"Why, they are all Christmas things!" cried Peter in great surprise, turning to the strange little old man at his side. But the strange littleold man was gone, and Peter stood alone in the doorway of this wonderful Christmas workshop.Before he could decide what to do, a group of little workmen called him by name, as pleasantly as if they had known him all his life."Peter, come and help us with this basket!""I will," answered Peter.He was glad to join in the work. Hanging coat and cap on a near-by hook, he put his shoulder against one of the heavy baskets. Soon he had it rolling merrily down the long aisle. Past machines that sawed boards he pushed it, past planing wheels, past long rows of benches where the workers were hammering or gluing or painting, past wide ovens where the little bakers were busy over hundreds of pans of frosted gingerbread—on and on, down the great room he pushed it so fast that his wee comrades were almost left behind. As he passed machines and benches and ovens, the workmen looked up from their work an instant. They smiled at the newcomer."When you get through with that," shouted the workmen at the saws, "come and help us with these boards.""All right, I will," said Peter as he moved along with his basket."When you get through with the sawing," cried the planers, "come and help us."Peter smiled at them. "I will," he shouted back as loud as he could, so as to be heard above the noise of the machinery."When you finish planing," the painters called to him next, "come and help us.""I will," Peter replied. "I like to paint, anyway."Now he passed the bakers. They tossed him a cooky. "When you finish painting," they said, "perhaps you will come and help us.""That I gladly will," answered Peter in his pleasantest tone. It was quieter here, and he did not need to shout.At last he reached the double swinging door. Through this he had seen basket after basket disappear before him. Here was the storeroom. It was even larger than the workroom. The walls were lined with shelves, on which were placed the Christmas things. This was an interesting place, but Peter had no time to stay. He was eager to help at the machine saws, at the planing machines, at the workbenches, and in the bakeshop. So he hurried back to these. He did first one thing, then another, as he was needed. He was used to work and liked to help.The fairies were careful workers and jolly comrades. Now and then they sang as they worked. Then the machines themselves, like the fingers and arms and legs of the workmen, seemed to move faster and the work to be easier.Suddenly a loud but very pleasant whistle sounded through the mighty workshop. It was the signal for a recess. The machines stopped. The fairies laid down their tools and brushes. All was quiet for a time. Now another kind of fun began. The fairies started various games. They formed rings and danced round and round as they sang:
"Why, they are all Christmas things!" cried Peter in great surprise, turning to the strange little old man at his side. But the strange littleold man was gone, and Peter stood alone in the doorway of this wonderful Christmas workshop.
Before he could decide what to do, a group of little workmen called him by name, as pleasantly as if they had known him all his life.
"Peter, come and help us with this basket!"
"I will," answered Peter.
He was glad to join in the work. Hanging coat and cap on a near-by hook, he put his shoulder against one of the heavy baskets. Soon he had it rolling merrily down the long aisle. Past machines that sawed boards he pushed it, past planing wheels, past long rows of benches where the workers were hammering or gluing or painting, past wide ovens where the little bakers were busy over hundreds of pans of frosted gingerbread—on and on, down the great room he pushed it so fast that his wee comrades were almost left behind. As he passed machines and benches and ovens, the workmen looked up from their work an instant. They smiled at the newcomer.
"When you get through with that," shouted the workmen at the saws, "come and help us with these boards."
"All right, I will," said Peter as he moved along with his basket.
"When you get through with the sawing," cried the planers, "come and help us."
Peter smiled at them. "I will," he shouted back as loud as he could, so as to be heard above the noise of the machinery.
"When you finish planing," the painters called to him next, "come and help us."
"I will," Peter replied. "I like to paint, anyway."
Now he passed the bakers. They tossed him a cooky. "When you finish painting," they said, "perhaps you will come and help us."
"That I gladly will," answered Peter in his pleasantest tone. It was quieter here, and he did not need to shout.
At last he reached the double swinging door. Through this he had seen basket after basket disappear before him. Here was the storeroom. It was even larger than the workroom. The walls were lined with shelves, on which were placed the Christmas things. This was an interesting place, but Peter had no time to stay. He was eager to help at the machine saws, at the planing machines, at the workbenches, and in the bakeshop. So he hurried back to these. He did first one thing, then another, as he was needed. He was used to work and liked to help.
The fairies were careful workers and jolly comrades. Now and then they sang as they worked. Then the machines themselves, like the fingers and arms and legs of the workmen, seemed to move faster and the work to be easier.
Suddenly a loud but very pleasant whistle sounded through the mighty workshop. It was the signal for a recess. The machines stopped. The fairies laid down their tools and brushes. All was quiet for a time. Now another kind of fun began. The fairies started various games. They formed rings and danced round and round as they sang:
"Oh, who is so merry, so merry, heigh ho!As the light-hearted fairy? heigh ho,Heigh ho!"
"Oh, who is so merry, so merry, heigh ho!As the light-hearted fairy? heigh ho,Heigh ho!"
They played at guessing riddles. These were about toys."You see," whispered a fairy who explained everything to Peter, "when the snow comes, and Christmas is near, we leave our homes in the woods and spend our winters making toys for all the good children in the world. Sometimes we cannot make all the toys we need, but we do not wish a single child anywhere to be without a Christmas."Peter soon learned that the fairies took pride in speaking correctly. Those who sometimes made mistakes played special games to help themselves get over bad speaking habits. At one place they stood like soldiers in a row and pronounced words that were printed on the board."Don't you sometimes wish for the woods and moonlight nights?" asked Peter.He could not hear the answer. At a signal the machinery had started again. The fairies were hurrying back to their places. Peter took his place with the rest. He worked steadily at one job and another. The time flew by. Another whistle blew, and it was time to stop for the day. Then the strange little old man appeared."It's time for you to go back home," he said. "Should you like to be here always?""Oh, yes," answered Peter. "But I have pleasant work to do at home too."The strange little old man took a ring from his pocket and held it up before the boy's eager face."You are the kind of boy I like," he said. "You are willing to help and work. Take this ring home with you. I give it to you. It is a magic ring. Wear it on Christmas Day. On that day wish any one thing you please. The ring will get it for you."While he was talking they had walked to the main door of the building. Peter had put on his cap and coat. Now the door stood open, and they said good-bye. Peter walked slowly down the steps, staring at the magic ring on his finger. When he reached the last step, he turned and looked back. In the doorway stood the strange little old man, watching him. Peter thought he looked different. Yes, he seemed taller andstouter than before. He seemed jollier. Peter glanced at the red cap, red coat, and leather leggings he wore. He noticed the laughing face, the twinkling eyes, rosy cheeks, and white beard.
They played at guessing riddles. These were about toys.
"You see," whispered a fairy who explained everything to Peter, "when the snow comes, and Christmas is near, we leave our homes in the woods and spend our winters making toys for all the good children in the world. Sometimes we cannot make all the toys we need, but we do not wish a single child anywhere to be without a Christmas."
Peter soon learned that the fairies took pride in speaking correctly. Those who sometimes made mistakes played special games to help themselves get over bad speaking habits. At one place they stood like soldiers in a row and pronounced words that were printed on the board.
"Don't you sometimes wish for the woods and moonlight nights?" asked Peter.
He could not hear the answer. At a signal the machinery had started again. The fairies were hurrying back to their places. Peter took his place with the rest. He worked steadily at one job and another. The time flew by. Another whistle blew, and it was time to stop for the day. Then the strange little old man appeared.
"It's time for you to go back home," he said. "Should you like to be here always?"
"Oh, yes," answered Peter. "But I have pleasant work to do at home too."
The strange little old man took a ring from his pocket and held it up before the boy's eager face.
"You are the kind of boy I like," he said. "You are willing to help and work. Take this ring home with you. I give it to you. It is a magic ring. Wear it on Christmas Day. On that day wish any one thing you please. The ring will get it for you."
While he was talking they had walked to the main door of the building. Peter had put on his cap and coat. Now the door stood open, and they said good-bye. Peter walked slowly down the steps, staring at the magic ring on his finger. When he reached the last step, he turned and looked back. In the doorway stood the strange little old man, watching him. Peter thought he looked different. Yes, he seemed taller andstouter than before. He seemed jollier. Peter glanced at the red cap, red coat, and leather leggings he wore. He noticed the laughing face, the twinkling eyes, rosy cheeks, and white beard.
"Can this be Santa Claus?" he thought.Instantly the great workshop disappeared. Peter found himself, as before, not far from his father's house. His parents and brother caught sight of him as he came out of the forest, and they ran out to meet him. They listened in astonishment to what he told them he had seen. They could not admire enough the magic ring on his finger.
"Can this be Santa Claus?" he thought.
Instantly the great workshop disappeared. Peter found himself, as before, not far from his father's house. His parents and brother caught sight of him as he came out of the forest, and they ran out to meet him. They listened in astonishment to what he told them he had seen. They could not admire enough the magic ring on his finger.
Oral Exercise.[34]1. What interested you most as you read the story about Peter? What kind of picture should you make with colored crayons for the part of the story you liked best? Draw the picture after you have told your classmates about it.
2. Do you remember what kind of boy Peter's brother, Joseph, was? What do you think he would have done if he, instead of Peter, had been in that workshop? What might have happened to him?
3. Play the part of the story about Peter that tells of Peter and the fairies as they worked together in the great toyshop. Who shall be Peter? Who shall be the fairies at the saws? Who shall be the bakers? Who shall be the painters? What toys and things will you make?
4. Play the same part of the story but as it would have happened if Joseph had been there instead of Peter.
5. Make believe that, as you awoke one Saturday morning, you found a letter on your pillow. When you read it, you learned that it was from a fairy. This fairy invited you to meet him at the old tree near the school-house. When you met him there, you and he went off into the woods. Tell your classmates what happened. It may be that your story will be somewhat like that of Peter. Still, you may have seen and heard and done things that were very different.
You remember that during the recess in Santa Claus's workshop some of the fairies made riddles. Peter said that these were about toys. Here are two they might have made:
It has two arms, two legs, and a head, like a human being, but it cannot walk or work or talk. What is it?I spend most of my life in a little wooden box. I press against its cover day and night. I want to get out. Oh, how I leap when some one opens the box! Oh, how frightened little girls and boys look when they first see me! What am I?
It has two arms, two legs, and a head, like a human being, but it cannot walk or work or talk. What is it?
I spend most of my life in a little wooden box. I press against its cover day and night. I want to get out. Oh, how I leap when some one opens the box! Oh, how frightened little girls and boys look when they first see me! What am I?
Oral Exercise.1. Of course you have guessed the first of these two riddles. But can you guess the second one?
2. Make riddles for your classmates to guess, about toys and other things that are suitable for Christmas presents.
A schoolgirl once made this riddle:
It makes beautiful colors. Children like it. What is it?
It makes beautiful colors. Children like it. What is it?
The answer is, a box of crayons.
Oral Exercise.Do you think this riddle can be made better? Is anything important left out? Is it bright enough? Try to make a better riddle about the box of crayons.
A schoolmate changed the riddle of the box of crayons. He thought this was better:
We are twelve little men in a little tight box. Each one of us writes his name in a different color. What are we?
We are twelve little men in a little tight box. Each one of us writes his name in a different color. What are we?
Oral Exercise.Which of the two riddles do you like better? Can you tell why? Does the first riddle say anything about the box? Does it tell that anything is in a box?
Three other schoolmates made up other riddles about the box of crayons. Here they are:
We are a band of fairies living in our cozy little home. Each of us wears in his cap a feather of a different color. What are we?I am a piece of the rainbow caught and put in a little tight jail. A little schoolgirl uses parts of me when she draws pictures. What am I?We are a company of soldiers. Each of us wears a cap of a different color. We spend most of our time in a small pasteboard fort. When we go out, we are sure to make our mark. What are we?
We are a band of fairies living in our cozy little home. Each of us wears in his cap a feather of a different color. What are we?
I am a piece of the rainbow caught and put in a little tight jail. A little schoolgirl uses parts of me when she draws pictures. What am I?
We are a company of soldiers. Each of us wears a cap of a different color. We spend most of our time in a small pasteboard fort. When we go out, we are sure to make our mark. What are we?
Oral Exercise.1. Of all the riddles of the box of crayons, which do you think is the best? Which is the second best? Which is the poorest?
2. Now again make riddles about toys and Christmas presents. But you should now be able to make better ones than you did before.
Group Exercise.1. The class, after a riddle has been guessed, should point out what is good in it and then should tell how it might be made better. Should it be made shorter? Should it be made longer? How could it be made brighter?
2. The best riddles should be repeated slowly, so that the teacher may write them on the board. Now these may be read over, and the class may try to make each one better.[20]The teacher will rewrite each in its improved form.[35]
Written Exercise.1. Copy the riddle that the class likes best. As you copy, notice the spelling of the words, the capital letter at the beginning of each sentence, and the mark at the end of each sentence. This careful copying will prepare you for the next exercise.
2. Write from dictation the riddle that you have copied. Then correct any mistakes.[36]These questions will help you to find out whether you have made any:
1. Is every word spelled correctly?2. Does every sentence begin with a capital letter?3. Is every sentence followed by the right kind of punctuation mark?
1. Is every word spelled correctly?
2. Does every sentence begin with a capital letter?
3. Is every sentence followed by the right kind of punctuation mark?
You read in the story of Peter's visit to Santa Claus's workshop that the fairy workers sometimes sang while they worked. At recess too they had songs. One of these you will probably enjoy very much. As you read it you can see the fairies dancing in a ring in the moonlight.
THE LIGHT-HEARTED FAIRY
Oh, who is so merry, so merry, heigh ho!As the light-hearted fairy? heigh ho,Heigh ho!He dances and singsTo the sound of his wingsWith a hey and a heigh and a ho.Oh, who is so merry, so airy, heigh ho!As the light-headed fairy? heigh ho,Heigh ho!His nectar he sipsFrom the primroses' lipsWith a hey and a heigh and a ho.Oh, who is so merry, so merry, heigh ho!As the light-footed fairy? heigh ho,Heigh ho!The night is his noonAnd the sun is his moon,With a hey and a heigh and a ho.Unknown
Oh, who is so merry, so merry, heigh ho!As the light-hearted fairy? heigh ho,Heigh ho!He dances and singsTo the sound of his wingsWith a hey and a heigh and a ho.
Oh, who is so merry, so airy, heigh ho!As the light-headed fairy? heigh ho,Heigh ho!His nectar he sipsFrom the primroses' lipsWith a hey and a heigh and a ho.
Oh, who is so merry, so merry, heigh ho!As the light-footed fairy? heigh ho,Heigh ho!The night is his noonAnd the sun is his moon,With a hey and a heigh and a ho.
Unknown
Would it not be pleasant to dance in a ring with your classmates? You might play that you are all fairies, and you might say this poem while you dance. Each pupil could make a red cap of paper. He might stick a white owl's or a white chicken's feather in it as fairies do. He could wear it while reciting the poem. But, first of all, you must make sure that you understand every line of the song, else you cannot say it well.
Oral Exercise.[37]1. What do you like about this poem? Have you noticed that the fairy is calledlight-heartedin the first stanza of the poem, but light-headed in the second andlight-footedin the third?
2. What do fairies drink? The second stanza tells. They find this delicious sweet drink in the cups of flowers.
3. As you know, fairies are rarely, if ever, seen in the daytime. The night is their day, when they dance and sing and do good deeds. What is meant in the poem by the line,The night is his noon? What is the fairies' sunlight?
Memory Exercise.1. Read this poem aloud a number of times. You will not have to read it often before you will be able to say it without the book. When you know it, recite it to the class as well as you can. Wear your red cap and think of the merry, airy, light-hearted fairy as you recite it. That will help you to say it in a lively way.
2. Perhaps the teacher will permit the five or six pupils who have recited best to form a ring in front of the class and dance round and round as they recite the poem. Then the class may point out what might have been done better. Perhaps other bands of fairies will recite, each trying to recite best.
The story about Peter does not tell us the words with which some of the fairies had trouble. If some fairies are like some pupils, then they need to learn how to use the wordsrang,sang, anddrankcorrectly.
Oral Exercise.1. As you read the following sentences, notice thatrang,sang, anddrankare not used withhaveorhasorhad. Arerung,sung, anddrunkused withhaveorhasorhad?
1. Irangthe bell for the teacher.2. Have you everrungit?3. Isangthe Christmas song.4. Have you eversungit?5. Idrankthe grape juice.6. Have you everdrunkapple juice?7. The fairies danced andsang, anddranknectar.8. They hadrungthe bell.9. They hadsungthat song before.10. He has neverdrunknectar.
1. Irangthe bell for the teacher.
2. Have you everrungit?
3. Isangthe Christmas song.
4. Have you eversungit?
5. Idrankthe grape juice.
6. Have you everdrunkapple juice?
7. The fairies danced andsang, anddranknectar.
8. They hadrungthe bell.
9. They hadsungthat song before.
10. He has neverdrunknectar.
2. Which of the six words that you have been studying in this lesson are used withhaveorhasorhad? Which are not used with them? Make these two lists. Would it be right to make the following rule?
Never userangorsangordrankwithhaveorhasorhad.
3. Using what you have just learned, fill the blanks in the following sentences with the right words,rangorrung,sangorsung,drankordrunk:
1. The strange little old man had already —— his morning coffee.2. He —— an old song that he had —— many times before.3. When he had —— a silver bell, a troop of fairies appeared.4. Peter is not a fairy. He has never —— nectar.5. But he has often —— the song he heard the fairies sing.6. He has never —— a silver bell.7. Have you ever —— the school bell?8. Have you ever —— spring water?
1. The strange little old man had already —— his morning coffee.
2. He —— an old song that he had —— many times before.
3. When he had —— a silver bell, a troop of fairies appeared.
4. Peter is not a fairy. He has never —— nectar.
5. But he has often —— the song he heard the fairies sing.
6. He has never —— a silver bell.
7. Have you ever —— the school bell?
8. Have you ever —— spring water?
Game.Let the girls of the class, working together in a group, write on the board six sentences in whichrang,sang, anddrankare used correctly. Let the boys in the same way write six sentences in whichrung,sung, anddrunkare used correctly. The boys will correct the girls' sentences, and the girls the boys'. The teacher will decide whether the boys or the girls made fewer mistakes, and which group wrote the more interesting sentences. Then all the sentences may be read aloud by several groups of pupils in turn, each trying to read the most clearly.
The magic ring that Santa Claus gave Peter would bring him any one thing that he might wish. When Christmas morning came, he had only to say his wish, and it would be fulfilled.[38]
Oral Exercise.1. Suppose that you had such a magic ring. What would be your one big wish? It will be fun to see whether you and your classmates have the same wish.
2. What do you think Peter himself wished when Christmas morning came? What happened then? Tell your classmates the story of Peter's wish on Christmas Day, exactly as you think everything happened.
Group Exercise.One or two of the best stories about Peter's wish should be told a second time. This time the teacher will write them on the board. Now you and the other pupils should read them carefully to see where they can be made better.[20]These questions may help in this work:
1. Can better words be used for some of those in the story?2. Should some of theand'sbe left out?3. Can anything be added to make the story interesting?
1. Can better words be used for some of those in the story?
2. Should some of theand'sbe left out?
3. Can anything be added to make the story interesting?
Written Exercise.Silently read one of the improved stories, perhaps more than once, noticing the spelling of the words, the capital letter at the beginning of eachsentence, and the mark at the end of each sentence. Write it from dictation. Then compare your paper with what is written on the board, and correct any mistakes you may have made.
Oral Exercise.Suppose that Peter lost the magic ring before Christmas came. Who might have found it? What might have happened then? Make up a story to tell this. You might call it "The Lost Magic Ring." Try to make up a fairy story that your classmates will be very glad to hear. Try to think of some wonderful happenings for it. Perhaps the following ideas will help you to begin your story:
1. When Peter learned that he had lost the magic ring, and could find it nowhere, he started off at once into the woods. He wanted to find the strange little old man and tell him what had happened. Peter had not gone very far when he met a giant. On the giant's finger Peter saw his magic ring. What did he do?
2. Peter's careless and lazy brother, Joseph, saw the magic ring on the window sill. Peter always laid it there when he washed his hands. Joseph took the ring in order to tease his brother. Then the thought came to him that he would wish himself something on Christmas Day. On Christmas morning he placed the fairy ring on his finger and spoke his wish. What was that wish? Was the wish fulfilled, or did a fairy appear to punish the boy? What happened then?
3. The strange little old man himself took the ring from Peter's finger while Peter was asleep. Why did he do this? Did he want to see what Peter would do? Did he plan to give him another ring instead,—a ring that held three wishes instead of one? How did Peter find the strange little old man? When and where did he receive the more wonderful ring? What were his three wishes on Christmas morning?[39]
If you were asked to write on a slip of paper your name and the date of your birth, could you do it? Of course you know how to write your name. Some time ago you learned to write the names of the months. Now you are to learn how to write dates. You will need to know this when you begin letter writing, which will be soon.
Written Exercise.1. Here are two dates:
The first date is that of a New Year's Day some time ago. The second date is that of Christmas more than a year ago. See the little mark (,), called a comma, between the year and the day of the month. Write the date of the last New Year's Day; of the next New Year's Day. Write the date of last Christmas; of next Christmas.
2. Write the date of your birth; the date of the birth of your mother; of a friend.
3. Write from dictation the list of dates that your teacher will give you.[40]
Now the Christmas vacation is over. Of course you had a good time. Of course Santa Claus brought you something. It would be fun for every pupil to tell the class about his Christmas. Probably each one's Christmas was different in some ways from that of his classmates.
Oral Exercise.[41]1. Did Santa Claus come to your home? Did you see him? If you did, tell the class how he looked. Show the class how he walked into the house. How did he talk? What did he say?
2. Tell the other pupils what Santa Claus brought you. If he brought you a little engine, or a sand machine, or a small airplane, or a steamship that runs by clockwork, or a baby sewing machine, or a music box, or a doll stove on which one can really cook, or some other interesting toy, explain to the class exactly how it works. Perhaps it would be pleasant if each pupil brought a toy to school and held it up before the class while he explained how it works.
3. What was the best fun you had during the Christmas vacation? Tell the class about it.
JACK AND JILL[C]
"Clear the lulla!" was the general cry on a bright December afternoon. All the boys and girls of Harmony village were out enjoying the first good snow of the season. Up and down three long coasts they went as fast as legs and sleds could carry them. One smooth path led into the meadow. One swept across the pond, where skaters were darting about like waterbugs. The third, from the very top of the steephill, ended abruptly at a rail fence near the road. There was a group of lads and lasses sitting or leaning on this fence to rest after an exciting race.
"Clear the lulla!" was the general cry on a bright December afternoon. All the boys and girls of Harmony village were out enjoying the first good snow of the season. Up and down three long coasts they went as fast as legs and sleds could carry them. One smooth path led into the meadow. One swept across the pond, where skaters were darting about like waterbugs. The third, from the very top of the steephill, ended abruptly at a rail fence near the road. There was a group of lads and lasses sitting or leaning on this fence to rest after an exciting race.
[C]Copyright by Little, Brown and Company.
[C]Copyright by Little, Brown and Company.
Down came a gay red sled. It carried a boy who seemed all smile and sunshine, so white were his teeth, so golden was his hair, so bright and happy his whole air. Behind him clung a little gypsy of a girl. She had black eyes and hair, cheeks as red as her hood, and a face full of fun and sparkle."It's just splendid! Now, one more, Jack!" cried the little girl, excited by the cheers of a sleighing party that passed them."All right, Jill," answered he, and they started back up the hill.Proud of his skill, Jack made up his mind that this last "go" should be the best one of the afternoon. But they started off, talking so busily that Jill forgot to hold tight and Jack to steer carefully. No one knows how it happened. They did not land in the soft drift of snow or stop before they reached the fence. Instead, there was a great crash against the bars, a dreadful plunge off the steep bank beyond, and, before any one could see what was happening, a sudden scattering of girl, boy, sled, fence, earth, and snow, all about the road. There were two cries, and then silence.Down rushed boys and girls, ready to laugh or cry, as the case might be. They found Jack sitting up, looking about him with a queer, dazed expression, while an ugly cut on the forehead was bleeding. This sobered the boys and frightened the girls half out of their wits."He's killed! He's killed!" wailed one of the girls, hiding her face and beginning to cry."No, I'm not. I'll be all right when I get my breath. Where's Jill?" asked Jack stoutly, though still too giddy to see straight.—Louisa M. Alcott, "Jack and Jill" (Adapted)
Down came a gay red sled. It carried a boy who seemed all smile and sunshine, so white were his teeth, so golden was his hair, so bright and happy his whole air. Behind him clung a little gypsy of a girl. She had black eyes and hair, cheeks as red as her hood, and a face full of fun and sparkle.
"It's just splendid! Now, one more, Jack!" cried the little girl, excited by the cheers of a sleighing party that passed them.
"All right, Jill," answered he, and they started back up the hill.
Proud of his skill, Jack made up his mind that this last "go" should be the best one of the afternoon. But they started off, talking so busily that Jill forgot to hold tight and Jack to steer carefully. No one knows how it happened. They did not land in the soft drift of snow or stop before they reached the fence. Instead, there was a great crash against the bars, a dreadful plunge off the steep bank beyond, and, before any one could see what was happening, a sudden scattering of girl, boy, sled, fence, earth, and snow, all about the road. There were two cries, and then silence.
Down rushed boys and girls, ready to laugh or cry, as the case might be. They found Jack sitting up, looking about him with a queer, dazed expression, while an ugly cut on the forehead was bleeding. This sobered the boys and frightened the girls half out of their wits.
"He's killed! He's killed!" wailed one of the girls, hiding her face and beginning to cry.
"No, I'm not. I'll be all right when I get my breath. Where's Jill?" asked Jack stoutly, though still too giddy to see straight.—Louisa M. Alcott, "Jack and Jill" (Adapted)
Oral Exercise.1. Make believe that you are the Jack or the Jill in the story. Play that the accident has just happened. You are lying in the snow. Your classmates are standing around you wondering whether you are alive or dead. Slowly you sit up. What do they do and say? Let some of your classmates do and say these things. What do you say? What happens next? Play the story up to the time when the doctor looks you over and says that you will have to stay in bed a long time.[42]
2. Again make believe that you are Jack or Jill. Play that the accident happened some time ago. Tell your classmates about that afternoon's coasting and how it ended. Could you walk home that day? Did the other children lay you both on sleds and slowlydraw you to your homes? What did your mother do and say when she saw you coming? Did they put you to bed at once and run for the doctor? What did the doctor do and say?
3. Do you own a sled? Tell the class about this sled. Tell about going coasting on it.
4. What can one do with a sled besides go coasting? What was the best fun you ever had with your sled? Where were you? What did you do? After you have told the class about the fun you had, you may make one or two pictures about it with colored crayons. Perhaps the following list will help you to remember some good times you have had:
1. The first sled ride that I remember2. Hitching behind with a sled3. A race down a hill on sleds4. The toboggan slide5. The longest hill I ever coasted down6. The steepest hill I ever coasted down7. Six of us on a bob
1. The first sled ride that I remember
2. Hitching behind with a sled
3. A race down a hill on sleds
4. The toboggan slide
5. The longest hill I ever coasted down
6. The steepest hill I ever coasted down
7. Six of us on a bob
5. Did you ever have an accident with your sled? Accidents sometimes happen. Perhaps you are very careful and have never had any trouble. But you have probably heard of accidents and narrow escapes. Tell the class of one, and explain how it might have been avoided.
Winter is here. There are many games to play and many pleasant things to do after school and on Saturdays. You would enjoy talking with your classmates about these. Perhaps you can plan some good times together.
Oral Exercise.Make believe that your class is having a meeting to plan some fun for after school and Saturdays. What games do you think would be best? Think out a clear plan. Then stand before your classmates and explain it to them. Tell exactly how it is to be carried out. Tell where, when, and everything else they must know. The following list may help you to make a good plan:[43]
1. A skating party some Saturday2. A skating race to see who is the best boy skater and who is the best girl skater in the class3. Building one or two snow forts4. A snowball battle between your class and another5. A straw ride6. A game of shinny, or hockey, between your class and another7. A class tramp with the teacher through the woods or parks8. A basket-ball game between your class and another9. A class party at some one's house10. A coasting party
1. A skating party some Saturday
2. A skating race to see who is the best boy skater and who is the best girl skater in the class
3. Building one or two snow forts
4. A snowball battle between your class and another
5. A straw ride
6. A game of shinny, or hockey, between your class and another
7. A class tramp with the teacher through the woods or parks
8. A basket-ball game between your class and another
9. A class party at some one's house
10. A coasting party
Group Exercise.After the plans have been told, you and your classmates must decide which one you will carry out. You may wish to ask some of the speakers questions. At last the class may vote.
Some pupils do not know how to speak certain words correctly. If they did, their talks would be much more pleasing.[44]
Oral Exercise.1. Pronounce the following words as your teacher pronounces them to you, in a clear, strong, and pleasant voice. Then read the whole list as rapidly as you can without speaking any word indistinctly or incorrectly.
2. Use in sentences each of the words in the list above. Try to make sentences that will give pleasure to your classmates. Anybody can use the wordlookingto make uninteresting sentences like these:
Some one islookingfor me.I amlookingfor some one.He islookingat me.
Some one islookingfor me.
I amlookingfor some one.
He islookingat me.
Try to make sentences like these:
The boys were looking at Jack's big red sled.The girls were looking for a story-book at the public library.The hunter was looking at the panther, and the panther was looking at him.
The boys were looking at Jack's big red sled.
The girls were looking for a story-book at the public library.
The hunter was looking at the panther, and the panther was looking at him.
Perhaps the teacher will write the best sentences on the board, or let the pupils who give them write them on the board.[20]
Far north of us lies a part of the world where it is very cold both in summer and in winter. It is so cold there that trees cannot live. No cities are to be seen there, and no farms. The people who make their homes in this world of ice and snow live by hunting and fishing. They are called Eskimos. Their clothes are warm suits made of the fur of the polar bear, the seal, and the reindeer. Let us learn about the Eskimos.
HOW THE ESKIMO BUILDS HIS HOUSEThe house in which an Eskimo family lives is made of ice and snow. First the builder makes a ring on the snow-covered ground. This he makes as large as he wishes the house to be. On this ring he places blocks of snow. Then he lays more blocks on top of these. Each row or ring of blocks is a little smaller than therow or ring below it. As more and more rows of blocks are laid, these rows at last close the top like a roof. Then snow is shoveled over it, until not a crack remains in the solid wall.
HOW THE ESKIMO BUILDS HIS HOUSE
The house in which an Eskimo family lives is made of ice and snow. First the builder makes a ring on the snow-covered ground. This he makes as large as he wishes the house to be. On this ring he places blocks of snow. Then he lays more blocks on top of these. Each row or ring of blocks is a little smaller than therow or ring below it. As more and more rows of blocks are laid, these rows at last close the top like a roof. Then snow is shoveled over it, until not a crack remains in the solid wall.
Now a narrow hallway is made. This is the only way into the house. It is long, and the opening is hung with skins. The Eskimos creep through it on their hands and knees.There is only one window in the Eskimo's house. It is a small hole in the wall, over the low hallway. There is no glass in it, but it is covered with a thin skin that keeps out the wind and cold.[45]
Now a narrow hallway is made. This is the only way into the house. It is long, and the opening is hung with skins. The Eskimos creep through it on their hands and knees.
There is only one window in the Eskimo's house. It is a small hole in the wall, over the low hallway. There is no glass in it, but it is covered with a thin skin that keeps out the wind and cold.[45]
Oral Exercise.1. Can you think of a good reason why the Eskimos have no such houses as ours? Why have they no fine large coal or wood stoves in that cold country? What would happen if an Eskimo placedour kind of stove in his house and started a roaring fire in it?
2. The Eskimo has only three things with which to build. What are they? If you had only snow and the skins and bones of animals to work with, what kind of house should you make? Can you think of any way in which you could make the Eskimo house warmer or safer?
3. Does the Eskimo way of building a house give you an idea of a good way of building a snow fort? Tell your classmates what you think would be the best way of building one. Shall you put a roof over it?
4. Play that you are an Eskimo. Make believe that you are in the frozen North and are just beginning to build yourself a new house. You have already drawn a ring on the snow-covered ground. Draw a ring on the floor of the schoolroom with a piece of chalk. Other pupils will play that they have come to the Far North in a ship. They will pretend that they know nothing about the way Eskimos live or build their houses. They stand around while you work at your new house. They ask you many questions about it. Stop in your work and explain it to them. Remember that they know nothing at all about it. Perhaps some of their questions will seem very stupid to you. But patiently explain to these strangers everything they want to know.
Group Exercise.The class will tell you and the other pupils how the meeting between the Eskimo and the strangers might have been played better. But first they will point out what they liked in the play. Several other groups of pupils will each try to show the class how the meeting should be played.
Oral Exercise.Find out from a book or from your parents or your teacher some interesting fact about the Eskimos and the country where they live. Let it be something that you think the class does not know. The other pupils will do the same. Then each one will stand before the class and tell what he has learned.
Some might tell about how cold it is in this North-Pole part of the world.
Some might tell about polar bears, seals, reindeer, or walruses.
Some might tell the class what Eskimos eat and how they cook their food.
Some might tell about the inside of the Eskimo house.
Other pupils might tell the class about some of the men from our country who traveled in this cold part of the world. Some of these men wished to reach the North Pole.
Group Exercise.When each pupil has spoken, some of those who spoke best will tell again what they said. The teacher will write on the board what they say. Now the class will try to make this better. The following questions will help the class improve what has been written on the board:[46]
1. What is the best part of the account on the board?2. Is anything important left out?3. Could anything be left out because it is not needed?4. Are too manyand'sused?5. What could be added to make the account better?
1. What is the best part of the account on the board?
2. Is anything important left out?
3. Could anything be left out because it is not needed?
4. Are too manyand'sused?
5. What could be added to make the account better?
Written Exercise.When all the accounts on the board have been rewritten, study the one the teacher selects. Notice the spelling of the hard words. Notice the capital letter at the beginning of each sentence and the punctuation mark at the end of each sentence. This study will make it easier for you to write the account from dictation without making any mistakes. Write it from dictation.
You remember, of course, that the house of snow in which Eskimos live has only one window. But this is only a hole in the wall, covered with a thin skin. There is no glass in it. So the little Eskimo boys and girls do not know the wonderful things that Jack Frost sometimes pencils on the windowpanes when children are asleep. The Eskimo children could not understand the poem below. But you have seen these sights on your own windows—castles, high and rocky places, knights with waving plumes, and trees and fruits and flowers. You will learn from the poem how Jack Frost paints them there.[9]
JACK FROST
The door was shut, as doors should be,Before you went to bed last night;Yet Jack Frost did get in, you see,And left your window silver white.He must have waited till you slept;And not a single word he spoke,But pencilled on the panes, and creptAway again before you woke.And now you cannot see the hillsNor fields that stretch beyond the lane;But there are fairer things than thoseHis fingers traced on every pane.Rocks and castles towering high;Hills and dales and streams and fields;And knights in armor riding by,With nodding plumes and shining shields.And here are little boats, and thereBig ships with sails spread to the breeze;And yonder, palm trees waving fairOn islands set in silver seas.And butterflies with gauzy wings;And herds of cows and flocks of sheep;And fruits and flowers and all the thingsYou see when you are sound asleep.For creeping softly underneathThe door when all the lights are out,Jack Frost takes every breath you breathe,And knows the things you think about.He paints them on the windowpaneIn fairy lines with frozen steam;And when you wake you see againThe lovely things you saw in dream.Gabriel Setoun
The door was shut, as doors should be,Before you went to bed last night;Yet Jack Frost did get in, you see,And left your window silver white.
He must have waited till you slept;And not a single word he spoke,But pencilled on the panes, and creptAway again before you woke.
And now you cannot see the hillsNor fields that stretch beyond the lane;But there are fairer things than thoseHis fingers traced on every pane.
Rocks and castles towering high;Hills and dales and streams and fields;And knights in armor riding by,With nodding plumes and shining shields.
And here are little boats, and thereBig ships with sails spread to the breeze;And yonder, palm trees waving fairOn islands set in silver seas.
And butterflies with gauzy wings;And herds of cows and flocks of sheep;And fruits and flowers and all the thingsYou see when you are sound asleep.
For creeping softly underneathThe door when all the lights are out,Jack Frost takes every breath you breathe,And knows the things you think about.
He paints them on the windowpaneIn fairy lines with frozen steam;And when you wake you see againThe lovely things you saw in dream.
Gabriel Setoun
Oral Exercise.1. How did Jack Frost get into the house? Has he visited your house this winter? Did he pencil, or trace, on your windows some of the pictures of which the poem speaks? Which ones?
2. What is a castle? What is a knight? What is a knight's armor? What is a knight's plume? Can you draw a picture of it on the board for those who do not know how it looks? Why did knights have shields? Draw a picture of a shield on the board.
3. Can you draw on the board a picture of a palm tree? Draw an oak or an apple tree beside it, so that every one will see how a palm tree is different. Explain your drawings.
4. Which part, or stanza, of the poem do you like best? Read it so that your classmates may see why you like it.
5. Play that you are Jack Frost. Show the class how you tiptoed into the room and out again without waking any one. Think of the following questions, and tell the class what you did last night when all children were sound asleep:
1. Did you visit more than one home?2. What did you paint on the windowpanes?3. Did you paint the same pictures in all houses?
1. Did you visit more than one home?
2. What did you paint on the windowpanes?
3. Did you paint the same pictures in all houses?
Memory Exercise.When you understand every stanza in this poem, read the whole poem aloud several times. Perhaps the teacher will read with you, so that you may be sure to read correctly. After a few readings you will find that you can say the poem without looking at the book. It will be fun to see which pupils will know it first. But which pupils can recite it best?[47]
Group Exercise.1. Did you ever telephone? Make believe that you are telephoning to a classmate. Hold the make-believe telephone in your hands and call for the pupil with whom you wish to talk. He will take up his make-believe telephone and answer you. Ask him some questions. Listen to what he says. Reply to what he asks. In this way carry on a conversation with him.
2. The class will listen, and when you have finished talking they will tell you what they liked and what they did not like in the telephone conversation. The following questions[15]will help the class to decide how the talks might have been better:
1. What interesting thing was said by the speakers?2. Was any poor English used?3. Were the voices of the speakers pleasant?4. What might have been said that the speakers did not say?
1. What interesting thing was said by the speakers?
2. Was any poor English used?
3. Were the voices of the speakers pleasant?
4. What might have been said that the speakers did not say?
3. Other pairs of pupils may now telephone. Each pair will of course try to make their conversation as bright as they can. The class will enjoy listening to the bright talks.
4. Would it not be a good plan, before going on with this game of telephoning, for the class to make a telephone directory? All names beginning withAcould be written on one page of a little notebook that you could make. All names beginning withBwould go on another page. And so it would go on, through theC's, theD's, theE's, to the end of the alphabet. Then each name could be given a number, just as in telephone books. Perhaps the teacher will bring a telephone directory to class and explain it to you.