Course of Study For the Public Schools of Kalamazoo, Michigan BOOK ONE Early Elementary Department | 9 2 5 Course of Study For the Public Schools of Kalamazoo, Michigan accº / A clu * & Y? … . * BOOK ONE Early Elementary Department I 9 2 5 . e , --, sº ! . . N 3 J.32.vx C. : . . . . ) * - L - 3 TABLE OF CONTENTS For Course of Study—Early Elementary Department Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 The Aim of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Health Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 i The Teacher's Personal Equipment for Establishing Health Habits in the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Health Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Physical Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Health Inspection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Mental and Emotional Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Health Provisions which Should be Made for the Child by his Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.) Habits and Abilities to be Established During the Pre-School Period by Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * * * * * 21 Health Achievements which may be Encouraged in School. . . . . . 23 Practical Efficiency Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Practical Efficiency Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Citizenship Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Citizenship Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Leisure Objective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Leisure Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 General Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Psychological Principles on Which to Base Procedure . . . . . . . . . . . . . . . . . . 34. The Laws of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34. Rules of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Psychology of Individual Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Psychology of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 The School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Main Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Work Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 The Function of the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 The Child Active . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Classification of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Activities Based on the Tendency to Imitate and to Interpret.... 46 Activities Growing out of the Child's Interest in Exploring, In- vestigating, and Experimenting . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Activities Showing the Child's Interest in Making and Beau- tifying Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Activities Promoted by the Child's Social Tendencies his De- sire to Participate and Co-operate . . . . . . . . . . . . . . . . . . . . . . . . 49 Activities Promoted by the Child's Desire to Communicate and to Exchange Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Activities Wherein the Child's Satisfaction in Recreational Pur- suit is Expressed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Record Summary Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 3b TABLE OF CONTENTS Scientific Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Nature Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 School Pets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 School Gardens and Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S5 Nature Excursions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Seasonal Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Migrating Birds in Spring and Fall . . . . . . . . . . . . . . . . . . . . . . . 57 Fall Trees and Pretty Leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Cocoons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Seeds and Nuts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Rain and Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Snow, Frost, and Ice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Wind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Cookery and Household Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Achievements Resulting from Nature Experiences . . . . . . . . . . . . . . . . . . 61 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Number Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Materials Needed to Promote Number Experience . . . . . . . . . . . . . 65 Suggested Activities Involving the Need for Number in Kin- dergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Achievements Growing out of Number Experience in Kin- dergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Activities Involving Need for Number in First and Second Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Achievements Growing out of Number Experiences . . . . . . . . 67 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 English Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Language Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Activities of Children which Stimulate Free, Oral Expression. .. 69 The Teacher's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Achievements Growing out of Language Experience . . . . . . . . . . . . 70 Literature Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Lists of Stories Especially Adapted for Telling . . . . . . . . . . . . . . . . 71 Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Folk and Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Religious Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 First Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Folk and Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Fables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Modern Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Nature Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Religious Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Second Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Fables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Folk and Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Geographical and Historical Stories . . . . . . . . . . . . . . . . . . 74 Nature Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Bible Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Reading Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 General Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 How to Stinnulate Beginning Reading . . . . . . . . . . . . . . . . . . . . • * * * * 77 List of Library Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 For Kindergarten and Beginning First Grade . . . . . . . . 77 TABLE OF CONTENTS 3c For Advanced First and Second Grades . . . . . . . . . . . . . . 78 Materials for Stimulating Reading . . . . . . . . . . . . . . . . . . . . . . . 78 Activities for Stimulating Reading . . . . . . . . . . . . . . . . . . . . . . . . 79 Points to Consider in Working up Experience Material . . . . 80 Beginning Reading Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Classification of Children for 1A Reading . . . . . . . . . . . . . . . . . . . . 81 Reading Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Phonics in 1A Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Second Grade Reading Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Informal Reading Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Remedial Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84. Reading Achievements for Advanced First and Second Grades. . 85 List of Primers and First Readers which are Used . . . . . . . . . . . . 85 Written English Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Activities of Children Involving a Need to Communicate, Rec- ord and Create . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Technique in Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Suggestions for Writing Lesson . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Practice in Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Writing Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Spelling as it affects Early Elementary Grades . . . . . . . . . . . . . . . . . 89 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Industrial and Fine Arts Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 General Achievements Growing out of Industrial and Fine Arts Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Wood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Care and Accessibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Teacher's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Child's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Suggestive Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94. Blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94. Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94. Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94. Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Clay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Materials for Care and Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Teacher's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Child's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Suggestive Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Sand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Cloth and Roving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Care of Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Teacher's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Child's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Cutting and Mounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Care of Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Teacher's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 3d TABLE OF CONTENTS Child's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Construction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Suggestive Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Paint Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Teacher's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Child's Part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Crayons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Achievements . . . . . . . . . . . . . . . . . . . . . . . . ". . . . . . . . . . . . . . . . . . . 102 Blackboard Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Music Experience . . . . . . . . . . . . . . . . . . . . e < * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 104. Aims . . . . . . . . . . . . . . . . . . . . . . . • - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 104. Importance of Early Training in Music . . . . . . . . . . . . . . . . . . . . . . . . 104. The Place of Music in the Day's Program . . . . . . . . . . . . . . . . . . . . . . . . . 105 Mood and Appreciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Technique and Help for Monotones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Steps in Teaching Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 How to Choose Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 How to Teach Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • * * * * 107 Song List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Autumn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Bird Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Animal Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Songs of Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Home and Doll Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Play Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Songs for Special Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Indian Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Patriotic Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Transportation Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Religious Songs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Type Songs for Second Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 List of Skips, Dances, Dramatic and Singing Games . . . . . . . . . . . . . . . . 112 Rhythms suggestive of other types of Dramatic Expression . . . . . . . . 113 The Use of the Phonograph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Achievements in Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Dramatic Art Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Materials Stimulating Dramatic Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Various Stages in Dramatization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 First Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Second Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Play and Game Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 TABLE OF CONTENTS 3e Provisions in Equipment and Environment . . . . . . . . . . . . . . . . . . . . . . . . . 120 Play Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . s e s = e e s e e s - e s • e s s s e s e º s 121 Activities Indoors and Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Suggested Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Traditional Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Singing Games and Dances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Health Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Practical Efficiency Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Citizenship Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Leisure Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Social and Religious Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Opportunities Provided for Social and Religious Growth . . . . . . . . . . 131 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Detailed Projects (Inserts) Kindergarten—Boats First B–Indians First A–Farm Second B–City of Kalamazoo Second A–Holland A Typical Day's Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 First Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . 1 36 Second Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Child Study Charts and Progress Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Key to Progress Card and Report Statement . . . . . . . . . . . . . . . . . . . . . . . 142 Parents and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 General Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14.7 INTRODUCTION The Course of Study for any school system should adapt itself to the actual needs and interests of the individual child. It there- fore affects the external organization of the school and is in turn affected by that organization. The organization thus determined for Kalamazoo is in general as follows: Believing that the years of childhood spent in kindergarten, first, and second grades is a period which constitutes a unity of child life and development, these departments have been closely articulated in their work and supervision. Purposeful activity on the part of the children as the aim of the school has free play in the atmosphere of true freedom. This free exercise of purposeful activity leads to the project method as the method of teaching and of child develop- Inent. The next period closing approximately with the twelfth year of age may be roughly termed the pre-adolescent period of growth. The school organization corresponding is designated the elementary grades. During this period child growth in freedom, self control, and self direction takes place. Into his previous activity of “work and play” comes the third factor “study”. To balance these activities in better proportion, the “Work, Study, Play” plan was organized in the elementary grades of Kalamazoo Schools. By this plan specially trained teachers are provided for the special lines of study, art, music, literature, penmanship, and physical education, and the regular grade teacher is provided for the subject matter of the other studies. The seventh grade roughly marks the heginning of the adolescent period of development. Grades seven, eight, and nine constitute the initial stage of this period. Conflicting ideas and emotions occupy the mind, ideals of life are forming, reflective think- ing is taking place, diversity of interests exists, and vocational ideas are taking root. To this stage the Junior High School with its academic, commercial, and prevocational courses is well adapted, sup- plying its differentiated courses to meet the varying abilities, capacities, and needs of the individual pupils. Moreover, it furnishes a fairly complete education for those who are obliged to drop out of school at the age of sixteen. The tenth, eleventh, and twelfth grades carry the student farther into the adolescent stage. The Senior High School organi- zation is well adapted to continue the lines of work of the lower school to carry the differentiation of courses still further, to give the student a better preparation for life, and to fit him to enter the higher institutions of learning if he so desires. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 5 The various curricula have been prepared in all parts in ac- cordance with the organization set forth above. The question of what should enter into a course of study is ever a puzzling one to those who have to do with the planning or organization of such a thing. If we accept the now general view that the school is an institution which not only prepares for life but IS life, we have very wide limits and the curriculum becomes very inclusive. But if we accept another theory that the curriculum is the embodiment of race experience to be made over in so far as possible into present day life experience, perhaps the matter is sim- plified somewhat. The subjects of study then become but phases of life about us—a thing that teachers and superintendents too often fail to take into consideration, and thus lay the foundation of many mistakes. These phases of life or subjects of study constitute largely the life of the school. The school is the institution which takes the child at an early age and for a number of years in connection with other institutions and influences, broadens his experiences, strengthens his powers, his capacities, and seeks to advance him toward the goal set up as the purpose of his education. In this process it should make him better able to adjust himself to his environment and make it minister to his physical, intellectual, moral, and aesthetic nature. One point, therefore, that should not be overlooked is that the schools should be organized and conducted to give the child the greatest possible command over things that are around and about him. In this connection it should be said that it is but fair that he ask to be given some insight into vocations, some guidance, and some training toward a vocation. In the planning of the course it was the aim so far as experi- ence and conditions would allow not to lose sight of certain principles and standards—namely, that needs and interests of present day life and environment should be reflected in the curriculum, and that the work at any stage should be adjusted to the individual needs and capacities of the child; that provision should be made for motivation, opportunity given for independent self-direction, and for growth in proper personal qualities and in appreciation of worth, also for the increasing power to organize and use knowledge. Grateful acknowledgment is made for the earnest co-operation of all teachers of the city in preparation of the various courses of study. It has been a co-operative piece of work in which all teachers have participated. In each line of study a committee has had the preparation in charge under the general help and direction of the supervisor. I wish to express my hearty appreciation of the fine co- 6 KALAMAZOO PUBLIC SCHOOLS operative spirit shown in the work by the teachers, principals, and supervisors alike. For various reasons it seemed advisable to publish the course in several divisions rather than to have it in one large book. Book I —Early Elementary Department. Book II —English, including special literature for the elemen- tary grades. Book III—Arithmetic, nature study, geography, and history for the elementary grades. Book IV—Junior and Senior High Schools. Book V —Art, industrial arts, household arts, manual training, and vocational studies. Book VI—Music and Physical Education. EARLY ELEMENTARY DEPARTMENT In January, 1923, a course of study to cover kindergarten and first grade was put into print. To the extent of my knowledge, this was the first expression in print anywhere of this type of course of study. Since that time, however, other notable courses of this nature have been placed on the market. Our first book was a co-operative piece of work on the part of all teachers of this department working as a committee under the supervision and guidance of Miss E. Mae Raymond, former Early Elementary Supervisor. Before this book went into print, valuable suggestions were offered by Miss Marie B. Fowler, the present supervisor. The course as first published has been carefully revised and the work extended so as to include second grade. This revision has been the result of a co-operative piece of work on the part of all teachers of the department work- ing as a committee under the supervisor, Miss Fowler. In behalf of all concerned, I wish to express sincere appreciation of the work of all who participated in the preparation of this book. Further ex- planation concerning it will be found in the Foreword of the com- mittee which follows. September 1, 1925. E. H. DRAKE, Superintendent. FOREWORD The material offered in this booklet is a curriculum only in the broadest interpretation of the word. The committee has en- deavored to put into this form that which would give a teacher, a supervisor, a superintendent, or a parent some source to come to, in their desire to understand and to value some of the changes in edu- cational standards and methods which they are asked to accept in the school work of the present day. The committee believes in the unification of the early grades. The active interests that characterize the life of the child of four and four and a half years of age are still found to be predominant ones in the life of the child of seven or eight years of age. This curriculum is therefore planned to meet the needs of the child of kindergarten, first, and second grade age. The Committee feels that there should not be a distinct ac- complishment set for the kindergarten and another for the grade beyond, but rather that the whole period of growth, from the fourth to the eighth year, should end with a certain accomplishment essential to the period. In order to partially determine this achievement or accomplishment resulting from free activities work, an attempt was made in 1923 and 1924 to measure three groups of children through- out the city of Kalamazoo, comprising a total of more than fifteen hundred children. A list of habits, skills, knowledges and appre- ciations organized under our four chief objectives—Health, Practical Efficiency, Citizenship, and Leisure—were listed and used by the Early Elementary teachers in checking and measuring the children. These achievements now appear following the sections on objectives and also in connection with each of the experiences provided for the children from which such achievements should naturally result. A steady forward movement very largely at the individual's own pace should result in his having attained the growth essential to the period. Many individuals acquire more than the average achievement. The formulating of this material has been somewhat difficult since both in form and content it represents a definite departure from the subject matter requirements and instructions to teachers usually listed in courses of study for early grades. Subject matter existing in the natural experience of childhood is herein interpreted and valued. Teachers will find few instructions, few outlines, and few set requirements for a term's work. In place, such material is offered as would enable a teacher to become fully informed as to the facts that affect child life and to become intelligently in sympathy with child life. The study of this material should enable the teacher to solve any of the problems that come up in the daily work with the 8 KALAMAZOO PUBLIC SCHOOLS children and to set the standard of achievement for her group so that the children would come through the semester's work with their capacity fully utilized. The chairmen of the various curriculum revision committees wish to acknowledge the hearty co-operation of all the teachers of the Early Elementary department of the Kalamazoo Public Schools, years 1923-1925. It is due to their very definite contribution in out- of-school time and effort that this revision was made possible. To a large extent, it is the formulated records of the experiences and ac- complishment of the department during the last few years, together with a statement of the ideals and standards which have influenced the teaching procedure. Acknowledgment for inspiration and help is due and gratefully given to Professor Patty S. Hill of Columbia University, Miss E. Mae Raymond also of Teachers College but formerly Early Elementary Supervisor in Kalamazoo, and to the many others who have aided personally or through their writings. The Committee. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 9 THE AIM OF EDUCATION “Education is Growth."------------------- John Dewey “The purpose of education is to make desirable changes in people in order to control conduct.” F. G. Bonsor. “The continuous remaking of the child to ever higher and richer levels.” Wm. H. Kilpatrick. * Education as Adapting Conduct to the Needs of Life “Life is a succession of activities in meeting needs. From ear- liest childhood to old age there is an urge within us that expresses itself in the form of needs and attempts to satisfy these needs. By reason of the age-long experience of the race it is possible to help one to much higher measures of success in meeting these various needs than the individual could accomplish if left to himself. It is just because of this need for help and because much help is available that we have a problem of education and a means of solving it. It is the whole purpose and process of education to adapt con- duct to the most wholesome and complete satisfaction of these needs that life itself may be most complete and wholesome. Whatever makes a difference in conduct which helps to meet any real need has educational value in just the degree that it makes such a difference.” F. G. Bonsor. “Life is, properly and desirably, a process, a stream, continu- ally (if not continuously) enlarged and enriched. Each present experience must grow out of the preceding and lead into the suc- ceeding. With each succeeding step in time should come an ad- vance in meanings, in richness of content, and in control over the process. Thus the babe, the young child, the older child, the adolescent, the young adult, and the older adult, should normally and properly illustrate these advances. In this process learning in- herently enters. Meanings and better control are learned; that is, learning constitutes the steps forward and upward toward richer content and more effective control. Such steps forward and up- ward become then the aim of education and its reason for being. “Let us analyze the life process more closely. Each experi- ence should mean advance along three lines or, better, in three aspects: First, in better outlook upon and insight into life and its 10 KALAMAZOO PUBLIC SCHOOLS possibilities. Let us call this the growing outlook and insight. From the working of this come the data for better decisions: Does one see better what to do? Second in the growing disposition to act according to outlook and insight. This will mean many specific at- titudes and appreciations. Let us call these the growing attitudes to fit the growing outlook and insight. From these come life's de- cision: Will one decide according to insight? Third, increase in instrumental power to effect what is chosen according to the grow- ing outlook and insight. This increase will be in both knowledge and skills. By a pardonable extension of meaning we call this the growing technique of control. The life process is thus healthy and proper when there is continual (preferably continuous) and simultane- ous growth along these three lines; Does one see what to do. Will he do it? Can he do it? See, will, can—these three constitute the major lines of growth.” Wm. H. Kilpatrick. What the curriculum must offer to meet the aims of Education “Work of the curriculum should be identical with work that is concerned with adequate participation in human life.” The curriculum should be based on fundamental needs of Preserving health . . . . . . . . . . . . . . . . . . . . . . . . . . . . Health Doing well the work of life . . . . . . . . Practical Efficiency Co-operative effectiveness . . . . . . . . . . . . . . . . . . Citizenship Use of spare time . . . . . . . . . . . . . . . . . . . . . . . . . . . Leisure At whatever stage in education, the content selected for the curriculum should be approached or at least appear in the social relationship which requires its use. The activities of the curriculum represent present needs; the subjects of study, the social inheritance. School work should be made up of activities growing out of needs and endeavors to satisfy these needs. To profit by the experiences of others, present and past, in meeting these needs, we turn to the school subjects and there we find the summarized results of experience. “The content of any curriculum must be determined by the demands of society on the one hand and the child's nature on the other.” - F. G. Bonsor. “How, then, shall we state the resulting objectives? “(1) For life as a whole: that the general social life shall at all points bring to each and all together the highest feasible degree COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 11 of continuous growing as already defined. The greatest of teachers said: “I came that ye might have life and have it more abundantly.” (2) Specifically for the school: that the school program shall consist exactly of such socially conditioned enterprises as shall prove in high degree (a) gripping, stirring to vigorous action, (b) chal- lenging to the present powers and limitations of outlook, insight, at- titude, and technique, yet within reach of reasonable endeavor, (c) suitably varied so as to bring all-round and continuous growing.” Wm. H. Kilpatrick. What the curriculum must offer to meet the needs of the child in the Early Elementary Group, i. e. the Kinder- garten, First and Second Grade. “The case is of child. It is his present powers which are to assert themselves; his present capacities which are to be exercised; his present attitudes which are to be realized. But save as the teacher knows, knows wisely and thoroughly, the race of experience which is embodied in that thing we call the Curriculum, the teacher knows neither what the present power, capacity, or attitude is, nor yet how it is to be asserted, exercised and realized.” John Dewey. When one thinks of need as growing out of and being satisfied by “adequate participation in human life activities”, the needs of children and adults are regarded much the same. The basic needs are fundamentally the same, hence it is all important that what the child does, thinks, or feels must affect life for him as it affects his problem of health, practical efficiency, citizenship and use of leisure. The significance of these four objectives and the way in which “desirable changes in conduct” would offer a more abundant life to the child of this period (four years to eight) are important items for consideration. THE HEALTH OBJECTIVE Health is the foundation of a normal life—it is a positive, dyna- mic thing. The three phases of the health problem, the physical, the mental, and the emotional are all of vital importance in every school curriculum. Each school environment, problem, and teaching sit- uation should be considered in relation to its health aspects. As habits 12 KALAMAZOO PUBLIC SCHOOLS are easily established during the earlier years of life, the school can do much to encourage correct health habits. The Teacher’s Personal Equipment for Establishing Health g Habits in the Child 1. Radiant health—a sound body—good health habits—an opti- mistic, buoyant nature—and a sense of humor. 2. A consciousness that development should come through life situations. 3. An appreciation of the difference in development of chil- dren of the same age. 4. A knowledge of the physical, mental, and emotional con- dition of each child. 5. The ability to detect disorder indications, such as: fever, rash, exhaustion, inflamed eyes, heavy eyelids, hoarseness, undue tiredness, etc. 6. The ability to recognize symptoms of mental and emotional ill-health, such as: fear, rage, disobedience, daydreams, etc. Aims:—from the standpoint of the teacher, in maintaining the health of the children. 1. To help children grow. 2. To give opportunity for the functioning of health habits. 3. To protect the child's organism from such blights as: Contagious diseases. Malnutrition. Strain of any sort. - Reduction of the bodily temperature (avoidance of drafts, etc.) Corrigible physical defects. 4. To conserve child energy. (The proper balance should be kept between physical and mental activity, allowing frequent alter- ations of position, frequent opportunities for play, moving about and rest.) g w | | 5. To protect emotional growth. (The physical, mental, moral, and emotional health are closely related.) 6. To follow the order of the development of the nervous, muscular, circulatory, respiratory, and digestive systems. 7. To develop co-operation between school, home, and health agencies. COURSE OF STUDY-FARI.Y F.I.EMENTARY DEPARTMENT 13 Health Principles 1. The child's business is to grow. 2. The child's environment must be an aid to physical, men- tal and emotional health. 3. The school should offer opportunity for the development of natural activity through its various resources. 4. Health habits should be established, such as personal cleanli- ness and right mental and emotional attitudes. 5. Health instructions should not be confined to any lesson period but should be embodied in all the activities of the day. 6. Efficient health inspection is necessary for building up health as well as for preventive measures. 7. Co-operation of parents is essential. Physical Health: “No matter what combinations of qualities a child has, if he has not the physical means for making it avail, it will help him little. Much of the power gained by the young human being is not brought to him by the exercise of the particular faculty involved by learning, by training, but is the mere consequence of unhindered healthy development.” “Suggestions of Modern Science Concerning Education.” By Jennings, Watson, Meyer, and Thomas. “To fill a child's blood with red corpuscles falls within the field of education as much as the three R’s.” Terman. Health is the most important factor to be considered in early education because statistics show that there is greater liability to diseases during the earily period of a child's life. The beginnings of 90% of all the physical defects of individuals can be traced to this period of childhood. Mortality is ten times greater at this time of the child's life than at any other. A large percent of morbidity also has its beginnings then. The health of a child is important not only on his own account, but because he comes in contact with other children in school. Modern science has proved that worry, fear, pain, cold, hunger, fatigue, unhappiness, nervousness, over-excitement, over-strain of any sort, break down the child's resistance. If education subjects the child to an unnatural regime instead of to open air, freedom, and sunshine, all vital functions will be disturbed. 14 KALAMAZOO PUBLIC SCHOOLS The chief factor in health habit formation for little children is freedom to grow and develop in a healthful enviornment provid- ed for them both out of doors and in. The teacher's own whole- some attitude toward her work, the materials with which the chil- dren carry on their “joy-full” activities, and the program of work are also to be considered. (For environment and equipment furthering health of Early Elementary children, see School Situation, Typical Day's Program, etc., pg. 39ff and 135ff.) Every activity in which the children engage may be, and should be evaluated from the health standpoint—no matter whether the child is resting, reading, painting at the easel, working with car- penters' tools in the shop, eating his lunch, engaged in rhythmic or dramatic play, or busy with block construction. Is the child happy and whole-heartedly interested 2 Is his posture good, considering the activity in which he is en- gaged 2 If active, is he vigorously using large fundamental muscles? If resting, is he relaxed 2 Is the activity engaged in healthful for this particular child 2 Such an evaluation by the teacher will help her to keep the “Health Objective” constantly in the foreground, and the children will be helped in forming good health habits in relation to all their daily activities. Since the school program has become more flexible and informal there is greater opportunity for good habit formation along all lines. g Definite health work with children of Early Elementary grades must and should grow out of their activities and interests. Obvious- ly the rest, lunch, play, dismissal, and toilet periods are times when the children should be carefully supervised to make sure that proper health habits are being practiced daily. The lunch period very often encourages a most worthwhile discussion of foods and the manner in which foods should be eaten. Such informal discussions, the chil- dren freely and actively contributing because they are interested, are far more valuable than a formal period set aside for a similar dis- cussion. Reports from mothers show that a desire for milk, fruits, cereals, coarse bread, and vegetables has in many cases taken the place of a less wholesome appetite, because of these little conferences in school. - . . . . . . s Opportunities for health discussions naturally come in connec- tion with the daily care of the bird, fish or plants, or in the care of the dolls and the doll corner. This grasping of opportunities which COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 15 naturally arise in connection with the children's play and work is perhaps the best way to handle Health Education with little folk. In advanced First and Second grades the making of health rules, health posters, health movies, and books, and tabulating increase in their own height and weight record is also of interest to the chil- dren. A study of “How to keep well and grow strong”, has been found successful, and full of interest for advanced Second Grade children. Health Inspection: Health inspection should be a means of promoting health among the children as well as of detecting physical defects and diseases. If a complete and thorough examination has not been made before school entrance then one should be provided for as early in the child's first school year as possible, the parent, doctor, nurse and teacher all present. It should include a test for hearing and vision, the taking of height, weight, lung capacity, arm strength and chest measurements. The condition of the skin, nose, throat, teeth, tonsils, cervical and thyroid glands, and signs of adenoids or eye-strain should be care- fully noted. The heart and lungs should be carefully examined; also scars from vaccination and operations. Defects in posture, speech, signs of nervousness and any peculiarities or physical abnormalities should be considered. Physical defect and abnormalities must be fol- lowed up from time to time, and home calls made by the nurses where children have been absent from school for two days. In case a child is absent from school because of an infectious or contagious disease, a permit to return must be had from the city health office. A group where an infectious disease has been discov- ered must be watched daily by the nurse or doctor to prevent further spread. Otherwise a weekly inspection by these authorities, supple- mented by daily observation by the classroom teachers for hot hands, watery eyes and noses, skin eruptions, coated tongues, and other simple indications of health disorders, is sufficient. The health history blank for each child from his period of in- fancy is filled in by parents and additional data is written by the teacher from time to time as necessary. This health record in re- gard to the child's progress in health is passed on to succeeding teach- ers as the pupil progresses through the grades to aid each teacher to a better understanding of the child. - Fortnightly or monthly weighing and measuring of the chil- dren in school helps to build a desire to gain normal weight and 16 KALA MAZOO PU. Bi,IC SCHOOLS height. Such data is not thought so indicative of the physical con- dition of children as formerly, but it does stimulate underweight and overweight children to endeavor to form better health habits. The school Dental Hygienist inspects and cleans the teeth of the children. This is done for every Early Elementary child once a year, and notice is sent to parents if further dental care seems neces- sary. Mental and Emotional Health: The Mental and Emotional Health of a child has its beginning in the earliest years of life. It is then that habits are formed which result in good or poor adaptation, causing him to be a failure or success in adjusting himself to changing situations and in meeting the needs of life. If these first years are intelligently managed, it will add greatly to the happiness and efficiency of the child all through life. If a child has adaptive difficulties such as shyness, fear, ob- stinacy, jealousy or sensitiveness, his real abilities are likely to be ob- scured, causing failure, ridicule, and unwholesome publicity. It is the teacher's business to find the basis for any undesirable mental habits already formed, and to see that no such difficulties are the result of school experiences. The teacher must provide sufficient outlet for self expression, in order that the child will not feel his desires continually thwarted and repressed. Some children will seek satisfaction in rebellion to authority, while others will become discouraged and lose the ability to guide themselves. The child should not be conspicuous in the group for either blame or praise. If blame is necessary it should be disapproval of the act. If anything is to be exploited, attention should not be focused on the child but on that which the child has done or the way in which he has accomplished it. Failure is one of the most common causes for unhappiness. Re- peated failure may find compensation in day-dreaming which be- comes the end in itself. Every child should be shielded from those experiences which result in repeated failure, and should be able to feel that he is successful in at least one thing. His problems should be within his ability, and of such a type that he will be eager to work, and will find joy in the execution of his problem, and joy in the re- sult. His experience should result in attitudes that will cause him to be self-controlled, co-operative, and to grow in poise and self-respect. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 17 One of the chief aims of education, Dr. Thorndike states, is “happiness—not remote, but present.” Happiness is a healthy nor- mal emotional state that permits a child to be his natural self, to work and play, to sing and talk, and to express himself in a whole- some manner suited to his period of development. Pleasurable emo- tional states promote physical growth and well-being. In preserving the mental health of the child, his mental age must be considered. If children of widely varying mental ages are grouped together, conditions will follow which result in mental ill- health. The child with limited ability is constantly aware of his failure to meet the standards set by those more capable than him- self. He does not have opportunities for self-expression because he is slow and others express their ideas first. His few latent pos- sibilities cannot develop properly, because they are unseen by both himself and companions, in the light of their greater achievements. He is hampered and discouraged by his apparent failures, or ac- celerated to keep pace with the group. On the other hand, the child with a high degree of intelligence becomes aware of his own su- priority and he does not have to use that intelligence to its utmost, and consequently forms habits of mental laziness. In order to promote the mental and emotional health of chil- dren it is necessary that they be classified according to ability. In- telligence tests, classification tests, informal tests in subject matter, and teacher judgment must all function in placing each individual child where he will do his best work. Abnormalities require special study and the care of the doctor or nurse and special teacher. It is recommended that children with an I. Q. of 70% or less be excluded from the regular kindergartens and primary schools and be taken care of separately. The environment should contribute toward healthy mental at- titudes by giving opportunity for expression of ideas through channels which satisfy the child. The equipment of the room should offer stimuli as well as op- portunity for the development of ideas. SUBJECT MATTER (In Relation to Mental Health) Subject matter has a definite bearing upon the child's mental health. It must meet the needs of the child or it becomes anything but beneficial. The proper balance should be kept between physical and mental activity. When the energy or attention of the organism is thor- oughly engaged in one activity, physical or mental, other activities 18 KALAMAZOO PUBLIC SCHOOLS do not prosper. Any derangement of one function deranges the per- formance of other functions. Industrial Experience Industrial activities offer mental stimuli and give ample oppor- tunity for thinking out the solutions, therefore increasing mental activity. English Experience Exchange of ideas and social intercourse add much to health- ful mental activity. The fact that a child who has a generous literary background, is able to more freely interpret his experience, shows that this part of the subject matter aids mental growth. It develops resourcefulness and healthful mental activity. Pictorial Experience If a pictorial result expresses an idea or tells a story inten- tionally, there is evidence of mental growth. Growing technique shows growing power of observation as well as growth in muscular control. Plastic Experience Mental growth is largely shown in the use of the final results, the quality of it and the ideas expressed. Growth in technique shows power of observation and higher standards as well as control. Music Experience Ability to learn and to sing songs adds to the child's mental horizon and increases mental resourcefulness. Dramatic Experience To lose one's self in natural dramatic representation shows a healthful mental state. The power to co-operate in games and to consider others shows normal adjustment and adaptability. Emotional Health The emotional side of a child is bound up in all his daily ac- tivities. It is necessary to eliminate from his environment those con- COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 19 ditions which call forth undesirable emotional reactions to guard him against over-stimulation and strain, and give him a chance for the free expression of his ideas. “The neurotic child is the creature of his environment. Let us avoid moral over-pressure by not taking the faults of the child too seriously and by holding him to a standard of conduct commensurable with his immaturity.” Terman. SUBJECT MATTER (In Relation to Emotional Health) Right states and mental content can only come by recognition of instincts, interests and the intellectual and moral development of this period, and by providing opportunity for exercise and growth as well as for abundant activity, social experience, etc. If the child is assisted in working out his various interests, ac- cording to his capacities, and is given freedom for emotional ex- pression in music, art and dramatization projects; if he is helped to cultivate normal social relations, self-control, and the spirit of co-operation, he will have an emotional reaction which will make for balance, sanity, efficiency, and happiness. Industrial Experience The purpose behind an achievement and the pleasure or dis- pleasure resulting from the accomplishment has an emotional quality not to be overlooked in judging a child's capacity. Literary Experience Growth of imagination and the satisfaction gained by being able to express his feelings and interpret experiences, affords emo- tional pleasures to the child. Linguistic Experience Many pleasurable emotions result from intercourse with others. Normal contacts bring normal emotional experiences. Pictorial Art Experiences The child's constant desire to express ideas, moods and feelings through form and color is satisfied by pictorial expression. Plastic Art Experience - The very plasticity of material affords emotional outlet. Music Experience - Music is the most subtle vent for emotional expression. The pure joy of singing or listening to music aids greatly in interpreting emotional life. * 20 KALAMAZOO PUBLIC SCHOOLS Dramatic Art Experience The joy of personal identification, the “me” side of dramatic expression affords one of the best means of emotional satisfaction. Religious Experience A purely emotional factor is felt by children instinctively in some interests, such as nature contacts. HEALTH PROVISIONS WHICH SHOULD BE MADE FOR THE CHILD BY HIS PARENTS I. . At home. 1. Twelve hours of sleep, well covered, alone, every night, with wide open windows. - Regular hours of retiring and rising. A regular afternoon map for children not in school. 2. At least two hours play out of doors daily. When weather does not permit, the same amount of play indoors with windows open. Suitable play materials: Balls, blocks, wagons, hammers, nails, odd boxes and pieces of wood, spools, etc. Scraps of cloth, crayons, paper. Good picture books, story books, scrap books. As far as possible, the child's parents should be his play- mates and companions. 3. Loose, light-weight, day clothing and night clothing of suit- able warmth for season of the year. A change of such clothing at least twice a week. Buttons on clothing so child can learn to help himself. Shoes and rubbers that are large enough and properly shaped to fit the feet. 4. Three warm wholesome meals regularly each day, with no candy or other sweets between meals. Every day, some fruit and two or three vegetables, includ- ing one green or leafy vegetable. At every meal some whole grain bread or cereal. At least one pint of milk each day but no tea or coffee. At least three or four glasses of water a day. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 21 5. A warm tub bath at least twice a week all the year around. An individual towel, wash cloth, drinking glass, tooth brush, brush and comb, and handkerchieves. II. For school. 1. . Clean, loose, comfortable, suitable clothing for work room, with all the buttons on. Suitable wraps—with child's name on each garment. A clean handkerchief daily, and a pocket in which to keep it. Regular and prompt attendance at school. An excuse when the child has been absent. A physical examination by child specialist, for child be- fore school entrance. Correct weight for height upon school entrance. Physical defects corrected, before school entrance if possible. A visit to a dentist at least once a year. Child kept at home when sick or coming down with a cold. . Certainty that child has a natural bowel movement every day (in the morning preferably as a result of proper food, exercise, etc., not drugs.) HABITS AND ABILITIES TO BE ESTABLISHED DUR- ING THE PRE-SCHOOL PERIOD BY PARENTS Mental and emotional. 1. 2. : Child is interested and attentive and exhibits a normal curiosity. Has self-confidence. Looks in both directions before crossing street or alley. Does simple errands. Knows own name, father's name, street address, and tele- phone number. * Is not timid or afraid. Is normally friendly, happy, and cheerful. Is willing to help. Tends to be kind, honest, and truthful. Is able to amuse self and is not dependent on adults in play. 22 KALAMAZOO PUBLIC SCHOOLS 7. 8. Is learning simple courtesies as “please” and “thank you”. Is generally happy and obedient—does not sulk or whine. 9. Has a place for own possessions and is learning to care for them properly. 10. Concentrates on the task at hand. Does not use baby talk. 11. Physical. 1. Food. 3. i Eats three regular meals of nourishing, balanced food daily. Drinks three glasses of milk daily. Drinks three or four glasses of water daily. Drinks no tea or coffee. Eats little candy and then after meals or as dessert. Accepts cheerfully whatever nourishing and proper food is placed before him. - Masticates well and eats slowly with mouth closed. Does not eat food from off the floor. Cleanliness. 3. b. ti : Washes face and hands, brushes hair and cleans finger nails before coming to school. Brushes teeth, up and down and across, after meals and at bed-time. Keeps warm and dry. Makes proper use of toilet— Can button and unbutton underclothes. Flushes toilet. . - Washes hands before eating and after using toilet. Uses handkerchief when necessary. Covers mouth when coughing or sneezing. Keeps hands and objects from mouth, nose, etc. . Exercise and rest. Plays vigorously out of doors. . - Uses feet alternately when going up and down stairs. Stands and sits correctly. Relaxes and goes to sleep quickly at bedtime, and sleeps quietly for full twelve hours plus nap time. Uses well-modulated speaking voice, does not scream or yell when talking. . . . . . . . . . . . . COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 23 The establishment of all these foregoing habits is primarily the responsibility of the home. The school, however, must supple- ment the home training, and co-operate with the home in the estab- lishment of right habits. Repetition is a rule of habit formation. The school can help the home to establish those habits which can be re- peated with satisfaction by children from day to day in their school life. The home must be responsible for the formation of those habits which relate to activities carried on in the home environment. HEALTH ACHIEVEMENTS WHICH MAY BE ENCOURAGED IN SCHOOL Habits: Does not bring candy to school. Drinks plenty of water. Washes hands before eating. Engages in appropriate table conversation. Eats with mouth closed and does not talk while eating. Comes to school clean. Is careful in crossing streets. Uses handkerchief properly. Covers sneeze or cough. - Flushes toilet; washes hands after using toilet. Relaxes in rest period. - Engages in vigorous activity—out of doors if possible. - Exercises care in using sharp or heavy materials and apparatus. Keeps materials away from mouth. Maintains good posture at all times. Retains self possession when hurt or in emergencies. Retains cheerful demeanor. Skills: Makes proper us of drinking apparatus. Y. •. Manipulates eating utensils properly during school lunch (bot- tle, straw, cup). - Is able to wash own hands and face. Makes proper use of toilet. Has proper control of body. Avoids getting wet or cold. Knowledge: . Plenty of water is necessary to health. Clean, wholesome food is necessary to health. 24. KALA MAZOO PUBLIC SCHOOLS Fast and irregular eating is harmful. Milk, eggs, cereals, fruits, coarse bread and butter are whole- some foods. Tea and coffee are harmful. Personal cleanliness is necessary to health. Wholesome exercise is necessary to health. Going to bed early, with windows open, is necessary to good health. An older person should be consulted in case of emergency. Dirt infects wounds. It is wisest to avoid sick people (the quarantined house). Appreciation: Enjoys pure cold water. Enjoys plain food. Enjoys the feeling of cleanliness. Enjoys exhilaration following wholesome vigorous activity. Keenly enjoys fresh air. Note:–The “Health Objective” which has been considered in the foregoing has been set forth in far greater detail than will be the other objectives. There are two reasons for this. (1) Con- cern about the child's health and happiness is of greater import- ance than concern about other needs during this period. (2) Health affects the other objectives so that the detailed analysis of the others would result in much repetition of needs and values. The school atmosphere and environment, the activities of the children, and the guidance of the teacher are vital factors in pro- moting mental and emotional health. THE PRACTICAL EFFICIENCY OBJECTIVE Because of the immaturity of development and the lack of social experience, the child has little self-control, little perseverance, little grasp of situations, little skill, and few habits. The only way he can develop these qualities is by experiencing them. Therefore, it is the function of the school to provide situations in which these will de- velop. We may define “practical efficiency” with reference to the child from four to eight, as those skills and habits which enable him to take reasonable care of himself and to engage happily and whole- heartedly in the normal activities of childhood. - COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 25 * We should expect him to be capable of a certain amount of care of his own body. At seven years he should surely be able to dress himself, wash his hands and face, clean his nails, brush his teeth, and attend to his physical needs under ordinary conditions. We should expect him to take a reasonable interest in the care of his clothing, to hang it up when he removes it, to take care of it in school, hanging it on the hook and recognizing it in any emergency. A general sense of responsibility in the way of taking care of himself on the street, watching out for puddles and slippery places, care in crossing the street, and not running into other people is also to be expected of him. Also a habit of punctuality in getting to school on time, not playing on the way. With regard to play material, we should look for normal per- sistence in the investigation of new material, and in the carrying out of his play projects. In the way of skill with material, we should expect him to be efficient to the point of being able to carry out his play projects with clay, scissors, drawing materials, wood, textiles, carpenters' tools, paste, etc. We should expect an ability to choose material in relation to the project in hand. The child should be gaining interest and skill in the use of tool subjects, such as reading, writing, spelling, and numbers as they function in and enrich his present interests and activity. PRACTICAL EFFICIENCY ACHIEVEMENTS Habits: Comes to school on time. Puts on and removes wraps without loss of time, putting them in the proper places. Responds instantly to requests and signals without discussion. Does not loiter in the halls. Finds and places materials promptly. Keeps floor, tables, shelves, and lockers clean and in proper order. Uses materials and tools to best of his ability. Uses materials for experimental investigation and does not waste them. Does not mix media unless necessary. Uses suitable material. 26 KALAMAZOO PUBLIC SCHOOLS Is careful with toys, apparatus, books, and things he has made. Is careful when crossing streets. Is reasonably quiet when closing doors, moving chairs, or walk- ing about. - Engages heartily in work and play. Concentrates on task in hand, persevering in face of difficulty. Asks help when necessary. Performs errands satisfactorily. Seeks information through observation and experimentation. Uses well-modulated speaking voice. - Consciously works for good enunciation and correct use of English. e - Reads for thought. Maintains good posture when reading. Enumerates accurately. Writes own name. Is not dependent on the adult in play. Skills: Ability to do necessary things promptly. Ability to use crayons, paints, brushes, tools, and scissors with fair motor control according to best usage. t Developing ability to create. Growing ability in taking care of self and possessions. Growing ability in choice of activity. Growing ability in planning procedure. Growing ability in executing plans. Growing ability in judging results. Ability to read with proper comprehension and ease according to development and environment. Growing ability in using books. - Ability in verbal expression so child can gain assistance, give assistance, and enjoy play with others. - - Growing ability in organizing thought and carrying on con- secutive discourse.’ - - . Ability to count and measure, commensurate with his needs. . . . . Growing ability to discriminate in choice of materials, size, num- ber, space, and proportion, that have to do with projects. Ability to perform simple activities, such as running, skipping, hopping, etc. - - . COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 27 Knowledge: Promptness is essential to personal efficiency. Orderliness makes for advantageous use of time and space. Certain materials and tools are best for certain things. e Pleasure and valuable information may be gained through read- 1ng. Knowledge of qualities, characteristics and values of materials. Knowledge of how to use time to good advantage. Appreciations: Growing appreciation of neatness and cleanliness. Appreciation of materials and tools from the standpoint of use. Respect for teacher guidance and help from others. Respect for any product that represents worth-while effort. Enjoys success at the end of well-worked project. Thoroughly enjoys reading, and is genuinely identified with the reading interest. - THE CITIZENSHIP OBJECTIVE Modern psychology has proved that there are epochs in the child's mental and physical growth; that each higher stage is reached by passing through a more primitive stage, and that the lower stage may be essentially different in character from the higher. We find that the adult idea of citizenship can only be the outgrowth of char- acteristics or native tendencies of childhood which often seem dia- metrically opposed to this mature conception. “We must recognize pedagogically that there is a system of child morals derived from heredity, which must have its period be- fore adult conceptions of morals can be developed. So with art, literature, numbers, reasoning, religion, play, physical culture, etc., we must not be zealous in forcing upon the kindergarten and pri- mary children adolescent forms of these activities for the child is not a little adult but rather a seed.” Dr. Frederick Burk. Because of his immaturity and dependence upon others, cer- tain instincts have been given him for self-preservation, which by the very nature of the case make him individualistic—as crying when some need is to be supplied, wishing to appropriate for his own any- thing which attracts him. He has very little idea of “mine and 28 KAIAMAZOO PUBLIC SCHOOLS thine”. He does not think of others and their point of view but is intent upon his own affairs. Up to his fourth year his activity is largely the result of the requirements of his developing physical and mental life. His social relationships have been chiefly those of the home, which means that he has not come in contact with older, and many times, younger people. He has not had, nor as a rule felt, the need of the society of his social equals although he has had a keen interest in them. “Toward the end of the third year and the beginning of the fourth year a rapid change takes place. He wishes to be with those of his own age although his play is still individualistic. “After the fourth year the children play with other children rather than adults. It is not an unselfish period however. The child is unable to grasp, as yet, the relations of his acts to other children. He is selfish and self-assertive in his play with other children, his activity has little co-operation. What he does is for himself. De- sires clash and quarrels are frequent. It is still a period of keen and volatile emotions, anger, jealousy, fear, sympathy, pity, and love are easily aroused.” Dr. Johnson, Educational Plays and Games. Through his play and work activities, and by teacher guidance when it is needed, situations arise which require increasing self con- trol, self reliance, understanding of relationship to others; as, per- sonal responsibility, co-operation, consideration, and obedience to laws for which he feels the necessity because he has helped to make them. Through group discussions, the child is led to check up on experiences and find where he stands. Unless this is done there is danger of the child going through the experience and coming out empty-handed. Gradually the child's individualistic tendencies become less pro- nounced and we see the beginnings of those characteristics and qual- ities which we recognize as those pertaining to good citizenship. The whole-hearted ardor with which he sought things for himself is be- coming whole-hearted purposeful activity for the group. We wish to educate the child to be a citizen of a democracy. Looking at Dr. Dewey's conception of a democracy, we see that it would be a “society which makes the participation in its good of all its members on equal terms and which secures flexible readjustments of its institutions through interaction of the different forms of asso- ciated life.” Dr. Dewey goes on to state that “such a society must have a type of education which gives individuals a personal interest COURSE OF STUDY—EARI,Y ELEMENTARY DEPARTMENT 29 in social relationships and control, and the habits of mind which se- cure social changes without introducing disorder.” Going back to our ideal of education as synonymous with growth, we must give the child opportunity within the school for growth in social ability through experience in actual life situations of a democratic character. For the child from four to eight we wish to create opportunities which make him appreciate the rules necessary for the good of all members of a democratic association. We wish to give him the ability to abide by such rules and to respect them, and to make new ones for himself and for the group as the need arises. These include game rules, rules applying to the rights of others, rules for taking turns, etc. We wish him to develop a respect for the opinion of others and to realize its helpfulness to the individual. We wish him to become capable of giving criticism courteously and constructively. We wish him to develop honesty, truthfulness, and courtesy, as indispensable qualifications for citizenship in a democracy. This will come about through helping him, gain a correct sense of right conduct in specific situations. - Meanwhile we wish him to develop a right attitude toward the teacher and the school. Indirectly, our ideal is to develop the right attitude toward government, as existing for the good of all. CITIZENSHIP ACHIEVEMENTS Habits: Conforms to group-made rules—awaits turn in line, etc. Keeps school regulations; is quiet in halls. Has well modulated speaking voice. Has clean hands before using materials. Says, “please”, “thank you”, “excuse me”, “good morning”, “good-bye”. Is friendly toward other children, does not quarrel. Does not tattle. Does not interrupt anyone needlessly. Avoids doing or saying anything to annoy another. Is willing to share school materials or own possessions. Does not take or tamper with things belonging to another. Is obedient to those in authority. 30 KALAMAZOO PUBLIC SCHOOLS Co-operates in group activities. Thinks, chooses, and acts independently. Settles difficulties without quarreling or appealing to the teacher. Accepts responsibility for his acts, right or wrong. Stands when National anthem is sung. Skills: Ability to play fair and work fair. Ability to formulate rules. Ability to offer helpful suggestions. Ability to organize group and lead in group undertakings. Ability to intelligently follow in group undertakings. Ability to subordinate own wishes for the good of the whole. Ability to do worth-while work or play when left to himself. Ability to report events honestly and deliver messages accurately. Ability to observe such social customs as he is able to appre- ciate. Knowledge: Certain courtesies are necessary to promote the happiness and comfort of others. It is right to share equipment, privileges, and responsibility. Older people have had wider experience and can help children when help is necessary. Knowledge of general school rules—fire drills—going home after school, etc. Appreciations: An attitude of kindness toward those less capable. Growing respect for the rights of others. Enjoyment in work and play with others. Growing respect for law and order. Recognition of qualities of leadership. Recognition of the need for protecting public and personal prop- erty. Appreciation of the ability and work of others. Growing reverence. COURSE OF STUDY—EARI.Y ELEMENTARY DEPARTMENT 31 THE LEISURE OBJECTIVE There are so few demands upon a child's time in comparison with an adult's that almost his entire time may be considered his leisure. “Whatever we do to occupy our leisure time is a measure of what we like to do.” What we enjoy is a matter of habit. There- for it is important that opportunity be given for the enjoyment of the finer things of life. The leisure time can be considered as education in enjoyment. Care should be taken that the child finds greater joy in those things which lead on to higher enjoyment rather than those things which give pleasure or excitement only for the present. Those things which give excitement or pleasure only for the present lead to dissipation. Those things which lead on to higher enjoyment, give richness and fullness of life and appreciation of the best things in life, both in the present and in the future. “Play is the sacred birthright of all children and can be taken away from any child only by personal or community robbery.” Henry W. Thurston. Through cultivating the right emotions, the child's use of his leisure will be determined; therefore, it is important to provide op- portunity for the child to participate in plays and games so that he will experience joy in the right kind of physical activity. Also, op- portunity should be given for the child to find satisfaction in books, looking at pictures, listening to music, participating in song, in ex- pression through dramatic art, in experiencing the beauty of form and color in nature, and in working with materials for the pure joy of doing. Joy in right activities can be carried over to mature life. It is this joy or play spirit that keeps the emotional life sane. LEISURE ACHIEVEMENTS Habits: Chooses worth-while activity. Uses material for experimental investigation without supervision. Sings spontaneously. Listens quietly to music. Expresses reaction to music. Makes up games or sees new possibilities in old games. Is contented to play alone at times. Is observant of plants and flowers, watering and caring for them. Waters, feeds, and is kind to pets and other animals. 32 KALAMAZOO PUBLIC SCHOOLS Skills: Ability in handling and enjoying picture books. Some ability to read. Ability in participating in stories and conversation. Ability in dramatization. - Ability in using art materials—paint, pencil, crayon, clay, etc. Ability in block construction. Ability in using carpenter's tools. Ability in using sewing materials. Ability to express mood through rhythmic activities. Ability to participate in song. Ability in playing games and in creating games. Knowledge: Knowledge of books as sources of information and pleasure. Knowledge of the possibilities of materials. Growing knowledge of the source of materials. Familiarity with a number of songs and tunes. Familiarity with a number of games. Knowledge of characteristics and proper care of plants, pets, and animals which come within a child's experience. Appreciation: Satisfaction in using literature as a means of expression. Satisfaction in using dramatic art as a form of expression. Satisfaction in using pictorial and plastic art as a means of ex- pression. - Satisfaction in expression through song or rhythm. Enjoyment of pictures and music. Pleasure in reading. Enjoyment of physical activity, play, games, etc., both in doors and out. Enjoyment of flowers, birds, and animals. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 33 BIBLIOGRAPHY The Measurement of Intelligence—Terman. Hygiene of the School Child—Terman. Some Suggestions of Modern Science Concerning Education— Jennings, Watson, Meyer, Thomas. The Teacher's part in Social Hygiene—T. D. Wood, M. D. (Published by the American Social Hygiene Association, 370 Seventh Avenue, New York City.) Heredity and Environment—Edwin G. Conklin. Nutrition and Growth in Children—Emerson. The Nervous Child—Cameron. Feeding the Family—Dr. Rose. Habit Training for Children—D. A. Thom, M. D., Director. Health Education—Thomas D. Wood, M. D., Director. The Kindergarten and Health—Dept. of Interior, Bureau of Education, Washington, D. C. The Primary School—Moore. The Elementary School Curriculum—Bonsor. A Conduct Curriculum—Hill. An Activity Curriculum—Salisbury. Child Life and the Curriculum—Meriam. Experimental Practice in the City and Country School—Pratt. 34 KALAMAZOO PUBLIC SCHOOLS PSYCHOLOGICAL PRINCIPLES ON WHICH TO BASE PROCEDURE Recent investigations in child psychology point out to us the high significance of changes necessary in educational procedure, if the following facts are given the consideration to which they are entitled. THE LAWS OF LEARNING “Man’s original tendencies constitute an enormous fund of con- nections or bonds of varying degrees of directness of strength between the situations furnished by physical forces, plants, animals, and the behavior of other men, and the responses of which the human creature is capable. Many of these tendencies are notably modifiable, and some of them, such as vocalization, manipulation, curiosity, ‘doing something to have something happen', and 'making a variety of re- sponses to an annoying state of affairs which continues in spite of this, that, and the other, responses”—are veritable hot-beds for the growth of learned habits. These original human tendencies include also certain ones whereby modifiability of learning itself is possible. These are best thought of in the form of the three laws of learning: The law of readiness: when any conduction unit is in readi- ness to conduct, for it to do so is satisfying. When any conduction unit is not in readiness to conduct, for it to conduct is annoying. When any conduction unit is in readiness to conduct, for it not to do so is annoying. The law of exercise: (use and disuse). The law of use is:— when a modifiable connection is made between a situation and a response, that connection's strength is, other things being equal, in- creased. The law of disuse:—when a modifiable connection is not made between a situation and a response during a length of time, that connection's strength is decreased. The law of effect: when a modifiable connection between a situation and a response is made, and is accompanied or followed by a satisfying state of affairs, that connection's strength is increased; when made and accompanied by an annoying state of affairs, it's strength is decreased. The strengthening effect of satisfyingness upon a bond varies with the closeness of the connection between it and the bond. This may be the result of nearness in time, or of attentive- ness to the situation and response and satisfying event in question. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 35 A man's intellect, character, and skill are the sum of his tendencies to respond to situations and elements of situations.” (Thorndike, “Educational Psychology”, vol. 2, chap. 1). RULES OF DEVELOPMENT Utilization of tendencies: “We must see in our flock of chil- dren a set of diverse organisms each endowed by nature with his own combination of powers; each with something that no one else pos- sesses. We agree that what we must do is to preserve this variety; assist each child so to develop as to keep the advantage which nature has given him, an advantage which need not injure his fellows, for their advantage lies in other combinations. How shall we pro- ceed 2 The most important thing at first is to let merely their en- dowments blossom ; let them unfold and show themselves for what they are, and with a vigor that shall make them avail. No matter what combinations of qualities form the child's endowment, if these qualities do not develop, if they fall under one of the blights that lurk for them, if the right conditions for their development are not given, the endowment will come to naught. There can be no com- plete development of these powers without their exercise. The child must be protected from overstrain at all costs. There is one method of the exercise of powers that is almost free from the dangers of overstrain, and that is what we call play. Play is the activity which children's own natures suggest and guide; it is varied as their di- verse capabilities require; and when free it is not carried beyond the point where one activity interferes with the development of others. The young child perhaps learns more and develops better through its play than through any other form of activity. Opportunity for varied play under healthy conditions is beyond doubt the chief need of children.” (Suggestions of Modern Science Concerning Education. Jennings, Watson, Meyer, Thomas.) Dr. Dewey says: “The primary root of all educational ac- tivity is in the instinctive, impulsive attitudes of the children, and not in the presentation and application of external material.” Development before training : “Much of the power gained by the young human being as the years pass is not brought to him by training, by learning, by the exercise of the particular faculty in- volved,—but is a mere consequence of unhindered, healthy develop- ment. It can do easily and quickly what it could not even do with much training at an earlier stage. Training is even harmful when 36 KALAMAZOO PUBLIC SCHOOLS it comes earlier than the development of the power which it tries to train.” (Suggestions of Modern Science Concerning Education. Jennings and others.) “Almost any object, almost any act, and particularly almost any process or change in objects that can be directed by one's own ac- tivity toward some definite end, is interesting on its own account, and furnishes its own drive, once it is fairly initiated. The truth is, that having native capacity for performing certain acts and dealing with certain classes of material, we are interested in performing these acts and handling this material; and that, once these activities are aroused, they furnish their own drive. This applies to abilities de- veloped through training, as well as strictly native capacities. Almost anything may be made play and furnish its own motive.” (Dynamic Psychology, p. 202, Woodworth.) Transfer of training: It is a fundamental principle of edu- cational psychology, that, by practicing for a period of time in the performance of a given task, an individual will be aided in the per- formance of other tasks, only in so far as they have elements in com- mon with it. This principle is usually called the principle of trans- fer of training.” (The Psychology of Subnormal Children, p. 179, Hollingworth.) Psychological tests have proven that a person with a mental level of less than 12 or 13 years cannot generalize. The implication for education is then that young children should be trained in form- ing satisfactory habits of behavior in specific situations. Then to him who can perceive common elements in situations, there is transfer of training where elements are appreciated. This leads later to the generalized habits and attitudes which come with growth. THE PSYCHOLOGY OF INDIVIDUAL DIFFERENCES “Human beings differ widely in physical characteristics, but they differ far more in mental traits.” (Psychology of Subnormal Chil- dren, p. 5, Hollingworth.) “Individuals who grade below 70 I. Q. are never found to be capable of satisfactory independent adjustment to the school or so- cial environment.” (Therefore we recommend special training- relief from regular classroom). Certainly one can see here the im- portance of considering the factor of mental age, arrived at through Intelligence Tests. Course OF STUDY—EARLY ELEMENTARY DEPARTMENT 37 “The extent to which education is effective varies greatly with individual differences in original nature. The psychology which underlies such modifications is the same in kind for all. A definite response is made over and over again to a given situation, and a bond is formed in the nervous system of the learner, so that when that situation is presented to him he makes that response. This is the principle of practice upon which all learning depends. Its basis is psychological. The elements of the nervous system, having acted a certain way, tend more easily to act that way again (provided that the act will not be followed by pain or discomfort). When the re- sponse through long practice comes very easily and quickly we say the habit is formed. The kinds and complexities of habits which an individual can form depend not only on practice but on sensitivity and complexity in the nervous system. Human beings learn that which they learn—according to the same general laws, but not all are capable of learning the same things, even with a maximum of practice.” (Hollingworth, p. 171) “There is no necessary relation between ability to learn spe- cific tasks appropriate to a given mental age, and ability to grow from one mental age to another.” (Hollingworth, p. 186) “It is apparent that no intelligent plan for the instruction can be instituted until his mental level is known. Under ideal conditions this will be determined by a school psychologist, whose work it is to make examinations and determine traits and attitudes.” (Holling- worth, p. 187) THE PSYCHOLOGY OF THINKING “Thinking is the accurate and deliberate instituting of connec- tions between what is done and its consequences.—The stimulus to thinking is found when we wish to determine the significance of some act, performed or to be performed. Thinking includes all of these steps, the sense of a problem, the observation of conditions, the formation and rational elaboration of a suggested conclusion, and the actual experimental testing.—While all thinking results in knowledge, ultimately the value of knowledge is subordinate to its use in think- 5 y ing.” (Democracy in Education, Dewey.) Implications for Education.—The Essentials of Method. “Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. The important thing is that thinking is the method of an educative experience, the essentials of method, therefore, are identical with the essentials of re- 38 KALAMAZOO PUBLIC SCHOOLS flection. They are first, that the pupil have a genuine experience, that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; thirdly, that he possesses the information and makes the observations needed to deal with it; fourth, that sug- gested solutions occur to him which he shall be responsible for de- veloping in an orderly way; fifth, that he have opportunity to test his ideas by application, to make their meaning clear, and to discover for himself their validity.” - (Democracy and Education.—Dewey) The problem-solving method as it functions in purposeful ac- tivities is the most effective means to bring about reflective thought. Reflective thought is the means by which we arrive at the beliefs which influence our conduct. “Wholehearted purposeful activity in a social situation as the typical unit of procedure is the best guarantee of the utilization of the child's native capacities. Under proper guidance, purpose means efficiency, not only in reaching the projected end of the activity, im- mediately at hand, but even more in securing from the activity the learning which it potentially contains. Learning of all kinds and in its desirable ramifications best proceeds in proportion as whole heartedness of purpose is presented. With the child naturally social and the skillful teacher to stimulate and guide his purposing we can especially expect that kind of learning we call character building.” (W. H. Kilpatrick, The Project Method) All of this points out the fact that the environment, the teacher functioning, and the child active, are important factors in the edu- cative system. - COURSE OF STUDY-FARLY ELEMENTARY DEPARTMENT 39 THE SCHOOL ENVIRONMENT In considering the educational life of children we find that the environment, the teacher functioning, and the child active are all important factors. Each has its part in the educative process and goes to make up the school situation. When we surround the child with an atmosphere of true freedom and an environment which will develop him to the limit of his capacity for (1) Health, (2) Citizen- ship, (3) Practical efficiency, and (4) Wise use of leisure, the re- sult is education. ENVIRONMENT Rooms, Equipment, and Materials. Grade No. of Children Teachers Kindergarten 45 maximum for each session. 2 First Grade 30 maximum. 1 Second Grade 30 maximum. 1 Two rooms for each grade—one large and one small. Main room. The main room should be suitable in size to the number of children, providing not less than 15 square feet of floor space and 200 cubic feet of volume for each child, and having a well lighted, suitably equipped cloakroom, easily accessible to room entrance door. Temperature: Should be even, 68-70. Light: As many sunny, low windows as possible, close together and well grouped, preferably on long side of room. Adjustable shades for win- dows. Avoid northern exposure. Ventilation: Air should be changed not less than six times an hour. Humidity: Proper provision must be made in the ventilating system for the right amount of humidity. Floor: Battleship linoleum over cement is best. It is easily cleaned and deadens the noise. 40 KALAMAZOO PUBLIC SCHOOLS Cleanliness: Floors should be mopped twice a week—more often if possible— and thoroughly swept and dusted after each session. Walls and ceilings: A smooth finish is best, without gloss, to permit washing. Wall tints should be gray or buff, but the ceiling should be white or ivory to increase the efficiency of the artificial lighting. Drinking fountains: Automatic bubbing porcelain fountains from which consumer drinks without touching face to same. It should be two feet from the floor and located in or near the class room. Toilets: Separate for boys and girls. They should be readily accessible to the room in which the children are working. They should be light, warm, well ventilated, and private. The floor, ceilings, and walls should be of some hard, non-absorbent sanitary material, white and easily washed, tile or marble veneer being preferable. It is also necessary that the toilet be the correct size for little children, 10 to 12 inches, and easy to flush. Wash bowls: There should be adequate facilities for washing, both hot and cold water, with hot water regulated to proper temperature. Two bowls, adapted to height of children, for every group of fifty. Equipment: The main room should be equipped with— Well planned low cupboards for materials, not more than 4 ft. high—including shelves and lockers for the children and drawer space for filing purposes. Well placed blackboards, 18 inches from floor for kindergarten and first grades, 20 inches from floor for second grade. Bulletin boards, cork above or below blackboards, as well as a section placed low for children's use. Easels. Tables: tops 30" by 36", 20" and 22" height. Chairs of different sizes, 10", 12" and 14" height. Moulthrops for IIA. Low library table. Suitable pictures (framed and unframed). Piano or Victrola for Kindergarten and First Grades. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 41 Nature Materials (window boxes, plants, cages for pets). Teacher's desk and chair. Three guest chairs. Work room, with lavatory. The work room, opening from the main room, is much smaller, 12 ft. x 12 ft. being found most satisfactory. Equipment: The furnishings should consist of— Carpenter bench (low and well made). Satisfactory tools. Sand table with cover. Wood box (on wheels). Block box (on wheels). A cupboard or closet for wood and paint. Sink. Clay jar. Waste paper backet. Materials An important consideration in providing a rich environment for the educational life of the child is the selection of proper play and work materials. Each material must answer satisfactorily the question, “What can the children do with it?” All materials must appeal to the play instinct, must correspond to the physiological and psychological development of the child, and be consistent with his life out of school. They must lead him on to greater development. They should have the “do with” quality to insure activity of mind and body, and as far as possible allow for the use of large funda- mental muscles of the body. Test for play materials Do they appeal to the play instinct? Do they appeal to the investigative instinct 2 Do they appeal to the constructive instinct? Are they durable? Can they be kept clean? Are they in good taste? Blocks Hill Floor Blocks. Blocks with curves—Hennessey Blocks. 42 KALAMAZOO PUBLIC SCHOOLS Enlarged Fifth and Sixth gifts in bulk for use as supplementary block material. Picture books. (See English section). Animals (Child-made;—3 ply material). Transportation materials. Trucks, carts, trains. Toys for housekeeping play. Durable furniture—bed, table, chairs, one rocking chair, bureau, work table or kitchen cabinet, stove, ironing board, wash board, wash tub, clothes pins, broom, dust pan, bedding, table cloth, napkins, kitchen utensils of all kinds, dolls and doll clothes (Schoenhut dolls, Chase Stockinette baby doll). Toys for keeping store. Scales, samples, toy money. Games. *Dominoes. Lotto. Tinker Toys. *Ring Toss. *Bean bags. *Ten pins. Constructo. *Hoops. *Checkers. *Marbles. Balls. Volley balls, rubber balls (4" and 6" balls), sponge balls. Much of the doll corner equipment and games checked can be made by the children. - For other materials see—Art, English, and Game Experience Sections. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 43 THE FUNCTION OF THE TEACHER “Learning takes place most economically under properly con- trolled conditions; hence the school and the teacher.” (Brief Guide to the Project Method, by Hosic-Chase.) Education is the result of surrounding the child with an en- vironment which will develop him to the limit of his capacity for: Health Practical Efficiency Citizenship Wise use of Leisure The teacher in this environment must have a knowledge and appreciation of child nature—physically, mentally, socially, and edu- cationally of the particular age with which she is working. In dealing with her group of children and the school environ- ment in which they work, the teacher must be prepared: To make the classroom an attractive, orderly, and healthful workshop, where all tools and materials are accessible to the children for their creative self-expression. To know children, anticipate their needs, provide stimuli and materials, as well as to enrich and clarify their ideas through providing group experiences, pictures, songs, poems, and in- formation. To organize situations so as to call out desirable responses and make them satisfying. “Contrary to a too common belief, it matters little whether the teacher prepares the situation and suggests the purpose or whether the children hit upon it unaided—the important consideration is that they should clearly grasp the purpose and enter whole-heartedly into it.” (Brief Guide to the Project Method—Hosic-Chase.) To be quick to encourage earnest, worth-while purposes of the children and alert to grasp their spontaneous suggestions, aiding them in the evaluation of their plans or suggestions. To aid in the organization of the activity, helping to keep the purpose of the group or the individual uppermost and to see that each new plan or move is made with reference to it, thus avoiding waste of time and energy. To control the situation without dominating it—at times a leader, chairman, court of appeals, coach or umpire, sympathetic audience, adviser, comrade, authority, critic, organizer or “prop- erty man”, at all times versatile, alert, and resourceful if she 44 KALAMAZOO PUBLIC SCHOOLS is to meet children's needs and help them to grow. To help each child individually, that his own special needs may be met, and that his plane of thinking, planning, organiz- ing, and executing may be the best of which the child is capable and on a higher level each day. To give help through suggestion, information, technique, and criticism when failure or semi-failure would establish growth in an undesirable direction. To organize the work so there is a proper balance between time for individual projects and time for group projects. To keep careful records of both the progress of the individual and group, so that growth may be assured. Since whole-hearted purposes may vary greatly, and because in- dividuals and groups in carrying out their purposes present a wide range of needs for guidance, the role of the teacher is most im- portant and most varied. COURSE OF STUDY—EARLY EH.EMENTARY DEPARTMENT 45 THE CHILD ACTIVE The child active is the third factor in the educative situation. A study of children active in their play verifies the statement that children do engage in activities which satisfy their present needs and which at the same time hold relationship to fundamental life activi- tleS. The following classification of activities is given for the pur- pose of clarifying this relationship. It must be clearly understood that these childhood activities do not in most cases parallel the adult activities. They are significant because they show the impulses that carry the child into that type of activity, and because it is evident that the satisfaction of that impulse leads on eventually into some one of the adult activities which are necessary to complete living. All children engage more or less in all types of the childhood activities. The adult activities are in a broad way comprehensive of all the activities in which adults might engage as fundamental to complete living. Not all adults would engage in all, but most adults would engage in five or six of the seven that are listed. CLASSIFICATION OF ACTIVITIES Activities of Childhood Activities in which Adults Engage f I. Activities that indicate the I. Activities of maintaining child’s high identity with home and family life. family life. Imitative and representative tendencies utilized. II. Activities that show the II. Producing raw materials. child's interest in explor- ing, investigating, experi- menting, and testing out environmental experiences. III. Activities that show the III. Transforming raw mater- child's interest in making ials. and beautifying products for real or play needs. IV. Activities that the child [V. Exchanging materials and is led into through his de- products. sire for social satisfactions. 46 KALAMAZOO PUBLIC SCHOOLS V. Activities that the child is V. Exchanging ideas by com- led into through his desire munication. to tell, to communicate ideas. VI. Activities whereby the VI. Enjoying recreational ac- child's satisfaction in re- tivities. creational pursuits is ex- pressed; delight in bodily activity, in the rhythm and joy of song, in the rhythm of the dance, in the ex- pression of dramatic mood, in the joy of a book, in participating in games, in - enjoying or contemplating VII. Rendering personal, pro- beauty of form or color in fessional, or political serv- nature and in art. ice. fRef. Elementary School Curriculum, F. G. Bonsor. Each activity or experience is, in the following, set forth more fully, for it is important for one who is guiding a young child to recognize and to value these typical activities into which the child is carried by the strong pull of native impulse. It is in these ac- tivities as they become more purposeful that problems develop for the child and serve as stimuli to thought, and it is here that the problem-solving method is utilized. The subject matter for these early grades is naturally determined by the interests and needs that must be met in solving these problems. Through the encouragement of all phases of play life that bear relationship to fundamental life activities, the child acquires knowl- edge, gains desirable habits and skills, and develops appreciations that hold permanent value. I. Activities that indicate the child's high identity with the af- fairs of family life. The imitative instinct, the desire to interpret, stimulate these activities. In these activities we find children busy carrying on the af- fairs of adulthood in representative play, interpreting life as it comes within the range of their limited experience. In situations where the environment lends itself to the least degree we find a miniature home set up. Through dramatic play, the round of daily activities, fundamental to home life, find expression. The preparation of a meal, the serving of it; the care of children (most often represented by the dolls); the social hospitality extend- COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 47 ed to the visiting neighbor; the concern for the comfort of the dolls as to clothing—i. e. proper clothing for “going out for a walk”, for “going to school”; the making of the clothing; the representative play of those in the community who contribute to the life of the home, i. e. the iceman, the milkman, the coalman, the delivery man, and the huckster; all of these indications and many more show the child's interest in carrying on activities fundamental to home life. II. Activities that show the child's interest in exploring, in- ſº tº sº g g g © te vestigating, experimenting, and testing out environment experiences. This is an important field of activity, and ample provision for expression should be made. Because of these tendencies we find the child absorbed in undertakings out of which no more valuable end may be reached than that of discovery. All manipulation of material carries him on in the direction of scientific thinking. Dewey says that “curiosity is the most vital and significant factor in sup- plying the primal material from which suggestions may issue.” The curious mind is constantly alert and exploring, seeking material for thought as the body seeks nutriment. A psychological uneasiness leads the child to poke, to pound, to pry, etc. A higher stage of curiosity develops under the influence of social stimuli. He asks the “how” and “why” of everything. His “why” is not for scientific information but for larger acquaintanceship with the world about him and through this he gains the germ of intellectuak curiosity. “Seeking material for thought,” the mind of the observing child gathers ideas from all his experiences, which are there to serve him when occasion arises. In his experimentation with blocks the child discovers char- acteristics of the material and ways of adapting them to his needs. This is illustrated in his later controlled use of the material. He discovers quality of material, i. e. that clay can be used to best ad- vantage when wet; what he can do with cloth that he cannot do with paper; when wood would serve his needs better than other materials; etc. Those ideas that are the foundation of formalized mathematics, ideas of distance, direction, proportion, size, come to him through experimentation and observation in connection with his varied ex- periences. Phonics study has its beginning and its legitimate place only when the child observes and is interested in this analysis of what he encounters in speech and reading. 48 KALAMAZOO PUBLIC SCHOOLS gr He gains scientific information from contact with plant and animal life, and with natural forces; he develops resourcefulness and inventive ability, as well as higher degrees of skill through higher experimentation with the materials of his environment. There is no phase of the educative process that does not have as its foundation investigative experiences. The formation of many most valuable purposes is the direct outgrowth of simple investigative experiences. A child in manipu- lating clay sées that his product resembles a boat. This suggests boat, and his crude result may lead to the discovery of a strong boat interest on the part of many in the group, which in turn leads on to the problem of constructing boats in other materials that would admit of more satisfactory use. The interest, ever broadening, would lead out into search for more information about boats, involving not only industrial art, but geographic and historic matter in its possibili- tleS. Projects that might arise out of these simple investigative ex- periences cannot be suggested in any great number. But a project that involves inquiry into how results are obtained and ends accom- plished, how and why things are so made, situations that utilize ob- servation, those that reveal social custom, are all to be valued from this standpoint. Beginning with the simplest experimental play with no particular end in view, we may go on to mention such activities as gardening, indoors and out; care and observation of an aquarium; sewing for a doll; making a kite, and flying it; dramatic play about going on a picnic; and learning to walk on stilts. III. Activities which show the child's interest in making and beautifying products for real or play needs. The making, constructing child is the one we are considering under this classification. On every hand are evidences of situations in which the child is drawn by his tendency to construct, to make. Mere manipulation of materials is but a step toward this next use of whatever in the environment shows possibilities. His play with what he finds out of doors, i. e. leaves, twigs, sticks, stones, piles of dirt, and sand, is just as strongly characterized” by this making impulse as his play with materials such as paper, clay, blocks, wood, and boxes, that we have grown accustomed to providing for his indoor play. A study of the child free in a situation with materials indicates that what he makes is prompted by the play use to which he can put it. If this be not the case then teacher guidance should approach COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 49 it from that angle. Children delight in repeating the process of “mak- ing” after they have discovered the “how”, and have acquired some control. There should be the double value of experiencing the sat- isfaction in repetition while using whatever learning has been ac- quired in a new situation. We find the child carrying on other activities listed under the classifications, but whenever his more material needs develop he stops to create and to construct for the desired end. For this rea- son the play environment usually is and should be suggestive rather than complete. The simple set of dishes furnishes an incentive for making more dishes, and clay is highly satisfactory material for solving the problem. The store play, with just enough setting to serve as props to the interest, leads to splendid problems in block construction and to creative effort in providing for the stock in trade. The seasonal interests with their festivals—Thanksgiving, Christmas, Easter, May Day—furnish rich material in which to utilize the child's making interest, if we but catch first how the child interprets them, gives meaning to them in his own plans as he ex- periences these contacts with shop windows, with social customs in the home and the ever broadening world outside the home, all of which reflect in one way or another the seasonal spirit that is abroad at the time. IV. Activities in which the child engages because of his social tendencies, his desire to participate, to co-operate, etc. A child may carry on dramatic play in some form, may engage in his constructive activities, may investigate, and may enjoy some phases of recreational activities alone, but a large part of his play is in response to this impulse “to do” with others. In such play there is constant need to solve the kind of problems that arise in social situations. There is need for leadership in planning and or- ganizing the plays and games, in planning many of the projects that the group undertakes, in assuming the responsibilities that come with the privilege of free use of the room and materials. There is also just as great a need for co-operation in all of these situations as there is for leadership. The aim of this classification is not to set off or separate ac- tivities, but to show that we must recognize what the child is put- ting into his play expressions. Considered from this aspect we must not forget that the “social” child must be provided for, helped to richer and more meaningful experiences as he satisfies his desire to be with others. 50 KALAMAZOO PUBLIC SCHOOLS V. Activities in which a child engages because of his desire to communicate, to exchange ideas. There is constant evidence of the variety of means little chil- dren employ in their effort to be understood, in their desire to com- municate. Whenever the child is in a social situation, we find that we must provide for this impulse. In gesture, in tone, in action, he conveys his feelings. In this particular period of childhood we find that he has also discovered that he can express his ideas through drawing, painting, and modeling. He puts into these expressions what he wants to tell about things; what he “knows”, not what he “sees”. The child is also fast attaining skill in the use of language. Highest skill in language power comes most readily when there is constant opportunity for the use of language in situations where it is needed. Hence the larger part of the day in school should pro- vide for growth of this sort. Whenever purposeful activities are being carried on in a so- cial situation, there is need for communication. The child who is able to state his difficulties as he meets them in his play problems, the child who can win co-operation in undertaking a better plan for play because he can get his ideas over to others, the child who can create genuine appreciation for his crude work of art by his ability to give added meaning to it as he tells about it—these are instances that show that the “communicating child” is better understood. With vividness of experience and larger social contacts that demand more adequate forms of communication, the child finally ar- rives at a stage where reading and writing appeals to him. He de- sires to have his name on his possessions in order to publish his owner- ship. Letter writing appeals to him. He desires to record some of his experiences in order to enjoy them in permanent form. He is interested in books as the expression of thoughts and feelings that others have desired to communicate. The possibilities of growth that such situations hold for the child are immeasurable. It is of fundamental importance for the child to gain the ability to express his ideas clearly and accurately so that meaning will not be confused, if he is to live effectively and happily in this world with other people. VI. Activities wherein the child’s satisfaction in recreational pursuits is expressed: delight in bodily activities, in rhythm and joy of song, in the rhythm of the dance, in the expression of dramatic mood, in the joy of the book, in participating in games, and in con- templating beauty of form and color in nature and art. course of STUDY—EARLY ELEMENTARY DEPARTMENT 51 In this class of activities we are considering those that are prompted by the child's impulses to express mood and feelings that are pleasurable, to engage in activities because of pure joy. We are thinking of the imaginative, creative child. As with the other types, it is but a glimpse of the activity and that urge within that prompts it, which we wish to throw into the light. We cannot put ourselves in complete sympathy with childhood unless we realize the variety of ways in which we must interpret truly what is going on in child aCtlOn. Spontaneous expressions of song, rhythm, of the dance, of game interest, of delight in books, of delight in sheer bodily activity, are in evidence in every situation where children are gathered together. The school can make no finer contribution to its work than to preserve this true emotional response to situations that provoke feeling. The environment is full of appeals to a child and the experiences that bring him joy and satisfaction now, if they lead on to situations in life that hold permanent value, must never grow less meaningful. The little girl sings because she is caring for her doll and mood calls for song. The boy playing with his toy horse suddenly “is” a horse and gallops off because he is so charged with feeling. The child is absorbed with a picture; something in his experience helps him to interpret it and his wonderful power of imagination fills in the links. Freedom to express feeling means opportunity to experience deeper feeling and results in deeper appreciation. It is not the failure to realize that the little child needs these emotional reactions that make us do wrong things to children, but it is the failure to recognize how the school organization sets up artificial situations that do not call forth true emotional reactions. Rhythm periods where there is no mood for dance, story dramatization where there is no vividness of feeling seeking expression, reading classes where the joy of reading has not yet been discovered—all of these can be made right only in so far as we allow the organization of such periods to grow gradually from many satisfactory responses in situations where there is real mood. These natural expressions of feeling must not be divorced from the situations in which they arise. In the free activity period the artistic teacher observes mood, catches it, re-interprets it for the child who experiences it again with added meaning. If this is done there need never be this artificial stimulation which leaves the child without genuine satisfaction and so defeats the very end for which recreational activities have come into existence. 52 KALAMAZOO PUBLIC SCHOOLS It is for the teacher, by means of her study of active interests finding expression, to determine what will lead into projects of the most worthy type and through her contributions and guidance to pro- vide best conditions for furthering such undertakings. We believe that the teacher in the specific situation must take the responsibility for this part of the curriculum. A project that would hold value with one group, might be wholly outside the ex- perience that would give it meaning to another group. The solving of difficulties that would call for the best level of attainment in certain first grade groups would make no more of a demand on the abilities of some kindergarten groups. For this reason the “achieve- ments” which should come out of such experiences (stated in other places in the curriculum) are not to be judged as fixed but as possible achievements which presumably the average public school, able to incorporate this curriculum, should accomplish. In order that the teacher may have some guide so that she will see to it that the child has access to whatever racial inheritance or “subject matter” which would function in the life of the child at this level of growth, the following type of Record Summary is suggested and explanation given. The explanations of the Record Summary Headings will be found more helpful if a thorough study of the form and content of all the records (listed elsewhere), be made. RECORD SUMMARY FORM Interest Initial Indication Evidence of Need and Statement of Help Given To sustain interest To raise standards To provide a common background. Classification: For the purpose of realizing values that may lie with- in the activities in which the child engages, the following classification is made. Materials and avenues of expression are indicated, also tendencies which are nurtured, developed, and fostered by means of the experiences recorded. Scientific Experience—(to explore, to investigate, to measure— including Nature, Number, and elements of Physics, Chem- istry and Household Arts.) COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 53 English Experience— Literary—(to interpret experience, to express feeling) Linguistic—(to tell, tº Oral or to communicate, Written to organize thought) Art Experience— Industrial—(to make, to construct, to meet a need in practi. cal activity, to express ideas, mood) Pictorial—(to express ideas, to express feelings of beauty) Music—(to express feeling in song, to enjoy music) Dramatic—Rhythm, Dramatization, Dramatic Game. (To express feeling through bodily motion rhythm, to imitate, to create, to interpret experience) Social and Religious Experience—(to co-operate, to participate with others, to reverence, to wonder) Health Experience—(to promote right habits, to gain health knowledge, to develop health appreciation) Individual and Group Development Growth in Purposefulness Valuation from standpoint of-Health Practical Efficiency Citizenship Use of Leisure Time spent on Project. Not all projects will be recorded in this complete way, as many worthwhile projects will not lead into so many avenues of expression. In order that records may be complete, games, songs, stories, ex- cursions, rhythms, etc. that have contributed to the general aim for the work may be listed on a general summary form. It is expected that considerable material of this sort will be introduced from time to time according to special need, although it would have no direct relationship to any projects under way. 54 KALAMAZOO PUBLIC SCHOOLS SCIENTIFIC EXPERIENCE For the sake of acquiring helpful habits of observation and a practical, healthy use of leisure, nature experiences would be among the essential ones under those classified as scientific. Considering the fluidity of a little child's experience, we cannot set off the particular time for laboratory work. We are not to teach nature as a science, we are not to teach it primarily for method or for drill. We are to teach it for nature and contact. The condi- tions must be constantly existent which will allow for full satisfac- tion of the child's questioning, exploring, and nurturing impulses. “We no longer seek to educate the child, we only attempt to give him opportunity to educate himself . . . . knowledge does not reside outside the child, but in the contact of the child with the world through the medium of curiosity.” Thus the child acquires a fund of valuable information, and in so doing he sets up habits for the high- est type of thinking. “To suggest work that has distinct application to the conditions in which the child lives, to inspire enthusiasm in nature contacts, and to aid in home making is to inculcate the habit of observing.” Bailey. The activities of modern life, whether these be industrial, social, or political, have been profoundly influenced by the accumulated dis- coveries of man. The subject matter of school curriculas has like- wise grown out of the same accumulation of discoveries, and schools have been instrumental in keeping alive, though in far too limited a way, this investigative interest which leads directly to knowledge and power. “Nature study is seeing what one looks at and drawing proper conclusions from what one sees.” We strive to broaden the child's horizon, not only to give information but to inspire Spirit. NATURE EXPERIENCE “I think that I shall never see A poem lovely as a tree. A tree whose hungry mouth is prest Against the earth's sweet flowing breast; A tree that looks at God all day, And lifts her leafy arms to pray; A tree that may in summer wear A nest of robins in her hair, Upon whose bosom snow has lain, Who intimately lives with rain; Poems are made by fools like me, But only God can make a tree.” —Joyce Kilmer. COURSE OF STUDY-EARLY ELEMENTARY DEPARTM ENT 55 Nature Experiences Possible for Children in School School Pets Canary, ring dove, white mice. School aquarium containing at various times crawfish, tad- poles, turtle, alligator, gold fish, minnows. Short period visits of such animals as squirrel, cat, dog, owl, rabbit, hen and chickens, guinea pigs, toads, frogs. Activities of the Children Providing proper housing for pet, making of cage or pen, providing food and water vessels. Keeping housing in hygienic condition. Touching, lifting, stroking animal (as much as is good for it) - Feeding and watering the pet, providing for its comfort. Observation of animal's habits. Discussion of animals. Seeking for further information in regard to animal through pictures, stories, etc. School gardens and plants Ferns, flowering plants, window boxes and bulbs, indoors. Flower and vegetable garden out of doors. Children should plant in the school garden that which can be utilized in early spring; as, lettuce, radishes, and in the fall, tubers as potatoes, sweet potatoes, turnips, car- rots; also squashes, pumpkins and gourds. If children are interested in their school gardens it will be an incentive for one at home. Early vegetables may be used at a picnic, lettuce sandwiches, radishes, etc., or to sell at the play grocery store. Fall vegetables may be used in connection with the Thanks- giving basket. Seeds may be collected for the ensuing year. Activities of the Children Caring for plants and flowers in school room. Constructing of window boxes, trellises or climbing sticks for vines. 56 KALAMAZOO PUBLIC SCHOOLS Gathering pebbles for bulbs. Learning to know thru contact with them flowers, as-sunflower, goldenrod, indian paint-brush, dandelion, violet, aenemeni, daisy, rose, petunia, pansy, geranium, zinnia, aster, poppy, hollyhock, morning-glory. Making a school garden, helping with the entire process, and caring for it after planting; watering, weeding, mak- ing markers, signs, etc. Learning to know thru contact with them vegetables, as-radishes, lettuce, peas, beans, onions, corn, carrots, cabbage, turnips, cauliflower, spinach, pumpkin, potato, tomato, squash, and cucumber. Gathering vegetables, seeds, etc. Nature Excursions valuable for little children A field trip is valuable when it furnishes worthwhile ex- perience and gives facts and knowledge in a more con- crete and efficient way than other methods of instruction that are available. These seem to be fair standards by which to judge any method of instruction. Is it in itself worthwhile 2 Is it the best way of doing this particular thing? Plants, trees, pond life To one anothers' gardens. To see one anothers’ pets. To woods, parks, lake or stream, for picnic, Indian feast, or to gather nature materials. Florist's shop or greenhouses. Animals, birds To see circus parade or zoo. Farm, with its dairy, domestic animals, field products, kitchen garden, etc. To go “birding”. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 57 Activities of the Children Observation and enjoyment of nature. Discussion during excursion. Picking and arranging flowers, leaves, seeds, stones, shells, nuts, etc. Raking, piling, scuffling through and jumping in leaves. Bringing back to the school room from excursion to woods. Budding branches, cat tails, pussy willows, wild flow- ers, pretty leaves, pretty stones, shells or pebbles, co- coons, old bird nests, caterpillars, old wasp nests, or IlutS. Skipping stones on water, sailing boats, helping to build fire, prepare picnic lunch, etc. Riding on farm horse, drinking fresh milk, climbing fences, playing in hay mow, hunting eggs, feeding chickens, seeing windmill turn, seeing farm machinery, pumping water, when visiting farm. . SEASONAL INTERESTS Migrating birds in Spring and Fall Activities of the Children “Birding” trips to see birds and their nests. Making of bird charts, or posting bulletin notices about winter birds; snow birds, cardinal, blue-jay, sparrow, junco, nut-hatch, red-headed wood pecker. Feeding winter birds. Making of feed boxes and shelters at school and home. Preparing Christmas tree for birds; hanging out suet, pop corn, grains, etc. Telling of bird stories from home experiences. Watching for return of birds in Spring. Learning what kind of houses birds like, the size of holes for entrance, the color, etc. Making of bird houses, bird bath, bird books, pictures and child-made stories, robin, bluebird, grackle, wren, song sparrow, meadow lark, oriole, flicker, bob-o-link. 58 KALAMAZOO PUBLIC SCHOOLS Fall trees and pretty leaves “Maple leaves what are you doing Up in the tree so high P” “I’m shaking hands with the breezes As they go sailing by.” “Maple leaves have no fingers,” Then the maple said, with glee, “Yes! Just as many as you have, Count them and you shall see.” —Author Unknown. Activities of the Children Collecting of pretty leaves. Ironing paraffin onto some of the loveliest ones for mount- Ing. Raking leaves, and banking some to mold on the school garden. Playing in leaves. Tapping of maple trees and boiling the sap. Gathering nuts for winter use—walnuts, hazelnuts, hickory nutS. Gathering fruit to use for jelly or to store for use in Thanksgiving basket. Climbing trees. Cocoons Activities of the Children Searching for caterpillars. Observing their habits. Providing proper housing and food. A large box with screen on top or a cylinder of screen with tin pan on top and bottom clipped on. Either plan provides air and light that is necessary. Watching worms spin their chrysalis in the fall and emerge in the spring if possible. Learning the life cycle of the moth through contact with it. Learning to know promytheus, monarch moth and other common ones that can be hatched out in school. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 59 Seeds and nuts Rain Activities of the Children Sun Activities of the Children Bringing in and arranging of Michigan Holly, bittersweet, milkweed pods, etc. Collecting of burs, nuts, grains, seeds, etc. Fun with seed pods, burs, etc. Observing how seeds are made to travel—wings to be car- ried with wind, burs to stick to people or animals, pods to “pop”, etc. Grinding corn, threshing wheat with child-made flail, crack- ing nuts for party. Fun coming to school in rain, with umbrellas, rain coats, etC. Wading in puddles with boots on or bare-footed. Sailing boats in gutters after rain. Catching rain water for washing doll clothes. Making picture of rainy day for bulletin board calendar. Observation of effect of rain on plants and flowers in garden. Activities of the Children Playing with prism, mirror, water. Playing with own shadow made by sun. Observation of effect of sun on garden. Observing rising and setting sun. Observing rainbow. Evaporating water in sun. Making sun dial. Drying doll clothes in sun. Snow, Frost and Ice Activities of the Children Sliding on ice with sleds or skate-scooters made in school. Playing games in snow, as “Fox and Geese". 60 KALAMAZOO PUBLIC SCHOOLS Making snow man, snow balls, snow house or fort. Observing what happens when milk freezes in bottles (brought for children's lunch). “When old thermometer says zero Or something, ‘Br-r-r', like that, The milk man's bottles at our door Wear each a stovepipe hat.” —Miller. Experiments:—freezing and evaporating water, melting snow and ice. Wind Activities of the Children Playing with wind—making and flying kites, making sail- ing boats, making and spinning of pin wheels, weather ValleS. Observing how wind helps people. Making picture of windy day for bulletin board calendar. Other scientific experimentation involved in activities in which chil- dren naturally engage— Spinning tops. Flying balloons. Blowing soap-bubbles. Weighing things. Making teeters. Teetering and sliding. Floating boats. Syphoning water. - Wiring of play house, or light house. Dyeing of curtains for play house, rags for rug, costumes or Easter eggs. Shadow screen pictures. Making transportation toys of wood so they will go. Making things to meet play needs, learning how to fasten parts together, etc. Cookery and Household Arts Out of doors— Roasting bacon on sticks over coals. Making own corn cakes and baking them on hot stone as Indians did. Toasting marshmallows. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 61 Covering potatoes with mud and baking them in coals. Roasting apples. Indoors— Popping corn. Baking potato. Making cocoa. Making jelly, jam, apple sauce. Making and baking gingerbread boys, cookies, etc. Making candies. Freezing ice or ice-cream. Making and baking bread. Making and baking corn-bread. Churning butter. Making junket. Making cottage cheese. Drying fruit. Washing and drying lunch and cooking dishes. Washing and drying doll clothes. Ironing. Washing doll furniture. Bathing dolls. These activities are only suggestive. They have all been car- ried on as a phase of children's larger, more inclusive interests. Some First and Second grade group interests which have been found to include rich scientific experiences are:—boat, train, aero- plane, farm, Indian, Eskimo, Holland, grocery store, flower shop, fire engine, lumbering, logging, toy shop, maple-sugar camp and others. Preparation of food for parties, picnics, and for Thanksgiving offering, also necessitate activities of a scientific nature. (See also the scientific experience sections included in Record Summaries fol- lowing page 133.) ACHIEVEMENTS RESULTING FROM NATURE EXPERIENCES Habits: Is kind to all animals and careful of all living things. Uses his influence to bring about proper care for all living things. Seeks information through observation and experimentation. Asks intelligent questions. 62 KALAMAZOO PUBLIC SCHOOLS Is observant of plants and flowers, watering and caring for them. Skills: Waters, feeds, and is kind to pets and other animals. Waters, weeds, and cares for garden. Is growing in alertness, keen observation, and ability to find na- ture materials. Attracts birds by making houses, shelters or feeding shelves, bird- baths, and by providing food for them. Picks wild flowers carefully so as not to disturb the mother plant. Finds joy in simple cookery and household science. Uses library material as source of information in regard to Inature. Knowledge: Recognition and some knowledge of the characteristics of such common trees, flowers, plants, animals, birds, insects, and nature forces as come within a child's experience. Knowledge. of proper care of plants, pets, animals as come with- in a child's experience. Knowledge of the life cycle of butterflies, frogs, etc., through observation of the process in the school room. Knowledge of how the young are prepared and cared for in the animal world. Realization of the necessity for proper food, care, and housing for animals, birds, etc. - Knowledge of such simple scientific facts as liquid takes up more space when frozen, etc. Is learning the answers to a few of his “whys” and “hows”. Knowledge that sunshine and rain are good for plants, animals, and people. Knowledge of compass directions. Realization to an extent that wild plants, animals, and flowers must be protected and conserved. Appreciation: Keenly enjoys the out of doors and nature pursuits. Enjoys flowers, trees, birds, animals, insects, etc. Growing responsibility and thoughtfulness in regard to grow- ing things. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 63 Respect for nature processes. Appreciation of the work involved in raising fruits, vegetables, and other foods. - Growing appreciation of the value of nature and science to man. Growing appreciation of the Nature Plan, how distribution of seeds is cared for, etc. Growing wonder and reverence for nature and her work. BIBLIOGRAPHY Animals: The Pet Book—A. B. Comstock. Handbook of Nature Study—A. B. Comstock. Wild Animals I Have Known—E. T. Seton. (Other Seton books.) Pamphlet on Care of Pets—Bureau of Ed. Experiment, 144 W. 13th St., New York City. The Burgess Animal Book for Children—Thornton W. Bur- geSS. Life of Inland Waters—F. A. & Lloyd Needham. Schoolroom Aquaria—Published by Lincoln School of Teach- ers College, 1925. - Birds: Handbook for Birds—A. B. Comstock. The Burgess Bird Book for Children—Thornton W. Bur- geSS. Travels of Birds What Bird is That? F. M. Chapman. Our Twenty Birds How to Attract Birds—N. B. Doubleday. Childrens Book of Birds—O. T. Miller. Fifty Common Birds—U. S. Dept. of Agriculture. (Also Bird Study material and equipment by National Asso- ciation of Audubon Societies, 1974 Broadway, New York City.) (Refer to Dodson Pictures, Kankakee, Ill.) Bird Number of National Geographic Society. Insects: Sharp Eyes—W. H. Gibson. Moths and Butterflies—M. C. Dickerson. Insect Life—J. H. Comstock. Butterfly Book—W. J. Holland. 64 KALAMAZOO PUBLIC SCHOOLS Moth Book—W. J. Holland. Common Spiders—Emerton. Butterflies Worth Knowing—C. M. Weed. Butterflies and Bees—M. W. Morley. American Insects—Kellogg. Plants and Gardening: Nature's Garden—N. B. Doubleday. Hanging Baskets and Flower Boxes—Hall and Perkins. Book of Home Garden—E. L. Fullerton. Wayside Flowers of Summer—Keller. School and Home Gardening—K. C. Davis. Plant Production—Moore-Halligan. Plants and Their Children—F. D. Parsons. Cornell Rural School Leaflets—Cornell University. Trees: Our Trees and How to Know Them—C. M. Weed. Trees Every Child Should Know—J. E. Rogers. Book of Woodcraft—E. T. Seton. (Refer to Mumford Tree Pictures.) Experiments with water, ice, sun, wind, chemical and physical phenomena: Simple experiments in - The Teaching of Science in Elementary Grades—G. H. Traf- ton. Experimental Practice in City and Country School—Caroline Pratt. Field Trips or Excursions: The Nature Study Idea—L. H. Bailey. Industrial Arts in the Elementary Schools—Bonsor and Moss- II].3111. An Experiment with a Project Curriculum—Collings, Ellsworth. The Child and the Curriculum—John Dewey. Textbook in Principles of Science Teaching—George R. Twiss. Vacation Activities—Published by Lincoln Schools of Teach- ers College, 1925. COURSE OF STUDY—EARLY ELEM F. NTARY DEPARTMENT 65 NUMBER EXPERIENCE An interest in number and quantity is evidenced almost as soon as children become familiar with “things” in the home or school. The doll table is set for four places; six bottles of milk, napkins, and straws are needed at each luncheon table; not more than two long blocks may be carried at one time, etc., etc. Such problems are con- stantly watched for and made use of by the teachers. Through dealing with number and quantity in concrete situations as suggested above, the children know from the beginning that number has a use, a relationship. As Miss Pratt puts it in “Experimental Practice in the City and Country School: We want children to form strong habits of first hand research and to use what they find; we want them to discover relationships in concrete matter, so that they will know they exist when they deal with abstract forms, and will have habits of putting them to use.” We hope to develop in the child, through making use of these natural opportunities and through his own self-initiated, whole- hearted activities, the habits— 1. Of approaching life situations with a spirit of investigation. 2. Of searching for accurate information. 3. Of forming judgments based on this, on his own observa- tions, and on his own previous experiences. We wish him to gain clear number, size, form, and arrange- ment concepts as a result of experience, the value of which he will appreciate and use, and which will aid him in meeting his needs and working out his problems arising in his everyday experiences. MATERIALS, other than those listed under “School Environ- ment”, page 39, that are often needed in connection with number ex- periences, are: foot ruler measuring rod yard stick clock measuring cups large calendar scales (balance and weight) large thermometer large scales (on which chil- dominoes dren are weighed) blocks flash cards—number combinations (with and without pictures) materials used in original number games. Suggestive activities involving the need for number in the Kindergarten: Selection of certain number of chairs, or a chair of the proper height, high or low. Need for two or more blocks in building pro- 66 KALA MAZOO PUBLIC SCHOOLS ject, long block or short block, wide board or narrow board. Number of doilies, plates, straws, napkins, bottles of milk required. Number of children present. Number of pennies, nickels, dimes brought for deposit in the bank or to pay for milk. Measuring in cooking—cup, spoon, etc. Weighing children. Form conception growing from clay modeling, modeling in snow, sand, etc. Achievements growing out of such experience: Conception of and ability to use correctly—big, little, large, small, over, under, top, bottom, tall, short, high, low, narrow, wide, inside, outside, front, back, fast, slow, left, right, many, few, heavy, light, first, last. Ability to count to ten correctly. A growing pride and satisfaction in ability to count and to make suitable selection of material according to size, etc. Activities involving the need for number in the First and Second Grades: The same activities listed as Kindergarten are continued in First and Second grades, but in advanced form— Counting and estimating in games; number of players, number of ten pins, balls, marbles, bean bags or jackstones; numbers in- volved in Lotto, Ringtoss, etc. Counting and writing of number, as in taking attendance. Keeping of score in simple competitive games, keeping height and weight chart, counting votes, counting partners, choosing sides. Measuring as needed in cutting doll clothing, making bean bags, making boats, trains, autos, doll houses and furniture, scooters, sleds; building with blocks. Weighing and measuring for making jelly, butter, gingerbread boys, apple sauce, and the like. Weighing and measuring as it is involved in store play; pound, quart, box, dozen; in keeping height and weight chart. Using of money—bank deposit, milk bill, buying stamps for valentines, letters; running errands, etc. Reading and Writing of number: Recording attendance on bulletin board. Writing addresses on invitations, valentines, letters. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT - 67 Finding definite pages in book. Reading the thermometer, reading street numbers, passed on excursions, working out problems on blackboard or paper, making own Lotto set, Domino cards, Parchesi, Ringtoss, Tenpins, flash cards, matching cards, etc. Telling of time as needed—school time, out-door time, rest and lunch time, dinner time, bed time, number of days till Christmas, etc. Planning and carrying on sale of child-made articles to earn money for the room. Giving of party involving plan for number of guests, mater- ials, entertainment, etc. Making of original number games. Achievements growing out of such experience: First Grade: Ability to count objects and materials to 50. Ability to recognize, read, and write numerals to 25 as need arises. Ability to use and know meaning of fraction one-half. Ability to discriminate and recognize proportion. Aibility to measure and avoid waste. Ability to know and recognize value of penny, nickel, dime, quarter. Ability to use such measurements as inch, foot, yard, one-half pint, 1 cup, etc. Second Grade: Ability to write number correctly, to make each digit properly and to read both figure and figure name. Ability to count and recognize numbers up to 100. Ability to count by 2, 3, 5, 10. Ability in the use of the primary facts of addition and the cor- responding substraction facts, also some control of “2 times” and “3 times” tables and the table of “fives”, and the corresponding division facts. - Ability to use these facts in the very simple concrete situations that arise in their daily lives. Ability to add three or four one-figured numbers, and a one- figure number to a two-figure number. Ability to keep score in games. 68 KALA MAZOO PUBLIC SCHOOLS Ability to make change in store play and to know the value of penny, nickel, dime, quarter, half-dollar and dollar. Ability to use simple scales to meet play needs. Ability to use the calendar. Ability to tell time accurately. Ability to use and enjoy working with numbers; a growing de- sire to know more about them because of a feeling and appreciation of their value. Bibliography A Conduct Curriculum for Kindergarten and First Grade— Hill, Burke and others. Primary Number Projects—Losh and Weeks. Number Projects for Beginners—McLaughlin and Troxell. How to Teach Primary Number—Stone. New Methods in Arithmetic—Thorndike. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 69 * ENGLISH EXPERIENCES Language Experience The significance of English as a school subject has meaning in proportion as it meets the actual demands of life. The child enters school, with the command of language which is vigorous only in proportion as he has had contact with persons and things in his pre- school period; with an unlimited capacity for speech which has been nurtured only in so far as he has had these rich experiences of seeing and doing. Free oral expression is motivated by a desire for social relations as well as by a desire to achieve practical ends, in a suggestive environment. In this suggestive environment which stimulates the child to activity, he continually acquires a more ample, more definite, more accurate vocabulary. He gains increased ability, from con- secutive discourse growing out of problems to be solved, which arise out of live conditions and concrete experiences. New terms, phrases, expressions grow out of new experiences. Self-confidence and power aroused by the ability to tell a bit of information in a clear direct way are invaluable. This involves intelligent organization of a con- structive character (which later leads naturally to written work). These steps in the building of language ability grow at different rates for each individual child. Stories told by the teacher are retold by the children, natural conversation arising in the democratic sit- uations of our informal organization are means of help in enriching the child's language experiences. “The only way to secure practice in oral English which will be adequate from the standpoint of quantity, variety, and conformity to correct and natural usage is to have the work of the class and the school so arranged that there shall be ample opportunity for free expression in connection with all kinds of interesting and instrinsi- cally valuable activities. Things must be going on that are worth talking about, and to this end the school must help to establish wider contacts with the best which environment offers.” “The Primary School”, by Annie Moore. Activities of the Children stimulating them to free ' oral expression Coming into a freely organized situation where they greet and are greeted in an easy normal way. Communicating freely with fellow-workers and teachers in the work shop, during conference, lunch, and play periods—in fact, throughout the day excepting quiet periods. Committee meetings 70 KALA MAZOO PUBLIC SCHOOLS to discuss group undertakings. Hearing and telling interesting ex- periences vital to the child. Hearing and retelling stories, drama- tizing stories, preparing puppet shows, movies, etc. Questioning and inquiring in regard to things of interest. The Teacher’s Part The teacher must be ever alert and consciously work with the children for correct expression after she is sure such help will not suppress or diminish their fearlessness, eagerness, naturalness, and spontaneity. A few of the most common and most serious errors should be worked on at a time. Kindergarten Achievements Ability to give name, father's name, address, phone number. Ability to express a complete thought. Ability to talk plainly so that he may be understood. Ability to listen attentively to stories told by teacher. Ability to retell well known story with simple plot. Ability to retell a number of Mother Goose Rhymes. Ability to participate in conference and discussion periods. First and Second Grade Achievements Ability to tell personal experiences with sequence of events ac- curately enumerated. Ability to carry on conversation or take part in discussion with fair degree of good English usage. Ability to organize thought and get it over to others in an in- teresting way. - Ability to stand up and speak so as to be heard—ability to enun- ciate clearly. Ability to retell stories with dramatic feeling. Ability to lose self in talking and speak in natural easy and en- gaging way. LITERATURE EXPERIENCE In Early Elementary Grades the principal objective in liter- ature should be the cultivation of habits of real enjoyment of books and stories. The happy pursuit of story experience for its own sake with plenty of time allotted to it is our chief consideration. Good literature brings vivid phases of life to the children out of which each child may take what he needs, what he is ready for. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 71 Each child by inheritance is attuned to certain responses; he is hos- pitable to certain suggestions and ready for certain conclusions. He will easily grasp that for which he is ready. (See Gesell—The Nor- mal Child and Primary Education.) Reading stories from books to the children is a stimulation for them to go to books for stories, but the told story has a place with the older child as well as with the younger ones. “For that literature which is concerned with emotion and beauty—poetry, particularly, and poetic prose—excellent oral reading is one route to natural ap- preciation. In the early grades, reading by the teacher is the me- dium.”—Twenty-fourth Year Book. N. S. S. E. The following is a list of stories that are especially adapted for telling: KINDERG ARTEN Folk and Fairy Tales The Three Bears—Joseph Jacobs, English Fairy Tales. The Three Little Pigs—Joseph Jacobs, English Fairy Tales. The Three Billy Goats Gruff—Mrs. Andrew T. Thompson, East O' the Sun and West O’ the Moon. The Gingerbread Boy—Sarah Cone Bryant, Stories to Tell Children. The Old Woman and her Pig–Joseph Jacobs, English Fairy Tales. Chicken Little—Joseph Jacobs, English Fairy Tales. The Elves and the Shoemaker—Scudder, Horace E., Fables and Folk Stories. Johnny and the Goats. Little Black Sambo—Bannerman. Peter Rabbit—Potter, Beatrix. The Night Before Christmas. The Little Train of Cars—Book House. Old Man Rabbit's Thanksgiving Dinner—Bailey and Lewis, For the Children's Hour. The Little Fir Tree. The Little Blue Dishes. Mother Goose. Religious Stories The Nativity—Luke II. Moses and the Bulrushes—Baker and Baker, Bible stories in Graded Series. * - 72 KALAMAZOO PUBLIC SCHOOLS Joseph's Coat of Many Colors—Baker and Baker, Bible Stories in Graded Series. FIRST GRADE Folk and Fairy Tales The Travels of a Fox—Firelight Stories, Bailey & Lewis. The Wonderful Iron Pot—Firelight Stories, Bailey & Lewis. The Fox and the Little Red Hen—Stories to Tell, Sarah Cone Bryant. Boots and his Brothers—East O' the Sun, West O' the Moon. The Cat and the Parrot—How to Tell Stories, S. C. Bryant. The Tongue-cut Sparrow—Book House, Vol. II. The Little Half-chick—How to Tell Stories, S. C. Bryant. Fables The Country Mouse and the City Mouse—S. C. Bryant. The Wind and the Sun—Book of Fables, Scudder. Modern Stories The Goops—Burgess. Johnny Crow's Garden—Leslie Brooke. Baby Monkey and the Wiley Wolf—Kilbourne. The Story of Mrs. Tubbs—Hugh Lofting. The Story of Dr. Doolittle—Hugh Lofting. Raggady Ann - Raggady Andy—Johnny Gruelle. Epaminondas—S. C. Bryant. The Tar Baby—Uncle Remus—Harris. Lil Hannibal. - How the Field Mouse Discovered Maple Syrup—S. C. Bryant. The Elephant's Child—Rudyard Kipling. How the Camel got his Hump—Rudyard Kipling. The Lion and the Jackals—S. C. Bryant. Raggylug—Ernest T. Seton. How the Indians Made Clay Dishes. The Little Old Man and the Five Pennies. Why the Chimes Rang—Percy Alden. The Velocipede—S. C. Bryant. Nature Stories The Cloud—S. C. Bryant. The Anxious Leaf-Bailey & Lewis, For the Children's Hour. The Winds Work—Lindsey, Mother Stories. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT & 73 Religious Stories Nativity—Bible. Stories from Bible adapted to small Children by Clara Belle Baker and Edna Dean Baker—“The Bible in Graded Story”. Vol. I. The Good Shepherd. Vol. II. The Good Neighbor. Poems selected from— Home Book of Verse—B. E. Stevenson. The Posy Ring—Wiggin and Smith. Fairies and Chimneys—Rose Fyleman. Jane, Joseph and John—Bergengren. Peacock Pie—Walter De le Mair. Sing Song—C. T. Rossetti. Child Garden of Verse—R. L. Stevenson. Mother Goose. SECOND GRADE Poems America—Samuel Smith. Paper Boats—Tagore, Crescent Moon. My Shadow—Stevenson. The Clouds—Wiggin and Smith. The Swing—Stevenson. The Lamplighter—Stevenson. The Owl and the Pussy Cat—Lear. The Snow Bird—Sherman. The Wind—Rossetti. Winter Rain—Rossetti. John III-16—Bible. Luke II-10-11-12—Bible. While Shepherds Watched Their Flocks by Night—Tate. Who Likes the Main 2—Poulsson. Hiawatha's Childhood—Longfellow. Wynken, Blynken, and Nod—Eugene Field. Fables The Cross Dog in the Manger—The Children's Book, Scudder. The Ant and the Grasshopper—The Children's Book, Scudder. The Fox and the Grapes—The Children's Book, Scudder. The Lion and the Mouse—The Children's Book, Scudder. 74. KALAMAZOO PUBLIC SCHOOLS The Goose that Laid Golden Eggs—The Children's Book, Scudder. The Shepherd Boy and the Wolf—The Children's Book, Scudder. The Sun and the Wind, The Children's Book, Scudder. Belling the Cat—The Children's Book, Scudder. The Fox in the Well—The Children's Book, Scudder. The Tortoise and the Hare—The Children's Book, Scudder. The Fox and the Stork—The Children's Book, Scudder. The Frog and the Ox—The Children's Book, Scudder. The Dog and his Shadow—The Children's Book, Scudder. Folk and Fairy Tales Boots and his Brothers—Tappan, Folk Stories and Fables. Hans in Luck—Book of Folk Stories, Scudder. Hansel and Gretel—Grimm's Fairy Tales. Jack and the Bean Stalk—English Fairy Tales, Jacobs. King Midas or the Golden Touch—How to Tell Stories, Bryant. Little Lame Prince—Children's Stories that Never Grow Old, Stone. Pied Piper of Hamlin—How to Tell Stories, Bryant. Snow White and Rose Red–Grimm Fairy Tales. The Little Fir Tree—Bryant. The Adventures of the Little Field Mouse—Bryant. The Elves and the Shoemaker—Stories to Tell Children, Bry- allt. The Little Jackal and the Camel—Stories to Tell Children, Bryant. - The Ugly Duckling—Anderson Fairy Tales. Princess on the Glass Hill—A Child Book of Stories, Coussens. The Rat Princess—Tappan, Myths of Many Lands. Hans and the Four Big Giants—In Story Land, Harrison. Knights of the Silver Shield—Alden. The Lad and the North Wind—Folk Stories and Fables, Tap- pan. The Honest Woodman—In a Child's World, Poulsson. Geographical and Historical Stories Ned and Nan in Holland—Olmstead and Grant. Little Folks of Many Lands—Chance. Story of George Washington—Wiggin & Smith, Story Hour. Story of Lincoln—For the Children, Bailey & Lewis. COURSE OF STUDY-EARLY." ELEMENTARY DEPARTMENT 75 f The First Thanksgiving—Wiggin & Smith, Story Hour. Story of Columbus. Haaeren and Polend—Famous Men of Modern Times. Bell of Atri-Tales of a Wayside Inn, Longfellow. How Cedric Became a Knight—Arabian Knights. Ali Baba and the Forty Thieves—Arabian Knights. Nature Stories Bird Stories—Edith Patch. Birds of Killingworth—Tales of a Wayside Inn, Longfellow. Golden Rod and Astor—Nature Myths, Cook. How the Fire was Brought to the Indians—Classic Myths, Judd. How the Robin Came—(American Indian Myths). Whittier collection of poems. How the Leopard Got his Spots—Just So Stories, Kipling. Rikki Tikki Tavi–First Jungle Book, Kipling. Ugly Duckling—Fairy Tales Edited by Mrs. Lucas. How the Elephant Got his Trunk—Just So Stories, Kipling. How the Camel Got his Hump—Just So Stories, Kipling. Johnny Chuck Finds the Best Thing in the Wood—Burgess, West Wind Stories. Legend of the Dipper—Bailey, Story Hour. Bible Stories Birth of Jesus—Luke II, 1-20. David and Goliath—Samuel I, 17. David and His Harp—Samuel I, 15-23. Daniel in Lions' Den—Daniel VI, 1-23. Elijah Fed by the Ravens—I Kings XVII, 1-7. Feeding the Five Thousand—Matthew XIV, 15-21. Finding the Child Moses—Ex. II, 1-10. Healing the Daughter of Jairus—Luke VIII, 41-56. Joseph and His Brothers—Genesis VII. The Twenty-Third Psalm. The Good Samaritan—Luke X, 30-37. The Parable of the Lost Sheep—Luke XV, 3-7. The Parable of the Prodigal Son—Luke XV, 11-32. Vision of the Shepherds—Luke II, 8-20. Joshua Taking the City of Jericho—John VI, 1-20. The Flight into Egypt—Luke X, 30-37. Healing of the Paralytic—Mark II, 1-12. 76 KALAMAZOO PUBLIC SCHOOLS READING EXPERIENCE During the first school years the child is eager to give ex- pression to the images of his experiences in crude bold outlines of drawing and painting as well as in suggestive primitive dramatic expression. Both of these are interpretations of life; the one trans- ferred to paper; the other gestured by pantomime or dramatic in- terpretation. These forms of picture making are his means of com- munication and are the prerequisites for reading and writing. General Objectives in Teaching Reading in Early Elementary Grades A. Content 1. Cultivation of the desire to read. 2. To extend and enrich the experiences of boys and girls. 3. To help children acquire meanings from printed materials. 4. To stimulate their thinking powers. 5. To enable them to participate intelligently in the thought life of the world. 6. To enable them to participate appreciatively in the recrea- tional activities of the world. 7. To develop strong motives for and permanent interests in reading that will inspire the present and future lives of the readers, and provide for wholesome use of leisure time. 8. To interest them in the activities of the world and its people. B. Mechanics 1. To develop the attitudes, habits, and skills that are essential in the various types of reading activities. 2. To develop power to recognize words. 3. To cultivate rapid silent reading. 4. To enlarge the general vocabulary. 5. To get meanings from context and from pictures. 6. To develop the ability to analyze material for content. 7. To develop the ability to connect material with previous ex- periences. 8. To stimulate the right use of books, and libraries as sources of information. (From Four Year Course of Study prepared by Practicum Class in Lower Primary Department, Teachers College.) The child reads for two reasons (1) to add to the sum of his knowledge by providing information, clarifying his thinking by get- COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 77 ting at the substance of the thing read, and reenforcing experience, (2) pure delight. How to Stimulate Reading This reading for pure delight implies then, that there be time for it in the school program when children may handle, examine and enjoy a book in a natural “homey” way. Out of this natural desire to go to books for enjoyment, a reading habit may be formed, and taste and discrimination may be established. This may be brought about through the use of a library of well selected, inviting books. The following have been used and found helpful: For Kindergarten and Beginning First Grade Especially Mother Goose—Jessie Wilcox Smith. Mother Goose in Silhouette. Real Mother Goose—Blanche Fisher Wright. The Caldecott Picture Books 1 and 2—Warne. The A. B. C. Book—C. B. Falls. A Apple Pie—Kate Greenaway. Johnny Crow's Garden—Leslie Brooks. The Chicken World—E. Boyd Smith. The Farm Book—E. Boyd Smith. The Three Bears—Walter Crane. The Three Pigs—Leslie Brooks. Old Mother Hubbard—Walter Crane. This Little Pig Went to Market—Walter Crane. My Book House—Vol. I and II. Pinafore Palace. The Posy Ring—Wiggin and Smith. Sing Song—Rossetti. Jane, Joseph and John—Ralph Bergengren. Peacock Pie—Walter De LeMair. Clean Peter—Adelborg. Little Black Sambo—Helen Bannerman. The Cock, the Mouse, and the Little Red Hen–Lefevre. The White Puppy Book—Cecil Alden. Bam Bam Clock—by Johnnie Gruelle. Circus Reader. Eskimo Stories—Smith. American Animal Life—Deming. Little Indian Folk—Deming. Hiawatha Primer—Holbrook. 78 K.A LAMAZOO PUBLIC SCHOOLS For Advanced First and Second Grades, Especially Fox's Indian Primer. Peter Rabbitt–Beatrix Potter. Picture Tales from the Russian–Valery Garrick. Baby Zebra—Kilbourne. Baby Monkey—Kilbourne. Ameliar Ann & the Green Umbrella—Constance Howard. The Twins and Tabiffa—Constance Howard. Five Little Friends—Adams. Bow Wow and Mew Mew—Craik. Cherry Tree Children—Blaisdell. The F. U. N. Book—LaRue. Under the Story Tree—LaRue. Dutch Twins Primer—Perkins. The Eskimo Twins—Perkins. Ned and Nan in Holland—Olmstead and Grant. Nursery Tales from Many Lands—Skinner. The Tale of Tibby and Tabby—Skinner. Little Book of Well Known Toys—Braden. The Bojabi Tree—Edith Rickert. The Story of Mrs. Tubbs—Hugh Lofting. Little Dog Ready—Stryker. Poppy Seed Cakes—Clark. Jacko and the Dingo Boy—Driggs. When We Were Very Young—Milne. Child Garden of Verse—R. L. Stevenson. Home Book of Verse—B. E. Stevenson. Pied Piper of Hamlin—Rand McNally. Weavers and Other Workers—Hall. Kittens and Cats—Grover. Cat School—Marshall. A Happy School Year—Dahgliesh. Peggy Stories—Bacheldor. The Golden Goose Book—Brooks. The Circus Book—E. Boyd Smith. The Railroad Book—E. Boyd Smith. Nature Books Vol. I and II—Florence Bass. Birds—Piper. Red Feather—Morcombe. Desire to read does not come, however, unless a proper en- vironment has been established to stimulate this desire. Suggested materials to be supplied are: printing press, bulletin board, signs, labels, blackboard space, a library table with many books (such as COURSE OF STUDY-FARLY ELEM ENTARY DEPARTMENT 79 are suggested opposite), well selected from the standpoint of illustra- tion and story, and all sorts of play materials which stimulate ac- tivity. The beginning First Grade teacher is responsible for fostering and encouraging a desire to read on the part of the children and providing a rich experience and background for it. A bulletin board in a conspicuous place on a level with the children's eyes, where at- tractive pictures with interesting captions may be posted, topics of the day of immediate interest to the pupils, the name of month, day and year, the posting of “good news”, does much to stimulate reading in- terest. Such material must be changed often or added to and kept strictly fresh and up to date. Such an interest leads later in second grade to the printing of a daily newspaper, or keeping of a group diary. Labels for materials the children will use as: Scissors, paste brushes, pencils, red, yellow, blue, green, orange, black or brown, crayons, cloth, paper scraps, needles, thread, paint, varnish, shellac, may be printed and pasted on boxes containing the same. Children's names over their coat hooks, on their lockers, on their projects, and later used for such games as “spin the platter” or in the posting of committees for preparing the morning lunch, help children to know one another's names as well as their own. Reading situations come through meeting real and play needs, for example, play needs would be realized by furnishing signs for block construction and other dramatic play. Such signs will be needed as “stop, go, danger ahead, look, listen, right this way, tickets, keep to the right, quiet please, keep off the grass, danger zone, post office, U. S. Mail”, and labels for things to be sold in the store. Directions, announcements, and information may also be posted. These are of interest and help the child to form the conception that reading is thought-getting. There is a real need for knowing what the symbols say in order to “do” or to “know”. Children soon want titles under the pictures they make, or stories, to go with their pictures to bind into a picture book. Print- ing presses, large and small, have their place in this connection. The children also like to make records of their own activities and experi- ences, helping to compose them. The teacher should revise these if necessary before putting them in print to make sure that— Vocabulary is chiefly that most commonly used in reading. (See first three hundred words of the teachers word book by Thorn- dike, Teachers College; also “Commonest Words in the Spoken 80 KALA MAZOO PUBl,IC SCHOOLS Vocabulary”, Twenty-fourth year book, N. S. S. E.) There are not too many new words but repetition of old ones. Sentences are short (one line) and meaningful. The content of the material is a literary unit and satisfying to the children. The printing is large, clear, bold and carefully done with proper spacing of letters, words and lines. An illustration, either child-made or chosen from teacher's port- folio is added to make the material more attractive and inter- esting. Such “experience” material drawn from the play-work activ- ities of the children in school or from their excursions or seasonal interests should never be hashed over until it is worn out and the children made sick of it. The matching of “lines” of the story, which are later cut into phrase units and “quick perception” cards before the children, help them to gain power and confidence in reading. Beginning reading must proceed from the sentence to the phrase and then to important words. Many children choose to drill themselves or conduct their own little reading classes using these strips with the corresponding charts during free activity periods. Favorite rhymes and original stories or poems may also be used as blackboard or chart reading material. The physical aspects of reading must be given careful atten- tion at all times. Posture must be comfortable but respectful. The light should come over the left shoulder of the reader. His chair should be of right height and build. All reading materials must be as nearly perfect as possible, large, clear print and well spaced. Spe- cial precaution must be taken to prevent eye strain and therefore nerve strain. An informal reading situation should not demand that chil- dren sit on the floor. A comfortable position is more necessary dur- ing reading than at many other times, if the child's attention is to center on the gaining of thought and pleasure from printed symbols. No opportunity should be lost for play with rhyming words and the development of ear training. Phonic study should not be begun until much later when the child has acquired a more exten- sive vocabulary and there is no danger of speech mechanism becoming conscious instead of automatic. By such means as the foregoing and through daily contact with simple primers and picture books, hearing stories read aloud from COURSE OF STUDY-EARLY ELEMENTARY DEPARTM ENT 81 books, by a teacher who keeps varied purposes for reading always in the foreground, the following achievements should result: Beginning Reading Achievements Maintains correct reading posture, standing or sitting. Eyes follow line from left to right with proper eye sweep. Does not call words or point to words. Enunciates clearly and correctly when reading aloud. Is interested in all printed signs in school, at home and along the streets. Has gained a reading vocabulary of 50 to 100 words. Wants to read. Loves to read in so far as he is able. Finds great pleasure in reading for others and in hearing them read. Appreciates the need for quiet on the part of all children when one person or group of persons is reading. Is developing love and appreciation for nice books and turns eagerly to them for enjoyment and pleasure. The children in the second semester of first grade are grouped for more formal work in reading according to the Detroit First Grade Classification test and their readiness for reading as evidenced in their beginning first grade experience. During this semester the same type of vital “experience” and “bulletin” board reading described as First B work continues. Ad- vanced First Grade children however, are much interested in books and are in need of separate periods for group study with teacher help and guidance. The members of these small reading groups should be as nearly as possible the same level of ability with such flexibility in organi- zation that any member may slip from one group into another when- ever such change will be for his benefit. Children should advance to a new story as fast as they are able to read the word and phrase cards belonging to each story and then read the story in a satisfactory fashion to the teacher or to a group of children. Only the important words and phrases and those which occur over and over should be used for the reading test, however. Reading games are a splendid means to help the child gain 82 KALAMAZOO PUBLIC SCHOOLS power when he has become identified with a reading problem. These games which have in them the element of matching, classifying, chance of winning, etc., are valuable because they represent natural activity. The child is given a chance to do and get satisfaction in the doing. These are not to be confused with the devices which are used to maintain interest and power. It has been found that “superior” children forge ahead both with oral and silent reading to the extent that they finish their basal primer with ease and also a number of other primers containing interesting and worthwhile material. “Average” children do almost as well. They perhaps do not read so many supplementary primers. The slow or below average children continue with the chart ma- terial which can be linked more closely with their daily undertak- ings and interests and which is free from many of the problems en- countered in holding and reading from a book. More drill and repetition of vocabulary in new situations is needed for the “non reader” type of child. All drill must be related to reading but sub- ordinated to it. After the child can read enough to experience a joy and satisfaction in putting thought into the printed page he should be helped to get some method of sound analysis. The use of phonics is not considered of value in or of itself, but the use of phonic help and word analysis in a situation where the child senses the need of such help is always to be encouraged. For example, words that sound alike words that begin alike words that end alike Phonics is treated more systematically in this grade when an interest in initial sounds or similar words is shown by the children or when an interest in rhyming is evidenced. It is still largely a matter of ear training. Phonic help or word analysis is given in any situation where the child or teacher feels the need. The use of Mother Goose rhymes provide an excellent means for enjoyment and also for ear training. Play with rhyming words is encouraged after the children have a sight vocabulary of a number of words. In this way vocalization is improved, eye training is begun, auditory perception is sharpened and the ear made sensitive to correct sounds. (See Pennell and Cusach “How to Teach Reading”, Sections on “Ways and Means of Helping Children to Become Efficient Readers”, “Silent and Oral Reading”, “Work by Grades”.) COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 83 Second Grade Reading experience is a continuation of that described for the First year experience. Children generally have acquired sufficient vocabulary and ability to forge ahead to enjoy a library hour together when each child chooses a book and reads silently. The library hour usually culminates with the reading, tell- ing or dramatizing of a story enjoyed and prepared for the others' enjoyment by one or more children. Second grade children also turn more to their library books for further information and help in regard to their free activity undertakings. Having used pictures for this help previously, they now are able to gain assistance from the printed page. Story Books, Primers, First and Second readers, both basal and supplementary, are read in such quantity as the superior and average children are able to enjoy. They should go to the third grade ready to cope with material of easy third grade difficulty. The very slow children will need most of the second grade year to gain primer power, i. e. the ability to read single lines of mean- ingful material with some degree of ease and enjoyment. Their read- ing, can scarcely consist of material more difficult than primers and charts of “experience” material. The use of informal reading tests, suited to the material and situations in which they are to be used, is advocated for second grade children. (Illustrative informal tests may be found in the Twenty-fourth Year Book and also in Pennell and Cusach, How to Teach Reading.) All remedial work should be prescribed, after a diagnostic analysis on the basis of study of the individual, a study of the child's Progress cards to date, informal test results, classification and in- dividual test results, physical condition, nationality, extent of read- ing experience, reading habits and attitudes, will form a basis for an analysis of the difficulty and a decision in regard to remedial meas- ures. Children having the same deficiencies may then be grouped together but much of the remedial work will be individual. Attitudes may need to be improved through commendation, growing confidence, increased co-operation from the children, due to their feeling of need for improvement. Easier material may be needed or material more closely re- lated to the children's experience and therefore more interesting. Drill may be needed such as eye swinging practice; use of phrase cards to improve eye span and to lessen the number of fixations per line; practice with word cards to increase reading vocabulary; and phonics to help identify and classify new words, develop independence, and the habit of word analysis. 84. KALAMAZOO PUBLIC SCHOOLS (“A Tabular Analysis of Suggestions on Diagnosis and Rem- edial Work” Twenty-fourth Year Book, Part I, N. S. S. E. will be found very helpful in connection with children's difficulty with reading—also an article by Laura Zirbes in the Teachers College Record for June 1925 entitled “Attacking the Cause of Reading Deficiency.”) A regular phonics period of ten minutes daily, apart from regular reading periods is provided for children needing help in sound analysis toward more accurate and independent reading. “The question of phonics or no phonics is of less importance than just what, how much, and for whom phonics should be given—to those who need them, not to others.” (Theison, 20th Year Book). “Phonics should not be imposed; it should be used only as a tool in time of need.”—Wheat. (We find that foreign children and “Z” children are in special need of this help. Children with serious speech de- fects are given regular training by a specialist as soon as such difficul- ties are discovered, i.e. lisping, stammering, negligent speech and for- eign accent.) The initial sounds and phonograms which the chil- dren need to use frequently, bearing directly on their reading, are selected. The children are held responsible for the application of phonic knowledge so gained in the reading period. In development work, the teacher calls attention to the known phonic elements of the new material and has the children find these. The habit of attacking a new word by noticing the initial consonant and looking for the unknown phonogram is encouraged. Unphonetic words are taught as sight words. Individual work rather than concert work is stressed. No word is used in phonic period, the meaning of which the children do not know. Games, rich in fun, provide a means for securing drill in phonics. (See Pennell and Cusach, How to Teach Reading, pages 78-92.) Consonant and phonogram cards are at the child's disposal for self-initiated drill and small group use. The first semester of second grade work is devoted largely to the further development of single and double consonant recognition and the more common of the phonograms found in reading voca- bularies. The children make their own “sound” books during the semester as a phase of their phonic study. The second semester's work in second grade is a continuation of the first with the addition of further phonogram study so that the children on entrance to the third grade have ability to attack new material with a fair degree of independence. course of STUDY—EARLY ELEMENTARY DEPARTMENT 85 READING ACHIEVEMENTS FOR ADVANCED FIRST AND SECOND GRADE Habits and Skills: Sits or stands in comfortable and respectful position. Opens book properly. Holds book properly. Uses book carefully. Turns pages properly. - Does not soil it with pencil or hands. Uses marker until ability is formed to keep the place with- out it. Does not tear or mutilate pageS in any way. Is learning to use the table of contents. Reads silently before attempting to read aloud. Tries to eliminate lip movement while reading silently. Uses correct eye movements, with lengthening eye sweep. Keeps place without pointing. Enunciates and pronounces words distinctly. Uses pleasing quality of voice, so audience hears with ease. Attacks new and difficult words by: Skipping over words and getting them through context. Recognizing phonetic elements. Asking for word. Reads with expression and feeling—does not call words. Reads for information, to answer questions. Can reproduce what he has read silently—organizing thought in words, by action, or through art materials. Appreciations: Experiences joy and satisfaction in putting thought into the page. Enjoys hearing stories read and listens attentively. Is courteous to readers having less ability to read than he. Enjoys reading for others, selecting and preparing story. Appreciates the humor in a story. A list of Primers and Readers, which does not begin to in- clude all the good things on the market, but which have been en- joyed by the children in Early Elementary Grades, is as follows: Baker & Baker, Bobbs Merrill Primer and Readers I & II— Bobbs Merrill Co. Baker and Thorndike, Everyday Classics Primer & Readers I & II—MacMillan Company. 86 KALAMAZOO PUBLIC SCHOOLS The Child's Own Way Series, Primer, First, Second Readers —by Hardy, Wheeler Pub. Co. The Lincoln Readers, Primer, First, Second Readers—Laurel Book Co. The Horace Mann, Primer, First, Second Readers—Longmans, Green and Co. The Pathway to Reading, Primer, First, Second Readers—Sil. ver Burdett & Co. The Modern School Readers, Primer, First, Second, by Thomp- son & Wilson–Harr Wagner Co. The Field Martin Primer, First, Second Readers—Ginn & Co. The Happy Children Readers, Book I and II—Ginn & Co. Good Reading Primer, First, Second Readers—Scribners. The Silent Reading Hour, Primer and 1st Reader, Buswell and Wheeler—Wheeler Pub. Co. Easy Steps in Reading, Coe & Specht—American Book Co. Child Library Readers, Primer & 1st, Elson-Runkel—Scott Forsman Co. Ǻ Winston Pre-primers, Primers and Readers I & II, Firman- Maltby—John C. Winston Co. Reading Literature Primer and Readers I & II, Free & Tread- well—Row Peterson Co. Learn to Study Readers, Primer & 1st Reader, Horn-Shields— Ginn & Co. Smedley & Olsen Primer, First, Second Readers—Hall & Mc- Creary Co. WRITTEN ENGLISH EXPERIENCE The need for written English is felt by the child when his so- cial experiences have been widened to the point where he realizes the limitations of the unspoken word. He cannot communicate with any one at a distance until he learns to write, nor can he make permanent for his own future use any thought of his until he can write it. Our aim in helping him to write correctly is the same as in having him speak correctly, but without the element of personal poise which is needed “to talk to people”. We wish to help him to clarify his expression, to enrich his vocabulary, and to help him ob- tain good sentence structure. In writing there should be a real need, incentive, or genuine purpose from the child's standpoint. Writing should never be as- signed simply to keep the children quiet. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 87 Activities of the children involving a need to communicate, record, or create:— In advanced first grade— Labeling own things with name to publish ownership. Composing and writing or printing titles for pictures the child has made, as “Indian fishing”, “War Dance”, etc. Writing or printing of instructions, labels, bulletins, as “Please save”, “Please do not erase”, “Clean up time”, “Please keep the books in order”, “Don’t forget to wash”, “Don’t forget the party”, “Wet paint”, etc. Greetings for special occasions, as “Merry Christmas”, “Hap- py Birthday”. In Second Grade— Those listed for First Grade and :— Composing and writing of tiny messages to take home to sur- prise Mother or to be sent to Grandma. Writing of short bulletin notices, thus developing a sentence sense, as, “Do not forget to bring your bank money.” Composing and writing entry for class diary; as, “May 20. We made butter today.” Organizing and writing of such chart materials as “How to keep well— Eat cereal Drink milk ITUIſ) fruit Water reSt bread play butter work vegetables sleep.” Finally, would come the creating and writing of a complete letter, little poem, or story. Care should be taken that the thought expressed is the child's own, crude but original and naive. It is then the sincere expression of the writer and a joy to both writer and reader. The child develops skill and technique in writing only as he has satisfactory experiences in using writing. Dr. Frank N. Freeman in Chapter I of the Eighteenth Year- book, N. S. S. E. “Principles of Method in Teaching Writing as Derived from Scientific Investigations” says:– “Exacting formal drill should not be given before about Grade IV. The greater part of the practice throughout the grades should be given to the actual writing of words. Insistence upon position or 88 KALAMAZOO PUBLIC SCHOOLS types of movement should first become strict about Grade IV. In the primary grades only the gross faults should be corrected. . . . Growth in skill of movement is marked at about the ninth year. Few pupils who are given arm movement drill can use the arm movement before the fourth grade.” “The speed of writing should be low at the beginning and should gradually increase from about 30 letters per minute at the end of grade II to about 73 letters per minute at the end of grade VIII. . . . Young children are incapable of making new coordinate movements rapidly.” “The standard of accuracy should be low at the beginning and gradually increase as the child gains maturity and practice. . . . . Letters should be large at the beginning because large letters do not need to be so accurate as small letters. . . . . The steadiness and accuracy of movement increases greatly with maturity.” The finer motor coordination before the seventh year is lack- ing, but this ability increases rapidly between the ages of seven and ten years. With young children, any developing skill must be close- ly connected with its use or application if it is to have meaning and significance. Therefore little writing will be needed or will take place much before second grade and then should be concerned with learning how to form letters well and connect them properly as they occur in words which the children want and need to use. • Supposing the children are all ready to write Christmas greet- ings and have chosen “Merry Christmas to Mother” as the one on which they wish to work, the lesson might proceed somewhat as follows: - The teacher writes “Mother” slowly and carefully on the board, analyzing the process aloud as she writes. She then asks her little observers if one of them would like to try. A child is chosen and is told to watch again while the word is written. The teacher then erases both copies. The child attempts to do as the teacher did. Very soon the majority of children are able to imitate both in form and movement words which they see the teacher write. “Much greater freedom and fluency are obtained where children learn to write from the visual image of both form and movement which they carry in mind and execute as a unit. The kinaesthetic image of the complete movement required to write a word is much more quickly and surely imprinted by this process than by the dis- jointed, fragmentary copying of a word letter by letter or stroke by stroke with a model before the eyes.” —Miss Moore: “The Primary School”. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 89 Practice on any word should stop before the children are tired. All written work in primary grades should be at the black board with soft chalk or on large 12x18 sheets of unprinted news, using large beginners pencils. The large paper may be folded into two inch strips and then unfolded to provide creases to be used as lines. Because only a very moderate amount of writing is done in primary grades, when it is only used to meet a real need, and that done under careful supervision, there is little need to worry about the formation of wrong habits. Incorrect position and muscular tension are guarded against whenever the children do write. Finger movement cannot be entirely prevented, but large arm movement is encouraged through the use of the blackboard, easel, large paper, large crayons, and pencils. Writing Achievements Few definite writing achievements can or need be stated. By the end of second grade we find children have gained— Ability to write their own names. Ability to compose and write simple child-like greetings, in- vitations, current events, labels, signs, short letters, etc. Ability to write large with large materials and little strain. Ability to form and join commonly used letters properly though crudely. An interest in and desire to learn more about writing. Spelling—as it affects Early Elementary Grades Generally speaking, a knowledge of spelling is necessary only in connection with the act of writing. Since little children's writ- ten expression is limited to the meeting of their few and real needs for it, spelling and writing go along almost simultaneously. Children learn to spell many words simply through familiarity with them in reading. Many words, therefore, need never be learned through formal spelling drill. The phonetic study of words too, in connec- tion with reading, makes some visual as well as auditory impression. This leads naturally to phonic writing, where second grade children enjoy writing as many words as they can think of that end in “at”, “ate”, “ake”, “old”, etc. There are times when a number of children will need to “spell to write” the same words, as in making Christmas greetings. The words then will not be regulated by length or difficulty but by the children's need. At such times, informal group drill lessons in spelling and writing may take place. At other times, each individual child will need to spell and 90 KALAMAZOO PUBLIC SCHOOLS write a different word. In advanced second grade, the children may make their own dictionaries, placing therein, alphabetically, the words, they have needed and learned. A composite list made up from all the dictionaries may be made toward the end of the semester and used for lessons, for all the children. A comparison from time to time with the Ayres Spelling list or other standard word list will help check on the spelling achievement of the children. GENERAL BIBLIOGRAPHY How to Teach Reading—Pennell-Cusach. Types of Elementary Teaching and Learning The Primary School—Moore. A Conduct Curriculum—Hill, Burke and others. An activity Curriculum—Salisbury. Spell to Write—Suhrie. Twenty-fourth Year Book N. S. S. E. Part I–Public School Pub. Co. The Teaching of Reading—Wheat. The Material of Reading—Uhl. Unified Kindergarten and First Grade Teaching—Parker & Temple. - Problems in Beginning Reading—Gates. Reading Interests—Study of Children's Choices—Grant and White. The Normal Child & Primary Education—Gesell. Silent Reading—Germane and Germane. Teaching Children to Read—Klapper. Reading Objectives—Anderson, Davidson. Parker. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 91 INDUSTRIAL AND FINE ARTS EXPERIENCE The Vision I thank my God, That I may see the shadows of the clouds upon the hills; That I may hear the undertone that through the forest thrills; That I may see a color and be glad; That I may see a form and be at peace; Hear a chord and then be sad. And though with pen or brush or stroke I may not bear a part, I thank my God He lets me hold The vision in my heart. In the spontaneous play of early childhood is found the truest expression of all art. “There is so much of the Summer and the Autumn, but the Spring never comes again.” (Prof. Cizek.) It is a period in which the child reveals himself, his feelings, his inter- pretations of life as he understands it. The most satisfying channels which serve as an outlet for these emotional experiences are offered by representation through various materials. The school must provide opportunity for this free ex- pression. This cannot be done if technical skill is considered the pri- mary end. The instinctive reaching out for material that will satisfy, comes from the child; but the problem of helping the child to dis- cover that form of expression which best expresses his feeling is for the teacher. By the time a child reaches Second Grade he should have ac- quired a reasonable amount of skill in using and caring for all ma- terials. Opportunity for the necessary manipulation and experi- mentation is provided in the kindergarten. Skill in representing what he knows is acquired in First Grade. General achievements for industrial and fine arts follow: HEALTH - Physical Development of large muscles through using large materials and tools. Development of motor co-ordination in use of tools. Mental and Emotional Joy and satisfaction in creating. 92 KALA MAZOO PUBLIC SCHOOLS Plasticity and fluidity of materials afford outlet for emotional expression. Orderliness of thought through organization of materials and effort toward the accomplishment of a purpose. PRACTICAL EFFICIENCY Finds and replaces materials promptly. Keeps locker in order. Uses materials and tools to the best of his ability. Uses materials for experimental investigation without supervision and does not waste them. Uses materials with fair motor control according to best usage. Is developing ability to create. Is growing in ability to take care of self and possessions. Is growing in ability to choose activity wisely. Is growing in ability to plan procedure. Is growing in ability to execute plans. Is growing in ability to judge results. Is growing in ability to discriminate in choice of materials, size, number, space, and proportion. Is developing respect for materials and equipment. Is developing respect for any product which represents worth- while effort. Enjoys success at end of well-worked project. CITIZENSHIP Is willing to share school materials or own possessions. Does not take or tamper with things belonging to another. Recognizes wider experiences of older people and accepts their help when necessary. LEISURE Interest in using materials, which carries over into play times, at home and at school. Knowledge of possibilities of materials. Knowledge of sources of materials. Satisfaction in use of materials as a means of expression. Growing appreciation and enjoyment of beauty. COURSE OF STUDY-EARLY F.I.E.M. ENTARY I) EPARTMENT 93 WOOD Wood is one of the most satisfactory materials to the child in any stage of development. It lends itself well to purely manipu- lative activities of pounding, nailing, and sawing, and also to crude symbolic effort. The realistic stage—the making of things to meet real and play needs—calls into play all the alertness and clear thinking, the purposing and planning, executing, and judging of results which are necessary in solving the problems which present themselves. At the same time it provides for steady growth, be- cause the possibilities of the material are unlimited. The tools which are to be used should be full-sized, and the procedure from a few simple tools to those more intricate in process, rather than from miniature to large tools. Materials Workbench, low, with vise. Plenty of bass wood in desirable lengths, widths, and thickness. Assorted nails, button molds, spools, strips of tin, etc. Glue and sandpaper, enamel or flat paint in various colors, wood stain and varnish, 9%" and 1" flat paint brushes. Tools for a group of 30: 2—18" rip saws; 1 hack-saw; 2 coping saws; 1 keyhole saw ; 6 medium weight claw hammers, No. 13 plumb; 1 screw driv- er; 1 gimlet; 1 coarse file. To be used under careful supervision: plane, chisel, brace and bits. (1 each per building.) Care and Accessibility The wood should be easily accessible to the children, but they also ought to have an understanding of its value and of the waste one careless worker can cause. Teacher’s Part Seeing that tools are sharpened and oiled, and guarding against WaSte. Child’s Part Entire care of the tools and wood, hanging tools on a rack near the work-bench, keeping small scraps in a box, and sweeping up saw-dust. Suggestive Uses Individual projects: Boats, trains, autos, street-cars, trucks, air- planes, wagons, scooters, ice skates, sleds, tool-racks, tie racks, book-ends, tooth brush holders, tea tiles, small doll furniture, foot-stools, etc. 94. KA LAMAZOO PUBLIC SCHOOLS Group projects: Houses, large autos, trains, doll furniture to use in doll corner, such as chairs, tables, stoves, dressers, cup- boards, cradles, beds, pianos, doll-cabs; the farm buildings used in projects, booths in county fairs, shelves in grocery, etc. Achievements Kindergarten Ability to drive nails straight. Ability to handle saws correctly. Ability to use vise correctly. Care in handling tools to avoid injury. 1st Grade More careful planning of projects. Selection of proper widths and lengths for use. Measuring wood to avoid waste. Higher standards and more finished products through use of sandpaper, enamel, stain, etc. 2nd Grade Accurate measurements with ruler and yardstick. Use of decoration on wood products. BLOCKS Blocks of some kind are more or less familiar material to most children entering kindergarten. The value of large floor blocks lies first in bodily activity and the development of large muscles. Re- sults are easily obtainable and although not durable unless corner blocks are used, are satisfactory for transient interests. When desire is expressed for more permanent results the structures may be left standing. Social growth also comes naturally through the use of blocks. The limited amount of materials makes it necessary for several chil- drcn to plan a project together, until often the entire group is in- volved. Houses, boats, farms, and the like, large enough for use by the entire group in dramatic play may be made, which aids in their growth as a unit. Finally, in handling blocks, the safety of others must be considered. Materials Floor blocks—with notched ends or corner blocks. Enlarged 5th and 6th Gift blocks in a large box. Some supplementary material such as cardboard for roofs, and large wooden boxes. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMEN 'I' 95 Care This material involves no care except replacement after use, which the children do. Achievements Kindergarten Ability to carry blocks properly— with consideration for the safety of others. without dropping them. Ability to pile blocks neatly, proper lengths in proper piles. Ability to replace blocks quickly and quietly. Ability to build to satisfy play needs. 1st Grade More complicated building. More efficiency in care of blocks. Larger group co-operation in projects. 2nd Grade Co-operation of more definitely organized groups. More satisfaction in building for a desired end. Pride in the finished product. CLAY Clay of the proper consistency is an appealing and fascinating material for child use. As in using wood, possibilities are never- ending, and results highly satisfying; but clay, because of its plas- ticity, yields to the expression of many changing ideas in a short length of time. For this reason it is especially adapted for the use of little children. Group demonstrations by the teacher, showing the possibilities of the material and arousing the desire to experiment, are very val- uable. They should be given quickly, working from the bulk and Squeezing the mass into several different forms. Emphasis should be placed on dominant characteristics, (i. e. the elephant's trunk and short legs) rather than on technique. Results of the demonstration should be eliminated, for the value is not in supplying a model, but in furthering better ideas of technique and of the possibilities of the material. In the early stages and often later, the clay is enjoyed merely for the sake of activity, and the child expresses no desire to keep his results. When he does wish to do so the products, unless created for a specific purpose, may be kept for a short while, and then returned to the clay jar. These are never destroyed in the child's presence, however, as he loses respect for his own creative effort, and for the result itself. 96 KALAMAZOO PUBLIC SCHOOLS If the products are to be used in connection with a project or for artistic satisfaction, they may be painted either with cold-water paint or enamel when nearly dry. Materials for care and use of the clay Large earthenware jars with covers. Granite pan and wooden paddle. Piece of canvas to cover clay. Cloth bag for clay flour. Clay may be easily mixed by tying it in a cloth bag, letting it stand in water over night, and kneading with a paddle next day. g Oil-cloth, bogus paper, or newspaper to protect tables. Squares of oilcloth or shellacked cardboard to work on. Clay in unshaped pieces. Meat skewers, tongue depressors, etc., for making designs. Oilcloth aprons, furnished by the teacher in beginning kinder- garten, otherwise made by the children. Teacher’s Part To mix clay and see that it is always ready for use. Children’s Part To prepare the tables for work. To restore the unused clay to the jar in one lump. Older chil- dren may assist in keeping the clay moist by putting water on it each day. Suggestive Uses Farm animals, vegetables and supplies for grocery stores, mar- bles, baskets, birds, boats, animals, air-planes, Indian pottery, candlesticks, book-ends, bowls, plaques, ash-trays, weights, spindles, spool-holders, beads, etc. Story illustrations: “The Three Bears”, etc. Achievements Kindergarten Protects table, clothing and floor. Returns unusued clay to the jar. Models from mass instead of sticking on little pieces. 1st Grade Q Is responsible to some extent for keeping clay the right consistency for use. Makes objects suitable for purpose in mind. Makes a more finished and pleasing product. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 97 2nd Grade Uses coil method in making bowls, etc. Uses more of design and decoration. Works for better proportion. SAND In some situations where the child's environment has furnished no contact with sand, and in dealing with very little children, a sand-table with clean, fine, moist sand provides a great deal of worthwhile enjoyment. Its possibilities are limited to manipulation and some dramatic play with spools, etc., so that to most children other materials afford more opportunity for purposeful effort. To some children to whom it is hard to appeal, the sand-table serves as a means of drawing them into activity. Care must be taken that time spent at the sand-table is not merely wasted. CLOTH AND ROVING Cloth appeals to the child because of its familiarity. He has had many experiences with it and realizes some of its possibilities, so he begins at once to put it to a definite use instead of experiment- ing. The first use is to wrap or tie things, but he becomes dis- satisfied with this play, and having observed other people sewing, he attempts to solve his problem in that way. Roving can be used to meet play needs, but it is not a material that lends itself to expression. Materials Sewing—large eye, coarse needles, pins, coarse thread, scissors, thimbles, substantial but soft materials such as cotton crepe, gingham or unbleached muslin, cheesecloth, and paper cam- bric, in various colors. Roving—Large looms, strong carpet warp, cotton roving, in assorted colors, or strips of cloth sewed together. Care of Materials Teacher’s Part To see that material is used without waste. Child’s Part To return cloth, scissors, and needles to their proper places, being especially careful of needles. The looms for weaving may be made by the children. 98 KALAMAZOO PUBLIC SCHOOLS Suggested Activities Doll dresses, quilts, and spreads, runners, holders, beanbags, marble bags, pillows, costumes for dramatizations (especially in 1A and 2nd grades) rugs and hammocks for doll corners, and for Indian projects. Achievements Kindergarten Sewing is the best means of fastening cloth. Using stitches that will hold. Completing product to suit the need for it. 1st Grade Planning before cutting material. Use of pattern to avoid waste. Making hem to prevent ravelling. Cutting cloth double to gain symmetry. Consideration of color in choosing cloth. Ability to thread needle and knot thread. Decoration of cloth with yarn, applique, and block-printing. 2nd Grade Knowledge of kinds of cloth for seasons and occasions. Planning and cutting to fit. More use of decoration. Nicely finished products. PAPER Paper offers the child opportunity for interesting experiment- ation. Scissors usually attract him, and he enjoys the activity of snipping and cutting. After some manipulation he cuts a form which suggests something within his experience and realizes the possibility of more expression. Free cutting demonstrations by the teacher, followed by a period in which the whole group cuts, aid in gaining ability. Gradually, colored papers are used until posters can be made. Paper construction, because of its lack of durability, has little place in the activities of very small children. To meet a temporary need, such as furniture for a paper house, it is often usable, but the child sees little possibility in paper construction unless it is first demonstrated by some other person. Simple folding and pasting should be accomplished in the latter part of Kindergarten so that satisfactory products can be made. Odds and ends of materials such as are listed under paper con- COURSE OF STUDY-EARLY ELEMENTARY DEPARTM EXT 99 struction, can be more readily turned into satisfactory products with- out so much technical knowledge and are more advisable for use in Kindergarten. Paper Cutting Materials— Assorted colored and white papers, light weight Enginex for poster work, Bradley Construction for other uses. Also, on oc- casions, crepe and tissue paper, old magazines, wall paper samples, scrap pictures and lace paper doilies. A good quality of gluey paste in covered jars, paste sticks, or brushes, and 5" pointed scissors. Care of Materials: Teacher’s Part To have the paste in usable form, and to see that materials are always accessible. Children’s Part Replacing unused paper, caring for scraps of paper, keeping paste-jars, floors, and table tops clean. Achievements Kindergarten Keeps scraps off the floor. Economy in use of paper—to cut the largest possible ob- jects permitted by the material. Ability to handle scissors correctly, and avoid injury. Ability to use a small amount of paste. Ability to represent outstanding characteristics of object cut without use of pattern. 1st Grade Proper selection of color. Economy in use of paper—to use small scraps of paper when possible. Ability to paste more neatly. Greater originality and ability in free-hand cutting. Ability to cut own pattern for wood work, doll-clothes, etc. 2nd Grade More finished results. Greater discrimination in use of color. Mastery of pasting, free cutting, etc. 100 KALAMAZOO PUBLIC SCHOOLS Paper Construction: Materials—Bradley colored papers, light weight cardboard, tag- board, paper boxes, milk-bottle tops, clips, string, paste, glue, brushes, sticks, scissors, jackknife. Suggestive Uses Houses, wagons, furniture (cradles, beds, etc.), street-cars. Achievements Kindergarten Ability to construct simple things, wagons, May-baskets, simple furniture, etc. Ability to paint and shellac products. Ability in simple straight folding. Ability to see possibilities in materials. 1st Grade Ability to construct more durably and satisfactorily. Ability to recognize value and possible uses of waste ma- terial. 2nd Grade Ability to use rule for measuring. Ability to follow directions. Ability to turn out more complicated and finished products. COLOR Pictorial art is, in a true sense of the word, a language of the little child. Those things which he sees and feels deeply are as na- turally expressed through drawing and painting as through talking, providing he has been made to feel no limitations to his ability. The first pictorial expression, whether with crayons, cold-water paint, or chalk, is usually very crude, for the child lacks sufficient motor control to enable him to handle the material with skill. Dur- ing this manipulative stage he experiments in gaining control over the materials, and his results should be valued from this standpoint. Should the first half year of kindergarten produce nothing more than what seems to be a scribble, the time has been well spent, for the child at least feels freedom to work as he wishes. After this manipulative period comes a symbolic stage, in which the pictures are full of meaning, and are interpreted readily by the child, though the objects represented seldom resemble the original form in size, shape, or color. Gradually his images become clearer COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 101 and his work more realistic, till the picture can be quite readily in- terpreted by the observer. Help in technique may then be given through group criticisms and the child is encouraged to observe ob- jects more closely for size, (proportion) shape, (form) and color. The degree of ability attained varies in children as in adults, but every child should be able to make his work convey his ideas, whether it is detailed and skillfully done, or a rapid, dramatic, vivid sketch. Materials for all pictorial expression should be large enough to offer freedom of movement and natural expression. An easel and cold-water paints furnish the most desirable medium of expression, but the use of it is limited to one or two children at a time. The black- board, with its opportunity for large muscular movement is valuable, but color is lacking. Manila paper 12"x18" and large crayons have been found very satisfactory. Group drawing periods after an especially stimulating story or experience help to bring all the children to pictorial art as a means of expression. Paint Materials Muresco or cold-water paint in powdered form mixed in glass jars. A partitioned box to hold the jars may be provided, also a small table to place beside the easel, which should stand where the light is good. Large sheets of unprinted news- paper and shelf paper. Artists' long-handled, bevelled, flat brushes, 9% inch width; a few No. 7 camel's hair brushes. Oilcloth aprons provided by teacher or children. Teacher’s Part: Care of paint—The teacher's duty is to keep the paints mixed and ready for use. They should be about the consistency of cream, and mixed with a little water first. Children’s Part: Care of table, brushes, and floor, protecting the table and floor with clean papers each day, and wiping brushes and laying them flat to dry. Achievements Kindergarten Manipulation and experimentation in use of material. Taking turns at easel. Handling paint so that it will not drip or run. Keeping the right brush in the right color. Holding brush so as to use large, sweeping strokes. 102 KALA MAZOO PUBLIC SCHOOLS 1st Grade Realizing that earth and sky seem to meet. . Better expression. Better control of materials (paint and brushes). 2nd Grade Beginning perspective. Far away objects are smaller and higher. Children help in mixing paint. Water Color Paint Materials Small water color pans with complete sets of colors, medium sized brushes, 12"x18" manila paper, small granite pans for water. Where lavatories are not provided, two pans should be accessible, one of clean water, and one to receive dirty water, in which the children may fill and empty their water dishes and clean their paint boxes. It is not advisable ma- terial for Kindergarten or beginning 1st Grade. Achievements 1st Grade Freedom of expression. Use of clean colors. Thoroughly rinsing brush. 2nd Grade More complete paintings. Knowledge of mixing paints to obtain new colors. Crayons: Materials—Large marking crayons in all colors, kept in wooden boxes. Slightly smaller crayons in assorted colors, for group supply in Kindergarten, and for individual supplies in 1st and 2nd grades. Manila paper 12"x18" and 9"x12". In using crayons, the large blunt crayons are better for cover- ing large surfaces and the smaller pointed ones for more de- tailed drawing. Achievements Kindergarten Manipulations of material to gain control. Symbolism expressed in drawings, intelligible to child if not to the adult. Realization of form and proportion in objects represented. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 103 1st Grade Ability to care for individual sets of crayons with minimum of breakage, and to keep little pieces of crayon off the floor. Realizing that earth and sky seem to meet. Better proportion in drawing. 2nd Grade Expression of definite ideas. Strong colors, good crayon technique. Blackboard Drawing The same achievements should be gained in blackboard work as in crayon. The work should be large and free. If in the 1st or 2nd Grade the interest in blackboard drawing is strong, colored chalk may be used. Some very satisfactory results have been achieved in this way. Aprons should be provided for this work, however, as the chalk soils clothing and is hard to reſno Ve. The blackboard is one of the best media for teacher demon- stration of pictorial expression. BIBLIOGRAPHY The Beginnings of Art in the Public Schools, Margaret E. Mathias—Charles Scribner's Sons, N. Y. Series on Childhood Edu- cation. * A Conduct Curriculum for the Kindergarten and First Grade, Patty Hill, Burke and others—Charles Scribner's Sons, N. Y. Series on Childhood Education. & Industrial Arts for Elementary Schools, Bonsor and Mosman— MacMillan. Pamphlets from Prof. Cizek's Classes. “A Lecture” “A Class at Prof. Cizek's ‘Autumn’.” “The Child as Artist”—Prof. Cizek. By Francesca M. Wilson. Special mention should be made of the help gained from Miss Mathias’ book. It was found most valuable in its sympathetic un- derstanding of art from the little child's standpoint. 104. KALA MAZOO PUBLIC SCHOOLS MUSIC EXPERIENCE Aims To give every child the use of his singing voice. To help every child to find such joy in song that he will sing for the love of singing. To use song as a means of expression of thought, feeling, mood or desire, so that there will be free, creative song. To create in children the attitude that music is an outlet for emotional and spiritual feeling and that it is for every individual, and not an art which only a gifted few may follow. To cultivate power of careful, sensitive aural attention. To give every child enjoyment of music as something heard. To provide pupils through accompaniments to some of their songs and through hearing of good music an experience richer than that afforded by their own singing. In addition to these aims for Kindergarten, 1st, and 2nd grades, it would seem necessary to add the following specific aims for Sec- ond Grade— To help children to tone consciousness by use of simple tone games, or tone matching for those children who need special help. To encourage independence in singing—singing without the piano, and singing individually. To become conscious of a good singing position. Importance of Early Training for Music Music in the life of the child from four to eight years of age is an important phase of the curriculum. This is the “sensory period” when the child's ear is keenly sensitive and is easily trained. Good music which really appeals to the child at this early stage will de- velop an appreciation and an interest in music, that, if deferred, will take years of musical training to counteract. In adult life music is not for the masses because of the lack of education along this line, which should have been developed in early childhood. “If America is ever to become a great nation musically, as she has become com- mercially and politically, it must come thru educating everybody to know and love good music. This can only be done by beginning with the children, little children, at the mother's knee, and in the kinder- garten, and so surrounding them with beautiful music, that it be- comes a vital part of education, development, and life, instead of the autumn flowering of a stunted, undeveloped, sterile bud, to be seen COURSE OF STUDY-FARLY ELEMENTARY DEPARTM ENT 105 in a frantic grasping at ‘music culture' in later life.” (Music Ap- preciation for Little Children), Victor Record Company. The Place of Music in the Day’s Program The song period should not come at a definite time each day, but the flexibilty of the day's program offers opportunity to have music whenever the teacher or children feel the need for it. With a flexible program, music, in song and rhythm, should permeate many of the various problems on which the children are working, and not be confined to a group music period. Such situations are sug- gested as follows: Boats and trains made of blocks Aeroplanes made of wood . Rocking of dolls Making and playing with kites Indian plays When a group has reached the stage of organization in which they are ready for group song periods, it will be found helpful to have the children gather around the piano, standing for some songs, and sitting for others, so there is relaxation from frequent change of position. The song period may be interspersed with rhythm, as many of the songs naturally lead into rhythmic expression. Mood and Appreciation Mood plays an important part in the musical education of the little child. Unless there is mood there cannot be real expression and joy. Conversation, the use of pictures, the recalling or partici- pating in some experience or excursion will create mood or attitude of appreciation and, as a result, song expression will be richer and fuller. There will be finer technique and surely more joy in sing- ing. Creative song is the expression of feeling, thought or idea, and because it is truly the child's own it should be encouraged and valued. Where the teacher has an understanding of mood and its re- lation to music and does all she can to create mood, the children will develop a love and appreciation for music which will be lasting. To bring into the school room people who are talented in singing, in playing the piano, the violin and other instruments will give the children pleasure, develop appreciation and help acquaint them with . various instruments. The Victrola will be found most helpful. 106 KALAMAZOO PUBLIC SCHOOLS Technique and Help for Monotones Little stress is laid on technique during kindergarten and the early part of first grade experience. The teacher needs to be con- stantly alert that the children are using their voices properly, that ‘s, singing in sweet well-modulated tones. This quality will come if mood for the song be aroused. When the children have reached a stage where they sing fearlessly and joyfully the occasional use of simple tone matching games will help those who need it to sing more accurately. Little children should never be made self-conscious be- cause they are not singing correctly, or as other children. All spontaneity and desire to sing is crushed when such an attitude is created. Monotones need help from the beginning of their kindergarten experiences but here again self-consciousness must not become a factor. If monotones are placed at the front of the group their singing will not disturb others and the carrying of the voices in the rear will help them to better tone placement. Steps in Teaching Music In the light of present day discoveries by psychologists and bio- logists we need to be guided in the teaching of music the same as we are in the teaching of reading. The steps in teaching music: The child must hear music, as language is heard. Through the joy which comes when music supplements his mood —his expression through song and bodily action—he gains an under- standing and an appreciation for music. With this rich background a song vocabulary which should come through home environment, kindergarten, first and second grade experience, the stage is reached when the child is ready to un- dertake the learning of the printed symbol. As a foundation for this, certain type songs are learned in second grade having the tone combi- nations which are basic for sight reading in third grade. (See song list, p. 111.) * How to Choose Songs In choosing songs. there are many angles to consider. Is the song of simple tone combination? Is the song of childish interest? Is its meaning within their understanding? 3 COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 107 Is the thought content on a level with the child's intelligence? Is the thought content worthy of a place, considering the im- pressionable mind of the child 2 Is the music expressive of the thought content? Is there a wide variety of interest expressed through the songs that are taught? How to Teach Songs In teaching a new song the first requirement is that the teacher must be thoroughly familiar with the song and be able to sing it to her group. There will be greater interest and feeling for the song, and the children will learn it more readily if it is identified with a definite interest, activity, or experience. For example:—a group of children make a train of floor blocks and a good dramatic play fol- lows. The teacher slips into the play and sings a train song, such as “The Train” in “Songs of a Little Child's Day”. A few chil- dren close by hear and listen intently. The teacher sings it again and again; each time a few more children become interested. She may then call the attention of the whole group to the joy of the others in hearing the song about a train. Gradually the children will join in and help her sing as much of it as they can. If the song is repeated each day or every few days, thus frequently recalling the situation or mood in which it arose, the whole group will be able to sing it within a short time. When certain parts of songs prove a little difficult those phrases may be sung to the children apart from the song. This should never be attempted, however, until the song has been sung several times so that the song as a whole is enjoyed and gives satisfaction. The following list of songs is merely suggestive. The books given as sources may be purchased through Lyon and Healy Music Company, S. Wabash Avenue, Chicago, Ill. SONG LIST Autumn Autumn Song Autumn Fires Whirlabout—Songs of a Little Child's Day, Smith-Poulsson. Autumn—Lyric Music Series Primer. Come Little Leaves—Hollis Dann. } One and Twenty Songs, Corrine Brown. 108 KA LAMAZOO PUBLIC SCHOOLS Winter The Snow Man—Small Songs for Small Singers, W. H. Neid- linger. The Bold Snowman—Songs of a Little Child's Day, Smith- Poulsson. Sliding—Lyric Music Series Primer. Jacky Frost—Riley and Gaynor. Spring Spring and Summer—One and Twenty Songs, Corrine Brown. Pussy Willow—One and Twenty Songs, Corrine Brown. Spring Song—Holiday Songs, Emilie Poulsson. The First Bouquet—Songs of a Little Child's Day, Smith- Poulsson. ~ Play in All Seasons—Songs of a Little Child's Day—Smith- Poulsson. Pussy Willows—Songs for Children, Dora Buckingham. Flowers and Showers—Lyric Music Series Primer. Butterflies are Flying—Play Songs, Alys Bentley. Bird Songs The Canary—Songs of a Little Child's Day, Smith-Poulsson. The Big Black Crow—Childland in Song and Rhythm, Jones- Barbour. Robin Redbreast—Childland in Song and Rhythm, Jones-Bar- bour. - The Wren The Robin The Woodpecker The Bluejay All the Birds Have Come Again—Songs and Games, Songs for Little Ones, Jenks-Walker. The Owl—Songs for Children, Dora Buckingham. Animal Songs Bossy Cow—Songs of a Little Child's Day, Smith-Poulsson. | Songs About Birds, Nancy willi. The Frog º Head Small Songs for Small Singers, W. H. Tiddlewinks Neidlinger. The Rabbit The Giraffe—Songs for Children, Dora Buckingham. #. sº Childland in Song and Rhythm, Jones-Bar- The Farmyard bour. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT - 109 My Old Dan | My Rabbitt i w #. §. Play Songs, Alys Bentley. The Frog | The Grocery Boy—One and Twenty Songs, Corrine Brown. The Elephant—Rhythms for Little Chidren, Jean Taylor. Let Us Chase the Squirrel—Holiday Songs, Emilie Poulsson. Little Green Frog—Songs and Scissors, Gaynor. Songs of Weather The Busy Wind (First Verse)—Songs of a Little Child's Day, Smith-Poulsson. The Autumn Wind (First Verse)—Songs of a Little Child's Day, Smith-Poulsson. Sunshine—Play Songs, Alys Bentley. The Morning Sun—One and Twenty Songs, Corrine Brown. The Morning Sun—Songs for Children, Dora Buckingham. The Clouds—More Mother Goose Songs, E. Croninshield. J The North Wind—Childland in Song and Rhythm, Barbour- OIlêS. Raining and Clearing—Lyric Music Series Primer. Home and Doll Songs Cradle Song—Play Songs, Alys Bentley. The Dolly I Love Best—Holiday Song Book, Emilie Poulsson. Prompt | Songs of a Little Child's Day, Smith-Pouls- Brave Miss Careful SOI] . . Bye Baby Bunting—Mother Goose Songs, E. Croninshield. Rock-a-bye-Baby | Sleep Baby Sleep W Lyric Music Series Primer. Play Songs Teeter Totter—Songs for Children, Dora Buckingham. The Swing—Songs for Children, Dora Buckingham. Songs for Special Days Hallowe'en Hallowe'en—Songs for Children, Dora Buckingham. Jack-o-Lantern—Song for Children, Dora Buckingham. 110 KALAMAZOO PUBLIC SCHOOLS Thanksgiving Thanks for Food—Songs of a Little Child's Day, Smith-Pouls- SO[l. The Gingerbread Boy—Progressive Music Series, Vol. I. Thanks to Our Father—Childland in Song and Rhythm, Jones- Barbour. Christmas Christmas Time is Coming—Songs of a Little Child's Day, Smith-Poulsson. Christmas Song—Singing Verses for Children, Lydia Avery Coonley. Silent Night, Holy Night—55 Community Songs, Burshard Co. A Christmas Carol (Second Verse). Santa Claus—Play Songs, Alys Bentley. Away in a Manger—Martin Luther. Jingle Bells (chorus)—College Songs, Oliver Ditson Co. Around the Christmas Tree—Lilts & Lyrics, Riley and Gay- IłOI". Easter Easter—Childland in Song and Rhythm, Jones-Barbour. Easter Song—Song Services and Jingles, Eleanor Smith. Easter is Here—Holiday Songs, Emilie Poulsson. Valentine When you Send a Valentine—Holiday Songs, Emilie Poulsson. The Postman—Riley & Gaynor, Book II. Indian Songs The Indian—Songs for Children, Dora Buckingham. Indian Lullaby—Melodie Reader, Riley & Tapper. Patriotic America (1st verse)—55 Community Songs, Berchard & Co. Star Spangled Banner—55 Community Songs, Berchard & Co. Columbia, the Gem of the Ocean (Chorus)—55 Community Songs, Berchard & Co. America The Beautiful—55 Community Songs, Berchard & Co. COURSE OF STUDY"—EARLY ELEMENTARY DEPARTMENT 111 Transportation Sailing. “Sailing, Sailing over the Rolling Sea, When I grow to be a man, A Sailor I will be.” (Repeat all three lines)—College Song. The Boat—Songs for Children, Dora Buckingham. The Busy Wind (third verse)—Songs of a Little Child's Day, Smith-Poulsson. The Train—One and Twenty Songs, Corrine Brown. The Train—Songs of a Little Child’s Day, Smith-Poulsson. The Trolleys—Lyric Song Primer. Religious Songs Onward Christian Soldiers (First verse and chorus)—55 Com- munity Songs. Praise Him & ge º A Course for Beginners in God's Love g | ge * e Jesus Loves Me º Education, Mary God is Good to Little Children 31I] Kł Il. Type Songs To be taught in second grade Progressive Music Reader Book 1, or Teacher's Manual I. Chap. I. Chap. II". S. º Swallows. Fido. º Clown. Cherries. Circus. Playing Soldiers. Chap. II. Twinkling Fireflies. Y y Dolly's ºil. Chap. I’. Lady Bug. Kittens. Chap. III. False Alarm. Soldier Boy. - Huntsman. Surprise. Sleep Little Treasure. Upon a Morning Sunny. Wooden Shoes. Betty and Billy. Will You Come With Me? 112 KALA MAZOO PUBLIC SCHOOLS Following is a brief list of Singing Games, Dramatic Games, and Rhythms (including source of music) which is suggestive of children's interest in the field of dramatic expression. Some games listed, however, have little dramatic art value but are significant for the bodily activity which they call forth. List of Skips, Dances, Dramatic and Singing Games The Happiest Skip—Rhythms of Childhood, Caroline Craw- ford. Green Sleeves—Folk Dances, Mary Wood Hinman. The Skip—Rhythms for the Kindergarten, Herbert Hyde. Skip—Rhythms for Children, Jean Taylor. Stephanie Gavotte—Pieces the Whole World Plays. In the Pavillion—Etude, May 1916, Cadman. Scarf Dance Dancing Doll Pieces the Whole World Plays. Valse Blow Little Indian Chief—C. Chaminade, Etude, Dec., 1919, Strick- land. The Indians—Rhythms for the Kindergarten, Herbert Hyde. Mulberry Bush—Singing Games, Mart Hofer. Play in all Seasons—Songs of a Little Child's Day, Smith- Poulsson. The Farmer in the Dell—Singing Games, Marie Hofer. Looby Loo—Singing Games, Marie Hofer. Our Shoes are Made of Leather—Manuscript. Dame Get Up and Bake Your Pies—Manuscript. Ring Around a Rosie—Manuscript. Sally Go 'Round the Stars—Manuscript. Pop Goes the Weasel—First Year Music Book, Hollis Dann. Dance to your Daddy O-Manuscript. Riggedy Jig–Manuscript. To Market to Market—Manuscript. Here We Go to the Candy Shop—Manuscript. This is the Way My Dolly Walks—Dramatic Games and Dances, C. Crawford. A Hunting We Will Go-First Year Music Book, Hollis Dean. g I’m Very Tall—Dramatic Games and Dances, C. Crawford. March to the Feast—Etude, April, 1919, C. H. Demorest. March—Rhythms for the Kindergarten, Herbert Hyde. Tip Toe March º -Q Hº sº Horses | Rhythms for Children, Jean Taylor. COURSE OF STUDY-EARI.Y. ELEMENTARY DEPARTM E NT 113 Rhythms Suggestive of Other Types of Dramatic Expression Elephants—Rhythms of Chilhood, Caroline Crawford. The Elephants Go Down the Street—Rhythms of Childhood, Caroline Crawford. Elephants—Rhythms for Children, Jean Taylor. Trains—Rhythms of Childhood, C. Crawford. Brownies—Child Land in Song and Rhythm, Barbour-Jones. Brownies—Rhythms for Kindergarten, Hyde. Rowing Boat—“In A Boat.” Songs for Children, Dora Buck- ingham. Swinging—Arnold. See Saw—Songs for Children, Dora Buckingham. Flying Kites—Rhythms for Children, Jean Taylor. Horses Galloping—Rhythms of Childhood, C. Crawford. Horses Running—Rhythms for the Kindergarten, Herbert Hyde. Horses on Parade—Rhythms for Children, Jean Taylor. Frog–Play Songs, Alys Bentley. The Use of the Phonograph * For the teacher who has no piano or for one who does not play the piano easily and well, the phonograph meets a real need. It will be found most helpful in rhythm work and for musical appreciation. The talking machine should never be used in story telling, for there can be little value in a story where personality and personal contact are missing. ACHIEVEMENTS-MUSIC Eagerness to sing as a group. Ability to learn new songs readily. Ability to sing with feeling. Ability to maintain strong interest during the entire song period. Constant improvement in the quality of singing of the group. Ability to sing in sweet, well modulated voices. The desire to use songs at other times than the usual song period. - - Increasing ability to give careful, aural attention in listening to music. Ability to love and appreciate good music. Ability to feel rhythm. 114. KA LAMAZOO PUBLIC SCHOOLS MUSIC BIBLIOGRAPHY A Nursery School Experiment—Bureau of Educational Experi- ments, 1922, New York City. Music Curriculum for Kindergarten and First Grades—Horace Mann School, Teachers College, New York City. Survey of the Kindergarten, Richmond, Indiana—By Alice Temple, University Press, University of Chicago. The Child, His Nature and His Needs—The Children's Foun- dation, Valparaiso, Indiana. The Normal Child—Gezell. The Elementary School Curriculum—Bonsor. The Kindergarten Curriculum, 1919—Bureau of Education, Committee of I. K. U., Washington, D. C. Music Appreciation for Little Children—Educational Dept., Victor Talking Machine Co., Camden, New Jersey. 92 Creative Music for Children—Coleman, A. P. Putnam Co., 1921. Experimental Practice in City and Country School—E. P. Dut- ton Co., 1924. i COURSE OF STUDY-EARLY EI.E.M. ENTARY DEPARTMENT 115 DRAMATIC ART EXPERIENCE The field of Dramatic Art covers one of the largest phases in the education of the young child. He is living in a period when he wants “to be”, wants to create, and has the desire to let imagination run riot. Thus the early grades must offer opportunity for spon- taneous imagination. There should be ample opportunity each day for the child to express dramatic feeling in individual or group plays. Dramatic art represents the child's effort to interpret activities in which his inter- ests have been awakened. Through artistic guidance the teacher leads him to a fuller, richer expression of his play, often through subtle suggestions or skillful questions, or by supplementing with a song, a poem, or a picture. The child's play is made more real and he sees possibilities in various avenues of expression. In these earliest stages of Dramatic Art expression, the child is interested in simple characterization—what he knows and feels about a thing represents the thing itself. When such feeling, expressed in action, patterns itself in time, we call it rhythm. To the child the horse is something that gallops and his repetition of the galloping movement of the horse satisfies his dramatic impulse. Later when feeling means less to him than incident, the form changes and the story with its plot development takes the place of rhythm or supple- ments it. Satisfaction then comes through story telling expressed in pictorial art, in language, and in dramatization. In this later form, setting becomes the last and final essential. Children are satisfied with very little in the way of costuming or stage setting. They will suggest just enough to meet their need of something to serve as props, to help the incidents follow in natural sequence. The following is a list of equipment that stimulates dramatic play— Large floor blocks. Doll furniture and fittings, beds and cradles, stoves, dishes, tables, chairs, cupboards, wash tubs and wringer, 116 KALAMAZOO PUBLIC SCHOOLS ironing board and small electric iron, toy telephone, dresser, large enough to care for doll clothes properly. Dolls. Toy Animals. Clay. Rope for harnesses. Jingles, bells. Musical instruments such as drums, clappers, toy piano. Kiddie kars. t Trucks. Store equipment such as empty cans, boxes, paper, string. Aprons and long skirt. Various Stages of Dramatization Kindergarten— Activity itself appeals. Simple dialogue—child's own. Little plot. Imaginary setting. Need for whole group participating. Story to be played must be short. First Grade— Plot is more complex. Children feel need for making their play like the story. Dialogue follows language of story to some degree. Simple costumes needed. Setting for play is needed. Second Grade— Increased interest in : Plot, Scenery—painted with muresco paints, Setting, Costumes, Play divided into acts, Dialogue becomes fixed. Desire rises to present story for others: For part of own group. For another group of children whom they invite. For an assembly. (Care should be taken that dramatization is for expression and not merely to perform for others.) Making of programs and tickets. Entertainments between acts—piano music. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 117 Suggestive list of stories to use for dramatization and how to include entire group, as the very young child needs to be a parti- cipant and not an audience. The following are especially suitable for Kindergarten and Be- ginning First Grade: Gingerbread Man. Have remainder of group be mowers, threshers, etc. Little Black Sambo. Remainder of group may be tigers walking thru the woods, or Little Black Sambo may have several brothers and sisters going with him. The Three Bears. All children not playing definite parts may be children pick- ing flowers. They sit down to rest—dramatization continues as Goldilocks sees the Bears' house. The Three Pigs. Remainder of group may go to the fair and tell of various things they see at the fair or be children riding on the merry-go-round. The Three Billy Goats. There may be a group of “Little Billy Goats”, and a group of “Middle Sized Billy Goats” and last of all several “Big Billy Goats” to go after the old Troll. Little Red Hen. There may be many chickens, geese, and ducks that are chased by the old fox. The following are especially suitable for dramatization in ad- vanced first grade and second grade:–Jack and the Beanstalk, Dr. Doo Little; Cinderella; Peter, Paul and Espen; The Lad Who Went to the North Wind. Rhythm Rhythm work in the Kindergarten and lower grades is one phase of the curriculum which has been greatly abused, due to the lack of understanding of children's moods and feelings. How often in the past has the teacher played a selection on the piano and tried to have 118 KALAMAZOO PUBLIC SCHOOLS the children interpret what was played. Have children the musical background to interpret music? There must be a wealth of rhythmic experience and familiarity with music, tempo, etc., before we can rightly expect such interpretation from a little child. What is rhythm for a little child 2 Is it performing to music or “doing what the music says?” Watch a child in his play—he runs to greet a playmate, he skips to get more material to finish a product in which his whole self is absorbed, or perhaps he is being a horse and goes off at a trot or gallop. Is not this real expression of feeling or of mood 2 The artistic teacher seizes upon these bits of expression, enriches, and supplements them with fitting music. Much in- dividual work needs to be done in this manner, until many of the group have gained joy, confidence and poise in so doing. Then the group is ready for a more definite period for rhythms in which all members may share. Until joy is found and confidence is gained by participating we cannot expect to help the one-footed skipper and others having poor motor control. For the child who needs special help the teacher can easily slip into the situation, take the child's hand, and skip or gallop with him. In this way he becomes more conscious of the rhythm. He is not made a conspicuous figure nor is he discouraged by his clumsy attempts. Whenever a group has attained a level of development where group periods can best care for rhythmic expression such as skipping, running, hopping, playing horse, and boating, it is necessary to keep these activities from becoming stereotyped. Mood needs to be re- called at times so there is real expression and not mere meaningless activity. At this stage a finer sense of rhythm may be gained and a careful aural attention developed by playing the music used to supple- ment the various rhythms. (For list of dramatic and singing games, skips, and dances, see music section, p. 112.) Achievements Gain in control, individually, and as a group. Gain in freedom of expression. Development of originality. Development of leadership and ability to follow intelligently. Clear thinking is encouraged. Ability to interpret life experiences. Development of poise. Ability to participate is developed. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 119 Social feeling is developed—need for group organization which is not teacher-imposed. Finds satisfaction and joy. BIBLIOGRAPHY The Kindergarten Curriculum—Bureau of Education Commit- tee of I. K. U., Washington, D. C. Rhythms of Childhood—Preface—Caroline Crawford. The Normal Child—Gezell. The Child, His Nature, and His Needs—The Children's Foun- dation, Valparaiso, Indiana. The Year Book—Francis W. Parker School, Chicago, Illinois. 120 KALA MAZOO PUBLIC SCHOOLS PLAY AND GAME EXPERIENCE One of the most characteristic tendencies of the child of this period is his tendency to be physically active. From birth on, the instinct of physical activity shows itself in numerous spontaneous and involuntary movements which involve all parts of the body. A child must be active to grow. It is one of the very important concerns of the school to see that adequate provision is made through equipment and the flexibility of the day's program to permit proper emphasis on the physical welfare of the child. In Kindergarten the child's play is largely free, informal, and unorganized activity, therefore, frequent alteration of position, frequent opportunities for play and moving about are provided. The simple activities, plays, and games in which he engages should involve mainly the big fundamental muscles. He should be free, spontaneous, and joyous. Bodily control comes as a consequence of these ceaseless muscular plays of the child. After the sixth year muscular activity increases rapidly, but the interest is shifting from interest in activity to interest in result. He still needs the same opportunity for free and spontaneous activity, but there is also the added need for games that satisfy the child's awakening in- terest in skill and competition. The way in which our school situation meets these needs is through our plays and games, our flexible program, and our well equipped playgrounds. Those factors in the school situation that provide opportunity for physical activity in Kindergarten, First and Second Grades are: Light, airy classrooms:— Large floor space, linoleum covered, warm and clean. Proper ventilation. Movable furniture. Shops. Individual toilets off each room. Proper working materials. Playgrounds equipped for little children. Large play space. Sandpile—sprinkled often. Swings, teeters. Turning bars. Trees and shrubbery. COURSE OF STUDY-FARI.Y ELEMENTARY I) EPARTM E N I’ 121 Flexible daily program allowing more activity—shorter periods of sedentary labor. Frequent alterations of position. Frequent periods of play and moving about. More manual work in place of inactive study. Periods of rest. Course of Study emphasizing physical needs of little children. Teachers trained to know physical, intellectual, social, and emo- tional life of this period of childhood. Records to check children's physical development. PLAY PERIODS (Indoor and Outdoor) Free play on apparatus. Tests for apparatus. Does it develop large muscles? Does it call for motor activity 2 Is there opportunity for advancement and development 2 Does it provide for individual and group play ? Is it safe and durable? This apparatus should be used out of doors when possible: Turning bars Swings Sandpile Balance beams Teeters Free bodily activity or play activated. Running - racing Tossing Jumping Throwing Hopping Striking Skipping - side, front Catching Walking Swinging Calling Climbing Shouting Pushing \ Singing Pulling Dancing Carrying Play activities, using such equipment as, balls, bean bags, hoops, targets, jumping ropes, and nature materials such as seeds, feathers, pods, leaves, etc. The following list is suggestive of the types of games that are in keeping with the natural interests and instincts of young children and suited to the various times of year:-See also Dramatic Art Ex- perience, page 115. 122 KALAMAZOO PUBLIC SCHOOLS GAMES Traditional Fall Drop the handkerchief—B Look out for the bear—N Ruth and Jacob.-N.B. Round and Round Went the Gallant Ship—B Squirrels in Trees—B Brownies and Fairies—M.S.C. Black Tom—B Puss in the Circle—B Letting out the Doves—B Cat and Rat—B Do This, Do That—M.S.C. Wee Bologna Man—M.S.C. Winter Frog in the Middle—B Charley over the Water—B Belled Cat—N Run for your Supper—M.S.C. Cat and Mice—N Blind Man—N Squirrel and Nut—B Have you seen my Sheep?—N.B. Store—N.B. Nuckle Buckle Bean Stalk—N Huntsman—M.S.C. London Low—B Call Ball—B Cat and Mice—B Hands Up—N I Say Stoop—N Hot Ball—N Ring Master—B Hide the Ball Basket Ball Color Tag Hill Dill Come Over the Hill Spring Snail—B Railroad Train—B COURSE OF STUDY"—EARLY." ELEMENTARY DEPARTMENT 123 The Hunt—B Follow the Leader—B Fisherman—M.S.C. Come with me—J Bird Catcher—N Crossing the Brook—N Farmer is Coming—B Midnight—B Wood Tag—B Flowers and Wind—B Crackabout—B Fox and Squirrel—M.S.C. The Lost Child—B Flower Fame—N Who Moves—N Nature plays: With wind— Kites Pin Wheels Racing with wind seeds feathers leaves With Sun— Shadows Reflected Light With Water— Splashing Wading Floating Boats Building Dams Making Waterwheels Swimming Fishing Skipping Stones Dramatic play (See Dramatic Art Experience, p. 115.) Rhythmic play Interpretative Rhythms Fall Fairies are Dancing—R.P. No. 1. Leaves at Play—R.P. No. 1. Floating like a Feather—R.P. No. 1. Indians—R.P. No. 1. Quiet Walk— 124 KALA MAZOO PUBLIC SCHOOLS The Bear—R.P. No. 1. Playing Horse—R.P. No. 1. Trains Going By—R.P. No. 1. Wind's Blowing Us—R.P. No. 1. Winter Rocking Dolly to Sleep—R.P. No. 1. Jack in Box—R.P. No. 1. Clear and Frosty Morning—R.P. No. 1. Let's Run a Little Way—R.P. No. 1. Rocking Horse—R.P. No. 1. Skip Slide—R.P. No. 1. The Happiest Skip—R.P. No. 1. Horses are coming—R.P. No. 1. Stork Dance—R.P. No. 1. Spring Fireflies Dance—R.P. No. 1. Butterflies in the Garden—R.P. No. 1. Little Ducks—R.P. No. 1. Giants—R.P. No. 1. Ducks—R.P. No. 1. Elephants—R.P. No. 1. Flying—R.P. No. 1. (Use also other suitable music) Singing games and dances Fall Ring Around the Rosie I Went to Visit a Friend one Day—R.P. No. 1. Looby Lou How do you do, My Partner—R.P. No. 1. Briar Rose Bud—R.P. No. 1. The Kewpies—R.P. No. 1. Kitty White—B Let us chase the Squirrel—R.P. No. 1. Lads and Lassies—N See Saw, Marjorie Daw—R.P. No. 1. Sing a Song of Six Pence—R.P. No. 1. Indians—R.P. No. 1. º Ten Little Indians—R.P. No. 1. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 125 I'm Sometimes very Tall–Crawford. The Camel—R.P. No. 1. Row, Row, Row—R.P. No. 1. The Mulberry Bush Ride a Cock Horse—R.P. No. 1. I should like to go to Shetland—R.P. No. 1. Winter Sally Go Round the Stars Did you ever see a Lassie?—B London Bridge—B As I was walking down the Street When We're Playing together—R.P. No. 1. My Dolly—R.P. No. 1. Bow-Wow-Wow—R.P. No. 1. Naughty Kittens—R.P. No. 1. Seven Days—R.P. No. 1. Charlies Over the Water—R.P. No. 1. Snow Ball Game—R.P. No. 1. Wind Mill—R.P. No. 1. Soldier Boy—N. The Thread Follows the Needle—R.P. No. 1. Diddle Diddle Dumpling—R.P. No. 1. Jack and Jill—R.P. No. 1. Round and Round we Go-R.P. No. 1. Adam's Sons—R.P. No. 1. Jack and Jill—R.P. No. 1. Happy Toyland—M.S. Spring Farmer in the Dell Dog and the Hare—R.P. No. 1. Mulberry Bush—B.N. Hickory Dickory Dock—R.P. No. 1. Hippity Hop to the Barber Shop—R.P. No. 1. Garden Game—R.P. No. 1. Three Jolly Fishermen—R.P. No. 1. Birds Flying—R.P. No. 1. Little Dove—R.P. No. 1. Five Little Chickadees—R.P. No. 1. Sally Waters—R.P. No. 1. The Haying Party—R.P. No. 1. 126 KAI, AMAZOO PUR I.IC SCHOOLS References—to be found in all buildings. B. Bancroft R.P. No. 1. Rhythmic Play No. 1 A. Angell J. Johnson C. Cranmpton N. Newton. M.S.C. Michigan State Course of Study ACHIEVEMENTS Health Achievements Habits Engages in vigorous activity (out of doors if possible). Maintains good posture at all times. Retains self possession when hurt or in emergencies. Skills Has proper control of body. Relaxes during rest period. Retains cheerful demeanor. Avoids getting wet or cold. Knowledge Wholesome exercise is necessary to health. Appreciations Enjoys exhilaration following wholesome vigorous activity. Keenly enjoys fresh air. - Practical Efficiency Achievements Habits Puts on and removes wraps without loss of time, putting them in proper places. Does not loiter in the halls or disturb others. Engages heartily in work and play. Skills Ability to do necessary things promptly. Knowledge Promptness is essential to personal efficiency. Knowledge of how to use time to good advantage. COURSE OF STUDY"—EARLY ELEM E NTARY DEPARTM E N l' 127 Appreciations Respect for teacher guidance and help from others. Citizenship Achievements Habits Is friendly toward other children, does not quarrel. Does not tattle. Is willing to share school materials and equipment, or own possessions. Conforms to group-made rules. Co-operates in group activities. Settles difficulties without quarreling or appealing to teacher. Skills Holds to a high standard of conduct. Ability to play fair. Ability to formulate rules. Ability to intelligently follow in group undertakings. Ability to subordinate own wishes for the good of the whole. Knowledge Certain courtesies are necessary to promote the happiness and comfort of others. It is right to share equipment, privileges, and responsibility. Every one is responsible for public property, schools, parks, etc. Appreciations Growing respect for the rights of others. Enjoyment in work and play with others. Growing respect for law and order. Recognition of qualities of leadership. Recognition of the need for protecting public and personal prop- erty. Leisure Achievements Habits Self direction in selection of worthwhile pursuits. Expresses reaction to music. Makes up games or sees new possibilities in old games. Is contented to play alone at times. 128 KALAMAZOO PUBLIC SCHOOLS Skills Ability to express mood through rhythmic activities. Ability in playing games and in creating games. Knowledge Knows a number of games. Appreciations Enjoys physical activity, play, games, etc., both indoors and Out. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 129 social AND RELIGIOUs ExPERIENCE We are all members of society. Life is made up of contacts of individuals with individuals, and groups with groups. People in- stinctively seek the society of other people. Our whole existence is made up of dependence, independence, and interdependence. All of our habits, ideals, attitudes, and emotions are connected with people. For our individual welfare we must consider others, co-operate with others, help and be helped by them. We must work with and for others or employ them to work for us. We cannot get along without people so we must learn to get along with them. We must respect them and consider the rights of the individual in order to have fairness and justice. We must also consider the common good. Social experience means free contact with others, with the op- portunity to meet complications that arise. Social experience, because of life conditions in which it occurs, is so important to each person that we must provide for it in the school. In life it cannot be separated from any activity concerned with growth, and as education is growth, we cannot separate it from school procedure. At this primary school age the child is forming his standards. There must be a social situation in the school room, where children are free to meet each other in a natural way. Only where there is freedom for right things and wrong things to happen, can children be taught how best to meet these situations. They must learn the difference between right and wrong. They must learn to co-operate with others when necessary. All of these things must be learned if we wish children to be socially efficient citizens. In order to do this we must have a social situation all of the time, as growth takes place only when there is no dominance of external authority. In the school room children learn self control in learning to take turns in using apparatus, in talking, in playing games, and in giving up to others. They consider the rights of others in regard to their possessions, comfort, work, suggestions, and ideas. They learn courtesy and helpfulness by working in groups. In building projects or playing store or house, they initiate and follow the lead of others. When disputes arise they have opportunity to settle them for themselves. In dramatic plays and games, the child learns good sportsmanship in playing something chosen by an- other child, or by losing the game with good grace. 130 KAI, A M A ZOO PU; BI.IC SCH ()() I.S In a free situation when an unpleasant thing happens the chil- dren may talk it over and make rules with which to meet it if it oc- curs again. Through this close social contact and consideration for others, children learn to rejoice in the success of others. They gain a real sympathy and insight into each other's problems. A little child has strong instincts to wonder and to investigate. These lead him, especially through contact with nature, to a rever- ence for things about him. This religious feeling may be gradually developed through simple child-like experiences which he is able to understand. The growth of a plant, the care of a bird, the obser- vation of a butterfly, tend to lead the child to feelings of awe and respect. The training along religious lines goes hand in hand with moral training. Training children to make intelligent choice of right habits of action for the good of the group is only another way of helping chil- dren to habitually live according to the Golden Rule. To help chil- dren to feel others’ needs, to share with their neighbors in the use of materials, to gain a group consciousness and a feeling of social re- sponsibility are objectives closely identified with both social and re- ligious education. A child's love, trust, gratitude, obedience, and dependence upon an adult all furnish him with a background of religious experience and understanding. Imitation plays a great part in a child's attitude here as in so many other things, so that sincerity and reverence on the part of adults is of greatest importance. The experience of re- ligious feeling is also chiefly a matter of imitation. The feeling of dependence and the feeling of mystery or awe, reverence and fear, grow as a result of the child's contact and experi- ence with other persons and with nature and natural forces. To meet wisely and sympathetically the religious needs of little children thus becomes a vital part of the work of the teacher. Her business is to study the child, know the spiritual problems and temptations, faults and ambitions of the little child in the home and at school, on the playground and in the neighborhood. Trivial as these may seem to the adult who so long ago outgrew them, they are very real and vital problems in child life and in the character building of that period. One of our chief concerns in school must be to keep our organi- zation free enough from teacher domination and schedule domination so that at all times there may be freedom for self expression and every opportunity for helpfulness and co-operation on the part of the chil- dren. When sympathy is aroused, freedom to express that feeling in COURSE OF STUDY—EARLY ELEMENTARY DEPARTM ENT 131 * action must naturally follow. Sentiment must be turned into action or there is little character gain. Therefore the child’s environment must be such that it will be both easy and natural for these right impulses to be carried out in action. Our whole regime should give opportunity for the following: Opportunity to develop initiative. Opportunity to express kindness in thought and action. Opportunuity to express gratitude through love and service. Opportunity and need for making rules. Opportunity and need for obedience. Opportunity and need to share and be unselfish. Opportunity to be happy and free from strain, worry, fear, etc. Opportunity to be helpful and to assume responsibility in keep- ing with the child's development. Opportunity to develop team spirit. Opportunity and encouragement to be truthful and honest. Opportunity and encouragement to be courageous and brave. Opportunity to be a little citizen in a social group made up of children of the same age. Opportunity to develop self control, regularity, and promptness. Opportunity to care for self and to help others. Opportunity to learn of an all loving Father who cares for us all. Opportunity to learn songs of praise (see song list, pg. 111). Opportunity to know fine pictures of a religious nature. Opportunity to hear simple Bible stories as found in: “A Course for Beginners in Religious Education” Mary E. Rankin Chas. Scribner's Sons “The Bible in Graded Story” Books 1 & 2 Edna Dean and Clara Belle Baker The Abingdon Press, Cincinnati “Weavers and Other Workers” Jennie Hall Rand McNally Company “Bible Stories for the Younger Children” MacMillan Company 132 - KALAMAZOO PUBLIC SCHOOLS Opportunity to learn verses and some of the psalms from the Bible. Opportunity to hear and eventually take part in simple religious observances, as prayer, grace, carol service, etc. (The sin- cere, religious attitude of the teacher is vital if these obser- vances are to hold meaning for the child.) In school, the activities surrounding Thanksgiving, Christmas, and Easter, have special religious significance though these should be distinctly child-like and suited to this stage of development. For in- stance, the real religious meaning of the Easter time is beyond a little child's comprehension. But the feeling of joy inay come to him through the return of the birds with their songs and colors, the awakening of plant life, the beauty of the flowers and the care of animals. This joy in the awakening of life will be a background for him in the understanding of deeper things when he is older. General references: “The Child, His Nature and His Needs”—The Children's Foundation. “The Nervous Child”—Cameron. “Outline of Sociology”—Blackmar and Gillen. “A Course for Beginners in Religious Education”—Rankin. The following “Detailed Projects” are reprinted from the rec- ords of actual Public School experiences where work of this type is being tried out. The attempt has been made to show that the un- dertakings which little children initiate and carry forward under the right conditions do influence conduct from the standpoint of health, citizenship, practical efficiency and use of leisure by means of the habits and attitudes, skills, knowledge and appreciations which are ac- quired under the right conditions and under right guidance. COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 133 A few other suggestive and worthwhile interests growing out of the children's activities, and of the environment, are as follows: Nature Fall leaves and plants Garden Migrating Birds Pets Winter Sports Occupations in the Neighborhood Dairy Meat Market Farm Hotel Fire Department Hospital Police Doctor Grocery Play City or Community Children's Experiences Summer trips—train, boat, aeroplane, automobile Work in the home Picnics Radio Camping Telephone Circus or Zoo Festivals Thanksgiving Flag day Christmas Easter Hallowe'en e Valentine day Interests growing out of pictures and stories Fairies Indians Sugar camp Eskimo Foreign Children ( Japanese Logging Holland Folk Lore Desert People Transportation RECoRD summARY FOR KINDERGARTEN FINE ARTS 1ENGLISH Interest Boats Initial Indication This interest was carried over from morning kindergarten, where it had been simply a matter of block construction and small boats of wood. Evidence of need and statement of help given— a.—to sustain interest b.--to raise standards c.—to provide a common back ground Scientific To explore To investigate To measure Pictures were used to give the group a wider knowledge of various kinds of boats. (See linguistic). The boat in- terest needed to be raised to a higher level than that shown in the construction of row boats and steamers and sail boats of wood. This was strongly stimulated by the teachers through pictures, conver- sation and songs. The group felt a need for a cabin where the “babies” could sleep. A large crate was supplied. How are sails made for a boat? What regulates the sails so the boat can turn ? What is the use of the rudder? What is the purpose of port holes? What is the wireless used for 2 What is the function of “paddle wheels” on a side wheeler P (This question arose after seeing a picture of such a boat.) How is a steamer steered P How does the captain know which way to turn the boat? (A compass was shown to the group and the children were told that this little instrument showed which way the boat should be turned.) Literary To interpret experience To express feeling Linguistic To tell (Oral or To communicate written) “Where do the boats go?” R. L. Stevenson This was read to the group several times. The contributions made by the children as to their experience on boats were of value. Nearly every child could tell of some ex- perience in or on boats; many of them had been on large boats on Lake Michigan. Many discussions took place as to the vari- ous parts of steamers, the decks, the cabins, staterooms, the pilot house, bridge, etc. Pictorial Music Dramatic Drawing—painting To express ideas To express feelings of beauty To express feeling in Song. To enjoy music Rhythm, Dramatization, Dramatic Game To express feeling through bodily motion. To imitate—to create—to inter- pret experience M a n y incidental drawings were made during the free ac- tivity periods — draw- ings of boats of vari- ous kinds, docks and people walking up gang planks, etc. These drawings were shown to the group, were dis- cussed and used, as a basis for a group drawing period of boats. The interest found expression in the easel painting too, where many satisfactory, but very crude paintings were made. “Sailing, Sailing” – Col- lege Song. “I Sail My Boat on a Tiny Sea.” U. of C. Manuscript. “In My Boat.” Dora Buckingham. This last song was used mostly for appreciation and no attempt made to teach it, as the nature of the dramatic play was not the peaceful type of play that this song would Suggest. “Sailing”, because of its rollicking music a n d words proved very pop- ular and has become the favorite song of many members of the group. This interest offered rich dramatic possibilities which, some days, seemed to link every other interest of the day's acti- vities. The dolls and their “mothers” went on trips. The “carpenters” would leave their work and go for a ride. The passengers would walk about the decks, sit and look at books or visit with one another, dine, or put their dolls to bed. A ticket taker was ever pres- ent to give out and collect tickets. The captain and his two help- ers formed the crew who would run around and patch up “holes” between the block railings. A pop corn man made his rounds on the deck. A cook and two waiters were found necessary and later on a librarian to take care of the books. Industrial Social and Religious To make *To meet a need in practical To construct To express mood activities To co-operate. To reverence. To participate. To wonder. An outline form of the steamer was made with the large floor blocks. A large crate served for a cabin where the doll cradles were used for beds. This was given to the children after they had at- tempted in various ways to build a cabin with blocks. These would not stand up, and as there was a feeling of need for such a cabin the crate was offered as a solution. It was covered with cardboard “to keep out the wind and rain”. An old steering wheel from an auto made a steering wheel on the boat. At first they were satisfied to have this flat on the floor. Later the pictures of interiors of a pilot house showed the wheel in a vertical position. To accomplish this was a difficult problem, so a small crate was sup- plied to which a piece of broom handle was fastened with strips of tin. The wheel was slipped on to the broom handle. At first no room was left for decks each side of the cabin. Later they built the boat wider so that the chairs could be placed between cabin and rail- 1Ing. The doll corner furniture was used for the din- ing room and kitchen. Many books were taken “on board” so a book case had to be built of blocks. Blue paper hats were made and an attempt at sailor suits with blue pieces of paper pinned to the front of their suits. This proved unsatisfactory and at the children's request we made blue cambric sailor suits. Life boats were the latest addition to the boat— made of longest floor blocks. The pictures which did the most to clarify ideas and stimulate further development of this interest were large poster pictures of ocean vesssels which were secured from the various steamship companies. These were very large and in vivid colors. This interest involved most of the group, and called for splen- did co-operation in the building of boat, and in the discussions which frequently followed the day's play. Many disagree- ments came up as to who should be captain, cook, ticket man, etc. These were referred back to the children as much as possible, so that they settled their own dis- putes. If the problem could not be settled between those it con- cerned then it was made a group problem, and group opinion de- cided the matter. Health Individual and Group Development To promote right habits To gain health knowledge To develop health apprecia- tion Purposefulness Health Practical Efficiency Citizenship Use of Leisure Joy in out-of-door activity. Discussion of rowing and paddling as good exercise. The group gained a great deal in ability to see possibilities in materials, and to make use of sup- plementary materials. They gained in knowledge of the construction and parts of a vessel. Their vocabulary was increased by becoming familiar with terms which related to vessels. They gained a knowledge of life on a boat. The value of the whole group working together on a common problem has been shown through this interest. For several days various leaders of the group insisted on making “their own” boats. After trying this these children found the boats themselves were not satisfactory because of lack of materials for so many boats, so they all joined forces once more to make a more complete boat. Time Spent on Project The interest arose intermittently all during the fall, but during the latter part of November it be- came a strong group interest and carried even through Christmas activities. It has come up since Christmas vacation but has not been carried to any great extent, nor has it been worked out in detail as it was previously. RECORD SUMMARY FOR 1B FINE ARTS ENGLISH Interest Indians Initial Indication Two boys brought their bows and arrows to school and several boys had a fine time playing they were Indians hunting in a forest. Evidence of Need and Statement of help given— a.—to sustain interest b.—to raise standards c.—to provide a common background Scientific To explore To investigate To measure To sustain interest this activity was followed by a conference period, to which several In- dian pictures, a collection of arrow heads and a pair of moccasins contributed much. That same day parts of Hiawatha were read to the group. To raise standards, nearly every day other conference periods were held to discuss those problems that arose as the work progressed. Information from children, teacher, pictures and books helped to suggest various activities. The children’s needs were anticipated and ma- terials were ready when needed. To provide a common background, many good Indian books, well illustrated, were placed on the library table. - The bulletin board supplied pictures of many phases of Indian life, and several sentence stories were used in connection with these pictures. Several excursions were made in search of poles for wigwams, wood for fires, trees for the forest and branches for bows and arrows. An Indian play given by the Second grade group was enjoyed. Poles had to be selected for a wigwam, with special reference to length, straightness, and thickness. When bows were made it was dis- covered that limber wood was a necessity. At first, headdresses made from manila paper satisfied this need, but later it was found that cor- rugated cardboard was far more usable and durable. Information as to measurements, gained in making hats for boat of- ficials, carried over into the making of headdresses. In using clay for bowls, dishes, and beads, it was found that those products made without cracks were more durable. Burlap sacks made splendid In- dian costumes. Literary To interpret experience To express feeling Linguistic To communicate (Oral or To tell written) Parts of Hiawatha were read to the children and greatly en- joyed. Other Indian stories and facts from the library books were also read to them. Many conferences about Indians, their customs, habits of living, dress, occupations, and pursuits, gave abundant opportunity for group conversation. In the free activity period ideas were exchanged and there was opportunity for much freedom of verbal expression. In portraying Indian life there was much inter- course between groups as well as individuals. One phase that was particularly enjoyed was the reading of such bulletin board notices, as- “An Indian woman is a squaw. An Indian baby is called a papoose. Indian money is called warnpum. Indians live in wigwams. Indians hunt and fish.” Many new words were added to their vocabulary. The following story enriched their reading ex- perience. - “Hiawatha was an Indian boy. Nokomis was his grandmother. Hiawatha lived with Nokomis. They lived in a wigwam.” Pictorial Music Dramatic Drawing-Painting To express ideas To express feelings of beauty To express feeling in song To enjoy music Rhythm, Dramatization Dramatic Games To express feeling through bodily motion To imitate - to create - to interpret experience The ways and customs of In- dian life were well portrayed by the children in crayon draw- ings, easel paintings, and black- board pictures. Pictures were made of Indian villages, deer in the forest, In- dians hunting and fishing, In- dians in canoes, Indian women cooking, Indians feasting, chil- dren playing near the wigwams, and papooses in cradles swing- ing from the limbs of trees. There was much good free hand cutting of wigwams, canoes, bows and arrows, In- dians, papoose cradles, trees, deer, birds, etc. Indian bowls and dishes were designed and decorated. Head- dresses and costumes were decor- ated, and symbols made for the wigwam. Mood found sat- isfactory expression in such songs as– “The Indian” Dora Buck- ingham “One Little, Two Little, Three Lit- tle Indians”. “Nic - Nac - No- Sha-Na-Die Manu". “E-wa-ee-My Little Owlet”. Hiawatha Primer. “Wah - wah - tay- see, Little Fire- fly”. Hiawatha Primer. The dramatic expression was splendid— Many phases of Indian life were portrayed. The Indian braves hunted and fished, feasts were prepared and held, and corn was ground. Conferences were held around the campfire, and the daily lunches of milk were taken by the fire in front of the wigwam. We roamed the nearby hills, hunting with bows and arrows, and walking Indian- file up the higher hills. Some characteristic Indian steps were developed and en- joyed as was an Indian war call. Industrial Social and Religious To meet a need in To make To construct practical activities To express mood To co-operate To reverence To participate To wonder As a group the Industrial art expres- sion was especially rich. A wigwam was constructed with poles and covered with brown canvas, and a campfire was built with a crane to hang the kettles on. The Indian doll had a cradle of burlap and a board. Pretty headdresses were evolved from corrugated cardboard, filled with real feathers, and decorated with red cloth, beads, yarn, crayons, or paint. Burlap bags made satisfactory costumes, decor- ated with yarn and clay beads. The dolls were dressed in salt sacks. Wampum and necklaces were fashioned from clay beads, short straws, red corn and melon seeds. Many clay bowls and dishes were modeled and used when feasts were held; bows and arrows were made. Canoes, spears, and fish poles made for hunting and fishing. All activities in connection with this project called for co-operation between in- dividuals and groups. All materials were shared and products enjoyed, and moc- casins, yarn, melon seeds, corn, burlap, bags, etc. were brought from home. An Indian play given by the 2nd grade children came at a most opportune time and was thoroughly enjoyed. This project carried us to Thanksgiv- ing and a pilgrim play presented this phase of Indian life to the children. , Nature experiences had created a feel- ing of awe and wonder akin to religion and prepared the way for a simple un- derstanding of what Thanksgiving day really is. The “Thank you” phase was discussed and the simple grace before lunch used the first part of the semester, was replaced by the following: “Father we thank Thee for the night, And for the pleasant morning light, For rest and food and loving care, And all that makes our world most fair.” Amen. Health Individual and Group Development To promote right habits To gain health knowledge Purposefulness Health Practical Efficiency Citizenship Use of Leisure Excursions and much of our play took us out of doors. Good vigorous physical acti- vity was enjoyed in work and play. Children enjoyed engaging in vigorous activity and were helped to gain proper control of body. Learned to take better care of materials. Showed growth in caring for room. Learned to be careful in crossing streets. Sought information through observations and experimentation. Read for thought. Showed ability to judge results. Showed ability in using books. Showed growth in verbal expression. Shared materials. Co-operated in group activities. Offered helpful suggestions. Developed leadership qualities. Time Spent on Project Interest was evidenced November 3. This pro- ject carried over from day to day until Thanksgiv- ing time. RECORD SUMMARY FOR 1A FINE ARTS ENGLISH Interest Initial Indication Farm Evidence of need and statement of help given— a.—to sustain interest b.—to raise standards c.—to provide a common back- ground Some corn was left over from the In- dian project. Several of the boys used this for feeding the animals, building just a small barn. Scientific To explore To investigate To measure A trip was taken to a nearby field to cut hay for the barn. Nuts were also gathered and used for eggs. Many conversations were held about animals, their care, feeding, etc., the farmer and his work. Pictures of animals, barns, silos, etc., and songs and stories were brought to the children to enlarge their experiences. More corn was brought in by the chil- dren; straw, farmer hats; and also a large churn, wooden bowl and paddle which made possible the enjoyable experi- ence of making butter. Much knowledge was gained through conversation and pictures. The following problems came up as the interest developed: How can we make a pig trough that will stand up 2 How can we put standards on the wooden animals we make P How can we make a silo 2 How can we make our apple tree stand up 2 Literary Linguistic To interpret experiences To express feeling To communicate (Oral or To tell written) The Elson Runkle Primer was used and the farm stories much enjoyed. E. Boyd Smith's “Farm Book” and “Chicken World” were also used. There were many group conversations about the farm, the animals on the farm and how the farmer cared for them. The various products the farmer sold, such as pumpkins, apples, eggs, butter, milk, etc., the prices charged for them and how they were delivered were also discussed. Many signs were used such as “Apples for Sale”, “Eggs for Sale”, “Milk Sold Here”, etc. Farm pictures were also labeled. Pictorial Music Dramatic Drawing-Painting To express ideas To express feelings of beauty To express feeling in Song To enjoy music Rhythm, Dramatization Dramatic Games To express feeling through bod- ily motion To imitate—to create—to inter- pret experience Many farm pictures were drawn of farm animals, barns and dif- ferent activities. Much blackboard work and big easel painting was also done by the children. Several group draw- ing periods were held. “Ba-Ba-Black Sheep.” “White Sheep.” From More Mother Goose Songs. E. Crownenshield. “Piggy Wig.” “The Rooster.” Childland in Song and Rhythm. J. Barbour. “Bossy Cow.” Smith-Poulsson. “The Farmer” Dora Buckingham. The different activities of farm life such as the cutting, raking, and bringing in of the hay, feeding the animals, lead- ing them out to pasture, gather- ing of eggs, milking, caring for milk, making butter, and the sell- ing of eggs, butter, milk, vege- tables, and fruit, were dra- matized by the children. Much fun was had in pick- ing the apples off the trees and selling them. A churn was brought to school one day, also a bowl and pad- dle. Cream was purchased at the store and after selling it at the farm, butter was made. The project ended at Thanks- giving time and the butter was used at the Thanksgiving party. Industrial Social and Religious To make To met a need in To construct To express mood practical activities To co-operate To reverence To participate To wonder The barn, stable, and barnyard were built of large blocks. A chicken coop, silo, rabbit hutch, place for storing hay and a granary were also made from blocks and boxes, and an ice box in one corner of the barn for storing the milk. Soft wood was used for feed boxes, a pig trough, and animals were modeled from clay. Small baskets and pocket books were made of paper, and turkeys cut from the same material. Clay apples were fastened on small branches to represent apple trees. Butter was churned one day and used for Thanksgiving party. This project brought about a better feel- ing of co-operation. The girls took charge of the house, and bought eggs, butter, and milk from the boys who did most of the farm work. Many of the children were brought into the play in this way. The group discussions also did much in bringing the group together, as almost every child made some contribution. As the farm project ended at Thanks- giving time many of the Thanksgiving experiences had some religious value. Health N Individual and Group Development To promote right habits To gain health knowledge To develop health appreciation Purposefulness Health Practical Efficiency Citizenship Use of Leisure This interest fostered much healthful activity. Excursions and some of the play took place out of doors. Care of milk, butter and cream and the cleanliness needed in their handling was discussed, also the various vegetables on the farm and how necessary they are for good health. The children were engaged in vigor- ous activity. Children were helped in finding and re- placing materials promptly. They learned to concentrate on the task at hand. They also learned to seek information through observation and experimentation. The children learned to conform to group-made rules and also learned to co- operate in group activities. Some ability in reading was gained. Ability in participating in stories and con- versation was gained. Some ability in use of clay and art materials and also ability in block construction was gained. Time Spent on Project - About four weeks was spent on the project. RECORD SUMMARY FOR 2B FINE ARTS ENGLISH Interest City of Kalamazoo Initial Indication The building of garages and houses of blocks. Evidence of need and statement of help given: a.—to sustain interest b.—to raise standards c. — to provide a common back- ground Scientific To explore To investigate To measure Observation of garage across from school building. Keen observation of business centers—(down town). Pictures, stories, song. Kinds of materials: The choosing of better materials which led to better and more stable construction. Use of wooden boxes instead of blocks. Individual and group observation of city, placement of stores, telephone poles, fire hydrants, drinking fountains, etc. To know where to place the poles for the trolley wire. To know the traffic rules, parking, etc. To recognize stop signals. To know the policeman's duties. To know how to make trolley stable, arrangement of wire, stretching of wire, to find that large wire proved more satis- factory than string. To know how to fasten trolley wheel to trolley rod. (First used iron wheel, later used small wooden spool for wheel.) To know how to replace bell in belfry of church. To arrange for ringing. To know how to measure for windows, doors, telephone poles, streets, signs on stores, and to measure spaces for parking. Literary To interpret experience To express feeling Linguistic To communicate (Oral or To tell written) Through conversation the children re- lated experiences in our city, experiences in other cities, i. e. riding in street cars, in busses, in autos, buying in stores, get- ting gas at gas station, etc. Poems— “Honk, Honk in my automobile, All around the world I go Sometimes fast and sometimes slow, Honk, Honk in my automobile. “Fairies and Chimneys”. From experience, through observation, the children contributed in the choice and placement of buildings, also in the types of buildings such as the church with its steeple, etc. A chart was made: “Story of our City”. “We have a city. It is Kalama- zoo. One street is Main Street the other is Burdick Street. We have a street car, millinery shop, barber shop, florist shop, grocery store, drug store, Gilmore Bros., hotel, fire station and a church.” Also at Easter time— “Easter is April 12th.” “On Easter day we go to church, The bells ring from the steeple, When the doors are open wide, Inside you’ll see the people.” Pictorial Music Drawing-Painting To express ideas To express feelings of beauty To express feeling in Song. To enjoy music Some of the girls made flow- ers of colored paper for the flower shop, others made hats of many styles for the millinery shop. Awnings were made for the stores of Manila paper and col- ored with red and white and blue and white stripes. For meat market and drug store, children cut advertise- ments from magazines for dis- play purposes in the windows. These cut-outs were pasted on manila tag to make them stand for display. The children painted all buildings, fire hydrants (red), drinking fountains (white), gas station, barber pole, trucks, busses, and street car. They painted parchment paper for stained glass church windows. Pictures of cities were made by children. “Honk, Honk in my Automobile.” “Fire Song” “Choo-Choo-Choo” Religious songs as: “Jesus Loves me” “Crown Him” “Onward Soldiers” “We thank Thee” Christian Dramatic Rhythm, Dramatization, Dramatic Games To ex p r e s s feeling through bodily motion. To imitate—to create—to interpret experience. The children played continuously in the streets of the city with trucks, street cars, and busses, obeying stop signals and parking signs. They rang the bell in church for call- ing people to church. Industrial Social and Religious To make To meet a need in To construct To express mood practical activities. To co-operate To reverence To participate To wonder The children made the following, from wooden packing boxes, and odd small boxes:—street car, drug store, grocery store, florist shop, hotel, meat market, bar- ber shop, gas station, fire station, fire hy- drants, garage, church, parking signs, stop signs, street signs, Gilmore's department store, trucks, “Carey and Leach” busses and sedans. The girls made dresses, (dolls) aprons and underwear for display in Gilmore's window. Standards were made for hats and dresses of spools and paste sticks. Spools were cut for the flower pots to dis- play in the florist shop windows. Children played with keen interest and respect for others in and about the city. Everyone was interested and nearly all contributed in some way to the building of the city. They came to recognize the value of the inter-relationships of the stores in the community and of the fire and police de- partments, street railway and bus service, and the value of the church and school to the community. Health Individual and Group Development To promote right habits To gain health knowledge To develop health appreciation Purposefulness Health Practical Efficiency Citizenship Use of Leisure Habits of orderliness and cleanliness in street play. Importance of many windows in buildings. Sanitary value of keeping streets clean and keeping stores well or- ganized. Cleanliness of food. Respect for traffic signals and parking regulations, growth in co-operation in group, showing respect for others. Growth of interest in and appreciation of people. Decided gain in selection of material to meet needs. Power of concentration improved be- cause of length of interest. Growth in technique in constructing and painting. The children used the reading chart from time to time during their leisure. The trucks, busses, and street cars were used in their play. Time Spent on Project Seven weeks. RECORD SUMMARY FOR 2A Interest Holland Initial Indication “The Sunbonnet Babies in Holland” by Eulalie Grover was brought to school to be read during the reading hour. Evidence of need and statement of help given— a.—to sustain interest b.-to raise standards c.—to provide a common back- ground Scientific To explore To investigate To measure The next day in work-time some Dutch pictures were the result. The following Dutch articles were brought in. Calendars, pictures, and books Dutch china Wooden shoes Caps and aprons Dutch paper dolls A cotton stork Sail boats Wood and pails for yokes Miniature animals for the village Cheese boxes for clocks Oatmeal boxes for windmills Wooden box for churn The result of investigations at home was the bringing in of ; Dutch china Pictures Wooden shoes Twigs for the miniature village Boxes for carts and windmills Sail boats for canal Caps, aprons Wood for yokes Tin cows Miniature dogs and horses Pails for yokes Stork Dutch paper dolls The children measured wood for yokes, dis- tance between screws in yokes, string for yokes, cloth for apron strings, head and hat size, and wood for cart wheels. They decided how to make a yoke and how to keep it on, how to pad the yoke, how to make a milk cart, how to make a house, how to make a sail on a boat, how to make hooks for the fish line, how to make an apron, how to make a Dutch cap, how to make a butter churn, and how to make Dutch cheese and butter. ENGLISH Literary To interpret experience To express ideas Linguistic To communicate (Oral or To tell written) “The Sunbonnet Babies in Holland” E. Grover “Holland Stories”—Smith (Excellent pictures and splendid informa- tion) “Little Journeys to Holland, Belgium, and Denmark”—Marion, George, and Dean. “Big People and Little People of other Lands” —E. R. Shaw. “The Dutch Twins”—Lucy-Fitch-Perkins “When I was a Girl in Holland”—C. De- Groot. (Not to be read to children—in- formation for teacher.) - Poem—“Blow, Wind, Blow” Mother Goose “A Dog of Flanders”, pp. 149, Free and Treadwell 3rd Reader. “The Dutch” (poem)—E. Field. “Wynken, Blinken and Nod”—E. Field (Ref. to wooden shoe.) Familiar incidents about the Dutch were related. The buying and selling of fish, milk, and flowers in work time demanded the exchanging of communication be- tween buyer and seller. The building of a Dutch village necessitated much planning and free discussion in conference periods. Interesting interpretations of the many pictures brought in gave chance for oral expression. Original sentences were given by the children and were used for writing ex- ercises. The division of groups for dram- atization gave opportunity to communi- FINE ARTS Pictorial Music Dramatic Drawing-Painting To express ideas To express feelings of beauty. To express feeling in Song To enjoy music Rhythm, Dramatization, Dramatic Games To express feeling through bodily motion To imitate—to create—to inter- pret experience Many pictures of Dutch life were drawn — (story printed under each.) Best ones were selected for a book. Dutch design for num- ber books. Free hand cutting, pot- tery, border for room, pic- tureS. Decoration on the pot- tery gave chance to study Dutch design. Paper fish for the canal. Money for the market and store. “In my little Dutch Garden.” (Manu- script.) “The Busy Windmill.” Congdon Music Primer “In Wooden Shoes.” Progressive Music Series, Book I. “Mr. Frog.” Small Songs for Small Singers — Neidlinger “My Little Yellow Duck” — Churchill Grindell, No. 2. Voice Training Original short phrases cate with members chosen for that group. about the Dutch Dramatic play involving the Dutch milk carrier, sea play, fishing for the fish market, market play, selling vegetables, flowers and fish. Dairy play, milk carried from the farm, journey to creamery, care of cans and bottles, milk sterilized. Dutch store play, house play, restaurant play (only food con- taining milk, butter, and eggs were sold, egg noggs, buns, omelets, waffles, cookies, creamed foods, etc.) As a climax to the work the children were divided into three groups and each group decided upon an original Dutch play to be dramatized. Characters were chosen by members of the group. The plays were clever and well thought out. Group I. “A day at the beach and a Dutch luncheon.” Group II. “Some accidents of Kit and Kat.” Group III. “What Father does is always right.” Industrial Social and Religious To make | To meet a need in To construct | practical activities To express mood To co-operate To reverence To participate To wonder Windmills — oatmeal boxes painted — wheel fastened on by clip. Dutch house—stork's nest on chimney. Milk carts—soap boxes, two wheels. Wooden yokes for the Dutch fish, flower, or vegetable peddlers. Paper flowers—crepe paper, green wire. Miniature flower garden for the vil- lage—clay standard. Paper turbans for boys. Paper caps for girls. Cloth aprons for the girls. Clay cheeses for the dock in the village. Clay windmills, standards for flowers, vegetables, and people. Paper milk bottles. Wheelbarrows to deliver milk in. Cottage cheese and butter were made for Dutch party. Co-operation was shown in sharing ma- terials, working together to complete a product, adjusting yokes on a playmate, and working together in stores, creamery, and house. Dramatization called for co- operation. The making of butter and cheese gave opportunity for each to help. The but- ter and cheese were served on crackers and a pleasant social gathering followed. The whole group was interested in soine phase of the work. Two or three new pupils were made a part of the group. A little of the church life was brought in from stories, long services, peat for feet warming, queer collection containers, smelling salts. The mighty force of the ocean held back by dikes. Health Individual and Group Development To promote right habits To gain knowledge To develop health appreciation Purposefulness Health Practical efficiency Citizenship Use of leisure The Dutch engage in many outdoor oc- cupations and are sturdy because of this exercise and the simple foods they eat— fish, vegetables, milk, and cheese. Dairy play gave opportunity for a dis- cussion of the need of cleanliness in car- ing for foods and of the valuable elements contained in milk. The pure food lunch play helped in gaining knowledge of most healthful foods. Many stories portrayed the extreme cleanliness of the typical Dutch house- wife. /. The children learned that simple, nutri- tious foods are best for our bodies and that outdoor life makes us strong. They also learned that we must keep clean to be healthy. Group play in free time made a strong appeal to some who were a bit in- dividualistic and brought them into the group. The making of products called for sharing of materials and time. There was a decided growth in co-operation and re- spect for others, and a decided improve- ment in the use and care of materials. There was instilled a love and appre- ciation for other nationalities, a deeper ap- preciation of pictures, an interest in Dutch habits and work, also a respect and curi- osity about foreigners. Time Spent on Project Two months. COURSE OF STUDY-FARLY ELEM ENTARY DEPARTMENT 135 A TYPICAL DAY'S PROCEDURE KINDERG ARTEN Morning Session Afternoon Session 8:10-10:45 1 :00-3:15 First Period A free activity period lasting from three-quarters of an hour to an hour and a quarter, depending upon the sort of work engaged in by the children and their interest and attitude toward it. The chil- dren are at liberty to enter into any worthwhile work or play activity. Replacement of materials. The child is responsible for his un- finished undertakings, also for his part in group undertakings. This is an opportunity for building habits of orderliness, promptness, eco- nomy, consideration, and co-operation with the group. This replace- ment of materials may follow the second period instead of the first if there is need for conference in connection with block construction, etC. Second Period A conference period, lasting about 15 minutes. Group confer- ences may be held when there is a need felt by the group or teacher. The conference furnishes invaluable opportunity for the solving and consideration of constructive problems, the planning of excursions, and the growth of language power. Third Period A period of physical activity (about 20 min.) out of doors when possible. This is an opportunity for games, for using play ground apparatus, for spontaneous and joyous play, and for excursions, the teacher always participating. This play out of doors may follow or precede the luncheon and rest period. Fourth Period A period for lunch and rest. It is important that the lunch period come at a regular time each day, (preferably at ten A. M.) One-half hour is not too long to allow, considering the many val- ues which come out of this period from both the social and health standpoints. 136 KALAMAZOO PUBLIC SCHOOLS Fifth Period A period for rhythms, games, dramatization, or whatever is needed to balance the day's program, such as songs, and stories. The teacher's guidance is an important factor, at all times. FIRST GRADE Morning Session 1B–8:10 - 11:00 1A–8:10 - 11:15 First Period A free activity period lasting from three-quarters of an hour to an hour, depending upon the sort of work engaged in by the chil- dren and their interest in it. The activities engaged in by the chil- dren are not as many or as varied as they are in Kindergarten, for more group problems are carried out. Replacement of materials. Each child is responsible for taking care of his own possessions and materials as well as those of the group. Second Period A conference period lasting about fifteen minutes. Group con- ferences are held when there is a need felt by the group or teacher. At this time problems are considered and solved, plans are made and discussed, criticisms are given, ideas are expressed, thus provid- ing opportunity for social intercourse. This is also an opportunity for health talks, nature study, and religious experience that is within the child's ken. Third Period A period for lunch and rest lasting twenty minutes to half an hour. The lunch period must come at the same time every day, pre- ferably at ten. (Lunch should be preceded by a simple blessing or thank you.) It offers opportunity for health discussions and the en- couragement of health and citizenship habits. Fourth Period A period of physical activity, always out of doors when possible, lasting about half an hour. This is opportunity for games, for using play ground apparatus, and for spontaneous and joyous play. Teacher guidance and participation are most important. COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 137 Fifth Period In the nature of a conference period at which time special atten- tion is given to the child's interest in reading. “Experience reading” material may be evolved, other kinds of reading material, i.e. rhymes, story, and fact may be presented, or some material may be really read with the children. As there is growth in reading interest, read- ing classes are organized at this time. The group or groups not reading may engage in any worth-while activity that will not disturb the others. It is an excellent oppor- tunity for them to use the library and so build up habits of the right use of books and attitudes or ideals in regard to books. FIRST GRADE Afternoon Session 1B–1 : 10 - 3:15 1A—1:10 - 3:20 First Period A free activity period lasting from half to three-quarters of an hour. During either of the activity periods the teacher is responsible for providing reading situations, something that will challenge the child's reading interest, i. e. posting bulletin board notices, supplying stories, and giving book and picture references. She assists the chil- dren engaged in making books by giving them the printed materials desired and later in assisting them to print their own. As there is growth in reading interest the teacher during this period listens to much of the individual reading going on, or organizes a reading class. Second Period A period for rhythms, games, dramatization, or whatever is needed to balance the day's program. About one-half hour. Third Period A music period. (See music experience, pg. 104.) Fourth Period A period of physical activity, out of doors when possible. It is desirable that little children be out of doors as much as possible. A half hour in the morning and a half hour in the afternoon is not too much time to give to this important phase of child development. At least half of this out door period should be given to organized games under the teacher's supervision. Fifth Period A conference or story and poem period. 138 KALA MAZOO PUBLIC SCHOOLS SECOND GRADE Morning Session 2B 8:10 - 11:20 2A–8:10 - 11:20 First Period A free activity period lasting an hour, including fifteen min- utes conference, which provides excellent opportunity for free oral expression. The children are at liberty to enter into any worth- while work or play activity. Teacher guidance is an important fac- tor in encouraging group interests, in raising standards, and in sup- plying enriching material. Second Period A twenty minute basal reading period where the mechanics of reading are developed through thought, phrase, and word units. Third Period A twenty minute basal reading period, (of nature of above) with another group. The group or groups not reading may engage in any worthwhile activity that will not disturb the others, i. e. silent reading, self initiated drill, quiet industrial or fine arts activity, or a little number or writing lesson. Fourth Period A half hour period for toilet, lunch, rest and recess (out doors when possible). One half of this out door period is given over to free activity, the other half to supervised games. (See page 120.) Fifth Period Ten to fifteen minutes for Phonics. (See page 84.) Sixth Period Fifteen minute period for numbers and writing. (Alternating days). Number books and number games are made use of. Seventh Period Twenty minute period for Art and Music on alternating days. Afternoon Session 2B-1 :00 - 3:20 2A—1:00 - 3:20 First Period A half hour library period when children are at liberty to browse through picture and story books, preparing stories to read to the COURSE OF STUDY-EARLY ELEMENTARY DEPARTMENT 139 group or to dramatize for them. Teacher help is given where needed —in the selection of a story or in the preparation of it. This is an opportunity to give individual help. Second Period A twenty minute period of supplementary reading for appre- ciation. Third Period A half hour period of supervised play, out of doors when pos- sible. tº Fourth Period Same as Second Period but with another group. Fifth Period A thirty minute period for observation, current events, story hour or dramatization. 140 KALAMAZOO PUBLIC SCHOOLS CHILD STUDY CHARTS AND PROGRESS CARDS Individual Child Study Charts are the means by which the teacher is enabled to arrive at a true estimate of the child's growth during the semester. The headings which are listed on the Pro- gress Card, and to an extent on the Report Statement to Parents, are the same as those arranged on the chart with sufficient spacing for notations. Some sort of estimate of the child's ability is recorded very early in the semester, usually within the first three weeks. This is based on close observation of the child, made especially with refer- ence to his work during the period for self-adopted activity. Dur- ing the remainder of the semester, the teacher uses the chart for refer- ence work and for jotting down growth noted from time to time. The chart is thus a very definite guide for the teacher, since she is held responsible for providing situations which will admit of growth along all lines. The use of this chart supplements the more scientific means of measurement—all helping toward a truer estimate of growth. In addition to this chart, it is recommended that First Grade teachers of beginning groups have one on which to record Reading Interests. Memoranda are to be made of significant steps taken each week by individual children as they begin to identify themselves with reading in any of its various beginning forms. Later, when reading is a more or less general interest and children are members of reading groups, the record of the group suffices to give information desired. The Progress Card and Report Statement are made out at the end of the semester and are summarized reports of growth noted, as the data on the chart indicates. The Progress Card is a double card 4"x6", folding at the end on which are the following headings: PROGRESS CARD–Early Elementary Department Public School, Kalamazoo. . . . . . . . . . . . . . . . . . . . . . 19. . . Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date of Birth. . . . . . . . . . . . . . Attendance: Kindergarten B. . . . . . First Grade B. . . . . . Second Grade B. . . . . . (% days.) Kindergarten B. . . . . . First Grade B. . . . . . Second Grade B. . . . . . Binet-Simon Test Rating. ... Classification Test Rating. . . . Group Rating. ... Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COURSE OF STUDY-EARLY El EMENTARY DEPARTMENT 141 (Reverse side of sheet) Purposefulness (Ability to initiate and carry out worth-while activities) Investigation (Experimentation, inquiry, leading to fund of information foster- ering creative power) Co-operation (Ability to work and play with others) (Second sheet) SCHOOL ARTS AND SUBJECTS (Growth and ability as noted in expressional activities) English, Language, Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reading Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Number Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a 9 tº º ºs e º e º ºs e e s tº e º e º 'º g e Industrial Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pictorial Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dramatic Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The card serves not only as a means of recording scientific ob- servation but as a frequent reference guide to the growth and progress of the child from his entry intos Kindergarten until he leaves Second Grade. In order to tell at a glance what the previous attendance record has been, and whether or not the child has been in our system at all, it is well to carry this part of the record over to each succeeding card. The records should be kept and filed in either Kindergarten, First, or Second Grade room during enrollment of child through the entire Early Elementary period, then transferred to files in the Principal's office for future reference. In case a child leaves the system, a copy of the original record should accompany him. To aid the teacher in studying and noting the child's growth and to avoid the usual inade- quate form of marking, such as, “Good”, “Fair”, etc., a list of sug- gestive questions relative to the phases of progress has been pre- pared. This “Key”, which may be used with both Progress Card and Report Statement to Parents, presents to the teacher a practical and helpful guide to a truer and more accurate estimate of the child's growth, and is as follows: 142 KALAMAZOO PUBLIC SCHOOLS KEY TO PROGRESS CARD AND REPORT STATEMENT I. Attendance Is the child a special promotion—if so, when 2 Are the absences casual or permanent? (i. e. consecutive or scattered) Has attendance been in single or double sessions? Does the home situation promote regularity of attendance? Is child prompt in carrying out the day's program? II. Stanford-Binet Test Rating (to be placed on Progress Card only.) Classification Test Rating (to be placed on Progress Card only.) Result of good standardized First Grade group test, such as “Detroit First Grade Test for Classification”. Group Rating X, Y, or Z group according to ability. (Progress Card only.) III. Health A. What defects or disabilities has child, if any—poor eye i I e sight, defective hearing, curvature of the spine, adenoids, defective speech, etc., which have been remedied. Before entrance? After entrance? What illness has child had 2 Height and weight—date. Has child had milk during this period 2 Is child under-nourished—if so, would milk have helped 2 Has he lack of physical co-ordination—if so, wherein 2 Has he set up proper health habits, or does he lack essen- tially in these—sleep, food, clothing, cleanliness, etc.? Has the child normal emotional control—or is he prone to anger, fear, hysteria, etc.? Is his home life conducive to control? IV. Home Co-operation i Does the home respond to requests regarding health, at- tendance, etc.? Do parents visit? Do parents attend Parent-Teachers' Association meetings? Are parents co-operative in the community? COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 143 i V. Purposefulness A. Initiative 1. Has the child ability to initiate and carry out worth- while activities which will be of service to himself and others? 2. Are his self chosen activities apt to run in one or two directions only 2 3. Does he find ways and means for overcoming diffi- culties? B. Concentration 1. Has he the power of concentration? 2. Does he carry his work over from day to day to completion? 3. Is his span of interest long or short? C. Effort Is the interest genuine enough to cause him to put forth his best efforts? In all lines of activity? VI. Investigation Is he truly investigative or merely following the lead of others? Does he make use of the knowledge arrived at through in- vestigation? Do his questions show that his observations are incentives to further thinking? Is growth noted in inventive, creative, ability due to good use of investigative experiences? : VII. Co-operation Does the child sense his dependence on others for help and their need of help from him? - Is the child courteous, friendly, thoughtful and helpful ? Does he participate in worthy group activities? Does he shift responsibility and take credit for others’ work? Is the child ever a leader in a situation—with a large or small group 2 Is he willing to subordinate himself to the group? Is he a problem in social situations or does he feel individual responsibility? - Is he happy in team work? 144 KALAMAZOO PUBLIC SCHOOLS VIII. School Arts and Subjects A. English; Literature and Language 1. Literary Experience 3. f. Has the child a good literary background of stories, poems, etc.? Do these enable him to express feeling and in- terpret experiences? Is his imaginative power developing normally? Does he enjoy stories of all kinds; fanciful, realistic, humorous, and folk and fairy tales? Can he retell story giving main events? Can he make up simple story or poem 2 2. Language Experience al. º ; Does the child organize his thought and ex- press himself adequately and freely considering his stage of development? Is he free from self consciousness? Has he a well-modulated, strident, musical, dramatic, low, high, or gutteral voice? Does he enunciate clearly 2 b Is his vocabulary growing to meet his needs? Is he forming habits in good use of English through encouragement in correct grammatical forms? 3. Reading Experience al. b. Does child evidence a desire and love for read- ing? If so, how 2 Has he ability to reproduce the thought read in his own words or by action, drawing, paint- ing, modeling? Is he growing in ability to read fluently, avoid- ing word calling? Is he able to read to find answer to question? Is he growing in ability to read independently and silently 2 Is he gaining in ability to read to give pleasure to others? Does he turn eagerly to reading for informa- tion and pleasure? COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT 145 B. Writing 1. Does the child evidence a desire to write? 2. Is he able to compose the greeting, sign, title, label or letter that he wishes to write? 3. Is he able to form and join letters properly though crudely to write the words in which he is interested and which he needs? C. Numbers 5. 6. Is he able to count when the need arises? Is he able to recognize figures? Is he growing in ability to measure with ruler, and other measuring instruments which a child would be interested in and use? Is he growing in ability to tell time? Is he growing in ability to add, substract and multi- ply to meet his needs? Does he show a genuine interest in numbers? D. Industrial Art 1. 2 &m ºf e 3. i Does the child sense his need for use of material? Does the child sense his need for choice of appro- priate tools and material? Does he use tools without injury to himself and in a way to secure best results? wº Are his interests vivid P Do they carry over? Is his interest in the activity or in the result? Has he habits of orderliness or a sense of responsi- bility in the care of materials 2 Does he manifest originality or ingenuity ? Is his finished product crude or well made? Does he evidence a distinct pleasure and satisfaction in showing, talking about, and using his product? E. Pictorial Art What media of expression does the child choose? Does he have control over materials? Is his work meaningful? Is it a language? Does it tell a story? Does it reveal originality and imagination? Does his expression show clear imagery 2 Is there color discrimination? Is there a sense of proportion ? Is the child free and natural in expression ? 146 KALAMAZOO PUBLIC SCHOOLS F. Dramatic Art 1. Is there freedom and joy in expression ? 2. Is there depth of dramatic feeling? 3. Is there originality of ideas? 4. Is the child a leader in dramatic play? 5. Does he dominate or co-operate? 6. Does he have rhythmic feeling? 7. Has he sufficient motor control? 8. Is he self-conscious? G. Music 1. Has he feeling and appreciation for music—both vo- cal and instrumental 2 2. Does he recognize selections which have been played several times? 3. Has he ability to sing? Can he carry a tune with others? Can he carry a tune by himself? Is he joyous in song expression? Can he give pleasure to others with his music? Is he able to lead a chorus in simple songs? PARENTS AND TEACHERs The importance of the intelligent co-operation of parents can- not be over estimated. This may be secured by visits in the home, by parents visiting the schools, and by Parent-Teacher meetings. When it is possible, visits in the home do much to establish a spirit of confidence between the mother and teacher and are a great help in understanding individual cases. Through these visits the teacher knows better what may be expected from the children as she knows the especial environment from which they come and the prob- lems involved. The parents visiting the school is a splendid way of securing their appreciation of what is being done there. In a number of kin- dergarten and primary schools, the rooms are open for a week be-, fore the regular session begins each semester for the parents to bring their children to be enrolled and become acquainted with the teacher and surroundings. By having parents come when there is oppor- tunity to talk with them they become interested in the equipment and the type of work being done. Visits after the regular sessions have started, are means of having the parents understand what the teacher is trying to do. They see the practical working out of edu- cational theory. : COURSE OF STUDY—EARLY ELEMENTARY DEPARTMENT #47 If the child is a problem, the visits of the father or mother are a help in its solution. In such cases it is suggested that the mother or one of the parents, visit daily for two weeks so that she may have a clear understanding of the case, and that the mother and teacher talk it over together, and together come to some agree- ment. In this way the parent is convinced that the teacher is try- ing to do the best for the child. Parent-Teacher Associations are another great means of bring- ing about understanding, good will, and the support of school un- dertakings. It is suggested, because the needs and problems of Čhildren of different ages vary, that in addition to the general meetings, sectional meetings be held in which questions pertaining to different stages of child development be discussed. Parents need to know what may be expected of children of different ages, what their chief characteristics and needs are, and how they may be met. Practical problems which the parents and teachers meet daily should be discussed and mutual help given. A study of this material would be beneficial in knowing what the outcome of this particular period of growth is. “In order to keep the child growing, the teacher and parent must keep grow- ing.” One of the functions of the Parent-Teacher Association is to know what is being done in the field of education and why. The new type of education should not only be presented but studied at these meetings. All phases of educational progress should be taken up so that the parents may make their intelligent support effective at the polls. When parents understand they may have any type of school they want and when they know what is needed, they will not be satisfied with anything short of the best. The school should also enlist the help of the women's clubs, the Chamber of Commerce, and other organizations of men and women so that they will have the backing of the intelligent public in the im- provement they wish to bring about. The school belongs to the peo- ple. The people may have any type of school they wish to support. GENERAL BIBLIOGRAPHY Bagley & Keith—An Introduction to Teaching. Bonsor, F. G.-Elementary School Curriculum. Collings—An Experiment with a Project Curriculum. Conklin, Edwin J.-Heredity and Environment. Cook, H. Caldwell—The Play Way. 148 KALAMAZOO PUBLIC SCHOOLS Dewey, John—Democracy and Education. Dewey, John—Child and Curriculum. Dewey, John—How We Think. Dewey, John and Evelyn—Schools of Tomorrow. Gesell, Arnold—The Normal Child and Primary Education. Gesell, Arnold—The Pre-School Child. Hill, Burke and others—A Conduct Curriculum for the Kin- dergarten and First Grade. Hosic-Chase—Brief Guide to the Project Method. Hosic; James—The Elementary Course in English. Hollingworth, Dr. Leta—Psychology of Subnormal Children. Jennings, Watson, Meyer, Thomas—Suggestions of Modern Science Concerning Education. Johnson, George E.-Plays and Games. Johnson, Marietta L-Organic Education. Kilpatrick, W. H.-Foundation of Method. Kilpatrick, W. H.-The Project Method. Meriam, J. L.-Child Life and the Curriculum. Miller, Irving—Education for the Needs of Life. Moore, Annie—The Primary School. National Society for the Study of Education—Twenty-fourth Yearbook, Parts I and II. Norsworthy and Whitley–Psychology of Childhood. O'Shea and others—The Child: His Nature and His Needs. Parker, Samuel C.—Types of Elementary Teaching and Learn- Ing. Patri, Angelo–Schoolmaster of a Great City. Pennell & Cusach—How to Teach Reading. Pickett-Boren—Early Childhood Education. Pratt, Caroline—Experimental Practice in the City and Country Schools. Terman, Lewis—The Hygiene of the School Child. Terman, Lewis—The Intelligence of School Children. Terman, Lewis—The Measurement of Intelligence. Thorndyke, E. L.-Educational Psychology. Salisbury, Ethel I.-An Activity Curriculum. |||||||||||| 3 9015 ööğ5"; lºw ºwn tº a T WO W E E K B O O K D0 NOT RETURN B00KS 6N SUNDAY DARE BVE