Other soldier games are: "Have You Seen the Soldier" and "Here Comes One Soldier Marching" in Children's Old and New Singing Games, by Mari R. Hofer; patriotism can be inculcated with songs and games of this type.

A game suggested for first year, second half:

THE WOODMAN.

The woodman to the forest goes,

Cuts down the trees with sturdy blows;

They're dragged by oxen slow and strong,
To where the river flows along,

To where the winding river flows along.

The water, then, by night and day,
The rolling logs will bear away;
Until they reach the noisy mill,
Where buzzing saws are never still,
Where buzzing saws are never still.

Of boards there cut and planed so true,
A cosy house is built for you;

And always there we hope to find

A little child both good and kind,

A happy little child both good and kind.

Katherine Beebe, in Primary Education, has suggested a way in which this song may be used as a game.

Directions-Pupils are to go to the north side of the room, for the lumber camp. An aisle is the river; the saw-mill may be built by a number of pupils joining hands in a circle. A man is in charge of this mill and a carpenter conveniently serves as his assistant. In the front of the room are two other men who are in charge of ox teams. Two others are chosen, who stand in the river, pointers in hand. These pointers are used in gently assisting the logs as they float down the stream towards the saw-mill. It is needless to say that they should be used with discretion.

Several woodmen are chosen, who carry imaginary axes and saws. The rest of the children represent trees, and are planted in the space

in front of the desks.

the verses.

Sing the whole song through while standing in position ready for work, and point dramatically to the objects and groups mentioned in Then let the industry move on. The woodmen fell the trees one by one, and saw off the branches. The drivers fasten the logs to the oxen and have them dragged to the river. The river men send them down to the mill, which turns round and round with loud buzzing. As the logs are thus converted into boards the carpenter proceeds to build a house with them.

Let the game go on until all the trees are felled, the logs sawed, and the house built, and if one wishes it, some of the workmen may live in

the house.

The logs will have to be told to go down stream on their feet, on account of clean clothes and not always clean feet.

Plan of Work for Conversation Lessons.

According to the daily programmes there are five periods each week assigned to language.

In the IA grade for each of the twenty weeks a reproduction story is planned for each Monday, Wednesday and Friday, and a conversation lesson for each Tuesday and Thursday.

Every second Monday the reproduction story is to be of an ethical character, and on the alternate weeks the Tuesday conversation is to be some one incident (preferably one of recent occurrence in the class) from! which an ethical lesson may be drawn. These stated ethical lessons are not to bar out making use of every incident occurring in the class, from which a moral can best be drawn at the moment.

The remainder of the conversation lessons cover the subjects laid out in the Course of Study, namely, nature talks and conversations about pictures, children's playthings, pets, games, occupations. Once a month. a lesson is left "optional" for topics of general interest, as Thanksgiving, Washington, etc., at their appropriate seasons.

In the IB grade time is taken on alternate weeks from the reproduction story period on Friday for informal exercises on the common grammatical errors of the pupils-these stated lessons not to supersede the correction of errors whenever they occur.

In the 2A grade the topics for conversation vary slightly; and in all grades the reproduction stories the subjects of which are not specified are taken from prepared lists comprising fables, folk stories, fairy tales, etc., as called for in each grade by the Course of Study.

Reading-Second Year

BY CATHARINE L. O'BRIEN, H. D., P. S. 10, Brooklyn.

The aim in the second year class in reading should be to cultivate (1) appreciation of thought; (2) distinct articulation; (3) pure tone; (4) the power to read new words and to pronounce them correctly.

I shall confine myself to describing in order typical exercises appropriate to the accomplishment of the last three aims, means to correct oral expression.

Upon what basis shall these exercises be chosen? "Upon consideration of the child as a doer; afford conditions which both stimulate and control; train judgment to the accomplishment of ends (to select, to discriminate, by reference to a standard);” give the child what is best in literature to furnish a motive, to create a need for interest in the mechanical part of reading.

The aim of the teacher is fitting oral expression through correct interpretation and appreciation; that of the pupil is the mastery of the printed page, getting the thought and giving it so that a listener will understand and enjoy what is read.

Under efficient teaching, allowing that suitable reading matter has been chosen the pupils will want to read. They will read with pleasure to themselves; they will, upon being asked thought-provoking questions, answer intelligently, but when it comes to reading aloud they are often quite unprepared to give the thought in a satisfactory way. One of the chief difficulties is articulation. Now that the children feel the need they will go to work in earnest. The impulse of strong and interesting thought makes phonogram drills and blend drills genuinely interesting. The phonic exercise excites them to effort, makes them independent in reading, and generally self-reliant. 1. The exercises should include daily drills; (1) one the proper formation of elementary sounds; particular attention should be given to initial and final consonants, h, th, r, and final g are difficulties; (2) on the formation of these sounds into syllables, as, old, er, ing, etc.; (3) on the formation of these syllables into words, as, fam i ly, ap proach, ac tive, etc.

2. There should be review of the sounds of the preceding grades and drill on additional sounds of letters and on combinations taught as wholes. New sounds of letters should be taught as the children need them in studying out new words.

3. There should be practice in the correct utterance of sounds like oi in soil, er in fern, ir in girl, ur in burn, ing as a final syllable, sts as in

nests.

4. There should be word analysis. Fix the attention upon words not merely as wholes, but upon the parts of which they are made.

5. Pupils should acquire the power to give the sounds by using their knowledge previously acquired, by listening, and by imitating.

6. Children should be encouraged to articulate distinctly in all oral work. The teacher should be above reproach in this matter.