v. One of the largest hotels at one of secures its crew of waitresses from work under a head manager, who has and takes over the question of table nent of the girls. These girls should or more, managed by a competent ge, who can mother and chaperone after their financial interests. In this lan is a success. However, there were m proprietor and patrons. The prohat some of the girls wanted to act as gle with other guests rather than e small hotel, the plan was abandoned the hotel restored the service to men complained that some of the girls their work and were trifling. Howd that the table service at summer rants will more and more be rendered n who are trying to supplement their nancial work of a summer resort all are offered, many of which should be e fami'iar with the proposition and the usiness is always looking for reliable of these are family relatives. The ands are sometimes profitable. Good phy are - Many ing an ant for dergarnd kinable.

made ✓ work in win

im.m.er.

are ofver, the ummer : resort at the : crowd nickels

Still another assists a life insurance company as agent for women. The teacher who can plan to supply needs of other teachers and receive a commission from the firm is sometimes well repaid. Find what the teachers you know really need, then plan to supply it and receive a commission on each sale. Sometimes these commission sales for care of business mean large money. Some men receive as much as fifty thousand a year from such methods on a large scale. One has built up a large agent's business and looks after his company's interest.

do

Some teachers who are also good with a typewriter make good money by doing special typing at spare times. If they have literary ability, many authors will keep them in work correcting manuscript and typing it. Or they may work on their own account. One school teacher with newpaper inclination and insight makes over $100 a year in spare hours corresponding for a city daily. Others make several times that amount writing up experiences and recipes and ideas for columns in some magazines.

Of course the teachers who are good at dressmaking are never without work. It is the old "reliable standby" for women. Crocheting, while easy to do, is not always so profitable. Yet some turn spare moments into cash. One teacher who was specially good with the needle built up a small business in this line and sold the work of others as well as her own.

Work at Home

opportunities are right at home. country are making as much with as they receive for teaching. The ng to these gives them health and [room. One teacher sold over fifty beans with very little cost for prothem and shelled them herself. n, built up a splendid trade on flowsalt water added to her spending om a nearby boat wharf.

, however, is in producing what we t have to buy it. If buying is necesade in such a way as to get the largest he expenditures. One teacher raised , twenty baskets oftomatoes, besides a addition to other small vegetables e small garden.

a business initiative. there is always who knew the name and address of eachers made arrangements with a he received over twenty-five dollars criptions. Still another acted as 10 firm, by which she furnished the of prospective buyers. She did no

One girl with experience in a store formed a co-operative buying club by which the club bought its goods wholesale, on which she received a commission of her own for her knowledge and service. This requires some business experience and ability. Moreover, it could not be worked so well in some communities and might require a trader's license. Yet ten girls usually spend over a hundred dollars a year each. If they form a club and send a monthly order to a small catalog wholesale house from which they order articles by the dozen, they will save from twenty to forty per cent, ten of which they might give to the teacher who attends to

the business.

The teacher with a genius for invention and discovery of new things and ideas and new way of efficiency in doing things. soon stops teaching - because when a teac er gets a bank account of $25,000 she soon feels called to some other work in life. Yet such a field is always open to the teacher.

What do your pupils need in their homes? What ought they to have? What do the teachers really need? What ought they to have? Can you supply it better than they are getting it and still give yourself a profit? How can you improve that stove so that it will give more heat with less fuel and attention? Is your desk really what it should be for a teacher? A million dollars awaits the teacher who can eliminate the dust associated with blackboards. Why do you not improve on schoolhouse architecture?

Whatever the method to capture the elusive dollar, some things always pay. It always pays to keep an itemized daily account of all personal expenses. It pays to plan a year and sometimes several years in advance, so as to have efficiency and proportion and eliminate waste in all financial affairs. It pays to read up and try again when discouraged by failure. It pays to keep the zeal and am

Purpose

The real purpose of the study of language in primary grades is not merely to teach the child to talk but to express his thoughts well and correctly. The fundamental thing is to arouse interest and a desire to communicate, then the child is ready to accept the more formal things of language study-increase in vocabulary, grammatical forms, correct punctuation, writing and spelling - these will be recognized as requisites to the expression of his thoughts, spoken or written.

The average child when beginning school usually has a larger vocabulary than he is commonly accredited with. Home environments vary so greatly that the abilities of the children in the same beginning class vary to a like degree. One child comes with a vast knowledge of nature, rich in stories from literature and the literary kindergartners, and acquainted with peoples, places and things the other child knows nothing of. This other child has no such store of knowledge, his powers of imagination have not been aroused, he has nothing in particular to express, consequently feels no need of greater means of expression. But both of these children enter the same beginning class, either in the rural school or in the city school, for the condition is found in either place, and both are given the same means for development.

The teacher's aim should be to arouse interest, to help the child to see, to think, and to express himself in language both correct and clearly stated, and beautiful when beautiful expression can be used.

The means to this end is by way of conversation, stories and poems.

In a sense every lesson of the day is a language lesson wherein the manner of speech must be correct, clear and well stated. Vocabulary is constantly being increased and new forms of expression are being developed in the number lesson, spelling, phonics, nature, reading and the music. Every ungrammatical expression should be corrected. whether in the lesson period or in common conversation.

Conversation Lessons

Of a necessity the first language work must be purely conversational. I say "of a necessity" because the first thing to do is to get the child interested, acquainted and to feel free and easy in the presence of others and I think that conversation well chosen and directed is the most natural way of arousing interest. Home life, pets, toys and such things form the best topics for the first conversation lessons. Seasonable thought such as Christmas, Thanksgiving, Easter, harvest time, bird day, Arbor Day, the birthdays of Washington, Lincoln, Longfellow, Stevenson and others; popular thought, such as carnivals, market day, circus, stormy weather, etc.; suggestive thought, drawing upon the imagination; desirable thought, bringing out courage, bravery, hope, joy, sympathy, beauty, usefulness, and other desirable qualities. Nature furnishes an abundant store of valuable topics for conversation; trees, fruits, seeds, flowers, birds, insects, animals, clouds, frost, snow, rain, and many other subjects.

Teacher's Preparation

The teacher's preparation for conversational work must be thorough. She must be familiar with child thought and interests; she must enter into the child's experience by going back in memory to her own similar experiences, must understand motives, acts and consequences.

For specific preparation an outline should be made of the points to be covered in the conversation An effective

should be given and a careful plan for drawing

out the child in free expression. Great care should be talk all the time, others are content to sit back and listen; exercised in conducting the lesson. Some children want to the former needs to be guided and suppressed, while the latter needs drawing out and encouraging. New thoughts must be added to the child's store of knowledge, the teacher must be ready to supply these new thoughts by adding new knowledge to that given by the pupils, and when possible give a beautiful literary selection a poem or a few

lines of beauty often fix themselves indelibly on the mind of the young child, strengthening as nothing else can, that which we seek most to impress in the conversation lesson. For example: The lesson for the day is a conversation on the oriole. After letting the children give all they have to contribute to the lesson the teacher supplements with the colored picture of the oriole, tells more about the placing of the nest, the construction of the nest, the eggs, etc. Habits of the bird, different names such as "fire bird" because of its brilliant color; "Hang-bird" because of the bird's clever way of hanging the nest on the slender limb of a tree so that it can hang and be rocked by the breeze; "Weaver" because of the clever weaving of the fine materials of which the nest is made. The food of the oriole is of interest to the child, also its value to mankind. A few lines of poetry added to this will drive the main facts home, never to be forgotten, as

Of all the weavers that I know
The oriole is the best,
High on the branches of a tree,
He hangs his tiny nest.

Seat work can then be given to further fix in the mind the lesson taught. Color a traced form of the oriole or draw an original picture from the colored plate.

The Story

The story is the second means in the teaching of language, nor does its value stop in the primary grades.

The same elements of thought must appear in the choice of stories as in the conversational topics chosen. There must be plenty of action, repetition, simple plot, joyous, vigorous, and helpful influence added. The sources to draw upon are great. With the many books in the market of legends, fables, myths, fairy-tales, Bible stories, modern classics and the stories of literary kindergartners there is a wealth of story material always at hand.

Picture Study

Picture study comes into the conversational work and because of its importance in the teaching of the appreciation of fine art we will give it a distinct place in our program in language teaching.

"Eye Gate" is even more open than "Ear Gate" and as the child learns more rapidly from what he sees than what he experiences otherwise, picture study is of great value. And since a "Thing of beauty is a joy forever" it is not only the teacher's privilege, but also her duty to put into the child's life that "thing of beauty" which shall be a "joy forever."

Passing over the use of pictures in connection with the teaching of nature study, geography and other conversational topics, I wish to present the study of masterpieces. Excellent copies of these can be secured from any of the pictures companies, such as the Brown Picture Company, the Perry Pictures Company and others.

The first step is the teacher's preparation. This should be very thorough. She must not only familiarize herself with

of six has strong powers of imaginaty to discriminate and judge of truth mes needs to be careful how legends, ry tales are taught. For my part, I and interest in the stories of nature. s, and Bible stories that I prefer these e first year work, gradually adding the bles and others tories as the children understand, appreciate, and accept for

aration for the story work must be must not only master the thought of xpressions used, and the spirit of the st make them part of herself so as all the life, action, joy, and spirit as tter itself. A story should not be 1 the teacher has made this thorough e that she can hold the attention absting manner in which she gives her y reasonably expect the child to get is desired in the story lesson, interest make the story experience real in the

rd division in the language study. T, the seasonable, intelligent and st guide the choice of selections. d. Stevenson and Field have writoint of view as no other writer has ught, simplicity of expression, and to the child. There are also beautiorks of Margaret Sangster, Christina ters, and many of our standard poets, Whittier, Lowell, and others, from any selections which children in the preciate and love to learn. But for work I prefer Stevenson. His child

but the

the common things of the everyday world of the little child who knows his poems.

With what keen relish the small child goes out into the world on a cold, frosty day, all bundled up, when he calls to mind Stevenson's lines from "The Wintry Sun" where he says:

The cold wind burns my face and blows
Its frosty pepper up my nose.

Black are my steps on silver sod,
Thick blows my frosty breath abroad,
And tree and house and hill and lake
Are frosted like a wedding-cake.

The "Child's Garden of Verses" is full of poems suitable to the needs and appreciation of the first and second grades and being rich in the desirable thoughts necessary to primary poem study should find a pleasant place there. Field's Gingham Dog and Calico Cat," "Little Boy Blue," 'Wynken, Blynken and Nod" are very desirable for second and third grades. Longfellow's "Children's Hour," selections from "Hiawatha," and many others of Longfellows: Whittier's "Barefoot Boy," parts of "Snow-Bound," and selections from Tennyson, Helen Hunt Jackson, and others too numerous to mention make a wonderful store from which to draw desirable thought, exquisitely expressed, yet within the small child's comprehension and appreciation.

Does the teacher need to prepare for this work? Yes, by all means. She must know her poem, something of the situation, the author, his motives and the thought he means to express.

The poem must be memorized by the teacher, presented as a whole, giving a general view, then given phrase by phrase, aiding the child to the mastery of the words, elucidating all difficult passages so that the thought is his as well as the expression. In the second and third grades after giving the poem as a whole, bringing out the thoughts, elucidating difficult passages and drilling on new and unfamiliar words, the child can memorize by silent study instead of learning by rote as in the first grade.

Written language may begin as early as the sixth month of the first grade providing the general class work is up to that mark. Such work will consist of simple sentences copied from the board, the teacher incidentally bringing out the importance of capitals, period, comma and question mark. Original sentence building with word cards first, later in writing, is good practice, and writing from memory simple statements from the story read or told in some other lesson. In second grade more original work is expected, with simple dictation, including the use of proper names, writing from memory, retelling stories, making up original stories from given lists of words, pictures and things. In third grade more original story writing is expected, also story reproduction In the third grade the teacher looks for longer sentences, better expressions of thought, greater originality, better memory work and the application of rules for capitalization and punctuation.

To sum it up there must be correct forms of speech, good pronunciation, clear articulation, clarified expression of thought, increase of vocabulary, new and beautiful expressions for the simple thoughts and experiences drawn from the child world; Growth- a steady development-fitting the child little by little, day by day, to read, to appreciate and to enjoy the thoughts so beautifully expressed by others; increasing the desire to likewise express his 'own simple thoughts in beautiful form; providing him with the means of expressing that free the pent-up emotions within him, giving joy alike to himself and his fellow associates.

This is the real aim and purpose of the foundation work in language which is barely begun in the primary grades.

Small Celandine

ies, kingcups, daisies; ive upon their praises; ere's a sun that sets, will have their glory; ere are violets,

have a place in story;

lower that shall be mine, tle Celand ne.

me men travel far

ding of a star;

wn the heavens they go, eep a mighty rout!

t as they, I trow,
ay I found thee out,

=r, I'll make a stir,

t astronomer.

twithal an elf,. vish of thyself;

eeds must first have met, thee, high and low,

-s or more and yet e I did not know;

now, go where I may, ngs in a day.

s on a bush,

before the thrush. ght about her nest, ome with half a call, ut thy glossy breast ess prodigal;

about the sun,

e little warmth or none.

men in their mood! the multitude: them; I aver

ll are wanton wooers;

fty cottager,

ttle out-of-doors,

thee near her home;

ming, thou art come!

we thou of thy merit, ssuming spirit! hy neighborhood, how thy pleasant face r, and in the wood, there's not a place,, nean it be, d enough for thee.

yellow flowers, the flaring hours! that will be seen, will see or no; of lofty mien;

one as worldlings do,

e that should be thine,

le Celandine!

elight and mirth, slighted upon earth, mighty band, Crain ensuing, y heart's command,

ny thoughts pursuing, s doth behove,

aise of what I love.

the two do not even belong to the same family; for the greater is a member of the poppy family, the less of the crowfoot tribe.

The small Celandine is therefore a cousin to the buttercup. In this country it is found only "as an escape from gardens," but in England it is a common spring flower. Anne Pratt writes: "With the exception of the dandelion, it is the gayest and brightest of our early flowers, and when the lark and the thrush are welcoming the spring and summer birds have come across the ocean to sing their songs in our woodland trees, then every hedge-bush is studded with the Celandine as with golden stars, and from March till the end of May, it gleams among the grass of the meadow.

"The flower is a true lover of the sunshine, opening only on bright days. A large number of the blossoms grow from one root and are surrounded by shining green leaves, spotted with pale green.'

Yellow flowers seem to have been Wordsworth's favorites. We know that he loved primroses and daffodils, and here he tells us that best of all he loved the little Celandine. Perhaps all these cheerful flowers appeared to him like flashes of sunlight that had taken root upon earth.

Questions and Suggestions

First Stanza, Does the pansy grow wild? (In England there are two species of wild pansy: one "varies much in color, being sometimes of a delicate cream tint, at`others, almost white or tinged more or less with blue or purple"; the other is generally of a pale yellow, but sometimes of a rich purple. The botanists class both species as violets, but Anne Pratt says they are really pansies.)

What wild lilies do you know? (The lily of the valley grows wild in England.. In addition, there are two varieties of lily not nearly so common, the snake's-head and the Turk's-cap. The former is a dull red flower, curiously marked with pink and dark purple; the latter is of a deep yellow, marked with red.)

What are kingcups? (Buttercups.)

Explain the second line.

Can you describe the primrose? (The primrose is the first of English woodland flowers to appear in springtime. From March until May, both in woods and on banks, it blooms in abundance. The color is a peculiar greenish yellow. The evening primrose belongs to a different family. Its flowers are bright yellow, and it is slightly fragrant.)

Second stanza How do men find stars? Explain the fourth line. Define trow and eager.

Third stanza Explain "yet withal an elf," "lavish of thyself," and "since we needs must first have met."

Fourth stanza Describe the thrush. (The English song thrush is a bird nearly nine inches in length. The general coloring is dark brown above, buff below, with chin and throat almost white.) When does the thrush build its nest? (Though it often begins to sing in February, it does not make its nest until March.) Read Tennyson's little poem, "The Throstle." How does the Celandine tell "tales about the sun"?

Fifth stanza How do poets "travel with the multitude"? To what flowers do they oftenest pay court? Define aver and wanton. (Wanton here means fickle.) Can you make up a little story about the first Celandine of spring and the pleasure it gave to some one?

Sixth stanza Explain the first two lines. Tell all that you can about a moor. (The dictionary says a moor is