The chances are that not many have taken the trouble to travel by that devious road, and so the lone traveller will be made all the more welcome. I know, because I have tried it. There came into my class one year, a little girl, eight years old, whom we may call Sally. Sally had not been in the room one hour, before I realized that she had brought trouble with her. I watched her closely, and decided that I must reach Sally, the real heart of Sally, and that right promptly. For two months I tried to reach the heart of Sally, but was beaten back at every turn. I flattered myself that I knew many of the roads that lead to children's hearts. I had studied my books faithfully, and learned much from my children, but Sally was a new experience for me. None of the little things which appealed to the other children, appealed to her. She did not care for my commendation, no punishment seemed to touch her. She never tried for the little rewards I made possible for the workers, and not even when I took special pains to celebrate her birthday, did it seem to please her. I visited her home and found there conditions that made me all the more discouraged. Sally was an only child, her parents idolized her. I could expect no help from them. But from my visit to Sally's home I returned with a new idea.

"Sally has been petted, spoiled, and noticed in some way ever since she was a baby," I said. "I am making the same mistake, only in a different line. I shall take no more notice of her." And I kept my word. For two weeks I studied how to avoid taking notice of Sally, and it was much harder than I had thought. But somehow I managed it. Sally watched me with her unchildlike eyes, and did her best to try my patience. Even the notice of adverse criticism was sweeter to her than no notice at all. Whether my new tactics really had any effect I cannot tell, for the real approach to the heart of Sally came quite by accident.

I was riding my wheel down the main street one windy day when my light skirt became entangled in the chain. Fortunately I was not thrown, but I was, nevertheless, in a sorry plight, for I could not disentangle myself. Looking up the street for aid, I saw Sally herself riding toward me. I was not much pleased. To my surprise, when she saw my predicament, Sally dismounted, opened the little tool-case which she carried, and in a few minutes had freed me from my tangle. I was very much surprised at her quickness and cleverness, and told her so. She flushed with pleasure. Another surprise for me! I left my wheel at the repairer's and Sally and I walked home together. In that short walk I learned more of the real Sally than I had learned in all the months she had been with me.

From that day I had no more trouble with Sally. For some inexplicable reason she determined to show me the best there was in her. She became one of my most efficient pupils, not much as a scholar, perhaps, but a born organizer and leader. I missed her sorely when she left my room.

I learned much from Sally. I am still learning, and the more I learn the less I find I really know. But I am willing to unlearn all my lessons if I may be retaught again by a little

child.

Story Telling in the Grades.

T

M. L. J.

EACHERS have many varied experiences, and perhaps some of these experiences are common to all. We teachers study theory, and after a few years of practice, feel that we begin to understand how to conduct a recitation. But how many of us have conducted what we thought to be an almost perfect recitation, and felt that the topics had been fairly well mastered by each member of the class, and that the facts of the lesson had been so clinched that they would never be forgotten; then in a few days find it necessary to repeat and explain this same lesson. Another trying experience: When one has given, to the best of his ability, a thorough explanation of a subject, and at the end of said explanation, a child raises his hand and asks a question that has just been well answered. What is the trouble? It must be lack of comprehension, a poor memory, or inattention.

To those who cannot comprehend easily, we must give extra time and attention, and most of all, our patience. And how much it does take! More patience for this child, perhaps, than, for the bad boy. For those with the poor memory, a better memory must be cultivated. But what are we to do with the child who does not give proper attention? For these children we must summon patience again, and learn to command and hold the attention of the child.

To begin with, a teacher must give individual attention to the class, and be master of the subject. Then begins the process of training the children to become good listeners. How can we do it? Concentration is one of the hardest things for a child to learn. Up to the time that he has entered school his life is a life of sweet freedom.

Story-telling may be called the connecting link between the nursery and the kindergarten; for does not every child love a story from the time it can begin to talk till it has finished the grades?

And we need not stop here, for most people love stories of some kind all through their lives. It is said that "storytellers were the first teachers" and that "far back in the morning twilights of the world, people began to tell stories." There is such a bewildering lot of stories to select from, that naturally the question comes: "What stories shall I tell?"

We should carefully select stories that are best suited to the child's need at the various stages of his development stories that will help to unfold and establish his ideas of right and wrong, and develop a sympathetic nature; stories that will help the child to see what beauty there is in moral and spiritual order.

Beginning with the Mother Goose rhymes that the children love so well, there are even lessons of truth and principle that little children have to learn. For example:

Tom, Tom, the Piper's son,
Stole a pig and away he run!

The pig got loose, and he stole a goose,
And Tom got put in the calaboose.

The hero was punished- he had to run, he lost what he had stolen, and finally landed in jail, and even the smallest child will realize that that is just reward. Then in another:

See-saw, Margery Daw,

Harry shall have a new master,
He shall have but a penny a day,
Because he can't work any faster.

Even in the nursery you see we learned that we should be paid for as much as we are worth. (But we do not fully realize what it means till we are grown and learn the full meaning of the "survival of the fittest.")

After the nursery rhymes come the folk-lore, fables, and fairy tales; and each nation seems to have its own individual and characteristic collection. These are always among the children's favorites, and many of these can be used in the grades. A suggestion might be made here, that we tell the folk-tales of our own country before those of other countries.

The North American Indian and the Negro have given us many folk-tales that never fail to hold the children's attention. Joel Chandler Harris has collected and given to us many of the negro stories; while Longfellow has most charmingly written of the Indians.

In telling fables we should let the children have the pleasure of finding the moral themselves. They will find it without any explanation usually, and always enjoy the fables much more if they can explain the moral.

Fairy stories never fail to interest children, and some one has said that "a fairy story is a heavenly story with an earthly meaning." It will add greatly to the charm of the story if the story-teller can realize this fact, and really enter fairyland in spirit with the children.

Then let us not forget the true stories which seem even the best of all. The stories of Columbus in October; the Pilgrims and the first Thanksgiving in November; the shepherds and Jesus in December; the Eskimos in January; the birthdays in February; and the stories of maple sugar and the study of the birds in the spring months.

There are true stories for each month and the children will

enjoy them all; but we should not give too many stories, for a few well learned will be much better than a smattering of each. Teachers can find appropriate stories for all ages, and greatest care should be taken in selecting the stories, for in many of them the children will find a hero and unconsciously imitate the strong qualities of that hero.

After we have taken time and thought for the selection of the stories we are to tell, the next question comes, "How can we tell them?" To begin with, the story-teller should see vivid mental pictures of the characters and the surroundings of the stories, that the settings be clearly described. If his mental picture of the story is dim and indistinct, the description will be the same way.

The story must be well in mind before attempting to tell it; then if a part is forgotten the clear mental picture will help one to go on with the story. Stories can be made more vivid to the children by dramatization; and children of all grades seem to like to dramatize stories.

A high school teacher once said that the study of King Arthur and his gallant knights and the attempt to live the spirit and dramatize the story, transformed the children of the school. It brought kindness and courtesy that had never been known in her classes.

Through carefully selected stories we can develop concentration, teach the children to become good listeners; help them to use better English; through dramatization develop originality and individuality; and, most of all, teach them the true principles of right living, and what the highest ideals of life really are.

Chick-chick-a-dee-dee!"

"Chick-a-dee-dee-dee! "Your breast is white, and your back, your wings, and your tail are gray," said Mary. "Chick-adee-adee-adee!"

"What are you doing here in this cold winter weather?" asked Jack.

"Dee-dee-dee-dee! I don't mind the cold, and the wind, and the snow, so I always stay here in the cold winter weather. Dee-dee-dee-dee!"

"I thought you went south with the bluebird and robin," said Mary.

"No, I never go south with the bluebird and robin. Chickchick-a-dee-dee!"

"Why didn't you go down to the warm, sunny south with the bluebird and robin ?" asked Jack.

"I'd rather stay here with the Nuthatch and Downy. Febee! Fe-bee! Chick-chick-a-dee-dee!"

"But where do you live in this cold winter weather?" asked Mary

"I live in the heart of a great oak tree, in a snug little nest, lined with moss, leaves, and feathers. Chick-a-dee-dee-dee!" "Are you never cold in your nest in the tree?" asked Jack. "I've a thick feather coat, and no matter how much the wind may blow, and the snow may fall, I'm safe and warm in my snug little nest in the great tall tree. Chick-a-deedee-dee! Chick-chick-a-dee-dee!"

"But the ground is all frozen and covered with snow, and the insects are gone, so what can you find to eat in this cold winter weather?" asked Mary.

"In winter I get all my food from the trees. adee, adee!"

Chick-adee

"But we don't see any food on the trees," said Mary and Jack.

"There are thousands and thousands of insects' eggs in the bark of trees, and I pick them out with my sharp little bill. Dee-dee-dee-dee!

"Can't you see how much good the chick-a-dees do when they eat up the eggs of the insects that eat up the leaves of the trees?"

"We work on the branches, and the Nuthatches work on the trunk. Chick-a-dee-dee-dee!"

"You are brave little workers out here in the snow," said Mary and Jack. "All winter long you are helping to save the trees from their enemies, and all winter long you are cheerful, and happy, and bright.

"Chick-a-dee-dee-dee! I don't mind the wind, or the cold, or the snow.

"Chick-chick-a-dee-dee!"

"Fe-bee! Fe-bee! Fe-bee!"

"Dee-dee-dee-dee-dee-dee!"

"Chick-adee-adee-dee!"

"Chick-a-dee!"

When nature excursions are taken on cold days, it is necessary to keep the children moving most of the time. If the weather is very cold, the children may be taken for a short, brisk walk and the nature lesson given in the school-room upon returning. Before going into the woods where the snow is deep, care must be taken that the children wear leggings and overshoes. In cases where it is impossible for parents of the children to provide these necessities, the Board of Education may be willing to do so.

While the material for nature study may not be as rich in the winter as in the summer, yet there is a certain inspiration in merely breathing the cold, fresh air. It gives the children a new zest and they go to their work with renewed vigor. The winter walks give excellent opportunity to constantly review the trees which have been studied. The children love to point them out and name them as they pass by.

First Week

Topic Winter Birds and their Food Supply. First Excursion.

Topic A Visit to the Christmas Tree.

It has been one or two weeks since the children have been in school. One of the first things they will want to know is how the birds liked the Christmas tree and whether they have eaten any of the food it held for them. Take a fresh supply of bird dainties with you, also one or two shovels. Un

doubtedly, most, if not all, of the feast has been eaten and the children will be overjoyed. Shovel a clean place around the tree and scatter fresh grain. Place new pieces of bread, suet and meat on the tree. Perhaps some of the boys can make very simple feeding boxes for grain. Some very good examples may be found in the Bird-Lore magazine for September and October, 1905.

Assign to different children the weekly task of keeping the birds fed. Encourage daily feeding around the homes.

Second Excursion.

Topic The Blue-jay.

No matter what birds come or go, the blue-jay is always with us and he adds much to the winter scenery. He has a rather bad reputation, but those who have really watched him carefully, say that he is not so very bad after all. The children love him for his bright colors and queer ways.

It is not hard to find a blue-jay to observe and study. His sharp insistent cry gives him away. Notice the different shades of blue on his coat. The jet black bars on neck, wing and tail are beautiful. Call attention to his sharp beak and long, pointed claws. These are adaptations for preparing his food mostly nuts of different sorts. Perhaps you will be fortunate enough to watch him crack one.

The blue-jay has two distinct notes. When he is angry he gives a short, sharp call which Mr. Ernest Thompson Seton describes as "Thief!" "Thief!" Sometimes when undisturbed, and especially in the mating season, he has a short song of three syllables which sounds very much like "Eata-little."

Be sure the children know that this is the blue-jay and not the blue-bird. This will save much confusion in the Spring when the other birds come.

Third Excursion.

Topic The English Sparrow.

To some it may seem a waste of time to have a lesson on this bird which so many people consider a pest. But he is a bright, happy little fellow and some of his habits are very interesting.

Where there is one sparrow, there are sure to be several. Notice how they scold and chatter and are busy every minute. Observe the differences between the male and the female. The female is smaller and wears a more modest dress. Point out the black bib and shoulder pieces of the male.

Have children recall and tell of sparrow nests they have seen, and compare with nests of other birds. What do sparrows eat? Where do they get their food?

Tell the children the story of the sparrow and the feather, from "Sharp Eyes," by John Burroughs.

Second Week

Topic Bunny Cotton-tail and his tracks in the snow. All Excursions.

After a fresh snow-fall many rabbit tracks may be seen in the fields and woods. Take the children to a place where you are sure that tracks will be found. Probably, in the same woods will be found the tracks of squirrels, dogs and birds. Have the children notice the difference. Show which

belong to Bunny Cotton-tail and have the children point out

several others. Choose a "rabbit-road" which has been freshly made; have the children follow it. This is great fun, for the path turns and twists and frequently ends in a brush heap. Show the children which tracks are made with the front feet and which with the hind feet. By rare good fortune a rabbit may be found at the end of the trail.

Do you see these funny tracks in the snow?
Don't you wonder what they are, where they go?

I think a bunny rabbit white

Has hopped across the snow last night.
Oh, what funny little tracks in the snow!

Each day notice the new tracks that are made. Observe how the tracks cross and recross. While walking along talk to the children about the Cotton-tail and his habits. Have them tell of pets they have had.

How does the rabbit keep warm in the winter time? Where does he sleep? What does he eat? Investigate the bark of some of the young trees, to see if it has been scarred

First Excursion.

When in the woods notice the long, narrow tracks of the squirrel. Follow these in the same way as you did the rabbit's trail. Sometimes the tracks will end at the base of a tree. Often two or three or more tracks will be found very close to one another, showing that several have been after one another. It is great fun to finally come across our little friend and watch him whisk up a tree where he watches us with cunning eye.

Encourage the children to point out the differences between the tracks of the squirrel and those of the rabbit. When they return to the school, have them draw on paper the different tracks in their relative positions.

Give each child a large nut. squirrel tracks were seen. place that he will remember.

Tell the children how the squirrel stores nuts each year, to eat during the long winter. When the nut crop is scarce the squirrel must suffer.

Where does Mr. Squirrel sleep during the winter? Locate the hollow trees. This is where Mrs. Squirrel takes care of her babies. How can Mr. Squirrel crack a nut? How does he carry the nuts to his tree?

Oh, busy squirrel, with shining eyes,
And bushy tail so round,

Why do you gather all the nuts

Which fall upon the ground?

I must prepare for winter's cold,

My harvest I must reap,

For when Jack Frost the forest claims, Within my hole I keep.

Third Excursion.

Go to the woods where the nuts were hidden yesterday. Let each child look for his own nut. If the nuts are gone, or if only the shells are left, the children are delighted. If the nuts are not touched, wait for two or three days and then return. If the weather is warm and the sun shines, the nuts will surely be taken.

While walking through the woods, tell the children of the different varieties of squirrels. It may be that both red and gray squirrels may be found. Explain about the flying squirrel and his method of flying through the air.

Read "Squirrel Nutkin" to the children.

Text for rabbits and squirrels-"Squirrels and Other Fur Bearers," by John Burroughs.

Fourth Week

First Attempts at Map Drawing

I

ELLA M. POWERS

WAS surprised to see in one school-room such creditable work in map drawing by such little people. Much of it had been done, too, without the aid of the teacher. She, of course, had given the children directions at first, but after they thoroughly understood what was required, they invented all sorts of maps for themselves. I asked to see their drawings and plans and I was intensely interested. Among the papers were plans of the tops of their desks, the teacher's table, their school-room, the street upon which the schoolhouse was located and their own homes, together with plans of other streets and of the public square.

"This work began very simply," explained the teacher to me. "It had to be simple, of course, at first, but the children showed such interest and real ability that the work soon broadened and I, too, think they have done some very creditable work along this line."

the

"How did you begin the work?" I asked. "Oh, at first I let them place about four objects upon tops of their desks. A pencil, a ruler, a pen and possibly a but not more knife - I do not remember just what we had than three or four objects." At the same time I arranged my own desk, very plainly, with about four objects only - I placed a book, a paper pad, the inkstand and a pencil, I believe. Then, in full view of the class, I called their attention to the objects upon my desk. I told the children that I would like a friend of mine to know how many things I had upon my desk and where they were placed. She lives far away and cannot see my desk and so I must send her a drawing or plan of the desk. So upon the blackboard, I drew the outline of my desk and the little drawings indicated the articles. I wrote the name of each object near the drawing. The children watched me intently. After it was done I erased my own work and, keeping only the outline of the desk, I asked various pupils to come and make a drawing of the location of my book, my pad, my inkstand and my pencil. Then they were ready to draw a plan of their own desks. The plan of the teacher's desk looked much like the following:

pencil

ink

-Henry Van Dyke

book

paper-pad.

tion of various pupils. All this is an excellent preparatory work to the map drawing which the children will be called upon later to execute.

A street with which the children are perfectly familiar will prove to be of intense interest to them if the teacher fully and clearly illustrates before asking the children to draw their plans. Some of the papers will look quite presentable and the work is of immense value in teaching the little people to be accurate in locating places. They are really taking the first steps in map drawing, yet they do not know it. A street plan may be modified, including only such portions as the teacher may deem advisable. Their plans may possibly look something like the following:

may

table

chair

Ochair

Walks, drives, flower-beds, drinking fountains and even the trees and the steps or artificial ponds may be roughly sketched by some of the more advanced pupils. Others, after drawing a plan of some familiar park or square, may design a public park which shall be in accordance with their ideas of beauty and utility. Thus the original genius of the children, as well as their powers of correct observation, is developed.

Such a plan, even if but roughly drawn, will teach the children something of location, proportion, direction, and relative size as well as the shape and general ground plan of the buildings. A few questions as: "Is our schoolhouse nearer the street than the church or is the church nearer the street? Which building is nearer the street the store or the church? Which building is larger, our church or our town house? Which building is the largest of all? Which building is the smallest? How does the shape of the church compare with the shape of the library?

A more elaborate plan may be made of the public square, the city park or a few country roads in the immediate vicinity of the school-house with which the children are familiar.

The Snow Flowers

When birds to sun-land southward wing, And chilly winds begin to blow,

The babies that were born in spring

Think all delights are ended so;

But Jack Frost laughs aloud, "Ho! ho!

There's joy ahead they little know,

They have not seen the snow!"

Then he begins to call his sprites
From the bleak, trackless north afar,
Where each one in the frozen nights
Has made from ice a crystal star;
And Jack Frost laughs in glee, "Ha! ha!
These shine like bits of glittering spar,
What flowers fairer are?"

And from the clouds he rains them down

Upon the cheerless earth below;

So thick they cover field and town,
So fair the brooks forget to flow;

And Jack Frost laughs, well pleased, "Ho! ho!
Could summer whiter blossoms blow?
What think you of my snow?”

- Arlo Bates, in St. Nicholas

office.

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