Chapman, Katherine Elise, Around Paris with the Innocents The New Voyage of the Innocents Clark, Lotta A., Group-Work in the High School Clements, Katherine, Applied Design (Francis W. Parker School).... DeBey, Cornelia D. (Chairman), Plan for Official Advisory Organiza- tion of the Teaching Force of Chicago ...... Dewey, Grace K., Metal-Work (Francis W. Parker School) PAGE 269 591 335 76 369 305 78 474 Dormeyer, Recca, Education of Women in Germany 49 Eberhardt, John C., The Examination of the Eyes of School Children 263 239 214 84 Hall, Jennie, A Series of Primary Reading-Lessons, I, II 1, 150 131 390 Hegner, Robert W., Nature-Studies with Birds for the Elementary Higgins, Annas, Review of Jennie Hall's Men of Old Greece Hotson, J. W., The Macdonald Consolidated School at Guelph, Ontario.. Review of C. W. Bunkett's Agriculture for Beginners III 48 548 316 Kern, O. J., What Form of Industrial Training Is Most Practical and Best Suited to the Country Child 323 Kern, M. R., Review of F. H. Ripley's Melodic Music Series 239 Keyes, Charles H., Forms of Industrial Education Best Adapted to City 247 Kroh, Carl J., Physical Training a Department of Education Mitchell, Clara Isabel, Textile Arts as Social Occupations 141 Monroe, Will S., An International Summer School in France 447 Mott, Sarah M., Music-Stories from the First Grade, Ethical Culture 335 Nabours, Robert K., The Co-operation of the Park Commission and the Trees 551 Volunteer Field and Camera Groups in the School of Education... 226 202 Patton, Beatrice Chandler, An Indian Village in the First Grade Payne, Bertha, Editorial Notes Pierce, Caroline May, Mathematics and Its Relation to the Study of PAGE 345 491, 554 Home-Economics in the University Elementary School 220 Putnam, Helen, Clay-Modeling (Francis W. Parker School) 82 510 Rankin, Jean Sherwood, Weaknesses in the Teaching of English in 254 Rich, Jessie P., Domestic Science in Elementary Department of the 146 Russell, V. M., Seventh-Grade Manual Training 408 Scherz, Anna T., German Songs and Rhymes for Children 420 Shaw, C. B., Some Experiments in Group-Work 329 Snow, Jennie H., Mathematics and Its Relation to the Study of Home- Economics in the University Elementary School.. Thorne-Thomsen, Georg, Norway: A Reading-Lesson, I, II Tufts, James H., The Significance of Mr. Jackman's Work Walker, P. A., Self-Government in the High School Welch, John S., Social Science Wood, Casey A., The Sanitary Regulations of the Schoolroom with 220 113, 190 443 451 182 62 275 INDEX TO BOOK REVIEWS Agriculture for Beginners, Charles William Bunkett, Wilbur S. Jackman Hull Keith, H. E. P. 111 431 Melodic Music Series, Frederick H. Ripley, M. R. Kern 303 239 School Days of the Fifties: A True Story with Some Untrue Names of THE ELEMENTARY SCHOOL TEACHER September, 1906 A SERIES OF PRIMARY READING-LESSONS. I JENNIE HALL Francis W. Parker School Weaving, as an industry for primary children, has widely proven itself of value, and interesting work in textiles is being done in many schools. The time has come, moreover, when teachers demand of manual work, not only that it shall keep the children busy, but that it shall pay for this expenditure of time and energy in physical development, intellectual training, and moral habits. We insist that our industry shall be educational, not manufactural. We recognize, too, that a mind under the stimulus of a new and interesting manual activity is eager and plastic toward associated intellectual influences. Therefore we try to link this little school activity with the great world-industries. We try to show our child-weaver his place in a long, world-wide, and time-diversified procession of textile workers. We try to translate his loom, his weaving, into terms of history, art, and poetry. In these efforts we bring materials into the schoolroom-an Indian blanket, an oriental rug, a Cashmere shawl, spinning-wheels, spindles, pictures. We make excursions to textile museums and factories. We tell stories of shepherdsAbraham, David, Endymion, James Hogg. We study conditions. of shepherd life. We read poems of shepherds and weavers. We make reading-lessons to convey information and story. The children express their newly gained knowledge and emotions by writing, painting, modeling, and acting. The following reading-lessons were made and printed at the Francis W. Parker School for the use of the second grade in connection with weaving. The methods of using them have been various, since the children differ widely in their reading ability. Sometimes the story has been read aloud by one child. Frequently the class has read silently, using the information acquired in writing, drawing, modeling, and discussion. Sometimes the story has been simplified and written upon the board. Often one group has prepared a lesson and has read it orally to the other children. At times various children have read aloud different parts of a lesson, and thus together have made the whole story. The pupil's interest in the reading is a strong plea for correlated reading-matter, and their widening images and interests in connection with their handwork make a plea for developing the intellectual matter associated with a manual activity. The collection is far from complete. Descriptions of other skilful weavers are needed-Swedish, Japanese, East Indian. There should be more poems-upon spinning and weaving. Cotton- and linen-working are untouched. Nothing has been done with embroidery and lace-making. But the writer hopes that the present material may be of use to the readers of the Elementary School Teacher, and that many people will help to complete the collection. SECOND-GRADE READING LESSONS A SHEPHERD's life It must be pleasant to be a shepherd in Greece. The sky is golden around the sun. The mountains are rosy. The sheep move slowly over the hill. Their bells tinkle sweetly. The shepherd lies on a rock. He plays his pipe. The sound floats far away. His dog lies beside him. But at noon it is very hot. The shepherd drives his sheep slowly to a well. He draws water, and the sheep drink. Then he drives them to a shelter. It is a little flat roof of brush. It stands on short poles. It makes a little shade. Here the sheep lie close together and sleep. There is another smaller roof for the shepherd. After a few hours it grows cool. The shepherd and the sheep wake. The sheep go out again to eat. (Used by the teacher; parts of poems committed by the children) THE SHEPHERD How sweet is the shepherd's sweet lot; He shall follow his sheep all the day, And his tongue shall be filled with praise. For he hears the lamb's innocent call, He is watchful while they are in peace, For they know when their shepherd is nigh. THE PASSIONATE SHEPHERD TO HIS LOVE Come live with me and be my love. And we will all the pleasures prove That hills and valleys, dale and field, There will we sit upon the rocks And see the shepherds feed their flocks, Melodious birds sing madrigals. There will I make thee beds of roses And a thousand fragrant posies, |