EXE RC l SES
FOil T ll E

IMPROVEMENT OF THE SENSES
HARVARD UNIVERSITY
FOR YOUNG C HTL D RE N

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AMF.N!CAN En/TfON

J.IRRARY OF THE

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This book was nrigin'l\ly puLli~11~t.1 u1ulrr the fi111~ti 11t e nd encc of the Society
fur lh e DifT1ti<io n of l! sd ul Kn owledge.

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PART

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15

SECOND STAGE Of" .ARITHMETIC

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ARITHivIETIC
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PR:\CT!C.".L

FOR

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ARITHMETIC

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ScrnJo Ls AND FAMILIES

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JlO S TON
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EXERCISES ON FAMILIAi\ OBJECTS.

INTRODUC TI ON.
THESE Exercises h ave bee n prcp:ircd for the purpose of providing in s truction :i nd a 111u ~'<.: 11w11 t (o r
c hildre n who :ire too young to lc:1 rn to rc: 1cl :md
write. Their spec ial object is to c:-;c it c li ttle c hildre n to e x;imine surro un d ing objec ts correctly, so
that va lu :ible know le cl ;.;e m:1y he a cquired, while; the
at te nti o n, me mo ry, judg me nt, a rnl i 11H.' nt i, rn :1re
duly exe rci sed .
lt ha s bee n ge ne ra ll y ado11t e d as a l'rinr:i1,Jc in
education, that yo un g c hildrc 11 J>nssc"s ,,· :in T ly :111 y
fa culty but me mo ry: a nd t hat th e 111t:1111J ry n1u '1 be
cul tivated unti l t he other fa c ulti es m :1k e tl1L·ir ;1ppe:nance. It is tru e that c hil d re n pos,L·.;s less int e llec tual power than adults: li11l it is :1 1nist;1kc tn
suppose that th e ir f a c ul li c~ di ffer r111111 1111)'.(' ()I 1l1t ·11
~.:t· ni(JJ ~ i11 ~111y r t ·(.;j H.'(_' I lll1t i 11 d·· .:. . : 1\·
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INTR ODUCTION.

INTRO ~UCTION.

will convince us that the fa cultie s of a rational bein6 can never be t oo youn z for exercise and ins.tructi o n. The e xertion mu s t, however, be suited to the
infantile powers. lf we insi st on confin ing ourselves
to o ne plan, which is fit on ly for me n, we shall most
ass ure dly fa i.l ; but shall we h:ne any ri g ht to blame
c hildren, o r deny th e existence o f t hei r fac ulties, beca use we ourselves are is norant and un skilful?
A g rea t mi stake is ~]so mad e with regard to the
me mory itse lf. There are many kinds of mem o ry.
One person will display a wond e rful reco llection of
place s or o f persons, but of nothing el se ; anot her
will be equa lly re markable for hi s remembrance of
fa c ts; a third for his recollection of ge neral trutl~s,
while parti cular facts escape hilll ; rnj..a fourt~ w\ll
re member long trains of word s, though ·he has a
b a d me lll o ry for fa cts or kn o,Yle dge ; ind eed the
al1lest me n have so me times had ah indiffe re nt memory fo r words. Now the o nl y h1emo ry which our instructors attempt to cu lti vate is one · o f the lowest
s pecies, n a mely, verba l me lll ory, which ofte n coex ists with a b ad memory for all th at is most
useful , - with great ignorance, and with feeb le
powe rs. It is in co mmitti~1 g to mem ory long tfains
of word s, wh ich · are seldom or never und erstood,
and in repeating them by rote, that the hours of
in st ructi on are usually spent.
The First Part of this Treatise is composed of
Exe rcise s o n Famil iar Objects, the ir qualities, parts,
s tructure, and uses.

If these Exercises were put forwa rd as comprising
eve rything th at is necessa ry or practicab le in the
e du cati on of youn;j ch il dren , befo re th e co mme ncemen t of reading and writing, th ey mig ht be justly
characte ri ze d as extre me ly defeo,1 i ~'e . Hut th ev i11clude only a small portion of th e subj ects that ,m;1y
and oug ht to be re nde re d ;iv:ii lahl e in e arly edu cati on; and they a re not directed to th e deve lo pm e nt
of any of th e hig her facu lti e s ;i llCI e moti o ns, to w;1rd s
which our unceasing exe rt io ns s hou Id neverthe less
be especia ll y, thoug h cautiousl y, directed. lJes irabl e as it und oubtedly is, to cul1i1·ate th e hody a nd
intell ect to th e hig hest degre e, it would be 1·ery
wrong to do this at the e xpe nse o f th e affect io ns,
and of the hig her mo ra l feelings. A good edu ca ti on
wou ld attend equa ll y to t he phys ica l, int e ll ectual,
and moral powers, not tak ing up each. in its turn
;11~d ke e ping it far a pa rt, as if it had no re lati ons hip
with th e rest, but striving to di sc iplin e th e m a ll in
close union, so that, li ke the in st rum e nts of a pe rfe ct band, they may conduce to one ha rm oni ous resu lt. It must, ho wever, be reco ll ec ted, th at, in the
rational instruction of yo un g c hildre n, mi1 ch mo re
depends upon the teacher than upon books; a nd
that books can be of little se rvi ce without t he active
and cheerful exertions of the instructor and pupil.
, Th ~ abse nce of scientific arrange rn e n.t i:1 these
Exercises has been inte nti ona l. The famil iar subj ec ~s introdu ced may be a rranged in man y ways for
Va nous purposes. No one scie nce is he re pursued;

6

7

INTROOIJCTI O~ .

IN TROPt :C TlilN.

t he refo re any peculiar scie ntific arrangeni.ent lrns
n ot been d ee m ed admissible. C liilJre 11 a 1e uul 111-'"'
fnr ;nr:'ln g •·nw11t1111til llwy h;ivi> a lt ;i in cd so me know!-

o [ the most promising- c hild mu st nccc,s:n il y he
feeb le and in co mpl e te. i\ n o ppos ite course 111 ;1y
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or consi<lerin;:;,.an yt hin;:;, it is very iii-judged to interrupt him by questions or conversation.
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INTR ODUCT !O:-l".

We must en(!u n; cle:iriy to see
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DIRECT I ONS FOH TllE 'fF.1\ C ll EK.

13

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DIRECTIONS FOR THE TEACHER.

THE teache r sh oul d, as l:ar as possibl e, pre se nt
obj ects the mse lves for th e pupil to ex ;im in e : whe n
obj ec ts a re not to be had, mode ls, I ic tures, or specimens, wi ll in so me deg ree supply their p lace .
The pupil shou ld not be to ld anything th at he ca n
fin d o ut wit h a little examination and considerati on;
but should discove r as mu ch as possible for himse lf,
and e nctea\·or to co rrect his own mis takes.
Th e teac he r should take g reat care not to harass
th e c hild with questio ns. A n in te restin g conversa-.
ti o n between teache r a nd pupil on the object unde r
exam in a tion is a lw ays to be aim ed a t.
Th e teache r's utmost exe rtions should be used to
make the exe rcises agreea ble to the pupi l, who wi ll
t he n make rapid progress. The g reatest caution
s hould be use d in the commen ce me nt, lest the pu pil
a cquire a di staste, whi ch mciy not be remove d without g rea t de lay and diffi cul ty; the exe rcises s hou ld
th e refo re alwciys be treated as an a muse me nt, a nd
never as a task; the dialogue should stop the in stan t
1
J it ceases to ple ase .
At first the exerci se s should not be a llowed to

take up more tha n a ·minute or two at a time; the;1
duration shou ld grad ua ll y ex t ~ nd to fi ve minutes,
and, as the child advan ces, to the e xte nt of te n
min utes; some of th e old est c hild re n 1;1 ;iy fee l inte rested as lo ng as a Ltu a rt e r of a n hour. Jt will be
sufficient if th ese exe rc ise s ;i re do ne o nce a da y.
Occas ion a lly they may be dnippc d e nti re ly for a
week or te n days; a nd, wit h o l.d e r pupil s, fo r a
month .
These exe rci ses may be pe rforn1e d by a sin gle
child, or by seve ra l c hil dre n at o nce ; but it wou ld
be better th a t t he child re n should not be put into a
cl ass until the y and t he in stru cto r are some wha t
accustomed to th e plan: it 111 ay the n be be ne fi cia l
to have a small class, if the k nowledge and capacity
of the pupils be not g reatly diffe re nt. ft is impossible th at th ese, o r a ny ot he r e xe rc ises whi ch require
eac h pupil to be indi1·idu a ll y a tte nd e d to, ca n be
perform ed by a la rge sc hoo l in one c la ss. A c lass
s hou ld not co nsist of mo re th an a doze n c hildre n,
a nd a mu ch sma ll e r numbe r would be hest at first.
Th e re is scarce ly a n occas io n o n wh ich exercises
of this desc rip tio n m:iy not be int rod uce d, wh e th e r
in a school , s itting- roo m, g;i rcl e n, fi e ld , road, e tc.
Favorab le circumsta nces shou ld :i lso be se ized wh e neve r th ey occur, as on such occ as ions a n ex tr;iord inary effec t may be produ ce d on the mind.
It is not possible to pro1· ide eve ry exe rc ise th at is
required . Co mparative ly fe w a re he re give n. The
teache r wh u e nte rs int o th e spi rit of th ese will have

12

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14

lll RECT JQNS l' O H T llE T EAC H E R.

little diffi culty in formin g a varie ty on e ve ry kind o f
fa milia r obj ects, whi ch will be mo re sui ted to his
pupil s th a n a ny th a t coul d be p ro vide d for him.
Pro b a bly the book will be found most se rviye abl e
to te ac he rs if it be used ptivate ly lo sugges t subjects
o r mode s of con ve rsatio n ; a nd it s hould always be
kept o ut of the reac h of children whe n it is lik e ly
to call up the ide a of a task.
T hese exe rcises may be performe d with childre n
who are muc h to.o young to read and write. Some
of the m a re inte nded fo r c hildren three o r four yea rs
of age; othe rs are intended for the ag e s of five , six,
o r seve n.

PART I.
EXE RC ISES ON FAM IL1 J\ R OBJ ECTS.

SECTT O N I.

.Hands.
0 1•F:N your hands - shut the m -

T·

tou ch some thing
- hold some thing - lift so me thin g - cl ap your
hands - close your hands toge the r.

B ody.
Whi ch is your he ad? Touc h it.
Which is yo ur face? T ouch it.
Which is your nose ? Touc h it.
Whi ch is your hai r ? T ouch it.
Which is yo ur fo re head? To uc h it.
Which is your body ? T ouch it.

Colors.

\

Do you kn o w wh a t is th e co lo r o f t his ca rd?
(For this a nd othe r exe rc ises on c olors , th e te:ic he r
should be provided with a few co lo re d c:i rds, o r bit s
of colored worsted, si lk o r cotto n c lo th - colo red
15

16

EXE RC ISES ON FAMll.IAR OBJECTS.

EXER C ISES ON FAMILf ,\R OBJECTS.

w:i fe rs, loose or stuck on card, m ay also answer the
purpose .)
What is the color of this card?- And this? And this?

Colo r .
Of what colo r is th e b;i c k o f thi s c hair?
Of what color is th e seat of this c h;iir?
Of what color is th e leg o f this c h;ii r?

Chair.
What is this? ( A ch;i.ir s hould be b e fore the pupil.)

Afonry.

What p art of the cha ir is this? (The teacher
should po int to the different parts.)
What part is thi s ? - And this? e tc.

H e re is ;i pi ece o f mon ey; you kn"w th e n :nne o f
it, d o yo u not? (/\ cent. s h•nild J,c 11L1 cc d Jicf.,rc th e
child.)
c ~n you find a l:irgc r pi ece ;llllf>ll ;..'. tli c<;c pi1· ces o f

Spoon.

mo11cy ?

vVhich part of the spoon should not he held 111
the hand ?
Try and h o ld Lltal part in your hand, and sec if
ynu th :nk ynu c~n 11«c 1lic lia11dle in ste:id of the
wide part or bowl ?
1;:,11ing.
Ts
Ts

:1
:i

;1

1hi c; c illc.J?

I ~<>ll!C

s;ilt s lirn1l.J iw 11l:i•'f•.J l•dflrC

tlw l'''J"l.!

r· :1Lri ;.~ ,-l ,-,rf tP f':lt?

g- r111rf tn f';tl

\\'li :ll jc;

.f:,,. //
\\'li:il is ll1is?

t:il11e t:nnd fo C;tf ?

pi('

(So me cc11ts :111 <1 111n-cc'l li 11i 1;1 ·•:s «J1,1ul d IJc

laid before the c hild. )

{_..., :l ( h:1ir giqid \11 (', 1l ?
J <..;

17

?

S 111cil i1.

11 ; i<; it

:111 \'

·r: ! ·~!I'

it .

i I :i ~ lt

;i 11

\ \ I 1; 11

( · i ) 11, r

I·..:. it

!i ~,r>

:l

1-.:.

s 11wl I '
;i i (' ?

y t

C",

11 !

j •li ,- ,~

1•f

\\'0111l.

ynn k 11' , ,_\ . ;
I ), ) \' Il l j ! i ~: I' l 1••. \ f . ! ;..; i 1' .f :..... l ! !
Do y<.1u li k~:' ~;t!l a:-:; nPJ1_: h :1:;

I'> a pl:11c ,;: •1 od I" c: 1f?
ls a spoo n good to cat ?
I~ a!! aµple ~'-"-'cl lo cal?

f

·'"""'""'·

IJ..rn: ma ny kgs lias tl!i ~ Lh<iit ?
How rn:iny sirk s ln s th is ch:iir?

th i5 1_·J::1 i1 ~1 1):_1 l1y
\': i:h it, (It

r'r '-;. :1 t1cl.

r··, r

;111\

1hi1 1 ~

'

\rni JiJ.:~ ·

su::.:: ir?

ni;1n y di(:"crcnt things
Lit_· !ilti_·d, p!!l :! ~nY11,
C:1tTiPd, ~ :I f upon, ~~ fn nd 111y) n . Jc;::tnt uprJn, dr:1\vn,
pushed. e tc_. e tc., c tr'."._)
TnLe

you

How m a ny backs has this chai r?
How m;iny sc:i ts lt~5 tl1is cinir?
).~-

r

c::in cL~i

liu\\'

!p; t v

18

Colors.
P ick out from th ese co lored cards (or cloths,
worsteds, wafers, etc.) all the colors that are blue.
P ick ou t and put together all the red colors.
Pi ck o ut and put together all the g reen colors.
Pick ou t a nd put toge ther all th e yellow colo rs.
(And so on with the oth er colo rs.)
Wh ic h is da rk blue?
Whic h is lig ht blue?
Whi ch is dark red?
Whic h is li ght red? etc., etc.

C11p.
L ook at thi s (a cup should be before the child) ;
wh at is it call ed?
H as it any color ?
Can you smell this cup?
c:o uld you eat this cup?
Do yo u k now wha t th e s hape of this cup at the
top is?
Whnt is th e use of thi s cup ?*

i

I
'

EXE RCISES

EXE RCISES ON FAM.IL.JAR OOJECTS.

• A li tt le child was asked what th e c up was ma de o f, a nd
r ep li ed, "Ma de o f ha rd." \ '\Then a c h ild d oes n o t kn o w t he
1
mate ri a l o f whi c h a n arti c le is m a<le, he U'lta lly says th a t 1t is
made o f it< m os t oh vious qua li ty; a nd , e xcep tin g th e gra m m a ti ca l ina cc uracy, th e a n<we r is not muc h unli ke th at g h·e n
by grow n person<, w ho . when .spea kin g of a thi ng th ey kn ow
littl e o f, say," It is m ade of somethin g ha rd, som e thin g r, ree n,"
e tc. The co rrect ne ss of th e answ e r must depend mu c h up<J n
th e a ge a nd inte lli gence of th e pu pi'! ; but with a ch ild of thre e

----- -- - - --

,

H ow many
H ow ma ny
How many
How many
How rr1 any
H ow ma ny
H ow many

~N

Fl\MILIJ\R OBJECTS.

.Body.
hands have you ?
feet have you?
noses ha ve you?
heads hnve you?
eyes h;H"e you?
ea rs h;1\·e yo u ?
thumlJs have yo u?
H orse - Corl.

How many whee ls has th at c;i rt which is pnssing?
Ho w many ho rses are in th e c;irt)
Wh at does the horse do to th e rn rt?
Could you draw th at ca rt? Why not ?
What is the shape of the whe els ?
or four yearn, the a n swe r above g ive n i< a ll th a t s hou ld be required, if s 11 c h a qu est io n i< a s ke d. I le d ocs nnt k now anythin g of th e 1nal e ria l of whi c h ea rth e nw a re is nt a rl e. bu t by the
very ex te nsive te rm , d irt. I le ca ll s " hal e ,· c r sn ils his clD th cs,
dirt; th e ea rth o! th e garde n , dirt; th e c bv o f " '' c br ic k-fi e ld ,
dirt; and eve n when he s hall h a,·e lea rnt e no ug h to app ly cnrn•rt l _~· th e m ore accurate term s of e:lrt h. cla y, cha lk, etc., he is

ye t by a ny m ea ns in a <l at e to b e in<t rn c tcd, hy be ing
taug ht to say that a cu p is m a d e o f c la y ; ils co lor, it s ha rdnc s <,
and its brightness, are so st ri ki n gly di ff e rent frn m cla y, ao; the
c hil d sees clay, th a t he can n nt u n rl c rs ta nrl, an d hardl y hc lic ,·cs
the fact. I t wi ll o nl y h e d es ir a bl e ln in >trn ct hi1n reg arding
th e. mat erial o f whi ch a cup i 1:. m;1d c when he li :1s ga in ed 1nu ch
mo re kn ow ledge. a nd is ca p:ihl c ,,f col\ q >1-c hc11di11g !h e va ri o11s
p rocesses whic h the raw ma lc rial u11 Lk1 gucti .
'1 0'.

EXERCISES ON FAMILIAR OJJJECTS.

20

Color.

/

What
\Vh at
\Vhat
v\lhat
What
What

is
is
is
is
is
is

the
the
the
th e
th e
the

color
color
colo r
colo r
color
color

of
of
of
of
of
of

your shoes?
your stockings?
your fro ck or trousers?
yo ur bonnet or hat 1
your hands?
your carpet?

Coffie-pot.
L ook at this coffee-pot - has it a top?
Which is the top?
Wh a t is the top of a coffee-pot called ? (The
lid. )
Whi ch is the bottom ?
\\'hi ch are the sides?
Js there a nything to hold the coffee-pot by?
\\'h a t is put into the coffee· pot to make coffee?
\Vhe re is the wa te r put in?
Whe re d oes the water go out 1

Chair.
H as
Ha s
Ha s
H as

this
this
this
this

c hair
chair
c ha ir
chair

a seat?
a back?
legs ?
arms? etc., etc.

Table.
V\lh a t is th e table made of?
Wh a t is its color?

.

EXERCISES ON FAMILIAR 013JECTS.

What is its shape on the top?*
What does the table stanrl upon ?

B ody.
Which is your
Whic h is your
Which is your
Which is your
Which is ycnir
Which is your
Do you think
othe r?

.....

right hand ?
right eye ?
left foot?
left hand ?
right ear?
left side ?
you use one hand more than the

• It is not easy at first for c hildre n to un de rs tand, o r lo describe in lan gua ge , forn. s for whi c h th ere arc no t s i111pl e ter m ~ .
such as s quare, round, etc. The re arc many obje cts in nat ure
that have no reg ular forms, and wh e n th e c hild is 1eq nircd to
name these form s , it is be tt er to le t th e ll'lll t'I' th;it rna~· be
given by him re main un corrected if th ere s ho uld be an y tolerable rese mbl ance. In the case of a hcnse-ch es tnut, th e child's
answer, that it was oval, was all owed to remain un co rrec ted.
Tabl es are comm only round , o r s rp1 a re, or o bl o ng, ll'ith the
corn ers ro und ed ,,ff. \Vh cn a c hild is as ked th e 11an1c nf th e
latter fo rm s , he will be confu sed, am! if he ha ve su fli c ie11 t
general kn o wledge of th e name$ of fo rnB, it will he hc tt e r to
tak e a square pi ece of papei" and round off th e co rn e rs be fo re
him, showing that the pape r, whi ch wa$ s quare, is now of th e
fonn of the top of the tabl e, and whe n he appears full y to
unders tand th e rese mbl ance, it will be prope r to say th e tabl e
is of the form o f a $g 11are with th e co rn ers rnundccl off. I le
s ho u!d e ven be required, not onl y to look at . hnt. to fee l th e
co rn ers of th e pape r, and th e n to fe e l th e p:q •c 1 wh e n the r nrners arc rounded off, in order that he may di st inguish th e dif·
ferent se nsati o ns .

- ...

·'

. .·' .

2(

---

22

EXERCI SES ON

What color is mi lk ?
Whi ch is softes t, bre a d or w:i ter?
]£ you let fall a piece o{ bread can you pi ck it
up?
\-Vhy do you not take up wat e r in th e s:ime w:i y :is
vou pick up b1ead? "'
Whid1 is mnst lik r w :llf'r_ g l 1°.<; nr \\'l)n<I ~

Colors.

......_

Can you show me anything that is white m this
room?
Ca n you show me anyth ing that is black 111 this
f(_i<Jll J

?

La n you sliuw me a 11 y tlii11 g that

red

ll l

this

green

lll

this

IS

fOOill?

Ca11 yuu shew
rnnm' t>tr ., ('tr.

i

Ille

a 11y tlit11 g tl1al

Can vou drink glass?
How is gla ss li ke water ?

- - - -------· --·-----

D o you know what this is?
lw shu'.'-

IS

23

FJ\MILl1\R OHJl~C TS .

EXERC ISES ON

FAMILIAR 013JECTS.

i,;r. T ht! ful\u\\.'i!J~ \H..'. I C Ili c a1~~,"•\ L I .--> ,,f ; 1 l it tle cliild .
') - rr
y uu s pill \\.l lU VI I } C U! ph k ·:; 111 ' " '.l i ' ' k 1t tq' .. . .; y • •I[ oi '>
h rf'~ r-~ >- 1
\ . T\f0, 1'11t 1 c::i n p nnr it qp
()
\\'111-' 11 v1 111 l:du• :1
pi1' 1T of J, 1 r· l• l lwt'.\' 1'! '1l \ '' 1111 1 !1111 1111 . 11 1 I 111 i ~w 1 .

(Brown s11g:n should

tl.-1

1

I 1" 1ou k11 t111· ll' it :1t tl1is
) )' ' ~~ i H ll.

"'I

1\\ l1it t' s 11;c;:11· sl 1u1iid

1 \'. "

I )., \ ' · ll lil:t'

•

1, , l

\\ ' j,

i , 1, 1• ) :. ---

'' '~.H)

I'.•

f

1 1' - '

I

!,

lt rl

l '"
/ \ ..

\\. ! i. LL

du \ u !1 Ll· l 1• \! ci \\-il'.1 it?
1• 1

\ \. l l ,\ l :--;< )J t I 1f t, I"'\ t _' ] l ,l '-.:.
1\ r0 Thrc:0 twn c:nrt~ nt

'..I i _'. . '. .11

~ll.~1

1 11·-

r fln th ~\\'f'('\

.\

(

f1i1;~:- r

1\n' thr ·y ~likr · in t • \·r · r· y~hin~~' l~ ri·~~rwr·t ' ."r
t

:in ynn ff'!! nni• frn 1:1

1i1., r.1 : ?,.r i l \ "

r!1i·

n!

,. , ,

• l1 · -!j

th P fTi:-i~-.. ;inri

H eigl1t.

j1

\.-\--h ich ;<:;!he t;i! lf'.r, d1t'.
IS
JS

cl:: Lit o!

r· i''llll l ll

1:1 \\ 1n iln\Y

-::; ho11 lrl br: hr:d i>d11!1d t!t '._'

'." 1 ·1 ·· 1

and

th e Lalicr, the <..:hair ur liie ta u le ?
the t :-11icr, the t :1hl1 · c1r tiw ~tP\ ' e ' cte_

'

J;___

i \• ' ;ti !1 • l

\':-tf\'

11i 11t w;Lh

11qf

the

'

'

WtJ1d

h·· 'l' , i

\ ..

... t:i•.:: Jl 1 a1 1 -...1 •~1•..: !! L

\Vhrtt do you drink ;vith your di::n~r?
\ Vhat do you dr ink with your breakfast ?

''' 1

11 ...

1

I.' , ! ''

11 i .,

t1.-1.11 .... p.u

f. \:,

1

!

1 111·'

11 111i l tlil'

t

i iii'i rJj -., , , , , •·1 -. .

fh;1f h e c:1n s ee ;1 firi,l'.c r

fl 11.i 11g i 1, , q,_f

i dni

11 .. I

c n t .u

\\ •-•ii\i

·,d·, i 1,-

\· l•_ -• . tl l , i .i1

\\"h en

h~

th11111 .~ · !1

f .- 1 :r , ,: ~ 1

1

j ~;) ,idd :! , L) ,, .1:

;, f111tl1c1 ;irl -

r l-.

\\'" !1•..: 1! ll !•_- ,iijf ,_-11 ·111 • ;,, 1,, ,,,,

:n;,d t he :.:l:r;s i n n:·. :-:pc 1·t o f

---HitL __

.! '

knowl edge wi ll be therehy obta ined.
,l

>I!

i:::~ . t

th P. f'XtH·rim•_·nt

~xpre55e5 hi ~ di,..<:O\.'f'r~- .

g ~.\ .... _..., lt ti!

:li e de.'.-.k ?

o

i '" ' ' ;'\ ')' '

' ,t , 1 , -. , , .), 1...;f' 1)1 ' 1

p1 ri· r

\

11 1 p

! 1)

·~ ! n~·!!?

lry.

iVhic lt
\\'hir-!1

)i , : i ~~

]Lt\ 1· i I\) :

:~ · : 11 : ~n· ' j ' : n·: n• · \· , !i :?'

:: 1l
1

( · ,1 1.L ~ ··- ·

'!''' '~ "" '1" 1-

24

EXERC ISES ON FAMILIAR OBJECTS.

Eating.
Does the table eat ? Does the cat eat?
Who eats in the house besides you ?
Shoes.
What have you on your feet ?-Anything besides
shoes?
Why do you not go into the street witho.ut shoes?
Of what color are your shoes?
Are shoes made of the same stuff as stockings?
Is any part of a shoe like wood?
Is it wood?
Position.
1. Take
near you .
2. Hold
3. Hold
4 . Hold

this book (or any small object): hold it
it far from you.
it behind you.
it before you.

iet the chiid evince ciear iy by words that he can see the finger
through two portions of the g lass; the n pour wat er into the
glass, repeat ing the preceding exerc ises. That the child also
rnay c learl y understand th a t water is transp arent, ind epe ndently
of its si tuati on in a glass (for he may perchan ce think th a t the
water is rendere d transparent hy th e vessel) , put som e thin g,
:is a dime, into it, and s how him that the clime can be seen
notwithstancling that the wat er is betw ee n it and hi s eye; a nd
repeat and continu e the exercises 0 11 two or thr ee occasio 11 s.
Unless th e exa minati o n be varied in every possible manner, the ·
teac her cannot be safe against some false association in the
child's mind.

EXERCISES ON FAMILIAR 03JECTS.

5. Hold it above you.
6. Hold it low clown.
7. Hold it high up.
8. Hold it to the left of you.
9. Hold it to the right.
Can you sec it better before or behind you?
Why can you not see it behind you?

25

EXERC ISES ON FAMILT 1\ R OBJE CTS.

27

.EOJ~J'.

SECTION II.

What d o yo u ca ll t hi s ?
What do ynu ca ll ·1hi "? e tc <~ le . (Th e te ac he r
should poi nt s11 cce ssivc ly lo th e he ad, face, nose,
ear, et c., o f th e c hil d .)

Colors.
T e ll m e a ll the co lors that you can find in the
ca rpe t.
T e ll me a ll the co lors that you ca n find in th at
ch a ir.
Of what color is th e c at?
Of what co lor is th e road ?
0( what co lor are th e trees?

Body.
How many shoulde rs h ave you ?
H o w many eyes have you?
How many lips h ave you?
H o w ma ny joints on th e left thumb?
How many jo ints 011 th e next finger?
Wh a t is betwee n your nose a nd chin ?
Have you a nything in you r mo uth?

Chair.
What is t he back of this chair made of?
What is the seat o f ·th e chair m ade of ?
Wh a t is th e leg of the c ha ir ma de of ?
What is the arm of the cha ir made of ? etc., e tc.
Would this cha ir stand up witho ut legs ?
26

l :sr.
W hat
What
What
What

is
is
is
is

the
th e
the
the

use
use
use
use

of
of
of
of

thi s tab le ? *
this chair?
thi s stoo l ?
thi s st o n :? t e tc., e tc.

* A child was as ked thi s q11 cs ti•!ll. Sh e pa11 sc d a lo ng time.
The que stion was alt e red to " \\' hat is th e ta h ie for?" I.int it
'"s s ugges ted that s he kn e w th e 111 c "11 in g of th e fir s t form.
Th e an swe r was ," It is to pu t s poon s o n. " Q. \\' hat e lse?/\ . T o put hon ey on. And s he stated eac h so rt of art icle that
happened to b e on th e ta hl e . C hild re n pi ck up th e ir kn o wledge from individu al o bj ects; at fir s t th ey a re a cqna i.nted with
s in gle thin gs on ly; it is so me tim e hc fnr e th ey ca n ge ne ro li ze
s o far as to g ive th e obviou s ;111'wc r t hat might h;i ve bee n e xpected - " T o put thin gs o n.'' \\' it h reg ard to th e ch a ir, its
u e being s imp ly to si t 0 11 , th e ri g ht a 11rl com ple te a nswe r wil l
he at on ce given, unl ess the child ha s hee n n111 ch int e res ted in
us ing th e chair fo r som e o th e r purpnsc .
t To t his ques tio n th e c hild a nswe red , "To put a lig ht in ."
Th e ques ti o n bei11g an s wered in th e '!11111l! er tim e, th e eff ect of
th e fire to give warmth wa <; no t ve ry cle ar to th e child, an d th e
abo ve is th e ans wer -sh e ga\' e to seve ra l fo rm s of th e riu es ti.o n .
An inexpe ri enced teac her wnulrl at o nce ha \'e co rrec ted the
a ns wer, and told th e ch ild , " It is tr> 1•111 fi re i11; " llllt th e
answ er of the child is nearly as correc t. \V e do nnt put r.re in
th e s tove ; fire o r combu s tion i' th e res ult nf a lo ng pr 0cess .
l. t wa s th ere (o re tho ug ht b ett e r t<> let th e child's "" " ver re m ai n

28

FAMJLIA~

EXERC ISES ON

O llJ ECTS.

EXERC ISES ON Fi\M ILJJ\ I{ OBJ ECTS,

How m a ny mi dd le- fin ge rs h <J.\'(• yo u ?
How rn;lll y na ils ar c tl1<c1e • •1 1 ) uur ri ;~ lit fu1 c-

Breadth.
Wh ir h

1S th" hrn::irl P r, tllf' stnvP nr !'h::tir?
Whi c h IS th e broader, th e ta ble o r c hair?
W hi <' h IS thP hrn::ir!Pr, the windnw nr rlnnr ? etc.

fin.;cr?

How many nails are 1h c re 01 1 ynur kft littkii 11 gt 1 ?
llow 1n :1ny nails :1rc tht'!T fJ ll 1~~ )t l1 yuut tl111 111l 1 ~?

JJrcad.
H e re 1s a p iece o f so met hi ng: w h at is it?
Loo k we ll <J.t it : a re vou sure that it is not a
~~ L'lJ '- ~

T ,._
has

fl r•wc r 11·'11 c lt
etc.

What 1s its color?
T1irf \ ' O il PVP T SPP '1 •tnnP nf th:>t rn!nr ;>
: I: 1 i , i 1 1 11 11( 1 1r i ii i-.;
1I 1 i i . I ) r 1) , i : 1t 1

sc1·e r:il

coinr~,

, , , , , ; .._

as t il e

lit

h ea rt s-

e~ sc ,
11 : 1 ~ . ; 1 1 I \

t

j '.
sl 1:1 v; !

C.tC•r!•'

•

iI ~ I II
r 1r

:

'I I

q

I

I

"

I

I

J•

Jil

ii : 1 n r ii: f' l 1·i1 w

;,;, ; i

?

; 1

i II!

1 11 ' )

( ii

ii~

j_ ' ~ .
'

~'l w •n

! 111 ;1 . 1i , : \\

: : 1·. .

.

''f""" ' 1"'

l · :])

l : .t

1\· .

·

. _· tt-::r
t_:..

··1

~ ·~·

it

.

!-~ .:~·,- -::

)

I I•

'!]

t ii t.: i i i i1J~j
j',1i

i

I"

i

I

l1 1 i .

1111-·111

: 1:l : 11i

111

' ''! }; !! !!,·

!lw!! t,

!' 11t_ ri ,
P 11 i 1!1 t ·1 11 L11

! 11:r

r·t:(' : '.i !1 ;:1

f1oi 1I f:;il:h

c11her.

~i t ~· '.~!i:~·r.

:;ary to \ii»Trg:c a litt;e, sn ;i:;; to ijrmg up ti1€ kn o;;: Jci:igc tile
ci1 11 ri ~Joss es~ect a n n :-tP!JlY It to or e - 11 g 11n11 ~ . :met then to fla\·c
to !d h e r wha t \\' :-1.S :ihso lut e h · n ecess:HY at th e e x:-i c t point w h e n

This tnnd e of tuition h a~ a st ro ii !Z tendency
to brea k d o wn the cn n1111nn h ~h it nf taking ev"-ry thi ng 0 11 tru s t

it was r equir e d.

tht": party lo dist: uver what is wanted for hlmscif.

t car h1_·r st_r ic ti y :idiif'rf>'> lo t he wqni . .; n f 1ii c h1Hd..:.

i\i:un·. \'c rv

m:1:'y nf the qu est i on~ will lie i!! u11 d~.' !" -i !'!"d hy e~· ·- · 1! a \H·l !

30

EXEt\ClSES ON I'fl:-111.l!IR OBJE CTS.

EXERCI SES ON FAMILIAR OBJECTS.

Put one within th e other.
Put them so that one shall be on the right and the
oth e r 011 the left of you.

A .Y!ali!.
What i::; th e middl e part of thi s thi11 ;,:- ca ll e d?
\\That 1s it lll :l( lc of? I l :1s it :t111· ,-,, J., r ?
Is it '1 :1rd or so ft ?
\Vh:o t is th e o th e r p :nt n f ilH' t'l: 1tc 111 :1<it: nf?
\ \! hat is tin.! 1.-on cl (' n p:nt ci ll1· rl I\
.Do yo u think that th e IHH't l<-11 l" ' rl <> r fr :111 w 1' nf
any use ?
\ \T hat is th e color of tl tc ma rks 1· 0 11 111 :1kc 011 th e
sbte wi th th e sl :11c-pe n <' il ?
\Vould it do as " -e ll lo 111:11 «~ i>l :l<'k 111 :1r b ; 1
\Vh a t is th e C1J lo r o f th e 111 :1r ks i" '"Jli<' 111:1k e o n
pa pe r wh e n th ey writ e?
\ \T hy d n th ey nol mak e w!iitt' 111 :1 rkt'?
\Vh:1t co lo re d 111arks dn 1~s :1 lr· :id 111·111 ii 111.il .1· n1 1
p: J'l'I I
If p:1pc r \\'C IT hl: w k. 11· '1:1 1 •;i1r1 ,,f <11 11 ., 11·, ,., 11 it
I 1e I w~t [,_, 111 :1k1.· I

you 11 g c hildrc 11, a11d alt ho11r, h th ey us e man y phr'1 ses whi ch are
lo 11 g a 11d cn111pli cat ed , th ey o ft e11 atta c h littl e m ean in g t o the
se11 :ir:i te m n d <:. A c hild whn was a s ked th e s e ri es of q11 esti 1J11 s rcs p cct i11 g 11 os itin11 , whe n told to p11t o ne b oo k below t h e
o th ~ r, rc m:iin c d s till-sh e did n o thin g. li e r m o th e r s uggested
th e wo rd 11111/, 1·11calll in s t e;i d o f 1'rlmu -th e books were th e n
pl a ce d at o n ce in the req uired p os iti o n. \Vhe n c hildren are
addressed by w o rd s a nd phra<:es whi c h the y c a nn ot u11ders tand,
th ey d o no t, lik e older p e r son s , r e quire a n ex plan a ti o n; th ey
do n o l say," VVhat do you mea n? " o r," l d o not kn o w," but
th e y fre qu e ntly take n o no ti ce , a nd ac t '" if n o thin g at all had
been s aid t o the m . Gre at atte nti on and pat ien ce are required
in thi s p a rti c11lar. J\ c hild 's s il e nce mil )' ari ~e fr o m this cau se ;
or it 11 1a y a ri i;; e fr o m hi s 111i11d l )t_' in g cc 1111pklc ly ;1 l 1~< 1rlH 'd Liv
other t1 a ins o f ideas; ur it may arise f1 vn 1 t..a p ri Lt: ; and it is
of te n fn11nd that s n ·erel seco nd s will r i:ip «c whil r the little
t.:r e atur t: is c •Jll t'.c tin g a nd a 1r ;-1n ~ i11 g f ru 111 C\"t ty o nner uf l1is
h•lf-fllrni,h e d mind th e w o rd s and icleas req 11 ircd to r the
~lll~\H.: 1.
\\' li en t lii ~ is th e c~~c he \\ill , \\ hc: 1·1 tcg i11ni ng to
spea k, g in! ev iden ce of what h e h as b ee n about; h e will s l ;11nm e r; hi s littl e lips will quiv e r; hi s eyes will g lea m wi t h a 11 int e ll ig,; 11 ~e t h at hi s li s ping t ongue ca11n nl ex press ; he wil l beg in
ag a in a nrl a ga in t o drag 0 11t and pu s !: for \\'ard hi s un shared
id eas ; a nd \\' ill at la s t, a ft e r n o sma ll labo r, g ive a di st in c t.
c..:o rnpl icate d, :l nd r e a l Iv ;i s tnni s hingl y e lahor<i te a n swe r. f\1a11y
p an: nt~ 11 r c .:;. k.--:-• d\ cd a t thi :; st;-1mmc rin g, ;;:1d t!~ c y interrupt the
(' hi!rl with
rf_"'.l (.'.f'ln'.l )il ,,.

i;

l )n n ' t

:it::

S f'.ltn ll1f'T -

·

rJnn ~ t .;;t1nl n H:- r~P \'\ 1 hif' h

if tlH' v n •PrP t·o c:.:iy t o ::i n inbnt

:i Yl''.1.T

i~

;ii:;-:

31

})u

\'(Ill

k 11 0\V

\\'I Ll!

p l1'1' 1' <..;

•JI

:--.l. t1 t'

; 1 11 ·

11'-.t ' d

fo r

lw s irlt>s wri 1i11 g 011?
S fr•1•J1 .

"II

I h:it tllf' l. 11 i[: • 11i ll 11 1•1 ?
What 11 i11 thi s .p nn n
W h:H will thi s S !'0'' 11 d 11 th :• t ,1,,. [ · .,- :, 11i!J 11· ·t i
Wh at C :lll \' O ll d o " ·ith ;\ k ni f1. · tl1 :1 l \ '!)\ ! <":l illl !l t dn
0

llll-

n!rL j11'.">t

th e res ult o f phy ~: i ( :l l nr~~111i:- . 11i 11: i.
t11c r h!!d ~: : !. t u !:: ~ ·:~ i:: ! '.) :· : " . • 1·

tr yill p: to w ;dk ~ 11 Don ' t !=i t:lgp-c r. " The ~ t ;imrnc rin g is the n cces ~
~:1 n: re..~ ::!! .-~ f :l on1d r ;;:id ·...-n rdl r:c.:::. mi:1d !h;it ;:::; fn·in z t o ~ x
press jtse lf; it is q1!it e differe11t from 1he st rl mrn e ri11 g whi c h is

~L-1mm e r s .

--

r

•

!1 \ri11 11('

\ \cl

32

EXEkC l SES ON FAMILIAR OBJECTS.

EXEHC1sgs ON FAM ILIAH OBJF.CTS.

What can you do with a fork that you cannot do
with a spoon ?

What part of yo ur foot is ne.1 res t the floor ?
\Vh e n you put your foot tlin s, wh;it par! tou ches
the Ao or? (T he tea c he r should p11t t he hee l o n the
floor.)
When you put your foot th11~?
(The te;i c her
s hou ld put the toe on th e floor.)

Horse -

Cow.

Diel you e\'e r see a horse ea t anything ?
·wh a t d id he ea t?
\ i\' hat do cows li \'e upon?
·what do you li 1·e upon ?

Dark -

Liki11g.r When
When
When
Wh en
·w h e n
W hen
VVh e n
Wh e n
When
When

Colrl.

Wh en it is dark, what do people do that they may
b e able to see?
\ Vhc 11 it is co ld, ll' h at do people do that they may
wa rm th e mse lves?

Bor/_)1.
Wh e re is your head ?
\ Vhere is yom neck ?
ls your head bel ow or <lbove your n eck?
\ Vh ich a re nea rest to your nec k, your s ho ulders or
h ands?
J\re your eyes ab1we or below your c heeks?
Where is your right cheek?
\Vhf'rr' is ynnr li>ft- rhe el< ?
Is vour nose on the right or !e(t o f your right
ch e ek?
l s yn11r IH>Se <>11 flw r i:; li1· nr l1··ff nf yunr lef t
cheek?
,\ 1e )UUI t. li eeks \•ul:;id e ~-,f )uur 11ose?
J s your nose outside of your cheeks?
\Yl1ilJ i ;_
..,

11e,ilt:--L

ii.e nuur .

_:uu r

do
do
do
do
do
do
do
do
do
do

you
you
you
you
yo u
you
you
you
you
yo u

R1:r;ht

..

_;.__

A1·er.rirms.

lik e to eat?
not li ke to e;i t?
lik e to d1 iilk?
not li ke to drink 1
li ke to play?
not lik e to play?
like to be near the fire?
not li ke to he nea r the fire?
like to go to bed 1
not lik e to go Iv bed?

,,,,r1

! .o't.

Whi c h han d is this, \«>11r ri;.:lit or ldt?
Whi c h ca r is this, your ri;.:ht or left ?
\Vhir ·h s idf' of \"rll Jr hnrh- is thi s >
\\'h ir h sidf' of t lw r n .. 111 is In 1 <>llr ldi I
\\'hich clL1ir is tu yuur ri;.:ht?
J'(tt'!.

What is 1.his thing c;ilil:cl?
What ha1·e you seen :rnyhody d" with
lr\i ii~t is it JW!•. i•~ <Jf I
Is it :dJ ,.,.,,.,d I

~llt:"'.t 111 _)11111 f1u1t /

=

;1 p~il?

33

34

\\'hat do you t h ink )'"II ~li;1ll d 1J ;1ft•·r ynu lia1·e
ll n islied lliis ?
And wh:tt after that?

Why do n' t we have j11gs instea d of pails?
'What is the shape of the top of the pail?
Is this pail as tall as you ?
~s t~ll?

Is it h:1lf

Is it 1s l1r;;c rn 1l!lr! :11 rli c '"l' :is :il tl1 (' ]H1 ([n 111
1s it

:1 <;

l:ir g t-: rflnn d

' f'{'ll IIH..' of

:-;H!llt'

tI1i'1 .'.2'-'

,·/ l!i-.

~

;1n · ?

:1 1..;. y n11

1r1 :1 I

ITH !ld

l\fd

~n

inln 1li;it

hi ! infn

ili;lt

pa ii ?

f I r· r 1 ,
1!it'11

j !u\\."

dill ''.;,

1t.

c.;

Iii '

{'.Ill 1H· 1n11\·1' :ih ()l!f_ ?

lll•l \ -1 '

( ' ;11)

hf'

ll lO'\(' l !l ;111\-

{ · .!I)

l)t'

IJi1 '1\ t '

)I)

,!Ii\

;1 ! ;11!ll )

\Ll\

t!i;1i

\\I\

!!i 1 )

\"' HI (';\II ?
• 11 )

(

! l l f lf) t

r 1111i • t ! 1 i 11 ~:

l

lo

\ "<)i 1

k ! 11

1 \ \.

\'.'

~ i. \ t

t I :c

~ ' !•. l I ~

!

J .1'. .1

\- l l !l

) , )j j;\',

! ] J,J i

, \ )J'.lliii

I . il l

I I l : l \ 1,:

u1.
'\Vh1t i~ th e outside m:tclr' C>f?

,!,

iil

I;

,1 1: 11

1!

l

-----

- - --

.

.i'i rc a ll the blues in t hi s noscgrty a like ?
Are all the red s in this nosegay alik e ?
Are all the yellows in this nosegay a like? etc., etc.

',

..4ltion.s.
What do you do afte r you have got up in the
mo rning?
What do you do after that? What after that ?
What after that ? And after that ?
What are you d oing now ?

,l

1:1

r•l

T

--·------ --

,J i : \ '..;

rl ·.·
Can a llv t;ilk lik e yr111?
] ,; . I

-

!

:1n\·1!1in~ j!J:!t \ "f lll h:l',T nr)l ~

Has !w

1·..:,

!l y.

J,cu1l; ;1\ 1J1i'-:

Tell m e of some 1hi n i'.s 1li ;11 '"";)d
pa il ?

t

35

EXERC ISES ON f' 1\ Mll.l ;\R 0 1\JF. C' I' " .

EXERCISES ON .FAMILIAR OBJECTS.

p •

"J

.L nnk :~t th is
\Vhat !s the p :1 rt th:1t !h ~~ f"."'0 f :::nc~ in c:·d! cd?
Wh at is eve r y part o f th e s il o<: t li ;1t is 11 '' inside

called?
Whi c h is lh e part t h a t
\V !1 :-!f

!"5

t in:-

p:!Tl

gOC$ 0 11

:-du". - ~',

t!i e ground?

·11 11!

\. V!iir_·h

dn~~

!H~t

tou c h the g round, ca ll ed? (Uppe r part, or uppe r
le a th e r?)
W hi c h is th e lowe r pa rt of th e s hoe ?

Is :rny p:trt of th is s hoe sn ft?
Is any part o f thi s s hoe h;1rd?

EXEHCISES ON FAMILIAR OBJECTS.

EXERCISES ON FAMILIAH onJECTS.

When this shoe is put on th e foot, how is it kept
from coming off?
Do you know what this shoe is made of?

Which is smoothest, th e upper ur und e r s ide of
the leaf?

l'arls (Jf Ohjrd.r,
\Vh at
\Vhat
\\'h;il
What
\\'hat
\V!i ;i t
\.\int
\\-ii;tl

things
thin gs
lliings
things
thin g s
tl1in:_:s
tli111;.::s
LI1 i11 g ...,

have
h:l\'e
h a \e
hav e
ha\·c
Ju1-c
11

tit'

\\"h~d i l ~ i II~°'

whe e ls?
leaves?
legs?

Vo you eve r see peo ple 11 ;1lki11 g ahnut 11ith shoes
on their h;inrls?
\Yh;\[ dt> jH: n 1>JP nf!p11 j>lll np tlwi1 !i:rn.J-.; I
\\'h rt t i~ the 11...,1 • ,ff !1d\· 1 11~ ~L , \ - , .. )

'\YindmYs?
horns?
l'";illwr' ;

iJid vou e\'t-"r St~t-' a
t!ii11~

\Y rH1 l )

h.1 u-~ d>1or" ?

--f,i "
.

~.:-~

-

-

.

-

n:. . :

-

~--~~~

....

_ _ _ _ _ _==-..::_

I.
1.

.

-

.l

.1t

th ::,

i:. :..; :

\.Vhat i:-olnr is it· of?

Is it l011 ge r than it is bro;id?
J:; it as !o ng as "you r fing e r?
ls it as broad "S yo m finger?
IT.:ts it r-h e ~;-i111c c:olc;r on both sirlcs?
What cio leaves come from (
\Vhi c h J'>ll'I w;is joinf'd tn a t-rPe?
What is th e part that joins the leaf to th e tree
ca ll ed ?
Is the stem or stalk o f the same color as the leaf?

;._!IO\ ' l'

t!1:11

\\':11.i

ni:ir lt· ,if ;in \·-

cl.'-'l:?

\Vhv

Wh<1t things h<1n> h and les?

.L vvl...

I

mane~?

hc1.·~c Ll1i1Hncys?

\Yh:it th i n.:~ h:i~:r-

Breadth and Jli·i,,/1/.
Ts that window broad er than it i" hi g h
Is that door lnoadtcr tl1;111 11 is l11 g li I

~i h (1t1ld

we nr:1t

\\' C';i r sl1 r.i (·~

'1i'l)l1

fPtr !1 :1111 !::?

EXERCISES O N l" AM ll.l i\ H OBJE CTS.

SECTION

\Vhat
What
\\' hat
What

things
thin gs
things
things

can
can
ca n
can

Qualities.
you see he re
you see here
you see he re
you see here

F ar-Ne11r.
Do you stand near me o r far fr om me ?
What oth e r things are nea r me ?
T ell me some things that are for fro m me ?
Ca n you tell me anothe r word for near 7 (Close.)
What cloesfar mea n?

III.

that
that
that
tha t

are
are
are
are

hard?
soft?
large ?
small ?

Carl.
How many wheels has that cart (or carriage) that
is pasfr1g by ?

Carriage.
Which moves fastest, the carriage or the cart?
What mak es the carriage (or cart) move ?
How many horses?
Is a carriage of the same use as a cart?
Do you know what makes the horses draw the
cart eas ily?
Do you think the cart would be so easy to draw if
the wheels were square ?
Try and push that chair along. (One on castors.)
Now push that one. (Not on castors.)
Which is most eas ily pushed?
What is the difference between the chairs?
_18

39

Horses - Fis Ir .
Can horses see ? - ca n they he;i r ?- smell? fee l?
How do you know they can see ? - hea r? - smell?
-fee l?
Can fish es see?- can they hea r? - can they talk?
Did you ever hear a horse talk ?
What do horses do instead ?
Side-Top-Front-Back.
How many sides has your head ?
How many sides has your face?
H ow many sides has your h;i nd?
How many tops has your head?
How many tops has your s houlde r?
How many tops has your nose ?
How ma ny fronts has your head?
How many backs has your head?

M onq.
Are th ese two pieces of money both made of the
same thing ? (or me tal?) (A ce nt a nd a two-cent
piece shoul<l be shown to the pupil.)

40

EXERCISES ON FAMILIAR OBJECTS.

Do you know what they are made of?
How many cents will buy as much as a two-cent
piece?
Did you ever see a piece of money that was as
muc h as five ce nts ?
Here is another piece of money: what is it called?
(Dime .)
What is it mad e of ?
What is this small piece of money c;i llecl? (Half<lime.)
Wh at is it made of?
Do you know how many half-clim es will buy as
muc h as one dime ?
Do you know ho w ma ny cents will buy as much
as this dime ?
Wh a t shape is th e dime ?
Is any one of these pieces of money of a diffe rent
shape?
Has this clime any color?
What is th e color of th e ce nt?
J)n you think th a t thi s cent is heavier than a bit
of bre:id of th e same size ? o r than of a bit of wood
of the same s ize ?
ls the dime hard? I s it as ha rd as bread?
Can you make a mark on it with your n ail?
ls t he ce nt hard? l s it as ha rd as your hand?
C an you squeeze it up at all with you r finge rs as
you ca n sq ue e ze a hit of cloth?
(\Vith some c hildren, exercises on mo ney should
be pe rforme d la ter. )
0

EXERC ISES ON f'AMILIAR

OBJl~ CTS.

41

R oom.
What is the top of thi s room call ed ?
What is the botto m of thi s ro om ca ll ed?
H ow d oes the light ge t into th e room?
What a re the windows mad e 0 i ?
Are th ey made nf anything lw ;; id es gl:i ss?
What is the hole ca ll ed hy "hi ch yc> 11 g<' I in to the
roo m?
l s this room as wi ,i e as it is lo ng ?
Wh at is it that wann s th e w o n1?
What is the fire kept in?
What is the grate mad e o f?
What is the use of th e poker?
What is the use of th e to ngs ?
What is the use of th e s hove l?
Wha t a rc they made of?
Ar/i(lflS,

If I we re to go fro m o ne pl:i c<' to :mot he r o n my
legs, \'Cry fa st, what s hou ld you s:1y 1 11·;1s doi ng ?
(Running.)
If I we re to be joining tn g cl lt f' r two pi e ces of
cloth with need le a nd thre a d, wlnt s hould you say l
was doing?
H r were to be making- words 011 pa pn 11·ith 1w 11
and ink, what should yo u say I wa s doing?
\\Th at is the no ise ca ll e d that you mak e wh <' 11 you
are very mu ch pleased ?
What is that no ise whi ch you 111 ake wh e n you a re
very much hurt l

42

EXERCISES ON , FAMILIAR OBJECTS.

EXERCISES ON FAMILl1\R OBJECTS.

What is the noise called that you make when you
want me to know anything?

Paper.
Feel this ; what is it called ?
Has it any color?
Has it any smell?
Did you e\'er see any paper of another color?
ls p<iper good to eat?
\\' hat sort of paper is used for wrnpping parcels in?
What sort of p<iper is used for writing on?
'What kind o[ paper arc books 111adt: o(?

E,1/i11K ,md Dn'11king.
How dr_1 you f Pf'l when you want something to eat?
How do you feel when you want something to
!'!rink ?
\Vhere do you p 11t hrPa<l anrl meat at clinner?
\V lwl do yun do lt.J 1 lie things you cat when they
are in your mouth ?
Can you chew water?
'Vh::1.t d*} ynH flt_o :1fter yon h:iv~ f-·h~\' 1 ~0. hrP~rt?
Could you e:it by puttin;: br<:zid or mc1t into ynm
hand instead of your mouth?
What do you do to water when it is in your
mouth?
'.Yh :tt clo } ou Lite with ?
Can you bite with your hand f
What can you do with your hand that is most like
biting?

43

111!1.
Is this a pail? Wlrnt is this called?
Is it made exactly like a pail?
What is the difference between this and a pail?
Is it as tall as a pail?
Is it as broad <is a pail?
Do you think it would hold :is much?
What have you seen tubs used for?

.Mop.
\Vhat is this long stick with a large soft thing fixed
to lhe end?
What is the stick made of?
\\'hat is the bottom part m1rk of,
What have vou seen anybody do with mops?
J} -i ynu fh~11k ~1 n1op wnulc! du !o S\Vf'''P th~ rn:1d
with?
Why not?
Ca 11 yuu Jill a 111op?
Ca n you lift a t11h?

\Vhat do you iike to do to ilowers: do v0u like to
touch them?
Do you lik e to smell thf'm?
T)u vuu lik e

10

c,li

1li c 111 ?

Do you like to look at them?
Do y0u like t0 pull them tn pir>ccs?
no you like to hum th e m ?

44

EXERCISES ON FAMILIAR OBJECTS.

EXERCISES UN

F1Hllf . li\f{ OBJF CT!'I.

45

JJf'eat.
Do
Do
Do
Do
J>o

you
you
you
you
)OU

know
know
know
know
know

what
what
what
what
what

beef is?
mutton is?
vea l is?
pork is?
bacon is?

Plate- Spoon.
Why d o you use a pl;i le inst e ad of using your h:rnds?
Can you lift anything with a s poo n tJiat you cannot lift with your hands?
What is the use of a platf'?
What is the use of a spoon ?
.\/, )(1/ --- ( /1,r ir. d r.

Wh;it l1 ;1s this stool likP that ch1ir ~
\ \' h:tl h :i-; !his ch ai r th:i t the s to ol has not ?
\V lnt lias this a rm c hair that th e chair has not ?

\Vhat part o[ the road d o tl1c horses w:1lk and run
upon?
·what part of the road d o you walk and run
upon?
Why do not you a lways run 11po11 tli e ro;-id with
the horses ?
Did you ever se e any be ast l111t a horse drawing a
cart?
\Vlrnt dn f' <; thf' hak f' r rl o ?
Wh a t doe s th e but c he r d 0 ?
\Vh :1 l rl ne~ t lw < ,, j ,],] ,., .J ., '

\Vhal dues the g ruccr du? elc., etc., etc.
./?, o,/r.

\ \'li :11 l i .h .1]ij , l .i1 1], . ] 1];, . :1, lL1i1 '
yf111 ,J,t w il;t \ ' ~ •HI 1·· ~',"' ?
\\' l1.l l du y u u llU "" iLli \ ~.' U ! i,_ ,_ L?
'.Yh: i~ ,L) \ '1 111 r 1: \·.- i:L ., · r i 11r ~ ·. "
\Vhqt do you dn wit.h y1111r p;·1r"'?
\.\ Jh:it rln ynn d n with y n11r h~ 11 ;~ 11f'?

\Vlt:1I {1 ''

1

How is it you know that the bread is not a stoner
\-\'hat is a kH[';f' piP r P of hrf'::id c1ffprf heforp it h;i<;
been cut?
Wh:n is the outside of a loaf called?

\Vh~t rln y nn

d() with y n nr

\Vfi<!l di(f~ !~1n:~ c:1n ycJu find out bct;.vccn crust

and crumb?

Do you know wh;;it bread is made of?

What is he han g ing lo?
t~ :1n h e fly? \·Vh y n !"'J t?

f-Pf ' th I

P fr. , pf-r .

EXERCISES ON FAMILIAR OBJECTS.

Ca n he move from one place to another?
\\'h at is the use of his web?
Has he any legs?
Can you see if he has eyes ?

Sugar.
\\hat happens to sugar if you leave it in wa·
te r ?
1s sugar of any use ?
What do you see peo ple use it for?
Can you get it in the fields and roads like dirt and
sand?
Do you know any other things that arc sweet as
'

. i

\\Cl!

as sugar!

if }"U put ;1 l11mp nf ~11 gar into tf'a what h:11 'P<' ll~
to t lie "u;..:ar '
If yon p11t a lump of .;uga1 into tea does a11ylhin~
hcipj>('n to the t0a ~

eve1yllii115 t!ial i,, l1durc )uU?

't:1nd in the mirldi~ cf the room; now tcil me
everyt hing that is on your right?
Stand in the middle of the room; now tell me
Stanrl in the mirldle of the room; now tell me

--

i' '

----~~

l

-

- - - - • M • W - ---

.,'

J-'•, ,, ""''"": •

1 ": ;

lt.1

'

!)1 J;

I

l· o

!

1! 1 0

\ <_

3L1n<l in lh~ rnitidic cf tht:
everything that is above you?

rc~rn ;

no•,y tc11 me

EXERCISES OS FAMILL\H OBJECTS.

Stand in the
everything that
S tand so that
Stand so th a t
Stand so that
Stand so that

47

middle of the room, and tell me
is below you?
the window shall be hcfo1e you.
th~ window shall he behind you.
the window shall be to your right.
the window shall be to your left.

EXERCISES ON FAMILIAR OBJE CTS. ·

SECTION IV.

Tree.
Wh;it is th e co lo r of the trunk of that tree ?
\\'hat is the co lor of the hr a n ~ h es of th;it tree ?
H as that tree anything mo re than trunk and
bran ches 1
What is the color o( the lea Yes ?
1\re lea,·es thin and round and long like little
branches?
On what part of the b ranc hes are the leaves
placed ?
Cup.
Tell me all the things that you have seen put into
cups.
If a cup were made of wood do you think it would
hold water?
If a cup were made of t:n do you think it would
hold wa te r?
If a c up we re m;ide of cloth do you think it would
hold water ?
If a c up we re made of pape r do yo u think it would
hold w;itcr ?
Woul:l a cup made of cloth hold anything ?
Would a cup made of paper hold anything?
'Wha t are cups made of?
48

49

What else have you see n a cu p made of?
Wlrnt is a very la rge cup ca ll ed ?
What would happen to thi s c up if you were to
throw it down ?
Would e very kind of cup break if you we re to let
it fa ll ?
How could you m :rn:igc to drink wale r if you had
no cup to tak e it up in ?

/'ens.
Do yo u kn ow what this pe n is made of ?
Do you kn ow what thi s pe n is used for?
What did it o nce belo ng to?
Are pens always made of quills?

Horse.
Will a horse w'ork ?
What does a horse do when you say he works?
Will a cat work ?
Will a dog work?
Did yo u ever see a dog drawing a barrow?
Did yo u ever see a <log drawing a la rge cart like
a horse ?
Why do not dogs draw the sa me carts as ho rses ?
Do me n draw carts? - Why not?
What sort of a cart could you draw?
M emory.
Tell me something you dici yesterday.
Some thing else.
Something else.

50

E X E RCI SE S O N FAMlLJJ\I{ O BJ EC T S.

Is th e re a nythin g th a t you d o always ? (B rea th e.)
What are th e thin gs yo u do e ve ry d ay?

!l

Srrlt.

Does anybod y e at salt ?

Look at this : wh at is it?
J s it soft o r ha rd?
Js eve ry part so ft ?
Whi ch pa rt is call e d th e quill?
W ha t is th e sha pe o f t he q 11ill?
Try if th e fea t.h e r is lig ht o r hea1-y ?
n o feath ers grow in th e g r2_lllld ?
What use do yo u sup pose birds h a1·e fo r fe ;i th e rs ?
Can you te ll me th e reason wh y be d s a re oft e n
m ;icle of a b ag o f feathers ?
S ho uld yo u lik e to sleep o n th e s to nes o u t o f
doo rs ? - W hy not?
S hould yo u lik e to slee p on th e fl oo r of th e ronm?
-

Do th ey eat it li ke bre;1cl 111 grea t q11 :1llliti cs?
\Vh ;it do yo u lik e to ca l s:1l1 \1i th ?
Do you kn ow a ny o th e r use th :11 i·> Jll"H ic "f s: ilt ?
J l1rrt11! -

\Vh :'t

~nrt r

f

thin::~

dn

\ · nn

li

1-: t'

tri

whid1 will 1:.; hr11y 1h :1t t!H'
t hr 1nn ~ !win~ t·. •: 1·~rr·•l i

~ Jr cp nn nr f o

}ir nn :.

! J!1l

t~J. n \·0u
'. !Jl!

! ' '..'! ' !

::t! f j: ! '

\\! 1.1)

_,,: . i:r

1! ,l11 1· c.,
0

11.,,

{-, 11

Stri11;:.

Here is a bit of stri11 g; 1111d n thi s e 11rl nf it. \\.h:lt
does th e strin g sce 111 to be 1n ;11 Jc rJ f ? ( A 11 11 1n lJe r
of thin hits or thre:1ds.)
Can yo11 find 011 t hn w th esf' li i1 s o r thn ~: 1rl s :ire
kept toge ther? (T l1t' p1111il ~11" 1 ilrl J,,. "'ll""ilr;J!-'.'"' I•>
lind this out. b1· t:1kin ;.; :1 1·rn· s hri rt pi r·rr' r>f st ri!l~
ent irc lv to bi ts, ;i nrl th e 11 tr yi11 ":· 1.-, 111 .1 kf' it "I' :i;.; :1 i11 ,

\ V li y nn t '
1

5I

U llJ EC T S:

Wh at thin gs can yo n sre here lh ;i t yn 11 ca n ' t lif t?
Wh at thin gs can yo u see he re that yu u can lift?

Feather.

ii

F 1\ ~ lll.l 1\I <

E X E RC ISES ON

.~ 1 ri11:.:.

i~

IH'lrl

l ' 1.:.:ytl11

r

11\"

bc11rl t lih •:t1 i,.1::'

-~

-

-=.

=

---

.....

'==="'---=------=

--

_.._,_~--

--~

--- -

-,

---

lJo vou kn ow wha t bird s' be ds a re c::i ll e d ?

--=--=-=--~

~-:--=::::-:-:--..:-_~

~;ring?

th is hi t n [ lh rP:><l · is it !ilu· f iiP stri 11 ~. ?
Hew do vou kn cnv t hrit it i::;; nnt s :r in::..: ?
Pull this lit t le hi t to !1ie r-es: 1s it 111 ;ide like

T;1nk at

........

Q11 rr!ilies .
\Vh a t thin g-s ca n yrm see he re th a t are heavy ?
\V ha t thin gs ca n y0 1_1 set: h~re th at a re light?
\ \'h:;t ! !1:;i;::'.": r. :l n ·1 ·~:1 ::-:r.r !-: r. rr: t h :i~ :i:--r: ! :~n=1d?
\\·hat tJ11ngJ ca n y o u sec he re th a t a rc n;ir ru \v ?

Wh;it things ca n yo n see he re th a t a re sh ining?

1:;.f rinrr )

·· ··· - ·::!·

J:1; y(1ii E \:t-:: 1 tl 1_1 ,t! •_yt !,ii,g \\ ii_ !,
Did yo u e\'e r see a ro pe?

••

t I! t

l
1~·

, l l_l ;

52

EXERC ISES ON FAMILIAR O BJ ECT S.

EXERC ISES flN FAMILl 1\H OHJECTS.

n o yo tr k 11 0\V \\'hat a rope is ?
Co uld yo u ti e up a p a rce l witl1 a bit of wood ? Wh y n ot?
Co uld yo u d o this if wood would bend like
string?
.£iki11gs a1lf{ A1'ersions, etr.

Wh at is thi s c;i rpe t 111 ;i d c of ?
Do you lik e be st to ha1-e th e roo 111 wit h or without
a ca rpe t?
Do y'o u kn o w why we do 11 o l h;i_ vc ;i ca rpe t on the
ceiling? On th e 1nlls? 0 11 tlic roads?

T e ll me somethi ng that you like to d o. So methin g e lse. So me thin g e lse, e tc.
T e ll me s0 me thin g th at yo u d o n't like to do.
So me thin g e lse. So mething e lse, etc.
T e ll me so me thing th a t yo u can d o. So mething
e lse, e tc.
T e ll me so me thing that yo u cann o t d o. Ditto.
Ditto.
T e ll me the na me of so me thing that you li ke .
Also th e n ame of something you don ' t like .

/Jody.
H ow
H ow
H ow
H ow
How

,

\Yli.1t jc; cl n 11c t n rr1 :1]c; '' ' rn:ikc a ii rc

0

If

1l1e 1i1 ·1· , \\·li;~t

;·( ·i11

1)11 1 :·,lt!r l-1,111(! \ -1_· r1, · ( · l 1) ,'-.\ '

t11

m;i_n y fin g e rs ;ire th e re

0 11 ynu r rig ht h and?
m a 11 y to es arc th t·rc ''11 Y" ur left fon t ?
m ;i ny n :-ii ls a rc th e re 01 1 yo ur le ft hand 1
many e;irs are th ere 0 11 y:1ur ri g ht hand?
m a n y legs a rc th e re 0 11 yri ur left h a nd ?

"

!"

~

What a re bot h of your s hoes t o ~ cthc r ci llcd ?(A p air of shoes.)
Do yo u know what yo ur shoe s a re m ade o f?
I

)( 1

j h~op l c :1l 1 x:1y-~ \n ·:n

c.,! 1 1w·~ ?

\\'l i;11 1·l'l' ,i,, 1IH·1· '- 'llll" li11 11 ·. \\·1·;i r '
l ( \ ( )11 \ \ " /' !-t ' '. t 1 \ \ "; I \ . ·~ J ' 1
I!I ;
i \'. '
I

h;..ltt•i-->I!"' ?

!I

I'

'

11 1

I ! ]

'-.; ! I 1 \ '

of any US(:: l v yvu ?

n._bu t nrJ c:indl •'. wn1iid tiw rnn111 iie q11ile d;11 k I
l) u yuu lik e lv !td.•. e a fitt; iu lhe 100!!1?

if

\· n ~i Wt"' !-~ ' . 1!•.\

. I'. .....

1•1 ....,,;

~-

\Vh;- C:C' :J·ci r_1 1 ~~: 1 • !i- '
Tel l me all the L11i n ~s vuu k11uw lliat a Jir..: is useCci.1
='==-~===

- ---~~--.-.~

-

- -

___

~

- -- - - -- - - --

Hr-t1tE&tVis~ rr&er111$1
.

,-' .... fl"l

I'

lr

..:·!
l

53

\\'hat is that large thing cailcci that th.;y p ut aii

over the floor of a room ?

•_:

pd.
D id yo u e1·e r see t:i hi es grnw i
\V hat is th e ro11 :;-h ni11 s i.i P oi :1

'~

''

trPf•

'-, I

'

C'~i l P d ?

!

\I'

52

EXERCISES ON FAMILIAR OBJE CTS.

EXER C ISF.S ON

no yotr k no w what a rope is ?
Cou ld you tie up a parcel wi t h a Lit of wood? Why n o t?
Co uld you do this if wood would bend like
string?

FA ~11LIAH

OflJ I ~C TS.

53

What is this ca rpe l 111 :1rle of?
Do yo u lik e b es t lo li a\·e th e room wit h or without
a carpet ?
Do you know why we do n ot ha.\·e a ca rpet on the
ceiling? O n the wall s ? On th e ro:u ls?

Likings and A7'Crsions, etc.
T e ll m e
thin g e lse.
T e ll m e
So 111 e thi11 g
T e ll m e
el se , etc.
Tell mr

Jior(I'.

something that you lik e t o d o . S o m eSo me thing e lse, e tc .
so met hin g th a t you don ' t lik e to d o .
e ls e . Su 111e Ll 1i11g e lse, e tc.
something th a t you can do. Something
,,-,nw thin::; 1l11t y·-·11 r,1rnnt ,] , ,_

How
How
How
H ow
How

many
many
111 any
man y
many

fin ;:;c rs :ir1· tlwrc o n yrn 1r ri ;~ :1t h:1nrl ?
toes are there 0 11 ynur left fool?
nails an; tl1 c rc "" y11ur ldt lia11d?
e ar s are th e re nn yn 11r ri ;r ht h~nd?
legs are th e re on Y" m left l1 a 11d ?

nittn .

Ditto.
T e ll me the n a m e o f something th a t you like.
Also the name o f something you don ' t like.

What are IJuLl 1 ul yo ur ~l 1 1Jco> tugctl1c:r callcJ :'(A pair of shoes.)

! )o vent k1H1\·; \';li:1! \ · c1 11r ~!](1 1· ·-~ ;1rt' nu cli • n !?
f }r) prnplr ~!n::i y~ \\'(' '.lr ~.:.h nr": :.i
\Vb .rt t: l ~ ~-: d'.-J !l ::·-.1,· :::. ,,~ n·~· T li'.1·
·_,.- .~.1!·

if vou we re
lJ c l i:J!JL l i ~?

Tf it wPrP ni g ht, :rnri tlwrP we re
I"

'

I

.

;i

t'irf' 1n th e room,

fol

to be

~n

bed .
1

:: ..

Why do yo11 like it?
'i \ :11 rni: aq t_iic t_ !: in g'

:i.h\';1\' S

~:: nu ld

ot any u sf~ to you t
Or if you \V i2 rc a! \va\·s t•> :-;it ii1 ;1 1. · !i ; l;i
[ Jf \vhat u se are \'f:O lir ~hoe~ tn \·nu?

s hucs be

)

J'/,111/s .
yo 11

i(tio w i!1 :1l :l i!rf'. IS ltSt-~ ·

f~ L

over the floor of a roon1 ?

.
L

-f!r
L".

l !;ti

) 1JU e\.e.1

\\7bat

~ ee i;1) 1 i t~:--. i-: l 11n·

is the ro ug h o ut s id e n f

•l

tree ca ll e d?

54

EXERC I SES <l'I FJ\Mll . l i\ f{ OllJF. CT s.

Fi\MILIJ\J{ OBJECTS.

EXER C JSl':S ON

J lid you e\'e r see th e in side o f a tree ?
\Vhat is th e ins id e o [ trees ca ll e d?

l s it fart h er t o th e c h air or lir('?
I s it fart he r to th .: st oo l 11r l:thlc ? l'l!'., l' I• : .

.l'lari:s.
Whi c h is
\V hi c h i.;
\Vhi c h is
\\"hi c h is
n e r tim e ?

th e
th e
th e
th e

pl ace
pla ce
place
place

for
fo r
fo r
for

th e
th e
th e
t he

tab le ?
c hair ?
c arpe t?
plate s and di s h es at din-

l 'r1sili1111.
\ Vhat
\ Vh ;1l
\Vh :i.t
\V h: 1t
\\'h at

is
is
is
is
is

before m e 11 mY?
l1efore yrrn 11 0\V?
li e h i11 d 111 c 11 nw?
tu the ri .~ht ll f nw ?
t n th e lef t 11[ rn e ?

Wh ic h is t he p lace for th e c u ps and saucers at te a
ti1n e ?
Whi c h is t he pla ce fo r th e c ups a nd saucers wh e n
it is n ot tea tim e?
\'l hi c h is th e place for you at ni g ht?
Whi c h is th e place for you in th e clay tim e?
Whi c h is th e place for th e dog?
Whi c h is th e p lace fo r th e pi g ?
Whi c h is th e pl ace b r th e li g hte d coa ls ?
Whi c h is th e pla ce for t he li g hte d ca ndl e s?
Whi c h is th e pl ace fo r your s hoes whe n you wear
th e m ?
Whi c h is th e p la ce for your s h oe s wh e n th ey a re
n o~ o n your fee t?

.Dim ms 11111 s.
I s thi s s ht e l n n ~e r th a n it is broad?
J s th is rorn n hn;rc r th ;rn it is hro:id?
.ls thi s room lo nge r than it is high? etc., e tc.

Is it farther t o th e do o r o r window?

55

( "1/ors.

T e ll 1n e th e cn l<Jrs of t lw tl1i1 1:.:s 111 th C' rn o m.
T e ll 111c th e c •1lo rs u f t he tlii11 g~ 11u 1 .,f th e win d ow.

D o yo u li ke fl owe rs?
\ Vhy d o yo u like th c 111 ?
D o you kn o w why 1wn plc h a,·e fl owe rs in th e ir
ga rd e n !> ?
\ Vere a ll t.h e fl ow e rs yn u h :1vc see n nf th e <; cun e
colo r ?
W e re a ll t he fl rme rs yo u h :1·.-c SC'C ll l) f th e SC1 lll C
fo rm o r s hape?
W e re a ll the fl owe rs yn u h :\\'(' SC'C ll ,, f th e
odo r o r s me ll ?

~ ; 11n e:

l 'os ition.
TT e re
! ! e re
!Te rc
H e rc

is a pi c ture:
i:; a p i:·turc:
is ;i pict m c:
is a pi c t ure ;

whic h
whi c h
,,·Jii1 :ii
\vli ic li

is the li!'!Jt:r 1•1rl?
is th" l rm·n p:irt ~
is J ill~ s itk tn vo ur ri ~ lit?
is th e s irlc to yo ur ldt?

]'cXRRCISR::; ON F1\MJL!AR

OBJ E CTS.

(7

.' I

L<'Uf0 11J.: .

\,\:h::-tt

Teli us ll1e ua111es u( ali llie things that you have

~h!n:;!: a :~ bc.-! ! ~d ~

\ V 1 :~t ~ 1 ~1 n ,-:-::

-i,-

H· .-·t:/,·
\',:I I'

i_i i

----

-~

--- - -

r!!

I
i

'il

Are th ev of anv ot he r use?
Of d.1: ; vU~i....~ u.- 1.. '. ? ':.,.t,',,,., t:..\... .

i·

imn
irii!i

.iii M-

l!!!
/

1 .., ,

.1 ! ! ! t '

I <>,] ,, ;

J , ! J ,~

l ;

I

" " .. '

T e ll me what parts the table, stool, and chair have
th a t

:irP

nnt " !ii«•

Has either of the m an ything that one of the others
h:-?.s not got?

Knife, etc.
Wouid a knife and spoon do as well as a knife
and fork when you are eating meat?
What are all the things you know that a knife 1s
fit for?

~~&i>·~:;,',<~':' .,_. -

EXEHC I Sl':S ( >N

F , \~lll . f ,\I {

Clll/ICCTS.

59

n o yo u kn ol'I a ny pla ce t h at is a c hurc h?
\ \T hat .i s the nam e of the Yery !;ill p art o f the
church ?
Did you e1·er h e ar a ny n o ise· r: n m f' f rn n1 th e ch urch?
Is th e c hurc h a~ hrg e :1s ;• hl) 11 se , do you tl1i11k?

SECTION V.
TVoorl.
no you kn ow what thi s tabl e is mad e o f?
S how m e somet hin g e lse th at is mad e o f wood.
.Poin t to e ve ry th ing in th e room th at is m ade o f
wood.

ls th e sto1·e m a d e of wood?
l\ re th e wa !Is o f th e room m ad e of wood?
i \ re roads mad e of wood ?

H as wood any co lo r ?
What is its co lor? J s it hard o r so ft?
I s it good to ea t?
Where do es it co me from?

R oom -

Iv111se - Slwp -

Chunh.

\Vh at is th e p lace you are n ow in ca ll e d ?-(Roo m .)
W hat is th e room in ?
Wh at is th e h o use in ?-( In a garden, street, village, etc.)
Is this room a sto re?
Did you ever see a s tore ?
\Vh a t ;ire sto re s fo r?
T e ll m e th e diffe rent sto res yo u re me mb e r.
Are a c hurch a nd a house th e same?
Is thi s h o use a c hurc h?
58

S/i(lr .

Ca n yo u se e ri n y1 hi11 g in 1his s hoe hut lea th e r?

Is th e leat he r in all p:nls o f thi s s hoe exact ly alike?
Wh y do th ey n ot mak e tl w so le of the shoe o f the
same thin , so ft lea th e r as lh e uppe r lea th e r?
Dir! you e 1·e r see s hoes th at we re m;id e o f anythin.:; but leathe r?
.!Jid y ou e1·e r see s h oes m ade o f p;1pcr?
Why do th ey not m ake s hoe s o f p ~1pe r?
Shou ld you li ke to walk aho u t in s hoes m ade of
thin muslin lik e the c lo th o f ;l gow n?
Do you kn ow w 11 at is th e dilTe!e n ce b et wee n a
b oot a nd a shoe ?
Have a boo t a nd a shoe a ny o ther diffe re n ce ?
S houl d you lik e to be a lw ;1ys \\'ith o ut s hoes?
Wh y shou ld you not li ke thi s?
Is th e re a ny other re ason why yo u should n ot li ke
it? A n y o l h e r re;1sn 11 ?
Should you c :i re if yo u we re lo he for a s h o rt tim e
o n a ca rp e t wh e n ynu wvrc 1Yit hou t s l1 oes?
i\re yo u e,·e r \\'ifh o ul s ho es ?
v\'h y clo yo u l ake off your s h oe s when yo u go lo
bed?
I_n some p arts o f E ng la nd . a nd in 111 ;1ny parts o f

it

". ,

'fa.·""- -"'- --

-

---

-

..
_.!, : -.

60

EXERCISES

oi-f

EXEHC ISFS ON

FAM ILIAR OTIJ ECTS.

61

if we m ade th e m le :ilhe r s h 0es th e se dogs cn uld n o t
stand firm a nd pull a we ig ht, f n r ·they ha ve not
broa <l soles lo th e ir fe et :ls m; h :l\ !' , hut they tre:id
on th e tips o f their toe s. )
Tell me what :111i111:1 b ynu k 11n w \\"C ar s h nes.

Scotland and Ire land , th e c hildre n, and sometimes
the m e n and women, go without s hoes and stockings,
- th e ir feet grow very hard , and th ey do not care
mu c h for cold and wet; hut so m e tim es they have
dreadful c hilbl a in s, and so m et im e s th e y ge t th e ir feet
c u t a nd brui sed. Do you know what a chilblain
. ?
IS.

J?oJr.

1n so me part s of Fr:rnce th e peoplf! wear wooden
shoe s; should you lik e to ha ve wooden shoes instead
of le at her $hoes?
no h orses have shoes?
v\lhat a re h o rses' shoes mad e of?
T> id you eve r see a ho rse's s hoe ?
Do you kn o w why ho rses' s hoes are not made o f
leat h e r?

How m:iny lf!gs h:is a dog more th :rn ynu?
How many legs !t:i s :1 lt e 11 more th :111 you?
v\Thi c h h:i s n1 ost hands. yo u o r a clog?
How m :i ny m o re h :1 \"(~ y o u ?
\'V hich has mo s t hanrl s. 1'<lt1 or a !te n?
H.as a dog m o re IP g s t '1 :111 a he 11 ?

Rnr111J.

Diel you ever sec ~hoes for cows, or shoes for

Wh:it is hcyond tint t:1l ilc ' -- - ( The r '1 :1 ir. o r wha tc1..-r it 111 :1y 11(". J
\Vhat is beyond 1hc c li :1ir' - 1 Tli c w:1ll. ctr.l
\\"Jut is l1 l' yu 11d l li c \\, ill'
\ 1·! 1« \ "" '°' · ' ~ " · Cl\ . )
\Vh:it is hcynnd the p:1 s·-,:1 ;:r '
I I !w ;~:1rck11. y:1rd,

11i~'"' ?

VVhv should horses J, \'e shoes, when co ws am!
pigs have ll Ulle ?
Should ycu like to h:n·!' iron shors?

Lio you tht11k

Wli )'

FAMIJ , l ,\R ClllJFCTS.

llVl

<l

h v i :;c co uld make

liis own shoes?

de.)

?

, ~ ,-1 1t \·tn t ttt :_ t Lt:' ~ ~ L)~ :5 ?

\VJ 1al i:; iJc~ yu 11d 1!1t.: g :11d c 11 ' -

'Vh .,·

nul?

t·

\.Vh:it is beyond

iJid you ever see a dog with shoes on?
l!ul -~ "11 l1 . 1 \.~ .-..r.ri_1 d1_ •g. ~ d! rtg ba!!L•W~ tn the
tuad: \vhv s h o11id th~sr. rln ;,:--:.; nnt hrivP ~hr.P~ llkri
hnri;;.rc;. ? -(:·11.....,~~ , !"""

,j,, ~ ..,

\I i1c t u;id , "' ti l"iil,

!. t ' , ~I

I

he rn :1d? e tc ., Plr., f! tr.

,,rit-·q lt-·;1 r t iit_. ir fr ·,·r

•: e ry !nnr:h; h: ~ t i.·: r r;i:~ : ; n1 ;;~c ~ h t)('~ f,_.r tll,~ il! . L• t~ -

cau se they ha\·e n e t a hard fo o t o r ho of like a huri>C,
un wl.i~Ii itul1 ~11ot::s couid he nai1eci or iixeri; ~nr1

::

\\'ill

thr c ~d

irnn ? w:itP.r?

burn?
h~;JVt-'.S?

~'\ ! :; o

strin g ? clo th ? stunc?

62

.E XERC ISES ON FJ\M ILI A K OUJECTS.

EXER C ISES ON

W hy is pn pe r not used to make fires with, in ste ctd
of coa l o r wood ?
Jf wate r is th ro wn in to th e fire wh at do you see ?
f.Vit/1i11.

Wh ;it is wi thin t hi s roo m ? - (Th e tab les, cha ir s,
e tc. , e tc.)
What is with in th e tab le ?- (T he d rawer, et c.)
W hat is wit hin th e drawer ?- ( A li tt le box, o r whateve r the re may be.)
Wh at is 1Yithin th e lit tle box etr:., e tr..
rVater, Swimming.*

He re is a piece o f wood : do you th ink it will

F 1H llLl 1\IZ 1>1:.JFLT S .

T ry it in this ha s in of w:itcr. -

(The p1q>i l 111 :iy

try va rio us thin g s in a bas in .,r w:1ter -- firs t gu essing whet he r th ey 11·il l swi 111 n r no t. )
Will t hi s stone sw: m ?
W ill thi s b it o f irri 11 s 1Y i111 ?
D id you eve r sec a d 11 ck sw i11 1?
Diel you en~ r see a d ng s11i111 ?
Wh at do yo n me: rn 11 hc 11 yn 11 s:1y a th i11g 11 ill
sink?
What do yo u mea n 1Y he 11 yn11 s:1y :1 tl1i11 .c: 11·ill
swim?
Will a nyt hi11 g sw 11 11 ir it ~ i11k « 1
Te ll me t he 1i; 111ws " r sn rn e thin gs th ;i t si11k 11 1
wate r? an d o f sn rn e t h;i t swi Ill ?

S ll" l lll ?

in\·ari" b ly go h:i c k to 1 h 1~ p 11 i nt
• Thi" cxf'rcis.e

introd11 rP d t l111 " In

W'1S.

::l n d f o11 r rears o( a.1..:c : - <_). \ \ ' hen l

:1

r+:i l d l wf\\'<'f' ll t h rrP

put this pic c-v o f \\'11nd

into :1. has in o f wat e r: wh a t d ncs it d o ; nr wh e re d~1es it gn ?A . T h e re -(pointinl'. tn it.) (). \Yh e :i r put thi s St e n e int o
th e w:i1 er wh :it rhe~ it tin ; o r wh e re d o c') it go?
,'\. Th e re
(p11i 1i1 i 11 µ

Q.

111 i t.)

\\'h ,d

11 ~111

. .. r 1111 ·

\\.lii-1

d .. 1-· ... il1 .- \\-., ,,,j !'. "

of t he -.; 11 h icc l !-'lll Jl "'· ;1nrl
;t"'ki11g

r11 11:..;. ti•1 r1....: - -

h r T11i , J 1• • hi111, 1/1 ;<! i..;,
becomes n1.111 ifr ~ t .
,\
fjp~ s i"!H.' iY C H ;
~i ;-q;:;

-·.

\\ i ii

..

1i) ' .L!J \" l

!! '..'.'-··~~ !" <-! ! \' wil l ! ,. ,_, U ! l~ •..: !!! i•_! !c! 1.
fj'F" <:: fl n ~ > O:: r~n

dn ,,:n .

~11 11 !

fi u~

! u~

·1::j.- .i0>r i

n·ith

I'

.i l

~

!1 i l<t • d

> •_•! ! ! •: l!!! !': ~ •_• !!~ ':'

'l'h. ·1: -..!"! ~•-.

'11

l1-• ;11 · i11·· 1- 111 q-.;j ,.nni p1 11 r:-- i h r~

li1.o

!.w •_• •_•!

,. ,., i,, r

.,.11 f1jr··1·i !,y

1hro· p

1-..r.n-:>
i \1,_.. ;.~; d

h!s 0 \Y !l :::-crn•..:rY an d cx.:...••...:rlen ct:. an.J b:..- e :·:!!'·:.:-r!!'.:u:t: h.:::

:; ;= t

nf-

5}: -_:·u~d

\ 1, • - ! ~

j"d ;\1- , ·1!

I 1· j" . • I. -. J

\\Jl'.ll

i11r1 11 i1\· lt•l! H

th•_•

I).

)1!1 i 11t,

! Ii•

' c..,1il1 _i· t 11 ·· 1·:111 (l i - 111\'· r
1]~ ~· l';11 1i•. !11.1r \Y t> td '- ht 1n ld

l 'l ' ' ' i>~ ·

I'!,;!! ! i·: !1:·" i,:.__:, r1ri:: 1r 11-r:
1; ... " ' , .. 1 :1•"!

1 .1 ._ ,·1 ·111• ! • • '1 • ;· · 1 -..1 1;., , 1

i11

!h!'

! : 111 •, ·

J1 ;1-..; :n 1:i
: ;

\\-i1 ·11

w:111·r

t fw c..: ;1111 1 1 jl! cS-

1]1

·r-

\Vh e rC' <l n('~ llH' "tn n r , f' l r . ? _
r). \\"h e n ! h e

tl 1: t!

1111, - l i•1t 1 . :. --1i1 1( 1]

·::h 1-r,-· , '., ,, - '. ( L .,

wak r.

..

it),.

- n r 11nl i) lhr-. i11 '-: l;1t11 : nri \·f'~ w!i i::· 1 1

:\. T ;~r i1:i1k

(~ . \\°h;i t p;i rt d nes the ~ tn11 e go to ?rhi iri fii.- i llf' !' :ipp r ~ir ri: ~ p n".:"rri TO r x crc i <:: ('
!t-..: rn in 'J ;1t tlF_. r •.: r ;rir_J 11 f tiii·; 1_·"i 1·,·r_·r ·<t t; "il
\Y t11_·n c.:q1_: l1 i ~ tlic
case it is h e l te r to a wa it a m o re fa vq r a b!e 0nnort 1mit v th ;u1 to

"hich 1!w d1ilrl ....: k11•'\\k·l ~'. C'
th• '

11 · 11 ! : :1•_:

' ''l tl!'li111! · -;

rhild m:i kf',;;; 1h r di -.. , n,·1·1 y-- it

to ( - ;\. 'fhe fr o nt..
Th r

;it

11111 c..: 11t'

\Yn 11d .<: t; 1•; :-; ;11

l\ f
J ]ir ·

tlw

t11p

1d

;1 !'

l1n!ln 111
r iw

,.,

i '

r.

" f tlw

\\ ·; 1fr-1

wkll

EXERCISES ON FAMILIAR OBJECTS.

EXE RCISES ON FAMILIAR OnJECTS.

Bnarl.
T e ll me some things th at are hnrd e r tlrnn bread?
T e ll me some things th at are softer than brea d?
Wh :it is the use of bread?
Could you swa ll ow a lonf at o nce ?
What mus t you do before you can sw:i llow it?
What is a thin pi ece o[ bread call ed?

Names.
Should you do as well without a name?
Why a re you called (Jones) as well as (Mary) ?
Are you eve r called a nything but (Mary J ones) ?
If a ma n who did not kn ow your na me we re to
speak to you, wha t would he very lik e ly call you?(G irl. )
Might he call you a nything else ?-( C hild .)

Animals - Clothes.
Do you think sheep want clothes?
What have they in stead of clothes?
V/ hat have dogs a nd cows instead of clothes?
D id you eve r see any beast (an im a l) with clothes?
\<\' ho has clothes ?
.Milk.

Th ere is somethin g whi ch is very ni ce; it is like
water, but it is quite white ; can yo u guess what I
mea n?
Thirst.
If yo u were not to drink a nything for a long time
how do you think you should feel ?

Names.
What is my name ?
What d o you call me besides lhis na me ?(Mothe r, e tc., as the c:ise 111 :1 )' be .)
Wh at does yo ur father c:i ll 1ne ?
What does th e serv:rnt ca ll 111 e ?
Whnt does th e hake r c:i ll me ?
What is the b:iker;s n nme?
Why is he c;1 ll ed h:ike r ?
Why is he n a med S mi th? Why J a mes ?
Who e lse :ire ca ll ed bakers besides him?
What is Cnrlo (t he d og) cal led l>esirlcs Carlo?
If a man were to com e he re wh o did not kn ow
Carl o's nam e, wh a t would he ca ll him ?-(Dog, or
terrier, etc.)

S11n -Afoo11.
D iel you e\'er see the sun ?
Where was the sun whe n you saw it : wr.s it 111 a
room, o r lyin g on th e roacl ?
Do yo u know if th e sun has a ny colo r?
Did you eve r smell th e sun ?
Can you touch th e sun ?
Did you eve r hear the sun ma ke nny no ise ?
If yo u stand in th e suns hin e, do you fee l as you do
out of the sun shin e ?
Does the s un always s hin e ?
At wh a t time is it thnt the s11n neve r s hin es ?
l s there anything in the sky th a t is al a ll like the
sun?

66

EXERCISES ON FAMILIAR OBJECTS.

EXERC ISES ON Fi\~111. li\H OHJECTS .

What have yon seen in the sky besides th e sun?
VVhal du we J)aVt al uight to light us, \Vhe n \VC
ca n't see th e sun?
\Vhat h ave we to warm us whe n the s un does not
wa rm us enough?
I i id you ever see two s un s ?
Viel you ever se e h a lt a sun?

Wh a t
\.\'li;tt
\\That
\Vhat
\Vhat
\i'Ji;it

is your foo t at th e bottom o f?
a t e al liie e nd s n f 1·n ur :irms ?
a re at: th e e nd s nf 1·"1ir fin p·ns?
are yonr ilrlll S u 11 c; 1c h ~ id e 1;f?
is in ynnr 1n q utli?
is at tiH' <'nri nf l" 'l.11" ft>ct I

\Vl1 at 1s bet·wf'Pn y·-·ur li e: 1d and s h o uld e rs?

L)!d vou ever see the 1noon f

\\Ihere w ~s it : W:1S it on a table?
I loes th e moon give 1ig11t iik e the sun?

Some~00

L ook at that grass.
Is it lik e bread?

Borly.
What is yo ur head o n the to p of?

•f l I : ; \ ' '

•'

! ~ , •.

fJo i1o r se s anct cows d o ;i111·t hincr "·it h w~ lr· r?
If \v-ate r \\·c i e lik 1,.; wood o r s101H_·s, co uid vou '.V: 1sh
wiih it? Co uid you drink it?
•
Did yo u eve r see a boat?

GtctSS .

Who ea t it for food in s tead of eating bread a s
\V C do ?
Is gra~~ in iu111p:s lil~c L1t:all !
D o you kn o w i[ grass has any s me ll?
Did you eve r see any dri e d grass?
What is dried grass ca lled ?
Has it any sme ll?
Does it smell like g reen
grass?
J\ re grass and h;iy good to eat?
vVh e n ;i g rea t quantity o ( dri e d g rass is put. together in a gre at he a p, what is th at h eap called ?

: l : 11

H wa te r we re lik e milk , co uld yo u drink it? Co uld
boats swim i11 it?
!-!0'.'.' C;"!. !~

y :-:: ~.:

c :..;-;-~~·

\\dl ~. t

f1u111

U ll e

pi:tc e

to

a no th e r?
T e ll me til e n;im es nf so 111 e ot he r thin ~s th :1t run
about lik e irate r, if th ey :in · n ot Ll' p! i11 c iq 1s. jugs ,
or bottles ?

Glm·e.r, dr.

I

1

What is this? What is it for? Wh a t is its co lo r?
Wh a t is it m ;i d e o f?
Whi c h is th e pla ce for th e thumb ?
Look at this g ln1·e and thi s s h oe: can yo u find
ou t if t hey a re a li ke in any 11':1)'?
·~e ll me h o\\' th ey ;i re not al ike.

68

EXF.HC I SES UN

FAMILIAR OBJECTS.

Why shou ld th ey not m a ke shoes with holes or
little bags fo r each toe, for they make g loves with
hol e s fo r ea c h finge r?
])id you e 1·e r see a g lo ve mad e ll'ilh o nl y one

()9

Wh e n yon untwi st thi q IJit nf s trin g-. wh ;it d n yo u
find that it is m;id e nf? - ( 1\ littl e - 1,it of co:irse
worst e d shou ld he g in'n tn t/ l(' p11pil.)
Wh e n they t11i s t

\1 011 1

i11l n q 1i11 ;;s "r 1lirt':1 d •< , 11l1:1l

\ VhPn wnnl IS madf' intn clnth , ll'h:it is it c: illcil?
Can vo11 find any1hi11 5~ m:Hk nl \1n .. J 111 tlii~

.1\re shoes ot any 11se th;it gloves are n ot?
sew

UBJf': C'l'S.

is It ca lled?

space or bag fo r n il the finger~?
C8n yn11

F 1\ ~ lll.I !\({

EXE HCISES ON

nr tie any thi ng as we ll when yon

roo1n ?

have g lo 1·cs on ;is 1Yh e n y o u lt:1 \' e not ?
I ;r1,/,·

Wh:H dnf'. s thi s t:tble sL!wi ""
!! :1!! the ltC',"S '\YCTT t:lkl'Tl :n".':l'.'

:It

~ ~ll '' ...... ~.>\- hAl

would ha ppen lo th e t:i.ble?
\Vould the tal.Jie lJe ;1:; u,,dul LL• us ·=·n th e g rrn:nrl

ns it is no;v?

ls it so ft eno11;.;-h t u c;:i t'
\.\'!i.tl d~r p~:l!plt~~ t_k! \•;i:.h
Olht-..' ! 1n0ney?

di111c.-.. ;it:d

;ind

(T lH S

St!!~!~~~:-:r:: Lhr:: L-tL'l~ ?irl.1 1 t:,:::~ but no tnp~ '\Y ot!ld it be
f

-r

i_t--:-:- t 1,~_.]_

!; ;/ 1 f~r ('
( "1 11 1: 11 l h ! '

T1i

'.U ' ll'
i11

! : ii

ni1

LtiJlc l11 ' 1, ·

1:::

d 11_· 1 ,_· : ·1py 11iil1 ~: \\( '

' ' ill

!'

• ,:

.' ; ._.illlC ,._ ,_ ,~Jll ~ L : :: ~ l, ,- 1 ·

r -, ~, - ; · n··· t ·1i1:r . : :

I l l'

h:;\•; 1:??1<..:!

! J ;, i \ ·-· ~: •,:: ~ ~:
'
"\0:7,;;+

.--;. .- .

•• i"';

~

......

! :::: !-:!:-:>.

Lif 1

~

?
! •··

.

,,l;', .. .. :'.

"' ' ' ( . ) ' ' ''

they a rc no;';?

.

----

1f ''e had no cha irs or s too ls , wouid tabics be as

r 1' - 1)
t; d

rnc

il: t

th e

Tell

me

all

tilf' thin ;;~ yn1 1

'

t!iii

1 .~.-.... ) v u

i\.iii il\

ill.ii

knn •.y th:1!

L: I\ c i1e:1t.

,,,.

o-11·e

--- - -~-

-

-

-

----

---

Dav.
.f;VMI .

-

Here is a piece of woo l : do you know where
wool comes from ?

----

'Vhat is th e b eg inn in g v f

J

t.Lt 1

Lit1 1c u

·what !s th e 111iddle o f a rhy u !le d?
What is the end o f a d;iy ca ll e d?

r

!i;;h t.

EXERCISES ON FAMILIAR OBJECTS.

What is the time between the middle and the end

' I

cal le d?
·
What is the time called that is after the evening?
What is the li ghtes t part of the day?
Wh at is th e darkest time called?
vVbi ch is lon gest, an ho ur o r a day ?

Tree.
Did you eve r see a tree or pl a nt walkin~ ab~ut?
Did you eve r see a man or dog growmg 111 the
ground?
JJid vou ne ve r see a tree move at all in any way?
But 'will not a plant or Hower ni ove about if it is
in a flower-pot?
If you we re to be buried in the gro_und all but
your head, do you think you should grow 111 branches
lik e a tree ?

S treet.

· g Ill
· a s t r ee t?·
Did you eve r see water runnin
\ \/ hat pa rt of this street does water run down most
ofte n ?
Is the gutte r hig her or lowe r tha n the rest of the
stree t or road?
What is the middle part of the street coyered
with?
l s the part of the street that men a nd women walk
upon cove red with stones also?
Js it covered with the same sort of stones as the
midd le ?
What is the use of covering streets with stones?

EXERCISES ON F J\ M1 LI AR o nJ ECTS.

7r

Do you know what this so rt of sto ne co ve rin g for
streets is called ? - (Paving.)
Why is the middle part of th e street made so much
wider than the foot-path ?
Did you ever see a road tlwt was covered by
any ot her kind of stones th an these large pavingtones?
Paper.
Will paper burn ?
\Viii paper wash?
Will paper tear easily?
What thing do you think pnpcr is most like?
Why do you not have a pa per fr ock, or a pape r
pair f stockin gs ?
IC you were to soil a book, could you wash it clean
as if it were a frock or a ha ndk e rchief?
ls cloth of any use th at pa pe r is not?
l s paper of any use th at c loth is not ?
Look at this pi ece of cloth a nd thi s pi ece of p ape r :
how can you tell which is clo th a nd which is paper?

EXE RC J<; E S O N

SECTION VI.
.Haskel.

H e re is a b aske t: d o yo u kn ow of what it is
m a de ?
I s th e re any difle re nce be twee n what thi s bas ket
is m ade o f and what th at b ox ((Jr ta bl e, e tc .) is
m ade of?
Do yo u think it wo uld be bette r if baskets we re
m ad e of wood, lik e a b o x?
Lift up th e b as ke t : is it ve ry h e a vy ? D o yo u
think it would Ge i1 e avi t: r, il it \Vt re n-1a de of v¥vod r
1- ·-lid
,·n11 f'vf'
r sec a b asket of a diffe re nt s h a •pe
- -J - -fro m thi s ?
fJid y1..;u c=~· \.: r :;c c ;.. !~1rt; ~ : !..; ~L~ L l; ~ l ~ i ; ui L!11 :.i :
Di<l vm 1 e ve r see a sm a ll e r b ask e t th a n this ?
\ \!h at is the use of this basket?
Do yo u re co ll e ct a n ythin g e lse that b ask e ts are
11st~ d fu r r'
\.Vh r. I ;1r ~ r1 ll l1 ~ ~k e ts u sed fo r?

L oo k c lose ly at thi 5 ~ oa rse pi ece of cioth ; is it
m ade of bits of a n ythin g ?
W ha t is thi s baske t made o f bits of?
Baske ts, th e n, are a k ind of c lo th , m ade of \\'h a t?
or wo ode n wh a t ? Thi s so rt of clo th is ca ll e d
72

73

FAM ILI A!{ n n J F CT O: .

basket-wo rk , b eca use bas ke ts a re mad e of it; a nd it
is oft e n ca ll e d wi c ke r-wo rk .
Did you e ve r see a house ma de o r wi cke r-wo rk , o r
m ade li ke a h ig ba"ket I Th e y nn l;e «l! e r!s :i.nd hut s
so me tim es of wic ke r-work . but th e y d n no t m a ke
ho uses o f it , bec :-i use it 11o uld 11 o t he s lrn11g e no ugh
if it we re ve ry la rg e . u 1il e"s it we re m ad e of Ye ry
lo ng an d thi ck pi eces of 11ond, a nd thi c k woo d will
not: be nd so a s to 111 :1k c b:-isk e t-wo rk.
Colors.

L e t th e c hild po int o ut th e di ffe re nt co lo rs in a
colo re d pi c ture.
Aft e r thi s let th e c hild po in t o ut, se pa rn te ly, th e
difle re nt colo rs in a vi e w o ut of d oo rs .

1f you w;inte d t·o go f ro m o nr rnd o f t·lw rnn m
to th e ot he r ve ry fa s t in dee d . wha t s hould you

\Vh a t sh o uld vo u do ir 1·n u w:i nt cd to i:;o s lnw lv ?
leg ?
\V i1 al :-il 1uuid
L

1

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\Vha t mus t I d o to put yo u 011 th e ot he r si d e of
th e roo m ?
Wh a t mu s t I d o to p u t yo u 0 11 the o t he r s id e of
the roo m, if I fi r<; t p11t yo 11 0 11 a c ha ir, hut d o no t
ca rry you o r th e c ha ir ?

74

i'l

I

fv

f~ XER C ISES

EXER C ISES ON F J\ MI I. I J\ H OBJECT S.

ON f'AMILIJ\R OBJECTS.

D o yo n think yo u could stand up al! day in the
middl e of the roo m without moving once ?
Could you sit pe rfectly still a ll day without moving once ?
J )o you eve r li e quite sti ll with out s pea king, or
se e ing, o r he arin g ?
\Vh e n you want to go to sle e p, how do you
fee l ?
D o yo u fee l sl ee py aft e r you have bee n aslee p?
Did you ever see a dog or a cat asleep?
D o tables and chairs s l e~p? D o th ey eat and
driilk?
Ca n they mo ve?
If I we re to throw this chair to the othe r side of
the room, would it no t move ?
\Vhat is th e difference between a table moving and
you moving?
T e ll me wh a t the re is in this room that can move
of itse lf?
T e ll me what there is in this room that cannot
move of itse lf.
T e ll me the names of the different ways in which
you ca n move?
C an a dog move in any of those ways?
Can a sti c k move in any of those ways?
Can a bird wa lk and run?
Can a bi rd ho p and jump?
C an a bird mo1·e in any other way?
Can you fly? Why not?
Can dogs and horses fly ?

75

Do you know anythin g e xce pt a bird that can fly?
( Fly, bee, gnat, butte rfl y, e tc.)
Ca n you d o a nything th a t a bird cannot?
Does a d og walk and n111 jus t in the sa me way
you du?

-

La11;:!i ill)[ -

Cry i11;.;, etr.

vV hen you are ve ry mu c h ple ased, do you make
an y n o i ~e ?
Did you e 1·e r hea r a d og bug h ; o r a ho rse ?
If you we re very rnu ch hurt indee d, what s hould
you do?
Do ca ts cry like you? H o w do they c ry when
they are hurt ?
Should you be able to hurt a cat if you be at he r
with a sti ck ?
Should you be abl e to hurt a st o n ~ if you beat it
with a stick?
T e ll me th e names of so me things that you could
no t hurt by be ating ?
What could you hurt by be ating ?
Could you hurt yourse lf if yo u w;-i nt e d to do so ?
What do yo u and I do if we wa nt to let each o th e r
know anythin g ?
Can you make any noise with your mouth except
lau ghing, and crying, and speaking ?
Clo/li ts.

Have you any clo thes 0 11 that are made of cotton?
Have you any clothes on th a t are made of
worsted?

EXERCISES ON FAMILIAR OiiJECTS.

Have you any cl othes on that are made of lineff?
Have you any clothes on that are marle of leather?
Can you find anything here that is woollen or
made of worsted ?
Can you find anything here that is made of
leat he r?
Ca n you find anything here th a t is made of cotton?
Can yo u find a nything here that is made of linen ?
Have vou any clothes made o f silk?
I s a ny.thing in this room made of silk?
Do you recoll ect ever seeing anything that was
made of silk?

?Vood.
Can you see the wood in that door ?
Tell me the things you remember out of doors that
are made of wood.
Is a stick o f the size of a poker as heavy as a
poker, do you think ?
What is the poker made of ?
Is wood ha rd?
What do people do t o wood to make it of the
shape they wish ?
!Jo you kn ow how they fasten pieces of wood together? ·

r.
I

ii,

;11

What are those men called whose trade it is to
cut wood a nd fasten pieces toge ther?
Tell rn e some things you know tha t carpenters
make.
Tell me eve ry thing you recollec t that wood is
good for.

EXERCISl~ S

0N FA llL! i\H O llJECTS.

77

Animals.
Tell me the name s o f all th e animals yo u ca n
think of whicl1 p eo ple eat.
Tell me th e na111 es o f the :inimals that g ive clot hing.
What things do you e :it th;1t g row 0 11 trees?
What thin gs do yo u ea t that grow i11 th e gro und?
.Tfr111Jt'.

Look at that house : \\'h :1t is it rn:id e of?
\Vhat is the doo r 111 adc nf?
What is the top or roo f made o f?
What is th e c hi11111 ey 111 arl e o f?
'What is th e wind ow m:icle o [?
What is just before th e door of this house ?
Point to th e fr o nt o f thi s ho use.
Point to the back o[ thi s house.
Now point to e;ich o f the sides.
Where sh ou ld r ou he if t he re we re no hnuses ?
D o yo u lik e to , li1·e in a ho use? Why?
Wh a t a re pigs' houses call e d?
What a re do 7 s' hn uscs c;1l lcd ?
Wlrnt a re ho;.5es' hnu-,es ca ll ed?
What a re fow ls ' ho uses c;ill e d?
What is the use of th at window?
What is th e use o f th;it d oo r?
Why do the y ha1e a top ttl the ho11 se ?
A re all houses of th e s;11ne s ize ?
l 1'111e.

Which is the longer tim e, a day or a week ?

79

EXEl<CISES ON FAMILIAR OilJECTS.

\Vh e n you s tand at th e d nn r, 1yl;;it i;; the re i11 fro nt
of you ?
\Vhen yn u s t:1nrl :it rhr r!" n r, " ' "11 ,, 11,, J•' l•v/ 1i11<!

D o · you kn ow th e nam es of th e days of the
week?
T1·y anrl s:iy t h ~m .

Dn yo u knuw huw many u[ th e m ll1 ere arc?
\.Vhi c h is l o n ~e r, a week or a 1non Lii?
I >o you kn ow what the co ldest part of. th e year
is called ?

, .. ,

you ?

f.nnk
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What is the n;ime of the next street (or house,

etc.) to

thi~?

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When you st and at th e d oor, what is th e re a t your
right ]p nrl ?
When you s tand a t the door, what 1s th e re at your
ieft h;in<l'

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l>n you k11ow if tli e p:i i11•. 1111 th:il <lonr i ~ thin"!"
thick ?

J) o yo 11 kn ow if p : ~in t JS nf :1ny u :- : c ? \\"); ;tf- ii SC?
v\/hat kind s " f things do yo u see th :1t are p:1i11ted?

80

EXERC ISES ON

EXERC IS l\ S f lN

F/\MILTAR OBJECTS.

T e ll me a number o f thin gs th a t a re not painted.
Wh y d o n't th ey paint the roads and st ree ts?
Are th e leaYes of trees p;i inted g ree n?

R11ti11£; -

people e;i t.
\\'!wt thin g s do peo pl e eat bes id e s m ea t ?
T e ll me the n a mes o f a11 th e so rts o f vegetabl e s
th a t you ha ve see n people eat
\Vhat have you eve r dr an k b es ides w;ite r? What
e lse?

Js a n yt hin g done lo mea t and vcgetalJlcs befo re
t hey cire eaten?
H,nf/1.
\\' Int c-nlnr is 111 1' eart h in the .c::irrkn ?
I' iii <' t'.irf li in the fir· Ir!<; nf the s :111w •·11 ],, r
\:\ih~11j,1 fi ,..

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., f d1~ t~ . 111li in t h ~ g.udc ;i ?

\\'Int jc it tint "1'11·11 ,.,,, ,.,, Iii•· t-• .1rtl1 i11 thf' fil.'lds
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J\t what ti nil' 1s i1 tli:i! !Iv· n1 1,,1 11 s l1 im:s ?

wh :it t ime is it t li: 1! ihc 111 •1,,11 " '"'" lll >l s fii 1w I
J)o y o 11 :1' 11·:1: ·s si·e tl H· s 111 1 i11 1'\ ;1r:1ly tli c •;:1 11ie
p:ir t of th e s ky I i 1 ·1iilrl11 ·n t1n:_: l11 '" j,,. f•il<I t" 11 11 ~ c ne t! 1c s 11n. if tlH '\- c:1 111 11 tl :111.-.\\· i·t , · ,i rr t '. ! tly .)
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lf 11•" !';irt!i nf tlw g :lrrl!'.n were li ke stone, cou!d
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Did ynn r·1-c r .« · •·the s 1111 ;111tl tll(' 11111n1> sh ining :it
t he sa me ti rn ,: 1

1s t-::tr!h 11 .tr•J . Ii k•_' \.; :.-in•? ni :-..lt 11u'
lf !lie t _'r11 !h 11f ll1(_; g .1 r(!C.n \';ere like •,\-~tcr . could_

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Tell me what yo n h:n-e see n grnw in the fi e lds.
A re ;i ll th e fi e ld s yo n li :1\·c seen <>f th e s:im e s hape?
J\re ;i ll th e fi e ld s yo t1 h :11·e sce 11 o f th e sa 1n e sir.c I

Dri11!.:i11g.

Tt ll me th e n am es of al l th e so rts o f m ea t th at

F!H lll.I AR OBJ F.C T S.

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EXERC ISES ON FAM ILI AR OTIJ ECTS.

Did yc u eve r see the s un low d ow n in the sky?
What tim e o f the clay is it when the s un is hig h
up?
Wh a t time o f th e clay is it wh e n the s un is low
d ow n ?
Uid you eve r n o ti c e if the sky h as any colo r?

l s th e sky alway s blu e?
Wh at is th e co lo r o f th e ~ky in a dark ni g h t?
]) id you ever obserre the colo r o f t he sky wh e n
th e m oon was shining? ("You s h o uld n otice n ext
tim e yo u a re o ut at ni g ht," shou ld be the re joind e r of
an in s tru c to r if the c hil d says he d oes n ot kn o w. )
Do yo u ever see anything in th e sky besides the
sun , m oo n , a nd s t a rs ?
H ave the cl o ud s a ny color?
Have t.h e y all th e sa m e color?
Did yo u eve r n o ti c e th e ir color in b a d weather?

E XEH C ISF.S ON T' i\\ 11 Lli\R OllJECTS.

\ Vh a t is th e p ar t o f th e gn rd c n that ,·o u t rc:td o n
ca ll e d ?
.
•
\Vlt :1t is th e p :1lh m :1d c c lc :111 n·it h?
\\' ha t is d o ne to Ili c plan ts in n : ry dry we a t he r tn

1n tlkC t !1e1 11 :: rnw?
· \re t he p :t rt s o f t h• ! g:ird c 11 11· he re 1he fl oll'f'r.~ gTmv
c: ill c d hy a n y 11 :1111!! ?
·
\V li~t arc the p:ir 1s 1' ·I ie rc c:1hh:i ~e ~ :11H l pc:1s
grow c all e d?
A re th e fie ld s yo u h an : sf'e n J;1r!.!;c r 111 1 11 th e
ga rdens, o r arc th e g :1rd c ns L1 rgcr th :11 1 th e
fi e lds?
T e ll m e all th e th i!l"S you rc 111 c 111bc r tin• .
fi e lds.
"'
' · g i <•w

Wh nt beas ts h a ,·e yo u sec 11 fee ding i11 li c ld <> 1
\ Vh e n 'a g reat
.
· hc r
111 a 11 y 11ees
g roll' · c l>l"C to "TL
·
wh a t a re th ey ca li e d ? ( A wood o r fore ~ !. )
'"'
'

ff ~·rrlho-.

Garden - Fields.
i'

What is put round our ga rde n ?
Why w as th e hedge ( fence o r wall ) put round the
ga rd e n ?
1s a n ything eve r put round fields ?
Do yo u lik e the ga rd e n? Why do you li ke it?
Did you ever see a n y sma ll li vin g creature s in the
garden ?
Do yo u rem e mbe r what they were ?
Wh a t is cl o ne to th e garde n to m ake it soft ?
What is the ea rth. whe n it is ro ug h, m nde s moo th
with?

111

\V hat do r eo pl e
wea t he r is bad ?

m c:rn ll'l1r ~ n th ey say th :il t h e

\ Vhat h ;ip r e ns ll' he 11 t he \1·c:1 th e r is h :1rl 1
l's t h e re nny thin g b es id es r:1i11 in l>ad 11·e.:1ther
l> o yo u li ke ra in ? W h v n o t 1
Wh a t is r;ii n m nd c of? ·
Wh e re d oes it co m e f ro m ?
Do you kn ow if ra in is o f a n r use?
I •i d yo u e \'e r see ;rn y s 11t>1v? .
\Vh a l co lo r is snn\\· ?
lh d Y011

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fee ! ~ 1 1 uw?

l s il l1ul '" 1·c1l d?

1
.

E XER C ISES O N f',\M I Ll1\H r)Bj EC T S .

EXERC I SES ON FAMILIAR O OJ EC T S.

Did you eve r

C a n you lift s n ow in yo ur h and?

try?
Ca n you lift wat e r rn yo ur band?
l s snow h a rd or s o ft ?
])id yo u eve r see it rain wh e n th e re we re n o
c lo 11 cls?
D o vo u kn ow wh ::i t snow wi 11

turn

to if it is

w ::i rrn e d ?
])o yo u k no w wh at ice is ? D id y o u eve r see a ny?
ls it hard or soft ?
[lo yo u kn o w what a piece of ice would b eco m e if

it we re k e pt by th e fir e ?
l s if'<' l ik e snmv Ill <111v \\' ay ?
\VII:it do people s;iy th<it water i s wh en it Lccu nH..:s
i(T)

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If I we re lo pu t th e t:ilil e o n tl w h c d 1r ou ld th:it
b e its pl ace ?
If I we re lo put: th e 1:.i lil c c l"sc :i g :i in sl the fir0 ,
would th a t b e its p l:irc?
\\'Jii ch i~ it~ j'LHC?
\Vhy is th:it p:irt nf l i H ' rnn rn ni :irlc til e 1:1 h\c 's
l'l.1r ·t•'

1-·rn1: ·1t.)

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\Vhen yo u say :.i \\' ee k, 1s it t he s:1111 c :is s:1y 111 g
h ow m:.in y days?
Do )'O il k n o w ll!1\\' lll :lll\' 11·ccks th e re a rc Ill '1
m o nth?
J l o w m :-rn y ll HJ11th s 1n us t

\ i ll)

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lrn mv wh e th e r it is in ;n n n o r cn !d
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wc:.ithc r tha t flow e rs grow, :.iml "l 'l '\ es, and c he rri c;?
.

_I s th e r e any pl:t cc f o r rl H' c. 1n< ' kii1~_:--.

wearing ?

\·111 1 : 111 _'

11 11 \v

E XER C ISES C N FA MILIAR OBJECTS.

EXER C ISES ON f'"A il'l ll.I AR OHJF. CTS .

Is there any place for the s tockings yo u are not
wearin g ?
W o uld it not be as well if o ne of your stockings
th;it yo u l1:1 ve no t got o n \\' e re 1h row11 und e r th e bed,
a nd a not he r put in this drawe r, and ;m o th e r th row n
und e r th e tahl u, ;incl a1mthe r put in !he c lose t?
\ Vhat is the use of putting thin gs in th e ir place s?
Whi c h is th e place for my n eedles ;in.cl thread?
W ou ld it be a n y harm if I thre w th e m in <ill so rts
of places; s uc h as under the tab le , b e hind the
drawers, o r in the closet?
I s houlcl n o t find them wh e n I wanted th em; but
wo uld th e re be an y other harm? (They would get
dirty a nd pe rhaps trod on and s poilt.)

ther, how cou ld yo u' kee p yourse lf from being cold?
( By dress, e xe rcise , or both.)
Did you eve r fee l th e wind bl o w?
Can you see wind? C an yo u s me ll it sometimes ?
Can yo u ta s te it?
Can you fee l it if yo n ho ld o ut yo ur hand whe n
the wind b lows?
D o yo u a lw;iys fee l wi nd blowing when you are
out of d oo rs ?
Ope n your ha nd wide and sw ing it b ackw a rds and
fm;wa rds very fa s t. Do you fee l a ny thing?
What yo u fee l is a ir, whi c h is eve ry wh e re a bout;
you can't see it, a nd yo u can't fee l it unl ess it m o ves
fast; when it moves fast it is ca ll ed wind.
T a ke this thin book (o r fan, o r handk e rchief)
and m ove it up and cl o wn : d o yo u fe e l th e air or
wind ?
D iel you ever blow th e fire with th e be ll ows ?
Wh a t ca me o ut of th e be ll ows; do yo u kn o w?
(T he be ll owsm;ike th e ;i ir move hst in to the lire.)
Does th e air, wh e n it mo ves fa s t, fee l cool o r
warm?
Try i( yo u ca n blow with v<>ur mo u th .
C an you find o ut what it i.s t!1at \' Ou do wh e n yo u
b reath e ? ' Take a gre;it bre;ith a nd try.

86

Serrsons -

l'

"fVeallzer - T!f/i11rl-Air.

Do th e trees look (;ip pea r) th e same in summer as
in winter?
Jn we t we ;ither wh<it happe ns to th e roads and
st reets and ground?
Jn dry weathe r is the gro und muddy?
ln dry weathe r what is it th a t b lows abo ut and gets
in to yo ur e yes ?
D0es the du t b lo w about in wet weathe r?
'lllf" ' ~:.-: mt>_:: :!: -< e; -' is· ,,
:i. i.1e ,,.._'tthe.:: i5:.
we t ~

Do you know if there is eve r any rain in summer?
H you we re o bliged to go o ut in th e rain, how
could you keep yourse lf from b e ing wet?
If you we re obliged to be o ut mu c h in cold wea-

/Valer.

If you clip your fin ge r in wate r, and do no t wipe
the wa ter o fT, does th e wate r a lways stay o n yo ur
finger? Try.

88

EXE l{C ISES ON FAMILIAR OBJECTS.

Is water like a ny hard thing you know of in any
way?

(G lass.)

l1{one_y.
----

-

r

~-

-

----

--

-----

When p eo p le go with money to th e bak e r's, what
d ocs he give th e m tor it?
·what d o you suppose that th e baker d oes with th e
mon e y he g e ts fo r th e bre ad? ( He g ives some to th e

--

-----------

'
---------

- ~------•
..

---

~.

'

-,

. . .

EXF:RC !SES UN

FA~lll,1 1\R

OBJECT.<;,

Ha\·e you eve r h ee 11 i11 a fog?
Is a fog lik e anything y o u know? ( Ste;irn, smoke.)
'Vhat is it th:it \'nu c;n111ot dn \vr-ll i11 a f,,.,?
Did .vou eve r
dew? \\'l1<1l is. it 1~iad<' ~ ;- .I
H;ive yo n see n <le\\' 111 nrc :1t r JIH ' 1in1 c of t il e cl:1y
tlrnn al ;1110tlwr?

s:c

vVe re yo11 c ,·e r

~

111

n1i1! e r for fl our, ~0 ff! e U::i !hf' . :: h n P rn:1kf'r fnr ~hne~ ;

on e ?

and ~ o me to th e butche r and some t o the groce r, a nd
h e h as to hu y c lo th e s for him se lf and wife a11d
ch ildre n wit h some o f the mo ney.)

\!\' hat is th e re in
th e re sunshine?

a

;i

s to nn?
slnrn1?

I l id

yr111

e ver sec

I s th c 1·e r a in?

J.s

What is th e re b e sides rain ?

S PnxntH .

s.,mrnPr is 1''1 11 Pd

.
.

-!

"

..
f

Iii

I ' ·~ 7 l

<:P'1SO!l nf thP VP:l r ' winter is

also called a season; but then:: are Lwu uli1e1 ;,e«·
sons. One co me s a ft e r winte r and b efo re summer,

ill'

~

V

Lill_ ~ ·-· - ~·-• 11
·~ · ,_ .....t ,,.•.1:1~,.

'1

.,_l .

--·

.-,n~ 1-, ,.. f ~ rf"" , . . ; .i tnr ·

j

{~~~i~~~~

[ / , ,\\

1 111 11 \

'l

·'

! ; ,t

liHi&

l1 '.11llf"

u, w<1te 1, a11d winch men ge t into 11·1wn they want to
go o n th e w;it e r?
[I

' ··

, - i ·-.1• ! 1'-..

:11'

! 1 i· 1 1

;1::,

... ;

' ~ :

.... .. .

• :J 1,

wh at thun der is?
Is it anything you c aq sf'f' ? or hear?
Diel you ever see li ghtning?
W h at does it loo k like?
Do you know what h ai l is? Diel you ever see
any?
What is it made o[?

/'!IT,I

111

I.II.•

'.vh.,, t ' " ;1- l'"':lijP'1?

no yon know

(

!11_

......

Can vo11 t f' II mP t h P

ill e 11 would nut 11 c l'd !J1,;1t s if th ey c ould do what
on th e wate r?
!f-';·.- !(/: :::.

\Vh at p ;irt o f th e da y is it when yn u get up from
bed :-:nrl d ress ?
J::; it d;irk th e 11 ?
What mak e s it li ght?
Where does th e li g ht com e from?

u

-

; :~- :~_ .

' ,

- - -~:- ~~ -~ .~~

- - - - -. -

---

·r.

~

~~.:___ __

EXE RCI SES ON FAMILIAR OBJECTS.

EXERC ISF.S ON f'AMILI AR OBJ ECTS.

\:Vh e re is th e sun?
Has it any color?
Can you touch the sun? Why not?
Does the sun always sh ine all day?
l s th e sun in exactly the same part of th e sky all
d ay ?
What do we say the sun is doing early in the
mo rnin g wh e n it can just be see n? (R ising.)
When yo u stand in the su nshine how .does it make
you feel ?
What color is the sky ?
Did you ever see anything 111 the sky besides the
sun ?
Ca n you always see the sun in the day?
What hides it sometimes?
Why do the cl ouds hide the sun ?
Did you eve r noti ce the color of the clouds?
Are a ll the c lo uds o[ the same shape ?
Are a ll the clouds of the same size?
Are ;ill the c louds of the same color?
Did yo u e\·e r see anything come from the clouds?
\Vhere cloe3 th e rain go ?
How do th e c louds look when it is going to rain ?
Do the clo ud s hide anythin g besides the sun?
What?
When the re are clouds do they' a lways cover a ll
the sky?
Do the cl ouds ever go away after they have co me ?
Did you eve r see the c louds move?
Do they make a noise wh e n th ey move ?

Did you ever ~ee anything in th e sk y when the sun
was shining whil e it was raini11g?
D o you reco ll ect wh at th e rainbow looke d like?
Did yo u ever noti ce \\·hat k1ppe11 s to tile sun in
th e even i11 g?
If you see a 1·c ry b lack c loud what does it make
you think of?
Wh a t do peo pl e tak e o ut ll'ith th e m to prevent th e
rain from welting th e m ?

90

EXERC ISES r'OR TH E SENSES.

93

5. 0 1/ors.

PAR T

F lowers, sp ices, o r any obje cts having a s tro ng
odo r, may be fi rst s how n to t he pupi l, a nd t he n put
sepa ra te ly int o a t hin ha ndkerc hief for th e p upi l to
d iscove r by t he s me ll.

II.

PRACTICAL EXERCISF:S FOR THE SENSES

6. S eetlr .

AND HAND.

Mix toge the r a ha ncl f11 l nf diffe re nt kinds of gra in
o r se eds, and le t t he p11 pil se para te t he m, a nd te ll
th e ir names.

7. R11 tl1•11ing.

SEC TION I.
1.

L ET

Let the pupi l try to butto n and unb utton someti1ing easy, wi th both ba nds.

Knot.

the pupil be taug ht to tie a simple kn ot with

8. Rurkling

s t ring.
2.

Size.

Le t the child be asked which is the la rge r of two
co ins t hat are placed be fo re him ; namely: - a twocent p iece or a qua rte r of a do ll a r; a di me o r a ce nt.
3. F eeli11g.
Le t a la rge bun ch of keys be g ive n to the chi ld,
who s hou ld be req uire d to po in t ou t each o ne th a t is
desc ri bed by the teacher; viz.: - the longest; the
s ho rtest; t he t hickest ; the heaviest ; th e most
crooked, e tc.
4. .!fa11 ds.

Le t th e pupil shut hi s hands the fin ge rs but not the t hum bs.
92

ope n the m -

shut

A nd un buckli ng will a lso be fo un d a good exerc ise
fo r th e ha nd and eye.

9. f ,engllt.
Let t he chil d be asked whi ch of two objects tha t
a re befo re him is t he lo nge r. S 111 a ll objects t ha t
ca n be co mpa red eas il y, shou ld l1rs.t be ta ke n ; as the
t hui11 b a nd fin ge r ; a pe n and pe nc il ; slate a nd
I ook ; two books; spoo n a nd fork ; s hoe nnd book;
s nu ffe rs a nd wo rk- box, e tc.; a nd the pupi l may, if
necessa ry, meas ure o ne aga inst t he ot her, or compa re the m by measurin g- th c rn wit h a string.
1 o.

llrca ,.'tlt.

T he same exe rci se may be don e on the breadth of
objec ts.

EXERC ISES FOR THE SEN SES.

94

1 1.

EXERC ISES FOR Tll E SENSES.

Pricking Paper.

16 . •Smell.

Outii nes such as those al Nu:>. 55, G2, a11d 7G, may
b e drawn o n p ape r for th e c hild to prick out with a
pin o n a cus hio n.
12 .

95

L el ll1 e pupil s11 1eii tli e fu liowi11 g u1Jjec1s w1u1uuL
seeing the111, ;ind te ll wh :1t they :i re; vi1.: - c hee.<c;
tea; co !Tee; ::i rose o r ;1n y stro n g ly sc ented flower.

Timrh.

17. / ;,.rlr .

TPt thr r hiirl dic.rn -~T r h'.-- tcc Hng oniy. ;1nd \"\'lth-

T _.-.:i.f

o ut see ing, th e following obj ec ts (or any ot h e r simple
::incl \Y e ll known objects lying about) , and te ll th e ir
names; vi z.:- a hit nt sti c k; a stone; a pencii;
pen ; sla te-penci l ; pincushion ; hit of p;iper; cloth,
etc. As the c hli e1's eyes are iiabie ro be heated if

! li· ·

: >l! ! ) ; ;

f !'-.!

!'

\I _ ' \

;

'''

{ ·l

'l,., ; .1

lo wing thin gs , wit ho ut ~ec i11 .'! lll\'1n, :i11< I it' ll wlul
they are; viz.: - c heese; hrc:1d; 111 ilk ; 11·:ite r.
r 8. / l11/lrJ!lillJ{.

L e t the n11nil Irv to l >11llr>11 :rnd 1111lrnltn11 "p\·pr:il
button:; qu: c ;,;,;;- .

pl ace the ob j eCLS HJ a Uag ur b<n1Lll,-,.c1 c1uc:i, vi lv
throw a handkerc hi ef between his eyes and the ob-

!

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...'-'-'~ --:--

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--- -

---- I
-

I
l

Jects.

- - -------- ----- - - --

j

3.

19 .
iv! a y be rnen n1 r h P.

s~111e

The pupil s hould be taugh t t o untie as weii as

1 ,.

l/.fRllll,![

n1:1nn C' r.

2u. 1'.'11,; /.

_i(nnl\

ti e the simple knot in No.

Tl

_f)

to

Lel die pup ii ue a ci o ui_i ie k11 o r.

1.

Fig.

1.

F i):!.

2.

.l

14.

Forms.

l\ v<1ricty of gc o:netric:1l ~nd o th e r figures may b~
c ut o ut o t a thick she e r of p as te board fur il1e pupib
to put b ack into their proper h oles.

15. Colors.
Let the pupil n a me the col ors of va nous ob j ects
in the room or place where he is.

Let th e pupil be :isked 1Y lii c h o f tw o o lijc cts liefore
him is the thi c ker: :is two ho oJ.:s: :1 ho rik :in rl '.1
la hl e : ::i s;i11cc r and :i lrn irP; hi s t'111111h :rnd litli f'

t! n;er.
The ::i bove e xe rc ise 111:i\· be ,·:iricd by :isking til e
child which o f two prese nt olijccls is th e thi1rn e r ;

I

i

I

I I·

! t._

I I.,
l' I

EXERCISES FOR TllE SENSES.

EXERCISl':S FOi( TllE S l·:NS ES.

n!" the legs o f the tnble or of the chair; the d oo r or
th e wall; his hanrl o r hi s arm.

are felt to;;e th e r, ;if1 e r\\'a1d c; wh en LliC'y nre f e l t successive ly.

22.

27. IIeal and Colrl.

Forms 11•itlt B ricks, etc.

L et the ch il dre n touch ;1 nri e ty of nhj<'cl~. ;ind
say whi ch fe ,.], w ;1r11H'r "f :111y t"'"'· :rnd ll'h i1 Ii
COlder; ClS J1l e t~J, g"J:1t...;"5 1 wnnrl , t"' ln! h, c..:fn!)P4 , Pl\ .

Let the c hild arm nge some wo od e n bricks or i:iebbl e s, o r nny s111 :1ll ob jec ts that are at hand, so as to
rep rese nt a squ ·ue nnd n tri :rngle.
Thi s exe rc ise
ma y al so be p e rtorrn e cl \\'ith cards, beads, pins, etc.

Let t he pupi l h r

23. Ihid.:r, dt.

;1 d :irL

i11I•>

<:e 111

well; as a basket,

slick,
,

~

..

_'

. i ! I,

·1· 1\ieerties.

I ,r·t

;i

fnrit

to

n11·:-1·~11n·

s lt::u ll.i 0 c t\: q:JneJ L'. . '
i1(

,-,J ·, , p,-·f~

jil

l.::. PI.

:~nd

rn

rhr· pnpil .

!_'.:U 1.: :-_ , ~; L1it: lt~ ti:...:L l 1 ·...'i

~t v~u letv

,,-,

\ i':t: : "

"\Yi!i :in:;·;:cr t!":c purp o:c c t

""'

\Yl1n
• •1 li'I

<•!

~l_;~~i ;) .

!)! ~; ~

/.: / , ,· 1,1'

t·

n1:::l2urc .

in ~

pnpi:

Hi .I~.- ~r: r:

f!lf"if \'r -iir· f't.;. nn!\· ,

Let the ch i1 d !·e n di::c 1~ ~:i:i r~ b fe'=li::;; 0n! y, ::i~ri
v: ith a ::t i00kin~. '\vhich is iar;f.:r 0£ nvo coin=. µ eo--.

\\'!11·!1

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..

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·-

l""",n n :~ r~

r·'.

· 1!!1•f\,1. · 111J...;

i -.: ·; ·~n n ::-.

:J : :i

::=: : i: r

f !11·;.: <..:rlf' :1k r~n(· \\' rite! ti !' ~ !rt ~~-

'

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T ,, ,. !''.:11u i ~c,

___, _ . __, __

.11/

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-

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thre ad a large packing-needle

!u'. ~~l H1\\·n

p:1c;<;:1 t:e

' " ' ' 'k. stool. 11111hr"lh, etc.

., l

Let th e pupil trv
or bodkrn .

nr

r11fl11 1

lo fe tc h something. th e J'L1 ce <)f whi ch li e kn ows

Let th e c hild try how many \vnys he c;\n disc ove r
of pl::w in g ;i wnorlPn hrir:k or a hook : next lel !tim

2

97

;-,,,r '

wlulc

i1 c

dn '.
b

"-.

u11~e e 11

:
iiy

.-.·-

··::~ iic:h

l-llitJl l 1t: J

r.~1; .~~r

IJU!Jil,

::.

\\'.iJU

EXERC I SES FOR THE SENSES.

EXERCISES FOR THE SENSES.

shou ld try to discover wh a t has bee n do ne, from the
sound on ly: as walking, running, a nd hopping
across the room, clapping hands, striking the· tab.l e,
wall, etc.
33. Knots.
T he child should try to join toge th er two pieces of
thin co rd o r string, by plac ing th e e nds toge ther,
an d th e n tying them in a s im p le kno t.
Fig. 3.

The pupi ls may a lso try to t ie s in g le and do ubl e
kn o ts, Nos. 1 and 2 0, in thin thre ad, firs t in the
middl e o f th e thread , and afterwards as n ea r the
encl of it as possible .

34. .I'rrper-folding.
Little children m ay begin by doubling a slip of
p ape r thusFig. 4.

99

3S· Arn111gr111mf.
'"' hen children have gathered a n11111be r of fl owe rs,
th ey may arrange th e m, fir st, a cco rdin g to co lo r;
se co nd, acco rdin g to si 1.e ; third , acco rding to s111el l.
3G. Ftdi11g.

l

\\.' he n th e re ;i re sn-c r:il <'h il rlrcn, let each o ne d is cn n· r ;i ll th e res t l1y fee lin g their c lo th es o nl y, and
without looking.

:n . .Fcr!i11g.
L e t seve ral s 111 :ill o bj e c ts, s uc h :-is a m;irbl c,
thimbl e, s to: 1e, cc 11t, etc .. he p11l into ;i h :111 rlkcrchiet o r b :1g , :rncl th e c hild he rcq 11ire d to te ll , by
fee lin g o nl y, what o hj ects a rc th ere .

3 8.

_[-fr Tl ul.

Let the c hildre n try to s l111 t ;ill th e fin ge rs of th e
rig ht ha nd , exce pt th e tl111111b and fo re fing e r ; th e n
a ll but the fo refinger; th e n al l but the littl e fing er.

39. R rmgl1111·ss.

by ro llin g it ; and by folding two pieces alternately
over each other, thus Fig. 5.

L e t the c hild lf)ll c h t\\·o objects, and dis cover
whi c h is th e ro11,g-her ( th e diffe re nce of rn u .~ hn ess
s hou ld be co nsid er:1blc :lt fi1 s t, ;rnd ~ h n 11lrl g-rnd u ;1ll y
dec rease as th e c hild i111rm)\'es): :is h ce o r hea d ;
wooll e n o r Col to n c lo th; brow n o r \\'hit e p:1 pe r ; a
stone o r bit of wood; a slo ne o r til e; collo n cloth
or silk.

100

EXERC ISES FOR TllE SENSES.

EXEHC TSF.S FOR TllE S ENSES.

40. Size.

by turns to g uess th e le n.'._\'th of surrou nding objects
in yards, a nd verify th ei r es tima te hy measuring.

Let the c hild say which o[ two large objects is the
larger, as the roo m or the pass;:i ge ; the parl or or
the kit chen ; th e diffe re n t be ds in the ga rd en; the
c ha ir or the hi :~ h st ool: the tabl e o r the sc hoold esk : the roo111 f10 o r o r tlw ce iling; hi s ha nd o r his
fo o l; two kn o ll'n tree s: tl\O known pe rso n s, e tc.:
pre se nt o!J je cts s hould be co mm en ced with, ;incl the
e xe rcise may co nclude with such abse nt objects as
a re we ll known.
41. Smell.
Let the pupil di scover by the s me ll only, v;irious
simple a nd well-known objects, as lea th e r, brown
p;iper, vinega r, milk, candles, and several flowers
and plants, etc.
42. Taste.
L et the pupil taste small 1 ortions of such objects
::is the following, a nd state what th ose objects are:
b iscui t, butte r, appl e, turnip, ca1 rot, pear, vin e-'
gar, e tc.
43. Smmris.
One pupil may st rik e v;irious ol•jec ts which g ive a
sound t hat is e:isi ly re cognized, a nd ano the r pupil
s hou ld g uess what. h;:is hce n struck: ;is the table,
fl oor, grate, poker, ben c h, gbss, tumbler, jug, etc.
44. J)ft•a: uring.

The pupil s shou ld first me;isure several objects
with a yard measure; afte rwards they s hould take it

IOI

45 . .h·ding .

The child should distin ;p 1i s h pe rsons merely by
fee ling their hand s.
46. Arrrmgrmenl.

Let the child try in how man y ways he c;i n ar ran ge
three wood e n bri cks,* o ld boo k", or pebbles, etc.,
and afte rwa rd s four s imil:ir objec ts.
• No toys admit of !'u ch v:-lrinus co 1n h in atio11 ~ . a11d gi ve
su ch 11n cea ~ i11g pl c<lsure to youn g chil dren as wootl en iJ rit.:~$.

Boxes o[ a very rl efecti Ye kind a re so ld a t the to,··• hop, for it
is fou nd that parents will not pay th e pr ice of a wc ll -rnad e,
durable toy, th o ug h th ey will s pend large " ""s 011 cheap rubbish. \V oode n bricks s lwuld lie 111ade of 1>:1k, or so me hea ·1 y
wood planed into rods ~ o [ an in ch square , cut into lengths of
I~ in ch, 3 in ches, and 4~ in c hes - 100 of 1hese are not too
many. Th e end s s l11Hi!d he c11t iht so that the 'bri cks may
sl a ncl uprig ht. Vari o us additi •n1 s 111ig ht he m ad e. s uch a s a
few p ill ars 4~· in ches high , a few arched pi ece s J in ches lo ng,
Ii dee p, and i in ch wid e, e tc.
Fig. 6.

Fig. 7.

CJ c=::J

Fig. 8.

Fii;. 9.

Fi,g. to.

n

[7\]

Thi s toy mi ght be mad e hy any cabin e l·111aker, and if th ere
were any de mand , it could he so ld cheaply. It c"111ot be
broke n, or s ucked, o r swa ll owe d, and with ordinary care, one
set would last many years.

102

EXERC IS l".S FOR TllE Sl".NSES.

EXERC IS i·:S FOR THE SENSES.

s;:ige to fe tch so met hin g , th e place of whic h has b ee n
told lo him .
52. .l,m;;th /1y Freli!lg.

L e t him try lo build a c ross with the woode n
bri c ks in vario us ways.
Let him try to build a cube or solid square with ·
th e bricks, or with old books.

Th e child s hould fee l t ll'O s ma ll o bjects and te ll
whic h is th e lo nge r with out looking at them, but he
may fee l th e m both ;1t th e sa me time: as two sti c ks ;
two pe ns ; two pe n cil s ; a pe n and a p e nc il; t wo
books.
53 . F erlill.£; Coins .

4 7. Paper-.foldi11g.
The c hild should try l.0 fold slips of pciper fo r
lighting ca ndle s. They may be fo lde d over lengt hwise t1Y ice o r three tim es: or th e y m ay be rolled
round thus : Fig.

F irst let a tw0-ce n t pi ece be pul i!l to a c hild 's
h;inds, a nd t he n a qu;irte r o f a doll ar, ;ind le t the
c hild te ll witlirrn t l noki n~. whi ch is th e tw o-ce nt
pi ece a nd which is th e f)Uarl e r o[ a d o llar. The
same exerc ise may be doll e with a clime a nd a cent;
a lump of stone a lld a lum p of suga r, e tc.

11.

48. Arra11geme11t: Shells.
The pupil may arra nge a fe w small shells (o r
b ead s), first according to size, then according to
color, then accord ing to shape.

54. S1mwl.r.

49. I'arrcls.
The pupils may b e exe rc ise d in wrapping up in
p<ipe r, ;i nd tying, s mall parce ls, containing o ne book,
two books, etc.

50. To1tch.
J...,ct a few jJt:a:,t: aJ1d heans be out into a h!'.1~ o r

handkerchi e f, and the pupil be required to taken o~t
a ll th e bea us by fee ling onl y.

5 r . Darkness.
The pupil may he sent into a dark roo m o r pas-

103

I

A tab le, jug, o r ;iny obj ec t al hand , may b e struck
with a s ti ck three tim es by o ne pupil , and a noth e r
should say whi ch blow was th e lo ud e st and whi c h
w;1~ th e least loud .
Four bl ows may afte rwards be
g ivP n,

10 5

E X.ERC ISES FOi\ Tll E SENSES.

F ig. 15.

SECT IO N II.
55. P aper-m tti11g.
Th e c hil d sh o uld try to cut a piece o f p a per into
a s m a ll ob long.
Fig.

57 . R11 slir:s.

A whip m ay h e f o rn1 c d \\' it h ni s hes; a d oze n o r
two b e in g hi id e ve nl y tngct f,,• r \\' it li t lw thi c k e r J"Hh
a t th e same e n d, a nd t he \\ l]() le hcrnud rou1 1d \\' ilh
o th er ru s hes.

1 2.

D
The n into the form of a knife .

58 . .Feeling.

Fig. 13.

c:=::,,____:>

Le t th ree coi n s of n c: 1rh· th e s:111w si7e b e g11·c 11
to t he c hi ld. whn sh •llild . \\·i1h 1rn1 l""ki n '.,'.. s• ·kct Ilic•
largest a1 1d le.1st: t hr ee sl' " "-''· 1h1c t· 1w<1.-i lc:. l"'11 s.
boo ks, et c ., 111 :11· :1fll' r 11·:ird s l·c 11 icd : :111rl 1l1•: l' .'\l' l",_.i,c 111:11· IH' ,-:iri<' •I l•1· 1T· J"i1111-.:: 11 ,,. J' ll j>il tu vlc ·cl
th e 111id d le-s i1,cd td •j<: Cl uf tlw 1l11 u"

And a m a ll et.
fig . '4·

The p u pil 111 :ty req u ire I'> l•l' s h 1Jll'n :1 t first hem· to
'.: ut llH:...::e figut~~ ') Ill . f~liilil 1t-' n wh,_i are n ,_}t in the
h ah lt o f h:tnd1 in g sc isso rs a rc \'cry a n·k\van1 <lt tir:::.t.

5G .
'T he ch i jd

lll rl Y

1n .tkt:

K 11u fs.

v v e 1 ,fJ!.dlil

e1ii d ie

:il rP:irly l ~nn w ~ ; 1nd n1:iy t h ,.:_-n untie t hcn1 :
•' !

!t':lttlt}·

11'1;

k n vl~

he
:1nd trr

00 . .\111r.ii.

:\ ~t r -:..,n ;!:,· ~ ce n ter :
Lt:rl:h'.::f . . 1 Il: ! : ; i <1 1 : \ :

1ir1\YC r
1 ('l

l .1 .

n 1:iy !)c
. 111 :

into

:1

h 1nd -

106

EXERC l ~ES

EXERCISES FOR THE SENSES.

F ig.

6 1. Ca rds.

IOJ

FOR THE SJ·: NSES.

22.

A pancake may be made with cards, thus: Fig. 17.

Fig.

25.

Fig.

26.

A sentry-box may be made thus: Fig. 18.

63. .fla la n ri11g.

T he chi ld may try to b a la nce, on his fi nge r, smalt
objec ts, :i s pens, pe ncil s, hits of p;ipe r, st ick, e tc., by
their middle .

Card-houses a re well-known.
62. I'rrfer-cutting .

The fo ll owin g forms may be cut out o f paper without much diffi c ulty. They should be made much
large r than the drawing.
Fig. 19.

Fig.

20 .

Fig.

21.

64. Jlf,·asuring.

The pupil may be exe rcise d with such q1iestions
as these: - ls thi s pen c il twice as lo ng as yo ur
finge r? Meas ure a nd try. Ts th e pen c il half as
long as t he s late? Ts thi s book twi ce as lo ng as
your ha nd? Is ii: twi ce as lo ng as your ha nd is
broad? How m;iny times as lo ng ;i s yo ur hook is
the tabl e ? H cllV ma ny tim es th e le ngth of your
book is th e tnble hi g h? A c ha ir a nd nrious ot he r
objec ts may next be co mpa re d wi th the c hild 's book .

108

EXER C ISES FOi{ TJIE SENSES.

EX ERC ISES F O l{ Tl! E SENSES.

i\n y ot her familiar object may also be taken as a
st a ndard for estim at ing and me asuring objects.

69. C11!ers.

6 5. P rrper-joMing .
J\ n o bl o ng p iece of pape r may be folded into a
co c ked hat thus: Fig. 27.

Fig. 28 ,

I

.d

66 . .N eedles.
The pupils tn ay try \.Vhi ch of then-1 ca n thread
o ne (o r tw o) stoc king or packing- needl es m ost
qui c kl y.

!09

Let the te ache r po int to ~0111 e colo re d o bj ec t, and
as k the child wh a t ot he r o !Jjec t it is 111 ost lik e in
co lo r.
Le t th e pt!J>il po int n ut sc1 111 c o bj ec t in th e roo m
th at is e ntire ly pf o ne co lnr; th e n 0 11 e uf t 11·0 co lo rs;
th e 11 o ne of three co lo rs.
Th e pupil lll ;'lY arr;·111 ge and thread be ads of diffe re nt colo rs.
70 . .Smd l.

I

J. . . ct

l\\" U

1

st J, !1,~ly

;; 1_ 1_'11 tcd

... !

!.11..;

>IJH.. : !1 1. ~ (l

IJ~~·

th e c hild at t he sa me tim e; li e s ho uld no t see them,
but s ho uld be tn lcl tlw t th e re a re tw o o bj ec ts, and
shou ld t ry to gu ess what th ey are.

67. Bli111((!1lded.

71 . Ta sll'.

I.e t the pupil be blindfolded, or se nt into a d:uk
room, and to ld to fet c h so me know n o bj ec t which is
in o ne o f tw o pla ces.
Th e diffi culty of the last exerci se may be increased
by me nti o nin g- three places to th e pupil, in one of
whi c h th e o bj ect is.

V e ry s mall pi eces of vari o us fruit s ma y be put o n
th e c hild's to ng ue s uccess ive ly, o r toge th e r, a nd he
sho uld be require d to s ay what th ey a re .

68. Figures by feeling .
T he pl ain geo me trical fi g ures, cut o ut in the card
or st iff paper, may be di s tinguish e d by t he touc h
on ly, a nd th e numbe r of th e ir sides, a ngles, etc.,
to ld : viz., a trian g le, square, o blong, pentagon, c ircle,
o val, se mi -circ le, e tc.

72.

l~:di11g .

No. 3 s hould be pe rform ed by th e pupil wh e n
o nly a llowed to fee l th e k e ys.

73. T ones; !ugh and !ow.
Two o r three g lasses may be struck by the pupil
that he may di st ing ui s h the differen ce be twee n the
hig h a nd the low note s. Two g la sses h av ing a
m a rked differe uce of to n e, may be struck first; then

11 0

'

rf i

' .
.

EXERC IS ES FO R TH E SE :-.- SES.

EXERC ISES

three m ay be t ake n. the p up il fin di ng out th e hig hest,
lowest, a nd middl e tone s.

I

'

,
'

74. J'o1l(s; loud and gentle.
Th e tw o g lasses first ta ke n m;iy n o w b e s lru ck so
as to exe m plify the diffe re nce be twee n th e hi g h a n d
lo w, and lo ud ;i nd gentle so un ds, th e hi g h and lo \\'
to ned g l;isses be ing alte rn a te ly st ru c k most fo rc ibl y .
Th e sa me t hin g m ay be clone wi t h three g lasses.

F O i{ Tll E

SENS l ~ S .

I l I

ii· ]Jo:cs .
The pu pil s ho ul d be ta lig ht to ti e a si ng le b o w ;
a nd s ho ul d p rac ti se in va ri o us \\' ;1ys, an d at last with
t he ir sii ue -s l r i11 g s.

7'it

A"11ols.

Th e fnl low in g lnnps an d k n11t s for jni ni 11g stri ng
m ay now i>e le: 1r11 c d : F ig. 37.

F ig. 3h.

75. Jb 11clz.
L eaves of two o r three of the pl a nts most fa m ili a r
to th e pu pi l. may be g ive n to him to discover by
feeling o nl y.
76. Paper-mtting.
The p upi l may cut out in paper th e fo ll o win g
fo rms; t he pa pe r s ho ul d b e d ou b le d fi rst. If ne cessary. th e teac he r, o r an o lde r pu p il , s houl d c ut t he
fi gures o ut p rev iously as mode ls.
Fig. 29.

Fig. 30.

Fig. 31.

F ig. 32.

Fi g 38.

79. TVe1;~'/its.
The c hild m ay fee l a p ou11d \Ye ig ht an d a
po lln d we ig h!. :rn d th e n estim:1te t he \\'e ight
vari ety o f objec ts a ro und , whi c h, a t lirs t, m ay
sist of a n exac t nltm be r o f 110 11n ds, :1s i , 2,
4lbs.; and a f te nvan l ~ of frac ti <rns o( po unds.

lw lfof a
co n3, o r

Ro. 1:idi11g Coins.

The c hilrl s ho ul d fee l three coin s, n ot toge th e r,
but s uccess ive ly, a nd state \\' hi ch was th e la rges t
a nd whi c h th e least.

8 1. TVirrmth.
The c hild may b e :1 ~ k ed whi c h fee ls \\'arrn est (or
coldes t) o f se\·e r:tl objects ly in g abou t, as scisso rs o r

r ''

~

I l

. ·'

thre;1d; ;i s11P11 or shQe; ta ble or
fro ck ; wood o r c:upe t, etc.

buok er

flnd !n 3ny o bj ec t in t!1 t· rn n:n or p!:1c e '.1.'h {:~re he 1 ~,
and what tlil'y are; :is in ;1 hook, (;1blc, twig, fl ower,
tree , et<:_: ,

Wh e n out of doors the c hildre n m ay be a sked to
pick up l\\·0 sto nes, o ne roug he r tl1an th e o th e r :
~!50

f\\" ()

\vhi c h

1:-;

'="·' ~

s rn uu ih er

n ~y !· 1 t:."-'=\

~n1 0~ !h! 1es~;

e1_'-! '.1 !

ih ;1 11

ih P. oth e r i ~ i 'o two

...

';,
,,.,

r:·,..,_

Le

ii c< ttiy 1oiuca

n1:0

ur

w1d1out

·····-··

! 11 '\\"

being

ti.r:-r~.
f

'. 7 -1'! . , -

I

• ,

, ,,,

.

....._ ''-.! ._, ./ v .. , ,.. .. , •.,") •

Th e pupil ma y try to fo ld paper into purses, thus Fig. 39·

Fig. 40.

..<!"">
'-ii r'
86. C11!ors.
Let the pupil be as ked ho\v many colors he can

he s u r:cessi ve ly covere d
1-..111 "1 1 !

f()1_1 gh

l.,

\Vii.h

111 ;1y

0t

l :: ::; h an d s or

11•

up in pape r,

87 . ,)'mdl.
A v;irie ty (If ohjer:ls

cl

0'2

A

!O

f1 i.<. .: -

.

114

.

.

'

"·.

.

.

'

.

-

'

·.· .·
--------

"

EXERCISES FOR TllE SENSES.

EXEHCISES FUH TllF. SENS ES .

Fig. 51.

94. P!atling.

. ·i
.

·.

I
{) r sl1 .t·,v i11ay

...c,;-,,.~
.... . . . . ...c, ,

89. Soun ds.
The pupils may try to puzzle e;ich other by mak·
ing v a ri C\ !J ~ n t:_) i ,P~j c:; nrh ris cn 1n1p1ing paper~ shaking
a lrnnd ke rch ief, ~witchmg a cane, etc.
90 . .'')'me!!.
The pupils may go round-the room or pface whe re
they are, and try to discover what objects they can
and cann ot s;ncll; each acting as a check upon the
rest.
91. .Hows.
The common d oub le bow may be tier! . The pu pil
may ti e a ha ndk e rc hi ef _roun d hi s ne ck in thi s manne r ; he may ;ilso tie his s hoe -st rin gs; and may finish by tying the same bow in th in string a nd thread .
92 . Knots.
The attempt may be made to tie the si mple knot
( No. 1) with o ne h;ind. Th e le ft hand s hould be
e xercised in thi s way a s we ll as the rig ht.

~ing l e

pla t s hould now be tri ed with

A ncl fixin g hooks and eyes, may a lso be attempted
with o ne hand.

'""~

.

. .

.-

---~

--·
- -- - - - -

'J

95 . R11shi's
lJe t.: <t.:-.i ly fui ln cd iili.u

.
..
.

-

-

-

- -·

~~

i 1 1 , t1 ~, u[ rat iu us

. .. th;c.
. ... ...... ...... . . .
in

....,

n1 'ln ni:>r · _

Fig. 52.

96 . .Afi:amring .
A bit of card, o r stick a n in c h !0ng, s hould be
given to the children, \Vh o rn :t y n1 e rlsu re th eir fiiige r:=;,

hands, pe ncils, .books, sla tes, dol ls, tops, e tc. \\'h e n
so me what accusto med t·o th e e xe rcis", th e chil dre n
may gu ess first, a nd me ::i sure ;iftc rw:i rd s.

97 . .I'11ti11,;·.
Whe n c hildre n are in the ope n a ir, th ey will o ft e n
be amused by e!ld e;ivo rin g to asce rtain ho w 111 ;111 y o f
th e ir s teps o r paces a shrub. tree , post, o r building,
e tc., is distant, beg inning with very short di s ta nces.
The ex e rcise may nlsn be pe rfo rm e d in a roo m.
9R. J'h idm 1·ss.

93. Butto11i11g,

~

. ....

~

The co mmon
thic k s trin g.

.

115

.
. .____ -----------___ ::.....,:;.
·,.;,.._ ·....;;...~:,;-~-,_......,,...:;.,.- .;..~
·'- - _,,_
- ~'
_..,.
' ..... ____
' -- - .. --

The pupil should fee l v;i ri ous k ind s of pnpe r, to
asce rt;iin · whi c h is thi ckest; also va ri ous kinds of
c lot h, s ilk, leathe r, e tc.

i

,.. ~ -

t"""I-~-·

~-

..

~

'"=.."'.:::_=::.:___---=---~ -

-

-- -.

--

~~

----·-..:;:_ ~
- ---- - -- -

7

EXERC ISES FOR T Jll£ SENSES.

EXER C IS ES FOH Tll E SENS ES.

99. TVei:i;M.
An 011nce and a ha lf-oun ce we ight m;"ly be g iven to
th e pupil, who should afte rwards estimate in oun ces
th e we ight o( s111all obj ects not e xce eding five o r s ix
ounces, no r Li llin g short of h;i lf an oun ce.

the order of the four o bj ects as to s ize. H11ttons,
nuts, counters, pe bbl e s, o r any sm:\11 objects, are
sui table.

116

1 oo.

Paper:f11Mi11g.

The pupil may fold pape r boa ts 111 this

mann e r:~

Fig. SJ·

t

l

I I

04. 1Virn11th, ./[an/11r.<.<, Nr1!1gl111 rss.

Th e c hild s ho11ld point oui :i ll ohj cc ts in t he r<H11 11
whi ·h (ee l C<J ld ; next . :ill \1·li ic h do n ot fee l co ld;
next, a ll wh ic h fc<· I rou g h "r <;r 1111• it h, h:ird or
so ft, etc., e tc.

i

11 1,lj

, 1.

I

,

IJC

1

TT ~

·1 !
(

I

!:

!,

! ' l

I, ,, '

)1 1 ,

I

L.

( 1\

\.I

;

:

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;l l

I !I '

'~I

l 11 l

i

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.

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I

i it

I ~,

I ·.

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~ I I I '

11: : [: 1: 1

j 1',

\\.I l l ~

I ,-

!1 '

5 11 ccrc.~ i\ ·r l·: t~ i\· cn t o :'I n d t:1L e n fro:n the '-·l 1i1d , "v l 111
i;;. f -'f-'

ti11-· 1H : iH: :-.l1tlu!d he ;1 sked v\l 11 c li u[

th e four \\·as the l:ir:;cst , ~ nd wlii<: h was tlw 1.... ~ ~1.
.i\ fter :1 li_ll)P. practice. he will be ;iblc to tf' ll di st in ct ly
:"'

l ·-;

l

r 1' : •

I 1 I 1 1' ·

!
1l

• l ; , I_

'h(')11lrl nnt

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l 1\

L\_! ! l ! .·: L~ I

Tli" •: l1il.lr,·q
e a c! 1

c1! !i t~ r

'.""rl '

0

;111rl

s ilk.

t

111 c1y,

\'.' ii ll

!"I.rill ~

! !'-

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1

1, ;,

! !! • . .

111

li!: •.'

\ ; lli(i:h

o r t hP.:: :1d,

111:11111 c: r .

11;;1i-...;:

;ii-.... ..

! ry ! • 1
·, \1li1

p11;-.-li·

• i 1l it ' l• ' ! !l

: 1 ~; i!1..\t'!l , '.': no !! e :1,

)

ltl J\l

C Cl !t r1 11

I J8

lo:XERCISES FU H 1'11 E SENSES.

One ch .i ld shonld say the name of some small
animal; another c hild may be required to name a
~'

.

------

rn

SECTION l I I.

ru

I Ii kt
ltt Hf.!

stiii, :rnd so on a~ far as the c hildre n cnn go. The
chiidren may then begin with the largest animai th ey

Th~ foll o win g object s ll! ay Lu: ci1 t
pape r: -

think of, and descend to tl 1e least.

A similar exercise may be pe rformed with objects
!n thP

r t:..:-1 1n ,

ln th r hnn~r.

nr

Fig. 54.

in !ht~ ti~kl' . etP .

~rrJ

lli~LLJ

!

FL::. ::~-

.i

1'

Fi g. 60.

119

<11t(

i11 d .. 111.J ed

120

EX E R CISES FOR THE SENSES.
109.

EXER C IS ES FOR TltF. S E,NS F. S.

Colors.

121

Fi g. r.;.

The pupils should compare a va rie:y of colored
obj ec ts, and end eavor to ascertain which of the diffe re nt colo rs look most like e ac h other.
110.

Cat's C1m(le

Is a good game for exe rci s ing th e fin ge rs.
111.

Fig.

r. ,.

Bala11 ci11g.

.0 . ..9...1

The pupil may try to balan ce o bj ects by their
end s o n the tip of his fin gers, as coins, books, pens,
s tic ks.
I 12.

.... 1

S mell.

0 0

The pupils may try to puzzle each other with diffe rent obj ects, which are to be guessed at by the
smell.

Paper-111orlelli11g .
Th e pupil may cut figures like th e foll owing out .
of ca rd or s tiff pa per, and by be nding, o r fold ing,
and pas tin g th e m wh e re the lin es indi cate, he will
h ave the mode l of a box, ro un d towe r, squ a re lower,
a nd co ttage : 113.

Fi g. 6 1.

ri g. 62 .

t

14. A rrrm g em c11t.

L e t the pupil arran ge in a hun c h, so as to look
well, seve ral t wigs of the sa me t ree or shru b. with
th e leaves o n. H e may afte rwa rd s a rrange with as
much tas te as poss ible th e twigs of se\·e r:1l trees
and s hrubs. A num be r of he ads of g rass of diffe re nt kinds may be ve ry prd tily arran ge d.
115.

A-nots.

The following knots may be atte mpted : -

122

EXERC ISES FOR THE SE NSES.
Fig. 66.

Fig. 65 .

I16.
String may be joi ned by the following knots : Fig. 68.

Fig. 67.

·~
1t7.

•cC>Jj
Netting -

Is not difficult - it may be e asi ly learned, and will
prove amusing to ch il dren.

118.

F eeling.

The children, where there are seve ral, may endeavor to recognize each other by slig htly fee ling the
fa ce.
119.

I£and.

The children may endeavor to keep one or
more of their fingers open while the rest are
closed.

EXERCI S ~S

FOR T ll E SENSES.

123

I'nper-.folding.
Small boxes may be made by fo ld ing paper in this
manner: 120.

12 1 .

Shape.

The shape of tol erabl y la rge obj ects may be discovered by children, by th e tou ch only, first using
both hands, afterwards only one , s uch as of a book,
stool, bo x, hat, stick, rul e r, di sh, pi ece of cloth, paper,
leathe r, etc.
t 22. Jltfeas11ring .
T he child may be ask ed how many childre n like
himself would block up the doonrny, o r could stand
in a rnw along the side of th e table, or along the
wall, etc. The pupil should guess first, and try
afterwards.
123 . I'latting.
The pupil may atte mpt th e following kind of
plat:Fi g. 71.

124

EX ER C ISES FOR TflE SENSES.
124.

Dadmess.

The pupil may be blindfolclecl, o r se nt into a da rk
room, to fetch something, the place of which is not
told him , but whi c h can be easily found.
125 . Straw Afats.
Th e pupils m;iy try to make s traw or grass mats
in th e ma nner attempted before with ru s hes.

126. R<Tj1id Vision.
The pupils may glance for a moment at a room
(or passage, o r view, or numbe r of objects), a nd
th e n turn round , o r go into another roo m, and tell
what th ey have see n. Th ey may th e n ta ke a second
g ~ a nce, a nd , turning round agai n, say whether th ey
di scovered a nything that they had o mitted in the
first view.

7. L ength.
The pupil should fee l different small objects, and
tell their le ngth \Yith ou t see ing them, and should
ve rify his gues~ by mea suring; aft e r some practice
in thi s exercise the child may attempt la rger objects,
and tell their le ngth, breadth, etc., in fee t.
I 2

128.

D iameters.

Let the le ng th of th e di a meter of. a circle and oval,
as of a cup, sauce r, basin, two-ce nt pie ce half-doll ar
h at, plate , dish, waiter, lozenge-box, etc., l~e estimated
first, a nd afterwards measured. And Je t the diago-

EXERC ISES F OR THE SENSES.

125

nal of a square, obl ong, and diam o ncl - ~haped object,
as a box, ha ndkerd1ief, sb te, e tc. , be trea ted in the
same manner.
1 29. T o1td1 .
Let the children h ave seve ral kind s of grain and
seeds, bead s, o r any s mall objec ts, and ta ke it by
turns to put th e seeds singl y in to each ot he r's hand s,
that they may di scove r th e kinds by fee ling o nl y.
1 30 .

F eeling.

L et the child who has le a rnt hi s le tt e rs, try if he
can te ll by the feeling o nly what lett e r is impresse d
or written on the palm of his ha nd with a .pencil or
pointed sti ck.
13 r. l\laiscs.
Several children may alternately try to puzzle each
other by makin g a variety o f noises, each c hild tak ing
it in turn to e nd eavor to find out whic h of his companion s made e ac h sound.
132. Feeling.

Let the child fee l well the thi ckn ess of i oo leaves
· of a book; the n let him fee l 200 and be asked how
many he thinks he fee ls; then 400, then 300 a nd
so on.
r 33 . .I'latti11,r;.
Boys may plat thongs for whips wilh th e pl at at
No. 138; the lowe r part o r la sh may be platted as at
No. r23. The thong should be fastened to th e e ncl

126

E XER C ISES FOR THE SENSES.

EXERCISES FOR THE SENSES.

of the stick with waxed thread, after the encl. has
been made rough.

136. K nots.

The pupils sho~;ld try to tie and to join string with
the fo ll owing knots : -

134. Paper-cutting.

The following figures may be cut out of doubled
paper:Fig. 72.

Fig. 73.

127

Fig. 81.

Fig. 80.

Fig. 74 . Fig. 75. Fig. 76.

1

J 7. .Srm 11 rls.

L e t a ·be ll , or any so no ro us objec t, be struck in
different parts of a roo m, and th e child be asked
where the sound was made.
Fig. 78.

138. f',ir /ling.
Fi e:. 79.

A plat may now Le learned with three st rin gs or
tapes, etc.
139. H e1:i;l11.
Th e heig ht of la rge objects, su ch as chairs, tab les,
desks, walls of a roo m, s hru bs, e tc., may be first
estimated, a nd then measured .
140. Hl ick,·rwork.

135 . Darkness.
Th e c hildren may be told to do someth ing in a
d a rk room, as to put a stool into various pa rts of the
roo m, to pu t a chair at the head of the tabl e, to lay
a book on eve ry chair, or on eve ry othe r c ha ir, to
fe tch one . of three books from a particular spo t, etc.

Little b askets of wi ckerwork , comme nced so th at
children may co mpl e te tlwm , a re so me! im es sold ,
a nd afford an exce lle nt and amu sin g exe rcise .
14 I.

J

B II i!di11g.

Castles, te mpl es, e tc., may be att c 111 pted by the
pupil s with sma ll woode n bri cks or hoo ks.

EXERCISES FOR THE SENSES.

128

EXERC ISES

142. Paring.

In continuation of Exercise No . 97, the child may
be asked h o w m a n y paces farther
th a n so me ot he r ; as, I-low ma ny
you is the c hai r than th e table?
is th e w;i ll than th e c h air? How
stone is th at tree ? ·etc.

off some object is
paces farth e r fr o m
How mu ch farther
mu c h beyond that

The fo llow ing fi g ures, c ut o ut in card or stiff
pape r, ·will fo ld into a c hurch with a towe r, and a
chapel.
Fig. 82.

Fig. 83.

0
lal

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Feeling.

1 44.

Exercise No. 130 may be continued, and more
diffi c ult letlers and fi gu res attempted.

45·
Different sorts of pa pe r sh o uld be felt by the
pupil, and he s ho uld discover, if possible, each kind;
I

129

also difTe re nt kinds of \rno ll e n cloth, lin e n cloth,
cotton c loth, si lk, and le:i th e r.
146. JVml/es.

The pupil may try to thread s111a ll need les, with
silk, and cot to n thre ad.
I

143· Paper-modelling.

rem THE SENSES.

ti 7. J'tdi11g.

A \\' e ll known C() in s ho1ild he put in to the c hild's
h a ncl , who s hou ld be re quire d to te ll (by fee lin g
o nly) wh at ~o in it is, a nd whi c h s ide the head is on.
r 48. ,1 rr. rngcm c11t.

The pupils s ho nld ;ir r:rn ge in a bun ch , with as
mu c h t:i s te as poss ibl e, <1 few spri6s of ru e, southern woocl, thym e, and sage.
H e may nex t try to a rrange, tast ily, a fe w wild
Ro wers in a n osegay, p:iying a ll e n tio n to the co lors
whicl1 loo k best togethe r, and to th e gro u pin g of th e
whole.
Next, h e may t ry to a rr:rn ge \\' C ll a fe w g;:inle n
Rowers of one sor t o nl y; th e 11 h e m:i y try t1\o so rts
toge th e r, a nd ;ifterwards three so rt s.
He m ny then try to uni te a few wil d flowers, :i nd
a few g ree n s hrubs, so as to for m a n el egan t nosegay.
149. So11 11ils - Timi.< .
A va ri ety o f o bj ects sh o uld he st ru ck, and the
pupils s ho uld e nd eavo r to di scon:r which g ive the
hi g hest to nes, a nd which g ive the lo wes t to nes.

EXER C ISES FOR THE. SE NSES.

l~O

(31

(;;uters is not difficult. and it is a good exercise for
the ha nd.
t .\ l .

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/Irr'.

Pl:it:· in~

str:!i.\', ~nd m;;_Lin:::: 1t up !ntc r!c1li:·/ !-'.or!n
ne ts , c:!c., would !.;::; ; t ;,.: :..Jud i..::~l:n..:i::;t: fur little ;:::i r!s.

1.e t a ,,ono rnus olii c cl be st ru c k :it dillercnt di st :rnces from th e c hild, wit h diffe l"~ lll dq;rel's of )nud n t_ ·:--..... th •_• cl1i ld di ,t· ,, , .•_, , i11g 1.y tii e " ~ " f• t!I\; i i• n \· f.t r
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133

EXERC ISES FOR THE SENSES.

EXER C I SES F O R Tl!E SENSES.

m oss o r se a-weer!, s h o uld b e a rranged loose ly so as
t o form an elega nt gro up.

feet, that they may know wh e t he r th ey sho ul d co un t
a pa ce as a foot, or as h a lf ;t f"ot , o r three paces as
two feel, etc.

132

T6 r.

Paper-moddling.

Th e followin g o bje c ts m <iy be c ut ou t of thick
pape r or ca rd, and fo ld e d int 0 bask e ts or trays.
Fig . gr,,

Fig. 07 .

Fig. 88 .

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165. Thir/mcss.
T he ch ild may fe e l th e t hi ck ness o f twenty lea1·es
of a hqok, and m:iy th e n b e t ri c d 11·it Ii three l illl cs as
mu c h. fou r ti m es as mu c li , :111d t11 ice :1s 1111wli. I•> S l'\'
if h e ca n g uess the thi ckness c nrrcc 1l y . \\ ' ii._:11 cli il dre n are we ll :icquainted 11itli 1\rith1m.: tic, a n y n11mb e r of leaves may b e taken at r:i11do111.

166.

AnI111gl'tne•1/.

A large bun c h oi w il d fl oll'e rs :rnd slirnhs m:1y he
;irr.-inge d into a ha11rl so1 11<.: nn,e g :1y :Jf ic r .1 few I ri:ds;
th~ ~_11_ q_•i b HL!)' b'::: ind !1•_· ·~~d
'~h ~ ·-'!·\· 1_~ :! ! Pi r ~!1 1 1-.'.1! d }er
what combinat ions do not ~11 cce ('d :i s we!! :i s t!i,,se
tc1

The pupils may try to Ju several of the easie r
kind ~ of pl:i.t ti r:g-~ ~:1d to ti e :1.nd unt :t' ~,_,! Hf::" ,_,_t t he
siuq. .~li::r k11Dts v~~nh(iU~ lt;okin;;.
1h:~ -

fi ,,.,,,,,·.

'fh':" l''" l 'ik •n :-1y p•il- ~1 11lil1j111 j11 ~1r i11 g r<111nd lh(:1r
waist~, ;rnd tic 1t in a bow bel1 i11d.
A knvl 1J1ay l1e
tried fir s t if the bow is too difficu lt.
ie, 4 .

r,,,;11g.

The c hild may sta te how many of his paces one
obje c t is dist;rnt from .-inot h e r. ;111d a~ce rt ain th e distan ce by pa c in g it. Th ese di s t ances s hou ld n o t be
great at first.
Childre n s h ould encle:irnr to redu ce th eir paces lo

.:\ [:.; \\.' g~uden :lu"vcr~ ilf uii c
witi 1 scverni suns of shrubs.

: ~q: l :11 .ty Lt~ ;1ri .1 11 g c d

'1 .7.

i\ variety of ga rd e n flu\\'ers and pl:inls sliu uld
a(terwards be arran ged with
s ib le.
1(18.

;1s

much taste a s pos-

A few flowers a n d s hrnh s .s hould be arr;inged
loose ly on a tabl e so as to look ll'ell.
I

(11).

Jlfr •'1 .f//F lll.I[.

The c hil d s h o uld es tim ate th e le ng th of a long

134

EXERC ISES FOR TH E SE!\SES.

piece of strin g or tape, by draw ing it through the
h ands (as a mercer measures cloth), but without
usin g any measure.
170.

Pa}o '- m ftin.g.

The fo ll owing objects may be Qut out of paper: -

EXERC ISES FOR T ll E SENSES.

Fig. 9 1.

135

I

36

EXERC ISES FOR THE SENSES.

p ,,111 · TTL

L i i I I ,I !h. l·. i"I.

T:i ~c E~.- c rci; cs rn:l y i>c prrf; ;r;; ;,d in a
it ii:\ lwtf pr tn !'"rfnnn th ('lll in th ,-. nnr n

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EXERCI SES FUR THE AR ~I S AND LEGS.

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Si mpie figures as at Nos. 62 and 170, shouid be
pricked out from memory.

one fo r th e ar ms, and so on, 111 th e orde r in whi ch
they are pla ce d. Th e ohjcc l .,f ll wsc c h ;rn gc s is lo
gi\'C

phy :tllcrn;11t' l v to Ilic ""l '"'"'r :llld i11fcri<>r

t r ~ rni\ i f's .

C'\ -

139

EXE RC ISES J7 QJ{ THE UODY.

EXERC ISES F\lR T HE BODY:

to uch. H they are num ero us they may s tand before
th e te ac he r in a se mi-c ircl e, or in two se rni-c irc les, so
th a t th e fr o nt row shall not intercept the view of
th ose be hind.
Th e fee t s ho uld be kept quite straig ht while this
portion of the exe rcises is practised , the toes bei ng
ne ith e r turn ed in no r turn ed o ut : th e s pace be tll'ee n
the fee t s hould not be g reate r th;in ;i n in c h, a nd th e
bod y s hou ld res t eq ual ly o n both leg . \.\'he n the
fee t a re stra ig ht and near to each oth e r, the c hild 1s
fo rced to kee p the body straight, and to balance it
we ll.
When the child is per fo rmin g the exercises with
the legs a nd feet, the hands should be placed firmly
o n t he haun c hes, th e fin ge rs in front, a nd the thumb
b e hind , whi ch throws the ches t out and the shoulde rs
bac k, and constrains the body to take an upright and
firm posture.

lesso n ~hou ld no t be co ntinu e d af te r it h;is ceased

Fig. 96.

J\ t first not mo re than two o r three o f th ese exe rc ises shou ld be go ne th ro ugh at a time; and the

to please .
The in s tructo r s ho uld pc r(o rm each exe rcise before
the pupils for the ir imita ti o n. Whe n this c;i nn ot be
clo ne, the c hildre n m:iy be told whnt to do, and co rrected unti l th ey d o it ri g ht.
Th e pupils s ho uld Je:i rn to ke e p time in th e ir moti o ns; ;i nd it m;1y be usefu l to 011n t "one. two," o r
"one, two, three ," (as in mu sic) during t he cour!'e
of each exe rc ise .
r. The ha nds should be pl:iccd strai g ht down by
the sides. The ri g ht hand shou ld t he n be slow ly
ex te nd •d s id e ways to th e leve l o f the shou ld e rs, a nd
d ow n again: th e left ha nd sho uld nex t be ex te nded
in th e same manne r; a11d these me lio ns may be
m:id e alte rn ate ly e ig ht o r te n times. Th e pupi ls
s hould cou nt " o ne, two,'' during e:ic h o f th ese 111 0 tions, ·that they may keep time. The feet should be
kept straight, and c lose toget he r.
2 . The pupil should raise th e ri ght foot perpendi c ul arly; then put it d o\\'n a nd rai se th e le ft; the
mot io n being repeated se\·era l times. "One, two,'•
s ho:.ild be counted by th e in structo r o n the ri s ing
and fa llin g of each leg. W ith pra cti ce th e c hild will
be able to make these mot io ns Yc ry slowly, and to
sta nd so m ~) time o n eac h l eg. Tl1 P position of the
hand o n the haun c hes, a s not ice d abo ve , ~hould he
particu la rly ;itte nde rl to in thi s and all the following
exerci ses for the legs:

f40

EX J<:H C IS l,: S F O i{ T HE BO JlV.

F.XEl{C I SVS FOR THE BODY.

3 . Exercise No. 1 should be again pcr[o n~ 1 :ccl ; hut
b ot h a rms should be rai sed and d e pres$e cl at the
same time.
4. The ri g ht [oo t should be slow ly ex te nd e d out
in fr o nt, n~ ry s lig htl y ra ise d , a nd th e n bro ug ht b ack
10 its pla ce; th e sa me thin g s ho uld h e don e with th e
le ft roo t: th ese moti o ns may be rep eated four or live
ti mes .

upright and s tiff. This m:iy be d o ne ten or tw e lve
tim es; and tim e sh o uld he ke pt.
10. Sta nd on the toes , th e body being ke pt upri g ht, a11d th e hand s a nd arm s ill th e prope r positi o n .
11. Swing bot h a rm s b:i Ekw:ird and fo rw:ird at th e
sam e tim e; co untill g ; alld keep i11 g t he l1ody pe rfectl y s te:i rl y.
12. )•llnp forward , :inrl ha ck ag:1in
th e feet
must be ke pt c lose, and th e h:rnds and :inn s 111
pos iti o n .
13 . Exte nd th e h<rnrl s ho ri 7011t :1 1l y in front to the
he ig ht of th e s ho ·ild e rs, th e ir b ac:,s ue in;s tow .nds
eac h ot he r, a nd ne:i rl y tn uc hill g: th e 11 throw th e m
ba c k as if they we re going to stri \e eac h o ther 1)ebind, but kee p th e :irms st iff and str:ii g ht, 1,·hi c l1 will
preve nt th e ha nds fro m re:ic hill g each ot he r. Co unt
o ne, two.
14. Th e fee t sh o uld he alternately swung ba ckll'ards and fo rw a rd s Yc ry slowl y, th e swin g ing leg
be ing k e pt s till, a nd th e body e n ·c t.
1 5. ( . ., 1:111 if,..:;. li:1111l .... ;1l11 nc
ll 1t· :1 ~: 11! 1 : 1i11l 1.1 ;i• g

S· D o as in No. 1 , a nd co ntinue th e exe rc ise by
r ci is i11g up th e ;irm s pe rpe ndi c ubrly; th e n de press
th e m slow ly lo th e le 1·e l o f th e sh o uld e rs, and th e n
le t th e m go d o wn to the sid es. This may be repea te d li1·e o r six tim es. Th e pupils should kee p
tim e by counting o ne, two, three, four.
6. The feet to b e alternate ly ex tended s idew;i ys
four o r live times; co unting: and with the arms in
proper posit io n .
7. U11 e a rm should be S\\'ung. backwanis ;ind fo r1va rcl s, th e body no t be ing mo 1·e d , th e opposite arm
b e ing kep t firm, and its h and closed and pres~e d
upo n th e c hes t. Th e swinging arm s ho uld be ke pt
,
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r..11h r:- r .;:.;iiff'
• 11!-'i '='~':"f'-' !~~ ~1~0u!o oe re pe:ue c! '.•.::~n
a lt e rn a te arn1s s ix o r eight ti111 es ; a nd the le ft a rm
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143

F.X P. RC I SES FO H. TH E BOD Y.

E X E I< C I SFS FOR TIIE B ODY.

18. W a lk two s te ps fo rward s, a nd back ag ain, on
th e toe s.
19 . Do as 111 N o . 17 , exce pt that th e c irc le d esc rii)ecl by th e tips of th e fin ge rs sh o uld be pe rpe ndi c ul a r in fro n t.
20 . Stand o n o ne foo t, 'an d d esc ribe a sm;ill c irc le
with th e o th e r. imme di a te ly und e r th e bo d y.
2 1. Ra ise th e a rm s pe rpe 11di cul ;i rly, a nd describe
a c irc le with th e po int s of th e fin ge rs towa rd s th e
ce ilin g . Th e bod y to be kept pe rfec tl y s te;i d y.
22. H o p two s ie ps fo rw;i rd a nd b;ick ag;i in, kee pin g th e b ody quit e s te ndy and e rec t.
23. L e t th e e lbows be b r nt ;ind th ro wn li;ick, th e
fin ge rs bei ng sh ut, a nd the n a ils upw anb; tl 1e u
t l1rt" \' o ut tl1 e a 1111 ~ 111 lr<_• llt ;1 s L.ir as lii <'y w ill go,
the b~('l\ (t f thP •_-lp;::i·rl h:1nd l 1{·in:,! Uj'l\Yrtrd...; _ R1· 1w;.-1l

c u l<l rl y ;is hi ~ h ;is possible: th e a rn is s h n1il d th t> 11
go back lo th e seco 11d :i nd fir s t 11ns i1i o 11 s. Thi s
exe rc ise s ho11 ld be pe rfo rn1 l' d sl()\Yl y. the t i111e
cn u11t e d , a nd the lind y sho uld l>e ke 1't s tl': 1cl y
th ro ug ho11t.
28. I.e t th e pt11 1il try t" s l:11 1d fi rst 0 11 th e ri ,_:;l1 t
toes; tl w n o n th e left.
29 . Let lh l' pu p il s s trCl!' h r11 1t Ilic :i nn s hnr i1011t :iih'
t o t he h c i ~ ht o f the s\i<1 11ld c rs. t he h:11 11 ls lwi11 ,C(
closed ; tli e 11 le t th e c lnsr·d l1:1mls \, ,. liro 11 glit li :1ck,
so :is to to uc h th e sh o11lcl c rs in fro 111 l. tlw :11111. f1<>111
th e s hn11ld er tn th e l'llio1Y . l,c in g k\'\il t111 I slt':1d1l1· ;i! I
th e t ime .
.'\ 0. T_,et tJ11.~ J' l.tp il " ·: iJk r1n· ·s;1~1j~ j\y r1 ~: 1_ 1 11 ~ . :t r1d

142

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144

EXERCISES . FOR THE BODY.

motio ns may be re pea ted se Ye ra l times, and it is
esse nti a l tlrnt th ey shoul d be repea ted ve ry s low ly.
36. Th e pup il , standin g firmly o n o ne leg, s houl d
th row o ut the o th e r for c ibly in fro nt, as if kicking,
but with out :i lte rin g th e pos ition of th e body. The
ex e rci se may be varied by th ro wing o ut th e leg
forc ibl y 1 e hind and al so side ways.
3 7. L e t t wo o r mo re pup ils jo in th e ir hands, and
r aise th e m up s lo wly as hi g h a s th ey can, without
a lte rin g the pos itio n o f the body; th e ha nd s s hou ld
th e n be de pressed; the n thrust fo rw ard s low ly, and
put d own aga in ; and th en thrnst s lo wly bac kward
and down agai n. The ti1;1e s ho ul d be counted, and
t he body ke pt upri g ht and steady.
38. L et the pupils try to stand upon one heel.

SECTlO N 11.

!

T he Exerci se~ in this S ection m ~1 y ~ lt c rna tc with those in Sections [. and Ill ., as may be fo11 11 d conv: ni cnt.

EXERC IS ES FOR Tl·H: LEGS AND FEET.

In walking and runnin g the hand s shou ld be
placed o n th e haun c he s, th e finge 1: in fro nt, a nd
t humbs behind, until th e pu pil can pe r[orm the exerc ises co rrectly ; the pupil may the n adopt t hi s position of the arms e \'e ry second exerc ise o r lesson
only.
Walking.
3?· The, pupils, in a s in g le row or line, . should
first wa lk forwards, at an ordi nary pace, ke ep111 g the
step.
4 o. Secondly; they shou ld walk or marc h very
slow ly.
41. Thirdly ; they s hou ld w;l lk qu ickly.
42. The pupils shou ld th e n turn ha l( round, a nd
ma rc h in s ing le fil e (o r o ne :i fl e r the ot he r), kee ping
the s tep; first at the ir o rd in ary pace;
43. Seco nd, s'.ow ly ;
4 4. T hird, qui ckly.
145

EXEHC I SE S FOH

EXER C ISES FOR THE !JUDY.

~

·.•.

l" h· · 1< 1 JJ\l' ! ' \l'J ( ! '-.. ( _'
T l1c 1111 1):: -.; , 1 11 ~; 1

! i 1 1t ,

f11

pupils being 1n:1t c hc d a;.::1i11 'l c :11.·h " l ll!' r . ,\ c;11if1,·r
pu p il 1n a 1· lie 111:i t •' l\l'd :1 ;_'. .1i11' l ,, , 1,.. r , , h 1· '1 :11i11J..: ·t
qu;irtcr, a third . o r :i h:ilf lll<lrt ~ d ic; t:111cc 10 r1111.
G4. C unll::; tc d ru11lli11 g: i11 d 111.1l iu 11.

ri~ h t .

(J~ .

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,C, ~ ,

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t._.....,.- ju n 1u;:,.

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l ! !lll'

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<.;l'IJI'<..;

\\ 1t!!uut 111i1" t ! t ~ f1(n n :l:i· : r i:! ::r·t·.

60. Sing !P tl! r;

•-·l

61. i louhi e ii ie .
/It fir s t the p 11 pi ls nte d nn1· h e rerpiirerl tn k r rp

73 · 1n li n e , fr <1ll> u11 e p11s iti1111 111 :rn oi l11: r. i>y a
series of short !um ps : th e rer t s !H<!il d he k e pt <'l ose
i! 1 ~Pfhf?r.

th e p upii s m ay occa~~ i o 11a!l y hold h :inds wh en pr;1cti c;ihle.

ii

) I

l-11 ._, ' :_1• l\l.

\\' it 1 11 11 11

k i t )1 '. .:.

(1"'·
n

I I l,l l I \ l f ' l

t in 111 1• lict ·i...:..

1\·n 1u1i11.!....,. ri1:1\· !11__.

111.l \

1_11

:,, iP _:_:,1 1·
IJ

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r; 11.

i >t'.

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I l1111 1ii11 :.: .

1i~·. l it .i n d

r; 1.

l' l !] 1i k

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t •: g d r i ii 11g

c...! 1r •111•[

147

l\OUY.

6 2. Sing le fil e, 111 a c ircle, sq11 :irc, o r oth e r
fi g ure.
63 . Co nt e ~ t e d ru11111n~ 111 " J"' l' d: two nr 1nr1rc

45 . The pupi ls should walk forwards in a double
row o r line, first at th eir ordinary pace;
46. Seco nd, s l ow l y ;
47. T hird, quickly.
48. They shoul d th e n tum half ro11nd 111 dL•tililc
til e . a nd wnllc. tirM :it t lw ordin;.iry p:i <'e:
49. S ecom!. t>lowlv:
s\J. l liird , y ui ckly .
S 1 . Th e p u p il ~ . i n single lin e. shou ld wa lk sidew:iy~ . frnm ri'.'; h t t n !dt. :inri f rrqn 1<' 11

TllE

''

-~·

:ind

~in1 f' ~ h'.'")n1 d ~ 1r n ~ 'l ~~ r!...: r··: '.

148

EXERC I SES F O R THE 130DY.

7 5. Sideways, in the same m a nn e r, to right and
left.
76. In fil e .
77. In le ng th, without' a run.
78. In le ng th, with a run.
79. Ove r a n o bstacle, without a run.
80. Ove r an obstacle, with a run.

SEC Tf ON III.
M! SC~:LLANEOUS

EXERC ISES,

THE

AR~ I S

AN11

EXERC ISES

FOR

AND HA NDS .

F11l!i11g.

j

I
l

ii11

I

~
'I
--

'.,-

~~ - ·· -

_ r _,... •~

.•

'.. -.' - .. _.. '. ' "' :-"-"411
·- '
~

....
..."

P ullin g with on e h and 8t. Two or more pupil s may pull agains t each
other with a circul ar rope fa nn e d of be ll rope,
or some soft substan ce that will not c hafe the
h ands.
82. With a t owe l, o r soft, st ra ig ht rope.
83. With a stick or ru lc r.
84. With the ha nd a lo ne .
Severa l pupils may be e ngnge d o n each s ide in
these exercises, and th e left h a nd s houl d be used
a lte rn';ite ly with the ri g ht.
Pul ling with hot h hand s 85 . W ith a c ircu iar rope, as in No. 8.1.
86. With a towe l o r s tra ight rope, as in No. 82 .
07. With a stick or rul e r.
88. Wi th th e lwncl a lo ne.
89. A stronger pupi l m:·iy pu ll agai nst t wo others;
or two m ay pull ;igainst three, etc.
149

- - - --

-

----

-::.·~

-:

. .- - -

--

-~

·_

I

50

l

01H:~

')',:•.

p!._1pi l

in.1\-

:! t:; :ii 11s! :!1!!dl1~·r

lHi:-;!1

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1!!!i~

h:>nrl .

·

~r 1]' '

I) ) ,

<..., . I l 1 I t'

tL r rin .r: 1111: '1 n· l ir·n·r! I··: """ '' '",- r1 .. f1111i•.· r . Th e
children sl1 o uld st;rnd L1nh c r :1p:nl as tli c v bcco 111 e
mo re cxpcr l. \Vh c n the c hi!dtT n :-:re nt di:tcrcnt
Th" 'p :1rP::;. hf' t \Vf'r' n 1i11· vn111n~t·,~1 ;-.; l11nii d

rlQ"P t; ,

( ·. \ ( 1 ( \ ·..,,I

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111:..:,

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ha1id, so tl1;11 it 1n;1y r12bou ;Hi ;1g;t 1n, , ..-i1cn I_h:'. j} rf_) ce;:;s shouid he rcp , ~ atcci , ;l !Fl con 1i 11n1·ri :1 ~~ :nn g :1<.;
! •,'.ii

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r·:

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qq. Two children may l o s~ tl1e Lall frum u11t: lu
thr n fh 0r. th(' dist1nC'(' b e-in .~ incrc:lscd :is tlv::i'\· be1 00.
tn~~

i!n. :

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Se ve r:il cl1ilrlre n

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sta nd m a circle. and

f'lv' h:ill r n 1111rl fr r>rn nnr f n tl w

n th rr

11 11' 1·lii ld

l )i !

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l ,

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I\)

LI ST OF r.AM ES .

Hockey.
Hunt the slipper.
Hop-scotch.
Hop, sk ip, and jump.
Hoops.
Hunt th e Hare (o r Fox.)
How do yo u lik e it?
whe re do you lik e it ?
whe n do yo u Iike it ?

LIST OF GAMES, ETC.,
FOR

YOUNG CHI LDREN.

Dall, Fives.
Card-houses, e tc.
- - Trap.
- -, modelling in.
- - Foot.
Ca rpentering.
Ba ttledore and Shuttle- Carrying weights.
cock.
Cross-crowns.
Ill .i ndman 's-buff.
Boa ts.
Dominoes.
Bow and Arrow.
Draughts.
Bird s, Beasts, and
Do ll s.
F ishes.
Do lls'- houses.
Bricks, Wooden.
Balancing.
Foot-ball.
How ls .
Fo rfeits.
Bull s' Wa rning.
Fox and Goose.
Cat afte r Mouse.
Cat's-c radl e.
Cross-bow.
Cup an d balls.
Cards.

J ack Straws. •
J eu de Siam.
Jumping.

I

Kites.
Knitting.
Knotting.
Leap-frog.
Little Bl ind-man.
Ma rbles.
l\Iag ic l\fosic.
Magic Lantern.

Ga me of Goose.
Gardening.

N in e- pins, Dutch-pins,
Skittles, etc.
Nine-holes.
Ne tting.

H opping.
Hide and Seek.
I
)-

Ora nges and lemons.
P ape r-cutting.
- - fol ding.
- - mode lling.
P at ience .
J>l alti ng.
Puss i 11 th e Co rn e r.
Pea-s hoo ter.
Pop-gun of e lder.
- - of ljuill.
I 'ri so n-case.
Prussian exe rcise.
Que sti ons and Command s.
Ra ces.
R id d les.
Rocks of Sci lly.
l\o unde rs.
Sw in gi ng.
Sk ip ping.
Sa ilin g-boats.
S how-box.
Solit ;iry .
Soap-buu bles.

153

154

LI S T OF GAMES.

Ships, making and rigging . .
Spil li kens.
Stilts.
See-saw.
Sucker.

- -, peg.
- -, humming.
Trap-ball.

Touch Wood (o r Iron).
Throwing Stones.
- - - - Darts.
'Thread-:ny-N eed ic.
Teto tum.

I

~

INDEX.

I

p J\ HT J.
EXER C IS ES !I N Cll!JECT S .

Whips.
\Vhistie.
Whi z-gig.
Wooden-bricks.

: ·1, .. •;;, .,. ::.,.,..,,

Ac,i~c• ; 3.;; .p
A!1 1 86
Animal«, 64, 77
Avers io ns, 33, 52
Ba ck , 39
Ba !'ket, 72
Beyo nd, 6 1

Boat, 89
Body, 19,

I
~

:1 1 ,

Fl y, JS
FrPn t, 1'}
l~a rdc 11, ~ 2

<~lo ves , .~7 1

G ra s-. ,

ll1•at , f•r1
J ! ~·!g h!, '.L ' , .17
I l or~ f', lfJ. .\2. J<J 1 '1 9

26, 27, 28, ;p, '15, 53,

IJ11•1k, 34
Bread , 2~ . H. f1.t
Hre;Hith , zk . ?.7
Carpet , 52
C n rri a\!e. tR
Cart,
C hair, 16, 17, ~, 26, <t-4

11 ( iu ~ i;· , 5R, 77
fo.: ni fe, ; r,

I .:111 g hi1lg, i5
f,eaL .'\ (..

;q,·JS

Leit , j3
l .i!.!,ht , f19

Lik i11 g~. 33, 52

C hurch , 58
C l ot h e~, 64, 75
Clouds, 81

Li rp1i c l ~ , 22

i\l cat , 44

52

Cnffe t!-po t, 20
Cnldncss , 32
Colo rs, 15, 17, 18, 20, 22, 26, 29, 34,
55, 73

Comparison, 56
Cook in g, 57
Cnw, 32

j

J
l

67

(Jh

11 and ~ , 1 5..5r,

{; ;, [--.{;

C0a l ~,

~ ,,;i;11mir. .g

·n , SS

F l n w f' 1 ~ .

C r ying, 75
Cup, !l:<,'lf8
l>arkncss, 32
Hiiy, f'9

M e mory, 49
~ ! i l k. 64
J\l n nc y, i 71 39,
r.f o .. n , (•t; , 8 1
r-. l 111io11 ,
~ l np. ·H
Na m ec;~ (14, 6:;
NPa r, 39
N umbe r, 16
J-';-iil : 13

(X),

88

7l

l 'a in t , 717
!'a;:c r, .;z , i l

l'a rt ._ , l''

Hi111 e11sinn!l 1 54
Dinner, 56
Distance!:', 54
1Jri11king, 42 1 80
Duty, 56
E:irth , Ro
E: a t in ~, 16, 2-4, .p, So
Far, 39
f ea the r, 50

l\· n ~ ,

,f11

l'la ce ~,

Plant.,,

St , 78, 85

s.,

P bte 1 ·t4

l'" " it1 0 11, 24 1 29 .

(J11alit i,.ct,
H. c~ t,

.1 ~ .

4r,, SS

50

7.l

H if! ht a1 11J Left 33
1<.o;-i t\ , 45
58

Fielrhs, 82
Fi re, 6 1
Fis h, 39

R non1 1 4 11

Salt , ' i' 5 1
I

SS

I

56

Sc :rn rm~,

,:;6, RR
~!1 oes, ~4, 35, SJ, 59
.::r11u p, 5n
S bte,

~;~~1n n, t f. , 3 1, 44
Sun s, ~ 1

~ ! ~.'." .'." !

-=- ~

5t

.
·-

.

---

~

w

-

~

,,

~

Wood, 5 ~ , 76
\ Vooi, 68

f\n11 <; :i.11cl

!; .. !.-.;..:- ::-..: ,

l .rgc;, ' 3 7 .

. ; ..;

n,-tll, 1 $ LI
H o pp ing, 147
j11111p111g , '-f7

....

..

.

' _"--} •

,

.

';:} '

12 l,

. ,
A.) .)

t

}bl ": !,,~ \!,.•

i - -

P r·. •y•:

-l

.

~ ~:1~:~~:i~ .,~ i.

f r.

HH, H it

I"- 1C:1'."' ':!r iq;, 'i6 . IGO, 10 ; , r 15, I::!J, l J.l
Need l e ~ . 06, 108, 1 2 0
:"" ! r ~t :, ~ ;-- , ;. ' ;
·

!2".C

Hli1~df~1 kh; 1g ~ r/ oR , no
1 11

T1., -

I

; ; ,, .__:,, _., vt .. v,., i, ~ .
l lu c k tm ~ . at . ut;
p .. ; ,_ J~ - ~

f

. --; ,- . ~

1;(,

V t.• V I ;"', '-I i

P ac i111r. 11 t; , t7.~ . t 1; '.l!
l'::;~::
-~: ~:-: ,:::, ' -~ . l

-. - -

:: ~;;~ ;-.;~-;~:~~ ~·L
{

.::.;::, I i..6.

r

-

.... , ·., ,.. ..... ..11 ..,.

Cnin!", 911,
Culd , 97

11 6, 117

!\xR 1u· 1c; E s

.

-

\Vt> ig h t 1 io5 1

Arm " ;md llanrls, t.t f"J

--.

-

\\·.,..,h-11 l\1 id, .. , ~t·1· Rri1 ·k~ .

\ V ;1rmt h , 111, 11 7

l" ,\l :T

\ Vithi ;1, 6 2

Soi.;<l r, 22 1 46

~---

4j

21

11t

\\ "i1 b ·1wr1 ; !:;, 12 7

VPicc<: . 97

\ Ve;id1c r , 82 , R6
\'.' L .. 1 ~r.

S un , 65 1 8 1

- - - ------ - -

t Il l) ,

Use.

\V1·i .l: ht ~ ,

Vi " i1111 , 1 2 1

!!T.

\V;it-er ,- r.2 1 67, 8 7

S 1ool, H
~<t ri1; g: ,

...

)

Ti me, 77, 85
T op, 39
Trnde ~ , 45
:::•~ \, ' ,. :-: , iV 1 79

3 1

~8

I

S wim111ing, 61

Speech , 78
~;-; :d :: r , 45

S tnnn,

I

Table , 20 , 68
Thir"t, t..4
Thrcilcl: 51

S ide , 3q
S ky, 8i

157

I N J 11·..\.

IN DEX.

I~ ..

I ,;_ ' ' ·

f

: -- , ~ '. -~ ' I 1 ~ .

('

,_, ~ ,

. ... ....

C11l n r !'=- . o .L 07 . 100 . 11 2. 120

] 1:-.rk nf..,.;1'! ·; ·97 1• rn2·; 1 24," 1 26
J Ji:1~ cm<il s, 130.
])i ;11 n e t c r ~ , e tc., 124
F eeli ng, Q2 , 06 , QQ , TOT , TOl ,

Ii

J O I\. 108 ,
I O'J , Ill, 117, 1 22 , 1 21\ , J 2 8 , J :!Q

F ig, ures bv fee lin g , 10 8
Fl n we r-; , i o 5, 12 9 , 1 33
!-"... .-..:"'· ~L ',,.,;;
.

.. .... .u.- ,'-1.,, ..,..."

J( ar <i11 e~,.;, 1 12 1

J ..:..:

117

J ! ea t. 01
J l e ig i1t·, · 1 27

Jl nok.i:- ;, 11 d ey.es , 11 4
K 11i tt111 g. 130
Kn 0 t:-, 92, 9 4, y5 , q8, 10 4,
1 2 1 , 1 27 , 1 32

i

j · a pC1-- n~ nde i i ing, 120 , 128 1 132
J ':1pcr-p rick i11 g, 94 , 11 6, 136

103, 111

P arr-e ls.

1 0 2,

Pl:i.1ti ni

1 11 .5 1

11 2.

1 ":1: 1

uJ, ;~S1 n7
u7

I

H.nu g hn e~s , 99, 112 1
Ru ~ h es , 10 5, 11 5

Seed s.

Ol

·, 21
I! Shime.
Sl1e1ls,
Size,
I! _::,: !!?';.'!! , -;:;,97,
I ' 3'

I

t c.i i
'~7. . 100, 11 6, 118
! X, ! '= ~, 1-=-;,

! !~,

!?~,

10 3, 114, 127 ,

12 9 1

' 6V

So u nd~,

100 ,

St rnw, 124 1 1 30
T ;1 s ti 11 ~, 95 1 JOo, 109
Th ick ness, 951 1r 5, 13 3

111, 1 1 4, 1
I

Ton es ,

t OQ , 11 0 , 120

Tnnc h , 94, w2,

I Hl1

J

~

j

125

I

Hnnv.

F11n Tll E

I .•·t:!c; :l n<l F f·(' t, 1.tc;
i\ li <:cP lbn P11 11 <:,

l' .. '.' : ... .

1-iri

;

j · ·

,.,, 1,;,,,, ' ' "
i< 11111 1 111 g,

• ., f)

\.\":1il11 11)-! ,

' ·IS

