Author. * * o Title Class. Book • wGa.CL Imprint . 16—47372-1 OPO g>UU ifrmal? Normal Sriyonl FARMVILLE, VIRGINIA TRAINING SCHOOL WORK FOR SPECIAL DAYS 1913 SPECIAL DAYS IN THE TRAINING SCHOOL WORK OF The Kindergarten and Elementary Grades Selected and Arranged BY THE TRAINING SCHOOL FACULTY OF The State Female Normal School FARMVILLE, VIRGINIA published by The State Female Normal School farmville, virginia »s»: >V copyrighted by The State Female Normal School 1913 The publishers will gladly grant permission for the reprinting of this material for educational purposes. Any one desiring a copy of this bulletin may secure it by sending fifteen cent s to cover the cost of printing and mailing. Address : The Book Room, State Normal School, Farmville, Virginia. Superintendents can secure larger quantities at somewhat less cost. ©CI.A351985 4t /N / V TABLE OF CONTENTS PAGE General Statement .". 5 The observance of special days in the school. This bulletin a part of the Training School Course of Study. Authorship _ 5 Days Observed..., 8 Brief Outline of Work by Days 9 Detailed Outline of Work by Grades _ 18 Typical Special Day Programs 54 Sources of Songs and Games 61 GENERAL STATEMENT The observance of special days has come to be a recognized practice in the public schools. The members of the Training School Faculty believe that this is a worthy practice; they have given much study to the problem of increasing its value ; and they take this means of sharing the results of their study with the teachers of the State. That the proper celebration of special days should be an integral part of school work is a belief that is rapidly gaining acceptance. Current educational journals contain many ar- ticles on the subject and several books have recently ap- peared.* The school work as it appears in this bulletin is a part of the Training School Course of Study now being prepared for publication. The underlying principle of the course of study — and of this bulletin — is that school zvork should minister to better living; the schools should improve the lives of the learners. The observance of special days is, or should be, a part of the lives of all pupils. It is the purpose of this bul- letin to show how the various school subjects can be drawn on to help the pupils to improve their observance of these days. It will also be noted that this bulletin shows how the pupils are helped in their study of the respective subjects. For example, the study of the Pilgrims and the first Thanksgiv- ing in America will help pupils to a better observance of Thanksgiving; and the study of this same history in con- nection with Thanksgiving will help pupils to a better study of this part of history. AUTHORSHIP As part of the Training School Course of Study this bulle- tin is the product of the cooperative efforts of the entire Training School Faculty. Not every member has contributed directly to the special day work, but through the respective committees each has helped. The Heads of Departments have aided mainly from the standpoint of securing progress in sub- ject matter; the supervisors have aided mainly in adapting subject matter to the needs of the children in the respective grades. *One of the best of these is Festivals and Plays in School and Else- where, by Chubb and Associates. Special Days The following officers and members of the Normal School Faculty constituted the Training School Faculty for 1912- 1913: Joseph L. Jarman, President. Cliff W. Stone, Head of the Department of Education and Director of the Training School. *W. Arthur Maddox, Associate in Education and Principal of the Training School. J. Merrit Lear, Head of the Department of History and So- cial Sciences and Acting Principal of the Training School. Ellen J. Murphy, Supervisor of Seventh and Eighth Grades. Mary D. Pierce, Supervisor Fifth and Sixth Grades and Teacher of Education. Eleanor B. Forman, Supervisor Third and Fourth Grades and Teacher of Education. Bertha Wells, Supervisor of Second Grade and of Industrial Work in Grades I-IV. Mary Philippa Jones, Supervisor of First Grade and Teacher of Primary Methods. Grace E. Mix, Supervisor of Kindergarten and Teacher of Education. Mary E. Peck, Assistant Supervisor of Seventh Grade. Mamie P. Rohr, Assistant Supervisor of Sixth Grade. Maude I. Tillman, Assistant Supervisor of Third Grade. Alice Reed, Class Teacher of Fifth Grade. Julia Johnson, Assistant in Kindergarten and First Grade. J. Chester Mattoon, Head of Department of Manual Training. F. A. Milledge, Head of Department of Geography. James M. Grainger, Head of Department of English. Martha W. Coulling, Head of Department of Drawing and Form. Minnie V. Rice, Head of Department of Latin. Lila London, Head of Department of Mathematics. Ellen G. Perkins, Head of Department of Music. Florence A. Myer, Head of Department of Physical Edu- cation. Leola Wheeler, Associate in English. Mary C. Hiner, Assistant in English. *Absent on leave as research scholar, Teachers' College, New York City. General Statement The Standing Committees on the Training School Course of Study for 1912-13: Committee on Planning: Dr. Stone, Miss London, Mr. Lear, Miss Pierce, Miss Forman. Committee on Editing: Dr. Stone, Miss Pierce, Miss For- man, Mr. Grainger. Special committee for the organisation of the material for this bulletin: Miss Peck, Miss Rohr. DAYS OBSERVED ^Patrons' Day. Hallowe'en. Thanksgiving. Christmas. Lee's and Jackson's Birthdays. Confederate Day (Grade VII). St. Valentine's Day. Washington's Birthday. Longfellow's Birthday (Grade VI). St. Patrick's Day (Grade VI). Easter. May Day. Virginia Day (Grade VI). Peace Day, May 18. *Patrons' Day is observed on whatever date is most practicable. It is well to observe the date set by the State Department of Education. BRIEF OUTLINE OF WORK BY DAYS [Note: The following brief outline shows the school work done in connection with the various special days observed. The main purpose in printing this outline is to indicate clearly the progress from grade to grade in the subject matter used. Too often the school work and the programs of special days have a deadening sameness from grade to grade. It often happens that some enthusiastic teacher in a lower grade uses the cream of the material, and ordinarily the teachers in the higher grades do not know what material has been used below their grades or how it has been used ; and, as a consequence, as the children pass from grade to grade they become less and less rather than more and more interested in the Great Days. As the following outline shows, in the work given in this bulletin care has been taken (1) to choose materials appropriate for the respective ages and stages of development of the pupils, and (2) to avoid undue repetition in the use of materials.] PATRONS' DAY As will be seen from the typical program for Patrons' Day given on page 54, the program is to be made up of material used in the regular classes. Therefore, no outline of this work is necessary either here or in the Detailed Outline of Work by Grades which begins on page 20. HALLOWE'EN Grade I. Stories of brownies and their pranks. Season and month when Hallowe'en comes. Some right ways of having fun at Hallowe'en. Grade II. A party in grade room. Brownies and lanterns cut from paper by the class. Grade III. Party — Songs and games, brownie and fairy stories, shadow pictures, cutting of Jack-o'-lanterns. 10 Special Days Grade IV. Party — Bobbing for apples, peanut scramble, games, for- tune telling, etc. Free-hand cutting of Hallowe'en symbols. Grade V. Negro superstitions. Ghost stories for booklet. Night excursion with teacher — all masked as ghosts. Grade VI. Scotch Hallowe'en from Burns's "Hallowe'en" and "Tarn O'Shanter." (Read and interpreted by teacher.) Grade VII. Origin of Hallowe'en. Queer legends concerning the customs observed on this date. The weird and jocular phase of literature as affected by the ghost and goblin idea. THANKSGIVING Kindergarten. Thanksgiving as the climax of the harvest. The farmer's work and his contribution to the food supply of the home. Gratitude to those who help us get our food. Grade I. Things we have to be thankful for. How we show grati- tude — by enjoyment of our good things and by sharing them with others. Study of fall fruits and nuts. Grade II. The harvesting of pumpkins, pop corn, apples, and nuts. The Thanksgiving associated with the harvest. Brief Outline 11 Grade III. Simple story of the first Thanksgiving, emphasizing the harvest and the feast ideas, and touching lightly the historic setting. Grade IV. Tableau or simple play as suggested by the reading of Co- lonial Children. Grade V. Story of the first Thanksgiving in New England, with em- phasis upon the Indians in the historic setting. Dramatization of parts of "Hiawatha." Grade VI. The Pilgrims in England, Holland, and America. The first Thanksgiving in its proper setting and associated with the "Harvest Home," the old English festival. "The Courtship of Miles Standish" dramatized. Grade VII. American Thanksgiving emphasized. Occasions for national Thanksgiving. President's Proclamation. Thanksgiving associated with the three great feasts of the Hebrews — Passover, Pentecost, and Feast of the Tabernacles. CHRISTMAS Kindergarten. Christmas as a time for making others happy. Simple gifts made for parents. Grade I. The babe Christ — the great gift. The visit of the Shepherds. The Santa Claus idea. 12 Special Days Grade II. The first Christmas. Bible verses about the birth of Christ read to class. Christmas tree decorations and gifts made. "The Night Before Christmas" dramatized. Grade III. Story of the Nativity read to class from Bible. Story of the Wise Men — a. Bible. b. Legendary. Christmas booklet for gift. Grade IV. Story of the Nativity continued from Bible, emphasizing the Roman custom of census taking and taxing. Spirit of Christmas through the idea of Father Christmas. Festival side of Christmas through songs and games. Grade V. The Christmas giving and receiving. "Bird's Christmas Carol" as an illustration of one phase of giving. The religious idea through Murillo's pictures of the Christ- child. Christmas booklet for language work. Grade VI. Christmas in European countries — England, Germany, France, Holland, Norway and Sweden, with emphasis upon old English customs. Carol singing. Christmas giving extended to include poor children. Grade VII. Systematic study of the life of Christ begun, using pictures by the great masters. The giving idea as shown in Dickens's Christmas Carol and Van Dyke's The Mansion. Brief Outline 13 LEE'S AND JACKSON'S BIRTHDAYS Grade II. Stories of Lee's boyhood and his kindness to his mother. Grade III. Simple stories of Lee's and Jackson's lives. The Confederate flag identified. Grade IV. Stories of Lee and Jackson as soldiers and generals. Conversation comparing them with Greek generals studied by class. Grade V. Lee's personal life as in Williamson's Life of Lee. Child life in South during the war as shown in Tzvo Little Confederates. Confederate flag drawn. Grade VI. Lives of Lee and Jackson compared. Grade VII. A Southern Day program. ST. VALENTINE'S DAY Kindergarten. Idea of a valentine as a letter to our friends. Story of St. Valentine. Cutting and pasting valentines — hearts and lace paper used. Grade I. Day noted as one on which dainty messages of love are exchanged in the home or among friends. Valentines made by patterns. 14 Special Days Grade II. Deeds of kindness noted. Post-office with postmaster and carriers for delivering val- entines made by class. Selecting and writing messages. Grade III. The legend of St. Valentine re-used for oral and written work in composition. Drawing, painting, and free-hand cutting of valentines. A valentine box is opened, after which the children sing songs and play games appropriate to the season. Grade IV. Selection of sentiment for messages. Original couplets made. Valentines designed and decorated. Grade V. Distinction between desirable and undesirable valentines. Verses and pictures collected and criticised. Poems and songs suited to the grade. Making of valentines. Grade VI. Old valentine customs of England, Scotland, and parts of France. Original rhymes with attention given to meter and sen- timent. Artistic designs especially encouraged. Grade VII. Sending of comic valentines discouraged. Valentine fortune games and other suggestions given for ways of entertaining at this season. Valentine favors made. Brief Outline 15 WASHINGTON'S BIRTHDAY Kindergarten. Beginning of the patriotic idea through children's interest in the soldier — George Washington the typical soldier. Grade I. Stories of Washington's childhood to illustrate his truth- fulness, courage, and endurance. Making of first flag dramatized. Study of the flag and meaning of colors. Program. Grade II. Stories of Washington's bravery as a boy and as a soldier. Grade III. Washington's school days. The story of our flag reproduced for booklet. Grade IV. Washington as a hero from "Stories of Old Times." Plantation life and customs in Washington's time. Grade V. Washington's private life and his rules of conduct. Grade VI. Washington's family in England and America. Colonial customs. Mount Vernon as a typical Colonial home and the relics preserved there. Grade VII. Washington through the Revolutionary War and as the first President of our country. The Craigie House and Newburgh on the Hudson in his- tory and as they are to-day. 16 Special Days Washington's Monument at Washington, story of its build- ing; also the equestrian statue in the Capitol Square at Rich- mond, noted as a product of art. LONGFELLOW'S BIRTHDAY Grade VII. A program consisting of poems and songs by the author; also a composition on his life and the place he holds among American writers. EASTER Kindergarten and Grades I and II. In these grades the Easter idea is embodied in early spring nature work, of the unfolding life of trees, plants and flowers. The work done in this connection is really part of the spring work, and is written up for each grade under "Seasonal Interests" in the Training School Course of Study. Grade III. Nature's awakening associated with Christ's resurrection. The story of the resurrection from the Bible. Grade IV. The lily as an Easter emblem. Easter bells emphasized. Grade V. Easter church service. Choir boys and Easter music stressed. Grade VI. The origin of Easter. Easter symbols and their meaning. Grade VII. Study of the life of Christ concluded at Easter time; events of Passion Week taken in detail. Brief Outline 17 MAY DAY All Grades. The school work in music and physical education contrib- utes largely to the celebration of May Day. PEACE DAY Grades IV, V, VI, VII. The uselessness of war, its destructiveness, cruelty, and im- morality, the development of the peace movement, the efficacy of arbitration in settling disputes, and the beauty of peace, are shown in the regular work in history, civics, literature, and current events. The program consists of peace songs, poems, and essays, and a debate on some aspect of the subject suggested by recent events. DETAILED OUTLINE OF WORK BY GRADES Notes : (1) What this outline shows. The following somewhat de- tailed outline shows the school work done by each grade in connection with the various special days observed. It also shows the part each school subject has in the study of these days. Only those subjects help that have something to offer. For example, if the arithmetic work of a given grade does not fit in with a given special day, no arithmetic time is taken for work connected with that day. A specific illustration of this is found in the work outlined for Easter. Arithmetic does not lend itself well to increasing the understanding and appreciation of Easter, hence no arithmetic work is planned for any grade. Another illustration is the work outlined for the fifth grade in connection with Washington's Birthday; the arithmetic work does not fit and no arithmetic time is taken to prepare for a Washington's Birthday celebration. But the Fifth Grade work for Christmas includes the arithmetic work involved in buying presents, etc. So, with each subject. If it fits into the study of a day it is used to help in the preparation for the celebration ; if not, no time is taken from it for this purpose. (2) The order in which the subjects appear. There is no uniformity in the order in which the subjects appear. The aim has been rather to arrange the subjects in each case in the order which best shows their relations (1) to the pupils' understanding and appreciation of the day being studied and (2) to each other. The first work of the opening subject is often mainly that of enabling the pupils to realize their need to study the day; and the main part of this study may be done in other subjects. For example, because little children have experienced receiving valentines more than making them, in the Kindergarten they study valentines first in language as "letters to our friends." Then in industrial work they study the construction of valentines, and in litera- ture, the origin of the day. But by the time the pupils reach the Fifth Grade they have had experience in the construction and form of valen- tines, and they can best be made conscious of their need of improving their celebration of the day by considering the art side of valentines first. Hence drawing opens up the Fifth Grade work on this day. (3) This outline mainly suggestive. No teacher should expect to fol- low this outline exactly as printed. There are several reasons for this. The outline may give more material than a teacher has time to use. In such a case the least important should be omitted. Then, too, the teacher may not have at hand the subject matter here listed; for while the sub- ject matter of the State texts has been utilized to a large extent, much of what is here given supplements the State texts, and must be secured from other sources. Though teachers will not find this material difficult to secure, to get it requires the expenditure of considerable time and some money; hence it is advisable to get as much as practicable the first year and then add to it from year to year. Finally, there is doubtless other material quite as good that can and should be used. If, for example, a teacher of Grade Six does not have "The Courtship of Miles Standish" studied, she can still have good work for Thanksgiving. She will prob- ably wish to work toward a program somewhat like the second of the two typical Thanksgiving programs and her English work will be modi- fied accordingly. Again, a teacher may not have certain songs given here ; but she may have others which are as good and which express practically the same spirit. She should use what she has. Notes 19 (4) Teachers' aims as given in this outline. So far as practicable the teacher's main aim in using each unit of subject matter is given. The reasons for doing this would be more evident if the entire course of study were given here instead of only the part dealing with special days. The main reason is that unless a definite purpose is kept in mind the work may be merely interesting to the pupils and may fail to advance them in the particular subject, the time of which is being taken for the work. It is realized that there are other and perhaps better aims than those named, and that aims should often be different with different classes of children. (5) The numbers in parentheses. The numbers in parentheses are used for economy in printing. They refer to books and other sources from which songs and games may be secured. A list of these sources is given, together with their respective numbers, on pages 61 to 62 of this bulletin. 20 Special Days KINDERGARTEN Thanksgiving. Language — Talks with the children bringing out the idea of Thanksgiving as the climax of the harvest. The farmer's work and his contribution to the food supply of the home. Gratitude to those who help us get our food. Industrial Work — Vegetables cut and colored or made from clay. Baskets and plates decorated for dinner table. Feast in the Kindergarten with decorations by children. Literature — Story: "How Patty Gave Thanks"; Pouls- son's In the Child's World. Music — "We Thank Thee, Heavenly Father, for Sunshine and for Rain" (13). Christmas. Industrial Work — Simple gifts made by the children for their parents. Paper construction, crayoning, paper cutting. Christmas tree decorated by children for fathers and mothers. Moral Education — Christmas a time of giving to other peo- ple to show our love for them. Literature — Stories : "A German Legend of the Christmas Tree," in Bailey and Lewis's For the Children's Hour; Bailey's "The Christmas Rose," in Poulsson's In the Child's World; Wiggins's "Santa Claus and the Mouse," in The Story Hour; "Piccola" ; The Bible story of the Christ Child. Music— "Old Santa Claus Puts on His Cap" (16), "The Toyman's Shop" (13), "Once within a Lowly Stable" (7). St. Valentine's Day. Language — Idea of a valentine as a letter to our friends. Industrial Work — Cutting and pasting valentines, using hearts and paper lace. Literature — Story: "A Legend of St. Valentine," Pouls- son's In the Child's World. Music — "Good Morning, Mr. Postman" (24). Kindergarten 21 *Washington's Birthday. Civics — Beginning of patriotic idea emphasized through children's interest in the soldier. George Washington as the typical soldier. Rhythm — Playing soldiers. Marching in lines of ones, twos, and fours. Halting and standing at command. Industrial Work — Making flags, soldier hats, and badges. Literature — Selected stories of Washington as a boy and as a soldier. Music — "Hurrah, Hurrah, We March Along With a Beau- tiful Flag, As You See" (2), "Forward March, Boys, Brave and True and Strong" (3). Easter. Nature Study — Things developed from the nature side. Unfolding life of trees, plants, and flowers. Industrial Work — Coloring Easter cards. Literature — Stories : "The Lily Bulb," Kindergarten Maga- zine; "A Lesson in Faith," Poulsson's In the Child's World. Music — "The Seeds and Flowers Are Sleeping Sound" (7), "Little White Snowdrop Just Waking Up" (16). *For typical program on Washington's Birthday, by the Kindergarten and First Grade pupils, see page 58. 22 Special Days GRADE I Hallowe'en. Industrial Work and Drawing — Jack-o'-lanterns of orange colored paper, outlines cut by pattern, faces free-hand. Mounted as border for room. Music— "Jack-o'-lantern" (38 a), "The Brownies (21). Nature Study — The presence of pumpkins in the room leads to the learning of some facts about their growth, size, color, uses, etc. Language — Conversation lesson on right ways of having fun at Hallowe'en gives opportunity for free expression of the child's own thoughts and experiences. Literature — The work of good fairies and brownies illus- trated by the story of "The Shoemaker and the Elves," and Mary Howitt's "Fairies of the Caldon Low," simplified and told as a story. Games — Hallowe'en party in the room and appropriate games played. Reading — Children's vivid experiences with Jack-o'-lan- terns utilized in blackboard reading lessons on this subject. Thanksgiving. Industrial Work and Drawing — Doll's Thanksgiving table set with dishes and fruits of clay and colored plasticene; knives, forks, spoons, cloth, and napkins of paper. Turkeys cut by pattern from paper and colored. Coops made for turkey for doll-house yard. Language- — In a conversation lesson, children are led to think and speak of our many blessings and how we can best show gratitude by our own enjoyment of good things and by sharing with others. Opportunity given for spontaneous self- expression. Literature — Marian Douglass's "A Good Thanksgiving," in November Plan Book, read to the children. Cecil Alexan- der's poem, "All Things Bright and Beautiful," memorized. These both aim at heightened appreciation of the points Grade I 23 brought out in the language lesson. Maud Lindsay's "The Turkey's Nest" told for enjoyment and dramatized by the children. Music— "Children's Litany" (24), "Mr. Duck and Mr. Turkey" (2). Games — Hofer's "Haymaking Dance" (25 b), Bancroft's "Leaves Are Green" (46), and Newton's "Ten Little Indians" (45). Nature Study — Fruits and nuts used at Thanksgiving dinner. Christmas. Industrial Work and Drawing — For skill and study of form, cut free-hand, color, and mount toys for the toy store or paste them on large outline drawing of Christmas tree. Expression is given to the true Christmas spirit by making Christmas presents for parents such as needlebook, blotter, calendar, cornucopia, chains, bells, etc., made for tree and in- vitations to Christmas entertainment decorated. Literature — Stories chosen to express the spirit of the sea- son: Maud Lindsay's "Gretchen," Bailey and Lewis's "Mrs. Santa Claus," Katherine Greenland's "How the Chimes Rang," in Knights of the Silver Shield. Poems : Eugene Field's "Why Do Bells for Christmas Ring?" memorized. Moore's " 'Twas the Night Before Christmas" read for pure enjoyment. Music— Luther's "Cradle Hymn" (35), "Santa Claus" (3), "A Letter to Santa Claus" (19 or 20). Bible — The birth of Christ and visit of the shepherds. Luke 11:1-21. Language — Conversations about Santa Claus, what he brings, etc., lead to expression of happy experiences, while those involved in planning the Christmas presents call for clear expression of thought by the child. Arithmetic — Children buy and sell in a play toy store to teach value of small coins and a few addition combinations. Game — Dance around the tree. Reading — Action sentences based on Christmas tree and toys. 24 Special Days Valentine's Day. Industrial Work and Drawing — Valentines made by pat- tern, using red hearts, tiny scrapbook pictures, etc. Music — "A Birdie's Valentine," in Tomlin's A Child's Gar- den of Song. Language — Meaning of the day as time for exchange of messages of love between friends. Legend of St. Valentine's Day retold by children for the benefit of those who have not heard it before. Valentine messages suggested by the chil- dren and written on board by the teacher. Choices made for their valentines. *Washington's Birthday. Language — Stories of Washington's childhood and youth to illustrate his truthfulness, perseverance and courage related by the teacher. Retold by children for practice in connected narrative. Meaning of the colors in the flag. Story of the first flag dramatized by the children. Music— "Little Soldiers" (41 a), "Marching Song" (19), "Rub-a-dub-dub" (19). Games — Newton's "Marching Song," Newton's "Soldier Boy" (45). Industrial Work and Drawing — Make flags to decorate booklet. Fold soldier cap to march in on Washington's Birth- day. Cut hatchets free hand, the best chosen as a pattern and hatchets cut for border for room. Easter. Nature Study — Reawakening life observed in early-bloom- ing bulbs, budding of trees, germination of seeds ; little chick- ens and rabbits; emerging of moths from cocoons. Music— "Nature's Easter Story" (7), "The Bunny" (2), "The Chicken" (2). Industrial Work and Drawing — A pet rabbit in room. Drawn free-hand, cut out, and mounted to decorate room. Easter cards made with hektograph designs of little chickens and rabbits. *For typical Washington's Birthday program, given by the First Grade and Kindergarten pupils, see page 58. Grade I 25 Literature — Kate L. Brown's "The Seed" memorized. Beatrix Potter's "Peter Rabbit" read for enjoyment. "The Sleeping Princess" told and retold by teacher as often as called for. Later retold by children for practice in connected narrative. Games in Season — Burchenal's "The First of May" (47), Hofer's "French Flower Round," Hofer's "Swiss May Dance" (25 b). 26 Special Days GRADE II Hallowe'en. Play — A party is given in the classroom for the children's enjoyment. The room is darkened, lanterns are lighted, and games are played, such as "Bobbing for Apples" and "The Brownie Game." Industrial Work and Drawing — Lanterns made and faces drawn and pasted in to develop idea of form and proportion. Brownies cut to make border for room to increase interest in the occasion. Music — "Jack-o'-lantern" (17), to increase the merriment of the hour. Thanksgiving. Language — Conversation lessons on how to show our thankfulness, and on how other people have shown their thankfulness, to afford opportunity for free expression of ideas. Selected stories retold by the children to develop oral expression. Industrial Work and Drawing — Modelling fruits and vege- tables to develop idea of form. Illustration by paper cutting of "Over the River and through the Wood" for blackboard picture and story selected from "Hiawatha Primer" and worked out on sand table. Both for better appreciation of subject matter. Drawing in colors of apples and pumpkins to develop sense of color. Literature and Reading — "Over the River and through the Wood" memorized for enjoyment. Psalm LXV, 11-13, memorized to increase appreciation for the spirit of thanks- giving. Thanksgiving stories read to class for enjoyment. Stories pertaining to the season of Thanksgiving selected from supplementary readers and read by individual children to class to increase interest in reading and to give practice in clear enunciation and good pronunciation. Music — "The Squirrels' Thanksgiving" (40 b), "Thanks- giving Song"; "Children's Litany" (24), re-used to afford pleasure to the children and to develop good tone quality. Arithmetic — Oral problems about fruits and vegetables to give practice in addition. Grade II 27 Writing — Words and sentences about what we have for our Thanksgiving dinner, to give practice in writing. Games — "Oats, Peas, Beans, and Barley Grow" (46 or 25); and Bancroft's "Hunting Game" (46) for social pleas- ure and physical activity. ^Christmas. Language — Conversation lessons on the spirit of Christmas to give opportunity for free oral expression. Writing invi- tation to Christmas exercises to develop clear expression. Field's "Why Do Bells on Christmas Ring?" copied to keep in language books. Bible — Luke II, 8-14, memorized. Bible stories: The Birth of Christ, The Visit of the Shepherds, The Coming of the Wise Men, The Manger of Bethlehem, told to increase appreciation, rhythm, and good tone quality. Literature — Moore's "A Visit from St. Nicholas" memo- rized for enjoyment. Kate Douglas Wiggins's "The Story of the Nativity" and "The Fir Tree" read to class to develop aesthetic appreciation. Industrial Work and Drawing — Christmas gifts, pin rolls and calendars are made to give to parents, Santa Clauses car- rying sacks of candy for first-grade children, decoration bells made to dress Christmas tree to strengthen the spirit of giv- ing in the children. "A Visit from St. Nicholas" worked out on sand table to clarify ideas, to afford pleasure and oppor- tunity for physical activity, and to develop the creative power in the child. Snow scenes drawn with crayola to develop sense of color and idea of placing. Decorations on invitations to send to parents to develop rhythm in use of units. Children draw presents they would like to get for Christmas. This gives opportunity for original work and free expression of ideas. Music — "Santa Claus" (41 a), "Christmas Chimes" (41 a), "Bethlehem Stable" (12), "Christmas Play" (17), "Santa *A typical Christmas program, that embodies much good school work and affords an excellent expression of the true Christmas spirit, may be found in the Virginia Journal of Education, November, 1912. This program is a play, entitled "Santa's Visit to Favorite Children," worked out by the Second Grade of the Training School, Miss Elizabeth Falls, Supervisor, Farmville, Virginia. 28 Special Days Claus" (1), "The First Christmas" (26), to develop aesthetic appreciation, rhythm, and good tone quality. Games — "Dance Around Tree," Hofer's The Christmas Wreath/' to afford social enjoyment and opportunity for physical activity and to develop sense of rhythm. Lee's Birthday. Literature — Stories of Lee's boyhood and his kindness to his mother told to the children to increase their appreciation of his greatness of character. Language — Stories reproduced by the children for oral ex- pression. Valentine's Day. Language — Conversation lesson on what are deeds of kind- ness and on what a valentine should express, and messages selected and written to fix habits of good oral and written expression. Literature — "The Story of Valentine," Plan Book, Feb- ruary; "How Valentines Are Made"; "Five-Minute Stories," to give enjoyment to class. Industrial Work and Drazving — Valentines are made to put in post-office in grade-room. Postmaster and carriers are selected and valentines are delivered for the social enjoyment of the children. Music — "Valentines" (38 a) ; "A Recipe for a Valentine" (19), learned to add interest to the day. Washington's Birthday. Literature — Stories of Washington's bravery as a boy and as a soldier for ethical value. Language — Sentences composed and copied and stories re- told to give practice in good oral and written expression. Music— "Soldier Song" (40 a) ; "Salute to the Flag" (20), to develop idea of patriotism and sense of rhythm. Industrial Work and Drazving — Badges and flags made and colored to increase interest in the day and to develop idea of patriotism. Grade II 29 Arithmetic — Measuring involved in making badges and flags to secure skill in using the rule. Games — Newton's "King of France" (45) to afford oppor- tunity for physical activity and social enjoyment. Easter. Language — Class discussions about the return of birds, the blooming of flowers, the budding of trees, the awakening of all nature into life, held each day during the week preceding Easter Sunday for better appreciation of the spirit of spring, the return of life. Reproduction of Easter stories to give opportunity for clear oral expression. Picture, "The Easter Eggs," studied to afford opportunity for original work. Literature — "The Lily," Plan Book, April, read to class for aesthetic appreciation. Music — "Mother Hen" (39 a), to increase interest in the day. "At Easter Time" (15), for aesthetic appreciation. Industrial Work and Drawing — Design using eggs, chick- ens, and rabbits for Easter blackboard border to develop cre- ative power. Easter cards to send to friends designed to give practice in use of units and encourage creative, original work. 30 Special Days GRADE III Hallowe'en. Language — Conversation lesson recalling to children the approaching festival and securing from them suggestions for appropriate room decorations to be used at their party. After the party, writing letters to some friend or relative describing their good time at the party. This furnishes a means for giving drill in correct letter forms as well as ease and free- dom of expression in oral language. Music — Rote song, "Jack-o'-lantern Pumpkin Head" (21). Drill: Selection of like musical phrases; recognition of recurring octave and tonic chord intervals. Literature — Readings from Cox's Brownie Stories and from Mulock's Adventures of a Brownie. A re-use at the party of Grimm's "The Shoemaker and the Elves," and a tell- ing of the story of "Queen Zixie of Ix," in St. Nicholas, be- ginning November, 1904. Industrial Work — The cutting of Jack-o'-lanterns from pumpkins. Entire freedom and originality are allowed chil- dren. Party — The schoolroom is darkened and lighted by the Jack-o'-lanterns. Children are told stories of good brownies and fairies, and play "Blind Man's Buff," "Bobbing for Apples," and make "Shadow Pictures." Games may be found in Bancroft's Games for the Playground, Home, School, and the Gymnasium, and in Johnson's Education by Games. For list of stories, see Literature. Thanksgiving. Language — Talks about why Thanksgiving is observed and how we may show our thanksgiving. The copying of Thanks- giving poems to be bound into a booklet for practice in copy- ing poetry. Study of words connected with Thanksgiving work. Literature — Memorizing the following selections : Psalm LXV, 11-13; "Thanksgiving Joys," George's Primary Plan Book; "Thanksgiving," page 102, School Year Book, No. Ill; Grade III 31 Kate D. Wiggins's story of "The First Thanksgiving" told to the children. Industrial Work — The story of "The First Thanksgiving" reproduced on the sand table. Covers made for the Thanks- giving booklet, giving practice in measuring and skill in fold- ing and cutting. Music— Teaching the following rote songs: "We Thank Thee," manuscript; "Popcorn Song" (42), "Patriotic Hymn" (24). Drill: Vocal drills taken from the "Popcorn Song" for practice in securing light tone quality; tapping selections from songs for recognition. Drawing — Designing cover for booklet. Suggestive work ; the cutting or painting of fruits, and studying out a border arrangement or a fruit that may be used as a central deco- ration. Games — "Harvest Festival" (45). Christmas. Language — Conversation with children allowing them to tell what Christmas means to them and from this leading up to what Christmas should mean in the true sense. A written reproduction of the story of "The Wise Men" to be bound in the Christmas booklet. Copying of poems and mottoes for same purpose. Writing original letters to friends telling "What We Did in School at Christmas" and "What Santa Claus Brought Me." Writing invitations to parents for Christmas program. Spelling words connected with gift- making, written work, arithmetic, and songs. Literature — Nora Smith's "Christmas Story" and Eugene Field's poem, "Why?" re-used from previous grades. Sher- man's "Bells of Christmas" memorized. Stories of the Christ Child taken from Proudfoot's Child's Christ Tales read to the children. Bible readings of the Nativity. Story of the Wise Men compiled from various sources and adapted. Ref- erences: The Bible, Van Dyke's The Other Wise Man, Ladies' Home Journal for December, 1910. Music — Teaching the following rote songs : L. H. Red- ner's "O Little Town of Bethlehem," verses one and two (43) ; "Christmas Carol" (19), "Sing, Little Children, Sing" (15), "Shine Out, O Blessed Star" (15), "Christmas Star" (35), "To Santa Claus" (26), "Christmas Secrets" (20). 32 Special Days Art and Drawing — Study of pictures of madonnas and the Wise Men; tinting designs on Christmas cards and booklet cover that are already outlined ; originating on squared paper straight line stencil designs for lamp mats and sofa cushions; decorating candy boxes, using the holly berry and straight line motif. Industrial Work — Paper cutting illustration of the story of the Wise Men; the binding of written work into booklet; mak- ing sofa cushion or lamp mat gift from burlap stamping in the stencil design with easy dyes and outlining with chain stitch ; making calendars, candy boxes, and paper files for gifts. This work gives practice in measuring and skill in manipulation of tools and materials. Geography — General idea of Palestine in the time of Christ and now. Reading — The stories of "The Fir Tree," "The Disconso- late Pine," "The Little Match Seller," and "A Visit from St. Nicholas," read from the grade readers. Various short stories connected with Christmas are selected by the teacher and clipped from old magazines for the purpose of giving practice in sight reading. Arithmetic — The setting up of a toy shop and buying and selling toys, using the addition, subtraction, and multiplication processes. Games — "Twining the Wreath" (25 b), "Christmas Wreath" (25 a), "Christmas Festival" (45). Lee's and Jackson's Birthdays. Language — Brief talks giving in story form such accounts of the lives of these two great heroes as the children can un- derstand and appreciate. Simple written exercises in question and answer form based upon the above stories. Games — "Soldier Boys' Drill" (42). Boys are dressed in cambric costumes of the Confederate gray and carry Con- federate flags. St. Valentine's Day. Literature — The story of St. Valentine from George's Pri- mary Plan Book, told to the children and reproduced. "Big Brother's Valentine," found in Bailey's For the Children's Hour, read to the class for enjoyment. Grade III 33 Language — The copying of the story of St. Valentine in letter form to be sent as a valentine to the children's mothers. The selection and copying of verses for valentines. Study of words describing pretty valentines. Music — Rote song, "Valentines" (20). Drill: Recogni- tion and selection of the recurring strong tones of the scale. Industrial Work — Free-hand cutting of valentines from cardboard and paper. Drawing — Painting valentines. Games — Playing of "Meeting and Greeting" (25 b), chang- ing the word partner to valentine. Washington's Birthday. Language — Stories of Washington's boyhood re-used from Grades I and II, special attention being given to Washington's school days, selecting those stories that will describe his school sports and his habits of study. The story of "Our Flag" re- used from Grade I and reproduced in written form. Study of patriotic words. References: Year Books I, II, and III, and the February number of the Primary Plan Books, as published by A. Flanagan Company, Chicago ; Educational Bulletin XIII, published by the State Department of Educa- tion, Raleigh, North Carolina ; the Primary Month by Month Books, published by A. S. Barnes & Co., New York, and the current school magazines. Music — Teaching the following rote songs : "There Are Many Flags in Many Lands" (42), "Our Flag" (19), and "The First Flag" (26). Industrial Work — Cutting paper flag design for booklet cover. Mounting in chart form pictures of Washington and Mount Vernon. Games — Formal marching with salutes. Easter. Language — Relating the observances of the renewal of life in trees, flowers, grasses, and insect life. Recalling the ob- servances of nature in the fall and winter. Tell the story of Christ to the Ascension. Give Bible readings from the story of the resurrection. Have children commit to memory appro- priate Easter verses. Copying of the song-poem, "At Easter Time," for practice in the use of quotation marks and capi- talization. 34 Special Days Music — Teaching the following rote songs : "At Easter Time" (15), and "Easter Song" (19). Drawing — Tinting of Easter cards that are already de- signed. Literature — Story of "Herr Oster Hase," in Bailey's For the Children's Hour, told to children and reproduced orally. Grade IV 35 GRADE IV Hallowe'en. Drawing — Free-hand cutting" of symbols for decoration of post-cards and blackboard borders; the selection of appro- priate colors and units for the purpose is the main problem involved, as most of those used have become familiar to the children in one or the other lower grades. Music — Song, "Hallowe'en" (38 a), taught by rote, sug- gestive in word and musical phrasing of the spirit of fun and frolic in the home or social gathering. The decorations and song are the children's contribution towards entertainment at an informal grade "party," where "bobbing" for apples and funny "fortunes" are tried by everybody. Thanksgiving. Industrial Work — Making of simple caps, collars, cuffs, etc., of paper or stiff cambric, for costumes to be worn in a tableau; the problem involved is cutting from a pattern. Booklet for story and arithmetic work done in connection with the day. Reading — Stories of colonial life from books in the Juven- ile Library, especially "Mary of Plymouth," Otis series. A good story to give the picture of every-day home life in early New England as it looked to a child; suited to the practical attitude of ten-year-old children. Music — "The Turkey's Drumstick" (44). Review of fa- vorite songs learned in previous grades. "A Child's Thanks- giving" and "For Peace and for Plenty" are usually sung. Drawing — Design for Thanksgiving menu card or for booklet cover. This is usually a problem in coloring a simple line drawing which has been traced by the teacher, the subject chosen by the children, being suggested by the stories they have read. Language — Selection of a phase of the Thanksgiving story to be given as a tableau; simple written description of the scene which they wish to picture in the tableau, from outline suggested in class, or letter describing the "play" given by 36 Special Days Grade V or VI. This involves one conversation lesson, in which the outline is made, and practice in paragraph writing. Physical Education — "Vineyard Dance" (Crampton), "Harvest Dance" (Burchenal), usually given at the time of the presentation in the Assembly of the Thanksgiving pro- gram prepared by Grade V or VI. Bible — Story of the harvests in Egypt from the story of Joseph. Review of Psalms LXVII, C, CXVII. Arithmetic — Finding the cost of supplies for a Thanksgiv- ing dinner menu ; quantities and prices listed for class by com- mittees from class, involving multiplication by more than one figure, rapid addition drill, making out of orders and bills. Christmas. Bible — Story of the Nativity from St. Luke and St. Mat- thew. Read by children. History — The Roman conquest of Greece as noted in "Tales of the Greeks" is made the basis for explanation of the taxation — census-taking — mentioned in the Bible story. Music — "The Christmas Tree" (40 a), "Christmas Carol" (40 b), "Christmas Star" (35), "Christmas Joys" (20), "The Wonderful Tree" (15), "O Little Town of Bethlehem," "Father Christmas" (40 b). Reading — Christmas stories in texts. Stories from juvenile magazines. Industrial Arts — Making of calendars, and desk or memo- randum pads for gifts; decorations chosen from fourth year fall and winter work as outlined in the Seigmiller Course. Decorations for class Christmas tree. Drawing — Cards for Christmas greetings, designs as noted above. Physical Education — "Minuet" (45), Newton. Used as part of general Christmas exercises in the auditorium. Language — Christmas carols and poems from Hazard's Three Years With the Poets reviewed and memorized. Most of these have been learned in previous grades. Drama- tization of story chosen by class from reading. (This is done in case the class does not present a Greek story in dramatic form earlier in the term.) The story selected is first outlined Grade IV 37 in the language class, the most interesting "pictures" or inci- dents are chosen, what characters appear in each, and what conversation and action will best tell the story to the audience are discussed. The scenes decided upon are orally summa- rized and the class chooses a committee to "work up" each scene. When written, these are read to the class and criticisms given, the entire play being written, the actors are chosen, cos- tumes, if needed, are planned, and rehearsals begun with con- stant reference to presenting the story by picture, action, and voice so that it shall give pleasure to others. Lee's and Jackson's Birthdays. Language — Stories of Lee and Jackson as soldiers and gen- erals. (Mrs. Jackson's Life of Lee and Life of Jackson as teacher's reference.) Comparison with Greek and Roman generals. St. Valentine's Day. Industrial Arts and Drawing — Valentines designed and decorated. Children bring many designs which they collect, lessons in selection of artistic and appropriate models to be used in class. The Fourth Grade specializes in "wall-paper valentines." Language — Selection of sentiments for messages; original couplets made. Music— "February" ( 24 ) . Washington's Birthday. Music— "Washington Song" (26), "Flag Song" (40 b). Reading — "Our Hero of Heroes," from Stories of Good Old Times, by Cleveland; read or told to the children. Language — Topical outlines of stories as above, a child chosen by the class to tell each part in the Washington's Birth- day program, which is usually quite informally given to a few invited guests in the grade-room. * Easter. Music — Carol, "Easter Voices" (39 b). Review of Easter and spring songs learned in lower grades. *For a typical Easter program as given by Grade IV, see page 58. 38 Special Days Drawing — The lily as an Easter emblem, studied and en- joyed, not always painted, but the class usually decides to use it for decoration of the cards of greeting which they make. Blossoms, peach, japonica, or apple, are used also, if in season, as affording practice in matching tints in water-colors, and of study of growth and arrangement of blossoms. The problem of spacing and lettering is usually undertaken for the first time without a model, worked out on the blackboard, and rough plans made and submitted for criticism by class and teacher before deciding upon a standard arrangement of blossom and lettering. Language — Story, "The Pattern Lily" {Kindergarten Magazine, April, 1903), or one from current juvenile or edu- cational magazines. The Easter and spring work of the grade sometimes culmi- nates in a program for the Friday assembly, in which the most interesting and suitable parts of the regular work for the sea- son are presented. Grade V 39 GRADE V Patrons' Day. For typical Patrons' Day program as given by Grade V, see page 54. Hallowe'en. Language — A conversation lesson on negro superstitions to stimulate the children's interest and desire for expression and to afford the teacher an opportunity to study the children's usage. Written reproduction of a ghost story for suggestive scenes and words suited to the theme, and an original ghost story for choice of words and scenes. The stories put into a booklet. Drawing — Decoration of cover for booklet containing ghost stories for practice in processes listed for the grade. Board decoration iri which the children use but do not design stencils of witches, Jack-o'-lanterns, ghosts, black cats, or other Hal- lowe'en symbols, for practice in crayon and study of space division, as well as for consciousness of appropriate symbols. Excursions — If practicable, a night, ghost or lantern excur- sion with teacher for wholesome fun and discouragement of lawlessness. Manual Training — Jack-o'-lanterns of paper boxes for room decoration to learn how to make and paste the socket for the candle. Music— "Hallowe'en" (39 d). Thanksgiving. History — For intelligent appreciation of the day, the story of the first Thanksgiving in New England, with emphasis upon the Indians as constituting an important part of the his- toric setting. Literature — Study of "Hiawatha" for appreciation of the poem and of Indian life. Dramatization of parts of "Hia- watha" or other program illustrating Indian life. Drawing — Expression drawing for clear impression of pic- ture writing as described in "Hiawatha." Design for pro- 40 Special Days gram cover for practice in processes listed for the grade. If needed, board decoration consisting of stencil drawings of In- dians, Indian corn, or other objects illustrating Indian life, for appreciation. Painting of pumpkin as in text for study in color. Manual Training — Costumes and other program needs in- volving processes listed for grade. Music — "The First Thanksgiving Day" (20), "Thanksgiv- ing" (40 c), "Indian" (26), "Harvest Song" (44). Language — A conversation about past Thanksgiving ex- periences to arouse interest and desire for expression. Orig- inal written composition for naturalness and spontaneity on the "Autobiography of a Thanksgiving Turkey," or other sim- ilar theme of interest to the children. Reading — Review and recitation of Child's "Thanksgiving Day," Three Years With the Poets, with special effort to avoid the sing-song effect. Physical Education — "Reap the Flax," Burchenal (47), for muscular control and appreciation of the harvesting industries. Christmas. Manual Training — Christmas presents. Suggestive : Bread board, articles printed with rucco blocks, box with lid for vari- ous purposes, whittled paper cutter, card catalog case, binder for stories and poems, bulbs in bowls, crocheted hairpin holder or doll costume, handwork in sewing, and other articles in- volving processes listed for the grade. Values : Appreciation of the season, purposive effort, using of ideas, skill in pro- cesses and use of tools. Drawing — Decoration of presents involving the use of sten- cil designs already made, making a stencil design, transfer- ring outline designs to cloth, printing articles with rucco blocks, lettering, spacing, pattern drawing for a Christmas box of some sort. Emphasis upon beauty of coloring and general attractiveness of product. Study Murillo's "Holy Family," "Children of the Shell," and "St. John and the Lamb," for appreciation. Arithmetic — Problems based upon the purchase and mak- ing of presents, for practice in fundamental processes, and study of some phase of fractions. Finding number of days Grade V 41 before Christmas and in the holiday to increase skill in count- ing time. Excursions — Individual excursions to stores and bazaars for suggestions for presents. Language — Copying poems for binder to teach correct plac- ing of poetry on a page, to give practice in spelling in con- nected discourse, and in writing on unruled paper. Christmas letters to friends to teach selection of material from the stand- point of the reader and to review letter forms. Notes of invi- tation and acceptance, and business letters ordering gifts or materials as new types of letter forms. Addressing of pack- ages to learn how, legibility and accuracy being emphasized. Life of Murillo studied in connection with his pictures and re- produced orally by outline for practice in making an outline. Civics — Study of post-office. Literature — Wiggins's "The Bird's Christmas Carol" read to the children for enjoyment of good literature and for un- conscious effect upon ideals of Christmas joy; Lane's "Hilda's Christmas," Poulsson's "While Stars of Christmas Shine," and Thaxter's "Piccola," Three Years With the Poets, stud- ied by the children for the same purposes. Moore's "A Visit From St. Nicholas" rememorized from Second Grade for its worth. The following from Hazard's Three Years With the Poets, studied for appreciation both of the poems and of the religious significance of the day: Poulsson's "The First Christmas," "As Joseph Was a-Walking," Mulock's "A Christmas Carol," Tate's "While Shepherds Watched Their Flocks by Night," Herrick's "Christmas Carol," Low- ell's "A Christmas Carol," Brooks's "O Little Town of Beth- lehem." Two of the above poems selected by the children and memorized both for their own worth and to make the children conscious of a method of memorizing. Reading — Oral reading of the above poems to stress ex- pression of the meaning and, therefore, to avoid the sing-song due to rhythm. Music— "Christmas Eve" (18), "Gather Round the Christ- mas Tree" (18), "Christmas Chimes" (40 c), "Old Christ- mas" (40 c), Redner's "Little Town of Bethlehem" (37 or 42), "As Joseph Was a-Walking" (26). Physical Education — "Dan Tucker," Bancroft (46), for muscular control. 42 Special Days Note — When the children reach the Fifth Grade they have received presents until they are inclined to expect them as a right, to resent not receiving them, and to appreciate them in proportion to their monetary value. There is also a strong tendency to club for official presents. In order to develop high ideals along these lines, Christmas giving and receiving are discussed in class from the ethical point of view, and mem- ory gems expressing the desirable Christmas spirit are learned. "Who gives himself with his gift feeds three, Himself, his hungering neighbor, and Me." — Lowell. "On Christmas Time," by Dickens; Hazard's Three Years With the Poets. New Year. Music— "New Year's Song" (39 c). Literature — Tennyson's "New Year's Eve," Three Years With the Poets , for poetic appreciation and elevation of ideals. Lee's Birthday. History — Personal incidents of Lee's life read to the chil- dren from Williamson's Life of Lee for acquaintance with the man and love for him as a man ; also for unconscious ele- vation of personal ideals and of the ideal of loyalty to the South. Language — "What I Live For," McGuffey's Fifth Reader, as a beautiful way to express some things Lee lived for. One stanza memorized to clinch the ideal and the music of the rhyme. Literature — Page's Two Little Confederates read to the class to cultivate a love for good stories, to help the children appreciate life conditions in the South during the war, and to show that loyalty for the South does not conflict with per- sonal friendships with people of the North. Music — "The Bonnie Blue Flag," Virginia Journal of Edu- cation, January, 1911 ; "I'se Gwine Back to Dixie." Drawing — Stencil drawing of Confederate flag for board decoration to acquaint the children with the flag and to make them conscious of the outline of a waving or folded flag. Physical Education — Military marching for muscular con- trol and development of the sense of rhythm. Grade V 43 St. Valentine's Day. Drawing — Valentine forms and decorations criticized by the children. Pretty designs and refined pictures suggested. Decoration of valentines for originality of selection, beauty of color, and practice in the use of water colors. Language — Criticism and improvement of valentine verses as to content and form, for appreciation of refinement, rhythm, and rhyme. Music— "Valentine's Day" (26), "My Valentine" (21). Literature — Whittier's "In School Days" studied for ap- preciation and memorized by large thought units. Scott's "Young Lochinvar" read to the children to encourage respect for sentiment. "True Love Requited" and Lear's "The Owl and the Pussy Cat" for enjoyment of the season. Reading — The above poems for expression of feeling and distinctness of enunciation. Washington's Birthday. History — Information about Washington's private life told or read to the children for appreciation of the man and of his unofficial service to his country. Language — Reproduction for booklet of an incident of Washington's private life for improving oral and written sen- tence structure. Copying for booklet of selected maxims for emphasis upon paragraph indentations and margins and prac- tice in writing on unruled paper. Music — "Uncrowned Kings" (32), "Columbia, the Gem of the Ocean" (40 c), "America" (40 c). Drawing — Cover design for booklet. Physical Education — If needed for general school program, military marching for muscular control and expression of rhythm. Easter. Language — An information and conversation lesson about Easter church music and choir boys, for a wider interest, ap- preciation of singing as an accomplishment for boys, and for improvement in language through unconscious imitation of 44 Special Days the teacher's usage. The life of Haydn read in connection with the choir boys and reproduced orally for practice in talk- ing connectedly by outline. Music— "Easter" (26); "The Choir Boy," Armstrong; "Lift Your Voices" (37). Drawing — Study Anderson's "Choir Boys" for apprecia- tion. Pose drawing of a choir boy. May Day. Music— "Now Is the Month of Maying" (40 c), "May Time" (40 c). Physical Education — "May Pole Dance," Burchenal (47), for muscular control and grace of movement. Language — Copying program for form and adaptation of writing to a given space. Account of the exercises written for the paper as a type of useful composition requiring accuracy and ease. Oral and written reproduction of Roman May Day as in Andrews's Ten Boys for sentence structure and use of other connectives than "and," "so," "then." Drawing — Program cover or poster. Grade VI 45 GRADE VI Hallowe'en. Literature — Selections from Burns's "Hallowe'en" and "Tarn O'Shanter" read to class and interpreted by teacher. Language — Conversation in which our own customs are discussed and compared with those of the Scotch, to give prac- tice in telling things interestingly. Letter describing a Hal- lowe'en party, real or imaginary, for practice in writing enter- taining letters. Music — "Hallowe'en" (39 d) reviewed from Grade V for enjoyment. *Thanksgiving. History — History of the Pilgrims in England, Holland, and America. Language — Compositions on the Pilgrims in England, Hol- land, and America, especially to emphasize and give practice in getting unity in paragraphs and connection between them. Dramatization of Longfellow's "The Courtship of Miles Standish," giving practice in changing from indirect to direct quotations. Practice in writing programs and invitations. Literature and Reading — "The Courtship of Miles Stand- ish" studied for appreciation, and selections memorized by entire class. Used also for practice in oral expression. Psalm C studied and memorized. Drawing — Backs for Thanksgiving programs or booklets, to give practice in accurate space division and lettering, and in the decorative treatment of landscapes, either a bit of the pri- meval forest, or a water scene showing the departure of the Mayflower. Arithmetic — Practice in fractions as needed in dividing space for lettering program or booklet. Sewing — Dresses, caps, collars, and cuffs made to be used in the Thanksgiving entertainment, to give experience in cut- *For typical Thanksgiving programs, as given by Grade VI, see page 56. 46 Special Days ting by patterns, running seams, French felling, hemming, putting on bindings, sewing skirt to waist, and putting in sleeves. Music — "We Thank Thee" (26), to review and give prac- tice in Key of B flat; "Praise God" (40 c), with special atten- tion to change in time signature; "The Landing of the Pil- grims" (41 b), for special work on expression; "Spin, Lassie, Spin" (40 c), for practice in sight reading in Key of E; "In Holland" (Art Cycles), taught by rote, if needed for pro- gram. Physical Education — Crawford's "Harvest Dance" (48), with Grade VII. Christmas. Language — Oral and written language work on Christmas customs in old England and other European countries, as Germany, France, Holland, Norway, and Sweden, for vivid- ness of description and special practice in the use of commas. Study of figurative language, especially simile and metaphor, in Lowell's "The Vision of Sir Launfal." Literature — Lowell's "The Vision of Sir Launfal" studied for the beauty of the language and the splendid Christmas les- son as to the right sort of giving. Selections from this memo- rized, and also the description of an old English Christmas from Scott's "Marmion." "The Oak of Geismar," the story of the first Christmas tree, read to class for appreciation. Reading — Parts of "The Vision of Sir Launfal" and appro- priate Robin Hood ballads read, for practice in giving the thought in poetry and rhyme. Drawing — Backs for Christmas booklet designed and made for further practice in space division and lettering, and the selection and working up of appropriate design, as boar's head, old English carol singer, or stencil design, using holly or mistletoe. Calendars and match scratches decorated with original snow scenes in tones of gray, or scenes cut from drawing book and colored, for practice in selecting, mixing, and putting on color. Music — Old English carols, as "Christmas Day in the Morning" (35), "Christmas Carol" (20), "God Rest Ye, Merry Gentlemen" (42), etc., for practice in singing by note Grade VI 47 and in good tone in the various keys; "Silent Night," and Redner's "O Little Town of Bethlehem" (43), soprano re- viewed and alto learned, for practice in singing in two parts. Sewing — Bag or whisk-broom holder embroidered and made, to teach the Wallachian stitch and to give practice in covering cardboard smoothly. Geography — The toy industry of Germany. Arithmetic — German money as needed in estimating profit on toys imported from Germany, to give practice in the funda- mental processes and in working with denominate numbers. A little of customs and duties in the same connection. Physical Education — "Sir Roger de Coverley Dance" for grace and ease of movement. Lee's and Jackson's Birthdays. History — Lee and Jackson compared with each other and with other great generals. A little talk about the causes for which other great generals fought and the one for which Lee and Jackson fought. Narrow sectional feeling discouraged. Literature — Father Ryan's "The Sword of Lee" memo- rized. Reading — "The Blue and the Gray," Graded Poetry Reader, read for oral expression. Music — "The Bonnie Blue Flag" and "Dixie" as published by the U. D. C. Songs of the nations reviewed for enjoyment. St. Valentine's Day. Language — Composition on the origin of valentine cus- toms, with special emphasis upon sentence structure and the use of "ing" and prepositional phrases. Original rhymes for valentines to teach meter in a simple way; simple poems scanned. Drawing — The study of appropriate designs and the mak- ing of attractive valentines. To secure further practice in pose drawing, little Dutch figures in various poses suggestive of appropriate rhymes may be used for decoration, Holland being studied about this time. 48 Special Days Washington's Birthday. History — Brief study of colonial customs and of Mount Vernon and the relics of colonial days preserved there. Language — Composition on the Washington family in Eng- land and America, for further practice in making a connected, well-balanced short story out of a long one. Composition on Mount Vernon, a typical colonial home, for practice in de- scribing a thing from different points of view. Drawing — Backs for booklet, using as decoration colonial gentleman, done in flat tones with heavy outline. Further practice in lettering and spacing for speed and skill. Music — "The Recessional" (30), with special emphasis upon expression and syncopation; "God of Our Fathers, Whose Almighty Hand" (43), for practice in singing parts of the chromatic scale in the Key of F. Physical Education — Newton's "Minuet" (45). ^Longfellow's Birthday. Language — Short written composition on the life of Long- fellow, stressing the selection and organization of material in making a long story short. Invitations and programs for entertainment written for practice. Literature — Several short poems and selections from longer ones by Longfellow memorized. Reading — Selections from "The Courtship of Miles Stand- ish" reviewed for fluency, and selected poems from The Chil- dren's Hour and Other Poems read for practice in sight reading. Music— "The Children's Hour," "The Village Blacksmith" (chorus), "She Sleeps, My Lady Sleeps" (two-part), "The Bridge." St. Patrick's Day. History — Story of St. Patrick and his work for Ireland. Music — "The Wearing of the Green," Songs of the Na- tions, with special attention to tone, enunciation, and breath- ing. *A typical Longfellow program will be found on page 58. Grade VI 49 Drawing — "The Wearing of the Green" illustrated with the shamrock for practice in drawing with pen and ink. Language — Irish jokes told for practice in telling jokes ef- fectively. Easter. Language — Written composition on the origin of Easter and the significance of Easter symbols, to give practice in the use of adjective and adverbial clauses instead of a number of independent clauses. Drawing — Easter cards decorated, using early spring flow- ers, to give practice in painting from nature without pencil sketch, and in artistic arrangement of decoration. Music — Clayton John's "Easter" (32). Virginia Day, May 13. A program is given made up of selections from the work done in studying early colonial life in Virginia, such as a de- scription of Virginia as the first colonists saw it, an imaginary conversation between Raleigh and Queen Elizabeth as to the naming of the new colony, a sketch of Captain John Smith's life, short history of Virginia as a royal colony, description of life on an old Virginia plantation, etc. 50 Special Days GRADE VII ^Hallowe'en. Reading and Literature — A study of literature as influenced by a conception of the spirit world in its relation to our own, the weird and jocular phase being emphasized. The Witches' Scene from "Macbeth" dramatized, and "The Headless Horseman" from "The Legend of Sleepy Hollow" is read by class for oral expression. Poem, "Hants ! Child, Hants !" from manuscript, is read to class for enjoyment. History — Origin of Hallowe'en and its significance in the beginning as compared with the Hallowe'en celebrations to- day. Pictorial Review, October, 1907, page 35. Language — The Hallowe'en celebration written up by class and selection made for publication in the school magazine, to afford opportunity for vivid yet brief narration. Industrial Work — Pumpkins cut for decorations and for use in Jack-o'-lantern drill, to give practice in the skillful hand- ling of knife for producing facial expression. Costumes for drill made from old sheets, to give practice in improvising in- expensive costumes. Drawing — Blackboard border for stencil design, using Hal- lowe'en symbols. Units made by entire class, and one se- lected for use. Physical Education — Jack-o'-lantern drill, Normal Instruc- tor, October, 1906. Music — "Hallowe'en" (39 d) re-used for program. Thanksgiving. History — Our American Thanksgiving traced from 1621 until the present. President's proclamation read with the class. Bible — The three Jewish feasts studied at this time, special attention being given to the Feast of the Tabernacles. *A typical Hallowe'en program is given on page 56. Grade VII 51 Music — "For the Beauty of the Earth" (42 or 43), selec- tions from (44). Physical Education — "Harvest Dance" (48) with Sixth Grade for grace of movement. Christmas. Bible — Systematic study of Christ's life begun with the accounts of His birth as given by Matthew and Luke. Har- mony of Gospels noted. Perry pictures used. Literature and Reading — The spirit of Christmas taught through reading and dramatizing Dickens's "A Christmas Carol," Van Dyke's "The Mansion," and "The Other Wise Man," are read to class for enjoyment and appreciation. Language — Original stories written for the fourth grade children preceded by one or two oral lessons in which are discussed the kinds of stories that appeal to children, also the style of writing they like best. (Stories require narration with rapid action and much conversation. Description made vivid through careful choice of modifiers). Another oral les- son is given in which class recalls European customs studied in sixth grade, noting especially the ones we have adopted. Following this an appreciation of the universality of Christ- mas, better expressed, is gained through a study of Phillips Brooks's "Everywhere, Everywhere, Christmas To-night." Poem memorized. Music— Gruger's "Silent Night" (43), Hofer's "What Child Is This?" (35), L. H. Redner's "O Little Town of Bethlehem" (43), "Cantique de Noel" (40 d), "The Yule Log" (42). Drazving — A book or magazine cover in conventional de- sign from poinsettia — designs original. Physical Education — "Holly Wreath Drill." Manual Training — Bedroom slippers crocheted for gifts — slipper stitch. *Lee's and Jackson's Birthdays. History — The story of both lives reviewed and extended to include their Civil War career. *For typical Confederate Day program, see page 57. 52 Special Days Language — Short biographical sketch of each life, stress- ing the service of each during the Civil War. Class debate on the question : "Resolved, That the Civil War resulted in the making of a greater nation," to suppress bitterness of sec- tional feeling and give further practice in argumentation. Literature — "The Conquered Banner" and "The Sword of Lee," the latter re-used from Sixth Grade. Reading — "Mars Robert Is Asleep," "Let Us Cross Over the River," and Lee's "Farewell Address to His Army." Music — "Stonewall Jackson's Way," "The Bonnie Blue Flag," "Tenting To-night," "Lorena," and "Dixie." Drawing — Confederate flags painted. Material for program may be had from War Songs and Poems, by H. M. Wharton. Words to "Dixie" as published by the U. D. C. St. Valentine's Day. Language — Suggestions for entertaining at this season re- ported by class and supplemented by teacher. Games de- scribed and favors suggested. Lesson largely conversational, with a view to gaining ease of expression and clearness in description. Drawing — Original designs made for valentine favors to be used at parties given in the home. Music — "A Valentine" (in two parts), (41 c). Washington's Birthday. History — Washington's contribution to our country as sol- dier and statesman. Homes in which he was quartered dur- ing the Revolution, Craigie House at Cambridge and New- burgh on the Hudson, as they are to-day. Story is told class of the building of Washington's Monument at Washington. Music— "Land of Greatness" (40 d), "Washington" (42), "God, Guard Columbia" (42). Grade VII 53 Easter. Bible — Study of Christ's life concluded with Passion Week and the accounts of the resurrection as given in the four Gos- pels. Practice in using Bible concordance is given here. Perry pictures are used. Music — "The Palms," "The Resurrection," sheet music by Albert J. Holden; Lyra Dividica's "Christ the Lord Is Risen To-day" (43). Literature — "A Handful of Clay," from Van Dyke's Blue Flower read to class. TYPICAL SPECIAL DAY PROGRAMS [Note: The following programs are given as suggestions and not as directions. As- the work of the same grade varies somewhat from year to year with different groups of children, so the programs of the Train- ing School vary, for the programs are always in large part summaries of the regular school work. Even greater variance will be found between the work and programs of different schools. Rarely, if at all, could another school profitably use any of the following programs just as they are printed.] *TYPICAL PROGRAM FOR PATRONS' DAY Grade V. 1. Composition A brief paragraph of welcome A pupil 2. Presentation of Programs of the Exercises Each child to his parents 3. Song Suitable to the Season All the pupils 4. Incidents from the Lives of Columbus, Pizarro, Raleigh, and La Salle Four pupils, respectively 5. Map Illustration, Parts of the New World Explored by European Powers A pupil 6. Recitation "Columbus" A pupil 7. Song "America" All the pupils 8. Geography Game, Guessing sections of Virginia and the United States from descriptions of their surface, climate, products, or life conditions All the pupils 9. Dramatization "Meeting of the City Council of Farmville" Seven or more pupils 10. Current Events Recent Floods in the Middle West A pupil 11. Original Compositions, On some interesting experiences of the writers A boy and a girl 12. Fire Drill All the pupils 13. Speed and Accuracy Contest Arithmetical processes As many pupils as practicable 14. Statement, Difference between a commission merchant and a retail grocer A pupil *The program for this day is designed especially to give the parents an idea of the more formal work of the school, and is therefore largely made up of material used in the regular classes. Every child participates in the program in several ways, and, as far as possible, the work exhibited is the regular work of the whole class rather than a few specially copied papers of the best pupils. Typical Programs 55 15. Oral Arithmetic Problems based on local conditions All the pupils 16. Reading "A Lively Sled-Ride" Five pupils 17. Recitation "In School Days" Four pupils 18. Statement, What We Are Doing to Improve Our School Surroundings A pupil 19. Brief Explanation of the Exhibit of School Work in the Room A pupil 20. Baseball Spelling Match All the pupils 21. Exhibit of School Work, Examination of the work by the parents, directed by the pupils 22. Social Enjoyment Everybody Sources of material for Patrons' Day program : (Note: The numbers correspond to the numbers on the above program.) 1. The best composition selected from those written by the whole class. 2. The programs are written and decorated by the pupils in the regular writing and drawing classes. 3. Selected by the children from the songs learned in the music class. Modern Music Series, Second Reader. 4. Gordy's American Explorers, the class text-book. 5. A McKinley outline map (McKinley Publishing Co., Philadelphia) colored with crayon to show the parts of the country explored by the nations, respectively. An outline map drawn on the board or on heavy Manila paper serves as well. 6. Any collection of J. Miller's poems. Also given in many readers. 7. Class text-book, Modem Music Series, Second Reader. 8. This geography game affords an excellent opportunity to review in an interesting way what has been learned in preceding lessons about the various sections of Virginia and the United States. 9. Playing council meeting is done after a visit to the city council, in connection with the study of its officers and their duties. 10. Based upon the discussion of current events in opening exercises. 11. Selected by the pupils from those written by the whole class on subjects chosen by the children. 12. The regular drill for safety in case of fire. 13. The arithmetical processes included in this board contest are the fundamental processes learned in the lower grades or the new processes learned in the fifth grade. 14. The result of a visit to a commission store and of the class work in simple commission. 15. Problems asked by the teacher and related to the child's immediate surroundings. 16. The class text-book, The Heath Readers, Book Five. 17. The class text-book, Hazard's Three Years With the Poets. 18. Oral composition in the language class. 19. Same. 20. Manuscript. The words used are those of the regular spelling work. 21. Regular class work of the children. 56 Special Days HALLOWE'EN Grade VII. Song "Hallowe'en" Short talks on "Ghosts in Literature." Dramatization "Witches' Scene" from "Macbeth" Recitation "Hants ! Child ! Hants !" Drill and March "Jack-o'-lantern" THANKSGIVING Grade VI. I. A dramatization of "The Courtship of Miles Standish." ACT I. Scene 1 — Miles Standish's Home. Standish makes his request of John Alden. Scene 2 — A Strip of Woods and Priscilla's Home. Alden carries the Captain's message to Priscilla. Scene 3 — Standish's Home. Alden reports the result of his visit; Standish is summoned to the Council. ACT II. Scene 1 — Council Chamber. Challenge to war is accepted. Scene 2 — Woods near the Seashore in Early Morning. Standish and his Army march to battle. Scene 3 — Same scene later. Pilgrims say good-bye to Mayflower; Priscilla and John Alden decide to be friends. (Seven to eight months elapse between Acts II and III.) ACT III. Scene 1 — Priscilla's Home. Alden loves and serves in silence ; news of Standish's death is brought. Scene 2 — The Church. Priscilla and Alden are married ; Standish returns and they renew their friendship. Note: Dealing as it does with adult thoughts and feelings, this pro- gram requires a markedly sensible attitude on the part of teacher and pupils; and unless this attitude prevails it should not be given. II. The Pilgrims and the First American Thanksgiving. Song "Praise God" Composition "The Pilgrims in England" Tableau Interior of Dutch Home Song "In Holland" Composition, "The Embarkation from Holland, and the Voyage to America" Song "The Landing of the Pilgrims" Tableau Pilgrim Home, Priscilla Spinning and Singing Solo "Spin, Lassie, Spin" Composition "The First Thanksgiving" Song "We Thank Thee" Typical Programs 57 TYPICAL PROGRAMS FOR CHRISTMAS [Note: Christmas is the Day of days and its proper observance is controlled by a spirit which is a combination of reverence and good feel- ing. It is one of the best days for a general program in which as many as practicable of the pupils of the entire school join.] I. A typical program is "The Children's Messiah," which was given December 19, 1911, by the Normal School Glee Club and pupils of the Training School, assisted by members of the Faculty and the Kindergarten Training Class. This program as given was a combination of music, stories, and stereopticon views portraying the life of Christ. Either music, pictures, or stories could be given separately. The material will be found in Hofer's Christ Child in Art, Song, and Story, published by Clayton F. Summy Co., Chicago. Colored slides may be rented from Frances E. Farrar, East Hill, Elmira, New York. Schools that include several pupils in the High School grades might well consider giving this program. II. A program that is typical of the Christmas celebra- tions prepared by individual grades is "Santa's Visit to Fa- vorite Children," a dramatization worked out and given by the Second Grade of the Training School, Farmville, Vir- ginia; Elizabeth Falls, supervisor. This dramatization is pub- lished in full in the Virginia Journal of Education, November, 1912. TYPICAL CONFEDERATE DAY PROGRAM Grade VII. Song "The Bonnie Blue Flag" Compositions "Lee and Jackson through the Civil War" Recitation "The Sword of Lee" Song "Jackson's Way" Short talk on "The South As the Battleground." Song "Lorena" Reading "The Conquered Banner" Debate, "Resolved, That the Civil War resulted in the making of a greater nation" Song "Dixie" (words adopted by the U. D. C.) Note: Materials for program may be had from "War Songs and Poems," by H. M. Wharton. Words to "Dixie" published by the U. D. C 58 Special Days TYPICAL JOINT PROGRAM FOR WASHINGTON'S BIRTHDAY Kindergarten and First Grade. Part I (Kindergarten). Marching with flags, soldier caps, and badges. Marching by twos and fours. Children form in lines singing, "Forward, March, Boys." Waving flags to the music of "America" and "Dixie." Part II (Grade I). Motion song with flags. Brief facts, incidents, and maxims of George Washington's life related by class. Dramatization of "Betsy Ross and George Washington." "Soldier Boy," a marching game. TYPICAL MARCH PROGRAM Grade IV. Introduction (explaining how the poems and songs were learned in connection with the month's work) By one of the girls Song— "Easter" (26) Class Poems Recited by members of class 1. "Spring Waking" 2. "The Alder by the River" 3. "The Violets" 4. "The Laughing Chorus" (Poem) 5. "Who Has Seen the Wind?"— (Rossetti) 6. "The Winds of March" Story, "The Four Winds" (Indian legend) Told by a boy "The Winds," Hiawatha Read by a boy "March is Merry" (Poem) One of the girls "Wind Song" (Stevenson) (40 a) Class Dance, "German Hopping Dance" Class TYPICAL LONGFELLOW PROGRAM Grade VI. Composition — "Longfellow's Life through His Poems" (Quotations from "My Lost Youth," "To the River Charles," "To the Avon," "From My Armchair," "Footsteps of Angels," "The Builders," "Resignation," and other poems). Song "The Children's Hour" Recitation "My Lost Youth" Reading (illustrated by life pictures) — "The Lover's Errand," from "Courtship of Miles Standish." Song — "She Sleeps, My Lady Sleeps," or "Stars of the Summer Night." Typical Programs 59 TYPICAL MAY DAY PROGRAM All Grades. Friday, May 2, 1913, 4:30 p. m v on the Campus. I. Entering March All grades II. Opening Chorus — "May Is Here" All grades "Now Is the Month of May". Grades III and VIII III. Crowning of the Queen : 1. Procession Grade IV 2. Song — "Crown Her, O Crown Her" Grades III and IV 3. The Crowning Grade VI IV. Song— "Hail to the Queen" Grades III to VIII V. Dance — "May Time" Grade III VI. Dance — "Mazurka I" Grade IV VII. Dance — "Lads and Lassies" Kindergarten VIII. Dance — "First of May" Grade I IX. Dance — "Tantoli" Grade II X. Dance — "Schottische" Grade V XL Dance — "Weaving - Dance" Grade VI XII. "May Pole Dance" Grades VII and VIII XIII. Song — "Sing, Happy Children" Grades III and IV THE PEACE DAY PROGRAM A program for the celebration of Universal Peace Day, May 18, will be found in the government Peace Day Bulletin, compiled under the direction of the Bureau of Education by Mrs. Fannie Fern Andrews, Secretary of the American School Peace League. It also contains much valuable material and a list of books and pamphlets to be used in the study of the Peace Movement and in preparing the Peace Day Pro- gram. It will be sent to teachers free upon request. Address Govern- ment Printing Office, Washington, D. C. Lucile Gulliver's The Friendship of Nations (Boston, D. C. Heath & Co., 60c.) will furnish very interesting supplementary reading to be used in preparing discussions or debates. It is attractively printed and illus- trated, and should be in every school library. In Grades IV, V, VI, and VII, history, civics, current events, and the literature and geography of war are studied in such ways as to reveal the uselessness and cruelty of war rather than its romance and attrac- tiveness. The celebration of Peace Day on May 18 draws together these lines of work toward the close of the school year and impresses the gospel of peace among nations in much the same way that the Christmas celebration in the midst of the year impresses the gospel of peace among individuals. It gives a natural culminating point for much of the year's work. If a debate is held on this day, particular care is taken to select a question that will not necessitate some of the debaters upholding war. For a pupil to argue against peace will defeat the purpose of the cele- bration of Peace Day for that pupil, at least, and perhaps for many others. The best questions for debate are the live ones which often present themselves in the study of international affairs in current events. To keep in touch with such things each pupil subscribes to the school- 60 Special Days children's newspaper, Current Events (published weekly by the Educa- tional Press Co., Springfield, Mass., 30 half-year subscriptions, 10c. each). The pupils choose the question for debate from a list made up with the help of the teacher in the current events class. Some specimen ques- tions are given below : Resolved, That the United States should submit to arbitration the question of Panama tolls. Resolved, That armaments are necessary to preserve peace. Resolved, That all questions of international dispute should be sub- mitted to arbitration. Resolved, That the United States should abolish her standing army, except what is necessary for police purposes. Resolved, That the great powers should manufacture their own mili- tary and naval equipment. OTHER SPECIAL DAYS (Not yet provided for in the Outline) Virginia Bird Day, May 4 "Suggested Program for Bird Day," furnished by the Audubon Society of Virginia, will be found in the Virginia Journal of Education, April, 1913, p. 294. "Junior Audubon Societies," by Katherine H. Stuart, an article explain- ing how to organize school children for the protection of birds, appeared in the same Journal for March, 1913, p. 248. The observance of Bird Day is a part of the work suggested. Write for leaflets and information to Mrs. W. E. Harris, President and Secretary, Virginia Audubon Society, 1039 Grace Street, Richmond, Virginia. Arbor Day "Arbor Day Suggestions," Hampton Leaflets, November, 1907, gives excellent material for this program. It is distributed free for the asking by Hampton Institute Press, Hampton, Virginia. The Plan Book, Intermediate, for April, pages 1013 to 1029, is also available. Published by A. Flanagan Company, Chicago, 25 cents. SOURCES OF SONGS AND GAMES [Note: Practically any of the books can be secured through any large dealer such as The White-Smith Music Publishing Co., 13 E. 17th St., New York City. Their catalog is very helpful and may be had for the asking. Sheet music may be secured from Theodore Presser, Chestnut St., Philadelphia.] 1. Song Development for Little Children Ripley and Hearts 2. Small Songs for Small Singers Neidlinger 3. Song Primer Bentley 4. Finger Plays Poulsson 5. Mother Goose Melodies - Elliot 6. Mother Goose Songs - Crownshield 7. Song Stories for the Kindergarten Hill 8. Songs and Music— Mother Play Blow 9. Merry Songs and Games Hubbard 10. Timely Games and Songs for the Kindergarten .Reed 11. Ring Songs and Games - Clifford 12. Songs of a Little Child's Day Poulsson 13. Holiday Songs Poulsson 14. Songs of Happiness Bailey 15. Songs and Games for Little Ones Walker and Jenks 16. Song Echoes from Child Land Walker and Jenks 17. Song Series, Book 1 Bentley 18. Song Series, Book 2 Bentley 19. Songs of the Child World, Book 1 _ Gaynor 20. Songs of the Child World, Book 2 Gaynor 21. Lilts and Lyrics Gaynor 22. Songs for Little Children, Part 1 Eleanor Smith 23. Songs for Little Children, Part 2 Eleanor Smith 24. Nature Songs for Children Knowlton 25. (a) Children's Singing Games, Old and New Hofer (b) Folk Games and Dances 26. Songs in Season George 27. Earth, Air and Sky, Book 1 Neidlinger 28. Earth, Air and Sky, Book 2 Neidlinger 29. Songs Every One Should Know Johnson 30. Beacon Song Series, Book 2 _ Griggs 31. The Laurel Music Reader Tomlins 32. The Laurel Song Book Tomlins 33. Folk Songs and Other Songs for Children Whitehead 34. One Hundred Folk Songs Gilbert 35. Christ Child in Art, Story and Song Hofer 36. Christmas Carols and Hymns Damn 37. Hymns and Tunes for Schools Turner 38. New Educational Series : (a) First Reader (b) Second Reader (c) Third Reader 39. Eleanor Smith Course: (a) First Book (b) Second Book (c) Third Book (d) Fourth Book 62 Special Days 40. Modern Music Series : (a) Primer (b) First Book (c) Second Book (d) Third Book (e) Alternate Third Book (f) Fourth Book 41. New American Readers : (a) First Book (b) Second Book (c) Third Book (d) Fourth Book 42. Manuscript. Source not known, but copies may be secured from the Principal at the cost of copying and mailing. 43. Methodist Hymnal. 44. School Music Leaflet for Special Days, sold by P. C. Hayden, Keo- kuk, Iowa. 45. Graded Games and Rhythmic Exercises Newton 46. Games for the School Bancroft 47. Folk Dances and Games Burchenal 48. Folk Dances and Games ..Crawford SEP 30 1913