CHAPTER XVI

LESSON PLANS

The best teachers never reach the point where preparation for the day’s work is unnecessary. The teacher who stimulates her pupils to their best effort must herself be interested in the work in hand. If nothing new in material or method is found to vary the work, interest soon lags. The lesson often repeated is as dry and lacking in power to interest or inspire as the proverbial sermon taken from the barrel. Even when a teacher has taught a most successful lesson, it is dangerous to try to repeat that exercise in precisely the same way. The two situations will not be alike. The fact that she tries to repeat will take the edge off the lesson for the teacher, and make it correspondingly dull for the pupils. Young and inexperienced teachers are often most successful because of the zest with which they attack the problems which are new to them. The older teacher may be able to keep a class in order and teach them something with a minimum of preparation; but her best work will be done only when she has planned as carefully as the novice for whom the need of preparation is so apparent.

The subject matter which should be drawn upon for any lesson constantly changes. No two groups of children have had exactly the same varieties of experience; hence the need for varying the approach, as well as the demand for differences in observations, experiments, reading, or other methods employed to bring the data necessary for the solution of their problem before children. Subject matter is growing, is being made all of the time. Last year’s discussion of the geography of Europe, of South America, of Africa, or of Asia will not suffice for this year, because interesting and important events have occurred in these countries during the year intervening. For the wide-awake teacher, even that most exact of the sciences, mathematics, represented by arithmetic in our curriculum, will change; since the number aspect of children’s experience will vary. If spelling means the study of words which are needed for use in written expression, the work in spelling will vary just as surely as the occasions for written expression vary among children. No teacher could, if she would, repeat a series of lessons which deal with natural phenomena. In any field, the need for preparation becomes apparent for one who would command the material which should be made available for children.

In the preparation of a lesson plan the first and in some respects the most important step is to become acquainted with the subject to be taught. There is no method of teaching which can take the place of a thoroughgoing knowledge of the material which bears upon the topic to be treated. The teacher who finds in the life of the children outside of school, in school activities, in books, pictures, magazines, in study and travel, material for her daily class work, will make any course of study vital and interesting to children. In such an atmosphere pupils will grow not only in knowledge, but also in the desire to inquire and investigate and in power to satisfy their intellectual craving.

After the teacher has in hand an abundance of interesting material, the next step in the plan is to organize the data to be presented. Some organization is usually found in textbooks and courses of study, and it is possible simply to try to fit any additional material which may have been collected to the scheme provided. The difficulty with this ready-made organization is found in the fact that it has little or no relation to the needs or problems of the particular group of children to be taught. Any organization which is to be significant to children must take account of their point of view, and attempt to present subject matter in response to the need which they feel for the material to be presented. This is precisely what is meant by the difference between the logical and psychological methods of presenting subject matter. Not that the psychological method is illogical, rather it takes account of the child’s needs and is for him logical beyond the most complete adult logical scheme. It may seem logical to the adult to teach the crayfish by calling attention to the large parts and then to the smaller parts in order, or to deal with the structure of the skeleton, nervous and circulatory systems, connective tissues, and the like. To an eight-year-old child, the problems which will probably be most logical, most satisfying to his desire for investigation, will deal with the way in which the crayfish gets his living, how he protects himself from his enemies, how he brings disaster by making holes in levees, and how important he is as an article of food. In satisfying these childish problems, much of the information which might have been imparted, had the adult scientific order been followed, will be mastered by the pupils. Much more will be remembered, because the information is associated with the solution of interesting problems. It may seem logical in teaching India to a sixth-grade class to treat of prevailing winds, surface features, climate, vegetation, animals, mineral products, and people; but the children whose teacher approached this subject by asking them to try to discover why they have had such terrible famines in India probably remember more of the geography of India to-day than those who followed the adult logical order. In organization, then, the starting point is to get the child’s point of view, to discover his problems, and to organize the material to be presented with reference to these childish aims.

Good organization demands that material presented to satisfy the demand made by the child’s problem be grouped around few coördinate heads.[26] Many topics of equal value in an outline generally indicate a lack of organization, a lack of appreciation of the relation of the various facts to be presented. For example, one might think of a great many facts about plant growth; the seeds must be put in the earth, the weather must be warm enough, they must have water, they need to be hoed, the ground should be fertile, they need air, they grow best when they have sunlight, they may have too much moisture, in rocky ground the soil may not be deep enough, they must not be too close together, weeds and insects must be destroyed, the roots should not be disturbed, the choice of the seed is important, and so on. For a group of lower-grade children there are two problems; namely, (1) what kind of plants do we want, and (2) what can we do to make them grow well. Under the first head would come the plants which are suitable for our conditions of soil and climate, and the question of seed selection. Under the second head the topics will be moisture, sunlight, air, and cultivation, including the destroying of insects or other pests. Each of these topics will be suggested in answer to the problems which have been raised (what plants we want, and how we can make them grow well) by a group of children who have had any experience with growing plants. If any important topic is omitted, the teacher will call for it by a question which suggests the lack of a complete solution to the problem which is being considered. This brings us to the next step in plan making.

A good lesson plan will include pivotal questions which will serve to call for the data as indicated by the main topics given in the organization of the subject matter. The problem of questioning has been discussed at some length in a previous chapter.[27] In planning a lesson, a question or two which will discover to the children the problem to be solved should come first in the plan. With the problem before the children, the function of the question is to stimulate thought in the direction of the solution of the problem. The writer is familiar with the objection that questions cannot be prepared ahead of time.

It is true that the form of question may need to be varied because of progress or the lack of it, not anticipated by the teacher, but the question carefully prepared ahead of time will help rather than hinder in the formulation of a question to meet the situation. It is true, too, that not all of the questions can be prepared ahead of time. All the more reason for careful preparation of a few questions which will enable the teacher to prevent wandering by children during the development of the topic. Thought-provoking questions which guide and stimulate children in the solution of their problems are dependent upon the aim which has been established and upon the organization of material which it is desired to follow in the solution of the problem. One might as well deny the need of organizing material, as to question the value of preparing a few pivotal questions as a part of the plan.

Lessons often fail because the ground covered during the period cannot be retraced by the children at the end of the exercise. In a well-organized plan the teacher will provide for summaries as each main point is covered. In general these summaries should aim to recall the subject matter covered from the beginning of the lesson. It may be suggested that any good teacher summarizes her work as she passes from point to point in her teaching, and that no artificial reminder is necessary. The difficulty is that a good summary is not accomplished merely by asking for a recapitulation of the material covered. The skillful teacher puts her question which involves a summary in such form that the pupils get a new view of the ground already covered. In the experience of the writer, questions which involve a summary of the work covered, with the added element of a new view as a stimulus to further thought on the subject, are more rare than good questions introducing new topics.

A good plan will include a list of illustrations, illustrative material, books including references to chapter or page, maps or charts which are to be consulted during the recitation. Teacher and children are often disappointed because of the lack of materials which could have been at hand had the teacher only thought about the lesson before teaching it. In like manner, the opportunities for motor expression, other than reciting or discussing, should be noted in the plan. Dramatization, constructive work, graphic representation at the seat or on the blackboard, may make the difference between success and failure in a recitation.

A lesson which has been well planned will naturally end in the assignment of work to be done in preparation for the next recitation. In the discussion of any problem there must arise questions which cannot then be answered. A good lesson is characterized not simply by the ability of children to report progress, but quite as much by their statement of the questions still unanswered. The direction sometimes given to call up again the question which is left unanswered during the recitation indicates a teacher whose assignments provide a real stimulus for study in preparation for the next day’s work. If it is necessary to have a live problem before children during the recitation conducted by the teacher, obviously it is much more necessary to make assignments which involve real issues for children to meet.

In outline form the discussion of plan making given above would appear as given below. This lesson on plan making may be taken as an illustration of the type of plan a teacher should prepare for a development lesson. In this plan, as in others, it seems wise to keep the subject matter separate from the method of procedure.

_A plan for teaching lesson plans_: Their importance and the elements which enter into their composition.

_Teacher’s aim_: To show the importance of plan making and to indicate the elements which enter into the construction of a good plan.

Preparation (which aims to get the problem before the class). How do you prepare for your day’s work? Do you think you would do better work if you planned your several recitations somewhat systematically?

_Pupil’s aim_: Why do I need to make plans, and what are the elements of a good plan?

SUBJECT MATTER METHOD OF PROCEDURE Do you ever grow tired of teaching I. Necessity for planning. the same subject over and over again? _A._ Lack of interest in old Why does a sermon out of the work. “barrel” lack in interest or power to inspire? _B._ Subject matter changes. Do you know a subject _a._ Subjects grow. thoroughly to-day because you _b._ The experiences of once studied it? different groups of Why do different groups of children children vary. respond differently to the same material? _C._ Not safe to depend upon Formulate three good questions the inspiration of the which you might use in teaching a moment for lesson on the oak tree to _a._ Good questions. second-grade children. _b._ Illustrations and Do you think you might have illustrative material. asked better questions if you had _c._ References to books or had time to think them over? magazines. What picture or other illustrative _d._ Plans for constructive material would you use in work and the like. teaching this lesson? Do you think the children would gain by drawing a picture of the oak near by? When do you think you will have had enough experience in teaching to be able to get along without making plans?

II. The elements in a good plan. (The questions in this part of the plan will be few. I should _A._ A thoroughgoing knowledge expect questions, suggestions, of the subject matter. and discussions on the part of the class. I should probably use the _B._ The organization of blackboard to show the organization material depends upon of subject matter as given under the problem to be subject matter.) solved by the children, hence the necessity What would you do first, if I for discovering a asked you to teach a lesson on problem to the pupils habit formation? which can be satisfied by the subject What will determine the matter to be presented. organization of the material which you are to present? _a._ Problems essential to thinking. _b._ Logical _vs._ the psychological organization of material. _c._ Organization involves sequence and the subordination of less important points.

McMurry, _How to Study_, Chapter III.

_C._ Pivotal questions. _a._ Thought-provoking One cannot prepare all of the questions prepared in questions to be asked in advance. advance in order to What is the function of those guide the children in questions which should be placed the development of in the plan? the topic as well as to stimulate them to their best thinking.

_D._ Provision for summaries. When children have been interested _a._ A summary enables throughout the lesson, children to keep sequence why are they sometimes unable to and gives new solve for themselves the problem point of view. which has been discussed?

_E._ Illustrative material, and What aids does a teacher need references noted on to use in teaching a lesson other the plan. than the textbook and her own _a._ Materials prepared plan? ahead of time. _b._ References to maps, charts, books indicated definitely to save time and conserve interest.

_F._ Provision for assignments. _a._ A good lesson makes What do you do with questions provision for definite which are not answered during the progress and makes recitation? clear the questions yet unsolved. _b._ Children need definite How do you prepare children to problems more when work at their seats, or at home? working by themselves at home than when with the teacher.

Show class plans found in Is plan making worth the time McMurry, _Method of the Recitation_, and energy which it requires? pp. 329-339; Third Yearbook, National Society for the Scientific Study of Education, pp. 60-64; syllabus on _Theory and Practice of Teaching_, pp. 14-18.

A PLAN FOR TEACHING THE TOPIC OF IRRIGATION[28]

_Teacher’s aim_: To arouse or increase the interest of children in the development of the western part of the United States, and to acquaint them with the problems of irrigation.

What effect would a long drought in this part of our country have upon the price of fruits and vegetables? What would happen if the drought were to be continuous? There are arid regions in the United States. Can they be made to raise good crops?

_Pupil’s aim_: Can the arid regions of the United States be made to raise good crops? What effect would that have on the other parts of the country?

SUBJECT MATTER METHOD OF PROCEDURE

I. Arid regions of the United In what parts of the United States. States are the arid regions located?

_A._ Continuous drought. Look at your rainfall maps.

_B._ Size of area. See maps. Name the states included.

_C._ Description of region. Compare the population of the plateau states with a like area Dodge, _Adv. Geog._, pp. 44. Tarr in the Mississippi Valley, or on and McMurry, second book, p. 120. the Atlantic coast.

II. Why should we desire to reclaim Is it significant to the country arid lands? as a whole that these regions remain unproductive? _A._ Increase in population with consequent increased demands for food at home and abroad.

_B._ Capital seeks a good What would be the effects investment. produced in case these large tracts of land could be brought III. How arid regions are made under cultivation? productive.

_A._ Conditions necessary for In order that plants in the garden plant growth. or crops in the field may grow, what conditions are necessary? _a._ Fertile soil. _b._ Heat and light. _c._ Moisture.

_B._ The effect of drought When the lawns or gardens in overcome. our part of the country grow too _a._ In limited areas—by dry, how are they kept growing? sprinkling. What means must be employed to provide water in very large areas? _b._ In extensive areas—by Are these means used in the irrigation. Plateau and Pacific states? (Class consult the references named.) Tarr and McMurry, p. 120. Dodge, _Adv. Geog._, p. 166. King, _Adv. Geog._, pp. 141-146.

_C._ Sources of water supply. Where can the water be obtained for irrigating purposes in these _a._ Rivers. dry areas? _b._ Mountain streams fed by rain, snow, or glaciers. (Conversation. Assignment to _c._ Artesian wells. books in use by all of the class. _d._ Lakes. Assign article in _Review of Reviews_, 31:701-704, to a pupil as a special topic.) Tarr and McMurry, pp. 129-133. Dodge, _Adv. Geog._, p. 172. King, _Adv. Geog._, p. 142. _Review of Reviews_, 31:701-704.

_D._ The process of irrigation. How can the supply of water which falls during the rainy _a._ Water storage, reservoirs, season be kept for use during dams. the dry season? _b._ Ditches or canals. (Assignment of special topics _c._ Surface irrigation. relating to particular subjects.) _d._ Subirrigation. How is the water in the reservoirs See geographies quoted under _C_, or rivers distributed to the above. fields when it is needed? _Popular Science Monthly_, (Illustrate by an outdoor lesson; 67:648-686. or if the nature of the country is not suited to illustrate the process, use the sand table and construct a system of irrigation showing reservoir, main canals, and the distributing ditches. Assign subirrigation as a special topic.)

_E._ The reclamation service. How does the United States _a._ The nature of its work. government aid in reclaiming the _b._ The territory affected. waste lands of the West?

(See the _World’s Work_, Dec., 1907.)

_F._ How the government gets What disposition does the its money back. government make of the reclaimed _a._ Sale of land in tracts lands? not exceeding 160 acres to an individual. _b._ Payment in ten equal annual installments.

Ref. the _Cosmopolitan_, 37:715-722. The _World’s Work_, Dec., 1907.

_G._ The effects of irrigation. Would it pay a man to buy a forty-acre tract in the irrigated _a._ Upon agriculture. region? What crops could he produce? Value of crops? (Estimated.) Where there are (See geographies quoted above; prosperous farming communities, also the _Cosmopolitan_, 37:718-722; what other industries are the _World’s Work_, Dec., 1907.) possible? Are they found in the irrigated districts? With agriculture, fruit growing, and _b._ Upon secondary industries other industries made possible and profitable, what effect is _c._ Upon population in produced upon immigration to the areas irrigated. the Western states? What problems did we set out to solve in (King, _Adv. Geog._, pp. 152-154; these lessons on irrigation? also other geographies quoted What is the answer to each? above; the _World’s Work_, Dec., 1907.) Further topics for class study:—

1. Value of forests to systems of irrigation.

2. Our relations to the irrigated regions.

3. Advisability of introducing irrigation in the Eastern states.

4. Irrigation in Egypt.

5. Irrigation in India.

Individual assignments:—

1. Economy of water in irrigation.

2. Fruit growing on irrigated land.

3. Advantages and disadvantages of farming in the East and in the West.

4. Relative value to a state of gold mining and of farming.

5. Relation of irrigation in the West to the people of Europe.

6. To the people of the Eastern states.

The plan given above for the topic “irrigation” is typical of many plans which the teacher should make. It indicates the development of the whole topic, which will need the time of several recitations for its complete development. The topics given at the end of the plan for class study and for individual assignment show that the teacher had thought over the problems which might arise as the subject was taught, and that she was ready to make such assignments as the situation demanded from day to day. If such a list of possible assignments has been prepared before the topic is taught, the chances are that the ground will be much more thoroughly covered than would be the case if the teacher trusted to her ability to select an interesting problem at the end of each day’s work. Lesson plans should, as a rule, cover a complete unit of work or topic. One plan will commonly include inductive development work in the derivation of principles, drill work to fix these generalizations or to give skill in their application, and at times deductive work in the use of the principles derived to explain new situations. A complete plan for teaching percentage in arithmetic would include all of the elements mentioned. A lesson for appreciation or a recitation lesson may often be followed by drill work. When the topic lesson plan has been prepared, the teacher will need to consider from day to day the best method of proceeding with the subject. She may wish to vary somewhat the approach or order of development.

A PLAN FOR A DRILL LESSON

The work indicated here can be done in one period. The plan is given as an illustration of the principles involved in good drill work. It is especially necessary, in planning for lessons of this type, to be ready to vary the exercises in order to maintain the interest and attention of the class. Repetition with attention is what counts for habit formation. The children have been playing a game in which the score secured by throwing a bean bag in squares, numbered from one to ten, has been multiplied by two and later by three. The class has been divided into sides, and the competition has been keen. They want to make larger scores, and, therefore, have a compelling motive for studying the next table.

_Teacher’s aim_: To teach multiplication by four. If we are to make larger scores, what table must we learn next? How many think they can learn half of the table of fours to-day? If you learn it, we will play our game for ten minutes.

_Pupil’s aim_: To learn the multiplication table of fours.

SUBJECT MATTER METHOD

4 × 4 = 16 Teacher writes the table on the blackboard, as indicated under 4 × 2 = 8 subject matter.

4 × 6 = 24 How many are sure they know the first two? Look at me and 4 × 3 = 12 answer as I ask the results. Don’t answer unless you are sure. 4 × 5 = 20 Now let us take the first three. Proceed as before.

I’ll erase the first three. Look at them carefully. Now write them on your tablets.

4 × 4 = 4 × 2 = 4 × 6 =

Don’t write the answers unless you are sure you are right.

Let four or five children read their answers.

Margaret may ask for answers. She drills on the first three combinations.

The other two are easy to remember,—four times three we know; it is the same as three times four, and four times five are twenty we can all remember. Look carefully; I am going to erase them.

Drill by teacher on last two combinations.

All combinations put on board again and read and written by children.

Robert tries to discover whether there is any girl who has forgotten any part of the table.

Katharine tries to catch the boys.

All write at the dictation of the teacher, supplying the products.

The game is then played. When any one makes a mistake in recording his score on the blackboard, his side is penalized the amount of his mistake.

Possibly all the plans the experienced teacher needs for the lesson outlined above are a few notes concerning the variations to be introduced from time to time in the drill. She must plan, however, to put zest into the lesson by means of the variety which she introduces, and she must, if she is to get the best work, provide some motive which will make the drill work seem worth while to the children.

A LESSON ESSENTIALLY DEDUCTIVE

A part of a larger topic plan on taxation. The children have begun the study of taxation by inquiring how policemen, street cleaners, firemen, and other city employees are paid; how money is secured to run the schools, to provide water, and the like.

_Teacher’s aim_: To teach how to determine the amount of taxes to be paid when the assessed value of the property and the rate of taxation are known.

George, did you find out the assessed valuation of your father’s house and lot?

Henry, did you find the rate on real estate?

_Pupil’s aim_: Let us try to find out how much tax George’s father must pay on his house and lot.

SUBJECT MATTER METHOD OF PROCEDURE

A knowledge of percentage is If you want to find six per cent assumed. of $3500, how do you proceed?

To find the percentage we If George’s father pays $1.80 on multiply the base by the rate. each hundred dollars, how can you tell how much he must pay on House is worth $3500. Rate of thirty-five hundred dollars? taxation is $1.80 on the hundred dollars.

$1.80 on one hundred dollars Do you discover in this example 35 times $1.80 would be the anything like the problems in ------ amount due on thirty-five which you find a certain per cent 900 hundred. of a given sum? 540 ------ $63.00 Find .018 (1-8/10 per cent) of Taxation is simply an application $3500. If you multiply the of percentage. assessed value by the rate, will you get the amount of the tax?

Why must you point off two places?

Do you think you can find the amount of the tax to be paid on any house and lot in the city, if I tell you how much the assessed value of the house is?

Houses worth $4,250 Is the rate of taxation the same $18,400 on all houses? $1,260 $1,500 Teacher gives problems to the $7,500 whole class and has each explained $800 in turn on the board. $12,000 For to-morrow you may solve How much tax must each pay? the following problems (written on the board):—

ASSESSED RATE OF VALUE TAXATION $4,200 $2.20 $16,750 $1.35 $425,000 $1.90 $1,000 $0.78 $56,000 $1.64 $400 $2.18

PLAN FOR A SERIES OF TOPICS IN HISTORY—SIXTH GRADE

A plan covering the work for several weeks given in the form of a topical outline with suggestions as to methods of treatment. This general plan would need to be supplemented by definite additional preparation from day to day. This plan was prepared by Miss Lida Lee Tall, supervisor of grammar grades, Baltimore County, Maryland.

_Aim_: To teach the colonization of Maryland and show its development as a part of England’s colonial empire in the New World.

_Topical Outline (for the Teacher)_

I. Conditions in Europe at the time of the settlement of Maryland.

II. Conditions in the New World.

III. Life of George Calvert. _a._ In England. _b._ In the New World.

IV. The settlement of Maryland.

V. The development of Maryland.

_Textbooks_

Any good history of England, as Walker’s, Gardiner’s, or Andrews’.

Warren. Stories from English History. Harding. Stories of the English. Mowry. First Steps in the History of England. Browne. Maryland: the History of a Palatinate. Cheyney. European Background of American History. Cheyney. A Short History of England. Hall. Lords Baltimore and the Maryland Palatinate. Gambrill. Leading Events of Maryland History (class text). Coman and Kendall. History of England.

TOPIC I: CONDITIONS IN EUROPE IN THE SEVENTEENTH CENTURY

SUBJECT MATTER METHOD OF PROCEDURE

1. Monarch. King James. Much of the work can be developed from assigned readings for 2. Incidents of the reign that will which the pupils must be held help interpret the life of responsible. Where textbooks are the times: not available the teacher, or a pupil who reads well, may read to {Religious the class. Of course, the Controversies {Political assignment must be very definite. {Commercial. For example:

{ vain _a._ As you read see if you can { arrogant tell from incidents in the { weak story the kind of man King 3. Character of { amiable James must have been. the King { loved peace at You must argue for what { all costs you think about him. { ambitious { approved _b._ England was interested { learning particularly in Spain, Holland, France, and the New { Sir Walter World. As you read find out { Raleigh why this was so. { Sir Robert { Cecil Half the class may be given the 4. Men of Eng- { George Calvert first assignment, the other half land { Cromwell the second. { Guy Fawkes { Robert Carr When at the close of the study { Francis Bacon period, the teacher calls for the work, it will be through her sequence of questions that the 5. Reason for England’s interest subject matter will be organized in other countries: according to the outline under “Subject Matter.” If the _a._ Trade. discussions are lively and argumentative, the spirit of the _b._ Spain’s success in seventeenth century will be felt colonization in the New and the life of the time pictured. World. Pictures of castles, London streets, Ireland, the continent, _c._ Spain’s usurpation of sea vessels, etc., will help to Holland. make impressions more vivid. Topic 6 makes a good summary _d._ Increase in woolen and can be conducted in a way to manufacture in England. make the work most attractive to the pupils. 6. Topics of the day at the English court:

_a._ Spanish king and his power. _b._ Spanish resources. _c._ New World. _d._ Religion. _e._ England’s { Stock companies. trading { Proprietary companies { privileges.

TOPIC II: CONDITIONS IN THE NEW WORLD

SUBJECT MATTER METHOD OF PROCEDURE

1. Spanish America. Assign readings from available 2. French America. textbooks. 3. English and Dutch America. A further assignment which correlates with geography is the following: Draw a map of the world; show Old World; show New World; color the part of the New World that belonged to Spain, to France. Also draw a map of Europe; show the Catholic countries, show the Protestant countries.

As the teacher develops the lesson from the class, by means of thought-provoking questions, she can make an outline on the board, the class helping; then this outline may be copied by the pupils in notebooks used for history lessons only. These outlines should serve as summaries and also as reviews as the lessons continue.

TOPIC III: LIFE OF GEORGE CALVERT

SUBJECT MATTER METHOD OF PROCEDURE

1. George Calvert in England at 1. Assigned reading for class: this time. Gambrill, pp. 3-6.

_a. Early life:_ Teacher may fill in with details from Browne’s _Maryland_, or Born in Yorkshire (locate). Hall’s _Lords Baltimore and the Palatinate_. Much of this, however, Educated at Oxford (picture may be developed. By this time the of school). class will have been put into a mental attitude, both historically Traveled on the Continent and geographically, to answer (map showing university problems very intelligently. towns).

_b. Later life:_

Important position in England.

Interests in the New Assignment for map work: World: Trade: religion. A map of England—locate Yorkshire, Oxford, London.

2. George Calvert. In the New A map of Europe showing World: George Calvert’s travels on the Continent. _a. Newfoundland._ Management. 2. (_a_) Draw a map of the New {Climate World showing Newfoundland Difficulties {Soil and other settlements of encountered {The that time. { French

Disappointment and Why was Newfoundland bought? departure.

_b. In Virginia_ (_b_) Why in Virginia and not Reception unwelcome because Plymouth? of religion, character troubles, business 3. Textbook assignment. relations.

Result.

3. His return to England. New charter from Charles I. Death of George Calvert.

TOPIC IV: THE SETTLEMENT OF MARYLAND

SUBJECT MATTER METHOD OF PROCEDURE

1. Cecilius Calvert—To carry 1. Assigned reading: Gambrill, out his father’s plan of pp. 6-8. making a settlement in the New World. As has been indicated, where no problem development is possible, _a_. Conditions of the new use textbooks or the teacher’s charter. (Gambrill, pp. 6-8.) wealth of details to fill in the connecting links. The texts should be read just when the need for the (_a_) Rights and duties of information arises: for instance, the proprietor. when it is necessary to know the conditions of the charter granted (_b_) Rights and duties of to Cecilius Calvert, the books the colonists. should be opened, the page found, the page or paragraph read silently Kind of man necessary to by the class, and the information rule the colony wisely. then given.

_b._ Preparation for the trip: If the previous situations have been vividly presented, then the {Hostility of problem of the difficulties of {the old London getting such a trip under way that {Co. confronted Cecilius Calvert should Difficulties {Objections to be eagerly discussed by the class. {the charter There can be map work—England: {by Claiborne. locate Gravesend, Isle of Wight; also make the flag of England under which the expedition sailed. Getting {The _Ark_. (The flag of 1608 was the united ready at {The _Dove_, flag of England and Scotland, Gravesend {Nov., 1633. the flag of St. George and St. Andrew combined. Lord Baltimore’s {Men bound to own banner can be made {service (probably and colored, though it was not {Protestants), known to have been used until the {300. battle of Severn; it was adopted Men for the {Freemen (probably as the state flag in 1904.) expedition {Catholics), 20; {priests, 2. 2. The voyage can be treated as {Members of the a recall of the knowledge {Calvert family. gained from the celebration of a holiday like Maryland Day in a previous grade, or an Stop at the Isle of Wight. outline map may be drawn and pupils may trace Off for the voyage. the route if they can.

2. The voyage. (More map work can follow to _a._ The stop at the Barbadoes. indicate the stop at the Barbadoes, the route up the Atlantic to Old (It is necessary that Point Comfort, another stop, and the class understand on to Blackiston Island.) something of England’s colonial territory _a._ Why was a stop at the at the time: Barbadoes planned? England colonized Barbadoes in 1625, _b._ Why was a stop at Point after it had been Comfort planned? depopulated by the Spanish. The island had, therefore, been under English control 3, 4, 5, 6. From the landing on for eight years. Blackiston Island to the It was possible that end of this topic the the _Ark_ and the method followed should _Dove_ carried mail be: developing questions, for the Barbadoes. with the use of a The colonists textbook which should stopped for three be read either before the weeks, in that time lesson or after the repairing the vessels, development in order to securing negro verify conclusions made; slaves, and buying but this must be left to supplies, among the judgment of the which was seed corn teacher and her own for the Maryland individual plan for dealing settlement.) with the subject. Assigned reading: Gambrill, _b._ The stop at Point pp. 17-19. Comfort.—Letters from Cecilius Calvert and 7. For the life in the colonies, the king were to be reading periods may be delivered with great occupied with readings respect, by the hands from any good book that of a messenger who gives a graphic account was conformable of the times, such as to the Church of England, Alice Morse Earle’s to Sir John _Home Life in the Colonies_. Harvie, the governor If the sand table of the Virginias. is used, the children should consult these 3. The landing on Blackiston’s books. Another way to Island, March 25, vary the procedure, if 1634. Why not a there are books enough, suitable place for a is to assign readings and permanent settlement? let the pupils bring to the class accounts of the 4. The visit to the Pascataway details of the life in the Indians. The sale colonies that seemed of the Yaocomaco most interesting to them Village. The advantages individually. of such an arrangement with In the Affairs of Interest native Indians. it will be necessary for the teacher to tell about the 5. The settlement on St. George’s conditions in England. Creek, afterward known as Mowry, Guerber, or St. Mary’s Creek. The Warren may have all settlement was named the information necessary Augusta Carolina. for this purpose, but Cheyney’s _European_ 6. The favorable conditions of _Background of American_ the settlement. _History_ should be studied by the teacher. _a._ Spring of the year. The European background can be very _b._ Houses of the Indians (log) simply drawn. could be occupied temporarily by the The Kent Island affair may settlers while deciding be read before being discussed, upon sites for building. but there is good problem work there, and the better plan would be _c._ Aid of friendly Indians: to read the text last. _Text:_ Gambrill, pp. 21-25, 1. Routes through the country. 99-111.

2. Protection. _References:_ Tudor Jenks, _When America_ 3. Education—corn _was New_. Chap. IV, “Maryland planting, harvesting, and the Dutch.” Chap. V, “New clipping tobacco, World Living.” Chap. IX, “What hunting game, fishing, the Colonists Knew and Thought.” climate.

4. Land was already cleared and cultivated.

_d._ Condition of plantation grants: Wm. H. Browne, _Maryland, The_ A man with five persons—2000 _History of a Palatinate_. acres. Alice Morse Earle, _Home Life in A man with less than five—100 Colonial Days_. acres for self; 100 acres for wife; The chapters on Virginia 100 acres for each plantation life will serve child under sixteen to show the life in Maryland years; 100 acres for colony also. The each servant; 100 material is as follows: acres for each laborer. Light, Kitchen, Fireside, Serving Meals, Food of _e._ Physical features of country Forest and Sea, Indian for tobacco industry: Corn, Meat and Drink, Flax Culture, Wool Culture Tide water. and Spinning, Girls’ Occupation, Dress of the Estuaries—wharves for Colonists, Jack-knife Industries, each plantation. Travel, Transportation and Taverns, Colonial 7. Life in the colony: Neighborliness, Sunday, Oldtime Flower _a._ Plantation—extent, Gardens. sheds for drying tobacco, slave quarters, barns, rolling roads, chapel, house.

_b._ Food—wild turkey, venison, oysters, hominy, corn pone.

_c._ Amusements—hunting, dancing, singing by slaves.

_d._ Travel—boats, horse.

_e._ Affairs of interest—Virginia news.

Claiborne’s trading post in the Chesapeake.

Relations with the Indians.

English politics (Charles I, Cromwell, and Parliament.)

Military arrangements in the settlement.

Currency for trading.

Need for an assembly to settle matters in a legal way.

_f._ First Assembly—1635.

Matters taken up—Boundaries,

Military protection,

Claiborne trouble,

Framing laws to be sent to Cecilius Calvert, the proprietor in England.

_g._ Sending back these laws; also letters, and products, as well as the two Indian arrows required by the king.

An interesting account of the arrival and departure of the trading ships can be given. They came from November to January, and the captains were entertained at the different plantations. They brought new settlers, indentured servants, more slaves, letters from England, news of the world.

_h._ Trouble in the colony. _h._ Textbook assignment: Gambrill, pp. 27-30, 34-47. Claiborne on Kent Island.

Virginia’s hostility.

Troubles with the Indians— Susquehannoughs and Pocomokes.

Civil War in England.

TOPIC V: DEVELOPMENT OF THE COUNTRY AND REPRESENTATIVE GOVERNMENT

SUBJECT MATTER METHOD OF PROCEDURE

1. Assemblies— 1. Discuss the organization of the several assemblies. First Assembly in 1635. Explain hundreds. Second Assembly in 1638. Why three years later Textbook: Gambrill, pp. 14-19; than first? penal laws; prisons, 21-23; judicial courts, 63-68. What was its organization? Freemen, governor, and Council. Importance.

Third Assembly in 1659.

Representatives from the hundreds making a House of Burgesses, governor, and Council.

2. The Claiborne affair and its settlement.

3. The effect of the Civil War 2, 3, 4, 5, 6, 7, 8. Textbook in England upon the colonies: Assignments: To be given by teacher. _a._ Colonies in general:

1. Increase or decrease in population according to the sentiments of the colonists regarding the questions in England.

2. Strife in colonies. Councils called on to decide for or against king or Parliament.

3. Effect on commerce.

_b._ Upon Maryland in particular:

1. Increase in Catholic population.

2. Caused strife and dissension.

3. Return of Leonard Calvert to England for advice; Giles Brent left governor _pro tem._

4. Invasion of Ingle.

5. Ingle and Claiborne.

6. Leonard Calvert’s return from England.

7. Leonard Calvert’s refuge in Virginia.

8. Return of Calvert and restoration of the colony under his government.

9. Death of Leonard Calvert, June 9, 1647.

Thomas Greene made governor _pro tem._ by Leonard Calvert on his deathbed.

4. The appointing of a new governor by the proprietor and the reorganization of the government: Factor in this—Civil War; the Protestants in power in England.

1. William Stone appointed governor.

Effect—he chose Protestants for his Council, from those brought into Maryland from Virginia.

They made a settlement on Severn River.

5. Trouble with the Puritans resulting in the battle of the Severn.

6. Reconcilement with Virginia.

7. Change in organization of government—Upper House. Lower House.

Due to growth of colony; freemen; indentured slaves who became freemen.

8. Removal of the capital to 8. For “Life in Annapolis” see Annapolis. Churchill’s _Richard Carvel_: Chapter on “Christmas at Carvel Hall.” This should be read to the class.

Note.—Here the development of the Maryland colony may be closed because of the political difficulties which are entirely beyond the experience of the sixth-year child. The French and Indian Wars might be studied; also the opening up of western Maryland by the coming of the Germans; but the main point has been accomplished. The children have worked their way through the study by living in the conditions of the colony and solving Leonard Calvert’s problems for him. To work such a plan out in detail, to give just enough to whet the appetite of the child and then make him think for himself, to have him live as a colonist of the times, interested particularly in the details of government that concern the colonists as a united body until finally a “two house” legislature is demanded because of the growth in population, area occupied, and interests represented, is a task for the skill of the teacher, and is worth while.

LIDA LEE TALL, Baltimore County Schools.

A LESSON IN NATURE STUDY INVOLVING A REAL PROBLEM

This lesson was planned and taught very successfully in the third grade by Miss Roxana A. Steele of the Speyer School, Teachers College, Columbia University.

_Teacher’s aims_:—

1. To teach pupils why and how to transplant.

2. To prepare for the transplanting of the salvia plants in our school garden.

_Pupil’s aims_:

1. To be able to select good plants for transplanting.

2. To know how to transplant in order to plant salvia plants without help.

SUBJECT MATTER METHOD OF PROCEDURE

Box of young salvia plants for What are we planning to do with observation and comparison with our salvia plants when they are a cabbage and tomato plants. little larger?

(Salvia plants to be transplanted Why didn’t we plant the salvia into garden later.) seeds in the garden?

_Advantages of transplanting_: What are some of the advantages Plants get an early start. of transplanting? disadvantages?

Opportunity for good arrangement.

_Disadvantages_: Extra work. Extra care.

How many children feel that they know just the best way to transfer a plant? (Pupils’ Aim.) Do you think we can afford to practice with the salvia plants when we have so few? Who can suggest a good way to learn to transplant?

Cabbage and tomato plants discarded Let us look at those cabbage by Teachers College gardener. and tomato plants which I have brought from Teachers College I. Choice of Plants. and see what we think about them. Very small plants: These are from the box from Do not root well. which plants were selected by the Are slow in getting started. gardener last week.

Large plants: I shall divide the plants into Stalks too long and weak. small, large, and medium-sized. Bend very easily. Tell which you think are best for If used, need to be planted transplanting and why. deep. Roots have not had room Why would you not select the enough in hotbed. very small ones? the very large ones? Medium-sized, strong plants: Best for planting. When a gardener has not enough Good roots. fine, straight plants, can you Good stalk. think of a way of planting by Green leaves. which he might use a crooked plant? Crooked plants. Can be straightened by the sun. Now that we know _what kind_ of a plant to select, can you think of something else we must learn before we are ready to transplant our salvia plants?

(Statement of Pupils’ Aim.)

II. Manner of Planting. Can you think of some things Preparation of hole. which might help a very young Water at roots. plant to get a good start? Planted deep enough for Has any child ever seen a farmer branching of first leaves to plant cabbage or tomato plants? be but an inch or two above Tell us exactly how he did it ground. and why. Earth pressed firmly around plant. Practice planting of cabbage Several children who can select and tomato plants in a box a good plant may plant them in of earth. this box of earth. The class will Trowel. decide whether they are good Choice of plant. gardeners. Water. Account of what is being done. Each child will have an opportunity to plant a salvia Summary. plant in the garden. Can you tell How to select a plant for which plants will be most liable transplanting. to grow well? How to plant it.

A LESSON PLAN IN GEOGRAPHY WHICH IS PREDOMINANTLY DEDUCTIVE

The study of maps forms the basis for inferences which are later verified by referring to the text. This plan was written by Miss Mary F. Kirchwey of the Horace Mann School, Teachers College, Columbia University. This lesson was most successfully taught to sixth-grade pupils in the Horace Mann School.

_Teacher’s aim_: To teach the geography of India and to give practice in the application of principles of geography known by the pupils.

_Children’s aim_: Why do they have such terrible famines in India?

SUBJECT MATTER METHOD OF PROCEDURE

What is a famine?

Sufficient conversation to impress upon the children the suffering attendant upon famine.

Failure of crops—dense population What are some of the conditions directly dependent upon agriculture that bring about a famine? for a living—lack of sufficient means of transportation.

We have abundant rainfall— Have you ever heard of famines temperature favorable to crops— in our country? Why not? great land area in proportion to our population.

In Egypt—even as far back as In what part of the world have in the days of Joseph (Bible)—also you heard of famines? in recent years.

Nile’s overflow less abundant What were some of the causes than usual—dense population. of famine in Egypt?

The Indus Valley in India is one of the regions that is subject to terrible famines. Let us see if we can find the reason for it.

Location and approximate extent Point out the Indus on the map. of the Indus Valley. Where does it rise? Where empty? Draw your pointer along the length of the valley—across it.

In what latitude is it?

Between latitudes 23° and 30° N. What temperature conditions the temperature is warm. must prevail there? What part of North America is in about the Florida is in about the same same latitude? What do you know latitude, but the extremes of about the temperature of Florida? temperature are not so great owing Do you think that the Indus to the water mass that surrounds it Valley has about the same and tempers both heat and cold. temperature? Look carefully at the location of both places— Florida and the Indus Valley. Can you see any reason for thinking that temperature is not the same? How are the summer and winter temperatures of Florida affected by the waters about it? How are the summer and winter temperatures of the Indus Valley affected by the land mass about it?

Isothermal maps for January Find out whether your conclusions and July verify the class are right. conclusions.

JAN. JULY. Indus Valley, 40°-60° 90° Florida 50°-60° 80° Is the temperature of Florida favorable or unfavorable to crops?

Is a temperature somewhat hotter in summer and colder in winter unfavorable to crops?

Is there anything, then, in the temperature of the Indus Valley that explains their famines?

Rainfall. We must evidently look for some other cause for the famines. Upon what other climatic conditions do crops depend?

Indus Valley is in the trade wind In what wind belt does the belt. Indus Valley lie?

North of the equator the trades From what general direction blow from the northeast. do the trades blow in the northern hemisphere?

The air over the land becomes Let us see if there is ever any heated and expands. The cooler exception to this rule. How does air from the water blows in. the temperature of the land compare with the temperature of the water in summer? What effect has this upon the air over the land? What naturally follows?

From a general southerly direction. From what direction, then, do the winds blow in India? Arrows on map show that the winds come from the southwest. Turn to the map of the winds and find the exact direction. These winds are called the _Southwest Monsoons._

From the northeast in winter. Tell again from what direction the winds of India come. From the southwest in summer.

There can be practically no What, then, do you conclude as rainfall in the Indus Valley in to the rainfall of the Indus Valley winter because the winds blow over in winter? Is there apt to be more the great land mass of eastern and or less rainfall in summer? Why? south-central Asia before reaching Look at the map very carefully the Indus and have lost their and see if it is likely that even moisture. the summer winds bring much rainfall. Is the rainfall equally There is more rainfall in summer light all through the valley? Where because the winds from the southwest is it apt to be heaviest? Why? come directly from the ocean. The valley lies so low, however, that the winds sweep over the southern part of it without having much of their moisture condensed. There is little condensation until they near the highlands on the north.

Refer to rainfall maps which Prove that your conclusions show well-watered regions in the are correct. upper valley—desert in the lower.

Generally favorable in the upper Would you then say that the valley—unfavorable in the lower. rainfall is favorable or unfavorable for agriculture?

Does this mean, necessarily, that agriculture cannot be carried on in the lower valley?

The Nile Valley—Egypt. What other river valley have you studied that is noted for its agriculture in spite of a very light rainfall?

The annual overflow of the What makes agriculture possible river. in the Nile Valley?

The heavy precipitation in the To what is the overflow of the mountainous districts that feed its Nile due? tributaries.

Indus has many tributaries that Is there anything in the location rise in the Himalayas. In the of the Indus that makes it summer, when the snows on the likely that it, too, overflows? mountains melt, these tributaries carry to the main stream such a quantity of water that an inundation results.

Overflow is less and a What is the result if the correspondingly smaller area rainfall is less abundant than productive. usual?

Character of the soil. Upon what beside temperature and rainfall does the productiveness of a region depend?

River valleys in general have a Can you come to any conclusion rich soil. A river that overflows in regard to the soil of the Indus leaves a deposit of rich mud that Valley? makes its banks very fertile.

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.