Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1903-02-18

at noon, and lead them to notice that In
the morning the clouds are generally In
long bands or lines near he horizons; AID
later In the day they rise and become the
great feecy masses tuat float over US 10
the at ernooB.
Tel hem the story of Mercury. the per
sonfication OF wind, who was born rev
every incoming and attained his growth
at noon. He once found his brother
Apoilo's white sheep feeding in tire
meadow and In mischlevous mood
drove them away to a cave. But after y
brief period of anger Apollo forgaye the
miscuievous bro her, gave him golden
whip with permission to drive the sheep
when he liked; SO when the big white
clouds are moving above US we know tina,
| Mercury is driving his brothers. sheep
over the vast blue meadows OF the sky.
! BY means OF q photograph, an outline
| picture at least of the "Winged Mercury"
may be made for each child that they
may oe familiar with its beautiful out
| line.
| Have suitable poem learned for each
month Helen Hunt Jaekson's beautiful
verses on September, and her poem OF
"October's Bright Bue Weather" will
cad the children to notice and appreciate
the beauty OF the season.
| Let them make a chart OF the weat her
| qusre for each day and marking the
weather each night as foggy, rainy or
sunny, as 1t may be
The useful toad must be remem bered,
aud his work OF insect destroying i'm
! pressed upon the children. The frog, too,
which keeps the water OF springs free from
bugs and worms, must be looked upon as
friend. Tell them the Greek story of the
origin OF frogs-that poor Latona, doomed
| by Jealous rival to wander forever on
the earth, came to a pool Of water and
asked some reapers who were near to help
her get drink.
| Instead of doing this, they sprang
in and stirred up the water, so she
changed them into great green frogs
and condemned them to remain always
near muddy water and keep it clear.
| Along the line of this work / will quote
paragraph from an article in the Kin
dergarten Magazine by Supt. Joseph
| Carer. OF inois He says:
''Teach the children the lessons of the soil
Tel them the wonderful story of its origin, or
better still. let them tell you what they have
seen in the field and by the brook, and you give
them the charming explanation. Tell them why
men plow and what forms Of cultivation are
| benz fetal and what Injurious.
| I'll. 81 tha.t and Iba Of ha
corn are. and why one is at the top of the stalk
and the othe very much b. low 1t.
TELL them why the blossoms OF corn wheat,
oats and rice are coloriess and odorless, and the
blossoms of cotton and the clover ard so beau
tifully colored and why they have such ex-
qulslte perfume.
Tell what the bees and the humble bees are
doing and OF what Importance they are to the
existence of many plants nd how they are
most industriously serving man. little bv the
honey they make. but vastly more in oth-r
ways, for they not only increase his apple. pear
and peach crop, but they also aid in adding fer.
| tility to the soil.
"Who can doubt the practical value of teach.
! ing these things to those VINO are to be the flu
ture farmers of this land? Think how It would
brighten the dull monotony of the lonesome
derstand the things about them; the weeds by
| lhe roadside and the harm they do; the birds In
the hedges and the good they do; the honey
| bee and the white clover; the humble bee and
the red clover. and the great value of the work
they accomplish; the angeworm In the field and
| Its work.
| These things for the child and more complex
things for the young man and the young
woman CT the farm how they would change
the mental and spiritual attitude of the future
farmer toward his vocation.
| "Instead of discont.n ted laborer, longing
| to get to town. he would be student, working
! joyously, happily and successfully ON that
| greatest of ali Iaboratories-a well.k,pt farm"
Tue possibilities OF this work are in
| finite and the end we cannot see. As
| Whittier says:
"Ours is the seed time God alone
Beholds the end OF what is sowA."
|