Journeys Through Bookland Volume X Part 53

If we choose the wind as the subject of our model lesson, we may be sure to cover several recitations that will lead us into reading, nature study and language (oral and written). It is a subject that encourages wide correlation. The outline might be the following:

1. _Purpose of the Lesson._ To teach the following facts: _a._ That air occupies s.p.a.ce.

_b._ That wind is air in motion and has force.

_c._ The directions and names of winds.

_d._ The uses of winds.

2. _Experiments and Observation._ _a._ _Take an empty bottle and thrust it squarely, mouth down, into water._ Does the water rise in the bottle? (Only a little way.) Why? (It can't get in. There is air in the bottle.)

_b._ _Raise the bottle slowly and tip it slightly so that a part of the mouth is above the water, then push it horizontally into the water._ Does the water go into the bottle now? (Yes.) Why?

(Because there is no air there to keep it out.) How do you know? (I saw the air coming out in bubbles.) Why didn't the air come out when we pushed the bottle down the first time? (The water was too heavy; it held the air in.)

_c._ _Hold your hand close in front of your mouth and blow._ Can you feel anything? (Yes; the air strikes my hand.) When you are out in the wind can you feel it? (Yes; it pushes against me.) Can it push hard? (Yes; sometimes it pushes over trees and houses.) What is the wind? (It is air moving.)

_d._ Is the wind blowing today? Did it blow yesterday? From what direction is it (was it) blowing? How do you know? (I saw trees bending away from it. I felt it pus.h.i.+ng from that side. It came in at that window. The vane on the church steeple pointed that way.)

_e._ When a wind comes from the South, what do we call it? (South wind.) When a wind blows from the North what do we call it?

(North wind.) What wind brings cold weather? (North.) What wind brings warm weather? (South.) What wind brings long spells of rainy weather? (East.) What wind brings showers and thunderstorms? (South and West.) What winds prevail in summer?

(South and West.) What winds prevail in winter? (North.)

_f._ What work have you seen the wind do? (Turn windmills; sail boats.) Have you seen it do any work for us here? (Yes; it drives the clouds that bring us rain. It drives away stormy clouds.) Can't you think of something else? (It scatters seeds of plants. It shakes nuts from trees. It helps melt snow and ice. It keeps the air clean and pure.)

3. _Literature._ _a._ As an introduction to the lesson or in preparation, give the first two stanzas of that beautiful poem by W. B. Rands, _The Child's World_ (Volume II, page 66).

_b._ In considering the strength of the wind, there is a fine opportunity to introduce the fable _The Wind and the Sun_ (Volume I, page 95).

_c._ Robert Louis Stevenson's verses, _Windy Nights_ (Volume II, page 123), are entertaining and give an opportunity for nice explanation.

_d._ In the same light as the preceding selection may be regarded the imaginative verses by the same author, _The Wind_ (Volume I, page 440).

_e._ In _The King of the Golden River_ (Volume II) is a humorous personification of the southwest wind. It is strikingly true of the nature of that wind. The description begins on page 408, and a second appearance of the wind is chronicled on page 415.

_f._ Finest of all the selections for this topic is Tennyson's exquisite lullaby, _Sweet and Low_ (Volume VI, page 122). This is well worth memorizing.

If we wish a model for a history lesson, the following will answer:

One of the interesting characters in history is King Alfred of England, and in the sketch of him (Volume IV, page 260) are facts enough for several elementary lessons in history. The outline for teaching might be as follows:

1. _Preparation._ _a._ Read the article above referred to, and such other material concerning Alfred as can be found.

_b._ Select two incidents for story telling and prepare them for recital. (See articles on _Story Telling_ in this Volume.)

2. _Presentation._ _a._ Tell the first story (page 260). It might be given in this form:

"More than a thousand years ago, Alfred, the youngest of the four sons of the king, was born. He was a fine lad and the favorite of his parents, but when he was twelve years of age he had not yet learned to read. This is not so strange, when we stop to think that it was long before people knew anything about printing, and every letter in every book had to be slowly made with a pen.

"This made books very expensive and rare, so that only a few people could own even one. Still, you have no idea how beautiful some of those books were. They were written on thin, fine-grained leather called parchment, and were beautifully decorated in colors. The capital letters which began paragraphs, and sometimes all the capital letters, were made large, in fanciful shapes, and all around them were painted flowers, birds, human beings, or pretty designs, so that each letter was a beautiful picture in itself. Then in the margins, above the t.i.tles, at every place where there was no writing were still other delicate designs. Some of those wonderful old books are still in existence, and people go long distances to see them. They are more valuable now than ever, and most of them are safely guarded in museums.

"One day Alfred's mother was reading to her children, from one of those beautiful books, some fine poems which the Saxons had written. The boys all became very much interested in the rich little paintings that decorated it. The mother pointed out its beauties and told the boys how carefully the artists had worked and how long it had taken them to do it.

"'Did you ever see its equal?' she asked.

"'No,' replied the oldest boy, 'I have not seen anything like it. I wish I had one like it.'

"'Boys,' said the mother, 'this is one of the greatest treasures I have, and I would not like to part with it. Yet I love my boys better than the book, and I want them to learn to read. So this is what I will gladly do: I will give this book to the first of you who comes to me and shows that he can read it understandingly.'

"'It is my book, for I can read some already,' said the oldest.

"'But I can work harder than you, and I will learn faster,' said the second.

"'I learn more easily than any of you,' the third boy added. 'I feel sure I shall win the book.'

"Alfred said nothing, but as soon as his mother had ceased to read he hurried away, found a wise man to teach him and began immediately to work with great diligence. It was not long before he began to read for himself, and before his brothers had made much progress Alfred went to his mother.

"'I think I can read the book,' he said.

"'I do not think you have had time to learn. You are hurrying too much.

You should study more,' his mother replied.

"'But, mother, please let me try,' pleaded Alfred.

"The mother yielded and Alfred brought the big book to her and laid it on her knee. Then he opened it at the beginning and with very few mistakes read poem after poem. His mother was more than satisfied, and when Alfred left the room he was hugging the elegant book and carrying it to his part of the castle.

"This was only the beginning, for Alfred became the greatest scholar and the wisest king the Saxons ever had. He made just laws, he ruled kindly, he founded schools, and he tried in every way to make his subjects better, wiser and happier. Do you not think it all began in his love for the beautiful look?"

3. _Recitation._

Ask questions and make the children see in the story:

_a._ (The Introduction.) The first general facts about Alfred.

_b._ (The Body of the Narrative.) The story of how Alfred learned to read.

_c._ (The Conclusion.) Alfred wins the prize and becomes a great ruler.

Then ask them to tell the story in their own words.

Finally ask them to write the story for a composition.

4. _Additional Information._ Find out what other things about Alfred are already known to the cla.s.s. Then tell the story of Alfred and the cakes (page 261); of his battles with the Danes under Guthrum (page 262); of his war with the Danes under Hastings (page 263); of his work for his people (page 264); and of his plans and inventions (page 265).

5. _Supplementary Readings._ If the lessons on Alfred have been well conducted, interest will have been created in a variety of subjects relating to early English history. The Saxons, their mode of life, armor, weapons, manner of warfare, laws and customs; the Danes and their characteristics; the rulers who followed Alfred; the formation of the English nation, are topics that readily suggest themselves.

More or less closely connected with these lines of thought are the following selections in _Journeys Through Bookland_. Interest may be deflected in any direction. If the selections are too hard for the cla.s.s to read, tell the stories in simplified form: