used by the teacher. If the cards are neatly mounted upon separate sheets which contain the name of the contributor, and distributed mongst the children for observation and comparison, it will prove really helpful. Through the comparison of the different pictures, many facts will be developed, suggested by the children's comments or questions. Such teaching will be sure to fit the needs of the children. These suggestions will be modified and arranged by any teacher who desires to use them. They may help to point the way for those who are not entirely familiar with this phase of their work.

II.

LESSON UPON THE OAK.

As in the lesson upon the cow, the teacher's first object should be to discover what the children already know. Nearly all children, even those living in cities or towns, have some opportunity to see and study trees, and their attention should be carefully directed to those about them.

Have you ever seen an oak tree? Where was it growing? How tall was it? (Compare with a man, a horse, a house; with other trees.) What do you remember about the size of its trunk? About the bark, about the leaves, about the fruit?

Bring to the class acorns, leaves, or, in blossom time, bring blossoms. What is the use of the blossom, the leaf, the acorn?

Draw them.

Plant an acorn and see what comes of it.

(Patient and continued observation.)

Of what use is the oak tree to us? (Do not forget that beauty as well as manufacturing is to be considered.)

Name articles made of oak.

Bring specimens of the wood.

The older pupils can draw the tree.

Tell the children about the Charter Oak.

Take them, if possible, to a field, or wood or park or street where they can see an oak growing.

Refer to the lesson some weeks afterwards, in order to lead to continued observation of the tree in different stages.

Do not feel that it is necessary to do all which the lesson suggests with every class, but be sure that the children have some actual knowledge of an actual oak tree.

III.

LESSONS UPON OCCUPATIONS.

Frequent reference is made, in all literature, to the occupations of men. Even if this were not the case, a knowledge of these occupations is necessary to even a fair education. Every child should have some intelligent knowledge of the work of the farmer, the miller, the carpenter, the bricklayer, the engineer, the miner, the merchant. But, be this as it may, the pages of the school Reader, will demand some knowl edge of the every day occupations of men.

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Children are naturally interested in the occupations of their neighbors. They like to see things made. They like to know why certain effects come from certain causes. Nothing could be more fruitful than a visit to a blacksmith shop, a new house that is being built, a sewer that is being dug, a cellar that is being laid; to a ropewalk, to a mine, to a quarry, where real men are engaged in real work. The natural interest of children in these subjects is evidenced by their desire to play" the miller, the farmer, the driver, the boatman, etc. We do well when we build upon this natural interest. "The Village Blacksmith" is a familiar poem based upon a common experience. As has been said, the children who know something about the work of the blacksmith will enjoy and understand the poem as no others can. Ask them to go to a blacksmith and then to report; or go with a class of children, and help them to observe and question. The blacksmith will be courteous and generous if he is courteously requested to give his aid to the children. Prepare them for the lesson by a preliminary talk about the blacksmith, his work, the need of his work; his tools, the material with which he works, the sources from which iron is obtained, the process by which steel is made. Having prepared the children to observe, assign questions or topics upon which they are to report: the

anvil, the forge, the sledge, the bellows, the horseshoe, etc. Upon their return from the visit, allow the different pupils to tell what they have seen. After the general conversation, insist upon an orderly description.

Kindred lessons may be given upon the other occupations suggested. In many cases stories can be told or read, which will reënforce the observation. It must not be forgotten that one result of the lessons should be a sincere respect for honest toil, and a pride in the ability to do honest work well. It is hardly necessary to say that the visit to the blacksmith's shop will reënforce the reading, and that a study of Longfellow's poem will, in turn, make the visit more valuable. The language lesson will help the reading lesson because it adds interest; it will also help the lesson as literature, because it gives fuller power of interpretation and corresponding appreciation of the poem. All these lessons will be made more valuable by the use of collections of pictures.

UNIV. OF

How did it get there?

Experiment later, if the children become interested in the question.

Do not answer it for them now. Let them question and think.

Upon which windows does it fall?

Why not upon the opposite windows?

Where does it go?

What good will it do?

Think what the rain does for the trees. How do you know?

What does it do for the birds? How do you know?

What does it do for the flowers? How do you know?

What does it do for you?

If no rain were to fall for three months, what would happen to the flowers, to the grass, to the gardens, to the brooks?

Would it make any difference to you?

Experiment:

Breathe upon the cold glass. Show condensed vapor.

Boil water: collect vapor on cold surface.

Recall vapor on windows.

Recall clothes drying.

Recall windows on washing day.

Explain how fine particles of water are carried through the air, unite so as to be seen when cold, in breath, on windows, in clouds, in fog. Explain how rainfall is caused.

Read "Children of the Clouds."

Memorize "Is it Raining, Little Flower?"

Read to the children " A Rainy Day" (Longfellow).

Tell the story of the drop of water in its journey from ocean to ocean again.

Ask them to reproduce the story.