WINTER EARTH STUDY. 471 



turn re,' and just then a little boy came in the room, and asked Jane 

 what it was, and Jane said it was the tea-kettle singing." 



LAURA COOKE, 

 Longfellow School, St. Paul, Minn. Second Grade. 



In any blackboard reading lesson, and, so far as possible, 

 in individual written work by the children, tell 



First. What we did. 

 Second. What we or I saw. 

 Third. What we or I thought. 



If this order is habitually followed, the children are 

 more apt to think for themselves, and to base their con- 

 clusions on what they have seen. If told in the first per- 

 son, as far as possible, class reproduction is apt to be more 

 thoughtful and the pupil's work more individual. 



The following are copies of individual reproduction 

 papers written by two third-grade pupils in the Practice 

 School of the Oswego Normal School. The papers are 

 given just as written by the children, but with errors in 

 spelling corrected. Two papers are given, written at the 

 same time by two pupils in the same room, to illustrate how 

 a teacher may impress on her class the general order to be 

 followed in their papers and yet secure individual work. 



How WATER BOILS. 



** Miss Schiller placed a tin cup full of water over the alcohol lamp. 

 Then she put some little pieces of paper in the cup. When the water 

 began to boil, the little pieces of paper began to go up and down just 

 like they were playing tag. The water near the heat got hot first. 

 The warm water came up, and then the papers went up. When the 

 cold water went down the papers went down. It was just like a 

 current." ADDIE PROUD. 



How WATER BOILS. 



" Miss Schiller lighted the alcohol lamp, and put a cup of cold water 

 over it. Then she put a few bits of paper in the tin cup. When the 

 water boiled we seen the little pieces of paper going up and down the 



