prowl about at night, and they put their houses where they can be safe while asleep. Others build their houses on poles so that they look like big dove-cotes. They climb up to these huts on slanting tree trunks with places cut for feet.

Sometimes these huts are built on poles in the water and the people who live in them can only get to their homes by means of boats or swimming. The children who live in these houses can sit on their door-steps and fish all day long if they like. If a little negro baby happens to tumble into the water, he just swims out. All the little children know how to swim here, as soon as they know how to walk.

TRAVELS IN OTHER LANDS.

These journeys may be taken in reviewing stories of other lands in the form of a game or march. Let the pupils play they are soldiers marching round the world. When they tire of marching they may take trains, or, where necessary, steam

ers.

In traveling over the snow-covered north land we use skates, snow-shoes, reindeer and Eskimo dogs; on the western plains, Indian ponies; among the mines and rocky hills of the west, donkeys. When we visit the warm, desert countries we will mount camels; in the land of the little black baby we ride elephants.

If we conform to the customs of the people in the matter of foot-wear, what changes would be necessary in the way of shoes? Where would sandals be necessary? Straw shoes? Wooden shoes? Moccasins? Leather shoes? (See article in January Plan Book on "Queer Shoes").

Tell quickly:

LANGUAGE.

Five uses of wood; of iron; of gold; of silver; of water; of leather; five kinds of trees; of birds; of animals; five kinds of meat, vegetables, fruit; five tools; five dishes, pieces of furniture, kinds of fuel.

GAME, FOR REST PERIOD.

Touch three things in the room made of wood; of iron; silver; gold; of leather, paper, cloth, etc.

MORNING TALK-THE TRADESMAN.

Let the children tell you what they intend to do when they grow up. Do they prefer the work of a tradesman, or a profession? Why? Let each child who has chosen his work or profession tell you all he can or knows about the work or the life of a man who must do the work. At what time must he get up in the morning in order to get to his work? How late must he be up? How must he dress? What tools must he use? Describe the work-shop in which he works, or the store or office to which his duties call.

For written work let each write a story about what he means to be or do. This is to be illustrated by drawings. During the rest period let each pupil go through the motions which his work calls for, the ringing of the anvil, the peg, peg of the shoe-maker, the stitch of the tailor, the ting-a-ling of the street car conductor, the planing of the boards in the carpenter's shop, etc.

MORNING TALK-TRANSPORTATION.

If all are to be tradesmen and professional men, who will be left to bring us the things they are preparing for us to eat and wear? Some of these things we must leave our homes to buy. How do we go? Some things are brought. How are they brought? How many different ways are there for going to town to get things? Steam-cars, by boat, by carriage, by trolley-cars, by sleds, wagons, bicycles. Which is the quickest way? The slowest? The cheapest? The most pleasant? Why? In what way are the things you must buy to use. brought to your door? Tell all the kinds of delivery wagons you know of that are needed to carry merchandise.

Who is to do all this? How many men it is going to take to run all these steam and trolley-cars, the boats, etc. What

are the names of the men who run the street cars? The steam cars? The boats? Which would you rather be? Why? Draw all the means of transportation of which we have talked, and select the best of each for the "parade." The vehicles are to be arranged in line on the wall for this. Let them cut out others or pictures of others from newspapers, carriage catalogues, etc., and mount on small squares of card-board for the collection.

SING.

"The Street Car," Patty Hill's Songs.

THE HERO AT THE DIKE.

This little boy's name was Peter, and he had been sent on an errand by his father. As he was coming home he noticed the water trickling through a narrow opening in the dike. Do you know what a dike is? A large bank which has been built up to keep out the sea. He stopped and thought of what would happen if the hole were not closed. He knew, for he had often heard his father tell of the sad disasters which had come from small beginnings, that in a few hours the opening would become bigger and let in the mighty mass of water. Then the Then the angry, dashing sea would sweep on to the next village, destroying life and property in its way. Poor Peter did not know what to do. If he should go home for help, it would be dark before any one could get to the place, and then the hole might be so big that it could not be mended or closed. So he sat down on the bank of the canal, stopped the opening with his arm and waited for some one to come by. Hour after hour passed by. It became darker and colder, and Peter was so wet and tired and stiff he could hardly stand it. All night he stayed there, and when morning came a man walked up the canal. Poor Peter was too weak to call for help, but the man heard him groan and came to see what the trouble was. "What are you doing here, my boy?" he said. "I am keeping back the water, sir, to save the village

from being drowned," answered the ooy, with lips so benumbed with cold that he could hardly speak.

The astonished man relieved the boy and sent him to alarm the people in the town, who came out and mended the dike. He had saved their lives for them, and thousands of dollars worth of property. Was he not a brave and noble boy to do this?

THE SAND-PIPER.

Across the lonely beach we flit

One little sand-piper and I,

And fast I gather, bit by bit,

The scattered drift-wood, bleached and dry;

The wild waves reach their hands for it;

The wild wind raves, the tide runs high,

As up

and down the beach we flit,

One little sand-piper and I.

Above our heads the sullen clouds

Send black and swift across the sky;
Like silent ghosts in misty shrouds,
Stand out the white light-houses high.
Almost as far as eye can reach

I see the close-reefed vessels fly,
As fast we flit along the beach,
One little sand-piper and I.

I watch him as he skims along,
Uttering his sweet and mournful cry:
He starts not at my fitful song,

Nor flash of fluttering drapery.
He has no thought of any wrong;

He scans me with a fearless eye;

Staunch friends are we, well tried and strong,
The little sand-piper and I.

Comrade, where wilt thou be to-night

When the loosed storm breaks furiously?

My drift-wood fire will burn so bright!

To what warm shelter canst thou fly?

I do not fear for thee, though wroth
The tempest rushes through the sky;
For are we not God's children both,

Thou, little sand-piper, and I?

-By Celia Thaxter

THE SAND-PIPERS.

Bring a picture of a sand-piper to the class to show to pupils after reading the poem to the children.

How many have ever seen a sand-piper? Describe it. What kind of legs has it? Why should it have such long legs? Does it ever wade? Where does the sand-piper live? (He lives on the sand by the ocean.) Where does it make its nest? (Near the beach; is not a social bird; each family of sand-pipers lives by itself.)