Pages from my note book. A treatise on primary education for parents and teachers ..

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PAGES FROM MY NOTE BOOK

A TREATISE ON

PRIMARY EDUCATION

FOR

PARENTS AND TEACHERS

BY

FLORENCE CROMER COLEMAN.

/»

STANFORD UNIVERSITY, CALIFORNIA.

*
COPYRIGHT 1899

,•*"

POMONA, CALIFORNIA.

PRESS OF THE POMONA TIMES.

IQOO

DEDICATED

TO OUR LITTLE DAUGHTER
MARTHA.

CONTENTS.

I. THE SPIRIT OF THE SCHOOL ROOM 5

II. MORALS AND MANNERS 10

III. LANGUAGE — NATURE WORK 12

IV. LANGUAGE — LITERATURE 2o

V. LANGUAGE — HISTORY 25

VI. LANGUAGE — READING AND SPELLING 30

VII. NUMBERS 34

VIII. Music 38

IX. RECREATION 41

X. CONCLUSION.. ..45

385

PREFACE.

After ten years of teaching- in primary grades, I close the
school room door with head bowed in reverence. L have been
taught. The bright, winning- children who have been under my
care have been my teachers.

I may aid others in the profession by telling them of these
lessons. Not in the language of a philosopher or psychologist,
but in the simplicity of those who taught me.

"And a little child shall lead them."

FLORENCE CROMER COMMAN.

THE SPIRIT OF THE SCHOOL ROOM.

E spirit of . any school room, more especially of primary
grades, should be exactly the same as that of a model
home. Make a home of the school room. Fill it with love,
cheer, unselfishness, industry, neatness, system and obedi-
ence.

The teacher who insists that such an atmosphere prevail will
find herself "twice bless'd." The little ones will come more
than half way to meet her. They catch the spirit easily and love
to practice it. There is nothing- in our whole school system of
today that has done so much to promote these elements, from
primary grades even to hig-h school, as the kindergarten. God
speed the good kindergarten. May the many that are doing in-
ferior work be made better.

I have mentioned seven atributes of proper school room spirit.
I look them over again and again. LOVE, CHEER, UNSELF-
ISHNESS, INDUSTRY, NEATNESS, SYSTEM, OBEDI-
ENCE. I can not choose one for first place, nor can I move one
down to last place as least important. I print them all in capi-
tals.

Though I may enlarge upon the last two I will say that no
teacher can be a success and meet the needs of the natures with
which she must deal, without feeling within her own soul, "love,
cheer and unselfishness." She must present a living* example of
"industry arid neatness." Do this and the whole field of "Morals
and Manners" and "Ethics" will be covered. The knowledge of
the fatherhood of God and the brotherhood of man will come to
dwell with the members of that school without set lessons of fif-
teen minutes a week, according1 to the school curriculum. I hear
you say, "What about those statistics that must be 'sworn to' at
the end of the year asking whether fifteen minutes per week have
been spent on morals, manners, cleanliness, etc." You may not
have given excruciating lessons using maps, diagrams, and letter
puzzles on the blackboard. Ladders with love, obedience and
truth written on the rounds. You have had five or six hours
each day of good wholesome living, practicing our seven attri-
butes to the homelike school room. Add to these system and

o THE SPIRIT OF THE SCHOOL, ROOM.

obedience, then "government" and "school room tactics," about
which we have heard and talked so much, will be mastered. A
school so conducted is not the result of incident nor accident, nor
spontaniety, but the fruit of the highest order of careful thought
and planning.

Come with me. Let us visit some school rooms.

Room I. We are met by a dignified woman who dare not
smile and greet us cordially, lest she spoil the perfect discipline.
Scan the faces of the children. They dare not light up with
pleasure fearing it is out of order, and you detect a slight shadow
of trouble and anxiety. We first listen to the prim opening ex-
ercises, singing their songs without much joy in their voices,
then monitors are to pass readers. We hear the teacher say in
short, sharp reports, rather than words, "Monitors — turn — stand —
pass — one — two — three — four — five — six," until they have stepped
together to all seats in the row. Then when the place is found
and Fred is asked to read, so much time has been spent in stand-
ing with feet at the right angle and book held just so, that he
has lost his enthusiasm for what he wanted to tell us and it comes
in a dead monotonous tone. Lesson over, those readers must be
put away. Listen! Those sharp reports come again, one — two —
three — four. There — the little machines are in position. Now
an exercise that requires children to stand in a body in the front
of the room. The children must be gotten up out of their seats
in order and stood in rows. How is it to be done ? Another sea-
son of counting. The miracle is performed. They stand on
chalk lines so nice and straight. So the time goes on. No relax-
ation, no ease and natural life. Will they have a rest period ?
Oh, yes. But what a rest ! Let us not remain to hear the count-
ing it will take to get them into position, nor to see the short
pump like movements called calisthenics. " Is this not perfect
system and obedience?" you ask? I ask you in turn, is it a
product of natural love and cheer ? This is the straight jacket
system.

Room II. We are met by a very pleasant, cheerful lady. Full
of life and magnetism, she must be a delightful teacher. She
speaks of her little ones in loving tones as she tries to tell us
what they have been doing. We follow her eyes and we think
they must have been very busy indeed, and are still, for each one
is moving about. Some busy in conversation with next neigh-
bors, some hunting in desks, some hunting on the floor, others
have found something new and interesting in the ever present
sponge and string that hangs by the desk. (The sponge and
slate have now been placed on a shelf in the school garret.) They

THK SPIRIT OF THE SCHOOI, ROOM. 7

are so busy they do not look up to give the pleasant smile that
we know is in their happy hearts. Happy ? Oh yes, very. They
are left entirely free in their natural habits and tendencies. Why
shouldn't they be happy ? After the teacher's kindly welcome,
she explains she will have a story and reproduction. At which
announcement the children pause in their interesting1 investiga-
tions long- enough to hear the story started, which is some time.
The teacher has to decide, as she hunts, which one to read.' Then
reads about "Apollo and Python," or "Proserpine" in tones that
cannot be heard, and terms beyond them. They soon find their
former investigations more interesting. One or two perhaps
older than the others can grasp the story. One of these is called
upon to reproduce it. This does not interest the others as they
heard or tried to hear it once. The same disorder continues
through the reproduction.

Our time is limited. We must go. You say, " That teacher
was sincerely loving, cheerful, and unselfish." Yes, but was
there industry and system ? Any show of previous planning in
that language lesson? Certainly an apt example of the "dis-
order fad."

Room III. We are met by a woman with a pleasant face and
congenial manner. She is glad to see us and says so in a sincere
way that makes us feel that we are at home. We are struck with
the quiet restful atmosphere, and begin to look around for the
cause. Do we see anxious, nervous faces ? No, they are easy and
natural, attentive enough to surroundings to know that we are
present and greet us with pleasant eyes.

They are finishing the opening exercises with a few thoughts
of the loving care taken of them over night, of the kind Father
who cares for " birds and bees and flowers." The way the morn-
ing song is sung- shows that they are thinking of the sentiment,
not their position, though the last will be right because a natural
consequence. Their voices, too, show careful, thoughtful use.
Then follow some practical hints. "How many are getting so
they can prepare themselves for school?" Some few can, others
"Mama has to comb hair and button dresses yet." "That's
good, you are gaining self reliance, helping mama. L/ook at
those little hands. You decide now if they are clean and have a
white trimming around the nails. If so hold them up where we
can all see them. If not, guess you'd better hide them." The
little ones are interested and fair in their inspection. The ones
that are shown meet with so much approbation, I am sure they
will all be on parade next morning. " I/isten," she says. "Your
eyes are so bright, your cheeks are so fresh, let me see if your

THK SPIRIT OF THE SCHOOL ROOM.

teeth will make your smile more beautiful." They all smile be-
cause she smiles, and the little white teeth look as if they knew
the tooth brush. If not, their owners are thinking* how they will
try it. These thoughts took but a moment or two. Now time for
work. Materials must be passed to one class for emplo3Tmeiit
while the other has a lesson. A moment of silence ensues.
"Bessy you were ready first, you may pass the material." What
did that "ready" mean ? Simply an attentive attitude and easy
position that has been taught them some time as a "rest" drill.
What little one will not try to be worthy the honor of passing-
things ?

As the chosen one moves quietly around some little one gets
anxious to" handle materials. He is reminded that it is not polite
to begin before all are served. Isn't it a relief to feel the absence
of the sharp, explosive counting and monitor system ?

The next class must be arranged in the front of the room.
" Class, attention ! Stand !" They get up easily with one side
movement. This too may have been taught in a "rest" exercise.
They walk naturally to the front and stand in comfortable rows.

This lesson may be language, reading, or even numbers, but
what we notice particularly is that they are full of their subject.
If it be reading they talk to us with spirit and interest. If it be
language, the same bubbling over. "From the fullness of the
heart the mouth speaketh." If it be number games, the same
animation prevails. It is a lesson with a purpose. That purpose
is thought development — mental culture — not military drill or
show of discipline. But the discipline is there. System and
obedience are every where. The lesson is over. We hear the
teacher saying, " L,et's wear our padded feet to our seats." See
the knowing smile on those little faces. After they are seated,
with one orderly movement, some little one is allowed »to tell us,
in his own natural language, about a little animal with four
"really" padded feet — why — wherefore — and all about it. But
rest time has come. Doors and windows open. What is it to be ?
I think we need not try to escape it here. "Would you like to
have a game?" One suggests the plant game. Another the
bird game. Another, the butterfly game. "Let us select the
butterfty game. Now we will all curl down very small and play
we are butterfly eggs." Sligiit movements, little worms have
hatched. " Now we must roll up and form the chr3rsalis, now a
long sleep." All rest quietly a few seconds. "The wings are
coming. Our houses are getting small. ' We are getting too
large for these coats. Pop they go. Out we fly, bright but-
terflies all around the room and back to seats." What a pleas-

THE SPIRIT OF THE SCHOOL ROOM.

ant rest ! Some breathing exercises and they are at work again.

We find in chatting- with that teacher a few moments before
our departure, that she has but one rule in her school. Do right.
She cultivates within her pupils a strong self reliance. She tries
to make a monarch of each one, by controlling his own hands,
feet, and lips. If he can not, then he must be reminded or as-
sisted. Government must come from within. The governed
must be willing participants in the general law if there be perfect
freedom. Kate Douglas Wiggiii says, " It seems crystal clear at
the outset that you cannot govern a child if you have never
learned to govern yourself." The teacher who is first monarch
of herself may make monarchs of her pupils. If this principle
were practiced in primary grades, the accumulated individual
strength and royalty would solve the question of discipline as the
grades advance.

Another quality of this third teacher was originality. Above
all, fellow teachers, be original. Do not throw away good things
you may find. Be intelligent in the study of child nature. Read
the best educational thought. Keep abreast with the most pro-
gressive professional movements. Be conversant with leading
educators. Listen to your superintendent or directors in the at-
titude of one who is anxious to learn. Drink in all the good you
can. But do not give up yourself. Assimilate culled materials,
make them your own, but do not let any system, superintendent,
director, or journal of methods take away from you your person-
ality. . For then your potency as a factor in education is gone.
You cease to exist.

The thoughtful teacher can meet the needs of her own classes
much better than some one from across the continents or seas.
But in originating ways and means be watchful of your purpose.
Is it merely to entertain the children ? Is it to show them off to
advantage before some chance visitor ? Then throw those plans
away. Change your purpose. Build on a foundation of educa-
tional principles, psychology and child nature. The author of
any comprehensive method should have, first ; a complete mas-
tery of the subject in hand from its small beginnings to its
broader developments. Second ; a knowledge of the faculties of
the mind and their order of awakening.

In discussing some of the subjects placed on the imposing
" Course of Study " for primary grades, I may give some methods
I have used. I do so, not with hopes that you will use them ver-
batim, but to show how thoughtful study of class or individual
will give inspiration to meet the requirements.

II

MORALS AND MANNERS.

A CANNOT think of "Morals and Manners" as separate
\Y) subjects on which to give outlined lessons of definite
jj length ( see chap. I ). They are to me inseparable — an
all pervading- influence that runs through the entire school
room life It is there in every lesson, every occupation, all gov-
ernment. It rests with you, teachers, to decide what that influ-
ence shall be.

The present system of public schools will grow in favor in
so far as it meets the demand and aim of our noble people sup-
porting it, viz., to elevate the entire being and to make good
citizens.

The great and adorable Frcebel, in the kindergarten, gives
us the underlying principles. The school is a small community,
the members of which are taught how to live with relation to
each other, how to 'respect each other's rights, how to show un-
selfishness, love, and cheer, how to administer justice. In short,
they get the principles of municipal government and civic law.
The pupils are the civilians. How many children "older grown"
need just such training ?

" Contact is an important part of education, and especially
moral education," comes from one of our U. S. educators. An-
other says, "A boy or girl educated under private tutors is sure
to be a onesided character." Goethe said, "Talent grows in soli-
tude, but character is developed in the stream of life." So much
in favor of public instruction.

But so long as the careful mother must say, " I dread to start
my little ones to school, they are pure and innocent now," some-
thing needs our careful consideration.

In my calls on parents I have met with a type of home where
the little ones are not taught the first habits of politeness or
obedience. Their conduct is especially rude to "just the home
folks." Because the school and Sunday school teachers do not
correct these faults all shortcomings are laid to public school
influences. Be careful parents, to analyze the home rule before
criticising too readily, public instruction.

Right here, teachers, let me urge you to cultivate the
acquaintance of parents and homes of the children. You -will

MORALS AND MANNERS. 11

find such hearty cooperation. You will learn so many lessons
from, patient, loving mothers.

If the home lacks in these great things necessary to child
life, you will know the better how to supply them. Froebel gave
us the wonderful "Mother's Play" book. He spent much time
watching mothers in their natural loving ways with their chil-
dren. He had their assistance in proving and trying his games.

I believe the moral impressions and habits of a child are
largely gathered from the way he is governed. In character
building as in mental development, all depends on the self con-
scious effort of the child. Development comes from within.
Make him feel that the responsibility rests with him in all
matters. He is the one in judgment. He must decide, ".Is it
right ; am I a troublesome neighbor ; can I control my own
hands, feet, lips, heart, and actions?" The watchful teacher
must help him when he fails. Sometimes this is the trying place.
We are compelled to impress the memory. Sometimes in one way,
sometimes another. But the impression must be made so that
next time, and the next, and the next, his decision will be strong-
er. This will develop strength. Must's, dont's, threats, rules,
prizes, and the marking system, weakens moral responsibility.
Oliver Wendell Holmes gives a fine suggestion to help the older
pupils. Always consult "The other fellow." In every person
there are two, first himself and then "The other fellow." One
acts, the other sits in judgment. Just refer older pupils to "The
other fellow."

Just as thought and language go hand in hand, so in char-
acter building, heart elements support the actions. Clear moral
thoughts and right decisions in small school room affairs " are
but little seeds but they spring up and bear" strong characters.
"Then you would let children do as they please." Yes. But
never allow a mistaken decision to occur twice, and very seldom
the first time. " By virtue of authority the teacher controls the
body of the child but its soul must be won." How is it to be
done ? Aim to have the teacher's example and personality a
strong influence. The day's work should be so planned from
morning thought and song through all lessons, and even the
movements about the school room, that what the children
" please " to do will be the right thing to do.

" Build a little fence of trust around each day,
Fill it full of loving deeds and therein stay."

Or in the language of our principles, build a fence of love, cheer,
unselfishness, industry, neatness, system and obedience, and then
watch what the children "please " to do.

Ill

LANGUAGE — NATURE WORK.

HAVE before us a broad subject, one that embraces
almost every other on the curriculum for primary work.
The object of all language work is to get clearness of
thought, freedom and correctness of expression. If
we are helping the children to gain this mastery it matters not
whether it be accomplished in Nature Work, Literature, History,
Geography, Reading, Drawing, Numbers or Music. It should be
an aim in all these.

Here is one of the strongest places for the example and pre-
cept of the teacher. She must be clear and concise in knowing
what she wants to do or say, and very definite in giving direc-
tions. She must cultivate all the freedom of expression within
her power; for here, if anywhere in her experience, she must use
fluency in story telling. She^must be so graphic in her descrip-
tions that the children can see the colors and real thing, when
they close their eyes to listen to her word painting. Tell your
stories, teachers, do not read them. Study them well. Whether
it be myth, history or nature story, make them feel that it comes
from within.

As we take up Nature Work let us see what we want the
children to get from it. Is it Scientific knowledge; how to dissect
and name parts; or rather, do we not want to teach them to see
and love the beautiful in nature wherever they find it; and to find
it at all times, as they walk to and from school, as they breathe
and eat? L/et us broaden their souls through habits of observa-
tion so that when they are men and women, going about life's
occupations, they will see and enjoy nature, with its soothing
influences.

" To him who in the love of nature holds
Communion with her visible forms, she speaks
A various language: for his gayer hours
She has a voice of gladness, and a smile
And eloquence of beauty; and she glides
Into his darker musings with a mild
And healing sympathy that steals away
Their sharpness ere he is aware."

LANGUAGE — NATURE WORK. 13

There never lived a naturalist who was more in love with
nature than John Burroughs. He asks us to observe that from
their earliest intelligence up to the ages of ten, twelve and four-
teen, children are earnestly interested in nature. They love the
blue sky, the birds, the flowers, the fish, the animals on theJFarm.
Ask the country boy and girl, they will tell you —

" How the beavers built their lodges,
Where the squirrels hid their acorns,
How the reindeer ran so swiftly,
Why the rabbit was so timid."

John Burroughs asks us to follow these same nature loving child-
ren through their school course. They come out with minds so
full of "isms" they have almost forgotten their first love.

A good way to begin Nature Work the first of the year is to
have conversation as a part of the opening exercises, allowing
the children to tell what they saw on the way to school.

Then, teacher, be a child with them (always do so in any
lesson), and tell what you saw. What a variety of subjects will
be suggested, — blue sky or clouds — flowers — birds — nests — chick-
ens— grass — butterflies— worms — oh, so much! Treasure up their
conversations, take them into consideration in planning nature
work. Hunt up literature to supplement. Next let all make
more careful observation as they go home from school — a differ-
ent time of day — sky looks different, — animals — birds, and all
the3r saw in the fresh morning are differently occupied. Then
have them bring to school anything they find that is pretty,
curious or odd. Treasure them all up, they'll bring a lesson some
da}-. This informal beginning has done several things; it hat-
made you acquainted on a common footing — not teacher arid
taught but all eager investigators — it has shown you who are the
thoughtful ones, the timid ones, the impulsive ones. You can
then plan how to get freedom of expression from the timid and
thoughtful, and clearer thought from the impulsive.

Now let us pass on to just enough definite plans to show how
the original teacher can meet the demands of her class. Do not
deal too much with technical terms, yet be scientific within your
own mind as you plan. Base all on truth. The school year be-
gins in the fall. Among the things that were brought to you by
the children were worms of many kinds — great, fat, green, slim;
ones — pretty striped ones — woolly ones — welcome all of them.
Let the children tell you where they found them, how they cap-
tured them, upon what they were feeding. L,et the ones who
brought them fix places for them to live in and be happy while
with you. (A pasteboard box perforated, or a glass jar covered

14 IvANGUAGE — NATURE WORK.

with netting-.) Feed them daily on just the kind of leaves from
which they were taken. "How much they eat; how fast the little
ones grow! I believe that old one must be sick and going- to die
— we'll see tomorrow. There, he is hung up by a web! Again
we look at him; he's covered with a case or chrysalis." "Let us
write'the elate on the blackboard, children, and see how long he
sleeps." So watch the different kinds of worms until they have
eaten their till and gone to sleep. While they develop and you
watch them, trace up their past history. Whence came they? It
won't be long until- some bright little one will bring you a leaf
covered with butterfly eggs. The children will soon learn why
the eggs are laid just where they are.

One of the most interesting cases that came under our obser-
votion was a box of silk worms kindly loaned us by another
teacher. This box contained mulberry leayes. Upon one were
eggs hatching. There were baby worms — middle sized worms —
full grown ones. What a crackling noise they made while eat-
ing ; how fast the small ones grew ! One old fellow wove his
cocoon and we could watch how fast he worked until his silken
wrap was finished. Do you think those children ever forgot it or
were afraid to talk about it ? What an intelligent interest we
all took in a moth afterward. L,et the little ones play they are
moths and butterflies. They will tell you of their past develop-
ment ; what they like to eat ; what they like to do. Here is a
good place to cultivate the poetical which can not be done too
early.

" Once I was a dingy worm on a bough ;

Ugly, brown and small : But see me now !

To my pitiful estate— to my shell,

Came an angel whispering, 'All is well.'

Hearing this, I burst my bonds, — soared and flew."

Soon we have a large assortment of butterflies. What shall
we do with them ? See what a butterfly will do if you give him
his freedom. Teacher and children go to the window ; throw it
open wide. Hold the butterfly out in the sunshine. See it ex-
pand its wings and measure their strength ! Happy butterfly ;
he has burst his bonds ; he soars ; he flies. We watch him light
on a neighboring rose bush. Thus liberate all but a few, saving
one of each kind. Kill them in some painless way, (never before
the class) and mount them on a card or chart to be kept as a
bright spot in the school room. It will give excellent material
for review, color work and object drawing.

Among the things the children brought you were seeds.
Keep them. "Children, how many would like to have a school
garden ? When would be a good time to make it ?" After a dis-

LANGUAGE — NATURE WORK. 15

cussion of climatic conditions, seasons, etc., your decision is
unanimous in favor of spring time. Be sure that the children are
led to make the decision. "Now children, I have here a nice
strong- box in which we can keep the seeds dry. If you will each
bring- some seeds we'll put them in envelopes, mark them with
your name and seed names, and save them for our garden. "
What a fine variety from onions to larkspur ! This is the best
time to study seed pods and receptacles. With great pride we put
away our box of treasures until spring. We are ready now for
some other subject.

Some energetic boys have climbed high and found empty
birds' nests. Why are they empty ; how are they made ; are all
birds' nests alike ; who taught them to build ? " See how many
different shaped nests you can find to bring to school. If you
can not find a nest bring a picture ; we'll paste them all on this
chart and study bird fashions." When the children have been
led to notice the principle and customs of bird migration, leave
this subject until the return of the birds in the spring.

Now comes a time when all children are looking forward to
* winter. God clothes the little fur covered animals warmer.
Mamas are fixing up woolen dresses and flannels. While we
are waiting for the spring time we have such a tempting field
before us in the study of Geography and race work. Our rainy
days are so full of "Stories of other children," rain drop games
and songs, we can not afford to stay at home. When we have
studied children of other races, made our little paper ships, load-
ed them with produce and played "commerce" with them, we
have spent all our winter season and spring has come.

What a joyous time ! Hasten, the birds are coming back ;
hear them sing their songs of love and chirp and chatter as they
fix up old nests or build new ones. This is the time to tell Long-
fellow's beautiful story, "The Birds of Killingworth." Divide
the school and let them sing the following song as they play it
out. (Tune, "Where have you been, Willie boy."

1. Oh where have you been, little birds, little birds,
Oh where have you been little birdies?

We have been far away, where no winter winds can play,
To a land all beautiful with flowers.

2. Oh why did you go little birds, etc.

We could not stay here, through the winter cold and drear.
For you know we are tender little creatures.

}. How long will you stay, little birds, etc.

All the bright summer days, singing al! our sweetest lays,
And we hope we are welcome with the children.

4. Oh yes you are welcome little birds, etc.

Your songs we love to hear, and your presence is so dear,
We all wish you might stay with us forever.

16 IvANGUAGE — NATURE WORK.

The children have not forgotten that precious seed box 'Upon
the shelf. Those seeds are so hard and shiny, how can a plant
t-tart? "Children, we will take these large beans because we can
see the parts and see how they grow. We will put enough for
all of us in this can and soak them and see what happens." On
the morrow the seeds are passed, one dry and one wet to each
child, so he can see for himself. "Is there any difference in size;
is it easy to cut the coat off the dry one? let us take the coat off
the other." Get the children to tell you of the two white lobes,
what they are for, the tiny plantlet, how it has lived all this
time. Draw them, too, thus getting another expression of what
they see. "Children, let us see if there are live plants in these
tiny little flax-seeds. I am going to take this glass of water, lay
this layer of cotton over; now watch me sprinkle these tiny seeds
on the cotton. How many will fix some that way at home and
when they grow bring them to school for us to look at? I will
give you some." So each little child takes some tiny seeds home
to test and watch.

Now for our garden. It should be planted outdoors if possi-
ble, otherwise a large box inside will do. The children will tell
you that the ground must be plowed or spaded, then raked; they
will tell you why. Follow that process with yours; lay it out in
orderly rows. The work being done and seeds planted by the
little ones who brought them. "What must the seeds have to
make them g-row?" "Rain and sunshine," comes the answer.
"We will set the box on the sunny side of the room and appoint
gardeners to water and cultivate it." Our thoughts and garden
work may then be reviewed in poetry:

"Over the pretty shining coat "In the heart of a seed,

We sprinkle the earth so browa. Buried deep, so deep.

The sunshine warms its lowly bed, A dear little plant

And the rain comes falling down. Lay fast asleep.'

Patter, patter, the soft, warm rain "Wake," said the sunshine,
Knocks at each tiny door, "And creep to the light."

And two little heads come peeping out, "Wake," said the voice
Like a story of fairy lore." Of the raindrops bright.

Accompany by suitable movements. The little plant heard.

And rose to see
What the wonderful

Outside world might be."

THE .SONG OF THE RAIN.

(L/et the children lay their heads on their arms on their desks
and play they, are sleeping seeds. Select one child from each row
to be rain drops. As first stanza is sung let them pass quickly
and lightly up and down the rows, tapping gently on the child-

LANGUAGE — NATURE WORK.

ren's heads. Rain drops find seats by time first stanza closes.
Accompany second stanza by suitable movements — peeping
through fingers, standing-, bowing-, etc.)

("Song of the Rain," from "Songs and Games for Little Ones:" Walker & Jenks.
Oliver Ditson & Co.)

BHsE— ^l§Hw =i^!5w=

sltrwer t i

i. To the great brown house where the flowers dwell,

Came the rain with its tap, tap, tap!
And whispered, "Violet, Snowdrop, Rose.
Your pretty eyes you must now unclose

||From your long, long winter's nap,"||

Said the rain with its tap, tap, tap!

a. From the doors they "peeped with a timid grace,

Just to answer this tap, tap, tap!
Miss Snowdrop courtesied a sweet "Good-day."
Then all came nodding their heads so gay,
!|And they said, "We've had our nap,"H
Thank you, rain, for your tap, tap, tap!"

I hear you say, "That's all very nice on paper but I don't see
how any one can keep order and have such lessons. Besides, we
would have no time left for reading1 and spelling-."

All that I write are "Notes From Experience." I am not
venturing- into the theoretical. These plans were there once but
I have proven them. The order and busy contentment of my
little ones was never so marked as when doing just such work.
Reading and spelling are more easily mastered after such re-
freshing change.

18 LANGUAGE — NATURE WORK.

This work will not consume more than fifteen or twenty min-
utes a day, and many times only five or ten when hasty observa-
tion is taken of sleeping- worms or growing seeds. I usually took
some Friday afternoon to plant the garden.

L<et me emphasize once more, that unless you get clearness
of thought, freedom and correctness of expression from the pu-
pils, one great aim has been lost. True, they have learned to
observe; but you wish as well to make it language work.

I have tried to show you that very nearly all the working,
and all the talking, was done by the children, the teacher giving
guiding hints only. Get them full of the subject and they will
talk. One way to help the timid ones is to select them in this
manner: "Mary, Nellie, Frank (and others), will you be butter-
flies? If you will come to the front of the room and tell the
children about yourselves from the time you were eggs until now;
I will let you go into the hall while I tell the others a story."
These timid ones talk and talk well. When they have gone into
the hall I tell a story that changes the subject entirely for awhile.
I make it short so that it may be easily reproduced.

The hall door is opened. What an air of pleasing mystery !
The ones who were out are so anxious to hear the story. The
ones who remained have a strong incentive to tell every bit of it,
for they know the absent ones want to know all about it. Write
the names of ones who reproduce the story on the blackboard.
They may go into the hall next time. On some other day start
the game by having children personate seeds, telling what hap-
pened to them after being placed in the ground. Then continue
game as above.

You ask, "How are you going to correct incorrect expressions
used by the children?" This is a very delicate point. Never
stop a child when he is glowing with enthusiasm. You cool his
ardor. He gets confused and loses his thoughts. Just imagine
what it would mean to you. It takes care, patience, and persist-
ence to establish good habits of speaking. Simply pick out that
child's thought arid say it after him in a good expression, having
him repeat it if you like; but never stop him until he has entirely
finished.

Many teachers begin very early in the primary grades to re-
quire written language from original expressions. They cramp
the splendid culture of observation and thought by trying to
crowd in the mechanical. Don't do it. Think what a world of
things a child must get in its first school years ! The written
language in the First year at least should be copied from correct
forms; from the reader or nature lesson in which you write sen-

LANGUAGE — NATURE WORK. 19

tences dictated by them, and they in turn copy. Get fluent,
thoughtful, oral expression in lower grade and the mechanical
will care for itself. The intermediate grade teachers will "rise
up and call you blessed."

I do not give this outline of lessons as one to be adopted or
methods used. I simply want to help you to catch the spirit of
originality in following a natural sequence. In graded schools
it would be well for the great field of natural history to be divided
up. First grade, such work as I have suggested. Second grade,
consider shapes, veination, purpose of leaves, and take up more
carefully insect life; always being careful to increase technicali-
ties in proportion to advance of grade; using natural, spontaneous
methods; cultivating appreciation of the beautiful, and rever-
ence and love for the Creator and His creations.

IV

LANGUAGE — LITERATURE.

Fv best of literature is not too good for the school room.
The field of suitable material is so great and time so short
it becomes a question as to which would be the choicest
memory gem for the children to carry away. Use abundant-
ly of myth, poem, and extracts from standard prose works. The
teacher here tests her own clearness of thought, freedom and cor-
rectness of expression; for she should first make the production
of the author as nearly her own as possible and then give it to
the children. Afterward read parts from the original in all its
purity. The parts that are especially suited teach to the child
reri, thus giving them most excellent drill in rhetoricals.

Are your children studying Geography and natural phenom-
ena? Why not give them from Homer's Odyssey the story of
"^}olus and the Bag of Wind;" or "Apollo and Python," "Iris
and the Sun"? James Whitcomb Riley's stanzas on "The Brook"
in our rain and water-form study, delights the children as they
wave their arms in suitable motion:

Little brook, little brook.

You have such a happy look,
Such a very merry manner as you swerve and curve and crook.

And your ripples one, and one,

Reach each other's hands and run,
Like laughing little children in the sun.

Again from Longfellow, the rainbow is —

"A bridge of colors seven,
Climbing up once more to heaven
Opposite the setting sun."

Just notice how much there is in that quotation. Are you study-
ing seeds? Read Frances Hodgson Burnett's story of "The
Proud Grain of Wheat." This is excellent. My children have
followed it with oral reproduction and pencil sketchings showing
a rich gain of thought. The story of Proserpine illustrates sea-
sons. "Five Out of One Shell," also "The Daisy" from Hans
Anderson, carry many beautiful thoughts.

"The Bell of Atri" gives a perfect lesson on humane treat-
ment of animals. Teachers, if you have not read Longfellow's
"Birds of Killiiigworth," do so for yourselves arid your heart will
carry it to your school. What a wonderful view of the economy

LANGUAGE— LITERATURE. 21

of nature; the grades of human nature; the triumph of culture:
the return of the birds! Oh, the spirit of that day. Read it,
teachers, over and over. Give it to your children in all its rich-
ness. "Seven Little Sisters" never grows old in study of races.
For the Indian race nothing- can be found to depict strength,
character, modes of living, modes of warfare, terms of peace
making, early hardships and child life as Hiawatha. Tell the
story, teaching the children suitable extracts. You cannot dwell
too long on those pure rythmical lines. Another beautiful poem
for the same race is Lowell's "Chippewa Legend." This appeals
particularly to the humanity side of the children.

There are times when children and teacher want something
merely restful and entertaining, others when moral tone or heart
culture is the theme. "The Children's Hour"— "Curfew Bell"—
"The Arrow and the Song" are fine in sentiment from our much
loved Longfellow. "Little Lord Fauntleroy"— "Black Beauty"
— "Beautiful Joe" are good additions to the list.

If you wish to have a good laugh together, read John Spicer's
Lectures on Manners. They will give you good points. They
crowd into my mind too numerous to mention. But why mention
them? You can search and find many gems that have escaped
me. Use them rather than mine if yon like. I have simply tried
to show you how to adapt the best material around us to child
nature in such a way as to enrich through a long life. Use such
instead of empty little jingles that last for the time only. Read
for yourselves, teachers and parents, "The Evolution of Dodd"—
"Captain January" — "Sentimental Tommy" — "The Birds' Christ-
mas Carol"— "Story of Patsy"— "Timothy's Quest." No edu-
cator of this age can afford to miss reading "Sonny" by Ruth
McEnery Stuart.

"What, those juvenile books! I spend enough time on child-
ren at school; I want to study other things when I am free."
Certainly, dear teachers, we must guard against "one-sidedness:"
we want to cultivate our tastes along advanced educational
planes. But remember we can never get too near the child heart.
Froebel, in his child study and close association with simple,
single minded mothers, was not afraid of becoming one-sided.
A great man of our. own country, President Elliot of Harvard, is
devoting the wealth of his mature mind to child study. David
Starr Jordan, president of Leland Stanford, Jr., university, gives
us from his pen at one time "Foot-notes on Evolution," at another
stories for his little Barbara. The Great Teacher says: "Suffer
little children to come unto me, for of such is the kingdom of
heaven."

22 LANGUAGE — LITERATURE.

While using- material from good authors we can cultivate a
desire in the children to learn their biography. I have a set of
photographs of authors, equal size, and one frame to fit them. I
change the picture to suit the time and subject. The children
watch that frame with much interest. A review of photographs
proved that they did not forget acquaintances thus formed.

Did you ever search biographies for points especially inter-
esting to children? I found that Whittier was a tall, black eyed,
kind faced country boy, whose home life meant more to him than
anything else. He was always kind to Indians and negroes.
When he grew old he gathered around him things that were most
entertaining to little ones, invited them in, and spent afternoons
with them. They loved the man with the parrot who romped and
played with them. They helped him feed the squirrels, play with
the dogs and make garden. Do you think they understand his
"Red Riding Hood" any better as they look into his kind face in
the photograph? They know now why he would have the little
girl scatter a part of her Christmas dinner out in bleak cold as
she called;

"Come squirrel from your hollow oak,
Come black old crow, come poor blue jay.
Before your supper blows away.
Don't be afraid, we all are good,
And I'm mama's Red Riding Hood."

Did you know, teachers, that when Longfellow was in his last
illness the children would silence their voices and go around the
sidewalk in passing his house because, they said, "we must not
disturb Mr. I^ongfellow, he always loved us children so." His
picture was never forgotten after hearing this story.

Another subject in the course of study that has been a bug-
bear to many grades is Rhetoricals. They are required and they
are good. The abuse, not the proper use, has been the fault. It
is so easy to cut rhymes or jingles from some juvenile paper and
send them home to be learned in any way possible. You know
the result better than I can tell you; how these disconnected
verses are hummed to a monotonous tune rather than* recited.
Some of the most delightful hours in our school were those de-
voted to Rhetoricals, usually on Friday afternoon, occurring
often enough to give each child one chance a month. We con-
verted our school into literary societies, which pleased the small
ones very much because it was like the big pupils who went up-
stairs. A number were selected as speakers and sat across the
platform. Our program consisted of talks, stanzas of poetry
and songs by the school; having one line of thought running

LANGUAGE — UTBRATURE.

throug-h the whole program. "How long- did it take to prepare
it?" Not five minutes of school hours aside from regular oral
language, science, or music work. It caused the teacher some
careful planning- that each might receive the individual benefit
needed. These hours were entertaining- to any chance visitor as
well as ourselves. I^et me give you an example: "Children, how
many would like to spend an hour on Friday talking about Hia-
watha? We will have a literary society and I will select the
members this afternoon." They listen eag-erly for the names,
knowing- if they are not selected this time they will be another.
A dozen are chosen as speakers and given their subjects about as
follows: Hiawatha's babyhood — The things he played when he
was a boy — Who his wood friends were — What he had to eat and
wear and how he got them — His first hunt and the deer he killed
(what a proud time !) — How he was to help his people — The story
of Minne-ha-ha — The famine; each little one telling in his own
sweet way what he knows on his subject. These prose reproduc-
tions are interspersed by stanzas recited by others on the plat-
form as the subject suggested.

What the Mighty Father taught them—

"All your strength is in your union,
All your danger is in discord."

What Hiawatha learned from the birds —

"Then the little Hiawatha
Learned of every bird itsJanguage,
Learned their names and all their secrets.
How they built their nests in summer,
Where they hid themselves in winter,
Talked with them whene'er he met them,
Called them 'Hiawatha's chickens.' "

The arrow that killed that first deer—

"Ah, the stinging, fatal arrow,
Like a wasp it buzzed and stung him.
Dead he lay there in the forest."

A description of the winter, from "The Famine"-

"O, the long and dreary winter !
O, the cold and cruel winter !
Ever thicker, thicker, thicker,
Froze the ice on lake and river," etc.

Thus leading the children to give good selections with spirit and
suitable rhetorical effects, because they feel them, understand
them, and have never heard them any other way. Our exercises
close with an Indian lullaby that has been taught in the music
\vork as a complement to Indian life. It is sung to the tune of

24 LANGUAGE— LITERATURE.

"Sweet and Twow," in sweet, lulling tones and rocking- motion of
the arms where suitable, until the sunlight conies and wakes the
papoose.

Swing thee low in thy cradle soft,

Deep in the dusky wood;

Swing thee low and swing aloft,

Sleep as a papoose should.

Thy mother is near thee, rest, little one rest;
The silver moonbeams shine on thy little breast;
Sleep like the birds in their nest,
Sleep my little one, sleep my pretty one, sleep.

. The father lies on the fragrant ground,

Dreaming of hunt and fight;
The pine leaves rustle with mournful sound,
All through the solemn night;

But the little papoose in his cozy nest,

Is swinging low as he takes his rest,

'Til the sun brings the light,

Wake, my pretty one, wake, my pretty one, wake.

Other rhetorical afternoons may be spent reviewing all the
store of literature that has been taught, and taking no extra
time in preparation, thus giving purpose and real benefit.

LANGUAGE — HISTORY.

HETHER we name this chapter History or Patriotism
it matters not. The two are inseparable when study-
ing of one's own country, and an adult student is bound
to feel the glow of patriotism. In Primary grades
there must be an especially patriotic teacher in order to properly
thrill the little ones with the history of their country.

The popular ways of taking- up this line of work are flag-
drills, songs, and observances of memorial days. These are good,
yet had better be left entirely than be done in the listless "driven
to duty" way that some follow. While we teach the outward
form of flag drills, salutes, etc., let us not neglect to cultivate
good healthy character building underneath. Get children away
from the idea that to wear a uniform, carry a gun, and cheer the
flag, are the only requisites of a good soldier!

Give some conception of the dignity of the ballot. The boy
who develops such citizenship as will cast an honest ballot is
more truly a soldier than he who can fire an unerring shot.

A lazy, listless, dishonest boy will never make a good Ameri-
can soldier, neither in civic nor military duties.

" Oh, the American boy is a busy, busy boy,
A boy exceedingly busy is he,
Fnom morning till night he finds his delight,
In being as busy as busy can be."

In the observance of Thanksgiving day, Washington's and
Lincoln's birthdays, as at all other times, do not fail to get down
to the level of the children. You miss the greatest purpose if
you dwell on dates, military maneuvers and bloodshed. These
can be grasped later in their definite study. Here develop love,
enthusiasm and respect for these great men.

There should have been, preceding and blending in with
these occasions, a connected thread of history so that the little
ones are intelligent in their celebrations. Pictures of these noble
faces should always be at hand and hung when occasion calls for
them. Their silent influence is worth more than we know.

Thanksgiving time is so rich in American lore we scarcely
know where to begin. Tell the story of the Puritans ; not the
grown up folks, but the children. What they did when they first

26 LANGUAGE — HISTORY.

came here — the two little children who were born on the May-
flower, Peregrine White and Oceaiius Hopkins — the hardships
they had to encounter — their queer little cradles and clothes —
the story of their first Thanksgiving-. Mara L. Pratt's "Ameri-
can History Stories" are very fine for helps. One Thanksgiving
lesson I have taught my school has been the following : — "Child-
ren, how many would like to have a surprise for Papa and Mama
and all others who inay eat with you on Thanksgiving day?" Of
course all are eager to do so. "C£n you keep a secret ? All right,
I will try you." (The above lessons about the Pilgrims have
been learned so this step is not new.) "I am going to teach you
a little poem. Listen, I will read it :"

" Here by each plate as you see,
Are five grains of corn in a row,
To make us remember the Pilgrims,
Who came here so long ago.

F^or five little grains of corn,
I m sure I've heard some one say,
Was all that they had for dinner
One very cold winter's day.

All these good things around us,
Were sent from heaven above,
So let us thank the Father,
For all his care and love."

"Now if you will learn this poem I will give you enough grains
of corn to put five by each plate. Find out how many are to sit
at your table — how many five's you want — I will pass them to
you the day before."

I used a few minutes after flag salute each morning to teach
them the poem so that they could repeat it with good expression
and intelligence. Do you think those children were ready for
that corn ? They learned well their lesson in history, patriotism
and numbers. They knew how many five's they were to have,
also the aggregate. When I placed a box containing shelled corn
at the front of each row, quietly and quickly each one came and
counted out his number and arranged on his desk as if by so
many plates. This done we recited the poem once more. Their
secret need not be kept much longer. They carry their treasure
home.

The day after Thanksgiving our language lesson was con-
versation. How eagerly each child told wher'e he hid the corn;
what a time he had to get it arranged by the plates; the surprise
and pleasure of all who heard the poem. I know the secret was
kept and a serious impression made on the adults; for fathers
and mothers spoke to me of their surprise and gratitude that
such a lesson in history had been taught their little ones. They
told about the Pilgrims mentioned in the poem.

LANGUAGE — HISTORY. 27

Of all the times in the year to teach lessons of humanity,
Thanksgiving- and Christmas are the best. There are poor chil-
dren yet, and a suitable spirit and offering- at this time plants
seeds of benevolence that remain with the children throug-h life.

When Washing-ton's birthday comes he is not a strang-er.
The children have become acquainted with him and his wife in
their reg-ular line of history. They have framed their pictures
with their own hands and look at them with pride as they grace
the walls. I am not going- to suggest that you tell the "hatchet"
story; you'll do it any way, though none of us know whether it
was a cherry or apple tree. But the great lesson of truthfulness
can be brought out here as at no other time. We can find other
stories of his remarkable uprightness. One of the prettiest ways
we tried to commemorate his name was to plant it with grains of
wheat on our sand table.

We had finished our land form study so we made a "great
plain" of our sand table, wet it well, and I took a stick and wrote
the name "Washington." The children scattered wheat along
in the word. I smoothed it over gently. A gardener selected
from the school watered it daily. Do you think there was any
lack of interest shown in that illustrious name as it grew in
living green?

The great lessons to be learned from Lincoln's life were: his
loving patience in all he did, his gentleness to all God's creatures,
human or animal. Have you ever told your children about the
three little girls at his reception at the White House? They were
poorly dressed, but curiosity and bravery led them to slip in
among the crowd. They grew a little frightened when they came
before the great tall president. Hand in hand they were gliding
by as quickly as possible, when he saw them. "You little girls
are not going by without shaking hands with me," he said. This
powerful man with the great, gentle heart stooped down and
shook hands with each one heartily.

Abraham Lincoln was once on a journey with some fellow
travelers. When they stopped to water their horses he did not
appear. The inquiry was made, "Where is lyincoln?" *iOh,"
said one, "when I saw him last he had two young birds which
the wind had blown from their nest, and he was hunting for the
nest that he might put them back." When Lincoln came up they
laughed at him; but he said, "I could not have slept if I had not
restored those little birds to their mother."

Every school room should contain a good specimen of our
flag draped in some conspicuous place. In the front of the room
is an excellent place as it is always ready for the salute.

28 LANGUAGE — HISTORY.

The military salute to the flag-, followed by some patriotic
words, quotation or song-, is an appropriate opening for each day,
and never grows tiresome to children, nor to the teacher who has
some patriotic thought or lesson to offer very often. There
should be enough small flags (up to date so that the number of
stars be correct) for each child. If passed before the children
enter the room no time is wasted and it is a suitable accompani-
ment to the song. By using just a few minutes in this way at
regular intervals during each month, I have taught much of the
following outline:

1. Flag salute — military.

2. Study flag, each child having one — count stars and stripes.
If children do not .know what they signify have them find out
and tell you. This investigation does more good than to tell
them. Do not dwell long- on reasons. They get that later. Dwell
more on following points:

3. Whose flag? — ours — our own — we love it — our country —
what country? — America — what good does this flag do? One little
boy told me if he were in another country and any one tried to
hurt him he would show his flag, they would be afraid to do it.

"Suppose we were a long way from home where we saw noth-
ing but English, Spanish or German flags. Would we be made
very happy to find an American flag at last?" "Oh, yes." "Let
us learn what Mr. Longfellow says about that."

" Ah, when a wanderer, lonely, friendless,

In a foreign harbor doth behold that flag unrolled,

'Twill be as a friendly hand,

Stretched out from his native land,

Filling his heart with memories sweet and endless."

4. We have not always had this flag. People did not always
know of our beautiful country and live here. Story of Columbus
briefly told. How he believed the world round — was laughed at —
how hard it was to get money and ships to come — how he sailed
and sailed, at last saw land — what kind of people lived here then
— Indians like Hiawatha. Here the children will feel very much
at home and they will take pleasure in reviewing these Indians
they know about.

5. Some good people in England who could not worship God
the way they wanted to, started to this new country for freedom.
Who were they? — Pilgrims. Have the children make three little
paper ships, name them "Mayflower," etc. — sail them over the
desks (ocean). Hiawatha's people thought these ships were "birds
with pinions" — called the people "pale faces." Indians and
white people were not always friends. Indians grew troublesome

LANGUAGE— HISTORY. 29

— Pilgrims had to carry guns to church, to the fields, everywhere.

6. Use stories from Mara L. Pratt's History series telling- of
life of colonial children. Queer schools — queer habits at church
— queer dress — queer cradles. Sketches on blackboard supple-
ments work nicely. Margaret Sangster's "Little Knig-hts and
Ladies" is a good book for history reference; from it I quote:

" Little Ruth Endicott tripping and airy,
Sweet as a snowdrop and wee as a fairy,
Found it hard work to sit still as a mouse,
« Through three long hours in the Lord's house;

Where all the children went gravely, you know,
This time two hundred Thanksgivings ago."

7. But still more people came to our country until there were
thirteen colonies (refer to stripes on flag and count them). Eng-
land thought she must control them. She did many things our
people did not like. Describe ''Boston tea party" — tell how all
the old ladies used rose leaves for tea to keep from using Eng-
lish tea.

8. These colonies must unite — "All your strength is in your
union." They must have a man to be president. Whom do you
think was chosen? George Washington. Why? Here is the
place to talk of birth of our flag and study life of Washington,
always selecting those things appealing to children.

So I might continue through our country's history down to
civil war and noble Lincoln — what part he played in freeing the
negroes. End series by giving ideas of our form of government
in games, acting it out. Then lead on to interesting history an-
ecdotes of other countries. A fine book for study of general his-
tory is "Ten Boys from Long Ago 'til Now," by Jane Andrews.

Here is a device for History keepsake — History scrapbook for
father. Many other things may be made for mother, this is for
father.

Each child get a five-cent notebook, linen back, side fold.
Let them bring pictures they may cut out from any source — flags
— Indians — Puritans — ships — photographs of Columbus, Wash-
ington, Lincoln, the president of today, and many such. Show
them how to paste in a picture. Some Friday afternoon a prom-
ised reward is fulfilled by giving time to arrange the History
Note Book.

This outline tells but little. Please put plenty of patriotism
and enthusiasm between the lines and I am sure it will give you
many pleasant and profitable — minutes — not hours. All such
work is done in the minutes and serve as spice for the whole day.

VI

LANGUAGE — READING AND SPELLING.

I pause, impressed with the immensity of the sub-
ject. Reading- — the greatest language subject — the one
that takes more of the time and attention of the teacher
and pupils than any other. The ability to read is the
key that opens the great gems of thought lying- in wait in all
branches of future study. Therefore let it be well taug-ht. L,et
your methods and plans be such as to develop mental vigor. L<et
them be both logical and psychological. L/ogical, in that we
have the arrangement and analysis of the subject clearly within
our own minds, omitting none of the underlying principles. Psy-
chological, in that we meet those requirements and principles ac-
cording to the natural unfolding of the child mind. Work "from
the known to the unknown."

The logical pedagogue of ten, fifteen and twenty years ago,
said: "Sentences are made up of words — words of syllables —
syllables of letters." Therefore we will begin at the bottom,
teach the a-b-c's, then the a-b ab's, then words, then short sen-
tences on charts. After awhile we'll sprinkle a little thought
into the sentences. This last stage was wofully slow in reach-
ing the child.

The psychological pedagogue of late years reasoned thus:
"What is reading? It is the process of gleaning thought from a
written or printed page. We will get the children's thoughts
from their own experiences. Give them their own sentences to
read. Then introduce them to words — then to phonics and let-
ters." This brought emancipation to child mind. It brought
the thought, sentence, and word methods, a proper use of pho-
nics, and I trust a proper place for spelling. Do not abuse these
privileges, use them wisely. Remember that methods and de-
vices are only ladders. Do not use one method exclusive of all
others. Study your pupils, do anything to meet their needs.

The first lesson in reading should grow out of the child's life.
lyet him compose his own sentences from his own experiences,
using his own vocabulary, thus always placing thought before
expression. Please read Prof. George L. Farnham's book on the
sentence method. Never allow stumbling; do not let a child be-
gin it. He gives you a sentence; you return it to him in a writ-

LANGUAGE — READING AND SPEWING. 31

ten form on the blackboard, the process repeating- itself with
many pupils until those sentences are known. Then as a word
drill allow him to find parts of the sentences — words — and he
makes their acquaintance quickly. Never let him stand and peer
or point to a sentence while he reads. This soon develops hesi-
tancy and stumbling-. I/et him look the sentence *throug-h, get-
ting- the thought; then when he has something- to say he'll look
you in the face and say it with a brig-ht expression. Don't worry
about expression. Give him something- to say, the expression
will care for itself. L<earn to read by reading- — read a great deal.
Have it understood that all reading- should be musical and pleas-
ant so that the hearers may enjoy it. Get them away from the
idea of learning- words while they read. Class criticisms may be
g-uided by the teacher in such a way as to be pleasant and bene-
ficial. For instance: Whose reading- did you enjoy most — why?
Some one will notice a technical error, and instead of "John left
out and"; "Mary said 'to' for 'it';" or perhaps reading- the sen-
tence wrong- ag-ain, thus emphasizing- the error, train them to
say, "Mary read her sentence wrong-." "Very well, you read it
correctly."

A nice way to g-ain fluency in reading- is for certain ones to
read the entire lesson after it has been read in sentences. If a
reader is being- used, have enoug-h pass to the front of the room to
personate all the characters and play out the lesson. Another
way to gain fluency and encourag-e musical reading- so that all
may enjoy it, is to have the literary club to which I have already
referred, and select reading- from material already used in class.

I hear your breathless exclamation: What, no attention to
words, phonics, spelling1! Children must know words; there are
some who will stumble. Certainly, dear teachers, I agree with
you. L<et us talk about that for awhile. Artists in sculpture and
painting- must g-o through weary days of mechanical work in
order to give the world their thoughts. Fine musicians will tell
you of years of technical drill before they can interpret and ren-
der the inspiring compositions of the masters. Words, phonics,
letters and spelling are the mechanics of reading. Many lessons
must be spent on them before the children can use them in read-
ing thought fluently and intelligently. But here is the point I
would emphasize. Read when you read. Do not mix up word
and phonic drills with the reading lesson. After words have
been used in thought and sentence take them out and drill.
Have word games, word parties, word matches, galore. (See
game for action words in Chapter IX.) The more the better of
attractive stories, and puzzles, and building in phonics. I

32 LANGUAGE — READING AND

believe in phonics. After the first three or four weeks, phonics
should be carefully begun by pulling- to pieces, slowly, some
words they have learned well. Continue this plan until power
and mastery is gained over all sounds in known words of rea-
- soiiable form. Never tell a child anything- he can get for himself.
Develop power within him, then do not tell him new words.

You may be asking why I do not take a class of beginners
and illustrate to you the whole process from the much abused
"cat" down to the close of first year. Because we do not need it,
and I wish many of the principles set forth here to apply to any
grade in which reading is taught. We have read of model cases
all our teaching days. We have seen practical demonstrations at
institutes. Best of all we have had classes of our own. We need
no more of this, no more devices to copy, but more thought and
application to develop our own methods according to right mind
principles.

We have all had parents come to us after a few months of
First grade work, to know why the children have not learned all
their letters and cannot spell long lists of words.

Sometimes we are able to convince them how much more
intelligently children read who are led to it through thought,
sentence, words and phonics — then to letters and spelling. I am
not surprised that these parents are loathe to leave the old way,
fearing the new because they do not understand. But when
teachers of experience insist that children who have been reading
but four or five months ought to spell orally and written all the
words they read, I am surprised. Think of it, teachers; how
many years have you known how to read ? Can you spell from
memory all the words you can read ? Aren't there many words
you know instantly by sight and can read unhesitatingly, were
you asked to spell you would fail ? Then have mercy on the little
ones. Some would hold up their hands in horror were I to sug-
gest leaving that long list of ten and twelve words per day out of
the program. I believe in spelling, preceded by phonics, thus
building a foundation for all future spelling. I would develop
phonics from known words by means of vocal drills, applying
the principles so learned in sounding out and mastering new
words. Children will be able to recognize an immense vocabu-
lary through correct markings and phonics.

I would teach the names of the letters incident to this phonic
drill and in writing lessons, being careful that it be not so inci-
dental nor accidental that half the class will not know them.
The last thing before leaving the First year I would have them
learn to say the alphabet by rote, usually by means of a song or

LANGUAGE — READING AND SPEUJNG. 33

some entertaining- exercise. They will need it later in dictionary
use and alphabetical arrangements. But I would take no precious
reading1 or word drill time. I^et it come on as a rest exercise.

Begin the spelling lessons after about five months but let
them be also the beginning of correct forms in written Language.
Use sentence method first, being so careful that they will have
no chance to make mistakes in use of capitals, spelling or ending
sentences. They have already copied from original language
sentences or reading enough to be familiar with simple sentence
form. Have enough spelling orally, by sound and letter, for
clear enunciation. Make it your aim to have them spell a certain
list of words from their reading work so thoroughly that they are
almost perfect — some will be perfect. But be so wise in the
selection of that list according to phonics that it will form a
foundation for future spelling. Then branch out from these.
Let your motives in spelling be just as definite as in any other
study. We who think we must have a list of ten or twelve words
a day in order to cover entire reading course are guilty of encour-
aging a careless "hit or miss" habit. The children become about
as well satisfied when they "miss" as when they "hit." We our-
selves are apt to 'think, "Keep them spelling, lots of spelling,
spell, spell, spell; they'll learn to spell by the jingle, by hearing
it in the air." Ten type words carefully selected and thoroughly
learned are worth one hundred attempts where about twenty-five
are spelled, the rest missed, thus feeding a bad habit. Just as
we do not give the chance to stumble in reading, so do not give
the opportunity to stumble in spelling. "An ounce of preventive
is worth a pound of cure."

VII

NUMBERS.

is not a subject in the common school curriculum
that has received more earnest thought and investigation
than numbers. Educators great and small have given it
much attention and practical experiment. We have
watched the development of the "Speers" system in Chicago,
also the new lines taken up in the Kansas City schools. Many
others have given us progressive articles in educational journals.
What has been the influence? We find that numbers is the process
of measuring, that our abstract, meaningless work must cease.
In its place give practical occupation work, mea-suring, perform-
ing, living the process taught. Those long columns of meaning-
less figures, memorized, copied, or any way to show the teacher
great slates full of faultless, beautiful work, is a thing of the
past. Some educators would move the subject of numbers from
first grade up into third or fourth, urging that when the mind is
ready there will be as much accomplished in a few weeks as has
been struggled over during the first years. Others say, "Do not
teach numbers in the First year, make it incidental."

Children are lovers of law and order. You cannot keep them
from measuring, counting, grouping, and arranging symmetric-
ally according to number. It comes in reading, language, calis-
thenics, and drawing. In fact, every place in schoolroom work
children have a number appetite, therefore we must feed it. Watch
that little boy, he is pointing and counting all the children in the
room; now all the boys, now the girls, now the windows, now the
desks, now he arranges his spelling words in groups. Has he any
small objects, they too are arranged in groups or figures accord-
ing to number. Teach First year children how to form nice figures
as a part of the writing lesson. He wishes to know on what page
he reads. Teach him to read numbers as far as he uses them. I
would take abstract numbers away from First year and leave
nothing but what may be actually performed or clearly demon-
strated by games. Be definite in purpose. Call it what you like,
place it where you like, but meet the mental appetite.

Just as in reading and spelling we proceed carefully to avoid
habits of stumbling, so in numbers; deal so naturally and thor-

NUMBERS. 35

oughly with the concrete that the written symbol will be a natural
expression of what he knows. Number, as to its practical appli-
cation and definite limits, is in such a state of transition we can
not give outlines for special grades. Let us not cease our careful
observations. Work conscientiously according- to rig-ht principles.
Teachers, help to solve this problem. Do not drift with the tide
until some one else tells a way, then follow blindly. That will
never develop strength. I will give you some of the plans I have
used. They may be of some assistance during- this transition
period. We will suppose the limit of work to be the use of num-
bers through twelve. Apply the following plans to any number
from about four to twelve.

Draw many pictures on the blackboard in which the story has
a definite number idea. Have many different sets of objects for
the children to use, being careful they are not so flashy or re-
markable that the number combination is lost. Shells, pebbles,
eucalyptus caps, leaves, flowers, rose petals, etc., are good. Kin-
dergarten forms, such as cubes, spheres and cylinders may be
bought in large numbers. Never pass the counters selecting the
number for the child. Half the purpose of the lesson is defeated.
Ivet each child select the proper number from a box placed at the
front of each row. This may be done quickly, quietly and po-
litely. Now some games. Suppose our number is six.

1. Objects in a row on desks. Cover up half — how many
left? Cover up four — how many left? Cover two — cover three —
cover one-third.

2. One child takes his counters, passes up in front. He di-
vides them so no one can see, hides them behind him. Others
guess — "Four and two" — "three and three" — "five and one" —
"six and zero" — giving all combinations making six. The one
guessing correctly be next to hide counters, thus keeping up the
game.

3. Guessing game. Teacher says, "Children, I am thinking
of something that will make six." With objects before them
they venture some guesses. Four and two — two three's — three
two's, etc.

4. Have a set of six large objects on a table where all can
see. All hide faces. Select one, who slips up and takes away
four, hides them behind her. "Heads up. John, what did Mary
do?" "She took away four." "How do you know?" "Because
there are only two left." "Hide faces again." John goes this
time. He slides them along in groups. "Heads up. Katie, what
do you see?" "I see three two's."

36 NUMBERS.

5. Coyote game. They play their objects are little chickens;
they lock them up iif coops for the night. Select a coyote for
each row. Whisper to them, telling- one to take two from each
one in his row, another four, etc. "Wake up children. Frank,
what happened to your chickens?" "While I was asleep a coyote
came and took four; now I have only two left." Continue the
g-ame until many haye taken part and all combinations reviewed.

6. The bean bag- game delights the children. Have a real
bean bag board. Make pretty little red bean bags. Have two
children at a time select a number, you suggest from the box.
Suppose Fred selects seven. He throws and is watched with
breathless interest. When he has finished he tells how many go
through the hole and how many miss.

7. We have our pint and quart measures and play milk wag-
on, measuring out water, thus getting definite ideas of pint,
quart and gallon.

The Prang model box has such an excellent assortment of
sticks that have proven an endless delight to us in numbers. We
first became acquainted with the one-inch stick, finding all of
them we could in our boxes, Then we found out how many
inches long our books were, our boxes, desks, pencils, paper.
Then we guessed at the number of inches wide or long other
things were. Then we tested our conception of an inch by trying
to draw lines just one inch long. We found we were not exact
but became more expert with practice. We followed this same
plan with two, three, four, five and six-inch sticks, getting a
pretty accurate idea of them. When we came to work with twelve
I put a foot ruler at each child's place at the number table (we
kept all our number material there, saving confusion at seats
and giving children complete change when time came for num-
bers). We first took a one-inch stick and measuring carefully
found our ruler was twelve inches long. The children were de-
lighted to find the little numbers telling the inches. Then we
found how many two-inch sticks fitted the ruler. How many
three, four, six-inch sticks. Do you think they were very long
gaining an intelligent idea of one-half, one-third, one-fourth of
twelve? Here we used the dozen and half-dozen in many ways,
applying to marbles, eggs, leaves, buds, etc. Then what fun to
use the two-foot ruler to measure things. We found how long
our number table was, our sand table, platform, windows, teach-
er's desk, and schoolroom. From the foot we studied the yard.

One of the best things for occupation work at seats is to use
the Prang sticks in this way: Suppose our number is seven.
"Children, make as many seven-inch sticks on your desks as you

NUMBERS. 37

can, using- one-inch sticks for the first, lay the others below."
For fifteen minutes they will be quiet, busy, and well employed.
What do we see? Desks full of seven-inch sticks. Did they know
what they were doing-? L,et us see. "John, tell me how you
made one of your sticks." "I used a four-inch stick and a three-
inch stick." "Nell, yours." "I used three two-inch sticks and a
one-inch stick." "Ned, yours." "I used a two-inch stick, a three-
inch stick and a two-inch stick." This exercise is invaluable.
They must study not only seven but all combinations below in
order to build a seven-inch stick. We used this plan in all num-
bers up to ten.

There are so many delig-htful and profitable ways for occu-
pation work without tedious and meaning-less copying- of abstract
numbers. We did pass from the concrete to expressions in sym-
bols the last half of the year, and attempted much of it because
the second grade course demanded they be able for it. It's no
fault of the poor second grade. The third will crowd them, and
so on, up to the high school. Where's the fault?

The field of nature work, drawing and clay modeling are full
of number. We could not escape it if we would. There are many
practical examples we might give that appeal to the children at
once. "I saw three birds flying after worms this morning. How
many wings were moving?" "Four little children looked from a
window and watched me hurrying through the rain. How many
bright eyes saw me?" "Mother sent me for two quarts of milk.
How many pints was that?"

There are circular tablets in the Prang model box. Take out
as many as are desired. Suppose we need more work on seven.
"Children, we'll play making bicycles. These are our wheels.
How many bicycles can you make? how many left over? How
many tricycles? how many left? How many carts? How many
wheelbarrows? Now we'll be wagon-makers. How many wagons
can we make? how many left?

I might keep on suggesting devices but your own work and
circumstances may give rise to better. Work with a purpose.
Feed the number appetite and you must be successful.

VIII

*

MUSIC.

rUSIC has had a great struggle to gain its place as a reg-
ular subject of study in our public schools. Honest
school trustees and parents and some educators op-
posed it for many years because it was not needed in
order to earn one's living1. It was a luxury for those who had
time and money. All came to realize, however, that education,
to be complete, must draw out and develop the entire being — must
give us citizens of symmetrical culture — souls not ready for prac-
tical duty only, but open to the influence of the beautiful and
emotional. Hence art education and music have been placed
within the reach of the humblest American. "What inspiration
it is to step into an audience of American citizens of average
education and hear them sing. You find them using voices rea-
sonably well and reading music. This condition daily improves
as the product of our schools joins them,

The victory is won, music has its place on our program. Let
us use the privilege well. There is no thing that affords us so
much variety, brightness, emotional expression, and ethical cul-
ture. It comes in as a climax to every other subject. If we read
to what an extent music is used with the poor classes in great
cities, and note the earnest work of musicians to bring it to them,
we realize something of its moral influence. Please read an ar-
ticle in the October Cosmopolitan of '96— "Story of a Child
Trainer." Study the secret of that large-hearted, sunny music-
teacher of Chicago — Prof. William Iy. Tomlins. He says, "In all
humanity, at the very heart and soul of the boys are latent ten-
dencies for good and. evil, of which they are ignorant. These,
music will reach. Music, the voice of love, heaven-born, God-
given." If this be true, let us hasten to fill him with a taste for
the best music. L,et us reach that "latent tendency for good"
before he has a chance to realize the evil.

I would make the same plea for careful selection of music
gems that I have for high-class literature. Do not waste time
and enthusiasm over trifling jingles. Give such music as will
enrich as long as it can be recalled. Do not suppose that I would

MUSIC. 39

lead children beyond their voice or understanding-. I would have
it simple but worthy in content. Full of nature, love, fun, and
beauty.

It is not my purpose to outline a music course or give special
methods of instruction. Many of my readers are teaching- schools
where special methods are authorized, or instructors provided. I
will mention six general points that I have seen wholly or par-
tially ignored even under those conditions.

1. Be thorough in drills on scale and tone perception.

2. Be ever alert as to quality of tone. One of Professor
Tomlin's greatest maxims was, "Be polite in tone as well as
manner," He believed in a direct influence of tone on manner.
How true even in use of voice in conversation. Teach the chil-
dren as soon as possible what a delicate little instrument is the
throat. If habitual care and delicacy of tone is cultivated, then
power may be developed as needed for expression.

3. Do not neglect the little monotone singers. The natural
warblers will sing. They soon gain tone perception and tone
quality. They will lead the school through the music course in
a very short time. But don't let them do it. Stop ! Pick up the
little ones less favored by nature. Give them your best thought
and efforts. I never realized the full importance of this until the
following case came to my notice. A gentleman of my acquaint-
ance was such a lover of music he could not hear it without join-
ing with his voice. But he was always out of harmony. He
could not follow nor sing with you the most familiar tune. Strike
a tone on the piano and ask him to take it; he could do it with
great difficulty. I encouraged him to try to sing the scale, which
he did almost correctly, but it was very hard for him. His natural
tone quality was very fine. What a grief it was to him and often
to others that he could not get accuracy of tone. I said to him,
"I do not understand how you could grow up and get your educa-
tion and not sing more accurately. Did you never get musical
instruction in your school life?" He replied with much feeling,
"O yes, but always with the mass. Those who could, did the
singing; the rest followed. I never had a teacher test my voice
or try to help me individually." The incident touched me. I
make a strong plea for the "monotones." Single them out, en-
courage them, use all the pleasant devices you can to drill them
in tone perception and scale. They must have this foundation
or they can not even follow.

4. Consider the range and combinations of tones when
selecting a song.

40 MUSIC.

5. Get the spirit of the song-, letting- voice reflect the con-
tent. If it be sad, joyful, playful or serious, 'let us know it by
the way the song- is rendered. lyet expression come from the
hearts of the children. This cannot be done without the observ-
ance of the next point.

6. Be sure the little songsters understand the language and
scene of the song. Teach them to recite the words first. Ques-
tion them as to the meaning. Describe the scenery if you can
and the circumstances accompanying the composition. Find
pictures illustrating the scene. Draw pictures on the blackboard.
Make a piece of music mean as much as a selection in literature.
When you have done this, teachers, you have opened their souls
to one of the most ennobling influences in the world — that of
good music.

IX

RECREATION.

ECREATION in Primary grades includes calisthenics and
rest periods. These should occur often. There should
be just as much purpose in them; they should be as care-
fully planned to fit into and complete the day's work as
any other period. Calisthenics are intended to develop and give
rest and change to the physical. It should be made a happy
change mentally, as well. In many schools there is a system of
calisthenics required. It is to be hoped a pleasant one. But in
Primary work there is more change and recreation needed. This
may be given without interfering with the regular course. I give
below some plans I have followed.

The classes that come to us in the fall are usually promoted
pupils, hence new to us. Those in First year come from kinder-
garten or home. First thing we must do is to get acquainted.
"Children, some of your faces I know and some I do not. You

do not all know me, so I will introduce myself. I am Miss

. I am coming to shake hands with each of you. I want

to feel each warm little right hand in mine and I want to look
straight into those bright eyes. Some time today you may tell
me your names, and I will write them on this large piece of pa-
per." We have our introduction. Do we ever forget it? It taug-ht
them, too, the right hand in a way they will never forget.

These children came from different schools or homes. No
two of them do one thing alike. Show them a good comfortable
sitting position. Easily back on the seat, hands folded, resting
on desk before them, feet crossed a little forward under desk.
Explain to them that at any time when attention is asked this
will be the position and attitude expected. Then teach them how

42 RECREATION.

you would like to have them stand, as one great body. Not in
jerky, ungraceful movements to counting-, but a nice easy side
movement, then up. All done to two words — attention, stand !
They need not twist around to see if the others are up, nor lean
on desks. I have noticed the less I talk about such thing's the
more self-reliant they become. Never give a second order until
the first has been obeyed explicitly by every pupil in the room.

As soon as a pause is noticed in proceeding's each one will beg-in
to examine himself and that corrects the fault. If some one ha-
bitually causes delay, do not take time of the others to "nag1" at
him several times a day, but detain him after the others and cor-
rect his fault alone. Add to the drill in standing- that of walking
easily and naturally about the room and taking- up their position
as a class in places in which they must recite during the day, at
the number table or in comfortable rows in the front of the room.
They are to pass to and from the room and hang- hats and leave
luncheons in cloak rooms. Teach them how to do this during
rest periods when they cannot be disturbed by other schools pass-
ing at the same time. They must learn the order in which they
pass, form lines, hang hats in order; it saves time and confusion.
You may observe mentally, "Those are very small things with
which to consume time and space in this book." They are small
things, that is why I mention them. I have seen the entire dis-
cipline of a schoolroom a failure, and time wasted in repeating
trifling directions, simply because the small things in the me-
chanical regime of the school day were ignored. Give attention
to these things as a rest and change from work for the first week
or two. The children are getting acquainted with you and their
surroundings, and you are saving many little cases of disci-
pline that would consume time and patience.

Breathing exercises many and varied should be used, always
being careful that lungs and diaphram are used instead of shoul-
ders and toes as we so often see. Throw doors and windows
wide open.

There should be some exercises to give quick, concise, mili-
tary movements. I have used flag drill with this as secondary
motive, and the following little military drill, given by R. Anna
Morris in the Primary education: "Children, would you like to
drill like soldiers? How many have noticed how promptly the
soldiers move when the captain gives orders? I'll be your cap-
tain. We have no guns; we will use our arms. When I say
"Arms", you move promptly; the first word will tell you what to
do with your arms." The teacher should use "military sharpness
and inflection" in giving orders.

RECREATION.

43

(Teacher's command.)

1. Fold Arms!

2. Extend Arms!

3. Support Arms!

4. Advance Arms!

5. Reverse Arms!

6. Raise Arms!

7. Carry Arms!

8. Shoulder Arms!

9. Cross Arms!

10. Present Arms!

11. Rest Arms!

12. Secure Arms!

(Children's response.)
In front.

At side, palms down.
Hands clasped back of head.
Extend in front, palms up.
Folded back.
Vertical over head.
Cross hands on chest.
Upper arm horizontal at the side.

Fingers on shoulders.
Forearms crossed over head.
Cross arms in front, shoulders high.
Hands on hips.
Clasp hands in front.

The best time to teach action words is in a recreation period.
This must be introduced gradually. Take about five minutes
first day. "I am going to whisper in Mary's ear and tell her to
do something." I whisper — Mary flies like a bird. I write fly in
a conspicuous place in colored chalk. I tell another to run, an-
other to hop, another to read, until I have a list of eight or ten
action words, including "stand" and "sit." The next day when
rest time comes I point to "stand;" they all stand. They fly
around room once and down to seats in orderly way, no confu-
sion. They run, hop, jump, pretend to read from hands, etc.,
until list is complete, then I point to word "sit" and they sit.
They always know those words when they come to read. What
delightful times we had learning them.

The butterfly game as described in Chapter I is delightful
for physical change and mental rest, supplements language and
takes about two minutes.

Plant game. — "Children, play you are little seeds planted in
the warm earth. Now the sun shines on you, now the rain falls
(teacher makes pattering sounds on her desk with fingers). You
are getting too large for your coats. Pop go the coats! Little
roots begin to grow in the ground (children stretch out feet);
now little leayes begin to grow (stretch arms up slowly); now
you are getting to be tall plants (they stand in aisle, stretch up
arms); the pleasant winds come to blow your branches and play
with the leaves (wave arms as if wind blew).

Bird game. — Play out migration of birds flying from north
to south. m Sing song given in Chapter III — "Oh, where have you
been little birds?" Divide school, boys singing first part of
stanza, girls being the birds/

44 RECREATION.

I might continue, giving- geography games playing out the
directions N. S. K. W., or commerce between races. But I sim-
ply want you to catch the spirit of such recreation periods as will
give physical and mental change, yet aid materially in making
the children orderly, obedient and happy. Keeping- in their very
hearts and lives the beautiful things they learn from nature.

X

CONCLUSION.

reference I have made to the crowded condition of the
school course is made stronger by reading "The Murder
of the Modern Innocents," by Mrs. Lew Wallace. (La-
dies' Home Journal, February, '99.) Were that article less
easy of access I would quote it entire. It not only pictures exist-
ing evils, but voices the sentiment of many intelligent Americans
who are awakening to existing conditions. Let us view the situ-
ation. High school superintendents and teachers demand that
the school course be largely covered before pupils enter the
twelfth year. There they must receive the finishing polish.
This leads to a crowding of subjects into the tenth year. They
in turn crowd the ninth, and so on down to the sixth; yes, even
to the first. But First year teachers reach the impossible sooner
than the others because the little minds simply cannot meet the
demands. So they try to move some things forward into the
second, the second into the third, until the fourth, fifth and sixth,
being crowded from above and pushed from below — teachers and
pupils are —

" weary with dragging crosses,

Too heavy for mortals to bear."

We see little ones who should have recreation out of school
hours, eat bread and milk for supper, and retire to sweet rest at
eight o'clock, trudging home with bundles of books, "to be stud-
ied at night in hot rooms by fierce, sight-destroying lights." If
we do not beware, our free school system that should be such a
blessing, will bring the curse of weakened youth. Seeing and
not correcting, it may be said of us —

" Thus from the time we first begin to know,
We live and learn and not the wiser grow."

Where lies the fault? Shall we blame the leading educutors
and people in larger school positions? Shall we blame the grade
teachers? Can it be that the good citizens, parents of the chil-
dren, are at fault? If we look at the problem -fairly we must

46 CONCLUSION.

g-ive a share of blame to each of the three great bodies men-
tioned. The mistakes have been made through honest, sincere
efforts of each class to render symmetrical the educational facil-
ities for all American children. I have no sympathy with those
critics of public instruction who question this sincerity. There
is nothing that causes the heart of a loyal pedagogue to swell
with righteous indignation as the thrusts of people who blame
the school system for trivial mistakes of individual teachers.
These people as a rule never visit the schools; they give the cry
of "Red tape," "Teachers' love of show," "They earn their
money easier than any other lot of people," "We pay our taxes,
therefore we need give no helping sympathy, no personal
interest."

Were it not for the wreck that would ensue, would that we
might turn over to them affairs of public instruction for one
year, and then examine their nervous systems at the end of that
time. Ah, no, we dare not. We would have but a sad realization
of the story of Phaeton and his drive through the skies.

Come, you sympathizing, earnest, helpful parents and edu-
cators, let us reason together. Where lies the fault of our over-
crowded school course? Parents have said, "We can afford to
send our children to school only so many years. The burden of
living is heavy; they must help to earn it. Yet we want them to
have a well-rounded education." Educators set to work to meet
this problem. These pupils must be ready not only to earn a
living, but they should be well versed in political economy, liter-
ature, composition, oratory, art, science and music. All this
beside the three R's. Industrial lines were later added. As
problems of life became more complex, it was noticed that many
pupils, both boys and girls, were compelled to leave school at the
end of the ninth year, some from eighth. The desire of the edu-
cator to give them as much breadth as possible> before entering
the great world of endless grind, caused more crowding of sub-
jects into seventh, eighth, and ninth years.

With immature minds, weakened nervous systems and
strained eyes, young students are grappling with Physics, Ge-
ometry, Algebra, etc., suited only to more mature minds. Pri-
mary grades take up work in proportion. The grade teachers, I
believe, are least to blame of any; they are expected to cover the
amount apportioned to them. The strain on our youth must be
lessened or our nation will suffer. Who can prescribe a remedy?
We must all help. Parents, think. Teachers, think and work.
I/et us weed out the subjects. We can do it. The right will pre-
vail. This condition of affairs had to come in the evolution of

CONCLUSION. 47

the great cause of education, and with our combined efforts we
may evolve schools much better— not perfect, for then we would
cease to progress — cease to grow.

Parents and general public, either allow more years to the
public school or do not expect college graduates from a high
school.

Educators, do not try to meet such a demand. Do well as
much as you can, yet preserving robust physiques and rosy
cheeks of our students.

Grade teacher, be encouraged; keep on with your conscien-
tious effort to lighten the burden of your grade as far as is possi-
ble with you.

Perhaps more careful correlation of subjects, more concise
and time-saving methods, more effort and money spent on indus-
trial schools, thus strengthening nerve arid physique while theo-
ries are put into practice, might help to solve the problem. They
are worth a more general trial than they are getting.

Primary teachers, we are a great body in numbers, and, I be-
lieve, great in soul and influence. The kindergarten teachers
are our right-hand support. We have grown very near together.
But we are not yet near enough the High School department.
There is not enough unity of purpose. We are building a foun-
dation fpr them; we must make it strong, worthy of a magnifi-
cent superstructure. They in turn should be watchful that they
build to suit the foundation. In other words, we must see the
end from the beginning. They should see the beginning from
the end so that they may understand the path along which their
pupils have climbed.

There are ways in which we have not made our influence
felt. The great educational associations and institutes repre-
senting our teaching force do not hear enough of our plans and
ideas. We hear much of theirs because the programs are usually
arranged by intermediate and high school teachers.

We do not have a voice in the arrangement of subjects in
Primary grades, nor the compilation of Primary text books, nor
the length of school sessions. We should rebel. This is not as
it should be. If we claim this interchange of thought, we must
make ourselves worthy of it. While our devotion to juvenile
work and literature is noble in content and broadening to our
natures, we must be watchful to cultivate the same breadth in
other directions.

It is well to follow some special study as a part of our recre-
ation. It may be music, literature or history, and always current
events. In general reading—

48 CONCLUSION.

" If thou have time

But for a line, be that sublime."

If these "Pages from My Note Book" have led one teacher a
step nearer toward a home-like schoolroom, filled with love,
cheer, unselfishness, industry, neatness, system and obedience, I
shall feel that my efforts have not been unfruitful.

Follow nature in the way the children will lead you —

" Art may err, but nature cannot miss."
Be sincere in your purposes —

" This above all — to thine own self be true
And it must follow as the night the day,
Thou cans't not then be false to any man."

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