iom ^2^^ ^^^5 MILWAUKEE PUBLIC SCHOOLS PROJECTS AND GAMES IN THE PRIMARY GRADES UNIVERSITY OF CALIFORNIA AT LOS ANGELES UNIVERSITY of CALIFOWfU AT LOS ANGELES UBRA&Y MiLw aukl^l: puf^lic schools nana PRQJECrS AND GAMES i\' THE PRIMARY GRADES By ^E PRIMARY TEAC:ilERS OF 11 IE MILWAUKEE PUBLIC SCHOOLS WITH THE ASSISSTANCE OF THE ASSISSTANT SUPERINTENDENT IN CHARGE OU PRIMARY INSTRUCTION Dann Ai'iiiomn I) HY Tin: BOARD OF SCHOOL DIRECiORS N(WI:MIM-R. I'»22 Mll.WAUKi:i:. WISCONSIN 256 11-22 148888 Copyrighted 1921 BY Milwaukee Board of School Directors T 1 i\ I chiklrcn shall ^row into a pro- ^ \^ Jucti\ c maturity, sure to pull their own 0^ weight, capable to lend a hanJ in carry- > ing another's load, is a prime desideratum. . To make a living is fundamental. But to •' make a life it is imi^ieratixe to dexelop wise ways of employing leisure hours. We w ish all of our youth to learn to earn, as also that many of them shall earn to learn. To either end it is necessary that hard work shall be done in the spirit of happ\- play. All the work of our hands returns to dust. Continued power of creation either of wealth or of beauty must depend for permanence u|^on continuous personal recreation. This consi».leration is most dominant in child life. It gi\'cs \'alidity and \italit\' to practical working actixilies in all school (.iepiirtments." MILTON C. POI ri;K. Ill I III Pi AVl.KliINU li>r .\ll«Vi ■ !■'' A REPUBLICS CHIEF BUSINESS IS EDUCATIOX' FORi:\\() Rn The publication of the first edition of the bulletin was the result of the earnest advocacy by Superintendent Milton C. Potter of suitable projects and games as a means of facilitating the learning process. To insure the pupils" acquisition of a definite amount of basic knowledge, the teachers limited the applica- tion of these modes of instruction to the pre- scribed curriculum. In the compilation of the bLillctin, special service was rendered by those teachers and principals who contributed reports of projects and also by the committee of primary teachers, the Misses Hannah Marl.s (Chairman), Mary E. Sullivan, Marie A. Lachet, Harriet Niedcr- man, Clara W'oltring, and Anna B. I'orrcsial. representing the 1 cachcrs C^Kincil. in select- ing the games. Grateful acknowledgment is hereby made to the Board of School Directors for their gen- erous financial assistance in the matter of publication of this re\ised an».l illustrated (.xlilion. MARGARliT CANT^'. As.SISIAM Sin RINII NOKNT IN CiiAiu.i; <ii- Prim.\kv Instri'ction. TABLE OF CONTENTS Part I— PROJECTS: pace Synopsis of the Project Method 8 Plan for Project Teaching in the First Grade. .. 12 Standards for Judging School Projects 16 Projects as a Means of Motivating the Curri- cu lum: First Grade A Mimic Theater 17 The Three Bears 18 A Building Block Project 19 Doll Project 23 A Birthday Party 24 The Picnic 26 Easter in a Primary Room 29 Grocery Store 31 Indian Project 35 The Pilgrims 37 Flower Gardening in \\ indow Boxes 38 Germination of Seeds 40 Health Above All 42 Boats 44 Mother Goose 47 Second Grade Doll House 52 The Home 55 Home Building 63 Child's Grocery Store 70 Farm Animals 72 Flow Food is Obtained 76 Birds 79 An Indian Village 83 Robinson Crusoe 85 The Circus, No. 1 88 The Circus, No. 2 90 Third Grade page A Sand Tabic Desert 94 The Model Store 94 The Story of Wheat 97 Post Office 100 The Stor\- of Cocoa and Chocolate 103 Rain " 104 Wind 10b A Playlet to Celebrate the Diamond Jubilee of the Citv of Milwaukee 114 The '"Zoo". . ../ 117 The American Mag 121 'art II — Plav as a Factor in Education GAMES: Reading 12o Language 137 Arithmetic U'-^ Spelling Ud Cjcography 1'^"' Bibliography 1 Tl) Index 174 PART I— PROJECTS SYNOPSIS OF THE PROJECT METHOD MARGAREI" C.AN TY, Assistant Superintendfnt. I. Significance of the Term "Project." A. Etymology: Latin — pro, forward; jacere, to throw. Something projected or designed. B. Ordinary Connotation. "The term 'project" belongs in one sense to the language of business — or of plans and schemes in active life."" Teaching by Projects" — Dr. Charles McMurry. C. Application to Education. Dr. Kilpatrick defines the term as a "whole- hearted, purposeful act in a social situation." The term project refers to any unit of pur- poseful experience, any instance of domi- nating purpose, as an inner urge, (1) fixes the aim of the action, (2) guides its process, and (3) furnishes its drive, its inner motiva- tion." (Teachers" Collefie Record, Sept., 1921.) II. Nature of the Project Method. A. Basis principle — "Education is life" — Dewey. B. The project method represents a synthesis of movenients and tendencies in educational theory that ha\e been gathering momentum for several years — some of them indeed for several decades. It represents an attempt to formulate these tendencies and move- ments in a single and unified pattern of educational procedure." — William C. Ba^jley. The following is an enumeration of the most important of these movements: '^Projects" 1. Motivation — (John Dewey Frank McMurry) 2. Self-expression — (Maria Montessori Patty S. Hill) 3. Development of initiative and origi- nality — (Edward L. Thorndikc) 4. Socialization — (John Dewey Colin Scott Sarah A. Dynes) 5. Self-government — (John Dewey Patty S. Hill Maria Montessori William Heard Kilpatrick) 6. Correlation — (Frederick G. Bonser) 7. Recapitulation — (John Dewey) 8. Problem soKing — (John Dewe\) 9. Laws of learning— (Fclwarcl L. Thorndike) Types of Projects (Dr. Kilpairick's Classification) — A. The embodiment of some idea or plan in external form, as building a boat, writing a letter. presenting a play. The procedure is as fol- lows: 1 . Purposing 2. Planning 3. Executing 4. Judging B. The enjoyment of an esthetic experience, as listening to a story, hearing a s\nii^h«>nv. appreciating a picture. Miliraiikcc Public Schools C. Ihc solution of some problem or the straight- ening out of some intellectual difficulty; for example, to find out whether or not dew falls; to ascertain how New York outgrew Philadelphia. J The steps in the procedure are those of Dewey's analysis of thought — "How We Think," Chap. VI, p. 72: 1 . A felt difficulty. 2. Its location and definition. 3. Suggestions of possible solutions. 4. Development by reasoning of the bear- ings of the suggestion. 5. Further observation and experiment leading to its acceptance or rejec- tion; that is, the conclusion of the belief or disbelief. D. The obtaining of some item or degree of skill or knowledge, as learning to write grade 14 on the Thorndike Scale. The procedure in- cludes purposing, planning, executing, and judging from the standpoint of the psy- chologist. IV. The evaluation of the project method should be de- termined upon the basis of achievement with regard to: (1) Acquisition of knowledge, (2) degree of at- tainment of various kinds of skill, (3) establishment of habits, attitudes, appreciations, and ideals. V. Dangers and Difficulties of the Project Method — (Frederick Bonser). A. Dangers: 1. Of Misinterpretation — a. Limiting the application of the pro- ject method to constructive activ- ities, omitting those which are primarily intellectual, appreciative, and skill or habit-forming. b. Assuming that all expressed inter- ests of children are of equal worth. 10 Projects c. Ignoring the significant values of race inheritance. J. Exploiting the mere name, project method, w ithout catching its spirit. or meaning. e. Selecting projects which are too individualistic rather than those requiring class co-operation. 2. Of neglect — a. Neglecting the needs for such prac- tice as is necessary to de\elop the mechanical habits and skills of the tool subjects. b. Leaving subject-matter in isolated fragments, rather than as parts of a gradually expanding organization of thought. B. Difficulties: 1 . Utilizing the spontaneously expressed or easily stimulated interests of children as avenues of approach to acti\ities of large educational worth. 2. Seeing "leads " and following up acces- sory interests by which projects may be carried forward to yield their maxi- mum \ alues. 11 MILWAUKEE PUBLIC SCHOOLS PLAN FOR PROJECT TEACHING IN THE FIRST GRADE. MARGARET CANTY, Assistant Superintendent. I. Sources of Projects: A. The presence of material — clay, wood, yarn, etc. B. En\ironment containing articles of 1 . Use— a. For social purposes. b. For play acti\ities. 2. Ornament. C. Need for the objects or articles to be made. D. Children's experience. E. vSocial imitation — desire to imitate the work of others. F. Aspects of home and community life. G. Timely incidents or natural phenomena. H. Festi\'al occasions. II. Procedure: A. Purpose — 1 . Child's purpose. 2. Teacher's purpose based upon — a. Children's native impulses. b. Children's stage of development. c. Specific educational aims to be at- tained. B. Plan- By whom made — a. By the children (1) Individually (2) In groups. 12 "Projects" 2. Means to give the ehilJ clear ideas of the essential features of the object to be constructed. a. Show a model or se\eral different models. b. Show pictures or diagrams. 3. Selection of material a. Determined bv the use for which the object is intended. b. Determined by the child's knowl- edge of material and by his skill in manipulation. C. H.xecution of the plan — 1. Overcoming of difficulties which arise as the work progresses. a. By the child's unaided efforts. b. By suggestions made by other pupils or by the teacher. 2. Improvement of the child's technique a. By other children. b. B\' the teacher. 3. Establishment of higher standards of achievement. a. By displaxing the best work of other pupils. b. By demonstrations gi\'en by the teacher. D. Judging I'rom the chikls slani^lpoint. a. Was the outcome successful ■" b. Did the object or article fulfill the purpose for which it was con- structed l* 1 rom the teachers standpoint- Evaluation of the achievement of pu- pils with regar^l to a. Acquisition of knowledge. b. Degree of attainment of various kinds of skill. c. Establishment of habits, att"" '■- appreciations, and ideals. 13 Milwaukee Public Schools POSSIBLE PROJECTS I. Base J on play activities: A. Makinij; of dolls — rag, raffia, paper, etc. B. Construction of a doll house or a play house. C. l\irnishing a doll house or a play house. O. Making of pinwheels, kites, balloons, clay mar- bles, etc. E. Making of soldier hats or caps. II. As outgrowths of the social motive: A. Making simple holiday favors for parents or friends. B. Making simple gifts for less fortunate children. C. Preparation for school parties. D. Making simple decorations for home or school room. E. Observance of holidays — 1. Trimming a Christmas tree. 2. Making valentines, Easter cards, May baskets, etc. II. Constructive activities growing out of school ex- cursions. A. Making of bird houses, chicken coops, etc. [V. Constructive activities growing out of a desire for dramatic expression. A. Making simple costumes. (See "Projects in the the Primary Grades," p. 36 — Krackowizer). 14 "Projects" STANDARDS I-OR JLDGINC] SCHOOL PROJECTS W. W. THEISIiN, Assistant >l iikintmndecnt. A project has been defined as a wholehearted, pur- poseful acti\ity. However, such a blanket definition docs not assist the teacher to distinguish between projects suit- able for school use and those that are not. Under the defi- nition abo\e could be included any wholehearted acti\ity from swatting an annoying fly to winning the great war. Obviously, limitations must be prescribed. It is not so much a question as to whether the project methcd shall be employed in teaching but what projects shall be under- taken and under what conditions. Among the projects which may be undertaken in the school there are individual pupil projects, class projects and projects in which the entire school body may partici- pate, such as the preparation of a comprehensive guide book to the City of Milwaukee. Of the projects which may be undertaken some will have large educative value, others ordinary amounts of it, and others little or none at all. The method of teaching by means of a project should be selected in a given case only when its educative value is equal or superior to alternative methods that could be used. The teacher should be careful to avoid long round-about methods of arriving at conclusions that could be accomplished in one-half the time by a more direct method. A project for school use should meet the test of good teaching, it should tend to develop good habits of thinking, produce valuable social qualities in the children or give them worthwhile experiences. It should help to train them in holding to specific and vital issues, exercise good judgment in the selection of pertinent data bearing upon the questions to be solved, and to organize the materials at hand into an orderly w hole. The impressions gained by the children must be truthful. The outcome should ap- proximate the conditions of real life and afford correct ideas of the principles or experiences we desire to teach The time devoted to the project must be well spent, which 15 Miiiraukcc Public Schools means that wH of the children must be profitably occupied for most ol the lime. Moreover, the actual thinking out of the various processes, the selection and organization of materials, must be done by the pupils themselves. There is an ever present danger that too much of the work will represent the teacher's thinking and that the children will become merely little laborers performing manual tasks suggested by the teacher. Rightly managed the project method holds great edu- cational possibilities, but wrongly managed it is fraught with possibilities for poor teaching. 16 REPORT OF PROJECTS A MIMIC THEATRE (KINDERGARTEN AND ITRSF CRAi:)E) AVIS McHENRY, KiNnLiRCARTicN, Eighth Street School I. Purpose of the project: A. The main purpose of the project was to give the children in the kindergarten an opportunity for dramatic expression as actors in the "show". B. A secondary purpose was to furnish a real situ- ation, necessitating ihc making of change in the purchase of tickets, as an arithmetic lesson for the pupils of the I^'irst Grade who constituted the aLKlicnce. 11. ncNciopmcnt. The chiklrcn had repeatedly asked to ha\e a real show. As we were fully aware of the doubtful character of some of the cheap theaters in this section of the city, we considered very carefully the advisability of acceding to the wishes of the chiklrcn. However, as the demand was so whole- hearted and insistent, we decided to develop the project. The plan, for the most part, was made according to sugges- tions offered by the children. The need for a theater, actors. ushers, costumes, tickets, etc., became apparent. The children were given the choice of being the actors or the audience. About twelve children decided to be actors; two boys wished to be ushers, while a little girl immediatclv elected herself to sit in the "glass bo.\ with the hole in it." The rest of the children were satisfied to be the audience. At this stage of elcvclopment, the kindergarten room was converted into a theater. One child acted as manager. The other children arranged the tables and chairs. I he 17 Miitraukce Public Schools curtain consistCLl of some old red tablecloths, relics of by- gone LJays. The curtain was drawn across the door of a cloak room, making a suitable stage entrance as well as screening the dressing-room. Having completed our pre- parations, we announced to the Inrst Grade that the price of admission would be twenty-five cents, plus one cent war tax. From this point Miss Murphy, the teacher of the First Grade, continued the development of the project. Upon the suggestion of one of the pupils, toy money was made of cardboard. The children cut out nickels and pennies, and colored them with crayons to resemble real coins. The value of the coins was then discussed. To purchase a ticket, each child needed five nickels and one cent. When the time came to purchase the tickets, many of the children were sorely puzzled in counting out the correct amount. The ushers gave evidence of their famili- arity with the duties of real ushers in the efficient manner in which they seated the audience. The program consisted of kindergarten songs and dances, of acrobatic stunts, and of the antics of a band of clowns. The beaming faces of the audience showed keen appreciation. As a means of developing initiative and social co-operation, not to mention valuable training in language and arithmetic, the project was worth the effort required. THE THREE BEARS M.ARY /\. MURPHY, First Grade, Eighth Street School. One day the children asked for a story. In response to their request, the teacher told the story of "The Three Bears," which is of perennial interest to children. On the next day. the children retoLI the stor\', and on the da\- fol- lowing they dramatized it. During the week, they made free-hand cuttings from black-coated paper to illustrate the story in silhouette. Some of the first pictures which the children cut were not good, so the teacher cut a number of silhouettes to raise the standard of achievement of the children. They then recut the poor parts an^l were pleased with the impro\e- 18 "Projects" ment. The chiLlrcn then made booklets in which they assembled the pictures in proper sequence (of the events of the story). The project, which continucLl a week, secured the chiklren's activity through interest. IVom the standpoint of the curriculum, it afforLlcd language instruction through the telling and the dramatization of the story. Manual training was provided for through paper cutting, pasting, and the making of booklets. In making the booklets, three bears, three beds, three chairs, and three bowls were needed. This exercise afforded practical application of counting. As a result of the children's desire to read the story, many easy picture books were read. A BUILDING BLOCK PROJECT ■H.'\NNAl I MARKS, First Gradf-;, Lloyd Stri-f.t School. The pupils of Grade 1-B one morning found a house in I heir room, made of the L.eicligh blocks, with movable shutters and door, furnished with chairs and tables, ani-l nearby a case containing blocks, pegs ant.! tools. Ihe teacher did not expect that the children woukl immediately engage in a constructive project, but rather in one of en- joyment. They became engrossed in opening and closing windows and door, climbing in and out of windows and upon the house. This met with objections from some of the children and led to a discussicMT on liu' i^ropcr care an^^l use of the blocks. k'or several lImns ihc\' pla\cd house with father, mother and chiklren, and they became acciuainte*.! with \arious types of famil\- life. One day they removed the lurniture anel played elevator, insisting on "safety first " ani.1 courtesy. 1 lowever, the teacher had arranged the en\ironment so that it might be conducixe to the selection of some build- ing activity by the children in which they might spon- taneously desire to engage when curiosity and constriictive- ncss manifested thcmscKes. \'er\' soon thc\' began to investigate how things were made. The ehimne\ was removed and taken apart. It is the simplest problem and contains the basic principles of buikling with these blocks. 19 Miiiixiukce Public Schoois C^himncys of various sizes were constructed without di- rections' from the teacher. They pegged the blocks to- gether and pulled them apart until they learned how to build chimneys. It was interest and desire that led them to purpose this simplest activity, to allow no obstacle to discourage them, but to strive on to success. After several unsuccessful attempts, one boy produced asatisfactorv chair. Others of various sizes followed. BUILDING BLOCK PROJECT First Grade — Lloyd Street School The tiny chairs occasioned much joy and the outburst, "Those are wee little ones!" This suggested the chairs of "The Three Bears". The children chose the three best ones of the story sizes. The selection afforded splendid opportunity for criticism of each other s work. The criti- cisms were given and accepted in a delightful and helpful spirit and the value of securing criticism was stressed. Those whose chairs were not well constructed were anxious to reconstruct and produce better results. By this tim.e quite a degree of skill in the manipulation of the material had been acquired. The children had been ready and an.xious to use the blocks. Their purpose had been to find 20 " Prcjects" out how to use them. They had ohtainc^l success and satisfaction, They ha^l learned the funLlamenials of build- ing with this set of blocks. As the material thus became pliable in their hands, the mechanism required little mental effort and their thoughts were left free to move in the direction of initia- tion of some acti\it\- in which they might apply the skill which they had with satisfaction aee|uired. I'oreseeing this state of readiness, the teacher had refrained from sug- gestions. She felt that when a spontaneous desire did come from the children, the purposive set would be stronger and the activity would move with greater vigor. Teddy bears of all sizes were brought to school and appropriate ones placed in the chairs. While they were plaxing, one little girl said, "We ought to ha\e the other things so we can play the whole story". This met with hearty approbation and was the real beginning of the pro- ject of "The Three Bears". The children decided to unbuild the house and use the materials. No wrecking company ever had such hustlers. Some pulled the blocks apart, some remoNcd pegs, some carried the blocks to others who sorted the various lengths and piled them into the case provided for storing. This was excellent practice in co- operation. It illustrated to them how in a short time, through their united efforts, the material was ready to carr\- out their plans for the next da\"s work. Beds of several sizes were now construele(.l. but with- out any provision for holding bedding. ThcN' experimente*.! by pushing blocks across from side to sicle and i.liseo\ered that these slipped out when the bed was mo\ed. They pegged them together but this did not look like slats. (\ibes were then used between the slat ends and a good, ("irm effect obtained, but the bed had to be taken apart to insert this. Quite a few^ beds were constructed before it was remembered to make the slats before completing the top of the btd. Many tim.es there was too large an opening where the i^illow belongs and the head end had to be reconstructed. Two perio(.ls were spent in making the table top. but each titre that it was lifted it came apart. Since no helpful suggestion was forthcoming, the teacher askei-l, " 1 low are other tables made'" This caused an inspection of the various tables in the room. Two blocks M iitraukee Public Schools of the dcsiretl tabic width in length were selected and used for supports, one at each end, upon which to fasten the top. 1 1 was then turned upsitlc down and the legs were built Li|"iwari.l. The house was now set in order with the bears at the tabic. The wee little bear's chair was too low and so high chairs were built. The necessity for bowls to complete the story became apparent. A modeling lesson followed with the story of how bowls are made. When the photo- grapher came to take the picture, the children suggested naming it. This necessitated finding the title in a book and they learned the words "THREE" and "BEARS" in capitals. ABC blocks were used to construct the title. Goldilocks tried the beds and found they were all hard as they were undressed. This led to the planning of pillows, quilts, etc. In the realization of the accomplishment of the original project, the children had not only acquired skill in the manipulation of the material, but also that which is of greater educational value, a group of new interests. They had found the title in a book; this led to a desire to read the story. They had learned to model with clay; this led to a desire to color the bowls. They had begun to sew; this led to a desire to clothe the bears. Each of these activities has within it possibilities of leading on to endless opportunities for unfolding and growth. The attitudes of working accurately, of doing the thing right the first time, were acquired, as well as a certain self-confidence and pride which accompanies the successful fulfillment of an undertaking. The project afforded man>- opportunities for moral education. The caution and consideration with which the long blocks had to be handled in the crowded room, the helpfulness and co-operation, the unselfishness in the use of material, the settling of disagreements by the children through the teacher's guidance to the satisfaction of all concerned, the determination to achieve success, the joy and satisfaction resulting therefrom, afforded practice in character formation. These are the conditions under which attitudes toward work and ideals of conduct are created; they are the practical embodiment of meeting real life situations. 22 '^ Projects" DOLL PROJECT BIIRI'IIA iKAF^P, Gkadi: 1-B, ["wtNTY-riFTii Avenue School. The subject of Jolls was sufrgcsted hy the stor\' of Ragf^ecly Ann which the teacher read to the children. The story was keenh' enjoyed by the children and each little girl was anxious to have a doll of her own. .After a discussion of available materials, it was decided to use a clean stocking. In order to teach economy, the teacher suggested that an old stocking could be used by cutting away the worn parts. Each girl brought an old white, black or brown stocking and needle and thread. The teacher cut a pattern from one of the stockings. After all of the dolls had been cut out, the children sewed them, leaving an opening at the top for the filling which consisted of cotton or old cloth cut into shreds. y\fter the top had been sewci.! up, a thread was tied around the upper part to form a heat.!. The arms were then sewed, stuffed, and joined to the body. For the negro dolls, a realistic effect was produced by using black shoe buttons for the eyes, black yarn for the hair, and red marking cotton for the lips. In contrast with the black' lIoIIs, the white dolls ha^.1 rosy cheeks produced by an application of water color paint. The perplexing problem of dress was sohed by making Mother Hubbard dresses from remnants of gingham. .After the girls had completed their dolls, the boys became inter- ested an^l made Black Sambo, dolls. Most of the dolls were finished before Christmas, and, although they were crude, they were greatly prized by the children. The interest in dolls was carried o\-cr into the Christmas pro- gram, which provi^kxl for a number of short recitations about dolls and also a playlet entitled "Playing Mothers' Meeting" ("Primary Plans". June, 1907). During music pcrioels, I he following songs were learned: A Link- l.ad\- Progressive Music Series, Book One, p. 13. L^olKs Lullaby, Progressi\e Music Series, Book One, p. 17. Dolly's Lullaby. Primary Plans. June. L^()7. 23 Miiivaukee Public Schools The project furnished easy material for blackboard lessons in reading. It provided, also, a suitable motive for drilling the proper name cards, inasmuch as each doll was given one of the names. It also served as an excellent preparation for a number of lessons from reading books, such as — Baldwin and Bender, First Reader, pages 22, 23, 26, 27; and Wide Awake Primer, pages 8, 15, 26, 27, 78, 79. A BIRTHDAY PARTY SARAl I M. MALONEY, First Grade ■■B," Third Street School. I. Aims: A. To acquaint the children \\ith the use of the calendar. B. To correlate the subjects of number work, language, and hygiene. C. To teach courtesy and social usages. D. To provide opportunity for social co-operation. Outline: A. Marking the children's birthdays on the calen- dar in the school room. B. Counting: 1. Children whose birthdays were recorded during the month. 2. Age of different children in years. 3. Days in a week. 4. Weeks in a month. 5. Days in a month. C. Children's obser\ation of weather: 1. In March there are high winds. 2. Soft rains fall in April. "Projects" !II. De\elopment : Ruth Brown, a little girl w hose birthday w as recorded during the month of March, suggested having a birthday party. This social motive dominated the school activities for the month. The chil- dren received the suggestion with enthusiasm, Joyously anticipating the cake promised by Ruth's mother. School interests and home ac- ti\ities had accordingly a point of contact. A note in response to Mrs. Brown's kindne.'^s required the co-operation of all the children. The sending of the note to the proper street and number introduced \aluable language work, inasmuch as all of the children were gi\en the opportunity of telling where they li\ed. [^reparation lor the party necessitated the setting of the kindergarten table by the children, covers being laid for six, namel\\ Ruth and her five little friends. This required the counting of paper dishes and paper napkins. An additional oppor- tunity for counting w as afforded by determining the number of children in the room, as all w ere invited to the party. The table for Ruth was prettily decorated. The nap- kins were folded so as to display a spray of apple blossoms. The center of attraction, however, was the birthday cake, ornamcnteci with si.x tiny pink candles placed in holders around the edge. Each candle represented a year of Ruth's life. The candles were blown out by the little guests, who congratulated Ruth upon this joyful occasion and wished her many happy returns of the day. Each child was scr\ed with a slice of cake and some animal crackers placed on a clean paper napkin. .An opportunity was thereby afforded for training in proper habits of hygiene and good manners at table. True courtesy, thoughtfulncss for others, is \ ital to a happy atmosphere. The children memorized the following stanza by Robert Louis Stevenson: A child should always say what's true. And speak when he is spoken to, And behave mannerly at table — At least as far as he is able. The chiLlrcn bcha\cd their \ery best and were enthusi- astic about the parts, especially about the chocolate cake. 25 Milwaukee Public Schools The spirit of pleasure engendered by the party was not diminished when the children were introduced to a more formal aspect of learning. Counting had been learned incidentally because of the demand of the situation. The learning of the word "party" was accomplished by means of a game called "Hide the Thimble". A card with the printed word "party" was hidden. The children clapped hands softly or loudly as the child w ho was hunting for the card approached or receded from the hiding place. Livery child participated in the game. For many days following, free conversation between the children and the teacher about various incidents of the party proved a valuable aid in language teaching. The experience of the party prepared the children for a keener appreciation of the following stories which w'ere later read to the children: 1. Little Blessed Eyes, or The Fairies" Birthday Gift, Elizabeth Harrison. 2. The Birthday Present, Maud Lindsay. 3. Dickey Smiley's Birthday, Kate Douglas Wiggin. THE PICNIC JENNIR M. BALLANTINE, First Grade "B," Cass Street School Forty pairs of bright eyes danced and beamed. The dark eyes and darker hair bespoke an ancestry from another clime. Surely there was some link with which to join their happy play life at homic in an almost foreign atmosphere to the thoughts and activities of an American schoolroom. It soon developed that " What they liked to do best of all" was to take a lunch and go to a park. At last we had found out what was really very near to each childish heart — "A Picnic." As it was too cold for a real one, a make-belie\e one was the next best thing. Naturally the first thoughts were " Where. " Language periods were busy times those days. Here their imagination lound vent in picturing a picnic at various parks and in deciding which park they would choose. Washington Park "Projects" with its miniature lake and its wonJerfLil "zoo" won by a large majority. Then there followed talks about the animals in Washing- ton Park. The elephants, lions, tigers, and giraffes on our w indow curtains became doubly interesting. (The curtains were of w hite tissue paper on w hich animal cutouts had been pasted.) So also were the cutouts of ducks, geese, turkeys, rabbits, squirrels, etc., in the border on the top of the blackboard. It was great fun in the number work period to find out how many birds or beasts there were of each kind, how many feet some had, how many were standing in a certain row , how many there were of one color and how many had wings, etc. As all picnics must ha\e a lunch prepared, it was time now to consider what to take. Here was a chance to make a plea for wholesome food. It was a good chance, too, to give a drill in correct English, and when the question was asked, "Who is it that likes ice cream \" they whole-heart- edly responded, "It is I." Before the whole menu was set- tled, many opportunities arose for drill on the expression "It is I". Having decided that we must have fruit for the picnic, we made clay apples, oranges, pears, bananas, and strawberries during the manual training time. W hen these were painted, they looked very tempting, indeed. Brown and white bread sandwiches were represented by- some co\er paper, cut into the requisite shape. Of course, some things, such as ice cream, milk, water, etc.. had to be left to the imagination. These were all symbolized, how- c\cr, by the dishes which we used. We had procured at vcr\- little expense, paper serxice plates, ice cream dishes. water or milk cups, table napkins, a tablecloth, and some small kni\cs, forks and spoons. Packing the lunch boxes was left to the number work pcricKl. liach group of children had to be supplied with the proper refreshments and dishes. There was a great deal of pleasure and a splendid drill in counting objects before the many busy little helpers were sure that the lunch box for each group contained the correct number of article-^ of each kind. At last came the picnic itself, and we prepared for a pre- tended car ride. W c talked of the cost of the ride to the 27 M ilwaukee Public Schools THE PICNIC First Grade — Cass Street School park and back. Each child took from his number box the necessary pennies (colored counters) and went, walking to the car around the outer aisles of the room. Each row of seats was a street car, and for each car there was a conductor, who insisted on the proper fare for the round trip w hich the children paid before taking places in the cars. When wc reached the park, we set out to enjoy our- selves before lunch time. \\'e all went for a boat ride. It mattered little that it was the period for organized play and that the top of the desk was the boat, while the oars were imaginary. We exercised and rowed our boats all around the pond and on landing, took our nmake-believe skipping ropes and skipped up and down the paths (the aisles). Here was our theme for illustratixe work in draw- ing, and, during the manual training period, we folded and cut straw-board to represent the benches in the park. The skipping had made us think of a song we had just learned about "Our Holiday' , in which we skipped and went roller skating. During the music period, we sang our holiday song and gave the calls of the birds we knew and which wc were sure must be lixin" in Washiniiton Park. 28 "Projects" Several mounted pictures of the birds were placed about the room and were used during language period in our talks on birds. However, to a child mind the center of interest in a picnic is never very far from the lunch basket. So, it was hard to wait till we spread the tablecloth and began to set the tabic. Merc again was a lesson in number work. The children set the tabic, carefully counting out the re- quired numl^er of articles of each kind. But counting was not the only lesson learned. Many of these little chil^lrcn had, probably, never seen a table so set for a meal and cer- tainly had never learned how to do it. To such it was a lesson in Americanization as well. Thus our picnic extended through many lessons and, although it was especially intended for practical work in num- bers, it included many other subjects such as language, music, manual training, drawing, calisthenics, dietetics, nature study an^l .Americanization. It repeatedly calleci for use of imagination and brought into play a social co-operative spirit. Last, but by no means least, it gave a great deal of pleasure to each of us. EASTER IN A PRIMARY ROOM NOI-^.A Bl SS, r-'i K.ST (;r AIM . \\ Ai Ki R Si Ki 1,1 Sciinoi The weeks preceding Easter can be made \'crv inter- esting in a primary room by correlating the l-!aster thought with the ^liffcrent acti\ities of the day. Liaster suggests to the chiklren nests, baskets of colored eggs, (lowers. fascinating rabbits, chickens and i^lucks. Intertwined with this, is the thought of the awakening of life. The birds are returning from the South, and enli\ening the woods w ith their bursts of song ani.1 bits of color. The buds arc unfolding on the trees, the flowers arc springing up, and e\-cr\'whcrc there is c\ii.lence of the return of life. 1 he schoolroom can be made l^right aiul atiracti\c by bringing in potted plants of the spring (lowers, tulips, dafl'cKlils, etc Little chickens or rabbits, cut from Lennison Milwaukee Public Schools paper and mounted, make attractive borders. Stuffed birds can be secured from the museum and placed about the room, to be studied by the children. In one corner of the room, a nest can be made, and in it placed little candy eggs and yellow chicks. Rabbits in different positions are a delight to the children, and make fine models for drawing and paper cutting. The Dcnnison paper furnishes well-colored spring flowers, also rabbits, chickens, birds, etc., which can be cut out, mounted and used in various ways. Very natural- looking hens, chickens, ducks, etc., can often be found in nursery-room wallpaper borders. The following is an outline of the work as presented in a primary room: LANGUAGE: Stories to be read or told to the children. Some can be dramatized. These are suggestive. Others may be added. "Little Red Hen" "Bunny Cotton-Tail" "Chicken Little" "Peter Rabbit" "Little Half Chick" "The Three Rabbits" (Stories and Rhymes for a Child, by Carolyn Bailey). MUSIC: Bird Calls "Pussy Willow" "The Bunny" "Rabbit in the Hollow" "Humpty Dumpty" "The Robin" and other bird "Tulip" and other songs, flower songs. "Church Bells" (change "Sabbath Day" to "Easter Day"). NUMBER WORK: Count the eggs in the nests. Count the chickens and rabbits about the room. Teach dozen and half dozen. 30 "Projects READING: New words to b e learned: chicken bird nest basket white egg rabbit red hen (lower yellow blue brow n orange green Read the story "The Nest", page 50, in the Baldwin & Bender First Reader. WRITING: Interest is added to the making of o\als by using ovals for eggs in nests. Count eight for each o\al. DRAW ING AND MANUAL TRAINING: Children may bring real eggs to school and paint them with water colors. They may make Easter baskets and hide them about the room and "the Easter rabbit will fill them with candy eggs ". Accompanying this report is a booklet showing the paper cutting, drawing, etc., that may be done in the draw- ing periods. GROCERY STORE K.\ i 1 ILYN M. FUREY, First Graim;, W ai ki;r StRiacT School The grocery store as a project is \ery interesting and profitable because it can readily be associated with the childs every-day life and because it easily lends itself to correlation with the \arious subjects in the school cur- riculum. Our project began in a \ery simple way. C^ne day I received a package of empty salt cartons. 1 showed them to my little first graders and they folded them into shape. Before they had gone far, someone discovered the word "salt" on the bo.\ and this led to a discussion. As soon as the boxes were finished, I asked where salt came from ancj immediately recci\cd the answer, "{-"rom the grocery store." 31 Milwaukee Public Schools Beyond this none of them could go. We began the study of salt and in a very simple manner traced it from the wells to the grocery store. The children were very much inter- ested, and when we discussed the uses of this valuable condiment, most of the pupils had had home experiences which they were eager to tell about. 1 he next morning the children came to school more interested than ever. They had told their new story at home and had gained more information which they were very anxious to give. After a time, one of the boys asked if we could not play store with our boxes. We did so for a little while, but the limitations of the store were soon noticed and we decided that there must be more things to sell. For the next week empty boxes, cans, bottles and packages of all kinds poured in. One day a mother came to find out what was going on, for she said her little boy insisted on bringing all their milk and catsup bottles to school. When I found that a grocery store was in progress, I wrote to the Educational Foundations Company, '"Model Store" Department, 19-27 Flatbush Avenue, New York. From time to time, we received empty cartons from members of this company, and as each package came we learned the story of the product that it represented. The children, however, were not old enough to appreciate this service and on the whole, they liked their own collection better. From a nearby bookstore I procured a set of shelves. This was fastened in one corner of the room, and no real grocery store was ever started with more enthusiasm and seriousness. We co\ered the shelves with paper and then assorted our "stock." The open ends of the boxes had to be pasted and the cans made as new-looking as possible. Bars of soap w^ere made from paper to fill the empty wrap- pers, and the bottles were filled with water to which a little paint had been added to give the right color. It took several days to get our goods ready and arranged on the shehes. One of the children brought a little set of telephones which could really be used and these were the source of great enjoyment. One box was fastened in the back of the room, and the other, connected by a cord, was put up in 32 "Projects" the store. A bell was on the side of each box, so orders could easily be telephoned. When the goods had been arranged on the shelves, we placed two kindergarten tables at right angles for counters. On one of these, we had a pair of scales, a coffee mill, and a desk telephone, h^rom a (lour salesman I received an apron and a cap, and, when a little boy was dressed in these, the store and its keeper were ready for the eager customers. Shortly after they began playing, the need for money was felt, so they made some by tracing around the real money on cardboard and marking the denomination on it. They made pennies, nickels, dimes, and quarters. Pocketbooks were then found necessary, so these, also, were made. Several pocketbooks were placed on the table to furnish suggestions and each child made his own any size or shape he desired, without direction. The only test was that it must carry the money safcK'. New needs were constantly felt, and supplying these kept the children busy. Baskets and shopping bags were suggested and made, as well as actual things to be sold in the store — clay cakes, cookies, bread, and many other things. The booklets which the children made seemed to appeal to them more than anything else, brom adxcrtisemcnts in papers and magazines they cut pictures of things found in grocery stores. On the first day pictures of all kinds were brought — shoes, stoves, furniture, houses, etc., but as each child exhibited his collection, the class judged it and, by the time this was finished, some had very few left. After this experience, they knew just what to look for, so they had no more trouble . liach child kept his own collection in an envelope in his desk until he had enough for his booklet. Then he assorted the pictures, keeping all the cannc^l goods together, the soaps, the packages, etc., an*.! pasted them on sheets of paper. A cover being added, the sheets were tied together and taken home with much satisfaction. During the course of events a number of interesting problems presented themselves. One day a little girl tele- phoned to the store and ordered some cherry pics. The storekeeper told her that he had none, but she insisted on having her order filled. One of the children at once sug- gested making pies. Some paper, the scissors, the paste. 33 Milwaukee Public Schools some paper pie plates and a box of wooden beads were brought out. Several of the children set to work. The first pie finished consisted of the plate with a piece of paper cut to fit and pasted around the edge. I showed this to the class and asked if they would buy an empty pie like this one. For a moment they seemed puzzled, but then the beads were discovered and the bakers hastened to fill their pans with beads. The next pie brought up had the filling and the top, but no lower crust. This was discussed and rejected. Finally, some very good pies were brought to the storekeeper and he accepted them, after examining each one to see if it had two crusts and a filling. When the interest began to lag, we introduced new features. After the Pure Food Show many samples were brought in, so one day we put a demonstrator to work. One of the children brought a little table and another a set of dishes. Our demonstrator, dressed in a white apron and cap, accosted each customer who entered the store, told the merits of the articles she had on display, how they were prepared for the table, etc., and gave her customer a sample to take home. We also had agents who called on the storekeeper from time to time and this feature furnished some very amusing conversations. One day a little boy, whose father is a merchant, said he would like to be a coffee salesman. He put a package of coffee into the bag which we had for that purpose, and called at the store. This was the con\ersation that followed: Agent: "Good morning, Thomas." Storekeeper: "Good morning, Nathan." Agent: "I ha\e some new coffee that I would like you to try." Storekeeper: "I have plenty of coffee." Agent: "But this is something new. You haven't any of this." Storekeeper: "1 don't need an\' more of any kind." Agent: "The price is going up. Goffee is very hard to get." 34 "Projects" Storekeeper: "I Jon't care. I have a lot now. Look at the shelf." Agent: "Well, you had better order some right now, for there is going to be a big strike ne.xt week and then you cant get any." Thomas could think of no answer to this argument, so he was forced to place an order. This project covered seserai weeks, but the children never grew tired of it, because each position was filled by a different child every time we played. It furnished a wealth of material for number work and for language exercises. INDIAN PROJECT RL 1' i'.'\ McGR/WV, Imrst Gradf-. "B." 1~)/\vis SiKiiiir School To enable the pupils to understand the part played by the Indians in connection with the feast of Thanksgi\ing, the teacher based the required work in the various subjects upon a study of Indian life. The project was launched by arranging the environment to stimulate interest in Indian life, including homes, clothing, acti\ities, etc. The teacher arrange^.1 arounLl the room a number of brightly colored pictures of hT(,li;in chiefs sccurc^l from the art t^lepartment of the Public l.ibrarw Ihe chiklrcn e\ ince^l much interest and addei.! lo the collection by bringing from home baskets, blankets and Indian relics. Some of the little boys brought their Indian suits which they were permitted to wear occasionally. The girls, not to be outdone in the matter of dress, persuaded their mothers to make dresses of paper cambric. .An Indian atmosphere was further create*.! by decorating the wint^Iows with silhouettes illustrating phases of Indian life. Con\ersation about the \arious objects of interest furnished material for reading lessons. A reading chart was made by selecting simple sentences used by the chil- dren. Lach page of the chart had a colored picture of Indian life which intensified the interest. The following is a typical lesson: 35 M iiiraLikec Public SchooLs This is a little Indian boy. He has a canoe. He likes to ride in it. The canoe floats on the water. The canoe is pretty. It is made of bark. For word drills, games of "Squat Tag," "Hide-and- seek" and "Sliding" were used. For number work, drill cards were made from Indian post cards. Several games, such as "Ten Little Indians" and "Arrow Game" served to enliven the drill. The language work included conversation lessons, finger plays, short poems, and stories. By this means, the pupils learned such words as canoe, papoose, tepee in a natural way. The study of Indian life furnished valuable material for work in drawing and construction in the re- production of an Indian village, which necessitated paper cutting of tepees, etc., the modeling of clay dishes, and the making of simple baskets. The crowning feature of the project was a trip to the Public Museum, which contains many wonderful Indian exhibits. The trip provided a variety of interesting ex- periences and gave the children much clearer ideas of Indian life. In addition to the knowledge acquired, the children gained in initiative and in resourcefulness, qualities conducive to success in real life. THE PILGRIMS First Grade — Hartford Avenue School 36 "Projects" (An Iriilian t^rojcct alon^i similar lines was develofied by the pu/Ji/i of the First Grade of the Hartford Avenue School with the assistance of their teacher, Miss Daisy Hauser. The children made their Indian cos- tumes of pajner cambric and decorated them with free-hand cuttin):s of Indian motifs. They also made clay heads and decorated them with water color paints. In connection with the project, the Hiawatha Primer was greatly enjoyed by the children and served to emphasize the content aspect of readint:,.) THE PILGRIMS ELLA E. CHRYSTAL, First Gradi:, Cold Si'rinc Axknuh; School '1 he purpose of the project was to create interest in the story of the Pilgrims in order to have the children under- stand the significance of Thanksgiving. I'or several lang- uage periods the teacher told in simple language the story of the Pilgrims, using the following pictures to illustrate important incidents: The Mayflower in Plymouth harbor. The Landing of the Pilgrims. First Houses in Plymouth. Pilgrims Going to Church. 1 he lirsi 'thanksgiving in America. As i^rol^lcms in manual training an^l construction, the pupils ma^lc 1 hanksgi\ing h(5oklets and represented Plymouth Village on a sandtable. in addition to the historical value of the study of the Pilgrims, the project served as a valuable means of language training. (A playlet entitled "Pilgrim Maids," ivas presented by the First Grade pupils of the Darllett Avenue School as a part of the school program for Thanksgiving. The teacher, Miss Rose A. Cook, adapted the playlet published in the "Primary Education," tWovemher, 1907, having for a theme the duties of little Puritan .^irl.f The playlet was repeated for the benefit of the PurcnI-Teachers' Association of the district.) 37 14SSHS Milwaukee Public Schools FLOWER GARDENING IN WINDOW BOXES JENNIE GLIDDEN, Fif<.st Grade "A," Twkijih Streki School \fy purpose in using window boxes in our school room for the cultivation of plants was to foster in the children a love for flowers. As far as possible, the children assisted in the preparation and care of our sweet pea garden. The tools required were a knife and a sprinkling can. The materials needed were wooden boxes, some good soil, and different varieties of sweet pea seeds. The steps in planting included soaking the seeds in water, preparing the soil in the boxes, digging trenches one inch deep, putting the seeds into the trenches, watering the seeds, and covering them with soil. The following outline is a summary of our observations: Growth of Seeds: The seeds burst open to let the baby plant out. The roots go down into the soil to find food for the baby plant. The shoots push up through the soil, and the warm sunshine makes them grow. Appearance of the shoot: First there is a little hook. Five little green lca\'cs appear. More leaves come. Tendrils are formed. Growth of Vines: When the little x'incs grow tall, they need support. The tendrils catch hold of the strings for support. The \ines are growing higher every day. At the present date, May 2, children are eagerly watch- ing for the appearance of buds which later will develop into blossoms. Our flower gardening project was of value in accom- plishing some of the aims of the regular school branches. In the study of English, for example, the children added 38 "Projects" such worcls as root anJ tcnJril lo their \ocabular\'. [Resides, they had opportunity for oral expression as the result of their own ohserxations. lor literary appreciation, they memorized the poem "Little Brown Seeds . During the music period, two songs were learned, namel\'; ""Little Brown Brother" and ""Sweet Pea Ladies'", f-or reading, sentences descripti\c of various stages in the dexelopment of the plant were usclI, for blackboard lessons. Reading Lessons (Blackboard) 12 13 14 h' lb 17 IS 10 20 21 22 23 24 We have two big window bo.xes Ihey are full of good soil. We soaked the sweet pea seeds. We made three trenches in each bo.x. We put the seeds into these trenches. Then wc sprinkkxl the seeds and coxcred ihem with clirt. What happened down in the soil? The little seeds burst open to let the baby plant out. A little root pushed down into the ground to feed the little plant. A little shoot pushei.1 up thiough the groutul to Cind the sunshine. When the shoot first came up, it looker.! like a little hook. I hen it si raightencLl up. Two little green leaves came. More leaves kept coming. Then tiny tendrils grew out. The tendrils were feeling for something to cling to. The little \ ine was growing tall. It couki not hold itself up. We put up strings for the ten>.lnls to hokl to. Now the \ines can grow last. SoorT little Inkls will come. I hen we can watch the bikls open into blossoms. 1 he l^lossoms will be pink, white, j^urple. lax'cndcr. and red. They will look \ ci\ prett\ ant.1 will smell \er\ sweet. 39 M iiivaukee Public Schools GERMINATION OF SEEDS ) ESSIE WAl.DRON, First Gradi-: "A," Siscond Avenue School Realizing how very little the average city child knows about plant life, I awaited a favorable opportunity to enlist the interest of the class in plant growth. The subject was introduced through the reading of a story about a garden, p. 75, "Wide-Awake Primer". When I asked the children, "Would you like to have a garden and see how seeds grow^" they eagerly responded, "Yes, Miss Waldron". After the discussion of various plants, we decided to use an old sand- table which was stored in the basement. The work was started March 10th and progressed as indicated by the following record: March 10. The selection of a place for the sandtable led to the consideration of light necessary for plant growth. March 14-18. The construction of the sandtable was ob- served. The need for dirt, or soil, was apparent, and offers for supplying this need were numerous. Dry and soaked peas were compared and the embryo plant was discovered. March 28 - April 1. Bean and melon seeds were examined. The need for sand to keep the soil porous was noted. April 4. The question of arranging a jar for observation of the growth of the seeds devolved upon the teacher. A straight-sided, low, glass jar was lined with colored blotting paper so that the children could see the effects of the water. The center of the jar was filled with moist earth. A glass dish was filled with water, and a piece of cotton was laid on top. The beans, peas, and melon seeds were soakci.1 in w ater and their swelling was carefully watched by the pupils. Reasons for the bubbles at the side of the tumbler were gi\'en. April 5. The soaked seeds were pushed between the moist blotting paper and the jar. Seeds were placed on the cotton, but a new problem presented itself, inasmuch as the cotton absorbed much of the water and carried it o\cr the sides. The pupils noticed that the water dropped from the cotton to the window sill. 40 " Proiects" April 6. Upon the suggestion of one of the pupils, some adhesive tape was used to prevent the dripping of the water. The jar was examined and it was found that the peas had sprouted. April 7. To improve the soil, wood ashes were mixed w ith the soil of the sandtable. Corn seeds were examined and put to soak. Ears of field corn and of popcorn were shown. The teacher prepared a piece of appar- atus consisting of a cigar-hox with one of the larger sides replaced with glass in order to show growth of seeds in the soil. April 8. Several pupils made drawings of the sprouted seeds. When the glass-sided box of soil was watered, the children noticed the absorption of the water by the soil. A rule for planting seeds was learned, and each child planted either corn or beans in the sand- table garden. April 12. The amount of water to be gi\cn to seeds was discussed. April 13. The class noticed the darkening of the stems of the peas and the beans in the glass jar. April 15. Changes in scclIs plantC(-l in the glass jar were noted. The song " Seeds " (Primar\- Mekxiics, p. 10) was taught. April 18. The corn was almost an inch high. A jar of corn planted at home by one of the boys was much farther advanced because it had recei\"ed more sun- shine. Beans in the glass jar began to show leaf de- velopment. April 10. The jar anel plants were borrowed by two other classes. When the jar was returned, the bean plant was measured and found to be about a half inch abo\e the jar. The responsiL">ility for watering the plant was gix'cn to a pupil, April 20. Cotykxlons (seed-leaves) of the bean plants were noticed and their use to the tiny plant was noted. April 21. .After obscr\ing the corn in the sarul-tabic garden, the children read the story of the "Little Red Hen" and learncLl the song "Corn vSoldiers". 41 Milwaukee Publie Schools April 22. The kindergarten children brought to our room for observation a jar of seeds which they had planted. An offer of a sweet potato growing in water was made by one of our visitors. The soaked beans were found to be four inches above the ground, whereas the un- soaked seeds were just beginning to develop roots. April 27. Specimens of corn from the garden were used as a painting lesson. The lesson on Corn (Baldwin and Bender, p. 116), was read. Specimens of corn were given to the blind children in the school. April 29. The children learned a short stanza about the watering pot. The teacher read to the class the poem "How the Plant Grew." As soon as the size of the plants and the weather per- mit, the plants of the sand-table garden will be given to the pupils for their home garden. Interest in plant study was not confined to the First Grade. The pupils in the Fifth Grade rendered a greatly appreciated service in presenting to the First Grade an illustrated booklet. HEALTH ABOVE ALL LOUISE EWALD, First Grade, Clarke Street School In order to help us to keep well, we selected as our motto for the year, "Health Above All". The activities involved furnished opportunities for instruction in manual training, drawing, reading, music, hygiene, and language, as may be seen by the following brief analysis: I. Manual Training: A. Paper folding. 1. Drinking cup. 2. Handkerchief case. B. Paper cutting: 1. Fruit baskets (cut from patterns). 42 Projects 2. Fruit (Freehand cutting of apples, plums, bananas, from colored paper). 3. Milk bottles. C. Making of health booklets, describing a child's day. D. Clay modeling: 1. Loa\es of bread. 2. Fruit. 3. Vegetables. 11. Drawing: (Silhouette and colored drawings.) Fruit — Apples and bananas. Vegetables — Beets, car- rots, potatoes. [II. Reading: A. Word building of such words as milk, food, fruit, bread, etc., by using printed letters of the alphabet. B. Reading of health rules from posters. V. Hygiene: A. Informal talks (from "Good Health for Girls and Boys ", by Bertha M. Brown). B. Ventilation. C. Foods. D. Cleanliness. E. F.xercise and rest. /. Language: A. Oral expression. B. Memorization of simple health rules. C. Dramatization of "Mother Goose in 1 lealth- land ', ("The Crusader". Nov.. F>20). 43 Milwaukee Public Schools VI. Music "Early to Bed, " Congdon Primer, p. 52. "The Clock," Congdon Primer, p. 46. "Good Morning," Progressive Reader, No. 1, p. 5. "The Mulberry Bush," Progressive Reader, No. 1, p. 21. "Fresh Air," "The Crusader," Nov., 1920. Our health crusade, carried on in the spirit of play, has enlisted the interest of the parents who are now assisting the children to obser\e their health rules at home. BOATS FLORENCE HUGHES. First Gr.ade "A,"' Twenty-Seventh Avenue School One day the class learned u,e song of "Bobby Shafto". When the children were asked the meaning of the expression "to go to sea", they replied "to go on a boat". Some of the children told about their boat trips during the summer vacation, and one little Italian boy, Raffaelo, gave in broken English, a vivid account of crossing the ocean in a big steamer. On the following day, he brought a photograph of the big ocean liner. Raffaelo's story created great interest in boats. We cut all sorts of boat pictures from papers and magazines and classified them under the following headings: Canoes Row Boats Sail Boats Steam Boats Passenger Freight Car Ferry Fire Tug Fishing Tug Tow ing Tug 44 Projects After classifying the boats, the pupils mounted the pictures in scrap books w hich the\- used for reference. The most interesting boat that the children attempted to make was the sail boat. They cut, folded, and drew boats at school. At home, the boys made crude boats, and the girls dressed sailor dolls. When the boats were brought to school, they were tested to see whether they could (loat. Most of the boats were well-balanced and stood the test. The sailing of the boats led to the question, ""Why do boats float ^" The children tried to float different materials, such as, wood, rubber, paper, and iron. They discovered that iron or tin vessels having an air chamber, would float, whereas, if these articles were tipped to exclude the air, they would sink. The canoe, also, proved to be of much interest to the children. One child brought a birch bark canoe that his father had made. All the children cut and sewed canoes from cardboard, measuring their thread by a yard-stick. As many canoes are made of birch, the class made a field trip to a row of birch trees in the \icinity. In connection with the picture of fishing boats, the children were told about the fishing industry as it is carried on at Jones Island In regard to fire tugs, many of the children had seen fire tugs passing the bridge. They re- marked that firemen on these tugs must be fine sailors. This observation furnished an opportunity to impress upon the children the importance of quick response to orders. The project created greater interest in school lessons, inasmuch as the chilren associated their lessons with inter- esting activities of life, as the following synopsis inJiciit-s- I. Reading: Word recognition names of boats an>.l (ish. Reading of short sentences from the blackboari.! F^irst Reader — Baldwin an«.l Beni^ier: The Boat, p. 104. Sailor Boy, p. IOt\ Sailor Bo>- in the Rain, p. 114 Willie and the I''ish, p. 7b. 45 Mihvaukee Public Schools Beacon Reader: Fishing, p. 69. The Bridge, p. 89. Merrill Primer: Rub-a-dub, p. 84-86. I. Phonics: [Practical application of knowledge of phonics in reading names of boats. II. Language: A. Enlarging the vocabulary — The children learn new words as a need for the expression of thought. B. Oral expression is the result of the children's desire to tell about a real experience. C. Poetry: 1. Memorized by the children — "I Saw a Ship-a-sailing." "The Rain." "My Bed is a Boat." 2. Read to the children by the teacher. — "At the Seaside." "My Ship and I." "Where Go the Boats?" D. vStories told by the teacher: "Brother Wolf and the Rock" — "Firelight Stories." "Footsteps on Water." [V. Manual Training: Making boat booklets. Construction of canoes and sailboats. 46 Projects" V. Music: "Bobby Shafto," Congdon Primer. "Boat Song," Songs Children Love, p. 125 "Sailing," Songs Children Love, p. 179. \''l. Picture Study: "Calling!: the Ferr\'." "A Helping Hand." \ II. Gymnastic Games: Sailor Drill. Row ing. MOTHER GOOSE Crius project lias carried out by the teachers oj the jirsA grades o) the Lee Street School, in co-operation ivilh the Principal, Miss Emma J. Luebke, to whose inspirational leadership a large measure of its success was due. The influence of the project extended to the pupils of the eighth grade, who made Mother Goose posters, nhich they presented to the pupils of the first grade.) Summary of Mother Goose Project N()R.\1.\ A lORNL'^', 1-iKsi tjR\i>i. IV L Mother Goose: A. Who she was. B. Her home on the hill. Blackboard pictures. Paper cutting, i^osters. C. Her jpparel. Blackboard pictures. Cutting and pasting hat for sent occu- pation. Dressing a doll like Motlui »..>.<■-«-. D. Her love for children. 47 ''Projects" II. Mother Goose Rhymes: A. N'lemorized and dramatized: 1. Pease Porridge Hot, 2. Old Woman Who Li\ed in a Shoe. 3. To Marker, to Market. 4. Jack, be Nimble. 5. Rock-a-Bye, Baby. 6. Cock-a-Doodle, Doo. 7. See Saw, Margery Daw. 8. Little Jack Horner. 9. Little Miss Muffet. 10. Humpty Dumpty. 1 1. Diddle-biddlc-numpling. 1 2. Jack and Jill. 13. Bow-wow-wow. 14. Little Bo-Peep. 15. Ill Tell You a Story. B. Songs learned: 1. To Market. 2. Rock-a-Bye, Baby, 3. Diddle-Diddle-Dumpling. 4. Little Jack Horner. 5. Pease Porridge. 6. Little Bo-Peep. 7. Bow-wow-wow III. Special Study of Specific Rhymes: A. Jack and Jill. 1 . I Iclpfulness to mother w hich led to talks on helpfulness to each other, to the teacher, etc. 2. Courtesy greeting Mother Cjoosc and other characters, (Learned in song form and as a reading lesson.) 3. Source of water supply -Consiruclion of a pail. 4. Reading of simple stearics based on the rh\mc. 49 M iiiixuikee Public Schools B. Bow-wow- wow : 1 . Usefulness of Jogs, 2. Care of pets. C. Little Bo-Peep: 1. Service sheep render to mankind. 2. Bo-Peep's kindness to Jack and Jill. D. Ill tell you a story About Jack-A-Nory. 1. Story telling by the pupils. 2. Reading of short stories. E. a. A Primer and First Reader, Young and Field — pp. 4-36. b. Stories from library books and from books brought from home. FLORENCE G. OFFICER, First Grade "A" Mother Goose rhymes as a means of motivating the curriculum" A. Language: 1. Some choice selections were memorized. 2. Impromptu dramatizations afforded op- portunity for developing initiative and leadership. B. Reading: 1. Mother Goose rhymes were read from the Young and Field Reader, Book I. 2. Different pupils prepared selections from books obtained from the Public Library to read to children in other classes. 3. Printed sets of Mother Goose rhymes were used for sentence building. 50 ^^ Projects" C. Construction: The following rhymes were illustrated by means of the sanJtablc and Bradley straight- line figures: Jack and Jill. Little Boy Blue. Humpty Dumpty. Little Bo-Peep. Mother Gooses house was made of card- board as a group project. D. Music: 1 . Many Mother Goose songs were learned. 2. Several Mother Goose records were played on the phonograph. E. Art Appreciation: 1. The children obser\et.l illustrations of Mother Goose rhymes by Jessie Wilcox Smith. Mother (jOosc rhymes as a means of enlisting the in- terest of parent'^: 1. Parents arc interested in the children's efforts to construct articles neces- sary for sandtable illustrations. 2. The children often entertain their par- ents by reciting rhymes learned at school. (A playlet entitled "Mother Goose Parly" iras presented by pupils of the First and Second Grades under the direction of their teachers. Miss Marie Toohey. and Miss Clara W'oltrinii. at an entertainment. April I and 2. The entertainment was arranged by the principal., Mr. G. li. Tiefenthaler, for the purpose of raising funds to purchase a movinfi picture machine for the Mound Street School. The playlet nas taken from "Little Plays and Exercises," published jointly by F. A. Owen Pub. Co., Dans ville, New York, and Hall and McCrcary, Chicaf^o, Illinois. A simple playlet was selected because the children were too wun^' to undertake an original dramatization for public presentation. As the Mother Goose rhymes, hoirever, constitute an important phase of the language work in the First Grade, the chiUlrcn iirre lumiliar with the characters which they impersonated.) 51 Milwaukee Public Schools DOLL HOUSE ROSE MAI-ONE Y, First and Second Grades, Walker Street School Realizing that the most natural interest of a child is to duplicate in his play the life of a grown-up in the home, the teacher provided a celluloid doll about six inches long for each child. The children did not need to be asked if they wished to sew for their dolls. They brought pieces of cloth, needles, and thread, and, during spare moments, they were sewing, cutting, fitting and draping dresses. We talked about clothing. Samples of the three tex- tiles were brought in and shown to the children. Children who were wearing clothes made of wool were picked out by the other children; cotton, likewise. Silk hair-ribbons were pointed out. We next talked about the clothes their dolls would need and which textiles were best suited for the different garments. The children decided to make the dress and underslip of cotton; coat or cape of wool; and hood, of silk. They said that their mothers used patterns made of paper for their dresses, so we made simple patterns and cut our garments from these patterns. The dress was made kimona style, no seam on the shoulder, which made only two short seams to sew. The underslip was the same, except sleeveless and shorter. Some of the older children puit hems at the bottom and trimmed the neck and sleeves with colored thread. A circular cape was made and a little hood or bonnet was fitted to the doll. Every child made many other garments of his own designing and some developed very clever ideas. Some material was furnished by some of the children for those who could not bring in something suitable, and in this way we brought in a little moral lesson in sharing w ith each other. For our language we studied cotton and wool. Some raw cotton and wool was lent to us. We secured pictures from the Art Room of the Library. For our stories we used the book "Four Wonders of the World," bv Elnora E. Shillig. 52 "Projects" We made a booklet and called it the ■"Story of Cotton." We decorated the cover of the booklet in our manual train- ing work. For our story, the children composed the sen- tences which were written on the blackboard and which in turn were copied by them into their books. This formed an incentive for the writing and spelling work. In their drawing class, the children drew pictures of the cotton plant, which they inserted in their books. Someone suggested that the doll should have a hou^e, w hich suggestion gave rise to another project. Two orange crates, each divided into two sections, were brought in. These were fastened together, one above the other, making a house of four rooms. A roof was added, windows were cut, the outside was covered with tar paper, giving the house the appearance of stucco. The roof was shingled and the interior was papered. All of this work was done by several boys, working in a group. They studied their own houses and the houses they passed on the way to and from school, bringing in all the ideas they needed and rrany which they could not use. .Another project grew out of the need for furniture for the house. 1 he rest of the boys divided themsel\-es into groups, one working on furniture for the kitchen: another, for the dining-room: a third, for the living room: and a fourth, for the bedroom, b^or the bedroom. the\' made a bed and a dresser: for the dining-room, a table, four chairs and a sideboard; for the living-room, a settee, a chair an*.! a table: and for the kitchen, a table and a stool. At fust the chiklrcn experimented with (KJd pieces of wood which they brought from home. Then a piece of basswood was provided for them to make the real pieces. They looked at some doll furniture they had at home, studied some furniture from the ten-cent store, asked about furniture and kimber at home and learned many interesting things. Thcx learncLl lo reael the inch an^i half-inch ruler and to use ii i|uilc wcP. 1 he furnilure was shellaced, a different color being uset.1 for each r(H)m. Then came work for the girls in helping to furnish the home, (lurlains were made for the windows, covers for the tables, furnishing for the be>.l and the dresser. In LJiscussing the material nee«.k\l in their little doll home, the chiklrcn founel they needed food as well as 53 Milwaukee Public Schooi<; DOLL HOUSE Second Grade — Walker Street School clothing and shelter, and so dishes were made of clay. In this connection, these problems arose: preservation of food for winter; fruits and vegetables that we eat: where they come from; how the farmer gets them; the use of seed, to plant and to man. The children knew quite a little about these things as there was a green market a short distance from school, and because many of the chil- dren had backyard gardens. Samples of the fruits and vegetables which their mothers had preserved were brought in and used in draw^'ing, painting and cutting exercises. The house and its furnishing was used by the chil- dren in their play and then it was decided to leave it for the next class that came into the room. Of course the work was rather crude because it was not the finished product of an adult that was sought, but a w hole-hearted, purposeful activity on the part of the children: and this principle of Dr. Dewey was always kept in mind: ""Develop- ment does not mean just getting something out of the mind. It is a development out of the experience and into experience that is really wanted. And this is impossible save as just that educatixe medium is provided which will enable the powers and interests that have been selected as valuable to function. They must operate, and how they operate will depend almost entirely upon the stimuli which sur- 54 '' Projects" rounds them, and the material upon whieh they exercise themselves." THE HOME MYR'I Llv RK.E, Second Grade "B, " Clarki: Street School In order to unif>' the work of the classroom and to bring the activities of the schoolroom into closer relation to the life activities in which the chiki is engaged outside of the school, we chose "The Home" as a center of interest. The problems arose out of informal talks with the children. The following questions naturally arose in saying goocl-by at dismissal: Members of the Home Who is at home when you get there after school? If mother is not at home, what do you do"! Who else is at home? When does father get home? In this way the \arious members of the family were introduced. 1. THE BABY; As many of the children had baby brothers or sisters, the interest naturally centered about the baby of the home. The following topics were discussed with much enthusiasm: What mother does for the baby. , The needs of the baby. What I can t^io for the baby. What father does wiih the baby. What baby docs. Baby's age. Baby's food. How baby gets about. Putting baby to sleep. Playing with baby. etc. 55 Milwaukee Public Schools The response to these talks was: "Bylo Baby Bunt- ing," page 43 of the Progressive Music Series, Book One, which was sung with much feeling. Pictures of mothers and babies were brought in and mounted. We found "l^aby Land," page 37 of the Baldwin and Bender Second i-lcader, a gem to memorize at this time. Which is the way to Baby Land^ Any one can tell. Up one Hight, to your right, — Please to ring the bell. \\ hat can you see in Baby Land? Little folks in white, Downy heads, cradle beds., Faces pure and white. What do they do in Baby Land? Dream and wake and play. Laugh and crow, shout and grow, — • Happy times have they. What do they say in Baby LancH They say the oddest things, You might as well try to tell What the robin sings. Who is the queen of Baby Land ? Mother, kind and sweet; And her love, born abo\'e, Guides their little feet. The children took great delight in memorizing the fol- lowing jingles: This little pig went to market; This little pig stayed at home; . This little pig had roast beef, This little pig had none. This little pig cried, "Wee, wee, wee! I cant find my way home!" Also: This little cow eats grass, This little cow eats hay, This little cow drinks water, This little cow runs away. This little cow does nothing but just lie still all day. We"Il whip her! 56 "Projects" The children reported that the babies at home had re- ceived these jingles with great glee. 2. THE MOTHER: The question, "What does mother do when she is not looking after the baby?" opened a new field of discussion involving all the activities of the home — cooking, washing, ironing, mending, dressmaking, house-cleaning, marketing. The Little Housewife, which is gi\en below, was re- cited and dramatized by four little housewives w ith the aid of the following utensils: a tiny washtuh, washboard, wash line, clothes pins and doll clothes; toy stove, flatiron, ironing board, and clothes bars; broom, rolling pin and baking dishes. The Little Housewife Oh, Monday's Dollys washing day, So bring out the little tub; The basket new, the wee board too. Then rub and rub and rub. Now hang the clothes upon the line, Out in the sunshine bright. We've washed our little dolly's clothes All sweet and clean and white. Oh, Tuesday's Dolly's ironing day, The tiny irons we'll heat; .'\nd smooth each pretty little dress, So dainty and so neat. Then hang it on the wooden rack, So carefully to air, Now Dolly's wardrobe neat ant.1 clean W ill show a housewife s care. Oh, l'rii.la\"s l^olK s sweeping da\- So l-iring out the little broom; And soon with careful willing hands. We'll sweep the dusty room. And ev'ry speck of dust an^l t.lirt, We'll quickly drive awa\', W ell make the house with order shine I'or Iwiday's sweeping da\-. 57 Milwaukee Public Schools Oh, Saturday is baking clay, For Dolly dear must eat; Some fresh, light loaves of wheaten bread, Some cookies round and sweet. And now our weekly work is done, Good housewives ail are we, The house is clean above, below, The cupboard's full, you see. The following rhymes were also memorized: Mix a pancake. Stir a pancake, Pop it in the pan. Fry a pancake, Toss a pancake, Catch it, if you can. Somebody didn't wipe the dishes dry! How do you know? Because I saw the platter cry! There were two big tears on the platters face. The little story "Dust Under the Rug." from "Mother Stories," by Maude Lindsay, inculcating an excellent lesson in attractive form, was told to the children, and they were soon able to reproduce it in their own words. The chil- dren's part as helpers in the home was discussed. The idea is illustrated in: Which Loved Best? BY M. .\. C^RAICIN "I love you mother,"' said little John; Then, forgetting his work, his cap went on. And he was off to the garden swing, And left her wood and water to bring. "I love you, mother, " said rosy Nell; "I love you better than tongue can tell."' Then she teased and pouted full half the day Till her mother rejoiced when she went to play. 58 "Projects" "I love you mother," said little Fan; "Today 111 help you all I can; How glad I am that school doesn't keep!" So she rocked the baby till it fell asleep. Then stepping softly she fetched the broom, And swept the floor and tidied the room; Busy and happy all day was she, Helpful and happy as child could be. " 1 lo\e \ou, mother," again they said — Three little children going to bed. How do you think that mother guessed Which of them rcalK' lo\cd her best? A little lesson in industry is taught by Christina (i. Rossetti, in "Work an^l Play": A pocket handkerchief to hem. Oh, dear; Oh, dear; Oh, dear! For many stitches it will take Until it's done, I fear. But set a stitch and then a stitch. And stitch and stitch away. Till stitch by stitch the hem is done: And after work is play. The children were as enthusiastic to become helpers in the school as in the home, and lo\ed to perform their little tasks to help in keeping the room neat. 3. THF 1-ATIH:R: The activities of the father's day were discussed as were those of the mother's: bather's breakfast on time. Where must he be on time^ (Where must 1 be on time!' School, meals, chores why^) What does father do w hen he comes home at night ' W hai does he do towards keeping the home' What are his expenses l* 5') Miiivaiikee Public Schools 4. THE FAMILY: Risirif^ in the morning. The following poems were memorized at this point: Time to Rise BY R. L. Stevenson A birdie with a yellow hill Hopped upon the window sill; Cocked his shining eye and said, "Ain't you "shamed, you sleepy head?" Bed in Summer BY R. L. Stevenson In winter I get up at night And dress by yellow candle-light, In summer, quite the other way, I have to go to bed by day. 1 have to go to bed and see The birds still hopping on the tree, Or hear the grown-up peoples feet Still going past me in the street. And does it not seem hard to you. When all the sky is clear and blue, And I should like so much to play, To have to go to bed by day? Morninfif Ablutions: Hands, nails, teeth, hair, bathing, clothing were topics for discussion. We found individual praise and helpful criticism to work wonders. The children readily saw how applicable "The Pig Brother," by Laura E. Richards, was to our discussions on personal cleanliness, and were soon able to tell the story. Good Breakfast: W hat constitutes a good breakfast for father, for mother, for baby, for me'! Milk and cocoa were emphasized as best drinks, and breakfast foods were praised. The other meals \\ere discussed in a similar manner. 60 ^'Projects" Advantage was taken of this occasion to correlate the arithmetic lesson with the home life, 'i'he children demonstrated that two pints equal one quart and then worked problems arising from this fact. Again they col- lected empty cartons and cans and produced a miniature grocery. Soon tiny grocers and customers were involved in problems of addition and subtraction resulting from the purchases made. They also became familiar with the relative values of the various coins. Good manners at the table were discussed. At this point, "Going Out to Tea," p. 44 of the Baldwin and Bender Second Reader, was memorized ; You are going out to tea today So mind your manners well; Let all accounts I hear of you Be pleasant ones to tell. Don't spill your tea, or crumb >our bread, And don't tease one another; And Tommy mustn't talk too much, Or quarrel with his brother. Say, " If you please, " and "Thank you, maam." Come home at eight o'clock; And, Fanny, do be careful that '^'oLi do not tear vour frock. The following poems were recitci-l an^l i.iramaiizcv.1 1. 1 think it would be lots of fun To be polite to c\eryone! A boy should lift his little hat, A girl should curtsy, just like that — And both should use such words as these. " Rxcuse me, sir " and "if you please. " Not only just at home you know. But everywhere that they would go. If a lady on the street, Or my teacher 1 shoukl meet, From my luaJ my h.il 1 take Ant.1 a bow like this 1 make. Milwaukee Public Schools Good little boys should never say "I will," and "Give me these." Oh, no! that never is the way, But "Mother, if you please." And "If you please" to sister Ann Good boys to say are ready; And "Yes, sir," to a gentleman. And "^'es, ma'am," to a lady. Golden Keys 4. A bunch of golden keys is mine To make each day with gladness shine. "Good morning!" that's the golden key That unlocks every door for me. When evening comes, "Good night! ' I say And close the door of each glad day. When at the table, "If you please," I take from off my bunch of keys. When friends give anything to me, I use the little "Thank you" key. "Excuse me," "Beg your pardon, " too When by mistake some harm I do. Or if unkindly harm I've given. With "Forgive me " I shall be forgiven. On a golden ring these keys I'll bind This is its motto, "Be ye kind. I'll often use each golden key. And then a child polite I'll be. The little story "The Gooky," by Laura E. Richards, was reproduced and dramatized by the children while we were dealing with the subject of meals. The poem teaches unselfishness and brotherly love in a very pretty form. Another story which the children liked is "Billy Boy's Breakfast, " by Carolyn S. Bailey. We found the following selections from the Baldwin and Bender Second Reader to deal with the home: Playing Fairy, p. 49. The Pet Kittens, p. 63. Playing Happy Family, p. 68. 62 "Projects" Five Little Sisters, p. 33. The Lark and the ChiLi, p. 54. The Bold Hunter, p. 80. The children took great interest in our collection of snapshots of themselves and of other members of their families. During the manual training period such pieces of fur- niture as a colonial settee, armchair, sofa, footstool, dining table, sideboard and writing desk were constructed. The greatest pleasure, however, was taken in collecting and pasting cutouts in a booklet called "Our Home." Ihe cover showed the exterior of the house and the letters — O U R H O M E— cut free hand by the children. The interior disclosed four rooms — li\ing room, dining room, bed room and kitchen on the four pages respectively. The large pictures w ere pasted in the foreground and the smaller ones farther back. Thus a lesson in perspective was pre- sented. Lessons in sentence formation were given from the foregoing discussions. The children learned to respond with sentences both oral and written to such questions as these: Who is at home when you get there after schooL When does father get home!* What can you do to help mother? What things make a good breakfast? In conclusion, let me state that we spent a most en- joyable and profitable semester with "The Home" as the center of interest. LIOME BUILDING GF.N'EVil-:\'L Rl \IPI I , Si-coND CJr \ni ("i m'i.i Shu i i .S. ii....i The subject of home making or home buikiing forms an extremely interesting and instructi\e project for both boys and girls in the primary grades. Playing house is one of the first make-believe games of early childhood. Then four chairs placed together will make a cottage or castle 63 Milwaukee Public Schools to the satisfaction of all. But as the child advances, he incorporates many details in his play which are the result of his grow ing observation. Therefore such things as build- ing, decorating, and furnishing a home open up to the chilci's mind a vast number of problems that can be solved in his daily activities at school. Then, too, games, rhymes, and stories of life within the home, teaching kindness, polite- ness, and cleanliness have great ethical value. The work was begun in a first grade classroom with a brief discussion of why we build houses. Then the first question was, "What must we have before w^e can build our home?" It was agreed that a lot must be purchased upon which to build our house. Several little boys then made enterprising real estate dealers, and displayed the advantages of different parts of the room to a committee chosen by the class to buy the lot. The sunniest corner of the room was finally selected, and paid for with colored counters. Their next problem was planning the size and style of the house. With two egg crates for a foundation, plans were necessarily limited. The boys volunteered for differ- ent jobs. Some were architects, others carpenters, and still others paper hangers. It was noticeable that in each group there was always one who took the lead. The smallest boy in the class made the most capable carpenter; he in- variably had the best solution for every problem and was unusually handy with saw and hammer. After sawing a door and window in each room, the boys nailed the crates together to form a two-story house, two rooms on each floor. The roof was made of a large piece of cardboard bent in the center to form a gable. They then covered the outside of the house and the chimney with Dennison red brick crepe paper. They papered the walls of the rooms with wall paper brought from home, and also covered the rough floors with plain brown paper. Someone brought blue and white checked linoleum for the kitchen floor. While the boys were doing the carpenter work, the girls were sewing curtains and drapes, or weaving rugs of materials brought from home. Though hems w ere sometimes crooked and stitches large, the work was all their own and they were very proud of it. After the work on the house was completed, the class- room was transformed into a furniture factory. The chil- 64 "Projects" drcn brought colored pictures cut from magazines for ideas and suggestions. All the furniture was made of paper, dark flowered wall paper for tapestry living room suites, plain brown paper for the dining room, plain white paper for kitchen chairs and tables. Furniture, made of cream or gray cover paper on which they pasted small flower cut- outs, represented painted bedroom sets. They also made candlesticks, lamps, bowls, and vases of clay. Only the best of everything made was selected for the house, which encouraged the children to put thought and care into every effort. Cutouts from magazines added artistic touches to the house, and the children took keen delight in searching for little things. One cut out a bird cage and hung it before the window, others cut pictures of dresser scarfs, table covers, and pictures for the walls. Besides the manual work involved in the actual making of the house, the project work was developed along the lines of reading, language and music. Stories that were read or told, poems, dramatizations, games and songs, all related to the home or home interests. All of the activities repre- sented steps in a gradual preparation for the \\f)rk of a higher grade. Outline of Project Work in the Various Subjects I. Manual Work: A. Carpenter Work: Sawing doors and windows. Nailing crates together. Making roof an^l chimney. B. Papering: interior and exterior of house. C. I-^ai^cr fokling. culling an^-l pasting furniture. D. Sewing — hemming curlains imd (.Irapes. E. Rug w ea\ing paper mats, rag rugs. 65 Miliraukee Public Schools F. Clay modeling: Candlesticks. Bowls, vases. Lamp stands. II. Language Work: A. Conversational lessons: 1. Home Interest — a. What father does. What mother does. What sister and brother do. How to entertain. b. Home Spirit. Politeness. Love and kindness. Favors for parents. Unselfish behavior toward sis- ter or brother. Stories: How They Build the House — Jingle Primer. The House in the Woods — ^^J ingle Primer. Piggv Wig's House — Story Hour Reader I." Frisky, Skippy, Trixy — Story Hour Reader I. The Three Pigs — Story Hour Reader I. Peter Rabbit — Beatrice Potter. Pig Brother — Laura Richards. The Discontented Coffee Pot — Fire- light Stories — C. Bailey. Dramatir.ation: The Old Woman in the Shoe — Realistic First Reader — Mason Layton. The House in the Woods — ^^I ingle Primer. The Three Pigs — ^Jingle Primer. Playing House — Original. Pig Brother — Laura Richards. 66 '^Projects" Games: Mulberry Bush — Prog. Music Reader. Telephone Game. Sweeping and Dusting — Gavnor Song Book No. 2. Rhymes: Mother Goose — Old Mother Hubbard. Old Woman in the Shoe. Polly Put the Kettle On. Finger Plays: Five Little Pigs — Elson T-'irst Reader. Five Little Cow s — Llson I'irst Reader. Who Loved Best — Hawthorne f-'irsi Reader. Bed in Summer— R. L. Stevenson. Whole Duty of C^hildrcn R. L. Stexenson. Good Children's Street — Eugene Field. For Playtime — Baklw in I'irst Reader. For Bedtime — Baldwin lirst Reader. Making Bcliexe — .Alice Kellogg. -^<-«p»- Let's plav that we are ladies, and 1 w ill come to call, But first I must get mother's skirt and bonnet, muff and shawl, I'll play this paper is m\- car*.l And now Fll ring the bell. Oh, Mrs. Brown! How do you ijo"! I hope you re very well. Now, Flsie, ask if 111 take tea. It's late, so hurry up. I like mine with sugar, please. This is a pretty cup. I hope your Daisy's pretty well, Pretend it's time to go, Dear Mrs. Brown, come soon iind call, It isn't far. you know. 67 Music IV. Art: M ilwaukee Public Schools Little Sister's Lullaby — Progressive Music Book I. Tick Tock — Congdon's Music Primer. The Clock — Congdon's Music Primer. Baby Bunting — Congdon's Music Primer. Work and Play — Modern Music Series. 1. Picture Study: Feeding Her Birds — Millet. Children of Charles First — Van Dyke. Happy as the Day is Long — Faed. Birthday Morning — Von Bremen. See What Mother Brought — Von Bre- men. Two Mothers and Their Families — Gardner. Busy Folks — A. Ritzherger. Madonna and Child — Raphael. 2. Study of color combinations and good taste in home. V. Reading: 1. Required Reading: Dolly in Bed — Baldwin F'irst Reader, p. 26. Girls at Tea — Baldwin First Reader, p. 42. Our Home — Baldwin First Reader, p. 51. Our House — Baldwin First Reader, p. 62. Making Furniture — Beacon Primer, p. 36. Big Clock — Beacon Primer, p. 55. Three Pigs — Beacon Primer, p. 117. 68 "Projects" Calling — Wide-Aw ake, p. 26. Wash Day— Wide-Awake, p. 7S. Saturday — Wide-Awake, p. 90. 2. Supplementary: I-^lson Primer — Piggy ^^ ig s House, p. 41. Picture Primer, p. 00-103. Cyr's New Primer, p. 105. New Educational Reader I, p. S4. E^urt Markham Primer, p. 59. Jones First Reader — Mother's Helper, p. 99. Brownie Primer: Where We Live, p. 36. Our New Home, p. 60. Folk Lore Primer: Jack's House, p. 15. What Baby Does, p. 38. Jack and Jill's House, p. 68. Hawthorne Primer: Making Bread, p. 62. Learning to Work, p. 90. Child Classics Primer: A Social Call, p. 16. Learning to Cook, p. 59. Kate and Mary, p. 62. V. Preparation for Future Reading: Baldwin's Second Readier: Going Out to Tea, p. 44. Playing Happy l"amily, p. 68. The Little Builder, p. 90. Beacon lirst Reader: The House That Jack Built, p. 22. Old Mother Hubbard, p. 40. Titty Mouse and Tatty Mouse, p. 42. 69 M ilwaukee Public Schools CHILD'S GROCERY STORE AI,ICE SCHUPPENER, SiicoND Grade, Clarke-: Street School Little people bring experiences to school which they have gained from life about them before coming to school. They enjoy continuing those experiences and do not like to be turned abruptly from a reading lesson to a spelling lesson with little other connection than new words. Where can one find a better project for joining all lessons than a grocery store? From the time it is begun until the end of the school year the children work happily. The first class had conversational lessons in which they planned just what they would need in a grocery, and the teacher wrote the list on the blackboard: milk flour cocoa cereals salt sugar, etc. The next day the children brought with them empty boxes and cans which had previously contained some of the above-mentioned foods. They also brought little sacks of salt and flour which they had made. Then came the pasting of price tags on the merchandise and the arrange- ment of the articles on shelves which a cupboard in the room provided. Natural and spontaneous language lessons re- sulted. "Walter, let us put all the breakfast foods on one shelf so we can find them easily as the customer calls for one kind." "Yes, Mildred; and the milk, sugar, and cocoa on the next shelf," was the pleasant response. When the children go to the store, they use polite expressions and correct forms in asking for the articles which they desire to purchase. Here is an often repeated dialogue: "Good morning, \Iiss Jane." "Good morning, Ralph." "What do you \\ish this morning, Miss Jane?" "A bag of salt. " 70 "Projects" "One cent. Is that all' We ha\e a new l^Ien^l of coffee on sale this morning at i\\ cl\e cents a pound. Wouldn't you like to try a pound ^'" "Not today, thank you. Fi\e cents and one cent are si.x cents." "^'our change," said Ral)">h, "is four cents. Ten cents less si.x cents is four cents." "Good-bye, Ralph." "Good-bye. Occasionally a child uses a telephone for ordering groceries. The telephones are make-bclic\c, to be sure, but they answer the purpose. One morning my class informed me that their mothers carried baskets to the store when they shopped, and so they expressed a desire to make baskets for themselves, on manual training day. Each child was given a sheet of manila drawing paper, nine by twelve, and each one con- structed a basket for marketing. Sometimes for a writing and spelling lesson for scat work, the children w rite out shopping lists, placing in separ- ate columns all the words containing three letters, four letters, etc., of the names of articles in the store. When I he class completes a hard lesson in reading, wc make up reading lessons about our store. These are printed on the blackboard for extra reading material. The pupils enjoy these lessons and learn to read phrases which were previousI\- only in their speaking \'ocabular\-. The pleasure to the teacher in the interest anv.1 >.lelight of the chiklren repa\s her for her labor. What have the children gained in co-operation, ob- ser\alion, and practical knowledge, and how has the work been correlated with the strictly academic subjects' I he language lessons are spontaneous expressions, which must be changed into correct forms of speech in on^ler to faciliiaic transactions. Courteous manners and self-control arc cul- ti\ateel, for each child has the liberty of moving about the room fi-eel\-. Next our arithmetic lesson has a definite purpose lor each combination mastered means skill in conducting the 71 Milivaiikee Public School.s ChAJ's Store. The subtruclion facts arc readily learned by makinj^ ehan/^c with real dimes, nickels, and pennies. Spelling and writing have their share in our project, lor often the children write out a shopping list, so that not one of the articles required by them may be forgotten when their chance to go shopping occurs. Manual training exercises lend themseh'cs to the whole scheme, for boxes, baskets, and bags are needed by all shop- keepers. FARM ANIMALS ANNETTE KOT TNAUER, Second Grade, Weil Street School Purpose: The purpose of this project was two-fold: A. To make knowledge more vital by correlating the children's school activities with those of actual life. B. To aid city children to interpret their environ- ment, inasmuch as they frequently evince lamentable ignorance of the source of ma- terials in common use. Origin: The children were allowed to name the kinds of food served for breakfast and for dinner. Among the foods mentioned were milk, butter, eggs, bread, meat, and ice cream. In discuissing these foods, we learno.1 that farm animals helped us in many ways. r^cNclopment : The children desired to visit a farm, but, as it was not expedient to attempt a trip, we contented our- selves with an imaginary visit. The question of transportation afforded opportunity for a pur- poseful language lesson. Some of the children 72 Projects preferred to ride in electric cars, while others chose steam cars. A few desired to travel by horse, but the majority wished to go by automobile. Some of the proud owners of Ford machines were chosen as drivers, and they cranked their cars in very realistic fashion, while others were contented to be "make-believe" passengers. After a delightful trip, we reached the country which we recogniced by the many aspects in which it differed from the city. The houses were far apart and there were large barns and growing crops. We also observed many animals, and we memorized the following stanza, descriptive of their greeting: I went into the country, the farmers pets to see. And every single one of them began to talk to me; 'Baa, baa,' 'Moo, moo, moo,' 'Cock-a-doo-dle-do,' 'Quack, quack, quack,' 'Coo, coo, coo,' Little friend, how do you do?" W'c then made a study of the common farm animals, beginning with the cow. The chiLlren learned the follow- ing finger play by E. Poulsson: "This cow eats grass, This cow eats hay. This cow drinks water; This cow runs away; This little cow does nothing but just lie still all day — W'c" II whip her." They also learned the following poems from ihc "Sec- ond Reader, " Baldwin and Bender: "Thank ^'oli, Prctt\' Cow," p. 147. "Mooley Cow," p. 29. "The Cow, p. 146. After the children had read the lesson entitkxl, "I low- Butter is N4ade, " Second Reader, pp. 1 43- 1 4b. thc\ mem- orizci.1 ihis poem, "Makirng Ikitter, " by 1'. Poulssoti: Skim, skim, skim W ilh the skimmer bright; Take the rich and yellow cream, Leave the milk so white. 73 Milwaukee Public Schools Churn, churn, churn, Now 'tis churning day; Till the cream to butter turn, Dasher must not stay. Press, press, press. All the milk must be From the golden butter now- Pressed out carefully. Pat, pat, pat. Make it smooth and round. See! the roll of butter's done — • Won't you buy a pound? Taste, oh! taste. This is very nice. Spread it on the children's bread, Give them each a slice. The class then made some butter and inxited the pupils of the First Grade to partake of their lunch of bread and butter. In connection with the making of butter, the winter and summer prices of butter were compared. The search for material extended beyond the school room. We are indebted to "The Metropolitan Insurance Co. ' for a booklet about milk and to the "E.xtension Divi- sion of the University of Wisconsin" for \'aluable informa- tion concerning farm animals and their products. The Gridley Milk Co., also, lent its aid in furnishing cottage and cream cheese containers, butter cartons and folders contrasting the clean and the careless dairies. This led to a simple discussion of milking by hand and by machinery, of cleanliness of barns, of the use of the separator, of cream- eries, and of bottling milk for delivery. In addition to milk, butter, cream and cheese as pro- ducts obtained from the cow, several children mentioned leather from the fact that their parents are employed in a tannery. It was a great surprise to all of the children, how- ever, to learn that some kinds of buttons are made from cows' horns. The study of the cow was concluded by noting the distinction between "beef " and "veal." The sheep, the pig. the horse, and the hen were studied in a similar manner. The interest became so intense that 74 "Projects" the children constructed a play farm, the hoys building the barn. Contributions for the farm were numerous and varied, including artificial grass for meadows and a piece of glass for a pond. On a table near the toy farm, we arranged an exhibition of articles derived from farm animals; such as, horn buttons, leather gloves, wool mittens, etc. We also made booklets, showing farm animals, their food, and useful products obtained from them. The topic of farm animals provides a motive for many phases of school work, as indi- cated by the following brief analysis; READING: Second Reader, Baldwin and Bender. " Work-a-Day Doings on the Farm" — E. Scrl. Cyrs Graded Art Readers — Book 2. Elson's Primary Reader. Beacon Introductory Seconi.1 Reader. Beacon Second Reader. Library Books. LANGUAGE: Gonxersation about animals. Dramatization of "The Pig Brother." Finger Plays. Memorization of poems. MANUAL J RAINING: Construction of the follow ing: barn, fence, pig s trough, chicken coop, and churn. Making of booklets. DRAWINC;: Representation of a barn. Pose drawing of a girl churning. PICTLIRI- SrUD^': " Ihc Nurscr\." "Just Out." 75 Milwaukee Public Schools "The Two Mothers." 'Milking Time." "O.xcn i-'low ing." ■'I'he N'lorning Greeting." 'The lind of the Journey." ■jhc RclLirn to the Barnyard." HOW FOOD IS OBTAINED FRIDA KRILLGER, Second Grade "A" and Third Grade "B," Second Avenue School It was the harvest season, affording abundant oppor- cunities to study how food is obtained. The class consisted of forty-seven- pupils, thirty-six being enrolled in the second grade and eleven in the third grade. The regular class teacher had been absent until the first of October. On her return she questioned the class as to what had been going on in the school during her absence. Among other things there had been a garden exhibit, which was selected as a starting point. Some of the children had brought vegetables from their gardens, and others had bought vegetables for home use at the green market. The teacher asked whether all knew about the market, and, upon learning that most of the class had never visited a market, she invited the pupils to accompany her after school. The invitation was eagerly accepted, and the consent of their parents was obtained. At the market the class bought vegetables which served as models for drawing and painting lessons. Things not raised in their own gardens had been brought to the market from the farms. Some of the children had no idea of a farm, but those who had seen one were most enthusiastic in telling about it. What could be done to help others to see a farm? There was a little hesitation and discussion. However, one boy who had often told about his grand- father's farm, and who had recently helped to fill the silo, offered a solution. His invitation to visit the farm was so urgent and enthusiastic that it was decided to let him ask his parents for permission to invite the class. The children were assured that they were more than welcome. They 76 '^Projects" were to take the street car and to walk a mile besides. Pro- vision was to be made for riding for those who could not walk that distance. After making these plans, it was necessary to write a letter to the principal asking consent to go because the visit would require the whole afternoon. This request was granted, and excitement ran high. The fare was to be five cents round trip and an e.xtra zone fare each way. This afforded excellent number lessons. The discovery on the street car that the zone fare for children was one cent in- stead of two, gave opportunity for more number lessons and handling of money. On the appointed day, the trip was taken. Nexer did a class of children have such a welcome. The farm was theirs — house and barn, yard and orchard, vegetable garden and wagon sheds. There were beautiful Holstein cows, pigs, horses, heifers, a young calf, and chickens. There were corn stalks fourteen feet high. But best of all, there were three ponies. Lauren, the young host, and his mother hitched the ponies to the pony cart, and, in fours and fives, all the forty-seven little savages had a ride down the road. Lauren, though only eight years of age, did all the driving. He further entertained his young friends by doing circus tricks on the back of the third pony. So successful w as his performance that the chiklrcn were conxiiIscLl w ith laughter. After about an hour of this general amusement and excitement, everyone was invited to the front yard. Mere was a table with tempting refreshments consisting of san».l- wiches, cookies, and lemonade. Mother and grandmother served the good things as the children passed around the table. This was F-*aradise, indeed! Next to the ponies, the cows were of most interest, giving the children the thought that the milk they drank in the city might really come from those \ery cows or the butter they ate might be made of the cream from their milk. All the children were taken back to the street car in numerous trips by ponies and by automobile. Cxjlorei.! oak leaves were brought to school ior «.!ecora- tion and for painting. Two letters of thanks were written by the class, one to Lauren's mother, and one to the grand- 77 Milivaukee Public Schools parents. These letters were sent by mail, thereby connect- ing school life with real life. One morning during the music period the children sang "Milk Maids' Morning Song," which they had always liked on account of its marked rhythm. Suddenly their eyes began to sparkle, for the song had acquired a new mean- ing. Some of the children had observed the process of butter making and they keenly appreciated the meaning of the closing refrain: "Making butter's the best of fun, Churning, Churning: Oh! We're sorry when summer's done, Mary, MolHe and I." For the benefit of the pupils who had never seen how- butter is made, it was proposed to make butter in school. After some discussion it was decided to let every child try to earn some money to purchase the cream. No one was to give more than three cents, so all would have a chance. The contribution of one boy who had asked his mother for two cents without working for it was refused point blank. On the second or third day another boy asked what was to be done with the butter after it was made. That was a new question. Suggestions were that each might take home a piece: that it should be given to the teacher; that each might bring a slice of bread to school, and so on. It was finally decided to earn a little more money to buy a few pounds of crackers to eat with the butter. That, of course, meant a little party, requiring a written request to the principal for permission to have it, and also an invitation for her to be present. The request was granted and the invitation accepted. Cream was bought and butter made in a glass jar, the children taking turns in churning. After the arrangements were completed, the party took place and everybody had an enjoyable time. While working on their project, the children discovered in their Second Reader a lesson, "How Lucy Makes But- ter," and a poem "My Pony. " In a supplementary reader they found a poem entitled "Milking Time," which was very appropriate. The story of Robinson Crusoe, w ho had neither farm nor grain, nor cows nor horses, was read in the 78 " Projects Second Reader with sympathetic interest. In the Third Reader, the difficulties of the Pilgrims were more keenly appreciated. In addition to affording natural opportunities for in- struction in arithmetic, spelling, writing and language, the project furnished a basis for manual training. H\ery child made a booklet containing draw ings and cut-outs of \ege- tables, fruits, animals and farm machinery. The booklets were taken home at the close of the term and undoubtedly served to arouse the interest of the parents in other features of school work. BIRDS VIOLA EIFLER, Sf.cond GR,\in-:, \\ ai.kf.r Street School This project was suggested by the story of "The kittle Robin," page 14 of the Baldwin and Bender Second Reader. After reading the lesson, we spoke about the habits of the robin, of its value to the farmer, of its song, and of its nest building. We secured a stuffed specimen from the Public Museum and a nest from the kindergarten. I told the children the Indian legend of "The Origin of the Robin, " found in "Our Birds and their Nestlings," and also the legend of "How the Robins Breast E^ecame Red." The children learned the poem, "The Naughty Little Robin," by Phoebe Car\-. They told about many other kinds of birds, which wc studied from stuffed specimens, from Perry pictures of birds, or from an Audubon chart. Each day we identified a stuffed specimen. The children looked for its picture and tried to read the name if they did not know it. One day a little boy told about another boy who had killed a robin. This led to a discussion of why it is wrong to kill biixls, W c spoke about the usefulness of birds to the farmer in destroying harmful insects, thereby protecting plants which furnish us with food. I told the story of Longfellow's "Birds of Killingworth." and wc agreed to care for our feathered friench. Among the enemies of birds. cats were mentioned. The children related how cats had tried to catch their pet canaries. One little boy brought 79 Milwaukee Public Schools his canarybird to school, which greatly added to the in- terest. The importance of feeding the bird, giving it water, and keeping its cage clean was emphasized by caring for the living specimen. The study of the lark was introdiiceLl by means of a reading lesson entitled "The Lark and the Child," p. 54, Second Reader, Baldwin and Bender. The children drama- tized a similar story called "The Lark's Nest," which teaches the importance of self-reliance. The following is the dramatization: ^'oung Larks: Old Lark: Farmer: ^'oung Larks: Old Lark: First Day Peep, peep, peep! I must fly away to get food. Be good birdies and tell me all that you hear while I am gone. This grain is nearly ripe. I must get my neighbors to help me cut it. Oh, mother, mother! Farmer Brown says he must get his neighbors to help him cut his grain. He will cut our heacis off! Never fear, my children. We are carefully hidden away. His neighbors are too busy. Second Day Young Larks: Peep, peep, peep! Old Lark: Be sure to tell me all that you hear while I am gone. Farmer: This grain is getting very tall. I must get my cousins to help me cut it. ^'oung Larks: Oh, mother, mother! Farmer Brown says he must get his cousins to help him cut his grain. Old Lark: Never fear, my children. We are safely hidden away. His cousins are too busy. Third Day ^'oung Larks: Peep, peep, peep! Old Lark: Be sure to tell me all that \ou hear while I am gone. 80 "Projects" Farmer: This grain is ripe. I must sharpen my scythe to cut the grain myself tomorrow. Old l,ark- Now, children, we must be off, for the grain will surely be cut. Fly with me to the meadow. The story of '"The King of Birds" in the Beacon Introductory Second Reader furnished additional reading material upon the subject of birds. In connection with the lesson, we made bird houses of bogus paper and mounted them on standards. As this was the fall of the year, the birds w ere fast dis- appearing, and we watched for flocks of blackbirds and swallows. On account of the cold weather in our climate, the birds cannot get sufficient food, so they migrate to the South for the winter. Soon there were no birds left except the chickadee and the sparrow. We read the story of "The Snowbird," p. 77 in our reading book. This led to an explanation of how birds keep warm. At Christmas time we read the story of "The Christmas Bird." We planned to make a pleasant Christm.as for the birds by hanging out pieces of suet and by providing an extra large meal for them. After Christmas there were many herring gulls Hying around our school, so we had an excellent opportunity to observe them. The main point learned was the importance of gulls as scavengers. With the coming of the first robin in spring, a great deal of interest was aroused. Wc began a bird calendar, keeping a record of the date of the appearance of the differ- ent kinds of birds. We read "The Birds Nest." p. 124, in our regular reading book. The children learned the story of "The Robins Nest," in "Short Stories for Little I'olks." by Catherine T. Brycc. Interest was added by comparison of the nest of an oriole, a humming bird, and a sparrow. We spoke about the care of young birds; of the hard work of the parent birds to feed the little birds. In this con- nection, I read to the class, the story of "Saving the Bir*.ls." by James Bakiwin. While studying the woodpecker, we learned the story of "The Selfish Old Woman," who was turned into a wood- pecker. In connection with the bluebird, we learned the 81 Milivaukt'c Public Schools story of "The I'airy I lappincss," in "Nature Myths," by Margaret \V. Metcalf. We made real bluebird houses at the request of the children who brought all the materials and the tools. The houses were crude, but the children were proud of them. We also made a bird chart. The children collected pictures from tablet covers and from baking soda packages. In addition we made bird booklets. Each child was sup- plied with a bird picture from a Dennison bird runner. The children drew pictures of birds and wrote a little story about each. For example: I am a robin. My head is gray. My back and wings are gray. My breast is red. I eat many \\orms. Occasionally, when we had a few spare moments, we played a bird game. Some bird pictures were placed upon the blackboard ledge. All the children except one closed their eyes. This child removed one picture. The child who named the picture was privileged to remove the next picture. After the pictures were removed, they were re- placed by an identification test. For instance, the leader would say, "Jack, get the robin," or "Mary, bring the bluebird." The study of birds proved to be a great incentive to reading. Many books containing bird stories were secured from the public library. W'hen the children had completed their prescribed work, they were allowed to select books from our library table. The following reference books were helpful: General: "Our Birds and Their Nestlings," by Margaret Coul- son Walker. "Bird World," by j. H. Stickney. "Birdies," by Ida L. Elson. "First Book of Birdies," by 01i\-e Thorne Miller. 82 " Proiect.s" Stories: "Nature Myths," h\- Margaret W. Metealf. "Elson First Reader." " Liasy Road to Reading, " Book I. "Beacon First Reader." "Beacon Introi^luctory Second Reader." "Our Birds and Ihcir Nestlings," by Margaret Coul- son W alker. "Fifty Famous People/' by James Baldwin. "Short Stories for Little F-^olks," by Catherine T. Br\cc. AN INDIAN VILLAGE IRENE GALLAGHER, Second Grade, Cl.arki-: Stki:i:t School We aimed to make this project a center with which a number of the subjects in the school curriculum could be correlated. The following materials were tised: a sandtablc. clay, small sticks, string, empty spools, small dollars, brightly colored cloth, manila paper, crayons, small mirrors, small toy dogs, canoes, and tents. The sandtablc consisted of a large woollen bo,\, paril\- filled with sand. The bo.\, which just fitted the top of a kindergarten table, was made by a pupils father. The foundation for our \illage was the sandtablc. W'c mouldcLl canoes, firci^Iaces, and animal am.! Indian figures out of cla\ . The (ireplaces were made ol I wo poles of clay across which a twig was placed, j-rom this twig a clay kettle was suspended by means of string. Under the kettle, small sticks were laid, ready for the fire. Fmpty spools made good foLindations for the poles which we could not make to standi alone. Bows and arrows and fish lines were also made of ihe sticks and strings. An Indian chief was do- nated b\ one of I he children and the squaws were repre- sented in iheir Indian blankets by dressing the little girls" dolls in brightly colored pieces of cloth. Canoes and tents were consirLicted from manila paper. On the tents, the ehillren drew brightly colored pictures of the moon, sun. 83 Milwaukee Public Schools stars and animals. Mirrors were used for the lakes and ponds. The toy dogs, canoes, and tents were used as models in the construction of these articles from clay and paper. L.anguage, reading, arithmetic, drawing, and con- struction were the subjects correlated in this project. For language we learned poems about the Indians and their habits; we gathered pictures and used them for picture study. We also dramatized stories which were either told by the teacher or read by the class. For reading, we read several books and Indian stories, some of which are listed below : "Hiawatha," "The Horace Mann Readers," pp. 88-97. "An Honest Indian," "The Horace Mann Readers," pp. 33-35. "An Indian Story," "The Beacon Second Reader," James Fassett, pp. 102-111. "Indian Baskets," "Around the World," Stella Carroll and Clarence P". Carroll, pp. 103-104. "Stories of the Red Children," "Dorothy Brooks," and "Yaba," "Little Folks of Many Lands," by Maude Chance, pp. 7-2 1 . In arithmetic, the well-known Mother Goose rhyme, "Ten Little Indians," was a helpful device in teaching sub- traction. For drawing, we drew pictures of Indian life, using the ideas which we had derived from our Indian poems and stories. For construction, we made the canoes, and tents of paper; the fireplaces, people, and animals, of clay; the bows and arrows and fish lines, of twigs and string; and the Indian blankets for the squaws, of cloth which the children brought from home. "Hiawatha," is the poem the children studied in- tensively. It is found in "The Children's First Book of Poetry," pages 161-165; "Poems My Children Lo\"e Best of All," by Clifton Johnson, pages 104-105, and in many other books. The titles of some of the pictures used in picture study are: "Wichita Papoose," "Chief Wolf Robe Cheyenne," "Broken-arm Sioux," " InLlian Warfare," "Indian Chil- dren," "The Pipe of Peace," "In a Canoe," "Eagle breather and Papoose-Siou.x," "Evening on the Water," "The Big- 84 Projects Sea Water," "Papoose in its Cradle," "Weapons," "An Indian Basket Exhibit," and several smaller pictures about Hiawatha, which had no titles. Besides these the children brought many pictures which they cut from old books. ROBINSON CRUSOE KATE C. McC'.ABE, Si;cond Gradf, Eiciitii Si iuu-.t School The story of Robinson Crusoe, which is told very bricdy in one of the prescribed reading lessons for the Second Grade, proved to be so interesting to the pupils that they were eager to know more about the adventures of this sailor. In order to have the children comprehend the problems which confronted Robinson Crusoe, the teacher decided to let the children construct a miniature island on a sandtable. I'ortunatcly a sandtable was secured, and, in a \cry short time, it was filled with a good mi.xture of garden soil and sand, brought by the children. With some suggestions from the teacher, the conformation of the island was effected. Some masses of broken cement, found in the neighborhood, served as a foundation for the "high places ' on the island, and pieces of win^low glass, placed ox'cr clean sand, repre- sented the sea. White sand, some snail shells, and a few pebbles from the beach at Lake Michigan, made a very realistic l^'Cach. The chiklren then scattered grass seed ON cr the surface of the island and covcreci it lightly with earth. ThcN' then put twigs of lilac and willow into the ground to represent trees. The grounv.1 was thoroughly sprinkUxl; the table was placed where the sun would shine upon it, aixl, in a few days, the island was bright green. i)ni: afternoon, as the children were gathered about the island, their teacher said, "Let us play that there will be a great storm at sea tonight and, ma\be, Robinson (jusoe will be here tomorrow mc^-ning, resting on the beach, after his struggle in the water. " This suggestion was enthusi- astically received, and, when upon the opening of school next morning, a little figure in a blue sailor suit was foun*.! on the shore, there was great joy. The children in\iied their brothers and sisters to sec Robinson C-rusoc on his 85 Miiiraukee Public Schools islatxi. Many oT th<-' c)lJcr children became so interested that they made daily visits to observe progress, and they considered it a privilege to be permitted to add something of interest to the landscape. Robinson Crusoe was made to walk about the shore and to climb a hill. Before the close of school in the after- noon, he was placed in the branches of a tree where he slept during the night. When he awoke, he saw the waves were still and that the broken ship (represented by a little pile of pine splinters) was not far off. To reach the ship, a raft was necessary. The problem was solved by a little boy who constructed a raft by using the cover of a chalk box. Robinson Crusoe made several trips on his raft to the wrecked ship, bringing a number of things — boxes, tools, canvas, a small dog, two cats, books, a hammock, and a bag of gold. The children showed much ingenuity in making many of these objects. The boys whittled several small guns, a hatchet, and a spade, and some little girls made a tent of canvas. In the construction of the stockade, small bark-covered twigs were pointed and were pressed closely together into the ground. The wall around the tent was built as a further means of protection. This, however, made necessary the construction of a ladder. After several unsuccessful efTorts, a neat ladder was finally made by one of the boys. At the suggestion of the children, a spring was made by pressing into the soft ground a small ink-well filled with water. Small scraps of fur, donated by the children, rep- resented the skins of animals. A small enclosure, made of tiny twigs, confined several little white goats. Barley was planted and clay dishes were made. Crusoe's calendar consisted of a small post bearing notches to record the days. Crusoe's sailor suit was replaced by one of fur. (As the children were not able to make this suit, it was presented by the teacher.) The story was worked out chapter by chapter. The trip to the other side of the island was made. The chil- dren prepared a great surprise for Robinson Crusoe by loading the trees and vines with fruit and making a sort of Jungle with a few wild animals hiding in the tall grass. Crusoe finds the fruit and a parrot. He needs baskets for his fruit and baskets of the proper size are secured. He becomes frightened by the appearance of a footprint in 86 "Projects" the sand. Friday comes to the island and becomes Crusoe's companion and servant. At length a merchant ship ap- pears at sea. The captain comes to shore and is enter- tained by Robinson Crusoe. Upon the invitation of the captain, Robinson Crusoe, Friday, and the parrot accom- pany him to England. (The merchant ship was the gift of a boy of the Eighth Grade, who made a sailboat of the proper proportions.) After his many adventures, Robinson Crusoe finds great happiness in returning to his old home. The following analysis of the project indicates its motixation of the course of studv: Reading: A. Supplementar\- books: "Robinson Crusoe, " bv Cowles — Flanagan & Co. "Robinson Crusoe for Boys and Girls,"' by Lida B. McMurry — Public School Pub- lishing Co. B. Periodicals: "Crusoe's Islet to be Health Resort,"' — (Sunday Sentinel. .-Xpril 10.) Spelling — Words properly used in the context raft, stockade, etc. Geography: A. Field trips: 1. Visit to the beach. 2. Visit to Washington Park "Zoo." B. Developed by the story: 1 . Meaning of geographical terms island, climate, spring, etc. 2. Use of a map — location of Crusoe's island, l:nglani.l. etc. IV. Language: A. Increasing Nocabulary .S7 Milwaukee Public Schools B. Replying to questions. C. Reproducing portions of the narrative. D. AlTorJing opportunity for natural oral expression in the making of plans. V. Arithmetic: Use of Crusoe s calendar: 7 days make a week. 52 weeks make a year. THE CIRCUS, No. I FLORENCE CAVANEY, Second Grade, Clarke Street School The circus was chosen as a project because of its interest to children and its adaptability to the school curriculum. Both country and city children are familiar with the circus. Every child enjoys the animals, the bands, and the clowns. The study of the circus is especially valuable in teach- ing reading and language because there are many interest- ing animal stories. The "Circus Reader" formed a basis for the reading work. The children knew the names of the animals and so they needed to learn only their printed forms. In addition to the "Circus Reader," we read the story of the circus in the "Wide-Awake Readers," and short stories from other supplementary readers. In construction, the first step was the collecting of materials. The children brought all sorts of toy animals (iron, wooden, paper, and celluloid) which the>' could find at home. They also collected animal pictures from maga- zines and old picture books. Then they brought colored yarn and boxes of different sizes for the circus wagons. We began our construction work by making paper elephants, because the elephant seemed to be the most popular animal. The children made the elephants of gray paper by using patterns. After cutting the outline, the children used black crayon to make the eyes and the ears. "Projects" The same method was used in constructing the rest of the animals (bears, tigers, camels, zebras, giraffes, mon- keys, donkeys, and horses), with the exception that maniia paper was used. This required the children to use crayons to color the entire animal. We also used sets of jointed animals as patterns. After cutting the outline, the chil- dren put the parts together by means of wire shanks. In making the clowns, the children had a choice of three patterns. They showed their taste for bright colors by using the brightest colors that they could find. After the animals and the clowns were completed, the children began the construction of the wagons, made of shoe boxes with the bottoms removed. The boxes were colored with red, yellow, and orange paper, two or three colors being used on each wagon. The little girls then strung the boxes from top to bottom with \arn to represent the bars of the cages. Meanwhile, the little boys were busy, making wheels for the wagons. The wheels were made of card- board, covered with colored paper. Besides the animal cages, the children made a larger wagon for the band and a chariot for one of the clowns. One little girl suggested that we have some ladies riding horseback as she had seen in the parades. So she brought two celluloid dolls which she dressed in red crepe paper costumes ani.1 mounted the ladies on horses. Another child suggested plumes for the horses" heads, so plumes were made of red and >ellow tissue paper. Then the parade was assembled. The wheels were put on the wagons by means of colored slats, the animals were put into their wagons, to which horses were attached by using colored slats. P'our horses were attached to the band wagon, and a donkey to the chief clowns chariot. Numerous clowns of less importance rode donkeys. The chiklren arranged the entire grand parade and were so delighted with it that they were eager to have others sec it. In addition to the construction work, the study of the circus embraced the singing of the "Clown Songs," and songs about animals. The children also enjoyed a singing game called the "Circus." The study of the circus gave zest to the language work. Besides the informal oral work and the reproduction of animal stories, the language les- sons included useful geographical information The study of the camel is here cited as an illustration: 89 Milwaukee Public Schools The Camel There are two kinds of camels, some having two humps, others having only one. The camel, which is known as the "Ship of the Desert," is a very ugly-looking animal. It is, however, very useful. Without it, the Arabs would not be able to cross the desert. Its wide, clumsy feet, do not sink into the sand, and the thick soles protect the feet from the burning heat. Its eyes are provided with long lashes which protect them from the sun's rays. The camel can also close its nostrils at will, when the sharp sand is blown by the wind. The camel can live on very little food because its hump is a storehouse of fat from which its body is supplied when it crosses the desert. The stomach of the camel is also so formed that it can carry enough water to last a week. Sometimes, when the water of a caravan gives out, some of the camels are killed to get the water supply. The camel lives thirty or forty years. In the beginning of the summer, the long woolly hair of the camel becomes loose, and it is easily pulled away from the skin. From these hairs, the Arab weaves several kinds of cloth, some of which he uses for clothing. As further preparation for the study of geography, the circus animals were classified according to the temper- ature belts of the countries in w hich they live. The circus project proved to be both enjoyable and instructive. THE CIRCUS, No. 2 MINNIE L. SUCKOW, S[;c.ond Grade, H.\rtford .Avenue SCHCIOL The idea of the circus started when the song "The Clown" (Progressive Series, Book I, page 30) was taught. While the song does not mention a circus, the clown, being associated with one, suggested the idea. The thought of 90 ^^ Projects" the song was so obvious that no discussion was necessary to explain its meaning. The day after the song was intro- duced, a child brought a toy clown and a circus animal, and, without saying a word, placed them upon the teacher's table. No comment was made by the teacher. Another child brought a few circus animals which were added to the first contribution. This stimulated great interest and soon many of the children asked if they might bring their animals and clowns. By degrees, a very fine, complete, and varied circus was collected, even to a toy stage and tent with trapeze performers which covered the teachers long table and a smaller one. l^ach day the children arranged their respective toys with the aid of assistants from the class. Thus nearly every child had an opportimity to express his idea of a circus. The lesson, "The Animal Show," page 130 of the Bald- win an^l Bender Second Reader, was read with keen interest .uul a great ^ieal of expression because of the close associa- tion with the toy circus. The children brought books about animals and the circus. Those simple enough for the chiklrcn to read by themselves were placed at the back of the room where they could be freely used after the as- signed seat work had been completed. "Tum Tum. the jolly lilephant," and "Squinty, the Comical Pig." were reacl to the class by the teacher and the best rea*.lers in the class. In the language period an oppoilunity was gi\en each chiki to tell his experience with the real circus. 1 his brought forth spontaneous expression, as all talk fluently on a subject of such universal interest as a circus. 1 he following guessing game was also played : A child w as chosen to imitate the actions of an animal and the language or cry if possible. The successful guesser took his turn at repre- senting an animal. This game proved of never-failing interest. The desire to know the names of all the animals was expressed and the teacher placc^l them upon the blackboarLl. a lew at a time, as they were spelled by the chiklren with no aid from the teacher. Sometimes days passed before the correct spelling of one of the harder names was given. The children huntCLJ for the names in books, asked their par- ents how to spell them, and, in some instances, they could tell the spelling by the sount.1. The chiklren compiled the Milwaukee Public Schools following list, which incluJes some animals not commonly associated with a circus: i3ear, goat, lion, dog, elephant, tiger, donkey, horse, duck, seal, camel, monkey, pig, cow, deer, giraffe, kid, sheep, zebra, cat, pony, polar bear, mule, frog, buffalo, hippopotamus, rabbit, walrus, owl, mouse, hen, fox, wolf, rat and squirrel. Animals were painted in silhouette, cut from black- coated paper and mounted. Ihey were also drawn with colored crayon. Clay modelling was then attempted. The first lesson resulted in only two specimens which re- THE CIRCUS Second Grade — Hartford Avenue School semblcd real animals and were worth prcser\ing. Each lesson showed decided progress and yielded an increasing number of good reproductions until finally each child had made a model that \\as easily recognized. Some of the results were exceptionally good and showed that a few of the >"Outhful modellers possessed real talent. The carts for the parade were of two sizes. The smaller was made of match boxes while the larger was de- veloped as a class exercise from bogus paper. While the basic idea was the same, the development was original 92 '^ Projects" and no two carts, when finished, were just alike. Milk bottle tops were used for wheels. The band wagon was community work. That was made out of a shoe bo.\ with the cover raised high on sticks at the four corners. The children cut figures representing the players with the various instruments and colored them red with black trimmings, the band uniform. The last seat was occupied by the drummers with their traps. The other two seats were filled with the players of the brass instruments and a dapper director, waving his baton, stood in front. The LJrixcrs for the carts were also cut from bogus paper an^l colored red and black. The harnessing of the clay horses to the carts was very original. Each child had his own idea of how it should be done and the expression represented all stages from the most simple to very elaborate. Spectators, all sizes and descriptions, were cut for the parade from bogus paper and colored. Here again, origi- nality was displayed in devices for making the paper people stand and also in the color scheme of the costuming. The circus parade was arranged on tables placed close to each other and against the wall. The spectators, several rows Llcep, lined the wall. The carts with animals inside, were placed according to size, the smallest in front and ihe largest, the band wagon, bringing up the rear. '1 he elephants, camels, and some other animals, walke^l beside the cages as is usually the case in a real circus. Unlagging interest was maintained throughout the elevelopment of the circus. Possibilities of continuing the project indefinitely along different avenues presentev.1 thenv selves, but the school year drew to a close and consequently the ideas were not followed out. The greatest gain for I he class was the opportLmiiN for original expression and the natural unfolding of ideas. There was nothing cut anel Llric^l or forced about it, but spontaneit\' of thought or of action was allowxxi full plav. 93 Miiivaukee Public Schools A SANDTABLE DESERT J.\ ILSi'.l IRICH, Third GRAor-: "A," Fourteenth Street Sciiof)L Stories of the desert seem to possess a weird fascination for many children. While studying about the wonders of the vast sand areas called deserts, one of the boys suggested making a desert on a sandtable. As our room was not supplied with a sandtable, we decided to use a suit box as a substitute. The necessary sand was readily furnished by the chil- dren. Then followed donations of toy camels and tiny Arab dolls which had been purchased from a "Five and Ten Cent Store." The problem of dressing the dolls was under- taken by the girls, who worked very hard making white and colored robes and tiny turbans. In order to indicate an oasis, it become necessary to provide palm trees. What could we use for the long slender trunks^ The answer was lollipop and tinker toy sticks. Wound with dark green crepe paper and terminating in a feathery head of paper leaves, the palms were quite realistic. In the construction of a tent, the lollipop sticks again proved to be of service, and a piece of brown crash made a fine camels hair cover. Little utensils were modeled from clay and tiny paper baskets were also constructed. A little mirror produced the illusion of spring water. A number of tiny pictures of camels cut out and pasted on the horizon repre- sented a caravan crossing the desert. Judging from the pride which the class took in their miniature desert, the project was a great success. THE MODEL STORE LIND.\ H.ANSEN, Third Gr.-\de, Scott Street School The equipment for the store is supplied, free of charge, to any school, by the publishers of Educational Founda- tions (an educational journal). A request for the equip- ment should be addressed as follows: 94 "Projects" Educational Foundations, Model Store-Keeping Department, Chapin & O'Donnell, Organizers, 33 East 27th St., New York. The equipment consists of real branded boxes, cans, etc., which, because of their close relation to each child's experience, create immediate interest. How the children do love to buy Jiffy Jell, chocolate bars or m.olasses and soda for the gingerbread which they greatly relish! Toy money is also provided, and a manual giving type lessons for all grades accompanies the equipment. The model store can be used to greatest adxantage by keeping it in a place accessible to all classes. For this reason, we chose a corridor which was not used as a passage way. This location also enabled us to avoid violations of the fire ordinance relative to obstructions in corridors. The fixtures, consisting of shelves and a counter, were made by the woodworking class of the manual training depart- ment. Long, narrow shelves are desirable. A depth of six inches provides enough space for the largest articles in stock, and a length of twenty feet gi\es ample room for conxenicnt and pleasing arrangement of material. It also allows space for more than one clerk and one bu\cr to conduct business at the same time. The counter is ex- tended from the shelves and is fastened by hinges, so that w hen it is not in use, it can be lowered and hooked back to the wall. The legs of the counter, also, are fastened with hinges, and fold up against the lower side of the counter, so that when the counter is lowered and hooked back, the supports are not visible. 1 he model store proxides purposeful ucti\it\' lor most branches constituting the school program of the third year class. Its most obvious use is in the teaching of arithmetic, but its value in teaching construction, language, spelling, writing, reading, geography, drawing, and citizenship, soon l^ccomes apparent. In arithmetic, addition is made con- crete by having the pupils find the total cost of their pur- chase without handling the money. In beginning the multiplication tables, the stock illustrated the product of two numbers; for instance, in determining how many single cans arc equal to six groups of four cans each. An- other means of ilkistrating the product consisted in sending 05 Milwaukee Public Schools six children to the store, each child purchasing four articles. Practice in addition was afforded by finding the total amount of the purchases. In relating their purchases, the chiklren unconsciously state a simple problem, bor example: "I bought some gum. It was five cents per package, and, as I bought four packages, I paid four times as much, or twenty cents." One day, I expressed a desire to have all the games in the model store. The children purchased them and presented them to me. We then tied the games in bundles of three, and found how many threes could be made from a given number. Exercises in dividing the games among the children illustrated the process of uneven, or inexact, division. A need arose for knowledge of denominate numbers. Some children wished to purchase milk by the quart or by the pint. The use of ^ and >^ was required in purchasing less than a dozen of eggs. The children became interested in weights and noticed the scales in stores. They discov- ered that the scale registered weight less than a pound, and the subject of ounces was introduced. The children became familiar with the new term by reading the net weight marked on cans and packages. In using toy money to pay for purchases, the children soon saw the necessity as buyers of being able to find the amount of the bill in order to receive the correct change. The pupils who could make change rapidly and accurately were selected as storekeepers. When the amount of the purchase was too large to be calculated mentally, the neces- sity for written work was evident. With increase in busi- ness, a cashier and a bookkeeper were chosen, and accounts were checked at the close of the clay. The proper transac- tion of business necessitated a thorough knowledge of United States currency. After operating our model store, I chose similar problems from a book to determine whether any power had been gained through the concrete work. The results were, indeed, gratifying. The toy mone\- which forms a part of the equipment is printed upon sheets of cardboard, and must be cut out before it can be used, and the necessity for labor in obtain- ing real money was discussed. The cartons, also, required some labor, as they needed to be folded and pasted before 96 " Projects" ihey were ready for use. Some of the children wished to make similar boxes. In order to carry out their project, they realized the necessity of using rulers. We estimated the size of various containers, and then tested the accuracy of our estimates. In addition to the work in arithmetic, the model store save much opportunity for self-e.xpression in English. Realizing that a courteous merchant secures greater patron- age, the embryo merchants cultivated the habit of greeting their customers in a pleasant manner. When business was not too pressing, they also discussed questions of current interest in imitation of adults. A motive for w rittcn work was pro\ided in acknow ledging the receipt of new stock. An incentive to wider reading was furnished in dis- cussing the qualifications of a good salesman. He must know the source of the material and why his goods are superior. In this connection the children read interesting articles on the story of gum for group reading. A model store requires attention to neatness and clean- liness. By keeping the store in proper condition, the children acquired habits of order and cleanliness, f-rom an educational point of view, the operation of the model store pro\ed to be an enjoyable as well as a profitable means of instruction. THE STORY OF WHEAT .AGNES KI'I.1.1;Y, Sixxind Grade "A" and Iiiikd Gradf: "B. Walker Street School Geography in the Third Grade means little to the aver- age child if taken up in the usual way. It does not interest him nor appeal to him unless he finds in it something that he can correlate with his dail>' experience. He will learn that he lives in the North Temperate Zone and that wheat is one of the principal products of this rone. This docs not really mean much to him until he can apply this know I- edge to some actual experience of his own The average city chiki may know that bread is made from wheat. Some children ina\ ha\c sccti wheat grains used as chicken feed at home, but 1 doubt if \cry many know how wheat is 07 Miliraiikec Public Schools planted, harvested or threshed. This is especially true of children in the foreign districts who spend their vacations on the city streets, with no opportunity to go to the country. For this reason I decided to take "The Story of Wheat," develop it from the planting of the seeds to the actual baking of a loaf of bread. We di\ided our project into four parts: 1. Planting, which comprised: a. Plowing. b. Harrowing or dragging. c. Seeding. d. Rolling. 2. Harvesting, which comprised: a. Reaping. b. Threshing. 3. Milling, which comprised: a. Grinding. b. Sifting. 4. Baking. The first part was not difficult to develop in a simple way. One of the boys brought a large wooden box from home. Another had a coaster and said that if some of the boys would help him, he would bring the soil. E\eryone wanted to help, so three or four boys went with him and we soon had more soil than we needed. One of the little girls said she knew a man who kept a feed store and was sure she could bring somiC wheat. Others who had chickens brought a little, too. In this way we obtained our seeds. We wet the ground and let it dry thoroughly till it was hard. The children knew that spring is the best time to plant the seeds, although we spoke of winter wheat as well. By questioning, it became clear that after the cold winter, the ground is not ready to recei\e the seeds. Then the plow- was introduced. The reasons given by the children for the use of the plow were: first, to cut up the ground and make it soft, and second, to turn under the dry grass. When we had discussed the farmer's method of pre- paring his ground, we tried to follow the same plan in our 98 "Projects" "miniature field." We could not use a plow, so we took an old knife. While it did not make the furrows as a plow- really does, still it answered the purpose. Se\eral of the children cut up the ground in rows, while the others w atche^l. The ground was rough, and there were several large lumps. It took very little suggestion from me to bring out the fact that these lumps should be broken and the surface made even. This they did with a small rake w hich someone had brought from home. Our ground was now ready for the seeds. We made rows with a ruler and each child in the room planted a few- grains of the wheat. We talked of the \'ery large fields a farmer has, and the children of their own accord decided it would be to his advantage to use machines for all these processes. At this time a boy from Montana entered the class. He had lived on a large farm and was familiar with the different machines. He told the children just how his father had done the same things they had done, only he had used machines. He told the name of each machine, how it looked, and how it worked. Because his story related his own experience it impressed his listeners. I encouraged the children to find pictures of the differ- ent machines in magazines and catalogues and it was sur- prising how- many really good pictures they found. Some of the children could not get any pictures, because, being foreigners, and of the poorer class, there were no magazines in the home. The other children, w ho were more fortunate, gladly supplied them. We planted our seeds on Thursda\ . We ha\e a west room where there is plenty of sun and by keeping our '" w heat dckl"' near the heat, our wheat had appeared above the ground when we came on Monday morning. The children were very enthusiastic and carefully watched its progress each da\-. rhc\- cxen took a ruler and mcasure^l it Ircmi time to time. liach child wrote a xery short story, three or four sen- tences in some cases, about planting the wheat, and used the pictures they had to illustrate it. (^f course, our wheat is not rcuLk to harvest, but we are talking about the farmer s mcthoi.1 of har\-esting - how- he uses a binder. which cuts the grain and binds it at the same time: how he sets four or fi\e bunLJles together to make a shock, and Milwaukee Public Schools finally', how he threshes it. Again the children searched for pictures of binders and threshing machines which they used to illustrate the second chapter of their story. If our wheat ripens we shall harxest it as well as we can. We shall cut it and tie it into bundles, standing them up in shocks and finally threshing it by the old flail method if no better way suggests itself. Then by using an old coffee mill or a food chopper, we shall grind it into flour, very coarse at first and gradually finer. Then we shall sift it and it will be ready for use. We are going to try to make a loaf of bread and bake it. The children love to take part in any activity. As we are not trying to obtain perfect results, I shall let the pupils do the actual mixing and measuring with just a suggestion when it is needed. Then the most enjoyable part of all — the eating. What child does not take pleasure in eating what he has made himself, regardless of the degree of excellence. True, each child will receive only a small portion, but the pleasure he will derive cannot be measured by the size of the piece. If it were possible I should like very much to take the children to a farm where they could really see the different processes, and later to the mill where they could see just how the wheat is ground into flour, but, just at present, I do not see how this can be accomplished. One could go into greater detail and develop this subject in a much broader way — storing the wheat in ele- vators, shipping it to other countries, the different products made from wheat — but with a Second and Third Grade, it seems inexpedient to develop the story beyond the point of making a loaf of bread. POST OFFICE MRS. L. A. MILLER. Third Gr.ade, Walker Street School Letter writing, which is in our course of study, led us into the study of the post-office and the transportation of mail matter. 100 "Projects" At the library I obtained a book by Daniel C Roper, on the United States Post Office. From this book I out- lined my work as follows: 1 . Need of postal ser\'ice. 2. \\ here it received Its name. Different kinds of systems. 3. Reasons for <;rowth of postal service. 4. Workings of the Post Office: a. Handling of mail. b. Selling of postage. c. Sending of money by mail. 5. \'aluc of correct and plain addresses — return address. 6. Mail trains. 7. Method of rural dclix'ery. 8. Value of parcel post. 9. I'orcign mail. 10. Stamps: a. Collecting. h. Different issues. c. Foreign. W'c spent half an hour once a week on these topics. 1 read to the chiklrcn from " Roj^cr ' ihe parts that they could readily understand, and cxplainci.! those sections loo difficult to be understood by small children. My next step was a \ isit to the Federal Ekiilding with a part of my class. The trip furnished abun^lant material for oral composition, which (inalK resulted in a wriiicn lesson in language. lU- this time, the children had an intense (.lesirc to play I he game of post-office as it is played in real life. We chose numbers of the class for postmaster, mail-clerk, and mail-canicrs. We obtained some cancelled stamps of many (.ienominations, also foreign stamps for our mail-clerk, and some money-order blanks for our money-order clerk. In manual training we made mail bo.xes, mail pouches and 101 M ilivaitkee Public Schools cnxclopcs, and then \\c were ready to begin our game of ■■Post-Office. " I made a list of words for spelling, such as post-office, postmaster, parcel, package, stamp, postage, letter, mail- man, etc. The question of postage, of selling of stamps, of first and second class mail matter, for distance and for domestic and foreign mail, formed a basis for a number of \-ery profit- able arithmetic lessons. Need for the correct writing of dates, days of the week, m.onth and year, and the writing of nam.es and addresses of schoolmates was discovered by the children at an early stage of the game. This inability was soon overcome in a few lessons in penmanship. Invitations were written and mailed for a little girl who was giving a birthday party. This was material for both language and penmanship. We have written many letters, mailed them in "our post office," had them properly delivered by our "miailmen." The recipient of these letters then proceeded to correct them, thus reviewing their own knowledge of the work. We then ventured to write letters to a third grade in a school in Michigan, the best of which were selected to mail. This proved very interesting to the children, as well as very profitable. Our next x'enture was to help the home correspondence by letting the children bring letters, written at home, to be corrected or re-written and the envelope correctly ad- dressed. In our geography lesson, we located the city and state to which our letters were sent. We also traced the route which they would take, and discussed the time when they would be received. In music we have learned the song, "Mr. Postman." by Gay nor. Wc are at present preparing a community letter to be sent to a school in England. This is gixing us niatcrial for language and for geography work and the children are keenly interested. 102 "Projects" THE STORY OF COCOA AND CHOCOLATE MARJORIE A. GRIDLIR, Third GRAOii A," Greknbusii Street School AIM: The teachers purpose was to correlate the study of geography with the everyday experiences of the children. The pupils' aim was to prepare booklets for the State Fair exhibit. MATERIAL: The Hershey Company donated a box con- taining seven bottles, show ing each stage in the manu- facture of chocolate, and also a number of copies of a pamphlet called "Hershey, the Chocolate Town." MEIHOD: As requirements of the course of study in geography, the pupils learned the location of the zones and their principal products. In connection with the study of the products of the Torrid zone, interest in the topic of cocoa was stimulated by allow- ing the children to examine the illustrated pamphlets donated by the Hershey Company. The pupils noticed that the cover had a map of North America and vSouth America — the map of South America showed the location of a grove of trees w ith men gathering something. On the m.ap of North America, there was a picture of a large factory. Pictures of boats indicated that material gathered in South America was being transported to factories in North America. Upon reading their pamph- lets, the children learned that the cargo consistct.1 of cocoa beans, from w hich cocoa and chocolate are made. I hey read the story of the manufacture of cocoa and found the pictures illustrating each stage of the process. As a result of their interest in the subject, the pupils decided to write the story of cocoa and to make booklets for the State Lair exhibit. To aid in writing their compositions, the class workci^l out a brief outline. After the compositions were fmished, several of the best ones were rcai.1. ani^i suggestions and criticisms were made by the children under the gui^lancc of the teacher. The compositions were then rewritten, and the booklets were completed by decorating the covers 103 Milwaukee Public Schools w iih pictures cut from advertisements of cocoa. 'I he pro- jeci was worked out with enthusiasm, serving to vitalize the study of geography. RAIN LUCY HEINTZEN, Thiri:) Grade "A," Eighteenth Street School One rainy day, I asked my pupils this question: " What causes rain?" They replied, "The sun draws up water, and then the water comes down." For a better understanding of the cause of rain, we performed several e.xperimients. We poured water into a shallow dish and noticed that, after several days, the water had disappeared (evaporated). We observed that when the water was heated, it evaporated more rapidly. We moistened our hands and by waving them rapidly, we were able to dry them without using a towel. "Where did the water go?" From these simple experiments, we inferred that air holds moisture and that heat and wind increase e\-aporation. By referring to many facts of common observation, such as, the "sweating" of a pitcher of ice-water on a warm day, we learned the cause of condensation of vapor by w hich rain is produced . Many of the pupils, having little home gardens, told of the effect of rain upon the growth of plants. Pictures of tropical vegetation showed that heat and rain produce luxuriant vegetation. Heavy rainfalls sometimes cause dangerous floods. Some pupils recalled how heavy rains had changed the little Menomonee Ri\er into a \iolent stream that flooded the valley. In this connection dams and levees were mentioned as means of protection to per- sons living near certain rivers. In trying to locate the regions where there is an abund- ance of rain, we considered that there is more evaporation from the ocean than from the land and that in tropical countries, heat causes rapid evaporation. We therefore looked for much rain in the hot belt. The effect of pre- 104 "Projects" vailing winds and mountains on rainfall was noted. The influence of the Gulf stream and the Japan Current on rain- fall was discussed. By using reference books, we learned that the average rainfall in Wisconsin is 31 inches, whereas in some parts of the Hawaiian Islands, it is 30 feet; that northern India has an annual rainfall of 40 feet, three feet of rain sometimes falling in one day. As the children wished to know how rainfall is measured, pictures of a rain gauge were secured from the Weather Bureau in the Federal Building. In regions in which little moisture is brought by the winds or in which there are no mountains to condense vapor-laden winds, the rainfall is small In some of these regions, the water necessary for the growth of crops is supplied by irrigation. The water is obtained from moun- tain reservoirs or from artesian wells and is distributed by means of irrigating canals and ditches. In addition to being a great factor in agriculture, rain stimulates manufacturing. For protection from rain, rub- bers, raincoats, and umbrellas are necessary. We learned that there are several rubber factories in Milwaukee where useful articles arc made from crude rubber. The topic "rain" was very appropriate for the month of April because there were many showers during the month. After some of the showers the sun shone, causing a rainbow. The explanation of the rainbow was made clear by using a glass prism for separating a ray of light into the rainbow colors. In preparing answers to questions, the children used the following books for reference: "[•"irst Lessons in Physical Science," (F. M. A\cry)- "Home Geography," (C. C. Long). "Nature Study and Literature," (.Anna F. McGov- ern). "(jcographical Nature Studies," (Frank Owen Payne) "Nature Stories," (Mary Gardner). In concluding our slud\' of rain, we lcarnet.1 the follow- ing poem, which we found in ihc Natural MethoLJ Reat^lcr Book II: 105 Milwaukee Public Schools A Raindrop's Ride Some little drops of water Whose home was in the sea, To go upon a journey Once happened to agree. A white cloud was the carriage, Their horse, a playful breeze; And over town and country They rode along at ease. But, oh! there were so many, At last the carriage broke, And to the ground came tumbling Those frightened little folk. Among the grass and flowers They then were forced to roam, Until a brooklet found them And carried them all home. WIND BESSIE CALLEN, Third Grade "A," Cass Street School Since March has been called the "month of winds," we chose the subject of wind as a suitable center of interest for school activities during the month. In the course of informal talks, many questions arose, and the pupils evinced a keen interest in solving the problems which are incidentally suggested, such as, "What is wind^ What is a draft? When do we feel a draft ^" After se\'eral pupils had \olunteered answers crudely formulated from their own experiences, we performed a simple experiment found on page 47 of "First Book in Geography," by Brihgam and N4cFarlane. We opened a window at the top and at the bottom, holding a handker- chief at each place. The pupils soon observed that the handkerchief at the bottom of the window blew inward, whereas the one at the top blew outward, indicating a draft. To explain the movement of the handkerchiefs, the pupils were led to observe that the cold air entered 106 ^'Projects" through the lower opening, forcing the warm air through the upper opening. From this simple experiment, the pupils learned that a draft is caused by a difference in temperature of the air. We also observed that we could produce a draft by moving the air w ith a fan. After noting the similarity of drafts and winds, the pupils defined wind as air in motion. To initiate the habit of using reference books and to improve their simple statement, the pupils were asked to find the definition of wind in Webster's Unabridged Dictionary and in any axailablc geography text-books. In studying the properties of the wiiul, the following questions arose: Where is the win^l? Can we see it'! Can we hear it ? The pui^ils gave simple answers, expressing their own obser\atic)n or experience. .An emotional element was added by learning the song, "Who Has Seen the Wind?" by Christina Rossetti, from ;\ Chikl's Book of Songs. Who has seen the wind? Neither I nor you; l^ut when the leaves hang trembling The wind is passing through. Who has seen the w inLp Neither you nor I ; But when the trees bow ^low n their heads, The wintl is passing by. "The Wind," by Robert Louis Stevenson, telling of the actions of the wind and expressing a chikl's sense of mystery, was memorized. The Wind I saw you toss the kites on high, And blow the birds about the sky; .\iul all aroun<.l I heard you pass. Like ladies' skirts across the grass — O wind, a-blowing all day long! O wind, that sings so loud a song! 107 Miiivaukee Public Schools I saw the different things you did, But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all — O wind, a-blowing all day long! O wind, that sings so loud a song! O you that are so strong and cold, O blower, are you young or old? Are you a. beast of field and tree. Or just a stronger child than me? O wind, a-blowing all day long! O wind, that sings so loud a song! After learning the poem, the pupils made colored illus- trations during the drawing lesson. Each child tried to show that the wind was blowing by drawing pictures of flying kites and sailing boats. The pupils also enjoyed learning the poem "Windy Nights," from Stevenson's "A Child's Garden of Verses," and "The Night Wind," by Eugene Field, taking particular delight in imitating the sound of the wind. During the music period, we learned a pretty song entitled "The Wind's Song," p. 79 of the "New Educa- tional Reader, Book I." Soft blows the western wind. Hark to the song he sings. Telling of wondrous things Far, far away. Wide fields of ripening grain Sunshine on hill and plain. Parched lands that thirst for rain Far, far away. Strong blows the eastern wind Strange are the tales he brings, He sings of other things. Far, far away. Ships passing to and fro. Great white-winged birds that go O'er seas that ebb and flow- Far, far away. 108 " Projects" The interest in the study of the wind was now so keen that the children examined carefully many books secured from the f^ublic Library. Some of the children prepared selections which they read to the class and others recited short poems of their own choice, such as: Little Wind — Kate Greenaway Little wind, blow on die hilltop, Little wind, blow ^low n ihe plain: Little wind, blow up the sunshine, Little wind, blow off the rain. Blow, Wind, Blow — Mother Goose Blow, wind, blow! And ii,o, mill, ^o' That the miller may grind his corn, That the baker may take it. And into rolls make it, And send us some hot in the morn. The North Wind Doth Blow Nursery Rhyme The north wind doth blow And we shall ha\e snow. And what will poor robin do then!* Poor thing! } le'll si I in a barn And, lo keep himself warm, Will hide his heai-1 under his wing, Poor thing! Song of the Windmill Around an^l aroLini^l an^l around I go, Sometimes fast and sometimes slow. I pump the water and grint^l the grain, 'ihe marshy fields of the lowlands drain. 1 harness the wind to turn my mill Around and around and around with a wil 109 Milivaukee Public Schools The question of naming the winds gave rise to an inter- esting lesson in geography. The pupils learned the points of the compass from a direction game in which they im- personated the winds blowing from different points of the compass. An opportunity for language work was afforded by permitting the children to tell the direction of the wind as they observed it on their way to school. In connection with the study of the direction of the wind, the following poem was learned : The Four Winds BY Catharine Dean All: Four winds that come and go are we, We blow o'er land, we blow o'er sea, We come from north, south, east and west. Do you know which one of us is best? First: Out of the west I come to bring Buds, blossoms, and birds that sing. Green grass, soft mosses, too, I claim, The waking west wind is my name. Second: With sunny smiles I warm the earth, Till every heart rebounds with mirth. I am south w incl, and warm, warm days I bring with sunshines brightest rays. Third: Tap, tap upon the window pane Dark clouds hang low and then the rain, Fm east wind, now upon my way And indoors all the children play. Fourth: North wind am I, you hear me blow, Get ready till we coasting go. The snow upon the hills I brought. The ice upon the pond I wrought. All: Four happy workers with a will, Some duty always to fulfill. Four winds from north, south, east, and west; Please tell me now- which is the best"' In response to this question, the following stanza from Stevenson's "Home Book of Verse," was memorized: 110 "Projects" Whichever way the wind doth blow. Some heart is glad to have it so; Then blow it east, or blow it west, The wind that blows, that wind is best. In studying the directions of the wind, the weather- vane was mentioned. Some of the children had seen weather vanes on barns in the country, and the \alue of the weather- vane to the farmer was explained. The story of "The Half Chick, or The Origin of the \\'eather-\ane,'" was told to the children and they were soon able to reproduce it in their own words. The dramatization of the story was thoroughly enjoyed, each child being an.xious to take the part of the half-chick. In connection with the study of the weather-\'ane, the children read the stor>- of "The I-'ool- ish Weathercock," p. 20, Riverside Reader, Book 11. Addi- tional reading included the story of ""Ulysses and the Bag of Winds," p. 120, Riverside Reader, Book 11, and '"The l-ad Who Went to the North Wind, " p. 112, Elsons Reader. Book II. Many words, such as cyclone and hurricane were added to their x'ocabulary through purposeful reading. Aesop's fable of ""The Wind and the Sun," was retold and dramatized according to the children's interpretation. In stating the uses of the wind, the children made the following sentences, which ser\ed as a dictation exercise in spelling: The wind sails boats. The wind turns windmills. Windmills pump water. The wind dries the land for the farmer. The wind brings the rain. The win^l blows the rain cIolkIs from place to place. The wind brings Iresh air (or us to breathe. The wind remo\es the (.lust and smoke from cities. The use of the windmills suggested 1 lolland, the land of windmills. The following books were used as sources of information: 111 Milwaukee Public Schools '■ The Dutch Twins," — Lucy Perkins. ■'Holland Stories," — Mary E. Smith. "Nan and Ned in Holland," — Olmstead and Grant. "The Wind's Work," — Maude Lindsay. P. Ib4, Second Reader: "Studies in Reading," — Searson and Martin. The supplementary reading was the basis of socialized larguage lessons. Accepting the suggestion of some of the children, we decided to represent a Dutch village on the sandtable. Grass seed was planted in the wet sand. Houses and barns were made of gray bristoi board. The chief objects of interest, however, were the windmills with their four spreading arms, forming a characteristic feature of Holland landscapes. In connection with the study of the windmills of Holland, the pupils were made acquainted by means of Perry pictures, with three celebrated paintings, namely, "The Mill," and "Landscape with Mill," by Rembrandt, and "The Mill," by Ruysdael. The study of the wind and related topics continued throughout the month of March, and I felt that the children had gained much valuable information besides getting a broader outlook on life activities. SUMMARY OF THE WIND PROJECT I. Reading: A. Read by the children: 1. "Ned and Nan in Holland," 125 pages. Primary Reader — Olm.stead & Grant. 2. "Ulysses and Bag of Winds," 1 20 pages, Riverside Reader, Book II. 3. "The Foolish Weathercock." 20 pages, Rixerside Reader, Book II. 4. "Lad Who Went to the North Wind," 112 pages, Elson's Reader, Book II. 5. "The Wind King," Ste\enson"s Reader. 6. "The Four W'inds," Art Literature Reader, Book II. 7. "Wind Stories," Stories of the Red Children — Brooks. 112 "Projects" 8. "'The Wind's Work," pp. 164-170. "Studies in Reading," 2nd Reader — Scarson 6: Martin. B. Read by the teacher: 1. "Dutch Twins," — Lucy Perkins. 2. "Stories of Holland," — Mary E.Smith. II. Language: A. Poems memorized: 1. "Who Has Seen the Wind?" — Chris- tina Rossetti. 2. "Windy Nights"— Robert Louis Stevenson. 3. "The Wind" — Robert Louis Stevenson. 4. "The Night Wind" — Eugene Field. 5. "The I -"our Winds" — Catharine Dean. B. Stories: 1. "The Half Chick," 2. "The Wind and the Sun,." 3. "Peter and the Dike" 4. "The Wind and the Plants," (a fable). Music: A. "Who Has Seen the Wind '"—Child's Book of Songs, Ripley and Hearst. B. "The Winds Song" — New Et^iucational, Book 1. C. "In Wooden Shoes" — Progressive, Book 1. I\'. Manual Training: A. Construction for sandtablc -windmills, houses, barns, boats. V. Drawing: A. Colored illustrations of 1. Windy Day. 2. Sailing on canals, 113 Milwaukee Public Schools B. ColorcxI pose cLit-oLits for sancltable. VI. Art Appreciation: A. Perry pictures of 1. "The Mill" — Rembrandt. 2. "Landscape with Mill" — Rembrandt. 3. "The Mill"— Ruysdael. A PLAYLET TO CELEBRATE THE DIAMOND JUBILEE OF THE CITY OF MILWAUKEE AGNES E. FAHSEL, Third Grade "A" and Fourth Grade "B," Third Street School Outline The aims of this project are: A. To teach the early history of the pupil's native city. B. To call attention to the virtues as expressed in the characters of the early settlers. C. To inculcate in the children a proper under- standing of the vast amount of work done and the great wealth accumulated by their fore- fathers. D To bring home to the children a proper appreci- ation of this great heritage and to impress upon them their duty to improve upon the same, thus making Milwaukee a finer and a better city. 114 Projects II. Development: A. A short story of the settlement was given the class by the teacher, anJ the pupils were en- couraged to bring in stories as they learned them from their relatives and friends. B. From the pictures of settlers and Indians, which they gathered, the pupils learned of the acces- sories needed for the play. C. A trip to the Art Institute and the Layton Art Gallery took the class through both the busi- ness and the residence districts of the city. In this way they had an actual view of what had been accomplished by growth and de- velopment in the City of Milwaukee. III. Characters and .Accessories: From the story acquired by means of informal lessons and personal narratives of their parents., the different char- acters for the play were developed. The indixiciual speak- ing parts were assigned to those pupils who had demon- strated, especially in their reading and language lessons, their ability to speak distinctly and intelligently. Ihe greater part of the play was in chorus recitations. Those who took the role of Indians mat.le their bows and arrows, tomahawks and kni\es, of wood: and their war bonnets, of feathers gathered in their own poultry yards. The fairies made wings to wear with their white dresses. The early settlers carried guns and a.xes an*.! wore large boots and old-fashioned coats and hats. The girls, as settlers" wives, also wore old-fashioned cKmHc^, for the most part, made by themselves. IV. Scenery: Had we gi\en the play in our own room, some of our 111 lie artists would have sketched the woodland scenery on the board, as they had often done for our puppet shows. This was out of the question, howe\er, on the stage of our auditorium, and, therefore, we hud to lea\e the scenery entirely to the imagination. Milwaukee Public Schools Playlet Characters: Fairies: I'"ailh, Hope, Courage, Progress, Enterprise. Solomon Juneau George Walker Byron Kilbourn Settlers Indians Scene I. Fairies — Indians. Fairies: Many hundred years ago, we gave you this fair country for your home. You have neither changed it nor improved it in the least. Indians: No. Why should we^ We hunted ancl fished here — sometimes in peace and plenty and then again in sore distress, famine and disease overtaking us. Yet all came to us from the great Spirit, Manitou, and we were satisfied. What is to be, Vvill be. Fairies: Very well: you have had your chance. So be it! Now let the white men come and let us see what they will do. Scene II. Fairy Courage: (calls) Solomon Juneau, come hither! Juneau: Here on the shore of Lake Michigan by the stream the Indians call Milwaukee, I am going to build my log cabin and start a trading post. Fairy Enterprise: (calls) Byron Kilbourn, come hither! Kilbourn: The west shore of the Milwaukee Ri\er looks to me like fertile soil. I will claim that land and settle there as a farmer. Fairy Progress: George Walker, come hither! Walker: I like this part of the countr-y south of the Me- nomonee Ri\cr. I am going to builcl my home here. 116 "Projects" F-airies: (call) More settlers, come! Settlers: We are the pioneers. By wagon and by boat \\c have tra\ eled great distances, bringing our families here to build our homes in this beauti- ful new country. Hurrah for Milwaukee! Fairies: We endow \ou with our blessings. Scene III. Fairies: ScNenty-fue years ha\e passed and we come to see what our white settlers ha\e accomplished. We find a wonderful change. Here is this beautiful city of Milwaukee with its half mil- lion of people, its fine schools and churches, its many factories and stores, its railroads and street cars, its beautiful parks and homes. Here live all these white people now in peace and plenty. May faith, hope, courage, enter- prise, efficiency and progress be with them fore\er. Settlers: (Stepping to front of stage, sing to tunc of America.) Milwaukee, 'tis the same To which our fathers came Long, long, ago. Long may our town be bright With progress' brilliant light, Let faith and hope lead us In this our town. THE "ZOO" GF.NEVIEVE K!( .\I.MS 1 [iR 1 iiiki> Gkaim:. Hi-Molm BoL'LFiVARD Sc.HOOL The topic of "animals, " which constitutes a part of the geography assignment for the third grade, is particu- larly interesting to the children living in the vicinity of Washington Park, where the city "Zoo " is located. Items of interest about the "zoo" are frequently reported by the children. As a result of the interest manifested by my 117 M iliixuikcc Public Schools pupils, I i-iromistxl to accompany ihcm t(j Washington I^ark some time clurinL^ the term. In preparation (or the trip to the "zoo" we studied the to|^ic, "wild animals," using the following outline: 1. Names of wild animals, brief descrip- tion of anim.als, including color, size, habits, and behavior. 2. Classification of wild animals according to the climatic belts in which they live. 3. Animal habitations. 4. Capture of wild animals. In addicion to the general work of the class, each pupil prepared a brief written description of some particular animal. In their efforts to present interesting reports, the children consulted many juvenile books obtained from the Public Library. After this preparation, the pupils were ready to profit by a trip to the "zoo." It was therefore necessary to write a letter to the principal in order to secure his permission to make the \isit on some afternoon. As the best letter was to be sent to the principal, great interest was taken in penmanship. The following is a copy of the letter which the children voted to be the best: Hi-Mount Blvd. School Milwaukee, Wis. April 11, 1Q21. "Dear Mr. Nicolaus: Our class is studying about the animals in dif- ferent parts of the world. We would like to see these animals and know more about them. Our "Zoo" at Washington Park is one of the finest in the United States. May our class please have an afternoon next week to visit the "zoo"!' It will help us very much in our work and we will try to show how much we appreciate it by studying harder. Respect full v. DONALD HESSION." Third Crade. 118 "Projects" The letter was sent to Mr. Xicolaus and his reply was awaited with keen interest. There was great excitement when his letter granting permission was read to the class. After some discussion, a day was set for the visit: hut the weather for several days was such that we were obliged to postpone our visit and content ourselves with imaginary trips to the zoo. But our anxious waiting was finally re- warded by a particularly pleasant day, May bth. We were given permission to leave at ten o"clock and spend the re- mainder of the morning at the zoo. How slow ly the clock ticked that first hour of school! A few.' minutes before the hour found us excitedly wending our way toward Washing- ton Park. We saw many birds and a few spring flowers. In due time we arrived at the park entrance. The fox and the grizzly bear had probably seen us coming and. not caring for such noisy visitors, concealed themscKcs in their dens. But one of the eagles in the next cage was so anxious to be friendly that he soon had the children crowded against his cage and chuckling at his ungainly strides. It was John who spied Zero, the baby polar bear, a short distance away, and at his shout, "Oh, let s go over and see the bear!" the class immediately forgot the eagles and owls and scampered toward the bear's cage. Zero, scarcely a year and a half old, is not accustomed to being examined and criticized so openly and showed his resentment by pacing round and round his tank, occasionally glaring at his young critics. His mother. Lady Sil\er, in the next cage, was shedding her fur and a sorry sight she was! Passing along the main thoroughfare of the zoo, the children became excited, curious and alarmed alternately, as unconcerned cinnamon bear and porcupine, sleepy raccoons and snarling hyenas and badgers came to view. The "Anim;il 1 louse," a real wondcrlanLi. never enter- tained a more interested and happ\- group of chiklrcn. The deafening screech of parrots mingled with the chattering of monkeys was music to their childish ears. Cx)untcss Heine, the elephant, caused no little excitement by spraying water on several who ventured too near. Milton, rather indolent in sch(X)l, after gazing for several minutes at the alligators lying motionless on the rocks and the square foot of leathery back — all that couLl be seen of the sub- merged hippopotamus remarked. "I don't lil<c them. They're too lazy to mo\e. " He was politcK' reminded by a classmate of the old adage, " People in glass houses should 110 Milwaukee Public Schools never throw stones." The "Ohs" and "Ahs" that greeted the two licjn cubs surely pleased Brutus, the proud father, although he remained the personification of dignity. He, alone, inspired the children with a feeling of awe. At the jaguar's cage adjoining, this quickly changed to one of pity when the children saw one of the jaguars minus an eye — the result of snatching a piece of meat from his mate. After duly admiring a couple of leopards and a pair of moun- tain lions, we left this building and started homeward, passing the fields inhabited by a sleepy old camel, several frisky zebras, a gnu that tried in vain to break through the barrier of heavy wire, and a couple of Hamas. "Look at the funny teeth he has! And his coat looks as if he had been in a coal bin!" exclaimed Doris, as a llama trotted to the fence to inspect his visitors. A stately pea- cock, occupying the same field, proudly displayed his gorgeous tail, spreading it out in all its glory. "Just like one of the ladies in a style show!" was one of the comments. There were many other interesting things to be seen, but the time for our departure for home had arrived. Indeed, the deer were not sorry that some of the lively boys were leaving. On reaching the park entrance, the class divided into groups for the return home where a detailed account of the morning trip was given. During the afternoon, the children wrote short stories of their visit. After our trip to the "zoo," the children wished to make a toy "zoo" in school. In carrying out their plans they brought cardboard boxes which they converted into cages. They modeled animals from clay or constructed them of cardboard in quite an original fashion. They tried very hard, indeed, to make their "zoo" a reproduction of the Washington Park "zoo" and, in the judgment of an indulgent teacher, they were quite successful. The chil- dren's interest in the "zoo" is still unabated, as is evidenced by the eagerness with which they scan daily newspapers for items pertaining to the Washington Park "zoo." 120 Projects ' THE AMERICAN FLAG CF.RTRUDE H. AKIN, Third Grade "A' and Fourth Gradi: "B," Hartford Avbnue School Ihc American flag was chosen as a project in order to stimulate interest in the study of citizenship. Sex'cral questions arose from informal talks with the children; for example, "Who made the first flag?" "When and where was it made?" A brief account of the chief colonial flags was read and pictures of these flags were secured. An original Grand Union and a L^etsy Ross flag were procured by members of the class. The following flags were discussed: "Pine Tree," "Grand Union," "Rattlesnake," "Betsy Ross," and the "Star Spangled Banner." The flag pledge ani.! the correct salule to the flag were learned. An interesting phase of the work was the finding o( a (lag quotation by each member of the class. These quo- tations were given in response to roll call. Ihe children also learned many facts relative to the etiquette of the (lag; (or example, w hen a Hag is passing on parade, what should the spectators do to show respect for the flag? Many points of (lag etiquette were demonstrated by several of the boys. One boy made a pole and displayed a de\iee (or hoisting and lowering the (lag. A list of days on which the flag should be displa>ed was placed on the boari.!. Interest was heightened b\' means of the following pictures; "The Birih of the Mag." "l^utting the Stars on the hirst Idag 1.. j. I err is. "Betsy Ross ani^l the lirst ("lag." "Now and h"ore\er" k. I\ic\. Although the project was meant primarily for the stLkK of citizenship, nevertheless, it was extremely \aluable from the standpoint of language work, \lan\- beaut ilul poems were learned, the favorites being ""I'our Mag an*.! Kly Mag," and " The Mag Goes By." [2[ Milwaukee Public Schools Two little girls prepared a dramatization of "The I'irst Mag" as a surprise to the class. The subject "The Brownie and the Flag" was assigned to the children several days in advance for the preparation of dialogues. Upon the appointed day, the dialogues were read by various children. The best one was selected and dramatized. Another feature of language work was the writing of a short composition about any of the historical flags. Among the stories read by the children were "The Star Spangled Banner," "Three Cheers for the Red, White, and Blue," "Trudy's Flag," "The Torn Flag," and "Betsy Ross and the Flag." The following songs were learned: "Hail to the Flag." "The Flag and the Eagle." "The Flag Song." "The Star Spangled Banner." For manual training and drawing, the children made booklets, several pages of which were devoted to drawings of colonial flags. The study of the flag served as a motive for flag drills. On the day appointed, the children demon- strated various figures. The best of these were selected and were performed with musical accompaniment. For the pleasure of their parents, the children are preparing the following program for Flag Day, June 14: 1. Song: "On Wisconsin." 2. Song: "Columbia, the Gem of the Ocean." 3. Roll Call: Flag quotations. 4. Recitation: "Our Flag," Betty, Roland and Alan. 5. Recitation: "What Our Flag Means," Gladys Griffiths. 6. Dialogue: "The Brownie and the Flag," Frederick, Jane, Helen, and John. 7. Recitation: "Uncle Sam's ^'oung Army," Carl Moebius. 8. Recitation: "Hurrah for Our Flag," Roberta, Ila, Eileen, Jane. 9. Song: "The Flag and the Eagle." 10. Flag Song. 122 "Projects" 11. Recitation: "Your Flag and My Flag,"' Elice W'cbcr. 12. Flag Drill: (Twelve boys and twelve girls.) 13. Recitation: "The Old Flag Forever," Robert Stivers. 14. Dialogue: "The First Flag," Mannette Rosenberg, Lillian Goldmann. 15. Recitation: "Old Glory," Estelle Montivid. 16. Tableau: "The Birth of the Flag," Milton, I'redcrick, Billy, Jean, and Leone. 17. Demonstrations: "Paying Respect to Old Glorv," (Boys). 18. Recitation: "The Flag Goes By," Class. 19. Flag Pledge, Class. 20. Song: "Star Spangled Banner." 123 PART II — GAMES PLAY AS A FACTOR IN EDUCATION "The main concern in a child's lile is that manifold business understood by him, and dimly by his elders, as Play. He wakes up in bed even before the dawn, and plots out a fairyland of play-doings for the day until he is al- lowed to get up. Then while the fires are still crackling on the wood you can hear him pattering about the landing or singing on the stairs. Dressing is a nuisance because it requires his presence in one place for some twenty minutes; toys must come to table; food itself must furnish a game. Porridge is an island in a sea of milk, and he would be rather more interested than shocked to find a chicken in every egg. School, above the kindergarten, is a nuisance because there is no play." — 'The Play \\'a\-,'" \\. Caldwell Cook. "Games have a positive educational inlluence that no one can appreciate who has not obser\ed their clfccts. Children who are slow, dull, and lethargic; who obser\e but little of what goes on around them; who react slowly to external stimuli; who are, in short, slow to see, to hear, to observe, to think, and to do, may be completelv trans- formed in these ways by the playing of games. The rela- tion of games to a school program is many-sided. To sit for a day in a class room observing indications of ph\sical and mental strain and fatigue is to be con\inccd be\ond question that the schoolroom work and conditions induce a tremendous nervous strain, not onl\' through prolonged concentration on academic subjects, but through the ab- normal repression of mo\ement and social intercourse that becomes necessary for the maintenance of discipline and proper conditions of study." — "Games for the Play- ground, Home, School and Cjymnasium," Jessie H. [Ban- croft. 125 Milwaukee Public Schools " I hold that it is one of the chief ends of education to develop a habit of joyousness in work. The fear that love of play will interfere with love of work is the most ground- less of fears. The more a child loves to play the more likely will he he to love work. The sneers that are made at the 'sugar-coating' of school work are made by those who do not understand what play is, or else are made at the efforts of those teachers who have violated play in ignorant attempts to utilize it. I have no plea for sugar- coated tasks, if they really be sugar-coated, but to sweeten work with a real joy in the doing is the high art of the genius in teaching." — "Education by Plays and Games," Johnson. READING (WORD DRILLS) 1. BALLOON GAN4E: Teacher draws a bunch of colored balloons upon the board and prints the name of the color upon the balloon. Each child is called upon to name the colors. The colors are then erased and two children, one from each row, with pointers, compete in giving the words. 2. BOOK FRIENDS: Place in the moulding above the blackboard pictures to represent persons mentioned in the reading lesson. Print each name (Ruth, Ned, etc.) on a slip of paper and attach it to the proper picture. As the names are read, the pupils find the pictures designated. 3. CATCH ME IF \0V CAN: The pupils put their heads down on the desks. The teacher places word cards on some of the desks. At a signal, the children raise their heads. The teacher goes to the front of the room and calls the words on the cards. The pupil who has the word designated by the teacher runs to the front of the room while he is saying the word. When all of the pupils are in line, each child pronounces his word. If he pronounces his 126 "Cat word correctly, he may give his card to some child who is sitting. If he is caught, however, he must keep his card for the next game. CIRCLE GAME: CIRCLE GAME— WORD DRILL Dover Street School Kindergarten chairs arc arranged in a circle. The children stand behind the chairs forming an outer ring. The words are placed upon the chairs facing the children. The children march around the circle until a signal to stop is gi\cn. I'.ach child then names the wor^l in front of him. If he misses, he steps out of ihe ring and studies his car^l. CLIML^ THE LADDER: A word is placed on each rouni.! of a la«.kier (.Irawn upon the board. Two chiLlren compete to see who can climb to the U)[^ of ihe kKldcr first. 127 Miiiraukce Public Schools 6. COUNTING OUT: To drill a particularly troublesome word, such as "said, let the pupils form in line for word drill. Hide several cards having the word '"said" in a pack of drill cards. In the course of the drill, count out the pupils as they pronounce the word "said." The game is continued until all of the pupils have been counted out. 7. CROSS RACE: A word card is given to each pupil. As the chil- dren name the words they place their cards along the blackboard ledge. Two children, starting at opposite ends read the words as quickly as they can. The child who succeeds first in pronouncing all the words is the winner. 8. DETECTIVE GAME: Several words, selected from the reading lesson, are placed on the board. A pupil is chosen to stand at the board. Another child gives a sentence using one of the words on the blackboard. As quickly as the pupil at the board detects the word, he points to it and pronounces it. He is allowed to retain his posi- tion as long as he is able to find the \\ords. 9. FIRST AND LAST: Print a number of words at the top of the black- board, leaving a wide space between the words. Dis- tribute corresponding drill cards to the backward pupils. At a given signal, each pupil matches his word by placing the card in the ledge under the cor- responding word on the blackboard. The pupil who matches his card first is the winner. 10. FOLLOW THE LEADER: The class forms in a line. The teacher, standing at the head of the line, distributes word cards. Each pupil finds the word on the board which matches the word on his card, and pronounces it, after which he returns it to the teacher, and pronounces it again. 128 "Games" He then runs to the end of the line while the teacher gives the cards to the pupils next in line. 1. FROGGILIS IX A POND: The children in a stooping posture are grouped around the teacher. She flashes a word card before them. The child who says the word first hops out of the pool. The children (frogs) who are left after a few- minutes of drill, must go into another pool for practice. 2. GUESSING GAME: Have a list of five words on the hoard. Let one child, the guesser, leave the room. The teacher then points to one of the words (horse). The door-keeper admits the guesser, who points to a word, saying, "Is it '!' The guesser is gi\en three chances. If he fails to guess the word, another pupil points to the correct word, saying. "It is horse." 3. GOING TO JERUSALEM: Give each pupil a word card. Let him pronounce the word quickly as he places the card in the chalk tray. Remove a card and let the pupils march around the room to music. When the music stops, the chil- dren try to get a word. The one w ho does not succeed goes to his seat. Each pupil pronounces his wor».l before the music is resumed This game may be pla\ clI by using a row of chairs or desks. 4. HIDE AND SEEK: The teacher hi^lcs the car^l upon which the new word is printed in a small pack of perception cards (four or five) which have been cirillcd. She designates a pupil to find the hidden word. If he succeeds, he has the privilege of hiding the card and of choosing another pupil to continue the game. 5. I U)P SGOTGH: Allow the children to draw a hop scotch on the floor (yellow chalk), (jive them the words which require drill so that they can place them in the squares. 120 Milwaukee Public Schoois One child hops and says the words, adhering to rules of the game which the children have made. When he is successful, he chooses a "hopper." lb. JACK IN THE BOX: Arrange the word cards in the chalk tray, placing a card for each child. The children stoop beneath the cards. The first child in the row jumps up, pronounces his word. Each child in turn does the same. The child at the foot passes to the head and the game is continued. 17. MAGIC GATES: Choose as many couples as you have words to drill. Each couple standing in a line clasps hands forming magic gates. The teacher flashes a word card. The first child in a line pronounces the word, passes through the magic gates to the next gate. This is continued until the line has passed through the gates to the magic garden. 18. MERRY-GO-ROUND: Cards are passed to three roN\s of children. A pupil, acting as a ticket man, collects the fares (cards). The children who know the words on the cards are permitted to ride on the "merry-go-round, " (tops of desks). The game may he made m.ore realistic by playing a lively tune on a phonograph. 19. MOVIE GAME: Place the card upon w hich the new word is printed among a number of word cards. As the cards are flashed in quick succession, the pupils watch for the new word, pronouncing it as often as it appears on the screen. No other word should be pronounced. 20. PARCEL POST: Each child is supplied with a card representing a package. The children mail their packages by pro- nouncing the words as they place the cards along the blackboard ledge. 130 Ga mes 21. PICTURE GAME: The game eonsists in associating the picture of an object with its name. The teacher holJs up a picture; for example, dog. The pupil who has this word runs to the front, shows his card to the class and pronounces the word — do". 22. l^OST OI-IT(T-:: Place the word cards in a picture rack or along the blackboard ledge where they can be easily seen by the entire class. One child acts as postmaster. The other children in turn (Ruth, Jack, Ned, etc.), call for their mail, saying, "Have you a letter for Ruth^" The postmaster replies, "Yes, here is a letter for Ruth." If the postmaster makes a mistake, a new postmaster is appointed. 23. PUSSY WANTS A CORNIER; Mark off corners on the (loor. Place at each corner a pupil who holds a drill card. Station another pupil as pussy at the center. The pussy calls two words and the pupils holding these words must exchange places. While the exchange takes place, the pussy endeavors to secure a corner. If he succeeds, he re- ceives the card from the pupil w ho is left in the center. The game may be \'aried by ha\ing the pupils exchange cards. The "Transfer Cjame" also, is baseci upon an ex- change of drill cards. The passengers occupx" kinder- garten chairs arranged in a circle The conductor in the center of the circle announces the transfers which are to be mai.lc. W hile the cards are being exchanged, the coni^luctor endeavors to secure a seat. 24. RUNAWAY' WORDS: A few pupils stand in front of class aiul hold wori.! cards which form a sentence. The other pupils close their c\es while one of the words runs away. I he child who names the missing wori.! takes the \acanl place in the line. 131 Milwaukee Public Schools 25. SNAP SHOTS: I'he teacher (lashes the word cards before a pupil who tries to get the cards from the teacher by pro- nouncing the words. The teacher keeps all the cards that the pupil cannot read. At the close of the game, the pupil counts the cards to see how many he has earned. The game may be varied by having two or more pupils compete for the same card. 2b. SPIN THE PLATTER: Pin a different word card upon eight or ten chil- dren. Let one of the children step out before the others and spin the platter (tin pie plate), calling out one of the words which he sees. The child having this word upon his card must seize the platter before it stops spinning. If he fails to respond or if he re- sponds too late, he loses his place in the line and takes his seat. His card is immediately given to another pupil. 27. THE FARMER IN THE DELL: Have cards labeled farmer, dell, wife, etc. Place the "dell" card on the floor. Hang the "farmer" card on the boy in the circle and the "wife" card on a girl, the "child" card on a boy. This alternation brings boys and girls into the game. Play the game, each choosing as the song dictates, using the four cards for several days. When the children become familiar with the words used, add the next few, until all of the words are easily recognized. At the end of the game, the boys give their cards to boys and the girls give theirs to girls. 28. THE GINGERBREAD BOY: The words to be drilled (kitty, Ro\cr, baby, etc.,) are placed along the blackboard ledge. One child is chosen to be the gingerbread boy and another is selected as the fo.x. The gingerbread boy says, "I ran away from (here he pronounces all of the words in proper order). Should he miscall a word, he is seized by the fox who corrects the error. The fox then assumes the r(Me of gingerbread boy and another fox is chosen. 132 "Games" 29. THE PASSWORD: Designate a place in the room as the door of the lodge-room. Choose a child to be the doorkeeper, and let the other children in turn seek admittance to the lodge. \\ hen the doorkeeper demands the pass- word, the applicant responds by pronouncing five difficult words which have been placed upon the board. If he pronounces the words correctly, he is admitted to the lodge. 30. TICK, TOCK, TOW: Draw a circle and divide it into sectors. Place a word in each sector. A blindfolded child mo\es the pointer round and round inside the circle while the class repeats: Tick, tock, tow, Round I go; If I miss, ril take this. When the class says "this," the child touches the blackboard and pronounces the word in the sector that he touches. 31. UP AND DOWN: The teacher passes word cards to a row of pupils standing in the front of the room. liach pupil holds his card in plain \iew. Another pupil is chosen to call the words. As he names a word, the pupil holding it raises it quickly. y\fter all of the cards ha\e been raised, anotlncr pupil is sclcctCLJ to call down the w(m\!s. 32. WORD RACE: Put the new words of the lesson on the board. Select two pupils for the game, giving each pupil a pointer. As the teacher pronounces a word, each pupil tries to win a point bv being first to touch the word. Keep the score on the board to ascertain the w inner. 133 M iliraukce Public Schools (I^HRASLi L3RILLS) 1. COM PI. LI' I ON GAiVIIi: (Chart.) Two pupils are selected as contestants. A third pupil reads the first part of any sentence on a chart. The contestant who succeeds first in locating the sentence and in reading the remainder of it scores one point. The game consists of ten points. (Reader.) The entire class rises. Each pupil remains stand- ing until he has read a phrase. The pupils are counted out in the order in which they \olunteer responses. The teacher designates a page of the lesson and reads the first part of any sentence. The pupil who com- pletes the sentence is counted out. For example: Teacher: See the birds flying First Pupil: to the nests. Teacher: The nest is Second Pupil: on a high hough. 2. HOLIDAY GAME: Teach with actions the Holiday Song published in the Progressive Music Series, Book One, p. 15. Print the names of the four activities on separate cards, as "A\'e will take our fishing rods." Hang these cards on four children. They agree upon the order in which they will enter the circle. As each child enters, the children forming the circle sing the enter- ing sentence. "The Mulberry Bush" and "The Farmer" may be played in a similar manner. 3. MOTHER GOOSE: Print on the blackboard a number of phrases or groups of related \\ords from Mother Goose rhymes; for example: up the hill of water to find them beside her 134 "Ga mes on a wall a great fall in a howl Choose two children and provide each of them with a pointer. The teacher asks a question the answer to which is one of the phrases on the board; for instance, "Where did Humpty Dumpty sit?" The pupil who points to the phrase first and reads it correctly, scores one point, and the pupil who has the larger score at the end of the exercise wins the game. 4. NEWSPAPER GAME: Pass to each pupil a clipping from a children s paper or from the children's page of a newspaper. At a given signal, each pupil underlines the phrases he- ginning with the following words which have been placed on the hoard : at of to in on When a pupil has underlined the first ten phrases con- taining any of these words, he passes his paper with his name upon it to the teacher, w ho records the number in the order of presentation. The papers are then checked for accuracy by two inspectors, who discard any paper ha\"ing an error (omission or wrong phrase). 5. PHRASE RACE: Several cards upon which phrases ha\c been printed are placed along the blackboard ledge. Two pupils are chosen for a race. A third pupil gives a sentence using one of these phrases. The contestants look for the phrase, and the one who finds it first takes the card. \\ hen all of the cards ha\e been rcmo\cd, each contestant counts his cards and w rites the number on the blackboard. The other members of the class announce the name of the winner. 6. POINTER GAME:: Select from the reading lesson a number of phrases or word groups. Arrange them in two columns hut in different order in each column I'or exnmpk" 135 Milwaukee Public Schools 1 okl oak tree 1. hide and seek 2 in the shade 2. for the winter 3 up and down 3. with the birds 4 hick' and seek 4. in the fall 5 with the birds 5. the old tree 6 in the fall 6. in the shade 7 the littk' birds 7. okl oak tree 8 for the winter 8. up and down q from the snow Q. from the snow f) the okl tree . 10. the little birds Choose two pupils to point to the phrases as they are read. The pupil who finds the greater number of phrases first, wins the game. 7. SEAT GAME: Designate a Mother Goose rhyme, as Jack and Jill. (No. 9, "Cards for Sentence Matching and Building.'") The pupils build the rhyme twice by combining the word and the phrase "cut-ups." The pupils signify by rising that they have completed the assignment. 8. TOP AND BOTTOM: Fasten a number of phrase cards by means of paper clips to a large sheet of mounting board sus- pended from the blackboard molding. Select two pupils to race by reciting alternately, the mounted phrases, one pupil beginning at the top and the other at the bottom. Each pupil reads all of the phrases by going from the top to the bottom or vice versa. If a pupil makes a mistake, he is obliged to repeat the phrase, and his competitor- gains a step. The pupil who returns to his starting-point first wins the game. 9. TRIP TO BOOKLAND: Place a number of phrase cards along the ledge of the blackboards to represent stations. The conductor must call the stations by reading the phrase cards. 136 "Games" (ADDITIONAL GAMES) SILENT READING GAME No. 1: To assist the pupils in getting the main ideas from a reading lesson, place upon the board ten questions requiring brief, definite answers. Allow the pupils to read silently for five minutes. Then let them write the answers to the questions and exchange papers for correction. Pupils who make a perfect score are al- lowed a preferred occupation. SILENT READING GAME No. 2: Allow pupils to read silently for a few minutes. Then have every child write a question. Place the questions in a box and let each child read a question. As each question is read, the pupils try to find the paragraph containing the answer. The first pupil to locate the paragraph gives the number of the page and reads the paragraph aloud. If his answer is cor- rect, he receives the slip of paper upon which is w ritten the question that he has answered. At the conclusion of the game, the pupils count their slips to determine who has answcrci.1 the most: ^lucstions. TOPSY TUR\'^' CiAME: Choose a reading lesson having either a hero or a heroine. Change the name of the hero to one suitable for a heroine, or vice versa. To sustain the new char- acter requires \igilancc, inasmuch as all of the pro- nouns must be changed. LANGUAGE 1. ANIMAL GAM I-:: Purpose: To teach the use of the articles "a"" and "an". Method: Place on the board the following name-'; <>f animti lis: lion elephant i'lear eagle sheep tiger giraffe leopard zebra o\\ 1 137 M iiivcmkee Public Schools The leader of the game tells some characteristic of one of the animals. The other pupils try to name the animal. Leader: "I am thinking of an animal that has a trunk." William: "Is it an elephant?" Leader: "Yes, it is an elephant." The pupil who guesses correctly becomes the next leader. 2. BALL GAME, No. 1 : Purpose: Drill in the use of the past tense of the verbs "throw" and "catch." Method: A child throws a rubber ball to another child, saying: "I threw the ball to Ella." If Ella catches it, she says, " I caught the ball." Ella then throws it to John, and says: "I threw the ball to John," etc. The teacher may vary the game by asking: "Who threw the ball to John^ Who caught the ball?" thus insuring the attention of all the members of the class. 3. BALL GAME, No. 2: Purpose: To afford practice in the use of the verbs " thre\\\ ' and "caught." Method" John and Ronald stand in the front part of the room. John throws the ball to Ronald. The pupils in the first row continue the game. The first pupil turns to the second pupil and asks: "Who threw the ball?" The second pupil answers, "John threw the ball to Ronald." The third pupil turns to the fourth pupil and says: "Who caught the ball?" The fourth pupil replies, "Ronald caught the ball," or "Nobody caught the ball." Ronald then throws the ball to John and the game is continued. 4. BIRTHDAY GREETINGS: Purpose: To teach appropriate expressions for the observ- ance of birthdays. 138 ''Games" Method: A record of the birthday of each child is kept by the teacher. As an opening exercise, the child whose birthday is being observed, stands near the teacher's desk. The teacher names several other pupils to come forward and offer birthday felicitations; such as, "I wish you many happy birthdays," "Best wishes for your birthday." The "birthday" child graciously thanks each well-wisher; as "Thank you, Mary," or "Thank you for your good wishes." 5. DEPART.MLiNT STORE: Purpose: To enlarge the \ocabulary. Method: Mourit pictures of furniture, clothing, musical instruments, gardening tools, cooking utensils, etc., to represent articles to be sold. Arrange the pictures along the blackboard ledge, grouping them in depart- ments. One child acts as the employer. The chil- dren who wish to apply for positions are required by the employer to name one or more articles in a depart- ment before they are assigned to a place in the store. The remaining children visit the store, tell the sales- people what they wish to buy, and take the pictures with them. When no more customers appear or when the store is "sold out" the salespeople are dismissed. 6. FAULTY SPEECH: Purpose: To correct errors due to literal translations of a foreign language; such as, "by the store," instead of "to the store." Method: Sing to the tunc of " Lon^^lon Bridge." Faulty speech is falling down, Falling down, falling down. Faulty speech is falling down Tell me something. I am going to the store, To the store, to the store, I am going to the store My fair lady. 139 Miiii'uukce Public Schools You will play with me, won't you, Me won't you^ You will play with inc, won't you? My fair lacly. Rose came over to our house, To our house, to our house, Rose came over to my house My fair lacly. 7. FOLLOW DIRECTIONS: Purpose: To teach the past tense of certain irregular verbs. Method: The teacher gives simple directions for pupils to follow. She then asks the pupils to tell what they did. For example: Teacher: "Please bring the ciust-pan and the brush, |oe. (Joe follows directions.) What did vou do, Joe^" ^ Joe: "I brought the dust-pan and the brush. The game should be planned so as to correct common errors in the use of the past tense. 8. FRIENDS: Purpose: To use the pronoun "whom " instead of "who" in certain interrogative sentences. Method: Select a number of pupils to sit with a friend. After they have done so, they run to the front of the room and reply to the question, "With whom did you sit?" asked by pupils in a row designated by the teacher. For example: the first pupil says, "With whom did ■ you sit, Alice^ " Alice replies, "I sat with Helen." The question, "Whom did you visit? " may be asked in the same way. 9. GAME OF ACTORS: Purpose: To use "is" and "arc " correctly. Method' Two rows of children stand at opposite sides of the room. The pupils in one row are the actors and those in the opposite row are narrators. The first 140 "Games" actor performs some simple act, as running. The first narrator describes the act by saying: "The boy is runnin<4, " The second actor joins the first and both perform the act. The second narrator says: "'The boys are running." In the course of the game, such expressions as "The\ are walking." "John and Mary are playing, " are used to indicate plurality. 10. GUliSSlNG GAME: Purpose: To afford an opportunity lor the use of the interrogative and the Lleclarative sentence. Method: y\ pupil is chosen to stand facing the class. Behind his back the teacher quickly draws on the blackboard a simple outline picture of a bird, for ex- ample. The other pupils are told to tell something about the picture but not to name it. One pupil may say, " It lives in a tree" ; another, " It can fly "' ; another, "It can sing." After the teacher has obtained ex- pressions from a number of children, she asks: "What is it?"' The child who was chosen to name the picture, asks: "Is it a bireP "" Ihc other chiLlrcn rcpK': "Yes, it is a bird. " The same device may be used by having one row of children stand before the class. Give each child a picture of some common object and tell him to think of three things to say about it. When a child is ready, he raises his hand. If he holds a picture of an automobile, he may say: "It has rubber tires. It has a motor. It has a windshield. What is it^ " Children who are seated try to guess the answer. When the pupil who is describing an object fails to state its characteristic features, the teacher clirects his thought by asking suitable questions. 11. I lini- AND SI-T£K: Purpose: \o afford practice in the use of the past lense of the verbs "hide" and "find. " Metho^l: I roin a bo.x containing a numi^er of toys, six children are asked to select objects which they hide about the room while the other chiklren close their eyes and put their heads on their desks. After all of the objects have been hidden, the children raise their 141 Milwaukee Public Schools heads. Then ten or twelve children are selected to go in search of the hidden toys. When all of the objects have been found, the children .holding the toys behind their backs, stand in front of the room. The children who are seated may question the pupils holding the toys. For example: Mary may say, "What did you find, johnj'" John shows his toy and replies: "I found a top." May may say, "Who hid the top?" The pupil who hid the top answers: " 1 hid the top." The game is continued until all of the toys have been displayed. 12. LISTENING GAME: Purpose: To drill "It is I." Method: One child stands in a corner and covers his eyes. Another child goes into the dressing room. The first child is instructed to listen when the child is leaving the room because it will help him to discover who has gone if he knows from what part of the room the child leaves. Uncovering his eyes and looking around the room to see who is missing, he says: "Who's out there?" The child in the dressing room answers: "It is I, it is I We will clap by and by If you guess W^ho am I, who am I? ' If he recognizes the voice and guesses correctly, the class claps. 13. MISSING WORD GAME: Purpose: Drill in writing the past tense of irregular verbs. Method: Place"! it" on the front board. Divide the class into two sections. Each pupil writes a sen- tence beginning with "I" and ending with "it"; for example: "I chose it," "I heard it," "I did it." The section which has the greater number of correct sentences wins the game. 14. "MOTHER GOOSE" GAME: Purpose: To facilitate the memorization of Mother Goose rhymes. 142 "Gaines" Method: The teacher (or a class leader) recites the first line of a Mother Goose rhyme and calls upon a pupil to complete the stanza. This game may be used as a contest. Pupils take places as in a spelling match. The first pupil recites a line and the pupil standing opposite is required to recite the next line. As soon as one rhyme is completed, another rhyme is started by the next pupil. The side which has the larger number of pupils standing at the conclusion of the game is declared \ictorious. 15. OBJECT GAME: Purpose: To teach the correct use of the expression, "I ha\e." Method: Several children stand in a line before the class. The teacher gives some object to each pupil. She then asks the first child: "What have you, John!'" John replies: "I have a ball" (or whatever the object may be). He then turns to the second child and says: "What have you, Mary?" Mary responds and turns to the third child. The game is continued until all of the children have had their turn. If a pupil uses an incorrect expression, he forfeits his place. 16. OCCUPATION GAME: Purpose: To increase the \ocabulary. Method: Place on the board a list of occupations: dentist, artist, oculist, librarian, conductor, cashier, chauffeur, florist. Each worker tells what he does and calls upon someone to name his occupation. George: "I collect tickets on a railway train. What is my occupation?" John: " "I'ou are a conductor." 17. OI- WHAT AM I rillXKlN'G^ Purpose: To form the habit of using "isn"i" instead of " ain't." Method: A chiki steps in front of the class and says: "I am thinking of something in this room, (aicss what it is." Each child is allowed to ask one question; for 143 M iliraukcc Public SchocLs instance, the first child says, "Is it made of wood?" He receives the reply: "No, it isn't made of wood." The second child asks: "Is it made of glass''" The reply is, "Yes, it is made of glass." The third child continues: "Is it on the floor?" "No, it isn't on the floor." Question: "Is it on the desk?" Answer: "Yes, it is on the desk." Question: "Is it the vase?" Answer: "No, it isn't the vase." Question: "Is it the inkwell?" Answer: "Yes, it is the inkwell." 18. PICTURE GAME: Purpose: To teach the use of "these " and "those " in order to correct the misuse of the pronoun "them. " Method: Place around the room a number of colored pictures of birds, flowers, fruits, vegetables, etc One pupil gives a partial description of some picture while another pupil endeavors to locate it by asking: "Is it this apple ^ Is it these apples^" When he refers to pictures that are in the rear of the room or at some distance from him, he says, "Is it that bird? Is it tho-:e birds?" If he guesses correctly, he may keep the picture on his desk until the game is concluded. 19. TAKING A WALK: Purpose: To establish the habit of using the preposition "to" instead of " by " in such phrases as "to the store, to the river, etc., and " of using the verb "saw in- stead of "seen," to express past time. Method: The children take an imaginary walk. Upon returning, each child in turn tells where he went and what he saw; for example: " I went to the ri\er, and I saw two boats. ' 20. TELEPHONE GAME: Purpose: To teach the expression "It is I." 144 ''Games" Method: One child stands with his back toward the class, using a "make-believe" telephone attached to the wall. A toy telephone is placed on the desk of a vacant seat. Some child designated by the teacher slips quietly into the vacant seat and rings the bell of the telephone immediately calling the child at the board, "Hello, Russell'" Russell asks, "Who is it^" The child at the seat answers, "It is I." Russell then asks, "Is it Anita?" If correct, the class answers, "Yes, it is Anita." LANGUAGE GAME THE LOST CHILD First Grade — Mineral Street School 21. ri ii: ix)s'r r.iiiLD: Purpose: To determine whether each chikl can lell his home address. Method: A boy representing a policeman patrols a street (front aisle of the room). He meets a child crying. The following dialogue ensues: Policeman: What is the matter, little girP 145 Milwaukee Public Schools Child: I cannot find my home. Policeman: What is your name? Child: My name is Ruth Olson. I^oliccman: Where do you live? (or What is your ad- dress?) Child: lb21 Davis Street. Policeman: Come with me, little girl. I will take you to your home. (Leads her to her seat) . Child: Thank you. 22. THE OLD WOMAN WHO LIVES IN A SHOE: Purpose: To use the past tense of common irregular verbs. Method: Choose a girl to impersonate the old woman. She calls ten or twelve children and assigns a household task to each of them. The tasks may be written on little cards; for example: "Sweep the floor," "Take care of the baby." The children go to various places in the room and pretend to do the work assigned to them. They then return to the old woman who in- quires what each child did. They respond by using the past tense of the verb in a sentence; as "I swept the floor." 23. TOY FARM: Purpose: To enlarge the child's vocabulary and to afford opportunity for using irregular verbs. Method: Arrange the toy farm yard on kindergarten tables. Let several children visit the farm, naming the objects as they point to them. For quick observa- tion, let a row of children march around the table. Each child is then asked to name something that he saw; for example: "I saw a duck." 24. VISITOR GAME: Purpose: To drill the expressions "It is I," "It is we, she, he." Method: Mary closes her eyes. A child runs into the cloakroom and raps at the door. Mary says: "Who is there^" The child responds, "It is I." If Mary guesses the name of the speaker, she takes her seat 146 ''Games'^ and the visitor takes Mary's place. "It is we" may be similarly taught by ha\ing two children go visiting. 25. WHO HAS THi: I^UTTON? Purpose: To drill upon the expression "I ha\'e" and "I hax'cn't." Method: One child leaves the room. During his absence, the teacher gives a button to some pupil in the room. The child who left the room is then called in. He tries to locate the pupil who has the button by asking: "Mary, have you the button^ " or "John, have you the button?" If the child is unable to locate the but- ton after several trials, he says: "Has anyone the button?" The pupil who has the button replies: "Yes, I have the button." 26 "WORD OPF^OSITRS" (ANTOX^'MS) Purpose: To impress the meaning of words by contrast. Method: The teacher arranges the pupils in a line as for a "spelling down" exercise. She then pronounces a word (for example, big), and requires the first pupil to give a word of opposite meaning (little, small). If the pupil is unable to do so, he takes his seat. 1 he game may be varied by ha\ing a contest between two rows of children facing each other. The children of one row act as challengers. Each challenger is supplied with a different card upon which is printed a word (as high). The pupil who is standing opposite tries to give the correct answer. The score is recorded for the row. The cards are collected, shuffled, and passed to the children in the other row. The exercise is repeated. The row ha\ing the higher score wins the game. 27. WORD SERIES: Purpose: To teach the use of the comma in a series of wori^ls. Mcthoi.1: l:ach pupil chooses the name of some fruit. The teacher begins a sentence by writing on the black- board, " I like." She then calls upon fwc or six pupils to complete the sentence. Each pupil except the last, 147 Milwaukee Public Schoois writes the name of his favorite fruit and places a comma after the name. The last pupil writes the name of the fruit that he has chosen and places a period after it to complete the sentence. Illustration: '"I like apples, peaches, pears, plums, oranges, and bananas." REFERENCES FOR ADDITIONAL GAMES 'Language Games,"" by Myra King: For John and Me," p. 12. I Saw,"" p. 28, 34, 42, 52. It is I,"" p. 6, 14, 64. I Shall," p. 8, 10, 48. Sit and Sat," p. 82, 94. You Were, We Were,'" p. 32. Teach and Learn," p. 44. Did,"" p. 50. Lying,"" p. 70. Good and Well," p. 72. Games and Rhymes for Language Teaching, " by Alhamhra G. Deming: "The Run and Catch Game,"" p. 26. "Who Touched Me^""" p. 34. "If I Were," p. 15. "I Went into the Woods," p. 29. "Somebody and I Are Going Somewhere," p. 52. "Language Games for All Grades," Alhambra G. Deming: "Have and Shall,"" p. 39. "I Shall,"" p. 19. " I Havent Seen." p. 25. " It was I,"" p. 29. 148 " Games" ARITHMETIC COUNTING AND RECOGNITION Ol- ITGURES 1. BOBB\' WANTS A PLACE: Distribute to pupils number cards haxing separate numbers from 1 to 20. Let the children form a circle with a leader in the center. The leader calls two num- bers, and the children holding these numbers are re- quired to exchange places. During the change, the leader endeavors to secure a place. The pupil who is left in the center becomes the ne.xt "Bobby." 2. GIRCLE GAME: Number from 1 to 12 sections of a circle elrawn upon the floor. A pupil hops from one number to the ne.xt and reads the numbers. If he makes a m.is- take, another pupil takes his place. The game may be varied by bouncing a ball the number of times indi- cated by the figure in a section designated by the teacher. 3. CLOCK GAME: Draw the face of a clock on the floor. Select twelve pupils, letting each pupil choose one number to indicate the hour. Tap a bell to represent the striking of the clock. The pupil who is standing on thai number annotmces the hour and returns to his seat. i he clock continues to strike until all of the numbers have been called. 4. ELEVATOR (kAME: Ten children, hoLling cards numbcrc*.! consecu- tively from 1 to 10, stand in a line to form the signal box of an elevator. Behind the line, a passenger signals a floor by tapping the child holding that num.- bcr. The child indicated raises his card and calls the number of the floor. 149 Milwaukee Public Sckools 5. HEN ANi:> CmCKL-:NS: Choose eleven players (one hen and ten chickens). The hen scatters grains of corn (or any counting ma- terial) on the table or the floor. She gives the signal for the chickens to pick up the grain by calling, "Cluck '. C.\uck\" The chicken that secures the greatest num- ber of grains is the winner. 6. PICTURE GAME: Make a set of number cards from 1 to 10 inclusive, by mounting small silhouette pictures. Make a sim- ilar set, using small colored pictures from magazines or catalogues. Distribute the cards to two groups of children. At a signal, each group arranges the cards in proper sequence from one to ten along the black- board ledge. The group that finishes first wins the Hame. 7. RICH MAN, POOR MAN: Give to each child in the class any number of splints from 1 to 10. A leader, standing in front of the line of children, says to the first child, " I ha\'e four splints. How many have you!'" The child replies by telling the number of sticks that he holds, stating whether his number is greater or less than the number held by the leader. Thus: "I ha\'e six sticks; I have two more than you have." If the child addressed has a greater number of sticks than the leader, he passes to the right of the leader and is a "rich man." If he has less than the leader, he passes to the leader's left and is a "poor man." 8. THE MISSING NUMBER: Arrange in the chalk trough the number cards from 1 to 20. Ask a pupil to leave the room for a moment, and remove one of the number cards. Upon his return, ask him to tell which number is missing. 150 "Games" Aonrriox APARTMENT HOUSE: Distribute all the combination cards to the class. The teacher shows a card indicating the sum of two numbers, calling it the number of the apartment house. All of the tenants show their cards by running to the front of the class. Each in turn reads his card, "6 and 4 are 10," "8 and 2 are 10," etc. The game is continued until all of the cards have been collected. 2. BEAN BAG: The game is played by rows, each row having a leader. The leader says 4 plus 2 or some other com- bination of two digits, and throws the bag to some pupil in the line. The latter must give the sum as he catches the bag. He then becomes the leader. If a pupil fails to answer correctly, he returns the bag to the leader. After a pupil has acted as leader, he is counted out. The game is continued until onl\- one pupil remains. 3. CLAP IN, CLAP OUT: Distribute two sets of drill cards, one set ha\ing the combinations and the other set having the sums. Divide the class into two divisions. The pupils having answer cards remain in their seats while the other pupils go outside of the room. The children in the room "clap in ' the other pupils, who then sit with their partners (oupils holding the cards ha\ing the sums). Any pupil who makes a mistake is clapped out, and he must tr\- again to (liul the right partner. 4. domin(m:s- Pass large domino cards to the class. Place drill cards from 2 to 12 inclusixe along the blackboard ledge. The leader passes to the blackboard ledge, points to a number anJ asks: "Who has sc\cn^" The pupils who ha\e combinations making sc\cn run to the side of the room while saying their combinations; for example: "Eour an^l three are se\en," etc. 15 1 Miitvaiikcc Public Schocls A variation of the game consists in placing domino cards around the room, and distributing to the pupils a set of number cards having corresponding sums. The pupils pass to the blackboard and place the sum on the prc)[^cr LJomino card, giving the combination w hile so doing. 5. ['INDING THE COMBINATION; Place upon the blackboarLl the digits whose SLim is II, as follows: 9 + 2 8 + 3 7 + 4 6 + 5 The leader selects one of the combinations. The other pupils try to find the combination by asking questions in turn. For example: First Pupil: "Are you thinking of 8 + 3^'" Leader: "No, I am not thinking of 3 + 8" (reversing the order). Second Pupil: "Are you thinking of 6 + 5'!" Leader: "Yes, I am thinking of 5 + 6." The pupil who guesses the combination becomes the next leader. 6. FORWARD AND BACKWARD: Distribute all the drill cards for the addition table of 2 s. Distribute, also, the corresponding sums, (^all on one pupil to show the class his card: for ex- ample: "b + 2." The child who holds the card with the re\'erse expression, "2 + b" stands beside the fu-st child. Then the child who holds the card with the sum "8" Joins the other two children. The first child says: "6 + 2 = 8": the second child, •'2 + b = 8": and the third child savs, "8 = b + 2 and 8 = 2 + b." 7. TAPPING: One child lea\es the room. Cards with the new combination (6 and 4) are given to some of the other children who conceal them in their desks. The first 152 "Games child returns to the room, touches a pupil and says: "I am looking for 10. Have you 6 and 4!'" The child answers, "No, I havent b and 4." Continue the game until the card is found. For re\iew the game may be played with all of the combinations of 10 concealed. 8. QUICK P01\T[-RS: Place upon the blackboard in miscellaneous order the sums of the forty-five combinations. Two pupils, supplied with pointers, compete in pointing to the answers to questions asked by the other pupils in turn. For example: when a pupil says "8 plus 7", the child pointing to fifteen first wins a point. The racer who has the higher score at the conckision of the exercise wins the game. 9. RAlLRe:)AD GAME: The children stand beside their respective seats. The rows of empty seats are called "express trains." The teacher flashes the drill cards, giving each pupil a question. The pupils who give the correct answers immediately take seats in the express train. Those w ho are left standing, endeavor to catch the next train which is a "local." The pupils who require a third chance must take a "freight" train. 10. REACHING THE GOAL: Arrange in a horizontal line several short examples in any of the fundamental operations, thus: 11 II II II 11 II II II II —2 —4 —6 —0 —8 —7 —2 —5 Two pupils, l^cginning at opposite en».ls, write the answers. The race ends w hen the pupils meet. I he one ha\ ing the greater nimibcr of correct answers w ins. I. R1;L.\Y RACl-:: The teacher selects two groups of players with the same number in each group. She marks on the I ^' 3 M ilwaukee Public Schools blackboard in front of each row the space allotted to it, writing an example in each space. Each leader is provided with a piece of chalk. At the command, "Go!" the race begins. Each leader writes the answer to his example and quickly passes the chalk to the player behind him. The side which finishes first and makes a perfect score is the winning team. 12. RUNNING THE GAUNTLET: The pupils in two rows stand on opposite sides of their desks, leaving a clear aisle for the runner, to whom they alternately ask the sum of two digits (one of the forty-five combinations). If the runner fails to answer correctly, a new runner is selected. If, however, he succeeds in running the gauntlet by answering all of the questions, his name is placed on the arithmetic roll. 3. TABLE TAG: Use any arithmetical table in playing the game. Select six pupils to form a ring by facing outward. Place a pupil in the center as "tagger. " The pupils who are seated give examples in turn. As each ex- ample is given, the tagger touches on the back any one of the six pupils who must give the answer. If he fails, he takes his seat and the pupil who gave the problem takes the vacant place. 4. TWO DEEP: Pupils form a double circle with the pupils in the inner circle standing directlx' in front of those in the outer circle. The teacher in the center of the circle gives an example and immediately points to any of the couples. If the pupil in the inner ring answers correctly first, he retains his position; if, however, the pupil in the outer ring answers first, they exchange places. The comparative strength of the contestants is indicated by the number of players in the inner circle who were forced to yield their positions. 154 "Games" ADDITION OR SUBTRACTION FLASH CARD GAME: The pupils in two or more rows compete for a colored star to be credited to their record on the black- board. Use the drill cards having the single numbers from to 10. The pupils add mentally a gi\en number as the cards are flashed. Each pupil in turn announces the sum of 3 and the number on his card. For sub- traction, select any card indicating the sum of two digits, as 13. When the cards are flashed (8, 5, 9, etc.), each pupil in turn announces the missing number in the combination (8 + ^ = 1 3) (5 -|- ' = 13), etc. POCKET GAME: Make a shoe bag with ten small pockets. For drill in addition, pin on each pocket as a label the sum of two numbers; for example: 9 10 11 12 13 14 15 16 17 18 Distribute to the pupils the drill cards ha\ing two numbers whose sum is 9 or more. Determine the time required for the pupils to put the combination cards into the proper pockets. For subtraction, distribute the subtraction drill cards, and use the cards indicating remainders as pocket labels. 3. TABLE GAME: Use a number of cards (3 in. .\ 5 in.), having an addition or a subtraction fact on one side and the answer on the other. Place on the table with the answer side down two or three times as many cards as there are players. A pupil begins the game by choosing one of the cards and telling the answer. We xcrifics his answer by looking at the reverse side of the card. If his answer is correct, he retains the card; but if it 155 M Hiraiikce Public Schools is incorrect, he returns the card to the table. Each pupil takes his turn. Additional cards are dealt out as needed. The player having the most cards at the close of the game is the winner. 4. TRAIN GAME: Before starting the game, the teacher designates a number which is to be added or subtracted to the number on each flash card. When a pupil is given a card, he must immediately tell the answer, thus proving that the wheels of his car are in good condition for the trip. He then takes his place on the track (side of the room) and couples his car to the preceding car by placing his hands on the hips of the pupil in front of him. If the pupil fails, he goes to the repair shop (corner of the room). If he can give the correct answer after all have had an opportunity, he takes his place at the end of the train. If he fails again, some pupil volunteers to mend his broken wheel by giving him extra drill. When all are ready, the engine starts and the train mo\'es in a verv realistic manner. ADDITION OR MULTIPLICATION BLACKBOARD BALL GAME: Draw a large square and di\ide it into nine sm.all squares, numbering the squares from 1 to 9. A pupil stands at a short distance from the board and throws a soft ball. As soon as he strikes a number, he multi- plies it by a number (6, etc.), placed at the right of the large square, and calls his answer. If the ball goes outside the square, the pupil calls "naught." All pupils keep the score, but an of^cial scorekeeper keeps the record on the blackboard. Each pupil may have two chances. The pupil having the highest score wins the game. BOWLING GAME: Draw an alley on the board, numbering the ten pins. Draw a ball rack in which there are three or 156 ''Games" four balls, each bearing a different number to indicate the number of the arithmetic table. At first, use only one ball for drill. To play the game, either the teacher or a leader points to one of the balls as the m.ultiplicr. The pupil then multiplies the number on the pirs by the nimibcr on the ball. A bowling score should be kept. 3. DOWN Tl 1L: LlXi:: Numl^crs from lo 10 inclusi\"e arc placed miscel- laneously at intervals in a row across the blackboard. A pupil stands under each number. As the teacher designates a table for drill (addition or multiplication) the pupil looks at his number and then answers. For example: If his number is 6, and the table assigned for his drill is the multiplication tables of 7"s, the pupil answers "42." After the last pupil has recited, be runs to the head of the line, and each pupil mox'cs down one place. In this way, each child moves down the line, gi\ing every answer. 4. ENDLESS CHAIN: The leader names two digits and gi\es their product. As rapidly as possible, the other pupils give facts of the multiplication tables by repeating the secon'J number gi\xn by the preceding pupil as follows: 6 X 8 = 48; 8x9 = 72; 9X0= 54, etc. As each pupil recites, he Joins the leader. The game is continued until all of the pupils hax'C joinci^l the- lini' 5 GROCI-R^' SPI-CIAl.S: Place on the blackboar^l a list of articles ai.l\ en i.se^l for special sale as follows: Campbell s Pork an^l Beans, (can). . . . ^c In^lian Maid Peas (can) •'^'c bancy Prunes (pound) 10c None Such Milk (can) lie Sweet Corn (can) 7: Honey Boy Sardines (can) Qc Pink Salmon (can) 12c 157 Milwaukee Public Schools Divide the class into two groups. After the mul- liplication table of 6's has been learned, let each pupil find the cost of six cans or pounds of an article listed. The first player says: "Six cans of Campbell's Pork and Beans at 9 cents a can, will cost 54 cents." The first pupil on the opposite side says: "Six cans of Indian Maid Peas at 8 cents a can, will cost 48 cents." The side having the fewer errors wins the game. 6. \4y\RBLB GAME: At one end of a shallow box paste upright parti- tions forming ten little stalls. Mark these from 1 to 10. Paste a few little handicaps in the field here and there. Make marbles from 2 to 9. Play the game in the following manner: Each takes a turn rolling the "2" marble from the upper end of the box. The num- ber of the stall in which the marble comes to rest must be multiplied by 2 and the product is the number of points registered in the score. Each marble to "9" is played in turn, being used as a multiplier. If a player makes a mistake in giving his product or if his marble comes to rest at a handicap, he gets a zero for his score. The player who has the highest number of points at the close of the game is the winner. 7. PAY AS YOU ENTER; Each pupil has a card with one of the numbers from 1 to 10 inclusive. The pupils form in single file to enter the car, paying their fare to the conductor (teacher). As each pupil reaches the table, the teacher gives him a number. He pays his fare by multiplying this number by the number on his card. If he answers correctly, he passes to his seat; if he fails, he moves to the end of the line after his mistake has been corrected. 8. PL.AYING BEANS: Place on the board a number (as 3) in a small circle. Below this place two rows of digits w ith the same number of figures in each row; as X 3 2473 6 58729 158 "Games" The circle represents the hole into which the lower numbers or shooters, are to be shot. Let a child begin at one end and another child at the other end, writing below each number the product obtained by multi- plying that number b\' 3. The pupil who finishes his row first is accountei.1 the w inner. 9. SPIDHR WEB: Draw a picture of a spider's web on the blackboard and place the numbers from 1 to 10 on the radii of the circle. The "spider, " a child with a pointer, is called + 3. He chooses a pupil to be the "Ay." The fly gives the combinations. If he misses, he is caught by the spider and another fly is chosen. When a fly gives all of the combinations correctly, he becomes the spider. 10. SPINNING Tin: ARROW: Two children play the game with a third child acting as referee. The numbers are arranged in irreg- ular order upon a cardboard similar to the dial of a clock. Arrows, constructed of wood with the single digits painted on either end, are spun around the dial. The sum of the number on the arrow and the number on the dial is given as soon as the arrow stops spinning. The player who gives the answer first is credited with one point and has a chance to Spin the Arrow . The player who has the larger score wins the game. 11. TEN IN LINE: Ten children stand in line in front of the class. Ten cards, each having a number from 1 to 10 inclusive, are distributed to the pupils in line .\ leader calls one of the numbers, for example, b with plus 1. 2, 3, etc. The child who holds that number replies, stating the sum. To illustrate: When the leader calls b plus 2, the pupil holding the carel marke^l O replies "iS '. If a pupil does not answer t|uickly, another pupil takes his place. I or multiplication, the leader calls "6 X 2," etc. This game may be varied to pro- vide for participation by a larger number of the class by having pupils, miscellaneousK' calkvl upon by the teacher, state the examples 159 Milwaukee Public Schools ADHI I K)N, SUBTRACrnOX, MUL TlinjCATIOX, OR DIVISION 1. CAPTIVl-:: The pupils stand in two rows facing each other. The teacher gives an example alternately to each row. Should an incorrect answer be given, any pupil on cither side is permitted to give the correct answer. The first pupil to correct the answer may claim for his side the pupil who made the error. The side having the greater number of pupils at the close of the game wins. 2. CARD RACE: Choose two pupils of approximately equal ability. Flash the drill cards, awarding each card to the pupil who gives the answer to it first. When all of the cards have been used, the pupil who has the greater number wins the race. 3. ERASER GAME: On either side of a vertical line drawn on the blackboard write the answers to any arithmetical table. Two children are provided w ith erasers. The other children in turn ask questions requiring the numbers on the board for answers. The first contestant to announce the correct answer to any example erases the number. The winner is the first one who succeeds in erasing all of the answers. 4. FORFEITS: Using the flash cards, select three pupils for a race. The pupil who first says the answer to an ex- ample on a card recei\'es that card. During the pro- gress of the game, if a pupil makes an error, he forfeits his entire pack of cards. The contestant who has the greatest number of cards at the close of the game is the winner. 5. HOP SCOTCH: Draw a diagram for the game of Hop Scotch on the blackboard, putting the combinations in the spaces. IbO "Games" Each pupil hops with a pointer. If he fails to give the correct answer, he writes his initials in the square having that example. \\ hen he hops again, he en- deavors to advance his name as man\- spaces as pos- sible. 6. IN THE RING: The pupils form a ring with the teacher in the center. The teacher asks a question about one of the fundamental number facts and immediately designates some pupil to answer it. If he fails to reply or if he gives the wrong answer, he must step inside the circle. He remains in the ring until he answers a question more quickh' than another pupil to whom a C|Ucstion is directed. 7. PICKING APPLES: Draw an apple tree on the blackboard. Cut apples out of red paper and write upon each a question about a number fact to be drilled. Pass the apples to several children and let them hold the apples on the tree. One pupil picks the apples by giving the correct answers to the questions; for example: 5 -|- 4 = 9; 7x3 = 21, etc. The children who hold the apples refuse to gi\c them to the picker unless he answers correctly. SPELLING 1. ALPHABET GAME: Purpose: To drill the alphabet. Method: Distribute the alphabet cards to twenty-six pupils. Select another pupil as leader. As the leader names the letters in proper sequence, the pupils form in line in front of the class. Then, beginning with "a", each pupil names his card and returns it to the leader. 161 Milwaukee Public Schools 2. BASEBALL GAME: Purpose: To enliven drill by means of team work. Method: The teacher chooses a pupil as captain. The captain chooses eight other pupils to belong to his team. Another pupil is score keeper. The team comes up to bat. Various places in the room are designated as first, second, and third bases, and a home plate. The pitcher pitches a word to the first person on the team. If he spells it correctly, he may pass to first base. If he misses, he must take his seat. This counts an "out". The second person is given a word. If he spells it correctly, he may go to first base, and the pupil who was at first base passes to second base. Whenever the member of a team spells a word cor- rectly, the players advance one base. Whenever a pupil reaches the home plate, the scorekeeper takes count of it. The team continues to play until three "outs" have been made. Another team plays until it makes three "outs". The team which makes more "runs" before it makes three "outs" wins the game. Those who make "outs" must \\rite their misspelled words on the board. 3. DEFINITION GAME: Purpose: To determine whether pupils know the meaning of the words in their spelling lessons. Method: Tell the pupils to turn to a certain page in their spelling books. Let each pupil write a list of ten words designated by the teacher who gives a simple definition of the word without pronouncing it. For example: The teacher says, "Write the word that means t\\elve", and the pupil writes the word "dozen." Pupils read the lists for verification. 4. ERASING GAME: Purpose: To intensify observation. .Method: Write on the blackboard fi\'e words assigned for the spelling lesson. The teacher selects one pupil to go to the board to erase a word w hile the other children have heads on desks. The pupil who erased the word lb2 Games" SPELLING ERASING GAME Dover Street School chooses someone to name the word erased and to spell it orally or to write it in its place. If the pupil desig- natc^l is successliil. he is permitted to lead the game. 5. FAMILY GAML:: Purpose: To teach the spelling of analogous wor^ls. Method: Place on the blackboari.1 (i\e t\pe words; such as 1. night 2. day 3. make 4. sail 5. boat Allow a few minutes for the pupils to find all words belonging lo these groups on a specified page of the reader, writing the words in the proper columns. Allow the pupils to read the lists. lo3 MiluKiukee Public Schools 6. I lARD NUTS TO CRACK: Purpose: To drill difficult words. Method: Make duplicates of difficult words on small oval-shaped pieces of cardboard and place these in a box. Provide another box into which the nuts are to be dropped as they are cracked. The children form in line. Each child takes a nut from the box, glances at it, and spells the word aloud. If he spells the word correctly, he places the card in the box designated to hold the cracked nuts and passes to the end of the line. A pupil who fails in the first attempt remains at the box, studies his word and tries again. The game is continued until all of the nuts have been cracked. 7. MISSING LETTERS: Purpose: To fix the form of a word through close obser- \ation. Method: After the class has studied the words of a lesson, a pupil passes to the board and writes the first letter of a word, using dashes to indicate the missing letters. The other pupils scan the lesson to find the word. The first pupil who finds the word fills in the missing letters and is allowed to choose a word. The game may be varied by permitting several pupils to be leaders. 8. MOVE TO THE RIGHT: Purpose: To review a long list of words in a short time. Method: The pupils pass to the blackboard. Beginning at the left hand side, the pupils number from 1 to 5 writing their numbers on the blackboard. The teacher dictates fi\'e w^ords in rapid succession; thus: 12 3 4 5 morning light spring bright happy She continues to dictate words in this manner until each pupil has written ten words. At a signal, each pupil steps one space to his right and marks his neigh- bor's work. The pupils keep moving to the right until each pupil has reviewed the entire list. 164 ^' Games ' Q. NIMBLE BROWNIES: Purpose: To heighten interest by means of action. Method: Distribute two sets of alphabet cards so that each pupil has two or three cards. The teacher pro- nounces a word and each pupil who holds a letter found in that word runs to the front. The word is spelled by having the pupils name their letters in quick suc- cession. The game may be varied by dividing the class into two sections to see which section can form the word first. In keeping the score, each word counts one point. 10. PRISONER: Purpose: To review for the purpose of ascertaining which words require more drill Method: The class chooses two captains who in turn choose their teams. The teacher pronounces alter- nately a word to each side. If a word is misspelled by one side and is correctly spelled by the other side, the winning team makes a captive of some pupil on the losing team. The pupil who misses a word goes to his seat and writes the word correctly. When all of the words have been spelled, the team which has the greater number standing is declared the w inner. Check the misspelled words for future drill. 11. QUAKER MEETING: Purpose: Written review. Method: Divide the class into four or more sections work- ing simultaneously. The procedure for each section is as follows: A pupil steps to the board and writes any review word. Then he quietly takes his scat and the next pupil passes quickly to the board. In com- puting the score, count out misspelled words and dupli- cates. The section having the greatest number of words wins. 12. SPELLING SECRETS: Purpose: To impress the spelling of difficult words. Miiuaiikce Public Schools MciIkkI: The teacher writes on the board five difficult words. The leader of the game chooses a word and whispers it to the teacher. Then the other children in turn try to guess his word by asking," Is it r-o-u-g-h?" The leader replies, " It is not rough. ""The game is con- tinued until the right word is guessed. The pupil who guesses the word becomes the leader. 13. WHAT IS IT?: Purpose: To apply phonics in learning to spell. Method: The pupils have their spelling books open. One pupil selects a word having a phonogram and the other pupils try to guess the word. First Pupil: "I am thinking of a word that has "ay' for the last two letters." Second Pupil: "Is it way?" First Pupil: "No, it is not way." Third Pupil: "Is it away?"" First Pupil: "Yes, it is away." The pupil who guesses the word has the ne.xt chance to be the leader. GEOGRAPHY 1. ANIMAL RACE: Purpose: To classify the principal animals according to climatic belts. Method: Select two rows of children to participate in the race. The names of the climatic belts are placed on two blackboards, as follows: Hot Cold Temperate At a given signal, the first pupil in each row runs to the blackboard and writes the name of some animal, placing it under the proper heading. He then runs 166 "Games" to his scat and the next pupil has his turn The row w hich finishes first and has no errors w ins the game. 2. AUTOMOBILE TRIP: Purpose: To learn how LJircctions are indicated on a map. Method: The chauffeur selects a piece of colored chalk to indicate the color of his automobile. He must follow directions given by the other players who form the automobile party. A certain point is designated as the starting-point. When the chauffeur is told to go "north," he moves his chalk toward the top of the blackboard. He continues to go in that direction until he receives the order to go "east," which he obeys by moving toward the right hand side of the blackboard, etc. 3. Dtr-INITION GAME: Purpose: To drill the definition of the natural features of lani.! and water. Method: The leader gives the definition of one of the natural features of land or water; thus: " I am think- ing of a body of land surrounded by water." He then calls upon some member of the class to name it (island). The pupil who answers correctK' becomes the next leader. 4. DlRLCriOX CjAME: Purpose: Drill on points of the compass. Methoi.!: Pupils take position as for calisthenics. Cji\c the command "North, face!" Follow this w ith "South, face!" etc. When the pupils have become proficient in indicating the lour cardinal points, include the semi-cardinal points in giving the commani^ls. 5. IDENTIFICATION GAME: Purpose: 'fo identif\- an animal from a brief description of it. Method: Each pupil is pro\ii.l(Yl with ten colored counters. The leader names three distinguishing characteristics 1(>7 Milwaukee Public Schools of the animal of which he is thinking. The pupil who names the animal becomes the leader. Any pupil who answers incorrectly must give one of his counters to the leader. The pupil who has the most counters at the end of the game wins. 6. RETURNING HOME: Purpose: Drill on the cardinal and semi-cardinal points of the compass. Method: The child who is chosen stations himself near the table. The other children give him directions for returning to his seat; for example: " Walk seven steps south," etc. 7. RIDDLES IN RHYMES: An answer to this I now demand, It's a body of water surrounded by land. (Lake) Here's a body of land surrounded by water. Now answer this, my little daughter. (Island) Five masses of land in the ocean lie. Upon them are mountains: above them, the sky. (Con- tinents) On both sides high walls you will see. Far below, green meadows there'll be. (Mountain and valley) Where the shore is indented just like a bow, The answer to this, you surely will know. (Bay) 8. TRAVELING GAME: Purpose: Drill in directions on the map. Method: After the pupils have learned the continents, they recognize North America as the continent on which they live. On the map of North America, lo- cate the United States. The pupils then take imagin- ary Journeys to different places, stating the direction of the route in going and in returning. 9. UNKNOWN VISITOR: Purpose: To re\iew facts learned in the study of the "Seven Little Sisters. " 168 "Games" Method: Let a child, called the visitor, represent one of the "Seven Sisters." The other pupils try to find out her name by asking questions about her home. The visitor answers "Yes" or "No" to each question. If the pupils do not succeed in finding out her name after several questions ha\e been asked, the unknown visitor tells her name. 10. WEATHER COCK: Purpose: To teach how winds are named (after the point of the compass from which they blow). Method: The four points of the compass are represented by the corresponding walls of the room. Several pupils are chosen to represent the winds and one child is chosen to be the weather cock. When the weather- cock calls "North wind, blow!", the pupils standing at the north wall run toward the south, waxing their arms and blowing as they go. The other winds are produced in a similar manner. When the weather-cock calls "Variable," the pla\ers run in \arious directions. 109 BIBLIOGRAPHY I. PROJECTS Bonser. The Elementary School Curriculum. Bobbitt. What the Schools Teach and Ivlight Teach. The Curriculum. Dewey. Schools of To-morrow. How We Think. The School and Society. Democracy and Education. Interest and Effort in Education. Dynes. Socializing the Child. Hill. Experimental Studies in Kindergarten Edu- cation. Kilpatrick. The Project Method. Krackowizer. Projects in the Primary Grades. Meriam. Child Life and the Curriculum. MciVIurry. Teaching by Projects. Scott. Social Education. Thorndike. Education for Initiative and Originality. Weeks. Socializing the Three R"s. Wells. A Project Curriculum. RECENT TEXT-BOOKS EXEMPLIFYING THE PROJECT METHOD Arithmetical Essentials — Book One; Drushnel-Noonan- Withers — Lyon and Carnahan, Chicago. Elementary Lessons in Everyday English: Bolenius — American Book Co., Chicago. 170 "Bibliography" II. GAMES Children's Book of Games and Parties; Carolyn Sherwin Bailey. (M. A. Donohue & Co., Chicago.) Daily Lesson Plans in English; Caroline Griffin. (Educational Publishing Co., Chicago.) Elson-Runkel Primer — Teachers' Edition; (Scott, Eoresman dsi Co., Chicago.) Education hy Plays and Games-Johnson. (Ginn & Company, Chicago.) I'irst JourncNS in Numbcrland; Harris &l Waldo. (Scott, Eoresman &: Co., Chicago.) First Year in Number; Howe and Peet. (Houghton, Mifflin & Co., Chicago.) Five Little Strangers; Julia Augusta Schwartz. (American Book Co., Chicago.) Games for the Playground, 1 lomc. .School, atKl Ci\mnasium; Jessie H. Bancroh. (The Macmillan (>o., New ^'ork.) Games and Rh\mes for Language Teaching; yXlhambra G. Deming. (Beckley Cardy Co., Chicago.) Games, Seat-Work and Sense Training E.xerciscs; Martha Adelaide Holton and Eugenia Kimball. (A. Flanagan Co.) 171 Miiiruukee Public kScHooIs Games to Teach Correct English to Little Ones; Emma Watkins. (Clio Press, Iowa City, Iowa.) How I I3id It; Grace B. Faxon. (F. A. Owen Publishing Co., Dansville, X. Y.) Language Games; Myra King. (Educational Publishing Co., Chicago.) Language Games for All Grades; Alhambra Deming. (Beckley Cardy Co., Chicago.) Language Games for Little People; Emma Watkins. (Clio Press, Iowa City, Iowa.) Language Helps; Emma Watkins. (Clio Press, Iowa City, Iowa.) Lessons in Ci\ics for the Three Primary Grades of City Schools; Hannah Margaret Harris. (Bureau of Education, Washington, D. C.) Number Games for Primary Grades; Harris and \\ aldo. (Beckley-Cardy Co., Chicago.) Pamphlet on Arithmetic; State Normal School. Superior, Wisconsin. Pamphlet on Arithmetic; Primary Superintendent. Minneapolis, Minn. Primary Seat and Sense Training; (Beckley-Cardy Co., Chicago, Illinois.) 172 "Bibliography" Social Games and Group Dances; J. E. Elsom and Blanche Tillings. (J. B. Lippincott Co., Philadelphia.) The Play Way; H. Caldwell Cook. (Frederick A. Stokes Co., New '^'ork.) The Teaching of Sight Words; Avis Wescott, 4725 South Aldrich St., Minneapolis, Minn. Work and Play With Language; (Robbins and Row, Chicago, 111.) 173 INDEX PAGES Alphabet Game 161 American Flag 121 Animal Game 137 Animal Race 166 Apartment House 151 Automobile Race 1 67 Ball Game, No. 1 138 Ball Game, No. 2 138 Balloon Game 1 26 Baseball Game 162 Bean Bag Game 151 Blackboard Ball Game 156 Bibliography 1 70 Birds 79 Birthday Greetings 138 Birthday Party 24 Boats 44 Bobby Wants a Place 149 Book Friends 126 Bowling Game 1 56 Building Block Project 19 Capti\e 160 Card Race 160 Catch Me If You Can 126 Child's Grocery Store 70 Circle Game (Arithmetic) 149 Circle Game (Reading) 127 Circus, No. 1 88 Circus. No. 2 90 Clap In, Clap Ouc 151 Climb the Ladder 127 Clock Game 14*^ Completion Game 134 Counting Out 128 Cross Race 128 Definition Game (Geography) 167 Definition Game (Spelling) 162 Department Store 139 Detective Game 1 28 Direction Ib7 Doll House 52 174 " Index PACES Doll Project .23 Dominoes 151 Down the Line 157 Easter in a Primary Room 29 Elevator Game 1 49 Endless Chain 157 Eraser Game 160 Erasing Game Ib2 Family Game 163 Farm Animals 72 Farmer in the Dell 132 Faulty Speech 1 39 Finding the Combination 152 First and Last 128 Flash Card Game 155 Flower Gardening in Window Boxes 38 Follow Directions 140 Follow the Leader 128 Forfeits 160 Forward and Backward 152 Friends 140 Froggies in a Pond 1 29 Game of Actors ... 1 40 Germination of Seeds 40 Gingerbread Boy 132 Going to Jerusalem 1 29 Grocery Specials 157 Grocery Store 31 Guessing Game (Language) 141 Guessing Game (Reading) 12^^ Hard Nuts to Crack hi4 Health Above All 42 Hen and Chickens 150 Hide and Seek (Language) 141 Hide and Seek (Reading) 1 2^> Holiday Game 134 Hop Scotch (Arithmetic) h^O Hop Scotch (Reading) . I ?"' Home 55 Home Building o3 How Food is Obtained 7ci Identification Game l67 Indian Project 35 Indian \'illagc 83 175 Milwaukee Public Schools PAGES In the Rins K'l luck in the Box 130 Listening Game 1 42 Lost Child 1 45 Magic Gates 130 Marble Game 1 58 Merry-Go-Round 130 Mimic Theater , 17 Missing Letters 1 04 Missing Numbers 150 Missing Word Game 142 Model Store 94 Mother Goose (Language) 142 Mother Goose (Project) 47 Mother Goose (Reading) 134 Move to the Right 1 64 Movie Game 130 Newspaper Game 135 Nimble Brownies 165 Object Game 1 43 Occupation Game 1 43 Of What Am I Thinking^ 143 Old Woman Who Lives in a Shoe 1 46 Parcel Post 130 Password 133 Pay As You Enter 158 Phrase Race 135 Picking Apples 161 Picnic 26 Picture Game (Arithmetic) 150 Picture Game (Language) 1 44 Picture Game (Reading) 131 Pilgrims 37 Plan for Project Teaching 12 Playing Beans 158 Play as a Factor in Education 125 Playlet to Celebrate the Diamond Jubilee of the City of Mil- waukee 114 Pocket Game 155 Pointer Game 135 Post Office (Project) 1 00 Post Office (Reading) 131 Prisoner 1 b5 Pussy Wants a Corner 131 176 "Index" Quaker Meeting 165 Quick Pointers 153 Railroad Game 153 Rain 104 Reaching the Goal 153 Relay Race 153 Returning Home 1 68 Rich Man.. Poor Man 150 Riddles in Rhymes 168 Robinson Crusoe 85 Running the Gauntlet 154 Runaway Words 131 Sandtable Desert ^)4 Seat Game 136 Silent Reading Game, No. 1 137 Silent Reading Game. No. 2 137 Snap Shots 132 Synopsis of the Project Method 8 Spelling Secrets 1 65 Spider Web i 59 Spinning the Arrow 1 59 Spin the Platter 132 Standards for Judging School Projects 16 Story of Cocoa and Chocolate 103 Story of Wheat 97 Table Game 155 Table Tag 154 Taking a Walk 144 Tapping I '^ - Telephone Game ' -^4 Ten in Line 159 Three Bears 1 '^ Tick, Tock. Tow 13 3 Top and Bottom 136 Topsy Turvy Game 137 Toy Farm ' •*6 Train Game ' ^^^ Traveling Game ... 168 Trip to Bookland , 1 36 Two Deep '5*^ Unknown Visitor 168 Up and Down 133 Visitor Game .... '•♦("' Weather Cock I69 177 Milwaukee Public Schools PAGES What Is It? 166 Who Has the Button? 147 Wind 106 Word Oppositcs 1 47 Word Race 133 Word Series 1 47 "Zoo" 117 17S LOS A' This book is DUE on the last date st amped below I ' JUL g 9 1931 1 NOV 1 1 193r ' 49V T. - ■-- 1 AUG 5 lb. I ' 193S -■ OEC 18 1959 - [ Form L-9-35»i-8,'28 i i ! 1027 'r.lilv/aukee. M64 Board of scnooi 0.1- rectors - Projects and ri -; r- in the primary .i' udes . I UCLA Young Research Library LB1027 .M64 y L 009 567 170 7 UC '.(ii)rH(H'. RS (.I'i'.Al I IHHARi ■ .•. AA 001 230 901 9