Chapter II: Part 2

Soon he came back, bringing some friends with him.

When spring came, the Indians showed the Pilgrims how to catch eels, and where to find fish. They also gave the Pilgrims corn to plant. They showed them how to plant the corn, putting a fish in each hill to make the corn grow well.

All summer long the boys and girls played around the log-houses, and were very happy. There were beautiful wild-flowers, and bright-colored song-birds in the woods where they played. One flower that blossomed in the early spring they named the Mayflower, for the ship in which they had come. The trailing arbutus has been called the Mayflower to this day.

When the summer was ended, and all the corn and wheat were gathered in, the Pilgrims said, “Let us have Thanksgiving Day. We will thank God because he made the sun to shine, and the rain to fall, and the corn to grow.”

Then the mothers said, “We will have a Thanksgiving party, and invite the Indians. We will cook some of everything raised on the farms.”

The men shot deer, and wild geese, and wild turkeys for the dinner, and that is why we like to have roast goose or turkey for our Thanksgiving dinner.

At last the Thanksgiving Day came. In the morning everybody went to church. When they got home they found that all the Indians who had been invited had come.

The Indians brought five large deer. The party lasted for three days. At each meal, before they began to eat, the Pilgrims and the Indians thanked God.

In the evening the Indians sang and danced, and in the daytime they played games with the children.

At last the party was over. When the Indians were going home the Pilgrims said, “Every year we shall have a time to thank God for all He has done for us. You must come and help us thank Him.”

So every year the Pilgrims had their Thanksgiving Day. When other people came to this country they said they would have Thanksgiving too. So for nearly three hundred years we have had the glad Thanksgiving Day. In what month does it come? On what day of November does it come this year?

--_Selected_

_Wednesday_

A little prayer to be learned this month:

May we be thankful for the night,
And for the pleasant morning light,
For rest, and food, and loving care,
And all that makes the world so fair.

May we do the things we should;
May we be always kind and good,
In all we do, in work or play,
To grow more loving every day.--_Selected_

_Thursday_

Talk about signs of winter.

_Friday_

For the children to learn:

Kind hearts are the gardens,
Kind thoughts are the roots;
Kind words are the flowers,
Kind deeds are the fruits.

SECOND YEAR

FIRST WEEK

_Monday_

For dictation:

Do all the good you can,
To all you can,
In all the ways you can.

_Tuesday_

Talk about the way to set a table. What is put on the table first? Where do we place the knives? Where do we place the forks? Where do we place the spoons? Where do we place the glasses? Who serves the meat? Who serves the vegetables? Where are the meat and vegetables placed? Who serves the dessert? Who serves the tea or coffee?

_Wednesday_

Fable for reproduction: The Fox and the Grapes. One day a hungry fox started out to find something to eat. He saw some grapes, near the top of a tall grapevine.

The fox tried to jump up and get the grapes but he could not reach them. He tried again and again, but it was of no use.

As he walked away, he said, “I do not care for the grapes. They are sour.”

_Thursday_

Have the children dramatize “The Fox and the Grapes.” Hang a bunch of grapes over the door or let the children pretend that the grapes are hung there. Have the child who is to play the part of the fox walk along and look up eagerly at the bunch of grapes.

“What beautiful grapes!” he says. “I wish I had some.”

Then he jumps and tries to reach them. He tries a second time, and a third. The last time he loses his balance and falls to the floor. He gets up, rubs his head, and says, “I do not care for the grapes. They are sour.”

_Friday_

Write five sentences about the fox and the grapes.

SECOND WEEK

_Monday_

Read the following poem to the children:

APPLE-SEED JOHN

Poor Johnny was bent well-nigh double
With years of toil and care and trouble;
But his large old heart still felt the need
Of doing for others some kindly deed.

“But what can I do?” old Johnny said;
“I who work so hard for daily bread?
It takes heaps of money to do much good;
I am far too poor to do as I would.”

The old man sat thinking deeply awhile,
When over his features gleamed a smile,
And he clapped his hands with boyish glee,
And said to himself, “There’s a way for me!”

He worked and he worked with might and main,
But no one knew the plan in his brain
He took ripe apples in pay for chores,
And carefully cut from them all the cores.

He filled a bag full, then wandered away,
And no man saw him for many a day.
With knapsack over his shoulder slung,
He marched along, and whistled or sung.

He seemed to roam with no object in view,
Like one who had nothing on earth to do;
But, journeying thus o’er the prairies wide,
He paused now and then, and his bag untied.

With pointed cane deep holes he would bore,
And in every hole he placed a core;
Then covered them well, and left them there
In keeping of sunshine, rain and air.

Sometimes for days he waded through grass,
And saw not a living creature pass,
But often, when sinking to sleep in the dark,
He heard the owls hoot, and the prairie dogs bark.

Sometimes an Indian of sturdy limb
Came striding along and walked with him;
And he who had food shared with the other,
As if he had met a hungry brother.

When the Indian saw how the bag was filled,
And looked at the holes that the white man drilled,
He thought to himself ’twas a silly plan
To be planting seed for some future man.

Sometimes a log cabin came in view,
Where Johnny was sure to find jobs to do,
By which he gained stores of bread and meat,
And welcome rest for his weary feet.

He had full many a story to tell,
And goodly hymns that he sang right well;
He tossed up the babes, and joined the boys
In many a game full of fun and noise.

And he seemed so hearty, in work or play,
Men, women and boys all urged him to stay;
But he always said, “I have something to do,
And I must go on to carry it through.”

The boys, who were sure to follow him round,
Soon found what it was he put in the ground;
And so as time passed and he traveled on,
Ev’ry one called him “Old Apple-seed John.”

Whenever he’d used the whole of his store,
He went into cities and worked for more;
Then he marched back to the wilds again,
And planted seed on hillside and plain.

In cities, some said the old man was crazy;
While others said he was only lazy;
But he took no notice of gibes and jeers,
He knew he was working for future years.

He knew that trees would soon abound
Where once a tree could not have been found;
That a flick’ring play of light and shade
Would dance and glimmer along the glade;

That blossoming sprays would form fair bowers,
And sprinkle the grass with rosy showers;
And the little seeds his hands had spread
Would become ripe apples when he was dead.

So he kept on traveling far and wide,
Till his old limbs failed him and he died.
He said at the last, “Tis a comfort to feel
I’ve done good in the world, though not a great deal.”

Weary travelers, journeying west,
In the shade of his trees find pleasant rest;
And they often start, with glad surprise,
At the rosy fruit that round them lies.

And if they inquire whence came such trees,
Where not a bough once swayed in the breeze,
The answer still comes, as they travel on,
“These trees were planted by Apple-seed John.”

--_Lydia Maria Child, in St. Nicholas_

_Tuesday_

Have the children tell back to you the story of Apple-seed John. Ask the following questions, or similar questions. What did Apple-seed John look like? Was he old or young? What did he wish that he might do for people? How did he get his apple cores? How did he carry his apple cores? How did he plant the cores? What did he do when his bag was empty? Why was he called “Old Apple-seed John”? What happened to the cores that he planted? What kind of trees grew from the apple seeds? Who could eat the apples? Do you think his plan of planting apple-trees, a nice one?

_Wednesday_

Write five sentences about Apple-seed John.

_Thursday_

Write a letter to a friend, telling about Apple-seed John.

_Friday_

Play Apple-seed John.

THIRD WEEK

_Monday_

Have the children copy the following:

LITTLE MISS MUFFET

Little Miss Muffet sat on a tuffet,
Eating of curds and whey;
There came a big spider, and sat down beside her,
And frightened Miss Muffet away.

_Tuesday_

Allow the pupils to dramatize Little Miss Muffet:

Have a little girl sit on a dry-goods box, holding either a real or a play bowl and spoon. She pretends to eat from the bowl. Have a boy place quietly beside her one of the very realistic Japanese spiders. Suddenly she sees it. She jumps up and runs away. Meanwhile the other children recite the ryhme.

_Wednesday_

Have the children copy:

Blow, wind, blow!
And go, mill, go!
That the miller may grind his corn;
That the baker may take it,
And into rolls make it,
And send us some hot in the morn.

_Thursday_

Write a word that describes: _wind_, _mill_, _miller_, _corn_, _baker_, _rolls_.

_Friday_

Write answers to the following, in complete sentences:

What does the wind do?

What does the wind do to the mill?

What does the miller do to the corn?

What does the baker do to the meal?

What becomes of the rolls?

FOURTH WEEK

_Monday_

Have the children tell, orally, the Thanksgiving story.

_Tuesday_

Talk about _the chicken_: Where does the chicken come from? What is the color of little chickens? What are the colors of hens? How do a chicken’s feathers change as the chicken grows? How many feet has a hen? How many eyes? What kind of a bill? How does a hen drink?

_Wednesday_

Talk about _the duck_: How does a duck differ in appearance from a hen? What are young ducks called? How does a duck’s bill differ from a hen’s bill? How do the feet differ? What can a duck do, that a hen cannot?

_Thursday_

_The turkey_: Why is this the favorite bird for the Thanksgiving table? How does the turkey differ in appearance, from the hen? From the duck? What is the male turkey called? Why? Which do you like best to eat--chicken, duck, goose, or turkey?

_Friday_

Dramatize and play, the story of Chicken Little.

THIRD YEAR

FIRST WEEK

_Monday_

Rewrite this story in five sentences.

WHY THE CHIPMUNK HAS BLACK STRIPES

Once upon a time the porcupine was made chief of the animals. He called all the animals together for a great council.

The animals seated themselves around a big fire. The porcupine said, “We have a great question to decide. It is this: ‘Shall we have daylight all the time or night all the time?’”

All the animals began to talk at once. Some wanted one thing, some another. The bear wanted it to be dark all the time. In his big, deep voice he said, “Always night! Always night!”

The little chipmunk, in a loud, high voice, said, “Day will come! Day will come!”

The council was held at night. While the animals were talking the sun rose. The bear and the other night animals were angry. The chipmunk saw the light coming, and started to run away. The angry bear ran after him and struck him on the back with his paw.

Since then, the chipmunk has always had black stripes on his back, and daylight always follows night.

--_Selected_

_Tuesday_

Rewrite these sentences, filling the blank spaces:

The chipmunk ---- black stripes.

The porcupine said, “We ---- a question to decide.”

The chipmunk said, “Day ---- come.”

The bear ---- it to be dark.

The council ---- held at night.

The chipmunk ---- the light coming, and ---- to run away.

The angry bear ---- him with his paw.

_Wednesday_

For dictation:

I go to the library every Saturday.

I find a book that I would like to read.

I hand the book and my card to the librarian.

She puts the date on my card.

_Thursday_

Write a paragraph about the proper manner of sitting. What is the result, if a person has a habit of sitting badly?

_Friday_

Answer each of the following questions, as a complete sentence:

How many days has November?

In what month is Thanksgiving Day?

Where do the birds go, before winter comes?

In what month does Christmas come?

SECOND WEEK

_Monday_

Write the following poem on the blackboard, and make it the topic for an oral lesson, discussing how fruit grows on tree and vine; growth of the plants; the likeness of the plants to us; the ethical lesson.

PLANT SONG

O, where do you come from, berries red,
Nuts, apples, and plums, that hang ripe overhead,
Sweet, juicy grapes, with your rich purple hue,
Saying, “Pick us and eat us; we’re growing for you”?

O, where do you come from, bright flowers and fair,
That please with your colors and fragrance so rare,
Growing with sunshine or sparkling with dew?
“We are blooming for dear little flowers like you.”

Our roots are our mouths, taking food from the ground,
Our leaves are our lungs, breathing air all around;
Our sap, like your blood, our veins courses through--
Don’t you think, little children, we’re somewhat like you?

Your hearts are the soil, your thoughts are the seeds;
Your lives may become useful plants or foul weeds;
If you think but good thoughts your lives will be true,
For good men and women were once children like you.

--_Nellie M. Brown_

_Tuesday_

Write a list of the nouns in the “Plant Song.”

_Wednesday_

For dictation:

“He that is slow to anger is better than the mighty: and he that ruleth his spirit than he that taketh a city.”

_Thursday_

Write the following nursery rhyme in large letters, on oak tag. Cut into separate words, and place the words in envelopes, one set for each pupil. The pupils are to place the words on their desks, so as to form the complete rhyme.

Hey, diddle, diddle, the cat and the fiddle:
The cow jumped over the moon:
The little dog laughed to see such sport,
And the dog ran away with the spoon.

_Friday_

Copy the following sentences, filling the blank spaces:

This ---- November.

The birds are ---- to the south.

The leaves are ---- from the trees.

Thanksgiving ---- this month.

Winter ---- soon be ----.

THIRD WEEK

_Monday_

Have the children copy half of the following poem in their composition books:

WHAT THE SNOWBIRDS SAID

“Cheep, cheep,” said some little snow-birds,
As the snow came whirling down;
“We haven’t a nest,
Or a place to rest,
Save this oak-tree bending down.”

“Cheep, cheep,” said the little Wee-Wing,
The smallest bird of all;
“I have never a care,
In the winter air--
God cares for great and small.”

“Peep, peep,” said her father, Gray-Breast,
“You’re a thoughtless bird, my dear,
We all must eat,
And warm our feet,
When snow and ice are here.”

“Cheep, cheep,” said the little Wee-Wing,
“You are wise and good, I know;
But think of the fun
For each little one,
When we have ice and snow.

“Now I can see, from my perch on the tree,
The merriest, merriest sight--
Boys skating along
On the ice so strong--
Cheep, cheep, how merry and bright!”

“And I see,” said the Brownie Snow-bird,
A sight that is prettier far--
Five dear little girls,
With clustering curls,
And eyes as bright as a star.”

“And I,” said his brother, Bright-Eyes,
“See a man of ice and snow;
He wears a queer hat,
His large nose is flat--
The little boys made him, I know.”

“I see some sleds,” said Mother Brown,
“All filled with girls and boys;
They laugh and sing,
Their voices ring,
And I like the cheerful noise.”

Then the snow-birds all said, “Cheep and chee,
Hurrah for ice and snow;
For the girls and boys,
Who drop us crumbs,
As away to their sport they go!

“Hurrah for the winter, clear and cold,
When the dainty snowflakes fall!
We will sit and sing,
On our oaken swing,
For God takes care of us all!”--_Selected_

_Tuesday_

Have the children copy the rest of the poem, “What the Snowbirds Said.”

_Wednesday_

Write a list of the nouns in the poem.

_Thursday_

Write a list of the verbs in the poem.

_Friday_

Write five sentences, telling what the birds said.

FOURTH WEEK

_Monday_

Have the pupils tell you the story of Thanksgiving.

_Tuesday_

Have each child write about something that will be found on the Thanksgiving table, and have the others guess what is described: as pepper, salt, vinegar, bread, sugar, apples, etc.

_Wednesday_

Story for reproduction:

THE GRUMBLING SNOWFLAKE

The snowflakes were told to go down to the earth to keep it warm. All were glad to go except one. This little snowflake grumbled while the others were getting ready.

“What is the use of going down to that great place?” he said. “I should be glad to keep the plants from freezing, but I never can. I am too small. I could not even cover one speck of that great earth. However, if all the rest of the snowflakes are going, I suppose I shall have to go, too.”

The snowflakes had great fun as they fell. They danced and played, and they laughed when they thought they were going to be useful in the great world.

But the grumbling snowflake said, “If I were bigger, I might be of some use!”

One little snowflake reached the earth, and then another. Last of all, the grumbling snowflake came down, too, but he did not see the brown earth. It was all covered with a white snow-blanket.

Every little flake had covered a tiny bit of the brown earth, until the ground was all covered up for the winter.

“I was wrong,” said the grumbling snowflake. “I will not grumble again.”--_Adapted_

Have the pupils reproduce the story orally.

_Thursday_

Have the pupils rewrite the story of the grumbling snowflake, in their own words.

_Friday_

Write a letter to a cousin, telling why you like November.

FOURTH YEAR

FIRST WEEK

_Monday_

Pass around well-known pictures, if possible, have as many different pictures as there are children. Have each pupil describe his picture.

_Tuesday_

For dictation:

EVENING HYMN

Now the day is over,
Night is drawing nigh,
Shadows of the evening
Steal across the sky.

Now the darkness gathers,
Stars begin to peep,
Birds and beasts and flowers
Soon will be asleep.

--_S. Baring-Gould_

_Wednesday_

Original composition, on the signs of coming winter. What signs can be seen in the fields? What about the grass? The leaves? The sky? The birds? The cold?

_Thursday_

To be read, for written reproduction:

THE WONDERFUL TRAVELING CLOAK

One day a little old woman in gray visited Prince Dolor. She gave him a present.

“What is this?” he asked, as he untied the many knots.

“It is a traveling cloak,” she answered.

“Oh,” said the little prince, “I never go traveling. Sometimes nurse hoists me on a parapet, but I never go farther than that.”

“But this is not an ordinary cloak,” said his godmother. “It is a wonderful cloak. It will take you anywhere you wish to go. From it you may see anything you wish to see.”

“But how can I get out of the tower?” he asked.

“Open the skylights,” she said, “then sit in the middle of the cloak. Say your charm and out you will float through the blue sky on your wonderful cloak.”--_From “The Little Lame Prince.”_

_Friday_

Letters of introduction may be sent by mail, or be presented by the person introduced. In the latter case, the letter is never sealed. The envelope is addressed in the usual way, but in the lower left-hand corner is written, “Introducing Mr. Smith, or Miss Smith,” as the case may be.

Write the above on the blackboard. Have the pupils look up in the dictionary, and write out definitions of the following words: Introduction, presented, person, latter, addressed, usual, way.

SECOND WEEK

_Monday_

Write sentences containing the irregular verbs _go_, _went_, _gone_, _see_, _saw_, _seen_, _am_, _was_, _been_.

_Tuesday_

For dictation:

Hail to the merry harvest time,
The gayest of the year:
The time of rich and bounteous crops,
Rejoicing and good cheer.

--_Charles Dickens_

_Wednesday_

Exercise for clearness of enunciation. Have the following read aloud by every child in turn, each word and syllable to be enunciated clearly.

THE OWL

In the hollow tree, in the old gray tower,
The spectral owl doth dwell;
Dull, hated, despised, in the sunshine hour,
But at dusk he’s abroad and well:
Not a bird of the forest e’er mates with him;
All mock him outright by day;
But at night, when the woods grow still and dim,
The boldest will shrink away.
O, when the night falls, and roosts the fowl,
Then, then is the reign of the horned owl!

--_Barry Cornwall_

_Thursday_

Selection to be memorized:

He prayeth best, who loveth best
All things both great and small,
For the dear Lord who loveth us,
He made and loveth all.--_Coleridge_

_Friday_

Write a letter of introduction for one of your classmates, to be addressed to the principal of the school, or the chairman of the committee of the school district.

THIRD WEEK

_Monday_

Story for written reproduction:

THE INDIAN CHILDREN

Bright Eyes and Fawn Foot were two little Indian children. They lived in an Indian village near a swift river.

All the people of this village belonged to one family or tribe. The bravest man was the chief. He had the finest wigwam.

One day the Indians moved from the village to a place in the woods. Here they hoped to find game to live on through the winter.

Little Fawn Foot helped her mother when they moved. Bright Eyes was carried on his mother’s back. He was too small to help.

When warm weather came they all moved back to the village.

Outline: The Indian children and their home. The tribe. The removal. Fawn Foot and Bright Eyes at the moving. The return.--_Selected_

_Tuesday_

Write a list of the adjectives in the story, “The Indian children”; a list of the nouns; a list of the verbs.

_Wednesday_

Write what you see in Boughton’s picture, “The Return of the Mayflower.”

_Thursday_

Write about an imaginary journey from London, England, to Boston. How long does it take to cross the ocean? What is the deck of a steamship? What is a stateroom like?

_Friday_

Write an advertisement asking for a position for yourself.

FOURTH WEEK

_Monday_

For dictation:

THE GRAINS OF WHEAT

Some grains of wheat lived in a sack. It was so dark that they all went to sleep.

At last the sack was moved. The grains of wheat awoke. They heard some one say, “Take this sack to the mill.”

The grains of wheat had a long ride. When they reached the mill a man put them into a hopper. The grains of wheat were crushed between two stones.

--_Selected_

_Tuesday_

Rewrite in your own words, the story of “The Grains of Wheat.”

_Wednesday_

Write a letter to a friend, telling where wheat grows, how it grows, how flour is made, and how the flour is used.

_Thursday_

Describe how fire-drills are conducted in your school.

_Friday_

Talk about the coming of winter, and the indications that are apparent at this time.

DECEMBER

FIRST YEAR

FIRST WEEK

_Monday_

Story, to be told to the children, and retold by them:

THE WOODPECKER

An old lady lived on a hill.

She was very small, and she always wore a black dress and a large white apron with big bows behind.

On her head she wore the queerest little red bonnet that you ever saw.

The little old lady grew very selfish as the years went by. People said this was because she thought of no one but herself.

One morning as she was baking cakes, a tired, hungry old man came up to her door.

“My good woman,” said he, “will you give me one of your cakes? I am very hungry. I have no money, but whatever you first wish for you shall have.”

The old lady looked at her cakes and thought that they were too large to give away. So she broke off a small bit of dough and put it into the oven to bake.

When it was done she thought that this one was too nice and brown for a beggar. So she baked a smaller cake, and then a still smaller one, but each came out of the oven as nice and as brown as the first.

At last she took a piece of dough as small as the head of a pin. Even this, when it was baked, was as large and as fine as the others. So the old lady put all the cakes on the shelf and offered the old man a crust of dry bread.

The old man only looked at her, and before the old lady could wink, he was gone.

The old lady thought a great deal about what she had done. She knew it was very wrong.

“I wish I were a bird,” she said; “I would fly to him with the largest cake I have.”

As she spoke, she felt herself growing smaller and smaller. Suddenly the wind picked her up and carried her up the chimney.

When she came out she still had on her red bonnet and black dress. You could see her white apron with the big bows. But she was a bird, just as she had wished to be.

She was a wise bird, and at once she began to pick her food out of the hard wood of a tree. As people saw her at work, they called her the red-headed woodpecker.

_Tuesday_

Have the children tell the story of the red-headed woodpecker.

_Wednesday_

Have the children play the story of the woodpecker as a game.

_Thursday_

Write the word _woodpecker_.

_Friday_

Write: _The Woodpecker has a red head._

SECOND WEEK

_Monday_

Have the children write the words omitted:

Old ---- Hubbard
Went to the ---- board
To get her poor ---- a bone.
But when she got ----,
The ---- board was bare,
And so the poor ---- had none.

_Tuesday_

Have the children give orally all the words they can think of that rhyme with _dog_. Write these in a list on the blackboard, and use them for drills in phonics.

_Wednesday_

Have the date and the word _December_ written by the children.

_Thursday_

To be committed to memory:

WHAT MAKES CHRISTMAS

Little wishes on white wings,
Little gifts--such tiny things--
Just one little heart that sings,
Make a Merry Christmas.

--_Dorothy Howe_

_Friday_

Have the children write: _Merry Christmas._

THIRD WEEK

_Monday_

To be recited by the teacher and acted out by the children, as a game:

WHEN SANTA CLAUS COMES

Merrily, merrily, merrily, O,
The reindeer prances across the snow;
We hear their tinkling silver bells,
Whose merry music softly tells
Old Santa Claus is coming.

Merrily, merrily, merrily, O,
The evergreens in the woodland grow;
They rustle gently in the breeze;
O, don’t you think the Christmas trees
Know Santa Claus is coming?

Merrily, merrily, merrily, O,
We’ve hung our stockings in a row;
Into our beds we softly creep,
Just shut our eyes and go to sleep--
And wait--for Santa Claus is coming.

--_Selected_

_Tuesday_

Story for oral reproduction:

BABY BUNTING’S FIRST CHRISTMAS

Baby Bunting was ten months old before she had a Christmas. When the first Christmas came, she didn’t know what it meant. When she saw the tree all covered with candles and apples and little baskets of candy, she smiled, and then laughed, and then crowed out loud. She shook her fat hands at the pretty sight, while Father and Mother and Sister Nora danced around her baby carriage.

Then they began to take the presents off the tree. There was a fine clock for Mother and a pair of slippers for Father. Sister Nora had a beautiful doll.

Baby Bunting herself had a warm little muff, some dainty socks, a pair of baby shoes, some picture books, and so many presents besides that it would take too long to tell about them all.

Sister Nora was happy with her big wax doll. She named her Sally Bunting, and brought her to the carriage to make a call on her sister Baby Bunting.

Baby was so pleased at this, that she almost talked. It seemed to Nora as if she really did talk to Sally. Perhaps Sally, the baby doll, could hear this talk better than anyone else.

I am sure Baby Bunting was saying that this was the best Christmas she had seen in ten months.

--_Adapted_

_Wednesday_

Have the children tell the story of “Baby Bunting’s First Christmas.”

_Thursday_

To be committed to memory:

CHRISTMAS SECRETS

Secrets big and secrets small,
On the eve of Christmas.
Such keen ears has every wall,
That we whisper, one and all,
On the eve of Christmas.

Secrets upstairs, secrets down,
On the eve of Christmas.
Papa brings them from the town,
Wrapped in papers, stiff and brown,
On the eve of Christmas.

But the secret best of all,
On the eve of Christmas,
Steals right down the chimney tall,
Fills our stockings one and all,
On the eve of Christmas.

--_Alice E. Allen_

_Friday_

Help the children to learn “Christmas Secrets.”

FOURTH WEEK

_Monday_

Let the children play, as a game, “Christmas Secrets.”

_Tuesday_

Continue learning the poem. Have the children write: _Secrets big and secrets small_.

_Wednesday_

Have each child name something that he would like or that he had for Christmas. Write these in a list on the blackboard, the simplest of them to be read afterwards by the little folks.

_Thursday_

Talk about what the children did on Christmas Day.

_Friday_

Talk with the children about winter; the close of the old year, and the coming of the new year.

SECOND YEAR

FIRST WEEK

_Monday_

For dictation:

Sing soft! sing low!
The time of the snow
Is December.

_Tuesday_

Talk about the beginning of winter. What is the first month of winter? What are the three winter months? What was the month before December? What are the three autumn months? What season follows winter? What are the three spring months? What season follows spring? What are the three summer months? How many days are there in December?

_Wednesday_

For drill in phonics, or for clear enunciation:

There was a man and his name was Pat,
He had a wife and her name was Mat;
He had a rat and she had a cat;
The cat was Mat’s and the rat was Pat’s.
They all lived together,
In all kinds of weather,
Pat’s rat and Mat’s cat,
Cat, rat, Mat and Pat.

_Thursday_

To be committed to memory:

A CHRISTMAS VISIT

When the children sound are sleeping,
And the night is cold and clear;
When the frost-elves watch are keeping,
Some one comes our hearts to cheer.
Fast he drives his reindeer prancing;
No one hears his sleigh-bells ring,
No one sees him soft advancing,
No one knows what he will bring.

He’s a jolly soul, and merry,
With his cheeks an autumn hue,
And his nose is like a cherry
While he’s looking round for you.
If he hears a child awaking,
Quickly then he slips from sight,
But if all a nap are taking
Then he works away till light.

Once a boy who was not sleeping,
On Christmas morn stole through the hall;
Slow and silent he went creeping,
But no stocking found at all.
And a girl who tiptoed, peeping
Into rooms, and up the stair,
In the morning they found weeping,
For no Santa had been there.

So, when merry folk you’re greeting,
And you long to strip your tree,
When old Santa you’d be meeting,
Wait, nor hurry down to see;
For if you should hunt him early,
Maybe he’d not come next year;
He would be so cross and surly
That he’d pass your house, I fear.

--_Mabel L. Gray_

Have the first two stanzas copied by the children.

_Friday_

Have the children copy the second two stanzas of “A Christmas Visit.”

SECOND WEEK

_Monday_

Pupils learn first stanza of “A Christmas Visit.”

_Tuesday_

Pupils learn second stanza of the poem.

_Wednesday_

Pupils learn third stanza of the poem.

_Thursday_

Pupils learn fourth stanza of the poem.

_Friday_

Have the pupils recite the entire poem in concert.

THIRD WEEK

_Monday_

Pupils write a list of the naming words (nouns) in “A Christmas Visit.”

_Tuesday_

For dictation:

All that’s great and good is done done--
Just by trying.

_Wednesday_

Story for reproduction:

THE SUNBEAMS

The Sun was up.

The sky in the east had told that he was on the way, for it had turned red and gold as he came near. He looked down on the earth, and there was a new day. So he sent out his beams to wake everybody from sleep.

A beam came to the little birds in the trees, and they rose at once. They flew about, singing as loudly as they could.

Then a beam came and waked the rabbit. He gave his eyes a rub and ran out into the green field to eat grass.

Another beam came into the hen-house. The rooster flapped his wings and crowed. The hens flew into the yard to see what they could find to eat.

A beam came to the beehive. A bee came out of the hive. He flew off to the fields to drink honey from the flowers.

The beam that came to Johnny’s bed awakened Johnny, but the boy would not get up. He went to sleep once more, though all the animals were up, and hard at work.--_Adapted_

_Thursday_

Have the children tell, in their own words, the story of “The Sunbeams.”

_Friday_

Children write five sentences, telling what the sunbeams did.

FOURTH WEEK

_Monday_

Talk with the little folks about Christmas, its meaning, and the beauty of giving.

_Tuesday_

Have each child write three things he would like for Christmas.

_Wednesday_

Pupils tell what they did on Christmas Day.

_Thursday_

Talk about the year’s holidays. How many are there? What are they?

_Friday_

Children write a letter to a cousin, telling what they did on Christmas Day.

THIRD YEAR

FIRST WEEK

_Monday_

To be committed to memory:

THE WIND AND THE MOON

Said the Wind to the Moon, “I will blow you out.
You stare
In the air
Like a ghost in a chair,
Always looking what I am about;
I hate to be watched; I will blow you out.”

The Wind blew hard, and out went the Moon,
So deep,
On a heap
Of clouds, to sleep,
Down lay the Wind, and slumbered soon--
Muttering low, “I’ve done for that Moon.”

He turned in his bed; she was there again!
On high,
In the sky,
With her one ghost eye,
The Moon shone white and alive and plain,
Said the Wind--”I will blow you out again.”

The Wind blew hard, and the Moon grew dim,
With my sledge
And my wedge
I have knocked off her edge!
If only I blow right fierce and grim,
The creature will soon be dimmer than dim.

He blew and blew, and she thinned to a thread,
One puff
More’s enough
To blow her to snuff!
One good puff more where the last was bred,
And glimmer, glimmer, glum will go the thread!

He blew a great blast and the thread was gone;
In the air
Nowhere
Was a moonbeam bare;
Far off and harmless the shy stars shone;
Sure and certain the Moon was gone!

The Wind he took to his revels once more;
On down,
In town,
Like a merry mad clown,
He leaped and hallooed with whistle and war.
What’s that? The glimmering thread once more!

But the Moon she knew nothing about the affair,
For, high
In the sky,
With her one white eye,
Motionless, miles above the air,
She had never heard the great Wind blare.

--_George Macdonald_

Have the first half of the poem copied.

_Tuesday_

Have the rest of the poem copied.

_Wednesday_

Have the children commit to memory the first two stanzas of the poem.

_Thursday_

Children commit to memory the second two stanzas of the poem.

_Friday_

Children learn the fifth and sixth stanzas of the poem.

SECOND WEEK

_Monday_

Children learn the seventh and eighth stanzas of “The Wind and the Moon.”

_Tuesday_

Children learn the rest of the poem.

_Wednesday_

Children recite the entire poem.

_Thursday_

Children recite the poem. Write a list of the nouns in the poem.

_Friday_

Write a list of the doing words (verbs) in the poem.

THIRD WEEK

_Monday_

For dictation:

Little fairy snowflakes,
Dancing in the flue;
Old Mr. Santa Claus,
What is keeping you?

_Tuesday_

Write a list of as many words rhyming with _time_, as you can think of.

_Wednesday_

Conversation about Christmas.

_Thursday_

Write five sentences about Christmas.

_Friday_

Children write a list of Christmas presents suitable for a boy, a list of presents suitable for a girl.

FOURTH WEEK

_Monday_

Story for reproduction:

A CLOUD STORY

A long time ago, there lived a wonderful king. Each day this king came in his golden chariot, bringing light, heat, and happiness to all the people.

Each day he passed from his palace in the east to his throne in the west. He never missed a day, for he wanted to make sure that everyone had a share of his gifts.

For everybody, he had the birds sing and the flowers bloom. For everybody, he showed beautiful pictures, which changed every hour.

The king had many beautiful daughters. They were often called swan maidens, because they rode upon beautiful white swans.

When the swan maidens were with their father they wore soft white or gray dresses.

Sometimes the king saw that the grass was brown, or the buds were not coming out. Then he said, “Swan maidens, who will go and work to-day?”

Almost before he was through speaking, many of them had rushed away. Sometimes more of them came than could work upon the grass and buds.

Then some of them ran off to play. But the best of them went down to feed the roots and the worms. They worked out of sight.

But they always went back to their father, the king.

Now it is very hard work to catch a swan maiden on her way back home.

A boy is sure he saw one of them on a ring in the tea-kettle steam. How many of them get away is a secret.

When the king saw the flowers shiver in the fall, he called the bravest swan maidens to him. He told them that they must go away for a long time.

Then each swan maiden put on a beautiful white dress, and came softly down, down to earth, with a warm blanket.

These blankets they spread over the flowers and seeds. Every little flower went to sleep under the blanket.

At last the king smiled, and their work was done. They slipped away home so softly that nobody missed them, but the boys and girls who loved the snow.

--_Adapted_

_Tuesday_

Children tell “A Cloud Story” in their own words.

_Wednesday_

Children write the cloud story.

_Thursday_

Children write five sentences about snow.

_Friday_

Children write what they did on Christmas Day.

FOURTH YEAR

FIRST WEEK

_Monday_

To be committed to memory:

SWEET AND LOW

Sweet and low, sweet and low,
Wind of the western sea,
Low, low, breathe and blow,
Wind of the western sea!
Over the rolling waters go;
Come from the dying moon and blow,
Blow him again to me;
While my little one, while my pretty one, sleeps.

Sleep and rest, sleep and rest,
Father will come to thee soon.
Rest, rest on mother’s breast,
Father will come to thee soon.
Father will come to his babe in the nest;
Silver sails all out of the west,
Under the silver moon;
Sleep, my little one, sleep, my pretty one, sleep!

--_Alfred Tennyson_

Have the poem copied.

_Tuesday_

Pupils learn first stanza of the poem.

_Wednesday_

Pupils learn the entire poem.

_Thursday_

Write about the life of Alfred Tennyson.

_Friday_

Write in complete sentences answers to the following questions:

How is the sea to blow?

Where is the wind to go?

Where is the wind to come from?

What is the blowing of the wind to do?

What is the baby to do?

When will father come?

Where is the baby to rest?

Where will father come?

How will father come?

SECOND WEEK

_Monday_

Write a letter, addressed to Santa Claus, telling what you would like for Christmas.

_Tuesday_

Write a telegram of ten words, saying that you will go to some special place for Christmas.

_Wednesday_

Write the abbreviations for the days of the week and the months of the year.

_Thursday_

Have the children dramatize, in their own way:

Old King Cole
Was a merry old soul,
And a merry old soul was he.
He called for his pipe,
He called for his bowl,
And he called for his fiddlers three.

_Friday_

For dictation:

Beautiful hands are those that do
Work that is earnest and brave and true,
Moment by moment, the long day through.

THIRD WEEK

_Monday_

Talk about the signs of winter.

_Tuesday_

Pupils write about signs of winter.

_Wednesday_

Write a rhyme of two lines, containing the word _snow_.

_Thursday_

Talk about winter sports.

_Friday_

Write about winter sports.

FOURTH WEEK

_Monday_

For dictation:

He prayeth best, who loveth best,
All things both great and small;
For the dear God who loveth us,
He made and loveth all.

_Tuesday_

Every child find a short quotation for some other pupil to read in class.

_Wednesday_

Write letters, telling why you like Christmas.

_Thursday_

Write a composition on snow.

_Friday_

Have a spelling match.

JANUARY

FIRST YEAR

FIRST WEEK

_Monday_

Talk about the new year. What is this month called? What was last month? What is the name of the new year? What was the name of the last year? How many days has January? What season is this? What are the months of the winter season? What season comes after winter?

_Tuesday_

Write the word _January_; also the date.

_Wednesday_

To be taught to the children:

Sixty seconds make a minute,
Something sure you can learn in it;
Sixty minutes make an hour,
Work with all your might and power;
Twenty-four hours make a day,
Time enough for work and play.
Seven days a week will make;
You will learn, if pains you take.--_Selected_

_Thursday_

Practise learning the rhyme of the day before.

_Friday_

Write: _Seven days make a week._

SECOND WEEK

_Monday_

Write:

On Monday, when the weather is fair,
I always wash the clothes.

_Tuesday_

Write:

On Tuesday I can iron them,
Even if it rains and snows.

_Wednesday_

Write:

On Wednesday I do all the mending,
I like the mending too.

_Thursday_

Write:

On Thursday I receive my friends;
I have nothing else to do.

_Friday_

Write:

Friday is the time to sweep,
To dust, and set things right.

The teacher may recite the following to the children, then have the entire poem of the week played as a game, with appropriate actions:

On Saturday I always cook,
Then put all work from sight.

And Sunday is the day of rest;
I go to church dressed in my best.

--_Selected_

THIRD WEEK

_Monday_

Learn the names of the months, by having a procession of children representing the various months, led by the New Year. The little folks will enjoy the game, and will learn the names of the twelve months, in their order, without realizing that they are doing anything but play.

_Tuesday_

Story poem, to be recited (or read, if needs must) to the children, by the teacher:

A MYSTERY

I put my coat and furs and mittens on, to go
With my cunning Christmas sled, out to see the pretty snow.

I made some little balls, and they looked as white and nice--
I tried how one would taste, but it was just as cold as ice.

I took some to the kitchen then, because I thought, you see,
I’d bake them just like apples--they’d be good with cream and tea.

I didn’t say a single word about it to the cook,
When I put them in the oven, but when she gave a look,

She stared, and held her hands up, and said: “For pity’s sake!
Who put this water in here, and spoiled my ginger cake?”

I couldn’t tell. It wasn’t I; but I would like to know,
Where did my pretty apples, that I was baking, go?

--_Selected_

After reciting the poem, ask the children what became of the snow apples.

_Wednesday_

Talk about snow; snowballs; sliding on the snow; sleighing; a snow man.

_Thursday_

Write: _I can make a snowball._

_Friday_

To be told; for the children to guess:

WHAT AM I?

I live in a hole just above somebody’s chin. I have to stay there, for I am fastened in.

It is because of me that boys and girls like good things to eat. To please me, they eat candy and fruit.

It is because of me that boys and girls are often kept after school. They forget, and use me when they ought not to.

I am always wanting to taste, taste, taste. I am always wanting to talk, talk, talk.

Who can guess what I am?

FOURTH WEEK

_Monday_

Children write the words necessary to complete the following:

Jack and ----
Went up the ----,
To get a ---- of water.
---- fell down
And ---- his crown,
And ---- came tumbling after.

_Tuesday_

Have the children give all the words they can that rhyme with _hat_. Write the list on the blackboard, and use it for drill in phonics.

_Wednesday_

To be taught to the children:

If you can’t be the big sun, with his cheery smile,
You can be the cheerful sunbeam for a little while.

_Thursday_

Play “I am thinking of something,” using objects in the school-room.

_Friday_

Have the children mention as many objects as they can think of that are blue; green; yellow; white.

SECOND YEAR

FIRST WEEK

_Monday_

To be committed to memory:

LADY MOON

Lady Moon, Lady Moon, where are you roving?
“Over the sea.”
Lady Moon, Lady Moon, whom are you loving?
“All that love me.”

Are you not tired with roving and never
Resting to sleep?
Why look so pale and so sad, as forever
Wishing to weep?

“Ask me not this, little child, if you love me:
You are too bold.
I must obey my dear Father above me,
And do as I’m told.”

Lady Moon, Lady Moon, where are you roving?
“Over the sea.”
Lady Moon, Lady Moon, whom are you loving?
“All that love me.”

--_Lord Houghton_

Have the first stanza of the poem copied and learned.

_Tuesday_

Have the second stanza of the poem copied and learned.

_Wednesday_

Have the third stanza of the poem copied and learned.

_Thursday_

Have the fourth stanza of the poem copied and learned.

_Friday_

Have the poem recited, throughout.

SECOND WEEK

_Monday_

For dictation:

Be kind in all you say and do,
That others may be kind to you.

_Tuesday_

Talk about snowflakes; if possible, showing some of the single flakes. Where do the snowflakes come from? What becomes of them if they are taken into a warm room? What becomes of them when they fall? What becomes of the snow when the weather gets warm? How does the snow help the grass and flowers? (Keeps them warm during the cold winter.) Why is snow sometimes called a blanket?

_Wednesday_

Story for oral reproduction:

A WISE DOG

One night a farmer was riding home along a lane which had walls on both sides. Suddenly he heard his dog barking on the farther side of the wall.

The man stopped his horse and started to see what was the matter.

The night was very cold. Snow lay on the ground. Sitting on a large stone was the farmer’s little daughter.

The child had left the house and had wandered out into the meadow.

The dog had followed her, keeping close at her heels. Now he was barking for some one to come and take the little girl home. She had lost her way, and was crying.

The father looked at the footprints in the snow. He saw that his little daughter had walked close beside a deep hole.

She had walked all the way round the hole. But the wise dog had gone, all the time, between the little girl and the great hole.

Was he not a wise dog?--_Adapted_

_Thursday_

Children tell the story of the lost child and the dog.

_Friday_

Write three sentences about the little girl and the dog.

THIRD WEEK

_Monday_

Supply words to fill the following blanks:

My dog Spot is ----.

He eats ----.

Spot can ----.

When I run, Spot ---- too.

_Tuesday_

To be committed to memory:

Hearts, like doors, will ope with ease,
To very, very little keys;
And don’t forget that two of these
Are, “Thank you, sir,” and “If you please.”

--_Selected_

_Wednesday_

Write a list of ten objects to be seen in the school-room.

_Thursday_

Talk about bread. Who makes the bread we eat? What is it made of? Where does the flour come from? Where does wheat grow? How does wheat grow? How is the wheat made into flour? How is the flour made into bread?

_Friday_

Write three sentences about bread.

FOURTH WEEK

_Monday_

Children write their fathers’ and mothers’ names.

_Tuesday_

For dictation:

When the cold wind blows,
Look out for your nose.

_Wednesday_

Talk about how we are protected from cold, by clothing and by artificial heat. How is the school-room warmed? How are the children’s homes warmed? Why is it unnecessary for stables to be heated?

_Thursday_

A riddle for the children to guess:

I am as black, as black can be,
But yet I shine.
My home was deep within the earth,
In a dark mine.
Years ago I was buried there,
And yet I hold
The sunshine and the heat, which warmed
That world of old.
Though black and cold I seem to be,
Yet I can glow.
Just put me on a blazing fire--
Then you will know.--_Selected_

_Friday_

Write three sentences about coal.

THIRD YEAR

FIRST WEEK

_Monday_

To be committed to memory:

CHILD’S EVENING PRAYER

Now the day is over,
Night is drawing nigh;
Shadows of the evening
Steal across the sky.

Low the darkness gathers,
Stars begin to peep;
Birds and beasts and flowers
Soon will be asleep.

Through the long night-watches,
May Thine angels spread
Their white wings above me,
Watching round my bed.

When the morn awakens,
Then may I arise,
Pure and fresh and sinless,
In Thy holy eyes.--_S. Baring-Gould_

Have the poem copied.

_Tuesday_

Learn the first verse of the poem.

_Wednesday_

Learn the rest of the poem.

_Thursday_

Recite the entire poem.

_Friday_

Write a list of the naming words (nouns) in the “Child’s Evening Prayer.”

SECOND WEEK

_Monday_

Write a list of the doing words (verbs), in the “Child’s Evening Prayer.”

_Tuesday_

Write a letter to a playmate, telling what you did on a recent Saturday.

_Wednesday_

For dictation:

Boats sail on the rivers,
And ships sail on the seas,
But clouds that sail across the sky
Are prettier far than these.--_Selected_

_Thursday_

Write five sentences about clouds.

_Friday_

Write a list of ten objects that are blue.

THIRD WEEK

_Monday_

Each child write eight sentences, describing some other child in the room, telling: Color of hair, color of eyes, kind of complexion, height (guessed at), age, costume worn, size of shoes (guessed at), and size of gloves.

_Tuesday_

Write a rhyme of four lines about a dog.

_Wednesday_

Write a list of the objects to be seen in the school-room. Who can write the longest list?

_Thursday_

Have the following poem copied:

WINTER EVENING

What way does the wind come? Which way does he go?
He rides over the water, and over the snow,
Through wood, and through vale; and o’er rocky height,
Which the great cannot climb, takes his sounding flight;