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He had a lot of toys. He was leaning up against the back of the sleigh.

I saw an Eskimo house. An Eskimo was going in the house. The Eskimo were covered with fur. The house is long. One Eskimo was on his hands and knees going in the house.

saw some deer. They were up on the mountains. The mountains had sharp pointed tops. The deer were running on them. Some mountains were taller than others.

There were lots of Eskimo sleds. There were lots of Eskimos riding on them. The Eskimos shoot the seals and eat them. There were Eskimos there. They were sitting down.

The make-believe scene was described as realistically as though they had visited the cold North. No one in the class mentioned that the seals and dogs were of paper or the hut of clay covered with cotton!

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Rainy Day Crafts

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CECELIA HENRY

Boxes
WHERE are a great many varieties of boxes that may

be made from the 6" square of colored paper and
they are so simple that little persons can make them

with little trouble. Take the 6" square of paper and fold it into 16 squares, two pieces of paper are necessary, one for the box and one for the cover, and if }" is cut from the part intended for the box, it will make it easier to fit on the cover.

After folding the paper into 16 squares, cut on the fold nearest the sides, on opposite sides of the paper. Fold under and paste, making a square box.

For the top of the box, cut in the same way, and in the center square weave various patterns. Weave with tiny strips 1" wide.

The weaving is done without pasting the strips at the end, for if the paper is cut across, the weaving strips hold themselves by being braced at the sides.

If oblong boxes are wanted, fold the paper in the same way and cut off one row of squares; this will leave two rows of squares in the center, instead of four squares, as in the square boxes.

The colors of the boxes may be varied as the season varies. They are pretiy for candy or bonbons at a lunch or a child's party. For Christmas, use red boxes with green weaving paper; for Hallowe'en orange paper for the boxes and black for the weaving; for Easter, lavender with shades of purple, or green with darker color for the weaving strips; for Washington's Birthday or Lincoln's or the Fourth of July, white boxes with the red and blue strips are effective.

The boxes may be made with all one pattern, or there may be a variety of designs.

By folding boxes across the center either horizontally or diagonally, the cutting is made much easier.

PATTERN FOUR Fold as before and also diagonally. If a sharp knife can Le had the results will be better. (ut from the diagonal crease to the sides of the square, little slits for weaving. This will give weaving for half the cover of the box.

PATTERN FIVE Fold as before and cut out of stiff paper a square of 13". Place this square exactly in the center of the four squares intended for the cover of the box, and draw around the smaller square. Then make the slits as in pattern Three. This will give the same effect but a smaller pattern.

PATTERN SIX Fold as before. On the side opposite the folds, draw a line across, 3" from the center fold, each

way of the paper. Cut slits as far as the line and weave.

PATTERN SEVEN Draw a line 3" from the sides of the four center squares. Cut slits as far as the place of intersection of the lines drawn and weave.

PATTERN ONE After folding the 16 squares, fold the paper in the center on the side opposite from the folds. The marking should always be on the wrong side so that the pencil marks will not show. Measure down 3" from each side of the center fold, and place a point at each side of the four center squares which form the top. Draw a straight line between the points. On each side of the center line, cut little strips as far as the ruled line. With a kindergarten weaver, if it can be obtained, weave in the colored strips, but if this is not at hand it can be done with the fingers. After the weaving is done, fold and paste the corners.

PATTERN Two Fold the paper as for Pattern One, and also fold diagonally across the paper. Measure down 3" on each side, placing points and drawing the line as before. Clip the strips and Weave. At the corners cut a tiny slip wide enough for one strip

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PATTERN THREE Fold as before, then across the diagonals of each square for the top of the box, draw diagonals making a smaller center square. Fold across and cut to the lines drawn for the center

square and weave.

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That Word Study!

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I her, here, ever, other,” and many more of those

13 Make the haunches big and strong to "spring" well, for rabbit can only leap away from his enemies.

14 Indicate the short tail.

15 Pull out and model the small feet from some of the

thigh and shoulder material. (See Illustration 2.) PATTERN EIGHT

E. W. GRIMSHAW Fold as before, and also fold on the diagonals of the square.

O you ever dread it? Does it sometimes seem as if Draw a line across each square of the four top squares,

you never could arouse interest in "are, there, where, diagonally and cut slits toward the corners. Weave in the corners.

abstract words with such elusive qualities? I have Other designs may be made if desired. In larger patterns

found with deep satisfaction that a few devices for word if one weaves over and under two, or over one and under two,

study and drill not only stimulate interest, but also take very or other variations, a pleasing effect is given.

little time and mean much in the end both to teacher and pupil. Perhaps a few illustrations will smooth your path on that inevitable “dull” day, or day of extra monotonous drilling.

I Invite the children to go marketing with you. They love a trip. Before school sketch in outline on the board, a turkey, a few carrots, turnips, potatoes, ears of corn, apples, bananas, a cabbage, a bunch of celery, and so on, writing a drill word in each article. Let the children play each has a wagon and see who can “help carry," who can get a "wagon load,” or what slow lad will get only one or two to "carry home in a bag.” You will watch with satisfaction the efforts of the slow ones to “carry most.”

II Sketch a bird-house on a post, and many birds flying about. Birds can be traced on board with slate pencil, using a pattern, and then sketching over with crayon. Each bird has a word, and the object is to see how many birds can “fly home.” Words failed on keep birds out; or if you wish to tell the story of the carrier pigeons, a failed on word will mean that bird misses — does not arrive at — his destination.

III Target practice; one of the most popular devices I used. Draw target, with word in each ring, and hardest word at bull's eye. Child takes pointer which he uses as gun;

begins at outer circle and tries to "hit" every one. The “best A TEACHER

shot” is he who gets all words. Mould the sphere by rolling clay between the palms. IV American flag with word on each stripe, and hardest Mould the sphere into the oblong.

word in “box of stars.” You sometimes give stars for extra 3. Ask the children what animal is the long oblong shape faithful work, don't you? Little rewards often mean much and has the pointed nose.

to little people, and a small Dennison flag pasted on the 4 Pinch out one end of the oblong for a nose. (See hands of the winners in this device are very proud possessions. illustration, pig.)

V Christmas toys. Here's another device where a little 5 Pinch up the ears and tail.

"prize” is a pleasant sı :prise. If you have odds and ends Ő Try a rabbit in this same way.

of colored paper, very well; if not, white will do. (ut little 7 Notice characteristics of rabbit form, viz., the long ears, stockings about four or five inches long -- it won't take very the short tail, the oblong head, rounded nose.

long, especially if you have one or two careful workers with 8 The pig and rabbit are now at the stage indicated by scissors who would so enjoy staying after school to help you. Illustration No. I.

Sketch some Christmas presents on board; a doll, kite, drum, 9 Notice characteristics of pig more carefully; the snout cart, boat, box of candy, book, soldier, rocking-horse, etc. flattened, the short legs, the rounded thighs and shoulders, the There are many very good ones in silhouette which can be small eyes. See Illustration No. 2.

easily copied. On each gift write a word. To each child 10 Notice characteristics of sleepy rabbit.

who gets all words, give prize of stocking - a stocking to Make the closed eye with the tip of the finger-nail. hold all the gifts he has won. The joys of a very full stocking

Make the ears curve outward to catch sounds quickly may be discussed, but do not let the child suspect that he is and easily, for these are all the weapons of defense poor working for a prize. Surprises often inspire a stronger desire rabbit has.

to work. For example: one day at the close of a writing

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Aids in Teaching Reading

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period, I chose the ten papers representing the most careful work, permitting their owners to show them to another first

L. C. CAMPBELL grade (having of course arranged with the teacher before school). As I closed the door after the ten most “important” With the children in the first three grades, I have found children, one irrepressible youngster, whose paper was not the following methods of great aid in the teaching of reading. chosen, said, “Gee, I wisht I'd a known that was comin'. I If combinations of words trouble a child have them You just wait till termorrer."

written on slips and taken home. IV Another Christmas device. Sketch Christmas tree, 2 Have children tell a story about the reading picture reor better still, if teacher is clever with board crayons, color gardless of the connection it may have with the reading lesson. one. Hang gifts (see device V) on tree and choose a Santa 3 At the beginning of the year in a first grade, have reading Claus, letting him distribute gifts. If possible, have the tree slips which will duplicate the daily lesson that was prevlow enough on the board so that the child can touch each gift iously presented on the blackboard. On one day through with his finger as he says the word — 'twill add to the realism the week, I preferred Monday, have children take home as of distribution more than if he uses a pointer. If he fails on many slips as can be read correctly. a word, choose another “Santa Claus."

4 Call attention to the child who reads with good expresVII Nutting or fruit gathering. A very good device for sion and you will soon hear others trying to imitate him. a large number of words. If possible draw in colors a large 5 Ask questions, the answer to be the next sentence read. tree. Invite children to bring their make-believe bags and 6 Dramatize all action words. Let children take differgo nutting or apple gathering. It's very well to have children ent characters in reading. stand, throw “bags” over shoulder and march once around 7 In teaching a new rhyme, if new words are written in the room before going to blackboard. This affords a little colored chalk and old ones in white chalk, it is a help and you

relaxation before work and also adds to realism in the trip. will find the little people anxious to recognize the old words. of the The tree has very hard words on the trunk since that is the 8 In order to have the entire thought of a sentence under

hardest place to climb. Hard words are also on the danger- stood have strips of paper cut and used as markers by having ous tips of branches. Put the easy words in the crotches, the child place a strip under each line as read. etc., also on the ground, where they represent the fallen 9 Give to each child who reads correctly and with exfruit. It's positive fun for the teacher to watch the dogged pression a colored splint or stick. Count and collect at end persistency with which some slow ones will struggle to scale of lesson. Children love competition.

the difficult trunk, scorning to be " boosted” (helped). Ap 10 If a child has read unusually well, let him read the mas

pear very serious if a child falls ((fails) from any height. whole story at end of reading period. what

Urge care in climbing, in a word, make that expedition real, If a child reads well, call him a captain. Let him stand attended by all the thrills, joys, and dangers. This device, in front of class. You will soon have a line of captains. if put on a board not needed every day, is splendid for a re Give out reading slips; as they are read, pass to next view, it can hold so many words.

row, etc., until at least six or seven children have read the VIII Scouting. All children love adventure, and your same slip. morning talk or story hour can be most helpfully utilized in 13 Substitute in blackboard work a picture for a word. discussing the life of a soldier in camp, as a scout, a spy, 14 Make a special aim for good expression in the lower

a despatch messenger, etc. When class is called, announce grades. This is of much importance, and I find if not TE

a scouting trip, or if you prefer, play you wish a spy or despatch cultivated there, all through the grades the boy or girl will messenger to carry a plan or note to a distant commander. lack expression; for as the foundation is laid so is the A blackboard eraser slipped into the pocket of the chosen house built. messenger makes a fine revolver, and the pointer a fine musket. He starts out prepared to meet any outpost or sentinel, for each tree and rock hides one in the form of a word. If he misses the word, he plays he's captured, and of course gives place to the next child, who tries his powers to reach his destination. Sketch a camp, several rocks and trees, and beyond, the commander's tent or fort.

IX Croquet. Draw the outline of a croquet course, wickets and posts. Write a word at each. Give the child a ball instead of a pointer, and let him touch board with ball at each wicket, following course as in croquet.

If he fails at a "wicket” he must drop out.

This is a splendid device for newly developed words, as there are five wickets which must be passed through twice, thus giving extra drill on new or

X Fireman. Children love this device. Tell, at some previous time, how the firemen who live in the engine house, climb up ladder to sleeping apartments, sleep on cots, and, at sound of fire alarm, slide down a pole to save time. The board drawing must necessarily be rather crude, but so long as the child understands, it's all right. On each rung of the ladder, on the couch and pillow,

After the child has touched each word and said it — coming last to the pillow -he plays he's asleep. Let another child touch your desk bell as soon as he's “asleep.” This “ fire alarm” has wakened the fireman, who rushes to the pole and slides down.

These are words on the pole, and the main object of this device is to promote rapidity, for if a child cannot slide down very rapidly he is at once “dis

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Calendar Stencil

January 191?

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APRIL
Central Idea

(1) Easter.
(2) The First Awakening of Spring.

I Legend of the Sleeping Beauty.
2 Jack and the Bean Stalk.

3 The Legend of the Easter Rabbit.
Tell about the “egg rolling” in Washington, D. C.
MAY
Central Idea

(1) May Day.
(2) Bird Day.
1 May Day Story — Alcott.

The Pea Blossom.
3 Story of the May Pole.
4 Legend of the Blue-bird.
5 The Poplar Tree.

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Third Grade Written Language

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(Continued from page 15)
ОстоBER
Central Ideas
(1) Preparation for Thanksgiving Day. To foster a spirit

of thankfulness and kindly unselfishness.)
(2) The Harvest.
I Legend of the Woodpecker. (To teach unselfish-

ness.)
Hiawatha.
3 Brownies.
4 Shoemaker and the Elves.
5 Story of the Little Lame Prince.

6 The Anxious Leaf.
NOVEMBER
Central Idea
Work all centers about Thanksgiving.

Cinderella
2 Story of Pilgrims.
3 The Mayflower.

Indians.
5 The Pumpkin Whittier.

6 An Old Time Thanksgiving (described).
DECEMBER
Central Idea
Giving at Christmas.

Study of the stars, shepherds and sheep in preparation.
2 Story of the Great Star.
3 Story of the Holly.
4 Story of the Christ Child.

5 Story of the Chrysanthemum.
JANUARY
Central Idea
Ice and Snow.

Study Snow.

The Eskimo.
3 The Snow Image Hawthorne.

- The Legend of the Woodpecker.

5' Legend How Robin's Breast Became Red.
FEBRUARY
Central Idea.
Flag Day.

Story of the flag.

Story of Betty Ross.
3 Old Abe. (Story of the Eagle.)

Childhood of Lincoln.

5 Childhood of Washington.
MARCH
Central Idea.
The Wind.

Study of the air, water and aspects of Nature.
2 Myth of Æolus and the Winds.
3 Story of Franklin and his Kite.

Sun and the Wind.
5 Study of Wind-mills.

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4, Poem

ANNIE KLINGENSMITH
January brings the snow,

Makes the feet and fingers glow.
On January mornings the children of the lowest third
grade come in muffled to the eyes like little Eskimos, feet in
arctics and leggings, hands bundled, heads swathed in many
folds of wool or silk, nothing more than the tip of an adven-
turous nose showing here and there.

As fitting to the weather, some of the conversational lessons turned on clothing and shelter; and, before long, the domestic animals, and even their wild kindred, came in for a a share of the consideration. Puss's heavy coat, Rover's shaggy fur, the horse's cold weather dress and the rabbit's winter gear, with much else of the same sort, were all eagerly discussed. In the end, compositions were written and the following is the littlest girl's paper just as she wrote it, spelling and all.

WINTER COATS When a horse sheds his hair It is in the fall. In the summer all most all the horses have shiny coats. But in the winter time all the horses that work have rouf coats. But the buggy horses have almost coats as shiny in the summer. The cat has a very thick coat in winter. But in the spring time they begean to shead a little bit moor as it begeans to get hot. The rabbit has a brown coat in summer and a white coat in winter.

MARGERY P. (Composition furnished by Miss Sullivan of the Jefferson School, Gary, Ind.)

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MONTH BY MONTH PICTURE STUDY
Caritas

Caritas," "The Virgin," and "The Madonna Enthroned,"

has given us his idolized eldest daughter. While the
(Painting by Abbott Thayer)

Madonnas by Brush are beautiful and true to life, yet they
JENNIE ELLIS KEYSOR

lack that wide elemental scope of Thayer's work, and in HE picture for our study this month is a masterpiece execution they seem less the involuntary overflow of inspira

by a contemporary American artist. To Abbott tion than the products of stern, hard work.
Thayer we owe a great debt, for it is work such as his The original of Thayer's picture of “Charity” is a large

that is bringing back to present day art, the sweet canvas and hangs in the Boston Museum of Fine Arts, but the elemental spirit of the great early Italian masters, but embody- inexpensive prints of it give the spirit of the picture quite adeing it in a technical way which was unknown to them. Tous

Tous quately. A world of sweetness, protecting strength and beauty Americans it is the art that particularly pleases, for it is con shine out from Thayer's exquisitely draped "Charity.” We sonant with our civilization and the outgrowth of our institu feel that this drapery covers a perfectly formed body, that it is tions. In spite of its modernness it preserves those great no cover for poor anatomy as was so often the case with the elemental principles which are at the foundation of all that Old Masters. The tree against which she stands is truly a we •revere and all that makes for elevated manhood and tree from No-Man's Land, and, perhaps it is the Tree of Life womanhood. To illustrate by our picture: “Charity” is the in a wide, wide sense. At all events, it is a wonderfully decoraembodiment of that great universal love which cannot exhaust tive feature of the picture. Children always enjoy other chilitself on family and friends, but which embraces the whole dren and they will delight in studying the two that are shielded world in its wide span. We feel “as she spreads those

We feel “as she spreads those by the lovely “Charity's” form. The one is visibly shy, the perfect arms upon the air” that there is no limit to the other, while presenting a bolder front, is even yet more dewideness of the love she represents.

pendent upon “Charity,” as is indicated by the way his exAbbott Thayer was born in Boston in the middle of the quisite little body gently crowds his protector. last century and happily he is still among us to ennoble our If ever a figure from art embodied Paul's idea of charity, American art.

this is the one. Let us see if for every clause in that wonderFor class-room work, even with small children, great pleasure ful Scripture there is not a correspondence in Thayer's figure: and interest will come from a comparative study of DeForrest “Charity suffereth long and is kind; charity envieth not; Brush and Abbott Thayer. Brush is only six years Thayer's charity vaunteth not itself, is not puffed up

beareth junior and both men have done wonderful things in idealizing all things, believeth all things, hopeth all things, endureth all motherhood and childhood. Both men use their own families things. Charity never faileth.” as models, consequently our study of the two men brings us This is truly a wonderful and inspiring picture with which very near to their inner life and thought. Brush's Madonnas to express that love which is, after all, truly the greatest thing are always his wife, and Thayer, in his three masterpieces, in the world,

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