I Cornell University y Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/cletails/cu31924031784121 Cornell University Library arW38753 The Boston wa; 3 1924 031 784 121 olin.anx THE BOSTON WAY PLANS for the DEVELOPMENT of the INDIVIDUAL CHILD Compiled by the SPECIAL CLASS TEACHERS of Boston THE RUMFORD PRESS CONCORD, N. H. Copyright, 1917 By THE SPECIAL CLASS TEACHERS' CLUB Boston, Mass; FOREWORD. The supreme need of one who would teach or train a little child is the power to put oneself in his place — ^to go as far as the actual point of meeting with his actual need. What avails it that the teacher is strong, learned, skilled, if she cannot link her strength to her pupil's weakness, her knowl- edge to his ignorance, her skill to his lack of skill? This book is the united work of the Special Class teachers of Boston, an outline of their united experience, and is sent out in the hope that it may aid teachers and mothers everywhere, when facing a child's need, to "come where he is." CONTENTS. Arithmetic . Bibliography Brass Work Brush Making . Chair Caniixg Cobbling Crocheting Domestic Science Drawing Farm Work Folk Dancing Games . Gardens Geography- History Human Body Lessons Hygiene Information Lessons Knitting Language . Leather Work Manners Modeling . Motor Training . Music . bbjeot Lessons . Paper Work Penmanship Physical Exercises Programs . RafiBa Work Beading Reed Work Seat Work . Sense Training . Sewing Shawl-making Social Reactions Spelling Suggestive Programs Weaving Wood Work Page 50 125 110 112 95 111 117 66 59 69 23 17 69 54 53 ■ 55 55 63 115 38 105 119 78 11 28 63 80 49 14 121 102 29 96 71 5 113 94 119 37 . 121 90 . 107 SENSE TRAINING. SENSE TRAINING. "The senses axe the avenues to the brain," therefore we must arouse the brain through the senses. A child should be given sensations sufficiently large and intense to arouse him to attention and interest. These must be more and more striking in proportion to his dukiess or backwardness. If very undeveloped, flash a large red cloth in front of him, let him hear a loud noise suddenly, let him touch something very rough or sharp, have him smell a very strong odor, taste a strong flavor. It is not necessary at first for him to name the sensation. Lead the child gradually through simple to more difiScult discriminations; thus each child's faculties may be brought through special sense training to their greatest ability. 1. SigSt Training. a. Color Discriminaiion. Let the child sort large pieces of red and yellow cloth or other materials, gradually add other colors and di mini sh size of materials until he can sort all six colors of small squares, pegs, pieces of cloth or worsted; then add tints and shades. Have boxes divided into eight compartments, each painted a different color, using the six standard colors and black and white. Have small squares of corresponding colors and let the children place them in right compartments. "The Embossing Company's Color Cubes" (faces colored different colors). Let the child turn aU the blocks so that the yellow or any given color will be on top. Teacher forms a design using two colors; later more than two. Child copies. Child copies designs shown on cover of the box. Show a large piece of cloth or paper of a given color. TeU the child tb run hghtly about the room and see if he can touch five objects of that same color. Have three children stand in front of the class and place on the head of each a cap of colored paper. The other children observe for a moment, then cover their eyes. Teacher calls upon some one to name each child and the color of his cap. Place a row of pupils in front of the room. Give each one a colored worsted kindergarten ball. Children at seats look long and careftilly. Room should be perfectly quiet. At a signal from the teacher, the balls should be concealed while the pupils change places in line. Select a pupil to name the color belonging to each child. ^ Color boards in a row on the blackboard ledge. Give the order, "Touch some red, white, blue and yellow." The child who has been chosen by the teacher runs and touches the indicated colors in order as he finds them on the color boards. 6 THE BOSTON WAY. b. Form Discriminations. Let the child sort large solid forms, using two contrasting forms first, as cube and ball. Later add other solid forms: cylinder, cone, pyramid. Have two of each form and let him put them in pairs. Increase the diflS- culty by adding color. Do the same with plane fojms: circle, square, oblong, triangle, diamond, oval, egg-shape, pentagon and hexagon. Draw forms outboard and let the chUd match cardboard forms to them. Increase the difiBculty by having forms of different sizes. Have a series of cubes graduating from one to ten inches. Let the child arrange consecutively. Use plane forms in the same way. (Use Seguin's inset boards.) Have boxes divided into twenty-seven compartments. Have letters pasted on the bottom of each, give the child a box of letters printed on cardboard and let him place each in its own compartment. These letters can also be used in building words. Use picture puzzles. ♦ c. Correct Observations. Have several objects on a table. Let the child look at them while you count three, txaii away, and tell you what he saw. Let the child look at a picture, put it away and have him tell what he saw. Have a chUd describe, draw, and model objects seen. Paste on cards 6x9, 2" parquetry squares, circles, oblongs and triangles of different colors. Have different numbers of them and in different posi- tions on each card. Hold one up before the child an instant, then take it away and have him tell what color he saw, what form, or how many. Select several different children who stand in a row at the front of the room. Take one child at a time and show two objects in consecutive order. After the objects have been displayed and taken away, the child makes a statement as to the size of the things shown to him. This may be done in the form of a complete sentence, as: "the first object was smaller than the second" — or by the use of two words, "larger," "smaller." In the last case both articles are described. Have one child touch some object and then another child touch the soTne object and another one, and so on until nine or ten objects are touched in order by nine or ten children. Two or three children stand at the front of the room. The other children look at them and then close their eyes. Send those in front to their seats; the others open their eyes; and some child puts those who stood in front again in the same places. Have three or four children hold mounted cards of animals; the others look at them and close their eyes. Have the children at the front of the class turn the cards around, then some child must tell the names of the animals from left to right. Also tell where a certain animal was — ^between what two animals. Mounted pictures of trees, flowers and fruit can be used in the same manner. Hold up a color board containing two or three colors. Children look closely while teacher counts five. Remove the card from sight. A chosen pupil names the colors in order from top to bottom, from bottom to top, etc. Place three pupils in a row at the front of the room. Give a colored worsted kindergarten ball to each. Children at seats look closely while SENSE TRAINING. 7 teacher counts to three or five. The pupils in the row place the balls behind them. A chosen child rises and goes up to them, speaking to each one as follows: "Good morning, Mary Red" — "Good morning, John Green" — etc. If the color is correct, the child who is addressed answers the salutation. Carry the game still farther by adding more children to the hne. Place several colored balls, such as the kindergarten worsted balls, in a row. While the child blinds his eyes take one away, have him open his eyes and teU which one is gone. Take away two or more and have him tell how many are gone. Let one child leave the room and have the children guess who is gone. Children leave the room; place colored ball where it can be seen from the center of the room. Let the children in and have each one take seat when he has seen the ball. 2. Auditory Training. Have a box of different instruments such as a whistle, bell, horn, clappers, sleigh bells, automobile horn, rattle and cow bell. Begin with two sounds. BUndfold the child and let him hear first one sound and then another. Gradually add other sounds and have him name them; also point in the direction from which the sound comes. Blow two blasts on a whistle, tap a bell twice and sing four tones of the scale. At the close, select one of the children to imitate, being careful that number, sound and order are accurately reproduced. Play or sing a succession of tones. After each one have a child or the class describe it by saying, "loud," "soft," or "high," "low," etc. Choose several pupils to play. Give one a bell, another a whistle and let the third one walk across the floor. Children at seats should close eyes and listen to the simultaneous soxmds. Select a child to tell how many and what soimds were heard. Four chosen pupils stand in a group in front. The other children lay their heads down upon the desks, close their eyes and listen carefully. The ones in front walk (one at a time) in a direction indicated by the teacher. As soon as the footsteps cease, the listening pupils are allowed to tell the direction in which each child went. At first have some child tell the direc- tion as soon as each pupil takes his turn. After it becomes easy to tell direction through sound, begin with three children; have them walk one after another, and then call upon some pupil to tell the three directions in correct order. The children close their eyes and the teacher rolls a hard rubber ball, a soft rubber ball or a sphere. The children guess which one was rolled. Send three children into the dressing room and have them sing in turn and have the class guess who is singing. Children at seats close eyes. Choose one pupil who runs about the room and stops in a desired place and asks, "Where am I?" One child is chosen to answer the question. Use kindergarten game of "BeE Ringer" in the Reed Book. One child is blindfolded and another child rings a bell. The blindfolded child points in the direction of sound and then chases the child, who continues to ring the bell until caught. 8 THE BOSTON WAY. "Bell the Cat" is played by having several blindfolded children chasing the child with the beU at the same time. "Coo-Coo Game." One child hides and says, "Coo-coo," while another child follows the soimd to find him. Game of " Pussy." Put a block under a towel and call it a pussy. While one child is out of the room, another takes "Pussy" from under the towel, goes back to his seat and meows like a cat. When the first child comes back and finds "Pussy" gone, he listens for her and tries to find her by following the sound. Hide a ball or stone and have child hunt for it by listening to music; loud when he is near, soft when away from object. Have children listen to music and do as it indicates: march, run, skip, fly, creep, etc. Have child bhndfolded and guess other children by sound of their voices. One child is blindfolded and says, "Where art thou, Rachel (Reuben)?" Another answers, "Here I am!" First child tries to catch him by following the sound of the voice. "Telephone Game." One child stands behind a screen or sits down behind the teacher's desk. All the others stand. One, indicated by the teacher, calls, "Hulloa Central," and if able to recognize the voice, Central rephes, "Hulloa" and calls the child by name, and that child sits down. When all have had a chance to call up, a new Central is chosen. "Look-at-me" game. Children in a large circle. One blindfolded in the center. First one and then another in the circle calls out, "Oo-hoo (child's name) Look at me!" The blindfolded child turns quickly to face the direction from which the voice came. Have child listen to simple commands, then perform them. Example: Shut the door and open the window. Gradually increase the number of commands given at one time. Have child repeat numbers after you, also sentences. Play simple music and have child sing it. "The Puppy's Bone.'' One child sits on low stool or box and covers his eyes. His "bone" is on the floor a foot or more behind him. Some child indicated tries to creep up and steal the bone without making a sound. If he hears the least sound of footsteps on the floor, the "Puppy" says; "Bow-wow!" and the other must return to his seat. When some one is successful in getting the "bone," the class clap and that child takes the stool. 3. Tactile Training. Have a wonder-bag attractive in color. Put in one object such as a cup. Let the child put in his hand and try to teU what it is by feeling of it. * Add another object and ask him to find the cup. Increase the difficulty of finding the cup by adding more objects. Vary this work by having the bag full of objects and allowing the child to feel and take out the different objects, naming them as he does so. (Child bhndfolded during this experi- ment.) Let child feel of many different objects while blindfolded, and teU if they are rough, smooth, hard, soft, wet, dry, hot or cold. Let him go about the room with his eyes shut, another child guiding him SENSE TRAINING. 9 and name the objects he touches, telMng you their characteristics: that is, if they are smooth, rough, hard, etc. Have child lift different objects and tell if they are heavy or hght. Have a miniature set of weights and allow him to arrange these according to weight. Vary this experiment by having him begin with the lightest and go down to the heaviest and vice versa. Let him handle the tools for manual training and gardening and learn those easiest to lift and those hardest, also those which are blunt and those which are sharp. Have boxes of same size but different weights and haVe child arrange these consecutively. Have celluloid and rubber toys as well as the heavier mechanical toys, so that in play the child can learn this weight distinction. Make with a child a scrap book of common wrapping paper and help him put in it bits of silk, velvet, linen, cotton, wool, etc. When he learns these textiles have him name them blindfolded, by touching. Have him feel clothing of his mates and tell you nature of cloth. Have him feel in a huge box and while his eyes are shut name the textile he removes. Let another child put them back feeling each and naming it. Let child draw around objects with pencil and crayon, then let him use his finger to trace around same; finally place an object in his hands which are behind him, and have him name by feeling around it. Blindfold him, place object in his hands in front of him, and have him name. Later let him draw, describe and name object. Work this into a team game. One child hand object, another feel and name, etc. Do this work with cut letters and have pictures of flowers with the name of the flower cut out under it. Give child box of letters and let him fill in name while blind- folded. Vary this with animals, birds, fishes, etc. 4. Gustatory Training. Have in a box small bottles of molasses, ginger, cinnamon, sugar, clove, cayenne, vinegar, salt, black pepper, mustard, alum, quinine, Jamaica ginger, tea, water, cocoa. Begin with two contrasting tastes, such as vinegar and sugar, and have a blindfolded child tell how they taste; add others and let him name them. Let child taste and tell flavor of candy, such as peppermint, sassafras, chocolate, wintergreen, hme, lemon, clove. Let child taste different fruits and tell their names. 5. Olfactory Training. Have in a box bottles of vanilla, iodiform, pennyroyal, lemon, pepper- mint, lavender, spearmint, wintergreen, vinegar, water, coffee, kerosene, ammonia, camphor. Begin with two contrasting odors and have a bMnd- folded child tell how they smell. Add others and finally advance to having him name them. Use small bottles which are large at the top with glass stoppers. Have the different food odors established, such as tea, coffee, butter, lard, etc., so that impurity in food values may be detected quickly. Allow child to relate the pleasing odors smelled on a journey through the woods; try this at all four seasons of the year. Take children to gardens, 10 THE BOSTON WAY. if possible, and allow the fragrant odors to be drunk in and gradually dis- tinguished. Blindfold child and have him name flowers from their fra- grance. Teach the odor of gas and heat so that child may protect himself through sense of smeU. Any druggist will fill out cases of oils, spices, perfumes, etc., and if informed of their use, very reasonably. Waverley has an excellent printed list of materials suitable for tactile and olfactory training. If this work is done more as a game than a lesson results are very striking and headway very rapid. MOTOR TRAINING. 11 MOTOR TRAINING. (With Special Reference to the Needs of the Weaker or More Helpless Children.) "Without motion the elements which go to form new tissue can never be brought to perform their function. The organic purpose of the atoms would be defeated without motion. " The working of a muscle may be passive, active or resistive. A weak or partially paralyzed muscle should be given these three kinds of exercise. Example: A child's arm may be flexed and extended by the teacher; he may himself make these motions ; and finally make them pulling and pushing against a resisting force. Leg Movements. Walking a chalk hne. Add,interest by having the Une form some design, as, during the valentine season, a huge heart drawn on the floor. Ladder. Stepping on each round. Stepping in each space. Skipping one round, then two. Skipping spaces. Walking on side. Walking on the side and then on a round. Lifting the knee. Place two or three bushel boxes on the floor one yard apart. Children march around the room and step in each box, being care- ful not to touch the side. Boxes as above, but with open side next the floor. Children march and step up on each box. Platform (8" or lower). Child steps up, turns and steps down, a given number of times. The two or three steps leading into portable buildings afford a good place for practice to children who would be frightened or fatigued by a full flight of stairs. Balancing. Carry basin or cup full of water. Balance beam. (See Physical Exercises.) Arm, Wkist and Hand. Movements. Place wand in child's hands. Drop wand into child's hands. Toss wand to child. Slapping hand game. Children stand in a circle holding out their hands. A child in the center holds a ten-inch disk of heavy cardboard and tries to slap the extended hands before they can be drawn back. If he succeeds he changes places with the child hit. 12 THE BOSTON WAY. Throwing. Blackboard target with a snow-man or other object of interest drawn in the center. Throw wet balls to aid in exact scoring. Throw bean-bags into a box. Raising arms. Children seated. They pass rulers over their heads from front to back, then from back to front of row. Children standing in a row. They pass a medicine baU over their heads up the row, then turn quickly ready to receive it as it comes down the row again. Two children hold large wooden rings and pull against each other. Same as above with wands. Game — Tug of War. Game — BuU in the Ring. Red elastic tape 1 inch wide, 15 inches long. Child holds the two ends, pulls it to a given length (30 inches or 1 yard) and holds it while aU count to 20. Tape as above and a similar piece of blue. Two contestants strive to see which can pull to the greater length. (In the above and many of the following exercises the introduction of color makes them more stimulating and adds to the spirit of pleasant rivalry and play.) Two large strong bottles. Press the corks in very tightly. Two children see which can first pull out the cork. Wringing, Twisting, Spinning and Twirling Motions. Cloth wet with warm water. Child tries to wring out as much water as possible. Child takes cover from Mason jar or candy jar when screwed on firmly. Child twirls button mold tops. Picking-up motions. In all these, dictate the use of right hand, left hand or both hands. Throw a quantity of small pieces of paper on a platform or large table. Children see who can first pick up one hundred pieces one at a time. Throw a quart of colored pegs as above. Children pick up one at a time, go to seats and count them, laying them out by tens. Pour out a quantity of shoe buttons as above. Each child has a small paper cup to fiU. Eight milk stoppers in a row on each desk. Upper side colored or deco- rated. Children turn them over to plain side, then tiu-n back. Use coUege colors or pictures of birds (they fly away, then come back) or snow stars (they melt, then form again). Cutting Motions. Cutting newspapers for practice. Cutting rags. Placing. Pick up soft lentils with a toothpick until it is full. Design drawn on cloth and stretched on frame. Outline with pins. Peg board designs. MOTOR TRAINING. 13 Outline pictures on thin wood. Holes for pegs about one-half inch apart. FiH with pegs. Outline pictures on cover or bottom of plain shallow pasteboard box. Holes for pegs made with scratch awl. Two large pin cubes. Enough red pins to fill one side of one. Blue pins for the other. Two contestants remove the pins one at a time, then replace. Two children see which can build the highest tower with two inch cubes or other blocks. Bead-stringing. Race for the longest string in a given time. ExEBCisEs OF Practical Use. Lacing stick. Top of a shoe nailed to a roxmd stick of wood. Lace. Braiding strips of red, white and blue cambric. Tying a bow-knot. Buttoning. Strips of heavy cloth with buttons and button-holes. Winding. Two large spools. Three yards of red yarn or silkateen tied to three yards of blue and one end tied to each spool. Wind from one spool to the other. Wind the Germantown used in school. Wind the graphophone. Raising and lowering windows and curtains. Opening and closing doors. Dusting erasers. Gleaning blackboards. Cleaning shoes. Carrying parcels or messages. Approved by.WilUam H. Devine, Director of Medical Inspection, Boston PubUc Schools. 14 THE BOSTON WAY. PHYSICAL EXERCISES. Mahching. 1. Appoint a leader and march, making it more difficult by degrees > that is, march as in a Grand March — ^by I's, 2's, 4's, 8's-4's, 2's, I's. 2. March with imaginary guns, drums, trumpets and other variations. Wands may be used for guns. 3. Combine arm and leg movements. Stretch arms from shoulders overhead, to the sides and to the front — ^from the hips down at the sides. Use four counts for each variation. 4. Count aloud eight times and march; skip, run, hop, fly and walk. 5. March, then stop music suddenly. Change music for running, creeping, hopping, walking, skipping, high-stepping, flying and finally, march to seats. The children should not be told what \o do, except by the music. Breathing Exercises. 1. Facing open windows, inhale and exhale, while raising and lowering arms. 2. With very young children play that they are blowing a paper bag, preparatory to bursting with fist, or that they have been sawing wood and must blow away the sawdust. 3. Make outward cirjles with arms, breathing deeply all the while. 4. Numbers 1 and 3 may be performed with wands or dumb-bells, and the children enjoy having some object in their hands. Balance Beam. Two parallel beams, two lines of children, or one beam and one line marching on the floor. 1. Walk to slow march time. 2. Touch forward and step, march time. 3. Touch forward twice and step, slow waltz time.' 4. Touch forward, backward, forward and step, march time, or fast waltz time. 5. Dip, and step, fast waltz time. Series op Stunts. Single Beam. The child who is able to do most of the stunts is the champion of the room. The desire to be champion stimulates effort. 1. Walk the length of the beam forward, arms extended, and head erect. 2. Same backward. 3. Forward, dip, then step. 4. Same backward. 5. Forward, with a book or block of wood on the head. PHYSICAL EXERCISES. 16 6. Same backward. 7. Forward with a book on the head and one on each hand. 8. Same backward. 9. Forward, raising the knee before taking the step. 10. Same backward. 11. Forward, bending the knees between each two steps. 12. Same backward. 13. Forward with arms folded. 14. Same backward. 15. Forward, heel, toe, and 1, 2, 3. Dumb-bells. 1. Stretch dumb-beU forward from chest, 4 counts. 2. Fling from chest to the sides. 3. Stretch from shoulders to sides, 4 counts. 4. Stretch from shoulders overhead, 4 counts. 5. Stretch downward from hips. 6. Raise overhead and rise on toes. 7. Raise to shoulders front and squat. 8. Raise overhead; touch floor, without bending knees; raise overhead; position. Count 1, 2, 3, 4. 9. Make outward circle with arms. 10. Make inward circle with arms. 11. Touch heads of dumb-bells in front and in back, below the waist. Hard Bvbber Balls. 1. Outward circle, right, and toss. Count 1-2. 2. Outward circle, left, and toss. Count 1-2. 3. Alternate with 1 and 2. 4. Double outward circle and toss. Count 1-2. 5. Outward circle right, pointing right toe at side; toss, bringing right foot to position. Count 1-2. 6. Inward circle, right, and bounce. 7. Inward circle, left, and bounce. 8. Alternate 6 and 7. 9. Double inward circles and bounce. 10. Double outward circles and toss, stepping forward; bring backward foot up to forward on the toss. Count 1-2. 11. Double inward circle, stepping back, and bounce; bring forward foot back to the other foot. Count 1-2. 12. Right arm out at side, overhead, out at side, and toss ball over to left hand. Count 1, 2, 3, 4. 13. Same as 12, pointing right foot at side, across, behind, at side, and back to position. 14. Outward circle right; arm out at side; arm over head and bounce ball from left shoulder, catching ball with left hand. Count 1, 2, 3, 4. 15. With double outward circle, lunge diagonally forward; toss and return to position. Count 1-2. 16. Alternate outward circle, right, and toss; inward circle, right and bounce. Count 1, 2, 3, 4. 16 THE BOSTON WAY. Wand Drills. 1. Wand forward and down. Count 1-2. 2. Wand forward and up, forward and down. Count 1, 2, 3, 4. 3. Wand forward, upward and down. Count 1-2. 4. Wand at chest, stretch forward, at chest, over head, behind shoulders, over head, chest and down. Count 1, 2, 3, 4, 6, 6, 7, 8. 5. Same as 1 or 2 with foot placing forward and back to position. 6. Same as 1 or 2 with foot placing sideways and back to position. 7. Same as 3 with foot placing forward and back. 8. Same as 3 with foot placing sideways. 9. Same as 4 with foot placing forward, sideways, backward and in position. 10. Same as 5, adding heel raising and sinking while wand is held in front. 11. Same as 2 with heel raising. 12. Wand forward, upward, with feet placed sideways; wand back of shoulders; trunk bending forward and up twice; wand over head; position. Eight counts. 13. Wand back of shoulders; knees bending upward, forward. Sixteen counts. 14. Wand back of shoulders; with a jump, place feet sideways; bend or twist trimk! 15. Arms forward with foot pointing sideways; arms over head with lunge sideways. 16. Arms forward, upward, with foot placing sideways; bend or twist trunk. 17. Arms back of shoulders; stride jump. 18. Wand forward with deep breathing. Indian Clvbs. Music suggested — ^Blue Danube. Each movement suggested is done twice with each hand and four times with both. 1. Outward arm circle. Inward arm circle. Parallel arm circle. 2. Outward arm circle; high dip. Inward arm circle; high dip. 3. Same, only low dip. 4. Pendulum swing. 5. Outward arm and shoulder circle. Inward same. Parallel same. 6. Combination. Parallel arm and shoulder circles 3 times; foot placing forward, right. Three hand circles; arms extended. GAMES. 17 GAMES. "The child's personality grows; growth is always by action; he clothes upon himself the scenes of his life and acts them out ; so he grows in what he is, what he understands, and what he is able to perform." Mental Devel- opment, by James Mark Baldwin. BA1.L1 Games. 1. Hit or Miss. Teacher uses a basket-ball or some soft ball and throws in rapid succession to children in different parts of the room. If any child is not alert every minute, he will be hit. 2. Circle Tag Ball. Players in circle. "It" in center. Pass or toss ball around in circle while "it" tries to get it. If "it" tags the ball ia someone's hand, that child must be "it." 3. Guess Ball. One player turns back to others and they pass the ball from one to another. Finally, one player hits "it" who tries to guess who was guilty. 4. Call up Ball. Players in circle. One in center calls the name of a child as he tosses up the ball. That child must catch it. Two names may be called at once, or the children may be numbered, and two numbers called at once. 5. Dodge Ball. Players in circle, also a group inside of the circle. Those in circle roll the ball, trjdng to hit the others, who jump to dodge it. 6. Clap Ball. Players in line, facing a teacher who throws the ball. Each claps once before catching, then twice, three times, etc. If one fails to clap the correct number of times, he must go to the end of the Une. 7. Pass Ball. Player in center tries to pass ball between the separated feet of those in the ring, who bend over and bat it out with their hands only. If the ball goes through, player must leave the circle. 8. Arch Ball. Players arranged in two vertical lines. Number one in each row has a ball, which he passes over his head at a given signal. Each child passes it over his head until it reaches the last child, who runs to the front and passes it back. The game continues xmtil number one of either Une is back in place, then his row has won. 9. Straddle Ball. Like arch ball, but the ball is passed between sepa- rated feet. CmcLB Games. 1. Drop the Handkerchief. Players in circle. "It" walks around out- side of circle and drops handkerchief behind some child who must chase "it" and try to catch him before he reaches vacant place. Bean bags or other objects may be substituted. 2. Herr Slap Jack. Like No. 1, but the one tagged runs in the opposite direction. When they meet, they must bow or do various gymnastic stunts before passing, then see who reaches vacant place first. 3. Cat and Rat. Players form a circle with a rat inside and a cat out- side. With hands joined they must keep the cat from the rat. The cat 18 THE BOSTON WAY. " tries to get under the joined hands. If he is successful in getting the rat, choose a new one. Finally, have two cats after one rat. 4. See Saw. Children in circle in groups of three. One has arms raised, while two and three stand at each side, two on tiptoe and three with knees bent. Rise and sink to music, one going up as the other goes down. 5. Swing Game. Song. "How do you like to go up in a swing?" (RedJenks). Children stand in circle in groups of three. Two join hands to make swing, other swings to music. Every eighth count he goes under swing and runs to next group to play there. Guessing Games. 1. Hunt the Key. Players form a circle. Pass a key back and forth, keeping hands in motion. Player in center must discover who has the key. 2. Button, Button, Who has the Button? Played like No. 1, but those in ring ask this question, while "if says, "John has the button." If correct, they change places. 3. Hide the Thimble. Chalk or any object may be used, and it is espe- cially interesting if peanuts or kisses are hidden. One child blinds while object is hidden. Teacher plays soft music, then louder as child nears the hidden object, or children sa,y, "Cold, freezing, warm, warmer, hot and burning." Every child may blind, then all look together for hidden objects. 4. Children in seats. One child blinds while two or several children change seats. Guess who? 5. Cuckoo. One child blinds while another hides and calls, "Cuckoo." The blinded child must find the cuckoo, tracing the soimd. 6. Bell Game. Children in circle. Child blinded in center. Another rings bell some distance away, high or low. One in center must point in direction of bell. Variation. Children in seats. One child hides, while another puts the bell in his desk and rings it. Hidden child must return and guess who, from the direction of the sound, or appearances of children. 7. Who Art Thou? Player blinded in center. Others move about in circle untU signal is given to halt. Blinded player touches someone whom he must recognize by the feeling of his clothing. If unsuccessful, he asks, "Who art thou?" Player answers, "I" in natural voice. If recognized, they must change places. 8. Blind Man. Like No. 7, but the player stands behind blinded one and says, "Good morning, Joseph." The blinded one may have a wand and point to some child who takes it and says, "Good morning." 9. French Blind Man's Buff. AU players are numbered. One bhnded in center calls two numbers, and as those two change places, he tries to catch them. If successful one takes his place in center. 10. Have You Seen My Sheep? Placers in circle. One outside is called the shepherd. He walks around, touches someone and says, "Have you seen my sheep?" Player touched rephes, "How was he dressed?" Shepherd describes the clothing of some player, whereupon that player recognizing his description, runs around and tries to reach his place again before the shepherd catches him. If caught, he is shepherd. 11. I Saw. Teacher says, " I saw — ." Then she imitates a Ajring bird. Children answer, "A bird." Every child flies like a bird. Let children suggest things to imitate, as an automobile, a prancing hoise, a leaping rabbit, a soldier marching, etc. GAMES. 19 12. Quiet Guessing Game. All children in seats. One says, "I am thinking of something in this room which begins with b." Children guess what it is: book, ball, basket, banner, bracelet, and other objects. The child who guesses may have the next turn. It may lead on to things out- side of the room, even classifying as, round things, colored things, beautiful or ugly things, buildings, trades, countries, etc. It may be used as a spell- ing lesson or a geography lesson. Otjtdoor Games. 1. Many of the games are adapted for out-door use, especially the ball games, including baseball, basket-ball, football and medicine baU games. The relay races are of even greater value when played out-doors. 2. Jump the Shot. Players form a circle. One player in center, swings a long rope to which is attached a bag of sawdust or something fairly heavy, at the end. This bag must be swung from the rope so that it wiU come under the children's feet (low). The players must jump the bag as it comes to them, for if they are hit by the bag they must leave the circle and may only rejoin it when two more players have been removed. The speed and heightof the rope may be gradually increased. Children may jump on one foot with arms at sides or on hips. 3. Boo. All children on given line. One child "it" some distance away. "It" turns back and calls, " l-2-3-4r-5-6-7-8-9-10-Boo," and turns quickly. While he is counting other players move quickly toward his goal, but they must stop before he turns, for if he catches them moving they must return to the line. The first player to reach goal may be "it." 4. New York Trade. Two captains choose equal numbers of players for sides A and B. One side decides upon a trade and how to represent it. A's side walks to a Une where they meet B's side. A's side says, "Here we come." B's side asks, "Where from?" A's side answers, "New York." B's side asks, "What's your trade?" A's side acts out a trade for B's side to guess. If B's side cannot guess, A's has another trial. If B's side guesses, A's side runs qmckly toward their Une or house, while B's side pursues and tries to catch some of A's men. If successful the men caught must stay with B's side and help him next time to catch the remainder of A's men. 5. HiU Dill. Children are arranged in two parallel lines about twenty- five feet apart. "It" stands between them and calls, "Hill Dill, come over the hill, or else I'll catch you standing still." The players on both sides run to opposite sides. "It" tries to tag them before they are safe on their line. If he tags any, those players must help when he calls again, and so on, until every player is tagged. 6. Fish and Net. Like Hill Dill, but one side is called the fish, the other the net. End men of net try to join hands around fish instead of just tagging. 7. The Miller is Without. Like Hill DiU, but the player in center is called the miller; there is also a watchman for each goal. The miller ad- dresses the watchmen from the center, "HeUo, heUo!" Watchmen answer, "Who is there?" Miller repHes, "The miller." Watchmen ask, "What do you want?" Miller answers, "A sackful of children." Watchmen say, "Then catch them!" Here the children escape to other goal. If the mil- ler tags one, that one becomes miller; the miUer becomes watclunan of the goal, and the watchman joins the players. 20 THE BOSTON WAY. Seat Games. 1 . Like Jerusalem Chairs. If there are fifteen children and fifteen desks and chairs, one chair is marked to be unoccupied. The children march until music stops, then thiey try to get one of the fourteen seats. One child is left out of the game. Each time one chair more is to be vacant, until there are but two children marching for the same chair. 2. Seat Race. Considering that there are fifteen children in the room in three rows of five each; number rows crosswise (1-2-3-4-5) making three children with the same number. Each child m\ist remember the number of his row. A chaJk mark is made in the aisle at the front of each row. Teacher calls the number and the three children must run and touch the line and return to their seat. If a child in the middle row wins, one is scored for him. The game is ten. Each child must be in perfect position when not racing. 3. Ten Pins. Arrange ten pins in group on a given line. Roll ball and score as many as are knocked down. Ten pins may be numbers 2-4-5-10 and others, so that there will be a chance for bigger scores and also for add- ing. 4. Basket Game. Place waste basket at front of room. Stand on a given line. Score five for each time that a ball is thrown into the basket. 5. Blackboard Game. Make a circle on the board with many mmibers written inside. Children stand on a given line and aim soft ball at num- bers. Score. 6. Bean Bag Game. Children put heads on desks. One child walks around and drops a bean bag on some desk. That child must pursue, walking, and try to catch the intruder before he reaches the vacant seat. 7. Simon Says. Children may stand or sit. Teacher says, "Simon says, 'Thumbs up.' " Children hold up thumbs. Teacher says, "Simon says, 'Thumbs down.' '' Children put them down. Teacher must always say, "Simon says," if children are to obey command. If she says, "I say, 'Thumbs down,' " and the children obey command, they are out of the game, as they must do cmly what Simon says. 8. Statues. Beautiful or Grotesque. Children stand with arms out- stretched, at seats. One child walks up and down the aisles vigorously twisting the arms and bodies of the children, who pose as beautiful or gro- tesque statues. The one who is most beautifully or grotesquely posed may do modelling next time. 10. Cross and Recross. Two rows with an equal number of players sitting at their desks. When "it" claps his hands the players in adjoining rows of seats cross to opposite rows. If "it" does not succeed in taking a seat while players are changing, he claps his hands, and all recross to their own seats. The player who loses his seat is "it." 11. Vis-a,-Vis. Players stand in couples around the room. Whenever "it" calls, "Face to face," two in each couple face each other. Wheil "it" calls, "Back to back," they turn their backs. When he calls, "Vis-4-Vis," they must all change partners. " It" now tries to secure a partner. Player left alone is now "it." 12. Follow My Leader. One child is leader and does various stunts with hands or other parts of body. Others must imitate. If unable to imitate they are out of the game. 13. Indian Club Game. Make two equal lines of players. A child GAMES. 21 stands at head of each line about four feet away from No. 1, holding an Indian club in a slanting position, with the head toward the player. Player tries to get a rope ring on the club. If successful it scores five. He runs to rear of line and the game continues until he is in place again. This may be played with the left hand, scoring ten instead of five. 14. Skewer Game. Pile some skewers, pencils, toothpicks, or some such objects on a table. Each child in turn tries to remove one without touching or moving another. If he touches, he forfeits his turn. 15. Pony. In an open space in the room place the balance beam with one end up in a pupil's chair, and the other on the floor. Children run, trot, and gallop like ponies, jumping over this beam when they come to it. The slanting position makes it possible for each child to jump and clear the beam 16. Jack-in-the-Box. Children standing. Teacher's arm held up as the box cover. She lowers it, and all stoop low between desks. She lifts it suddenly, and all spring up. Races. 1. Relay. Players in equal groups behind each other. No. 1 runs to a given point; comes back and tags the hand of No. 2; then goes to end of line. No. 2 tags goal, returns and tags No^ 3's hand, and runs to end of line behind No. 1. This continues until No. 1 is back in place. Wherever No. 1 is in place first, that row wins. Variations. Players may hop, skip, fly, walk stiff-legged, or even walk on "aU fours." Use erasers, chalk, potatoes, dumb-bells, clothespins, or other objects placed a few feet apart, and an equal number before each row. No. 1 must put first one, then another and so on, one by one, into a box, which is on the goal. Returning he must tag No. 2 who runs and replaces objects from box, one by one. No. 3 returns them to the box and so on, until No. 1 is back in place. Chop Sticks Relay. Player must carry a ball between two sticks. If he drops the ball, he must pick it up, thus delaying his team. 2. Chariot Race. Have two groups of four boys each, who lock arms and imitate horses. Have a driver for each group. He holds the reins which are around the four. Place two boxes about twenty-five feet away. Horses must run around these boxes. Tag Games. 1. Hand Tag. Players in circle raise hands, turning palms upward. "It" tries to tag some hand while those in circle lower it when "it" ap- proaches. One tagged must be "it.'' 2. Double Tag. Players in couples, having one couple "it." Do not separate couples. Tag only couples. 3. Shadow Tag. "It" steps on the shadow of someone, who is then "it." 4. Squat Tag. Anyonenotina squatting positionwill be "it," if tagged. 5. Token Tag. Players in seats; hands behind backs. "It" runs around and places a token in someone's hands. The receiver runs after "it" and tries to catch him before he reaches the vacant seat. 6. Fox and Cheese. Players in line with arms held tightly around 22 THE BOSTON WAY. the waist of the one in front. First child holds arms out straight and swings around. Fox tries to tag child on the end. 7. Beater Goes Round. Flayers in circle; hands behind. Beater goes around with a stiff piece of cloth and hits someone's hands. One hit runs after him, trjdng to catch him before he reaches the vacant place. 8. Boston. Players in circle; "it" in center. Boys are nimibered odd and girls even. "It" calls an odd and an even number. These change places while "it" tries to tag one. "It" sometimes calls, "Boston," and all change. 9. Three Deep. Players in a double circle — "two deep." There are one player who is "it" and an extra child. The extra runs in front of a "two," making "three deep." "It" tries to tag the end or back one of this group of three, but this back one immediately runs to the front of another group, making three there. The back one in this group runs to the front of another, and so on. If tagged as the third one in the third group, player must be "it." Avoid being the third one in a group. Bibliography. Games for Playground, Home, School and Gymnasium. Compiled by Jessie H. Bancroft. Published by MacMillan Co., N. Y Games and Exercises for Mental Defectives. Hilda A. Wrightson. Published by Caustic-Claflin Co. One Hundred and Fifty Gymnastic Games. Published by G. A. Ellis, Waverley. A Provisional Course in Physical Education for Elementary Schools. Boston Printing Department, 1909-1910. One Hundred and Fifty Gymnastic Games. Compiled by the following members of the Alumni of Boston Normal School of Gymnastics: Ethel Perrin, '92; EUzabeth H. Gordon, '91; EUzabeth Wright; Catharine L. Bigelow, '97; Edith T. Sears, '98; Mary J. Seely, '99. FOLK DANCING. 23 FOLK DANCING. "The dance seems to fulfill every reqmsite of an ideal exercise — the practical use of all the muscles, the acme of pleasurable emotion, and the satisfaction of the esthetic sense. " I. Intboduction. Folk dances are the ideal natural exercise, combining body control with a spirit of fun and good fellowship. In many schools they are taking the place of formal gymnastics. They are valuable in that they make for the development of a child morally, socially and physically, resulting in deeper concentration, interest, confidence, self expression, play of the social in- stincts of courtesy and grace, skill, endurance, alertness, and the subordina- tion of the individual to the co-operation of the group. These dances are often correlated with the Uterature. Fairy Tales: "Shoemaker" and "Hansel and Gretel" Dances. Poetry: "Snowstorm," "The Swing. " Mother Goose: "Hey Diddle Diddle, " "Jack and Jill. " Mythology: "May Dances" (Druid and Roman customs). Traditional: "King of France." Arabian Nights: "Away to India." In folk dances are expressed the feehngs of a people, as in the war dances of the Indians; seasons and weather; birth, marriage and death; greeting and farewell; rejoicing and mourning; trades and occupations. We recom- mend these dances chiefly for their simplicity of comprehension and execu- tion, their physiological value in bringing most of the larger muscles into play, and their general character of moral and social uplift. The rhythms may suggest others — dependent on the seasons, history, geography or language lessons, or the several holidays during the year. II. Suggestions. Ability to dance gracefully comes only through regular and patient muscle training and development. Pupils must not expect to plunge at once into some difficult co-ordination. Where music is used choose good selections with marked rhythm and appropriate to dances taught. If teachers do not play, a victrola may be used with a great variety of suitable records. III. Pkeliminaby Work. a. In ring — ^to music. 1 . Teach group to walk — ^placing ball of foot on floor before heel. 2. Teach group to march. 3. Teach group to run — heels off floor entirely. 4. Teach group to skip. 5. Teach group to side gallop and forward gaUop. 6. Teach group stamping^eft, right, left. 24 THE BOSTON WAY. 7. Work for lightness on toes — idea of feathers. 8. Begin work on time and place for bows (for the boys) and curtsies (for the girls); shaking hands; turning around in place, etc. b. Rhythmical exercises — for balance and keeping time to music — especially good for undeveloped children. 1. Distinguish between different rhjrthms — ^waltz, two-step, polka, schottische — by clapping. 2. Raise arms forward, upward, pause, lower. 3. Sway body and move arms. 4. Simple foot pointings with arm and trunk motions. 5. Imitate movements of birds, butterflies. 6. Do various movements used in dances; fan movements of Japanese dance; puUing movements of Shoemaker dance; jumping movements of Indian dance, etc. 7. Suggestive rhythms — good for class groups: The Rocking Horse. One foot in front; rock forward and back holding reins in hands. Waltz music. The Fairies. Run hghtly, arms moving gracefully for wings; flit in and out; gather in small circles. Waltz or 6/8 rhythm. The Dwarfs. Eccentric positions of children, each present- ing his own idea of a dwarf, all "scrunched up" and hob- bling around in time to eccentric music. Dolls in Arms. (Make believe.) Rock in time to singing of lullaby "Sweet and Low." The Swing. Partners join hands and swing in time to music of any swing song — one movement to each measure. Ringing Christmas Bells. Ring big bell in the belfry, using both arms and swaying body forward and backward with rope movement. Waltz time (f). Galloping Ponies. Hold reins tightly and gallop. Train on Track. Imitate train — ^fast or slow movements follwing music played. Formal rhythm work with wands, boimding-baUs, dumb-beUs, etc., may be done with music. (See Physical Exercises.) National Rhythm Work: Indians paddling canoes. Dutch children clattering along in wooden shoes. Italians playing hurdy-gurdy. Japanese in tea garden running with short steps. IV. Teaching Simple Steps. 1. Schottische step. Step (right), together, step (right) and hop (on right). 2. Polka step. Heel, toe, left, right, left, or slide, slide, step, step, step. 3. Change-step. (1) Step forward with left foot; (2) right foot brought up to left; (3) a short step with left foot. FOLK DANCING. 25 V. Singing and Ring Dance Games. (See any books mentioned in Bibliography.) Mari R. Hofer's "Children's Singing Games" is especially helpful. 1. Oats, Peas, Beans, etc. 2. Away to India. 3. Looby Loo. 4. Peas Porridge Hot. 5. King of France. VI. Folk Dances. The following list is one which has been used successfully with Special Class children: How Do You Do, My Partner? Chimes of Dunkirk. Danish Dance of Greeting. Hey Diddle Diddle. Children's Polka. Shoemaker's Dance. I See You. The Carrousel. German Clap Dance. Hansel and Gretel Dance. Pixie Polka. Reap the Flax. English dances, including: Black Nag. Gathering Peas Pods. Row Well, Ye Mariners. We Won't Go Home Till Morning. Swedish Ring Dance. Ace of Diamonds. Hopp Mor Annika — Japanese Dance. Sailor's Hornpipe — Rose Drill. Highland Fling — Flag Dance. Norwegian Mountain March. Minuet — Indian Dances (boys) Schubogar. Irish Jig and Irish Lilt. Csardas. Shean Trews. Butterfly. SeUinger's Round. Jennie Pluck Pears. Pop Goes the Weasel. VII. Social Dances. Social dancing has its place and should not be allowed in playgrounds, school-yards or streets. We follow this line with girls — especially those who frequent or live near dance-halls, and who may have a wrong impression of social dancing. Waltz. Polka. One-step. Caprice. Two-step. Duchess. Fox Trot. Virginia Reel. Hesitation (many figures). Quadrille. VIII. Suggestive Type Lessons. Dance of the Brownies. For small children; Music: "Dance of the Brownies " — Oliver Ditson Co. 1 . Couples join inside hands. Polka forward (heel, toe, step, step, step) four times, beginning with outside foot. Finish by facing partner. 2. Take half-stooping (or squatting) position. Clap hands once on knees; then once together; then high above heads three times, maintaining strict rhythmical 1, 2, 1 2 3. Dance this figure twice. 26 THE BOSTON WAY. 3. Rise to position and still facing partner, join both hands. Polka to the right (gUde, glide, step, step, step). 4. Repeat to the left. Then resume position as in (1) gad repeat the dance. Indian Dance. For boys. ' Music: Any Indian war-dance as given in moving picture music foUos. 1. Formation in circle. 2. First Figure. Indians enter galloping on ponies and at pause in music, tie ponies vmder trees. Form in circle. Step around circle once (skipping step) lifting the knee high and swaying body forward and back. Step around in opposite direction as above. Rest eight counts, perfectly still, head thrown back and eyes gazing upward, arms folded. 3. Second Figure. In circle, seated cross-legged on floor facing center of circle. In time to music (very slowly and impressively) lift arms high and look up, hold four counts, bend bodies forward and bring arms slowly downward, then hold four counts. Continue through sixteen counts, then rest eight counts and rise quickly to standing position. 4. Third Figure. Short side steps, stiU in circle, around once. At every eighth count (or during suitable measures in music), raise hands to mouth and give vent to one Indian war-whoop "whoo-oo-oo!" . 5. Fourth Figure. Stand in place sixteen counts, with right hand shad- ing eyesj peering through forest and crouching down to ground now and then, each child giving his own idea of Indian scout-work. Repeat the dance and continue throughout series until music is finished, upon which all Indians mount ponies and gallop off quickly. Indian suits and feather head-dress make this dance a most effective one for boys, either large or small. IX. Lafayette Schottische (For big girls). Music: "Gondolier!" by Nevins. 1. Join hands as for skating, that is, crossed in front. Schottische forward right. Schottische forward left. Step and hop four times (right, left, right, left). 2. Repeat (l)iUntil third "step and hop" is executed, upon which turn and face partner, hands on hips. 3. Still facing partner, schottische sideways to right; schottische side- ways to left. Then gUde one step to .right and bow; one step to left and bow, ("right bow," "left bow"). Pirouette right in place, arms extended ("turn yourself around"). 4. Repeat (3) only using opposite directions for the same movements. 5. Repeat (1) and (2). 6. Turn back to partner and run forward (three running steps and balance) once. Repeat same, moving backward. Turn and join left hands. Step hop four times around partner. Repeat this- figure, joining right hands. Repeat the dance until music is used up, then skip off the field. X. Bibliography. Title. Author. Publisher. "The Healthful Art of Luther H. Gulick, Doubleday, Page & Co., Dancing" M.D. New York "The Folk Dance Book" C. Ward-Crampton, A. S. Barnes Co., New M.D. Jersey FOLK DANCING. 27 rule. "Folk Dances for Young People" "Dances, Drills and Story-Plays" "The Festival Book" "Children's Singing Games" "Popular Games and Dances for Little Chil- dren" "Dance Songs of the Nations" "Dancing" "Folk Dances" "Folk Dances and Games" "Gjrmnastic Dancing" "Indian Dances" "The Morris Book" "Morris Dances" "Old Danish Folk Dances" "Old Familiar Dances with Figures" "Old Swedish Folk Dances" "Singing Games" "Song Plays" "Folk Dances" "Nursery Rhymes" Author. Publisher. Cecilia Van Cleve Milton Bradley Co., Springfield, Mass. Nina B. Lamkin T. S. Denison & Co., Chicago JennetteE.C. A. S. Barnes Co., New Lincoln York Mari R. Hofer A. Flanagan Co., Chicago Mari R. Hofer A. Flanagan Co., Chicago Oscar Duryea Mrs. Lily Grove Elizabeth Burohenal Caroline Crawford Mary Wood Hinman Cecil Sharp and H. C. Macllwaine John Graham Hanson & Goldsmith C. Gott M. C. Gillington Jakob Bohn Mrs. James J. Stor- row Miss Harrington Oscar Duryea, 200 W. 72nd St., New York Longmans, Green & Co., New York G. Schirmer, New York A. S. Barnes Co., New York Mary Wood Hinman, Chicago Thomas Charles Co., New York Novello & Co., New York J. Curwen & Sons, W. London, England. G. E. Stechert & Co., New York OKver Ditson, Boston Nils Bergquist, Staten Island, New York J. Curwen & Sons, W. London, England Jakob Bolin, 645 Madison Av., New York 28 THE BOSTON WAY. MUSIC. Aim. To make the children musical. To develop their sense of rhythm and pitch. To secure a pleasing singing tone, sweet and fuU, not harsh and loud. (This requires driU and practice.) To develop a taste for the best music. Suggestions. For more advanced pupils the beginnings of notation and of sight read- ing are very desirable. Part singing is a means of developing harmony and leads toward con- cert singing. It has been used in Special Classes with considerable success. Use piano and graphophone for rhythmic work. Song Material. A suggestive Ust of books and songs is given in the bibliography. Method. Give brief vocal exercises for good tone production — short exercises for the softening of the voice, emphasizing various degrees of tone. Give much rhythmic drill — ^the beating of time to music, clapping, marching, etc. When clapping is used the children should emphasize the first beat in each measure. (See Rhythm under Physical Exercises.) Teach songs by rote. After a very brief introduction to arouse interest and. give the setting or the feeling of a new song, present both words and music, singing through one stanza. After this sing one phrase only and teach the children that phrase, then a second and so on, using the words until the music is memorized. Then give drill on the words alone if needed. Proceed in the same way with other stanzas. Give special attention to children whose sense of pitch and time is defec- tive. Allow them to sing with the others, at times asking them to listen and then try again. BiBUOGRAPHY. The Congdon Music Primer. C. H. Congdon, New York. The One Hundred and One Best Songs. Published by The Cable Co., Cable Bldg., Chicago. Songs and Games for Little Ones. Jenks. The Songs of Father Goose. Geo. M. Hill Co., Chicago and New York. Fifty Songs for Rote Singing. Davison and Surette. Art Song Cycles (Books I and II). PubUshed by Otto Miessner, Silver, Burdett & Co. Songs of Happiness. Words by Carolyn Bailey, music by Mary Behr- mann. Published by Milton Bradley Co. (Especially valuable, as talking machine records of these songs may be obtained.; READING. 29 READING. Aim. Intelligent interpretation of the printed page. Pleasure in reading. Knowledge of the technic of reading. Correct habits of study and recitation. Means. Experiences, social Ufe, familiarity with poems, pictures, songs, and nature,^ reproduction and dramatization to form a foundation upon which reading may be built. Study of phonics. Word study. Phrase recognition. Exercises to gain distinct enunciation. Exercises to gain good expression. Aids to Good Reading — Oral or Silent. Reproduction. Dramatization. Picture study preparatory to reading the text. Stories and poems read and told by the teacher. Supplementary reading by the pupil. Thought at first should be the essential requirement; technic, subordi- nate. It should be gained by conversation with the teacher, her questions, a rhjnne, or a story. As time advances, technic calls for greater considera- tion. Phonics. The study of phonics may begin with the first lessons in reading or after the first primer has been read. The second plan furnishes the child with a ftind of sight words upon which are based many other words of his reading vocabulary. A study of the consonants, then of the short and long vowels opens the work in phonics. Phonograms require early attention, for they are the keys to the analysis of the larger number of words the child is to meet in reading. There are many ways of teaching phonics. The Aldine Method is very well planned and clearly explained in the teacher's manual, "Learning to Read." The Gordon Method is excellent and accompanied by useful cards and charts. Another very attractive and complete method is the "See and Say Series." The latter carries the child through the first foiir grades with material that builds a firm foundation for the reading and spelling for these and the following grades. In teaching phonics the child must be taught the value and the purpose of the subject. This may be done by formal explanations, by ear training 30 THE BOSTON WAY. exercises, and by applying phonetic principles studied, in discovering words independently. Rhyming and matching sounds aid ear training. Vocal training follows ear training. The drills in phonics should consist almost invariably of individual recitations, as concert work covers many habits of careless pronunciation. Good articulation and independent power to call new words are the ends gained by a logical study of phonics. The following is a plan which may be followed after the consonants, short and long vowels and their equivalents, have been learned. Study simple words that are short vowels followed by one consonant. Examples: "on," "it," "at." Short vowels followed by and preceded by one con- sonant. Examples: "sad," "hat," "can." Short vowels followed by two and preceded by one consonant. Examples: "hand," "mill," "doll." Short vowels followed by a one consonant blend. Examples: "lash," "wish," "gasp." Short vowels preceded by a two or three consonant blend. Examples: "glad," "scrub," "thrill." Words having long vowels. Study the use of the final "e" (changing short to long vowels) "cap," "cape," "can," "cane." Equivalents of long vowels. Examples: "oa, " "ue," "ea." Digraphs. Examples: "oi," "oy." Suffixes "less," "es," "est" "ion," "ous," "ly," "ness." The following phonograms require constant drill. ou aUc eu ar shr ow th er aw scr oi wh IT augh spl oy •ch or ough au ew ur thr The consonants are first taught in a short interesting story. The pupils reproduce the simple story thus giving back the sound. A variety of drills and games aid in memorizing. Many of the devices for word drill may be well adapted to the phonic driUs and vice versa. Drills should be given daily. In case of letters having more than one sound (g hard and soft) teach first exclusively that which will occur most frequently in the child's reading. Phonic Devices. Print and write a sound-symbol on a four-inch square. On the back have the key to the sound. If the children have learned that "m" is the first sound of moon (as in the See and Say Series) have a picture of the moon on the back of the square. When a child finds it difficult to remember the sound, show him the picture of the moon. Arrange phonic cards (Gordon's) along the blackboard ledge. Have a child pick out "s" or "e" and hold the card as a reward. Have the printed capital and small letter on one side of a card and the script form on the other side, that the teacher may turn to either form when there is difficulty. Have each child whisper the sound in the teacher's ear as he reads it from a card, that the teacher may correct any errors of pronunciation. Hold the cards in plain sight, soimd-symbol facing the class. Take cards rapidly, one at a time from the pack, and hold for an instant at the right of the pack, that every pupil may prepare an answer; when the card is placed quickly on the front of the pack, aU sound together. One chosen child may answer or different children. READING. 31 All drills should be rapid and snappy, that the result may be automatic. Say to the group, "I am thinking of the first sound in moon. What is it?" Say to the group, "I am thinking of a sound at the beginning of one of today's new words. What do you think it is?" Let a child act as teacher, having individual children name the sounds as he holds the cards before them. Ask children to make from a giveji paragraph, -a. list of words which begin with the "new" sound, end with it, contain it. With alphabet tablets have children make lists of simple sounds and phonograms they know. Let children tell a number of words beginning with a given sound, write them on the board, and have each child pronounce the words. Ask the pupils to tell aU the sounds they have learned. The teacher writes them on the board. Put in lists in order of number of letters they require. Examples: "b," "g," "h," "cl," "fr," "sc," "str," "thr," "spl, " etc. This drill aids in ear training and eye training. Sound a hst of words having the children spell the first letter, (r oom) the first two letters, (sm all) the first three letters, (sor atch), etc. Have them spell the final letter (oa t); the last two letters (warm er); the last three (look ing). Draw outlines of houses on the board — one for each child in the group; put sound or "family" name on the door. Children write words belonging to that family, as "names of the children inside." Examples: "ar" family with "star," "scar," etc., for the children's names. From a row of phonic cards on the blackboard ledge child selects cards to place in front of families written on the board. From a pack of phonic cards let a child select sounds, which, when put together, will make a variety of words. Let pupils make as many familiar words as possible out of several sounds including phonograms, written on the board. Give each child a white card on which is printed or written the required number of sounds and phonograms. Let them take the cards home to mother to recite them to her. This is an opportunity for the children to get pleasant driU at home. Enlarge the hst as new sounds are learned. Methods op Teaching Reading. There are many excellent methods of teaching reading; each has its particular advantages. It is best to select that which each method offers to meet a particular difficulty or need. It is helpful to foUow somewhat the order of some popular primer because the primer guides the teacher in the selection of words. It also paves the way for the reading from books. Select new words as they appear in the primer you intend to use. As soon as seventy-five words have been mastered, begin to read from books. Be sure to have the unfamihar words studied long before you take up a reading lesson from the books. Also have a definite preparation to over- come the obstacles of the lesson, that the reading may be as unconscious as Aids to Good Reading. To help children keep their places in reading, have each child read one word, one line, or, until he comes to some mark of punctuation. Frequent 32 THE BOSTON WAY. drills of this sort bring the class to more careful attention to the reading matter. One child reads a paragraph and another asks him a question to get one idea or the central thought from the paragraph. Children illustrate a paragraph or a story by original or copied drawings. Write sentences contained ia day's lesson on slips of paper. Let different children read their slips and then exchange. Another time let a child keep as many as he earns by reading. Before oral reading have a silent study of the sentence or paragraph to be read, unless the lesson is for sight reading alone. In time the children can give the sentences from memory and gain expression. Ask for an account of the story at the end of the lesson. Bring out the more difficult words just learned and try to use them as well as to have the child use the words in his seat work. Read certain paragraphs that children may imitate you for expression. Observe rules of hygiene to keep pupils alert. Let a chQd who has been reading stop abruptly and call another. Have several children read the same paragraph to see who makes the fewest mistakes. Let all the boys read a sentence together — all the girls. Mount interesting cUppings, poems or stories on cards and let the pupils read these as an incentive. Occasionally allow the best readers to correct the poorer ones. Let the good readers give individual help to the poorer ones in the dressing room. The benefit is mutual. Have children copy a story they like from their readers. To have children read until they fail aids in careful reading. Those who persistently lose their places in reading benefit by cardboard slips which they place under each sentence as it is studied. On a card have a picture of a scene, an animal or other object. Write a simple interesting story below. The attractive picture with the accom- panying story gains attention from the pupils. Dramatic readers are very helpful. Frequent drills on selections chosen for oral expression are valuable. The quick child enjoys the greater freedom of silent reading while the slower child enjoys the privilege of such reading. The ethical gain in silent reading must not be overlooked, for order and quiet are fine habits to acquire WoHD Study. 1 . Easy recognition of words composed of simple phonetic elements . 2. Discovery of new words by applying phonetic principles. 3. Common though difficult sight words. 4. Regular drills on common difiicult words miscalled in reading. Words often miscalled: saw — ^was ever — never — «ven of — off, for — ^from ever — every — very that — ^what how — now this — ^that these — them you — ^your they — ^there who — ^whom they — ^then says — said then — ^when READING. 33 on — no then — ^them come — came heard — ^hard but — ^put to — at who — ^how run-;— ran so — as Devices fob. Word Study. Draw a ladder and on each rung write a word. Let children climb the ladder. Have two race with pointers to see who cUmbs to the top first. A failure means a fall and being out of the race. Draw kittens sitting on a fence with words written on the ba;feks of each. Pupils rub ofif the kittens as they read the word. Do the same with fishes in a stream. Tents may be drawn with the new or difficult words written on them. The children name the "Indians" (words) inside. Make a picture of a railroad track and as many little stations as there are words. Write the words on the stations and choose conductors to caU the stations. Draw a chestnut tree with chestnuts falling and on the ground, and have different children gather the nuts by erasing them. Each chestnut bears a word. Draw a burning building showing the ladders the firemen have placed to rescue the people — ^write words upon the ladders and have the children climb the ladders to rescue the people. The words may be written on the house instead. Place word cards in a circle on the floor, a word for each child; have the children march around the circle; at a given signal the children stand and read the words in front of them. Play going to a fair. The child must ride on the merry-go-round (words written in a circle), buy an ice cream cone, and he must have a pretty balloon to take home. These and any other objects added may bear words. Cut fruit from paper and after writing a word on each piece, select a child to sell them. For difiicult sight words the following is especially helpful. Give a red card to those children who have mastered a certain number of words. Give a white card when another set has been learned. To those who know the required number, give the final honor — a blue card. A list of words (perhaps twenty-five) is on the board. "A" closes his eyes while "B" points to a word. When "A" opens his eyes he asks, "Is it mamma?" The children of the group or "B" answer, "No, it is not mamma." Or, "Yes, it is mamma." When "A" guesses correctly he takes "B's" place. Have a set of pictures which have been used in teaching difficult or new words. Give out the pictures and ask the pupils to place them under the words they represent. On a good-sized card print all familiar words in squares. Place small squares containing one word, each on top of a similar word on the large square. Ask a group of children to read the first sentence or paragraph of the day's lesson and write the difficult words on paper. Write the words in : ists on the board and see how many the rest of the group know. 34 THE BOSTON WAY. Have the children read the words from the board as in a spelling match; he who fails -sits down or goes to the end of the line. On a strip of paper several yards long and a foot wide print words six inches apart. Pass the. strip behind a frame and ask pupUs to name the words as they come into view. Children make the words at their seats with the alphabet tablets and put them into sentences they originate. Give each child on a piece of paper a difficult word as his own. At times when these words become obstacles in the reading period, let "John" tell his own word, or "Ruth" hers. Let children take supplementary readers and make lists of familiar words they find. Use them in simple sentences. Be careful not to use childish devices for the children who, though know- ing very few words, yet are older in years and dislike to be treated as little children. The following may help such pupils; Keep a chart on which to paste "hard" words found at home, each word belonging to the pupil who brought and told it. Allow two children, one having a red crayon, the other blue, to study together the morning paper imderlining words they know or searching for a given word of current interest (Boston, navy, flag). Phrase Recognition. The drills on unfamiliar phrases should aim to gain qiiick association of form and soimd, and quick interpretation of meaning. The drills should be attractive, interesting, and have a definite purpose. The following phrases require constant drill. Use many of the devices of word drill. there are — ^is • of course there was — were once upon a time as long as as well as they are — ^were at last how many Picture Study. Aim: To aid the pupil in interpreting the text. To satisfy the child's natural interest ifi pictures. To stimulate the child that he may wish to read the text. To overcome ''losing the place" in a lesson because of attention being drawn from the text to the unstudied picture. To appeal to the imagination and aid in reproduction. The teacher at first must guide the pupil's interpretation of the picture from the recitation of isolated details to the intelligent correlation of the details of the picture with the central thought. Silent Reading. Silent reading should occupy at least one hour a week. There should be definite periods for it as well as brief moments of such reading during each lesson. Unless this period be for pleasure alone, the amount of reading should be no more than one paragraph at a time until sufficient practice has made it easy for the child to interpret a complete page. The teacher should aim to bring out the central idea of the subject matter by her guiding questions or suggestion. READING. 35 Write commands or requests on the board or give out cards bearing the same. The children read silently and obey. Oral Reading, Oral reading calls for an intelligent interpretation of the subject matter, clear enunciation and distinct articulation. Vital parts of the story should be read by the best readers in order that the interest may guide the children to appreciate the main thought of the lesson. Reprodtjction. A reproduction of the central thought in a lesson may be procured by informal conversation between the teacher and the class or by formal topics. There should be definite periods for this part of the reading, as it is one of the best aids to good reading. Dramatization. Dramatization is not mere play, but it is an important factor in the teaching of reading, because it is agreeable and healthful as an exercise of the mind and body. It is complete, realistic reading. It is natural to children, but requires thoughtful preparation. It calls for tactful help and suggestion from the teacher who must lose herself and become one of the players as she shares her enthusiasm in the dramatizing. Its advantages are : it enables the child to feel as well as to understand the words and ideas he gains in the reading; it prepares the child to read the text with expression. It shoidd not be carried on or presented as a finished product. Such would spoil the entire spirit of the helpful play, and would shut out the retiring child. Very simple type lesson. Children playing Peek-a-boo. One child hides behind desk. Others come and stand on tiptoe to look over the desk or peep aroimd the end of it and call "Peek-a-boo, I see you, " "Where are you, Fred? Oh I see you. Peek-a-boo. " Again they play as with a tiny brother or sister at home, covering their playmate's face with a large handkerchief, pulling it off suddenly and calling "Peek-a-boo." The other child replies "I see you." Peek through window or glass door if convenient. The reading lesson would then consist of the above calls and questions and might bring in the names of several of the children. SUPPLEMENTABT READING. The use of supplementary primers or readers aids silent reading greatly. A hbrary collection suitable for the class should be in every schoolroom to be used at regular periods or at odd moments when a child has finished his work before the others. Such reading does a great deal toward cultivating a love for books. Suggestions. Teachers should remember that some children learn to read just by reading; some learn after words have been told them repeatedly; and there are a rare few who actually never master reading. A teacher should never 36 THE BOSTON WAY. give up a child as being unable to read until she has used every device and method she knows with resulting failure. "Much easy reading makes read- ing easy." Those children who fail to become readers find great comfort and pleasure in looking at picture books with large print. Some such children are able to pick out a word here and a word there enough to make up a story for themselves. The teacher should do her part toward helping by providing an interesting collection of picture books. Especially Good Readers and Sets for Grades I, II, III. Progressive Road to Reading. Silver Burdett & Co. Story Hour Readers. Coe and Christie. Free and Treadwell. Row, Peterson and Co. Tommy Tinker's Book. Merry Animal Tales. Cherry Tree Children. Wide Awake. Buckwalter Third. Robert Louis Stevenson. Twilight Town. The Art Literature Series. To Read foe Pleasure. Tilgrim Stories. Pumphrey. Tables from Afar. Bryce. Tales of the Ancient Hebrews. Herbet. Jack the Giant Killer. Lang. The First Book of Stories. Coe. For the Children's Hour. Bailey. The Strange Adventures of BiUy Trill. Cheevin. English Fairy Tales. Jacobs. The Wide World. Lane. Heart of Oak Books (Book III). Chas. E. Norton. Flast o' the Sun and West o' the Moon. G. Thomsen. A History Reader for Elementary Schools. L. L. W. Wilson. Fables and Folk Stories. Horace Scudder. Chinese Fables and Folk Stories. Davis & Chow Leung. Oinderella. Lang. SPELLING. 37 SPELLING. It is best to follow in the main the authorized list provided for the regular . grades, making such additions as are demanded by the individual ela;ss. Names of tools and materials used are of special interest. In teaching very young children the object or action should be associated with every new word. The best results are obtained by having the children work at the black- board. For study and drill: Copy. Spell each word a given number of times. Write words in the air with finger. Trace words on the desk with finger. Erase from a hst one word at a time and speU the missing word. Erase aU the words of a list and rewrite the list as completely as possible. Guess a word from the studied list. "I am thinking of a word. Guess." "Isitf-o-u-r?" One of a class of objects. "Guess which tool I was using." ''Was. it the p-1-ar-n-e? " " I have a new hair ribbon. Guess the color."' "Is it b-l-u-e?" A word acted by some child. Others guess by speUing as above. Make words with letters. Use given words in sentences. First and last letters of words on the board. Children fill in missing^ letters, as B . . . . n, for Boston. Contest. Race with cut letters, — ^to complete a given list in the shortest time, — to make the most words in a given time. Two lists on the board, words the same, order not the same. Two children race with pointers to find words pronounced or speUed by the teacher. Lists on cardboard strips on the desks. Children race to cover with pegs the words given by the teacher. Fill blanks in sentences. Spelling match. 38 THE BOSTON WAY. LANGUAGE. Language is a deep-rooted desire of the human heart and is its greatest means of expression. In teaching little children, oral language is by far the most important form, and the small class offers a special opportunity in this work. With forty it is much less easy to encourage spontaneity and repress garrulous- ness than with half that number. Conversation with the teacher on sub- jects entertaining to the child, and as often as possible introduced by him, offers the best possible occasion for teaching oral language. Effort should be made to cultivate an agreeable quality of voice. The ordinary schoolroom routine such as politeness, given forms of questions and answers, and formulae used in lessons, gives opportunities for such teaching. Memorized selectiSns and stories read to the pupils help to increase the vocabulary and fix correct expressions. Stories used by teacher for repro- duction are more successful if they contain frequent repetition and a well- defined climax. Children do not object to crudity, but they demand interest. Correction of errors should be reduced to the minimum, especially with the very young or young-minded. Imitation is a helpful corrector of errors. It is best to have conversation so informal that its purpose as a language lesson is completely hidden from the pupil. Written language may be argued as unnecessary for the very immature child, but it is so much a part of the life with one's fellows and so greatly . adds to self-respect, that it should be encouraged. As a matter of safety, a child should early write his own name and address. In teaching composition the blackboard is of great assistance. A sen- tence well formed by the pupU orally, and then written in full view of the class is doubly fixed in the author's mind and makes some impression on the class. In beginning story-writing with immature pupils, remove all diflBculties possible by previous class work on sentence formation, and by having lists of words needed in full view. With many children spelling is the greatest stumbling-block in the way of written expression. Avoid terms with young children. It is easy enough to teach the few forms necessary if we do not require long names with them, e. g., the names of kinds of sentence. The teacher must keep before her the desire to teach clear, simple, orderly expression and let terms and grammatical forms wait till the later intelligence comes to the child's aid." Oral Langtjagb. I. Aims. A. Enlargement of thought. B. Ready and exact expression. C. Increase of vocabulary. language: 39 II. Means. A. Informal talks. B. Description of pictures and objects. Material should be: a. Simple. b. Interesting. c. WeU known to narrator. C. Narration of experience. D. Reproduction of stories. E. Free dramatization. F. Repetition of selections from memory. G. Games containing much vocal repetition. H. Polite expressions. WeITTEBF LANGtTAGE. I. Aims. A. Establishment of correct habits of thought and expression. B. Use in after life. C. Encouragement of self-respect. II. Means. A. Correlating with reading and spelling. B. Blackboard lessons following oral composition. C. Reproduction of stories. 1. Sentence formation. Kinds. 2. CapitaKzation and punctuation. 3. Correction of conamon errors. 4. Headings, margins, etc. D. Description of pictures and objects. E. Narration of experience. F. Letter writing. G. Class criticism. H. Copying. I. Dictation. III. Exercises, teaching devices, games. A. For comprehension. 1. Sentences containing blanks to be fiUed, given to class. List of missing words supplied until pupils can do without. Type: (falling, blue, two, dog, ring) Mary has a dress. A chicken has feet. A has four feet. Did the teacher the bell? The snow is fast. 2. Picture or subject given class. Words needed to write on given subject supplied by pupils and placed on blackboard. Require a given number used in composition. doU rides pink plays cheeks carnage brown mamma can loves walk sleeps 40 THE' BOSTON WAY. Type: My Baby, good brother pretty cries sister drinks little milk never blue rattle eyes (Must use 16 words) 3. Set of stiff cards folded in middle. Inside on left paste picture — on right, list of suggestive words. Use like suggestion above. 4. Dissected sentences (with or without pictures). Type: (two, see, basket, I, carrying, can, girls) I can see two girls carrying a basket. B. For correct expression. 1. Sentences containing blanks to be filled with forms often confused, e. g., is-are, they-there, good-weU, them-those, there-their, etc. Type: (is, are) The boys playing marbles. Mary and Rose not at school. Where my book? The buttercups in bloom. The bird in the nest. the children in the yard? 2. Set of cards containing expressions often contracted. Contractions to be made by pupil. Type: I can not. (I can't.) You are. I am. Etc. QUOTATIONS. "The world is happy. The world is wide; Kind hearts are beating On every side." "The grass withereth, the flower fadeth, but the word of oxir God shall stand forever." — The Bible. "Dear Lord! kind Lord! Gracious Lord! I pray Thou wilt look on aU I love, Tenderly today. LANGUAGE. 41 Weed their hearts from weariness; Scatter every care Down a wake of angel wings, Winnowing the air. "Bring unto the sorrowing All release from pain; Let the lips of laughter Overflow again; And with all the needy O divide, I pray, This vast treasure of content That is mine today!" — James Whitcomb Riley. "Sixty seconds make one minute, ' How much good can I do in it? Sixty minutes make one hour. All the good that's in my power. Twenty-four hours make one day, Time to work and time to play." — Selected. "It is a good thing to be rich and a good thing to be strong, but it is a better thing to be beloved of many friends." — Euripides. "Every day is a fresh beginning." "Order is Heaven's first law." "To be good is to be happy." "Honesty is the best policy." "All is not gold that glitters." Lost: One golden hour. "Do your best, your very best, And do it every day, Little boys and httle girls. That is the wisest way." "Hearts, like doors, will ope with ease To very, very little keys; And don't forget that two are these, — 'I thank you, sir,' and 'If you pie "Good to begin well; better to end weU." "You can do more by being good than ia any other way." 42 THE BOSTON WAY. "To do to others as I woiild That they should do to me, Will make me honest, kind and good, As children ought to be." "Liifitle drops of water. Little grains of sand Make the mighty ocean And the pleasant land." "Not how much but how well." "He prayeth best who loveth best All things both great and small; For the dear God who loveth us, He made andloveth all." "For he who is honest is noble, Whatever his fortunes or birth." "To think kindly is good, To speak kindly is better. To act kindly is best." "There is nothing so kingly as kindness, There is nothing so royal as truth." "True worth is in being, not seeming. In doing each day that goes by Some little good, not in dreaming Of great things to do by and by." "Early to bed, early to rise Makes a man healthy, wealthy and wise." "You never know, you cannot guess What liarm a little lie may do ; There's just one way that's safe and sure. And that is just be always true." "O for the second month of fall! Before the year grows sober. She decks herself in red and gold. And bronze and brown and orange bold. With blue and purple, fold on fold — The Glory Month— October!" "One today is worth two tomorrows." "If you have a task to do. Never leave it till it's through. Be the labor great or small. Do it well or not at all." LANGUAGE. 43 "Lo, the winter is past; the rain is over and gone. The flowers appear ■upon the earth; and the time of the singing of birds is come." "I pledge allegiance to my flag, and to the republic for which it stands; ■one nation indivisible, with liberty and justice for all." "I give my head, my heart and my hand to God and my country, — one ■country, one language, one flag!" "Hats off! Along the street there comes A blare of bugles, a ruiHe of drums. And loyal hearts are beating high; Hats off! The flag is passing by!" "Little flowers covered deep, Nod your heads and go to sleep. But in the spring, unclose your eyes And give us all a glad surprise." "November woods are bare and still; • November days are clear and bright; Each noon burns up the morning's chill; ^ The morning's snow is gone by night." — Helen Hunt Jackson. "Let all our praises ring. Thank God for everything! That truly is the way To keep Thanksgiving Day." " March nodded to winter, good-bye, good-bye, Off to your home in the South you must fly; For have you forgotten that under the snow, The wee seeds are waiting, yes, waiting to grow?" "Let us help one another, The snowflakes said, As they cuddled down In their fleecy bed. One of us here Would not be felt, One of us here Would quickly melt. But I'U help you And you'll help me. And then what a splendid Drift we'll be." ' — Selected. M THE BOSTON WAY. "Whichever way the wind doth blow Some heart is glad to have it so ; Then blow it east, or blow it west, The wind that blows, that wind is best." "Awake," said the sunshine, "'tis time to get up; Awake, pretty daisy and sweet buttercup. Why, you've been sleeping the whole winter long; Hark! Hark! Don't you hear? 'Tis the bluebird's first song." "All things bright and beautiful. All creatures great and small, All things wise and wonderful, — The Lord God made them aU." "Kind hearts are the gardens. Kind thoughts are the roots. Kind words are the flowers, Kind deeds are the fruits." "How many deeds of kindness A little child may do Although it has so httle strength, And Uttle wisdom, too! It wants a loving spirit, Much more than strength, to prove How many things a child may do For others, by its love!" "Beautiful hands are those that do Things that are noble, and good, and true." "AU that's good and great is done Just by patient trying." "Smile! and when you smile another smiles, and soon there's miles and miles of smOes, and life's worth while because you smilel" "'Tis a lesson aU should heed, Try, try again. If at first you don't succeed, Try, try again." "Kind words are Uttle sunbeams That sparkle as they faU, And loving smiles are sunbeams, A Ught of joy to all." "He who thanks but with the lips Thanks but in part. The fiill, the true thanksgiving Comes from the heart." LANGUAGE. 45. "Here's a motto just your fit — Laugh a little bit. If you find you're trouble hit, Laugh a Httle bit!" Just fob Today. "Lord, for tomorrow and its needs I do not pray. Keep me, my God, from stain of sin — Just for today. Let me both diligently work And duly pray. Let me be kind in word and deed — Just for today. Let me no wrong or idle word Unthinking say. Put thou a seal upon my Ups, Just for today. So, for tomorrow and its needs I do not pray; But keep me, guide me, love me. Lord — Just for today." "Father, we thank Thee for parents and friends And all thy good gifts thy loving heart sends; Gratefully, tenderly, gladly we say. Father, we thank Thee today.'' "The world is so full of a number of things, I'm sure we should all be as happy as kings." "Little gifts are precious. If a loving heart Helps the busy fingers As they do their part.'' "What can I give Him, Poor as I am? If I were a shepherd I would bring a lamb, If I were a wise man I would do my part, — Yet what I can I give Him, Give my heart." — Christina G. Rossetti. "Peace on earth! Good will to men!" "The clock's quiet voice says, 'Tick, tick, tick, Do what you're told and be quick, quick, quick!' " 46 THE BOSTON WAY. ■"Lock this up within your heaxt, Neither lose nor lend it; Two it takes to make a quarrel, One can always end it." "Here's a hand to the boy who has courage To do what he knows to be right; When he falls in the way of temptation, He has a hard battle to fight. Who strives against self and his comrades Will find a most powerful foe; All honor to him if he conquers, A cheer for the boy who says, 'No!' " — Phoehe Cary, "To be as great as Washington I could not if I would. So I have just made up my mind To try to be as good," "Be to others kind and true As you'd have them be to you." "Anything worth doing at aU is worth doing well." "'Tis easy enough to be pleasant When life flows on like a song, But the man worth while is the man who will smile When everythiog goes dead wrong." "A stitch in time saves nine." "Hundreds of stars in the deep, blue sky, Hundreds of shells on the shore together, Hvmdreds of birds that go singing by. Hundreds of bees in the sunny weather. Hundreds of dewdrops to greet the dawn, Hundreds of lambs in the purple clover, Hundreds of butterflies on the lawn — But only one mother, the wide world over." COLLECTIONS OF STORIES FOR CHILDREN. Title. Author. Anderson's Fairy Tales Edited by Jane H. Stiokney Andrew Lang's Fairy Books Arabella and Araminta Gertrude Smith Black Beauty Sewell Book of Famous Horses Asa Don Dickinson Children's Book of Christmas Stories , , , , ■.,„,. and Ada M. Skinner LANGUAGE. 47 Title. Author. Fairy Stories and Fables James Baldwin Fifty Famous Stories Retold James Baldwin Folklore Stories and Proverbs Sarah E. Wiltse Grannie's Wonderful Chair Frances Brown Grimm's Fairy Tales Edited by Sarah E. Wiltse Heidi Johanna Spyri Little Lord Fauntleroy Burnett Merry Animal Tales Madge A. Bigham Moni, the Goat Boy Johanna Spyri More Mother Stories Laura Richards Mother Stories Laura Richards Old Mother West Wind Thornton W. Burgess Pilgrim Stories Margaret B.Pimiphiey Pinocchio Every Man's Library Roggie and Reggie Gertrude Smith Stories Children Love Charles Welsh Stories of Great Americans for Little Americans . . . .Edward Egleston Tales of Mother Goose Village Madge A. Bigham The Counterpane Fairy Katherine Pyle The First Jimgle Book Rudyard Kipling Uncle Remus Joel Chandler Harris When Roggie and Reggie Were Five Gertrude Smith Wizard of Oz Wind and the Willows, The POEMS. Title. Author. America Samuel Smith Bed in Summer Robert L. Stevenson Come Little Leaves George Cooper Daffodils, The William Wordsworth Gingham Dog and the Calico Cat, The Eugene Field Good Night and Good Morning Lord Houghton How the Leaves Came Down Susan CooUdge I Knew Him for a Gentleman I Love Little Pussy Jane Taylor It Isn't Raining Rain Today Lamphghter, The Robert L. Stevenson Land of Coimterpane, The Robert L. Stevenson Land of Story Books, The Robert L. Stevenson Little Boy Blue Eugene Field Lost DoU, The Charles Kingsley My Shadow Robert L. Stevenson November Alice Gary October O Little Town of Bethlehem Phillips Brooks One, Two, Three H. C. Bunner ^ Our Flag (There are many flags) 48 , THE BOSTON WAY. TMe. Author. Owl and the Pussy Cat, The Edward Lear Sandpiper, The Celia Thaxter September Helen Hunt Jackson Sweet and Low Tennyson Swing, The Robert L. Stevenson Thanksgiving Day Lydia Maria Child Three Bells, The John G. Whittier Village Blacksmith, The Heniy W. Longfellow Visit from St. Nicholas, A Clement C. Moore We Biuld a Ship Upon the Stairs Robert L. Stevenson Where Go the Boats? Robert L. Stevenson Why Do Bells of Christmas Ring? Eugene Field Wind, The Christina Rossetti Wynken, Blynken, and Nod Eugene Field Year's at the Spring, The Robert Browning BHiiography. Three Years with the Poets Bertha Hazard Robert Louis Stevenson Reader Boyce & Spaulding Heart of Oak Books Charles Eliot Norton PENMANSHIP. 49 PEIifMANSHIP. Legibility chief object. Sandpaper letters or patterns may be first used to gain idea of form by feeling. Tracing to fix ideas of form and size. * Following the outlines of letters with meat skewer or pencil. Where children have difiBculty in learning to write it seems advisable to use any method to get results. The rhythm of the Palmer method helps some children to gain facility and arouses interest. Others respond better to the vertical. Good healthful positions should be cultivated, but insistence upon certain positions of pen, pencil and paper must be varied somewhat or even omitted, according to the individual child. Uniformity of movement depends upon the class of children. Many classes cannot work well in concert. When possible, teach to criticise own work. Take and preserve samples of the penmanship of each child every few months that improvement may be noted by child and parent as well as teacher. 50 THE BOSTON WAY. ARITHMETIC. I. Low Grotjp. A. Recognition numbers 1 to 20. 1. Materials: large objects better than small, — spUnts, skewers, toothpicks, button-molds, colored circles, squares and oblongs.' , 2. Teach visualizing each number to 10 as a separate unit, numbers 10 to 20 as made up of 1 ten and a niunber of units. See Gray's "Number by- Development.'' 3. Counting. Steps (one to the left, two to the right, or three forward, etc.), stringing beads, ticking of clock, striking piano keys, metronome, marching, bouncing balls, bean bags, step tag. Make chairs, tables, etc., of a given number of Splints or with lines on the board. Count by 1 and 2 forward and backward. B. Number relations; work wholly objective. Allow children to dis- cover for themselves. 1. Four operations: Addition; sum less than 10, sum 10, sum more than 10. Subtraction; minuend less than 10, 10, more than 10. Multipli- cation. Division exact; with remainder. For drill have large cards with question regarding some number fact on one side and answer' on the reverse side. A child gives the answer and child holding the card verifies or cor- rects it. 2. Niunber language; larger, smaller, shorter, longer, more, less. C. Written expression; of niunbers by figures, of facts discovered by figures and signs. D. Application. 1. Working with coins; cent, nickel, dime. Working with calendar: week and year. 2. Knowledge of one-haK with objects: one-half of one paper, half -full tumblers, boxes, etc. 3. Model store: toy money; given exact price to find article; given money to buy article and bring back change; given money to choose article and tell results. 4. Dominoes: for recognition of numbers and drill on number facts. < n. Middle Gboup. A. Recognition of numbers 20 to 100 objectively, with bundles of tens. 1. Teach tens. 2. Teach tens and units. 3. Coimting by 2-6-10-100 forward and backward, 2-4r-6-8, etc., 1-3-5-7, etc., 5-10-15, etc., 6-11-16, etc., 10-20-30, etc., 12-22-32, etc. 4. Odd and even street numbers. B. Writing numbers 20 to 1000. Teach arrangement in hundreds', tens', and units' columns. ARITHMETIC. 51 C. Operations with numbers. 1. Oral and written work to fix facts. Addition in series: 3+4=7 13+4 = 17 to 93+4 = 97 5+5 = 10 15+5=20 to 95+5 = 100 8+7 = 15 18+7=25 to 98+7 = 105 Subtraction corresponding to above. DriU: Use model store or having none, make lists bf goods with prices on boards or charts. Buying, seRuig, making change, playing conductor, etc. Six-cent fares, eight-cent checks. Tables 2-5-10-3-4-11-6-8-12-9-7. DriU: Associate tables with concrete objects. Table 2, ears, wings; Table 3, feet one yard; Table 4, legs of chair; Table 5, nickels; Table 6, legs of fly; Table 7, days in week;Table 8, pints in gallon; Table 9, base-ball nine; Table 10, dimes; Table 11, football eleven; Table 12, dozen. Ring toss, keeping score, points counting 2-3, etc. Speed test, time limit. Tables in and out of order. Clock face — starting inside the circle, starting outside the circle. Writing tables. Children write a corresponding table with numbers, reversed. Dominoes, one box for each child. Niunber of dots on one half multiplied by number of dots on the other. Division, exact — with remainder. 2. Written work to test knowledge of facts. Addition, columnal — 3 to 6 figures, increasing to 3 digits. Subtraction — ^Austrian, including borrowing if learning for the first time. MultipUcation — multiplier not over 2 figures; multiplicand not over 3 figures. Division — short division, exact and with remainder. D. Application — omental — ^linear measure in feet and yards. Note. Estimate and compare vertical and horizontal distances, doors, windows, etc. Liquid measiu:es, pints, quarts and gallons. Dry measures, quarts, pecka and bushels. Time, telling of time, month, day and hour. Money, doUar, half-dollar and quarter. Knowledge of i and i with objects. Apply in cost of pint, | yard, J gallon, i hour, i hour, i year, i week, J working week, haM-price sales of goods in store. III. High Group. A. Writing and reading niunbers — 1000, etc., U. S. money and Roman numerals. B. Operations. Addition, increasing number and size of addends. Subtraction, increasing number of figures in subtrahend and minuend. MultipUcation, increasing number of figures in multiplicand and multi- plier. Long division. When trial division gives correct quotient figure, when trial figure gives quotient figure too large. 52 THE BOSTON WAY. C. Practical application. AH problems to be related to child's present or fujure needs. Finding cost of various articles used in manual arts: lumber, yam, doth and reed. Finding cost of articles made. Teach i, J and i profit. Finding proper selling price for articles made, based on cost of labor and material. Number of articles that can be made from a certain amount of material. Given receipts (domestic science) to find total cost. Cost of equipping work-bench — wood working room. Cost of equipping garden, tools, soil, etc. Profit and loss in garden vegetables. Money earned in different trades, work per hour, by day and week, slack periods. Model store — using real money, sales slips, carbon copies, charge slips, making out bills. Sale day — ^valuation of stock, reducing prices J or |, noting market prices. Estimate proportion of salaries, of rent, etc. Cost of feeding families of different sizes. From hectograph copies of cows, pigs, lambs, etc., showing cuttings and prices, various problems may be worked out. BlBLIOGHAPHT. Number by Development. Gray. First Journeys in Numberland. Waldo. EMucative Seat Work. Worst and Keith. Maxson's Number Cards. HISTORY. 53 HISTORY. Talk about current events — ^history in the making. Dramatize stories for each of the following days or months: October ? Columbus November Pilgrims December Christmas January Eskimos February Washington and Lincoln March .'Evacuation April Patriots' Day May Memorial Day June Bunker Hill Make booklets with decorated covers illustrating stories. Write short compositions. Collect pictures. Have in the schoolroom a collection of History stories to which the children may have free access. Suggested books: A History Reader For Elementary Schools. Wilson. Pilgrim Stories. Pumphrey. Stories of Early American History. Gordy. 54 THE BOSTON WAY. GEOGRAPHY. Outdoor lessons on soils, erosion, simple land forms and water forms. Near-by geography, streets, railroads, important buildings, natiiral features of special interest. For location in the city, address envelopes to pubUc buildings, wharves, railroad stations, etc. Children tell how to get to these places. Stories of different countries. Dramatize. Use plasticene or papier mach€ for modeling animals, objects or people. Postage stamps of dif- ferent countries. Use plasticene or papier machS for modeling type forms and for making relief maps. See imder Modeling. Sand table. Product lessons. Product maps. Drawing. C!ollection of pictures. Geography quiz. One child stands before the class and invites the others to ask him questions. When he fails to answer, the questioner takes his place provided he can answer his own question. Cards with well-known geographical names. Give one to each pupil competing. K he can teU of what his card contains the name ("Paris is a city," "Merrimac is a river") he retains the card and receives another. If he cannot teU, he is told and must recite from the same card the next time aroimd. The pupil keeping the most cards wins. Geography tipover. Alphabet cards plain on one side. Each pupil in tiim draws a card \sithout seeing the letter, tells of what it is the name (river, city, street, state), then turns the letter up in full view of all. The pupil who can first name street, state or whatever was asked, beginning with that letter, wins the card. HYGIENE AND HUMAN BODY LESSONS. 55 HYGIENE AND HUMAN BODY LESSONS. "Plenty of sunlighi every day, Plenty of exercise in play, Plenty of air that's fresh and sweet. Plenty of wholesome food to eat, Plenty of water e,nd plenty of sleep, Healthy and strong my body wiU keep." Write the above (or something better) on the board. Underline impor- tant words with colored crayon. Pupils read, talk of the meaning, and memorize. Give simple and practical talks on: Breathing and ventilation. Clothing and bathing. Sleep and exercise. Food and drink. Smoking and other hurtful habits. Care of ears, eyes, skin, hair, teeth and nails. Treatment of simple cuts, bruises and burns. Removal of sliver. Removal of a particle from the eye. Stress the importance of use of milk, buttermilk, bonnyclabber, malted milk, cocoa and fruit juices in place of even mUd stimulants. Stress the importance of nasal breathing. The effort to hold a slip of thin paper between the lips for a few moments will help some mouth breathers. Stress the importance of the following habits as having a direct bearing on health: Wash hands before meals. Clean teeth before going to bed. Put handkerchief before face when sneezing or coughing. Keep hands away from nose, mouth and eyes. Change wet shoes and stockings. Chew food slowly and thoroughly. Wash raw fruit before eating. Do not exchange partly eaten food. Do not drink from a common cup. Go to bed early. Sit, stand, and walk correctly. Read with the light at the side or back. Read only with a good light. Human Body. Talk of man and how he differs from other animals: Physically; in upright position and development of the hand (use of thumb). 56 THE BOSTON WAY. Mentally; in development of the reasoning powers and use of articulate speech. Parts of body: Head, trunk and Umbs. Parts of head: Crown, forehead, nose, chin, two ears, two temples, two eyes, and two cheeks. Parts of trunk: Two shoulders, two sides, two hips, back, chest, and abdomen. Parts of upper limbs: Arm, forearm, wrist, hand (back, palm, fingers). Parts of lower limbs: Thigh, leg, foot (instep, sole, heel, toe, ball). Teach eyebrows, eyelashes, "bridge" of nose, number and kinds of teeth. Teach use and care of bones. Speak of deformation caused by bad postures. Teach use and care of muscles. Teach position and importance of the heart, hver, lungs, stomach, intestines — all as parts of the "House Beautiful" with its "windows," "telephones," "kitchen," "chimney," "laundry," "engine," "pipes," and "drains." ELEMENTARY LETTERING COWRICMT ISli BV E IDE.LLA 5ELDIS MARGARE.T D. STONE Q G vy U D D ROM \/ Z ^ • • • • • • •• ••• • • ••• ••• ••• ' ijl jlj ^-=-_« III * * 'f III u = «► °=^ VERTICftL UNITS. Ill HORIZONTAL UniTS. V • • T m « ijl • • 1 ir 1 • • T • III 1 rti • VERTlCftL BOI^OERS. HORUONTIW. QoaoErvs. •!• I •l* *■• 7. •:•! , O . CO ) . O . ( , o . o , o . o 5 . C) . ( 1 1 t -.^ --i^ -^r- ^ ^T^ -s^ ^1 ^7^ ^^ ^v^ ^^V' '^;>"S SURfACE PATTERW5. /•\ -i|r /-'x 'I' ROSETTES. PLATE U. DRAWING. 59 DRAWING. Repkesentation. Aim. — To develop power of telling true stories by means of pictures. To increase the child's faciUty of expression in terms of lines and colors. Means. — Making pictures in color to illustrate experiences and interests of the children. Suggestions. — Letter name of picture and name of child on back of each paper. Draw free hand frame Une allowing margin on each paper. Lessons. Draw people. — Plate IV. Study shape of head, position of eyes, nose, mouth, ears, hair, etc. Draw men, women, girls, boys and babies. Com- pare heights and kinds of dress, color of clothes, hats, etc. Draw people dressed for work or play or special seasons or occasions. Draw a policeman, fireman, conductor, postman, soldier, sailor, chef, barber, farmer, nurse, housekeeper and make the picture tell who it is. Draw people dressed for football, baseball, running a race, excursion, school, home, party, church. Draw groups of people showing occupations. Draw tools appropriate to work and play; tools for digging, pounding, cutting, lifting, cleaning, striking ball. Draw vehicles appropriate to work and pleasure; sUding, carrying, rolling, floating, flying. Draw buildings appropriate to different uses; home, school, trade, trans- portation, government, etc. Draw animals, birds, trees, bushes, plants, etc. Suggest improvements in line, shape and color of objects involved in pictures, emphasizing simple facts which the children can know by observa- tion and common sense. Let aU object and nature drawing be a means to an end, namely the making of illustrations in color which express the interests and experiences of the children. Design. Aim. — To train the sense of order as a basis for the enjoyment of beauty. To improve the child's sense of order and neatness in all activities, espe- cially in things made with the hands. Means. — Making orderly arrangements of dots, lines and spots of color to form balanced units. Repeating units to make borders and surface patterns. Applying units, borders and surface patterns to things requiring decora- tion. Suggestions. — Letter name and allow margin on every paper. Much of the work should be done at the blackboard or on large sheets of paper pinned to the waU. Use one color and black for abstract designs. Work from the center out. i 60 THE BOSTON WAY. BAlAIiCEO, STORf TELUMQ UrtTO 5UCCE5T\n& HOLIDAY CARPS , HERDinCS FOR PftFER5,B0OR COVERS break." "See if you can break this piece of iron. " " It doesn't break. " "Here is a thick piece of wood. Can you break this?" (Child after effort does so.) "Try this piece of glass." (Child breaks it.) "If you had to break many pieces of this wood and many pieces of this chalk, which would you rather do?" "Break the chalk." "Why? " "Bebause it breaks easier. " "When anything breaks easily like the chalk and glass we say it is brittle.'.' "Tell me something at home that you have to handle very carefully so they win not break. " " Dishes. " "What may we say about china dishes?" "They are brittle. " " Tell me all the things you can think of that are brittle. " "China, glass, chalk, some candy, break easily and are called brittle." Common Objects.' Parts and uses and how made: beU, cap, pin, needle, chair, fork. Sim, moon, stars. Direction: over, under, between. Means of telling time. Parts, uses, growth of: apple, orange, tree, flower. Vegetables, fruits. Forms of water. Uses of water. Parts of a house. Kinds of building^ ' Locomotion: natural, man, beasts, birds, fish. Transportation: auto, carriage, donkey, horse, camel, elephant, boat, train, freight and passenger. On trail, path, street, sidewalk. Communication: U. S. mail, newspaper, book, telephone, telegraph, wireless. Occupations in general: plumbing, fireman, policeman, mines and mining, bricklaying, laundering, farmers and farming, tools, etc. Races of men. Musical instruments. Fabrics: cotton, flax, wool, sUk, linen. Foods: wheat, nuts, spices, sugar, meat, salt. Coal, iron, steel, paper. Coins, postage stamps. Relationships. Animal Lessons. Cat. Tiger. Leopard. Lion. Dog. Fox. Cow. Sheep. Horse. Zebra. Donkey. Pig. Elephant. Camel. Giraffe. Hippopotamus. Kangaroo. Squirrel. Mouse. Monkey. Ostrich. Alligator. Turtle. Hens. Ducks. Geese. Frogs. Toads. Bees. OBJECT AND INFORMATION LESSONS. 65 Common Birds. Wading Birds. Whale. Seal. Walrus. Winter homes of birds and insects. Canned and dried fish. Cod. Salmon. Herring. Sardines. ■Pack animals. Coverings of animals. Noises of animals. Sponge. Coral. Nests. Eggs. 66 THE BOSTON WAY. DOMESTIC SCIENCE. For Single Classes. Care of corridor and schoolroom. Use of door mat. Care of blackboards. Care of erasers. Clean by beating two together. Care of broom, brush and dustpan. Hang up when not in use. Care of material. Neat and orderly storing. A place for everything and everything in its place. Best methods of taking what is needed, deftly and without waste, and of putting away the remainder. Definite and orderly arrangement of material kept in pupils' desks. Care of cabinets and closets. Care of flowers. Pick with long stems. Choose vases of suitable color and shape. Arrange in loose and artistic bouquets. Keep only as long as the appearance is fresh and attractive. Care of plants and window boxes. Care of pictures. Hang sufficiently low. Balanced arrangement on screens or walls with ample margins and spacing. Avoid crowded appear- ance. Put away illustrations for special lessons or days when the occasion is past. Care of clothing. Cleanliness. Mending. Proper hanging of wraps. Neat adjustment of belts, stockings, ties. When to wear kimono, school dress, party dress, thick clothing, thin clothing, sweater, rubbers, raincoat. Use of napkin, kitchen apron, carpenter's apron, overalls. A good-sized mirror is a valuable addition to the schoolroom equipment. For Older Giris' Center. I. Cookery. A. Methods: 1. Demonstration and group work. Children gather about the table. Discuss in their own way the food material to be prepared, bringing in their own experience and what they have seen their mothers do. Each in turn has a part in the preparation of the food while the others watch closely. The onlookers gain much, especially in the measuring, as they are more keen to note the mistakes of others than their own. There must be con- stant and long-continued work for accurate measurements. Spare mo- ments are used for drill in this. This method is used very largely with the lowest class, to quite an extent with the middle class, and in the beginning with the highest class until they become familiar with the uses of the differ- ent utensils and materials and gain accuracy in measurements. With each higher class there is more general knowledge of food material, more accuracy and interest. In all the work there must be constant repetition. 2. Individual Work. Advance slowly from group work to the simplest individual work. Each girl under close supervision performs all the steps in preparing some dish. Later more responsibility is added. In the high- DOMESTIC SCIENCE. 67 est class work is somewhat from recipes. Two girls may work together and carry a recipe through with only a few suggestions. Recipes are given them for home use. Simple meals are prepared. Anything which may be done on a large scale, as preserving, is successfully accomplished. Food may be prepared in large quantities to be served at afternoon teas or for food sales. Type Lesson: (Lowest Class.) Baked Apples. Each child washes her own apple, removes the core, measures the sugar, places it in the center, adds the amount of water necessary and has the care of the baking. B. Foods Prepared: 1. Group Work, (lowest class) Breakfast Cocoa Cream of Wheat Stewed Prunes Boiled Rice Milk Toast Boiled Macaroni Bread Pudding Egg Nog Soft Cooked Eggs Hard Cooked Eggs Scrambled Eggs Lemon Jelly Broiled Meat Cakes Peanut Barley Candy (Additional in Middle Class) Mashed Potatoes Corn Starch Blancmange Creamed Soups Stews (Beef, Lamb) Creamed Codfish Bread Cake Preserving Molasses Candy Chocolate Fudge Brown Sugar Candy (Additional in Highest Class) Tapioca Cream Baked Macaroni with Cheese Baked Rice Pudding Baking Powder Biscuits Muffins Ginger Bread Cookies 2. Individual (lowest class) Baked Apples Baked Potatoes Plain Toast Baked Crackers Making of Sandwiches (Additional in Middle Class) Stewed Prunes Stewed Apricots Apple Sauce Steamed Rhubarb Sauce Riced Potatoes Boiled Onions Boiled Carrots Cream of Wheat Boiled Rice Boiled Macaroni ' Egg Nog Soft Cooked Eggs Hard Cooked Eggs Pan Broiled Chops Meat Cakes Lemon Jelly Orange Jelly (Additional in Highest Class) Cranberry Sauce Mashed Potatoes Boiled Turnips Boiled Parsnips Bread Pudding Corn Starch Blancmange Rolled Oats Gelatin Dishes II. Hoiisekeeping. A. Methods: 1. In the lowest and middle classes housekeeping is not carried on at the same time with cooking, but is made a definite and separate part of the 68 THE BOSTON WAY. lesson at the beginning or end. Work is done by the children in turn under very close supervision. Example: Each pupil dusts a part of the room. The pupils vie with each other to see who can collect the most dust on her cloth. One girl washes the dusters. Later they are assigned to work in groups of two. 2. In the highest class two pupils may be assigned as housekeepers while the remainder of the class cook. B. Tasks: Dusting; washing cloths; sorting dishes; washing, scouring, rinsing, wiping, and putting away dishes; putting cabinets and drawers in order; polishing faucets and stoves; sweeping. Note. — Great care and constant correction are needed to overcome untidy habits if such have been formed. GARDENS AND FARM WORK. 69 GARDENS AND FARM WORK. Aim. Appreciation of plant life and animal life, better understanding of the laws of nature, increase of physical vigor, self-respect and productive abiUty. Suggestions. To have successful gardens near school building the co-operation of the neighborhood and home is essential. To do school garden work on a farm the interest and co-operation of a farmer is necessary. Correlation of school garden work with all other school work is of great importance. Consult seed catalogue for details of planting seeds of any kind. For special instructions about any particular crop write to State Agricultural College or Experiment Station. Note. A group of fifteen special class boys from Boston has been suc- cessfully at work for two seasons, the first season planting two thirds of an acre, the second two acres. They have also cared for chickens, pigs, cows and horses. School Gardens of three types: 1. Window boxes. Equipment. — Sunny window, box with holes in bottom, rich soil, trowel, watering pot. Plants. — Geraniums, wandering Jew, seedlings in spring (tomatoes, lettuce, asters). 2. Small area near school building. Equipment for class of 15. Six each of spading forks, spades, rakes, hoes and 9 weeders. Commercial "Garden" Fertilizer (100 lbs. to 2500 sq. ft.). Vegetables (best adapted) — Bean, radish, parsnip, carrot, turnip, lettuce, tomato. Raise seedlings of tomatoes and lettuce for home gardens. 3. Large area on a farm. (An acre or more.) Equipment for 15 boys. Fifteeen hoes, 6 rakes, 6 spading forks, 6 spades, use of horse and horse cultivator. Vegetables especially adapted to New England. Potatoes, corn (Indian), beans and other vegetables Hsted under (2). Raising an acre of potatoes, corn, or beans. Hire land plowed and harrowed. Mark with horse marker rows 3 feet apart. Spread commercial fertilizer 1 ton to acre. When crop appears cultivate with horse cultivator. Weed and hoe. Spray with insecticide. 70 THE BOSTON WAY. GDIDE TABLE FOR PLANTING. Seed Soil Time Manner Transplant Bean Light May 15-July 1 In drills 2' apart, 2" deep. Parsnip Heavy Apr, 20-May 10 In drills 18" apart, 1" deep. Carrot " Apr. 2(Krune 15 " Turnip " Apr. 20-Aug. 10 " RaP(i; PhPhPhOhQQ Se^^^a- tiP^P^PJOQ StH>E OS V A I ill p o 3 o o ^ S & & S Sanaa ■ ^ ea ta c8 ea wawww tSWmW PIhP^P^Ph I ill Homo I 1 I4I4b Seh'^S^; SH>Pfc; s&J^Fii; StH-^g Sb^S Se^&^H Sh>S 5 s 124 THE BOSTON WAY. J 1 §■ d a J o o i s s s 'Ss g s J s s 1 ll 1 a s 1 1^ 1 1 § 1 g 1 i 1 i 1 I 1 1 .a s i 1 1 s s 1 i Q f 1 1 i f ■5 i ll 1 1 1 1 ^ f 1 • ^ o ■H a d 1 Es g 1 1 1 ■1 1 1 1 1 o 1 & » iS a o (A >, ^ h J d .1 O 1 i 1 CO «8 CO i j 1 s 1 3 1 J 1 1 j is f •e ■5 o a 1 ^ g s g s 1 § 1 m i 1 1 1 1 1 i j 1 1 1 13 1 1 1 1 1 i 1 1 1 1 eS ^ o 1 1 1 =d BQ es ••3 6- •a .2 1 1 1 .±4 s J T3 -§ S £ ■g a Ul p g 1 m ■S 1 g s ^ i 1 1 ^ S ^ 1 i 1 1 1 1 1 .a 1 ■s -& 2 03 1 si 1 1 1 o UkU3U310OOOOOO>AO o O U3 U3 O SM'*««oc»eoiooM-a S S 5 S ca o 9 a> en 2 O o o ' ' e<» M C4 ec BIBLIOGRAPHY. 125 BIBLIOGRAPHY. Publications that have helped the Special Class Teachers of Boston: Mental Deficiency. Barr, Martin W. Mental Defectives: their History, Treatment and Training. P. Blakiston's Son & Co. Goddard, Henry H. Feeblemindedness, its Causes and Consequences. Macmillan Co., 1914. Hill, Helen F. The Problem of the Feebleminded. Report contained in Chap. V. of First Annual Report of State Board of Charities and Correction of S. CaroUna, 1915. Ireland, W. W. Mental Affections of Children. J. & A. Churchill, London, 1900. Lapage, C. P. Feeblemindedness in Children of School Age. University Press, Manchester, Eng., 1911. Seguin, Edward. Idiocy : and its Treatment by the Physiological Method. Brandow Pub. Co., Albany, N. Y., 1907. Shuttleworth, G. E. Mentally Deficient Children. H. K. Lewis, London, 1900. Tredgold, A. F. Mental Deficiency. Wm. Wood & Co., N. Y., 1908. Testing. BinSt, A., and Th. Simon. The Development of Intelligence in Children. Translated by Eliz. S. Kite. Training School, Vineland, N. J., 1916. Goddard, Henry H. Binfet-Simon Measuring Scale of IntelKgenoe. Re- print from T. S. Bulletin, January, 1910. Goddard, Henry H. Standard Method of Giving Binfit Tests. Reprint from T. S. Bulletin, April, 1913. Healey, Wm., and G. Fernald. Tests for Practical Mental Classification. Psy. Monographs, Vol. 13, No. 2, March, 1911. Terman, Lewis M. The Measurement of InteUigence. Houghton, Mifflin Co., Boston, 1916. Terman and KnolUn. The Detection of Borderline Deficiency by the Binfit-Simon Method. Journal of Psycho-Asthenios, June, 1916. Yerkes and Bridges. A Point Scale for Measuring Mental AbiMty. War- wick & York, Baltimore, 1915. Physiology and Hygiene. Christfried, Jakob. Atlas of the Nervous System. Saunders & Co., Phil., 1901. Cornell, Walter S. Health and Medical Inspection of School Children. F. A. Davis Co., Phil., 1912. Halliburton, W. D. Handbook of Physiology. P. Blakiston's Son & Co., Phil. Holmes, Arthur. The Conservation of the Child. J. B. Lippincott Co., Phil., 1912. 126 THE BOSTON WAY. March, N. W. Towards Racial Health. Geo. Routledge & Sons, London, 1915. Scripture, E. W. Stuttering and Lisping. Macmillan, N. Y., 1912. Terman, Lewis M. The Hygiene of the School Child. Houghton, Mifflin Co., 1914. Yale, CaroUne A. Formation and Development of Elementary English Soimds. Gazette Printing Co., Northampton, Mass. Heredity. Davenport, Charles B. Heredity in Relation to Eugenics. Henry Holt & Co., N. Y., 1911. Goddard, Henry H. The KaUikak Family. Macmillan Co,, N. Y., 1912. Jordan, David Starr. The Heredity of Richard Roe. Am. Unitarian Asso., Boston, 1911. Punnett, R. C. Mendelism. Macmillan Co., N. Y., 1911. Delinquency. Anderson, Victor V. A Classification of Borderline Mental Cases Amongst Offenders. Journal of Criminal Law and Criminology, January, 1916. Goddard, Henry H. The Criminal Imbecile. Obtain at Training School, Vineland, N. J. Healey, Wm. The Individual DeUnquent. Little, Brown & Co., 1915. Schlapp, Max G. and L. S. HoUingworth. The Mentally Defective as Cases in the Coxirts of New York City. U. S. Dept. of Int. Bureau of Ed. Bulletin, 1915, No. 50. Social Problems Involving Febble-mindedness. Addams, Jane. A New Conscience and an Ancient EvU. Macmillan Co., N. Y., 1912. Ayres, Leonard P. Backward Children. Russell Sage Foxmdation, Dept. of Child Hygiene. N. Y., 1911. Talbot, Eugene. Degeneracy, its Causes, Signs and Results. Scribners' Sons, N. Y., 1896. Psychology. Dawson, Geo. The Child and his Religion. University Press, Chicago. Gesell, Arnold L. The Child and Primary Education. Ginn & Co., Boston. Holman, Henry. Seguia and his Physiological Method of Education. Sir Isaac Pitman & Sons, London, 1914. Lee, Joseph E. Play in Education. MacmiUan. Smith, Wm. Hawley. All the Children of All the People. Macmillan, N. Y., 1913. RErEBBNCBS ON THE SPECIAL ClASS FOR EXCEPTIONAL CHILDREN. Boston Public Schools, Document No. 4, 1914. Syllabus for Special Classes. MacMurchy, Helen. The Feebleminded in Ontario. Tenth Report for the year ending October 31, 1915. MacMurchy, Helen. First Annual Report of the Inspector of Auxilliary Classes of Ontario. 1915. BIBLIOGRAPHY. 127 Witmer, Lightner. The Special Class for Backward Children. Psycho- logical Clinic Press, Phil., 1911. Wallin, J. E. W. Report on Psycho-Educational Clinic and Special Schools. Sixty-first Annual Report of Board of Education, St. Louis, Mo., 1915. Magazines and Pamphlets. Journal of Delinquency, Whittier State School, Cal. Bi-monthly. $1.25 a year. Journal of Educational Psychology, Warwick & York, Baltimore. $2.50 a year. Journal of Psycho-Asthenics, Am. Asso. for Study of the Feebleminded, Faribault, Minn. Quarterly. $1.00 a year. Psychological Clinic, Psycho. Clinic Press, Phil. 10 mos. in the year. $2.00. Survey, Sur. Associates, Inc., 112 East 19 St., N. Y. City. Weekly. $3.00 a year. Training School Bulletin, Tr. School, Vineland, N. J. 10 mos. in the year. $1.00. Ungraded, Ung. Teachers' Asso. of N. Y. City, 500 Park av. 10 mos. in the year. $1.50. Volta Review, Volta Bureau, Wash., D. C. 12 mos. for $2.00. W. E. Fernald's Pamphlets to be obtained at the Mass. State School, Waverley, Mass. Publications of the N. E. A. PubUcations of the Mass. Mental Hygiene Asso. Pubhcations of the various State Boards of Charity and Correction. For Suggestions for a Special Class Teachers' Library. See Dr. Terman's Bibhography in The Measurement of Intelligence, pp. 357-358.