HODGE] TRAINING OF TEACHERS 307 



our bird life will add the liveliest charm and one which will cling most lovingly 

 among childhood's home memories; and why not have every home possess 

 this charm ? A charm literally from the skies. 



In seeking a universal motive which shall carry this relation to the heart of 

 every child I find this deep, ancient motive of taming things, feeding and giv- 

 ing the cup of cold water. If it is only eating salt together, it brings a thrill, 

 truly magical, of sympathy and life which can never leave the heart as cold as 

 before. 



How many of the children have birds tamed to come at call? Kinds of birds 

 tamed? How was it accomplished? How many have bird fountains at their 

 homes? How many provide food for their birds in winter and early spring? 

 How many have put up bird houses? Provided nesting materials? 



The end product of the course of nature-study should be a living 

 and abiding interest and love of nature. We can develop this only 

 by active doing, by working out, year by year, the problems in 

 our way. The function of the well prepared teacher is to inspire 

 the children and point out to them the problems that are most 

 worth their while. 



I have just written little Mable Musser and asked: "If you 

 could whisper in the ear of every boy and girl one sentence about 

 your garden, what would it be?" She answers: "I feel nearer 

 God's heart in my garden than any place else on earth." 



Fig. I. Reed's Yellow Dent Corn 



Champion Ear. Illinois Corn Growing Association, 1914 



The Story of a Kernel of Corn 



A. W. Nolan 



University of Illinois 



On a beautiful spring morning in April, when all the world was 

 feeling a new impulse of life, our kernel of corn began to realize it, 

 too, contained a germ of life, and would grow. It had been safely 

 guarded in a dry, well-ventilated seed room all winter and its germ 

 was alive and healthy. It stood in a beautiful golden, straight 



