iLB 1025 .B98 ICopy 1 HEART-TALKS WITH. -^"^ ■\€SIFMS xag OUTLINES (W PROTECTS lil w ''^^ Hill .r-tii 'MI BY MABm. HUKT BUX^LtEB UNION FUBUSHING COMPANY AtkBta, G»orgk neairt--talks witli Teacliers witli special empkasis on Primarij Work AND A Suggestive, Adaptable Program for eacli davj in tlie vjear BY MABEL HURT BULLARD Teaclier in Normal Scliool Department, Atlanta Universitvj and Teaclier ol Primarij Metkods, Ttiskegee Institute Summer Scliool Copyrighted 1922 IJ.^ «'-L>, MAY 151922 ©CU676211 DEDICATED to The hundreds oi" teachers whom I have instructed in Primarij Methods at Tuskegce Institute, Alabama FOREWORD ^^HE aim of this book is to aid teachers in ^^ the preparation of their school work. Young teachers will find many devices and helps which Mrs. Bullard has tried out for sev- eral years in the Summer School for Teachers at Tuskegee Institute. They have grown out of practical school experience and are intended to give not only added interest to the work of teaching, but to secure greater results from the pupils taught ; a nearer approach to perfection in their physical, mental and moral develop- ment. The present day aim of education, act- ing through all the environment, touches the child, home, school and community in general, and fosters the development of well trained minds and bodies, and self-reliant characters. Used with these ideals in mind this book cannot fail to be a valuable help to those who follow its principles. Mrs. Booker T. Washington. PREFACE As teacher of Primary Methods at Tuskegee Institute, Alabama, I have had the pleasure of instructing hun- dreds of teachers from the cities and rural disricts of most of the Southern States. Each year they were given in the course, the helps which they most needed, and were permitted to pass in slips stating just what work they wished to have ex- plained. I have kept track of the things most generally needed and have taken into account the helps for which they have written me requests during the school year. Solu- tions of these problems I have endeavored to write in a simple, definite, practical way. I present these to the teaching public as methods which are true and tried, and which have proven of great value to me and also to those who have been under my instructions. The general rules and the program of handwork will be valuable to teachers of any grade. I have made actual and practical use of them in many kinds of work, rang- ing from kindergarten through all the grades, and some have been applied even in normal school classes. I am greatly indebted to Miss Brown, of Columbia University, for several directions used in the Handwork Program. Also to various teachers of handwork and authors of ''Handwork Books," from whom ideas have been learned. Comiteinits PART I Chapter Page I Discipline 6-11 II Character Traiuing 13-13 III Community Life — Phiy 14-16 IV Home Work — Examinations 16-20 V . Corporal Punishment — EfEective Punishment . 21-23 VI .... Detaining at Eecess and After School 24-25 PAET II VII Silent Eeading 26-28 VIII Writing 28-32 IX Arithmetic — First Grade Project 32-38 X Spelling 39-41 XI Suggestions— Late Methods 42-44 XII Project for Eight Grades 45-50 PART III XIII Games 50-52 XIV Rhythms 52-53 XV Music 54-57 XVI Story Telling 57-60 XVII Story Dramatization 60 XVIII Preparation of Special Programs 60-61 PART IV Handwork for Each Day from September to June 62-83 PART V Handwork for Home, Playground or Summer School June to September 83-90 6 Primaey Methods PART I— CHAPTER I Discipline Discipline — One of the first questions a young teacher (and indeed many an old teacher) asks is, ''How can 1 become a good disciplinarian?" In answer I give seven general rules: 1. Know your subject. 2. Know how to present. 3. Know your children. 4. Be sympathetic. 5. Love your children. 6. Study yourself and create an "ideal atmosphere" in your school-room and community. 7. Keep your children busy. Know Your Subject — Why? Children are great char- acter-readers. If a teacher does not know her subject, the children find it out the moment she steps into the room, for she cannot walk with a sure step or be "mon- arch" of all she surveys, if way down in her heart she knows she is not absolutely sure of what she is about to teach. The realization of her lack of preparation makes the teacher nervous, irritable and easily vexed. The children catch her spirit and immediately become restless and irritable. When it is time to teach a subject, such a teacher takes up her book and she is so absorbed in trying to get the next question to ask and also the answer to that question, that all kinds of happenings occur and thereby destroy the good order of the room. The children soon find that they have time for various kinds of mischief while teacher is studying the lesson. Very soon these children form the habit of thinking slowly, for such a teacher can never mould quick think- ers, nor can she look over her class to see who should be called upon at a particular time — she is too busy prepar- Primary Methods 7 iiig the lesson. The result is, a class of dull, mischiev- ous, irritable children who have plenty of time for tricks. Know How to Pnesent — Why! It is not enough for the teacher to know her subject, for her main object should be to see that her children know the subject. This most certainly cannot be, unless a clear, concise, interesting presentation is made. When I say children or class, I refer to each and every normal child in the class, and no teacher can say that she has presented a lesson successfully unless each and every normal child in her class grasps the meaning. The in- experienced teacher is likely to be misguided because a few brilliant children may grasp the lesson, even though it is poorly presented, but I hope no teacher who reads this booklet will be satisfied with less than a one hundred per cent understanding from her class. Speaking of presentation, generally, I recommend: 1. Explain each step or topic clearly and ask ques- tions to see if it is understood. 2. Grive little advance and much review work. 3. Let children give back, in their own words, the thought which you or the author has expressed. But the subject of presentation is one which must be treated specifically as regards each subject, so I am leaving that for another chapter. Only let me impress upon you the importance of making a presentation which reaches and enlightens every pupil in your class. Know Your Children — Why? Is it worth anything for you to know why Mary finds it hard to sit still, or why Johnny seems so lazy and drowsy, or why one child shows such a decided dislike for another child wihout any apparent cause, or the thousand and one other wonders a teacher sometimes has about her children? Do you not sometimes find yourself murmuring, ''I wonder what makes that child so?" How can you know? 8 Primary Methods Here are a few ways of finding reasons and knowing each child more intimately: 1. Visit the child's home. 2. Organize Parent-Teacher Clubs. 3. Encourage a Free-talk Period before school. Now I hear you think it is impossible to visit each child's, home. I know it is hard to find the time, and in the case of some rural teachers it is almost impossible to visit, after holding school late and performing other Saturday and Sunday duties. But, I also know that it takes less energy, and in the long run, less time, to visit homes and make suggestions as to diet, ventilation, rest- periods, behavior, etc., than it does to stop the whole class every day for such corrections. For these sugges- tions when wisely carried into the home are effective and beneficial to all the children of that home, as well as to the teacher, a point I shall discuss a little later. Of course, for fear you may not have time to visit each home, start with the home wliich needs you most. See just what is the trouble with Eddie — find out just why he behaves worse than any other child in your class. Use at all times great diplomacy. Sometimes you need not ask a single question about the child — simply "drop in," and observe, and perhaps lend a word of cheer or con- solation, or whatever is needed, to the mother and she will unfold all her troubles to you. Why! Because she feels that you are interested in her child and in her — you have taken your valuable time to call on her and in nine oases out of ten it is highly appreciated. Or, if at some time you chance to take your class out for a walk to observe nature, for instance, you may pass near some child's house. It is a good plan to ring the bell and speak to the mother. She will appreciate your in- terest and your influence in the community will be strengthened. It is not necessary to dwell on the benefits of Parent- Teacher clubs, since most teachers are so familiar with ' Primary Methods 9 these. But I will suggest that you procure experts to deliver lectures on diet, hygiene, health, teeth and other topics of importance — it is more effective than sugges- tions from the teacher and is an incentive to parents to attend. Another feature beneficial to many mothers is the decoration of the room for different festivals which occur almost every month, and in some instances it is good training for the mothers, to have a purely social gather- ing and serve properly, light refreshments. Parents look to the teacher for suggestions along all lines and they imitate you and follow your advice more closely than you sometimes imagine. Help them all that you possibly can. You will find real joy in so doing, and your school room work will become easier and more pleasant because the parents admire you and take greater interest in having their children please you. From time to time you will find that parents will visit the school, or seek you at a gathering to ask about their children. Why! Be- cause you have manifested an interest aside from signing the pay-roll. The Free-talk Period — Is a great help to the teacher. It should come at the time when the children are gather- ing for school. Instead of standing around chatting with other teachers, try sitting in your room, or going on the playground, as the case may be, and "chum" with your children. Get interested in their childish likes and dislikes, in their joys and sorrows, and exchange ideas and views with them. You will find that you get volumes of valuable information which will help you in your child-study problems. Just try it for a week and see. There is no reason why you should not know each child intimately, if you visit as many homes as practicable, hold interesting Parent-Teacher meetings and encourage your children to discuss their childish affairs with you. You will notice that parents will look after your dis- cipline almost unconsciously. 10 Peimary Methods Be Sympathetic; Love Your Children — How? During the Free-Talk period the teacher should talk simply and understandingly, just as an older child would talk with younger children. There are so many things your chil- dren want you to know about their childish interests. Many times their mothers are so busy that they simply say to them, ''Hush! Go away. I have no time to listen to you now." So the children are just hungry for the sympathy of some one whom they trust, and if the teacher will only manifest her interest she will soon find out how tragic it was for the little child's balloon to burst or her favorite dolly to get broken, or just how badly she felt when she was scolded and sent to bed. Dozens of other happenings which to us grown-ups seem trivial are just as terrible to the child as the loss of our purse on the first of the month would be to us. Then why not lend an ear? Give a word of sympathy here and there, or in some way express that sympathy — by a grasp of the hand, or a pat on the head, or the lay- ing of the hand on a shoulder. The child will catch your meaning and love you, and you will love him, for sym- pathy is very closely related to love — and love is the most powerful force on earth below or in Heaven above. Maybe if you listen sympathetically to "old bad John" you can get his point of view and help him, and love him too. Love Your Children — love them really, for unless you do, they will never love you — and until they love you they will never make special effort to please you. We all strive to please those whom we love, and there is no stronger, purer love than that of pupil toward teacher. It follows the child all through life. Even now, you and I really love some teacher we had, as much today as when we were children. We can remember too how hard we tried to please that particular teacher. Is it not worth while that your children love you? But first, you must love them — and you do not need ever say to them, "I Primaey Methods 11 love yon"— just do it, and your many manifestations of sympathy and understanding will demonstrate to tliem, as no words can. Now, I know we have all seen the ''mean, cross teacher" get obedience and results, but what is the ef- fect upon the child! Fear is bad for his nerves aftects his growth and impairs his development generally; be- sides, what Teacher wants to be a tyrant, and have dear little children good through fear, which lasts only so long as the teacher stands over them. But how diiferent when the children are good and sweet and truthtui because Miss Jones says it is right and they love and trust her This is real character-buildmg, which should be the chief aim of education. The parents soon notice the value of such training. This takes us to the next point. Create An Ideal Atmosphere— Bj this I mean-exert a helpful and exemplary influence over the children placed in your care so that when anyone steps into your room he can, in a moment's time, feel that the right spirit exists there— that you and your pupils are at ease, are happy, sweet and interested— and busy. Have you not gone into school-rooms where although on the surface, everything went on fairly well Y^n tel that the teacher was all out of sorts and just able to hold you could just see discontent and concern written on her the children's attention because of your presence-and face and observe latent restlessness all over the room- aiid then just as soon as you were outside the door there was a bustle, and a scold, etc., etc.? Well, that is what I call failure to have created an ideal school-room atmos- phere. There is a lack of harmonious working m such a room. Be not guilty of such failure. Conscientiously strive to acquire the six points just discussed, and last but not least, 12 Peimaey Methods Keep Children Busy — Crowd in so much work and wholesome recreation that there will be no time left for mischief-making. Go naturally and quickly from one subject to the next and you will never, never have to think of discipline as such. Only now and then will you have occasion to reprove or punish a child, for they will all be too busy and too anxious to please, to find time for things v/hich are not in keeping with good order. Re- member too, that children love to keep busy. Now I know there are some teachera who have placed so much stress on discipline as such, and mth such poor results, that they will doubt that it can be so easily at- tained — but actual experience has shown me that dis- cipline is the easiest part of real teaching. Be a real teacher, and discipline takes care of itself. CHAPTER II Character Training Habits — As aforesaid, the chief business of education is character-building. This is accomplished through the formation of right habits in the children, thereby mak- ing them well-balanced, intelligent people, and ideal citi- zens of our great republic. The teacher is always looked upon as a loader in any community, and is imitated and consulted by parents and children. Have you made a self-examination to see if you are worthy? Are you fit to instill into these young people right habits along all lines? Remember, their development must be threefold^ physical, mental, moral — and habits greatly affect this development. Have you yourself formed habits of: gentleness, kind- ness, politeness, generosity, punctuality, cleanliness, neatness, accuracy, self-reliance, self-control, prompt opedience to authority, honesty in little things, temper- ance in food and drink, correct carriage, co-operation? Having acquired these habits, do you know how to im- Primary Methods 13 press them upon children in any way other than by ex- ample ? Let me suggest a few ways : Require every day practice of each and all of them in the room, on the play-ground and on the way to and from school. This may be accomplished — 1. By giving short talks on the right way to conduct one's self. ; v t?i 2. By telling stories which emphasize one or more of these points. 3. By calling attention to the brave and noble men of our country in the past and present and relating bits of history which stress the strong points in their characters. 4. By playing games or singing songs which stress any of these habits. 5. By relating, in childlike language, such Bible stories as will emphasize any of the habits — or quoting appropriate verses, explaining them and having the chil- dren learn them. There must be no loosing of tension along this line, for no act will become a habit unless repeated so often that it becomes a part of the child. I earnestly hope all teachers will stress the idea of co- operation — co-operation in work and in play. Encour- age group work and let the children gain the power to work and play without friction. Think how much better the w^hole world would be if everyone could really co- operate in all things and respect one another's rights. Just here, permit me to speak of another important point — one which has been brought to my attention by principals and supervisors — that of failure of teachers to co-operate fully in certain matters pertaining to work of the school as a whole. Not only that, but failure of teachers to feel a personal responsibility in the making of reports. Some are negligent or careless about hav- ing them neat and accurate, and getting them in on time. Be especially careful to do nothing whch hinders the or- derly working of your whole school. Cheerfully obey 14 Peimaey Methods authority, to the letter. Send in accurate reports, at the proper time. Be not too proud to ask for help along any line where the need for it is felt. Remember, you should not expect neatness, accuracy and obedience from children, if you yourself have not acquired the habit. Constant work on the suggestions mentioned, concern- ing habit-formation, will do much toward mental and moral development, and something toward physical de- velopment, but let me stress the importance of looking after the physical side of the child. We do not want a race of weaklings, so at all times you should look toward the things which will keep the child well. Pay attention to ventilation, light, physical exercise and relaxation during school hours ; the child's sight, hearing, breathing, teeth, use of hands and feet, posture. Give short but pointed talks along these lines w^hen needed and if any abnormal condition is discovered report to parents at once and advise medical treatment. CHAPTER III Community Life — Play Community Life — Talks with many teachers have dis- closed the fact that there are some who are having trouble with parents who are unkind toward them and whose children are hard to manage. I have advised that such teachers broaden their work and make themselves useful to the communit)^, and have received letters from those teachers stating that they have risen in the estimation of the parents and the trou- blesome children have ceased to be a reality. There are four forms of community work which are easily done and which exert a wonderful influence over teacher, school and community: 1. Sunday School work. 2. Charitable work. 3. Various kinds of club work. 4. Purely social functions for the community as a whole. Primary Methods 15 The first named is very generally understood. Un- der charitable work, the teacher may form clubs to meet monthly and sew, making gaiTuents for some orphanage or for certain children in the community, the gaiments to be given out at a specified time. Or the club may take on a literary aspect and each member pay dues with which necessities may be bought for poor families, at a specified time. Children's clubs may also be formed and profitable work done. In many localities the industrial clubs ar- rest the interest of both boys and girls. If these clubs meet only once a month, they are a great help to all con- cerned and require very little time. In communities where the people have several small social groups, interesting affairs (a concert or extra fine party) of some kind may be given for the whole commun- ity, so that they all come together and pass the time pleasantly. It might be well to charge a small admission fee which may be used to help toward materials for handwork or some phase of club work. An Appeal for Play — Encourage at all times the play- spirit. Encourage it among older people, children and teachers. Play has been defined as real child life — that is the plays of children interpret to them the outer world. They see the various workmen and observe them — then they play carpenter, fireman, postman or mother and thus begin to understand, love, be in sympathy with and have respect for the workers. They listen to myths, folk stories or work songs, then put themselves into the places of certain characters which appeal to them and act out the impressions thus gained. They play certain games adapted to the season too, as marbles, in the spring, flying kites in windy weather, snow-balling in season and many others. And thus to them, play is a reality. A boy who is playing store is just as real a storekeeper as your own grocer. The play interprets life to him. 16 Primary Methods There is another activity called play which at first is mainly just skipping, hopping, running, etc., and which eventually the children organize into games such as Tag, Hopscotch, etc. Finally we have the organized social game and the folk-game. The teacher should be the play-fellow of her pupils and guide and direct their play when necessary. iShe should know games and teach them. Many a cross, in- different, backward or dull child may be easily and ef- fectively reached through games, for during the game he begins to understand the teacher and see her in a dif- ferent light. The teacher sees the child in a different light also, and very soon the effect is realized inside the school-room. When parents realize how much their children enjoy having the teacher play with them, they begin to ask how to play certain games so that they may help with them at home, and thus all become interested in the games, and soon we have the ideal condition of mother, teacher and child working together for the common good of all three. Some rural teachers have complained that trustees and patrons at first say it makes the teacher lose con- trol of the children if she plays with them. To these I should carefully explain the situation and give illustra- tions of the benefits derived from play, for both teacher and pupil. Exercise diplomacy but convince them that modern educational methods are taking the place of old methods and old ideas. Also try out playing with the children and see if you do not gain in control of them — then you can say positively to trustee or patron that vou know playing games helps and strengthens your conlroi instead of lessening it. CHAPTER IV Home Workk — Examinations Home Work — Should a teacher assign home worK? Some mothers whom I know have wondered just how Primary Methods 17 much a child should play and have been puzzled to know ^vhether to stop a child who is enjoying purposeful play, and have him study his lessons. Thus the question of as- signing home work comes up. Play is educative in that it helps the child to interpret the experiences which he has each day and thus helps fit him for the more serious duties of life as a grown-up. Play is beneficial in that it makes the child observant, alert, quick, thoughtful, and develops him physically. Why, then should he put aside an activity thus beneficial for the sake of "studying" which oft times amounts either to just sitting and pretending to study, or to re- ceiving help from parents or older children of the family. In my opinion, the teacher should present her work so clearly and interestingly and should drill so thoroughly at school that the pupils would grasp the work and en- joy it — and then she would not feel called upon to require any great amount of home work, which is so often me- chanically done. Of course many times there will be things which the children will want to do, especially in connection with their handwork and written exercises. This kind of home work, I recommend, because the child does it of his own accord and at a time when he is tired of play. Does it not seem to you that five or six hours of real study at school are sufficient for the growing child? To me, it seems quite sufficient. I favor teaching at school rather than just being a hearer of lessons which have been partly taught at home. Think this over and make your teaching more effective. See that each child learns thoroughly, not for the sake of reciting to you, but be- cause he is going to need this knowledge later in life and therefore must store it away and preserve it for use when the proper time comes. If you heed this advice there will be a less number of "Not Promoted" children when the term ends. Who is to blame when a normal child who attends school regu- 18 Peimaey Methods larly, fails of promotion? Is it a credit to the teacher to have half the class or one-third of the class conditioned in any subject? What, then, is wrong when this condi- tion exists? (And I know that it does exist. I have heard teachers say, "These children do not study at home, or bring in their assignments, so of course their parents cannot expect them to be promoted"). There is one of two thirgs "wrong — either the presentation of work is not clear and the drills not thorough, or the teacher goes too fast for the average pupil in her class. A good teacher goes no faster than the slowest child can be made to understand. By working with the slow children a few months, and giving the brightest children extra work to do (handwork perhaps) the teacher can soon have her whole class doing commendable work. Con- scientiously strive to have each and every child put forth his best effort. You may seem to progress very slowly at first, but you gain ground the last few months of the school term and a "not Promoted" normal child is a rarety. Eelegraph post, signboard, or anything else which the arrangement suggests. Several curved lines drawn may be called a ball, or with the addition of a short, slightly-curved line, an apple, or with addition of one straight line, a balloon, etc. By drawing a rather large circle and placing on top of that a smaller circle, with short, angular lines on on either side of smaller circle, and a long, cui'ved line at the bottom of the larger circle, a figure is produced which the child at once calls a cat. Various exerimentations may be made by the teacher, and she finds countless objects and animals can be pro- duced by the simplest combinations of straight, angular and curved lines. Methods of Pres^entation — Teacher goes to the board; pupils remain at seats with pencil and paper ready. Pu- pils draw with the teacher — teacher dictating and draw- ing at one and the same time. Why I This gives practice in following directions, and satisfies the child's innate desire to imitate. At the same time it is training the class to make rhythmical movements, each with about the same amount of speed which will be required in the formation of letters. Since these drawing lessons are used primarily as a preparation for and an aid to writing, care should be taken that pencils are held in a free, easy position and that arm mevements are used in making the drawings. Children's drawings should be large and they should be peraiitted to get as much fun and enjoyment from the work as possible. Thus you lighten the task of learning the fundamental movements of writing and when ready to begin writing proper, your pupils feel that they can master it and you find each one working hard and form- ing letters with ease. Primary Methods 31 The Writing Lesson — Let me give you in detail, a lit- tle device which works wonders and makes writing a joy to pupils and teacher. Suppose the word to be written is SEE. First write it on the board, that the class may see the word as a whole. Then you may say, ''Now, children, watch me make this word again. I shall make it very large." Write the word. "Now I shall make it again and say just which way I go with my crayon, and you may listen and watch. First I start here, and I curve up, and down and around, and up and over and down, and up and over and down, and half ivay up. Now you may help me say which way I make the word." Pupils help. ''Now take your pointer finger and use it for a pencil. We shall call that your finger-pencil. Let us make SEE very large, up in the air'' (Stand at left side of class in front of room; turn back to pupils, and all together be- gin rhythmically and tell teacher how to write SEE in the air.) "Let us use our whole arm, and make a great big word — you must see it, up in the air. Ready ! Begin hene and curve up and down and around, and up and over and down, and up and over and down, and half way up. Let us make that again. What word is it? All right; now get your paper and pencil — we shall make the word very large. I shall tell how. Ready! Start! (Then re- peat the movements). Now hold up your papers so that I may get a glimpse of your writing. That is fine. Let us make it one more time. Turn over your paper and this time write on the first line, not too large. Ready! Start here, {directions for writing see ) Now I shall come around and look at papers, and I shall let those who have it right make a whole row of words straight down the paper. ' ' Little children love rhythm and they love to follow the teacher and do work together. But the teacher has to make the work interesting — she must put the play-spirit into it and really enjoy it herself if she expects her pupils to find joy in effort. Therefore, if the teacher has made 32 Peimaey Methods this exercise interesting and full of joy she will find few if any mistakes, when going around the class. If there are a few mistakes, give those children individual at- tention, dictating in the same way, but a little more slowly. In this dictation you should seek the "happy medium" and encourage children to work toward that standard, for you do not want to train them to write too slowly — nor do you wish to write too fast for the average child to keep up. It is unwise to keep the children doing one thing too long, so perhaps this will suffice for one lesson period. Next period, or after having a game or a relaxation song, you may treat another word in the same manner. It should be a word which can be used with SEE to make a story. For instance, it might be the word 7. Then when the children learn to write 7, they may write with- out help, I see. Keep up this method for several weeks. A part of the drill may be omitted if children form their letters mthout too much difficulty. But careful and con- stant use of the drill assures you a class all of whom form their letters correctly. Never leave a word till the whole class can write it well. The repetition is as good for those who write rea- sonably well as it is for the slower ones — but the slow should be few if beginning drills are thoroughly carried on. Sometimes at the beginning of the second year, the teacher needs to drill on certain letters which some chil- dren make backward. You cannot drill too much. CHAPTER IX Arithifbetic — Why do so manny children consider Arithmetic a bugbear? Have you seen upper grade children really hate Arith- metic? And have you heard them remark that they fear a condition in nothing but Aritlmietic! Primary Methods 33 In whom does the fault lie? To this I would answer, "The primary teacher begins the crippling of the child, and often the elementary teacher feels like going back to First Grade Arithmetic? Arithmetic is one of the most practical studies we have, yet how many teachers really teach it practically f I have been into some schoolrooms where the teacher had all the objects, counting frames and groceiy store equip- ments necessary for the practical teaching of the sub- ject and yet found her making the study dull, monotonous and uninteresting and thereby gradually giving her pu- pils the idea that the study is a hard one — one to be mas- tered by only a few. Of course she did not mean to do this nor did she realize, perhaps, just how she was doing so, but the fact remains the same. Such a condition is brought about by ''getting into a rut," which is simply laziness, or failure to try to be re- sourceful and to give the proper time and study to make the subject interesting. Arithmetic facts are facts. They remain the same, and it is not necessary to cling to the text book and the answer book to teach them. The far- ther from the text one goes, the better for the children, and you need never tell them to think if the problem and facts are interestingly presented. The various educational magazines contain worth- while Arithmetic games which your children will enjoy immensely. Read and use these and then make up games for yourself. Use words and facts that interest your particular group and thus bring the subject home. Va- rious plays may be introduced involving the storeman, baker, wood yard man, street car and railroad conductor, and the making of change for articles bought at the county fair or the vegetable wagon, or just any com- munity activity with which your group is familiar. These familiar workmen plays will create interest and hold attention and number facts will be gained with great ease and will remain with the child as facts. 34 Primary Methods When children reach grades above the Third, they should be taught carefully and drilled thoroughly on principles, and whenever possible given very simple mental problems to illustrate the principle. Then a few (two is enough) problems, made by the teacher or taken from some foreign text may be assigned. Wlien these have been mastered by all, a few more difficult problems, involving more operations, may be assigned. Let the problems of the text be the last ones worked and as a rule, have them worked for the first time in the class- room, at the blackboard if possible, then your pupils will not have the tendency to *' divide" and if that does not give the answer, to ''multiply" and if that does not give the answer to be at a loss as to what to do and conse- quently become discouraged. To those who have not tried it, this may seem too slow a method to cover the limits set down by your board, superintendent or principal, — but it is not a slrnv metJiod. It is the quickest possible one, in that through its thor- oughness the children are encouraged and find out their power for doing, thus increasing self-reliance. And when this stage has been reached each pupil puts forth his best effort and little by little the work gains impetus and several times the amount of work covered the first part of the year is accomplished during the closing months. And think what a joy it is to feel that your pupils are working independently, intelligently and profitably. Permit me to give a few "Have's" and ''Stops" for Arithmetic. HAVE: 1. Constant and thorough drills each day. 2. The same drill in a different way, several times. 3. Plenty of review each day. 4. Few problems assigned for advance. 5. Arithemtic games. 6. Plenty of mental arithmetic, pRiMAEY Methods 35 7. Practical problems about every-day experiences of your children. 8. Object lessons for lowest grades— use sticks, cubes, counters of various kinds— or stones, acorns, ber- ries or any material obtainable. 9. Individual work, in lower grades. 10. Principles illustrated by pupils in upper grades, again and again. 11. In lower grades, only enough written work to fa- miliarize children with figures and signs. 12. Interesting lessons— ''get into" your work so that your children may catch your spirit. 13. Arithmetic Projects. STOP: 1. Teaching arithmetic facts in that dull, monotonous, sing-song way. 2. Having concert recitation in lower grades, espe- cially tabless. 3. Requiring children in lower grades to copy and memorize in order, long columns of number facts. 4. Having so much written arithmetic in lower grades. 5. Requiring children to recite tables in order. 6. Assigning home work from the text, all the time. 7. Requiring children to hand in work which is never corrected and passed hack. 8. Assigning too long lessons. A FIRST GRADE ARITHMETIC PROJECT The Making of a Fruit Stand or Store The busy work, handwork or drawing period can be profitably and meaningly used in getting this fruit stand ready. Arrange to make it in a comer of the room where it can be left for use as long as needed during one school year. Preparation— Tdd^QhQY and pupils talk together about fruit stands they have seen. Teacher asks questions to 36 Peimaby Methods bring out the fact that the fruit was arranged on shelves. Discuss how you may make the shelves (you may be able to have the larger First Grade boys make them of wood or certain ones may bring boxes and nail them together firmly.) It should look as much like a real stand as pos- sible. Paint the shelves or cover with heavy paper or oil- cloth. Then ask questions to get names of the different kinds of fruit, the color, shape and size of each kind and the best way your group can make it. Ask questions to bring out the fact that other goods are sometimes sold at a fruit store, as crackers, candies, canned goods, etc., and also discuss the need for paper bags in which to sell fruit and also the need for receptacles for the fruit on the shelves. These receptacles must be appropriate — of the right shape and size, and may be made in class, or pupils may bring boxes and baskets from home and those suitable may be selected. ''Now that all fruit, etc., has been decided upon, how can we buy it without money?" Lead children to talk about various pieces of money, preferably pennies, nick- els, dimes and quarters. Lead them to suggest making "play money" to be used only in school and then plan different colors of heavy paper for each piece and have it the correct size. Now that enthusiasm is running high begin work in the following order: 1. Make money. This will require four days making one kind of money each day. Have much drill in making of change. 2. Make shelves according to directions decided upon by class. 3. Make bags. 4. Make one kind of fruit each day. (Let each child make for instance, an apple — then select and save the best ones). Primaey Methods 37 Decide upon kind and size of receptacle to be used or size of space on shelf required for fruit made. 5. Make receptacle or place fruit in designated space. Proceed in similar manner with each fruit or each ar- ticle to be made for sale. Real cracker boxes may be opened carefully at home by children and brought to place on the upper shelves. Lessons — As soon as one kind of fruit is made and placed, number work may begin. At first the teacher may be storekeeper and sell the fruit to various children who must tell her how much money they have by reading the figures on the money, and how much change they are to receive — or whatever facts the teacher wishes to bring out for that lesson. Then as a reward for correct an- swers, one child may be storekeeper one day and another child another day and so on, until the teacher thinks those facts which she is planning to teach have been thor- oughly impressed upon all normal pupils. Then other methods may be pursued, for instance, chil- dren may take correct change and buy certain amounts of fruit (a child counting them out) and then give away (subtraction) some to their friends, or divide (division) them among a specified number of children — or give a number of children one or more oranges (addition) and so on. In this way any of the number combinations and processes may be taught. This kind of teaching is a real pleasure to the teacher and is enjoyable, profitable play for the children. NOTE : Some fruits which may be made: Apples, oranges, grape fruits, tangerines, plums, pears, bananas, lemons, melons, canteloupes, grapes, cherries, strawberries — also peanuts and popcorn. Row Made— For the first ten named, the baskets and baskets of used tablet paper can be utilized. Have each child save his own waste paper and that of his sisters 38 Peimaey Methods and brothers in a little box brought from home for that purpose. Dampen this paper with water into which a little paste has been stirred — then crumple into the de- sired shape and when dry, cover with tissue or crepe paper of the right color and shape (this tissue paper is to be purchased by the teacher from the handwork fund or pennies brought by children). The peanuts, cherries, strawberries and grapes may be made in the same way, but in the case of grapes they may be sewed to suitable twigs found and brought in by the children. This kind of fruit when carefully made, in right colors, is very effective and artistic. Use paste for fastenings, and here and there add a leaf of proper shape, size and color and arrange artistically. Another Way — Clay and papier mache may also be used most effectively. It is a bit more expensive, but is perfectly beautiful when dried thoroughly, painted with water color the exact shade and then shellaced to give it a fine finish and also to make it more durable. The papier mache makes very fine candy and fruit because it is practically indestructible. Papier Mache is made by tearing into small bits, news- paper, thin white paper, crepe toweling or toilet paper, and mixing with paste which has been well mixed with water about half and half. Knead the mixture a very long time, till it becomes fine and resembles bran. Squeeze out most of the water and mould into the de- sired object. Dry thoroughly (it may take a week or more) and paint; dry again, and shellac. Popcorn — May be made by scalloping a small circle of stiff white paper, then pressing it over the top of a finger of the left hand and creasing it slightly— touch up the center with brownish-yellow paint and put into sacks or into large receptacle. It may be sold for ''five cents" a glass and a tall glass filled with it may be set inside re- ceptacle for the sake of display. It will save time to Peimaey Methods 39 have each child cut and scallop three or four circles at a time. CHAPTER X Spelling Spelliug — Which should receive greatest stress — oral or written spelling? After a moment's thought I am sure you will wish to put greatest stress on the kind of spelling for which the child will have greatest need in real life — the kind which he needs in writing his letters, both business and social — the kind which he needs daily and in every walk of life. The question arises then — how can we get good results in written spelling, and how much should oral spelling be stressed? Generally speaking, the only way to get good results in written spelling is to assign very few words ; and to drill thoroughly, avoiding monotony by varying the method of drill at least twice per week in grades above the First. As for oral spelling — to my mind it has only one real value — that of enabling the child to divide words into syllables, which of course is important, for when writing one often reaches the end of a line before he reaches the end of the word he wishes to write and thus it becomes necessary to divide that word — and the division must be at the end of a syllable. It therefore seems quite suffi- cient to use oral spelling as a means of review for words learned in written spelling. A review which is both in- teresting and beneficial is the old-time spelling match. I recommend then, four days of written spelling and a spelling match on Fridays. Let us consider now a little concrete work on spelling. First, what is spelling! It is the visualization, or the making of a mental picture of a word. Is it more neces- sary then to hear the letters which compose a word or to see themf The whole principle of written spelling is 40 Peimaey Methods based upon seeing the word, making a mental picture of it, and then writing it so as to make a deeper impression upon the mind. How then can the child be led to make such mental images, retain, and reproduce them on paper? METHOD A— First Grade Spelling — To be altogether written for first half of year. Give two words per day at first. Suppose these are the words : Jack runs. ''Now children, you may clear your desks and watch me. I shall write a word on the board. (Write 'Jack.') Now children, look at that word very carefully. See how it looks. Notice how it begins. Now, close your eyes and John? Annie? (Call on slowest ones). Now open your see how it looks. Isn't it wonderful to learn how to see tell me if you can still see how it looks. Can you, Mary? eyes and take another good look at it. Close eyes and with eyes closed? How many see that word? Very well. Now, open eyes — take still another good look and when you are absolutely sure you can see that word with your eyes closed you may raise your hand, and if I call your name you may stand up, and with eyes still shut, write the word, in the air, with your finger-pencil. (Call on slowest ones again, for most part). Now all may open eyes. Get paper and pencil. Take another good look, for I shall erase the word and see who can write it best." Teacher erases word and children write. ' ' Now hold up papers, one row at a time, and I shall see." You will find that the whole class can spell Jack. Treat runs in same way, making your conversation as calmly sweet and childlike as possible. Next, write the whole story. Jack runs, and treat in like manner. Eeview these two words next day and teach one more, or maybe two, according to the accuracy of the review lesson. If it is necessary to re-teach one of the review words, then give only one new word, ' Primary Methods 41 This really is a writing and dictation lesson, as well as a spelling lesson, and the teacher should insist upon the child's best writing at all times. Wliile hearing another class or grade, have children write many times from memory the story and words thus learned. METHOD B— In the primary grades above the First, new words may be treated in about the same way, though less drill will be needed, except on the most difficult ones. After the words are thus learned it is well to have the children use them in sentences of their own making for two days in the week and for the other two days, in sen- tences made by the teacher with a blank left for the spell- ing lesson word. Some may work at seats and others at the board. Make it a rule, from the beginning to have the whole class learn every single word and give only as many words as can be taught thoroughly in the time allotted for spelling. You will be pleased with the results and cover your term's work also. Keview each day. METHOD C— In grades above the Fourth, much drill should be givci' in visualization of words, and sentences must be made illustrating various definitions of certain words. Con- tinue to make short assignments, and review and review. Correlate Spelling with Language by having different kinds of sentences and constructions illustrated; also cor- relate with both oral and written composition. This helps to impress the words and at the same time keeps up the interest of the class. Very often there are words from the Reader, Geogra- phy, History, etc., which need to be learned. Teach these also, along with words from the Spelling Book. When correcting any written work, whatsoever, each misspelled word should be checked and the child required to look up the correct spelling. 42 Peimaby Methods CHAPTER XI Suggestions^ — Late Methods — Projects Questions — Under the heading Presentation mention was made of asking questions. Do you know liow to ask questions? Do you ask questions in a way which causes your children to think? Do you know just how much to say and just what tone of voice to use to get results ? If not, study yourself and improve on this most important point. Think of the answer you wish and ask the ques- tion so as to get that answer. Be clear and definite al- ways — and inspire effort by your manner and tone of voice. Also encourage pupils to convert the words of the text ^ into their own simple words and to express the thought in conversational style. This creates an interest in the text, improves the child's English, enlarges his vocabu- laiy and makes the study of many a subject seem prac- tical and true to life rather than just "something to be memorized so that I may get a good mark." Many a child has had such a poor presentation of History, Geo- graphy, Grammar, and in fact most other studies that they are looked uopn as having no practical value in the child's life, present or future, and he simply memorizes for the time being without having the slightest impres- sion made upon him by the words contained in the text. New and Effective Methods — The leading educational journals all contain articles on the Project method which is considered so effective. There are also some excellent books of Projects, — two by Dobbs, called "Illustrative Handwork," in which many projects are outlined; one by Alice M. Krackowizer, called "Projects;" and one by Wells, on the project method. This method will be found most helpful and interesting in the teaching of all subjects. Take for instance, the subject of History. Suppose you were assigning for study "The Landing of the Pilgrims." Now instead of assigning two or three paragraphs to be memorized, the Pkimaey Methods 43 class might first read over the whole chapter relating to the topic and then the teacher could ask them to bring in ''posters" of free hand cuttings of the different topics. Then, the next day instead of the old-time way of recit- ing, each child might exhibit and discuss his poster, and in that way learn for all time the story which each para- graph relates. Or, the class may make a sand-table rep- resentation of the Landing which would necessitate the making of the ship. Pilgrims, costumes, Plymouth Rock, Indians, church, etc. Or each child may tell the mean- ing of the chapter on paper or at the board. You know it is impossible to make a Puritan village or anything else described in a lesson mthout reading and under- standing the description, so the teacher can readily tell from the child's representation whether or not he has studied and learned. You will notice that pupils show great interest in this kind of work and they learn for all time, the funda- mentals of the subjects represented. Your Eighth Grade will be just as interested in a sandtable representation as your First Grade, if it is used as a method of study or of recitation. Let us hope that the time has passed when any teacher will call on a pupil and expect the words of the text. What we want to do is to have the child gain impressions, lasting impressions and for this there is no finer method. Such a lesson also affords countless opportunities for the teacher to correlate various subjects. For instance, she could have the children form their sentences for Language lessons about the same characters in the His- tory lesson. Would they not serve the same purpose con- cerning Language as those laid out in the book? And would they not seem far more practical, and at the same time help impress important History facts which the child may have need to call up any time in later life? Also different scenes may be dramatized, — practical good English emphasized and vocabularies enlarged. 44 Peimaey Methods Arithmetic problems too, could be made using certain facts in the historical episode for upper grades, and for lower grades, various number combinations formed from the nmnber of Pilgrims who came over, their farming activities, and social relations with the Indians. The class in Geography could get some interesting, practical lessons in the travel of the Pilgrims from Eng- land to Holland ; water routes from England to America ; various forms of land and water — and thus correlate Geography with the Pilgrim Landing. A little study will show how it can be linked with Na- ture Study — preparation of ground; planting and raising of various foods; obtaining materials for building houses, etc. Of course Handwork and Practical Art hold a great place in illustration of the chapter by sandtable, booklet and poster. For Games, Dutch Folk — dances might be taught or Indian War Dances. The actual landing might be drama- tized. For Music, Harvest Hymns might be taught or em- phasized and thus lead to the Thanksgiving Thought which is a ^'Thanli You" to God for good harvests. There could be various compositions on different phases of Pilgrim Life — possibly emphasizing their marked unity; their efforts to help each other; their sympathy, one toward the other, and above all else, their thankfulness to God for Divine Guidance. This thought would naturally take the children into their school community; and out of their supply of har- vested food and supplies for the winter, they should be taught generosity by having them make contributions to those less fortunate. These are simply suggestions of what this one project could be made to accomplish, and I am sure with very little effort you can %d many more wa^s of correlating Primary Methods 45 it with other studies or different ways of correlating it with these same studies. CHAPTER XII PROJECT FOR A WHOLE SCHOOL OF EIGHT GRADES Department Store Eighth Grade — Boys may do building, including meas- uring, sawing, nailing and outside painting. Girls may do interior painting and decorating, and the making and hanging of awning. Dimensions : 6 ft. Long, 3 ft. wide, 5 ft. high. Use heavy boards, and begin as if construct- ing a cabinet, nailing three shelves, 20 inches apart and 20 inches from top and bottom. Next put on the bottom, and then the top, which may be made of thinner boards. Next make partitions in the center of each shelf and also at center of bottom, thus forming eight compartments. Now, close in the back and make either one or two doors for the front. If a sliding glass door can be made it will be best. (Later, this may be used as a cabinet). Win- dows may be cut, or, strips of cardboard may be pasted on the outside in such manner as to represent them. A gable roof may be constructed and the girls may paint OT crayon heavy paper to look like roofing and paste it on, or may make roof more attractive by fasten- ing it with bright-headed or upholstery tacks. A frame for an awning over the front may be made of laths, and will add much to the appearance of the store. Unbleached domestic may be scalloped with green, or other color cambric, and used just so, or stripes may be painted on. The name of store may be printed on the awning. The whole building may be painted any desirable color, or red and white to represent brick. Interior may be painted in soft colors or papered with plain paper of jieutral shade. Tiny flower borders may be cut from wall 46 pRiMAEY Methods paper sample-books or narrow strips of colored paper may be pasted on for border. When finished, place in suitable position in building so that all classes may have access to it at some time. Seventh Grade — Copy various linoleum designs on heavy paper. Use for floors on which it is needed, as fruit, grocery and furniture departments. Select best results and have children fit and lay them. Also make carpet and runner designs for other departments, either from paper, or by weaving them. If woven, make looms by tacking together four strips of thin wood or laths, so as to make a frame the size of the floor to be covered. On the two ends, place an odd number of tacks all the way across,^ equal distance apart, and directly opposite each other. String these with cord or yarn so that the long threads reach between each two opposite tacks, and weave over one and under one, with bright-colored carpet yarn, worsted or rags. Cut and tie threads by two's, when finished, and fasten to floors with small tacks, or fringe may be tied into the ends. A little experimenta- tion will show how to work in border of contrasting color, and other designs. Also make cardboard counters and shelves, and wire racks for all the stores according to requirements fur- nished by the other grades, after they have decided upon their needs and arrangement. Sixth Grade — Grocery Department — Let all work on same article or different groups make articles of a kind, the best ones to be selected for use. 1. Make cans from cardboard or heavy paper. Cover with labels copied from real cans; draw and paint, or crayon pictures of goods they are supposed to contain as tomatoes, baking powder, peaches, peas, etc. 2. Make boxes, for crackers and cakes. 3. Make crates for green and other vegetables. 4. Make potatoes— from clay; paint them. Peimaey Methods 4t 5. Girls sew flour sacks; boys paint name of flour, and fill with sawdust or bran, and sew at top. 6. Make meal bags of brown paper and fill. 7. Make cabbage, lettuce, radishes, carrots and other suggested vegetables from crepe and tissue paper. Crumpled, dampened newspaper may make up the in- side, over which is wrapped the colored paper. These are just suugestions. Enlarge upon them if necessary. Be sure that proper proportion is maintained in making of all articles. On this depends much of the beauty of the finished department. Fifth Grade — Mh,linery and Shoes Girls make millinery, according to any design the chil- dren may invent or the teacher may know. Much inter- est may be aroused by encouraging children to observe in real shops, the ditferent styles for ladies, misses and children. Arrange these in separate sections. Teacher and children may bring scraps of cloth; and stiff paper or crinoline may be used for foundations ; or if summer hats are shown, raffia, grass and colored tissue papers may be used. Children may find chicken feathers for trimming or bring bits of old plumes from home. Flow- ers may be made from cloth or tissue paper or may be crocheted. In case of paper hats some designs may be painted on, to represent appliqued flowers. Boys make shoe department. Shoe boxes may be made and stacked on shelves. Chairs or settees may be made for customers and fitting stools for clerks. Clothes- pin clerks and customers may be dressed and arranged. Some real shoes may be displayed. Let them see and examine a shoe an dleam how the different parts are cut and put together. Use thin cardboard, preferably mar- ble-board, for soles, and cut those first. Use waxed thread for sewing; or tops may be pasted on. Make tops of soft leather from the tops of high shoes. If these are not bright, they may be polished. Old gloves of va- rious colors may also be used. High shoes with colored 48 Pbimary Methods tops may have their tops made of light colored old gloves. Button-holes may be "worked" or in case of lace shoes, the eyelets may be "button-holed." Encour- age boys to notice various styles of men's, women's and children's shoes. Select the best. Have this understood at beginning. Arrange some on counter, others on chairs near customers. Be careful of proportion. Fourth Grade — Ladies' and Chh^dren's Ready-to-Wear " This is a sewing project. Make coats of the season, dresses, furs, shirtwaists and underwear. Notice fash- ions, material, and colors used during that special season which you wish to represent. Some bolts of cloth may be arranged on shelves and counters, and tiny celluloid dolls, dressed in style may display certain articles of dress. Cloth may be made from soft white paper, crayoned or painted. The Fourth and Fifth Grades should take care to make apparel for the same season. Third Grade — China and Hardware Use clay. Allow it to dry; paint, and shellac. Suggested things to make — 1. Dinner sets — decorated with flowers, or gilt bor- ders. 2. Tea-Service — finish with aluminum paint; inside may be gilded. 3. Decorated trays. 4. Jardinieres — China and brass. 5. Flower vases and bowls. 6. Kitchen utensils — frying pans, roasters, sauce- pans, coffee pots, muffin pans. Black paint may be used for frying pan; other articles may be blue and white on outside with white "enamel" inside; or may be painted with aluminum. Aluminum and gold paint need no shel- lac. 7. Set of kitchen bowls — various sizes; paint deep yellow. ; t*RiMARY Methods 49 8. Stoves may be made from black construction paper and trimmed with strips of silver paper or aluminum paint. Be careful of proportion. Second Grade — Furniture — Toys Articles to be made by cardboard construction, painted and shellaced to represent different woods and gilded to represent brass. Suggestions: Beds, chairs, tables, china cabinets, buffets, da-beds, doll cradles, toy wagons, toy beds and tables. Arrange these in groups and dress dolls for clerks and customers. First Grade — Fruits, Cakes, Pies Make from clay or paper as described in ''Arithmetic Project." Arrange cakes and pies on counters. Paint cakes to represent layer cakes and birthday cakes with candles. This is a plan by which the whole school may work to- gether during the whole school year (except the build- ers). There are several ways of using such a project. Two ways strike me just now, as probably the ones most teachers would select. 1. Purely as a Handwork Project. 2. As a project for correlating with many subjects in each grade. In the first use, the grades might take the whole year, as stated, the whole class, or, large groups working on various articles, fitting them into the store, and then saving the best ones till the whole outfit is completed. Then, at the end of the year this might serve as an ex- hibition at the school, or be sent to the county fair in cases where such exhibits are required. However, it should represent the work of several months and not be rushed just for the purpose of exhibition. Such work robs the child of the pleasure of doing and the opportunity of experimentation. 50 Primary Methods In the second use, the project may be completed in a shorter time so as to be used for practical helps in les- sons. In order to do this, each child might select the object which he could make best and if good, make the required number for his department. Then if there were some objects on which they needed help, the teacher could give directions or make patterns. Then when fin- ished, each grade might select one or two to arrange their department, and begin work. Any grade may use any department for practical les- sons — the only rule being, that articles be well preserved and left in order at close of the lesson. Various problems in Arithmetic, from simple unmber facts to the making of bills, checks, bookkeeping, may be worked out. Spelling, Geography — on products, woods, textiles, etc. History, Art Studies, Writing and Dic- tation, and Written and Oral Composition, not only about the store itself, but any article in it — or any country, style or kind of material represented. PART III Games, Rhythms, Music, Story-Telling and Dramatization CHAPTER XIII Gawies — A game may be defined as organized play, ranging from the simplest of plays, as ' ' Sallie Go Round The Sun" to the complex gymnasium games and even the well organized Football Game. All games have cer- tain rules, and penalties for breaking those rules. A plea for games has been made in a previous chap- ter, but thinking of further benefits, let us consider what a child must do in order to play a game well. To keep from being put out of a game, or paying a forfeit, or be- ing the "It" of a game a child must obey rules, look, listen, watch for adversaries or mishaps, suit action to words, and be ready to run, halt, dodge or free himself. Pbimary Methods 51 At times he has to sing, call out, answer questions, or be silent. All this he does with great enjoyment, and quite unconscious of the fact that he is being trained to be obedient, observant, alert, quick of body and consequently quick of mind. The teacher directs the games, most of the time pJfiy- ing ivith the children and thereby making it possible for pupil and teacher to understand each other better. This also gives an opportunity to see who is slow, stubboni, naturally dull, lacking in courtesy and dozens of other shortcomings. Then teacher may select games which will emphasize right habits and which will correct faults. Every teacher should know three classes of games: Outdoor, Indoor and Polk Games. Outdoor Games — To be played for physical develop- ment, including deep breathing. Under this heading come manj^ Social Games which emphasize kindness, po- liteness, thoughtfulness for others, etc., and at the same time afford an appropriate outlet for surplus energy. Indoor Games — Include Sense-training Games, Re- laxation Games which are used between classes, and spe- cial schoolroom games, for use in rooms where the desks are stationery, and also games for rainy days, when in- clement weather prevents recess outside. Two texts which give a great variety of games are: Games for Playground, Home, School and Gymnasium by Bancroft, and "Children's Old and New Singing Games" by Hofer. Folk Games — Games depicting the common customs of various groups of people. They are usually set to char- acteristic music and must be played rhythmically and in strict time. Thus these games are aids to physical grace and charm, and ease of movement, qualities which are a blessing to anyone who is fortunate enough to possess or acquire them. 52 Pkimaey Methods Folk-Games may well be used on programs at parent- teaclier meetings, at special concerts or outdoor affairs. They are very etfective when properly costumed. Some Folk Game Books: Popular Games and Dances — Hofer. The Folk Dance Book — Crampton. Hoiv TeacJif — Teacher should know the game. Have children repeat the words if there are words, and go through motions, if there are diffcult movements. Then begin playing. If game is long or complicated teach one part and then pla^/ that part; then treat other parts in like manner. The different steps and movements must be taught thoroughly before playing folk-games to music. Much practice may be needed, for they must be played just right and in exact time. CHAPTER XIV Rhythms Rhythms — All up to date kindergartens have a special time during each day for rhythms. These times are greatly enjoyed by the tiny folks. Rhythms may be carried on to the First Grade with a very marked degree of success, and will be an aid to bodily expression and development. Every teacher knows how well the little child likes rhythm, and it is this fact perhaps which un- consciously leads the teacher to have concert reading and recitation of tables which is so harmful to the child's mental growth in those subjects. But there are many other ways to satisfy his love for rhythm— the Mother Goose and Nursery Rhymes may be said both individ- ually and in concert. Irene E. Phillips Moses, in "Rhythmic Action Plays and Dances," has set them to music. If there is a piano or victrola at your school, children may run, hop, skip, march, fly, swing, see-saw, gallop, rake, dig, sweep, or perform almost any activity in rhythm with the music arranged for that particular Peimaby Methods 53 activity. They may also clap hands, tap toes, swing legs, nod heads, or move their whole bodies around the room in time to various compositions suitably arranged. Special records may be bought for this work and books contain- ing music for different motions may be purchased. Folk Dances for Young People, by Cecilia Van Cleve, is a very clear, easily understood book for primary work. If there is no musical instrument in your school, you can still have rhythms, such as clapping, nodding, tap- ping, etc., to counts — as 1, 2 or 1, 2, 3, 4, or 1, 2, 3. Or, hopping and jumping to counts and marching to the tune of a march song. It is entirely too important an exer- cise to fail of encouragement, for it is a natural innate desire, as tangible and irresistible as breathing, or the heart-beat, or walking, all of which we do rhythmically, quite unconscious that it is so. Tanner, in her book, ''The Child," has emphasized the fact that our whole be- ing is rhythmical, and has to be so to keep in harmony with the rhythm of the universe which manifests itself in everything from the solar system to the rhythmical blooming of the tiniest wild flower, which comes and goes with the season or opens with the day and closes with the night. Then, the more rhythm we bring into con- sciousness, the more easily we tit into, and the more har- moniously we move along with the rest of the universe. Older children like rhythm too, and it is just as help- ful to them as to the tiniest folks, and should be made a part of their program. It may be coupled with their calisthenics or given purely as rhythm between classes or when children look dull and sleepy. Advanced folk- games may be taught with excellent results. How Teach? — As far as possible, let children listen to and interpret music or counts without help. Encourage them to make suggestions and use their suggestions if the^ fit the music. After starting, if there are imperfec- 54 pRiMAKY Methods tions, correct them by showing the right way, after chil- dren have tried without success. CHAPTER XV Music Music — Music and rhythm are very closely related and children should love their music periods and songs quite as much as their rhythms. If the teacher trains herself to enjoy singing and to enjoy hearing her children sing she can keep up the interest of all music classes. In the upper grades, avoid monotony by the method of procedure so that pupils will not tire of having to read notes and sing words in the same way each day. Notice carefully, the different musical signs and have them ob- served during the singing lesson. Call attention to the points of beauty in the song. Sometimes it is in the words; sometimes in the rhythm; sometimes in the mel- ody. Later, let children find out for themselves what part of a song is most beautiful and thus encourage care- ful and thoughtful study. It is well to have individual reading of notes from those who are backward in this respect. Train different members of the class to keep time for the class instead of always doing so yourself. (This may be used as a re- ward for good note-reading). Then you have a chance to walk around the room and discover exact locations of discords and also glance into Music Readers, for if you do not there will be figures or syllables written under the notes. In beginning a new key, it is well to have the staff on the board and drill very carefully on the signature, loca- tion of do and why, and any incidentals that come up in a particular exercise. Know it well yourself and go at it in a way which will make it clear and easy; then each child will feel that he himself can and will master it. The chief cause for poor note-reading is discouragement on the part of most of the pupils, and this is caused by Primary Methods 55 the teacher's failure to drill and to make pupils under- stand the reading of the scale in the key in which they are about to study. This should be done before any note- reading from books is begun. Strive to help any children who make monotones. Slowly singing the scales, ascending and descending in different keys is a help. The syllables tha, ma, pa, ta, la, za, ra, ga, sung in place of do, re, mi, etc., w^ill be very beneficial because they force the voice forward, upward and outward, thus producing a clearer, more musical tone. Have children take a deep breath at the beginning and not breathe again till the last syllable has been sung. Practice this only about four times each day. Let us now consider rote-singing for the lowest grades. ' It is very important that the primary teacher be able to sing — not as a prima donna, but able to carry a child- like tune, and really enjoy it. Little children luve to sing and they love to imitate, so the teacher has to be very careful about her tones in singing for little children. Some teachers experience great difficulty in having their children learn songs, or sing well those which have been fairly well learned. If you have that trouble turn your- self over and see what the trouble is — then correct the fault and observe the following rules which will insure good singing and ready grasping of songs. GENERAL RULES: 1. Notice a child's singing voice (the voice is light and the words are cut short — not prolonged as gro\\ai-ups treat them in singing. Listen to a child who lives near you). Then practice making your voice a child's voice — as one author expresses it, ''put a skip" into your voice. This will eliminate any tendency toward dragging of tones when children imitate you. 2. Get into the spirit of wdiatever little song you are about to teach. 66 Primary Methods 3. Learn the song ivell, so well that you can sing any line of it alone and thus be able to correct any tone which may be sung out-of-tune. 4. See that children are prepared for the song. Give them some experience, call up some previous experience, tell some story, or explain in child-like language the theme of the song at least one day before the song is be- gun. Then sing over the song for them. "Isn't that a pretty song, children? Perhaps I may teach it to you if you would like to learn it." This is one way to arouse interest — now that they are interested you may begin the actual teaching of the song. METHOD A— 1. Children repeat, after teacher, words of the whole verse so as to get the story of the song. 2. One child tells what the song says — as far as he can. Other children help if help is needed. 3. Teacher and pupils say verse together. 4. Teacher says first line, children second, and so on. 5. Teacher and children, whisper the verse. 6. Teacher sings verse. 7. Teacher and children sing verse. 8. Children sing verse. METHOD B— 1. Teacher repeats first verse. 2. Teacher and children repeat verse. 3. Teacher sings first line or first two lines. 4. Children sing lines just sung by teacher. 5. Teacher sings other lines of verse in same way and children repeat after her, each time. 6. Teacher sings whole verse. 7. Children and teacher sing verse. 8. Children sing verse. METHOD C— (Where instrument is used either of the preceding methods may be used also.) Peimary Methods 5t 1. Teacher plays first verse. "How do you like that song, children? Let us learn it." 2. Teacher plays verse again. 3. Children sing tra-la-la or hum to get the tune. 4. Children sing tune without the instrument. (If they cannot, it must be played again.) i5. "Let us see what the words say:" Teacher re- peats a line or two. 6. Children repeat after her, till verse is finished. 7. Teacher and children say verse together. 8. Teacher and children sing, while teacher also plays. 9. Children sing. This method is especially good when the tune is more difficult and foreign than the words. It may be used without the instrument. CHAPTER XVI Story- Telling Stories — All children, large and small, enjoy hearing a story and each teacher should find some time to tell stories. If no place is provided on your program, per- haps you can tell the children that if they get a certain lesson unusually well, so that it may be finished quickly, there will be time for a story. Make the story vivid and interesting and soon, the children themselves will be planning times for stories. Adaptation — In order that a story may gain the child's deepest interest, it must, many times, be adapted so that incidents and scenes come within range of the child's knowledge — or at least begin with ivJiat he hnoivs. For instance, if the story dealt with ocean scenes, and your group had never seen the ocean, you would have to first give a little description, show a picture or call up some ocean, picture they had seen, so that, beginning with the known, they could stretch their imaginations, and enjoy hearing of the unknown. Sometimes stories contain words not often used in your locality. These may be 58 Primaey Methods either changed or explained as you relate the story. Many times there is some phase of the story which the author does not dwell upon at length ; and perhaps it is the veiy point which your particular group might en.ioy or might need, to impress some truth. Feel free to elab- orate on any such incident and thereby increase the value of the story for your group. Sometimes a story contams objectionable features — maybe some brutality or act of cruelty — some act of too great disobedience, or perhaps has an ending which is not pleasing. Feel free to change these in any desirable way or leave out the objectionable features. Preparation — In looking up a story to tell, imagine your children before you, and try to judge what effect it will have upon them. After deciding what part needs adaptation, the next point is to think just what you will say. Now re-read the story with your new adaptation. Learn it thoroughly. Next, imagine your children be- fore you and tell them the story, speaking aloud. If you make mistakes or get mixed, keep repeating until you can relate it just as if it were one of your own experi- ences, or some incident which you ^\dtnessed. Then, if possible tell it to neighborhood or family children or to relatives or friends, before relating it to your class. Relating the Story — There are three distinct and im- portant parts to every well written story — the Introduc- tion, the Climax and the Conclusion. It is the skillful handling and clear bringing out of these parts which makes one teacher's story more enjoyable than another's. The tone of voice and manner also go a great way to- ward making the story mean just what the teacher in- tends it to mean. Tone of voice and manner are regu- lated by the teacher's ability to get into the spirit of the story and thus convey the true impression to the listen- ers. Value — Story-telling is one of the surest and most pleasing methods of stamping indellibly on the child's Primary Methods 59 mind certain principles and virtues which are essential to his development into the right kind of a citizen. There are stories which touch upon every phase of life and the wise teacher selects a story to convey any truth she wishes. Let us think — there are stories relating deeds of kindness, gentleness, politeness, gene/rosity, etc. There are hero stories, histoiy stories, nature stories, myths and fairy stories which are so fine for developing imagination, and myriads of others. Story Books : Mother Stories — Maud Lindsay. "Worthwhile Stories for Every Day — By Lawton B. Evans. Firelight Stories — Carolyn S. Bailey. Hoiv Many Stories? — There are ditferences of opinion as to how many stories a teacher should tell during a school year, — and some teachers have wondered lioiv many times they should tell the same story. It is my opinion that a teacher should find out just what kind of stories she needs most to tell, at the begin- ning of the year and make a list of these. Include in the list certain seasonal, festival and hero stories which must be told. Then work toward finishing that list, if possible. Have no fear of telling a storj^ too many times for the enjoyment of the children. It takes at least three tellings for them to begin to appreciate the story as the teacher sees it— the first time, they spend in getting them- and the third time they begin to understand the parts selves adjusted to the new situations, wording, etc.; the second time, they begin to take in the story as a whole; played by the characters and something of the reason for the result. Then they are eager to hear the story again and again. Think how they always request old stories which they know or have heard many times. The more they hear them, the better they like them. 60 Primaey Methods This does not mean, however, that you are compelled to tell the same story three times in succession, but if the children seem to prefer it, there is certainly no harm done if you tell it. Repetition should be the teacher's watcJnvord — then, there would be much less ineffectual teaching. CHAPTER XVII Dramatization — Children love to act out the parts of different characters in their stories. When a story has been understood well enough for them to know just what each character must do, it is very excellent training for them to dramatize. This comes easily and naturally, if the teacher asks questions to bring out points or scenes which the children may overlook. However, the teacher should do as little suggesting as possible. Let children work out their own ideas and finish the play. After it is over ask questions if any part is not played well and lead them to see how improvement can be made. The next results and the ease with which they will go on dramatizing will be surprising: Only remember, let children manage it. CHAPTER XVIII Preparation of Special Programs — So many teachers are required to give special programs at the close of school that I cannot close this little volume without a word with regard to that. First, let me say that personally, I like the idea. It places the children before the public and gives the teacher a chance to show her ability to train them for entertainment. Parents like for their children to appear in public and like to help with the sale of tickets when an admission fee is charged. Such fees should go toward better equipment for the school. But, I do not like the idea of taking class time for prac- tices or having long practice hours after school — and I Peimaey Methods 61 liave found the remedy for this. Instead of waiting till the end of the year to plan, work out your program dur- ing the first month of school, or before. Plan to get a certain part of it done each month, and begin on it, de- voting some time on the last Friday in each month to the part of the exercise which has been learned. Or, if there are to be drills or folk-games, practice a little all along, and when final examinations, yearly reports, etc., pile up at the end of the teim, most of the concert practice is over. You will find that the children will perform with greater ease and less excitement and the concert will be one hundred per cent better. You need never say to the children that you are working toward the concert, but at the end of the term simply say that you are going to com- bine all the programs which they have been giving. And now, dear teacher, I am indeed happy to have given you the benefit of many and varied experiences of the past seventeen years of my life. May they suggest other and better methods to you and thus help you to help a little child. Would you a scholar attempt to teach? Study his habits, nature, speech. Make him tell you all he can ; From this knowledge, form your plan. Begin with that which he does know; Tell him little, and tell him that slow. Use words that he will know and feel; Review, call back, draw out at will. Consult his tastes ; help him climb ; Keep him working all the time. Be firm, be gentle; love is strong. Look to Jesus ; you'll not go worng. — Silas Farmer 62 Program PART IV HANDWORK PROGRAM A Suggestive, Adaptable Yearly Program for Primary Grades It may be correlated with nature study, home and community life. In I'.pper grades it may be used as purely experimental work or made more difficult, and at the same time more beneficial, by permitting children to measure, calculate and enlarge upon the easier portions and to figure out, for themselves, the correct proportions of objects to be made. It may also serve as Busy Work where a teacher has more than one grade. Time — Regular drawing time — not over a half hour, each day. SEPTEMBER General Thought: Home and the family's preparation for winter. Week I — Fruit and Vegetables Monday — Cut out autumn fruits and vegetables from seed catalogs — group them well and paste on suitable background, or make a group picture by pasting them in a large box, basket, pail or barrel already cut out and mounted, either on blackboard, or on large cardboard. (This to be made by teacher or some pupil who is capable.) Tuesday — Outline some of same kind of fruit and vegetables on drawing paper and paint with water colors. These may be drawn freehand or made from patterns, according to grade and ability. Save for booklet, to be made later. Wednesday — Draw and cut out jelly glasses and fruit jars, and fill with jelly of various kinds and canned fruits and vegetables. Jelly, fruit and vegetables may be crayoned, or painted on jars, or may be made first on separate paper and then pasted on jars. Lead children to select fruit and vegetables which will show up well. Paste each good result on blackboard for a Ijorder, (This will require more than one lesson period.) Thursday — Clay. Mould into round smooth balls first, by rolling between the palms of the hands — then shape to form an apple and a pumpkin. Put on stem and notice and discuss modes of growth. Let children see real apple and pumpkin, if possible — if not show a picture for sake of comparison. Friday — Give each child small wire or cord about two or three feet long; large piece of newspaper and smaller pieces of crepe or tissue paper — orange and green; paste, scissors. Let them wrap wire with green to represent pumpkin vines and later put on pumpkin leaves, and large ripe pumpkins made by dampening, crumpling and shaping the news- paper and covering it with orange. When finished they may place on floor in designated part of the room, or in a suitable spot outdoors. Pbogram 63 Week II — Fuel Monday — Have at hand many magazine and catalogue pages cut roughly. These should contain pictuures of stoves, fireplaces, furnaces, forests, oil stoves and any other picture which suggests heating methods or sources of fuel. Let children cut these out very carefully and mount. Save • for booklet. Tuesday— yiodel coal or wood box for kitchen use. Use heavy drawing, or construction paper, 5x7 inches, and require children to fold 16 oblmigs: Then on both short ends, cut the right and left creases as far as the first intersection with the crosswise crease; turn the corners thus cut toward the center, at each end, on the inside; paste to central flap and then fold central flap over, toward inside, and secure with paste. (This may be made without the use of paste.) Folding 16 Oblongs Fold front edge to back edge; open; fold front edge to middle crease; fold back edge to middle crease; open; turn paper around, so that creasesj run toward you ; fold as before. Sixteen squares are folded in same man- ner — only paper must be square at the start. Many box, basket ana house forms are made from sixteen folds, Wednesday — Sandtable. Divide the class. Let one group gather such twigs as will look like trees when planted on sand table; also gaher patches of grass and moss and plant between trees. Another group may cut out, from magazines or fashion sheets, or may draw good pictures of men and paste on stiff cardboard with standards on the obscure side. Place these among the trees for woodmen or owners of the forest, as pictures suggest. Still another group may cut trees from white paper, crayon them in auumn colors and paste on larger paper to form forest. Cut out and paste among these, pictures of woodmen or owners, planning to have trees cut down. Place best results around room. Let children take pictures home at end of the day. Thursday — Have children cut freehand, a fireplace and mantel. Then cut shovel, coal scuttle, poker, tongs. These may be painted black or bronze and mounted. Save for booklet. Friday — Constrxjction. Show pictures of oil cook stove; give children cardboard, empty spools, paste, and let them model an oil stove without any help, save perhaps a suggestion here and there. Take home when finished. (Boxes may be brought by each child, for this purpose.) Week III — Preparation of Warm Clothing and Blankets Monday — Painting. Ask questions tracing children's woolen clothing and blankets back to sheep. Give each a piece of white paper 9 x 12 inches. Let them paint the upper half light blue to represent the sky and the lower half green to represent the grass. Dry and save. 64 Program Tuesday — Tracing and Cutting. Let children trace on wliite or black paper the outline of a sheep or maybe two sheep ( according to size ) . Cut out and paste in correct position on landscape painted yesterday. A tree, in the distance, may also be added. Save for booklet. First Grade may illustrate "Baa, baa, black sheep" and recite the rhyme. Wednesday — Sewing and Knitting. Girls bring dolls and woolen scraps, and cut out warm coats, dresses, hoods, or underclothing. If some girls have no dolls they may make pretty blankets from flannel or flannellette by over-casting the edge with contrasting color of yarn or putting on some easy feather stitching. Boys begin spool knitting which is later to be made into mats, rugs or hoods for doll house or dolls. Spool Knitting — How Done. With a small hammer let children drive into an empty spool five stout pins, or better still, tiny wire nails, or used victrola needles. Next, take a piece of yarn (or cord, crochet or any rather heavy thread) and pass through the hole to the bottom of spool, letting it hang down about three inchies. Now begin to wind, on the outside of first pin, inside of second and outside of third pin and so on — till the starting point is reached; then go inside the first, outside the second and so on till there is a loop around each }iin, and you are once again at the starting j^oint. Now hold the yarn against the first pin, just above the loop; pick up the loop (with a wire hairpin or hai pin) and pass it over the head of the pin to the inside. Continue this way until a knitted cord the desired length is obtained. To keep knit- ting even, gently pull the thread which is hanging down through the spool, after each two or three stitches. Add a new thread by simply tying with a firm small knot. Colors may be alternated with a very pleasing efi"ect. When finished, slip loops off" the pins, pull carefully through the spool, then pass the end of the yarn back through the last loop and pull; then pass it through each of the other loops in order and pull tight. Thursday — Continue sewing and trimming of dolls' clotlies, and dress dolls. Boys continue knitting. Friday — Continue same work. Invite some other grade or some visitor to see the finished products. Week IV^ — Preparation of House for Winter Talk about autumn house-cleaning, walls, floors, difl"erent rooms and their uses, furniture. Monday — Have on hand four soap boxes, a sheet or two of sandpaper, small saws and hammer, long wire nails, and a little prepared house paint of a color which will blend with your room or walls. In each box cut openings large enough to represent double doors, and place in such position that each one fits exactly over the other when boxes are arranged side bv side. Cut openings for windows in the back of the Progeam 65 two middle boxes, and at the back and side of the two end ones. Sand- paper these; paint; allow to dry, and then place in a row on the floor in some suitable space in the room where they can remain for a length of time. Secure each to the floor by means of one nail. This makes a fine substitute for a doll house and children may get ideas of proper furnishing of a living room, bed room, dining room and kitchen. Tuesday — Sandpaper the floors, and paint around the edges about three inches from the wall, in all but the bedroom. Paint whole floor in bedroom. Cut narrow strips of cardboard and paste across windows to represent sash or screens. Paste on the inside. Wednesday — Paper Walls. Plain paper of right color may be used, or suitable paper from a wall paper sample book. Borders may be plain, narrow strips of contrasting colors or may be flowers cut from wallpaper or even strips of pretty wallpaper. Use cream paper for all the ceilings. Living room — color may be light gray, soft green or tan. Dining room — may be a different shade of the same color used in living room. Use plain paper for the side walls and place strips of darker or white paper equal spaces apart to represent panels. Panels extend from border down. Bed room — may be colored any pale, dainty color, as blue, pink, yellow, very delicate green. Be careful to select a shade which blends well with the color used in other rooms. Kitchen — walls may be sandpapered and painted light blue, or white. A very pretty and new color scheme is the orange and black. Living room, burnt orange with touches of black in draperies, vases and pillows; dining room, orange with touches of black in curtains and candles or lamp shades; bedroom, orange-yellow, with spreads, scarfs and table covers embroidered with yellow, orange and black; kitchen, side walls painted yellow, curtains stenciled in orange and black. Thursday — Make rugs for living and dining rooms. Use heavy soft-finish paper, crayons or water color. Outline designs, then put in colors. Colors should blend with general color scheme of the room and as a rule, rugs should be at least one shade darker than the walls. Let half the class work on each rug. l^se best results, from point of design, neatness, blending of color and general fitness. Friday — Make from paper small rugs for bedroom. They must be right size, shape and color. Make also congoleum rug for kitchen. OCTOBER Week I — Prepaeation for Winter; Nature's Preparation; Hallowe'en Thought Motiday — Dining Room Furniture. Use cardboard boxes; or heavy paper, first folded into sixteen squares, and cut to make desired furni- ture. Cut tiny, appropriate pictures for the walls. Paste these on and represent the picture wire by drawing lines on paper of the wall. Scarfs piay be cut from soft paper and decorated in any desirable way. 66 PeograM Tuesday — Make cvirtains of tissue paper or of cloth. Decorate as desired. Portieres may be made for double doors. Green or other color crepe, decorated with narrow strips of tissue or wall paper is suitable, or cloth may be used. Spools may be painted to represent flower pots or may be covered with crepe paper and plants may be made of tissue paper and put in — or bits of real plants may be stuck into the opening of the spool. Window boxes may be modeled from stiff paper and plants put in. Wednesday — Model bed-room furniture from cardboard or heavy paper the desired color. Make scarfs, spreads and pilllow-tops of soft paper. Place appropriate pictures on the walls. Have only a few of these. Let children suggest styles of furniture, according to what they have seen. Thursday — Model kitchen furniture, sink and stove. Use white cardboard or construction paper for this. In all furniture making aim for firm- ness, strength and steadiness of construction. Divide class, letting various groups work on each article. Choose the best for the dolls' house and let children take others home, Friday — Model living room furniture. Use heavy construction paper ot desired color, or white paper which has been painted the desired color. Make pillows and cushions of cloth, stuffed with cotton or cork. These may be decorated by working with thread or using water colors. Put in dolls of suitable size and teach many valuable lessons through play- housekeeping. Week II— Autumn Nature Thoughts Monday — Draw — pumpkins, apples. Add details by putting on stems, leaves, colorings and markings. Tuesday — Sandtable. Find twigs suitable for apple trees. Make these stationery and arrange them to form an orchard. Cvit out and color tiny ajjples with stems and paste on "trees" — or roll small balls ot red tissue, sew a thread through the top of each and tie to the trees. Wednesday — Card-Sewing — pumpkin, apple, autumn leaf. (Cards may be bought at school supply houses or made beforehand by the teacher. ; Use worsted, sansilk or other thread of same color as fruit or leaf to be sewed. When sewed, paint on inside and save for booklet. Thursday — Clay. Make autumn leaf. Choose a shapely leaf — two kinds may be used. Give each child a piece of clay and a piece of heavy paper, the right size to accommodate leaf to be modeled. Let children pat out the clay, very evenly till it is i/4 inch thick — then smooth it; with a flat stick. Now lay on leaf and press it down firmly with a block, flat board or piece of heavy cardboard. Now cut around outline of leaf with toothpick or other sharp instrument. Push extra clay off paper and remove the leaf. The result is a perfect figure showing veins, stem and outline, in relief. Put aside to dry. Pbogeam 67 Friday — Folding and Pasting. Farm wagon. Fold sixteen oblongs and paste to form box. Cut circles for wheels and fasten with paper fasten- ers. Tie in a string so that wagon may be pulled along. Use heavy cardboard for wheels. (Older children may be required to make, ac- cording to exact measurements, larger models and also to devise other ways of making and fastening wheels.) Week III — Booklet — Calendar Monday — Make a few patterns of a large pumpkin with stem. (Have pumpkin at least ten inches in diameter). Children draw around these patterns on heavy construction paper — each making two, for a front and back cover for booklet. Cut these out. Paint and let dry. (When almost dry, place under pressure to keep them flat.) Tuesday — Give each child enough bogus or smooth wrapping paper to cut out ten pumpkins the same shape and size as the cover -pumpkin. (Two or three thicknesses of paper may be cut at same time by older children ) . Place two dots about an inch apart near base of stem on cover and each of the leaves. Punch holes — tie loosely with green card, worsted, ribbon or raffia and thus complete the booklet. ^Ved'nesday — Paste neatly into booklet, all work saved thus far. Thursday — Pass heavy paper 5x7 inches. Measure, dot and line spaces for an October calendar. Print name of the month. Discuss design suitable for calendar. Friday — Finish Calendar. Print abbreviations for days of the week and put in figures. Indicate Sundays and Hallowe'en day. Draw or paint autumn leaf or fruit in suitable position and paint on narrow border line. Save for booklet. Week IV — Hallowe'en Tholtghts Monday — Make paper chains for decorations. Use orange and black. Cut strips 3 inches long and % inch wide. Tuesday — Pass stiff patterns of witch, owl and black cat. Let children trace around these on black construction paper and cut out. Tie with fine black thread and suspend from windows, doorways, chandeliers or from long threads tied across the room. The room now begins to take on a festal appearance. Wednesday — Cut pumpkins from yellow engine or glazed paper. Make into Jack-o-lanterns by cutting out eyes, nose and mouth. Paste on blackj, board for border. Thursday — Experimentation in Cutting and Arrangement. The prob- lem will be, to make a Hallowe'en night scene composed of a house with lights showing through the windows; trees nearby, with an owl perched therein; a stump, on which is sitting a jack-o-lantern; a black cat; and a moon in the sky. Talk this over with children, then give each the following material: Light gray paper, 8 x 12, for mounting; small piece of drawing paper for house and owl; orange paper for 68 Peogeam lights, jack-o-lantern and moon; dark green paper for trees; tlaek paper for cat; brown paper for stump; scissors, paste and any color crayon for which child may ask and have need. Place around room, the best results. See that all finish and collect them. Friday — or the real Hallowe'en Day. Make real jack-o-lantern from real pumpkin. Cut piece off the stem end and save for his hat, to be fas- tened on later with tooth picks. Let various children help scoop out the inside. Then draw with pin or sharp stick, eyes, nose and mouth; cut out. Insert candle. (If jack-o-lantern does not stand well, cut piece off the bottom.) Have march with jack-o-lantern leading, and Hallowe'en games; wash, dry and save seeds. NOVEMBER Week I — General Thought: Indian Life, Harvest, Thanksgiving Monday — MaivE Wigwam. Cut circle 6 inches in diameter, from brown paper. Place dot in center; cut out about ^4 of circle as far as center dot. Paste the two cut edges together; stand on desk. Cut slit on opposite side and fold back to represent door of wigwam. Let several children place their wigwams on the floor for a village and have In- dian dance, or march around singing Indian song. Take wigwam home. Tuesday — Braiding. Use raffia or long grass blades. Make a braid sev- eral yards long and save for a mat. With older children, use four' strand braid and form into an Indian basket. Four-strand Braid: Wet raffia and shake till almost dry. Tie 4 strands together at the large end and fasten down with pin or thumb-tack. Start at the right and put first strand over the second, under the third and over the fourth. Keep repeating. As a strand gets thin and short, braid in another by sticking one end up among the other strands and using the new and thin part of old strand together as one strand. Wednesday — Continue braiding. TJmrsday — Begin coiling braid for an Indian mat. Some may be made round, others oblong. Thread raffia or darning needles with split strands of raffia and fasten the coils together, at regular intervals, letting the stitch take the same direction as the coil. Friday — Talk about Indian dyes and decorations. Show pictures of bas- kets and pottery with designs and let children use their water colors to make designs on their mats. Save for exhibition at end of term. Week II Monday — Begin to make Indian head dress. Let each child bring a strip of bright colored cloth from home — it must be long enough to go around his head. Also bring turkey or chicken feathers, — or old ostrich feathers. (Boys will need from 8 to 12 feathers — girls only 1.) Perhaps three or four children can bring enough to supply the class. Dye light colored feathers various bright colors by dipping into Easter egg dyes, made double strength — or they may be tinged with water color or oil paint, Lay on papers or hang up to dry. Pbogeam 69 Tuesday — Sew edges of the cloth together and press the strip open so that the seam goes to the middle, and turn inside* Paint contrasting dots, lines, or angles on bands. Sew feathers to the inside. Squaws may sew just one feather in the back. Let children put on head dress and have a march or war dance. Save for Thanksgiving. Wednesday — Tear paper into tiny bits to make papier maehe. (See page .) Let each child tear about two cupfuls. Mix paste; pour paper and paste into two or three pans or bowls and let children take turns at kneading it. Cover and put aside for use tomorrow. Thursday — Add a little more undiluted paste to mache, then mould into such foods as may be suggested for the Thanksgiving feast which pil- grims gave, and to which they invited the Indians. (Apples, corn-bread, pumpkins, turkey, pies, cakes, etc.) Put aside to dry. Friday — Continue moulding mache food. Week III Monday — Begin making room decorations for Thanksgiving. Let children trace around pattern and then cut out large turkey; color; place in suitable space for border. Tuesday — String pvimpkin seeds and cranberries; one berry and two seeds, strung through thick end; arrange artistically around room. Wed/nesday — School Thanksgiving Day. Paint papier mache food — let dry awhile; shellac. Set table and have feast. Let some childern put on Indian liats and sit Indian, fashion. Have a genuine good time pretend- ing to eat the food and emphasizing good table manners. At the end, children may be served small cakes, or a bit of candy — or better still, a little cup of cocoa. Thursday — Thanksgiving Holiday. Friday — Free Drawing. Recall all things, relating to Thanksgiving; let children make choice of what they will draw and draw that. (In lower grades, drawing of this kind should be judged by the effort put forth to produce the picture and also by the general outline and idea, although it may be crudely represented.) Week IV Monday — Sandtable, representing Landing of Pilgrims. Get sanddtable ready. Make and arrange trees by getting twigs of right shape and size. Place in a piece of glass for water, large stone for Plymouth Rock. Make ship to represent the Mayflower; make path through the woods. Talk about size of houses, church and people. Tuesday — Cut out pictures of Indians, mount on cardboard, and attach stiff cardboard standards. Place these in the woods. Placa patches of tall grass among trees also. Wednesday — Dress flat splints to represent Pilgrims. Draw faces on. Long circular dresses of rather stiff black paper will help them to stand; put on capes of black and pointed white collars cut from soft paper. 70 Peogram Put on Puritan hoods. Make the men from clothes pins and let them wear tall hats. Save for sandtable. Thursday — Make houses and church for Puritan village. Use the 16 square fold for houses; slit paper one square up on all three folds, on two opposite ends; paste squares in the middle so as to form a gable roof; then patse the two outside squares remaining, so that they stana flat on table and lap over the lower point of the two squares forming the gable. Cut doors and windows, and add chimneys. Be careful of proportion. Make church in the same way; paste stiff paper on one end of house-form and point at the top to represent steeple. Make a cross of stiff paper and paste to top of steeple. Place on sandtable and arrange Pilgrimg walking toward church. Invite other grades or teachers to see the result. Friday — Paint leaves which were made of clay during October. Shellac and take home. DECEMBER General Thought — Begin to talk about God's Wonderful Gift to the world, and finally lead to Santa Claus, who may be pictured as a fairy who represents the great spirit of Giving. Explain how each person can play Santa Claus to those whom he loves and lead children to think of gifts for others as well as themselves. Week I Monday — On suitable background, have children paste strips of black or colored paper in such position as to represent a fireplace and mantle. Draw fire with colored crayon; cut out stockings from black or white paper, one for each member of their families, and paste on mantle. Sing Santa Claus song. Save for booklet. Tuesday — Find, in old magazines, any picture which will be suggestive oi Christmas, as Santa, reindeer, sleigh, house with chimney, room with fire place, Christmas trees, etc. Tear out these pages and let each child have one or two pictures to cut out and paste on suitable backgrouna for a poster. Have the subject printed on poster, using very best let- tering possible. Place best ones around room. Children take others home. Wednesday — Make, find in educational magazines, or buy, Santa Claus patterns. Have children cut out, and paint or crayon these, getting all the fun possible. Make a border for blackboard. Thursday — Cut out fir trees from white drawing paper. (Teacher may hold up picture or pattern of fir tree and let children try till good result is obtained). When a child cuts a good tree, let him crayon it dark green with dark brown trunk. These make lovely borders, used alone, or alternated with the Santa Claus. Be careful of proportion if used with the Santa Claus. Program 71 Friday — Cut out red and green Christmas bells. Gild around edge; gikl handle and elajiper. Savo for room decoration. Week II — Christmas Presents for Others These presents are to be placed on tree, to which are invited parents, relatives and friends. Monday — From white or colored tarlatan, cut out socks of medium size. Place two of these together and have children overcast, on all sides except the top. Use worsted thread of bright and contrasting colors. Overcast the top simply and place a loop of worsted at back of sock so it may hang on the tree. Later these may be filled with nuts, pop- corn and candy for some one's little brother or sister, and hung on tree. Tuesday — Beads for Mother. Buy rather small gilt, cut steel or colored beads. Combine these with canteloupe seed; sewing seed through the thick end. Use one head and two seeds, and thus make a very desirable present for mothers. Shellac the seeds when finished to make them more durable. Use very fine needle and fine thrad, which you may wax yourself to give it strength. Make strings of beads about one yard in length. (Very young children may get the same effect with larger beads, needles and pumpkin seeds.) Wednesday — Paper Weight. Have children hunt stones or rocks about the size of an ordinary paperweight. If possible, get odd shapes in firm white or light gray stones. Scrub with brush or cloth, in soapy water; rinse and dry thoroughly. Paint with enamelac or any glossy paint — ■ using two coats if necessary. Or water colors may be used, and shellac. Use bright-colored paint; decorate with dots, figures, fiowers or birds of contrasting color. The stone may be painted black and some flower, fowl or butterfly stenciled on in natural colors. This makes a novel, unique, and unbreakable present for father. Thursday — Pincushion for Sewing Basket. Cut two triangles of red sateen; let each side of triangle measure 5 inches. Let children over- cast the two triangles together, leaving just enough space open for stuff"ing. Stuff' with cotton and sachet powder, and finish overcasting, t^se green embroidery floss for overcasting, and sew a loop of the green thread into one corner so that the cushion may be hung on the Christ- mas tree, and later, hooked over a button while grandma sews — or it she wishes she may fit it into one corner of her sewing basket. Stick in a few needles of different sizes, and a few pins. Friday — Hunt up your last year's Christmas and New Year cards, and tures on them. Have children cut plain, thick, white paper, the size tures on them. Have children cut, plain, thick, white paper, the size of the card and paste over the written side. Give each child two cards of same size and with pictures made in similar position. Then let each child cut six or eight pieces of white paper the same size of cards. Punch holes in each and make into a little note-book. Tie with ribbon, 72 Program pretty cord or tinsel cord. This makes a good present for uncle, aunt or friend who may come to the Christmas tree. Week III Christmas Tree Decorations — should be made by children. Monday — A new idea in chains. (It seems that a Christmas tree just must be draped with chains. We are all so tired of them, yet find our- selves making them each year. Here is a little variation ) . Cut strips 4^/^ inches long and 14 inch or less, wide. Cut two-inch squares; fold in center and beginning at folded edge, cut 14 inch from each edge, open, and you have a hollow square with sides % of an inch wido. Make and join four links from strips, fastening the fourth link into one corner of the hollow square — then into the opposite corner, begin put- ting in links made from strips and after every fourth one insert a hol- low square. This arrangement makes a beautiful decoration when gold or silver paper is used. Later, each child may drape his own chain on tree. Tuesday — Another old idea that is still beautiful, is the gilding of pine cones, twigs, button balls, swe€t-gum balls, acorns, hickory nuts, wal- nuts, magnolia leaves, etc. Get gilt paint from a regular paint store; spread newspapers on desks and children have great fun making things gold. The cones, twigs, balls, etc., to the tree, using gold tinsel cord. Put acorns and nuts into little baskets or cornucopias which children may make from holly or tinfoil paper. Use leaves for making wreaths, or they may be strung and hung about the tree. Wednesday — Make loreaths of holly, everygreen, cedar or pine needles. Be sure they are substantial, and perfectly round. Anything put up for decoration should be well made and artistic. Groups of children may work together on one wreath. Or, buy green paper wreaths and suspend a gilded pine cone to the center. Thursday — Cut two circles, 4 inches in diameter, from construction paper; cover both sides with circles of silver paper. Paste firmly; let dry. crease each in the center firmly. Sew together, exactly in the creases, with the diameters which are creased outward, meeting. Use silver tinsel cord for sewing and leave a piece 6 inches long at top for tying to the tree. This is a four edged silver "ball." Friday — or whatever day, tree is placed in room. Get aluminum paint— or paint powder and oil from a good paint store. Let children take brush and paint the ends of each twig about 3 inches back. This gives a beautiful effect when dry and is different from "snow." Place a large silver star in top of tree. Week IV Christmas Tree exercises and holidays dispose of this week, as a rule. It is well to have children keep their tree solely for others — that they may get the true spirit of giving. Their toys and gifts may be brought Program 73 in by a Santa Claus after the other gifts are distributed — or they may be sent to tlieir liomes. It is well to have tlie Christmas Tree exercises begin somewhat later than the regular hour for school. This allows the children time for putting on presents before friends arrive. However, the chains, star and gilded decorations may be put on the day before and everything may be in order for the program. Suggestions for Christmas Presents (These ideas gained from various handwork books journals, teachers, nor- mal students and children.) 1. Stenciled blotters. 2. Simple strings of glass beads. 3. Needle books. 4. Shaving-paper books. 5. Flower bowls — made from clay and enameled. 6. Book-marks — Xmas seals and ribbon. 7. Hair pin receivers. 8. Match scratchers. 9. Picture Books. 10. Calendars. 11 Safety-pin holders. 12. Candy receptacles — crisco cans painted inside and outside and filled with home-made candy wrapped in waxed paper — then placed in tissue paper and tied with ribbon. JANUARY General Thought — Review Christmas thoughts and lead up to new year, bringing in the idea of time and its passing. Also study Trades of dif- ferent community workmen. Monday — Make New Year Post Card- — place in envelope, address correctly and mail or carry to mother. Construction paper, the size of a post- card. Have on hand a collection of pictures of babies, roughly cut from old magazines, advertisements or fashion sheets. Let children cut these out carefully and paste on their cards. Place in each corner a tiny bell — or place in one corner a group of tiny bells. These may be cut from gold paper or may be drawn or painted. Put tiny dots of gil! paint around edge of card. Tuesday — Practice making clock faces. Use circles about one and one-half inches in diameter. Work for good figures, correctly placed, and on understanding of what the hands of the clock tell. Save best results. Wednesday — Use candy, thread or other rectangular boxes — (one box may serve two children, one using the top and the other the bottom.) Con- struct a grandfather clock. Stand box on end with closed side toward children; paste on clock faces, near the top; cut window below, where the pendulum may show through. Thread black thread into a needle, using a small knot. Stick needle through the point where the lines rep- 74 Program resenting the hands of the clock meet, and pull the thread to the wrong side, leaving knot on the right side. Now, tie a bead of right propor- tion to the other end of the thread, so that it hangs just a bit below the center of the clock window, for a pendulum; clip thread. Children will be delighted to start their clocks. Boxes may be covered with white or colored paper — or painted in clock-colors. Take home. Thursday — Watches to wear. Have children cut watches from catalogs and magazines. Paste these on heavy goldeu-yellow cardboard and cut cardboard in the shape of a watch case — just a bit larger than the watch cut from catalog. Punch hole through the top and tie in a golden yellow cord or piece of worsted, for a chain. Boys may wear in pockets; girls may wear around neck or may punch hole in top and bottom and tie around wrist. Friday — Sandtable representation of the source of lumber used by car- penter. Have children, gather twigs and plant at one end of sandtable to represent trees in the forest. Represent river with a piece of glass, long and rather wide; put on twigs to represent the floating of logs down the river to the sawmill. At other end of table construct a saw- mill and pile up flat splints and sticks of various lengths to represent lumber which is being cut at the mill. Dress clothes pins to look like mill workers and place them. Week II Monday — Cabpentere's Tools. Use freehand cutting. Make bench, ham- mer, saw, plane, etc. Paste the two best tools cut, into pumpkin booklet. Tuesday — Ladder. Cut strips of heavy construction paper 4 x 14 inches. Fold short ends together and crease, so that it looks like the letter "v" turned upside down, when stood upon the desk. Make a dot % inch from the fold at top, and % inch from either side at top; make dots 1/^ inch from either side at top; make dots % inch from either side at bottom. Connect lines; now cut on the line, leaving an open space on the side facing the child. Cut strips ^ inch wide and paste on the underside of open space, equal ditsances apart. Take home. Wednesday — Blacksmith. Talk of his work. Tell blacksmith story or recite poem. Buy or make sewing cards with picture of a rather large horse. Have children sew. Place neatest ones around room. Thursday — Clay. Make blacksmith's hammer. (Show picture of or let them visit a shop to see one). Use stick for handle. Mould anvil. Save best ones — dry, paint and shellac them. Friday — Fold blacksmith shop. Crayon brown, an eight-inch square. Fold into 16 squares, cut and paste as if making the house. Then cut througJi the middle of the front side, to within % inch of the roof; then cut first left and then right till within V^ inch of the roof; then cut first left and then right till vdthin l^ inch of either side; fold back for doors Make a chimney on one side, reaching from the bottom upward. t^UOGEAM 75 Week III — The Shoemaker Monday — Designate a corner of the room for a shoeshop. Put a "line" across, on wliicli shoes are to be hung. Put a chair in the shop. Have many sizes and Icinds of shoes drawn on manila paper. Give each child one shoe; require him to cut that and tlien cut a mate to it. Color and string or button these shoes properly. If slipperrs are given, make such decorations as they have seen on such slippers — as buckles, bows, beads, straps. Choose a hard worker to be the shoemaker. Let him sit in shop and paste the best shoes on the line as they are finished. He may then conduct a shoe sale. There should be "Big shoes, and little shoes; slij^pers, boots and babies' shoes." Tuesday — Model various kinds of shoes from clay. Do not let dry. Wednesday — The Baker. Construct from hea\'y paper, pans for rolls, large trays, pie plates and cake pans. Let children originate their own designs. Guide and help only when necessary. When finished, each may fill his receptacle with suitable products and flay haker. Products may be made from clay. Do not dry. Thursday — Baker's Cap. Strip of white paper, cut to fit around head. Circle of white crepe paper, diameter to be number of inches across head from top of one ear to top of other ear. Gather circle with needle and white thread — fasten in four places with pins and paste firmly to the band. Remove pins. Save. Learn baker game or song. Friday — Baker's Apron — Make of white crepe paper or white wrapping paper. Use folded strips of white crepe paper for strings and for the over-head loop. Put on caps and aprons. Play baker. Take home. Week IV Give talks and tell stories of work which to some may seem humble. Talk on sanitation and tell value of the garbage collector to the community. Monday — Garbage Can. Construction paper 3x8 inches. Paste one short end over the other to form a cylindrical shape three inches high; stand this on paper and draw two circles the exact size of the bottom — leave space of an inch between these two. Now, using the same center draw other circles outside of the first two, ^2 an inch larger. Cut out, fol- lowing the outer circle. Now cut slits from the outer edge, just touch- ing the inner circles, and turn the cut edge upward, exactly on the inner circle. Have slits about ^4 inch apart. Put paste on the flaps of one circle and fasten to the inside of can for bottom. Put paste on flaps of other circle; then cut a strip i/^ inch wide and paste around, on outside of flaps, allowing the flaps to spread just a tiny bit so the top will fit smugly over outside of can. Put a paper fastener through the middle of the top to form a little knob by which top may be lifted. Take home. Tuesday — Garbage Carts. Make a box, using the 16 square fold with any convenient size square. Cut two large whels from stiff paper and fasten for wheels. Play garbage collactor 76 Pbogeam Wednesday — Feathek Duster. Have children bring a bunch of soft fluffy chicken or other feathers which they may find on the ground. Tie a bunch of these to a small stick, fastening with a tiny wire. Cover wire with a bit of colored or tinfoil paper; paint handle black, and shellac. Thursday — Boot-black Stand. Make foundation of cardboard box. Crayon paper brown and paste over box. Crayon more paper to be used for chair. Friday — Construct Chair from paper crayoned yesterday. Use original de- signs — make substantial, and of the right proportion. Make small low box for foot rest. Use paper which has been crayoned brown. FEBRUARY Week I General Thought— Give talks on the weather. Lead from wintry weather to study of Eskimo Life. Monday and Tuesday — Dress clothes pin dolls to represent Eskimos. Let boys saw off some of clothes pins for Eskimo children. Use long pea- nuts for Eskimo baby. Boys will enjoy making the hoods. Bits of fur from rabbits or squirrels will serve for trimmings if no old furs may be obtainable. Save for sandtable. Wednesday- — Sandtable. Prepare it for Eskimo Village. Put in large lalces; make mountains of sand and cover with flour, starch, powder or lime and sprinkle with artificial "snow." Frigid zone animals may be placed near the lakes. Mark off spaces for homes. Thursday — Make houses from mounds of clay. Mark with a sharp stick or case knife to represent blocks of ice. Cover with flour — rub it on gently and sprinkle with artificial snow. Have all the ground covered with snow. Place Eskimos around. Friday — Make polar bears of cotton, cloth or clay. Also Eskimo dogs — or bring tiny toy dogs. Some child may make a sled and hitch dogs to it. Place on sandtable, putting bears on the lake. Invite others in to see table when finished. Week II Talks on Heroes — Patriotic Talks. Tell stories of Lincoln and St. Valen- tine. Monday — Make Flag. Drawing paper 5x7 inches. Mark place for blue field and pencil lightly, a guide line for stripes. Tuesday — Color flag; place on tiny gummed stars which may be bought prepared, or cut tiny triangles of silver paper and paste on. Place flags around room. Teach meaning of the colors; tell of making ot first flag; practice flag salute. Wednesday — Frame a Picture op Lincoln. Buy tiny "Brown pictures," two for a penny. Take a square of glazed paper, blue on one side and white on the other, and fold so that the blue side turns outward. Fold corner to opposite corner; crease, open. Fold other two opposite cor- Program 77 ners — crease; open. Fold each corner to the center at point of inter- section of diagonal lines — crease each firmly. This forms a square witii all the corners touching at center. Leave folded thus. Now fold each point directly backward, so that the corner touches the middle of each crease which forms the square. Insert the picture of Lincoln, and secure the frame by pasting a tiny star across each place where the two diago- nal edges meet. Make a large red dot near each corner on white side of paper. Take home. Thursday — Lincoln's Log Cabin. Make on sandtable. Use cylindrical rolls of brown wi-apping paper for "logs," and fasten together with glue. Make roof of cardboard, painted darker brown. To make "logs," cut a piece of paper 8 x 12 inches, lay on it a long pencil or piece of reed and begin rolling the paper around it, holding it very tight; continue rolling and holding till the end is reached; fasten firmly with glue. These logs may be cut into desired lengtli^ with a sharp knife. It is easier to make all logs the same length and cut as needed. Friday — Paper-cutting. Make poster of Lincoln as woodcutter. Give children paper suitable for a background, and plain white paper. Have them cut trees and paste in a group. Cut boy wearing large hat, to represent Lincoln; cut axe and paste on his shoulder and have him walking toward the woods. A small cabin may be cut and pasted in the distance for his home. Week III— St. Valentine — Postman Monday — Have children draw cupids on red paper, from patterns, cut and mount on small white card. Place around room. Tuesday — Make postman's letter bag from bogus or wrapping paper. Pass paper, paste, scissors, and string and let each design his own bag. Two or three children may construct a mail box and put up in a convenient place for posting letters. Green construction paper may be used. Wednesday — Make fancy envelope for valentines and make valentines. Take a six inch square of white paper. Fold as directed in making picture frame — only stop when all corners have been folded to the center. Then cut hearts from white paper the right size for the envelope; write carefully, sweet valentine messages on the heart; place in envelope and seal by pasting over the four corners, a tiny red heart. On opposite side of envelope write the name of someone in the room; place a square of red paper in corner for stamp and drop into mail box. Have post- man collect mail and take it to the postoffice (teacher's desk) ; then sort, according to rows, and deliver. Postman should have a whistle to blow. All read valentine messages aloud. Thursday— Let children make original valentines. Address to friends in other grades. Friday — Talk about Washington's birthday; recall or tell cherry tree in- cident. Mould clay cherries; fasten in green wire for stems. Let dry "^S Progkam Week IV Monday — Make Cherry Tree. Teacher may have ready part of a branch which takes the shape of a cherry tree. "Plant'' this in a deep bowl or liower pot — staying it with rocks, and filling the pot with sand. Let children cut cherry leaves from green crejie or tissue paper; paste these on the twig till it looks quite like a tree covered with leaves. Tuesday — Paint cherries — make most of them red — a few green. Let dry a little while; shellac and hang on the tree made yesterday. They may be hung both in bunches and singly. Save for decoration on Wash- ington's birthday. Cranberries make wonderful cherries when green wire is inserted. Wednesday — Cut hatchets from heavy white construction paper; paint or crayon handles light brown and blades black. Hang, for decoration. Thursday — Paper-tearing. Make simple snow scene. Give each chila dark gray construction paper 5x7 inches; also a piece of white paper from which he may tear a hill covered with snow. Paste on the dark gray background and add some detail as, house, tree, snow birds, child with sled, etc. These details may be torn from black silhouette paper. Friday — Tear from white paper, a snow man; paste on larger piece or dark jraj^er ; tear his hat from black paper. Draw eyes, nose, mouth, buttons, etc. Paste in booklet. Also paste in booklet any other work which has been saved. MARCH Week I — Nature Observations — Seasonal Talks Make calendar with March scene. Have all children work together. Use large sheet of paper 20x24. Teacher may have days, etc., printed at bottom of paper and space outlined at top for the picture. Hang up ana discuss size of objects to be made, arrangement and color. Children may suggest scene or teacher may show a scene which she wishes to copy. Only the best result is chosen this time and is placed on calen- dar by the teacher. A Suggested Scene : Barn with weatherwane ; boy flying kite ; little gin running with balloon; tiny green grass springing up with dandelions showing here and there. Monday — All work on barn and weathervane; work for right proportion, good form, etc. This may be cut from dark or black paper. Select best - result for calendar. Tuesday — All work on boy and kite — which are to be cut from dark paper. Select best. Wednesday — All work on cutting of girl and balloon. Save best result. Thursday — Free Drawing. Let children select and draw whatever they wish. Suggest here and there, if something is needed, but do no helping with pencil or crayon. Friday — Most children may cut tiny blades of grass for calendar; a few work on tiny yellow, fringed circles for dandelions. Paste best on cal- Program 79 endar ami let cliilclren appreciate the work done by the whole group or class. Week II — Make Story Book Illustrate any story children may have had, combine cutting and drawing, and this time, let each child mount each part of his story on a separate sheet and when finished, tie the sheets into booklet form. Make suitable back and print the name of the story contained inside. Suppose you were illustrating "The Three Bears." Monday — Make Goldilocks and her house. This may be cut from magazine or fashion sheet and neatly mounted on paper 9 x 12 inches. Save. Tuesday — Cut simple house for home of the bears; mount, and draw trees around it. Save. Wednesday — Make table and tlie three bowls. May be cut from catalogs or cut freehand, or both methods used on same picture. Mount and save. Friday — Three beds cut from catalog; mount and save. Week III Monday — The three bears cut from patterns given by the teacher. Mount; save. Tuesday — Picture of Goldilocks running — cut from fashion sheet or maga- zine or from pattern given by teacher. Mount; save. Wednesday — Make back for booklet. Print name of story. Punch holes in leaves, in order in which they shovild come. Tie booklet with cord, shoe-lace or ribbon. Save for exhibition. Thursday — Begin work in garden; pick up and rake up rocks, glass, etc.; or fix cracks in the fence; work on hedges or shrubbery and get ready for planting. Friday — Planting. Be sure to plant pop corn and pumpkin seed, so that you may have plenty in your school next fall. Appoint children who live near to look after it during the summer. Week IV Monday — Draw twig with tiny green leaves. Save for new spring booklet to be made soon. Tuesday — Paint simple twig and blossom. Save for booklet. Wednesday — Draw peach trees; paint on the pink blossoms. Let children study tree to get idea of its general shape. Save. Thursday — Use dark green paper. Paint apple, pear, or cherry tree- brown trunk and branches and white blossoms. If you cannot get white paint, make blossoms with white crayon. Save. Friday — Make real kite. Use smooth flat sticks and wrapping paper. Let bojs get all the sticks ready ; get some older boy who knows to suggest length of tail and bridle for that particular size of kite. Let each child take home a really good kite which will fly. 80 Program APRIL General Thought — Rain and Rainbow — Flowers and Easteb Week I Monday — Doll's Umbkella. Draw a 4-inch circle; draw lightly, lines to indicate the two diameters, thus forming four radii. Cut along two of these radii, thus eliminating one-fourth of the circle. Paste together the edges thus cut so as to form an umbrella shape. Cut a strip of cardboard 5 inches long and 3/16 of an inch wide; push this a little way through the top and fasten with heavy paste — this forms the handle. Colored paper may be used or white paper colored before fastening. Handle may be made any fancy way desired. Tuesday — Make a small poster — pale blue sky and ground, rising to a hill. Make an arc of the rainbow, using the colors of the spectrum, in order, — red, orange, yellow, green, blue, violet. Use tiny soft lines of color, evenly put on. Let rainbow disappear behind the hill. This will re- quire much practice to obtain a good result. Use colored crayons. Save for booklet W ednesday — Make jonquil stencils. On a piece of cardboard 4 x 10 inches, draw from pattern a jonquil and one or two leaves very close to the stem. Cut carefully on the lines with a sharp knife- -cutting out the flower, but leaving a hollow pattern of it on cardboard. Ur-e for deco- rating booklets. Thursday — Spring-time Booklet — Heavy brown construction paper for backs — two pieces 8 x 12 inches. Place on one piece the jonquil stencil, and keep in place by the use of several paper clips — the kind which slip over the edge; or use tiny thumb-tacks. Use water colors; paint blossom first, making it orange-yellow; then paint stem and leaves green. Remove stencil very carefully and put aside to dry. Use as little water on brush as possible. Friday — Cut, punch and arrange leaves for booklet and finish making; use rings or cord for fastening. Make leaves of drawing paper. Week II Monday — Paste into booklet, all work saved beginning March, Week IV. Tuesday — Paint from observation, a violet. Then a group of three violets. Save. Wednesday — Chicken Coop. Give each child heavy dark mounting paper and lighter paper; paste and scissors. Let him make any style coop he has seen by cutting strips and pasting into place. Thursday — Baby Chicks. Use white cotton; tie with thread so as to form head. Make feet of small white covered wire which may be painted yellow and fastened into cotton with glue. Make bill of cardboard and use tiny beads or knots of thread for eyes. Friday — Labge Postee. Mother hen, chicks, coop, grass, drinking vessel. Each row of children may work on some one object — for instj^nce, first Program 81 row may all cut hens; second row, all cut coops, and so on. Select best results to paste on large poster. Grass may be drawn or painted. Week III Monday — Show pictures of various kinds of nests. Let children copy any one of them, drawing with crayons. Then, all draw hen nest and eggs. Tuesday — Clay. Model nests and eggs — put eggs aside to dry. Wednesday — Clay. Model more eggs and save. Model clay hen and rooster. Do not save. Thursday — Draw around pattern and cut out large Easter bunny. Save. Cut freehand, other bunnies, large and small to take home. Friday — Paint clay eggs saved, in various colors, for Easter eggs. Let dry — shellac. Have egg hunt with these eggs. Give Easter cards as prizes for children who find greatest number of eggs. These may be col- lecti'd and hidden several times during same day. When hunt is over collect all eggs and divide them equally. Week IV Monday — Dye real eggs. Eggs should be boiled at home, and if you have no way to heat water at school, borrow a kettle of boiling water from a neighbor and pour over eggs, which should be placed in large pan or pail and covered. Paint pans may be used for dyes or children may bring clean, old cups from home. Tuesday — Clay. Model large bunnies. Do not save. Wed/tiesday — Individxtal Posters. Tan or light gray construction paper for mounting. Cut from white or brown paper, mother bunny and three baby bunnies. L^se patterns. Paste on background — add detail of sky, ground or grass. Save. Thursday — Clay. Fancy, strong Easter basket, with eggs — and bunny. Do not save. Friday — Draw dandelion, using proper colors. Paste this and other les- sons ..^aved into the spring booklet. MAY Geneeeal Thought — Plants — Birds — Vegetables Week I Monday — May Baskets. Make two concentric circles — inside circle 2 inches in diameter and outside circle 5 inches in diameter. Cut on out- side line; fold the circle three times, leaving line of small circle outside; open; turn upward, creasing on line of inner circle — this forms the bot- tom. Then crease outward all folds around the sides, thus making a circular, flaring form. Paste on a strong, rather wide handle, and notice the change in shape. Fill with tiny wild flowers and take home for a surprise to mother. Tuesday — Select for painting, some plant from the garden. Save. 82 Pbogeam Wechiesday — Sliow picture or observe a common bird. Let children draw outline, then color. Choose easy model at first. Thursday — Work in garden — pull out weeds, dig arovind plants — observe growth, etc. Friday — Sandtable Garden. Decide upon five or more different vegeta- bles to have grovdng — and assign pupils to work on each row. Let them lay off rows and then find twigs, grasses, and weeds having leaves the same shape as those of certain vegetables. Pick, group if necessary, and plant these on sandtable. Sing garden songs. Suggested vegeta- bles : corn, lettuce, beets, onions, cabbage. Sprinkle the plants so they will keep fresh during the rest of the day. Week II Monday — Doll Hat. Make 5 inch circle; divide and cut as in lesson for April, Week I — Monday. After pasting, turn edge up about Y^ inch. Trim with flowers, feathers, or tiny ribbon band. Tuesday — Paint from observation — a radish from the garden. Save. Wednesd^iy — Paint from observation, a bunch of cherries. Save. Thursday — Paint from observation, a simple sprig of geranium. Work for exact shades of green and shapely leaves. Friday — Paste into booklet, all the work which has been saved since the last pasting lesson. Week III Monday — Make clover chains. Pull with long stems. Tie end of stem ot one clover around blossom of another; and end of stem of third clover around blossom of second clover, and so on. At end, may make into one long chain; children may hold to it, equal distances apart and have a fancy march. This should be an outdoor lesson, but clovers may be picked and brought into the room. Tuesday — Clay. Talk about clover as good food for cows; show picture of cow or observe one nearby. Then mould. Make body first — then insert wire, toothpicks or hairpins for legs, and mould clay around these into proper shape and size; put in toothpick or wire for neck also and model clay around, and form head and mouth. Short pieces of toothr picks may be inserted for horns and clay shaped around. Make tail in same w^ay, using fine wire for support. This makes a more sturdy animal than when supports are not used. Put aside to dry. Wednesday — Model milk pails and churns of various sorts, such as chil- dren have seen. Do not save, Thursday — Gather several kinds of vegetables from garden and group them artistically. Have children paint or draw these and paste into booklet ready to take home or put on exhibition. (If there are blank pages in booklets after all work has been pasted in, let children remove them be- fore taking books home — unless these pages are blank because of child's I^ROGRAM 83 absence from school.) In that case it helps to let him take home an incomplete booklet. Friday — ^Talk about cows of difl'erent colors, and show pictures of two kinds. Let children paint thei cows made Tuesday, copying one or the other picture. Let dry — shellac. Take home or put on exhibition. Note: A good way to exhibit these cows would be to plant grass seed on sandtable about ten days beforehand — keep watered and if it grows too tall, clip it off evenly. Place cows in this "pasture" to graze. They look very real this way and make a very attractive exhibit. IV'eek IV — Cardboard Construction From boxes, which children may bring and pile neatly in some convenient place. Let each bring as many boxes as he can. Then teacher may permit any child to select any box he may need for his construction. Boxes may be large, small, heavy and light. Have also a collection ol empty ribbon bolts, spools, and milk bottle tops for wheels. Let this be a week of purely experimental work — ask questions to give ideas about some of the constructions to be perfected. Have at hand hea\'y paste or glue, scissors, knives, string, etc., and let them set to work. The results will surprise you. Some things easily made from boxes: Wagons, bed, cradle, table, chair, piano, trolley car, box car, train, sled, doll carriage, soda fount, auto truck, sofa, davenport, swing, etc. PART V Program for Home, Playground or Summer School JUNE Week I Sunhonnets — -Make large enough to wear. Boys may make them for sister or mother, but small boys like to wear them. Ifa^eria?— Colored cambric, paste, construction paper, scissors, colored crayon or water colors, paper fasteners. Measurement — To get size, measure the head with a tape line, straight across, starting at a point about an inch below the ear and ending at a point an inch below the other ear. (The size for small children varies from 14 to 18 inches.) Monday — Draw a circle on construction paper, using the head measure for the diameter of the circle. Cut out the circle. Use this as a pattern and make a circle on the cambric. Cut out cambric circle. Now cut paper circle in half — one of the halves will form the foundation of the bonnet. Use this half circle as a pattern and draw and cut a half circle of cambric. Put aside till tomorrow. Note : If two children's heads are same size, paper may be saved by hav- ing only one of these make the circle — since only a half circle of con- struction paper is needed, by each child. A little planning will take care of this. 84 I'rogeam Tuesday — (1) Spread paste on paper half-circle, and paste on carefully the cambric half-circle. This forms the underside of bonnet. Press firmly, using a clean paper to keep off finger prints and also a clean paper over desk tops or tables so that bonnets will not soil while still damp with paste. Do not use newspaper. (2) Spread paste on other side of paper half -circle, and paste on the whole circle of cambric, thus making the tojt of bonnet and leaving an unpasted half-circle of cambric for crown and back of bonnet. Put aside to dry. Wednesday — Cut two strips of cambric 2 x 14 inches, for ties under the chin, and one strip 2% inches wide and ly^ yards long to draw bonnet to- gether in back and tie into a pretty bow. With paints or crayon make designs around top edge of bonnet. It may be the simple repetition ot a dot; a line and dot; a conventional design of lines or figures; or a simple flower form repeated. Thursday — ( 1 ) Attach strings to underside of bonnet, near the point where the curved and straightline of the half-circle meet. This is best done by making a tiny hole with a knife point and then sticking paper fastener through so that the brass head is on the outside. (2) Now cut tiny holes or slits about one inch apart and two inches from edge, in the back of bonnet. Run the long strip in and out through the slits. Put bonnet on owner's head and tie under chin — then draw up to the right size in back and tie strip into a bow. Bonnet is now ready for use. Note: These bonnets are very attractive and becoming when soft, pretty colors of cambric are used and designs are carefully put on. The un- derside color may be difl'erent, but must blend well with the top. The top circle and the half-circle of cambric may be cut a trifle larger than the paper circle and may be scalloped, decorated and allowed to hang over face. Doll's bonnets may be measured and made in the same way. (I am greatly indebted to Miss Brown of Columbia University for this method of bonnet-making and also for the work in cardboard construc- tion vidth boxes.) Friday — Use handwork period for some outdoor recreation or work — and let children wear their bonnets. You might pick flowers; observe na- ture, play in sand box or pile, pick up papers from school yard, go a little way ofl' and sit down for lunch or hunt tall grasses for next week's work. Week II Braiding — This week, work at braiding. Practice the four or -five strand braid. If possible find long blades of grass. It is very pretty when made into mats and baskets and children like to use nature materials. Raffia may be used. After braid has been made, thread a needle with a fine strand of grass or raffia and begin coiling and fastening with the thread, letting stitches take same direction as the coil and making them I Program 85 of equal length. Keep on coiling till a Hat, smooth mat is made; then curve mat upward and shape into basket or doll's hat. (Make crovyn of hat first). This will require a week or more. If there is time, make various kinds of baskets, bags, whisk broom holders. Many articles will suggest themselves as you work. Five Strand Braid — Fasten five blades of grass together and secure with pin to fence, table, knee or any place which is convenient. Starting at the left, put the first blade over the second and under the third; then hold this with left hand and begin at the right, and put the first blade over the second and under the third and hold with the right hand. Continue in this way. To join blades, put in one new blade at a time, pushing it up into the braid, just over the blade to which it is joined. Week III — Sand-Floweks and Butterflies Matei-ial— White or light sand, egg dyes or water colors, liquid glue, white cardboard, flower and butterfly patterns. Preparation Beforehand: Different colors of egg dyes may be mixed in separate containers and white sand poured into each and allowed to stand until well soaked and of the desired color. Pour out on boards or newspapers to dry. Draw around flower or butterfly patterns on the cardboard. Then with a brush put glue on that part of flower which you wish to make first- going inside the outlines and exactly on outlines also. For instance, it you wish to make the red petals of a tulip first, go over only the part which is to be red, with the glue; then put red sand on generously; pat down gently, not minding if it gets on other parts of paper; then pour oft' surplus sand. If not enough sticks, apply again and pat gently. If still more is needed, when dry, put on more glue and then apply more sand. Apply glue very lightly the second time. Stems and petals may generally be brushed with glue at same time and green sand applied. Use only one color sand at a time to avoid mixing colors. Sometimes it is a trifle easier to put glue on whole flower and use white sand for the whole flower. Then put aside to dry thoroughly. Now mix water colors and paint, touching the sand very lightly with a brusli quite wet with paint. The painting must be carefully done and just enough water used. Sand flowers and butterflies are very attractive. Various other objects may be made in similar manner. Week IV — Stocking Dolls Let each child bring two or three clean, old stockings, black, brown or white. Have at hand needles, thread, tiny buttons, sawdust, excelsior or cork, scissors, shellac. Let them cut out and make dolls — make body first — then stuff. Make the right size head and neck, cut together, for that particular body. Stuff and sew to body. Then make well proportioned limbs, stuff and attach. See that these are same length and size. Have only the thumb empha- 86 Peogram sized in making the hand, and the general shape of the foot. Use thread, buttons, or oil paints to help form the features. When finished, shellac. Then each child may bring suitable scraps and make proper under and outer clothing for their dolls. Boys may be "tailors" and make boys' clothes for theirs. (It is not necessary that each doll be the same size — only requirement sliould be that it be well proportioned). At end ot week have a "doll-baby" show and invite outside people. Give a blue ribbon for the best-made doll and a pink ribbon for neatest and most appropriate clothing. JULY Week II Monday — Fans Cut two 8-inch circles from drawing paper. Decorate around edge with simple border or floral design. Take a splint 8 inches long and % of an inch wide and paste securely to plain side of one ot the circles, letting it extend about 114 inches toward middle of circle. Then put paste around edge of circle and on top of splint; lay on the other circle and press firmly. — Suggestion from Miss Burke, Columbia University. Tuesday to Friday — Doll's Parasol. Use covered wire and long grass or ralfia. Cut 8 pieces of wire, 8 inches long; one piece 4V^ inches long and one piece 9 inches long. Arrange two pieces of 8-inch wire so that they cross exactly in the center. Take a fine thread of raffia or grass and wrap it around, just enough to keep wire from slipping; then place the other 8-inch wires, using one at a time, and holding exactly in the center, so that they form the radii of a circle or resemble the spokes of a wheel. Fasten them with the fine grass thread, wrapping as little as possible. Be careful to preserve the center. Then insert 4I/S2 inch wire between any two long wires by simply sticking ^ inch of it through the center. Begin weaving with a long blade of grass, over and under until you have gone over or under each wire keeping in same direction, and being careful not to go undei- the same wire twice in succession. Curve wires as you work so that they resemble the top of a hoisted parasol. Weave to within half an inch of the end, then fasten grass and turn under last stitch through which it comes. Fasten securely, the 9 -inch wire through the center of top and wrap and shape prettily for handle. It may be necessary to sew through the top several times with grass, to make handle steady. To join strands : Stick end of last strand back through a few stitches ; stick end of new strand up through last stitch and begin weaving. Week II — Drills in Crayoning Color should be applied very lightly and evenly, and with long strokes at first. Progbam 87 Monday — Practice with black crayon. Use paper 5x7 inches. Work for even color. Use several sheets for practice. Then use blue crayon and work for the delicate blue of the sky; then crayon a day sky (light blue) and a night sky (darker blue). Be sure no harsh strokes are made to obtain the darker blue — just a repetition of light blue on top of light blue. Display best results. Tuesday — Experiment and practice with various other colors. Use hea\^ drawing paper. Make picture of Mother Goose characters by drawing around patterns bought or made by teacher. Crayon carefully; copy colors from Mother Goose book. Wednesday, Thursday and Friday — Continue crayoning Mother Goose char- acters. Make border of best results. Others may be mounted on card- board and taken home. Week III Corn Shucks Hats — Are very artistic and really serviceable. They should be made large and used for sun-hats or may be trimmed with flowers, worsted, velvet ribbon, dyed grasses or corn shucks flowers, and used for picnic or garden party. Use shucks that are fairly well dried, then no shriveling will take place. If too dry to manipulate well, they may be dampened. Method I. Cut shucks into strips % inch wide and make four strand braid; make into any desired shape, starting as you would a mat and sewing with fine raii'ia. When mat is large enough for top of crown begin shaping downiward for side crown — then shape outward for brim. Keep shucks flat while braiding and in forming hat, let each row overlap the preceding row just a little. Method II: Cut a large hat shape from heavy wrapping paper. Make brim, side crown and top crown separate. Cut strips of shucks % inch wide; point these by folding twice at one end so that a "v" shape is formed. Let this point extend 14 inch beyond paper brim and sew on strips so that they overlap just a bit at the outer edge — they will over- lap more at inner circle which fits the head. Let this be top side ot brim. Cut strips 2 inches wide and cover underside of brim. Turn these under to fit exactly the edge of brim. Cover side crown vnth pointed strips, the points to be sewel over the top brim when side brim is attached. (It is well to cut side brim high enough to allow slits to be made at the bottom— these slits to be 1 inch long and half an inch apart — then the paper can be pointed and the shucks sewed on top and when attached to brim, the hat will be strong.) Cover top crown with pointed shucks % inch wide. Let points extend % inch beyond the paper. Let shucks radiate from center and cover ends by sewing on circular or square piece of shucks. Join top crown to side crown by tacking points down on and around side crown. The brim will stand a row or two of machine stitching or sewing with worsted thread. These hats are especially attractive when pressed between cloth with moderately heated iron, trimmed and lined. 88 Program Week IV Stencils — Draw on cardboard from patterns simple flowers, fruits, birds or butterflies and cut out witb sharp knife. Monday — Pear or bunch of three cherries — stencil. Tuesday — Bluebird Stencil. Wednesday — One large and two small butterflies; arrange artistically. This makes an attractive table cover border. Thursday — Tulip or poppy stencil. Friday — Daisy or brown eyed-Susan (to be used on colored material). AUGUST Week I Stenciled Soraf or Table Cover — Children bring linen or other suitable material for table cover. Hem with sansilk or floss, using the running stitch and alternating long and short stitches, the long stitches to be % inch, and the short ones Y^ inch. Fasten scarf firmly, stretching it till it is very smooth. Lay on stencil and paint with oil paints ot proper color. Use any stencil made last week. This work takes much time and will furnish work for the whole week. Curtains may be made, instead of table cover. Week II Monday — Sunflower. Show real sunflowers; talk about parts, their shape and color; size of stem and mode of growth of flower. Have chil- dren cut patterns of petal, center and stem, working for correct propor- tion. Use newspaper for cutting pattern. Tuesday — (1) Draw around pattern and cut center from orange-yellow paper. (2) Mount center on paper of suitable size. (3) Cut stem and paste below center, just touching center. Use green paper, right shade. (4) Draw around pattern and cut several petals at one time. Use yellow paper. (5) Paste on the petals. Take home. Wedri/esday — Crayon Trees. Observe shapes en masse of various types ot trees in you locality. HaVe children crayon these using correct colors for trunk and branches, as they appear from point of observation. Then let all make, for instance, an oval shaped tree; then a spreading tree; then a pointed top tree, etc. Use drawing paper of uniform size and make into a tiny tree booklet. Cover may be made of drawing paper with simple border-line around and "Trees" printed near the top. Thursday — Advanced Paper-cutting. Best suited to Fifth Grade and above. This deals with the making of flowers by cutting separate pieces of paper of correct color and shape, and pasting in place so that they make the picture of a flower. These papers may be bought of any school supply house. Call for glazed cutting papers, assorted colors. Buy also colored plates of attractive, simple flowers such as daisy, lily tulip, pansy, etc., or Flower and Seed Catalog pictures may be used. Show ^Program S§ pictures and talk about different parts of these flowers, their shape, color and size. Then let children pick out papers to match color, cut out, paste or suitable mounting paper, securely and neatly. It is well to paste stems first and then arrange flower and leaves in correct posi- tion on stem. The class may be divided into three or more groups, each group making a different flower. In more advanced classes, cuttings may be made from real flowers, instead of pictures. Use simplest ones at first — perhaps just a clover leaf would be bard enough for first lesson or a simple vegetable might be a good starting point. Week III — Sandtable — County Faie Monday — Plan grounds and lay off walks; ascertain just how much space can be used for buildings and decide upon size; how much can be used for amusements and decide upon the size of apparatus. Lay off plenty of space for stock and poultry exhibits and decide on style of pens, etc. Have a few children at a time, work on these spaces and mark off. Tuesday — Clay-Modeling. Divide class into two groups. One group make poultry of different sizes; other group make hogs and pigs. Save best results, and dry. Wednesday — Group I may mould horses. Group II mould cows. Save best, and dry. Thursday — Show pictures of various kinds of apples or show real apples. Group I, mould apples. Save best and dry. Group II, paint pictures of fruit and vegetables on drawing paper of such size that when the ends are pasted one over the other the result resembles cans of fruit or vegetables. These cans and apples may be displayed on "shelves" over which a shelter is constructed or may be placed just outside the "Agri- cultural Building." Friday — Model clay vases, bowls and dishes for the "Chance Booth." Week IV Monday and Tuesday — Cardboabd Construction from Boxes. Divide class into four groups. Group I — Work on soft drink stands, ticket stand, etc. Paste pictures inside in such manner as to represent clerks behind counter, or in ticket office. Group II — Work on pens, shelters and coops. Group III — Work together on one Merry-Go-Round, with the teacher guid- ing, but children leading in suggestions. Two children may work on the circular top and bottom, and cut from cardboard, tiny horses. Still others may fasten the seats and horses. 90 ProgbaM Group IV — To be composed of only two or three of best workers. Con- struct Agricultural Building under direction of teacher. Wednesday — Paint and shellac clay animals and apples. Thursday — Paint and decorate booths, buildings and Merry-Go-Round. Friday — Set up sandtable. Invite guests to see it. Play going to the Fair, and making purchases. Sell out and let them take home what they made. Group constructions may be used as aivards for good work or conduct. N. B. — Do not mistake the busy bustle of handwork for disorder. See that all are busy and expect to hear "the hum of machinery" where articles are being manufactured. LIBRARY OF CONGRESS 021 720 683 2 •