perhaps as a balloon, or kite, or birds in the sky, or a touch for a bit of a fence, or just a touch for some little bushes. Then trees, bare trees for winter or early spring, are very pleasing in the picture. Try not to have too many branches on the trees-keep it simple and unassuming. Can you get the children to study "trees" from the windows of your class rooms? Try to bring out the growth of the tree, how the branches grow from the trunks. Notice how they grow smaller and smaller towards the ends-not stopping blunt in their growth. Compare these to our bodies, how our branches (legs and arms) grow. When are they smaller?

In this landscape work have some good examples to show the children, so that they will have some idea of what is wanted. Do some good work yourself and show the results to the children. Now the idea is, not to have the children copy your work, but to modify it, that is, to change it in some way; change the sky line, paint either more or less sky than in your picture. If you have a tree in your work, allow them to change the position of that tree-moving it to right or left; if you have two trees, they could have two trees, but change the position of the trees from your picture, etc.

Begin the landscape work by having the children draw any shape frame on paper, with pencil or black crayon.

Do not draw too large a frame; leave a good margin all around the drawing paper; if the frame is too large, it takes more time to fill in, and is not as artistic or as pleasing when finished. Then, with the crayon or brush, using a horizontal stroke, start from the top of the frame and paint the sky, not dictating any special place to stop, but cautioning the children not to use up all their space, as we want some of the lower part for the ground. The sky line does not need necessarily to be always horizontal across the frame, but can suggest hills, by being irregular.

When the sky is painted ask them to hold their papers up for you to see; notice quickly if there are any mistakes; for instance, if the whole frame has been used up for the sky, leaving no room for the ground. If you find any mistakes, it pays to have them corrected immediately. Paint in the same way the ground.

If the work has been carried on in this manner there ought to be no two papers alike in the class-room. The effect of their landscapes will be different, as each child was supposed to have thought out his own idea of how much sky and ground he wanted in his picture. Try these different landscapes, showing different times of the day; at noon, sunrise, and sunset. Also different kinds of days; clear days, rainy days, or gray days.

When working with water color, always have the children get their pools of color ready, before beginning to paint. For the first lessons, use two pools of color, blue and yellow.

Be sure to have the pools of color large enough to cover the space that they intend to paint. Then think out what the landscape is to be, sky and ground, or sky and water!

If sky and water, one pool of color, would be enough, painting the sky with more water in it, getting a very light tint of blue; then using the color darker for the water.

If sky and ground, the sky could be blue, and the ground green to get the green tone, dip the brush into the edge of the blue pool, then into the edge of the yellow pool. Now if the brush is dragged over the paper, green flows out if too much blue has been taken, the green will look like blue green and perhaps not pleasing, so dip again into the yellow pool. If too much yellow is taken, dip again into the blue pool. They could try this on an extra piece of paper, before painting on their landscape. Be sure that the color is used very wet, that is one of the secrets of good water color work. The child's idea of paint is something thick, and his first thought is to get something heavy and thick on the paper. Try in the first lessons to break that up, and get the children to give good broad flat washes, dragging the brush horizontally across the space for the sky and ground. See how few strokes can be taken in covering that space. Do not allow them to paint in a finicky way with little strokes - but with good broad sweeps across the paper. The work when finished should look watery and wet.

The effect to be like tinted or colored water, rather than paint.

For the upper primary grades more effects can be tried perhaps than in the lower primary grades - as rainy days, or gray days. To paint a gray sky, use a little of red, a little of yellow, and a little of blue. If the same proportion of the three colors is used, pure gray is the result. If more red is taken than yellow or blue, the gray looks like red gray, and more of yellow and blue should be added. If the gray looks too yellow, like yellow gray, add more of the blue and red. If the gray looks too blue, like blue gray, add more of the red and yellow. Always have the pools of color made in the compartment of the box designed for it, and dip into the separate pools for the desired color. In water color, for the trunks of the trees, use these three colors, stronger, not so much water-red, yellow, and blue-giving a tree trunk color, dark.

For crayon work, for the trees, use either the black crayon, or a good soft black pencil.

For the distant hills, use violet color lightly.

Try a landscape in crayon suggesting a starlight nightusing the blue crayon rather heavy for the sky, and yellow dots for the stars; the paper could be left white for the snow, or ground could be painted green.

How to Dispose of a Surplus

In a school in Aberdeenshire, Scotland, one day, a dull boy was making his way to his master for the third time with a question in arithmetic. The teacher, a little annoyed, exclaimed, "Come, come, John, what's the matter now?"

"I canna get ma question richt," replied the boy.

"What's wrong with it, this time ?"

"I've gotten auchteenpence ower muckle."

"Never mind," said a smart boy, in a loud voice, with a sly glance at the master, "keep it tae yersel', Jock."

One, Two, Three

One, two, three, a bonny boat I see,

A silver boat and all afloat upon a rosy sea.
One, two, three, the riddle tell to me.

The moon afloat is the bonny boat, the sunset is the sea.

-Margaret Johnson

Gymnastics for Primary Grades

CHARLOTTE A. BLATCHLY, Director of Physical Training, Public Schools, Gloucester, Mass.

I

N giving gymnastics, the teacher must bear in mind the three-fold object of the exercises; namely, cultivating correct postures, educating the muscles, and producing the physiological effect of vigorous exercise.

With small children, faulty postures are not so pronounced as in older children, the main points needed being to raise the head and keep the chest up instead of protruding the abdomen as children are so apt to do when told to stand up straight. To educate the muscles, exercise must be taken accurately.

There is danger of making gymnastics a very great bore, and to avoid this the exercises should be given in a lively manner with no long pauses; children must execute the movements vigorously and not be held in one position too long; and many suggestions that appeal to the imagination, such as those given in the following exercises may be used. It is of great importance that the teacher's voice be flexible, and express what is wanted in her commands. Each command has two parts the preparatory word and the executory word; as in the command "hips-firm!" "Hips" is the preparatory word and should be given with much less emphasis than the other. "Firm" is the word of execution and should be given with sharp emphasis and must be preceded by a pause. The object of this is to give the children time to think what the movement is, and when the word is pronounced, they are ready to act instantly and together. In this exercise, the movement is quick, and the command is the same; but when the movement is slower, as in "trunk forward bend," the pause before the executory word is the same, but the word itself is given with much slower emphasis. Until a teacher has learned to make this pause before the word of execution, she will not get satisfactory results.

The following exercises are for first and second grades, and are arranged in groups or "types" according to the part of the body exercised. A complete lesson should consist of at least one exercise from each type, repeated eight times or more, a march, and run; and should take not more than ten minutes.

Avoid wordy explanations. Teach the exercises by imitation, with the command, till the children learn what the command means.

To avoid monotony in repeating the exercises, counting may be used after giving the first command.

The teacher should be on the lookout for faulty positions at all times and correct them.

The phrase, "starting position," used in the following descriptions means that this part of the exercise is held while the movement is repeated several times.

After each type of exercise, it is best to command "In place rest!" then give command "Class attention!" preceding the next type, as it would be impossible for a class to hold this position properly throughout the lesson. Be sure that the pupils make a marked difference between these two positions and "grow" a little when the command "attention" is given.

Do not attempt to teach too many exercises at a time. They must be taught slowly, mastering each difficulty before attempting something new, or the result will be hopeless

confusion.

In types III, IV, V, and VI, it is a good arrangement to have the children stand in the chairs. The teacher then finds it much easier to move about and correct the positions, and the children enjoy the change. In types II and IV, the movements "like shooting off a gun" and the teacher's executory word is the "pull of the trigger." In types III and V, the

exercises are slower.

I. INTRODUCTORY EXERCISES

I.

are very quick,

Get the children into the aisles in good form. The class looks much better if pupils are arranged accord

ing to height, the shorter ones in front; and the boys on one side of the room the girls on the other. Command," Position!"- hands are folded on the desk, feet together, the back against the back of the chair. "Classattention!" hands are brought down to sides, and child sits up straight. "On the left (right) side, standing position one!" - the left (right) side is placed in the aisle, the entire sole on the floor-"hold a mouse under it." "Two!"-the right (left) foot is placed beside the left and the child stands in the aisle. "Class attention!"- the fundamental standing position. The heels are brought together with a snap, toes open, making an angle of ninety degrees with the feet ("a big piece of pie "). Heels should be on a line some children are apt to place one foot a little in advance of the other. The arms should be back and straight, fingers straight, chest up, head raised, the eyes turned toward the "eye-mark," a place on the opposite wall, somewhat higher than the head.

2

3 "In place — rest!" one foot is placed forward, the whole position is somewhat relaxed, the eyes turn away from the eye-mark, and the arms are in an easy position. Be sure that the child rests or his "attention," following it, will be poor. Give "In placerest" frequently, and always while explaining a position. Remember that the position "attention" is one of effort, and must not be held too long.

Some form for getting into the chairs should be used; as, "In the chairs -place!" Children turn toward the chair, placing the left foot in it. "Two!" The right foot is placed in the chair. one!" left foot is placed on the floor backward. "Two!" Right foot is replaced and the pupils face the front.

"Down

Begin the lesson with a few quick commands, such as “hips — firm!" "feet — close!" "feet· -open!" "arms upward bend!" (described below) and others that have been thoroughly learned and need little correction. These are to get the attention of the class.

II. LEG MOVEMENTS

Object, the exercise of the lower extremities, calling the blood away from the viscera. "Hips-firm!" as good starting position for all these movements. These exercises may be repeated many times. "By count one! two!" etc. If the class counts after the teacher, just as the movements are executed, it will be easier to get concerted action. In second grade, these movements may be taken "In series, class counting-start!" The class begin the exercise and continue till the command" Class halt!" is given, when the class make two more counts and stop.

Avoid continuous motion in exercises taken in series. Each count and movement should be given with "6 snap," with an instantaneous pause after each.

I "Feet-close!" From fundamental position, toes are brought together. Be sure that both feet move. "Feet - open!" Feet return to a right angle.

2 "Heels-raise!" Heels are raised, and kept to-、 gether, or nearly so. "Heels-sink!" Heels are brought noiselessly to the floor.

3 "Knees-bend!" Heels are kept on the floor, the knees bend to a right angle and turn out over the toes "make a big O with your knees" back is kept straight, with no bend forward at the hip joint. If there is difficulty about turning the knees out, the toes may be too close together. For this reason, it is well to precede this exercise with "feet-close!" and "feet-open!" stretch!" Knees are straightened.

"Knees

"Heels-raise! Knees-bend!" This is " "combined. In bending the knees, the heels should not come to the floor. "Play you have an egg under your heels and don't want to break it." "Knees stretch! Heels sink!"

After a foot placing, the weight should be equally distributed between the feet. As the foot is placed, if the toe is put down with a little emphasis, somewhat is added to the "snap" of the exercise.

13 "Alternate toe raising - start!" Beginning with the left, the toes are raised alternately and rhythmically, heels kept together. Class counts -"one- two- onetwo," etc., till the teacher says, “Class - -halt!" and the class counts - "one - two!"

14 "Arm flinging sideways with heel raising one." Arms are raised sideways and heels raised at the same time. " Two!" Arms and heels sink.

15 Hips firm and feet sideways—place!" Left foot is placed as in "6." "Two!" Right foot is placed sideways and hands are placed as in " I in type IV. "Arms position and feet together-place!" Left foot is replaced. "Two!" Arms and right foot come to position.

Plays and Games

(These are also furnished by Miss Blatchly.-THE Editor)

The necessity of plays and games for children just entering school is too obvious to require argument-would that educators could be as easily convinced of their value for older children.

The difficulty is to find exercises suited to school-room conditions real games that shall have the proper interest and zest, and still may be played among the desks. This is not the only condition to be considered. A game to be suitable must have hygienic and recreative value by giving plenty of exercise for all, and should require mental effort according to the ability of the children. A wisely selected game will open a channel for directing the muscular activity, the imitative faculty and the social instinct of the child. The teacher should bear in mind that each game has an educational value, and is not merely a pastime for momentary relief from study.

Efforts have been made to weave gymnastic movements into stories in the hope of getting the effect of gymnastics and games combined. These doubtless have their value, but it seems to me that much of the effect of each is lost. All efforts for gymnastic form, without which gymnastics are neither educational nor corrective, must be sacrificed to the game spirit; and the real excitement and freedom of the game are lost in the effort to take certain definite movements. Is it not better to take the few simple gymnastic movements for the training of certain groups of muscles as a separate exercise, and give a lively game that will exercise the whole body? It is a recognized fact that the physiological value of exercise is much enhanced by the psychic

element of interest and excitement such as that produced by the lively contest of a game.

The gymnastic movements themselves, in the first and second grades should be of the simplest nature. The children have been in the clutches of civilization for such a short time that there is little need of exercise to correct faulty postures, the chief difficulty being to get the children. to raise their heads. They may be taught this by giving them a high "eye-mark" while taking gymnastics. The lesson may consist of taking a correct standing position; foot placings sideways and forward; arm bending and vigorous stretching, heel raising; knee bending; deep breathing; marching and running in line around the room. These may be made truly educational by insisting upon certain requirements for each position; as, turning the knees out in "knees bend," etc. An exercise that the children enjoy is standing in the chairs and jumping down; or, placing the hands on the desk and back of the chair and jumping through without touching the feet to the chair.

Of games, one that is liked by all the children, and suited to the ability and muscular activity of those just entering school is :

Crossing the Brook A space is marked off with chalk on the floor in the front of the room, or between the aisles, to represent a brook. The children from one row of seats form in line and run one at a time and jump over the brook. Those who land within the chalk marks "get their feet wet" and must go to their seats. Those who jump across may stand on the edge of the brook and take a standing free jump over it. Children from the other rows follow in turn. Interest is added after the game has become familiar by measuring the width of the brook and increasing the distance from time to time. The teacher should stand on the farther side of the brook to receive the children when they land, as there is some danger of slipping, or bending backward.

Feather Fly Children stand by their desks, or with joined hands around two rows of desks and blow a feather or bit of down in the air, keeping it from falling on the floor.

Cat and Mice One child is chosen for cat, the others are mice. The "cat" hides behind a chair or other object, and two or three mice come together, and when all are gnawing (scratching with their fingers on the chair) the cat springs for them, chasing them all around the room to their seats. Those caught are put in the corner and counted at the end of the game.

Many games can be played with bean bags. Sitting in their seats, an equal number of children in each row, a bean bag (or an eraser may be used) is given to those in the front seats. At a signal, the bags are passed from one to another down the aisles. The children in the back seats stand when they get the bag and the effort in each row is to get through first. Here is the simplest form of "teamplay," where many work together for a common end. A may be kept for each row, a given number of points being the "game." Another variation is for pupils to stand in two rows facing each other, and pass the bags in similar fashion.

"score

Bean Bags in a Circle Children stand around the edge of the room in a large "circle." A bean bag is started at one point in the circle and passed from one person to another around it. As soon as the children grasp the idea another is started. The interest increases with the number of bags in motion. These games keep the attention thoroughly alive.

Enough Said

Two Boston ladies strolling along a road just outside of the borough came upon the first mile stone. On it was written, "I m. from Boston." Having never ventured so far from their native place before, they mistook the stone for a sepulchral monument. "How touching!" they exclaimed; "how simple! how human! I'm from Boston.' What more needed to be said? So the dead speak."