W HAT would be the verdict were one of our coworkers in an upper grade to supplement the reading of Tennyson's "Brook" by such questions as: How long did the brook chatter? How tall were the men who came and went? True, no teacher in the land could be guilty of this; but would it be difficult to find its counterpart, in spirit at least, in many an excellent primary school where, under the guise of that educational scapegoat called " Language Work," children are led to study pictures after this manner: How many children have short hair? Name the middle sized boy. How many panes of glass in the windows? Surely there is a familiar ring in this which is strangely in harmony with the impossible case first stated, although equally undesirable and unprofitable. It is indeed important that children be trained to close observation and accurate description, but where picture study is employed to secure these ends alone we must agree that it is sadly misused. There can be no justification for the language work which uses pictures to lead children to express ideas of no value or interest whatever and to ignore the very thoughts which the picture was created to convey. It is generally admitted that although children should be surrounded by examples of choicest works of art, it is unwise during the earliest stages of school life, to urge them to express their feelings about the masterpieces: it is the unconscious influence that is of greater value than the thoughts which can be put into words. The teacher who pointed to an exquisite copy of the Sistine Madonna with the question "How many pairs of wings in the lower part of the picture?" is fortunately an extreme type. Most teachers, understanding that the unanalyzed, unexpressed feelings are nevertheless deep and enduring, guard most carefully against forcing children to express their ideas about the works of art on the school-room walls except as such expression is perfectly spontaneous and natural. In this series of suggestions on the occasional use of sketches in language lessons special emphasis will be given to the fact that while such exercises, if properly conducted, afford excellent language training they also present most valuable opportunities for cultivating the power to interpret and enjoy pictorial art. Recognizing that this power to analyze pictures is subject to the laws of growth which control development along other lines, it is clear that all conscious and direct picture study attempted with young children should present the fewest possible difficulties. Simple sketches, the simpler the better, merely suggesting ideas quite within the child's range, and repeating his own experiences, are preferable for the class to talk and write about than pictures presenting a great variety of ideas and the confusion of elaborate detail. The accompanying sketch is noticeably barren of detail but because of its wealth of suggestion, is admirably adapted for a picture lesson in lowest primary grades where the teacher's first aim should be to lead the class to interpret the ideas embodied in the sketch rather, than to describe minutely the objects depicted therein. The objectionable method of picture study recognizes that the children have eyes and vocal organs which are exercised throughout the lesson much after this style: I see a house. I see a barn. I see snow. I see two trees. The house has ten windows. It has a roof. The barn has one window. I see some stones. This is a very natural beginning for such a lesson, but it is hardly wise to devote much of the time to what is, after all, details of little importance. A wiser plan of procedure takes into account not only the children's powers of sight and speech, but also the power to imagine, and it leads them at every step to recall numberless impressions of color, form and feeling which with related ideas and fancies help to make the scene very vivid and real. Such a method leads them to read between the lines and to find more than mere houses, roofs and stones in a sketch brimful of poetic suggestion. What can children see in a sketch like this is most easily answered by telling what a class of children did see. The teacher asked them to look at the picture a little while, then to tell very briefly what they saw. If you were in the house what would you see? This question led them to imagine the interior with its comforts and family life: the house became not just a "house" but a protection for the family a center of human interest. Then the barn: "What would you find in the barn?" Here the ideas of the gathered harvest, care for the animals and kindness to the animals were naturally suggested by the children. Such questions as "If you were there by the fence what would you hear? What would you see? What is there which you cannot see? Of what song or verse does it make you hink?" aroused a multitude of ideas. One child spoke of the little buds on the trees wrapped up warmly waiting for spring; another spoke of the seeds in the ground waiting to grow. The fragment of a bird's nest received attention and one child hoped it would last until spring "so the bird would know the place." "What would you like to do in the morning if you lived there?" brought out the characteristics of the individual children very strongly. "I'd like to shovel snow," "feed the cows," "make snowballs," "slide down hill," "help in the house," "play with my doll," "jump in the snow," etc., etc., were the answers. "What would you like to do after dark? If you were in the house at night what would you see? I wonder what you would think then?" A child said, "I'd think of our song 'Sleep, baby, sleep, the large stars are the sheep.'" The teacher's questions suggest the direction of thought, but they are always questions which arouse as many and often as varied answers as there are children in the class. In reproducing this sketch use a sheet of paper at least six times as large as PRIMARY EDUCATION. The best effect will be secured by using pale gray cartridge or any pale gray paper having a rough surface. The lines may be drawn with brush and India ink, or with gray, black and white crayons. Mount the sketch when finished on a large sheet of darker gray paper or cardboard. An Experiment in Raising Cotton T MARTINA E. HAERING Vineland N. J. HE first time I planted cotton seed, I knew very little about the plant and was simply experimenting. It was the last of May and the only vacant spot in the garden was shaded all day. This was a disadvantage, for cotton should grow in a sunny place. I made the ground loose as for planting any other seeds. Then I raked it over; made little dents with my finger, about one inch deep and eight or ten inches apart; put one seed in each place and covered the seeds. The plants appeared in about a week and grew rapidly. I gave them no attention except to keep the ground loose around the roots. Most of the plants reach the full height when about two months old. The average height is two feet, but some plants grow taller. They grow very straight. The leaves are large, smooth and dark green. They are decidedly five-pointed when they first unfold; but as they grow larger, the two points nearest the stem are not prominent and then the leaf has three large lobes. When the plants are but eight or ten inches high, there are good-sized buds on them. The buds grow from the leaf-stems and are covered by three deeply-cut bracts. The calyx has five pointed sepals. The corolla is about the size and shape of a single holly-hock. It has five petals. Its color is a beautiful light yellow at first, but turns to pink as the petals wither. It The pod begins to grow as soon as the corolla falls. develops slowly and is about an inch and a quarter long when fully grown. By the first of October I had several large pods which I could easily open by running my penknife along the creases. The cotton was moist and closely packed in the five cells, but the fibre could be seen plainly. I have since learned that these unripe pods, if taken indoors before frost comes, will burst the same as if left to mature on the plant. If the seeds are planted in the house early in spring and then planted out when warm weather comes, the pods will ripen and burst before frost in this climate. After the first pod forms, there are generally buds, blossoms and pods on the same plant the rest of the season. This makes it quite easy to present the subject to a class, as the children can see the different stages from bud to fruit on the same plant. During the latter part of October, a lesson was given. A number of the best plants, a ripe cotton ball, and many different cotton cloths and other materials made from the plant were brought into the school-room so that the pupils could see and handle them. The children were asked to tell all that they could about the parts of the plant-root, stem, leaves, flowers, and pods. Then their teacher told them many facts concerning the climate and soil necessary for its growth, the countries where it is raised, the many uses of the different parts, the machinery used in making the various materials from the fibre, etc. The children were then asked to keep a little secret until Christmas, and the subject was left for a time. Two weeks before the holidays, they began to work out the secret. A part of each day was devoted to a review of the lesson given in October. The teacher questioned; the pupils gave their answers and a little story was formed from the best answers. The hard words were learned and then the story was read and carefully copied. In this way, ten little sheets or pages were neatly written. Two cotton balls were now embossed on a sheet of white bristol-board. The pages and this pretty white cover were tied together with white cotton cord and a bit of raw cotton. This booklet was placed in a clean envelope to be presented to papa and mamma on Christmas morning. Nearly every member of the class kept the secret faithfully and teacher and pupils enjoyed the work. When school closed in spring, each child received a few cotton seeds to plant. I Special Days III. Valentine Day F. LILIAN TAYLOR Principal of Training School Galesburg Ill. N every village and city where lace-edged papers appear in the store windows we may be certain that the children will keep valentine day. No birthday of poet or statesman will impress child life with the force of these bits of decorated paper. Froebel, the philosopher of child study, found in the chosen pleasures of childhood the guide to his wonderful system of kindergarten education. This thought should lead the teacher to give careful attention to any influence which arouses an almost universal interest among our school children. Without the guiding help of the teacher we may be sure that many a little child who has longed in vain for a valentine will carry the sting of disappointment for days; and we may be equally sure that children of a larger growth will let the keeping of the day degenerate into false and unnatural ideas of that love for others which good St. Valentine lived to express. It is indeed true that Valentine day is a trial to the teacher, coming, as it does, when there is so much historical work to be done which seems far more important. We may discourse as we please of our great country, its heroes and its poets, but all to no avail while the valentine craze is on. If, however, we can so direct the universal interest in sending and receiving valentines as to lead our pupils to remem·ber unpopular or neglected schoolmates the day will not be wasted. It is possible to so enter into the children's pleasures as to cultivate in some hearts in our child garden the beautiful blossoms of unselfishness and charity. The first step in the celebration of the day is to tell the story of the man whose birthday is celebrated by the sending of valentines. Story of St. Valentine Long ago there lived a priest by the name of Valentine. This good man was noted in all the country round for his kindness. He nursed the sick, comforted the sorrowing and was always ready to give help to anyone who was in need. Valentine dearly loved the children, and those who went to him for food or clothes were never turned away. After this kind priest became too old to go about among his people he was very sad because he thought he could no longer be of any help to them. Then he remembered that he could write loving messages to the sick and sorrowing. Soon his friends began to watch for the kind words which were sure to come whenever sorrow or gladness entered their homes. Even the little children would say when they were sick, "I think Father Valentine will send me a letter to-day." But after a time no more letters were received, and soon the news went abroad that good old Valentine was dead. Then everyone said that such a kind man was good enough to be called a saint and from that day to this he has been known as Saint Valentine. It was not long before people commenced to keep his birthday by sending loving messages to their friends. The notes and letters containing these messages were called Valentines. This all happened years ago, but good Saint Valentine is still remembered, for every year we keep his birthday on the 14th of February. Perhaps you may have guessed I'll send it with my dearest love To you, dear mother mine, To tell you that I'll always be Your faithful valentine The story of Saint Valentine will interest the children in any grade. There are different versions, one of which is found in the " February Plan Book," edited by Minnie M. George. All these stories agree in the accounts of selfdenying service and of the written messages sent when old age or sickness made other help impossible. Let this story be told to the children in the primary grades and retold again by them. Its silent influence cannot fail to develop a kindly spirit. In the upper grades, what better subject can be found for a written reproduction? If this work seems to have no connection with the preparations for Lincoln's birthday, let the thought of kindness to humanity link together the stories of the great statesman and the humble monk. February twelfth and February fourteenth commemorate the birthdays of a great man, the greater because of his kindness, and of a humble man remembered because of his kindness. The Valentine Box An important question to be decided is, "Shall we have a valentine box in the school-room?" If this is to be a put-in-as-you-please exercise while poor little neglected Susie and John, already sullen from poverty and fancied slights, are to sit with empty hands and desks while popular and well-dressed children boast over their ten or fifteen valentines, what shall we say? Does it take much thought, much insight, to see the irreparable harm of this? Can there be any greater hardening process than to allow a part of the children to boast over their abundance while their schoolmates are suffering from neglect and disappointment? Surely, the old time methods, when any pleasure in school was regarded with disfavor, are preferable. If, then, by reason of custom, or choice, or the entreaties of the children it has been decided to have a valentine box in the school-room, quite a little preparation is necessary in order that this branch of the postal service shall bring a letter for everyone. In the first and second primary grades of one school a conversation similar to the following has led the children to unite in plans to have everyone receive one or more valentines. "Children, do you wish to have a valentine box in this room on Valentine Day?" There is no uncertainty whatever in the reply to this question. "How would you like to see a little girl get a desk full of valentines while you had none ?" Heads shake and faces grow sober. "Do you think you would feel happy to go home without a valentine when all the other children have valentines?" relentlessly pursues the teacher. Such a picture! Why, they had never even thought of anything so dreadful. "Could you be happy with a great many valentines while your little brother or sister had none?" "I would give away part of my valentines," is the reply. The conversation proceeds until the children decide that we ought not to have any good time in the school-room which does not make everyone happy. "How many of you are willing to give part of your valentines to the children who have none?" They begin to think. A new idea in ethics is dawning. "I will write the names of all the boys on one paper and all the names of the girls on another," the teacher explains. You may play I am the post-mistress and give me your letters to mail. Then I will tell you the names of those who have no valentines and you may send one of yours to a child who has none." This plan has been tried year after year with children of the first four grades. The teachers are in the habit of providing a number of the prettiest penny valentines together with plain envelopes. The children who can bring no valentines to put in the box are given the privilege of mailing one of these to a school-mate who is not provided for. Thus all take part in both sending and receiving. It is not an easy matter to govern, but the teachers firmly refuse to have a box if any child is to have ten or fifteen valentines. Every effort is made to awaken a strong public a sentiment in favor of thoughtfulness and. generosity. More than half the children bring their valentines to the teacher to ask if the child.they wish to favor has more than two already in the box. The greatest difficulties arise from parents not understanding the situation and sending the children with all their valentines addressed. In the upper grades the manner of procedure differs somewhat as the older children do not like to tell who are to receive their gifts. They are equally ready, however, to remember the children who are poorly dressed or unpopular. It is beautiful to see the number of valentines which not unfrequently find their way to some child who is almost repulsive or who is very poor, showing that many fortunate children had feared that such an one might be neglected. There can usually be found among the older pupils some who are expert in making pretty valentines and who will be glad to co-operate with the teacher in any plans for the pleasure of all the pupils in the room. Making Valentines A great variety of valentines can be easily made from the four-inch squares of paper known as kindergarten folding papers. A square of white or delicately tinted paper is folded into two equal oblongs and cut according to the dotted lines in Fig. 1. The "doors," as the children call them, are separated by cutting and opened wide by folding. The tiny cuts, indicated by the dotted lines a and b allow small triangles to be folded over for the decoration of the edges of the square. This white paper is then pasted upon a bright red or blue square which serves as a background. Flowers, leaves, or figures which the children have cut at home from picture cards are pasted upon the corners and in the open 'door-way." Beautiful sentiments may be copied upon a second sheet of paper and the valentine thus made an appropriate gift for members of the home. Last year a sunny-haired boy of seven years remembered an old lady in the hospital and after school hurried away to present his gift. After one valentine has been made according to the directions given the inventions of other patterns is easy. Fig. 1 shows only the upper portion folded and decorated. In the black and white illustration which shows a child's head, the small triangles are formed by folding over each of the large triangles and then folding back the points. The teacher should do all the cutting required for the youngest pupils. Fifty papers can be prepared in a short time for the valentines shown in Fig. 1. Sheets of embossed pictures of flowers, animals and children's heads can be purchased for a few cents at the large department stores in the cities. It is interesting to visit a primary room and watch the making of valentines. Long rows of children are waiting eager and expectant while the chosen monitors flit down the aisles distributing material with fairy-like swiftness. Fifty little heads bend over work, silent, alert, listening to the clear but quiet and brief directions of the teacher. Obedient to her slightest word the papers are laid, turned, and folded. Then with a tiny bit of paste and a toothpick for a brush the children are happy in independent work. What beams of pleasure as the tiny embossed pictures for decoration are laid on each desk! One child after another completes his valentine, views it with intense satisfaction, then arranges his desk and courteously waits for his schoolmates. At length the longed-for words are heard, "Children, will you please show us what you have made?" Child faces grow radiant while dimpled hands hold up the valentines which have been made to "take home to mamma." As the half hundred bright papers flutter in the air, what lover of the little people is not repaid a hundredfold for all her time and trouble? (It is to be hoped that Fate, in the shape of a school board, or matrimony, will soon bring a release to these children.-ED.) Just from the backwoods; fresh from the firs and cedars of W I, a backwoods teacher, took my scant pelf and went to visit the largest city on the coast to get some great and good ideas on teaching.. Zigzagging my way through the hurrying crowd to the most noted of schools I entered the primary department. Sixty pupils filled the room to overflowing. Standing before them was a woman six feet tall, or seemingly so, precise, angular, a look of fixed determination on her face; a stick twelve or fourteen inches long in her hand. "Position!" in a high pitched voice, was her first utterance, after greeting me with about as much feeling as a mummy. Not securing the desired position she raised the stick and asked, "Do you want me to sting you?" During the time I was there she marched down and "stung" one of her babies. The first recitation was reading. Three sentences were on the board some forty feet from some of the pupils. Pointing to two bright boys she said, "Those boys don't know anything. They were in my room last year, but this boy (pointing to a pale boy with a large head) is very smart." These remarks were audible to the whole room. She called on the bright boy to read; he arose, placed his feet in position, toes at an angle of forty-five degrees, hands at side, and read. He read well, but I imagined after further commendation I could see his head increase in size as the teacher spoke. By this time one of the boys who knew nothing ventured to raise his hand. Doubtingly she asked, "Can you read?" Permission to read being granted, he arose and in looking after his feet he unconsciously placed his hand on the opposite desk. "Sit right down," she yelled. "Didn't I tell you not to touch the seat?" The boy dropped into his seat and attempted it again. Not knowing he had touched the opposite seat, he thought that he must arise without touching the seat he occupied. Try it. Of course his pleasure in reading was gone. Then began a vigorous course in "position" again. Thinking to distract her attention I asked her if they sang. "Oh; they can't sing! They don't know but one verse of a song and they can't sing that!" In sheer despair I went to the seat of the boy who knew nothing and praised his writing which was very neat. Then wishing to give them a moment of relief I told them of my lovely home where our school-rooms were large and sunny: where the tree-tops touched the sky; where the ground was not paved but covered with moss and flowers and ferns and stumps; where meadow larks sang and crows ate our lunch scraps. Then I invited the two boys who knew nothing to come and visit me and see for themselves. I am glad I am "mossy." It is more restful. Another School AMY C. SCAMMELL The other morning, I, a stranger, rapped at the schoolroom door. I was answered with the cordiality due a friend. It was that severe morning - you remember-16° below without, but just at "hominess" within. The teacher was telling the children about the baby icefingers that make the pretty snow-stars; about the icicle family that stood smiling in at the window, all in their silver dresses. "Seen any new pictures by little Jack Frost? How many of you gave the chickens a breakfast this morning?" A color exercise followed. Seven children in a curved line, each wearing a prismatic color, formed a rainbow and sang a pretty rainbow song. A bright, made-up story, often repeating the color-names was rapidly told, the children finding each color by pointing. How the fifty wee fingers scurried! here, to eyes, hair, or dress; there, to picture, plant, or colored border. On the upper left corner of each desk was glued a slip of paper with the pupil's full name in bold writing. As a prelude to work in the copy-book, each child was required to copy his name from his desk. Careful writing was rewarded with a "star." The word to be written in the book was "race." Following the teacher's call and movement, the children first traced the word in air with their hands; "Up, bend, down, up, around, up, down, up, around, dot, around, up." This they did several times before writing in the book to the same dictation. I wish that all the one-key teachers could have heard all the changes that teacher rang on her voice! She gave to variety its rightful place, not as a spice or a condiment, but as a necessity. The "A" division took easy chairs at a table to read. I liked that naturalness, so akin to the evening sitting-room social. "Now, children, you may just look at this picture (moving it rapidly before them) and then tell me what you see." "A little girl sewing." "How many of you sew?" (eager tone.) Every girl's hand was up. "For whom do you sew?" (most interested air.) "I sew for dolly." "How many will sew to help mamma, kind mamma?" (tender voice that brings all the boys' hands up.) "What is the little girl sewing?" (brightly). "A fed dress." "With what kind of thread?" (expectant). "With red thread." "With any kind she's got." "W-h-y, Johnny!" (surprised tone). "Mary, won't you ask the girl in the picture all about it? And, Elsie, will you please answer her questions?" At 11.30, the drawing teacher gave an initial lesson in brush-work. A group of eager children gathered around a low table each with a tiny brush and paint-tray. The teacher passed to each child a cluster of pine leaves and an assuring smile which promised, "Now you are going to paint a lovely picture." The children each gave the teacher "thank you" and a return smile which meant, "I believe you." a "What have you in your hand, children?" "A piece of pine." "Yes, but what do you call these long things?" No one knew. "Don't they look a little like something your mamma uses every day? Please tell me a story about yours, May." "They are long and they have points." "And yours, Johnny?" "If mine had eyes, and were rounder, and didn't move, they would look like needles." "That's just what they are pine needles. |