To do the right thing, as one sees it, at the cost of personal popularity, and, maybe, one's good name, besides, is a power sorely needed in this policy-serving world. It dizzies with millennial dreams to imagine what this world would be like if righteous courage should dominate a servile fear of consequences. Does this doctrine sound too old for the children? The words may, but ah, the need itself exists in every primary school. Not a day passes that some little child does not shrink from a good impulse for fear of what other children may think or say. How How shall they be taught to rise above the criticism of others when right is at stake?

Dr. John Dewey says that school is not only a preparation for life, but that "School is life." Precious little goes on in the hurly-burly of life that is not first enacted in miniature in the school-room. Men and women are only "boys and girls grown tall, after all."

What! only three things to be aimed at in our ethical training?" Ah, yes; many, many times the three specified here, but to work toward these will embrace a whole code of conduct regulation.

"So easy to say these things on paper, but quite another thing to do them," is the teacher's responsive sigh. True, perfectly true; yet every teacher has known enough of the hard things in life, has been conscious enough of her own mistakes to acknowledge that it is only wisdom to teach the little. ones to avoid them. If she would teach from her own life, and let the wearisome, goody-goody talks on morals go by, she would reach the child-heart with a sympathy straight from her own. When such ethical teaching is interwoven throughout the lesson work of every day, the accusation that our public schools are "purely secular" will have less weight and meaning.

Pharisee or Samaritan?

E. D. K.

It was Christmas week. Two primary teachers in a city school read the same Christmas story with their children, in separate rooms.

The purpose of the story was to teach the duty of benevolence to poor people at Christmas. The little sketch had not much character in itself, and each teacher could make of it what she would.

One teacher used the story to point a Christmas moral. In the same business tone in which she would have given a lesson in number, she wove into the bare story-facts the duty of benevolence to the poor as a special Christmas obligation. In imagination, she went with her children to the dwelling of poverty, gave the presents of outgrown clothing and last year's Christmas gifts; then, mechanically, brought the children home again, with a sense of duty done, to have a real Christmas of their own afterwards. In closing, she tacked on a little moral: to be very thankful they were not like the poor children they had visited.

And every child, as he closed his book, was, without knowing it, a little Pharisee.

The other teacher? She first read the story aloud She first read the story aloud to her children with a voice rich with feeling, and she read into this same bare story the whole blessedness of a loving and sympathetic humanity. The children listened with deepening eyes; at the close not a word was uttered by either children or teacher. "moral" was needed. Every syllable had vibrated with a moral.

No

Then this teacher, too, went with the children to the unfortunate home. They went gladly, as a privilegeno "duty" was talked about. They entered deferentially, with their hearts in their eyes and voices, and they were very careful that the visit should not be considered an intrusion-for a home is a sacred place, whether cot or palace. They laid their gifts upon the table, making no mention of them, and played happily with the little ones as long as they stayed. These gifts were new, bought with their own money in voluntary sacrificé. voluntary sacrifice. And as this teacher and children walked home together, they talked in a happy-hearted way of this little visit as one part of their "good time" at Christmas.

And each little child, when the story was finished, was, without knowing it, a good Samaritan. The teachers? Each had read a story, and cach, unconsciously, had put herself into it.

A Map of the Holy Land in School

TH

MARY CATHERINE JUDD

HE happiest, holiest season of the year will soon be here. Many teachers are puzzled each returning Christmas to know how to make more real to their pupils in the day school, the story of Christ's actual sojourn on this earth of ours; how to make less prominent the Santa Claus.myth whose secret the older little ones have already found out, sometimes with a shock that has put doubt into their hearts as to the truth of the story of the Holy Child. Such pupils as are in the habit of attending Sabbath schools, are also usually made more or less familiar with the map of the Holy Land. For this is often found in their own or their teachers' Bibles, or may be a large one is seen each Sunday suspended on the wall of their class-room. But we all realize it to be true, that many, even adults, know very little about the geographical location of Palestine and less about the towns and cities within its borders, and of which we often hear and read in books, magazines, and newspapers during each December.

One teacher a year ago, ventured to combine Bible history and modern methods by using hektographed maps. of the Holy Land as a basis for written language lessons on the Christmas theme.

To do this, a copy was first traced on very thin paper with a lead pencil. In making this, many cities, streams, and mountains were omitted, but the most interesting of these were carefully indicated by the usual marks. The river Jordan flowing southward, to the wonderful Dead Sea, the mountains of Lebanon, famous for their cedars, and the short range known as Mt. Hermon, with the brook Kedron at its northern base, the mountains round about Jerusalemall these were retained. The division lines marking the boundaries of Galilee, Samaria, and Judea were traced, and Cadimus brought the knowledge of letters to Greece, was Phoenicia, that land from which according to tradition, also allowed a place upon the pencilled sheet.

In Judea, the cities of Jerusalem, Bethlehem, and Bethany were represented by dots, and in Samaria, its capital of the same name, and the town of Sychar, near which is Jacob's well, were shown in the same way.

In Galilee, was marked the village of Nazareth, where Christ dwelt as a child, and even until his work of teaching began, with Cana nearby to the northward, where was wrought the first recorded miracle, and southward the little city of Nain, also made noted because of his visit there.

But no names were written on the map, for it was intended for the pupils to become familiar by every possi ble means, with the location of these places, which many thousands of Americans have visited during the past twenty or thirty years.

The teacher drew a large outline of the same map on

blackboard, and from this each young student copied the names necessary for completion of his work. This took some time, for accuracy in spelling and position was required, When all was ready, the teacher wove into an interesting story, various incidents of Christ's early life and later labors. She told of the shepherds asleep upon the plains, and of how they were aroused by the song of the angels; of the visit of the wise men; of the flight into Egypt; of the return to Palestine, where the Holy Family found a home in the quiet Nazareth; of the wonderful wedding feast, where water became wine; of the raising of the widow's son at the gateway of Nain; all the written names served as data for the weaving together of a brief sketch of the life of Him, whose birthday they were soon to celebrate..

Many of the class took the crude hektograph maps to their homes, and using fine linen paper to place over them, returned with daintily made copies, delicately colored with. water colors. These were so beautiful in workmanship, that they are still prized by parents as well as pupils.

The stories received various titles, either original or suggested by the instructor, for variety always gives pleasure. They were such as these: "In the Year One," "The Story of the Holy Land," "The Land where Christ was born, ""In Palestine."

For Christmas work and study, the lessons with this class of pupils were found to be a success. There seems in this plan a very good opportunity for that better knowledge of the Bible, for which many of our leading educators are pleading and planning.

"Some of you little people who went out into the country last summer saw sheep that the farmers had. This picture will make you think of the pasture where they loved to stay nibbling the short, green grass.

"If you should go out there now you would find the fields all white with snow, and when you asked for the sheep the farmer would tell you that he had them hid away all snug and warm in his big barn, or in sheepfolds that he had had made for them.

it is never very cold, and they have no snow at all. There "But in some places in the world where sheep are raised the sheep and lambs can stay out of doors all the year. The man who owns them or cares for them is called a shepherd. He stays out with them night after night to see that no harm comes to them, especially to the little lambs who are not strong enough to care for themselves, and so 'he leads their little feet where the grass is fresh and sweet,' as it tells us in the song.

"Some of you have never seen any sheep, have you? But you have seen so many pictures of them that I think you know how they look. However, here is one that I got at the toyshop last night that looks very much like a real one, only it is not nearly as large."

(Here, to the delight of the children, Miss Clare showed a small but excellent toy sheep covered with wool.)

"It is very pretty, isn't it? We will pass it around. You may all feel of it, and then be ready to tell me something about the

Shape of body.

Number of limbs.

The coat that he wears."

These questions having been answered satisfactorily, Miss Clare said: "To-morrow, see if you can bring me any pictures or stories. Ask the people at home to help you."

The next morning the little toy lamb was on hand again, and the teacher said: "Let us play that our little toy sheep is a real, truly one that has come to visit us. If he could talk he would say: 'Good-morning, children. Do you want me to tell you something about myself? Your teacher says you have had animal friends visit you before. Which one do you think I look the most like?'"

"The dog," replied Willie.

"That is a pretty good guess. I am nearer the size of the big dog that came to see you than any of the others, and I am somewhat like him in shape. I have as many legs as he, but my feet are different. See, here is a foot (one procured from the butcher); it is split, more like that of a COW. Do you know that in the bottom of my foot is a little sac, that has something in it that gives out an odor, or smell, as I travel along? I don't know as you would notice it, but the other sheep-my cousins, you know - following behind, can smell it on the stones and grass over which I walk. That is one reason we follow one another so well. Our sense of smell is keen.

"Sheep are like cows in another way. You do not see any horns on my head, but a grea' many sheep do have them, especially those that are wild. Some have very small horns, and some very large ones, like my cousin, "the big horned sheep." Some have horns that branch out, and some have horns that curl until they nearly form a ring, but they are all hollow. I like many things to eat that a cow does, such as grass, clover, meal and salt, and my teeth are much like hers. Our coats are not alike, we do not make the same noise, and I never give you milk to drink. I haven't much of a tail, either, but some members of my

"But how can he get it off his back?" queried wee Jamie. "To be sure! How can he, children?"

"Pull it off," shouted Sam.

"Take him to the barber and have it cut," suggested Fred.

"Pretty good," laughed Miss Clare. "Do you think our toy sheep could tell us anything about it? We might ask him." So the lamb came forth once more and said: "Pretty cold morning, isn't it, children? I suppose you all wore your thick coats to-day. I am glad of mine now, but there are days when it feels rather hot and uncomfortable. Do you know what the farmers do for their sheep, then? They cut or shear off their wool.

"Shall I tell you how I saw it done last year? It was in June, when Farmer Brown said to his man one morning, 'John, the sheep shearers are coming here to-day. I want you to go down to the pasture with me, and drive the sheep up to the barn.' Then they went down and drove us all up the whole fifty.

"Soon the men came with their big shears to cut off our coats; not mine-I was too little but the old sheep. They would take a sheep, tie his legs together, lay him on a bench, strap him down, and then shear him. I asked an old sheep afterward if it hurt, and he said, 'No, not at all, but it always frightens me.' He told me I wouldn't be sheared until I was a year old.

"Another sheep told me that farmers sometimes washed their sheep before they were .sheared. He said there was some oil in the wool which kept the rain from running through to our skins and wetting us, and that when sheep were taken to a brook or pond and bathed, this was washed out and the wool was left very soft and white.

"One thing more, children, before I leave you. Ask your mothers to-night what folks use lamb's wool for, and tell your teacher to-morrow. Good-by," and off he ran. The children clapped their hands at this, and Frank said, "What a nice story he told us, didn't he, Miss Clare?" "Yes, indeed! and don't forget what he asked you to find out."

The words fairly tumbled over one another the next morning, the children were so anxious to answer the lamb's question, and later they divided them into groups telling what might have been made from the "three bags full," in this way:

Shepherd's

Crook

and told them how people in the old days used to send the wool to the mill to be made into soft white rolls, and then the women at home would spin these into yarn, knit stockings of it and weave it into cloth.

By putting some yarn through the holes in an old slate frame, and then weaving some more in crosswise, just as they did their paper mats, the children made a piece of cloth themselves, and grandma had shown them the stocking she was making for her little grandson Carl. She used four bright, shining knitting needles to knit it with. For seat work there was the folding of sheep folds and barns; the cutting of sheep and lambs, as they did cows; the drawing of shears, racks of hay, measures for meal and bags for grain; and the modeling of the articles in clay.

They also cut clothing from paper and cloth, such as hoods, mittens, coats, jackets, caps, dresses and shawls, dyed paper different colors with water colors, and painted striped blankets and stockings.

When they found there was no part of the sheep but what could be used in some way, the other products made. a long list, including

The flesh, for food.

Lamb. Mutton.

A Christmas Line

KATE S. HUBBARD, Sioux City, Iowa

Last year we had such a pretty Christmas decoration in

our room.

Instead of a Christmas tree we had what we called a "Christmas line."

Several times for cutting lessons we cut out all kinds of toys from outlines that had been drawn on bright colored paper.

There were gay red, green, blue, white, and pink carts, horns, cups, dolls, and sleds with long ropes.

We also had a number of little green paper trees. Across the front blackboard, in graceful curves, we had hung a string, and where it was fastened to the moulding we placed large red rosettes made in the same way that we make the top to a pin wheel. Branches of evergreen could also be used in these places.

With little strips of paper on the backs of the toys we pasted them onto the line. Such a decoration has much value because all the little hands helped to make it, and with such pride they will say:

"That's the red horn that I cut," or "Isn't that a pretty cart that I made?"

The line might also be used for holding the Christmas gifts the children have made, such as little cardboard furniture, baskets, and boxes.

Shears.

The fat, suet and tallow. Soap. Candles.

The skin.

Gloves.

Parchment.

Book covers.

Bones, burned, ground. Fertilizer.

For stories there were "Jason and the Golden Fleece," and "Cupid and Psyche" in "In Mythland" (Vol. II.); "How the Little Boy Got a New Shirt," "The Child's World," and "The Rhyme of the New Dress", in an old copy of PRIMARY EDUCATION.

For games, in " Marching Plays," by Grey Burleson, was a "Flock of Sheep" that the children thought great fun; while dividing the little folks into flocks, each with a shepherd, whom they followed wherever he led, was a favorite recreation.

But Christmas came on with the stories of the shepherds and the Christ-Child, the making of little gifts to take home, and the singing of the dear old carols. When this happy time was over, someone who peeped into Miss Clare's notebook read:

If you'll sing a song as you go along,

In the face of the real or the fancied wrong,
In spite of the doubt if you'll fight it out,
And show a heart that is brave and stout;
If you'll laugh at the jeers and refuse the tears,
You'll force the ever reluctant cheers
That the world denies when a coward cries,
To give to the man who bravely tries.
And you'll win success with a little song-
If you'll sing the song as you go along!

If you'll sing a song as you plod along,
You'll find that the busy rushing throng
Will catch the strain of the glad refrain;
That the sun will follow the blinding rain;
That the clouds will fly from the blackened sky;
That the stars will come out by and by,
And you'll make new friends, till hope descends
From where the placid rainbow bends.
And all because of a little song-

If you'll sing the song as you plod along!
If you'il sing a song as you trudge along,
You will see that the singing will make you strong,
And the heavy load and the rugged road
And the sting and the stripe of the tortuous goad
Will soar with the note that you set afloat;
That the beam will change to a trifling mote;
That the world is bad when you are sad,
And bright and beautiful when glad.
That all you need is a little song-

If you'll sing the song as you trudge along!
-R. McClain Fields