P Our Friends of Field and Forest VII GERTRUDE MOORE ERHAPS, among all the animals, there isn't another quite so tired and homesick as the little brown monkey who goes about with the hand organ. He wears a faded red coat. A scarlet cap sets jauntily on his head. He runs about as well as he can at the end of a stout chain. He makes a pert bow. He passes his master's hat for pennies. But all the time he looks at the world with weary wondering eyes. What is he thinking about? Of a lovely sunlit land, maybe, far away across the sea, where he used to live. In that same lovely land at home in the great forest, you would scarcely know the little scarlet-capped monkey. There, he was as merry and mischievous as only a monkey knows how to be. All day long, he raced up and down the branches. He screamed and laughed and frolicked. He played all sorts of "monkey tricks" on his mother and brothers and sisters. Once he threw down a big nut to hit the head of a man under the tree. The man scolded. But the monkey only grinned at him and pelted him with more nuts. One sad day the monkey walked into a trap left for him by a hunter. Then his troubles began. The hunter came and took him out of the trap. He was packed in a box with ever so many more unhappy monkeys. He came across the great ocean. When the box was opened, some of the monkeys were lucky enough to be sold as pets for little boys and girls. Away they went to warm homes. Others joined a circus. Still others went to the Central Park to live in cages. Our poor little monkey came into the hands of the organ-grinder. When you are used to the freedom of a great green forest, it isn't easy to spend your time on a chain. It isn't easy to walk about on hind feet when nature meant you to use all fours. It isn't easy to do funny tricks when one's heart aches to be at home. It isn't easy to live in a land of cold winds and winter half the year when one was made to live in a land of sunshine and summer. The monkey shakes and shivers with cold. By and by he begins to cough. He is very miserable. But organ-men have whips for bad monkeys and food for good ones. So the little monkey wears his scarlet cap and does his best day after day. The Monkey Family is a large one. In it there are monkeys of many sizes, shapes, and colors. There are big monkeys, middle-sized monkeys, and little monkeys. Some have funny faces. Some are quite hideous. Some are almost handsome. There are long-nosed monkeys and snub-nosed monkeys. Some have tails longer than their whole bodies. Some have ordinary tails. Others have no tails at all. Some monkeys are quite bald. Some hive hair so long it touches the ground. Some have soft, thick fur. Some have no fur. Some have cheek pockets in which they store away food. Others have none. And as for color-there are monkeys, gray, brown, and black. There are dingy red ones and yellow ones; and some monkeys show beautiful tints of fiery red, bright blue, and warm purple. All monkeys have feet and hands - or something so like hands that that is what they are called. Most of these hands and feet have five fingers and five toes. Many of them, however, have no real thumbs. Some have nails on fingers and toes. Some have claws instead. A monkey's foot doesn't seem made so much for walking as for taking hold of things. Often the big toe is quite like a thumb. A monkey's hand isn't much like a boy's. A boy's hand is beautifully made. It shows that the boy himself has a brain which tells the hand what to do. A monkey's hand is nothing at all but a "paw "- and a sly, cunning paw at that. A monkey's tail is often something more than an orna ment. It has been called his fifth hand because it helps him in climbing and holding fast to things. But it is even more than that. It seems almost to see. Sometimes, a monkey finds a fresh egg safely hidden away in a small niche. His hand won't go in. He whirls around. In a flash in goes his tail. It wriggles about in the crauny and whisks out the treasure to the great delight of the monkey. Apes are very large monkeys. Among the apes there are Spider Monkeys: Swinging These monkeys are the famous bridge- They don't like to get wet. Most of them sit down for a good visit while some of the oldest and most traveled monkeys look up the best place to build the bridge. They pick out a place on the river where the trees on the opposite bank bend toward the water. Then the most powerful of the monkeys climb a tree on their side. They twist their tails firmly around a branch which overhangs the water. They hang heads downward. Another monkey runs up the tree. He walks over the backs of his companions. He twis's his tail tightly about the body of the last one, and hangs head downward. Up comes another monkey, fastening himself in the same way. A bridge of monkeys When One after another does the same. In this way a long bridge or chain is made with monkeys for links. The last monkey in the chain is always one of the strongest. he hangs over the farther shore, he pushes the ground with his feet. The whole bridge swings back and forth, higher and higher. The last monkey grabs at a branch. He catches it. He draws himself up into the branches. He takes firm hold. The bridge is built. A signal is given. One after another, the monkeys waiting on the shore, climb the tree and cross the river. Some of the young folks are so full of life that they play a joke or two on the patient old monkeys who are part of the bridge and who can't let go long enough to punish the saucy scamps. After the band of monkeys is over, those who make the bridge must get across. Two or three of the stoutest ones who have crossed go up the tree where the last monkey holds one end of the bridge. They take hold with him. They clamber up the branches as high as the chain will stretch. A second signal is given. The whole line swings to the bank opposite. Some of the lower ones may get ducked. Once over dry land, the lower monkeys drop off one by one. The others catch at branches of trees. The chain is broken, and away goes the whole troop. Story Tabby lay sound asleep in her basket, close to the fire. Taffy crouched near. Taffy was a yellow-brown monkey. Tabby was a yellow-white cat. Tabby didn't like Taffy. One day, when he had first come, he had tried to ride on Tabby's back. This was more than any sober old cat could stand. Tabby had never forgotten it. Taffy never had, either, for Tabby had used her claws. But to-day Taffy was so cold that he was ready to do almost anything to get warm. He crept to the basket. He peeped over the edge. Tabby did look so warm and comfortable. Taffy leaped in. The next instant he cuddled down close beside Tabby. Tabby opened one great green eye and blinked. Then she stretched her paws lazily and began to purr. Taffy was so happy he wished he knew how to purr, too. After that, Taffy and Tabby were good friends. In the Next day, while Tabby was out looking up a mouse for dinner, a dreadful thing happened. The kitten fell into the bath tub. Taffy heard the splash and a shrill "mew! mew!" He flew across the room. He sprang on the edge of the tub. He reached down and caught the struggling kitten in his mouth. He dragged her out. Then, as gently as Tabby herself, he carried the poor, wet, half-drowned creature to the basket. He jumped in. He.licked her off as well as he could. His face was full of anxious wrinkles as he worked over' her. Then he took her in his arms and rocked her back and forth, back and forth, just as his mistress did the baby. When Tabby came back she found the kitten sound asleep in Taffy's arms. She looked puzzled for a minute. Then, as everything seemed to be all right, she curled up and went to sleep. After that she often left her precious baby in Taffy's care. Teaching the Multiplication Tables M. C. 'HEN the first morning exercises were over, all of the children of this country school, except the third grade, were given papers for written work. The six pupils in the third grade were then called to the recitation bench. Why was there such a look of disappointment on all their faces this morning? The subject to be studied was "The Multiplication Tables," and it seemed to the teacher as if "I don't know," "I can't," and "I don't care," had pushed "hope," and "I will try," entirely from their minds. But the teacher had been planning a surprise for them, which she now quietly began to unfold, step by step. First, there appeared on the board, the table of tens, with their answers. The noticeable fact, that in each answer, a zero in the units column, was first pointed out to them; secondly, that the number in the tens or tens and hundreds columns, was the same, as the number by which ten had been multiplied. The interest of the whole class was aroused; the answers were erased; and each member of the class could answer correctly any number in the table. True, it was only a little step; but all that it meant to the children never could be told. The second table studied was the elevens. The children were asked to tell what they could see. One or two observed that both the units and tens columns in most of the answers contained the same number. The teacher then requested them to compare the numbers in their answers, to the numbers by which eleven was multiplied. She also took care to see that each child understood that, with the exception of the last three numbers, which she separated from the others by a line, as an exception to the rule, both the units and tens columns contained the number by which eleven was multiplied. Each child was eager to show that he was also master' of this table; and all were soon ready to try the nines. The children's sharp eyes soon found one thing worth remembering, and I think that other children could find it too. But these children were ready to listen, as well as to see; and six pair of eager eyes and ears were anxious to carry a new message to the little brains. The teacher smiled hopefully, as she looked at her class, and said, "Now follow me closely, I am going to tell you something about the tens column, first, this time." Then she drew a line below the 10 X 9 to separate the remaining numbers, as not belonging to the rule. She then pointed out the numbers above the line, showing the children that in the answer, the number in the tens column is one less than the number by which nine is multiplied as: 8 X 9 = 72, etc. When the teacher was sure that she was understood, she asked the children to add the number in the units column to the number in the tens column. When this was done, another victory was practically complete. Only a short drill was required, and the nines were learned. The fives were placed on the board, in two columns; the fives, multiplied by the even numbers, in one, and those multiplied by the odd numbers in the other. The children soon learned that the fives multiplied by even numbers contained a zero in the unit column of the answer, and those multiplied by odd numbers, a five. Since only about forty minutes had been taken for all this drill, the remaining five were spent reviewing the hardest numbers. The second morning, the arithmetic period was spent reviewing the tables studied; and only the numbers missed were written upon the board. It was only a short list but it was thoroughly learned that morning. The third morning these numbers were again reviewed, and in addition to these, the tables also studied in the second grade. The teacher then made the startling statement to her class, that they almost knew their multiplication tables. Of course the children said that they did not know their 6's, 7's, or 8's, or 12's, and that they were the hardest of all. But their teacher only smiled, and said, "Let us see," and gave enough of the numbers in couplets to let them see that they had had most all of these numbers in other tables. She then wrote the ten remaining numbers on the board. These, the children copied, and learned in a few minutes. The fourth morning was spent in review, and each child had learned every number. Was the effort not worth while? No home study was required. In the first primary grades no device is worth while which will not stand the vital test, "What faculty is it training?' Those who have worked among very young children will agree that their power of correct observation is entirely untrained, and that until much work has been done along this line they are not ready to begin number work, language work, or spelling. The following exercises train observation, expression, position, memory, besides teaching color and grouping of numbers to six. Make six pasteboard discs about six inches in diameter. Cover with tissue paper of the prismatic colors. Most children can begin with the group "three." Tell the children to close their eyes. Place red, orange, and yellow on the ledge to the blackboard. Children open eyes for a moment; some child with his back to the board names the colors. "May, tell how many there are." "Alice, which color is in the center?" "John, think of something at home that is red." "Something in the room that is yellow, Earle." "Name something that grows that is orange, Fred." With his back to the colors, let Thomas name them from right to left; from left to right. Remove one color. "Mabel, tell which color is gone." "How many were there at first, Mary?" "How many are there now, James?" Three minus one equals two. Let someone write this on the board; children write it on slates. Remove the discs. Let some child arrange them as they were. Some other day develop four and five in the same way. Arrange the six in order while the children have their eyes closed. Let some child open eyes and tell, at a glance, how many there are. Another, with his back to the colors, may name them from right to left and from left to right. Without looking, name two colors to the right of green. Two colors to the left. Try this yourself. You will see that it requires thinkingvisualizing. While the children are not looking, remove two. Let someone tell how many are gone. Another tell what colors are gone. Insist upon answers, clearly given, in complete sentences. Give questions briskly and do not continue the exercises for longer than ten minutes. Singing School for Thrushes Find a family of thrushes and carefully note what takes place. The old male thrush will sing the sweet song in loud, clear, flutelike notes once, and then stop to listen while the young birds try to imitate the song. Some will utter one note, some two. Some will utter a coarse note, others a sharp note. After a while they seem to forget their lesson and drop out one by one. When all are silent the old thrush tunes up again, and the young thrushes repeat their efforts, and so it goes on for hours. The young birds do not acquire the full song the first year, so the lessons are repeated the following spring. I take many visitors into the woods to enjoy the thrushes' singing school, and all are convinced that the song of the wood thrush is a matter of education pure and simple. -Forest and Stream Three O'clock in the Morning What do the robins whisper about From their homes in the elms and birches? I've tried to study the riddle out, But still in my mind is many a doubt, In spite of deep researches. B Pocahontas DOROTHY HOWE VIII EFORE the play Jack made a short speech of explanation. "Pocahontas is such a good one," he said, "that we thought we must play it. Of course you know it doesn't belong in with the Revolutionary War things, that we have been having. It happened 'way back ever so long before in Virginia." Pocahontas was given in two parts. Part one showed John Smith's capture. He and another "settler" paddled along in the row boat. They made a landing. John Smith sprang out of the boat and stole quietly toward the woods. He hadn't gone far when there was a dreadful war whoop and up from all sides sprang Indians. Some of them seized the boat, dragged the "settler" out, and walked him away toward their camp. The others fell upon John Smith. He fought for his life. But he was soon bound and led away. The next scene showed the Indian Camp. Powhatan sat on a throne under an old apple tree. The throne was a box turned bottom side up. He was wonderfully dressed in a bright red blanket. The new Bennett Baby's white fur boa was around his neck. He wore beads and feathers. His face was painted. You wouldn't have known Tom. Back of him in a half-circle stood the Indian braves. Back of them were the squaws and pappooses. All were gaily dressed. In front of Powhatan was a pile of stones. Near it was Jack as John Smith. He looked anxious. Powhatan stood up and gave some command. Out from the row of braves strode two strong men armed with hatchets. The hatchets were cut from stout pasteboard. The blades were covered with tinfoil. It glittered dangerously in the sunlight. John Smith looked still more anxious. He took from his pocket a compass. He pointed to the north. The Indians gathered round. They grunted. They shook their heads. Then Powhatan gave a second command. John Smith put the compass back into his pocket and waited. The two braves bound his hands behind him. They made him kneel down and lay his head on the stones. They took their places. The audience held its breath. Out from the crowd of squaws dashed Betty as Pocahontas. She wore a trailing afghan. Her hair streamed out over her shoulders. She fell at the feet of Powhatan. She pointed to John Smith waiting with his head on the stones. She forgot that she mustn't speak English. "Save him, please save him. I like him," she said. Powhatan shook his head. He nodded to the braves. They raised their hatchets. Pocahontas sprang to her feet. She ran to John Smith. She threw both arms around him, crying to the braves; "Take me! But save John Smith!" Powhatan gazed at the form of his brave little daughter. He smiled. The braves dropped their hatchets. Pocahontas and John Smith rose. They stood hand in hand before the audience. "That's all," said Baby. |