. Soldier — lawyer — congressman. IV. The President. His moral greatness. Secession and the war. The death of Lincoln. V. Tributes to Our Honored Hero. Places named after him — literature — monu- ments. Old Royd Museum — Washington. lY NUMBEE The number work for this month will grow out of the study of gardening and the Arbor Day study. During the preceding months the children planned the building of a house; now have them lay out a garden, sow seeds and set out plants. Ask them to draw the plan for the garden; find areas of the beds and walks. Let them make problems concerning the number of plants required. APKIL 207 Ask pupils to measure their home gardens and use these dimensions in problems. Encourage them to make gardens of their own. Plan an orchard of fruit trees. Let children decide upon number and kind of trees. Problems concerning number of rows — number of trees in a row. Continue drills on the combinations of numbers. Construct and repeat the ninth table. Continue addition, subtraction, and multiplication of higher numbers. Continue notation and numeration of numbers. Teach short division. PROBLEMS A garden is 32 ft. wide and 40 ft. long. DmtW to the scale 1 inch to 8 feet. Find area and perimeter. A square garden is 12 yards long. Draw to the scale one-fourth inch to the 3^ard. Find area and perimeter. Blanche's garden is 100 ft. long and 50 ft. wide. What is the area — the perimeter? CLASS WORK LAURA CRAIG. Length of garden, 70 ft. Width of garden. 35 ft. 35 70 70 35 2450 210 Area of garden, 2450 sq. ft Perimeter of garden, 210 ft. 208 THE THIRD SCHOOL YEAR V LANGUAGE The language exercises for this month will center about the study of Lincoln and the Arbor Day work. Ask the pupils to write sketches of Lincoln's life at different periods, using topics suggested in the outline for the development of the subject. For additional reproduction work select stories from their readings: "How the Oak Tree Became King" and "The Honest Woodman" are beautiful stories, splendidly adapted to this work. See that the child is thoroughly familiar with the story. Compare his reproduction with the original. Aim to secure the best language, striving to have the child use rather than to avoid the words of the author, for it is by this use of new words that he adds to his vocabulary. While giving oral and written descriptions of trees, encourage the pupils to impersonate different trees. It is interesting to have them do this and other children decide what trees they are describing. Several of the poems about trees are well suited for paraphrasing. After the poem has been interpreted in class and is well understood by the pupils, spend considerable time upon its oral reproduction. Then ask the members of the class to write out the story. See that the different elements of the story are given their relative proportion, and that much of the vital spirit of the poem is preserved in this transition to prose. Teach simple forms for notes of invitation. Ask the girls and boys to write to their parents and friends, asking them to attend the exercises on Arbor Day. APBIL 209 EXERCISE IN USE OF DESCRIPTIVE WORDS Fill blanks with words which describe : 1. The oak is a very tree. 2. Do you not think the willow tree is ? 3. Fruit trees are . 4. The apple tree is and . 5. The one woodman was and the other was . 6. Describe the oak tree before it became king. 7. What kind of a man was Apple-seed John? Use three words, each of which tells some- thing about him. SELECTIONS FOR READING Three lines of work continued. From Stepping Stones to Literature. A Tiny Ball and What Came of It. The Tree.— Bjornson. The Maple. How the Oak Tree Became King. The Honest Woodman. What the Chairs Said. Our Field. The Chicken's Mistake. Stories of Lincoln. — Werner Co. BooUets. VI THE ARTS MUSIC Articulation and Breathing Exercises. Exercises in Key of E. Song Exercises. — Ideal Music Course: TREES IN LANDSCAPES THE ANGELUS JEAN FRANCOIS MILLET APRIL 211 The Lilies. Hear the Bells Einging. Easter Songs. Arbor Day Songs. Consider the Lilies. The Little Leaves. The Alder by the Eiver. The Old Oak Tree. Arbor Day.—/. M. C. DRAWING AND FORM STUDY With brush and color. — Easter flowers : daffodils^ narcissus, lily. Easter emblems : eggs, chickens, rabbits. Trees in landscapes. Study the ovoid. Mold type form and objects resembling it. Mold Easter emblems. Illustrate "Woodman, Spare That Tree." Draw plan of a garden. Illustrate book covers — Study of Lincoln. CHARTS Chart of Easter Paintings. Chart on Arbor Day Study. PICTURE STUDY Pictures of Trees — Forests. The Angelus. The Shepherdess. — Millet. The Ascension. Here I am, and how do you do? I've come afar to visit you. Little children, glad and free, Are you ready now for me? I'm the month of May ! — Youth's Com'panion. Mother nature is glad to-day To greet the birds of her darling May. The shrubs are dressed in rosy gauze, Amber laces drape the boughs; Dainty nests are building, hid Clouds of softest green amid; Bloom and tassel o'erhang the woods, Fragrance covers the nestling broods. Melody of Linnet and Lark Chime and cadence from dawn to dark; • Catbird's mimic, and Bobolink's fun. Bubble and trill till day is done. — Procession of the Birds. 212 MAY 213 I GEOGEAPHY AND NATURE STUDY Continue the line of work upon man's needs and some of the occupations which lead to their supply — continue the field work — work of water, etc. Study irrigation— causes— effects. Appearance of fields at this time. What is the farmer now doing? Seeds in the ground — cultivation of these crops. Endeavor by discussions to show the relation of the different units of study to the whole subject. During this delightful springtime let the realm of nature be the child's open book. Here he will always have an abundance of concrete material to furnish him thought. During field excursions and in the school- room, study blooming flowers, birds and insects. Give frequent opportunity for the child to report upon those things which he has discovered on his way to school, and to describe what he has found as the result of his investigation in the class-room. It is this interpretation which affords the child such valuable exercise in the use of language. Emphasize the study of birds this month — at this time almost all of our birds have returned. In addition to the study given in the outline, the pupils will have full opportunity to observe the pigeon kept in the school-room. Direct this observation and at stated times ask for reports of their observations. THE ORIOLE OUTLINE FOR A DESCRIPTION I. Names. Called Baltimore oriole because its colors are those of the livery of Lord Baltimore. 214 THE THIED SCHOOL YEAE Other names — golden robin, hang-bird, fire- bird. II. Migration. Arrival when cherry trees are in blossom. Departure about the middle of August. III. General Appearance. 1. Size — spread of wings — length from tip of beak to end of tail. 2. Color — orange and black. 3. Covering — compare with that of fish and other animals. IV. Habits. — Gait — flight — song. Compare locomotion with that of other ani- mals — adaptation to environment. V. Food. — Insects — flies — beetles. VI. Nest. — Where built — materials. Number and kind of eggs. VII. Incidents.— See ''Bird Ways.'*— i¥i7/er. VIII. Uses of Birds. Scarcity of our Birds. REMARKS The oriole, one of our most beautiful birds, builds near the dwellings of men. The nest is the form of a gourd shaped bag. It is usually attached to the branch of a high tree. The squirrel is the only animal able to reach the nest. For materials are used flax, various kinds of vegetable fibres, matted wool and hair. Long horse hairs are used to sow the fibres firmly together. The thin felt like walls are water-proof. Soft hair is placed in the bottom of the nest to make a soft resting place for the eggs. There are from four MAY 215 to six eggs; they are white with black spots and lines on them. The oriole is active and industrious. His bright col- ors make his lively motions conspicuous. These bril- liant colors seen among the green foliage look somewhat like flashes of fire, suggesting the name Fire-bird. The oriole generally sings while working. His notes are loud and musical — at times there are notes of com- plaint and anger. "Of all the weavers that I know, The oriole is the best; High on the branches of a tree She hangs her cozy nest." THE DANDELION Recall the flower study during the fall months. Study the third kind of composite flower, the dandelion — see September work on clover. Where have pupils seen the dandelion growing? What have they done with it ? Blooming season. Why so early ? Eecall what pupils have learned about plants storing up food. Are dandelions plentiful? Why are flowers so bright? Work of insects. I. Plant; General Appearance. Long toothed leaves rising directly from the ground; arranged in form of a rosette. Why spread out in this way? (To get air and sunshine to do their work.) II. Parts. 1. Root. — Thick, milky tap-root. Much nour- ishment stored away for early plant. 216 THE THIED SCHOOL YEAE 2. Leaves. — Pinnate veined, petiole margined, no stipules. 3. Flower stalk. — Hollow smooth scapes or flower stalks rise from the ground. 4. Flowers. — Flowers in large, close heads. Each cluster or head is made up of many small strap shaped flowers. These are complete and regular ; each flower has pistils and stamens. Function of green leaves arranged about the flower head. What do these leaf-like parts do during a rainstorm, and in the evening when the flower gets sleepy? What time do the doors close? 5. The Seed. — The fruit of the dandelion is the "silvery puff ball" or clock. How do the ripened seeds look? Why are the silken threads on the seeds? What other seeds have sails? III. Uses. Dandelion leaves are eaten as salad. They fur- nish food for the silk-worm. Roots are used for coffee — for medicine. II LITERATURE AND HISTORY LITERATURE "Christ it was who disdained not the use of objects and symbols, remembering that it was the childhood of the race. He it was who spake in parables and stories, laying bare soul of man and heart of nature, and revealing each by divine analogy. He it was who MAY 217 took the little ones in his arms and blessed them; who set the child in the midst, saying, 'Except ye become as one of these/ May the afterglow of that inspired teaching ever shine upon the path we are treading. May we bathe our tired spirits in its warmth and glory, and kindle our torches at the splendor of its light." — Kate Douglass Wiggin. Waiting for the May. — M. Douglas, Summer is Coming. The Yellow Violet. — Bryant. Robert of Lincoln. — Bryant. How the Eobin Came. — Whittier.- Sleep, Soldier, Sleep ! — ParJcer. Our Heroes. — Phoebe Cary. HISTORY May Day Customs in Other Lands, — England, Sweden. Significance of Memorial Day. Special Observance of the Day. MAY "All the birds and bees are singing; All the lily bells are ringing; All the brooks run full of laughter. And the winds come whispering after. What is this they sing and say? 'It is May !' " 218 THE THIRD SCHOOL YEAR " From "The Birds of Killingworth.'' — Longfellow. "Do you ne'er think vvliat wondrous beings these? ^to' Do you ne'er think who made them, and who taught The dialect they speak, where melodies Alone are the interpreters of thought? Whose household words are songs in many keys. Sweeter than instrument of man e'er caught? Whose habitations in the tree-tops even Are half-way houses on the road to heaven? ^Think every morning when the sun peeps tli rough The dim, leaf-latticed windows of the grove, How jubilant the. happy birds renew Their old, melodious madrigals of love ! And when you think of this, remember, too, 'Tis always morning somewhere, and above The awakening continent, from shore to shore, Somewhere the birds are singing evermore." TO THE Dk^DYlAOl^— Lowell Dear common flower that grow'st beside the way, Flinging the dusty road with harmless gold. First pledge of blithesome May. Which children pluck, and, full of pride, uphold, High-hearted buccaneers, o'er joyed that they An eldorado in the grass have found, Which not the rich earth's ample round May match in wealth, thou art more dear to me Than all the prouder summer blooms may be. MAY 219 "THE DANDELION" "He is a roguish little elf, a gay audacious fellow, Who tramps ahout in doublet green, And skirt of brightest yellow. In every field by every road, He peeps among the grasses, And shows his sunny little face. To every one that passes." "Violets, violets, open your leaves. The sparrows are chirping under the eaves. The great sun shines warm, the sky is all blue, My sisters and I are waiting for you. So open your leaves like good flowers do." "A violet by a mossy stone. Half hidden from the eye. Fail as a star, when only one Is shining in the sky." "SLEEP, SOLDIER, SLEEP" Sleep, soldier, sleep ! Thy work is o'er; No more the bugle calls "to arms !" Dream on beneath thy tent of green. Sleep, soldier, sleep; free from alarms. Peace smiles upon our goodly land. The war-cry is no longer heard. And fields where once the battle raged. Now echo with the song of bird. 220 THE THIRD SCHOOL YEAR Rest, soldier, rest ! while we to-day Bring fragrant flowers with reverent tread To deck the graves of those we love, A tribute to our honored dead. Sleep, soldier, sleep ! Thy work is o'er; Sleep on and rest, free from all care. While we our gra+itude express. With blossoms sweet, and garlands fair. G. W. Park. DECORATION DAY Bring the flowers you gather. The parting bloom of May, And scatter them with loving hands On the soldiers' graves to-day. — Youth's Companion. "Cover them over with beautiful flowers; Deck them with garlands, these brothers of ours; Give them the meed they have won in the past; Give them the honors their merit forecasts; Give them the chaplets they won in the strife; Give them the laurels they lost with their life." "We'll bring them to-day the violets blue, And roses red and white. The colors bright they bore so true For God and home and right." Let me tell you the secret without delay. Of growing beautiful day by day; MAY 221 'Tis a secret old as the world is old, But worth in itself a mine of gold; Beauty of soul is beauty of face, For inward sweetness makes outward grace. — Harper's Young People, BIED TRADES The swallow is a mason, And underneath the eaves He builds a nest, and plasters it With mud and hay and leaves. Of all the weavers that I know, The oriole is the best : High on the branches of the tree She hangs her cozy nest. The woodpecker is hard at work — A carpenter is he — And you may hear him hammering His nest high up a tree. Some little birds are miners ; Some build upon the ground; And busy little tailors, too, Among: the birds are found. '& A FAEEWELL Farewell, dear child, I have no song to give thee, No lark could pipe to skies so dull and gray; But ere we part one lesson I would leave thee. For everv da v. 222 THE THIED SCHOOL YEAE Be good, sweer maid, and let who will be clever. Do noble things, not dream them all day long; And so make life, death, and that vast forever One grand, sweet song. — Charles Kingsley. Ill NUMBER Provide for the application of the principles con- sidered during the preceding months. Give concrete problems involving the "use of numbers studied. Measure with familiar units. Continue constructing and repeating tables. Compare magnitudes; find and state ratios. Continue writing and reading numbers. Distinguish and apply Eoman numbers to C. Teach simple percentage by illustration. One hundred per cent of a dollar — a bushel, etc. Teach fractional equivalents of : 50 per cent, 33, 25, 12, 10. Shade 25 per cent of a square; 75 per cent. How many inches in 50 per cent of a yard? A horse which cost 80 dollars was sold at a gain of 25 per cent ; what sum was received for it ? OUT-DOOR AVORK IN MAY We are going to find the area of this tennis court, What must we first do? After we have found the length and the width what must we do? How shall we find the perimeter? Find the distance from the step to the gate in rods. 224 THE THIED SCHOOL YEAR This is the length of the part of the campus between the walk and the main building; Find the width and keep these measurements to use in problems. Examples made from the children's measurements. 1. The length of the board walk from the school building to the gate is Sl-t feet; the width is 4 feet. Find the perimeter. 2. The length of the cinder track between the gates is 72 yards and the width is 3 yards. What is the area ? 3. The tennis court is 7 rods long and 4 rods wide. What will be the length of a piece of rope that will reach entirely around it ? 4. The pond is 168 feet long and 52 feet wide. Find the area and the perimeter. IV LANGUAGE Continue the oral and written work as suggested in the preceding months. Devote the time chiefly to the application of prin- ciples considered during the year. Arrange exercises providing for those uses of capitals and punctuation marks which the children have already learned. At this time emphasize the uses of the exclamation point and the dash. Let the pupils write descriptions of flowers and birds. Encourage them to make these descriptions interesting and attractive. Request them to give incidents of their own observation of birds. Keep your standards high, accepting only the pupil's best work. Indicate errors and have them corrected, requiring the exercises to be MAY 225 rewritten when necessary. Let all criticism be kindly and sympathetic. THE DANDELION By Delmer Harris, age 8. The dandelion is a common flower. It grows by the roadsides, on the campus, and in the fields. It grows on hillsides and meadows. The dandelion blooms from April to November. It blooms so early because it has food stored away in its roots. The scape is hollow and very thick. We make whistles, curls, and chains out of them. The scape has milk in it and it is very milky. The color of the scape is a light green. I have eaten the leaves and people call them greens. The flower is yellow and it has hundreds of strap flowers. These strap flowers are yellow and they make the flower head. They are fastened to the flower head. I used to pull them off of the head. SELECTIONS FOR READING From Stepping Stones to Literature. The May Basket. The Story of the Morning Glory Seed. The Pea Blossom. The Violet. The Ugly Duckling. — Andersen. The Wounded Curlew.— Ce/m Thaxter. The Sandpiper. — Celia Thaxter. Selections from Ward's Third Reader with phonic drill continued. 226 THE THIED SCHOOL YEAE From Graded Poetry. The Violet. — Lucy Larcom. The Bluebird. — Emily Huntington Miller. Y THE AETS :\iusic Two Part Singing. Exercises in Chords. Song Exercises : Eest for the Flowers. Music in the Springtime. May Songs. Smiling May Comes in Play. The Birds' Ball. — Song Budget. The Woodpecker. — Music Primer. The Brown Thrush. — Song Budget. Kobin's Eeturn. — Music Primer. Memorial Songs. Patriotic. National Hymn. Memorial Day. Battle Hymn of the Eepublic. The Star-Spangled Banner. DRAWING Illustrate "The Sandpiper." — Celia Thaxter. With brush and color. Flowers: dandelion^ violet. Birds : oriole, swallow. With brush and ink. Original designs for floral border patterns. PENELOPE BOOTHBY REYNOLDS MAY 227 CHARTS Bird Study. Flower Study. Paintings and Written Descriptions. PICTURES. — MILLET. The Sower. Feeding Her Chickens. Feeding Her Birds. PICTURES. — SIR JOSHUA REYNOLDS Angels' Heads; Age of Innocence. Little "Miss Bowles.'' Penelope Boothby. Tell the children about this great English portrait painter, the kind, gentle man who loved children and painted so many beautiful pictures of them. The children are always much surprised and inter- ested when they are told that the five faces in the Angels' Heads or Cherub Choir represent five views of one little girl, Isabella Gordon. The child is first sketched looking straight at the artist and then to the right, then to the left; another view shows her when she was looking up and another when she was looking down. *EEFEREXCE BOOKS— NATURE STUDY AND GEOGRAPHY "First Studies in Plant Life. Atkinson. Ginn & Co. "Botany." Bailey. Macmillan Company, N. Y. "T3^pe Lessons in Nature Study and Literature." McGovern. A. Flanagan Co., Chicago. "Guide to the Wild Flowers." Lounsberry. T. A. Stokes Co., N. Y. "Familiar Flowers of Field and Garden." Matthews. D. Appleton & Co., N. Y. "Familiar Trees and Their Leaves." Matthews. I). Appleton & Co., N. Y. "The Plant World." Vincent. D. Appleton c(' Co., N. Y. "The Fairy Land of Flowers."' Buckley. I). Apple- ton & Co., N. Y. "Nature Study and Life." Hodge. Ginn cC- Co., Boston. "Nature Study by Months." Boy den. New Eng- land Pub. Co., Boston. "How to Know the Wild Flowers." Dana. Ameri- can Book Co., N. Y. "Plants and Their Children." Dana. American Book Co., N. Y. "Little Flower Folks." Pratt. Educational Pub. Co., N. Y. * Any of these books may be purchased from the pub- lishers of this book. 228 EEFERENCE BOOKS 229 "Insect Life." ComstocTc. D. Appleton & Co., N. Y. "Ants, Bees, and Wasps." Lubbock. D. Appleton & Co., N. Y. "Curious Homes and Their Tenants." Beard. D, Appleton & Co., N. Y. "The Animal World." Vincent D. Appleton & Co., N. Y. "The Idyll of the Honey Bee." Burroughs. "The Bird Book.'' Echstorm. D. C. Heath & Co., Boston. "Our Birds and Their Nestlings." Walker. Ameri- can Book Co., N. Y. "Birds Through an Opera Glass." Merriam. Hough- ton, Mifflin & Co., Boston. "Bird Ways." Miller. Houghton, Mifflin £ Co., Boston. "Four Feet, Two Feet, and No Feet.'' Richards. "Ways of Wood Folk." Long. Ginn & Co. "Lessons on Zoology." Needham. American Book Co., N. Y. "Geographical Nature Studies." Payne. "Commercial Geography." Adams. "Children of the Cold." Schwatka. "Special Method in Geography." McMurry. "Little Lucy's Wonderful Globe." Macmillan Co., N. Y. "Seven Little Sisters." Andrews. Ginn d- Co.. Bos- ton. "Great American Industries." A. Flanagan Co., Chicago. "American Inventors and Inventions." Burdett &Co. 230 EEFEEENGE BOOKS ''The Teaching of English." Chuhh. Macmillan Co., N. Y. "The Story Hour." Wig gin. Houghton, Mifflin & Co., Boston. "Fairy Stories and Fables." Baldwin. American Book Co., N. Y, "^sop's Fables." A. L. Burt, N. Y. "Fairy Tale Plays and How to Act Them." Bell Longmans, Green & Co. "Fairy Tales." Andersen. Maynard, Merrill & Co. "Stories for Kindergarten and Primary Schools." Wiltse. Ginn & Co. "A Child's Garden of Verse." Stevenson. Band, Mc- Nalhj & Co. "Child Life in Poetry and Prose." WJiittier. "Lullaby Land." Field. Scribners Sons. "Love Songs of Childhood." Field. Scrihne/s Sons. "Graded Poetry." Alexander and Blake. Maynard, Merrill & Co. "Three Years with the Poets." Hazard. Houghton, Mifflin & Co. "Poems Every Child Should Know." Burt. Double- day, Page & Co. "Child Ehymes." Riley. Bobbs-Merrill Co., Indian- apolis, Ind. "Stories and Poems for Children." Thaxter. "Jason's Quest." Lowell. "Popular Fairy Tales." Grimm. "Uncle Eemus' Songs and Sayings." D. Appleton & Co. "Ethics. Stories for Home and School.'' Dewey. EEFERENCE BOOKS 231 "Ethics for Young People." Everett. Ginn & Co., Boston. "The Young Citizen." Dole. D. C. Heath & Co., Boston. "The Young American." Judson. Maynard, Merrill & Co. "Morals and Manners." Shearer. Richardson, Smith & Co., N. Y. REFERENCE BOOKS— LITERATURE AND HISTORY "Ten Little Boys Who Lived on the Road from Long Ago to Now." Andrews. Lee & Shepard, Boston. "The Discovery of America." Fiske. Houghton, Mifflin & Co. "Old Times in the Colonies." Coffin. Harper Bros., N. Y. "Indian History for Young Folks." DraTce. Harper Bros., N. Y. "Stories of Colonial Children." Pratt. Ed. Pub. Co. "Story of the Thirteen Colonies," Guerher. Ameri- can Booh Co. "A Short History of the English Colonies in Ameri- ca.^' Lodge. "Stories of American Life and Adventure." Eggle- ston. American Booh Co. "The Story of Our Country." Burton. Werner Co. "Customs and Fashions in Old New England." Earle. Chas. Scrihner's Sons, N. Y. "History of the United States." Fishe. 232 EEFEKENCE BOOKS "History of the People of the United States." ilfc- Mdster. "Stories of Pennsylvania." Walton and Brumbaugh. "A History of Pennsylvania." Shimmel. R. L. Myers Co., Harrisburg, Pa. "Biographical Booklets." ^Yerner Co. "Wonder Book." Hawthorne. "Scudder's Fables and Folk Stories." Euskin's "King of the Golden River." "Stepping Stones to Literature." Arnold. Silver, Burdett & Co., Boston. "Nature Myths and Stories." Cooke. A. Flanagan Co., Chicago. "x\ll the Year Round." Ginn & Co. "Stories from Garden and Field." Ed. Puh. Co. "Cat-Tails and Other Tales." HowUtson. A. Flana- gan Co. "Classic Stories for Little Ones." Lida McMurry. Public School Puh. Co., Bloomington, III. "Nature in Verse." Love joy. Silver, Burdett & Co. "Selected Classics." Ed. Pub. Co. "Round the Year in Myth and Song." American Booh Co. "Age of Fable and Beauties of Mythology." Bul- finch. "Old Greek Stories." Baldwin. American Booh Co. "Greek Heroes." Kingsley. Ginn £ Co. "Classic Myths." Gayley. Ginn cf- Co. "Guerber's Myths of Greece and Rome." American Booh Co. EEFEKENCE BOOKS 233 MISCELLANEOUS "Observational Geometry.'' Campbell. Harper & Bros., N. Y. "Primary Arithmetic." Speer. Ginn & Co., Boston. "Supplementary Arithmetic." Gifjin. A. Flanagan Co. "Industrial Primary Arithmetic." Baldivin. "School Hygiene." Shaw. "The Essentials of Health. Stowell. Silver, Bur- dett & Co. "The Child's Book of Health." Blaisdell. "School Gymnastics." Bancroft. Lessons on the Human Body." Hallock. E. L. Keh logg & Co. "Practical Physiology." Blaisdell. "Augsburg's Drawing Books," I. and 11. Educa- tional Piib. Co., N. Y. "Text Books of Art Education.** Prang. Prang Ed. Co., N. Y. "Composition — Drawing." Doiv. Baher & Taylor Co., N. Y. "Course in Paper and Cardboard Construction." Hammell. B. F. Johnson Publishing Co., Richmond, Va. "Riverside Art Series." Houghton, Mifflin & Co., N. Y. "Art Books." Educational Publishing Co. "Modern Music Primer." Smith. Silver, Burdett & Co. 234 REFEEENCE BOOKS BOOKS FOR THE CHILDREN'S LIBRARY "True Fairy Tales." Bahewell. American Boole Co., N. Y. "Little Stories for Little People." McCullough. American Book Co., N. Y. "Old Greek Stories." Baldwin. American Booh Co., N. Y. "Stories of Great Americans for Little Americans." Eggleston. American Book Co. "The Book of Legends." Scudder. Houghton, Miffln & Co., Boston. "From the Land of Stories." Claxton. B. F. John- son Pub. Co., Richmond. "Household Stories." KUngensmith. A. Flanagan Co., Chicago. "Little Golden Hood." Heller and Bates. Long- mans, Green & Co., N. Y. "The Snow Man." Lang. Longmans, Green & Co., N. Y. ■ " ■ "Little People of the Snow." Muller. A. Flanagan Co., Chicago. "Little Folks of Other Lands." Chaplin and Hum- phrey. Lothrop Pub. Co. "yEsop's Fables." Pratt. Educational Pub. Co., N. Y. "Grimm's Fairy Tales." Pratt. Educational Pub. Co., N.Y. '^ "Children of the Palm Lands." Allen. Educational Pub. Co., N. Y. "Legends of the Spring Time." Hoyt. Educational Pub.Co..N.Y, REFERENCE BOOKS 235 "Robinson Crusoe for Boys and Girls/' McMurry and Hmted. Public School Pub. Co., Bloomington, III. "Six N"ursery Classics." O'Shea. D. C. Heath <& Co., Boston. "Legends of the Red Children." Pratt. Educa- tional Pub. Co., N. Y. "Stories of Mother Goose Village." Bigham. Rand, McNally & Co., N. Y. "Classic Fables." Turpin. Maynard, Merrill & Co- N. Y. "Fifty Famous Stories Retold." Baldivin. Ameri- can Book Co. For Intermediate Teachers ^lusy Hands Construction Work By Isabelle F. Bowkcr, of the Chicago Public Schools. Embracing work in cardboard folding and cutting, basketry, weaving, etc. The subjects were carefully chosen and are familiar to all chil- dren. 170 illustrations. Cloth. Price, 60 cents. S