9. Read Emerson's poem "Woodnotes." What does Emerson say of Thoreau in these verses?

10. In arranging chapter 1 for classroom work, what portions would you omit?

11. Explain the following allusions and give the context for each: Winslow and Massasoit; sons of Tell; Antaeus; Castalian Fountain; Phaeton; Moore of Moore Hall; Benvenuto Cellini; Buttrick; Goody Blake and Harry Gill; The Hesperides.

12. Follow out each line of thought pursued by Thoreau in his description of the situation of his cabin and his mode of life there (2).

13. "Interesting alike for originality of genius and for eccentricity in human relations." Cite anecdotes in proof of this statement.

14. What do you learn from Walden of the characteristics and habits of the owl, the cock, the hawk?

15. "Thoreau's quotations are always nuggets of the purest ore." Explain this statement. Quote four quotations used in Walden and give the context for each.

16. "His metaphors and images are always fresh from the soil." Show that this statement is true by quoting twenty such metaphors and images.

17. In the chapter on "Walden Pond," Thoreau says, "Fit studies for Michael Angelo." What would be fit studies for Michael Angelo?

18. In what remarkable paragraph does Thoreau symbolize the various disappointments of his life? (I long ago lost a hound, a bay horse, and a turtle dove....)

19. What effect upon the value of Thoreau's philosophy of life has the sentence, I borrowed an axe?

20. Point out those portions of the book which you found most interesting.

21. If you were to draw illustrations for Walden, what portions of the book would you illustrate? Describe the composition of ten such pictures and give a title to each.

22. Choose fifteen pages from Walden which seem to you desirable for classroom reading.

23. Add fifteen more philosophical reflections to the list given in C of this outline. Add ten more to the list of word pictures.

24. When was Walden written? Make a list of the inventions and discoveries of which Thoreau knew nothing.

25. Give your own opinion of Thoreau's philosophy, of his manner of living, of his attitude towards his fellow men.

4.

Emerson's Estimate of Thoreau from "Woodnotes."

5. Railroad Development in New England since Thoreau's

Day.

6. Manners and Customs of Thoreau's Day.

7. Ponds that I Have Known.

8. Sights and Sounds of a Winter Day in the Woods.

9. The United States During 1845-1847.

10. Nature Studies from Walden.

11. Value of Walden in the Class-Room.

12. A man thinking or working is always alone, let him be where he will.

Suggestions for School Discipline

A. S. MARTIN, SUPERINTENDENT SCHOOLS, NORRISTOWN, PA.

G

OOD order in the schoolroom is a necessary condition for good school work. Every teacher must expect to have some pupils who disregard the rules of school. In a group of thirty or forty there are always some who are inclined to be noisy, impudent, mischievous, revengeful, and dishonest. It is the duty of the school to train these pupils to virtuous habits just as much as it is to train them to read, cipher and do the other school or academic exercises. The good order of the school depends much more upon the teacher than upon any other element such as supplies, furniture, or even the parents themselves. There are certain elements of character and attributes of mind that are essential to a teacher who would control not only well but ethically.

A teacher must have a fine appreciation of the ordinary virtues of life such as sincerity, honesty, truthfulness, cleanliness, ordiliness in all things, and a warm and sympathetic interest in children and humanity whatever class it may represent. A teacher who hates a pupil or finds a pupil repulsive cannot hope to be of much service to that particular pupil. The probabilities are that the reaction of the pupil will be in kind but expressed in rude and sometimes very objectionable ways. This will be so because the pupil is in a sense ignorant and has not learned the ordinary courtesies of society.

Certain preliminaries ought to be observed by all teachers who wish to control their schools rationally. The teacher ought to be careful in his personal appearance, his position before the class, his movements, and particularly in his speech and temper. He must control himself if he wishes to successfully control others.

Prior to the opening of the school and after the close of the sessions he should spend some time in preparing the work for the

next day. When the school session begins there should be at hand and convenient all the supplies that may be needed during the day such as paper of different sizes, paper for lead pencils and for ink, pens and pen-holders, lead pencils, etc. I said papers of different sizes. If the teacher wishes to use paper it will not do to cut it or tear it into halves or quarters when the class is ready for work. This delays the work. It is an opportune time for pupils to go into disorder. Search for pencils or shortness of supplies will also tend to confusion.

A floor that is littered with paper is indicative of lack of control. Before the pupils leave the room they should be required to pick up the paper on the floor without any comment. This is a practical lesson in orderliness. The unadjusted window-shades often are indicative of indifference of the teacher. The books on the teacher's desk and the papers in the desk reflect the mind of the teacher. The confused condition of the cloakrooms, the indifferent placement of the clothing, the disordered desks of the pupils, all are a reflection of lack of appreciation of ordiliness on the part of the teacher.

Disheveled hair, dirty faces, unclean hands, tend to disorder. They suggest a lack of self-respect which is always conductive to poor conduct. Respect for self is a basic requirement for physical and mental improvement as well as for moral and social fitness.

It is a good plan to allow the pupils to read and recite seated until proper control is gained. This eliminates the time lost in rising and sitting down and the noise incident to the kicking of the desks and the slamming of the seats during the rising and sitting down. This plan also tends to continuity of thought. The fatigue in this case incident to the particular lesson or exercise should be relieved by suitable physical exercises or calesthenics.

The teacher should not talk too much. When she does talk she should speak in an interesting manner and have something of importance to say. One attempt to ask a question as a rule should be sufficient. The repetition of questions as a rule has a tendency to make at least some of the children indifferent to the original question or the original direction. They will not attend im

mediately because they expect the teacher to repeat the question, re-pronounce the words, or repeat the direction. It is not advisable in pronouncing or spelling a series of words to say, "the next word is," "the next word is," etc. "The next word is," in this case, is a waste of time and effort and a thoughtful teacher will eliminate all such expressions.

A teacher after the school session and prior to the opening of the schools on the next day ought to carefully plan his work for the next day. He should know the points of the lesson which he desires to develop before he meets his class. Not only should he know the points of the lesson but he should have a pretty definite notion of the manner in which he will attempt to develop these points. Without this preparation his teaching is nothing more than chance and his discipline may suffer much on account of this unsystematic procedure.

It is not a wise plan to place an objectionable boy among children whose deportment is good. Virtue in deportment should not be recognized by subjecting the individual to the annoyance of a mischievous boy. I suggest that the pupils whose conduct is objectionable be placed in the first seats accross the room. The teacher should occupy a position in front of the room and see what is going on in the school and eliminate at once from the room the pupil who is a disturber of the well being of the school. Without comment the objectionable pupil should be told in a courteous tone to report to the principal. The teacher should make a memorandom of the offense. If the boy returns to the room and again becomes an offender he should be dismissed and when he is deemed beyond control, the teacher should recommend his permanent elimination from her school.

It should be remembered, however, that the teacher cannot control in an arbitrary manner. The truant that is forced back to school needs an intelligent treatment of an entirely different type than the child who is by nature and home training courteous, obliging and obedient. The teacher will do as great service and possibly greater if she reform a truant and a law-breaker than if she simply trains and educates those who are by nature and training normal in their conduct.