the models and place them behind you or in a basket. Pupils open eyes and tell you what model, or models have been removed. Ask, "What model did I take away?" "You took away the cylinder." Close eyes again. Replace cylinder and remove two or three models. "What models have I taken away?" "You have taken away the square prism and the cube." When the forms of the verb take have been fixed, use other verbs as give, choose, etc. The color of the model taken away may be given in another exercise.

At another time, call upon some pupil to choose or take a model and hide it while others close eyes, and allow the one who guesses correctly the name of the model to be the next chooser. A pupil leaves the circle, slips to the table and takes from it a model. He holds it up before the class and says: "I choose (or take) a red sphere. He then gives the sphere to some one in the circle and the teacher asks: "To whom did you give the sphere?" The pupil replies: "I gave the sphere to John." Teacher asks, "What model did the first pupil choose?" and John replies: "He chose the red sphere." "Who has chosen the red sphere?" "Ned has chosen the red sphere." What do you choose?" Pupil replaces sphere and makes a choice. Teacher questions pupil: "What did you take?" "I took a yellow cylinder." "What has John taken?” "John has taken a yellow cylinder." Teacher says: "Give it to some one." Teacher: "What did you do?" "I gave it to Nellie." "Who has given it to Nellie?" "Nellie, to whom will you give it." "I will give it to Jessie." "Jessie, what did Nellie do?" "Nellie gave the cylinder to me." some one." "To whom has Jessie given it?" given it to Tom," etc.

WAS AND WERE.

"Give it to

"Jessie has

""she was,"

Let the pupils supply was and were in sentences, oral and written, and also the expressions "I was," "he "we were," "you were," "they were."

was,

The interrogative form may be used when pupils are fami

liar with the other, as

"I was at my desk."

"They were at the table."

"Who was the little boy?"

"Where were his brothers?"

IS AND ARE.

Give oral and written exercises that will help the children to use is and are correctly in sentences, as

"Where is Charlie?"

"Where are the other boys?" "Where is the rose?"

"Where are the daisies?"

Place sentences, similar to these, on board, omitting is and are, and let pupils copy them and supply the is and are.

Let them use in oral and written sentences the expressions: "I am," "she is," "he is," "it is," "we are," "you are," "they

are."

SEAT WORK FOR JUNE.

SEAT WORK.

Place upon the board these sentences and let the pupils copy and fill out the blanks. Each pupil may then rise and read his sentence:

"I sit in the

(left or right) of the room.

seat, in the

row, at the

sits at my right.

sits at my left.

sits in front of me.

sits behind me.

The day following question pupils as to the number of their seats, row, and position in room, and let them reply, making complete statement similar in form to the one placed upon the board.

Fill out these sentences, and then write the statements independently:

Write the name of five things in this room that are round like a sphere; five things that are square like a cube. Write the names of five things shaped like a cylinder; five things shaped like a square prism.

Write the oblongs you see in the room; the squares; the circles.

Write names of animals upon board and have pupils select some favorite and write a story of not less than twenty-five words, telling what they look like, what they eat, what they can do, etc.

Fold square papers, imitating two triangles.

Arrange colors in order and let pupils arrange in same way. Arrange papers in rows imitating in color arrangement the colors of the prism, or a color grouping made by the teacher. Write the names of three things on which you can ride and in which you can ride.

Write the names of all the birds and fishes you know, also of flowers.

Place upon the board a list of objects of which pupils are to tell the color, as, the sky, snow, grass, blood, May's dress. Make a list of objects that are red, blue, green, white, black,

etc.

Ask pupils to bring from home picture cards and seed catalogues and cut out flowers for the June chart.

Let pupils write list of actions that are being performed about them, as, John is walking; the teacher is talking.

Copy from the reading lesson all words spelled differently but pronounced alike.

Write from the lesson all words that contain silent letters. Place upon the board sentences with one or more words. omitted. These to be copied by pupils and blanks filled with pictures of objects instead of words.

Give a syllable, as: er, re, at, ed, ab, de, ly, ing, tion, etc. Let pupils see who can find or make and write the most words containing it.

Let pupils draw or write the names of all the things they can see or think of that are round like a ball; names of things having a smooth or rough surface.

Let each pupil draw a picture and write a story about it. These may be made into a little book, tied with ribbon and passed to the pupils to be read afterwards.

Make a list of name words from reading iesson.

Ask some older pupil to give each pupil a circle or square of tin and direct each one to make ten or twenty circles or squares upon the slate. In each one place a picture of a different object seen in the school-room or at home.

[From Anna Badlaw's Object and Language Lessons. D. C. Heath & Co., Publishers.]

REPRODUCTION STORIES.

Tell or read these simple stories to the children and have them reproduced orally a number of times. Place a number of the new or most difficult words from the stories upon the board, to be used as a spelling lesson. Then let the children reproduce the story in writing.

THE BOYS AND THe frogs.

Some boys were throwing stones into a frog-pond. The stones hit several of the frogs and killed them. A wise old frog popped his head out of the water and said: "Please don't throw stones, boys. Remember what is sport for you is death to us."

THE BIRDS AND THE FROG.

Two birds were flying south, when a frog asked them to take him with them. "We would do it gladly," said the birds, "but you cannot fly. How can it be done?" "Very easily," said the frog; "get a stout stick, and one of you take hold of one end and the other of you take hold of the other end, and I'll take hold of middle." They did so, and were soon flying towards the south. By and by they came to a field where some men were working. The men looked up in surprise, and one said to the other: "Who was wise enough to think of that?" The frog opened his mouth to say, "I was!" and fell to the ground and was killed.

THE DOG AND THE SHADOW.

A dog was walking over a bridge one day, and stopped to look into the water. He had a large bone in his mouth, and, looking into the water, he thought he saw a dog holding a bone larger than his own. He was so greedy he dropped his own bone to snatch away the other dog's fine, large one, and, in the end, had none at all, for the dog and bone were only shadows.

THE CROW AND THE CHEESE.

A crow that was sitting up in a tree had a fine piece of cheese in her bill. Just then the fox went by and saw her. He stopped and said: " Madam, what a beautiful coat you have! You are such a fine bird, I know you must have a fine voice. Do sing a little song for me!" The foolish crow knew she could not sing, but she liked to be flattered; so she opened her mouth to sing, "Caw! caw!"-and the piece of cheese fell to the ground. That was all the fox wanted. He snatched the cheese and ran away with it, and did not stop to hear the poor old crow sing.