Have children find out what is bought by the inch, the foot, the yard. Measure everything in the school-room.

Next the square inch and square foot. Find the number of square inches in their pencil boxes, blocks, books, desks, etc. The number of square feet in the blackboard, teacher's desk, windows, doors, the platform, the blocks in the cement walk, anything and everything available. Let them see by diagram that there are 144 square inches in 1 square foot, and how to find the square inches in any number of square feet. First for class work, later for seat work, give such examples

I paid 5 cents for a pencil, 10 cents for a pad, 3 cents for

an eraser, 5 cents for ink, and 2 cents for pens. How much did I pay for all?

SEAT WORK

Multiply 645 by 10; 500; 704; 2000; 60; 903; 800. Add twenty-five thousand four hundred twenty-one and eighteen thousand one hundred forty-six; subtract thirty-two thousand one hundred twenty-four; multiply by 21; divide. by 5. Write your answer in words.

Divide 9,216 by 2, 3, 4, 5, 6, 7.

Multiply 625 by 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12. Do not prove.

Write all the additions, subtractions, multiplications, divisions, and fractional parts of 20.

Find the cost of:

4 lbs. of coffee at $.25 a lb.

3 lbs. of butter at .39 a lb.

10 lbs. of sugar at .08 a lb.

I lb. of tea at .50 a lb.

3 doz. eggs at .35 a doz.

Be sure you copy exactly as it is on the board.

How much change will I receive, if I give the clerk a $5.00 bill?

A man had $5,000 and paid $2,725 for a house. How much did he have left?

Write the tables beginning:

Formation of hills. Internal heat of earth is supposed to be cooling.

Cooling and shrinking of the earth's crust forces land up in some places, down in others.

Rain washes away the soil.

Frost, wind and air wear away land.

Low places in the earth's surface called valleys. Is there a valley near where you live? What do you call the land on either side? What kind of land in a valley? Why? Some valleys very narrow; some so wide that the people do not realize they are living in one. Land may seem level, but we know it is not because the water runs to the lowest part. Why do people live in a valley? Good soil makes good farms, fine grain, fine stock.

Many cities in valleys. Why?

Easier to make good roads.

Easier to carry goods.

Lowland between hills or mountains is a valley. Locate valleys on maps.

A SWAMP

In some places the land is so level that the water stands in it. The water and the soil mix and turn into thick mud. The land is not good for anything. There are thousands of such places in this country, but we have found that the water can be drawn off. The soil that is left is very fertile. Why? What do you call such wet land?

Wet spongy land is a swamp. Everglades. Dismal swamp.

PLAINS

What do you mean by flat land? Sometimes land appears level. How do we know that it is not? (Water moves; if it were exactly level the water would stand still.)

Sometimes we find land that is not level all over, but is nearly so. It is not very far above the level of the sea. What kind of land would you call it? (Lowland.)

(Show a relief map if possible; if not, draw a plain.) Such land is called a plain. Plain means clear, open,

simple.

How does the ground look in summer when it has not rained for many days? How do you think a plain would look if it had very little rain and there were no rivers to moisten it? What kind of plants do you think would grow? Give name, desert.

Can you make a definition of a desert?

A great sandy plain is a desert.

Tell of Saraha (literally a sea of sand until recently). Great American Desert. What can change the deserts from seas of sand to fertile soil? How many have ever walked in the sand? What happened to your feet? What would happen to a horse's feet if it tried to walk or run in the desert? Fitness of the camel for desert travel. Its broad feet, peculiar stomach, its hump of fat, overhanging eyelids, ability to close nostrils.

OASIS

If you were traveling in the desert, and you came to a little spot of green, with perhaps date palms and flowers, what would you say was the cause? What kind of land would you expect to find there? A fertile spot in the desert is an oasis.

A PLATEAU

What is a plain? Suppose your desk were a plain. Place a book towards one side. Make a small pile next to the first book. What kind of land does your desk represent? What kind of land does the top of your book represent? You may draw a plain. Now draw highland with a flat top, This highland may have mountains around it and it may also contain lakes.

Summary A broad stretch of nearly level highland is a plateau. A PENINSULA

You may stretch out your arm. Let us pretend it is a piece of land. The water is on each side of it. If the land is soft what will the water do? What kind of land do you think this is? The water has not worn it away. How far around does the water reach? What word means almost around? Such land is called a peninsula.

Draw a peninsula. Find some on the maps.
Summary - Land almost surrounded by water is a peninsula.

Review peninsula, isthmus. Suppose the waters were to wear away the isthmus, cutting off the peninsula from the mainland. You may draw the peninsula as it would look then. Where is the water? What word means all around? On what did Robinson Crusoe live? This is the same kind of land. What is an island?

Summary - Land smaller than the mainland, surrounded by water, is an island.

Locate some islands formed by earthquakes and volcanic eruptions, coral insects.

Islands may be large or small. Little ones called isles or islets.

A sea filled with islands is an archipelago.

A CAPE

What is a peninsula? Peninsula means almost an island. Make a peninsula with your arm. Close all your fingers except one. The waves have worn away the soft land and left this hard point of rock extending into the water. It is called a cape. Some capes are low and sandy. What will happen to them after a while? Others are high and rocky. Called promontories. Lighthouses on capes sometimes. Why? Summary A point of land extending into the water is a cape.

Locate.

Continents are divided into countries. A country is a part of a continent in which a nation of people live. Develop by asking what kind of people live in Germany, France, United States.

A GLACIER

This lesson on the glacier does not occur in the ordinary lines of development of land and water forms, but references are often made to it in readers and boys' books of travel.

What color is snow? If mother sends you to clear away the snow after a great snow storm what part is the harder to clear away? Why? (Pressure of snow above hardens the snow below. If left on the ground a long time in very cold weather the lower part will often turn to ice.)

What do we find all the year upon very high mountains? What do you think about the high valleys in the cold countries? Show a picture of glacier. Call attention to the high valleys between the peaks. Compare to the sidewalk with its layer of ice, covered with snow, Place piece of ice on a board and press from above. What happened? The ice slipped on the board when pressed from above. The ice on the bottom of the glacier slips because of the pressure of the snow above.

When the river washed away the soil and gravel, where was the gravel deposited? Show pictures of morraine. Rocks obtained from the land over which the glacier moves. When glacier touches sea pieces break off and form icebergs.

Comparison between glaciers and rivers.
River composed of water.

Glacier composed of ice.

Rivers move more or less quickly.

Glaciers move very slowly.

Rivers found all over the world.

Glaciers in the upper valleys of very high mountains and in very cold countries.

Rivers are of different lengths. Some thousands of miles. (Amazon.)

Glaciers not more than ten or twelve miles.

These lessons are for the third]grades and for the first half of the fourth grade. It is neither necessary nor advisable for the the children to know the names of all the forms they locate upon the maps. The aim and purpose of these lessons are: To give the children a clear idea of the land and water forms.

To give them power to interpret a map.

To put the resulting information into clear and concise language.

If these lessons are supplemented by readings from a good home geography, better results will be obtained.

Eskimo Land on the Sand-Table

J

ETTA MERRICK GRAVES

ANUARY is the month of ice and snow which brings us into sympathetic touch with the life of the frozen North and its little Eskimo people. We therefore became acquainted with the life story of little "Agoonack" and prepared a home for her on the sand-table.

Sheets of cotton wadding were laid across the level sand at each end, leaving an open place in the center, which was covered with blue paper for the "Polar Sea." And, lest Santa should forget that he lived in the Arctic regions, he was transferred from the Christmas sand-table to the polar snows. Icebergs were cut from 9 x 12 white drawing paper, each sheet making two strips of pointed "ice mountains."

The igloo was community work. Each child made small. bricks of clay (prepared from moistened clay bricks instead of plasticine) and brought them to the table where the teacher laid them in a semi-circle with side pieces for the long doorway of the igloo. On this foundation the bricks were built up, curving toward the center till the walls were joined by curving long strips from one side to the other. As the walls were built, moist clay was carefully plastered inside to prevent the bricks from falling apart when dry. A hole was made in the top through which the smoke from the "oil lamp" could pass. Bits of cotton spread on the wet clay resembled snow, and a creeping Eskimo of clay was dressed in cotton and placed at the open door. Many times he was pushed in and pulled out by the children.

Seals, cut from black paper with patterns and with stiff paper standards pasted on the back, were placed on the "snow fields" while others stood on "ice floes" (small blocks with cotton glued on them). A black whale "spouted" near by; Dogs were cut out from white drawing paper and colored brown, then harnessed to the sleds with paper strips. The sleds were folded from brown paper. Fold a 5 x 5 square on diameter, open, fold both edges to the center and leave folded. Fold edges to crease and open. Fold left-hand corners to crease making small right angles for runners of the sled. Turn the paper over, fold short ends together and open. Fold righthand end to crease just made and open. Cut out the oblongs formed in the runner sections to give back of sled, which is folded upward. It will be better to paste the loose ends of the back.

Patterns of Eskimos were hektographed and cut to ride on the sleds or to hunt seals, etc. Folded patterns of Eskimo

were also used. Patterns of bears were cut from white drawing paper and reindeer, previously used as December blackboard border, were arranged against the white icebergs. (For patterns of animals and Eskimo see "A Year of Primary Occupation Work," Term II.) Tissue paper snowflake cuttings formed the January border.

Several children brought the popular "Eskimo dolls" dressed in Teddy Bear style, which found a welcome on the sand-table although too large to enter the hut. (Proportions cannot always be kept.) The delight of all was a doll dressed in "rabbit skin" like "Baby Bunting." This was easily done by wrapping a small jointed doll in a square of rabbit skin. The edges of the skin were sewed together in front and the long fur covered the arms, which did away with sleeves. The doll's black hair was cropped off in the neck and pointed hood sewed on. The face and hands were painted brown, which gave a perfect little Eskimo. The children never tired of "loving" this furry doll against their cheeks. (See right hand end of illustration.)

In our drawing work posters and freehand cutting of the Arctic region were made. Chalk was used for hills down which line-figures coasted. Colored landscapes of snow against blue or sunset skies illustrated our own Arctic environment.

Who shall say that the Eskimo Land is not just as real to these children as though they had really seen it?

The sand-table proved of use to the fourth grade. The teacher asked permission to let the children see it for a subject in written language. The class passed around it then returned to write their impressions. Here are a few specimens:

All the fourth grade, Monday, went down to Miss Graves' room. We looked on a table that had Eskimos and reindeers and Santa Claus. little Eskimo boys on their sleds and driving their dogs. On the table there were Eskimos, dolls, and snow houses. There were

There were seal on the blocks of ice and water around the ice. I saw a little boy climbing into his snow-house.

We went down to Miss Graves' room this afternoon with Miss Muncovered with snow. roe. We saw a little Eskimo man crawling into his house. He was The house was covered with snow, too.

In the top of the house there was a hole. The mountains were

covered with snow, too. We saw many Eskimo dolls. They were sled. I wouldn't like to be an Eskimo boy or girl. Would you? covered with fur. One boy had dogs dragging him. He was in a

They had land and water. There were fish in the water. There were deer on the mountains. Deer are plentiful there. I wonder if there are any sharks or whales in their sea. Their houses are very

cute.