Group Exercise.The teacher will write on the board the best of the fables that you and your classmates make. Then you and they may try to improve these fables, as Tom improved the story of his dream. Make each one as interesting as you can.[24]Think of bright things to add to each one.
Written Exercise.Copy from the board one of the fables that the class has improved. Write capital letters and punctuation marks where you find them in the fable. What you write should be an exact copy of what is on the board.[25]Do you think that there is any one in the class who can make such an exact copy? Are you that one?
Oral Exercise.Did you ever see a sign with the words SAFETY FIRST? Explain to your classmates what you think it meant.
The three pictures on the opposite page tell three stories. Each story teaches the lesson, "Safety First."
Oral Exercise.1. Make up a story that you and your classmates may play. Let it fit one of the three pictures. Tell it to the class.
2. Together with two or three classmates, whom you may choose yourself, play your story. Perhaps you and the other players will meet before or after school, and then you can tell them how each one must look, what he must do, and what he must say, in playing his part. Try to do it all without the teacher, but if you need the teacher's help, ask for it. Play the story once or twice before playing it in the presence of the class.
Group Exercise.Other pupils will play their stories. The class will tell what it likes and what it does not like in the playing of each story. These questions will help to show whether a story was well played:
1. Did the players say enough?2. Did the players speak clearly, distinctly, and loud enough?3. Did the players look and act like the persons in the story?4. How might the story have been played better?
1. Did the players say enough?
2. Did the players speak clearly, distinctly, and loud enough?
3. Did the players look and act like the persons in the story?
4. How might the story have been played better?
SAFETY FIRST
Long ago there were no cities and no railroads in our country. The white men had not yet come. Only Indians lived here. As you probably know, their houses were tents made of skins. They had no guns, but hunted with bows and arrows. Their clothes were very different from those we wear.
Oral Exercise.1. You have probably read or heard interesting things about the Indians. What can you tell your classmates about them?
2. Of course you know that Indian children were not sent to school as you are. They did not learn to read books. Do you know what they did learn? Tell the class what you know about it.
3. Read what an Indian says in the following true story. When this Indian boy grew to be a young man, he learned English. He has written a number of books about his boyhood. As you read what follows, noticehow many things you are told which you never heard of before. Perhaps you had thought that little Indian boys were never afraid of the dark. This story tells how they get over it. What else does it tell that is interesting to you?
AN INDIAN BOY'S TRAINING[B]
My uncle was my teacher until I reached the age of fifteen years. He was strict and good. When I left the tepee in the morning, he would say: "Boy, look closely at everything you see." At evening, on my return, he used to question me for an hour or so.He asked me to name all the new birds that I had seen during the day. I would name them according to the color, or the shape of the bill, or their song, or their nest, or anything about the bird that I had noticed. Then he would tell me the correct name.One day he told me what to do if a bear or a wild-cat should attack me. "You must make the animal fully understand that you have seen him and know what he is planning to do. If you are not ready for a battle, that is, if you are not armed, the only way to make him turn away from you is to take a long, sharp-pointed pole for a spear and rush toward him. No wild beast will face this unless he is cornered and already wounded."
My uncle was my teacher until I reached the age of fifteen years. He was strict and good. When I left the tepee in the morning, he would say: "Boy, look closely at everything you see." At evening, on my return, he used to question me for an hour or so.
He asked me to name all the new birds that I had seen during the day. I would name them according to the color, or the shape of the bill, or their song, or their nest, or anything about the bird that I had noticed. Then he would tell me the correct name.
One day he told me what to do if a bear or a wild-cat should attack me. "You must make the animal fully understand that you have seen him and know what he is planning to do. If you are not ready for a battle, that is, if you are not armed, the only way to make him turn away from you is to take a long, sharp-pointed pole for a spear and rush toward him. No wild beast will face this unless he is cornered and already wounded."
[B]Copyright, 1913, by Little, Brown and Company.
[B]Copyright, 1913, by Little, Brown and Company.
KNIFE IN ITS BEADED CASE
When I was still a very small boy, my stern teacher began to give sudden war whoops over my head in the morning while I was sound asleep. He expected me to leap up without fear, grasp my bow and arrows or my knife, and give a shrill whoop in reply. If I was sleepy or startled and hardly knew what I was about, he would laugh at me and say that I would never become a warrior. Often he would shoot off his gun just outside the tepee while I was yet asleep, at the same time giving bloodcurdling yells. After a time I became used to this.My uncle used to send me off after water when we camped after dark in a strange place. Perhaps the country was full of wild beasts. There might be scouts from warlike bands of Indians hiding in that very neighborhood.Yet I never objected, for that would have shown cowardice. I picked my way through thewoods, dipped my pail in the water, and hurried back. I was always careful to make as little noise as a cat. Being only a boy, I could feel my heart leap at every crackling of a dry twig or distant hooting of an owl. At last I reached the tepee. Then my uncle would perhaps say, "Ah, my boy, you are a thorough warrior." Then he would empty the pail, and order me to go a second time.Imagine how I felt! But I wished to be a brave man as much as a white boy desires to be a great lawyer or even President of the United States. Silently I would take the pail and again make the dangerous journey through the dark.—Charles A. Eastman (Ohiyesa), "Indian Child Life" (Adapted)
When I was still a very small boy, my stern teacher began to give sudden war whoops over my head in the morning while I was sound asleep. He expected me to leap up without fear, grasp my bow and arrows or my knife, and give a shrill whoop in reply. If I was sleepy or startled and hardly knew what I was about, he would laugh at me and say that I would never become a warrior. Often he would shoot off his gun just outside the tepee while I was yet asleep, at the same time giving bloodcurdling yells. After a time I became used to this.
My uncle used to send me off after water when we camped after dark in a strange place. Perhaps the country was full of wild beasts. There might be scouts from warlike bands of Indians hiding in that very neighborhood.
Yet I never objected, for that would have shown cowardice. I picked my way through thewoods, dipped my pail in the water, and hurried back. I was always careful to make as little noise as a cat. Being only a boy, I could feel my heart leap at every crackling of a dry twig or distant hooting of an owl. At last I reached the tepee. Then my uncle would perhaps say, "Ah, my boy, you are a thorough warrior." Then he would empty the pail, and order me to go a second time.
Imagine how I felt! But I wished to be a brave man as much as a white boy desires to be a great lawyer or even President of the United States. Silently I would take the pail and again make the dangerous journey through the dark.—Charles A. Eastman (Ohiyesa), "Indian Child Life" (Adapted)
INDIAN ARROWS
Oral Exercise.1. Play that you are an Indian boy or girl. Make believe that you are walking through the dark woods. Remember, there may be wild beasts in the woods, or the scouts of warlike Indian bands. Show the class how you would walk and how you would look about you as you picked your way to a spring to fetch water for the camp. Tell the class what you might see and hear on this dangerous trip.
A TEPEE
2. Now let three or four of your classmates be white boys and girls. They are passing carefully through the same woods. Let these white children show the class exactly how they would make their way through the woods. What might they be whispering to each other?
3. Play that suddenly you and the white hunters meet in these dangerous woods. At first you see them a little distance away. What do you try to do? But they have also seen you. What do they try to do? At length you find that they are friendly, and they see that they need not fear you. When you meet them, what might you say to them? What questions might you ask them? What might they ask you?
4. Make believe that the white boys and girls know very little about Indian boys, and that they wonder why you are not in school studying your lessons. What will you tell them? When they ask you whether you never learn anything, tell them what you have learned in the woods.
5. Now tell them that you know nothing about the schools to which white children go. Ask them to tell you why they go to school and what they do there. Ask them more questions until they have told you all about their school.
When the first white men who came to this country met the Indians, they learned from them some new words. The white men used these Indian words more and more. To-day we think of the words as English words, and we have almost forgotten where we got them. In talking about Indians we shall need thesewords. Let us learn them at once. Then we shall make no mistakes when we use them.
STONE HATCHET
Oral Exercise.1. Listen carefully as the teacher pronounces each word in this list of Indian words. Then pronounce it the same way. Then read the entire list distinctly and rapidly without making a single mistake.
2. Which of these words do you already know? Make sentences using each of these to show that you know what they mean. Learn the meaning of the others and then use them in sentences.
Group Exercise.With each of the Indian words in the list make one interesting sentence. This the teacher will write on the board. Then the entire classwill make it as much better as possible. The teacher will write the improved sentence on the board under the other one. Thus, with the first word in the list, you might give this sentence:
The hunter saw a tepee.
The hunter saw a tepee.
The class tries to make the sentence more interesting. At last the following sentence is seen on the board:
The brave Indian hunter saw a large new tepee in the woods.
The brave Indian hunter saw a large new tepee in the woods.
One way of starting fire was for several of the boys to sit in a circle and, one after another, to rub two pieces of dry, spongy wood together until the wood caught fire.—Charles A. Eastman(Ohiyesa), "Indian Child Life"
One way of starting fire was for several of the boys to sit in a circle and, one after another, to rub two pieces of dry, spongy wood together until the wood caught fire.—Charles A. Eastman(Ohiyesa), "Indian Child Life"
FLINT KNIVES
Oral Exercise.1. Do you know in what kind of houses the Indians lived? Explain to the class how large you think an Indian house was, how it was made, and what kind of door it had. If you can, draw on the board a picture of the tepee about which you are talking.
2. In which of the following questions are you interested most? You probably know something about it already. Learn as much more as you can. Ask your teacher and your father and mother, and try to find something about it in books. Then tell your classmates what you know. If you can draw on the board[26]a picture of the thing about which you are talking, it may help your classmates to understand you better. Or you may make a drawing on paper with colored crayons.
1. What sort of boat did Indians use and how did they make it?2. What did the Indians wear?3. How were the Indian babies taken care of?4. What did the Indians use for money?5. How are the Indians of to-day different from the Indians whom the first white men saw?
1. What sort of boat did Indians use and how did they make it?
2. What did the Indians wear?
3. How were the Indian babies taken care of?
4. What did the Indians use for money?
5. How are the Indians of to-day different from the Indians whom the first white men saw?
Group Exercise.1. After each pupil's talk the class should explain to the speaker, first, what they liked in the talk, and, second, how the talk might have been better.
2. One of these talks the teacher will write on the board.[16]Then the whole class should study it together, improving it as much as possible. The following questions may help in this work:
1. Is anything important left out?2. What could be added to make the talk more interesting?
1. Is anything important left out?
2. What could be added to make the talk more interesting?
Written Exercise.1. When the talk that you have just been studying has been rewritten on the board in its improved form, copy it. Before doing so, read the exercise that follows. It will show you why it is very important that you try to copy the talk without making a single mistake. Look out for the spelling of words, for the capital letters, and for the punctuation marks. In this way you will be preparing for the battle in the next exercise.
2. The entire class may now be divided into two Indian tribes. The tribes are to have a battle in the schoolroom. The battle will be a writing battle. It will show which tribe can write from dictation[18]with the fewer mistakes. What you have just copied from the board is to be used for this dictation. Before the exercise begins, each tribe may give its war whoop.
WALKING STICKS USED BY THE OLD MEN OF A TRIBE
3. Compare what you have written with what is on the board.[12]How many mistakes in spelling have you made? How many times have you written small letters where there shouldbe capitals? How many punctuation marks have you forgotten? How many mistakes have all the Indians in your tribe made? Did your tribe make fewer mistakes than the other tribe? Then your tribe may give its war whoop as a sign of victory. The losing tribe must remain silent.
What boy would not be an Indian for a while when he thinks of the freest life in the world? This life was mine. Every day there was a real hunt.—Charles A. Eastman(Ohiyesa), "Indian Child Life"
What boy would not be an Indian for a while when he thinks of the freest life in the world? This life was mine. Every day there was a real hunt.—Charles A. Eastman(Ohiyesa), "Indian Child Life"
Oral Exercise.1. What did Indian boys and girls enjoy that you do not have? What pleasant things do you enjoy that the Indian children had never heard of before the white men came to this country?
2. Make believe that you are an Indian boy or girl. Play that you have been asked by the teacher to visit the school. The teacher asks you to tell about your pleasant life in a tepee in the woods, and why you are glad you are an Indian. The teacher will meet you at the door, lead you before the class, and say something like this:
Boys and girls, I want to introduce you to our visitor. As you see, he is an Indian boy, who has come to us from his home in the woods. He will tell us why he likes the Indian life and why he would not exchange places with us.
Boys and girls, I want to introduce you to our visitor. As you see, he is an Indian boy, who has come to us from his home in the woods. He will tell us why he likes the Indian life and why he would not exchange places with us.
What will you say to the class?
BARK WIGWAM WITH CURVED ROOF
3. Now play that the class is a tribe of Indians. You have been captured by them as you were wandering through the woods.[27]They want you to live with them and to grow up with the Indian boys and girls. Stand before this Indian tribe. Tell them bravely why you would rather stay with the white men. Ask them to let you return to your home. Give good reasons why they should do so. Which of the following ideas will you use in your talk?
1. You would rather spend your life in the city than in the woods.2. You like the white men's houses and ways of living better than those of the Indians.3. You want to learn to read better so that you may enjoy many storybooks of which you have heard.
1. You would rather spend your life in the city than in the woods.
2. You like the white men's houses and ways of living better than those of the Indians.
3. You want to learn to read better so that you may enjoy many storybooks of which you have heard.
A game that Indians often played was called "Finding the Moccasin." The players formed a circle around one who stood in the center and was "it." They passed a small toy moccasin quickly from hand to hand. The one in the center tried to guess who had it. If he guessed right, then the player who had the moccasin became "it" for the next game.
MOCCASINS
Game.Make believe that you and your classmates are a band of Indians playing "Finding the Moccasin." Make a small moccasin of paper or cloth. Pass it quickly from hand to hand as you stand in a circle. Be careful that the player in the center does not see you passing it. He will ask one after another in thecircle, "Have you the moccasin?" The answer will always be, "No, I haven't (or have not) the moccasin," until the one who does have it answers, "Yes, I have the moccasin." Then this player is "it" for the next game.
Here are two lists of names. The second gives the Indian names for the months. As you see, the Indians use the wordmooninstead of the wordmonth.
Oral Exercise.1. As you read the two lists above, do you see the reason for each Indian name? Do you like the Indian names as well as the names we use? Which Indian name do you like best of all? Which do you think could be improved? Can you make up other names for the twelve months?[29]
2. Can you name the twelve months in order? Remember to pronounce all ther'sinFebruary.
3. Let twelve pupils be the twelve months. Let the pupil who is January speak first. He should tell who he is and what he brings. He might speak as follows:
I am January. The Indians call me Snow Moon. I bring cold weather, ice, and snow. Healthy boys and girls like me. When I am here, they can go coasting and skating. When I bring too much cold, they stay indoors by the fire and read books about Indians.
I am January. The Indians call me Snow Moon. I bring cold weather, ice, and snow. Healthy boys and girls like me. When I am here, they can go coasting and skating. When I bring too much cold, they stay indoors by the fire and read books about Indians.
INDIAN SLED, OR TOBOGGAN
In this way each of the twelve pupils may tell the class what kind of month he is.
Group Exercise.After each month has spoken, the class should tell him, first, what was specially good in his talk, and then, what might have been better. These questions will help the class to see how good each talk was:
1. What was the best thing in the talk?2. Did the speaker leave out anything interesting?3. Did he use too manyand's?[30]
1. What was the best thing in the talk?
2. Did the speaker leave out anything interesting?
3. Did he use too manyand's?[30]
Written Exercise.You and eleven classmates may go to the board. The teacher will name a month for each pupil. Each is to write a sentence that tells what he likes to do in one of the months. If you are to write what you like to do in November, you might write a sentence like the following:
In November I like to read books and play games by the warm fire.
In November I like to read books and play games by the warm fire.
While the twelve pupils are writing on the board, the pupils in their seats will write on paper.
STONE AX
Do not forget that the name of every month begins with a capital letter. Do not forget that the wordIis always written as a capital letter.
Group Exercise.1. The class may now point out any mistakes there are in each of the twelve sentences on the board. These questions will help pupils to find mistakes:
1. Is the name of the month spelled correctly? Does it begin with a capital letter?2. Does the sentence begin with a capital letter?3. Does the sentence end with a period?4. If the wordIis used, is it written as a capital letter?
1. Is the name of the month spelled correctly? Does it begin with a capital letter?
2. Does the sentence begin with a capital letter?
3. Does the sentence end with a period?
4. If the wordIis used, is it written as a capital letter?
2. Now the sentences that pupils wrote at their desks may be read. Those that are very good may be written on the board under the ones about the same months. Then the class will point out mistakes in them, if there are any.
Oral Exercise.1. Can you guess either one of the following riddles?
I come once in a year. I always bring Santa Claus with me. When I leave, a new year begins at once. What am I?I come once a year. Turkeys do not like me, but everybody else gives thanks after I have been here several weeks. What am I?
I come once in a year. I always bring Santa Claus with me. When I leave, a new year begins at once. What am I?
I come once a year. Turkeys do not like me, but everybody else gives thanks after I have been here several weeks. What am I?
2. Make riddles about the months, for your classmates to guess. Begin your riddles like the two above.
WOODEN BOWL
Game.Twelve pupils stand in a row in front of the class. The teacher whispers to each the name of one of the months. The game is for the class to arrange these pupils in the order of the months of the year. Of course January will be placed at the beginning of the row. December willbe placed at the end. Each pupil in the row makes a riddle about the month he is. The class must guess who is January, who is February, and so on to December.
Those who guess the riddles may be the months in the second game.
Group Exercise.Pupils who make very good riddles may write them on the board. Then the class will try to make them still better.
BUFFALO-HORN SPOONS
Written Exercise.When the riddles on the board have been corrected, copy the one or two you like best. Take these copies home to show to your parents. Write the name of the month under each riddle you copy. Begin that name with a capital letter. How will you make sure that you have spelled it right?
Some pupils spoil their talks and stories because they make mistakes in usingdidanddone. They saydidwhen they should saydone, anddonewhen they should saydid. The sentences at the top of the next page show these words used correctly:
1. The Indian boydida brave deed.2. Hehas donedeeds of bravery before.3. I neverdidanything so daring.4.Haveyoudoneyour work?5. Ihad donemy work long before you spoke.
1. The Indian boydida brave deed.
2. Hehas donedeeds of bravery before.
3. I neverdidanything so daring.
4.Haveyoudoneyour work?
5. Ihad donemy work long before you spoke.
Oral Exercise.1. As you read the sentences above, try to find out when it is right to usedidand whendone.
2. Read the sentences again. Now notice that nowhere is the worddoneused unlesshasorhaveorhadis used in the same sentence. Is this true of the worddidalso?
Let us remember, then, never to usedonealone, and never to usedidwithhaveorhasorhad.
EARTHEN COOKING POT
Game.[31]1. One of the pupils plays that he or she is an old Indian squaw. All the other pupils are her children. She stands before them and says: "Children, I must go to the river. I must see whether the warriors are catching many fish for supper. I want you all to stay here in the tepee and finish your work." In a little while the squaw returns from the river. She walks up and down the aisles and asks each of herchildren this question: "Have you done your work?" Each one answers: "No, I have not done my work, but I think that John (pointing to the next pupil) has done his." The questions and answers go on until every pupil in the class has spoken. Then those who made no mistake in their answers join in an Indian dance. They march up and down the aisles, clapping their hands and chanting, "All good Indians have done their work."
2. The old Indian squaw again leaves and again returns to her children. This time she asks each one, "What were you doing while I was gone?" Each one answers, "I did the work you gave me to do." All those who answer correctly join in an Indian dance, singing, "I did my work yesterday, and I have done my work to-day."[32]
PETER AND THE STRANGE LITTLE OLD MAN[9]
On the edge of a great forest there once lived a toymaker and his little family. Although he worked hard, he was very poor. His wife had to help him whittle and paint the toys, which he sent to the nearest village to be sold."Times are hard," the toymaker said one night to his wife, "I cannot save any money. Christmas is near at hand, and I am afraid we shall have no presents for the boys."They had two boys. These looked as like as two peas from the same pod, but they were very unlike at heart. Peter, the younger one, made his father and mother very happy. Joseph, the elder, caused them much worry.The toymaker would say: "Put wood on the fire, boys. We cannot work if we are not warm." Peter would go to the shed at once, bring in an armful of wood, put some of it in the stove and the rest in the woodbox. All the while Joseph would stay in the warm room and would not lift a finger to help him.So it was with everything. Peter worked steadily at his father's side most of the day, whittling and gluing and painting toys, while Joseph slipped away and spent his time in idleness and play. In the evening it was Peter who helped his mother dry the dishes.One day as the three workers were busily bent over the bench, a knock was heard at the door. They were surprised to see standing outside a strange little old man, no higher than the tabletop."Excuse me," he said, lifting his red cap very politely. "I have lost my way. Would one of the boys kindly be my guide through the woods?""Yes, of course," answered the toymaker. He looked from one of his sons to the other, wondering which one to send. He hoped that Josephwould offer to go, because he was the elder. But Joseph was already shaking his head very hard and turning away. Peter caught his father's look and put on his hat and coat."I know all the paths," he said to the stranger, "and will help you find your way."They started off at once. When they had gone a short distance, it began to snow. They trudged along just the same until the ground was covered with a thick white blanket as far as they could see. They talked very little, but kept their eyes open for the way, and hurried along. At last they reached a place where four great oak trees stood in a row, as if some one had planted them so."This is the place," said the little old man. He took a golden whistle from his pocket and blew it. A low sweet tone came from it, that sounded like pleasant music in the silent woods. In a moment a large sleigh, drawn by eight prancing reindeer, appeared before them. The little old man motioned Peter to follow him and jumped in. As soon as Peter had jumped in too, they drove away as fast as they could go, bells ringing, and sparks flying as the reindeer's hoofs struck the ground. Now and then the strange little old man spoke to the reindeer. They seemed to know his voice. He called each by name, "Now, Dasher," and "Now, Dancer,"and "Get up, Prancer." Then they dashed and danced and pranced faster than ever.They had been moving over the ground in this way for more than an hour. Then Peter saw in the distance a building that was longer and wider and higher than any building he had ever seen or heard about. As they got nearer, a steady buzzing sound was heard. Peter thought it was the sound of machinery. He thought a thousand wheels must be turning and humming within. As he looked and listened, the sleigh suddenly came to a stop. They stood at the entrance to the mighty building."What is this building?" asked Peter."This is my workshop," said the strange little old man, as he jumped out of the sleigh. "Some day I shall take you inside. You are the kind of boy I like. I know how you help your father and mother. To-day you have helped me. Here is a little present to take home with you."He placed something in Peter's hand. Then he hurried up the broad stairs and into the workshop. The big door slammed shut behind him, and at that very moment the sleigh, the reindeer, and the workshop itself suddenly disappeared. Much to his surprise Peter found himself alone in the woods and not far from his father's hut.He wondered whether he had only dreamed all that had happened. No, that could not be, for hestill held in his hand a small leather bag, the present from the little man. Holding this tightly, he hurried to his home.You may imagine the surprise of his parents and his brother when he told his story. They asked him to tell it again and again. Each one examined the small leather bag. There were two beautiful gold coins in it. Peter gave these to his father and mother.His father patted him on his curly head."We shall spend these for Christmas," he said.
On the edge of a great forest there once lived a toymaker and his little family. Although he worked hard, he was very poor. His wife had to help him whittle and paint the toys, which he sent to the nearest village to be sold.
"Times are hard," the toymaker said one night to his wife, "I cannot save any money. Christmas is near at hand, and I am afraid we shall have no presents for the boys."
They had two boys. These looked as like as two peas from the same pod, but they were very unlike at heart. Peter, the younger one, made his father and mother very happy. Joseph, the elder, caused them much worry.
The toymaker would say: "Put wood on the fire, boys. We cannot work if we are not warm." Peter would go to the shed at once, bring in an armful of wood, put some of it in the stove and the rest in the woodbox. All the while Joseph would stay in the warm room and would not lift a finger to help him.
So it was with everything. Peter worked steadily at his father's side most of the day, whittling and gluing and painting toys, while Joseph slipped away and spent his time in idleness and play. In the evening it was Peter who helped his mother dry the dishes.
One day as the three workers were busily bent over the bench, a knock was heard at the door. They were surprised to see standing outside a strange little old man, no higher than the tabletop.
"Excuse me," he said, lifting his red cap very politely. "I have lost my way. Would one of the boys kindly be my guide through the woods?"
"Yes, of course," answered the toymaker. He looked from one of his sons to the other, wondering which one to send. He hoped that Josephwould offer to go, because he was the elder. But Joseph was already shaking his head very hard and turning away. Peter caught his father's look and put on his hat and coat.
"I know all the paths," he said to the stranger, "and will help you find your way."
They started off at once. When they had gone a short distance, it began to snow. They trudged along just the same until the ground was covered with a thick white blanket as far as they could see. They talked very little, but kept their eyes open for the way, and hurried along. At last they reached a place where four great oak trees stood in a row, as if some one had planted them so.
"This is the place," said the little old man. He took a golden whistle from his pocket and blew it. A low sweet tone came from it, that sounded like pleasant music in the silent woods. In a moment a large sleigh, drawn by eight prancing reindeer, appeared before them. The little old man motioned Peter to follow him and jumped in. As soon as Peter had jumped in too, they drove away as fast as they could go, bells ringing, and sparks flying as the reindeer's hoofs struck the ground. Now and then the strange little old man spoke to the reindeer. They seemed to know his voice. He called each by name, "Now, Dasher," and "Now, Dancer,"and "Get up, Prancer." Then they dashed and danced and pranced faster than ever.
They had been moving over the ground in this way for more than an hour. Then Peter saw in the distance a building that was longer and wider and higher than any building he had ever seen or heard about. As they got nearer, a steady buzzing sound was heard. Peter thought it was the sound of machinery. He thought a thousand wheels must be turning and humming within. As he looked and listened, the sleigh suddenly came to a stop. They stood at the entrance to the mighty building.
"What is this building?" asked Peter.
"This is my workshop," said the strange little old man, as he jumped out of the sleigh. "Some day I shall take you inside. You are the kind of boy I like. I know how you help your father and mother. To-day you have helped me. Here is a little present to take home with you."
He placed something in Peter's hand. Then he hurried up the broad stairs and into the workshop. The big door slammed shut behind him, and at that very moment the sleigh, the reindeer, and the workshop itself suddenly disappeared. Much to his surprise Peter found himself alone in the woods and not far from his father's hut.
He wondered whether he had only dreamed all that had happened. No, that could not be, for hestill held in his hand a small leather bag, the present from the little man. Holding this tightly, he hurried to his home.
You may imagine the surprise of his parents and his brother when he told his story. They asked him to tell it again and again. Each one examined the small leather bag. There were two beautiful gold coins in it. Peter gave these to his father and mother.
His father patted him on his curly head.
"We shall spend these for Christmas," he said.
Oral Exercise.1. Which part of this story do you like best? Tell your classmates what sort of picture you would make with colored crayons for this part of the story. Explain exactly what will be in the picture. Then make the picture.
2. Why did the strange little old man help Peter? Do you know any story in which a fairy helps good people?
3. Think of the fairy stories that you have heard or read. What is the name of the one you like best? Would it not be fun for each pupil to tell the class his favorite fairy story? When you tell yours, do not let it be too long. Tell only the important parts of it.[22]
Group Exercise.After each story, you and your classmates should tell the speaker what you liked in his story and in his telling of it. Then tell what you did not like.
Oral Exercise.1. Tell your classmates how you think fairies look. How tall do you think they are? What kind of clothes do they wear? After you have answered these questions, draw on the board or on paper, with colored chalks or crayons, a picture of a fairy.
2. Do fairies always walk or run, or can they fly, or have they tiny horses and wagons?
3. Can you see the picture of the fairies in the following lines? What do those lines tell you about fairies that you did not know before?
Their caps of red, their cloaks of green,Are hung with silver bells,And when they're shaken with the windTheir merry ringing swells.And riding on the crimson mothsWith black spots on their wings,They guide them down the purple skyWith golden bridle rings.Robert M. Bird, "The Fairy Folk"
Their caps of red, their cloaks of green,Are hung with silver bells,And when they're shaken with the windTheir merry ringing swells.And riding on the crimson mothsWith black spots on their wings,They guide them down the purple skyWith golden bridle rings.Robert M. Bird, "The Fairy Folk"
4. Where do you think the fairies live? What do they eat? The following poem gives one answer to these questions, and tells us still more about fairies. What is the name of the poem? The child that sings it is afraid of fairies. Do you know any other children that are afraid of them?
"AND RIDING ON THE CRIMSON MOTHS"
A CHILD'S SONG
Up the airy mountain,Down the rushy glen,We daren't go a-huntingFor fear of little men;Wee folk, good folk,Trooping all together;Green jacket, red cap,And white owl's feather!Down along the rocky shoreSome make their home,They live on crispy pancakesOf yellow tide-foam;Some in the reedsOf the black mountain-lake,With frogs for their watchdogs,All night awake.Up the airy mountain,Down the rushy glen,We daren't go a-huntingFor fear of little men;Wee folk, good folk,Trooping all together;Green jacket, red cap,And white owl's feather!William Allingham(Abridged)
Up the airy mountain,Down the rushy glen,We daren't go a-huntingFor fear of little men;Wee folk, good folk,Trooping all together;Green jacket, red cap,And white owl's feather!
Down along the rocky shoreSome make their home,They live on crispy pancakesOf yellow tide-foam;Some in the reedsOf the black mountain-lake,With frogs for their watchdogs,All night awake.
Up the airy mountain,Down the rushy glen,We daren't go a-huntingFor fear of little men;Wee folk, good folk,Trooping all together;Green jacket, red cap,And white owl's feather!
William Allingham(Abridged)
Oral Exercise.1. Let us make sure that we understand every line of this pretty poem or song. In the first line, why is the mountain calledairy? Arushy glenis a narrow valley in which many rushes or swamp reeds grow. Have you ever seen such a place? Draw a picture of a rushy glen.
2. Which lines in the first part of the poem tell about fairies? These fairies go in a troop or band or company. Which line tells us that? With colored crayons draw a picture of a fairy wearing a green jacket, a red cap, and a white owl's feather.
3. The second part, or stanza, of the poem tells where some of these fairies live. What do some of them do all the night? As they watch, who keeps them company?
4. When you read this poem, does it seem to be a song? Do you like the way it reads? Which part do you like best? Draw with colored crayons a picture for this part. Before you draw, explain how the picture looks in your mind. Perhaps you will draw a picture of a troop of fairies, or of a fairy in the reeds with fairy watchdogs near by.
Memory Exercise.Which do you like better, this poem you have just studied or the part of another poem about fairies that is printed before this? Read aloud, several times, the one you like better, until you can say it without once looking at the book.
PETER VISITS THE STRANGE LITTLE OLD MAN'S WORKSHOP
Over a week had passed since Peter's ride in the strange little old man's sleigh, but the little man had not come again. Peter was beginning to fear that he might never return. One afternoon, however, just as the early winter twilight began to darken the great forest, the jingling of sleighbells was heard in front of the toymaker's hut."Whoa, Dasher! Steady, Dancer! Whoa, Prancer!" was what Peter heard as he pressed his face against the windowpane. Yes, there were the reindeer, and there, bundled up to his chin in furs, was the strange little old man. He saw Peter at once and made signs to the boy to come along with him. Peter could not put on his cap and coat fast enough. In less than a minute he had climbed into the sleigh, tucked himself in snugly, and was flying over the frozen, snow-covered ground by the side of his strange companion. Soon they had left the lighted hut far behind them and were making their way through the woods on an old logging road that Peter knew. After a while, however, they reached parts of the forest that Peter had never seen. Here grew trees whose names hehad never heard. Now and then he caught glimpses of animals that were unlike any of those with which he was familiar. Peter was so much interested in these that he hardly noticed the great building, the little man's workshop, until the sleigh had stopped before the main door of it. But then he forgot everything else. The big shop was brightly lighted in every story, and the steady hum of machinery filled the evening air."We're working overtime now," explained the little man. "You see, Christmas is near."The humming grew louder and the lights seemed a great deal brighter, as they entered the building. Peter was much excited. When the inner doors were opened, and Peter stood in the great roaring workshop itself, he could hardly believe his eyes. Before him, in long rows, he saw a thousand pounding and buzzing machines, all running at full speed. Ten thousand workbenches stood in orderly rows beyond the machines. The unending room fairly swarmed with busy workmen, like a hive over-flowing with bees. And such workmen! Each wore a green coat and a red cap, decorated with a white owl's feather. Each was no higher than Peter's knee. They were fairies.As he stood there, trying to understand it all, troop after troop of the fairies passed him.They were pushing long, high baskets, that stood on wheels. Down the long room they rolled these and through a great double swinging door at the other end. These baskets were filled to the top with playthings. Some held dolls, some sleds, some drums. Others were full of various kinds of musical instruments. Still others gave forth the pleasantest smells. They contained cookies and ginger snaps and all sorts of Christmas goodies.
Over a week had passed since Peter's ride in the strange little old man's sleigh, but the little man had not come again. Peter was beginning to fear that he might never return. One afternoon, however, just as the early winter twilight began to darken the great forest, the jingling of sleighbells was heard in front of the toymaker's hut.
"Whoa, Dasher! Steady, Dancer! Whoa, Prancer!" was what Peter heard as he pressed his face against the windowpane. Yes, there were the reindeer, and there, bundled up to his chin in furs, was the strange little old man. He saw Peter at once and made signs to the boy to come along with him. Peter could not put on his cap and coat fast enough. In less than a minute he had climbed into the sleigh, tucked himself in snugly, and was flying over the frozen, snow-covered ground by the side of his strange companion. Soon they had left the lighted hut far behind them and were making their way through the woods on an old logging road that Peter knew. After a while, however, they reached parts of the forest that Peter had never seen. Here grew trees whose names hehad never heard. Now and then he caught glimpses of animals that were unlike any of those with which he was familiar. Peter was so much interested in these that he hardly noticed the great building, the little man's workshop, until the sleigh had stopped before the main door of it. But then he forgot everything else. The big shop was brightly lighted in every story, and the steady hum of machinery filled the evening air.
"We're working overtime now," explained the little man. "You see, Christmas is near."
The humming grew louder and the lights seemed a great deal brighter, as they entered the building. Peter was much excited. When the inner doors were opened, and Peter stood in the great roaring workshop itself, he could hardly believe his eyes. Before him, in long rows, he saw a thousand pounding and buzzing machines, all running at full speed. Ten thousand workbenches stood in orderly rows beyond the machines. The unending room fairly swarmed with busy workmen, like a hive over-flowing with bees. And such workmen! Each wore a green coat and a red cap, decorated with a white owl's feather. Each was no higher than Peter's knee. They were fairies.
As he stood there, trying to understand it all, troop after troop of the fairies passed him.They were pushing long, high baskets, that stood on wheels. Down the long room they rolled these and through a great double swinging door at the other end. These baskets were filled to the top with playthings. Some held dolls, some sleds, some drums. Others were full of various kinds of musical instruments. Still others gave forth the pleasantest smells. They contained cookies and ginger snaps and all sorts of Christmas goodies.