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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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