About the modus operandi of their painting. I manage so it takes very little time, and makes almost no confusion, to pass and collect material. Each child supplies a butter dish or small saucer for a mixing dish. I keep these in a fruit basket when not in use. The water, the children pour, one for each row, from a bottle. At the end of the lesson, the dishes are emptied into a pail passed around the class, collected in the basket, and thoroughly cleaned by two girls at the sink. The brushes soak in a quart jar, and are then wiped and put away in a box. I keep all the paints and pass out the colors needed.

Nuts and seeds belong properly to this time of the year. However, I like to have something to bridge over the time of year from the evergreen study to germination when Nature has apparently stopped her work for a while. I save the nuts for midwinter study, and make collections of seeds.

The apple is a good typical fruit to begin with in studying the fleshy fruits. The pear can be used in comparison with it. We speak first of its covering, its appearance and protective use. That is, after the appearance of the apple as a whole, shape, color, size, etc. The skin protects the pulp of the fruit for us to enjoy, but is specially intended, with its hard, shiny surface, to protect the seeds. The color changes as the apple ripens from green to brilliant reds, attracting the children and small animals. And so the fruit is carried away, eaten, and the seeds dropped in different places. So unconsciously the work of distribution is carried on. Here we speak of other fruits, plum, peach, cherry, and oranges and lemons, all protected in the same. way, eaten for their sweet pulp or refreshing juice, and the seeds thrown away to sprout in the ground and make new

trees.

While on this subject I sometimes give a little talk on fruit seeds in general, showing the difference between the small quite soft apple and pear seeds, because their outer covering protects so well, and the "stone fruits," cherry, peach, etc., where the inner layer of fruit pulp has hardened into a protective stone.

We paint the apple as a whole, our artistic attainments not being enough to represent cross sections very well. Note the number of seed cells, shape, and quantity of seeds, the close adherence of the skin. Color, consistency, taste, and use of the pulp. A little talk on the storing of apples, description of the different kinds, and of orchards is interesting.

There is such a pretty description of apples in J. G. Holland's, "Bitter Sweet." Andersen's story of the "Conceited Apple Branch" is a good one to tell or read.

For fleshy roots, the beet is a good example. We talk about the nourishment that is stored up for the next season's growth by the plant thickening into this fleshy ball. This also makes good food for us. The beet is cut in cross section, the manner of growth noted. The rich color of the juice and the stain is shown.

Other fleshy roots, carrots, turnips, the tuber potato, are interesting and also the bulbs, onion, hyacinth, tulip, where preparation for the winter is made by the leaves closing tightly over the plant formed inside. They do not always. wait till spring, but can be deceived into sprouting before the right time. Speak of vegetables sprouting in the cellar.

Everything tends in the winter vegetables toward protection against cold, and making abundant food supply. We go on in our talk with the same thought applied to the animals in their preparation for winter, the domestic animals in their thickening coats of hair and fur. Nothing is forgotten; everything gets ready in its own best way.

To live for common ends is to be common.
The highest faith makes still the highest man;
For we grow like the things our souls believe,
And rise or sink as we aim high or low.
No mirror shows such likeness of the face
As faith we live by of the heart and mind.
We are in very truth that which we love.

The human race is divided into two classes-those who go ahead and do something, and those who sit still and inquire, "Why wasn't it done the other way?"

Oliver Wendell Holmes

"After all the best Thanksgiving is Thanksgiving."

These cards are intended to be used in first grades and in second grades where spelling books are not used by the children. The words have been carefully selected and graded. They have not been copied from any reader, but are words which are common to all the primers and first readers in our schools.

There are five cards in a set, sixty words on a card, three hundred words being a maximum number of words which average first grade pupils could learn to spell in one year.

Five words in a line represent one lesson. First, teach the words from the black board, requiring the children to write the word letter by letter with you. This written exercise may be followed by a concert exercise in naming the letters, thus aiding those children who learn through the medium of hearing. The words on the blackboard should then be covered and an individual drill in spelling should follow. By this time the majority of the children have learned the lesson.

Now distribute the cards to the class. Have them cut off the lesson which they have learned, on the dotted line, then they will cut on lines between the words and return to envelopes. The remaining part of cards may be collected by the teacher and kept until the next lesson is learned and ready to be cut, or it may be left in the envelope and the child allowed to study it under the direction of the teacher.

By carrying out the above directions regarding the teaching of spelling, the child becomes familiar with the written and printed forms of the word.

THIRD WEEK

When four days' lessons have been learned, cut baby and placed in the envelopes, the fifth day may be devoted to study and drill of those twenty words.

of

Thus one card represents three weeks' work. Most teachers, however, will find that a month will not be too long a period to spend on each card. As the subject of spelling is not generally taught in first grades until after children have been in school three or four months, one can see that this card device gives teachers and pupils something definite for the remainder of the year. This device has been carefully tested in the school-room during several years and will appeal to teachers for these

reasons:

Reduced. Original card 9 x 5

A Song for Hot Temper

In one school there is a boy who very often has an outbreak of temper that it used to take the teacher from ten to fifteen minutes to subdue. She discovered that by singing one song, taking perhaps two minutes, he was all over his ugly fit, and now they come less and less often. The principal of one of the largest and best schools told me the effort of disciplining in her school was lessened 50 per cent since music was introduced. The reason that it has this effect in the management of a school is that it brings the whole being of the child into a harmonious relation with his surroundings. The very fact that the whole school has to unite in a rhythmical movement tends to cultivate self-control. Emma A. Thomas.

In a Philadelphia school a teacher was telling the little children all she knew about a clock. "Now, this," she said, "is the pendulum-this thing that swings back and forth. Did any of you ever hear the word pendulum before?"

"A child put up her hand. "Yes, teacher," she said. "Pendu

lum Franklin. I've heard it often."

hit

try

this

kill

SIXTH WEEK

inch

worn.

After five it is wise to break the group of objects, for beyond five is too large a group for a child to take in at one glance, often grown people are in error. Drill is constantly going on with farm the previous numbers. In developing a new number we must never neglect those previously presented, for which instruction, test and drill and watchwords.

use

neat

our

five

Reduced. Original card 9 x 5

Primary Number Devices

A PHILLIPSBURG TEACHER

On the opening day of school, we seat the children without any knowledge of their previous home training or individual brightness; so for the first few weeks there is a constant changing of places, and divisions formed according to ability. Some children on entering school at the age of five years recognize three objects, some four; but very, very few recognize five. Yes, most of them can count, aimlessly, one, two, three, four, five, but that isn't knowing the group as a whole. I have arranged on a table five counters, a ball, several postal cards and postage stamps for a beginning.

Show to the class and ask the name and use of these objects; then comes the cost: card, one cent; stamp, two cents; ball, three cents. We'll play store and I'll be a customer. This is my money (showing blocks). Then purchase from a child one of the objects, exchanging money for the same. Then reverse. Let the child buy from you. It's interesting. The blocks are pieces of money and the minds and hands in active play. If we buy two things, then we must pay for two things. I'll buy two cards, how much? A ball and a card, how much? Two stamps, how much?

I see you have used your eyes and hands well; tell me about them, "I have two eyes." "I have two hands."

With seven the days of the week are taught, and much language is the result. Sunday, the day of rest. Monday, Tuesday, Wednesday, Thursday and Friday, school days. Saturday, the play day.

Father and mother work one day more than we. Where is father employed? And you wish to be? Make trips, always resting on Sunday. Allow three days to a trip to the city, how many trips can you make in a week? Two days to each trip? One day to each trip?

Eight, nine and ten are treated in the same manner. Very, very slowly; in fact, the combinations of any number should be dwelt on for a whole week before beginning a new, and then the old constantly kept in view with the new. After the objects to ten, then the corresponding figures and the terms "+" and; take away or less; "X" times, and "" in. The terms plus, minus, multiplied by and divided by are not thought-getting to the little Primary child and should not be used.

They reached here in 1620. They landed in a severe storm. The rain froze as it came down. The ground and trees were covered with ice and snow. The wind howled and moaned among the rocks and trees. The waves dashed high upon the great rocks, and everything seemed so dreary to these poor tired Pilgrims. In all that dreadful storm they were brave enough to kneel down and thank God for their safe journey. They even sang hymns of praise.

They immediately threw up a rough shed, and all went in together and lived until the men had time to build their log cabins. The men took their axes and were soon at work cutting down trees to build their little homes. It was not long before the smoke was curling from each little chimney. After so much suffering they were very glad to go into their little log cabins. When the fathers came home from their work, they never forgot to stop in and see the babies. These babies cheered the hearts of the Pilgrims and sometimes made them forget their sorrows.

The first winter was a sad one. Food became scarce and they suffered from cold and hunger. Many became sick, and before spring one-half of their little band died, and were buried under the trees near their homes. This almost broke their hearts and made them homesick to see dear old England once more.

At last the spring came with all its beauty. The wild flowers brought their sweet perfumes, the birds sang their sweetest songs, the sky looked warm and pleasant, and the little brooks ran down the mountain sides, rippling over the pebbles, making soft music. All this cheered the brave Pilgrims very much. How much they wished their dear friends might have lived to see this beautiful spring.

They went to work and planted their crops. While they were very busy working one day, they were very much surprised by the sudden appearance of an Indian. He was an Indian chief and his name was Massasoit. At first they were frightened, but he said, "Welcome Englishmen.' Then the Pilgrims thought he was a friend to them. They made an agreement to be kind to one another.

Massasoit said the Indians would never harm the Pilgrims while he lived. This promise was kept until his death.

The crops grew so well that the Pilgrims were very much surprised. In the fall they had a great harvest. This made them so happy that they said, "Let us appoint a day to assemble and have a Thanksgiving feast. They decided to invite the Indians. How busy they all were in making preparations for this great feast. The children also had their part in getting ready for it.

Massasoit came with a hundred Indians. The Indians brought with them deer for this grand feast. It lasted three days. Then the Indians went home very happy, but they said the "Great Spirit," liked the white man best. This was our first Thanksgiving, and we have kept it each year ever since.

(In reply to my request that the author should tell us how the letter was secured from the children, Miss Gray writes as follows:-THE EDITOR)

Method of Teaching Class Story

The "Class Story" is a device for language work in the primary grades. It trains the judgment, gives a choice of words, it teaches to beginners the logical development of a story in an interesting manner, and it is positive in its results. The preparation for the "Class Story" should begin early in the year. As an introduction to Lincoln's and Washington's birthdays - teach in September a story of Indian life, including, "The Song of Hiawatha's Childhood." In October teach the story of Columbus. In November teach the story of the Pilgrims, and in December a Christmas story.

The stories should be taught in the most interesting manner possible, and let the children enjoy them as stories, instead of lessons. During the teaching of these stories, there should be no thought of reproduction on the part of the child. The teaching of each story will require at least three weeks, giving a few moments to it each day. No difference how interesting, a story of a day will leave no impress worth mentioning. The children must live in a story and become thoroughly imbued with the spirit of the times,

so that they look forward to each day's lesson, and then a good reproduction may be expected. The teacher must not expect to get out of the lesson more than she puts in it.

During the four months these stories are being taught, a daily drill should be given in writing, spelling and dictation, which will aid very much in the language work that comes later in the year.

The writing of "Class Story" should begin in January. While the children have a knowledge of the stories they have been taught, they have very little idea of a logical reproduction. The stories should be taught in order, but the writing can be left to the discretion of the teacher.

The following story of the Pilgrims was taught in November, and the class story was written in March, and this was the first time they had been called upon to tell anything about the story they had been taught in November.

The blackboard should be in readiness, when teacher, with crayon in hand, surprises children by saying, "Suppose we write a story of the Pilgrims." She will ask who can give a good sentence for the beginning of the story. Perhaps some child will say, "The Pilgrims landed in 1620." Here the teacher must know what is best to say. She must in her own way lead the children to see why that is not a good sentence for the beginning. They must be made to understand that there are at least three parts to a story, the beginning, the middle part, and the end. This will help them better to classify their knowledge. Let a number of children try on the same sentence. Let them judge as to which is the best sentence given. Take sentence chosen by the majority, and if teacher feels it can be improved by adding word or words, changing word or words, or omitting word or words, she may write it upon the blackboard for inspection, but not in the space reserved for the lesson, as the accepted sentences must be put there in the teacher's most beautiful writing as it is to be copied by the children in a note book which is treated as a treasure by teacher, pupils, and parents.

When sentence is placed upon the board, the teacher may say, "Who can give a word that will be better than this one?" You will be surprised at the variety of words that will be given you. Again let the majority decide which is the best word to use. Again the teacher may say, "Who can add a word to make our sentence stronger, or make it mean more? This will call forth another shower of words. Sometimes the whole construction. of the sentence is changed. When the sentence is satisfactory place it upon the board in the space prepared for it, and write upon a piece of paper the names of pupils who contributed anything towards the accepted sentence. While the teacher is writing sentence upon the board the children must be thinking what they are going to say next. Each sentence is treated in the same way. Everything must be decided by the children. As the work continues you will see a great improvement in the construction of the sentences. It will not be long before you hear favorable and unfavorable criticism from the children. At the beginning of this work they are inclined to relate every detail. Then of course they must be made to understand that in writing long stories they must only tell the most important things. The work requires constant vigilance on the part of the teacher, but it will not be long before you will hear them say, "Isn't that a beautiful sentence, or isn't that a strong sentence, or that sentence is too wordy, or that is a detail, or that sentence doesn't fit in here, or wouldn't this word be better than that?" Be sure that the children have freedom of speech. Encourage each child to say something.

From twenty minutes to a half hour can be used each day in this work until the story is completed.

Some days you may not get over six or eight sentences. Other days you may get ten or fifteen.

Morning is the best time for composition, and the afternoon for copying what was written in the morning. In the following story kindly notice the description of the storm and also the description of spring. The children were told to make the hardest storm they ever saw or heard tell of. They tried over and over, making it a little harder each time. Don't expect things to soon. Let the children work and