Here explain, the scar shows where the seed was fastened to the fruit, and where the nourishment passed from the plant into the seed.

Now let each child put his bean in the jar of water; let them remain in water over night and next day, until needed.

Lesson Two might follow appropriately in this manner.

Take the beans out of the water; give one to each child and allow him to remove the coat with a pin, next examine the cotyledons or packages filled with food upon which the young plant lives until it is large enough to obtain food from the earth.

At close of lesson allow each pupil to plant a bean in the soil, sawdust or cotton batting.

When planting the beans in boxes of soil or sawdust, do it in rows. It will then be easier to take them up when we want to draw them or study the roots later. Also the little plants can be returned to the soil, without much hindrance to their growth.

In planting in the glass tumblers, just place beans on batting; let Nature do the rest.

Let the children watch the green stem grow upward into the light and the root, with its hairs for taking in food, grow downward into the water. These experiments will require several days.

Examine all seeds planted by various methods.

This examination leads to the following conclusions: That the plant needs light, heat and moisture. The roots are reaching downward to obtain food-the stem is reaching up into the air and light.

Soon the little plant awakes.

Down the roots go creeping, Up it lifts its little head,

Through the brown mould peeping.

When the beans in the glass tumblers have pushed out their roots. about a half inch, study the arrangement Mother Nature has made for their exit from the skin which encloses them. The little root grows out through a minute hole in the middle of the flat side of the bean. (Concave side is flat side.)

After the skin cracks open, it can be seen that the stem of the undeveloped seed rests in a pocket specially prepared for it in the skin.

Have pupils draw this first stage in development of bean.

It will be interesting to study from the sprouting beans, in the tumblers, the way in which the stem grows.

If the beans in the tumblers are covered so as to be in a moist atmosphere, as the roots lengthen, they will show perhaps hundreds of little hairs all about them. Each of these is a small tube by which the plant takes food.

Now the pupils ought to be able to tell how the root gets food for the plant.

While waiting for these experiments, we have been watching the seeds planted in sawdust and earth.

First to the box of soil.

The leaves began to show like a hoop above the ground. Slowly they push out, always backward. This hoop became a stem, and lifted the bean clear out of the ground. The story of "How the Beans Came Up" (Child's World) may be fitted in the lesson at this point.

The bean split and spread outward into two halves and disclosed between a little green sprout or bud (called plumule). Do we not see now why the bean came out backward? It protected the little sprout from any sand which might have worked between the cotyledons and thus injured it.

Have children draw this stage and tell how the beans came out of the ground.

Examine the plumule and let pupils discover-it consists of two palegreen leaves. How snug the plumule is between the two thick cotyledons!

Gradually the leaves grow and push out from between the cotyledons. While the leaves are reaching up into the light, the two half beans wither and finally fall off. Draw the plant as it is now.

How well the cotyledons have protected the young leaves until they were able to take care of themselves! Is that all they have to do?

Now turn to the sawdust-box. The same change takes place. Cut off one or both cotyledons from some of the plants and compare their growth with the plants having cotyledons. Before long the plants minus their cotyledons wither and die. The others may grow for weeks. When the plant was pulled up the root was seen. Where did the young leaves and stem get their food? (It was stored up in the two halves.) Drawings of progress should be made of cotyledons old and young.

For the remainder of the term (this applies especially to the beans in the box of earth) continue observation on growth of leaves, and unfolding of new leaves. Watch for the flower buds, flowers, and the possible fruit.

If good fortune attends the life of the bean plant in your room, the pleasure of the pretty white flower and pod which come later, grown under your very eyes, will amply repay the loving. care given to our little seed.

"Isn't it a wonderful thing, when you think, How a little seed asleep,

Out of the earth new life will drink

And carefully upward creep?

A seed, we say, is a simple thing,

Name and recognize from objects and pictures cat, dog, horse, cow, sheep, goat.

Observe characteristic parts, as fur, ears, teeth, homes, care of young; relations to man of cat and dog. SHEEP.

In beginning the lesson on the sheep I would lay most stress upon its products, as very few of our New York children are familiar with the animal itself. The lesson might be introduced in this manner:

"I wonder why Kate has such pretty red cheeks this morning? It is very cold, but she does not look uncomfortable. Who has she to be thankful to for such nice warm mittens and coat?"

After the children have traced the history of the garments back to the sheep, show them the picture, and let the description of the animal be given by different children, each child contributing a little. Try to get the children to find out these points by themselves, if possible.

Appearance:

Smaller than cow.
Nose pointed.

Legs, thin and strong.

Tail, short (those of lambs usually cropped).

Ears, smaller than cow's.

Hoofs, small and cloven. (Split hoof of cows and sheep enables them to graze on rougher ground than the horse can keep his foothold upon.)

Jaws, like cow's; no front teeth:

Like cow, grass in summer, hay in winter. Chews cud. (Explain what this means to the children.) Covering:

Thick coat of wool. Keeps them warm, so they can live out of doors all winter. In summer fleece sheared off. Habits:

Foolish, often going astray. Tendency to follow leader, old sheep, shepherd or farmer.

Love of shepherd shown in obedience to his voice. Love him because he is so good to them. (Explain what the shepherd does for the sheep.)

Guided by crook (use of crook).
Shepherd's helper (sheep dog).
Rams are great fighters.

Ewe loves her lambs and will die for them.

Tame sheep cannot run quickly. Wild sheep live on the mountains in flocks.

Fond of salt.

Wild sheep have lookouts, who watch for danger.

What We Get from Sheep:

Wool, made into cloth and blankets. From the skin is made a thin leather to bind books.

Skin used for gloves.

Fat, called tallow, used for candles and soap.

Flesh is called Mutton.

References:

P. 413, Child's World.

P. 87, Cats and Dogs.

P. 39, Hearts of Oak.

P. 57, September to June.

This lesson will take two days.

LESSON ON THE SUN

Maude M. Thompson

Something bright came into this room this morning, while you were working. It crept in so quietly that you didn't hear it coming. Do you know what it was? Tell how the sunbeams woke the birds in their nests, and shone into the windows of other children, telling them that it was time to be up and at work.

Develop that the sun gives us light and heat. How does it look after the sun goes down? Before it comes up? (Day and night.) Put your hand in the sunshine. How does it feel? What makes your hand feel warm?

Show the necessity of light and heat. Have two plants, one that has been kept in the sunshine and the other in the dark. Let the children see that plants need sunlight in order to live.

What would happen if the plants had no sunlight? What would happen if all the plants should die?

Where do the birds go in the fall? Why? Where do the plants go? What kills them? When do they come up again? What wakes them?

Tell how sunshine makes the world beautiful. How the children can make sunshine by being cheerful and helping others, etc. How the flowers love the sun and some, like the sunflower, always turn their faces to it.

Fable "The Sun and the Wind."
In winter I go to bed at night
And dress by yellow candle-light,
In summer, quite the other way,
I have to go to bed by day.

I have to go to bed and see

The birds still hopping on the tree,
Or hear the grown-up people's feet
Still going past me in the street.

And does it not seem hard to you,
When all the sky is clear and blue,
And I should like so much to play,
To have to go to bed by day?

ROBERT LOUIS STEVENSON.

THE BRIGHT SIDE. The sun is gone down

And the moon's in the sky, But the sun will come up

And the moon be laid by.

The flower is asleep,

But it is not dead, When the morning shines It will lift its head.

When winter comes

It will die-no, no,

It will only hide

From the frost and the snow.

Sure is the summer,

Sure is the sun,

The night and the winter

Are shadows that run.

GEO. MACDonald.

FIRST HALF

LESSON ON BUDS

Margaret S. Mulqueen

The sun has gone from the shining skies, Bye-baby-bye.

The dandelions have closed their eyes, Bye-baby-bye.

And the stars have opened their eyes to see That the babies and squirrels and birdsall three

Are sound asleep as they ought to be,
Bye-baby-bye.

This subject is most suitable for the earlier part of March, before the snow has gone and the buds begin to swell; it can, however, be taken in the late fall, or during the winter.

The lesson tends to cultivate observation and awaken in the children an interest in, and a fondness for, plants and flowers. Much is added to the interest, attention and results, if each child is provided with a specimen; the specimens being also used for drawing lesson to follow.

Explain that the tiny leaf and flower babies have been sleeping all winter in their little brown cradles, and that Mother Nature has provided for her plant baby during the winter.

What does she do?

When does she put them in the cradles?

Why does she?

How long do they sleep?

What time of the year do they come -out?

In the heart of a seed, Buried deep, so deep,

A dear little plant

Lay fast asleep.

"Awake," said the sunshine, "And creep to the light." "Awake," said the voice Of the raindrops bright.

What does Pussy Willow wear when she first comes out? Why?

The class, guided by the teacher's questions, should examine and note the color, shape, and texture of the coverings; also the arrangement of the buds on the stem; teacher should explain what bearing this arrangement has upon future growth of the plant. The leaf scars should also be noted and explained. A horse chestnut bud will serve to illustrate how many buds are covered with a varnish as a safeguard against water, cold, bugs and

worms.

The pussy willow, horse chestnut, lilac, elm and maple buds form splendid material and are easily obtained.

After the lesson the twigs may be collected and kept in a jar of water, where the children can observe from time to time the growth; also how the brown scales fall off of their own accord when no longer needed.

BUD AND BLOSSOM. Here is May, sweet May!-all love her!— Scatter apple blossoms above her! Joyous May! She gives a nest To the waiting yellowbreast, Wheresoe'er her footsteps pass, Blue-eyed blossoms deck the grass.

At her voice the woodlands ring
With the music of the spring,
Fast the brooklet runs to meet her,
Leafy sprigs bend down to greet her.
Listen now. She comes this way;
Bud and blossom! 'Tis the May.

LESSON ON RAIN

Florence E. McGrorty

Animals:

Continue the work of recognizing and naming the common animals from objects and pictures, as mule, fox, donkey, giraffe, bison, snake, wolf, owl, sea-gulls. Plants:

Evergreens, the common vegetables and grains.

Natural Phenomena:

Lessons on rain, snow, hail and snowflakes.

RAIN.

This lesson can be taken on a rainy day, or the day following.

Begin by explaining the process of evaporation and condensation by experiment.

Experiment No. I.:

Take two tin cups with equal quantities of water in each. Place one on the hot radiator and the other in a cool place; the children will see that from the one applied to the heat the water rises as steam. Here refer to the drying up of ink in the ink-wells, also to the drying of clothes after washing. Lead the children to see that the heat of the sun draws up water from rivers, lakes, brooks, etc., in the form of vapor, which, being lighter than the air, rises. Next hold a cold piece of glass to the steam or vapor escaping from the radiator; the children will observe that the glass has become moist; the steam has been turned into water; the coldness of the glass has brought about this change. The teacher can here refer to the chil

dren's experience of blowing breath (invisible vapor) on the windowpane; here again the coldness of the window-pane has changed the breath into drops of water.

Show them that these little masses of vapor which rise from the earth are blown together and form clouds; that if these clouds meet cold air they are changed to water and fall as rain.

Experiment No. II.-Why the rain

falls.

Take two glasses filled with water. Drop lumps of chalk in one and powdered chalk in the other; the children. will observe that the lumps will fall to the bottom of the glass, while the powder will float, and will tell you that the heavier bodies fall.

Apply this to the moisture of the clouds, a cold wind or mountain top. will separate the clouds into heavier and lighter parts; the heavier parts. fall as rain, the lighter remain floating as mist or vapor.

THE RAIN. Down falls the rain

To water thirsty flowers, Then shines the sun again,

To cheer this earth of ours.

If it were always rain

The flowers would be drowned, If it were always sun,

No flowers would be found.

ONE LITTLE CLOUD. One little cloud, Whither do you roam? Pretty little cloud,

You'd better go home.

Suppose you get lost
In the sky so blue;
Then, little cloud,

What would you do?
Little cloud answered,

"I just came out to play; My friends are coming soon To make a rainy day."