Processes within nineteen, twenty, twenty-one, twenty-two, and twenty-three.

Thorough study of 24, including t, t, t, t, and of 24. Study 25, 50 and 100.

Seat Work

Measuring pints, quarts and gallons.

Measuring yards, feet and inches.

Building forms with square inches and then writing the statement: This figure (draw it) contains 12 squares or 12 square inches.

Making up stories about the number lesson example. "There were 12 The lesson was processes within 12. chickens; three ran away." "Nine were left." "Three more ran away." "There were of them gone." "How many were gone?" "If we sold 4 of the 12 we should have 8 left." Make domino cards to illustrate processes. Make toy money and play store.

Let the children measure everything in the room. Have the children draw and name the square, rectangle, triangle, oblong, cube, sphere, cylinder, prism, pyramid.

How They Brought the Good News from Ghent to Aix-Browning Incident of the French Camp - Browning

Man Without a Country - Hale

Old Ironsides - Holmes

Battle Hymn of the Republic - Howe

Star Spangled Banner - Key
Recessional-Kipling

S

EAT WORK should always be correlated with preceding lessons in arithmetic, language, word drill or reading. Arithmetic seat work, it should be remembered, is for drill, not presentation. Beginning arithmetic may be assisted by having children string red haws, rose hips, basswood seeds, or corn, in groups of two, of three, of four, etc. Basswood seeds (monkey nuts), strung with a piece of corn between each, make a treasured necklace in the fall when the beginners are still puzzled over school life.

Do not hesitate to use the things all around the school. With so many counters growing about, beginning arithmetic may be play.

Beginning arithmetic must be chiefly oral; it should be largely in story form and deal with those things found in children's daily experiences.

Do not hesitate to use all possible material in your primary arithmetic.

Remember it is better to know a little well than to half know a great deal.

Never attempt more than one step in advance at one time. A successful teacher once said, "The keys to teaching arithmetic are three: drill- and drill- and drill."

Never teach a child to count by repeating the mere words. Let your beginning class count the chairs, the children, the erasers, the windows, etc. Help if necessary. Two minutes of this at the opening of each session does wonders.

Calendar numbers, pasted on tagboard, to be arranged in order, are easier to handle than the small card numbers and also more attractive. These may be used later to make sums, etc.

Picture arithmetic, made by letting third graders draw around carded patterns and blacken them in, to form groups, makes excellent first grade seat work toward the end of the term.

The clock face device is one of the best drills for lower grade work.

Never attempt a drill till you have fully presented and discussed the topic in view.

Make learning the various number combinations pure memory work. If the pupil hesitates at all give the answer or have another pupil give it.

Teach subtraction by the Austrian or change system. Five and what make 8? Example 8-5 =

Begin at the bottom of a column when adding. Add in what is carried. This does away with writing the carried number.

"Eight hundred seventy-two less 358. The 8 is more than 2; take 1 from 7 and put with 2, making it 12; 8 and 4 are 12; write the 4; 5 and 1 are 6; write the 1. Three and 5 are 8; write the 5. The difference is 514."

Much simple work is better than a little very difficult work. One of the best drills possible in the fifth or sixth grade is to present one simply worded problem concerning some everyday matter and then request five other origina problems of like type from pupil.

Presentation Example

There are 100 hens in a flock. Sixty-five eggs are gathered in one day. What fraction of the whole flock is laying?

Original Example

We have 40 hens. Mother gathered 30 eggs this morning
What fraction of our flock laid to-day?
The four fundamental processes are the most neces
from first to eighth grades.

Outline of Work by Grades
First Grade

To teach successfully one must have controlled manner, concentration and atten Counting to 100, first with objects, th numbers to 20. Teach signs, +,

Memorize processes within 4, as 1 4, 22, of 1. There are 2 tw Processes within five and si 33, 63, 6 4+2, 6-2, 5-5 Processes wit

P. AWAY THEN WENT THE PRETTY BABES
REJOYCING AT THAT TIDE.

T. The Children look very happy, but the Men look thoughtful. The Babes enjoyed a horse-back ride and the Men rode fast.

P. (Page 20) The Children chatted pleasantly to the Men.

T. (Page 21) When one ruffian wanted to kill Cassander the other ruffian fought him. (Page 22) They fought, and the next large picture shows how one man was killed and thrown into the pond. Of course the Children were frightened. (Page 24) We see the softer-hearted ruffian talking kindly to the Children and leading them away. (Page 25) He jumps on his horse and tells them to stay where they are until he comes back. Does he intend to come back?

P. No.

T. And then (Page 26) we see the Babes creep into a tree-trunk, and sit there for the night. There are no words under our next large picture (Page 27), but they are on the opposite page:

THESE PRETTY BABES, WITH HAND IN HAND,
WENT WANDERING UP AND DOWNE;

How can you tell they are in the wood?
P. You can see so many large ferns.

T. What do you notice about the Children that is pleasant?

P. The little Boy always takes care of his Sister. He does the best he can and he looks so brave.

T. Yes, what does he do for her here? (Page 28)
P. He picks berries for her to eat.

P. On Page 29 he puts his arm around her and tells her not to cry. But he looks scared himself. It must be night, for you can see the owl and the bat.

T. And then in our last large picture the title reads:

IN ONE ANOTHER'S ARMS THEY DYED. The beautiful part about this is that the Robins are covering them with leaves. (Page 31.) On the opposite page we see how all the animals are their friends. The Rabbits, the Geese, the Crane, and the Robins keep guard so that the wolves do not come near. I wish Caldecott had made the two dogs we saw, in the road, following the Children as they left home, find them now and help to guard them too, don't you? What is the most pleasing thing in this story?

P. The way the little Boy took care of Jane.

P. The friendly Robins. All the animals were friendly, but the Robins seemed just cheerful friends and were kind to them.

T. I have here a book with some pictures of old woodcuts that were engraved for this story. They were put in some children's books long ago. These books were called Banbury Chap-Books and these are the pictures. (Shows p. 37, of "Banbury Chap-Books," Edwin Pearson, Reader, London, 1890.) I have here a picture, toe, of a beautiful piece of marble which I once saw in the Metropolitan Museum of New York City. The sculptor made the Babes very beautiful, didn't he? If you should come across this sculpture in an art museum you would know its story now, wouldn't you?

My Valentine

The rose is red, the violet's blue, Carnation's sweet, and so are you. Thou art my Love and I am thine; I drew thee to my Valentine; The lot was cast, and then I drew, And fortune said it should be you. (Given in "Nursery Rhymes of England," Halliwell, p. 192.) ("Honey" is sometimes substituted for "carnation.") St. Valentine's Day is a festival day observed by poets and lovers from time immemorial. The observance is more than 1600 years old, when the Christian Valentine was beaten by clubs and beheaded, at the time of the great heathen festival of love and purification.

Valentines were either of chance or choice, the first person seen by a man or woman on St. Valentine's morning, and such as were drawn by lot. Lady Valentines were honored, not by anonymous verses, but by substantial gifts. The Duke of York gave Miss Stewart, his Valentine, a jewel of 800 pounds in value; and in 1667 Lord Mandeville, being her Valentine, gave her a ring worth 300 pounds. A gentleman, drawn as a Valentine, would have been considered shabby not to accept the honor and responsibility. "This morning, called up by Mr. Hill, who my Wife thought had come to be her Valentine, she it seems having drawn him, but it proved not."

In the 17th century St. Francis de Sales severely forbade the custom of Valentines. To abolish it he changed it into giving billets with the names of certain saints for them to honor and imitate.

In 1667 the fashion first grew of using the modern epistolary valentine. Pepys, in his "Diary" says, "I do first observe the fashion of drawing of mottoes as well as names; so that Pierce, who drew my Wife's, did draw also a motto 'most courteous and most fair'; which as it may be used or an anagram made upon each name, might be very pretty."

The selection given above was one of the most usual forms for a valentine.

Three Jovial Welshmen*

(Given, with some changes, in "Mother Goose," Wheeler, and in "The Children's First Book of Poetry," E. K. Baker. A very interesting song, derived from this rhyme, is given in "Games and Songs of American Children," W. W. Newell, Harper's, p. 97.)

*Music and words on page 26.