Imágenes de páginas
PDF
EPUB

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.

I 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!

[graphic]
[blocks in formation]

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" 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 pretty 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 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.

[blocks in formation]

PATTERN FOUR

Fold as before and also diagonally. If a sharp knife can be had the results will be better. Cut 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 1". 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.

[graphic][merged small]
[blocks in formation]

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.)

That Word Study!

[ocr errors]

E. W. GRIMSHAW

O' you ever dread it? Does it sometimes seem as if you never could arouse interest in "are, there, where, her, here, ever, other," and and many more of those abstract words with such elusive qualities? I have found with deep satisfaction that a few devices for word study and drill not only stimulate interest, but also take very 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.

[graphic]

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 shot" is he who gets all words.

[ocr errors]

IV American flag with word on each stripe, and hardest word in "box of stars." You sometimes give stars for extra faithful work, don't you? Little rewards often mean much to little people, and a small Dennison flag pasted on the hands of the winners in this device are very proud possessions. V Christmas toys. Here's another device where a little "prize" is a pleasant s prise. If you have odds and ends of colored paper, very well; if not, white will do. Cut little stockings about four or five inches long it won't take very long, especially if you have one or two careful workers with scissors who would so enjoy staying after school to help you. Sketch some Christmas presents on board; a doll, kite, drum, cart, boat, box of candy, book, soldier, rocking-horse, etc. There are many very good ones in silhouette which can be easily copied. On each gift write a word. To each child who gets all words, give prize of stocking a stocking to hold all the gifts he has won. The joys of a very full stocking may be discussed, but do not let the child suspect that he is working for a prize. Surprises often inspire a stronger desire to work. For example: one day at the close of a writing

[ocr errors]

period, I chose the ten papers representing the most careful work, permitting their owners to show them to another first grade (having of course arranged with the teacher before school). As I closed the door after the ten most "important" children, one irrepressible youngster, whose paper was not chosen, said, "Gee, I wisht I'd a known that was comin'. You just wait till termorrer."

IV Another Christmas device. Sketch Christmas tree, or better still, if teacher is clever with board crayons, color one. Hang gifts (see device V) on tree and choose a Santa Claus, letting him distribute gifts. If possible, have the tree low enough on the board so that the child can touch each gift with his finger as he says the word 'twill add to the realism of distribution more than if he uses a pointer. If he fails on a word, choose another "Santa Claus."

VII Nutting or fruit gathering. A very good device for a large number of words. If possible draw in colors a large tree. Invite children to bring their make-believe bags and go nutting or apple gathering. It's very well to have children stand, throw "bags" over shoulder and march once around the room before going to blackboard. This affords a little relaxation before work and also adds to realism in the trip. The tree has very hard words on the trunk since that is the hardest place to climb. Hard words are also on the dangerous tips of branches. Put the easy words in the crotches, etc., also on the ground, where they represent the fallen fruit. It's positive fun for the teacher to watch the dogged persistency with which some slow ones will struggle to scale the difficult trunk, scorning to be "boosted" (helped). Appear very serious if a child falls ((fails) from any height. Urge care in climbing, in a word, make that expedition real, attended by all the thrills, joys, and dangers. This device, if put on a board not needed every day, is splendid for a review, it can hold so many words.

VIII Scouting. All children love adventure, and your morning talk or story hour can be most helpfully utilized in discussing the life of a soldier in camp, as a scout, a spy, a despatch messenger, etc. When class is called, announce a scouting trip, or if you prefer, play you wish a spy or despatch messenger to carry a plan or note to a distant commander. A blackboard eraser slipped into the pocket of the chosen 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 hard words.

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, write a word. 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 "discharged" as a very poor fireman.

Aids in Teaching Reading

L. C. CAMPBELL

With the children in the first three grades, I have found the following methods of great aid in the teaching of reading. I If combinations of words trouble a child have them written on slips and taken home.

2 Have children tell a story about the reading picture regardless of the connection it may have with the reading lesson. 3 At the beginning of the year in a first grade, have reading slips which will duplicate the daily lesson that was previously presented on the black board. On one day through the week, I preferred Monday, have children take home as many slips as can be read correctly.

4

Call attention to the child who reads with good expression and you will soon hear others trying to imitate him. Ask questions, the answer to be the next sentence read. 6 Dramatize all action words. Let children take different characters in reading.

5

7 In teaching a new rhyme, if new words are written in colored chalk and old ones in white chalk, it is a help and you will find the little people anxious to recognize the old words.

8 In order to have the entire thought of a sentence understood have strips of paper cut and used as markers by having the child place a strip under each line as read.

9 Give to each child who reads correctly and with expression a colored splint or stick. Count and collect at end of lesson. Children love competition.

ΙΟ

IO If a child has read unusually well, let him read the whole story at end of reading period.

II If a child reads well, call him a captain. Let him stand in front of class. You will soon have a line of captains.

12 Give out reading slips; as they are read, pass to next row, etc., until at least six or seven children have read the same slip.

13 Substitute in blackboard work a picture for a word. 14 Make a special aim for good expression in the lower grades. grades. This is of much importance, and I find if not cultivated there, all through the grades the boy or girl will lack expression; for as the foundation is laid so is the house built.

[graphic]
[graphic]

Calendar Stencil

[blocks in formation]
[merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][ocr errors][ocr errors][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small][merged small]

Τ

[blocks in formation]

(1) May Day.

(2) Bird Day.

The Pea Blossom.

I

May Day Story

Alcott.

2

3

Story of the May Pole.

4

Legend of the Blue-bird.

5

The Poplar Tree.

Third Grade Written Language

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 adventurous 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.)

MONTH BY MONTH PICTURE STUDY

Caritas

(Painting by Abbott Thayer)

JENNIE ELLIS KEYSOR

HE picture for our study this month is a masterpiece by a contemporary American artist. To Abbott Thayer we owe a great debt, for it is work such as his that is bringing back to present day art, the sweet elemental spirit of the great early Italian masters, but embodying it in a technical way which was unknown to them. To us Americans it is the art that particularly pleases, for it is consonant with our civilization and the outgrowth of our institutions. In spite of its modernness it preserves those great elemental principles which are at the foundation of all that we revere and all that makes for elevated manhood and womanhood. To illustrate by our picture: "Charity" is the embodiment of that great universal love which cannot exhaust itself on family and friends, but which embraces the whole world in its wide span. We feel "as she spreads those perfect arms upon the air" that there is no limit to the wideness of the love she represents.

Abbott Thayer was born in Boston in the middle of the last century and happily he is still among us to ennoble our American art.

For class-room work, even with small children, great pleasure and interest will come from a comparative study of DeForrest Brush and Abbott Thayer. Brush is only six years Thayer's junior and both men have done wonderful things in idealizing motherhood and childhood. Both men use their own families as models, consequently our study of the two men brings us very near to their inner life and thought. Brush's Madonnas are always his wife, and Thayer, in his three masterpieces,

"Caritas," "The Virgin," and "The Madonna Enthroned," has given us his idolized eldest daughter. While the Madonnas by Brush are beautiful and true to life, yet they lack that wide elemental scope of Thayer's work, and in execution they seem less the involuntary overflow of inspiration than the products of stern, hard work.

The original of Thayer's picture of "Charity" is a large canvas and hangs in the Boston Museum of Fine Arts, but the inexpensive prints of it give the spirit of the picture quite adequately. A world of sweetness, protecting strength and beauty shine out from Thayer's exquisitely draped "Charity." We feel that this drapery covers a perfectly formed body, that it is no cover for poor anatomy as was so often the case with the Old Masters. The tree against which she stands is truly a tree from No-Man's Land, and, perhaps it is the Tree of Life in a wide, wide sense. At all events, it is a wonderfully decorative feature of the picture. Children always enjoy other children and they will delight in studying the two that are shielded by the lovely "Charity's" form. The one is visibly shy, the other, while presenting a bolder front, is even yet more dependent upon "Charity," as is indicated by the way his exquisite little body gently crowds his protector.

If ever a figure from art embodied Paul's idea of charity, this is the one. Let us see if for every clause in that wonderful Scripture there is not a correspondence in Thayer's figure: "Charity suffereth long and is kind; charity envieth not; charity vaunteth not itself, is not puffed up beareth all things, believeth all things, hopeth all things, endureth all things. Charity never faileth."

This is truly a wonderful and inspiring picture with which to express that love which is, after all, truly the greatest thing in the world.

[graphic][subsumed][merged small][subsumed][merged small]
« AnteriorContinuar »