month of May, the trees are decked blossoms, the birds are carrolling songs, the skies are radiant blue is happy with the fulfilments of its --Maying in reality, with real baskets oms from hillside and valley, garden urning, picture our Maytime with e and in school.

talk about the baskets themselves, y bits of color for the flowers; the can be cut from geometric forms, les and half circles. A lesson in e an interesting introduction, before the children are given chosen form, d then cut; thus the two sides of the rical, and even with the limitations ms good spacing can be attained; to long handles and short handles, baskets; also shapes that do not an orange; get away from cutting ; that is commonplace spacing; see baskets can be made from one he circle turned upside down for

velop more complicated forms. The appreciation with the doing. Here et, which has descended from many ■ perhaps, from Froebel. It is most at from a circle or a square; fold the the basket form around on the outstrips like a weaving mat from the ost to the bottom of the basket, a

small slice comes out between the handles and the strips. Open out and insert a small extra square of paper to divide these strips, so that half are on one side, the rest on the other, then weave towards the bottom of the basket, under over, under over, weaving first one side and then the other; this makes a real little basket, and he flowers can be really, truly placed within it.

It seems to me that the children's impression after a visit to a city park, a country meadow, or a homey garden would be mostly a riot of color, shapes, and sizes, and in making pictures of these impressions, the flowers would be symbolic, not realistic, so let them fill their basket with a gladsome array of these impressions without any special

names.

Have the paper for the baskets a good solid color or a neutral; they must be substantial enough to bear the weight of their flowery burden, light colors will not do, black, dark gray, brown are attractive for choosing. The schools who use parquetry circles in different sizes can employ these with good advantage; for baskets as well as flowers and leaves. These would be a simple way of beginning.

The basket tiles are suggested for a further thought along this same line; these are planned from four geometric forms: the circle, square, half circle and triangle; different sizes, are placed one upon another; the centers, with the baskets of flowers, are the principal thought in each, the corners have bits of these same thoughts carried out in their planning, thus making a complete whole.

Make these lessons a bountiful, glowing mass, which will gladden the hearts of the children in even the most somber of city schoolrooms.

fairies

sky are your house; where the fairies come to play with you and the animals to talk with you? Then come to the annual Hans Andersen fête with the Los Angeles school children and sit on the steep, steep hillsides that surround a little eucalyptus shaded stage, and listen with your eyes to the wonderful stories that will be pictured there. Perhaps you will see many you knowbrownies, fairies, dwarfs, kings, queens, peasants and princes, not to mention wolves, black wild cats and other frightful creatures-all all coming down the winding path following the Pied Piper.

And such a funny Pied Piper as he was last April! He wore yellow and black clothes, with a tall, beckoning feather, and carried a flute that could be heard all over the park, calling the children to hurry up if they would follow him to fairy-land.

Of course the fairy court led the way. There were heralds in pale green suits, who carried cornets and announced all the numbers on the program by the sweetest of bugle calls; there were courtiers in lavender, even lavender colored shoes and stockings! Then came the dearest little king and queen you ever saw, with crowds and crowds of gauzy-winged fairies that looked like so many butterflies of different colors, flitting through the green bushes.

After the king and queen had been seated on a throne of evergreens and ferns, the fairies danced awhile and then grouped themselves back under the trees as if they, too, wanted to see the strange people and creatures that came from Everyland or No-land-at-all. They were the Hans Andersen folk! If you have forgotten their names, you will have to read the Hans Andersen stories over again, but I can assure you they were all there.

Your favorite Snow-white and the Seven Dwarfs were the first to appear before the court. They atted out the story to show the king and queen and fairies how the old, bad stepmother poisoned Snow-white and would have. killed her, but for the odd little men and the Prince who came in the nick of time to save her life. How happy

witch

hands! Maybe you can see in the picture with her peaked hat going off to hide herself. Johnny and the Golden Goose came next. Johnny was a fine boy, brave and good, and the goose was as big and alive and as gold as gold could be. But the "Wild Swans" were funnier than any, with their yellow bills and yellow feet and legs. They seemed to fairly swim over the green grass, around and around, until the fairy waved her wand over them, covered each with a big green leaf of some magic sort, and lo! those swans molted their white feathers right before our eyes, and turned into green fairies!

Your friend Red Riding Hood was there, too, with her mother and dear old grandmother, and, of course, the horrid wolf that peeked around the trees watching for her to start off with her basket. I wish you could have seen that grinning wolf! But with so many good fairies around, none of the children on the stage or sitting on the hillsides seemed at all afraid of the fierce creature.

Right out of the crowd of Peter Pan children came two dozen from the Ching Ling Country, little Chinese girls in quaint gowns and Chinese boys in white, with broad, flat straw hats that would make you laugh to see. They danced together in stately fashion as in their own country, while two other Chinese beat gongs from a temple, gongs that sounded like very solemn tin pans.

The last story was carried out in two scenes, because everybody loves the Sleeping Beauty from her babyhood to the moment she trips off the stage with the prince who kissed her awake. So this play took the rest of the afternoon. We had been three hours in fairyland - though sitting on the steep, steep hillsides under the eucalyptus

trees.

If you are in Los Angeles next spring, when Hans Andersen Day comes, you will be in Elysian Park, when the Pied Piper calls, I know; but if you are not there, perhaps you can get some of the fairies and gnomes and dwarfs and flower-children to come to your home-town that after

noon.

ing to the various selections that were previous lessons, various things in the Du besides the story, picture, or emoconveyed to you. For example, when art of the William Tell Overture, you d a desire to tap your foot or move ctly regular manner. That is, you to the music. You wanted to do this m in the music, and all of us respond walking we always want to keep to walk. rhythmically. You can find rhythm is if you will listen very caremusic. You will then notice that some emphasized, more than others, and urs at even intervals or periods. We rhythm is an arrangement or grouping accent.

ece of music, in a good song, for inry strong desire to beat the time, but sted in listening to the pleasing tune, iece of music has rhythm, but in most so very prominent that the rhythm ground for it. We may say that - of tones, differing in pitch and tone g to the ear.

especially in quartets and choruses, or the melody are the main attracw element that we find very pleasing. ny, or a combination of tones agreeand Harmony are the three fundaprinciples in music. All three are music, but if we listen very carefully, one of them is more prominent than ry musical selection. One of these urce of the enjoyment that we derive sic.

y a good March.

VI

Harmony A familiar Song sung by a Quartet or Chorus.

You will, no doubt, be interested in learning how these three Fundamental Elements in music developed, or the order in which they came into music. We can find this out by studying the music of people existing to-day, but who are still in a savage state of civilization. We have such a people close to us in the American Indians. Listen very carefully to this Medicine Song of the Glacier Park Indians and see if you can discover in it any one of these musical elements.

ILLUSTRATION

Medicine Song of the Glacier Park Indians.

You have noticed in this selection that, while the voices are howling and shouting, there is an instrument that sounds like a drum that is beating a most regular Rhythm. The only sign of music that we can discover here is the Rhythmic Element. We may, therefore, conclude that music began with Rhythm, and that the drum was the first musical instrument.

We next take the music of a people that has reached a higher stage of culture and study their music. We again have such a people right among us in the Negroes, and in their original music we have an example of music in a higher state of development. Some of you have no doubt heard Negroes singing some of their religious songs or plantation songs.

ILLUSTRATION

Swing Low, Sweet Chariot.

In this music Melody is found in its early form. Music, as we know it to-day, began with the Christian Church, and in that music we first find the third element of music, Harmony.

ILLUSTRATION

1 These lessons are to follow the work on points of com

pass. 2 MATERIAL A weather-vane for the schoolroom made of a cardboard arrow, a big spool which may be obtained in factories where thread is used, a hat pin, and a cork. Fit the head of the pin into the hole of the spool, place the arrow on the pin so that it is free to move and place the cork on the pin point for safety.

3 The parts of the arrow are to be named: head, shaft, feather end.

4 Use the arrow to review the cardinal and semi-cardinal points of compass, having the children turn the arrow, holding it by the feather end, so that the head of the arrow will point west, east, northeast, etc.

5 DEVELOPMENT

A Questions and statements

Have you seen arrows on the tops of buildings moving as we have been moving this arrow? What makes them move?

Have you seen anything else besides arrows? Make a list of those that the children have seen or that are near by in the neighborhood or town, as horses, cattle, fish, roosters, birds, etc. What makes them all move?

Because they are free to move in the wind they

tell us the direction of the wind. The head of the arrow, the head of the horse, the fish, etc., always points to the quarter of the sky from which the wind is coming. So if the head of the arrow points to the west, the wind is coming from the west and we call it a west wind. (Show the children that by blowing on the feather end of the arrow it makes the arrow

breath is coming. The wind does just the same thing.)

B Drill

Make believe that the hand is the wind and turn the arrow so that it points east. What direction is the wind coming from? East. Then what shall we name the wind? An east wind. Carry this out with many points of compass. Vary it by naming a wind and have the children show how the arrow should point.

C Because the arrow or the fish or the horse always tell us what direction the wind comes from, we call them all weather-vanes.

Take the children out-of-doors and find the wind direction. Let them place the one in the schoolroom to correspond. Have them tell what kind of a day it is, cloudy, or fair, or warm, or cool, or rainy. A record may be kept for the week on the blackboard as: