dropped in a little bay. Then some of the men climbed down from the
ship into a small boat, and rowed to the shore to see what the place
was like. In a little while they came back and called out, “Come, we
will take you all ashore.”
Such a scurrying and hurrying as there was then! Back and forth the
little boat went, until all the boys and girls, and men and women were
on the shore.
It was a very cold day, the twenty-second of December, 1620. But they
did not mind the cold.
In a little time the men had built some log houses, and soon there was
a church. The black rock on which the Pilgrims first stepped can be
seen to-day. It is called Plymouth Rock. The first girl to step upon
Plymouth rock was Mary Chilton.
One day a visitor came to see the Pilgrims. He was an Indian. He had
long, black hair. He was dressed in deerskin. He had a bow and arrows,
to shoot birds and deer with.
The Indian was very glad to see the white people. “Welcome,
Englishmen,” he said. He stayed over night with the Pilgrims, and the
next morning went away.
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.