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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..911b72a --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #55057 (https://www.gutenberg.org/ebooks/55057) diff --git a/old/55057-0.txt b/old/55057-0.txt deleted file mode 100644 index f3c4c8c..0000000 --- a/old/55057-0.txt +++ /dev/null @@ -1,7890 +0,0 @@ -Project Gutenberg's Daily Lesson Plans in English, by Caroline Griffin - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: Daily Lesson Plans in English - -Author: Caroline Griffin - -Release Date: July 6, 2017 [EBook #55057] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK DAILY LESSON PLANS IN ENGLISH *** - - - - -Produced by Cindy Horton, Larry B. Harrison, and the Online -Distributed Proofreading Team at http://www.pgdp.net (This -file was produced from images generously made available -by The Internet Archive) - - - - - - - - - - DAILY - LESSON PLANS - IN ENGLISH - - - BY - CAROLINE GRIFFIN - - - EDUCATIONAL PUBLISHING COMPANY - BOSTON - New York Chicago San Francisco - - - - - Copyright, 1914 - - BY - EDUCATIONAL PUBLISHING COMPANY - - - - -DAILY LESSON PLANS IN ENGLISH - - - - -SEPTEMBER - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -Show the children a sunflower. What is it? Who can think of another -flower of the same color? (Nasturtium, goldenrod, dandelion, buttercup, -etc.) Who can think of a flower that is blue? (Hyacinth, bachelor’s -button, flower de luce, etc.) Who can think of a flower that is red? -(Rose, carnation, geranium, poppy, etc.) Have each child name some -flower that he likes. - -_Tuesday_ - -Allow the children to play “Hey, diddle, diddle.” One child is the cat, -another the fiddle, a third the dish, others the spoon, the little -dog, the cow and the moon. All the rest of the children repeat, very -slowly: - - Hey, diddle, diddle, - The cat and the fiddle. - -As the two lines are being recited, the children representing the cat -and the fiddle stand up at their seats and bow. As the words, - - The cow jumped over the moon, - -are recited, the child representing the moon, stooping down, holds out -a round piece of pasteboard, a piece of paper, or anything else that -happens to be handy, even a book will serve, and the “cow,” steps or -jumps over it. - -At the words, - - The little dog laughed to see such sport, - -the little dog laughs. At - - The dish ran away with the spoon, - -the two children representing dish and spoon take hold of hands and run -across the room. - -Then other children may be selected for the various parts, and the game -may be played thus again and again. - -_Wednesday_ - -Have the children practise writing their names, and if possible, their -home addresses. - -_Thursday_ - -What kind of a day is it, sunny or stormy? What color is sunshine? -Point to the sun. What color are storm clouds? How does the rain come -down? What does the sunshine do for the trees and flowers? What does -the rain do for the trees and flowers? What does the rain do for us? - -_Friday_ - -Have the children name all the objects they can see in the school-room. - -SECOND WEEK - -_Monday_ - -How many children had their faces washed before coming to school this -morning? How many had their hair combed? Have each child tell who -combed his hair, whether mother, nurse, or the child himself. Talk -about the necessity of cleanliness, and why every child must come to -school looking clean and tidy. - -_Tuesday_ - -Write the name of the day of the week on the blackboard, and have the -children practice writing it. - -_Wednesday_ - -Ask each child to stand up at his seat and recite a “Mother Goose” -rhyme. - -_Thursday_ - -Who can show me what I mean when I say, “Run.” Allow some child to run. -What do I mean when I say, “Walk.” Have the word illustrated. Continue -similarly with _talk_, _laugh_, _sing_, _jump_, _sit_, _stand_. - -_Friday_ - -Show the children a flag. What is it? What are the three colors of the -flag? Have the children count the red stripes; the white stripes. What -is the color of the stars? - -THIRD WEEK - -_Monday_ - -Show the children a red apple and a green, or a yellow apple. What are -the colors of the two apples? What shape? Where is the stem? Where is -the skin? What is there inside the skin? Cut one of the apples open. -How many seeds has it? - -_Tuesday_ - -Have each child tell his father’s or his mother’s first name. - -_Wednesday_ - -Have the children practise writing the date. - -_Thursday_ - -Have each child tell something that he can see out of the school-room -window. Write the word given by each child on paper and let him -practise writing it. - -_Friday_ - -Let the children dramatize, with a little suggestive help, “Old King -Cole.” - -FOURTH WEEK - -_Monday_ - -What day of the week is this? How many days are there in a week? Who -can name them? What is done in your home on Monday? (Washing?) On -Tuesday? (Ironing?) On Wednesday? Thursday? Friday? Saturday? Sunday? - -_Tuesday_ - -Have the children play the game, “This is the way we wash our clothes.” - -_Wednesday_ - -Practise writing _September_. - - -_Thursday_ - -Practise writing the day of the week. - -_Friday_ - -Have the children tell what they had for breakfast. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -Tell, or read, the following story, the children to guess what animal -is referred to. - - Look what a small, shy thing I am! Do not frighten me, and I will tell - you all about myself. It is quite true that I come and nibble your - cheese and candles now and then. But if you will keep such nice things - stored away in heaps, how can I help longing for a taste? The smell - of your puddings and pie-crust is so nice! How should I know that it - belongs to you and not to me? - - Please do not tell the cat where I am, or she will come and eat me up. - I do not like cats a bit. But there is something that I hate more than - cats, and that is the horrid traps you set to catch us in. When one of - my friends finds himself inside of one of these, you do not know how - badly he feels! How would you like it yourself? - - We do some good in the world, though people fancy we do nothing but - harm. Men and women throw about bits or scraps of food enough to give - us many a nice meal. We run out and eat this, and leave the floor - clean and tidy. - - We run off to our holes as quickly as can be if you frighten us, and - you will see no more of our soft fur and long tails. If you are kind - we shall be glad to make friends with you.--_Adapted._ - -_Tuesday_ - -Have the children tell, in their own words, the story of “The Mouse.” - -_Wednesday_ - -Copy the following: - - A mouse has gray fur. - A mouse has bright eyes. - -_Thursday_ - -Have each child tell about some animal, the other children to guess the -animal meant. For example: - -I have four legs. I have fur. When I am hungry I say, “Miow.” When I am -happy I purr. What am I? - -If you find it to be too difficult for the children to give the -descriptions, you can describe the animals, and let all the children -guess what you are describing. - -_Friday_ - -Write five words that rhyme with _cat_. - -SECOND WEEK - -_Monday_ - -What month is this? How many months are there in the year? How many -days in this month? Teach the rhyme, “Thirty days hath September.” - -_Tuesday_ - -Have the children write the names of the months. - -_Wednesday_ - -Have the children complete the following sentences: - - Roses are ----. - - Asters are ----. - - Goldenrod is ----. - - Lemons are ----. - - Trees are ----. - - My eyes are ----. - -_Thursday_ - -To be memorized: - - -MY SHADOW - - I have a little shadow that goes in and out with me, - And what can be the use of him is more than I can see. - He is very, very like me from the heels up to the head; - And I see him jump before me, when I jump into my bed. - - The funniest thing about him is the way he likes to grow-- - Not at all like proper children, which is always very slow; - For he sometimes shoots up taller, like an Indian-rubber ball, - And he sometimes gets so little that there’s none of him at all. - - He hasn’t got a notion of how children ought to play, - And can only make a fool of me in every sort of way. - He stays so close beside me, he’s a coward you can see; - I’d think shame to stick to nursie as that shadow sticks to me! - - One morning, very early, before the sun was up, - I rose and found the shining dew on every buttercup; - But my lazy little shadow, like an arrant sleepy-head, - Had stayed at home behind me and was fast asleep in bed. - - --_Robert Louis Stevenson._ - -Have the children copy two stanzas of the poem. - -_Friday_ - -Have the children copy the rest of the poem, “My Shadow.” - -THIRD WEEK - -_Monday_ - -Teach the children the first stanza of “My Shadow.” - -Who has a shadow? When can we see our shadow? How does the shadow “Jump -before me, when I jump into my bed”? - -_Tuesday_ - -Teach the second stanza of “My Shadow.” - -How does the shadow grow tall? How does it get “so little”? - -_Wednesday_ - -Teach the third stanza of “My Shadow,” questioning the children to make -sure that they understand its meaning. - -_Thursday_ - -Teach the fourth stanza of “My Shadow.” - -_Friday_ - -Have the children repeat the entire poem, “My Shadow.” - -FOURTH WEEK - -_Monday_ - -Write five sentences, telling what the shadow does. (Refer to the poem.) - -_Tuesday_ - -Write five name words (nouns), to be found in the poem “My Shadow.” - -_Wednesday_ - -Write a letter to your sister or brother, telling what you do at school. - -_Thursday_ - -Make an envelope of paper, and address it to the one to whom you wrote -yesterday. - -_Friday_ - -Write five words that rhyme with _run_. - - _To the Teacher_: The proper method of addressing an envelope may be - taught here. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -Have the children repeat the old rhyme, “Peter Piper picked a peck of -pickled peppers,” then let them see if they can write it. - -_Tuesday_ - -For dictation: - - I know that when my bed-time comes, - And I am tired of everything, - I cannot go to sleep unless - I hear my mother softly sing - The Bye-low song. - -_Wednesday_ - -Story for reproduction: - -JIM CROW - - When Jim Crow became a member of our family he was very young, and - could hardly balance himself upon his slender legs. - - We fed him upon raw eggs and scraps of raw meat until he grew strong - and the black feathers had become smooth and glossy, and the bright - eyes were brighter, and Jim Crow had changed into a beautiful bird. - - A smart bird was Jim, devoted to his master and mistress, hailing them - with a loud caw whenever their steps were heard, and hopping about to - greet them. - - Jim could talk a little, and would have acquired much more knowledge - of the language if he had lived longer. - - He would spread his wings, purple in their deep black, and call in a - hoarse voice, “Come on, come on,” very distinctly. - - He would greet his master with “Hello, Papa,” and delighted in feeding - from his hand. He knew when the butcher boy came with the meat, and - was at the cook’s side when she received the basket, croaking for his - share. - - Jim delighted in a plunge bath, and would splash away in an earthern - crock a dozen times a day, if it was filled for him. - - He liked red and blue, and if ladies called at the house dressed in - these colors, the young crow would become frantic, spreading his wings - and tail, and crying, “Come on, Come on,” to the amusement of all. - - He would often eat corn with the chickens, and would act in a very - greedy way, filling his bill with the grain, rushing away and hiding - it, then coming back for more. If the chickens did not eat as fast as - they could, Jim had the lion’s share. - - Jim was hurt one day by a stray dog, and then we didn’t have a crow - any more.--_Selected._ - -_Thursday_ - -Have the children tell, in their own words, the story of “Jim Crow.” - -_Friday_ - -Have the children write the story of “Jim Crow.” - -SECOND WEEK - -_Monday_ - -Poem to be memorized: - -THE LAND OF STORY BOOKS - - At evening when the lamp is lit, - Around the fire my parents sit; - They sit at home, and talk and sing, - And do not play at anything. - - Now, with my little gun, I crawl - All in the dark along the wall, - And follow ’round the forest track - Away behind the sofa back. - - There, in the night, where none can spy, - All in my hunter’s camp I lie - And play at books that I have read - Till it is time to go to bed. - - These are the hills, these are the woods, - These are my starry solitudes, - And there the river, by whose brink - The roaring lions come to drink. - - I see the others far away, - As if in firelit camp they lay, - And I, like to an Indian scout, - Around their party prowled about. - - So when my nurse comes in for me, - Home I return across the sea, - And go to bed with backward looks - At my dear Land of Story Books. - - --_Robert Louis Stevenson_ - -Have the poem copied. - -_Tuesday_ - -Have the children commit to memory the first two stanzas of “The Land -of Story Books.” - -_Wednesday_ - -Have the children commit to memory the third and fourth stanzas of “The -Land of Story Books.” - -_Thursday_ - -Have the pupils commit the entire poem, “The Land of Story Books.” - -_Friday_ - -Repeat the poem of the week, entire. - -THIRD WEEK - -_Monday_ - -Write a list of the adjectives to be found in the poem, “The Land of -Story Books.” - -_Tuesday_ - -Write a list of the verbs to be found in the poem, “The Land of Story -Books.” - -_Wednesday_ - -Write two words that rhyme with each of the following: Sit, wall, bed, -lay, sea. - -_Thursday_ - -Write, in complete sentences, answers to the following questions, -referring to the poem for the answers: - - What do my parents do? - - Where do I go with my gun? - - What do I play? - - What do I play that I am? - - How long do I play? - -_Friday_ - -Write a letter, thanking your aunt for a birthday present, and telling -what the present is. - -FOURTH WEEK - -_Monday_ - -Complete the following sentences: - - I am ---- to New York. - - I ---- to school yesterday. - - Will you ---- to the circus with me? - - Has your aunt ---- home yet? - - Are you ---- to school to-morrow? - - Shall we ---- part way home with you? - -_Tuesday_ - -Write the names of five objects made of wood; five of iron; five of -wool; five of cotton. - -_Wednesday_ - -Write a composition telling about grapes. - -_Thursday_ - -Write a letter telling a friend about a squirrel you once saw. - -_Friday_ - -Write an invitation to a school party. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -Write five sentences telling about good manners in the school-room. - -_Tuesday_ - -Describe, orally, some game you know how to play. - -_Wednesday_ - -Copy the following from Whittier’s “The Barefoot Boy”: - - How the tortoise bears his shell, - How the woodchuck digs his cell, - How the ground-mole sinks his well, - How the robin feeds her young, - How the oriole’s nest is hung; - Where the whitest lilies blow, - Where the freshest berries grow, - Where the ground-nut trails its vine, - Where the wood-grape’s clusters shine. - -_Thursday_ - -Write sentences explaining each reference in the poem copied yesterday. -For example, “How the tortoise bears his shell”--The tortoise carries -his shell on his back. - -_Friday_ - -Have pupils dramatize “Little Red Riding Hood,” without preparation, -and in their own way. - -SECOND WEEK - -_Monday_ - -For dictation: - - Ere, in the northern gale, - The summer tresses of the leaves are gone, - The woods of Autumn, all around our vale, - Have put their glory on. - - --_William Cullen Bryant_ - -_Tuesday_ - -Proverbs, to be copied and committed to memory: - - He who does his best, does well. - - It takes two to make a quarrel. - - Make hay while the sun shines. - - More haste, less speed. - - Waste not, want not. - - A place for everything, and everything in its place. - - A friend in need is a friend indeed. - - Better late than never. - - Look before you leap. - - Honesty is the best policy. - -_Wednesday_ - -Write a composition about “Sparrows.” - -_Thursday_ - -Write a telegram, congratulating either President Taft or Governor -Wilson upon his nomination for President. - -_Friday_ - -Conversation on how we can tell that Fall and Winter are coming. - -THIRD WEEK - -_Monday_ - -Copy the following from “Hiawatha.” - -THE FEAST OF MONDAMIN - - And the maize-field grew and ripened, - Till it stood in all the splendor - Of its garments green and yellow, - Of its tassels and its plumage, - And the maize-ears full and shining - Gleamed from bursting sheaths of verdure. - - Then Nokomis, the old woman, - Spake and said to Minnehaha: - “Tis the Moon when leaves are falling; - All the wild rice has been gathered, - And the maize is ripe and ready; - Let us gather in the harvest, - Let us wrestle with Mondamin, - Strip him of his plume and tassels, - Of his garments green and yellow.” - -_Tuesday_ - -Commit to memory the selection from “Hiawatha.” - -_Wednesday_ - -Conversation on the meaning of the “Mondamin” story. - -_Thursday_ - -Write a story on “Corn--How It Grows.” - -_Friday_ - -Write ten sentences about the uses of corn. - -FOURTH WEEK - -_Monday_ - -Write the abbreviations for _month_, _year_, the days of the week, the -months of the year. - -_Tuesday_ - -For dictation: - - Chestnuts in the ashes - Bursting through the rind, - Red leaf and yellow leaf - Rustling down the wind; - Mother “doin’ peaches” - All the afternoon-- - Don’t you think that Autumn’s - Pleasanter than June? - -_Wednesday_ - -Write five reasons why autumn is pleasanter than June. - -_Thursday_ - -Write ten sentences containing the word blue. - -_Friday_ - -Write a rhyme of four lines about apples. - - - - -OCTOBER - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -What is the name of this month? What was last month called? What month -follows October? What season is this? What season follows autumn? What -are the four seasons? How do you know that it is autumn? How is the -weather different from what it was in July? What are the birds doing -this month? What is happening to the leaves on the trees? What flowers -are in blossom this month? - -_Tuesday_ - -A little verse to learn: - - Work, and make the world sweet, - That’s the best for you. - -_Wednesday_ - -Read this little poem to the children: - -LITTLE MISS CHESTNUT - - Little Miss Chestnut lived in a tree, - She and her sisters; one, two, three. - Their house was covered with prickles green, - To keep the squirrels away, I ween. - - Soon Jack Frost knocked, just for fun; - Out jumped the chestnuts, every one. - - Elsie and Fred, on their walk next day, - Found the nuts and took them away. - On winter evenings, cold and long, - They’ll roast the nuts. Here ends my song. - - --_Selected_ - -_Have ready_, but out of sight, a chestnut burr, if possible containing -some of the nuts. If you cannot get the burr, at least have some of the -nuts enough so that each child may have one to eat, after the lesson is -over. - -Show the children how the prickly burr protects the nuts from -squirrels, and from boys and girls, until the nuts are ripe. Then Jack -Frost comes along and opens the burr, and the nuts fall out. - -Explain how the nut itself is the seed of the chestnut tree, and how, -if allowed to lie under the snow all winter, a new little chestnut tree -will start up in the spring. - -_Thursday_ - -Teach this little rhyme to the children: - - When we have a pleasant day, - We like to stroll along the way; - And as we walk upon the street, - The folks we know we always greet. - -Use the rhyme as a means of teaching the children the proper method of -salutation on the street. Let the girls wear their hats, and the boys -have their caps at their seats with them. Allow a boy and a girl, with -hats on, to go to the front of the room, and from opposite sides of the -room walk towards each other. As they start, the children--all except -the two at the front--repeat the rhyme. When the two children at the -front meet, the girl nods her head politely, and the boy lifts his hat. -After the simple ceremony the two children return to their seats, and -their places are taken by other boys and girls, in turn, until all can -perform the act easily and gracefully. - -_Friday_ - -Ask each child to bring a penny to school. See how many things are to -be found on the penny--as a head, date, etc. - -SECOND WEEK - -_Monday_ - -Tell the children that October was the month when America was -discovered. We live in the United States, and the United States is -in America. Tell the story of Columbus and the discovery of the new -continent. If well told, the story is quite as fascinating as a fairy -tale. - -_Tuesday_ - -Have the children tell back to you the story of Columbus and the -discovery of America. - -_Wednesday_ - -A poem dramatized. - -This poem, acted out as indicated, can be used effectively as a rest -exercise. As all the children will be moving, the windows can be thrown -open, and the room aired while the game is being played. - -The poem is to be recited by the teacher. Allow plenty of time between -lines, for each part to be acted. - -Children representing Sunshine, Miss Weather and Professor Wind are -first chosen. They take their places in the front of the room. Then -the other children are separated, by rows of desks, into Ashes, Oaks, -Maples, and Chestnuts. - - October gave a party; - The leaves by hundreds came-- - -The Ashes, Oaks, Maples, and Chestnuts come skipping, tiptoe, up the -aisles, helter-skelter, to represent flying leaves. - - The Ashes, Oaks, and Maples, - And those of every name. - -The skipping is continued, until all the leaves stand in a group at one -side of the room. - - Miss Sunshine spread a carpet, - And everything was grand. - -As these two lines are being recited Miss Sunshine pretends to spread -a carpet over the entire open space at the front of the room. She may -take plenty of time. The poem is not to be recited continuously. - - Miss Weather led the dancing, - -As this line is recited, Miss Weather skips alone across the front of -the room, from one side to the other. - - Professor Wind, the band. - -Professor Wind marches pompously across the room, tooting a real or an -imaginary horn. - - The Chestnuts came in yellow, - -The Chestnuts skip lightly, by couples, from one side of the room to -the side where Miss Weather stands. They bow to Miss Weather by twos, -turn, and skip back again. - - The Oaks in crimson dressed; - The lovely Misses Maple - In scarlet looked their best. - -The Oaks, then the Maples, followed by the Ashes, skip across the room -by twos, bowing to Miss Weather, and returning to their places, after -the fashion of the Chestnuts. - - And balanced all their partners, - And gaily fluttered by; - The sight was like a rainbow - Now fallen from the sky. - -While the teacher is reciting the four lines given above, all the -children are still, but at its close, all skip about partners, holding -their clasped hands high above the head, skipping tiptoe, as before, -and very light and gay. - - Then in the rustic hollows, - At “hide-and-seek” they played, - The party closed at sundown, - And everybody stayed. - -All remain quiet while the four lines given above are recited, then -partners separate, and everybody apparently hides somewhere. - - Professor Wind played louder; - They flew along the ground; - And then the party ended - In jolly hands around. - -As Professor Wind blows his hardest, all gather from their hiding -places, take hold of hands and circle round, and the game ends. - - --_Selected and adapted_ - -_Thursday_ - -Play the October game. - -_Friday_ - -Play the October game. - -THIRD WEEK - -_Monday_ - -Read this poem to the children, for them to guess who is meant: - -WHO’S THE ROGUE? - - A roguish old fellow is prowling about - In field and in garden; you can’t keep him out. - No matter how tall - You build up your wall, - He’ll find a way over, in spite of it all. - - On the glass of the window his pictures you’ll see, - A grand exhibition (admission is free); - He works hard at night - While the stars glitter bright; - But when the sun rises he keeps out of sight. - - He’ll sketch you a snow-covered mountain or tree; - A torrent all frozen, a ship out at sea. - He draws very fast, - But his work does not last: - It fades when the chill of the night-time is past. - - Before the sun rises, while hardly ’tis light, - He feels of the fruit and takes a sly bite; - He has a fine taste, - Though a great deal he’ll waste, - Then off he will go in very great haste. - - Now, who do you think this old fellow may be, - The bright, sparkling work of whose fingers we see? - All winter he’ll stay, - What more shall I say? - Only this, that his first name begins with a J. - - --_Selected_ - -_Tuesday_ - -On this, or some rainy morning of the week, talk about the weather. Why -did you all come to school this morning with rubbers and umbrellas? -Why is an umbrella shaped as it is? Why does the rain sometimes fall -straight down, and sometimes slanting? How does the rain tell us which -way the wind blows? Why do rubbers keep our feet dry, when shoes do -not? What else is made of rubber? - -_Wednesday_ - -Teach the children this memory gem: - - All that’s great and good is done - Just by patient trying. - -_Thursday_ - -What does Jack Frost do to the windows? What does he do to the nuts? -What does he do to the apples? What does he do to the grass? What are -some other things that Jack Frost does? - -_Friday_ - -Play the October game, described under the preceding week. - -FOURTH WEEK - -_Monday_ - -An October Pumpkin Story. (To be told to the children.) - - One afternoon in late October, father went down to the field to get a - pumpkin. - - The children went along too. They wanted to see that father picked out - a large pumpkin. They wanted to help bring it back to the house. - - Although it was October, there were still some pumpkins to be found in - the field. - - Father led the way. The children came trooping after. - - The pumpkins grew down in the cornfield. Their long, coarse stems lay - sprawling on the ground. Their big, rough leaves looked like green - umbrellas. - - The boys saw a very large pumpkin. They were just going to pick it, - but father said, “Not that one.” - - Father looked around until he found a deep, yellow pumpkin. He told - the children that deep, yellow pumpkins make the best pies. - - The children soon found another pumpkin, somewhat smoother than the - others. They picked that to use for a Jack-o’-lantern. - - Then they went back to the house, carrying the huge yellow fruit with - them. - - The girls went into the house, to see mother make pumpkin pies. - - Mother cut open the yellow pumpkin. Oh, how thick the meat was! Oh, - how the fat, white seeds came tumbling out! Mother said the flesh was - good because it had a nice fine grain. - - Mother cut the flesh into small pieces, after she had peeled off the - thick rind. - - Then she put the pieces into a large iron pot to boil. - - When the girls had seen the pieces disappear into the pot they went to - see what the boys were doing. - - Out by the barn they found the boys with a jack-knife, working away at - the other pumpkin. The boys were making a Jack-o’-lantern. - - They had cut a round hole in the top of the pumpkin, so as to leave - the stem for a handle. In this way they could lift out the round piece - like a cover. They dug out all the seeds with their hands, to make it - hollow. - - Then they cut a small hole, shaped like a triangle, in the side of the - pumpkin. They bored two round holes, one each side of the triangle. - Below it they cut a funny hole shaped like a new moon. - - It looked like a huge grinning face. When the boys had finished it, - they put the pumpkin away in the barn. - - Then they all remembered about the pumpkin that was cooking in the - kitchen, so they ran back to the house as fast as they could. - - By this time the pumpkin in the pot was done, and mother took it from - the stove. She poured off the water, and then put the cooked pumpkin - into a colander. - - While mother was rubbing the soft pumpkin through the colander, the - boys ran off to hunt for eggs. When they came back, mother took eight - of the eggs, and about three pints of the soft pumpkin. She stirred it - very fast, while the children stood around and watched, with open eyes - and mouths. Then she put in milk, and spice, and brown sugar. - - Oh, didn’t it look good! The children smacked their lips as each - separate thing went in. Mother gave it all such a beating with her big - spoon that the children said it would be good ever after. - - Next came the pie tins lined with soft crust, and last of all the pies - went into the oven. - - That night as father and mother sat in front of the fire-place - talking, a strange noise was heard. What could it be? Was it a groan? - Was somebody hurt? There it was again, again, and again! It came from - the front porch. - - Father went to the window and drew aside the curtain. Then they saw - something that made the smaller children shiver, but the older girls - only laughed. The boys were not in the house. - - There at the window, staring in and grinning horribly--was--well, what - do you suppose? Yes it was the Jack-o’-lantern. - - --_Selected_ - -_Tuesday_ - -Talk about Jack-o’-lanterns. If possible, make one in school, or show -the children one. - -_Wednesday_ - -Talk about Hallowe’en, and how the Jack-o’-lantern is used for -decoration at that time. - -_Thursday_ - -Talk about Hallowe’en tricks. - -_Friday_ - -Play some of the Hallowe’en tricks in school. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -To be copied and memorized by the pupils: - -THE WORLD’S MUSIC - - The world’s a very happy place, - Where every child should dance and sing, - And always have a smiling face, - And never sulk for anything. - - The world is such a happy place, - That children, whether big or small, - Should always have a shining face, - And never, never sulk at all. - - --_Selected_ - -_Tuesday_ - -Have the children write answers, as complete sentences, to the -following questions about “The World’s Music”: - - What kind of place is the world? - - What should every child have? - - What should a child do? - - What should a child never do? - -_Wednesday_ - -Bring sufficient hickory nuts to the class so that each child can -have one. If possible, have the nuts in the hulls. Ask the following -questions, for the children to answer: - - How many hulls on each nut? - - What are the hulls for? (To protect the nut.) - - What takes off the hulls when they are quite ripe? (The frost.) - - Which is the blossom end of the nut, and which is the stem end? - - Crack a hickory nut. What is there inside the shell? - -Explain how the nut grows, to start a new tree. - -_Thursday_ - -Copy these sentences, filling the blank spaces with _is_, or _are_: - - A gray squirrel ---- in the tree. - - The squirrel ---- fond of nuts. - - The tree ---- once the squirrel’s home. - - Hickory nuts ---- the squirrel’s food. - -_Friday_ - -For dictation: - - I am round. - - I am red. - - I am just a bit sour. - - Would you like to eat me? - -SECOND WEEK - -_Monday_ - -Poem to be memorized. - -Commit the first stanza of the poem to memory: - -THE WONDERFUL WORLD - - Great, wide, wonderful, beautiful world, - With the wonderful water around you curled, - And the wonderful grass upon your breast-- - World, you are beautifully dressed! - - The wonderful air is over me, - And the wonderful wind is shaking the tree; - It walks on the water and whirls the mills, - And talks to itself on the tops of the hills. - - You friendly Earth, how far do you go, - With wheat fields that nod, and rivers that flow, - With cities and gardens, and oceans and isles, - And people upon you for thousands of miles? - - Ah, you are so great and I am so small, - I hardly can think of you, World, at all; - And yet, when I said my prayers to-day, - My mother kissed me, and said, quite gay: - - “If the wonderful World is great to you, - And great to father and mother, too, - You are more than the Earth, though you are such a dot, - You can love and think, and the Earth cannot!” - - --_William Brighty Rands_ - -_Tuesday_ - -Commit to memory the second stanza of the poem. - -_Wednesday_ - -Commit to memory the third stanza of the poem. - -_Thursday_ - -Commit to memory the fourth stanza of the poem. - -_Friday_ - -Finish learning the poem, and recite it all. - -THIRD WEEK - -_Monday_ - -The Post-Office.--What is a post-office? Who has charge of the -post-office? Where is the post-office nearest your home? What do you -see when you go to the post-office? How do you get your mail? Why do -people write letters? How do letters go from one place to another? -What is the stamp on a letter for? How much does it cost to send a -letter? Who pays for sending a letter? - -_Tuesday_ - -For dictation: - - It is cold in the fall. - - The wind blows hard. - - The trees are bare. - - The birds are gone. - - I like fall, for I can play out-of-doors. - -_Wednesday_ - -Write a letter to a friend, telling what Jack Frost does in the fall. -Send the letter to your friend, directing the envelope properly, and -putting the stamp in the right place. - -_Thursday_ - -Bring to the class cards, each having on it the name of some animal, as -cow, horse, elephant, dog, etc. Give a card to each pupil, and have him -describe the animal named on his card, allowing the other children to -guess what animal he is describing. For example: “I am not very large. -I have a bushy tail. I live among the trees. I like to eat nuts. What -am I?” - -_Friday_ - -For dictation: - - One day as Mr. Squirrel went up his tree to bed, - A very large hickory nut fell on his head. - “Although I am fond of nuts,” Mr. Squirrel then did say, - “I would very much rather they did not come that way.” - -FOURTH WEEK - -_Monday_ - -Tell this story to the children: - -JACK FROST AND THE NUTS - - Little Miss Chestnut and her two sisters lived up in a tree in a - prickly green house. The house was as soft as velvet inside, but sharp - spikes on the outside kept away the squirrels, who would have torn - down the house if they could. - - But soon Jack Frost came along. Jack does not mind fences, so he - knocked at the door of the Chestnut house. - - “Little Miss Chestnut,” he called, “are you ready to come out?” - - But little Miss Chestnut replied, “I am not quite ready yet, Mr. Jack.” - - So Jack went off to the house where Miss Hickory Nut lived. Miss - Hickory Nut lived all alone in a round green cottage. - - “Miss Hickory Nut,” he called “are you ready to come out?” - - But Miss Hickory Nut replied, “I am not quite ready yet, Mr. Jack.” - - So Jack went off to the low bush where Miss Hazel Nut lived in a soft - green tent. Miss Hazel Nut was already peeping out. - - “Miss Hazel Nut,” he called, “are you ready to come out?” - - And little Miss Hazel Nut replied, “I am quite ready, Mr. Jack.” - - So she dropped down and waited below the bush, while Jack went back - after the other nuts. - - Jack knocked once more at the chestnut house. Little Miss Chestnut - opened the door so quickly that she and her sisters fell to the ground. - - Then Jack knocked once more at the hickory house. - - Miss Hickory Nut opened the door so quickly that her house fell apart. - - And all the other nut houses opened, and all the nuts came out to see - what was the matter. - - The next day the children went for a walk. As they walked in the woods - they spied the nuts. - - “See,” they said, “the frost has opened the chestnut burrs, and all - the other nuts must be out of the shucks.” - -_Tuesday_ - -Have the children tell back to you the story of Jack Frost and the -nuts. - -_Wednesday_ - -Write five sentences about nuts. - -_Thursday_ - -Write answers to the following questions: - - What does Jack Frost do? - - Where does he paint pictures? (On the window-pane.) - - What colors does he paint the maple leaves? - - What colors does he paint the hickory leaves? - -_Friday_ - -Talk with the children about the way seeds are scattered. Bring -to school various kinds of seeds, if these are available. How are -dandelion seeds scattered? How are milkweed seeds scattered? How are -burdock seeds scattered? - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -Read to the children the following poem: - -MRS. RED SQUIRREL - - Mrs. Red Squirrel sat on the top of a tree; - “I believe in the habit of saving,” said she; - “If it were not for that, in the cold winter weather - I should starve, and my young ones, I know, altogether; - But I am teaching my children to run and lay up - Every acorn as soon as it drops from its cup, - And to get out the corn from the shocks in the field-- - There’s a nice hollow tree where I keep it concealed. - - “We have laid up some wheat, and some barley and rye, - And some very nice pumpkin seeds I have put by; - Best of all, we have gathered in all that we could - Of beechnuts and butternuts grown in the wood; - For cold days and hard times winter surely will bring, - And a habit of saving’s an excellent thing. - - “But my children--you know how young squirrels like play, - ‘We have plenty, great plenty, already,’ they say; - ‘We are tired of bringing in food for our store; - Let us all have a frolic, and gather no more!’ - But I tell them it’s pleasant when winter is rough, - If we feel both to use and to give we’ve enough; - And they’ll find, ere the butternuts bloom in the spring, - That a habit of saving’s an excellent thing.” - - --_Selected_ - -_Tuesday_ - -Have the pupils tell back to you, the story of “Mrs. Red Squirrel.” - -_Wednesday_ - -Write five sentences about Mrs. Red Squirrel, and the habit of saving. - -_Thursday_ - -For dictation: - - I am small and nearly round. I have a hard, brown shell. Inside, my - meat is brown, too. You like to eat me with a little salt. You get my - meat by breaking my shell. What am I? - -_Friday_ - -Write a story similar to the one given in the lesson for yesterday, for -the other pupils to guess. You can write about an apple or some other -fruit; about a dog or some other animal; or about a flower. - -SECOND WEEK - -_Monday_ - -Have the children copy the following: - -HIAWATHA’S CHILDHOOD - - At the door on summer evenings - Sat the little Hiawatha; - Heard the whispering of the pine trees, - Heard the lapping of the water, - Sounds of music, words of wonder; - “Minne-wawa!” said the pine trees, - “Mudway-aushka!” said the water. - Saw the firefly, Wah-wah-taysee, - Flitting through the dusk of evening, - With the twinkle of its candle - Lighting up the brakes and bushes, - And he sang the song of children, - Sang the song Nokomis taught him: - “Wah-wah-taysee, little firefly, - Little, flitting, white-fire insect, - Little, dancing, white-fire creature, - Light me with your little candle, - Ere upon my bed I lay me, - Ere in sleep I close my eyelids!” - -_Tuesday_ - -Have the children copy the following: - - Forth into the forest straightway - All alone walked Hiawatha - Proudly, with his bow and arrows; - And the birds sang round him, o’er him, - “Do not shoot us, Hiawatha!” - Sang the robin, the Opechee, - Sang the bluebird, the Owaissa, - “Do not shoot us, Hiawatha!” - Up the oak tree, close beside him, - Sprang the squirrel, Adjidaumo, - In and out among the branches, - Coughed and chattered from the oak tree, - Laughed, and said between his laughing, - “Do not shoot me, Hiawatha!” - -_Wednesday_ - -Tell the children the story of Hiawatha. If possible, read the whole -part of the poem relating to Hiawatha’s childhood. Have the children -read the portion of the poem quoted here. - -_Thursday_ - -What sounds did Hiawatha like to hear on summer evenings? What did he -think the pine tree said? The water? What did he call the firefly? What -is the firefly’s candle? Who taught Hiawatha the song about the firefly? - -What did Hiawatha learn from the birds? Who taught him their names? How -did he discover their secrets? What secrets are mentioned? What did he -call the birds? - -_Friday_ - -What did Hiawatha call the firefly? Why did he call the firefly, -“Little, dancing, white-fire creature”? - -What is the difference between “brakes” and “bushes”? - -What did Hiawatha call the robin? The bluebird? The squirrel? - -What words show the sound of the pine tree? The sound of the water? The -motion of the firefly? The sound made by the squirrel? - -Tell how Hiawatha spent his evenings. - -Describe the little hunter as he went into the forest. - -THIRD WEEK - -_Monday_ - -Write five sentences about the things that Hiawatha heard at the door -on summer evenings? - -_Tuesday_ - -Write five sentences about what happened when Hiawatha went into the -forest. - -_Wednesday_ - -Write what Hiawatha learned of the birds. - -_Thursday_ - -Write about what Hiawatha learned of the animals. - -_Friday_ - -Let the children play Hiawatha. - -FOURTH WEEK - -Spend this entire week on the poem Hiawatha. Let the children dramatize -it in their own way, but under your guidance. Let those who have Indian -costumes wear them to school. Talk Hiawatha and live Hiawatha, for the -entire week. Use the language of the poem yourself, and encourage the -children to do so. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -Poem to be committed to memory: - -THE VILLAGE BLACKSMITH - - Under a spreading chestnut tree, - The village smithy stands; - The smith, a mighty man is he, - With large and sinewy hands; - And the muscles of his brawny arms - Are strong as iron bands. - - His hair is crisp, and black, and long, - His face is like the tan; - His brow is wet with honest sweat, - He earns whate’er he can, - And looks the whole world in the face, - For he owes not any man. - - Week in, week out, from morn till night, - You can hear his bellows blow; - You can hear him swing his heavy sledge, - With measured beat and slow, - Like a sexton ringing the village bell, - When the evening sun is low. - - The children coming home from school - Look in at the open door; - They love to see the flaming forge, - And hear the bellows roar, - And catch the burning sparks that fly - Like chaff from a threshing floor. - - He goes on Sunday to the church, - And sits among his boys; - He hears the parson pray and preach, - He hears his daughter’s voice, - Singing in the village choir, - And it makes his heart rejoice. - - It sounds to him like her mother’s voice, - Singing in Paradise! - He needs must think of her once more, - How in the grave she lies; - And with his hard, rough hand he wipes - A tear out of his eyes. - - Toiling--rejoicing--sorrowing, - Onward through life he goes; - Each morning sees some task begun, - Each evening sees it close; - Something attempted, something done, - Has earned a night’s repose. - - Thanks, thanks to thee, my worthy friend, - For the lesson thou hast taught! - Thus at the flaming forge of life - Our fortunes must be wrought; - Thus on its sounding anvil shaped - Each burning deed and thought! - - --_Henry Wadsworth Longfellow_ - -Have the entire poem copied. - -Spend the rest of the week in having the poem committed to memory. - -SECOND WEEK - -_Monday_ - -Write answers to the following: - - Where does the village smithy stand? - - Describe the smith. - - Write another word whose meaning is similar to “bravery.” - - What is meant by “crisp” hair? - - Why should the smith’s face be brown, as though tanned? - - Why is sweat called “honest”? - - By doing what kinds of work does a smith earn his living? - - Why should the smith be able to look the whole world in the face - because he owes no one anything? - - Has the world a face? What, then, is meant by “looking the whole world - in the face”? - -_Tuesday_ - -Describe the bellows used by the blacksmith. - -What is the sledge used by the blacksmith? - -Why is the sledge made heavy? Why is it swung slowly? - -What is meant by “measured” beat? What is a musical measure? - -What is a sexton? Where was the village bell hung, then? Why was it -called the “village” bell? - -When is the evening sun low? - -What is a “forge”? - -Why do bellows “roar”? - -What is “chaff”? What is a threshing floor? How is grain threshed -now-a-days? How was it usually threshed when this poem was written? - -_Wednesday_ - -What members of the smith’s family are mentioned in the poem? What is a -parson? - -What is a “choir”? - -Write a word whose meaning is similar to that of “rejoice.” - -Why is the smith’s hand “hard and rough”? - -Write a list of the adjectives used in the poem which are used to -describe the smith. - -_Thursday_ - -Write a word that might have been used in place of “toiling.” Which is -the more poetic word? - -What is a “task”? - -What is meant by a “night’s repose”? Write another word meaning repose. - -Why does something done earn repose? - -What is the lesson which the smith teaches? - -_Friday_ - -Write ten sentences, describing the smith. - -THIRD WEEK - -_Monday_ - -Conversation on signs of the coming of winter. - -_Tuesday_ - -For dictation: - - You cannot change yesterday, that is clear, - Or begin tomorrow until it is here. - So the only thing left, for you and for me, - Is to make to-day as sweet as can be. - -_Wednesday_ - -Have pupils write about Columbus and the discovery of America. - -_Thursday_ - -Write an invitation to Hallowe’en exercises to be held at the school. - -_Friday_ - -Write an answer to the invitation written the day before, accepting the -invitation. - -FOURTH WEEK - -_Monday_ - -Write ten sentences containing the word _red_. - -_Tuesday_ - -Write five sentences, each sentence to end with a word rhyming with -_hat_. - -_Wednesday_ - -Write a description of some Hallowe’en trick. - -_Thursday_ - -Play the game of “Who am I?” Each pupil play he is some object in the -room. He must describe himself so that the rest can guess his name. -Each pupil begins his description: “I am not myself. See if you can -guess my name.” Then follows the description. The pupil who first -guesses the object from the description, describes himself next. - -_Friday_ - -Have a spelling match. - - - - -NOVEMBER - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -How many days has November? How many days had October? What month -comes after November? What day in November do we celebrate? Why do we -celebrate Thanksgiving? How do we celebrate Thanksgiving? What kind -of weather do we have in November? What season is this? What season -follows autumn? - -_Tuesday_ - -For the children to learn by heart: - - To have willing feet, - A smile that is sweet, - A kind, pleasant word - For all that you meet-- - That’s what it is to be helpful. - -_Wednesday_ - -Tell the children about the Pilgrims: How they became dissatisfied with -conditions in England, because they were not allowed to worship as -they wished; their going to Holland, and finally their coming to New -England, in the _Mayflower_. Tell about the landing at Plymouth; about -little Peregrine White. If possible, show some of the Boughton pictures -of life in Plymouth. - -_Thursday_ - -Tell the children how there was suffering among the Pilgrims, and their -fear that they might starve. Tell, with all possible vividness, about -the coming of the welcome ship from England; and then, the appointment -of a day of Thanksgiving. - -_Friday_ - -Tell the children what the people had to eat on that first Thanksgiving -Day. Tell the story of the corn, and how the Indians had supplied the -seed and taught the Pilgrims how to raise it. Where did they get their -turkey for the dinner? Why do we like to have turkey for Thanksgiving -dinner? - -SECOND WEEK - -_Monday_ - -Teach the children the first three stanzas of the great Thanksgiving -poem: - -THANKSGIVING DAY - - Over the river and through the wood, - To grandfather’s house we’ll go. - The horse knows the way - To carry the sleigh - Through the white and drifted snow. - - Over the river and through the wood, - To have a first-rate play, - Hear the bells ring, - “Ting-a-ling-ding!” - Hurrah for Thanksgiving Day! - - Over the river and through the wood, - Now grandmother’s cap I spy! - Hurrah for the fun! - Is the pudding done? - Hurrah for the pumpkin pie! - - --_Lydia Maria Child_ - -On Monday recite the poem yourself, allowing the children to say, “Over -the river and through the wood,” as each stanza is recited. You can -recite the poem half a dozen times in this way, and the children will -enjoy their part as well as yours. - -_Tuesday_ - -Teach the children the last line of each of the three stanzas of the -poem. - -_Wednesday_ - -Teach the children the whole of the first stanza of the poem. - -_Thursday_ - -Teach the children the second stanza of the poem. - -_Friday_ - -Teach the children all three stanzas of the poem. - -THIRD WEEK - -_Monday_ - -Spend this whole week playing Pilgrim life in old New England. Have -the children land from the _Mayflower_ on the Plymouth Rock. A desk -or chair, or a box will serve for the rock. The passengers will wear -their hats, and books will serve as luggage. - -_Tuesday_ - -Play Pilgrim Sunday. The children can march towards church two by two, -with sticks or wands for guns. Tell about the old churches, with their -square pews, high pulpits, and sounding board. Explain the duties of -the tithing man. If possible, show pictures to illustrate the church -scenes. - -_Wednesday_ - -Play the daily life of the Pilgrims. Pretend to spin, explaining the -process; weave, make candles, pound corn to make Indian meal, cook over -the fireplace, etc. - -_Thursday_ - -Things we have to be thankful for: Let the children suggest. - -_Friday_ - -The Thanksgiving dinner. The turkey. Talk about how it is raised, what -it looks like, how it is cooked. - -FOURTH WEEK - -_Monday_ - -The vegetables on the Thanksgiving table. The bread. The fruit. The -nuts. - -_Tuesday_ - -Here is a simple version of the Thanksgiving story, to tell to the -children, in its proper place in connection with the lessons of the -month. - -THE THANKSGIVING STORY - - Once upon a time, some of the people of England were in great trouble. - The king would not allow them to worship God in the way they thought - right. - - When they said they must do what they thought right, some of them were - whipped, and some of them were put in prison. - - At last they decided to leave England, and go to some other country. - And they did go, in a ship, to a land where everybody dressed so - differently, and spoke such a different language that the English boys - and girls could not at first understand them. Holland was the name of - the country. How many of you have seen pictures of the Dutch children, - who live in Holland? How many of you have seen pictures of Dutch - windmills? - - Now in Holland, in the course of time, the Dutch and the English - children became very good friends. Before very long the English boys - and girls were talking Dutch as easily as if they had been born in - Holland, and had never heard of any other country. - - “My, my,” said good Father Brewster, the leader of the Puritans, as - they were called. “This will never do. We want our children to talk - English, and to love England and her ways”--for the Puritans still - loved their country and their flag, just as we love our beautiful flag - with the stars and stripes. - - “They say,” said Father Brewster, “that far away over the ocean there - is a land called America. Let us go to America. There we can build - houses like those we had in England, and there our children can be - brought up as English people. Yes, we will go to America.” - - So the Puritans engaged two big ships, and started to sail from - Holland to America. But one of the ships was too old and too worn out - to cross the ocean, so all the people embarked on the other ship and - sailed away. - - The ship was called the _Mayflower_. - - The _Mayflower_ was crowded, and it rocked so that the boys and girls - became very tired. They wished they could get off and play on land - once more. - - But two beautiful presents came to interest and amuse them on the long - voyage. And what do you think they were? Two little babies. One of - them was named Peregrine White. The other was named Oceanus Hopkins, - because he was born on the ocean. - - One morning the children looked far away across the water, and they - could see a dark line. It was the land--_America_. - - The next day the sails of the ship were taken down, and the anchor was - dropped in a little bay. Then some of the men climbed down from the - ship into a small boat, and rowed to the shore to see what the place - was like. In a little while they came back and called out, “Come, we - will take you all ashore.” - - Such a scurrying and hurrying as there was then! Back and forth the - little boat went, until all the boys and girls, and men and women were - on the shore. - - It was a very cold day, the twenty-second of December, 1620. But they - did not mind the cold. - - In a little time the men had built some log houses, and soon there was - a church. The black rock on which the Pilgrims first stepped can be - seen to-day. It is called Plymouth Rock. The first girl to step upon - Plymouth rock was Mary Chilton. - - One day a visitor came to see the Pilgrims. He was an Indian. He had - long, black hair. He was dressed in deerskin. He had a bow and arrows, - to shoot birds and deer with. - - The Indian was very glad to see the white people. “Welcome, - Englishmen,” he said. He stayed over night with the Pilgrims, and the - next morning went away. - - Soon he came back, bringing some friends with him. - - When spring came, the Indians showed the Pilgrims how to catch eels, - and where to find fish. They also gave the Pilgrims corn to plant. - They showed them how to plant the corn, putting a fish in each hill to - make the corn grow well. - - All summer long the boys and girls played around the log-houses, and - were very happy. There were beautiful wild-flowers, and bright-colored - song-birds in the woods where they played. One flower that blossomed - in the early spring they named the Mayflower, for the ship in which - they had come. The trailing arbutus has been called the Mayflower to - this day. - - When the summer was ended, and all the corn and wheat were gathered - in, the Pilgrims said, “Let us have Thanksgiving Day. We will thank - God because he made the sun to shine, and the rain to fall, and the - corn to grow.” - - Then the mothers said, “We will have a Thanksgiving party, and invite - the Indians. We will cook some of everything raised on the farms.” - - The men shot deer, and wild geese, and wild turkeys for the dinner, - and that is why we like to have roast goose or turkey for our - Thanksgiving dinner. - - At last the Thanksgiving Day came. In the morning everybody went to - church. When they got home they found that all the Indians who had - been invited had come. - - The Indians brought five large deer. The party lasted for three days. - At each meal, before they began to eat, the Pilgrims and the Indians - thanked God. - - In the evening the Indians sang and danced, and in the daytime they - played games with the children. - - At last the party was over. When the Indians were going home the - Pilgrims said, “Every year we shall have a time to thank God for all - He has done for us. You must come and help us thank Him.” - - So every year the Pilgrims had their Thanksgiving Day. When other - people came to this country they said they would have Thanksgiving - too. So for nearly three hundred years we have had the glad - Thanksgiving Day. In what month does it come? On what day of November - does it come this year? - - --_Selected_ - -_Wednesday_ - -A little prayer to be learned this month: - - May we be thankful for the night, - And for the pleasant morning light, - For rest, and food, and loving care, - And all that makes the world so fair. - - May we do the things we should; - May we be always kind and good, - In all we do, in work or play, - To grow more loving every day.--_Selected_ - -_Thursday_ - -Talk about signs of winter. - -_Friday_ - -For the children to learn: - - Kind hearts are the gardens, - Kind thoughts are the roots; - Kind words are the flowers, - Kind deeds are the fruits. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -For dictation: - - Do all the good you can, - To all you can, - In all the ways you can. - -_Tuesday_ - -Talk about the way to set a table. What is put on the table first? -Where do we place the knives? Where do we place the forks? Where do we -place the spoons? Where do we place the glasses? Who serves the meat? -Who serves the vegetables? Where are the meat and vegetables placed? -Who serves the dessert? Who serves the tea or coffee? - -_Wednesday_ - -Fable for reproduction: The Fox and the Grapes. One day a hungry fox -started out to find something to eat. He saw some grapes, near the top -of a tall grapevine. - -The fox tried to jump up and get the grapes but he could not reach -them. He tried again and again, but it was of no use. - -As he walked away, he said, “I do not care for the grapes. They are -sour.” - -_Thursday_ - -Have the children dramatize “The Fox and the Grapes.” Hang a bunch of -grapes over the door or let the children pretend that the grapes are -hung there. Have the child who is to play the part of the fox walk -along and look up eagerly at the bunch of grapes. - -“What beautiful grapes!” he says. “I wish I had some.” - -Then he jumps and tries to reach them. He tries a second time, and a -third. The last time he loses his balance and falls to the floor. He -gets up, rubs his head, and says, “I do not care for the grapes. They -are sour.” - -_Friday_ - -Write five sentences about the fox and the grapes. - -SECOND WEEK - -_Monday_ - -Read the following poem to the children: - -APPLE-SEED JOHN - - Poor Johnny was bent well-nigh double - With years of toil and care and trouble; - But his large old heart still felt the need - Of doing for others some kindly deed. - - “But what can I do?” old Johnny said; - “I who work so hard for daily bread? - It takes heaps of money to do much good; - I am far too poor to do as I would.” - - The old man sat thinking deeply awhile, - When over his features gleamed a smile, - And he clapped his hands with boyish glee, - And said to himself, “There’s a way for me!” - - He worked and he worked with might and main, - But no one knew the plan in his brain - He took ripe apples in pay for chores, - And carefully cut from them all the cores. - - He filled a bag full, then wandered away, - And no man saw him for many a day. - With knapsack over his shoulder slung, - He marched along, and whistled or sung. - - He seemed to roam with no object in view, - Like one who had nothing on earth to do; - But, journeying thus o’er the prairies wide, - He paused now and then, and his bag untied. - - With pointed cane deep holes he would bore, - And in every hole he placed a core; - Then covered them well, and left them there - In keeping of sunshine, rain and air. - - Sometimes for days he waded through grass, - And saw not a living creature pass, - But often, when sinking to sleep in the dark, - He heard the owls hoot, and the prairie dogs bark. - - Sometimes an Indian of sturdy limb - Came striding along and walked with him; - And he who had food shared with the other, - As if he had met a hungry brother. - - When the Indian saw how the bag was filled, - And looked at the holes that the white man drilled, - He thought to himself ’twas a silly plan - To be planting seed for some future man. - - Sometimes a log cabin came in view, - Where Johnny was sure to find jobs to do, - By which he gained stores of bread and meat, - And welcome rest for his weary feet. - - He had full many a story to tell, - And goodly hymns that he sang right well; - He tossed up the babes, and joined the boys - In many a game full of fun and noise. - - And he seemed so hearty, in work or play, - Men, women and boys all urged him to stay; - But he always said, “I have something to do, - And I must go on to carry it through.” - - The boys, who were sure to follow him round, - Soon found what it was he put in the ground; - And so as time passed and he traveled on, - Ev’ry one called him “Old Apple-seed John.” - - Whenever he’d used the whole of his store, - He went into cities and worked for more; - Then he marched back to the wilds again, - And planted seed on hillside and plain. - - In cities, some said the old man was crazy; - While others said he was only lazy; - But he took no notice of gibes and jeers, - He knew he was working for future years. - - He knew that trees would soon abound - Where once a tree could not have been found; - That a flick’ring play of light and shade - Would dance and glimmer along the glade; - - That blossoming sprays would form fair bowers, - And sprinkle the grass with rosy showers; - And the little seeds his hands had spread - Would become ripe apples when he was dead. - - So he kept on traveling far and wide, - Till his old limbs failed him and he died. - He said at the last, “Tis a comfort to feel - I’ve done good in the world, though not a great deal.” - - Weary travelers, journeying west, - In the shade of his trees find pleasant rest; - And they often start, with glad surprise, - At the rosy fruit that round them lies. - - And if they inquire whence came such trees, - Where not a bough once swayed in the breeze, - The answer still comes, as they travel on, - “These trees were planted by Apple-seed John.” - - --_Lydia Maria Child, in St. Nicholas_ - -_Tuesday_ - -Have the children tell back to you the story of Apple-seed John. Ask -the following questions, or similar questions. What did Apple-seed -John look like? Was he old or young? What did he wish that he might -do for people? How did he get his apple cores? How did he carry his -apple cores? How did he plant the cores? What did he do when his bag -was empty? Why was he called “Old Apple-seed John”? What happened to -the cores that he planted? What kind of trees grew from the apple -seeds? Who could eat the apples? Do you think his plan of planting -apple-trees, a nice one? - -_Wednesday_ - -Write five sentences about Apple-seed John. - -_Thursday_ - -Write a letter to a friend, telling about Apple-seed John. - -_Friday_ - -Play Apple-seed John. - -THIRD WEEK - -_Monday_ - -Have the children copy the following: - -LITTLE MISS MUFFET - - Little Miss Muffet sat on a tuffet, - Eating of curds and whey; - There came a big spider, and sat down beside her, - And frightened Miss Muffet away. - -_Tuesday_ - -Allow the pupils to dramatize Little Miss Muffet: - -Have a little girl sit on a dry-goods box, holding either a real or -a play bowl and spoon. She pretends to eat from the bowl. Have a boy -place quietly beside her one of the very realistic Japanese spiders. -Suddenly she sees it. She jumps up and runs away. Meanwhile the other -children recite the ryhme. - -_Wednesday_ - -Have the children copy: - - Blow, wind, blow! - And go, mill, go! - That the miller may grind his corn; - That the baker may take it, - And into rolls make it, - And send us some hot in the morn. - -_Thursday_ - -Write a word that describes: _wind_, _mill_, _miller_, _corn_, _baker_, -_rolls_. - -_Friday_ - -Write answers to the following, in complete sentences: - - What does the wind do? - - What does the wind do to the mill? - - What does the miller do to the corn? - - What does the baker do to the meal? - - What becomes of the rolls? - -FOURTH WEEK - -_Monday_ - -Have the children tell, orally, the Thanksgiving story. - -_Tuesday_ - -Talk about _the chicken_: Where does the chicken come from? What is -the color of little chickens? What are the colors of hens? How do a -chicken’s feathers change as the chicken grows? How many feet has a -hen? How many eyes? What kind of a bill? How does a hen drink? - -_Wednesday_ - -Talk about _the duck_: How does a duck differ in appearance from a hen? -What are young ducks called? How does a duck’s bill differ from a hen’s -bill? How do the feet differ? What can a duck do, that a hen cannot? - -_Thursday_ - -_The turkey_: Why is this the favorite bird for the Thanksgiving table? -How does the turkey differ in appearance, from the hen? From the -duck? What is the male turkey called? Why? Which do you like best to -eat--chicken, duck, goose, or turkey? - -_Friday_ - -Dramatize and play, the story of Chicken Little. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -Rewrite this story in five sentences. - -WHY THE CHIPMUNK HAS BLACK STRIPES - - Once upon a time the porcupine was made chief of the animals. He - called all the animals together for a great council. - - The animals seated themselves around a big fire. The porcupine said, - “We have a great question to decide. It is this: ‘Shall we have - daylight all the time or night all the time?’” - - All the animals began to talk at once. Some wanted one thing, some - another. The bear wanted it to be dark all the time. In his big, deep - voice he said, “Always night! Always night!” - - The little chipmunk, in a loud, high voice, said, “Day will come! Day - will come!” - - The council was held at night. While the animals were talking the sun - rose. The bear and the other night animals were angry. The chipmunk - saw the light coming, and started to run away. The angry bear ran - after him and struck him on the back with his paw. - - Since then, the chipmunk has always had black stripes on his back, and - daylight always follows night. - - --_Selected_ - -_Tuesday_ - -Rewrite these sentences, filling the blank spaces: - - The chipmunk ---- black stripes. - - The porcupine said, “We ---- a question to decide.” - - The chipmunk said, “Day ---- come.” - - The bear ---- it to be dark. - - The council ---- held at night. - - The chipmunk ---- the light coming, and ---- to run away. - - The angry bear ---- him with his paw. - -_Wednesday_ - -For dictation: - - I go to the library every Saturday. - - I find a book that I would like to read. - - I hand the book and my card to the librarian. - - She puts the date on my card. - -_Thursday_ - -Write a paragraph about the proper manner of sitting. What is the -result, if a person has a habit of sitting badly? - -_Friday_ - -Answer each of the following questions, as a complete sentence: - - How many days has November? - - In what month is Thanksgiving Day? - - Where do the birds go, before winter comes? - - In what month does Christmas come? - -SECOND WEEK - -_Monday_ - -Write the following poem on the blackboard, and make it the topic for -an oral lesson, discussing how fruit grows on tree and vine; growth of -the plants; the likeness of the plants to us; the ethical lesson. - -PLANT SONG - - O, where do you come from, berries red, - Nuts, apples, and plums, that hang ripe overhead, - Sweet, juicy grapes, with your rich purple hue, - Saying, “Pick us and eat us; we’re growing for you”? - - O, where do you come from, bright flowers and fair, - That please with your colors and fragrance so rare, - Growing with sunshine or sparkling with dew? - “We are blooming for dear little flowers like you.” - - Our roots are our mouths, taking food from the ground, - Our leaves are our lungs, breathing air all around; - Our sap, like your blood, our veins courses through-- - Don’t you think, little children, we’re somewhat like you? - - Your hearts are the soil, your thoughts are the seeds; - Your lives may become useful plants or foul weeds; - If you think but good thoughts your lives will be true, - For good men and women were once children like you. - - --_Nellie M. Brown_ - -_Tuesday_ - -Write a list of the nouns in the “Plant Song.” - -_Wednesday_ - -For dictation: - - “He that is slow to anger is better than the mighty: and he that - ruleth his spirit than he that taketh a city.” - -_Thursday_ - -Write the following nursery rhyme in large letters, on oak tag. Cut -into separate words, and place the words in envelopes, one set for -each pupil. The pupils are to place the words on their desks, so as to -form the complete rhyme. - - Hey, diddle, diddle, the cat and the fiddle: - The cow jumped over the moon: - The little dog laughed to see such sport, - And the dog ran away with the spoon. - -_Friday_ - -Copy the following sentences, filling the blank spaces: - - This ---- November. - - The birds are ---- to the south. - - The leaves are ---- from the trees. - - Thanksgiving ---- this month. - - Winter ---- soon be ----. - -THIRD WEEK - -_Monday_ - -Have the children copy half of the following poem in their composition -books: - -WHAT THE SNOWBIRDS SAID - - “Cheep, cheep,” said some little snow-birds, - As the snow came whirling down; - “We haven’t a nest, - Or a place to rest, - Save this oak-tree bending down.” - - “Cheep, cheep,” said the little Wee-Wing, - The smallest bird of all; - “I have never a care, - In the winter air-- - God cares for great and small.” - - “Peep, peep,” said her father, Gray-Breast, - “You’re a thoughtless bird, my dear, - We all must eat, - And warm our feet, - When snow and ice are here.” - - “Cheep, cheep,” said the little Wee-Wing, - “You are wise and good, I know; - But think of the fun - For each little one, - When we have ice and snow. - - “Now I can see, from my perch on the tree, - The merriest, merriest sight-- - Boys skating along - On the ice so strong-- - Cheep, cheep, how merry and bright!” - - “And I see,” said the Brownie Snow-bird, - A sight that is prettier far-- - Five dear little girls, - With clustering curls, - And eyes as bright as a star.” - - “And I,” said his brother, Bright-Eyes, - “See a man of ice and snow; - He wears a queer hat, - His large nose is flat-- - The little boys made him, I know.” - - “I see some sleds,” said Mother Brown, - “All filled with girls and boys; - They laugh and sing, - Their voices ring, - And I like the cheerful noise.” - - Then the snow-birds all said, “Cheep and chee, - Hurrah for ice and snow; - For the girls and boys, - Who drop us crumbs, - As away to their sport they go! - - “Hurrah for the winter, clear and cold, - When the dainty snowflakes fall! - We will sit and sing, - On our oaken swing, - For God takes care of us all!”--_Selected_ - -_Tuesday_ - -Have the children copy the rest of the poem, “What the Snowbirds Said.” - -_Wednesday_ - -Write a list of the nouns in the poem. - -_Thursday_ - -Write a list of the verbs in the poem. - -_Friday_ - -Write five sentences, telling what the birds said. - -FOURTH WEEK - -_Monday_ - -Have the pupils tell you the story of Thanksgiving. - -_Tuesday_ - -Have each child write about something that will be found on the -Thanksgiving table, and have the others guess what is described: as -pepper, salt, vinegar, bread, sugar, apples, etc. - -_Wednesday_ - -Story for reproduction: - -THE GRUMBLING SNOWFLAKE - - The snowflakes were told to go down to the earth to keep it warm. All - were glad to go except one. This little snowflake grumbled while the - others were getting ready. - - “What is the use of going down to that great place?” he said. “I - should be glad to keep the plants from freezing, but I never can. I - am too small. I could not even cover one speck of that great earth. - However, if all the rest of the snowflakes are going, I suppose I - shall have to go, too.” - - The snowflakes had great fun as they fell. They danced and played, and - they laughed when they thought they were going to be useful in the - great world. - - But the grumbling snowflake said, “If I were bigger, I might be of - some use!” - - One little snowflake reached the earth, and then another. Last of all, - the grumbling snowflake came down, too, but he did not see the brown - earth. It was all covered with a white snow-blanket. - - Every little flake had covered a tiny bit of the brown earth, until - the ground was all covered up for the winter. - - “I was wrong,” said the grumbling snowflake. “I will not grumble - again.”--_Adapted_ - -Have the pupils reproduce the story orally. - -_Thursday_ - -Have the pupils rewrite the story of the grumbling snowflake, in their -own words. - -_Friday_ - -Write a letter to a cousin, telling why you like November. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -Pass around well-known pictures, if possible, have as many different -pictures as there are children. Have each pupil describe his picture. - -_Tuesday_ - -For dictation: - -EVENING HYMN - - Now the day is over, - Night is drawing nigh, - Shadows of the evening - Steal across the sky. - - Now the darkness gathers, - Stars begin to peep, - Birds and beasts and flowers - Soon will be asleep. - - --_S. Baring-Gould_ - -_Wednesday_ - -Original composition, on the signs of coming winter. What signs can -be seen in the fields? What about the grass? The leaves? The sky? The -birds? The cold? - -_Thursday_ - -To be read, for written reproduction: - -THE WONDERFUL TRAVELING CLOAK - - One day a little old woman in gray visited Prince Dolor. She gave him - a present. - - “What is this?” he asked, as he untied the many knots. - - “It is a traveling cloak,” she answered. - - “Oh,” said the little prince, “I never go traveling. Sometimes nurse - hoists me on a parapet, but I never go farther than that.” - - “But this is not an ordinary cloak,” said his godmother. “It is a - wonderful cloak. It will take you anywhere you wish to go. From it you - may see anything you wish to see.” - - “But how can I get out of the tower?” he asked. - - “Open the skylights,” she said, “then sit in the middle of the cloak. - Say your charm and out you will float through the blue sky on your - wonderful cloak.”--_From “The Little Lame Prince.”_ - -_Friday_ - -Letters of introduction may be sent by mail, or be presented by the -person introduced. In the latter case, the letter is never sealed. The -envelope is addressed in the usual way, but in the lower left-hand -corner is written, “Introducing Mr. Smith, or Miss Smith,” as the case -may be. - -Write the above on the blackboard. Have the pupils look up in the -dictionary, and write out definitions of the following words: -Introduction, presented, person, latter, addressed, usual, way. - -SECOND WEEK - -_Monday_ - -Write sentences containing the irregular verbs _go_, _went_, _gone_, -_see_, _saw_, _seen_, _am_, _was_, _been_. - -_Tuesday_ - -For dictation: - - Hail to the merry harvest time, - The gayest of the year: - The time of rich and bounteous crops, - Rejoicing and good cheer. - - --_Charles Dickens_ - -_Wednesday_ - -Exercise for clearness of enunciation. Have the following read aloud by -every child in turn, each word and syllable to be enunciated clearly. - -THE OWL - - In the hollow tree, in the old gray tower, - The spectral owl doth dwell; - Dull, hated, despised, in the sunshine hour, - But at dusk he’s abroad and well: - Not a bird of the forest e’er mates with him; - All mock him outright by day; - But at night, when the woods grow still and dim, - The boldest will shrink away. - O, when the night falls, and roosts the fowl, - Then, then is the reign of the horned owl! - - --_Barry Cornwall_ - -_Thursday_ - -Selection to be memorized: - - He prayeth best, who loveth best - All things both great and small, - For the dear Lord who loveth us, - He made and loveth all.--_Coleridge_ - -_Friday_ - -Write a letter of introduction for one of your classmates, to be -addressed to the principal of the school, or the chairman of the -committee of the school district. - -THIRD WEEK - -_Monday_ - -Story for written reproduction: - -THE INDIAN CHILDREN - - Bright Eyes and Fawn Foot were two little Indian children. They lived - in an Indian village near a swift river. - - All the people of this village belonged to one family or tribe. The - bravest man was the chief. He had the finest wigwam. - - One day the Indians moved from the village to a place in the woods. - Here they hoped to find game to live on through the winter. - - Little Fawn Foot helped her mother when they moved. Bright Eyes was - carried on his mother’s back. He was too small to help. - - When warm weather came they all moved back to the village. - - Outline: The Indian children and their home. The tribe. The removal. - Fawn Foot and Bright Eyes at the moving. The return.--_Selected_ - -_Tuesday_ - -Write a list of the adjectives in the story, “The Indian children”; a -list of the nouns; a list of the verbs. - -_Wednesday_ - -Write what you see in Boughton’s picture, “The Return of the Mayflower.” - -_Thursday_ - -Write about an imaginary journey from London, England, to Boston. How -long does it take to cross the ocean? What is the deck of a steamship? -What is a stateroom like? - -_Friday_ - -Write an advertisement asking for a position for yourself. - -FOURTH WEEK - -_Monday_ - -For dictation: - -THE GRAINS OF WHEAT - - Some grains of wheat lived in a sack. It was so dark that they all - went to sleep. - - At last the sack was moved. The grains of wheat awoke. They heard some - one say, “Take this sack to the mill.” - - The grains of wheat had a long ride. When they reached the mill a man - put them into a hopper. The grains of wheat were crushed between two - stones. - - --_Selected_ - -_Tuesday_ - -Rewrite in your own words, the story of “The Grains of Wheat.” - -_Wednesday_ - -Write a letter to a friend, telling where wheat grows, how it grows, -how flour is made, and how the flour is used. - -_Thursday_ - -Describe how fire-drills are conducted in your school. - -_Friday_ - -Talk about the coming of winter, and the indications that are apparent -at this time. - - - - -DECEMBER - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -Story, to be told to the children, and retold by them: - -THE WOODPECKER - - An old lady lived on a hill. - - She was very small, and she always wore a black dress and a large - white apron with big bows behind. - - On her head she wore the queerest little red bonnet that you ever saw. - - The little old lady grew very selfish as the years went by. People - said this was because she thought of no one but herself. - - One morning as she was baking cakes, a tired, hungry old man came up - to her door. - - “My good woman,” said he, “will you give me one of your cakes? I am - very hungry. I have no money, but whatever you first wish for you - shall have.” - - The old lady looked at her cakes and thought that they were too large - to give away. So she broke off a small bit of dough and put it into - the oven to bake. - - When it was done she thought that this one was too nice and brown for - a beggar. So she baked a smaller cake, and then a still smaller one, - but each came out of the oven as nice and as brown as the first. - - At last she took a piece of dough as small as the head of a pin. Even - this, when it was baked, was as large and as fine as the others. So - the old lady put all the cakes on the shelf and offered the old man a - crust of dry bread. - - The old man only looked at her, and before the old lady could wink, he - was gone. - - The old lady thought a great deal about what she had done. She knew it - was very wrong. - - “I wish I were a bird,” she said; “I would fly to him with the largest - cake I have.” - - As she spoke, she felt herself growing smaller and smaller. Suddenly - the wind picked her up and carried her up the chimney. - - When she came out she still had on her red bonnet and black dress. You - could see her white apron with the big bows. But she was a bird, just - as she had wished to be. - - She was a wise bird, and at once she began to pick her food out of the - hard wood of a tree. As people saw her at work, they called her the - red-headed woodpecker. - -_Tuesday_ - -Have the children tell the story of the red-headed woodpecker. - -_Wednesday_ - -Have the children play the story of the woodpecker as a game. - -_Thursday_ - -Write the word _woodpecker_. - -_Friday_ - -Write: _The Woodpecker has a red head._ - -SECOND WEEK - -_Monday_ - -Have the children write the words omitted: - - Old ---- Hubbard - Went to the ---- board - To get her poor ---- a bone. - But when she got ----, - The ---- board was bare, - And so the poor ---- had none. - -_Tuesday_ - -Have the children give orally all the words they can think of that -rhyme with _dog_. Write these in a list on the blackboard, and use them -for drills in phonics. - -_Wednesday_ - -Have the date and the word _December_ written by the children. - -_Thursday_ - -To be committed to memory: - -WHAT MAKES CHRISTMAS - - Little wishes on white wings, - Little gifts--such tiny things-- - Just one little heart that sings, - Make a Merry Christmas. - - --_Dorothy Howe_ - -_Friday_ - -Have the children write: _Merry Christmas._ - -THIRD WEEK - -_Monday_ - -To be recited by the teacher and acted out by the children, as a game: - -WHEN SANTA CLAUS COMES - - Merrily, merrily, merrily, O, - The reindeer prances across the snow; - We hear their tinkling silver bells, - Whose merry music softly tells - Old Santa Claus is coming. - - Merrily, merrily, merrily, O, - The evergreens in the woodland grow; - They rustle gently in the breeze; - O, don’t you think the Christmas trees - Know Santa Claus is coming? - - Merrily, merrily, merrily, O, - We’ve hung our stockings in a row; - Into our beds we softly creep, - Just shut our eyes and go to sleep-- - And wait--for Santa Claus is coming. - - --_Selected_ - -_Tuesday_ - -Story for oral reproduction: - -BABY BUNTING’S FIRST CHRISTMAS - - Baby Bunting was ten months old before she had a Christmas. When the - first Christmas came, she didn’t know what it meant. When she saw the - tree all covered with candles and apples and little baskets of candy, - she smiled, and then laughed, and then crowed out loud. She shook her - fat hands at the pretty sight, while Father and Mother and Sister Nora - danced around her baby carriage. - - Then they began to take the presents off the tree. There was a fine - clock for Mother and a pair of slippers for Father. Sister Nora had a - beautiful doll. - - Baby Bunting herself had a warm little muff, some dainty socks, a pair - of baby shoes, some picture books, and so many presents besides that - it would take too long to tell about them all. - - Sister Nora was happy with her big wax doll. She named her Sally - Bunting, and brought her to the carriage to make a call on her sister - Baby Bunting. - - Baby was so pleased at this, that she almost talked. It seemed to Nora - as if she really did talk to Sally. Perhaps Sally, the baby doll, - could hear this talk better than anyone else. - - I am sure Baby Bunting was saying that this was the best Christmas she - had seen in ten months. - - --_Adapted_ - -_Wednesday_ - -Have the children tell the story of “Baby Bunting’s First Christmas.” - -_Thursday_ - -To be committed to memory: - -CHRISTMAS SECRETS - - Secrets big and secrets small, - On the eve of Christmas. - Such keen ears has every wall, - That we whisper, one and all, - On the eve of Christmas. - - Secrets upstairs, secrets down, - On the eve of Christmas. - Papa brings them from the town, - Wrapped in papers, stiff and brown, - On the eve of Christmas. - - But the secret best of all, - On the eve of Christmas, - Steals right down the chimney tall, - Fills our stockings one and all, - On the eve of Christmas. - - --_Alice E. Allen_ - -_Friday_ - -Help the children to learn “Christmas Secrets.” - -FOURTH WEEK - -_Monday_ - -Let the children play, as a game, “Christmas Secrets.” - -_Tuesday_ - -Continue learning the poem. Have the children write: _Secrets big and -secrets small_. - -_Wednesday_ - -Have each child name something that he would like or that he had for -Christmas. Write these in a list on the blackboard, the simplest of -them to be read afterwards by the little folks. - -_Thursday_ - -Talk about what the children did on Christmas Day. - -_Friday_ - -Talk with the children about winter; the close of the old year, and the -coming of the new year. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -For dictation: - - Sing soft! sing low! - The time of the snow - Is December. - -_Tuesday_ - -Talk about the beginning of winter. What is the first month of winter? -What are the three winter months? What was the month before December? -What are the three autumn months? What season follows winter? What are -the three spring months? What season follows spring? What are the three -summer months? How many days are there in December? - -_Wednesday_ - -For drill in phonics, or for clear enunciation: - - There was a man and his name was Pat, - He had a wife and her name was Mat; - He had a rat and she had a cat; - The cat was Mat’s and the rat was Pat’s. - They all lived together, - In all kinds of weather, - Pat’s rat and Mat’s cat, - Cat, rat, Mat and Pat. - -_Thursday_ - -To be committed to memory: - -A CHRISTMAS VISIT - - When the children sound are sleeping, - And the night is cold and clear; - When the frost-elves watch are keeping, - Some one comes our hearts to cheer. - Fast he drives his reindeer prancing; - No one hears his sleigh-bells ring, - No one sees him soft advancing, - No one knows what he will bring. - - He’s a jolly soul, and merry, - With his cheeks an autumn hue, - And his nose is like a cherry - While he’s looking round for you. - If he hears a child awaking, - Quickly then he slips from sight, - But if all a nap are taking - Then he works away till light. - - Once a boy who was not sleeping, - On Christmas morn stole through the hall; - Slow and silent he went creeping, - But no stocking found at all. - And a girl who tiptoed, peeping - Into rooms, and up the stair, - In the morning they found weeping, - For no Santa had been there. - - So, when merry folk you’re greeting, - And you long to strip your tree, - When old Santa you’d be meeting, - Wait, nor hurry down to see; - For if you should hunt him early, - Maybe he’d not come next year; - He would be so cross and surly - That he’d pass your house, I fear. - - --_Mabel L. Gray_ - -Have the first two stanzas copied by the children. - -_Friday_ - -Have the children copy the second two stanzas of “A Christmas Visit.” - -SECOND WEEK - -_Monday_ - -Pupils learn first stanza of “A Christmas Visit.” - -_Tuesday_ - -Pupils learn second stanza of the poem. - -_Wednesday_ - -Pupils learn third stanza of the poem. - -_Thursday_ - -Pupils learn fourth stanza of the poem. - -_Friday_ - -Have the pupils recite the entire poem in concert. - -THIRD WEEK - -_Monday_ - -Pupils write a list of the naming words (nouns) in “A Christmas Visit.” - -_Tuesday_ - -For dictation: - - All that’s great and good is done done-- - Just by trying. - -_Wednesday_ - -Story for reproduction: - -THE SUNBEAMS - - The Sun was up. - - The sky in the east had told that he was on the way, for it had turned - red and gold as he came near. He looked down on the earth, and there - was a new day. So he sent out his beams to wake everybody from sleep. - - A beam came to the little birds in the trees, and they rose at once. - They flew about, singing as loudly as they could. - - Then a beam came and waked the rabbit. He gave his eyes a rub and ran - out into the green field to eat grass. - - Another beam came into the hen-house. The rooster flapped his wings - and crowed. The hens flew into the yard to see what they could find to - eat. - - A beam came to the beehive. A bee came out of the hive. He flew off - to the fields to drink honey from the flowers. - - The beam that came to Johnny’s bed awakened Johnny, but the boy would - not get up. He went to sleep once more, though all the animals were - up, and hard at work.--_Adapted_ - -_Thursday_ - -Have the children tell, in their own words, the story of “The Sunbeams.” - -_Friday_ - -Children write five sentences, telling what the sunbeams did. - -FOURTH WEEK - -_Monday_ - -Talk with the little folks about Christmas, its meaning, and the beauty -of giving. - -_Tuesday_ - -Have each child write three things he would like for Christmas. - -_Wednesday_ - -Pupils tell what they did on Christmas Day. - -_Thursday_ - -Talk about the year’s holidays. How many are there? What are they? - -_Friday_ - -Children write a letter to a cousin, telling what they did on Christmas -Day. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -THE WIND AND THE MOON - - Said the Wind to the Moon, “I will blow you out. - You stare - In the air - Like a ghost in a chair, - Always looking what I am about; - I hate to be watched; I will blow you out.” - - The Wind blew hard, and out went the Moon, - So deep, - On a heap - Of clouds, to sleep, - Down lay the Wind, and slumbered soon-- - Muttering low, “I’ve done for that Moon.” - - He turned in his bed; she was there again! - On high, - In the sky, - With her one ghost eye, - The Moon shone white and alive and plain, - Said the Wind--”I will blow you out again.” - - The Wind blew hard, and the Moon grew dim, - With my sledge - And my wedge - I have knocked off her edge! - If only I blow right fierce and grim, - The creature will soon be dimmer than dim. - - He blew and blew, and she thinned to a thread, - One puff - More’s enough - To blow her to snuff! - One good puff more where the last was bred, - And glimmer, glimmer, glum will go the thread! - - He blew a great blast and the thread was gone; - In the air - Nowhere - Was a moonbeam bare; - Far off and harmless the shy stars shone; - Sure and certain the Moon was gone! - - The Wind he took to his revels once more; - On down, - In town, - Like a merry mad clown, - He leaped and hallooed with whistle and war. - What’s that? The glimmering thread once more! - - But the Moon she knew nothing about the affair, - For, high - In the sky, - With her one white eye, - Motionless, miles above the air, - She had never heard the great Wind blare. - - --_George Macdonald_ - -Have the first half of the poem copied. - -_Tuesday_ - -Have the rest of the poem copied. - -_Wednesday_ - -Have the children commit to memory the first two stanzas of the poem. - -_Thursday_ - -Children commit to memory the second two stanzas of the poem. - -_Friday_ - -Children learn the fifth and sixth stanzas of the poem. - -SECOND WEEK - -_Monday_ - -Children learn the seventh and eighth stanzas of “The Wind and the -Moon.” - -_Tuesday_ - -Children learn the rest of the poem. - -_Wednesday_ - -Children recite the entire poem. - -_Thursday_ - -Children recite the poem. Write a list of the nouns in the poem. - -_Friday_ - -Write a list of the doing words (verbs) in the poem. - -THIRD WEEK - -_Monday_ - -For dictation: - - Little fairy snowflakes, - Dancing in the flue; - Old Mr. Santa Claus, - What is keeping you? - -_Tuesday_ - -Write a list of as many words rhyming with _time_, as you can think of. - -_Wednesday_ - -Conversation about Christmas. - -_Thursday_ - -Write five sentences about Christmas. - -_Friday_ - -Children write a list of Christmas presents suitable for a boy, a list -of presents suitable for a girl. - -FOURTH WEEK - -_Monday_ - -Story for reproduction: - -A CLOUD STORY - - A long time ago, there lived a wonderful king. Each day this king came - in his golden chariot, bringing light, heat, and happiness to all the - people. - - Each day he passed from his palace in the east to his throne in the - west. He never missed a day, for he wanted to make sure that everyone - had a share of his gifts. - - For everybody, he had the birds sing and the flowers bloom. For - everybody, he showed beautiful pictures, which changed every hour. - - The king had many beautiful daughters. They were often called swan - maidens, because they rode upon beautiful white swans. - - When the swan maidens were with their father they wore soft white or - gray dresses. - - Sometimes the king saw that the grass was brown, or the buds were not - coming out. Then he said, “Swan maidens, who will go and work to-day?” - - Almost before he was through speaking, many of them had rushed away. - Sometimes more of them came than could work upon the grass and buds. - - Then some of them ran off to play. But the best of them went down to - feed the roots and the worms. They worked out of sight. - - But they always went back to their father, the king. - - Now it is very hard work to catch a swan maiden on her way back home. - - A boy is sure he saw one of them on a ring in the tea-kettle steam. - How many of them get away is a secret. - - When the king saw the flowers shiver in the fall, he called the - bravest swan maidens to him. He told them that they must go away for a - long time. - - Then each swan maiden put on a beautiful white dress, and came softly - down, down to earth, with a warm blanket. - - These blankets they spread over the flowers and seeds. Every little - flower went to sleep under the blanket. - - At last the king smiled, and their work was done. They slipped away - home so softly that nobody missed them, but the boys and girls who - loved the snow. - - --_Adapted_ - -_Tuesday_ - -Children tell “A Cloud Story” in their own words. - -_Wednesday_ - -Children write the cloud story. - -_Thursday_ - -Children write five sentences about snow. - -_Friday_ - -Children write what they did on Christmas Day. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -SWEET AND LOW - - Sweet and low, sweet and low, - Wind of the western sea, - Low, low, breathe and blow, - Wind of the western sea! - Over the rolling waters go; - Come from the dying moon and blow, - Blow him again to me; - While my little one, while my pretty one, sleeps. - - Sleep and rest, sleep and rest, - Father will come to thee soon. - Rest, rest on mother’s breast, - Father will come to thee soon. - Father will come to his babe in the nest; - Silver sails all out of the west, - Under the silver moon; - Sleep, my little one, sleep, my pretty one, sleep! - - --_Alfred Tennyson_ - -Have the poem copied. - -_Tuesday_ - -Pupils learn first stanza of the poem. - -_Wednesday_ - -Pupils learn the entire poem. - -_Thursday_ - -Write about the life of Alfred Tennyson. - -_Friday_ - -Write in complete sentences answers to the following questions: - - How is the sea to blow? - - Where is the wind to go? - - Where is the wind to come from? - - What is the blowing of the wind to do? - - What is the baby to do? - - When will father come? - - Where is the baby to rest? - - Where will father come? - - How will father come? - -SECOND WEEK - -_Monday_ - -Write a letter, addressed to Santa Claus, telling what you would like -for Christmas. - -_Tuesday_ - -Write a telegram of ten words, saying that you will go to some special -place for Christmas. - -_Wednesday_ - -Write the abbreviations for the days of the week and the months of the -year. - -_Thursday_ - -Have the children dramatize, in their own way: - - Old King Cole - Was a merry old soul, - And a merry old soul was he. - He called for his pipe, - He called for his bowl, - And he called for his fiddlers three. - -_Friday_ - -For dictation: - - Beautiful hands are those that do - Work that is earnest and brave and true, - Moment by moment, the long day through. - -THIRD WEEK - -_Monday_ - -Talk about the signs of winter. - -_Tuesday_ - -Pupils write about signs of winter. - -_Wednesday_ - -Write a rhyme of two lines, containing the word _snow_. - -_Thursday_ - -Talk about winter sports. - -_Friday_ - -Write about winter sports. - -FOURTH WEEK - -_Monday_ - -For dictation: - - He prayeth best, who loveth best, - All things both great and small; - For the dear God who loveth us, - He made and loveth all. - -_Tuesday_ - -Every child find a short quotation for some other pupil to read in -class. - -_Wednesday_ - -Write letters, telling why you like Christmas. - -_Thursday_ - -Write a composition on snow. - -_Friday_ - -Have a spelling match. - - - - -JANUARY - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -Talk about the new year. What is this month called? What was last -month? What is the name of the new year? What was the name of the last -year? How many days has January? What season is this? What are the -months of the winter season? What season comes after winter? - -_Tuesday_ - -Write the word _January_; also the date. - -_Wednesday_ - -To be taught to the children: - - Sixty seconds make a minute, - Something sure you can learn in it; - Sixty minutes make an hour, - Work with all your might and power; - Twenty-four hours make a day, - Time enough for work and play. - Seven days a week will make; - You will learn, if pains you take.--_Selected_ - -_Thursday_ - -Practise learning the rhyme of the day before. - -_Friday_ - -Write: _Seven days make a week._ - -SECOND WEEK - -_Monday_ - -Write: - - On Monday, when the weather is fair, - I always wash the clothes. - -_Tuesday_ - -Write: - - On Tuesday I can iron them, - Even if it rains and snows. - -_Wednesday_ - -Write: - - On Wednesday I do all the mending, - I like the mending too. - -_Thursday_ - -Write: - - On Thursday I receive my friends; - I have nothing else to do. - -_Friday_ - -Write: - - Friday is the time to sweep, - To dust, and set things right. - -The teacher may recite the following to the children, then have the -entire poem of the week played as a game, with appropriate actions: - - On Saturday I always cook, - Then put all work from sight. - - And Sunday is the day of rest; - I go to church dressed in my best. - - --_Selected_ - -THIRD WEEK - -_Monday_ - -Learn the names of the months, by having a procession of children -representing the various months, led by the New Year. The little folks -will enjoy the game, and will learn the names of the twelve months, in -their order, without realizing that they are doing anything but play. - -_Tuesday_ - -Story poem, to be recited (or read, if needs must) to the children, by -the teacher: - -A MYSTERY - - I put my coat and furs and mittens on, to go - With my cunning Christmas sled, out to see the pretty snow. - - I made some little balls, and they looked as white and nice-- - I tried how one would taste, but it was just as cold as ice. - - I took some to the kitchen then, because I thought, you see, - I’d bake them just like apples--they’d be good with cream and tea. - - I didn’t say a single word about it to the cook, - When I put them in the oven, but when she gave a look, - - She stared, and held her hands up, and said: “For pity’s sake! - Who put this water in here, and spoiled my ginger cake?” - - I couldn’t tell. It wasn’t I; but I would like to know, - Where did my pretty apples, that I was baking, go? - - --_Selected_ - -After reciting the poem, ask the children what became of the snow -apples. - -_Wednesday_ - -Talk about snow; snowballs; sliding on the snow; sleighing; a snow man. - -_Thursday_ - -Write: _I can make a snowball._ - -_Friday_ - -To be told; for the children to guess: - -WHAT AM I? - - I live in a hole just above somebody’s chin. I have to stay there, for - I am fastened in. - - It is because of me that boys and girls like good things to eat. To - please me, they eat candy and fruit. - - It is because of me that boys and girls are often kept after school. - They forget, and use me when they ought not to. - - I am always wanting to taste, taste, taste. I am always wanting to - talk, talk, talk. - - Who can guess what I am? - -FOURTH WEEK - -_Monday_ - -Children write the words necessary to complete the following: - - Jack and ---- - Went up the ----, - To get a ---- of water. - ---- fell down - And ---- his crown, - And ---- came tumbling after. - -_Tuesday_ - -Have the children give all the words they can that rhyme with _hat_. -Write the list on the blackboard, and use it for drill in phonics. - -_Wednesday_ - -To be taught to the children: - - If you can’t be the big sun, with his cheery smile, - You can be the cheerful sunbeam for a little while. - -_Thursday_ - -Play “I am thinking of something,” using objects in the school-room. - -_Friday_ - -Have the children mention as many objects as they can think of that are -blue; green; yellow; white. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -LADY MOON - - Lady Moon, Lady Moon, where are you roving? - “Over the sea.” - Lady Moon, Lady Moon, whom are you loving? - “All that love me.” - - Are you not tired with roving and never - Resting to sleep? - Why look so pale and so sad, as forever - Wishing to weep? - - “Ask me not this, little child, if you love me: - You are too bold. - I must obey my dear Father above me, - And do as I’m told.” - - Lady Moon, Lady Moon, where are you roving? - “Over the sea.” - Lady Moon, Lady Moon, whom are you loving? - “All that love me.” - - --_Lord Houghton_ - -Have the first stanza of the poem copied and learned. - -_Tuesday_ - -Have the second stanza of the poem copied and learned. - -_Wednesday_ - -Have the third stanza of the poem copied and learned. - -_Thursday_ - -Have the fourth stanza of the poem copied and learned. - -_Friday_ - -Have the poem recited, throughout. - -SECOND WEEK - -_Monday_ - -For dictation: - - Be kind in all you say and do, - That others may be kind to you. - -_Tuesday_ - -Talk about snowflakes; if possible, showing some of the single flakes. -Where do the snowflakes come from? What becomes of them if they are -taken into a warm room? What becomes of them when they fall? What -becomes of the snow when the weather gets warm? How does the snow help -the grass and flowers? (Keeps them warm during the cold winter.) Why is -snow sometimes called a blanket? - -_Wednesday_ - -Story for oral reproduction: - -A WISE DOG - - One night a farmer was riding home along a lane which had walls on - both sides. Suddenly he heard his dog barking on the farther side of - the wall. - - The man stopped his horse and started to see what was the matter. - - The night was very cold. Snow lay on the ground. Sitting on a large - stone was the farmer’s little daughter. - - The child had left the house and had wandered out into the meadow. - - The dog had followed her, keeping close at her heels. Now he was - barking for some one to come and take the little girl home. She had - lost her way, and was crying. - - The father looked at the footprints in the snow. He saw that his - little daughter had walked close beside a deep hole. - - She had walked all the way round the hole. But the wise dog had gone, - all the time, between the little girl and the great hole. - - Was he not a wise dog?--_Adapted_ - -_Thursday_ - -Children tell the story of the lost child and the dog. - -_Friday_ - -Write three sentences about the little girl and the dog. - -THIRD WEEK - -_Monday_ - -Supply words to fill the following blanks: - - My dog Spot is ----. - - He eats ----. - - Spot can ----. - - When I run, Spot ---- too. - -_Tuesday_ - -To be committed to memory: - - Hearts, like doors, will ope with ease, - To very, very little keys; - And don’t forget that two of these - Are, “Thank you, sir,” and “If you please.” - - --_Selected_ - -_Wednesday_ - -Write a list of ten objects to be seen in the school-room. - -_Thursday_ - -Talk about bread. Who makes the bread we eat? What is it made of? Where -does the flour come from? Where does wheat grow? How does wheat grow? -How is the wheat made into flour? How is the flour made into bread? - -_Friday_ - -Write three sentences about bread. - -FOURTH WEEK - -_Monday_ - -Children write their fathers’ and mothers’ names. - -_Tuesday_ - -For dictation: - - When the cold wind blows, - Look out for your nose. - -_Wednesday_ - -Talk about how we are protected from cold, by clothing and by -artificial heat. How is the school-room warmed? How are the children’s -homes warmed? Why is it unnecessary for stables to be heated? - -_Thursday_ - -A riddle for the children to guess: - - I am as black, as black can be, - But yet I shine. - My home was deep within the earth, - In a dark mine. - Years ago I was buried there, - And yet I hold - The sunshine and the heat, which warmed - That world of old. - Though black and cold I seem to be, - Yet I can glow. - Just put me on a blazing fire-- - Then you will know.--_Selected_ - -_Friday_ - -Write three sentences about coal. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -CHILD’S EVENING PRAYER - - Now the day is over, - Night is drawing nigh; - Shadows of the evening - Steal across the sky. - - Low the darkness gathers, - Stars begin to peep; - Birds and beasts and flowers - Soon will be asleep. - - Through the long night-watches, - May Thine angels spread - Their white wings above me, - Watching round my bed. - - When the morn awakens, - Then may I arise, - Pure and fresh and sinless, - In Thy holy eyes.--_S. Baring-Gould_ - -Have the poem copied. - -_Tuesday_ - -Learn the first verse of the poem. - -_Wednesday_ - -Learn the rest of the poem. - -_Thursday_ - -Recite the entire poem. - -_Friday_ - -Write a list of the naming words (nouns) in the “Child’s Evening -Prayer.” - -SECOND WEEK - -_Monday_ - -Write a list of the doing words (verbs), in the “Child’s Evening -Prayer.” - -_Tuesday_ - -Write a letter to a playmate, telling what you did on a recent Saturday. - -_Wednesday_ - -For dictation: - - Boats sail on the rivers, - And ships sail on the seas, - But clouds that sail across the sky - Are prettier far than these.--_Selected_ - -_Thursday_ - -Write five sentences about clouds. - -_Friday_ - -Write a list of ten objects that are blue. - -THIRD WEEK - -_Monday_ - -Each child write eight sentences, describing some other child in the -room, telling: Color of hair, color of eyes, kind of complexion, height -(guessed at), age, costume worn, size of shoes (guessed at), and size -of gloves. - -_Tuesday_ - -Write a rhyme of four lines about a dog. - -_Wednesday_ - -Write a list of the objects to be seen in the school-room. Who can -write the longest list? - -_Thursday_ - -Have the following poem copied: - -WINTER EVENING - - What way does the wind come? Which way does he go? - He rides over the water, and over the snow, - Through wood, and through vale; and o’er rocky height, - Which the great cannot climb, takes his sounding flight; - - He tosses about in every bare tree, - As, if you look up, you may plainly see; - But how he will come, and whither he goes, - There’s never a scholar anywhere knows. - - He will suddenly stop in a cunning nook, - And ring a sharp ’larum; but, if you should look, - There’s nothing to see but a cushion of snow, - Round as a pillow, and whiter than milk, - And softer than if it were covered with silk. - - Sometimes he’ll hide in the cave of the rock, - Then whistle as shrill as a cuckoo clock. - Yet seek him--and what shall you find in his place? - Nothing but silence and empty space; - Save, in a corner, a heap of dry leaves, - That he’s left, for a bed, to beggars or thieves! - - --_Dorothy Wordsworth_ - -_Friday_ - -Pupils write a list of the nouns in the poem, “Winter Evening.” - -FOURTH WEEK - -_Monday_ - -Pupils write a list of the verbs in the poem, “Winter Evening.” - -_Tuesday_ - -Write five sentences telling what the wind does. - -_Wednesday_ - -Children find answers to the following questions, in any way they can: - - What little children wear wooden shoes? - - What little children wear moccasins? - - What little children wear shoes of fur? - - What children wear shoes of silk or satin? - - What children wear shoes of leather? - -_Thursday_ - -Write five sentences about the different kinds of shoes children wear. - -_Friday_ - -Write five sentences about the shoes you have on. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -SONG OF THE BROOK - - I come from haunts of coot and hern, - I make a sudden sally, - And sparkle out among the fern - To bicker down a valley. - - By thirty hills I hurry down, - Or slip between the ridges, - By twenty thorps, a little town - And half a hundred bridges. - - Till last by Philip’s farm I flow, - To join the brimming river, - For men may come and men may go, - But I go on forever. - - I chatter over stony ways, - In little sharps and trebles, - I bubble into eddying bays, - I babble on the pebbles. - - With many a curve my banks I fret - By many a field and fallow, - And many a fairy foreland set - With willow weed and mallow. - - I chatter, chatter, as I flow - To join the brimming river; - For men may come and men may go, - But I go on forever. - - I wind about, and in and out, - With here a blossom sailing, - And here and there a lusty trout, - And here and there a grayling. - - And here and there a foamy flake - Upon me, as I travel, - With many a silvery water-break, - Above the golden gravel. - - And draw them all along, and flow - To join the brimming river, - For men may come and men may go, - But I go on forever. - - I steal by lawns and grassy plots, - I slide by hazel covers; - I move the sweet forget-me-nots - That grow for happy lovers. - - I slip, I slide, I gloom, I glance - Among my skimming swallows; - I make the melted sunbeams glance - Against my sandy shallows. - - I murmur under moon and stars - In brambly wildernesses; - I linger by my shingly bars-- - I loiter round my cresses. - - And out again I curve and flow - To join the brimming river, - For men may come and men may go, - But I go on forever.--_Alfred Tennyson_ - -Have the first six stanzas of the poem copied. - -_Tuesday_ - -Have the rest of the poem copied. - -_Wednesday_ - -Pupils commit to memory the first three stanzas of the poem. - -_Thursday_ - -Commit to memory the second three stanzas of the poem. - -_Friday_ - -Commit to memory the third three stanzas of the poem. - -SECOND WEEK - -_Monday_ - -Commit to memory the rest of the poem. - -_Tuesday_ - -Recite the entire poem. - -_Wednesday_ - -Study up the life of Alfred Tennyson. - -_Thursday_ - -Answer the following questions: - - Where does the brook come from? - - What is a “coot”? (See dictionary.) - - What is a “hern”? (See dictionary.) - - What does the brook do among the ferns? - - What is meant by the brook’s “bickering”? - - How does the brook come down by thirty hills? - - What is meant by the brook’s “slipping” between the ridges? - - What is a “thorp”? - -_Friday_ - -Answer the following questions: - - What is meant by a “brimming river”? - - How does the brook join the river? - - How does the brook go on forever? - - How does the brook get the water to keep on flowing forever? - - What is meant by the brook’s “chattering”? - - What causes the noises of the brook? - - What are “sharps and trebles”? - - What is an “eddying bay”? What is an eddy? - -THIRD WEEK - -_Monday_ - -Answer the following questions: - - What is the meaning of “fret”? - - How does the brook fret the banks with its curves? - - What is a “foreland”? - - What is “willow-weed”? - - What is “mallow”? - - What makes the brook wind about? - - How do blossoms happen to be sailing on the water? - - Whereabouts in the brook do the trout stay? - - What is a “grayling”? - -_Tuesday_ - -Answer the following questions: - - What is a “water-break”? - - What is “gravel”? - - Why is the gravel called golden? - - What are some of the things that the brook carries along to the river? - - What is meant by “hazel covers”? - - Why are the forget-me-nots said to “grow for happy lovers”? - -_Wednesday_ - -Answer the following questions: - - How does the brook go? - - What is meant by “skimming” swallows? - - What makes the sunbeam in the woods “netted”? - - What is a “shallow”? - - How does the brook murmur? - - What is a “bramble”? - - What are “cresses”? Where do they grow? - -_Thursday_ - -Write in a list all the verbs in the poem. - -_Friday_ - -Write a list of all the adjectives in the poem. - -FOURTH WEEK - -_Monday_ - -Write a composition on brooks. - -_Tuesday_ - -Talk about brooks, rivers, and the ocean. - -_Wednesday_ - -Write a rhyme of four lines about a river. - -_Thursday_ - -Each pupil find and repeat in class a quotation about a brook, a river, -or the ocean. - -_Friday_ - -Play, “My ship came from China, and it brought to me.” - - - - -FEBRUARY - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -Talk about the new month. What is this month? What was last month? What -month follows February? What season is this? What are the three months -of the winter season? What season follows winter? What are the three -months of the spring season? What season follows spring? What season -follows summer? - -_Tuesday_ - -To be taught to the children: - - Red, white, and blue is our country’s flag, - Flag of the brave and free; - Red, white and blue, where’er you go, - Is the flag for you and me.--_Selected_ - -_Wednesday_ - -Talk about the flag. How many colors has our flag? What are they? How -many red stripes are there? How many white stripes? Where is the blue -of the flag? What is there on the blue? Count the stars. How many stars -are there? - -_Thursday_ - -Tell the story of Betsy Ross, and the making of the first United States -flag. - -_Friday_ - -Have the children repeat to you the story of Betsy Ross and the flag. -Have the flag salute given. In case the children are not familiar with -it, here is the salute usually given: - - “We give our heads, our hearts, and our hands to our country. - One country, one language, one flag.” - -During the salute, the flag should be held, unfurled, by some one -facing the class. The children point with the right hands to their -heads and their hearts. At the words, “our hands,” both hands should be -extended. At the words “one flag,” the right hand only is extended. - -SECOND WEEK - -_Monday_ - -Tell stories of the boyhood of Abraham Lincoln. - -_Tuesday_ - -Talk about Lincoln’s boyhood, allowing the children to tell you the -stories which they heard the day before. - -_Wednesday_ - -Talk about St. Valentine’s Day. What do we give on that day? To whom do -we give valentines? (To those we love.) - -_Thursday_ - -Tell the story of good St. Valentine. - -_Friday_ - -Have the children repeat to you the story of St. Valentine. - -THIRD WEEK - -_Monday_ - -Tell the story of Washington and the hatchet. Remember that, old and -stale as the story may be to you, it is new once to every child. - -_Tuesday_ - -Play, as a game, Washington and his hatchet. - -_Wednesday_ - -Tell the story of Washington as a general; how he led the armies that -fought to make our country free. Tell about his birthday, February 22, -and how we celebrate it, in memory of what he did for us. - -_Thursday_ - -Write: _George Washington, the father of his country_. - -_Friday_ - -Write: _We live in the United States._ - -FOURTH WEEK - -_Monday_ - -To be taught to the children: - - Rainy days and sunny days, - What difference makes the weather, - When little hearts are full of love, - And all are glad together.--_Selected_ - -_Tuesday_ - -Tell the children the story of “The Three Bears.” - -_Wednesday_ - -Have the children tell you the story of “The Three Bears.” - -_Thursday and Friday_ - -Play the story of “The Three Bears,” as a game. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -THE SHORTEST MONTH - - Will the winter never be over, - Will the dark days never go? - Must the buttercup and the clover - Be always under the snow? - - Ah, lend me your little ear, love, - Hark! ’tis a beautiful thing; - The dreariest month of the year, love, - Is shortest and nearest to spring. - - --_A. D. T. Whitney_ - -Have the poem copied. - -_Tuesday_ - -Teach the poem to the children. - -_Wednesday_ - -Supply words to fill the blank spaces in the following: - - The Queen of ----, - She made some ----. - All on a summer’s ----. - The ---- of hearts, - He stole those ----, - And quickly ---- away. - -_Thursday_ - -Story for reproduction: - -LINCOLN’S FIRST DOLLAR - - When Abraham Lincoln was a boy he went down the river in a boat to - carry a load of truck to market. He stood by the river bank, after he - had sold his bacon and vegetables. A steamboat was coming down the - river. - - Two men who wished to go on board the steamer asked Abraham to row - them out. He did so, and as they climbed on board they left in his - hand two half dollars. - - It was the first money he had ever earned, and Abraham was a very - proud, happy boy. - -_Friday_ - -Children tell the story of Abraham Lincoln’s first money. - -SECOND WEEK - -_Monday_ - -Teach the following poem to the children: - -NED’S CHOICE - - She has not rosy cheeks, - Nor eyes that brightly shine, - Nor golden curls, nor teeth like pearls, - This Valentine of thine; - But, oh! she’s just the dearest, - The truest and the best, - And one more kind you will not find - In many a long day’s quest. - - Her cheeks are faded now, - Her dear old eyes are dim; - Her hair’s like snow, her steps are slow, - Her figure isn’t trim; - But, oh! and, oh! I love her, - This grandmamma of mine; - I wish that she for years may be - My own dear Valentine.--_Selected_ - -_Tuesday_ - -Write three sentences about your grandmother if you have one; if not, -about your mother. - -_Wednesday_ - -Valentine verses, for the children to copy: - - I wish I were the tiny cup, - From which you take your tea; - For every time you took a sip, - You’d give a kiss to me. - - If you love me as I love you, - No knife can cut our love in two. - - The rose is red, - The violet’s blue; - Pinks are pretty, - And so are you. - -_Wednesday_ - -Write a letter, that might be sent to your mother as a valentine. - -_Thursday_ - -For dictation: - - ’Twas a tortoise, - All yellow and black; - He walked away, - And never came back.--_Selected_ - -_Friday_ - -Play “The Queen of Hearts” as a game. - -THIRD WEEK - -_Monday_ - -Write a list of words that rhyme with _queen_. - -_Tuesday_ - -Tell the children the story of Washington and his colt. - -_Wednesday_ - -Write five sentences about Washington. - -_Thursday_ - -Tell the story of Washington crossing the Delaware. - -_Friday_ - -Play, as a game, Washington and his colt, and also Washington crossing -the Delaware. - -FOURTH WEEK - -_Monday_ - -Write five sentences about playing in the snow. - -_Tuesday_ - -Talk about what we eat. Who likes sweet things? Who likes pickles? Who -likes meat? Who likes potatoes? Tell the children about foods that they -need to eat to be well. - -_Wednesday_ - -Write a list of things that we eat. - -_Thursday_ - -Talk about clothing. Why we wear woolen clothing in cold weather; where -the wool comes from; talk about sheep. - -_Friday_ - -Write five sentences about clothing, and where the wool comes from. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -OUR FLAG - - There are many flags in many lands, - There are flags of every hue, - But there is no flag in any land, - Like our own Red, White, and Blue. - - I know where the prettiest colors are, - I’m sure if I only knew - How to get them here, I could make a flag, - Of glorious Red, White, and Blue. - - I could cut a piece from the evening sky, - Where the stars were shining through, - And use it just as it was on high, - For my Stars and field of Blue. - - Then I’d want a piece of fleecy cloud, - And some from a rainbow bright, - And I’d put them together, side by side, - For my Stripes of Red and White. - - Then “Hurrah for the Flag!” our country’s flag, - Its stripes, and white stars, too; - There is no flag in any land, - Like our own Red, White and Blue.--_Selected_ - -Have the poem copied. - -_Tuesday_ - -Learn the first two stanzas of the poem. - -_Wednesday_ - -Learn the rest of the poem. - -_Thursday_ - -Recite the entire poem. - -_Friday_ - -Write a list of the nouns, and another of the verbs, in the poem. - -SECOND WEEK - -_Monday_ - -Write a four-line verse suitable for a valentine. - -_Tuesday_ - -Write the story of St. Valentine. - -_Wednesday_ - -Talk about Lincoln. - -_Thursday_ - -Write what you know about Lincoln. - -_Friday_ - -For dictation: - - Twilight and firelight, - Shadows come and go; - Merry chimes of sleighbells - Tinkling through the snow; - Mother knitting stockings - (Pussy’s got the ball)-- - Don’t you think that winter’s - Pleasanter than all?--_Selected_ - -THIRD WEEK - -_Monday_ - -Write the story of Washington and the hatchet. - -_Tuesday_ - -Write three sentences, telling why we should admire Washington. - -_Wednesday_ - -Tell the story of Lafayette’s part in aiding our fight for freedom. - -_Thursday_ - -Write what you know of Lafayette. - -For dictation: - - God make my life a little song, - That comforteth the sad; - That helpeth others to be strong, - And makes the singer glad. - - --_Selected_ - -FOURTH WEEK - -_Monday_ - -Story for reproduction: - -THE ROBIN’S RED BREAST - - Long ago, in the far north, where it is very cold, there was only one - fire. - - An old man and his little son took care of this fire and kept it - burning day and night. - - They knew that if the fire went out all the people would freeze and - that the white bear would have the northland all to himself. - - But one day the old man became very sick so that his son had - everything to do. - - For many days and nights he bravely took care of his father and kept - the fire burning. - - But at last he got so tired and sleepy that he could no longer work. - - Now the white bear was always watching the fire. - - He longed for the time when he would have the northland all to - himself. - - And when he saw how tired and sleepy the little boy was, he stayed - close to the fire and laughed to himself. - - One night the poor little boy could endure no longer and fell fast - asleep. - - Then the white bear ran as fast as he could and jumped upon the fire - with his wet feet and rolled upon it. - - At last he thought it was all out and went happily away to his cave. - - But a gray robin was flying near and saw what the white bear was doing. - - She waited until the bear went away. - - Then she flew down and searched with her sharp little eyes until she - found a tiny live spark. - - This she fanned patiently for a long time with her wings. - - Her little breast was scorched red, but she did not give up. - - After awhile a fine red blaze sprang up again. - - Then she flew away to every hut in the northland. - - And everywhere that she touched the ground a fire began to burn. - - So that soon instead of one little fire the whole northland was - lighted up. - - And now all that the white bear could do was to go farther back into - his cave and growl. - - For now, indeed, he knew that the northland was not all for him. - - And this is the reason why the people in the north country love the - robin. And they are never tired of telling their children how it got - its red breast. - -_Tuesday_ - -Write the story of the Robin’s Red Breast. - -_Wednesday_ - -Play, as a game, the story of Robin. - -_Thursday_ - -Write five sentences about birds. - -_Friday_ - -For dictation: - - Two hands and only one mouth have you, - And it is worth while repeating, - That two are for the work you will have to do; - The one is enough for eating.--_Selected_ - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -“The Wreck of the Hesperus,” by Henry W. Longfellow. - -Copy eleven stanzas of the poem. - -_Tuesday_ - -Copy the rest of the poem. - -_Wednesday_ - -Learn the first four stanzas of the poem. - -_Thursday_ - -Learn the second four stanzas of the poem. - -_Friday_ - -Learn the third four stanzas of the poem. - -SECOND WEEK - -_Monday_ - -Learn the fourth four stanzas of the poem. - -_Tuesday_ - -Learn the fifth four stanzas of the poem. - -_Wednesday_ - -Finish learning the poem, and recite it throughout. - -_Thursday_ - -Recite the poem, and answer the following: - - What is a “schooner”? (See dictionary.) - - How does the sea in winter differ from a summer sea? - - Who was the “skipper”? - - Write a description of the captain’s daughter. - - What is a “helm”? - - What is meant by the “veering flaw?” - - What did the changing positions of the wind indicate with regard to - the weather? - -_Friday_ - -Where was the “Spanish Main”? - -What is a “port”? - -What is a “hurricane”? - -What does a golden ring around the moon indicate? - -Did you ever see one? - -What is a “whiff”? - -What is a “gale”? - -What is meant by the “brine”? - -What is meant by “smote amain”? - -How could a boat leap? - -THIRD WEEK - -_Monday_ - -What is a “blast”? How could it sting? - -What is a “spar”? - -What is a “mast”? - -What is a “fog-bell”? - -What is meant by a “rock-bound coast”? - -What guns could be heard? - -Why was the sea “angry”? - -Where is Norman’s Woe? Why is it so called? - -_Tuesday_ - -What is a “gust”? - -Why was the surf called “trampling”? - -What is the bow of a boat? - -What is a “wreck”? - -Why were the frozen seamen like icicles? - -_Wednesday_ - -Why did the waves look “fleecy”? - -What is “carded wool”? - -Why were the rocks called “cruel”? - -What is a “shroud”? - -What is meant by “went by the board”? - -What became of the ship? - -What is a “reef”? - -_Thursday_ - -Look up the life of the poet Longfellow and talk about him. - -_Friday_ - -Write the story of Longfellow’s life. - -FOURTH WEEK - -_Monday_ - -Write the story of St. Valentine. - -_Tuesday_ - -Write the story of Lincoln’s boyhood. - -_Wednesday_ - -Write about what Washington did for our country. - -_Thursday_ - -Talk about patriotism; what it means, and how we can best show our -patriotism. - -_Friday_ - -Write the story of the making of the first American flag. - - - - -MARCH - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -Talk about the new month. What month is this? What was last month? What -month follows March? What season is this? What are the three months -of the spring season? What season follows spring? What season is just -past? How many days has March? What is March sometimes called? (The -windy month.) - -_Tuesday_ - -Write the date. Write the word _March_. - -_Wednesday_ - -Talk about the wind. Can we see the wind? How do we know when the wind -is blowing? What does the wind do to the trees? What does it do to the -clothes hanging on the line? What does it do to our faces? (Makes our -cheeks rosy.) - -_Thursday_ - -To be taught to the children: - -WHO HAS SEEN THE WIND? - - Who has seen the wind? - Neither I nor you; - But when the leaves hang trembling - The wind is passing through. - - Who has seen the wind? - Neither you nor I, - But when the trees bow down their heads - The wind is passing by. - - --_Christina Rossetti_ - -_Friday_ - -Teach the children the poem given above. - -SECOND WEEK - -_Monday_ - -Talk about wind-mills: How they are used; how they turn; Holland and -the wind-mills of that country. - -_Tuesday_ - -Write: - - Who has seen the wind? - Neither you nor I. - -_Wednesday_ - -Story to be told to the children: - -THE WINDS - - This is one of the stories that the fathers and mothers in Greece used - to tell their children. - - Æolus was the father of all the winds, great and small. He had six - sons and six daughters. - - When the children were old enough, they went out into the world to - work. Often they were gone all day long. - - They had to sweep and dust the whole world. They carried water from - the sea to wash and scrub the earth. - - They helped to move the great ships across the ocean. They scattered - the seeds, and watered the flowers, and did many other helpful things. - - And these things are what the winds do for us to-day. - -Can you tell the names of the four great winds? (East, West, North, -South.) - -_Thursday_ - -Have the children tell you about Æolus and his winds. - -_Friday_ - -Write: The four winds are East, West, North and South. - -THIRD WEEK - -_Monday_ - -Talk about kites and kite-flying: How does a kite fly? How high will a -kite fly? How do boys make kites? - -Tell the children about the kites of Japan, and about kite-flying day -in that country. - -_Tuesday_ - -Have the children give as many words as they can that rhyme with -_kite_. Write these on the blackboard, and use them for drill in -phonics. - -_Wednesday_ - -Talk about pussy willows. Who has seen pussy willows? Who has seen -pussy willows this year? Where? How do we find the little pussies -growing? What are they covered with? What for? (To protect the tiny -buds from cold.) - -_Thursday_ - -Write: Pussy willows have gray fur. - -_Friday_ - -To be committed to memory: - - Whatever way the wind doth blow, - Some heart is glad to have it so; - So blow it east, or blow it west, - The wind that blows--that wind is best. - -FOURTH WEEK - -_Monday_ - -Tell the children about St. Patrick, the good old Irish saint, whose -birthday comes in March. - -_Tuesday_ - -Have the children tell you about St. Patrick. - -_Wednesday_ - -Write: _Spring begins in March._ - -_Thursday_ - -Fill the blank spaces in the following: - - The East Wind comes from the ----. - The West Wind comes from the ----. - The North Wind comes from the ----. - The South Wind comes from the ----. - -_Friday_ - -Talk about the signs of Spring. - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -THE WIND - - I saw you toss the kites on high, - And blow the birds about the sky, - And all around I heard you pass, - Like ladies’ skirts across the grass-- - O wind, a-blowing all day long, - O wind, that sings so loud a song! - - I saw the different things you did, - But always you yourself you hid. - I felt you push, I heard you call, - I could not see yourself at all-- - O wind, a-blowing all day long, - O wind, that sings so loud a song! - - O you that are so strong and cold; - O blower, are you young or old? - Are you a beast of field and tree, - Or just a stronger child than me? - O wind, a-blowing all day long? - O wind, that sings so loud a song? - - --_Robert Louis Stevenson_ - -Children copy the first stanza of the poem, and commit it to memory. - -_Tuesday_ - -Copy and learn the second stanza of the poem. - -_Wednesday_ - -Copy and learn the third stanza of the poem. - -_Thursday_ - -Recite the entire poem. - -_Friday_ - -Write a list of the naming words (nouns) in the poem. - -SECOND WEEK - -_Monday_ - -For dictation: - - Galloping, galloping, galloping in, - Into the world with a stir, and a din. - The north wind, the east wind, the west wind together, - In-bringing, in-bringing, the March’s wild weather. - -_Tuesday_ - -Write five sentences, telling what the wind does. - -_Wednesday_ - -Story for reproduction: - -SPRING - - It was spring. - - The sun had melted the snow from the hill-tops; the grass blades were - pushing their way through the brown earth, and the buds on the trees - were beginning to break open and let the tiny green leaves peep out. - - A bee, waked from the sleep in which he had lain all through the - winter, rubbed his eyes, then opened the door, and looked out to see - if the ice and snow and the north wind had gone away. Yes; there was - warm, clear sunshine. - - He slipped out of the hive, stretched his wings and flew away. - - He went to the apple tree and asked, “Have you anything for a hungry - bee, who has eaten nothing the whole winter long?” - - The apple tree answered: - - “No; you have come too early. My blossoms are still buds and so I have - nothing for you. Go to the cherry tree.” - - He flew to the cherry tree and said, “Dear cherry tree, have you any - honey for a hungry bee?” - - The cherry tree answered: - - “Come again to-morrow; to-day my blossoms are shut up, but when they - are open you are welcome to them.” - - Then he flew to a bed of tulips nearby. They had large, beautiful - flowers, but there was neither sweetness nor perfume in them and he - could not find any honey. - - Tired and hungry, the poor bee turned to seek his home, when a tiny - dark blue flower, beside a hedge, caught his eye. - - It was a violet that was all ready for the bee’s coming. The violet - opened its cup of sweetness. The bee drank his fill, and carried some - honey to the hive. - - --_Selected and Adapted_ - -_Thursday_ - -Children retell, in their own words, the story of “Spring.” - -_Friday_ - -Write five sentences about spring. - -THIRD WEEK - -_Monday_ - -For dictation: - - If a task is once begun, - Never leave it till it’s done; - Be the labor great or small - Do it well, or not at all. - -_Tuesday_ - -Talk about signs of spring! Sky, bright sun, warmer days, return of -birds, pussy willows, swelling buds. - -_Wednesday_ - -Write five sentences about pussy willows. - -_Thursday_ - -Write a letter to your sister or brother, telling about pussy willow. - -_Friday_ - -Write a sentence containing the word _blue_; one with the word _green_; -_pink_; _yellow_; _red_; _white_. - -FOURTH WEEK - -_Monday_ - -Tell the children about St. Patrick. - -_Tuesday_ - -Write three sentences about St. Patrick. - -_Wednesday_ - -Write the names of all the members of the family, and your address. - -_Thursday_ - -For dictation: - - Under the snowdrifts the blossoms are sleeping, - Dreaming their dreams of sunshine and June. - -_Friday_ - -Talk about the wind, and what it does. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -THE VOICE OF THE GRASS - - Here I come creeping, creeping, everywhere; - By the dusty roadside, - On the sunny hillside, - Close by the noisy brook, - In every shady nook, - I come creeping, creeping everywhere. - - Here I come creeping, creeping everywhere. - All around the open door, - Where sit the aged poor; - Here where the children play, - In the bright and merry May, - I come creeping, creeping everywhere. - - Here I come creeping, creeping everywhere; - In the noisy city street - My pleasant face you’ll meet, - Cheering the sick at heart. - Toiling his busy part-- - Silently creeping, creeping everywhere. - - Here I come creeping, creeping everywhere, - You cannot see me coming, - Nor hear my low sweet humming, - For in the starry night, - And the glad morning light, - I come quietly creeping, creeping everywhere. - - Here I come creeping, creeping everywhere, - More welcome than the flowers - In summer’s pleasant hours; - The gentle cow is glad, - And the merry bird not sad, - To see me creeping, creeping everywhere. - - * * * * * - - Here I come creeping, creeping everywhere; - My humble song of praise - Most joyfully I raise - To Him at whose command - I beautify the land, - Creeping, silently creeping everywhere. - - --_Sarah Roberts Boyle_ - -Copy the first half of the poem. - -_Tuesday_ - -Copy the rest of the poem. - -_Wednesday_ - -Commit to memory the first two stanzas of the poem. - -_Thursday_ - -Commit to memory the second two stanzas of the poem. - -_Friday_ - -Recite the entire poem. - -SECOND WEEK - -_Monday_ - -Write a list of the nouns in the poem. - -_Tuesday_ - -Write a list of the verbs in the poem. - -_Wednesday_ - -Write a list of adjectives in the poem. - -_Thursday_ - -For dictation: - - In her dress of silver gray, - Comes the Pussy Willow gay; - Like a little Eskimo, - Clad in fur from top to toe. - -_Friday_ - -Write five sentences about pussy willows. - -THIRD WEEK - -_Monday_ - -Write, to a classmate, a telegram of not more than ten words, saying -that spring is coming. - -_Tuesday_ - -Write a letter to a pussy willow. - -_Wednesday_ - -Talk about the wind and what it does. - -_Thursday_ - -Write five sentences telling what the wind does. - -_Friday_ - -Write the story of St. Patrick. - -FOURTH WEEK - -_Monday_ - -For dictation: - - Day after day, and year after year, - Little by little, the leaves appear; - And the slender branches far and wide, - Tell the mighty oak is the forest’s pride. - -_Tuesday_ - -Write a list of at least ten objects beginning with _m_. Who can write -the longest list? - -_Wednesday_ - -Write a rhyme of four lines about the wind. - -_Thursday_ - -Write a story about some pet that you have or that you know about. - -_Friday_ - -Tell something that makes you happy. - -Tell something that makes you sorry. - -Tell something that you think it is right to do. - -Tell something that you think it is wrong to do. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -To be committed to memory: - -THE FAIRIES - - Up the airy mountain, - Down the rushy glen, - We daren’t go a-hunting, - For fear of little men; - Wee folk, good folk, - Trooping all together; - Green jacket, red cap, - And white owl’s feather. - - Down along the rocky shore, - Some make their home; - They live on crispy pancakes - Of yellow tide-foam; - Some in the reeds - Of the black mountain lake, - With frogs for their watch-dogs, - All night awake. - - High on the hilltop, - The old king sits; - He is now so old and gray - He’s nigh lost his wits. - By the craggy hillside, - Through the mosses bare, - They have planted thorn trees - For pleasure here and there. - Is any man so daring, - As dig one up in spite? - He shall find their sharpest thorns - In his bed at night. - - Up the airy mountain, - Down the rushy glen, - We daren’t go a-hunting, - For fear of little men, - Wee folk, good folk, - Trooping all together; - Green jacket, red cap; - And white owl’s feather. - - --_William Allingham_ - -Copy the poem. - -_Tuesday_ - -Learn the first half of the poem. - -_Wednesday_ - -Learn the rest of the poem. - -_Thursday_ - -Answer the following questions: - - What is meant by the “airy” mountain? - - What is meant by the “rushy glen”? What is a glen? - - Why are the fairies called “wee” folk? - - What is meant by their “trooping”? - - What are “crispy” pan-cakes? - - What are “reeds”? - - Why is a mountain lake called “black”? - -_Friday_ - -What “old king sits”? - -What are “wits”? - -What is a “craggy hillside”? - -Why are the, mosses called “bare”? - -Write a description of a fairy as given in the poem. - -SECOND WEEK - -_Monday_ - -Talk about the following: What story, that you have read, do you like -best? Why? What game do you like best? Why? What song do you like best? -Why? What study do you like best? Why? - -_Tuesday_ - -For dictation: - - Lives of great men all remind us, - We can make our lives sublime; - And, departing, leave behind us, - Footprints on the sands of time. - -_Wednesday_ - -Write about what the wind does. - -_Thursday_ - -Write about the signs of spring that you have noticed. - -_Friday_ - -Talk about what you saw on your way to school. - -Third Week - -_Monday_ - -Write a list of all the words you can think of that begin with _h_. Who -can write the longest list? - -_Tuesday_ - -For dictation: - - In spring when stirs the wind, I know - That soon the crocus buds will blow; - For ’tis the wind who bids them wake - And into pretty blossoms break. - -_Wednesday_ - -Write a description of the teacher’s desk. - -_Thursday_ - -Write an informal invitation to a St. Patrick’s Day entertainment at -the school. - -_Friday_ - -Have a spelling match. - -FOURTH WEEK - -_Monday_ - -Write seven verbs. - -Write each in a different sentence. - -Tuesday - -For dictation: - - To look up and not down, - To look forward and not back, - To look out and not in, and - To lend a hand. - -_Wednesday_ - -Write a letter, if you are in the country, to some one in the city, -telling what games you play at recess. If you live in the city, write -to some one in the country. - -_Thursday_ - -Write a description of some game you play. - -_Friday_ - -Talk about the return of the birds. - - - - -APRIL - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -Talk about the next month? What is the name of this month? What was -last month? What will next month be? What season is this? What will the -next season be? How many days in April? What other months have only -thirty days? - -_Tuesday_ - -Story to be told to the children: - -THE MORNING-GLORY SEED - - A little girl dropped a morning-glory seed into a small hole in the - ground. As she did so she said, “Now, morning-glory seed, hurry and - grow, grow, grow, until you are a tall vine, covered with pretty green - leaves and lovely trumpet flowers.” - - But the earth was very dry. There had been no rain for a long time, - and the poor seed could not grow at all. - - After it had lain in the ground for nine long days and nine long - nights, the little seed said to the ground, “Oh, ground, please give - me a few drops of water to soften my hard brown coat. Then my coat - can burst open and set free my two green seed-leaves, and then I can - begin to be a vine.” - - But the ground said, “You must ask that of the rain.” - - So the seed called to the rain. “Oh, rain,” it said, “please come down - and wet the ground around me, so that it may give me a few drops of - water, to soften my hard brown coat. Then my coat can burst open and - set free my two green seed-leaves, and then I can begin to be a vine.” - - “I cannot,” said the rain, “unless the clouds hang low.” - - So the seed said to the clouds, “Oh, clouds, please hang low, and let - the rain come down and wet the ground around me, so that it may give - me a few drops of water to soften my hard brown coat. Then my coat can - burst open and set free my two green seed-leaves, and then I can begin - to be a vine.” - - But the clouds said, “The sun must hide first.” - - So the seed called to the sun. “Oh, sun, please hide for a little - while. Then the clouds can hang low, and let the rain come down and - wet the ground around me, so that it may give me a few drops of water, - to soften my hard brown coat. Then my coat can burst open and set free - my two green seed-leaves, and then I can begin to be a vine.” - - “I will,” said the sun, and he hid at once. - - Then the clouds hung low and lower. The rain began to fall fast - and faster. The ground began to grow wet and wetter. The seed-coat - began to grow soft and softer, until it burst open. Out came two - bright green seed-leaves, and the morning-glory seed began to be a - vine.--_Adapted_ - -_Wednesday_ - -Talk about the story of the morning-glory seed. - -_Thursday_ - -Talk about the part the rain and the sunshine have in making plants -grow. - -_Friday_ - -Play as a game the story of the morning-glory seed. - -SECOND WEEK - -_Monday_ - -To be committed to memory: - -SEVEN TIMES ONE - - 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. - - I am old, so old I can write a letter; - My birthday lessons are done; - The lambs play always, they know no better, - They are only one times one. - - O 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? - I hope if you have, you will soon be forgiven, - And shine again in your place. - - O velvet bee, you’re a dusty fellow; - You’ve powdered your legs with gold! - O brave marshmary buds, rich and yellow, - Give me your money to hold. - - And show me your nest with the young ones in it-- - I will not steal it away; - I am old! you may trust me, linnet, linnet-- - I am seven years old to-day!--_Jean Ingelow_ - -Spend the rest of the week teaching the poem to the children. They -always enjoy this poem, one generation of little folks after another. -Did you not? - -THIRD WEEK - -_Monday_ - -Talk about the rain: Why we need so much of it this month, when the -plants are just starting to grow. - -_Tuesday_ - -Have the children write: April is the rainy month. - -_Wednesday_ - -For dictation: - - Oh, where do you come from, - You little drops of rain? - -_Thursday_ - -Read or recite the following poem to the children. Talk about where the -rain comes from, and what becomes of the water. The children are old -enough to understand and appreciate it all, if the explanation be made -sufficiently simple. - -THE RAIN DROPS’ RIDE - - Some little drops of water, - Whose home was in the sea, - To go upon a journey - Once happened to agree. - - A white cloud was their carriage; - Their horse, a playful breeze; - And over town and country - They rode along at ease. - - But, O! there were so many, - At last the carriage broke, - And to the ground came tumbling - Those frightened little folk. - - Among the grass and flowers - They then were forced to roam, - Until a brooklet found them, - And carried them all home.--_Selected_ - -_Friday_ - -Let the children play the rain as a game. They can come from one part -of the room which may represent the sea. They can ride on a play cloud. -Coming gently to a garden, on the floor, they may play scatter the -drops quietly, like an April rain, from their finger tips. Then they -may join the brook, and go with it to where it enters the river, then -follow the river to the ocean once more. - -FOURTH WEEK - -_Monday_ - -Tell the children the story of Paul Revere’s Ride. - -_Tuesday_ - -Have the children tell back to you the story of Paul Revere’s Ride. - -_Wednesday_ - -Read to the children Longfellow’s poem, “Paul Revere’s Ride.” - -_Thursday_ - -Write three sentences about Paul Revere’s Ride. - -_Friday_ - -Have the children play Paul Revere’s Ride as a game. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -A rainy morning. (If the morning is pleasant, use this exercise the -first rainy day.) Why did you come to school this morning with rubbers -and umbrella? Why does the rain run off an umbrella? Why is the roof of -a house built on a slant? Why does rain sometimes fall straight down, -and sometimes fall slanting? How does the rain tell us which way the -wind blows? Why do rubbers keep our feet dry? Why do not our shoes keep -our feet dry? What can you think of, besides overshoes, that is made of -rubber? - -_Tuesday_ - -Write five sentences about rain. - -_Wednesday_ - -Poem to be committed to memory: - -THE BLUEBIRD - - I know the song the bluebird is singing, - Out in the apple tree where he is swinging, - Brave little fellow! the skies may be dreary-- - Nothing cares he while his heart is so cheery. - Hark! how the music leaps from his throat! - Hark! was there ever so merry a note? - - Listen a while, and you’ll hear what he’s saying, - Up in the apple tree swinging and swaying. - Dear little blossoms, down under the snow, - You must be weary of winter, I know; - Hark while I sing you a message of cheer: - Summer is coming, and springtime is here. - - “Little white snowdrop, I pray you arise! - Bright yellow crocus, come open your eyes! - Sweet little violets, hid from the cold, - Put on your mantles of purple and gold! - Daffodils, daffodils! say, do you hear? - Summer is coming, and springtime is here. - - --_Selected_ - -Have the poem copied. - -_Thursday_ - -Learn the first and second stanzas of the poem. - -_Friday_ - -Learn the rest of the poem. - -SECOND WEEK - -_Monday_ - -Write a list of the name words (nouns) in the poem, “The Bluebird.” - -_Tuesday_ - -Write a list of the doing words (verbs) in the poem. - -_Wednesday_ - -Show the children a book. Show that damage done to a book will remain. -If you scratch your finger, the wound heals. If you scratch a book, -what happens? Do not break the back of the book. Never mark a book with -pencil and ink. Especially never write anything in a book not your own. -Do not turn down the corners of the leaves. Always return a borrowed -book. Show the children how to open a new book properly. - -_Thursday_ - -For dictation: - - Little bird upon the bough, - Sing a song of sweetness now; - Sing of roses in their bloom, - In the lovely month of June, - Little bird upon the bough. - -_Friday_ - -Read the following poem to the children. Talk about the woodpecker, and -how he gets his food. - -HOW THE WOODPECKER KNOWS - - How does he know where to dig his hole, - The woodpecker there, on the elm-tree bole? - How does he know what kind of a limb - To use for a drum or burrow in? - How does he find where the young grubs grow? - I’d like to know! - - The woodpecker flew to a maple limb, - And drummed a tattoo that was fun for him; - “No breakfast here! it’s too hard for that!” - He said, as down on his tail he sat; - “Just listen to this, Rrrr-rat-tat-tat.”--_Selected_ - -THIRD WEEK - -_Monday_ - -Play “Animals”: Give to each child a card having on it the name of some -animal, as cat, horse, pig, etc. Have the children in turn describe the -animals they represent as: - -I am covered with hair. I gnaw bones. I watch at night to see that no -one gets into the house. I say, “Bow, wow, wow,” when I am happy. What -am I? - -_Tuesday_ - -For dictation: - - He who plants a tree, - Plants a hope. - -_Wednesday_ - -Talk about Arbor Day and Bird Day, and why we celebrate these special -days. Why do they come in April rather than in January, or some other -month? - -_Thursday_ - -Write a list of all the trees you know about. Who can write the longest -list? - -_Friday_ - -Write a list of all the birds you know about. Who can write the longest -list? - -FOURTH WEEK - -_Monday_ - -Tell the children the story of Paul Revere’s Ride. - -_Tuesday_ - -Have the children tell the story of Paul Revere’s Ride. - -_Wednesday_ - -Write five sentences about Paul Revere’s Ride. - -_Thursday_ - -Talk about the new parcel post. How are parcels sent? How heavy can -parcels be sent? What can be sent by parcel post? How are letters -sent? What does it cost to send a letter? A post card? How is the mail -carried from place to place? How is the mail delivered in your town? - -_Friday_ - -Write five sentences about the mails, and sending letters and parcels. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -Write a list of objects you can see from a school-room window. - -_Tuesday_ - -Write as many “signs of Spring,” as you can think of. - -_Wednesday_ - -For dictation: - - All that’s great and good is done - Just by patient trying. - -_Thursday_ - -Read the following poem to the children: - -WILD FLOWERS - - Out amid the green fields, - Free as air we grow, - Springing where it happens, - Never in a row; - Watered by the cloudlets - Passing overhead, - Warmed by lovely sunbeams, - Falling on our heads. - Wild flowers, wild flowers, by the meadow rills, - Wild flowers, wild flowers, on the woody hills, - Wild flowers, wild flowers, springing everywhere, - Joyful in the glad free air.--_Selected_ - -Talk about the coming of the wild flowers. What part have the rain and -the sunshine in helping the flowers to grow? What wild flowers are in -blossom now? What other flowers will blossom before the close of April? - -_Friday_ - -Write eight sentences about wild flowers. - -SECOND WEEK - -_Monday_ - -Poem to be committed to memory: “The Owl and the Pussy Cat,” by Edward -Lear. - -Have the first half of the poem copied. - -_Tuesday_ - -Have the rest of the poem copied. - -_Wednesday_ - -Learn the first three stanzas of the poem. - -_Thursday_ - -Learn the rest of the poem. - -_Friday_ - -Allow the children to dramatize in their own way, “The Owl and the -Pussy-cat.” - -THIRD WEEK - -_Monday_ - -Write a list of the adjectives in “The Owl and the Pussycat.” - -_Tuesday_ - -Answer in complete sentences, the following questions: - - What is the color of your reader? What is the color of your pencil? - What is the color of your hair? - -_Wednesday_ - -Write a rhyme of four lines about a cat. - -_Thursday_ - -Have the children read “Paul Revere’s Ride.” - -_Friday_ - -Have the children tell you the story of “Paul Revere’s Ride.” - -FOURTH WEEK - -_Monday_ - -Poem to be committed to memory: - -WHAT DO WE PLANT? - - What do we plant when we plant the tree? - We plant the ship, which will cross the sea, - We plant the mast to carry the sails; - We plant the plank to withstand the gales, - The keel, the keelson, and beam, and knee; - We plant the ship when we plant the tree. - - What do we plant when we plant the tree? - We plant the houses for you and me; - We plant the rafters, the shingles, the floors; - We plant the studding, the lath, the doors, - The beams and siding, all parts that be; - We plant the house when we plant the tree. - - What do we plant, when we plant the tree? - A thousand things that we daily see; - We plant the spire, that out-towers the crag; - We plant the staff for our country’s flag; - We plant the shade, from the hot sun free-- - We plant all these, when we plant the tree. - - --_Henry Abbey_ - -Copy the poem. - -_Tuesday_ - -Learn the first two stanzas of the poem. - -_Wednesday_ - -Recite the entire poem. - -_Thursday_ - -Write a list of the things we plant when we plant a tree. - -_Friday_ - -Talk about the purpose of Arbor Day, and especially about the meaning -of the beautiful Arbor Day poem. - - -FOURTH YEAR - -FIRST WEEK - -_Monday_ - -Story for reproduction: - -THE CAT AND THE CHESTNUTS - - A cat sat before an open fire where some chestnuts were roasting. - - A monkey who was hungrily watching the chestnuts said to the cat, “Do - you think you could pull a chestnut out of the fire? Your paws seem to - be made just for that.” - - The cat was flattered and she quickly pulled out a chestnut that had - burst open. - - “How do you do it?” asked the monkey. “It is wonderful. Can you reach - that big one?” - - “Yes, but see, I have burned my paw a little.” - - “Oh, but what of that, when you are making yourself so useful?” - - One after another the cat pulled the chestnuts from the fire. Then she - found that the sly monkey had eaten them all. All she had was a pair - of sore claws. - - --_Æsop_ - -_Tuesday_ - -Write the story of the cat and the chestnuts. - -_Wednesday_ - -Write ten sentences about the signs of spring. - -_Thursday_ - -Write a list of the wild flowers that grow in your vicinity, so far as -you know them. - -_Friday_ - -Have each pupil draw on paper some kind of flower. Exchange papers, and -each pupil write five sentences about the flower he thinks is intended -by the drawing on the paper he receives. - -SECOND WEEK - -_Monday_ - -Poem to be committed to memory: - -PLANT A TREE - - He who plants a tree - Plants a hope. - Rootlets up through fibres blindly grope; - Leaves unfold into horizons free. - So man’s life must climb - From the clods of time - Unto heavens sublime. - Can’st thou prophesy, thou little tree, - What the glory of thy boughs shall be? - - He who plants a tree - Plants a joy. - Plants a comfort that will never cloy. - Everyday a fresh reality, - Beautiful and strong, - To whose shelter throng - Creatures blithe with song. - If thou could’st but know, thou happy tree, - Of the bliss that shall inhabit thee! - - He who plants a tree - He plants peace. - Under its green curtains jargons cease; - Leaf and zephyr murmur soothingly; - Shadows soft with sleep - Down tired eyelids creep, - Balm of slumber deep. - Never hast thou dreamed, thou blessed tree, - Of the benediction thou shalt be. - - He who plants a tree - He plants youth; - Vigor won for centuries, in sooth; - Life of time, that hints eternity! - Boughs their strength uprear, - New shoots every year - On old growths appear. - Thou shalt teach the ages, sturdy tree, - Youth of soul is immortality. - - 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_ - -Copy the poem. - -_Tuesday_ - -Learn the first two stanzas of the poem. - -_Wednesday_ - -Learn the second two stanzas of the poem. - -_Thursday_ - -Learn the rest of the poem. - -_Friday_ - -Talk about the meaning of the hope, joy, peace, youth, and love, as -mentioned in the poem. - -THIRD WEEK - -_Monday_ - -Write a list of twenty articles made of wood. - -_Tuesday_ - -Each pupil think of a tree. Each in turn tell about his tree, the other -pupils to guess what it is. For instance: - -I am tall and straight. I have many long needles, instead of leaves. -When the wind blows through my branches it makes sweet music. What am -I? (A pine tree.) - -Or--I am a large tree, with great branches. My fruit is called an -acorn. What am I? (An oak tree.) - -_Wednesday_ - -Talk about Arbor Day--why it is celebrated, and why it is necessary -that our trees be preserved. - -_Thursday_ - -For dictation: - - A song to the oak! the brave old oak! - Who hath ruled in the greenwood long; - Here’s health and renown to his broad green crown - And his fifty arms so strong. - -FOURTH WEEK - -_Monday_ - -Story for reproduction: - -TRIFLES - - A friend of the great artist, Michael Angelo, was once watching the - last touches being made to a statue. Some time later he visited the - studio again, and the artist was still at work upon the same statue. - He exclaimed: “You have done nothing since the last time I was here. - The statue was finished then.” - - “Not at all,” was Michael Angelo’s reply. “I have softened this - feature and brought out that muscle. I have given more expression to - the lips and more energy to the eye.” - - “Oh,” said the friend, “but these are trifles.” - - “It may be so,” said the artist, “but trifles make perfection and - perfection is no trifle.” - -_Tuesday_ - -Write ten sentences, each containing _is_ or _are_. - -_Wednesday_ - -Write sentences, each of which contains one of the following -adjectives; little, yellow, moist, good, large, beautiful, swift, slow, -useful, breakable. - -_Thursday_ - -For dictation: - - Tinkling down! shining down! - Golden sunbeams kiss the flowers. - Wake them up! wake them up! - Through the happy hours. - -_Friday_ - -Play “What I am thinking of,” using objects in the school-room. - - - - -MAY - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -What is the name of this month? What is the name of the month just -ended? What is the name of the month following May? What season is -this? What season follows spring? How many days has May? What other -months have thirty-one days? - -_Tuesday_ - -Teach the proper method of salutation on the street. Have the boys put -on their caps, and the girls their hats. Have a boy and a girl go to -the front of the room, and from opposite sides of the room walk toward -each other. As they meet, the girl nods her head politely, and the boy -lifts his hat. After the simple ceremony the two children return to -their seats, and their places are taken by other boys and girls, in -turn, until all can make the proper salutation easily and gracefully. - -_Wednesday_ - -Write a sentence about birds. - -Write a sentence about the grass. - -Write a sentence about May. - -_Thursday_ - -Story for reproduction. (Let the children test the results of mixing -colors, with their paint boxes, if they have paints.) - -THE RAINBOW FAIRIES - - One night three little fairies were playing under a tree. They were - flower fairies. Each had on a dress of the same color as the flower - for which it was named. Little Fairy Buttercup wore a bright yellow - dress. Forget-me-not wore a blue dress. Geranium wore a red dress. - - Not far from the three fairies in red, yellow and blue, were three - other fairies. These fairies had on old, faded dresses. They stood and - watched the gaily-dressed fairies dance in the moonlight. - - “Come,” said Buttercup, “won’t you come and dance with us?” - - “We cannot,” said the three. “We cannot dance, for we have on our old - clothes. We have worked hard all day and are just going home, but we - like to see you dance in your pretty clothes.” - - Then Buttercup took the skirt of her yellow dress and dipped it into a - lily cup filled with dew. The dew was quickly dyed yellow. - - Forget-me-not dipped the skirt of her blue dress into another lily cup - filled with dew. The dew was quickly dyed blue. Then the fairies mixed - the yellow dew and the blue dew together. - - “Now jump in, little fairy,” cried Buttercup. In jumped one of the - fairies in faded gown, and when she came out her dress was a beautiful - green. - - Then Geranium dipped her dress into dew, and Forget-me-not did the - same. They mixed blue and red, and the second fairy jumped in. When - she came out, her dress was bright purple. - - Then Buttercup and Geranium dipped their dresses into dew again, to - make a mixture for the third fairy. When she came out of the lily cup - her dress was bright orange. - - Then the six fairies laughed and sang, and danced about. By and by a - dark cloud covered the moon, and the rain came pattering down. The six - fairies hid themselves in the flowers. - - The next morning, when the rain stopped, the sun came out and shone - brightly. The six fairies came out of the flowers, and hand in hand - they ran up to the sky. There they made a beautiful rainbow. Since - then, they have been called the Rainbow Fairies.--_Adapted_ - -_Friday_ - -Talk about the rainbow, and its six colors. Have the children tell the -combinations that make green, purple, and orange. - -SECOND WEEK - -_Monday_ - -To be committed to memory: - -THE DANDELION - - A brave little dandelion woke up from his nap, - And hunted around in the dark for his cap, - “I’m certain,” he muttered, “it ought to be here, - In the very same place where I left it last year.” - - He poked all about in the dirt and the dark, - For the same little hat that he wore in the ark; - For fashions may vary with people and clime, - But dandelions wear the same hats all the time. - - “What’s o’clock?” and he paused while he counted the fuzz - That had crept through his locks, as old age always does; - Then he settled himself to pluck out the old feathers, - That had done so much service in all kinds of weathers. - - Rather frowsy he looked, getting into his hat, - But he knew that the rain would take care of all that, - If he only were up; so he pulled on his boots, - And began to push up from his tough little roots. - - Kept pushing, and cheerful and hopeful, he pushed, - And he came to the surface, close by an old bush, - With the frost hardly gone, and the ground hardly mellow, - Here he is on the top now, the brave little fellow. - - The first dandelion! Well may we delight - And call all the children to see the glad sight, - For of all the brave prospects of hope and of spring, - The golden-crowned dandelion surely is king. - - --_Selected and slightly adapted_ - -Teach the children the first stanza of the poem. - -_Tuesday_ - -Teach the children the second stanza of the poem. - -_Wednesday_ - -Teach the children the third stanza of the poem, explaining what is -meant by the “fuzz.” - -_Thursday_ - -Teach the fourth stanza of the poem. - -_Friday_ - -Teach the fifth stanza of the poem. - -THIRD WEEK - -_Monday_ - -Teach the sixth stanza of the poem. - -_Tuesday_ - -Have the children play the poem, each child acting the part of the -dandelion, as all recite the poem in concert. - -_Wednesday_ - -Write: - - A dandelion is yellow. - Dandelions bloom in May. - -_Thursday_ - -Children name a flower (besides dandelions) that is yellow; one that is -blue; green; pink; white; purple. Which of these are in blossom in May? - -_Friday_ - -Talk about different kinds of dogs, and what each is good for; _e. g._, -terrier, catching rats; collie, driving sheep; St. Bernard, saving -life; hound, hunting, etc. - -FOURTH WEEK - -_Monday_ - -What flowers bloom in May? What are their colors? What are the birds -doing this month? Have you seen any birds’ nests this spring? Where? -What kinds of birds do you know? What have the trees been doing this -month? (Growing leaves.) - -_Tuesday_ - -Ask each child to bring a penny to school. - -See how many things can be found on the penny. - -What is the motto of our country? (In God we trust.) - -_Wednesday_ - -Have the children write: - - Under the green trees, - Just over the way, - Jack-in-the-pulpit - Preaches to-day. - -_Thursday_ - -Have the pupils told, the preceding day, to bring into the school-room -three different green objects, as a leaf from a tree, a blade of grass, -a branch of some plant, etc. Have pupils write the words describing -what they have brought, as leaf, grass, twig, etc. - -_Friday_ - -Talk about Decoration Day. What it means, and how to celebrate it. - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -Learn the first two stanzas of the poem: - -THE SEED - - As wonderful things are hidden away - In the heart of a little brown seed - As ever were found in the fairy nut - Of which we sometimes read. - - Over the dainty shining coat, - We sprinkle the earth so brown, - And then the sunshine warms its bed, - And the rain comes pattering down. - - Patter, patter, the soft warm rain - Knocks at the tiny door, - And two little heads come peeping out, - Like a story in fairy lore. - - --_Selected and slightly adapted_ - -_Tuesday_ - -Learn the entire poem. - -_Wednesday_ - -Talk about the meaning of the poem, and sow some morning glory seed in -a box or flower pot. Talk about the need of moist earth to make the -seeds grow. Have the children water the seeds every day, until the “two -little heads come peeping out.” - -_Thursday_ - -Write a list of the naming words (nouns) in the poem of the week. - -_Friday_ - -Children write five sentences about seeds and the way they grow. - -SECOND WEEK - -_Monday_ - -For dictation: - - Sing, O sing, thou merry bird, - As you fly so lightly; - Sing your song of joy and love, - While the sun shines brightly. - -_Tuesday_ - -Write, in complete sentences, answers to the following questions: - - What bird has a red breast? (Robin.) - - What bird picks worms from under the bark of large trees? (Woodpecker.) - - What bird lays large white eggs that we like to eat for breakfast? - (Hen.) - - What bird likes to eat the farmer’s corn? (Crow.) - - What bird says, “Coo, coo, coo?” (Pigeon.) - -_Wednesday_ - -Talk about the birds and nest-building. Talk about the different kinds -of nests: the robin’s; the oriole’s, hung from the limb of a tall tree; -the bobolink’s, built in the grass; the sparrow’s, tucked under the -eaves; the swallow’s, built in the barn, etc. - -_Thursday_ - -Read the following poem to the children, and have them tell the story -back to you: - -THE JOLLY OLD CROW - - On the limb of an oak sat a jolly old crow, - And chattered away with glee, with glee, - As he saw the old farmer go out to sow, - And he cried, “It’s all for me, for me! - - “Look, look, how he scatters his seeds around; - He’s tremendously kind to the poor, the poor; - If he’d empty it down in a pile on the ground. - I could find it much better, I’m sure, I’m sure! - - “I’ve learned all the tricks of this wonderful man, - Who shows such regard for the crow, the crow, - That he lays out his grounds on a regular plan, - And covers his corn in a row, a row! - - “He must have a very great fancy for me; - He tries to entrap me enough, enough, - But I measure his distance as well as he, - And when he comes near I am off!”--_Selected_ - -_Friday_ - -Have the children write a little story about the crow and the corn. - -THIRD WEEK - -_Monday_ - -Write five words beginning with _m_. - -Write five words beginning with _s_. - -Write five words beginning with _b_. - -_Tuesday_ - -Add a word to _violet_, to show what color it is. - -Add a word to _tulip_, to show what color it is. - -Add a word to _apple blossom_, to show what color it is. - -Add a word to _hyacinth_, to show what color it is. - -Add a word to _grass_, to show what color it is. - -_Wednesday_ - -For dictation: - - Into my window a sunbeam bright - Comes with a glad good morning, - “The night is gone, it is time you were up,” - It is thus he gives me warning. - -_Thursday_ - -Write five sentences, telling what the warm sunshine does. - -_Friday_ - -Play, as a game, “I went to the woods and brought back a violet.” One -child says, “I went to the woods, and brought back a violet and an -anemone” (or any other flower). The next child says, “I went to the -woods and brough back a violet, an anemone, and a hepatica.” Each child -adds a flower to the list, as long as the children can remember the -list of flowers. - -FOURTH WEEK - -_Monday_ - -Talk about birds’ eggs, and the wrong of robbing nests. - -_Tuesday_ - -Read the following poem to the children: - -THE FRIGHTENED BIRDS - - “Hush! hush!” said the little brown thrush, - To her mate on the nest in the alder bush. - “Keep still! don’t open your bill, - There’s a boy coming bird-nesting over the hill. - - “Let go your wings out, so - That not an egg on the nest shall show. - Chee! chee! it seems to me - I’m as frightened as ever a bird can be.” - - Then still, with a quivering bill, - They watched the boy out of sight o’er the hill. - And then, in the branches again - Their glad song rang out over valley and glen. - - Oh! oh! if only that boy could know - How glad they were when they saw him go, - Say, do you think that next day, - He could possibly steal those eggs away? - - --_Selected_ - -Talk about the advantage that the birds are, in eating insects and -protecting the trees. - -_Wednesday_ - -Write five sentences, telling what birds do for us, and why it is wrong -to steal birds’ eggs. - -_Thursday_ - -Fill the blank spaces in the following: - - ---- blackbirds ---- on a hill, - One named ----, the other ---- Jill. - Fly away ----, - ---- away, Jill, - Come ----, Jack, - ---- back, ----. - -_Friday_ - -Write a letter to your cousin, telling about birds, and why you will -never steal their eggs. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -Poem to be committed to memory: - -WE THANK THEE - - For flowers that bloom about our feet; - For tender grass, so fresh, so sweet; - For song of bird and hum of bee; - For all things fair we hear or see, - Father in heaven, we thank Thee! - - For blue of stream and blue of sky; - For pleasant shade of branches high; - For fragrant air and cooling breeze; - For beauty of the blooming trees-- - Father in heaven, we Thank Thee! - - For mother-love and father-care, - For brothers strong and sisters fair; - For love at home and here each day; - For guidance, lest we go astray-- - Father in heaven, we Thank Thee!--_Selected_ - - -Have the poem copied. - -_Tuesday_ - -Learn the first stanza of the poem. - -_Wednesday_ - -Learn the second stanza of the poem. - -_Thursday_ - -Learn and recite the entire poem. - -_Friday_ - -Write a list of the nouns in the poem. - -SECOND WEEK - -_Monday_ - -Write a list of the adjectives in the poem. - -_Tuesday_ - -Write the name of a flower that is blue; one that is yellow; pink; red; -purple; white. Write a sentence describing each of the flowers in your -list. - -_Wednesday_ - -Write the name of a bird that is brown; one that is black; blue; green; -yellow. Class exchange papers. Write a sentence about each bird on the -list you receive. - -_Thursday_ - -Talk about May, and how it differs from any other month of the year. -What garden flowers are in blossom this month? What wild flowers are in -blossom? What fruit trees? What forest trees? - -_Friday_ - -Write five sentences about the flowers and trees that blossom in May. - -THIRD WEEK - -_Monday_ - -Story for reproduction: - -ANEMONE - - Once upon a time there lived a youth whose name was Adonis. He was a - fine-looking boy, tall and straight, and he was very fond of hunting. - - Every day, with only his dogs for company, he would go into the woods, - carrying his bow and arrows. He had a fast horse on which he rode. - - His friends often urged him not to go too far into the deep woods, but - Adonis was not at all afraid. He had killed bears, and he had killed - lions, so why should he be afraid? - - One day Adonis was in the woods as usual, when he caught sight of two - wild hogs. He left his dogs to worry one of the hogs, and he started - after the other with his spear. - - The angry hog bit him and he had to hasten to the brook to bathe his - wounds. The angry hog followed him. - - Swimming in the brook were some beautiful white swans. When they saw - Adonis wounded, they went to Venus and told her what they had seen. - - Venus hastened to the brook in her silver chariot. - - “Adonis! Adonis!” she cried. - - No answer came. The only trace she could find of Adonis was some drops - of blood on the green grass. - - Venus was very sorry, for she loved the boy Adonis very much. From a - silver cup which she carried with her, she sprinkled a few drops of - blood over the grass. In a little while, tiny flower buds peeped out - from the spot where each drop of blood had fallen. - - A gentle wind came up and blew the little buds open and before - night it had blown them all away. People called the little flowers - wind-flowers, or anemones. Their delicate pink coloring was believed - to have come from the heart of Adonis. Have you seen the dainty little - anemones, the wind-flowers?--_Adapted_ - -Tell the story to the children. - -_Tuesday_ - -Have the children tell back to you the story of the anemones. - -_Wednesday_ - -Write the story of the anemones. - -_Thursday_ - -Write five sentences about the woods where the anemones grow. - -_Friday_ - -Have the children play in their own way the story of Adonis. - - - - -JUNE - - -FIRST YEAR - -FIRST WEEK - -_Monday_ - -What month is this? What month is just ended? What month comes after -June? What season is this? What are the three summer months? Name -the four seasons. What season is just ended? What season comes after -summer? In what month does school close for the summer? In what month -does school open again? - -_Tuesday_ - -Write: - - This is the ---- (supply first, second, or whatever day it is) of June. - -_Wednesday_ - -Story-poem for reproduction: - -THE MAIDEN AND THE BEE - - Said a little wondering maiden, - To a bee with honey laden, - “Bee, in all the flowers you work, - Yet in some doth poison lurk.” - - “That I know, my little maiden,” - Said the bee with honey laden; - “But the poison I forsake, - And the honey only take.” - - “Cunning bee with honey laden, - That is right,” replied the maiden. - “So will I from all I meet, - Only take the good and sweet.”--_Selected_ - -Read the poem to the children, and explain its meaning. - -_Thursday_ - -Talk about bees and honey. Where the bees find the honey. How they -carry to the hive. The honeycomb. Have you eaten honey? Have you eaten -honey in the comb? What is the comb made of? - -_Friday_ - -Write: - - Bees take honey from flowers. - - Bees put the honey in honeycomb. - -SECOND WEEK - -_Monday_ - -Write two sentences about daisies. - -_Tuesday_ - -Name two white flowers; two red flowers; two pink flowers; two yellow -flowers. - -_Wednesday_ - -Fill the blanks with an appropriate word indicating color: - - A daisy is ----. - - Violets are ----. - - I have a ---- buttercup. - - This apple blossom is ----. - - This tulip is ----. - - This tulip is not red, it is ----. - -_Thursday_ - -Show the children a daisy or buttercup blossom. Talk about the flower, -the stem, the leaves, the root; the part that the rain, the sunshine, -and the earth have in making the plant grow. - -_Friday_ - -Play, as a game, the growth of the daisy. One child represent the sun, -another the rain, others daisy leaves, stems, roots, blossoms. The -children will work out their own game, with a little helpful suggestion. - -THIRD WEEK - -_Monday_ - -Place a number of small objects upon a desk or table. Have the children -see how many of the objects they can name, after they have had a minute -to observe the objects, and then these are hidden. - -_Tuesday_ - -Conversation on Sight: - -How do we see objects? Why do we need to take the best possible care of -our eyes? What do we call a person who cannot see? How far can you see? -Can you see a grain of sand? Can you see at night? What animal can see -at night? - -_Wednesday_ - -Write a list of as many objects as possible that you can see as you sit -at your desk. - -_Thursday_ - -Have the children cover their eyes. Pound on a tin pan. Have children -guess what the sound was. Ring a small bell. What was the sound? Blow -on a whistle. What was it? Stamp on the floor. Have the children guess -what the sound was. - -_Friday_ - -Conversation on Hearing: - -How do we hear? Why is it necessary to take care of our ears? (Explain -how the ears should be cared for.) What is a person who cannot hear -called? How do our ears differ from a dog’s ears? A cat’s ears? The -ears of a horse? Can we move our ears? Can we move our eyes? What are -some of the sounds you have heard this morning? - -FOURTH WEEK - -_Monday_ - -Have the children close their eyes. Place on each tongue a bit of salt. -How many know what it was? Do the same with a bit of sugar, a bit of -vinegar, a bit of nutmeg. - -_Tuesday_ - -Conversation on Taste: - -How do we taste? What have we in the mouth that helps us to taste? -(Tongue.) What becomes of what we eat after it has been chewed? Do we -taste food after it has been swallowed? - -(Have the children test this by actual experiment, with an apple, or -some other eatable with pronounced taste.) Tell the children about the -taste-buds on the tongue that help us to tell the flavor of what we -take into the mouth. - -_Wednesday_ - -Have the children close their eyes. Allow each child to smell cologne, -vinegar, a lemon, and an onion. How many can tell by the scent what -each is? - -_Thursday_ - -Conversation on Smelling: - -With what do we smell? Can we smell anything if we cover the nose? Why -is it difficult to smell anything if one has a cold? Which has the -keener sense of smell, you or a dog? Can a horse smell? A cow? A cat? -How does a cat know when a mouse is near? - -_Friday_ - -Have the children close their eyes. Allow each child to feel a soft -ball, a marble, a handkerchief, and a piece of crayon. How many can -guess, by the feeling, what the objects are? How do we know, by -feeling, whether an article is hard or soft? What part of the hand has -the most sensitive sense of touch? How does a cat know if we pull her -tail? How do you know when a pin pricks you? How does a dog know when a -flea is biting him? - - -SECOND YEAR - -FIRST WEEK - -_Monday_ - -THE DAISY - - Wake up, little daisy, the summer is nigh, - The dear little robin is up in the sky, - The snowdrop and crocus were never so slow; - Then wake, little daisy, and hasten to grow. - - Now hark, little daisy, I’ll tell you what’s said. - The lark thinks you’re lazy, and love your warm bed; - But I’ll not believe it, for now I can see - Your bright little eye winking softly at me. - - --_Selected_ - -Write a sentence about the daisy. - -_Tuesday_ - -Write sentences, answering the following questions: - - When does the daisy blossom? - - What is the color of the daisy? - - What is the daisy’s eye? - -_Wednesday_ - -For dictation: - - The daisies white are nursery maids, - With frills upon their caps; - The daisy buds are little babes - They tend upon their laps. - -_Thursday_ - -Write the daisy rhyme: - - Doctor, lawyer, merchant, chief, - Rich man, poor man, beggar man, thief. - -_Friday_ - -Have each child give, orally, a sentence containing the word _doctor_, -then one containing the word _lawyer_, then one containing _merchant_, -etc. - -SECOND WEEK - -_Monday_ - -Poem to be committed to memory: - -“The Flag Goes By,” by Henry Holcomb Bennett. - -This is _not_ too difficult for primary children to learn. Explain -what is meant by the blare of bugles and the ruffle of drums. Play the -marching, removing the hats, and saluting the flag. - -Have the poem copied. - -_Tuesday_ - -Children commit to memory the first stanza of the poem. - -_Wednesday_ - -Children commit to memory the second and third stanzas of the poem. - -_Thursday_ - -Children commit to memory the entire poem. - -_Friday_ - -Recite the poem, in concert, and singly. - -THIRD WEEK - -_Monday_ - -Talk about Flag Day. Explain the meaning of the red, the white, and the -blue. Tell why there are thirteen stripes and forty-eight stars. - -_Tuesday_ - -Write answers in complete sentences to the following questions: - - What are the colors of our flags? - - How many stripes has our flag? - - How many stars has our flag? - - What does the red stand for? - - What does the white stand for? - - What does the blue stand for? - -_Wednesday_ - -For dictation: - - I give my head, my heart, and my hand to my country. One country, one - language, one flag. - -_Thursday_ - -Tell the children the story of the Battle of Bunker Hill. If possible, -show them a picture of the Bunker Hill Monument. This lesson should be -given on or near June 17, the anniversary of the battle. - -_Friday_ - -Write five sentences about the Battle of Bunker Hill. - -FOURTH WEEK - -_Monday_ - -Talk about vacation. Have each child tell something that he expects to -do during the summer. - -_Tuesday_ - -Write five sentences about what you expect to do during the summer. - -_Wednesday_ - -Write as many words as you can beginning with s. - -_Thursday_ - -Write the name of a red flower; an orange-colored flower; a yellow -flower; a green flower; a light blue flower; a dark blue flower; a -purple flower. - -_Friday_ - -Play “I’m thinking of a flower,” the others to guess what flower is -being thought of. - - -THIRD YEAR - -FIRST WEEK - -_Monday_ - -Poem to be committed to memory: - -“The Liberty Bell.” - -Have the poem copied. - -_Tuesday, Wednesday, Thursday and Friday_ - -Learn the poem. - -SECOND WEEK - -_Monday_ - -Write a list of the nouns in the poem. - -_Tuesday_ - -Write a list of the adjectives in the poem. - -_Wednesday_ - -Write a list of the verbs in the poem. - -_Thursday_ - -Look up in the dictionary and write out definitions of the following -words: _rife_, _whisper_, _gather_, _grant_, _hazard_, _portal_. - -_Friday_ - -Look up in the dictionary and write out definitions of the following -words: _patriot_, _freedom_, _dense_, _quivers_, _murmurs_, _exultant_. - -THIRD WEEK - -_Monday_ - -For dictation: - -LITTLE BETTY BLUE - - Little Betty Blue, - Lost her holiday shoe, - What shall Betty do? - Buy her another - To match the other, - And then she will walk upon two. - - --_Selected_ - -_Tuesday_ - -Write a rhyme of four lines about a shoe. - -_Wednesday_ - -Write a letter to a cousin, telling what you have done in school to-day. - -_Thursday_ - -Write twenty-six words, each to begin with a different letter of the -alphabet. As a, apple; b, baby, etc. - -_Friday_ - -Play “Guess what I am,” each pupil to play he is some flower. As, “I -grow in the fields. My flowers are white with yellow centers. They -close at night. What am I?” (_Answer._ A daisy.) - -FOURTH WEEK - -_Monday_ - -Story for reproduction: - -PUSSY - - My name is Puss. You know me very well. - - Once I was a little kitten, and you played with me. I am grown up now, - but I like to play as well as ever. Get a ball, and you will see what - I can do. - - I like to sleep by the fire, too. I like to drink milk too, when I am - hungry. When you have fed me, I will purr. - - Do you see how clean I keep my face and hands? Do you keep your face - and hands as clean as I keep mine? - - Please give me a warm bed at night. I do not like to be turned out in - the cold. - - I have a warm coat of fur, which I always wear. I am better off than - some boys and girls. - -_Tuesday_ - -Tell the story of “Pussy.” - -_Wednesday_ - -Write five sentences about Pussy. - -_Thursday_ - -Write ten words that rhyme with _cat_; five that rhyme with _fur_. - -_Friday_ - -Write a letter, telling about your cat, if you have one, or about some -cat that you know about. - - - - - * * * * * - - -Transcriber’s Note - -Minor punctuation errors (i.e. missing periods) have been corrected. - -The following portions were absent in the original: - - May, Third Year, Fourth Week - May, Fourth Year - June, Fourth Year - -Perhaps Fourth Year students didn't attend in May and June. - - - - - -End of Project Gutenberg's Daily Lesson Plans in English, by Caroline Griffin - -*** END OF THIS PROJECT GUTENBERG EBOOK DAILY LESSON PLANS IN ENGLISH *** - -***** This file should be named 55057-0.txt or 55057-0.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/5/0/5/55057/ - -Produced by Cindy Horton, Larry B. 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You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: Daily Lesson Plans in English - -Author: Caroline Griffin - -Release Date: July 6, 2017 [EBook #55057] - -Language: English - -Character set encoding: ASCII - -*** START OF THIS PROJECT GUTENBERG EBOOK DAILY LESSON PLANS IN ENGLISH *** - - - - -Produced by Cindy Horton, Larry B. Harrison, and the Online -Distributed Proofreading Team at http://www.pgdp.net (This -file was produced from images generously made available -by The Internet Archive) - - - - - - -</pre> - - -<div class="figcenter" style="width: 530px;"> -<img src="images/cover.jpg" width="530" height="800" alt="book cover" /> -</div> - -<p><span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span></p> - -<div id="titlepage"> - -<h1>DAILY<br /> -LESSON PLANS<br /> -IN ENGLISH</h1> - -<p>BY<br /> -<big><big>CAROLINE GRIFFIN</big></big></p> - -<hr class="r5tp" /> - -<p>EDUCATIONAL PUBLISHING COMPANY<br /> -BOSTON<br /> -<small><span class="smcap">New York</span><span class="smcap pl3">Chicago</span><span class="smcap pl3">San Francisco</span></small> -</p> - -</div> - -<p><span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span></p> - -<div id="verso"> - -<p> -<span class="smcap">Copyright</span>, 1914<br /> -<small>BY</small><br /> -EDUCATIONAL PUBLISHING COMPANY</p> - -</div> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span></p> - -<p class="ph2">DAILY LESSON PLANS<br /> -IN ENGLISH</p> - -<h2>SEPTEMBER</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Show the children a sunflower. What is it? Who can think of -another flower of the same color? (Nasturtium, goldenrod, dandelion, -buttercup, etc.) Who can think of a flower that is blue? (Hyacinth, -bachelor’s button, flower de luce, etc.) Who can think of a -flower that is red? (Rose, carnation, geranium, poppy, etc.) Have each -child name some flower that he likes.</p> - -<h5>Tuesday</h5> - -<p>Allow the children to play “Hey, diddle, diddle.” One -child is the cat, another the<span class="pagenum"><a name="Page_6" -id="Page_6">[6]</a></span> fiddle, a third the dish, others the spoon, -the little dog, the cow and the moon. All the rest of the children -repeat, very slowly:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Hey, diddle, diddle,</p> - <p>The cat and the fiddle.</p> - </div> - </div> -</div> - -<p>As the two lines are being recited, the children representing the -cat and the fiddle stand up at their seats and bow. As the words,</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>The cow jumped over the moon,</p> - </div> - </div> -</div> - -<p>are recited, the child representing the moon, stooping down, -holds out a round piece of pasteboard, a piece of paper, or anything -else that happens to be handy, even a book will serve, and the -“cow,” steps or jumps over it.</p> - -<p>At the words,</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>The little dog laughed to see such sport,</p> - </div> - </div> -</div> - -<p>the little dog laughs. At</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>The dish ran away with the spoon,</p> - </div> - </div> -</div> - -<p>the two children representing dish and spoon take hold of hands and -run across the room.</p> - -<p>Then other children may be selected for the various parts, and the -game may be played thus again and again.</p> - -<p><span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span></p> - -<h5>Wednesday</h5> - -<p>Have the children practise writing their names, and if possible, -their home addresses.</p> - -<h5>Thursday</h5> - -<p>What kind of a day is it, sunny or stormy? What color is sunshine? -Point to the sun. What color are storm clouds? How does the rain come -down? What does the sunshine do for the trees and flowers? What does -the rain do for the trees and flowers? What does the rain do for us?</p> - -<h5>Friday</h5> - -<p>Have the children name all the objects they can see in the -school-room.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>How many children had their faces washed before coming to school -this morning? How many had their hair combed? Have each child tell who -combed his hair, whether mother, nurse, or the child himself. Talk -about the necessity of cleanliness, and why every child must come to -school looking clean and tidy.</p> - -<p><span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span></p> - -<h5>Tuesday</h5> - -<p>Write the name of the day of the week on the -blackboard, and have the children practice -writing it.</p> - -<h5>Wednesday</h5> - -<p>Ask each child to stand up at his seat and recite a “Mother -Goose” rhyme.</p> - -<h5>Thursday</h5> - -<p>Who can show me what I mean when I say, “Run.” Allow -some child to run. What do I mean when I say, “Walk.” Have -the word illustrated. Continue similarly with <i>talk</i>, <i>laugh</i>, <i>sing</i>, -<i>jump</i>, <i>sit</i>, <i>stand</i>.</p> - -<h5>Friday</h5> - -<p>Show the children a flag. What is it? What are the three colors of -the flag? Have the children count the red stripes; the white stripes. -What is the color of the stars?</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Show the children a red apple and a green, or a yellow apple. -What are the colors of the<span class="pagenum"><a name="Page_9" -id="Page_9">[9]</a></span> two apples? What shape? Where is the stem? -Where is the skin? What is there inside the skin? Cut one of the apples -open. How many seeds has it?</p> - -<h5>Tuesday</h5> - -<p>Have each child tell his father’s or his mother’s first -name.</p> - -<h5>Wednesday</h5> - -<p>Have the children practise writing the date.</p> - -<h5>Thursday</h5> - -<p>Have each child tell something that he can see out of the -school-room window. Write the word given by each child on paper and let -him practise writing it.</p> - -<h5>Friday</h5> - -<p>Let the children dramatize, with a little suggestive help, -“Old King Cole.”</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>What day of the week is this? How many days are there in a week? -Who can name them? What is done in your home on Monday?<span -class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span> -(Washing?) On Tuesday? (Ironing?) On Wednesday? Thursday? Friday? -Saturday? Sunday?</p> - -<h5>Tuesday</h5> - -<p>Have the children play the game, “This is the way we wash our -clothes.”</p> - -<h5>Wednesday</h5> - -<p>Practise writing <i>September</i>.</p> - -<h5>Thursday</h5> - -<p>Practise writing the day of the week.</p> - -<h5>Friday</h5> - -<p>Have the children tell what they had for breakfast.</p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Tell, or read, the following story, the children to guess what -animal is referred to.</p> - -<div class="blockquot"> - -<p>Look what a small, shy thing I am! Do not frighten me, and I will -tell you all about myself. It is quite<span class="pagenum"><a -name="Page_11" id="Page_11">[11]</a></span> true that I come and nibble -your cheese and candles now and then. But if you will keep such nice -things stored away in heaps, how can I help longing for a taste? The -smell of your puddings and pie-crust is so nice! How should I know that -it belongs to you and not to me?</p> - -<p>Please do not tell the cat where I am, or she will come and eat me -up. I do not like cats a bit. But there is something that I hate more -than cats, and that is the horrid traps you set to catch us in. When -one of my friends finds himself inside of one of these, you do not know -how badly he feels! How would you like it yourself?</p> - -<p>We do some good in the world, though people fancy we do nothing but -harm. Men and women throw about bits or scraps of food enough to give -us many a nice meal. We run out and eat this, and leave the floor clean -and tidy.</p> - -<p>We run off to our holes as quickly as can be if you frighten us, and -you will see no more of our soft fur and long tails. If you are kind we -shall be glad to make friends with you.—<i>Adapted.</i></p></div> - -<h5>Tuesday</h5> - -<p>Have the children tell, in their own words, the story of “The -Mouse.”</p> - -<h5>Wednesday</h5> - -<p>Copy the following:</p> - -<div class="list"> -<p>A mouse has gray fur.</p> -<p>A mouse has bright eyes.</p> -</div> - -<p><span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span></p> - -<h5>Thursday</h5> - -<p>Have each child tell about some animal, the other children to guess -the animal meant. For example:</p> - -<p>I have four legs. I have fur. When I am hungry I say, -“Miow.” When I am happy I purr. What am I?</p> - -<p>If you find it to be too difficult for the children to give the -descriptions, you can describe the animals, and let all the children -guess what you are describing.</p> - -<h5>Friday</h5> - -<p>Write five words that rhyme with <i>cat</i>.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>What month is this? How many months are there in the year? How -many days in this month? Teach the rhyme, “Thirty days hath -September.”</p> - -<h5>Tuesday</h5> - -<p>Have the children write the names of the months.</p> - -<p><span class="pagenum"><a name="Page_13" -id="Page_13">[13]</a></span></p> - -<h5>Wednesday</h5> - -<p>Have the children complete the following sentences:</p> - -<div class="list"> -<p>Roses are ——.</p> - -<p>Asters are ——.</p> - -<p>Goldenrod is ——.</p> - -<p>Lemons are ——.</p> - -<p>Trees are ——.</p> - -<p>My eyes are ——.</p> -</div> - -<h5>Thursday</h5> - -<p>To be memorized:</p> - -<div class="poetry"> - <div class="poem"> - <p class="center">MY SHADOW</p> - <div class="stanza"> - <p>I have a little shadow that goes in and out with me,</p> - <p>And what can be the use of him is more than I can see.</p> - <p>He is very, very like me from the heels up to the head;</p> - <p>And I see him jump before me, when I jump into my bed.</p> - </div> - <div class="stanza"> - <p>The funniest thing about him is the way he likes to grow—</p> - <p>Not at all like proper children, which is always very slow;</p> - <p>For he sometimes shoots up taller, like an Indian-rubber ball,</p> - <p>And he sometimes gets so little that there’s none of him at all.</p> - </div> - <div class="stanza"> - <p>He hasn’t got a notion of how children ought to play,</p> - <p>And can only make a fool of me in every sort of way.</p><p class="pagenum"><a name="Page_14" id="Page_14">[14]</a></p> - <p>He stays so close beside me, he’s a coward you can see;</p> - <p>I’d think shame to stick to nursie as that shadow sticks to me!</p> - </div> - <div class="stanza"> - <p>One morning, very early, before the sun was up,</p> - <p>I rose and found the shining dew on every buttercup;</p> - <p>But my lazy little shadow, like an arrant sleepy-head,</p> - <p>Had stayed at home behind me and was fast asleep in bed.</p> - <p class="right">—<i>Robert Louis Stevenson.</i></p> - </div> - </div> -</div> - -<p>Have the children copy two stanzas of the poem.</p> - -<h5>Friday</h5> - -<p>Have the children copy the rest of the poem, “My -Shadow.”</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Teach the children the first stanza of “My Shadow.”</p> - -<p>Who has a shadow? When can we see our shadow? How does the shadow -“Jump before me, when I jump into my bed”?</p> - -<h5>Tuesday</h5> - -<p>Teach the second stanza of “My Shadow.”</p> - -<p>How does the shadow grow tall? How does it get “so -little”?</p> - -<p><span class="pagenum"><a name="Page_15" -id="Page_15">[15]</a></span></p> - -<h5>Wednesday</h5> - -<p>Teach the third stanza of “My Shadow,” questioning the -children to make sure that they understand its meaning.</p> - -<h5>Thursday</h5> - -<p>Teach the fourth stanza of “My Shadow.”</p> - -<h5>Friday</h5> - -<p>Have the children repeat the entire poem, “My -Shadow.”</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write five sentences, telling what the shadow does. (Refer to the -poem.)</p> - -<h5>Tuesday</h5> - -<p>Write five name words (nouns), to be found in the poem “My -Shadow.”</p> - -<h5>Wednesday</h5> - -<p>Write a letter to your sister or brother, telling what you do at -school.</p> - -<h5>Thursday</h5> - -<p>Make an envelope of paper, and address it to the one to whom you -wrote yesterday.</p> - -<p><span class="pagenum"><a name="Page_16" -id="Page_16">[16]</a></span></p> - -<h5>Friday</h5> - -<p>Write five words that rhyme with <i>run</i>.</p> - -<div class="blockquot"> - -<p><i>To the Teacher</i>: The proper method of addressing an envelope may be -taught here.</p> - -</div> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children repeat the old rhyme, “Peter Piper picked -a peck of pickled peppers,” then let them see if they can write -it.</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>I know that when my bed-time comes,</p> - <p class="i2">And I am tired of everything,</p> - <p>I cannot go to sleep unless</p> - <p class="i2">I hear my mother softly sing</p> - <p class="i4">The Bye-low song.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Story for reproduction:</p> - -<p class="center">JIM CROW</p> - -<div class="blockquot"> - -<p>When Jim Crow became a member of our family he was very young, and -could hardly balance himself upon his slender legs.</p> - -<p><span class="pagenum"><a name="Page_17" -id="Page_17">[17]</a></span></p> - -<p>We fed him upon raw eggs and scraps of raw meat until he grew strong -and the black feathers had become smooth and glossy, and the bright -eyes were brighter, and Jim Crow had changed into a beautiful bird.</p> - -<p>A smart bird was Jim, devoted to his master and mistress, hailing -them with a loud caw whenever their steps were heard, and hopping about -to greet them.</p> - -<p>Jim could talk a little, and would have acquired much more knowledge -of the language if he had lived longer.</p> - -<p>He would spread his wings, purple in their deep black, and call in a -hoarse voice, “Come on, come on,” very distinctly.</p> - -<p>He would greet his master with “Hello, Papa,” and -delighted in feeding from his hand. He knew when the butcher boy came -with the meat, and was at the cook’s side when she received the -basket, croaking for his share.</p> - -<p>Jim delighted in a plunge bath, and would splash away in an earthern -crock a dozen times a day, if it was filled for him.</p> - -<p>He liked red and blue, and if ladies called at the house dressed in -these colors, the young crow would become frantic, spreading his wings -and tail, and crying, “Come on, Come on,” to the amusement -of all.</p> - -<p>He would often eat corn with the chickens, and would act in a very -greedy way, filling his bill with the grain, rushing away and hiding -it, then coming back for more. If the chickens did not eat as fast as -they could, Jim had the lion’s share.</p> - -<p>Jim was hurt one day by a stray dog, and then we didn’t have a -crow any more.—<i>Selected.</i></p> - -</div> - -<p><span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span></p> - -<h5>Thursday</h5> - -<p>Have the children tell, in their own words, the story of “Jim -Crow.”</p> - -<h5>Friday</h5> - -<p>Have the children write the story of “Jim Crow.”</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be memorized:</p> - -<div class="poetry"> - <div class="poem"> - <p>THE LAND OF STORY BOOKS</p> - <div class="stanza"> - <p>At evening when the lamp is lit,</p> - <p>Around the fire my parents sit;</p> - <p>They sit at home, and talk and sing,</p> - <p>And do not play at anything.</p> - </div> - <div class="stanza"> - <p>Now, with my little gun, I crawl</p> - <p>All in the dark along the wall,</p> - <p>And follow ’round the forest track</p> - <p>Away behind the sofa back.</p> - </div> - <div class="stanza"> - <p>There, in the night, where none can spy,</p> - <p>All in my hunter’s camp I lie</p> - <p>And play at books that I have read</p> - <p>Till it is time to go to bed.</p> - </div> - <div class="stanza"> - <p>These are the hills, these are the woods,</p> - <p>These are my starry solitudes,</p> - <p>And there the river, by whose brink</p> - <p>The roaring lions come to drink.</p><span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span> - </div> - <div class="stanza"> - <p>I see the others far away,</p> - <p>As if in firelit camp they lay,</p> - <p>And I, like to an Indian scout,</p> - <p>Around their party prowled about.</p> - </div> - <div class="stanza"> - <p>So when my nurse comes in for me,</p> - <p>Home I return across the sea,</p> - <p>And go to bed with backward looks</p> - <p>At my dear Land of Story Books.</p> - <p class="right">—<i>Robert Louis Stevenson</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Have the children commit to memory the first two stanzas of -“The Land of Story Books.”</p> - -<h5>Wednesday</h5> - -<p>Have the children commit to memory the third and fourth stanzas of -“The Land of Story Books.”</p> - -<h5>Thursday</h5> - -<p>Have the pupils commit the entire poem, “The Land of Story -Books.”</p> - -<h5>Friday</h5> - -<p>Repeat the poem of the week, entire.</p> - -<p><span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span></p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the adjectives to be found in the poem, “The -Land of Story Books.”</p> - -<h5>Tuesday</h5> - -<p>Write a list of the verbs to be found in the poem, “The Land -of Story Books.”</p> - -<h5>Wednesday</h5> - -<p>Write two words that rhyme with each of the following: Sit, wall, -bed, lay, sea.</p> - -<h5>Thursday</h5> - -<p>Write, in complete sentences, answers to the following questions, -referring to the poem for the answers:</p> - -<div class="list"> -<p>What do my parents do?</p> - -<p>Where do I go with my gun?</p> - -<p>What do I play?</p> - -<p>What do I play that I am?</p> - -<p>How long do I play?</p> -</div> - -<h5>Friday</h5> - -<p>Write a letter, thanking your aunt for a birthday present, and -telling what the present is.</p> - -<p><span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Complete the following sentences:</p> - -<div class="list"> -<p>I am —— to New York.</p> - -<p>I —— to school yesterday.</p> - -<p>Will you —— to the circus with me?</p> - -<p>Has your aunt —— home yet?</p> - -<p>Are you —— to school to-morrow?</p> - -<p>Shall we —— part way home with you?</p> -</div> - -<h5>Tuesday</h5> - -<p>Write the names of five objects made of -wood; five of iron; five of wool; five of cotton.</p> - -<h5>Wednesday</h5> - -<p>Write a composition telling about grapes.</p> - -<h5>Thursday</h5> - -<p>Write a letter telling a friend about a squirrel -you once saw.</p> - -<h5>Friday</h5> - -<p>Write an invitation to a school party.</p> - -<p><span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span></p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Write five sentences telling about good manners -in the school-room.</p> - -<h5>Tuesday</h5> - -<p>Describe, orally, some game you know how -to play.</p> - -<h5>Wednesday</h5> - -<p>Copy the following from Whittier’s “The -Barefoot Boy”:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>How the tortoise bears his shell,</p> - <p>How the woodchuck digs his cell,</p> - <p>How the ground-mole sinks his well,</p> - <p>How the robin feeds her young,</p> - <p>How the oriole’s nest is hung;</p> - <p>Where the whitest lilies blow,</p> - <p>Where the freshest berries grow,</p> - <p>Where the ground-nut trails its vine,</p> - <p>Where the wood-grape’s clusters shine.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Write sentences explaining each reference in the poem copied -yesterday. For example, “How the tortoise bears his -shell”—The tortoise carries his shell on his back.</p> - -<p><span class="pagenum"><a name="Page_23" -id="Page_23">[23]</a></span></p> - -<h5>Friday</h5> - -<p>Have pupils dramatize “Little Red Riding Hood,” without -preparation, and in their own way.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Ere, in the northern gale,</p> - <p class="i2">The summer tresses of the leaves are gone,</p> - <p>The woods of Autumn, all around our vale,</p> - <p class="i2">Have put their glory on.</p> - <p class="right">—<i>William Cullen Bryant</i></p> - </div> - </div> -</div> - - -<h5>Tuesday</h5> - -<p>Proverbs, to be copied and committed to memory:</p> - -<div class="list"> -<p>He who does his best, does well.</p> - -<p>It takes two to make a quarrel.</p> - -<p>Make hay while the sun shines.</p> - -<p>More haste, less speed.</p> - -<p>Waste not, want not.</p> - -<p>A place for everything, and everything in its place.</p> - -<p>A friend in need is a friend indeed.</p> - -<p>Better late than never.</p> - -<p>Look before you leap.</p> - -<p>Honesty is the best policy.</p> - -</div> - -<p><span class="pagenum"><a name="Page_24" -id="Page_24">[24]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write a composition about “Sparrows.”</p> - -<h5>Thursday</h5> - -<p>Write a telegram, congratulating either President Taft or Governor -Wilson upon his nomination for President.</p> - -<h5>Friday</h5> - -<p>Conversation on how we can tell that Fall and Winter are coming.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Copy the following from “Hiawatha.”</p> - -<div class="poetry"> - <div class="poem"> - <p class="center">THE FEAST OF MONDAMIN</p> - <div class="stanza"> - <p>And the maize-field grew and ripened,</p> - <p>Till it stood in all the splendor</p> - <p>Of its garments green and yellow,</p> - <p>Of its tassels and its plumage,</p> - <p>And the maize-ears full and shining</p> - <p>Gleamed from bursting sheaths of verdure.</p> - </div> - <div class="stanza"> - <p>Then Nokomis, the old woman,</p> - <p>Spake and said to Minnehaha:</p><span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span> - <p>“Tis the Moon when leaves are falling;</p> - <p>All the wild rice has been gathered,</p> - <p>And the maize is ripe and ready;</p> - <p>Let us gather in the harvest,</p> - <p>Let us wrestle with Mondamin,</p> - <p>Strip him of his plume and tassels,</p> - <p>Of his garments green and yellow.”</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Commit to memory the selection from “Hiawatha.”</p> - -<h5>Wednesday</h5> - -<p>Conversation on the meaning of the “Mondamin” story.</p> - -<h5>Thursday</h5> - -<p>Write a story on “Corn—How It Grows.”</p> - -<h5>Friday</h5> - -<p>Write ten sentences about the uses of corn.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write the abbreviations for <i>month</i>, <i>year</i>, the days of the week, -the months of the year.</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<p><span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span></p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Chestnuts in the ashes</p> - <p class="i2">Bursting through the rind,</p> - <p>Red leaf and yellow leaf</p> - <p class="i2">Rustling down the wind;</p> - <p>Mother “doin’ peaches”</p> - <p class="i2">All the afternoon—</p> - <p>Don’t you think that Autumn’s</p> - <p class="i2">Pleasanter than June?</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Write five reasons why autumn is pleasanter than June.</p> - -<h5>Thursday</h5> - -<p>Write ten sentences containing the word blue.</p> - -<h5>Friday</h5> - -<p>Write a rhyme of four lines about apples.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_27" -id="Page_27">[27]</a></span></p> - -<h2>OCTOBER</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>What is the name of this month? What was last month called? What -month follows October? What season is this? What season follows autumn? -What are the four seasons? How do you know that it is autumn? How is -the weather different from what it was in July? What are the birds -doing this month? What is happening to the leaves on the trees? What -flowers are in blossom this month?</p> - -<h5>Tuesday</h5> - -<p>A little verse to learn:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Work, and make the world sweet,</p> - <p>That’s the best for you.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Read this little poem to the children:</p> - -<p><span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span></p> - -<div class="poetry"> - <div class="poem"> - <p class="center">LITTLE MISS CHESTNUT</p> - <div class="stanza"> - <p>Little Miss Chestnut lived in a tree,</p> - <p>She and her sisters; one, two, three.</p> - <p>Their house was covered with prickles green,</p> - <p>To keep the squirrels away, I ween.</p> - </div> - <div class="stanza"> - <p>Soon Jack Frost knocked, just for fun;</p> - <p>Out jumped the chestnuts, every one.</p> - </div> - <div class="stanza"> - <p>Elsie and Fred, on their walk next day,</p> - <p>Found the nuts and took them away.</p> - <p>On winter evenings, cold and long,</p> - <p>They’ll roast the nuts. Here ends my song.</p> - </div> - <p class="right">—<i>Selected</i></p> - </div> -</div> - -<p><em>Have ready</em>, but out of sight, a chestnut burr, if possible -containing some of the nuts. If you cannot get the burr, at least have -some of the nuts enough so that each child may have one to eat, after -the lesson is over.</p> - -<p>Show the children how the prickly burr protects the nuts from -squirrels, and from boys and girls, until the nuts are ripe. Then Jack -Frost comes along and opens the burr, and the nuts fall out.</p> - -<p>Explain how the nut itself is the seed of the chestnut tree, and -how, if allowed to lie under the snow all winter, a new little chestnut -tree will start up in the spring.</p> - -<p><span class="pagenum"><a name="Page_29" -id="Page_29">[29]</a></span></p> - -<h5>Thursday</h5> - -<p>Teach this little rhyme to the children:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>When we have a pleasant day,</p> - <p>We like to stroll along the way;</p> - <p>And as we walk upon the street,</p> - <p>The folks we know we always greet.</p> - </div> - </div> -</div> - -<p>Use the rhyme as a means of teaching the children the proper -method of salutation on the street. Let the girls wear their hats, -and the boys have their caps at their seats with them. Allow a boy -and a girl, with hats on, to go to the front of the room, and from -opposite sides of the room walk towards each other. As they start, -the children—all except the two at the front—repeat the -rhyme. When the two children at the front meet, the girl nods her head -politely, and the boy lifts his hat. After the simple ceremony the two -children return to their seats, and their places are taken by other -boys and girls, in turn, until all can perform the act easily and -gracefully.</p> - -<h5>Friday</h5> - -<p>Ask each child to bring a penny to school. See how many things are -to be found on the penny—as a head, date, etc.</p> - -<p><span class="pagenum"><a name="Page_30" id="Page_30">[30]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Tell the children that October was the month when America was -discovered. We live in the United States, and the United States is -in America. Tell the story of Columbus and the discovery of the new -continent. If well told, the story is quite as fascinating as a fairy -tale.</p> - -<h5>Tuesday</h5> - -<p>Have the children tell back to you the story of Columbus and the -discovery of America.</p> - -<h5>Wednesday</h5> - -<p>A poem dramatized.</p> - -<p>This poem, acted out as indicated, can be used effectively as a rest -exercise. As all the children will be moving, the windows can be thrown -open, and the room aired while the game is being played.</p> - -<p>The poem is to be recited by the teacher. Allow plenty of time -between lines, for each part to be acted.</p> - -<p>Children representing Sunshine, Miss Weather and Professor Wind are -first chosen. They take their places in the front of the room.<span -class="pagenum"><a name="Page_31" id="Page_31">[31]</a></span> Then -the other children are separated, by rows of desks, into Ashes, Oaks, -Maples, and Chestnuts.</p> - -<div class="poetry"> - <div class="poem"> -<div class="stanza"> -<p>October gave a party;</p> -<p class="i2">The leaves by hundreds came—</p> - </div> - </div> -</div> - -<p>The Ashes, Oaks, Maples, and Chestnuts come skipping, tiptoe, up the -aisles, helter-skelter, to represent flying leaves.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>The Ashes, Oaks, and Maples,</p> - <p class="i2">And those of every name.</p> - </div> - </div> -</div> - -<p>The skipping is continued, until all the leaves stand in a group at -one side of the room.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Miss Sunshine spread a carpet,</p> - <p class="i2">And everything was grand.</p> - </div> - </div> -</div> - -<p>As these two lines are being recited Miss Sunshine pretends to -spread a carpet over the entire open space at the front of the -room. She may take plenty of time. The poem is not to be recited -continuously.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Miss Weather led the dancing,</p> - </div> - </div> -</div> - -<p>As this line is recited, Miss Weather skips alone across the front -of the room, from one side to the other.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Professor Wind, the band.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_32" id="Page_32">[32]</a></span></p> - -<p>Professor Wind marches pompously across the room, tooting a real or -an imaginary horn.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>The Chestnuts came in yellow,</p> - </div> - </div> -</div> - -<p>The Chestnuts skip lightly, by couples, from one side of the room to -the side where Miss Weather stands. They bow to Miss Weather by twos, -turn, and skip back again.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>The Oaks in crimson dressed;</p> - <p class="i2">The lovely Misses Maple</p> - <p>In scarlet looked their best.</p> - </div> - </div> -</div> - -<p>The Oaks, then the Maples, followed by the Ashes, skip across the -room by twos, bowing to Miss Weather, and returning to their places, -after the fashion of the Chestnuts.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>And balanced all their partners,</p> - <p class="i2">And gaily fluttered by;</p> - <p>The sight was like a rainbow</p> - <p class="i2">Now fallen from the sky.</p> - </div> - </div> -</div> - -<p>While the teacher is reciting the four lines given above, all the -children are still, but at its close, all skip about partners, holding -their clasped hands high above the head, skipping tiptoe, as before, -and very light and gay.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Then in the rustic hollows,</p> - <p class="i2">At “hide-and-seek” they played,</p><span class="pagenum"><a name="Page_33" id="Page_33">[33]</a></span> - <p>The party closed at sundown,</p> - <p class="i2">And everybody stayed.</p> - </div> - </div> -</div> - -<p>All remain quiet while the four lines given above are recited, then -partners separate, and everybody apparently hides somewhere.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Professor Wind played louder;</p> - <p class="i2">They flew along the ground;</p> - <p>And then the party ended</p> - <p class="i2">In jolly hands around.</p> - </div> - </div> -</div> - -<p>As Professor Wind blows his hardest, all gather from their hiding -places, take hold of hands and circle round, and the game ends.</p> - -<p class="right">—<i>Selected and adapted</i></p> - -<h5>Thursday</h5> - -<p>Play the October game.</p> - -<h5>Friday</h5> - -<p>Play the October game.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Read this poem to the children, for them to guess who is meant:</p> - -<div class="poetry"> - <div class="poem"> - <p class="center">WHO’S THE ROGUE?</p> - <div class="stanza"> -<p>A roguish old fellow is prowling about</p> -<p>In field and in garden; you can’t keep him out.</p> -<p>No matter how tall</p><span class="pagenum"><a name="Page_34" id="Page_34">[34]</a></span> -<p>You build up your wall,</p> -<p>He’ll find a way over, in spite of it all.</p> - </div> - <div class="stanza"> -<p>On the glass of the window his pictures you’ll see,</p> -<p>A grand exhibition (admission is free);</p> -<p>He works hard at night</p> -<p>While the stars glitter bright;</p> -<p>But when the sun rises he keeps out of sight.</p> - </div> - <div class="stanza"> -<p>He’ll sketch you a snow-covered mountain or tree;</p> -<p>A torrent all frozen, a ship out at sea.</p> -<p>He draws very fast,</p> -<p>But his work does not last:</p> -<p>It fades when the chill of the night-time is past.</p> - </div> - <div class="stanza"> -<p>Before the sun rises, while hardly ’tis light,</p> -<p>He feels of the fruit and takes a sly bite;</p> -<p>He has a fine taste,</p> -<p>Though a great deal he’ll waste,</p> -<p>Then off he will go in very great haste.</p> - </div> - <div class="stanza"> -<p>Now, who do you think this old fellow may be,</p> -<p>The bright, sparkling work of whose fingers we see?</p> -<p>All winter he’ll stay,</p> -<p>What more shall I say?</p> -<p>Only this, that his first name begins with a J.</p> - </div> -<p class="right">—<i>Selected</i></p> - </div> -</div> - -<h5>Tuesday</h5> - -<p>On this, or some rainy morning of the week, talk about the -weather. Why did you all come to school this morning with rubbers and -umbrellas? Why is an umbrella shaped as it is?<span class="pagenum"><a -name="Page_35" id="Page_35">[35]</a></span> Why does the rain sometimes -fall straight down, and sometimes slanting? How does the rain tell us -which way the wind blows? Why do rubbers keep our feet dry, when shoes -do not? What else is made of rubber?</p> - -<h5>Wednesday</h5> - -<p>Teach the children this memory gem:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>All that’s great and good is done</p> -<p class="i2">Just by patient trying.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>What does Jack Frost do to the windows? What does he do to the nuts? -What does he do to the apples? What does he do to the grass? What are -some other things that Jack Frost does?</p> - -<h5>Friday</h5> - -<p>Play the October game, described under the preceding week.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>An October Pumpkin Story. (To be told to the children.)</p> - -<p><span class="pagenum"><a name="Page_36" id="Page_36">[36]</a></span></p> - -<div class="blockquot"> - -<p>One afternoon in late October, father went down to the field to get -a pumpkin.</p> - -<p>The children went along too. They wanted to see that father picked -out a large pumpkin. They wanted to help bring it back to the house.</p> - -<p>Although it was October, there were still some pumpkins to be found -in the field.</p> - -<p>Father led the way. The children came trooping after.</p> - -<p>The pumpkins grew down in the cornfield. Their long, coarse stems -lay sprawling on the ground. Their big, rough leaves looked like green -umbrellas.</p> - -<p>The boys saw a very large pumpkin. They were just going to pick it, -but father said, “Not that one.”</p> - -<p>Father looked around until he found a deep, yellow pumpkin. He told -the children that deep, yellow pumpkins make the best pies.</p> - -<p>The children soon found another pumpkin, somewhat smoother than the -others. They picked that to use for a Jack-o’-lantern.</p> - -<p>Then they went back to the house, carrying the huge yellow fruit -with them.</p> - -<p>The girls went into the house, to see mother make pumpkin pies.</p> - -<p>Mother cut open the yellow pumpkin. Oh, how thick the meat was! Oh, -how the fat, white seeds came tumbling out! Mother said the flesh was -good because it had a nice fine grain.</p> - -<p>Mother cut the flesh into small pieces, after she had peeled off the -thick rind.</p> - -<p>Then she put the pieces into a large iron pot to boil.</p> - -<p>When the girls had seen the pieces disappear into the pot they went -to see what the boys were doing.</p> - -<p><span class="pagenum"><a name="Page_37" -id="Page_37">[37]</a></span></p> - -<p>Out by the barn they found the boys with a jack-knife, working away -at the other pumpkin. The boys were making a Jack-o’-lantern.</p> - -<p>They had cut a round hole in the top of the pumpkin, so as to leave -the stem for a handle. In this way they could lift out the round piece -like a cover. They dug out all the seeds with their hands, to make it -hollow.</p> - -<p>Then they cut a small hole, shaped like a triangle, in the side of -the pumpkin. They bored two round holes, one each side of the triangle. -Below it they cut a funny hole shaped like a new moon.</p> - -<p>It looked like a huge grinning face. When the boys had finished it, -they put the pumpkin away in the barn.</p> - -<p>Then they all remembered about the pumpkin that was cooking in the -kitchen, so they ran back to the house as fast as they could.</p> - -<p>By this time the pumpkin in the pot was done, and mother took it -from the stove. She poured off the water, and then put the cooked -pumpkin into a colander.</p> - -<p>While mother was rubbing the soft pumpkin through the colander, the -boys ran off to hunt for eggs. When they came back, mother took eight -of the eggs, and about three pints of the soft pumpkin. She stirred it -very fast, while the children stood around and watched, with open eyes -and mouths. Then she put in milk, and spice, and brown sugar.</p> - -<p>Oh, didn’t it look good! The children smacked their lips as -each separate thing went in. Mother gave it all such a beating with her -big spoon that the children said it would be good ever after.</p> - -<p><span class="pagenum"><a name="Page_38" -id="Page_38">[38]</a></span></p> - -<p>Next came the pie tins lined with soft crust, and last of all the -pies went into the oven.</p> - -<p>That night as father and mother sat in front of the fire-place -talking, a strange noise was heard. What could it be? Was it a groan? -Was somebody hurt? There it was again, again, and again! It came from -the front porch.</p> - -<p>Father went to the window and drew aside the curtain. Then they saw -something that made the smaller children shiver, but the older girls -only laughed. The boys were not in the house.</p> - -<p>There at the window, staring in and grinning -horribly—was—well, what do you suppose? Yes it was the -Jack-o’-lantern.</p> - -<p class="right">—<i>Selected</i></p> - -</div> - -<h5>Tuesday</h5> - -<p>Talk about Jack-o’-lanterns. If possible, make one in school, -or show the children one.</p> - -<h5>Wednesday</h5> - -<p>Talk about Hallowe’en, and how the Jack-o’-lantern is -used for decoration at that time.</p> - -<h5>Thursday</h5> - -<p>Talk about Hallowe’en tricks.</p> - -<h5>Friday</h5> - -<p>Play some of the Hallowe’en tricks in school.</p> - -<p><span class="pagenum"><a name="Page_39" id="Page_39">[39]</a></span></p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be copied and memorized by the pupils:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE WORLD’S MUSIC</p> - <div class="stanza"> -<p>The world’s a very happy place,</p> -<p class="i2">Where every child should dance and sing,</p> -<p>And always have a smiling face,</p> -<p class="i2">And never sulk for anything.</p> - </div> - <div class="stanza"> -<p>The world is such a happy place,</p> -<p class="i2">That children, whether big or small,</p> -<p>Should always have a shining face,</p> -<p class="i2">And never, never sulk at all.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Have the children write answers, as complete sentences, to the -following questions about “The World’s Music”:</p> - -<div class="list"> -<p>What kind of place is the world?</p> - -<p>What should every child have?</p> - -<p>What should a child do?</p> - -<p>What should a child never do?</p> -</div> - -<h5>Wednesday</h5> - -<p>Bring sufficient hickory nuts to the class so that each child -can have one. If possible,<span class="pagenum"><a name="Page_40" -id="Page_40">[40]</a></span> have the nuts in the hulls. Ask the -following questions, for the children to answer:</p> - -<div class="list"> -<p>How many hulls on each nut?</p> - -<p>What are the hulls for? (To protect the nut.)</p> - -<p>What takes off the hulls when they are quite ripe? (The frost.)</p> - -<p>Which is the blossom end of the nut, and which is the stem end?</p> - -<p>Crack a hickory nut. What is there inside the shell?</p> - -<p>Explain how the nut grows, to start a new tree.</p> - -</div> - -<h5>Thursday</h5> - -<p>Copy these sentences, filling the blank spaces -with <i>is</i>, or <i>are</i>:</p> - -<div class="list"> -<p>A gray squirrel —— in the tree.</p> - -<p>The squirrel —— fond of nuts.</p> - -<p>The tree —— once the squirrel’s home.</p> - -<p>Hickory nuts —— the squirrel’s food.</p> -</div> - -<h5>Friday</h5> - -<p>For dictation:</p> - -<p><span class="pagenum"><a name="Page_41" id="Page_41">[41]</a></span></p> - -<div class="list"> - -<p>I am round.</p> - -<p>I am red.</p> - -<p>I am just a bit sour.</p> - -<p>Would you like to eat me?</p> -</div> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be memorized.</p> - -<p>Commit the first stanza of the poem to memory:</p> - -<div class="poetry"> - <div class="poem"> - <p class="center">THE WONDERFUL WORLD</p> - <div class="stanza"> - <p>Great, wide, wonderful, beautiful world,</p> - <p>With the wonderful water around you curled,</p> - <p>And the wonderful grass upon your breast—</p> - <p>World, you are beautifully dressed!</p> - </div> - <div class="stanza"> - <p>The wonderful air is over me,</p> - <p>And the wonderful wind is shaking the tree;</p> - <p>It walks on the water and whirls the mills,</p> - <p>And talks to itself on the tops of the hills.</p> - </div> - <div class="stanza"> - <p>You friendly Earth, how far do you go,</p> - <p>With wheat fields that nod, and rivers that flow,</p> - <p>With cities and gardens, and oceans and isles,</p> - <p>And people upon you for thousands of miles?</p> - </div> - <div class="stanza"> - <p>Ah, you are so great and I am so small,</p> - <p>I hardly can think of you, World, at all;</p> - <p>And yet, when I said my prayers to-day,</p> - <p>My mother kissed me, and said, quite gay:</p><span class="pagenum"><a name="Page_42" id="Page_42">[42]</a></span> - </div> - <div class="stanza"> - <p>“If the wonderful World is great to you,</p> - <p>And great to father and mother, too,</p> - <p>You are more than the Earth, though you are such a dot,</p> - <p>You can love and think, and the Earth cannot!”</p> - <p class="right">—<i>William Brighty Rands</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Commit to memory the second stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Commit to memory the third stanza of the poem.</p> - -<h5>Thursday</h5> - -<p>Commit to memory the fourth stanza of the poem.</p> - -<h5>Friday</h5> - -<p>Finish learning the poem, and recite it all.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>The Post-Office.—What is a post-office? Who has charge of -the post-office? Where is the post-office nearest your home? What -do you see when you go to the post-office? How do you get your -mail? Why do people write<span class="pagenum"><a name="Page_43" -id="Page_43">[43]</a></span> letters? How do letters go from one place -to another? What is the stamp on a letter for? How much does it cost to -send a letter? Who pays for sending a letter?</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="list"> - -<p>It is cold in the fall.</p> - -<p>The wind blows hard.</p> - -<p>The trees are bare.</p> - -<p>The birds are gone.</p> - -<p>I like fall, for I can play out-of-doors.</p> -</div> - -<h5>Wednesday</h5> - -<p>Write a letter to a friend, telling what Jack Frost does in the -fall. Send the letter to your friend, directing the envelope properly, -and putting the stamp in the right place.</p> - -<h5>Thursday</h5> - -<p>Bring to the class cards, each having on it the name of some -animal, as cow, horse, elephant, dog, etc. Give a card to each -pupil, and have him describe the animal named on his card, allowing -the other children to guess what animal he is describing. For -example: “I am not<span class="pagenum"><a name="Page_44" -id="Page_44">[44]</a></span> very large. I have a bushy tail. I live -among the trees. I like to eat nuts. What am I?”</p> - -<h5>Friday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>One day as Mr. Squirrel went up his tree to bed,</p> - <p>A very large hickory nut fell on his head.</p> - <p>“Although I am fond of nuts,” Mr. Squirrel then did say,</p> - <p>“I would very much rather they did not come that way.”</p> - </div> - </div> -</div> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Tell this story to the children:</p> - -<p class="center">JACK FROST AND THE NUTS</p> - -<div class="blockquot"> - -<p>Little Miss Chestnut and her two sisters lived up in a tree in a -prickly green house. The house was as soft as velvet inside, but sharp -spikes on the outside kept away the squirrels, who would have torn down -the house if they could.</p> - -<p>But soon Jack Frost came along. Jack does not mind fences, so he -knocked at the door of the Chestnut house.</p> - -<p>“Little Miss Chestnut,” he called, “are you ready -to come out?”</p> - -<p>But little Miss Chestnut replied, “I am not quite ready yet, -Mr. Jack.”</p> - -<p>So Jack went off to the house where Miss Hickory<span -class="pagenum"><a name="Page_45" id="Page_45">[45]</a></span> Nut -lived. Miss Hickory Nut lived all alone in a round green cottage.</p> - -<p>“Miss Hickory Nut,” he called “are you ready to -come out?”</p> - -<p>But Miss Hickory Nut replied, “I am not quite ready yet, Mr. -Jack.”</p> - -<p>So Jack went off to the low bush where Miss Hazel Nut lived in a -soft green tent. Miss Hazel Nut was already peeping out.</p> - -<p>“Miss Hazel Nut,” he called, “are you ready to -come out?”</p> - -<p>And little Miss Hazel Nut replied, “I am quite ready, Mr. -Jack.”</p> - -<p>So she dropped down and waited below the bush, while Jack went back -after the other nuts.</p> - -<p>Jack knocked once more at the chestnut house. Little Miss Chestnut -opened the door so quickly that she and her sisters fell to the -ground.</p> - -<p>Then Jack knocked once more at the hickory house.</p> - -<p>Miss Hickory Nut opened the door so quickly that her house fell -apart.</p> - -<p>And all the other nut houses opened, and all the nuts came out to -see what was the matter.</p> - -<p>The next day the children went for a walk. As they walked in the -woods they spied the nuts.</p> - -<p>“See,” they said, “the frost has opened -the chestnut burrs, and all the other nuts must be out of the -shucks.”</p></div> - -<h5>Tuesday</h5> - -<p>Have the children tell back to you the story of Jack Frost and the -nuts.</p> - -<p><span class="pagenum"><a name="Page_46" -id="Page_46">[46]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write five sentences about nuts.</p> - -<h5>Thursday</h5> - -<p>Write answers to the following questions:</p> - -<div class="list"> - -<p>What does Jack Frost do?</p> - -<p>Where does he paint pictures? (On the window-pane.)</p> - -<p>What colors does he paint the maple leaves?</p> - -<p>What colors does he paint the hickory leaves?</p> -</div> - -<h5>Friday</h5> - -<p>Talk with the children about the way seeds are scattered. Bring -to school various kinds of seeds, if these are available. How are -dandelion seeds scattered? How are milkweed seeds scattered? How are -burdock seeds scattered?</p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Read to the children the following poem:</p> - - - -<div class="poetry"> - <div class="poem"> - <p class="center">MRS. RED SQUIRREL</p> - <div class="stanza"> - <p>Mrs. Red Squirrel sat on the top of a tree;</p> - <p class="dbqt">“I believe in the habit of saving,” said she;</p><span class="pagenum"><a name="Page_47" id="Page_47">[47]</a></span> - <p class="dbqt">“If it were not for that, in the cold winter weather</p> - <p>I should starve, and my young ones, I know, altogether;</p> - <p>But I am teaching my children to run and lay up</p> - <p>Every acorn as soon as it drops from its cup,</p> - <p>And to get out the corn from the shocks in the field—</p> - <p>There’s a nice hollow tree where I keep it concealed.</p> - </div> - <div class="stanza"> - <p class="dbqt">“We have laid up some wheat, and some barley and rye,</p> - <p>And some very nice pumpkin seeds I have put by;</p> - <p>Best of all, we have gathered in all that we could</p> - <p>Of beechnuts and butternuts grown in the wood;</p> - <p>For cold days and hard times winter surely will bring,</p> - <p>And a habit of saving’s an excellent thing.</p> - </div> - <div class="stanza"> - <p class="dbqt">“But my children—you know how young squirrels like play,</p> - <p class="sqt">‘We have plenty, great plenty, already,’ they say;</p> - <p class="sqt">‘We are tired of bringing in food for our store;</p> - <p>Let us all have a frolic, and gather no more!’</p> - <p>But I tell them it’s pleasant when winter is rough,</p> - <p>If we feel both to use and to give we’ve enough;</p> - <p>And they’ll find, ere the butternuts bloom in the spring,</p> - <p>That a habit of saving’s an excellent thing.”</p> - <p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Have the pupils tell back to you, the story of “Mrs. Red -Squirrel.”</p> - -<p><span class="pagenum"><a name="Page_48" -id="Page_48">[48]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write five sentences about Mrs. Red Squirrel, and the habit of -saving.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<p>I am small and nearly round. I have a hard, brown shell. Inside, my -meat is brown, too. You like to eat me with a little salt. You get my -meat by breaking my shell. What am I?</p> - -<h5>Friday</h5> - -<p>Write a story similar to the one given in the lesson for yesterday, -for the other pupils to guess. You can write about an apple or some -other fruit; about a dog or some other animal; or about a flower.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children copy the following:</p> - -<div class="poetry"> - <div class="poem"> - <p class="center">HIAWATHA’S CHILDHOOD</p> - <div class="stanza"> - <p>At the door on summer evenings</p> - <p>Sat the little Hiawatha;</p> - <p>Heard the whispering of the pine trees,</p> - <p>Heard the lapping of the water,</p> - <p>Sounds of music, words of wonder;</p><span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span> - <p class="dbqt">“Minne-wawa!” said the pine trees,</p> - <p class="dbqt">“Mudway-aushka!” said the water.</p> - <p>Saw the firefly, Wah-wah-taysee,</p> - <p>Flitting through the dusk of evening,</p> - <p>With the twinkle of its candle</p> - <p>Lighting up the brakes and bushes,</p> - <p>And he sang the song of children,</p> - <p>Sang the song Nokomis taught him:</p> - <p class="dbqt">“Wah-wah-taysee, little firefly,</p> - <p>Little, flitting, white-fire insect,</p> - <p>Little, dancing, white-fire creature,</p> - <p>Light me with your little candle,</p> - <p>Ere upon my bed I lay me,</p> - <p>Ere in sleep I close my eyelids!”</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Have the children copy the following:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>Forth into the forest straightway</p> - <p>All alone walked Hiawatha</p> - <p>Proudly, with his bow and arrows;</p> - <p>And the birds sang round him, o’er him,</p> - <p class="dbqt">“Do not shoot us, Hiawatha!”</p> - <p>Sang the robin, the Opechee,</p> - <p>Sang the bluebird, the Owaissa,</p> - <p class="dbqt">“Do not shoot us, Hiawatha!”</p> - <p>Up the oak tree, close beside him,</p> - <p>Sprang the squirrel, Adjidaumo,</p> - <p>In and out among the branches,</p> - <p>Coughed and chattered from the oak tree,</p> - <p>Laughed, and said between his laughing,</p> - <p class="dbqt">“Do not shoot me, Hiawatha!”</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span></p> - -<h5>Wednesday</h5> - -<p>Tell the children the story of Hiawatha. If possible, read the whole -part of the poem relating to Hiawatha’s childhood. Have the -children read the portion of the poem quoted here.</p> - -<h5>Thursday</h5> - -<p>What sounds did Hiawatha like to hear on summer evenings? What did -he think the pine tree said? The water? What did he call the firefly? -What is the firefly’s candle? Who taught Hiawatha the song about -the firefly?</p> - -<p>What did Hiawatha learn from the birds? Who taught him their names? -How did he discover their secrets? What secrets are mentioned? What did -he call the birds?</p> - -<h5>Friday</h5> - -<p>What did Hiawatha call the firefly? Why did he call the firefly, -“Little, dancing, white-fire creature”?</p> - -<p>What is the difference between “brakes” and -“bushes”?</p> - -<p>What did Hiawatha call the robin? The bluebird? The squirrel?</p> - -<p><span class="pagenum"><a name="Page_51" -id="Page_51">[51]</a></span></p> - -<p>What words show the sound of the pine tree? The sound of the water? -The motion of the firefly? The sound made by the squirrel?</p> - -<p>Tell how Hiawatha spent his evenings.</p> - -<p>Describe the little hunter as he went into the forest.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write five sentences about the things that Hiawatha heard at the -door on summer evenings?</p> - -<h5>Tuesday</h5> - -<p>Write five sentences about what happened when Hiawatha went into the -forest.</p> - -<h5>Wednesday</h5> - -<p>Write what Hiawatha learned of the birds.</p> - -<h5>Thursday</h5> - -<p>Write about what Hiawatha learned of the animals.</p> - -<h5>Friday</h5> - -<p>Let the children play Hiawatha.</p> - -<p><span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<p>Spend this entire week on the poem Hiawatha. Let the children -dramatize it in their own way, but under your guidance. Let those -who have Indian costumes wear them to school. Talk Hiawatha and live -Hiawatha, for the entire week. Use the language of the poem yourself, -and encourage the children to do so.</p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> - <p class="center">THE VILLAGE BLACKSMITH</p> - <div class="stanza"> - <p>Under a spreading chestnut tree,</p> - <p class="i2">The village smithy stands;</p> - <p>The smith, a mighty man is he,</p> - <p class="i2">With large and sinewy hands;</p> - <p>And the muscles of his brawny arms</p> - <p class="i2">Are strong as iron bands.</p> - </div> - <div class="stanza"> - <p>His hair is crisp, and black, and long,</p> - <p class="i2">His face is like the tan;</p> - <p>His brow is wet with honest sweat,</p> - <p class="i2">He earns whate’er he can,</p> - <p>And looks the whole world in the face,</p> - <p class="i2">For he owes not any man.</p><span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span> - </div> - <div class="stanza"> - <p>Week in, week out, from morn till night,</p> - <p class="i2">You can hear his bellows blow;</p> - <p>You can hear him swing his heavy sledge,</p> - <p class="i2">With measured beat and slow,</p> - <p>Like a sexton ringing the village bell,</p> - <p class="i2">When the evening sun is low.</p> - </div> - <div class="stanza"> - <p>The children coming home from school</p> - <p class="i2">Look in at the open door;</p> - <p>They love to see the flaming forge,</p> - <p class="i2">And hear the bellows roar,</p> - <p>And catch the burning sparks that fly</p> - <p class="i2">Like chaff from a threshing floor.</p> - </div> - <div class="stanza"> - <p>He goes on Sunday to the church,</p> - <p class="i2">And sits among his boys;</p> - <p>He hears the parson pray and preach,</p> - <p class="i2">He hears his daughter’s voice,</p> - <p>Singing in the village choir,</p> - <p class="i2">And it makes his heart rejoice.</p> - </div> - <div class="stanza"> - <p>It sounds to him like her mother’s voice,</p> - <p class="i2">Singing in Paradise!</p> - <p>He needs must think of her once more,</p> - <p class="i2">How in the grave she lies;</p> - <p>And with his hard, rough hand he wipes</p> - <p class="i2">A tear out of his eyes.</p> - </div> - <div class="stanza"> - <p>Toiling—rejoicing—sorrowing,</p> - <p class="i2">Onward through life he goes;</p> - <p>Each morning sees some task begun,</p> - <p class="i2">Each evening sees it close;</p> - <p>Something attempted, something done,</p> - <p class="i2">Has earned a night’s repose.</p><span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span> - </div> - <div class="stanza"> - <p>Thanks, thanks to thee, my worthy friend,</p> - <p class="i2">For the lesson thou hast taught!</p> - <p>Thus at the flaming forge of life</p> - <p class="i2">Our fortunes must be wrought;</p> - <p>Thus on its sounding anvil shaped</p> - <p class="i2">Each burning deed and thought!</p> - <p class="right">—<i>Henry Wadsworth Longfellow</i></p> - </div> - </div> -</div> - -<p>Have the entire poem copied.</p> - -<p>Spend the rest of the week in having the poem committed to -memory.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write answers to the following:</p> - -<div class="list"> - -<p>Where does the village smithy stand?</p> - -<p>Describe the smith.</p> - -<p>Write another word whose meaning is similar to -“bravery.”</p> - -<p>What is meant by “crisp” hair?</p> - -<p>Why should the smith’s face be brown, as though tanned?</p> - -<p>Why is sweat called “honest”?</p> - -<p>By doing what kinds of work does a smith earn his living?</p> - -<p>Why should the smith be able to look the whole world in the face -because he owes no one anything?</p> - -<p>Has the world a face? What, then, is meant by “looking the -whole world in the face”?</p> - -</div> - -<p><span class="pagenum"><a -name="Page_55" id="Page_55">[55]</a></span></p> - -<h5>Tuesday</h5> - -<div class="list"> - -<p>Describe the bellows used by the blacksmith.</p> - -<p>What is the sledge used by the blacksmith?</p> - -<p>Why is the sledge made heavy? Why is it -swung slowly?</p> - -<p>What is meant by “measured” beat? What is -a musical measure?</p> - -<p>What is a sexton? Where was the village -bell hung, then? Why was it called the “village” -bell?</p> - -<p>When is the evening sun low?</p> - -<p>What is a “forge”?</p> - -<p>Why do bellows “roar”?</p> - -<p>What is “chaff”? What is a threshing floor? -How is grain threshed now-a-days? How was -it usually threshed when this poem was written?</p> - -</div> - -<h5>Wednesday</h5> - -<div class="list"> - -<p>What members of the smith’s family are -mentioned in the poem? What is a parson?</p> - -<p>What is a “choir”?</p> - -<p>Write a word whose meaning is similar to that -of “rejoice.”</p> - -<p>Why is the smith’s hand “hard and rough”?</p> - -<p>Write a list of the adjectives used in the poem -which are used to describe the smith.</p> - -</div> - -<p><span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span></p> - -<h5>Thursday</h5> - -<div class="list"> - -<p>Write a word that might have been used in -place of “toiling.” Which is the more poetic -word?</p> - -<p>What is a “task”?</p> - -<p>What is meant by a “night’s repose”? Write -another word meaning repose.</p> - -<p>Why does something done earn repose?</p> - -<p>What is the lesson which the smith teaches?</p> - -</div> - -<h5>Friday</h5> - -<p>Write ten sentences, describing the smith.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Conversation on signs of the coming of winter.</p> - -<p><span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span></p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p>You cannot change yesterday, that is clear,</p> - <p>Or begin tomorrow until it is here.</p> - <p>So the only thing left, for you and for me,</p> - <p>Is to make to-day as sweet as can be.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Have pupils write about Columbus and the discovery of America.</p> - -<h5>Thursday</h5> - -<p>Write an invitation to Hallowe’en exercises to be held at the -school.</p> - -<h5>Friday</h5> - -<p>Write an answer to the invitation written the day before, accepting -the invitation.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write ten sentences containing the word <i>red</i>.</p> - -<h5>Tuesday</h5> - -<p>Write five sentences, each sentence to end with a word rhyming with -<i>hat</i>.</p> - -<p><span class="pagenum"><a name="Page_58" -id="Page_58">[58]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write a description of some Hallowe’en trick.</p> - -<h5>Thursday</h5> - -<p>Play the game of “Who am I?” Each pupil play he is some -object in the room. He must describe himself so that the rest can guess -his name. Each pupil begins his description: “I am not myself. -See if you can guess my name.” Then follows the description. The -pupil who first guesses the object from the description, describes -himself next.</p> - -<h5>Friday</h5> - -<p>Have a spelling match.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_59" -id="Page_59">[59]</a></span></p> - -<h2>NOVEMBER</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>How many days has November? How many days had October? What month -comes after November? What day in November do we celebrate? Why do we -celebrate Thanksgiving? How do we celebrate Thanksgiving? What kind -of weather do we have in November? What season is this? What season -follows autumn?</p> - -<h5>Tuesday</h5> - -<p>For the children to learn by heart:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> - <p class="i4">To have willing feet,</p> - <p class="i4">A smile that is sweet,</p> - <p class="i4">A kind, pleasant word</p> - <p class="i4">For all that you meet—</p> - <p>That’s what it is to be helpful.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span></p> - -<h5>Wednesday</h5> - -<p>Tell the children about the Pilgrims: How they became dissatisfied -with conditions in England, because they were not allowed to worship as -they wished; their going to Holland, and finally their coming to New -England, in the <cite>Mayflower</cite>. Tell about the landing at Plymouth; about -little Peregrine White. If possible, show some of the Boughton pictures -of life in Plymouth.</p> - -<h5>Thursday</h5> - -<p>Tell the children how there was suffering among the Pilgrims, and -their fear that they might starve. Tell, with all possible vividness, -about the coming of the welcome ship from England; and then, the -appointment of a day of Thanksgiving.</p> - -<h5>Friday</h5> - -<p>Tell the children what the people had to eat on that first -Thanksgiving Day. Tell the story of the corn, and how the Indians had -supplied the seed and taught the Pilgrims how to raise it. Where did -they get their turkey for the<span class="pagenum"><a name="Page_61" -id="Page_61">[61]</a></span> dinner? Why do we like to have turkey for -Thanksgiving dinner?</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Teach the children the first three stanzas of the great Thanksgiving -poem:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THANKSGIVING DAY</p> - <div class="stanza"> -<p>Over the river and through the wood,</p> -<p>To grandfather’s house we’ll go.</p> -<p class="i4">The horse knows the way</p> -<p class="i4">To carry the sleigh</p> -<p>Through the white and drifted snow.</p> - </div> - <div class="stanza"> -<p>Over the river and through the wood,</p> -<p>To have a first-rate play,</p> -<p class="i4">Hear the bells ring,</p> -<p class="i4">“Ting-a-ling-ding!”</p> -<p>Hurrah for Thanksgiving Day!</p> - </div> - <div class="stanza"> -<p>Over the river and through the wood,</p> -<p>Now grandmother’s cap I spy!</p> -<p class="i4">Hurrah for the fun!</p> -<p class="i4">Is the pudding done?</p> -<p>Hurrah for the pumpkin pie!</p> -<p class="right">—<i>Lydia Maria Child</i></p> - </div> - </div> -</div> - -<p>On Monday recite the poem yourself, allowing the children to say, -“Over the river and<span class="pagenum"><a name="Page_62" -id="Page_62">[62]</a></span> through the wood,” as each stanza is -recited. You can recite the poem half a dozen times in this way, and -the children will enjoy their part as well as yours.</p> - -<h5>Tuesday</h5> - -<p>Teach the children the last line of each of the three stanzas of the -poem.</p> - -<h5>Wednesday</h5> - -<p>Teach the children the whole of the first stanza of the poem.</p> - -<h5>Thursday</h5> - -<p>Teach the children the second stanza of the poem.</p> - -<h5>Friday</h5> - -<p>Teach the children all three stanzas of the poem.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Spend this whole week playing Pilgrim life in old New England. Have -the children land from the <cite>Mayflower</cite> on the Plymouth Rock. A desk -or chair, or a box will serve for the rock.<span class="pagenum"><a -name="Page_63" id="Page_63">[63]</a></span> The passengers will wear -their hats, and books will serve as luggage.</p> - -<h5>Tuesday</h5> - -<p>Play Pilgrim Sunday. The children can march towards church two by -two, with sticks or wands for guns. Tell about the old churches, with -their square pews, high pulpits, and sounding board. Explain the duties -of the tithing man. If possible, show pictures to illustrate the church -scenes.</p> - -<h5>Wednesday</h5> - -<p>Play the daily life of the Pilgrims. Pretend to spin, explaining the -process; weave, make candles, pound corn to make Indian meal, cook over -the fireplace, etc.</p> - -<h5>Thursday</h5> - -<p>Things we have to be thankful for: Let the children suggest.</p> - -<h5>Friday</h5> - -<p>The Thanksgiving dinner. The turkey. Talk about how it is raised, -what it looks like, how it is cooked.</p> - -<p><span class="pagenum"><a name="Page_64" -id="Page_64">[64]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>The vegetables on the Thanksgiving table. The bread. The fruit. The -nuts.</p> - -<h5>Tuesday</h5> - -<p>Here is a simple version of the Thanksgiving story, to tell to the -children, in its proper place in connection with the lessons of the -month.</p> - -<p class="center">THE THANKSGIVING STORY</p> - -<div class="blockquot"> - -<p>Once upon a time, some of the people of England were in great -trouble. The king would not allow them to worship God in the way they -thought right.</p> - -<p>When they said they must do what they thought right, some of them -were whipped, and some of them were put in prison.</p> - -<p>At last they decided to leave England, and go to some other country. -And they did go, in a ship, to a land where everybody dressed so -differently, and spoke such a different language that the English boys -and girls could not at first understand them. Holland was the name of -the country. How many of you have seen pictures of the Dutch children, -who live in Holland? How many of you have seen pictures of Dutch -windmills?</p> - -<p>Now in Holland, in the course of time, the Dutch and the English -children became very good friends. Before very long the English -boys and girls were<span class="pagenum"><a name="Page_65" -id="Page_65">[65]</a></span> talking Dutch as easily as if they had -been born in Holland, and had never heard of any other country.</p> - -<p>“My, my,” said good Father Brewster, the -leader of the Puritans, as they were called. “This will never -do. We want our children to talk English, and to love England and her -ways”—for the Puritans still loved their country and their -flag, just as we love our beautiful flag with the stars and stripes.</p> - -<p>“They say,” said Father Brewster, -“that far away over the ocean there is a land called America. -Let us go to America. There we can build houses like those we had in -England, and there our children can be brought up as English people. -Yes, we will go to America.”</p> - -<p>So the Puritans engaged two big ships, and started to sail from -Holland to America. But one of the ships was too old and too worn out -to cross the ocean, so all the people embarked on the other ship and -sailed away.</p> - -<p>The ship was called the <cite>Mayflower</cite>.</p> - -<p>The <cite>Mayflower</cite> was crowded, and it rocked so that the boys and -girls became very tired. They wished they could get off and play on -land once more.</p> - -<p>But two beautiful presents came to interest and amuse them on the -long voyage. And what do you think they were? Two little babies. One of -them was named Peregrine White. The other was named Oceanus Hopkins, -because he was born on the ocean.</p> - -<p>One morning the children looked far away across the water, and they -could see a dark line. It was the land—<em>America</em>.</p> - -<p>The next day the sails of the ship were taken down, and the -anchor was dropped in a little bay. Then<span class="pagenum"><a -name="Page_66" id="Page_66">[66]</a></span> some of the men climbed -down from the ship into a small boat, and rowed to the shore to see -what the place was like. In a little while they came back and called -out, “Come, we will take you all ashore.”</p> - -<p>Such a scurrying and hurrying as there was then! Back and forth the -little boat went, until all the boys and girls, and men and women were -on the shore.</p> - -<p>It was a very cold day, the twenty-second of December, 1620. But -they did not mind the cold.</p> - -<p>In a little time the men had built some log houses, and soon there -was a church. The black rock on which the Pilgrims first stepped can be -seen to-day. It is called Plymouth Rock. The first girl to step upon -Plymouth rock was Mary Chilton.</p> - -<p>One day a visitor came to see the Pilgrims. He was an Indian. He had -long, black hair. He was dressed in deerskin. He had a bow and arrows, -to shoot birds and deer with.</p> - -<p>The Indian was very glad to see the white people. “Welcome, -Englishmen,” he said. He stayed over night with the Pilgrims, and -the next morning went away.</p> - -<p>Soon he came back, bringing some friends with him.</p> - -<p>When spring came, the Indians showed the Pilgrims how to catch eels, -and where to find fish. They also gave the Pilgrims corn to plant. They -showed them how to plant the corn, putting a fish in each hill to make -the corn grow well.</p> - -<p>All summer long the boys and girls played around the log-houses, and -were very happy. There were beautiful wild-flowers, and bright-colored -song-birds in the woods where they played. One flower that blossomed -in the early spring they named the Mayflower,<span class="pagenum"><a -name="Page_67" id="Page_67">[67]</a></span> for the ship in which they -had come. The trailing arbutus has been called the Mayflower to this -day.</p> - -<p>When the summer was ended, and all the corn and wheat were gathered -in, the Pilgrims said, “Let us have Thanksgiving Day. We will -thank God because he made the sun to shine, and the rain to fall, and -the corn to grow.”</p> - -<p>Then the mothers said, “We will have a Thanksgiving party, -and invite the Indians. We will cook some of everything raised on the -farms.”</p> - -<p>The men shot deer, and wild geese, and wild turkeys for the -dinner, and that is why we like to have roast goose or turkey for our -Thanksgiving dinner.</p> - -<p>At last the Thanksgiving Day came. In the morning everybody went to -church. When they got home they found that all the Indians who had been -invited had come.</p> - -<p>The Indians brought five large deer. The party lasted for three -days. At each meal, before they began to eat, the Pilgrims and the -Indians thanked God.</p> - -<p>In the evening the Indians sang and danced, and in the daytime they -played games with the children.</p> - -<p>At last the party was over. When the Indians were going home the -Pilgrims said, “Every year we shall have a time to thank God for -all He has done for us. You must come and help us thank Him.”</p> - -<p>So every year the Pilgrims had their Thanksgiving Day. When other -people came to this country they said they would have Thanksgiving too. -So for nearly three hundred years we have had the glad Thanksgiving -Day. In what month does it come? On what day of November does it come -this year?</p> - -<p class="right">—<i>Selected</i></p> - -</div> - -<p><span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span></p> - -<h5>Wednesday</h5> - -<p>A little prayer to be learned this month:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>May we be thankful for the night,</p> -<p>And for the pleasant morning light,</p> -<p>For rest, and food, and loving care,</p> -<p>And all that makes the world so fair.</p> - </div> - <div class="stanza"> -<p>May we do the things we should;</p> -<p>May we be always kind and good,</p> -<p>In all we do, in work or play,</p> -<p>To grow more loving every day.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Talk about signs of winter.</p> - -<h5>Friday</h5> - -<p>For the children to learn:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Kind hearts are the gardens,</p> -<p>Kind thoughts are the roots;</p> -<p>Kind words are the flowers,</p> -<p>Kind deeds are the fruits.</p> - </div> - </div> -</div> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Do all the good you can,</p> -<p>To all you can,</p> -<p>In all the ways you can.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_69" id="Page_69">[69]</a></span></p> - -<h5>Tuesday</h5> - -<p>Talk about the way to set a table. What is put on the table first? -Where do we place the knives? Where do we place the forks? Where do we -place the spoons? Where do we place the glasses? Who serves the meat? -Who serves the vegetables? Where are the meat and vegetables placed? -Who serves the dessert? Who serves the tea or coffee?</p> - -<h5>Wednesday</h5> - -<p>Fable for reproduction: The Fox and the Grapes. One day a hungry fox -started out to find something to eat. He saw some grapes, near the top -of a tall grapevine.</p> - -<p>The fox tried to jump up and get the grapes but he could not reach -them. He tried again and again, but it was of no use.</p> - -<p>As he walked away, he said, “I do not care for the grapes. -They are sour.”</p> - -<h5>Thursday</h5> - -<p>Have the children dramatize “The Fox and the -Grapes.” Hang a bunch of grapes over the door or let the -children pretend that the<span class="pagenum"><a name="Page_70" -id="Page_70">[70]</a></span> grapes are hung there. Have the child who -is to play the part of the fox walk along and look up eagerly at the -bunch of grapes.</p> - -<p>“What beautiful grapes!” he says. “I -wish I had some.”</p> - -<p>Then he jumps and tries to reach them. He tries a second time, and -a third. The last time he loses his balance and falls to the floor. He -gets up, rubs his head, and says, “I do not care for the grapes. -They are sour.”</p> - -<h5>Friday</h5> - -<p>Write five sentences about the fox and the grapes.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Read the following poem to the children:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">APPLE-SEED JOHN</p> - <div class="stanza"> -<p>Poor Johnny was bent well-nigh double</p> -<p>With years of toil and care and trouble;</p> -<p>But his large old heart still felt the need</p> -<p>Of doing for others some kindly deed.</p> - </div> - <div class="stanza"> -<p class="dbqt">“But what can I do?” old Johnny said;</p> -<p class="dbqt">“I who work so hard for daily bread?</p> -<p>It takes heaps of money to do much good;</p> -<p>I am far too poor to do as I would.”</p><span class="pagenum"><a name="Page_71" id="Page_71">[71]</a></span> - </div> - <div class="stanza"> -<p>The old man sat thinking deeply awhile,</p> -<p>When over his features gleamed a smile,</p> -<p>And he clapped his hands with boyish glee,</p> -<p>And said to himself, “There’s a way for me!”</p> - </div> - <div class="stanza"> -<p>He worked and he worked with might and main,</p> -<p>But no one knew the plan in his brain</p> -<p>He took ripe apples in pay for chores,</p> -<p>And carefully cut from them all the cores.</p> - </div> - <div class="stanza"> -<p>He filled a bag full, then wandered away,</p> -<p>And no man saw him for many a day.</p> -<p>With knapsack over his shoulder slung,</p> -<p>He marched along, and whistled or sung.</p> - </div> - <div class="stanza"> -<p>He seemed to roam with no object in view,</p> -<p>Like one who had nothing on earth to do;</p> -<p>But, journeying thus o’er the prairies wide,</p> -<p>He paused now and then, and his bag untied.</p> - </div> - <div class="stanza"> -<p>With pointed cane deep holes he would bore,</p> -<p>And in every hole he placed a core;</p> -<p>Then covered them well, and left them there</p> -<p>In keeping of sunshine, rain and air.</p> - </div> - <div class="stanza"> -<p>Sometimes for days he waded through grass,</p> -<p>And saw not a living creature pass,</p> -<p>But often, when sinking to sleep in the dark,</p> -<p>He heard the owls hoot, and the prairie dogs bark.</p> - </div> - <div class="stanza"> -<p>Sometimes an Indian of sturdy limb</p> -<p>Came striding along and walked with him;</p> -<p>And he who had food shared with the other,</p> -<p>As if he had met a hungry brother.</p><span class="pagenum"><a name="Page_72" id="Page_72">[72]</a></span> - </div> - <div class="stanza"> -<p>When the Indian saw how the bag was filled,</p> -<p>And looked at the holes that the white man drilled,</p> -<p>He thought to himself ’twas a silly plan</p> -<p>To be planting seed for some future man.</p> - </div> - <div class="stanza"> -<p>Sometimes a log cabin came in view,</p> -<p>Where Johnny was sure to find jobs to do,</p> -<p>By which he gained stores of bread and meat,</p> -<p>And welcome rest for his weary feet.</p> - </div> - <div class="stanza"> -<p>He had full many a story to tell,</p> -<p>And goodly hymns that he sang right well;</p> -<p>He tossed up the babes, and joined the boys</p> -<p>In many a game full of fun and noise.</p> - </div> - <div class="stanza"> -<p>And he seemed so hearty, in work or play,</p> -<p>Men, women and boys all urged him to stay;</p> -<p>But he always said, “I have something to do,</p> -<p>And I must go on to carry it through.”</p> - </div> - <div class="stanza"> -<p>The boys, who were sure to follow him round,</p> -<p>Soon found what it was he put in the ground;</p> -<p>And so as time passed and he traveled on,</p> -<p>Ev’ry one called him “Old Apple-seed John.”</p> - </div> - <div class="stanza"> -<p>Whenever he’d used the whole of his store,</p> -<p>He went into cities and worked for more;</p> -<p>Then he marched back to the wilds again,</p> -<p>And planted seed on hillside and plain.</p> - </div> - <div class="stanza"> -<p>In cities, some said the old man was crazy;</p> -<p>While others said he was only lazy;</p> -<p>But he took no notice of gibes and jeers,</p> -<p>He knew he was working for future years.</p><span class="pagenum"><a name="Page_73" id="Page_73">[73]</a></span> - </div> - <div class="stanza"> -<p>He knew that trees would soon abound</p> -<p>Where once a tree could not have been found;</p> -<p>That a flick’ring play of light and shade</p> -<p>Would dance and glimmer along the glade;</p> - </div> - <div class="stanza"> -<p>That blossoming sprays would form fair bowers,</p> -<p>And sprinkle the grass with rosy showers;</p> -<p>And the little seeds his hands had spread</p> -<p>Would become ripe apples when he was dead.</p> - </div> - <div class="stanza"> -<p>So he kept on traveling far and wide,</p> -<p>Till his old limbs failed him and he died.</p> -<p>He said at the last, “Tis a comfort to feel</p> -<p>I’ve done good in the world, though not a great deal.”</p> - </div> - <div class="stanza"> -<p>Weary travelers, journeying west,</p> -<p>In the shade of his trees find pleasant rest;</p> -<p>And they often start, with glad surprise,</p> -<p>At the rosy fruit that round them lies.</p> - </div> - <div class="stanza"> -<p>And if they inquire whence came such trees,</p> -<p>Where not a bough once swayed in the breeze,</p> -<p>The answer still comes, as they travel on,</p> -<p class="dbqt">“These trees were planted by Apple-seed John.”</p> -<p class="right">—<i>Lydia Maria Child, in St. Nicholas</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Have the children tell back to you the story of Apple-seed -John. Ask the following questions, or similar questions. What did -Apple-seed John look like? Was he old or young? What did he wish -that he might do for people?<span class="pagenum"><a name="Page_74" -id="Page_74">[74]</a></span> How did he get his apple cores? How did he -carry his apple cores? How did he plant the cores? What did he do when -his bag was empty? Why was he called “Old Apple-seed John”? -What happened to the cores that he planted? What kind of trees grew -from the apple seeds? Who could eat the apples? Do you think his plan -of planting apple-trees, a nice one?</p> - -<h5>Wednesday</h5> - -<p>Write five sentences about Apple-seed John.</p> - -<h5>Thursday</h5> - -<p>Write a letter to a friend, telling about Apple-seed -John.</p> - -<h5>Friday</h5> - -<p>Play Apple-seed John.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children copy the following:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">LITTLE MISS MUFFET</p> - <div class="stanza"> -<p>Little Miss Muffet sat on a tuffet,</p> -<p class="i2">Eating of curds and whey;</p> -<p>There came a big spider, and sat down beside her,</p> -<p class="i2">And frightened Miss Muffet away.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_75" id="Page_75">[75]</a></span></p> - -<h5>Tuesday</h5> - -<p>Allow the pupils to dramatize Little Miss Muffet:</p> - -<p>Have a little girl sit on a dry-goods box, holding either a real or -a play bowl and spoon. She pretends to eat from the bowl. Have a boy -place quietly beside her one of the very realistic Japanese spiders. -Suddenly she sees it. She jumps up and runs away. Meanwhile the other -children recite the ryhme.</p> - -<h5>Wednesday</h5> - -<p>Have the children copy:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p class="i2">Blow, wind, blow!</p> -<p class="i2">And go, mill, go!</p> -<p>That the miller may grind his corn;</p> -<p class="i2">That the baker may take it,</p> -<p class="i2">And into rolls make it,</p> -<p>And send us some hot in the morn.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Write a word that describes: <i>wind</i>, <i>mill</i>, <i>miller</i>, <i>corn</i>, -<i>baker</i>, <i>rolls</i>.</p> - -<h5>Friday</h5> - -<p>Write answers to the following, in complete sentences:</p> - -<p><span class="pagenum"><a name="Page_76" id="Page_76">[76]</a></span></p> - -<div class="list"> -<p>What does the wind do?</p> - -<p>What does the wind do to the mill?</p> - -<p>What does the miller do to the corn?</p> - -<p>What does the baker do to the meal?</p> - -<p>What becomes of the rolls?</p> -</div> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children tell, orally, the Thanksgiving story.</p> - -<h5>Tuesday</h5> - -<p>Talk about <i>the chicken</i>: Where does the chicken come from? What is -the color of little chickens? What are the colors of hens? How do a -chicken’s feathers change as the chicken grows? How many feet has -a hen? How many eyes? What kind of a bill? How does a hen drink?</p> - -<h5>Wednesday</h5> - -<p>Talk about <i>the duck</i>: How does a duck differ in appearance from a -hen? What are young ducks called? How does a duck’s bill differ -from a hen’s bill? How do the feet differ? What can a duck do, -that a hen cannot?</p> - -<p><span class="pagenum"><a name="Page_77" -id="Page_77">[77]</a></span></p> - -<h5>Thursday</h5> - -<p><i>The turkey</i>: Why is this the favorite bird for the Thanksgiving -table? How does the turkey differ in appearance, from the hen? From the -duck? What is the male turkey called? Why? Which do you like best to -eat—chicken, duck, goose, or turkey?</p> - -<h5>Friday</h5> - -<p>Dramatize and play, the story of Chicken Little.</p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Rewrite this story in five sentences.</p> - -<p class="center">WHY THE CHIPMUNK HAS BLACK STRIPES</p> - -<div class="blockquot"> - -<p>Once upon a time the porcupine was made chief of the animals. He -called all the animals together for a great council.</p> - -<p>The animals seated themselves around a big fire. The porcupine said, -“We have a great question to decide. It is this: ‘Shall we -have daylight all the time or night all the time?’”</p> - -<p>All the animals began to talk at once. Some wanted one thing, some -another. The bear wanted it to be dark all the time. In his big, deep -voice he said, “Always night! Always night!”</p> - -<p>The little chipmunk, in a loud, high voice, said, “Day will -come! Day will come!”</p> - -<p><span class="pagenum"><a name="Page_78" -id="Page_78">[78]</a></span></p> - -<p>The council was held at night. While the animals were talking the -sun rose. The bear and the other night animals were angry. The chipmunk -saw the light coming, and started to run away. The angry bear ran after -him and struck him on the back with his paw.</p> - -<p>Since then, the chipmunk has always had black stripes on his back, -and daylight always follows night.</p> - -<p class="right">—<i>Selected</i></p> - -</div> - -<h5>Tuesday</h5> - -<p>Rewrite these sentences, filling the blank -spaces:</p> - -<div class="list"> -<p>The chipmunk —— black stripes.</p> - -<p>The porcupine said, “We —— a question to -decide.”</p> - -<p>The chipmunk said, “Day —— come.”</p> - -<p>The bear —— it to be dark.</p> - -<p>The council —— held at night.</p> - -<p>The chipmunk —— the light coming, and —— to -run away.</p> - -<p>The angry bear —— him with his paw.</p> - -</div> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="list"> - -<p>I go to the library every Saturday.</p> - -<p>I find a book that I would like to read.</p> - -<p>I hand the book and my card to the librarian.</p> - -<p>She puts the date on my card.</p> -</div> - -<p><span class="pagenum"><a name="Page_79" id="Page_79">[79]</a></span></p> - -<h5>Thursday</h5> - -<p>Write a paragraph about the proper manner of sitting. What is the -result, if a person has a habit of sitting badly?</p> - -<h5>Friday</h5> - -<p>Answer each of the following questions, as a -complete sentence:</p> - -<div class="list"> -<p>How many days has November?</p> - -<p>In what month is Thanksgiving Day?</p> - -<p>Where do the birds go, before winter comes?</p> - -<p>In what month does Christmas come?</p> -</div> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write the following poem on the blackboard, and make it the topic -for an oral lesson, discussing how fruit grows on tree and vine; growth -of the plants; the likeness of the plants to us; the ethical lesson.</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">PLANT SONG</p> - <div class="stanza"> -<p>O, where do you come from, berries red,</p> -<p>Nuts, apples, and plums, that hang ripe overhead,</p> -<p>Sweet, juicy grapes, with your rich purple hue,</p> -<p>Saying, “Pick us and eat us; we’re growing for you”?</p><span class="pagenum"><a name="Page_80" id="Page_80">[80]</a></span> - </div> - <div class="stanza"> -<p>O, where do you come from, bright flowers and fair,</p> -<p>That please with your colors and fragrance so rare,</p> -<p>Growing with sunshine or sparkling with dew?</p> -<p class="dbqt">“We are blooming for dear little flowers like you.”</p> - </div> - <div class="stanza"> -<p>Our roots are our mouths, taking food from the ground,</p> -<p>Our leaves are our lungs, breathing air all around;</p> -<p>Our sap, like your blood, our veins courses through—</p> -<p>Don’t you think, little children, we’re somewhat like you?</p> - </div> - <div class="stanza"> -<p>Your hearts are the soil, your thoughts are the seeds;</p> -<p>Your lives may become useful plants or foul weeds;</p> -<p>If you think but good thoughts your lives will be true,</p> -<p>For good men and women were once children like you.</p> -<p class="right">—<i>Nellie M. Brown</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write a list of the nouns in the “Plant Song.”</p> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<p>“He that is slow to anger is better than -the mighty: and he that ruleth his spirit than he that taketh a -city.”</p> - -<h5>Thursday</h5> - -<p>Write the following nursery rhyme in large letters, on -oak tag. Cut into separate words, and place the words in -envelopes, one set for<span class="pagenum"><a name="Page_81" -id="Page_81">[81]</a></span> each pupil. The pupils are to place the -words on their desks, so as to form the complete rhyme.</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Hey, diddle, diddle, the cat and the fiddle:</p> -<p class="i2">The cow jumped over the moon:</p> -<p>The little dog laughed to see such sport,</p> -<p class="i2">And the dog ran away with the spoon.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Copy the following sentences, filling the blank -spaces:</p> - -<div class="list"> -<p>This —— November.</p> - -<p>The birds are —— to the south.</p> - -<p>The leaves are —— from the trees.</p> - -<p>Thanksgiving —— this month.</p> - -<p>Winter —— soon be ——.</p> -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children copy half of the following poem in their -composition books:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WHAT THE SNOWBIRDS SAID</p> - <div class="stanza"> -<p class="dbqt">“Cheep, cheep,” said some little snow-birds,</p> -<p>As the snow came whirling down;</p> -<p class="i6">“We haven’t a nest,</p> -<p class="i6">Or a place to rest,</p> -<p>Save this oak-tree bending down.”</p><span class="pagenum"><a name="Page_82" id="Page_82">[82]</a></span> - </div> - <div class="stanza"> -<p class="dbqt">“Cheep, cheep,” said the little Wee-Wing,</p> -<p>The smallest bird of all;</p> -<p class="i6">“I have never a care,</p> -<p class="i6">In the winter air—</p> -<p>God cares for great and small.”</p> - </div> - <div class="stanza"> -<p class="dbqt">“Peep, peep,” said her father, Gray-Breast,</p> -<p class="dbqt">“You’re a thoughtless bird, my dear,</p> -<p class="i6">We all must eat,</p> -<p class="i6">And warm our feet,</p> -<p>When snow and ice are here.”</p> - </div> - <div class="stanza"> -<p class="dbqt">“Cheep, cheep,” said the little Wee-Wing,</p> -<p class="dbqt">“You are wise and good, I know;</p> -<p class="i6">But think of the fun</p> -<p class="i6">For each little one,</p> -<p>When we have ice and snow.</p> - </div> - <div class="stanza"> -<p class="dbqt">“Now I can see, from my perch on the tree,</p> -<p>The merriest, merriest sight—</p> -<p class="i6">Boys skating along</p> -<p class="i6">On the ice so strong—</p> -<p>Cheep, cheep, how merry and bright!”</p> - </div> - <div class="stanza"> -<p class="dbqt">“And I see,” said the Brownie Snow-bird,</p> -<p>A sight that is prettier far—</p> -<p class="i6">Five dear little girls,</p> -<p class="i6">With clustering curls,</p> -<p>And eyes as bright as a star.”</p> - </div> - <div class="stanza"> -<p class="dbqt">“And I,” said his brother, Bright-Eyes,</p> -<p class="dbqt">“See a man of ice and snow;</p> -<p class="i6">He wears a queer hat,</p> -<p class="i6">His large nose is flat—</p> -<p>The little boys made him, I know.”</p><span class="pagenum"><a name="Page_83" id="Page_83">[83]</a></span> - </div> - <div class="stanza"> -<p class="dbqt">“I see some sleds,” said Mother Brown,</p> -<p class="dbqt">“All filled with girls and boys;</p> -<p class="i6">They laugh and sing,</p> -<p class="i6">Their voices ring,</p> -<p>And I like the cheerful noise.”</p> - </div> - <div class="stanza"> -<p>Then the snow-birds all said, “Cheep and chee,</p> -<p>Hurrah for ice and snow;</p> -<p class="i6">For the girls and boys,</p> -<p class="i6">Who drop us crumbs,</p> -<p>As away to their sport they go!</p> - </div> - <div class="stanza"> -<p class="dbqt">“Hurrah for the winter, clear and cold,</p> -<p>When the dainty snowflakes fall!</p> -<p class="i6">We will sit and sing,</p> -<p class="i6">On our oaken swing,</p> -<p>For God takes care of us all!”—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Have the children copy the rest of the poem, “What the -Snowbirds Said.”</p> - -<h5>Wednesday</h5> - -<p>Write a list of the nouns in the poem.</p> - -<h5>Thursday</h5> - -<p>Write a list of the verbs in the poem.</p> - -<h5>Friday</h5> - -<p>Write five sentences, telling what the birds said.</p> - -<p><span class="pagenum"><a name="Page_84" -id="Page_84">[84]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Have the pupils tell you the story of Thanksgiving.</p> - -<h5>Tuesday</h5> - -<p>Have each child write about something that will be found on the -Thanksgiving table, and have the others guess what is described: as -pepper, salt, vinegar, bread, sugar, apples, etc.</p> - -<h5>Wednesday</h5> - -<p>Story for reproduction:</p> - -<p class="center">THE GRUMBLING SNOWFLAKE</p> - -<div class="blockquot"> - -<p>The snowflakes were told to go down to the earth to keep it warm. -All were glad to go except one. This little snowflake grumbled while -the others were getting ready.</p> - -<p>“What is the use of going down to that great -place?” he said. “I should be glad to keep the plants from -freezing, but I never can. I am too small. I could not even cover one -speck of that great earth. However, if all the rest of the snowflakes -are going, I suppose I shall have to go, too.”</p> - -<p>The snowflakes had great fun as they fell. They danced and played, -and they laughed when they thought they were going to be useful in the -great world.</p> - -<p><span class="pagenum"><a name="Page_85" -id="Page_85">[85]</a></span></p> - -<p>But the grumbling snowflake said, “If I were bigger, I might -be of some use!”</p> - -<p>One little snowflake reached the earth, and then another. Last of -all, the grumbling snowflake came down, too, but he did not see the -brown earth. It was all covered with a white snow-blanket.</p> - -<p>Every little flake had covered a tiny bit of the brown earth, until -the ground was all covered up for the winter.</p> - -<p>“I was wrong,” said the grumbling snowflake. “I -will not grumble again.”—<i>Adapted</i></p></div> - -<p>Have the pupils reproduce the story orally.</p> - -<h5>Thursday</h5> - -<p>Have the pupils rewrite the story of the grumbling snowflake, in -their own words.</p> - -<h5>Friday</h5> - -<p>Write a letter to a cousin, telling why you like November.</p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Pass around well-known pictures, if possible, have as many -different pictures as there are children. Have each pupil describe his -picture.</p> - -<p><span class="pagenum"><a name="Page_86" -id="Page_86">[86]</a></span></p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">EVENING HYMN</p> - <div class="stanza"> -<p>Now the day is over,</p> -<p class="i2">Night is drawing nigh,</p> -<p>Shadows of the evening</p> -<p class="i2">Steal across the sky.</p> - </div> - <div class="stanza"> -<p>Now the darkness gathers,</p> -<p class="i2">Stars begin to peep,</p> -<p>Birds and beasts and flowers</p> -<p class="i2">Soon will be asleep.</p> -<p class="right">—<i>S. Baring-Gould</i></p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Original composition, on the signs of coming winter. What signs can -be seen in the fields? What about the grass? The leaves? The sky? The -birds? The cold?</p> - -<h5>Thursday</h5> - -<p>To be read, for written reproduction:</p> - -<p class="center">THE WONDERFUL TRAVELING CLOAK</p> - -<div class="blockquot"> - -<p>One day a little old woman in gray visited Prince -Dolor. She gave him a present.</p> - -<p>“What is this?” he asked, as he untied the many -knots.</p> - -<p><span class="pagenum"><a name="Page_87" id="Page_87">[87]</a></span></p> - -<p>“It is a traveling cloak,” she answered.</p> - -<p>“Oh,” said the little prince, “I never go traveling. -Sometimes nurse hoists me on a parapet, but I never -go farther than that.”</p> - -<p>“But this is not an ordinary cloak,” said his godmother. -“It is a wonderful cloak. It will take you -anywhere you wish to go. From it you may see anything -you wish to see.”</p> - -<p>“But how can I get out of the tower?” he asked.</p> - -<p>“Open the skylights,” she said, “then sit in the -middle of the cloak. Say your charm and out you -will float through the blue sky on your wonderful -cloak.”—<cite>From “The Little Lame Prince.”</cite></p> - -</div> - -<h5>Friday</h5> - -<p>Letters of introduction may be sent by mail, or be presented by the -person introduced. In the latter case, the letter is never sealed. The -envelope is addressed in the usual way, but in the lower left-hand -corner is written, “Introducing Mr. Smith, or Miss Smith,” -as the case may be.</p> - -<p>Write the above on the blackboard. Have the pupils look up in -the dictionary, and write out definitions of the following words: -Introduction, presented, person, latter, addressed, usual, way.</p> - -<p><span class="pagenum"><a name="Page_88" id="Page_88">[88]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write sentences containing the irregular verbs <i>go</i>, <i>went</i>, <i>gone</i>, -<i>see</i>, <i>saw</i>, <i>seen</i>, <i>am</i>, <i>was</i>, <i>been</i>.</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Hail to the merry harvest time,</p> -<p class="i2">The gayest of the year:</p> -<p>The time of rich and bounteous crops,</p> -<p class="i2">Rejoicing and good cheer.</p> -<p class="right">—<i>Charles Dickens</i></p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Exercise for clearness of enunciation. Have the following read -aloud by every child in turn, each word and syllable to be enunciated -clearly.</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE OWL</p> - <div class="stanza"> -<p>In the hollow tree, in the old gray tower,</p> -<p class="i2">The spectral owl doth dwell;</p> -<p>Dull, hated, despised, in the sunshine hour,</p> -<p class="i2">But at dusk he’s abroad and well:</p> -<p>Not a bird of the forest e’er mates with him;</p> -<p class="i2">All mock him outright by day;</p> -<p>But at night, when the woods grow still and dim,</p> -<p class="i2">The boldest will shrink away.</p> -<p>O, when the night falls, and roosts the fowl,</p> -<p class="i2">Then, then is the reign of the horned owl!</p> -<p class="right">—<i>Barry Cornwall</i></p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_89" id="Page_89">[89]</a></span></p> - -<h5>Thursday</h5> - -<p>Selection to be memorized:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>He prayeth best, who loveth best</p> -<p class="i2">All things both great and small,</p> -<p>For the dear Lord who loveth us,</p> -<p class="i2">He made and loveth all.—<i>Coleridge</i></p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Write a letter of introduction for one of your classmates, to be -addressed to the principal of the school, or the chairman of the -committee of the school district.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Story for written reproduction:</p> - -<p class="center">THE INDIAN CHILDREN</p> - -<div class="blockquot"> - -<p>Bright Eyes and Fawn Foot were two little Indian children. They -lived in an Indian village near a swift river.</p> - -<p>All the people of this village belonged to one family or tribe. The -bravest man was the chief. He had the finest wigwam.</p> - -<p>One day the Indians moved from the village to a place in the woods. -Here they hoped to find game to live on through the winter.</p> - -<p>Little Fawn Foot helped her mother when they<span -class="pagenum"><a name="Page_90" id="Page_90">[90]</a></span> moved. -Bright Eyes was carried on his mother’s back. He was too small to -help.</p> - -<p>When warm weather came they all moved back to the village.</p> - -<p>Outline: The Indian children and their home. The tribe. -The removal. Fawn Foot and Bright Eyes at the moving. The -return.—<i>Selected</i></p> - -</div> - -<h5>Tuesday</h5> - -<p>Write a list of the adjectives in the story, “The Indian -children”; a list of the nouns; a list of the verbs.</p> - -<h5>Wednesday</h5> - -<p>Write what you see in Boughton’s picture, “The Return of -the Mayflower.”</p> - -<h5>Thursday</h5> - -<p>Write about an imaginary journey from London, England, to Boston. -How long does it take to cross the ocean? What is the deck of a -steamship? What is a stateroom like?</p> - -<h5>Friday</h5> - -<p>Write an advertisement asking for a position for yourself.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<p><span class="pagenum"><a name="Page_91" id="Page_91">[91]</a></span></p> - -<p class="center">THE GRAINS OF WHEAT</p> - -<div class="blockquot"> - -<p>Some grains of wheat lived in a sack. It was so dark that they all -went to sleep.</p> - -<p>At last the sack was moved. The grains of wheat awoke. They heard -some one say, “Take this sack to the mill.”</p> - -<p>The grains of wheat had a long ride. When they reached the mill a -man put them into a hopper. The grains of wheat were crushed between -two stones.</p> - -<p class="right">—<i>Selected</i></p></div> - -<h5>Tuesday</h5> - -<p>Rewrite in your own words, the story of “The Grains of -Wheat.”</p> - -<h5>Wednesday</h5> - -<p>Write a letter to a friend, telling where wheat grows, how it grows, -how flour is made, and how the flour is used.</p> - -<h5>Thursday</h5> - -<p>Describe how fire-drills are conducted in your school.</p> - -<h5>Friday</h5> - -<p>Talk about the coming of winter, and the indications that are -apparent at this time.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_92" id="Page_92">[92]</a></span></p> - -<h2>DECEMBER</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Story, to be told to the children, and retold by them:</p> - -<p class="center">THE WOODPECKER</p> - -<div class="blockquot"> - -<p>An old lady lived on a hill.</p> - -<p>She was very small, and she always wore a black dress and a large -white apron with big bows behind.</p> - -<p>On her head she wore the queerest little red bonnet that you ever -saw.</p> - -<p>The little old lady grew very selfish as the years went by. People -said this was because she thought of no one but herself.</p> - -<p>One morning as she was baking cakes, a tired, hungry old man came up -to her door.</p> - -<p>“My good woman,” said he, “will you -give me one of your cakes? I am very hungry. I have no money, but -whatever you first wish for you shall have.”</p> - -<p>The old lady looked at her cakes and thought that they were too -large to give away. So she broke off a small bit of dough and put it -into the oven to bake.</p> - -<p>When it was done she thought that this one was too nice and -brown for a beggar. So she baked a smaller<span class="pagenum"><a -name="Page_93" id="Page_93">[93]</a></span> cake, and then a still -smaller one, but each came out of the oven as nice and as brown as the -first.</p> - -<p>At last she took a piece of dough as small as the head of a pin. -Even this, when it was baked, was as large and as fine as the others. -So the old lady put all the cakes on the shelf and offered the old man -a crust of dry bread.</p> - -<p>The old man only looked at her, and before the old lady could wink, -he was gone.</p> - -<p>The old lady thought a great deal about what she had done. She knew -it was very wrong.</p> - -<p>“I wish I were a bird,” she said; “I -would fly to him with the largest cake I have.”</p> - -<p>As she spoke, she felt herself growing smaller and smaller. Suddenly -the wind picked her up and carried her up the chimney.</p> - -<p>When she came out she still had on her red bonnet and black dress. -You could see her white apron with the big bows. But she was a bird, -just as she had wished to be.</p> - -<p>She was a wise bird, and at once she began to pick her food out of -the hard wood of a tree. As people saw her at work, they called her the -red-headed woodpecker.</p> - -</div> - -<h5>Tuesday</h5> - -<p>Have the children tell the story of the red-headed woodpecker.</p> - -<h5>Wednesday</h5> - -<p>Have the children play the story of the woodpecker as a game.</p> - -<p><span class="pagenum"><a name="Page_94" -id="Page_94">[94]</a></span></p> - -<h5>Thursday</h5> - -<p>Write the word <i>woodpecker</i>.</p> - -<h5>Friday</h5> - -<p>Write: <i>The Woodpecker has a red head.</i></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children write the words omitted:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Old —— Hubbard</p> -<p>Went to the —— board</p> -<p>To get her poor —— a bone.</p> -<p>But when she got ——,</p> -<p>The —— board was bare,</p> -<p>And so the poor —— had none.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Have the children give orally all the words they can think of that -rhyme with <i>dog</i>. Write these in a list on the blackboard, and use them -for drills in phonics.</p> - -<h5>Wednesday</h5> - -<p>Have the date and the word <i>December</i> written by the children.</p> - -<p><span class="pagenum"><a name="Page_95" -id="Page_95">[95]</a></span></p> - -<h5>Thursday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WHAT MAKES CHRISTMAS</p> - <div class="stanza"> -<p>Little wishes on white wings,</p> -<p>Little gifts—such tiny things—</p> -<p>Just one little heart that sings,</p> -<p>Make a Merry Christmas.</p> -<p class="right">—<i>Dorothy Howe</i></p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Have the children write: <i>Merry Christmas.</i></p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>To be recited by the teacher and acted out -by the children, as a game:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WHEN SANTA CLAUS COMES</p> - <div class="stanza"> -<p>Merrily, merrily, merrily, O,</p> -<p>The reindeer prances across the snow;</p> -<p>We hear their tinkling silver bells,</p> -<p>Whose merry music softly tells</p> -<p>Old Santa Claus is coming.</p> - </div> - <div class="stanza"> -<p>Merrily, merrily, merrily, O,</p> -<p>The evergreens in the woodland grow;</p> -<p>They rustle gently in the breeze;</p> -<p>O, don’t you think the Christmas trees</p> -<p>Know Santa Claus is coming?</p><span class="pagenum"><a name="Page_96" id="Page_96">[96]</a></span> - </div> - <div class="stanza"> -<p>Merrily, merrily, merrily, O,</p> -<p>We’ve hung our stockings in a row;</p> -<p>Into our beds we softly creep,</p> -<p>Just shut our eyes and go to sleep—</p> -<p>And wait—for Santa Claus is coming.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Story for oral reproduction:</p> - -<p class="center">BABY BUNTING’S FIRST CHRISTMAS</p> - -<div class="blockquot"> - -<p>Baby Bunting was ten months old before she had a Christmas. When the -first Christmas came, she didn’t know what it meant. When she -saw the tree all covered with candles and apples and little baskets -of candy, she smiled, and then laughed, and then crowed out loud. She -shook her fat hands at the pretty sight, while Father and Mother and -Sister Nora danced around her baby carriage.</p> - -<p>Then they began to take the presents off the tree. There was a fine -clock for Mother and a pair of slippers for Father. Sister Nora had a -beautiful doll.</p> - -<p>Baby Bunting herself had a warm little muff, some dainty socks, a -pair of baby shoes, some picture books, and so many presents besides -that it would take too long to tell about them all.</p> - -<p>Sister Nora was happy with her big wax doll. She named her Sally -Bunting, and brought her to the carriage to make a call on her sister -Baby Bunting.</p> - -<p>Baby was so pleased at this, that she almost talked. It seemed to -Nora as if she really did talk to Sally. Perhaps Sally, the baby doll, -could hear this talk better than anyone else.</p> - -<p><span class="pagenum"><a name="Page_97" -id="Page_97">[97]</a></span></p> - -<p>I am sure Baby Bunting was saying that this was the best Christmas -she had seen in ten months.</p> - -<p class="right">—<i>Adapted</i></p> - -</div> - -<h5>Wednesday</h5> - -<p>Have the children tell the story of “Baby Bunting’s -First Christmas.”</p> - -<h5>Thursday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">CHRISTMAS SECRETS</p> - <div class="stanza"> -<p>Secrets big and secrets small,</p> -<p class="i2">On the eve of Christmas.</p> -<p>Such keen ears has every wall,</p> -<p>That we whisper, one and all,</p> -<p class="i2">On the eve of Christmas.</p> - </div> - <div class="stanza"> -<p>Secrets upstairs, secrets down,</p> -<p class="i2">On the eve of Christmas.</p> -<p>Papa brings them from the town,</p> -<p>Wrapped in papers, stiff and brown,</p> -<p class="i2">On the eve of Christmas.</p> - </div> - <div class="stanza"> -<p>But the secret best of all,</p> -<p class="i2">On the eve of Christmas,</p> -<p>Steals right down the chimney tall,</p> -<p>Fills our stockings one and all,</p> -<p class="i2">On the eve of Christmas.</p> -<p class="right">—<i>Alice E. Allen</i></p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_98" -id="Page_98">[98]</a></span></p> - -<h5>Friday</h5> - -<p>Help the children to learn “Christmas Secrets.”</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Let the children play, as a game, “Christmas -Secrets.”</p> - -<h5>Tuesday</h5> - -<p>Continue learning the poem. Have the children write: <i>Secrets big -and secrets small</i>.</p> - -<h5>Wednesday</h5> - -<p>Have each child name something that he would like or that he had for -Christmas. Write these in a list on the blackboard, the simplest of -them to be read afterwards by the little folks.</p> - -<h5>Thursday</h5> - -<p>Talk about what the children did on Christmas Day.</p> - -<h5>Friday</h5> - -<p>Talk with the children about winter; the close of the old year, and -the coming of the new year.</p> - -<p><span class="pagenum"><a name="Page_99" -id="Page_99">[99]</a></span></p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Sing soft! sing low!</p> -<p>The time of the snow</p> -<p class="i2">Is December.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Talk about the beginning of winter. What is the first month of -winter? What are the three winter months? What was the month before -December? What are the three autumn months? What season follows winter? -What are the three spring months? What season follows spring? What are -the three summer months? How many days are there in December?</p> - -<h5>Wednesday</h5> - -<p>For drill in phonics, or for clear enunciation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>There was a man and his name was Pat,</p> -<p>He had a wife and her name was Mat;</p> -<p>He had a rat and she had a cat;</p> -<p>The cat was Mat’s and the rat was Pat’s.</p> -<p class="i6">They all lived together,</p> -<p class="i6">In all kinds of weather,</p> -<p class="i6">Pat’s rat and Mat’s cat,</p> -<p class="i6">Cat, rat, Mat and Pat.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_100" id="Page_100">[100]</a></span></p> - -<h5>Thursday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">A CHRISTMAS VISIT</p> - <div class="stanza"> -<p>When the children sound are sleeping,</p> -<p class="i2">And the night is cold and clear;</p> -<p>When the frost-elves watch are keeping,</p> -<p class="i2">Some one comes our hearts to cheer.</p> -<p>Fast he drives his reindeer prancing;</p> -<p class="i2">No one hears his sleigh-bells ring,</p> -<p>No one sees him soft advancing,</p> -<p class="i2">No one knows what he will bring.</p> - </div> - <div class="stanza"> -<p>He’s a jolly soul, and merry,</p> -<p class="i2">With his cheeks an autumn hue,</p> -<p>And his nose is like a cherry</p> -<p class="i2">While he’s looking round for you.</p> -<p>If he hears a child awaking,</p> -<p class="i2">Quickly then he slips from sight,</p> -<p>But if all a nap are taking</p> -<p class="i2">Then he works away till light.</p> - </div> - <div class="stanza"> -<p>Once a boy who was not sleeping,</p> -<p class="i2">On Christmas morn stole through the hall;</p> -<p>Slow and silent he went creeping,</p> -<p class="i2">But no stocking found at all.</p> -<p>And a girl who tiptoed, peeping</p> -<p class="i2">Into rooms, and up the stair,</p> -<p>In the morning they found weeping,</p> -<p class="i2">For no Santa had been there.</p> - </div> - <div class="stanza"> -<p>So, when merry folk you’re greeting,</p> -<p class="i2">And you long to strip your tree,</p> -<p>When old Santa you’d be meeting,</p><span class="pagenum"><a name="Page_101" id="Page_101">[101]</a></span> -<p class="i2">Wait, nor hurry down to see;</p> -<p>For if you should hunt him early,</p> -<p class="i2">Maybe he’d not come next year;</p> -<p>He would be so cross and surly</p> -<p class="i2">That he’d pass your house, I fear.</p> -<p class="right">—<i>Mabel L. Gray</i></p> - </div> - </div> -</div> - -<p>Have the first two stanzas copied by the children.</p> - -<h5>Friday</h5> - -<p>Have the children copy the second two stanzas of “A Christmas -Visit.”</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Pupils learn first stanza of “A Christmas Visit.”</p> - -<h5>Tuesday</h5> - -<p>Pupils learn second stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Pupils learn third stanza of the poem.</p> - -<h5>Thursday</h5> - -<p>Pupils learn fourth stanza of the poem.</p> - -<h5>Friday</h5> - -<p>Have the pupils recite the entire poem in concert.</p> - -<p><span class="pagenum"><a name="Page_102" -id="Page_102">[102]</a></span></p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Pupils write a list of the naming words (nouns) in “A -Christmas Visit.”</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>All that’s great and good is done done—</p> -<p class="i2">Just by trying.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Story for reproduction:</p> - -<p class="center">THE SUNBEAMS</p> - -<div class="blockquot"> - -<p>The Sun was up.</p> - -<p>The sky in the east had told that he was on the way, for it had -turned red and gold as he came near. He looked down on the earth, and -there was a new day. So he sent out his beams to wake everybody from -sleep.</p> - -<p>A beam came to the little birds in the trees, and they rose at once. -They flew about, singing as loudly as they could.</p> - -<p>Then a beam came and waked the rabbit. He gave his eyes a rub and -ran out into the green field to eat grass.</p> - -<p>Another beam came into the hen-house. The rooster flapped his wings -and crowed. The hens flew into the yard to see what they could find to -eat.</p> - -<p>A beam came to the beehive. A bee came out of<span -class="pagenum"><a name="Page_103" id="Page_103">[103]</a></span> the -hive. He flew off to the fields to drink honey from the flowers.</p> - -<p>The beam that came to Johnny’s bed awakened Johnny, but the -boy would not get up. He went to sleep once more, though all the -animals were up, and hard at work.—<i>Adapted</i></p></div> - -<h5>Thursday</h5> - -<p>Have the children tell, in their own words, the story of “The -Sunbeams.”</p> - -<h5>Friday</h5> - -<p>Children write five sentences, telling what the sunbeams did.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Talk with the little folks about Christmas, its meaning, and the -beauty of giving.</p> - -<h5>Tuesday</h5> - -<p>Have each child write three things he would like for Christmas.</p> - -<h5>Wednesday</h5> - -<p>Pupils tell what they did on Christmas Day.</p> - -<h5>Thursday</h5> - -<p>Talk about the year’s holidays. How many are there? What are -they?</p> - -<p><span class="pagenum"><a name="Page_104" -id="Page_104">[104]</a></span></p> - -<h5>Friday</h5> - -<p>Children write a letter to a cousin, telling what they did on -Christmas Day.</p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE WIND AND THE MOON</p> - <div class="stanza"> -<p>Said the Wind to the Moon, “I will blow you out.</p> -<p class="i10">You stare</p> -<p class="i10">In the air</p> -<p>Like a ghost in a chair,</p> -<p>Always looking what I am about;</p> -<p>I hate to be watched; I will blow you out.”</p> - </div> - <div class="stanza"> -<p>The Wind blew hard, and out went the Moon,</p> -<p class="i10">So deep,</p> -<p class="i10">On a heap</p> -<p class="i10">Of clouds, to sleep,</p> -<p>Down lay the Wind, and slumbered soon—</p> -<p>Muttering low, “I’ve done for that Moon.”</p> - </div> - <div class="stanza"> -<p>He turned in his bed; she was there again!</p> -<p class="i10">On high,</p> -<p class="i10">In the sky,</p> -<p class="i10">With her one ghost eye,</p> -<p>The Moon shone white and alive and plain,</p> -<p>Said the Wind—”I will blow you out again.”</p><span class="pagenum"><a name="Page_105" id="Page_105">[105]</a></span> - </div> - <div class="stanza"> -<p>The Wind blew hard, and the Moon grew dim,</p> -<p class="i10">With my sledge</p> -<p class="i10">And my wedge</p> -<p class="i10">I have knocked off her edge!</p> -<p>If only I blow right fierce and grim,</p> -<p>The creature will soon be dimmer than dim.</p> - </div> - <div class="stanza"> -<p>He blew and blew, and she thinned to a thread,</p> -<p class="i10">One puff</p> -<p class="i10">More’s enough</p> -<p class="i10">To blow her to snuff!</p> -<p>One good puff more where the last was bred,</p> -<p>And glimmer, glimmer, glum will go the thread!</p> - </div> - <div class="stanza"> -<p>He blew a great blast and the thread was gone;</p> -<p class="i10">In the air</p> -<p class="i10">Nowhere</p> -<p class="i10">Was a moonbeam bare;</p> -<p>Far off and harmless the shy stars shone;</p> -<p>Sure and certain the Moon was gone!</p> - </div> - <div class="stanza"> -<p>The Wind he took to his revels once more;</p> -<p class="i10">On down,</p> -<p class="i10">In town,</p> -<p class="i10">Like a merry mad clown,</p> -<p>He leaped and hallooed with whistle and war.</p> -<p>What’s that? The glimmering thread once more!</p> - </div> - <div class="stanza"> -<p>But the Moon she knew nothing about the affair,</p> -<p class="i10">For, high</p> -<p class="i10">In the sky,</p> -<p class="i10">With her one white eye,</p> -<p>Motionless, miles above the air,</p> -<p>She had never heard the great Wind blare.</p> -<p class="right">—<i>George Macdonald</i></p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_106" id="Page_106">[106]</a></span></p> - -<p>Have the first half of the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Have the rest of the poem copied.</p> - -<h5>Wednesday</h5> - -<p>Have the children commit to memory the first two stanzas of the -poem.</p> - -<h5>Thursday</h5> - -<p>Children commit to memory the second two stanzas of the poem.</p> - -<h5>Friday</h5> - -<p>Children learn the fifth and sixth stanzas of the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Children learn the seventh and eighth stanzas of “The Wind and -the Moon.”</p> - -<h5>Tuesday</h5> - -<p>Children learn the rest of the poem.</p> - -<h5>Wednesday</h5> - -<p>Children recite the entire poem.</p> - -<p><span class="pagenum"><a name="Page_107" -id="Page_107">[107]</a></span></p> - -<h5>Thursday</h5> - -<p>Children recite the poem. Write a list of the nouns in the poem.</p> - -<h5>Friday</h5> - -<p>Write a list of the doing words (verbs) in the poem.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Little fairy snowflakes,</p> -<p class="i2">Dancing in the flue;</p> -<p>Old Mr. Santa Claus,</p> -<p class="i2">What is keeping you?</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write a list of as many words rhyming with <i>time</i>, as you can think -of.</p> - -<h5>Wednesday</h5> - -<p>Conversation about Christmas.</p> - -<h5>Thursday</h5> - -<p>Write five sentences about Christmas.</p> - -<h5>Friday</h5> - -<p>Children write a list of Christmas presents suitable for a boy, a -list of presents suitable for a girl.</p> - -<p><span class="pagenum"><a name="Page_108" -id="Page_108">[108]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Story for reproduction:</p> - -<p class="center">A CLOUD STORY</p> - -<div class="blockquot"> - -<p>A long time ago, there lived a wonderful king. Each day this king -came in his golden chariot, bringing light, heat, and happiness to all -the people.</p> - -<p>Each day he passed from his palace in the east to his throne in the -west. He never missed a day, for he wanted to make sure that everyone -had a share of his gifts.</p> - -<p>For everybody, he had the birds sing and the flowers bloom. For -everybody, he showed beautiful pictures, which changed every hour.</p> - -<p>The king had many beautiful daughters. They were often called swan -maidens, because they rode upon beautiful white swans.</p> - -<p>When the swan maidens were with their father they wore soft white or -gray dresses.</p> - -<p>Sometimes the king saw that the grass was brown, or the buds were -not coming out. Then he said, “Swan maidens, who will go and work -to-day?”</p> - -<p>Almost before he was through speaking, many of them had rushed away. -Sometimes more of them came than could work upon the grass and buds.</p> - -<p>Then some of them ran off to play. But the best of them went down to -feed the roots and the worms. They worked out of sight.</p> - -<p>But they always went back to their father, the king.</p> - -<p>Now it is very hard work to catch a swan maiden on her way back -home.</p> - -<p><span class="pagenum"><a name="Page_109" -id="Page_109">[109]</a></span></p> - -<p>A boy is sure he saw one of them on a ring in the tea-kettle steam. -How many of them get away is a secret.</p> - -<p>When the king saw the flowers shiver in the fall, he called the -bravest swan maidens to him. He told them that they must go away for a -long time.</p> - -<p>Then each swan maiden put on a beautiful white dress, and came -softly down, down to earth, with a warm blanket.</p> - -<p>These blankets they spread over the flowers and seeds. Every little -flower went to sleep under the blanket.</p> - -<p>At last the king smiled, and their work was done. They slipped away -home so softly that nobody missed them, but the boys and girls who -loved the snow.</p> - -<p class="right">—<i>Adapted</i></p> - -</div> - -<h5>Tuesday</h5> - -<p>Children tell “A Cloud Story” in their own words.</p> - -<h5>Wednesday</h5> - -<p>Children write the cloud story.</p> - -<h5>Thursday</h5> - -<p>Children write five sentences about snow.</p> - -<h5>Friday</h5> - -<p>Children write what they did on Christmas -Day.</p> - -<p><span class="pagenum"><a name="Page_110" id="Page_110">[110]</a></span></p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">SWEET AND LOW</p> - <div class="stanza"> -<p>Sweet and low, sweet and low,</p> -<p class="i2">Wind of the western sea,</p> -<p>Low, low, breathe and blow,</p> -<p class="i2">Wind of the western sea!</p> -<p>Over the rolling waters go;</p> -<p>Come from the dying moon and blow,</p> -<p class="i2">Blow him again to me;</p> -<p>While my little one, while my pretty one, sleeps.</p> - </div> - <div class="stanza"> -<p>Sleep and rest, sleep and rest,</p> -<p class="i2">Father will come to thee soon.</p> -<p>Rest, rest on mother’s breast,</p> -<p class="i2">Father will come to thee soon.</p> -<p>Father will come to his babe in the nest;</p> -<p>Silver sails all out of the west,</p> -<p class="i2">Under the silver moon;</p> -<p>Sleep, my little one, sleep, my pretty one, sleep!</p> -<p class="right">—<i>Alfred Tennyson</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Pupils learn first stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Pupils learn the entire poem.</p> - -<p><span class="pagenum"><a name="Page_111" id="Page_111">[111]</a></span></p> - -<h5>Thursday</h5> - -<p>Write about the life of Alfred Tennyson.</p> - -<h5>Friday</h5> - -<p>Write in complete sentences answers to the -following questions:</p> - -<div class="list"> - -<p>How is the sea to blow?</p> - -<p>Where is the wind to go?</p> - -<p>Where is the wind to come from?</p> - -<p>What is the blowing of the wind to do?</p> - -<p>What is the baby to do?</p> - -<p>When will father come?</p> - -<p>Where is the baby to rest?</p> - -<p>Where will father come?</p> - -<p>How will father come?</p> - -</div> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a letter, addressed to Santa Claus, telling what you would -like for Christmas.</p> - -<h5>Tuesday</h5> - -<p>Write a telegram of ten words, saying that you will go to some -special place for Christmas.</p> - -<p><span class="pagenum"><a name="Page_112" -id="Page_112">[112]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write the abbreviations for the days of the week and the months of -the year.</p> - -<h5>Thursday</h5> - -<p>Have the children dramatize, in their own way:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Old King Cole</p> -<p>Was a merry old soul,</p> -<p class="i2">And a merry old soul was he.</p> -<p>He called for his pipe,</p> -<p>He called for his bowl,</p> -<p class="i2">And he called for his fiddlers three.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Beautiful hands are those that do</p> -<p>Work that is earnest and brave and true,</p> -<p>Moment by moment, the long day through.</p> - </div> - </div> -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the signs of winter.</p> - -<h5>Tuesday</h5> - -<p>Pupils write about signs of winter.</p> - -<h5>Wednesday</h5> - -<p>Write a rhyme of two lines, containing the word <i>snow</i>.</p> - -<p><span class="pagenum"><a name="Page_113" id="Page_113">[113]</a></span></p> - -<h5>Thursday</h5> - -<p>Talk about winter sports.</p> - -<h5>Friday</h5> - -<p>Write about winter sports.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>He prayeth best, who loveth best,</p> -<p class="i2">All things both great and small;</p> -<p>For the dear God who loveth us,</p> -<p class="i2">He made and loveth all.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Every child find a short quotation for some other pupil to read in -class.</p> - -<h5>Wednesday</h5> - -<p>Write letters, telling why you like Christmas.</p> - -<h5>Thursday</h5> - -<p>Write a composition on snow.</p> - -<h5>Friday</h5> - -<p>Have a spelling match.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_114" id="Page_114">[114]</a></span></p> - -<h2>JANUARY</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the new year. What is this month called? What was last -month? What is the name of the new year? What was the name of the last -year? How many days has January? What season is this? What are the -months of the winter season? What season comes after winter?</p> - -<h5>Tuesday</h5> - -<p>Write the word <i>January</i>; also the date.</p> - -<h5>Wednesday</h5> - -<p>To be taught to the children:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Sixty seconds make a minute,</p> -<p>Something sure you can learn in it;</p> -<p>Sixty minutes make an hour,</p> -<p>Work with all your might and power;</p> -<p>Twenty-four hours make a day,</p> -<p>Time enough for work and play.</p> -<p>Seven days a week will make;</p> -<p>You will learn, if pains you take.—<i>Selected</i></p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_115" id="Page_115">[115]</a></span></p> - -<h5>Thursday</h5> - -<p>Practise learning the rhyme of the day before.</p> - -<h5>Friday</h5> - -<p>Write: <i>Seven days make a week.</i></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>On Monday, when the weather is fair,</p> -<p>I always wash the clothes.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>On Tuesday I can iron them,</p> -<p>Even if it rains and snows.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>On Wednesday I do all the mending,</p> -<p>I like the mending too.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>On Thursday I receive my friends;</p> -<p>I have nothing else to do.</p> - </div> - </div> -</div> -<p><span class="pagenum"><a name="Page_116" id="Page_116">[116]</a></span></p> -<h5>Friday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Friday is the time to sweep,</p> -<p>To dust, and set things right.</p> - </div> - </div> -</div> - -<p>The teacher may recite the following to the children, then have the -entire poem of the week played as a game, with appropriate actions:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>On Saturday I always cook,</p> -<p>Then put all work from sight.</p> - </div> - <div class="stanza"> -<p>And Sunday is the day of rest;</p> -<p>I go to church dressed in my best.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Learn the names of the months, by having a procession of children -representing the various months, led by the New Year. The little folks -will enjoy the game, and will learn the names of the twelve months, -in their order, without realizing that they are doing anything but -play.</p> - -<h5>Tuesday</h5> - -<p>Story poem, to be recited (or read, if needs must) to the children, -by the teacher:</p> - -<p><span class="pagenum"><a name="Page_117" id="Page_117">[117]</a></span></p> - -<div class="poetry"> - <div class="poem"> -<p class="center">A MYSTERY</p> - <div class="stanza"> -<p>I put my coat and furs and mittens on, to go</p> -<p>With my cunning Christmas sled, out to see the pretty snow.</p> - </div> - <div class="stanza"> -<p>I made some little balls, and they looked as white and nice—</p> -<p>I tried how one would taste, but it was just as cold as ice.</p> - </div> - <div class="stanza"> -<p>I took some to the kitchen then, because I thought, you see,</p> -<p>I’d bake them just like apples—they’d be good with cream and tea.</p> - </div> - <div class="stanza"> -<p>I didn’t say a single word about it to the cook,</p> -<p>When I put them in the oven, but when she gave a look,</p> - </div> - <div class="stanza"> -<p>She stared, and held her hands up, and said: “For pity’s sake!</p> -<p>Who put this water in here, and spoiled my ginger cake?”</p> - </div> - <div class="stanza"> -<p>I couldn’t tell. It wasn’t I; but I would like to know,</p> -<p>Where did my pretty apples, that I was baking, go?</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<p>After reciting the poem, ask the children what became of the snow -apples.</p> - -<h5>Wednesday</h5> - -<p>Talk about snow; snowballs; sliding on the snow; sleighing; a snow -man.</p> - -<p><span class="pagenum"><a name="Page_118" id="Page_118">[118]</a></span></p> - -<h5>Thursday</h5> - -<p>Write: <i>I can make a snowball.</i></p> - -<h5>Friday</h5> - -<p>To be told; for the children to guess:</p> - -<p class="center">WHAT AM I?</p> - -<div class="blockquot"> - -<p>I live in a hole just above somebody’s chin. I have to stay -there, for I am fastened in.</p> - -<p>It is because of me that boys and girls like good things to eat. To -please me, they eat candy and fruit.</p> - -<p>It is because of me that boys and girls are often kept after school. -They forget, and use me when they ought not to.</p> - -<p>I am always wanting to taste, taste, taste. I am always wanting to -talk, talk, talk.</p> - -<p>Who can guess what I am?</p> - -</div> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Children write the words necessary to complete the following:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Jack and ——</p> -<p>Went up the ——,</p> -<p>To get a —— of water.</p> -<p>—— fell down</p> -<p>And —— his crown,</p> -<p>And —— came tumbling after.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_119" id="Page_119">[119]</a></span></p> - -<h5>Tuesday</h5> - -<p>Have the children give all the words they can that rhyme with <i>hat</i>. -Write the list on the blackboard, and use it for drill in phonics.</p> - -<h5>Wednesday</h5> - -<p>To be taught to the children:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>If you can’t be the big sun, with his cheery smile,</p> -<p>You can be the cheerful sunbeam for a little while.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Play “I am thinking of something,” using objects in the -school-room.</p> - -<h5>Friday</h5> - -<p>Have the children mention as many objects as they can think of that -are blue; green; yellow; white.</p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">LADY MOON</p> - <div class="stanza"> -<p>Lady Moon, Lady Moon, where are you roving?</p> -<p class="i10">“Over the sea.”</p> -<p>Lady Moon, Lady Moon, whom are you loving?</p> -<p class="i10">“All that love me.”</p><span class="pagenum"><a name="Page_120" id="Page_120">[120]</a></span> - </div> - <div class="stanza"> -<p>Are you not tired with roving and never</p> -<p class="i10">Resting to sleep?</p> -<p>Why look so pale and so sad, as forever</p> -<p class="i10">Wishing to weep?</p> - </div> - <div class="stanza"> -<p class="dbqt">“Ask me not this, little child, if you love me:</p> -<p class="i10">You are too bold.</p> -<p>I must obey my dear Father above me,</p> -<p class="i10">And do as I’m told.”</p> - </div> - <div class="stanza"> -<p>Lady Moon, Lady Moon, where are you roving?</p> -<p class="i10">“Over the sea.”</p> -<p>Lady Moon, Lady Moon, whom are you loving?</p> -<p class="i10">“All that love me.”</p> -<p class="right">—<i>Lord Houghton</i></p> - </div> - </div> -</div> - -<p>Have the first stanza of the poem copied and learned.</p> - -<h5>Tuesday</h5> - -<p>Have the second stanza of the poem copied and learned.</p> - -<h5>Wednesday</h5> - -<p>Have the third stanza of the poem copied and learned.</p> - -<h5>Thursday</h5> - -<p>Have the fourth stanza of the poem copied and learned.</p> - -<p><span class="pagenum"><a name="Page_121" id="Page_121">[121]</a></span></p> - -<h5>Friday</h5> - -<p>Have the poem recited, throughout.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Be kind in all you say and do,</p> -<p>That others may be kind to you.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Talk about snowflakes; if possible, showing some of the single -flakes. Where do the snowflakes come from? What becomes of them if they -are taken into a warm room? What becomes of them when they fall? What -becomes of the snow when the weather gets warm? How does the snow help -the grass and flowers? (Keeps them warm during the cold winter.) Why is -snow sometimes called a blanket?</p> - -<h5>Wednesday</h5> - -<p>Story for oral reproduction:</p> - -<p class="center">A WISE DOG</p> - -<div class="blockquot"> - -<p>One night a farmer was riding home along a lane which had walls on -both sides. Suddenly he heard his dog barking on the farther side of -the wall.</p> - -<p>The man stopped his horse and started to see what was the -matter.</p> - -<p><span class="pagenum"><a name="Page_122" -id="Page_122">[122]</a></span></p> - -<p>The night was very cold. Snow lay on the ground. Sitting on a large -stone was the farmer’s little daughter.</p> - -<p>The child had left the house and had wandered out into the -meadow.</p> - -<p>The dog had followed her, keeping close at her heels. Now he was -barking for some one to come and take the little girl home. She had -lost her way, and was crying.</p> - -<p>The father looked at the footprints in the snow. He saw that his -little daughter had walked close beside a deep hole.</p> - -<p>She had walked all the way round the hole. But the wise dog had -gone, all the time, between the little girl and the great hole.</p> - -<p>Was he not a wise dog?—<i>Adapted</i></p></div> - -<h5>Thursday</h5> - -<p>Children tell the story of the lost child and the dog.</p> - -<h5>Friday</h5> - -<p>Write three sentences about the little girl and the dog.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Supply words to fill the following blanks:</p> - -<div class="list"> - -<p>My dog Spot is ——.</p> - -<p>He eats ——.</p> - -<p>Spot can ——.</p> - -<p>When I run, Spot —— too.</p> - -</div> - -<p><span class="pagenum"><a name="Page_123" id="Page_123">[123]</a></span></p> - -<h5>Tuesday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Hearts, like doors, will ope with ease,</p> -<p class="i2">To very, very little keys;</p> -<p>And don’t forget that two of these</p> -<p class="i2">Are, “Thank you, sir,” and “If you please.”</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Write a list of ten objects to be seen in the school-room.</p> - -<h5>Thursday</h5> - -<p>Talk about bread. Who makes the bread we eat? What is it made of? -Where does the flour come from? Where does wheat grow? How does wheat -grow? How is the wheat made into flour? How is the flour made into -bread?</p> - -<h5>Friday</h5> - -<p>Write three sentences about bread.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Children write their fathers’ and mothers’ names.</p> - -<p><span class="pagenum"><a name="Page_124" id="Page_124">[124]</a></span></p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>When the cold wind blows,</p> -<p>Look out for your nose.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Talk about how we are protected from cold, by clothing and -by artificial heat. How is the school-room warmed? How are the -children’s homes warmed? Why is it unnecessary for stables to be -heated?</p> - -<h5>Thursday</h5> - -<p>A riddle for the children to guess:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>I am as black, as black can be,</p> -<p class="i6">But yet I shine.</p> -<p>My home was deep within the earth,</p> -<p class="i6">In a dark mine.</p> -<p>Years ago I was buried there,</p> -<p class="i6">And yet I hold</p> -<p>The sunshine and the heat, which warmed</p> -<p class="i6">That world of old.</p> -<p>Though black and cold I seem to be,</p> -<p class="i6">Yet I can glow.</p> -<p>Just put me on a blazing fire—</p> -<p class="right">Then you will know.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Write three sentences about coal.</p> - -<p><span class="pagenum"><a name="Page_125" id="Page_125">[125]</a></span></p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">CHILD’S EVENING PRAYER</p> - <div class="stanza"> -<p>Now the day is over,</p> -<p class="i2">Night is drawing nigh;</p> -<p>Shadows of the evening</p> -<p class="i2">Steal across the sky.</p> - </div> - <div class="stanza"> -<p>Low the darkness gathers,</p> -<p class="i2">Stars begin to peep;</p> -<p>Birds and beasts and flowers</p> -<p class="i2">Soon will be asleep.</p> - </div> - <div class="stanza"> -<p>Through the long night-watches,</p> -<p class="i2">May Thine angels spread</p> -<p>Their white wings above me,</p> -<p class="i2">Watching round my bed.</p> - </div> - <div class="stanza"> -<p>When the morn awakens,</p> -<p class="i2">Then may I arise,</p> -<p>Pure and fresh and sinless,</p> -<p class="i2">In Thy holy eyes.—<i>S. Baring-Gould</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Learn the first verse of the poem.</p> - -<p><span class="pagenum"><a name="Page_126" id="Page_126">[126]</a></span></p> - -<h5>Wednesday</h5> - -<p>Learn the rest of the poem.</p> - -<h5>Thursday</h5> - -<p>Recite the entire poem.</p> - -<h5>Friday</h5> - -<p>Write a list of the naming words (nouns) in the “Child’s -Evening Prayer.”</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the doing words (verbs), in the “Child’s -Evening Prayer.”</p> - -<h5>Tuesday</h5> - -<p>Write a letter to a playmate, telling what you did on a recent -Saturday.</p> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Boats sail on the rivers,</p> -<p class="i2">And ships sail on the seas,</p> -<p>But clouds that sail across the sky</p> -<p class="i2">Are prettier far than these.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Write five sentences about clouds.</p> - -<p><span class="pagenum"><a name="Page_127" id="Page_127">[127]</a></span></p> - -<h5>Friday</h5> - -<p>Write a list of ten objects that are blue.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Each child write eight sentences, describing some other child in the -room, telling: Color of hair, color of eyes, kind of complexion, height -(guessed at), age, costume worn, size of shoes (guessed at), and size -of gloves.</p> - -<h5>Tuesday</h5> - -<p>Write a rhyme of four lines about a dog.</p> - -<h5>Wednesday</h5> - -<p>Write a list of the objects to be seen in the school-room. Who can -write the longest list?</p> - -<h5>Thursday</h5> - -<p>Have the following poem copied:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WINTER EVENING</p> - <div class="stanza"> -<p>What way does the wind come? Which way does he go?</p> -<p>He rides over the water, and over the snow,</p> -<p>Through wood, and through vale; and o’er rocky height,</p> -<p>Which the great cannot climb, takes his sounding flight;</p><span class="pagenum"><a name="Page_128" id="Page_128">[128]</a></span> - </div> - <div class="stanza"> -<p>He tosses about in every bare tree,</p> -<p>As, if you look up, you may plainly see;</p> -<p>But how he will come, and whither he goes,</p> -<p>There’s never a scholar anywhere knows.</p> - </div> - <div class="stanza"> -<p>He will suddenly stop in a cunning nook,</p> -<p>And ring a sharp ’larum; but, if you should look,</p> -<p>There’s nothing to see but a cushion of snow,</p> -<p>Round as a pillow, and whiter than milk,</p> -<p>And softer than if it were covered with silk.</p> - </div> - <div class="stanza"> -<p>Sometimes he’ll hide in the cave of the rock,</p> -<p>Then whistle as shrill as a cuckoo clock.</p> -<p>Yet seek him—and what shall you find in his place?</p> -<p>Nothing but silence and empty space;</p> -<p>Save, in a corner, a heap of dry leaves,</p> -<p>That he’s left, for a bed, to beggars or thieves!</p> -<p class="right">—<i>Dorothy Wordsworth</i></p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Pupils write a list of the nouns in the poem, “Winter -Evening.”</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Pupils write a list of the verbs in the poem, “Winter -Evening.”</p> - -<h5>Tuesday</h5> - -<p>Write five sentences telling what the wind does.</p> - -<p><span class="pagenum"><a name="Page_129" -id="Page_129">[129]</a></span></p> - -<h5>Wednesday</h5> - -<p>Children find answers to the following questions, in any way they -can:</p> - -<div class="list"> - -<p>What little children wear wooden shoes?</p> - -<p>What little children wear moccasins?</p> - -<p>What little children wear shoes of fur?</p> - -<p>What children wear shoes of silk or satin?</p> - -<p>What children wear shoes of leather?</p> - -</div> - -<h5>Thursday</h5> - -<p>Write five sentences about the different kinds of shoes children -wear.</p> - -<h5>Friday</h5> - -<p>Write five sentences about the shoes you have on.</p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">SONG OF THE BROOK</p> - <div class="stanza"> -<p>I come from haunts of coot and hern,</p> -<p class="i2">I make a sudden sally,</p> -<p>And sparkle out among the fern</p> -<p class="i2">To bicker down a valley.</p><span class="pagenum"><a name="Page_130" id="Page_130">[130]</a></span> - </div> - <div class="stanza"> -<p>By thirty hills I hurry down,</p> -<p class="i2">Or slip between the ridges,</p> -<p>By twenty thorps, a little town</p> -<p class="i2">And half a hundred bridges.</p> - </div> - <div class="stanza"> -<p>Till last by Philip’s farm I flow,</p> -<p class="i2">To join the brimming river,</p> -<p>For men may come and men may go,</p> -<p class="i2">But I go on forever.</p> - </div> - <div class="stanza"> -<p>I chatter over stony ways,</p> -<p class="i2">In little sharps and trebles,</p> -<p>I bubble into eddying bays,</p> -<p class="i2">I babble on the pebbles.</p> - </div> - <div class="stanza"> -<p>With many a curve my banks I fret</p> -<p class="i2">By many a field and fallow,</p> -<p>And many a fairy foreland set</p> -<p class="i2">With willow weed and mallow.</p> - </div> - <div class="stanza"> -<p>I chatter, chatter, as I flow</p> -<p class="i2">To join the brimming river;</p> -<p>For men may come and men may go,</p> -<p class="i2">But I go on forever.</p> - </div> - <div class="stanza"> -<p>I wind about, and in and out,</p> -<p class="i2">With here a blossom sailing,</p> -<p>And here and there a lusty trout,</p> -<p class="i2">And here and there a grayling.</p> - </div> - <div class="stanza"> -<p>And here and there a foamy flake</p> -<p class="i2">Upon me, as I travel,</p> -<p>With many a silvery water-break,</p> -<p class="i2">Above the golden gravel.</p><span class="pagenum"><a name="Page_131" id="Page_131">[131]</a></span> - </div> - <div class="stanza"> -<p>And draw them all along, and flow</p> -<p class="i2">To join the brimming river,</p> -<p>For men may come and men may go,</p> -<p class="i2">But I go on forever.</p> - </div> - <div class="stanza"> -<p>I steal by lawns and grassy plots,</p> -<p class="i2">I slide by hazel covers;</p> -<p>I move the sweet forget-me-nots</p> -<p class="i2">That grow for happy lovers.</p> - </div> - <div class="stanza"> -<p>I slip, I slide, I gloom, I glance</p> -<p class="i2">Among my skimming swallows;</p> -<p>I make the melted sunbeams glance</p> -<p class="i2">Against my sandy shallows.</p> - </div> - <div class="stanza"> -<p>I murmur under moon and stars</p> -<p class="i2">In brambly wildernesses;</p> -<p>I linger by my shingly bars—</p> -<p class="i2">I loiter round my cresses.</p> - </div> - <div class="stanza"> -<p>And out again I curve and flow</p> -<p class="i2">To join the brimming river,</p> -<p>For men may come and men may go,</p> -<p class="i2">But I go on forever.—<i>Alfred Tennyson</i></p> - </div> - </div> -</div> - -<p>Have the first six stanzas of the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Have the rest of the poem copied.</p> - -<h5>Wednesday</h5> - -<p>Pupils commit to memory the first three stanzas of the poem.</p> - -<p><span class="pagenum"><a name="Page_132" -id="Page_132">[132]</a></span></p> - -<h5>Thursday</h5> - -<p>Commit to memory the second three stanzas of the poem.</p> - -<h5>Friday</h5> - -<p>Commit to memory the third three stanzas of the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Commit to memory the rest of the poem.</p> - -<h5>Tuesday</h5> - -<p>Recite the entire poem.</p> - -<h5>Wednesday</h5> - -<p>Study up the life of Alfred Tennyson.</p> - -<h5>Thursday</h5> - -<p>Answer the following questions:</p> - -<div class="list"> - -<p>Where does the brook come from?</p> - -<p>What is a “coot”? (See dictionary.)</p> - -<p>What is a “hern”? (See dictionary.)</p> - -<p>What does the brook do among the ferns?</p> - -<p>What is meant by the brook’s “bickering”?</p> - -<p>How does the brook come down by thirty hills?</p> - -<p>What is meant by the brook’s “slipping” between -the ridges?</p> - -<p>What is a “thorp”?</p> - -</div> - -<p><span class="pagenum"><a name="Page_133" -id="Page_133">[133]</a></span></p> - -<h5>Friday</h5> - -<p>Answer the following questions:</p> - -<div class="list"> - -<p>What is meant by a “brimming river”?</p> - -<p>How does the brook join the river?</p> - -<p>How does the brook go on forever?</p> - -<p>How does the brook get the water to keep on flowing forever?</p> - -<p>What is meant by the brook’s “chattering”?</p> - -<p>What causes the noises of the brook?</p> - -<p>What are “sharps and trebles”?</p> - -<p>What is an “eddying bay”? What is an eddy?</p> - -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Answer the following questions:</p> - -<div class="list"> - -<p>What is the meaning of “fret”?</p> - -<p>How does the brook fret the banks with its curves?</p> - -<p>What is a “foreland”?</p> - -<p>What is “willow-weed”?</p> - -<p>What is “mallow”?</p> - -<p>What makes the brook wind about?</p> - -<p>How do blossoms happen to be sailing on the water?</p> - -<p>Whereabouts in the brook do the trout stay?</p> - -<p>What is a “grayling”?</p> - -</div> - -<p><span class="pagenum"><a name="Page_134" id="Page_134">[134]</a></span></p> - -<h5>Tuesday</h5> - -<p>Answer the following questions:</p> - -<div class="list"> - -<p>What is a “water-break”?</p> - -<p>What is “gravel”?</p> - -<p>Why is the gravel called golden?</p> - -<p>What are some of the things that the brook carries along to the -river?</p> - -<p>What is meant by “hazel covers”?</p> - -<p>Why are the forget-me-nots said to “grow for happy -lovers”?</p> - -</div> - -<h5>Wednesday</h5> - -<p>Answer the following questions:</p> - -<div class="list"> - -<p>How does the brook go?</p> - -<p>What is meant by “skimming” swallows?</p> - -<p>What makes the sunbeam in the woods “netted”?</p> - -<p>What is a “shallow”?</p> - -<p>How does the brook murmur?</p> - -<p>What is a “bramble”?</p> - -<p>What are “cresses”? Where do they grow?</p> - -</div> - -<p><span class="pagenum"><a name="Page_135" id="Page_135">[135]</a></span></p> - -<h5>Thursday</h5> - -<p>Write in a list all the verbs in the poem.</p> - -<h5>Friday</h5> - -<p>Write a list of all the adjectives in the poem.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write a composition on brooks.</p> - -<h5>Tuesday</h5> - -<p>Talk about brooks, rivers, and the ocean.</p> - -<h5>Wednesday</h5> - -<p>Write a rhyme of four lines about a river.</p> - -<h5>Thursday</h5> - -<p>Each pupil find and repeat in class a quotation about a brook, a -river, or the ocean.</p> - -<h5>Friday</h5> - -<p>Play, “My ship came from China, and it brought to -me.”</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_136" id="Page_136">[136]</a></span></p> - -<h2>FEBRUARY</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the new month. What is this month? What was last month? -What month follows February? What season is this? What are the three -months of the winter season? What season follows winter? What are the -three months of the spring season? What season follows spring? What -season follows summer?</p> - -<h5>Tuesday</h5> - -<p>To be taught to the children:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Red, white, and blue is our country’s flag,</p> -<p class="i2">Flag of the brave and free;</p> -<p>Red, white and blue, where’er you go,</p> -<p class="i2">Is the flag for you and me.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Talk about the flag. How many colors has our flag? What are -they? How many red<span class="pagenum"><a name="Page_137" -id="Page_137">[137]</a></span> stripes are there? How many white -stripes? Where is the blue of the flag? What is there on the blue? -Count the stars. How many stars are there?</p> - -<h5>Thursday</h5> - -<p>Tell the story of Betsy Ross, and the making of the first United -States flag.</p> - -<h5>Friday</h5> - -<p>Have the children repeat to you the story of Betsy Ross and the -flag. Have the flag salute given. In case the children are not familiar -with it, here is the salute usually given:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p class="dbqt">“We give our heads, our hearts, and our hands to our country.</p> -<p>One country, one language, one flag.”</p> - </div> - </div> -</div> - -<p>During the salute, the flag should be held, unfurled, by some one -facing the class. The children point with the right hands to their -heads and their hearts. At the words, “our hands,” both -hands should be extended. At the words “one flag,” the -right hand only is extended.</p> - -<p><span class="pagenum"><a name="Page_138" id="Page_138">[138]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Tell stories of the boyhood of Abraham Lincoln.</p> - -<h5>Tuesday</h5> - -<p>Talk about Lincoln’s boyhood, allowing the children to tell -you the stories which they heard the day before.</p> - -<h5>Wednesday</h5> - -<p>Talk about St. Valentine’s Day. What do we give on that day? -To whom do we give valentines? (To those we love.)</p> - -<h5>Thursday</h5> - -<p>Tell the story of good St. Valentine.</p> - -<h5>Friday</h5> - -<p>Have the children repeat to you the story of St. Valentine.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Tell the story of Washington and the hatchet. Remember that, old and -stale as the story may be to you, it is new once to every child.</p> - -<p><span class="pagenum"><a name="Page_139" -id="Page_139">[139]</a></span></p> - -<h5>Tuesday</h5> - -<p>Play, as a game, Washington and his hatchet.</p> - -<h5>Wednesday</h5> - -<p>Tell the story of Washington as a general; how he led the armies -that fought to make our country free. Tell about his birthday, February -22, and how we celebrate it, in memory of what he did for us.</p> - -<h5>Thursday</h5> - -<p>Write: <i>George Washington, the father of his country</i>.</p> - -<h5>Friday</h5> - -<p>Write: <i>We live in the United States.</i></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>To be taught to the children:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Rainy days and sunny days,</p> -<p class="i2">What difference makes the weather,</p> -<p>When little hearts are full of love,</p> -<p class="i2">And all are glad together.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Tell the children the story of “The Three Bears.”</p> - -<p><span class="pagenum"><a name="Page_140" -id="Page_140">[140]</a></span></p> - -<h5>Wednesday</h5> - -<p>Have the children tell you the story of “The Three -Bears.”</p> - -<h5>Thursday and Friday</h5> - -<p>Play the story of “The Three Bears,” as a game.</p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE SHORTEST MONTH</p> - <div class="stanza"> -<p>Will the winter never be over,</p> -<p class="i2">Will the dark days never go?</p> -<p>Must the buttercup and the clover</p> -<p class="i2">Be always under the snow?</p> - </div> - <div class="stanza"> -<p>Ah, lend me your little ear, love,</p> -<p class="i2">Hark! ’tis a beautiful thing;</p> -<p>The dreariest month of the year, love,</p> -<p class="i2">Is shortest and nearest to spring.</p> -<p class="right">—<i>A. D. T. Whitney</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Teach the poem to the children.</p> - -<p><span class="pagenum"><a name="Page_141" id="Page_141">[141]</a></span></p> - -<h5>Wednesday</h5> - -<p>Supply words to fill the blank spaces in the following:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>The Queen of ——,</p> -<p>She made some ——.</p> -<p>All on a summer’s ——.</p> -<p>The —— of hearts,</p> -<p>He stole those ——,</p> -<p>And quickly —— away.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Story for reproduction:</p> - -<p class="center">LINCOLN’S FIRST DOLLAR</p> - -<div class="blockquot"> - -<p>When Abraham Lincoln was a boy he went down the river in a boat to -carry a load of truck to market. He stood by the river bank, after he -had sold his bacon and vegetables. A steamboat was coming down the -river.</p> - -<p>Two men who wished to go on board the steamer asked Abraham to row -them out. He did so, and as they climbed on board they left in his hand -two half dollars.</p> - -<p>It was the first money he had ever earned, and Abraham was a very -proud, happy boy.</p></div> - -<h5>Friday</h5> - -<p>Children tell the story of Abraham Lincoln’s first money.</p> - -<p><span class="pagenum"><a name="Page_142" -id="Page_142">[142]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Teach the following poem to the children:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">NED’S CHOICE</p> - <div class="stanza"> -<p>She has not rosy cheeks,</p> -<p class="i2">Nor eyes that brightly shine,</p> -<p>Nor golden curls, nor teeth like pearls,</p> -<p class="i2">This Valentine of thine;</p> -<p>But, oh! she’s just the dearest,</p> -<p class="i2">The truest and the best,</p> -<p>And one more kind you will not find</p> -<p class="i2">In many a long day’s quest.</p> - </div> - <div class="stanza"> -<p>Her cheeks are faded now,</p> -<p class="i2">Her dear old eyes are dim;</p> -<p>Her hair’s like snow, her steps are slow,</p> -<p class="i2">Her figure isn’t trim;</p> -<p>But, oh! and, oh! I love her,</p> -<p class="i2">This grandmamma of mine;</p> -<p>I wish that she for years may be</p> -<p class="i2">My own dear Valentine.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write three sentences about your grandmother if you have one; if -not, about your mother.</p> - -<h5>Wednesday</h5> - -<p>Valentine verses, for the children to copy:</p> - -<p><span class="pagenum"><a name="Page_143" id="Page_143">[143]</a></span></p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>I wish I were the tiny cup,</p> -<p class="i2">From which you take your tea;</p> -<p>For every time you took a sip,</p> -<p class="i2">You’d give a kiss to me.</p> - </div> - <div class="stanza"> -<p>If you love me as I love you,</p> -<p>No knife can cut our love in two.</p> - </div> - <div class="stanza"> -<p class="i4">The rose is red,</p> -<p class="i6">The violet’s blue;</p> -<p class="i4">Pinks are pretty,</p> -<p class="i6">And so are you.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Write a letter, that might be sent to your mother as a valentine.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>’Twas a tortoise,</p> -<p class="i2">All yellow and black;</p> -<p>He walked away,</p> -<p class="i2">And never came back.—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Play “The Queen of Hearts” as a game.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of words that rhyme with <i>queen</i>.</p> - -<p><span class="pagenum"><a name="Page_144" id="Page_144">[144]</a></span></p> - -<h5>Tuesday</h5> - -<p>Tell the children the story of Washington and his colt.</p> - -<h5>Wednesday</h5> - -<p>Write five sentences about Washington.</p> - -<h5>Thursday</h5> - -<p>Tell the story of Washington crossing the Delaware.</p> - -<h5>Friday</h5> - -<p>Play, as a game, Washington and his colt, and also Washington -crossing the Delaware.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write five sentences about playing in the snow.</p> - -<h5>Tuesday</h5> - -<p>Talk about what we eat. Who likes sweet things? Who likes pickles? -Who likes meat? Who likes potatoes? Tell the children about foods that -they need to eat to be well.</p> - -<h5>Wednesday</h5> - -<p>Write a list of things that we eat.</p> - -<p><span class="pagenum"><a name="Page_145" -id="Page_145">[145]</a></span></p> - -<h5>Thursday</h5> - -<p>Talk about clothing. Why we wear woolen clothing in cold weather; -where the wool comes from; talk about sheep.</p> - -<h5>Friday</h5> - -<p>Write five sentences about clothing, and where the wool comes -from.</p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">OUR FLAG</p> - <div class="stanza"> -<p>There are many flags in many lands,</p> -<p class="i2">There are flags of every hue,</p> -<p>But there is no flag in any land,</p> -<p class="i2">Like our own Red, White, and Blue.</p> - </div> - <div class="stanza"> -<p>I know where the prettiest colors are,</p> -<p class="i2">I’m sure if I only knew</p> -<p>How to get them here, I could make a flag,</p> -<p class="i2">Of glorious Red, White, and Blue.</p> - </div> - <div class="stanza"> -<p>I could cut a piece from the evening sky,</p> -<p class="i2">Where the stars were shining through,</p> -<p>And use it just as it was on high,</p> -<p class="i2">For my Stars and field of Blue.</p><span class="pagenum"><a name="Page_146" id="Page_146">[146]</a></span> - </div> - <div class="stanza"> -<p>Then I’d want a piece of fleecy cloud,</p> -<p class="i2">And some from a rainbow bright,</p> -<p>And I’d put them together, side by side,</p> -<p class="i2">For my Stripes of Red and White.</p> - </div> - <div class="stanza"> -<p>Then “Hurrah for the Flag!” our country’s flag,</p> -<p class="i2">Its stripes, and white stars, too;</p> -<p>There is no flag in any land,</p> -<p class="i2">Like our own Red, White and Blue.—<i>Selected</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Learn the first two stanzas of the poem.</p> - -<h5>Wednesday</h5> - -<p>Learn the rest of the poem.</p> - -<h5>Thursday</h5> - -<p>Recite the entire poem.</p> - -<h5>Friday</h5> - -<p>Write a list of the nouns, and another of the verbs, in the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a four-line verse suitable for a valentine.</p> - -<h5>Tuesday</h5> - -<p>Write the story of St. Valentine.</p> - -<p><span class="pagenum"><a name="Page_147" id="Page_147">[147]</a></span></p> - -<h5>Wednesday</h5> - -<p>Talk about Lincoln.</p> - -<h5>Thursday</h5> - -<p>Write what you know about Lincoln.</p> - -<h5>Friday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Twilight and firelight,</p> -<p class="i2">Shadows come and go;</p> -<p>Merry chimes of sleighbells</p> -<p class="i2">Tinkling through the snow;</p> -<p>Mother knitting stockings</p> -<p class="i2">(Pussy’s got the ball)—</p> -<p>Don’t you think that winter’s</p> -<p class="i2">Pleasanter than all?—<i>Selected</i></p> - </div> - </div> -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write the story of Washington and the hatchet.</p> - -<h5>Tuesday</h5> - -<p>Write three sentences, telling why we should -admire Washington.</p> - -<h5>Wednesday</h5> - -<p>Tell the story of Lafayette’s part in aiding our fight for -freedom.</p> - -<p><span class="pagenum"><a name="Page_148" id="Page_148">[148]</a></span></p> - -<h5>Thursday</h5> - -<p>Write what you know of Lafayette.</p> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>God make my life a little song,</p> -<p class="i2">That comforteth the sad;</p> -<p>That helpeth others to be strong,</p> -<p class="i2">And makes the singer glad.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Story for reproduction:</p> - -<p class="center">THE ROBIN’S RED BREAST</p> - -<div class="blockquot"> - -<p>Long ago, in the far north, where it is very cold, there was only -one fire.</p> - -<p>An old man and his little son took care of this fire and kept it -burning day and night.</p> - -<p>They knew that if the fire went out all the people would freeze and -that the white bear would have the northland all to himself.</p> - -<p>But one day the old man became very sick so that his son had -everything to do.</p> - -<p>For many days and nights he bravely took care of his father and kept -the fire burning.</p> - -<p>But at last he got so tired and sleepy that he could no longer -work.</p> - -<p>Now the white bear was always watching the fire.</p> - -<p>He longed for the time when he would have the northland all to -himself.</p> - -<p><span class="pagenum"><a name="Page_149" -id="Page_149">[149]</a></span></p> - -<p>And when he saw how tired and sleepy the little boy was, he stayed -close to the fire and laughed to himself.</p> - -<p>One night the poor little boy could endure no longer and fell fast -asleep.</p> - -<p>Then the white bear ran as fast as he could and jumped upon the fire -with his wet feet and rolled upon it.</p> - -<p>At last he thought it was all out and went happily away to his -cave.</p> - -<p>But a gray robin was flying near and saw what the white bear was -doing.</p> - -<p>She waited until the bear went away.</p> - -<p>Then she flew down and searched with her sharp little eyes until she -found a tiny live spark.</p> - -<p>This she fanned patiently for a long time with her wings.</p> - -<p>Her little breast was scorched red, but she did not give up.</p> - -<p>After awhile a fine red blaze sprang up again.</p> - -<p>Then she flew away to every hut in the northland.</p> - -<p>And everywhere that she touched the ground a fire began to burn.</p> - -<p>So that soon instead of one little fire the whole northland was -lighted up.</p> - -<p>And now all that the white bear could do was to go farther back into -his cave and growl.</p> - -<p>For now, indeed, he knew that the northland was not all for him.</p> - -<p>And this is the reason why the people in the north country love the -robin. And they are never tired of telling their children how it got -its red breast.</p></div> - -<p><span class="pagenum"><a name="Page_150" -id="Page_150">[150]</a></span></p> - -<h5>Tuesday</h5> - -<p>Write the story of the Robin’s Red Breast.</p> - -<h5>Wednesday</h5> - -<p>Play, as a game, the story of Robin.</p> - -<h5>Thursday</h5> - -<p>Write five sentences about birds.</p> - -<h5>Friday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Two hands and only one mouth have you,</p> -<p class="i2">And it is worth while repeating,</p> -<p>That two are for the work you will have to do;</p> -<p class="i2">The one is enough for eating.—<i>Selected</i></p> - </div> - </div> -</div> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<p>“The Wreck of the Hesperus,” by Henry W. -Longfellow.</p> - -<p>Copy eleven stanzas of the poem.</p> - -<h5>Tuesday</h5> - -<p>Copy the rest of the poem.</p> - -<p><span class="pagenum"><a name="Page_151" -id="Page_151">[151]</a></span></p> - -<h5>Wednesday</h5> - -<p>Learn the first four stanzas of the poem.</p> - -<h5>Thursday</h5> - -<p>Learn the second four stanzas of the poem.</p> - -<h5>Friday</h5> - -<p>Learn the third four stanzas of the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Learn the fourth four stanzas of the poem.</p> - -<h5>Tuesday</h5> - -<p>Learn the fifth four stanzas of the poem.</p> - -<h5>Wednesday</h5> - -<p>Finish learning the poem, and recite it -throughout.</p> - -<h5>Thursday</h5> - -<p>Recite the poem, and answer the following:</p> - -<div class="list"> - -<p>What is a “schooner”? (See dictionary.)</p> - -<p>How does the sea in winter differ from a summer sea?</p> - -<p>Who was the “skipper”?</p> - -<p>Write a description of the captain’s daughter.</p> - -<p>What is a “helm”?</p> - -<p>What is meant by the “veering flaw?”</p> - -<p>What did the changing positions of the wind indicate with regard to -the weather?</p> - -</div> - -<p><span class="pagenum"><a name="Page_152" -id="Page_152">[152]</a></span></p> - -<h5>Friday</h5> - -<div class="list"> - -<p>Where was the “Spanish Main”?</p> - -<p>What is a “port”?</p> - -<p>What is a “hurricane”?</p> - -<p>What does a golden ring around the moon indicate?</p> - -<p>Did you ever see one?</p> - -<p>What is a “whiff”?</p> - -<p>What is a “gale”?</p> - -<p>What is meant by the “brine”?</p> - -<p>What is meant by “smote amain”?</p> - -<p>How could a boat leap?</p> - -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<div class="list"> - -<p>What is a “blast”? How could it sting?</p> - -<p>What is a “spar”?</p> - -<p>What is a “mast”?</p> - -<p>What is a “fog-bell”?</p> - -<p>What is meant by a “rock-bound coast”?</p> - -<p>What guns could be heard?</p> - -<p>Why was the sea “angry”?</p> - -<p>Where is Norman’s Woe? Why is it so called?</p> - -</div> - -<p><span class="pagenum"><a name="Page_153" id="Page_153">[153]</a></span></p> - -<h5>Tuesday</h5> - -<div class="list"> - -<p>What is a “gust”?</p> - -<p>Why was the surf called “trampling”?</p> - -<p>What is the bow of a boat?</p> - -<p>What is a “wreck”?</p> - -<p>Why were the frozen seamen like icicles?</p> - -</div> - -<h5>Wednesday</h5> - -<div class="list"> - -<p>Why did the waves look “fleecy”?</p> - -<p>What is “carded wool”?</p> - -<p>Why were the rocks called “cruel”?</p> - -<p>What is a “shroud”?</p> - -<p>What is meant by “went by the board”?</p> - -<p>What became of the ship?</p> - -<p>What is a “reef”?</p> - -</div> - -<h5>Thursday</h5> - -<p>Look up the life of the poet Longfellow and talk about him.</p> - -<h5>Friday</h5> - -<p>Write the story of Longfellow’s life.</p> - -<p><span class="pagenum"><a name="Page_154" id="Page_154">[154]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write the story of St. Valentine.</p> - -<h5>Tuesday</h5> - -<p>Write the story of Lincoln’s boyhood.</p> - -<h5>Wednesday</h5> - -<p>Write about what Washington did for our country.</p> - -<h5>Thursday</h5> - -<p>Talk about patriotism; what it means, and how we can best show our -patriotism.</p> - -<h5>Friday</h5> - -<p>Write the story of the making of the first American flag.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_155" -id="Page_155">[155]</a></span></p> - -<h2>MARCH</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the new month. What month is this? What was last month? -What month follows March? What season is this? What are the three -months of the spring season? What season follows spring? What season -is just past? How many days has March? What is March sometimes called? -(The windy month.)</p> - -<h5>Tuesday</h5> - -<p>Write the date. Write the word <i>March</i>.</p> - -<h5>Wednesday</h5> - -<p>Talk about the wind. Can we see the wind? How do we know when the -wind is blowing? What does the wind do to the trees? What does it do to -the clothes hanging on the line? What does it do to our faces? (Makes -our cheeks rosy.)</p> - -<p><span class="pagenum"><a name="Page_156" id="Page_156">[156]</a></span></p> - -<h5>Thursday</h5> - -<p>To be taught to the children:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WHO HAS SEEN THE WIND?</p> - <div class="stanza"> -<p>Who has seen the wind?</p> -<p class="i2">Neither I nor you;</p> -<p>But when the leaves hang trembling</p> -<p class="i2">The wind is passing through.</p> - </div> - <div class="stanza"> -<p>Who has seen the wind?</p> -<p class="i2">Neither you nor I,</p> -<p>But when the trees bow down their heads</p> -<p class="i2">The wind is passing by.</p> -<p class="right">—<i>Christina Rossetti</i></p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Teach the children the poem given above.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about wind-mills: How they are used; -how they turn; Holland and the wind-mills -of that country.</p> - -<h5>Tuesday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Who has seen the wind?</p> -<p class="i2">Neither you nor I.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_157" id="Page_157">[157]</a></span></p> - -<h5>Wednesday</h5> - -<p>Story to be told to the children:</p> - -<p class="center">THE WINDS</p> - -<div class="blockquot"> - -<p>This is one of the stories that the fathers and mothers in Greece -used to tell their children.</p> - -<p>Æolus was the father of all the winds, great and small. He had -six sons and six daughters.</p> - -<p>When the children were old enough, they went out into the world to -work. Often they were gone all day long.</p> - -<p>They had to sweep and dust the whole world. They carried water from -the sea to wash and scrub the earth.</p> - -<p>They helped to move the great ships across the ocean. They scattered -the seeds, and watered the flowers, and did many other helpful -things.</p> - -<p>And these things are what the winds do for us to-day.</p></div> - -<p>Can you tell the names of the four great winds? (East, West, North, -South.)</p> - -<h5>Thursday</h5> - -<p>Have the children tell you about Æolus and his winds.</p> - -<h5>Friday</h5> - -<p>Write: The four winds are East, West, North and South.</p> - -<p><span class="pagenum"><a name="Page_158" id="Page_158">[158]</a></span></p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about kites and kite-flying: How does a kite fly? How high will -a kite fly? How do boys make kites?</p> - -<p>Tell the children about the kites of Japan, and about kite-flying -day in that country.</p> - -<h5>Tuesday</h5> - -<p>Have the children give as many words as they can that rhyme with -<i>kite</i>. Write these on the blackboard, and use them for drill in -phonics.</p> - -<h5>Wednesday</h5> - -<p>Talk about pussy willows. Who has seen pussy willows? Who has seen -pussy willows this year? Where? How do we find the little pussies -growing? What are they covered with? What for? (To protect the tiny -buds from cold.)</p> - -<h5>Thursday</h5> - -<p>Write: Pussy willows have gray fur.</p> - -<p><span class="pagenum"><a name="Page_159" -id="Page_159">[159]</a></span></p> - -<h5>Friday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Whatever way the wind doth blow,</p> -<p>Some heart is glad to have it so;</p> -<p>So blow it east, or blow it west,</p> -<p>The wind that blows—that wind is best.</p> - </div> - </div> -</div> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Tell the children about St. Patrick, the good old Irish saint, whose -birthday comes in March.</p> - -<h5>Tuesday</h5> - -<p>Have the children tell you about St. Patrick.</p> - -<h5>Wednesday</h5> - -<p>Write: <i>Spring begins in March.</i></p> - -<h5>Thursday</h5> - -<p>Fill the blank spaces in the following:</p> - -<div class="list"> - -<p>The East Wind comes from the ——.</p> -<p>The West Wind comes from the ——.</p> -<p>The North Wind comes from the ——.</p> -<p>The South Wind comes from the ——.</p> - -</div> - -<h5>Friday</h5> - -<p>Talk about the signs of Spring.</p> - -<p><span class="pagenum"><a name="Page_160" id="Page_160">[160]</a></span></p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE WIND</p> - <div class="stanza"> -<p>I saw you toss the kites on high,</p> -<p>And blow the birds about the sky,</p> -<p>And all around I heard you pass,</p> -<p>Like ladies’ skirts across the grass—</p> -<p>O wind, a-blowing all day long,</p> -<p>O wind, that sings so loud a song!</p> - </div> - <div class="stanza"> -<p>I saw the different things you did,</p> -<p>But always you yourself you hid.</p> -<p>I felt you push, I heard you call,</p> -<p>I could not see yourself at all—</p> -<p>O wind, a-blowing all day long,</p> -<p>O wind, that sings so loud a song!</p> - </div> - <div class="stanza"> -<p>O you that are so strong and cold;</p> -<p>O blower, are you young or old?</p> -<p>Are you a beast of field and tree,</p> -<p>Or just a stronger child than me?</p> -<p>O wind, a-blowing all day long?</p> -<p>O wind, that sings so loud a song?</p> -<p class="right">—<i>Robert Louis Stevenson</i></p> - </div> - </div> -</div> - -<p>Children copy the first stanza of the poem, and commit it to -memory.</p> - -<p><span class="pagenum"><a name="Page_161" id="Page_161">[161]</a></span></p> - -<h5>Tuesday</h5> - -<p>Copy and learn the second stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Copy and learn the third stanza of the poem.</p> - -<h5>Thursday</h5> - -<p>Recite the entire poem.</p> - -<h5>Friday</h5> - -<p>Write a list of the naming words (nouns) in the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Galloping, galloping, galloping in,</p> -<p>Into the world with a stir, and a din.</p> -<p>The north wind, the east wind, the west wind together,</p> -<p>In-bringing, in-bringing, the March’s wild weather.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write five sentences, telling what the wind does.</p> - -<h5>Wednesday</h5> - -<p>Story for reproduction:</p> - -<p><span class="pagenum"><a name="Page_162" id="Page_162">[162]</a></span></p> - -<p class="center">SPRING</p> - -<div class="blockquot"> - -<p>It was spring.</p> - -<p>The sun had melted the snow from the hill-tops; the grass blades -were pushing their way through the brown earth, and the buds on the -trees were beginning to break open and let the tiny green leaves peep -out.</p> - -<p>A bee, waked from the sleep in which he had lain all through the -winter, rubbed his eyes, then opened the door, and looked out to see if -the ice and snow and the north wind had gone away. Yes; there was warm, -clear sunshine.</p> - -<p>He slipped out of the hive, stretched his wings and flew away.</p> - -<p>He went to the apple tree and asked, “Have you anything for a -hungry bee, who has eaten nothing the whole winter long?”</p> - -<p>The apple tree answered:</p> - -<p>“No; you have come too early. My blossoms -are still buds and so I have nothing for you. Go to the cherry -tree.”</p> - -<p>He flew to the cherry tree and said, “Dear cherry tree, have -you any honey for a hungry bee?”</p> - -<p>The cherry tree answered:</p> - -<p>“Come again to-morrow; to-day my blossoms are -shut up, but when they are open you are welcome to them.”</p> - -<p>Then he flew to a bed of tulips nearby. They had large, beautiful -flowers, but there was neither sweetness nor perfume in them and he -could not find any honey.</p> - -<p>Tired and hungry, the poor bee turned to seek his home, when a tiny -dark blue flower, beside a hedge, caught his eye.</p> - -<p><span class="pagenum"><a name="Page_163" -id="Page_163">[163]</a></span></p> - -<p>It was a violet that was all ready for the bee’s coming. The -violet opened its cup of sweetness. The bee drank his fill, and carried -some honey to the hive.</p> - -<p class="right">—<i>Selected and Adapted</i></p> - -</div> - -<h5>Thursday</h5> - -<p>Children retell, in their own words, the story of -“Spring.”</p> - -<h5>Friday</h5> - -<p>Write five sentences about spring.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>If a task is once begun,</p> -<p>Never leave it till it’s done;</p> -<p>Be the labor great or small</p> -<p>Do it well, or not at all.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Talk about signs of spring! Sky, bright sun, warmer days, return of -birds, pussy willows, swelling buds.</p> - -<h5>Wednesday</h5> - -<p>Write five sentences about pussy willows.</p> - -<p><span class="pagenum"><a name="Page_164" id="Page_164">[164]</a></span></p> - -<h5>Thursday</h5> - -<p>Write a letter to your sister or brother, telling about pussy -willow.</p> - -<h5>Friday</h5> - -<p>Write a sentence containing the word <i>blue</i>; one with the word -<i>green</i>; <i>pink</i>; <i>yellow</i>; <i>red</i>; <i>white</i>.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Tell the children about St. Patrick.</p> - -<h5>Tuesday</h5> - -<p>Write three sentences about St. Patrick.</p> - -<h5>Wednesday</h5> - -<p>Write the names of all the members of the family, and your -address.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Under the snowdrifts the blossoms are sleeping,</p> -<p>Dreaming their dreams of sunshine and June.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Talk about the wind, and what it does.</p> - -<p><span class="pagenum"><a name="Page_165" id="Page_165">[165]</a></span></p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE VOICE OF THE GRASS</p> - <div class="stanza"> -<p>Here I come creeping, creeping, everywhere;</p> -<p class="i2">By the dusty roadside,</p> -<p class="i2">On the sunny hillside,</p> -<p class="i2">Close by the noisy brook,</p> -<p class="i2">In every shady nook,</p> -<p>I come creeping, creeping everywhere.</p> - </div> - <div class="stanza"> -<p>Here I come creeping, creeping everywhere.</p> -<p class="i2">All around the open door,</p> -<p class="i2">Where sit the aged poor;</p> -<p class="i2">Here where the children play,</p> -<p class="i2">In the bright and merry May,</p> -<p>I come creeping, creeping everywhere.</p> - </div> - <div class="stanza"> -<p>Here I come creeping, creeping everywhere;</p> -<p class="i2">In the noisy city street</p> -<p class="i2">My pleasant face you’ll meet,</p> -<p class="i2">Cheering the sick at heart.</p> -<p class="i2">Toiling his busy part—</p> -<p>Silently creeping, creeping everywhere.</p> - </div> - <div class="stanza"> -<p>Here I come creeping, creeping everywhere,</p> -<p class="i2">You cannot see me coming,</p> -<p class="i2">Nor hear my low sweet humming,</p> -<p class="i2">For in the starry night,</p> -<p class="i2">And the glad morning light,</p> -<p>I come quietly creeping, creeping everywhere.</p><span class="pagenum"><a name="Page_166" id="Page_166">[166]</a></span> - </div> - <div class="stanza"> -<p>Here I come creeping, creeping everywhere,</p> -<p class="i2">More welcome than the flowers</p> -<p class="i2">In summer’s pleasant hours;</p> -<p class="i2">The gentle cow is glad,</p> -<p class="i2">And the merry bird not sad,</p> -<p>To see me creeping, creeping everywhere.</p> - </div> -<hr class="tb" /> - <div class="stanza"> -<p>Here I come creeping, creeping everywhere;</p> -<p class="i2">My humble song of praise</p> -<p class="i2">Most joyfully I raise</p> -<p class="i2">To Him at whose command</p> -<p class="i2">I beautify the land,</p> -<p>Creeping, silently creeping everywhere.</p> -<p class="right">—<i>Sarah Roberts Boyle</i></p> - </div> - </div> -</div> - -<p>Copy the first half of the poem.</p> - -<h5>Tuesday</h5> - -<p>Copy the rest of the poem.</p> - -<h5>Wednesday</h5> - -<p>Commit to memory the first two stanzas of the poem.</p> - -<h5>Thursday</h5> - -<p>Commit to memory the second two stanzas of the poem.</p> - -<h5>Friday</h5> - -<p>Recite the entire poem.</p> - -<p><span class="pagenum"><a name="Page_167" id="Page_167">[167]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the nouns in the poem.</p> - -<h5>Tuesday</h5> - -<p>Write a list of the verbs in the poem.</p> - -<h5>Wednesday</h5> - -<p>Write a list of adjectives in the poem.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>In her dress of silver gray,</p> -<p>Comes the Pussy Willow gay;</p> -<p>Like a little Eskimo,</p> -<p>Clad in fur from top to toe.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Write five sentences about pussy willows.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write, to a classmate, a telegram of not more than ten words, saying -that spring is coming.</p> - -<h5>Tuesday</h5> - -<p>Write a letter to a pussy willow.</p> - -<h5>Wednesday</h5> - -<p>Talk about the wind and what it does.</p> - -<p><span class="pagenum"><a name="Page_168" id="Page_168">[168]</a></span></p> - -<h5>Thursday</h5> - -<p>Write five sentences telling what the wind does.</p> - -<h5>Friday</h5> - -<p>Write the story of St. Patrick.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Day after day, and year after year,</p> -<p>Little by little, the leaves appear;</p> -<p>And the slender branches far and wide,</p> -<p>Tell the mighty oak is the forest’s pride.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write a list of at least ten objects beginning with <i>m</i>. Who can -write the longest list?</p> - -<h5>Wednesday</h5> - -<p>Write a rhyme of four lines about the wind.</p> - -<h5>Thursday</h5> - -<p>Write a story about some pet that you have or that you know -about.</p> - -<h5>Friday</h5> - -<p>Tell something that makes you happy.</p> - -<p>Tell something that makes you sorry.</p> - -<p><span class="pagenum"><a name="Page_169" id="Page_169">[169]</a></span></p> - -<p>Tell something that you think it is right to do.</p> - -<p>Tell something that you think it is wrong to -do.</p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE FAIRIES</p> - <div class="stanza"> -<p>Up the airy mountain,</p> -<p class="i2">Down the rushy glen,</p> -<p>We daren’t go a-hunting,</p> -<p class="i2">For fear of little men;</p> -<p>Wee folk, good folk,</p> -<p class="i2">Trooping all together;</p> -<p>Green jacket, red cap,</p> -<p class="i2">And white owl’s feather.</p> - </div> - <div class="stanza"> -<p>Down along the rocky shore,</p> -<p class="i2">Some make their home;</p> -<p>They live on crispy pancakes</p> -<p class="i2">Of yellow tide-foam;</p> -<p>Some in the reeds</p> -<p class="i2">Of the black mountain lake,</p> -<p>With frogs for their watch-dogs,</p> -<p class="i2">All night awake.</p> - </div> - <div class="stanza"> -<p>High on the hilltop,</p> -<p class="i2">The old king sits;</p> -<p>He is now so old and gray</p><span class="pagenum"><a name="Page_170" id="Page_170">[170]</a></span> -<p class="i2">He’s nigh lost his wits.</p> -<p>By the craggy hillside,</p> -<p class="i2">Through the mosses bare,</p> -<p>They have planted thorn trees</p> -<p class="i2">For pleasure here and there.</p> -<p>Is any man so daring,</p> -<p class="i2">As dig one up in spite?</p> -<p>He shall find their sharpest thorns</p> -<p class="i2">In his bed at night.</p> - </div> - <div class="stanza"> -<p>Up the airy mountain,</p> -<p class="i2">Down the rushy glen,</p> -<p>We daren’t go a-hunting,</p> -<p class="i2">For fear of little men,</p> -<p>Wee folk, good folk,</p> -<p class="i2">Trooping all together;</p> -<p>Green jacket, red cap;</p> -<p class="i2">And white owl’s feather.</p> -<p class="right">—<i>William Allingham</i></p> - </div> - </div> -</div> - -<p>Copy the poem.</p> - -<h5>Tuesday</h5> - -<p>Learn the first half of the poem.</p> - -<h5>Wednesday</h5> - -<p>Learn the rest of the poem.</p> - -<h5>Thursday</h5> - -<p>Answer the following questions:</p> - -<div class="list"> - -<p>What is meant by the “airy” mountain?</p> - -<p>What is meant by the “rushy glen”? What -is a glen?</p> - -<p>Why are the fairies called “wee” folk?</p> - -<p>What is meant by their “trooping”?</p> - -<p>What are “crispy” pan-cakes?</p> - -<p>What are “reeds”?</p> - -<p>Why is a mountain lake called “black”?</p> - -</div> - -<p><span class="pagenum"><a name="Page_171" id="Page_171">[171]</a></span></p> - -<h5>Friday</h5> - -<div class="list"> - -<p>What “old king sits”?</p> - -<p>What are “wits”?</p> - -<p>What is a “craggy hillside”?</p> - -<p>Why are the, mosses called “bare”?</p> - -<p>Write a description of a fairy as given in the -poem.</p> - -</div> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the following: What story, that you have read, do you -like best? Why? What game do you like best? Why? What song do you like -best? Why? What study do you like best? Why?</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Lives of great men all remind us,</p> -<p class="i2">We can make our lives sublime;</p> -<p>And, departing, leave behind us,</p> -<p class="i2">Footprints on the sands of time.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_172" id="Page_172">[172]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write about what the wind does.</p> - -<h5>Thursday</h5> - -<p>Write about the signs of spring that you have noticed.</p> - -<h5>Friday</h5> - -<p>Talk about what you saw on your way to school.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of all the words you can think of that begin with <i>h</i>. -Who can write the longest list?</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>In spring when stirs the wind, I know</p> -<p>That soon the crocus buds will blow;</p> -<p>For ’tis the wind who bids them wake</p> -<p>And into pretty blossoms break.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Write a description of the teacher’s desk.</p> - -<h5>Thursday</h5> - -<p>Write an informal invitation to a St. Patrick’s Day -entertainment at the school.</p> - -<p><span class="pagenum"><a name="Page_173" id="Page_173">[173]</a></span></p> - -<h5>Friday</h5> - -<p>Have a spelling match.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Write seven verbs.</p> - -<p>Write each in a different sentence.</p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>To look up and not down,</p> -<p>To look forward and not back,</p> -<p>To look out and not in, and</p> -<p>To lend a hand.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Write a letter, if you are in the country, to some one in the city, -telling what games you play at recess. If you live in the city, write -to some one in the country.</p> - -<h5>Thursday</h5> - -<p>Write a description of some game you play.</p> - -<h5>Friday</h5> - -<p>Talk about the return of the birds.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_174" id="Page_174">[174]</a></span></p> - -<h2>APRIL</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the next month? What is the name of this month? What was -last month? What will next month be? What season is this? What will the -next season be? How many days in April? What other months have only -thirty days?</p> - -<h5>Tuesday</h5> - -<p>Story to be told to the children:</p> - -<p class="center">THE MORNING-GLORY SEED</p> - -<div class="blockquot"> - -<p>A little girl dropped a morning-glory seed into a small hole in the -ground. As she did so she said, “Now, morning-glory seed, hurry -and grow, grow, grow, until you are a tall vine, covered with pretty -green leaves and lovely trumpet flowers.”</p> - -<p>But the earth was very dry. There had been no rain for a long time, -and the poor seed could not grow at all.</p> - -<p>After it had lain in the ground for nine long days and nine long -nights, the little seed said to the ground, “Oh, ground, please -give me a few drops of water to soften<span class="pagenum"><a -name="Page_175" id="Page_175">[175]</a></span> my hard brown coat. Then -my coat can burst open and set free my two green seed-leaves, and then -I can begin to be a vine.”</p> - -<p>But the ground said, “You must ask that of the rain.”</p> - -<p>So the seed called to the rain. “Oh, rain,” it said, -“please come down and wet the ground around me, so that it may -give me a few drops of water, to soften my hard brown coat. Then my -coat can burst open and set free my two green seed-leaves, and then I -can begin to be a vine.”</p> - -<p>“I cannot,” said the rain, “unless -the clouds hang low.”</p> - -<p>So the seed said to the clouds, “Oh, clouds, please hang low, -and let the rain come down and wet the ground around me, so that it may -give me a few drops of water to soften my hard brown coat. Then my coat -can burst open and set free my two green seed-leaves, and then I can -begin to be a vine.”</p> - -<p>But the clouds said, “The sun must hide first.”</p> - -<p>So the seed called to the sun. “Oh, sun, please hide for a -little while. Then the clouds can hang low, and let the rain come -down and wet the ground around me, so that it may give me a few drops -of water, to soften my hard brown coat. Then my coat can burst open -and set free my two green seed-leaves, and then I can begin to be a -vine.”</p> - -<p>“I will,” said the sun, and he hid at -once.</p> - -<p>Then the clouds hung low and lower. The rain began to fall fast -and faster. The ground began to grow wet and wetter. The seed-coat -began to grow soft and softer, until it burst open. Out came two -bright green seed-leaves, and the morning-glory seed began to be a -vine.—<i>Adapted</i></p> - -</div> - -<p><span class="pagenum"><a name="Page_176" -id="Page_176">[176]</a></span></p> - -<h5>Wednesday</h5> - -<p>Talk about the story of the morning-glory seed.</p> - -<h5>Thursday</h5> - -<p>Talk about the part the rain and the sunshine have in making plants -grow.</p> - -<h5>Friday</h5> - -<p>Play as a game the story of the morning-glory seed.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">SEVEN TIMES ONE</p> - <div class="stanza"> -<p>There’s no dew left on the daisies and clover,</p> -<p class="i2">There’s no rain left in heaven;</p> -<p>I’ve said my “seven times” over and over,</p> -<p class="i2">Seven times one are seven.</p> - </div> - <div class="stanza"> -<p>I am old, so old I can write a letter;</p> -<p class="i2">My birthday lessons are done;</p> -<p>The lambs play always, they know no better,</p> -<p class="i2">They are only one times one.</p> - </div> - <div class="stanza"> -<p>O moon! in the night I have seen you sailing,</p> -<p class="i2">And shining so round and low;</p> -<p>You were bright, ah, bright! but your light is failing—</p> -<p class="i2">You are nothing now but a bow.</p><span class="pagenum"><a name="Page_177" id="Page_177">[177]</a></span> - </div> - <div class="stanza"> -<p>You moon, have you done something wrong in heaven</p> -<p class="i2">That God has hidden your face?</p> -<p>I hope if you have, you will soon be forgiven,</p> -<p class="i2">And shine again in your place.</p> - </div> - <div class="stanza"> -<p>O velvet bee, you’re a dusty fellow;</p> -<p class="i2">You’ve powdered your legs with gold!</p> -<p>O brave marshmary buds, rich and yellow,</p> -<p class="i2">Give me your money to hold.</p> - </div> - <div class="stanza"> -<p>And show me your nest with the young ones in it—</p> -<p class="i2">I will not steal it away;</p> -<p>I am old! you may trust me, linnet, linnet—</p> -<p class="i2">I am seven years old to-day!—<i>Jean Ingelow</i></p> - </div> - </div> -</div> - -<p>Spend the rest of the week teaching the poem to the children. They -always enjoy this poem, one generation of little folks after another. -Did you not?</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about the rain: Why we need so much of it this month, when the -plants are just starting to grow.</p> - -<h5>Tuesday</h5> - -<p>Have the children write: April is the rainy month.</p> - -<p><span class="pagenum"><a name="Page_178" id="Page_178">[178]</a></span></p> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Oh, where do you come from,</p> -<p>You little drops of rain?</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Read or recite the following poem to the children. Talk about where -the rain comes from, and what becomes of the water. The children are -old enough to understand and appreciate it all, if the explanation be -made sufficiently simple.</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE RAIN DROPS’ RIDE</p> - <div class="stanza"> -<p>Some little drops of water,</p> -<p class="i2">Whose home was in the sea,</p> -<p>To go upon a journey</p> -<p class="i2">Once happened to agree.</p> - </div> - <div class="stanza"> -<p>A white cloud was their carriage;</p> -<p class="i2">Their horse, a playful breeze;</p> -<p>And over town and country</p> -<p class="i2">They rode along at ease.</p> - </div> - <div class="stanza"> -<p>But, O! there were so many,</p> -<p class="i2">At last the carriage broke,</p> -<p>And to the ground came tumbling</p> -<p class="i2">Those frightened little folk.</p> - </div> - <div class="stanza"> -<p>Among the grass and flowers</p> -<p class="i2">They then were forced to roam,</p> -<p>Until a brooklet found them,</p> -<p class="i2">And carried them all home.—<i>Selected</i></p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_179" id="Page_179">[179]</a></span></p> - -<h5>Friday</h5> - -<p>Let the children play the rain as a game. They can come from one -part of the room which may represent the sea. They can ride on a play -cloud. Coming gently to a garden, on the floor, they may play scatter -the drops quietly, like an April rain, from their finger tips. Then -they may join the brook, and go with it to where it enters the river, -then follow the river to the ocean once more.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Tell the children the story of Paul Revere’s Ride.</p> - -<h5>Tuesday</h5> - -<p>Have the children tell back to you the story of Paul Revere’s -Ride.</p> - -<h5>Wednesday</h5> - -<p>Read to the children Longfellow’s poem, -“Paul Revere’s Ride.”</p> - -<h5>Thursday</h5> - -<p>Write three sentences about Paul Revere’s Ride.</p> - -<p><span class="pagenum"><a name="Page_180" id="Page_180">[180]</a></span></p> - -<h5>Friday</h5> - -<p>Have the children play Paul Revere’s Ride as a game.</p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>A rainy morning. (If the morning is pleasant, use this exercise the -first rainy day.) Why did you come to school this morning with rubbers -and umbrella? Why does the rain run off an umbrella? Why is the roof of -a house built on a slant? Why does rain sometimes fall straight down, -and sometimes fall slanting? How does the rain tell us which way the -wind blows? Why do rubbers keep our feet dry? Why do not our shoes keep -our feet dry? What can you think of, besides overshoes, that is made of -rubber?</p> - -<h5>Tuesday</h5> - -<p>Write five sentences about rain.</p> - -<h5>Wednesday</h5> - -<p>Poem to be committed to memory:</p> - -<p><span class="pagenum"><a name="Page_181" id="Page_181">[181]</a></span></p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE BLUEBIRD</p> - <div class="stanza"> -<p>I know the song the bluebird is singing,</p> -<p>Out in the apple tree where he is swinging,</p> -<p>Brave little fellow! the skies may be dreary—</p> -<p>Nothing cares he while his heart is so cheery.</p> -<p>Hark! how the music leaps from his throat!</p> -<p>Hark! was there ever so merry a note?</p> - </div> - <div class="stanza"> -<p>Listen a while, and you’ll hear what he’s saying,</p> -<p>Up in the apple tree swinging and swaying.</p> -<p>Dear little blossoms, down under the snow,</p> -<p>You must be weary of winter, I know;</p> -<p>Hark while I sing you a message of cheer:</p> -<p>Summer is coming, and springtime is here.</p> - </div> - <div class="stanza"> -<p class="dbqt">“Little white snowdrop, I pray you arise!</p> -<p>Bright yellow crocus, come open your eyes!</p> -<p>Sweet little violets, hid from the cold,</p> -<p>Put on your mantles of purple and gold!</p> -<p>Daffodils, daffodils! say, do you hear?</p> -<p>Summer is coming, and springtime is here.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Thursday</h5> - -<p>Learn the first and second stanzas of the poem.</p> - -<h5>Friday</h5> - -<p>Learn the rest of the poem.</p> - -<p><span class="pagenum"><a name="Page_182" -id="Page_182">[182]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the name words (nouns) in the poem, “The -Bluebird.”</p> - -<h5>Tuesday</h5> - -<p>Write a list of the doing words (verbs) in the poem.</p> - -<h5>Wednesday</h5> - -<p>Show the children a book. Show that damage done to a book will -remain. If you scratch your finger, the wound heals. If you scratch a -book, what happens? Do not break the back of the book. Never mark a -book with pencil and ink. Especially never write anything in a book not -your own. Do not turn down the corners of the leaves. Always return a -borrowed book. Show the children how to open a new book properly.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Little bird upon the bough,</p> -<p>Sing a song of sweetness now;</p> -<p>Sing of roses in their bloom,</p> -<p>In the lovely month of June,</p> -<p>Little bird upon the bough.</p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_183" id="Page_183">[183]</a></span></p> - -<h5>Friday</h5> - -<p>Read the following poem to the children. Talk about the woodpecker, -and how he gets his food.</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">HOW THE WOODPECKER KNOWS</p> - <div class="stanza"> -<p>How does he know where to dig his hole,</p> -<p>The woodpecker there, on the elm-tree bole?</p> -<p>How does he know what kind of a limb</p> -<p>To use for a drum or burrow in?</p> -<p>How does he find where the young grubs grow?</p> -<p>I’d like to know!</p> - </div> - <div class="stanza"> -<p>The woodpecker flew to a maple limb,</p> -<p>And drummed a tattoo that was fun for him;</p> -<p class="dbqt">“No breakfast here! it’s too hard for that!”</p> -<p>He said, as down on his tail he sat;</p> -<p class="dbqt">“Just listen to this, Rrrr-rat-tat-tat.”—<i>Selected</i></p> - </div> - </div> -</div> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Play “Animals”: Give to each child a card having on it -the name of some animal, as cat, horse, pig, etc. Have the children in -turn describe the animals they represent as:</p> - -<p>I am covered with hair. I gnaw bones. I watch at night to see that -no one gets into the house. I say, “Bow, wow, wow,” when I -am happy. What am I?</p> - -<p><span class="pagenum"><a name="Page_184" id="Page_184">[184]</a></span></p> - -<h5>Tuesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>He who plants a tree,</p> -<p>Plants a hope.</p> - </div> - </div> -</div> - -<h5>Wednesday</h5> - -<p>Talk about Arbor Day and Bird Day, and why we celebrate these -special days. Why do they come in April rather than in January, or some -other month?</p> - -<h5>Thursday</h5> - -<p>Write a list of all the trees you know about. Who can write the -longest list?</p> - -<h5>Friday</h5> - -<p>Write a list of all the birds you know about. Who can write the -longest list?</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Tell the children the story of Paul Revere’s Ride.</p> - -<h5>Tuesday</h5> - -<p>Have the children tell the story of Paul Revere’s Ride.</p> - -<p><span class="pagenum"><a name="Page_185" -id="Page_185">[185]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write five sentences about Paul Revere’s Ride.</p> - -<h5>Thursday</h5> - -<p>Talk about the new parcel post. How are parcels sent? How heavy -can parcels be sent? What can be sent by parcel post? How are letters -sent? What does it cost to send a letter? A post card? How is the mail -carried from place to place? How is the mail delivered in your town?</p> - -<h5>Friday</h5> - -<p>Write five sentences about the mails, and sending letters and -parcels.</p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of objects you can see from a school-room window.</p> - -<h5>Tuesday</h5> - -<p>Write as many “signs of Spring,” as you can think -of.</p> - -<p><span class="pagenum"><a name="Page_186" -id="Page_186">[186]</a></span></p> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>All that’s great and good is done</p> -<p class="i2">Just by patient trying.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Read the following poem to the children:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WILD FLOWERS</p> - <div class="stanza"> -<p>Out amid the green fields,</p> -<p class="i2">Free as air we grow,</p> -<p>Springing where it happens,</p> -<p class="i2">Never in a row;</p> -<p>Watered by the cloudlets</p> -<p class="i2">Passing overhead,</p> -<p>Warmed by lovely sunbeams,</p> -<p class="i2">Falling on our heads.</p> -<p>Wild flowers, wild flowers, by the meadow rills,</p> -<p>Wild flowers, wild flowers, on the woody hills,</p> -<p>Wild flowers, wild flowers, springing everywhere,</p> -<p class="i2">Joyful in the glad free air.—<i>Selected</i></p> - </div> - </div> -</div> - -<p>Talk about the coming of the wild flowers. What part have the rain -and the sunshine in helping the flowers to grow? What wild flowers are -in blossom now? What other flowers will blossom before the close of -April?</p> - -<p><span class="pagenum"><a name="Page_187" id="Page_187">[187]</a></span></p> - -<h5>Friday</h5> - -<p>Write eight sentences about wild flowers.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory: “The Owl and the Pussy -Cat,” by Edward Lear.</p> - -<p>Have the first half of the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Have the rest of the poem copied.</p> - -<h5>Wednesday</h5> - -<p>Learn the first three stanzas of the poem.</p> - -<h5>Thursday</h5> - -<p>Learn the rest of the poem.</p> - -<h5>Friday</h5> - -<p>Allow the children to dramatize in their own way, “The Owl and -the Pussy-cat.”</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the adjectives in “The Owl and the -Pussycat.”</p> - -<p><span class="pagenum"><a name="Page_188" -id="Page_188">[188]</a></span></p> - -<h5>Tuesday</h5> - -<p>Answer in complete sentences, the following questions:</p> - -<p>What is the color of your reader? What is the color of your pencil? -What is the color of your hair?</p> - -<h5>Wednesday</h5> - -<p>Write a rhyme of four lines about a cat.</p> - -<h5>Thursday</h5> - -<p>Have the children read “Paul Revere’s Ride.”</p> - -<h5>Friday</h5> - -<p>Have the children tell you the story of “Paul Revere’s -Ride.”</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WHAT DO WE PLANT?</p> - <div class="stanza"> -<p>What do we plant when we plant the tree?</p> -<p>We plant the ship, which will cross the sea,</p> -<p>We plant the mast to carry the sails;</p> -<p>We plant the plank to withstand the gales,</p> -<p>The keel, the keelson, and beam, and knee;</p> -<p>We plant the ship when we plant the tree.</p><span class="pagenum"><a name="Page_189" id="Page_189">[189]</a></span> - </div> - <div class="stanza"> -<p>What do we plant when we plant the tree?</p> -<p>We plant the houses for you and me;</p> -<p>We plant the rafters, the shingles, the floors;</p> -<p>We plant the studding, the lath, the doors,</p> -<p>The beams and siding, all parts that be;</p> -<p>We plant the house when we plant the tree.</p> - </div> - <div class="stanza"> -<p>What do we plant, when we plant the tree?</p> -<p>A thousand things that we daily see;</p> -<p>We plant the spire, that out-towers the crag;</p> -<p>We plant the staff for our country’s flag;</p> -<p>We plant the shade, from the hot sun free—</p> -<p>We plant all these, when we plant the tree.</p> -<p class="right">—<i>Henry Abbey</i></p> - </div> - </div> -</div> - -<p>Copy the poem.</p> - -<h5>Tuesday</h5> - -<p>Learn the first two stanzas of the poem.</p> - -<h5>Wednesday</h5> - -<p>Recite the entire poem.</p> - -<h5>Thursday</h5> - -<p>Write a list of the things we plant when we plant a tree.</p> - -<h5>Friday</h5> - -<p>Talk about the purpose of Arbor Day, and especially about the -meaning of the beautiful Arbor Day poem.</p> - -<p><span class="pagenum"><a name="Page_190" id="Page_190">[190]</a></span></p> - -<h3>FOURTH YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Story for reproduction:</p> - -<p class="center">THE CAT AND THE CHESTNUTS</p> - -<div class="blockquot"> - -<p>A cat sat before an open fire where some chestnuts were roasting.</p> - -<p>A monkey who was hungrily watching the chestnuts said to the cat, -“Do you think you could pull a chestnut out of the fire? Your -paws seem to be made just for that.”</p> - -<p>The cat was flattered and she quickly pulled out a chestnut that had -burst open.</p> - -<p>“How do you do it?” asked the monkey. “It is -wonderful. Can you reach that big one?”</p> - -<p>“Yes, but see, I have burned my paw a little.”</p> - -<p>“Oh, but what of that, when you are making yourself so -useful?”</p> - -<p>One after another the cat pulled the chestnuts from the fire. Then -she found that the sly monkey had eaten them all. All she had was a -pair of sore claws.</p> - -<p class="right">—<i>Æsop</i></p> - -</div> - -<h5>Tuesday</h5> - -<p>Write the story of the cat and the chestnuts.</p> - -<h5>Wednesday</h5> - -<p>Write ten sentences about the signs of spring.</p> - -<h5>Thursday</h5> - -<p>Write a list of the wild flowers that grow in your vicinity, so far -as you know them.</p> - -<p><span class="pagenum"><a name="Page_191" id="Page_191">[191]</a></span></p> - -<h5>Friday</h5> - -<p>Have each pupil draw on paper some kind of flower. Exchange papers, -and each pupil write five sentences about the flower he thinks is -intended by the drawing on the paper he receives.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">PLANT A TREE</p> - <div class="stanza"> -<p class="i8">He who plants a tree</p> -<p class="i10">Plants a hope.</p> -<p>Rootlets up through fibres blindly grope;</p> -<p>Leaves unfold into horizons free.</p> -<p class="i8">So man’s life must climb</p> -<p class="i8">From the clods of time</p> -<p class="i8">Unto heavens sublime.</p> -<p>Can’st thou prophesy, thou little tree,</p> -<p>What the glory of thy boughs shall be?</p> - </div> - <div class="stanza"> -<p class="i8">He who plants a tree</p> -<p class="i10">Plants a joy.</p> -<p>Plants a comfort that will never cloy.</p> -<p>Everyday a fresh reality,</p> -<p class="i8">Beautiful and strong,</p> -<p class="i8">To whose shelter throng</p> -<p class="i8">Creatures blithe with song.</p> -<p>If thou could’st but know, thou happy tree,</p> -<p>Of the bliss that shall inhabit thee!</p><span class="pagenum"><a name="Page_192" id="Page_192">[192]</a></span> - </div> - <div class="stanza"> -<p class="i8">He who plants a tree</p> -<p class="i10">He plants peace.</p> -<p>Under its green curtains jargons cease;</p> -<p>Leaf and zephyr murmur soothingly;</p> -<p class="i8">Shadows soft with sleep</p> -<p class="i8">Down tired eyelids creep,</p> -<p class="i8">Balm of slumber deep.</p> -<p>Never hast thou dreamed, thou blessed tree,</p> -<p>Of the benediction thou shalt be.</p> - </div> - <div class="stanza"> -<p class="i8">He who plants a tree</p> -<p class="i10">He plants youth;</p> -<p>Vigor won for centuries, in sooth;</p> -<p>Life of time, that hints eternity!</p> -<p class="i8">Boughs their strength uprear,</p> -<p class="i8">New shoots every year</p> -<p class="i8">On old growths appear.</p> -<p>Thou shalt teach the ages, sturdy tree,</p> -<p>Youth of soul is immortality.</p> - </div> - <div class="stanza"> -<p class="i8">He who plants a tree</p> -<p class="i10">He plants love;</p> -<p>Tents of coolness spreading out above</p> -<p>Wayfarers he may not live to see.</p> -<p class="i8">Gifts that grow are best;</p> -<p class="i8">Hands that bless are blest;</p> -<p class="i8">Plant: life does the rest!</p> -<p>Heaven and earth help him who plants a tree,</p> -<p>And his work its own reward shall be.—<i>Lucy Larcom</i></p> - </div> - </div> -</div> - -<p>Copy the poem.</p> - -<h5>Tuesday</h5> - -<p>Learn the first two stanzas of the poem.</p> - -<p><span class="pagenum"><a name="Page_193" id="Page_193">[193]</a></span></p> - -<h5>Wednesday</h5> - -<p>Learn the second two stanzas of the poem.</p> - -<h5>Thursday</h5> - -<p>Learn the rest of the poem.</p> - -<h5>Friday</h5> - -<p>Talk about the meaning of the hope, joy, peace, youth, and love, as -mentioned in the poem.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of twenty articles made of wood.</p> - -<h5>Tuesday</h5> - -<p>Each pupil think of a tree. Each in turn tell about his tree, the -other pupils to guess what it is. For instance:</p> - -<p>I am tall and straight. I have many long needles, instead of leaves. -When the wind blows through my branches it makes sweet music. What am -I? (A pine tree.)</p> - -<p>Or—I am a large tree, with great branches. My fruit is called -an acorn. What am I? (An oak tree.)</p> - -<p><span class="pagenum"><a name="Page_194" -id="Page_194">[194]</a></span></p> - -<h5>Wednesday</h5> - -<p>Talk about Arbor Day—why it is celebrated, and why it is -necessary that our trees be preserved.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>A song to the oak! the brave old oak!</p> -<p class="i2">Who hath ruled in the greenwood long;</p> -<p>Here’s health and renown to his broad green crown</p> -<p class="i2">And his fifty arms so strong.</p> - </div> - </div> -</div> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Story for reproduction:</p> - -<p class="center">TRIFLES</p> - -<div class="blockquot"> - -<p>A friend of the great artist, Michael Angelo, was once watching the -last touches being made to a statue. Some time later he visited the -studio again, and the artist was still at work upon the same statue. He -exclaimed: “You have done nothing since the last time I was here. -The statue was finished then.”</p> - -<p>“Not at all,” was Michael Angelo’s -reply. “I have softened this feature and brought out that muscle. -I have given more expression to the lips and more energy to the -eye.”</p> - -<p>“Oh,” said the friend, “but these are -trifles.”</p> - -<p>“It may be so,” said the artist, “but -trifles make perfection and perfection is no trifle.”</p></div> - -<p><span class="pagenum"><a name="Page_195" -id="Page_195">[195]</a></span></p> - -<h5>Tuesday</h5> - -<p>Write ten sentences, each containing <i>is</i> or <i>are</i>.</p> - -<h5>Wednesday</h5> - -<p>Write sentences, each of which contains one of the following -adjectives; little, yellow, moist, good, large, beautiful, swift, slow, -useful, breakable.</p> - -<h5>Thursday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Tinkling down! shining down!</p> -<p class="i2">Golden sunbeams kiss the flowers.</p> -<p>Wake them up! wake them up!</p> -<p class="i2">Through the happy hours.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Play “What I am thinking of,” using objects in the -school-room.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_196" id="Page_196">[196]</a></span></p> - -<h2>MAY</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>What is the name of this month? What is the name of the month just -ended? What is the name of the month following May? What season is -this? What season follows spring? How many days has May? What other -months have thirty-one days?</p> - -<h5>Tuesday</h5> - -<p>Teach the proper method of salutation on the street. Have the -boys put on their caps, and the girls their hats. Have a boy and a -girl go to the front of the room, and from opposite sides of the -room walk toward each other. As they meet, the girl nods her head -politely, and the boy lifts his hat. After the simple ceremony the -two children return to their seats, and their places are taken by -other boys and girls, in<span class="pagenum"><a name="Page_197" -id="Page_197">[197]</a></span> turn, until all can make the proper -salutation easily and gracefully.</p> - -<h5>Wednesday</h5> - -<p>Write a sentence about birds.</p> - -<p>Write a sentence about the grass.</p> - -<p>Write a sentence about May.</p> - -<h5>Thursday</h5> - -<p>Story for reproduction. (Let the children test the results of mixing -colors, with their paint boxes, if they have paints.)</p> - -<p class="center">THE RAINBOW FAIRIES</p> - -<div class="blockquot"> - -<p>One night three little fairies were playing under a tree. They were -flower fairies. Each had on a dress of the same color as the flower for -which it was named. Little Fairy Buttercup wore a bright yellow dress. -Forget-me-not wore a blue dress. Geranium wore a red dress.</p> - -<p>Not far from the three fairies in red, yellow and blue, were three -other fairies. These fairies had on old, faded dresses. They stood and -watched the gaily-dressed fairies dance in the moonlight.</p> - -<p>“Come,” said Buttercup, “won’t you come and -dance with us?”</p> - -<p>“We cannot,” said the three. “We cannot dance, -for we have on our old clothes. We have worked hard all day and -are just going home, but we like to see you dance in your pretty -clothes.”</p> - -<p><span class="pagenum"><a name="Page_198" -id="Page_198">[198]</a></span></p> - -<p>Then Buttercup took the skirt of her yellow dress and dipped it into -a lily cup filled with dew. The dew was quickly dyed yellow.</p> - -<p>Forget-me-not dipped the skirt of her blue dress into another lily -cup filled with dew. The dew was quickly dyed blue. Then the fairies -mixed the yellow dew and the blue dew together.</p> - -<p>“Now jump in, little fairy,” cried -Buttercup. In jumped one of the fairies in faded gown, and when she -came out her dress was a beautiful green.</p> - -<p>Then Geranium dipped her dress into dew, and Forget-me-not did the -same. They mixed blue and red, and the second fairy jumped in. When she -came out, her dress was bright purple.</p> - -<p>Then Buttercup and Geranium dipped their dresses into dew again, to -make a mixture for the third fairy. When she came out of the lily cup -her dress was bright orange.</p> - -<p>Then the six fairies laughed and sang, and danced about. By and by a -dark cloud covered the moon, and the rain came pattering down. The six -fairies hid themselves in the flowers.</p> - -<p>The next morning, when the rain stopped, the sun came out and shone -brightly. The six fairies came out of the flowers, and hand in hand -they ran up to the sky. There they made a beautiful rainbow. Since -then, they have been called the Rainbow Fairies.—<i>Adapted</i></p> - -</div> - -<h5>Friday</h5> - -<p>Talk about the rainbow, and its six colors. Have the children tell -the combinations that make green, purple, and orange.</p> - -<p><span class="pagenum"><a name="Page_199" id="Page_199">[199]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>To be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE DANDELION</p> - <div class="stanza"> -<p>A brave little dandelion woke up from his nap,</p> -<p>And hunted around in the dark for his cap,</p> -<p class="dbqt">“I’m certain,” he muttered, “it ought to be here,</p> -<p>In the very same place where I left it last year.”</p> - </div> - <div class="stanza"> -<p>He poked all about in the dirt and the dark,</p> -<p>For the same little hat that he wore in the ark;</p> -<p>For fashions may vary with people and clime,</p> -<p>But dandelions wear the same hats all the time.</p> - </div> - <div class="stanza"> -<p class="dbqt">“What’s o’clock?” and he paused while he counted the fuzz</p> -<p>That had crept through his locks, as old age always does;</p> -<p>Then he settled himself to pluck out the old feathers,</p> -<p>That had done so much service in all kinds of weathers.</p> - </div> - <div class="stanza"> -<p>Rather frowsy he looked, getting into his hat,</p> -<p>But he knew that the rain would take care of all that,</p> -<p>If he only were up; so he pulled on his boots,</p> -<p>And began to push up from his tough little roots.</p> - </div> - <div class="stanza"> -<p>Kept pushing, and cheerful and hopeful, he pushed,</p> -<p>And he came to the surface, close by an old bush,</p> -<p>With the frost hardly gone, and the ground hardly mellow,</p> -<p>Here he is on the top now, the brave little fellow.</p><span class="pagenum"><a name="Page_200" id="Page_200">[200]</a></span> - </div> - <div class="stanza"> -<p>The first dandelion! Well may we delight</p> -<p>And call all the children to see the glad sight,</p> -<p>For of all the brave prospects of hope and of spring,</p> -<p>The golden-crowned dandelion surely is king.</p> -<p class="right">—<i>Selected and slightly adapted</i></p> - </div> - </div> -</div> - -<p>Teach the children the first stanza of the poem.</p> - -<h5>Tuesday</h5> - -<p>Teach the children the second stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Teach the children the third stanza of the poem, explaining what is -meant by the “fuzz.”</p> - -<h5>Thursday</h5> - -<p>Teach the fourth stanza of the poem.</p> - -<h5>Friday</h5> - -<p>Teach the fifth stanza of the poem.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Teach the sixth stanza of the poem.</p> - -<h5>Tuesday</h5> - -<p>Have the children play the poem, each child acting the part of the -dandelion, as all recite the poem in concert.</p> - -<p><span class="pagenum"><a name="Page_201" id="Page_201">[201]</a></span></p> - -<h5>Wednesday</h5> - -<p>Write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>A dandelion is yellow.</p> -<p>Dandelions bloom in May.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Children name a flower (besides dandelions) that is yellow; one that -is blue; green; pink; white; purple. Which of these are in blossom in -May?</p> - -<h5>Friday</h5> - -<p>Talk about different kinds of dogs, and what each is good for; <i>e. -g.</i>, terrier, catching rats; collie, driving sheep; St. Bernard, saving -life; hound, hunting, etc.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>What flowers bloom in May? What are their colors? What are the birds -doing this month? Have you seen any birds’ nests this spring? -Where? What kinds of birds do you know? What have the trees been doing -this month? (Growing leaves.)</p> - -<p><span class="pagenum"><a name="Page_202" id="Page_202">[202]</a></span></p> - -<h5>Tuesday</h5> - -<p>Ask each child to bring a penny to school.</p> - -<p>See how many things can be found on the penny.</p> - -<p>What is the motto of our country? (In God we trust.)</p> - -<h5>Wednesday</h5> - -<p>Have the children write:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Under the green trees,</p> -<p class="i2">Just over the way,</p> -<p>Jack-in-the-pulpit</p> -<p class="i2">Preaches to-day.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Have the pupils told, the preceding day, to bring into the -school-room three different green objects, as a leaf from a tree, a -blade of grass, a branch of some plant, etc. Have pupils write the -words describing what they have brought, as leaf, grass, twig, etc.</p> - -<h5>Friday</h5> - -<p>Talk about Decoration Day. What it means, and how to celebrate -it.</p> - -<p><span class="pagenum"><a name="Page_203" id="Page_203">[203]</a></span></p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Learn the first two stanzas of the poem:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE SEED</p> - <div class="stanza"> -<p>As wonderful things are hidden away</p> -<p class="i2">In the heart of a little brown seed</p> -<p>As ever were found in the fairy nut</p> -<p class="i2">Of which we sometimes read.</p> - </div> - <div class="stanza"> -<p>Over the dainty shining coat,</p> -<p class="i2">We sprinkle the earth so brown,</p> -<p>And then the sunshine warms its bed,</p> -<p class="i2">And the rain comes pattering down.</p> - </div> - <div class="stanza"> -<p>Patter, patter, the soft warm rain</p> -<p class="i2">Knocks at the tiny door,</p> -<p>And two little heads come peeping out,</p> -<p class="i2">Like a story in fairy lore.</p> -<p class="right">—<i>Selected and slightly adapted</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Learn the entire poem.</p> - -<h5>Wednesday</h5> - -<p>Talk about the meaning of the poem, and sow some morning glory seed -in a box or flower pot. Talk about the need of moist earth to make the -seeds grow. Have the children water the seeds every day, until the -“two little heads come peeping out.”</p> - -<p><span class="pagenum"><a name="Page_204" -id="Page_204">[204]</a></span></p> - -<h5>Thursday</h5> - -<p>Write a list of the naming words (nouns) in the poem of the week.</p> - -<h5>Friday</h5> - -<p>Children write five sentences about seeds and the way they grow.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Sing, O sing, thou merry bird,</p> -<p class="i2">As you fly so lightly;</p> -<p>Sing your song of joy and love,</p> -<p class="i2">While the sun shines brightly.</p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write, in complete sentences, answers to the following questions:</p> - -<div class="list"> - -<p>What bird has a red breast? (Robin.)</p> - -<p>What bird picks worms from under the bark of large trees? -(Woodpecker.)</p> - -<p>What bird lays large white eggs that we like to eat for breakfast? -(Hen.)</p> - -<p>What bird likes to eat the farmer’s corn? (Crow.)</p> - -<p>What bird says, “Coo, coo, coo?” (Pigeon.)</p> - -</div> - -<p><span class="pagenum"><a name="Page_205" id="Page_205">[205]</a></span></p> - -<h5>Wednesday</h5> - -<p>Talk about the birds and nest-building. Talk about the different -kinds of nests: the robin’s; the oriole’s, hung from the -limb of a tall tree; the bobolink’s, built in the grass; the -sparrow’s, tucked under the eaves; the swallow’s, built in -the barn, etc.</p> - -<h5>Thursday</h5> - -<p>Read the following poem to the children, and have them tell the -story back to you:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE JOLLY OLD CROW</p> - <div class="stanza"> -<p>On the limb of an oak sat a jolly old crow,</p> -<p class="i2">And chattered away with glee, with glee,</p> -<p>As he saw the old farmer go out to sow,</p> -<p class="i2">And he cried, “It’s all for me, for me!</p> - </div> - <div class="stanza"> -<p class="dbqt">“Look, look, how he scatters his seeds around;</p> -<p class="i2">He’s tremendously kind to the poor, the poor;</p> -<p>If he’d empty it down in a pile on the ground.</p> -<p class="i2">I could find it much better, I’m sure, I’m sure!</p> - </div> - <div class="stanza"> -<p class="dbqt">“I’ve learned all the tricks of this wonderful man,</p> -<p class="i2">Who shows such regard for the crow, the crow,</p> -<p>That he lays out his grounds on a regular plan,</p> -<p class="i2">And covers his corn in a row, a row!</p> - </div> - <div class="stanza"> -<p class="dbqt">“He must have a very great fancy for me;</p> -<p class="i2">He tries to entrap me enough, enough,</p> -<p>But I measure his distance as well as he,</p> -<p class="i2">And when he comes near I am off!”—<i>Selected</i></p> - </div> - </div> -</div> -<p><span class="pagenum"><a name="Page_206" id="Page_206">[206]</a></span></p> -<h5>Friday</h5> - -<p>Have the children write a little story about the crow and the -corn.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Write five words beginning with <i>m</i>.</p> - -<p>Write five words beginning with <i>s</i>.</p> - -<p>Write five words beginning with <i>b</i>.</p> - -<h5>Tuesday</h5> - -<p>Add a word to <i>violet</i>, to show what color it is.</p> - -<p>Add a word to <i>tulip</i>, to show what color it is.</p> - -<p>Add a word to <i>apple blossom</i>, to show what color it is.</p> - -<p>Add a word to <i>hyacinth</i>, to show what color it is.</p> - -<p>Add a word to <i>grass</i>, to show what color it is.</p> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Into my window a sunbeam bright</p> -<p class="i2">Comes with a glad good morning,</p> -<p class="dbqt">“The night is gone, it is time you were up,”</p> -<p class="i2">It is thus he gives me warning.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Write five sentences, telling what the warm sunshine does.</p> - -<p><span class="pagenum"><a name="Page_207" id="Page_207">[207]</a></span></p> - -<h5>Friday</h5> - -<p>Play, as a game, “I went to the woods and brought back a -violet.” One child says, “I went to the woods, and brought -back a violet and an anemone” (or any other flower). The next -child says, “I went to the woods and brough back a violet, an -anemone, and a hepatica.” Each child adds a flower to the list, -as long as the children can remember the list of flowers.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about birds’ eggs, and the wrong of robbing nests.</p> - -<h5>Tuesday</h5> - -<p>Read the following poem to the children:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE FRIGHTENED BIRDS</p> - <div class="stanza"> -<p class="dbqt">“Hush! hush!” said the little brown thrush,</p> -<p>To her mate on the nest in the alder bush.</p> -<p class="dbqt">“Keep still! don’t open your bill,</p> -<p>There’s a boy coming bird-nesting over the hill.</p> - </div> - <div class="stanza"> -<p class="dbqt">“Let go your wings out, so</p> -<p>That not an egg on the nest shall show.</p> -<p>Chee! chee! it seems to me</p> -<p>I’m as frightened as ever a bird can be.”</p><span class="pagenum"><a name="Page_208" id="Page_208">[208]</a></span> - </div> - <div class="stanza"> -<p>Then still, with a quivering bill,</p> -<p>They watched the boy out of sight o’er the hill.</p> -<p>And then, in the branches again</p> -<p>Their glad song rang out over valley and glen.</p> - </div> - <div class="stanza"> -<p>Oh! oh! if only that boy could know</p> -<p>How glad they were when they saw him go,</p> -<p>Say, do you think that next day,</p> -<p>He could possibly steal those eggs away?</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<p>Talk about the advantage that the birds are, in eating insects and -protecting the trees.</p> - -<h5>Wednesday</h5> - -<p>Write five sentences, telling what birds do for us, and why it is -wrong to steal birds’ eggs.</p> - -<h5>Thursday</h5> - -<p>Fill the blank spaces in the following:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>—— blackbirds —— on a hill,</p> -<p>One named ——, the other —— Jill.</p> -<p class="i2">Fly away ——,</p> -<p class="i4">—— away, Jill,</p> -<p class="i2">Come ——, Jack,</p> -<p class="i4">—— back, ——.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Write a letter to your cousin, telling about birds, and why you will -never steal their eggs.</p> - -<p><span class="pagenum"><a name="Page_209" id="Page_209">[209]</a></span></p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">WE THANK THEE</p> - <div class="stanza"> -<p>For flowers that bloom about our feet;</p> -<p>For tender grass, so fresh, so sweet;</p> -<p>For song of bird and hum of bee;</p> -<p>For all things fair we hear or see,</p> -<p class="i2">Father in heaven, we thank Thee!</p> - </div> - <div class="stanza"> -<p>For blue of stream and blue of sky;</p> -<p>For pleasant shade of branches high;</p> -<p>For fragrant air and cooling breeze;</p> -<p>For beauty of the blooming trees—</p> -<p class="i2">Father in heaven, we Thank Thee!</p> - </div> - <div class="stanza"> -<p>For mother-love and father-care,</p> -<p>For brothers strong and sisters fair;</p> -<p>For love at home and here each day;</p> -<p>For guidance, lest we go astray—</p> -<p class="i2">Father in heaven, we Thank Thee!—<i>Selected</i></p> - </div> - </div> -</div> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Learn the first stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Learn the second stanza of the poem.</p> - -<p><span class="pagenum"><a name="Page_210" id="Page_210">[210]</a></span></p> - -<h5>Thursday</h5> - -<p>Learn and recite the entire poem.</p> - -<h5>Friday</h5> - -<p>Write a list of the nouns in the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the adjectives in the poem.</p> - -<h5>Tuesday</h5> - -<p>Write the name of a flower that is blue; one that is yellow; pink; -red; purple; white. Write a sentence describing each of the flowers in -your list.</p> - -<h5>Wednesday</h5> - -<p>Write the name of a bird that is brown; one that is black; blue; -green; yellow. Class exchange papers. Write a sentence about each bird -on the list you receive.</p> - -<h5>Thursday</h5> - -<p>Talk about May, and how it differs from any other month of the year. -What garden flowers are in blossom this month? What wild flowers are in -blossom? What fruit trees? What forest trees?</p> - -<p><span class="pagenum"><a name="Page_211" -id="Page_211">[211]</a></span></p> - -<h5>Friday</h5> - -<p>Write five sentences about the flowers and trees that blossom in -May.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Story for reproduction:</p> - -<p class="center">ANEMONE</p> - -<div class="blockquot"> - -<p>Once upon a time there lived a youth whose name was Adonis. He -was a fine-looking boy, tall and straight, and he was very fond of -hunting.</p> - -<p>Every day, with only his dogs for company, he would go into the -woods, carrying his bow and arrows. He had a fast horse on which he -rode.</p> - -<p>His friends often urged him not to go too far into the deep woods, -but Adonis was not at all afraid. He had killed bears, and he had -killed lions, so why should he be afraid?</p> - -<p>One day Adonis was in the woods as usual, when he caught sight -of two wild hogs. He left his dogs to worry one of the hogs, and he -started after the other with his spear.</p> - -<p>The angry hog bit him and he had to hasten to the brook to bathe his -wounds. The angry hog followed him.</p> - -<p>Swimming in the brook were some beautiful white swans. When they saw -Adonis wounded, they went to Venus and told her what they had seen.</p> - -<p>Venus hastened to the brook in her silver chariot.</p> - -<p class="dbqt">“Adonis! Adonis!” she cried.</p> - -<p><span class="pagenum"><a name="Page_212" -id="Page_212">[212]</a></span></p> - -<p>No answer came. The only trace she could find of Adonis was some -drops of blood on the green grass.</p> - -<p>Venus was very sorry, for she loved the boy Adonis very much. From -a silver cup which she carried with her, she sprinkled a few drops of -blood over the grass. In a little while, tiny flower buds peeped out -from the spot where each drop of blood had fallen.</p> - -<p>A gentle wind came up and blew the little buds open and before -night it had blown them all away. People called the little flowers -wind-flowers, or anemones. Their delicate pink coloring was believed -to have come from the heart of Adonis. Have you seen the dainty little -anemones, the wind-flowers?—<i>Adapted</i></p></div> - -<p>Tell the story to the children.</p> - -<h5>Tuesday</h5> - -<p>Have the children tell back to you the story of the anemones.</p> - -<h5>Wednesday</h5> - -<p>Write the story of the anemones.</p> - -<h5>Thursday</h5> - -<p>Write five sentences about the woods where the anemones grow.</p> - -<h5>Friday</h5> - -<p>Have the children play in their own way the story of Adonis.</p> - -<div class="chapter"></div> - -<p><span class="pagenum"><a name="Page_213" id="Page_213">[213]</a></span></p> - -<h2>JUNE</h2> - -<h3>FIRST YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>What month is this? What month is just ended? What month comes after -June? What season is this? What are the three summer months? Name -the four seasons. What season is just ended? What season comes after -summer? In what month does school close for the summer? In what month -does school open again?</p> - -<h5>Tuesday</h5> - -<p>Write:</p> - -<p>This is the —— (supply first, second, or whatever day it -is) of June.</p> - -<h5>Wednesday</h5> - -<p>Story-poem for reproduction:</p> - -<p><span class="pagenum"><a name="Page_214" id="Page_214">[214]</a></span></p> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE MAIDEN AND THE BEE</p> - <div class="stanza"> -<p>Said a little wondering maiden,</p> -<p>To a bee with honey laden,</p> -<p class="dbqt">“Bee, in all the flowers you work,</p> -<p>Yet in some doth poison lurk.”</p> - </div> - <div class="stanza"> -<p class="dbqt">“That I know, my little maiden,”</p> -<p>Said the bee with honey laden;</p> -<p class="dbqt">“But the poison I forsake,</p> -<p>And the honey only take.”</p> - </div> - <div class="stanza"> -<p class="dbqt">“Cunning bee with honey laden,</p> -<p>That is right,” replied the maiden.</p> -<p class="dbqt">“So will I from all I meet,</p> -<p>Only take the good and sweet.”—<i>Selected</i></p> - </div> - </div> -</div> - -<p>Read the poem to the children, and explain its meaning.</p> - -<h5>Thursday</h5> - -<p>Talk about bees and honey. Where the bees find the honey. How they -carry to the hive. The honeycomb. Have you eaten honey? Have you eaten -honey in the comb? What is the comb made of?</p> - -<h5>Friday</h5> - -<p>Write:</p> - -<div class="list"> - -<p>Bees take honey from flowers.</p> - -<p>Bees put the honey in honeycomb.</p> - -</div> - -<p><span class="pagenum"><a name="Page_215" id="Page_215">[215]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write two sentences about daisies.</p> - -<h5>Tuesday</h5> - -<p>Name two white flowers; two red flowers; two pink flowers; two -yellow flowers.</p> - -<h5>Wednesday</h5> - -<p>Fill the blanks with an appropriate word indicating color:</p> - -<div class="list"> - -<p>A daisy is ——.</p> - -<p>Violets are ——.</p> - -<p>I have a —— buttercup.</p> - -<p>This apple blossom is ——.</p> - -<p>This tulip is ——.</p> - -<p>This tulip is not red, it is ——.</p> - -</div> - -<h5>Thursday</h5> - -<p>Show the children a daisy or buttercup blossom. Talk about the -flower, the stem, the leaves, the root; the part that the rain, the -sunshine, and the earth have in making the plant grow.</p> - -<h5>Friday</h5> - -<p>Play, as a game, the growth of the daisy.<span class="pagenum"><a -name="Page_216" id="Page_216">[216]</a></span> One child represent the -sun, another the rain, others daisy leaves, stems, roots, blossoms. -The children will work out their own game, with a little helpful -suggestion.</p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Place a number of small objects upon a desk or table. Have the -children see how many of the objects they can name, after they have had -a minute to observe the objects, and then these are hidden.</p> - -<h5>Tuesday</h5> - -<p>Conversation on Sight:</p> - -<p>How do we see objects? Why do we need to take the best possible care -of our eyes? What do we call a person who cannot see? How far can you -see? Can you see a grain of sand? Can you see at night? What animal can -see at night?</p> - -<h5>Wednesday</h5> - -<p>Write a list of as many objects as possible that you can see as you -sit at your desk.</p> - -<p><span class="pagenum"><a name="Page_217" -id="Page_217">[217]</a></span></p> - -<h5>Thursday</h5> - -<p>Have the children cover their eyes. Pound on a tin pan. Have -children guess what the sound was. Ring a small bell. What was the -sound? Blow on a whistle. What was it? Stamp on the floor. Have the -children guess what the sound was.</p> - -<h5>Friday</h5> - -<p>Conversation on Hearing:</p> - -<p>How do we hear? Why is it necessary to take care of our ears? -(Explain how the ears should be cared for.) What is a person who -cannot hear called? How do our ears differ from a dog’s ears? -A cat’s ears? The ears of a horse? Can we move our ears? Can -we move our eyes? What are some of the sounds you have heard this -morning?</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Have the children close their eyes. Place on each tongue a bit of -salt. How many know what it was? Do the same with a bit of sugar, a bit -of vinegar, a bit of nutmeg.</p> - -<p><span class="pagenum"><a name="Page_218" -id="Page_218">[218]</a></span></p> - -<h5>Tuesday</h5> - -<p>Conversation on Taste:</p> - -<p>How do we taste? What have we in the mouth that helps us to taste? -(Tongue.) What becomes of what we eat after it has been chewed? Do we -taste food after it has been swallowed?</p> - -<p>(Have the children test this by actual experiment, with an apple, -or some other eatable with pronounced taste.) Tell the children about -the taste-buds on the tongue that help us to tell the flavor of what we -take into the mouth.</p> - -<h5>Wednesday</h5> - -<p>Have the children close their eyes. Allow each child to smell -cologne, vinegar, a lemon, and an onion. How many can tell by the scent -what each is?</p> - -<h5>Thursday</h5> - -<p>Conversation on Smelling:</p> - -<p>With what do we smell? Can we smell anything if we cover the nose? -Why is it difficult to smell anything if one has a cold? Which has the -keener sense of smell, you or a dog? Can a horse smell? A cow? A cat? -How does a cat know when a mouse is near?</p> - -<p><span class="pagenum"><a name="Page_219" -id="Page_219">[219]</a></span></p> - -<h5>Friday</h5> - -<p>Have the children close their eyes. Allow each child to feel a -soft ball, a marble, a handkerchief, and a piece of crayon. How many -can guess, by the feeling, what the objects are? How do we know, by -feeling, whether an article is hard or soft? What part of the hand has -the most sensitive sense of touch? How does a cat know if we pull her -tail? How do you know when a pin pricks you? How does a dog know when a -flea is biting him?</p> - -<h3>SECOND YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<div class="poetry"> - <div class="poem"> -<p class="center">THE DAISY</p> - <div class="stanza"> -<p>Wake up, little daisy, the summer is nigh,</p> -<p class="i2">The dear little robin is up in the sky,</p> -<p>The snowdrop and crocus were never so slow;</p> -<p class="i2">Then wake, little daisy, and hasten to grow.</p> - </div> - <div class="stanza"> -<p>Now hark, little daisy, I’ll tell you what’s said.</p> -<p class="i2">The lark thinks you’re lazy, and love your warm bed;</p> -<p>But I’ll not believe it, for now I can see</p> -<p class="i2">Your bright little eye winking softly at me.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<p><span class="pagenum"><a name="Page_220" id="Page_220">[220]</a></span></p> - -<p>Write a sentence about the daisy.</p> - -<h5>Tuesday</h5> - -<p>Write sentences, answering the following questions:</p> - -<div class="list"> - -<p>When does the daisy blossom?</p> - -<p>What is the color of the daisy?</p> - -<p>What is the daisy’s eye?</p> - -</div> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>The daisies white are nursery maids,</p> -<p class="i2">With frills upon their caps;</p> -<p>The daisy buds are little babes</p> -<p class="i2">They tend upon their laps.</p> - </div> - </div> -</div> - -<h5>Thursday</h5> - -<p>Write the daisy rhyme:</p> - -<div class="poetry"> - <div class="poem"> - <div class="stanza"> -<p>Doctor, lawyer, merchant, chief,</p> -<p>Rich man, poor man, beggar man, thief.</p> - </div> - </div> -</div> - -<h5>Friday</h5> - -<p>Have each child give, orally, a sentence containing the word -<i>doctor</i>, then one containing the word <i>lawyer</i>, then one containing -<i>merchant</i>, etc.</p> - -<p><span class="pagenum"><a name="Page_221" id="Page_221">[221]</a></span></p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory:</p> - -<p>“The Flag Goes By,” by Henry Holcomb -Bennett.</p> - -<p>This is <em>not</em> too difficult for primary children to learn. Explain -what is meant by the blare of bugles and the ruffle of drums. Play the -marching, removing the hats, and saluting the flag.</p> - -<p>Have the poem copied.</p> - -<h5>Tuesday</h5> - -<p>Children commit to memory the first stanza of the poem.</p> - -<h5>Wednesday</h5> - -<p>Children commit to memory the second and third stanzas of the -poem.</p> - -<h5>Thursday</h5> - -<p>Children commit to memory the entire poem.</p> - -<h5>Friday</h5> - -<p>Recite the poem, in concert, and singly.</p> - -<p><span class="pagenum"><a name="Page_222" -id="Page_222">[222]</a></span></p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about Flag Day. Explain the meaning of the red, the white, and -the blue. Tell why there are thirteen stripes and forty-eight stars.</p> - -<h5>Tuesday</h5> - -<p>Write answers in complete sentences to the following questions:</p> - -<div class="list"> - -<p>What are the colors of our flags?</p> - -<p>How many stripes has our flag?</p> - -<p>How many stars has our flag?</p> - -<p>What does the red stand for?</p> - -<p>What does the white stand for?</p> - -<p>What does the blue stand for?</p> - -</div> - -<h5>Wednesday</h5> - -<p>For dictation:</p> - -<div class="blockquot"> - -<p>I give my head, my heart, and my hand to my country. One country, -one language, one flag.</p></div> - -<h5>Thursday</h5> - -<p>Tell the children the story of the Battle of Bunker Hill. If -possible, show them a picture of the Bunker Hill Monument. This lesson -should be given on or near June 17, the anniversary of the battle.</p> - -<p><span class="pagenum"><a name="Page_223" -id="Page_223">[223]</a></span></p> - -<h5>Friday</h5> - -<p>Write five sentences about the Battle of Bunker Hill.</p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Talk about vacation. Have each child tell something that he expects -to do during the summer.</p> - -<h5>Tuesday</h5> - -<p>Write five sentences about what you expect to do during the -summer.</p> - -<h5>Wednesday</h5> - -<p>Write as many words as you can beginning with s.</p> - -<h5>Thursday</h5> - -<p>Write the name of a red flower; an orange-colored flower; a yellow -flower; a green flower; a light blue flower; a dark blue flower; a -purple flower.</p> - -<h5>Friday</h5> - -<p>Play “I’m thinking of a flower,” the others to -guess what flower is being thought of.</p> - -<p><span class="pagenum"><a name="Page_224" -id="Page_224">[224]</a></span></p> - -<h3>THIRD YEAR</h3> - -<h4>FIRST WEEK</h4> - -<h5>Monday</h5> - -<p>Poem to be committed to memory:</p> - -<p>“The Liberty Bell.”</p> - -<p>Have the poem copied.</p> - -<h5>Tuesday, Wednesday, Thursday and Friday</h5> - -<p>Learn the poem.</p> - -<h4>SECOND WEEK</h4> - -<h5>Monday</h5> - -<p>Write a list of the nouns in the poem.</p> - -<h5>Tuesday</h5> - -<p>Write a list of the adjectives in the poem.</p> - -<h5>Wednesday</h5> - -<p>Write a list of the verbs in the poem.</p> - -<h5>Thursday</h5> - -<p>Look up in the dictionary and write out definitions of the following -words: <i>rife</i>, <i>whisper</i>, <i>gather</i>, <i>grant</i>, <i>hazard</i>, <i>portal</i>.</p> - -<h5>Friday</h5> - -<p>Look up in the dictionary and write out definitions of the -following words: <i>patriot</i>, <i>freedom</i>, <i>dense</i>, <i>quivers</i>, <i>murmurs</i>, -<i>exultant</i>.</p> - -<p><span class="pagenum"><a name="Page_225" id="Page_225">[225]</a></span></p> - -<h4>THIRD WEEK</h4> - -<h5>Monday</h5> - -<p>For dictation:</p> - -<div class="poetry"> - <div class="poem"> -<p class="center">LITTLE BETTY BLUE</p> - <div class="stanza"> -<p>Little Betty Blue,</p> -<p class="i2">Lost her holiday shoe,</p> -<p>What shall Betty do?</p> -<p class="i2">Buy her another</p> -<p>To match the other,</p> -<p class="i2">And then she will walk upon two.</p> -<p class="right">—<i>Selected</i></p> - </div> - </div> -</div> - -<h5>Tuesday</h5> - -<p>Write a rhyme of four lines about a shoe.</p> - -<h5>Wednesday</h5> - -<p>Write a letter to a cousin, telling what you have done in school -to-day.</p> - -<h5>Thursday</h5> - -<p>Write twenty-six words, each to begin with a different letter of the -alphabet. As a, apple; b, baby, etc.</p> - -<h5>Friday</h5> - -<p>Play “Guess what I am,” each pupil to play he is some -flower. As, “I grow in the fields. My flowers are white with -yellow centers. They close at night. What am I?” (<i>Answer.</i> A -daisy.)</p> - -<p><span class="pagenum"><a name="Page_226" id="Page_226">[226]</a></span></p> - -<h4>FOURTH WEEK</h4> - -<h5>Monday</h5> - -<p>Story for reproduction:</p> - -<p class="center">PUSSY</p> - -<div class="blockquot"> - -<p>My name is Puss. You know me very well.</p> - -<p>Once I was a little kitten, and you played with me. I am grown up -now, but I like to play as well as ever. Get a ball, and you will see -what I can do.</p> - -<p>I like to sleep by the fire, too. I like to drink milk too, when I -am hungry. When you have fed me, I will purr.</p> - -<p>Do you see how clean I keep my face and hands? Do you keep your face -and hands as clean as I keep mine?</p> - -<p>Please give me a warm bed at night. I do not like to be turned out -in the cold.</p> - -<p>I have a warm coat of fur, which I always wear. I am better off than -some boys and girls.</p></div> - -<h5>Tuesday</h5> - -<p>Tell the story of “Pussy.”</p> - -<h5>Wednesday</h5> - -<p>Write five sentences about Pussy.</p> - -<h5>Thursday</h5> - -<p>Write ten words that rhyme with <i>cat</i>; five that rhyme with -<i>fur</i>.</p> - -<h5>Friday</h5> - -<p>Write a letter, telling about your cat, if you have one, or about -some cat that you know about.</p> - -<div class="chapter"></div> - -<div class="tnotes"> - -<p class="ph2">Transcriber’s Note</p> - -<p>Minor punctuation errors (i.e. missing periods) have been corrected.</p> - -<p>The following portions were absent in the original:<br /><br /> -May, Third Year, Fourth Week<br /> -May, Fourth Year<br /> -June, Fourth Year</p> - -<p>Perhaps Fourth Year students didn't attend in May and June.</p> - -</div> - - - - - - - - -<pre> - - - - - -End of Project Gutenberg's Daily Lesson Plans in English, by Caroline Griffin - -*** END OF THIS PROJECT GUTENBERG EBOOK DAILY LESSON PLANS IN ENGLISH *** - -***** This file should be named 55057-h.htm or 55057-h.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/5/0/5/55057/ - -Produced by Cindy Horton, Larry B. 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