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 
 
 
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 193S 
 
 -■ 
 
 
 
 OEC 18 1959 
 
 
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 Form L-9-35»i-8,'28 
 
 
 
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 !
 
 1027 'r.lilv/aukee. 
 M64 Board of 
 
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 rectors - 
 Projects and ri -; r- 
 in the primary 
 .i' udes . I 
 
 UCLA Young Research Library 
 
 LB1027 .M64 
 
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 L 009 567 170 7 
 
 UC '.(ii)rH(H'. RS (.I'i'.Al I IHHARi ■ .•. 
 
 AA 001 230 901 9