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 'J'EAptlERS' GUIDE 5ERLES 
 
 FIF^T WE 
 
 GO TO SCHOOL 
 
 MR 
 
Class J=Jilil5. 
 
TEACHERS' GUIDE SERIES 
 
 BOOK I. 
 
 WHEK FIEST 
 WE aO TO SCHOOL 
 
 M. HELEX BECKWITH 
 
 EDUCATIONAL PUBLISHING COMPANY 
 Boston New York Chk a<;o San Francisco 
 
Copyrighted by 
 
 EDUCATIONAL PUBLISHING COMPANY 
 
 1902 
 
 Mo 
 
To Mv Sister 
 
 Alice Lydia liE( kwith 
 
 AViu. 
 
 Wkote the Stories. 
 
CONTENTS^ 
 
 InTROI)U< TION ........... 5 
 
 Septembei!. Home Life ........ 7 
 
 Story. How It Happened. A/ici' J^. Bcckin'fh . . .18 
 
 OcTOBEK. Mother Nature ....... 23 
 
 Story. Jiiiimy's Harvest. Aliw L. Beckirith .... 85 
 NovEMBEK. Prey)arati()ii for Winter. Tliankso-ivinia; ... 42 
 
 Story. Hope Desire's 'riianksuiviuii. ATirc L. lieckwifh . ;')8 
 
 Decembkr. Loving and (living. C'liristmas .... aS 
 
 Story. A Merry Christmas ....... 74 
 
 January. Divisions of Time ....... ,S2 
 
 Story. Cornelia's Hiding PUice. Al-'re L. Beckirith . .93 
 
 Febriarv. Trades — Patriotism ...... i»6 
 
 Story. The School Flag. Alice L. Beckivit/i . . . .111 
 
 Mai!( II. Transportation . . . . . ... 114 
 
 Story. Song of the Wind . . . . . . .123 
 
 April. Sugar Making — Trees . . . . . .129 
 
 Story, A Boy Who Hated Trees. Alice L. Beckwith . . 142 
 
 May. Life in all Nature — Bird Day Program .... 149 
 
 Story. A (^ueer Little Nest. Alice L. Beckwith . . . l(i;"> 
 
 June. Last Days . . . . . . . . .170 
 
 Story. A Frisky Wheelman. Alice L. Beckivith • • .174 
 
 APPENDIX. 
 
 Occupations . . . . . . . . . .177 
 
 Cutting, Folding, Sewing, Weaving, Drawing, Painting, Clay, 
 Paper Chains, Sticks and Peas, Parquetry. 
 S()N(r Books ..... . , IfeS 
 
 Story Books o ........ . 1^8 
 
IXTRODUCTIOX. 
 
 September has eome again. Once more the school-house doors are 
 open. What a troop of little children -will enter for the first time. As 
 Ave watch them, let us remember that it is the first time. Heretofore 
 Johnny has played for long hours, noisily or quietly, as fancy dictated 
 " The boy's will is the wind's will," and it will not be easy to obey iron- 
 clad rules. Initiate him gradually into the routine of school work. 
 
 The ''Course of Study" in reading, number, and perhaps literature 
 and nature study, has been made out by the school board, in graded 
 schools, and must be accomplished. 
 
 There may be different ways in which it can be done, but we will not 
 interfere with or discuss these ; we will plan work and entertainment for 
 the first half hour in the morning, recreation periods, and the seat work 
 that is usually left to the discretion of the teacher. 
 
 Instead of correlating reading and number and nature study from day 
 to day, why not choose some subject for thought and study broad enough 
 to cover a month's work ; one not lacking in variety, and with room for 
 comparison and some play of the imagination? 
 
 It is with this idea iii mind that the following suggestions are offered. 
 If the three "• R's " correlate we have no objection; if, however, the 
 children should read about an apple, count pebbles, and write about a 
 bird, we will not be much distressed, for reading books and number les- 
 sons are ready made for us for the most ])art. AYe take them as we find 
 them, and they are really very good. 
 
 Suggestions for ten different occupations are given in the appendix, 
 but in a book of this size only hints can be given as to how they shall l>e 
 used. The value of them is to illusirate the subjects that are outlined ; 
 they are not designed for sequences of hand work. They have been used 
 successfully to relieve the monotony of copying, sentence building, and 
 word building, which form so large a part of the first two years of school 
 work. 
 
SEPTEMBER. 
 
 Subject: Home Life. Stoky: How It Happened. 
 
 This is the first morning and what shall be our subject 
 this month? First impressions should be pleasing ones, 
 you think, and what will prove attractive to all? 
 
 Let us try Home Life. Home is a magical word and 
 can be made to cover things simple and complex. Intro- 
 duce the subject in a morning talk, and let the children 
 do most of the talking. You may suggest a little, ques- 
 tion a little, but don't insist upon complete statements 
 at this time. You will crush every particle of enthusiasm 
 if you do. 
 
 "Who lives at your house, John?" "Me and Nellie." 
 " You mean Nellie and I," says the teacher. " Now tell 
 me the whole story." 
 
 He does so, but the " talk " is spoiled. This isn't the 
 time to insist on good English; just take it as you find it, 
 even if it is " h'aint got " and " terrible pretty." 
 
 This first half hour should, give you the key note for 
 songs, seat wark and recreation periods for the day. 
 
 There are the members of the family, as told in the 
 little finger songs found in any kindergarten song book. 
 
8 WHEN FIRST WE GO TO SCHOOL 
 
 " This is the mother good and dear, 
 This is the father with hearty cheer, 
 This is the brother stout and tall, 
 This is the sister who plays with her doll, 
 This is the little one, pet of all. 
 See the whole family, great and small." 
 
 The thumb represents the mother, index finger the 
 father, etc. 
 
 Here is another one, as families ai-e not all alike: 
 
 ^* This is the grandmamma. 
 This is the grandpapa. 
 This is the motlier dear. 
 This is the father dear, 
 This is the little child, 
 See the whole family here." 
 
 At game time, let ditferent children represent the 
 members of the finger family, care being taken to arrange 
 them in size as the fingers are on the hand. 
 
 As the children sing, '' This is the mother," the child 
 who represents that member bows, as do each of the others 
 in turn. 
 
 After singing to the other family, have the families 
 face each other two or thi-ee yards apart. One fjimily 
 marches over to the other, while children sing: 
 
 " We go across the street. 
 Our neighbors dear to greet. 
 
WHEN FIRST WE GO TO SCHOOL 9 
 
 "We who live just ovei- the way. 
 Have come to wish you a pleasant day. 
 How-do-you-do! " 
 
 All shake hands as they meet. 
 
 For seat Avork the lainilies may be cut from paper 
 free hand, or from fashion })lates, and drawn with pencil or 
 charcoal. 
 
 Thei-e is the work each member of the family has to 
 do. 
 
 Mother does dilfei'ent things each day. 
 
 " Washing day has come again. 
 Get the washtubs ready." 
 
 Let the children describe the process and imitate it. 
 
 What articles are used? Why do we washV What 
 materials? Where procured? 
 
 If some child has a toy bench and tub, ask her to 
 bring it. 
 
 Have the children cut these articles, sew them on 
 cardboard, model them in clay or paint them with water 
 color. 
 
 Draw posts and clothes line. 
 
 Draw and cut the garments to be washed. 
 
 Two tooth-picks and a piece of thread makes a "real'' 
 line when stuck into a crack in tioor or desk, and the paper 
 clothes can be pimied on. 
 
WHEN FIRST \VK OO TO SCHOOL 11 
 
 Why ai-e ihey put ont of doors to dry? AVhat dries 
 them? 
 
 Experiment ))y hanging towels and paste eloths out of 
 doors to dry. 
 
 Another day mother irons. Let children ihustrate as 
 before. 
 
 Sweeping and dusting, cooking, cleaning — all the 
 homely daily tasks are fall of interest for the children and 
 afford the best of illustriitive work for eye and hand. 
 
 Simple outline j^ictures may be put on the board for 
 the children to copy. 
 
 There is father's work. What does he do? Why 
 does he go away from home? What does he do with 
 the money he earns? 
 
 Brother, "so stout and tall"; does he work? Perhaps 
 
12 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 he goes to school. We Avill make a drawing book for him. 
 Does he sell newspapers? Let us fold one. 
 
 Six inch squares of paper folded through the middle 
 and pinned through the crease make good books. One 
 more fold added, folding back edge to front, makes the 
 newspaoers. 
 
 3ool^ 
 
 Sister plays with her doll. Let the doll with her 
 cradle and fnrnitui-e be made in clay, and have the 
 clothes cut and folded. Tell them that old poem, '^ I once 
 had a sweet little doll, dears." 
 
 One important member is the baby. Teach the Pouls- 
 son Finger Play, "" Here's a Ball for Baby," and read them 
 "Where did you come from, Bn by dear? " Let the play- 
 things of the baby be drawn and painted — the liall, rattle, 
 bells, doll, blocks, cart, sled, and drum. 
 
 In the kindergarten song books will be slumber songs 
 for putting baby to sleep, and songs for all the different 
 
WHEN FIRST WK GO TO SCHOOL 13 
 
 household tasks which can easily be adapted for games 
 and which can be played with much dramatic action. 
 This may be sung to a little march: 
 
 " Oh, a happy band are we. 
 Working here so merrily, 
 What fathei- does we all can do, 
 Now who will show ns something new?" 
 
 All sorts of simple gymnastics can be done in a game 
 of this kind. Insist that something new be shown after 
 the}' are accustomed to the song, changing " father " to 
 mother, brother, baby, etc. 
 
 Not only the members of the family, but the house in 
 which they Vivv, may receive attention. Does father own 
 it or rent it? Is it a whole house or a tenement? 
 
 The talk about the buying of the land, digrsrina* of 
 the cellar, materials and workmen employed, children 
 always find interesting, and as an occupation nothing 
 proves more delightful than the cutting out of furnitui'e to 
 furnish the house. Furniture catalogues should be saved 
 for this purpose, and the advertisements in the daily 
 papers. A large collection of these can be obtained with 
 very little trouble. The little f(dks will like to cut them 
 out at home and bring them ready for pasting. 
 
 They may be mounted on tlrawing paper, and the 
 more '^ rooms " the better. The kitchen, with its rangfe, 
 table, and chairs; the pantry, wnth kettles and tins; (.lining 
 
14 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 room, bed rooms, parlor, hall and cellar. We are million- 
 aires now, and thei-e need be no limit to our expenditures. 
 Such a gorgeous play room with the Christmas advertise- 
 ments of toys; such wardrobes and closets of gowns fi'om 
 fashion plates; conservatories rich in ferns and flowers 
 from seed catalogues; and cai'riage houses with every 
 known vehicle from bicycles to automobiles! 
 
 As each sheet or " room " is completed, it should be 
 kept in a large manila envelope in the desk, and when all 
 are done they should be tied together with ribbon or 
 worsted. A i)icture of a house may be pasted on the 
 cover, and the members of the family on the next sheet. A 
 weaving mat of soft gray, with strips of red or blue, will 
 make a charming rug for the house. 
 
 Call the attention of the children to boiders found on 
 carpets, rugs, wall papers, and table linen, and to the designs 
 
WHEN FIRST WE GO TO SCHOOL 15 
 
 in the same. Have these borders and designs copied in 
 sticks and tablets, cut from paper, painted, and drawn. 
 
 Squares of paper may be folded for table 
 cloths, napkins, and towels, with fringes cut and 
 borders drawn. From clay we will make dishes, 
 and w^ith wooden tooth picks we can draw on 
 them designs and ])orders. 
 
 Nothing has been said about " construction 
 work " from " oak tag " and cardboard. Most 
 primary teachers think this is too difficult for the untrained 
 fingers of little first year children. If their hand work is 
 confined to the simple work herein outlined, they will be 
 much better prepared to take it up in the second and third 
 years, when they have acquired some skill with eye and hand. 
 
 Don't forget to have a "story morning" in the 
 pi'imary room. Set apart a certain day that the childi-en 
 may look forward to it as the gala day of the week. The 
 story must be told, not read to the little folks, and made so 
 interesting that Sammy will forget how to wriggle. If it is 
 a success, as you close they w^ill exclaim with one voice, 
 " Tell it again ! " in great big capital letters. 
 
 Two excellent stories for " Home Life " are " Moufflon,'"' 
 and "Dicky Smiley's Birthday," in " The Story Hour," by 
 Kate D. AViggin. "Epimetheus and Pandora," in "In 
 Mythland," is a good myth, and a tale of your own child- 
 hood days will probably prove most attractive of all. 
 
16 
 
 WHEN FIMST WE GO TO SCHOOL 
 
 We arc fortunate in having- such inexpensive ])ictnrGS 
 as " The Peny Pictures " to select from, and such ones as 
 ■''Baby Stnart," "Feeding Her Birds," "Can't Yon Talk?" 
 and "Family Cares," are good for this month. 
 
 / > 
 
 \ \ 
 
 
 V /f4^ 
 
 
 .7> 
 
 I have sometimes tacked a stri]i of soft gray paper 
 aci'oss a low blackboard, low down in i-each of the eyes 
 and fingers of the children. In this paper I have cut slits 
 to hold the corners of the pictures, so that they could be 
 easily changed. The children would be sure to notice the 
 new ones as they came into the room in the morning. 
 
 By the way, is it not worth while to greet each child 
 separately as he comes in, with a " Good morning, Tom," 
 and a handshake? Maybe it is the only training in these 
 little courtesies that some of the children will ever receive. 
 Then, too, Tom is much more apt to come with clean 
 hands if he knoAvs his teacher ex])ects him to gi'cet her in 
 this friendly manner. It is so easy to say, "I so like to 
 
WHEN FIRST WE GO TO SCHOOL 17 
 
 shake hands with Tom, his hands are so clean." This and 
 the ^' Good night," need not be compnlsory, but it is a 
 pleasant little habit that will grow if you plant the seed. 
 
 Did you ever have a shelf in the school cupboard set 
 apart for school playthings? It is an excellent plan. As 
 the little people come in the morning, they can go there 
 quietly and get what they like to amuse themselves with.- 
 An old train of cars, a singing top, boxes of blocks, picture 
 books, and children's magazines aUr prove more interesting 
 than any toys at home. At five minutes of nine they must 
 be put carefully away. 
 
 Do you think it necessary that the children be made to 
 "sit still" as soon as they enter that hallowed place, a 
 school-i'oom, lest they "lose respect for it"? I don't. 
 Why not treat it as a home and let them have a degree of 
 freedom in it, at least till nine o'clock? After that, it 
 depends much u])on circumstances and the principal. 
 
 One word more. It is not necessary to exhaust a 
 subject with first year children, but study it very carefully 
 youi-self. Let the work be work, but let it be all the " make 
 believe " you can think of. Put in all the fun and sunshine 
 possible, and even then, this first year at school — 
 
 "Ah! what master hand shall paint 
 How they journeyed on their way, 
 How the days grew long and dreary, 
 How their little feet grew v/eary. 
 How their little hearts grew faint ! " 
 
18 WHEN FIRST WE GO TO SCHOOL 
 
 How It Happened. 
 
 Alick Jj. Beckwith. 
 
 "Oh, goodj, goody!'' cried Eva; " then I can really 
 and truly go to the concert," and she hopped around on 
 one foot, and clapped her hands in glee. 
 
 Eva had come to spend two weeks with Uncle Fi-ed 
 and Aunt Marion. It was the first tiuie that she had ever 
 been away from home alone, and she felt as if she were 
 almost a young lady. 
 
 Wasn't she eight years old, and hadn't mamma let 
 down her dress a whole tuck? 
 
 " My ! I guess Brother Bennie will Avish he could go 
 to a concert," said the little girl, as she was helping auntie 
 wipe the dishes; "but most likely he'd go to sleep. I can 
 tell him about it when I go home." 
 
 "You turned off the lights — didn't you?" asked 
 auntie of Uncle Fred fifteen minutes later, as he shut and 
 locked the door. 
 
 "Yes," he answered; "everything is as dark as a 
 pocket. There comes our car." And in a twinkling they 
 were on their way to the City Hall. 
 
 Was there anything ever half so lovely as the music 
 Eva heard that night? 
 
 The singer had on such a beautiful dress too, and the 
 little boy that played the violin wasn't a mite bigger than she! 
 
WHEN FIRST WE GO TO SCHOOL 19 
 
 " I don't believe he could come all alone on the cars 
 from Cedarville, though," waid Eva to herself. 
 
 How the people did clap w^hen he made his bow for 
 the last time, and the curtain dropped! 
 
 "Did you enjoy it, dear?" asked Uncle Fred on the 
 way home. 
 
 "Oh! I guess I did. It was just splendid! " 
 
 " Court Street ! " called the conductor. 
 
 "Sleepy, Eva?" asked auntie, as Uncle Fred helped 
 them oft*. " Little girls shouldn't l)e up as late as this very 
 often — should they? "But — why, what is the matter?" 
 and she stopped short on tlie corner, and grasped Uncle 
 Fred's arm. He gave a low whistle. 
 
 AVhen they left two hours ago the house was dark- and 
 gloomy, but now it was ablaze with light from top to 
 bottom. 
 
 " The house is on fii'e, or else there's a surprise 
 party!'' cried auntie. 
 
 " 'Tisn't a fire," said Mr. Chase, " and no party, for 
 there is ncj one moving. See, the shades are up," and he 
 ran up the steps. 
 
 The house was lighted by electricity, and it was plain 
 to be seen some one had turned on the lights while they 
 were away. Who could it be? They had left no one in 
 the house. 
 
 "Oh, don't go in without a policeman!" begged 
 
20 WHEN FIRST WE GO TO SCHOOL 
 
 auntie ; so one was called, and he and Mr. Chase searched 
 the house. Up stairs, down stairs, and in my lady's cham- 
 ber, they went, but not a soul did they find. In corners, 
 nooks, and closets they looked, but nothing' was out of 
 place. 
 
 "You may as well go to bed," said the policeman. 
 " No one is here now, at any i-ate. You nuist have for- 
 gotten to turn off the lights." 
 
 " But I know I did tui-n them off,'' said Mr. Chase, and 
 Eva nodded her little head. She remembered auntie's ask- 
 ing him, and of glancing back as she ran down the walk. 
 It always seemed so wonderful to her that one could 
 darken or light a whole house by just touching a magic 
 spring! You couldn't light the lamps at Cedarville in 
 that way. 
 
 " Well, I can't explain it,"" said the policeman, " but 
 you're all right now. Grood night." 
 
 Eva was sui-e she could never go to sleep, but her 
 head scarcely touched the pillow before she was carried 
 off to dreamland. 
 
 Several days went by, and the mystery was still 
 
 unsolved. IS^othing was missing, and Uncle Fred said: 
 
 , " Either the house is bewitched, or it was a burglar 
 
 who got frightened and left; for I know I turned the 
 
 lights off." 
 
 One evening, just at dusk, auntie sat by the fireplace 
 
WHEN FIRST WE GO TO SCHOOL 21 
 
 in the sitting-room holding Eva. The Httle girl wasn't 
 exacth" homesick, but it had rained all day, and she would 
 like to see mamma and little Bennie! 
 
 Auntie looked at the sober little face, and then said: 
 
 '^ O Eva ! wlien I was a little girl, I — why, what in 
 the world! " The room was all ablaze with light! 
 
 Eva jumped down, pale with fright, while auntie, hear- 
 ing a little noise, ran to the sofa. How she laughed! 
 
 '^ Come quick, Eva ; we've caught the burglar in the 
 very act ! '" 
 
 The lights were turned on by means of a cord that 
 hung just above the sofa. 
 
 Topsy, the black kitten, feeling rather frisky, had 
 caught hold of the cord, and, giving it a little pull, had 
 lighted the w^hole house. He was standing now on his 
 hind legs playing wnth the little tassel. 
 
 ^' Why, Topsy," said auntie, "" what a fright you have 
 given us!" while Eva, hearing Uncle Fred's step in the 
 hall, skipped out to tell him to come quick and catch the 
 burglar, who now lay curled up in a little black heap on a 
 rug by the door. 
 
OCTOBER. 
 
 Subject: Mother ]^ature. Story: Jimmy's Harvest. 
 
 " O suns and skies and clouds of June, 
 And flowers of June tog^ether, 
 Ye cannot rival for one hour 
 October's bright blue Aveather.'' 
 
 Oui- studies in Home Life in September will have pre- 
 pared the little people for an introduction to -'Mother 
 Nature." Teach them to know her, not alone from the 
 "scientific point of view " — which maybe laid out in the 
 "Course of Study" — but to love her beautiful and artistic 
 moods as well. 
 
 For instance, ask the little folks to tell you of some- 
 thing beautiful seen on the way to school some morning, 
 and when the}' mention the exquisite blue sky, let them try 
 to paint it. 
 
 Wash the paper over with clean water, and then put 
 on a wash of clear blue. Leave some white places in the 
 papei' for the fleecy clouds. 
 
 Some day, if possible, have a painting lesson out of 
 doors, whei'e if they "stand and stare all's blue." 
 
 This will be the time to paint the trees in their gor- 
 geous autumn robes. N^ever is nature so lavish with her 
 
 23 
 
24 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 colors as now, and the children follow her example. What 
 delight they take in splashing on the paint! Carmine and 
 gamboge rnn riot over the drawing sheet, but that half 
 hour of bHss will be remembered for many weeks to come. 
 
 Give the children dilferent kinds of leaves to "trace 
 around " un drawing paper. Let them cut these out care- 
 fully and mount on colored paper. Maple and oak are 
 particularly pretty when neatly done. I'hey furnish excel- 
 lent designs for sewing cards and studies for painting, also. 
 
WHEN FIRST WE GO TO SCHOOL 25 
 
 Sketches of leaves and fruit simply done may be put 
 on the blackboard for the children to copy for seat work. 
 
 Taking a " leaf's picture " is very fascinating. Pro- 
 cure at a photographic supply store a package of " blue 
 print" in small sheets. (As you open the package be 
 careful to let no light strike the paper.) 
 
 Let the children select a small leaf, place it on a sheet 
 of "blue print," and put both inside a camera printing 
 frame, if you liave one. If not, put between a piece of 
 cardboard and a piece of window glass, slipping rubber 
 bands over the ends to hold all together. 
 
 Stand the frame in a window in strong sunlight for a 
 few minutes or until the paper has a "bronze" effect. 
 Then remove it and put it in a bowl of clean water, being- 
 sure that the children see the change that takes place. 
 
 You should now have a beautiful white leaf on a blue 
 background. 
 
 A row of different kinds of leaves mounted on gray 
 paper makes an artistic l:>order for a short blackboard. 
 Flowers that can be pressed flat, like daisies and asters, 
 " take good pictures." The blue prints mounted on white 
 make pretty covers for the children's drawings. Let the 
 childi-en draw the flowers and leaves and see if they can 
 make as good pictures as the sun did. 
 
 Taking a leaf's impression in clay i-equires careful 
 work from the little fiuirei-s. 
 
26 WHEN FIRST WE GO TO SCHOOL 
 
 Let the children make Httle plaques of clay, round or 
 square, about 3x3 and i an inch thick. Press the leaf into 
 the plastic material; remove carefully and the impression 
 will remain. With a paste slat or tooth pick depress the 
 clay around the impression and the leaf will stand out in 
 bold relief. 
 
 When the children have acquired a little more skill, 
 teach them to model a leaf, and lay it upon the plaque. 
 With a pencil make a hole in the plaque, tie in a piece 
 of worsted and hang up the best ones for a while before 
 returning them to the clay jar in the cellar. 
 
 Lead the children to notice how Mother Nature cares 
 for all her children. The trees are getting the buds' winter 
 clothes ready. See tlie woolly blankets some wear and the 
 water proof rain coats of others. 
 
 The caterpillars are getting ready for winter, some in 
 one way, others in another; the birds are going south; the 
 days grow shorter and the leaves are falling. 
 
 Choose some particular tree to watch and see how its 
 aspect changes from day to day. Many homes will be dis- 
 covered in it also, and the little people will begin to feel the 
 universality of home life. 
 
 '■The Child's World," by Emilie Poulsson contains 
 good nature stories as well as Wiltse's "Kindergarten 
 Stories and Moi-ning Talks." 
 . Susan Coolidge's poem, " I'll Tell You How the 
 
When Fiiisr we go to school 27 
 
 Le.ives Came Down," may be learned to recite in concert. 
 
 " Songs for Little Children," Parts T. and II., Eleanor 
 Smith, and " Songs and Games for Little Ones," Jenks and 
 Walker, contain excellent songs and games for this month. 
 
 "" Dainty Milkw^eed Babies," ^^ Good l)ye to Summer," 
 " The Sqnirrel," " Where do All the Daisies GoV " " Five 
 Little Chickadees," " Come, Little Leaves," make a good 
 list. 
 
 Ask the children to bring as many kinds of vegetables 
 and frnits as possible for models for clay work, di-awing and 
 painting. It is well to let them draw^ from memory also. 
 
 A Little Game. 
 
 .'^I am thinking of something," says the teacher, "that 
 is round and red, and that grows on a tree. It is good to 
 eat, and is ripe in the summer time." 
 
 Willie guesses "cherries," and it is now his tnrn "to- 
 think of something." 
 
 The descriptions will not be very accurate at first, and 
 if no one can guess what Willie has in mind, let him draw 
 it on the board. (Free illustrations shonld be connected 
 with ever}' subject if you wish to secure ready little 
 " artists.") 
 
 Limit the game to fruit one day, vegetables another, 
 birds, trees, leaves, etc. It can be varied indefinitely to 
 save it from monotony. 
 
28 WHEN FIRST WE GO TO SCHOOL 
 
 The kindergarten " First Gift " is a great aid in teach- 
 ing form and color. It consists of six soft balls of the 
 rainbow colors. Many delightful little games can be 
 played with them. 
 
 Here is one: 
 
 Place the balls in a ring and blindfold some child while 
 one or two balls are taken away. Uncover the eyes and 
 sing, 
 
 ^' Now tell, little playmate, which has gone from the ring, 
 
 And if yon guess rightly we'll clap as we sing." 
 
 (Other articles and the children themselves may be 
 substituted for the balls.) 
 
 Another: 
 
 Put the balls in a basket and let some child sell them 
 as fruit, singing: "Who will buy my lemons yellow,"' 
 *"* apples red," etc. The one who buys hides his ball, and 
 when all are sold the little fruit dealer is to see if he can 
 remember who purchased from him, and what each one 
 bought. 
 
 Others will be found in kindergarten song books as 
 well as directions for tree, flower and bird games appro- 
 priate to the month. 
 
 Now that the autumn migration of birds is going on, 
 many empty nests may be found, especially in the country. 
 It is well to have as many different specimens as possible. 
 It is not always necessary to have them about the room as 
 
WHEN FIRST WE GO TO SCHOOL 29 
 
 " ornaments '' to catch the dust, but they should be laid 
 away for a time of need. 
 
 If you like to observe special days, October will give 
 you Discovery Day, with the story of Columbus, and the 
 
 first link in American history. These patterns of the 
 King and Queen of Spain, and the Indians were cut from 
 some child's magazine several years ago. They were 
 
30 WHEN FIKST WE GO TO SCHOOL 
 
 designed to he traced and cut from cardboard patterns, and 
 have given delight to many little people. 
 
 Harvesting is going on ont in the fields and gardens. 
 Vegetables are being })nt into the cellars, fruits are 
 being gathered and canning and jelly making are taking 
 place at home. 
 
 We will fold a cupboard. 
 
 Place a five-inch square of ^japer on the desk with an 
 edge looking at you. Fold i-ight edge to left edge; open 
 
WHEN FIRST WE GO TO SCHOOL 
 
 31 
 
 it, fold right edge to center line; fold left edge to center 
 line. The two last folds make the doors. 
 
 
 no 
 
 rfff 
 
 
 Di'aw three pencil lines inside for shelves and we will 
 fill them with cans of fruit and glasses of jelly. These 
 should be cut fi-om colored paper and neatly pasted on the 
 "shelves." The cutting may be "free hand,'' but more 
 pleasing results will be obtained if the children ai-e given 
 cardboard patterns of cans and glasses. 
 
 Acorns make charming: tea-sets. 
 
 Jack-knives are not very plenty in first year rooms, 
 but if the teacher makes a cup or two by cutting off the top 
 
32 WHEN FIRST WE GO TO SCHOOL 
 
 of ail acorn and adding a bit of wire, or a bent pin for a 
 handle, and a teapot with a piece of toothpick for a nose, 
 some big brother at home will help little sistei- make a 
 whole tea-set for the school-room doll, and the '^ dainty milk 
 weed babies "^ will make a fine sofa cushion for Miss Dolly. 
 
 No doll is ever more loved than the school-room doll, I 
 am sure. 
 
 I have in mind now a kindergarten doll that had seen 
 many years of active service. Her head was made of some 
 kind of metal with an enamel coating, and she had belonged 
 to Miss Kate herself — the kindergartner — when a little 
 girl. She rejoiced in the name of Daisy Ellen. 
 
 Daisy Ellen had such beautiful clothes! They were 
 made of stout cotton, with buttons and button holes, and 
 could be truly washed and ironed. 
 
 She w^ore a thick warm coat and bonnet in the winter, 
 had mittens and overshoes, and a dear little canvas bag in 
 which she always carried her night dress when she went 
 out to spend the night. She was somewhat of a " gad 
 about," I must confess, for she seldom spent two nights in 
 succession at the same house. 
 
 What tales she might have told of the homes she 
 visited and what sermons she probably preached of the 
 desirability of clean, plain wearing apparel, but being a dis- 
 creet as well as a well bred young woman, she made no 
 reports on her return. 
 
WHEN FIRST WK (iO TO SCHOOL 33 
 
 But Tilly, black-haired, black-eyed Tilly, was going to 
 California. Tilly had few of this world's goods* that she 
 could call her own, and when Miss Kate bade her farewell 
 she gavp her Daisy Ellen to be her traveling companion 
 diu'ing the long journey. 
 
 Another doll that T k)iew a's as found on the school tree 
 at Christmas time. 
 
 This was a baby doll, and she was taken home to be 
 washed regularly, once a week, by some little girl who 
 craved the privilege. 
 
 The request was gi-anted when the mamma at home 
 had been consulted by the little maiden and her consent 
 won, never otherwise. There were too many real babies in 
 those homes, and too much " washing " already without 
 adding anything extra. 
 
 How many new bonnets ""Ella "had that year it would 
 be difficult to say, but a new one a month would be a low 
 estimate. They were always made by a " first year " 
 amateur milliner fi'om a poor little scrap of muslin or silk, 
 found probably in somebody's ragbag. 
 
 There were many discussions between teachei- and 
 pupils as to what food Ella should eat, and finalh' beer, 
 black cofiee, and tea were omitted from her diet. Would 
 that they might have been eliminated from that of her 
 caretakers. 
 
 Poor Ella! do you still occupy a cornei* of the lower 
 
34 WHEN FIRST WE OO TO SCHOOL 
 
 shelf in the school-room cupboard or have you been con- 
 signed to the rubbish heap in the back alley? 
 
 The month grows old, the evenings are chilly, bonfires 
 light up the night, and Hallowe'en is here. 
 
 Don't forget the fun with Jack-o'-lanterns, and remem- 
 ber to tell Brownie stories with their tricks and frolics. 
 
 We will go to the Perry Company again for pictures, 
 for they have plenty that cost but a penny each. 
 
 Some of Landseer's animals, other pictures of dogs, 
 rabbits, cats, and squirrels, with good prints of autumn 
 scenes of harvesting, are most appropriate for this month. 
 
when first we go to school 35 
 
 Jimmy's Harvest. 
 
 Alice L. Bkckwith. 
 
 'VDo yoii want any vegetables this morning, Miss 
 Lncy?" asked Jinnny Finch, as he left his eart in front of 
 Miss Lncy Hawkins' steps and tapped lightly on her 
 screen door. 
 
 "Well, I don't know," said Miss Lncy, as she w^alked 
 bi'iskly fi'oni the kitchen to the broad, snnny piazza. 
 "What have yon got?" 
 
 " AVell, I gness about as fine things as any market in 
 town. Everything is picked tVesh. Here ai-e squashes, 
 pumpkins, melons, celery, and — oh! don't you want some 
 nice beets? Here ai-e turnips, too! You never saw better 
 ones ! " 
 
 " Those beets are nice. Til take some of them, and 
 those pumpkins look splendid! Brother John is very fond 
 of pumpkin pie. How nuich is that one beside that winter 
 squash?" 
 
 " That's ten cents," said Jim. •' Thanks," as he depos- 
 ited it on the steps and received his change. "I hope it 
 will make a first rate pumpkin pie." 
 
 "Won't you stop and rest a Avhile?" said Miss Lucy. 
 "That cart must be pretty heavy for a hig boy to draw, 
 and a boy of your size must be pretty tired," glancing at 
 his little crutch that he had just picked up. 
 
36 WHEN FIRST WE GO TO SCHOOL 
 
 * Perhaps I could, just a minute. Pitcher's Hill is 
 kind of tough, but I don't mind the rest of the way, and 
 my leg don't ache half as bad as it did when I first came." 
 
 " Just let me look into my oven a minute," said Miss 
 Lucy, " and then I'll bring my beans out here to shell. 
 Don't you Avant a cookie?" i-etnrni ng with a delicious 
 plateful. "" Put two or three in your pocket," as Jim 
 thanked her most heartily; "they'll help you a sight up 
 Pitcher's Hill. 
 
 "■^ Are you going to stay with Deacon Clough all 
 winter?" 
 
 ^' Oh, no, only until my vegetables are ripe," replied 
 Jimmy. 
 
 ""Oh, is that so? I was in hopes we were going to 
 make an old settler out of you," said Miss Lucy, smiling. 
 "How did you and Deacon Clough become such good 
 friends?" 
 
 " Why," said Jimmy, drawing his chair nearer and 
 taking a hand at the beans, " Deacon Clough offered to 
 take some of these ah — pure air children, is it, you 
 call 'em?" 
 
 " Yes, fresh aii*, same thing," said Miss Lucy, listening 
 attentively. 
 
 " My teacher in the city knew Mr. Clough, and she got 
 mother to let me come. We've had a fine time, all of us, 
 but I couldn't jump on the hay, and run, and do the things 
 
When first we go to school 37 
 
 the other hoys did, so I used to weed Mrs. Clongh's flower 
 bed. 
 
 " One di\\ Mr. Clough told me if I'd hke it he'd give 
 me a ])ieee of land for my own garden, and T eonld have 
 what I raised.'' 
 
 Jimmy's eyes shone. "My! but I was glad! Don't it 
 seem funny the way things grow? Why, when my beans 
 wouldn't stay in the ground I kept covering them up and 
 coverhig them vp, until one day Mi-. Clough came out and 
 saw me. ' AVhy, sakes alive, Jimmy!' he said, that's the 
 way they ^/ro^r.'"' and Jimmy laughed at the recollection. 
 
 "■ I suppose you are getting rich fast. What are you 
 going to do with your money?" 
 
 ''Oh, that's a secret, Miss Lucy. Only Mr. Clough 
 and T know about it. I'd tell you if I could tell any one. 
 Maybe I can some day. I must be going and get my 
 vegetables sold or I shan't get my hoeing done. Thank 
 you, ever so much, Miss Lucy. Your cookies ai-e the best 
 in town." 
 
 Miss Lucy laughed merrily. •' Thank you; call again, 
 Jimmy, and don't hurry too fast." 
 
 You could see Jimmy almost any day driving into 
 town with Mr. Clough, or wheeling his little cart of 
 vegetables through the streets of the little village. 
 
 Everybody bought something of the little boy, and his 
 face beamed as his store of dimes grew larger. 
 
38 WHEN FIRST WP. PxO TO SCHOOL 
 
 " Think it's going to rain to-day? " said Mr. Hopkinson 
 -one day, when Jimmy carried over some potatoes. 
 
 "No, sir," was the prompt reply. 
 
 " Well, well, are you a weather prophet besides being 
 a farmer? " asked Mr. Hopkinson, good-naturedly. '' What 
 makes yon so sure?" 
 
 " When the ants leave a little opening in the top of 
 their holes it's going to i-ain, but when the}' bnild them 
 np round it is going to be dry. They w^ere round this 
 morning.*" 
 
 "Ha! ha! ha!" laughed Mr. Hopkinson; "if you haven't 
 the science fine ! You beat the ^ Farmers' Almanac' " 
 
 " Jimmy," said Mr. Clough, one day, " what in the 
 woi'ld are you going to do with those toads?" as Jimmy 
 appeared with a dozen or moi'e in a grape basket. 
 
 " Well, Mr. Clough, I'm going to try an experiment. 
 I've tried to think of a way to keep out those bugs on my 
 pumpkin vines. I happened to think Miss Gray said for 
 us to be kind to toads, they were such a help to the farmer 
 by eating his bugs; so I thought they wouldn't mind help- 
 ing me if I gave them a good spot." 
 
 How he did enjoy those last October days! 
 
 The merchant, Mr. Jenks, bought all of his potatoes 
 and onions. 
 
 Mr. Clough told him if he would stay until husking he 
 would go shares with him on the corn. 
 
WHEN FIRST WE GO TO SCHOOL 89 
 
 Besides the garden produce, he gathered a great many 
 nuts from the walnut trees on Mr. Clough's farm, and these 
 found a ready market in the city five miles away, so when 
 the husking was over he had what seemed to him a small 
 fortune. 
 
 "I say, Jimmy," called Sam Jenks one morning, ^~ will 
 you sell me your best pumpkin there in the bai-n for thirty 
 cents?" 
 
 " What do you want it for? " said Jimmy, sitting down 
 on the fence to rest his poor leg. 
 
 ■'Why! for a Jack-o'-lantern. It will make the best 
 of any in town.*" 
 
 Jimmy thought a minute. 
 
 " No," he said, " you can't have it." 
 
 " Oh, come now," coaxed Sam. " Fll give you my 
 jack-knife, too." 
 
 Jimmy was firm. " No," he replied, " it's not for sale." 
 
 " Well, I call you stingy," said Sam hotly, as he found 
 coaxing was of no use. " Keep it then. I hope it will 
 spoil." He had had his eye on that pumpkin for a long 
 time, and this was a disappointment. 
 
 ■' It won't," called Jimmy men-ily, as he ti'udged up 
 the hill. 
 
 When he told Mr. Clough about it that night at 
 supper, his friend said, " Thirt}^ cents was a good price for 
 it; why didn't you let it go?" 
 
40 WHEN FIRST WE GO TO SCHOOL 
 
 Jimmy dropped his fork. 
 
 '^ I planted that when it was a Uttle seed, and saw it 
 grow into vines, and leaves, and bud, and blossom, and I 
 watered it every night that dry spell. ISTow I could 'most 
 get a prize on it at the County Fair. I wouldn't let the 
 President of the United States or any other fellow have it 
 for a Jack-o'-lantern, not if he give me a doUar! "" 
 
 Mr. Clough shook with laughter, and Mother Clough 
 said, ''' That's where you are right, my boy. I'd as soon 
 give it to the ])igs. But Avhat are you going to do 
 with it?" 
 
 " Oh, ril hud the best kind of use for it, you'll see." 
 
 Early one crisp iSroveml)er morning Miss Hawkins 
 heard a team drive into the yard. 
 
 Upon going to the door she saw Deacon Clough with 
 Jimmy perched on the high wagon seat beside him. 
 
 " Hello, Miss Lucy," he cried, his face beaming. "I've 
 come to say good-bye. I'm going home, and I want to tell 
 you what I'm going to do with my money. I've got ^fi/ty 
 dollars, and Mi'. Clough know s of a big doctor who's going 
 to make my leg well. We're going to see him to-day. 
 Isn't that jolly?" 
 
 " Good-bye," he called again, waving his little crutch 
 as they drove away. ^'I'm coming back next suumier and 
 then I'll be a sure enough farmer." 
 
 "I may as well do the dishes," said Mrs. Clough, 
 
WHEN FIRST WE GO TO SCHOOL 41 
 
 wiping her eyes as the sound of the wagon wheels died 
 away; "hut how I sludl miss that boy! " 
 
 She stooped to Hft the dish pan from the httle cup- 
 board under the sink. What ailed it? It seemed to weigh 
 a ton. " I never saw the like," she exclaimed, as she finally 
 succeeded in getting it out, and there inside was Jimmy's 
 precious pumpkin. 
 
 A note was twisted around the handle which read: 
 
 '' Dear Mrs. Cloagli: 
 
 Please make a pie out of this for Thanksgiving. It 
 will make a splendid one, won't itV T wish I could have a 
 piece, but you and Mr. Cloagh can eat it for me. I was 
 saving it for you all the time. I 'most know 'twould have 
 took a prize. 
 
 With love fi'om 
 
 Jimmy." 
 
IS^OYEMBER. 
 
 8ubjj:ct: Prepahatiox for Winter. Thanksgiving. 
 Stojiy: Hope Desire's Thanksgiving. 
 
 " The days gi'ow chill and the nights grow cold." 
 Let ns prepare for winter. The fnrnace fire must be 
 lighted, stoves put up, houses banked, and double windows 
 and storm dooi-s added to keep out Jack Frost. 
 
 Little children wear gay caps, bright hoods, and warm 
 mittens. Even kitty's fur and doggie's coat grow thicker 
 as the weather changes. 
 
 Mother Nature has been having a house cleaning 
 time. The strong wind has carried her seeds hither and 
 thither, blown away dead branches, swept her trees bare, 
 and dried up the mud. 
 
 42 
 
When first we go to school 4S 
 
 The little seeds and roots have been tucked up for the 
 winter in the warm earth, under blankets of leaves, the 
 squirrels have gathered their nuts, and with many other 
 animals, both big and little, are ready for a long Avinter nap. 
 
 The cattle can no longer stay in the pasture, but are 
 kept in the barns that are full of fragrant hay. 
 
 No sighing about "^ the melancholy days, the saddest 
 of the year," from little children, but thankful hearts Avhen 
 the cold comes for bright fires and warm clothes; glad, too, 
 that the birds are enjoying the warm southland, and that 
 the flowers are tucked up snug and warm, even if we do 
 miss them. 
 
 Teach '^ The Farmer," and ''The Miller," from the 
 Poulsson Finger Plays this month in connection with 
 harvesting. 
 
 Ernest Seton Thompson's '' Wild Animals I Have 
 Known," and Kipling's ''Jungle Stories," contain excellent 
 tales that can be adapted for the children if they are told 
 and not read to them. '' Proserpina " is one of the best 
 myths for this season. 
 
 But it is this month that contains the glad home 
 coming day. Thanksgiving, so dear to all oui' hearts, and 
 the latter part of November finds us looking forward to 
 the gala day. 
 
 Because I have found it full of profit and pleasure, I 
 give here the account of one year's preparation. 
 
44 when first we go to school 
 
 Phepakixg for Thaxksgivin<4. 
 
 "In three weeks 'twill be Thanksgiving/' announced 
 the small bay on Monday, as he held out his hand to say 
 good morning to his teacher. 
 
 This gave the keynote foi- the first morning talk. 
 
 Why did we keep Thanksgiving? Was it just to 
 ^' eat turkey," as a little girl down stairs had said on 
 Fi-iday? l^o, the children were all sure thrtf was no reason 
 at all, even if their ideas in regard to it were I'athei' 
 indefinite. 
 
 But Columbus and his voyage was a subject of too 
 much interest to have been forgotten, so it was not difficult 
 to introduce the Pilgrims. 
 
 We began the story with the leaving of the English 
 home. The "" whys '' and '^ wherefores " of this they could 
 not understand, of course, but the freedom of going to 
 church wherever one pleased, in a land where one place of 
 worship was as good as another, was not " over their heads.'' 
 
 The sojourn in Holland was particularly interesting. 
 The quaint customs, the dykes, the storks, the skates, the 
 boats, the windmills, and the wooden shoes made a most 
 fascinating week. 
 
 Such books as " Little Folks of Other Lands," "Zig-zag 
 Jfmrneys," and " Hans Brinker," are very helpful, while for 
 life among the Pilgrims, " Standish of Standish," by Jane 
 Austen, is the very best of all. 
 
WHEN FIRST WE GO TO SCHOOL 45 
 
 At last we embarked on the " Mayliower,'' bade our 
 friends farewell, and set sail for the new land. 
 
 We cut the boat, modeled our chests, cut ti'unjvs full 
 of clothes and linen, sewed bonnets and hats, painted the 
 sea, and learned many of the names of the voyagers. 
 
 THE MAYFLOWER. 
 
 '^ But could they rememljer those, and how they must 
 have been crammed! Of what use was it?" 
 
 It may not have l^een of any great value, but it added 
 nuich to the interest. 
 
 Each child could i-emember oat name without taxing 
 his memory very much, could he not, especially if it was 
 given him for his own, and he played that he was that 
 individual for eight whole days? 
 
 His teacher tried to remember all of the cliaracters 
 
46 WHEN FIRST WE GO TO SCHOOL 
 
 represented when Captain Standish looked at her with his 
 big blue eyes and asked, softly, " AVill you please call us 
 by our play names all the morning?" Sometimes she 
 forgot, but congratulated herself when at noon, with a 
 good-bye handshake, she could give the right name to 
 each child. 
 
 AVhat fun it was! We had Elder Brewster, Governor 
 Carver, AVilliam Bi-adford, John Alden, Priscilla, Desire, 
 and Mary, to say nothing of the worthy mothers. Our 
 dear Rose Avas sweet Rose Standish, and surely no one 
 forgot her name. Peregrine White was not forgotten, and 
 a tiny girl chose to take his part. 
 
 The sickness and death that followed their landing at 
 Plymouth Avas sad, but it was true, and it was an earnest 
 little band that listened to the pathetic tale. 
 
 In the sand table we built the village. Two boxes of 
 the "Fifth Gift" were borrowed from our kindergarten 
 friends down stairs. Eight cubes made the fort on the hill, 
 and two cubes and two half cubes made very good houses. 
 
 Some " Plymouth views " and various descriptions of 
 the old town, furnished a plan accurate enough for all 
 practical purposes. 
 
 Captain Standish's house near the fort, the common 
 house, store house, and five smaller dwellings nearer the 
 beach, were all we attempted, with a boat folded from 
 paper anchored to Plymouth Rock in the harbor. 
 
WHEN FIRST WE GO TO SCHOOL 47 
 
 For trees the bo3"s brought some pine and hemlock 
 branches, l)are twigs, and some dainty ground pine, which 
 made most beautiful ones ])y putting the stems into spools. 
 
 The teacher herself realized better than she ever did 
 before what it meant to belong to that brave company 
 when the miniature settlement was completed. 
 
 The kindness of the Indians was not forgotten; visits of 
 Squanto and Samoset gave added zest, while the advice to 
 plant the corn " when the leaves on the oak trees were as 
 big as a mouse's ear," was one of the things written over 
 and over at the children's request. We had an encamp- 
 ment of Indians also, with wigwams made of brown paper. 
 
 TREKS IN SPOOLS. INDIAN WIGWAM. 
 
 We wove baskets out of weaving mats, strung long 
 strings of bciids, jDainted gorgeous striped blankets, made 
 cardboard canoes, and bows and arrows of sticks and 
 string. Some of this woi'k, with the best of the outline 
 
I'ATTEUM FOK WMiWAM. 
 
 Cut out oiip-thiid of oiiTle— A B. Paste A :ind B tosrptlipr. 
 
 PATTERN FOR CANOE. 
 
 (Fold on dotted lines.) 
 
WHKN FIRST WE OO TO SCHOOL 49 
 
 drawings, was tied into little books for souvenirs to take 
 home, a small picture of the departure from Delfthaven 
 being pasted on the cover. 
 
 L~--^ 
 
 KT 
 
 CANOE. 
 
 SewPd with worstPfi "over and over" at ends. Decorations — fre'e-liand paintinpr. 
 
 As the Hi'st Thanksgiving dinner was supposed to 
 have been served out of dooi's with many Indians as invited 
 guests, long tables were folded, and chairs also for the 
 people (two-inch sticks), and added to the collection in the 
 sand table. 
 
 For games we had, " This is the way we wash our 
 clothes,""' in connection with the first historic washing day; 
 sang the " Builders," played " The Cooper " in honor of 
 John Alden, who made us tubs and pails, and as farmers, 
 planted Indian corn. 
 
 'f We go across the street, 
 Our neighbor dear to greet," 
 
 was revised to read: 
 
 '^ We go across the street, 
 Priscilla dear, to greet," 
 
 or "Miles Standish dear, to g-reet." 
 
50 WHEN FIRST WE GO TO SCHOOL 
 
 This proved a great favorite as it took in each child in 
 turn. 
 
 As the story of the brave little company went on from 
 day to day, the "little Pilgrims " grew to be thankful for 
 sun and rain, seed-time and harvest, and were ready to 
 
 PILGRIM HAT. PILGRIM. 
 
 (f'tit or sewed.) 
 
 consider a day of *" Praise and Thanksgiving " — a fit end- 
 ing to the autumn season and were glad that the custom 
 had been continued and handed down to us through the 
 centuries. 
 
 The gala day of all was the morning when the boys in 
 white paper collars and cuffs, and the girls in Puritan caps 
 sat around the long table for the Thanksgiving breakfast 
 — a " truly " one. 
 
WHEN FIRST WE GO TO SCHOOL 
 
 51 
 
 Samp and molasses, fiied cakes and apples made up 
 the bill of fare. Before we had finished, some Indians 
 arrived, and Samoset in a real Indian blanket, and feathers 
 purloined from the hall duster, presented us with a basket 
 of pop corn. 
 
 BOV'S COLLAB. 
 
 PURTTAN CAP AND CUFF. 
 
 PATTERN FOR PURITAN CAP. 
 
 KERCHIEF. 
 
 " Did we do any reading and writing- or just play all 
 the time? " 
 
 Yes, we did a fair amount; enough so that the chil- 
 
52 WHEN FIRST WE GO TO SCHOOL 
 
 dren " passed in June," without any question being raised 
 as to their fitness. 
 
 They were children with two years of kindergarten 
 training, and perhaps the " Puritan blood " in their veins 
 added to the intensity of their enthusiasm. 
 
 If one has no sand table, the village can be laid out on 
 the number table, and if " Fifth Gifts " are wanting, every one 
 has the one-inch cubes for number work, plenty of them. 
 A two-inch square cut from manila drawing paper oi- "' oak- 
 tag" and folded through the center, will make an excellent 
 roof to place on top of the prism made with two of the 
 cubes. 
 
 " We have not wings, we cannot soar. 
 But we have feet to scale and climb," 
 
 and if we can help the children to gain the height where 
 they can look upon that devoted Pilgi'im band with a little 
 of the love and reverence they deserve, will it not be worth 
 while in these twentieth centuiy days when it is more the 
 fashion to deride their strictness than to cherish their ideals 
 to right and duty? 
 
 " The feehng that finds no expression dies." 
 
when first wk co to school 53 
 
 Hope Desire's Thankscjiviivg. 
 
 A. L. Beckwith. 
 
 It was the day l^'fore Thanksgiving, and Hope Desire 
 Bradcot was down on hvv knees before the l)ig fire-place 
 cleaning the brass andirons and saying to herself, ^^ Oh, I 
 wish, how I wish I had a doll! " 
 
 Did yon ever hear of snch a thing! A little seven- 
 yeai'-old girl not to have a dolly! But Hope Desire's 
 mainma didn't believe in dolls, and Hope Desire herself was 
 a little Puritan gii-1 who lived many long, long years ago. 
 
 ""Come, child,"" called Mother Bradcot, "yon have 
 scoured those irons long enough now. Sit down and learn 
 your catechism. Uncle Lovejoy and Aunt Thankful will 
 be here to-morrow and they'll want to hear you say it.'' 
 
 Hope took down the book from the shelf near the old 
 clock, and sat down in one corner of the long high-backed 
 wooden bench called a ^ settle," but all the time she was 
 thinking of Betty Oldfield's doll. 
 
 " Oh, if 1 only had one! *" she sighed, again and again. 
 
 Betty Oldfield was the little girl who lived next door, 
 and this very morning she had shown Hope a " I'eal truly " 
 doll that her sailor-uncle had brought her from Holland, 
 the only one Hope Desire had ever seen in all her life. 
 Think of that! 
 
 "Oh, it is so beautiful!" Hope said to hei'self. '^AU 
 
U WitEN FIRST WE CrO TO SCHOOL 
 
 made of avoocI, witli big, black eyes, and a red nose and 
 month, and it has a cap too, with a ruffle like grandma's, 
 and a dress that buttons! " 
 
 " Can't T make one out of something? Oh, I could, I 
 do believe I could out of a corn cob, only there's this cate- 
 chism to learn and twenty rows to knit on father's socks 
 before supper, and it is two o'clock already. But I do 
 want Cousin Waitstill to see it to-morrow/' 
 
 Then a little frightened look came iuto her eyes and 
 her cheeks grew very red as she thought, " I'll do it after 
 I go to bed. Mother lets me put out my own candle now, 
 nobody will know, and anyhow I must have a doil,'" and 
 she thought and planned about it as she worked away the 
 rest of the afternoon. 
 
 " Come, daughter," said her mother when the supper 
 things had been put away, " it is bed-time; say good-night 
 to father and grandmother. We must be up be-times 
 to-morrow.'' 
 
 Quickly the little candle was lighted, the good-nights 
 said, and she hurriedly undressed and crept into bed. 
 
 Then she listened! She heard her father wind the 
 clock, rake the ashes over the fire, bolt and bar the outside 
 door, and then all was quiet. 
 
 Hardly daring to breathe, she drew from under the 
 pillow a fat round corn cob from which she had stripped 
 the corn when she went to feed the hens that day. 
 
AVHEN FIRST WE GO TO SCHOOL 55 
 
 Then with fear and trembUn^ she went to work. 
 
 How still it was! Not a sound could be heard save 
 her own little frightened heart that went thump! thump! 
 Her cold fingers flew fast, the candle burned lower and 
 lower, and she wondered what her mother would say if 
 she knew^ 
 
 But w^hat a beauty the doll was going to be! 
 
 Some sci-aps of old white linen from the rag-bag made 
 a cap, and a piece of her own best linsey-woolsey gown 
 made a dress, while a corner of an old shawl wi-apped round 
 Miss Dolly's shoulders covered up her lack of arms. 
 
 " You must have a name, dear," whispered the little 
 girl. '"' Betty calls her doll Barbara, and you shall be 
 Dorothy Ann ; " then with a piece of charcoal that she had 
 saved from the ashes, the last fine touched — eyes, nose, 
 and mouth — were added, just as the old kitchen clock 
 rang out ten. 
 
 Almost too frightened to move she blew out the light 
 in breathless haste, and covering dear Doi'othy Ann's char- 
 coal mouth with kisses, she clasped her tight in her arms 
 and cuddled down under the warm bedclothes. 
 
 ^' Oh, oh! " she said as she ti'ied to go to sleep, '"' I was 
 never up so late in all my life. What will mother do to 
 me?" 
 
 The warm sunlight was streaming in through the one 
 little thick glass window when Hope Desire's mother called 
 
56 WHEN FIRST WE GO TO SCHOOL 
 
 " Come, daughter," and she awoke to find it Thanksgivmg 
 Day. Dorothy Ann, with her big charcoal eyes, was lying 
 on the pillow beside her. 
 
 Not daring to let the doll be seen she stowed it away 
 in her little corner cupboard and ran down stairs to set the 
 table for breakfast. 
 
 By the time the dishes were w^ashed, and the cate- 
 chism said again, Uncle Loyejoy, Aunt Thankful and 
 Waitstill arrived; then they all went to meeting, walking 
 in a solemn line to the place of worship. 
 
 Would you like to sit still in church for three long, 
 dreary hours, on a wooden bench with no back, on Thanks- 
 giving Day? This was what little Hope Desire was 
 expected to do. 
 
 Was it any wonder that the brown eyes, open so late 
 the night before, should grow drowsy and that the little 
 tired head should nod? Fainter and fainter grew the 
 preacher's voice, farther and farthei- away it sounded, and 
 in spite of Cousin Waitstill's warning glances and quiet 
 nudgings, a dreadful thing happened. Hope Desire 
 Bradcot fell fast asleep! 
 
 But even this was not the worst! 
 
 The ^*tithing-man," always on the watch, saw her and 
 came and gave her two sharp little raps with his long stick 
 that had a i-abbit's foot at the end. 
 
 Poor Hope Desire! The disgrace was too much. She 
 
WHEN FIRST WE GO TO SCHOOL 57 
 
 grew red and white; then the hot bhnding tears came as 
 she thought of a little girl who sat up till ten o'clock the 
 night before di-essing Dorothy Ann, when she should have 
 blown out the candle at seven. 
 
 What should she do? Hovv could she face them all at 
 dinner? Would they let her have any dinner, and would 
 meeting never be done? 
 
 The preacher said " Amen " at last, and the people 
 walked solemnly home. 
 
 Xot a word was spoken to Hope Desire until the 
 house was reached; then her father, with a stern face, led 
 her to her grandmother, who was too old and feeble to go 
 to meeting, and said, '^ Oar daughter has disgraced the 
 name of Bradcot. She fell asleep in meeting-time and was 
 wakened by the tithing-man."" 
 
 This was more than the poor child could bear; she 
 rushed into her room, drew Dorothy Ann from her hiding- 
 place, and threw herself into her mother's ai-ms, sobbing 
 out the whole story. 
 
 ""Will you forgive me, mother?" she moaned, and 
 Mother Bradcot, who was very much like mothers the 
 world over, hugged her up to her and said, " Yes, child, 
 l)ut you must go to bed at sundown for a week — you and 
 Dorothy Ann." 
 
DECEMBER. 
 
 Subject: Loving and Giving. Christmas. 
 
 Story: A Merry Christmas. 
 
 " Christmas bells, Christmas trees, 
 Christmas voices on the bi-eeze; 
 We send ^ A Merry Christmas ' through the air, 
 We send ' A jVIerry Christmas ' everywhere."" 
 
 There is a pretty custom in vogue in some kinder- 
 gartens of observing the children's l^irthdays as they occur 
 during the year. 
 
 ^' One of our friends has a birthday," announces the 
 kindergartner to whom the secret has been confided, when 
 the children are assembled in the morning circle. '^ Those 
 who do not know about it may guess." 
 
 Sometimes the little face betrays nothing, but often 
 the sparkling eye and " best dress " make guessing easy. 
 
 " Yes, it is Mamie's birthday. Shall we sing the song 
 for her?" 
 
 "All hail to thee, fair morning, 
 The first of all the year! 
 When gleams the ruddy sunshine 
 We'll shout with voices clear, 
 
 58 
 
When first we go to school 5d 
 
 Oh, a liappy new year to Mamie dear, 
 
 To Mamie dear, so dear, 
 Oh, a happy new year to Mamie dear, 
 
 To Mamie dear, so dear. 
 
 The old year has departed 
 
 With all its gifts of cheer, 
 And now with smiles to greet lis, 
 
 Behold the new appear. 
 Oh, a happy new year," etc. 
 
 From '' Songs and Games for Little Ones." Jenks and Walker. 
 
 During the singing of the chorus all bow and salute 
 Mamie. 
 
 Now, the birthday child chooses her favorite song, 
 leads in the march, chooses the play she likes best at game 
 time, and is allowed to ^' help " more than the others 
 during the morning, " for it is her birthday, you know." 
 
 Perhaps Mamie brings a treat for the whole class, and 
 no matter how simple the lunch ma}^ be it is very much 
 appreciated, and she is the happiest of all because she has 
 been the cause of so much pleasure to others. 
 
 Let us adopt this custom and remember the children's 
 birthdays in some simple way. 
 
 A picture may be framed with paper foldings as a 
 token of love to take home. The miniature Perry Pictures 
 are good for this purpose. The Educational Publishing 
 Company, Boston, have Thorwaldsen's "Night and ^lorn- 
 
60 WHEN FIRST WK GO TO SCHOOL 
 
 ing," and several other standard prints which they sell in 
 sheets (ten or more in a sheet), for a few cents. 
 
 The birthday child should choose his picture and 
 mount it on white or gray cardboard about 7 x 7. He 
 should also choose a pretty tint of folding paper for the 
 frame. The following is an easy pattern: 
 
 Fold a five inch square of paper into six small squares 
 by folding front edge to back, riglit edge to left, front edge 
 to middle crease, back edge to middle crease, right and left 
 edges to middle crease. Three squares folded in this w^ay 
 will probably be enough for a room full of children. Cut 
 the papers in the creases and give one small square to each 
 child. 
 
 SMALL SOrARKS FOLT>ED. 
 
 To fold a small square : Have a corner looking at you ; 
 fold front corner to back corner; (do not open) ; fold back 
 corner to middle front edge. By alternating the foldings in 
 pasting them around the edge of the cardboard, the edges 
 will join, no gaps be left, and square corners can be made. 
 
 If any foldings are left they can be saved till another 
 birthday child chooses the same color. 
 
 Do not think the child will not appreciate this little 
 souvenir. He will, even though he have many presents at 
 
WHEN FIRST WE GO TO SCHOOL 61 
 
 home; for all united to make this for him, and he should 
 learn to value gifts for the love that goes into the making. 
 
 Whittier's birthday comes this month, and if you like 
 to celebrate, there are many incidents connected with his 
 life that make good stories. Let his benign fiice look 
 down upon the little flock, sketch a picture of his home, 
 and tell of the loved ones that it sheltered. 
 
 They will like to roam the fields with '• The Barefoot 
 Boy" and go to school with the little girl who loved him. 
 His pets, the dog, the squirrel, and the parrot, are all inter- 
 esting; and be sure to i-ead them his ""Red Riding-Hood." 
 What prettier picture can you find of a generous soul than 
 the little maid out in the shrieking gale, dropping 
 
 " For beast and bird forlorn 
 Her little store of nuts and corn "? 
 
 Have the children (;lose their eyes, name the different 
 objects, and tell how they look. 
 
 Paint a word pictuie so that they will feel the beauty 
 of it, and really love Red Riding-Hood. Then they may 
 illustrate it. 
 
 A pencil sketch lies before me, done by a little boy of 
 seven, in which I can feel the wind blow as I look at Red 
 Riding-Hood's dress and watch the squirrel poising on the 
 drift. 
 
 The centre of interest, however, will be Christmas. 
 
62 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 Let us take advantage of it and begin the work early so 
 that we may enjoy the spirit of it. 
 
 If oui- previous talks have been of home life and the 
 love there, now is a chance for the children to show an 
 appreciation of that love in the joy of giving. 
 
 As we have a rollicking time with St. ^ick, each child 
 can feel that he is a little Santa Claus, while the tiny 
 fingers make j^retty gifts for the home people. 
 
 PATTKR>f FOR MATCH SCRATCHER. 
 
 When possible, have the children earn the few pennies 
 that will be needed. The gifts will then seem entirely 
 their own. A very good way is to have a mother's meeting, 
 and explain what is wanted, and when those good helpers, 
 the mothers, are interested, success is sure to follow. 
 
WHEN FIRST WE GO TO SCHOOL 63 
 
 Let the gifts be simple ones. Intricate patterns will 
 prove a delusion and a snare, and the work too soiled to 
 use when completed. 
 
 Square weaving mats folded into envelopes w^ith sheet 
 wadding and perfume powder inside, make the prettiest of 
 sachets for mamma; a simple pattern sewed on a card, with 
 sand paper glued to the back, will make a match scratcher 
 that will please papa. Folding, cutting, and parquetry 
 make pretty decorations for screens, boxes, and frames. 
 
 Procure some sheets of stiif cardboard, 7x9, and 
 soft gray in color, some three inch calendar i)ads, and 
 some Madonnas from the Perry Company. Cut oft" the 
 white margin from the pictures and let each child .choose 
 one. 
 
 Draw a pencil line two inches fi-om the top of the card- 
 board and let him paste the top of the picture on that line. 
 Underneath have him paste the calendar and put a little 
 ribbon through two holes you have punched at the top, to 
 hang it up hj. See if it is not pretty enough to be placed 
 in any home. 
 
 If the children are equal to it, a little booklet may be 
 made. Use drawing or water color paper for the covers, 
 and have a spray of holly done in paint, or colored pencils. 
 Have some song or poem copied on plain j^aper, four lines 
 on a sheet, and tie between the covers. 
 
 " A Christmas Hymn," by Eleanor Smith, is pretty for 
 
64 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 this, as the lines are short. Mamma will prize this as 
 " Charlie's first writing." 
 
 Little Christmas quotations may be put upon the 
 board, one each day, for the little folks to copy. 
 
 Give them a cardboard pattern of a stocking, good 
 size, and let them cut white paper stockings to write 
 the quotations on. Warn them that the foes must all point 
 
 BOOKLET COTER. 
 
 one way. Keep them in an envelope until they have a 
 half dozen, and then make the covers of water color 
 paper. Paint a bright heel and toe; stripe the legs, and 
 tie the white leaves between. 
 
 Making paper chains and stringing popcorn for deco- 
 rations will keep restless hands busy, and give much enjoy- 
 ment. Some children can bring corn all ready for stringing, 
 
WHEN FIRST WE GO TO SCHOOL 
 
 65 
 
 others some on the cob, and if the janitor is good-natured, 
 he will pop it, or let yon, over the furnace tire. 
 
 Memory goes back to one stormy morning with few 
 
 STOCKING FOR COVBll. 
 
 children present, when corn stringing was welcomed with 
 great glee for the occupation periods. 
 
 The little fingers flew fast and before the allotted time 
 
66 WHEN FIRST WE CA) TO SCHOOL 
 
 was over the corn was growing dolefully less. More was 
 promised at recess, but it seemed long to wait. 
 
 Finally Harrj', a little Norwegian boy, exclaimed, " Oh, 
 if you'll just hustle up and pop it now we'll go without 
 recess, and we'll sing for you all the time you're pop- 
 ping it." 
 
 Nobody could resist that appeal, so the '"hustling" 
 and the popping were undertaken to the accompaniment of 
 the Christmas carol which floated down the basement stairs. 
 
 Ask the mothers to " blow " the eggs they will use for 
 cake that week, by making a little hole in the end and 
 blowing through, and to give the shells to the childi'en for 
 their Christmas work. 
 
 A little strip of paper pasted over one end for a 
 handle, and decorations in water color, colored pencils or 
 gold paint added and you have very pretty tree ornaments. 
 
 Tell all of the difterent customs of keeping Christmas 
 in other lands that you can find — for we are learning that 
 homes are not all alike — and study the poems and legends 
 that bear upon the subject. 
 
 If we have kept each child's birthday, what added 
 interest there will be in the keeping of the birthday of the 
 Christ-child, and in the knowledge that it is kept "where'er 
 the sun does his successive journeys run." 
 
 The Bible Christmas Story — why is it not more inter- 
 esting' to the children? Is it because we talk about " a 
 
WHEN FIRST WE GO TO SCHOOL 67 
 
 babe wrapped in swaddling clothes," " wise men," and 
 "frankincense and myrrh" in our endeavor to be exact — 
 words that mean nothing to them? May we not tell it this 
 once as we would any other story, with descriptions of the 
 country and people, the journey of the men and camels, and 
 the sheep asleep upon the hillside? Then make the center 
 of interest the Baby, a real baby, that they will wish to see 
 and love, and leave the story with the thought that people 
 loved Him because He was such a loving Boy, and only 
 kind loving deeds find any place as we keep His birthday. 
 
 When the presents to take home ai-e all finished, a 
 little tree is very nice decorated entirely with the children's 
 handiAvork, chains, strings of corn, tree ornaments, and the 
 little gifts for papa and mannna. It requires no elaborate 
 preparation. The singing of the carols the children have 
 already learned, a story told by the teacher, and the distri- 
 bution of the little gifts to the parents is quite enough for 
 entertainment. Don't spoil it Ijy having any ])resents for 
 the children. Let that part be for the home. 
 
 If you are not going to have a tree and want " the 
 best kind of fun," with little trouble or expense, try 
 
 Saint Thomas's Stajff. 
 
 You will need a little spruce tree about four feet tall. 
 
 Perhaps if you are in the country the chairman of the 
 
 school board will jDrocure this foi* you and fit it into a solid 
 
68 WHEN FIRST WE GO TO SCHOOL 
 
 block of wood. Anyway you can get one just the right 
 size at a Christmas supply store. 
 
 Next, get six or eight sheets of pale pink tissue paper, 
 the prettiest tint that you can find, and half as many sheets 
 of dark green, the color of the tree. At a " fancy goods " 
 counter, get some wee brass bells, kettles, coal-hods and 
 dolls, not any of them to be over an inch long. 
 
 A spool of coarse, black linen thread, a spool of fine 
 wire, a yard of narrow lace, and a spool of pink embroidery 
 silk the color of the pink paper, completes the outfit. 
 
 From the {nnk tissue paper, cut twice as many circles 
 five and a half inches in diameter as there are children. 
 
 CIKCLK FOLDED FOR FLOWERS. 
 
 Then, putting two circles together (one above the 
 other), fold them in quarters, folding front to back, and 
 then left to right. 
 
 Holding the lower left corner in your left hand, run 
 the paper through the fingers of the right hand nntil it is 
 well " crinkled." Then smooth it out a little, still holding 
 
WHEN FIRST WE Oo TO SCHOOL 
 
 09 
 
 it at the center, and you will have a very pretty pink 
 flower, with a double row of petals. 
 
 Dress one of the dolls in a sci'ap of the lace; fasten it 
 m the center of the flower with a bit of the embroidery 
 silk and wire the blossom to the end of one of the branches 
 
 CAPS TO COVER FLOWERS. 
 
 of the little spruce tree. Make as many blossoms as there 
 are children, putting a little trinket in each one. Cut as 
 many five and a half inch squares from the green tissue 
 paper as you have children. 
 
 Place a square on the table with an " edge looking at 
 
70 WHEN FIRST WE GO tO SCHOOf. 
 
 you," and paste the bacl: edge and the left edge together. 
 At the back left corner tie a piece of linen thread a yard 
 and a half long. 
 
 Put these caps or cornucopias over the flowers on the 
 tree, twisting the lower points lightly around the stem to 
 hold it in place. 
 
 The tree now stands covered with green buds just 
 ready to burst into blossom. To prevent the threads from 
 tangling, they should be wound into little skeins and 
 pinned to the top of the buds. 
 
 The day you close for the holidays after the carols and 
 story, tell a little tale somewhat after this fashion: 
 
 The LEf4E]srD. 
 
 Once upon a time, long, long ago, there lived a man 
 named Thomas, who had such a loving heart, and did so 
 many kind deeds, that the people in the village where he 
 lived called him "" Thomas the Good." 
 
 As the years went by he grew to be veiy old, and one 
 Christmas morning he awoke with the thought, " For the 
 first time in my life I have no little i-emembrances to give 
 my friends. My hands are now too feeble to carve toys for 
 the children or to make little useful articles for the 
 mothers. Ah, well! I can only give them my love this 
 time," but he felt a little sad about it. 
 
 Going to the door of his little house, he looked up at the 
 
WHEN FIRST WP: GO TO SCHOOL 71 
 
 gray sky and the golden stars fading away one by one, and 
 prayed that only loving thoughts and kind deeds should 
 find any room in the world on the Christ-child's birthday. 
 
 As he jjrayed, lo! the staff on which he leaned sud- 
 denly changed into a tiny tree, and as he gazed with 
 wondering eyes, it budded and then blossomed into the 
 most Avonderful flowers he had ever seen. 
 
 Oh, was he not happy then ! With a joyous heart he 
 broke off every blossom, and filling a little basket with 
 them, he went from house to house, leaving one of the 
 beautiful flowers on every doorstep. 
 
 The peo])le when they found them cried, " They are as 
 lovely as the flowers of heaven are said to be; Thomas 
 the Good must have left I hem," and they cared for them 
 and loved them, calling them ^ St. Thomas's roses." 
 
 When you finish, have the tree — which the children 
 must know »o^/rm^ about — brought in and placed in full 
 view. 
 
 How big the eyes are! What is it? It does not look 
 quite like a Christmas tree. 
 
 "It makes me think of St. Thomas's tree," says some 
 one. 
 
 Now form a ring, or a double ring if you are cramped 
 for space, around the staff. 
 
 Give to each child one of the linen threads to hold, and 
 tell him not to pull it a bit. 
 
72 WHEN FIRST WE GO TO SCHOOL 
 
 Oh the mystery and delight of it! 
 What is coming? 
 
 " We're planting now St. Thomas's staff, 
 Upon this festive day, 
 And it will blossom bright ere long, 
 Just as the legends say," 
 
 recites the teacher, and adds, 
 
 " One, two, three, pull." Off come the green caps and 
 the tree is covered with its wealth of pink blossoms. It is 
 ever so pretty. One moment of breathless silence and the 
 " ohs " and " ahs " begin. After it has been admired for 
 some time, cut off the flowers, each in its setting of little 
 green branches and give one to each child to take home. 
 Pin it to his outside coat, as there is no danger of fi'eezing 
 these blossoms. 
 
 For room decoi-ations, the pictures trimmed with green 
 branches of pine, spruce or laurel, are very pretty, and fes- 
 toons of papei" chains in red and green add to the attrac- 
 tiveness of the place. 
 
 Get as many Madonna pictui'es as you can — and no 
 teacher need be without a good supply — and let each 
 child choose his favoi'ite one to frame and take home. 
 
 The old poem, 
 
 " 'Twas the night before Christmas, 
 When all through the house, 
 
WHEN FIRST WE GO TO SCHOOL 73 
 
 Not a creature was stirring, 
 Not even a mouse," 
 
 the children enjoy dramatizing. 
 
 Stockings may be drawn by the children on the board, 
 and when the curtains are down and the childi-en asleep, 
 Santa, of course, comes and fills them. When morning 
 comes let the little folks draw beside then' stockings what 
 Santa put inside. 
 
74 WHEN FIRST WE GO TO SCHOOL 
 
 A Mekky Christmas. 
 
 " Good morning, Tom. How nice and warm tiie room 
 is!" said Miss Sanderson, one cold, frosty morning, to 
 Tom B lackey, the Hooker School janitor, a boy of sixteen. 
 
 "Only a few more days and then Christmas and vaca- 
 tion. Aren't you glad, Tom?" 
 
 " No, I'm not. I wish Christmas was years oft," and 
 Tom gave his brush a violent bang. 
 
 " Not glad ! " said Miss Sanderson in amazement. 
 "Not glad of Christmas, and no dirty I'ooms to sweep 
 for two weeks? Why, Tom, what's gone wrong? You 
 must be crazy ! " 
 
 " Christmas is nice enough for the rich who have all 
 they want," said Tom, sullenly, " but the fellows like us 
 don't have no fun. I wouldn't mind it foi* myself, you see, 
 but it's the little one,'" and for a moment Tom's face 
 softened. 
 
 " Poor Tim, if it wasn't for Christmas he wouldn't 
 miss things so." 
 
 " Who's Tim ? '" asked Miss Sanderson. 
 
 " Why, Tim is my brother. He fell and hurt his back 
 when he was a little shaver, and he's never been the same 
 since. He can't walk much, and lately has been worse. 
 He's been teasing me to take him down town to see the 
 show windows, so I did the other night. 
 
WHEN FIRST WE GO TO SCHOOL 75 
 
 "111 McGregor's window was a little rocking chair 
 with red cushions that took the little chap's eye. He's got 
 it into his head that if he's good, and don't cry when his 
 back aches, that maybe, on Christmas Day, Santa Clans will 
 bring it to him. Every night he'll say, ^My back won't 
 hurt so bad in my little chair, mother'; and it hurts me 
 that bad to have him disappointed that I feel like fisting 
 the first fellow that says Christinas, 
 
 •'Does the work here want to be erased, ma'am?" 
 
 '^N^o, I'll save that a little longer; that's all this 
 morning, thank you. Here, take this orange to Tim and 
 tell him Miss Sanderson sent it." 
 
 Just before the bell rang for dismissal Miss Sanderson 
 said: "I've a story to tell you, boys and girls, a real true 
 story. How many of you are glad that Christmas is 
 coming? " 
 
 " Why, we all are," answered a chorus of voices. 
 
 "What is Christmas for? It is a time when we should 
 tiy to make some one happy beside ourselves, is it not? 
 So papa and mamma are planning good times for you, and 
 you are all hoping for some nice present, something you 
 have been wishing for, for a long time, perhaps. 
 
 "Well, down on Myrtle Street lives a little boy who 
 wants Christmas to come very much, too. But he isn't 
 strong and well, like you. He has a weak little back, and 
 he can't even walk. Everv dav he counts on his little thin 
 
76 WHEN FIRST WE GO TO SCHOO\ 
 
 fingers the days that are left before Christmas, because he 
 hopes that Santa Clans will bring him something he has 
 wanted ver}^ much. 
 
 " Ko, Willie, it isn't a tin horse, or a drum, or a train 
 of cars. It's a little chair in McGregor's window. It has 
 soft red cushions, and he thinks they would keep his little 
 back from aching." 
 
 "Is his father going to buy it for him?'' asked Sammie, 
 from the back seat. 
 
 " He hasn't any father, and liis mother is too poor, and 
 his brother — our Tom, who takes care of the school room 
 — can't spare the money, because he has to buy coal and 
 things to eat. I^ow think how disappointed he will feel if 
 he doesn't get it," 
 
 " Oh ! " said several voices, and the sober faces watched 
 Miss Sanderson, anxiously. 
 
 " Perhaps he might get it," said one little voice. 
 
 " Perhaps he might," said Miss Sanderson, brightening. 
 " There are thirty children in our room and thirty in Miss 
 Lannon's. If each boy and girl could earn five cents, it 
 would help very much. Think it over, and tell me in the 
 morning." 
 
 "We could, we could," cried eager voices, as Miss 
 Sanderson bade them good night. 
 
 Miss Sanderson's children came from homes where 
 there were not many spare pennies and their chances for 
 
WHEN FIRST WE GO TO SCHOOL 77 
 
 earning money were few, so she was a little doubtful of 
 her experiment; but the next morning assured her of its 
 success. 
 
 " How many remembered the story I told you last 
 night?" she asked, when school had been called to order. 
 
 " I did, teacher,''' and a tiny hand waved in the air, 
 while another dove into the pocket of a pair of baggy 
 trousers. " Here's a nickel for an cxti'a shine," and a pair 
 of black eyes beamed with pure delight. 
 
 '^Good!" exclaimed Miss Sanderson. 
 
 " Here's three cents," and another grimy hand went 
 up. " A lady gave it to me because I saw her drop her 
 handkerchief. I did want to buy some candy lions at 
 Smith's bad, but I thought of our boy and I put 'em in 
 my pocket and ran to school." 
 
 " That's fine ! " and Miss Sanderson's face was 
 wreathed with smiles. " ^ow, little folks, what do you 
 think! Mr. Patty says he is going to tell all the boys 
 and girls in the building about Tim, and he has fastened a 
 little tin box on the door of his office, and every time we 
 have any spare pennies we will go and drop them in. 
 Then in ten days, the Friday before Christmas, we will 
 count up and see if we have enough. Be careful not to 
 let Tom know and we will surprise him, too." 
 
 The days came and went, and every day brought con- 
 tributions for the box. No one was allowed to beg for 
 
78 WHEN FIRST WE GO TO SCHOOL 
 
 money at home; each penny must be earned, and the ways 
 were nmnerous. 
 
 " I've got a nickel," cried Oelina one morning. 
 " Grandpa paid it to me 'cause I sat still and stopped talk- 
 ing for ten minutes by the clock," and her knobby braids 
 bobbed with glee as she skipped to the office. 
 
 '■ Hard earned money," laughed Miss Sanderson to 
 herself. 
 
 " How's Tim? " she asked Tom one noon as he came 
 in to erase the boards. 
 
 " Pretty plucky ; he's dead set on Christmas, and it's 
 too bad. I'm going to buy him a drawing book, but he 
 just can't have the chair." 
 
 Friday afternoon came at last, and the hist mite 
 had been deposited. Mr. Patty met all the children in 
 the lecture room at thi-ee o'clock. The box was in his 
 hand. 
 
 There was breathless silence. Each eager face 
 watched Mr. Patty as he poured the contents on the 
 table. Did it ever take so long for pennies to be counted 
 before? But what a pile! 
 
 Nine dollars and ninety-tive cents, and a nickel makes 
 — "Ten," shouted the chorus, as Mr. Patty pulled one out 
 of his pocket and added it to the pi'ecious pile. 
 
 " We can buy a wheel chair, now," said the principal, 
 "and perhaps Tim can come to school next summer." 
 
When first we ("t(^ to school 79 
 
 Such a clapping as there was! Tim ahiiost could have 
 heard it down on Myrtle Street. 
 
 Tom heard it down in the basement, and said to him- 
 self, ^ Wonder what's up? Something about Christmas, 
 most likely," and he looked pretty sober. 
 
 " I'll buy the chair,'' continued Mr. Patty, " and see 
 that it is sent to the house to-night. Will that do? Do 
 you think you can trust me to pick it out? "" 
 
 " Yes, sir," came as one voice, and then fhe children 
 were dismissed. 
 
 "What makes you so cross. Tommy?" asked Tim, as 
 Tom sat by the stove warming his feet after supper. 
 "Christmas is to-morrow, you know, and then we'll be glad." 
 
 " I ain't cross, little one," said Tom, as he lifted the 
 little cripple upon his knee. 
 
 " Tom's tired," said his mother, " that's all. You had 
 better undress now^, dear, and creep into bed." 
 
 "All right," said Tim. "I just can't wait to see if 
 Santa brings me my chair in the morning." 
 
 "Whatever will we do, mother?" said Tom, when the 
 house was quiet. " The poor little chap will feel so bad." 
 
 " I know it,'' said his mother, " but I have knit him 
 the stockings, you have bought the drawing book, and the 
 fruit man on the corner sent him three oranges. It's the 
 ])est we can do. Hark! Someone is knocking at the door. 
 Go and see, Tom." 
 
80 WHEN FIRST WE GO TO SCHOOL 
 
 Tom went, and his excited cry of " Mother ! " brought 
 Mrs. Blackey to his side in an instant. There, all twined 
 with evergreen, stood such a pretty wheel-chair, with 
 the reddest, softest cushions imaginable. In the seat was a 
 bouncing turkey, Mr. Patty's contribution, and tied to the 
 arms were bags full of all sorts of good things that the 
 other teachers had sent. Tom was so bewildered he could 
 hardly help his mother carry it into the kitchen. 
 
 A card-was tied to the back Avhich read: 
 
 " The boys and girls of Hooker School, 
 Are trying to follow the Golden Rule, 
 So they've bought this chair for little Tim, 
 And send it by Santa Claus to him." 
 
 " Well, I never! " said Tom, again and again. " Seems 
 as if it must be a dream." 
 
 It was put by Tim's bed, when Tom and Mrs. Blackey 
 finally calmed down enough to bid each other good-night, 
 and the next thing Tom heard was a little voice calling out 
 in the early morning, " Oh my, oh my! Mother! Tommy! 
 Come quick! It's come, it's come! only it's finer than the 
 one in the window," and hiding his face in the pillow he 
 sobbed as if his heart would break. 
 
 "Come, my boy," said Mrs. Blackey, "aren't you glad?" 
 
 " Glad," sobbed poor Tim. " I am so happy I think I 
 shall die." 
 
WHEN FIRST WE GO TO SCHOOL 8l 
 
 Tom was quickly dressed and before little Tim could 
 wipe his eyes he was wdieeling him all through the 
 house. 
 
 " Oh, I am so glad I didn't cry yesterday, Tommy 
 dear. Xow it seems as if I was almost a well boy with a 
 straight back." 
 
JANUAKY. 
 
 Subject: Divisions of Time. 
 Story: Cornelia's Hiding Place. 
 
 " The night is starry and cold, my friend, 
 And the New Year blithe and bold, my friend, 
 Comes up to take his own." 
 
 How shall we welcome il ? Here is one way. After 
 the songs and talk on the first school morning of the 
 glad new year, place a crown of gold or silver paper on 
 the head of some little girl, fasten a string of tiny bells 
 around her wrist and let her trip up and down the aisles, 
 scattering imaginary blessings on the little folks who join 
 in singing this song: 
 
 '^ Oh, I am the little New Year, oh, ho, 
 Here I come tripping it over the snow. 
 Shaking my bells with a merry din, 
 So open your doors and let me in." 
 (Jenks and Walker.) 
 
 Let the children tell the name of the new year and its 
 age. It can be used occasionally for a number of weeks, a 
 different child to personate the character each time, boys as 
 well as girls to be chosen. See how much older the little 
 year grows each time it is played. 
 
 82 
 
WHEN FIRST WE GO TO SCHOOL 83 
 
 Have a procession of the months also. Some screen 
 cloths, for veils, Avhite, brown, yellow, red, and green, or 
 some tissue paper of these colors, for caps or crowns, will be 
 needed. 
 
 Now, we'll choose the children. 
 
 " Who has a birthday in January? Willie? He shall 
 be January, then, and wear the white dress" — which 
 is a yard of white screen cloth thrown over his head, 
 or a cap made of white paper, whichever you prefer 
 to use. 
 
 "Who has a birthday in February?" "What dress 
 shall Nellie wear? " " Yes, a white one." 
 
 March may wear brown; April and May, light green; 
 June, July, and August, darker green; September, yellow; 
 October, red ; November, brown ; and December, white. 
 
 And what then? Nothing, onl}^ to march around the 
 room to a lively tune, as the children tell the names of the 
 months, but the dressing up is where the fun comes in, 
 especially if the veils are worn. 
 
 Try it sevei-al times during the month, so that all the 
 children may have a part in the exercise. Let February 
 lead next month, while January is last in line. 
 
 Some day represent a whole month by choosing a child 
 for each day, remember special days by letting some child 
 carry a symbol of the day to be celebrated: a star for 
 Christmas, a heart for Yalentine's Day, etc. 
 
84 WHEN FIRST WE GO TO SCHOOL 
 
 Here is a little rhyme for the days of the week. 
 Choose a child for Sunday, and as he stands in front say: 
 
 " Said Sunday to the other days, 
 ^ Let's all stand in a row. 
 So Sunday calls to Monday," 
 
 (Sunday beclvons to some child who comes and stands 
 beside him.) 
 
 " Monday calls to Tuesday, 
 Tuesday calls to Wednesday," etc. 
 
 As the seven days stand in line, re])eat, 
 
 " fVnd as they stood, just so. 
 All seven in a row. 
 The children cried, ^Oh, ho! 
 Thafs just one week we know.' " 
 
 Have the children name the days as they go back, one 
 by one. 
 
 Keep a weather report. On a sheet of water color paper 
 sketch or paint at the top a little scene, descriptive of the 
 month, with calendar figures below. Tie it to a piece of card- 
 board arid hang it low down, where the little hands can reach 
 it. In a convenient box, nearby, have some yellow, white, 
 light and dark gray circles which the children have cut. 
 
 It is a cold, snowy morning. 
 
 During the opening exercises, which include a v/eather 
 song, ask who can tell " the story of the day." 
 
WHEN FIRST WE GO TO SCHOOL 8b 
 
 "To-day is Monday, January 8, 1903: snowy," says 
 Annie. 
 
 " Yes, let us all tell it, while Annie pastes it." 
 
 Annie selects a white circle, puts a bit of paste on the 
 back, and glues it oyer the figure 8 in the calendar. 
 
 A yellow circle means sunshine* light gray, clouds; 
 dark gray, rain; white, snoAv, A glance at the calendar at 
 the end of the month tells what the Ayeathei- has been. 
 
 An advertising calendar may be used, if you prefer, 
 but the little people like the one the teacher makes better, 
 and they are interested in seeing what the new picture will 
 be for the month. It may be given to some child when it 
 has fulfilled its usefulness. 
 
 Day and night will prove interesting in this connection, 
 as the stars are especially bright just now. 
 
 The crescent moon, cut from gold or silver paper, 
 oi- ])ricked and sewed with yellow worsted, and the Big 
 Dipper made of gilt stars, are attractive occupations. 
 
86 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 There are many pretty moon songs, such as: "The 
 Moon Boat/' Jessie Gaynor; "Lady Moon," Eleanor 
 Smith; "The New Moon," Jenks and Walker; and the 
 myths of "Apollo" and "Diana" make excellent stories. 
 
 The different kinds of lights nsed at night shonld not 
 be forgotten, and the representation of these will strengthen 
 the impressions. 
 
 Telling time by the clock may be introdnced this month, 
 and the valne of time impressed npon the little folks. It 
 
WHEN FIRST WE GO TO SCHOOL 87 
 
 tells ITS when to get up, when to go to school, sends papa 
 to work, brings him home for dinner, puts us to bed, and 
 ticks on through the long dark hours. 
 
 Call attention to the different ways of telling time now, 
 and in "ye olden time": the hour glass, candle, sun dial, 
 shadow stick, water clock, and clocks and watches. Teach 
 the old rhyme: 
 
 " See the neat little clock, 
 
 On the high shelf it stands, 
 And points to the time 
 
 With its two little hands. 
 May we, like the clock, 
 
 Keep a face ever bright, 
 And hands ever ready 
 
 To do what is right." 
 
 In the kindergarten song books will be found songs 
 of the flock. Froebel's "Mother Play" (Blow transla- 
 tion), has an unusually good one. The children will 
 like the pictui'es in this book, and the teacher will find 
 help and inspiration from the " Mottoes and Commen- 
 tai-ies." 
 
 Under the subject for this month we shall mention the 
 seasons, and winter, with its sports, pastimes, and occupa- 
 tions, is in order. 
 
 AVith the falling of snow comes the cutting of snow 
 crystals. Give each child a cardboard hexagon, three 
 
88 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 inches in diameter to "trace around," and let the children 
 cut their own ground forms from white paper. 
 
 To fold: Have an edge of the hexagon looking at you; 
 fold front edge to back edge; fold front I'ight corner to 
 
WHEN FIRST WE (JO TO SCHOOL 89 
 
 back left coi'ikt; tiii-n over the paper; fold front right 
 corner to back left corner. 
 
 Draw aome simple pattern on the triangnlar face, 
 having the folded point for the centre o£ the snowflake. In 
 drawing the designs, i-eniember snowflakes have no cnrved 
 lines or open centres. 
 
 At rirst the patterns may be pnt npon the board, but 
 very soon the children can do some designs of their own. 
 
 Let them mount the snowHakes on tive inch squares of 
 colored paper and tie them into a little book, with this 
 copied on the fly leaf: 
 
 '■ This is the way the snow comes down. 
 Softly, softly falling.''' 
 
 The makiuii' of clav ice houses and tillinii- them with 
 
90 WHEN FIRST WE GO TO SCHOOL 
 
 cubes of " ice " is sure to result in one good form lesson, 
 and sleds made from drawmg paper and the painting of 
 winter scenes give much pleasure. 
 
 In the song book of Eleanor Smith is a good snow 
 ball song or game, and in Jessie Gaynor's a sleighing song. 
 
 Visit the home of Agoonac in " Seven Little Sisters." 
 
 Her home may be made of clay, the children making 
 clay cubes, and then combining in one large house. If you 
 wish to be more realistic, the house may be covered with 
 sheet wadding. 
 
 An Eskimo hut may be cut from paper by dividing a 
 
WHKN FIRST WE GO TO SCHOOli 
 
 yi 
 
 circle in halves. A few gray lines to outline an occasional 
 block of snow makes it more artistic, and it may be nsed as 
 a book cover foi* little stories copied from the board about 
 Agoonac. 
 
 ESKIMO HUT FOR BOOK COVER. 
 
 Stories of the long cold nights in the Arctic regions, 
 the animals found there, and the clothing, food, and utensils 
 of the people will not fail to interest. 
 
 fy/,f,0''////////////>^//>'M'/M 
 
 ow/y^'//////////y////M<////A 
 
 FOLD ON DOTTED LINES. 
 
 This is the season of the busy lumbermen. Go in 
 imagination into the woods with them. Sketch the camp 
 
92 WHEN FIRST WE GO T(^ SCHOOL 
 
 and forest on the board and let, the tools be drawn and cut. 
 The logs will fnrnish new cylinders for clay, and the ends 
 of the logs, Avith the rings, give excellent free arm move- 
 ment exercises for the blackboard. 
 
 The inside of the camp will prove attractive. Tell 
 them of the beds, or "" bunks " along the wall, filled with 
 clean green boughs, the big stove, tlie long tables, rough 
 benches, and the tin dishes. 
 
 I^ead about the camps yourself until you have really 
 been there (in imagination, at least), and then you can 
 make the subject full of interest. 
 
 Let them illustrate, and experiment, and 2:)la}i lumber- 
 men in evei-y way their own originality will suggest, but if 
 you think this a waste of time, and that a *"^nice little story" 
 read from some book about lumbermen will be less trouble, 
 don't, I beg of you, try to follow this outline, for nothing 
 but f^iihu'e will be the result. 
 
when first we go to school 93 
 
 Story. Cornelia's Hiding Place. 
 
 Alice L. Beckwith. 
 
 A train}) of feet upstairs and downstairs, and the 
 whole troop of merry bo^s and girls rushed into the 
 kitchen. 
 
 ^' I have found everybody but Truman and Cornelia," 
 shouted Cory don. 
 
 ""Laura was in the clothes press, and Dan was in the 
 baby's cradle. 
 
 " Hurrah ! here is Truman now, in the old brick oven, 
 eating pie." 
 
 ■'And he had two pieces at dinner," said Katy. 
 
 "Now, wdiere is Cornelia? We'll all hunt for her." 
 
 Up stairs they raced again. In barrels, boxes, and 
 chests they looked; Katie looked under the eaves, and Dan 
 was caught poking his head up the chimney flue, but no 
 little girl was to be seen. 
 
 " There's that funny old closet under the stairs," said 
 Amos, and down they went, two steps at a time. 
 
 '■ She must be there," cried Katy. " I heard a little 
 noise"; but the two bright eyes she saw when the door 
 was opened belonged to a little mouse, and not to Cornelia. 
 
 Mother's room, grandma's room, the pantry, the wood- 
 shed, the cellar, every conceivable place in the house had 
 l)een inspected. Where was she? 
 
94 WHEN FIRST WE GO TO SCHOOL 
 
 The children began to look sober. She could not be 
 lost, could she, little Cornelia, who had come from the city 
 with her papa the night before to spend New Year's Day 
 at the old farm house? It was she who had begged for the 
 game of hide-and-seek after dinner. 
 
 "It's no use!" exclaimed Laura; "I know she is not 
 in the house. Perhaps she has gone down to Mary True's." 
 
 "No, she hasn't,"" said Truman, "that wouldn't be fair, 
 and Cornelia always plays fair." 
 
 "Clang! clang! clang! clang!" sang the old clock in 
 the corner. 
 
 "Four o'clock; we've been hunting for her a half hour 
 already. The poor little thing may be lost. I am going 
 to tell mothci- and ask — " 
 
 Crash, crash, smash — a noise that could be heard to 
 the most remote corner of the attic, and which frightened 
 the children into perfect stillness. Oh, what was it? What 
 had happened? 
 
 One glance at a corner of the kitchen told the whole 
 story. There, face downward on the tloor, lay the old 
 clock, and j^eeping out from under it could be seen the 
 golden curls and white, scared face of little Cornelia. 
 
 Katy, who was the first to recover herself, cried, " Oh, 
 Cornelia was hiding in the clock and she's tipped it over! 
 Father's coming! Father's coming! What will he say?" 
 and with one accord the children rushed for that haven 
 
WHEN ITIRST WE GO TO SCHOOL 9'> 
 
 of refuge, grand ma's I'oom, leaving Cornelia to bear her fate 
 alone. Poor little girl! She lay there, too frightened to 
 cry, listening to the foot-steps coming nearei" and nearer. 
 
 Perhaps it was Aunt Matilda. She wouldn't scold her; 
 but if it wei-e Uncle John, what would he do? Would he 
 say she must never, never come here again? 
 
 " Oh, how I wish I had stayed at horns with mamma 
 and baby! Oh, I Avish I'd never come, I do, I do! If I 
 only " — the door opened. 
 
 ^' Seems to me I wouldn't play that game any more, if I 
 were you, Cornelia," said the kind, grave voice of Uncle 
 John, as he picked up the little girl, and stood the uninjured 
 clock back in its place. 
 
 Grandma's door was ajar, and she was just coming to the 
 rescue, when Cornelia rushed in, to sob out the whole story. 
 
 "What did father say?" asked Amos. 
 
 "Um! I'm glad it wasn't I," said Corydon. "He 
 never even lets Laura touch the clock." 
 
 " Do you think yoiT were very brave to run away, all 
 of you big boys, and leave a little girl all alone to bear her 
 trouble? It seems to me that looks a good deal like 
 cowards," said grandma. "Never mind, Cornelia, dear, 
 dry your eyes and eat some of grandma's peppermints," 
 going to the large, old-fashioned bureau and pulling out 
 the top drawer. " Here are twelve pink ones, one for each 
 of the new months." 
 
FEBRITARY. 
 
 Subject: Trades. Story: The School Flag. 
 
 "" Why will a child desei't his play 
 
 The craftsman's work to see? 
 Something within him, latent still, 
 Stirs at each stroke of strength or skill, 
 
 Whispering, ' AVork waits for me.'" 
 
 Ask the children some moi-ning what they intend to do 
 when they ai-e grown np, and see if the ci-aftsman's work 
 does not predominate rather than any of the professions. 
 
 If yon have taken home and family life for subjects, 
 add trade life now. " j^o one liveth nnto himself," should 
 be the thonght " that runs thi-ongh all, and doth all unite." 
 The busy woi-kman labors for his family; the blacksmith 
 is a father also, who '""goes on Sunday to the church and 
 sits among his boys." 
 
 Shall not the child learn that in the outside world it is 
 in acting well his part that all honor lies? Lead him to 
 discover and believe in the univei-sal brotherhood of man. 
 
 We cannot represent all trades; which ones shall we 
 select ? 
 
 Kindergartners say, choose ty])ical ones, not trivial 
 ones; choose those that show cause and effect, relation and 
 
 96 
 
WHKM FlUsr \VK (iO To SCHOOL 
 
 y? 
 
 interdependence, eaiv being taken to select those best 
 adapted to the needs of your own individual children, and 
 those that can be best illustrated in youi* own room. 
 A})ply this thought of Froel)ers. Every subject presented 
 to the child sliould contain an element of the old in the new 
 and yet hv complete in itself. 
 
 Last month we went into the w(^ods with the luml)er- 
 man; the carjjenter will naturall}' follow. Build houses, 
 bi'idges, shops, and chui'ches with blocks that you have for 
 drawing and number work. Phey will ])i-ove excellent 
 models for drawing and clay. Some l)oy will have a toy 
 tool chest he will gladly loan; or the carpenter's son may 
 coax his fathei- to let him bi-ina' a trulv saAv and hammer. 
 
 These are especially good for drawing, painting and cutting. 
 
 The cabinet-maker is closely allied with the carpenter, 
 
 and peas woi-k can be inti-oduced for furnitui'e and make a 
 
98 
 
 WHEN FIRST WE OO TO SCHOOL 
 
 delightful change for occupation. It is delicate and pretty 
 when well done. 
 
 When the l)uildings are finished coal is needed for 
 heating. Let us go to the miner. Emphasize his home life, 
 as well as liis work in the nnnes, and in this way old les- 
 sons may be reviewed, improvements noticed, and interest 
 deepened. His house might be made some day, each child 
 contributing something, for by this time man}^ of the chil- 
 dren are able to work independently. 
 
 If yon have a saud box or a long tin tray filled with 
 sand, it will be easy to make a mountain, dig the mine and 
 build the shaft. If you have neither pictures mnst take 
 the place. 
 
 c 
 
 The pick-axe, lamp and shovel will be the character- 
 istic implements; though coal cars, mules, buckets and 
 spades will be added by enthusiast'c children. 
 
WHEN FIRST WE GO TO SCHOOL 
 
 99 
 
 Mines of gold, silver, copper, tin, iron and salt must 
 not be over-looked. 
 
 Encourage the cliildren to mention arti- 
 cles in daily use made from metals, and make 
 charts with [)ictures of utensils cut out at 
 home. A chart containing a list of trades 
 that children know about is intei'esting. 
 
 ""King Midas and the Golden Touch" is 
 one of the best of stories, and Miss Wiltse's " Mouse Who 
 Lost His Tail,-' is often asked for in this connection. All 
 children's song books contain songs and games of trade life. 
 
 ©= 
 
 The blacksmith needs coal and iron also. 
 
 If it is possible, take the children to visit a blacksmith 
 shop. ]t is not very hai'd to accomplish if there is one 
 within walking distance. If you ask permission of the 
 blacksmith beforehand and set the time for the visit, he 
 will be willing to show you everything of interest. 
 
 Let the children illustrate upon their return what they 
 saw and what they like best. You will find out what made 
 the deepest impi-ession. i.orc. 
 
100 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 For occupation, there will be horseshoes in clay and in 
 paper, anvils, and nails, and the horse himself for the more 
 ambitious children, with the shop and bellows folded and 
 cut. 
 
 " The Village Blacksmith '' will be enjoyed much more 
 after this visit. "Yulcan, the Mighty Smith," and "Sieg- 
 
 fried " are the myths worth telling, and the story of " The 
 Wise Old Horse," in the " Child's World," is always a 
 favorite as a story and foi- dramatization. 
 
\VIIF-^,N FIRST WK (iO TO SCHOOL lol 
 
 JfV iired slioes as well as the horses, and the cobbler 
 shall make or at least mend them for us. 
 
 The farmer and miller will furnish us flour, and the 
 baker shall make us sweet bread. 
 
 Lastly we will array ourselves in new garments, for 
 
 -'' Good tailors are we, and work every day, 
 For the children they all need clothes." 
 
 It is an excellent plan to have a blank book made for 
 each child to paste his best work into. Seven inches by 
 twelve is a good size, and they ai-e prettiest when the 
 leaves are made of thick gray papei", but thick manila 
 sheets are ver}^ good. Let something be mounted in these 
 books once or twice a week, representing the subject -hat 
 is being studied. 
 
 A little winter scene, with eskimo hut, for Agoonac, 
 saw and ax for the lumberman, mallet and hammer for the 
 carpenter, are examples. 
 
 As the children turn the leaves of the books the sub- 
 jects discussed will be I'ecalled. These books are highly 
 
102 WIIKN FIHST WE CO TO SCHOOL 
 
 pi'ized at home. A siiperinteiuU'iit once told me he made 
 them for his kindei-g-artners and that the}^ cost less than 
 three cents each. 
 
 Some of the l)est illustrative work, mounted on oak-tag, 
 cut in long strips six inches wide, makes a pretty border for 
 a long blackboard. Only the best work should be used, and 
 just the pieces the little ones donate for this purpose. 
 
 One can, in this way, see at a glance what subjects 
 have been taken up during the year. 
 
 But Febrnaiy is our patriotic month, and though she 
 is so short, she holds several special days that are easily 
 observed in primaiy rooms. 
 
 If these days seem to you as so inany interruptions in 
 the '^ course of study,"" one special celebration will be suffi- 
 cient. If, on the other hand, you regard them as golden 
 days that relieve the monotony of school I'outine, you may 
 like the whole list. 
 
 February 12, Lincoln's Birthday, comes fii-st in order. 
 It is not necessary to jirepai-e an elaborate exercise. The 
 I'oom made bright with flags, the singing of the patriotic 
 songs the childi-en already know, and a little marching, will 
 go a long way towai'ds making a gala day. 
 
 Make some soldier caps of red, white, and blue tissue 
 paper, provide a small flag for each little soldier, and j^ou 
 will be ready at any time for a patriotic celebration. 
 
 To-day, Lincoln's portrait, wreathed in green, will 
 
WHEN FIRST WE GO TO SCHOOL 103 
 
 have the place of honor. I^et the children tell you all they 
 can about Abraham Lincoln. Rouse a little enthusiasm 
 for him a couple of days before, and the incidents that they 
 will bring from home will be many. 
 
 One year I was much indebted to the magazines and 
 daily papers for my " Lincoln Day,'' so many of these con- 
 tained scenes and anecdotes connected with his life, and 
 they found their way into every home. 
 
 "Papa read me that,*' "Mamma told me this," and 
 "Nellie cut out this picture foi- me'"; nearly every child 
 contributed something'. You can gather all these items in 
 the story yon tell — the story that shall make them feel his 
 devotion to truth and justice. 
 
 Tell, too, the story of " Bennie and Blossom, or Asleep, 
 at His Post," if you can find it. It is an old story and 
 used to be in reading books. 
 
 Paper chains of red, white, and blue make pretty wall 
 decorations, and don't forget some little souvenir to take 
 home. A badge of red, white, and blue, a little picture of 
 our hero pasted on a white card and outlined in red and 
 blue W(u-sted, or his name and date sewed on a strip of white 
 cardboard, are simple remembrances. Write "Lincoln's 
 Birthday, February 12," somewhere on the souvenir. It 
 will help to fix the dale in the child's memory every time he 
 looks at it. When you go out calling you will find these sou- 
 venirs pinned upon the wall or laid carefully away in a box. 
 
104 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 February 14, Valentine's Day. 
 
 Tell the children the old legend of St. Valentine, of his 
 kind, loving heart, and of the love tokens that he sent to 
 friends far and near. We will send some, too, but as no 
 one wants to send his love with anything that is not pretty, 
 comic ones are quite out of the question. 
 
 Fasten a paper box to the inside school-room door, cut 
 a slit in the top of the box, and let the little people have the 
 fun of making valentines and dropping them into it. 
 
 A variety of ''school valentines" are before me. Here 
 is a square of Bristol board, folded through the centre. 
 Outside is a heart sewed in red worsted. Another has a 
 heart of i-ed paper pasted on the outside. This oblong card 
 has '' With My Love," near the top, and underneath a bird 
 "(m the wing," with a letter in its mouth. Both bird and 
 
WHEN FIRST WE GO TO SCHOOL IQf, 
 
 letters are perforated. This dainty one is a pansy of 
 natural size, cut from water color papei', painted a delicate 
 violet and pasted in the centre of a six- pointed star. The 
 star is about five inches in diameter, and has " My Love " 
 on the points, one letter on each point. Here are some 
 done in colored pencils, others in crayon, and still others 
 cut from water coloi- paper and decorated with scrap book 
 pictures. 
 
 Let the children make envelopes to put them into, by 
 folding the four corners of a square of paper to the centre, 
 and sealing- it with a red heart cut from paper. 
 
 They play this little game in kindergarten on this day: 
 
 An envelope has a ribbon tied at the two upper corners. 
 
 This is placed over the neck and under the arm of the little 
 
 child who is chosen for a bii-d, and who goes flying around 
 
 I lie room, while children sing: 
 
 " A little bii'd comes flying 
 A message to bring, 
 'Twill be found in a letter 
 Tied undei' its wing." 
 
 As the bird flies down at some child's feet, they sing: 
 
 " Little bird, you are welcome. 
 Take a kind word and wish. 
 Rest now from your labors, 
 And another sliall take this." 
 
1U6 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 The bird takes her seat and the one .she chose " goes 
 flying." 
 
 If the teacher likes to give the children some little 
 valentines in addition to those they have made, this is a 
 pretty way to distribute them. The envelope with the rib- 
 bon should be large enough to hold the valentine that the 
 
 teacher will slip in as the different "birds" come to her to 
 receive the message befoi-e flying. If there are niany chil- 
 dren several birds can fly at the same time. Sing this, 
 instead of the second stanza : 
 
 " Little birdie, we thank yon 
 For the token so dear. 
 Another shall go flying. 
 
 And you i-est with us here." 
 
 February 22. Of course, Washington's Birthday will 
 
WHKN FIRST WE GO TO SCHOOL 107 
 
 be The Day this month. Tell all of the stories of Wash- 
 ington as a hoij that you can find. Yes, "the hatchet 
 stoiy '' — even if the Avise men deride it and say it isn't true 
 — and the story of his mother's colt. Tell them how much 
 he loved his mother and that he proved this by giving up 
 his desire to go to sea because it caused her a heartache. 
 
 They will like to think of him as a soldier, too. 
 
 For a celebration just march with the flags, wear the 
 caps, and sing '^ Our Fair Land Forever," " Star Spangled 
 Banner,'' " America," and as many more as you have time 
 to teach. 
 
 I like this, sung to the tune of "" America " — written 
 by some kindergai-tnei-: 
 
 ■^ My country, I- love thee, 
 Though but a child I be. 
 
 Of thee I sing. 
 I love the stories told 
 Of all the heroes bold. 
 With each bright starry fold, 
 
 Thy flag I bring. 
 
 " My Country, I would pray 
 To serve thee every day, 
 
 Like those before. 
 I would a hero be, 
 And love and work for thee, 
 To keep thee fair and free 
 
 For evermore." 
 
iU8 WHEN FIRST WE <4() TO SCHOOL 
 
 The little folks like the game of " Soldier Boy." 
 A leader is chosen and given six flags. As he marches 
 up the aisles, holding a flag proudly aloft, all sing: 
 
 "' Soldier boy, soldier boy, where arc you going, 
 Bearing so proudly the I'ed, white, and blue? " 
 
 The Soldier Boy sings in reply: 
 
 " I go where my country, my duty is calling, 
 If you'd be a soldier, you may come, too." 
 
 He then presents a flag to some comrade, who follows 
 behind, and the song is repeated. 
 
 When five soldiers have been chosen the six stand in 
 line and recite: 
 
 " Our country, 'tis America, 
 
 Our flag red, white, and blue, 
 And to the land of AVashington 
 
 We ever will be ti-ue. 
 Wave the flag, and wave again. 
 
 And give three loud hurrahs. 
 For our beloved America, 
 
 And for the stripes and stars." 
 
 All join in three rousing cheers. Put Washington's 
 birthplace on the board, and on cards for the children to 
 sew. When they ai-e sewed in pale gray, with the outside 
 chimneys in red, it makes one of the prettiest of souvenirs. 
 
 Other souvenirs are a cocked hat, sewed oi- folded, a 
 
WHEN FIRST WE GO TO SCHOOL 101« 
 
 shield in red, white, and blue, a ilag, a hatchet, and 
 cherrie.s, cut and pasted, or painted. 
 
 February 27 brings Longfellow's Birthday. 
 
 There are many interesting things to tell the children 
 in connection with this poet. If they ai-e familiar with a 
 few of his poems they will like to know something about 
 the man who wrote them. His life, written by his brother 
 Samuel, will prove helpful, and the " Cyr Second Reader," 
 Ginn. & Co., has charming pictures. 
 
110 WHEN FIRST WE GO TO SCHOOL 
 
 Tell of his children and the " Children's Hour," and 
 remind them that Washington lived in the Cambridge 
 house once upon a time. 
 
 There are "Hiawatha," '-Paul Revere," and "The 
 Windmill " for poems, " The Bell of Atri," for a story, and 
 as a finale, the account of the chair given him by the school 
 children, on his seventy-second bii-thday. The}^ always 
 like this so much, especially if they have learned the 
 "Village Blacksmith," and know that the chair was made 
 from the "spreading chestnut tree," 
 
 If four gala days in one month are too many, then take 
 three, or two, or one, and remember that it is the "occasion" 
 rather than an elaborate exercise that pleases the little 
 people. 
 
WHEN flRST WE GO TO SCHOOL HI 
 
 The School Flag. 
 
 Alick L. Beckwith. 
 
 "Fire! Fire! The wehool-house! The school-house 
 is on fire! AVater, ^yate^! '' 
 
 Yes, JS^umber 9 was siii-ely on fire. It was a little 
 southern school-house newly built, and the pride of all the 
 negroes. 
 
 How it got on fire no one could say, but there it was, 
 at six o'clock, with the flames coming out of the windows, 
 and the smoke pouring forth in all directions. 
 
 The poor little colored children ran about carrying 
 water and imploring the men to save the building. 
 
 " Oh, sah ! " sobbed Dinah Jackson to Mr. Simpson, the 
 lumber dealer, " can't somefing be done, sah? To-morrow 
 am Washington's Birthda}^, and we chillun has saved all our 
 cents and done gone and bought a big flag. Sam, he give 
 all de cents he got hoeing 'taters, and de new flag am in a 
 paper in de cupboard. To-morrow we's going to undo it, 
 and now ebery thing goin' be burned up. Oh, sah, can't 
 somebody save de flag? " 
 
 Miss A\^oodside, the golden-haired teachei- from the 
 north, was doing her utmost to comfort her little flock, to 
 whom the loss of the school-house was almost lost sight of 
 in grief for the flag — the Jlag that cost so much self- 
 denial, and was now "done goin' to be all burned up." 
 
112 WHEN FIRST WE GO TO SCIlOOl. 
 
 '* Oh, teacher," wailed Dinah, "1 save all jiiy cents 
 IVoiii ironing Miss Fannie's aprons, and now the flag be 
 all gone, and George Washington's Birthday can't be 
 celebrated." 
 
 ^' Hei'e you, George Washington Hayes, keep out o' 
 thei'e!" shouted a hoai'se voice that sti-uck terror to Miss 
 Woodside's s<^ul. 
 
 But the warning came too late; before any one could 
 stop him a little boy was inside that burning building. 
 
 Let that ])recions flag be burned! Xot he, without an 
 eflbi't to save it. Save it he would, or perish in the attempt. 
 
 Blinded and choking with smoke, he crept over the 
 
 little distance required to reach the cuj^board from the door. 
 
 Was if lod'edf After all his effort, would he have to 
 
 give it up? No, the knob yielded to his touch. There lay 
 
 the precious bundle. He grasped it and started for the door. 
 
 How he got out, he never knew, but get out he did, 
 and a moment later a little l)lack form fell fainting at Miss 
 Woodside's feet. 
 
 But soon the black eyes opened, and a little voice said, 
 "I done got it, teacher, I done got it. Sam Jones call me 
 Benedict Arnold, and say me traitor, 'cause I telled on 
 flim, but Benedict Arnold done got 'Merica's flag." 
 
 " Benedict Arnold ! " said the little teacher, who was 
 down on the ground beside him, smoothing the singed hair 
 and holding the burned fingers. " No name but George 
 
WHEN FIRST WE fiO TO SCHOOL 11.1 
 
 Washington, the one yonr morher gave you, belongs to 
 such a brave boy. Well might the *■ Father of his Country ' 
 be proud of such a namesake." 
 
 "Hip, liij), Imarnli! " shouted Sam. " l)e school-house 
 be all gone, but thi*ee cheers for (leoi-ge Washington 
 Hayes, who done saved de Mag! " 
 
MARCH. 
 
 Subject : Tkanspoktatiox. 
 
 Story: Sonu of the Wind. 
 
 One may follow trade life with transportation, the 
 many people needed to provide us with the necessaries of 
 life, and the value of the wheel. 
 
 Begin by letting the children tell of the different 
 methods of reaching some town near by that all are familiar 
 with : on foot, by bicycle, with steam, electricity, horse power, 
 etc.; the hardest method, the quickest, the most desirable. 
 
 Let these be illustrated in different ways for occupa- 
 tion work. Merchandise must be carried as well as people, 
 and all kinds of conveyances are used. Ask the children 
 to draw those with two wheels, three, four, etc. A favorite 
 kind of seat work consists in drawing some vehicle to see 
 
 114 
 
WHEN FIRST WE GO TO SCHOOL 
 
 11.5 
 
 if the teacher can guess what it is. One gets all kinds, 
 from a wheelbarrow to a heai'se with its funereal plumes. 
 
 Now choose a city a hundred miles away and concen- 
 trate attention upon the steam engine. Some boy may have 
 a toy train that he will lend if you wish to be (piite realistic. 
 
 A little stationary engine is very good to illustrate the 
 "giant, steam.*' One that Inu'us wood alcohol is very easy 
 to manage. 
 
 In the Gaynor song book will be found the " Teakettle 
 Song," which introduces steam in a pleasing way; and a 
 train of cars made of the childi'en themselves is great fun if 
 one does not mind a little noise. It cannot be called a quiet 
 game. 
 
 Let the children tell you of any journeys that they 
 have taken. Distance in miles means very little to children. 
 
 " My grandmother has l)een all round the Avorld," said 
 Johnny. "She has been to Ireland and Boston and South 
 Hadlev Falls." 
 
116 WHEN FIRST WE GO TO SCHOOL 
 
 For this reason ask, '^ How long did it take you to 
 go?'' "'What time did you start?" "" Did you travel by 
 night or day?'" Get descriptions of the diftei'ent cars. 
 
 Let them tell you of any places they would like to 
 visit, and why. Paper trains may 1)e the means of convey- 
 ing them tlu'j'e. Street cars, cable and electric, coal, cattle, 
 and freight ti-ains will come in for a full share of attention, 
 and they will be only too eager to make drawings for you. 
 
 Ask them to cut out at home, from advertisements and 
 catalogues, all the different vehicles that they can find, and 
 as they bring them, mount them neatly on a large sheet of 
 bristol board. You will get a very interesting collection in 
 this way. 
 
 Pictures of the wonders in the Transportation Building 
 at the Columbia Exhibition, the old engines, and cumber- 
 some carts will prove interesting. 
 
 But in ti'ansportation, what is it that forms the impor- 
 tant thing? The wheel. If you have Froebel's " Mother 
 Play ^ show the childi'en the picture of the wheelwright, 
 where from " the child's bai'row we rise to the wheel of the 
 chariot of the gods.'' 
 
 Ask the children to think of things with one wheel, 
 two, three, four. Go back in imagination to the days when 
 the world was new, and get the children's ideas of the first 
 wheels. Lead them to see what a power it is in mechanics, 
 as you ask for things beside vehicles that move with wheels. 
 
WIIKX VWlf^T WE (U) TO SriloOL 
 
 117 
 
 The busy lirniiis will think of so mam- thing's that the li.st 
 
 will be a long one. 
 
 In the song books will be found songs, and in "Merry 
 Songs and Games," by Mrs. Hnbbard, is a game that may 
 be played in this way: 
 
 Prociu'e a small wooden hoop and two yards of *"' tui'key 
 red'' print. Wind the hoop with strips of the print about 
 two inches wide, which you can tear from the end. Then 
 divide the remaining cloth into strips two inches wide, 
 tearing it lengthwise, so that each strip will be the full 
 length of the cloth — nearly two yards long. Sew these to 
 
118 WHEN FIRST WE GO TO SCHOOL 
 
 the cloth that is around the hoop, being sure to use very 
 stout thread. Leave an equal distance between each strip, 
 as these are for the spokes of the wheel. Fold over the 
 other ends of strips into loops large enough to slip your 
 hand through. Put the hoop on the floor and choose as 
 many children for the rim of the wheel as there are spokes. 
 These pick up spokes with right hand, slip loop over wrist, 
 and join hands for the •'^rim," AVhile this is being done 
 other children at seats sing: 
 
 " Let us to the wheelwright go, 
 Watch to see what he Avill do." 
 
 The wheelwright sees that the " i-im " is even, pounds 
 in some imaginary nails, goes inside and, with an imaginary 
 auger, bores a hole for the axle. 
 
 Children sing: 
 
 " See now, see now, see what pains takes he, 
 Let the auger go straigl.t through. 
 Let the hole be smooth and true." 
 
 He now selects some child for axle and puts him in the 
 middle of the hoop. He must stand \evy still with hands 
 at his sides. 
 
 Children sing: 
 
 " Now 'tis ready to his mind, 
 To the axle may be joined. 
 Kound now, round now, ever round it goes, 
 Kound now, round now, ever round it goes." 
 
WHEN FIRST WE GO TO SCHOOL 11'.) 
 
 During the last two lines, the wheelwright stands out- 
 side and sets the wheel to turning on its axle. The "axle" 
 must stand perfectly still, and the '' rim " must keep the 
 spokes out straight as tht^y march around in a circle. 
 Reverse the tui'iiing after a minute, that the children may 
 not grow dizzy. Let the little folks choose what the wheel 
 shall be used for l)efore breaking it up. 
 
 This is a very good as well as pretty game. The 
 determining of the right and left hands, the co-operation in 
 "rim," where each does his part, and the concentration 
 required to keep the spokes straight^ are some of the 
 beneficial results derived from it. 
 
 Call for things that move lolthout wheels. Once I 
 heard the answers come thick and ftist: " Boys, girls, dogs, 
 bees, birds," etc., until some one said, " We must leave out 
 live things"; and a little boy who had seemed lost in 
 thought said, very slowly: "But I know something that 
 goes all the time, 'thout any wheels, and 'tisn't alive — it's 
 the world! " 
 
 This list will not be a very long one: sleds, sleighs, 
 rowboats, and a few other things, perhaps, are mentioned, 
 and then flie wind is spoken of, just as you felt sure it 
 would be. This comes to them as a new force, if you've 
 had no previous talk al)out it, and as an old friend, if you 
 have. Confine its work to things on land at first, and 
 begin with simple things. The drying of jnamma's clothes 
 
120 WHEN FIRST WE GO TO SCHOOL 
 
 on the line, the waving of flags, the flying of kites, the 
 weather vanes on the barns and church spires; then the 
 pumping of water and the gi'inding of corn. Ask the 
 children what the wind is; if they can see it, feel it, 
 hear it, etc. The iinseen force appeals to them, and their 
 answers are interesting. 
 Tea; h this verse: 
 
 " Whichever way the wind doth blow. 
 Some heart is glad to have it so. 
 So blow it east, or blow it west, 
 The wind that blows, that wind is best.'' 
 
 They will like to sing or recite the little wind poem by 
 R. L. Stevenson: 
 
 "Oh, wind, a-blovving all day long, 
 Oh, wind, that sings so loud a song,'' 
 
 and this will be a good time to learn oi- review Long- 
 fellow's ^' Windmill.'*' 
 
 With early modes of transportation, for stories there 
 are tales of chivahy, stories of the knights, that are so 
 fascinating, Greek myths of Phaeton and the Sun Chariot, 
 Diana, and Apollo; and "In Storyland," by Elizabeth 
 Harrison, contains "Hans and the Four Giants," which is 
 good in this connectioii. 
 
 Transportation by water may follow, with sailing vessels 
 and steamers, i-ow boats, canoes, canal boats, and the like. 
 
WHEN FIRST WE GO TO SCHOOL 121 
 
 Here we shall have wind and wheels, singly and in 
 combination. Lighthonses come nnder this head, to be 
 made of paper oi- clay. The children may di-aw and sew 
 them, " with a story for every one." 
 
 Some day let the children fold ships and send them to 
 any countries they may choose. Don't "help" any; just 
 let it be a play, and you will get some idea of their 
 knowledge of geogi-aphy. 
 
 The building of boats, launching them in miniature 
 streams at the sand table, or in ditches dug at recess, will 
 prove entertaining, and let them have the stoi-y of 
 Hiawatha's sailing. '"^Ulysses and the Bag of Winds" is 
 one of the best of stories for this subject. 
 
122 WHEN FIRST WE GO TO SCHOOL 
 
 Give the children some little story or simple rhyme to 
 illustrate with drawings or paper cuttings. See that the 
 scenes presented to '' the mind's eye " aie objects familiar 
 to the little people, and you will get satisfactory results. 
 
 " The Song of the Wind," Avhich closes this chapter, 
 was wi'itten for this purpose. 
 
WHEN FIRST WE GO TO SCHOOL 
 
 123 
 
 The Soxa of the Wind. 
 
 (To be illustrated with paper cutting by the children.) 
 
 I ain a giant, strong and bold, 
 Snch jokes I play on young and old! 
 But T work hard fi-om snn to snn 
 And one mnst have a little fun. 
 
 Sometimes a l)oy I c-hanee to meet, 
 I l)low his hat across the street, 
 
 Then toss his kite \\\) in the sky, 
 
1-24 WHEN FIRST WE GO TO SCHOOL 
 
 And help his mamma's clothes to dry. 
 
 The flags I wave, the pin-wheels turn, 
 
WHEN FIRST WE GO TO SCHOOL 
 
 125 
 
 The blacksmith's fire 1 help to burn, 
 Then when it rains, I frisk about, 
 And turn umbrellas inside out. 
 
 I send down leaves in golden showers, 
 
126 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 To make warm blankets for the flowers. 
 
 And then again the seeds I sow, 
 
 Change little raindrops into snow. 
 
WriEN FIRST WE GO TO SCHOOL 
 
 127 
 
 And pile the .snow in di-ifts at night, 
 Till all the world looks cold and white; 
 
 I make the miller's a\ heels go round 
 
128 
 
 WIIKN FIUST WK GO TO SCTTOOL 
 
 By which the corn and oats arc gi'ound. 
 
 And then I go far out at sea 
 Where many boats still wait for me. 
 
 And when the evening sky is red 
 I take the fishermen home to bed. 
 
APRIL. 
 
 Subject : Suc^ak Making — Trees. 
 
 Story: A Boy AVho Hated Trees. 
 
 " The woods are still sleeping, 
 But grass is a-peeping 
 From under the snow. 
 The swallows are coming, 
 The bees are a-humming. 
 The sap has begun to flow ! " 
 
 ]^ow is the time for sugar making in the northern 
 woods, where the maple trees stand ready to give of their 
 sweetness. 
 
 If you have ever had the pleasure of a day in camp at 
 this season, you will wish that the children could have that 
 experience, also, and when reality is impossible, make 
 believe is next best. 
 
 The following story is designed for this purpose, and 
 should be told a little at a time to the children, oiviu"- them 
 ample opportunity for illustration work. ''The Ride" will 
 furnish work for one morning, ■'' The Camp," both inside 
 and out, another lesson, while the sleds, tubs, barrels, 
 buckets, and cooking utensils used in '' Sugaring Off" and 
 "The Luncheon" will furnish seat work periods full of 
 interest for several moi'e days. 
 
 129 
 
130 when first we oo to scitool 
 
 Making Maple Sugar. 
 
 The Ridk. 
 
 It was just half past nine when Mr. Heed drove up to 
 the door with a big sled covered with straw, and his span 
 of black horses. 
 
 Opening the school-room door, he said, " Good morn- 
 ing, Miss Leslie. If you aud these little folks would like 
 to take a ride with me, put on 3^our coats and bonnets and 
 be on the steps in just three minutes." 
 
 That was just like Mr. Reed. He was always planning 
 some fun foi- the children. 
 
 "Where are we going, Mr. Reed?" asked Fred, as the 
 laughing boys and girls were stowed away on the sled. 
 
 " I have come to take you to my palace in Sugar Land, 
 two miles away." 
 
 It w^as a bright April morning, and Jack Frost had 
 covered the soft snow with a thick, icy crust. 
 
 How it glistened in the sunshine! 
 
 "Do you know whei-e we are going, Miss Leshe?" 
 
 " JS'o, indeed," said Miss Leslie. 
 
 "Well, the way lies through fairyland, anyway," 
 exclaimed Susie. "See how thick the diamonds are in the 
 fields, and the trees are all covered with rock candy." 
 
 They stopped before a queer little house right among 
 the trees. 
 
 " Welcome to Sugar Land ! " cried Mr. Reed. " My 
 
WHEN FIRST WE GO TO SCHOOL 
 
 131 
 
 palace stands before you! With one touch of my magic 
 wand (waving his whip) I turn you into fairies. Miss 
 LesUe is to be queen, whose slightest wish you must obey." 
 The children just shouted with glee, and then I^ellie 
 clapped her hands, and cried: "Oh, oh, it isn't a make- 
 believe, at all! It is true! It is true! ^ Sugar Land' is 
 Mr. Reed's grove of maple trees, and his palace is the little 
 house where he makes the susfar." 
 
 7 
 
 V- 
 
 The Camp. 
 
 The house was made of rough boards, but it was warm 
 and cozy inside. There was a large stove, made of brick, 
 at one end of the room, and there were long shelves filled 
 with buckets and pans of difterent sizes. 
 
132 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 "What a queer stove!" said Edna. "It looks like a 
 box made of bricks." 
 
 " See the big pans on top! " said Annie. "" Something 
 is boiling inside of them. Doesn't it smell good?" 
 
 "Are you warm?*' inquired Mr. Reed, appearing at 
 the door. "You do look just like fairies, I verily believe." 
 
 " But we have no wings," said Susie. 
 
 Mr. Reed laughed, and in a minute came back with 
 the (jueerest looking things! They were shaped something 
 like wings, with a frame of wood that was filled in with a 
 net-work of fine leather stri[)s. 
 
 " What in the woi'id are those?" asked Bob. 
 
 " AVings. Of coui'sc the queen nuist have wings, but 
 these ai'e the kind Mercui-y wore. They go on your feet." 
 
 "Oh! oh! they're snow shoes," shouted Bob. 
 
 " Sit down. Miss Leslie," said Mr. Reed, and he strapped 
 them to her feet. Calling to the boys to bring along six 
 clean buckets that stood by the stove, he opened the door. 
 
WttEN FIHST WK GO TO SCHOOL 
 
 133 
 
 ^' Two loyal knights must guard you, one on each side. 
 Ready, now. Fly ! " 
 
 Such flying as that was! She gave one foot a push, 
 and then — there she sat, i-ight in the snow, and the two 
 knights with her. 
 
 " Someone stepped on youi" wings," laughed Mr. Reed. 
 "Let me give you a lesson; " and putting the shoes on his 
 own feet, he fairly danced over the snow, while the rest ran 
 on the hard crust as fast as they could to keep up with him. 
 
 He stopped before six tall maple trees, and cried, " Ho, 
 fairies all, put down your buckets." Then turning to the 
 trees, he took off his hat, made a low bow, and said: 
 
 '^ Oh, trees so tall, so kind, so true, 
 A band of fairies I've brought to you. 
 Your trunks so brown we'd like to tap 
 In order to get a little sap. 
 We won't take much ; your buds are small, 
 They sui-ely do not need it all." 
 
iU 
 
 WHEN FIRST WE GO TO SCHOOL 
 
 Then he took tiny Belle for a measure and stood her 
 up against a tree. With his knife he made a little cut in 
 the trunk just over her head. He gave an auger to Tom 
 and told him to bore a hole in this j^lace two inches deep; 
 and Fred drove a small tin tube into the hole. 
 
 Underneath the tube a large flat-headed nail was 
 driven and a bucket Avas hung on it by its hoop. 
 
 ^ow the sap began to I'un out through the tube and to 
 drop into the bucket. Drop! drop! drop! it always goes 
 
WHEN FIRST WE GO TO SCHOOL i;3o 
 
 — never in a stream — and it takes all day to get a bucket 
 full. 
 
 " All of my trees except these six were tapped several 
 days ago," said Mr. Reed, " and the men are out gathering 
 the sap. There they come now! They have emptied the 
 buckets into that big tub that is on the sled they are 
 drawing. See, they have on snow shoes, and the sled has 
 broad i-unners to keep it from sinking into the snow. Let 
 us go down and get some of the sap to drink.'' 
 
 " Who do you suppose is here?" he called from inside 
 the camp. " Mr. Hobgoblin himself, sent to look after the 
 fairies, most likely. Step in and see for yourselves." 
 
 They came in rather shyly, and there found the dearest 
 little fellow, in a reddish brown coat, seated on the edge of 
 a barrel, out of which he was drinking sap, and acting as if 
 he had never tasted anything so good in all his life. His 
 back was toward the children, ])ut their merry laughter sent 
 him scampering away, with his bushy tail curled up over 
 his shoulder. 
 
 " Ha, ha. Master Squirrel," laughed Mr. Reed, " you 
 better be leaving. It was only yesterday I caught you 
 eating out of my dinner j^ail." 
 
 '' Sugaring Off." 
 But now the fire claimed his attention, and he filled 
 the brick stove, or '^ arch," as he called it, with long sticks 
 of wood, and dipped a big spoon into the pans on top. 
 
136 WHEN FIRST WE GO TO SCHOOL 
 
 "Is it sap that is boiling, Mr. Reed?" asked Tom. 
 
 " It was once; bat yesterday I boiled it until it was as 
 thick as molasses, and filled some of those tin cans with it, 
 to sell at the store. I am going to make this into dry 
 sugar, and I think it is neai'ly done." 
 
 He went out and brought in a snow ball, which he 
 dipped into the boiling sugar. When he held it up it had 
 a little cap of waxy yellow sugar on it. 
 
 "All right; now for some buckets of snow." 
 
 " Why couldn't we take the pan out of doors and 
 cool the sugar on that big snow bank?" asked Miss 
 Leslie. 
 
 " So we can — plenty of room there ; " and out they 
 went, with cups, spoons, and paddles. 
 
 The sugar hardened cpiickly on the cool snow, and 
 Miss Leshe said, " Children, if you dip out the sugar care- 
 fully, I think you can make pictures with it on the snow. 
 See, I've made a bird." 
 
 "Oh, oh! did we ever have such fun?" cried Nellie. 
 " See my spider's web, and Dick's tree, just like the one the 
 sap came from; and Belle has made a man."' 
 
 There were fish, flowers, horses, dogs, mules, elephants, 
 camels — until Mr. Reed said, ""Why, a menagerie is nothing 
 beside this. You better eat them now, though, so you can 
 make sugar cakes while I stir the rest of the syrup into 
 susrar." 
 
WHEN FIRST WE GO TO SCHOOL 137 
 
 He gave them tins for the. sugar cakes — and such tins! 
 Big tins, little tins, middle sized tins! Kound ones, square 
 ones, tins with plain edges, scalloped edges, hearts, little 
 baskets, and pretty jelly moulds with grapes, apples, and 
 ears of coi*n in the bottom of them. 
 
 The children spread them out on a long bench, after 
 filling them with hot sugar, and left them to cool. There 
 was a box of e^^ shells, too, with the inside blown out, and 
 they tilled these, also, with sugar. 
 
 Mr. Keed and the men stiri'ed the rest of the sugar 
 with big paddles till it was quite dry; then they put it in a 
 tub, and filled the pans once more with sap. 
 
 The Luncheon. 
 
 Mr. Keed pulled out his watch. " One o'clock, oh, 
 queen, and dinner time," he said to Miss Leslie. 
 
 " In Sugar Land at our command. 
 The trees give sap so sweet, 
 But for twenty hungiy boys and girls. 
 What can we find to eat?" 
 
 replied Miss Leslie. 
 
 "What!"" said Mr. Keed, "do fairies get hungry? 
 Then had we better g-o home?" with a little twinkle in 
 his eye. 
 
 " Oh, no, Mr. Keed, we don't want to go home," said 
 Annie. " We aren't very hungry." 
 
138 WHEN FIRST WE GO TO SCHOOL 
 
 "Well, we must see what can be done. Where is my 
 wand? " and waving his whip three times, he called: 
 
 " Buckets, buckets, if you're able, 
 Helj) us make a dinner table." 
 
 " Here, boys, put six at that end of the room and six at 
 this end, and help me lay these boards across." 
 
 Miss Leslie and the girls covered these with some 
 large sheets of white paper Mr. Keed had ready, and there 
 was a large table and table cloth all complete. 
 
 " But we haven't any dishes," said Edna. " We could 
 use our little sugar paddles for forks if we only had some 
 plates.'" 
 
 " That's so; where's my wand? 
 
 " One, two, three, 
 Here they be," 
 
 and he pulled some paper butter trays out of a basket in 
 the corner. 
 
 " Our table is waiting. 
 Our dishes, too. 
 But for something to eat. 
 What shall we do?" 
 
 drawing down his face and looking very anxious. 
 
 " Fairy queen, you say some magic rhyme and see if it 
 will help us." 
 
WHKN FIRST WE GO TO SCHOOL 1;',9 
 
 Going np to the big pans of boiling sap, Miss Leslie 
 said : 
 
 "Pans, pans, have you anything to eat?" 
 
 "Yes, my lady, in my sap so sweet, 
 Some eggs you'll find, all nicely boiled. 
 Take them out before they're spoiled." 
 
 She had seen Mr. Reed put these into the boiling sap a 
 few minutes before, and as she put them on the table he 
 called out: 
 
 " Hallo ! Hallo ! What have I found ? 
 Some fish and potatoes all nicely browned, 
 Tom, go to the basket beside the door. 
 And see if it holds anything more." 
 
 " Hooray, hooray ! a lot of ham sandwiches, some 
 doughnuts, and pickles," called Tom. 
 
 Some butter and salt were found, and then the luncheon 
 was ready. Buckets were placed at the ends of the table 
 and at the sides, for chairs, and there was room for every- 
 body. 
 
 The children declared they had never eaten so good a 
 dinner in all their lives, and they were all glad there was 
 nothing sweet in the bill of fare after so much sugar eating. 
 
 After a few mei'ry games they packed np their sugar 
 cakes and got ready to go home. 
 
 AVhen they were all stowed snugly away on the big 
 
140 _ WHEN FIRST WE GO TO SCHOOL 
 
 sled, Mr. Keed said: "" One of my men will di-ive you home. 
 I have to stay in camp to-night and ])oil sap. 
 
 " Here are willow whistles, one for eacli of you. As 
 you reach Sugar Land Gate, blow three loud blasts without 
 looking behind you, and wish, and your wishes may come 
 true." 
 
 Three loud cheers were given for Mr. Reed, and as 
 they drove away he heard them singing: 
 
 "Merry, merry elves are we. 
 As o'er the snow we glide. 
 
 Merry, merry elves are we. 
 Upon our homeward ride. 
 
 Tra la la la, tra la la la, 
 
 Tra la la, la, la, la, la." 
 
 With the awakening of life comes the first spring 
 flowers. Let the children learn the common names of 
 many of them, and see that they recognize them. Keep a 
 record of all that are brought to the school-room, and let 
 the children paint all of the simpler ones for occupation 
 woi'k. 
 
 If Easter comes this month, don't forget to make some 
 pretty souvenir to take home. The coloring of Easter 
 eggs gives much pleasure. 
 
 Where patriotism runs high, and includes a holiday, 
 the 19th of April will not be forgotten, nor the story of 
 Paul Revere. 
 
WHEN FIRST WE GO TO SCHOOL 141 
 
 Arbor Day is the " special day " to be added to the 
 long list. 
 
 Fortunate are they who can make the room bright 
 with green and growing things, and can plant a tree in the 
 school-yard. If this cannot be done plant willow twigs in 
 the house in boxes, and acorn and maple seeds in flower 
 pots, to be watched during the rest of the year. 
 
 The story of a tree's life can be told in song, using 
 ^' The saj) has begun to flow^ " (spring), ^'See the trees 
 all in a low " (summer), " Come, little leaves" (autumn), 
 "The tree in winter'' (winter). 
 
 "Apple-Seed John," Lydia Maria Child, "The Fir 
 Tree," Andersen, and the myths of Daphne, Baucis and 
 Philemon, and Khoicus are good stories. 
 
 Tell anecdotes of some of the world's famous trees, 
 and show pictures of them; cull quotations from the poets, 
 and And little rhymes that tell of the use and beauty of 
 trees. 
 
 Trees done in charcoal or colored era} on make attrac- 
 tive drawing lessons, and the ])ainting of twigs delightful 
 seat work. 
 
142 WHEN FIRST WE GO TO SCHOOL 
 
 A Boy Who Hated Trees. 
 
 Alice L. Beckwith. 
 
 " Grood night, Dick. Remdiiber to wake up with the 
 robins, so as to ])e ready to help me set out our new 
 trees." 
 
 " Good night," answered Dick, in a sulky tone, for 
 Dick was decidedly ci-oss. "Trees, trees, trees I" he 
 mumbled to himself, as he began to undress. "I'm so 
 sick of hearing about trees. Miss Morrell has talked 
 "^ trees ' for a week at school, and now father has bought 
 some old twigs to set out to-morrow, and I wanted to go 
 fishing. I just wish I lived in a land where there were no 
 trees. We could get along well enough without them," 
 and with this thought he jumped into bed. 
 
 Perhaps Dick had been asleep an hour or more when 
 he heard the cpieerest rustling noise, and then a voice 
 called out, '' Here he is — the boy who hates trees! " 
 
 He sat bolt upright in bed, and there was the strangest 
 l)rocession coming towards him. 
 
 It was made up of trees. The Pine and the Elm came 
 first, looking statelier than ever. The Maple and Oak fol- 
 lowed, and the Maple's leaves were flushed scarlet^ she 
 was so excited. Willow was weeping, and the Poplar 
 trembled all ovei", she was so nervous. 
 
 Xext cauie all the fruit trees, led by Cherry, while 
 
WHEN FIRST WE GO TO SCHOOL 143 
 
 Walnut, AVhite Birch, and the Palm were behind. What 
 did it all mean? Dick was very much frightened for a 
 minute. 
 
 It seemed as if every tree he had ever heard of 
 was there, and he wondered how the room could hold 
 them all. 
 
 When they had grown quiet the Pine said, " My dear 
 brothers and sisters, here is a boy who hates trees; he 
 cannot see that we are of any use. It is more than I can 
 stand, and I called this meeting to see what can be done 
 about it. Has anyone anything to say?" 
 
 The Cherry looked very sour. '' I cannot see that 
 hoys are of any use. Many years ago, when cherry trees 
 were scarce in this country, a boy named George cut down 
 my great grandfather, just to try his new hatchet. It 
 would be better if there were no boys.'' 
 
 "Yes," answered the White Birch, ^'boys know so 
 little — always hacking me with knives, and taking off my 
 coat, no matter how cold the weather is! I loved one boy 
 once, but it was many years ago. He was an Indian boy. 
 He loved trees. I remember how he stood beside me one 
 warm day, and said: 
 
 " ■ Give me of your bark, O Birch Tree ! 
 For the summer-time is coming, 
 And the sun is warm in Heaven, 
 And you need no white skin wrapper.' 
 
144 WHEN FIRST WE GO TO SCHOOL 
 
 " Then he took off my bark so carefully that he did 
 not hurt me a bit. But he is not living now. This boy is 
 not like him! " 
 
 " If it had not been for l)oys, I should not be so 
 crooked,'" spoke up the Apple. "When I was small, boys 
 used to lean on me and bend me t(^ the ground. My back 
 was weak and it hurt me. 
 
 *" One day a boy climbed up into my bi'anches and 
 broke off one of my limbs. He was a very silly boy, for he 
 wanted green apples. Had my fruit been ripe I would 
 have tossed him down one. How happy we should be if it 
 were not for boys." 
 
 The Maple was very indignant. '^ This l)oy here said 
 we were of no use, but it was only this morning that I 
 heard him teasing his grandma for a cake of maple sugar." 
 
 " He ate it as though he liked it, too," answered the 
 Palm. ""^ I saw him; he was fanning himself with one of 
 my leaves." 
 
 The Willow shook her branches. '^ Boys, boys, 
 boys!" she said. "I'm so sick of boys. This same bo}^ 
 made a whistle out of one of my children this very night 
 when he went down to the pasture." 
 
 A queer tree in the corner spoke in a thick voice. 
 "Ah, we are of no use, are we? If it Avere not for me, 
 where would he get the tires for his bicycle V There are 
 his rubber boots, too! Why, he uses me every day about 
 
WHEN FII{ST WE GO TO SCHOOL 145 
 
 something; even on his fishing tackle yon will find ine. 
 But I've thought of a plan.'" 
 
 The trees all crowded around him, talking very 
 excitedly. '^ But how shall we do it? " he heard them say. 
 
 ''Oh,'" said the Elm, ''the wind will help us; he is 
 always our friend.'' Before Dick could cry out he was 
 being wafted away by the wind. 
 
 ''Where am I going?" he called, 
 
 " To the land of no ti'ees,"' they answered, and they 
 bowed and rustled their leaves. Even the Willow held u)) 
 her head long enough to call, " Good-by, good-by,'' and 
 then home and trees were left far behind. 
 
 How fast the wind traveled! On and on they went, 
 until suddenly the wind dropped him and went whistling 
 away. 
 
 Dick felt really scared now, for he found inmself all 
 alone. 
 
 "Oh, I'm so hot!'" he exclaimed. "T Avonder where I 
 am.'" Certainly he had never been in sncli a ])hice before. 
 There were no ti'ees nor iii'ccn jirass anvwhere in siofht. 
 As far as he could see tiiere was only sand — white sand 
 — that was so hot and scorching. 
 
 "Seems to me I've seen pictures in the geography like 
 this," he said to himself. " It must be a desei-t. Oh, I 
 tiever was so hot before ! I can't sit here ! AVhat shall I 
 do?'" 
 
146 WHEN FIRST WE GO TO SCHOOL 
 
 He thought of the willow trees on the wide lawn at 
 home. 
 
 If he could only sit in their cool shade foi' one little 
 minute ! He could see the long shadows they threw on the 
 grass and hear the rustle of the wind in their tops. If he 
 were only there! 
 
 He brushed something away that looked very much - 
 like a tear, though he told himself it was only because he 
 w^as so warm. 
 
 All at once he noticed a tiny speck far away in the 
 distance. 
 
 IS^ow it looked larger! Yes, it surely moved and was 
 coming nearer. 
 
 What if it were a bear ! 
 
 " There is no tree to climb, and I couldn't run, I'm so 
 hot and tired." 
 
 Nearer and nearer it came, moving so slowly. Dick 
 watched it with a quickly beating heart. Now he saw^ 
 that it was not a single animal, but a great many in 
 a line. 
 
 " Oh, they are camels ! " he cried. " Yes, I know 
 they are. I saw some once at a circus that looked 
 just like them. But what queer lookiug men are on 
 them!" 
 
 They were now very near him, and one of the men 
 beckoned with his hand and said somethinsf. 
 
WHEN FIRST WE GO TO SCHOOL 147 
 
 " I can't understand him," murmured Dick, '^ but I 
 guess he means he'll give me a ride." 
 
 The man helped him on to a camel and they jour- 
 neyed on. 
 
 The day wore away. How tired Dick was! 
 
 "The camel joggles so," he said; ""and I am so 
 thirsty, I shall die. If they would only stop a minute." 
 
 What was the trouble? What were they saying? 
 Each man was bowing himself toward the ground, waving 
 his hands and shouting. 
 
 ^^ I don't see what they are making all that fuss about. 
 I can't see anything, the sun hurts my eyes so; " and Dick 
 covered his eyes with his hand. 
 
 Suddenly there was a shout and the camels stood 
 still. Dick lifted his head. Could he believe his eyes? 
 Right befoi-e him was a little spot of green grass, a 
 spring of cool water, and one of those things he hated — 
 a tree! 
 
 Hate a tree ! He had never seen anything so beautiful 
 in all his life! He fairly tumbled oft' the camel in his haste 
 to reach it. 
 
 The tears ran down his face as he threw his arms 
 around its trunk. 
 
 " Dear tree," he cried, "I — " 
 
 " Dick, Dick, are you going to help me plant the new 
 trees? " called his father. 
 
148 WHEN FIRST WE GO TO SCHOOL 
 
 Opening his eyes Dick found himself in his own httle 
 room, both arms clasping the pillow. He was soon dressed 
 and down stairs, so anxions to plant trees he conld hardly 
 eat his breakfast. 
 
 In one night he had learned to see 
 The wonderful beauty there is in a tree. 
 
MAY. 
 
 Subject: Lipp: in All Nature. Bikd Day Program. 
 Stohv: a Queer Little Nest. 
 
 As you look back through the vista of years, did "the 
 little girl you knew best of all "" ever go out hanging May 
 baskets the first of May? 
 
 How hard we worked for days liefore, getting the 
 " creations " ready, and were they not pretty, the paper 
 baskets filled with bonbons and posies, and the bunches of 
 
 pattkrn for may basket. 
 
 blossoms that we tied to door knobs at dusk? A ring at 
 the door bell, then a scampering of little feet down the 
 walk as we tried to reach home without being caught. 
 
 149 
 
150 
 
 WHEN FIRST WK GO TO SCHOOL 
 
 If the custom still holds good, why not make some of 
 these baskets during the occupation periods? 
 
 They may be cut from oak-tag, bristol board, or 
 drawing paper, tied with bright worsted or ribbon, and 
 decorated with foldings, scrap pictures, or water color. 
 
 Square weaving mats make especially 
 pretty ones when folded into boxes or cor- 
 nucopias; envelopes are not to be despised 
 when trimmed with paper crimped and curled, 
 while Uttle boxes covered with crepe paj)er 
 are perhaps prettiest of all. 
 It is helpfulness and brotherly love that we are prac- 
 tising this year, and it is the little things, " the trifles," that 
 make or mar our daily lot. Some of the prettiest baskets 
 might be sent to a children's hospital, hung to some little 
 playmate in the village who is ill, or to a '^grown-up" 
 invalid, for no one will undervalue a dainty basket of 
 flowers. 
 
 May furnishes subjects in plenty for talks, stories, seat 
 work, and songs, for all nature is teeming with life — Life 
 Universal. 
 
 One year, when oui- playground was a bed of sand at 
 
WHEN FIRST WE GO TO SCHOOL 
 
 151 
 
 the back of the building we went "a-Maying" (in imagin- 
 ation) to Farmer Brown's farm. 
 
 His farmhouse and barn adorned our calendar; from 
 bis apple and pear trees came our twigs; by his l)rook grew 
 our pussy willows; and in his orchard our birds built their 
 nests. 
 
 He became a real personage to the little people who 
 suggested the different things that belonged to this 
 imaginary farm. 
 
 Emilie Poulsson's Xursei-y Finger Plays (Lothrop 
 Publishing Company) gave work for many days. 
 
 '^ The Little Plant " grew here ; " The Hen and Chick- 
 ens " flourished; in his meadow *"" The Lambs" gambolled 
 
152 WHEN FIRST WE GO TO SCHOOL 
 
 and played, and he owned " Piggy AVig and Piggy 
 AVee." Here ^'A Little Boy AVent Walking"; '^ The 
 Sparrows'' had a home; '^ The Caterpillar's" change took 
 place, and " The Coi-n Grew." 
 
 He owned " The Bees," also, and one day we had a 
 Inncheon of crackers and honey. 
 
 We planted his garden in boxes indoors, and in sand 
 outside, drew his trees, painted his tulips, and modeled his 
 animals. 
 
 His tools anil carts were made, and some snow-white 
 paper swans went saihng over a I)lue paper pond. 
 
 By this time, the little folks could do very good work 
 in drawing and water color, and would work busily and 
 carefully for a whole occupation pei-iod with a twig or 
 blossom on their desks for models. 
 
 The articles were pasted in their books, and used for a 
 blackboard border telling ''the story of the month." 
 
 Memorial Day and Bird Day are the days to receive 
 special attention. For the former, let 'Move and tlowers " 
 
WHEN FIRST WE GO TO SCHOOL 153 
 
 for our heroes, the soldiers, who have loved their country, 
 take the place of memories of bloodshed and strife. 
 Remember, 
 
 " We banish our anger forever 
 When we laurel the graves of our dead." 
 
 Flowers should be brought by the little folks when 
 possible, and iisuall}' these can be sent to the veterans to be 
 used in their decorations. 
 
 In this way the children will feel that they have a ])art 
 ill this labor of love. 
 
 ]\[ore and more with each recurring May we are learn- 
 ing to appreciate the return of our feathered songsters. 
 So many schools now celebrate this return with some 
 appropriate exercise that the following little program has 
 been prepared with the hope that it may prove suggestive. 
 
 For decorations use as many of nature's floral 
 
154 WHEN FIRST WE GO TO SCHOOL 
 
 treasures as possible; the colored plates that accompany 
 ^^ Birds and All ]S^ature;" and birds cut and painted by 
 the children. 
 
 In personating the birds it is not necessary for the 
 children to " dress up." Imagination can enter in and 
 transform them into ^' fowls of the air.*" 
 
 The songs and games suggested are from the follow- 
 ing Song Books: 
 
 "Merry Songs and Games," Clara B. Hubbard; 
 "Songs for Little Children," Part 11., Eleanor Smith; 
 " Songs of the Child World," Jessie L. Gaynor; "Songs 
 and Games for the Little Ones," Harriet Jenks and 
 Gertrude Walker. 
 
 The book by Jenks and Walker has more bird songs 
 than any of the others, and one can get along very well 
 with that alone. 
 
 Proukam foe Bird Day. 
 
 Song. "Lovely May." C. B. Hubbard. 
 
 " All the birds and bees are singing, 
 All the lily bells are ringing," etc. 
 
 Quotations. What May brings us. 
 
 1. 
 " When May came the bare boaghs budded, 
 Whei-e she passed the wind-flower blew, 
 Whither stra^^ed her dainty footsteps. 
 There the purple violet grew. 
 
When first we go to school 155 
 
 " The time for the siiigmg- of birds has come, and the 
 voice of the turtle is heard in onr land." 
 
 "May bring-s us the violets tender and sweet; 
 Bright yellow dandelions shine at our feet." 
 
 " But they wait for thy coming, 
 Sweet wind of the South. 
 For the touch of thy light wings, 
 The kiss of thy mouth." 
 
 " Crowds of bees are giddy with clover, 
 
 Crowds of grasshoppers chirp at our feet, 
 Crowds of birds at their matins hang over, 
 Thanking the Lord for a life so sweet." 
 
 SoxG. " All the Birds Have Come Again." Jenks and Walker. 
 
 " All the birds have come again. 
 Come again to greet us," etc. 
 
 Bird Quotations. 
 
 "Sing, little bird, oh, sing, 
 
 How sweet thy voice and clear, 
 How fine thy airy measures ring 
 The sad old world to cheer." 
 
156 WllfcN FIRST WK 00 TO SCHOOL 
 
 2 
 
 " The sweetest sound our whole year round, 
 'Tis the first robin of the spi'ing. 
 The sang of the full orchard choir 
 Is not so fine a thing." 
 
 " The little birds fly over, 
 
 And oh, how^ sweet they sing, 
 To tell the hap])y chiklren 
 That once again 'tis Spring." 
 
 4 
 
 " There are notes of joy from the hang-bird and wren 
 And the gossip of swallows through all the sky; 
 The birds in the meadows are building their nests, 
 And the wilding bee hums merrily by." 
 
 "Hear the thrush that carols at the dawn of day 
 From the green steeples of the piny wood.'^ 
 
 6 
 " Think of your woods and orchards without birds. 
 
 7 
 
 " Even the blackest of them all, the crow, renders 
 good service." 
 
WHEN FIRST WE GO TO SCHOOL 157 
 
 SoNCi. '• Where do All the Daisies Go? " Jenks and Walker. 
 
 (Second stanza.) 
 "Where do all the birdies go? 
 I know, I know. 
 Far away from Wintei*'s snow, 
 To the fair wai'ni Sonth they go. 
 There they stay till daisies blow. 
 That is where they go." 
 
 Chickadee. 
 
 (To be recited by a little girl who will personate Cliickadee. She flies 
 softly aroiinil tlie room and as she pauses, describes herself thus :) 
 
 / didn't go away at all. T was here all winter. I 
 never mmd the cold. T can always find seeds and dried 
 berries to eat, and warm places in the pine trees to sleep. 
 Look at me. My back is brown, i^She jwints out the dif- 
 ferent parts as she names them.) The top of my head and 
 throat are black, and my breast is almost white. Most of 
 my family have gone farther north. I am going, too. I 
 shall build a nest there, but I will come back in the fall. 
 Throw some crumbs out for me next winter and I'll sing 
 a song fo»' you. Good-bye. Chickadee-dee, Chickadee- 
 dee- (She sings " chiclcadee " as she flies to her seat.) 
 
 Game. " Five Little Chickadees." Jenks and Walker. 
 
 (Two children stand facing each other, and with uplifted hands form the 
 "door." Five children as chickadees sit by the door and fly one by one around 
 the room and back to seats as the children in seats sing :) 
 
 " Five little chickadees sitting by the dooi-, 
 One flew away and then there were four. 
 
158 WHEN FIRST WE GO TO SCHOOL 
 
 Chorus. 
 "Chickadee, chickadee, happy and gay, 
 Chickadee, chickadee, fly away." 
 
 ^'Fonr little chickadees happy and free. 
 One flew away and then- there were three." 
 
 Chorus. 
 " Three little chickadees looking at you. 
 One flew away and then there were two." 
 
 Chorus. 
 " Two little chickadees sitting in the sun. 
 One flew away and then thei'e was one." 
 
 Chorus. 
 " One little chickadee left all alone. 
 He flew away and then there was none." 
 
 Chorus. 
 Robin. 
 (Personate as before.) 
 
 " Cheer up, cheer up, for hei'e I come. How glad I am 
 to see you once more. 1 like the childi-en of the South, 
 but I am always glad to come Xoi-th in the Spring. 
 
 •'ITave you seen Bluebird? He and I came togtthei'. 
 How do I look in my spring suit? My back is brownish, 
 head and throat black, and my breast this dull red coloi-. 
 There is a white streak on my throat, too. 
 
 " No, we haven't any babies yet, but there are three 
 lovely green-blue eggs in our nest iu the orchard. Our 
 
WHEN FIRST WE GO TO SCHOOL l",;) 
 
 family will be quite large by autumn, for we raise two 
 broods. My mate is calling me, so I must go. 
 
 " This is my favorite song — ' Cheer-up, cheer-up.' " 
 
 SoNr;. '•' Two Robin Redbreasts." Jenks and Walker. 
 
 " Two robin redbreasts in their nests, 
 Had little robins thi-ee," etc. 
 
 Bluebikd. 
 
 (To be personated by sorre child who shoukl fly around the room and pause 
 long enough to recite :) 
 
 "My back is blue, just like the sky: 
 So are my wings with which I fly. 
 My breast is red, not very bright. 
 And nfew of my feathers you'll find are white. 
 I've been here a month, my mate came, too, 
 Her dress is a little lighter blue. 
 We're keeping house — now don't you tell — 
 In that old apple tree near the well. 
 And some day soon I hope there'll be 
 Five little bluebirds u]) in that tree." 
 
 Song. " The Bluebird." Jenks and Walker. 
 
 "I know the song that the bluebird is singing, 
 Up in the apple-tree where he is swinging," etc. 
 
 Woodpeckers. 
 
 (Two children are to personate Hairy and Downy, one to ))e a little large 
 than t' e other.) 
 
 (i/i co7icert.) 
 
 - ^' Oh, jolly little woodpeckei's are we, 
 
 And you may always know 
 
160 WHEN FIRST WE GO TO S("1I()()I> 
 
 When trom the trees we're seeking food, 
 For tap, tap, tap we go." 
 
 (Larger child recites:) 
 
 " My coat is black, spotted with white. Can you see 
 the white streak down my back? I always wear this little 
 red band on my head. I am Hairy Woodpecker, and this 
 is my cousin Downy. Isn't he a cnnning little fellow? 
 
 "We bnild our nests in holes in ti-ees. That is why 
 we have such strong bills. We can run right up the trunks 
 of trees. Not many birds can do that. Shall you know us 
 the next time you see us? We look much alike, but 
 remember I am bigger. Come, Downy, we must be going." 
 
 Song. "•Woodpecker." 
 
 (This will be found nuder " The Swallow " in " Merry Sonais and Games." 
 C. B. Hubbard.) 
 
 "The old woodpecker is hard at work, 
 A carpenter is he. 
 And you can heai* liim hammering 
 His nest upon a tree." 
 
 Sparrows. 
 (Four small children are needed for this, and " Chippy " does the talkin.a;.) 
 
 " We are sparrows, we are sparrows, 
 So happy and free. 
 This is our cousin from over the sea. 
 {Poiyits to English sparrow.) 
 Song Sparrow's voice you often have heard, 
 (Shows song sparrow.) 
 
WHEN FIRST WE GO TO SCHOOL IT. I 
 
 This white throated one is the Peabody bbd. 
 
 (Shoivs white mat king.) 
 I am the ' Chippy/ known to you all, 
 I eoine early in spring and leave late in the fall. 
 Our colors are sober and quiet in hue, 
 We look much alike, don't you think that we do?" 
 
 Song. "The Sparrows." (" Nursery Finoer Plays.") Emilie Poulsson. 
 (It may 1)e sung to tho tune of " Rock-a-by Baby, on the tree-top.") 
 
 "Little brown spari-ows flying around. 
 Up in the tree-tops, down on the ground, 
 Come to my window, dear spai'rows, come, 
 See, I will give you many a crumb. 
 
 " Here is some water, sparkling and clear, 
 Drink, little sparrows, drink without fear, 
 If you are tired, here i^ a nest, 
 Woiddn't you like to come here and rest? 
 
 "All the brown sparrows flutter away, 
 Chirping and singing, ^We cannot stay. 
 Up in the tree-tops, 'mid the gray boughs 
 See the sparrows' snug little house.' " 
 
 Rkcitation. '' The White-Throated Sparrow." 
 
 " Old Mr. Peabody was very much troubled. It was 
 early spring-time, and the large field near his house must 
 be planted, but he could not make up his mind Avhat to sow. 
 Grain of some kind it must be, but which kind? As he 
 stood leaning on a fence post he heard a voice call : 
 
162 WHEN FIRST WE GO TO SCHOOL 
 
 ' Sow wh-eat, Pea-body, Pea-body, 
 Pea-body, wh-eat, Pea-body, Peabody.' 
 
 Looking up he saw a bird perched in an old tree calling 
 this down to him. ^ Wheat, do you say?' said the old man. 
 Wheat it shall be, then ; ' and he raised a large crop. 
 After that the white-throated sparrow was called the ^ Pea- 
 body bird.' " 
 
 Bobolink. 
 (A child comes flying.) 
 
 "Bob-o-link, bob-o-link, spink-spank-spink. May's 
 the month for me. Fm so happy, I can't sit still a minute. 
 See my glossy black coat with white trimmings! Isn't it 
 handsome? Yet, dear me, before the summer is gone it will 
 look like a ragged brown one. How clothes do wear out! 
 My mate is down in the meadow. You'd have hard work 
 to find her or our nest, with its six fine eggs. She takes 
 care of the house. Her dress is brown. She can't sing as 
 well as I, but I sing to her, and I get food for the little 
 ones when they are hatched. I like seeds best myself, and 
 oh, don't I like rice! I had a feast down south last month. 
 They call me the Rice Bird down there, and they say — 
 there is my mate calling. I must go. Bob-o-link, bob-o- 
 link, spink-spank-spink." 
 
 Recitation. " Robert of Lincoln." Bryant. 
 
 (To be recited by the children in concert, or by the teacher.) 
 
WHEN FIRST WE GO TO SCHOOL 163 
 
 Song. " May." Jenks and Walker. 
 
 " Pretty little violet, waking from your sleep, 
 Fragrant little blossom, just about to peep. 
 Would you know the reason all the world is gay, 
 Listen to the Bobolink telling you 'tis May." 
 
 Games: "■ Birdies iu tlie (ireeiiwood," " Flyinu Hinls," "The Pigeons," 
 " The Pigeon House." 
 (Aii\ or all of thise srames mny b ^ played. Words ami ninsic are found in 
 " Songs and Ciaines," Jenks and Walker, with directions in the back of the book 
 for playing them.) 
 
 BALTnioRE Oriole. 
 
 (Comes tlying, gives a little bow, and says:) 
 
 "Baltimore Oriole, if you please, named foi* a lord, and 
 the best weaver in birdland! Head, back, and wings dark, 
 with a little white trimming, shoulder caps, and a breast of 
 orange. That is my suit. We came the first of the month, 
 and my wife has just finished the nest. It is upon that 
 high bi'anch of the elm. If we had it down low, other birds 
 and boys could find us easily, we are so bi-ight colored, and 
 our babies always chirp so loud. Our nest is deep like a 
 bag, and the wind rocks it to and fro. It is a fine cradle 
 for the babies. Have you seen it in the elm tree? 
 There is some yellow silk woven into it, and it is the 
 prettiest nest in town, /think." 
 
 Song: "The Swallow." C. B. Hnbbard. iSecond stanza. 
 " Of all the weavei'S that I know, 
 
 The oriole is the best. 
 High on the ))ranches of a tree 
 It hangs its cozy nest." 
 
164 WHEN FIRST WE GO TO SCHOOL 
 
 Have some bird wing-flapping for rest exercises for 
 the whole school. Let them be eagles and stretch their 
 wings to the widest extent. Let the children show anything 
 they have seen birds doing, i.e., walking, tlying, hopping, 
 di'inking, etc., what bii'ds eat, the nses of birds, and some 
 of their enemies. 
 
 Tell ''"The Birds of Killingworth,"' by Longfellow^ in 
 story form, for the teache'r's part of the program, and close 
 with '' Birdling's Good-night to tiie Flowei-s," "Songs for 
 Children," Part IL, Eleanor Smith, or '^ The Bird's Nest," 
 "Songs of the Child's World," Jessie Gaynor. 
 
WHEN FIKST WK Oo To SCHOOL 105 
 
 A QuEEE Little Nest. 
 
 Ai.iCK I.. Hkckwith. 
 
 Such a lively set ol" hoys and girls as wei'e gathered on 
 the tVont })()i'eh yon ncvei- saw. It was Dolly's hirthday, 
 and ahont a dozen children had heen invited to take tea 
 with her. 
 
 "What can we play now^V" panted Dolly, as she sank 
 down on the steps, all out of breath, after chasing Jack 
 Dickson npon the hay mow. 
 
 ''Oh, wdiat do yon think I've fonnd?" called . little 
 Tommy Schoonei', dancing ronnd the coi-ner. 
 
 "Oh, what?" they all exclaimed. 
 
 " Gness." 
 
 " A penny, most likely," said Phil. 
 
 "No, sir; come and see," and Tommy led the way, the 
 rest following. 
 
 At one end of the back piazza was a long bench 
 covered with stone crocks or jars, turned bottom side up. 
 The crocks were stacked one above anothei* in big piles. 
 One stack was pushed slightly over the edge so there was 
 a hole up under them. 
 
 Tommy got down on the floor and looked up under 
 the stack. 
 
 " Look there ! " he said, in great satisfaction, and three 
 or four joined him. 
 
166 WHKN first Wfi GO TO SCHOOL 
 
 '^ Oh, don't you touch that," cried Dolly, in great 
 alarm. 
 
 " Be carefid, Tommy. Come away." 
 
 "Pooh! " exclaimed one of the boys, "it's nothing but 
 a bird's nest." 
 
 "Well, you leave it alone," cried Dolly, almost angry 
 at the boy's heedlessness. " That's my wren's nest. They 
 built it when T had the measles in April. Oh, they were so 
 cunning! I used to sit by the window and watch them. 
 They brought straws four or five times as long as the}' 
 were.themselves, to put into the nest. Dear little fellows, 
 they worked so hard! Sometimes they would get a straw 
 nearly up to the crock and the wind would blow it away, 
 and they would have to try over again. 
 
 " Mamma put some little bits of worsted out there on 
 purpose for them, and they put those in, and chicken 
 feathers, and grass, and lots of things. They made it with 
 a roof, so that when Mamma Wren is inside all you can see 
 is her bill. 
 
 " One day when I got bettei", I looked in, and there 
 were six little mites of eggs — kind of white with little 
 specks of red and brown." 
 
 "Why didn't you keep them?" asked Bob. 
 
 "The idea!" cried Susie. "I should think you'd be 
 ashamed, Bob Jenkins! " 
 
 "Why, of course I wouldn't touch them for anything," 
 
WHEN FIRST WE GO TO SCHOOL 167 
 
 said Dolly; "and one day I saw the Papa Wren keep 
 flying out of the nest with something in his mouth that 
 he would drop under that tree. I went out to see what 
 it was, he w^ent so many times, and I found lots of little 
 pieces of egg shells, and when I looked in the nest, instead 
 of eggs there were six little birds about as big as two 
 little grains of corn, one grain for the head and another 
 for the body." 
 
 " Oh, let's see 'em," said Phil. '' Let's lift the crock up." 
 " The mother bird's in there now," said Tomm3^ ^' I 
 saw her fly in." 
 
 '■ Come away and let it be still here and perhaps she 
 will come out," said Dolly. So they went back to the front 
 lawn. 
 
 " On the carpet here we stand," sang the children's 
 voices, as one after another was called into tlie ring, and 
 all was quiet on the back piazza. 
 
 Mannna Wren peeped shyly out and tinding the coast 
 clear started ofl' in search of food. 
 
 This was what Algernon Fitzgerald had been waiting 
 for. Now was his chance and he stole noiselessly aci'oss 
 the gi-ass, climbed upon the bench and began a search for 
 those bii'ds. He had said nothing while the children were 
 talking, but he had made up his mind to have the first 
 peep. 
 
 " Come, Phil, it's your turn to call some one into the 
 
168 WHEN FIRST WK GO TO SCHOOL 
 
 ring," said Nan, when, — "what was that?" Such a cry as 
 came from the back of the house. 
 
 ''O my!" cried Dolly, her face growing pale, "my 
 birds!" and they all followed her to the spot where a 
 fierce battle was taking place. 
 
 « It seems Algernon, surprised l)y the unexpected return 
 of Mamma Wren, had lost his balance and had fallen to the 
 floor, and before he could scramble to his feet. Mamma 
 Wren flew at him. What a fuss that mite of a bird did 
 make! Up and down, back and forth, around his head she 
 went until Papa AVren, hearing the alarm, joined in the fray. 
 
 How they did scream at him and scold him! Neither 
 of them touched him, Ijut they flew so near him that he 
 crouched there, big coward that he was, acting as if he 
 expected any minute to have his eyes picked right out of 
 his head. 
 
 It was the funniest kind of a sight; the birds were so 
 tiny and Algernon was so big. 
 
 " Why, Algernon Fitzgerald Fremont!" cried Dolly, 
 stamping her foot, "you are the wickedest cat that ever 
 lived, and you shan't have a l)it of supper to-night." 
 
 . " Come, children, tea is ready," called Mrs. Fremont, 
 and Algernon Fitzgerald took this occasion to slink ofi" to 
 the barn with drooping head and taiL 
 
 Papa lifted the crock very gently after supper so that 
 the children could look inside and see the curious nest. 
 
WHEN FIKST WE GO TO SCHOOL 109 
 
 The wrens stayed there until the httle ones were fully 
 grown, and though they came back the next year and built 
 another nest in the very same place, Algernon was never 
 known to molest them. Pie would sometimes sit near by, 
 and open his eyes as lie ht-ai-.l tlie chii'ping oF the birds 
 while the}^ were being led, but the memory of that May 
 battle kept him at a safe distance. 
 
JUNE — LAST DAYS. 
 
 Stoky: a Frisky Wheelman. 
 
 "What is so rare as a day in June? 
 Then, if ever, come perfect days." 
 
 If we could only spend them out of doors ! 
 
 As that seems out of the question bring in as much of 
 the outside world as possible. 
 
 Study the things within your own environment first, 
 before you sigh for the treasures of your sister teachers. 
 
 Kemember the ant-hills at the door, the caterpillars on 
 tree trunks and fence rails, and the earthworms creeping 
 over the walks aftei- the rain. 
 
 Watch the buttertiies and moths, and add to the list of 
 wild flowers. 
 
 Jack-in-the-pulpit preaches to-day, daisies are danc- 
 ing, and buttercups gleam in the meadows. 
 
 For occupations there seems to be little that is new, 
 but there are different ways of arranging them. Can we 
 not do a little designing now? 
 
 A border of violets, a center piece of leaves, a book 
 cover with a child's favorite flower makes a pleasing 
 variety. 
 
 Remember that it is expression that you are trying to 
 
 170 
 
WHftN FIRST WE GO TO SCHOOL 171 
 
 get rather than marvellous results, though neatness should 
 be insisted upon, and a fair degree of accuracy. One's 
 originality is taxed to the utmost now; everyone is tired, 
 and work drags these last days. 
 
 But there are different ways of passing them. Look- 
 ing backward through a vista of years I see 
 
 A Picture. 
 
 Twenty children are toeing a crack in the floor. The 
 last spelling lesson of the year is just over. How the time 
 has dragged! There has been outward submission but 
 inward insubordination to the iron-clad rules. Courage, 
 however! Ten minutes more and — " Ida Allen, have you 
 Avhispered?" How the little girl at the head of the line 
 shivers as the teacher stands over her with menacing glance. 
 
 Is she as painfully ugly looking as she seems now, this 
 woman with the fiery black eyes and short black curls, or 
 is it because they dislike her so? 
 
 Down the long line goes the question. Twenty guilty 
 " Yes, ma'ams," interspersed with sobs and tears, is the 
 reply, and then twenty little hands feel the blows from two 
 birch sticks lying conveniently near on the desk. 
 
 " The exercises are over! " Are they? Will anything 
 ever efface the memory of this disgrace and injustice? 
 
 It was certainly burned into the memoi-y of one little 
 girl who grew white to the very lips. Not a tear did she 
 
172 WHEN FIRST WE GO TO SCHOOL 
 
 shed, but five minutes later Avhen she reached lier mother's 
 side and poured out her grief, she cried, " When I am a 
 woman I shall be a teacher and I hope Miss Smith's little 
 girl will go to school to me. If she does I shall whip her 
 just as she did me this afternoon." 
 
 This httle girl is a ^' grown-up woman " now. She 
 hears of Miss Smith sometimes, but she never meets her. 
 She says she would go miles out of her way to avord her. 
 
 '^Make a child happy now, and you make him happy 
 twenty years afterward." 
 
 I repeat this mechanically, it has become such a trite 
 saying, but as I do so, memory calls up 
 
 Another Picture. 
 
 It is the same school-house one year later. Again it 
 is the last day of school. There is no " speaking of pieces," 
 as was often the custom, no visitors, not much out of the 
 ordinary school I'outine of every day work. A new copy 
 in the writing books in blue ink, because the little ones 
 thought it prettier than black, the reading of the favorite 
 stories in the well-worn thii'd readers — supplementary 
 books were not common then — and a little spelling match 
 in which the children choose sides. 
 
 There is lemonade later, that a little girl serves in a 
 blue china mug with pink roses on the sides, some 
 "rewards of mei'it" with bright pictures, for keepsakes, 
 
WHEN FIRST WE GO TO SCHOOL 173 
 
 and a little quiet visiting when whispering I'ules are sus- 
 pended that the children may have a good time. 
 
 This is all, except the teaclier; but such a teacher! 
 
 Did anyone else ever have such wavy brown hair, 
 such dehcate coloring, winning smile and gracious manner? 
 
 Was she as beautiful as she seems now when more 
 than a score of years have passed, or was it because the 
 children loved her so nuich that she wears such a halo of 
 glory? Certain it is that this last day and the vision of 
 Miss Rose standing on the school-house steps with her 
 brown eyes full of tears, bidding the little ones good-by, is 
 one of the pictures that hangs on memory's walls to be 
 treasured as long as life lasts. 
 
 Do you think these things happened in some country 
 across the sea, or that the pictures are overdrawn? 
 
 Oh, no! They took place in this free United States 
 since slavei-y was abolished. 
 
 I was one of the little girls who went to school to both 
 teachers. 
 
 '^ Is it wai'm in that green valley. 
 
 Vale of Childhood, where you dwell? 
 Is it calm in that green valley 
 
 Eound whose bourns such great hills swell? 
 Are there giants in the valley — 
 
 Giants leaving foot-prints yet? 
 Are there angels in tlie valley? 
 
 Tell me — I forget.'' 
 
A Frisky Wheelman. 
 
 Alice L. Beckwith. 
 
 I cannot tell which Sydney thought more of, his bicycle 
 or Jake. 
 
 The bicycle he bought with his own money, and Jake 
 was a beautiful gray squirrel which an old Scotch gentle- 
 man had given him on his last birthday. 
 
 The old man found him in a hollow oak tree while 
 chopping in the woods one day, and as winter was coming 
 on, and the little fellow might be cold, he carried him home 
 to Sydney. 
 
 He soon became very tame, and ever so fond of his 
 little master. Sydney taught him many tricks. He would 
 say, "Jake, let me see you crack this nut," and Jake would 
 sit up on his hind legs, hold it in his paws, and crack it 
 with his teeth. 
 
 Then he would roll over when told to do so, shake 
 hands, go to slee[), and even hold a tiny gun and play 
 soldier. But there was nothing he loved so much as to take 
 a ride with Sydney on his wheel. 
 
 How his little bead eyes would dance with delight as 
 he lay low on his masters shoulder, his silky coat pressed 
 smooth by the rushing wind ! If Sydney rode slowly, then 
 Jake would sit upright, with his long, plumy tail curled up 
 in front of him, or he would change from shoulder to 
 
 174 
 
WHEN FIRST WE GO TO SCHOOL 175 
 
 shoulder, and sometimes would skip down to the handle 
 bars and ride there. 
 
 One moi-ning Sydney came into the house and called 
 "Jake! " No answer. "Jake, Jake, do you want to take 
 a ride?" 
 
 What do you think? Jake jumped right out of 
 grandma's cap box where he'd been taking a nap, ran out 
 of the door, and seated himself on the wheel as much as to 
 say, " If you please ! " 
 
 Sydney laughed, and off they started. They had a 
 fine time until the middle of a long hill was I'eached, when 
 Sydney took a " header." He was not hurt a bit, but when 
 he scrambled to his feet Jake was nowhere to be found. 
 
 Up and down the street Sydney looked, whistling and 
 calling, but no little squirrel came. 
 
 Then he looked up in the trees, down in the gutter, and 
 finally went down a side street and got Bob Jones to join 
 in the search. It was the strangest thing how he could 
 have disappeared so suddenly! 
 
 For nearly an hour they searched, several other boys 
 helping them, but it was of no use, and Sydney at last rode 
 sadly home. 
 
 A happy thought came ! Perhaps he would find him 
 at the house; but neither mamma, grandma, nor sister Flo 
 had seen anything of him. 
 
 " He must have gone back to the woods," said Sydney 
 
176 WHEN FIRST WE GO TO SCHOOL 
 
 in a husky voice, for the tears would come ; and he ran his 
 hand into his jacket pocket for his handkerchief. 
 
 How he jumped as he touched something soft and 
 furry, and then — dear me — out came Jake from that 
 pocket right on to the table! He sat there and looked at 
 the little boy as much as to say, " What in the world is all 
 this fuss about? Such a tumble as that was, Master Sydney, 
 was enough to give even a squirrel a headache. It was too 
 nnicli for me, so I jumped into your pocket, and it has taken 
 me all this time to get over that fall." 
 
APPENDIX. 
 
 occi'pations. 
 Free Hand Paper Cutting. 
 
 For the first lessons, let the children cut j^ictures 
 from fashion plates, circles and squares drawn on drawing 
 paper, and sti'ijjs from ruled note paper, cutting on the 
 lines. 
 
 When they have gained control of the scissors the 
 lessons in free cutting may follow. 
 
 Choose an object familiar to all, simple in outline, and 
 large enough to be easily seen. A basket, a dipper, a cup, 
 are good objects. 
 
 Question as to size and form, and let the childi-en shf)w 
 with their hands how tall it is and how wide. 
 
 Then with no pencil lines let them cut from paper the 
 shape of the object, teaching them to make no unnecessary 
 scraps. 
 
 Cut with the children, and discourage the cutting of 
 tiu}^ things. Don't be too critical of first results. Pin the 
 best cuttings on the board, and later, when the work 
 improves, let them be mounted on colored paper. 
 
 Lessons in dictation and memory cutting should follow. 
 
 • • Cut the broom we drew yesterday ; cut two kinds of 
 
 177 
 
178 WHEN FIRST WK GO TO SCHOOL 
 
 fruit; cut some of baby's playthings; cut something seen 
 on the way to school this morning." 
 
 Again, show them that by cutting straight in from the 
 edge of the paper and following the outline of the object 
 carefully, the outside margin may be cut in one piece. It 
 may then be joined so neatly that the seam will hardly 
 show. Mount both the object and margin and you will 
 have two pictures with opposite effects in color. 
 
 Simple stories may be wi'itten on the board foi' the 
 children to read and illustrate with cuttings for seat Avork. 
 
 Materials for Paper Cutting. 
 
 Paper. White or manila drawing paper, or the 
 unruled pencil paper usually included in school supplies. 
 Colored paper is attractive, but it is wnse to use it sparingly 
 except for backgrounds. 
 
 Better artistic effects can be produced with water color 
 or colored crayons. 
 
 Moimting sheets. Coated paper in soft, delicate colors 
 are prettiest. Engine colored papers (alike on both sides), 
 are very good, while common brown wrapping paper is not 
 to be despised, and is cheapest of all. 
 
 Scissors. Pointed ones are best, but blunt ones will 
 do very well. 
 
 Paste. Add a tablespoonful of gum tragacanth to a 
 pint of cold water. Let it stand for ten or twelve hours 
 
APPENDIX 179 
 
 and it will be of the consistency of jelly. Add a few drops 
 of oil of cloves and it is ready for use. 
 
 Each child may be given a little of the paste on a piece 
 of thick paper,^ but this is a waste of time and is always 
 inconvenient. Procure, if possible, some of the little brown 
 glass jars that druggists use for ointments. They cost but 
 a few cents each when bought in quantity. Let each child 
 keep one filled with paste in bis desk; give him a flat 
 wooden cigar lighter, or a tooth pick, foi* a paste stick, and 
 he is ready to mount his cutting at a moment's notice. 
 
 Some teachers utilize the ink wells in the desks for 
 paste holders, when ink is n(jt used in the lower grades. 
 
 Conventional Paper Cutting. 
 
 Squares and circles of paper folded into quarters may 
 have designs drawn upon them for cutting, such as cross 
 forms and figures liaving curved lines; a quarter of the 
 pattern being drawn on the outside fold. In cutting, the 
 closed corner should he held in the left hand, cut through 
 the four thicknesses on the di'awn lines, and when opened, 
 the pattern will have a closed centre and be all in one piece. 
 
 Triangles may be folded into thirds and hexagons into 
 sixths in the same manner. 
 
 Folding. 
 Use four or five inch squares, white or engine colored 
 papers, for folding. (Coated papers are prettier in color, 
 
180 WHEN FIRST WE GO TO SCHOOL 
 
 but are too thick for this work.) They can be procured at 
 a kindergarten supply store, or a stationer can cut them for 
 you. For the first lessons fold on the diameters. Later 
 diagonals may be added. Teach edges and corners, back, 
 front, right, and left. 
 
 A series of paper foldings may be derived from circles, 
 and fi'om triangles, also, but space is too limited to give 
 specific directions. The Prang Educational Company 
 publishes a small book on paper folding and cutting, and 
 the Milton Bradley Company one that is inexpensive. It 
 will be better yet to apply to some kindergarten friend, 
 who will gladly give many easy and simple j^atterns. 
 
 Sewing. 
 
 To the overworked ])rimary teacher sewing seems a 
 task, but it is an occupation most fascinating to little 
 people. Simple patterns should always be chosen. Use 
 long stitches and have the pricking holes some little dis- 
 tance apart. 
 
 To prick the cards, fasten three or four white bristol 
 cards together by slipping rubber bands over the ends. 
 On the top card draw the pattern. Lay the cards on a 
 pricking pad, or a piece of thick felt, and with a coarse 
 pricking needle, or hat pin, jorick through the cards. Con- 
 nect the holes on the under cards with pencil lines. 
 
 The " Multiple Perforator " is much better for perfor- 
 
AIM'KNDIX 181 
 
 ating the cards, but it is more expensive. Tt can be pro- 
 cured IVom a kindergarten supply store. 
 
 Very often some of the older childi'en can prick the 
 cards. Pricked cards can be bought which are good for 
 many things, but the ones yon sketch yourself to illustrate 
 your own subjects are most satisfactory. 
 
 See that the needles for sewing have big eyes, and use 
 split worsted or yarn. Teach the children to thread their 
 own needles and to tie a knot. 
 
 In sewing push the needle up through the first hole, 
 down through the second, up through the third, down 
 through the foui-th, etc. 
 
 This will leave gaps, or "" gates," as the children say, 
 between each stitch. When one has been all around the 
 pattern he should go back and sew the "gates." The work 
 will then have a neat appearance on both sides. 
 
 Weaving. 
 
 For weaving, leatherette uiats are best for beginners, 
 and when the paper mats are used choose those of medium 
 width slits. 
 
 Weave colored fringes into neutral mats, and neuti'al 
 fringes into colored mats; put tints and shades of same 
 coloi' together, and avoid inharmonious combinations. It 
 is well to follow the order of the spectrum colors, letting 
 each child have one of each color. 
 
182 WHEN FIRST WE GO TO SCHOOL 
 
 Weave 1 and 1. 1 and 2. 2 and 1. 2 and 2. 3 and 
 1. 1 and 3, etc. Mats cut one wide and one narrow, one 
 wide and two narrow, make a pleasing variety. 
 
 Weaving is excellent for number work, as well as 
 color, and the patterns may be written on the l)oai'd. 
 
 Use the Ball weaving needles in putting in the strips. 
 
 Weaving mats may be hned with white paper and 
 made into sachets, trays, baskets, hair receivers, etc. 
 
 Drawing. 
 
 For object drawing much better effects can be secured 
 with charcoal than with pencil. Use French charcoal that 
 comes in sticks. A half a stick will last a child for many 
 lessons. Common Manila drawing paper may be used, 
 while gray or buff cai'tridge paper is an excellent substitute. 
 This comes in rolls, and strips can be tacked on the wall, on 
 which sketches can be made if one is short of blackboard 
 room. Charcoal rubs easily; particularly good work that 
 yon wish to preserve can be sprayed with ^'fixitif." 
 
 Teach the children to notice light and shade and to 
 draw in masses. 
 
 Trees and foliage are very effective done in charcoal. 
 Pencil may be used for illustrative work. 
 
 Painting. 
 
 Some teachers prefer boxes of water color containing 
 three colors, red, yellow and blue; others choose a box 
 
APPENDIX 183 
 
 containing the six rainbow colors. Cheap, dull colors are 
 not worth buying. 
 
 Prang Company and Milton Bradley Company have 
 excellent paints for school use, in boxes. 
 
 Bradley Company has also moist coloi's in tubes that 
 are very satisfactory. 
 
 Good sized brushes with long handles should be used. 
 Ask the children to bring some clean pieces of old Avhite 
 cloth for paint cloths and a little cup for holding water. 
 These can be kept in the desks. 
 
 In ":ivin2f the first lesson to little children it is well to 
 have a pencil outline — a large circle, for instance — on 
 common drawing paper. 
 
 Let them wash inside the line with clear water, and 
 then apply the paint, putting on a smooth "wash." 
 
 Yellow usually proves most satisfactory for the first 
 lesson. It looks smoother for some reason than any other 
 color. This circle may be baby's ball. A circle may be 
 used again dividing it into sections and applying different 
 colored washes. 
 
 Indian blankets ai'e very effective. Wash over the 
 paper with water and then paint a sti'ipe of each color in 
 the paint box. See that the washes ai-e clear and brilliant 
 in color, not thick and muddy. 
 
 Teach the little folks to keep clean boxes, and to do 
 neat work. 
 
184 WHEN FIRST WE GO TO SCHOOL 
 
 The pencil outline can soon be dispensed with, and 
 the children can paint directly from the object. 
 
 If one has no paints, colored ci-ayon may be used. 
 
 Common writing ink is a very good medium to use, 
 also, if applied with the brnsh. 
 
 Clay. 
 
 If the janitor prepares the clay, count yourself fortu- 
 nate. If you must do it yourself, keep it in a stone jar 
 with water enough to have it moist but not sticky. 
 Exclude the air, and it will not have to be dampened very 
 often. Swedge it into a bi'ick before using, by dropping 
 it on a smooth surface. 
 
 Divide the brick into tho desired number of pieces by 
 cutting it lengthwise and crosswise with a stout cord. 
 
 Cheap straw caidboard is light and good for a mat to 
 place on the desk; slates are sometimes used and strips of 
 oilcloth which can easily be washed. 
 
 Show the little people that by modeling with the 
 fingers much better I'csults will be secured than by the 
 rolling process which they are sui'e to use if left alone. 
 
 Don't paint the clay objects, noi' add wires, sticks and 
 cloves to make '''realistic " steins for fruit. 
 
 Choose some object simple in outline for the lesson, 
 but after that is con)pleted allow time for free work, if you 
 wish the work to cxpi-css any individuality. 
 
appendix 185 
 
 Paper Chains. 
 
 Paper strips twenty inches long and one-half inch 
 wide may be had in a variety of beautiful colors for chain 
 making. 
 
 Let the children cut the strips into five-inch pieces. 
 Paste the two ends of the short strip together, making a 
 ring; link another strip into this and paste ends; continue 
 until the chain is of the desired length. 
 
 Tliis makes a good numhei- lesson: 
 
 "Paste two red I'ings and three white ones." 
 
 " One red, one white, one blue." 
 
 " Two red, two green.'" 
 
 ^' Paste them in prismatic order," etc. 
 
 N^ote paper cut on the lines makes good white strips; 
 a five-inch square may be folded into strips and cut on the 
 folds. 
 
 Festoons of red, white and blue chains make pretty 
 patriotic decorations; red and green are pretty for 
 Christmas. 
 
 A long chain makes a pretty souvenir for the " birth- 
 day child" to take home. Chains hung on a brass rod in 
 prismatic oi'der make a gay curtain for a short window. 
 
 Peas Work. 
 
 Conmion dried peas procured at the grocery are the 
 kind needed. 
 
186 WHEN FIRST WE GO TO SCHOOL 
 
 Toothpicks may be used for sticks, but sticks made 
 for this purpose can be purchased and they are much 
 better. They come in five-inch lengths, are slender and 
 brittle and can be broken into any required length. 
 
 Soak the peas in water over night and then give a 
 dozen or so to each child. Give the children three or four 
 sticks. 
 
 Directions. 
 
 Break off a stick two inches long; put a pea on each 
 end; break off another stick two inches long; insert this 
 stick in the pea at the right, forming a right angle. 
 
 Insert a stick at the left end, add peas to these sticks, 
 connect with two-inch stick and you have a square. 
 
 Make oblongs, triangles, pentagons, hexagons; outline 
 simple objects that have straight lines — frames, shovels, 
 rakes, hoes, etc. 
 
 As the fingers grow more skilful, chairs, tables and 
 other articles of furniture may be made. 
 
 Pakquetry. 
 
 Parquetry papers, in circles, squares, triangles, and 
 other forms may be procured for borders and designs, that 
 make attractive seat work, but the little folks may make 
 their own parquetry papers. 
 
 Tablets of wood or cardboard in these forms may be 
 
APPENDIX 187 
 
 given to the children and they may trace around them and 
 cut out the figures. 
 
 To have the occupation of any real value other than to 
 keep the little people still, the hand work should be con- 
 nected with some subject, or the development of form 
 should follow some natural sequence. 
 
 Materials Needed in a "First Year" Room. 
 
 Low blackboards. Water color paints. 
 
 White crayon. Brushes. 
 
 Colored crayon. Clay. 
 
 Charcoal for drawing. Paste cups. 
 
 Worsted. Paste. 
 
 Worsted needles. » Scissors. 
 
 Weaving mats. Tooth picks. 
 
 Weaving needles. Pencils. 
 
 Drawing paper. Unruled white paper. 
 
 Uncolored sticks for stick laying. 
 
 One inch tablets in light and dark wood. 
 
 Circles, half circles, squares, half squares (triangles). 
 
 Engine colored paper, five and six inch squares. 
 
 White and colored. 
 Coated paper for mounting cuttings. 
 Coated paper, four and five inch squares, for borders 
 
 and designs. 
 White bristol board sewing cards. 
 
188 WHEN FIRST WE GO TO SCITOOL 
 
 One pricking pad. 
 
 Half dozen pricking needles. 
 
 Cups for holding water when painting. 
 
 Song Books. 
 
 Songs for Little Children. Part I. Part II. Eleanor 
 Smith. 
 
 Songs and Games for Little Ones. Jenhs and Walker. 
 
 Songs of the Child World. Jesi^ie Gaynor. 
 
 Merry Songs and Games. (Jlara B. Hnhhard. 
 
 Finger Plays. Mmilie Poulssoyi. 
 
 Song Echoes from Child Land. Jenks and Rnst. 
 
 Story Books. 
 
 In the Child's AVorld. Emilie Poulsson. 
 Kindergarten Stories and Morning Talks. Sara E. 
 Wiltse. 
 
 Boston Collection of Stories. 
 
 The Stoi-y Hoar. Kate D. WiggiM. 
 
 In Story-Land. Elizabeth Harrison. 
 
 ^sop's Fables. 
 
 Gi'imm's Fairy Tales. 
 
 In Mythland. Vols. I. and II. M. Helen Beckwith. 
 
 Story-Telling with the Scissors. M. Helen Beckwith. 
 
Ebucational Morhs 
 
 PUBLISHED BY THE 
 
 EDUCATIONAL PUBLISHING COMPANY 
 
 Boston New York Chicago . San Francisco 
 
 A 
 
 Adventures of a Brownie, The. Mulock 
 yEsop's Fables, Vol. I. Mara L. Pratt 
 
 " II. 
 A First Year in Drawing. Henry T. Bailey 
 Alice in Wonderland. Lewis Carroll 
 American History Stories, Vol. I. Pratt 
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 " " " " V. In Press 
 
 Applied Psychology. McLellan and John Dewey 
 Arabian Nights. Abridged. Chapman 
 
 " " Revised by Chapman 
 
 Architecture. Vol. I. Outlines of Art History. 
 
 Hopkins 
 Arithmetic. The Popular Educator, Vol. I. .30 
 
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 Art and the Formation of Taste. Crane 
 Aunt Martha's Corner Cupboard. M. and E. Kirby 
 Aunt May's Bird Talks. Mrs. Poyntz 
 Autobiography of Fr-anklin 
 Augsburg's Drawing. Book I. 
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 A Year Among the Trees. Wilson Flagg 
 A Year With the Birds. " " 
 
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 Bible Selections and Responsive Readings. Geo. W. 
 
 Winslow 
 Bible Stories, Vol. I. Myles Endicott 
 
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 Black Beauty. Anna Sewell 
 Boyhood of Famous Americans. Chase 
 Bright Boys, or Climbing the Ladder of Fame. Fred 
 
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 Buds, Stems and Roots. Annie Chase 
 
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 Children of the Cold. Lieut, F. Schwatka 
 Children of the Palm Lands. A. E. Allen 
 Children of the Wigwam. Chase 
 Choice Selections. Charles Northend 
 Children of the World. Selected 
 Christmas Carol, A. Dickens 
 Classic Stories for Language Lessons. M. L. Pratt. 
 
 Paper .15 
 Colonial Days. Welsh 
 Cortes and Montezuma. Mara L. Pratt 
 Courtship of Miles Standish, The. Longfellow. 
 
 Notes by M. A. Eaton. 
 Cricket on the Hearth, The. Dickens 
 
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 Dog of Flanders. De la Rame. Edited by Sarah 
 
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 Drawing Simplified, Elementary. D. R. Augsburg 
 Drawing Simplified. Augsburg 
 
 " Industrial. Gilmore 
 
 Education. Spencer. Paper. 15 .75 
 
 English and American Literature. Merkley. 
 
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 Ethics: Stories for Home and School. Julia 
 
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 Evangeline, Longfellow. Notes by Norris .25 
 
 F 
 
 Fairyland of Flowers, The. Pratt 1. 00 1. 25 
 
 Famous American Statesmen .40 
 
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 Flower Friends, Some of Our. Vol. I. Annie__ Chase .30 .40 
 
 FWends of the Fields. Selected. Chase ' .30 .40 
 
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 Geography for Young Folks. Baker 
 
 Graded Memory Selections. Waterman, McClymonds 
 
 and Hughes 
 Grandfather s Chair. Hawthorne 
 Great Artists, The, Vol. I. ]. E. Keysor 
 " " II. " " 
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 Hiawatha, Story of, for Youngest Readers. E. 
 
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 Hiawatha, The Indian. Ella Booher 
 History of New York, Vol. I. Irving 
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 Horse Stories. Thomas W. Knox 
 House of Seven Gables, Hawthorne 
 How to Teach Geography. Elvira Carver. Paper 
 How to Teach Language. Robert Metcalf. Paper 
 
 •15 
 
 I 
 
 In Mythland, Vol. 
 
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 the Land of Cave and Cliff Dwellers. 
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 Introduction to Leaves from Nature's Story Book. 
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 •30 
 •30 
 
 •30 
 
 Clo. 
 $.40 
 
 •25 
 .40 
 
 ■50 
 
 •50 
 .50 
 
 •50 
 •50 
 •50 
 .50 
 1. 00 
 .40 
 
 .25 
 
 .25 
 •75 
 
 .60 
 
 .25 
 
 .40 
 .40 
 •25 
 •25 
 
 2.50 
 .40 
 
 .40 
 .40 
 
 1.25 
 
 .40 
 
 Jean Valjean. Victor Hugo. Edited by Henry 
 
 Williams .25 
 
 Julius Cassar. Shakespeare. Edited by Walter Dent .25 
 
uto 29 1905 
 
•D 'a 'uojSuW^M. I 
 
LIBRARY OF CONGRESS 
 
 019 823 342