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Monday Language game for teaching the correct use of "I" when used with another name, as "Mary and I." Let one half of the pupils select partners. Let each couple go to some part of the room and consult as to where they shall play they are. The teacher then claps her

hands to call the school to attention.

Teacher Mary, where have you been?
Mary Helen and I were up town.
Teacher What did you do up town?
Mary Helen and I bought a new dress.
Teacher John, where were you?
John James and I were in the woods.
Teacher What did you do in the woods?
John James and I were gathering nuts.
Tuesday What is a capital letter?

Take your readers and turn to the first story. Do you

see any capitals?

Where are they?

Develop the idea that words at the beginning of sentences begin with capital letters.

Wednesday Repeat Monday's game.

Thursday How does a sentence begin? Let us look in our readers again.

Do you see a capital not at the beginning of a sentence?
How many can you find in the first story?
What kind of words are they?

How do you suppose you would begin your own name?
Friday Capitals continued.

How do we begin the days of the week? The months?

THIRD WEEK

Monday Poem, "How the Leaves Came Down," by Susan Coolidge. Tell or read it to the children. Talk about it one stanza at at ime.

Tuesday Let us learn the first stanza.

Wednesday Memorize the second stanza.

Thursday Memorize the third stanza. Review the other two.

Friday Review lessons on capitals.

FOURTH WEEK

Monday Tell a story for reproduction. Talk about each character.

Tuesday Reproduce above story.
Wednesday Dramatize above story.

FIRST WEEK

History and Geography

Monday Now that cold weather is coming how must we dress?

What kind of clothing do we wear in winter?

Name as many articles as you can that are made of wool?

Where does wool come from?

Tuesday A study of sheep raising.

Wednesday Continue above. Sheep shearing.
Thursday Preparation of wool for market.

Friday How was the wool prepared for use in early days?
Have you ever seen a spinning wheel?

SECOND WEEK

Monday In connection with the study of spinning, tell the story of Arachne and the goddess Athena.

Tuesday Describe a woolen mill. If at all possible, a visit to such a mill is most valuable. If such a trip is impractical, pictures followed by graphic descriptions can be made exceedingly interesting.*

Wednesday Continue the study of a woolen factory.
Thursday Continue above.

Friday Complete study of wool.

THIRD WEEK

Monday Begin a detailed study of the grocer.

Describe the interior of a grocery store.

Does the grocer have anything in his store which is not for sale? (Counters, shelves, scales, etc.)

Tuesday Does he need any help?

What does the delivery boy do?

How can he find the people whose goods he is to deliver? If the grocer has a large business, can he wait upon all the people himself? Who helps him?

Wednesday Why is a bookkeeper necessary?

Do all people pay cash when buying goods? Why not? Which kind of customer does the grocer like best? Why? Thursday Of what use is a telephone to a grocer? Where does the grocer get his goods?

What does "retail" mean? Wholesale?

Friday In what ways are the farmer and grocer interdependent?

Spend this entire week upon the study of the harvest, which culminates in Thanksgiving.

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Have you ever seen a squirrel? When? Where? What color was it? What was it doing? Describe it. Tuesday What does a squirrel eat?

Where does he obtain his food in winter? What kind of a home has he? Is the squirrel of any use to us? Wednesday Make a seed collection. to school seeds of every description: for food, those which are weeds, etc. to kind and use. Thursday Continue above. Mount these seeds (in

Thursday Repeat language game for teaching the correct bottles) on large cardboard sheets.

use of "I" when used with another name.

Friday Dramatize a story.

Ask pupils to bring those which are used Sort these seeds as

*See "Stories of Industry," Vol. II. EducationalPublishing Company, Boston, New York, Chicago.

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Monday Preparation for winter.

How do the birds get ready? (Migrate south.) How do the animals get ready? (Put on heavier coats, store food, go to sleep in caves, etc.)

How do plants get ready? (Leaves fall, seeds ripen, buds form on trees, etc.)

Tuesday How do people prepare for winter?

(Store food and fuel, put on storm doors and windows, bank cellars, rake yards, cover flowers, don warmer clothing, etc.)

Wednesday Study of cabbage.

Bring one to school for observation, one with a root, if possible.

What part of the plant do we eat?

Does it grow, above or below ground?

Of what does the edible part consist? (Leaves)

Thursday When is cabbage planted?

What must we look out for? (Cabbage worms) What brings the cabbage moths and worms? (The white butterfly deposits the eggs on the cabbage.) What kind of a root has a cabbage?

When is cabbage ready to be eaten?

Friday Do you have cabbage to eat during the winter? Where do you get it?

Tell of the different ways in which cabbage may be prepared for the table.

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SECOND WEEK

Review others. quart and gallon,

Monday Begin simple combinations such as 1+1, 2+1, 2+2, 3+1, 3+2, 2+3, 1+2, etc. Let each child begin making a number booklet showing these combinations by means of small pictures, seals or paper cuttings or drawings. Let the booklet contain abiout 12 pages.

Tuesday Teach names of the following symbols, +, −, =·

Wednesday Arrange on page 1 of the booklet the following combinations:

1+1=

2+1 =

3+1 =

4+1 =

Instead of figures use pictures, as 1[flag + 1 flag = 2 flags. Thursday On page 3 arrange the following combinations:

1+5= 1+6 = 1+7 = 1+8=

Friday On page 3 arrange the following combinations:

THIRD WEEK

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Monday Recognition of figure 7. Practice writing 7's on the blackboard.

Tuesday Count by 4's to 12.

Review counting by 3's to 12.

Wednesday Recognition and writing of figure 8.
Thursday Review counting by 3's and 4's.
Friday Continue work on number booklets.

These may be as simple or as elaborate as the teacher
wishes.

FOURTH WEEK

Monday Count by 3's from 12 to 3. Individual work. Tuesday Count by 4's from 12 to 4. Individual work. Wednesday Recognition and writing of figure 9. Thursday Have figures from 0 to 9 inclusive, in both script and print, on cards. Have several of each. P around the room.

John, bring me all the 2's.

Helen, see if you can find all the 8's, etc. Friday Continue above figure recognition drill. (Continued on page 586)

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These are two of the most popular of the Mother Goose ryhmes and they lend themselves exceedingly well to illustration and dramatization. These patterns can be used either for poster pictures or for stand-up toys, which are reversible. When the various parts are assembled, they are splendid patterns for the wooden toys.

Directions for Making

The pieces are outlined and cut from colored construction paper or from white paper and then colored with crayola or water color. It is well to make the bodies from a heavier paper, or tag, as they are then more durable, though some qualities may be too heavy for a child to cut.

The bodies are light tan; Jack-be-nimble's suit is blue and Jack Horner's is gray; the pie pan dark gray and the

pie tan. The stool is of brown, made on the sixteen squard fold as the diagram shows, folding on dotted lines ane cutting on heavy lines. The square to be used should be eight inches, thus making a stool two inches high. The corner squares are lapped on top of each other under the middle square and pasted, then cut the legs.

To make the figures the paper is folded double and the dotted line of the pattern placed on the folded edge, that both sides may be cut at once. Paste the bodies together about halfway down. Bend the laps on the feet of Jackbe-nimble inward, lap on top of each other and mount on cardboard about two and a half inches square. Then put on the clothes. The laps on the legs of Jack Horner are bent inward and lapped and pasted to the stool. The pie is placed between his two hands and covering the elbow on both sides.

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W

Number Games

Mary Campbell

Ideas to Try

THEN interest lags from much formal drill in review work, as it is most likely to do during the first months of school in the fall, we take a few minutes for a number game, which always creates new interest and stimulates good class spirit. As a special treat, we have a free play period of thirty minutes on Friday afternoon, when the children are allowed to choose their favorite games. The following are ones liked by second grade.

Hull Gull, Odd or Even

This game is to be played as a drill game, after odd and even numbers have been presented in the usual way and are thoroughly understood. Ten to twelve beans are given to each child. Two rows face each other across the aisle. The first child puts any number of beans in his right hand, closes it, holds it out to his neighbor across the aisle and says, "Hull Gull, Odd or Even?" Child number two guesses. If he guesses correctly, he takes all the beans in number one's right hand. If his guess is incorrect, he must pay one to make the guess correct. For example: First child (holding beans) Hull Gull, Odd or Even?" Second child Even.

First I have five; give me one to make it even.

To be of value the work must be quick, with no hesitation as to the number.

Whirl the Arrow

This game may be used as a drill for quick work for sums, difference, multiplication or division.

Material required is a set of cards, 3" x 5", each with a number ranging from 1 to 12. Also a circle with numbers around the edge, with a hand or arrow to whirl from the center. The cards may be made from tablet backs, using large calendar numbers for the figures, while the circle is an The arrow ordinary piece of cardboard about 15" across. may be made by boring a hole to a narrow ruler and fastening to the center of the circle with a rivet.

DIRECTIONS FOR PLAYING A captain for each side is chosen and he chooses a given number for his side (as many as he can get about the table conveniently).

Sometimes boys are pitted against girls, sometimes one row against another row. Each child is given one of the 3 x 5 cards. The leader whirls the arrow and it stops, say at 5. He then quickly adds 5 to his number and gives the sum. The leader on the opposite side has a turn, and so on, each side playing alternately for any given time.

If any child calls the wrong answer, it scores a point against his side, the aim, of course, being to have no adverse score. Larger numbers are given out upon the small cards for subtraction, and the number on the dial taken away from the one held. In multiplication any number being drilled upon may be given.

This has been found to be a very valuable as well as a very interesting game, and is a most excellent one for the free play period.

Number Spin

For this game we use a square of cardboard, 16 x 16, and a large washer or other round piece of metal. The cardboard is divided into four inch squares, each square having a large figure in its center. The numbers are from 2 to 12 (with the more difficult ones repeated). Sides are chosen, with a leader for each side. The teacher gives a number to start. Say we are working on sums using 2 then she will select 2 as our number. Each child in turn

spins the washer by holding it lightly between the thumb and first finger of the left hand and giving it a quick turn with the right. As soon as it falls on a number, he must call the sum of that number and the given number, 2. For example, if it falls on 12, he must at once say,Four teen," or "Two, twelve, fourteen." The score is kept asin the game of "Spin the Arrow." This also lends itself well to differences and multiplication.

Domino Game

This game is especially good in the free play period so popular in many schools.

To play, each child is given eight (or any desired number) of domino cards cut in halves.

Two sit at a desk. The little cards are turned face down on the desk. The first child begins by placing his top card face up and saying its name. The second child names the first card, turns his own, places it on top of the other and says the sum. For eaxmple, John turns a five, says, "Five." Mary says "Five," turns a three and says, "Three, eight." If Mary makes a mistake in giving her answer, she must keep that one to try again and John will dispose of his cards first, which is the object of the game. The play continues in this way till a given signal, when a change of partners is made, creating new interest.

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