Do you know why we do not see these silk worms on trees in our part of the country? It is too cold. They must be kept in a warm room or country. In the warmer parts of our country where the mulberry trees grow, we would find the silk worms spinning their golden threads, but the countries where they grow best are across the sea. If you were to take a trip to the other side of our world you would find many little yellow Chinese children feeding silk worms. In that country a great deal of silk is made, and much of it is sent to us, in ships acoss the sea. We will take a little journey there, very soon. (See "Little People of China.") Let pupils find and point out all the articles in the room made of silk. How many wear silk ribbons? silk trimmings on dresses? silk linings in coats? silk, velvet, or satin trimmings on hats? dresses sewed with silk thread?

Have pupils tell you all the things made of silk, and the ways in which silk may be used or made useful. Have older pupils write these lists. Ask pupils to make collections of scraps of silks, satins, velvets, thread, ribbons and anything which would add interest, and paste, tack or fasten on chart. Encourage each child to make a contribution to this silk chart. Do the children know how we happened to have silk? Tell them the Chinese story of the Silk Worm Goddess.

THE GODDESS OF THE SILK WORM.

A long time ago the people in China wore skins of animals, because they had no other kind of clothing. But by and by so many of the skins were used up and there were so many people to clothe, that everyone began to wonder what would be done for clothing when the skins were nearly all gone.

The emperor of the country had a wife who was very thoughtful for the welfare of the people, and she tried to think of some material which could be used in place of the skins.

One day while walking in the garden among the mulberry trees, she happened to notice the silk threads of the cocoons on

the trees.

She wondered if this thread could not be woven into a cloth, and be used for clothing. So some cocoons were taken, and the threads unwound from them and woven together to make silk. It took many people and much time to do this, but the people were very glad and thankful to have the new cloth. They were so grateful to the good Emperor's wife that they named her the "Goddess of Silk Worm," and she is called that even to this day.

SEAT WORK.

FOR BEGINNING CLASS.

Write idioms on board and let pupils trace a number of times, as "I see," "I have," "I like," etc.

Write a number of these same familiar idioms on large sheets of manilla or drawing paper, and let pupils complete the statements by drawing pictures of things they see about the room, have at home, or like.

Write sentences on stiff paper. Let pupils read them and prick. Prick designs and letters also.

Select the word or words in each lesson which pupils have difficulty in fixing, write it on stiff manilla or drawing paper with a brush and ink instead of a pen. The letters of the word should be at least one-third of an inch in width. Give the pupils the word and let them cut it out, cutting away the paper from the bottom part of the word first, and then turning the word and cutting the paper across the top without cutting through.

This is quite a feat for the helpless, clumsy, little fingers unaccustomed to the use of scissors, but is good manual training, will fix the form of that word tight and fast, and keep the restless little people employed through at least one period. When the word is cut out intact, it is taken home, and children may be asked to make pictures of the word (write it) on paper at home, or on the blackboard for you.

Place upon the board in large script letters the new word which you wish pupils to fix. Now with a brush and ink make on sheets of stiff manilla paper the separate script letters of the word, and give one to each pupil. These letters should be painted one-fourth or a third of an inch in width. Let pupils cut them out and put them together on the desks to make the word which has been written on the board. Begin with three letter words and increase in length and number until pupils can cut out and place together whole sentences. These may be placed in envelopes at the conclusion of cutting exercise, and each pupil keep his own envelope. These letters will be of use in building up lists of words later on.

Ask pupils of all three classes to bring you old illustrated magazines, seed and other catalogues, advertisement cards and newspapers, and let pupils cut out the pictures from these and paste them on sheets of manilla paper in groups to please themselves.

Save the printed parts for cutting lessons for other class. Give pupils pieces of newspaper, or leaves of magazines and catalogues, and let each cut out a certain word as many times as he can find it, or a certain number of words, and arrange on desks for inspection. Place in envelopes kept in desk at conclusion of cutting exercise.

Let the pupils cut out enough large letters from paper for an alphabet, and arrange across top of desks, following order given on board. Mimeograph a list or family of words, and give a copy to each pupil to cut apart. When cut apart, pupils are to arrange them in a column as they were before, following a list written on the blackboard.

Place upon the board and color, a number of designs made with the square, circular and oblong tablets. Give colored tablets to pupils and let them lay designs, following in order and color those given on board. If colored tablets with Prang's drawing materials are not furnished, cut them from cardboard. If pupils lay them correctly, allow them to go to

the board and draw their designs, and any new design they can. The pupils may also draw them on paper (free hand, or using tablets for outlines) and color them with colored pencils. Let the pupils who complete the written or seat work of a given period in advance of others, (and do it well) assist the members of the baby class in writing. Assign places at the board to these pupils and pupil teachers, and let them practice writing words placed on the board, while you are hearing recitations or are otherwise employed with other pupils.

SENSE TRAINING-HEARING.

Make a game of this exercise to vary the monotony of scale work and test the sense of hearing of certain pupils who need this sense cultivated.

Let a pupil leave the room and stand in the hall or adjoining room, while another pupil sings the scale. Nod to the pupil whom you wish to sing and at the conclusion of the scale the child in the hall enters the room and gives the name of the singer. If correct, the child who has sung goes into the hall now and guesses. If he fails to do this correctly he returns to the hall and another pupil sings. If he fails to guess this pupil correctly he may be given a third trial.

Another day select a half dozen pupils to go into the hali together. Some one of these pupils sings the scale or a verse of some song and teacher calls upon some pupil or different pupils to give the name of the singer. If the right name is given the singer re-enters the room and takes his seat. Another child in the hall then sings and pupils guess again. If they fail to do this correctly another child sings.

Let pupils bow heads on desk and close eyes. pupil on head and let him go room and ask, "Who am I?"

Touch one softly to the front part of the Teacher may then call on some

pupil to give the name of the speaker.

At another time let pupil go to different parts of the room

and ask, "Where am I?"

Secure three wooden spheres, one as large as a croquet ball, and roll them one at a time on the floor, and let pupils with closed eyes tell which ones have been rolled.

SENSE OF SIGHT.

Ask one or more pupils to close eyes while one or two pupils are pointed out who slip softly out of the room. Pupils then open eyes and tell who has left the room.

Cut out colored pictures from seed catalogues, children's picture books, or advertisement cards, and paste them on large cards. Paste three of these pictures (as a boy, a dog, a horse), on some cards, four, five and six on others. Hold the cards. up, one at a time, before the pupils for just an instant, and let them tell you how many, and what objects they saw, requiring complete statements for answers.

Another set of cards may be prepared by writing one or more words on each, with brush and ink, or colored crayon. Still another set containing short sentences or commands, as "stand," "sit," "rise," "face the south," go to the door," "the table," "shut your eyes,' 99.66 clap your hands,' " "wink," "hop," "march like soldiers," "sing the scale," etc.

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At another time let pupils come to your desk and take a peep in a drawer or box. Count ten and then shut the drawer. Let them teii you how many, and what things they see. At another time let them open the closet door where the school supplies are kept, and after a quick glance, close the door, and tell you what they see.

Let a pupil go to a window and look out while you count ten, then return to his seat, and 11 y 1 what, or how many objects he saw.

Let all pupils close eyes. Ask those to rise who can tell you five things that are on the school room floor, on the walls, in their desks, on your desk, on the table in the room, on the window sills, on the shelves, on the school grounds outside, in the cloak room, in the kitchen at their own homes, in the church.