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The Rain Coach.

The Rain Coach.*

Some little drops of water Whose home was in the sea, To go upon a journey

Once happened to agree. A cloud they had for a carriage, Their horse a playful breeze, And over land and country They rode awhile at ease.

to soil, animals and plants, etc., are a preparation for his seeing the wonders of his garden.

A window garden is preferable to no garden, but it is unnatural and incomparable to a real, "out-of-door" garden.

If the experimental garden must be indoors, take equal amounts of each kind of soil, moisten with equal quantity of water, set aside for six, twelve, or twenty-four hours; then weigh each, note loss of each. Which would be best for plant life? Put each kind of soil in the sunshine for several hours, test temperature, note difference. Which cools most quickly after being taken out of the sunshine? Under similar conditions in which do plants thrive best?

The great world garden is composed of just such soils; and an appreciation of the properties of each as shown in the garden, will give a basis for imagining great areas composed of similar kinds of soils.

But ah! they were so many

Relation of Plants to Plants. Each child should have a certain area for which he is solely responsible. If he lets the weeds grow, he will soon realize the social relation of plants to plants. In a quiet, orderly way the unbidden weeds help themselves to the food intended for the petted plants, growing corpulent, overshadow their cultivated relatives, who turn pale, sicken, lead an invalid existence for some time, then die.

At last the carriage broke,
And to the ground came tumbling
These frightened little folk.
And through the moss and grasses

They were compelled to roam
Until a brooklet found them
And carried them all home.

(* From Songs for Little Children. By Eleanor Smith Milton Bradley Co., Publishers.)

TH

Primary Geography. VIII.

The Garden.

By ZONIA BABER, Cook County Normal, Englewood, Ill. 'HE greatest criticism of our primary grades is the sudden and complete change in the life and manner of teaching in the school, from that of the home. Activity characterizes the home life, while repression of activity is the rule of the school.

The child has imitated in action every thing about him; he has been a blacksmith, a driver, a baker, a farmer, a horse, a cow, a bird, according to his surroundings. Every thought seems to have had its physical expression. When he enters the school-room, this physical action must cease. He must learn by sitting still and expressing his thoughts in oral language: but he wants to make something, to build, to cut, to DO. He is told stories of the Indians and their homes, but he does not really know a wigwam until he has made a tepee, long house or pueblo.

He is told how the farmer plants corn, but he never appreciates the story of "Mondamin" until he has planted and tended the corn himself. He may be told a certain mineral is hard, but it is after he has tried to scratch it with his finger-nail or knife, or tried to scratch glass with it, that he understands that property of the mineral. His real knowledge consists in what he has done, not what he has committed to memory. At this time of the year, I know of nothing which takes the place of a garden in educative teaching.

Bacon says,

"A garden is the greatest refreshment to the spirit of man." Each city school should be provided with ground and seeds for spring gardening just as religiously as coal is provided for the winter. Even in the country much useful experimental work can be done. It may be queried, What relation has a school garden to primary geography? The world is but a large garden, well cultivated in some places and going to weeds in others. The forces which shape the garden are the same which, acting in different degrees, are changing the face of the earth. The effect of the sun, rain, plants, animals or man, noted in the garden, does not differ greatly from the same action in the larger areas of the world.

All the previous lessons in geography and science-in the study of soil; meteorology, solution, relation of plants

Relation of Plants to Animals.

Bugs, worms, moles, birds, etc., carry on a quiet warfare with our nurtured friends; single-handed they are too weak to win the battle; the pupil must stand ever on picket or his cherished plants will live only in memory.

What to Plant.

Since some city children do not know whether beans grow on trees, or potatoes on bushes, the common vegetables which appear on the dinner table will be of great interest.

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Those plants of greatest use to the largest number of people of the earth, which also form the great landscape family of four thousand grasses, which give beauty and vercoloring, may be selected, e. g. ; A few of those of that royal dure to our fields, food to animals and man, - wheat, rice, oats, rye, barley, sugar-cane, command the energies of more of the earth's inhabitants in producing and furnishing sustenance for man and animals than any other plants. As the young of everything show little individuality, the characteristics of the specie only predominating, so in the cereals above named; when they first appear they all look strangely

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alike. As they grow old the individuality of each develops (see illus.) and we learn to recognize each as we recognize our friends.

Cotton, the principal clothing plant may not mature in our climate, but it will give the child an idea of the appearance of thousands of acres under cultivation, in warmer climes. Hill rice must be selected, as rice adapted to swamps may make requisites which will be impossible to fulfil in a school garden.

While we cannot use the improved machinery in planting and harvesting our garden, yet the children will get much valuable knowledge which will form a basis for imagining the

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(Care must be used in presenting these to the children to give the relative height of each, with corn as the standard.)

Rice

great wheat fields of America and Russia, the rice fields of China and India, the cotton plantations of the United States, Egypt, etc. When the harvest time arrives what is necessary to prepare each for food for man. The husking of the corn, the threshing of the wheat, the picking of the cotton, though the harvest be but a few ears of grain, and a few immature bolls of cotton, gives to the child at least a slight notion of the great joys of harvest-time. Then the story of harvest celebrations in different countries will be appreciated. When the children have pounded the wheat into flour, squeezed the juice from the sugar-cane, and boiled it down into sugar in the school-room, the history of the preparation of these different foods will be of intense A trip to a flour-mill and a sugar-refinery will be

greatly appreciated.

In the real garden may be observed ; ·

Compare depth which different kinds of seeds must be planted. Measure growth for each week, compare. What causes difference?

Certain materials are necessary for each child in taking care of his seeds. The following suggestion may serve as educative seat work. Much of our seat work is unpedagogical and simply used to kill time. The making of anything for which the child feels the need is valuable.

The purpose of the box made by each child is to hold his seeds and act as a tool in getting necessary measurements. Take a piece of cardboard 16 x 12 inches. Place dots four inches from each corner of rectangle.

Connect opposite

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Miss B. is teaching vertical writing to her little folks in the first room and with eager eyes she has devoured everything on the subject that came within her range of vision.

In the hygiene lesson she impresses the children with the thought of keeping the backbone straight so the cushions between the bones will not harden and make Johnnie look like old Mr. Smith, who is sawing wood across the street, and in similar ways, devises new schemes to improve the memory and by mere novelty and constant repetition of the thought, reach the ideal position.

So it was with great joy she welcomed the drawing of cats in the March PRIMARY EDUCATION and drawing it on the

Box for gardening

dots by lines as seen in the plan above. Cut out dark areas. Fold on lines and paste into form of box, make handle one inch wide. Draw a border of square inches around bottom of box, making every alternate square inch black. Ex. of use:- The box containing corn is placed on a row in the garden in which the seeds are to be planted; then using the border of the box as a ruler, the holes in which the grains are to be placed are made the required distance apart.

For literature the story of "Mondamin," found in Longfellow's "Hiawatha." Ceres and Persephone are interesting in this connection.

board in a conspicuous place, left it for the children to tell her the "story."

Passing down the aisle in the writing hour, Johnnie smiling up into her face says, with pride, "I can sit up straight like the middle cat."

"Grace is writing like that one with the head down," Earnie said, while Grace immediately straightens her back. "My sister told me how a girl in her room always writes with her tongue out," eagerly tells another.

Then, after talking about them, the children name them, in order, "Tabby," "Pussy," and "Lazybones," and the benign influence of Pussy's peaceful face and stately position is salutary while no one likes to be compared to the indolent "Lazybones."

"How much better are these attractive methods than the constant repetition of that contentious word "Don't " !

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F

Nature Study.

The Plant at Work.

By CHARLES B. SCOTT, State Normal School, Oswego, N. Y. 'OR two months we have been studying beginnings

the branch developing from the bud, the root and stem and leaf starting from the seed.

For two months our boys and girls have been discovering how much has been done for the plant, how the seeds and buds have been protected through the winter, how carefully provision was made long beforehand for their spring awakening and growth, how leaves and soil, snow and rain, sunshine and cloud, have all helped.

This side of plant life appeals to the child because it is like his own life, his own experience as a child.

But he has seen the protecting scales separate and gradually fall off, and the warm woolly covering disappear. Uncovered, unprotected, the tiny delicate leaves have unfolded, grown thicker and stronger, separated, spread out to sun and sky and rain. What for?

He has seen the stem strengthen and lengthen upward. What for?

He has watched the delicate leaves one after another push out from the protection of their fellows, enlarge, unfold, spread their faces to the light. What for?

Why, they have all made a discovery. Pulsating and throbbing through the plant from every root and stem, every branch and leaf, comes the message: "We have a work to do. All these months Mother Nature has been getting us ready to do this work. She has cared for us and protected us. She has given us everything, done everything for us. Now she tells us we must work for ourselves."

During May and June our boys and girls will study the other side of the plant's life; what it does, its work.

The Root at Work.

In what direction does the root grow? Perhaps the children have discovered some seeds planted "upside down," and have seen how the root turns downward. The fact of the downward growth can be shown very clearly by planting peas in all positions in damp sawdust or on damp paper. Whatever the direction of the root at first, it will turn downward.

Still better is the following experiment: Fasten several germinating peas, with roots half an inch long, to a cork, by means of pins passed through the thickened halves or cotyledons, so that the tips of the roots will be inclined upward at different angles. Place the cork in a saucer with a little water, and invert over it a cup or bowl, to keep the seedlings moist and dark. In a few hours the roots will turn downward.

They are determined to get into the earth. What do they do in the ground?

Carefully pull up by the roots a young bean or pea plant, shake it gently to remove the earth, and then place its roots in a vessel containing water in which a little red dye (eosine red is best; ordinary ink will not do) has been dissolved, coloring the water a bright red. After about twelve hours it will be found that all the fine veins in the leaves are stained a bright red, showing that the water, carrying the dye, has passed into and through the roots, up the stem, and into the leaves. (Laurie's "Food of Plants.")

The work of the root can be illustrated, not demonstrated,

by showing the children how a piece of cloth or blottingpaper or a string draws up colored water.

The fine furry covering of "root-hairs" usually seen on peas raised on damp paper, under a glass, will help the children to understand how or with what the root draws in water. Each hair is a tube with very thin walls and end, through which the water passes. It is not true that "the roots have hundreds of little mouths," as the children are sometimes told. They have no openings, but absorb through the three walls. Hence they can take in only liquids and gases.

The main work of the roots is to take in food from the earth for the plants. Why are the roots formed first? Where does the little plant get its food while the roots are getting ready for work? How is it that they can grow so large without any earth?

The children will doubtless suggest another part of the work of the root: to hold the plant in the ground. Notice how well they are fitted for this by the branching and direction of growth of the roots.

If the vegetable roots were studied last fall, a third use of the roots may be brought out: to store up food for the plant and for man. As roots are not doing this at this season, it seems wise to merely touch on this part of the work of the root.

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There are many reasons for emphasizing leaf-study. Leaves are much more abundant and can be more easily obtained than flowers. Their study can be made as interesting and attractive as flowers. If leaves are studied more our wild flowers will not be destroyed so rapidly as the growing interest in nature threatens.

We must study the leaves as living things, not as mere forms. The tendency to emphasize form and structure is particularly evident in the methods usually followed in studying leaves. Too often the leaf is nothing more than a form, supported by a skeleton. Too often the leaf is a means of giving the pupil practice in exact, concise description, and is nothing more. We are not going to neglect the careful observation and the clear, exact expression. In this we will find the leaves and flowers very helpful. But we must give our boys and girls more; an interest in the world about them; a sympathy with nature; an appreciation of the beautiful in form, color, purpose and relations.

Let us approach the leaves from this point of view, their life and work and beauty; this will be the best preparation for the detailed study of form and structure and classification.

From the first connect the leaf study with the plant whose development the children are watching. This plant may be a center about which all the plant study can be grouped. Study in the bean, (the Lima bean is best) the baby

leaves in the seed. How arranged? How folded? Why? Notice color, delicate texture, and position of veins. Why are the leaves in the middle of the seed? Are they well protected? How? By what? Draw the leaf babies in their cradle.

Review, or better, repeat the observations on the early stages of germination, centering everything about the leaves. Why do the leaves "back out" of the ground? Can they push out more easily? Are the delicate tips of the leaves better protected?

Notice how the leaves separate, unfold, increase in size and strength, and change color. Do any of the leaves fold together toward night? Where are the new leaves formed? Study the protection of the baby leaves. This is particularly noticeable and interesting in the pea.

From the beans and peas in the school-room turn to other plants. Of course the best place to study them is in their home, out of doors. Much can be done however in the school-room.

No more beautiful illustration of leaf protection and revelation of beauty and order, can be found than the developing fern frond. Take the children out-of-doors, if possible, to study the leaf buds of the most common herbs, such as dandelion, clover, pea, milkweed, violet, burdock, oxalis, strawberry, five-finger, cranesbill; any weed growing any. where, the more common, the better.

Have them watch the development-in the school-room - of the leaf buds of shrubs and trees: horse-chestnut, elm, beech, (see illustration) cherry, apple, oak, currant, lilac, hazel, sumac.

at night the older leaves fold about the younger leaves at the top of the stem. Have children watch peas, locust trees, clover and other plants with compound leaves and small leaflets, and notice positions of leaves in early morning and in warmer part of day.

With the beauty of protectton and arrangement, will not the children absorb much of the beauty of color? The delicate tints of the young leaves of many plants, such as the oak, are scarcely less beautiful than those of the spring flowers. Indeed, the leaves constitute the main beauty of the spring landscape. The flowers are only the jewels for decorating Mother Earth's garment of green.

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Lead the children to discover how the leaf-buds are protected by being enclosed between stems of older leaves or between the leaf-stem and the main stem; how the leaves are protected by gum, scales and woolly covering; by being enclosed between the stipules (as in the pea) or having older leaves folded or rolled about them; by the folding or rolling--- in many ways, always the same in the same kind of plant- of the individual leaves or leaflets.

Notice too how carefully and with what economy of space the leaves are packed. Can you pack as well? Try it.

The accompanying plates (from Newell's Reader in Botany, Part I, Messrs. Ginn & Co., publishers,) illustrate very clearly how exquisite are all the details of leaf arrangement. No more interesting study of protection, and adaptation, and order, and plan can be found. The most common plants will show many more types of vernation or leaf arrangement, than are figured in the plates.

The leaves become more truly living things if the children can discover, not merely be told, about their "sleeping positions," can see that some leaves go to sleep at night. This is well shown in the common milkweed. Notice how

In connection with leaf arrangement the children will get much of leaf structure, the parts, blade and stem and stipules, and the veins. It will be found helpful to have them mould in clay and draw different leaves.

But we were to study the work of the leaves and the leaves at work. Mother Nature (who is Mother Nature?) has been so very very careful in covering and wrapping and rolling and folding and packing the leaves; she brings them. out so slowly and cautiously in the spring; she sets the root and stem at work getting and carrying food for them; she must have a great work for them to do. What is it?

Isn't it a great work, to show boys and girls, and men and women, who will use their eyes, how carefully and perfectly and wonderfully God does his work? Perhaps our little ones will not be quite so careless.

Isn't it a great work to fill this world with life and beauty and brightness, to help bring joy and happiness to everything and everybody? Will not some of the little men and women apply the thought?

If we do no more this spring than bring home to our children this part of the work of the leaves, we will do well, very well. We will lay foundations deep and strong and abiding for the study later of the other work of the leaves and the plant — and the child.

Be sure that these lessons of the work of the leaves come direct from nature, through the child's eyes-not from your lips. Don't preach. Call in the poets, Bryant, Longfellow, Wordsworth, and a host of others, to help nature and you in your work.

Perhaps next month we may talk more about the work of the leaves.

Books.

Newell's "Reader in Botany," Part I. (Ginn & Co., Boston, price 70 cents) will be found very helpful in seed, bud, and leaf study. Much that is helpful in all the spring work will be found in the following, (all published by Educational Publishing Co., Boston): "Little Flower Folks," Vols. I and II. (Price of each, 30 cents.) "Fairyland of Flowers." (Price, $1.00.)

"Hale's Little Flower People," (D. C. Heath & Co., Boston. price, 45 cents) tells in a charming way of the work of the flower servants, roots,

stems and leaves.

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Tribute to the Author

of "America."

By E. D. K.

'F all the boys and girls in our primary schools could have been present in Music Hall to-day it would have been a lesson in patriotism never to be forgotten. Boston, to-day, in behalf of the whole country honored itself by a testimonial to the author of our National Hymn Rev. S. F. Smith. It was fitting that in this city where he had played as a school boy, near Harvard where he lived as a student, and near his present home at West Newton, he should receive a national recognition of his great gift to his Country,-America.

Music Hall beamed and smiled in American flags. Enthusiasm and art had vied together to see what could be done with stars and stripes by way of decoration. The result was an inspiration. Flags and bunting were festooned from floor to ceiling and banners painted with the insignia of different states ornamented the walls and blended with the national colors in perfect harmony. If the heart never before thrilled in the presence of the national emblem it must have stirred with patriotic pride to-day. An immense portrait of Dr. Smith looked down upon the audience, just over the stage. Above it was the single word "America." Opposite, at the rear of the hall upon a square of black velvet was inscribed, "My Country 'tis of Thee."

Perhaps one-third of the three thousand people who filled the hall in the afternoon exercises were school children; separate, in groups, in schools, and in a selected choir of two hundred upon the stage, they seemed to be everywhere - and at their best. The occasion called out just the look on their faces that we love to see in children when their interest and heart are both enlisted, and the natural excitement is a little subdued with the charm of deference.

We stood at the gateway just as one of the schools boys and girls of, perhaps, a dozen years - passed by with beaming faces, and marching step, the tiny flag in the buttonhole and a genuine patriotic pride in every movement. It was hard to resist the impulse to touch them upon the head with a God bless you that trembled in bene

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diction over the happy throng. The occasion was deep with a meaning beyond their years, for their young lives had never known an imperilled flag or the terrible fear of a dissevered country. the echo of their footsteps died away on the stairs, they seemed to have entered into some sacred place to pledge their young lives in loyal service to the "Sweet land of liberty," by praise and honor of him whose pen had given the "freedom song "and made it immortal.

As Dr. Smith, the central figure for every eye, stepped upon the platform, it was a picture never to be forgotten. The great audience rose to its feet, and the "grand old man" was greeted with waving handkerchiefs, flags, and three enthusiastic cheers which must have been a tremendous relief to Young America present. But it was all thrilling to a degree hardly to be put into words. One felt "I would rather my boy would be a part of this occasion than to be courtier to a king."

To those who did not know the vigor and freshness of Dr. Smith under the weight of his eighty-six years, it must have been a surprise to see the firm step, and to hear the clear, full tones with which he told the story of the writing of the National hymn.

One dismal day in the month of February, 1832, while I was a student of theology at the Theological Seminary in Andover, I stood in front of one of the windows of the room in which I resided. In turning over the leaves of one of the books I at length came upon a tune which instantly impressed me as being one of great simplicity, and I thought that with a great choir either of children or older persons such a tune would be very valuable, and that something good might come out of it. I just glanced at the German words at the foot of the page and saw, without actually reading them, that they were patriotic.

It occurred to me to write a patriotic hymn in English adapted to this tune. I reached out my left hand to a table that stood near me, and

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picked up a scrap of waste paper for I have a passion for writing on scraps of waste paper, there seems to be a kind of inspiration in themand immediately began to write. In half an hour, as I think, certainly before I took my seat, the words stood upon the paper substantially as you have them to-day. I did not think very much of the words. I did not think I had written a national hymn. I had no intention of doing such a thing, but there it stood. I dropped it into my portfolio, and it passed out of my memory

Some time afterward, while visiting Boston, I took with me a collection of hymns and songs which I had written for my friend, John Mason"Murmur, Gentle Lyre" was one of them- and placed them in his hands. I think this little waif must have found its way into the collection, but I was none the wiser for it, and never asked what he had done or was going to do with it.

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