Talk about the new year. What is this month called? What was last month? What is the name of the new year? What was the name of the last year? How many days has January? What season is this? What are the months of the winter season? What season comes after winter?
Write the wordJanuary; also the date.
To be taught to the children:
Sixty seconds make a minute,Something sure you can learn in it;Sixty minutes make an hour,Work with all your might and power;Twenty-four hours make a day,Time enough for work and play.Seven days a week will make;You will learn, if pains you take.—Selected
Sixty seconds make a minute,Something sure you can learn in it;Sixty minutes make an hour,Work with all your might and power;Twenty-four hours make a day,Time enough for work and play.Seven days a week will make;You will learn, if pains you take.—Selected
Sixty seconds make a minute,Something sure you can learn in it;Sixty minutes make an hour,Work with all your might and power;Twenty-four hours make a day,Time enough for work and play.Seven days a week will make;You will learn, if pains you take.—Selected
Sixty seconds make a minute,
Something sure you can learn in it;
Sixty minutes make an hour,
Work with all your might and power;
Twenty-four hours make a day,
Time enough for work and play.
Seven days a week will make;
You will learn, if pains you take.—Selected
Practise learning the rhyme of the day before.
Write:Seven days make a week.
Write:
On Monday, when the weather is fair,I always wash the clothes.
On Monday, when the weather is fair,I always wash the clothes.
On Monday, when the weather is fair,I always wash the clothes.
On Monday, when the weather is fair,
I always wash the clothes.
Write:
On Tuesday I can iron them,Even if it rains and snows.
On Tuesday I can iron them,Even if it rains and snows.
On Tuesday I can iron them,Even if it rains and snows.
On Tuesday I can iron them,
Even if it rains and snows.
Write:
On Wednesday I do all the mending,I like the mending too.
On Wednesday I do all the mending,I like the mending too.
On Wednesday I do all the mending,I like the mending too.
On Wednesday I do all the mending,
I like the mending too.
Write:
On Thursday I receive my friends;I have nothing else to do.
On Thursday I receive my friends;I have nothing else to do.
On Thursday I receive my friends;I have nothing else to do.
On Thursday I receive my friends;
I have nothing else to do.
Write:
Friday is the time to sweep,To dust, and set things right.
Friday is the time to sweep,To dust, and set things right.
Friday is the time to sweep,To dust, and set things right.
Friday is the time to sweep,
To dust, and set things right.
The teacher may recite the following to the children, then have the entire poem of the week played as a game, with appropriate actions:
On Saturday I always cook,Then put all work from sight.And Sunday is the day of rest;I go to church dressed in my best.—Selected
On Saturday I always cook,Then put all work from sight.And Sunday is the day of rest;I go to church dressed in my best.—Selected
On Saturday I always cook,Then put all work from sight.
On Saturday I always cook,
Then put all work from sight.
And Sunday is the day of rest;I go to church dressed in my best.—Selected
And Sunday is the day of rest;
I go to church dressed in my best.
—Selected
Learn the names of the months, by having a procession of children representing the various months, led by the New Year. The little folks will enjoy the game, and will learn the names of the twelve months, in their order, without realizing that they are doing anything but play.
Story poem, to be recited (or read, if needs must) to the children, by the teacher:
A MYSTERYI put my coat and furs and mittens on, to goWith my cunning Christmas sled, out to see the pretty snow.I made some little balls, and they looked as white and nice—I tried how one would taste, but it was just as cold as ice.I took some to the kitchen then, because I thought, you see,I’d bake them just like apples—they’d be good with cream and tea.I didn’t say a single word about it to the cook,When I put them in the oven, but when she gave a look,She stared, and held her hands up, and said: “For pity’s sake!Who put this water in here, and spoiled my ginger cake?”I couldn’t tell. It wasn’t I; but I would like to know,Where did my pretty apples, that I was baking, go?—Selected
A MYSTERYI put my coat and furs and mittens on, to goWith my cunning Christmas sled, out to see the pretty snow.I made some little balls, and they looked as white and nice—I tried how one would taste, but it was just as cold as ice.I took some to the kitchen then, because I thought, you see,I’d bake them just like apples—they’d be good with cream and tea.I didn’t say a single word about it to the cook,When I put them in the oven, but when she gave a look,She stared, and held her hands up, and said: “For pity’s sake!Who put this water in here, and spoiled my ginger cake?”I couldn’t tell. It wasn’t I; but I would like to know,Where did my pretty apples, that I was baking, go?—Selected
A MYSTERY
I put my coat and furs and mittens on, to goWith my cunning Christmas sled, out to see the pretty snow.
I put my coat and furs and mittens on, to go
With my cunning Christmas sled, out to see the pretty snow.
I made some little balls, and they looked as white and nice—I tried how one would taste, but it was just as cold as ice.
I made some little balls, and they looked as white and nice—
I tried how one would taste, but it was just as cold as ice.
I took some to the kitchen then, because I thought, you see,I’d bake them just like apples—they’d be good with cream and tea.
I took some to the kitchen then, because I thought, you see,
I’d bake them just like apples—they’d be good with cream and tea.
I didn’t say a single word about it to the cook,When I put them in the oven, but when she gave a look,
I didn’t say a single word about it to the cook,
When I put them in the oven, but when she gave a look,
She stared, and held her hands up, and said: “For pity’s sake!Who put this water in here, and spoiled my ginger cake?”
She stared, and held her hands up, and said: “For pity’s sake!
Who put this water in here, and spoiled my ginger cake?”
I couldn’t tell. It wasn’t I; but I would like to know,Where did my pretty apples, that I was baking, go?—Selected
I couldn’t tell. It wasn’t I; but I would like to know,
Where did my pretty apples, that I was baking, go?
—Selected
After reciting the poem, ask the children what became of the snow apples.
Talk about snow; snowballs; sliding on the snow; sleighing; a snow man.
Write:I can make a snowball.
To be told; for the children to guess:
WHAT AM I?
I live in a hole just above somebody’s chin. I have to stay there, for I am fastened in.It is because of me that boys and girls like good things to eat. To please me, they eat candy and fruit.It is because of me that boys and girls are often kept after school. They forget, and use me when they ought not to.I am always wanting to taste, taste, taste. I am always wanting to talk, talk, talk.Who can guess what I am?
I live in a hole just above somebody’s chin. I have to stay there, for I am fastened in.
It is because of me that boys and girls like good things to eat. To please me, they eat candy and fruit.
It is because of me that boys and girls are often kept after school. They forget, and use me when they ought not to.
I am always wanting to taste, taste, taste. I am always wanting to talk, talk, talk.
Who can guess what I am?
Children write the words necessary to complete the following:
Jack and ——Went up the ——,To get a —— of water.—— fell downAnd —— his crown,And —— came tumbling after.
Jack and ——Went up the ——,To get a —— of water.—— fell downAnd —— his crown,And —— came tumbling after.
Jack and ——Went up the ——,To get a —— of water.—— fell downAnd —— his crown,And —— came tumbling after.
Jack and ——
Went up the ——,
To get a —— of water.
—— fell down
And —— his crown,
And —— came tumbling after.
Have the children give all the words they can that rhyme withhat. Write the list on the blackboard, and use it for drill in phonics.
To be taught to the children:
If you can’t be the big sun, with his cheery smile,You can be the cheerful sunbeam for a little while.
If you can’t be the big sun, with his cheery smile,You can be the cheerful sunbeam for a little while.
If you can’t be the big sun, with his cheery smile,You can be the cheerful sunbeam for a little while.
If you can’t be the big sun, with his cheery smile,
You can be the cheerful sunbeam for a little while.
Play “I am thinking of something,” using objects in the school-room.
Have the children mention as many objects as they can think of that are blue; green; yellow; white.
To be committed to memory:
LADY MOONLady Moon, Lady Moon, where are you roving?“Over the sea.”Lady Moon, Lady Moon, whom are you loving?“All that love me.”Are you not tired with roving and neverResting to sleep?Why look so pale and so sad, as foreverWishing to weep?“Ask me not this, little child, if you love me:You are too bold.I must obey my dear Father above me,And do as I’m told.”Lady Moon, Lady Moon, where are you roving?“Over the sea.”Lady Moon, Lady Moon, whom are you loving?“All that love me.”—Lord Houghton
LADY MOONLady Moon, Lady Moon, where are you roving?“Over the sea.”Lady Moon, Lady Moon, whom are you loving?“All that love me.”Are you not tired with roving and neverResting to sleep?Why look so pale and so sad, as foreverWishing to weep?“Ask me not this, little child, if you love me:You are too bold.I must obey my dear Father above me,And do as I’m told.”Lady Moon, Lady Moon, where are you roving?“Over the sea.”Lady Moon, Lady Moon, whom are you loving?“All that love me.”—Lord Houghton
LADY MOON
Lady Moon, Lady Moon, where are you roving?“Over the sea.”Lady Moon, Lady Moon, whom are you loving?“All that love me.”
Lady Moon, Lady Moon, where are you roving?
“Over the sea.”
Lady Moon, Lady Moon, whom are you loving?
“All that love me.”
Are you not tired with roving and neverResting to sleep?Why look so pale and so sad, as foreverWishing to weep?
Are you not tired with roving and never
Resting to sleep?
Why look so pale and so sad, as forever
Wishing to weep?
“Ask me not this, little child, if you love me:You are too bold.I must obey my dear Father above me,And do as I’m told.”
“Ask me not this, little child, if you love me:
You are too bold.
I must obey my dear Father above me,
And do as I’m told.”
Lady Moon, Lady Moon, where are you roving?“Over the sea.”Lady Moon, Lady Moon, whom are you loving?“All that love me.”—Lord Houghton
Lady Moon, Lady Moon, where are you roving?
“Over the sea.”
Lady Moon, Lady Moon, whom are you loving?
“All that love me.”
—Lord Houghton
Have the first stanza of the poem copied and learned.
Have the second stanza of the poem copied and learned.
Have the third stanza of the poem copied and learned.
Have the fourth stanza of the poem copied and learned.
Have the poem recited, throughout.
For dictation:
Be kind in all you say and do,That others may be kind to you.
Be kind in all you say and do,That others may be kind to you.
Be kind in all you say and do,That others may be kind to you.
Be kind in all you say and do,
That others may be kind to you.
Talk about snowflakes; if possible, showing some of the single flakes. Where do the snowflakes come from? What becomes of them if they are taken into a warm room? What becomes of them when they fall? What becomes of the snow when the weather gets warm? How does the snow help the grass and flowers? (Keeps them warm during the cold winter.) Why is snow sometimes called a blanket?
Story for oral reproduction:
A WISE DOG
One night a farmer was riding home along a lane which had walls on both sides. Suddenly he heard his dog barking on the farther side of the wall.The man stopped his horse and started to see what was the matter.The night was very cold. Snow lay on the ground. Sitting on a large stone was the farmer’s little daughter.The child had left the house and had wandered out into the meadow.The dog had followed her, keeping close at her heels. Now he was barking for some one to come and take the little girl home. She had lost her way, and was crying.The father looked at the footprints in the snow. He saw that his little daughter had walked close beside a deep hole.She had walked all the way round the hole. But the wise dog had gone, all the time, between the little girl and the great hole.Was he not a wise dog?—Adapted
One night a farmer was riding home along a lane which had walls on both sides. Suddenly he heard his dog barking on the farther side of the wall.
The man stopped his horse and started to see what was the matter.
The night was very cold. Snow lay on the ground. Sitting on a large stone was the farmer’s little daughter.
The child had left the house and had wandered out into the meadow.
The dog had followed her, keeping close at her heels. Now he was barking for some one to come and take the little girl home. She had lost her way, and was crying.
The father looked at the footprints in the snow. He saw that his little daughter had walked close beside a deep hole.
She had walked all the way round the hole. But the wise dog had gone, all the time, between the little girl and the great hole.
Was he not a wise dog?—Adapted
Children tell the story of the lost child and the dog.
Write three sentences about the little girl and the dog.
Supply words to fill the following blanks:
My dog Spot is ——.He eats ——.Spot can ——.When I run, Spot —— too.
My dog Spot is ——.
He eats ——.
Spot can ——.
When I run, Spot —— too.
To be committed to memory:
Hearts, like doors, will ope with ease,To very, very little keys;And don’t forget that two of theseAre, “Thank you, sir,” and “If you please.”—Selected
Hearts, like doors, will ope with ease,To very, very little keys;And don’t forget that two of theseAre, “Thank you, sir,” and “If you please.”—Selected
Hearts, like doors, will ope with ease,To very, very little keys;And don’t forget that two of theseAre, “Thank you, sir,” and “If you please.”—Selected
Hearts, like doors, will ope with ease,
To very, very little keys;
And don’t forget that two of these
Are, “Thank you, sir,” and “If you please.”
—Selected
Write a list of ten objects to be seen in the school-room.
Talk about bread. Who makes the bread we eat? What is it made of? Where does the flour come from? Where does wheat grow? How does wheat grow? How is the wheat made into flour? How is the flour made into bread?
Write three sentences about bread.
Children write their fathers’ and mothers’ names.
For dictation:
When the cold wind blows,Look out for your nose.
When the cold wind blows,Look out for your nose.
When the cold wind blows,Look out for your nose.
When the cold wind blows,
Look out for your nose.
Talk about how we are protected from cold, by clothing and by artificial heat. How is the school-room warmed? How are the children’s homes warmed? Why is it unnecessary for stables to be heated?
A riddle for the children to guess:
I am as black, as black can be,But yet I shine.My home was deep within the earth,In a dark mine.Years ago I was buried there,And yet I holdThe sunshine and the heat, which warmedThat world of old.Though black and cold I seem to be,Yet I can glow.Just put me on a blazing fire—Then you will know.—Selected
I am as black, as black can be,But yet I shine.My home was deep within the earth,In a dark mine.Years ago I was buried there,And yet I holdThe sunshine and the heat, which warmedThat world of old.Though black and cold I seem to be,Yet I can glow.Just put me on a blazing fire—Then you will know.—Selected
I am as black, as black can be,But yet I shine.My home was deep within the earth,In a dark mine.Years ago I was buried there,And yet I holdThe sunshine and the heat, which warmedThat world of old.Though black and cold I seem to be,Yet I can glow.Just put me on a blazing fire—Then you will know.—Selected
I am as black, as black can be,
But yet I shine.
My home was deep within the earth,
In a dark mine.
Years ago I was buried there,
And yet I hold
The sunshine and the heat, which warmed
That world of old.
Though black and cold I seem to be,
Yet I can glow.
Just put me on a blazing fire—
Then you will know.—Selected
Write three sentences about coal.
To be committed to memory:
CHILD’S EVENING PRAYERNow the day is over,Night is drawing nigh;Shadows of the eveningSteal across the sky.Low the darkness gathers,Stars begin to peep;Birds and beasts and flowersSoon will be asleep.Through the long night-watches,May Thine angels spreadTheir white wings above me,Watching round my bed.When the morn awakens,Then may I arise,Pure and fresh and sinless,In Thy holy eyes.—S. Baring-Gould
CHILD’S EVENING PRAYERNow the day is over,Night is drawing nigh;Shadows of the eveningSteal across the sky.Low the darkness gathers,Stars begin to peep;Birds and beasts and flowersSoon will be asleep.Through the long night-watches,May Thine angels spreadTheir white wings above me,Watching round my bed.When the morn awakens,Then may I arise,Pure and fresh and sinless,In Thy holy eyes.—S. Baring-Gould
CHILD’S EVENING PRAYER
Now the day is over,Night is drawing nigh;Shadows of the eveningSteal across the sky.
Now the day is over,
Night is drawing nigh;
Shadows of the evening
Steal across the sky.
Low the darkness gathers,Stars begin to peep;Birds and beasts and flowersSoon will be asleep.
Low the darkness gathers,
Stars begin to peep;
Birds and beasts and flowers
Soon will be asleep.
Through the long night-watches,May Thine angels spreadTheir white wings above me,Watching round my bed.
Through the long night-watches,
May Thine angels spread
Their white wings above me,
Watching round my bed.
When the morn awakens,Then may I arise,Pure and fresh and sinless,In Thy holy eyes.—S. Baring-Gould
When the morn awakens,
Then may I arise,
Pure and fresh and sinless,
In Thy holy eyes.—S. Baring-Gould
Have the poem copied.
Learn the first verse of the poem.
Learn the rest of the poem.
Recite the entire poem.
Write a list of the naming words (nouns) in the “Child’s Evening Prayer.”
Write a list of the doing words (verbs), in the “Child’s Evening Prayer.”
Write a letter to a playmate, telling what you did on a recent Saturday.
For dictation:
Boats sail on the rivers,And ships sail on the seas,But clouds that sail across the skyAre prettier far than these.—Selected
Boats sail on the rivers,And ships sail on the seas,But clouds that sail across the skyAre prettier far than these.—Selected
Boats sail on the rivers,And ships sail on the seas,But clouds that sail across the skyAre prettier far than these.—Selected
Boats sail on the rivers,
And ships sail on the seas,
But clouds that sail across the sky
Are prettier far than these.—Selected
Write five sentences about clouds.
Write a list of ten objects that are blue.
Each child write eight sentences, describing some other child in the room, telling: Color of hair, color of eyes, kind of complexion, height (guessed at), age, costume worn, size of shoes (guessed at), and size of gloves.
Write a rhyme of four lines about a dog.
Write a list of the objects to be seen in the school-room. Who can write the longest list?
Have the following poem copied:
WINTER EVENINGWhat way does the wind come? Which way does he go?He rides over the water, and over the snow,Through wood, and through vale; and o’er rocky height,Which the great cannot climb, takes his sounding flight;He tosses about in every bare tree,As, if you look up, you may plainly see;But how he will come, and whither he goes,There’s never a scholar anywhere knows.He will suddenly stop in a cunning nook,And ring a sharp ’larum; but, if you should look,There’s nothing to see but a cushion of snow,Round as a pillow, and whiter than milk,And softer than if it were covered with silk.Sometimes he’ll hide in the cave of the rock,Then whistle as shrill as a cuckoo clock.Yet seek him—and what shall you find in his place?Nothing but silence and empty space;Save, in a corner, a heap of dry leaves,That he’s left, for a bed, to beggars or thieves!—Dorothy Wordsworth
WINTER EVENINGWhat way does the wind come? Which way does he go?He rides over the water, and over the snow,Through wood, and through vale; and o’er rocky height,Which the great cannot climb, takes his sounding flight;He tosses about in every bare tree,As, if you look up, you may plainly see;But how he will come, and whither he goes,There’s never a scholar anywhere knows.He will suddenly stop in a cunning nook,And ring a sharp ’larum; but, if you should look,There’s nothing to see but a cushion of snow,Round as a pillow, and whiter than milk,And softer than if it were covered with silk.Sometimes he’ll hide in the cave of the rock,Then whistle as shrill as a cuckoo clock.Yet seek him—and what shall you find in his place?Nothing but silence and empty space;Save, in a corner, a heap of dry leaves,That he’s left, for a bed, to beggars or thieves!—Dorothy Wordsworth
WINTER EVENING
What way does the wind come? Which way does he go?He rides over the water, and over the snow,Through wood, and through vale; and o’er rocky height,Which the great cannot climb, takes his sounding flight;
What way does the wind come? Which way does he go?
He rides over the water, and over the snow,
Through wood, and through vale; and o’er rocky height,
Which the great cannot climb, takes his sounding flight;
He tosses about in every bare tree,As, if you look up, you may plainly see;But how he will come, and whither he goes,There’s never a scholar anywhere knows.
He tosses about in every bare tree,
As, if you look up, you may plainly see;
But how he will come, and whither he goes,
There’s never a scholar anywhere knows.
He will suddenly stop in a cunning nook,And ring a sharp ’larum; but, if you should look,There’s nothing to see but a cushion of snow,Round as a pillow, and whiter than milk,And softer than if it were covered with silk.
He will suddenly stop in a cunning nook,
And ring a sharp ’larum; but, if you should look,
There’s nothing to see but a cushion of snow,
Round as a pillow, and whiter than milk,
And softer than if it were covered with silk.
Sometimes he’ll hide in the cave of the rock,Then whistle as shrill as a cuckoo clock.Yet seek him—and what shall you find in his place?Nothing but silence and empty space;Save, in a corner, a heap of dry leaves,That he’s left, for a bed, to beggars or thieves!—Dorothy Wordsworth
Sometimes he’ll hide in the cave of the rock,
Then whistle as shrill as a cuckoo clock.
Yet seek him—and what shall you find in his place?
Nothing but silence and empty space;
Save, in a corner, a heap of dry leaves,
That he’s left, for a bed, to beggars or thieves!
—Dorothy Wordsworth
Pupils write a list of the nouns in the poem, “Winter Evening.”
Pupils write a list of the verbs in the poem, “Winter Evening.”
Write five sentences telling what the wind does.
Children find answers to the following questions, in any way they can:
What little children wear wooden shoes?What little children wear moccasins?What little children wear shoes of fur?What children wear shoes of silk or satin?What children wear shoes of leather?
What little children wear wooden shoes?
What little children wear moccasins?
What little children wear shoes of fur?
What children wear shoes of silk or satin?
What children wear shoes of leather?
Write five sentences about the different kinds of shoes children wear.
Write five sentences about the shoes you have on.
To be committed to memory:
SONG OF THE BROOKI come from haunts of coot and hern,I make a sudden sally,And sparkle out among the fernTo bicker down a valley.By thirty hills I hurry down,Or slip between the ridges,By twenty thorps, a little townAnd half a hundred bridges.Till last by Philip’s farm I flow,To join the brimming river,For men may come and men may go,But I go on forever.I chatter over stony ways,In little sharps and trebles,I bubble into eddying bays,I babble on the pebbles.With many a curve my banks I fretBy many a field and fallow,And many a fairy foreland setWith willow weed and mallow.I chatter, chatter, as I flowTo join the brimming river;For men may come and men may go,But I go on forever.I wind about, and in and out,With here a blossom sailing,And here and there a lusty trout,And here and there a grayling.And here and there a foamy flakeUpon me, as I travel,With many a silvery water-break,Above the golden gravel.And draw them all along, and flowTo join the brimming river,For men may come and men may go,But I go on forever.I steal by lawns and grassy plots,I slide by hazel covers;I move the sweet forget-me-notsThat grow for happy lovers.I slip, I slide, I gloom, I glanceAmong my skimming swallows;I make the melted sunbeams glanceAgainst my sandy shallows.I murmur under moon and starsIn brambly wildernesses;I linger by my shingly bars—I loiter round my cresses.And out again I curve and flowTo join the brimming river,For men may come and men may go,But I go on forever.—Alfred Tennyson
SONG OF THE BROOKI come from haunts of coot and hern,I make a sudden sally,And sparkle out among the fernTo bicker down a valley.By thirty hills I hurry down,Or slip between the ridges,By twenty thorps, a little townAnd half a hundred bridges.Till last by Philip’s farm I flow,To join the brimming river,For men may come and men may go,But I go on forever.I chatter over stony ways,In little sharps and trebles,I bubble into eddying bays,I babble on the pebbles.With many a curve my banks I fretBy many a field and fallow,And many a fairy foreland setWith willow weed and mallow.I chatter, chatter, as I flowTo join the brimming river;For men may come and men may go,But I go on forever.I wind about, and in and out,With here a blossom sailing,And here and there a lusty trout,And here and there a grayling.And here and there a foamy flakeUpon me, as I travel,With many a silvery water-break,Above the golden gravel.And draw them all along, and flowTo join the brimming river,For men may come and men may go,But I go on forever.I steal by lawns and grassy plots,I slide by hazel covers;I move the sweet forget-me-notsThat grow for happy lovers.I slip, I slide, I gloom, I glanceAmong my skimming swallows;I make the melted sunbeams glanceAgainst my sandy shallows.I murmur under moon and starsIn brambly wildernesses;I linger by my shingly bars—I loiter round my cresses.And out again I curve and flowTo join the brimming river,For men may come and men may go,But I go on forever.—Alfred Tennyson
SONG OF THE BROOK
I come from haunts of coot and hern,I make a sudden sally,And sparkle out among the fernTo bicker down a valley.
I come from haunts of coot and hern,
I make a sudden sally,
And sparkle out among the fern
To bicker down a valley.
By thirty hills I hurry down,Or slip between the ridges,By twenty thorps, a little townAnd half a hundred bridges.
By thirty hills I hurry down,
Or slip between the ridges,
By twenty thorps, a little town
And half a hundred bridges.
Till last by Philip’s farm I flow,To join the brimming river,For men may come and men may go,But I go on forever.
Till last by Philip’s farm I flow,
To join the brimming river,
For men may come and men may go,
But I go on forever.
I chatter over stony ways,In little sharps and trebles,I bubble into eddying bays,I babble on the pebbles.
I chatter over stony ways,
In little sharps and trebles,
I bubble into eddying bays,
I babble on the pebbles.
With many a curve my banks I fretBy many a field and fallow,And many a fairy foreland setWith willow weed and mallow.
With many a curve my banks I fret
By many a field and fallow,
And many a fairy foreland set
With willow weed and mallow.
I chatter, chatter, as I flowTo join the brimming river;For men may come and men may go,But I go on forever.
I chatter, chatter, as I flow
To join the brimming river;
For men may come and men may go,
But I go on forever.
I wind about, and in and out,With here a blossom sailing,And here and there a lusty trout,And here and there a grayling.
I wind about, and in and out,
With here a blossom sailing,
And here and there a lusty trout,
And here and there a grayling.
And here and there a foamy flakeUpon me, as I travel,With many a silvery water-break,Above the golden gravel.
And here and there a foamy flake
Upon me, as I travel,
With many a silvery water-break,
Above the golden gravel.
And draw them all along, and flowTo join the brimming river,For men may come and men may go,But I go on forever.
And draw them all along, and flow
To join the brimming river,
For men may come and men may go,
But I go on forever.
I steal by lawns and grassy plots,I slide by hazel covers;I move the sweet forget-me-notsThat grow for happy lovers.
I steal by lawns and grassy plots,
I slide by hazel covers;
I move the sweet forget-me-nots
That grow for happy lovers.
I slip, I slide, I gloom, I glanceAmong my skimming swallows;I make the melted sunbeams glanceAgainst my sandy shallows.
I slip, I slide, I gloom, I glance
Among my skimming swallows;
I make the melted sunbeams glance
Against my sandy shallows.
I murmur under moon and starsIn brambly wildernesses;I linger by my shingly bars—I loiter round my cresses.
I murmur under moon and stars
In brambly wildernesses;
I linger by my shingly bars—
I loiter round my cresses.
And out again I curve and flowTo join the brimming river,For men may come and men may go,But I go on forever.—Alfred Tennyson
And out again I curve and flow
To join the brimming river,
For men may come and men may go,
But I go on forever.—Alfred Tennyson
Have the first six stanzas of the poem copied.
Have the rest of the poem copied.
Pupils commit to memory the first three stanzas of the poem.
Commit to memory the second three stanzas of the poem.
Commit to memory the third three stanzas of the poem.
Commit to memory the rest of the poem.
Recite the entire poem.
Study up the life of Alfred Tennyson.
Answer the following questions:
Where does the brook come from?What is a “coot”? (See dictionary.)What is a “hern”? (See dictionary.)What does the brook do among the ferns?What is meant by the brook’s “bickering”?How does the brook come down by thirty hills?What is meant by the brook’s “slipping” between the ridges?What is a “thorp”?
Where does the brook come from?
What is a “coot”? (See dictionary.)
What is a “hern”? (See dictionary.)
What does the brook do among the ferns?
What is meant by the brook’s “bickering”?
How does the brook come down by thirty hills?
What is meant by the brook’s “slipping” between the ridges?
What is a “thorp”?
Answer the following questions:
What is meant by a “brimming river”?How does the brook join the river?How does the brook go on forever?How does the brook get the water to keep on flowing forever?What is meant by the brook’s “chattering”?What causes the noises of the brook?What are “sharps and trebles”?What is an “eddying bay”? What is an eddy?
What is meant by a “brimming river”?
How does the brook join the river?
How does the brook go on forever?
How does the brook get the water to keep on flowing forever?
What is meant by the brook’s “chattering”?
What causes the noises of the brook?
What are “sharps and trebles”?
What is an “eddying bay”? What is an eddy?
Answer the following questions:
What is the meaning of “fret”?How does the brook fret the banks with its curves?What is a “foreland”?What is “willow-weed”?What is “mallow”?What makes the brook wind about?How do blossoms happen to be sailing on the water?Whereabouts in the brook do the trout stay?What is a “grayling”?
What is the meaning of “fret”?
How does the brook fret the banks with its curves?
What is a “foreland”?
What is “willow-weed”?
What is “mallow”?
What makes the brook wind about?
How do blossoms happen to be sailing on the water?
Whereabouts in the brook do the trout stay?
What is a “grayling”?
Answer the following questions:
What is a “water-break”?What is “gravel”?Why is the gravel called golden?What are some of the things that the brook carries along to the river?What is meant by “hazel covers”?Why are the forget-me-nots said to “grow for happy lovers”?
What is a “water-break”?
What is “gravel”?
Why is the gravel called golden?
What are some of the things that the brook carries along to the river?
What is meant by “hazel covers”?
Why are the forget-me-nots said to “grow for happy lovers”?
Answer the following questions:
How does the brook go?What is meant by “skimming” swallows?What makes the sunbeam in the woods “netted”?What is a “shallow”?How does the brook murmur?What is a “bramble”?What are “cresses”? Where do they grow?
How does the brook go?
What is meant by “skimming” swallows?
What makes the sunbeam in the woods “netted”?
What is a “shallow”?
How does the brook murmur?
What is a “bramble”?
What are “cresses”? Where do they grow?
Write in a list all the verbs in the poem.
Write a list of all the adjectives in the poem.
Write a composition on brooks.
Talk about brooks, rivers, and the ocean.
Write a rhyme of four lines about a river.
Each pupil find and repeat in class a quotation about a brook, a river, or the ocean.
Play, “My ship came from China, and it brought to me.”