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tine love rhymes, Lincoln and Washington emblems.

"Four little robins Print maxims and mottoes, such as:

Sitting on a tree, a “Think before you speak."

One flew away,
b "Always speak the truth.”

Then there were three.
с ‘Always do your best.”
d "Obey your father and mother.”

“Three little robins

Making much ado,
Cut animals from paper with which to make a circus

One flew away, on the sand board. Label. Dramatize a circus parade.

Then there were two.
Children print program and tickets.
Give children pictures to cut out and mount on

"Two little robins large cards of a sheet of paper. Let them print short

Hopping in the sun, statements about the picture and read to the class. (Com

One flew away, position and spelling.)

Then there were one. 13 Make a booklet of: "A" is for (picture of apple)

“One little robin, “B” is for (picture of boy), etc.

Now the song is done, 14 Make a dictionary of names of simple objects in

He flew away, common use in a child's environment, such as:

Then there were none."
acorn ball candy daisy
ant baby cat


A little later, as the children are learning the combination apple boy COW doll, etc. of numbers, the "Fox and Chicken Game" becomes very bird

useful. 15 Construct a calendar of the month.

“Mother hen has chickens ten,
The sly old fox comes from his den,

He tries to catch our chickens ten."
Number Games

Call ten children to the front of the room; another child
Mary L. Gaylord

hidden behind the door is the sly old fox. The children Teaching number incidentally by games can be carried cover their eyes. Then the fox steals out and carries off profitably from the kindergarten into the first weeks of part of the chickens. The children in the desks raise their the primary school. It is especially valuable, however, heads, count the chickens that are left, and tell how many to the children who have not had the advantage of kinder- the fox carried off. The game can be played at the table garten training and to those whose ideas of the value of with blocks and is extremely valuable in fixing the combinanumber are extremely vague.

tions of numbers. This little counting game is much enjoyed during the The resourceful teacher will find many ways to vary and wearisome first weeks:

add to these games, making the number lessons of the first The teacher calls several children to the front of the room. weeks of school interesting and effectual. They repeat:

“We are happy little birds

Singing all the day,
Come and count us if you can

Before we fly away.”
This can be varied indefinitely as a count
ing game.

“The Robin" an enlarged Chickadee game — is eve a favorite.

"Ten little robins,

Red breasts all so fine,
One flew away,

Then there were nine.
“Nine little robins

Hopping round the gate,
One flew away,

Then there were eight.
"Eight little robins

Happy, gay and free,
One flew away,

Then seven we see.
“Seven little robins

Nests of mud sticks,
One flew away,

Then there were six.
"Six little robins

Glad to be alive,
One flew away,

Then there were five.
“Five little robins

Eating mroe and more,
One flew away,

Then there were four.

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A Month of Busy Work for First Grade Pupils


A. W. F. INCE it is necessary that the pupils of one division Tuesday

should have some employment while the other Have the children sort the sticks according to length division is working with the teacher, we must find

and color. work which will not only keep the children busy, but Wednesday will also prove helpful and educational. The proper kind Give the children a few sticks from which they are to of busy work requires careful forethought on the part make as many different designs as possible, first of the teacher. Before giving busy work she must explain using two sticks for each design, then three sticks, carefully the exercise and be sure each child knows how to then four sticks, etc. go to work. She must not give more work than can be Thursday accomplished and must insist that each child finish his

With sticks let the children make objects referred to work in the allotted time. This rule must never be broken.

in their reading lesson or language lesson, as: By insisting that the work must be finished and done neatly The Three Bears Story-House, chairs, beds, bowls, in a definite period, the teacher will instill in the child

table. the habit of making an earnest effort to accomplish his

Friday given task in a thorough and precise manner. On the other hand, if the teacher allows a child to linger over his

The children make objects in which they are interested: busy work and does not see that it is finished in a neat

the boys making tents, flags, airplanes, etc. and orderly manner, the child will acquire idle habits,

THIRD WEEK which will remain with him throughout his entire school life.

Monday Following are a few suggestions which have been divided Each child is given a few squares, triangles, circles and into exercises covering one month of busy work.

half circles. Ask them to make as many designs as possible with four squares and two triangles; five

squares and three circles. FIRST WEEK Monday


A continuation of Monday's lesson - designs made The children are given a page from an old reader.

from five triangles and two half circles, etc.
This page is to be pasted on stiff paper or cardboard.
When dry, the children cut the words from the page.


Each child is given two pages from a calendar, one of Tuesday

which he must paste on stiff paper or cardboard. On Tuesday the children find all the words which they

He is to cut this paper along the lines separating the know. The winner of this game is the child who

numbers. knows the greatest number of words. (If the chil

Thursday dren are taught to arrange the words in an orderly

He must proceed to make a duplicate of the page which manner on their desk, it will only take a few minutes

he has not cut. for the teacher to listen to each child recite his words.)

Friday Wednesday

Have children try to arrange their numbers without The teacher may print sentences on the board. The any aid. This helps him to recognize numbers from

children are to find the words contained in those 1 to 31. (Each child is given an envelop in which
sentences and arrange in sentences similar to the he is to keep his own numbers.)
teacher's copy.


“A Little Game for Little Fingers,” by W. M. Wemett, Have the children try to make sentences of their own. published in the Ladies' Home Journal, November, Friday

1919, edition, is a very fine suggestion for busy work. The children find all action words, such as "fly,'

The game is to be used as a means of teaching the

children the letters of the alphabet. In my grade "run," "walk," etc., and draw a picture of them. Word cards which denote action may be placed

I made use of the game in the following manner: around the room and the children may draw an

Monday illustration of each.

A piece of cardboard, over which colored construction This may also be done with the phrase cards, such as paper had been pasted, was given to each child.

“Little Red Hen," "a bag of flour," "the king's Thirty long straight forms were traced and cut. house," etc.


Each child traced and cut twenty-two short straight SECOND WEEK

forms. Monday

Give each child a handful of colored sticks and tell The children traced and cut seven large curved forms

and nine small curved forms.
him to place all the red sticks in the first group,
the yellow sticks in the second group, the orange

sticks in the third group, the green sticks in the

With these forms all the letters of the alphabet were fourth group, the blue sticks in the fifth group, and copied from the forms which I had printed on the violet sticks in the last, or sixth group. In this way

they not only learn to distinguish between colors, but Friday
also become acquainted with the spectrum colors Thursday's lesson continued.
(red, yellow, orange, green, blue and violet). Before
collecting the material the teacher should have the

On opposite page is the diagram of the forms and of the children point to and name the different colors. letters when completed as published with the game.

Supplementary Reading and Language Lessons Seat Work and Dictation Exercises Based on Andersen's

Fairy Tales


The Goblin, holding the wonderful book, longed to live A student once lived in a garret, and a Huckster who

with the student and share its treasures, but felt, after all, owned the place, lived downstairs in his shop.

he could not give up the Huckster and his jam! A Goblin, attracted by jam and other good things to

How like human nature, after all! eat, came to live with the Huckster.

We stay with the Huckster on account of the gam On the evening our story begins, the student came into the Huckster's shop to buy cheese and candles, and talked Seat Work and Dictation Exercises Based on the with the Huckster and his wife.

Story The student paused to read what was written on the Write the story on cards, number them, and pass out paper the cheese was wrapped in. It was a leaf from a for the children to read and copy. book of poetry.

Copy and write your answers in complete sentences. The Huckster said, “Here is the rest of the book. I What is a Huckster? will sell it for a sixpence.”.

What is a Goblin?
The student happily replied, "I will buy the rest of the What did the student come to buy?
book instead of cheese. It is a shame to tear up a book. What did he finally purchase?
I believe you know no more about poetry than that cask.” What did he pay for the book?

They laughed over the joke and the student went merrily How much is sixpence in our money? off with his treasure.

What remark did the student make to the Huckster? The Goblin, however, was angry at the remark. So when What did the Goblin think of it? night came, he stole the tongue from the Huckster's wife Is it wicked to destroy a book? while she was sleeping.

The student was observing to notice the poetry on the As he placed the tongue on any object it began to talk. paper which wrapped the cheese. What do you know The Goblin first placed the tongue on the cask, saying, about the process of making candles and various methods "Is it true that you know nothing about poetry?” of lighting?

The cask replied, “I know more than you think I do, Illustrate by paper cutting or drawing the Huckster's and hold more than the student even dreams of, for I store and the student's garret. contain many newspapers with poetry in them. This Why are we specially interested in the student in the. poetry is read by many people."

fall of the year?" (The whole world is going to school.) The Goblin placed the tongue on the coffee-mill, the Tell in your own words how the cask began to talk and butter-tub, and cash box in turn, and they all agreed with what objects agreed with him. the cask that he knew a great deal about poetry!

Tell what the Goblin saw in the student's room. After this, the Goblin decided to creep upstairs and tell Draw the tree with leaves, flowers and fruit upon it. the student what he had learned.

What kind of trees bear flowers? Standing on tiptoe, after the manner of Goblins, he Name as many fruit trees as you can. Draw a leaf from peeped in the keyhole.

each tree you mention. Draw it from nature, if you can. Truly, he beheld a wonderful scene!

Write a paragraph about an autumn scene. As the student sat reading his book, rays of light seemed Copy a poem about autumn. to come from the book and they took the form of a tree. Copy and learn poem by Wordsworth, entitled “The

This wonderful tree contained flowers, fruit and leaves, Redbreast Chasing the Butterfly," and "To a Butterfly:" and sounds of tinkling music fell on the air.

Notice how much "color" there is in the poems and study The music became a cradle song as the student fell asleep. the rhythm. The Goblin heard the rhythm of music as

The Goblin had never imagined so wonderful a sight, the student read his poems. What cradle song do you and wished he might live with the student; but he thought know? Can you write the words from memory? of the good food the Huckster gave him, and that reminded Look up poetry differing in rhythm. him to return the tongue to the Huckster's wife!

Copy, illustrate and rewrite in prose the following poem Many nights following, the Goblin peeped in the key- of Wordsworth's: hole and saw wonderful visions as the student read his book of poetry.

The sun has long been set, The little Goblin stood just below a trap-door and he

The stars are out by twos and threes,

The little birds are piping yet, felt the autumn wind blow on him, as he peeped in the

Among the bushes and trees. keyhole.

There's a cuckoo, and one or two thrushes, He hardly noticed the cold as he watched what was

And a far-off wind that rushes, going on in the room.

And a sound of water that gushes,

And the cuckoo's sovereign cry One night, the watchman gave the alarm of fire. People

Fills all the hollow of the sky. were so excited they hardly knew where it was.

Who would go parading The Huckster ran to save his papers.

In London, and masquerading, His wife slipped her ear-rings in her pocket.

On such a night of June,

With that beautiful soft half-moon, The maid ran to get her best silk coat.

And all these innocent blisses They were all intent on saving something.

On such a night as this is! The Goblin thought only of the book of poetry. He ran for the garret, seized the book and took it safely with him Make a row of Goblins, color them, send down to the up on the roof.

first grade children as a surprise. The student had forgotten his book, as he gazed at the Describe the scene of any fire you have seen? fire, which was across the way.

What did each one try to save in the story?

What did the Goblin save?
With whom did he decide to live? Why?
What lesson applies to us all?

Consulting the original story, as told by Andersen, rewrite it in your own words.

Dramatize it orally and in writing.

Make a Fairy Tale Booklet, write in it the story, illustrate it, and write a brief sketch of the life of Andersen.


1 To read story well. 2 To be able to tell story. 3 To receive favorable comment from the teacher

and class on the following points:

Position of book.
Phrasing and emphasis.
Effective communication.

II Materials

Specimens of goldenrod and aster.


III Method of Procedure

(Teacher shows specimens of flowers which are

mentioned in the story.) As I came to school
this morning, I noticed that the fields were
covered with beautiful flowers, like the one I
have in my hand. Can any one tell me the
names of these flowers? Would you like to
read a story about the goldenrod and aster?
Can you guess what the title of the story is?
Come and write the title on the blackboard?

Goldenrod and Aster

Bertha Toelle

(For Grade IV) LONG time ago, two little girls, named Golden Hair and Blue Eyes, lived at the foot of a great hill.

On the top of this hill was a little old hut. A strange, weird woman lived here, who could change people into any form she wished by her magic power. She was so ugly and stern in her appearance, that all the people were afraid of her. Little children especially did not dare to go near her, for fear that she would cast a spell over them.

One summer day Golden Hair and Blue Eyes tried to think of something they could do, that would make everybody happy. They decided that they would go and ask the wise, old woman in the hut what to do. Away they started at once.

It was a warm summer day, and the walk up the side of the hill to the little hut was very long. The little girls stopped to rest many times under the cool shade of the oak trees, along the pathway. Oh, how tired, dusty and thirsty they were! Still they went on. They threw breadcrumbs to the little fish in the brook and chattered with the birds and frisky squirrels. For the wise woman, they picked a basketful of sweet berries.

By and by the sun went down, and a stillness seemed to come upon the air. The birds stopped singing and the little squirrels went to bed. The wind ceased, and the leaves on the trees hung still in the cool evening air. The moon and the stars began to peep out, and the twinkling lights of the beetles and the fireflies could be seen. It was night, but still the tired children trudged wearily on.

At last they came to the hill top. The strange old woman was standing at the gate, looking more stern than usual.

The frightened little children clung to each other.

"We know you are wise and we came to see if you would tell us how to make everyone happy," said brave Golden Hair. “Please let us stay together,” said timid Blue Eyes.

The old woman smiled as she opened the gate for the children. Strange to say, the little girls were never seen again. The next morning, however, the meadows on the hillside were covered with beautiful goldenrod and waving purple asters.

If the flowers could talk, perhaps they would tell us how they came to grow there, and what became of Golden Hair and Blue Eyes.

Children read story silently. The teacher then

analyzes the story according to time, persons,
places, scenes and events, thereby testing
the thoughts the child derived from the

initial reading.

When does our story take place?
It was “long ago."
What season of the year was it?
What time of day was it?

What happened the next day?

Where did Golden Hair and Blue Eyes live?
Where did the wise woman live?
Where did the little girls stop to rest?

Where did the path lead to?
What people are mentioned in our story?

(Golden Hair, Blue Eyes, the old woman,

and the people of the hillside.) Describe the characters. Which character do

you like best? Why? Which character do

you think is the most important? Why? Incidents Develop scenes and incidents according to the

movement of the story, by interpretations made, problems solved and free discussion

between teacher and children.
What did Golden Hair and Blue Eyes decide

to do one summer day?
To whom did they go for advice?
Why did the little girls stop to rest?
What present did they procure for the old

Tell how the little girls treated the wild

animals and birds. Describe the evening after the sun had gone

down. When did the children reach the hut? Why were the children so frightened? How did the old woman receive them? What became of the children? What could be seen growing in the meadows on the following morning?

(Continued on page 457)

Aims TEACHER'S 1 To have the children read an appropriate

autumn story, which gives the mythical explanation for the origin of two of the most popular autumn flowers — the goldenrod and

aster. 2 To arouse interest and stimulation in good

reading. To have children consider good reading as

entertainment. 4 To analyze the story, according to time, place,

characters and incidents. 5 To teach recognition of the goldenrod and aster.

Lesson Plan in Language and Picture Study

Katharine McSpadden

Critic Teacher, East Tennessee Normal School I Topics

Home Picture Study -“Feeding Her Birds” — Millet

Where are the children sitting?

Of what is the house built? (Stone) II Teacher's Aim

Time of day 1 To teach art appreciation.

What time of day do you think it is?
2 To stimulate thought and to train the children in
the expression of this thought.

Why do you think so? (Shadows)
What kind of shadows do you see? (Short)

When do you see short shadows? (About noon) III Child's Aim

Then what time of day do you think it is? About noon) 1 To discover the story of the picture. 2 To find out what the artist named the picture.

Time of year

What time of the year do you think it is? (Spring, Subject Matter and Procedure

summer or autumn)

Why do you think so? (Leaves and grass. Also children (Subject matter given in italics)

eating out of doors.) One large picture of Feeding Her Birdsfor the teacher Do you see anything about the way the children are and a small one for each child

dressed that would help you to decide? (Dressed warmly

- caps, etc.?) Did you ever see any little baby birds in a nest?

Do you see anything about the leaves and grass that What do they eat?

would help you to decide? (Full grown) How do they get their food?

Then what time of the year do you think it is? (Autumn Did you ever see the mother bird feeding them? (Present picture with the same covered.)

Name of picture

Can you suggest a name for this picture? Children

Why do you think that a good name? Do you see anything about this picture that makes you

(Let several children suggest names and tell why they think of a mother bird feeding her baby birds?

suggest them.) What?

Would you like to know what the artist called it? Which child makes you think of a baby bird in a nest?

His name is “Millet” and he lived in France. Do you think the children are hungry?

He called this picture “Feeding Her Birds."
What makes you think so? (Expression)

Why do you think he gave it this name?
What does he mean by “birds” in this picture?

(Children) Food What do you suppose the mother is feeding them?

Summary (Porridge) What tells you this? (Spoon)

Can you come to the front of the room and tell us the Do they look as if they are enjoying it?

story Millet tells us in this picture, “Feeding Her Birds"?


Why do you suppose the mother is feeding them? (Loves Lost-the Wind's Little Child

Elizabeth Ellis Scantlebury


Do you think the children like her to feed them?

What makes you think so? (Children sitting quietly. Look as if they enjoy it.)

What do you suppose the children were doing when the mother called them to get something to eat? (Playing) )

A little breeze went flying

So far from home to-day,
That now the Wind is crying:
“Who's seen my child astray?


What tells you they were playing? (Doll in child's arm)
What kind of a doll do you think it is?
Do you suppose they have many playthings?
Why not? (Poor)
What makes you think they are poor people? (Dress)

"You'll know by bending grasses

And nodding clovers sweet,
Just where the rogue, in passing,

Has tripped with dancing feet.

"Among the tall tree-branches

He plays at hide-and-seek,
And from the rose steals kisses

To press them on your cheek.


Describe their dress.
What kind of shoes have they? (Wooden)

Do you know of any country where the children wear wooden shoes? (Holland)

Yes, but this picture was painted in France. The peasants, or poor people, in France wear wooden shoes, too.

“Oh, tell me, have you seen him?

Or will you help to find
My little breeze that's straying

My lost child?” cries the Wind.

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