II Book____JfSL__ Copyright^ . COPVRIGHT DEPOSIT: Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/teachersguidebooOOmcca The Teacher's Guide Book Grace Dietrich McCarthy Author of "Plays from the Wonder Book" and Louise McCarthy Warden Company Oklahoma City COPYRIGHT, 1915, By WARDEN COMPANY nr.T 21 I9i5 ©CI.A416042 \ CONTENTS September : Page The First Day of School and Afterwards 3 Drawing o Story Telling 7 Hiawatha's Wooing (dramatized) 11 Industry and Perseverance 17 Character Study 20 The Wise Woman and the Cadi 21 October : October (H. H. Jackson) ' 25 Drawing 26 Invitation to Hallowe'en Party (Rebecca Williams) 28 Paper Cutting 29 Story Telling 31 Constructive Work ; __ 32 The Town Musicians 34 The Brownies 35 Elizabeth ( Grace D. McCarthy) -12 Courtesy and Kindness 45 November : Drawing 51 Thanksgiving Program (Harriettc McCarthy) 55 The Best of Thanks Is Sharing ( Grace D. McCarthy ) 59 Gratitude (54 December : Drawing 67 Stories and Recitations 72 Christmas Music 77 Generosity 80 The Pine Tree and Its Needles 83 January: January, the Months (Blair) 87 Drawing 88 Study of Snowbound j_ 90 Why the Evergreen Trees Keep Their Leaves 94 Benjamin Franklin 101 Courage 108 Contents February : Page Drawing 115 Saint Valentine 118 Patriotism 124 March : Drawing 130 Arbor Day '_ 132 The Boy Who Hated Trees 135 Cleanliness 138 April : Drawing 143 April Program 145 Evangeline (Grace D. McCarthy) 148 Chicken Little 150 Truthfulness 154 Gardening 159 May: Drawing 165 A May Program 167 The Queen Bee 170 Helpfulness =. 172 June: Courtship of Miles Standish (dramatized) 179 Honesty 184 MISCELLANEOUS SUBJECTS For the School Room 187 Picture Study , 197 Games 217 Patrons' Clubs 229 Books for School Libraries 237 Memory Work 243 Letter Writing •_ 246 Sewing 249 PREFACE The purpose of this book is two-fold; since the work of the school room must be so largely routine, it suggests some new ways of doing old things, and since so many teachers do not have access to libraries, it offers in useable form material which while old is always appro- priate to the school room. There is no wish that all suggestions should be followed in detail. Each teacher should select what she needs from the material offered. Nothing can take the place of a carefully thought out plan for each day and each hour of the day and this work must be done by the teacher. The most that any book can do is to offer suggestions and material from which to choose. Every teacher knows that the successful school is the busy school, and that the more work the less discipline, so she leaves no idle margin, but fills every minute with a carefully mapped out daily plan that keeps hands busy, minds active and hearts light. The Teacher's Guide Book The golden-rod is yellow ; The corn is turning brown ; The trees in apple orchards With fruit are bending down. The gentian's bluest fringes Are curling in the sun ; In dusky pods the milkweed Its hidden silk is spun. The sedges flaunt their harvest In every meadow brook And asters by the brook-side Make asters in the brook. From dewey leaves at morning The grapes' sweet odor rise ; At noon the roads all flutter With golden butterflies. By all these lovely tokens September days are here, With summer's best of weather, And autumn's best of cheer. — From "Poems," by Helen Hunt Jackson. Copyright, 1892, by Roberts & Roberts. September 3 THE FIRST DAY OF SCHOOL AND AFTERWARD No day is more important than the first clay. Be sure to arrive at your school room in good time and in good spirits. Nothing will contribute more to a successful day and successful year than a care- fully thought-out plan for that first day. Have some definite thing planned for each hour of the day and have several things in reserve in case you find yon have miscalculated the length of time some de- tails will require. Ring the bell promptly and begin the exercises with which you intend to open school each morning. They should never be long. Most schools now require the reading of a Scripture lesson and a hymn usually follows. A short inspiring poem or a bit of good literature is added in many schools. Reading to students ten or fifteen minutes a day from some interesting and worth-while book is far from a waste of time ; and if this reading is done as a part of the opening exercises you will have little trouble with tardiness. The first day should be largely devoted to organization. Let the enrollment come first. Give each student an enrollment slip on which to write : Full Name. Name of Parent or Guardian. Residence. Age. Class of Previous Year. If your school is of primary grade, these slips must be taken home to be filled out ; if your school is ungraded, let the older pupils fill out slips for those who cannot write. Before the first day, you will of course have made out a tenta- tive program providing for the classes you expect to have, unless you are teaching in a graded school where the program is usually prepared by the principal. You have also, of course, made a note (stating carefully page and paragraph) of just what lessons you are to assign. Call each class at its proper time and after stating the name of the text- books and other material the pupils will need, assign the lesson for the next clay. Be very definite and be careful not to assign too long lessons. If you find that you must add certain classes or have prepared for classes you will not need, make a careful note of the fact, but do not disarrange your whole program by attempting to get them in the first day. ■1 The Teacher's Guide Book Reserve the adjusting of your tentative program for the quiet of the evening after the first day. As little time as possible should be spent in organizing. By the end of the first day all pupils should have been assigned to some class and lessons should have been assigned. On the second day all classes to whom lessons have been assigned should recite. As the assignment of the lesson will not take all the recitation period, the teacher should be prepared with occupation for the re- maining minutes. For the younger children, provide some form of busy work, sand table, paper cutting (if you have scissors), build- ing with blocks or sticks, laying forms of beauty with tooth-picks, beans, or peas. Fitting together dissected stories or pictures taken from a child's story book or an old reader furnishes good occupa- tion for children a little older. For still older pupils, a board full of fairly easy problems in addition, multiplication, subtraction, and di- vision might be prepared and a friendly contest held to see which pupil or which row of pupils could solve most problems in a given time. A drill in the multiplication table is another device. I,et one child ask 5X9=? 8X7=? etc., and another child designate who is to answer. Questions from an oral arithmetic may be asked, or an arithmetic match may be held at the board. For the grammar classes on oral composition on "What I Saw as I Came to School To-day," or a new picture on the wall would furnish good exercises. Of course you will have a few short, in- teresting stories to fill in gaps, for the one thing you must do is to keep the children so busy that there is no chance for mischief or boredom. For the geography classes, map-drawing or some questions con- cerning local geography could be used. Who has seen an island? Where was it — was it large? Are all islands large? Who has seen a river, an isthmus, a lake, the sea, etc. ? Why do people raise cot- ton, corn, wheat, etc., where we live? Drill as to the name of town or township, county, state, nation, continent, hemisphere, zone in which the schoolhouse is located. Do not ask all these questions of all the children; the younger classes will know nothing of zone or hemisphere. A part of the time could be very profitably spent in giving directions for the mechanical arrangement for composition or other written work. Do not waste time laying down a lot of rules whose enforcing will burden you during the whole year. Instead of preparing a long list of dont's, keep everybody busy with do's. Be kind, firm, earnest, and consistent, above all smile and keep the voice gentle. September 5 From the very first clay strive to build up a spirit of loyalty to the school. ''Our school" should be a phrase frequently heard and a matter of real concern. Such a school spirit will be a most effective means of discipline. It should be fostered and developed into com- munity loyalty and responsibility and will go far towards accom- plishing the most important task of the teacher, the making of good citizens. m DRAWING DRAWING SUGGEvSTIONS FOR SEPTEMBER m Eower Grades 1. Ask the pupil to paint a September landscape. Let it be very simple, containing ground, sky, and distant foliage. 2. As a help in music, draw the music staff, the treble sign, a whole note, a whole rest, a half note, a half rest, a quarter note, a quarter rest, an eighth note, an eighth rest. 3. Tell the story of Clytie. Have children cut, paint, and mount on green paper the sunflower. 4. Take a large sheet of drawing paper, fold in center, and make folio to hold drawings. Decorate outside with design made of sunflowers. 5. Freehand cutting of jointed elephant. Higher Grades 1. Draw a landscape, showing a fence and trees. See that the spacing is good. 2. Blackboard drawing of landscape. Have pupils draw on black- board : (a) landscape with level land; (b) landscape with a hill side; (c) landscape with level land and hill beyond. 3. Paint a bunch of grapes with green leaves, if possible. 4. Make booklet using bunch of grapes in circle as design. 5. Paint a spray of golden-rod. To make this blossom, touch the paper with tip end of brush. The Teacher's Guide Book FREEHAND CUTTING To make jointed elephant: join according to letters, with paper fasteners. Any other animals may be made in similar manner. September m am M m STORY TELLING ilaniarflarflanic SEPTEMBER STORIES Children will enjoy stories much more if they are appropriately chosen with regard to the seasons of the year. The following is a list with that point in view : 9. 10. 11. Story of Hiawatha's Childhood. — Longfellow. Stories of Indian Childlife. Arachne. Plan Book. — Marion George. Clytie. Plan Book. — Marion George. Lazy Grasshopper. Plan Book. — Marion George. The Thrifty Squirrel. In the Child World. — Poulsson. Amy Stewart. Stories and Morning Talks. — Wiltse. Cinderella. (Emphasize the idea of promptness.) The Story of the Clock. In the Child World.— Poulsson. James Watt and the Teakettle. Sir Isaac Newton and the Apple. HIAWATHA'S CHILDHOOD By the shining Big-Sea- Water, Stood the wigwam of Nokomis. Dark behind it rose the forest, Rose the firs with cones upon them ; Bright before it beat the water, Beat the clear and sunny water, Beat the shining Big- Sea- Water. There the wrinkled, old Nokomis Nursed the little Hiawatha, Rocked him in his linden cradle, Bedded soft in moss and rushes, Safely bound with reindeer sinews ; Stilled his fretful wail by saying, 'Hush ! the Naked Bear will hear thee !" Lulled him into slumber, singing, The Teacher's Guide Book HIAWATHA'S WOOING s ^=t#f=t=^ (The following four lines are sung by children to above tune) "Ewa-yea! my little owlet!" Who is this that lights us now ? With his great eyes lights the wigwam? Ewa-yea, my little owlet!" (Children repeat in concert:) At the door on summer evenings Sat the little Hiawatha, Heard the whisperings of the pine trees, Heard the lapping of the water, Saw the fire-flies flitting round him, Flitting through the dusk of evening, With the twinkling of its candle Lighting up the brakes and bushes, And he sang the song of children, Sang the song Nokomis taught him : (The following four lines are sung by children to above tune:) "Wah-wah-taysee, little firefly, Little, flitting, white-fire-fly, Little, dancing, white-fire-creature, Light me with your little light. (Children repeat in concert:) Ere upon my bed I lay me, Ere in sleep I close my eyelids." Saw the moon rise from the water, Rippling, rounding from the water, Saw the flecks and shadows on it, Whispered, "What is that, Nokomis?" And the good Nokomis answered : "Once a warrior, very angry, Seized his grandmother, and threw her Up into the sky, at midnight ; Right against the moon he threw her, 'Tis her body that you see there." Saw the rainbow in the heavens, SEPTEMBER In the eastern sky, the rainbow, Whispered, "What is that, Nokomis?" And the good Nokomis answered : ' 'Tis the heaven of flowers yon see there ; All the wild flowers of the forest, All the lilies of the prairie, When on earth they fade and perish, Blossom in that heaven above us." When he heard the owls at midnight, Hooting, laughing in the forest, "What is that ?" he cried in terror ; "What is that?" he said, Nokomis?" And the good Nokomis answered : "That is but the owl and owlet, Talking in their native language, Talking, scolding at each other." — Longfellozv. APPROPRIATE CUTTINGS FOR BOOKLET The wigwam of Nokomis stood near the Big-Sea- Water. Nokomis nursed the little Hiawatha and rocked him in a linden cradle. The cradle was made soft with moss and rushes. On summer evenings little Hiawatha sat at the door and heard the pine trees whispering and saw the fire-flies flitting about him. When little Hiawatha heard the owls at midnight hooting and laughing in the forest, he was frightened and asked Nokomis what it meant. The good Nokomis told him that it was the owl and owlet talk- ing and scolding each other in their own language. 10 The Teacher's Guide Book COVER DESIGNS FOR BOOKLET Make Hiawatha booklet. Cover design, paper cutting of Hia- watha. First page, wigwam. Second, owlet. Third, bear. Copy lines of poem on each page appropriate to cutting. September 11 mi ^hSHnllHni DRAMATIZATION HIAWATHA'S WOOING Characters : Hiawatha Minnehaha Nokomis Arrow-Maker Scene I. Nokomis seated on the ground zvith pile of com beside her, which she is husking. Hiawatha stands zvith boiv and arrow equipped for a journey. Hiawatha Nokomis Hiaivatha Nokomis As unto the bow the cord is, So unto the man is woman, Though she bends him, she obeys him, Though she draws him, yet she follows, Useless' each without the other. Wed a maiden of your people, Take this warning from Nokomis ; Go not eastward, go not westward, For a stranger, whom we know not ! Like a fire upon the hearthstone Is a neighbors homely daughter, Like a starlight or the moonlight Is the handsomest of strangers. Dear old Nokomis, Very pleasant is the firelight But I like the starlight better Better do I like the moonlight. Bring not here an idle maiden, Bring not here a useless woman, Hands unskillful, feet unwilling; Bring a wife with nimble fingers, Hand and heart that move together, Feet that run on willing errands. 12 The Teacher's Guide Book Hiawatha Nokomis Hiazvatha In the land of the Dacotahs Lives the Arrow-Maker's daughter, Minnehaha, Laughing Water, Handsomest of all the women. I will bring her to your wigwam, She shall run upon your errands, Be your starlight, moonlight, firelight, Be the sunlight of my people. Bring not to my lodge a stranger From the land of the Dacotahs. Very fierce are the Dacotahs, Often is there war between us. There are feuds yet unforgotten, Wounds that ache and still may open. For that reason if no other Would I wed the fair Dacotah, That our tribes might be united, That old feuds might be forgotten, And old wounds be healed forever. {Exit Hiawatha.) Scene II. Tent of the Arrozv-Maker. Arrow-Maker chiseling stone, Minne- haha weaving a mat. A voice is heard in the distance singing. Onaway ! Awake beloved ! Thou the wild flower of the forest ! Thou the wild bird of the prairie! Thou with eyes so soft and fawn-like ! If thou only lookest at me, I am happy, I am happy, As the lilies of the prairie, When they feel the dew upon them! When thou art not pleased beloved, Then my heart is sad and darkened, As the shining river darkens, When the clouds drop shadows on it ! When thou smilest, my beloved, Then my troubled heart is brightened, As in sunshine gleam the ripples That the cold wind makes in rivers. Smiles the earth, and smiles the water, Smile the cloudless skies above us, But I lose the way of smiling When thou art no longer near me ! I myself, myself ! behold me ! Blood of my beating heart, behold me ! O awake, awake, beloved ! Onaway ! awake, beloved ! September 13 (// more convenient the following may be sung by Minnehaha:) When I think of my beloved, Ah me ! think of my beloved, When my heart is thinking of him, Oh my sweetheart, my Algonquin ! Ah me ! when I parted from him, Round my neck he hung the wampum, As a pledge, the snow-white wampum, Oh my sweetheart, my Algonquin ! I will go with you, he whispered, Ah me ! to your native country : Let me go with you, he whispered, Oh my sweetheart, my Algonquin ! Far away, away, I answered, Very far away, I answered, Ah me ! is my native country, Oh my sweetheart, my Algonquin ! When I looked back to behold him, Where we parted to behold him, After me he still was gazing, Oh my sweetheart, my Algonquin ! By the tree he still was standing, By the fallen tree was standing, That had dropped into the water, Oh my sweetheart, my Algonquin ! When I think of my beloved, Ah me ! think of my beloved, When my heart is thinking of him, Oh my sweetheart, my Algonquin ! {Music for the above by Coleridge-Taylor, Novello Co., Lim't., London, England.) (Hiazvatha enters zvith a deer on his shoulders.) Arrow-Maker : Hiawatha, you are welcome. (Hiazvatha places the deer at the feet of Minnehaha.) Minnehaha : Arrow-Maker You are welcome, Hiawatha. Lay aside your mat unfinished, Bring forth food and set before us, Water bring us from the brooklet, Give us food in earthen vessels, Give us drink in bowls of bass-wood. 14 The Teacher's Guide Book {Minnehaha begins to serve them.) Come you then for heads of arrows, Arrow-heads chalcedony, Arrow-heads of flint and jasper, Smoothed and sharpened at the edges, Hard and polished, keen and costly ? Hiazvatlia Arrow-Maker : Hiazvafha Pleasant is the landscape round us, Pleasant is the air above us, All the bitterness of anger Has departed wholly from me, From my brain the thought of vengeance, From my heart the burning fever. I was thinking, as I sat here, Of the days when with such arrows I have struck the deer and bison, On the Muskoday, the meadow. Shot the wild goose, flying southward, On the wing, the clamorous Wawa ; Thinking of the great war-parties, How they came to buy my arrows, Could not fight without my arrows. Ah, no more such noble warriors Can be found on earth as they were ! Now the men are all like women, Only use their tongues for weapons. After many years of warfare, Many years of strife and bloodshed, There is peace between the Ojibways And the tribe of the Dacotahs. That this peace may last forever And our hands be clasped more closely, And our hearts be more united, Give me as my wife this maiden, Minnehaha, Laughing Water, Loveliest of Dacotah women. Arroiv-Makcr Yes, if Minnehaha wishes; Let your heart speak, Minnehaha. Minnehaha {taking a seat beside Hiawatha) : I will follow you, my husband. Arrow-Maker Happy are you, Hiawatha, Having such a wife to love you. Happy are you, Laughing Water, Having such a noble husband. Listen to me, O my children, Love is sunshine, hate is shadow, Life is checkered shade and sunshine, Rule by love, O Hiawatha ! Septem bee 15 Listen to me, my children, Day is restless, night is quiet, Man imperious, woman feeble ; Half is mine, although I follow ; Rule by patience, Laughing Water ! (Hiawatha and Minnehaha go out slowly hand in hand.) Thus it is our daughters leave us, Those we love, and those who love us, Just when they have learned to help us, When we are old and lean upon them, Comes a youth with flaunting feathers, With his flute of reeds, a stranger Wanders piping through the village, Beckons to the fairest maiden, And she follows where he leads her, Leaving all things for the stranger. OUTLINES FOR CONSTRUCTIVE WORK Fold on dotted line. Cut the canoe out of white paper and decorate with Indian designs. 16 The Teacher's Guide Book OUTLINES FOR CONSTRUCTIVE WORK (Continued) Construct tepee of white paper. Decorate with Indian designs. Septembek 17 mi INDUSTRY AND PERSEVERANCE !UE 'No man is born into the world whose work Is not born with him ; there is always work And tools to work with for those who will ; And blessed are the horny hands of toil." — Lozvell. 'Attempt the end and never stand in doubt ; Nothing's so hard but search will find it out." — R. Her rick. "Little drops of water, Little grains of sand, Make the mighty ocean, And the pleasant land. "Thus the little minutes Humble though they be, Make the mighty ages Of eternity." SUGGESTED STORIES — B. C. Breiver. 1. The Ant and Grasshopper. 2. The Tortoise and the Hare. 3. Bruce and the Spider. GETTING READY FOR WINTER How busy all the world is — Mother Nature knows that winter will soon be here and all her children must have home and food prepared for the cold days. Busy ants carry grain into their ant hills. The squirrels are storing nuts in the hollow tree near the brook. Father and Mother Bear are searching for a warm, dark cave in which to sleep their winter sleep. Over the stubble field the horses pull the wagon full of corn and pumpkins. The corn will feed the horses and the pumpkins will make nice pies for the plough-boy who is whistling as he turns the furrows in the nearby field. All are happy, all are busy; even Rover, the house dog, is burying a bone under the rose bush, 18 The Teacher's Guide Book BRIGHT EYES AND GRAY FLUFF Once upon a time two little squirrels, Bright Eyes and Gray Fluff, lived in the branches of a large oak tree. Bright Eyes was quick and keen ; he loved to gather nuts. He loved to jump from branch to branch when the frost in the air made his blood tingle. Gray Fluff was fat and lazy. He liked to curl up in a hollow tree and sleep. He hated cold weather. He disliked to gather nuts and, as for cracking them, that was a real hardship. As the days grew shorter and colder, Gray Fluff slept more and more. He hardly stirred from the warm tree where the squirrels made their home. Every day Bright Eyes brought him nuts to eat. Gray Fluff always said, "To-morrow I shall gather nuts and you may sleep," but to-morrow never came. Finally, Gray Fluff found it too hard work to crack the nuts, so Bright Eyes gathered and cracked for two. One night Mamma Squirrel was awakened by the sound of cry- ing. It was Gray Fluff: "My teeth! my teeth! they ache so badly. I cannot stand the pain." Mother Squirrel called a glow worm in order to see what was the matter. There sat poor Gray Fluff holding his aching head and crying, "My teeth ! my teeth !'' "Open your mouth," said Mother Squirrel. "Oh naughty, naughty Gray Fluff. Look at those long teeth, you have not cracked a nut for many clays — no wonder those teeth ache. You have not used them and they have grown far too long. To-morrow, Bright Eyes must stay at home and you must gather and crack the nuts for two." Questions What did Bright Eyes look like? Why was Gray Fluff always sleepy? Do you think Gray Fluff meant to be lazy and selfish? Is gathering nuts work or play? What is work? Play? THE JACK-O-LANTERN "Well, Rollo, have you finished your jack-o-lantern?" "No," replied Rollo; "I was tired, so I thought I would come and help you work and ask you to tell me a story." "I do not think of any story just now, but I can give you some advice." "Very well," said Rollo; "give me some advice." "I will tell you two rules my old schoolmaster used to teach me — one for work and one for play. His rule for work was this : "What is once begun must always be done." September 19 Rollo laughed at hearing this rule, and asked if all the old mas- ter's rules were in poetry. "His second rule," continued Jonas, "was for play. It was this : "When you have clone your play, Put all your things away." "I think this is an excellent rule," said Rollo; "for children often lose their playthings by leaving them about when they are done play- ing. I never leave my things lying about." "Indeed!" said Jonas. "Where is your jack-o-lantern? Have you put that away yet?" "No, but that is not yet finished." "Then you have broken both of my old master's rules. You have left your work unfinished because you were tired of it and you did not put away your playthings when you had done with them. Now let us go home." (They walk toward the house.) "Rollo! Rollo! see there!' exclaimed Jonas, as they came in sight of the yard. Rollo looked up and saw the old white cow eating up his jack-o-lantern. Rollo picked up a stick and ran after the cow, shouting out, "Whey there ! whey !" as loudly and fiercely as he could. The cow seized another large mouthful and ran off, shaking her horns and brandishing her tail. "The ugly old cow !" said Rollo, taking up the remains of the pumpkin. "My jack-o-lantern is all spoiled. I will get some stones and stone her." "Stone her! stone what?" replied Jonas coolly. "Stone the cow?" "Yes, of course,'" answered Rollo; "that ugly old cow!" "Why, what is the cow to blame for?" said Jonas. "To blame? Why, she has eaten up my jack-o-lantern." "I do not think the cow. is to blame," said Jonas ; "but some- body is to blame, and I can tell you who. If you stone anybody, you had better stone him. The person to blame is the boy that left the jack-o-lantern on the log, and thus let the cow get it." "I think," added he, with a laugh, "that if my old schoolmaster had known of this case, he would have made a good story out of it to illustrate his two rules." — Jacob Abbot, Rollo's Vacation. (This story could easly be dramatized or read as a dialogue.) 20 The Teacher's Guide Book bbr CHARACTER STUDY m EUGENE FIELD Born September 2, 1850; died September 4, 1895. He has been most appropriately called "The Poet Laureate of the Little Ones." Children cannot help but feel his love for them as expressed in his poems. His mother died when he was quite small and he lived with his aunt. His father was obliged to be away most of the time, and consequently they did much letter writing, which the boy always thoroughly enjoyed. He went to school like other boys, then to college and studied law; but not being successful at law, he gave it up and began news- paper work and to write some poetry. He is spoken of as always loving the society of children and would lay aside his work at any time to play with them. The grown people as well as the children have learned to love his songs and stories, for he had the true child heart. He had one boy he called "Daisy," and they often slept to- gether, but one morning Daisy awoke to find that his father had passed on to the far-away country of his "Little Boy Blue." A few of his most noted poems are "Dutch Lullaby," said to be the most perfect child poem ever written, "The Norse Lullaby," "Little Boy Blue," and "Garden and Cradle." September 21 DIALOGUE THE WISE WOMAN AND THE CADI Characters : Man Servant Cadi Wise Woman Scene I (Man is working. He may make shoes, bind a book, mend a tool, etc.) Man : The world is wide. I think I shall take a holiday and see some of it. (Reaches in his pocket and takes out a bag containing fifty pieces of silver. Looks at them lovingly.) But what shall I do with these. They are too heavy to carry ; besides, I might meet robbers on the way. (He sits thinking.) I shall ask the Cadi to take care of them for me. (Man looks up.) There is the Cadi now. Oh, Cadi! (Cadi enters.) I am going on a long journey. Will you keep my fifty pieces of silver until I return? Cadi: Gladly will I keep your fifty pieces of silver. (Man gives Cadi bag of silver and the Cadi goes off smiling. Man follows.) Scene II (Man walking into Cadi's house. Cadi is seated.) Man : How pleasant it is to be home again. I have seen much, but I shall be glad to see my fifty beautiful pieces of silver again. (Enters house of Cadi.) Oh, Cadi! I have returned. Give me, I pray, my fifty pieces of silver. Cadi: What fifty pieces of silver? Man : The fifty beautiful pieces which I entrusted to you when I went on my journey. Cadi : I know nothing of your silver. Man : I gave it to you when I started on my journey. You cannot have forgotten it. 22 The Teacher's Guide Book Cadi: I know nothing of your silver, I tell you. Man: Most noble Cadi, I beseech you. Remember the fifty beau- tiful pieces which I gave you. Cadi : Enough ! Be gone ! Have I not told you I know nothing of your silver? (The man goes out wringing his hands.) Scene III House of Wise Woman. (Wise Woman seated. Man standing before her.) Wise Woman: And the Cadi refuses to return your silver? Man : He says he knows nothing of my silver, and if you can not help me I shall never see them again. Wise Woman : You must do exactly as I tell you. Man : Yes ? Wise Woman: Just as the third hour comes, go to the house of the Cadi and say as though for the first time : "Cadi, I have come for my fifty pieces of silver." And, unless I am very much mis- taken, the Cadi will give them to you. But you must ask exactly at the third hour. Man: Is that all? Wise Woman: That is all. Man: I shall do exactly as you say. (Man goes out. Servant enters.) Wise Woman: Bring me all my jewels. (Servant brings jewels.) Servant: Here they are. Wise Woman : Listen carefully ! Just a few moments after the third hour, you are to go to the house of the Cadi. Enter, clap your hands, and say: "The master has returned, the master has re- turned !" Servant: Is that all? Wise Woman : That is all, but yon must come a few moments after the third hour. Scene IV House of Cadi. (Cadi seated. Woman holding box of jewels.) Wise Woman: I have brought these jewels, Cadi, hoping that you would keep them for me until my husband returns. Cadi: Gladly will I keep your jewels for you. Wise Woman : They are of great value and if you will keep them for me — September 23 Cadi: Give them to me. Gladly will I keep — ( Enters man.) Alan : Oh, Cadi ! I have come for the fifty pieces of silver which I left with you when I went on my journey. Cadi (reaching into a chest) : Here they are. (Turning to the Wise Woman) : Give me your jewels. Gladly will I keep — (Servant enters clapping her hands.) Servant: The master has returned! The master has returned! SUGGESTIONS Read, or far better, tell the story. Do not explain it. Now the children are to express what has been impressed. Select or let the children choose certain ones to represent the various characters. Tak- ing places in front, let them go through the appropriate motions and compose the dialogue. This makes a splendid exercise in oral com- position. Use as few stage properties as possible. Give the imagination free play. Do not insist on the use of your words or your interpreta- tion of any character. It will not be amiss to suggest improvement in interpretation or to ask other pupils not taking part to do so if by so doing the spontaneity of the play is not lost. The writing down of the play gives you a good composition lesson and is particularly valuable as a drill in punctuation. Dialogue reading is valuable because it : 1. Trains the imagination. 2. Teaches the child to express himself freely. 3. Teaches him to think on his feet. 4. Develops the spirit of co-operation and service. 5. Each must do his part and all contribute to the pleasure of those listening. Memorandum Memorandum 24 The Teacher's Guide Book OCTOBER s M T Y/ T F S OCTOBER'S SECRETS October, come take a romp with me. Let"s climb that old maple tree, xA-nd take a peep right through the wood, And breathe the air so pure and good. Now, tell me what I'd like to know : Where does your fairy paint brush grow ? Where is the shop where the color is made With which you tint each leaf and blade ? October, where does Jack Frost dwell ? How do trees grow in the dell ? Why is the air so sweet and cool? Did your spiders go to spinning school? What makes the chestnuts brown to fall ? O show me thy fairy wonder-ball ! O October, artist of the year, Tell me the secrets to you so dear ! — Margaret T. Stevens. October 25 OCTOBER "O suns and skies and clouds of June, And flowers of June together, Ye cannot rival for one hour October's bright blue weather. "When loud the bumble-bee makes haste, Belated, thriftless, vagrant, And golden-rod is dying fast, And lanes with grapes are fragrant; "When gentians roll their fringes tight To save them for the morning, And chestnuts fall from satin burrs, Without a sound of warning; "When on the ground red apples lie In piles like jewels shining, And redder still on old stone walls Are leaves of woodbine twining; "When all the lovely wayside things Their white-winged seeds are sowing. And in the fields, still green and fair, Late aftermaths are growing; "When springs run low, and on the brooks, In idle golden freighting, Bright leaves sink noiseless in the hush Of woods for winter waiting. "O suns and skies and flowers of June, Count all your boasts together, Love loveth best of all the year October's bright blue weather." — H. H. Jackson. 2fi The Teacher's Guide Book S2 DRAWING m DRAWING SUGGESTIONS October Lower Grades 1. Arrange an interesting lesson on the board concerning the ruler, a child cannot know this too well. Draw a picture of a ruler on the board. Have children find one inch, one-half inch, one-quarter inch, one-eighth, and one-sixteenth inch. Then one and one-half inches, etc. Find first on board and then on their own ruler. Ask child to draw a one inch square, a rectangle one inch by three and one- quarter inches, etc. 2. Crayola drawing of different kinds of nuts. 3. Let each child make clock face. Use circle of cardboard on which print numerals. Make large and small hands from paper and fasten to center with paper fasteners. This can be used to great advantage in teaching the children to tell time. 4. Illustrate the story of Columbus. With blue crayola make ships. 5. Draw, paint, and cut pumpkin jack-o-lanterns. Higher Grades 1. Draw October trees, have children observe width, height, thickness of trunks, color, etc. 2. Place pumpkin before class and draw, using charcoal or pen- cil. Study shape carefully and draw in mass. 3. Draw and paint several jack-o-lanterns hanging from branch of tree attached by cord. 4. Draw teapot or some object built on curved lines. Empha- size fact that it is better to draw several lines and train the eye to select the right curve than to draw one heavy line first. 5. On squared paper design alphabet. OCTOB] 27 /L. JL UL £ Freehand cutting of three lines of a scene with ship in middle ground. Fold on dotted lines and paste vertically according to letters. 28 The Teacher's Guide Book INVITATION TO HALLOWE'EN PARTY Rebecca Williams The ghosts and witches bade me write, To bid you welcome Monday night ; So come to Neptune, mortal man, And join the ghosts' sepulchral clan. Mix, mingle freely, but do not fear The gruesome sounds you'll likely hear. Just ask dame witch to cast her spell And all your future joys foretell; Her charm is sure, her magic true, And what she says will be to you Of value great; and worth much more Than the small amount charged at the door. October 29 Cut from black paper, Jack-o'-lanterns and bats. Use these to decorate the room on Hallowe'en. Enlarge the pattern to suit the purpose for which you use them. 30 The Teacher's Guide Book Enlarge the size of the cats and cut from black paper. These mav be used for Hallowe'en invitations or souvenirs. ( )CTOBER 31 STORY TELLING augi M 0^ OCTOBER STORIES Stepping Stones to Literature, 1. Story of Columbus. 2. How the Oak Became King. Book III. 3. The Fox and the Grapes. — Aesop. 4. Ruth and the Gleaners. — Bible. 5. The Baby Bud's New Clothes. In the Child World. — Poulsson. 6. How Johnnie and Jimmie Became Fairies. Hoxie Kg. Stories. 7. The Crane's Express. In the Child World. — Poulsson. 8. The Coming and Going of the Birds. Little Flower Folks. — Beecher. 9. Timothy's Shoes. Hoxie Kg. Stories, i 10. The Fisherman and His Wife. — Grimm. AN OCTOBER RIDDLE There is a pretty picture I'd love to have you see; It's painted in the colors Most beautiful to me — A glint of golden yellow, A dash of flaming red, With Green, and bronze, and gray, and brown, And blue sky overhead. There is a royal banquet To which you ought to go; The table is not set like ours, With linen white as snow. The chairs are soft as velvet, The cups hold purest wire, And all the time the orchestra Makes music while you dine. Now, would you see my picture, And to the banquet go? Just take a walk into the woods AVhere oaks and maples grow; Where acorns fall like raindrops, And rocks the mosses hold, And you will find that everything Is true which I have told. -Grace Eeese Adkins. 32 The Teacher's Guide Book CONSTRUCTIVE WORK How to construct a circus tent. Animals may also be made for the tent. Jointed wolf cut in six pieces (body, tail, two front legs, two hind legs). Join parts with paper fasteners according to crosses. Use heavy brown or tan paper. OCTOBKR 33 CONSTRUCTIVE WORK Make lion for circus tent. Paper cutting of lion and front of cage from black paper. Mount on white paper with lion beneath bar? to appear as if in cage. 34 The Teacher's Guide Book The Town Musicians Paper cutting of donkey, dog, rooster and cat. To be mounted on white paper. ( )CTOBER DRAMATIZATION pit THE BROWNIES Adapted — Julia Horatia Ewing Characters : Tailor Jonnie Grandmother Tommy Scene I (Tailor sewing. Grandmother knitting.) Tailor: Bairns are a burden. {He sighs.) Grandmother: Bairns are a blessing! Bairns are a blessing! It is a family motto. Tailor: Are they? Look at Tommy, that boy does nothing but whittle sticks from morning till night. I have almost to lug him out of bed o'mornings. If I send him on an errand he loiters; I'd better have gone myself. If I set him to do anything I have to tell him everything; I could sooner do it myself. Grandmother: There's Jonnie. He has a face like an apple. Tailor : And about as useful. {Enter Jonnie and Tommy carrying armsful of moss.) Grandma : I've swept this floor once to-day and I'm not going to do it again. Put that rubbish outside. Tommy: Move it, Jonnie! (Takes a piece of zvood out of his pocket and begins to whittle.) Jonnie: Is there any supper, Father? Tailor : No, there is not, sir, unless you know how to get it. (Takes his pipe and goes out.) Tommy: Is there really nothing to eat, Granny? Grandmother: No, my bairns, only some bread for breakfast to-morrow. Jonnie: What makes father so cross, Granny? Grandmother: He is worried, and you don't help him, my dear. 36 This Teacher's Guide Book Tommy: What can I do, Grandmother? Grandmother: Many little things, if you tried. He spent half an hour to-day while you were on the moor, getting turf for the fire, and you could have got it just as well. Tommy : He never told me. Grandmother: You might help me a bit just now, if you would, my laddies. These bits of cloth want tearing into lengths, and if you get them ready I can go on knitting. There'll be some food when this mat is done and sold. (He begins to tear the rags.) Tommy: I'll try. Hold my knife, Jonnie. Will that do, Granny? Grandmother (putting dozvn her knitting to look) : My dear, that's too short. Mercy ! I gave the lad a piece to measure by. Tommy: I thought it was the same length. Oh, dear! I am so tired and so hungry. (He begins to cry.) Grandmother: What can I do for you, my poor bairns? Jonnie: Tell us a tale, Granny. If you told us a new one, 1 shouldn't keep thinking of that bread in the cupboard. Tell us abowt the brownie, please. What was he like? Grandmother: Like a little man, they say, my dear. Jonnie: What did he do? Grandmother: He came before the family was up, a;id swept the hearth, and lighted the fire, and set out the breakfast, and tidied the room, and did all sorts of housework. But he never would be seen, and was off before they could catch him. But they could hear him laughing and playing about the house sometimes. Tommy: How nice! Did they give him any wages, Granny? Grandmother: No, my dear. He did it for love. They set a pan of clear water for him over night, and now and then a bowl of milk or cream. Jonnie: O Granny! Why did he go? Grandmother : The Old Owl knows, my dear ; I don't. Tommy: Who's the Old Owl, Granny? Grandmother: I don't exactly know, my dear. Many people used to go and consult the Old Owl at moonrise,.in my young days. Jonnie : Better tell us more about brownie, please. Did he ever live with anybody else? Grandmother: There are plenty of brownies, or used to be, some houses had several. Both Boys: Oh, I wish ours would come back! Jonnie : He'd tidy the room. Tommy: Ketch the turf. Jonnie : Pick up the chips. October 37 Tommy. Sort your scraps and do everything. Oh! I wish he hadn't gone away. (Enters tailor.) Tailor : What's that ? Tommy: It's the brownie, father. We are so sorry he went, and do wish we had one. Would you mind our setting a pan of water? There's no bread and milk. Tailor : You may do what you like, my lad, and I wish there were bread and milk for your sakes ; bairns, you should have it, had I it to give. But go to bed now. (Tailor and grandmother go out. The boys fill a pan with water and go to bed.) Tommy: There's an owl living in the old shed by the pond. It may be the Old Owl herself, and she knows, Granny says. When Father's gone to bed and the moon rises, I'll go. Scene II. Characters : Owe Tommy Owl: Hoot! Hoot! Tommy : It's the Old Owl. Owl: Now, what do you want? Tommy : Please can you tell me where to find the brownies, and how to get one to come and live with us? Owl: Oh hoo, that's it, is it? I know of two brownies. Tommy: Hurrah! Where do they live? Ozvl: In your house. Tommy: In our house! Whereabouts? Let me rummage them out. Why do they do nothing? Ozvl: They are idle, they are idle. Tommy: Then we don't want them. What is the use of hav- ing brownies if they do nothing to help us? Ozvl: Perhaps they don't know how, as no one has told them. Tommy: I wish you would tell me where to find them, I could tell them. Owl : Could you ? Hoo ! Hoo ! Tommy (aside) : Is she hooting or laughing? Of course I could. They might be up and sweep the house, and light the fire, and spread the table, and that sort of thing, before father came home. The brownies did all of that in Granny's mother's young days, and then they could tidy the room, and fetch the turf, and pick up my chips, and sort Granny's scraps. Oh, there's lots to do. Owl : So there is. Hoo ! Hoo ! Well, I can tell you where to 38 The Teacher's Guide Book find one of the brownies, and if you find him, he will tell you where his brother is. But all this depends upon whether you feel equal to doing it and whether you will obey me. Tommy : I am quite ready to go and I will do as you tell me. I feel quite sure I could persuade them if they only knew how every one would love them if they made themselves useful. Owl : Hoo ! Hoo ! You must go to that pond on the right, now when the moon is shining, and turn yourself round three times, saying this charm : Twist me and turn me, and show me the elf I looked in the water and saw — When you have got so far, look into the water, and at the same moment you will see the brownie, and think of a word that will fill up the line and rhyme with elf. Tommy (running over to pond, turning three times, and look- ing in) : Twist me and turn me, and show me the elf I looked in the water and saw — Why, there is no one but myself, and what can the word be? I must have done it wrong. I'll go back and ask the Owl. Owl : Hoo ! Hoo ! What did you see in the pond ? Tommy : I saw nothing but myself. Owl: And what did you expect to see? Tommy: I expected to see a brownie, you told me so. Owl : And what are brownies like, pray ? Tommy: The one Granny knew was a useful little fellow some- thing like a little man. Owl : Oh ! but you know at present this little one is an idle lit- tle fellow something like a little man. Oh ! Oho ! Are you quite sure you didn't see him? Tommy (sharply) : Quite, I saw no one but myself. Owl : Hoot ! Hoot ! How touchy we are ? And who are you, pray? Tommy : I am not a brownie. Owl : Don't be too sure, did you find out the word ? Tommy : No, I could find no word with any meaning that would rhyme but myself. Owl: Well, that rhymes. What do you want? Where is your brother now? Tommy : In bed in the malt loft. Owl : Then, now, all your questions are answered, and you October 39 know what wants doing, so go and do it. (The Owl shakes himself as if to fly away.) Tommy. Don't go yet, please. I don't understand it, you know. I am not a brownie, am I ? Owl : Yes, you are, and a very idle one, too. All the children are brownies. Tommy: But I couldn't do work like a brownie. Owl : Why not ? Couldn't you sweep the floor, light the fire, spread the table, tidy the room, fetch the turf, pick up your own chips, and sort your Grandmother's scraps? You know there's lots to do! Tommy: But I don't think I should like it. I would much rather have a brownie to do it for me. Owl: And what would you do meanwhile? Be idle, I sup- pose, and what do you suppose is the use of a man's having children if they do nothing to help him? Ah! If they only knew how every one would love them if they made themselves useful ! Tommy (in a dismal voice) : But is it really and truly so? Are there no brownies but children? Owl : No, there are not. Listen to me, Tommy. The brownies are little people and can only do little things. When they are idle and mischievous, they are called braggarts, and are a curse to the house they live in. When they are useful and helpful they are brownies and are a blessing. Tommy: How nice! Owl : Very nice. But what must I say of the braggarts ? Those idle urchins who eat the bread and milk, and don't do the work, who untidy instead of tidying, cause work instead of doing it, and leave little cares to heap up on big cares, till the old people who support them are worn out altogether. Tommy: Don't! I won't be a braggart. I'll be a brownie. Ozd: That's right. (They both go out.) Scene; III Characters : Tommy Grandmother Jonnie Tailor (Tommy and Jonnie in bed.) Tommy (stretching himself) : That is certainly a very clever Owl. But how odd that it is morning and I am in bed ! Get up, Jonnie. I've a story to tell you. (Jonnie zvakes up, stretches, and they xvhisper together.) 40 The Teacher's Guide Book Jonnie : Is all that true ? Tommy: I was there and it was all just as I tell you. I tell you what, if we mean to do anything, we must get up, though O ! dear ! I should like to stay in bed. Jonnie : I won't be a braggart. It's horrid. But I don't see how I can be a brownie, for I'm afraid we can't do the things. I wish I was bigger ! Tommy: I can do it well enough. (They both get out of bed.) Don't you suppose I can light a fire? Think of all the bonfires we have made ! And I don't think I should mind having a regular good tidy up. It's that stupid putting away things when you've done with them that I hate so! (He goes to fireplace and sets to ivork. Jonnie begins setting the room to rights.) Tommy: I am going to light the fire, and I say, Jonnie, when you've tidied just go and grab up a potato or two in the garden, and I'll put them to roast for breakfast. I'm lighting such a bonfire. (7 hey fly around putting everything in order. A step is heard out- side.) Jonnie : There's father ! Tommy: Remember, we mustn't be caught. Run back to bed. (They get into bed and pretend to be asleep, just as the tailor came in.) Tailor: How weary I am, since my wife's death, I come down to the same sad untidy room. (Starts and rubs his eyes.) What! a fire! (Goes to blase, and holds out his hands.) The floor swept, and the sunshine pouring in! (He goes to the door and calls.) Mother! Mother! The brownie has come! (Grandmother comes in.) Grandmother : I've often heard of the good people, but this is wonderful! To come and do the work for a pan of cold water! Who would have believed it? Tailor : I didn't see him, but I thought as I came in I heard laughing and rustling. (A knock at the door. Jonnie answers it and comes back with a note which he gives to the tailor.) Tailor: Farmer Brown wishes me to do some work for hirri. He will pay me good wages. And his good wife will add a cheese and a bottle-green coat. I'll tell you, mother, I should make a coat for the brownie. Grandmother: Oh, no! If you make a coat for the brownie he will go for good. Tailor: Not if it is a good fit. I'll tell you what I mean to do. I shall measure it by Tommy; they say the brownies are about his size. Well, I must be going. October 41 Scene IV. Characters: Tommy Jonnie Tailor (Coat hanging over chair. Tommy and Jonnie setting things to right.) Tommy: I say, the Old Owl was right, and we must stick to it. But I'll tell you what I don't like, and that is father's thinking we are idle still. I wish he knew we were brownies. Jonnie : So do I. We will keep quiet for a bit for fear we should leave off, but when we have gone on a good while I shall tell him. Tommy (taking up the coat) : Oh! Father must have made this for the brownie. Jonnie: Isn't it splendid? Tommy : When we've tidied the room, I shall put it on. (A step is heard.) Jonnie: Quick, hide! Somebody is coming. (They get behind chairs, as the trailor conies in.) Tailor: It's the brownies, I am sure I heard voices. (He catches a glimpse of the coat and goes over to take hold of it.) What's that? (The boys dance around him.) Both Boys : It's the brownie. Tailor: Where is the brownie? Tommy : He's here ; we are the brownies. Tailor: Can't you stop that fooling ? This is past a joke. Where is the real brownie, I say? Jonnie : We are the brownies, father. Ask the Old Owl. It is true, really. Tailor: I suppose I am getting old, I can't understand. If you are the brownies who has been tidying the room lately? Both Boys: We have. Tailor: And who sorts your grandmother's scraps? Both Boys: We do. Tailor : And who sets the table, and puts everything in order ? Both Boys: We do. Tailor: But when do you do it? Tommy : Before you come down. Tailor: But I always have to call you. Jonnie : We get back into bed again. Tailor: But how was it you never did it before? Tommy : We were idle, we were idle. Tailor: But if you do the work, where is the brownie? Both Boys: Here! And we are very sorry we were braggarts so long. 42 The Teacher's Guide Book ELIZABETH Grace D. McCarthy Characters: Elizabeth Haddon Hannah, the Maid. John Estaugh Joseph, Serving Man. Scene I Elisabeth : Ah ! how short are the days ! How soon the night overtakes us ! In the old country the twilight is longer ; but here in the forest Suddenly comes the dark, with hardly a pause in its coming, Hardly a moment between the two lights, the day and the lamp- light; Yet how grand is the winter ! How spotless the snow is and perfect ! Hannah : Beautiful winter ! Yea, the winter is beautiful, surely, If one could only walk like a fly with one's feet on the ceiling, But the Delaware river is not like the Thames, as we saw it Out of our upper windows in Rotherhithe street in the Borough, Crowded with masts and sails, of vessels coming and going; Here there is nothing but pines, with patches of snow on their branches. Elisabeth : There is snow in the air, and see, it is falling already ! All the roads will be blocked, and I pity Joseph to-morrow Breaking his way through the drifts, with his sled and oxen, and then too How in all the world shall we get to meeting on First Day? Elisabeth : Surely the Lord will provide ; for unto the snow he sayeth, "Be thou on the earth," the good Lord sayeth ; he it is Giveth snow like wool, like ashes scatters the hoar-frost. (As they talk, Hannah is setting the table and Elisabeth kmtting or sewing.) Lo ! Joseph is long on his errand. I have sent him with a hamper of food and of clothing For the poor of the village. A good lad and cheerful is Joseph. In the right place is his heart, and his hand is ready and willing. (Hannah smiles in an embarrassed way.) The house is far from the village; We should be lonely here, were it not for friends that in passing Sometimes tarry o'er night and make us glad by their coming. ( )CT0BER Hannah Yea, they come and they tarry, as if thy house were a tavern; Open to all are its doors, and they come and go like pigeons, In and out of the holes of the pigeon-house over the haycroft, Cooing and smoothing their feathers and basking themselves in the sunshine. Elisabeth : All I have is the Lord's, not mine to give or with-hold it, I but distribute His gifts to the poor, and to those of His people Who in journeyings often surrender their lives to His service. His, not mine, are the gifts and only so far can I make them Mine, as, in giving I add my heart to whatever is given. Therefore, my excellent father first built this house in the clear- ing; Though he came not himself, I came ; for the Lord was my guid- ance, Leading me here for this service. We must not grudge them to others ; Even the cup of cold water, or crumbs that fall from our table. Dost thou remember, Hannah, the great May meeting in London, Waiting upon the Lord in patient and passive submission ? No one spoke till at length a young man, a stranger, John Estaugh, Moved by the spirit arose, as if he were John the Apostle Speaking such words of power that they bowed our hearts as a strong wind. Thoughts of him to-day have been oft borne inward upon me That once more I shall see a face T have never forgotten. (A sound of voices outside.) Hannah : It is Joseph come back, and I wonder what stranger is with him. (The door opens and two men enter.) Elisabeth (going forzvard and giving her hand) : Thou art welcome, John Estaugh. John Estaugh : Dost thou remember me still, Elizabeth? After so many years have passed, it seemeth a wonderful thing that I find thee, Surely the hand of the Lord conducted me here to thy threshold, For as I journeyed along, and pondered alone and in silence On His ways that are past finding out, I saw in the snow-mist, Seemingly weary with travel, a wayfarer, who by the wayside Paused and waited. Forthwith I remembered Queen Candace's eunuch. How on the way that goes down from Jerusalem unto Gaza Reading Esaias the Prophet, he journeyed and spoke unto Philip; Praying him to come up and sit in his chariot with him. So I greeted the man and he mounted the sledge beside me And as we talked on the way he told me of thee and thy home- stead, 44 The; Teacher's Guide Book How, being led by the light of the spirit that never deceiveth, Full of zeal of the work of the Lord, thou hadst come to this country, And I remembered thy name, and thy father and mother in England, And on my journey had stopped to see thee, Elizabeth Haddon, Wishing to strengthen thy hand and the labor of love thou art doing. Elisabeth : Surely the hand of the Lord is in it ; His spirit hath led thee Out of the darkness and storm to the light and peace of my fireside. Scene II (Elisabeth, Hannah, Joseph, and John Estaugh walking together to meeting.) John Estaugh : Ships that pass in the night, and speak each other in passing, Only a signal shown and a distant voice in the darkness : So on the ocean of life we pass and speak one another, Only a look and a voice, then darkness again and a silence. Elisabeth : Tarry awhile behind, for I have something to tell thee, Not to be spoken lightly, nor in the presence of others, Them it concerneth not, only thee and me it concerneth. (They fall a little behind the others.) I will no longer concel what is laid upon me to tell thee, I have received from the Lord, a charge to love thee, John Estaugh. John Estaugh : Pleasant to me are they converse, thy ways, thy meekness of spirit ; Pleasant thy frankness of speech, they soul's immaculate white- ness, * Love without dissimulation, a holy and inward adorning. When the Lord's work is done and the toil and the labor com- pleted, Then John Estaugh comes back o'er the sea for the gift that is offered. Better than houses and land, the gift of a woman's affection. (Hannah and Joseph draw nearer.) Hannah : Nay — nay ! friend, But thee may make believe, and see what will come of it, Joseph. October 45 COURTESY AND KINDNESS "Politeness is to do and say The kindest thing in the kindest way." "He prayeth best who loveth best All creatures both great and small, For the dear God who loveth us He made and loveth all." — Coleridge. "Manners often make fortunes." "There is nothing so kingly as kindness, and nothing so royal as truth." — Alice Gary. SUGGESTED STORIES The Sun and the Wind. Sir Walter Raleigh and Queen Elizabeth. Baldwin's Fifty Famous Stories Retold. COURTESY Courtesy is a noble word, it comes from court — the place where kings and queens, knights and ladies live. The manners of the court it means, the way that real kings and queens and princesses act. Of course, there are a few false kings and queens, knights that are not brave and ladies who are not gentle, but the world is very full of real knights and ladies, too. They are not all grown-up folks. No, indeed ! They do not all wear fine clothes or live in splendid houses, but they are all alike in this: They speak softly. They do not quarrel or fight. They obey promptly and they do not tease. If they are boys they play gently with their sisters. If they are girls they never tell tales. 46 The Teacher's Guide Book They all say, "If you please" and ''Excuse me." They play fair and divide sweets. In short, they have the manners of the court and wherever they are found everybody knows they really belong to the king's family. SIR PHILIP SIDNEY A cruel battle was being fought. The ground was covered with dead and dying men. The air was hot and stifling. The sun shone down without pity on the wounded soldiers lying in the blood and dust. One of these soldiers was a nobleman, whom everybody loved for his gentleness and kindness. Yet now he was no better off than the poorest man in the field. He had been wounded, and would die ; and he was suffering much with pain and thirst. When the battle was over, his friends hurried to his aid. A sol- dier came running with a cup in his hand. "Here, Sir Philip," he said. "I have brought you some clear, cold water from the brook. I will raise your head so that you can drink." The cup was placed to Sir Philip's lips. How thankfully he looked at the man who had brought it ! Then his eyes met those of a dying soldier who was lying on the ground close by. The wistful look in the poor man's face spoke plainer than words. "Give the water to that man," said Sir Philip quickly; and then, pushing the cup toward him, he said : "Here, my comrade, take this. Thy need is greater than mine." What a brave, noble man he was ! The name of Sir Philip Sid- ney will never be forgotten ; for it was the name of a Christian gen- tleman who always had the good of others in his mind. Was it any wonder that everybody wept when it was heard that he was dead ? It is said that on the day when he was carried to the grave every eye in the land was filled with tears. Rich and poor, high and low, all felt that they had lost a friend ; all mourned the death of the kindest, gentlest man that they had ever known. — Baldzvin's Fifty Famous Stories Retold. THE UNGRATEFUL SOLDIER Not quite a hundred years after the time of Sir Philip Sidney there was a war between the Swedes and the Danes. One day a great battle was fought, and the Swedes were beaten and driven from the field. A soldier of the Danes who had been slightly wounded was sitting on the ground. He was about to take a drink from a flask. All at once he heard some one say : October 47 "O sir! Give me a drink, for I am dying." It was a wounded Swede who spoke. He was lying on the ground only a little way off. The Dane went to him at once. He knelt down by the side of his fallen foe, and pressed the flask to his lips. "Drink," said he, "for thy need is greater than mine." Hardly had he spoken these words when the Swede raised on his elbow. He pulled a pistol from his pocket and shot at the man who would have befriended him. The bullet grazed the Dane's shoul- der but did not do him much harm. "Ah, you rascal! 1 " he cried. "I was going to befriend you, and you repay me by trying to kill me. Now I will punish you. I would have given you all the water, but now you shall have only half." And with that he drank the half of it, and then gave the rest to the Swede. When the king of the Danes heard about this. he sent for the soldier and had him tell the story just as it was. "Why did you spare the life of the Swede after he had tried to kill you?" asked the king. "Because, sir," said the soldier, "I could never kill a wounded enemy." "Then you deserve to be a nobleman," said the king. And he rewarded him by making him a knight, and giving him a noble title. — Baldwin's Fifty Famous Stories Retold. (American Book Company.) WALTER RALEIGH MEETS QUEEN ELIZABETH "Nay, I told you as much before,'" said Blount; "do, I pray you, my dear Walter, let us take boat and return." "Not till I see the queen come forth," returned the youth com- posedly. "Thou art mad, stark mad !'"' answered Blount. "And thou," said Walter, "art turned coward of the sudden. Thou wouldst blink and go back to shun the frown of a fair lady!" At this moment the gates opened and ushers began to issue forth in array, preceded and flanked by the band of gentlemen pensioners. After this, amid a crowd of lords and ladies, yet so disposed around her that she could see and be seen on all sides, came Elizabeth her- self, then in the prime of womanhood and in the full glow of what in a sovereign was called beauty. She leaned on the arm of Lord Hunsdon. The young cavalier had probably never yet approached so near the person of his sovereign, and he pressed forward as far as the line 48 The; Teacher's Guide; Book of warders permitted, in order to avail himself of the present oppor- tunity. The night had been rainy, and just where the young gentleman stood, a small quantity of mud interrupted the queen's passage. As she hesitated to pass on, the gallant, throwing his cloak from his shoul- ders, laid it on the miry spot SO' as to insure her stepping over it dry-shod. Elizabeth looked at the young man, who accompanied this act of devoted courtesy with a profound reverence and a blush that overspread his whole countenance. The queen was confused and blushed in her turn, nodded her head, hastily passed on, and embarked in her barge without saying a word. "Come along, Sir Coxcomb," said Blount; "your gay cloak will need the brush to-day, I wot." "This cloak," said the youth, taking it up and folding it, "shall never be brushed while in my possession." "And that will not be long if you learn not a little, more econ- omy." Their discourse was here interrupted by one of the band of pen- sioners. "I was sent," said he, after looking at them attentively, "to a gentleman who hath no cloak, or a muddy one. You, sir, I think," addressing the young cavalier, "are the man; you will please to fol- low me." "He is in attendance on me," said Blount, "on me, the noble Earl of Sussex's master of horse." "I have nothing to say to that," answered the messenger; "my orders are directly from Her Majesty and concern this gentleman only." The young cavalier was in the meanwhile guided to the water side by the pensioner, who showed him considerable respect. He ushered him into one of the wherries which lay ready to attend the queen's barge, which was already proceeding up the river. The youth underwent the gaze of Her Majesty not the less grace- fully that his self-possession was mingled with embarrassment. The muddied cloak still hung upon his arm and formed the natural topic with which the queen introduced the conversation. "You have this day spoiled a gay mantle in our service, young man. We thank you for your service, though the manner of offering it was unusual and somewhat bold." "In a sovereign's need," answered the youth, "it is each liege- man's duty to be bold." October 49 "Indeed, that was well said, my lord," said the queen, turning to a grave person who sat by her and answered with a grave inclination of the head. "Well, young man, your gallantry shall not go unrewarded. Go to the wardrobe keeper and he shall have orders to supply the suit which you have cast away in our service. Thou shalt have a suit, and that of the newest cut, I promise thee, on the word of a prin- cess." "Who art thou ?" "Raleigh is my name, most gracious queen, the youngest son of a large but honorable family of Devonshire." "Raleigh?" said Elizabeth, after a moment's recollection; "have we not heard of your service in Ireland?" "I have been so fortunate as to do some service there, madam," replied Raleigh ; "scarce, however, of consequence sufficient to reach Your Grace's ears." "They hear farther than you think of," said the queen graciously, "and have heard of a youth who defended a ford in Shannon against a whole band of rebels until the stream ran purple with their blood and his own." "Some blood I may have lost," said the youth, looking down; "but it was where my best is due, and that is in Your Majesty's ser- vice." The queen paused and then said hastily : "You are very young to have fought so well and to speak so well. So hark ye, Master Raleigh, see thou fail not to wear thy muddy cloak till our pleasure be further known. And here," she added, giving him a jewel of gold in the form of a chessman, "I give thee this to wear at the collar." — Abridged from Kenikvorth by Scott. Memorandum Mkmorandum 50 The Teacher's Guide Book And the brown nuts fall At the wind's loud call, , For this is the fall of the year. I do softly pray at the close of the day That the little children so dear May as purely grow As the fleecy snow That follows the fall of the year. — Selected. November 51 DRAWING DRAWING SUGGESTIONS November 'Lower Grades 1. Select a large simple vegetable such as squash, onion, beet. Study shape and draw in mass, using crayola. Leave a bit of paper white, for high light. 2. Paper cutting of birds. Mount on blue paper in flocks, to show migration of birds. 3. Show colored pictures of birds. Draw with crayola or paint. 4. Tell story of Peregrine White. Cut from brown paper a cradle. 5. Make invitations for Thanksgiving exercises. Make turkey for outside design. Higher Grades 1. Practice separately the following for a Thanksgiving picture: House, fence, trees, stump, man with gun on shoulder ready for hunting, turkey, rabbit, road, and mail box. This may take several lessons. 2. Arrange objects practiced in last lesson in picture. Attention paid to good spacing. Let each child arrange his own picture. 3. Thanksgiving booklet may be made, using fruits as a design. 4. On squared paper make unit designs. 5. Lesson on colors. Discuss tints and shades. Make color scale. Use color chart if possible or get color books advertising cer- tain paints. 52 The: Teacher's Guide Book Paper cutting of turkey from black paper. You may mount on cover of booklet. Paper cutting of swans, some large and some small. Mount on blue paper. Paste swans standing vertically from paper so as to appear as swimming on blue lake. November 53 Paper cuttings may sometimes be made from well known pic- tures, as Pilgrim Exiles, by Boughton. 54 The Teacher's Guide Book Paper cutting of Holland mill THE PILGRIMS Laura Rountree Smith Over the sea, in England ; Some people, brave, and true, Left home and country, that they might Serve God, as they should do. In Holland first, they found a home, But soon they left that shore ; Their children all were growing Dutch, They'd English be no more. So to a country new and strange, Where they could English be ; This little band of pilgrims Set sail, across the sea. November 55 THANKSGIVING PROGRAM Harriette McCarthy Song — School — November's Day. (Tune, Yankee Doodle.) November's day is dark and drear, But joy our hearts is filling, This month the best of all the year Brings us the day, Thanksgiving. Chorus : Father, mother, sister Sue, Aunts and uncles coming Oh, good gracious, what a crowd ! 'Twill set the house a-humming. The table's spread with turkey brown And pumpkin pies so yellow, We're going to have a pudding, too, And apples ripe and mellow. We'll play at Spy and Spin the Plate. We'll dance and sing and chatter. 'Till Grandma shakes her head and says, "Good gracious ! What's the matter ?"' Chorus : Recitation — Large Boy — The Landing of the Pilgrim Fathers — Felicia Hemans. The breaking waves dashed high On the stern and rock-bound coast, And the woods against a stormy sky, Their giant branches tossed ; And the heavy night hung dark The hills and waters o'er, When a band of exiles moored their bark On the wild New England shore. Not as the conqueror comes, They, the true-hearted, came ; Not with the roll of the stirring drums, And the trumpet that sings of fame; 56 The Teacher's Guide Book Amidst the storm they sang, And the stars heard, and the sea ; And the sounding aisles of the dim woods rang To the anthem of the free ! The ocean eagle soared From his nest by the white wave's foam, And the rocking pines of the forest roared ; This was their welcome home ! What sought they thus afar? Bright jewels of the mine? The wealth of seas, the spoils of war? They sought a faith's pure shrine ! Aye, call it holy ground, The soil where first they trod ! They have left unstained what there they found — Freedom to worship God ! Exercise — Small Boys (each boy carries the fruit or vegetable which he represents). Apple : No fancy foreign fruit am I But I can make good apple pie ; The golden orange brightly glitters But I can make good apple fritters ; This useful gift pray do not spurn, Nor from the faithful apple turn. Cabbage : Cherry Potato Carrot Orange : I'm only a common cabbage; But day by day as I grew, It can truly be said One thought filled my head, That I would be useful to you. Since Washington in early youth A reputation gained for truth, The cherry's been the sign and token Of truth that always should be spoken. Though I grow in the ground, I am not so blind, With eyes I can see before and behind. I am a carrot yellow, With green feathers for a cap : A far more useful fellow, Than some better looking chap. I'm yellow like the carrot, But rather fat, you see. I grew upon a hillside slope, In far off Italy. All: November 57 And though I am a stranger, I know you're going to find The orange is a joy to all The races of mankind. And so we stand before you now, The gifts so freely given, To make you thankful for the good Sent down to us from heaven. The gifts of gracious sun and rain, The smiles of Mother Earth, Upon her children as they toil, To fill their hearts with mirth. Story — Told by Large Girl — The First Thanksgiving. Recitation — Small Girl — Autumn Fires — Robert Louis Stevenson. Song— School — The Pilgrims (Tune, My Bonnie Lies Over the Ocean). From sunny France and England, Our early settlers came. Highest hopes they bore with them, Of wealth and land and fame. Chorus: Settlers, settlers, Over the sea they came, Settlers, settlers, Seeking both land and fame. But one small band among them, The Pilgrims was its name, They sought not gold, but freedom. They came for faith, not fame. Chorus: Pilgrims, Pilgrims, Over the sea they came. Pilgrims, Pilgrims, Seeking not gold nor fame. The winter was cruel and cold, The pestilence walked by night, The harvest was long in coming, They labored with all their might. Chorus : Pilgrims, Pilgrims, etc. But when the harvest was ended, They garnered their scanty store ; A day of Thanksgiving they started, 'Twill last for evermore. Chorus: Heroes, heroes, Over the sea they came. Heroes, heroes, Seeking not gold nor fame. 58 The Teacher's Guide Book An Acrostic — Thanksgiving — Twelve Small Boys. T "T" is for Thursday, the day so dear. It brings us Thanksgiving every year. H "H" is for happiness filling our hearts. It spices the turkey and sweetens the tarts. A "A" is for apple that hangs so high. I like it better baked in a pie. N "N" is for napkin tucked under the chin, It must be adjusted before we begin. K "K" is for kin folk all gathered here, Making this day the best of the year. S "S" is for sugar and sweet tooth, too, Are chocolate or lemon drops nicer to you? G "G" is for gingerbread crispy and brown, This is the best baked in the town. I "I" is for invitation sent by Aunt May, Asking the family to dine here to-day. V "V" is for viands and the good cheer, Of this happy feast which we hold dear. I "I" is for ice cream, white or pink. Best of the dinner, so I think. N "N" is for the nuts shiny and brown, From the top of the tree tumbling down. G "G" is gladness filling our hearts, Now that we all have said our parts. Sow*?— School — America. (A large flag may be rolled and attached to the ceiling so that the end can be released and drop to floor during singing of last verse.) NOVKMP.I'IR 59 DRAMATIZATION QJefUE THE BEST OF THANKS IS SHARING A Thanksgiving Play Grace D. McCarthy Second Indian Third Indian Fourth Indian Fifth Indian m Characters : Mother Girl. Boy Hunter First Indian The stage should be set to represent the living room of a set- tler's cabin. In the second scene the bed should be removed and a table occupy the center of the stage. Costumes: The mother should wear a dark dress very simple in design, a white cap and apron. The children should be plainly but neatly dressed. The hunter should wear a fur overcoat and cap and, carry a gun. The Indians should wear Indian suits. Scene I Early morning. Mother and Girl seated at windozv talking. Boy in bed. Girl: What are you thinking of, mother? Mother: Of Thanksgiving day in New England. Girl: With all the family and relatives eating a great feast to- gether? It must be splendid. I wish — Mother: How could we with no family, no neighbors, no feast? (Boy in bed azvakes.) Boy : Are you awake, mother ? Mother: Yes, my son. What is it? Boy : A dream ! Such a beautiful dream ! Mother: Tell it to me. 60 The Teacher's Guide Book 503; (sitting up in- bed) : I dreamed I was all alone in the deep wood, the snow was soft underfoot and the dark pines swayed over- head. Mother (taking his hand) : Were you not afraid? Boy : No ! No ! Not at all. A soft white rabbit with pink nose hopped close beside me, ran on ahead, or snuggled by my side when I sat down to rest. Mother: And where were you going, my son? Boy: To the Land of Thanksgiving. Mother : Dear one, his head is full of the day. Boy : It was not like a real journey, but as though we were standing still and all the silent beautiful world was rushing by. The rabbit crept close to me and said, "What is the Land of Thanksgiv- ing" "A land of tables full of turkey and cranberry sauce, pies, cakes, nuts, and oranges. These good things fill the tables all the year," I said. Mother: I fear you think too much of eating. Did you reach the Land of Thanksgiving? Boy : Listen, it came to me. At first I dared not ask the way, but the whole world looked so kindly, I called to the tall pine over- head, "I want to go to the Land of Thanksgiving." Softly they laughed and shook their green heads, rustling through all the woods, "Show him the Land of Thanksgiving." And then all the trees of the woods showered me with gifts. The pines gave me cones, the firs balsam, squirrels crept shyly up with nuts, the snowbirds with red berries, and the little fish that swam berteath the icy cover of the stream brought white shining pebbles from the stream and laid them at our feet. Then the wind called softly but quite clear, "The whole world is the Land of Thanksgiving. The woodfolk keep it every day. The only thanks is sharing, the sharing of one's best," and then it grew dark, they all faded away and you were sitting by the window. (Boy gets up and begins slipping on his clothes.) Girl: Let's have a real Thanksgiving. Mother : We have no feast, no guests. Boy : There is the hunter who lives beyond the hill. He passes here to get water at the spring and sometimes the Indian children come to the pine grove to gather boughs. Mother: The hunter and the Indian children, but the feast? Girl: We have potatoes and a sack of yellow meal. Mother: Yes, plenty of both, but they make a poor feast. Boy: But you forget, "the truest thanks is sharing." Please, mother, I hear the barking of the hunter's dog; say we may. T. G.- November 01 Mother : Yes. (Boy ritsJics out.) Mother: What shall we have to eat? Girl: We'll deck the table with reel winter berries. We'll roast the potatoes till they burst white and mealy from their brown jack- ets, and with a big cake made from the yellow meal. (Boy and hunter come in.) Boy : Hurrah ! He says he'll come. Hunter: And thank you kindly, ma'am. Thanksgiving Day is lonesome spent alone. Mother: We have no feast to offer. We only wish to offer thanks by sharing a very humble meal. Hunter: And let me thank by sharing, too. (He goes to the door and brings in a fine wild turkey) : I shot it as I came through the woods. Mother : What a splendid bird. You have not shared but made our feast. Girl: Hurrah! How well he'll look when roasted. (Holds up the bird. Hunter and Mother talk together at one side.) Boy (looking out of ivindoiv) : See, there are the Indian chil- dren gathering pine boughs. Let's ask them to come in and share our feast. Girl: They'll only nod and grunt. They don't know about our Thanksgiving. Boy : Not ours, perhaps, but the Thanksgiving of the great woods. The thanks of sharing, they know that, I'm sure; they'll know just as the birds and squirrels did. Girl: They are gathering armfuls of -pine boughs. Boy (running to door and throzving it open): Halloo! Halloo! (He beckons them to come in. Five little Indians silently come in, standing close to the door.) Boy : You are to feast with us to-day. It is Thanksgiving. Girl: They don't know what you mean. Boy: Oh, yes, they do! (The Indians are quietly examining everything in the room.) See! See! (He goes to table, seats him- self, and makes gestures of eating and drinking, then points to the little Indians, who are silently zvatching him. They nod and make ges- tures to imitate eating.) Hunter : Madam, may I be so bold as to add another guest ? Mother: Another guest? Hunter: My dog Rover. Mother (laughing) : Certainly. Let Rover come by all means. Hunter: Thank you. At twelve then. Shall I explain to the 62 The Teacher's Guide Book other guests? (He makes gestures to the Indians, zvho smile and nod. Bach one leaving a pine bough as they file out.) • (Curtain.) Scene II. Table spread with cloth, plates, knives, and forks. Girl and boy moiling about getting things ready. Girl: I don't believe they'll come. They did not understand. Boy: Oh, yes, they did. Did they not leave the pine boughs? How sweet they smell ! That is the grateful balsam. Girl: Here they come, the hunter, too, and there is Rover. (Both children rush to door. Indians, hunter, and, if practicable. Rover come in.) Both Children : Come in ! Come in ! Hunter: A happy Thanksgiving to you. I met these guests by the way. (The little Indians smile.) I spoke to them in their tongue; they know little English, and they told me to tell you that the Indian feast means gifts. First Indian: I am Ahmeek, the Beaver; I bring wild rice from the river. Boy : They did understand. The deep woods taught them. Second Indian : My mother called me Segwum, the Spring. I bring sweet sassafras root. Third and Fourth Indians : We are Kenew, the War-Eagle, Kawa- sind, the Strong Man. We shall be great hunters. To-day we robbed a beetree and we bear honey. Fifth Indian : I am Osseo, Son of the Evening Star, no war- rior. I bear nuts. (As each Indian speaks he goes forward and offers his gift to the children.) Mother (coming in with cake zvhich she puts on table) : Our guests are come. Good day. Good day. And more sharing, what a royal feast we shall have ! Girl: Is the turkey ready? Mother: Not quite. (Mother goes out.) Boy : Let's make a feast for all our friends. Girl: What friends? Boy : Our friends of the deep woods. The rabbit, the squirrel, the snow birds and the little fish with silver sides. Indians (to Hunter) : What does the white boy say? Hunter: He wishes to make a feast for the children of the deep woods. November G3 Indians : Good ! Good ! Boy: They know; they understand. Girl: I'd rather make a feast for Rover and Dobbin in the barn. Boy : All shall feast. The hunter shall take Dobbin's feast, an extra armful of yellow corn; and you (fuming to girl) may pre- pare the feast for Rover. Girl: That's easy. It shall be a feast of promise, promise of tur- key bones. Boy: Now for the deep wood folks. (To First Indian): You Ahmeek, the Beaver, shall take a little rice and meal for Wabasso the white rabbit. (To Second Indian): Segwun, the Spring, bitter- sweet berries for the snow birds. (To Third and Fourth Indians) : This bit of cake which shall tell the silver fish that they feast with us, Kenew and Kawasind shall carry. (To Fifth Indian) : You, Osseo, Son of the Evening Star, will share our nuts with the squirrel. (The girl and boy move about getting the things and giving them to the Indians) : I'll carry this gourd of water that all may drink. Indians: Good! Good! (They make signs to hunter as the chil- dren are getting things ready.) Hunter: They say 'tis best to dance before the feast. They wish to dance the wind dance. Boy and Girl : Oh, yes ! Tell them to dance. (Music and the steps for a simple Indian dance can be found in almost any book of Folk Dances. The dance may, of course, be entirely omitted. ) Boy and Girl (applaud) : Splendid! Girl : Now hurry with the out-door feast, for I smell turkey. (Bach takes his gift and hurries out.) (Mother comes in.) Mother: Where have they gone? I heard laughter and danc- ing. Have the wood spirits lured them away. (Glances out of win- dow.) Oh! They play out of doors. (Bustles around getting the table ready. Hunter, Indians, and children hasten in.) Hunter: Good day, Madam. Mother: A happy Thanksgiving to you all. Girl : What a splendid turkey ! Mother: What were you doing out of doors? Boy : We bore gifts to the wood folks. Now they are feasting. Mother: Then let us feast together. (They group themselves around table.) (Curtain.) (U The Teacher's Guide Book m m> GRATITUDE mm GRATITUDE m Who gave you your breakfast this morning? Yes. But who bought the food? Not only did your father buy the food and your mother cook it, but hundreds of men and women, in all parts of the world, worked hard to prepare your breakfast for you. Somebody raised the wheat, somebody ground the wheat to flour that you might have bread ; and some shepherd watched and tended the sheep while the animal gave up life itself that you might have a mutton chop. Not only your food but the clothes you wear and the house you live in cost many people much labor. QUESTIONS What things do we have to be grateful for? What do you do when you are grateful to father? Why do we say "Thank you ?" Are animals thankful? How do they show it? Tell me some ways in which children may show gratitude. ANDROCLUS AND THE LION Many years ago a slave named Androclus lived in Rome. He had a very cruel master who punished his slaves severely for the most trivial faults. One day Androclus broke a valuable vase. He knew that his master prized the vase. Frightened at the thought of his master's anger, he ran away, and lived for some time in a cave in the forest. This forest was filled with wild beasts and Androclus was glad to hide in his cave when he heard their loud roaring. One day, when he was gathering berries a large lion broke through the underbrush. Androclus was badly frightened but as the lion made no effort to pur- sue him, he stopped to look and saw that the lion was suffering great pain. One paw was held helplessly in the air. Pity for the lion who was suffering so greatly made Androclus overcome his fear. He went November 65 close to the lion, examined his paw, and with difficulty drew out a large thorn. The lion seemed to thank him with hoarse purring. A short time afterwards, Androclus was surprised by a band of soldiers and taken back to Rome. His cruel master ordered him to be thrown to the lions. Trying to be brave, the poor slave was led into the arena. The keepers opened a grating and drove a large hungry lion out. But, to everybody's astonishment, instead of springing at An- droclus and tearing him to pieces, the lion made no attempt to harm the man. Instead he crouched at his feet and Androclus with grateful sur- prise recognized his friend of the wounded paw. The people were very much pleased. "Let them both live;" they all cried. "Let them both go free !" The emperor said that Androclus should go free and that he should have the lion which had twice spared his life. So they lived in Rome for many years, and the man and the lion were often seen walking along the streets together. HANNAH AND SAMUEL There was once a woman named Hannah. She had a good kind husband but no children, and she very much wanted a son. So she prayed to God, saying, "If ever I have a little baby, I will let him serve in the holy temple even while he is a child." Before very long a little boy was born to her. When he was old enough she carried him to Eli, the priest of the temple. And she said, "O, my Lord, as my soul liveth, I am the woman that stood by thee here praying unto the Lord. For this child I prayed. And the Lord hath given me my petition which I asked of him. There- fore also I have lent my child to the Lord, as long as he liveth he shall be lent to the Lord." (I Samuel, chap I, verse 26.) "And the child Samuel did minister unto the Lord before EH the priest, being a child wearing a robe of gold, blue, scarlet, and fine linen. Moreover, his mother made him a little coat and brought it to him from year to year when she came up with her husband to worship in the temple." (Chap. II, verses 18-19.) SUGGESTED STORY The Lion and the Mouse. — Aesop. "All good gifts around us Are sent from heaven above. Then let us thank the Father With gratitude and love." Memorandum Memorandum 66 The Teacher's Guide Book December S /A T W T F S / J. s # y- £ 7 V ? /o // */s /j /£ /s- A '7 /* /? .2 a 2/ £2 £3 2¥- J2^- 2* 37 2? 2? 3o 3/ oi soiCKO 4 Designs for Christmas Cards 72 The Teacher's Guide Book STORIES AND RECITATIONS m i. 2. Stories. 3. 4. 5. DECEMBER STORIES The Christmas Story. Bible. Elong, a Story of the First Christmas. Half a Hundred December, 1914, Dorothy's Christmas Eve. Half a Hundred Stories. Benjy in Beastland. Wheeler's Third Reader. Tilly's Christmas. Wheeler's Third Reader, or Aunt Jo's Scrap Bag. — Alcott. 6. How the Baby Camel Walked to Jesus. Ladies' Home Journal. 7. Why the Chimes Rang. — Raymond M. Alden. 8. The Three Wise Men. Ben Hur. — Lew Wallace. 9. The Christ Child.— Proudfoot Bros. i CHRISTMAS Before the paling of the stars, Before the winter morn, Before the earliest cock-crow, Jesus Christ was born. Born in a stable, Cradled in a manger; In the world his hands had made Born a stranger. Priest and king lay fast asleep In Jerusalem ; Young and old lay fast asleep In crowded Bethlehem ; Saint and angel, ox and ass, Kept their watch together, Before the Christmas day-break, In the winter weather. December 73 Jesus on his mother's breast In the stable cold, Spotless Lamb of God was he Shepherd of the fold; Let us kneel with Mary maid, With Joseph, bent and hoary, With saints and angels, ox, and ass. To hail the King of Glory. -Christina Rosetti. A CHRISTMAS CAROL "What means this glory 'round our feet?" The Magi mused "more bright than morn ?" And voices chanted clear and sweet, "To-day the Prince of Peace is born." "What means that star" the shepherd said, "That brightens through the rocky glen?" And angels answering overhead, Sang "Peace on earth, good will to men." 'Tis nineteen hundred years or more Since those sweet oracles were dumb ; We wait for Him like those of yore; Alas ! He seems so slow to come. But it was said in words of gold No time of sorrow e'er shall dim, That little children might be bold In perfect trust to come to Him. All around our feet shall shine A light like that the wise men saw, If we our loving wills incline To that sweet life which is the law. So shall we learn to understand The simple faith of shepherds then And clasping kindly, hand in hand, Sing "Peace on earth, good will to men !" — James Russell Lowell. 71 The Teacher's Guide Book TWO SPRUCE TREES Upon a mountain, side by side, Two friendly spruces stood, And one was tall and filled with pride — The monarch of the wood. The other was a lowly tree, Not more than six feet high, And other spruces laughed to see It struggle toward the sky. The monarch from his dizzy height Would shout, "Why don't you grow?"' At last a tempest came one night And laid that monarch low. While by an by a woodman came, Who whistled merrily, And gave the little spruce a name, And called it "Christmas Tree." And bore it to a house of light, Where, gaudily arrayed, The spruce became a royal sight By children's eyes surveyed. And Christmas joy it brought to all And as the hours went by 'Twas glad for having grown so small, And was content to die. — Nezv York Herald. CHRISTMAS CAROL When Christ was born in Bethlehem 'Twas night, but seemed the noon of day; The stars, whose light Was pure and bright Shone with unwavering ray ; But one — one glorious star Guided the Eastern Magi from afar. Then peace was spread throughout the land, The lion fed beside the tender lamb ; And with the kid To pasture led The spotted leopard fed; In peace the calf and bear, The wolf and lamb, reposed together there. As shepherds watched their flocks at night, An angel, brighter than the sun's own light, Appeared in air, And gently said, "Fear not ; be not afraid — For lo ! beneath your eyes Earth has become a smiling Paradise !" December 75 CELEBRATING CHRISTMAS School rooms are not ideal places in which to celebrate Christ- mas, and yet my boys and girls, and they are no babies, but from twelve to fourteen years old, helped me with the deepest delight and enthusiasm as we decorated our walls with green, put up our holly wreaths and prepared for our Christmas clay program. Do not think our preparations were elaborate or expensive. With the exception of our holly wreaths, which were loaned to us by a friend, there was nothing which the poorest family could not have had. Two boys borrowed their mothers' clothes lines. The larger boys brought us armfuls of cedar, given to us by a farmer for the asking, and we made yards of cedar rope. A little hard on fingers, but you would never have suspected it, if you had seen the band of delighted boys and girls who worked in my school room, several evenings after school, making it. Then we festooned this around the room till the air was "Christmasy" with the odor of the cedar — festooning the loops with red crepe paper. Not quite artistic, perhaps, but certainly bright look- ing. When our wreaths were hung and our two artists had covered our boards with a jolly old Santa Claus going down a most impos- sible chimney, and a sleigh drawn by exceedingly wild looking rein- deer, we were ready. If the mothers of those children could have known the pleasure which our simple preparations gave to their chil- dren, certainly more than two of those forty- two homes would have made some effort to celebrate the day. It takes so little to make a child happy. Not great expense, but just a little effort, time and forethought, and to what better use can be put time, effort and fore- thought, than in making children happy. It is certainly better to be happy than to be clever or rich, and to be happy is certainly a part of being wise and good. So I say, celebrate every occasion that offers the slightest chance. Birthdays without fail, mother's and father's as special occasions ; Thanksgiving, Christmas, and Fourth of July as red letter days. Then the minor ones, February 14th and 22nd, even April Fool's day and St. Patrick's day can add a good deal to the fun of the year. Enter into it with whole-souled gladness that you have children to bring back the joys of your own youth. And if you will remember these things, you will add quite a little to the world's store of happy memories. Keep to simple things, decorations, foods, games, etc. Never be monotonous, seldom repeat even a very great success. And, last of all, let the children help, most important of the three by far. There is no greater joy than the joy of doing, unless it be the joy of giving and when the young body is still so full of life and vitality, this joy of doing is intensely keen. Let it be the chil- dren's celebration. If the decorations seem very crude, a careful 76 The Teacher's Guide Book word wisely spoken will often improve matters and yet not take away that feeling of independence which makes work happier even for grown-ups. ORNAMENTS FOR A CHRISTMAS TREE A Christmas tree can be decorated with little expense if fore- thought is used and material at hand put to good use. 1. Cut stars and bells from red and white paper. Paint white ones with gilt paint. 2. String popcorn, puffed rice, cranberries, raisins, or any bright colored berries. 3. Make popcorn balls with string in center by which to tie on tree. 4. With large needle pass cord through apples or oranges, and tie on tree. 5. Make paper chains. Use strips of red or green paper three by one-half inches and paste together in links, attaching a star or bell to each fifth link. 6. Make sacks from mosquito bar in shape of stockings to hold candy and nuts. December 77 an] Mmtmi CHRISTMAS MUSIC A WONDERFUL TREE Mrs. M. N. Meigs -N-.-V Ered Shilling t9^jftt^ff^ 3^ Ppff^ i^ There's a wonderful tree, a wonderful tree The happy children rejoice to see, Spreading its branches year by year, It comes from the forest to flourish here. Oh, this wonderful tree, With its branches wide, Is always, is always Blooming at Christmas time. 'Tis not alone in the summer's sheen Its boughs are broad and its leaves are gree;i, It blooms for us when the wild winds blow, And earth is white with the feathery snow. And this wonderful tree, With its branches wide, Bears many a gift For Christmas tide. 78 Tjie Teacher's Guide Book For a voice is telling its boughs among . Of the shepherd's watch and the angel's song, Of a holy babe in the manger low, — The beautiful story of long ago ; When a radiant star Threw its beams so wide, To herald the blessed First Christmas tide. Then spread thy branches, wonderful tree, And bring the pleasant thought to me Of Him who came from His throne above, The richest gift of His Father's love, He came to show how To spread far and wide The joys of the holy Sweet Christmas tide. (Used by permission of Wm. A. Pond & Co., owners of the copyright.) CHILDREN CAN YOU TRULY TELL? 1 j, k j, n j, h Ji ■ At t *-' *■ »•- ♦' * » -^* *, rT'T'f, TlTT, t >• *_ml #■ -m- m i ' i •-•-*►- 1 * — i J-JJ M »- V u =£= £ Children can you truly tell, Do you know the story well, Every little girl and boy, Why the angels sang for joy On the Christmas morning? Yes, we know the story well, Listen now, and hear us tell, Every little girl and boy, Why the angels sang for joy On the Christmas morning. Shepherds sat upon the ground, Fleecy flocks were scattered 'round, When the brightness filled the sky, And a song was heard on high On the Christmas morning. Angels sang a loud, sweet song, For a holy babe was born ; Down on earth to live with men, Jesus, our dear Savior, came On the Christmas morning. Joy and peace the angels sang, Far the pleasant echoes rang, "Peace on earth, to men good will !" Hark! the angels sing it still, On the Christmas morning. December 79 SELECTIONS A TEACHER MIGHT READ TO HER ROOM DURING DECEMBER Christmas at Bracebridge Hall. — Washington Irving. Christmas in Denmark. — Jacob Riis. Christmas of Old. — Sir Walter Scott (Marmion). Ynle in the Old Town. — Jacob Riis. Christmas Poems Christmas Eve. — Eugene Field. Long Before I Knowed Who Santa Claus Wuz. — J. Whitcomb Riley. The Night Before Christmas. — Clemment Moore. Christmas Bells. — H. W. Longfellow. The Three Kings.- — H. W. Longfellow. Jest Before Christmas. — Eugene Field. Christmas Treasure. — Eugene Field. The Little Christmas Tree. — Susan Coolidge. A Christmas Memory. — J. Whitcomb Riley. Myths and Stories Christmas Day, "Silas Marner." — George Eliot. Keeping Christmas, "Hospital Sketches." — Louise M. Alcott. The Cratchit's Christmas Goose, "Christmas Carol." — Charles Dickens. The Fir Tree. — Hans Christian Andersen. Merry Christmas in the Tenements, "How the Other Half Live." — Jacob Riis. 80 The; Teacher's Guide Book X GENEROSITY M M "It is more blessed to give than to receive." — Bible. "In as much as ye have done it unto one of the least of these, my brethren, ye have done it unto me." — Bible. Little lamb, who made thee? Dost thou know who made thee, Gave thee life, and bade thee feed By the stream and o'er the mead; Gave thee clothing of delight, Softest clothing, woolly bright; Gave thee such a tender voice, Making all the vales rejoice; Little lamb who made thee? Dost thou know who made thee? Little lamb, I'll tell thee; Little lamb, I'll tell thee; He is called by thy name, For he calls himself a Lamb ; He is meek and he is mild; He became a little child, I a child and thou a lamb. We are called by his name. Little lamb, God bless thee ; Little lamb, God bless thee. — W il 'Ham Blake. Read Matthew, chap. II, verses 1-12 (The Wise Men from the East). A GENEROUS DEED Once upon a time a great king owned a beautiful diamond. He had three sons, and he decided to give the jewel to the one who showed the greatest nobility of character and conduct. One day the sons were called into his presence, and each one was asked what was the most worthy act he had done during the last year. The eldest was the first to reply. He said that he had been entrusted with some precious jewels. The merchant who committed this important trust to him had taken no particular account of them. December 81 "If I had taken a few of the jewels," said the young man, "the mer- chant would never have known it. But I chose to be honest and delivered them as safely as if they had been my own." This was undoubtedly a praiseworthy act, and the father com- mended his son for it. "Well done," he said, "but you could hardly have done otherwise. It would have been shameful to rob a man who had placed such confidence in you." The ruler then turned to the second son, who said : "As I walked by the lake the other day I saw a child playing near the water. As I watched him he fell in. I quickly jumped into the lake and saved him from drowning." "Your heroism is certainly to be com- mended," said the father. "But it would have been cowardly and ignoble to allow the child to drown; you could hardly have done other than you did and have preserved your self-respect." Then the third son spoke. He said, "Recently, as I was crossing the mountain, I saw one of my worst enemies sleeping near the edge of a precipice. He was a man who had done me a great deal of harm. I could very easily have passed by and allowed him to remain in his dangerous position. However, I felt that it was my duty to wake him, and thus probably to save his life. I knew that he would not thank me for my kindness. Indeed, I felt sure that he would not understand it, and would be angry with mc. Nevertheless, I waked him and my only reward was his wrath." "That was indeed a noble act," said the father. "Take the dia- mond, my son; it is yours." ARACHNE, THE BOASTFUL Once there was a maiden whose name was Arachne. She was known far and wide because of her skill and industry as a weaver. Even the wood nymphs and the naiads would watch her as she sat weaving at her loom. They were so surprised at her skill that they said, "Athena must have taught her." This displeased Arachne very much. She was a very vain per- son and did not like to have it said that she was indebted to any one for her skill, not even a goddess. She told the nymphs that she had not learned of Athena, and said: "If the goddess can weave better than I, let her come here and try." Of course, this shocked the nymphs very much. They were not accustomed to hear mortals speak in such a disrespectful manner about the immortals. An old woman who was looking on, said to Arachne: "Be more careful, maiden, how you speak of the goddess. She may par- 82 The Teacher's Guide Book don you if you ask her, but do not think yourself her equal or su- perior." Arachne was greatly vexed at the old woman for venturing to counsel her. She told her to keep her advice to herself, and said that she was not afraid of the goddess. Just then the old woman was changed into a beautiful maiden with golden hair and large, bright eyes. There was a golden helmet on her head. The beautiful maiden was Athena. The nymphs were filled with fear, and bowed reverently before the goddess. But Arachne was not afraid. She was as insolent as ever and still held to her challenge to Athena to weave better than she. Athena said : "Three days from now we will both weave ; you on your loom and I on mine. We will ask the world to come and see us. If your work is better, I will weave no more; but if my work is better, then you shall never use loom or spindle again. Do you agree to this?" "Yes," said Arachne. When the time for the contest in weaving came, all the people came to look on. Arachne took her finest silk and began to weave. She wove a web of great beauty, so thin and light, yet strong enough to hold a lion in its meshes ; and the threads were of the colors of the rainbow. Those who saw it were filled with wonder and delight. Then Athena began to weave. She took the sunbeams and the fleecy clouds, the blue of the sky, the green of the summer fields, and the scarlet of the autumn fields, and she wove pictures of castles and gardens and mountains with men and beasts, dwarfs and giants dwelling in them. And those who looked upon it were so filled with wonder and de- light that they forgot all about the beautiful web of Arachne. As for x\rachne herself, she felt frightened and ashamed and hid her face in her hands. "Oh, what shall I do now that I must never use loom or spindle again?" she wept. "How can I live?" Then Athena took pity upon the poor maiden. "I would free you if I could, but that is impossible. You must hold to your agree- ment. Yet, since you will never be happy unless you can spin and weave, I will give you a new form so that you may spin and weave with neither spindle nor loom." Then she touched Arachne and the maiden was changed into a spider who ran into the grass and began to spin merrily. It is said that all the spiders in the world since then are the children of Arachne. Perhaps the very next spider that you see may be Arachne herself. December 83 m m DRAMATIZATION THE PINE TREE AND ITS NEEDLES Cln iracters Pine Tree Wind Fairy Goat Man Pine Tree : I do not like my green needles ; I wish I had beau- tiful leaves. How happy I would he if only I had gold leaves. (Enter Fairy.) Fairy : Little pine tree, you may have your wish. See, as the sun comes over the hill, your leaves become shining gold. Pine Tree: How beautiful I am! See how I shine in the sun! Now I am happy ! (Enters a man carrying a bag.) Man : What a beautiful little pine tree. Its leaves shine like gold. (He goes closer to them.) They are gold. What good for- tune, I shall fill my bag. (He strips the tree of its golden leaves and puts them in his bag.) Pine Tree: What shall I do? I do not want gold leaves again, I could never keep them. I wish I had glass leaves. Glass leaves would shine in the sun, too, and no one would take glass leaves. Fairy: You may have your wish, little pine tree. Pine Tree : How beautiful I am. See how I shine, in the snow. Now I am happy. (The wind begins to blow and roar.) Wind: Ho! Ho! Ho! What a jolly lark. I shall shake all the trees and set them dancing. Pine Tree : Gently, good wind. My leaves are glass. Wind: Who cares? Who cares? They will ring all the better for that. Crash ! Crash ! Pine Tree: Oh! How hard it blows. Crash! Crash! You have broken all my beautiful glass leaves. What shall I do now ? Fairy : Do you not like glass leaves ? 84 The Teacher's Guide Book Pine Tree : I do not want glass leaves again. The oak has big green leaves, I wish I had big green leaves, too. Fairy : Little pine tree, you may have your wish. Pine Tree : See my broad green leaves ! How beautiful I am ! Now I am like other trees, at least, I am happy. (Goat comes in.) Goat : What nice green leaves ! I shall have a good breakfast. (He begins to strip the tree.) Fairy : Are you happy, little tree ? Pine Tree : How can I be ? A man took my leaves of gold. The wind broke my leaves of glass. A goat ate my big green leaves. I wish I had my needles again. Fairy : Tittle pine tree, you may have your wish. Pine Tree : Now I am happy, I do not want any other leaves. Little pine needles are best for little pine trees. Memorandum The Teacher's Guide Book TJnJU fa (RaW^ X/W {Jy\ju YlSUXr. JAIKJUA^Y 1± T , W J_ "Now, what is that noise ?" said the glad New Year, "Now, what is that singular sound I hear ? As if all the paper in all the world Were rattled and shaken and twisted and twirled." "Oh, that," said the jolly old Earth, "is the noise Of all my children,. both girls and boys, A-turning over their leaves so new, And all to do honor, New Year, to you." JANUARY JANUARY The; Months January brings the snow, Makes our feet and fingers glow. February brings the rain, Thaws the frozen lake again. March brings breezes, sharp and chill, Shakes the dancing daffodil. April brings the primrose sweet, Scatters daisies at our feet. May brings flocks of pretty lambs Sporting round their fleecy dams. June brings tulips, lilies, roses, Fills the children's hands with posies. Hot July brings thunder showers Apricots and gilly flowers. August brings the sheaves of corn, Then the harvest home is born. Warm September brings the fruit; Sportsmen then begin to shoot. Brown October brings the pheasant; Then to gather nuts is pleasant. Dull November brings the blast — Hark! The leaves are hurling fast. Cold December brings the sleet, Blazing fire and Christmas treat. (By permission of the publishers, McLoughlin Bros.) — Blair. The Teacher's Guide Book m inic DRAWING DRAWING SUGGESTIONS January Lower Grades 1. Paint candle in candle stick. 2. Let children bring toy engine or some other Christmas pres- ent to school and make pencil drawing of it. 3. Make alphabet in freehand paper cutting, also some object each letter represents, as A is for apple, B is for bear, C is for cat, eft:. Give each child a different letter. 4. Design wall paper for play house. Crayola or paint may be used. 5. Give lesson to familiarize children with sphere, cube, cylin- der, hemisphere, also circle, square, triangle, oblong, and semi-circle. Higher Grades 1. Stenciling of pillow tops, window curtains, center pieces, may be made. Let each pattern be made freehand and cut out. 2. Draw a scene showing a house and a hill side, draw some trees close by the house. Nothing else in it but hillside, house, and trees. Draw scene first, then paint. Let the house be all painted alike; brown is a good color; let roof be left white as if snow were on it. 3. Have one pupil pose for class dressed in coat and cap. Pose with back to class and draw in pencil. 4. Draw groups in still life. 5. Make post card book. Design cover. January 89 Draw candle in candle-stick. Paint stick black, candle white, and flame red. 90 The Teacher's Guide Book STUDY OF SNOWBOUND "It is a winter idyl — a picture of an old fashioned farmer's fire- side in winter, and if it were not mine I should call it pretty good." — Whittier. "The chief idyl of New England." — Charles F. Richardson. "The faithful picture of our northern winter that has not yet been put into poetry." — John Burroughs. This whole poem is a sympathetic picture of indoor home life in New England. Whose home is Whittier describing? What makes the home seem so happy and attractive? (Perhaps you can answer this question better zvhen you have studied the whole poem. Keep this question in mind.) Read Whittier"s description of the snowstorm. "Unwarmed by any sunset light, The gray day darkened into night, A night made hoary with the swarm And whirl dance of the blinding storm. As zigzag wavering to and fro Crossed and recrossed the winged snow ; And ere the early bedtime came The white drifts piled the window pane, And through the glass the clothes-line posts Looked in like tall and sheeted ghosts." Drill on hoary, zigzag, winged, sheeted. What pictures do these words bring to you? "So all night long the storm roared on : The morning broke without a sun; In tiny spherule traced the lines % Of Nature's geometric signs, In starry flakes and pellicle, All day the hoary meteor fell ; - And when the second morning shone, We looked upon a world unknown, On nothing we could call our own." Did the storm last more than one day? T. G.— 3 January 91 Are there words here we do not often see? Do you think they add to the poem? If so, why? Is the author creating a pleasant or an unpleasant picture? "Around the glistening wonder bent The blue walls of the firmament, No cloud above, no earth below — A universe of sky and snow ! The old familiar sights of ours Took wondrous shapes ; strange domes and towers Rose up where sty or corn-crib stood, Or garden-wall, or belt of wood; A smooth white mound the brush pile showed, A fenceless drift that once was road." Close your eyes and try to see the picture. What does he mean by a "universe of sky and snow"? "The bridle post an old man sat With loose-flung coat and high cocked hat; The well-curb had a Chinese roof ; And even the long sweep, high aloof, In its slant splendor, seemed to tell Of Pisa's leaning miracle." What is a well-sweep? Draw the well-curb as you picture it. Does any line suggest the annoyance and discomfort of having the yard full of snow ? What feelings filled Whittier's heart as he looked out at the snow fall? "Shut in from all the world without, We sat the clean-winged hearth about, Content to let the north wind roar In baffled rage at pane and door, While the red logs before us beat The frost line back with tropic heat; And ever, when a louder blast Shook beam and rafter as it passed, The merrier up its roaring draught The great throat of the chimney laughed, The house-dog on his paws outspread Laid to the fire his drowsy head, The cat's dark silhouette on the wall A couchant tiger's seemed to fall ; And, for the winter fireside meet, Between the andiron's straddling feet, The mug of cider simmered slow, The apples sputtered in a row, And, close at hand, the basket stood With nuts from brown October's wood." What pleasant things are suggested by these lines? What is the meaning of couchant, silhouette? 92 The Teacher's Guide Book Do baffled, roaring, tropic, make the picture clearer? What kind of a house did Whittier live in ? Who are the people described? Are the stories which each one tells the kind most appropriate to each? Whittier has been called the Quaker Poet, the American Burns, the Martial Quaker, the Poet of Freedom. Quote passages from Snowbound which would support each title. Is Snowbound realistic or imaginative? Do you find digressions in the poem? Where are they objectional? Read from Emerson "The Snow Storm" : "Announced by all the trumpets of the sky, Arrives the snow, and driving o'er the fields, Seems nowhere to alight, the whited air Hides hills and woods, the river, and the heaven, And veils the farm-house at the garden's end. The sled and traveler stopped, the courier's feet Delayed, all friends shut out, the house mates sit Around the radiant fireplace, enclosed In a tumultous privacy of storm.'' How do these two descriptions compare ? (The zvhole of the Snow Storm could very zvell be read.) Compare the architecture of the snow point by point. Which description do you like the better? Read from Lowell's "Vision of Sir Launfal" : "Down swept the chill wind from the mountain peak, From the snow five thousand summers old ; On open world and hilhtop bleak It had gathered all the cold, And whirled it like sleet on the wanderer's cheek; It carried a shiver everywhere From the unleafed boughs and the pastures bare; The little brook heard it and built a roof 'Neath which he could house him, winter proof; AH night by the white stars* frosty gleams, He groined his arches and matched his beams; Slender and clear were his crystal spars As lashes of light that trim the stars, He sculptured every summer delight In his halls and chambers out of sight; * Sometime his tinkling waters slipt Down through a frost leaved forest crypt. Long sparkling aisles of steel stemmed trees Bending to counterfeit a breeze ; Sometimes the roof no fret work knew But silvery mosses that downward grew ; Sometimes it was carved in sharp relief With quaint arabesque of ice fern leaf; January 93 Each flitting shadow of earth and sky, Lest the happy model should be lost, Had been mimicked in fairy masonry By the elfin builders of the frost." (The following stanzas arc well worth reading.) Do you notice a difference in these poems? Which is more fanciful? Which most strong and vigorous? Which most musical? Which most attractive to you ? 1. What manner of man does Whittier appear, judging from his writings alone? 2. Can you detect any note of false shame or scorn for the humble circumstances of his youth? 3. Does he glorify his own attainments? 4. Do the simple country habits cling to him? 5. Is he cosmopolitan or provincial? 6. To what extent does the life of cities influence him? 7. With more of the education of the schools would he have been a greater poet? 8. Are Whittier's pictures true? 9. Have other New England poets done so much for the scen- ery about them ? 10. How does he compare with Longfellow, Holmes, or Burns? 11. Can you determine what kind of landscape Whittier loved best? And^what season? 12. What scenes attract him most? The grand and the noble, or the quaint and beautiful? JANUARY STORIES 1. An All the Year Round Story. In the Child World. — Poulsson. 2. Why the Bear Has a Stubby Tail. Plan Book.— Marion George. 3. Pippa Passes. — Browning. 4. Brownies. Hoxie Kg. Stories. 5. The Logging Camp. In the Child World. — Poulsson. 6. How the Leopard Got His Spots. Just So Stories. — Kipling. 8. Damon and Pythias. Fifty Famous Stories Retold. — Bald- win. 9. The Stag at the Lake. — Aesop. 10. The Grateful Foxes. Nature Myths.— Cooke. 94 The; Teacher's Guide Book D R AM AT I Z AT ION iiuaueiuen uanJ3ru^^^JEL n JEnjaniaru; WHY THE EVERGREEN TREES KEEP THEIR LEAVES Characters : Little Bird Frost King Oak. North Wind Birch Juniper Spruce Pine Willow Scene I- -A Forest Bird: Winter is coming. The leaves are falling. All my friends are going to the south. My wing is broken and I can not fly. I must find a place to spend the winter. I will ask a tree to help me. If some tree will keep its leaves all winter, I can keep warm till spring. Then the sun will shine, and the little birds will come again. I shall ask this birch. Lady Birch, I am a bird with a broken wing, will your leaves shelter me till spring time comes? Birch : No, indeed ; I could not keep my leaves. I must think about my little leaf buds. I cannot take care of little birds with broken wings. Bird: But some tree will help me. I shall go to the oak. The roots of the oak are deep, the trunk is thick, the branches spread wide. This great strong free will help me. Dear Oak, I am a little bird with a broken wing. Will your leaves shelter me till spring time comes? Oak : I will keep my leaves longer than most trees, but I can not keep them all winter. Oh, no ! I must rest in the winter. I must get ready to make new leaves, when spring shall come. Bird: I shall ask the beautiful willow, that grows by the brook. Beautiful Willow, if you will only shelter me I could look down at your picture in the water. I could drink from the pretty brook. January 95 Willow. I am sorry for you, little bird, but I can not shelter you ; my leaves are turning now. As soon as they are yellow, I shall drop them in the pretty brook. Bird: What shall I do? I must ask the spruce on that little hill. Spruce: You poor little bird, what is the trouble? Why are you here? Bird : I have broken my wing. I have been asking the trees to help me. But no one will shelter me. Spruce : You may live in my branches. Fly right up. Bird: And may I live with you all winter? Spruce: Indeed you may. I shall be very glad to have you. Pine : I am big and strong, I will help keep the wind off the little bird. Juniper : I will give him berries to eat. Spruce : Fly up into my branches, little bird. I hear Frost King and North Wind coming. (Enter Frost King and North Wind.) North Wind: Here are some leaves on the silver birch. Frost King : Blow them down. North Wind : Here are some brown leaves on the oak. Frost King: Blow them down till they cover the earth beneath. North Wind : And the yellow leaves of the willow ? Frost King : Blow them into the brook, and they will sail away like little golden ships. North Wind : Now for the trees on the hill. Frost King : Let us be good to the trees that took care of the little bird. They may keep their leaves to shelter him. North Wind : Yes, let them be ever green — green not in sum- mer only, but in winter, too. 96 The Teacher's Guide Book Adapted from Hazvthorne's THE SNOW. IMAGE Grace D. McCarthy Characters : Violet — A little girl. Peony — A little boy. Father — An exceedingly matter-of-fact sort of man. Mother. Violet: Mother dear, may we run out and play in the snow? Peony : Although it looked dreary and dismal down from the sky, it has a cheerful aspect now that the sun is shining on it. May we go, Mother? Mother: Yes, Violet; yes, my little Peony, you may go out and play in the new snow. Let me bundle you up well. {She wraps up the children and they go out to play in the garden, zvhile the mother watches them from the zvindozv.) Peony {dancing through the drifts) : Let us play hop, skip and jump. Violet {throwing handfuls of snozv at Peony) : Let us frost each other over with snow. Oh, Peony, you look exactly like a snow- image, if your cheeks were not so red. And that puts me in mind! Let us make an image out of snow, an image of a little girl, and it shall be our sister, and shall run and play with us all winter long. Won't it be nice? Peony : Oh, yes ! That will be nice. And mamma shall see it. Violet: Yes, mamma shall see the new little girl. But she must not make her come into the warm parlor, for you know our little snow-sister will not love the warmth. {They begin to build the snow-image. ) Mother {looking out at them) : They are building a snow-image. What remarkable children mine are. What other children could have made anything so like a little girl figure out of snow, at the first trial? Well, but now I must finish Peony's new frock, for his grandfather is coming to-morrow and I want the little fellow to look handsome. Violet : Peony ! Peony ! Bring me some of that fresh snow, Peony, from the very furthest corner, where we have not been tramping. I want it to shape our little snow-sister's bosom with. You knovfr that part must be quite pure, just as it came out of the sky. Peony : Here it is, Violet. Here is the snow for her little bosom. Oh, Violet, how beautiful she begins to look. Violet: Yes; our snow-sister does look very lovely. I did not quite know, Peony, that we could make such a sweet little girl as this. January 97 Mother: How fast the snow-image grows under their little fin- gers. What a delightful incident it would be, if fairies or, still bet- ter, angel children, were to come from Paradise to play invisibly with my own darlings. My little girl and boy deserve such playmates, if mortal children ever did. Violet: Peony, Peony, bring me those light wreaths of snow, that have rested on the lower branches of the pear tree. You can clamber on the snow-drift, Peony, and reach them easily. I must have them to make some ringlets for our snow-sister's head. Peony: Here they are, Violet. Take care you do not break them. Well done ! Well done ! How pretty ! Violet: Does she not look sweet? And now we must have some little shining bits of ice to make the brightness of her eyes. She is not finished yet. Mamma will see how very beautiful she is ; but papa will say "Tush ! Nonsense ! Come in out of the cold." Peony: Tet us call mamma to look out. Mamma! Mamma! Mamma ! Look out and see what a nice little girl we are making. Mother {looking out) : That image does seem to have a wonder- ful deal of human likeness about it, but I do not see very well, the setting sun dazzles my eyes. How cunningly Violet applies the fresh snow to the figure. They do everything better than other children. No wonder they make better snow-images. But I must make haste with Peony's frock. It is not yet finished and his grandfather is expected early in the morning. Violet: What a nice playmate she will be for us all winter long. I hope papa will not be afraid of her giving us a cold. Shan't you love her dearly, Peony? Peony : Oh, yes ! And I will hug her, and she shall sit down close by me, and drink some of my warm milk. Violet : Oh, no, Peony ! That will not do at all. Warm milk will not be wholesome for our little snow-sister. Tittle snow-people like her eat nothing but icicles. No, no, Peony, we must not give her anything warm to drink. Took here, Peony ! Come quickly. A light has been shining on her cheek out of that rose-colored cloud, and the color does not go away. Is not that beautiful? Peony : Yes, it is beautiful. Oh, Violet, only look at her hair ! It is all like gold. Violet : Oh, certainly, that color you know comes from the gol- den clouds that we see up there in the sky. She is almost finished now, but her lips must be made very red, redder than her cheeks. Perhaps, Peony, it will make them red if we both kiss them. (They both kiss the snow-image.) They are not quite red enough. Tell her to kiss your cheek, Peony. 98 The Teacher's Guide Book Peony : Come, little snow-sister, kiss me ! Violet : There ! She has kissed you and now her lips are very red. And she blushed a little, too. Peony : Oh, what a cold kiss. (Mother looks out of the ztnndoiv.) Mother: What a good time they are having. Both Children: Mamma! Mamma! We have finished our little snow-sister and she is running about the garden with us. Mother: What imaginative little beings my children are? And it is strange, too, that they make me almost as much a child as they themselves are. I can hardly help believing now that the snow- image has really come to life ! Violet : Dear mamma, pray look out, and see what a sweet playmate we have. Mother: What do I see? Does the sun dazzle my eyes? There are Violet and Peony, my own two darling children, but whom do I see beside ? A small girl dressed all in white with rose-tinged cheeks and ringlets of golden hair, playing about the garden with the two children ! Violet, my darling, what is the child's name ? Does she live near us? Violet: Why, dearest mamma, this is our little snow-sister, whom we have just been making. Peony: Yes, dear mamma, this is our snow-image. Is is not a nice little girl? Mother: Violet, tell me the truth, without jest. Who is this little girl? Violet: My darling mamma, I have told you truly who she is. It is our little snow-image, which Peony and I have been making. Peony will tell you so as well as I. Peony : Yes, mamma, this is a little snow-child. Is not she a nice one? But, mamma, her hand is oh, so very cold, (father enters.) Father: Pray, what little girl may that be? Surely her mother must be crazy to let her go out in such bitter weather, as it has been to-day, with only that flimsy white gown, and those thin slip- pers. Mother: My dear husband, I know no more about the little thing ,than you do. Some neighbor's child, I suppose. Our Violet and Peony insist that she is nothing but a snow-image, which they have been busy about in the garden almost all the afternoon. (Looks into the garden.) Where is the image? I see no trace, no piled-up snow, nothing whatever, save the prints of little footsteps around a vacant space. This is very strange ! January 99 J r ioIct: What is very strange, mother? Dear father, do not you see how it is? This is our snow-image, which Peony and I have made, because we wanted another playmate. Did we not, Peony? Peony : Yes, papa, this is our little snow-sister. Is she not beautiful? But she gave me such a cold kiss. Father: Pooh! Nonsense, children! Do not tell me of making live figures out of snow. Come, wife, this little stranger must not stay out in the bleak air a moment longer. We will bring her into the warm parlor, and you may give her a supper of warm bread and milk, and make her as comfortable as you can. Meanwhile, I will inquire among the neighbors; or, if necessary, send the city-crier about the streets to give notice of a lost child. Violet (seising her father's hand) : Dear father, it is true what I have been telling you ! This is our little snow -girl, and she cannot live any longer than while she breathes the cold west wind. Do not make her come into the hot room ! Peony: Yes, father (stamping his foot); this is nothing but our little snow-child. She will not love the hot fire! Father : Nonsense, children, nonsense, nonsense ! Run into the house this moment. It is too late to play any longer now. I must take care of this little girl immediately, or she will catch her death of cold. Mother: Husband, you will think me foolish, but, but may it not be that some invisible angel has been attracted by the simplicity and good faith with which our children set about their undertak- ing? May he not have spent an hour of his immortality in playing with those dear little souls? And so the result is what we call a miracle. No, no ! Do not laugh at me ; I see what a foolish thought it is. Father: My dear wife, you are as much a child as Violet and Peony. (Turning to the stranger.) Come, you odd little thing. I will make you comfortable in spite of yourself. We will put a nice warm pair of worsted stockings on your frozen little feet, and you shall have a good thick shawl to wrap yourself in. Your poor white nose, I am afraid, is actually frost-bitten. But we will make it all right. Come along in. Violet and Peony (beginning to cry) : Father, father, do not bring her in. Father: Not bring her in, why, you are crazy, my little Violet, quite crazy, my little Peony ! She is so cold already that her hand has almost frozen mine, in spite of my thick gloves. Would you have her freeze to death? Mother: After all, she does look strangely like a snow-image! I do believe she is made of snow. 100 The Teacher's Guide Book Father: Snow, {drawing the reluctant stranger over the thresh- hold) no wonder she looks like snow. She is half frozen, poor little thing. But a good fire will put everything to rights. {Places the stranger before the fire.) Now she will be comfortable. Make your- self at home, my child. Violet : Oh, father, she begins to droop and look sad. The bleak wind rattling at the window-panes is summoning her forth. Father: Come, wife, let her have a pair of thick stockings and a woolen shawl or blanket directly, and tell Dora to give her some warm supper as soon as the milk boils. You, Violet, and Peony, amuse your little friend. She is out of spirit, you see, at finding her- self in a strange place. For my part, I will go around among the neighbors, and find out where she belongs. {He goes out.) Violet : Poor little snow-sister, she hates the red fire. Peony : The hot blast withers her. Mother {calling through the windozv) : Husband, husband! There is not need of going for the child's parents. {Father reenters.) Violet: We told you so, father. You would bring her in and now our poor, dear, beautiful snow-sister is thawed. Father : Where is the child ? Mother: I left to get the stockings. Hearing Violet and Peony crying, I came back to find no trace of the little white maiden, unless it were the remains of a heap of snow melting on the hearth-rug. Violet {reproachfully) : Yes, father, there is all that is left of our dear little snow-sister. Peony: Naughty father, we told you how it would be. Why did you bring her in ? Father: Wife, see what a quantity of snow the children have brought in on their feet. It has made quite a puddle here before the stove. Pray tell Dora to bring some towels and wipe it up. January 101 m BmmMM m U3TII m BENJAMIN FRANKLIN mi mm THE BOYHOOD OF BENJAMIN FRANKLIN January 6 (old style), 1700— April 17, 1790. One day in October, 1723, William Bradford, "the only printer in New York," was surprised to see a shrewd, capable looking lad come into his workshop. The boy was in working clothes, his pockets stuffed with extra shirts and stockings. As William Bradford talked to the lad, telling him that he had no work for him and advising him to go to Bradford'-s son, who published a paper in Philadelphia, he little thought that he was directing to Philadelphia a runaway apprentice who was to become one of Philadelphia's most distinguished citizens ; for this lad was none other than Benjamin Franklin. Born in Boston, January 6, (old style), 1706. He was one of seventeen children. On his mother's side he was descended from Peter Folger, an early New England verse maker, and the bold appeal for liberty of conscience found in Folger's Looking Glass of the Times is re-echoed in the life of his illustrious grandson. Born into a large family of slender means, Franklin was forced to get most of his education outside the. school room. He learned to read young, and was passionately fond of reading. The first book he owned was Pilgrim's Progress, which remained a favorite with him through life. He sold the book to buy Burton's Historical Col- lections in pretty volumes, but the book which influenced him most was Plutarch. Where could patriotism and fortitude of character bet- ter be learned than in Plutarch? Certainly a natural tendency to moralize was strengthened by this study of Plutarch. As to his literary style, Franklin tells us that he deliberately modeled it on an old volume of the Spectator. It speaks well for Franklin's literary taste that this was before the date of Johnson's well known diction, "Whoever wishes to attain an English style, familiar but not coarse, and elegant but not ostentatious, must give his days and nights to the volumes of Addison." We are all familiar with the story of "The Whistle. 1 " It is found in a letter which Franklin, at the age of sixty-six, wrote to a 102 The Teacher's Guide Book friend from Paris. One day when he was seven years old his pock- ets were filled with coppers and he immediately started for the shop to buy toys. On the way he met a boy with a whistle and was so charmed with the sound of it that he gave all his money for it. Of course his kind brothers and sisters laughed at him for his extrava- gant bargain and his chagrin was so great that he adopted as one of his maxims of life "Don't give too much for the whistle." As he grew up, came into the world and observed the actions of men, he thought he met with many, very many, who gave too much for the whistle — men sacrificing time and liberty and virtue for court favor; misers giving up comfort and esteem and joy of doing good for wealth ; others sacrificing every laudable improvement of the mind and for- tune and health to mere bodily sensations and all the other follies of foolish desire. It is interesting to see the boy showing the same experimental attitude which brought scientific renown to the man. Like all boys living on the coast, he was strongly attracted to the water, and early learned to swim. But ordinary swimming was not enough for Benjamin. He made a pair of wooden paddles for his hands, which enabled him to move through the water very rapidly, although, as he says, they tired his wrists. Another time he combined swimming and kite flying in a de- lightfully original manner. Lying on his back, he held in his hands the stick to which the kite string was attached, and thus, "was drawn along the surface of the water in a very agreeable manner." Later in life he said he thought it not impossible to cross in this manner from Dover to Calais. "But the boat is still preferable," he added. In 1717 James Franklin, the elder brother, came back from En- gland with a press and letters, and Benjamin was bound to his brother as an apprentice. James discovered his brother's cleverness with the pen and induced him to compose ballads. "The Light-House Trag- edy" being the story of a recent ship wreck, and "Black Beard" a sailor's song on the capture of that notorious pirate. The author frankly says that these ballads, although hawked about the streets and sold prodigiously, were wretched stuff. Franklin, though a first rate prose writer, was never intended for a poet. About this time Benjamin determined to try his hand at a little Addison essay writing, "but being still a boy," he says, "and suspect- ing that my brother would object to printing anything of mine in his paper, if he knew it to be mine, I contrived to disguise my hand, and, writing on anonymous paper, I put it at night under the door of the printing house. It was found in the morning and read to my broth- er's writing friends when they called in as usual. They read it, January 103 commented on it in my hearing, and I had the exquisite pleasure of finding it met with their approbation, and that in their different guesses at the author none were named but men of some character and many for their learning and ingenuity." The signature of the articles, Silence Dogood, was characteristic of the man. Those days were not, however, easy times for printers, nor was the freedom of the press respected. James was arrested and im- prisoned for a month, and on his release was forbidden to print the "Courant." To escape this difficulty, the old indenture of Benjamin was cancelled and the paper was printed in his name. A new in- denture was secretly made so that James might claim his legal right. But bickerings were constant between the two brothers. The boy decided to break away. He sold his books for a little cash, took secret passage in a ship for New York, and in three days found him- self in that strange city, asking work of William Bradford. The voyage had in it one incident of slight importance but in- teresting in showing the character of the man. It happened while they were becalmed off Block Island. The crew here employed them- selves in catching cod, and to Franklin, at this time a devout vegeta- rian, the taking of every fish seemed a kind of improvoked murder, since none of them had done or could do their catchers any injury. But he had been formerly a great lover of fish, and the smell of the frying-pan was most tempting. He balanced sometime between prin- ciple and inclination, till recollecting that when the fish were opened he had seen smaller fish taken out of their stomachs, he thought "If you eat one another I don't see why we may not eat you," so he dined upon cod very heartily, and continued through life, except at rare intervals, to eat as other people. "So convenient a thing it is," he adds, "to be a reasonable creature, since it enables one to find or make a reason for everything one has a mind to do." Some; of the; Things Frankun Did He was an author, leaving us a most interesting autobiography which, strange to say, first appeared in French. He was a scientist and an inventor. He suggested and founded the first public circulating library not only in America but in the world. He proposed the first philosophical or scientific society. He proposed the first volunteer militia. He proposed the first paved street. He proposed the first hospital. He established the first magazine. He established the first academy or high school. 1U4 The Teacher's Guide Book He was a lifelong protestant against human slavery. He was a lifelong protestant against an exclusive study of the classics. He was a lifelong protestant against the abuse of the freedom of the press. He was a legislator and a statesman, a member of the assembly of Pennsylvania, and chairman of the committee of safety, delegate to the Continental Congress in 1775-76, and one of the committee of five who reported the immortal Declaration of Independence, and a member of the convention that formed the Constitution. During his diplomatic career as representative in Great Britain extending over a quarter of a century, Franklin achieved for his country more consideration and honor than any man of his time. George the Third is said to have warned his ministers against "that crafty American who is more than a match for you all." Washington wrote to Franklin in the last years of Franklin's life: "If to be venerated for benevolence, if to be admired for talent, if to be esteemed for patriotism, if to be loved for philanthropy, can gratify the human mind, you must have the pleasing consolation to know that you have not lived in vain. And I flatter myself that it will not be ranked among the least grateful occurrences of your life to be assured that so long as I retain my memory you will be recol- lected with respect, veneration and affection by your sincere friend." Franklin's Virtues In the regulation of his own life Franklin sought to follow cer- tain rules of conduct. In order to build up good habits he practiced especially on one virtue until it was acquired, then he took up an- other. To assist him he made a list of the virtues, ruling places for each day, after each virtue he placed a black mark for any fault which he felt he had committed against that virtue. 1. Temperance — Eat not to dullness; drink not to elevation. 2. Silence — Speak not but what may benefit others or yourself; avoid trifling conversation. 3. Order — Let all your things have their places ; let each part of your business have its time. 4. Resolution — Resolve to perform what you ought; perform without fail what you resolve. 5. Frugality — Make no expense but to do good to others or yourself; that is, waste nothing. 6. Industry — Lose not time; be always employed in something useful; cut off all unnnecessary actions. 7. Sincerity — Use no hurtful deceit; think innocently and justly, and if you speak, speak accordingly. January 105 Sayings oi? Poor Richard "If you would live with ease Do what you ought, not what you please." "A small leak will sink a great ship." "One to-day is worth two to-morrows." TT A sleeping fox catches no poultry." "Little strokes fell great oaks." "But dost thou love life then do not squander time, for that is the stuff life is made of." "For age and want, save while you may ; No morning sun lost a whole day." "If you would know the value of money, go and try to borrow some." "Who dainties love shall beggars prove." "Early to bed and early to rise Makes a man healthy and wealthy and wise." "Be ashamed to catch yourself idle." "Plow deep while sluggards sleep And you will have corn to sell and to keep."' To Mrs. Sarah Bache Passy, 3, June 1779. I was charmed with the account you gave me of your industry, the tableclothes of your own spinning, etc., but the latter part of the paragraph, that you had sent for linen from France because weaving and flax were grown dear, alas, that dissolved the charm; and your sending for long black pins, and lace and feathers, disgusted me so much as if you had put salt in my strawberries. The spinning, I see, is laid aside, and you are to be dressed for the ball! You seem not to know, my dear daughter, that, of all the dear things in this world, idleness is the dearest except mischief. I cannot in conscience or in decency encourage extravagance, by furnishing my children with foolish modes and luxuries. I therefore send all the articles you desire, that are useful and necessary, and omit the rest; for as you say you should "have great pride in wearing anything I send, and showing it as your father's taste." I must avoid giving you an opportunity of doing that with either lace or feathers. If you wear your cambric ruffles as I do, and take care not to mend 106 The Teacher's Guide Book the holes, they will come in time to be lace ; and feathers, my dear girl, may be had in America from every cock's tail. If you happen again to see General Washington, assure him of my very great and sincere respect, and tell him that all the old gen- erals here amuse themselves in studying the accounts of his opera- tions and approve highly of his conduct. Present my regards to all friends that inquire after me, particu- larly Mr. Dufneld and family, and write oftener, my dear child, to your loving father. B. Franklin. To Mrs. Deborah Franklin London, 6 April, 1776. As the Stamp Act is at length repealed, I am willing you should have a new gown, which you may suppose I did not send sooner, as I knew you would not like to be finer than your neighbors, unless in a gown of your own spinning. Had the trade between the two countries totally ceased, it was a comfort to me to recollect that I had once been clothed from head to foot in woolen and linen of my wife's manufacture, that I never was prouder of any dress in my life, and that she and her daughter might do it again if it was necessary. I told the Parliament, that it was my opinion, before the old clothes of the American were worn out, they might have new ones of their own making. I have sent you a fine piece of pompadour satin, fourteen yards, cost eleven shillings a yard ; a silk negligee and petticoat of brocaded lutestring for my dear Sally, with two dozen gloves, four bottles of lavender water, and two little reels. The reels are to screw on the edge of the table, when she would wind silk or thread, The skein is to be put over them, and winds better than if held in two hands. There is also a gimcrack corkscrew, which you must get some brother gimcrack to show you the use of. In the chest is a parcel of books for my friend Mr. Coleman, and another for cousin Colbert. Pray did he receive those I sent him before. I sent you also a box with three fine cheeses. Perhaps a bit of them may be left when I come home. Mrs. Stevenson has been very diligent and ser- viceable in getting these things together for you, and presents her best respects, as does her daughter, to both you and Sally. There are two boxes included in your bill of lading for Billy. I am, my dear Debby, your affectionate husband, B. Franklin. January 107 To Samuel, Mather Passy, 12 May, 1784. Reverend Sir: It is now more than sixty years since I left Boston, but I remember well both your father and your grandfather, having heard them both in the pulpit, and seen them in their houses. The last time I saw your father was in the beginning of 1724, when I visited him after my first trip to Pennsylvania. He received me in his library, and on taking leave showed me a shorter way out of the house through a narrow passage, which was crossed by a beam overhead. We were still talking as I withdrew, he accompanying me behind, and I turning partly towards him, when he said hastily : "Stoop! stoop!" I did not understand him, till I felt my head hit against a beam. He was a man that never missed any occasion of giving instruction, and upon this he said to me, "You are young, and have the world before you ; STOOP as you go through it, and you will miss many hard thumps." This advice, thus beat into my head, has frequently been of use to me ; and I often think of it, when I see pride mortified, and misfortunes brought upon people by their carrying their heads too high. With great and sincere esteem, I have the honor to be, etc., B. Franklin. 108 The Teacher's G.uide Book COURAGE syniy^QJ^iy! anlanEnE m Some people think that there is only one way to be brave and that is by fighting; but it sometimes takes more courage to refuse to fight than to fight. Some people think that it is only grown-up people who have a chance to show courage and then just once in a while; but the truth is that every day everybody has a chance to be brave. To get up promptly though the morning is cold is being brave; to study the lesson which you do not enjoy, to keep your temper, to tell the truth, to stick to your task, all require real, true courage. If you do not believe it, try to do them all for a month. QUESTIONS Did you ever see a very brave act? Do you know the story of a very brave deed? Can a coward be a good friend? HORATIUS AT THE BRIDGE Once there was a war between the Roman people and Etruscans who lived in the towns on the other side of the Tiber river. Por- sena, the king of the Etruscans, raised a great army, and marched toward Rome. The city had never been in such great danger. The Romans did not have very many fighting men at that time, and they knew that they were not strong enough to meet the Etrus- cans in open battle. So they kept themselves inside of their walls, and set guards to watch the road. One morning the army of Porsena was seen coming over the hills from the north. There were thousands of horsemen and foot- men, and they were marching straight toward the wooden bridge which spanned the river at Rome. "What shall we do?" said the white-haired fathers who made the laws for the Roman people. "If they once gain the bridge, we can not hinder them from crossing; and then what hope will there be for our town?" January 109 Now, among the guards at the bridge there was a brave man named Horatius. lie was on the farther side of the river, and when he saw that the Etruscans were so near, he called out to the Romans who were behind him : "Hew down the bridge with all the speed that you can!" he cried. "I, with two other men who stand by me, will keep the foe at bay." Then, with their shields before them, and their long spears in their hands, the three brave men stood in the road, and kept back the horsemen whom Porsena had sent to take the bridge. On the bridge the Romans hewed away at the beams and posts. Their axes rang, the chips flew fast ; and soon it trembled, and was ready to fall. "Come back ! Come back, and save your lives !" they cried to Horatius and the other two men who were with him. But just then Porsena"s horsemen dashed toward them again. "Run for your lives !" said Horatius to his friends. "I will keep the road." They turned, and ran back across the bridge. They had hardly reached the other side when there was a crashing of beams and tim- bers. The bridge toppled over to one side, and then fell with a great splash into the water. When Horatius heard the sound, he knew that the city was safe. With his face still toward Porsena's men, he moved slowlv backward till he stood on the river's bank. A dart thrown by one of Porsena's soldiers put out his left eye; but he did not falter. Pie cast his spear at the foremost horseman, and then be turned quickly round. He saw the white porch of his own home among the trees on the other side of the stream. He leaped into the deep, swift stream. He still had his heavy armor on ; and when he sank out of sight, no one thought that he would ever be seen again. But he was a strong man, and the best swimmer in Rome. The next minute he rose. He was half way across the river, and safe from the spears and darts which Porsena's soldiers hurled after him. Soon he reached the farther side, where his friends stood ready to help him. Shout after shout greeted him as he climbed upon the bank. Then Porsena's men shouted also, for they had never seen a man so brave and strong as Horatius. He had kept them out of Rome, but he had done a deed which they could not help but praise. As for the Romans, they were grateful to Horatius for having saved their city. They called him Horatius Codes, which meant the "One Eyed Horatius," because he had lost an eye in defending 110 The Teacher's Guide Book the bridge. They caused a fine statue of brass to be made in his honor, and they gave him as much land as he could plow around in a day. And for hundreds of years afterwards — "With weeping and with laughter; Still was the story told, How well Horatius kept the bridge In the brave days of old." — Baldwin's Fifty Famous Stories Retold. American Book Co. EVIL ALLURES, BUT GOOD ENDURES There lived in olden times a good and kindly man. He had this world's goods in abundance, and many slaves to serve him. And the slaves prided themselves on their master, saying: "There is no better lord than ours under the sun. He feeds and clothes us well, and gives us work suited to our strength. He bears no malice, and never speaks a harsh word to anyone. He is not like other mas- ters, who treat their slaves worse than cattle, punishing them whether they deserve it or not, and never giving them a friendly word. He wishes us well, does good, and speaks kindly to us. We do not wish for a better life." Thus the slaves praised their lord, and the Devil, seeing it, was vexed that slaves should live in such love and harmony with their master. So, getting one of them whose name was Aleb into his power, the Devil ordered him to tempt the other slaves. And one day when they were all sitting together, resting and talking of their master's goodness, Aleb raised his voice and said : "It is stupid to make so much of our master's goodness. The Devil himself would be kind to you, if you did what he wanted. We serve our master well, and humor him in all things. As soon as he thinks of anything, we do it, foreseeing all his wishes. What can he do but be kind to us? Just try how it will be if, instead of humoring him, we do him some harm instead. He will act like anyone else, and will repay evil for evil, as the worst of masters do." The other slaves began denying what Aleb had said, and at last bet with him. Aleb undertook to make their master angry. If he failed, he was to lose his holiday garment, but if he succeeded, the other slaves were to give him theirs. Aleb was a shepherd, and had in charge a number of valuable pure-bred sheep, of which his master was very fond. Next morn- ing, when the master brought some visitors into the enclosure to show them the valuable sheep, Aleb winked at his companions, as if to say: "See, now, how angry I will make him." January 111 All the slaves assembled, looking in at the gates or over the fence, and the Devil climbed a tree near by to see how his servant would do hi* work. The master walked about the enclosure, show- ing . his guests the ewes and lambs, and presently he wished to show his finest ram. "All the rams are valuable," said he, "but I have one with closely twisted horns, which is priceless. I prize him as the apple of my eye." Startled by the strangers, the sheep rushed about the enclosure so that the visitors could not get a good look at the ram. As soon as it stood still, Aleb started the sheep as if by accident, and they all got mixed up again. The visitors could not make out which was the priceless ram. At last the master got tired of it. "Aleb, dear friend," he said, "pray catch our best ram for me, the one with tightly twisted horns. Catch him very carefully and hold him still for a moment." Scarcely had the master said this, when Aleb rushed in among the sheep like a lion, and clutched the priceless ram. Holding him fast by the wool, he seized the left hind leg with one hand, and, before his master's eyes, lifted it and jerked it so that it snapped like a dry branch. He had broken the lamb's leg, and it fell bleating onto its knees. Then Aleb seized the right hind leg, while the left twisted round and hung quite limp. The visitors and slaves ex- claimed in dismay. The master looked as black as thunder, frowned, bent his head, and did not say a word. The visitors and slaves were silent, too, waiting to see what would follow. After remaining si- lent for a while, the master shook himself as if to throw off some burden. Then he lifted his head and raised his eyes heavenward, and remained so for a short time. Presently the wrinkles passed from his face, and he looked down at Aleb with a smile, saying : "Oh, Aleb, Aleb ! Your master bade you anger me ; but my mas- ter is stronger than yours. I am not angry with you but I will make your master angry. You are afraid that I will punish you, and you have been wishing for your freedom. Know, then, Aleb, that I shall not punish you ; but, as you wish to be free, here be- fore my guests I set you free. Go where you like, and take your holiday garment with you !" And the kind master returned with his guests to the house; but the Devil, grinding his teeth, fell down from the tree, and sank to the ground. 112 The Teacher's Guide Book GRACE DARLING It was a dark September morning. There was a storm at sea. A ship had been driven on a low rock off the shores of the Fame Islands. It had been broken in two by the waves, and half of it had been washed away. The other half lay yet on the rocks, and those of the crew who were still alive were clinging to it. But the waves were dashing over it, and in a little while it, too, would be carried to the bottom. Could anyone save the poor, half-drowned men who were there? On one of the islands was a light-house; and there, all through that stormy night Grace Darling had listened to the storm. Grace was the daughter of the light-house keeper, and she had lived by the sea as long as she could remember. In the darkness of the night, above the noise of the wind and waves, she heard screams and wild cries. When day-light came, she could see the wreck, a mile away, with the angry waters all around it. She could see the men clinging to the masts. "We must try to save them !" she cried. "Let us go out in the boat at once !" "It is of no use, Grace," said her father. "We cannot reach them." He was an old man, and he knew the force of the mighty waves. "We cannot stay here and see them die," said Grace. "We must at least try to save them." Her father could not say "No." In a few minutes they were ready. They set off in the heavy light-house boat. Grace pulled one oar, and her father, the other, and they made straight toward the wreck. But it was hard rowing against such a sea and it seemed as if they would never reach the place. At last they were close to the rock, and now they were in greater danger than before. The fierce waves broke against the boat, and it would have been dashed to pieces, had it not been for the strength of the brave girl. But after many trials, Grace's father climbed upon the wreck while Grace herself held the boat. Then, one by one the worn-out crew were helped on board. It was all that the girl could do to keep the frail boat from being drifted away or broken upon the sharp edges of the rocks. Then her father clambered back into his place. Strong hands grasped the oars and by and by all were safe in the light-house. There Grace proved to be no less tender as a nurse than she had been brave as a. sailor. She cared most kindly for the ship-wrecked men until the storm had died away, and they were strong enough to go to their homes. All this happened a long time ago, but the name of Grace Darling will never be forgotten. She lies buried now in a little February 113 church-yard by the sea, not far from her old home. Every year many people go there to see her grave; and there a monument has been placed in honor of the brave girl. It is not a large monument, but it is one that speaks of the noble deed which made Grace Darling famous. It is a figure carved in stone of a woman lying at rest, with a boat's oar held fast in her right hand. — Baldwin's Fifty Famous Stories Retold. SUGGESTED STORIES A Leak in the Dyke. Washington's Struggle for Self Control at the Time of General St. Clair's Defeat. Roosevelt's Winning: of the West — Part 5. Memorandum MEMORANDUM 114 The Teacher's Guide Book FEBRUARY February, fortnights two — Briefest of the months are you, Of the winter's children last. Why do you go by so fast? Is it not a little strange Once in four years you should change, That the sun should shine and give You another day to Jive? Maybe this is only done Since you are the smallest one ; So I make the shortest rhyme, For you, as benefits my time; You're the baby of the year, And to me you're very dear, Just because you bring the line, 'Will you be my valentine?" -Frank Dempster Sherman. February 115 DRAWING DRAWING SUGGESTIONS February Lower Grades 1. Make valentines to take home to mother or father or to give to some schoolmate. 2. Pattern of outline head of Washington given to pupils. Free- hand paper cutting of swords crossed, cut from black paper. Arrange head and swords on white paper and mount. Write lines below. 3. Get a new flag, tell of the first flag and how made. Explain about the first flag with thirteen stars, why the stars are added, and how many in the flag to-day. Draw and color the flag, using large size paper. Cut out and use as decoration for room. 4. Practice the drawing of ellipses on practice paper. Work at this until marked improvement is seen. 5. Make soldiers' caps large enough to fit children's heads. Paint on cap stars and bands of red, white and blue. Higher Grades 1. A bunch of cherries may be painted showing brown stems and green leaves. 2. Design and make valentines. 3. Draw alphabet on squared paper, making letters simple in form; next try more decorative letters. 4. Try monograms and single decorative letters that might be used at the first of a chapter or on cover of book. 5. Draw group in charcoal. Pay attention to value of light and shade. 116 The Teacher's Guide Book 'First in war, First in peace, First in the hearts of his countrymen." February 117 Make paper hat for soldier of white paper. Cut two pieces like Fig. I, large enough for child's head. From oblong of red paper make a cockade like Fig. II. With white chalk make lines on cockade and attach it, with paper fastener, to center front of cap. 118 The Teacher's Guide Book 'ILEP SAINT VALENTINE THE LIFE OF ST. VALENTINE There was once upon a time a large monastery in which lived many monks or brothers. Some of these brothers were very talented and had beautiful voices so that when they sang in the church on Sunday or holy days the people were charmed. Some were fine artists and could paint the most beautiful pictures of the Madonna and Christ Child. There was one who was a skilful doctor. He studied medicine and could relieve pain and suffering and had the praise of all about him. Then there were some who were fine scribes and could letter and illuminate beautifully the gospel stories that they were writ- ing. But there was one monk named St. Valentine who could do none of these fine things that seemed so important to him. He worked in the garden and raised beautiful flowers and grieved because he thought he was of no use and could not do any of the great things his broth- ers did. One day when he was alone in his little garden and sat think- ing of this, a voice seemed to say to him, "Valentine, do some little thing to make people happy in any way that you can." He sat think- ing of this for a long time, and said to himself, 'T will do some little thing every day to make some one happy." So he gathered his flowers and gave with a loving word little bouquets to the school chil- dren as they passed the monastery gate. The children were always glad to see him and soon learned to tell him all their troubles; he settled many difficulties among them, making them friends again, and they brought their broken toys to him to mend. He never failed to send flowers to the sick and af- flicted. The very birds grew to know him and the clogs and cats followed him about to receive a pleasant word from him. By and by, when he grew old and laid down and died, the chil- dren and the people all mourned their loving friend, St. Valentine. They decided that on his birthday they would send loving messages to each other in honor of him. That is why we send valentines on February 14th, Valentine's birthday. February 119 VALENTINES Children in school always enjoy sending valentines and when so much pleasure can he gotten with so little work and expense on the part of teacher, it seems a pity that every child in school should not enjoy the anniversary day of the love saint. A day or so before February 14th, have the story of St. Valen- tine told by the teacher or by a larger pupil. The custom of sending little gifts of love should be particularly brought out, emphasize his loving deeds and his custom of sending loving messages. Speak of the absurd idea of sending comic valentines for the purpose of hurting some one's feelings ; this was never the idea of good St. Valentine. Speak also of the methods of sending valentines and how many, many miles these little messages will travel. How you drop your letter in the post box, from there it is taken to the post- office, and how many men hired by this great government handle that letter. Have children tell of the different ways letters are carried by mail : railroads, ships, horseback, horse and buggy, automobiles, small row boats, dog sleds, etc. In some school rooms it would be a good suggestion for each child to bring a penny and buy a plant for the school room, or a plant for a sick or crippled child in the neighborhood. It is a good idea to discourage the buying of valen- tines, for I think the children gain more pleasure from making their own. Each child should make one valentine under the teacher's direc- tion. Bring scraps of colored paper to school (if it is not furnished by the board), or it may be bought from a printing office for ten cents a pound. Cancelled stamps may be soaked off old letters and brought to school to be placed on the envelopes to make them look more real. The teacher should insist on each pupil making a val- entine for mother. All rooms above the first grade should have a valentine box. Get a large pasteboard hat box, make a slit in the top and glue down the cover. Have some of the larger boys and girls cover this with red crepe paper and place in a central position in the school room a day or so before Valentine's day, so the pupils can drop in their valentines as soon as finished. If the teacher does not purchase a valentine for each child in the room, she must have sev- eral on hand to give to those who receive the fewest number, so there will be no heart ache. Under no conditions have comic valentines given out. Write, or have some of the older pupils write on the board the following verses : 120 The Teacher's Guide Book VERSES FOR VALENTINES I send my love On the wings of a dove. Oh, may I dare to ask of thee A place within thy heart for me ? Take, Oh take this heart of mine And let me be thy valentine. My valentine I send to you This heart of mine, so fond and true. If your heart you'll give to me I your valentine will be. If you'll take this heart of mine, I will be your valentine. This lantern is dark But will easily light With one little spark From my love's eyes bright. This lantern is filled With love's rosy light, I send it to make- Your life more bright. (The two verses may be used when Japanese lanterns are used as design. ) Father's Valentine Do you know who is my valentine? My lover fond and true? Why, father ! He is always mine ; Nor would I change; would you? Mother's Valentine Of course ere this you've guessed her name. There surely is no other Whom I can ever love so well As my own precious mother. If I say that I love you, mother (or father) mine, What more can I say for your valentine? I send to you this little heart And hope that we may never part. Cupid carries a message for me. 'Tis simply this : I love thee. You have played a spider's part For in your web you've caught my heart. {Design of a spider and iveb may be used for this valentine .) T. G— 4 February 121 Thou'rt fair as the morn And bright as the sun, I should feel myself blest If thy heart I had won. If you look in my heart You shall see All the love I have for thee. Little friend, I love you true ; Here's a valentine for you. My true love you shall ever be If you will sometimes think of me. SUGGESTIONS FOR VALENTINES There are innumerable designs for making valentines, I suggest only a few : 1. Cut six hearts from red paper, decreasing in size from six inches to one inch across. Tie one above another in a vertical position and write upon them the following verses. "If on me"' (first heart), "You cease to think" (second heart), "My heart" (third heart), "Will shrink" (fourth heart), "And shrink" (fifth heart), "And shrink." (sixth heart.) 2. Cut from white paper heart three inches across, cut from red paper heart four inches across, paste white heart on top of red. Draw on white heart design of heart pierced with arrow. On back write appropriate verse. 3. Lay heart on fold of paper making heart booklet. Let pupil design decoration and choose verse. 4. Make square booklet with spider and web, or butterfly as design on cover. Leaves of plain white paper may be placed inside booklet for verse or verses. 5. Take piece of stiff paper or cardboard and decorate outer edge. Paste tiny envelope in center of card with flap up. On tiny piece of paper write message or verse; fold and slip in envelope, but do not seal. 6. Valentines may be decorated with the following: Sun-bonnet babies, brownies, kewpies, Holland boys and girls, Japanese lanterns, etc. 122 The Teacher's Guide Book Japanese lanterns for valentines. Paint lanterns in light yellow with black tops and bottoms. February 123 FEBRUARY Many, many welcomes, February fair maid, Ever as of old time, Solitary firstling Coming in the cold time, Prophet of the gay time, Prophet of the May time, Prophet of the roses, Many, many welcomes, February fair maid ! ■Tennyson. FEBRUARY STORIES 1. Plow Cedric Became a Knight. For the Children's Hour — Bailey and Lewis. 2. Stories of the Life of George Washington. 3. Stories of the Life of Lincoln. 4. Philip's Valentine. In the Child World. — Poulsson. 5. How Topsy Mothered Her Neighbor's Kittens. Hoxie Kg. Stories. 6. 7. 8. 9. 10. Hans in Luck. — Grimm. The Frog and the Ox. — Aesop. The Sailor Man. How to Tell Stories. — Bryant. The Miraculous Pitcher. — Hawthorn. How the Camel Got His Hump. Just' So Stories. -Kipling. Pattern for a Valentine. See finished design on page 127. 124 The Teacher's Guide Book PATRIOTISM 0^ Breathes there a man with soul so dead, Who never to himself has said, 'This is my own, my native land?" Whose heart has ne'er within him burned As home his footsteps he has turned From wandering on a foreign strand? If such there be, go mark him well. For him no minstrel raptures swell. High though his title, proud his name, Boundless his wealth as wish could claim, Despite these titles, power and pelf, The wretch concentered all himself, Living, shall forfeit fair renown, And doubly dying, shall go down To the vile dust from whence he sprung Unwept, unhonored and unsung. -Scott. The better part of valor is discretion. — Shakespeare. Bright flag at yonder tapering mast, Fling out your field of azure blue ; Let star and stripe be westward cast, And point as freedom eagles flew ! Strain home ! O life and quivering spars ! Strain home, my country's flag of stars ! — N. P. Willis. Every country has its flag. (Describe the flag of our country.) When it is borne down the street all the people cheer. It reminds them of this great country of which we are so proud. Little chil- dren of other lands love their flags just as we love ours. What is the French flag like? The German? (Shoiv pictures of flags of the most important nations, last the Szviss flag.) People often think that the only way to be patriotic is to cheer when the soldiers go by or to serve as a soldier during a war. This is a mistake. Men who February 125 help to make good laws, men who see that these are enforced, yes, all the people who carefully obey the laws of the country in which they live are just as patriotic as the soldiers. A country needs sol- diers sometimes, but good citizens all the time. And no boy or girl is too young to be a good citizen. How can we help to keep our country free? FATHER DAMIEN In the city of Louvain in January, 1841, Father Damien was born. His parents named him Joseph and while we know very little of how he spent his time when a boy, we know that his mother was a very good woman, who went often to the big church in the town and taught her sons that it was better to help others than to strive for money and power. His father, too, taught him to bear pain and endure hardships without complaint. When Joseph grew to be a man he became a priest and went as a missionary to the Sandwich Islands. He studied the language and as he was always sociable and pleasant and ready to help, he made many friends and the people were ready to listen to his teaching. As he knew a little about medicine, he was often able to help the people by giving them simple remedies when they were ill. Of course he had not been there long before he became inter- ested in that terrible disease, leprosy. This disease is very common in these islands, and because it cannot be cured and because people who touch the clothes or bodies of lepers are very likely to get the disease, the government had set apart the island of Molokai as a home for lepers. Here apart from their families and friends they live awaiting a slow coming but certain death. Father Damien heard that these lepers needed many things, com- fortable houses to live in, a hospital, a good water supply, but above all a leader to establish good order among them, a friend to cheer and comfort them; so he asked to be sent to Molokai. The bishop did not want to send a man to what must mean a horrible death in a few years at latest, but Father Damien insisted and the bishop gave his consent. That very day Father Damien started for the island of the outcasts. Every Monday a small steamer leaves Honolulu for Molokai bearing any fresh cases of leprosy which have broken out. On the shore are the friends and relatives of the doomed passengers and bitter are the tears which are shed as the boat for Molokai sails away. The island is high and rocky, guarded by a rough sea. Inland there are dense groves of trees, huge tree-ferns and thick matted creepers. Brilliant plumaged birds have their homes here, and scarlet 12(5 The Teacher's Guide Book creepers hang from the trees. But there was little happiness on the island. The poor lepers were indifferent to their miseries or tried to forget them by getting drunk. They passed their time in playing cards, dancing, and drinking and very rarely took the trouble to wash either themselves or their clothes. But this was not alto- gether their fault. Molokai was badly off for water and the lepers had to carry from some distance all they used, so it is perhaps natural that they should use as little as possible. Father Damien began immediately to make things better. With the aid of younger and stronger lepers he began building better houses. The material was sent over from Honolulu. He explored the island carefully and discovered a deep lake of cold, fresh water. This water was piped to the village and most of the lepers were thankful indeed. You would think that all the lepers would be grateful to Father Damien, for in addition to better living conditions, he had given courage to the living and consolation to the dying, but there were some who met the priest with sullen looks and spoke evil of him behind his back. The reason was that Father Damien succeeded in putting an end to the manufacture of spirits from the ki tree. This tree grows all over the island, and those who drink the liquor become stupid and finally mad. Father Damien had lived at Molokai ten years before this feel- ing of dislike altogether died out and then the people found out that he had become, like themselves, a leper. The doctors laughed at first when Father Damien told them he had contracted the dis- ease. They said that nobody else could have done what he had done for ten years and not get the disease, but that he had escaped so far and was safe. Father Damien did not contradict them but went to a German doctor. "You are right" said the doctor, and Father Damien went out and sat a long time in a lonely place by the sea. He lived for nearly six years after he became a leper and those who before had refused to listen to him, heard him gladly as one who had deliberately made a great sacrifice for their sakes, so he worked with a new power, and added friend to friend in those last years. He took his part in all that was going on until three weeks be- fore his death. He then took to his bed, knowing he should never rise again, and died with friends around him and the sound of the sea in his ears. But we may be sure that above the sound of the waves he 'heard, he heard a voice saying: "In as much as ye have done it unto one of the least of these, my brethren, ye have done it unto me." {The older pupils should read "Father Damien" by Robert Louis Stevenson.) March 127 SUGGESTED STORIES 1. Arnold von Winkelried. Baldwin's Fifty Famous Stories Retold. 2. Christians Fight with Apollyon. Pilgrim's Progress. — Bun- yan. 3. The First Day of the Revolution. American Hero Stories. — Eva M. Tappan. 4. The Meaning of Our Flag. — Henry Ward Beecher. POEMS 1. Freedom. — James Russell Lowell. 2. Lexington. — O. W. Holmes. 3. Paul Revere's Ride. — Henry W. Longfellow. Design for a valentine Memorandum Memorandum 128 The; Teacher's Guide; Book March Vil) MARCH The cock is crowing, The stream is flowing, The small birds twitter, The lake doth glisten, The green fields sleep in the sun ; The oldest and youngest Are at work with the strongest ; The cattle are grazing, Their heads never raising; There are forty feeding like one. Like an army defeated The snow hath retreated, And now doth fare ill. On the top of the bare hill ; The plowboy is whooping anon— anon ! There's joy on the mountains; There's life in the fountains; Small clouds are sailing, Blue sky prevailing; The rain is over and gone. — William Wordszvorth. MARCH March ! March ! March ! They will hurry Forth at the wild bugle-sound; Blossoms and birds in a flurry, Fluttering all over the ground. Hang -out your flags, birch and willow ! Shake out your red tassels, larch ! Up, blades of grass, from your pillow. Hear who is calling you — March. - — Lucy Larcom. MARCH The March wind came with a dreadful shout. Like a hungry lion's roar, And growled and prowled and blustered about For four long weeks and more. Till at last one sweet, sunshiny day He seemed to change his mind, Like a dear little lamb he skipped away, And left the spring behind. — Youth's Companion. 130 The Teacher's Guide Book DRAWING DRAWING SUGGESTIONS March Lower Grades 1. Draw a twig of pussy willows. Use white chalk and brown crayola. 2. Have children observe closely any pet they may have at home. Draw this pet. Give second opportunity to observe and draw again. 3. Draw in pencil garden tools. 4. Take walk. Let each child illustrate something that he saw which showed that spring had come. 5. Draw figure of child with umbrella raised. Higher Grades 1. Study of posing. Have little boy pose for one lesson, lit- tle girl for another. No outline or detail about the face, only pro- portions as to size of child. 2. Paint light-house and portion of the shore in ink or blue paint. Pictures of light-houses brought from home and shown to class. 3. Draw a little boy dressed as a sailor, and posed with rope in hand. 4. Design cover for bird book. 5. Draw and paint birds. Woodpecker or bluejay good sub- jects. March 131 Make picture-frame of gray paper with pine tree design done in green crayola. 132 The Teacher's Guide Book ARBOR DAY AN ARBOR DAY PROGRAM Grace D. McCarthy Song — School — Welcome (Tune, When He Cometh). Now unite our hearts and voices, In songs of glad praises. Each one gathered here rejoicing, Glad welcome to you. Chorus Welcome, Welcome, to you, Oh ! Glad welcome to you. Now to God, our Heavenly Father, ' Words of love we will say. He has brought us here together, On this Abor Day. Chorus. Recitation — Small Boy — Growing. 'A little rain and a little sun, And a little pearly dew, And a pushing up and a reaching out, Then leaves and tendrils all about — Ah, that's the way the flowers grow, Don't you know ? A little work and a little play, And lots of quiet sleep ; A cheerful heart, and a sunny face, And lessons learned, and things in place — r Ah! That's the way the children grow, Don't you know? Essay — Large Boy — Why Do We Celebrate Arbor Day? Suggestions : 1. Value of trees. 1. Prevents droughts and floods. 2. Prevents washing of soil. Oak March 133 3. Furnish raw material (lumber, fuel). 4. Effect on climate. 2. Rules for planting trees. 3. Care of trees after planting. Exercise — Six Small Boys. Chestnut : The chestnut turns to ruddy gold, When the summer days are dead. Ripe nuts I drop with a liberal hand, From my branches overhead. This is the oak, that in autumn wears A robe of russet long, Here is health and renown to his broad, green crown, And his fifty branches strong. The silver birch, like a white clad ghost, 'Mid the other trees is seen ; And the warm spring decks her branches slim, With open leaves of green. I am the honored tree of trees, Upon my branches shine Green needles slim, the whole year round And gifts at Christmas time. The maple tree has a gift most rare. From sunshine, earth and dew, Rich sap she stores, the thrifty nymph. And sugar makes fof you. The elm tree stands for history. The story of this land Tells how in Cambridge 'neath an elm, George Washington took command. We are the sturdy forest trees ; And ask a little space, A little care, a little thought; To benefit the race. Motion Song — Eight Small Girls (Tune, Yankee Doodle). Through the waking woods (1) to-day Little March wanders. Here she lifts (2) a laughing face, There she stops (3) and ponders. Now her eyes are dim (4) with tears, Now they shine with pleasure, While the south wind whistles (5) low Many a merry measure (6). Birch : Pine: Maple : Elm All 134 The Teacher's Guide Book Ferns and flowers she scatters (7) wide From her dimpled fingers, In the waking woods (1) to-day Little April lingers. 1. Hands raised with arms outspread. 2. Look upward with a smile. 3. Finger on lips. Shake heads thoughtfully. 4. Heads held down and sigh. 5. Hands at mouth to form trumpet. 6. Hands overhead, dance lightly. 7. Arms outspread with scattering motion. Story — Teacher — Apple Seed John. Found in the Child World by Emile Poulsson, or Plan Book by Marion George. Memory Gem — Recited in Concert by School. The groves were God's first temples, ere man learned To hew the shaft, and lay the architrave, And spread the roof above them — ere he framed The lofty vault, to gather and roll back The sound of anthems, in the darkling wood, Amidst the cool and silence he knelt down, And offered to the Mightiest solemn thanks And supplication. MARCH I wonder what spendthrift chose to spill Such bright gold under my window sill ! Is it fairy gold? Does it glitter still? Bless me ! it is but a daffodil ! And look at the crocuses keeping tryst With the daffodil by the sunshine kissed ! Like beautiful bubbles of amethyst They seem, blown out of the earth's snow-mist. O March that blusters, and March that blows. What color under your footsteps glows ; Beauty you summon from winter snows, And you are the pathway, that leads to the rose. — Celia Thaxter. MARCH STORIES 1. The North Wind and the Sun. — Aesop. 2. The Bag of Winds. In the Child World.— Poulsson. 3. How the Robin Got His Red Breast. — Flora Cooke. 4. How the Woodpecker Got Its Red Head. — Flora Cooke. 5. Spring in the Apple Tree. Half a Hundred Stories. 6. Baby Robin. — Half a Hundred Stories. 7. The Goose Girl. — Grimm. 8. The Fox and the Crow. — Aesop. 9. The Golden Touch. — Hawthorne's Wonder Book. J 10. Adventures of Robin Hood. — H. Pyle. March 1 35 SUED flank ^ DRAMATIZATION i Father Dick Arab Pine Cherry Birch Eem THE BOY WHO HATED TREES Characters : Oak Apple Mapee Paem WlEEOW Rubber Scene I Boy in bed. Father standing beside bed. Father: Good night, Dick. Remember, now, to wake up with the robins, so that you may be ready to help me set out our new trees. Dick (in a sulky tone) : Good night. {Father goes out.) Trees, trees ! I'm so sick of hearing about trees. Teacher has talked trees for a week at school, and now father has bought some old twigs to set out to-morrow, and I want to go fishing. I wish I lived in a land where there were no trees. We could get along well enough with- out them. (He falls asleep after yazvning and stretching. The trees enter. If possible let each child carry a bough of the tree he repre- sents. If this is not possible the name of the tree on pasteboard.) Oak : Here he is — the boy who hates trees ! (Dick sits up but the trees talk together and pay no attention to him.) Pine : 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 have called this meeting to see what can be done about it. Has anyone anything to say? Cherry : I cannot see that boys are of any use. Many years ago, when cherry trees were scarce in this country, a boy named George cut down my great-grandfather's just to try his new hatchet. 136 The Teacher's Guide Book White Birch : And boys know so little ; they are always hacking me with knives and taking off my coat, no matter how cold the weather is. I loved a boy once, but it was many years ago. He was a little 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." 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. Apple : I don't like boys either. One day a boy climbed up into my branches and broke one of my limbs. He was a very silly boy for he wanted green apples. Had my fruit been ripe I would have tossed one down to him. How happy we would be if it were not for boys. Maple {very angry) : This boy said we were of no use, but it was only this morning that I heard him tease his grandmother for a cake of my sugar. • Palm: He ate it as if he liked it, too. I saw him; he was fan- ning himself with one of my leaves. Willow {wiping her eyes) : Boys, boys, boys, I'm so sick of boys. This same boy made a whistle out of one of my children this very night, when he went for the cows. Rubber: We are of no use, are we? If it were not for me, where would he get the tires for his bicycle? There are his rub- ber boots, too. Why, he uses me every day about something. But I've thought of a plan. {The trees crozvd together and whisper.) Oak : But how shall we do it ? Elm : Oh, the wind will help us. He is our friend. Dick {in fright) : Where am I going? Trees {bozving and smiling) : To the land of no trees. Willow: Good bye! Good bye! {Trees crozvd out.) Dick : The wind is carrying me away ! It has grown so very hot. I wonder where I am. There are no trees or grass. I've seen pictures in my geography like this. It must be a desert. Oh, I was never so hot before. I can't stay here. What shall I do? (He no- tices something coming tozvard him.) What if that is a bear! There is no tree to climb, and I cannot run. I am so tired, and it is very hot. {Enter Arab.) Arab : Come with me across the desert. March 137 Dick: How? It is so hot. Arab: Take my hand. Dick : Oh, we are moving fast, but the wind burns my face. The sun hurts my eyes. I shall die of thirst. Arab: It is the desert. Dick: Are there no trees? . Arab : Trees ? You shall see. Dick : Do I see a black speck or does the sun blind me ? Arab (bowing low) : Look! Look! Dick : Why do you bow ? Oh ! Oh ! A spot of green grass, a spring of cool water, and a tree — a tree ! Arab : Yes, but you hate a tree. Dick: Hate trees? I never saw anything more beautiful. (Arab disappears. Dick stretches out his arms.) Dear, dear trees! (Father enters.) Father : Dick, Dick, are you going to help me plant the new trees ? Dick (waking up) : Oh, father, in just one night I have learned to see the wonderful beauty there is in a tree. 138 The Teacher's Guide Booi m mmmmm^MkmMMM*mmini CLEANLINESS !LE 1 mm A gentleman advertised for a boy to assist him in his office, and nearly fifty applicants presented themselves to him. Out of the whole number he selected one, and dismissed the rest. "I should like to know," said a friend, "on what ground you selected that boy, who had not a single recommendation." "You are mistaken," said the gentleman, "he had a great many. He wiped his feet when he came in, and closed the door after him, showing that he was careful. He gave his seat instantly to that lame old man, showing that he was kind and thoughtful. He took off his cap when he came in, and answered my questions promptly, show- ing that he was polite and gentlemanly. He picked up the book which I had purposely laid on the floor, and replaced it upon the table, while the rest stepped over it, showing that he was orderly; and he waited quietly for his turn, instead of pushing and crowd- ing. When I talked to him, I noticed that his clothing was tidy, his hair neatly brushed, and his finger nails clean. Do you not call these things letters of recommendation? I do." "Cleanliness is next to Godliness." TOM, THE CHIMNEY-SWEEP Once upon a time there was a little chimney-sweep, and his name was Tom. He lived in a great town in the north country where there were plenty of chimneys to sweep. He could neither read nor write, and did not care to do either, and he never washed himself, for there was no water up the court where he lived. Tom and his master, Mr. Grimes, set out one morning for Harthover Place, where they were to sweep the chimneys. Mr. Grimes rode the donkey in front, and Tom, with the brushes, walked behind. Tom had never been so far into the country before. He longed to get over a gate and pick buttercups, but Mr. Grimes was a man of business, and would not have heard of that. March 139 At last they came to a spring, bubbling and gurgling, so clear that you could not tell where the water ended and the air began. There Grimes stopped, got off his donkey, and clambered over the low road-wall, and knelt down, and began clipping his ugly head into the spring; and very dirty he made it. Tom was picking the flowers as fast as he could. But when he saw Grimes actually wash, he stopped, quite astonished; and when Grimes had finished, and began shaking his ears to dry them, he said: "My master, I never saw you do that before." "Nor will you again, most likely. 'Twasn't for cleanliness I did it, but for coolness. I'd be ashamed to want washing every week or so, like any smutty collier-lad." "I wish I might go and dip my head in," said poor little Tom. "It must be as good as putting it under the town pump, and there is no beadle here to drive a chap away." "Thou come along," said Grimes. "What dost thou want with washing thyself?" Grimes was very sulky and began beating Tom. "Are you not ashamed of yourself?" cried an Irish woman from over the wall. Grimes seemed quite cowed, and got on his donkey without another word. "Stop !" said the Irish woman. "I have one more word. Those that wish to be clean, clean will they be ; and those that wish to be foul, foul they will be. Remember." How many chimneys Tom swept at Harthover Place, I can not say, but he swept so many that he got quite tired, and lost his way in them; and coming down, as he thought, the right chimney, he came down the wrong one, and found himself standing on the hearth- rug in a room the like of which he had never seen before. The room was all dressed in white ; white window curtains, white bed curtains, white chairs, and white walls, with just a few lines of pink here and there. Under the snow-white coverlet, upon the snow- white pillow, lay the most beautiful little girl that Tom had ever seen. Her cheeks were almost as white as the pillow, and her hair was like threads of gold spread all over the bed. "She never could have been dirty," thought Tom to himself. And then he thought: "Are all people like that when they are washed?" and he looked at his own.vHst, and tried to rub the soot off, and wondered if it ever would come off. "Certainly I should look much prettier, if I grew at all like her." And looking round, he suddenly saw standing close to him a little, ugly, black, ragged figure, with bleared eyes and grinning white teeth. He turned on it angrily. What did such a little black ape want in that sweet young lady's room? And behold, it was him- 140 The Teacher's Guide Book self reflected in. a great mirror, the like of which Tom had never seen before. And Tom, for the first time in his life, found out that he was dirty, and burst into tears with shame and anger. He turned to sneak up the chimney again and hide, and upset the fender and threw the fire-irons down, with a great noise. Under the window spread a tree, with great leaves and great white flowers, and Tom went down the tree like a cat, and across the garden toward the wood. Tom ran on and on, and when he stopped to look around, he said : "Why, what a big place the world is," for he was far away from Harthover. Glancing through the woods he could see a clear stream, and far, far away, he saw how the river widened to the shin- ing sea. Then he fell asleep and dreamed that the little white lady called to him : "Oh, you're so dirty ; go and be washed ;" and then he heard the Irish woman say : "They that wish to be clean, clean they will be." And all of a sudden he found himself between sleep and awake, in the middle of the meadow, saying continually : "I must be clean, I must be clean." And he went to the bank of the brook and lay down on the grass and looked into the clear water, and dipped his hand in, and found it so cool, cool, cool; and he said again: "I must be clean, I must be clean." And he put his poor, hot, sore feet into the water ; and then his legs. "Ah," said Tom, "I must be quick and wash myself." — Water Babies — Charles Kingsley. QUESTIONS Why did Tom wish to be clean? Whose hands are cleanest to- day? What is water good for? Have you ever seen a sparrow wash itself? A kitten? How do they learn to do it so well? Memorandum 142 The Teacher's Guide Book APP-IU! d S M T W T F S &rrvNHrw y w APRIL April cold with dripping rain Willows and lilacs bring again, The whistle of returning birds, The trumpet lowing of the herds. The scarlet maple-keys betray What potent blood hath modest sway, What fiery force the earth renews, The wealth of forms, the flush of hues ; What joy in rosy waves outpoured Flows from the heart of love, the Lord. -Ralph Waldo Emerson. Aprie, 143 m DRAWING DRAWING SUGGESTIONS April Lower Grades 1. Make Easter card, using rabbits as design. 2. Make Easter egg basket. Cut two pieces of paper in form like illustration. Paste together around edge, but leave opening in center. Cut eggs from colored paper and slip in center of basket so they can be seen. 3. Draw a garden sprinkler. 4. Draw a red flower-pot, with some plant of green growing in it. Geranium may be used. 5. Tell story of flood. Paint rainbow, making colors light and blending into each other. Higher Grades 1. Draw a rabbit running, jumping, or in any position you can. Let the children bring pictures of them; copy same. They may be made very attractive. 2. Paint a twig of peach blossoms. 3. Design an Easter card. 4. Draw and paint ships in blue or brown tones. Draw these, as if sailing in water. 5. Paint butterflies. Get pictures or mounted butterflies, and paint in many colors. 144 The Teacher's Guide Book Designs for basket and Easter cards April 145 APRIL PROGRAM Song — School — Daisies (Tune, Jingle Bells). The winds are blithe and bold, And joy the glad hours hold, We'll take a little stroll to-day Down where the daisies stay. Chorus : Daisies white, and daisies gold, Daisies all around. April decked the fields with green, And daisies rich abound. At morning, night and noon, The bees they softly croon. The ~ birds are singing their glad lay, To welcome in the May. Chorus — Recitation — I Come, I Come — By Girl dressed to represent Spring. I come, I come, ye have called me long. I come o'er the mountains with light and song ! Ye may trace my steps o'er the wakening earth, By the winds that tell of the violets' birth, By the primrose stars in the shadowy grass, By the green leaves opening as I pass. Picture Song (Tune, Auld Lang Syne. Directions for Picture Song: Have frame about fifteen feet long covered with white canvas, on which is written the treble staff of Auld Lang Syne. The notes are the flowers which each girl repre- sents. Have hole in center of each flower for girl's face to appear. Color flowers with chalk or crayola. All: Daisy : Bluebell : We are the flowers of the field, We deck the meadows bright, We bloom for happy boys and girls, And fill them with delight. This is the daisy gold and white, With which the fields are dight, To make the world as gay as they We'll try with all our might. The bluebell is the flower for me, Her color's Heaven's blue. She dots the sparkling river's bank, And smiles for you, and you. 146 The Teacher's Guide Book Tulip : The tulip with her leaves so red, Holds a rich store of joy, Mid April showers she brightly glows And lifts a happy head. Wild Rose: The wild rose has .a drop of dew, Within her heart so pink. She keeps it that the busy bee May have a fragrant drink. Dandelion : The dandelion with happy face, Is shining on the hill : When autumn comes with chilly wind, She will be shining still. Primrose : The primrose is a modest flower, She hides amid the grass. Like stars that stud the sky o'erhead We find them as we pass. All: And so we come to you to-day, Bright flowers of the field. To bring you joy through all the year, The best that life can yield. Recitation — Large Boy — To the Cuckoo. O, blithe new-comer, I have heard ! I hear thee and rejoice; O ! Cuckoo ! Shall I call thee bird, Or but a wandering voice? While I was lying on the grass Thy two-fold shout I heard, From hill to hill it seemed to pass, At once far off and near. Thrice welcome, darling of the spring Even yet thou art to me No bird, but an invisible thing; A voice, a mystery. The same who in my school-boy days I listed to; that cry Which made me look a thousand ways, In bush, and tree, and sky. O blessed bird ! the earth we pace Again appears to be An unsubstantial, fairy place; That is fit home for thee. — Wordsworth. April 147 Song — School — April Day (Tune, Maryland, My Maryland). The gladsome spring has come at last, O, April day! O, April day! The dark and gloomy winter's past, O, April day ! O, April day ! The ha'ppy birds from branches trill, A tinkle comes from every rill, The purple violet dots the hill, This April day, this April day. The lamb is skipping on the green, O, April day ! O, April day ! The river spreads its silver sheen, O, April day! O, April day! And life which stirs in bird and tree, The message brings to you and me, That all the world is filled with glee, O, April day ! O, April day ! Recitation — The Wind. I saw you toss the kites on high, And blow the birds about the sky, And all around I heard you pass, Like ladies' skirts across the grass — O, Wind, a-blowing all day long, O, Wind, that sings so loud a song. I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all — ■ O, Wind, a-blowing all day long, O, Wind, that sings so loud a song. O, you, that are so strong and cold, O, blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me? O, Wind, a-blowing all day long, O, Wind, that sings so loud a song. — Stevenson. 148 The Teacher's Guide Book Janianic efueojeQjEfLEiyeiiEtLEDJeQje nl^^anianlarDlnlanlanlsnl DRAMATIZATION JSU. USD Characters : Gabriel Rene Lebeanc EVANGELINE Grace D. McCarthy Benedict Evangeeine Basil Scene I. (Benedict and Evangeline seated before the fire, a sound of foot- steps outside. Basil and Gabriel enter.) Benedict : Welcome, Basil, my friend ! Come, take thy place on the settle Close by the chimney-side, which is always empty without thee ; Take from the shelf overhead thy pipe and the box of tobacco; Never so much thyself art thou, as when, through the curling Smoke of thy pipe or the forge, thy friendly and jovial face gleams Round and red as the harvest moon through the mist of the marshes. (During the dialogue which follozvs Evangeline and Gabriel talk together at one side.) Basil (taking a seat) : Benedict Belief ontaine, thou hast ever thy jest and thy ballad; Ever in cheer fulest mood art thou, when others are filled with Gloomy forebodings of ill, and see only ruin before them. Happy art thou, as if every day thou hadst picked up a horse- shoe. (Stoops and lights his pipe, which Evangeline has brought him, from the embers.) Four clays now are passed since the English ships at their an- chors Ride in the Gaspereau's mouth, with their cannons pointed against us. What their design may be is unknown; but all are commanded On the morrow to meet in the church, where his majesty's man- date April 149 Will be proclaimed as law in the land. Alas ! In the mean- time Many surmises of evil alarm the hearts of the people. Benedict : Perhaps some friendlier purpose Brings these ships to our shores. Perhaps the harvests in England By untimely rains or untimelier heat have been blighted And from our bursting barns they would feed their cattle and children. Basil (grozving excited) : Not so thinketh the folk of the village (shaking his head). Louisburg is not forgotten nor Beau Sejour nor Port Royal. Many already have fled to the forest and lurk on its outskirts Waiting with anxious hearts the dubious fate of to-morrow. Arms have been taken from us, and war-like weapons of all kinds ; Nothing is left but the blacksmith's sledge and the scythe of the mower. Benedict: Safer are we unarmed, in the midst of our flocks and our corn- fields, S^fer within these peaceful dikes, besieged by the ocean Than our fathers in forts, besieged by the enemy's cannon. Fear no evil, my friend, and to-night may no shadow of sor- row Fall on this house and hearth, for this is the night of the contract. Built are the house and barn. The merry lads of the village Strongly have built them and well ; and breaking the glebe round about them Fill the barn with hay and the house with food for a twelve- month. Rene Leblanc will be here anon, with his papers and ink horn. Shall we not then be glad, and rejoice in the joy of our children? (Bvangeline comes forzvard and puts the chairs around a small table. Leblanc enters. Benedict and Basil arise. Basil knocks the ashes from his pipe and offers his hand to Leblanc.) Basil : Father Leblanc, thou hast heard the talk in the village, And, perchance, canst tell us some news of these ships and their errand. Leblanc : Gossip enough have I heard, in sooth, yet am never the wiser; Yet am I not of those who imagine some evil intention Brings them here, for we are at peace ; and why then molest us ? Basil : God's name ; must we in all things look for the how and the why and the wherefore? Daily injustice is done, and might is the right of the strongest ! 150 The Teacher's Guide Book Leblanc : Man is unjust, but God is just; and finally justice triumphs. {Leblanc arranges his papers on the table and the four gather- ing around, the notary begins to write.) First let us write the date and the name and age of the parties Naming the dower of the bride in flocks of sheep and in cattle. Orderly all things proceed and duly and well are completed, And the great seal of the law is set like a sun on the margin. (Leblanc arises. Benedict, drawing several silver pieces from his leathern pouch, throws them on the table. Picking them up and taking a draught from a tankard, the notary bows and departs. Evangeline brings a checker-board to the table and Basil and Benedict begin to play. Evangeline and Gabriel seat themselves near the open windoiv.) Gabriel : Gaze from the window, beloved, and see serenely the moon pass Forth from the folds of the cloud, and one star follow her foot- steps As out of Abraham's tent young Ishmael wandered with Hagar. Evangeline : Yes, silently one by one in the infinite meadows of heaven Blossom the lovely stars, the forget-me-nots of the angels. CHICKEN LITTLE Characters : Fox Lox Chicken Little Duck Luck Hen Pen Goose Loose Cock Lock Turk Lurk Scene I — A' Woods Chicken Little (walking through the zvoods) : This is a fine day. (Acorn falls on his head.) The sky is falling, the sky is falling! I must go and tell the king. (Enter Hen Pen.) Oh, Hen Pen, where are you going? Hen Pen : I am going to the wood for some meat. Chicken Little : Oh, Hen Pen, don't go, for I was going into the wood, and the sky fell upon my bald pate, and I am going to tell the king. Hen Pen : I shall go with you. (Enter Cock Lock.) Chicken Little : Oh, Cock Lock, where are you going ? Cock Lock : I am going to the wood for some meat. Hen Pen : Oh, Cock Lock, don't go, for I was going and met t. a— 5 April 151 Free-hand paper cutting to illustrate Chicken Little 152 The Teacher's Guide Book Chicken Little, and Chicken Little had been at the wood, and the sky had fallen on her poor bald pate, and we are going to tell the king. Cock Lock : I shall go with you. (Enter Duck Luck.) Chicken Little : Well, Duck Luck, where are you going ? Duck Luck : I am going to the woods for some meat. Cock Lock : Oh, Duck Luck, don't go, for I was going and met Hen Pen, and Hen Pen met Chicken Little who had been at the woods, and the sky had fallen on her poor bald pate, and we are going to tell the king. Duck Luck : I shall go with you. (Enter Goose Loose.) Chicken Little : Well, Goose Loose, where are you going ? Goose Loose : I am going to the woods for some meat. Illustrations for Chicken Little April 153 Duck Luck : Oh, Goose Loose, don't go, for I was going and met Cock Lock, and Cock Lock met Hen Pen, and Hen Pen met Chicken Little, and Chicken Little had been in the woods and the sky had fallen on her poor bald pate, and we are going to tell the king. Goose Loose : I shall go with yon. (Enter Turk Lurk.) Chicken Little: Well, Turk Lurk, where are you going? Turk Lurk : I am going to the woods for some meat. Goose Loose: Oh, Turk Lurk, don't go, for I was going, and I met Duck Luck, and Duck Luck met Cock Lock, and Cock Lock met Hen Pen, and Hen Pen met Chicken Little who had been in the woods and the sky had fallen on her poor bald pate, and we are going to tell the king. Turk Lurk : I shall go with you. (Enter Fox Lox.) Free-hand cutting of Fox-Lox Fox Lox : Where are you going, my pretty maids ? Turk Lurk : Chicken Little went into the woods, and the sky fell upon her bald pate, and we are going to tell the king. Fox Lox: Come along with me, and I will show you the way. (He leads them into his den.) All: Fox Lox has deceived us. We are in his den. We shall be devoured. Chicken Little, Hen Pen, Cock Lock, Duck Luck, Goose Loose, and Turk Lurk will never see the king to tell him that the sky has fallen. (They run around in great confusion.) 154 The Teacher's Guide Book n m TRUTHFULNESS m "Dare to be true ! Nothing can need a lie. A fault which needs it most grows two thereby." — George Herbert. "Truth crushed to earth will rise again; The eternal years of God are hers. But error, wounded sore, writhes in pain, And dies among her worshipers." You all know the old story of the shepherd boy who loved to tease, and who ran to the men in the field crying, "Wolf! Wolf!" when there was no wolf. Of course, after a little while the people paid no attention to him and one day a wolf really did come. Then he was punished for his untruthfulness for, in spite of all his crying, the men stayed at work in the field, while the wolf carried away a fine lamb from the flock. Of course, it is important to tell the truth that other people may believe us, but it is more important to tell the truth because every- body must live with himself and who wishes to live with a liar? Some people think you may only speak a lie, but you may tell what is untrue by a gesture or even by remaining silent. QUESTIONS A teacher asked : "Were you one of the boys who spoke when I was out of the room?" "No, I was not," the boy answered. He had not spoken, but he had whistled and disturbed the class. Was it true to say that he had not spoken? Why or why not? Do you ever want people to lie to you when you ask a question? What is the kindest way to tell the truth? Are there any questions which it is our duty not to ask at certain times? April 155 HIS WORD OF HONOR (Based upon an incident which took place during the last strug- gle of the Commune in i8j i.) He was only a boy, not yet sixteen, but nevertheless they were going to shoot him. The band of insurgents to which he belonged had been routed by the Army of Versailles, and, with some ten of his comrades, he had been conducted to one of the city prisons in Paris and con- demned to die. He heard the sinister report of the musketry which hurled his companions into eternity without moving a muscle. Then several officers approached him. "Now, my fine fellow, you and I have a score to settle" said the commandant. "Yes ; I am ready." "Really? So ready as all that? You are not afraid of death?" "Less than of life. I have seen such awful things during the last six months." "I wager you would not hesitate if I gave you your choice. If I said : 'See how soon you would be out of sight,' you would soon be off, I'll warrant." "Try me sir, try me ; put me to the proof ; it's worth a trial. One hour of freedom only, not more ; you shall see whether I will keep my word." "Oh ! My boy ! You're no fool, but you must take me for one. Once free and far away, and then to come back to be shot just as you would keep an ordinary appointment. You will hardly get me to believe that." "Listen, sir, I beg you. Perhaps you have a good mother; you love her, your mother, more than aught else in the whole world. Sir, do for me what you would pray others to do for you. Give me one hour of liberty and I will give my word of honor to re- turn and give myself up." The commandant paced to and fro, tugging at his mustache and evidently struggling hard to appear unmoved. "My word," he murmured. "This lad talks of my word as though he were a knight of the round table." He stopped abruptly in front of his prisoner and asked in a severe tone : "Your name ?" "Victor Oney." "Age?" "Sixteen." "Where does your mother live?" 156 The Teacher's Guide Book "At Belleville." "What made you leave her to follow the Commune?" "The Thirty Sons chiefly ; one must eat ; then the neighbors and my comrades threatened to shoot me if I did not march with them. My mother was afraid of them and wept and prayed me to obey them." "You have no father then?" "He was killed." "And where?" "At Bourget, fighting for his country." The commandant turned towards his staff. All seemed moved to interest and pity. "Well, then, it is understood," the officer said gravely. "You can go and see your mother. You have given me your word of honor to be back again in an hour. I shall know then whether you are a man of character or simply a cowardly boy. If you are not here by eight o'clock, I shall say that you are a braggart and care more for life than honor." "I thank you, sir; at eight I will be here." "We shall see when the time comes." Victor ran like a hare. Twenty minutes later he knocked at his mother's door. A neighbor opened to him. "Go very quietly," she said; "she is asleep." But Victor thought he heard his name called in a faint voice. He moved on tiptoe towards his mother's bed. "Victor ! My boy !" she said in her thin, weak voice. And now the boy who had faced death so bravely could do naught but sob. "Why do you distress yourself so, my child, my best beloved?" she asked. "You shall never leave me again. I will make haste and get well." Poor soul, how could she know that her pictures of a bright fu- ture only deepened her boy's anguish. She kissed him and gave herself up to dreams of happier days in store for them. Ashamed of his weakness, the boy forced himself into self con- trol, and when he raised his head from the pillow she was sleeping peacefully. The sight restored his energies. Lightly he kissed his mother's forehead, gazing at her earnestly for a few moments, then he went out hurriedly and returned to his post. "What, so soon?" the commandant cried, astonished. "But I had promised." "Doubtless, but you might have stayed with your mother some time longer." April 157 "Poor mother ! After a scene of tears which seemed to take all my courage — tears of joy for her, of despair for me — she fell asleep. So I kissed her and slipped away like a thief while she was sleeping, and here I am." The officer looked at the boy with mingled pity and admiration. "You are quite resigned, death does not frighten you?" he asked. Victor answered with a gesture. "And if I pardon you?" "You would save my mother's life, too." "Well, you are a plucky lad and you have not deserved to suffer as you have done. You shall go. Embrace me first. Now go, and go quickly. Join your mother and love her always. It really would have been a pity," he said, half apologetically, to his staff as he turned to them. Victor did not run — he flew home. SUGGESTED STORIES Little Scotch Granite. White's School Management. — American Book Co. APRIL STORIES 1. The Easter Story. Bible. 2. The Town Musicians. — Grimm. 3. Herr Oster Haas. Plan Book. — Marion George. 4. Aurora, Goddess of Dawn. Wheeler's Third Reader. 5. The Swan Maidens. — Flora Cooke. 6. Hiawatha's Rainbow. — Longfellow. 7. The Easter Lily. Mother Goose Village. — Bigham. 8. The Rainbow Fairies. Wheeler's Third Reader. 9. The Rich Goose. For the Children's Hour. — Bailey & Lewis. 10. Rikki-Tikki-Tavi. The Jungle Book. — Kipling. 158 The Teacher's Guide Book CHERRIES April brings the blossoms out, May winds scatter them about, Till the grassy floor below Whitens with their fragrant snow ; Then came June with golden sun; Of all the months the fairest one, Smiling on the trees and brooks Like a child with picture books. In the green leaves overhead Little lights were burning red; Looking up, it seems that I Saw the stars in fairy sky Glistening the leaves among, Lanterns by the pixies hung; But I heard a song-bird pipe : "Cherries ripe!" and "Cherries ripe!" He who sings of cherries best Wears their colors on his breast; He their poet is, and he Makes his dwelling in their tree. 'Tis not strange his song is sweet; Think — the cherries he can eat ! Busy with his feathered wits He makes bare the cherry pits. Bring the basket, little maid ; Let us lend Sir Robin aid. I will climb among the boughs Where he has his tiny house, And if I can find him there I will ask him please to spare Of his tempting cherry feast One small basket full at least. I will tell him how, in spring When you first had heard him sing, All upon the garden ground You the bread-crumbs threw around ; Then, if he's the bird I think, He will answer in a wink, "Certainly, I'd help you pick, If their stems were not so thick!"' — Frank Dempster Sherman. April 159 GARDENING In gardening much depends on condition of soil, and therefore time and thought should be expended upon it. See that the soil is fine and smooth, and pressed down firmly, so that it will not sink when the young plants are watered. Small seeds should not be planted too deep, as they are some- times choked by the depth of the soil. Large seeds, such as sweet peas, morning glories, etc., may be covered from three-fourths to one and one-half inches deep; while such seeds as candy tuft, mignon- ette, zinnia, etc., should be planted from one-half to one-fourth inch deep. In case of very small seeds, such as petunia, lobelia, and phlox, the covering should be very thin and earth should be pressed down with a small board or palm of the hand. When the plants have grown, the tall ones should be provided with stakes and the climbers with trellises. After this the important things to be seen to are to keep free from weeds and give plenty of water during the dry season. A list of flowers and vegetables which are easy to cultivate and give good returns in gardening, follow : Flowering Plants Asters — Sow early. They may be started indoors. Cover seed one-fourth inch deep and press down soil. Make rows about one foot apart. When one to two inches high, thin out to twelve inches apart. Bachelor's Buttons (Centaurca) — Plant one-fourth inch deep. Thin out plants three to four inches apart. Do not allow water to stand on the leaves of the young plant for they are very sensitive. Calliopsis (or Coreopsis) — Plant one-half inch deep and thin plants to one to two feet apart. To secure earlier bloom, sow indoors and transplant. Candytuft — Blooms July and September — Cover seeds one-fourth inch deep with fine soil pressed down. When two inches high, thin out to four inches apart. Makes a good border plant. Columbine — Thin young plants out to one foot apart. 160 The Teacher's Guide Book Forget-me-not — Cover seed one-half inch deep. Thin young plants to six inches apart. For early bloom sow indoors in March and trans- plant soon as garden soil is warm. It makes a good border plant. Hollyhock— Large plant, used for background work. Larkspur — Thin young plants to one foot apart. Lobelia — Put a very thin covering of fine soil over the seeds, barely hiding them, pressing down with a small board or the palm of the hand. Grows about six inches high. Makes a good border plant. Marigold — Have rows one foot apart and plant seed one-fourth inches deep. Mignonette — Cover seed one-fourth inch deep and have rows one foot apart. Thin young plants to six inches apart. Makes a good border plant. Morning Glory — Cover seed one-half inch deep. Thin young plants from four to six inches apart. Provide trellis or stakes for plants to climb on. Nasturtium — Plant seed about one inch deep and press soil down. Sunny situations are best for them. Pansy— Sow early. If started indoors, transplant when one inch high. Ought to bloom in June. They need cool place and moisture. Petunia — Plant seed one-fourth inch deep and press down. Thin out young plants from twelve to eighteen inches apart. Water with a fine spray and do not permit seed to die out. Makes a good bor- der plant. Phlox — Sow early in rows one foot apart, in- a sunny place. Plant one-fourth inch deep and cover with fine soil and press down. Thin young plants to four inches apart. May be started indoors and transplanted in April. Pinks — Cover seed one-fourth inch deep and press soil down. When two inches high, thin to six inches apart. Poppy — Cover seed one-fourth inch deep and thin to six inches apart when two inches high. Sweet Pea — Make a trench three to four inches deep and arrange so no water will stand in it. Put seeds in and cover at first with only one inch of soil. Cover the trench with a board until the seeds are well started and as they grow fill up the trench. When about, five inches high, put up netting for them to climb on. Zinnia — Cover seeds one-fourth inch deep. When plants are one to two inches high, thin to six inches apart. Plants are hardy and will stand some frosts. April 1G1 Vegetables Beans — Plant in rows abont two feet apart and cover seeds two and one-half inches deep. Put seeds four inches apart. Thin the plants from three to six inches apart. Beets — Seeds in rows about eighteen inches apart and one and one-half inches deep. Sow seeds thickly and thin young plants to six inches apart. Beets, Sugar — Plant in drills about two feet apart and seeds twelve to twenty to the foot. Cover seeds one to one and one-half inches deep and press down. When about three inches high, thin to ten inches apart. Cabbages — Better to start seeds in boxes indoors about five weeks before putting them in the garden. Plant in rows about one inch apart, putting five seeds to the inch. Cover one- fourth inch deep and press down. Transplant to rows thirty inches apart, with plants about eighteen inches apart. Carrots — Sow in rows which are one foot apart and cover with 5 one inch of dirt. Thin young plants to three inches apart. Seeds ger- minate very slowly. Corn, Sweet — Hills about two feet apart each way, with five kernels to the hill. Cress — Plant in drills, covering seeds one-half inch deep and pressing down. When well started thin to four to six inches apart. Cucumber — Plant late in spring so there will be no danger from frost. Plant in hills about four or five feet apart each way. Put ten to twelve seeds in a hill. Cover with one inch of soil and press down. Lettuce — Sow in rows about sixteen inches apart and cover about one-half inch deep. Sow thickly and thin young plants to four inches apart. Onions — Can use seeds or onion sets. Sow seeds in rows twelve inches apart and about twenty-five seeds to the foot. Cover one-half inch deep. Thin young plants to three inches apart. Parsley — Sow in rows twelve inches apart. Roots may be taken into the house over winter and grown in pots and cuttings made fre- quently. If the curled varieties are used, cut off the leaves when three inches high and new and better leaves will start. Every cutting im- proves it. Parsnips — Sow in rows twelve inches apart and cover one-half inch deep. Thin plants to three inches apart. Peas — Plant in rows about eighteen inches apart .and one inch deep. 162 The Teacher's Guide Book Peanuts — Can start them indoors. If started outdoors, start about June 1st to avoid any cold weather. Shell the peanuts but do not break the skin on the kernel. Plant two kernels to the hill and two inches deep. Potatoes — Cut a potato having one or more "eyes" on each piece. Plant in hills about one foot apart. Pumpkins — Can plant among corn or in open ground. Make hills and put about twelve seeds in each. When danger from bugs is past, thin to three plants to a hill. Radish — Plant in rows fourteen inches apart and cover one-half inch deep. Put three seeds to the inch. Sow every ten days. Clean, rich, warm soil is the best. Spinach — Sow in rows about fourteen inches apart, putting forty seeds to a foot. Cover with one inch of soil. Thin to six inches apart when leaves are about one inch high. Squash — Plant summer squash in hills about four feet apart each way; winter squash, hills eight feet apart. Put ten to twelve seeds in a hill and cover two inches deep. Tomato — Start plants early indoors, sowing rows six inches apart, four seeds to an inch. Cover one-half inch deep. Need plenty of light for young plants. Transplant when they are about ten to twelve inches high and set in rows with plants about two feet apart each way. Memorandum 164: The Teacher's Guide Book May 165 DRAWING DRAWING SUGGESTIONS May Lower Grades 1. Write on the board and have children memorize, draw key and write following verse below : I know of a jeweled castle Where is hidden a golden key, That opens the door of the castle fair Called the "Castle of Courtesy." Children Tulips 2. Have the pupils draw and paint some spring flowers. in red and yellow can be used to advantage. 3. Have children paint a simple spring landscape. Review color names. 4. Have children design a rug. Show pictures of Indian rugs. Let designs be simple but original. If possible, weave rugs with differ- ent colors of yarn on cardboard looms. 5. Make pencil drawings of boy's wagon or wheelbarrow. Higher Grades 1. Arrange pansies or violets with leaves in a bowl. Have it show back-ground of one color, and fore-ground of another. 2. Make a booklet cover of brown paper with daisy border. Make petals of white chalk and centers with yellow crayola. 3. Paint bunch of jonquils and leaves, two or three of each. Paint flowers first in light yellow wash. Before dry add bright green calyx and in same color paint with bold strokes the leaves. When mak- ing leaves begin at top and turn brush to give twisted appearance to leaves. 4. Draw and paint a spring landscape. Give good attention to coloring. 5. Go out sketching and make landscape from nature. 166 The Teacher's Guide Book mmmmmm /^Z^^^Z /^Z^Z^Z^ Make Turkish rugs of manila paper with red, green and blue design, made in crayola. Cut ends about one- fourth inch up to repre- sent fringe. Rugs may be used for doll house. May 1G7 A MAY PROGRAM Grace D. McCarthy Song — School — The Birdies' Ball. Spring once said to the nightingale, "I mean to give you birds a ball ! Pray, now ask the birdies all, The birds and the birdies great and small!" Tra, la, la, la, la, la, la ! Soon they came from bush and tree, All singing sweet their songs of glee, Each one fresh from his cozy nest, Each one dressed in his Sunday best. Tra, la, la, la, la, la, la ! They danced all day till the sun was low, The mother-birds prepared to go, Then one and all, both great and small, Flew home to their nest from the birdies' ball. Tra, la, la, la, la, la, la ! — Abridged — Selected. Recitation — The Wild Rose — {Child carries rose in hand.) Just take a piece of sunset — The pinkest one you've seen — And cut four pretty petals out, And wrap them carefully about With scalloped bits of green. Then catch the yellowest sunbeam Of all that dance and dart, And fringe it into silken floss, Pour on a drop of dew for gloss This makes the blossom's heart. Then fill all with the breath of The sweetest wind that blows, And fasten to a stem all new, The sharpest bee-stings — quite a few, And you have — this wild rose. Dramatized Song — The Tittle Girl and the Bee — Sung by Small Girl and Boy (Tune, Jesus Loves Me, omit chorus). Little Girl: Little buzzing bee, I see, Flitting on past wood and tree, Working hard through all the day, Why not stop a while and play? 168 The Teacher's Guide Book Bee: Little girl with eyes of blue, Listen while I tell to you, Bees may fill the hive with honey Only when the days are sunny. Little Girl Bee Do you then work all the day? Do you never stop to play? Do you never go to sleep, Hidden in a blossom deep? Work is play on summer day, Loud I buzz my happy lay, Autumn brings me sleep at last When the time of flowers is past. Recitation — The Flowers. All the names I know from nursie; Gardeners' Garters, Shepherd's Purse, Bachelor's Buttons, Lady's Smock, And the Lady Holly Hock. Fairy places, fairy things, Fairy woods where the wild bee wings, Tiny trees for tiny dames — These must all be fairy names. Tiny woods below whose boughs Shady fairies weave a house, Tiny tree tops, rose or thyme Where the braver fairies climb — Fair are grown-up people's trees, But the fairest woods are these Where, if I were not so tall, I should live for good and all. — Stevenson. Suggested Recitations I'm to Be Queen of the May. — Tennyson. Lady Clare. — Tennyson. Song — School — May (Tune, Home, Sweet Home). The days are growing longer, The nights are cool and sweet, The frogs sing in the meadow, The crickets loudly cheep. Chorus : May, May, lovely May! The month that brings the flowers, After the April showers. May 169 The apple blossoms bending Pretend to rain down snow. The yellow dandelion In the grass is all aglow. Chorus The robin is a-swinging, Upon the top-most spray, And Nature loud is telling The time is lovely May. Chorus MAY Merry, rollicking, frolicking May Into the woods came skipping one day ; She teased the brook till he laughed outright, And gurgled and scolded with all his might. She chirped to the birds and bade them sing A chorus of welcome to Lady Spring; And the bees and the butterflies she set To waking the flowers that were sleeping yet. She shook the trees till the buds looked out To see what the trouble was all about ; And nothing in nature escaped that day The touch of the life giving, bright, young May. — George Macdonald. MAY Hail, bounteous May, that dost inspire Mirth, and youth, and warm desire ! Woods and groves are of thy dressing, Hills and dales dost boast thy blessing. Thus we salute thee with our early song, And welcome thee, and wish thee long. — John Milton. MAY STORIES 1. Phaeton Drives the Sun Chariot. — Wheeler's Third Reader. 2. Seven Times One. — Jean Ingelow. 3. The Giant and the Fairy. — Half a Hundred Stories. 4. Joe's Rosebush. Half a Hundred Stories. 5. Butterfly Blue and Butterfly Dear. Wheeler's Third Reader. 6. A Legend of the Dandelion. Half a Hundred Stories. 7. King Solomon and the Ants. Nature Myths. — Cooke. 8. The Little Jackals and the Lion. Stories to Tell Children. — Bryant. 9. The Frog and the Ox. Plow to Tell Stories. — Bryant. 10. The Search for a Good Child. Mother Stories. — Lindsay. 170 The Teacher's Guide Book m mi DRAMATIZATION THE QUEEN BEE Characters : Prince Charee'y Prince Henry Oueen Bee Prince Whitting King of the Ants Duck Leader Scene I — A Wood (Three princes walking along seeking their fortune.) Prince Charles: There is an ant-hill. Let us stir up the ants. Prince Henry : I like to see them hurry away with their eggs. Prince Whitting : No, do not touch them ; I will not let you hurt them. (They zvalk on.) Prince Charles: Oh, see that beautiful pond. Prince Henry : Let us catch those ducks swimming in the water. Prince Charles: We will cook and eat them. Prince Whitting : No, do not catch them. I will not let you. (They walk on.) Prince Henry : What a splendid oak tree. There must be a bees' nest in it. The bees fly around it. Prince Charles: There is so much honey in the nest that it has run down the trunk of the tree. Prince Henry : We will make a fire under the tree. Then the bees will fly away and we can have the honey. Prince Whitting : Do not make a fire. I will not let you hurt the bees. Prince Henry : What a tiresome fellow you are, never ready for any sport. Prince Whitting : There is a castle. Let us go in. Perhaps we shall find our fortunes there. (They enter the castle.) Prince Henry : Everything is stone. Even those horses standing in the courtyard. Prince Charles : Something is written on this stone table : "To free three princesses who lie sleeping in one of the rooms, first some- May 171 one must find a thousand pearls that lie under the moss in the woods. If he does not find all the pearls in one day at sunset he shall be turned to stone." Prince Henry : I shall find the pearls to-morrow. Prince W hitting : It is too dangerous, brother. Do not at- tempt it. If you fail to find one you will be turned to stone. Prince Henry : Certainly you would be, my poor Whitting, but I shall have no trouble finding all the pearls. Scene II — The Next Day Prince Whitting: My poor brothers have failed and stand as stone images in the courtyard. Now it is my turn. {He begins look- ing for pearls under the moss. Enters Ant King.) Ant King : Good morning, Whitting. You saved our lives, now we will save yours. I shall call up five thousand ants ; they will find the pearls, and place them in a pile for you before sunset. Prince Whitting : Thank .you, my good friend. I am safe for to-day, but to-morrow I must get the key to the princesses' room from the lake. (Enter the Duck Leader.) Duck Leader: Have no fear, friend Whitting, my ducks will help you, for you saved our lives. It will be no great matter for us to dive to the bottom of the lake and bring you the key. Prince Whitting : Thank you, good Duck Leader, I see you do not forget past favors. I am safe for to-morrow, but the hardest task yet remains. {Enter Queen Bee.) Queen Bee : What is that, my friend ? Prince Whitting : I must tell which of the three daughters of the king is the youngest and prettiest. They are asleep and look just alike. Before they went to sleep the eldest had eaten some sugar, the second a little syrup, and the youngest a spoonful of honey. How can I tell which one has eaten the honey? Queen Bee: That is a hard matter for you, but I shall find no difficulty in finding her out for you. The youngest princess is the one on whose lips I alight and begin to sip the honey. Prince Whitting: My good friends, you have saved my life. In return for this the king has promised to give half of his kingdom and I shall order everyone to be kind to the ants, the ducks, and the bees. — Grimm, adapted. 172 The Teacher's Guide Book HELPFULNESS The happiest people aie the people that help other people most. Some people have very strong bodies, blacksmiths usually have. They help people by working hard to make useful things. Our good friends the horses help us with their strong bodies, too. They plough our fields and draw heavy loads. But it is not necessary to have a strong body to help other peo- ple. Robert Louis Stevenson was sick most of his life yet he helped many people by means of the charming stories he wrote and the happy spirit he always displayed. HELPFULNESS "Beautiful hands are those that do Work that is earnest, brave and true, Moment by moment, the long day through." "The only way to have a friend is to be one." — R. W. Emerson. "I love you, mother," said little Nell, "I love you better than tongue can tell." Then she teased and pouted half the day, Till mother rejoiced when she went to play. "I love you, Mother," said little John ; Then, forgetting his work, his cap went on, ■ And he was off to the garden swing, Leaving his mother the wood to bring. "I love you, mother," said little Fan, "To-day I'll help you all I can." To the cradle then she did softly creep, And rocked the baby till it fell asleep. Then stepping softly she took the broom And swept the floor and dusted the room. Busy and happy all day was she, Helpful and cheerful as child could be. May 173 "I love you, mother," again they said, Three little children going to bed. How do you think the mother guessed Which of them really loved her best? -Joy Allison. THE PIT One day a peasant going through the forest heard cries of dis- tress — "Help! Help! I am dying in this pit." The sound seemed to come from the ground, but he saw that a pit dug to catch wild animals had trapped a man. "My friend, I will try to help you," he said; "grasp this stick which I am letting down." No sooner had he said this and let down the stick than a monkey seized it and leaped out. The monkey, like the man, had fallen into the pit. Frightened, the peasant started to run away, but the poor man in the pit pleaded: "Help! Help! I am a rich noble, half I own is his who will help me." The peasant, sorry for the man, returned and again let down the stick. A large lion sprang out and ran into the forest. Badly frightened, the peasant started to run away, but the voice of the trapped man pleaded : "Do not leave me, I shall die ! My largest castle is yours if you will aid me." Again he let down the stick, but no sooner was it down than a huge serpent wriggles out. Wild with fear, the peasant threw down his stick and fled, crying : "It is a demon in the pit." But the voice of the man in the pit rose louder : "For the love of heaven, do not leave me to starve. Return and all I own is yours." Again the peasant ventured back, and, though trembling with fear, for the fourth time lowered the branch. This time he was suc- cessful and drew the nobleman from the pit, "My good friend," gasped the nobleman, "how can I reward you ?" "I want very little," said the peasant; "but I should be glad to receive a wedding present, since I am to be married." "Certainly you shall have it," said the nobleman, and they walked along together. Soon they reached the edge of the forest. "I know my way from here," said the nobleman; "Good-day." "When shall I come for my wedding present?" "Oh, yes, anytime. You will not expect too much. Good-by." They went their separate ways. 174 The Teacher's Guide Book The next day the peasant went to get his wedding present, but the nobleman refused to see him, said he had made no promise of a gift, and ordered the servants to drive the man away. The poor peasant, discouraged, tired, and hungry from his long walk, and bruised by the blows of the servants, returned at night- fall to his hut. A fire was blazing on the hearth and the monkey, the lion, and the serpent were lying before it. They sprang up at once and wel- comed the man with joy. The lion dragged from the corner the carcass of a deer which he had killed in the forest. The monkey showed the dry wood which he had piled beside the fire. "Did you do nothing?" said the man to the serpent; "are you an ungrateful nobleman?" The serpent in reply glided under the wall and returned with a diamond of great size in his mouth. The peasant received the jewel with great joy. "I shall buy myself some land with this," he said. The next day the peasant went to a jeweler to sell the diamond. The jeweler was surprised to see so poor a man with so valuable a stone. Sure that the peasant was a thief, he called the officers and had him arrested. When the poor frightened peasant was called before the judge, he told the whole story, and begged the judge to send for the noble- man. Although the judge did not believe the peasant, he ordered the nobleman to appear. "Did this man help you from a pit, as he says?" inquired the judge of the nobleman. "Is it likely that I should need help from a peasant?" replied the nobleman. "Then his story of the monkey, the serpent and the lion is a falsehood?" "It is a falsehood," began the nobleman, but to his horror the door opened, and the lion, the monkey, and the serpent walked in. Shivering with fright, the nobleman tried to escape, thinking the animals had come to harm him, but the judge, seeing that the peasant had told the truth, ordered that the nobleman should reward the peasant as he had promised to do, and the peasant, accompanied by the lion, the monkey, and the serpent, left the courtroom a rich and happy man. QUESTIONS How did the man fall into the pit? Why did he promise to do so much for the peasant? Why did he fail to keep his promise? May 175 BUSY WORK Keeping a child quiet, merely "killing time," is not the true pur- pose of busy work. It must have some educational value. The fol- lowing suggestions may help : 1. Take word "Oklahoma" and make as many words from it as possible, as ham, look, etc. 2. Make list of all objects in room beginning with certain let- ters, as "b," book, blackboard, etc. 3. Make list of all things you saw coming to school. 4. Write list of boys' names. 5. Write list of girls' names. 6. Write list of names each one beginning with the last letter of previous name, as Alice, Emma, Albert, Thomas, etc. 7. Write the names of the spring months. 8. Write the names of the summer months. 9. Write the names of the fall months. 10. Write the names of the winter months. 11. Write the names of the days of the week. 12. Copy some poem appropriate to the season. Memorize first verse. 13. Write names of all fruits that are red. Draw each one. 14. Write names of all fruits that are yellow. Draw each one. 15. Write names of all wild animals you have seen. 16. Write names of wild animals you have never seen. 17. Write names of all animals on the farm. Draw one. 18. Make list of all insects you know. 19. Write names of all things in the school-room made of iron. 20. Memorize poem : Thirty days hath September, April, June, and November; February has twenty-eight alone. All the rest have thirty-one Excepting leap-year — that's the time When February's days are twenty-nine. 21 Write all words which have same root, as faith, faithful, un- faithful. 22. Write names of all towns and cities you know. 23. Write list of words ending in "ful," "ed," "ing," etc. 24. Write list of words rhyming with certain word as sing, bring, ring, etc. 176 The Teacher's Guide Book 25. Write and illustrate some well know story, as : The Little Red Hen. The Three Bears. The Fox and the Grapes. The Lion and the Mouse. FORTY-FIVE ADDITION COMBINATIONS 111111111 285436197 2 2 2 2 2 2 2 2 2 8 9 3 6 4 5 7 3 3 3 3 3 3 3 4 3 6 7 9 8 5 4 4 4 4 4 4 5 9 4 8* 7 6 5 5 5 5 5 7 8 5 6 9 6 6 6 6 9 7 8 6 7 7 7 7 9 8 8 8 8 9 9 May 177 Paper cutting from "The Song of the Lark" by Breton. (See Picture Study Group.) MEMORANDUM M EMORANDUM 178 The Teacher's Guide Book 206 The Teacher's Guide Book Sons: of the Lark — Breton Pjcture Study 207 cc V± ^ 208 The; Teacher's Guide Book A Primary School in Brittany Gcoffroy Jean Geoffroy is a living French artist, and one of the greatest painters of children. He was first an engraver, but saved money and came to Paris to study art. From the first he was successful and he is now a rich man, but he chooses to live in a plain house in the suburbs of Paris close to the school that has inspired so many of his pictures. He is shy with grown-up people, but not with the chil- dren of the neighborhood who all love M. Geoffroy. Does he not give them cakes, flowers, and paint them in lovely pictures? Questions Of what is this a picture? Why do you think so? Is it like your school room? Are the children's clothes like yours? How many classes of children are there? What is each doing? Do you like the picture? Why? Are the children trying hard to learn their lessons? What hangs on the school room wall? What language do these little boys speak? (French.) Do all write their lessons on slates? Does the teacher look kind ? Does the teacher sit or stand ? I think they are very industrious and well behaved children, don't you? The Baeloon Dupre Julien Dupre, born March 17, 1851, is a French landscape and figure painter who has steadily grown in popularity since he sprang into notice during the Centennial of 187G. His name should not be confused with Jules Dupre, who was a friend of Rousseau and one of the Barbizon school. Julien Dupre studied under Pils Henri Lehmann and Langee and received medals from the Salon of 1881, and the Paris Exposition in 1889. He was made a member of the Legion of Honor in 1892. Dupre is a painter of peasant life and has a style which is simple, frank, and strong in individuality. He is noted for his draughtsmanship and bis ability to observe nature. "The Balloon" is one of Dupre's best known pictures and hangs in the Metropolitan Museum of Art, New York city. "The Pas- ture," another one of Dupre's paintings, hangs in the Museum of Art, St. Louis. Missouri. In the picture of "The Balloon" Dupre has painted a picture of French peasant life and more than that, it can be considered an his- Picture Study 209 torical picture in that during" the Franco-Prussian war, which began in 1872, the balloon played such a prominent part in French history. This balloon, which is certainly an object of great interest for the time being, but will very soon float gracefully out of sight, may be one of those war balloons. Notice how the artist has represented each member of the group. I judge that this is a family which has stopped work to look intently at this uncommon sight. The father is the only one who wears a hat while the mother is shading her eyes with her hand. Then there is the elder son who is on his knees surrounded by the hay. The daughter is also there, with rake in hand, a type of sturdy woman- hood. While a younger daughter, under a nearby tree, and a little boy are intently looking upward. They have all been very busy, as may be seen by the hillocks of hay around them. In addition to the interesting figures in the picture, notice the beau- tiful landscape in the background — fences, trees, and hills. The sky is so clear, and one can see such a great distance. I imagine it is the middle of the day. Questions What are these people doing? What has each been doing? How long have they been at work? What time of day is it? How do you know ? What are they watching ? Is everyone in the picture repre- sented as watching the balloon? Where is the balloon? What is the center of interest? In what country do these people live? To what class of people do they belong? (Peasant class.) Do the chil- dren in the picture help their father and mother? Count the persons in the picture. Are the hills in the background beautiful? Is there more sky than earth in the picture? What kind of trees in the back- ground? (Lombardy poplars.) Wdiere have you seen a balloon? Where have you seen haymakers? Did you notice the fragrance of the new mown hay ? Compare haymaking as represented in this pic- ture to the present methods. Name some other pictures painted by Dupre. Pilgrims Going to Churcpi Boughton George Henry Boughton was born near Norwich, England, in 1833. His parents came to the United States in 1839 and settled in Albany, N. Y., where Boughton worked in his brother's hat factory although he spent more time in making clever pen sketches than in learning his trade. 210 The Teacher's Guide Book He was once given some money with which to buy fish hooks, but saw some paintings in the window of a shop which he was passing ; he spent his money for paint and a small piece of canvass, and, without help or lessons, painted pictures which astonished those who saw them. In 1853 he went to London and Paris to continue his studies. While in Paris he received much assistance from Edmund Freere. In 1867 Boughton made his permanent home in London, but exhibited his pictures in the United States and found many patrons in our own country. He was very fond of painting from the lives of the Ameri- can colonists, and also wrote for magazines and illustrated his stories with taste and skill. He became an associate member of the Royal Academy, London, in 1879, and became a member in 1896. His death occurred in London in 1905. Some of his best pictures are: "Hay Plarvest in Brittany," "Way- side Devotion," "Pilgrim Exiles," "Pilgrims Going to Church," "Re- turn of the Mayflower." Questions Describe this picture. Where are these people? Who are they? Why do they look so sad? (Tell the Pilgrim story.) Which figure do you like best? Why? What time of the year is it? Why do the men carry guns? Why do the men walk before and behind the women and children? How does the dress of this boy and girl differ from yours? What kind of trees in the distance? In what part of the United States is this picture supposed to be taken? PIoly Night Correggio Correggio (1494-1534) whose real name was Antonio Allegri, received this name Correggio from his birthplace. Pie was the son of a tradesman in comfortable circumstances. Pie was carefully educated and received some instruction in art from his uncle, but led an isolated life as far as intercourse with other artists is concerned. He is said to have exclaimed on seeing Raphael's Saint Cecilia, the only great picture he ever saw, "I, also, am a painter!" He was the first artist to attempt the painting of a large cupola. The fact that the figures must be viewed from below necessitated bold foreshortening. His con- temporaries did not appreciate his wonderful work, and called the cupola decoration "A Hash of Frogs." But Titian said on seeing the picture, "Reverse the cupola, and fill it with gold, and even that will not be its money's worth." Picture Study 211 By some he is considered the seventh greatest artist in the world, although he really belongs to no school of painting. Correggio was a painter of joy and always portrayed religious subjects. There is a story that Correggio's death was caused by the fatigue of carrying from Parma to Correggio a bag of copper coins paid him for a picture. Questions Why is the picture called Holy Night? Where does the light come from ? What feeling does the face of the mother show ? Where is Joseph? Just what time of night is it? Why? Who are the men on the left? Who are those above? How does the picture make you feel ? What has the man in the foreground in his hand ? Why ? What do you see through the open window? The Sheep Foed. Jacque. Charles Emil Jacque, a French painter, was born in Paris in 1813. He first became known as an engraver. After first studying law, he served for seven years in the army, but he always loved to paint or engrave, and was strictly a painter of animals and farmyard scenes, and was sometimes called, "The Raphael of the Pigs," because his pictures of them were so lifelike. Jacque was, however, the greatest painter of sheep, and the wool of his sheep looks as though it could be sheared. His canvasses are small, and his workmanship broad and mas- culine He received the decoration of the Legion of Honor, in 1867. It is told of him, that, having bought an old dog for a model, his neighbors thought he must have a fondness for old dogs, and brought them to him in such numbers that he could hardly find a place for them. He died in 1894. His picture of "The Sheep Fold" hangs in the Metropol- itan Museum of Art, New York City. Questions What do you see in this picture ? How does nature prepare sheep for winter? What time of the year is it? Why? What does the farmer do for the sheep in winter? Is this sheep fold old or new? Are there any little lambs in this picture? For what are the racks along the wall used? What do you see in the central foreground? (Sheep drinking.) How many chickens do you see in the picture? What is hanging against the wall above the hay racks? Do the sheep look contented? Are they well fed and housed? 212 The Teacher's Guide Book Washington Crossing the Delaware Leutz Emanuel Leutz, German-American artist, was born in Gemund, Wurtenburg, Germany, May 24, 1816. At a very early age with his parents he came to America and settled in Philadelphia, but soon after moved to Fredericksburg, Virginia. When quite young, Leutz showed talent as an artist and received his first instruction in art from J. A. Smith, a portrait painter of Philadelphia. In 1810, when Leutz was twenty-four years of age, one of his pictures attracted much attention, thereby procuring for him several orders and enabling him to go to Dusseldorf, where he studied art at the Royal Academy under the famous Lessing. Later he went to Venice and Rome to study, but soon returned to Dusseldorf where he married and lived there for fourteen years. Leutz especially devoted himself to American, Spanish, and Eng- lish historical subjects. His pictures of the American Revolution were very famous and brought him many orders from this country. In 1860 he was commissioned by congress to decorate a stair- case in the Capitol at Washington. This was a large composition and he called it, "Westward the Star of Empire Takes Its Way." Some of his best known pictures are: "Columbus in Chains," "Cromwell and His Daughter," "The Court of Queen Elizabeth," "Henry VIII and Anna Boleyn," and "Columbus at the Council of Salamanca." "Washington Crossing the Delaware" is considered the best work of Leutz and hangs in the Metropolitan Museum of Art, New York city. Emanuel Leutz died in Washington, D. C, July 18, 1868. Questions Can you count the people in the picture? About how many are there? Find George Washington. What time of the year is it? Is the river dangerous? Why? Why is it necessary for the soldiers to cross the river? (Tell the story of Washington's attack on the Hes- sians at Trenton.) Is the boat crowded? Are the men working hard? What is the man at the bow or in front doing? At the stern or rear? Are these brave men? Why do you think them brave? Who is their leader? Tell something you know about him? What is the name of this river? Find it in your geography. What does the man who stands just behind Washington carry? Is that flag exactly like our flag of to-day? Tell the difference. Tell what you see in the background. Do you like the picture? If so, why? Picture Study 213 Feeding Her Birds. Millet "Now and again on a patch of barren soil one can see figures hoe- ing and digging. From time to time, one will rise and straighten his back and wipe his forehead with the back of his hand. Thou shall eat thy bread in the sweat of thy brow. This is not the gay and jovial work that some people would make us believe it is, but it is to me true humanity and great poetry none the less." (From a letter from Millet to Senser.) Jean Francois Millet (1814-1878) was the son of poor French peasants. His grandmother called him Jean for his father, and Fran- cois for St. Francis of Assisi, who loved all living things and talked with the birds. Millet's grandmother loved him tenderly and in the morn waked him gently with "Wake up, my little one; you do not know how long the birds have been singing the glory of God !" The boy was handsome and strong. The clergyman of the village taught him Latin and he was an apt pupil. His father, a natural musician and a lover of nature, sympathized with his love for drawing and helped him find a master. Millet went to Paris to study with Paul Dela- roche. The city students could not understand him and called him "Man of the woods." Pie had a hard struggle to get along. His pic- tures did not sell. He was ready to paint sign-boards. He said, "Let no one think he can force me to pettify my types ; I would rather do nothing than to express feebly. Give me signboards to paint, give me yards of canvas to cover like a house painter, but let me imagine and execute my own work in my own way." He left Paris for Bar- bizon where he lived in a small peasant's house of three rooms. He spent his mornings working the garden or field digging, planting, or sowing. In the afternoon he worked in his studio. In this way he spent years but recognition came to him at last and in his lifetime, and his fame has steadily increased since his death. All his works show a knowledge of the poetry and dignity that reside in the work of the humble. Questions What is this mother doing? Who are the birds? Are these chil- dren rich? Why? Are they happy? Did Millet love humble folk? Name another picture by Millet. Which picture do you like best? Do you think Millet has his own little girls in mind? How many children had he? (Nine.) Can you give the names of some of his other pictures. "Woman Churning," "A Sheperdess Knitting," "Feed- ing Her Hens." ,j14 The Teacher's Guide Book IvAKE VlELA D'ARRAY Corot The year's at the spring, The day's at the morn; Morning's at seven The hillside's dew pearled ; The lark's on the wing; The snail's on the thorn; God's in His heaven — All's right with the world ! — Browning Camille Corot (1796-1875) was the son of a prosperous hair- dresser and court modiste at the court of Napoleon I. After a high school education Camille became a clerk in a dry goods house, but he was not satisfied, and begged his father to permit him to become a painter. His father with reluctance consented, and gave him an income of one thousand five hundred francs ; that very day Corot established his studio in the center of Paris near his father's house. For twenty-five years he worked and studied unhampered by the necessity of earning money. When at fifty he received the Cross of the Legion of Honor, his father, who still regarded him as a child, doubled his allowance, saying, "Well, Camille seems to have talent, after all." A man of the greatest gentleness, Corot could give a re- buke, as the following story will show : A presumptuous artist was sketching near him one day. "Why do you omit something from your sketches, and insert others?" the fellow asked; "that tree is not in the landscape." "Do not tell," said Corot, "but I put it in to please the birds." This artist has been called the tenderest soul of the nineteenth century. When his body was being borne from his house in the Faubourg Poissoniere, a passerby asked who was being buried. A shop-woman standing by said, "I do not know his name, but he was a good man." Questions What do you see in this picture? In what country could you find a landscape similar to this? It is the home of whom? (Balzac.) What is the season of the year? Millet and Corot are both French artists; how are they different? What class of people did Millet paint? (Working class.) Tell what each person in the picture is doing. Is the water clear? How do you know? Picture Study 215 Song of the Lark Breton Jules Breton (1827-1906) was of wealthy and intelligent par- ents. At the age of six Jules determined to be an artist. This is the more remarkable in that there was no art in his native town, and the only painting he had ever seen was the restoration by green paint of four statues of the four seasons on his father's ground. He was sent to a religious school when ten years old. One day he made a drawing of his favorite dog, Coco, dressed in cassock, standing on his hind feet with a book in his paws. Underneath he wrote, "The Abbe Coco reads His Breviary." This was seen by one of his teachers. Little Jules was asked, "Did you do this through impiety, or to laugh at your masters?" Poor Jules did not know, but said trembling, "Through impiety." His master whipped him. This undeserved punishment caused him to be sent to a school where his artistic ability had a better chance to be developed. He always worked hard and merits the success he won. Breton was a painter of peasants, and was said to give dignity to labor. Some of his single figures are especially strong. It is said that no French artist of the nineteenth century had a more unanimous acknowledgment of his merit than did Jules Breton during his life- time. Questions Who is the figure? Is she strong? What is the season? What is the time of day? How do you know? How does the girl feel? Contrast this girl with Millet's Shepherdess. What does she carry in her hand? What is she preparing to do? What does she hear? Is she pleased? The Horse Fair Bonheur Rosa Bonheur (1822-1899) was the most distinguished of a fam- ily of French artists, all of whom said with pride, "My father taught me." Rosa used to play truant from school and spend hours lying on the grass, gazing at the sky or drawing with a stick in the dust. She loved best to draw the animals about her. At first she was apprenticed to a milliner, but to her great joy her father arranged that she should attend a boarding school in which he taught. It is said she was very mischievous, making caricatures of both teachers and pupils, and attaching these to the ceiling by means of thread and a pellet of bread. For such tricks she was often punished, but everybody loved her. 216 The Teacher's Guide Book Rosa Bonheur, Landseer, and Murillo are sometimes called the children's artists. Mr. Hamerton says that Rosa Bonheur became the most accomplished female painter who ever lived, and can hardly be too much admired. She was noted for her generosity to others and many stories are told of her simple tastes and habits of life. After her removal to Paris she roamed about the stockyards, slaughter houses, and streets to learn of people and of all the animals which she wished to paint. Her father who had taught her had the happiness of knowing before he died that his daughter had attained success and fortune. She did not paint many large canvasses, only moderately large ones ; but when she painted animals it seemed that you could see them en- dued with life. She was the first woman to be decorated with the Cross of the Legion of Honor. The Empress Eugenie, who was re- gent during the absence of Napoleon, rode out to Fontainbleu one day, surprised Rosa Bonheur at her work and kissed her. After the empress had left, Rosa Bonheur found the cross pinned to her blouse. The French consider "Ploughing" her masterpiece. "The Horse Fair" hangs in the Metropolitan Museum, New York city. This picture has been exhibited all over the world. It was painted in 1852 when she was thirty years of age, and is considered one of the world's master- pieces. Questions What kind of horses are these? What colors? Can the grooms control them? What building do you see in the distance? (Dome of the Invalides.) Which horse is the most life-like? Which looks the most spirited? Games 217 GAMES Games have a positive educational influence that can be appre- ciated only by one who has observed their effects. Children who are slow and dull, who observe but little of what goes on around them, who react slowly to external stimuli, who are in short slow to see, to hear, to observe, to think, and to do, may be completely transformed by the playing of games. The sense perceptions are quickened ; a player comes to see more quickly that the ball is coming toward him, that he is in danger of being tagged ; that it is his turn to play, that he hears the footsteps behind him, or his name or number called, he feels the touch on the shoulder or in innumerable ways is aroused to quick and direct recog- nition of and response to things that go on about him. The clumsy, awkward body becomes agile and expert, the child who tumbles down to-day will not tumble down to-morrow or next week; he runs more swiftly, dodges with more agility, plays more ex- pertly, in every way showing a muscular development. The social development through games is fully as important and as pronounced. Many children either because of lonely conditions at home, or through some personal peculiarity, do not possess the power to co-operate readily and pleasantly with others. Many of their elders lack this faculty also and there is scarcely anything that can place one at a greater disadvantage in business, society, or in any of the relations of life. Peculiar, unsocial, even disliked children who have come into a new power of co-operation have become popular with their playmates through the influence of games. The timid, shrinking child learns to take his turn with others. The bold, selfish child learns that he may not monopolize opportunities of others. The unappreciated child gains self-respect and the respect of others through some peculiar skill that makes him a desired partner or respected oppo- nent. He learns to take defeat without discouragement and to win without undue elation. In many ways the dormant powers for social co-operation are developed, reaching the highest point at last in team games where self is subordinated to the interest of the team, and co-operation is the very life of the game. Most important of all, how- 218 The; Teacher's Guide Book ever, is the training of the will. The little child entering school has very little power of restraint and self control which is the highest as- pect of the will, the latest to develop. To see a thing he would like is to try and get it; to want to do a thing is to do it; he acts im- pulsively; he does not possess the power to restrain movements and to deliberate. There is no agency that can so effectively and natur- ally develop the power of self restraint as games. The rules and regulations require self control, and as the child grows older the games grow more complicated, requiring greater control, such as not playing out of one's turn, not starting over a line in a race until the proper signal. To be able, in the emotional excitement of an intense game or a close contest, to observe rules and regulations, to choose under such circumstances between fair and unfair means, and to act on the choice is to have more than a mere knowledge of right and wrong. I would like to make a special point of the playing together of adults and children. The pleasure to the children on such occasions is small compared to the pleasure and benefit that may be derived by the grown-ups. All the games I know would better be played with adults and children than with just the children. Certainly the teacher of any grade should never hesitate from questions of personal dig- nity to participate in the play of the children. Nothing can more quickly gain the respect and affection of a child than such participa- tion. In schools where there is necessarily so much formal discipline, one of the most valuable effects of games is to produce a more sym- pathetic relationship between teacher and pupil. "Come, let us play with the children," the apostles of Froebel teach us, and the with should be emphasized. The choice of games to be played should frequently be left to the suggestion of the players. Get the playing value out of games. The result of this and the test of it will be the amount of sport and interest in the game. Do not make the games serious, get laughter and frolic out of them. Encourage timid pupils, see that the selfish, capable children do not have the lion's share of the play. The oppor- tunities should be equally distributed. Encourage each pupil to be alert, to see when it is his turn, and be quick to, play. Every game should be a sense training game, developing quick perception and quick and expert reaction. Teach players to play to win, with all their might and main, but with this cultivate a sense of honor. A player should scorn reward not based on merit. Let us then with the children open wide these gates with games, enter in and possess the land bright with the sunshine of happy faces blooming with rosy cheeks, and ringing with glad shouts and happy laughter. The land where I am quite sure the blue flower is oftenest found. Games INDOOR GAMES 219 Jack Be Nimble; Put candle in candlestick in the middle of the room. One child, who is Jack, tries to jump over it while the children sing or recite : Jack be nimble, Jack be quick, Jack jump over the candlestick. Bean Bag Target First, three circles are drawn on the floor, one inside the other; then each child throws the bean bag. If it stops in the inside circle it counts fifteen, inside the next circle ten, and inside the next five. The child throwing stands on a given line. This may be played by children dividing into two equal sides, captains keeping the score. Passing Objects The children sit the same number in each row. A number of objects are passed one at a time, from one child to another, down each row. The row that gets all the objects passed from the front seat to the back seat first wins. The Mieeer Players choose partners, with one or several players in the center. They link arms, marching aiound the circle by twos. At the singing of the last line the "Millers" in the center try to secure partners, while the couples are changing. If successful, the ones whose part- ners have been taken enter the circle and the game continues. Play- ers sing the following song: THE MILLER. •&EC jj'j ] 1 m i pi ?"' V; [\ P* • ' 1 • • Hap-py is the mil - ler who lives by the mill, The mill turns round with a 4 3=T=£ J, J 1 SPJIJ free good will, O. one hand in the hop - per and the oth-er in the sack mi J H I The la -dies step for -ward and the gents step back. 220 The Teacher's Guide Book Hot Potato Children sit in circle driving ball from one to another, using only inside of hand; playing that the ball is a hot potato and never pick- ing it up. Did You Ever See a Lassie All the players form a circle, clasping hands. They circle around, singing the first lines of the verse. While they are doing this, an odd player stands in the circle and indicates some motion which he wishes them to imitate. During the last two lines of the verse the players stop, drop hands, and imitate the motion chosen in time to the sing- ing. DID YOU EVER SEE A LASSIE. [May be sung to the tune of " Lieber Augustine."] i fr». j i m ^ ^ niT^ i j , i j^auj j=i Did you ev-er see a las-sie, a las-sie, a las-sie, Did you ev - er see a t^^U^^^J 1 J j j I J J J Las - sie do this way and that? Do this way, and that way, and this way, i i i-jyWi $3=3 wm and that way? Did you ev-er see a las-sie do this way and that? Sense Game of Sight Two children play this game at a time. One child hides his eyes, and teacher pins any colored ball or cloth on another child's back. The child who hid his eyes tries to find what colored ball is pinned on the other child's back, while child with ball on his back moves and jumps to avoid the child seeing the ball. This game also teaches color. Sense Game oe Memory and Sight Place different objects in a row on the floor. One child leaves the room, and after he has gone, rearrange objects. Child returns and adjusts objects in their original position. This may also be played by having pupils change seats and child who left the room may adjust. Sense Game oe Feeljng Have child hide eyes, then allow him to feel different materials and objects, telling whether it is cold, hot, soft, hard, etc. Games THE MUFFIN MAN. HH^n J iiu J i J u n 221 Oh, have you seen the muffin man. The muffin man. the muf • fin man. fc£ J JJiir r $=£ Oh, have you seen the muffin man thact lives in Dru ry Lane, O? fe J. Jli-i-4 ^^ -L-^ Oh, yes, I've seen the muf - fin man, the muffin man, the muf fin man j j- j m e-^ m Oh, yes, I've seen the muf-fin man That lives in Dru-ry Lane, 0' The players stand in a circle with one or more in the center. They dance around, slide, step, and sing the first two lines of the verse. They then stand still while the players in the center choose each a partner, who enters the circle with them. They then cross and clasp hands and dance around to the singing of the last two lines. The slide waltz step in time to the music is appropriate. Sense Game oe Sight and Memory One child touches an object. Second child touches that object and another. Third child touches same two objects and a third ob- ject. Fourth child touches same three objects and a fourth, and con- tinue in this way until ten or twelve objects are touched. Children must touch in right succession and count out loud as he touches. Sense Game oe Sight Tie red paper on one end of a stick and blue on the other end. One child stands in the front of the room. When he holds the red end of the stick up, the boys stand ; when the blue end the girls. The child in front tries to catch the children. This game teaches agility, and cultivates the sense of sight. 222 The Teacher's Guide Book Mulberry Bush The players stand in a circle, clasp hands and circle around sing- ing the first verse. In the second and alternate verses the action indicated by the words is given in pantomime. In the words of the chorus, the players spin around very rapidly. Words and music fol- low: bA± p, I s * N h I h i J . J - — fv — ,-- i f~~r~fH — — r~ s P ~ fr i i / r. *q I I I g 3 • 3 .J * ~ m • J j — * j * ~ ~a « — ^ H — ^ I- I H- f- * « I * : * « ' gf- "3 fc 3^ 4 w« r j S r i r ' i J r • i n r »• r T~r ffff^N 1 Chorus : Che Chorus Ch or us Chorus : Chorus : Here we go, round the mulberry bush, The mulberry bush, the mulberry bush. Here we go, round the mulberry bush, So early in the morning. This is the way we wash our clothes, We wash our clothes, we wash our clothes, This is the way we wash our clothes, So early Monday morning. This is the way we iron our clothes, We iron our clothes, we iron our clothes, This is the way we iron our clothes, So early Tuesday morning. This is the way we scrub the floor, We scrub the floor, we scrub the floor, This is the way we scrub the floor, So early Wednesday morning. This is the way we mend our clothes, We mend our clothes, we mend our clothes, This is the way we mend our clothes, So early Thursday morning. ^ This is the way we sweep the house, We sweep the house, we sweep the house, This is the way we sweep the house, So early Friday morning. Games 095 This is the way we bake our bread, We bake our bread, we bake our bread, This is the way we bake our bread, Chorus : So early Saturday morning. This is the way we go to church, We go to church, we go to church. This is the way we go to church, Chorus : So early Sunday morning. This is the way we go home from church, Go home from church, go home from church, This is the way we go home from church, Chorus: So early Sunday morning. THE KING OF FRANCE. ^^ it i i jj b M *- The King of France with for - ty thousand men g Ul j | J # K: m March-ed up the hill and then marched down a - gain. The players stand in two rows facing each other, each row having a leader, who is the king leading his army. The players imi- tate the motion given by the kings, who take turns at singing the verse, at the same time march forward at the first line of the verse and back to their places during the second line, indicating the mo- tion that is to be taken by all. The verse is then sung by both groups, advancing toward each other and retreating. Variations appropriate to an army of men may be used such as Rode his horse. Filled his canteen. Drew his sword. Fired his gun. Shouldered arms, etc. Post Arrange the chairs in a large circle, while one child chosen for postman stands blindfolded in the center of the circle. Each of the others must now take a name of some city or town. When ready to begin postman calls, "A letter is going from Washington to Lon- don," and the children who have chosen these names change places, while the postman tries to catch one. Who ever is caught must be 224 The Teacher's Guide Book postman. If the postman calls, "All the letters are going," everyone must change his seat, and there is a general scramble, in which some one is sure to be caught. Sense Game oe Feeeing One of the children blinds his eyes, and goes into the center of the circle. Then a child is chosen from the circle to put different objects into his hands and by feeling the child that is blindfolded guesses what the object is. The children all recite: Though your eyes are blinded, And fingers cannot see, Just feel this well, dear- And tell what it may be. When the child has guessed the object, the child who put the object into his hand takes his place. OUT-DOOR GAMES Catch the Squirree Players stand opposite their partners in two lines, leaving a wide space between. At the singing of the first two lines the two players at the head of the line cross hands and walk up and down the center. At the singing of the second line they alternate around the outside of the lines, going in opposite directions around their respective lines. During the last verse the player from the line who is to catch the squirrel chases it around. He tries to accomplish this without leav- ing his own side around which he circles, running fast enough to catch the squirrel as it turns at either end of the line. CATCH THE SQUIRREL. Pf i J ff'i l j.J I .Jj^J^ Up and down the cen-ter we go, Up and down the cen-ter we go, Round and round the ring we go. Round and round the ring we go. Now is the time to catch your squir-rel, Now is the time to catch your squirrel, Run a little fas - ter if you please, Run a little fas - ter if you please, i f^? s: ^ H ^? Up and down the cen-ter we go, On a fros - ty morn - ing. Round and round the ring we go, On a fros • ty morn - ing. Now is the time to catch your squir-rel, On a fros - ty morn - ing. Run a little fas - ter or you'll freeze, On a fros - ty morn - ing. Games 225 Foeeow Chase;. The players stand in a circle with arms stretched sideways, rest- ing on each other's shoulders, thus making a wide distance between. One player is chosen for runner and one for chaser. The game starts with the runner in one of the spaces under the outstretched arms of the players and the chaser in a similar position on the oppo- site side of the circle. At a signal from a leader both start, the run- ner weaving in and out between the players or dashing across the circle in any way that he sees fit, but the chaser must always follow with the same route. If the runner be caught, he joins the circle; the chaser then takes his place as runner and chooses another player to be chaser. The leader (who may be one of the players) may close the chase if it becomes too long by calling "Time," when both runners must return to their places in the circle, new ones taking their places. For large numbers there may be two or more runners and an equal number of chasers or the players may be divided into small groups. Bean Bag Over the Head First one child is chosen from the circle ; the rest of the circle stand behind him, he throws the bag over his head. The child that catches it takes his place. Ringmaster. This may be made a very amusing game for young children. One is chosen for ringmaster and stands in the center; if he can flourish a whip like a true ringmaster in the circus, the interest of the game will be enhanced. The other players form a circle around him without clasping hands. The ringmaster turns and moves around in a circle, snapping his whip at each flourish, and calling the name of some animal. The players in the circle immediately imitate the ani- mal, both as to its movements and cries. For instance, for a bear they crawl or run on all fours or climb and at the same time growl; for a frog they may hop or swim and croak. The list may include the hopping kangaroo, the snarling and springing tiger, the humped and swaying camel, etc. The Bag oe Luck The "bag of luck" is a decorated paper bag suspended in a door- way at a convenient height; the children, blindfolded, are given three trials to bread it with pretty ribbon-bound wands provided for the purpose. These sticks are given afterwards as souvenirs of the even- ing. The child who succeeds in making the first hole in the bag is entitled to a prize, but all share in its contents. It is usually filled with confectionery, but flowers may be substituted when candy is con- sidered objectionable. 226 The Teacher's Guide Book Animal Blind Man One player is blindfolded and stands in the center of the circle with a stick or wand in his hand. The other players march or dance around him in a circle until he taps three times on the floor, then they all stand still and he points at one with his wand. The one chosen must take hold of the opposite end of the wand. The blind man then asks for a noise like a dog, cat, or some other animal. From the noise the blind man tries to guess the name of the player; if suc- cessful they exchange places ; if not, the game continues with the same blind man. Last Coupee Up An odd number of players is chosen for this game. One is chosen for catcher. He stands at one end of the room with his back to the other players. The others stand in couples in a long line behind him, facing in the same direction that he does. The catcher should not be less than ten feet in front of the first couple. The catcher calls : "Last couple up," when the last pair in the line run towards the front, the right hand one on the right hand side of the double line, and the left hand one on the lef hand side, try to join hands in front of the catcher. The catcher may not chase them before they are in a line with him, and may not turn his head to see when and where they are coming. They should try to vary their method of approach, sometimes both circling far out behind him on either side, or one of them doing this and the other running in close to the lines. If he catches one of them before they can clasp hands, the one he does not catch becomes his partner and they take their place at the head of the line, which should move backward one place to make room for them, and the other player of the running couple becomes catcher. If they are not caught they are free. The Squirrel Game Have the players arranged in couples about the room. These clasp hands to represent trees ; one squirrel is allowed to each tree. Another player, chosen to be the fox, tries to catch one of the players as they exchange places. If successful, the one caught becomes the fox, and the game continues. Given Words Every player whispers to his right hand neighbor a single word, whatever he pleases, only the more difficult for introduction into an ordinary sentence the better. When everybody knows his word, one player begins by asking a question of his neighbor at the left, who is obliged in his reply to introduce the word that has been previously received, as adroitly as possible, to avoid its detection by his interro- gator. If the latter cannot discover the word, he pays a forfeit. T. G.— 7 Gam us HOW DO YOU DO 327 wSM I JlE6#il S£ Chorus Girls : jBo^j : If you were walking down the street And you should meet your teacher sweet, Or a friend of mother's, now tell me true, Tell me what would you do? I'd doff my cap and say how do you do — Say how do you do, say how do you do, I'd doff my cap and say how do you do. I'd never say hello. Then choose for you a partner dear To skip around the circle here And we'll all clap and sing to you, For you're the boys — girls that say how do you do. If you were walking down the street And you should meet your teacher sweet, Or a friend of mother's, now tell me true, Tell me what would you do? I'd nod my head and say how do you do — Say how do you do, say how do you do, I'd nod my head and say how do you do. I'd never say hello. Chorus. Three boys walk around inside circle and respond to "tell me what would you do" singing, "I'd doff my cap," etc. They then choose boy or girl partners and skip. These six now walk, sing, choose part- ners, skip and so on until all boys have played. Three girls then start and second verse is sung. The music is repeated for the skip. 228 The; Teacher's Guide Book This song is taken frcm "Simple Songs for the Kindergarten," published by Marion Funkhouser, 136 West 41st street, Omaha, Neb. Price 35c. Puss in Circle A large circle is marked on the ground. One player, who is Puss, stands in the center of this circle; the other players stand outside of the circle surrounding it. These players may be tagged by Puss- whenever they have a foot inside the circle. They will make op- portunity for this by stepping in and out of the circle, teasing Puss in every possible way to tag them. Anyone whom Puss touches be- comes the prisoner, and is another Puss, joining the first Puss in the circle to help tag the others. The last one tagged is the winner of the game. The Farmer Is Coming One player, chosen to be the Farmer, is seated ; the remaining players stand at a distance in a circle ; the leader taps some of them on the shoulders to go to the Farmer's orchard for apples with him. They leave their home ground and approach as near the Farmer as they dare. The game is more interesting if they can do this and prac- tically surround him. Suddenly the Farmer claps his hands and all players must stand still while the leader calls out, "The Farmer is coming," the players trying to get back to their home ground, the Farmer chasing them. He must not start, however, until the leader has given his warning. Any player caught changes places with the Farmer. Hunt the Ring The players stand in a circle, holding a long cord forming an endless band, upon which a ring has been previously slipped. This ring is passed rapidly from one player to another, always concealed by the hands, while somebody in the center endeavors to seize the hand of the person who holds it, who, when actually caught, takes his place within the circle. If the circle is very large two rings may be slipped upon the cord and two players placed in the center together. A small key is often used instead of a ring, while still another variation is to have the concealed object a small whistle with ring attached. When this is adopted an amusing phase of the game is to secretly attach a string to the whistle, and fasten this to the back of the player in the center by means of a bent pin at the other end of the string. Then, while feigning to pass the whistle from hand to hand, it is oc- casionally seized and blown upon by some one in the ring, when the victim is at that moment turning his back, causing that individual to be greatly puzzled. Memorandum MEMORANDUM Patrons' Clubs 229 m BR PATRONS' CLUBS [§ The most successful teachers have organized and have in opera- tion patrons' clubs in connection with their schools. A few sug- gestions may be helpful to the teacher who wishes to organize one in a rural school. The second week of school, place copy of an invi- tation on the blackboard, that the older children who are able to write may copy. The following form might be used : "The Patrons' Club of School will meet September 22, 1915, at the schoolhouse at 3 p. m. We hope to see you at this time." (Teacher's name). Send an invitation to the parents of each family. The following drawings on pages 230 to 233 will serve as suggestions for form of invitations for the year. On the day of the Patrons' Club, dismiss the pupils at fifteen minutes of three o'clock, and when all the patrons have arrived, call meeting to order. The teacher must state the reasons for organizing a Patrons' club and proceed to elect officers : President, vice-president, secretary, and treasurer. The remainder of the time may be spent socially, and after the appointing of a program committee (which should always include the teacher), the meeting is adjourned by the singing of "God Be With You Till We Meet Again" or "Blest Be the Tie That Binds." 1. 2. 3. 1. 5. 6. 7. Asain." SUGGESTIVE PROGRAM October Sing "America." Lord's Prayer. Roll Call and Minutes of last meeting. Report of Committee. Topic for discussion — Discipline, Shall We Punish and How. Social hour with refreshments if desired. Dismissed by singing, "God Be With You Till We Meet 230 The Teacher's Guide Book September — Maple leaf. Cut from white drawing paper and paint or crayola in autumn tints. October — Pumpkin. Cut from yellow papci' or white paper painted or crayolaed yellow. Patrons' Clubs 231 November — Turkey. Paint or crayola in natural colors. Cut from white paper. January — Eskimo Boy. December — Star. Cut stars — one red and one white. Punch hole in both and tie with green ribbon. Write invitation on white star. 232 The Teacher's Guide Book March— Cut pin-wheel from white or colored paper. Patrons' Clubs 233 ^ /r^cL- * * j, - '> . ' Wel-come to all, wel-corae to all, Welcome, glad welcome tt) all; ft n rs i fi # 1 *-^-« & i . fe fc. is +T-?- r^t —ft ft ft 1 — K *— * y ,* -H (*fl- & — * — * — * — =F— u-p- -» — » — » *-■ — * — § — ^ ^r 4 £ 4 ■■$rfr$r^ * S S^- L *- *— Pa-rents and teachers in good-ly ar - ray, Greetings Win-ter has gone with its chill and its gloom, Flow'rs in f (• p • p p t^-fT-p O » # m — » j i i hi a _ T- «— ^~ £=t we give on this their beauty are -* e « — m—^ f* 3 ti p 4 — \> * O & • 9 — b ^ n *-j ts *i — • • S v * • -a & s 9 -i— L t — 5 — {? — i — ■v — y— -y — y — y — y — J I glad East - er Day, Now as we come our de - vo-tions to pay. To our start-ing in bloom, Gay from the south-land the song birds have come, Arid the - , f f f- r r- i fc£ i^ EE fat K~*=>- TtT-m 1 **-** 4 4 Sav - iour a - dored; Low-ly, so low- ly we bow at his feet, Soft-ly, so world joins in praise; God has looked down on the des-olate earth, Leaf-let 'and See ^S * ~¥— r Copyright, 1901. by Filln ^7 J*? t~t a_L, -ft r- «-<-# 9 ; soft • ly the sto-ry re-peat, Brightly, so brightly the lil - ies so sweet, We en- brooklet have sprung into birth, We, too, before Him in gladness and mirth.Would our §^ X=fr fcfc »^ •*^-«*- -ft-*-— — -»g± i twine for our Lord. Welcome to all, welcome to all, welcome to all. full voi-ces raise. Welcome to all, welcome to all, welcome to all. ft ft ft i — Used by permission of The Fillmore Bros. Co., Cincinnati, Ohia. Music 271 Lizzie Dearmond. PS i Our Happy Day. =? 1 zrfc S i W. A. POST 3£ 1 1/ " U ' &> 1. The sunbeams 'dance the streamlets 2 flow, The flow - ers bloom so gay, 2. c "Good morning, all," the rob - ins sing; The trees 'wave back in glee, 3 Wide 9 o - pen stands old win-ter's tomb, Our Fa-ther's smile of love S m t- — > f * > ^ E=Ei^a ■^=-£- fe =t -N- 3E The whole 3 wide world seems full of joy This bless-ed Eas • ter day. While lil - ies "ring their snow- y bells To swell the ju - bi - lee 10 A-wakes from sleep each lit- tie one, To light and life 5 a - bove. $= % :ee£ &m 3 f ; CHORUS si i=£=± _s >=_ St t 1 I- 4-J4fc # # — * # — L »-i ^ btizt 4 Hail this hap- py, liap- py F.as-terday, So full of light and bloom; & *=* =l± Vt- ■K — ^ "I Si I? S * -*—■ *— 4r =e^= ^=* y- ter day, When •''Christ rose from the tomb. Gestures.— 1. Dancing motion with fingers. 2, Motion with hands as of flowing stream. 3, Des- cribe large circle with arms. 4, Wave right hand aloft; may hold tree branches. 5, Point up. 6, Wave good morning. 7, Motion with arms as of tree branches. 8, Ringing motion with right hand. 9. Throw arms open wide. 10, Stoop slightly, throw hands upwards quickly. The children may have small green branches lying on chairs behind them, or. at their feet. These could be waved in chorus, then laid aside while singing, verses. Copyright, 1908. by The Fillmore Bros. Co. -Used by permission of The Fillmore Bros. Co., Cincinnati, Ohia. 272 The Teacher's Guide Book CAROL, SWEETLY CAROL. S 5tal = £ = a=g French Air. =£3EE3^EE¥% * jF t * = — • » 4- ' < sJ. * ISIii^iitlpp^ilSi^ ^ ^Pa 3=^£ s^^ 1/1 b I ^^ U^P^ fc^^^ !-^5— N- £=@: ii**ip «=£ -#- -#- .#.-*- jt -*- -*■ -#- ?HE irfcfe*: £ .*— F •f — i i-jr £ — v w—T — y £ s m mm ^f¥ ~4^m Mug! 4/ u~~ w^^5E P 1 ^— J- ^3=fc a gg^S tt Music 273 CAROL, SWEETLY CAROL Carol, sweetly carol, A Savior born to-day ; Bear the joyful tidings, Oh, bear them far away ! Carol, sweetly carol, Till earth's remotest bound Shall hear the mighty chorus, And echo back the sound. Chorus : — Carol, sweetly carol, Carol sweetly to-day ; Bear the joyful tidings, Oh, bear them far away ! Carol, sweetly carol, As when the angel throng, O'er the vales of Judah, Awoke the heavenly song. Carol, sweetly carol, Good-will, and peace, and love, Sing glory in the highest To the God who reigns above. Chorus : — Carol, sweetly carol, The happy Christmas time ; Hark ! the bells are pealing Their merry, merry chime. Carol, sweetly carol, Ye shining ones above ; And sing in loudest numbers, Oh, sing redeeming love ! 274 The; Teacher's Guide Book t>ol$ mtgbt, peaceful iHtgbt -i^m^m^msM^Mtmm^ Holy night ; peaceful night ! All is dark, save the light, Yonder where they sweet vigil keep O'er the Babe who in silence sleeps Rests in heavenly peace Rests in heaevnly peace. Holy night ! peaceful night ! Only for shepherd's sight, Came blest visions of angel throngs, With their loud Alleluia songs, Saying, Jesus is come, Saying, Jesus is come. Holy night ! peaceful night ! Child of heav'n ! O ! how bright. Thou didst smile on us when Thou wast born, Blest indeed was that happy morn, Full of heavenly joy, Full of heavenly joy. 'P Slow. Robert Burns. auld Lang syne. -N 1 m at-; hi-ai — m N ' • i -+- i^f^—i- — • — ■» i— j_ — » m ; — « c •'- T — « — I— «.- 9 — 9 # — « — — • S~i-*—£- Should auld acquaintance be forgot, And nev- er brought to mind? Should auld acquaintance We twa ha'e run aboot the braes,And pu'd the gow -ans fine; But we've wander'd mony a We twa ha'e sport -ed i' the burn Frae mornin' sun till dine, But seas between us And here's a hand, my trusty ffien', And gie's a hand o' thine; We'll tak' a cup o' m m • m m ■+*" ■*"• m "•" "<*• * m . •<*- m "•-" * - m . •**" ^~ ~ 4 *- •m~--»—o — » /■ 9— 9~ -4-± S=*= $=%==#. -■■/ — ■*n -J*—*- -»-\ — ». — • — ^ — l - p Chorus. =& be for- got, And days of auld laug syne: wea - ry foot Sin' auld lang sy braid ha'e roared Sin' auld lang syn kind - ness yet, For auld lang syne ne? , rie. DC. I For auld lang syne, my dear, For J: — ^ — tf — & — v T -* 1 3 ^ rs Ft ■»~ — » — » — 3 »- Repeat Chortjs. ff auld lang syne ; We'll tak' a cup o' kindness yet For auld lang 1 syne. Music MARCHING SONG 275 R. L. Steveson SA L. DeCall Bring the comb and play upon it! Marching, here we come ! Willie cocks his highland bonnet, Johnnie beats the drum. Mary Jane commands the party, Peter leads the rear; Feet in time, alert and hearty, Each a Grenadier ! All in the most martial manner Marching double-quick ; While the napkin, like a banner, Waves upon a stick! Here's enough of fame and pillage, Great commander Jane ! Now that we've been round the village, Let's go home again. WHERE GO THE BOATS t«-y=t-j=iE Folksong. ?2= H ■O-T- f irr t r p Oh, dark brown is the river And golden is the sand ; It flows along forever With trees on either hand. The green leaves are a-floating, And castles of the foam, While boats of mine are boating — Oh, when will all come home? Forever goes the river And far out past the mill, Away down in the valley, Away down by the hill. Away far down the river," A hundred miles or more, And other little children Shall bring my boats ashore. (By permission of the publishers, Chas. Scribner's Sons.) 276 The Teacher's Guide Book MY BED IS LIKE A LITTLE BOAT My bed is like a little boat; Nurse helps me in when I embark ; She girds me in my sailor's coat And starts me in the dark. At night I go on board and say Good night to all my friends on shore ; I shut my eyes and sail away And see and hear no more. And sometimes things to bed I take, As prudent sailors have to do; Perhaps a slice of wedding cake Perhaps a toy or two. All night across the dark we steer ; But when the day returns at last Safe in my room beside the pier, I find my vessel fast. (By permission of the publishers, Chas. Scribner's Sons.) THE LAND OF STORY BOOKS R. L. Stevenson Old English Tune h j — p. m r- a— a- -d 4 i S -• * — d j_^_rn j j j r -&- » — p~ £ T At evening when the lamp is lit, Around the fire my parents sit ; They sit at home and talk and sing, And do not play at anything. Music MY SHADOW R. L. Stevenson 277 German Melody ^ £3 • T0- £« A ■IF F r "* — •" (1 :-|S± -(5?- £ I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very, very like me from the heels up to the head ; And I see him jump before me, when I jump into my bed. The funniest thing about him is the way he likes to grow — Not at all like proper children, which is always very slow ; For he sometimes shoots up taller like an India rubber ball, And he sometimes gets so little that there's none of him at all. He has not got a notion of how the children ought to play, And can only make a fool of me in every sort of way. He stays so close beside me, he's a coward you can see ; I'd think shame to stick to nursie as that shadow sticks to me ! One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an arrant sleepy-head, He had stayed at home behind me and was fast asleep in bed. 278 The; Teacher's Guide Book But when Morning Dawneth. Fbances Ridley Havebgal. A.. Randeoger, arr. ££$£=*=- — m—± — dS- — s — — » — -ff— m 9 ^H r — — m— -p m— ~|e-! — ' r - -f — —I* — -f— — f^ j» " " . 1. Sad • 2. When 1/ iy a -4T \ • bend the sud - den 1 flow - sor - S : ers, row 1 In Comes -*- 1- the like -T 1 1 heav cloud f- • y and -*- I' -1/ rain; night, PS3P — y — -4- *— =F F -- - N- ¥— -* — -* - 1' 'J 7 7 V.\) a -I —^ — —I — — U 1 "£tH t-l ' j — T ? ~~ Is — fa\>V-£— • -|#— . » 7 m — k — U — _L£_ — C- i 1—- 7- -9- V; r r J 1 Af - Wait ter for -(*- i — — • — 1 beat - God's J ing to- rs 1 show - mor ers, row; l Sun • All -♦- i— • beams come will, then -, J »- W a be 1 U gain, bright. -*- * •*- r4= 1=— e^&- — ^ — r =f=i= -I tf-i— — ' ft; — !■-*■ -7— s $*=£= 5fe -r*t ' ai »— E2-7= Lit • tie birds are si - lent All the dark night through; On - ly wait and trust Him, Just a lit - tie while; fr£*E ss -v— 7- 7- I fe* EBE ^z£| But when morn - ing dawn - eth, Their songs are sweet and new. Aft - er eve - ning tear - drops Shall come the morn - ing smile. feiE =Ib: - 1—9-7- m — From "Songs of the Nation" by permission of Silvert, Burdett & Co. Music 2?i) THE, STAR=SPANGLE,D BANN£,R. Solo or Quartet, i*V r « 1. Oh, say, can you see, by the dawn's ear-ly light, What so proudly we hailed at the 2. On the shore dimly seen thro' the mists of the deep, Where the foe's haughty host in dread 3. And where is that band who so vaunt-ing-ly swore That the hav- oc of war and the 4. Oh, thus be it ev - er when freemen shall stand Between their loved home and wild '&$* e— pi. £ =r=£ g g -&_& f= -V— \tL ■m ' * .f ' * f ■ ^ ^ lK» ■fc-fc g r? 1 r» i*t pf zt I rS 6 twilight's last gleaming, Whose broad stripes and bright stars,thro' the per-ij • OU3 fighf.O'er the si - lence re - pos • es, What is that which the breeze.o'er the tow- er - ing steep, As it bat-tie's con-fu-sion A home and a country should leavens no more? Their war's des- o - la-tion; Blest with vict'ry and peace,may the heav'n-rescued land Praise the -£L *m—m- g=gg-^-}-g^g ■1 — '—™-. — F--i +— -t»— v- 3£=Z£ W fciri 4M* jhH«M^ \ & ^£ s> & & s> n> , ,# rant-parts we watched, were so gaMant-ly streaming? And the rock-ets' reel glare;, the b ■ — h— r| I 3EE^ 4=fc ^1 t- -■ > i'j ^ ^m ±s= _l — J , 1 ■!— J=3t fir -aj i S=t r- i rrr r r top climbs higher, Let each its growth in-spire To do and nev-et tire : 'Twill courage give. I • y-f— r 3£^S :-=£ i ^^ fa ■ > w - 4=t 2 The lesson we will learn, That'if success we'd earn On Life's broad field, We must look up and grow, No faltering purpose know, Then shall we plainly show, We'll never yield. 3 If read aright, you see A lesson there will be Of joy and love, Learned from the growing tree, Each day and night we'll be Nearer the height we see Far, far above. — From ''Songs of the Nation" by permission of Silvert, Burclett & Co. Blest be the Tie. Rev. John Fawcett. n . ■ DENNIS. From H. G. Nagem. <~v' *> i .1 ■ yT~hpS — > ' 1 | ~| . 1 1 1 1 i $P4=2- -ftF « J^s j mr- _r"- J I 1 i~^0 c{ "£*»- m v a