Chapter XVI: Lesson Plans (2)

Favorable—warm climate, rich State again the conditions in
soil, overflow of the river. the valley that are favorable to
agriculture. Those that are
Unfavorable—scanty rainfall. unfavorable.

Crops grow so rapidly and easily What has been the effect of
when rains do not fail, that vast these physical conditions upon
numbers of the people engage in the occupations of the people?
farming. It is almost purely an
agricultural region.

It has attracted vast numbers of What has been their effect upon
people. the density of population?

Principal products—millet, What crops would you expect
rice, cotton, sugar cane, wheat, to find in the Indus Valley?
tea. Consult your textbooks and see
what else is grown there.

Practically all needed for home Do you think that much is
consumption. exported? Why, then, do they have
such terrible famines in India?

More railroads might be built Can you suggest anything that
in order that food products could might be done to lessen the danger
be carried readily from one section of famine?
to another.

Better methods of irrigation Consult your textbooks and see
might be employed. what steps have already been taken
in this direction.
More variety of occupation
might be introduced, so that fewer
people would be directly dependent
upon agriculture for a living.

A LESSON FOR APPRECIATION

A lesson for appreciation which includes creative and interpretative work. The interpretation of the song in the dance, or dramatic game.

This lesson was planned and taught to a group of second-grade children by Miss Eleanor Wright of the Speyer School, Teachers College, Columbia University.

The lesson was based upon the little German folk song which follows:—

[Music:

Das Steckenpferd

1. Hopp, hopp, hopp! Pferd-chen, lauf’ Ga-lopp,
2. Tipp, tipp, tapp! Wirf mich ja nicht ab!

ü-ber Stock, und ü-ber Stei-ne,
sonst be-kommst du Peit-schen hie-be!

a-ber brich mir nicht die Bei-ne!
Pferd-chen, thu’ mir’s ja zu lie-be;

im-mer im Ga-lopp! hopp, hopp, hopp, hopp, hopp!
wirf mich ja nicht ab! tipp-ti, tapp-ti, tapp! ]

_Teacher’s aims_:—

1. To have the children make a dance which will be suitable to the music of _Das Steckenpferd_.

2. To help the children to appreciate this form of self-expression,—expression by means of the whole body.

_Pupils’ aim_:—

To make a little “folk dance” which they will present at the May Festival for the entertainment of parents and friends.

SUBJECT MATTER METHOD OF PROCEDURE

I. _A._ Getting the problem before I. _A._ 1. Do you remember,
the children. children, that I promised
you a great surprise this
1. The surprise. morning? Well, this is it.

2. Reason for doing this work. 2. One day, not long ago,
Miss S., Miss T., and I
were talking over our
program for the May
Festival, and we decided
that the little people did
not have enough to do.

The first-grade children
are to play a little story,
and our two grades, you
know, are to sing _The
Little Princess_—so we
thought that the second
grade ought to have
a little part of its own.
Now what do you think
it is to be? I am going
to tell you.

3. Nature of the problem. 3. We are going to make
our own little dance to
the music of _Das Pferdchen_.
Don’t you think
that will be very interesting?

_B._ 1. Set the standard for 1. When we made the
judging the value tunes for our songs last
of the work done: winter, what did the
that is, to have music always have to tell?
the dance tell the
same story as the music. Just so, as we make
our dance to-day, it must
tell the same story as the
folk song.

2. Consider some other 2. Let us sing one of our
familiar melodies, little songs that we have
and show, in physical known for a long time,
expression, and see if we can tell,
what they tell. in a dance, how that
makes us feel.

_a. Soldier Song._ Different children
(Bentley Song Primer.) may here give different,
individual interpretations.
Encourage much
freedom.

_b. Bye-Low._ I am thinking of another
(Bentley Song Primer.) tune that is quite
different from this one.
You may sing it with
me if you like.

Virginia may show us
how that song makes
her feel: what she wishes
to do when she hears it.

_c. Old Black Joe._ (Handle these two
songs in a manner similar
_d. Robin Hood and Little_ to that used for the
_John._ other two.)

_C._ Choose those pupils to I am going to choose
interpret a song to whom James to dance this, for
it seems to appeal most. he knows so much about
soldiers.
1. _Soldier Song_—boys.
2. _Bye-Low_—girls. Whom do you think
3. _Robin Hood_—partners. could best show us how
_Bye-Low_ “goes”? Yes,
I believe the girls can.

Henry may choose a
little boy and girl to
show us how this tune
(_Robin Hood_) seems to go.

II. _A._ _Das Pferdchen._ II. _A._ Our little song,
_Das Pferdchen_, is very
different from all these.

Let us sing it together,
to “_la_.”

1. Kind of song—gay. 1. What kind of song
do you think it is?
How does it make you feel?

2. Things a little horse 2. This song is about
would do. a little horse. Now what
can a little horse do?

_a._ Gallop.
_b._ Jump.
_c._ Trot.
_d._ Paw the earth.
_e._ Stamp.
_f._ Step very high.
_g._ Carry his head
proudly.
_h._ Prance.

3. Find any or all of these 3. Now we shall sing our
movements in the song. song again, and this
time you must listen
very carefully so that
you can tell what _this_
little horse does.

4. Analysis of stanzas. 4. Is this stanza alike
First stanza—3 parts. throughout, or are there
different parts to it?
_a._ Jumping. You may raise your
hands when we come to
_b._ Galloping. the end of each part.
Name each part.
_c._ Jumping lightly.

5. Interpretation of each 5. You may show us how
part by several that first part makes you
different children. feel, Leland.

Irving may show us
his way of doing it.

6. Criticism.

_a._ Suggestions and You have seen these
constructive criticism two boys work; have you
of work done. any suggestion to give?

_b._ Judgment of the Which piece of work do you
class as to the relative consider more appropriate?
values of work. Why?

_c._ Selection made for Are you willing to accept
permanent dance. this for your finished
dance?

7. _a._ Analysis of second Now we have gotten the
stanza—3 movements. movements for our first
stanza, we shall see if
the second stanza is very
like it.

How many movements
did you hear in it?

_b._ Contrast the general _b._ Is the general spirit
spirit of first and of the second stanza just like
second stanzas. that of the first? Compare?

8. Encourage timid pupils Will you not show us,
to put forth effort. Josephine, how that little
Have a very weak horse seems to go, in
one work with one this second stanza.
who is strong in
this line. Now William is a very
strong horse, so we shall
put you with him and
make a fine “team.”

III. _A._ 1. Review the whole dance. III. _A._ 1. Since we have
gotten all our dance, in parts,
maybe you would like to
see some one dance it all
the way through.

Who will be strong
enough to do this without
any help?

We liked that very much.

2. Give the incentive to 2. But I wonder if you
work upon this feel ready to give this at
until it is a very the May Festival, just
finished product. as it is?

Why not?

What will be necessary,
then, before we can
feel satisfied with it?

3. Provide for a way of 3. Now we know how our
getting on and off dance is to go after we
the floor, when the have gotten out on the
dance is given. floor, but we have not
said how we shall get to
and from our places.

Don’t you think this
is very important?

4. Assignment. 4. I am going to ask you
to be ready to answer
this question on Monday:

What will be the most
suitable and pleasing
way in which to get before
our audience; and also,
back to our places after
our dance has been given.

A LESSON IN ARITHMETIC BASED ON A REAL PROBLEM WHICH WAS INTERESTING TO CHILDREN

Such a lesson gives little opportunity for practice in arithmetical computation, but gives the very best possible motive for the drill work which is to follow. This lesson was planned and taught in the third grade of the Speyer School, Teachers College, Columbia University, by Miss Roxana A. Steele.

_Teacher’s aims:_ To have children appreciate the practical value of itemized bills.

To make children conscious of their need for the multiplication table of six.

_Pupil’s aim:_ To find the cost of the basket of food to be given to a poor family on Thanksgiving Day.

SUBJECT MATTER METHOD OF PROCEDURE

Thanksgiving baskets are sent How many children know about
annually to the needy families of the Thanksgiving baskets which
the neighborhood. are sent from the Speyer School?

Voluntary offerings of money, You may tell the rest of the
groceries, help in preparing and class how this work is planned
distributing. for.

An offer to pay for a Thanksgiving Miss S. was telling me yesterday
basket if the value were that a gentleman offered to pay
estimated. for one of the baskets, but she
did not know the value of one. She
said that she knew the different
articles which are put into the
basket, but did not know the value
of each. I thought Grade III could
find the cost for her. Would you
like to try to do it?
(Pupils’ Aim.)

List of things for the Thanksgiving Miss S. gave me a list of the
basket: things which are to go into the
basket.
1 squash.
2 cans of vegetables. As I put the list on the board
3 qt. of potatoes. try to think of the price of each
2 qt. of apples. article.
6 lb. of beef.
1 qt. of cranberries. We will choose the average price
1 lb. of sugar. because our goods will be average
1 lb. of nuts. goods.

Market list prices:

Small squash 12¢
Large squash 18¢
Canned vegetables 10¢
Potatoes per qt. 8¢
Apples per qt. 12¢
Cranberries per qt. 12¢
Sugar per lb. 6¢
Nuts mixed per lb. 18¢

Small squash 12¢ How many are ready to tell the
Large squash 18¢ price of squash? How can you
------- find the medium price? You may
2 ) 30¢ record the squash. Who can fill
------- in the second line and explain
Medium squash 15¢ it? Class be ready to criticize.

6 lb. of beef at 16¢ = $.96 Same method with the other
items except item about meat.

How can we find the cost of 6
lb. of beef at 16¢ a pound?

$.16 Teacher do the multiplying,
.16 showing the practical value of
.16 $.16 a lb. the knowledge of the 6 table.
.16 × 6 Which is the better way and why?
.16 ----
.16 $.96 for 6 lb. Is there any question before
---- finding the value of the basket
$.96 as a whole?

_Suggestions._ Who can give helpful suggestions
to make sure that the answer is
Numbers in straight columns. correct?

Add up and down.

Give proper name to answer.

Board addition. Checking of results at board by
pupil whose work is incorrect.

Papers for Miss S. and the These three children may choose
gentleman. the two best papers and tell why
they select them.
Neat.

Correct.

Good writing.

Cost of Thanksgiving basket, What have we found out in
$2.15. to-day’s lesson?

Need of 6 table. What do you think we ought
to do in the arithmetic lesson
to-morrow?

(Problem to carry over.)

Aim for next lesson to be
expressed by pupils.

We cannot always follow in every detail the plan which we make for a lesson. It is interesting in this connection to read Miss Steele’s accurate account of what actually happened when the lesson, as planned above, was taught. The description which follows appeared in the _Atlantic Educational Journal_ for November, 1910.

A PRACTICAL LESSON IN ARITHMETIC

BY ROXANA A. STEELE, SPEYER SCHOOL, TEACHERS COLLEGE, COLUMBIA UNIVERSITY

_Pupil’s aim:_ To find the cost of a Thanksgiving dinner.

_Teacher’s aim:_ To make children conscious of their needs in
arithmetic.

Last fall Grade Three had been studying the wholesale market in
industrial work. The wholesale market was compared with the retail
market, prices contrasted, etc., and much language and arithmetic
work was based upon this work.

A few days before Thanksgiving a gentleman stepped into the school
office and offered to pay for one of the Thanksgiving baskets which
the school sends out to poor families in the neighborhood. No one
seemed to know the exact value of one of the baskets, so Grade
Three was asked to make the estimate.

This could have been done by an adult in a few minutes, but it
would have been done no more accurately than the children were able
to do it after having made a careful study of market lists. The
exercise also furnished an excellent child’s aim for the arithmetic
lesson. The class felt its responsibility and was anxious to do
good work.

The list of things generally put into one of the baskets was given
to the class. The children decided upon the _average_ price of
each item. This called for an appreciation of the word _average_.
The work was done orally with class discussion. For instance, when
the price of a squash was asked, one child said “twelve cents,”
another, “eighteen cents,” etc. The class finally agreed that a
medium-sized squash would cost about fifteen cents.

Small squash 12¢
Large squash 18¢
----
2 ) 30¢
----
15¢

The child who recorded the price of the squash on the board wrote
fifteen cents—$.15. Before the lesson was over, several children
had a little trouble in writing cents without dimes ($.06), keeping
the money columns straight, using the dollar mark and decimal
point, etc. With suggestions from other members of the class, the
list was complete.

In the item “6 lb. of beef @ 16¢” the class found that it was
necessary to multiply by six. As they had never had the six table,
I did not expect them to be able to do it, but it chanced that one
boy knew his six table and did the work readily.

Marion Thalman. Nov. 23, 1909.

The Cost of a Thanksgiving Dinner

1 squash $.15
2 cans of vegetables @ 10¢ .20
3 qt. of potatoes @ 8¢ .24
6 lb. of beef @ 16¢ .96
2 qt. of apples @ 12¢ .24
1 qt. cranberries .12
1 lb. sugar .06
1 lb. nuts .18
----
$2.15

When the price of each item had been decided upon, the children
found the total cost at their seats, and their results were
compared.

The lesson closed with the question, “What did you find out in
to-day’s lesson?” The answers were: “The cost of a Thanksgiving
basket”; “That Russell is the only child who knows his six table”;
“That we need to write dollars and cents so that we won’t make
mistakes.”

At the beginning of the arithmetic lesson the following day, when
the class was asked, “What do we need to do to-day?” there was a
division of opinion as to whether the drill on dollars and cents
or learning of the six table should come first. The decision was
in favor of the drill on writing money, and the six table was
presented later in the same period.

The result of the lesson on the cost of the dinner was sent to the
principal. The class received a note of thanks for the help which
it had rendered. The children were proud of their accomplishment
and anxious to work out more real problems.

A LESSON FOR APPRECIATION

_Teacher’s aim:_ To help children to enjoy Stevenson’s _Bed in Summer_.

Did any child in the room ever have to go to bed before it was dark? Did you ever get up in the morning before daylight? Stevenson remembered how he used to feel when he had to go to bed before dark, and wrote a story about it. Would you like to hear the story?

_Children’s aim:_ To enjoy Stevenson’s story about going to bed before dark.

SUBJECT MATTER METHOD OF PROCEDURE

BED IN SUMMER I want you to tell me all you
can about the place where
“In winter I get up at night Stevenson lived, when I am through
And dress by yellow candle light; reading the story.
In summer quite the other way,
I have to go to bed by day. Read the poem.

“I have to go to bed and see Who will describe the place
The birds still hopping on the tree, where he lived?
And hear the grown-up people’s feet
Still going past me in the street. Were there other children who
lived near by?
“And does it not seem hard to you,
When all the sky is clear and blue, Were there any trees near the
And I should like so much to play, house?
To have to go to bed by day?”
I’ll read the poem again and you
will see how many reasons
Stevenson had for not wanting
to go to bed by day.

Read the poem again twice.

Why does he tell you that he has
to get up at night in the winter?

When do the birds go to bed?

Do the grown-up people go to
bed when children do?

How was he able to see the birds
in the trees? Do you think he
ever got out of bed?

Do you think all the children in
the street had to go to bed as
early as Stevenson? Let me read
the last stanza and see whether
you can tell.

Recall the Mother Goose Rhyme:

“Girls and boys come out to play,
The moon doth shine as bright
as day;
Leave your supper and leave
your sleep,
And come with your playfellows
into the street.”

How did Stevenson know the other
children were in the street?

Read the last stanza.

I’ll read the whole story again,
and then ask some one to tell me
Stevenson’s story about going to
bed in summer.

Read the poem, calling attention
to the different scenes: (1) The
boy that gets up by night and
dresses by yellow candle-light.
(2) In summer quite the other way,
he has to go to bed by day—he
has to go to bed and see the birds
still hopping on the tree and hear
the grown-up people’s feet still
going past him in the street. (3)
The little boy lying in bed who
feels very much abused.

And does it not seem hard to you,
etc.? Let us see all of the
pictures again. Read in same way
again. Who will tell the story?

I am going to write it on the
board, so that we can tell the
story as Stevenson did.

After the treatment indicated above, memorization will be very easily accomplished. The preliminary study for appreciation will make the poem mean more to the children than it could have meant had the teacher simply read it to the children two or three times and then asked them to memorize it.

In a study lesson, the plans will vary from a single exercise in finding the principal thought in a paragraph to a development lesson, not dissimilar as to plan to other lessons of the same type. The recitation lesson may be a development lesson, inductive or deductive, or a drill lesson. The plans would therefore be similar to those given above.

In conclusion, it may be suggested that any teacher who feels that it is impossible to plan all of her work will gain greatly if she will plan carefully for a single subject. As facility is gained in plan making, it will be possible to write plans for two or three or for more subjects. A topic plan should result in definiteness in the work of both teacher and pupils. Good plans give the teacher more freedom in conducting her work, and enable her to tell definitely the progress which the class has made. Plans are necessary in teaching. No one has a right to pretend to teach without previous thought concerning the subject to be taught, and the method to be employed in giving children command of this material.

FOR COLLATERAL READING

W. W. Charters, _Methods of Teaching_, Chapter XIX.

C. A. and F. M. McMurry, _The Method of the Recitation_, Chapter
XIV.

_Exercises._

The plans which follow were offered to teachers as suggestions
rather than as outlines of subject matter or of procedure to be
followed absolutely. Reorganize these plans so as to show subject
matter and method separately. Add to the subject matter or method
wherever necessary. If you think best, change the organization of
material, the statement of aim, the references to books, and the
like. Do not change the topic. As a result of your work you should
be ready to present a plan for which you are willing to stand.

LITERATURE—THIRD GRADE

ATALANTA’S RACE

NOTE.—The story of Atalanta’s Race furnishes material for several lessons. The following outline embraces the whole set of lessons.

Aim:—

To teach the story of Atalanta’s Race.

I. Division into parts.
1. Atalanta.
2. Hippomenes.
3. The Race.

II. Outlining of each part.
1. Atalanta.
_a._ Her home.
_b._ Swiftness of foot.
_c._ Beauty and grace. Desire of youths to win her.
_d._ Her determination.
2. Hippomenes.
_a._ Who he was.
_b._ His decision.
_c._ His resort to strategy.
3. The Race.
_a._ Atalanta’s self-confidence.
_b._ The first apple; the result.
_c._ The second apple; the result.
_d._ The third apple; the result.

Preparation:—

Tell me of a game in which one child outruns another.

Tell me of a story in which two animals played a game like this
race of Atalanta. (Hare and Tortoise.)

Let us play a game in which two boys run a race.

Let us play the Hare and the Tortoise.

Which is the faster runner, the hare or the tortoise?

How, then, did the tortoise win the race?

Presentation:—

Let the teacher tell the story of the Hare and the Tortoise.

Find in the Atalanta story the person who takes the place of the
hare, and the one who takes the place of the tortoise.

By showing the picture in the book, have the children solve the
problem.

Did Atalanta expect to win the race? Why not?

How did this make her act?

Did the hare expect to lose the race? Why not?

The teacher may tell the story of the girl going to market with a
basket of eggs on her head. She was so sure of getting sale for
her eggs that she set to dreaming of the pretty things she would
buy with the money she was to get for the eggs. She would buy, she
thought, a bright new dress and a new hat; and then how mean and
shabby she could make the other girls look; and how she could walk
past them all, tossing her head in pride! Forgetting that she was
still only on her way to market, she then gave her head a proud
little toss; and—what do you think happened?

Let the children give the story of the Hare and the Tortoise in
their own words.

What is likely to happen to any one of us who is too sure of
winning?

What will we say, then, of any one who is too sure of anything?

It has been said, “Count not your chickens before they are
hatched.” What does this mean?

ARITHMETIC—FIFTH GRADE

Aim:—

To teach division of decimals.

The following is assumed as class knowledge upon which the process
should be based.

1. Ability to read and write decimals.

2. Vivid knowledge of the relations of one hundred to ten, ten to
one unit, one unit to one tenth, one tenth to one hundredth, etc.

3. Knowledge of the process of division of whole numbers.

4. The principle: multiplying or dividing both dividend and
divisor by the same number does not change the quotient.

Preparation:—

1. Division by an integer.
_a._ Find the value of 1 acre of land if 15 acres cost $77115.

$ 5141
-------
15 ) $ 77115
75
---
21
15
---
61
60
---
15
15

_b._ Find the value of 1 acre of land if 15 acres cost $771.15.

$51.41
-------
15 ) $771.15
75
---
21
15
----
6.1
6.0
----
.15
.15

Compare the steps in (_b_) with the corresponding steps in (_a_). The pupil will experience no difficulty in telling the unit that each quotient figure represents, for he knows that dividing any number into parts does not change its unit.

Presentation:—

_a._ 12 is contained in 36 how many times?

12 ) 36
--
3

_b._ Multiply both dividend and divisor in (_a_) by 2.
24 is contained in 72 how many times?

24 ) 72
--
3

_c._ Multiply both dividend and divisor in (_a_) by 10.
120 is contained in 360 how many times?

120 ) 360
---
3

Compare the quotients. Recall the principle: Multiplying both dividend and divisor by the same number does not change the quotient.

_d._ .2 is contained in 2.4 how many times?
Multiplying both numbers by 10, to what is the divisor
changed? To a whole number.
2 is contained in 24 how many times?

2 ) 24
--
12

_e._ .22 is contained in 2.42 how many times?
Change .22 to a whole number, by multiplying both the
numbers by 100.
22 is contained in 242 how many times?

11
---
22 ) 242
22
---
22
22

_f._ .005 is contained in .125 how many times?
By what shall both numbers be multiplied so that .005 may
become the whole number 5?
5 is contained in 125 how many times?

5 ) 125
---
25

_g._ 2.88 is contained in 3.456 how many times?
By what shall both numbers be multiplied so that 2.88
may become the whole number 288?
288 is contained in 345.6 how many times?

1.2
-----
288 ) 345.6
288
----
57.6
57.6

Many such examples will enable the pupils to formulate the generalization: “To divide a decimal by a decimal, multiply the dividend and divisor by the power of ten that will change the divisor to an integer, then divide as in simple division.”

NATURE STUDY—FIFTH GRADE

DETAILED PLAN FOR A SERIES OF LESSONS

Topic:—

The horse.

Materials:—

The horse seen on the street; drinking fountains; horsemanship
observed; harness; shoes; protection; different kinds of vehicles;
printed matter issued by the Society for the Prevention of Cruelty
to Animals and by the Department of Agriculture.

Aim:—

To train the children to meet sympathetically and intelligently
their responsibilities to the horse.

Preparation:—

Years of interest in horses; directed observation of other periods.

Presentation:—

1. Stories of horses known to the children—those owned by their
parents, fire horses, horses of the mounted police, showing their
faithfulness, intelligence, strength, training, treatment.

In the city of Baltimore the old fire horse is practically
pensioned when unfit for further service. This is one way in which
right-minded people acknowledge their obligations to horses, by
providing for their comfort in their old age.

Have stories like the _Pacing Mustang_ read to the class; allow the
children to take the storybooks home, and encourage them to bring
to the class other stories about horses. Encourage the children
to read brief histories of the great breeds of horses—the Norman
horses, Clydesdales, etc.—horses that hold the world’s records for
speed.

2. Observations to identify horses that show normal blood, and
discover their fitness of blood and temperament for the work they
are doing.

Are they strong enough for the work they are required to do?

Are they disturbed by passing street cars? If so, how do they show
it?

What is the effect upon them of the confusion of other city noises?

Notice that while some horses are evidently distressed by the
confusion of city life, others love it and become homesick when
sold for use in the country.

Blanketing:—

Call attention to the manner in which large firms so carefully
blanket their horses.

Why should a horse be blanketed when he is standing?

Shoeing:—

Notice the cause of slipping, stumbling, and falling on icy or
wet pavements, and therefore the necessity for rough shoes, rubber
shoes, etc.

If possible, bring into the class a specimen of a patent horseshoe;
the shoe and shield of a cart horse.

Harness:—

Is the horse easy in harness?

What sort of a checkrein would you use? Why?

Why is the back pad used with the two-wheel cart?

What are the effects of an ill-fitting harness?

What do you think of the law which in some places punishes a man
whose horses show galls?

Horsemanship:—

Have the children report critical situations which have happened
within their observation and how they were met by drivers; their
observation of the affection shown by a horse toward his master.

General Condition of Horses:—

Discuss the effect of grooming upon the horse’s coat.

Why should the horse be fed regularly?

Why should ground food be given to an old horse whose teeth are
poor?

Discuss the necessity of allowing the horse freedom in traveling.

Temporary lameness is frequently due to a stone in the foot; how
may it be removed?

What should be done for a horse that is seriously lame?

3. The economic value of such knowledge as the foregoing:—

Horses are stiffened by standing unblanketed in the wind or cold.

Foundering is caused by watering a horse when he is over-heated.

A properly fitted harness and a comfortable checkrein, if any is
used, save the strength of the horse.

The selection of a horse whose strength and temperament fit him for
his work adds to his value and usefulness.

Skillful drivers, especially those who like their teams, can secure
a great amount of work from them and yet save much of their energy.
It frequently happens that after a day’s work one man will bring in
a team comparatively fresh, while under a different driver the same
team will be worried into exhaustion.

4. Knowledge of the work of the Society for the Prevention of
Cruelty to Animals:—

The work of this society demands judgment based on a fuller
knowledge of conditions and causes than most children of their ages
possess. Its work, therefore, is not intended for children, but
they should know what help they may give the society, and be taught
to use it.

5. Knowledge of the city law for protecting horses.

Seat Work:—

Sketches of horses’ hoofs showing how a stone may cause lameness.

Sketches of different kinds of shoes.

Sketches of different kinds of checkreins: the overdraw check and
its effect; side check and its effect.

Different head and ear postures of horses indicative of their
conditions and feelings.

Getting records of observations into shape to present to class.

Have each member of the class imagine himself to be his favorite
horse,—a fire horse; mounted policeman’s horse; a United Railway
repair wagon horse; a hospital ambulance horse; an express-wagon
horse; a carriage horse; a broken-down carriage horse, etc.,—and
write a story of his part in a fire, a serious accident, or some
other situation.

Give related language work.

GEOGRAPHY—FIFTH GRADE

DETAILED PLAN FOR A SERIES OF LESSONS

Topic:—

Pittsburg as a trade center.

Materials:—

Pictures, maps, sand table, specimens of iron ore, coal, coke,
limestone, reference books, railroad folders.

Aim:—

To show how natural advantages have determined the location
and growth of Pittsburg; to show the direction and extent of
manufacturing and commerce in Pittsburg.

Preparation:—

1. Study of coal mine, iron mine, blast furnace.

2. Relation of iron mines to coal mines.

3. Location of Pittsburg—

(_a_) in coal region.

(_b_) at junction of rivers which form the Ohio River.

Presentation:—

(Following closely McMurry’s _Special Method in Geography_.)

1. Advantages of Pittsburg for iron and steel manufacturing.
Illustrate with sand map.

(_a_) Coal region—rivers bring coal to Pittsburg.

(_b_) Iron region near.

Much iron ore brought from Lake Superior region via Great Lakes,
by railroad from Lake Erie.

In manufacture of steel more coal is used than iron ore; it pays
to bring iron ore to coal.

(_c_) Manufactured products—steel rails, armor plate, pig iron.

(_d_) Rank of Pittsburg in regard to manufacture of iron and
steel. Pittsburg makes 10 per cent of all iron and steel goods
made in the United States.

2. Neighboring manufacturing towns.

(_a_) Names—Allegheny, Carnegie, Homestead, Braddock, etc.

(_b_) How do their manufactures compare with those of Pittsburg
in kind? in quantity? in value?

3. Coke ovens.

Uses of coke.

Kind of coal used; where obtained.

Amount of it put into each oven.

Length of burning.

By-products.

Drawing out and cooling.

Extent of ovens.

Effect on landscape.

4. Blast furnaces.

5. Other manufactures.

(_a_) Oil refining.

Where oil comes from.

How it is pumped, carried, stored.

Value of pipe lines.

How is oil brought to Baltimore?

Effect of oil tanks on landscape.

Processes of refining.

Dangers.

Uses.

By-products.

(_b_) Glass making.

Kinds of glass made.

Materials used.

Where found.

6. Transportation by water. Illustrate with sand map.

(_a_) Need for means of transportation: of raw material to
Pittsburg; of manufactured products from Pittsburg.

(_b_) Rivers.

The Allegheny and Monongahela bring raw materials to Pittsburg.

The Ohio carries raw materials and manufactured products away
from Pittsburg.

No tracks or roadbed to be laid for river,—river always ready;
Ohio deep enough for large barges; swiftness of current due to
nature of slopes.

Coal and iron carried by river as far as New Orleans.

7. Railroad center.

(_a_) Sections of country not reached by waterways. How products
are transported to those parts?

(_b_) Need of railroads for people who travel to and from
Pittsburg.

(_c_) Chief directions in which railroads lead from Pittsburg.
What roads lead from Baltimore to Pittsburg? From New York to
Pittsburg?

(_d_) What supplies are brought by railroad besides those needed
in manufacturing?

8. Aspects of the city of Pittsburg:—

Wealth—opportunities for getting, for spending.

Education—what special class of schools likely to develop.

Smoke and dirt—due to nature of manufactures.

Seat Work:—

Illustrative drawings.

Maps showing coal and iron regions, course of rivers.

Related language work.

Reference reading.