the information, how many of them have barrels or boxes of fruit stored away in the basement or pantry for the winter. This may lead to a talk about what mother has been doing to get ready for the winter, particularly the canning of fruit and the making of jelly and jam. The children may tell just how this is done; perhaps some of them have been allowed to help a little in taking the fruit out of the barrel, washing it and taking it off the stems. Other fall preparations may have been noted too, such as the storing of the winter's supply of coal, putting up the storm windows and bringing out more blankets for the beds.

Excursion:

If the teacher knows some one of the mothers well enough to ask for an invitation, it would mean a great deal to the children to call at one of the homes, see the coal in the cellar, the storm windows, and the supply of canned fruit. Even more interesting would the experience be if the mother were making jelly or jam and a few children at a time might watch the process. If it is not practicable to visit a home, a trip to the school basement may be made and perhaps to the domestic science kitchen, where the children may watch the older girls canning fruit. In any case a glass of jelly may be secured (bought by the children's pennies if that seems the best way).

Handwork:

After the return to the room the children and the teacher may plan a little party of crackers and jelly. They may make doilies for each one at the table. Squares of manila paper 6 by 6 inches and scissors are given to the children. They then proceed to fringe by making narrow cuts about three-fourths to one inch wide all around the edge. After the fringing if there is time, they may have the crayons

and draw a picture of one or more kinds of fruit on the doily.

The Party:

As soon as the work is finished a few children may be chosen to place the doilies on the table. The children may take their seats and one or two may help the teachers pass the crackers, each one with a small amount of jelly on it. The children should be cautioned before the party begins so that they will remember to say "Thank you" and to wait until all are served and grace is said before beginning the meal. This little training in courtesy and self-control is valuable to all, but especially to those who lack home instruction. When everyone has been served, the teacher may speak of God's goodness in providing the food and may repeat very slowly the little grace, asking that heads be bowed and hands folded:

"God is great,

God is good,
Let us thank him

For our food.

(If too much is suggested here for the time allowed on one day, the material may be divided and used for two days. The excursion may be taken on one occasion and the party may be held on the succeeding day.)

LESSON XIII

HOME ACTIVITIES (CONTINUED)

Song and conversation:

If the morning is a frosty one, the children will come in with tightly buttoned coats, caps and mittens; in fact, every day new winter garments are appearing. The teacher always notices these as the children enter, for they are very proud of them and want her to share their pleasure. After the children have gathered they may want to sing the "Frost Song," and the activity of sliding may be used again.

The teacher comments on the new winter suits, dresses, shoes, or stockings that she sees. Every child will want to display what he has and each one may be given a turn to show and to tell, going to the cloak room for his new coat, cap, or mittens if he wishes. As the children are showing their clothing, the teacher may question where the new garments came from, how they were made, who gave the money to buy them. In response the children will tell that mother made them or that they were bought at the store. Some will know that money was spent and that father gave the money to mother. They all know that they must have the warmer clothing because winter is coming. They may feel the difference between wool and cotton through touching cotton dresses and then woolen coats. The feel of the cloth will help them to appreciate the greater warmth of the latter.

Dramatization:

If the children are well enough acquainted (they probably will be by this time) to take part spontaneously in a drama

tization, they may play house for a little while. There can be several families or one or two, according to the number of children, and there may be a clothing store with a storekeeper in charge. To make the play more realistic some of the caps, coats, and mittens may be transferred from the cloakroom to the store. The various mothers and fathers may take their children to the store and buy for them the winter clothes. There will be much bargaining and fitting and altogether a great deal of fun. The children will feel even more keenly father's and mother's part in making them happy and comfortable.

Story: The Baby Samuel.

After the dramatization the children may be told the story of the infant Samuel which beautifully reveals a mother's love and care.

Once upon a time there was a woman by name Hannah who had everything to make her happy except a little child. She wanted a baby of her own so much that often she wept. Her husband Elkanah would find her crying and he would say: "Hannah, why weepest thou? Am I not better to thee than ten sons?" But Elkanah could not comfort Hannah.

One day when Hannah was in the church she prayed to God to send her a little baby boy, and she said, “Lord, if thou wilt remember me and will give unto me a child, I will give him unto thee all the days of his life." God heard Hannah's prayer and he sent her the baby boy.

Then, indeed, was Hannah happy, and she wept no more, but smiled and sang all day long. Hannah called the baby Samuel. When he woke in the morning she fed him; when he slept she covered him carefully; she bathed him and played with him, and when he was hurt she kissed him and comforted him. Samuel grew taller and stronger every day. By and by he