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tine love rhymes, Lincoln and Washington emblems. Print maxims and mottoes, such as:

"Think before you speak."

b "Always speak the truth."
c "Always do your best."

d "Obey your father and mother."

11 Cut animals from paper with which to make a circus on the sand board. Label. Dramatize a circus parade. Children print program and tickets.

12 Give children pictures to cut out and mount on large cards of a sheet of paper. Let them print short statements about the picture and read to the class. (Composition and spelling.)

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Number Games

Mary L. Gaylord

Teaching number incidentally by games can be carried profitably from the kindergarten into the first weeks of the primary school. It is especially valuable, however, to the children who have not had the advantage of kindergarten training and to those whose ideas of the value of number are extremely vague.

This little counting game is much enjoyed during the wearisome first weeks:

The teacher calls several children to the front of the room. They repeat:

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"Four little robins

Sitting on a tree,

One flew away,

Then there were three.

"Three little robins
Making much ado,
One flew away,

Then there were two.

"Two little robins
Hopping in the sun,
One flew away,

Then there were one.

"One little robin,

Now the song is done,
He flew away,

Then there were none."

A little later, as the children are learning the combination of numbers, the "Fox and Chicken Game" becomes very useful.

"Mother hen has chickens ten,

The sly old fox comes from his den,
He tries to catch our chickens ten."

Call ten children to the front of the room; another child hidden behind the door is the sly old fox. The children cover their eyes. Then the fox steals out and carries off part of the chickens. The children in the desks raise their heads, count the chickens that are left, and tell how many the fox carried off. The game can be played at the table with blocks and is extremely valuable in fixing the combinations of numbers.

The resourceful teacher will find many ways to vary and add to these games, making the number lessons of the first weeks of school interesting and effectual.

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N O P Q R S
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A Month of Busy Work for First Grade Pupils

S

INCE it is necessary that the pupils of one division should have some employment while the other division is working with the teacher, we must find work which will not only keep the children busy, but will also prove helpful and educational. The proper kind of busy work requires careful forethought on the part of the teacher. Before giving busy work she must explain carefully the exercise and be sure each child knows how to go to work. She must not give more work than can be accomplished and must insist that each child finish his work in the allotted time. This rule must never be broken. By insisting that the work must be finished and done neatly in a definite period, the teacher will instill in the child the habit of making an earnest effort to accomplish his given task in a thorough and precise manner. On the other hand, if the teacher allows a child to linger over his busy work and does not see that it is finished in a neat and orderly manner, the child will acquire idle habits, which will remain with him throughout his entire school life.

Following are a few suggestions which have been divided into exercises covering one month of busy work.

FIRST WEEK

Monday

The children are given a page from an old reader. This page is to be pasted on stiff paper or cardboard. When dry, the children cut the words from the page. Tuesday

On Tuesday the children find all the words which they know. The winner of this game is the child who knows the greatest number of words. (If the children are taught to arrange the words in an orderly manner on their desk, it will only take a few minutes for the teacher to listen to each child recite his words.) Wednesday

The teacher may print sentences on the board. The children are to find the words contained in those sentences and arrange in sentences similar to the teacher's copy.

Thursday

Have the children try to make sentences of their own. Friday

The children find all action words, such as "fly," "run," "walk," etc., and draw a picture of them. Word cards which denote action may be placed around the room and the children may draw an illustration of each.

This may also be done with the phrase cards, such as "Little Red Hen," "a bag of flour," "the king's house," etc.

SECOND WEEK

Monday

Give each child a handful of colored sticks and tell him to place all the red sticks in the first group, the yellow sticks in the second group, the orange sticks in the third group, the green sticks in the fourth group, the blue sticks in the fifth group, and violet sticks in the last, or sixth group. In this way they not only learn to distinguish between colors, but also become acquainted with the spectrum colors (red, yellow, orange, green, blue and violet). Before collecting the material the teacher should have the children point to and name the different colors.

A. W. F.

Tuesday

Have the children sort the sticks according to length and color.

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"A Little Game for Little Fingers," by W. M. Wemett, published in the Ladies' Home Journal, November, 1919, edition, is a very fine suggestion for busy work. The game is to be used as a means of teaching the children the letters of the alphabet. In my grade I made use of the game in the following manner: Monday

A piece of cardboard, over which colored construction paper had been pasted, was given to each child. Thirty long straight forms were traced and cut. Tuesday

Each child traced and cut twenty-two short straight forms.

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Supplementary Reading and Language Lessons

Seat Work and Dictation Exercises Based on Andersen's

Fairy Tales

Laura Rountree Smith

THE GOBLIN AND THE HUCKSTER A student once lived in a garret, and a Huckster who owned the place, lived downstairs in his shop.

A Goblin, attracted by jam and other good things to eat, came to live with the Huckster.

On the evening our story begins, the student came into the Huckster's shop to buy cheese and candles, and talked with the Huckster and his wife.

The student paused to read what was written on the paper the cheese was wrapped in. It was a leaf from a book of poetry.

The Huckster said, "Here is the rest of the book. I will sell it for a sixpence."

The student happily replied, "I will buy the rest of the book instead of cheese. It is a shame to tear up a book. I believe you know no more about poetry than that cask." They laughed over the joke and the student went merrily off with his treasure.

The Goblin, however, was angry at the remark. So when night came, he stole the tongue from the Huckster's wife while she was sleeping.

As he placed the tongue on any object it began to talk. The Goblin first placed the tongue on the cask, saying, "Is it true that you know nothing about poetry?"

The cask replied, "I know more than you think I do, and hold more than the student even dreams of, for I contain many newspapers with poetry in them. This poetry is read by many people."

The Goblin placed the tongue on the coffee-mill, the butter-tub, and cash box in turn, and they all agreed with the cask that he knew a great deal about poetry!

After this, the Goblin decided to creep upstairs and tell the student what he had learned.

Standing on tiptoe, after the manner of Goblins, he peeped in the keyhole.

Truly, he beheld a wonderful scene!

As the student sat reading his book, rays of light seemed to come from the book and they took the form of a tree. This wonderful tree contained flowers, fruit and leaves, and sounds of tinkling music fell on the air.

The music became a cradle song as the student fell asleep. The Goblin had never imagined so wonderful a sight, and wished he might live with the student; but he thought of the good food the Huckster gave him, and that reminded him to return the tongue to the Huckster's wife!

Many nights following, the Goblin peeped in the keyhole and saw wonderful visions as the student read his book of poetry.

The little Goblin stood just below a trap-door and he felt the autumn wind blow on him, as he peeped in the keyhole.

He hardly noticed the cold as he watched what was going on in the room.

One night, the watchman gave the alarm of fire. People were so excited they hardly knew where it was.

The Huckster ran to save his papers.

His wife slipped her ear-rings in her pocket.
The maid ran to get her best silk coat.
They were all intent on saving something.

The Goblin thought only of the book of poetry. He ran for the garret, seized the book and took it safely with him. up on the roof.

The student had forgotten his book, as he gazed at the fire, which was across the way.

The Goblin, holding the wonderful book, longed to live with the student and share its treasures, but felt, after all, he could not give up the Huckster and his jam! How like human nature, after all!

We stay with the Huckster on account of the jam

Seat Work and Dictation Exercises Based on the Story

Write the story on cards, number them, and pass out for the children to read and copy.

Copy and write your answers in complete sentences. What is a Huckster?

What is a Goblin?

What did the student come to buy?
What did he finally purchase?
What did he pay for the book?

How much is sixpence in our money?

What remark did the student make to the Huckster? What did the Goblin think of it?

Is it wicked to destroy a book?

The student was observing to notice the poetry on the paper which wrapped the cheese. What do you know about the process of making candles and various methods of lighting?

Illustrate by paper cutting or drawing the Huckster's store and the student's garret.

Why are we specially interested in the student in the. fall of the year? (The whole world is going to school.) Tell in your own words how the cask began to talk and what objects agreed with him.

Tell what the Goblin saw in the student's room.

Draw the tree with leaves, flowers and fruit upon it. What kind of trees bear flowers?

Name as many fruit trees as you can. Draw a leaf from each tree you mention. Draw it from nature, if you can. Write a paragraph about an autumn scene.

Copy a poem about autumn.

Copy and learn poem by Wordsworth, entitled "The Redbreast Chasing the Butterfly," and "To a Butterfly."

Notice how much "color" there is in the poems and study the rhythm. The Goblin heard the rhythm of music as the student read his poems. What cradle song do you know? Can you write the words from memory?

Look up poetry differing in rhythm.

Copy, illustrate and rewrite in prose the following poem of Wordsworth's:

The sun has long been set,

The stars are out by twos and threes, The little birds are piping yet,

Among the bushes and trees.

There's a cuckoo, and one or two thrushes,
And a far-off wind that rushes,
And a sound of water that gushes,

And the cuckoo's sovereign cry

Fills all the hollow of the sky.

Who would go parading

In London, and masquerading,

On such a night of June,

With that beautiful soft half-moon,
And all these innocent blisses

On such a night as this is!

Make a row of Goblins, color them, send down to the first grade children as a surprise.

Describe the scene of any fire you have seen?
What did each one try to save in the story?

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Goldenrod and Aster

Bertha Toelle

(For Grade IV)

LONG time ago, two little girls, named Golden Hair and Blue Eyes, lived at the foot of a great hill.

On the top of this hill was a little old hut. A strange, weird woman lived here, who could change people into any form she wished by her magic power. She was so ugly and stern in her appearance, that all the people were afraid of her. Little children especially did not dare to go near her, for fear that she would cast a spell over them.

One summer day Golden Hair and Blue Eyes tried to think of something they could do, that would make everybody happy. They decided that they would go and ask the wise, old woman in the hut what to do. Away they started at once.

It was a warm summer day, and the walk up the side of the hill to the little hut was very long. The little girls stopped to rest many times under the cool shade of the oak trees, along the pathway. Oh, how tired, dusty and thirsty they were! Still they went on. They threw breadcrumbs to the little fish in the brook and chattered with the birds and frisky squirrels. For the wise woman, they picked a basketful of sweet berries.

By and by the sun went down, and a stillness seemed to come upon the air. The birds stopped singing and the little squirrels went to bed. The wind ceased, and the leaves on the trees hung still in the cool evening air. The moon and the stars began to peep out, and the twinkling lights of the beetles and the fireflies could be seen. It was night, but still the tired children trudged wearily on.

At last they came to the hill top. The strange old woman was standing at the gate, looking more stern than usual. The frightened little children clung to each other.

"We know you are wise and we came to see if you would tell us how to make everyone happy," said brave Golden Hair. "Please let us stay together," said timid Blue Eyes. The old woman smiled as she opened the gate for the children. Strange to say, the little girls were never seen again. The next morning, however, the meadows on the hillside were covered with beautiful goldenrod and waving purple asters.

If the flowers could talk, perhaps they would tell us how they came to grow there, and what became of Golden Hair and Blue Eyes.

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To receive favorable comment from the teacher and class on the following points:

II Materials

Position of book.

Pronunciation.

Articulation.

Phrasing and emphasis.

Effective communication.

Specimens of goldenrod and aster.

III Method of Procedure
PREI ARATION

(Teacher shows specimens of flowers which are
mentioned in the story.) As I came to school
this morning, I noticed that the fields were
covered with beautiful flowers, like the one I
have in my hand. Can any one tell me the
names of these flowers? Would you like to
read a story about the goldenrod and aster?
Can you guess what the title of the story is?
Come and write the title on the blackboard?

PRESENTATION

Children read story silently. The teacher then analyzes the story according to time, persons, places, scenes and events, thereby testing the thoughts the child derived from the initial reading.

Time

When does our story take place?

It was "long ago."

What season of the year was it?

What time of day was it?

What happened the next day?

Places

Where did Golden Hair and Blue Eyes live? Where did the wise woman live?

Where did the little girls stop to rest? Where did the path lead to? Characters

What people are mentioned in our story? (Golden Hair, Blue Eyes, the old woman, and the people of the hillside.) Describe the characters. Which character do you like best? Why? Which character do you think is the most important? Why? Incidents

Develop scenes and incidents according to the movement of the story, by interpretations made, problems solved and free discussion between teacher and children.

What did Golden Hair and Blue Eyes decide to do one summer day?

To whom did they go for advice?
Why did the little girls stop to rest?
What present did they procure for the old
woman?

Tell how the little girls treated the wild animals and birds.

Describe the evening after the sun had gone down.

When did the children reach the hut?
Why were the children so frightened?
How did the old woman receive them?
What became of the children?

What could be seen growing in the meadows on the following morning?

(Continued on page 457)

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Why do you suppose the mother is feeding them? (Loves Lost-the Wind's Little Child

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