Walks with the Children. 179 



If the brook be a small one whose source is not far away, 

 as is the case with those which flow out of springs, the walk 

 may be followed to the source, and all changes in the direc- 

 tion, size, and nature may be noted. When the spring is 

 reached, such questions as the following may be asked : 



Here is the source of the brook. It comes from the 

 ground. How did the ground get it ? Why does it come 

 out here ? 



Lead them to see that it is merely rain-water that has 

 soaked into the earth until it has found a layer of clay or 

 rock on which to run until here it has reached the sur- 

 face. 



(Many things, such as insects, crayfish, minnows, lizards, 

 frogs, and turtles, can be caught on this expedition, and car- 

 ried to school for future lessons ; the method of using them 

 has been given previously.) 



If not too large, the stream should be mapped. A map of 

 the meadow might at least be made, and a relief -map of 

 Mr. Jones' farm would be of much value to the one who 

 made it. The walk may be followed by a language lesson 

 next day telling the story of the previous day's expedition. 



HINTS FOR LANGUAGE-WORK ON THE PRECEDING. 



The Farm. 



In what direction from the school-house is Mr. Jones' 

 farm ? What kind of a house has Mr. Jones ? What direc- 

 tion does it face ? How many acres has he ? Is it all culti- 

 vated ? How much meadow ? How much woodland ? 

 How far from the house to the meadow ? What crops has 

 Mr. Jones planted ? What ones are doing best ? Why ? 

 What kind of fences has he ? Are they in good condition ? 

 When will Mr. Jones reap his wheat ? What will he do 

 after reaping ? Where will he take it ? Why ? How much 

 will the miller charge to grind it ? Tell all you can about 

 making flour, 



