a way." As she thought over this plan it seemed both interesting and feasible. Heretofore the little folks had always been trained to come in quietly, sit down, and spend the intermissions at work. If this were to be discontinued and the children left to their own devices, it would be necessary to watch them closely in order to detect those who needed help. This, of course, would be impossible, unless all of the preparation work were completed by the ringing of the first bell. Miss Keith thought that the pleasure of trying the experiment would make up for its inconvenience and laid her plans accordingly. The next day dawned clear and cool. The morning work went on smoothly and soon brought the time for the "Moral" lesson. To-day the teacher gave a simple little talk in which she presented her ideal of a well bred child. Voice, movements, habits, and disposition were all touched upon and, after the earnest plea came to an end, the children were told of the new plan. When the noon intermission came, Miss Keith eagerly watched the proceedings. At first, every child took his own seat just as usual. After awhile, a few of the larger and bolder children ventured away from their desks and whispered together in one corner. When the bell rang for the opening of school, the majority of the children were still at work. The next day brought a little improvement. The daring children were soon followed by about a dozen of the more backward ones. All of these, however, gradually drifted together into awkward little groups and seemed to feel utterly lost in this new-found freedom. After a few moments, they gathered in a solid ring just around the teacher and stood as if awaiting her further orders. By this time two facts were evident. The children were plainly awed by the lack of the usual restraint and had neither the power nor the resources to amuse themselves. Until the newness had worn away, some means of entertainment must be provided for them. Just at this time, the primary grade was deeply interested in the study of trees. Each type tree was studied, compared with the others and its peculiar characteristics brought to the attention of the children. These things were afterward expressed in drawing and cutting. A long and patient search through a pile of old magazines had brought a rich harvest, in the shape of a score or more of most beautiful pictures of trees. These were tastefully mounted on cardboard for use in this study. After a great deal of hesitation and argument both for and against it was decided to lay these views on the kindergarten table and allow the children to handle them at pleasure. A great deal of time and labor had been used in selecting and mounting these prints and the teacher felt much pride in the completed collection. It was with many a qualm that the pictures were spread out for the little fingers to handle at pleasure, but if the boys and girls were ever to learn to handle beautiful things, they must do it now. Miss Keith was a firm believer in that statement of Dr. Dewey's-wherein he declares that school is not a preparation for life, but life itself. Strengthened by this idea, the teacher prepared her table and laid out the last picture just as the children appeared. The in The morning greetings were given brightly and then the children were told to come and look at the "pretty table." A delighted "Oh" burst from several pairs of lips and the views were soon surrounded by an eager group of little folks. Each passing moment brought some newcomers and soon there came good chances for "missionary work." terested watcher soon noticed several pairs of hands that - to put it kindly could never be termed as merely soiled. The owners of these hands were watched narrowly, but as yet the teacher said nothing. The favorable moment was not long in coming. Several grimy little fingers seized one of the largest views and then came opportunity number one. The picture was taken from the little hand and the owner thereof was shown the two big, black prints that now marred its spotless border. Out of this incident came the inspiration for a week of "Moral" lessons, on the subject of "Handling Beautiful Things." that the flower they saw before them was the result of a long process of growth. Every flower-even the most plentiful and common one was the outgrowth of God's plan and therefore it was not to be taken from the stem, to be enjoyed for a moment, and then carelessly thrown away. This led to the proper treatment and arrangement of cut flowers, and just here a few simple ideas were given to the little folks. By demonstration, it was shown that a few flowers were more pleasing than a vase crowded to the limit with a great mass of blossoms. The children readily agreed that flowers of one kind made a prettier bunch than many species crowded into one bouquet. From this point, it was easy to show the little ones that great care must be taken in selecting the colors for a vase of flowers and that one or two friendly tints were much more desirable than many colors. At the close of the lesson, Miss Keith gave a short talk on the wild flowers and made a protest against gathering the violets, buttercups, etc., by the basketful and throwing most of them away. It was far better to gather a moderately sized bunch and let the other blossoms go to seed. This would keep the wild flowers from disappearing and leaving the woods bare and colorless. In giving this work, Miss Keith began with flowers. Taking a beautiful red rose she tried to make the children realize The next lesson was inspired by a beautiful big plant that was sent to Miss Keith by one of the mothers of her little flock. The children told what they knew of the care of plants, how to beautify the pot, etc. The teacher added a little to these facts by showing that all dead leaves and dry stems were detrimental to the beauty of the plant and should be removed. After the flowers, came the care of beautiful pictures, busts, etc. The teacher described the life of the artist, his long and hard apprenticeship and the thought, work, and inspiration that went into every picture or work of art. For this reason, it was not wise nor best to handle or touch such things in an indiscriminate manner. In the following lesson on sense training, the old game of "Touch" was given and the children were instructed to point to the busts and pictures in the room, without actually touching them with the end of the pointer. This rule was always enforced in the playing of all games that involved the touching of objects, and as time went on, the lesson was deeply impressed upon the minds of the little players. In the sphere of work, for which the experiment was undertaken, there was no lack of things to be accomplished. Upon the very first day, some of the pupils who wished to see the views spread out before them, crowded and elb wed their way to the front and, of course, were promptly corrected. Again, several of the taller children, having secured an advantageous position for themselves, stood directly in front of the table and remained there, utterly unmindful of the fact that, behind them, many tiny children were trying in vain to see over their heads. As soon as the smaller ones were rescued from their unsatisfactory positions and placed in front of the taller children, the latter soon realized that by this plan their own view of things was in no way hindered and that, by being thoughtful about things of this kind, two people were made happy instead of one. A few pictures were snatched from the hands of smaller pupils by selfish older ones, but this received such prompt and crushing condemnation that it was not repeated. As the children became more and more at ease and the tree work also progressed, discussions arose as to species of the pictured trees and, as time went by, these discussions became more frequent and spirited. It was here that the teacher put forth her hardest efforts. Every voice that rose above the pitch required by good breeding, was corrected instantly, and without exception, and where a child. forgot himself and raised his voice more than once in the course of one intermission, he was sent to his seat in order to impress the lesson upon his mind. After the tree work was finished, a set of animal pictures were laid out, to be followed, in turn, by the flags of all nations. Now, the teacher began to notice that the table was deserted by all but a few of the smaller children. The older and leading spirits of the room soon began to amuse themselves in many and various ways. One capable little girl organized a school and carried on her work in a way so true to life, that Miss Keith, looking on, felt that she had been granted the realization of that line of Burns, in which he says, "To see ourselves as others see us." As the little folks became more skillful in handling pen and charcoal, a small stack of paper was always placed in a convenient corner so that those who preferred to work might feel free to do so. On rare occasions, the children were allowed to use the scissors, but whenever this was done, the floor had always to be left as clean and tidy as it was before the cutting began. Not a scrap must be overlooked. This law was as inexorable as were those of the Medes and Persians. Whenever bits of paper were left lying about, the child who had used the scissors was held responsible and barred from the privilege the next time he asked for it. Later on in the year, some old discarded books were hunted up and placed upon a shelf behind the door so that those who desired to read, during intermission time, were free to do so as often as they wished, providing only that the books, when returned, were placed in an orderly pile. Many of the favorite games were played again at these "free times," those of the sense training variety seeming to be most enjoyed. In all games, the participants were allowed to manage everything for themselves unless some breach of good manners occurred. All running about the room was stopped at once and the reasons for the prohibition were carefully and fully explained. Whenever, in the course of their play, the children were given different objects to use, a "Thank you," was always insisted upon. Often it became unavoidably necessary for one child to walk in front of another and, in the haste of getting and distributing needed material, it occasionally happened that one child ran into another one, going in the opposite direction. Here came a splendid opportunity to root and nourish the habit of saying, "Excuse me." At all times the pupils were made to feel perfectly free in calling upon the teacher for advice or the answer to any difficult questions that arose during the intermission. This privilege also served to teach and instil into the daily lives of the pupils another valuable habit. Whenever Miss Keith chanced to be busily engaged in conversation with another teacher, the little ones learned to wait quietly until their teacher was at leisure to attend to them. Walking between two or more children engaged in talking, was strictly forbidden and, in cases of accidental interruption, the "Excuse me" was never allowed to be omitted. Above and over all, the tone of all the little voices was carefully watched and kept within proper bounds. So the days sped by and Miss Keith, engrossed completely in this interesting new phase of work, hardly realized the coming of spring until it was upon her. The warm, bright days brought with them the usual out-of-door intermissions and, with the experiment at an end, the teacher had time to sum up and think over her results. Several conclusions were not long in presenting themselves. The children had learned to have a place for everything and to keep everything in its place." That was a very satisfactory achievement for result number one. In addition to this, they had formed the habit of keeping floor, desks, and blackboards scrupulously neat and clean. So much for the children. The teacher felt that she herself had become much better acquainted with the individual members of her little flock, as there had been a wealth of opportunity for the little ones to pour their hopes and pleasures into her sympathizing ear. Many a cherished secret and plan had been told because "teacher" always seemed to have time to listen. Last, but not least, a number of the most necessary conventionalities had become instinctive and therefore natural habits. In smaller or greater measure, every pupil had been awakened to a realization of the rights of others, the first step toward the training of an ideal member of society. All school-room material was now carefully handled and some of the little tots displayed a love of beauty and a spirit of reverence that caused joy to the heart of the teacher. Much time and anxious thought had been given up to this work. This alone had made possible what measure of success had rewarded her earnest efforts. External and unceasing vigilance, while a necessity to the experiment, had brought its own good results, for Miss Keith had been able to discover and help, as never before, the little children who most needed it. Although the tone and pitch of the voices had been the thing that called for the most effort, the teacher felt a comforting sense of labor repaid as she mentally compared the present conduct of her boys and girls with that of the earlier days before she attempted the trial of her pet plan. In homes where the parents used a loud and coarse manner of speech, the effort was noticeable each day that the child of that home appeared at school. One and another had to be constantly reminded but continual and earnest effort always brings some measure of reward and though the children were by no means perfect, they were certainly better for the teacher's attempt to work out her experiment. Ring out in cheer, O chiming bells. For in your peals a promise dwells To listening hearts that strive to hear The future's voice of hope and cheer; For love and joy will have their birth As snowdrops spring from icy earth Ring out in cheer! Pictures in the School-Room W ANNIE C. LATHAM E all know children are very fond of pictures, for will not a small tot spend many hours looking at picture books? Then why not make use of this knowledge when these same little tots come to us for the first time? In my own school-room, I use hundreds of pictures, I am almost tempted to say thousands, during the year. They are gathered from all sources, from catalogues ad vertising works of art to the advertising departments of the popular magazine. Almost every magazine is a gold mine in this direction, if our eyes are opened, and our minds responsive to their uses. I should like to suggest a few of the ways in which I use them. They may prove suggestive. I have a border of green denim just above the top of my blackboard. It is about 20" wide. On this, I pin pictures cut from magazines, and neatly mounted on soft cardboard. I use only seasonable pictures, and change them every month. They form an attractive decoration for the room, and the children never tire of them. They are quick to detect changes made in the pictures. I also use suitable pictures in making folders for the children's drawings. For this, I use two sheets of large drawing paper, tie with ribbon, and paste a pretty picture on the cover. The children are stimulated to greater activity by the knowl edge that only neat work can go into these books. For special work, the booklets are made in the same way. At the beginning of the year, I teach the children to mount pictures neatly on cardboard, or drawing paper, teaching them the proper margins. To my mind, a lesson of this kind may be made most instructive, as it teaches the children cleanliness and neatness, while happily at work. It is a practical application of our health talks. The writing lesson may be made more interesting for both pupils and teacher by a generous use of pictures. For instance, in teaching capital letters, I make up short stories about the letter, as B is for baby. At the top of each paper I place a picture of a baby; underneath the children write the story several times, and so on through the alphabet. The whole we tie into a little booklet, the children making their own covers, and tie with odd bits of ribbon. The parents are very proud to show the careful work of the child. As an actual experience in my own room one such parent sent one of the booklets to England, to a grandmother who was intensely interested in the five-year-old's progress. That particular book was by no means a model, but the best that was in the child. At Christmas time, when the children are making picture frames and other home gifts, have a box of pictures handy, for they certainly will prove useful. The supplements to PRIMARY EDUCATION should be valuable at this time. I, at least, find them so. Pictures mounted in groups, on cardboard, make good devices for teaching number. If the children are non-English speaking, it teaches them two things at once: number perception and to recognize objects when they hear the names. have foreign children and I find this a helpful device, for we cannot always have the object in the school-room. I When making name cards for the children, paste a small picture at the top. You will be well repaid for the trouble. I also make picture puzzles for busy work. I use magazine covers, mounted on cardboard, or the backs of old calendars. By the way, I never destroy anything, for almost everything will find its use in the school-room. You will be surprised to see how odds and ends will find their uses in the class-room if you have never tried it; I cannot imagine how any teacher can be at a loss for busy work, but we constantly hear that cry. I cut my puzzles in large pieces at first, then after the child has learned to put them together easily, I cut them into smaller pieces. I do not use them often enough for the children to tire of them. These are only a few of the ways in which I use magazine pictures. Other ways will suggest themselves to the thoughtful teacher. It takes time to collect so many pictures and get them into suitable condition for immediate or future use. Put a pair of scissors and some old magazines in a handy place; you will be surprised at the results of odd bits of labor. You can chat about the latest novel or the choicest bit of gossip and not feel that your time is entirely wasted. Then, enlist your friends in the cause. They will be glad to save their old magazines and even to help in the cutting of the pictures, if you will take them into your confidence, and make them feel they are adding their mite. devoted to one portion of the story and the table changed as the story progresses. The Mayflower could be made from paper by the pupils, and either a mirror or silver paper used to represent water. A large stone could be used as Plymouth Rock. As the story advances and the Puritans sojourn into Holland, a Dutch scene may be shown. A dike can be built, wind-mills made of heavy paper, dolls dressed in Dutch style, and wooden shoes can often be borrowed. Another scene in our story would show the Puritan life after reaching America. Their log cabins can be built of small branches, or they may be made of paper that has been rolled to imitate logs. Dolls dressed in Puritan fashion, and spinning-wheels, will add to the scene. Our story will probably tell of the Indians whom the Puritans found here. Indian life may be pictured by the wigwams, which the children can easily make, Indian dolls, camp-fires, bows and arrows, and canoes. Next comes the Christmas thought. There are so many beautiful Christmas stories that could be illustrated on the sand-table. One that little children like so well and which always appeals to their imagination is "The Night Before Christmas." This story can be very prettily told upon the table. With the snow and ice that come in January, we are reminded of the Eskimos, whose home is in the land of snow. The story of Agoonak or other Eskimo children can be told. The table can now be covered with cotton wool to represent the snow and plenty of common salt adds to the scene. An igloo can be shaped on the table with the cotton and salt, or one can be modeled from plaster of paris. Eskimo dolls can be bought, or ordinary dolls can be dressed in fur. Toy Eskimo dogs can be purchased for a few cents, and an Eskimo sled made by the children. Patriotism is the absorbing thought for February. There are so many stories of heroes and heroic children, such as, "How Andy Saved the Train," "Peter at the Dike," etc., that it will not be necessary to give other suggestions. As March approaches, we are looking for the first signs of spring. Almost the first to attract our attention is the return of the birds. First comes the bluebird. He is followed by robin redbreast, with his welcome notes of cheer, and then many others appear. If stuffed birds are in our school collection, a very pretty sand-table is had by putting up branches of trees - those whose buds are beginning to open being the The Best Use of the Sand Table best-and placing upon the branches the various birds and C SARA HICKS WILLIS HILDREN always take delight in playing in sand. Why not make our school-room work alive by the use of the sand table? All through the year, from September to June, some part of our language work can be illustrated by means of it. In September much of our work has to do with nature. We study the insects, as the grasshopper and the caterpillar. Of course, we want the insects in the room and we want to make their surroundings in-doors as natural as possible. With very little trouble and expense, a portion of our sandtable could be enclosed with wire netting. In the sand the children could plant tufts of grass and small plants. Into this enclosure put the insects. The children would be delighted to bring the grasshoppers and caterpillars. Much interest will be taken in the study of these insects, in the observation of their habits, and the preparation of the caterpillar for winter, while they thus live in our school-room. In October, our thoughts turn toward the harvest time and Nature and man's preparation for winter. Various scenes could be illustrated on the sand-table. If our thoughts are directed towards man's preparation, the sand-table could represent the farm-life showing the barns, the horse and wagon used to carry the produce from the fields, the farming implements, the stacking of grains and corn. The barns and implements could be made from heavy paper by the children or toy ones could be borrowed. The Thanksgiving story usually occupies our attention in November. The story of the Puritans can be made more real to the children by the use of the sand-table. The table could be divided into sections showing the progress of the Puritans from England to America; or, a week could be also the nests. During April we are watching for the first spring flower. A pretty custom is to allow the child finding the first hepatica, the first violet, or spring beauty, etc., to bring the entire plant to the class-room. Now the sand may be replaced by good rich soil, and as each little plant is brought in, the child may plant it in the garden. The children may care for the garden each day, giving the plants plenty of moisture and light. May is the month to begin regular gardening, showing the various stages of germination, the different garden tools (toy ones) may be borrowed from the children who can prepare the soil for the planting of seeds. It is well to have a variety of seeds to plant for the sake of comparison. Corn, beans, and peas are especially good ones. After the seeds have been soaked overnight, the children may plant them in neat rows. Much interest will be found in watching for the first shoot to come through the ground and the growth of each tiny plant. As the warm weather of June approaches, thinner clothing is needed and we are then interested in the cotton from which it is made. The sand-table can now show the cotton plantation, cotton bolls being used for the cotton plants, or bits of cotton wool tied to a twig. Colored dolls can be obtained, and the log houses in which they live. The dolls will represent the cotton pickers, and little baskets will be used to hold the cotton. Bits of cotton tied up in bagging could represent the bales. A tiny horse and cart can be used to carry the cotton from the field. A cotton gin might also be made. The fairy stories, of which children never tire, or any other that appeals to the child, can be made of much greater interest when represented by the children upon the sand-table. Whenever it is possible, have the children do the work, as their interest is that much greater and they learn to do by doing. -- Behold the children of the second grade - fifty of them with shining morning faces, hair well brushed at least in front chests very much in evidence, hands rigidly clasped on the edges of desks, and eyes fixed on Miss B. awaiting her signal to act. Miss B. writes upon the board the words, "Ring the bell" and indicates a pupil. Briskly he responds by performing the action and then says very distinctly and clearly "You told me to ring the bell and I rang it." "What have you just done," questions Miss B. "I have just rung the bell." "What has John just done, Mary?" "He has rung the bell." Again Miss B. writes, "Bring me a book," and a child advances with a book saying, "You asked me to bring you a book and I brang one." Delighted giggles that yet had no sting in them for the child who made the mistake, broke out or threatened to break out, but were promptly suppressed by the perpetrators, leaving no further trace than smiles and eager looks. Another child is called, who corrects the mistake. Then the first one has an opportunity to give the correct form, but finds his tongue inadequate to the occasion and is excused before he has wasted time and fixed the wrong form by repetition. Miss B. then writes the word run on the board, and a child runs lightly to the front of the room, faces the class and says, "Miss B. told me to run, so I ran," and returns to his place in the same manner." Miss B. says, "What has John done?" and the response is, "John has run to his seat." In this manner the lesson progresses happily, involving much action, which holds the attention, until perhaps a dozen irregular verbs, so commonly misused by children and grown people, too, have been thus treated. Then Miss B. asks, "Who rang the bell?" and the child who did so, standing with well-poised body, enunciating clearly and in a pleasant tone of voice, says, "It was I who rang the bell." Another child, called upon to say who it was that rang the bell, says, "It was John who rang the bell." Still another, on being directed to tell without using John's name, says, indicating John by glance and gesture, "It was he who rang the bell." After a few minutes spent on this idiom, during which time. small tongues sometimes went astray, Miss B. said, “I walked home from school last night. How did you go home?" I ran home," replied the child who answered. "I have often walked home said Miss B. "I have often run home," responded the pupil. "As soon as I opened the door, I saw my mother. Whom did you see?" "I saw my little sister," said Isabel. "I saw my little baby," said Mary. "I saw my kitty," said Willie. "It always comes to meet me." "I have seen my mother every day this week," said Miss B. "I have seen my mother every day for longer than that," said Hugh. "I have seen my father, too, "said Gunvar. "I ate my lunch at school yesterday," said Miss B. "Where did you eat yours?" "I ate," "I eat," "I et," "mine at home," responded a dozen. Mistakes were rectified. One T A Coöperative Story HE co-operative story, combining as it does, so many elements of good primary instruction, has undoubtedly come to stay and a warm welcome it should have extended it, for in no other way can a teacher so successfully combine originality of thought, sentence building, language drill, dramatization and spontaneously expressive reading. Pupils feel a personal ownership in a story they have helped to write and who does not read well his own composition? A picture is probably the best basis for such work, and the sample lesson given below was one actually worked out with second grade pupils. Picture is placed before the class. Teacher: This little dog has been frisking about all the morning but has had nothing to eat since breakfast. Now, seeing his master coming home from school, he has something What do you think it is? to say. Child: I think he says, "Bow, wow, wow!" Teacher: Yes, but what does that mean? Child: It means, "I am hungry!" Teacher: What do dogs like to eat? Child: They like bones. Teacher: Then what else does his "Bow, wow, wow!" mean? Child: "I want a bone." Teacher: You can see by the picture that the boy has taught his dog a trick. What is it? Child: He has taught him to sit up and bark when he wants something to eat. Teacher: But Fido has not done that, so what will his master say to him? Child: "But, Fido, that is not the way to get your dinner. You must sit up and ask for it as I taught you." (Several answers were given but these chosen as best.) Teacher: What does Dan say when the little dog has sat up? Child: "That's right!" Teacher: Before he gives the bone he tells doggie to do something more. Child: He tells him to speak. |