Imagens das páginas
PDF
ePub

2.

Arthur Connell Grade
Dee 5. 1894.

The First Thanksgiving.

Im 16 20 Pilgrims did not have Good grops In 1631 they had good crops Bradford stood looking Sjov over the fields of golden corn and many other things that the Pilgrims had filantide

He called all the people togather -and said. Let us have a day to give

Thanks to ving" cried they all at

once. They when the day was. It was on Nov. 19, 16 22 Gov Bradford said we men will fish and shoot wild turkeys, get oysters Lyndale School A Class.

The Leak in the Dike.

I am going to tell you about a little boy whose name was Peter and who lived in Holland.

One day his mother called him to carry some cakes to a blind man who lived across the dike. Peter left his brothers and sisters and went.

The blind man could feel the sun shine when Peter came.

When Peter went home he picked flowers and when he was picking the flowers he heard a rippling noise.

"I will go and see what it is," he said. It was a leak in the dike.

The child knew the danger and put his hand in the leak.

He cried for help but nobody heard him so he stayed all night.

In the morning his mother saw some people bringing him home and they told her how he had saved the land.

[blocks in formation]
[blocks in formation]
[blocks in formation]

The illustrated story in this number was not written for the children, but for you, teachers, and by special request, that those of you who are working in the city schools, with solid brick school yards, surrounded by crowded, dirty streets with not a tree in sight, might not say in perfect despair, "What can I do on Arbor day?"

The little "God's House," (page 117 of this numpoem ber) is a good text for the sentiment of the day. It is a beautiful poem. Put it upon your blackboards, and let the children memorize it. The "figures" in it are so simple the little children can be made to understand the similes if explained clearly. There can be but one opinion as to the wisdom of memorizing such a selection as that.

Simple exercises have been arranged in the entertainment columns for the different rooms. Those teachers who have a file of last year's PRIMARY EDUCATION, will do well to bring out "Arbor Day Brevities" again, (En't. d'p't.) which were carefully prepared for the little children. These contain the principal facts as to the value of trees, which should not be forgotten in impressing the true sentiment of the day.

Easter Vacation.

It is to be hoped that every teacher will have a "breathing spell" in a spring vacation before beginning the last term of the year. Will it be crowded with "spring sewing," or have you learned to rest, when rest you should?

A Kindly Nudge.

The publishers of PRIMARY EDUCATION take a positive delight in giving to its readers the very best that can be obtained as each number of this paper bears witness. Neither money nor effort are considered whether in "good times" or "bad times," to make this paper eminently attractive and helpful to the primary teachers of the country. You, on your part, have responded grandly with subscription commendation and, for the most part, with financial return. But it is very easy, teachers, to give your name to an agent, or to order from the office and neglect to send promptly that" almighty dollar," in return. It is one of those things that you can do at any time and so is not always done promptly.

Can you send it at once and have it "off your mind? It is this that makes the wheels go round.

[blocks in formation]

The following letter explains itself. Will any teachers who have a mite to offer, by way of personal experience, send it to PRIMARY EDUCATION?

EDITOR OF PRIMARY EDUCATION.

Dear Madam:- I read your paper every month and often find help in it, but notice the fact that very little time is given to ungraded classes. When I speak of ungraded classes I mean the kind which exist in some of our Boston schools, the foreign element predominating, and not the dull element left from other grades.

As the teacher of a class made up entirely of non-English speaking children, and knowing that such classes exist in other cities with large French, Italian, and Russian population, I thought perhaps a column now and then in your valuable paper, devoted to our special needs, would be gratefully accepted by many other teachers in the same line.

Boston.

Frederick Douglass.

The teachers in the highest primary room may wish to say something to the children about this man that they will remember as long as they live. His recent death has filled the columns of the newspapers of every shade of political and religious opinion, and many of the children have doubtless heard echoes of it in their homes. This remarkable man was the product of the times such times as the children now in our schools will never see, and will only know as a part of the history of our country. Any teacher who wishes to tell the story of Frederick Douglass will find help in this little story told by himself. in addressing a colored school.

"I once knew a little colored boy whose mother and father died when he was but six years old. He was a slave and had no one to care for him. He slept on a dirt floor in a hovel, and in cold weather would crawl into a meal bag head foremost and leave his feet in the ashes to keep them warm. Often he would roast an ear of corn and eat it to satisfy his hunger, and many times has he crawled under the barn or stable and secured eggs which he would roast in the fire and eat.

"That boy did not wear pants like you do, but a tow linen shirt. Schools were unknown to him, and he learned to spell from an old Webster's spelling-book, and to read and write from posters on cellar and barn doors, while boys and men would help him. He would then preach and speak, and soon became well known. He became Presidential Elector, United States Marshal, United States Recorder, United States diplomat, and accumulated some wealth. He wore broadcloth and didn't have to divide crumbs with the dogs under the table. That boy was Frederick Douglass.

"What was possible for me is possible for you. Don't think because you are colored you can't accomplish anything. Strive earnestly to add to your knowledge. So long as you remain in ignorance so long will you fail to command the respect of your fellow men."

[ocr errors][merged small][merged small][ocr errors][merged small]

66

Yet it is very pleasant to hear it in both these cases, and there is a cheery warmth about the heart as they turn away to their work and I return to mine. Are our children being taught to acknowledge that which is justly theirs by right, simply as a matter of courtesy? It is noticeable that the grocer boy" who receives his "change" at my door doesn't say anything in reply; neither does the "paper boy" who exchanges his paper for two cents. Do boys and girls have to "grow up" before they learn and practice these little courtesies? Shall the custom not become automatic in the school-room?

Froebel's Birthday.

This occurs April 21. I would never let the occasion pass, teachers, without notice. Do not let the little kindergarten children in your room suppose Froebel belongs solely to the kindergarten because they hear nothing more about him after they enter the primary school. Froebel was large enough and broad enough to brood over little children everywhere, and would never have recognized any "lines" between kindergartens and primary schools.

[blocks in formation]

I.

The Trees.

1 See the trees all in a row

1 Gently swaying to and fro;

2 Hark, the wind is rising now,

3 And the trees before it bow;

How their creaking branches sound

4 While the leaves are scattered round;

Now the passing storm is o'er,

5 Quietly they stand once more.

1 See the trees all in a row,

Gently swaying to and fro;
Sunlight thro' the branches gleams,
Touching them with golden beams;
2 Birdies now may build a nest,
Robin, wren, and yellow-breast,
And the trees shall safely keep
Little birdlings while they sleep.

1 Through the sunshine fair and bright
Birdies flutter with delight;

2 Weave with care the little nest,
Robin, wren, and yellow-breast;
3 'Neath the leafy shadows green,
Soon, too, pretty eggs are seen.
4 Now the little birdies peep,
Father, sing them soft to sleep.
Directions.

Children stand in straight rows (six rows) in their aisles and sing the first verse together, gently swaying their bodies as they sing.

2.

Raise arms gradually to show the wind is rising. (Some pupil

(or teacher) can imitate the rising wind by z-z sound.)

3. Bow gradually before the wind.

5. Stand quietly while singing last two lines.

[ocr errors]

Reach and scatter by.

Hurry! I will catch you,"

Maple shouts in glee,

2 While her dancing leaflets

Rustle on the tree.

[blocks in formation]

4. Motions with fingers to imitate scattering leaves.

[blocks in formation]

The first two rows may be willows, the next two rows maples, and the next two apple trees. The willows sing, if music can be found to suit the words; if not, they recite together the following:

3.

Raise hands in front and flutter slowly down.

4. Thumb and forefinger make a tiny circle to represent apples.

[blocks in formation]

5. Raise arms, with hands drooping from wrist, fingers relaxed to imitate hanging fruit.

The school all unite in the second verse," See the trees all in a row."

1. (Third verse.) Little father and mother birds flutter about, each touching three children who come forward to the front.

2. Form them in a circle to represent a nest, weaving arms closely together.

3. Two very small children slip in the nest where the mother bird has taken her place. (All this is done during the singing of third verse.) 4. Mother cuddles a bird under each arm, and they go to sleep during the Slumber Song.* Father bird remains near the nest.

[blocks in formation]

The top of the tree we call the crown,
In Summer it's green, in Autumn, brown.
The leaves of the tree are its foliage,
And the rings in the stem reveal its age.

The tree is worthy of our best care,
For it takes a poison from the air.

For this alone it seems to me

That all of the world should love the tree.

We are four little maids and four little men, And together we're just two less than ten; If you listened, we're sure you heard us say A word or two about trees to-day.

[blocks in formation]

What April Brings.

By OLIVE E. DANA.

(An Exercise.)

It would add much to the interest of this exercise to illustrate it by a series of tableaux.

April may be represented by a fair-haired little maiden. in a green and yellow gown. She may appear, en tableau, after the first recitation, and should carry a bunch of keys, of many sizes. A seat may be given her on the platform, or she may re-appear at intervals.

The children should bring, if possible, the flowers they speak of, and one may carry a basket, displaying seed of wheat or corn.

Whenever possible, have the action alluded to expressed in tableau or mimic pantomime. Before the lines beginning,

"We send them, bulb and rootlet,

Into the chilly earth"

have a child seen in the act of planting a bulb. Directly after the recitation another tableau may represent her watering and tending the shoot.

Several familiar songs should he sung. Among those more appropriate are the selections:

"Wake! wake! from Slumber Light."
"When Flowers so Sweet are Springing."
"Bird Song," and "The Cuckoo."

After the recitation referring to the robin and the nest he is building, the children may sing, "There's a Little Brown Nest 'mong the Roses," and later, the little song, "The Bird's Nest." As a finale, sing "Spring Echoes." If this is not familiar or the children are very young, any simple songs which are appropriate to the exercise may be substituted.

First child.

Second.

Third.

you know

Fourth.

Here are the leaves, when they appear We know that the lovely Spring is near.

*Words and music from Kindergarten Chimes by Kate Douglass Wiggin (Ditson & Co.)

Fifth.

Sixth.

April's hands are full of keys,

And for every one she tries

Some new, lovely thing she brings

To brighten earth and greet our eyes.

And she brings from every door She unlocks, gifts of her own, Leaf and blade and blossom pour From her portals open thrown.

I saw to-day a strip of green Upon the pasture-hills;

I gathered from my garden bed Some yellow daffodils.

A robin in the maple sang A morning song to me;

I saw one bringing threads and straws For his nest in the old elm-tree.

The lilacs all are budding, too, And, underneath the pines.

[blocks in formation]
[blocks in formation]

Breezes from the Forest.

A very appropriate exercise for younger children may be made under the head “Breezes from the Forest," or "Voices of the Trees," in which many children may take part, each pupil reciting a verse especially prepared. The first may begin: "I am the sugar maple," etc., other children speaking as other trees. The following is given as an illustration of this plan :

"I am the sugar maple, and a favorite ornamental tree. People love me because I am possessed of sweetness. I claim to have made more boys and girls happy than any other tree. I have many changes of dress-wearing in spring the softest shade of every color, in the summer the purest emerald, and in the autumn the most brilliant yellow. My wood is used for furniture, floors, and for furnishing the interior of houses, and after the houses are furnished, few can warm them better than I." The expression in the opening sentence may be varied, as "I am known as "They call me," etc.-Sel.

We Thank Thee.

(Concert piece for lower grades.)

For flowers that bloom about our feet;
For tender grass, so fresh, so sweet;
For song of bird, and hum of bee;
For all things fair we hear or see,
Father in heaven, we thank Thee!

For blue of stream, and blue of sky; For pleasant shade of branches high; For fragrant air and cooling breeze; For beauty of the blooming trees, Father in heaven, we thank Thee!

- Belle Sparr Sackett.

The Cary Tree.

(Recitation for a little girl.)

Two little girls, long years ago, Going from school one day, Found by the road a little tree, A farmer had thrown away.

One of the wee girls picked it up,
And the other said,

"Let's plant, and see if it will grow,"

Then quickly on she led.

They carried it across the road;

With sticks and tiny hands

They made a place, and planted it

And firmly made it stand.

They watched it grow, from day to day,

And then from year to year;

And as it grew, the girls grew too,

The tree to them was dear.

Alice and Phoebe Cary, were Names of these girls of yore,

[blocks in formation]
« AnteriorContinuar »